cdsCode	lea	priorityNumber	Narrative1aRelationshipsStrength	Narrative1bRelationshipsFocusAre	Narrative1cRelationshipsImproveE	Narrative2aPartnershipsStrengths	Narrative2bPartnershipsFocusArea	Narrative2cPartnershipsImproveEn	Narrative3aInputStrengths	Narrative3bInputFocusAreas	Narrative3cInputImproveEngagemen	DevelopStaffCapacityRelationship	EnvironmentRelationship	StaffSupportRelationship	OpportunityRelationship	ProfessionalLearningPartnership	ResourcesPartnership	PoliciesProgramsPartnership	LegalRightsPartnership	SupportStaffCapacityInput	SupportFamilyCapacityInput	StrategiesInput	CollaborationtInput	countyPerformance	additionalInfo	meetingDate	year
01100170000000	Alameda County Office of Education	3	The 2024-27 LCAP Survey provided an opportunity for educational partners to provide input on our current strengths and progress in Building Relationships Between School Staff and Families. 38.& Strongly Agree strongly agreed  and 25.8%agreed that Teachers and staff at this school communicate with educational partners (parents, counselors, tutors, etc.), 32.3% were neutral, while 3.2 disagreed. 35.5% strongly agreed, 45.2%, agreed that our schools have a supportive learning environment, while 16.1% were neutral and 3.2% disagreed. The survey also shows that School safety and climate (36.7%) should be a primary focus in our LCAP. In addition,16.7% reported that a primary focus of our efforts should focus on improving parent engagement/participation. Community Schools provided a number of events to build relationships with school staff and families including SSC, student showcases, formal Back to School Nights, and parent-teacher conferences during the 2023-24 school year. In addition, there was ongoing communication with parents/guardians through a variety of ways, such as:  phone calls, text messages, virtual meetings using Zoom calls/conferences, correspondence via email and/or mail, Parent Square communications, and google form surveys. Schools have employed various ways to strengthen relationships with school staff and families .  An LCAP Survey, inclusive of Title I funding, state/local priorities, and ways to improve our graduation rates (CSI), and Equity Multiplier funding, and school climate questions, were provided to staff, students and families to garner input on the current learning program (successes/needs) are examples of the strengths and progress in building relationships.	School sites continue to work on how to  increase the number of parents/guardians participating in school engagement events.  such as School Site Council (SSC) meetings, Back to School Nights, Open House, Literacy Events, and student showcases. In addition a focus area includes the need for more family participation in the  English Learner Advisory Committee (ELAC) so that there are increased opportunities to provide  parent resources, review of  current data on EL population, reclassification status of students, and state assessments. Another focus is increased involvement in our SSC where educational partner input can help craft our school safety plans, parent-family compact agreement, Site Plan for Student Achievement (SPSA) -use of Title I funding, the Comprehensive School Improvement (CSI) efforts for our College and Career Indicator, as well as determining the contents of the Parent-Student handbook at Community Schools. Court Schools included ongoing discussions on how to improve parent participation in engagement opportunities as well as how to better connect to probation offerings aimed at that effort.	ACOE Court and Community Schools continue to work on ways to improve the engagement of underrepresented families. Data from our LCAP shows we have a need to increase family participation in educational partner engagement events (SSC, PAC, DELAC). This seems to be the largest barrier to engagement with underrepresented families and an area we will seek to explore in the upcoming school year. We will increase the use of Parent Square, a digital platform, to improve the methods for communication with families and ongoing outreach into the new school year. 

We continue to find new ways to improve engagement of underrepresented families and provide opportunities for families to provide input on various state and federal funding, and our new Local Control and Accountability plan through both virtual meetings and survey available on the ACOE website. Sessions for Parental Advisory Committee input were offered in person in both 1:1 and small group settings as one way to build relationships between school staff and families. The LEA remains focused on engaging the families of unduplicated and high-need students to assess and improve school connectedness and satisfaction of the students and families enrolled in the Alameda County Office of Education Schools.	Each site has partnerships with community-based organizations that provide supportive programs and offer a variety of services targeted to the needs of the students and their families. In addition, the expansion of ACOE's Student Services division provides additional site supports for mental health, attendance, transition from Court Schools, in addition to services and supports for Foster and Homeless Youth.  Teachers and staff offer a nurturing learning environment for students as they complete their high school education, often with severe credit deficiencies. Students have access to curriculum and support services to develop the skills and experiences needed to provide a safe and caring environment with the resources of community-based organizations designed to support trauma exposed youth.	Academic Supports-To assist with improvement for student outcomes we have built partners aimed at improving students’ ability to access curriculum in core subjects. Our LEA partners with Bay Area Youth Agency Consortium and Safe Passages. As a partner, they seek to help us is to expand services and opportunities for Bay Area youth in high risk communities so that they can achieve school success. BAYAC tutors provide school success through Youth Development, After School Enrichment, Academic Engagement, or Volunteer Coordination. Our instructional staff also provides targeted instruction using Common Core best practices and universal scaffolds to improve student outcomes and we provide professional learning from our vendor for both digital and traditional curriculum options to improve graduation and College & Career indicator improvement. 

English Learner Support Needs)  -increase need for professional development for instructional staff in the areas of English Learner (EL) T coaching and resources for EL support for the implementation of integrated and designated instruction. The LEA has seen an increase in newcomer students who may need to strengthen their foundational skills oral and written skills. 

SpEd Services- ACOE special education staffing includes one Licensed School Psychologist, one Certificated Speech & Language Pathologist, four Certificated Case Managers/Resource Specialists and one Paraprofessional to provide SpEd services, manage documentation, and student transition needs.

Whole Child Supports and Services- Increased focus on community mental health partnerships to provide in-house and DIS counseling support services by licensed mental health providers.	There is an identified need to increase the engagement of underrepresented families in our Court and Community Schools. We have contracted with an agency who is able to provide in person and virtual translators as needed for enrollment, parent teacher conferences, as well as site and LEA wide events to  review and reflect on student outcome data for state, local assessments, English Learner progress, the identification of parent resources, staff professional learning opportunities, current data on EL population, reclassification status of students, and state assessments.	The LEA has identified LEA’s current strengths and progress in Seeking Input for Decision-Making, including multiple opportunities at school sites where discussions where held including topics on how to improve parent participation in engagement opportunities, use of funding sources, data review and programmatic decisions. We offered a number of opportunities for families to provide input on various state and federal funding, review student local/state data, and provide input on our new Local Control and Accountability plan through both virtual meetings and surveys available on the ACOE website. The use of Parent Square has been helpful in reaching more students, families, and educational partners. We have also increase the number of in person input sessions.	Analysis of educational partner input and local data shows that underrepresented families attendance participation is needed in our efforts to seek Input for decision-making.  Often the The LEA needs to further build the capacity  of our families to participate in advisory groups without burdening them with language that is heavy on educational compliance. Our focus areas include how to ensure site staff are making additional outreach efforts for participation for decision making. The incorporation of the Parent Square communication platform will widen our outreach beyond emails, calls, flyers, public postings our ACOE website to include ways to text families in mass and provide direct links to flyers and surveys directly to both cell phones and emails in our student information systems.	The LEA has contracted with an agency who is able to provide in person and virtual translators as needed for enrollment, parent teacher conferences, as well as site and LEA wide events. Other ways we seek to improve engagement of underrepresented families are how to connect LEA engagements to Court School probation offerings when families are visiting, the adjustment of the School Site Council/ELAC meetings to later times was better for underrepresented families participation in decision making needs, but we continue to seek ways to improve underrepresented families engagement in both Court and Community schools.	4	4	4	4	5	4	3	4	3	2	3	2	Met		2024-06-11	2024
01100170112607	Envision Academy for Arts & Technology	3	We work to create inclusive environments where students can be successful and parents know that we see them as critical partners in their child’s educational journey. From monthly parent meetings, including school-site and ELAC meetings, to trimester parent conferences led by their students, and advisor communication to parents throughout the school year, we keep parents informed about their child’s progress and events happening at school.

In support of the multiple touch bases we have with families, we work to be thoughtful about how our communication is taking into account the language needs of families. This is something that we have made strong strides in by doing things such as simultaneous translation at school meeting events. This is an area that we will continue to be mindful of and work on as we communicate with our families.
	EA is focused on increasing family participation, in particular for English Learners, Special Education, and unduplicated student groups.	EA will increase targeted outreach to underrepresented families.	EA has engaged families in regular conferences, portfolio defenses, and demonstrations of learning. Families have also been invited to analyze student outcomes data and share priorities.
	EA is focused on increasing family participation, in particular for English Learners, Special Education, and unduplicated student groups.	EA will increase targeted outreach to underrepresented families.
	EA families have been invited to analyze student outcomes data and share priorities, during regular family and advisory council meetings.	EA is focused on increasing family participation, in particular for English Learners, Special Education, and unduplicated student groups.	EA will increase targeted outreach to underrepresented families.	4	4	4	4	4	4	4	4	3	3	4	3	Met		2024-06-13	2024
01100170123968	Community School for Creative Education	3	Based on the analysis of educational partner input and local data, our LEA has made significant progress in building relationships between school staff and families. Some key strengths include:
Open Communication Channels: We have established open and transparent communication channels between school staff and families, facilitating ongoing dialogue and collaboration.
Engagement Initiatives: Our LEA has implemented various engagement initiatives, such as family workshops, parent-teacher conferences, and school events, to actively involve families in the educational process.
Cultural Competence: We have demonstrated cultural competence by respecting and valuing the diversity within our school community, ensuring that all families feel included and represented.
Supportive Environment: Our school staff has created a supportive environment where families feel comfortable sharing their concerns, feedback, and aspirations for their children's education.
Partnership Opportunities: We have provided opportunities for families to actively participate in decision-making processes, school activities, and volunteer opportunities, fostering a sense of ownership and partnership in their children's education.
Overall, our LEA's current strengths and progress in building relationships between school staff and families reflect our commitment to creating a collaborative and inclusive educational environment that supports student success.	Our focus area for improvement are:
5. Progress in providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families:
Our LEA scored a 3 in this area, indicating ongoing efforts to enhance professional learning and support for teachers and principals in partnering with families. To address this, we are actively working on adding more family nights and opportunities for families to engage with educators and school staff. By expanding these opportunities, we aim to strengthen collaboration between schools and families, ultimately improving student outcomes.
6. Progress in providing families with information and resources to support student learning and development in the home::
Our LEA acknowledges the need to improve in this area and is actively working to increase our efforts. We are committed to enhancing the provision of information and resources to support student learning and development in the home. Through targeted initiatives and outreach efforts, we aim to provide families with valuable educational resources and guidance to support their children's academic success.	To address this, we will implement the following strategies:
Culturally Responsive Practices: We will enhance our cultural competence and sensitivity to ensure that our outreach efforts are inclusive and respectful of the diverse backgrounds and perspectives of underrepresented families.
Targeted Outreach: We will develop targeted outreach strategies tailored to the specific needs and preferences of underrepresented families, including translated materials, culturally relevant events, and outreach through community organizations.
Family Liaisons: We will designate family liaisons or bilingual staff members to serve as points of contact for underrepresented families, providing personalized support, assistance, and resources to facilitate their engagement with the school community.
Parent Workshops and Trainings: We will offer workshops and trainings designed to empower underrepresented families with the knowledge, skills, and resources needed to actively participate in their children's education and engage with school staff effectively.
Flexible Engagement Opportunities: We will provide flexible engagement opportunities that accommodate the schedules and preferences of underrepresented families, such as virtual meetings, evening events, and alternative communication methods.
By implementing these strategies, our LEA is committed to improving the engagement of underrepresented families and fostering strong, collaborative relationships between school staff and all members of our school community.	In our LEA, we have made significant progress in building partnerships for student outcomes. Two areas where we have shown notable strength and progress are in implementing policies or programs for teachers to meet with families and students, and in supporting families to understand and exercise their legal rights.
Firstly, we have established robust structures to facilitate meaningful interactions between teachers, families, and students. This includes regular parent-teacher conferences, progress reports, and open communication channels. By providing opportunities for these meetings, we have created avenues for discussing student progress and collaborating on strategies to support improved outcomes.
Additionally, we have made strides in supporting families to understand and advocate for their legal rights. While there is always room for improvement, we have been fairly successful in providing families with the information and resources they need to navigate the educational system effectively. We aim to reinforce this further by reminding families more often about their rights and providing ongoing support and guidance.	Our focus area for improvement are:
5. Progress in providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families:
Our LEA scored a 3 in this area, indicating ongoing efforts to enhance professional learning and support for teachers and principals in partnering with families. To address this, we are actively working on adding more family nights and opportunities for families to engage with educators and school staff. By expanding these opportunities, we aim to strengthen collaboration between schools and families, ultimately improving student outcomes.
6. Progress in providing families with information and resources to support student learning and development in the home::
Our LEA acknowledges the need to improve in this area and is actively working to increase our efforts. We are committed to enhancing the provision of information and resources to support student learning and development in the home. Through targeted initiatives and outreach efforts, we aim to provide families with valuable educational resources and guidance to support their children's academic success.	Based on the analysis of educational partner input and local data, the LEA is committed to improving the engagement of underrepresented families in building partnerships for student outcomes. To achieve this goal, several targeted strategies will be implemented:
Culturally Responsive Outreach: The LEA will enhance outreach efforts to underrepresented families by employing culturally sensitive approaches. This may include translating communication materials into multiple languages, hosting meetings and events at times and locations convenient for diverse families, and incorporating cultural traditions and practices into engagement activities.
Community Partnerships: Collaborating with community organizations and stakeholders will be prioritized to reach underrepresented families. By leveraging existing relationships and resources within the community, the LEA can effectively engage with families who may otherwise feel disconnected from traditional school outreach efforts.
Personalized Support: Recognizing that each family may have unique needs and preferences, the LEA will provide personalized support to underrepresented families. This may involve offering one-on-one meetings with school staff or family liaisons to address concerns, providing guidance on navigating the education system, and connecting families with relevant support services.
Family Empowerment Programs: Implementing programs aimed at empowering underrepresented families will be a key focus. These programs may include workshops on advocacy skills, educational rights, and resources available to support student success. By equipping families with knowledge and tools, they can become more actively involved in their child's education and advocate for their needs.
Ongoing Feedback and Evaluation: The LEA will establish mechanisms for ongoing feedback and evaluation to ensure that engagement efforts are meeting the needs of underrepresented families. This may involve conducting surveys, focus groups, or regular check-ins to gather input and make necessary adjustments to engagement strategies.
By implementing these targeted approaches, the LEA aims to foster meaningful partnerships with underrepresented families and ensure that all students have the support and resources they need to thrive academically and socially.	The LEA has made significant strides in providing opportunities for all families to provide input on policies and programs, as evidenced by a rating of 4 out of 5. This achievement can be attributed to various actions implemented by the LEA, including:
Regularly scheduled meetings or forums: The LEA has established regular meetings or forums where families are invited to provide input on policies and programs. These meetings serve as platforms for open dialogue and collaboration between school administrators, staff, and families.
Surveys and feedback mechanisms: The LEA has implemented surveys and feedback mechanisms to gather input from families who may not be able to attend in-person meetings. These tools allow for broader participation and ensure that diverse perspectives are considered in decision-making processes.
Culturally responsive outreach: Recognizing the importance of engaging all families, the LEA has employed culturally responsive outreach strategies to reach underrepresented groups. This includes translating communication materials into multiple languages, hosting meetings at convenient times and locations, and collaborating with community organizations to ensure that all families have a voice.	Based on the analysis of educational partner input and local data, the LEA has identified several focus areas for improvement in seeking input for decision-making:
Inclusive Engagement Strategies: The LEA aims to enhance its strategies to ensure the participation of a wider range of families in decision-making processes. While progress has been made in soliciting input from families, there is a need to further diversify engagement efforts to reach underrepresented groups. This includes implementing outreach strategies tailored to the cultural and linguistic needs of diverse families and providing multiple avenues for participation to accommodate varying preferences and schedules.
Enhanced Communication Channels: Improving communication channels between the LEA and families is identified as a priority area for improvement. While efforts have been made to provide opportunities for input, there is a need to strengthen communication mechanisms to ensure that families are well-informed about decision-making processes and have clear avenues for providing feedback. This may involve utilizing a mix of traditional and digital communication platforms, such as newsletters, social media, and dedicated online portals, to reach families more effectively.
Capacity Building: The LEA recognizes the importance of building the capacity of both staff and families to effectively engage in decision-making processes. There is a need for targeted professional development and training opportunities to equip staff with the skills and knowledge necessary to facilitate meaningful engagement with families. Similarly, families may benefit from workshops or resources that provide guidance on how to navigate the education system, understand their rights, and advocate for their children's needs.
Continuous Feedback and Evaluation: To ensure ongoing improvement in seeking input for decision-making, the LEA aims to establish mechanisms for continuous feedback and evaluation. This involves regularly soliciting feedback from families and stakeholders on the effectiveness of engagement strategies and using this input to inform iterative improvements. By adopting a cyclical process of feedback and reflection, the LEA can adapt its practices to better meet the evolving needs of the school community.
By addressing these focus areas for improvement, the LEA is committed to fostering a culture of inclusivity, transparency, and collaboration in decision-making processes, ultimately leading to more informed and equitable outcomes for all students and families.	To address this, the LEA has developed targeted strategies to enhance the involvement of underrepresented families in seeking input for decision-making. Here's how the LEA plans to improve engagement:
Culturally Responsive Outreach: The LEA will implement culturally responsive outreach strategies to reach underrepresented families and ensure their meaningful participation in decision-making processes. This includes translating communication materials into multiple languages, hosting meetings at community centers or other accessible locations, and collaborating with community leaders and organizations trusted by underrepresented families.
Tailored Communication: Recognizing that different families may have unique communication preferences and needs, the LEA will tailor its communication strategies to effectively engage underrepresented families. This may involve utilizing a variety of communication channels, such as phone calls, text messages, social media, and printed materials, to ensure that information reaches families in a format that is accessible and culturally relevant.
Building Trust and Relationships: Building trust and relationships with underrepresented families is essential for meaningful engagement. The LEA will prioritize building authentic relationships with these families through personalized outreach, home visits, and opportunities for one-on-one conversations. By demonstrating a genuine commitment to listening and valuing their perspectives, the LEA aims to establish trust and create a welcoming environment for underrepresented families to participate in decision-making.
Providing Resources and Support: The LEA will provide resources and support to empower underrepresented families to engage in decision-making processes effectively. This may include offering workshops or training sessions on topics such as navigating the education system, understanding school policies and procedures, and advocating for their children's needs. Additionally, the LEA will ensure that families have access to interpreters or translators, as well as childcare or transportation assistance, to facilitate their participation in meetings and events.
Feedback and Continuous Improvement: Finally, the LEA is committed to soliciting feedback from underrepresented families on its engagement efforts and using this input to inform continuous improvement. By regularly seeking input from these families and adapting its strategies based on their feedback, the LEA aims to create more inclusive and equitable decision-making processes that reflect the diverse needs and perspectives of the entire school community.	4	4	4	5	3	3	5	4	3	3	4	3	Met		2024-06-12	2024
01100170124172	Yu Ming Charter	3	Yu Ming Families recently completed the CORE family survey in which 96% agree or strongly agree they feel a sense of belonging at our school, 97% indicated they feel staff is helpful and 97% feel welcome to participate. 98% of families reported that school staff treats them respectfully, including 100% of African American and Black families. These scores remain consistent year to year and demonstrate Yu Ming’s continued efforts to build relationships between staff and families.	In the 2023-24 Family Survey, 96% of families reported feeling a sense of belonging, and 97% (up from 96% in 22-23) indicated that their child’s background is valued at the school. This metric is 89% for Black or African American families and 92% for Latinx families, which is slightly lower than the school-wide metric, so our focus on building relationships with subgroups, including Black and Latinx families, will continue to be a focus area for the upcoming school year.	Yu Ming has implemented the following strategies to build relationships with families: 
Affinity Groups (Black/African American, Latinx, LGBTQIAA+, SWD, EL, FRL families), Cultural Celebrations and Actions, Preschool Early Learning Kits to Underserved Communities, Parentsquare communications and weekly newsletters, Surveys, Coffees (“Cha and Chat”) with school leadership, ELAC Committee, Translation and interpretation of written and verbal communications.
Yu Ming will continue to employ a Family Engagement and Outreach Coordinator, whose work will focus on building equity and inclusion with underrepresented groups through direct outreach and affinity groups. Yu Ming will also implement a “buddy system” for new families in underrepresented groups, pairing them with existing families to support their transition to Yu Ming. 
	Yu Ming Families recently completed the CORE family survey in which 96% agree or strongly agree the school provides high-quality instruction to their child; this includes 97% of Black and 100% of Latinx families.  In their narrative feedback, families named teachers and staff as “the one best thing” about Yu Ming. Overall, families feel supported and informed by the school. Yu Ming provides multiple opportunities for families to partner with teachers to support their students.	In the 2021-22 School Year, Yu Ming staff completed the TNTP National Insight Survey in which teachers indicated coaching as an area of improvement for the school; this was the focus area for the 2022-23 School Year. Teachers and staff completed the TNTP survey again in 2024 and indicated that the improved coaching model helped them improve student outcomes, which was the strongest metric of the survey. Teacher coaching will continue to be a focus area for continued improvement for this school year as it continues to improve.	Yu Ming will continue to do the following to improve engagement of underrepresented families identified during the self-reflection process about Building Partnerships for Student Outcomes: Fall Parent Teacher Conferences, Spring Student Led Conferences, Equity design team, Leadership participation in Lead Liberator Equity training, building antiracist competencies amongst all staff to continue to develop staff’s ability to support underserved students and families. 
Board committees with parent members (Finance, Facilities, Education Committee) 
A consistent teacher coaching model with an emphasis on identifying needs and implementing support for underserved students.
	Yu Ming Families recently completed the CORE family survey, in which 94% agree or strongly agree that “School Staff welcomes my suggestions” (up from 93%) and 94% agree or strongly agree that “School Staff takes my concerns seriously.” Yu Ming families have ample opportunities to provide feedback on school decisions. To promote and elicit parent input in decision-making, Yu Ming Charter School hosts and facilitates PAC meetings, ELAC, Family Support Organization (FSO) Council, and Family Support Organization meetings during the school year with annual elections (for ELAC) to include EL and non-EL parents.  
Parents can also serve on the governing board. During the school year, PAC, ELAC, the FSO Council, the Family Support Organization, and the Equity Design Team provide input/feedback on the LCAP Actions/services and monitor annual measurable outcomes. This is an opportunity for parents and community members to provide input on student programs. A parent-led DEI committee was established in the 23-24 school year to address parent education around equity and inclusion issues at the school.
	93% of families agree or strongly agree that “School Staff responds to my needs in a timely manner,” down from 95% in the previous survey. Yu Ming’s focus this year will be to ensure families receive timely and relevant information from all staff.	To engage all families, including those not on advisory committees, Yu Ming will administer the CORE family survey data twice yearly and analyze data by special populations. Yu Ming will improve efforts to seek feedback by engaging the multi-stakeholder Equity design team through a regular cycle of gathering data from 1:1 educational partner interviews to serve better underrepresented families, particularly those in the Black and Latinx subgroups.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-20	2024
01100170125567	Urban Montessori Charter	3	Over the last year, we have focused on improving school staff's ability to partner with families from all different backgrounds. We continued professional development for our whole staff before school began to focus on the foundations of implicit bias and decentering whiteness. This work included collaborating to develop systems and strategies for partnering with families in meaningful ways.


Families indicated through survey data that they appreciated having more parent education about Montessori and more in-person communication with leadership. Based on this information we are continuing and or increasing our regular parent nights with specific topics of focus. Our administration also hosts regular informal office hours, to connect with members of the community in addition to regular monthly board and committee meetings.
	One area we focused on improving in 2023-2024 was our School-to-Home communications, including common expectations for classroom teacher use across the entire school. This was highly successful and parents indicated a positive impact in surveys. As we are able, we will seek to increase access for parent volunteers to support on campus, increasing opportunities for in-person interaction and relationship building.	While our School-to-Home communication work has been highly successful we still have community members who struggle to engage with the school digitally. Next year we will continue to explore other systems of communications to ensure all families are heard. We have increased the size of our administration team to ensure that we are able to connect more with families and offer more opportunities for people to come in and learn/connect more with our school
	This past year we continued our ongoing communications improvements with families through regular weekly whole-school and classroom messages, as well as operations, and admin office hours. Our family communication platform ParentSquare translates seamlessly and gives parents the ability to connect with both staff and one another.
Current strengths and progress include sustained parent-teacher conferences and family observations that happen multiple times each school year. We have also begun tracking participation in these offerings to better evaluate the impact and overall Family engagement.
	Based on the data we collected some families struggle to interface with digital communication and are looking for more opportunity to engage offline. This year we focused on systems to support student work going home more regularly, so families can see weekly what students are working on in class. This has allowed them to support the students at home and ask more focused questions to classroom teachers.	With our current communications platform, we still have work to do training staff and families to ensure that families who are too often underrepresented in school engagements are equitably supported to fully engage as they wish. We also will continue to expand access to simultaneous translated meetings, including governance meetings.
	UMCS uses Panorama to administer the CORE Climate and Culture survey to families and guardians multiple times per year in order to seek input and promote community participation. We make the survey available online and provide chromebooks for family use at our school sites. We monitor the number and backgrounds of community members who participate in these surveys. The survey seeks input about academic programs, school community, and administrative functions. Related to decision-making, 92% of respondents felt that UMCS has a climate of support for academic learning. Related to promoting family participation, 96% of respondents report that our school creates a sense of belonging for students and community members.
It was also used to identify the school’s strengths and gather important suggestions for improvements. Survey results show that families experience the strength of the school through the faculty and staff.
We use this survey every year because it gives actionable, detailed data, and as a small school it helps us be responsive to community needs as quickly as we can.
	In our 2023-24 LCAP, the survey most closely connects to our work in Goal #3 supporting and empowering families as we work together to build a strong anti-racist, engaged, and collaborative school community, which includes families having multiple ways of receiving help when needed so they can further support student learning at home. This survey also has student and staff components.	Our survey response data showed that there was an improved response rate from families in underrepresented demographic groups, but we are acutely aware that there is much improvement to be made. Next year to improve family engagement for underrepresented groups, all staff including administration and teachers, will commit to making direct phone calls to families in these groups to gain regular feedback and create opportunities for more families to participate in decision making at the school.
	3	3	4	4	3	3	3	3	3	3	3	2	Met		2024-06-20	2024
01100170130625	Alternatives in Action	3	Relationships between teachers and parents are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment. Our program is making a positive impact on the lives of our families. One of the most important aspects of our program is the relationship that our parent coordinator (bilingual) has built with the families she works with. She has been able to build trust and rapport with these families, which has allowed her to provide them with the individual support they need to get set up with our communication program. Family Education and Engagement events have been a positive experience for both our families and our staff. We have been able to provide families with more information about our program and answer any questions they may have. We have also been able to get feedback from families on how we can improve our program. The school has also built meaningful, authentic relations including community partnerships with: 

- 18 Reasons - conducted a six-week family, healthy cooking series
- La Clinica Partnership - provide Mental Health/Self Care 
- Families in Action - conduct A-G informational workshops for families
	Alternatives in Action has strong relationships between school staff and families. In terms of areas for improvement, we will continue to focus on building capacity for classroom teachers to regularly reach out to parents on a more consistent basis. Families have asked for more regular communication, including newsletters and social media engagement on Instagram and Facebook. The school has seen an increase in social media engagement  - previously 160+ followers, now over 290+).
	AIA serves a high population of socioeconomically disadvantaged students and English Learners. Our largely bilingual staff supports communications with families. The Health and Wellness team and Restorative Justice team will conduct home visits to support families who may have a hard time coming on campus. Through the parent coordinator, the school engages families to attend several events and connect families with community partnerships.	Alternatives in Action has developed multiple practices that foster partnerships between families and staff in support of student growth. We have also been able to connect with organizations in the community to offer additional resources for parents to support their student’s outcomes. Partnerships include: 

- La Clinica - provide parenting classes and workshops, including a series of 10 workshops for parents on how to best support student academically, socially and mentally

- Neighborhood Council - formalized a connection between our families and the community events and resources that are available to them

- Community School Leadership: Realizing Equity through a Collaborative Vision - partnership includes two student representatives, along with schools throughout the Bay area, focused on how to build a community school model (shared leadership and community partnership) 

- Families in Action - train families on how to advocate for policy change (at site or district level); UC A-G workshops

- Oakland Enrolls - focus on boosting enrollment numbers; strengthening presence in the community, building relationships, safety and communication	Workshops provided by the College & Career Coordinator and workshops provided by Families In Action will continue for next year improving formal partnerships in terms of Student Outcomes. The school will also focus on regular communications for student progress (grades, attendance). The school is looking to hire a Dean of Instruction (Academic Lead) to support teachers in improving student outcomes.	Alternatives in Action plans to improve communication with underrepresented families by continuing to strengthen its outreach through increasing the number of organizations to provide diverse support resources for our students such as domestic violence prevention and housing assistance. Bilingual staff engages and communicates with families to ensure student progress is shared, monitored and supported.	Alternatives in Action values family input into decision-making about policies, programs, and events.  Each year, a parent representative(s) is elected to our School Board and we have parent representation on our Parent Advisory Committee.  AIA also administers a family survey each Spring to solicit feedback from families.  Open lines of 2-way communication (via phone call, texts, emails) are also available to provide input.  
	Alternatives in Action have formal advisory councils, however, participation is low; There is room for improvement to increase parent participation in these formal councils. There are many informal opportunities for parents to provide feedback before and after school events, via phone call and text messages, during pick up and drop off, or through response to email communication from the school. We will continue to focus on increasing opportunities for more small group discussions (focus groups), ensuring that translation services are available. The school will provide additional educational awareness regarding school policies and procedures.
	The school will prioritize one-on-one contact through various methods, such as phone communication and numerous written opportunities for communication. The school will also conduct home visits to improve engagement of families.  We also identify bilingual staff members who have positive relationships with families to reach out directly to families for input. 
	4	4	5	4	3	3	4	4	4	3	4	4	Met		2024-06-26	2024
01100170131581	Oakland Unity Middle	3	Parents interviews and surveys confirm that the School Leadership Team regularly consults with parents and includes their representatives in key decisions. The school charter and Parent Handbook include clear, sensible delineation of roles and responsibilities of parents and of the Parent Council.	"Parents participation in all school programs is high. Parents' interviews and surveys consistently confirm that parents are happy with the school’s communications with parents. Our data show that 91% of students come back to OUMS year over year and parents are committed and involved.

1.	Academic Success: Parent participation in student/teacher conferences is very high. The conferences are offered during school hours, with childcare available, and teachers focus on how parents can better support students with academic success. Likewise, the annual Back to School meeting focuses on parent responsibilities which are clarified in a signed document (included in the Parent Handbook, distributed at the meeting).

2.	School-Based Services: Enabling Parents to be better able to support their children’s success in middle school means connecting them to health, mental health, and nutrition resources. For our students and families, OUMS is not just a school but an essential community center where students and families access a variety of services and participate in programs.

3.	Counseling: OUMS has a highly qualified and experience School Social Worker on staff, who provides social-emotional and mental health support (both individually and in small group settings). 

4.	Our nutritional program couples access to healthy food (breakfast and lunch, and after school snacks) with information about health and services.

5.	On-site After-School Program: Families do not have to address transportation or safety concerns about the transition from school to after-school programming. Our own after-school program staff gives parents safe and reliable day-to-day childcare, while offering students tutoring and enrichment services.

6.	Public Library: All OUMS students have library cards and regularly visit the public library located two blocks from the school.

All of the above contributes to our LCAP Goal #3: ""Design and implement parent/guardian education and outreach to enable our families to be better able to support their children’s success in middle school."""	Our outreach to families includes support from our on-site full time School Social Worker. Our School Social Worker provides all-staff training in how to communicate more effectively with parents and how best to outreach to individual parents to strengthen family support of students' academic and social- emotional needs.	"We have shown notable progress in fostering partnerships for student success:

1.	High parent attendance at student-led conferences, indicating strong family engagement.
2.	Positive parent survey results, with a majority of parents reporting they feel like partners in their child's education.
3.	Ongoing collaboration with Families in Action, demonstrating a commitment to community partnerships that support in this work.
4.	Investment in current staff members as Parent Coordinators who receive training and support to work towards parent engagement goals.
"	"Our focus areas for improvement in Building Partnerships for Student Outcomes:
1.	Increased attendance at monthly parent meetings: The LEA aims to boost participation in these regular gatherings, likely to enhance ongoing communication and engagement with families.
2.	Increase in survey participation: The LEA seeks to gather more comprehensive feedback by improving the response rate to parent surveys, ensuring a broader representation of family perspectives and reaching out to parents in a variety of ways to gather their input and feedback.
3.	Building parent leadership capacity: The LEA focuses on empowering parents to take on more active roles in school decision-making and community engagement."	"Our plans to improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes include:
1.	Continued exploration of multiple communication methods: The LEA will diversify its outreach strategies to reach families through various channels, ensuring information is accessible to all.
2.	Data monitoring for targeted engagement: The LEA will use data analysis to identify disengaged or underrepresented families, allowing for targeted strategies to increase their involvement.
3.	Training family coordinators: The LEA will provide specialized training to family coordinators, focusing on effective techniques for engaging underrepresented families."	"Our current strengths and progress in Seeking Input for Decision-Making:

1.	Strong, multi-year relationships: The LEA has fostered enduring connections between families, administrators, and parents, creating a foundation of trust and open communication.  The longevity and low turnover of the staff ensure that a trusting relationship, in which input is both sought and offered, is maintained 
2.	High survey participation: A large percentage of parents engage in the bi-annual school survey, providing comprehensive feedback for decision-making.
3.	Monthly parent meetings: These regular gatherings serve as a consistent platform for gathering input from families on various school matters.
4.	Increased 1-to-1 parent meetings: The LEA has expanded its practice of conducting individual meetings with parents, allowing for more in-depth and personalized input gathering."	"Our focus areas for improvement in Seeking Input for Decision-Making:
1.	Formal parent leadership structure: The LEA will aim to establish a more structured system for parent leadership, potentially enhancing the effectiveness and impact of parent involvement in decision-making processes.
2.	Parent leader development: Increased focus on cultivating and empowering parent leaders, likely through training programs or mentorship opportunities, to build capacity for meaningful parent participation.
3.	Active outreach to least engaged families: The LEA recognizes the need to intensify efforts to connect with and involve families who have been less engaged in the past, ensuring more diverse input.
4.	Improved input-gathering structures: The LEA plans to refine its methods for collecting parent input during meetings, potentially through more effective facilitation techniques or structured feedback mechanisms."	"We plan to improve engagement of underrepresented families in relation to Seeking Input for Decision-Making through:
1.	Targeted outreach: The LEA will implement specific strategies to identify and connect with underrepresented families, ensuring their voices are included in decision-making processes.
2.	Diversified communication channels: The LEA will utilize a variety of communication methods tailored to reach underrepresented families, considering language, technology access, and cultural preferences.
3.	Cultural competency training: Staff and current parent leaders will receive training to better understand and engage with diverse family backgrounds.
4.	Flexible participation options: The LEA will offer multiple ways for families to provide input, such as varied meeting times, online options, or home visits, to accommodate different schedules and comfort levels.
5.	Community partnerships: Collaborations with local community organizations will be strengthened to help bridge gaps and build trust with underrepresented families."	4	4	4	4	4	4	5	4	4	4	4	4	Met		2024-06-12	2024
01100170136101	Connecting Waters Charter - East Bay	3	CWEB is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience. To this end, students receive instructional methods and curriculum that meet their learning style needs. Parents work directly with their credentialed teacher to customize the students’ learning path, which means they not only have strong participation in the educational decisions for their child, but the success of their student depends on the parents being involved on a daily basis. Each year the leadership team reflects on the questions in this prompt.	CWEB will continue to involve and students in key educational decisions and will continue to promote strengthening relationships through improving attendance in school engagement activities such as Parent Advisory Committees (PAC), parent trainings, and various parent feedback forums.	CWEB will continue to make efforts for all students and families to be included in the self evaluation process. Due to the personalized learning structure, families are often more willing to engage in and participate with their teachers in the feedback process.	CWEB is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience. See previous narrative describing the unique nature a personalized learning school ensures parent involvement.	CWEB will be implementing additional ongoing training for teachers to increase effective strategies for discussing student progress and improved student outcomes using a Personalized Education Plan for each student.	Due to the personalized learning structure, the teacher, student and parent partnership is individualized to every student, including underrepresented families.	Due to the personalized learning structure, the teacher, student and parent partnership regarding the student's education is individualized to every student and, as a requirement of the Education Plan, all parties (student, parent and teacher) are part of the decision making in regards to structuring the Education Plan each year.	Our data analysis revealed that while parents are directly involved in their own student’s learning path, on a global level, schoolwide instructional decision making may need more attention for gathering stakeholder involvement. Additional work may be needed for our families to know about opportunities to provide input on policies and programs. The LEA has created an active Parent Advisory Committee to increase parent involvement in schoolwide decision making.	Due to the personalized learning structure, the teacher, student and parent partnership regarding the student's education is individualized to every student, including underrepresented families, and, as a requirement of the Education Plan, all parties (student, parent and teacher) are part of the decision making in regards to structuring the Education Plan each year.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-11	2024
01100170136226	Opportunity Academy	3	After reviewing data collected from school staff, inclusive of the bargaining units ACTA and CSEA, SPaS’ special education unit and Tri-Valley SELPA, and education partners (parents, students, and community partners) it was determined that while the school does well at the site level in building relationship, the school can improve how they communicate to the whole community. The school has invited parents and the community to a weekly community meeting on Wednesday evening via Zoom. Very Few families or students attend the monthly meeting. However, the school has implemented open houses at each site, allowing families and the community to learn more about the school. Families felt supported when it came to building individualized pathways for their student. As well, based on the data collected, families noted that they felt that the facilities were safe and welcoming. Families noted that communication between the school site (teacher and para) and the family was sufficient.	Though families felt safe and noted that the communication between teachers/para educators and families was sufficient, it was pointed out that the school as a whole will need to improve the way they communicate with families. Suggestions like sending out consistent quarterly newsletters, sending out robocalls or text messages with important school information, and hosting community events during hours accessible to most families were emphasized. In addition, Parent Square was purchased in order to deliver messaging to families in a consistent manner.	The purchase of Parent Square will allow the school to communicate better and engage with those families who are underrepresented.	AOA does very well in this area. The school has set up 2 levels of the onboarding/enrollment process. Families meet with the teacher first. During that time, the teacher, guardians (if applicable), and student discuss school expectations, get a brief orientation about the school, review their transcript (IEP at a glance, if applicable) and designs the student’s educational pathway. The second level of the onboarding/enrollment process, the family and/or student will meet with the para educator (if located at a site) where they will receive the Family/Student handbook that describes the policy and practices at the school. Activities like the one described helps to build partnerships where the student understands that they have a team that will help them to complete the program to earn their high school diploma. Students will complete an individualized learning transition plan. In creating this plan, the student and families (if applicable) design both short term and long-term goal, completes a career survey, and uses the plan to monitor their progress. Moreover, there are a number of ways that AOA communicates with the families and students through the use of the application REMIND to send text messages and emails to students and families; communication logs that are used by each teacher to track when they communicate with families; mail merge that allows the site to send out general announcements; monthly community meetings called Coffee with the Principal held every 3rd Wednesday evening from 6-7 pm; community events including graduations; and end of the quarter and semester meetings with any family of students under 18 years old.	The school needs to work closely with guardians and students to build their student's educational pathway that is aligned with both short-term and long-term goals. In addition, through formative assessments, teachers can identify skills gaps they will share with guardians. The assessment scores allow the teacher to add scaffolds in all core content areas, to help close skill gaps and better prepare students for career and college.	AOA, with the help of its educational partners, has identified the need to add services that best support underrepresented families by building in support services for English learners, foster youth/unhoused youth, and low-income that address their lived condition. The school has identified that families of underrepresented need resources to address food and housing insecurities. In addition, families require resources for jobs and job training. By continuing our partnerships with community organizations that can provide resources to the families, students of those families show improvements in attendance and academic outcomes. The school has added a resource room at its Hayward location, hired a mental health counselor to provide mental health support, and has worked closely with the NAAEC to provide telehealth mental health support, and family workshops to apply for financial aid.	AOA provides several opportunities for the school’s education partners to participate in providing input for decision-making. First, the school hosts monthly community meetings called “Coffee with the Principal” every 3rd Wednesday evening from 6-7 pm via Zoom. There are Zoom links to meetings, with the agenda in both English and Spanish on the school’s webpage. In addition, the school administrator meets with community-based organizations that provide resources and services to families and students every quarter. During that time, data is shared with the community partner as it relates to the effectiveness of the partnership. Surveys are sent to education partners to gather input on the annual LCAP update, Comprehensive improvement plan, and climate and culture. The school has established a Family Advisory Committee for the LCAP and an ELAC to monitor English language support services for English Learners.	The school will implement the following focus areas for improving the input of education partners for decision-making: 1. Continue with the monthly community meetings; 2. Fully implement and calendarize the Parent Advisory committee meeting for every other month beginning in March of the LCAP cycle; 3. Continue to meet with staff to discuss school matters that need their input; Continue to host quarterly meetings with community partners to evaluate the program's effectiveness and how the school engages underrepresented families;4 Fully implement and calendarize the ELAC meetings beginning in March 2024.	Some of the ways that the school will improve engagement with underrepresented families is to make sure all communication is in their home language including surveys, text messages, emails, and quarterly letters; provide interpretation at each of the community meetings; host meetings and community events that better align to the family schedules	5	5	5	5	5	4	5	5	4	4	4	3	Met		2024-06-11	2024
01100170137448	Aurum Preparatory Academy	3	Our response time to families who raise questions and concerns is fairly quickly.	Providing more opportunities for families to get to know our staff and Executive Director and communicating these opportunities with ample time for everyone to attend.	By providing translation services at all events, extra support for families that request it, and referring families to organizations that can better support them outside of our jurisdiction.	Staff and teachers check in with students when a concern is brought to our attention.	A quicker action plan to better support our students and help prevent any difficulties relating to their health, safety, and academics.	Providing more events where families and staff can get to know one another on a deeper level and having translation services available.	Majority of decision making was made by the former Executive Director with some structured input.	Providing a safe space for all families, staff, and board to voice their concerns and share their ideas.	Building a council to represent a variety of different departments and school divisions where everyone has an opportunity to feel valued, represented and invited.	3	3	2	1	1	1	3	1	1	1	2	2	Met		2024-06-22	2024
01100170138867	Hayward Collegiate Charter	3	At Hayward Collegiate, we believe empowering our families to know what to look for and how to advocate for themselves and their children is paramount. Parents are invited to frequent community celebrations, are communicated with via ParentSquare, and have strong relationships with site staff and leadership.	Work to create more formal opportunities for parent voice and feedback through an active school site council, parent/family meetings & coffees.	Heavily Spanish-speaking school community; hiring more native and/or bilingual staff members (prioritizing) to ensure authentic engagement with Spanish-speaking families. Specific training for translators to ensure proper translation of academic language and meaning (overlap of SPED and Spanish)	At Hayward Collegiate we are proud of the deep roots we have established with families and community stakeholders. Right now, we ensure to have one event each month that ties parents, teachers, and administration together. For example, we have monthly coffees with the teacher where parents and teachers can come together to discuss what is happening in the school.	Through our Expanded Learning Opportunities Program and efforts of our Community Schools Coordinator, Hayward Collegiate is establishing partnerships with local mental health providers and community resources to help improve student outcomes.	Again, we are currently engaged in developing additional opportunities for engagement among school community stakeholders.	Navigator has consistently been proactive in obtaining stakeholder input through surveys, family town hall meetings, staff meetings, Director and Chiefs weekly meetings, cross site meetings, and daily site huddles.  Between formal feedback surveys to quick poll everywhere check-ins, Navigator employes numerous tools to solicit input.	We are working to increase engagement with all educational partners and to provide further opportunities as HC scholars prepare to enter middle school.  Community School planning initiatives will broaden the scope of involvement.	Continue with current initiatives that encourage engagement with underrepresented families and explore new ways to seek their input in a manner that is easy for them.  Hayward Collegiate is also partnering with the Support Office on Community School planning opportunities which will represent traditional underrepresented families.	5	5	5	5	4	4	5	4	2	3	3	3	Met		2024-06-26	2024
01100176001788	Cox Academy	3	"Our school facilitates a Family Leadership Council and regular town hall or ""coffee with the Principal"" meetings, structures that are designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings."	Our focus areas for improvement in Building Relationships Between School Staff and Families are as follows: 
(1) Engaging our families through in-person and virtual literacy leadership sessions, through our Community Schools work.
(2) Building the capacity of new(er) teachers to develop strong, trusting relationships with families, by building their knowledge and skills through a summer and fall workshop series focused on family partnership.	"We are focusing on increasing the engagement of our Black families through focused outreach and community building events like Black Family Councils, cultural celebrations, ""Black Family Breakfast"", and other welcoming activities. Given that our Black students have higher chronic absence rates than our other populations, we are also specifically focusing on addressing the root causes of lower engagement levels through relationship building and effective case management, which includes building close partnerships with families."	Our school holds space for families to come together and review data and support in the creation and implementation of site plans, and as a result, families develop a sense of agency and accountability. In addition, we schedule multiple conference weeks throughout the year, during which all families engage in 1:1 conferences with teachers in order to strengthen the teacher-family partnership and support families to help their child learn at home; many of these conferences are student-led, thus building a sense of agency on the part of the child and family. Our LEA also facilitates a Professional Learning Community and partners with a local community organization in an effort to continually strengthen the family engagement and support we provide.	Our focus area for improvement in Building Partnerships for Student Outcomes is to build families' knowledge about literacy standards, develop their understanding of their child's current performance level, and support them to build skills to support their child's literacy development at home.	We will facilitate a more frequent and robust series of workshops in the area of family literacy engagement, will add on a series of math workshops, and will specifically recruit underrepresented families (eg. Black families, English Learner families) to participate in these stipended opportunities.	When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates at least one monthly meeting where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select two representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization.	Our focus area for improvement in Seeking Input for Decision-Making is to increase the level of consistent participation by Family Leadership Council members, so as to facilitate authentic and deep input into site decision making. During the pandemic, when families were struggling so much economically and with physical and mental health issues, our participation rates decreased. Two years ago we started to rebuild towards pre-pandemic levels of parent leadership in our school, and we will continue those efforts this year.	We are focusing on increasing the engagement of our Black and English Learner families through focused outreach and encouragement to be active members of our site's Family Leadership Council. Strategies include personalized and individualized outreach, as well as recruitment during Black family-focused school events.	4	4	4	4	4	4	4	4	4	4	5	4	Met		2024-06-11	2024
01100176002000	Lazear Charter Academy	3	"Our school facilitates a Family Leadership Council and regular town hall or ""coffee with the Principal"" meetings, structures that are designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings."	Our focus areas for improvement in Building Relationships Between School Staff and Families are as follows: 
(1) Engaging our families through in-person and virtual literacy leadership sessions, through our Community Schools work.
(2) Building the capacity of new(er) teachers to develop strong, trusting relationships with families, by building their knowledge and skills through a summer and fall workshop series focused on family partnership.	"We are focusing on increasing the engagement of our Black families through focused outreach and community building events like Black Family Councils, cultural celebrations, ""Black Family Breakfast"", and other welcoming activities. Given that our Black students have higher chronic absence rates than our other populations, we are also specifically focusing on addressing the root causes of lower engagement levels through relationship building and effective case management, which includes building close partnerships with families."	Our school holds space for families to come together and review data and support in the creation and implementation of site plans, and as a result, families develop a sense of agency and accountability. In addition, we schedule multiple conference weeks throughout the year, during which all families engage in 1:1 conferences with teachers in order to strengthen the teacher-family partnership and support families to help their child learn at home; many of these conferences are student-led, thus building a sense of agency on the part of the child and family. Our LEA also facilitates a Professional Learning Community and partners with a local community organization in an effort to continually strengthen the family engagement and support we provide.	Our focus area for improvement in Building Partnerships for Student Outcomes is to build families' knowledge about literacy standards, develop their understanding of their child's current performance level, and support them to build skills to support their child's literacy development at home.	We will facilitate a more frequent and robust series of workshops in the area of family literacy engagement, will add on a series of math workshops, and will specifically recruit underrepresented families (eg. Black families, English Learner families) to participate in these stipended opportunities.	When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates at least one monthly meeting where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select two representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization.	Our focus area for improvement in Seeking Input for Decision-Making is to increase the level of consistent participation by Family Leadership Council members, so as to facilitate authentic and deep input into site decision making. During the pandemic, when families were struggling so much economically and with physical and mental health issues, our participation rates decreased. Two years ago we started to rebuild towards pre-pandemic levels of parent leadership in our school, and we will continue those efforts this year.	We are focusing on increasing the engagement of our Black and English Learner families through focused outreach and encouragement to be active members of our site's Family Leadership Council. Strategies include personalized and individualized outreach, as well as recruitment during Black family-focused school events.	4	4	4	4	4	4	4	4	4	4	5	4	Met		2024-06-11	2024
01611190000000	Alameda Unified	3	The Family Trust Survey revealed a small increase in positive responses from African American families in relation to school connectedness. CCEIS Scholar families had a strong increase in positive responses to school connectedness.
AUSD’s current strengths in building strong relationships with between school staff and families includes the following  district-wide efforts 
1- To build cultural competency for site leaders, intervention leads, counselors, psychologists, and staff. These professional development sessions will provide racial and culturally responsive professional learning opportunities regarding personal lens and trauma-informed practices. The goal fosters normalization of racial dialogue and the development of interracial justice community. Conceptions explored include vulnerable inquiry, discussion, and action related to the foundations of race, racism, implicit-bias, micro-aggression, whiteness, and the ethos of white supremacy culture, and how they affect adult educators and students. This learning opportunity will focus on the necessary lens and tool development for how to assess and view the needs and presentation patterns of Black students and families and students of color, in general, through COST, SST, and 504 processes. 
2- AUSD’s Office of Equity launched a Diversity, Equity and Inclusion Community of Practice following a Guiding Question: How do we create safe and inclusive spaces in our schools? Four sessions included:The Power of Influence, Your Locus of Control, Intersectionality, Bridging and Belonging
3- As part of the AUSD’s CCEIS plan, we hosted four district-led Family Workshops. Topics included: How to talk to your children about race. Milestone grade level conversations (3rd, 6th, 9th,11th grade). We also hosted a focus on Future Careers workshop with a variety of workforce industries present.
4- We are implementing Dual Capacity Development at five of our nine elementary schools. We’re working with teachers and families to bridge connections between home-school in an effort to engage and build relationships that are academically focused in support of student achievement. Successful engagement requires both educators and family members to develop essential beliefs, knowledge, skills, confidence, social relationships, and other capacities that aid in building academic partnerships. 
	AUSD will continue its work to build staff cultural competency. AUSD is also asking school sites to intentionally outreach and host affinity spaces for African American/Multi-Ethnic and Latino families and students to help meet the unique needs that are presented. There will be continued work on CCEIS, and the Office of Equity will work to support site needs with family engagement. We have also hired 4 Scholar Staff and Student Advisors to assist 4 school sites with building strong relationships with families and staff. Philosophically, we are also helping to shift the locus of control and advocacy work down to the school sites. The power in strong school -family relationships should be centered at each individual school site with support from central office.
Dual Capacity Development will continue at sites and may extend to the other four schools as a practice to forge academic partnerships between families and teachers.
We must continue to cultivate Diversity, Equity and Inclusion at each school site as the level to transform schools with the district office in the role of support.	Office of Equity is committed to sponsoring family engagement workshops/events that target underrepresented. For example, Black Joy and End of Year Family Celebration, Black Promotion Celebration, Acknowledge Multiple Heritage Months, acknowledge and raise awareness and resources to honor our families of color.
The Office of Equity will support families with resources and information to make grade level transitions easier to navigate.	We are continuing to make progress with efforts to increase family engagement and capacity development through School Linked to Learning Activities.This year we are building further on with Dual Capacity (parent-teacher partnerships focused on academic achievement) across our TK-8 school sites. The Office of Equity also hosted Teneh Weller to train our district managers and Office Managers on Customer Service and Relationship building in service of equity.
LEAD for Learning PD training  is given to site administrators to encourage creating conditions for adult learning and one strategy that has been presented was to share a protocol to shadow and listen to student voices to best understand how they are experiencing the school system.	AUSD continues its focus on Academic discourse, student relationships, creating conditions for adult collaboration, and culturally responsive practices	The Office of Equity is committed to sponsoring family engagement workshops/events that will be intended and designed for underrepresented families. For example, Black Joy was held for the first time in our school district in an effort to celebrate Black creativity, artistry, and excellence for Black History Month. We hosted a Black Promotion Ceremony to recognize promoting 5th, 8th and 12th graders. Our Communications department also acknowledges multiple Heritage Months, and raising awareness and resources to honor our families of color.
Our Grade level Transitions meetings will support “warm handoffs” for our students of color from elementary through high school at 5th grade into middle school and 8th grade to high school. Families will be invited to meet their new school teams and students will have the opportunity to meet their counselors. The mentees at Wood Middle School will participate in a special meeting with the Family Liaison at their feeder high school. 
The Office of Equity hosted Milton Reynolds to talk about Race and the ignorance of the color blind theory. Meeting was held with all AUSD Managers.
Dual-Capacity Development (strengthening home-school partnership) at scholar schools will continue to reinforce outreach, relationship building, and staff development to establish a culture of academic partnerships with families.	AUSD’s current strengths in seeking input from decision making include opportunities for families to participate in the following committees and provide input:
Curriculum Review and Review Sessions: The Curriculum and Instruction Review Session is composed of community members and district and school staff and provides an opportunity for our parents and community members to give  input and feedback about current and future curricula adoptions. This is a key avenue through which stakeholders can contribute perspective and ideas on our teaching and learning programs; they meet four times a year. This year, there is a Math curriculum and History Social Science review underway. 
LCAP/CAC: The three-year Local Control and Accountability Plan describes the goals, actions, services, and expenditures to support positive student outcomes that address state and local priorities. Our Community Advisory Committee is composed of members of our community including teachers, equity roundtables, site staff, and families from across the district.
District English Language Advisory Committee: Each California public school district with 51 or more English Learners must form a District English Learner Advisory Committee (DELAC): This district-level committee is composed of parents, staff, and community members and is charged with advising district officials on English learner programs and services.
Diversity, Equity & Inclusion Community of Practice (DEI), hosts a series of community engagement conversations aims to create a place to build relationships, build trust, reflect, discuss and leverage internal expertise by sharing with one another, and co-construct ideas. All AUSD parents and caregivers are invited to this space to brainstorm and generate inclusive ideas that can be applied to the groups they influence.
Equity Rountables: AUSD is home to many equity and inclusion committees/roundtables: Alameda Mosaic, supporting African American/Black/ Multiethnic families; ALCANCE, a learning community for our Spanish language families; Asian Pacific Islander (API), and our LGBTQ staff and student roundtable, Jewish Roundtable, and Muslim Roundtable.	Bolster channels of communication for student voice- expand our outreach from the DEI and aim to attract new participants and voice from parent leaders.
Strategic partnership with our most marginalized families in Alameda. For example those who live at the Alameda Point (Alameda’s most vulnerable community) is also a target parent population we want to engage and support.	Under the inspiration of the CCEIS actions, TK-8 sites are selecting focal scholars and their families to provide wrap around (academic and social) services. Students who are below the 50th percentile in STAR Reading and Math, chronically absent and more than one office referral or suspension is top priority beginning with black, multi-ethnic, Latino students, followed by others who meet with this criteria and by joint agreement with parents are considered scholar students. There are also four advisors at two elementary schools and two middle schools where there is a higher concentration of students who meet criteria, manage a caseload of up to 20 scholars.
Increase Social Media outreach and presence to provide multiple channels of communication for families who may feel more connected through that medium.	3	2	2	3	3	3	2	3	2	2	3	3	Met		2024-06-25	2024
01611190119222	Nea Community Learning Center	3	There are many events held throughout the year that foster community amongst families. Families often stated that the feeling of connection is something that they value about Nea. There is an overwhelming amount of communication that keeps folks on the same page about what is coming up.	While communication is pretty centralized, there are still moments where key information is missed by folks within the communty which leads to miscommunication or rushing. Families have stated that greater lead time and posting of events would be supportive.	Nea is working to develop affinity spaces for families that will support them to feel better connected to the community. In order to do so, we need to ensure that there are trained staff or community members tho can facilitate the spaces. Moving into the upcoming year, Nea's PTSA is working to better engage families through event stewardship. They wear nametags and actively engage families at events.	The large majority of Nea families believe that information is clearly outlined and communication is strong about their learner's academic levels. This is particularly the case at grades Tk-2nd. Fall conferences at the elementary level are good opportunities for families to learn about their child's levels.	Nea has been given information about timeliness in regards to academic feedback and communication from staff. There are times when families felt as though they did not have a clear picture of their learner's academic levels. There are other examples of where staff did not respond to direct inquiries in a timely manner. Learner Led Conferences at the middle school high school level are something that need to be improved upon. Learners present their goals and reflections on their work but aren't necessarily a good indicator of their achievement.	Nea will review communication timelines with staff to ensure that families receive the responses that are hoping for. We continuing to ask staff to communicate in ways that bring the community together whether its over the phone or email. We will also be sending home assessment results more consistently throughout the year.	Nea includes family and community feedback throughout the year. During the 2023/2024 school year, Nea updated their vision statement which included stakeholder feedback in order to develop a statement that incorporated a collective voice. Surveys and meetings are a consistent part of what occurs at the school. Feedback is welcomed both in formal and informal ways. Nea also engaged their PTSA and governing boards in decision making around the instructional and social emotional program at Nea.	Nea needs to find ways to get additional feedback from families as there is very limited participation on formal feedback surveys. There are many chances for families to engage with the school staff in informal ways. Often families provide feedback via email, text and even in person. Staff at Nea are incredibly accessible at all levels.	Nea will give multiple chances for families to provide feedback. There will be chances at one of the larger events using QR codes as well as at drop off and pick up. This will emsure that Nea is not relying on email communication to get the surveys out.	5	4	4	5	4	4	4	3	4	3	3	4	Met		2024-06-13	2024
01611190122085	The Academy of Alameda	3	In the Elementary Program, teachers formally meet with families twice a year for family/teacher conferences. Conferences are flexible in timing and mode (online or in person) in order to best serve the needs of the family, and to allow for as much partnership and participation as possible.
In the Middle Program, teachers are actively communicating with families through email, phone calls, zoom meetings, family/teacher conferences or more formal Student Support Team meetings. The Middle School Program also collaborates with external organizations to provide a series of family workshops including successful school habits, mental health awareness, and youth and technology. These parent education opportunities provide information about student learning and development and promote a strong partnership between the families and the school.
The school holds a number of family engagement events throughout the year to support family education and to help families to connect to the school and each other. The school-wide events include: Back to School Night, Fall Festival, Spring Open House, Parent Coffee Events, Science Fair, Festival of Cultures and Field Day. These events include food provided to families and opportunities to connect with teachers and other staff members.	The school will have additional parent/teacher conferences and additional events to continue to build relationships with families.The Elementary and Middle School Principals send weekly newsletters through ParentSquare to update families on what is happening in the classroom and to share information about upcoming events. The school will leverage ParentSquare and School Mint (during the enrollment process) to continue to communicate and build relations with families. Additionally, the school will utilize social media platforms to keep families informed. Home visits will also be conducted in Elementary School as needed. Each teacher will zoom in with families and students at the beginning of the year to establish connection/relationship prior to the school year beginning. These are informal where families can share information about the student and establish a touch point before the first day of school. Translations are available for these meetings to cater to the variety of languages spoken at school.	Translations will be available for meetings to cater to the variety of languages spoken at school. The Attendance/Family Liaison (who is also the McKinney Vento rep) engages with underrepresented families. Parent volunteer groups will continue for next year - middle school parent volunteer groups will be added. The school will also hold individual meetings and outreach with students with IEPs. For new students, school tours are provided as an opportunity to build comfort level and connectedness at the beginning of the year with the school.	We have a strong foundation in building relationships with families. In our Elementary School program, all teachers start the school year with virtual home visits for every student in class. The purpose of these visits is to build a positive family relationship prior to the start of the school year, and to give families the opportunity to share about their child. These visits are non academic, with the sole purpose of relationship building.
Both our Elementary and Middle programs utilize ParentSquare for ongoing family communication, which has translation options for all our families. We hold a number of family engagement events throughout the year to support family education and to help families to connect to the school and each other, including Back to School Night, Fall Festival, Spring Open House, Parent Coffee Events, Science Fair, Festival of Cultures, Field Day, Game nights, AOA After Dark,  After school care has been extended to 6:30pm to cater to working families. Parent/teacher conferences are held for informal and one-on-one means of building relationships with families. The Academy of Alameda has a “Family Liaison” who works directly with our families, building relationships around attendance, enrollment, and support services our school can provide to families.	Parent/Teacher conferences will be used to review student progress. The school will also implement student-led conferences to have students involved and accountable for their outcomes; The school will also implement Camp AOA - where new students are invited. Any academic needs of students will be addressed. The STAR assessment will be administered to gather information on academic areas and students will complete a survey in terms of personal strengths and needs. An orientation will also provide parents expectations of the school and provide academic items to prepare for the school year (such as Zearn, a writing journal). The Parent/Staff Advisory Group will also support building relationships with families to focus on positive student outcomes.	Parent/Teacher conferences will take place to engage with all families. The Attendance and Family Liaison works directly with our families. Translations will be available for meetings to cater to the variety of languages spoken at school. ParentSquare and Google Translate will be utilized for translations as well. The school will also hold individual meetings and outreach with students with IEPs. For new students, school tours are provided as an opportunity to build comfort level and connectedness at the beginning of the year with the school.The Parent/Staff Advisory Group will also support building relationships with families to focus on positive student outcomes. The Middle school counselor will also support engagement with families.	The Academy of Alameda families informed the school’s Strategic Planning Process. This effort was led by an outside firm that supported the school’s 5-year Strategic Planning Process. Teachers, alongside parents and families, provided input on strengths and areas of needs for the school through  in-person interviews, small focus groups, surveys, and information gathering (from parents, staff, teachers). The school also holds town halls as necessary to share information with families about any important planning or changes to our program. Families also can provide input via parent/teacher conferences, the annual survey and during parent education events.	Parent Advisory Groups, including Student Site Councils, family surveys and parent/teacher conferences will provide opportunities for input in decision-making. Advisors will continue to engage with families. The MTSS role will be shifting to the Academic Dean who will engage with families.	Parent Advisory Groups, including Student Site Councils, family surveys and parent/teacher conferences will provide opportunities for input in decision-making. Advisors will continue to engage with families. The Academic Dean will also engage with underrepresented families through MTSS.	4	4	4	4	4	5	4	4	4	3	4	4	Met		2024-06-13	2024
01611190130609	Alameda Community Learning Center	3	School staff is strong in communicating learner needs with families and partnering to make plans to support the learner.	The LEA would benefit from intentional initiatives to diversify familial participation in the Parent Action Committee and in attendance at all school events.	We have hired for a new position of Dean of Students; this staff member will help to lead the charge in bolstering parent participation and encouraging participation from our underrepresented groups.	Our staff are strong communicators with parents through our grading portal, Jupiter, and in some cases, over the phone.	The primary format for in-person meetings about learner progress is through the SST process, which by the nature of them, reach a finite number of learners, and generally those who are showing significant need. Establishing an additional checkpoint of conferences for all learners would benefit all families	Our LEA will consider additional means by which to meet and build relationships between facilitators and families in order to support learner outcomes.	We currently have parents on both the ACLC board and the CLCS board. We have previously hosted affinity-based focus groups for families. Our admin team works closely with our Parent Action Committee, who organizes some of the family engagement activities each year.	Board meetings are rarely attended by those outside of the board. Generating more buzz about board meetings would bring more families into the process. Restarting affinity-group focus groups would also allow us to collect updating information about wants and needs.	More publicizing of the board meetings and what happens there would bring in more families. Personally inviting families from underrepresented groups to participate in focus 
groups would also support increased participation.	4	3	3	4	3	3	3	4	3	3	3	3	Met		2024-06-13	2024
01611270000000	Albany City Unified	3	The school sites hold Back to School Night early in the year so that families are informed about expectations for their student's academic success. Sites also hold parent-teacher conferences to inform families of their student's progress. Families of middle and high schools have access to their student's progress and grades through our information system, and for elementary students, report cards are provided three times per year. Sites offer Student Success Team (SST) meetings to families as well as Special Education IEP meetings with the intention of identifying and meeting individual student's needs.	Communicating and leading together with our community is one of our three overarching goals in the LCAP. We focus on partnering with, and supporting, parent affinity groups, board committees with parent and community members, and student leadership groups. We also focus on, and invest in, providing timely, consistent communication in multiple languages.	Improving engagement with underrepresented families is the predominant goal of the Student Achievement Committee, which is a board appointed committee that serves as the leading educational partner for the development of the LCAP. The Student Achievement Committee launched a Listening Campaign to gather input from underrepresented families. And the district leadership meets with the leaders of the parent affinity groups who represent our underrepresented families to develop a strategic plan to increase engagement with our underrepresented and underserved families.	The district regularly communicates with families through weekly updates from the Superintendent, and school newsletters. Teachers regularly communicate and conference with families. The district is upgrading the website to include more timely information. Input was collected through online surveys, and parent advisory and district committee meetings that inform funding and other decisions.	The board appointed Student Achievement Committee is focused on building partnerships for student outcomes. The members of this committee also serve on other student leadership and parent leadership committees. And one of the roles of these members is to serve as the liaison to the members of the other committees, and be the ambassadors to build partnerships with students, parents and staff to improve student outcomes.	The leaders and members of the parent affinity groups will work with district leadership to outreach to underrepresented families and encourage them to join the parent affinity groups and the Student Achievement Committee which is predominantly attended by students, parents and staff of color.	The District supports a number of parent engagement groups for the purpose of seeking input including a Student Achievement Committee, Budget Advisory Committee, Safety Committee, District English Language Advisory Committee, Wellness Committee, and Special Education Advisory Council. School sites hold regular Site Council Meetings guiding development of the Single Plan for Student Achievement (SPSA).	The district seeks input for decision making by using the Thought Exchange tool. Thought Exchange allows for district wide input from all educational partners in the form of a survey that aggregates and disaggregates data quantitatively and qualitatively. District leaders are able to analyze the results of these data to understand the perspectives of the community and make collaborative decisions. Our focus area for improvement is to increase engagement by families of underrepresented students.	The district seeks to improve engagement of underrepresented families when it comes to decision making as a goal in the LCAP. The district will intentionally share communications with targeted populations of families and invite families to participate decision making meetings and surveys with emails and phone calls.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
01611430000000	Berkeley Unified	3	In reviewing the 2024 LCAP survey results for Building Relationships, parents had the highest levels of agreement that BUSD creates welcoming environments for all families in the community with 63% of parents agreeing and only 15% disagreeing. Another 22% neither agreed nor disagreed.	In reviewing the 2024 LCAP survey results for Building Relationships, parents had the lowest levels of agreement that BUSD supports staff to learn about each family’s strengths, cultures, languages, and goals for their children with 48% agreeing and 20% disagreeing.  Another 32% neither agreed nor disagreed.	Based on the analysis of educational partner input and local data, the district acknowledges the need to enhance engagement with underrepresented families to build relationships between staff and families. In response to the self-reflection process, the district has included an LCAP Goal specific to building authentic partnerships between families, school staff, and educational partners that leverage the strength of the diverse skills and talents in our community and build the capacity to promote successful outcomes for students.  BUSD has developed a set of professional learning resources to support staff in developing their capacity to build trusting and respectful relationships with families and to learn about, affirm, and leverage the cultural wealth of families. These resources will be provided to all schools with the support of staff from the Office of Family Engagement and Equity and the Equity Teacher Leaders.
To address the specific needs of underrepresented families, the district will implement actions to broaden support. This includes building relational trust through humanizing, culturally responsive relationships between families, students, students and staff with a focus on families of color, families experiencing homelessness, families of Multilingual Language Learners, families of students with disabilities, and families of foster youth. Activities such as community events, focal family coaching, interpretation support, and access to family resource center services. The district will also work to build the capacity of families to navigate the educational system so that they can better support their families through culturally responsive practices, emphasizing empowerment over dependency, and increase the capacity of educators to better engage families as partners. Activities provided by The Office of Family Equity and Engagement include coaching for families and family engagement workshops for families and staff. Translation services will continue to be prioritized. 
Through these efforts, the district aims to forge stronger connections between school staff and underrepresented families, fostering equity, inclusion, and academic success for all students.	In reviewing the 2024 LCAP survey results for Building Relationships for Student Outcomes, parents had the highest levels of agreement that BUSD provides all families with information and resources to support student learning and development in the home.  More than half of parents agreed (51%), and 20% disagreed with that statement.  Another 29% neither agreed or nor disagreed with the statement.
 
BUSD demonstrates relative strength in providing information and resources to families, so as to improve student outcomes. District-wide resources are regularly provided in Spanish and Arabic and systems have been standardized to ensure language supports via Language Line, bilingual staff, or contracted interpreters. Spanish bilingual family engagement and equity specialists have been strategically assigned to schools with more than 15% of Spanish-speaking households, schools with Spanish immersion programs, and schools with newcomer programs.
 
BUSD teachers host parent-teacher conferences for students in K-8.  Additionally, parents receive parent reports for STAR and DIBELS assessment data at the end of each of the three screening windows. Staff have been trained to explain benchmark and summative data available in eduCLIMBER to families and to use this data to partner with families for student learning and school leadership.
 
New this year was the publication of District Data Newsletters.  These can be found on the district website:  https://www.berkeleyschools.net/departments/bea-berkeley-evaluation-assessment/, and on each school’s website for the site-level version of the newsletter.	There continue to be opportunities to improve and refine two-way communication with families.  While 51.99% of the 1,260 respondents on the LCAP and Strategic Plan survey indicated either agree or strongly agree that “BUSD develops multiple opportunities for the district and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families” PAC and DELAC LCAP recommendations indicate need for supporting 2 way communication through additional translation and interpretation services and improving the district website to make it easier to use.	Based on the analysis of educational partner input and local data, the district acknowledges the need to enhance engagement with underrepresented families to build partnerships for student outcomes. In response to the self-reflection process, the district has included an LCAP Goal specific to building authentic partnerships between families, school staff, and educational partners that leverage the strength of the diverse skills and talents in our community and build the capacity to promote successful outcomes for students. 
To address the specific needs of improving the engagement of underrepresented families, the district will implement actions to broaden support. This includes providing proactive and immediate support to students in attendance and behavior management at the high school through On Campus Intervention (OCI) office and in collaboration with the Dean of Students and the Dean of Attendance to track behavior referrals, attendance data, and to collaboratively work with focal students and their families on interventions plans. In addition, the district will focus on building relational trust through humanizing, culturally responsive relationships between families, students, students and staff with a focus on families of color, families experiencing homelessness, families of Multilingual Language Learners, families of students with disabilities, and families of foster youth. Activities such as community events, focal family coaching, interpretation support, and access to family resource center services. The district will also work to build the capacity of families to navigate the educational system so that they can better support their families through culturally responsive practices, emphasizing empowerment over dependency, and increase the capacity of educators to better engage families as partners. Activities provided by The Office of Family Equity and Engagement include coaching for families and family engagement workshops for families and staff. Translation services will continue to be prioritized. To improve two-way communication by increasing awareness of translation and interpretation services for both staff and families, family engagement specialists will provide training, reminders, and partnership with DELAC and ELAC members to advocate for and use these services.. To improve the access to resources and use of the district website, staff will create guidance for families to better navigate the website and partner with families and family engagement specialists to update and redesign the website for ease of use.
Through these efforts, the district aims to forge stronger connections between school staff and underrepresented families, fostering equity, inclusion, and academic success for all students.	Partnerships are the cornerstone of our educational philosophy. In BUSD, we believe that working collaboratively with our educational partners is essential to student success. In reviewing the 2024 LCAP survey results for Building Relationships, parents had the highest levels of agreement that BUSD provides all families with opportunities to share input on policies and programs, and BUSD implements strategies to reach and seek input from underrepresented groups in the school community.  More than half of the families (54%) agreed with that statement, 25% neither agreed nor disagreed, and only 21% disagreed.	An objective of BUSD is to ensure that effective teaching takes place both at school and in the home environment. The 2024 LCAP survey results showed that only 42% of families agreed that BUSD builds the capacity of and supports principals and staff to effectively engage families in advisory groups with decision making; and 16% disagreed with that statement.  Another 41% neither agreed nor disagreed with the statement. To better support seeking input for decision making from our educational partners an action in the 2024-2027 LCAP is to leverage community assets. In order to do so, the district will work to better understand and leverage the variety of assets and cultural wealth (i.e., strengths, experiences, resources) that out families and community members bring.	The 2024 LCAP survey showed that only 42% of families agreed that BUSD builds the capacity of and supports principals and staff to effectively engage families in advisory groups with decision making; and 16% disagreed with that statement.  Another 41% neither agreed nor disagreed with the statement. To improve the engagement of underrepresented families, the district has prioritized educational partner engagement and support through a specified LCAP goal which includes metrics (i.e. percent of parents and families of Multilingual Language Learners and students with disabilities who feel school is a welcoming environment) and actions (i.e. Family Engagement Capacity Building).	2	3	2	3	2	3	2	3	3	3	3	2	Met		2024-06-12	2024
01611500000000	Castro Valley Unified	3	Family engagement is critical to the success of students in Castro 
Valley Unified School District (CVUSD) and is an area of strength for our district. Family engagement is essential in improving student outcomes (e.g., attendance, engagement, academic outcomes, social emotional learning, etc.). Partnering with educational partners also creates  shared, collaborative relationship among educators, students, families and the community. Working together to create, implement and monitor progress towards goals is essential in building a responsive program for the academic and social emotional success of all students.

Community involvement in CVUSD is an ongoing process. Among the engagement practices that we utilize are community listening sessions. Sessions are held with parent groups, the community and CVUSD staff.
During Community Engagement evenings, DELAC meetings, Parent Leadership Council, District/Site Leadership  Team meetings, African American Parent Advisory Committee (AAPAC), Padres Unidos and Educational Services Department meetings, the following were presented and discussed with all participants: The 2023-24 LCAP Update, the goals for the the 2024-25 LCAP and the types of actions and  services being provided that we are presently considering with each one of the goals: 

Goal #1 – Instruction & Learning 
Goal #2 – Student Culture & Climate
Goal #3 – Parent Empowerment 
Goal #4 – Equity Multiplier Goal

During each educational partner meeting facilitated conversation then continues, during which time participants meet in small groups and  discuss the types of services and actions they would like to see that will add to the success of unduplicated pupils. This information was then taken back to the Educational Services Team which then reviews all educational partner input on a weekly basis to review the input from educational partner  groups and update the LCAP with any additional services and/or actions that will help to meet the needs of our students. After each meeting,  the draft LCAP was edited based on input from the group in preparation for the next meeting. All proposed additional services are then  reviewed by the executive cabinet and shared with principals, to ensure that these efforts will improve our MTSS structure and be  implemented systemwide.  

	CVUSD continues to focus on building welcoming, inclusive, and humanizing environments for our traditionally underserved families. We continue to seek to conduct robust outreach and do deeper listening to our African American, Latinx, and Asian American and Pacific Islander families, as well as families from other historically underserved groups. In addition to this, we seek to make sure that our families who are multilingual language learners have access to critical documents and information in the language that makes sense. Our translation budget reflects this work as a priority.

Feedback from our educational partners indicates that although CVUSD does a good job of doing this work, there are still some families that we have not reached yet. Our district motto of “all means all” demands that we will not be satisfied until all families have a clear voice in all aspects of their children's education and our educational system.
	We will continue to improve our engagement with our underrepresented families through working with our Elementary and Secondary African American Parent Advisory Councils and our Padres Unidos parent groups on 4 key actions:

1. Ensure that we help to build the knowledge of the educational system and the capacity  for them to successfully navigate our district’s classroom and schools.
2. Listen and learn about the cultural wealth of our families and apply this knowledge to our classrooms/schools
3. Continue to work on becoming a more welcoming, inclusive, and humanizing environment.
4. Continue to build staff skills in culturally responsive practices
	The CVUSD has actively sought and partnered with local community groups and advocates to provide families with information regarding how to support their students. Parents receive support through various means, including, but not limited to Parent Institute for Quality Education (PIQE), which provides a  variety of hands-on workshops, seminars, and ongoing supports for parents and school leaders. Additionally, our Parent Leadership Council receives ongoing updates and provides input regarding CVUSD opportunities and our work. At the elementary and secondary levels, CVUSD has parent groups at each site, as well as parent affinity groups for underrepresented communities, including Latino, African American and Asian American / Pacific Islander parents, parents of English Learners and parents of students with disabilities. Each year, the CVUSD also holds listening sessions in which parents from historically underserved communities provide valuable input regarding needs and areas in which we can better serve students and families. The CVUSD will continue to make further efforts to be as inclusive and supportive as possible in providing this support and information to families with the greatest need.
	Serving the needs of all families continues to be an area of focus for CVUSD. Some CVUSD families have limited access to the internet, have limited English skills, and/or do not have academic literacy skills. In order to fulfill our goal of ensuring the academic success and healthy social-emotional development of all students, CVUSD continues to focus on developing strong systems to inform and communicate with families using a variety of approaches. Additionally, creating welcoming school environments ensures that families are encouraged to partner with our schools. Also, providing families with information and resources to support student learning and development in the home is an important area of focus so that parents are aware of and well-involved in their students’ education.	Supporting families to understand and exercise their legal rights and advocate for their own students and all students is an important part of  building partnerships with families. Through developing affinity groups and garnering input and feedback from those groups, CVUSD is able to get additional input beyond responses from LCAP presentations and parent surveys (both of which are conducted each year). Additionally, providing more space for families from underrepresented groups to give input into district decisions is an important part of this process.
We are newly doing member-checking to ensure that we are getting the feedback right. Member-checking involves asking parents to review our notes to ensure we accurately captured their ideas. 
	Based on the analysis of educational partner data, the CVUSD does a good job of gathering input. The CVUSD has been effective at meeting with a wide variety of groups, including community partners, parent groups, collective bargaining groups and others. Additionally, the CVUSD conducts surveys and holds focus groups meetings, as needed. The CVUSD actively seeks and partners with local community groups and advocates to provide families with information regarding how to support their students. Parents receive support through various means, including, but not limited to Parent Institute for Quality Education (PIQE), which provides a  variety of hands-on workshops, seminars, and ongoing supports for parents and school leaders. Additionally, our Parent Leadership Council receives ongoing updates and provides input regarding CVUSD opportunities and our work. At the elementary and secondary levels, CVUSD has parent groups at each site, as well as parent affinity groups for underrepresented communities, including Latino, African American and Asian American / Pacific Islander parents, parents of English Learners and parents of students with disabilities. Each year, the CVUSD also holds listening sessions in which parents from historically underserved communities provide valuable input regarding needs and areas in which we can better serve students and families. The CVUSD will continue to make further efforts to be as inclusive and supportive as possible in providing this support and information to families with the greatest need.

CVUSD includes educational partners in comprehensive strategic planning in ways that are reflective, meaningful and impactful. This collaborative work is ongoing and happens on an annual basis.
	Based on the analysis of educational partner data, the CVUSD does a good job of gathering input. CVUSD is focusing on increasing input from families by augmenting the districtwide sessions and group meetings with the site-based meetings. We believe families will participate more at the site level because they are more familiar with the location and staff. This additional input could then be used to identify trends from surveys and other data points.	CVUSD will continue to implement its current strategies to ensure strong participation in decision-making. It will also continue to deepen this work each year, especially so that the perspectives of historically underserved students and families will be captured during the input phases. We also want to make sure their perspectives are represented in the self-reflection process. One way to continue to improve in this area is to be sure to include staff members and families from historically underserved communities. These participants in the self-reflection process can also help to clarify notes and survey responses during the process.	5	4	4	5	4	5	4	5	4	4	4	4	Met		2024-06-26	2024
01611680000000	Emery Unified	3	The current strengths are that our schools have an open-door policy for our families and that all the parents are encouraged and invited to participate in decision-making.	One area of improvement is for the school staff to expand the reach-out efforts so that more families participate in their children's educational process.	Reaching out to the under-represented families and coming up with creative solutions, such as providing child care during the meetings, will improve the participation rate for these families.	The district's strength is inviting all parents to participate in academic decision-making and reaching out using multiple ways of communication.	Continue reaching out to all educational partners and encouraging them to participate in the strategic planning is our area of focus for improvement in building partnerships for student outcomes. We will continue incorporating our community's input into strategic planning to the greatest extent possible.	The district will continue its creative approach to engaging families, considering the times for the meetings and the childcare needs, as well as multiple ways of two-way communication.	The district's current strength lies in actively seeking input from all the partners in decision-making and in supporting active and honest discourse.	Continue seeking input and do this more often throughout the school year to ensure that the input is implemented and evaluated regularly.	The district will continue its creative approach to engaging underrepresented families, considering the optimal times for the meetings and the childcare needs, as well as multiple ways of two-way communication.	4	4	4	4	4	4	4	3	5	5	5	4	Met		2024-06-26	2024
01611760000000	Fremont Unified	3	FUSD values and promotes opportunities for families and community partners to have their voices incorporated into collaborative inquiry, reflection, and planning conversations.  There are many committees and advisory groups through which school staff and families work together to support the development and maintenance of effective teaching and learning, safe supportive schools, and sounds fiscal management of the district.  These groups include:
-Board Budget Sub-Committee
-Budget Advisory Task Force (SBATF)
-Citizens Advisory Committee to Rename Irvington's Valhalla Theater
-City of Fremont and Fremont Unified School District Liaison Committee
-Curriculum & Instruction Advisory Committee
-District English Learner Advisory Committee (DELAC)
-District Equity Team
-Facilities Advisory Committee
-Joint Meeting Fremont City Council and Fremont Unified School District Board
-Local Control Accountability and Advisory Committee (LCAAC)
-Measure E Citizens' Bond Oversight Committee (CBOC)
-Measure I Citizens' Oversight Committee
-Migrant Education (PAC)
-Native American Studies Program Parent Advisory Committee
-Special Education District Advisory Committee (SEDAC)
-Superintendent Budget Advisory Task Force
-Technology Advisory Committee (TAC)
-Wellness Committee
-African American Parent Advisory Committee (AAPAC) continued efforts to engage families 

In addition to groups that are facilitated by FUSD, families and district staff are collaborative partners in various community groups and committees such as:
-Alameda County School Boards Committee
-Fremont Council PTA 
-Fremont Education Foundation (FEF) 
-Mission Valley ROP Committee
-SELPA Community Advisory Committee (CAC)

During the 2023-24 school year, additional intentional outreach was conducted to ensure that the perspectives and priorities of parents/guardians of unduplicated students were solicited and incorporated into the Local Control Accountability Plan (LCAP).  Data gathered in that effort has been used to inform this Local Indicator self-reflection, and key themes from survey responses are found within strategies and actions of the LCAP.	Work continues to increase opportunities and participation rates of families from historically underrepresented student groups.   Parent/guardian participation is essential in school governance and the decision making process that leads towards improved student outcomes.  FUSD desires stronger school-to-home relationships with African American, Hispanic, Multilingual Learner, Socioeconomically Disadvantaged, and Students with Disabilities families.  Strengthened relationships with these groups would allow for improved conversations intended to identify and design student-focused solutions based on researched based best practices.  Groups already exist within FUSD for this work to be accomplished, and as an area of improvement for the district, FUSD looks to increase active participation at the school level through School Site Councils (SSC), English Language Development Committees (ELAC), and PTA/PTSA/PTO meetings, up through the district level with the Local Control Accountability and Advisory Committee (LCAAC), District English Language Development Committee (DELAC), and Special Education District Advisory Committee (SEDAC).

Based on the 2023 California School Dashboard (Dashboard), FUSD has qualified for three types of Technical Assistance:
- Differentiated Assistance at the district level (State Accountability System)
- Comprehensive Support and Improvement at specific schools (Federal Accountability System)
- Additional Targeted Support and Improvement at specific schools for specific student groups (Federal Accountability System)
Working to develop needed relationships with families of student groups, who have disproportionate outcomes on the Dashboard, is a focus area for the district.	The California Healthy Kids Survey (CHKS) serves as an important marker in measuring the perceived effectiveness of relationships between school staff and families.  The CHKS was administered during the 2023-24 school year to FUSD students in grades 5, 7, 9, and 11.  An analysis of the survey Key Indicators yielded the following average percentages of respondents reporting “Yes, most of the time” or “Yes, all of the time” to the following prompts:

Do the adults at your school care about you?
-Grade 5 (70%)
-Grade 7 (59%)
-Grade 9 (46%)
-Grade 11 (52%)

Are your parent(s)/guardian(s) involved in your education?
-Grade 5 (74%)
Does the school promote parent/guardian involvement in your education?
-Grade 7 (55%)
-Grade 9 (44%)
-Grade 11 (39%)

While many grade levels in these key indicators and more had response rates that were above the state CHKS biennial average, it was noted that particular self-reported student groups perceived less connection and care of the adults in their lives to their experiences at school.  This perception was statistically noticeable for students who identified as Hispanic or African American.  And while students who identified as either an English Learner or a Special Education student generally had response rates similar to their general education peers at the elementary grade levels, perceptions of caring connections decreased as students got older.

Throughout the year, schools host a variety of events including parent workshops focused on academic and social-emotional learning.  Translations, for both in person events, and those sent home through paper and electronic communication, ensure that families are informed and have opportunity to engage with teachers and school staff.  FUSD continues to receive feedback from Multilingual Learner families that access to bilingual staff members is beneficial and impactful in improving communication with school personnel.  Engagement events specific to topics of interest to Multilingual Learner families are well received.  Individual outreach and support is provided to families of foster youth and those experiencing unstable housing.  Both the Departments of Federal and State Programs and Student Support Services offer workshops and conduct outreach throughout the year to underrepresented students and their families.  FUSD launched its use of a new communication tool, ParentSquare, during the 2023-24 school year.  This new school-to-home communication platform allows teachers, staff, and parents/guardians to send and receive messages, share pictures and files, see calendar items, and much more via email, phone, text and/or the ParentSquare app and is a component of new outreach that is designed to reduce barriers to effective partnership with the school and district.	Personnel, services, and programs supported through LCAP and other available funds, are used to strengthen partnerships and improve outcomes for at-promise students.  The California Expanded Learning Opportunities Program (ELO-P) provides funding for before school, after school, summer and intersession learning programs for transitional kindergarten through 5th grade in FUSD.  All FUSD elementary schools have a community partner program to provide extended day care (before and after school) and enrichment programs for enrolled ELO-P students in a school year.  Students who are designated in one or more specific categories (English learners, foster youth, homeless students, migrant students, and students who are free or reduced-price meal eligible under the National School Lunch Program) are eligible for ELO-P.  Students are eligible to participate at approved locations at no cost.

Various positions provide either direct services to students or assist with reducing barriers that impact overall achievement.  General Education Behaviorists and Counselors support student needs in the general education and Special Education educational setting.  Multi-Tiered System of Supports (MTSS) liaison positions have been expanded into the secondary grade levels to support the implementation of effective Tier 1 strategies in academic, behavior, and social-emotional domains.  Partnerships with both internal supports as well as resources accessed externally to the school system are made available to students and their families through Coordination of Services (COST) coordinators, Student Study Team (SST) coordinators, Marriage and Family Therapists (MFT), and Child Welfare Attendance (CWA) staff.  

An A-G Completion Improvement Grant has allowed secondary sites to further expand sections for credit recovery beyond the intervention teachers and sections already identified in the LCAP.  Continued implementation of Social emotional learning (SEL) curriculum at the elementary level (Second Step) and the secondary level (Lions Quest) builds student efficacy.  Improved levels of attainment and growth are also supported through specialized curriculum designed to meet the needs of newcomer multilingual learners.	FUSD continues to engage in the ongoing development of its Multi-Tiered System of Supports (MTSS).  In FUSD, MTSS is an intentional, comprehensive framework that focuses on academic, behavioral, and social-emotional practices in real time. Our systems are coordinated and aligned for the well-being and success of ALL students.  A focus of this work during the 2023-24 school year, which leads directly into site-based development in the 2024-25 school year and beyond, has been on defining effective instructional strategies, establishing a common set of supports and services accessible to all students, and norming the best practices of school-to-home communication; a viable Tier 1 of the MTSS pyramid that is both used with fidelity and has embedded accountability.  Site administrators and MTSS liaisons will meet routinely through the 2024-25 school year to engage with their staff on topics of effective instruction, calibration, and whole-child support.

Both Coordination of Services Teams and Student Study Teams provide opportunity for teachers, parents/guardians, school counselors, intervention specialists, and administration to meet and collectively address individual student needs and monitor progress of applied supports.  The teaming structures identified in ongoing MTSS development build upon the successes of these programs and provided for additional connections and collective commitments to seeing improved student outcomes realized.   FUSD has completed its fifth year of implementation of Positive Behavior Intervention System (PBIS); with all elementary schools now successfully having established essential school-wide expectations.  As an evidence-based, tiered framework for supporting students’ behavioral, academic, social, emotional, and mental health, PBIS aims to improve both student outcomes and school climate.  Explicit lessons are provided to students so that expectations are understood, and positive acknowledgement is given to students as reinforcement.	FUSD is committed to improving engagement levels of its underrepresented families.  During the 2023-24 school year, a survey distributed to parents/guardians of unduplicated student groups was distributed to solicit feedback for LCAP goal and action revisions.  Themes from that survey include:
- District English Learner Advisory Committee (DELAC) - Respondents valued parent/guardian workshops on academics, life skills, and social-emotional supports for students.  Families desire being equipped with information and resources to support their children. 
- Special Education: Respondents valued increased communication that gave more frequent information about progress being made towards individualized learning goals.
Foster Youth / Homeless:  Respondents valued clear guidance provided by the school on post-secondary attainment and supports available to students to help them reach their full potential.

Engagement of underrepresented families will also be supported in the 2024-25 school year with the expansion of Positive Behavior Intervention System (PBIS) to middle schools, building on the success of the program at elementary schools over the last five years.  High school counselors will expand their partnership with the California College Guidance Initiative (CCGI) utilizing data-driven tools to support college, career, and financial aid planning with students and families.	FUSD believes in the importance of incorporating broad input for decision-making.  The Local Control Accountability Advisory Committee (LCAAC) plays a fundamental role in generating parent/guardian and community feedback regarding priorities and resources based on the Local Control Funding Formula (LCFF) and incorporating that input into the development of the Local Control Accountability Plan (LCAP).   The LCAAC conducts an analysis of student needs, based in part through an examination of California School Dashboard results disaggregated by student group.  In addition to the LCAAC, there are many committees that parents/guardians are encouraged to participate in and have their voices heard.  Currently FUSD is seeking additional membership in the following committees (more information can be found at https://fremontunified.org/students-community/connections/committees/join-committee/):
-African American Parent Advisory Committee
-Measure E Citizens' Bond Oversight Committee (CBOC)
-Facilities Advisory Committee
-Local Control Accountability and Advisory Committee (LCAAC)
-Measure I Citizens' Oversight Committee

New dynamic and engaging strategies are employed by the district to increase both the opportunity and actionable quality of parent/guardian input.  ThoughtExchange surveys are used to bring in valuable qualitative as well as quantitative feedback.  ParentSquare has allowed for improved electronic communication to be routinely sent out at both the site and district levels.  During the 2023-24 school year, FUSD launched its redesigned website (https://fremontunified.org/) which brought to the community important content updates as well as navigational improvements that allow for readers to more easily find the content they are looking for (including an embedded translation feature in multiple world languages available on all district and school websites).	FUSD strives to make sure that it can physically maintain outstanding schools, which keep the greater community a desirable place to live, work and raise a family.  To that end, FUSD has sought to gather input for decision-making as it relates to facility needs and priorities.  FUSD is among the lowest funded in Alameda County.  The impacts of years of underfunding has created an increased challenge to providing our students access to the same state-of-the-art education facilities that other students in Alameda County already have.  In 2023-24, FUSD began outreach to determine the community’s priorities given these realities.  A focus moving forward will be to further expand on the priorities that the community has identified:
-Updating classrooms and science labs
-Providing updated equipment and learning technology for classrooms, science and computer labs, and libraries
-Replacing aging and leaking roofs
-Replacing outdated, aging and deteriorating temporary portable classrooms
-Repairing, replacing, upgrading and installing security, fire, lighting and other safety systems
-Repairing and replacing outdated inefficient heating, cooling, electrical and plumbing systems and other school facilities and equipment
Additional information on how parents/guardians and the community can join this conversation can be found at https://fremontunified.org/students-community/connections/jointheconversation/.	The ongoing development of a Multi-Tiered System of Support (MTSS), along with the utilization of inclusive educational practices, will improve the engagement of underrepresented families within FUSD.  To ensure effective communication and support, our Federal and State Programs Department coordinates bilingual assistance specifically tailored to meet the needs of our diverse families. FUSD seeks feedback from a broad range of community partners and measures the success of those efforts through participation in various parent committees such as School Site Councils (SSC), English Language Advisory Committees (ELAC), the District English Language Advisory Committee (DELAC), the Local Control Accountability and Advisory Committee (LCAAC), and the African American Parent Advisory Committee (AAPAC).  Both at the site and at the district level, these groups provide routine opportunities to strengthen school-to-home partnerships.  Understanding the need to also partner with families using 21st century digital means, FUSD continually evaluates and refines its e-communication methods.  Continued use of the Superintendent’s newsletter and active social media accounts encourages family engagement on timely and relevant school topics.

FUSD's Native American Studies Program (NASP) offers the district’s Native American and/or Alaskan Native students both academic intervention and culture classes, with an aim to support students to meet challenging State academic achievement standards. A NASP Program Manager works to build connections with parents/guardians of students who identify as Native American and/or Alaskan Native.  Community Liaisons within FUSD's Student Support Services Department act as a bridge between staff, families, community, and the District. These multilingual Liaisons provide one-on-one support to families to learn feedback about their educational priorities and help them connect to the resources in the following categories:
-Educational Advancement
-Family Wellbeing
-Finance
-Food
-Health
-Housing
-Immigration
-Transportation	4	5	4	5	4	4	4	4	5	5	4	4	Met		2024-06-26	2024
01611760130534	Circle of Independent Learning	3	"Based on the analysis of educational partner input and local data, COIL’s strengths and progress in building relationships between school staff and families are notable. Recognizing the need for families to connect, network, and learn about topics relevant to their ""Home Educator"" role, COIL has established formal opportunities for parents and students of all demographics to engage and build relationships. A key strength in fostering these partnerships is the regular Advisory Teacher meetings. Supported by Independent Study law since the inception of the charter movement, these meetings are integral to COIL’s culture. They provide a collaborative environment for parents, students, and teachers to discuss strengths, goals, gaps, work assignments, and progress throughout the school year. These meetings typically occur every two weeks, ensuring consistent communication and engagement, with a maximum interval of 20 school days between meetings. This structured approach has proven effective in strengthening the relationships between school staff and families, contributing to the overall success of the students."	Based on the analysis of educational partner input and local data, COIL has identified several focus areas for improvement in building relationships between school staff and families. While the regular Advisory Teacher meetings are effective, there is a need to increase the frequency and diversity of informal connection opportunities. Expanding beyond bi-weekly meetings, COIL aims to incorporate more community-building events and workshops that cater to a broader range of family needs and schedules. Additionally, enhancing communication channels to ensure timely and accessible information sharing between parents, students, and teachers is a priority. COIL also seeks to implement feedback mechanisms to better understand and address the unique challenges and preferences of all demographics within its community. These improvements aim to foster a more inclusive and supportive environment for building strong, collaborative relationships between school staff and families.	Based on the analysis of educational partner input and local data, COIL will improve the engagement of underrepresented families by acquiring additional space for students to take classes with subject matter teachers, facilitating more in-person interactions. Furthermore, COIL will enhance in-class remote technology to ensure that students who cannot attend in person can participate remotely and seamlessly, without causing distractions or adding extra work for the teacher. Additionally, the new student study center provides another valuable resource for families. With a credentialed teacher present, the center offers a quiet and safe area for students to complete their assignments, providing targeted support and fostering stronger relationships between school staff and families.	Based on the analysis of educational partner input and local data, the LEA’s focus areas for improvement in Building Partnerships for Student Outcomes are centered around addressing the limitations and concerns related to physical space. The primary focus is on expanding physical space to increase the availability of areas dedicated to in-person support and instruction, as well as creating additional quiet zones where students can focus on schoolwork and receive help as needed. Enhancing the learning environments by improving existing facilities to make them more conducive to learning and support, and ensuring flexibility for various activities and services, is also a priority. Facilitating access to resources within these spaces, such as computers, internet access, and learning materials, along with providing designated areas for tutoring, counseling, and other support services, is crucial. Additionally, the LEA plans to engage with educational partners, including parents, teachers, and community members, to identify specific needs and preferences, and collaborate with local organizations to share or repurpose community spaces for educational use. Strategic planning and investment are vital, with a focus on allocating budget and resources towards developing and maintaining these learning spaces and exploring funding opportunities or partnerships to support these efforts. Although a student learning center has been a great addition to our campus, teacher workspaces and more onsite classrooms are still an issue. By concentrating on these areas, the LEA aims to create a more supportive and effective learning environment that meets the diverse needs of students and helps improve their academic outcomes.	Based on the analysis and input from educational partners, COIL will persist in its efforts to secure additional space for students to attend classes with subject matter teachers. Furthermore, we aim to enhance our in-class remote technology capabilities to enable students who cannot attend in person to participate seamlessly and without creating additional workload for teachers.	Space continues to be a challenge and constraint for delivering in-person support and instruction, as well as for providing a tranquil environment where students can attend school, focus on their studies, and receive assistance as necessary. However, the recent establishment of the new student learning center marks a significant step in the right direction, offering students ample space to complete coursework under the guidance of credentialed teachers.	COIL employs surveys as its primary tool to gather feedback from staff, students, and families annually, aiming to pinpoint areas of strength and improvement across various aspects such as basic communication, school climate, and professional development opportunities. This method ensures comprehensive outreach to all students and their families, fostering inclusivity in the feedback process. Throughout the planning stages, invaluable input from stakeholders including students, families, staff, and community members has greatly contributed to the holistic development of our plans. By leveraging multiple surveys for students and parents, weekly professional learning communities with teachers and staff, councils, regular meetings with students, teachers, and parents, as well as guidance from COIL's Governance Council and ELAC (English Learner Advisory Committee), we have integrated vital feedback into our plans. This input, coupled with ongoing analysis of local academic assessment data, equips COIL with informed decision-making capabilities to address student academic needs and interventions, as well as to provide support for staff and teachers, ensuring the highest degree of success for all involved.	Based on the analysis of educational partner input and local data, the LEA (Local Education Agency) is concentrating on improving its processes for seeking input to inform decision-making. This entails several key focus areas. Firstly, the LEA is striving to enhance stakeholder engagement by refining methods for involving parents, teachers, students, and community members, aiming to capture a diverse range of perspectives. Secondly, efforts are underway to streamline feedback channels, making them more accessible and inclusive to ensure that all voices are heard. Thirdly, the LEA emphasizes the importance of utilizing data to inform decision-making, ensuring that input from stakeholders is grounded in evidence and supports effective strategies. Additionally, there is a focus on promoting transparency and open communication about decision-making processes, ensuring that stakeholders understand how their input is valued and utilized. Lastly, the LEA is committed to continuous improvement, regularly evaluating and adapting its input-seeking processes based on feedback and changing needs to ensure effectiveness and relevance. Through these efforts, the LEA seeks to strengthen engagement with stakeholders and ensure that decisions reflect the needs and priorities of the entire educational community.	Based on the analysis of educational partner input and local data, the LEA aims to enhance the engagement of underrepresented families identified during the self-reflection process regarding Seeking Input for Decision-Making. This involves several strategies. Firstly, the LEA plans to implement targeted outreach efforts tailored to the specific needs and preferences of underrepresented families, ensuring their voices are heard and valued in decision-making processes. Additionally, the LEA will provide accessible and inclusive platforms for input, such as virtual meetings, and flexibility in advisory meetings, to accommodate diverse communication preferences and schedules. Furthermore, the LEA will collaborate with stake holders by PTSC meetings to build trust and facilitate meaningful engagement with underrepresented families. By prioritizing these efforts, the LEA aims to foster a more inclusive decision-making process that reflects the perspectives and priorities of all families within the educational community.	5	5	5	5	4	4	5	5	3	3	3	3	Met		2024-06-14	2024
01611920000000	Hayward Unified	3	During the report period, Hayward Unified School District (HUSD) remained steadfast in its commitment to expanding and enhancing family engagement services and strategies. HUSD's robust family engagement model is bolstered by strategic investments from LCAP funds, which ensure that each HUSD school has a full-time Family Engagement Outreach and Equity Specialist (FES). These specialists are pivotal in helping parents navigate and utilize the district’s programs and services for students and families. Additionally, every HUSD elementary teacher is required to hold parent-teacher conferences to review individual student academic progress and collaborate with families to support student achievement and well-being.
LCAP funds also support district-led programs and services for parents through the HUSD Student and Parent Support Program (SPSP). These ongoing initiatives, offered under the umbrella of Parent University, provide vital resources and support to Hayward families. The district's Parent Ambassador program, consisting of over 45 parent volunteers, plays a crucial role in connecting with the community and gathering input and feedback from parents. These ambassadors also participate in various district-level decision-making committees, such as the Equity Oversight Committee, School Site Councils, and School-Based Decision Making Teams.
HUSD has also implemented staff-parent Community Schools Teams (CST) at 14 school sites to advance its state-funded Community Schools initiative, with plans to expand to an additional four schools in the 2024-2025 school year.
Last year, HUSD organized its second annual Families Unified Conference, a parent-driven event designed to educate parents on various resources, leadership opportunities, and topics to better understand their child's school experience. The event saw over 800 parents in attendance, a significant increase of 300 participants from the inaugural year. Additionally, HUSD established a parent policy review committee that collaborated with staff to update the family engagement policy.
This year, three school site FES and Principals, along with the Coordinator of Parent Engagement, participated in the Department of Community Schools, Student, and Family Engagement’s Family Engagement National Leadership Institute. This program focuses on building relationships among staff and families, developing a comprehensive family engagement plan of action, and providing one-on-one coaching for site leaders.
These initiatives underscore HUSD's dedication to fostering strong, collaborative relationships with families to enhance student success and well-being.

	During the report period, Hayward Unified School District (HUSD) remained steadfast in its commitment to expanding and enhancing family engagement services and strategies. HUSD's robust family engagement model is bolstered by strategic investments from LCAP funds, which ensure that each HUSD school has a full-time Family Engagement Outreach and Equity Specialist (FES). These specialists are pivotal in helping parents navigate and utilize the district’s programs and services for students and families. Additionally, every HUSD elementary teacher is required to hold parent-teacher conferences to review individual student academic progress and collaborate with families to support student achievement and well-being.
LCAP funds also support district-led programs and services for parents through the HUSD Student and Parent Support Program (SPSP). These ongoing initiatives, offered under the umbrella of Parent University, provide vital resources and support to Hayward families. The district's Parent Ambassador program, consisting of over 45 parent volunteers, plays a crucial role in connecting with the community and gathering input and feedback from parents. These ambassadors also participate in various district-level decision-making committees, such as the Equity Oversight Committee, School Site Councils, and School-Based Decision Making Teams.
HUSD has also implemented staff-parent Community Schools Teams (CST) at 14 school sites to advance its state-funded Community Schools initiative, with plans to expand to an additional four schools in the 2024-2025 school year.
Last year, HUSD organized its second annual Families Unified Conference, a parent-driven event designed to educate parents on various resources, leadership opportunities, and topics to better understand their child's school experience. The event saw over 800 parents in attendance, a significant increase of 300 participants from the inaugural year. Additionally, HUSD established a parent policy review committee that collaborated with staff to update the family engagement policy.
This year, three school site FES and Principals, along with the Coordinator of Parent Engagement, participated in the Department of Community Schools, Student, and Family Engagement’s Family Engagement National Leadership Institute. This program focuses on building relationships among staff and families, developing a comprehensive family engagement plan of action, and providing one-on-one coaching for site leaders.
These initiatives underscore HUSD's dedication to fostering strong, collaborative relationships with families to enhance student success and well-being.
	During the report period, Hayward Unified School District (HUSD) remained steadfast in its commitment to expanding and enhancing family engagement services and strategies. HUSD's robust family engagement model is bolstered by strategic investments from LCAP funds, which ensure that each HUSD school has a full-time Family Engagement Outreach and Equity Specialist (FES). These specialists are pivotal in helping parents navigate and utilize the district’s programs and services for students and families. Additionally, every HUSD elementary teacher is required to hold parent-teacher conferences to review individual student academic progress and collaborate with families to support student achievement and well-being.
LCAP funds also support district-led programs and services for parents through the HUSD Student and Parent Support Program (SPSP). These ongoing initiatives, offered under the umbrella of Parent University, provide vital resources and support to Hayward families. The district's Parent Ambassador program, consisting of over 45 parent volunteers, plays a crucial role in connecting with the community and gathering input and feedback from parents. These ambassadors also participate in various district-level decision-making committees, such as the Equity Oversight Committee, School Site Councils, and School-Based Decision Making Teams.
HUSD has also implemented staff-parent Community Schools Teams (CST) at 14 school sites to advance its state-funded Community Schools initiative, with plans to expand to an additional four schools in the 2024-2025 school year.
Last year, HUSD organized its second annual Families Unified Conference, a parent-driven event designed to educate parents on various resources, leadership opportunities, and topics to better understand their child's school experience. The event saw over 800 parents in attendance, a significant increase of 300 participants from the inaugural year. Additionally, HUSD established a parent policy review committee that collaborated with staff to update the family engagement policy.
This year, three school site FES and Principals, along with the Coordinator of Parent Engagement, participated in the Department of Community Schools, Student, and Family Engagement’s Family Engagement National Leadership Institute. This program focuses on building relationships among staff and families, developing a comprehensive family engagement plan of action, and providing one-on-one coaching for site leaders.
These initiatives underscore HUSD's dedication to fostering strong, collaborative relationships with families to enhance student success and well-being.
	Hayward Unified School District (HUSD) has cultivated a robust partnership model that stands as a testament to its commitment to fostering strong community relationships. Over a decade ago, HUSD adopted the Hayward Promise Neighborhood/Community Schools model, which laid the groundwork for building enduring partnerships with Community-Based Organizations (CBOs), educational partners, parents, and agencies. Today, the district collaborates with more than 35 partnership agencies to provide comprehensive mental health and academic support for students. Key partners include the Alameda County Office of Education, Chabot College, East Bay Agency for Children, Eden ROP, Hayward Area Recreation Department (H.A.R.D.), La Familia Counseling Service, Project Eden, The Deputy Sheriffs' Activities League (DSAL), and Side by Side.
In the past year, HUSD has also formed new alliances with 5 Pillars, Alameda County Supervisor Elisa Marquez, and other local organizations serving Afghan and Middle Eastern refugees. Support for our Asian Pacific Islander (API) families has been enhanced through partnerships with Cal State University East Bay, Chabot College's API programs, Filipino Advocates for Justice, Korean Community Center of the East Bay, and Pacific Islander Wellness Initiative. This year, we continue to work with our 18 Community School Site teams to expand services tailored to the specific needs of students in each community.
Many CBO partners participate in weekly or bi-weekly COST meetings at HUSD school sites and provide direct on-site services to students. These partners also bolster various aspects of the district’s family engagement efforts. For instance, La Familia, a key district partner, leads the Parent Ambassador program by continuing a full-time staff member to work with the district’s Parent University team. This collaboration connects HUSD families to free or affordable community-based mental health services, with a particular focus on bilingual (Spanish/English) services. Additionally, partners are active members of the 18 Community School Site teams and the district's Community School Steering Committee.
Through these extensive partnerships, HUSD continues to enhance its support network, ensuring that students receive the holistic assistance they need to thrive academically and emotionally.
	Hayward Unified School District (HUSD) has cultivated a robust partnership model that stands as a testament to its commitment to fostering strong community relationships. Over a decade ago, HUSD adopted the Hayward Promise Neighborhood/Community Schools model, which laid the groundwork for building enduring partnerships with Community-Based Organizations (CBOs), educational partners, parents, and agencies. Today, the district collaborates with more than 35 partnership agencies to provide comprehensive mental health and academic support for students. Key partners include the Alameda County Office of Education, Chabot College, East Bay Agency for Children, Eden ROP, Hayward Area Recreation Department (H.A.R.D.), La Familia Counseling Service, Project Eden, The Deputy Sheriffs' Activities League (DSAL), and Side by Side.
In the past year, HUSD has also formed new alliances with 5 Pillars, Alameda County Supervisor Elisa Marquez, and other local organizations serving Afghan and Middle Eastern refugees. Support for our Asian Pacific Islander (API) families has been enhanced through partnerships with Cal State University East Bay, Chabot College's API programs, Filipino Advocates for Justice, Korean Community Center of the East Bay, and Pacific Islander Wellness Initiative. This year, we continue to work with our 18 Community School Site teams to expand services tailored to the specific needs of students in each community.
Many CBO partners participate in weekly or bi-weekly COST meetings at HUSD school sites and provide direct on-site services to students. These partners also bolster various aspects of the district’s family engagement efforts. For instance, La Familia, a key district partner, leads the Parent Ambassador program by continuing a full-time staff member to work with the district’s Parent University team. This collaboration connects HUSD families to free or affordable community-based mental health services, with a particular focus on bilingual (Spanish/English) services. Additionally, partners are active members of the 18 Community School Site teams and the district's Community School Steering Committee.
Through these extensive partnerships, HUSD continues to enhance its support network, ensuring that students receive the holistic assistance they need to thrive academically and emotionally.
	Hayward Unified School District (HUSD) has cultivated a robust partnership model that stands as a testament to its commitment to fostering strong community relationships. Over a decade ago, HUSD adopted the Hayward Promise Neighborhood/Community Schools model, which laid the groundwork for building enduring partnerships with Community-Based Organizations (CBOs), educational partners, parents, and agencies. Today, the district collaborates with more than 35 partnership agencies to provide comprehensive mental health and academic support for students. Key partners include the Alameda County Office of Education, Chabot College, East Bay Agency for Children, Eden ROP, Hayward Area Recreation Department (H.A.R.D.), La Familia Counseling Service, Project Eden, The Deputy Sheriffs' Activities League (DSAL), and Side by Side.
In the past year, HUSD has also formed new alliances with 5 Pillars, Alameda County Supervisor Elisa Marquez, and other local organizations serving Afghan and Middle Eastern refugees. Support for our Asian Pacific Islander (API) families has been enhanced through partnerships with Cal State University East Bay, Chabot College's API programs, Filipino Advocates for Justice, Korean Community Center of the East Bay, and Pacific Islander Wellness Initiative. This year, we continue to work with our 18 Community School Site teams to expand services tailored to the specific needs of students in each community.
Many CBO partners participate in weekly or bi-weekly COST meetings at HUSD school sites and provide direct on-site services to students. These partners also bolster various aspects of the district’s family engagement efforts. For instance, La Familia, a key district partner, leads the Parent Ambassador program by continuing a full-time staff member to work with the district’s Parent University team. This collaboration connects HUSD families to free or affordable community-based mental health services, with a particular focus on bilingual (Spanish/English) services. Additionally, partners are active members of the 18 Community School Site teams and the district's Community School Steering Committee.
Through these extensive partnerships, HUSD continues to enhance its support network, ensuring that students receive the holistic assistance they need to thrive academically and emotionally.
	Hayward Unified School District (HUSD) is fully committed to increasing parent input into district programs and policies and identifying opportunities for parents to contribute and have a voice in decisions related to services and programs for students and families. Currently the district has made it a practice to include parent leaders on all committees, from the District Advisory Committee to the district’s Equity Committee. They even play a critical role on the School Site Councils (SSC’s), School Based Decision Making and other policy review groups. Finally, parent volunteers are an integral part of the new Community Schools Teams (CST) that have recently been introduced at select HUSD school sites.	Hayward Unified School District (HUSD) is fully committed to increasing parent input into district programs and policies and identifying opportunities for parents to contribute and have a voice in decisions related to services and programs for students and families. Currently the district has made it a practice to include parent leaders on all committees, from the District Advisory Committee to the district’s Equity Committee. They even play a critical role on the School Site Councils (SSC’s), School Based Decision Making and other policy review groups. Finally, parent volunteers are an integral part of the new Community Schools Teams (CST) that have recently been introduced at select HUSD school sites.	Hayward Unified School District (HUSD) is fully committed to increasing parent input into district programs and policies and identifying opportunities for parents to contribute and have a voice in decisions related to services and programs for students and families. Currently the district has made it a practice to include parent leaders on all committees, from the District Advisory Committee to the district’s Equity Committee. They even play a critical role on the School Site Councils (SSC’s), School Based Decision Making and other policy review groups. Finally, parent volunteers are an integral part of the new Community Schools Teams (CST) that have recently been introduced at select HUSD school sites.	3	3	4	4	2	4	4	4	4	4	4	4	Met		2024-06-26	2024
01611920108670	Leadership Public Schools - Hayward	3	Based on analysis, this is an area in which we can improve by establishing more formal structures to support staff and parents to meet and discuss student progress. Currently, the principal has a weekly blog posted on the website to share information with families. Parent Guardian Association (PGA) shares news about school achievement, upcoming events in monthly PGA meetings.	Continued consistent communication with families about student performance indicators and school news in a format that is accessible to all is an area of growth and development.	Continue to lean in on multi-lingual staff members, include monthly newsletters and email sharing news and direct contact to families from administration about school events.	Based on analysis, LPS Hayward has a strong school community and positive and open relationships with students and families that is supported by ongoing formal and informal communication structures. Staff training on communication and access to translators/interpreters has improved communication with the community.	Area of improvement is communication of student performance indicators to support students learning at home.	Provide information translated into multiple languages for underrepresented families, including academic progress results.	LPS Hayward has a lot of solid systems in place for communicating with families, including weekly COST meetings
(and follow up), newsletters, and parent meetings. In addition, the school has a well functioning School Site Council which is able to provide governance and guidance for decision making.	Continued community outreach for families of multilingual learners, reaching out with specific information to Black and African American families about community events.	Community outreach through on campus events, so that families can experience the on campus community through newsletters and phone calls. Specifically, efforts will be made to increase participation in the school English Learner Advisory Council (ELAC).	4	2	3	4	4	3	4	3	4	4	2	4	Met		2024-06-20	2024
01611920127696	Knowledge Enlightens You (KEY) Academy	3	KEY Academy is dedicated to building strong relationships with our students and families daily. We maintain an open-door policy for teachers and administrators, encouraging parents to ask questions and voice concerns. To support our diverse community, we employ multiple staff members who speak the languages of our students and outsource additional translators when needed.

We offer numerous engagement opportunities such as Coffee Talks, Parent Universities, and monthly events, many of which are available via Zoom. Teachers communicate with parents through various platforms, including Google Classroom, Class Dojo, Synergy, class websites, and the Remind app. All activities are advertised in multiple languages and through various channels to ensure inclusivity.

The Parent Teacher Organization (PTO) is a testament to our commitment to collaboration. It brings together parent volunteers and staff to plan events and activities, provide input on fundraising, and develop policies and programs for our school. This year, KEY Academy has expanded the PTO and continued to offer quarterly Parent University workshops, empowering our families to be an integral part of our school's operations. We have also increased the number of parent volunteers in the classrooms, actively recruiting during Back-to-Parent Night and our annual Fall Festival.	KEY Academy is committed to strengthening our relationships with families. Our goal is to enhance the personal rapport between teachers, administrators, and parents, encouraging parents to feel more comfortable bringing their concerns to us. To achieve this, we plan to implement regular one-on-one meetings, family engagement events, and open house sessions where parents can interact informally with staff. We will also introduce a parent liaison program to facilitate communication and provide additional support. By fostering open communication and trust through these initiatives, we aim to continuously improve our school community and ensure every family feels valued and heard.	To improve engagement with underrepresented families, we will offer flexible meeting times and virtual options to accommodate various schedules. Additionally, we will create multiple channels for feedback, including anonymous surveys and suggestion boxes, to gather input from all families and address their concerns effectively. By increasing the activities between staff and families, we can enhance interactions and contact points, allowing for more authentic conversations and providing more opportunities for relationship building.	Throughout the academic year, parents are presented with various opportunities to engage with the faculty and staff at KEY Academy to deepen their understanding of the academic standards and curriculum and celebrate student achievements. Monthly newsletters provide parental guidance and details regarding forthcoming events. Additionally, the principal and school counselors conduct coffee talks and Parent Universities, focusing on beneficial topics and resources for parents to implement at home. Parents are encouraged to propose discussion topics for these sessions, ensuring the content's relevance and value. A prominent subject of discussion this past year was WASC.

Teachers communicate with parents through website pages, emails, phone calls, newsletters, and parent-teacher conferences. KEY Academy hosts biannual parent-teacher conferences, offering excellent opportunities for educators and parents to collaborate in supporting their children. The after-school program, which features tutoring and homework assistance, remains highly sought-after and consistently contributes to the effective support of our students and families.	Upon careful examination of our local data, it has become evident that our academic assessment scores require improvement. To achieve this objective, it is crucial to have active support and participation from parents. Additionally, there is a pressing need to address behavioral expectations throughout the entire school. Imparting grade-level lessons that ensure students comprehend the required standards is imperative. Recognizing positive behavior and establishing consistent practices throughout the school is paramount to creating a positive and conducive learning environment.	We will intentionally seek out underrepresented families and ask for their input. It will be important to increase family activities and provide childcare at our meetings to ensure these families can meet with staff and share their opinions. To better engage with underrepresented families, we will offer flexible meeting times and virtual options for various schedules. Additionally, we will create to accommodate multiple channels for feedback, including anonymous surveys and suggestion boxes, to gather input from all families and effectively address their concerns. Increasing the interaction between staff and families can enhance communication and create more opportunities for relationship-building.	KEY Academy values parents' active involvement in our learning community, and we remain dedicated to continually developing and enhancing our policies for parental engagement. We strongly encourage parents to play a pivotal role in the educational journey by volunteering their time, joining the Parent Teacher Organization (PTO) or Advisory Committee, and actively participating in various school events such as Multicultural Day, Paint Night, Cinco de Mayo, and Career Day. Additionally, we value their input through surveys and encourage attendance at our informative Parent University workshops.

In our commitment to fostering strong school-home partnerships, KEY Academy has implemented a dedicated Student Support Coordinator role to facilitate effective communication and support between the school and parents. We are actively expanding our efforts to recruit more parent volunteers during key events such as Back-to-School Night and our annual Fall Festival. These initiatives are pivotal in ensuring our parents feel empowered and engaged in their child's educational journey, ultimately contributing to a thriving and supportive learning environment at KEY Academy.	After reviewing the data, we have identified the need to increase parental participation in surveys and attendance at our events. We will implement targeted outreach strategies to achieve this, including personalized invitations, reminder emails, and follow-up calls. We will also provide flexible scheduling and virtual attendance opportunities to accommodate diverse family needs. Additionally, we will strengthen relationships by hosting regular meet-and-greet sessions, informal coffee talks, and family engagement nights. Improving our communication efforts will involve creating multilingual newsletters, updating the school website, and maintaining active social media channels to ensure that all parents are informed and welcome to participate in the school community. Through these efforts, we aim to create aand supportive environment for our students and more inclusive their families.	We are dedicated to ensuring that all our stakeholders have a say in our decision-making process. To achieve this, we will provide additional ways for parents to give input and feedback. In addition to traditional methods, we will introduce online feedback, suggestion boxes conveniently around the school, and regular virtual town hall meetings where parents can share their ideas and concerns in real-time. We will also set up focus groups and advisory panels that include parent representatives to ensure diverse perspectives are considered in our planning. By creating these various opportunities for engagement, we aim to make it easier for all parents to contribute to the continuous improvement of our school community.	4	5	5	4	3	4	3	4	3	3	4	4	Met		2024-06-06	2024
01611920127944	Hayward Twin Oaks Montessori	3	For the 2023-24 school year Hayward Twin Oaks hosted 4 Community Organization meetings, 2 ELAC meetings, 9 Community Coffees, and 3 CAC meetings. In addition, the school requires that families attend two individual conferences each year and invites families to a variety of family education meetings each year. We also have platforms where parents can engage with school staff through ParentSquare, PowerSchool and weekly newsletters. Community relationship events include the Festival of Light, Social Fiesta Fundraiser, and school picnics.	The school is working to improve our relationships between school staff and families in several ways. The school has updated our weekly newsletter delivery system to provide easy to find information. Our newsletters also feature staff member profiles which support stronger relationships and community building. The website maintenance has been updated to ensure families know where to go to find answers to their questions. We have also connected with additional translation services to ensure that all families are able to clearly communicate with our school community.	The school has intentionally moved toward more in-person events that are at different times of day and on weekends to offer more opportunities for underrepresented families to participate and connect with the school community. We continue to share information in easily translatable platforms (Parent Square and Smore) to ensure all families have access to needed translation services. Having more one-on-one contact with those underrepresented families to engage them to become more involved.	Strengths: The school’s weekly newsletter, multiple family conferences, quarterly parent education evenings, monthly family coffees, monthly Community Organization meetings and opportunities to participate in school committees such as ELAC, CAC and School Safety all provide ample opportunity for seeking input for decision-making. Staff and Principals get ongoing professional development training in grade level, department level and subject matter competencies. We invest in paying for Montessori credential and California credential training for teachers and administrators. All staff have built in professional development that includes Montessori and Common Core Standard alignment. We offer training in building family connections and supporting the vast needs of our community.
Progress: This year the school is prioritized in person meetings with parents. This reinforces our intention to build positive relationships and strengthen our internal systems of advisory and home/family partnerships.
To support this task we provided professional development opportunities focused on family engagement that helped principals and staff develop the skills and knowledge necessary to effectively work with families. Training covered topics such as communication strategies, cultural competency, and creating inclusive environments to foster strong partnerships with families.
The school established clear and accessible communication channels to engage with families, such as regular newsletters, parent-teacher conferences, and virtual platforms. Transparent and consistent communication helped build trust and encouraged families to participate in advisory groups and decision-making committees.	Providing access in person and virtually of the content presented to parents. Making sure all presentations and materials are in families' home languages. Creating intentional surveys targeting specific concerns at different parts of the school year. Providing opportunities where families can engage with the school in direct and indirect ways.	Strategies for engagement in school site committee, developing more diverse means for soliciting family input, creating affinity groups, personal and individualized communications. Seek opportunities at drop off/ pick up, via phone and text.	Strengths: The school’s weekly newsletter, multiple family conferences, quarterly parent education evenings, monthly family coffees, and monthly Community Organization meetings all provide ample opportunity for seeking input for decision-making.
Progress: This year the school is prioritizing regularly scheduled Community Organization and in-person meetings.	Providing access in person and virtually of the content presented to parents. Making sure all presentations and materials are in families' home languages. Creating intentional surveys targeting specific concerns at different parts of the school year. Providing opportunities where families can engage with the school in direct and indirect ways.	Strategies for engagement in school site committee, developing more diverse means for soliciting family input, creating affinity groups, personal and individualized communications. Seek opportunities at drop off/ pick up, via phone and text.	5	5	5	5	5	5	5	5	3	3	5	5	Met		2024-06-27	2024
01611920137646	Impact Academy of Arts & Technology	3	We work to create inclusive environments where students can be successful and parents know that we see them as critical partners in their child’s educational journey. From monthly parent meetings, including school-site and ELAC meetings, to trimester parent conferences led by their students, and advisor communication to parents throughout the school year, we keep parents informed about their child’s progress and events happening at school.

In support of the multiple touch bases we have with families, we work to be thoughtful about how our communication is taking into account the language needs of families. This is something that we have made strong strides in by doing things such as simultaneous translation at school meeting events. This is an area that we will continue to be mindful of and work on as we communicate with our families.
	IA is focused on increasing family participation, in particular for English Learners, Special Education, and unduplicated student groups.	IA will increase targeted outreach to underrepresented families.	IA has engaged families in regular conferences, portfolio defenses, and demonstrations of learning. Families have also been invited to analyze student outcomes data and share priorities.	IA is focused on increasing family participation, in particular for English Learners, Special Education, and unduplicated student groups.	IA will increase targeted outreach to underrepresented families.	IA families have been invited to analyze student outcomes data and share priorities, during regular family and advisory council meetings.

Parent involvement and feedback is important to us. We gather family feedback during School Site Councils as well as during our monthly whole school parent meetings. We also engage families in a review of our LCAP and gather their feedback about our needed focus areas and the strengths they have observed.

We will continue to be thoughtful about ensuring that we have supports for the different language needs that our families may have during these meetings and touchpoints.
	IA is focused on increasing family participation, in particular for English Learners, Special Education, and unduplicated student groups.	IA will increase targeted outreach to underrepresented families.	4	4	4	4	4	3	4	3	3	3	4	3	Met		2024-06-13	2024
01612000000000	Livermore Valley Joint Unified	3	LVJUSD provides a wide array of services to support the engagement of families, and those services also serve to build partnerships to improve student outcomes. Strengths include staffing, contracted time, and programs in place to provide timely targeted and extensive support where necessary.	LVJUSD is currently radically revising its method of survey communication, monitoring, and data aggregation. All surveys will be centralized under a system connected to the Student Information System, allowing for monitoring of completion rates and analysis of information patterns provided by the families.	By improving the survey system, LVJUSD will be able to disaggregate completion patterns and information patterns by student group, allowing more careful identification and consideration of the collective feedback of underrepresented families.	LVJUSD provides a wide array of services to support the engagement of families, and those services also serve to build partnerships to improve student outcomes. Strengths include staffing, contracted time, and programs in place to provide timely targeted and extensive support where necessary.	LVJUSD has expanded the academic, behavior, and social emotional supports identified by educational partner input and local data to have the biggest impact on student achievement. These programs are Universal Access time, Positive Behavior Intervention and Supports, and Kid Connection.	LVJUSD has focused on greater inclusion of our underrepresented English Learner families in feedback and planning for how to help English Learners progress in English language acquisition. For example, the early adoption of the Interim ELPAC was initiated by parent feedback from DELAC.	LVJUSD has a wide variety of systems that allow for family feedback and input into decision-making processes, including the English Language Advisory Council, the District English Language Advisory Council, School Site Councils at each site, an LCAP Advisory Committee, and broad input through various feedback mechanisms.	LVJUSD is currently radically revising its method of survey communication, monitoring, and data aggregation. All surveys will be centralized under a system connected to the Student Information System, allowing for monitoring of completion rates and analysis of information patterns provided by the families.	By improving the survey system, LVJUSD will be able to disaggregate completion patterns and information patterns by student group, allowing more careful identification and consideration of the collective feedback of underrepresented families.	5	4	5	5	5	5	4	5	5	5	5	4	Met		2024-06-18	2024
01612180000000	Mountain House Elementary	3	Our strength in building relationships with our staff and families lies in the small size of our school and numerous opportunities we have for staff to engage with our parents. The small size of our student population provides an unparalleled opportunity for our staff and parents to connect on a day to day level. Our staff has the ability to really get to know the students and families and therefore connect on a more intimate level. Our Administrator greets each student, individually, at the entrance gate each day, which furthers the relationships between school and home. Additionally, we have several structured events throughout the year that allow for further interactions. Many of these events are centered around information meetings such as back to school night, art gallery, breakfast with the students etc. Additionally, parents and staff also have opportunities to connect through our co-curricular activities such as parent teacher meetings.	Our annual parent survey indicates that our parents are satisfied with the availability of options for getting involved with their student's education. Additionally, parents have overwhelmingly indicated they feel engaged, involved and heard. Our goal is to ensure we continue to engage inactivities that foster positive relationships between our parents and our staff.	Our underrepresented families constitute a very high percentage of our total student population. Hence, we are sensitive to the need to ensure their inclusion and engagement. We are in constant contact with the parents on a daily basis both at drop-off and pick-up. This interaction is used to have two-way communication with parents i.e.,learn of any issues we need to address on campus and provide feedback on any items that need parent reinforcement at home. Our board of education is also actively involved in the community. We have protocols in place to ensure we continue to maintain engagement of underrepresented families.	As an LEA, we value and need family engagement to seek feedback and gain insight into the needs of our students. We utilize surveys, staff meetings, informal parent feedback etc to inform our decision making. We provide assistance to our families in understanding academic expectations through several strategies such as daily email communication, conversations during drop-off and pick-up, parent teacher conferences etc. These interactions also help provide a platform within which parents can gather a deeper understanding of the instructional program, and the ways they can best support their children's achievement in school. At the same time, they also help our staff and students understand and appreciate the uniqueness of each individual within our greater MHESD campus community.
Classroom-specific information is provided via Back-to-School night and individually during parent-teacher conferences. The LCAP process also provides many opportunities to assist parents/guardians with understanding expectations for their children. Additionally, collaboration through the LCAP process provides valuable information regarding how to best support our families in continuing to be involved at high levels. Technology is also used to both communicate information and request feedback. Information is posted on the district website. Our needs assessment is driven by our family engagement feedback and the California Dashboard.	Our analysis reveals our parents are highly satisfied with the level of engagement available to them. Our challenge is to ensure we continue to meet our parents' expectations and maintain a strong partnership within which our students continue to thrive and achieve.	Participation from all parents is solicited, including the engagement of underrepresented families. We have the ability to translate communications and documents to make information more accessible to our multilingual families, as requested. We do not meet the 15% threshold to make this a requirement. We will continue to develop strategies to improve engagement of underrepresented families, including personal invitations to participate, adjusting meeting times and utilizing virtual options.	Referring to our Board Policy and Administrative Regulation 6021, the District recognizes that parents/guardians are their child's first and most influential teachers and that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment. Additionally, we ensure that parents/guardians and family members participating in Title I programs are provided with opportunities to be involved in their child's education. We work with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in district and school activities, advisory, decision-making, advocacy roles and activities to support learning at home.	At Mountain House, we continuously strive to better ourselves. Our process is an ongoing journey. As we are met with different experiences and challenges, we gain a better understanding of our strengths and areas of need. Our goal is to always play to our strengths and turn our areas of needs into our strengths. We consciously try to push ourselves out of our comfort zone. It denotes stagnancy and where there is stagnancy, there cannot be growth. We promote a 'growth mindset' not only for our students, but for our staff as well. Good decision making comes from a place of clarity, self-awareness and confidence which is a direct result of self-improvement.	MHESD ensures ALL families receive communications and invitations to participate in classrooms, surveys, and other activities. We achieve this through communication accommodations, such as translation, scheduling individual meetings at a convenient time for individual families, etc. We closely monitor student attendance on a daily basis and communicate with families in a timely manner, in order to minimize disruptions to educational services. We will continue to focus on improving efforts to communicate with and engage underrepresented students and families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
01612340000000	Newark Unified	3	We have a strong system for communicating parent rights through our district website and our printed handbook, and this information in available in Spanish and English. We also have some simple online forms and tools to assist families in submitting request or engaging in advocacy. Additionally, the district provides principals and staff with pre-made communication lists on Parent Square to support communication and we provide a host of resources in our SSC Handbook to outline best practices for supporting parent engagement.	Similar to our previous response, we are looking to improve our home-school connection and discussion about student outcomes. We have parent teacher conferences that support partnership for student outcomes, but are looking to increase this engagement at the secondary level. We would also like to improve the communication home to families regarding unit outcomes, so that parents can talk with students about their learning.	We will continue providing parent learning series in English and Spanish and work in partnership with Project to Inspire (CABE) and SmartStarts (PTA). We also expanded the parent learning series at our SEAL schools to support our parent community in learning about bilingual education, developing literacy skills at home, and English Learner development.	The district is consistently seeking input from families through multiple communication vehicles including the Superintendent's Advisory Committee, ELAC and DELAC meetings, and PTA or Booster Club meetings. The district also consistently seeks new ways for families to provide input and share in the decision making process at both the school site and district level. We have been dedicated to increasing access for our Spanish-speaking families and families that speak a language other than English at home. The district has communicated important information in many different ways this school year, including having translators attend meetings and having a wide range of documents translated. Strengths include the annual parental notifications, procedural safeguards provided to families at IEP and 504 meetings, handbooks, Playbooks, announcements, and teacher syllabi.	Although conferences are typical practice in NUSD, parents noted in LCAP responses that they want increases to home/school connections and communication. (E.g. common expectations around how teachers communicate what students are learning and how families can support/extend learning at home.)	We have an online communication platform that supports broad, district-wide communication and direct teacher to parent communication. The platform supports direct translation for a wide range of languages, specialized grouping to support more targeted communication, and is accessible through email or through text messaging.	We believe that we have strong practices that support our educational partners across roles to come together to evaluate plans and impact, and determine what to prioritize to continue to improve and in supporting our school leaders to effectively engage families in meaningful decision-making. We provide templates and protocols for supporting leaders with SSC and ELAC meetings, and we have strong procedures for facilitating decision-making in our LCAP PAC and DELAC groups.	Similar to above, we are focusing on the level of engagement with Educational Partners in our advisory groups and in collecting input, specifically from under-represented groups, such as low-income and English Learner families. We have made improvements to support an increase in the response rate for our LCAP input, so that we can increase the diversity of views represented in the data.	We believe that we will improve this year for a few reasons. 1) The new communication platform has increased parent access to important information. 2) Our Superintendent has started multiple task force groups around a series of issues and this has created a wider range of opportunities for input to be collected. 3) We are launching the SSC training this year. 4) We continue to partner with local Latin parent groups, specifically to recruit parent leaders and inform them about important events where there input is needed.	5	4	4	4	5	4	4	5	5	4	4	5	Met		2024-06-25	2024
01612420000000	New Haven Unified	3	Each school site has been assigned a Family Service Assistant whose primary job responsibility is to facilitate outreach efforts and build relationships with our families. Each of our Title I schools have a Home-School Compact that is used to record and share strategies for working and communicating more positively with families.  Though much work has been done with admin and classified, we still have work to do with our teachers.
The district has a number of communication opportunities that facilitate two-way communication.  Each of our twelve Title I schools draft Home-School Compacts with their community that specifically addresses how each school site will address this issue. Family Service Assistants make personal contact with families on a regular basis. The District also has communication software that is able to translate messages between teachers and parents into the family’s native language. Additionally, our communication software can translate dialer messages home to parents into the family’s native language to facilitate understanding. 
The district has created a position in the Division of Teaching and Learning to develop our social media platforms. This outreach and engagement support building relationships between school staff and families. In addition, the Superintendent has established “Friday District Wide Updates” to provide a district-wide structure for providing updated information and building relationships with our community.	A need has been identified to coordinate services from our parent groups in order to build stronger relationships between school staff and families.  In order for students and families to have access to their progress and to assignments, we need to continue to support the usage of Canvas as a digital learning platform. As a result of the data collected and analyzed through our annual NHUSD Parent Survey, we have previously identified an area of focus supporting administrators and front office staff in building trusting and respectful relationships with families.  Attendance at district-level parent workshops has been sparse.	In order to improve engagement with underrepresented families, the Division of Teaching and Learning has been reorganized to include a Director of Teaching and Learning. One of the major job related responsibilities of this position it to coordinate our Parent Groups - District African American Advisory, Latino Parent Advisory, Punjabi Parent Group, District Equity Council, etc. 
The Union City Family Center is a key district service that engages our underrepresented families by offering comprehensive services for both families and students.  
Board Resolutions: The Board routinely recognizes marginalized communities for their accomplishments and contributions to the district and the broader community. Supplemental educational material related to these communities is shared with all school staff. Teachers curate and vet these resources, which are organized by grade level. Additionally, to ensure curriculum relevance, connections to relevant content standards are also shared with teachers.
The district has established the Family Learning Portal. This is an online opportunity for families to engage in synchronous and asynchronous learning and engage our families in ways that we could not do before the pandemic. 
Support site principals in effective messaging of district-wide parent workshop opportunities and in offering more site-specific workshops that should feel more relevant to that particular school’s community.	In New Haven Unified, our current strengths include multiple ways to engage families in supporting their child’s academic success. Through structures such as Family Literacy/Math nights, Family Game Nights, and Parent Teacher Conferences, we are able to engage a broad representation of families in meaningful ways. Families are able to set goals for their children and participate in fun and engaging activities that contribute to school success. For our students with disabilities, NHUSD is an active participant with our SELPA in order to work collaboratively with parents in order to empower them to support their students in meeting the goals developed in their Individualized Learning Plans. (IEP)
In New Haven Unified, we have engaged members of our community in a variety of ways. Our district has created the District African American Advisory Committee, Latino Parent Advisory, and Punjabi Parent Advisory Committee to engage with and build relationships with these historically underrepresented groups. The purpose of these groups is to review and analyze various sources of data in order to empower the participants and develop their advocacy at each of the school sites and district-wide.	Our focus area for improvement in this area would be to be more consistent across New Haven with our family engagement practices.  School sites implement structures for the engagement of some families, generally those whose students have needs, such as Parent Teacher Conferences and Student Support Teams (SST) meetings, Coordination of Services Team Meetings (COST), and establishing structures to engage all families.	Our Family Services Assistants provide workshops to support families and engage them in learning opportunities. They also work with teachers to bridge the gap and develop a more comprehensive understanding of our family’s needs and leverage available resources to meet them.
The district has entered into a partnership with Care Solace and Daybreak, which enables the district to connect underrepresented families with a variety of services / resources.	In New Haven Unified, some of our current strengths include providing our community with opportunities to provide input.  As a District, we engage our families to provide input for the development of the Local Accountability and Control Plan (LCAP); District English Language Advisory Council (DELAC) to advise how New Haven supports their English language learners; District African American Advisory  (DAAA) the Punjabi Family Advisory, and Latino Parent Advisory committees to discuss and advise New Haven about supporting its African American and Latino students; District Equity Council to discuss issues around equity and guide New Haven to be more equitable in its practices; Parent Advisory Council, formerly the President's Council, where the presidents of each of our School Site Councils meet with the Superintendent in order to support students throughout the district. In addition, at the Union City Family Center, there is a Community Council made up of parent representatives that inform the work with families district-wide. As a structure supporting Migrant students district-wide, we have a Parent Advisory Committee (PAC) focusing on removing barriers to academic achievement for migrant students. 
At the local school level, New Haven families are provided opportunities to give input. At our School Site Council meetings, participants collect data and review and analyze site goals around family engagement and activities.  In addition, in our district, there are Equity Council, and English Language Advisory Committee (ELAC), and Title 1 Parent Nights as additional structures to engage our families. We have also provided several parent trainings in multiple languages focused on participating in school decision making.	Our focus area for improvement in this area to promote the consistent engagement of our traditionally underrepresented families over time. While in NHUSD, we have a wide variety of opportunities to engage with our families, our challenge remains our ability to consistently engage them over time and build sustainability within our structures for family engagement.	As part of our new Strategic Plan, effective engagement of our community and families has emerged as a priority.  Our Family Services Assistants, along with staff at the Union City Family Center, will be hosting multiple family workshops in the upcoming year with the intent of increasing parent participation and engagement.	3	2	3	4	2	2	3	2	3	3	4	3	Met		2024-06-18	2024
01612590000000	Oakland Unified	3	Our progress in this area continues to grow due to districtwide expectation and support provided for building Tier 1 family partnerships, relationship, and communication structures and practices. 85% of schools have on-going structures for family partnerships.   Increased site based and districtwide PD opportunities on culturally responsive practices, anti racist learning, and embedded equity frames within academic professional learning content have supported staff learning on family’s strengths and cultures.

In addition, we continue to have a consistent set of school sites that are sustaining implementation of the national Parent-Teacher Home Visit (PTHV) model as a foundational strategy to build relationships with families. And, we have a consistent set of school sites that are also sustaining meaningful two-way communication strategies between teachers and families, and documenting their activities quarterly. On a district wide level, we continue to use ParentSquare and the Family Central website to share important academic information and announcements available and accessible to all families, and plan to continue this practice.
	Our focus area for improvement is to support school sites to provide information to families in a way that is accessible and understandable.  While increased structures are available at schools to provide two way communication, families are still not accessing information in a way that resonates and is understood in their primary language.	To improve engagement of underrepresented families, we will host a learning session with families to understand how to improve communication with families of our targeted populations, and language access to that communication.  We will learn about African American, Latino, Pacific Islander, Arab American, and Special Education families and their specific experiences with communication from their child’s school, and integrate their recommendations for improved partnership and communication.	We have been able to provide professional learning to staff on building academic partnerships and communication with families, and providing families with information and resources to support student learning due to increased collaboration with academic division departments and networks on supporting sites with tools and content to partner with families for student learning, and providing increased district wide opportunities for families to understand how to navigate OUSD and support learning at home.  These changes have been implemented based on recommendations from the LCAP Parent Student Advisory Committee (PSAC) in June 2022 and June 2023.

Being able to host a combination of both virtual and in-person meetings has also allowed us to engage more families, especially underrepresented families with more regular academic communication and partnership. We seek to continue providing training opportunities for leaders and staff to learn best practices for academic family partnership, and for leaders and staff to set site expectations for family academic partnership and communication .
	Our growth area continues to be academic partnership with our families of students with disabilities, African American, Pacific Islander, Arab American, and English Learner students, and specifically direct teacher-parent communication.	We will support schools to seek family input on improving direct teacher-parent communication, and integrate their input with our implementation of actions to improve targeted academic family partnership.	We have continued our efforts to  build the capacity of principals and staff and families to engage in shared decision making due to the focus in this area called for by PSAC in June 2022 and June 2023.  We have increased training and efforts to support sites with SSC, SELLs, and Affinity parent advisory committees this school year, with site based workshops, district wide governance learning retreats, and monthly drop in office hours.  This has supported our systemic culture change work, towards shifting from compliance-driven engagement to a family partnership mindset. This can be seen in the robust opportunities we provide for our district level committees for family input with our district level plans and policies, and in the engagement expectations we’ve set up in our SPSA (School Plan for Student Achievement) tool. We have worked to build a more transparent SPSA tool over the years to facilitate input into site decisions, particularly around budget.	While we provide opportunities for principals and school site teams to understand our school and district governance procedures, policies, and best practices for shared decision making, the training is optional for all, and fewer than half of our sites choose to participate in our school and district governance training series. Our system wide challenge in this area is moving from compliance mindset to family partnership mindset when it comes to shared governance.  As a system, we still have a long way to go, especially with our secondary sites and some central office departments, to prioritize what is considered a best practice towards implementation of our family engagement core values and standards, versus what is only required by state and federal regulations.  Few leaders choose to go above compliance when stretched thin, and faced with immediate safety challenges.	We continue to work with our LCAP Parent & Student Advisory Committee and its subcommittees to identify ways to engage our underrepresented families more effectively, in our current climate where many staff and families are navigating immediate safety and school climate challenges.  We will continue to implement practices that have been working, and continue to offer virtual opportunities for engagement, which many families have found more accessible than our traditional pre-pandemic meeting structures. And, we will continue the quarterly segments for our parent groups to present at our Board meetings to provide families with an opportunity to address our Board Directors directly.	4	3	4	3	4	4	3	3	3	4	4	3	Met		2024-06-26	2024
01612590100065	Oakland Unity High	3	Our school, established in 2003, has spent the past 21 years fostering close relationships with generations of students and their families. Many alumni volunteer as translators for current families, and several of our long-time Unity Schools employees, both credentialed and non-credentialed, are former students. Our sibling-friendly admissions policy helps us build strong connections with families.
Nearly all families attend at least one student-led parent/teacher conference annually. Additionally, parents collaborate with our College Counselor to reach out to families about FAFSA and other college preparation tasks.
These grassroots community partnerships are the cornerstone of our school's success. By engaging families and alumni in meaningful ways, we create a supportive and inclusive environment that benefits everyone. Our collaborative efforts ensure that each student receives the guidance and resources they need to thrive, both academically and personally.
	
Continue to deepen our partnership with the community, especially through our alumni educator development pipeline and residency program. This initiative focuses on training and mentoring our alumni who are passionate about education and eager to give back to the community. By providing hands-on experience and professional development opportunities, we aim to equip these future educators with the skills and knowledge they need to excel in their teaching careers.

Our residency program offers a unique blend of classroom instruction, mentorship from experienced teachers, and real-world teaching experience. Participants work closely with our seasoned educators, gaining valuable insights and practical skills that will prepare them to become effective, innovative teachers. This program not only benefits the participants but also enriches our school community by bringing fresh perspectives and new energy into our classrooms.

By investing in our alumni and fostering their growth as educators, we strengthen our ties with the community and ensure a continuous cycle of learning and leadership. This deepened partnership will help us build a more robust and resilient educational ecosystem that serves the needs of our students and their families for years to come.	
We will continue to engage our African-American families at Unity through the development of our Black and Brown Student Union, which serves as a vibrant and supportive community hub. This union will host a variety of events aimed at celebrating culture, building connections, and fostering school spirit. Highlights include our annual Soul Food Night, where families come together to share and enjoy traditional dishes, and our Alumni Basketball Game, which brings past and present students together in a fun and competitive environment. Additionally, our Spring Festival will feature cultural performances, games, and activities that showcase the diverse talents of our students. The Carwash Fundraiser will provide a hands-on opportunity for students and families to work together, raising funds for school initiatives while strengthening community bonds. Through these events and more, we aim to create an inclusive and engaging atmosphere that honors and uplifts our African-American families.	Unity is deeply committed to increasing parent engagement and involvement in our school, a priority explicitly outlined in our Local Control Accountability Plan and our multi-year strategic WASC plan. Our outreach to families primarily aims to enhance students' academic performance and college readiness, recognizing the critical role social and emotional skills play in long-term success.

Our Wellness program is a cornerstone of this effort, providing training for families on how best to support student success. It includes individual family and student counseling to address social-emotional needs and offers all-staff training on effective communication with parents and strategies for strengthening family support for students' academic and social-emotional development.

Through these comprehensive initiatives, Unity builds strong partnerships with families, creating a supportive network that fosters student success both academically and emotionally. Our commitment to these partnerships is a key strength, driving positive student outcomes and preparing our students for future success.	Unity is dedicated to deepening partnerships with our parent community through a variety of initiatives, including comprehensive parent education workshops tailored to the specific needs and interests of our families. These workshops have covered crucial topics such as navigating financial aid, supporting college success for first-generation college students, and effective communication with teenage children on difficult issues.	Unity focuses on building partnerships to improve student outcomes for underrepresented groups through our Coordination of Services Team. This team works diligently to create individualized support plans that integrate various aspects of student care and development. By coordinating efforts across Wellness, teachers, special education, attendance, and our administrative team, we ensure that each student receives comprehensive, tailored support.
Our Wellness program plays a crucial role by providing training for families on how to best support their children's academic and social-emotional needs. This program includes individual counseling for families and students to address specific social-emotional challenges. Additionally, teachers and staff receive training on effective communication strategies to better engage with parents and provide the necessary support for students' academic and personal growth.
By leveraging these resources and fostering collaboration among different departments, Unity is able to offer a holistic approach to student support. This integrated effort not only addresses academic performance but also focuses on the overall well-being of students, ensuring they have the tools and support they need to succeed. Through these comprehensive and coordinated efforts, Unity strengthens its commitment to improving outcomes for underrepresented groups and creating an inclusive, supportive educational environment.
	"Our parents are given ample opportunities to participate in school decision-making. Each year, they are informed of involvement opportunities during our Back to School Barbecue and through The Parent Handbook. Additionally, our Parent Council and School Site Council facilitate active parental engagement. Parent and teacher board members serve as liaisons between the board and the parent and teacher communities, ensuring that parents' voices are represented in long-range planning and oversight of the entire school program.

Parents have noted that ""parents come to the coffee with the principal and are well informed regarding school-wide changes."" The Principal is actively implementing parent recommendations from focus groups, such as conducting annual surveys of students regarding after-school options and offering workshops on topics like drug addiction and parent/child relationships.

Furthermore, our Principal has received professional development in effectively communicating with parents about school finances and budgeting decisions, utilizing these skills to enhance parent engagement in decision-making. Through these initiatives, Unity ensures that parents are integral partners in shaping the educational experience and environment of our school."	When we conducted family meetings to introduce the idea of integrating career-based learning and an internship program into Unity's program of study, parents enthusiastically supported this innovative initiative. Their strong endorsement not only affirmed the program's value but also inspired teachers to fully embrace the concept. Rather than teachers needing to convince parents, parental enthusiasm played a pivotal role in gaining teacher buy-in.

As more students enroll in the program, teachers across disciplines are actively developing projects that allow students to apply their newfound skills in real-world settings. This approach not only enhances students' learning experiences but also demonstrates the program's broader impact throughout the curriculum. By fostering collaboration among teachers, parents, and students, Unity is creating a dynamic educational environment that equips students with practical skills and experiences essential for future success in their chosen career paths.	
The principal and assistant principal of the school are committed to fostering inclusive decision-making processes that actively involve African American parents, students, and alumni. They will continue to engage with these stakeholders on an individual basis, seeking their input and perspectives to shape the school's policies and initiatives.

This approach ensures that the voices of African American community members are heard and valued in key decision-making processes. By collaborating closely with parents, students, and alumni, the school leadership aims to create a supportive and equitable environment where everyone feels empowered to contribute to the school's success. Together, they will work to enhance inclusivity and representation within the school community, promoting meaningful engagement and shared ownership of educational outcomes.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-12	2024
01612590106906	Bay Area Technology	3	Bay Tech knows that strong relationships with families are critical to the work of educating students. The school has held numerous family meetings and family events this year.  Attendance at these events has been consistently high. 100% of families report feeling connected to the school community in the 2023-24 school year.
	The focus area is on building relationships with families who will be new to Bay Tech.	Next year, as the school prepares to move into its new campus, there will be opportunities to build relationships with families who may not come to traditional school events, with tours of the new building, conversations and surveys about transportation options to the new campus and expanded athletic opportunities.  The school will also start a Parent Ambassador club for parents to introduce themselves to the new community where the school will be located.
	Research consistently shows that when parents are involved, students achieve more-regardless of socioeconomic status, ethnic/racial background, or the parents' educational levels. Children whose parents are involved also generally have higher grades and test scores, better attendance, and more consistently complete homework. At BayTech, we are fortunate to have community support through the BayTech Parent Club and the Board of Directors. Parent-student-teacher collaboration: We believe that a cooperative parent-student-teacher triad narrows the achievement gap between the students at risk and the students who succeed as measured by the current assessment standards. BayTech has been working with parents to make them aware of the importance of their involvement in their children’s education through the following activities: Parent meetings: the Advocacy and Community Engagement Committee has met regularly to discuss how they can support instruction, school activities, and help to improve the quality of education the students receive from BayTech. Agenda items of these meetings will include parent volunteer needs and accomplishments, parenting classes, parent-teacher communication, classroom needs and/or improvements. The Parent Club and Board of Directors' regular meetings ensure that all the parent concerns and recommendations are properly voiced at the school’s main governing body. Parents and community members are encouraged to participate and lead fund raising activities, attend sporting events and field trips, become chaperones, participate in surveys and self-evaluation tools, become school tutors or campus monitors, lead after school enrichment activities, and give input on all policy development. Regular parent communication and school updates take place via: BayTech Newsletters, weekly phone and text message announcements, updates to the website, and use of Parent Square. 
Parent-teacher conferences: In the fall of the year, every parent has a parent-student-teacher conference. Additionally, teachers make a concerted effort to reach out to families with students in danger of not meeting academic and social standards.  The parents and teacher put together a collective action plan and set a future conference date to monitor the student’s progress. Based on our assessment and evaluation reports, 90% of the students who participated in this process have shown significant improvements in both academics and discipline. Back to school night, Open House, Coffee with the Principal, and the Annual Science Fair represent a few of the additional opportunities for parent participation, collaboration with the staff and site visits. The 11th and 12th grade college nights and the 8th grade introduction to high school parent meetings are additional opportunities for parents to gain important information about transitions.
	The focus area for improvement overall and engagement of underrepresented families in Building Partnerships for Student Outcomes will be engaging the parents of new students to our school when we move to the campus in the new community.
	
BayTech will continue to communicate with families about opportunities to participate in activities that will support attainment of positive student outcomes.  For parents who are unable to come to school activities or meetings, home visits will be conducted to build partnerships with these families.
	Parents have many opportunities to become involved in decision-making at Bay Tech.  The Advocacy and Community Engagement Committee has met regularly to discuss how they can support instruction, school activities, and help to improve the quality of education the students receive from BayTech. Agenda items of these meetings will include parent volunteer needs and accomplishments, parenting classes, parent-teacher communication, classroom needs and/or improvements. The Parent Club and Board of Directors' regular meetings ensure that all the parent concerns and recommendations are properly voiced at the school’s main governing body. Parents and community members are encouraged to participate and lead fundraising activities, attend sporting events and field trips, become chaperones, participate in surveys and self-evaluation tools, become school tutors or campus monitors, lead after-school enrichment activities, and give input on all policy development.	The focus area will be on seeking input for processes and procedures associated with moving to the new campus.
	
Next year as we look to create processes and procedures for the new building, we will hold a series of meetings to solicit input from families, staff, and community members.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-03	2024
01612590108944	Lighthouse Community Charter High	3	There are formal structures in place that support partnering with families around student outcomes, including Student-Led Conferences and Expos of Student Work.	The LEA has many formal and informal structures to partner with families, including: SSC/ELAC, Student-Led Conferences, Expos of Student Work, Family Workshops, and Community Events. Families have direct access to teachers and other school staff via phone, text, and email.	This year the LEA is taking a close look at its School Site Council (SSC) as a body where parents and guardians can give input on LEA activities. This formal decision making power is the LEA’s focus area for the year, and the LEA’s Family Engagement Coordinator, Director of Student Services, and Site Administrators are closely collaborating to support this.	The LEA has clearly identified and sustainable structures that allow all families in the LEA to sit down with their child’s teacher and their child to discuss student progress and supports.	This partnership positions families as partners in supporting the learning of their children. There is a significant amount of professional development and learning that supports these partnerships; one area of focus for this upcoming year is increased alignment between what professional development and learning looks like across the schools in the LEA’s network of charter schools.	This year the LEA is taking a close look at its School Site Council (SSC) as a body where parents and guardians can give input on LEA activities. This formal decision making power is the LEA’s focus area for the year, and the LEA’s Family Engagement Coordinator, Director of Student Services, and Site Administrators are closely collaborating to support this.	Lighthouse will continue to collaborate with and invite all parents and family members annually to take an active role by participating in student-led conferences, during which they establish academic and character goals for their students, by monitoring their student’s learning through understanding of our school’s grading policy and system, available instructional supports and programs, and available Extended Learning opportunities.  It is in these structures where we seek input for decision making.	Parent, guardians, stakeholders, and staff provided similar feedback at the LCAP session. There was an expressed need for improved services for English Learners, Special Education students, and increased opportunities for Family Engagement. There were also numerous requests for more counseling and wrap-around student services.	To meet the Lighthouse's vision for family and staff engagement and feedback, Lighthouse engaged stakeholders, including family members who have limited English proficiency and parents and family members with disabilities.  Parent and family member feedback was gathered at school meetings/forums, district and school advisory committee meetings, and English Learner Advisory Committee (ELAC) meetings, and School Site Council (SSC) meetings.	4	4	4	4	4	4	5	4	3	3	3	3	Met		2024-07-17	2024
01612590109819	Aspire Berkley Maynard Academy	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase the engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	5	5	5	5	5	4	5	4	5	5	5	5	Met		2024-06-20	2024
01612590111476	Achieve Academy	3	"Our school facilitates a Family Leadership Council and regular town hall or ""coffee with the Principal"" meetings, structures that are designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings."	Our focus areas for improvement in Building Relationships Between School Staff and Families are as follows: 
(1) Engaging our families through in-person and virtual literacy leadership sessions, through our Community Schools work.
(2) Building the capacity of new(er) teachers to develop strong, trusting relationships with families, by building their knowledge and skills through a summer and fall workshop series focused on family partnership.	"We are focusing on increasing the engagement of our Black families through focused outreach and community building events like Black Family Councils, cultural celebrations, ""Black Family Breakfast"", and other welcoming activities. Given that our Black students have higher chronic absence rates than our other populations, we are also specifically focusing on addressing the root causes of lower engagement levels through relationship building and effective case management, which includes building close partnerships with families."	Our school holds space for families to come together and review data and support in the creation and implementation of site plans, and as a result, families develop a sense of agency and accountability. In addition, we schedule multiple conference weeks throughout the year, during which all families engage in 1:1 conferences with teachers in order to strengthen the teacher-family partnership and support families to help their child learn at home; many of these conferences are student-led, thus building a sense of agency on the part of the child and family. Our LEA also facilitates a Professional Learning Community and partners with a local community organization in an effort to continually strengthen the family engagement and support we provide.	Our focus area for improvement in Building Partnerships for Student Outcomes is to build families' knowledge about literacy standards, develop their understanding of their child's current performance level, and support them to build skills to support their child's literacy development at home.	We will facilitate a more frequent and robust series of workshops in the area of family literacy engagement, will add on a series of math workshops, and will specifically recruit underrepresented families (eg. Black families, English Learner families) to participate in these stipended opportunities.	When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates at least one monthly meeting where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select two representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization.	Our focus area for improvement in Seeking Input for Decision-Making is to increase the level of consistent participation by Family Leadership Council members, so as to facilitate authentic and deep input into site decision making. During the pandemic, when families were struggling so much economically and with physical and mental health issues, our participation rates decreased. Two years ago we started to rebuild towards pre-pandemic levels of parent leadership in our school, and we will continue those efforts this year.	We are focusing on increasing the engagement of our Black and English Learner families through focused outreach and encouragement to be active members of our site's Family Leadership Council. Strategies include personalized and individualized outreach, as well as recruitment during Black family-focused school events.	4	4	4	4	4	4	4	4	4	4	5	4	Met		2024-06-11	2024
01612590111856	AIMS College Prep High	3	We endeavor to build strong relationships between staff and families. When students are first enrolled in school we begin with a formal meeting between staff and families. Every year we host a student orientation and Back to School Night where families are introduced to staff and teachers. We utilize Parentsquare to communicate announcements and events to parents. Throughout the school year we host various events that celebrate culture, sports, and academics where families can attend as part of our AIMS community.	We believe in the importance of partnering with parents and for student education. We maintain the strength of these relationships through transparent communication. We will focus on the consistency of our communication with families  by providing memos, timely updates, and town hall meetings where families can address concerns and where we all can discuss strategies for supporting and building our community.	We will improve engagement by strengthening our relationship community partners, and building bonds with families through the scheduling of parent meetings and by facilitating other specialized support.	AIMS provides all students access to courses to meet and exceed UC / CSU A-G state standards. We have a team of academic counselors and a College Bound Kids Coordinator who provide guidance and support to students. Teachers provide mandatory tutoring hours and Saturday School is hosted twice monthly for student needing additional academic support. Lastly we utilize Unified Insights, a platform where every student at the school has an individualized student profile with a history of past academic scores, as well as their current proficiency.	We employ a small team of academic counselors but are looking to expand our current counseling team in order to provide more individualized support to students. Increased professional development for teachers on differentiating within the classroom, training on providing adequate support for students participating in our english language learners, and special education programs.	We provide consistent communication with families through parent meetings with administrators, counselors, weekly memos, and town hall meetings.	AIMS HS SSC is a group of parent, student, teachers, and classified staff representatives that aid in decision-making. We regularly solicit feedback through polls, and surveys and adapt processes based on that feedback noting it is essential for continuous improvement.	We are focusing on transparent and consistent communication that will allow for greater insight and input from stakeholders for decision-making by increasing representation in the SSC.	The LEA’s focus areas for improvement in seeking input for decision-making is increasing the participation of school staff and families during SSC meetings and LCAP advisory. Sending surveys and memo with translated languages.	5	5	5	5	4	3	4	4	4	4	4	4	Met		2024-06-26	2024
01612590114363	American Indian Public Charter School II	3	The Local Education Agency (LEA) has made significant strides in building partnerships aimed at enhancing student outcomes through effective communication with families. One of the primary strengths in this area is the regular dissemination of progress reports every three weeks, coupled with report cards at the end of each quarter. This consistent communication ensures that families are kept informed about their children's academic performance and any areas that may require additional attention.
At the beginning of each school year, teachers take proactive steps to engage with families by holding meetings to discuss various essential topics. During these meetings, teachers outline their expectations for the year, explain the grading policy, and review the anticipated learning outcomes. This early engagement sets a clear foundation for the academic year and fosters a collaborative relationship between teachers and families.
In addition to these individual meetings, the school organizes a comprehensive family orientation. This event serves as an opportunity to communicate broader academic expectations, school culture, and attendance policies. By providing this information, the school ensures that families are well-informed about the school's values and operational procedures, which can enhance their ability to support their children's education effectively.
To further strengthen these partnerships, the school mandates parent-teacher conferences. These conferences are essential for teachers to communicate detailed student progress to families. During these meetings, teachers can discuss specific achievements, identify areas where students may be struggling, and collaborate with parents to develop strategies to support their child's learning at home. This direct interaction allows for a more personalized approach to each student's education and fosters a sense of shared responsibility for their academic success.
The combination of frequent progress updates, early and clear communication of expectations, and mandatory conferences demonstrates the LEA's commitment to involving families in the educational process. By maintaining open lines of communication and actively seeking to engage families, the LEA builds strong partnerships that are crucial for enhancing student outcomes. These efforts ensure that families are not only informed but also actively involved in their children's education, creating a supportive environment that encourages student growth and achievement.
	This school year, we have successfully implemented 9-week pacing guides on a quarterly basis to develop measurable learning outcomes. This structured approach helps ensure that both teachers and students have clear, achievable goals within each quarter. The creation of these pacing guides is a collaborative effort, with teachers working within their cohorts to design the guides as a team. This collaboration ensures that the pacing guides are comprehensive and tailored to meet the specific needs of each subject and grade level.
Despite the success in developing these pacing guides, we recognize the need for further improvement in building partnerships for student outcomes. One key area of focus is to create a version of the pacing guide that can be shared with families and students.	To improve the engagement of underrepresented families identified during the self-reflection process, the school will implement a comprehensive strategy to share key educational materials and information. This initiative aims to bridge the communication gap and ensure these families are well-informed and actively involved in their children's education.	The Local Education Agency (LEA) has made significant strides in building partnerships aimed at enhancing student outcomes through effective communication with families. One of the primary strengths in this area is the regular dissemination of progress reports every three weeks, coupled with report cards at the end of each quarter. This consistent communication ensures that families are kept informed about their children's academic performance and any areas that may require additional attention.
At the beginning of each school year, teachers take proactive steps to engage with families by holding meetings to discuss various essential topics. During these meetings, teachers outline their expectations for the year, explain the grading policy, and review the anticipated learning outcomes. This early engagement sets a clear foundation for the academic year and fosters a collaborative relationship between teachers and families.
In addition to these individual meetings, the school organizes a comprehensive family orientation. This event serves as an opportunity to communicate broader academic expectations, school culture, and attendance policies. By providing this information, the school ensures that families are well-informed about the school's values and operational procedures, which can enhance their ability to support their children's education effectively.
To further strengthen these partnerships, the school mandates parent-teacher conferences. These conferences are essential for teachers to communicate detailed student progress to families. During these meetings, teachers can discuss specific achievements, identify areas where students may be struggling, and collaborate with parents to develop strategies to support their child's learning at home. This direct interaction allows for a more personalized approach to each student's education and fosters a sense of shared responsibility for their academic success.
The combination of frequent progress updates, early and clear communication of expectations, and mandatory conferences demonstrates the LEA's commitment to involving families in the educational process. By maintaining open lines of communication and actively seeking to engage families, the LEA builds strong partnerships that are crucial for enhancing student outcomes. These efforts ensure that families are not only informed but also actively involved in their children's education, creating a supportive environment that encourages student growth and achievement.	This school year, we have successfully implemented 9-week pacing guides on a quarterly basis to develop measurable learning outcomes. This structured approach helps ensure that both teachers and students have clear, achievable goals within each quarter. The creation of these pacing guides is a collaborative effort, with teachers working within their cohorts to design the guides as a team. This collaboration ensures that the pacing guides are comprehensive and tailored to meet the specific needs of each subject and grade level.
Despite the success in developing these pacing guides, we recognize the need for further improvement in building partnerships for student outcomes. One key area of focus is to create a version of the pacing guide that can be shared with families and students.	To improve the engagement of underrepresented families identified during the self-reflection process, the school will implement a comprehensive strategy to share key educational materials and information. This initiative aims to bridge the communication gap and ensure these families are well-informed and actively involved in their children's education.	The Local Education Agency (LEA) has made significant progress in seeking input for decision-making by leveraging the School Site Council (SSC) meetings and the Local Control Accountability Plan (LCAP) advisory committee. These platforms ensure that diverse perspectives are considered when developing educational plans and allocating funding.	The LEA’s focus areas for improvement in seeking input for decision-making is increasing the participation for school staff and families during SSC meetings and LCAP advisory.	The LEA’s focus areas for improvement in seeking input for decision-making is increasing the participation for school staff and families during SSC meetings and LCAP advisory. Sending surveys and memo with translated languages.	4	5	4	5	4	3	4	4	4	4	4	4	Met		2024-06-26	2024
01612590114868	Oakland Charter High	3	We consider parents to be essential partners in our students' education. To foster this collaboration, we prioritize parent engagement through education, empowerment, and involvement. We facilitate parental participation in school-wide events such as Open House, Back-to-School Night, Orientation, and Community Nights. Regular school memos and ParentSquare communications, disseminated in English, Spanish, and Chinese (as applicable), keep parents informed. An External Affairs Manager is dedicated to cultivating robust partnerships within the parent community.
Additionally, we host well-attended Community Nights to share student academic progress data, involvement opportunities, and upcoming school events. Student leaders collaborate with staff to plan and implement these gatherings, which provide a platform for students, families, and staff to interact, build relationships, and foster a strong sense of community. Our annual parent wellness workshop, featuring external partners like RYSE Center, Clinica de la Raza, and Asian Health Services, offers support to families on crucial topics such as mental health, technology, study habits, and student safety in the digital age.
These initiatives aim to strengthen the bond between home and school. Furthermore, our innovative response-to-intervention model provides comprehensive support to struggling students, including weekly organizational guidance, daily academic tutoring, and regular home-school communication to share positive updates and facilitate discussions about student progress.
	While we are encouraged by our progress in fostering strong relationships between school staff and families, we recognize the importance of ongoing evaluation and data analysis to ensure all parents feel welcomed and empowered to participate in school events. To address feedback from families, we plan to expand our workshop offerings to provide grade-specific information and create opportunities for more casual interaction through school-wide celebrations.	Our school predominantly serves a student population from underrepresented communities, with over 95% of families identifying as such. We are committed to fostering active engagement through flexible meeting times, language interpretation services, and the employment of multilingual staff. Moreover, we prioritize creating a supportive environment conducive to student success. To enhance our outreach efforts, we propose establishing a Black and African American Roundtable to address specific community concerns and expanding partnerships with organizations serving underrepresented populations.

	Our school provides comprehensive training for all staff in effective parent engagement strategies. In conjunction with our Check & Connect System, regular Student Success Team meetings are conducted to monitor student progress in meeting rigorous academic standards. Parents are invited to individual conferences to enhance their understanding of study skills, homework routines, and extracurricular involvement. A cornerstone of our program is the robust support offered to students and their families. Annual grade-level college field trips encourage parental participation and chaperoning. Additionally, our ASES program provides a safe and supportive after-school environment.
To facilitate open communication, information is disseminated electronically and in print in multiple languages, informed by a variety of data sources. Regular parent meetings are convened to provide guidance on supporting student learning at home and to inform parents of their rights. Community nights and Family-Staff Team meetings foster a sense of community, offer a platform for parental concerns, and promote collaborative problem-solving. Partnerships with external organizations are leveraged to mobilize parents, particularly those from transitional living situations or recent newcomers to the U.S.

	While we have many robust programs and supports in place to help our community of learners, one area of improvement is the capacity of our staff to build trusting relationships with family members. We have had significant turnover over the past five years and we are taking active steps to retain teachers and administrators and support them to develop long lasting relationships with the community we serve. This year, we used the Youth Truth survey and are beginning to process our initial round of data in order to better develop programming to support our parents. Some of the things we are considering are below.
Deepening Staff Capacity
Culturally Responsive Practices: Ensure workshops address cultural competency and sensitivity to build trust with diverse families.
Mentorship Program: Pair experienced staff with new hires to facilitate knowledge transfer and relationship-building skills.
Ongoing Professional Development: Provide ongoing support and opportunities for staff to refine their skills in family engagement.
Enhancing Family Engagement
Two-Way Communication: Create multiple channels for families to provide feedback and input (e.g., surveys, parent-teacher conferences, family-teacher associations).
Family Leadership Opportunities: Involve parents in decision-making processes and school committees.
Home-School Partnerships: Develop strategies to support families in their child's learning at home (e.g., family literacy nights, parent workshops on academic subjects).
Celebrate Successes: Publicly recognize and celebrate the achievements of students and families to foster a positive school climate.
Leveraging Data Effectively
Disaggregate Data: Analyze data by subgroups to identify disparities and tailor interventions accordingly.
Action Planning: Develop specific, measurable goals based on data findings and track progress.
Family Feedback Integration: Incorporate family feedback into data analysis and program development.
	To enhance family engagement among underrepresented populations and foster stronger Building Partnerships for Student Outcomes, the school will procure language interpretation services from external organizations. This will facilitate effective communication between staff and parents in their preferred language, enabling comprehensive discussions about student academic progress and strategies for home support.
Additionally, the school will prioritize building parental understanding of academic expectations and pathways to higher education. Data analysis indicates a significant portion of underrepresented families possess limited familiarity with the U.S. education system, including graduation and college admission requirements. To address this, the school will disseminate information in multiple languages and actively involve families in school events and advocacy initiatives.
	The LEA effectively seeks and incorporates parent input into decision-making processes. Key strengths include:
Regular data sharing: Consistent communication of academic and cultural data with families, fostering informed engagement.
Collaborative goal-setting: Active involvement of parents in developing and refining school priorities and action plans.
Multiple avenues for participation: Opportunities for parents to engage through formal committees (FST, ELAC, School Safety) and informal feedback channels.
Accessibility and inclusivity: Efforts to ensure effective communication and language support for all families.
These practices demonstrate a commitment to building strong partnerships with families and leveraging their perspectives to enhance school programs and services.
	To enhance parent engagement, the LEA aims to implement a consistent hybrid format for all parent meetings. While both in-person and virtual options have been offered, establishing a regular hybrid approach will better accommodate parents with work or transportation constraints. This change directly addresses an identified need to increase parent participation in decision-making processes.
	To enhance the engagement of underrepresented families in decision-making, the school will implement the following strategies:
Incentivize participation: Offer refreshments and raffle prizes to encourage attendance at committee meetings.
Expand outreach: Continue robust advertising, interpreter services, and hybrid meeting options to increase accessibility.
Prioritize representation: Collaborate with the Community Outreach Coordinator to actively recruit and involve underrepresented families in decision-making processes.
Foster parent engagement: Maintain ongoing education about the importance of parent involvement and its impact on student success.
By combining these efforts, the school aims to create a more inclusive and equitable decision-making environment.
	5	5	5	4	4	5	5	5	4	4	4	4	Met		2024-06-12	2024
01612590115014	KIPP Bridge Academy	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.

We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are
encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior
to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.

KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.

KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors,
including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.	KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):

• Assume good intentions, and approach all families as partners who want the best for their children.
• Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.
• Invite parents or guardians to share information about family cultures and traditions.
• Recognize and respect differences in family structures.
• Recognize the role that identity and background may play in shaping relationships between teachers and families.
• Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.
• View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 74% (Rising)/78% (Upper) of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.
Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.

KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the
development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.

KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more
actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	Parent involvement in decision making at KIPP is demonstrated in multiple ways.

The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. 

The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.

KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	4	4	4	4	3	3	4	3	3	3	2	3	Met		2024-06-11	2024
01612590115238	ARISE High	3	ARISE staff communicate with families through emails, phone calls, texts, social media and student-led conferences. Advisors are provided with multiple professional development sessions in preparation for communicating with families.  We also provide monthly meetings to assist families with College and Career success so they can better support their students.
	ARISE maintains very strong relationships between staff and families.  We are hiring a community liaison and we are going to expand opportunities for families to participate in school programs.
	The LEA will improve engagement of underrepresented families by strengthening our Black Student Union and including families in that process.  We are also targeting newcomers in our community school program.  We want to provide additional health and legal resources for those students.
	Families are invited to attend 2 student-led conferences each year to discuss their child’s academic progress and develop strategies for improving outcomes. During these meetings, families are also provided with information and resources regarding material needs such as food and housing, as well as mental and physical health.  Families also attend 10th and 12th grade Defenses.  In addition we provide once a month family courses.  We also held two exhibition nights for families, and those will be expanded in the coming year to include more families.
	ARISE will continue to focus on building family literacy regarding College and Career.  We will create more opportunities for parents to see student work.  We will combine the PDL priority plan with our exhibition nights so that parents will be able to see the work in person.
	The LEA will improve engagement of underrepresented families by strengthening our Black Student Union and including families in that process.  We are also targeting newcomers in our community school program.  We want to provide additional health and legal resources for those students.
	Our academic counselors host monthly meetings to engage parents in discussions about various school programs and advocate for their families’ needs.  We now have two advisors who are able to communicate with families more.  We utilize the Youthtruth survey, our own internal survey and we ask for input at the SLCs.
	ARISE will continue to focus on purposefully involving more families in the school.
	The LEA will improve engagement of underrepresented families by continuously working on communication and outreach.
	5	4	5	4	5	4	5	4	4	4	3	4	Met		2024-06-11	2024
01612590115592	Learning Without Limits	3	"Our school facilitates a Family Leadership Council and regular town hall or ""coffee with the Principal"" meetings, structures that are designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings."	Our focus areas for improvement in Building Relationships Between School Staff and Families are as follows: 
(1) Engaging our families through in-person and virtual literacy leadership sessions, through our Community Schools work.
(2) Building the capacity of new(er) teachers to develop strong, trusting relationships with families, by building their knowledge and skills through a summer and fall workshop series focused on family partnership.	"We are focusing on increasing the engagement of our Black families through focused outreach and community building events like Black Family Councils, cultural celebrations, ""Black Family Breakfast"", and other welcoming activities. Given that our Black students have higher chronic absence rates than our other populations, we are also specifically focusing on addressing the root causes of lower engagement levels through relationship building and effective case management, which includes building close partnerships with families."	Our school holds space for families to come together and review data and support in the creation and implementation of site plans, and as a result, families develop a sense of agency and accountability. In addition, we schedule multiple conference weeks throughout the year, during which all families engage in 1:1 conferences with teachers in order to strengthen the teacher-family partnership and support families to help their child learn at home; many of these conferences are student-led, thus building a sense of agency on the part of the child and family. Our LEA also facilitates a Professional Learning Community and partners with a local community organization in an effort to continually strengthen the family engagement and support we provide.	Our focus area for improvement in Building Partnerships for Student Outcomes is to build families' knowledge about literacy standards, develop their understanding of their child's current performance level, and support them to build skills to support their child's literacy development at home.	We will facilitate a more frequent and robust series of workshops in the area of family literacy engagement, will add on a series of math workshops, and will specifically recruit underrepresented families (eg. Black families, English Learner families) to participate in these stipended opportunities.	When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates at least one monthly meeting where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select two representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization.	Our focus area for improvement in Seeking Input for Decision-Making is to increase the level of consistent participation by Family Leadership Council members, so as to facilitate authentic and deep input into site decision making. During the pandemic, when families were struggling so much economically and with physical and mental health issues, our participation rates decreased. Two years ago we started to rebuild towards pre-pandemic levels of parent leadership in our school, and we will continue those efforts this year.	We are focusing on increasing the engagement of our Black and English Learner families through focused outreach and encouragement to be active members of our site's Family Leadership Council. Strategies include personalized and individualized outreach, as well as recruitment during Black family-focused school events.	4	4	4	4	4	4	4	4	4	4	5	4	Met		2024-06-11	2024
01612590118224	Aspire Golden State College Preparatory Academy	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase the engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	4	4	4	4	5	4	5	4	5	5	5	5	Met		2024-06-20	2024
01612590126748	LPS Oakland R & D Campus	3	Provided a diverse, caring and motivated staff reflecting the student population providing social emotional support to students. Multiple languages were represented by staff to facilitate communication with parents/families of multilingual students. There were opportunities for regular community engagement including family meetings, family information sessions and will implement student led conferences advisory next year. Associated Student Body (ASB) was comprised of strong student leadership representing multiple perspectives.	The LEA will continue to build staff representation of student groups. The administration will hold weekly meetings at various times to allow families to participate. Development and enhancement of student/parent handbook and school website. Additional efforts will be made to connect with families around prevention of chronic absenteeism. The school will explore increased opportunities for cultural celebration and appreciation. We will introduce professional development for administrators and, later, for teachers in establishing meaningful relationships with our families. We also intend to restart a Parent Teacher Organization (PTO) to support building relationships with our families.	Addition of outside organization to provide targeted enrollment and relationship support through canvassing and social media resources. Specifically, we intend to partner with the Kingmakers to support increasing Black student enrollment.	The ability to connect with students and providing a welcoming environment as parents/families come to our campus is a strength of Oakland R&D LPS. When parents/families come to campus they report feeling welcome and engaged in their students' academic progress. We also have a monthly parent newsletter to increase communication and we are able to use Infinite Campus to notify parents/guardians when students are not present in class.	As a site we have strength in our ability to connect with students, families and community however, we have very limited parent participation, both online and in person. While the LEA does communicate often the communication is often one way. Moving forward the focus will be on developing systems and structures that support two way communication with parents/families and students. This can be achieved by regular communication using the adopted parent portal, weekly/monthly newsletters and updating the school website and parent/student handbook. We will continue to focus on the capacity of staff to build partnerships with parents/guardians to support student outcomes.	The school has brought in an outside educational partner to provide professional development to administrators and teachers in order to target underrepresented families while increasing the level of culturally responsive teaching and learning.	Principals develop and present their schools’ current needs and action plan twice a year to the network and at their sites through staff and parent meetings. This elicits feedback and input to support the process and ensure all member are informed. Principals are accountable for responding to questions and concerns from all educational partners, from the Superintendent’s office to parents.	The focus area for Oakland R&D LPS will be on engagement of parents/families. While there are multiple structures in place, we are not seeing parents attending school governance meetings. Additional areas for improvement are aligned with the need for parents to have technology access available as well as training in how to use the technology.	Targeted efforts will be made to engage with underrepresented families through translation and interpretation provided at all school governance meetings. Personal outreach to families by school administration will also increase participation and understanding of school governance structures and responsibilities. We will continue to focus on building the capacity of all staff to engage with families in order to promote site based decision making.	1	2	1	2	2	3	2	3	1	1	1	1	Met		2024-06-20	2024
01612590128413	Aspire College Academy	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase the engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	5	5	5	5	5	4	5	4	5	5	5	5	Met		2024-06-20	2024
01612590129635	Downtown Charter Academy	3	We consider parents to be essential partners in our students' education. To foster this collaboration, we prioritize parent engagement through education, empowerment, and involvement. We facilitate parental participation in school-wide events such as Open House, Back-to-School Night, Orientation, and Community Nights. Regular school memos and ParentSquare communications, disseminated in English, Spanish, and Chinese (as applicable), keep parents informed. An External Affairs Manager is dedicated to cultivating robust partnerships within the parent community.
Additionally, we host well-attended Community Nights to share student academic progress data, involvement opportunities, and upcoming school events. Student leaders collaborate with staff to plan and implement these gatherings, which provide a platform for students, families, and staff to interact, build relationships, and foster a strong sense of community. Our annual parent wellness workshop, featuring external partners like RYSE Center, Clinica de la Raza, and Asian Health Services, offers support to families on crucial topics such as mental health, technology, study habits, and student safety in the digital age.
These initiatives aim to strengthen the bond between home and school. Furthermore, our innovative response-to-intervention model provides comprehensive support to struggling students, including weekly organizational guidance, daily academic tutoring, and regular home-school communication to share positive updates and facilitate discussions about student progress.
	While we are encouraged by our progress in fostering strong relationships between school staff and families, we recognize the importance of ongoing evaluation and data analysis to ensure all parents feel welcomed and empowered to participate in school events. To address feedback from families, we plan to expand our workshop offerings to provide grade-specific information and create opportunities for more casual interaction through school-wide celebrations.	Our school predominantly serves a student population from underrepresented communities, with over 95% of families identifying as such. We are committed to fostering active engagement through flexible meeting times, language interpretation services, and the employment of multilingual staff. Moreover, we prioritize creating a supportive environment conducive to student success. To enhance our outreach efforts, we propose establishing a Black and African American Roundtable to address specific community concerns and expanding partnerships with organizations serving underrepresented populations.	Our school provides comprehensive training for all staff in effective parent engagement strategies. In conjunction with our Check & Connect System, regular Student Success Team meetings are conducted to monitor student progress in meeting rigorous academic standards. Parents are invited to individual conferences to enhance their understanding of study skills, homework routines, and extracurricular involvement. A cornerstone of our program is the robust support offered to students and their families. Annual grade-level college field trips encourage parental participation and chaperoning. Additionally, our ASES program provides a safe and supportive after-school environment.
To facilitate open communication, information is disseminated electronically and in print in multiple languages, informed by a variety of data sources. Regular parent meetings are convened to provide guidance on supporting student learning at home and to inform parents of their rights. Community nights and Family-Staff Team meetings foster a sense of community, offer a platform for parental concerns, and promote collaborative problem-solving. Partnerships with external organizations are leveraged to mobilize parents, particularly those from transitional living situations or recent newcomers to the U.S.
	While we have many robust programs and supports in place to help our community of learners, one area of improvement is the capacity of our staff to build trusting relationships with family members. We have had significant turnover over the past five years and we are taking active steps to retain teachers and administrators and support them to develop long lasting relationships with the community we serve. This year, we used the Youth Truth survey and are beginning to process our initial round of data in order to better develop programming to support our parents. Some of the things are are considering are below.
Deepening Staff Capacity
Culturally Responsive Practices: Ensure workshops address cultural competency and sensitivity to build trust with diverse families.
Mentorship Program: Pair experienced staff with new hires to facilitate knowledge transfer and relationship-building skills.
Ongoing Professional Development: Provide ongoing support and opportunities for staff to refine their skills in family engagement.
Enhancing Family Engagement
Two-Way Communication: Create multiple channels for families to provide feedback and input (e.g., surveys, parent-teacher conferences, family-teacher associations).
Family Leadership Opportunities: Involve parents in decision-making processes and school committees.
Home-School Partnerships: Develop strategies to support families in their child's learning at home (e.g., family literacy nights, parent workshops on academic subjects).
Celebrate Successes: Publicly recognize and celebrate the achievements of students and families to foster a positive school climate.
Leveraging Data Effectively
Disaggregate Data: Analyze data by subgroups to identify disparities and tailor interventions accordingly.
Action Planning: Develop specific, measurable goals based on data findings and track progress.
Family Feedback Integration: Incorporate family feedback into data analysis and program development.
	To enhance family engagement among underrepresented populations and foster stronger Building Partnerships for Student Outcomes, the school will procure language interpretation services from external organizations. This will facilitate effective communication between staff and parents in their preferred language, enabling comprehensive discussions about student academic progress and strategies for home support.
Additionally, the school will prioritize building parental understanding of academic expectations and pathways to higher education. Data analysis indicates a significant portion of underrepresented families possess limited familiarity with the U.S. education system, including graduation and college admission requirements. To address this, the school will disseminate information in multiple languages and actively involve families in school events and advocacy initiatives.
	The LEA effectively seeks and incorporates parent input into decision-making processes. Key strengths include:
Regular data sharing: Consistent communication of academic and cultural data with families, fostering informed engagement.
Collaborative goal-setting: Active involvement of parents in developing and refining school priorities and action plans.
Multiple avenues for participation: Opportunities for parents to engage through formal committees (FST, ELAC, School Safety) and informal feedback channels.
Accessibility and inclusivity: Efforts to ensure effective communication and language support for all families.
These practices demonstrate a commitment to building strong partnerships with families and leveraging their perspectives to enhance school programs and services.
	To enhance parent engagement, the LEA aims to implement a consistent hybrid format for all parent meetings. While both in-person and virtual options have been offered, establishing a regular hybrid approach will better accommodate parents with work or transportation constraints. This change directly addresses a identified need to increase parent participation in decision-making processes.
	To enhance the engagement of underrepresented families in decision-making, the school will implement the following strategies:
Incentivize participation: Offer refreshments and raffle prizes to encourage attendance at committee meetings.
Expand outreach: Continue robust advertising, interpreter services, and hybrid meeting options to increase accessibility.
Prioritize representation: Collaborate with the Community Outreach Coordinator to actively recruit and involve underrepresented families in decision-making processes.
Foster parent engagement: Maintain ongoing education about the importance of parent involvement and its impact on student success.
By combining these efforts, the school aims to create a more inclusive and equitable decision-making environment.
	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-12	2024
01612590129932	East Bay Innovation Academy	3	We have successfully implemented ParentSquare to support communication with families. We have increased the number of family engagement events and have plans to increase the number of events for the 24-25 school year. According to family surveys, families feel the school is response and communicates in a timely manner.	Our primary focus is to increase in-person family engagement opportunities, including our Project Expo events, parent/guardian-student-advisor conferences, and school-wide community-building events, such as our Fall Fest.	We always have Spanish-English translation available at events. We want to hold more focus groups next year with our underrepresented families to determine ways to better reach them.	We hold conferences for parents/guardians-students-advisors twice a year, at the end of each trimester. These are student-led conferences where students discuss their growth, challenges, and goals. We set aside one full day and two half-days for these conferences. We also have a strong full-inclusion Special Education program, that includes regular IEP meetings and opportunities to partner with families to support students.	We want to make sure we are supporting families to support students at home on our learning platform, Echo. We plan to include more education opportunities for families at Back to School Night and other events early in the school year to make sure all families know how best to support student learning at home.	We will make sure we have translation services available and will offer small group or 1:1 support for families who need additional support with our LMS.	We currently gather family input through surveys and monthly family gatherings with the site leaders. We need to determine how we will create more structured, in-person opportunities for family input on decision-making.	We will be engaging in a strategic-planning process in the fall of the 24-25 school year, which will include family input in decision-making to create the plan, along with setting goals to create a stronger structure for family input moving forward.	We will make sure we offer translation at all events and on surveys. We will specifically reach out and invite underrepresented families to focus groups and other events.	4	4	3	4	4	4	5	4	2	2	2	2	Met		2024-06-12	2024
01612590130617	Oakland Military Institute, College Preparatory Academy	3	1. Outreach via Internet and Social Media Platforms
2. Holding face to face events and activities with both faculty and military cadre
3. Providing staff training in communicating with parents and community via Academic Support Groups [grade level teams]
	1. Providing capacity and time for stakeholder engagement
2. Expanding cadet outreach to community [via OMI Cares and Cadet Communications Team]
3. Including Parents and Cadets in decision making via Site Council, ELAC, Parent/Cadet Alliance and Superintendent Cadet Council	1. Analyze student performance and benchmark data to appropriately strategize initiatives and programs
2. Evaluate above data frequrently and with fidelity to moving students with special needs
3. Seek input for unduplicated families to guide programs to suit their needs
4. Join the Community Engagement Initiative to become part of a network of schools endeavoring to improve parent participation	1. Developing Dual Enrollment programs with local community colleges
2. Creating Early College Program accessible to all cadets
3. Meeting with Instructional Leadership Team and Department Chairs
4. Utilizing Building Assets, Reducing Risks [BARR] Program and Academic Support Groups [Grade Level Support Teams]
5. Providing numerous surveys for various stakeholder groups	In the Development of the Governor's Baccalaureate Diploma Program, OMI seeks to establish long term relationships to fully integrate dual enrollment programs [DE] into the regular course of study. Because current research shows early college access dramatically increases the chances of college degree attainment among underserved populations of color, our ability to support all cadets to be successful with DE will be at the center of our efforts in the next few years.	1. Analyze student performance and benchmark data to appropriately strategize initiatives and programs
2. Evaluate above data frequently and with fidelity to moving cadets with special needs
3. Seek input from unduplicated families to guide programs to suit their needs	1. We developed and deployed parent surveys to respond to LCAP priorities
2. We developed more incentives and motivations for parents to participate including raffles, extra credit, dinners and teleconferencing opportunities	1. Increasing number of attending families to Back to School Night, Grizzly Nights, Parent Conferences, Board meetings, festivals and off campus community events
2. Researching media and communication channels that families utilize and prefer
3. Integrating cadet responsibilities in media campaigns	1. Analyze cadet performance and benchmark data to appropriately strategize initiatives and programs
2. Evaluate above data frequently and with fidelity to moving cadets with special needs
3. Seek input from unduplicated families to guide programs to suit their needs	5	4	4	5	4	4	4	4	4	4	4	4	Met		2024-06-04	2024
01612590130633	Lighthouse Community Charter	3	There are formal structures in place that support partnering with families around student outcomes, including Student-Led Conferences and Expos of Student Work.	The LEA has many formal and informal structures to partner with families, including: SSC/ELAC, Student-Led Conferences, Expos of Student Work, Family Workshops, and Community Events. Families have direct access to teachers and other school staff via phone, text, and email.	This year the LEA is taking a close look at its School Site Council (SSC) as a body where parents and guardians can give input on LEA activities. This formal decision making power is the LEA’s focus area for the year, and the LEA’s Family Engagement Coordinator, Director of Student Services, and Site Administrators are closely collaborating to support this.	The LEA has clearly identified and sustainable structures that allow all families in the LEA to sit down with their child’s teacher and their child to discuss student progress and supports.	This partnership positions families as partners in supporting the learning of their children. There is a significant amount of professional development and learning that supports these partnerships; one area of focus for this upcoming year is increased alignment between what professional development and learning looks like across the schools in the LEA’s network of charter schools.	This year the LEA is taking a close look at its School Site Council (SSC) as a body where parents and guardians can give input on LEA activities. This formal decision making power is the LEA’s focus area for the year, and the LEA’s Family Engagement Coordinator, Director of Student Services, and Site Administrators are closely collaborating to support this.	Lighthouse will continue to collaborate with and invite all parents and family members annually to take an active role by participating in student-led conferences, during which they establish academic and character goals for their students, by monitoring their student’s learning through understanding of our school’s grading policy and system, available instructional supports and programs, and available Extended Learning opportunities.  It is in these structures where we seek input for decision making.	Parent, guardians, stakeholders, and staff provided similar feedback at the LCAP session. There was an expressed need for improved services for English Learners, Special Education students, and increased opportunities for Family Engagement. There were also numerous requests for more counseling and wrap-around student services.	To meet the Lighthouse's vision for family and staff engagement and feedback, Lighthouse engaged stakeholders, including family members who have limited English proficiency and parents and family members with disabilities.  Parent and family member feedback was gathered at school meetings/forums, district and school advisory committee meetings, and English Learner Advisory Committee (ELAC) meetings, and School Site Council (SSC) meetings.	4	4	4	4	4	4	5	4	3	3	3	3	Met		2024-07-17	2024
01612590130666	Aspire Lionel Wilson College Preparatory Academy	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase the engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	5	5	5	5	5	4	5	4	5	5	5	5	Met		2024-06-20	2024
01612590130732	Aspire Triumph Technology Academy	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase the engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	5	5	5	5	5	4	5	4	5	5	5	5	Met		2024-06-20	2024
01612590132514	Francophone Charter School of Oakland	3	Relationships between teachers and parents are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. The school has implemented specific practices to strengthen the relationship between families and the school by providing consistent, frequent communication through ParentSquare posts and messages from teachers, and weekly school-wide principal reports. This year, the room parent coordinator roles were extended to both campuses and keep parent-school communication frequent and consistent. Also, the school was able to provide childcare at approximately 75% of school meetings this year removing a significant barrier to involvement for many underrepresented families.	We will strive to continue to strengthen our relationships with families by developing a calendar of family activities, continuing to grow our parent association, and by hosting in-person family meetings.	We will strive to provide childcare at 100% of school meetings to enable more families to attend all of these events.  We will also continue to provide parents opportunities to participate in school events at various times of the day to accommodate varying schedules.	Francophone has developed practices that foster partnerships between families and staff in support of student growth. Francophone hosts parent conferences each semester with all families to not only inform families of student progress, but to also have them be partners in the work. We provide families information about their legal rights and how to advocate for their students in our student family handbook and throughout the special education process.	We want to continue to progress in providing support to families of students with disabilities and English Learners, so that we can best meet the needs of all Francophone families. We are continually improving our SIS system to improve parent communication about student progress. We have also implemented Clever as a single sign-on to support families with accessing all our resources using a single log-in.
	Francophone plans to improve communication with underrepresented families by continuing to strengthen its outreach to those who are not able to attend parent conferences. 
	Francophone is a small and growing school, and we are proud of how we have transitioned from the initial stages of charter school growth to now having strong systems in place to be able to seek input from parents on a regular basis.  Parents provide feedback during periodic Coffee with the Executive Director meetings, in response to communication via Parent Square, through family surveys, and through our Parent Association.  We have hired additional staff to support students with disabilities and English Learners and ensure their parents receive information about their legal rights and how to advocate for their children. 
This year there has been a concerted effort to provide families multiple opportunities to provide input for the school’s new strategic plan.  Multiple town hall and focus group meetings were held in person and virtually with translation services for multiple languages provided. These meetings were held at various times during the day to accommodate families with varying schedules.
	Going forward, we will refocus our efforts to engage families around broader school decision-making through the formation of stable working group committees to address specific topics.
	We will strive to provide childcare at 100% of school meetings to enable more families to attend all of these events.  We will also continue to provide parents opportunities to participate in school events at various times of the day to accommodate varying schedules.
	4	4	4	4	4	3	4	3	4	4	4	4	Met		2024-06-12	2024
01612590134015	Lodestar: A Lighthouse Community Charter Public	3	There are formal structures in place that support partnering with families around student outcomes, including Student-Led Conferences and Expos of Student Work.	The LEA has many formal and informal structures to partner with families, including: SSC/ELAC, Student-Led Conferences, Expos of Student Work, Family Workshops, and Community Events. Families have direct access to teachers and other school staff via phone, text, and email.	This year the LEA is taking a close look at its School Site Council (SSC) as a body where parents and guardians can give input on LEA activities. This formal decision making power is the LEA’s focus area for the year, and the LEA’s Family Engagement Coordinator, Director of Student Services, and Site Administrators are closely collaborating to support this.	The LEA has clearly identified and sustainable structures that allow all families in the LEA to sit down with their child’s teacher and their child to discuss student progress and supports.	This partnership positions families as partners in supporting the learning of their children. There is a significant amount of professional development and learning that supports these partnerships; one area of focus for this upcoming year is increased alignment between what professional development and learning looks like across the schools in the LEA’s network of charter schools.	This year the LEA is taking a close look at its School Site Council (SSC) as a body where parents and guardians can give input on LEA activities. This formal decision making power is the LEA’s focus area for the year, and the LEA’s Family Engagement Coordinator, Director of Student Services, and Site Administrators are closely collaborating to support this.	Lighthouse will continue to collaborate with and invite all parents and family members annually to take an active role by participating in student-led conferences, during which they establish academic and character goals for their students, by monitoring their student’s learning through understanding of our school’s grading policy and system, available instructional supports and programs, and available Extended Learning opportunities.  It is in these structures where we seek input for decision making.	Parent, guardians, stakeholders, and staff provided similar feedback at the LCAP session. There was an expressed need for improved services for English Learners, Special Education students, and increased opportunities for Family Engagement. There were also numerous requests for more counseling and wrap-around student services.	To meet the Lighthouse's vision for family and staff engagement and feedback, Lighthouse engaged stakeholders, including family members who have limited English proficiency and parents and family members with disabilities.  Parent and family member feedback was gathered at school meetings/forums, district and school advisory committee meetings, and English Learner Advisory Committee (ELAC) meetings, and School Site Council (SSC) meetings.	4	4	4	4	4	4	5	4	3	3	3	3	Met		2024-07-17	2024
01612593030772	Oakland School for the Arts	3	This year we have shown more strengths and progress in building relationships between school staff and families. The Parent Teacher Student Association (PTSA)organizes community-building events (end of year picnic at Lake Merritt), honors teachers through celebration, and co-hosts sidewalk coffee with the administration to engage more families and stakeholders.. Communication platforms like Konstella and Talking Points facilitate parent engagement, with Konstella allowing information sharing within High School and Middle School groups and Talking Points enabling multilingual text communication with teachers and parents. We have also rolled out parentsquare to ensure seamless 2 way communication.  Monthly board meetings welcome public input, demonstrating transparency. The weekly newsletter keeps parents informed about highlights and events, while the semester-based engagement calendar ensures they are aware of upcoming activities. Additionally, OSA offers opportunities for parents to engage in policy discussions on the Strategic Plan, WASC, and Local Control funding plans. An area of significant growth this year in building relationships was a move to radical transparency in terms of financial information relevant to the school. We have provided regular updates to all employees and all families around the school’s financial challenges and improvements being put in place. This has created a shared understanding of the school’s financial status and improved trust throughout the school community.
	Based on the analysis of educational partner input and local data, we have identified several focus areas for improvement in building relationships between school staff and families. There is a need for teachers to respond more promptly to emails and update grades regularly to enhance communication and transparency with parents. Additionally, there is feedback indicating that the PTSA's efforts do not feel substantive to some members, suggesting a need for more impactful and meaningful engagement activities. Furthermore, families of color have expressed a desire for more events that support affinity and cultural connections, highlighting the importance of creating inclusive and supportive environments for all families. Addressing these areas will help strengthen the relationships between school staff and families, fostering a more responsive and inclusive community.

	We will be partnering with the PTSA to re-engage families in a new monthly workshop series. This will be workshops around different important topics that parents have shared they would like to discuss. Topics range from how to support students in healthy tech and social media. There will be college and career workshops. And a variety of other workshops to support parent engagement in their students’ academic careers. We will also work closely with the PTSA and our JEDI coordinator to establish parent affinity spaces so that our families of color feel more welcomed and connected with OSA.	Based on the analysis of educational partner input and local data, OSA's current strengths and progress in building partnerships for student outcomes can be highlighted through several key areas. Our biggest strength lies in our dedicated teachers and staff who work hard to collaborate with families and students to provide support. This second semester they have begun the work to proactively reach out early when students' grades or attendance begin to decline, ensuring timely intervention. OSA has a  comprehensive Multi-Tiered System of Supports (MTSS) supported by a student services team made up of administrators, wellness staff, special education staff and counselors. This structured approach is designed to address the diverse needs of all students, offering varying levels of support to ensure appropriate interventions for each individual. Additionally, OSA is a full inclusion school for special education, integrating students with special needs into the general education environment. This model fosters a culture of acceptance and support, allowing all students to learn and succeed together.	Our focus area is ensuring that we are analyzing data and consistently inviting families to the table to support student outcomes. While our teachers work hard to ensure students are doing well, at times, families are notified when the student is already failing. Over the year we have worked hard to build structures in place such as grade level team meetings centered around student performance twice a month, to shift this culture.	In the coming school year, we will have a dedicated assistant principal to both the high school and middle school. They will support the grade level teams in proactively reaching out to families and ensuring they are engaged in the process of their students' education. Part of this will also be identifying what families are consistently not being heard or seen so we can reach out to understand and engage those families as well in an effort to better our partnerships in service of higher student outcomes.	Based on the analysis of educational partner input and local data, OSA demonstrates significant strengths in seeking input for decision-making. The PTSA at OSA plays a vital role in community-building and information sharing, hosting events and meetings to foster engagement and to bring parent voice into different school wide decisions. Our Executive Director and Principal give regular updates and allow space for feedback from the community. OSA uses platforms like Konstella for student-focused information sharing and Talking Points for multilingual parent-teacher communication. The school leadership involves parents in strategic planning discussions for the Strategic Plan, WASC, and LCAP, and regularly hosts listening sessions and satisfaction surveys to gather feedback. The JEDI Office and the Equity Task Force developed equity rubrics with input from students, staff, alumni, families, and a board member to assess systemic inequities. Additionally, parents participate in the advisory committee for the new 1911 Telegraph location, engaging with community partners and city officials. These initiatives highlight OSA's commitment to inclusive decision-making by ensuring parents and stakeholders are actively involved and their input is valued.	Based on the analysis of educational partner input and local data, OSA has identified two main focus areas for improvement in seeking input for decision-making. Firstly, OSA aims to enhance the accessibility and effectiveness of its communication platforms, by launching a unified platform called ParentSquare. By improving these tools, the school seeks to ensure broader and more inclusive parent engagement, facilitating better information sharing and feedback collection. Secondly, OSA plans to increase the frequency and reach of strategic planning discussions, listening sessions, so that our families feel more inclined to engage in our school culture surveys. This will help capture a wider range of parent and community perspectives, ensuring that diverse voices are included in the decision-making process. By focusing on these areas, OSA aims to strengthen its collaborative approach and ensure more comprehensive and inclusive input from its educational partners.	Based on the analysis of educational partner input and local data, OSA will improve engagement of underrepresented families identified during the self-reflection process by focusing on two main areas. Firstly, OSA will launch a unified platform called ParentSquare to enhance the accessibility and effectiveness of its communication tools. This initiative aims to ensure broader and more inclusive parent engagement, facilitating better information sharing and feedback collection, and reaching a wider audience, including underrepresented families. Secondly, OSA plans to increase the frequency and reach of strategic planning discussions and listening sessions. This approach will encourage families to engage more in school culture surveys and provide their perspectives. By capturing a wider range of parent and community views, OSA ensures that diverse voices are included in the decision-making process. By focusing on these areas, OSA aims to strengthen its collaborative approach and ensure more comprehensive and inclusive input from its educational partners.
	3	3	4	4	2	2	3	3	3	3	3	3	Met		2024-06-13	2024
01612596111660	Oakland Charter Academy	3	We consider parents to be essential partners in our students' education. To foster this collaboration, we prioritize parent engagement through education, empowerment, and involvement. We facilitate parental participation in school-wide events such as Open House, Back-to-School Night, Orientation, and Community Nights. Regular school memos and ParentSquare communications, disseminated in English, Spanish, and Chinese (as applicable), keep parents informed. An External Affairs Manager is dedicated to cultivating robust partnerships within the parent community.
Additionally, we host well-attended Community Nights to share student academic progress data, involvement opportunities, and upcoming school events. Student leaders collaborate with staff to plan and implement these gatherings, which provide a platform for students, families, and staff to interact, build relationships, and foster a strong sense of community. Our annual parent wellness workshop, featuring external partners like RYSE Center, Clinica de la Raza, and Asian Health Services, offers support to families on crucial topics such as mental health, technology, study habits, and student safety in the digital age.
These initiatives aim to strengthen the bond between home and school. Furthermore, our innovative response-to-intervention model provides comprehensive support to struggling students, including weekly organizational guidance, daily academic tutoring, and regular home-school communication to share positive updates and facilitate discussions about student progress.
	While we are encouraged by our progress in fostering strong relationships between school staff and families, we recognize the importance of ongoing evaluation and data analysis to ensure all parents feel welcomed and empowered to participate in school events. To address feedback from families, we plan to expand our workshop offerings to provide grade-specific information and create opportunities for more casual interaction through school-wide celebrations.	Our school predominantly serves a student population from underrepresented communities, with over 95% of families identifying as such. We are committed to fostering active engagement through flexible meeting times, language interpretation services, and the employment of multilingual staff. Moreover, we prioritize creating a supportive environment conducive to student success. To enhance our outreach efforts, we propose establishing a Black and African American Roundtable to address specific community concerns and expanding partnerships with organizations serving underrepresented populations.	Our school provides comprehensive training for all staff in effective parent engagement strategies. In conjunction with our Check & Connect System, regular Student Success Team meetings are conducted to monitor student progress in meeting rigorous academic standards. Parents are invited to individual conferences to enhance their understanding of study skills, homework routines, and extracurricular involvement. A cornerstone of our program is the robust support offered to students and their families. Annual grade-level college field trips encourage parental participation and chaperoning. Additionally, our ASES program provides a safe and supportive after-school environment.
To facilitate open communication, information is disseminated electronically and in print in multiple languages, informed by a variety of data sources. Regular parent meetings are convened to provide guidance on supporting student learning at home and to inform parents of their rights. Community nights and Family-Staff Team meetings foster a sense of community, offer a platform for parental concerns, and promote collaborative problem-solving. Partnerships with external organizations are leveraged to mobilize parents, particularly those from transitional living situations or recent newcomers to the U.S.
	While we have many robust programs and supports in place to help our community of learners, one area of improvement is the capacity of our staff to build trusting relationships with family members. We have had significant turnover over the past five years and we are taking active steps to retain teachers and administrators and support them to develop long lasting relationships with the community we serve. This year, we used the Youth Truth survey and are beginning to process our initial round of data in order to better develop programming to support our parents. Some of the things are are considering are below.
Deepening Staff Capacity
Culturally Responsive Practices: Ensure workshops address cultural competency and sensitivity to build trust with diverse families.
Mentorship Program: Pair experienced staff with new hires to facilitate knowledge transfer and relationship-building skills.
Ongoing Professional Development: Provide ongoing support and opportunities for staff to refine their skills in family engagement.
Enhancing Family Engagement
Two-Way Communication: Create multiple channels for families to provide feedback and input (e.g., surveys, parent-teacher conferences, family-teacher associations).
Family Leadership Opportunities: Involve parents in decision-making processes and school committees.
Home-School Partnerships: Develop strategies to support families in their child's learning at home (e.g., family literacy nights, parent workshops on academic subjects).
Celebrate Successes: Publicly recognize and celebrate the achievements of students and families to foster a positive school climate.
Leveraging Data Effectively
Disaggregate Data: Analyze data by subgroups to identify disparities and tailor interventions accordingly.
Action Planning: Develop specific, measurable goals based on data findings and track progress.
Family Feedback Integration: Incorporate family feedback into data analysis and program development.	To enhance family engagement among underrepresented populations and foster stronger Building Partnerships for Student Outcomes, the school will procure language interpretation services from external organizations. This will facilitate effective communication between staff and parents in their preferred language, enabling comprehensive discussions about student academic progress and strategies for home support.
Additionally, the school will prioritize building parental understanding of academic expectations and pathways to higher education. Data analysis indicates a significant portion of underrepresented families possess limited familiarity with the U.S. education system, including graduation and college admission requirements. To address this, the school will disseminate information in multiple languages and actively involve families in school events and advocacy initiatives.
	The LEA effectively seeks and incorporates parent input into decision-making processes. Key strengths include:
Regular data sharing: Consistent communication of academic and cultural data with families, fostering informed engagement.
Collaborative goal-setting: Active involvement of parents in developing and refining school priorities and action plans.
Multiple avenues for participation: Opportunities for parents to engage through formal committees (FST, ELAC, School Safety) and informal feedback channels.
Accessibility and inclusivity: Efforts to ensure effective communication and language support for all families.
These practices demonstrate a commitment to building strong partnerships with families and leveraging their perspectives to enhance school programs and services.
	To enhance parent engagement, the LEA aims to implement a consistent hybrid format for all parent meetings. While both in-person and virtual options have been offered, establishing a regular hybrid approach will better accommodate parents with work or transportation constraints. This change directly addresses a identified need to increase parent participation in decision-making processes.	To enhance parent engagement, the LEA aims to implement a consistent hybrid format for all parent meetings. While both in-person and virtual options have been offered, establishing a regular hybrid approach will better accommodate parents with work or transportation constraints. This change directly addresses a identified need to increase parent participation in decision-making processes.	5	5	4	4	5	4	4	5	4	4	4	4	Met		2024-06-12	2024
01612596113807	AIMS College Prep Middle	3	Throughout the year, we arrange a variety of events that foster strong connections between our staff and families.  At the beginning of the year, we initiate formal meetings beginning with family orientation and back-to-school night where families have the opportunity to meet our staff and teachers.  Communication to families is translated in multiple home languages and shared through Parentsquare as a means to keep parents informed about announcements and upcoming events. To enhance our relationships between school staff and families, we have implemented several effective strategies:
- We regularly share a weekly staff memo with our school staff, which outlines available resources and upcoming events.
- We ensure that the information we communicate is accessible to all families by translating our memos into multiple languages.
- We host School Site Council meetings to promote shared decision-making and collaboration among families, students, teachers, and staff.	We value partnering with parents to enhance student education and maintain strong relationships through clear communication. Our commitment to consistency in communication includes sharing memos, providing timely updates, and hosting town hall meetings to address concerns and discuss community-building strategies.	To enhance engagement with underrepresented families, we will have targeted efforts to reach families in multiple languages to and to engage their feedback in those languages regarding school events and volunteer opportunities and to join the school site council.	At AIMS, the strengths and progress in building partnerships for student outcomes through constant and consistent communication.Beginning each year, we set the academic and professional expectations and school culture. The school hosts mandatory orientations, Q&A sessions and teachers meet with families and with students to set those academic expectations, school culture, and attendance policies at orientation. Families receive a progress report every six weeks and report card end of each quarter. Constant and consistent communication continues to be a vital strength and progress in building partnerships for student outcomes.	Increase small group interventions and to increase the support for students through teachers assistants, instructional aides and improved technology for english language speakers to better engage and improve the quality of the learning experience.	AIMS provides consistent communication with families through parent square in emails and text.  We communicate with families with memos and elevate parents, students and staff voices through the school site council.	The School Site Council at AIMS MS is a vital component of school governance that facilitates collaboration, transparency, and effective decision-making to improve the educational experience and outcomes for students. It is made up of students, teachers, and staff who serve as representatives and aides in the decision-making process.	AIMS MS's focus area for improving seeking input for decision-making is to increase participation for school staff and families in the school site council meetings.	AIMS MS focus areas for improving seeing input for decision making is to increase family, student, and teacher participation n the school site council meetings and to send out communication seeking family input in multiple languages so all can participate and be engaged in the decision-making process.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-26	2024
01612596117568	Aspire Monarch Academy	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase the engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	5	5	5	5	5	4	5	4	5	5	5	5	Met		2024-06-20	2024
01612596117972	North Oakland Community Charter	3	NOCCS excels in fostering strong relationships between school staff and families through
regular bi-weekly communication, trimester family-teacher conferences, vibrant community
events, and active participation in F.T.O. (Family Teacher Organization) meetings. Some
events include: Monthly Friday Coffee Hour, cultural events (Latin American Festival, Black
History Month Celebration, Dog Show, Winter Market, Farmer’s Market, Costume Parade,
Jazz Brunch, Holiday Giving Tree, and Walkathon), student facing events (Spelling Bee,
Back to School Bash, Winter Formal, NOCCStober Festival, Movie Night, Curriculum Night,
Science Fair, Career Day, Exhibition Night, End of the Year Family Field Day, Oratorical
Festival, and Read All Day). Our progress is shown in the different types of digital or
physical communication that we give our families for events, information, and shine from the
school! These initiatives underscore our commitment to transparency, collaboration, and
community engagement, ultimately enhancing the educational experience for all
stakeholders.	Drawing from our family survey data, we're proud to announce that 90% of our families
report being 'overall satisfied' with the relationships they've cultivated within the NOCCS
community. NOCCS’ focus area is to create and maintain streamlined communication from
staff to students and staff to families. To foster this connection further, we host monthly
meetings where families can engage directly with our dedicated staff, gaining valuable
insights into the vibrant happenings within our school walls. It's not just about education; it's
about building a supportive, enriching community where every voice matters.	At NOCCS, inclusivity is at the heart of everything we do. Through the self-reflection
process we've affirmed our proficiency in inclusively representing every voice in our
community. Moving forward, we remain committed to this ethos, ensuring language
translations, staff mentors, and teacher communication systems that are readily available to
meet the unique needs of each family. For each family, we discuss what differentiated
communication is helpful for information understanding - providing a phone call, Remind
text, email, monthly newsletter, weekly calendar, and hard-copy communication flyers.
Together, we'll continue fostering an environment where every member feels valued and
heard.	At NOCCS, we believe in proactive support tailored to each student's unique journey.
Through careful analysis of student assessment data, we identify specific needs and craft
personalized action plans to ensure every student receives the support they require to
thrive. This looks like differentiating plans and processes like: home visits, bi-weekly
communication, trimester conferences, weekly academic lesson plans, small group
instruction, 1-1 instruction, behavior contracts, and tiered (age-appropriate) reward/
consequence system). Not only are these student facing, but providing staff training for staff
enhances student outcomes: DEI training, trauma training, classroom management, and
instructional training. Additionally, we leverage feedback from family and staff climate
surveys to pinpoint areas for improvement, empowering us to develop targeted action plans
aimed at enhancing overall effectiveness and satisfaction across our school community.
Process in this area looks like staff being more confident and equip to build parternships for
better student outcomes as well as based on higher student engagement, Together, we're
dedicated to continuously refining our approach to ensure every student and family feels
supported and valued.	At NOCCS, our dedication to fostering the holistic development of every student
is unwavering. We continually strive to cultivate strong partnerships that go
beyond academic mastery, prioritizing the comprehensive growth and well-being
of each child. Our improvement areas are in developing more programs outside
of our student mentorship program, and student led store. By nurturing a
supportive environment that values personal growth as much as academic
achievement, we empower our students to thrive both inside and outside the
classroom. Together, we're shaping well-rounded individuals equipped for
success in all aspects of life.	NOCCS is committed to facilitating multiple avenues for in-person
communication and community building among all stakeholders. We recognize
the importance of fostering meaningful connections and providing platforms for
interaction that enrich the experiences of everyone involved. We prioritize this
with Staff/Student mentorship, providing language and cultural support in the
form of translations and 1-1 communication support. By prioritizing these
opportunities, we aim to strengthen our bonds as a community and create a
supportive environment where collaboration and engagement thrive	We conduct regular surveys for both staff, students, and families throughout the
academic year, providing vital channels for feedback. Through thorough
analysis of survey data, we pinpoint areas for growth and improvement.
Additionally, we prioritize transparency by openly sharing both strengths and
opportunities for enhancement identified in the survey findings with all
stakeholders. This commitment to open communication fosters a culture of
collaboration and continuous improvement within our vibrant school
community. NOCCS does this through our monthly F.T.O. (Family Teacher
Organization) meetings, community board meetings, monthly staff meetings,
and all school assemblies. These give time and space for community
involvement for input on activities and the overall health of the school
environment. Our monthly Friday coffees also aid in this process.	At NOCCS, we're committed to empowering students and amplifying their
voices in shaping their learning journeys. To achieve this goal, we're excited to
introduce new opportunities for students to provide feedback through surveys
on their classroom experiences. While teachers and staff currently gather
feedback from students informally, our aim is to formalize and streamline this
process, ensuring that every student has a platform to share their perspectives.
By fostering a more inclusive and student-centered approach to education,
we're dedicated to nurturing an environment where every voice is valued and
heard.	We are committed to ensuring that our surveys and other communications are
accessible to all families by providing translations in languages spoken within
our community also utilizing native language speakers to further communicate
information to families. At NOCCS we strive to celebrate all of our community
cultures but hosting cultural events throughout the school year. This initiative
reflects our dedication to inclusivity and ensuring that every family feels valued
and understood. By breaking down language barriers, we strive to foster
stronger connections and engagement within our diverse school community.	5	5	4	5	4	4	4	4	4	4	4	5	Met		2024-06-13	2024
01612596118608	ASCEND	3	"Our school facilitates a Family Leadership Council and regular town hall or ""coffee with the Principal"" meetings, structures that are designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings."	Our focus areas for improvement in Building Relationships Between School Staff and Families are as follows: 
(1) Engaging our families through in-person and virtual literacy leadership sessions, through our Community Schools work.
(2) Building the capacity of new(er) teachers to develop strong, trusting relationships with families, by building their knowledge and skills through a summer and fall workshop series focused on family partnership.	"We are focusing on increasing the engagement of our Black families through focused outreach and community building events like Black Family Councils, cultural celebrations, ""Black Family Breakfast"", and other welcoming activities. Given that our Black students have higher chronic absence rates than our other populations, we are also specifically focusing on addressing the root causes of lower engagement levels through relationship building and effective case management, which includes building close partnerships with families."	Our school holds space for families to come together and review data and support in the creation and implementation of site plans, and as a result, families develop a sense of agency and accountability. In addition, we schedule multiple conference weeks throughout the year, during which all families engage in 1:1 conferences with teachers in order to strengthen the teacher-family partnership and support families to help their child learn at home; many of these conferences are student-led, thus building a sense of agency on the part of the child and family. Our LEA also facilitates a Professional Learning Community and partners with a local community organization in an effort to continually strengthen the family engagement and support we provide.	Our focus area for improvement in Building Partnerships for Student Outcomes is to build families' knowledge about literacy standards, develop their understanding of their child's current performance level, and support them to build skills to support their child's literacy development at home.	We will facilitate a more frequent and robust series of workshops in the area of family literacy engagement, will add on a series of math workshops, and will specifically recruit underrepresented families (eg. Black families, English Learner families) to participate in these stipended opportunities.	When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates at least one monthly meeting where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select two representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization.	Our focus area for improvement in Seeking Input for Decision-Making is to increase the level of consistent participation by Family Leadership Council members, so as to facilitate authentic and deep input into site decision making. During the pandemic, when families were struggling so much economically and with physical and mental health issues, our participation rates decreased. Two years ago we started to rebuild towards pre-pandemic levels of parent leadership in our school, and we will continue those efforts this year.	We are focusing on increasing the engagement of our Black and English Learner families through focused outreach and encouragement to be active members of our site's Family Leadership Council. Strategies include personalized and individualized outreach, as well as recruitment during Black family-focused school events.	4	4	4	4	4	4	4	4	4	4	5	4	Met		2024-06-11	2024
01612750000000	Piedmont City Unified	3	Parent Engagement and relationships are a strength for the Piedmont Unified School District. We provide many opportunities for parent participation in both decision making and program participation. We have several very active parent committees and
engage our school community in a rich variety of training and workshops. Engaging with the parent community is a
high priority and we enjoy working with parents for fundraising, classroom support and decision making. Keeping our
parent community informed is important to continued success in shared decision making. Progress in community
relations is measured in annual communication and climate surveys.

Improvement efforts this year have centered around our inclusion work with students and the community and in
communications. Our LCAP goals now include an emphasis on belonging. One of the several efforts at engaging
with parents has been community circle events. These circles engage staff and community from different groups,
including under-represented families, to create more meaningful communication and connection. LCAP action items
in 2023-24 developed additional events and resources related to inclusion and belonging with our community. To
improve relationships the district has employed a Director of DEIB who has spearheaded a student mentorship
program linking high school students with elementary and middle school students. The district continues to expand
its web presence after a revamp of its websites in 2022-23 and includes feedback forms. The superintendent is very active on our social media channels including Facebook, Instagram and with a bi-weekly S'more newsletter.

Several advisory committees exist to provide interactive listening sessions and dialogue including theSuperintendent's Advisory Committee.	Based on 2022 focus group research and community feedback, sponsored community affinity group work will
continue in 2024-25, along with additional engagement around equity, inclusion and belonging and community circles. The Affinity
Mentorship course at the high school level has been expanded to provide more community support among students
in underrepresented groups.	Expansion of the district's parent education and training programs will include topics that specifically address the
needs of underrepresented families including English Learners, and the families of other subgroups of students.
Parent/guardians of unduplicated students have been identified for outreach and engagement in committees and
groups with educational partners.	Based on feedback in LCAP engagement work and surveys, communication about expected student outcomes and
curriculum was an area of interest for educational partners. Redevelopment of the district and school websites will
address some needs (including staff training), and continued improvements in communications for the school.
Attendance at Back-to-School nights, Open House, Conferences and Speaker events continues to
be high and the district continues to work to offer timely and responsive events and content to improve student
outcomes with all educational partners. Goal 3 of the LCAP included actions and services focused on this effort,
including increasing opportunities for meaningful collaboration with BIPOC parents. In the next LCAP cycle this work
of reaching beyond the classroom will continue.	Based on feedback in LCAP engagement work and surveys, communication about expected student outcomes and
curriculum was an area of interest for educational partners. We continue to refine our communications on benchmarks and screeners.  Redevelopment of the district and school websites will address some needs (including staff training), and continued improvements in communications for the school. Turnout at Back-to-School nights, Open House, Conferences and speaker events continues to be high and the district continues to work to offer timely and responsive events and content to improve student outcomes with all educational partners.	Based on feedback in LCAP engagement work and surveys, communication about expected student outcomes and
curriculum was an area of interest for educational partners. Redevelopment of the district and school websites will
address some needs as the websites are now more easily translated for families whose home language is something other than English. Additional support for multi-language households was implemented for 2023-24 including better
language support in virtual meetings. Additionally going forward in the new LCAP cycle a focus will be on improving
interpretation and translation services in Goal 4.	The parent - school partnership is a strength of Piedmont. The parent community is very actively recruited and
whole-heartedly participates in a variety of advisory committees and provides input in decision making through a
variety feedback mechanisms including:
WASC committees
School Site Councils
Parent Clubs
LCAP Advisory Committee
Diversity, Equity, Inclusion and Belonging Council
Health Council
CTE Advisory, Technology Advisory,
Special Education Advisory Committees
Programmatic Surveys (ie Math)
Teacher Evaluation Surveys
Climate Surveys
Calendar Surveys
Facilities Steering Committee
Budget Advisory Committee
Curriculum adoption processes and feedback
Title IX Athletics Audit Task Force
The district maintained a LCAP advisory committee this year with invited members from across the schools and
support groups. It met regularly throughout the year, providing input into the districts' programs and services for
students. Although the primary purpose of the LCAP advisory committee is to provide input into the development of
the district's Local Control Accountability Plan (LCAP), the recommendations made there go beyond the LCAP,
supporting the needs of students across the district, regardless of specific plans or funding sources. Members were
well-informed on the district's programs and services for students, also going beyond programs and services in the
LCAP, and are active participants in the district's comprehensive strategic planning.	Improvement in seeking input for decision-making with stakeholders will be focused on three areas for the next LCAP
cycle. 1) The Superintendent's Advisory Council was restructured this year by our new Superintendent who intends
to further develop the channel for improved feedback and input; 2) Increased focus on newer channels for two-way
communication including social media; 3) Site Council and other organized parent involvement areas.	The district will continue engagement strategies to underrepresented families. Goal 1, 3 and 4 of the proposed 2024-
27 LCAP includes actions and services focused on this effort, including increasing opportunities for meaningful
collaboration with BIPOC parents, improved communications and belonging work. Parent/guardians of unduplicated
students have been identified for outreach and engagement at sites.	3	3	3	2	3	3	5	4	5	5	5	4	Met		2024-06-26	2024
01612910000000	San Leandro Unified	3	SLUSD effectively utilizes ParentSquare and school embedded formats for parent conferences and academic learning nights/workshops. SLUSD values partnering with parents on students' academic pathways and progress. SLUSD believes that strong relationships provide a foundation for student engagement, belonging, and, ultimately, learning. The more high-quality relationships students and families have with their teachers and school staff the better their engagement in school. We create ample opportunities for small group interactions with our families and staff through weekly coffee chats, school site council meetings, parent-teacher conferences, family workshop events (school and district sponsored) and ample one-on-one interactions that allow for the greatest opportunity for individualized attention and support is created in SLUSD. This past year, we have partnered with community based organizations that provided cultural competency training and trauma informed training to provide high quality customer service to all families.  We also actively recruit and invite all parents to participate in giving feedback to our local control accountability plan through school sponsored events and via feedback forms.	We continue to strive to improve and build high quality relationships with our learning community.  Our focus in the new school year is to continue to communicate with families often and foster more avenues for two-way communication and we use multiple modes for communication (website, emails, zoom meetings, in person, phone calls, home visits) that is provided in their home language and we will continue to find ways to ensure families can overcome barriers that might cause students to be absent.
	In the upcoming year, SLUSD schools will implement a community schools model, including a Community School Action Team consisting of parents, community leaders, organizational partners and school staff. Additionally, SLUSD is committed to continued training on culturally responsive customer service and community outreach in order to build capacity among all layers of our organization to meet the diverse needs of our community in a way that is proactive, positive, and connected to a longer pathway of ongoing partnership for student success. This means specifically providing hands-on training on de-escalation, working to understand and plan for unconscious biases, and building effective communication skills that are clear, consistent, and caring.	We have established and intentionally vetted communal approaches to community engagement. These approaches are designed to build strong partnerships between our schools and community-based organizations, business, and government agencies to provide a spectrum of services and opportunities that support student success and strengthen the greater San Leandro community. To do this work, we center a relational mindset on community engagement, where we work in and with the diverse communities we serve through listening and learning sessions to elevate voices historically silenced in schools, particularly within our English language learner families, our families with students who have special needs, our single and co-parent families, and our Black/African American families. Specifically, the work SLUSD does to inform student programs and outcomes is  developed  by our whole organization's (central, site, partners) engagement in listening sessions, structured throughout the year at school sites, central office convening spaces, community buildings, and online with our educational partners. With district leaders working collaboratively in both general forum spaces and affinity group spaces for specialized groups, and through bridging facilitation from parent and student leaders, we are building our communal approaches to community engagement to concentrate on family and student needs rather than the district’s predetermined agenda. Whether it is our Family and Student Support Services team walking the hallways with student leaders to assess school climate, to our Parent Advisory Committee reading through the qualitative feedback of how students and  parents experience their school, to our community partners holding affinity spaces for our Black/African American families to speak freely about what is working and what is not- SLUSD is committed to finding new ways to listen, learn, co-design, act, and listen again. Through this shift of mindset, we are able to embrace the experiences, knowledge, and wisdom of our families and community, which have historically been minimized or excluded from educational decision-making.	Key focus areas for SLUSD are: 1)  the intersection where teachers collaborate directly with families in venues like parent conferences and in the more informal spaces of online communication; 2) office staff interaction with families; 3) classified staff interaction with students.	SLUSD is committed to providing training on culturally responsive customer service and community outreach in order to build capacity among all layers of our organization to meet the diverse needs of our community in a way that is proactive, positive, and connected to a longer pathway of ongoing partnership for student success. This means specifically providing hands-on training on de-escalation, working to understand and plan for unconscious biases, and building effective communication skills that are clear, consistent, and caring.	San Leandro Unified School District took the opportunity to broaden the scope of staff and community engagement through in-person and online to provide a variety of formats for our diverse community. The ease of attending virtual meetings or coming in person rendered a high degree of participation from all educational partner groups. SLUSD focuses on making community decision making accessible as seen in materials can found on our website at www.slusd.us/slusd/local-control-lcff-lcap/. SLUSD’s strength is in creating venues that include structured, participatory protocols that are used to gather constructive feedback regarding  current conditions, to analyze educational partners' input data, and to elicit feedback on future strategic commitments. Special attention is paid to language accessibility and building intentional, collaborative relationships to facilitate cycles of inquiry beyond LCAP and SPSA development and into daily teaching, learning, and school climate. Most importantly, venues are also an opportunity to really listen and learn about our educational partners' needs, ideas, and preferences regarding programs, services, and processes. More than just information collection, these venues serve to build the kind of relational trust required to create meaningful and impactful programs, plans, and adjustments that are both responsive and sustainable.	Our current focus area is creating venues for affinity based groups, particularly spaces for dually identified groups (such as English Learners with IEPs). Currently, we have affinity spaces for family learning, leadership, and connection for English language learners, families with students with IEPs, families raising black children, families who are co-parenting or single parenting. SLUSD seeks to strengthen these spaces and also bring in some of the structures found in our parent advisory spaces into these venues to enable more decision making opportunities.	SLUSD is looking at how to leverage site based spaces where underrepresented families are more likely to attend, such as Latino Literacy Project groups, family focused events and celebrations, etc. SLUSD has also invested in increasing services for parent outreach and will be conducting more community based forums and home visits in order to do the kind of listening and learning essential to progress monitoring and program/service evaluation. Towards this end, SLUSD is partnering with multiple community partners to do this work. SLUSD has also been awarded a California Community Schools Partnership Program grant for 8 of its schools. The initial implementation phase included the formation of Community Schools Action Team (CSAT) at each school site so that families (parent/guardians), school staff, and community based organizations have a working relationship and venue to analyze data and cohere on grant goals. The intention of the CSAT is to not only design programming and protocols for community school work on campus but also to increase and expand school based engagement for families who are currently underrepresented and underserved in our organization. With intentional infrastructure, staffing, and goals in this area, SLUSD is positively positioned to improve both engagement and quality decision-making for TK-12 families through this model.	4	4	4	4	4	5	4	5	4	5	5	4	Met		2024-06-18	2024
01613090000000	San Lorenzo Unified	3	SLzUSD seeks to give parents a voice and engage them in two-way conversations that continuously improve the quality of education delivered to children across the district. Parents are invited to participate in Back to School Night, Parent-Teacher Conferences, and site-specific school-wide events. We have district School Community Liaisons that provide individualized outreach to our underrepresented and homeless families to ensure they participate in learning and input processes. Additionally, sites each hold several parent education events throughout the year to inform parents and build their capacity and gather input. These groups also educate parents on understanding and exercising their legal rights and advocating for their children, but growth is still needed in this area. Racial Equity is very important in our diverse community and as a district, we provide training to develop the capacity of every staff member to build trusting and respectful relationships with families and provide welcoming environments for all families in the community. Supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. This work, although ongoing, is still rated in the initial implementation stages because of the mobile nature of our staff between schools and other local districts. Additionally, the deep work of self-identifying personal bias within staff members is always in a state of continuous improvement as we work towards full implementation of establishing two-way communication with families. Regular conferences scheduled with families on release days are additional opportunities teachers use to educate families about how to best support their students at home.	SLzUSD continues to provide opportunities for family participation; however, we see a varied number of families that actually take advantage of participating in these affinity groups. An area of improvement would be to work on providing continued family learning and engagement opportunities in ways that maximize the number of families who access these supports.	SLzUSD will continue to engage families through both district and site-level groups. All sites have active SSC and ELAC groups and the district runs a strong DELAC group. We will also be utilizing the relationships of our site staff to recruit for broader participation in our LCAP committee.	SLzUSD seeks to give parents a voice and engage them in two-way conversations that continuously improve the quality of education delivered to children across the district. Parents are invited to participate and contribute to decision-making bodies such as School Site Council (SSC) , English Learners Advisory Council (ELAC) at sites and Local Control Accountability Plan Steering Committee (LCAP Steering). Many parents provide input at the public speaking opportunities at regularly held school board meetings, as well. To build capacity in parents, SLzUSD maintains several parent advisory committees that provide input as well. The African American Family Advisory Council (AAFAC), the Latinx Parent Advisory Council (LPAC), the District English Learner Advisory Council (DELAC) and the Asian and Pacific Islander Advisory Council all provide parent education and collect parent input both in person and online that contribute to district decision-making. We are also engaging our families with Students with Disabilities with several meeting opportunities throughout the year. We have district School Community Liaisons that provide individualized outreach to our underrepresented and homeless families to ensure they participate in learning and input processes. Additionally, sites each hold several parent education events throughout the year to inform parents and build their capacity and gather input. Racial Equity is very important in our diverse community and as a district we provide training to develop the capacity of every staff member to build trusting and respectful relationships with families and provide welcoming environments for all families in the community. Supporting staff to learn about each family’s strengths, cultures, languages and goals for their children. This work, although ongoing, is still rated in the initial implementation stages because of the mobile nature of our staff between schools and other local districts. Additionally, the deep work of self-identifying personal bias within staff members is always in a state of continuous improvement as we work towards full implementation of establishing two-way communication with families.	SLzUSD offers families opportunities to access information that supports the educational process. However, we have observed that only a limited number of families are taking advantage of these opportunities. Our primary mode of communication is Blackboard Connect, but we recognize the need to improve our approach by offering more opportunities for family learning and engagement. We aim to increase the ways in which we communicate with families and encourage more dialogue between us to better support the education of their children.	As a team, we will continue to evaluate if our current methods are successful, making decisions based on this reflective process. We will utilize our communications department to seek out ways parents want to receive information and develop systems that remove barriers to participation.	SLzUSD seeks to give parents voice and engage them in two-way conversations that continuously improve the quality of education delivered to children across the district. Parents are invited to participate and contribute to decision-making bodies such as School Site Council (SSC), English Learners Advisory Council (ELAC) at sites and Local Control Accountability Plan Steering Committee (LCAP Steering) at the district level. Many parents provide input at the public speaking opportunities at regularly held school board meetings, as well. To build capacity in parents, SLzUSD maintains several parent advisory committees that provide input as well. The African American Family Advisory Council (AAFAC), the Latinx Parent Advisory Council (LPAC), the District English Learner Advisory Council (DELAC), and the Asian and Pacific Islander Parent Advisory Council all provide parent education and collect parent input both in person and online that contribute to district decision-making. We have district School Community Liaisons that provide individualized outreach to our underrepresented and homeless families to ensure they participate in learning and input processes. Additionally, sites each hold several parent education events throughout the year to inform parents and build their capacity on topics the parents choose and gather input on site and district policies and practices.	This is an area of strength for our district. We have dedicated staff that works directly with leaders, families, and teachers to provide us with information to support our decision-making. We will continue to be inclusive of parents, students, staff and management in our decision making process.	For this school year, we will be establishing district and site community school groups which include partners from classified, certificated, and community. We will restructure the LCAP committee to include a family member and student from each school to widen the voice of parents and students in this process.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
01613090101212	KIPP Summit Academy	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.

We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with
parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.

KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement
special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.

KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.

The school hosted 19 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 76% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.	KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of
inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):

• Assume good intentions, and approach all families as partners who want the best for their children.
• Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.
• Invite parents or guardians to share information about family cultures and traditions.
• Recognize and respect differences in family structures.
• Recognize the role that identity and background may play in shaping relationships between teachers and families.
• Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.
• View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented. 

Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. The school hosted 19 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 76% of families indicated that they were satisfied with the opportunities to get involved on campus. 

KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.

Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress
and work with teachers to improve their child’s achievement through constant communication between the school
and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification
about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent
nights as well as parent/teacher conferences where they learn ways to support their child at home and about their
child’s progress. Parents of students at the school can also participate in School Site Council and English Language
Advisory Committee.
KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure
student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher
conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the
development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.
KIPP will continue to assess the language needs of families to ensure that materials and presentations are being
made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities
in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership
during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other
school sponsored events are always created considering the unique needs of the community.

KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	Parent involvement in decision making at KIPP is demonstrated in multiple ways.

The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.

KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.	The majority of KIPP families qualify as underrepresented. 
Therefore, communication, materials, meetings and other
school sponsored events are always created considering the unique needs of the community.

KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	4	5	4	4	4	4	4	4	4	4	4	4	Met		2024-06-11	2024
01613090114421	KIPP King Collegiate High	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well,
creating lasting change that will stay with them throughout their experiences, at our school and beyond.

We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with
parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.

KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.

KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff
members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and
their families.

The school hosted over 10 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 81% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms
of contact to engage all parents/guardians.	KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid
communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):

• Assume good intentions, and approach all families as partners who want the best for their children.
• Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.
• Invite parents or guardians to share information about family cultures and traditions.
• Recognize and respect differences in family structures.
• Recognize the role that identity and background may play in shaping relationships between teachers and families.
• Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.
• View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

The school hosted over 10 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 81% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.

Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.

KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the
development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.

KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more
actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings
KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	Parent involvement in decision making at KIPP is demonstrated in multiple ways.
The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents.

KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as
well as distributed and discussed at an early School Site Council meeting.

The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.

KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	3	4	3	4	3	3	4	3	4	3	3	4	Met		2024-06-11	2024
01750930000000	Dublin Unified	3	Open Communication Channels: We've established multiple communication platforms, including newsletters, parent-teacher conferences, and social media, ensuring families are well-informed and connected.
Cultural Celebrations and Events: Hosting diverse cultural events fosters a sense of belonging and respect among families.
Dedicated Support Services: Robust student support services, such as counseling and outreach programs, have been well-received and crucial for addressing student needs and facilitating parental involvement.
Equity and Inclusion Training for Staff: Ongoing professional development in equity and cultural competence has helped create a supportive school climate.
	Enhancing Two-Way Communication: We need more effective strategies to allow families to voice concerns and see their input acted upon.
Increased Outreach to Underrepresented Families: Certain underrepresented groups, including non-English-speaking and lower socioeconomic families, need to be more engaged. Targeted outreach is necessary to bridge this gap.
Consistency Across Schools: Ensuring consistent family engagement practices across all district schools is crucial for uniform support and communication.
Expanding Family Education Programs: More workshops and resources are needed to help parents support their children’s learning and navigate available services.
	Targeted Communication Efforts: Enhance communication by providing translated materials and employing multilingual liaisons to connect better with non-English-speaking families.
Flexible Meeting Times and Formats: Offer meetings and events at various times and provide virtual options to accommodate different schedules.
Feedback Mechanisms: Implement regular surveys and focus groups targeting underrepresented families to promptly gather input and address concerns.
	One key strength is the district's commitment to inclusion and fostering a supportive environment for all students, including those with special needs and historically underserved groups. The expansion of co-teaching courses and the focus on providing tailored support have enabled special education students to learn alongside their peers, promoting an inclusive educational setting. Additionally, the district has established various community partnerships supporting cultural connectivity and students' sense of belonging. These efforts are reflected in developing an inclusive climate and cultural environment through Social Emotional Learning (SEL) training, implemented consistently across all schools??.
	Despite the progress, DUSD recognizes the need for continued improvement in certain areas. One primary focus is enhancing the engagement of historically underserved student groups, such as Hispanic/Latino, African American, Special Education students, English Learners, and Low-Income students. The district aims to address the disparities in A-G completion, AP participation, and college and career readiness indicators. Another area for improvement is increasing parental engagement, particularly among underrepresented families. The low percentage of favorable responses in the Panorama Survey highlights the need for a more robust Parent/Community Engagement Plan that ensures all voices are heard and valued in decision-making processes??.	The district will offer professional development on inclusive practices, implicit bias, and cultural responsiveness to staff. These efforts aim to foster a sense of belonging and ensure that all families feel their input is valued and considered in shaping educational policies and programs??.	DUSD’s process includes regular meetings with various stakeholder groups, such as the LCAP Parent Advisory Committee (PAC), which comprises certificated and classified staff, parents, students, school board members, and district leadership. The district also conducts surveys to gather feedback from staff, students, and parents, ensuring diverse perspectives are considered. The engagement of bargaining units and the development of school site plans aligned with the district's LCAP goals further demonstrate DUSD's commitment to collaborative decision-making??.	Despite these efforts, there is room for improvement in seeking input from underrepresented families. The survey feedback indicates a need to enhance communication and engagement strategies to reach these families better. Additionally, while the district has made progress in involving educational partners in the LCAP development process, there is a need to ensure that the input from historically underserved communities is adequately represented and acted upon in decision-making. Strengthening the feedback loop and providing more transparent and timely updates on how input is used can help build trust and encourage greater participation??.
	To improve the engagement of underrepresented families, DUSD plans to enhance its outreach efforts and create more accessible channels for these families to provide input. This includes offering translation services and utilizing multiple communication platforms to ensure information is accessible to all. The district will build stronger relationships with community organizations serving underrepresented populations to facilitate meaningful and sustained engagement.	4	3	3	3	3	4	4	4	4	3	4	4	Met		2024-06-11	2024
01751010000000	Pleasanton Unified	3	In Spring 2024, PUSD administered its yearly School Quality Educational Partner Survey which measures staff, student and parent responses in four areas, including questions regarding parent engagement. Responses are based on this yearly survey.

Strengths and Progress:
Survey shows a high percentage of parents/guardians 
- giving schools a high rating (82%)
- that agree/strongly agree that students have a trusted adult to go to with a school problem (86%)
- that agree/strongly agree that site leaders are responsive when I have a concern (75%)
- that agree/strongly agree that families are encouraged to attend school-sponsored activities, such as back to school night (96%)	Focus Areas for Improvement:
Survey shows a need to focus on the following areas:
- This school values and uses input provided by families to improve the school environment/experience.
- Give timely feedback about student work
- Students who are struggling receive additional support.
- Students receive the support they need to prepare for the future.
- Give helpful feedback about student work.
- Help students understand their strengths.
- Support staff to learn about families’ culture, language, strengths and goals 
- Address the perception that students are treated unfairly based on race/ethnicity and culture
- Address the perception that staff members need to be more responsive when students report bullying.	- Professional development in a systems approach to support educational leaders from all educational levels including Board of Trustees, Executive Cabinet, District and Site Leaders, in the development of deep belief systems and understanding of diversity
- Continue to build systems of communication such as Parent Square that enhance two way communication with families
- Promote opportunities for equity based initiatives throughout the district	In Spring 2024, PUSD administered its yearly School Quality Educational Partner Survey which measures staff, student and parent responses in four areas, including questions regarding parent engagement. Responses are based on this yearly survey.

Strengths and Progress:
Educational Partners Survey shows an increase in percentage of parents/guardians who agree/strongly agree that
- The District maintains open and effective lines of communication with the community
- The District is transparent in their communication efforts with the community
- District leaders have built trust with the community
- District and school staff are responsive when there is a concern
- Families are informed about school sponsored activities	Focus Areas for Improvement based on the survey:
- Need to increase opportunities for families to volunteer.
- Need to increase outreach to gather and use family input to improve instruction for students
- Recognize and address the perception that students are treated unfairly based on race/ethnicity and culture	- The District is currently implementing a comprehensive Equity Plan which has as its purpose:
-- Build capacity to address equity issues at all levels of the organization
-- Address racism, marginalization of student groups, and microaggressions
-- Determine processes and actions to close access and opportunities gaps
-- Identify policies and practices that contribute to inequities and revise such policies 
-- Provide ongoing professional development support for PUSD staff
- Continue to engage parents/guardians of African American students through the African American Family Network
- Continue to engage parents/guardians of English Learner students through the ELAC and DELAC meetings	In Spring 2024, PUSD administered its yearly School Quality Educational Partner Survey which measures staff, student and parent responses in four areas, including questions regarding parent engagement. Responses are based on this yearly survey.

Strengths and Progress:
Educational Partner Survey shows an increase in percentage of parents/guardians that agree/strongly agree that:
- Families are encouraged to attend school-sponsored activities, such as back to school night and open house.
- School administrators (principals and assistant principals) clearly communicate the school's mission and vision.
- Parent Communication Council (PCC) representing PTA from all schools meets monthly with Superintendent and District Leadership to engage in two way communication and discussion about issues of interest to parents/guardians.
- LCAP/District Organizational Goals and Organizational Work Plan are aligned with areas of growth and represent feedback from educational partners in our district.	Focus Areas for Improvement
- Focus on increasing participation this year from all educational partners.
- Integrate educational partner survey data and develop action plans to be included into the Local Control Accountability Plan (LCAP) and School Plans for Student Achievement (SPSA).
- Outreach to underrepresented families to participate in school governance, through School Site Council (SSC).	Increase outreach to families of underrepresented students through 
- District English Learner Advisory Committee (DELAC)
- Diversity Equity Inclusion (DEI) Task Force
- African American Family Network
- Mariachi Program
- School Smarts
Continue implementation of Multi Year Equity Plan to build capacity to address equity issues at all levels of the organization
- Address racism, marginalization of student groups, and microaggressions
- Determine processes and actions to close access and opportunities gaps
- Identify policies and practices that contribute to inequities and revise such policies 
- Assist with implementation of a multi-year Equity Plan
- Provide ongoing professional development support for PUSD staff
Focus on increasing parent and guardian participation in school governance.  
-- Support site administrators regarding increased communication and development of the School Plan for Student Achievement (SPSA).  
-- Increasing outreach to families to engage them in deeper conversations about school governance and the role of the School Site Council (SSC).

Throughout the 2023-2024 school year the Local Control Advisory Committee (LCAC) met monthly to learn about and monitor the implementation of goals, actions and services that are included in the Local Control Accountability Plan (LCAP).

The LCAC is composed of members of the Pleasanton School community with a particular interest in serving the students of PUSD, with a focus on students who are low income, English Learners, foster/unhoused youth. Currently the council is comprised of:

- Parents/guardians or community members
- Students
- A representative from the Association of the Pleasanton Teachers 
- A representative from the Classified School Employees Association
- Assistant Superintendent of Teaching and Learning
- Assistant Superintendent of Student Support Services
- Assistant Superintendent of Business Services

The committee received information about programs associated with LCAP actions and services and gave feedback and the LCAC made final recommendations. At the District English Learner Advisory Committee (DELAC), district leaders provided descriptions of PUSD's educational programs. Outcome data and other information was shared with the LCAC and the DELAC. Parents and guardians were given the opportunity to provide input regarding planned activities and data about actions within the LCAP.	5	5	3	4	4	5	5	4	4	5	5	4	Met		2024-06-27	2024
01751190000000	Sunol Glen Unified	3	Family engagement practices are considered to improve student engagement, attendance and achievement. Engaging our parents was a strategy that we deployed to help us bring into focus the need to provide homework help for the students. Research indicates the number one reason for students not having access to homework help is the lack of awareness on the parts of the parents. By engaging with our parents, we hoped to raise awareness for the need to be involved with their students' homework and other school activities. To address these
concerns, we established a goal of creating an environment where our families and students are positively engaged with peers, teachers and the community while practicing good citizenship. An activity that we thought would help with this was to obtain parent sign offs on homework assignments. The rationale for this action was to engage parents with their student/s homework thereby creating another avenue for homework help. However, the collective (informal) feedback from our teachers and parents during the first trimester was clear in that it was not a viable action. An ongoing challenge was that students would forget to get a sign-off on their homework even though parents had confirmed all homework was completed. On other occasions, parents would forget to sign off. Another downside we found was that sometimes parents would ask the students to make corrections as they were checking homework resulting in the teacher never knowing what mistakes the student/s were making. On a philosophical level, there was general consensus that sign-offs could send a message that the students' veracity was in question. Based on all of the above, it became evident that parent sign-offs were creating more of an administrative burden and not serving as a useful tool in parent engagement. Rather, the practice was contra-indicative as a tool to enhance the results of our efforts. The practice was therefore discontinued.	Our research and analysis led to explore new strategies to curb chronic absenteeism such as communication with parents to determine the underlying causes of student absenteeism, analysis and dissemination of gathered data to achieve desired results i.e., reduce chronic
absenteeism. Our approach was multi-pronged - engaging our students by deploying actions such as providing access to homework help, incorporating the importance of school attendance into daily lesson plans. At the same time engaging parents by encouraging participation in board meetings, sign off on homework, communication when student is absent etc. And engaging our staff by making them responsible for communicating with the parents and understanding the reasons for absenteeism and developing strategies to address it. As the school year commenced, we realized that we could streamline our processes by utilizing the data from our absence reporting system. Our Technology
Specialist started compiling weekly absence data by type of absence and within each type of absence the reasons for the absence were highlighted. This data was aggregated and analyzed for trends and utilized to address and curb absenteeism.	Consistent, frequent and positive communication outreach, including reviewing and maintaining engagement data from our communication tools.	The over-arching purpose of this goal was to positively impact academic outcomes for all our students. We accomplished this through various strategies that included targeted tutoring, access to compliant curriculum, parent participation, highly qualified teachers and providing
supplemental curriculum. In order to close the achievement gap for our Unduplicated and other under-performing student groups, one of our most notable actions was the Weekly Targeted Tutoring support. Once students fall behind, they have lower chances of successfully catching up and progressing in their classes. Our goal was to help all students reach grade-level goals. Tutoring was curriculum-specific, and the support itself focused on
the most critical skills and knowledge students needed to master by the end of the school year. In-class tutoring allowed tutors to work closely with individual and/or small groups of students. They provided intensive, personalized support to address educational learning and
achievement gaps. Our high EL reclassification rate (66.67%) and high percentage (58.8%) of El students making progress towards proficiency are evident of the success of this measure.	At Sunol, we have always provided supplemental curriculum to all of our students but we did not track student access to this curriculum for the LCAP. Supplemental curriculum has always played a significant role in both, enhancing student learning and tracking student progress
throughout the year. By tracking student progress, we are better able to identify specific areas of focus for the Targeted Tutoring support. For example, if our iReady program indicates that a student's achievement on two digit multiplication is not at par with his/her achievement on single digit multiplication, we can then focus tutoring on two digit multiplication to help overcome whatever challenge the student is encountering in mastering that concept. Our high student achievement (83% meeting or exceeding standards in English and 83% in math) bears witness to the success of this measure. Williams compliance monitoring plays an important role in student achievement. By addressing deficiencies in instructional materials, facilities, and teacher qualifications, this protocol creates a more equitable educational landscape within which students can thrive. The emphasis on safe and clean learning environments has improved student well-being and engagement, leading to increased academic success. Regular evaluations and assessments help identify areas that require further attention and resources.	Collaborative partnerships between the teachers, parents, and stakeholders are crucial in implementing and refining the provisions of the act to meet the evolving needs of our diverse student population and in creating a robust and inclusive education system that fosters student growth and achievement.	Regular and ongoing communication between teachers and parents via email––We plan to continue soliciting input from our parents so we can address any concerns they may have in a timely manner. Instead of teachers and administrative staff spending countless hours trying to figure out student engagement strategies and implementing initiatives that may or may not work, our students share in the decision-making process. We accomplish this via constructive conversations and asking students to share their thoughts, opinions, and perspectives. When students have a voice and an opportunity to share their ideas, they naturally become invested in their own learning experiences. Our students believe that they are valued for their perspectives and respected. Their feedback is an integral part of the LCAP. For the 2024-25 our students have expressed an almost unanimous (82%) approval of our delivery of education model. Our students like the manner in which classroom instruction is conducted and they enjoy the choices they are given to enrich their overall educational experience.	Continue maintaining our regular communications with all educational partners while also engaging and soliciting feedback from our students and families.	Collaborative partnerships between the teachers, parents, and stakeholders are crucial in implementing and refining the provisions of the act to meet the evolving needs of our diverse student population and in creating a robust and inclusive education system that fosters student growth and achievement. We can achieve this also engaging in robust and inclusive communications, that meet our partners where they are at with modalities they are accustom to (hard copy letters, phone calls, in person meetings , newsletters, text messages, emails) and also in their preferred language.	4	5	5	4	4	5	5	4	4	4	4	4	Met		2024-06-25	2024
01771800138289	Latitude 37.8 High	3	"Our school facilitates a Family Leadership Council and regular town hall or ""coffee with the Principal"" meetings, structures that are designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings."	Our focus areas for improvement in Building Relationships Between School Staff and Families are as follows: 
(1) Engaging our families through in-person and virtual literacy leadership sessions, through our Community Schools work.
(2) Building the capacity of new(er) teachers to develop strong, trusting relationships with families, by building their knowledge and skills through a summer and fall workshop series focused on family partnership.	"We are focusing on increasing the engagement of our Black families through focused outreach and community building events like Black Family Councils, cultural celebrations, ""Black Family Breakfast"", and other welcoming activities. Given that our Black students have higher chronic absence rates than our other populations, we are also specifically focusing on addressing the root causes of lower engagement levels through relationship building and effective case management, which includes building close partnerships with families."	To support development of a valued and integral partnership, the Latitude staff has already implemented beginning-of-the-year Home Visits and Fall Student-Led Conferences for every family. At mid-year, we hold Presentations of Learning, followed by spring Student-Led Conferences, and end-of-year Transitional Presentations of Learning in June. 

To monitor its efforts, Latitude administers the School Climate Assessment Instrument (SCAI) on an annual basis, a comprehensive nationally normed survey. The SCAI utilizes a 1 - 5 scale to assess the school across eight dimensions: Physical Appearance, Faculty Relations, Student Interactions, Leadership & Decisions, Discipline, Learning & Assessment, Attitude & Culture, and Community Relations. A score of 3.5 or higher is correlated with increased rates of achievement. The survey will be administered with both Families and Staff. Latitude actively encourages and supports families in completing the survey, including support with reading and translation as needed. Once complete, the data is reviewed by the School Leadership Team to inform action planning for the upcoming school year as part of the LCAP process. Data is also shared out across key stakeholders to support this process, gather additional input, and build transparency and agency. Within the SCAI, Latitude focuses on Dimension 8, Community Relations, to assess its work in building parent engagement. The school will set annual goals within its LCAP to track parent engagement levels using this measure.	Our focus area for improvement in Building Partnerships for Student Outcomes is to build famiies' knowledge about the path to college. Our college counselor will facilitate a series of learning opportunities to expand families' knowledge about the academic path to college as well as the importance of a college education, and will build their understanding regarding how they can support their student as they navigate this journey.	We make an intentional effort to build relationships with individual families, and particularly focus on ensuring that the families of English Learner students participate and are engaged in opportunities like student-led conferences, presentations of learning, and college information workshops.	When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates at least one monthly meeting where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select two representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization.	Our focus area for improvement in Seeking Input for Decision-Making is to increase the level of consistent participation by Family Leadership Council members, so as to facilitate authentic and deep input into site decision making. During the pandemic, when families were struggling so much economically and with physical and mental health issues, our participation rates decreased. Two years ago we started to rebuild towards pre-pandemic levels of parent leadership in our school, and we will continue those efforts this year.	We are focusing on increasing the engagement of our English Learner families through focused outreach and encouragement to be active members of our site's Family Leadership Council and take part in school town hall meetings.	4	4	4	4	4	4	4	4	4	4	5	4	Met		2024-06-11	2024
02100250000000	Alpine County Office of Education	3	90% of families, staff, and community members feel connected to their local school. Communication has improved through the use of regular digital newsletters and an education texting app.	LEA will host more events at school sites open to families and the community to celebrate local communities, cultures, promote academic achievement, and celebrate students successes.	Working more closely and in targeted programs with our Native Liaison / Homeless and Foster Youth Advocate will help build stronger relationships with these families and student groups. LEA will also work more closely with the tribal community to promote Washoe language and cultural pride within the school community.	More than 90% of parents said they enjoyed regular communication with their child's teacher(s). Teachers meet regularly with families for conferences and host some conferences off-campus for easier community access.	LEA will provide learning opportunities to staff regarding family and community partnerships and engagement.	LEA will host more family and community events and ensure clear communication to families regarding events to maximize participation.	The LEA provides multiple opportunities for family engagement in school decision making through surveys, committee meetings, school site council meetings, and A-PAC.	Communication about and scheduling of committee meetings needs to be clear and take into consideration family schedules and time constraints.	LEA will use data from recent parent surveys to choose times and locations for meetings that are more convenient for families to improve engagement.	4	4	4	5	3	3	4	3	3	3	4	4	Met		2024-06-27	2024
02613330000000	Alpine County Unified	3	90% of families, staff, and community members feel connected to their local school. Communication has improved through the use of regular digital newsletters and an education texting app.	LEA will host more events at school sites open to families and the community to celebrate local communities, cultures, promote academic achievement, and celebrate students successes.	Working more closely and in targeted programs with our Native Liaison / Homeless and Foster Youth Advocate will help build stronger relationships with these families and student groups. LEA will also work more closely with the tribal community to promote Washoe language and cultural pride within the school community.	More than 90% of parents said they enjoyed regular communication with their child's teacher(s). Teachers meet regularly with families for conferences and host some conferences off-campus for easier community access.	LEA will provide learning opportunities to staff regarding family and community partnerships and engagement.	LEA will host more family and community events and ensure clear communication to families regarding events to maximize participation.	The LEA provides multiple opportunities for family engagement in school decision making through surveys, committee meetings, school site council meetings, and A-PAC.	Communication about and scheduling of committee meetings needs to be clear and take into consideration family schedules and time constraints.	LEA will use data from recent parent surveys to choose times and locations for meetings that are more convenient for families to improve engagement.	4	4	4	5	3	3	4	3	3	3	4	4	Met		2024-06-27	2024
03100330000000	Amador County Office of Education	3	Strengths include the district’s focus on intentionally building positive relationships to effectively engage ALL students and families in the 2023-24 school year and beyond, the Amador Parent Advisory Committee, School Site Councils, District English Learner Advisory Committee, the Community Advisory Committee and numerous school-level parent and community engagement activities such as Family Reading Nights, Family Math Nights, Family Movie Nights, Back to School Nights, Open House, CTE Showcases, and Quarterback Club Family/All Athletes Meet & Greet. Two School Community Outreach Workers were added this year to support building positive family relations, as well.
In order to better include our Spanish speaking families in decisions regarding their own children as well as in giving input into district-wide decisions, we provide a Bilingual Parent Liaison. Our Bilingual Parent Liaison (BPL) not onlytranslates for parents at SSTs, IEPs, and conferences but is the key point of contact for our Spanish speaking families. She runs our district and site-based English Learner Advisory Committees (ELACs). Our BPL translates at Local Control and Accountability Plan (LCAP) educational partner engagement meetings. Additionally, our BPL translates for parents outside of the school setting for matters that may affect their child’s education, health, and welfare. For example, our BPL sometimes attends medical appointments, translates employment documents and works with families on immigration needs.
Aeries Parent Square is the communication system we use for two-way communication, and a communications specialist was hired to increase our presence on social media platforms. The feedback we received from families was overwhelmingly positive, with the majority of families appreciating almost all communication coming via text message and email, as opposed to the phone calls generated by our previous system. Staff reported appreciation for the ease of use of Parent Square, and the automatic translation feature to support sending all messages in Spanish.	The key areas of improvement are the ongoing use of strategies to increase parent and family participation, including underrepresented families, in school-sponsored events, and helping staff to acquire more strategies for working with and having a better understanding of diverse cultures.	Some strategies we will use to increase parent and family participation, including underrepresented families, in school-sponsored events will include translation of communications in other languages, personal phone calls to families, and continued cultural proficiency training for staff to acquire more strategies and build an understanding of diverse cultures, including the Alludo MTSS module on culturally responsive teaching.	Amador County Unified School District uses diverse strategies to build partnerships with families in an effort to ensure positive student outcomes. At the elementary level, all teachers hold parent conferences for each of their students at the end of the first trimester to identify areas of strength and areas of improvement for the child’s learning. The school district also holds SST, 504, and IEP meetings for specific students; these meetings include teachers, administrators, parents and students and are focused on improving student learning outcomes. In addition, each student’s family receives a Family Handbook at the beginning of the school year which explains all of the various programs available for students and families and outlines the legal rights all students and families have.
There is an emphasis on positive family relationships in the induction program that supports new teachers, the AVID program has an emphasis on building positive family relationships and partnerships, there is a module on family engagement in the MTSS professional development all employees participated in during the minimum days this year, and we hired two School Community Outreach Workers this year to connect with and support families and help link them to community resources.	One area for improvement is to provide professional learning and support to teachers and administrators to improve a school’s capacity to partner with families, including implementing a home-visit program using the School Community Outreach Workers.	Professional learning on strategies to further engage and build partnerships with parents will be offered to school administrators and staff this year.	Amador County Unified School District has well-developed processes in place for encouraging parents and community members to provide input into decisions affecting our schools and district. Every school has a School Site Council (SSC) that looks at data, evaluates the strengths and weaknesses in their programs and develops a School Plan for Student Achievement (SPSA). As part of this plan, parents are directly involved in the decisions regarding how money is spent to support their school. Additionally, all schools have Parent Teacher Organizations and Booster clubs directly run by parents to support the school and student needs. We also provide training for parents who choose to serve on committees such as DELAC, ELAC, and SSC.
Schools with over 21 English Learners have English Learner Advisory Committees (ELACs), while the district has a District English Learner Advisory Committee (DELAC). These committees provide valuable input into how our programs can best serve the needs of our students. Parents also have the opportunity to serve on our district-wide Amador Parent Advisory Committee (APAC). This group provides direct input into how to support and strengthen our schools. Additionally, our Local Control and Accountability Plan (LCAP) is informed by parent feedback given at educational partner input meetings held virtually, as well as by surveys (electronic and paper). Parents are also given the opportunity to provide input into which qualities they find desirable when hiring new administrators for their schools.	We recognize the need for building the capacity of and supporting principals and staff to effectively engage more of our families in advisory groups and the decision-making process.	In order to increase the number of parents participating in our various groups and committees, we are looking at such things as the feasibility of providing daycare and possibly staggering meeting times for parents throughout the day as well as meeting locations. Personal phone calls will be made to parents of English learners to encourage them to attend District English Learner Advisory Committee (DELAC) meetings.	4	3	3	5	3	4	4	3	3	3	4	3	Met		2024-06-20	2024
03739810000000	Amador County Unified	3	Strengths include the district’s focus on intentionally building positive relationships to effectively engage ALL students and families in the 2023-24 school year and beyond, the Amador Parent Advisory Committee, School Site Councils, District English Learner Advisory Committee, the Community Advisory Committee and numerous school-level parent and community engagement activities such as Family Reading Nights, Family Math Nights, Family Movie Nights, Back to School Nights, Open House, CTE Showcases, and Quarterback Club Family/All Athletes Meet & Greet. Two School Community Outreach Workers were added this year to support building positive family relations, as well.
In order to better include our Spanish speaking families in decisions regarding their own children as well as in giving input into district-wide decisions, we provide a Bilingual Parent Liaison. Our Bilingual Parent Liaison (BPL) not only
2024-25 Local Performance Indicator Self-Reflection for Amador County Unified School District Page 10 of 21
translates for parents at SSTs, IEPs, and conferences but is the key point of contact for our Spanish speaking families. She runs our district and site-based English Learner Advisory Committees (ELACs). Our BPL translates at Local Control and Accountability Plan (LCAP) educational partner engagement meetings. Additionally, our BPL translates for parents outside of the school setting for matters that may affect their child’s education, health, and welfare. For example, our BPL sometimes attends medical appointments, translates employment documents and works with families on immigration needs.
Aeries Parent Square is the communication system we use for two-way communication, and a communications specialist was hired to increase our presence on social media platforms. The feedback we received from families was overwhelmingly positive, with the majority of families appreciating almost all communication coming via text message and email, as opposed to the phone calls generated by our previous system. Staff reported appreciation for the ease of use of Parent Square, and the automatic translation feature to support sending all messages in Spanish.	The key areas of improvement are the ongoing use of strategies to increase parent and family participation, including underrepresented families, in school-sponsored events, and helping staff to acquire more strategies for working with and having a better understanding of diverse cultures.	Some strategies we will use to increase parent and family participation, including underrepresented families, in school-sponsored events will include translation of communications in other languages, personal phone calls to families, and continued cultural proficiency training for staff to acquire more strategies and build an understanding of diverse cultures, including the Alludo MTSS module on culturally responsive teaching.	Amador County Unified School District uses diverse strategies to build partnerships with families in an effort to ensure positive student outcomes. At the elementary level, all teachers hold parent conferences for each of their students at the end of the first trimester to identify areas of strength and areas of improvement for the child’s learning. The school district also holds SST, 504, and IEP meetings for specific students; these meetings include teachers, administrators, parents and students and are focused on improving student learning outcomes. In addition, each student’s family receives a Family Handbook at the beginning of the school year which explains all of the various programs available for students and families and outlines the legal rights all students and families have.
There is an emphasis on positive family relationships in the induction program that supports new teachers, the AVID program has an emphasis on building positive family relationships and partnerships, there is a module on family engagement in the MTSS professional development all employees participated in during the minimum days this year, and we hired two School Community Outreach Workers this year to connect with and support families and help link them to community resources.	One area for improvement is to provide professional learning and support to teachers and administrators to improve a school’s capacity to partner with families, including implementing a home-visit program using the School Community Outreach Workers.	Professional learning on strategies to further engage and build partnerships with parents will be offered to school administrators and staff this year.	Amador County Unified School District has well-developed processes in place for encouraging parents and community members to provide input into decisions affecting our schools and district. Every school has a School Site Council (SSC) that looks at data, evaluates the strengths and weaknesses in their programs and develops a School Plan for Student Achievement (SPSA). As part of this plan, parents are directly involved in the decisions regarding how money is spent to support their school. Additionally, all schools have Parent Teacher Organizations and Booster clubs directly run by parents to support the school and student needs. We also provide training for parents who choose to serve on committees such as DELAC, ELAC, and SSC.
Schools with over 21 English Learners have English Learner Advisory Committees (ELACs), while the district has a District English Learner Advisory Committee (DELAC). These committees provide valuable input into how our programs can best serve the needs of our students. Parents also have the opportunity to serve on our district-wide Amador Parent Advisory Committee (APAC). This group provides direct input into how to support and strengthen our schools. Additionally, our Local Control and Accountability Plan (LCAP) is informed by parent feedback given at educational partner input meetings held virtually, as well as by surveys (electronic and paper). Parents are also given the opportunity to provide input into which qualities they find desirable when hiring new administrators for their schools.	We recognize the need for building the capacity of and supporting principals and staff to effectively engage more of our families in advisory groups and the decision-making process.	In order to increase the number of parents participating in our various groups and committees, we are looking at such things as the feasibility of providing daycare and possibly staggering meeting times for parents throughout the day as well as meeting locations. Personal phone calls will be made to parents of English learners to encourage them to attend District English Learner Advisory Committee (DELAC) meetings.	4	3	3	5	3	4	4	3	3	3	4	3	Met		2024-06-20	2024
04100410000000	Butte County Office of Education	3	BCOE's current strengths include working closely with families to provide more collaborative interaction, gathering families and staff together frequently for school events (family nights, listening sessions, festivals, parent/student meals, IEP meetings), and hiring of a parent/family liaison.  BCOE supports families through connecting them with outside community agencies when appropriate and building strong two-way communication between families and schools.	BCOE schools will focus on increasing opportunities for families to provide feedback, increasing parents' skills in supporting their young students in academic success, and increasing family attendance at all of our family nights and parent teacher conferences.	BCOE schools reach out directly to underrepresented families to ensure their voices are heard and ensure events are accessible to all. Staff monitor and personally invite underrepresented families to events.	BCOE works closely with families to ensure they feel supported and included in their student(s) education.  All IEP's are regularly scheduled and we ensure that all team members are present, either in person or by zoom.  BCOE schools have strengthened partnership through internship opportunities for students and the Teaching Artist Residency Program.	BCOE Schools want to provide more parent education nights in addition to consistently providing training for parents on how to support their child academically at home.	BCOE schools will improve engagement by ensuring interpreters are available for our bilingual families for meetings, parent events and parent conferences as needed, and by individually contacting families to reduce barriers for their participation in their student's education.	BCOE utilizes SSC, parent listening sessions, along with parent, student and staff surveys to gather input and participation from families, staff, and community. Our educational partners provide feedback on budgets, LCAP's, SPSA's, safety plans, and special education plans along with other important school plans. Our school teams are excellent at consistently communicating with our families and building the trust and personal relationships needed to be able to ask them for input.	BCOE's focus areas for improvement include increasing and expanding educational partner participation at SSC meetings and parent events to increase input and broaden the scope to include more diversity along with formalizing the process for seeking whole group parent and family input at our special education sites.	BCOE schools will continue to directly contact and provide support to reduce barriers of underrepresented families in addition to implementing culturally relevant practices.	5	5	4	4	4	4	4	5	4	4	4	3	Met		2024-06-24	2024
04100410114991	CORE Butte Charter	3	CORE Butte’s entire program is based upon the relationship with the key stakeholders in a child’s educational program. The parent/guardian, student, and teacher make up the team to help direct the student’s educational journey and program. Through regular face to face meetings with the team, the school is able to communicate directly with each family at minimum two times monthly and often times more. Included in this team are important support services including, but not limited to, special education services, title one intervention services, student support services and social work and/or mental health services. 

The school also communicates regularly via electronic communication. All electronic communication is sent via Parent Square, a program that will translate and send all communications in the native language of the family so that all families have access to important information sent by the school.

The school will continue to work to provide alternative access to training, meetings, and events through the use of online platforms such as zoom or sending pre-recorded presentations. The school can continue to work on engaging underrepresented populations by continuing to offer alternative means to accessing training, meetings, and communication with staff. The school also held a few zoom trainings and town hall meetings that were recorded to increase stakeholder engagement. 

All Board of Directors meetings and Charter Advisory Council meetings are posted far in advance and include day and time so that any stakeholders can access them who choose to contribute in this way.	The school does an excellent job of meeting the personal needs of each family through regular 1-1 meetings. The personalized learning teachers and their personal roster families have high quality relationships focused around student learning. Annual survey results show that the greater school community feels heard and valued and feel they have a voice in the governance of the school. The school offers many opportunities of varying types for the community to be involved, from 1-1 meetings, small groups discussions, Charter Advisory Council, Board of Director Meetings, family/parent trainings, town hall meetings, virtual meetings, surveys, and more.	As previously mentioned, the school’s entire model is built upon the relationship with the parent/guardian, student, teacher team. The three member team works together to make informed decisions for the child’s educational program. The focus is on the personalized program and regular meetings with the team. Each member of the team (including special support services such as special education, intervention, SEL supports and social work) is encouraged to advocate for the rights of the student and decisions are made based upon this information. This is the greatest and most authentic level of stakeholder engagement and is accessible to all families in our school community. 

Again, the major barrier may be transportation and time of day for those families unable to enter the resource center regularly. Working on ways for families to remotely access training and meetings has been beneficial for these families and is a continued area of growth for the school. 

Another barrier may be that the curriculum catalog is in constant change in order to stay up with the most recent, research based curriculum to match various learning styles. It is important for the school to continue to research, implement, and update the catalog such that all team members are able to fully access the information with tailored choices for learning that match the personal plan for each child.	As previously mentioned, the school’s entire model is built upon the relationship with the parent/guardian, student, teacher team. The three member team works together to make informed decisions for the child’s educational program. The focus is on the personalized program and regular meetings with the team. Each member of the team (including special support services such as special education, intervention, SEL supports and social work) is encouraged to advocate for the rights and needs of each student and decisions are made based upon this information. This is the greatest and most authentic level of stakeholder engagement and is accessible to all families in our school community. These high quality partnerships focus on student achievement and personal academic and social emotional needs.	The major barrier may be transportation for those families unable to enter the resource center regularly. Working on ways for families to remotely access training and meetings has been beneficial for these families and is a continued area of growth for the school.

Another barrier may be that the curriculum catalog is in constant change in order to stay up with the most recent, research based curriculum to match various learning styles. It is important for the school to continue to research, implement, and update the catalog such that all team members are able to fully access the information with tailored choices for learning that match the personal plan for each child. It is important for the school to continue to research, implement, and update the catalog such that all team members are able to fully access the information with tailored choices for learning that match the personal plan for each child.	The school will continue to reach out to underrepresented families in order to ensure high quality partnerships are in place to support student outcomes. Through the 1-1 learning model, and the high quality supportive relationships with personalized learning teachers, the school is able to ensure that each student has a personalized learning plan tailored to their academic needs as learners.	CORE Butte’s CAC (Charter Advisory Council) is composed of mostly teachers and parents. The parent vacancies are always full and the parent members are extremely active on the council. This council drives the LCAP, title one program, ELD and other school-wide decisions. This council also makes recommendations to the board of directors. The Board of Directors is composed primarily of parents as well. Thus, parents are driving the decisions the school is making. 

Administrators and staff are highly involved in decision making through specially designed communication groups that lead to CAC and the BOD. Administrators are trained to view all aspects of decisions, along with staff and parents that participate in the CAC and BOD.	One barrier to full implementation is that the school needs to continue working to increase the involvement of underrepresented groups in the school community. Though all members of the community have the ability to run for Charter Advisory Council or the Board of Directors, the school has not intentionally marketed to any one group. This year the school utilized an online ballot system that was sent mulitple times to each family's household via email. Staff continuously reminded families to vote and trained them how to access the link. The election committee regularly reminded parents and families to vote by marketing outside of the school buildings. We did not see an increase in participation in the voting process so the school will resume electronic ballots in the fall. The school is working to redraft the election process in order to reach more families in the school community.
The school offers virtual Town Hall meetings at which all attendees had the opportunity to to ask live questions and seek clarification or video communication as needed. Polls are presented live during the presentations in order to get the most real data. Town Halls were then recorded and sent out to the entire school community.	The school continues to change and amend in order to improve engagement of underrepresented families. The school now offers virtual meetings, in-person meetings, surveys, and will be moving to a more accessible board election process moving forward. Many meetings are recorded and sent out later and electronic communication can be sent in a family’s native language.	4	4	5	5	5	5	5	5	4	4	4	4	Met		2024-06-14	2024
04100410134213	Come Back Butte Charter	3	Strengths at Come Back are our monthly Come Back Connection events, weekly academic check-ins, and staff (parent liaison, transition specialist, teachers, counselor, and principal) student/family check-ins. These opportunities for connection and support help foster a strong sense of community and ensure that students are receiving the individualized attention they need to succeed. Our dedicated staff members are committed to helping each student reach their full potential both academically and personally.	Come Back will keep providing opportunities for family involvement at school. These will include invites to school site council meetings, monthly connection events, and parent conferences. In order to help shape future projects at the school, families will also have the opportunity to submit input through surveys.	Representing underrepresented students and families at Come Back is a priority. We strive to create a welcoming and inclusive environment where all students and families feel valued and supported in the educational journey. Come Back will continue to strive toward equity and diversity by actively seeking feedback from underrepresented students and families to ensure that all voices are heard and respected. Our goal is to foster a sense of belonging for every student and family, regardless of background or identity.	Strengths in this area are a prioritization of strong relationships with all students, academic and interpersonal support during and after school, and connection to community organizations and opportunities.	Come Back will focus on collecting longitudinal data on students once they have graduated.  It will help the staff make informed decisions to improve their programs and support services.	Come Back will implement targeted outreach strategies, such as hosting student/family events and providing translated materials (when needed), to better connect with underrepresented families. Additionally, Come Back will establish regular communication channels to keep families informed and involved in decision-making processes regarding student outcomes.	Come Back has demonstrated a desire to build strong collaborations with educational partners. Educational partner input is used to effectively inform decision-making processes. Additionally, Come Back is committed to incorporating educational partner input to make informed and strategic decisions that align with the needs of the students and the school.	Come Back focus areas for improvement in seeking input for decision making include increasing community engagement and collaboration with education partners. Additionally, there is a need to enhance communication strategies to ensure all voices are heard and considered in the decision-making process.	Come Back will improve the engagement of underrepresented students and families by implementing culturally responsive practices and providing targeted support services. This approach will ensure that these students and families feel valued, heard, and included in the decision-making process, ultimately leading to more meaningful and impactful outcomes for everyone involved.	5	5	5	5	5	5	5	5	4	4	4	5	Met		2024-06-24	2024
04100410430090	Hearthstone	3	Hearthstone School is committed to involving families in all aspects of their child's education.  Two-way communication between school and home is an area of strength.	Hearthstone wants to expand the number of school events to bring more parents on campus to interact, support and collaborate with staff.	Hearthstone's family liaison reaches out to underrepresented families and personally invites them to school events.	Strengths include gathering parents and staff often at school events and connecting parents to outside resources.	Hearthstone will focus on increasing opportunities for families to provide feedback and increase attendance at events.	Staff actively monitor and personally invite underrepresented families to all school events.	Parents are invited and attend all IEP meetings.  Their input is valued by the team.  Meetings are scheduled around parent work hours to ensure they are able to participate.  SSC members which include students and parents provide feedback and input into budgeting and school plans.	Hearthstone's focus is to expand student voice and input into decision making at the site.	Hearthstone works with families to provide interpreters for events and parent conferences as needed and the parent liaison makes personal contacts with families to reduce barriers to participation.	5	5	5	4	4	4	5	4	4	3	3	3	Met		2024-06-24	2024
04613820000000	Bangor Union Elementary	3	Based on the Level 1 HRS (Marzano) Parent and Student Survey in December of 2023:

(1-5 scale/ rubric)
My child’s school is a safe place. 4.38
My child’s school is an orderly place. 4.13
I am aware of the rules and procedures in place at my child’s school. 4.38
My child’s school uses social media to allow anonymous reporting of potential incidents. 2.29
My child’s school has a system that allows school leaders to communicate with me about
issues regarding school safety (for example, a school call-out system).
4.71
The leaders of my child’s school coordinate with local law enforcement agencies regarding school safety issues. 4.50
The leaders of my child’s school engage the community and me regarding school safety issues. 4.43

Analysis indicated that we have a high amount of trust with our families with respect to safety.	Based on the Level 1 HRS (Marzano) Parent and Student Survey in December of 2023:

(1-5 scale/ rubric)
The leaders of my child’s school ask for my opinion about how the school should function. 4.00 
The leaders of my child’s school have a system to save and keep track of the information they collect about my opinions. 4.20 
Reports of opinion data collected from students, parents, and the community are generated regularly. 3.63 
I understand how my opinions affect school decisions. 4.00 
My child’s school hosts an interactive website. 2.75 
I visit my child’s school’s website often. 3.25 
The leaders and teachers at my child’s school use social networking technologies (such
as Facebook) to involve students, parents, and the community. 2.63 
The leaders of my child’s school host virtual town hall meetings. 2.50
The leaders of my child’s school conduct focus group meetings with students, parents, and the community. 3.71 
The leaders of my child’s school host or speak at community/business luncheons. 2.5

Analysis relived that we need to improve on Social media and Website presence.	Bangor has an influx of Spanish only students this year that has been to the level never seen.  Despite our best efforts we could not hire translation or a bi-lingual para.  We did order translating devices, but this did not help us achieve the level of service we desire for our students.  We invested in a better one way messaging system that supported translation for parents.	The Strength of Bangor Union is the high amount of trust.  Although our parent engagement could be higher at Back to School Night and Open house.  Attendance for every child's parent teacher conference (twice a year) is 95%.	Half way though the school year, Administration started a monthly parent newsletter seeing need for providing families with information and resources to support student learning and development in the home. We will continue with this practice.  The prior practice was informational and scheduled of events only.	We will enhance our SART process and meet with families more frequently over student attendance.  This will give the school and its resources more chances to serve the underserved communities.	"Bangor UESD's Administration holds an open ended invitation to a monthly, ""coffee with the principal"".  This is an open forum for any community member to come with questions/ concerns.  We also have our School Site Council/ LCAP Committee with robust parent involvement.  In addition to these we have our local Bangor Parent Association. We send out two surveys a year to parents, staff and teachers to elicit feedback on a range of topics."	Since there is a high amount of trust, it is hard to get more parent input than we already receive.  BUESD is focusing on messaging and communications.	During our SART processes, Bangor Administration may consider giving a parent survey or simply having a feedback conversation at that time.	5	5	4	3	4	3	5	4	4	3	3	4	Met		2024-06-27	2024
04614080000000	Biggs Unified	3	The yearly school survey addresses Parent Engagement, as a school district we support and encourage parents and school staff working together to support and improve the learning, development, and health of all of our students.
Communication with parents is essential and we do this with district websites, teacher websites, monthly newsletters, email and phone calls, remind, and goggle classroom. We have an open door policy and welcome parents on campus. Biggs and Richvale elementary schools have an active Parent’s Club and Site Council. Biggs High School has an active Sports Booster Club and Site Council.
	The district will increase parent communication through local media/social media. We are focusing on parents understanding of attendance at school and parents responsibilities	We need to develop all communication tools to focus on meeting the needs of the underrepresented students. Ensue all parents feel represented in the district	We have a high percent of parents attending back to school night and parent meeting. BUSD provides multiple opportunities for parents, families and stakeholders to respond to surveys and other information gathering opportunities	We will focus on the underrepresented families to ensure they have a voice in the school. Through community involvement is stakeholders meeting like LCAP parent Advisory and LCAP listening sessions	We will continue to reach out to all parents, encourage them to have a voice at the school. BUSD will work closely with ELAC, DELAC and school site councils to gain insight on how to improve engagement in gaining input for decision making	We have a high percent of parents attending back to school night and parent meeting. BUSD provides multiple opportunities for parents, families and stakeholders to respond to surveys and other information gathering opportunities	We will focus on the underrepresented families to ensure they have a voice in the school. Through community involvement is stakeholders meeting like LCAP parent Advisory and LCAP listening sessions	We will continue to reach out to all parents, encourage them to have a voice at the school. BUSD will work closely with ELAC, DELAC and school site councils to gain insight on how to improve engagement in gaining input for decision making	4	5	4	4	4	4	4	4	4	4	4	4	Met		2024-06-26	2024
04614240000000	Chico Unified	3	Building relationships with all of our families is a major priority of Chico Unified School District. Based on needs identified on our State Dashboard, as well as local measures, we have identified specific student groups in need of additional support. Addressing these needs necessitates working with families, accessing community resources, and training staff.  District Leadership Team meetings, as well as school staff meetings, have focused on meeting the ongoing needs of students that are part of student groups needing additional support. Survey results indicate that our families feel welcome in our schools. Parent outreach has been enhanced by a communications system that allows staff members to communicate directly with parents via text message, phone, and email. Messages are translated into Spanish as necessary, and school and district websites are kept up to date to meet accessibility guidelines. Translation is provided at parent meetings and parent-teacher conferences as needed for Hmong and Spanish speakers. Additionally, families are welcomed into our school sites for a variety of family events, including festivals, open houses, student performances, and parent input meetings (School Site Council, English Learner Advisory Committees).	Based on the local data and educational partner input, parents indicated that we could be better at communicating by educating more families on how to use Aeries as well as to better educate parents on how to utilize the two-way communication tools of Parent Square. Additionally, we want to increase our communication around new intervention practices that are happening at all sites with the implementation of the MTSS framework.  Although many interventions have already been implemented prior to the MTSS framework installation, parents have indicated they are confused by the language around the MTSS Tiers and other components of the framework. These increased communcation efforts will help to bridge the gap between the happenings of school and families, and continue to build better trust and relationships.	Over the last few years, CUSD has taken steps to more meaningfully engage with the families of our Black Indigenous Peoples of Color (BIPOC) student group, our Students With Disabilities (SWD) student group, our Foster and Homeless student group, and our District English Learners Advisory Council (DELAC). These groups meet between 2-4 times a year through general community meetings as well as LCAP meetings with staff and administrators from the Educaitonal Services department. Together through the years, these groups have begun to build more meaningful relationships, and the district responses to the information gathered during these meetings have provided the input that predicated the hiring of Targeted Case Managers at each site and again to make all of those positions full-time because of the support they have from family input. They have also been the impetus for the increased focus on training staff with Implicit Bias and Bias Awareness, Trauma Informed Practices training, as well as on the use of Restorative practices that will continue with additional trainings for staff during professional development days set up for the 2024-2025 school year. Through these inititaitives, we have begun to demonstrate our commitment to ensuring that the voices and experiences of our under-represented familiy and student groups are not only heard, but acted on, and through this we have begun to build stronger relationships with our families. Additionally, through these meetings, we have recognized the need for more bilingual staff in the district so that more families are better able to communicate with our schools and the district as a whole. This remains a priority moving into the 2024-2025 school year.	Throughout the school year, CUSD has been making headway in engaging with families and addressing the needs and gaps that they have identified. As pointed out in the qualitative data from our community LCAP meetings, family surveys, and other data input activities, we recognize areas that our families have expressed can use improvement. One such example is the need to increase authentic opportunities for families to participate in school activities beyond what is traditional, i.e. back-to-school night, open houses, etc. One way we plan to do this is to explore options to provide more opportunities to provide educational activities for families to participate in that help them better engage with school on the technical side of things. Families have expressed the desire for more education on Social Emotional Learning (SEL) so that families and parents can be better versed in duplicating the SEL strategies at home that are happening at school. These increased opportunities for education for families not only increases their level of trust with schools and staff, but on a technical side, allows them to better participate in the day-to-day functioning of schools, all the while growing positive relationships. This is especially true regarding student outcomes because when students are doing well emotionally, they have increased academic success and fewer behavioral incidents at school.	Parents have indicated that they want to see an increase in math interventions at all levels. They have expressed that they are happy with the direction the district has taken with regard to the science of reading trainings for teachers at the Elementary level and the reading interventions that are taking place in the Elementary level. But they would like to see not only more math intervention, but to extend those intervention practices throughout secondary with an emphasis on high school. Furthermore, parents would like to be better educated on how to help their students with IXL work at home, and felt that there should be more widespread implementation of the use of IXL ELA and Math at all secondary levels. The district has scheduled IXL trainings for site-level teacher leaders before the new school year starts in August so that we increase our capacity to support our teachers' use of IXL and work towards educating our parents as well.	CUSD will continue to communicate all district- and site-level information in English and Spanish, and offer translations in Hmong (as needed) and explore options for communicating more directly with families at our school sites that speak languages other than Spanish and Hmong, like Farsi. We will continue to hold community engagement meetings with our under-represented family groups to continue building relationships and come to a collective understanding on the ways we can improve student outcomes. Additionally, continuing to support the strong foundations of our MTSS systems at all of our school sites will continue to create and maintain the supports and interventions on our campuses.	Throughout the year, there were various community engagement events, LCAP meetings, and school site functions.  Through these meetings, we have been fortunate to add the expertise of some of our SEL providers as well as providing additional opportunities for families to engage with school staff at school events that double as both information providing events, but also embracing the cultural backgrounds of our families. Various school sites have held resource fairs during after school events and others have been hosting multi-cultural events for families that serve the purpose of providing resources and information, as well as collecting information from families on the needs of their students in the areas of Academic, Behavior, and Social-Emotional supports at schools.	Based on family input, we recognize that we need to continue to provide authentic experiences for our families to engage with school staff to tackle deeper issues, and through dialogue, come to decisions with the input of our families as well as the community at large. Families want to explore ways in which they have more direct input into what they view as the professional development opportunities for staff to better support their students.	CUSD, as stated in the previous prompts, continues to engage with our under-represented family groups to come to a collective understanding of how we can continue to better support our families and students. We will also continue to explore ways that we can provide representation of our the rich diversity in our culture that our farmlies represent at school-hosted family and community engagement events such as the multi-cultural events and resource fairs happening on our various campuses. As we continue to strengthen our MTSS systems, we continue to support the needs of all of our students while providing critical opportunities for families and CUSD to build relationships.	4	4	4	5	4	4	4	4	4	4	4	4	Met		2024-06-26	2024
04614240110551	Nord Country	3	Nord Country School is proud of its ability to build relationships with school staff and families. The small school setting gives an advantage in that we know the families by name. We welcome volunteers and have many parents/grandparents and community members who help the school out in different ways.	In response to feedback gathered from discussions, the outreach to our Spanish speaking families is an area for improvement. Although our number of Spanish speaking families is decreasing, there will no longer be a staff member in the office next year who can speak Spanish. This may affect the relationships with our Hispanic families who do not speak English as communication could be hindered. An increased effort by administration to communicate school-wide events and activities to these parents will be made.	Several strategic actions will continue to be implemented in order to improve engagement of underrepresented families. Acknowledging the digital divide and the lack of technological expertise to access information, staff members continue to make extra efforts--through face to face conversations, phone calls, and/or texts, to ensure that communication lines are open among families that are socioeconomically disadvantaged, or are of an underrepresented culture. Secondly, parents of such families will be invited to run for office and participate in the School Site Council, PTO, or other committees so that they are intentionally included in the community/volunteer aspect of the school. Last, when needed, teachers work with bilingual staff to ensure that important communication goes home in a family's primary language.	The school and family work together to support each student.  Weekly communication goes home in most classes so parents are kept up to date on what is happening in class. Each classroom has a way to communicate with the parents. This helps parents be able to talk with their student about what is happening in class and determine if they need any help. There is time during parent teacher conferences to share where the students are performing and what supports would be beneficial. Extra resources are often sent home when needed.	The area of focus continues to be how we can get more families to come to the parent education nights. Parent education nights will be scheduled again for next year with a few different topics available. By having a choice of topic, we are hoping more parents will take advantage of the information. We will also provide child care and offer dinner to help support attendance.	As a result of the self-reflection process in relation to Building Partnerships for Student Outcomes, there is a plan in place to improve engagement of underrepresented families. First, a strategic effort will be made to inspire parents to participate in leadership roles so that underrepresented parent groups will have a voice at the Parent Teacher Organization as well as the School Site Council. Next, steps are being taken to ensure that all parents are well connected to the school. Support will be given to ensure parents can connect to the school through the communication apps, and, when needed, translation will be provided for school communication. When phone calls are necessary, office administrative staff will ensure that outreach occurs.	The parent teacher organization, Board of Directors, and School Site Council have standing meetings. Each group has a process for participation and seeking input. LCAP goals as well as qualitative and quantitative data are shared at different points in the year, including student, family, and staff feedback surveys. Participants have opportunities to give feedback, ask questions, and clarify any items during these meetings.	The focus area for improvement in seeking input for decision making is to increase the participation at PTO and School Site Council meetings. With improved attendance, more stakeholders will receive the information allowing for an increase in feedback surrounding goals and actions.	We will improve engagement of our underrepresented families by using more personally targeted communication with them. It is important to hear from all parents and by giving a more personal invitation we hope to increase their comfort in providing feedback.	5	5	5	4	5	4	5	4	4	4	4	3	Met		2024-06-26	2024
04614240118042	Forest Ranch Charter	3	FRCS works hard to make sure all families and students are heard and have the resources they need to
support learning at home and at school. A few ways this is done is by providing regular parent meetings
and access to educational materials, teacher tutoring sessions, parent ed. opportunities, training in
parent/student rights and support with needed advocacy and extensive training for faculty and staff in how
to better support our diverse family needs.	FRCS will increase frequency of positive, family centered communications by all staff to all families (regardless of
classroom placement) during the 24/25 school year, monitoring progress with administrator observation, survey
data, self monitoring at staff meetings. Data towards progress will be reported regularly to the FRCS board.
	FRCS will increase outreach to parents (particularly individually reaching out to underrepresented groups)
to increase parent participation in parent groups/meetings and educational opportunities as well as
increase training to staff in family centered practices, diverse family needs and equity.	FRCS works hard to meet individual family and student needs, particularly those who are struggling, by
providing a wide range of customized services to families in need, extensive training for faculty and support
staff in family centered practices and frequent communications and 1/1 connections. A great deal of
progress was made in this area including greater use of social media platforms, more frequent/varied
communication and more effective emergency and educational communications to families. Progress was
regularly reported to the FRCS Board and stakeholders.	A focus area for improvement last year was the timing, frequency and mode of group communication. A great deal of progress was made in this area including greater use of social media platforms, more frequent/varied
communication and more effective emergency and educational communications to families. Progress was regularly reported to the FRCS Board and stakeholders. One area noted for continued improvement was providing multiple, early communication about all school events to allow families more time to plan. While some progress was made, due to a change in office staff and other emergency related challenges we did not make as much progress as hoped. We also increased the engagement of underrepresented families by more frequent, 1-1 communications as well as greater representation on our School Board, committees and in their native language when applicable. We will continue with these practices in the 24-25 school year and track progress.
Another focus area to strengthen educational partnerships has been written as an action item in our LCAP
(after being discussed with multiple families and staff members). FRCS will increase opportunities for discussion and interaction of families and staff by providing monthly education/discussion,
support and connection type opportunities to parents/guardians of students on various developmental stages and topics as well as one on one or small group support in PBIS and individualized needs.
	We also increased the engagement of underrepresented families by more frequent, 1-1 communications as
well as greater representation on our School Board, committees and in their native language when
applicable. We will provide additional training to all staff regarding research based practices that are
effective in engaging underrepresented groups as well as continuing practices listed above in the 24-25
school year and track progress	Typically, this is an area of strength for FRCS as we were started by families and community members.
Parents are involved in most decision making and aspects of school operations. Parents and students also
have well developed channels of communication when they have a need or to express concerns. As a
result, survey data consistently shows that families feel their input is valued and that they have frequent
opportunities to participate. However, during the Covid pandemic a great deal of time was spent on basic
needs and emergency communications rather than integrating new families into the campus community
and showing them typical procedures. We have made much progress in this area but are still not back to
our pre pandemic levels of family involvement in important decisions made for the community. New
relationships are being created and we are working toward full implementation of prior practices and
procedures that supported this.	We will continue to focus on providing multifaceted ways to gather stakeholder information and making
sure all stakeholders have access and are informed of these options. Additionally, senior faculty/staff will
work to mentor newer staff in best practices involving and supporting meaningful stakeholder engagement.	Having a range of parent board members from traditionally underrepresented groups on our board brought
a varied perspective to board discussion. We continue to have a strong, diverse board that brings a range
of perspectives while making important school decisions. We will continue to reach out individually to
underrepresented families to seek their input and perspective before making important decisions.	4	4	4	4	4	3	4	4	4	3	4	4	Met		2024-06-25	2024
04614240120394	Inspire School of Arts and Sciences	3	The school leadership has employed multiple strategies to keep all stakeholders informed with a wide range of platforms for communication and engagement. Stakeholders are informed of events, clubs, safety plans, and changes to the school programs. Families are encouraged to get involved on and off campus through fundraising and events. Student showcases are a way for parents/guardians to see what students have been learning. Inspire uses multiple online platforms to keep parents informed and updated, including a weekly newsletter, social media, and updates on ParentSquare.	With 50.55% of our students meeting or exceeding the standards for Mathematics on state test scores, Inspire effectively supports students in progressing toward mastery of math content. However, we continue to see disparities for economically disadvantaged students. In 2022-23, this student group met or achieved the standards at a 12.3% lower rate than their peers. We know that engaging parents of socioeconomically disadvantaged students is vital for helping these young people feel supported at home and at school in meeting their learning goals in math.	Based on our analysis of educational partner input and local data, we will:
-Continue to engage math tutors for one-on-one and small-group sessions for students needing help in math
-Provide opportunities for parents to request tutoring support for their students	Parents are regularly asked for feedback and back to school nights and information sessions are held for parents to get more involved. To refer a student to the MTSS process, the teacher must show that they have contacted parents first. Parents also have the option to opt-in to a weekly progress report email that comes straight from their student information system. Staff feedback indicated that since they are a small school, they know most of their parents and have a good working relationship with them.	Since returning in person from pandemic shutdowns, Inspire students have been chronically absent at a rate higher than state levels. In 2022-23, our students were chronically absent 31.3% of the time, with students with disabilities absent nearly 14% more than their peers. We have since put in place an attendance liaison and worked to improve the ways we communicate with parents about the importance of consistent attendance. We are hopeful this will create a culture of regular attendance and reduce absence rates, especially for our most vulnerable students.	Inspire plans to improve our engagement of families of chronically absent students (especially families of students with disabilities) by:
-Communicating clear expectations for attendance for all families, including the supports they can access for students experiencing barriers to getting to school
-Putting in place an attendance liaison tasked with making direct connections with families of students experiencing barriers to getting to school
-Direct recruitment to parents/guardians of students with disabilities to serve on Inspire's Education Partner Council	Inspire regularly seeks parent input in the decisions that affect families the most. We consistently utilize surveys to gather data, and we hold meetings via Zoom to communicate key information and to elicit feedback regarding parent concerns. In the last three years, we also implemented an Education Partner Council, engaging parents, students, and staff in analyzing our student outcomes, identifying key strengths and weaknesses, and developing solutions to school challenges.	While Inspire is proud of our work in providing open, transparent discussions of our student outcome data, as well as our school goals with parents as key partners in decision-making, we have more work to do to include parents and guardians from underrepresented groups in our Education Partner Council. This is particularly true for parents of students with disabilities and parents of students from socioeconomically disadvantaged backgrounds, as these groups have disparate rates of attendance and achievement in math.	Based on the analysis of educational partner input and local data, Inspire plans to:
-Specifically recruit parents and guardians from underrepresented groups to serve on our Education Partner Council
-Hold a separate affinity group to elicit feedback from parents of students with disabilities	4	4	4	4	4	4	4	4	4	4	4	3	Met		2024-06-10	2024
04614240121475	Sherwood Montessori	3	"Sherwood has high satisfaction ratings from the community survey for “Curriculum, in terms of Montessori Authenticity”, “Teachers at Sherwood”, and ""School Climate in Terms of Respectfulness and Inclusivity"". Sherwood has a bilingual/biliterate Office Manager available for Spanish speaking families and students."	We need to bring back structure of SMPO and get more parents involved. The office staff has been taking on more and more as parents became less involved. A group of enthusiastic parents has been identified to lead the SMPO next year.	We have our survey, but it is anonymous so we can't be sure who is filling it. Teachers are often the primary source of communication, so regular meetings between the school Director and teachers have been a good vehicle to get that feedback to administration. The school Director is now holding monthly Coffee with the Director, a practice started before the pandemic, and parents are starting to attend.	77% of respondents agree or strongly agree that they are satisfied with the opportunity to make an impact in academic outcomes for my student/s.	While 77% shows a strong majority, this is down 4% from previous year's data. We are focusing on getting more parents involved through the parent ogranization, the SMPO.	Input indicates that having a bilingual Office Manager is greatly appreciated and reaching out in the primary language of Spanish will continue and expand.	The school uses a variety of ways, including surveys, input at conferences and meetings, and at informal coffee discussions.	Strengthening the SMPO presence on campus is a focus area for the school that will give more opportunity for educational partners to give input to school personnel.	Underrepresented families are given access and do utilize the current structures in place. Families who we do not hear from can be actively reached out to by school personnel.	4	5	4	5	5	4	5	5	4	4	5	4	Met		2024-06-19	2024
04614240123810	Wildflower Open Classroom	3	"Wildflower Open Classroom holds two Town Hall meetings each school year. The purpose of the Town Hall Meetings is to report out on goals and progress, seek stakeholder input and to build partnerships with the school community. Each fall and spring our school administers parent, student and staff surveys. Specific questions target building relationships, student outcomes and seeking input on the school’s decision-making processes. The results of the surveys are collected and reported to the Board of Directors at a regularly scheduled board meeting. The survey results are presented to the school community at a Town Hall Meeting. The results of the survey are utilized in the following ways:
•	To create annual Board of Director and School Director goals and initiatives
•	To create community and parent goals via our parent group, Wildflower Community Council
•	To create goals on the school’s Local Control Accountability Plan
•	To create goals for instructional and support staff All goals are presented at the school’s fall Town Hall Meeting. Progress is reported at the winter Town Hall Meeting and a final report on progress is reported at the spring Town Hall Meeting. 
"	"Wildflower Open Classroom holds two Town Hall meetings each school year. The purpose of the Town Hall Meetings is to report out on goals and progress, seek stakeholder input and to build partnerships with the school community. Each fall and spring our school administers parent, student and staff surveys. Specific questions target building relationships, student outcomes and seeking input on the school’s decision-making processes. The results of the surveys are collected and reported to the Board of Directors at a regularly scheduled board meeting. The survey results are presented to the school community at a Town Hall Meeting. The results of the survey are utilized in the following ways:
•	To create annual Board of Director and School Director goals and initiatives
•	To create community and parent goals via our parent group, Wildflower Community Council
•	To create goals on the school’s Local Control Accountability Plan
•	To create goals for instructional and support staff All goals are presented at the school’s fall Town Hall Meeting. Progress is reported at the winter Town Hall Meeting and a final report on progress is reported at the spring Town Hall Meeting. 
"	"Wildflower Open Classroom holds two Town Hall meetings each school year. The purpose of the Town Hall Meetings is to report out on goals and progress, seek stakeholder input and to build partnerships with the school community. Each fall and spring our school administers parent, student and staff surveys. Specific questions target building relationships, student outcomes and seeking input on the school’s decision-making processes. The results of the surveys are collected and reported to the Board of Directors at a regularly scheduled board meeting. The survey results are presented to the school community at a Town Hall Meeting. The results of the survey are utilized in the following ways:
•	To create annual Board of Director and School Director goals and initiatives
•	To create community and parent goals via our parent group, Wildflower Community Council
•	To create goals on the school’s Local Control Accountability Plan
•	To create goals for instructional and support staff All goals are presented at the school’s fall Town Hall Meeting. Progress is reported at the winter Town Hall Meeting and a final report on progress is reported at the spring Town Hall Meeting. 
"	"Wildflower Open Classroom holds two Town Hall meetings each school year. The purpose of the Town Hall Meetings is to report out on goals and progress, seek stakeholder input and to build partnerships with the school community. Each fall and spring our school administers parent, student and staff surveys. Specific questions target building relationships, student outcomes and seeking input on the school’s decision-making processes. The results of the surveys are collected and reported to the Board of Directors at a regularly scheduled board meeting. The survey results are presented to the school community at a Town Hall Meeting. The results of the survey are utilized in the following ways:
•	To create annual Board of Director and School Director goals and initiatives
•	To create community and parent goals via our parent group, Wildflower Community Council
•	To create goals on the school’s Local Control Accountability Plan
•	To create goals for instructional and support staff All goals are presented at the school’s fall Town Hall Meeting. Progress is reported at the winter Town Hall Meeting and a final report on progress is reported at the spring Town Hall Meeting. 
"	"Wildflower Open Classroom holds two Town Hall meetings each school year. The purpose of the Town Hall Meetings is to report out on goals and progress, seek stakeholder input and to build partnerships with the school community. Each fall and spring our school administers parent, student and staff surveys. Specific questions target building relationships, student outcomes and seeking input on the school’s decision-making processes. The results of the surveys are collected and reported to the Board of Directors at a regularly scheduled board meeting. The survey results are presented to the school community at a Town Hall Meeting. The results of the survey are utilized in the following ways:
•	To create annual Board of Director and School Director goals and initiatives
•	To create community and parent goals via our parent group, Wildflower Community Council
•	To create goals on the school’s Local Control Accountability Plan
•	To create goals for instructional and support staff All goals are presented at the school’s fall Town Hall Meeting. Progress is reported at the winter Town Hall Meeting and a final report on progress is reported at the spring Town Hall Meeting. 
"	"Wildflower Open Classroom holds two Town Hall meetings each school year. The purpose of the Town Hall Meetings is to report out on goals and progress, seek stakeholder input and to build partnerships with the school community. Each fall and spring our school administers parent, student and staff surveys. Specific questions target building relationships, student outcomes and seeking input on the school’s decision-making processes. The results of the surveys are collected and reported to the Board of Directors at a regularly scheduled board meeting. The survey results are presented to the school community at a Town Hall Meeting. The results of the survey are utilized in the following ways:
•	To create annual Board of Director and School Director goals and initiatives
•	To create community and parent goals via our parent group, Wildflower Community Council
•	To create goals on the school’s Local Control Accountability Plan
•	To create goals for instructional and support staff All goals are presented at the school’s fall Town Hall Meeting. Progress is reported at the winter Town Hall Meeting and a final report on progress is reported at the spring Town Hall Meeting. 
"	"Wildflower Open Classroom holds two Town Hall meetings each school year. The purpose of the Town Hall Meetings is to report out on goals and progress, seek stakeholder input and to build partnerships with the school community. Each fall and spring our school administers parent, student and staff surveys. Specific questions target building relationships, student outcomes and seeking input on the school’s decision-making processes. The results of the surveys are collected and reported to the Board of Directors at a regularly scheduled board meeting. The survey results are presented to the school community at a Town Hall Meeting. The results of the survey are utilized in the following ways:
•	To create annual Board of Director and School Director goals and initiatives
•	To create community and parent goals via our parent group, Wildflower Community Council
•	To create goals on the school’s Local Control Accountability Plan
•	To create goals for instructional and support staff All goals are presented at the school’s fall Town Hall Meeting. Progress is reported at the winter Town Hall Meeting and a final report on progress is reported at the spring Town Hall Meeting. 
"	"Wildflower Open Classroom holds two Town Hall meetings each school year. The purpose of the Town Hall Meetings is to report out on goals and progress, seek stakeholder input and to build partnerships with the school community. Each fall and spring our school administers parent, student and staff surveys. Specific questions target building relationships, student outcomes and seeking input on the school’s decision-making processes. The results of the surveys are collected and reported to the Board of Directors at a regularly scheduled board meeting. The survey results are presented to the school community at a Town Hall Meeting. The results of the survey are utilized in the following ways:
•	To create annual Board of Director and School Director goals and initiatives
•	To create community and parent goals via our parent group, Wildflower Community Council
•	To create goals on the school’s Local Control Accountability Plan
•	To create goals for instructional and support staff All goals are presented at the school’s fall Town Hall Meeting. Progress is reported at the winter Town Hall Meeting and a final report on progress is reported at the spring Town Hall Meeting. 
"	"Wildflower Open Classroom holds two Town Hall meetings each school year. The purpose of the Town Hall Meetings is to report out on goals and progress, seek stakeholder input and to build partnerships with the school community. Each fall and spring our school administers parent, student and staff surveys. Specific questions target building relationships, student outcomes and seeking input on the school’s decision-making processes. The results of the surveys are collected and reported to the Board of Directors at a regularly scheduled board meeting. The survey results are presented to the school community at a Town Hall Meeting. The results of the survey are utilized in the following ways:
•	To create annual Board of Director and School Director goals and initiatives
•	To create community and parent goals via our parent group, Wildflower Community Council
•	To create goals on the school’s Local Control Accountability Plan
•	To create goals for instructional and support staff All goals are presented at the school’s fall Town Hall Meeting. Progress is reported at the winter Town Hall Meeting and a final report on progress is reported at the spring Town Hall Meeting. 
"	5	5	5	4	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
04614240137828	Pivot Charter School North Valley II	3	Building relationships is at the core of Pivot Charter School. Our goal at Pivot is to use these relationships to transform student’s experience in education. Training for Pivot staff centers on building consensus and culture around the belief that developing meaningful relationships with students and their entire support team is the most impactful action an educator can take. Pivot also focuses on helping our educators to continually develop tools to support in fostering these relationships. Teachers communicate weekly with parents and meet each month with the parents and students.  Feedback from parents and guardians consistently highlights the strong relationships that staff are able to build with their students and families. These relationships are built with constant and honest communication, as well as trust, respect, and flexibility in how education is delivered to the students.	Pivot Charter School is working on getting more communications and documents translated into languages other than English. Many Spanish-speaking families are assigned a Spanish-speaking Educational Coordinator but not all are, so it’s important that communication is always provided in the primary language as quickly as possible, whether it be in written or verbal form. Additionally, several staff development sessions have focused on themes of diversity, equity, and inclusion (DEI). A focus area has been increasing awareness of diverse backgrounds and identities, with the aim of improving the cultural inclusivity of relationships between families and school staff.  Additionally, Pivot is creating a Community Liaison position to support in connecting families to local resources and better understand their needs.	Recently Pivot Charter School designated specialized Educational Coordinators for underrepresented families. Many students who were identified as homeless or foster youth, along with students who were identified as English Learners, were assigned an Educational Coordinator that has knowledge and skills that could most benefit these groups. Pivot will continue to build off of these positions so that families of these underrepresented students can build a stronger relationship on understanding and trust. Pivot has launched a new program called Pivot P.R.I.D.E. that is focused on building culture and community for all students. This includes a monthly inclusive “caregiver” newsletter that provides a school-to-community connection surrounding Pivot’s core values and actionable steps that caregivers can take to support their students outside of school. These outreach efforts include various resources and Spanish translation.	This year, Pivot has worked to expand communication and collaboration between entire student teams. These teams may include combinations of the following: the student, parents or guardians, other family members that support the student, general education teachers, an administrator, special education teachers, school counselors, education advocates, and/or social workers. Pivot knows that when all educational partners are on the same page and working as a team to support the student, outcomes improve. Through group texts, emails, and meetings Pivot teachers and staff communicate regularly to student teams about progress and areas of need  to support improved student outcomes. Expectations related to the independent study program are communicated to student’s teams prior to enrollment, during enrollment, and after enrollment. Student teams meet at minimum once per month to discuss the student’s progress. Educational Coordinators (general education teachers) meet with students weekly, at minimum, to discuss the student’s progress. In addition to regular meetings, focused SST (Student Support Team) meetings are often scheduled with students identified through Pivot’s Multi-Tiered System of Support (MTSS) process. These additional meetings bring together the student’s team to help support the student who may be struggling in Pivot’s independent study program.	In the past school year, the LEA developed a staff training focused specifically on the philosophies related to the connection between partnerships and student outcomes. This effort will be continued through the development of instructional materials and shared resources around the best practices in this area. Administrators will continue to take an active role in supporting teachers during the Student Support Team process. Furthermore, systems will be put in place to facilitate teacher self-assessment, shared goal setting, observations and feedback between administrators and teachers. The LEA will also continue to improve communication and outreach efforts in order to increase the level of partner engagement.	The LEA will improve engagement of underrepresented families in partnerships by expanding the members of a student’s team to include their English Language Development teacher and Community Liaison, where applicable. The LEA will also continue to expand the connection of multilingual Educational Coordinators to families that can benefit from a teacher who speaks their home language. Parent/Guardian support will also be expanded in an ongoing skills program in multiple languages.

Pivot Charter School will also seek ways to improve how families can be provided with information and resources to support student learning and development in the home. Especially in an independent study program, it is essential that families thoroughly know how they can support their students. Communication is often directed toward the student first, and parents or guardians second, but addressing it as a team approach earlier upon enrollment at the school can make students feel vastly more supported in their education.	Pivot works to engage families and student’s teams primarily through the regular communication by Educational Coordinators (general education teachers), which typically includes all members of a student’s team on a weekly and sometimes daily basis. Pivot also communicates through ParentSquare, a schoolwide communication system that uses email, phone and text.  To keep students and families/guardians aware of school events, policies, and to ask for their feedback through surveys.  Parents also have the ability to attend every Governing Board meeting from the comfort of their own home through the online live feed of every Board meeting. Or, if they are unable to access the technology to do so, they may attend at the school site where staff will facilitate the streaming of the Governing Board meeting and allow for anyone to participate. However, regardless of the multiple ways Pivot provides for families and partners to engage with the decision making, very few engage. We have low survey response rates and minimal participation in Governing Board meetings. 
Families attend their students meeting with teachers so we continue to rely on these meetings for primary feedback and communication. Next year, Pivot will expand monthly Homerooms by creating a meeting for caregivers, in which we will seek their input on the program and provide training on ways to support students in independent study.	The LEA has struggled to engage students, families, and/or guardians in input for decision making, due to low engagement at the many events planned for their participation, including Governing Board meetings. The LEA needs to focus on local communication from teachers when disseminating surveys rather than school wide technology to elicit greater participation.	The LEA will improve by sending out more regular surveys for feedback, instead of feedback being limited to the end of the year. The LEA also plans to create monthly sessions for parents, guardians, or other team members to attend continued training for supporting their students and to provide input on program needs.	5	5	4	4	4	3	4	4	3	3	3	3	Met		2024-06-20	2024
04614240141085	Achieve Charter School of Chico	3	Achieve has a number of systems in place to build relationships with families to improve student success, including Personalized Learning Plan development and review meetings with the parents, students, and teachers 3 times a year, weekly classroom communication, parent volunteer opportunities, and parent leadership roles. Parents participate in our Parent Advisory Council and have designated positions on our board of directors. Achieve hosts at least 3 school-wide evening family events and invites families to participate in school events.

In an effort to build relationships with our Spanish-speaking community, we are holding monthly parent meetings in Spanish, have hired a translator/interpreter, and have appointed two bilingual parents to the board of directors.	Achieve is committed to building and maintaining a sense of community and belonging among all students, staff, and families across ethnicities, political ideations, races, economic levels, abilities, etc. Action steps and practices to this end are ever-evolving to meet the needs of our unique community. We are committed to continually exploring and identifying areas of focus and improvement.	In 24-25, Achieve will participate in the CDE and CCEE’s Community Engagement Initiative to continue to improve the engagement of underrepresented families. Our team of educators, parents, and community members will work with other teams across the state to identify how to engage our community partners and create and implement an action plan. We will also continue holding parent meetings in Spanish and hire bilingual staff.	Improving student outcomes is embedded in our systems for building partnerships with families. Families assist in setting trimester academic and social/emotional goals for students and participate in data analysis, progress monitoring and help determine interventions, accommodations, or supports needed for students to achieve goals. Over the last 6 years, we have had significant student turnover and welcomed many new students as a result of families moving out of the area after the Paradise Camp Fire. In past years, relationships have been strong and long-lasting at Achieve. The past few years have required staff to dedicate significantly more time than in the past to developing relationships with new families, building trust, and getting families bought into our personalized learning plan process. We are seeing growth in the overall participation of families.	This year, Achieve Charter School has a focus on increasing community and family partnerships to support academic and career exploration and create connections in the community for our students through meaningful, inclusive service projects.	Over the next two years, our team of educators, parents, and community members will work with other teams across the state to identify how to engage our community partners and create and implement an action plan for improved student outcomes. We are also holding parent meetings in Spanish and have hired bilingual staff.	Achieve has a 100% participation rate, with parents engaging in the personalized learning plan process 3 times a year to review data and set goals. Achieve also has monthly Parent Advisory Committee meetings in English and Spanish to provide parents and educational partners the opportunity to give feedback, provide input, and make decisions on programs and policies. Achieve’s Board of Directors holds monthly meetings open to the public and ensures members from the community and parents serve as board members. The Achieve Board encourages parents and communit members to attend these meetings and provide input and public comment. In addition, our Board Members rotate attending monthly parent meetings.

Last year, we worked with families to develop Achieve Familias Hispanas. This group of Spanish-speaking parents from our Paradise and Chico campuses regularly meets with school leadership to build community, provide feedback on programs, and bring cultural awareness and appreciation to school events. We became members of the North State Hispanic Chamber and distributed enrollment information in Spanish at the NSHC’s community events. The Achieve Familias Hispanas hosted a booth at the Cesar Chavez celebration event to promote enrollment within the Hispanic community. 

This initiative has led to an increase in Hispanic parent participation and leadership and an increase in the internal benchmark data of our Hispanic students. Based on conversations with parents, we believe more Hispanic families in the community entered our lottery this year (we do not track ethnicity on our lottery forms).	Achieve’s focus for improving seeking input for decision-making is to ensure our Parent Advisory Councils and Board of Directors are made up of community members and parents with different backgrounds, cultures, ideas, and experiences.	Achieve is personally reaching out to families and community members representing different backgrounds, cultures, ideas, and experiences to participate in our Parent Advisory Councils and Board of Directors meetings and to serve on our Community Engagement Initiative Committee. We expect our work with the Community Engagement Initiative will support the increased engagement of underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
04614246113773	Chico Country Day	3	Chico Country Day School builds relationships between school staff and families in a variety of ways. A comprehensive process for engaging all educational partners. Parents are involved through strategic planning focus groups, vision, mission, and values surveys, monthly parent advisory meetings, school calendar surveys, parent learning surveys, teacher newsletters, and weekly Thursday e-fliers. Students participate via the CalHope Survey, student podcasts, A Taste of CCDS Nutrition Program, the Student Ambassador Program, the Gay Straight Alliance Club, and a student leadership class. Teachers contribute through the CalHope Survey, strategic planning focus groups, vision, mission, and values surveys, learner profile surveys, guiding coalitions, vertical teams, calendar input, Questions to Start the Year Survey, finance committees, and exhibition days. Other school personnel (classified staff) are engaged through the CalHope Survey, strategic planning focus groups, vision, mission, and values surveys, monthly parent advisory meetings, and school calendar surveys. The broader community is included through the LCAP Goals Survey, strategic planning focus groups, vision, mission, and values surveys, monthly parent advisory meetings, and school calendar surveys. This thorough engagement process ensures that parents, students, teachers, classified staff, and the community have ample opportunities to provide input and stay informed about the school’s initiatives and decisions.



Additionally, our Parent Advisory Council has meetings each month, reaching out to our community to join and be involved.  The Parent Advisory Council (PAC) key features and goals are aligned with the best practices for effective parent engagement. By being inclusive, collaborative, supportive, community-oriented, and transparent, the PAC will play a vital role in supporting the success of all students at Chico Country Day.
	One of Chico Country Day School’s focus areas for improvement in building relationships between school staff and families is attendance.  With absenteeism rates increased in all student groups it is evident that attendance is an area for improvement.  Attendance campaigns take place monthly and information is shared with families about the importance of attendance and student engagement. School staff meets with families and students conducting empathy interviews to build relationships and find out how to support families that are struggling with absenteeism. 
 Family education nights are offered quarterly which provide staff and families the opportunity to connect with child experts and each other to learn about ways to support our students physically, mentally, academically, and socially. 
The hiring of a full-time social worker has allowed us to provide resources and services to our foster and homeless families.  
	Chico Country Day School plans to meet the needs of English Learners (ELs), foster youth, and homeless students through a series of targeted actions. The school will employ a dedicated School Social Worker to support foster and homeless students, helping them integrate and develop a sense of belonging within the school community. The implementation of Restorative Practices aims to reduce absenteeism and improve attendance by fostering positive relationships and a supportive environment. Additionally, an Attendance Review Team, consisting of site administrators, attendance clerks, and the school nurse, will monitor attendance data to identify and address barriers to consistent attendance. These measures are designed to provide tailored support, ensuring that these vulnerable student groups receive the necessary resources and attention to thrive academically and socially.

To meet this goal CCDS aims to: 
Professional Development for SEL: Provide ongoing professional development for teachers and staff focused on implementing SEL practices and restorative justice approaches.
RULER Framework Implementation: Implement the RULER framework in TK-8th grade to enhance emotional intelligence and SEL competencies among students.
Community and Family Engagement: Increase family and community engagement in school activities by organizing workshops, meetings, and events that promote inclusivity and connection.
Restorative Practices: Enhance restorative practices within the school to improve conflict resolution and build a stronger, more inclusive school community.
These actions are aimed at fostering a supportive and inclusive school environment where students can thrive both academically and emotionally.
	CCDS’s current strengths in the area of building partnerships for student outcomes lie in supporting teachers and school leaders to improve the school’s capacity to partner with families. To be strong in this area, staff participate in training and implementation of strong school systems in all areas. The CCDS staff participates in training such as:


North State Writing Project 
Cognitively Guided Instruction in Math 
RULER, SEL training 
Restorative Practices 
Chico State Math Training 
AI Course for Educators 
Science of Reading 
Attend Conferences at BCOE
Implementing school behavior systems 


Through these actions, the staff at CCDS implements and is part of school-wide systems that support positive student outcomes. School leaders are always in a cycle of inquiry by looking at data and making data-driven decisions. 


	One focus area for improvement at Chico Country Day School is student outcomes in the area of mathematics.  Utilizing some of the RTI resources to focus on math intervention, and exploring more push-in support during math instruction are some strategies for improvement. We also have two math coaches and 5 days of Math PD to implement Cognitively Guided Instruction in Math. Teachers also meet in grade-level teams and use a student work analysis protocol to guide their instruction. Teachers have also read the book, “Building Thinking Classroom in Mathematics” by Peter Liljedahl and engaged in conversations about ways they can enhance their math instructions.	The goals outlined in the 2024-25 Local Control and Accountability Plan (LCAP) for Chico Country Day School demonstrate a comprehensive strategy to improve educational outcomes.  CCDS continues to look at data on how to improve engagement with underrepresented families. As mentioned before, CCDS promotes meaningful interactions and partnerships between educators and the school-wide community. Parents and Guardians are provided with regular updates on the actions of the School Board meeting via website postings and weekly school eflier. Parents and Guardians have regular opportunities to share input/feedback through surveys, conferences, parent advisory committees, meet and greets with school leadership, and open school board meetings. 
	Chico Country Day School utilizes many different strategies to seek input for decision-making.  Calhope surveys, Google Forms, Open office hours, informal communication, and several different committees, all offer many different stakeholders the opportunity to contribute to decision-making. The school responds by implementing suggestions. The CCDS staff meets once weekly on to participate in collaboration and/or professional development. Once a month CCDS education partners are invited to participate in open school board meetings. Educational partners are encouraged to provide input and feedback and help to increase student outcomes regularly via in-person meetings and/or electronic surveys. The CCDS student's leadership offers input throughout the year and is very important to the educational partnership. Students lead the school-wide moring flag salute and deliver school updates, important dates, and celebrations. Students also participate in the interview process for new teachers. 
	Chico Country Day School continues to offer many opportunities throughout the year to collect partner input. An area of improvement would be a whole school analysis survey on the implementation of the LCAP goals and actions. It would behoove CCDS to take a pulse from the whole school at large. Pulse surveys will go out periodically to collect data on the implementation of the LCAP goals and actions.	Underrepresented families will be sought after for input by personal phone calls and/or personal invitations to participate along with emails, reminder notices, paper notices, school website, and weekly phone calls. 
CCDS has identified several strategies to improve the engagement of underrepresented families in the decision-making process. Here’s a brief description of how the LEA will address this:
Strategies for Improvement
Enhanced Communication Channels
Multilingual Communication: Implementing multilingual communication strategies to ensure all families receive information in their preferred language.
Accessible Formats: Providing information in various formats (e.g., print, digital, video) to accommodate different preferences and needs.
Targeted Outreach Programs
Community Liaisons: Employing community liaisons who can build relationships with underrepresented families, understand their concerns, and facilitate their involvement in school activities and decision-making.
Home Visits and Local Meetings: Conduct home visits and local community meetings to engage families who may find it difficult to attend school-based events.
Cultural Competency Training
Parental Involvement: Encouraging parents from underrepresented groups to participate in training sessions to build a shared understanding and trust.
Flexible Meeting Times and Formats
Varied Schedules: Scheduling meetings at different times of the day, including evenings and weekends, to accommodate working families.
Virtual Meetings: Utilizing virtual meeting platforms to provide more flexible options for participation.
Feedback Mechanisms
Regular Surveys: Conduct regular surveys and feedback sessions to gather input from all families, with a focus on those underrepresented.
Feedback Integration: Ensuring that the feedback collected is integrated into the decision-making process and that families are informed about how their input has influenced school policies and practices.
By implementing these strategies, CCDS aims to create a more inclusive environment where all families feel valued and have a voice in the decision-making process. This approach not only supports the academic and social success of students but also strengthens the overall school community.
	5	4	4	5	5	4	5	5	5	5	5	5	Met		2024-06-14	2024
04614246119523	Blue Oak Charter	3	In 2024, Blue Oak received a planning grant and began working toward becoming a California Community School. Through this, Blue Oak was able to connect directly with 73% of parents/guardians. This input is helping us build additional connections and understand the needs and values of our community. Blue Oak intends to continue implementing the Community School Pillars. An advisory body, which includes community, parent, student, and staff representatives, has been established.	Through the Community School structure, Blue Oak will establish improved in-person availability for staff and students. Prior to the COVID lockdowns, Blue Oak had strong connections between families and staff. The connections are still there but have weakened. Plans include increased community nights, which were successful in 2023-24, and other activities and communications to connect school staff and families.	Blue Oak has emphasized contacting and connecting with underrepresented families; Specific attention is paid to reaching out personally to communicate with them.  Gatherings with the director will include specific invitations to focus on the needs of the underrepresented.  Schoolwide festivals will include diverse representations of our community.	In 2024, Blue Oak received a planning grant and began working toward becoming a California Community School. Through this, Blue Oak began to connect with community partners such as Boys and Girls Clubs, food bank sources, and homeless and domestic violence support. This input is helping us build additional connections and understand our community's needs and values. Blue Oak intends to continue implementing the Community School Pillars. An advisory body, which includes community, parent, student, and staff representatives, has been established.	Blue Oak will continue to reach out and develop connections to support families' basic needs and educational and support goals.	Blue Oak has emphasized contacting and connecting with underrepresented families,  Specific attention is paid to reaching out personally to communicate with them.  Gatherings with the director will include specific invitations to focus on the needs of the underrepresented.  Schoolwide festivals will include diverse representations of our community.	Blue Oak has various committees open to parents. These include the Parent Council, Finance Committee, Facilities Committee, and Community School Advisory. The Charter Council has three parent positions that engage parents at the highest decision-making level.	It has been difficult to get parents to commit to the level of commitment required to sit on the available committees. This year, for the LCAP, both surveys and a walk-through presentation of goals were used to give diverse options. Families were called to invite them, and notices were placed in the newsletter.	Blue Oak will continue individual outreach, Parent Square communication which includes translation tools. Personal calls and booths during registration and other events to speak directly to underrepresented families for community engagement.	2	4	3	2	4	3	4	2	4	3	2	3	Met		2024-06-21	2024
04614320000000	Durham Unified	3	The Durham Unified School District has long had strong relationships with its staff and families. The relationship was fractured a bit during COVID, but it has returned nearly to normal. A concern since COVID that has not returned to normal is participation in surveys like the California Healthy Kids Survey. During the 2023-2024 school year there was not enough parent participation to have statistically usable data from the survey. There were also many students whose parents opted them out of the survey, which led to statistically unusable data in some grade levels.	The biggest need is to build trust with parents that the responses on the surveys will only be used to improve operations within the district to better support students and family.	The Bilingual Parent Liasion and the Bilingual Instructional aide will continue to regularly communicate with parents - primarily stuents of unduplicated students. Additionally, the LCAP funded counselors will continue to communicate with families. Administrators across the district will work on strategies to improve participation in surveys to provide usable data.	Durham Unified offers scheduled parent conferences in TK through 8th grade. Additionally, the elementary school schedules parent interviews at the beginning of each school year to learn more about the students. All school schedule additionaly parent conferences when needed. The district also utilizes Parent Square to regularly communicate with families regarding important events and testing.	Durham Unified recieves a lot of input regarding activities the district offers, but less so when it relates purely to academic achievement in the classroom. Parents report that DUSD communicates often with familes through Parent Square and Aeries. A high percentage of students in most grade levels report that adults in the school have high expectations in school, but that number decreased to just under 70% in 7th grade and at the high school level. The disrict will continue to utlize its new social media account started in 2023-2024 for reaching more families. Additionally, the disrict will work on more opportunities for students and families to provide input.	The District English Language Advisory Committee and the LCAP student groups indicated they value the communication from the Bilingual Parent Liaison and Bilingual Instructional Aide. The district will work with these individuals to ensure everything is communicated in a timely fashion and in the correct language.	Durham Unified reaches many parents in many different ways. The district seeks input through unstructured conversations as well as through the Parent Teacher Orgranization, School Site Councils, LCAP Parent Committee, LCAP student surveys at the elementary school, LCAP student group meetings at the intermediate and high schools.	The district needs to ensure that input is coming from familes and students from all student groups and not focused mainly from the same group of people.	The District will work with its Bilingual Parent Liaison and Bilingual Instructional aide to ensure all communication is timely and understood in the primary language.	5	5	3	4	3	3	4	3	4	4	4	4	Met		2024-06-25	2024
04614570000000	Golden Feather Union Elementary	3	At Golden Feather Union Elementary School District, we prioritize fostering strong relationships between our staff and families. With our small school setting, we pride ourselves on our ability to connect with every family member. Our dedication to supporting parents is evident through our current initiatives, and we are committed to expanding our wrap-around services through the Community Schools Grant.

According to the results of our LCAP Survey, parents overwhelmingly feel supported by our school community. An impressive 95% of respondents described our school as a warm and welcoming learning environment. Additionally, an overwhelming 99% of our staff are recognized for their unwavering dedication and willingness to go above and beyond for their students. Our staff genuinely care about each student's well-being and academic success, embodying our commitment to providing a nurturing and supportive educational experience for all.	An area we aim to enhance is building stronger relationships with parents, as revealed by the fact that only 91% feel their input is valued. Our goal is to ensure that every parent feels their contribution is not just valued but also meaningful. To achieve this, we will intentionally highlight how their input has directly influenced and shaped our programs. Moving forward, fostering a culture where parents' voices are heard and appreciated will be a key focus for the coming year.	Through the execution of our Community Schools Grant initiative, we are excited to introduce a wellness coach who will maintain regular contact with each family, ensuring their individual needs are attended to. This grant empowers us to deliver comprehensive wrap-around services tailored to address the diverse needs of both students and families alike.	According to the findings from our Annual LCAP survey, parents have expressed a strong sense of partnership with the school in enhancing student outcomes. An overwhelming 95% of parents reported feeling adequately supported with the necessary resources for their child to thrive at school.	GFUESD is committed to expanding the availability of parent education nights and learning opportunities for families to better support their students at home.	Through the implementation of the Communities Schools Grant, we aim to enhance student outcomes by offering personalized support. With the introduction of a wellness coach who will engage directly with every family and student, we seek to cultivate partnerships with underrepresented families, thereby contributing to the improvement of student outcomes.	Our approach to gathering input for decision-making is bolstered by our LCAP advisory group, which convenes regularly to collaboratively discuss, design, and enhance our educational plans and programs. Additionally, we excel in seeking input from educational partners and integrating their feedback into our initiatives. The active involvement of our Golden Feather Parents Club further strengthens our community engagement efforts. This dedicated group provides vital support for extracurricular activities such as sports uniforms, dances, and other events not fully funded by the school. Their close involvement with the LCAP Advisory Group facilitates effective communication with other families, fostering a sense of shared ownership and collaboration within our school community.	Our focus area for improvement in seeking input for decision-making lies in effectively communicating to parents and families how their input has directly influenced and shaped the school program.	Ensuring individual contact with every family will enhance the engagement of underrepresented families in the decision-making process.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-26	2024
04614990000000	Manzanita Elementary	3	Manzanita has a great relationship with families and therefore a strength is building partnerships with the community and educational partners to ensure that students learn at high levels.	Based on the analysis of educational partner input and local data one of Manzanita's strengths is the sense of community the school provides for parents and the relationship it has between school staff and families. Manzanita has a strong communication network between staff and families. An area for improvement will be to ensure all parents are well-informed and invited to participate.	MESD has implemented multiple strategies for students, families, community members, classified and certificated staff as well as the governing board to provide input in developing the LCP, SPSA, Expanded Learning Opportunities Grant, and this LCAP.  MESD has made robust efforts to solicit input from all stakeholder groups. These groups included Site Council, ELAC, and school board meetings. An area for improvement would be to continue increasing the level of participation with English Learner families in ELAC meetings and school events through the use of the bilingual parent liaison.	Manzanita has a great relationship with families and therefore a strength is building partnerships with the community and educational partners to ensure that students learn at high levels.	Based on the analysis of educational partner input and local data one of Manzanita's areas for improvement would be to increase the number of parents utilizing the school technology information system and improving EL family participation on campus and providing input.	MESD has implemented multiple strategies for students, families, community members, classified and certificated staff as well as the governing board to provide input in developing the LCP, SPSA, Expanded Learning Opportunities Grant, and this LCAP. These groups included the Site Council, ELAC, and school board meetings. An area for improvement would be increasing the level of participation with English Learner families in ELAC meetings. MESD has hired a parent liaison to encourage EL parents to participate in school activities and provide input	Based on the analysis of educational partner input and local data one of Manzanita's strengths is the sense of community the school provides for parents and the relationship it has between school staff and families. Manzanita has a strong communication network between staff and families. Parent feel that their input is valued and is used to help guide school-level decisions.	MESD has implemented multiple strategies for students, families, community members, classified and certificated staff as well as the governing board to provide input in developing the LCP, SPSA, Expanded Learning Opportunities Grant, and this LCAP. MESD has made robust efforts to solicit input from all stakeholder groups. These groups included Site Council, ELAC, and school board meetings. An area for improvement would be increasing the level of participation with English Learner families in ELAC meetings and providing input.	MESD has implemented multiple strategies for students, families, community members, classified and certificated staff as well as the governing board to provide input in developing the LCP, SPSA, Expanded Learning Opportunities Grant, and this LCAP. These groups included the Site Council, ELAC, and school board meetings. An area for improvement would be increasing the level of participation with English Learner families in ELAC meetings. MESD has hired a parent liaison to encourage EL parents to participate in school activities and provide input.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-27	2024
04615070000000	Oroville City Elementary	3	OCESD LCAP Stakeholder Group:
The Oroville City Elementary School District is committed to a meaningful stakeholder involvement in the development of the LCAP. During the 2023 - 2024 school year for the Creation of the new LCAP for the 2024-2025 School Year, the District coordinated different meetings to disseminate LCAP information and involve parents/community members. We met on March 5th, to review data review LCAP Goals and put input on a new direction moving forward. We also met on March 12th to get full input on Goal 1 and 4 for the new LCAP and input on creating new Goals for the 24-25 LCAP.

Ishi Hills and Studios at Central Middle School's Parent Advisory Committees:
We held meetings on April 18th and April 30th to review reasons for Differentiated Assistance at Ishi Hills, to gain input from site staff and parents regarding Individual Equity Multiplier Goals for Ishi Hills Middle School
We held a meeting on April 23rd to review reasons for Differentiated Assistance at The Studios at Central, to gain input from site staff and parents regarding Individual Equity Multiplier Goals for Ishi Hills Middle School. A discussion was also led for input and information at a April 9th Staff Meeting with Teacher's and Staff.

Supportive School Climate Advisory/LCAP Committee: includes community members from the local church, NAACP, Parents and Oroville City Council Members:
We met on March 5th, to review data review LCAP Goals and put input on a new direction moving forward. We also met on March 12th to get full input on Goal 1 and 4 for the new LCAP and input on creating new Goals for the 24-25 LCAP. 

CSEA:
The CSEA Negotiations Board met with the Curriculum and Instruction Department to review previous goals and give input on creation of new goals moving forward on February 22nd, 2024.

OETA:
The OETA and the Curriculum and Instruction Department met 3 times during the year. The dates we met were February 20th, April 23rd and the end of May before going to the County for LCAP Review.

Oroville Elementary Admin and Conf. Employees:
Administrators met on January 29, 2024, Feb 26, 2024 and Mach 6 and 27. Data was presented to the group with an emphasis on Goal 2 and 3. Throughout the year at the administrative meetings there has been ongoing discussion focused on the data for Goal 3 and our work with DOJ. Also, an official LCAP Input Meeting was held with Principals on February 23rd, 2024; Which will be used to create new Goals Moving Forward in 2024-2025 LCAP.

Butte County SELPA Input and Informational Meeting:
ON 5/29/2024, OCESD Meet with the SELPA Director for Butte County and received input and guidance on Special Education Requirements and needed mentions for the 24/25 LCAP Plan.




	OCESD appreciates the time and input from all of our partners in develop this action plan. Below are the highlights of what the LCAP will support for Goals 2, 3 4, and 5.

The LCAP reflects actions in goals 2 and 3 from the following groups: Certificated Staff Goal 2 Offer professional development based on curriculum such as Everyday Math training Communicate all regional and in-district supports so staff can recommend and access supports for their students

Goal 3 and 4 will offer training and support to Equity Multiplier schools as they implement Homeless Education, Math and ELA Intervention, Hiring of an Intervention Specialists and work with our Differentiated Assistance Monitor for overall program Improvement. 

Goal 2 This action will support families that move, create consistency in what is taught through pacing guides and PLC work, to minimize loss of instruction for students who move frequently Districtwide Math Facts Competition will occur to build fact fluence for students. Classified -

Goal 3 Continue Resource Officer Maintain 2 Vice Principals - one for each middle school Community Partners -

Goal 2 Develop math programs to support after school intervention Review and implement board policy on grading Wipe Chromebooks clean each summer and reformat to reissue in the fall Community Partners -

Goal 3 More hours for campus supervision and more supervisors Reduce the amount of bullying on campuses Need more counseling Hire a behavioral specialist Increase more positive incentives to students doing the right thing Hire Vice Principals to support a safer school Student needs will be addressed in a couple of ways.

Before schools starts there is a Tier 1 meeting that will be addressing student rewards, how to increase them and ensure all students are being recognized through our electronic tracking system. There will be more site accountability to ensure this is occurring. Sites will also begin the year with an emphasis on respectful behavior and through monitoring the behavior closely.	OCESD appreciates the time and input from all of our partners in develop this action plan. Below are the highlights of what the LCAP will support for Goals 2 and 3.

The LCAP reflects actions in goals 2 and 3 from the following groups: Certificated Staff Goal 2 Offer professional development based on curriculum such as Everyday Math training Communicate all regional and in-district supports so staff can recommend and access supports for their students

Goal 5 Offering training and support to schools in maintaining two vice principals; one for each middle school 2024-25 Local Control and Accountability Plan for Oroville City Elementary School District.

Goal 2 This action will support families that move, create consistency in what is taught through pacing guides and PLC work, to minimize loss of instruction for students who move frequently. Districtwide Math Facts Competition will occur to build fact fluence for students. Classified -

Goal 5 Maintain Resource Officer Maintain 2 Vice Principals - one for each middle school Community Partners -

Goal 2 Develop math programs to support after school intervention Review and implement board policy on grading Wipe Chromebooks clean each summer and reformat to reissue in the fall Community Partners -

Goal 3 More hours for campus supervision and more supervisors Reduce the amount of bullying on campuses Need more counseling Hire a behavioral specialist Increase more positive incentives to students doing the right thing maintain Vice Principals to support a safer school.

Before schools starts there is a Tier 1 meeting that will be addressing student rewards, how to increase them and ensure all students are being recognized through our electronic tracking system. There will be more site accountability to ensure this is occurring. Sites will also begin the year with an emphasis on respectful behavior and through monitoring the behavior closely.	The Oroville City Elementary School District is committed to a meaningful stakeholder involvement in the development of the LCAP. During the 2023 - 2024 school year, the District coordinated different meetings to disseminate LCAP information and involve parents/community members, classified and certificated staff, students, administrators, and representation from the bargaining units we included in the decision making process. 

Our Classified staff and teachers met two times. On February 20th, April 23rd and May 28th Goal 2, 3, 4 and 5 data was presented and discussed with input given separately from the classified and certificated groups. then on March 5th Goal 2, 3, 4 and 5 data was presented, discussed and input given to our Parent Advisory Group. 

We met on April 18th, 23rd and 30th with Ishi Hills and Studios at Central Stakeholders to review Equity Multiplier academic data, discuss and give input into the LCAP for Goals 3 and 4. 

OCESD met with EL parents at the DELAC meeting on April 25th, 2024 to discuss input on Goals 2,3, 4 and 5.. Our special education partner, Aaron Benton, met with our Assistant Superintendent, Troy Cox, to provide input on May 29th, 20024. Data was presented and discussed by the group, then they identified what was working well and what needed improvement. Participants identified actions that need to be changed or adjusted. 

At the June 12th meeting, the full proposed LCAP plan was presented to Educational Partners from the various representative groups to discuss any changes they wanted to see. 

Student input was collected through student surveys.	"OCESD appreciates the time and input from all of our partners in develop this action plan. Below are the highlights of what the LCAP will support for Goals 2, 3, 4 and 5.
The overall goal of the LCAP is to create a model of ""Continuous Improvement"" upon the educational outcomes for all students demonstrates growth and results in improvement of overall student achievement. The current LCAP is structured around five main goals and reflect each comment listed below the description of each LCAP Goal. Each Goal was originally created from Parent/Staff/Community Feedback. Upon the review and creation of the 24/25 LCAP, Meetings including the following questions:
1. Do you agree with the current goal as written and action steps?
2. Should we continue with this goal?
3. What should we update in the goal according to the data that I have shared with you today?
4. Do you have any additions or ideas that might enhance our Goal or Actions Steps?
The following Listing of Goals/Input is a result of each of these discussion that led to us crafting, updating and maintaining LCAP Goals and Action Steps for the new 24/25 LCAP Plan. As well as recording what each Stake Holder Groups input was regarding that goal.
LCAP Goal 1. The District will ensure that all teachers and paraprofessionals are appropriately assigned and highly qualified, and that school facilities are safe and maintained in good repair to ensure Williams Act Compliance, Credentialed Assignment Monitoring and FPM Monitoring Requirements.
CSEA Input: We need to improve our scores as a district, we are low.
Site Administration Input: We need to hire ""Highly Qualified"" teachers for our Master Schedule. We need to ensure Benchmarks are being utilized in the appropriate way. We need to work as a team at this site and function as a PLC Site.
OETA Input: OETA supports keeping the Reading Coaches for Elementary and Intervention Teachers at the Middle Schools.
Parent/Stakeholder Input: Would like a Wellness Center/Reset Room at Ishi like at the Elementary Schools. More group work in classrooms. Redesign schools so that they are communities that kids want to belong. Redesign schools so that they are communities that kids want to belong to. Constantly remind parents and students that the school is a community, and arrange activities. Don’t connect the fun activities with ASP. In the past, a child had to go to ASP to be a part of basketball or other sports/activities. Have them as a part of their school; pay a parent or teacher a stipend to be in charge. Need a universal way to communicate.
LCAP Goal 4: Studios at Central Middle School will utilize assigned additional funds to address specific subgroups and areas of concern included in Equity Multiplier
LCAP Goal 5: The District will improve school safety, and demonstrate a strengthened Social Emotional Learning Program for all students in OCESD.
CSEA Input: We need to ensure that students are safe and they take care of the school and not enough consequences."	The Oroville City Elementary School District is committed to a meaningful stakeholder involvement in the development of the LCAP. During the 2023 - 2024 school year, the District coordinated different meetings to disseminate LCAP information and involve parents/community members, classified and certificated staff, students, administrators, and representation from the bargaining units we included in the decision making process. 

Our Classified staff and teachers met two times. On February 20th, April 23rd and May 28th Goal 2, 3, 4 and 5 data was presented and discussed with input given separately from the classified and certificated groups. then on March 5th Goal 2, 3, 4 and 5 data was presented, discussed and input given to our Parent Advisory Group. 

We met on April 18th, 23rd and 30th with Ishi Hills and Studios at Central Stakeholders to review Equity Multiplier academic data, discuss and give input into the LCAP for Goals 3 and 4. 

OCESD met with EL parents at the DELAC meeting on April 25th, 2024 to discuss input on Goals 2,3, 4 and 5.. Our special education partner, Aaron Benton, met with our Assistant Superintendent, Troy Cox, to provide input on May 29th, 20024. Data was presented and discussed by the group, then they identified what was working well and what needed improvement. Participants identified actions that need to be changed or adjusted. 

At the June 12th meeting, the full proposed LCAP plan was presented to Educational Partners from the various representative groups to discuss any changes they wanted to see. 

Student input was collected through student surveys.	All OCESD families were invited to participate in an online survey regarding parent
engagement. We received 245 responses; below is a summary of those responses.
RESPECT: 94% feel that OCESD staff members are respectful to them and their children.
CONNECTIONS: 90% feel welcome at school and connected to teachers and staff.
SHARED DECISION-MAKING: 62% feel that the staff asks for input regarding school-wide
and child-specific decisions.
EXPECTATIONS: 92% feel that staff are clear about student behavior expectations at
school, and that OCESD expectations are similar to those at home.
ACKNOWLEDGEMENT SYSTEMS:75% feel that the staff have given positive praise for good
behavior, and that staff are keeping them informed about their child’s positive behaviors.
DISCIPLINE SYSTEMS: 768% feel that the staff have been clear about behavior difficulties,
and that the school discipline systems are fair to students.
SATISFACTION: Overall, 89% feel that their school is doing a good job of supporting
children when there are problems.	Upon input from our Educational Partners, OCESD has listed the following focus areas:
A. School site teams will identify two academic strategies: SEL and trauma-responsive in tier 1 and 2 to use at their school sites.
B. District will conduct self-reviews to determine appropriate service delivery to SWDs.
C. School site teams will consistently engage in and implement quality improvement efforts that will help improve school climate and safety.
D. Staff will increase their awareness of cultural sensitivity, equity, bias, trauma-informed practices, discipline, social/emotional learning, and CR PBIS, and be able to consistently utilize these strategies in
their classrooms.
E. Staff will use research-based strategies for working with racially and culturally diverse and low socioeconomic status student populations including SWD's.
F. A team will attend conferences to support CR PBIS, restorative practices or MTSS.	Our Meetings with our Educational Partners led us at OCESD to focus on the specific areas listed in the improvement/engagement of our underrepresented families:
A. CR-PBIS training and guidance will be provided to school teams.
B. The District will continue to support professional development that helps staff understand trauma-sensitive youth and learn strategies to redirect inappropriate behavior and support social-emotional wellbeing.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
04615070121509	Ipakanni Early College Charter	3	One of our greatest strengths is the close-knit environment that our small school fosters. This year, we've seen remarkable progress in enhancing communication and collaboration between staff and families. Our personalized approach to education has allowed us to build meaningful connections and ensure that every student's unique needs are met.
We've implemented regular family engagement events, parent-teacher conferences, and open communication channels that have significantly strengthened our school community.	One key area for improvement is enhancing our communication strategies. While we have made strides in maintaining regular contact, we aim to ensure that our communication is even more consistent, transparent, and accessible. This includes timely updates on student progress, school events, and opportunities for family involvement.

Another focus area is increasing opportunities for meaningful family engagement. We plan to offer more varied and flexible ways for families to participate in school activities, volunteer efforts, and decision-making processes. This will help us to better accommodate diverse schedules and needs, making it easier for all families to stay connected and involved.

We also want to provide more resources and support for parents to engage with their children's education effectively. This could include workshops, informational sessions, and resources that empower parents to support learning at home.	To improve engagement with underrepresented families, we are focusing on the following areas:

1. Inclusive Communication: We will diversify our communication methods to reach all families more effectively. This includes translating materials into multiple languages, using various platforms (such as emails, text messages, and social media), and providing regular updates on school activities and student progress.

2. Cultural Sensitivity and Awareness: We are committed to fostering a culturally responsive school environment. This includes training for staff on cultural competence, celebrating diverse cultures within our school, and ensuring that our curriculum reflects the rich diversity of our community.

3. Flexible Engagement Opportunities: We understand that families have different schedules and responsibilities. Therefore, we will offer a range of engagement opportunities, such as virtual meetings, flexible event times, and community-building activities that can accommodate various needs.

4. Support and Resources: We will provide additional resources and support to help underrepresented families engage more fully with our school. This may include workshops on navigating the school system, information sessions on student support services, and resources to support learning at home.

5. Feedback and Collaboration: We value your input and will create more opportunities for underrepresented families to share their perspectives and ideas. Regular surveys, focus groups, and open forums will be implemented to gather feedback and involve families in decision-making processes.	Enhanced Family Engagement: We have strengthened our communication channels with families through regular updates, newsletters, and interactive platforms. Our family engagement events and parent-teacher conferences have seen increased participation, fostering a stronger home-school connection.	Expanding Community Partnerships: While we have established some valuable collaborations, we aim to broaden our network by forming new partnerships with more local businesses, cultural organizations, and educational institutions. This will provide our students with diverse opportunities for learning and growth.

Strengthening Family-School Communication: We plan to enhance our communication strategies to ensure that all families feel informed and engaged. This includes more regular updates on student progress, school events, and partnership opportunities, as well as creating more interactive platforms for feedback and dialogue.

Enhancing Professional Development: While our staff has benefited from professional development, we aim to provide even more targeted training opportunities. This will help our educators stay abreast of the latest teaching methods and better integrate community resources into their instruction.	Flexible Engagement Opportunities: We will offer a range of flexible engagement opportunities that accommodate different schedules and preferences. This includes virtual meetings, varied event times, and activities designed to welcome and involve all families.
Collaborative Decision-Making: We will create more opportunities for underrepresented families to participate in school decision-making processes. Regular surveys, focus groups, and open forums will be held to gather feedback and involve families in shaping school policies and programs.
Targeted Support Programs: We will develop targeted programs to support the unique needs of underrepresented families. This includes workshops on navigating the school system, informational sessions on available resources, and direct support services to assist with academic and social challenges.	Open Communication Channels: We have established multiple platforms for parents, students, and staff to share their ideas and feedback. Regular newsletters, school website updates, and social media channels have been instrumental in keeping everyone informed and engaged.
Inclusive School Meetings: Our school meetings are designed to be inclusive and participatory. We encourage parents and community members to attend and voice their opinions on various topics, from curriculum changes to school events.
Student Voice: We have made significant progress in incorporating student perspectives into our decision-making process.
	Broadening Participation: We aim to increase the participation of underrepresented groups in our decision-making processes. This includes reaching out to families who may not be as involved, ensuring their perspectives are included and their needs are addressed.
Increasing Transparency: While we have made strides in transparency, we can do more to ensure that the decision-making process is clear and understandable. This includes providing detailed explanations of how decisions are made and how input from the community is utilized.
Capacity Building: We aim to provide training and resources to parents and community members to help them engage more effectively in decision-making processes. This includes workshops on understanding school policies, effective communication techniques, and leadership development.
	Outreach Programs: We will develop targeted outreach programs to personally invite underrepresented families to participate in decision-making processes. This includes home visits, phone calls, and community events designed to build trust and encourage active involvement.
Providing Resources and Support: We will offer resources and support to help families understand and engage in the decision-making process. This includes informational workshops, guides on school policies, and one-on-one assistance for those who need it.
Monitoring and Evaluation: We will continuously monitor and evaluate our efforts to engage underrepresented families. Regular assessments will help us understand what’s working and where we need to make adjustments to ensure that all voices are heard.
	5	5	5	5	5	5	5	4	4	4	4	4	Met		2024-06-24	2024
04615070129577	STREAM Charter	3	Relationships between teachers and parents are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. The school has implemented specific practices to strengthen the relationship between families and the school by providing consistent, frequent communication through regular emails from the Co-Directors, family events throughout the school day and after school, as well as a variety of opportunities for informal relationship-building during morning drop off and afternoon pick up times. The STREAM Co-Directors and other staff members provide regular communication about upcoming important dates and events, as well as information about any issues or incidents that have occurred. STREAM parents often report that they know they will hear about an issue or incident from the school before their child even has a chance to tell them. STREAM builds relationships with families through a variety of school events commencing before the start of the school year with our Meet the Teacher event and culminating with our Kindergarten promotion ceremonies and end-of-year awards assemblies. During the school year, we host three showcase events where our students demonstrate music and movement. Our primary grade students demonstrate vocals and movement, our 4th graders perform with ukuleles and recorders with movement, and our 5th-8th grade students perform in our beginning or advanced bands.  We also have monthly Parent Club meetings.	We will continue to focus on strengthening teacher communication with families.  We want to create a cohesive system for supporting our parents and families.  In addition, we would like to institute more community conversations with parents and staff to educate them and inform them of students’ experiences.  We want to ensure parents and families are prepared to send their students to the high school setting.	The LEA will improve engagement of underrepresented families by sharing information and experiences with them.  We want to offer various programs that will give families many opportunities to participate in school activities and community events.  We diversify our communication methods to meet family needs including social media.	STREAM has developed multiple practices that foster partnerships between families and staff in support of student growth. STREAM hosts a Meet the Teacher Back to School Night and parent conferences in the Fall semester with all its families to not only inform families of student progress but to also have them be partners in the work. STREAM hosts parent-teacher conferences during the Spring semester for all students who need additional support, as determined by either the teacher or the parent. Parents can also request a parent-teacher conference at any point in the school year. The Co-Directors have conferences with parents to address any challenges with regular attendance as well.

STREAM hosts an annual Family Science Night to demonstrate student learning and provide information and resources for families to support student learning at home. Families have the opportunity to engage in discussion with teachers and administrators during this event to have their questions or concerns addressed.
Most of our teachers have received professional development in Multi-Tiered Systems of Support, and a component of that training involves building partnerships with families to support student outcomes. Additionally, many of our teachers have attended conferences over the years that have addressed how to build productive family partnerships to support student outcomes. Most of the teachers send weekly notes or emails home regarding upcoming learning and how families can support student learning at home.	We will continue to focus on building partnerships between our Special Education Department and General Education teachers in order to better support students.  We are continuing to boost our Intervention program so that all students can benefit from services.	The LEA will improve engagement of underrepresented families by ensuring our Special Education and Interventions programs are effectively supporting students.  We established an Orientation for new parents to encourage information sharing and engagement.  The Parent Club Meetings and monthly newsletter also help to highlight upcoming events and school programming.	STREAM values family input into decision-making about policies, programs, and events. Each year, two parent representatives are elected to our School Board and we have parent representation on our School Site Council. STREAM also administers a family survey each Spring to solicit feedback from families. Additionally, STREAM has a parent club that has contributed significantly by fundraising for student activities, field trips, and other events. There is a high level of parent participation in these events and many parents are vocal about their preferences.	We will continue to focus on prioritizing our parent survey.  We will also further engage with parents informally during school pickup and drop-off.  We make sure to fully listen to all parent suggestions and we are solution focused with our responses.	The LEA will improve engagement of underrepresented families by seeking out specific families in order to better understand how to support them.  We are very proactive in our approach to engaging students as well.	4	4	5	4	4	4	4	4	4	4	4	3	Met		2024-06-26	2024
04615150000000	Oroville Union High	3	OUHSD maintains a robust online presence, enabling efficient and effective communication with families. The district primarily uses ParentSquare as its main communication tool, allowing administrators and teaching staff to send widespread announcements and updates to all families or specific groups. ParentSquare also supports the delivery of personalized messages, such as notifications about missing assignments or grades, directly to parents. Additionally, OUHSD publishes a monthly newsletter that highlights district activities and offerings.  Reports from ParentSquare as well as community input report increasing engagement with these avenues of communication over the last several years.	OUHSD will continue to focus on improving the overall use of ParentSquare with all staff.  Additionally, we will work to provide more timely information to parents regarding student academic progress.	OUHSD will work to provide more communications to parents and families in their native language.	OUHSD teachers provide regular progress reports to parents and families.	OUHSD will focus on providing resources that can be used at home to help families with student outcomes.  This could be access to online support and tutoring, resources from teachers, as well as other modes of support.	OUHSD will work with ELAC and DELAC groups to determine how best to engage in a partnership with underrepresented families.  Additionally, OUHSD will work with partner organizations like BCOE to receive training and other support to increase this engagement.	OUHSD provides multiple opportunities for parents, families, and stakeholders to respond to surveys and other information gathering opportunities.	OUHSD will focus on increasing parent and community involvement in stakeholder meetings like LCAP Parent Advisory and LCAP Listening sessions.	OUHSD will work closely with ELAC, DELAC and school site councils to gain insight on how to improve engagement in gaining input for decision making.	3	3	3	3	3	3	3	3	3	3	3	3	Met		2024-06-20	2024
04615230000000	Palermo Union Elementary	3	Educational Partner input and local data indicates that parents feel welcome at school and that the district has implemented policies and practices that foster trust and respect among members of the school community. Feedback also indicates that another current strength is that the district provides multiple opportunities for two-way communication using language that is accessible and understandable to families. School events are very well attended by our families and parents are supportive of their students and our school staff. School sites are developing additional opportunities to engage and build relationships.	Based on the analysis of educational partner input and local data, we are going to focus on providing additional opportunities for parents and families to engage with school staff during special events and family education events. During these events, we will focus on providing opportunities for meaningful communication between all educational partners. Educational Partner input and local data indicates, that both staff and parents, feel that the district needs to improve in the area of supporting staff to learn about each family’s strengths, cultures, languages and goals for their children.	Based on the analysis of education partner input and local date, we have identified the need to work cooperatively with representatives of the underrepresented groups to determine strategies and activities that will improve and build engagement. We also have determined that there is a need to actively engage with parents to determine and continue to eliminate the barriers to their engagement. Parents, in our district, are very supportive of student focused events and activities and participation is high for these events. The district will utilize these events and activities as opportunities to more intentionally engage with families during the self-reflection process.	Based on the analysis of educational partner input and local data, our current strength in the area of Building Partnerships for Students Outcomes is in the areas of providing opportunities to discuss student progress and working together to support student outcomes. Both staff and parents indicate that this has been fully implemented in our district. We are also showing good progress in providing families with with resources and information to student learning and development in the home.
	Based on the analysis of educational partner input and local data, we have identified two focus areas for improvement in the area of Building Partnerships for Student Outcomes. First, our analysis indicates that we should focus providing professional learning and support to teachers and principals in further increasing our capacity to partner with families and secondly, we should also focus on providing educational opportunities for families that will increase their capacity to partner with schools sites to improve student outcomes.	Based on the analysis of education partner input and local date, we have identified the need to work cooperatively with representatives of the underrepresented groups to determine strategies and activities that will improve and build engagement. We also have determined that there is a need to actively engage with parents to determine and continue to eliminate the barriers to their engagement. Parents, in our district, are very supportive of student focused events and activities and participation is high for these events. The district will utilize these events and activities as opportunities to more intentionally build partnerships families.	Based on the analysis of educational partner input and local data, we have determined that we are continuing to make progress in the area of Seeking input for Decision-Making. We are also utilizing short focused surveys to provide opportunities for all families to provide input. We will continue to expand these types of opportunities to into our parent and family engagement events.	Based on the analysis of education partner input and local data, we have determined that Seeking Input for Decision Making is an ongoing growth area for the district and each of the individual school sites. As a district, we continue to look for ways to involve more parents in school activities and especially the decision-making process. We will continue to provide parents the opportunity to participate in the decision-making process through school site councils, LCAP meetings, ELAC/DELAC meetings Indian Education Parent Committee meetings and parent surveys.	Based on the analysis of educational partner input and local data, the district has identified the continued need for effective strategies/activities that will improve the engagement of underrepresented families. the Administrative Leadership team will explore and research opportunities to build our capacity to increase the effective engagement of our families in decision making opportunities.	4	5	3	5	4	4	5	4	4	3	4	3	Met		2024-06-26	2024
04615310000000	Paradise Unified	3	Due to the Camp Fire, PUSD has been in a rebuilding phase. This has included constructing a new continuation high school, a new 31,000-square-foot building at the high school with 19 classrooms, modernizing four science classrooms and the high school library, and upgrading all of our elementary schools. While construction provides excellent facilities, we understand that the most important aspects of a school are the relationships and instruction within our community's walls. Our construction efforts have given us multiple opportunities to build relationships, gather input, and create partnerships.

In the fall of 2023, PHS surveyed students to determine their interest in elective courses. The survey revealed that students were most interested in Health Care/First Responder, Agriculture/Construction, Culinary Arts, Engineering, Law, and Visual and Performing Arts (VAPA). The top three choices were Health Care/First Responder, Agriculture/Construction, and Culinary Arts. As a result of this survey, PUSD is developing programs to meet these interests for the 2024-2025 school year.	PUSD has collaborated with multiple local agencies to gather input and improve student outcomes. Some of these partners include North Valley Contractors Exchange, The Town of Paradise, Rotary, and Parks and Recreation. PUSD has also engaged with staff and students through surveys and in-person LCAP meetings at all our school sites. Our community clearly needs a skilled workforce, and our students require access to a-g and CTE classes. These insights will drive our efforts as we rebuild our programs and shape our vision for the high school, focusing on building partnerships to enhance student outcomes.	PUSD is dedicated to improving engagement with underrepresented families to build partnerships that enhance student outcomes. The Social Justice Committee will continue to play a key role in gathering input and addressing local issues during monthly meetings, seeking resolutions, and offering opportunities for staff to learn about diverse cultures and families. This committee addresses issues and seeks valuable input from underrepresented families.

PUSD has added a position within our Student Services Department focused on various areas, including attendance, to further support these efforts. When students are identified as chronically absent, a plan is developed that often includes home visits. This individual acts as a liaison between the school district and families, particularly those who are economically disadvantaged. Although not originally part of the position's scope, this person also supports our English Learner (EL) students. Through these initiatives, PUSD aims to strengthen partnerships and improve outcomes for all students.	Based on our District-Wide Survey for 2023-24, 94% of all families are contactable through Parent Square, highlighting the strength and progress in building relationships between school staff and families. Following the Camp Fire, fostering these relationships has been a priority and a strength. The school district has remained a central focus within the community.

At the site level, each school has a Site Council that participates in decision-making and a Parent Club dedicated to building the school's culture and community. At the district level, a Parent/Community Council and an Employee Council meet with the Superintendent multiple times throughout the year.

Additionally, our secondary counselors meet annually with students and their families to review academic plans. At the high school, intervention courses support all learners, including those struggling to meet sports requirements. When a student is placed on academic probation, a meeting is held with the intervention teacher, content teachers, and families to develop a support plan. These efforts demonstrate our commitment to strengthening the connections between school staff and families to ensure student success.	PUSD is committed to improving and building partnerships to enhance student outcomes. After the Camp Fire and COVID, we experienced a decline in parent involvement in Site Councils, Community Councils, and other parent groups. However, in the last school year, we have seen a resurgence in parent engagement within our schools. Additionally, we have strengthened our collaboration with community members through initiatives such as a district-wide job expo, participation in the Youth Vocational Committee, and the Youth Resource Alliance.

The development of our Social Justice Committee has also proven to be a positive venue for building relationships with students and families, further supporting our goal of fostering strong partnerships for student success.	PUSD is actively working to improve engagement with underrepresented families. Three years ago we established the Social Justice Committee. This committee, which includes students, staff, parents, and community members, focuses on equity and strengthening relationships with all student groups.

With approximately 74 percent of our students identified as socio-economically disadvantaged, we have prioritized drawing this group closer to the school community. Our schools have been organizing additional family nights to engage these families, including events like ice cream with the principal, barbecues on Back to School Nights, and other special gatherings.

Furthermore, PUSD has bolstered our Student Services Department by adding personnel to assist in reaching out to underrepresented families. This new staff member is also fluent in Spanish, enhancing our ability to connect with and support our Spanish-speaking families. PUSD is committed to fostering stronger partnerships and improving student outcomes through these initiatives.	"The following data is in response to a district-wide survey:

For the 2023-2024 school year, 94% of all families are contactable through Parent Square. Additionally, 77% of parents who responded stated they strongly agree or agree that their child’s school actively seeks their input into decisions related to their child’s education, compared to 72% last year.

Furthermore, 87% of families who responded stated they strongly agree or agree with the statement: ""PUSD provides families with opportunities to provide input on policies and programs and implements strategies to reach and seek input from all in the school community,"" up from 81% in 2022-2023."	PUSD is making strides in improving how we seek input for decision-making. In response to feedback about survey fatigue, we reduced the number of surveys sent to parents, although we may need to revisit this approach to ensure we're gathering sufficient input.

We have also expanded our partnerships with local organizations, including North Valley Contractors Exchange, Paradise Parks and Rec, the Town of Paradise, and Rotary, to strengthen our community connections and enhance collaboration.

Moreover, 90% of families who responded to the survey stated they strongly agree or agree that PUSD supports family members' effective engagement in advisory groups and decision-making, an improvement from 88% in 2022-2023.	As previously mentioned, PUSD has established the Social Justice Committee, which meets monthly and includes parents, students, community members, and staff. This committee is dedicated to improving equity and access and allows underrepresented groups to contribute input on programs, strategies, and needs.

Additionally, with a high population of students with disabilities, our Student Services department has demonstrated exceptional engagement with these families. We will build on this by inviting and including these families in our current decision-making bodies, such as the Site Council and the Superintendent's Council, to ensure their perspectives are actively represented and considered.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-25	2024
04615310110338	Achieve Charter School of Paradise Inc.	3	Achieve has a number of systems in place to build relationships with families to improve student success, including Personalized Learning Plan development and review meetings with the parents, students and teachers 3 times a year, weekly classroom communication, parent volunteer opportunities and parent leadership roles. Parents participate in our Parent Advisory Council and have designated positions on our board of directors. Achieve hosts at least 3 school-wide evening family events and invites families to participate in school events.


In an effort to build relationships with our Spanish-speaking community, we are holding monthly parent meetings in Spanish, have hired a translator/interpreter, and have appointed two bilingual parents to the board of directors.
	Achieve is committed to building and maintaining a sense of community and belonging among all students, staff, and families across ethnicities, political ideations, races, economic levels, abilities, etc. Action steps and practices to this end are ever-evolving to meet the needs of our unique community. We are committed to continually exploring and identifying areas of focus and improvement.	In 24-25, Achieve will participate in the CDE and CCEE’s Community Engagement Initiative to continue to improve the engagement of underrepresented families. Our team of educators, parents, and community members will work with other teams across the state to identify how to engage our community partners and create and implement an action plan. We will also continue holding parent meetings in Spanish and hire bilingual staff.	Improving student outcomes is embedded in our systems for building partnerships with families. Families assist in setting trimester academic and social/emotional goals for students and participate in data analysis, progress monitoring and help determine interventions, accommodations, or supports needed for students to achieve goals. Over the last 6 years, we have had significant student turnover and welcomed many new students as a result of families moving out of the area after the Paradise Camp Fire. In past years, relationships have been strong and long-lasting at Achieve. The past few years have required staff to dedicate significantly more time than in the past to developing relationships with new families, building trust, and getting families bought into our personalized learning plan process. We are seeing growth in the over all participation of families.	This year, Achieve Charter School has a focus on increasing community and family partnerships to support academic and career exploration and create connections in the community for our students through meaningful, inclusive service projects.	Over the next two years, our team of educators, parents, and community members will work with other teams across the state to identify how to engage our community partners and create and implement an action plan for improved student outcomes. We are also holding parent meetings in Spanish and have hired bilingual staff.	Achieve has a 100% participation rate, with parents engaging in the personalized learning plan process 3 times a year to review data and set goals. Achieve also has monthly Parent Advisory Committee meetings in English and Spanish to provide parents and educational partners the opportunity to give feedback, provide input, and make decisions on programs and policies. Achieve’s Board of Directors holds monthly meetings open to the public and ensures members from the community and parents serve as board members. The Achieve Board encourages parents and communit members to attend these meetings and provide input and public comment. In addition, our Board Members rotate attending monthly parent meetings.

Last year, we worked with families to develop Achieve Familias Hispanas. This group of Spanish-speaking parents from our Paradise and Chico campuses regularly meets with school leadership to build community, provide feedback on programs, and bring cultural awareness and appreciation to school events. We became members of the North State Hispanic Chamber and distributed enrollment information in Spanish at the NSHC’s community events. The Achieve Familias Hispanas hosted a booth at the Cesar Chavez celebration event to promote enrollment within the Hispanic community. 

This initiative has led to an increase in Hispanic parent participation and leadership and an increase in the internal benchmark data of our Hispanic students. Based on conversations with parents, we believe more Hispanic families in the community entered our lottery this year (we do not track ethnicity on our lottery forms).	Achieve’s focus for improving seeking input for decision-making is to ensure our Parent Advisory Councils and Board of Directors are made up of community members and parents with different backgrounds, cultures, ideas, and experiences.	Achieve is personally reaching out to families and community members representing different backgrounds, cultures, ideas, and experiences to participate in our Parent Advisory Councils and Board of Directors meetings and to serve on our Community Engagement Initiative Committee. We expect our work with the Community Engagement Initiative will support the increased engagement of underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
04615316112585	HomeTech Charter	3	"Parents responded positively to multiple questions about creating a positive school culture.  Overall, School Culture/Climate averaged 95%.
All survey items averaged 95%, except ""My child has friends and/or trusting adult relationships at school,"" which scored 90%.  This remains above the expected outcome of 85%. 
"	HomeTech will continue to develop in-person outreach opportunities for parents.	HomeTech staff pride themselves on creating a learning environment that represents a 'home away from home'.  Staff will continue to identify need and implement strategies that demonstrate how the school values individual and family needs.	"In 2023-2024, parents responded positively about HomeTech’s performance in keeping parents informed.  Overall Academic Program Feedback averaged 93%.  ""Teachers are available to help my student"" received the highest score (95%), and ""The regular education teacher is familiar with the supports and accommodations listed in the IEP""  received the lowest score (85%)."	HomeTech will continue to develop and refine methods to keep parents informed.  This work is reflected in the WASC and LCAP goals and actions.	HomeTech, by definition, is a DASS-qualified program that generates a high population of low-income students.  As such, families identified as low-income are actively recruited to participate in engagement activities.  In 2024-2025, staff are specifically addressing increases and improvements to the already established communication process, as well as increasing opportunities to connect with the learning community.  Survey data will continue to be disaggregated by unduplicated student groups to ensure parents have an active voice in the decision process.  Families classified as low-income will be actively recruited to participate in the Charter Advisory Council.

Families that identified as low-income on the annual parent survey indicated the same level of satisfaction with the school as the overall population of families.	Post Camp Fire and COVID restrictions, HomeTech has not had formal advisory groups.    Most parent feedback is in one-on-one discussions with parents and staff.	Starting a parent advisory group will be an area of focus in 24-25.	The school will actively recruit families that represent the DASS demographic population to be served. The Chair/Vice Chair of the Charter Advisory Council will support families with active engagement in the decision-making process.	5	5	5	5	4	5	5	5	4	4	4	3	Met		2024-06-27	2024
04615316112999	Paradise Charter Middle	3	A key component of the PCMS charter mission is partnering with parents in their child(ren)'s education to develop a culture that emphasizes character development and provides opportunities to succeed and enhance the greater community. 

Strengths identified in 2023 include building trusting relationships, creating a welcoming environment, and engaging in two-way communication. PCMS strives to strengthen relationships with and elicit feedback from families through a process of surveys and personal interviews with site administration.  PCMS also consistently uses the Remind app and frequent emails to allow for two-way communication and sends out a monthly newsletter to families to provide school updates. Future newsletter editions will include strategies for parents to support their student's academic and social-emotional needs.

PCMS hosts a community event each spring and invites currently enrolled and newly enrolling families for a BBQ dinner that will include a new family orientation. This event provides opportunities for new families to hear the vision/mission of the school and learn about opportunities to be actively involved in the decision-making process. The Administrator meets with each new family before the beginning of the schools year. The school also hosts a back to school BBQ for all students where new families can integrate into the school community and culture.	PCMS has room to improve in all areas of building relationships with families, however, the area that most needs to be addressed continues to be increasing communication directly between teachers and parents. PCMS is developing a more robust Parent Advisory Committee to head this work and is dedicating a portion of the new school leader's time to addressing family engagement and chronic absenteeism. This continues to be an area the school works on. Some of the ways teachers have increased communication has been through consistent emails and utilizing the Remind App. The data from the current school year shows Chronic Absenteeism has improved.	PCMS added a self-identification question to the spring survey so data could be disaggregated by student group.  All families meet with the Principal, annually to further explore needs. 

PCMS is actively working to ensure enrollment demographics match Paradise Unified.  Low-income families are also supported by receiving priority for admission to the after-school program.	An area of strength is supporting families with information and resources that support learning and development at home. Teachers post information on the school website and use Google Classroom to support off-site learning.	Areas for improvement include implementing policies, procedures, and/or programs in which teachers and families will meet to discuss student progress and ways to work together to support improved student outcomes.  PCMS also needs to strengthen the school program by supporting families' understanding of their legal rights and ways they might advocate for their own students and all students. PCMS uses a monthly newsletter to provide relevant information to parents and family members.	As stated above, PCMS has implemented a self-identification question in the annual parent survey so data can be disaggregated and needs can be addressed.  In addition, site administration is meeting with individual families to elicit feedback.  Questions that guide these conversations are being reviewed and revised to address these specific requirements and shape the school culture/programs to better address the needs of families.	PCMS supports parent decision-making with a monthly PAC and with the implementation of the new family orientation. Again, parents will be invited to participate in the PAC and other onsite opportunities with the support of site administration. In spring 2024, PCMS revised and rolled out an annual spring survey to elicit specific feedback for LCAP development.	The LEA will continue to focus on improving outcomes with a new family orientation and new enrollment meetings, as described in previous sections.	PCMS will continue to ask families to self-identify to better document trends and needs to be addressed during LCAP development.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-11	2024
04615316113765	Children's Community Charter	3	Children's Community Charter School (CCCS) is small rural school in Paradise California with a population of different cultural backgrounds. Through the input of Charter Advisory Committee parent groups, CCCS parent/guardians have the opportunity to provide regular input of district decisions. LCAP funds have been earmarked for these efforts in order to fully support the work we are doing to improve school climate, create inclusive schools for diverse families, and to foster healthy relationships with students, staff, families and the community.
Examples from the 2023-2024 school year:
Expansion of Positive Behavioral Interventions and Supports (PBIS) system
PD for staff on adult Social Emotional Learning
PD for staff on culturally responsive teaching
PD for staff on school climate
PD for staff on student Social Emotional Learning
In surveys and input-gathering sessions with the community, one area of improvement is having more whole school events now that COVID restrictions have been lifted.	LCAP funds are used to provide counseling services for at-promise students across all grade levels. Focusing on mental wellness is a priority for Children's Community Charter School (CCCS). Providing professional development in mental wellness and a positive school culture stays on the forefront as a priority. LCAP actions to continue to fund a counselor and training for mental wellness are based on input from families and data from the PBIS Tiered system. Staff work with families to support students with disabilities (SWDs), students who need trauma-informed strategies, students who show challenging behavior and need extra intervention, as well as children who need extra support in academics. Supporting students during times of crisis will help to ensure that all students will leave CCCS ready for success in college or a career because they will have had access to academic achievement throughout their years in school. The decision to use the funds for a counselor was based primarily on the input from multiple parents and student input sessions and surveys.
A strength of CCCS is the embedded methods for families and students to discuss student progress. Report cards, progress reports, and parent-teacher conferences are all consistently provided. Additionally, parents are routinely notified of their rights at the beginning of the school year with all information readily available on the CCCS website. Parents of Students with Disabilities (SWD) and English Learners (ELs) are given regular notices of their legal rights. Finally, there are multiple avenues for families to connect with the CCCS staff and provide input and feedback which helps to drive the decisions on how the school is run. For example, families take climate surveys, participate in parent/teacher conferences, attend Charter Advisory Committee meetings, attend monthly open school board meetings, have access to staff and administration before and after school, and are able to connect via in person, Facebook, telephone, and or email.	Children's Community Charter School (CCCS) promotes meaningful interactions and partnerships between educators and the school community. Parent/guardians are provided regular updates on the actions of School Board meetings via website postings.
CCCS uses multiple strategies to engage in the development of the 2023-24 LCAP. Our various methods were intentional in order to seek input from our stakeholders based on the eight state priorities, and determine priorities on how to use supplemental funds using the California State Dashboard data.
An important component of the LCAP is the inclusion of staffing to facilitate parent engagement. These staff members work on parent engagement, outreach, and translation of district materials. These staff members work with any family in need and provide outreach to student group members with performance gaps, as well as our other at-promise students.	CCCSs current strengths in the area of building partnerships for students outcomes lies with supporting teachers and administration to improve the school's capacity to partner with families. In order to be strong in this area, staff needs to participate in training and implementation of a strong school system in all areas. The Children's Community Charter School staff participates in training such as:

Butte County Office of Education - partnerships in mental wellness, SARB, LCAP support, Safe Return to School support, etc.

Attends conferences such as the Small School District Association annual conference

Implements school wide research based programs such as PBIS (Positive Behavior Intervention and Supports)

Implements improving school climate by going to climate conferences

Partners with Butte County Office of Education in implementing PBIS

Strong connection and leadership from the CCCS School Board

Participating in Social Emotional Learning to enhance balancing mental awareness for staff and students

Through networking, connection, and training - the staff at CCCS implements a system that supports student outcome. The school is always in a continuous cycle of inquiry by looking a data and making data driven decisions.	Children's Community Charter School is in the Tier 2 stage of PBIS implementation. Staff will continue to attend the PBIS annual conference as well as continue to work with Butte County Office of Education in order to enhance our PBIS system and check for fidelity. Educating the whole staff on the PBIS system takes time and professional development and training. The staff will continue to implement a PBIS Tier 2 system while shoring up the PBIS Tier 1 system. Another area of focus will be implementing a Multitiered System of Support (MTSS). By learning how to integrate all of our systems into one cohesive and aligned system - Children's Community Charter School will be able to support student outcomes more seamlessly.	CCCS continues to look at data on how to improve engagement with underrepresented families. As mentioned before, CCCS promotes meaningful interactions and partnerships between educators and the school community. Parent/guardians are provided regular updates on the actions of School Board meetings via website postings. Parents/guardians have regular opportunities to share input/feedback through surveys, parent/teacher conferences, Charter Advisory Committee meetings, and open school board meetings.	Children's Community Charter School is strong in gathering input from educational partners. Four times a year, the Charter Advisory Committee meets to look at school data (attendance, discipline, climate survey data, academics, etc.) in order to provide input on how to improve. The school responds by implementing suggestions. The Children's Community Charter School (CCCS) staff meets once a week on early release Fridays to participate in collaboration and/or professional development. Once a month the CCCS educational partners are invited to participate in open school board meetings. Educational partners are encouraged to provide input and feedback and help to increase student outcomes on a regular bases via in person meetings and/or electronic surveys. The CCCS student leadership offers input throughout the year and is a very important part of the educational program and implementation.	Children's Community Charter School provides many opportunities throughout the year to collect partner input. An area to improve would be a whole school analysis survey on the implementation of the LCAP goals and actions. Focus groups of Charter Advisory Committee, staff members, upper grade students, and board members provide input on the implementation of the LCAP goals and actions. It would behoove CCCS to take a pulse from the whole school at large. A second electronic survey will go out in April to collect data on the implementation of the LCAP goals and actions.	Underrepresented families will be sought after for input by personal phone calls and/or personal invitations to participate along with emails, Facebook notices, paper notices, our website, and weekly phone calls.	5	5	4	5	5	5	4	4	5	5	4	5	Met		2024-06-05	2024
04615490000000	Thermalito Union Elementary	3	Utilizing the Family Engagement Framework: A Tool for California Districts, the Site Principals provide resources, information, workshops, and training to teachers on evidence-based strategies for effectively communicating with families.	Each school publishes a monthly newsletter to assist with home-school communication as well as connect families to additional resources both at the school and in the community. Information about the effectiveness of communication at each site is contained in the annual LCAP survey and used to improve services annually. In addition, school sites utilize all-call messages to facilitate home-school communication.	Each school designates family members to serve on the District Parent Advisory Committee for LCAP, and District English Learners Advisory Committee (DELAC). These committees review the results of the annual evaluation and input from educational partners and use this information to develop, revise, and review the parent and family engagement policy.	District staff work collaboratively with site administrators to plan and implement parent and family engagement activities. School activities include Pastries with the Principal, Literacy/Math nights, parent information nights and workshops, and family events. Activities for each site are described in the school’s parent and family engagement policy, and school-parent compact, and are included in the School Plan for Student Achievement.	Each school develops a site parent and family engagement policy and school-parent compact designed to meet the needs of their families. Schools host family information nights, such as Math or Literacy Night, informal meetings with the principal, and other opportunities for families to engage with the staff. The compact describes how families and school staff share the responsibility for improving student achievement and how the school and families will collaborate to assist students in achieving the state academic standards.	District staff work collaboratively with site administrators to plan and implement parent and family engagement activities. School activities include Pastries with the Principal, Literacy/Math nights, parent information nights and workshops, and family events. Activities for each site are described in the school’s parent and family engagement policy, and school-parent compact, and are included in the School Plan for Student Achievement.	TUESD annually surveys parents and family members to gather feedback about what is working and areas of improvement around the LCAP, the LCAP Federal Addendum, as well as school goals and actions. Educational partner feedback is also gathered at school meetings, district and school parent advisory committee meetings, School Site Council meetings, and through other means. The information gathered is used to revise the district’s LCAP, the LCAP Federal Addendum, and the sites’ School Plan for Student Achievement (SPSA).	TUESD includes a goal of improving family engagement in the Local Control and Accountability Plan (LCAP). This goal includes actions, services, and expenditures addressing family engagement, including meaningful participation and opportunities to provide input on decisions. Actions and strategies are also included in the LCAP Federal Addendum.	Low-income, Students with Disabilities, English Learners, Foster and Homeless youth: 
Thermalito uses Parent Square for written and verbal messages in English and Hmong	4	4	3	3	4	4	4	4	4	3	4	4	Met		2024-06-27	2024
04733790000000	Pioneer Union Elementary	3	As a small school in a rural area we have significant relationships with our families. We have all experienced a horrific disaster and are working to come out on the other side. We use Aries for communicating with our parents. We have regular family events with 100% participation in Back to School Night, holiday programs. Open House and Community meetings.	Our focus area will be rebuilding our school and recreating the community we loved before the fire. We will continue to do our family events and continue our communication through Aeries.	We will be adding a monthly family literacy night for our families. We will focusing on activities that parents can do at home with their children and support their learning.	We use multiple assessments for our students and they participate in a variety of academic programs to build skills. We are assessing their progress on a weekly, monthly and quarterly basis.	The focus for this coming year is going to be student's taking responsibility for their learning. With the support of the new Literacy Coach students will be conferencing and goal setting on a weekly/monthly/quarterly basis.	Parents are going to be a big part of our goal setting program. Students will have parents present, positive phone calls home, positive notes sent home as they are meeting their goals. All our families are socio economically disadvantaged so we focus on every child in our school.	We collected 95% of our parent surveys so we have a very clear picture of their concerns and things they really like about the school. Parents are always informed of School Board Meetings and we have good representation on our Parent Advisory Board.	Our focus area will be recruiting more parents to our committee's and meetings. We will be hosting food and childcare at our events. We will really try to attract those parents with younger students as we know they will be at the school longer!	We have a good system of collecting information from our families but will focus on getting them to be more involved. Since we will be moving to our new site we are hoping to have activities and volunteering projects that will be easy to do but feel a part of the school and community.	5	5	5	5	4	4	3	4	4	4	4	4	Met		2024-06-26	2024
04755070000000	Gridley Unified	3	This year's self increased slightly in rating progress to creating welcome environments and in providing two-way opportunities to interact. This rating increased as a result of the increased parent participation seen at schoolwide evening events conducted at the elementary level. Whereas last year, attendance was measured in single digits for several events, attendance was regularly 100 or more for all events this year. Even at the historically low turnout district-sponsored parent meetings at which some last year had zero attendance, there were multiple parent attendees at all of the parent events this year. The rating for the progress in 2-way communication was improved given the rollout of ParentSquare this year which added more two-way communication tools both from office staff and administrators and from parents to teachers and back, including live text message translations when needed. The staff rating remains lower however as staff consistently self-report an overall lack of interest in receiving professional development in school to home communication or culturally responsive pedagogy, and administration has not chosen to prioritize this as a need at this time.	Given the continuously lower rating of staff to culturally responsive approaches, this is an area that may be considered in the future, but likely will be a future goal as there has been identified more important priority around reinvigorating professional learning communities and coaching around many new curricular adoptions. The focus for next year will thus be to strengthen parent opportunities through more frequent parent engagement chances, increased use of ParentSquare, and training of parents about using ParentSquare and the GoGuardian application.	A completely bilingual instructional coach has been tasked with leading outreach to English Learner families in the community, and the administrative team will investigate at their summer retreat ideas and commitments to increase the involvement of underrepresented groups such as EL parents students in poverty, and special education.	Ratings this year are stagnant from last year. Struggles continue in staffing the programs that are already in place, such as not being able to staff the bilingual parent liaison position for over half the year, then the resignation of the person who was hired before the year was out. A similar issue struck the Social Worker position as well, and that position went unstaffed for the second half of the year. The LEA did spend considerable resources on the PIQE program (thus maintaining the 3 rating) to offer a multiweek parent enagement opportunity for both elementary and secondary levels, with perhaps 25-30 families districtwide participating regularly even though offered in English and Spanish. Staff continue to meet explicit contractual obligations to meet with parents through student conferences, though staff were limited in turning out for the additional events planned for occasional evenings other than a few diehard staff who consistently assisted in staffing the events.
The district has not provided professional learning and support to teachers per se on improving capacity to work with families, and this is an area of continued growth. Resources have been provided however that enable teachers with initiative to conduct outreach and receive response through ParentSquare, and the ability to add Guardian accounts to Google Classroom.
Legal rights notifications remain at the minimal compliance level in the LEA with no particular supports provided to families in order to help them better understand and exercise those rights aside from the parents who chose to take part in PIQE in the fall.
A high point though this year was that this was the first full year of ONLY using the built-in Aeries online enrollment and data updating tools, that forces families into providing email and other contact information when registering their children, which in turn allows the ParentSquare tool to maintain contactability to 99% of district families on a consistent basis, with that last handful of families being ones with issues in their data. As they are fixed, they tend to get replaced with new families until their data is corrected, creating only a few days a year where ParentSquare reports 100% contactability of our families.	Increasing two way communication and parent understanding of use in ParentSquare is the primary target area in the coming year, as is attracting and holding onto Social Worker and Parent Liaison candidates.	Partnerships require trust, and has been stated previously by some of the parents attending meetings who are from our most underrepresented group - parents of EL students - they like to interact with a face they consider familiar. Thus, the hiring of a local longtime bilingual resident to serve as parent support specialist and have her leverage that connection to the community and organically pull those parents in is going to be crucial. The securing of a bilingual instructional coach who also understands that demographic has also been a tremendous asset due to her passion for that aspect of her job, and she will be available to support candidates for the parent liaison position and provide more focused training to them so they feel more supported.	Rating this year was increased to level 3 in several indicators. Providing the PIQE opportunity in the fall increased awareness of educational partnership in those parents who participated, ParentSquare has shown growth in its use for two way communication, and made it much easier to seek and receive parental input due to its mobile-device friendly nature. The increase in parent-attended meetings and events at the elementary level also shows progress in bringing families to campus more often than just moring dropoff and afternoon pickup. This was evident too this year in parent participation in the annual Healthy Kids survey, where parental input tripled at some schools due to the outreach efforts - this was the highest year in recent memory for parental input.	Although principals continued to host their Site Councils, recruiting participants continues to be a challenge with some sites barely having enough parents volunteer to make the required quorum. This also affects the district level committees such as the Parent Advisory Committee for the LCAP design, and the ELAC and DELAC committee In the coming school year, there will be an attempt to much earlier in the year develop standing committees that meet regularly to discuss site and district issues and gather input, report out, and so forth District leadership has already begun making community contacts to put the word out there that GUSD does welcome community member interest in the schools and their operation. This year's attempt at standing committees showed some consistent attendees, but nowhere near the level of consistency in the monthly meetings to constitute a healthy standing committee. Continued telecast of school board meetings opened up another avenue for the interested within the community to at least tune in live to the board meetings and see what is happening in the district and provide input during the public comments period, though participation by the community at large in the telecast versions has been even lower than last year. Thus, the upcoming focus will be greater use of ParentSquare to provide regular messaging to parents at least monthly, greater use of the marquees at each school, and even seeking an opportunity to publicize the many chances familes have through the local newspaper.	Personal contacts and phone banks, using the more robust filtering features of the ParentSquare communication system will be used to target as individuals with personal invitations members of the underrepresented communities.	2	3	2	3	2	3	2	2	2	3	3	3	Met		2024-06-26	2024
05100580000000	Calaveras County Office of Education	3	Communication is a strength for CRA and Oakendell. Individual communication between parents, service providers, if appropriate, and staff takes place on a regular basis using a variety of platforms including text, email, in-person and phone calls. Communication takes place with foster youth liaisons, Calaveras Health and Human Services, Probation and staff as well. There are very few EL students, but translation services are available as needed for parents. Many of the students are socioeconomically disadvantaged so all communication processes improve services for this student group. A variety of community resources and referrals are shared with families. These services can be coordinated through the Family Engagement Liaison at Calaveras River Academy. The Community Advisory Committee through the Special Education Local Plan Area is active, and every parent is advised of these gatherings at student IEP meetings.	The LEA’s focus in improvement in building relationships between school staff and families is in the area of providing needed support services to students and families in addition to maintaining a welcoming environment where families feel a sense of care and belonging when on-campus or in digital communication with staff.	The LEA will improve engagement of underrepresented families by using multiple methods of communication, through partnerships with community agencies, and by inviting parents to provide input and attend on-campus activities. An increase in on-campus activities for families is planned for the 2024-2025 school year.	Partnerships with families and students are developed on an individualized basis, due to the fact that students are referred for a variety of reasons with different needs. The increased frequency of communication between school staff and families that becomes necessary during the pandemic has remained. Partnerships with referring schools of residence continue to be successful. All parties are involved in the process of developing a ‘return path and warm hand off’ for students in order to have them go back to their comprehensive school.	The LEA’s focus area is increasing communication about student learning and inviting families into conversations related to student learning and transitions planning for college/career.	The LEA will improve engagement by increasing communication and opportunities for on-campus and digital engagement on topics related to student learning, wellness and transition planning.	Due to the nature of alternative education, it can be challenging to engage parents. Students are often placed in the program due to negative circumstances and relationships with ‘school’ are already strained. Students do not remain in the program for extended periods of time, which can make creating relationships with families difficult. Families at the Oakendell campus have accessibility based on court orders. Staff continue to engage with underrepresented families through a variety of opportunities to participate and one to one outreach.	A focus area for the LEA will be to reach out with personal contact to families that do not regularly engage with school staff.	The LEA’s focus area of increasing personal outreach to families that do not regularly engage with school staff will improve engagement of underrepresented families.	5	4	5	4	4	4	4	4	3	2	3	3	Met		2024-06-24	2024
05100580530154	Mountain Oaks	3	Mountain Oaks staff utilizes effective communication strategies to ensure timely and transparent information sharing.
This includes but is not limited to, weekly mentor meetings, an updated website, and social media engagement. This
facilitates information flow and interaction between the school and the families.

Mountain Oaks also hosts multiple student-centered events throughout the school year, such as Workshops, cultural
days, and community events to create communication and engagement strategies that are inclusive and respect the
diverse backgrounds of families and staff.
	Mountain Oaks will focus on building a sustainable system that supports parents in implementing academic strategies that support the student's access to their academics.	Mountain Oaks will engage in targeted outreach to connect with underrepresented families to ensure that they have
the opportunity to fully engage in the Mountain Oaks program. This will include creating more opportunities through
surveys and focus groups to ensure that their voice informs the growth of the Mountain Oaks program.	Mountain Oaks facilitates strong communication between parents, students, and teachers through weekly meetings
by focusing on strategies and supports to ensure that all students have access to the resources they need to achieve
their educational goals. Additionally, the school partners with other educational agencies to enhance professional
development opportunities for educators to improve teaching quality and enhance student learning.	While Mountain Oaks has strong engagement with our educational partners, there is a need to increase substantive
parental involvement as direct facilitators with their student's direct academic program. The LEA will also work to
improve collaboration with community partners to lead to more integrated support for students.	Mountain Oaks will use the data collected through local climate surveys to identify the unique needs and challenges
of our underrepresented families to continuously refine engagement strategies. Schoolwide professional
development will be supported for all staff to build staff capacity to improve academic instruction to meet those
unique needs and challenges.	Mountain Oaks seeks input for decision-making through the Parent Teacher Organization, the Program Committee,
Student Leadership, Annual Surveys, and the LCAP planning and charter renewal process. Each year, the parents,
students, and staff are surveyed to determine the upcoming year’s priorities and assess the current program. All data
gathered throughout the year is presented to the Board of Directors to support their decision-making processes.	The school needs to expand its use of different modalities to increase the number of surveys completed throughout
the year.	Mountain Oaks will work to improve the engagement of underrepresented families by reiterating the specific steps
taken to protect and respect privacy and by providing multiple ways to access the surveys.	5	5	4	5	4	5	5	5	4	4	4	4	Met		2024-06-12	2024
05615560000000	Bret Harte Union High	3	The District remains committed to providing information in various formats. Staff members are encouraged to communicate with parents/guardians through email, phone calls, and the student portal. To foster community involvement and gather valuable input for decision-making, the District hosts several advisory committees, including the Discipline Committee, Safety Committee, and Curriculum Committee. These committees offer students and parents the opportunity to engage and contribute to the District's decision-making process.	The District acknowledges its responsibility to ensure that all parents understand their rights and the appropriate ways to advocate for their children's education.	The District will organize virtual and in-person meetings with underrepresented populations to form focus groups that will have a voice in shaping District decisions.	The District places great importance on obtaining input from all stakeholders through collaborative efforts. Our main goal is to prioritize the well-being and needs of families and students.	To ensure inclusivity and provide various perspectives, the District will organize meetings specifically targeting underrepresented populations.	These focus groups will serve as channels for expressing opinions and influencing District decision-making.	To foster broader participation, stakeholders are encouraged to join district-wide committees. Staff will proactively engage with underrepresented families, and translation services will be available as needed.  To give underrepresented populations a voice in decision-making, focus groups will be formed after meetings are scheduled.	To ensure accessibility, these committees will meet virtually and in-person, and recordings will be provided.	Additionally, a survey will be conducted with parents to determine alternative meeting times.	5	5	4	5	5	5	5	5	5	5	5	5	Met		2024-06-25	2024
05615640000000	Calaveras Unified	3	Parents are engaged at the site and district level through a variety of entities and opportunities, including School Site Council, ELAC & DELAC meetings, Parent/Teacher Clubs, high school booster organizations, LCAP Parent Committee, board meetings (regular and study sessions), parent workshops, school site family nights, and LCAP Program/Budget presentations at school sites.  Many of these opportunities were held virtually during the COVID-19 pandemic.  We have transitioned back to having more parent events on campus, while holding on to the remote meeting option at times, as it has made it easier for some to participate while minimizing travel requirements.  Enhancing opportunities for parent engagement continues to be a focus for the district.	Ongoing efforts to increase/improve in the areas of communication and creating on-campus opportunities for families to be engaged/involved.	In the ongoing work being done to increase/improve outreach and engagement overall, and emphasis will be placed on connecting with Hispanic families, families of students identified as truant, families of students who are designated as socio-economically disadvantaged.	Strong outreach efforts and creation of engagement opportunities at the site level has been a strength. Emphasis on student outcomes is a priority.	Equipping families with tangible, user-friendly and accessible ideas, strategies and resources to support student learning.	in family outreach, in parent/teacher conferences and in formal and informal settings....emphasizing our underrepresented families is a priority	Strong School Site Councils, increasing use of surveys to generate data, participation is specific booster and advisory groups.	Expanding scope and frequency of family surveys. Increasing the success rate of getting parents to serve with consistency and continuity on School Site Councils and other advisory groups	Targeted outreach and emphasis.	4	5	4	5	3	4	5	3	5	4	4	3	Met		2024-06-25	2024
05615720000000	Mark Twain Union Elementary	3	MTUESD currently provides several opportunities for parent involvement, which are well-attended by families. Opportunities include Back to School Night, Open House, Parent Teacher Conferences, and several family events at each site throughout the year.  Families are also invited on an individual basis to participate in Student Success Team (SST) meetings to develop individualized learning plans, and SART meetings to develop attendance improvement plans.	MTUESD will focus on building stronger communication with families in the 2024-2025 school year.  This will include investigating communication platforms such as ParentSquare to facilitate two-way communication, as well as implementing a number of parent and community outreach events, to provide parents information, strategies, tools, and resources to help their children be more successful.	MTUESD will focus on building stronger communication with families in the 2024-2025 school year.  This will include investigating communication platforms such as ParentSquare to facilitate two-way communication, as well as implementing a number of parent and community outreach events, to provide parents information, strategies, tools, and resources to help their children be more successful.  The use of ParentSquare will improve communication with all families, but specifically families who speak Spanish in the home, as the app allows for real-time two-way translation of messages, which enables Spanish-speaking families to type a message in Spanish, which is then translated so the teacher receives it in English, and vice-versa.  Improving communication with Spanish-speaking families has been identified as a need by educational partners.	MTUESD currently provides several opportunities for parent involvement, which are well-attended by families. Opportunities include Back to School Night, Open House, Parent Teacher Conferences, and several family events at each site throughout the year.  Families are also invited on an individual basis to participate in Student Success Team (SST) meetings to develop individualized learning plans, and SART meetings to develop attendance improvement plans.	MTUESD will focus on building stronger communication with families in the 2024-2025 school year.  This will include investigating communication platforms such as ParentSquare to facilitate two-way communication, as well as implementing a number of parent and community outreach events, to provide parents information, strategies, tools, and resources to help their children be more successful.	MTUESD will focus on building stronger communication with families in the 2024-2025 school year.  This will include investigating communication platforms such as ParentSquare to facilitate two-way communication, as well as implementing a number of parent and community outreach events, to provide parents information, strategies, tools, and resources to help their children be more successful.  The use of ParentSquare will improve communication with all families, but specifically families who speak Spanish in the home, as the app allows for real-time two-way translation of messages, which enables Spanish-speaking families to type a message in Spanish, which is then translated so the teacher receives it in English, and vice-versa.  Improving communication with Spanish-speaking families has been identified as a need by educational partners.	MTUESD has strong advisory groups in place at both sites and at the District level.  Each school has a School Site Council that meets regularly throughout the school year.  Mark Twain Elementary also has an ELAC committee that meets regularly throughout the school year.  MTUESD has a DELAC, as well as a Parent Advisory Committee.  In addition, MTUESD hosted multiple educational partner input sessions in the development of the 2024-2025 LCAP.  MTUESD has also assembled multiple advisory committees as a part of various improvement and differentiated assistance processes (CIM, DA, CSI, etc.).	MTUESD will continue to seek strategies to improve parent involvement in providing input and participating in decision-making.  Through improved school-home communication and the expansion of parent and community outreach events, the District aims to increase involvement, improve attendance at these events, and increase participation on advisory committees.	MTUESD will continue to seek strategies to improve parent involvement in providing input and participating in decision-making. Through improved school-home communication (in the students' home language) and the expansion of parent and community outreach events, the District aims to increase involvement, improve attendance at these events, and increase participation on advisory committees.	4	3	3	3	3	3	3	3	4	4	4	4	Met		2024-06-13	2024
05615800000000	Vallecito Union	3	Strengths and progress in building relationships between school staff and families include:
High turnout and participation at school wide events including, back to school nights, open houses, student
celebration events and parent/teacher conferences.
Engagement surveys that are sent to families annually continue to receive high ratings (80% plus favorable) in the categories of communication, trust and partnerships.
	LCAP actions this year, based on stakeholder feedback include: adding academic focused family night events,
offering in-person town hall style meetings during the day/evening and seeking input for additional methods of two way communication most preferred by families.	The district utilizes a variety of parent communication tools, including Parent Square, to relay important school and district information via e-mail, text, and phone calls. Hard-copy letters and e-mails to parents from the district and from administration provide updates and important timely information. An improvement will include initially notifying families in their own language, of the options available to receive translated versions of the various communications.	Methods, modes, and venues have been provided and used to help staff meet and dialogue with families about
student progress, policies, and practices (SST's, parent conferences, IEP's, Google Meet meetings). Staff
development in the area of building and maintaining school-to-family relationships may be an area to explore in order to equip staff with strategies to address needs and concerns of modern families.	LCAP actions this year, based on stakeholder feedback include: adding academic focused family night events,
offering in-person town hall style meetings during the day/evening and seeking input for additional methods of two way communication most preferred by families.	Direct outreach by the hired staff who are designated to provide targeted support to unduplicated student groups and their families (e.g. - Coordinator of ELD Supports)	The District and School Sites have established councils and committees in which stakeholders are invited and
encouraged to attend and provide input about student outcomes. Avery Middle School has an active Site Council that contributes ideas and input that guide their school's policies and plans.	Parents have been invited and have engaged in advisory committees, board meetings, and other communications and interchange with district staff, both in pre-Covid, and Covid times. Further outreach is needed to families who may feel disenfranchised by the school system and to those families who tend to fall in the category of socioeconomically disadvantaged. Convenient and comfortable venues with childcare and food provided, will be needed to draw the more under-represented populations.	Direct outreach by the hired staff who are designated to provide targeted support to unduplicated student groups and their families (e.g. - Coordinator of ELD Supports)	4	4	4	4	3	3	4	4	4	4	4	4	Met		2024-06-19	2024
06100660000000	Colusa County Office of Education	3	S. William Abel Academy fosters a partnership with parents through its introductory meetings, its LCAP planning
meetings, and its parent’s student progress meetings. The parents are involved in their student’s education through
a beginning of the year meeting to discuss rules, course assignments and a timeline for their student to finish. The
parents are invited to progress meetings for their student in the middle of the year. The parents are contacted
personally when their student misses school or there is a problem. Parents are invited through multiple channels to
attend 2 LCAP meetings in the fall and the spring.	SWAA will continue to provide multiple opportunities for parents/guardians to join the staff and administration in their
student’s schooling. The parents will continue to be invited to attend LCAP planning meetings along with our end the
year celebration.	SWAA is a community school that houses many diversities. Most if not all of our families are unrepresented. SWAA
makes a concerted effort to include all of the student’s parents/guardians through multiple opportunities to attend
meetings and through surveys.	SWAA is a community school focused on matriculating students using credit completion in order to graduate or
attend back to their local school. SWAA has grown tremendously in the last two years where we have graduated
many students. The parents and community understand our focus with students who are credit deficient and are at
promise youth.	SWAA recognizes the importance of parent/guardian involvement in supporting our student’s needs. SWAA
provides ample opportunities through meetings and parent contact to help ensure positive student outcomes.	Based on the analysis of educational partner input and local data SWAA will use targeted outreach to our parents.
The administration will continue to support our staff and teachers through engagement activities on campus.
Bilingual translation will also be available during our activities and during the school day to promote the engagement
to all families.	SWAA provides several meetings and parent engagement opportunities to gain input on our Decision-Making.
Parent surveys are regularly given to understand how the parents feel and what steps they believe are best for their
students. Weekly meetings between administration and staff are rendered in order for ongoing communication to
provide the best support and education for our students. Student meetings are done quarterly in order to involve our
students in their education process.	SWAA is appreciative of the significant levels of input that parents share related to numerous school initiatives
including the development of the LCAP and input shared by parents through school-specific surveys. The School
also recognized the importance of continuing to engage in structured outreach to underrepresented families including
those with students identified as English learners, low-income students, students experiencing homelessness, Foster
Youth, and students with disabilities.	Based on the analysis of the educational partner input and local data, SWAA will improve engagement of
underrepresented families in relation to seeking input for decision-making by engaging in targeted outreach to
parents of students from the SWAA’s special populations. In addition, the school will continue outreach efforts
through both print and digital resources made available in languages other than English.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
06615980000000	Colusa Unified	3	Burchfield Primary School and Egling Middle School have been focused on creating an environment of collaboration with families by structuring Back to School Night in small group or individual parent meetings. Burchfield Primary School invited parents to their Back to School Night as well as their Kinder Camp Parent Information Night to assist with becoming acclimated to the primary school. Colusa Unified School District invested in maintaining our Kinder Camp program as a District program. Burchfield Primary School promoted their Fall Festival, Jog-a-thon, and Spring Music Performance in conjunction with their Open House. Colusa High School held a 9th Grade Orientation, 8th Grade Parent Night, 11th Grade Parent Night all as proactive engagement opportunities prior to the start to the academic school year. Additionally, the high school offered a Back to School Night in an interactive format. Our Enrichment Program offered field trips to in the summer of 2023 to enhance and enrich our offerings. Each school site has focused on creating a welcoming environment that values family backgrounds. Families have expressed their pleasure with both school environment and communication. We have increased overall participation in ELAC, DELAC, School Site Council and Parent Club. We have also increased use of parent portals for grade, attendance and behavior record access. We have also increased the amount of annual parent nights. A series of parent nights were offered focused on technology education to support our parents and their access to information shared in the electronic format. Our District also extended English as a Second Language and Basics of Computers opportunities to our parents based on the feedback and interest expressed in our needs assessment process.	Colusa Unified School District is deeply committed to building relationships between school staff and families.  Parent engagement remains a focus of the school district, as evidenced by the fact that one of the District's LCAP goals is completely focused on this aspect of programming.   

Each CUSD campus hosts traditional parent involvement events annually such as Back-to-School Night, Open House, Fall Festival, and Winterfest events, conducts monthly Parent Club, School Site Council, and English Language Advisor Committee parent group meetings.  Principals, teachers, staff, and parents played complementary roles in building a sense of community at each school site throughout the school year.  CUSD engaged in extensive outreach to parents in developing our Local Control Accountability Plan, including the administration of an LCAP Input Survey and conducting numerous in-person meetings including the LCAP Leadership Team, District English Learner Advisory Committee (DELAC), LCAP community forum, and School Site Councils from each campus.	"Based on the analysis of educational partner input and local data, CUSD recognizes that building relationships with families is ongoing work that must remain a major area of focus.  Specifically, input from families gathered to support the development of the LCAP highlighted the need to continue to engage in structured outreach to families from the District's special populations groups including families with students identified as English learners, low-income students, students experiencing homelessness, Foster Youth, and students with special needs.  

CUSD will continue to improve the engagement of underrepresented families by working with parent groups (SSC/ELAC) to engage in targeted outreach to welcome new families to the school district, continue to provide interpretation support for parent meetings, continue to translate documents into targeted languages, and continue to educate parents as to the ""language selection"" capabilities of the ParentSquare platform to engage in more meaningful communication with families that have primary/home languages other than English.  In addition, CUSD is staffed with a CUSD Lead Counselor focused on supporting the District's program for English learners that will work with school leadership teams to support each school site as an additional layer of outreach and connectivity."	CUSD strength is our increased school to home communication in translating all documents. Parent Square has been a positive tool for communication. We have made a commitment to post on Website, Calendars, Newsletters and flyers to be distributed before important events. The District sends out important dates for all sites every two months to districtwide transparency. Our dedicated parents/teacher conferences for K-5 offer a strong platform for individualized conversations. Additionally, sites offer multiple college and career nights, input and engagement nights for school priorities, educational technology nights, including community wide fall festivals, Winterfest and movie nights. Families throughout the District are engaged in evaluating our efforts to reach families and improve them annually.	CUSD recognizes that building relationships with families from the District's special populations groups including families with students identified as English learners, low-income students, students experiencing homelessness, Foster Youth, and students with special needs must remain an area of focus.  CUSD acknowledges that a combined effort involving district staff, school site staff, and SSC/ELAC leadership groups holds the most promise for continuing to improve partnerships with families - and, specifically, to engage in targeted outreach to the District's special populations groups.	Based on the analysis of educational partner input and local data, CUSD intends to improve the engagement of underrepresented families by leveraging the combined efforts of district staff, school site staff, and SSC/ELAC leadership groups to engage in targeted outreach to parents.  In addition, the District intends to continue to support the work of School Leadership Team and continue to provide ongoing funding to support the development and promotion of parent engagement activities at school campuses.   CUSD will also continue to make bilingual translators available during, and outside of, the school day, to promote the engagement of families with primary languages other than English.	Colusa Unified School District places great value on involving parents/guardians in decision-making and takes significant measures to provide families with opportunities to participate in both district-level and site-level decisionmaking.  Site leaders engage in significant efforts to encourage parents to become involved in the work of School Site Councils, leadership roles with parent groups (School Site Council, English Learner Advisory Committees and our District English Learner Advisory Committee).  Colusa Unified School District encourages participation in the following surveys: LCAP Survey, Healthy Kids Survey, and Employee Engagement Survey. The input is critically valuable when implementing new decisions as well as evaluating previous decisions and/or plans to best serve our students.

Educational Partners engage in a needs assessment process based on the state priorities and our LCAP goals to best evaluate categories of strength to maintain as well as areas in need of focus.	CUSD is appreciative of the significant levels of input that parents share related to numerous district initiatives including the development of the LCAP, English Learner Program, Title I program, and input shared by parents through school-specific surveys.  The District also recognized the importance of continuing to engage in structured outreach to underrepresented families including those with students identified as English learners, low-income students, students experiencing homelessness, Foster Youth, and students with disabilities.	Based on the analysis of the educational partner input and local data, CUSD will improve engagement of underrepresented families in relation to seeking input for decision-making by engaging in targeted outreach to parents of students from the District's special populations student groups and partner with SSC/ELAC to recruit parents from underrepresented families to leadership roles at the site-level (School Site Council and ELAC), and at the District-level DELAC. In addition, the District will continue outreach efforts through both print and digital resources made available in languages other than English.	4	4	4	4	5	5	5	5	4	5	4	5	Met		2024-06-24	2024
06616060000000	Maxwell Unified	3	Two-way communication between families and educators continues to be a strength and focus for the district. Based on data provided by the CAHKS and observations our familes and parents feel that the school values their imput and sees them as a valuable and important part of their child's education.	The district has purchased a new communication platform called Parent Square with the goal of streamlining all communication between school, students and parents. This will allow us to use 1 platform throughout the child's educational career at MUSD. Regular communication about student progress needs to be improved.	Virtual and in-person meetings will both be available to accommodate the needs of families. District will continue to do individual outreach to increase engagement.	The district continues to focus on student outcomes and partnering with families and stakeholders to increase the progress. Data shows, this is a strength of the district.	Professional development will continue to be offered for teachers and administrators to find ways to partner with parents. Staff will continue to share resources with familites to help them at home. The new wellness center on campus will be a valuable tool for our families.	To increase engagement of underrepresented families the district will consider offering childcare and food at parent training and workshop events.	The district continues to offer multiple opportunities for families to engage in adviosry groups on campus. In addition, surveys are sent out annually to gauge the progress and help guide the district.	The district needs to continue to do individual outreach to increase parent involvement at meetings. In addition, parents need to know how important their voice is. District constantly hears, everything is going well, so I don't need to come to a meeting. The district encourages all parents to play an active role in their child's education.	The district needs to continue to advertise meetings and events well in advance. Meetings should be scheduled with timing in mind to accommodate the working schedules of our parents.	4	3	4	4	4	3	4	4	4	3	3	3	Met		2024-06-19	2024
06616140000000	Pierce Joint Unified	3	California Healthy Kids Survey Data shows staff ratings in regards to building relationships between staff and families is in the 90% range or higher. Families ratings are in the high 70% to high 80% range. A new communication tool, Parent Square, is being introduced to staff and families to more thoroughly engage parents in two-way communication. Parent conferences are now available across all grade levels two times per year.	Parent conferences two times a year will continue across the district at all grade levels for the 2024/25 school year. Parent Square will be the sole communication mode used by the district, the school sites, teachers, coaches, and club leaders so that parents will get there school information all in one place.	The district will continue to offer both virtual and in-person meetings as much as possible to accomodate the needs of families, including workshops. Personalized outreach to unrepresented families needs to increase in order to raise engagement participation rates. This outreach can be by direct phone calls or targeted messages through Parent Square	Parents indicate high levels of attendance at parent conferences. They also feel that they receive information about their child's progress in-between conferences.	Staff will have training at the beginning of the school year on how to utilize Parent Square as their communication device with families.	To improve engagement of underrepresented families, the district is making it a focus to get all parents signed up for the Parent Square communication. QR codes and links to surveys are being used to make it easier for parents to respond to requests for information such as parent surveys so that we get more responses and from all sub-groups.	The district continues to refine its processes for reaching out to connect to additional parents for input and decision-making. School board meetings continue to be offered virtually to be transparent and allow for input. Arbuckle Alternative High School parents were individually invited through a personal phone call to give input into the Equity Multiplier Grant for that site.	The need to engage underrepresented parents is a constant need. Parent Square will allow two-way communication in a parent's preferred language.  Continuing to ensure translation is available to families at school events such as Back-to-School Night is critical so that parents understand how to support their children.	DELAC has been a strong group representing English Learners. Sites will ensure that events and meetings are well advertised. A weekly calendar of events will be sent to families each week to raise awareness of district events.	4	4	3	4	3	4	4	3	4	3	3	4	Met		2024-06-24	2024
06616220000000	Williams Unified	3	WUSD has purchased a communication platform (parent square) to increase and encourage 2-way communication between the school district/ sites and families. All sites have calendared  parent/ family engagement evenings to provide resources, support and relationship building opportunities throughout the year. Sites will also hold monthly opportunities for families to meet with the administrator at their student’s site in order to have informal conversations regarding site involvement, student support, as well as family support. WUSD provides translation services to increase parent and teacher  communication and involvement of English Learner parents in school activities and events.	WUSD will continue to focus on creating welcoming environments for our families as well as holding parent nights at all sites to provide resources, skill set, and information needed to access their student's education as well as be an active participant in the variety of parent committees we offer.	WUSD will continue to focus on creating welcoming environments for our families as well as holding parent nights at all sites to provide resources, skill set, and information needed to access their student's education as well as be an active participant in the variety of parent committees we offer. WUSD will continue to focus on providing information and resources to support student learning and development particularly with underrepresented families.	Our SEAL (Sobrato Early Academic Language) teachers TK-6 have been trained on strategies they can use to increase parent engagement in their child’s learning through project based learning at home and both parents and students presenting together their products in the classroom to other parents. School site staff continues to provide information and resources to support student learning and development in the home through SEAL implementation TK-6. In grades 7-12 site administration and staff increase parent engagement through college and career preparation presentations throughout the year. Parent resource nights train them on the different ways parents can engage in the classroom, on campus, for fundraising or to be an input and decision-maker via the various committees the school district and school site have for parent engagement. WUSD continues to work on developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families.	WUSD has recently purchased a diagnostic program that will be given 3 times a year in both ELA and Math.  WUSD has also purchased a Social Emotional diagnostic to be given 2 times a year.  Both programs provide immediate feedback for teachers and families as well as a toolbox of activities, lessons and learning opportunities. Sharing this data and the toolbox with the families will help in building and strengthening  partnerships with families.	There is progress in building the capacity of and supporting principals and staff to effectively engage families in advisory groups. A focus area will continue to be encouraging parents, including underrepresented families, to be active partners in education with the school. We are continuously looking for ways to invite and include families to be active participants in their student's education. An area where we need to improve to continue to increase engagement of underrepresented families is supporting our staff to learn about each family’s strengths, cultures, languages and goals for their children	WUSD invites families to participate in site and district wide surveys, parent resource nights, focus groups, ELAC/DELAC, School Site Council, and PTO.  WUSD has strong participation in these areas, and would like to continue to broaden or expand the number of participants in all opportunities. Translation and child care is offered at the meetings held to gather input for decision making meetings.	As with most engagement activities, WUSD would like to encourage and promote growth in participation at all information/ input meetings held through-out the year. WUSD will continue to provide childcare and translation at all meetings to support the families that need this service. Using the new 2-way communication system we hope to reach all families to provide the information regarding all input decision-making meetings.	There is progress in building the capacity and supporting principals and staff to effectively engage families in advisory groups. A focus area will continue to be encouraging parents, including underrepresented families, to be active partners in education with the school. We are continuously looking for ways to invite and include families to be active participants in the input/ decision -making meetings that affect their student's education.	4	5	4	5	4	4	4	4	5	4	5	4	Met		2024-06-18	2024
07100740000000	Contra Costa County Office of Education	3	The 2024 California Healthy Kids Survey data showed that Mt. McKinley increased its parental participation rate to 80% (up from the baseline data of 52%).

Mt. McKinley continues to share more school information with parents through various means (virtual and in-person meetings, home communication, website, etc.). In addition, Mt. McKinley has provided more communication with Spanish speaking families to help families gain understanding of the school program and ways to support their students.

Mt. McKinley has involved the educational partners in developing, implementing, and monitoring the Single Plan for Student Achievement (SPSA) through their participation in School Site Council (SSC) meetings. Mt. McKinley had participation from students, staff, parents, and community members while developing our SPSA.

The SPSA is monitored and reviewed regularly by the SSC with a focus on reviewing student achievement data and assigning funding resources to areas of need. Additionally, all LCAP documents were brought to the SSC for review and revision before board approval, as well as for feedback during the creation of the plan. LCAP engagement meetings were held both virtually and in-person during the 2023-24 school year.

In 2023-24, Mt. McKinley was able to have parents attend their students' graduation ceremonies virtually through Zoom. Graduation ceremonies will continue to involve parents moving forward.	Based on the parental participation rate of 80% and based on the analysis of educational partner input, Mt. McKinley plans to further increase parent engagement by offering in person opportunities for participation on campus, holding more parent forum meetings, soliciting feedback from parents via surveys, and increasing communication (by number of contacts and methods of contact) from school to home. In addition, they would like to hold open house events, coffee chats with the principal, bi-weekly parent newsletters, parent education cohorts, and English Language Advisory Committee (ELAC) meetings.

They will continue to build out the school website to serve as communication between school and families and utilize the online grade book through AERIES. The County Office of Education will also continue to update and revamp both the student and parent handbooks to be delivered upon enrollment.	Due to the school being located in an incarceration facility, the daily access to families is limited. However, the 2024-27 LCAP included a parent/community engagement goal. Specifically, Goal 4 reads “Engage parents/guardians, families and community partners through education, communication, and collaboration to promote student success” and there are 5 actions attached to this goal. It should also be noted that the 2021-2024 LCAP had several actions from Goal 1 dedicated to increasing parental involvement. Specifically:
- Action 1.1 ( Translation Services for Parents) - we will contract for on demand translation via phone and document translation, staff stipends.
- Action 1.3 (Increase Communication with Parents) - we will share more school information with parents in a timely and meaningful manner. Update the website and school brochure. Make sure parents are given info at intake. Update the orientation video shown to students at intake. Review - and update the orientation process that takes place in the first days of school enrollment.
- Action 1.4 (More Personal Connections with Families) - Create more opportunities for parents to visit the school to see staff and student work. Hold more virtual parent coffees.
- Action 1.5 (More Communication with Spanish Speaking Families) - Help parents gain understanding of the school program. Make a comprehensive and coordinated plan for all support staff positions to create a stronger personalized connection between each family and the school. Provide parent education and support increased parent understanding of how to navigate the school system and create a plan for their student's success starting from the place they are currently in.	Currently the majority of Mt. McKinley’s family outreach is dedicated to work around the development of IEPs and transition plans. They are continuing to explore additional ways to engage both staff and families in two-way communication around other topics related to student performance, well-being, and just overall community building.  For this reason, Mt. McKinley held two (one in English and one in Spanish) Parent Institute for Quality Education (PIQE) cohorts in the 2023-24 school year.	Mt. McKinley plans to continue to further develop partnerships with PIQE, probation, local community colleges, county educational partners, and its parents/guardians to improve student outcomes and build community.	Mt. McKinley  will improve the engagement of underrepresented families identified during the self-reflection process by combining what they are doing with the development of Individual Learning Plans (ILP), IEP's, and transition plans.  These individualized plans include building partnerships and are intended to improve student outcomes. By utilizing the data available, Mt. McKinley hopes to increase the amount of case management available to its students. In addition, they plan to continue to establish clear communication pathways about students leaving the facility.	Mt. McKinley highly values the input of their educational partners and designed a series of meetings that took place during the 2023-24 academic year to engage them in the development of the 2024-27 LCAP. The educational partner feedback helped to develop goals and actions that best addressed the uniqueness of the LEA while also making sure the LEA developed goals and actions required by the state. Input sessions from educational partners suggested that the new LCAP for 2024-27 will require new targeted goals.  While there are new metrics, actions, and  services, several existing ones are realigned in the new LCAP redesign.  The information gathered from the educational partners affirmed the new metrics, actions, and services outlined in the LCAP.  In addition, the information was used to guide which actions needed to have the greatest priority.  Additional actions and metrics were added to the LCAP goals to address students with disabilities to monitor support services, increase family/community engagement, improve holistic student outcomes, improve English Language learner supports, and increase staff professional learning/development.  In addition, a targeted goal (Goal 3) was developed to enhance Social-Emotional Learning (SEL).

Seven engaging educational partner meetings were held between February, 2024 and May, 2024.  Each meeting followed the following format:
- Provided a brief overview of the LCAP and the LCAP development process
- Reviewed 2021-24 goals and actions
- Reviewed 2023-24 SPSA goals 
- Received feedback on successes, challenges, barriers, needs, and made
  recommendations for 2024-27 LCAP goals
- Allowed time for questions and answers

Because the California Dashboard (2023) showed fewer than 21 English Language learner students, Mt. McKinley did not hold English Learner Advisory Council (ELAC) meetings. As a result, the Engaging Educational Partner feedback sessions included the following audience: Mt. McKinley parents/guardians;  Mt. McKinley students (males and females); Contra Costa County special education parents/guardians; Contra Costa County School Education Association (CCCSEA) & Public Employees Union, Local One/AFSCME Council 57; Contra Costa County community members including members of the probation department and school board, and CCCOE Principals and Special Education Administrator.
 
Mt. McKinley has also involved educational partners in developing, implementing, and monitoring the Single Plan for Student Achievement (SPSA) through their participation in the School Site Council (SSC) meetings. They had participation from students, parents, staff, and outside community members while developing the SPSA.  The SPSA is monitored and reviewed regularly by the SSC with a focus on reviewing student achievement data and assigning funding resources to areas of need. In addition, all LCAP documents were brought to the SSC for review before Board approval; as well as for feedback during the creation of the plan.	Through the School Site Council and LCAP educational partner engagement process, Mt. McKinley provides training and offers opportunities for families to give input that is used in strategic planning. In addition, they offer parent education training where families are given strategies on how to effectively advocate for their students and themselves.	Mt. McKinley will continue to utilize feedback from multiple sources like student Social-Emotional Learning (SEL) surveys, Local Indicator Data, California Healthy Kids Survey, DataQuest, and the California State Dashboard to improve the development and implementation of programs that serve Mt. McKinley's underrepresented families.
	4	5	4	4	3	4	3	4	5	5	4	4	Met		2024-06-12	2024
07100740114470	Making Waves Academy	3	The departure and changes in long-tenured faculty/staff as well as re-organizational structuring have led to a weakening of connections with families, resulting in a reduced presence on campus thus limiting parental involvement. There was progress this year in organizing Parent Talk sessions, facilitating volunteering opportunities, involving parents in teacher appreciation week, and inviting parents to campus events, including athletic games. A cohort of families actively provided feedback and engaged in constructive dialogue, highlighting their high expectations and willingness to collaborate with the school.	The focus area for improvement in building relationships between school staff and families is to foster a more connected and supportive school community. Open communication between families and faculty/staff including emails, ParentSquare, and phone calls. Establishing trust through transparency and responsiveness; Recognizing contributions of faculty/staff, families, and school volunteers; Celebrating Diversity within the school community; Parent Education workshops and resources to help families support their children's academic and social-emotional development.	The engagement of underrepresented families will involve proactively reaching out through personalized communication; Cultural Sensitivity by providing cultural competence training for faculty/staff in order to understand and respect backgrounds and values; Feedback Mechanisms such as surveys and committees to include  them in decision making process; Recognizing Diversity by celebrating cultural heritage, traditions, and contributions of underrepresented families.	The current strengths and progress include having a reputation for academic excellence. Progress towards consistent communication from the school and teachers regarding student learning/behavior. Continuing to effectively adhere to curriculum pacing and maintain high expectations for students while using data to guide instruction.	The focus areas include keeping the vision and mission at the forefront of our decisions. Create opportunities for reciprocal learning between school, families, and outside organizations. Offer resources and trainings to families to enhance their capacity to contribute to student outcomes. Implement strategies to involve families in decision making processes including surveys and parent committees.	Engagement of underrepresented families in order to improve student outcomes includes Culturally Responsive Communication as well as using culturally relevant examples and context; Parent Empowerment workshops that teach advocacy for their child's needs and understanding academic expectations; Flexible Engagement Opportunities that allow for meetings, events, and conferences to accommodate the diverse needs of underrepresented families by offering virtual options and various times/days for parental contact.	The current strengths and progress for seeking input for decision making include multiple feedback mechanisms including surveys, Saturday Family Engagement Workshops, and Parent Talk Sessions. Regular engagement takes place with stakeholders, ensuring that their voices are heard throughout the decision making process. School leaders demonstrate responsiveness by actively addressing concerns raised by families, building trust and confidence in the decision making process.	The focus areas for improvement in seeking input for decision making include diverse representation that reflects the school's commitment to inclusivity and equity; Data-based decisions ensuring decisions are grounded in data and research-based evidence; Continuous improvement in seeking input for decision making, regularly evaluating the effectiveness of feedback and adjusting as needed to better meet the student and family needs.	The engagement of underrepresented families will take place by ensuring decision making committees include representation from underrepresented families, actively seeking out diverse voices making sure that all perspectives are considered in the decision making process. Following-up with underrepresented families to communicate how their input has been used to inform decisions and providing feedback on how their voices have made a difference helps build trust and encourage continued engagement.	2	2	2	3	3	3	3	3	3	3	2	2	Not Met			2024
07100740129528	Caliber: Beta Academy	3	All family communication is sent home in families’ primary language in addition to English. All teachers make relationship-building phone calls with families at the beginning of the year to ensure that families and teachers begin the year with a strong relationship. Staff is provided for with a script for these calls and given time during professional development in August to complete.
Families participate in conferences twice a year with families to connect and learn more about students’ strengths and potential areas of growth both at school and at home. Throughout the year there are a series of events that bring families on to campus, from content nights to community building events	An area of improvement is to devote extra attention to building relationships with families of students who are chronically absent. In an attempt to do this Caliber Beta has recently created the Attendance Improvement and Family Engagement Coordinator role. This staff member does target outreach in order to learn more about the needs of students who are chronically absent.
We hope to continue this focus area in coming school years.	We begin a pilot of home visits with families with students who were chronically absent to build stronger relationships. This will build upon the work already done with the Attendance Improvement and Family Coordinator and expand the circle of staff joining these visits. By partnering with families and connecting them with our various resources (mental health, SEL, academic intervention, wellness) we are hoping for an increase in investment by this underrepresented population.	There are a number of schoolwide structures that support partnership for student outcomes: from student led conferences, to utilizing DeansList and Classdojo for communication,
Parent leaders at the school have become more involved with advocacy efforts this year and have held a number of action research meetings with local officials to advocate for the school.
Both school leaders hold monthly meetings with families on a range of topics as well as to gather feedback on current practices	While grades are usually discussed in student led conferences, we have found that parents may not be aware of the grade level proficiency of their student. In addition, families can use support on how to read our I-Ready diagnostic tests.
	Next year we’d like to make sure that parents are receiving more detailed information about their students’ proficiency levels to enhance data transparency. Incorporating these conversations into student led conferences, where usually only grades are discussed, can support families in gauging student success and aligning at home to in school learning.	There are a number of school structures that support parent input in decision making. In addition to the elected SSC and ELAC, parents provide input monthly at principal meetings, and via two annual surveys which seek feedback on our school climate, school fit, and our priorities each year. Each of these opportunities have translation provided for families who do not speak English.	We would like to ensure there is more upper school representation in the ELAC next year, as we will be focusing on LTELs.
	We will specifically recruit upper school and LTEL families to serve on the ELAC.	4	4	4	4	4	4	4	3	4	3	4	3	Met		2024-06-20	2024
07100740129684	Summit Public School K2	3	Summit K2 has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results. We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold annual evening Town Halls, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit leadership directly through a neutrally facilitated circle discussion.	Focus Area for Improvement: Summit K2 has made great strides in building strong relationships within our community and remains a priority area for the school. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.	We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.	By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator.  We examined:
Professional Development structure and survey
Parent newsletters (+language access) (analytics)
Personalized Learning Plan meetings (parents/caregiver:student:mentor)
Policy accessibility on website

Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work.  The school holds a specific tech training for families so they know how to use these resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed.  Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers.  The school is very explicit in all communications the value that parents bring to supporting their child's academic successes.  

Summit K2 is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners.  During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided.  Prior to 1:1 parent conferences, there is specific training for how to hold these meetings in a way that respects parents and encourages their participation.  The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents.

Summit K2 utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.  

Additionally, the school ensures that parents/caregivers of migratory children are engaged.  This includes meeting with families prior to a departure and then again when they return.  The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.	One focus area is improving student attendance and reducing truancy, in particular for students from historically marginalized or disadvantaged backgrounds, and specifically how we can build partnerships with families to impact these outcomes.	We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.	At Summit K2, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informating a solution and to understand status, all families, teachers, school leaders, and network team members must contribute. 

In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings. School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and  to plan, design, implement and evaluate family engagement activities.  Outreach with our community and supporting an infrastructure that enables parent engagement in our school and culture remain a focus area.	Outreach with our community and supporting an infrastructure that enables parent engagement in our school and culture remain a focus area.	As mentioned above, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and  to plan, design, implement and evaluate family engagement activities.	4	4	4	3	3	4	4	4	4	3	4	4	Met		2024-06-13	2024
07100740134114	Contra Costa School of Performing Arts	3	Currently we send a weekly newsletter to parents. Teachers in somegrades send weekly communication on what is happening in theclassroom. Parents can request access to Google Classroom. We have aquick messaging system for reminders.	The areas of improvement are more transparency from our Board ofDirectors on the financial sustainability of the school, and morecommunication from teachers.	CoCoSPa will host more parent meetings with admin, staff and the boardof directors. We will hold monthly parent education sessions on topicsrelated to student achievement, attendance, and engagement. We areinstituting a cell phone ban to keep students focused and to help withinstruction. Families will be notified right away if any issues arise. We aretrying to streamline our communication platforms and bring in moretrainings for stuff on building relationships.	CoCoSPA's current strengths lie in being a small school. Parents choose tobring their children to our school. In being a small school, teachers knoweach child. We come together for Student Success Meetings if there areany needs identified. We reach out to the parents for partnership andsupport. We hold counseling sessions and support students with theirmental health and social-emotional well-being. We cultivate art as a way ofexpression for many students and build relationships often through thecreative process.	We need to continue to improve on building partnerships with familiesespecially when students are struggling. Often we see an area of need, butcan't identify the specific way to change behavior. Having more tools,resources, staff and experience will help in this area.	CoCoSPa will host more parent meetings with admin, staff and the boardof directors. We will hold monthly parent education sessions on topicsrelated to student achievement, attendance, and engagement. We areinstituting a cell phone ban to keep students focused and to help withinstruction. Families will be notified right away if any issues arise. We aretrying to streamline our communication platforms and bring in moretrainings for stuff on building relationships.	Currently we seek input from internal surveys, CA Healthy Kids Survey,Ensemble/Parent Teacher Organization meetings, Board meetings, andother informal feedback from parents and community members.	This year we have implemented more committees on our Board andutilizing more parent input. We have mobilized more parents to supportinitiatives for the school. Parents are asking how they can help and arefeeling more invested.	We are working on making sure our tools are translated into the languagesspoken by our families. We are working on creating opportunities to shareinput in person. We are finding liaisons to reach out and support withoutreach to these families. We are cultivating resources to make sure allfamilies have a voice.	3	3	3	3	3	3	3	4	3	3	3	3	Met		2024-06-25	2024
07100740137026	Invictus Academy of Richmond	3	Every year in professional development in the summer, teachers are trained on how to track parent communication. Our school invests in parent communication and proactive parent relationship-building. The school provides training to teachers in how to communicate positive feedback about students with parents during the summer and provides time in professional development throughout the year to be able to make phone calls, texts, and emails home. Parent and guardian survey data indicates that Invictus parents feel well-informed about their child’s progress at school.	We want to make sure we are reaching all families.	We plan to explore multiple avenues for outreach to families and engagement with families.  We offered a mix of virtual and in person meetings to support engagement.  We added incentives for family participation in events.  We hold family conferences twice each year and make a strong effort to get to 100% family participation through tracking participation data and continuing outreach.  We have seen an increase in participation as a result of these efforts.	A weekly progress report is sent home for parents to stay updated on student progress (includes grades, attendance, and behavior data).
Parent conferences are mandatory for all students and families and occur twice per school year. A focus for parent conferences is how to support learning at home. Teachers spend time sharing strategies with parents for how to support students at home. We also host college access nights for high school families.	We plan to continue increasing knowledge-building for families in how to support their students’ learning and the importance of attendance for student learning.	We plan to incorporate a focus on the importance of attendance throughout our family engagement.	The School Site Council has meaningful input into school budgeting and long-term planning. If we have a large decision to make as a school or adjust the program, we hold opportunities to collect parent input like a Google Form or a town hall. For example, we adjusted the bell schedule to add an additional minimum day to the schedule this year, and we asked parents for feedback on the plan via Google survey.
We use family survey data (administered 2x/year) to inform program planning for the following year.
	We plan to focus on increasing the number of participants who give feedback.  We increased participation in 23-24 and plan to continue working toward greater participation.	We plan to provide multiple ways that families can provide feedback to the school.	4	4	4	4	4	4	4	4	4	3	4	3	Met		2024-06-26	2024
07100740730614	Golden Gate Community	3	Golden Gate hosts monthly virtual principal/parent check in meetings to communicate announcements, campus events and solicit feedback. In addition, the school held two Parent Institute for Quality Education (PIQE) cohorts and one Title 1 Parent’s Meeting. Because the school's administrative assistant is bilingual, it allows for more diverse parent engagement. The vast majority of Golden Gate staff have been trained in restorative practices. This promotes more parent involvement with student and staff praises and concerns. In addition, Golden Gate has added on-site counseling and increased scholarship and internship opportunities. Lastly, Golden Gate has food pantries at three of four campuses to support families in more tangible ways.	Golden Gate hosts monthly virtual principal/parent check in meetings to communicate announcements, campus events and solicit feedback. In addition, the school held two Parent Institute for Quality Education (PIQE) cohorts and one Title 1 Parent’s Meeting. Because the school's administrative assistant is bilingual, it allows for more diverse parent engagement. The vast majority of Golden Gate staff have been trained in restorative practices. This promotes more parent involvement with student and staff praises and concerns. In addition, Golden Gate has added on-site counseling and increased scholarship and internship opportunities. Lastly, Golden Gate has food pantries at three of four campuses to support families in more tangible ways.	Golden Gate continues to work to create a welcoming environment for all students and families. They continue to focus on the development and implementation of culturally relevant curriculum and supports for all students. Moreover, they have spent a significant portion of their professional development on relationship building strategies and cultural diversity. They have also worked to make sure all mailings that go out to families are sent in both English and Spanish. They have added translation support options for meetings and presentations. In addition, they have bilingual tutoring opportunities, bilingual mental health clinicians and a School Administrative Assistant that is bilingual. Lastly, they solicit feedback from families through a series of annual surveys.	Golden Gate partnered with the RenStar team to provide professional development.  As a result, 58% of long-term students made gains in ELA on the Renaissance STAR Assessment and  66% of long-term students made gains in Mathematics.  Furthermore, Golden Gate plans to strengthen their communication with families by using School Messenger more efficiently, providing parent education class cohorts, and by hiring more bilingual instructional assistants. In addition, the Golden Gate principal holds monthly virtual parent/principal meetings and invites all families. They continue to explore additional ways to engage both staff and families in two-way communication around other topics related to student performance and well-being.	Golden Gate is working to provide more support for its English Language learner population. Specifically, they worked with an ELD consultant to develop more targeted designated English Language Development (ELD) instructional support. They will continue to utilize professional development to assist with the implementation to better meet the needs of  students.  They utilize a community partner to provide bilingual Math tutors. They also work with a community partner to expand the Visual Arts offerings to further promote student engagement. In addition, they utilize community partners to provide bilingual counseling options for both students and families alike. Lastly, to support our College and Career readiness, they plan to continue to expand the concurrent enrollment with the Community Colleges and increase the number of paid internships for students.	Golden Gate supports better communication with its families through changes to the main office and newly hired teaching staff. They provide food pantries at three of our four campuses. They hold monthly virtual parent check in meetings with bilingual support.  They also have bilingual counseling options for both students and families. Lastly, they offered two parent education cohorts to families.	Golden Gate facilitates a series of surveys annually to garner feedback to aid in decision-making and program improvement. They also collect feedback/suggestions from both students and families who serve on the School Site Council. Moreover, the school also collects feedback from a series of LCAP educational partner meetings throughout the academic year. Family feedback is also collected during the bi-annual school transition meeting, as well at family School Attendance Review Team (SART) and School Attendance Review Board (SARB) meetings.	Golden Gate consistently solicits parent feedback in their policies and procedures. They promote parent involvement for Open House Night, School Site Council, LCAP educational partner engagement meetings, SARB, SART, PIQE, and monthly principal meetings. We are continuing to explore additional ways to engage both staff and families in two-way communication around other topics related to student performance and well-being.	Golden Gate will continue to improve its practices based on critical feedback from the students and families they serve. This will be done through surveys, pre and post assessments, input, and parent testimonials. The school will continue with equity initiatives to help better understand the needs of the communities that they serve. Lastly, Golden Gate will work to support more diversity in parent involvement.	5	5	5	4	5	4	5	5	5	4	4	4	Met		2024-06-12	2024
07100740731380	Clayton Valley Charter High	3	The Counseling Department hosts 6 Parent Information Nights providing information to families relevant to the specific grade area that their students are in. The CVCHS Newsletter weekly parent bulletins contains comprehensive information on school events and activities along with quarterly newsletters from the Counseling Department. The communication parents receive is through our student information system, Power School and School Messenger which provides daily updates on grades and attendance to all parents via email, call and text. 

In addition to Parent Information Nights, we host an annual Open House, parent conferences, Academy Info Night, AP Parent Info Night, and new student preview days to showcase our programs and provide opportunities to develop relationships with families within our community. These events help facilitate ongoing dialogue between families and our staff on a multitude of topics, including topics as broad as major academic programs and as narrow as individual student performance. 

	CVCHS has identified areas that CVCHS needs to work to enhance their social media presence to expand outreach to parents and community, continue to improve our relations with local school districts and enhance our community partnerships. Examples of this include a revamped school website that makes accessing information much more available
	Upon review of current practices CVCHS has identified areas for growth.  An area of concern is that the populations, while small in percentages, are critical to our school and we need to work on outreach to these groups of different language speakers. As an initial source of on-site community contact, the school’s MFT will facilitate a newcomer support group. We will look to expand this premise to the larger community to provide a welcoming, inclusive environment where potential applicants feel supported.We will build a Wellness Center this school year.	Administrators, counselors, teachers and parents worked jointly to support families with distance learning, social emotional support and virtual parent involvement. Our LEA reached out to parents through our Targeted Case Management system which provide a series of workshops to parents and students who were struggling with within the virtual educational environment These virtual workshops ran in 8-10 week cycles throughout the year and were a place where where school staff partner with parents on academic, behavioral, and social issues so families can gain an understanding on such topics as the challenging State academic standards, State and local academic assessments, the requirements of this part, and how to monitor a child’s progress and work with educators to improve the achievement of their children. Our school-based mental health team supports caseloads for individual and group counseling as well as a very robust menu of other student/family workshops (examples: PHEW--Parent Health Education & Wellness, Everything’s FINE--student peer wellness group, Dad’s Unite group, etc.). While students who are struggling receive communication from teachers as well as support from their counselor, there is a need to continue to develop a sustainable conference model where all families have the opportunity to discuss student progress with their teachers during a dedicated parent/teacher conference.
	As a LEA, we provide professional development four to five times per month by having a professional development schedule every month. A portion of this professional development is dedicated to how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. During these professional development days, staff also review state academic standards, state and local academic assessments, and how to monitor a child’s progress and work with educators to improve the achievement of their children during these activities. Additional time is spent on schoolwide academic goals, including common benchmarks and instructional guides.	We will continue to work towards developing a more comprehensive conference model to discuss individual student progress at the parent/teacher level.	Parent trainings and workshops continued in a virtual format. Parent feedback at virtual outreach events, Parent-Faculty Club meetings, LCAP Community Forums & stakeholder surveys were used to guide the creation of the 2024-25 LCAP Goals & actions and services which align with our Charter and WASC documents. Our LEA posts policies and proposed changes prior to adoption so that families have the opportunity to comment and make recommendations	Upon review of current practices CVCHS has identified areas for growth.  An area of concern is that the populations, while small in percentages, are critical to our school and we need to work on outreach to these groups of different language speakers.	CVCHS has identified areas that CVCHS need to work to enhance their social media presence to expand outreach to parents and community, continue to improve our relations with local school districts and enhance our community partnerships
	5	5	5	5	5	5	4	5	4	5	5	4	Met		2024-06-12	2024
07100746118368	Manzanita Middle	3	Manzanita is a small parent-cooperative school where families and teachers work together to create the best possible learning environment for their children. Manzanita was the first charter school in the district and has been operating since September of 2000. Manzanita Charter Middle School was created in 2000 by West Contra Costa parents wanting a small, safe, student-focused school that partners with parents to establish a teacher/parent cooperative model. In 2023-24, 100% of parents report a perception of school connectedness.	As Manzanita continues to regain previous enrollment numbers, the school will need to build relationships with new families. The addition of a new computer program, Deans List, allows administrators and teachers to quickly and efficiently communicate with parents, guardians and families.	The school will continue its family outreach efforts and focus on inclusion and participation.	Teachers use of Class Dojo provides timely notices to parents and staff regarding student achievement and monthly recognition. Teachers and Staff use of DeansList allows effortless communication back and forth between families and the school. Section classes compete for Dojo points reflecting positive behavior and are recognized and rewarded. DeansList allows teachers, staff, and families to track and review participation and behavior of students.	At our annual orientation and Back-to-School events, we will begin by informing parents of the significant impact chronic absenteeism has on academic performance. Additionally, we will be diligent about notifying parents of cumulative absences once students reach 5 in the year and initiating an SST for any student with 10 absences. DeansList and Powerschool allow the school to accurately track and report real time information to teachers, staff and families which allows for immediate intervention and correction.	Manzanita will continue to build relationships within the community to provide families with resources for mental health, parenting support, etc.	In 2023-24 100% of parents provided input to support school decision-making.	Manzanita will continue to build relationships with new families to bring them into our family-like school community.	We will continue our parent outreach efforts to communicate and invite input from all families.	4	5	5	5	5	4	4	4	4	5	4	5	Met		2024-06-19	2024
07616300000000	Acalanes Union High	3	AUHSD prioritizes parent and family engagement, and the District's practices reflect a belief that strong family partnerships foster strong educational outcomes for all students. The District partners with a variety of organizations to ensure broad input on decisions that affect the schools. Organizations include parents' clubs, educational foundations, School Site Councils, School Advisory Councils, Coordinating Council, and diversity, equity, inclusion, and belonging committees. Two newer committees include the Special Education Parent Advisory and the Black / African-American Advisory. These organizations and committees serve as conduits for input about all facets of District programming. Sites hold regular informational meetings to provide the community with relevant information about the school. During these meetings, parents/guardians and community members have opportunities to ask questions and provide input. Through well-attended events such as Back to School Night and Open House, parents/guardians have the opportunity to visit classes and interact with teachers and administrators. All AUHSD schools host interactive parent seminars throughout the year to address a wide range of issues, including teenagers and social media, the college admissions process, course selection, and strategies to reduce academic stress. AUHSD has fully implemented a learning management system that allows parents/guardians to use an online portal to access assignment calendars, assignment details, and a full grade book. The information available via this portal keeps parents/guardians informed about academic progress, and it also provides an avenue for two-way email communication.	Parent input from the school accreditation process and the process for developing the Local Control and Accountability Plan (LCAP) indicates a continued interest in more academic counseling, especially with respect to developing a 4-year academic plan. In response, AUHSD has launched an online module in the District's learning management system that will allow students, parents/guardians, and counselors to collaboratively build, review, and modify 4-year academic plans. AUHSD has also launched a new college and career planning program. Through this program, students, counselors, and parents/guardians can collaboratively research various college and career options. AUHSD also continues to prioritize the role of parents/guardians on the School Site Councils. The following is an action step in the 2024 LCAP: Utilizing site-based, collaborative decision-making, School Site Councils will develop priorities, goals, and budgets to further implement actions that foster the achievement of all students and close opportunity gaps (AUHSD LCAP Action Step 2.11, 2024).	A review of academic performance data from the Dashboard and District-based sources indicates the persistence of academic opportunity gaps for specific student groups, including English language learners, students with disabilities, students from low-income backgrounds, Black / African-American students, and Hispanic students. Educational partners, through surveys and focus groups, indicate that opportunity gaps must be addressed. Partnering with the parents of English learners is key for student success. AUHSD staff continue to implement strategies to strengthen communication with parents/guardians of English language learners. With new translation software, staff are able to easily translate important school information, and attendance at the schools' English Learner Advisory Committee (ELAC) meetings and the District's English Learner Advisory Committee (DELAC) meetings continues to increase. To strengthen the partnership between AUHSD and the parents/guardians of Black/African-American students, Hispanic students, and students with disabilities, AUHSD will continue to build engaging, informative, and relevant programming for the Black/African-American Advisory, the DEIB Advisory, and the Special Education Parent Advisory. These priorities are reflected in the current Local Control and Accountability Plan (AUHSD LCAP Action Steps 2.4, 2.6 & 2.7, 2024).	To ensure that parents/guardians receive clear information about school programming and student progress, AUHSD staff receive extensive training on the District’s learning management system. Through this system, parents are able to see detailed information about academic progress and engage in two-way communication with teachers. The system also provides easy, online access to academic support materials that students and families can access at home. Teachers and administrators receive annual professional development on effectively implementing Section 504 support plans and Individualized Education Programs – both require extensive partnership with parents/guardians. Counselors also receive ongoing professional development on how to best facilitate effective four-year academic planning meetings with students and parents/guardians. Through the required registration process at the beginning of the school year, AUHSD notifies parents of their educational rights, with key information readily available on the AUHSD website. Parents of students with disabilities and parents of English learners receive regular notices of their legal rights. Each school has a Wellness Center, and staff in these centers provide resources and programming to directly support students and families with social-emotional issues.	AUHSD is in the process of revising orientation programming for new teachers and counselors, and much of this programming will address partnering with families to foster student success. During the school accreditation process and the process for developing the Local Control and Accountability Plan, parent input indicated a desire for strengthening the process for academic planning and college-and-career planning. In response, AUHSD is expanding the 4-year academic planning process to include an online module that will allow parents/guardians to stay informed about academic pathways for college and career success. AUHSD has also identified a need to provide additional college and career planning support for students whose parents/guardians attended college in another country. These families may not have a high level of awareness about the U.S. college admissions process, so focused programming is needed. 

The effective use of the learning management system will also provide parents/guardians with critical information to provide support at home. The following is an action step from the LCAP: Increase the effectiveness of Canvas, AUHSD's online learning management system. Through the use of course templates, professional development, and clear expectations, AUHSD will support teachers in the development of Canvas accounts that provide students and their parents/guardians with easily accessible, comprehensive, and up-to-date information about assignments and grades. Administration and site Canvas Teacher Leads will facilitate this work (AUHSD LCAP Action Step 1.10, 2024).

AUHSD is also looking to improve the Student Study Team model to allow for an increased number of proactive meetings with staff, students, and parents/guardians to address academic and/or social-emotional issues. The following is a new action step in the 2024 Local Control and Accountability Plan: Further develop the effectiveness of site-based intervention teams, including Student Study Teams and Student Review Teams. These teams will develop their capacity to effectively implement Tier 1, 2 and 3 academic support, as well as social-emotional support (AUHSD LCAP Action Step 2.9, 2024).	During the Local Control and Accountability Plan development process, staff and educational partners identified the need to strategically examine and improve the effectiveness of college and career services. There will be a specific focus on how college and career services are supporting students with disabilities, Hispanic students, Black / African-American students, and low-income students. AUHSD has a new metrics for measuring how well the District is serving these student groups with respect to college and career planning. For example, a new metric for the 2024-2025 Local Control and Accountability Plan will address how College and Career Centers are serving low-income students: College and Career Centers and Low-Income Students -- % of students from low-income background receiving comprehensive college and career services (AUHSD LCAP Metric 2.15, 2024). 

To better assist students and their parents/guardians as they plan for post-secondary opportunities, AUHSD will implement a new online college and career planning platform.

Based on quantitative and qualitative data, AUHSD also needs to strengthen lines of communication and partnerships with parents/guardians of English language learners. The District recently adopted a revised English Learner Master Plan (May 2023), and the plan emphasizes strong family-school partnerships.	General parent/guardian input is received via an annual, online survey, and through this survey, parents/guardians provide input on District strengths, areas of growth, and priorities. During the annual Local Control and Accountability Plan development process, District staff hold site-based parent input sessions at all of the schools for in-person dialog about goals, metrics, and action steps related to the LCAP. Ongoing parent/guardian input and collaborative decision making comes through the various parent advisory groups: the Black / African-American Advisory, DEIB Advisory, Special Education Parent Advisory, Coordinating Council Parent Leadership Group, District English Language Advisory Committee, site-specific English Language Advisory Committees, and School Site Councils. Parents/Guardians serve on School Site Councils and therefore play a key role in establishing and implementing the goals and action steps of each site’s School Plan for Student Achievement (SPSA). All AUHSD schools maintain full accreditation through the Western Association of Schools and Colleges (WASC), and to receive such an accreditation, there must be extensive school-family partnerships.	AUHSD has made tremendous progress in expanding the District English Learner Advisory Committee (DELAC), but during the 2023-2024 school year, only 31% of English Learners had a parent/guardian attend a DELAC event. Parent participation in DELAC events is critical, so the District is looking to increase participation. The District's Special Education Parent Advisory is active at the District level, but there are requests for more site-based events and programming for parents of students with disabilities.	The challenges associated with translating presentations and materials during DELAC meetings can often serve as a barrier for meaningful input from families. The District is bringing additional multilingual community members to assist during these meetings; in addition, the District has invested in online translation software. To increase engagement of families with students with disabilities, staff and parent leaders on the Special Education Parent Advisory are scheduling regular meetings at the school sites starting in 2024-2025. These meeting will provide a venue to strengthen the school-home partnership.	5	5	4	5	5	5	4	5	5	4	5	4	Met		2024-06-05	2024
07616480000000	Antioch Unified	3	Family events and activities have flourished, spreading across the district, offering abundant opportunities for families to actively participate and strengthen their bonds with school communities. The growth of athletics and performing arts programs has been remarkable, attracting a greater number of students and, consequently, fostering stronger connections with even more families.  Restorative practices and community circles expanded dramatically across schools to help rebuild school communities by developing relationships and resolving conflicts between students, staff, and/or families.  An alternative to suspension program was piloted with success and yielded a positive response from parents.

Additionally, every school in AUSD maintains a fully compliant School Site Council (SSC) and English Learner Advisory Committee (ELAC), which has the appropriate membership and meets regularly to review, inform, and approve programming decisions.  SSC representatives annually attend SSC training so new and returning members know their roles and responsibilities as voting delegates of the SSC.  Educational Services provides resources and training to assist site administrators, school leadership, and SSCs in conducting a thorough needs assessment to develop an aligned Single Plan for Student Achievement for site approval before moving on to AUSD Board approval.	Educational partners, parents, and families attend in-person meetings, while virtual and hybrid options are available to provide flexibility and access for more parents to attend.  A district wide survey was given to parents to solicit their feedback on ways to improve our services.  Site and district educational partner and parent meetings were held to share ideas on how to increase parent engagement efforts at the site and district level.  Some ideas that were suggested are to have parents at drop off and pick up to greet other parents, get parents involved in sports activities, and encourage them to coach teams, and train parents on restorative practices.	AUSD educational partners shared a number of suggestions for engaging parents, particularly our underrepresented families.  One strategy recommended by our educational partners was for school staff to assist parents at the beginning of each school year with establishing or updating their parent portal accounts in Aeries and Apptegy so families can stay connected to their child's progress and informed about important notices and events.  Giving parents written directions or announcements is not enough.  There was also a request for training for parents on how to navigate the education system and how to support their children with schooling.  Educational partners also requested more access to community resources available to support families. All schools participated in an Equity Audit in the 2023-2024 school year through an outside agency and the district report noted more consistency was recommended for engaging and involving families across schools in the district.	AUSD conducts multiple rounds of parent/teacher conferences throughout the year.  The conference structure includes student progress on identified priority standards and proficiency scales.  Parents are informed of the progress their child(ren) is making and share skills their child(ren) needs to reach grade-level standards mastery.  AUSD will guide and support teachers who would like to involve their students in the parent/teacher conference process by having students share with their parents their growth and next steps using the proficiency scales.  Ongoing professional development is scheduled to provide training and practice for teachers and site administrators in using standards-based learning and student achievement data to inform parents of student outcomes.	AUSD's greatest area of need is focused on identifying effective ways to engage our hard to reach parents.  Some parents have communicated during educational partner meetings that they have not always felt respected while on some school campuses. Building relationships takes time to connect with families, especially with those who feel marginalized within our educational system.	AUSD is committed to examining how racism and unconscious bias manifest in our educational system and how we can work together for equity and social justice.  This needs to be addressed to fully understand and appreciate the importance of meeting our underrepresented families where they are so genuine partnerships are built for student outcomes.  AUSD's District CARE Team will merge with AUSD's School Attendance Review Board in the 2024-2025 school year with a renewed focus on supporting students and families when site-based supports are unsuccessful.  AUSD is also in the planning phase of incorporating Community Schools at select secondary schools in the neighborhoods with the greatest needs to provide resources for students and families.	AUSD has actively engaged its school community in processes that support the development and implementation of the LCAP. Educational partners' involvement includes participation by parents, students, administrators, AUSD staff, the Contra Costa County Special Education Local Plan Area, and community members in the review and evaluation of LCAP initiatives, along with the development of the 2024-2027 LCAP goals and actions. An LCAP Advisory Committee met during the 2023-2024 school year and members of this body included representatives from school sites, students, AUSD Educational Services staff, the Antioch Educators Association, the California School Employees Association, and other District advisory groups such as the District English Learner Advisory Committee (DELAC), the Parent Advisory Committee (PAC), and the African American Parent Advisory Council (AAPAC). Additionally, an electronic survey was shared with all educational partners in AUSD to solicit a broader range of feedback and recommendations.  The composition of the LCAP Advisory Committee helped to ensure a focus on high-needs students who generate Supplemental and Concentration grant funds. Committee members had the opportunity to review data, ask questions, provide feedback, and generate recommendations. The AUSD Superintendent responds in writing to any questions from the LCAP Advisory Committee, DELAC, and PAC.	AUSD requires each school to submit the names and contact information for the educational partners who will serve as representatives of their school at LCAP, DELAC, PAC, and AAPAC meetings.  Direct contact will be made to those representatives to ensure they are informed of upcoming meetings and schools and representatives will be contacted if they do not attend meetings regularly.	AUSD will begin by working with school staff to assist parents at the beginning of each school year with establishing their parent portal accounts in Aeries and Apptegy so families are aware of important meetings.  Our educational partners have also recommended providing food or hosting a potluck for meetings and personally reaching out to educational partners to encourage their attendance at important decision-making meetings.  When surveying our educational partners regarding their preference for meeting structures, the overwhelming response was to hold half of the meetings virtually and half in-person.  This would allow opportunities to authentically build community while providing some flexibility for attendees who have difficulty attending in-person.  Lastly, we will continue to utilize surveys to collect feedback and input from a broader group of educational partners across the district.	4	4	4	5	4	4	5	4	5	5	5	4	Met		2024-06-26	2024
07616480115063	Antioch Charter Academy II	3	ACAII has several strengths in building relationships with parents. Every level has a Back to School Night to review how parents can support student learning at home. Teachers offer to meet with families and students to discuss student progress and ways to work together to support improved student outcomes during twice yearly conference weeks and other conference times throughout the year. Staff members attended monthly “Second Cup of Coffee” meetings to update families on happenings around the campus and share a little about themselves. A wide variety of ways for families to volunteer encourages participation and allows families and staff the opportunity to know each other.  The school provides Parent Rights to families whose students have IEPs and/or 504s. The steps for a parent referring their child for an evaluation for additional services are in the Family Handbook and on the school website. Newsletters, Gradelink, and school documents include Spanish translations. Translators are provided for conferences when needed.
	A focus area of improvement is to increase the participation of underrepresented families, especially those that are non-English speakers.	For 2024-2025, three actions are included as part of LCAP Goal 4 to improve engagement of underrepresented families:  
-Conduct ELAC (English Language Advisory Committee) meetings at least every trimester to gather parent input
- Hold at least one school wide event/celebration highlighting cultures
- Create a home survey to gather information about cultures and traditions and give it to all families at the beginning of the year.	ACAII has several strengths in building partnerships for student outcomes. There are multiple opportunities for 2-way communication between family and educators, including parent-teacher conferences held twice yearly, and email communication between teachers and parents. 

Throughout the year, Parent Education Program (PEP) meetings are held to inform parents of components of the school program. Some topics are chosen based on a parent survey.  The school counselor included tips for parents in the weekly school newsletters and curated parent resources on a private school website page.

Two weeks are scheduled to allow for parent-teacher conferences in November and March. Students in grades 4 to 8 are encouraged to attend their parent-teacher conference to discuss student progress and be part of the conversation about setting goals. Students bring home weekly reports of work completed or parents have access to an online grade book or Google Classroom where they can view student progress. 
	The focus area for improvement in Building Relationships Between School Staff and Families is to increase the participation of parents and caregivers whose first language is not English.	ACAII will improve the engagement of underrepresented families by implementing an English Learner Advisory Committee (ELAC) in 2024-2025 to increase the input and participation of families that speak languages other than English at home.
	ACAII supports families in advocating for their own students and all students. The school encourages parents to go to board meetings or write letters to support the renewal of the charter every 5 years. Additionally, parents are invited to be part of the WASC accreditation process to have a voice in the self-study report and to speak with the visiting committee about the school's strengths and areas of growth. Multiple surveys are sent to families in English and Spanish to gather information and seek input annually.
ACAII supports family members in engaging in advisory groups. A Parent Advisory Committee for Special Education developed a curriculum for Ability Awareness Week. Each classroom level used a set of activities to help students better understand what it's like to live with different disabilities. The Family Network is ACAII's parent group that plans multiple activities for families and staff to interact while raising money for the school program. During the 2023-2024 school year, the FNB planned a Back to School Bash, a Walk-a-Thon and a Silent Auction. These fun events bring many families in and give people a chance to interact with each other, which leads to more families being involved in the school overall.Surveys are sent to families at least annually to gather input and feedback for areas of successes at the school and areas of growth to include for future goals.
	During the 2023-2024 school year, ACA2 completed a self-study for WASC.  During this process, it was determined that many families are unfamiliar with the Charter Council, which is the governing board of the school.   One action item added to the school action plan beginning in 2024-2025 is to increase school community awareness of the Charter Council responsibilities and accessibility of meetings.
	ACAII will improve the engagement of underrepresented families by implementing an English Learner Advisory Committee (ELAC) in 2024-2025 to increase the input and participation of families that speak languages other than English at home.  As part of the ELAC process, parents will be informed about the role of Charter Council and the ability of parents to speak at the Charter Council during public comments.	4	5	4	5	5	4	5	4	4	4	4	5	Met		2024-06-13	2024
07616480137430	Rocketship Delta Prep	3	In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families. Over the course of 23.24, we continued to strengthen some of our core family engagement and partnership activities including Home Visits, Care Corps and Los Dichos. We focused on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. The Care Corps program significantly expanded its caseload, supporting families experiencing severe hardship and chronic absenteeism. The Los Dichos program, which is a cornerstone of relationship building with families in which families participate in the classroom and read books to students in their home language, saw record participation and engagement from families and staff.

	In order to continue to grow in the area of building relationships between school staff and families, the school will continue to refine communication platforms and systems to deliver two way communication between staff and families in our families’ home language. Additionally, we will increase the frequency of our family survey, so our school can respond to family input in a more continuous cycle.

	The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities.

	Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect. 

Our wellness and care corps coordinators partner together to analyze trends happening in our community and bring corresponding resources for students and families onto campus. Additionally, they supported a series of monthly parent workshops on a range of topics focused on providing opportunities for families to engage in their own learning around practices to support their students in school and at home, engage in their community and understand their rights and ways to advocate for their students. We also partnered with the Rocketship network and Hispanic Foundation of Silicon Valley to continue and strengthen Parent University, which delivered workshops on college readiness, parent and school partnership, positive discipline, parenting and advocacy in the community.
	In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. We will seek to increase the number of academic nights focused on our curriculum over the course of the year, providing families with increased understanding of the curriculum, resources and best practices to support their students.	The school will invest in the engagement of underrepresented families through specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator. Additionally, the school is investing in a new communication platform that supports direct, two way communication between teachers, staff and families in the home language of the family.

	In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. In order to gain more timely input and feedback from families this year, we increased the frequency of the survey to all families, gathering information about how the school is working well for them and how we can improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.

In addition to SSC and ELAC, our campus has a campus community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.
Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. This plan will guide all Rocketship schools in the Bay Area over the next five years. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.

	In order to continue to improve in seeking input for decision making, the school will increase efforts to better inform all families of the work of our SSC and ELAC and the initiatives they are undertaking. Additionally, we will hold more focus groups with families that receive additional supportive services and have an ongoing dialogue with them to make more timely adjustments to services provided.

	The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work by reaching out to engage families of underrepresented groups.

	5	5	5	4	4	4	5	5	4	5	4	4	Met		2024-06-13	2024
07616486115703	Antioch Charter Academy	3	ACA has several strengths in building relationships with parents.  ACA uses a variety of communication tools such as; email, social media, Class Remind, and Track It Forward.  Each year begins with a Back To School night to help introduce parents and teachers and to set an opportunity for 2-way communication between families and educators.  There are also monthly opportunities for parent and teacher engagement such as; Charter Council meetings, Family Network meetings, and parent-teacher conferences.  Meetings were held on Zoom and in person to allow for more participation from parents and families. At the end of the school year, a meeting was held for all the parents/families of the ELL students.  This meeting was used as a way to review the new Summative ELPAC score reports and also to educate the parents/families about the new ELAC being implemented next school year.	One focus area for improvement is to continue increasing the number of documents and whole-school communications that are translated into Spanish.	In 2024-2025, ACA will create an ELAC, elect an ELAC Board from parents of ELL students, and hold three meetings during the school year to support the ELL students and families at ACA.	ACA believes parents/families are an integral part of each student's education.  ACA values building partnerships with parents/families all year long.  Each month there are at least two scheduled minimum days to allow for parents and teachers to meet.  At the end of the first and second trimester, there is also a full week of minimum days to allow for parents and teachers to meet.  Students in grades TK-3 are allowed to attend conferences with their parents and teachers.  Students in grades 4 to 8 are encouraged to attend their parent-teacher conference to discuss student progress and be part of the conversation about setting goals.  Staff members who are fluent in multiple languages are part of these conferences to support parents and teachers during conferences where translation is needed.	ACA staff has a goal to create a way to communicate to parents/families more specific information to them about exactly what area/content their student is working on and how the parents can best support that learning at home.	In 2024-2025, ACA will create an ELAC, elect an ELAC Board from parents of ELL students, and hold three meetings during the school year to support the ELL students and families at ACA.	ACA supports families in advocating for their own students and all students.  The school encourages parents to go to board meetings or write letters to support the renewal of the charter every 5 years.  Additionally, parents are invited to be part of the WASC accreditation process to have a voice in the self-study report and to speak with the visiting committee about the school's strengths and areas of growth.  Each month parents are invited to attend the Charter Council meetings and the Family Network meetings to learn more about ACA and to have a voice in the decisions being made.	The Family Network is ACA's parent group that plans multiple activities for families and staff to interact.  Each year the Family Network plans and hosts events that are free to families such as a movie night, a winter craft & social night, and an end of the year party.  The purpose of these events is to create a sense of community at ACA.  The Family Network will create a calendar during summer of 2024, so that it can be made available to all parents for the 2024-2025 school year, in hopes that parents/families will be able to plan ahead and be able to attend the planned events.	In 2024-2025, ACA will create an ELAC, elect an ELAC Board from parents of ELL students, and hold three meetings during the school year to support the ELL students and families at ACA.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-13	2024
07616550000000	Brentwood Union	3	BUSD is focused on building partnerships for student outcomes. To this end, some sites engage in student-led conferences. BUSD also conducts two parent conferences yearly and has strong parent organizations (School Site Councils, English Language Advisory Committees, and Parent Clubs/PTAs).	BUSD is focused on underrepresented families. This work is further explained in text box #3.	BUSD is focused on ensuring that parents/guardians of all student groups have access to and are involved in our schools. This includes building relationships with all parents/guardians and focuses on our families who do not often get involved. To this end, BUSD has created committees of diverse voices to provide feedback and guidance for the next steps in improving relationships between school staff and families.  Our Caregivers of Collor and Diversity, Equity, and Inclusion groups are a few examples.	BUSD builds strong partnerships with families that are focused on student outcomes. BUSD conducts 2 parent conferences each year and provides ongoing and daily access to academic student performance through online portals.	BUSD continues to reach out to families of underrepresented groups. This is our focus for improving partnerships focused on student outcomes.	BUSD is focused on ensuring that parents/guardians of all student groups have access to and are involved in our schools. This includes building partnerships for student outcomes with all parents/guardians and focuses on our families who do not often get involved. To this end, BUSD has created committees of diverse voices to provide feedback and guidance for the next steps in improving relationships between school staff and families.  Our Caregivers of Collor and Diversity, Equity, and Inclusion groups are a few examples.	BUSD has strong parent organizations (PTA, Parents CLubs, School Site Councils, English language advisory committees, etc). BUSD also uses the Local Control Accountability Educational Partner process to engage in a comprehensive feedback process.	BUSD continues to reach out to families of underrepresented groups. This is our focus for improving partnerships focused on student outcomes.	BUSD is focused on ensuring that parents/guardians of all student groups have access to and are involved in our schools. This includes building partnerships for student outcomes with all parents/guardians and focuses on our families who do not often get involved. To this end, BUSD has created committees of diverse voices to provide feedback and guidance for the next steps in improving relationships between school staff and families.  Our Caregivers of Collor and Diversity, Equity, and Inclusion groups are a few examples.	4	4	3	3	4	4	4	4	4	4	3	4	Met		2024-06-18	2024
07616630000000	Byron Union Elementary	3	Our district, campuses, and teachers regularly communicate with parents through newsletters, phone calls, and other communications. Our parent conferences include evening hours for better accessibility. All campuses host campus events, such as coffee with principal, performances, and activities. Our new communication systems allow for automatic translation into the contact's preferred language and distribution in multiple media. Principals at each school send out weekly communication and have regular principal coffees. Use of the district and campus websites and parent portal (available through the student information system) provides parents with up-to-date information. Through formal and informal methods, families are provided with information to support their students’ academic and social-emotional learning.

Additionally, seeing the principal and teachers during drop-off and pick-up reinforces a welcoming environment. Family and community members have multiple opportunities to serve on campus and district committees. One success is the elementary “Sneak a Peak” evening, giving families the opportunity to meet teachers, get to know the campus, complete registration, and engage with parent groups. At Excelsior middle school, spring Open House has been expanded to include student performances and welcome sessions for students and families moving up from elementary. Parent conferences are held twice each year. These meetings are an opportunity for teachers to provide specific information on each child’s academic progress and social-emotional status at school. Parents are encouraged to ask questions they may have regarding what specific ways they can help support their child. Another example of engagement is 100% of our families of students with special needs participated in the IEP process.

Our Parent and Community Liaison regularly supported communications about district programs, school events, and classrooms, as well as providing translation services in supporting our Spanish-speaking families. Also, we have build a relationship with Village Community Resource Center (VCRC), an organization that provides services for families in our community, partnering in building connections through hosting LCAP input meeting and middle school-high school inter-district collaboration for English Learner families. Parents and guardians also serve on district and campus committees as well as provide input on our district LCAP and campus SPSAs.

Our recently completed Federal Program Monitor review, provided us opportunities to review our process, create opportunities for gathering data, and identify areas for growth as we ensure we have a robust and compliant system of supporting our staff and families.	Based on our LCAP input data, our educational partners identified the need for increasing student recognition events, increasing student and community events and more opportunities to collaborate. Our district will address these needs through a multi-pronged approach.

All campuses are making it a priority to ensure there are multiple opportunities for student recognition that families can attend. Additionally, most board of trustee meetings will include a highlight of students, such as school honors earned, RFEP of English learners, and more. Campuses and the district will work in partnership to promote parent education events to provide information about how they can be a partner in student learning. We will also continue our fun campus events whose goals are to build community, such as Booville at Discovery Bay.

Strong relationships are key to improving student outcomes. Strong, positive relationships between the school, teacher, and families will improve the efficacy of our Multiple Tiers of Student Support (MTSS), Student Study Team meetings, and IEP meetings. Ensuring parents and families are clear on the data, supports, and legal rights and are encouraged to ask any questions they may have help to deepen the relationships. We will strive for greater consistency in these areas. Whenever needed, translators are provided to ensure parents have a clear understanding of the information being shared. Building partnerships with parents about the importance about school attendance and its role in improving student outcomes is another area of focus.

Finally, we will continually review our methods of communication to ensure all are received and they are accessible to all families.	Building relationships with underrepresented families has been identified as a need. The district is beginning our work on diversity, equity, inclusion, and belonging, which will include looking at how we are supporting all our students and families. We are planning to host parent nights and academies both on and off the campuses as well as expanding our partnership with community organizations serving this population, such as VCRC. As we build our network of committees, we will specifically recruiting membership from our unduplicated student families and other underrepresented groups, on our campuses (school site council, PTA, ELAC) and district (climate & safety, finance, DELAC, LCAP). We will also look for opportunities to create affinity groups when interest is shown. Additionally, we will more greatly utilize our partnership with a county mental health network to provide to our families.

We will continually review our methods of communication to ensure all are received and they are accessible to all families. The one-click option to translate the communication into preferred languages improves our ability to engage with underrepresented families.	Our district has a deep appreciation for the importance of parent involvement. All staff members new to the district, including administrators, teachers, and support staff, attend professional learning that includes a focus on effective communication modes, which help build and maintain positive relationships between all parents and the school. Staff at each of our school sites provide welcoming environments for all families in our community. Teachers and site administrators communicate regularly with families and are visible and accessible on campus daily. Principals at each school send out weekly communication and have regular principal coffees. Our elementary schools hosted welcome events for incoming students, allowing them to visit classrooms and socialize with staff and the community. Back-to-School at our middle school allow teachers to give an overview of the goals for that grade level and also share ways in which parents can partner with teachers during the year. Parent conferences are held twice each year. These meetings are an opportunity for teachers to provide specific information on each child’s academic progress and social-emotional status at school. Parents are encouraged to ask questions they may have regarding what specific ways they can help support their child. Another example of engagement is 100% of our families of students with special needs participated in the IEP process.	Utilizing an MTSS approach to expand our systems for support for academics, behavior, and social emotional outcomes will be a focus. Student Study Team meetings will provide support for children who are not meeting expected goals. These meetings include parents and recommendations are provided to both the classroom teacher and the parent for strategies specific to the demonstrated need. IEP meetings will continue to be held for students who have assessed learning disabilities, ensuring information specific to their legal rights is provided and are encouraged to ask any questions they may have. Whenever needed, translators are provided to ensure parents have a clear understanding of the information being shared. Building partnerships with parents about the importance about school attendance and its role in improving student outcomes is another area of focus.

Expanding our partnerships with families about the importance about school attendance and its role in improving student outcomes is another area of focus. While improvement was made last year, there is still significant effort required to lower our chronic absenteeism rate and average daily attendance.	Feedback specific to underrepresented families is sought out via parent surveys and meeting with parents in small group settings on campus and through community partnerships, such as VCRC. Our Parent and Family Liaison also supports improved engagement of underrepresented families. As we build our network of committees, we will specifically recruiting membership from our unduplicated student families and other underrepresented groups, on our campuses (school site council, PTA, ELAC) and district (climate & safety, finance, DELAC, LCAP). We are looking forward to building engaging in-person family learning nights to draw families back to our campuses.

Additionally, we will more greatly utilize our partnership with a county mental health network to provide to our families. Our district communications will continue across our website, social media, texting, and phone calls. The one-click option to translate the communication into preferred languages improves our ability to engage with underrepresented families. We will add parent education opportunities throughout the upcoming school year, with a focus on improving the attendance of our underrepresented families through the addition of childcare and translation.	Educational partners, including students, parents, and district staff are able to engage in meaningful dialogue and provide input to the district strategic planning through formal groups such as the School Board, Parent-Teacher Association (PTA), English Language Advisory Committee (ELAC), District English Language Advisory Committee (DELAC), School Site Council (SSC), Byron Teachers Association (BTA), Classified School Employee Association (CSEA), District Leadership Council, District Cabinet, and district Safety, Climate, and Finance committees. Parent input and involvement in the development and annual review of districtwide and site-based objectives (LCAP) occurs via participation in scheduled meetings and surveys at the site and district level. All materials were provided in English and Spanish, with translators present at several meetings. Additionally, we attended meetings and gave presentations at community meetings to increase the input received, especially from our unduplicated student families.
Our families are also provided the opportunity to review and provide input on a variety of district and site plans and policies, including LCAP, SPSAs, Engagement, English Learners, and needs assessments.
In general, with communications across our website, social media, texting, and phone calls with a one-click option to translate the communication into preferred languages improves our ability to engage families and seek their input.	The LEA is focusing on several key areas to improve decision-making through enhanced stakeholder input. A primary focus is increasing parent engagement by implementing home visits, utilizing social media, organizing family nights, and providing more volunteer opportunities. These efforts aim to create stronger connections between families and schools.
Additionally, the district plans to expand parent education by offering more sessions on topics such as structured literacy and technology. These sessions are designed to help parents provide more informed input into the decision-making process.
Efforts will also be made to develop the membership of campus and district committees to ensure they are representative of all stakeholders. This inclusivity will help capture a wide range of perspectives and needs.
To support these initiatives, the district will continue to seek out and share valuable resources during principal and school community meetings. Finally, strategies will be explored to improve stakeholder participation in surveys and meetings, ensuring that a broad spectrum of voices is heard in the decision-making process.	We will improve input from under-represented families through additional outreach and utilizing community partners. District will explore resources to provide support to teachers and principals to improve a school’s capacity to collaborate with families. As we build our network of committees, we will specifically recruiting membership from our unduplicated student families and other underrepresented groups, on our campuses (school site council, PTA, ELAC) and district (climate & safety, finance, DELAC, LCAP). To improve input during the self-reflection process, we will ensure the different committees have the opportunity to participate as we complete the process.	3	4	3	4	4	4	4	5	4	3	4	4	Met		2024-06-20	2024
07616630130930	Vista Oaks Charter	3	Vista Oaks staff members view their relationships with students, parents/guardians, and all stakeholders as a collaborative partnership to ensure student academic and individual success. Regular professional development and survey results are provided to support teachers and staff in developing and maintaining these trusting and respectful relationships. 96% of families reported that they feel supported by Vista Oaks staff and 99% report that Vista Oaks keeps them well-informed about school information, activities, and ways their family can participate.

Through the independent study and homeschool model, Vista Oaks staff is able to foster a relationship with families that supports student learning and development in the home. In addition to one-on-one meetings with families, staff has regular communication to provide guidance. Furthermore, Vista Oaks held numerous workshops for students and parents/guardians. The school hosted 12 virtual and/or in-person parent workshops during the 2023-2024 school year and found that this was a very effective method to reach more families. Vista Oaks' staff often collaborated with parents when planning and presenting the workshops. A variety of topics were covered, including the Back To School Kick-Off about conceptual math, Meet, Greet, Repeat: Collaborate together, Motivating Your Reluctant Learner, Curriculum Extravaganza, Make It, Take It: Gathering MoreLearning Tools for your Toolbox, Trials to Triumph, Beyond LOL and OMG: Walking through the Writing Process.. Also, the school held four School Site Council meetings, Parent Advisory Committee Meetings, and parent input meetings for students with disabilities. Vista Oaks’ academic counselor also hold college and career activities in which parents were encouraged to attend virtually and in-person, as well.   

Vista Oaks sees transparency as a critical part of the school’s success. Thus, families are given a school handbook stating parents rights and the process and policies to exercise their rights. In addition, the handbook is available on the school’s website along with the LCAP, Board Meeting agendas, WASC Self-Study Report, and other resources. Building and maintaining relationships with families aligns with the goals set in the LCAP and are frequently monitored by the staff.	Vista Oaks is always striving to build strong school staff and family relationships that include trust and respect. 39% of families report that their student would benefit from additional resources on stress and anxiety and 35% for social skills. In addition, 96% of families report that the school and staff care about the success of their children. Improving resources on social emotional learning and mental health will be an area of focus so that the school families can partner to meet the needs of all students. The school plans to improve this area by:
• equipping staff with professional development on social emotional learning and executive functioning skills.
• providing resources for families on the school website, at each school site, and from advisors as applicable on social emotional learning, executive functioning skills, and mental health.
• students having access to a school psychologist and school psychologist interns, when appropriate.

Through these methods, there will be an increase of communication and relationship building with families to meet the needs of students.	Engaging underrepresented families in building relationships between school staff and families is vital in the success of the school. Vista Oaks will continue to improve the engagement of underrepresented families by
• continuing to hold input meetings specifically for families of our students with disabilities, which is approximately 20% of the school population. 
• having advisors personally reach out to families about school activities, input opportunities, and other ways to participate in the school community.
• providing staff professional development opportunities that focus on topics of culturally responsive, equitable, and inclusive teaching.

Vista Oaks will strive to engage underrepresented families and continue to provide a school environment where are students are welcome and are set up for success.	Vista Oaks is committed to providing a welcoming and positive school culture, where all students are able to thrive and succeed. The staff works diligently to collaborate with parents and students to create an individualized plan to meet the unique needs and background of each student. To build strong relationships, Vista Oaks communicates regularly with parents, students, and other educational partners through many methods. These include
• monthly one-on-one meetings
• frequent phone calls/text messages and email
• weekly newsletters
• a robust school website
• a translator when needed for phone calls, school resources, and IEP or 504 meetings

These methods provide the opportunity for families to ask questions, share concerns and provide input on a regular basis to inform the LCAP and the development of school programs.  To help our families connect to the greater school community, as well as support learning at home, Vista Oaks hosted 12 virtual and/or parent workshops during the 2023-2024 school year. The attendance at these workshops increased significantly, with a total of over 400 parents/guardians attending. In addition, the school held four School Site Council meetings. Staff members were effective at recruiting underrepresented families. 98% of families reported that Vista Oaks promotes academic success for all students.

Additionally, the school completes several electronic input surveys each year that also informs the LCAP and school goals.To do this, the survey will be more widely advertised and staff will emphasize its importance when meeting with families and students.	One area that Vista Oaks is continually working on is to provide targeted support to our parent-educators based on the needs of their students and their areas of strength and improvement. Math is a school wide area of focus and 21% of parent-educators reported that they struggle with math instruction and 27% with student motivation. In collaboration with parent-educators, the school is providing professional development opportunities for staff and parent-educators from an expert to help increase student mathematical understanding and performance. In addition, the school will offer parent-educator workshops with students to continue the math focus and learning.	Vista Oaks will actively encourage underrepresented families to participate on School Site Council, provide frequent feedback to their advisor, and participate in school wide surveys. In addition, advisors will work closely with the families to develop personalized learning plans. Families with high school students will also be provided opportunities to meet with the academic counselor and attend college and career workshops. By building a partnership between families and staff, there is an increase of positive student outcomes.	As an independent study charter school that supports homeschool families, Vista Oaks is committed to family engagement and educational partner input in seeking input for decision-making. As well as ongoing communication on a weekly basis through newsletters and regular teacher communication with parents and students, our teachers meet at least once every twenty days for one-on-one meetings with parents. In addition, our staff hosts many workshops throughout the year and ask for input about the relevant topics. Our Staff and parent educators collaborate on many of the parent workshops. Through building close relationships with our school community members, Vista Oaks is able to gather frequent and valuable input formally and informally. 

Vista Oaks uses various methods for seeking educational partner input, such as K-8, High School, Students with Disabilities, and school site input meetings, School Site Council, and Parent Advisory Committee. In addition, a school wide survey was sent to parents, families, and students in Spring 2023 and the Vista Oaks had over 425 responses. A staff survey was sent out, as well. Results from this data and input include:
• 96% of families reported that they are respected as an important part of the decision making for their child’s education.
• 98% of staff reported that Vista Oaks promotes academic success for all students. 
• 94% of students report that Vista Oaks is a place where adults treat all students with respect. 
• 100% of staff also indicated that the school sees them as important partners.

Vista Oaks is a welcoming and thriving community that highly values educational partner input to make thoughtful and strategic decisions that meet the needs of all students.	Through the homeschool model, staff is able to gather valuable input from families frequently. However, our participation in input meetings could be improved. Vista Oaks will advertise input meetings in the weekly newsletter, emails, and have advisors invite families. This aligns with the 2024-2025 LCAP and will be monitored by staff.	While the school wide survey and input meetings help to inform staff of the school climate, participation needs to continue to increase to ensure that underrepresented students and families have easy access to the survey. Staff will notify families when surveys and input meetings are available. In addition, staff will highly encourage families to participate in school opportunities, such as School Site Council. It is essential to hear all voices so that the school can make educated decisions in ensuring all students succeed.	5	5	4	5	4	5	5	5	5	4	4	4	Met		2024-05-20	2024
07616710000000	Canyon Elementary	3	82% of respondents on our LCAP survey gave us a 345 on a 5 point likert scale with 1 being not implemented and 5 being fully implement on our LCAP goal 2 which relates to building relationships between school staff and families.  On the school culture and climate portion of the survey 100% of respondents gave a 3, 4, or 5 on their child's sense of belonging at the school and similarly on questions about whether or not children enjoy attending the school and levels of respect between students and staff.  3% of respondents on the same scale when asked if their child felt comfortable asking for help from an adult gave a 2 , and 97% gave a 3, 4 or 5 on the same question. Qualitatively we have heard that improving the frequency, accessibility, and clarity of our communications would go a long way towards deepening this relationship, and gaps or inconsistencies in this area have created some mistrust.	We are focused and have a strategic plan around community and family engagement and communication for next school year as a response to this feedback. Overall we feel that we have strong relationships between staff and families and that a majority of families feel comfortable expressing areas of growth to administration and the school board.	Every classroom teacher will send home a survey about the cultural and linguistic background of students present in the home, as well as the strengths and goals of each family for their children, we will also include measures for these on our beginning year school wide survey. Lastly we will continue a long standing Canyon tradition of having 1 on 1 meetings with underrepresented families early in the year to ensure that we improve engagement specifically for them.	The Canyon Association to Support the School raises a significant amount of money annually to conduct several all school and grade level, camping trips and field trips. In the upcoming school year they will support the school with attendance and behavior celebrations and recognitions, the Fall Harvest Festival, Friday Coffee, and Buddy Bread are also all important Canyon traditions due to our partnership with CATSS. Our Spring Gala and much of the salary we are able to pay staff is due to our partnership with CEF these are tremendous strengths in building partnerships for student outcomes.  Our partnership via ELOP with the People's Conservatory, 3 O'clock Rock, Tinkering, and Wild Earth kids have all provided strong enrichment opportunities in after care.	Communication, clarity and scheduling. In addition we are planning a Family Literacy Night, and a Family Math Night; along with LatinX history, Indigenous History, African American History to add to our fall and spring performances, carnival, walk a thon, and spring gala, Science Night, and Women's history night. . The largest change we made was having a planning meeting in May to plan next years calendar identify any and all events that we want to happen and ensure that there are no conflicts, that everything has a regular meeting schedule and that one off events have fixed dates with planning meetings beforehand and reflection meetings after the event. We believe this shift will result in stronger more coordinated and clearly communicated approach	Schedule and hold parent conferences for any student in an unduplicated group ( socioeconomically disadvantaged, EL, foster youth ) by November, personally invite parents by letter, phone or in person to support parental attendance. Gather feedback from parents on how to support students’ success.	These actions seem to have been marginally effective, parents and particularly new parents are engaging with the LCAP process coming to Board meetings and helping craft community and student surveys. This is a positive outcome and an indicator that we are making progress towards this goal. That being said the feedback particularly around communication has not always been positive and is a clear area of growth for the district. In particular our parent outreach and parent meeting goals could be significantly more effective, parents still feel often that they don't have all the information they need or that these kinds of events at school are not given a clear enough explanation, advanced planning, or advanced notice. Parent events supported by CEF (Canyon Education Fund) and CATSS (Canyon Association to Support Students) events are clearly the most effective actions related to this goal. As measure by our 23-24 LCAP survey 27% of respondents identified this as a continued area of growth, and this will continue to be a goal for next year.	Action 3.1 Parent Outreach: Based on feedback in person at meetings, survey results and a reflection on prior practice we are making some significant shifts to this goal. We had a large end of the year calendaring meeting and have a comprehensive school calendar of events for the 24-25 school year that will be included in our welcome back packet. We also shifted our school calendar to a public online google calendar, the 24-25 calendar will mirror the year long calendar that goes home in paper form. We are reorganizing our parent volunteers into dedicated teams with an orientation and training. Those teams will consist of food service volunteers that will be safe food handling certified and help in the Kitchen before they are asked to volunteer alone. Supervision volunteers to supervise at recess and lunch will also have a dedicated training and orientation and learn how to use our positive behavior expectations grid and positive behavior incentive system so that volunteers supporting school culture and climate will be consistent volunteers using consistent language and practices. Facilities and maintenance volunteers will also receive an orientation and training on the different ongoing and deferred maintenance needs of the school and work in coordination with the facilities committee and maintenance tech. We feel strongly that this will improve the efficacy of the amazing volunteers that support Canyon school help us better reach our desired outcomes. These shifts are a direct result of reflection on prior practice and a response to some gaps at the school when we needed volunteers and there weren't sufficient numbers or availability.	In addition to our current efforts we are planning a Family Literacy Night, and a Family Math Night; along with LatinX history, Indigenous History, African American History to add to our fall and spring performances, carnival, walk a thon, and spring gala, Science Night, and Women's history night. . The largest change we made was having a planning meeting in May to plan next years calendar identify any and all events that we want to happen and ensure that there are no conflicts, that everything has a regular meeting schedule and that one off events have fixed dates with planning meetings beforehand and reflection meetings after the event. We believe this shift will result in stronger more coordinated and clearly communicated approach.	3	4	3	3	3	2	4	3	4	3	3	4	Met		2024-06-18	2024
07616970000000	John Swett Unified	3	The District understands the importance of family and community involvement and has offered different ways for all parents and community members to be engaged.  The District's Parent Advisory Council (PAC) is designed to improve parent engagement and involvement and build relationships with our parent community. Meetings are held to encourage activism among parents and empower parents who have not always felt welcomed or included.  This committee meets monthly and is headed by parents and/or community members. 
A Welcome letter for new students/families was created for the High School with links, information , and resources about the school in both English and Spanish.	The Parent Advisory Council (PAC) is active in discussing needs at the schools and in proposing actions to improve student outcomes. They have been especially important as we determined how to spend our restricted funds. Separate PAC meetings are held for our Spanish speaking parents so they can address issues unique to their community and needs. 
Our District English Learners Advisory Committees (DELAC) continue to welcome more families and parents. Meetings are conducted in both English and Spanish but we would like to see more families joining that speak languages other than English and Spanish.	The District has translation at school meetings and to SST and IEP meetings. The District successfully negotiated translation services into our Collective Bargaining Agreement with CSEA (our classified employees union) and created a position for the 2021-2022 school year: Bilingual Community Liaison. We received notice that our California Community Schools Partnership Program Grant Award would be 2.6M but we are waiting for final approval from the state.	We believe that partnerships with our families are essential for supporting student learning and JSUSD has worked to improve parent and family engagement over the past year. Through the implementation of a Parent Advisory Council, administrators, teachers and classified staff, parents and other community members are now meeting monthly to discuss issues of importance to the group, such as developing after school tutoring support and arts education. The District's DELAC (District English Learner Advisory Committee) has become more active this year in inviting parents to participate in decision-making regarding reclassification of English learners and other issues related to their children's educations. These meetings are lead by parents of English Learners that were selected to represent. The DELAC has a president, vice-president, and a secretary that work together with the EL Program Coordinator Consultant to create meeting agendas meaningful for the meetings. 
In these meetings (SJA, DELAC, PAC), conversations are being held regarding doing a better job learning about each family's cultures, strengths, languages, and goals for their children. Individually, teachers have traditionally met with families during parent/teacher conferences, but it is a goal for the District that a more focused and systemic approach will be taken. Celebrating students' cultures has been a topic discussed. Cultural recognition has improved within the District significantly. A new Biliteracy Pathways Recognition Program was implemented this school year for our 5th and 8th grade students. The Biliteracy Pathway Recognitions are established to recognize elementary and middle school students who have demonstrated progress toward proficiency in speaking, listening, reading, and writing in one or more languages in addition to English. Participation is voluntary but this is a great way to celebrate as many of our student's home and community languages and cultures. This recognition is aligned to principles one and four of the English Learner (EL) Roadmap Policy by creating an aligned and articulated pathway to multilingualism that embraces students’ home and community languages and cultures as assets.
Finally, the LEA is engaging in 2-way communication between families and educators using language that is understandable and accessible to families. Translation services are offered in all formal meetings.  We are also using social media to reach out to parents and families. Our District Facebook page has over 600 followers and is updated frequently.
We are now using ParentSquare platform connecting schools with families to improve student outcomes. ParentSquare offers two-way translation in over 100 languages that automatically translates messages from the sender to the recipient in each parents' preferred language. Parents are in control of the language in which they receive communications, helping to eliminate the language barrier between schools and families.	Parents continue to need support in understanding their legal rights and engaging in advocacy. This has been especially relevant for our Special Education parents who express concerns for their child's needs but struggle to advocate for particular instructional interventions for their child. We held a special Parent Advisory Council (PAC) meeting that focused on Special Education and parent rights. This was useful for those parents who attended. We also receive input and feedback from the parents of our English Learners expressing a desire for more instructional support for students during the school day and during our After School Program.	"Based on the analysis of educational partner input and local data, we have taken some steps to improve the engagement of our underrepresented families. In the case of our Special Education parents, we have been able to ""free up"" the time of our Special Education Director to make more time available for parents. Specifically, we have hired a consultant who specializes in the needs of English Learners. By taking EL programming off the plate of our Special Education Director, this individual has more time to support parents. Also, our hired EL Consultant continues to help us to engage parents of EL students. We have revived our ELAC and DELAC meetings to be more robust and accessible to parents. In addition, with our awarded District  Community Schools Implementation Grant ($200K), we continued the work to help us better partner with our underrepresented families. Our Community Schools Manager has been working on ways to open up lines of communications in order to better involve our educational partners in supporting our students and school/District leadership."	The District has multiple channels for soliciting input and analyzing local data on the needs of our parents and families. In addition to the Parent Advisory Councils (PACs) for both English speaking and Spanish speaking families, we also use a variety of surveys and online resources to gather input on the viewpoints of parents. In addition to District-level surveys, each site also solicits feedback and data from parents and families to address specific issues that surface at school sites.	The Parent Advisory Council (PAC), formed during the 2018/19 school year, has developed into a diverse group of parents who advise the district on issues of importance to them and their children. The group's meetings are open to all families, and the turnout has been steady. Parents from all sites, from different socioeconomic, ethnic and language groups, are in attendance and participate in all discussions. The District English Learners Advisory Committee (DELAC) meetings continued to welcome new parents and existing parents and has grown in attendance and participation with the help and support of our EL Program consultant. The EL Program Consultant continues to advise the district on English Learner issues, and has also developed into a regular group of parents willing to engage in advising the district and helping to make decisions. While the expansion of our Parent Advisory Council is a good start, we still have more to accomplish. Specifically, we want to make sure our underrepresented and traditionally marginalized families can be engaged in multiple ways including increased involvement on our School Site Councils, PTAs, and fundraising groups. Our District is engaged in extensive work in the area of anti-racism and equity and is has conducting an extensive equity audit. This work includes working with various partners who are helping us figure out how best to connect with our underrepresented and traditionally marginalized parents and families. Our plan is to use these learned strategies to expand our ability to garner more parental input on our decision-making.	We need to continue to find ways to connect with parents and families that have truly disconnected from their schools and their child's classroom teachers. We also need to continue our work to engage with families that speak languages other than English and Spanish so they can participate in parent meetings and also share their voice and concerns.
We are hopeful that the Community Schools Grant will play a major role in this work.	3	3	3	3	3	4	4	3	4	3	3	3	Met		2024-06-26	2024
07617050000000	Knightsen Elementary	3	As per the 2023 Parent LCAP Survey ranked a 4.16 out of a 5 point scale for feeling that the district provides a positive, orderly, and safe learning environment. Parents ranked the district as a 4.78 out of 5 when polled about the office staff and principal being accessible, friendly, and welcoming. Staff LCAP Survey results indicate that 89% feel they are communicating with parents in a timely manner and on an ongoing basis.	"Our focus is to incorporate our Parent Teacher Clubs efforts to events on campus.  Out administration is heavily involved in our PTC's work to service students and classrooms. The district has supported PTC events to promote unity and a willingness to bring community to school. Promote Back to School Night, Open House, evening performances, community events on campus and various celebrations throughout the school year. Our district is placing a higher focus on building School Site Council involvement from student and parent educational partners. The district is taking a look at traditional activities in the student schedule and ensuring they are inclusive of all students. One example is that ""Friendship Soup"" has evolved into the ""Multi-Cultural Feast"".  The focus is still on sharing a good meal with friends, however, has expanded to include meal items directly from our students' diverse cultures."	We will continue to personally reach out to underrepresented families within our school community. We have a strong culture of making personal contacts with those who struggle with staying connected. Our school district will continue to grow in using communication methods that work best and make information accessible to students, parents and the community.  We have regularly scheduled translation time in our staffing allocation.  The district instituted a Parent Community Liaison stipend to improve engagement of underrepresented families.	The district host's two separate rounds of Parent-Teacher Conferences each school year. The district has an intervention teacher position who provides Tier 3 intervention. The district also has an ELD teacher on staff. Teachers are regularly instructed to contact parents regarding how to support their child's learning at home. Classroom teachers keep parents informed of extracurricular online resources that can help promote positive student outcomes.	Our district is currently going through a Student Information System update. The new system we are moving to will be able to incorporate Google Classroom onto its platform.  Historically, grades were uploaded onto our former SIS system every couple of weeks from the Google gradebook platform. This needed to be done by hand. With our new system, parents will have real time access to their students academic progress. We will continue to personally reach out to families with progress reports and periodic updates of happenings at school.	Our district will continue to personally reach out to the families of unrepresented students to provide invitations to events and ensure that they have access to technology or need assistance with registration/enrollment.	Our school district is putting increased focus and responsibility on our School Site Council, ELAC and DELAC committees.  We will have the council to review and make suggestions to update the student handbook, school rules/polices (dress code) and eligibility for district events such as recognition days and graduation ceremonies.	Administration is available each day for parent contact before and after school. The expectation is that our site administrator is in the front of the school during these times for safety and parent contact/feedback. Additionally, our school administration is present at all evening community events, send out regular updates to parents and work closely with PTC's.  We send out an annual parent LCAP survey which solicits input for decision making.	Our Bilingual Aides, Counselor, ELD Teacher and School Secretary are all bilingual, and will personally call families to asst them through enrollment and assessment processes. Our school counselor and school administration will ensure that our families have viable internet, and their students have connectivity and access to devices at home. We will include outreach to include Classroom Dojo, social media, email from the school site and district, SMS push notifications, continually updated websites, and personal phone calls home.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-07-24	2024
07617130000000	Lafayette Elementary	3	Based on the analysis of educational partner input and local data, LAFSD demonstrates significant strengths in
building relationships between school staff and families. Parent involvement opportunities and partnerships are
fostered through PTA meetings, topic-specific town hall meetings, and one-on-one interactions, focusing on soliciting
input from families and developing engagement practices. Schools consistently communicate curriculum details and
rigorous standards to parents, ensuring transparency and collaboration in education. Emphasizing equal partnership,
the district implements and coordinates parent programs to strengthen ties between schools and families. Diverse
communication methods, including in-person and virtual meetings and written correspondence, are employed to best
support all families. Additionally, strong partnerships with parent organizations are maintained across all schools,
reflecting a commitment to collaboration among students, teachers, and parents.	Based on the analysis of educational partner input and local data, LAFSD’s focus areas for improvement in building
relationships between school staff and families include:
2024-25 Local Performance Indicator Self-Reflection for Lafayette School District Page 10 of 17
1 - Enhancing support for students' learning needs through parent education sessions coordinated by the District
Parent Education Committee.
2 - Strengthening engagement with families of students with disabilities, English language learners, and those
receiving targeted intervention by increasing participation in parent/caregiver events and collaborating with
parent/caregiver external organizations.
3 - Cultivating a sense of belonging and mutual understanding by inviting parents and caregivers to participate in
DEIB Committees, inclusion-focused education sessions, and site events celebrating community diversity.	Based on the analysis of educational partner input and local data, LAFSD will improve engagement of
underrepresented families by increasing opportunities for involvement through District English Language Advisory
Committee (DELAC) and site English Language Advisory Committee (ELAC) meetings, SPED Parent/Caregiver
Engagement meetings, and utilizing Language Line for translation services. Surveys will be conducted to determine
the best times and methods for participation, and more site-based opportunities will be offered. Additionally, parent
participation in DEIB committees will be encouraged to identify areas of need and enhance inclusion.	Lafayette School District demonstrates significant strengths in building partnerships for student outcomes by
providing numerous opportunities for parent/caregiver engagement. These include parent/caregiver education
curriculum workshops, special education engagement groups, and District-sponsored parent education events.
Parent/Caregiver involvement opportunities are offered through various committees and partnerships, such as
DELAC meetings, ELAC meetings, PTA meetings, topic-specific town hall meetings, and one-on-one interactions.
Schools regularly communicate curriculum details and rigorous standards to parents, ensuring transparency and 
2024-25 Local Performance Indicator Self-Reflection for Lafayette School District Page 11 of 17
collaboration. The District also offers materials and resources on its website, with translation services available as
needed, to further support parent engagement.	One area for improvement identified through educational partner input and local data is the need to strengthen
engagement with underrepresented families, particularly those with Limited English Proficiency (LEP), students with
disabilities, and socioeconomically disadvantaged families. While the District provides various parent education
opportunities and communication efforts, there is a focus on enhancing these efforts to ensure they are inclusive and
accessible to all families. This includes expanding the reach and impact of DELAC and special education dialogue
meetings, as well as increasing the frequency and diversity of parent engagement events to better address the
needs and preferences of all families.	To improve engagement of underrepresented families, Lafayette School District will enhance support through its
District English Language Assessment Committee (DELAC), which provides a forum for sharing information about
programs, new initiatives, and issues important to the education of English Learner (EL) students. DELAC reviews
district-wide programs and services, assesses school needs, and provides translations of school reports. The
committee also develops district plans, oversees reclassification procedures, and ensures proper notifications to
parents and guardians. LAFSD will also expand its use of SARB and SART attendance practices to better support
those struggling with school avoidance and chronic absenteeism. Additionally, the District will continue engagement
meetings for families with students with disabilities, offering special accommodations for accessibility. By
strengthening these initiatives and exploring new ways to gather input, such as conducting surveys and increasing
site-based engagement opportunities, the District aims to better address the needs of underrepresented families and
enhance their participation in the educational process.	Lafayette School District has established strong avenues for parent/caregiver engagement in decision-making
processes and school activities. This includes conferencing with teachers, parent education curriculum workshops,
site-specific special education dialogue groups, and District-sponsored parent education sessions. Additionally,
parent involvement opportunities are provided through various committees and parent organization partnerships,
such as DELAC meetings, ELAC meetings, PTA meetings, site-specific town hall meetings, and one-on-one
meetings with parents. These efforts have fostered a collaborative environment where parents can actively
participate and contribute valuable input.	The District will focus on expanding and diversifying methods to seek input from all families, ensuring that every
voice is heard. This includes increasing the use of surveys, conducting more in-person meetings, and thoroughly
analyzing data sources for comprehensive information. By enhancing these methods, the District aims to gather
more inclusive and representative feedback, particularly from families who may not have been as actively engaged in
the past.	Lafayette School District will strengthen support for underrepresented families through enhanced DELAC meetings,
providing a forum for sharing information on programs, initiatives, and issues for English Learner (EL) students. The
District will also improve engagement meetings for families with students with disabilities by ensuring accessibility
and offering special accommodations. Additionally, targeted outreach strategies will be implemented to better
engage parents and caregivers of socioeconomically disadvantaged students, increasing their participation in the
decision-making process.	4	4	4	4	4	5	5	5	5	5	4	4	Met		2024-06-12	2024
07617210000000	Liberty Union High	3	Liberty Union HSD will continue to seek feedback from and about events that focus on underrepresented families, such as African American Parent Night, the English Learner Advisory Committee/District English Learner Advisory Committee, Campus Climate Committees, and Title I Parent Advisory Meetings. Enhanced mass communication tools that will be expanded for teacher use in 2024-25 will also improve our outreach to these families. LUHSD, being a diverse community, aims to celebrate this diversity by providing accessible resources for families to learn about the various cultures within our community.	Liberty Union HSD is currently focused on enhancing and maintaining community partnerships through effective and an increase in formative communication with families. While email and phone messaging are sometimes sufficient, an analysis of educational partner input suggests that expanding our use of mass communication software and messaging will strengthen these partnerships and improve student outcomes. We are also increasing opportunities for families to provide feedback during the academic year. 

According to quantitative data, parents would be more involved if there were: 1) More information on involvement opportunities (64%), 2) Increased communication between school and parents (43%), 3) More information on how to support students at home (42%), 4) More participation opportunities at the school level (41%), and 5) More convenient times for participation (46%).	Liberty Union HSD will continue to collaborate with local agencies, including our County Office of Education and neighboring school districts, to identify effective ways to meet the communication needs of our underrepresented families. One area of focus is expanding our use of communication tools beyond voice messaging and email. For example, our mass communication system supports text messaging, and feedback indicates that this form of communication would be welcomed by educational partners. Additionally, feedback shared with the LEA suggests that using the student information system and learning management system to communicate about student learning progress would be beneficial for underrepresented families. Lastly, our English Learner program will be using adult education as a liaison between district and the diverse home languages spoken by our families.	Liberty Union HSD offers various staff development opportunities for teachers and administrators to foster relationships between school staff and families. These opportunities include partnerships with organizations such as Solution Tree, Crescendo Group, McREL, TD Consulting, Improve Your Tomorrow (IYT), and the Contra Costa County Office of Education. The staff development programs are designed to deliver engaging lessons to diverse student groups and to enhance communication with students and parents from different backgrounds. Culturally-specific parent nights, such as African American Parent Night, the Parent for Success Conference, and College Information Nights in Spanish for our Spanish-speaking parents, have been organized. Through the LCAP process, LUHSD provides Targeted Assistance Counselors to support students and families from underrepresented groups.	Liberty Union HSD is deploying ways to enhance its communication services to families by integrating communication software that aligns closely with our student information system. This integration will expand the scope and use of our mass communication tools, such as the “auto-dialer” and email, beyond administrative purposes. A key focus of this effort is incorporating strategies from our Multi-Tiered System of Supports (MTSS) implementation, which will further strengthen our communication and support for all students and families.	will continue to gather feedback from and about events that focus on underrepresented families, such as African American Parent Night, the English Learner Advisory Committee/District English Learner Advisory Committee, Campus Climate Committees, and Title I Parent Advisory Meetings. The use of enhanced mass communication tools will play a crucial role in positively impacting our outreach to these families. As a diverse community, Liberty Union HSD aims to celebrate this diversity by providing accessible resources for families to learn about the various cultures within our community.	Through the use of qualitative and quantitative feedback from educational partners, 38% of Liberty Union HSD parents either agreed or strongly agreed that they have a say in school-level decision making. Additionally, 44% of parents feel that they have a say in the decision making process at the district level. In addition, Parent Advisory, ELAC/DELAC committees, LCAP feedback and other collaborative with educational partners elicited valuable input.	Liberty Union HSD is dedicated to enhancing its decision-making process by expanding the range of communication methods with educational stakeholders, promoting varied representation in groups and committees, and extending collaboration with community organizations beyond just student families. The district is committed to more frequent interactions with current community partners, which include the four primary feeder school districts—Brentwood, Byron, Knightsen, and Oakley—as well as the local community college, Los Medanos. This approach aims to increase frequency of educational partner feedback and foster a more inclusive and comprehensive dialogue within the Liberty Union HSD community.	Liberty Union HSD continues to explore new methods to connect with families beyond traditional communication channels like phone calls or emails and increase collection of feedback from educational partners. Enhancing the diversity within our collaborative groups and committees is expected to enrich the feedback we receive and enhance our service to the community. As a high school district, forging strong partnerships with community organizations is crucial to gather their recommendations for best practices during a student’s time in the Local Educational Agency (LEA) and to support their journey after graduation. We have initiated partnerships with feeder school districts and community stakeholders, focusing on families of English Learners through the formation of an Inter-District English Learner community. This initiative aims to boost the frequency of our collaborations and better capture the perspectives of underrepresented families. Moreover, our Student Services department is seeking to broaden activities like Campus Climate Committees to deepen our engagement and gather insights from our underrepresented families, which include, but are not limited to, English Learners, homeless, and foster youth.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
07617390000000	Martinez Unified	3	Martinez USD continues to promote and encourage parent participation both in and out of the classroom. The top ways in which parents participate are through events such as Back to School Night, attending performances, and supporting PTSA. We also asked parents for feedback as to how we can further increase parent involvement and the number one response was to provide more timely information about opportunities. We have launched a new communication platform, ParentSquare which will allow for timely communication with families which will allow for the opportunity to build partnerships. To that end, MUSD has created ongoing opportunities for engagement and means of disseminating information, via ELAC/DELAC and a Parent Engagement Calendar that is frequently updated for district events and is available in both English and Spanish. MUSD will continue to administer this survey each school year, analyze results, and share this analysis with the Governing Board. MUSD will also encourage an increase in parent response rate through alternate communication tools, such as Robo Calls, ParentSquare App, Newsletters, and Family Liaisons, to ensure the results represent the largest amount of stakeholder voice possible.

MUSD also has parents participate in various district committees such as the Curriculum Advisory Council (CAC), to review and approve curriculum and new courses. This process includes access and equity for our diverse populations and student needs. Parents participate in our LCAP Executive Advisory Committee (EAC) and were integral members in the drafting of our new three-year LCAP. MUSD also engages parents via the MUSD Budget Advisory Committee and Safety Committee, parent membership and participation are a critical component to the makeup of these committees. LEA, community, and parent members activity review, collaborate, and advise on budgetary and safety programs. This includes analyzing local data to determine successes and gaps in programs. These committees meet several times a year.	Examples from the 2023-24 school year:

Positive Behavioral Interventions and Supports (PBIS) at Martinez Junior High School and Restorative Practices training at Martinez Junior High School, Vicente Martinez High School, and John Muir Elementary

MUSD equity team leaders continued to meet and support the implementation of the Diversity Inclusion and Equity Plan which resulted in the SLAM program at Alhambra High School and Martinez Junior High School.

MUSD has funded a bilingual Family Liaison position in an effort to support and build parent partnerships for student outcomes. We value the partnership between home and school and believe this connection is essential to the success of our students. Our Family Liaison supports all seven school sites with school/parent communication (i.e. flyers, newsletters, website, and individual phone calls). They are also available to translate at parent-teacher conferences, IEPs, and school-sponsored parent events, such as Open House, Back to School Nights, and Parent Ed. night.

The College and Career Specialist has been an integral piece in supporting our students on a pathway to high school graduation. They support dual enrollment, as well as college applications. Through our multiple communication lines, MUSD provides parents with training and information regarding how parents can collaborate with the school to support their child. We offer information and support in transition between levels (elementary to middle and middle to high), how to navigate A-G requirements, College and Career pathways, etc.

PTA is a strong supporter of MUSD schools and will collaborate with school sites to provide timely and relevant parent education opportunities, as well as host Family Nights to encourage all parents to connect with the school community. MUSD also hosts parent information nights such as How to Address Vaping, Supporting your Digital Citizen and Digital Safety Trainings, and College and Career Nights.

MUSD continues to work on ways to support families with the transition from middle to high school and inform parents of college entrance requirements.	Martinez Unified's Board approved the Graduate Profile in May of 2023.  Through surveys and committees, it was realized that the community did not have a foundational understanding of the Graduate Profile.  More communication and support for TK-12 are needed to gain traction with the Graduate Profile.

Continued promotion of the CTE pathways and the A-G offerings including the AP offerings.

There was a slight increase in the Promotion of Parental Involvement data at the middle school level based on the CA Health Kids Survey but there was a decline at the elementary level.  MUSD will need to determine to ensure that there is parental involvement at all levels and encourage ongoing positive interactions between the school and parents.

Chronic Absenteeism had a slight decline but this continues to be an area of education and partnership between MUSD and parents.	"Martinez Unified School District administered the California School Staff Survey by CalSCHLS in the spring of 2023. We had 129 staff participate in the survey (64 from elementary, 32 from middle school, and 33 from high school). Of the staff who responded 24% strongly agreed that ""school is welcoming to and facilitates parent involvement"", 25% strongly agreed that the school ""encourages parents to be active partners in school"", 19% strongly agreed that ""school communicates about student learning expectation"", and 20% strongly agreed ""parents feel welcomed to participate in class"".

Martinez Unified School District administered the California School Parent Survey by CalSCHLS in 2021-22. We had 672 parents participate in the survey (373 from Elementary, 137 from MS, and 161 from High School). Of the parents who responded, 50% of the parents identified as White, 13% as Two or More Races, and 14% as Hispanic or Latinx. 2% indicated their students were in the EL program and 18% indicated their students had an IEP.

Just as in past years, MUSD continues to promote and encourage parent participation both in and out of the classroom. MUSD has created ongoing opportunities for engagement and means of disseminating information via ELAC/DELAC and a Parent Engagement Calendar that is frequently updated for district events and is available in both English and Spanish. MUSD will also encourage an increase in parent response rate through alternate communication tools, such as Robo Calls, Newsletters, and Family Liaisons, to ensure the results represent the largest amount of educational partner voice possible.

We also have parents participate in various district committees, such as Curriculum Advisory Council (CAC). This committee meets a minimum of four times a year to review and make recommendations regarding curriculum and new courses. This process includes access and equity for our diverse populations and student needs. Parents participate in our LCAP Executive Advisory Committee (EAC) and were integral members in the drafting of our three-year LCAP. MUSD also engages parents via the MUSD Budget Advisory Committee and Safety Committee, parent membership and participation are a critical component to the makeup of these committees. LEA, the community, and parent members activity review, collaborate, and advise on budgetary and safety programs. This includes analyzing local data to determine successes and gaps in programs. These committees meet several times a year."	This year MUSD will have a goal that directly supports the connection between families and the District.  Goal 3: Create a culture of equity and inclusion through the development of safe, welcoming, and healthy learning environments that support the social-emotional needs of students and foster a sense of belonging and connectedness for students and families, so that all students are present and ready to learn.	To monitor this goal and address the survey results MUSD will be using the following metrics attendance, suspension rates, the CA Healthy Kids Survey, and other surveys Action steps include the implementation of a Multi-Tiered Support System, SEL, and behavioral monitoring tools, training for strategies for effective classroom behavior management, parent engagement activates, counseling support, community partnerships, school and facility safety and continued work with the DEI committee.	Martinez Unified strongly supports family members to effectively engage in advisory groups and decision-making as evidenced by advisory committees and the School Site Council, Equity Committee, DELAC, and ELAC. The district is committed to engaging community stakeholders at a deep level. Stakeholder feedback was received via surveys and was included in the LCAP data. Parents also participated in the LCAP, Executive Advisory Committee, providing input on the LCAP during meetings held throughout the year.  The CA Healthy Kids Survey and the LCAP survey were sent to stakeholders to receive input.  There has been an expansion to the DEI Committee as well as the LCAP EAC.  The DELAC Committee has engaged with multiple community partners during the 2023/2024 school year.  Another, area of progress was the transition to ParentSquare.	MUSD promotes meaningful interactions and partnerships between educators and the school community.  MUSD will continue to promote the available opportunities for committees to the community, site-based or district-led.	Although this was not an area that was identified through input from educational partners but rather one that was revealed during a site visit, is the engagement of the parents of students with disabilities.  There has been progress in the transition to high school but once at the high school level, there are opportunities to support in four-year planning, course selection, and academic supports available.  Increasing the parent decision-making at this level will improve the outcomes for our students with disabilities and have an impact on attendance as well as graduation rates.	4	5	3	5	4	4	4	5	5	5	4	4	Met		2024-06-24	2024
07617470000000	Moraga Elementary	3	The Moraga School District believes that school-family collaboration leads to improved student achievement, better behavior, better attendance, higher self-concept and more positive attitudes toward school and learning. Each school site holds community building events throughout the year. The District provides families information and resources via newsletters, websites, and at PTA, School Site Council and Governing Board meetings. Moraga uses the Parent Square communication platform to inform parents of district information and other resources. Teachers communicate with parents in-person during Back-to-School Night, Open House, and parent teacher conferences. The parent teacher conference time is used to communicate student progress, develop improvement plans, and build relationships with families.	The Moraga School District continues to focus on building relationships between school staff and families by improving the frequency and transparency of communication, building alliances with the school community to foster 
relationships, sharing resources, and developing mutual goals with educational partners. In order to achieve this goal we are focused on improving family and school relationships through community building service learning projects and building the capacity of our District English Learner Advisory Committee (DELAC). 
	The Moraga School District will continue to individually contact families of students who are in the categories of socio-economically disadvantaged, English learner and foster youth to participate on the Coordinating Council and provide translation services as needed. The District will continue to convene meetings of parents of students with disabilities via the Parents of Exceptional Moraga Students (P.O.E.M.S) group. The District's ELL teacher will continue to hold individual parent-teacher conferences with parents. All elementary teachers dedicate a week to parent-teacher conferences with translation services when necessary. The District plans to hold community events focused on: English Language Learners, Special Education, Executive Functioning, Wellbeing, Safety, Diversity/Inclusion. While examples demonstrate evidence of engagement, the 2024-2025 LCAP includes “actions” to improve upon prior year successes to increase engagement.	The Moraga School District recognizes that school-family partnerships increase the likelihood that children will have positive school experiences and better life outcomes. The District offered parent education in response to parent needs. Moraga has partnered with the community organization Rainbow Community Center to provide resources and professional development for staff and families in order to improve outcomes for all students. Staff teams at each school site are working with the Santa Clara County Office of Education on professional development in Positive Behavior Supports and Interventions (PBIS). District committees offer opportunities to engage in decision making and include the Coordinating Council, Diversity, Equity, Inclusion, and Belonging (DEIB) Committee, and Safety Committee. The District English Learner Advisory Committee (DELAC) was established in 2022-2023 and continued to meet during the 2023-2024 school year with the purpose of improving outcomes for multilingual students and improving communication and collaboration with the families of multilingual students.	The Moraga School District will partner with the Santa Clara Office of Education on the implementation of Positive Behavior Interventions and Supports (PBIS) for a final year with a focus on social emotional support. The District will continue to seek input from parents of multilingual learners via the District English Learner Advisory Committee (DELAC) in an effort to improve outcomes for students.	The Moraga School District will continue to individually contact families of students who are  in the categories of socio-economically disadvantaged, English learner and foster youth to participate on the Coordinating Council 
and provide translation services as needed. The District will continue to convene meetings of parents of students with disabilities via the Parents of Exceptional Moraga Students group. The District's ELL teacher will continue to hold individual parent-teacher conferences with parents. All elementary teachers dedicate a week to parent-teacher conferences with translation services when necessary. The District plans to hold community building and parent education events focused on: English Language Learners, Special Education, Executive Functioning, Wellbeing, Safety, Diversity/Inclusion. While examples demonstrate evidence of engagement, the 2024-2025 LCAP includes “actions” to improve upon prior year successes to increase engagement.
	The Moraga School District regularly seeks input for decision making from parents and guardians via the Coordinating Council, Parent Teacher Associations, the Moraga Education Foundation, Governing Board meetings, Student Study Teams, email, surveys, and parent-teacher conferences. Translation services are provided as needed. Surveys are used to seek input from all parents and survey results can often be disaggregated by demographic groups. A Parents of Exceptional Moraga Students (POEMS) group meets at least four times a year for the opportunity to provide input into programs serving students with disabilities. In 2023-2024 the Moraga School District held meetings with families of English Learner students during District English Learning 
Advisory Committee (DELAC) meetings. The District's Diversity, Equity, Inclusion, and Belonging committee increased membership of staff and parents this past school year and gave input on the District Diversity, Equity, Inclusion, and Belonging plan. 
	Moraga School District staff and parents will continue to collaborate around local and state student achievement data during PTA and the District Coordinating Council meetings. The District will engage parents of students with disabilities during the Parents of Exceptional Moraga Students (POEMs) meetings. The District will continue to send families of multilingual students a needs assessment survey. The results of this survey will be reviewed by the District English Learner Advisory Committee.	The Moraga School District will individually contact low-income, English learners and foster youth parents to participate on the Coordinating Council and provide translation services as needed. The District will continue to administer a student Diversity, Equity, Inclusion, and Belonging (DEIB) survey along with an annual climate survey in order to better develop action plans per survey outcomes. The District has plans to meet with families of underrepresented students for the purpose of providing input.
	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-11	2024
07617540000000	Mt. Diablo Unified	3	Mt. Diablo Unified continues building and maintaining positive and supportive relationships between school staff and families by providing updates from schools and the District through in-person outreach and ParentSquare social platform in the home language of the families, including a weekly newsletter highlighting activities, events and updates, and a robust choice of family education and advisory committees.	Mt. Diablo Unified continues to strengthen building relationships between the District and families, most specifically underrepresented families.  Continued efforts are made to diversify the District's workforce to recruit employees who better reflect our  student population and to schedule townhalls in several areas of the district to hear from and build stronger relationships with families.  Additional resources and activities, including hiring additional counselors and social workers and creating a program for older students with interrupted schooling, continue to be provided to support families who have recently immigrated from Central America and the Middle East.	Mt. Diablo Unified will continue to improve engagement of underrepresented families by further expanding language supports beyond English and Spanish and increasing opportunities for community building and student recognition, such as the African American Student Achievement Awards.  District staff will continue to host multiple advisory committee meetings and town halls to seek input from underrepresented families.  Such advisory committees include the African American Parent Advisory Committee (AAPAC), Community Advisory Committee (CAC), and the District English Learner Advisory Committee (DELAC).  The District will continue to prioritize diversifying our workforce to recruit employees who better mirror our student population.	The District and school websites, social media, Student and ParentSquare, AERIES Homelink, Seesaw, and Google Classroom platforms have been used consistently to inform parents/guardians and students  with updates, educational opportunities, resources and supports,  increasing two-way communication with the broader community.  An Association of Raza Educators (ARE) has been formed to strengthen relationships between staff and parents/ guardians.  Formal systems for students to share concerns and become co-collaborators in school and district-wide change initiatives through a Student Advisory Board and school leadership teams was established.  Loma Vista Adult Education has expanded educational offerings at the school sites and increased the percentage offered in multiple languages.  Adult Education also expanded offerings of Parent/Teen workshops, Parent Support workshops, including court-mandates classes, classes in CPR/ First aid, nutrition/ wellness, and is providing online and in-person access to Parenting and Anger Management classes for parents/guardians.  An annual Parent Conference was held providing workshops/presentations for parents supporting their child's academics and social-emotional development with workshop translation offered in English, Spanish, Dari, and Pashto.	The District will continue to implement more targeted strategies to support students from underrepresented racial and ethnic groups. AAPAC will continue to expand the group's impact across the district supporting Black Student Unions and creating positive spaces for student engagement, advocacy, and community service.  Additional actions will include providing training for school sites and individual teachers to create more welcoming, respectful and culturally responsive learning environments.  Extended learning and tutoring opportunities will be expanded, supplemental positions to support homeless and foster youth will target intervention, and counselors will ensure there is a coherent plan to provide SEL lessons and support across the District.  In the updated LCAP, services, actions, and disaggregated metrics supporting the needs of emerging bilingual students and Students with Disabilities, in addition to those supporting African American students, foster youth, and students experiencing homelessness, are included in Goal 4 of the Local Control Accountability Plan (LCAP).	The District will continue to provide parents/guardians more opportunities to network and collaborate in interest-based groups to support their child's learning.  Parent/ guardian events and family night topics may include a focus on college & career and civic readiness, how to support students' progress in ELA and mathematics, how to access community resources, college workshops, and the reclassification process for emerging bilingual students.  The District will continue to financially support and expand the number of community service liaisons and assistants at school sites.  Loma Vista Adult Education will continue to expand educational offerings at the school sites and increase the percentage offered in multiple languages.  Adult Education will also continue to expand offerings of Parent/Teen workshops, Parent Support workshops, including court-mandates classes, classes in CPR/ First aid, nutrition/ wellness, and will provide more online and in-person access to Parenting and Anger Management classes for parents/ guardians.	In Mt. Diablo, to better address the needs of all students, parent/guardian voice and advocacy is collected through the Antiracist Anti-Bias Committee (ABAR) and the African American Parent Advisory Committee (AAPAC) committees who have recruited parents/ guardians of underserved student groups.  An Association of Raza Educators (ARE) has been formed and will expand working to strengthen relationships between staff and parents/ guardians.  Adult education classes have been expanded including court-mandates classes, classes in CPR/ First aid, nutrition/ wellness.  To improve communication and engagement, there has been an expansion of the number of community service liaisons and assistants at school sites to better support families and students.	Mt. Diablo continues to be committed to engaging and empowering the parent/guardian community in partnership to improve outcomes for all students.  After continued educational partner and advisory committee meetings, there remains areas in need of support and attention.  Families from nondominant backgrounds (e.g., racial, ethnic, and linguistic minorities, and homeless and foster families) are still underrepresented in committees, associations, and advisory groups.  Parents/guardians who are not English speakers continue to experience challenges in communicating with the district and participating in committees and advisory groups.  There is also a continued need to increase opportunities where parents/guardians can network and collaborate in interest-based groups to support their child's learning.  Lastly, the District still needs to provide more early educational opportunities for parents/guardians in which they develop strategies/skills for supporting their student(s) and serving as leaders in the school/district community.	The District will continue to improve engagement of underrepresented families by actively recruiting with personal calls to parents/ families to participate in site and district level decision-making advisory groups (i.e., Anti-Racist/Anti-Bias Committee, Budget Advisory Committee, Community Advisory Committee, District English Advisory Committee, Parent Advisory Committee, African American Parent Advisory Committee (AAPAC), Faculty Club and/or Parent Teacher Association, Site Council, Mt. Diablo Business Education Alliance).  Student agency and voice will continued to be increased by developing more formal systems for them to share concerns and become co-collaborators in school and district-wide change initiatives (e.g., Student Advisory Board).  Lastly, the District will continue to work towards employing a more diverse workforce which better reflects our student population racially and linguistically.  In addition to our Mt. Diablo Black Educator Association (MDBEA) , an Association of Raza Educators (ARE) will continue to work on strengthening relationships between staff and parents/guardians.	4	3	3	4	3	4	3	3	3	3	3	3	Met		2024-06-26	2024
07617540134072	Rocketship Futuro Academy	3	In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families. Over the course of 23.24, we continued to strengthen some of our core family engagement and partnership activities including Home Visits, Care Corps and Los Dichos. We focused on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. The Care Corps program significantly expanded its caseload, supporting families experiencing severe hardship and chronic absenteeism. The Los Dichos program, which is a cornerstone of relationship building with families in which families participate in the classroom and read books to students in their home language, saw record participation and engagement from families and staff.

	In order to continue to grow in the area of building relationships between school staff and families, the school will continue to refine communication platforms and systems to deliver two way communication between staff and families in our families’ home language. Additionally, we will increase the frequency of our family survey, so our school can respond to family input in a more continuous cycle.	The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities.	Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect. 

Our wellness and care corps coordinators partner together to analyze trends happening in our community and bring corresponding resources for students and families onto campus. Additionally, they supported a series of monthly parent workshops on a range of topics focused on providing opportunities for families to engage in their own learning around practices to support their students in school and at home, engage in their community and understand their rights and ways to advocate for their students. We also partnered with the Rocketship network and Hispanic Foundation of Silicon Valley to continue and strengthen Parent University, which delivered workshops on college readiness, parent and school partnership, positive discipline, parenting and advocacy in the community.
	In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. We will seek to increase the number of academic nights focused on our curriculum over the course of the year, providing families with increased understanding of the curriculum, resources and best practices to support their students.

	The school will invest in the engagement of underrepresented families through specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator. Additionally, the school is investing in a new communication platform that supports direct, two way communication between teachers, staff and families in the home language of the family.	In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. In order to gain more timely input and feedback from families this year, we increased the frequency of the survey to all families, gathering information about how the school is working well for them and how we can improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.

In addition to SSC and ELAC, our campus has a campus community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.
Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. This plan will guide all Rocketship schools in the Bay Area over the next five years. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.
	In order to continue to improve in seeking input for decision making, the school will increase efforts to better inform all families of the work of our SSC and ELAC and the initiatives they are undertaking. Additionally, we will hold more focus groups with families that receive additional supportive services and have an ongoing dialogue with them to make more timely adjustments to services provided.	The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work by reaching out to engage families of underrepresented groups.

	5	5	5	4	4	4	5	5	4	5	4	4	Met		2024-06-13	2024
07617546118087	Eagle Peak Montessori	3	Eagle Peak Montessori School chose the Renaissance STAR Test to provide us with individual student progress
towards the state standards. We chose this specific assessment tool due to its potential to measure growth over time
as well as the data it provides toward specific standards and areas of need for each student. The Renaissance
program is also computer-based and allows students to become familiar with an online testing platform.
Eagle Peak has adopted and is implementing the Common Core Standards for English/Language Arts, and
Mathematics, the Next Generation Science Standards, History standards, Health Education, and Physical Education
standards. These are implemented through the use of Montessori curriculum in regard to the academic areas.
	More community interaction. More opportunities for parents to volunteer. Return to more events.	Eagle Peak Montessori has a parent group that is designed to help us reflect and progress in insuring that all
members of our community are represented and have voice.	Eagle Peak Montessori communicates with parents through Parent Teacher Partnership meeting twice a year and a
standards based report card twice a year. The parent partnership meetings are time for the parents and teachers set
goals and monitor those goals for the students. In our upper grades the students are a part of these meetings.	EPMS held parent education nights which help for parents to understand the Montessori curriculum and their child's
progress. We will continue to grow and add to these events in the upcoming LCAP cycle.	Eagle Peak Montessori will work to make sure the events are offered at times that all parents have an opportunity to
attend. We will provide childcare when needed. We will reach out to inquire if translators are needed for any parent
education we provide.	Our school as an independent LEA holds public board meetings where parents can share during the public comment
section. The bylaws of our board allow for up to 6 seats for parents directly on the Board of Directors. Parents are
also represented in planning and decisions through the Parent Teacher Leadership Group, Community Foundation
for Eagle Peak, and the Community Connection Committee.
Eagle Peak currently sends out both a Parent Survey and a Parent Input Form. These are two sources of feedback
that is used for the upcoming school year. The survey solicits feedback related to the school culture and climate. The
Parent Input Form gives space for parents to discuss their child's specific classroom.	Parents would like to have more State of the School meetings, which we will implement. 
	Our PTLG (Parent Teacher Leadership Group) meetings have alternated throughout the year with time of day and
virtual or in person settings. The Community Foundation meetings are held on line where all parents can access the
meeting. The Board of Directors meetings are public and held on campus in the evening for parents to attend as well.	5	5	5	5	5	4	5	5	5	5	5	5	Met		2024-06-18	2024
07617620000000	Oakley Union Elementary	3	OUESD has made significant progress in fostering strong relationships between school staff and families by
prioritizing proactive communication, enhanced family involvement, and cultural competence. Through transparent
and consistent communication channels, the district ensures that parents stay informed about school activities and
their child's academic progress, fostering trust and collaboration. Additionally, OUESD empowers families to actively
participate in school life through volunteering, committee involvement, and event attendance, strengthening the
partnership between home and school and enhancing parent satisfaction.
Furthermore, OUESD places a strong emphasis on cultural competence and inclusivity, celebrating diversity and
creating an environment where all families feel welcomed and valued. By implementing culturally responsive practices, the district ensures that the unique needs and perspectives of every family are considered, enriching the
educational experience for all students. Overall, OUESD's multi-approach to building relationships between school
staff and families not only strengthens the educational community, but also provides vital support for student success
academically and socially.	Despite the district's strengths in academic programs and resources, one area for improvement lies in building
stronger relationships between school staff and families. While the district has made strides in providing high-quality
education, fostering meaningful connections with families remains a priority. Enhancing communication channels,
facilitating more opportunities for parental involvement, and promoting a welcoming and inclusive school environment
are key focus areas. By strengthening these relationships, the district aims to create a supportive community where
families feel valued, engaged, and empowered to actively participate in their child's educational journey.	After reviewing input from educational partners and local data, OUESD has identified the importance of improving
engagement with families of unduplicated students as mentioned in the self-reflection above. To address this
challenge, the district plans to implement targeted outreach strategies specifically tailored to the unique needs and
preferences of the families of English Learners, low income, foster youth, students with disabilities, and African
American students. This involves using culturally sensitive communication methods, offering translation services, and
organizing outreach events in community spaces that are easily accessible to these families. Additionally, we are
committed to build trust and rapport by actively listening to the concerns and feedback, involving them in decisionmaking processes, and providing resources and support to address their specific needs. By prioritizing family
engagement, OUESD aims to create a more inclusive and equitable school community, where every family feels
valued and empowered to play an active role in their child's education.	Based on the data provided, OUESD has demonstrated moderate progress (rated 3 out of 5) in Building Partnerships
for Student Outcomes. While there are areas for improvement, several strengths are evident. OUESD has made
strides in providing professional learning and support to teachers and principals, equipping them with the skills
needed to effectively engage with families. Additionally, efforts have been made to provide families with information
and resources to support student learning at home, indicating a commitment to collaboration beyond the classroom.
Moreover, OUESD has taken steps to implement policies for teachers to meet with families and students, fostering
dialogue around student progress and ways to support improved outcomes. Furthermore, progress has been made
in supporting families in understanding their legal rights and advocating for their children, empowering them to
navigate the education system effectively. However, further enhancements are needed to strengthen partnerships
between schools and families, including more robust professional development opportunities, increased access to
resources, and improved communication channels to ensure ongoing collaboration and support. Continued efforts in
these areas will be crucial for advancing partnerships and ultimately improving student outcomes.	Upon reviewing educational partner input and local data, OUESD has identified key focus areas for improving
Building Partnerships for Student Outcomes. These include enhancing professional learning and support for
educators to engage with families effectively, providing more accessible resources for families to support student
learning at home, strengthening policies and programs for teacher-family-student collaboration, and offering
increased support for families to understand and advocate for their children's education rights. By addressing these
areas, OUESD aims to strengthen partnerships with families and ultimately enhance student outcomes.	After careful consideration of feedback from educational partners and examination of local data, OUESD has
identified a crucial area for improvement: enhancing engagement with families of unduplicated students in the
context of Building Partnerships for Student Outcomes. To address this, OUESD is committed to implementing
targeted strategies tailored to the distinctive needs and preferences of these families. This may entail employing
culturally sensitive communication methods, facilitating translation services, and organizing community-based
outreach events accessible to families of unduplicated students. Additionally, OUESD will prioritize building trust and
fostering connections by actively seeking input and valuing the perspectives of these families, involving them in
decision-making processes, and providing resources and assistance tailored to their specific circumstances. By
placing a premium on engagement with families of unduplicated students, OUESD aims to cultivate a more inclusive
and supportive school environment where every family feels valued and empowered to play an active role in their
child's educational journey.	In reviewing educational partner input and local data, OUESD shows moderate progress (rated 3 out of 4) in Seeking
Input for Decision-Making. One strength lies in empowering staff and families to engage in advisory groups and
decision-making, promoting collaboration and transparency. Additionally, OUESD provides ample opportunities for all
families to contribute input, ensuring representation from families of unduplicated students. Moreover, a culture of
collaboration among families, teachers, principals, and district administrators enhances the impact of family
engagement activities. Continued efforts are needed to deepen engagement practices, particularly in reaching
marginalized groups and fostering meaningful partnerships.	Upon analyzing educational partner input and local data, OUESD has recognized areas for improvement in Seeking
Input for Decision-Making, particularly concerning families of unduplicated students. The focus lies in enhancing the
inclusivity and effectiveness of family engagement processes, ensuring equitable participation opportunities for all
families. OUESD aims to strengthen collaboration between staff and families of unduplicated students, fostering a
shared decision-making approach that values diverse perspectives and promotes transparency. By prioritizing these
areas, OUESD endeavors to enhance its decision-making processes and create a more inclusive and responsive
school community.	After reviewing feedback from educational partners and local data, OUESD has recognized the importance of
improving engagement with underrepresented families regarding Seeking Input for Decision-Making. To achieve this,
OUESD plans to implement tailored strategies designed to meet the unique needs of these families. This includes
using culturally sensitive communication methods, offering translation services, and hosting outreach events in
community spaces accessible to underrepresented families. Moreover, OUESD aims to build trust and strengthen
relationships by actively listening to the concerns and feedback of underrepresented families, involving them in
decision-making processes, and providing personalized support and resources. By prioritizing the engagement of
underrepresented families, OUESD seeks to create a more inclusive and collaborative decision-making process,
where every family feels valued and empowered to contribute to their child's education.	4	4	3	3	3	3	3	3	3	3	3	3	Met		2024-06-26	2024
07617700000000	Orinda Union	3	Orinda Union School District has a highly engaged parent community. The success of the District can be attributed in large part due to the highly positive relationships between parents and staff. During the 2023-2024 school year, the parent community was surveyed to understand their level of engagement, parent input on priorities and perception of the school district. The results of the survey, as well as the high level of engagement in committees, parent organizations, and volunteer opportunities, demonstrate a parent community that feels a strong level of trust in their schools.
In addition to the survey, parents provide input by being actively engaged through the Orinda Network Education (ONE) Foundation, districtwide support organizations, and their individual Parent Clubs. They provide input at the formal and informal meetings, and many are represented at the various committees (ex. Coordinating Council, Steering Committees)
The district and schools provide regular communication via ParentSquare, websites, parent forums, and public meetings.	The input data demonstrates a highly positive relationship between the parent and school community. The areas of improvement were seen in the area of communication between classroom teachers and parents.  Survey and focus group input demonstrated a need for alignment in communication practices amongst teachers about student progress, learning, and classroom curriculum. Another area of growth included a need for more transparency in the communication around the IEP and Special Education process.	The District successfully engaged a diverse population of parents in the surveys and focus groups. One group that was heard from in the survey but not in the meetings due to low attendance were parents of English Learners. The English Learner population of students has remained relatively low; however, it has been growing, and there is a need for a renewed districtwide parent group.	OUSD staff members have a strong partnership with the parent community, and the District has developed ways of communicating and addressing student progress and achievement outcomes. All schools regularly communicate academic and social-emotional progress. During the 2023-24 school year, elementary teachers have revised the TK-5 report cards to better reflect standards and curriculum taught in classrooms. Elementary teachers hold parent-teacher conferences to address student goals and discuss learning progress. Wellness Counselors are available to meet students in need of mental health support. In middle school, teachers regularly communicate academic progress via digital platforms. Middle school counselors meet with each student individually, review their progress throughout the year, provide mental health support and are available to guide them in their transition to high school. Students with IEPs have a case manager who provides additional support and communicates with parents regarding progress on IEP goals. Schools provide intervention support to all students through intervention specialists for elementary grades. Middle school students have targeted support periods embedded within their school day schedule.
	Based on the survey and focus group input, OUSD's area of growth is in the consistency and alignment of communication within grade levels and across school sites. Additionally, OIS has gone through a change in communication platform that has affected teachers' ability to clearly communicate progress and grades. Providing staff with training and tools is an area of growth. Finally, parents of students with IEPs have expressed interest in better understanding of processes, policies, and laws relating to special education.	The District successfully engaged a diverse population of parents in the surveys and focus groups. One group that was heard from in the survey but not in the meetings due to low attendance were parents of English Learners. The District will need to implement steps to more effectively engage parents of English learners.	All OUSD schools have highly involved Site Council advisory groups and Parent Clubs that provide input and act as advisory groups. The District has several Steering Committees dealing with specific topics, a general advisory group, a Coordinating Council, and a fundraising foundation, ONE. All organizations function to provide parents with a voice and input in all aspects of decision-making at the school sites and at the district level. School and district administrators hold regular meetings with the parent leadership to obtain feedback and seek input regarding relevant and current happenings at the sites. There is a true collaborative partnership amongst the parent leaders and staff members at each school site and at the district level. The steering committees tackle specific issues such as mental health, equity, before and after care, safety, and food service.	OUSD implemented five steering committees as advisory bodies to the District during the 2023-24 school year. The implementation of these advisory bodies was a highly successful model for parent engagement; however, to build sustainability, there is a need for additional effective engagement and decision-making protocols. The identified area of growth is to ensure the implementation of these protocols as well as communication methods to ensure that the entire community is aware of the work of the Steering Committees.	A diverse and widespread members of the community are engaged in the various school and district committees. The area of growth is to ensure ongoing involvement of new families as well as those who are not traditionally involved in advisory roles.	5	4	4	4	5	4	4	4	5	4	4	4	Met		2024-06-10	2024
07617880000000	Pittsburg Unified	3	Besides promoting a wide-variety of venues and modes of communication for working with parents/guadians, PUSD has a central office Coordinator of Family Engagement, and a small cadre of Family Liaisons to help facilitate growing empowering/trusting relationships and partnership opportunities (though we emphasize that building those empowering relationships is the responsibility of all staff, as appropriate to their role). Significantly, in 2024-25 we have new funding for a districtwide roll-out of Community Schools strategies, every school a Community School, and a newly-hired cadre of Community School Coordinators to support that work (one for each school).  Our Family Engagement team also facilitates a range of in-person and virtual workshops and networking opportunities for parents/guardians around a wide variety of topics (parents are also surveyed for their input on topics). These topics include strategies for supporting learning at home in specific ways, e.g., early literacy. Further, we have had a recent and strong intentional focus on building partnership with Families of African American Scholars. We have also increased the number of qualitative focus group empathy interviews we hold with both parents and our scholars to better understand barriers and opportunities for improving relationships.	A primary focus of our work currently, is to engage with, learn from, and build stronger partnerships with families of our African American scholars, while growing, maintaining, and sustaining our partnership with all families.  We also have a new districtwide Community Schools Initiative in 2024-25, with new staff, and new opportunities for family engagement.  Based on reviews of data and root cause analyses we continue to focus on strategies for increasing Attendance back to and above pre-pandemic levels, including through scholar and family engagement strategies based on positive relationships.	As mentioned above we have increased our outreach to, engagement with, and empathy interviews with our families and scholars (raising scholar voice), with a particular and intentional focus on our African American scholars and their families.  Our new Community Schools Initiative in 2024-25 will add new levels of family and community engagement, including the formation of Steering Committees for each school community and other innovative partnership practices.	PUSD has a strong human infrastructure for building relationship with families, including a Coordinator of Family Engagement and site-assigned Family Liaisons. Understanding that relationship is everyone's responsibility support and training for relationship-building occurs at some level for all staff. Most recently we have had a focus on Racial Equity with EPOCH training across the district, and in-depth at sites. Additionally, we have a Coordinator of Social Emotional Learning who supports, in additional ways, the creation of a culture of caring at school sites. In the past year we have also focused intentionally on improving human infrastructure for the support of African American scholars, including outreach, meetings and activities for a recently created district Families of African American Scholars (FAAS) group.  Our focus on parent and community partnerships and new policies and practices for improving Attendance and to reduce Suspensions in the district has also met with significant success in 2023-24, with Attendance rising from immediate prior year levels, and Suspensions widely reduced.	A primary area of focus is on improving outreach to, support for, and engagement of families of African American scholars.  Additionally, we have a new districtwide Community Schools Initiative (we have specific site-based experience with Community Schools with new funding allowing PUSD to expand districtwide.).  A number of our new policies, procedures, and practices have been geared to reducing over-identification for Tier 2 and Tier 3 services, and for strengthening engagement and outcomes in Tier 1 Universal Instructional Services.	We are ~65% LatinX and have had good infrastructure including ELAC/DELAC, translation services, bilingual staffing, cultural outreach and culturally-responsive parent education opportunities regarding our LatinX community, and are working now to improve supports for, engagement with, and relationship with African American families. This more targeted outreach is intended to improve engagement in key district surveys such as our LCAP and CA Healthy Kids surveys, as well as engagement in a variety of in-person and virtual events that include reflection on relationship building in ways responsive to diverse cultural groups within PUSD.  We are still experiencing some degree of survey fatigue among families, but then are seeing greater engagement in recently-held Resource Fairs and weekend Literacy events that respond to families' requests for information and resources to improve outcomes for their child(ren).	PUSD promotes and supports decision-making involvement, including through School Site Councils, LCAP Community Meetings and Surveys, open Board Meetings, active DAC/DELAC/ELAC committees, a variety of in-person and virtual information-sharing sessions, with opportunities for feedback, polls, and/or surveys. We are currently working to grow a stronger, explicit decision-making engagement with our African American families through communication with, meetings with, and special events for a newly created district Families of African American Scholars (FAAS) group.  Further, with our 2024-25 kick-off year of districtwide Community Schools Strategies, we will see the advent of new site-associated Steering Committees, and a rethinking and revamping of key venues and opportunities for family/community voice in decision-making.	A primary improvement focus for PUSD, currently, is the quality of our engagement with African American scholars and their families.  A strong multi-pronged focus in 2024-25 is with regard to new five-year funding to grow Community School Strategies districtwide, every school a Community School, including through the hiring of site-based Community School Facilitators, and a central office Coordinator of Community Schools.  Integral to this initiative will be new opportunities to raise family and community voices, with an equity focus, in district and site decision-making.	"As mentioned above, a current focus on strengthening engagement with African American families, includes engaging them reflectively regarding our decision-making practices in PUSD, while continuing to grow, maintain, and sustain promising practices with all of our diverse PUSD families.  Our new Community Schools Initiative has a primary focus on equity and underserved learners.  We have had a multi-year focus and strong investments in recent years for improving equity in PUSD, including through re-working policies for more equitable disciplinary policies; strengthening curricula and instruction that is high-quality, culturally affirming/responsive, and reflects high expectations for all learners.  We are a majority ""minority"" district with an 81% Unduplicated Count of scholars, ~65% LatinX, 16% African American, and significant percentages of Filipino, Asian, Pacific Islander, White, and Mixed Race scholars.  Recent PD focus has been around anti-racist strategies and protocols for advancing equity by Recognizing inequities, Interrupting inequities and then working to Repair (RIR), including increased use of Restorative Practices, and the raising of scholar and family voices in decision-making."	3	3	2	3	2	4	4	3	4	4	4	2	Met		2024-06-17	2024
07617960000000	West Contra Costa Unified	3	Agencies were contracted and school staff collaborated to support building relationships with families in schools with the goal to build capacity to partner for student success. Agencies include High Expectations, who focused on creating family engagement plans, Franklin Covey, who focused on developing parenting technics at home, Parents as Partners Conference, which focus was to provide resources and capacity building to support learning at home for families, and professional development to school staff including Community School Directors and School Community Outreach Workers. The plan as a district is to continue to provide these opportunities and resources to staff, schools and families.	The focus was to support the growth of school and family relationships by providing welcoming school spaces, linking family engagement opportunities to learning, and continuing in-person parent engagement opportunities, returning from distance learning. This was decided based on feedback from school sites' educational partners, where a need to have intentional family engagement was a common theme. This includes hosting family engagement opportunities to build capacity that supports learning at home, culturally relevant events, volunteer opportunities, and decision-making platforms. These activities will continue in the upcoming year and will be built from year to year.	Professional development will be provided to support school sites/staff with identifying underrepresented families based on data and intentionally reach out to engage and build partnerships. Sites will be expected to identify underrepresented populations and intentionally engage their families and youth, so that action is made based on their needs and experiences.	A strength at school sites has been the coordination of CARE/COST teams that support with identifying individual student needs and overarching themes that address positive students' outcomes. For example, providing individualized services/resources depending on individualized plans as well as partnering with community agencies to provide tier 1 services. School sites will continue to facilitate CARE/COST meetings to both, provide services to youth, and to have a better understanding of their school community and school needs.	The main focus is to provide authentic engagement with youth, families, and the community to better serve student outcomes. This involves being visible and available to strengthen relationships and trust. This type of engagement supports the ability to authentically engage with the school community and learn about educational partners' (students, parents, staff, partners) school experiences, to determine better the need that exists, and systems/actions that need to be developed for student outcomes. The goal is to provide a positive and successful educational experience so that scholars can be ready for their next educational milestone.	The goal is to be intentional in authentically engaging underrepresented families, and respond to their needs on their school experiences. Professional development will be provided to support school sites/staff with identifying underrepresented families based on data and intentionally reach out to engage and build partnerships. Sites will be expected to identify underrepresented populations and intentionally engage their families and youth, so that action is made based on their needs and experiences.	The School Site Council (SSC) is a critical component to decision-making. The SSC is composed of parents, school staff, administrators, and youth (at secondary sites). All sites at WCCUSD have an established SSC which meets regularly to engage members and attendees in conversations in data, budgeting, and strategic decision-making opportunities. This is a way to involve multiple educational partners in forming part of the structure of their school. Additionally, this information is shared publicly in other family engagement meetings.	The School Site Council (SSC) needs improvement in having more diversity, especially having underrepresented voices at the table when making decisions. The School Site Council (SSC) is a critical component of decision-making. The SSC is composed of parents, school staff, administrators, and youth (at secondary sites). All sites at WCCUSD have an established SSC which meets regularly to engage members and attendees in conversations about data, budgeting, and strategic decision-making opportunities. This is a way to involve multiple educational partners in forming part of the structure of their school. Additionally, this information is shared publicly in other family engagement meetings.	The goal is to be intentional in authentically engaging underrepresented families so that they can be involved in committees that are involved in decisions that impact school impact and community experiences.  The SSC is composed of parents, school staff, administrators, and youth (at secondary sites). All sites at WCCUSD have an established SSC which meets regularly to engage members and attendees in conversations about data, budgeting, and strategic decision-making opportunities. This is a way to involve multiple educational partners in forming part of the structure of their school. Additionally, this information is shared publicly in other family engagement meetings. School sites will be more intentional in engaging underrepresented families in their school community.	2	3	2	2	2	1	1	1	2	1	2	1	Not Met			2024
07617960101477	Leadership Public Schools: Richmond	3	The current principal has established an open door policy that is extended to families in order to get their opinions and feedback. The weekly Parent Advisory Group has weekly time set aside for administrators to provide real-time updates and share data regarding the school's progress. The use of a restorative justice framework between students, families, and staff has been key in discussing key issues such as race and belonging.	An area of growth building relationships with staff and families have been to improving communication related to performance data, accreditation cycles, and LCAP progress throughout the year. Parents have asked for more training around technology, understanding assessments, and providing academic support at home. Parents also identified the need for a variety of meeting times, to be able to navigate meetings along with work and family obligations.	Moving forward, the Parent Advisory Committee will offer a variety of times and modes including virtual and in person. We will increase ways to participate through surveys and Infinite Campus communication. We will offer translation and interpretation for families of multilingual learners. We will improve distribution and accessibility of all resources.	LPS Richmond has continued to offer opportunities for all Educational Partners to engage in the accreditation, charter renewal, and LCAP process. Families attended sessions to learn more about student achievement data. Students groups provided The school website is up to date and includes a parent portal.	Areas of growth for Building Relationships are to improve proactive communication regarding policy changes, academic progress, the state of the school, etc. Parents have asked for more adult education courses (i.e English Language Development, adult literacy, citizenship, etc.) We will focus including parents and families in all aspects of school life.	The LEA will develop a scope and sequence and calendar for family engagement prior to the start of the school year in collaboration with the wellness team, front office, Deans, teachers, and administrative team. The calendar will be shared with families and updated monthly.	The school's current principal's initiatives are around building trust amongst students and school climate and culture and student achievement. The admin team has focused on a few strategic initiatives at every level, such as 30 for 30s which are 30 minute staff meetings with individual staff member three times each year.  This leads to administrative goals which are then translated into key initiatives. Administrator attends all family meetings and has a strong presence on campus and with families. This has led to a strong sense of trust. The presence of administrators on campus is felt and appreciated.	Focus for improvement identified by the group is diversifying and increasing access to students and families engages in decision making. Engagement with students in participating in decision making structures will continue to be an area of focus with the goal of sustainability moving forward.	A monthly calendar for community-building and data analysis would allow family stakeholders to build momentum and accountability around student performance, understanding verified data, and monitoring student outcomes.	3	4	3	4	2	2	3	4	1	1	1	1	Met		2024-06-20	2024
07617960110973	Richmond College Preparatory	3	Based on educational partner input and local data, our current strengths in building relationships between school staff and families include:

*Regular Local Control and Accountability (LCAP) steering committee meetings with parents and staff to review LCAP goals and student academic results, facilitated by a Spanish interpreter.
*Opportunities for family input through monthly School Site Council (SSC) meetings, English Learner Advisory Committee (ELAC) meetings, and parent meetings.
*An annual parent survey gathers feedback on LCAP activities and services, and we use the results to refine plans. 
*Events to strengthen staff-family relationships, such as Family Literacy Nights, Back-to-School Night, Spring Festival, Family Book Club, and Melanin Mama meetings.
*Focused efforts on increasing engagement with African-American families while maintaining strong participation from Latinx parents.	Based on the analysis of educational partner input and local data, the LEA's focus areas for improving relationships between school staff and families include:

*Continue and expand professional development for teachers and Instructional Assistants, focusing on the English Language Development (ELD) curriculum, cyberbullying, and technology use.
*Include tutors with teachers and Instructional Assistants in professional development emphasizing math and social-emotional learning programs.
*Provide additional support and resources for English learners.
*Implement targeted interventions, coordinate after-school programs, and increase access to tutors for students performing below grade level.
*Offer online opportunities via Zoom for working parents to participate in meetings and events.
*Expand programs for study trips and college visits.
*Expand collaborative opportunities for students and continue the tutoring program.
*Strengthen the bond between staff and African-American families.	Based on the analysis of educational partner input and local data, RCP will improve the engagement of underrepresented families by:

*Family and Community Engagement Coordinator: Staff in this position have increased parent participation by over 60% through organizing Friday morning parent meetings, the School Site Council (SSC), and the English Learner Advisory Committee (ELAC), with 
 options for virtual or in-person attendance.
*Engagement Events: Hosting Family Nights, Spring Festival, Family Book Club, Melanin Mama meetings, and the annual African American Parent Dinner to foster engagement. Data is reviewed, and feedback is obtained during these events.
*Collaborations: Working with a coalition of West Contra Costa County charter schools and providing staff training during Summer Professional Development (PD) to foster respectful relationships with families.
*Parent Orientation: Conducting a parent orientation program before the school year to explain policies and distribute the Parent Handbook and organizing a Back to School Night within the first month.
*Parent-Teacher Conferences: Holding biannual conferences in October and March to discuss student progress.
*Multilingual Communication: Using ClassDojo, robocalls, texts, and the school website to communicate with families and translate all emails, Dojo messages, Zoom meetings, and website posts into Spanish.
*Increased Meeting Attendance: Utilizing Zoom and ClassDojo has led to a significant increase in attendance at monthly meetings.	Based on the analysis of educational partner input and local data, the LEA’s current strengths and progress in building partnerships for student outcomes include:

*Effective Family Engagement Program: The Family Engagement Coordinator's efforts have led to high attendance at events and positive feedback from parent surveys.
*Parent-Teacher Conferences: Held twice a year in October and March, these conferences facilitate discussions about students' academic, behavioral, and social development.
*Increased Parent Participation: There has been a significant increase in parent involvement in the School Site Council (SSC), English Learner Advisory Committee (ELAC), and Local Control and Accountability (LCAP) committee meetings, enhancing collaboration and input on student success initiatives.	Based on the analysis of educational partner input and local data, the LEA’s focus areas for improvement in building partnerships for student outcomes include:

*Enhanced Professional Development: Provide additional training for teachers and staff on effective family engagement strategies, focusing on culturally responsive practices.
*Increased Support for English Learners: Expand resources and support for English learners and their families to better engage them in the educational process.
*Improved Communication: Strengthen communication channels by offering more multilingual resources and utilizing various platforms to reach all families effectively.
*Targeted Outreach: Implement targeted outreach programs to engage underrepresented families, particularly African-American and low-income families, to ensure their voices are heard and their needs are met.
*More Collaborative Opportunities: Create more opportunities for parents to collaborate with teachers and staff on student learning and development initiatives.
*Enhanced Use of Technology: Utilize technology to provide virtual participation options for busy parents, ensuring accessibility and convenience for all families.	Based on the analysis of educational partner input and local data, RCP will improve engagement of underrepresented families by:

*Hosting inclusive events such as Family Nights, Back to School Night, Spring Festival, Family Book Club, Melanin Mama meetings, and the annual African American Parent Dinner.
*Reviewing feedback from these events to align RCP’s goals and priorities with family needs.
*Actively involving the Family Engagement Coordinator in a coalition of West Contra Costa County charter schools to enhance family engagement efforts.	Based on the analysis of educational partner input and local data, the LEA’s current strengths and progress in seeking input for decision-making include:

*Dedicated Engagement Role: The full-time Family and Community Engagement Coordinator effectively gathers feedback and enhances parent and guardian involvement in school activities.
*Flexible Meeting Formats: Conducting School Site Council (SSC) and English Learner Advisory Committee (ELAC) meetings on Zoom has resulted in consistently high participation rates (over 60%), allowing parents to attend from home. In-person meetings on Friday 
 mornings also see good participation.
*Positive Survey Feedback: Annual parent surveys, sent by the Director, have given high ratings for parent involvement in decision-making.
*Inclusive Engagement: The combination of virtual and in-person options ensures broad accessibility, meeting the diverse needs of our parent community.	Based on the analysis of educational partner input and local data, the LEA’s focus areas for improvement in seeking input for decision-making include:

*Enhanced Communication Channels: Continue using ClassDojo, robocalls, texts, and the school website to facilitate student and family input. Ensure that communications are also available in Spanish for English language learners and their families.
*Parent Engagement Events: Conduct a parent orientation before the first day of school to explain school policies, distribute the Parent Handbook, and gather feedback. Host a Back to School Night within the first month to allow families to visit classrooms and provide input.
*Increased Participation in Meetings: Encourage greater participation and input from parents and caregivers in decision-making processes during School Site Council (SSC), English Learner Advisory Committee (ELAC), and Local Control Accountability Plan (LCAP) meetings.	Based on the analysis of educational partner input and local data, RCP will improve the engagement of underrepresented families identified during the self-reflection process in seeking input for decision-making by:

*Hosting Inclusive Events: Organizing events such as Family Nights, Back to School Night, Spring Festival, Family Book Club, Melanin Mama meetings, and the annual African American Parent Dinner to actively engage underrepresented families.
*Encouraging Participation in Committees: Encouraging underrepresented families to attend and share their input at School Site Council (SSC), English Learner Advisory Committee (ELAC), Local Control and Accountability Plan (LCAP), and West Contra Costa County charter school coalition meetings.
*Identifying and Addressing Barriers: Identifying barriers to participation for low-income students and families, those experiencing homelessness, foster youth, and English learners through surveys and implementing strategies to improve their engagement.
*Data-Driven Decision-Making: Using the input received from underrepresented families to inform decision-making processes and prioritize improvements in engagement strategies.	4	4	4	4	3	4	4	4	4	4	4	4	Not Met			2024
07617960126805	Richmond Charter Academy	3	The school is committed to expanding and refining its Response to Intervention model to optimize student support and ensure successful course completion. By implementing a comprehensive multi-tiered system of support, we will provide timely and effective interventions to address students' academic and behavioral needs. Our dedicated English Learner program is designed to accelerate language acquisition, enabling newcomer and long-term English Learners to develop proficiency and seamlessly transition into mainstream classrooms. Through a combination of explicit instruction, scaffolded learning experiences, and culturally responsive pedagogy, we will empower our English Learners to achieve academic success and reach their full potential.	While we are encouraged by our progress in fostering strong relationships between school staff and families, we recognize the importance of ongoing evaluation and data analysis to ensure all parents feel welcomed and empowered to participate in school events. To address feedback from families, we plan to expand our workshop offerings to provide grade-specific information and create opportunities for more casual interaction through school-wide celebrations.	Our school predominantly serves a student population from underrepresented communities, with over 95% of families identifying as such. We are committed to fostering active engagement through flexible meeting times, language interpretation services, and the employment of multilingual staff. Moreover, we prioritize creating a supportive environment conducive to student success. To enhance our outreach efforts, we propose establishing a Black and African American Roundtable to address specific community concerns and expanding partnerships with organizations serving underrepresented populations.	Our school provides comprehensive training for all staff in effective parent engagement strategies. In conjunction with our Check & Connect System, regular Student Success Team meetings are conducted to monitor student progress in meeting rigorous academic standards. Parents are invited to individual conferences to enhance their understanding of study skills, homework routines, and extracurricular involvement. A cornerstone of our program is the robust support offered to students and their families. Annual grade-level college field trips encourage parental participation and chaperoning. Additionally, our ASES program provides a safe and supportive after-school environment.
To facilitate open communication, information is disseminated electronically and in print in multiple languages, informed by a variety of data sources. Regular parent meetings are convened to provide guidance on supporting student learning at home and to inform parents of their rights. Community nights and Family-Staff Team meetings foster a sense of community, offer a platform for parental concerns, and promote collaborative problem-solving. Partnerships with external organizations are leveraged to mobilize parents, particularly those from transitional living situations or recent newcomers to the U.S.
	While we have many robust programs and supports in place to help our community of learners, one area of improvement is the capacity of our staff to build trusting relationships with family members. We have had significant turnover over the past five years and we are taking active steps to retain teachers and administrators and support them to develop long lasting relationships with the community we serve. This year, we used the Youth Truth survey and are beginning to process our initial round of data in order to better develop programming to support our parents. Some of the things we are considering are below.
Deepening Staff Capacity
Culturally Responsive Practices: Ensure workshops address cultural competency and sensitivity to build trust with diverse families.
Mentorship Program: Pair experienced staff with new hires to facilitate knowledge transfer and relationship-building skills.
Ongoing Professional Development: Provide ongoing support and opportunities for staff to refine their skills in family engagement.
Enhancing Family Engagement
Two-Way Communication: Create multiple channels for families to provide feedback and input (e.g., surveys, parent-teacher conferences, family-teacher associations).
Family Leadership Opportunities: Involve parents in decision-making processes and school committees.
Home-School Partnerships: Develop strategies to support families in their child's learning at home (e.g., family literacy nights, parent workshops on academic subjects).
Celebrate Successes: Publicly recognize and celebrate the achievements of students and families to foster a positive school climate.
Leveraging Data Effectively
Disaggregate Data: Analyze data by subgroups to identify disparities and tailor interventions accordingly.
Action Planning: Develop specific, measurable goals based on data findings and track progress.
Family Feedback Integration: Incorporate family feedback into data analysis and program development.	To enhance family engagement among underrepresented populations and foster stronger Building Partnerships for Student Outcomes, the school will procure language interpretation services from external organizations. This will facilitate effective communication between staff and parents in their preferred language, enabling comprehensive discussions about student academic progress and strategies for home support.
Additionally, the school will prioritize building parental understanding of academic expectations and pathways to higher education. Data analysis indicates a significant portion of underrepresented families possess limited familiarity with the U.S. education system, including graduation and college admission requirements. To address this, the school will disseminate information in multiple languages and actively involve families in school events and advocacy initiatives.
	The LEA effectively seeks and incorporates parent input into decision-making processes. Key strengths include:
Regular data sharing: Consistent communication of academic and cultural data with families, fostering informed engagement.
Collaborative goal-setting: Active involvement of parents in developing and refining school priorities and action plans.
Multiple avenues for participation: Opportunities for parents to engage through formal committees (FST, ELAC, School Safety) and informal feedback channels.
Accessibility and inclusivity: Efforts to ensure effective communication and language support for all families.
These practices demonstrate a commitment to building strong partnerships with families and leveraging their perspectives to enhance school programs and services.
	To enhance parent engagement, the LEA aims to implement a consistent hybrid format for all parent meetings. While both in-person and virtual options have been offered, establishing a regular hybrid approach will better accommodate parents with work or transportation constraints. This change directly addresses a identified need to increase parent participation in decision-making processes.	To enhance parent engagement, the LEA aims to implement a consistent hybrid format for all parent meetings. While both in-person and virtual options have been offered, establishing a regular hybrid approach will better accommodate parents with work or transportation constraints. This change directly addresses a identified need to increase parent participation in decision-making processes.	4	5	4	5	4	5	5	4	4	4	4	4	Met		2024-06-12	2024
07617960129643	Richmond Charter Elementary-Benito Juarez	3	We consider parents to be essential partners in our students' education. To foster this collaboration, we prioritize parent engagement through education, empowerment, and involvement. We facilitate parental participation in school-wide events such as Open House, Back-to-School Night, Orientation, and Community Nights. Regular school memos and ParentSquare communications, disseminated in English, Spanish, and Chinese (as applicable), keep parents informed. An External Affairs Manager is dedicated to cultivating robust partnerships within the parent community.
Additionally, we host well-attended Community Nights to share student academic progress data, involvement opportunities, and upcoming school events. Student leaders collaborate with staff to plan and implement these gatherings, which provide a platform for students, families, and staff to interact, build relationships, and foster a strong sense of community. Our annual parent wellness workshop, featuring external partners like RYSE Center, Clinica de la Raza, and Asian Health Services, offers support to families on crucial topics such as mental health, technology, study habits, and student safety in the digital age.
These initiatives aim to strengthen the bond between home and school. Furthermore, our innovative response-to-intervention model provides comprehensive support to struggling students, including weekly organizational guidance, daily academic tutoring, and regular home-school communication to share positive updates and facilitate discussions about student progress.

	While we are encouraged by our progress in fostering strong relationships between school staff and families, we recognize the importance of ongoing evaluation and data analysis to ensure all parents feel welcomed and empowered to participate in school events. To address feedback from families, we plan to expand our workshop offerings to provide grade-specific information and create opportunities for more casual interaction through school-wide celebrations.	Our school predominantly serves a student population from underrepresented communities, with over 95% of families identifying as such. We are committed to fostering active engagement through flexible meeting times, language interpretation services, and the employment of multilingual staff. Moreover, we prioritize creating a supportive environment conducive to student success. To enhance our outreach efforts, we propose establishing a Black and African American Roundtable to address specific community concerns and expanding partnerships with organizations serving underrepresented populations.	Our school provides comprehensive training for all staff in effective parent engagement strategies. In conjunction with our Check & Connect System, regular Student Success Team meetings are conducted to monitor student progress in meeting rigorous academic standards. Parents are invited to individual conferences to enhance their understanding of study skills, homework routines, and extracurricular involvement. A cornerstone of our program is the robust support offered to students and their families. Annual grade-level college field trips encourage parental participation and chaperoning. Additionally, our ASES program provides a safe and supportive after-school environment.
To facilitate open communication, information is disseminated electronically and in print in multiple languages, informed by a variety of data sources. Regular parent meetings are convened to provide guidance on supporting student learning at home and to inform parents of their rights. Community nights and Family-Staff Team meetings foster a sense of community, offer a platform for parental concerns, and promote collaborative problem-solving. Partnerships with external organizations are leveraged to mobilize parents, particularly those from transitional living situations or recent newcomers to the U.S.
	While we have many robust programs and supports in place to help our community of learners, one area of improvement is the capacity of our staff to build trusting relationships with family members. We have had significant turnover over the past five years and we are taking active steps to retain teachers and administrators and support them to develop long lasting relationships with the community we serve. This year, we used the Youth Truth survey and are beginning to process our initial round of data in order to better develop programming to support our parents. Some of the things we are considering are below.
Deepening Staff Capacity
Culturally Responsive Practices: Ensure workshops address cultural competency and sensitivity to build trust with diverse families.
Mentorship Program: Pair experienced staff with new hires to facilitate knowledge transfer and relationship-building skills.
Ongoing Professional Development: Provide ongoing support and opportunities for staff to refine their skills in family engagement.
Enhancing Family Engagement
Two-Way Communication: Create multiple channels for families to provide feedback and input (e.g., surveys, parent-teacher conferences, family-teacher associations).
Family Leadership Opportunities: Involve parents in decision-making processes and school committees.
Home-School Partnerships: Develop strategies to support families in their child's learning at home (e.g., family literacy nights, parent workshops on academic subjects).
Celebrate Successes: Publicly recognize and celebrate the achievements of students and families to foster a positive school climate.
Leveraging Data Effectively
Disaggregate Data: Analyze data by subgroups to identify disparities and tailor interventions accordingly.
Action Planning: Develop specific, measurable goals based on data findings and track progress.
Family Feedback Integration: Incorporate family feedback into data analysis and program development.
	To enhance family engagement among underrepresented populations and foster stronger Building Partnerships for Student Outcomes, the school will procure language interpretation services from external organizations. This will facilitate effective communication between staff and parents in their preferred language, enabling comprehensive discussions about student academic progress and strategies for home support.
Additionally, the school will prioritize building parental understanding of academic expectations and pathways to higher education. Data analysis indicates a significant portion of underrepresented families possess limited familiarity with the U.S. education system, including graduation and college admission requirements. To address this, the school will disseminate information in multiple languages and actively involve families in school events and advocacy initiatives.



	The LEA effectively seeks and incorporates parent input into decision-making processes. Key strengths include:
Regular data sharing: Consistent communication of academic and cultural data with families, fostering informed engagement.
Collaborative goal-setting: Active involvement of parents in developing and refining school priorities and action plans.
Multiple avenues for participation: Opportunities for parents to engage through formal committees (FST, ELAC, School Safety) and informal feedback channels.
Accessibility and inclusivity: Efforts to ensure effective communication and language support for all families.
These practices demonstrate a commitment to building strong partnerships with families and leveraging their perspectives to enhance school programs and services.
	To enhance parent engagement, the LEA aims to implement a consistent hybrid format for all parent meetings. While both in-person and virtual options have been offered, establishing a regular hybrid approach will better accommodate parents with work or transportation constraints. This change directly addresses a identified need to increase parent participation in decision-making processes.

	To enhance the engagement of underrepresented families in decision-making, the school will implement the following strategies:
Incentivize participation: Offer refreshments and raffle prizes to encourage attendance at committee meetings.
Expand outreach: Continue robust advertising, interpreter services, and hybrid meeting options to increase accessibility.
Prioritize representation: Collaborate with the Community Outreach Coordinator to actively recruit and involve underrepresented families in decision-making processes.
Foster parent engagement: Maintain ongoing education about the importance of parent involvement and its impact on student success.
By combining these efforts, the school aims to create a more inclusive and equitable decision-making environment.
	4	5	5	4	4	4	4	4	4	4	4	4	Met		2024-06-12	2024
07617960132100	Aspire Richmond Ca. College Preparatory Academy	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase the engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	4	4	4	4	5	4	5	4	5	5	5	5	Met		2024-06-20	2024
07617960132118	Aspire Richmond Technology Academy	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase the engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	5	5	5	5	5	4	5	4	5	5	5	5	Met		2024-06-20	2024
07617960133637	Summit Public School: Tamalpais	3	Summit Tamalpais opened in the Fall of 2016. As the school has grown into maturity, we have been working hard to ensure that as we focus on delivering the highest quality education to our students in West Contra Costa County, we are simultaneously building a community that supports strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results. We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold annual evening Town Halls, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit leadership directly through a neutrally facilitated circle discussion.	Focus Area for Improvement: Summit Tamalpais has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language.  We provide interpretation services as school events and have made great strides in decreasing the disproportionality of our staff to be more reflective of the community we serve, and this will continue to be a focus area of our school as a major means of direct relationship building among our community.	As mentioned above, we provide interpretation services as school events and have made great strides in decreasing the disproportionality of our staff to be more reflective of the community we serve, and this will continue to be a focus area of our school as a major means of direct relationship building among our community.	By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator.  We examined:
Professional Development structure and survey
Parent newsletters (+language access) (analytics)
Personalized Learning Plan meetings (parents/caregiver:student:mentor)
Policy accessibility on website

Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work.  The school holds a specific tech training for families so they know how to use these resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed.  Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers.  The school is very explicit in all communications the value that parents bring to supporting their child's academic successes.  

Summit Tam is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners.  During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided.  Prior to 1:1 parent conferences there is specific training for how to hold these meetings in a way that respects parents and encourages their participation.  The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents.

Summit Tam utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.  

Additionally, the school ensures that parents/caregivers of migratory children are engaged.  This includes meeting with families prior to a departure and then again when they return.  The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.	Summit Tam continues to utilize a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Additionally, the school continues to ensure that parents/caregivers of migratory children are engaged.	As mentioned above, individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.  Additionally, this includes meeting with families prior to a departure and then again when they return.  The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.	At Summit Tamalpais, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informating a solution and to understand status, all families, teachers, school leaders, and network team members must contribute. 

In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings.  School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and  to plan, design, implement and evaluate family engagement activities.	We continue to look to our community attendance and participation in engagement events including the Town Hall and board meetings	As mentioned above, school leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and  to plan, design, implement and evaluate family engagement activities.	4	4	4	4	4	5	5	4	4	4	4	4	Met		2024-06-13	2024
07617960136903	Voices College-Bound Language Academy at West Contra Costa County	3	Voices WCC started the year with a new Leadership Team including Principal, Dean of Culture, Student Services Manager, Business Manager and Instructional Coach. This new team prioritized relationship building with staff and parents/guardians to promote a more welcoming environment.  Communication to staff and parents/guardians improved significantly.  ELAC meetings, Cafecitos and parent/guardian workshops were conducted;  giving parents/guardians a platform to discuss input/feedback on LCAP goals, school progress, needs, and academics. All materials are provided in English and Spanish. These meetings are hosted by Voices and stakeholder feedback is collected. In addition many activities and events were coordinated with parents/guardians and students,  resulting  in an increase in participation and involvement by the whole community.	Voices WCC will continue to focus on increasing attendance at ELAC, Cafecitos and Workshops pushing out invites through ParentSquare as well as having the Principal and Dean of Culture make calls home to encourage more relationship building. In addition to verbal communication, Voices WCC will use visual displays in heavily trafficked school areas and print small fliers to distribute to families during dismissal. Building strong relationships with staff and families includes training teachers on parent-teacher conferences and how to communicate with parents regularly. Voices WCC will encourage families to attend Plazas (student assemblies).  Voices WCC will continue to conduct school-wide events for both students and families to attend with opportunities for families to support in the planning; including Dia de los Muertos, Dia del Nino, a Multicultural Week, just to name a few.	Voices WCC will focus on different approaches when reaching out to our families. Approaches include continuing to provide materials in English, Spanish and additional languages as needed such as Portuguese, proactively making phone calls from school leadership, pushing Parent Square Messaging and conducting in-person meetings.  Voices will also use these various communication channels to convey information on resources and support families with connecting to these resources. Additionally, Voices will continue to work with school staff and teachers to understand the importance of accessible and equitable communication with our families.	This year, Voices WCC was able to partner with the Boys and Girls Club, Art in Action, and the San Francisco Opera. The Boys and Girls Club partnership allows our school site to receive support with our enrichment block and provides an expanded learning opportunity through their after-school program. This enables Voices WCC students to build rapport/relationship with the staff, which contributes to greater student outcomes. The Art in Action Program is rooted in the National Core Arts Standards. For our enrichment block, Voices WCC partnered with the San Francisco Opera who provided a Social Justice program to our 4th and 5th grade students.  Students wrote their own original material based on an issue important to them.  The play was performed for the entire student body and families.	Voices WCC will start the year with a Parent/Guardian Education Workshop calendar to provide families with resources and guidance on how to support their student and partner and collaborate with the school.
Families would like more opportunities for enrichment activities outside of what is currently offered. Voices WCC will continue to focus on student wellbeing by supporting them to build coping skills. Voices WCC will institute advisory for middle school students and an SEL curriculum.
Voices WCC will also provide additional academic support for students to mitigate learning loss.  Besides academic intervention in the classrooms, teachers will provide after school tutoring support to students in 3rd to 8th grade.	Voices WCC will focus on different approaches when reaching out to our families. Approaches include continuing to provide materials in English, Spanish and additional languages as needed such as Portuguese, proactively making phone calls from school leadership, pushing Parent Square Messaging and conducting in-person meetings.  Voices will also use these various communication channels to convey information on resources and support families with connecting to these resources. Additionally, Voices WCC will continue to work with school staff and teachers to understand the importance of accessible and equitable communication with our families.	In addition to Voices WCC’s stakeholder engagement in ELAC meetings, Cafecitos (Principal's Coffee) and Parent Leadership meetings, where feedback is collected, Voices utilizes Network-wide staff, student and family surveys utilizing Panorama, a third party. These surveys are conducted twice a year and are used for planning. Voices WCC will continue to use these in the 24-25 school year.	Voices WCC will focus on seeking family input through Cafecitos, ELAC meetings and Parent Leadership meetings in addition to administering questionnaires regarding enrichment activities and family events to garner input on areas of interest and to promote parent/guardian collaboration, partnership and engagement. Voices WCC will also seek family input in ways to motivate parent/guardian participation in the family-schools relationship survey conducted twice a year.	Voices WCC will focus on different approaches when reaching out to our families. Approaches include continuing to provide materials in English, Spanish and additional languages as needed, such as Portuguese, proactively making phone calls from school leadership, utilizing Parent Square Messaging and conducting in-person meetings.  Voices WCC will also use these various communication channels to convey information on resources and support families with connecting to these resources. Additionally, Voices WCC will continue to work with school staff and teachers to understand the importance of accessible and equitable communication with our families.	3	4	3	3	3	2	3	4	3	3	3	3	Met		2024-06-25	2024
07618040000000	San Ramon Valley Unified	3	Based on feedback from educational partners and local data, the San Ramon Valley Unified School District (SRVUSD) is deeply connected to its community. The district engages educational partners through surveys, the Superintendent Task Force, ThoughtExchange, focus groups, Principal Coffee Talks, town halls, staff meetings, and student surveys. During the 2023-2024 school year, Dr. Malloy and a board trustee visited all 35 school sites conducting two-hour sessions with students and staff focus groups and classroom observations to collect valuable ideas.
Board Trustees and Dr. Malloy held office hours for community partners to voice their questions and concerns. Feedback was also collected at six LCAP meetings, attended by teachers, principals, administrators, other school personnel, local bargaining units, parents, and students. Other feedback avenues included the SRVUSD Community Advisory Committee (CAC), the SRV Council of PTAs meeting, and the SRVUSD DELAC meetings. The SRVUSD SELPA director ensured ongoing special education feedback through regular committee meetings and local plan reviews.
Other groups involved in the feedback process included the DVSR Rotary, San Ramon Chamber, Danville Chamber, Discovery Counseling Center Board, SRV Mental Health Coalition, Parents, Families, and Friends of Lesbians and Gays (PFLAG), APAPA (Asian Pacific Islander American Public Affairs), the Equity Committee, the Inclusion and Diversity Committee, and the SRVCPTA Exceptional Education Committee. Additionally, SRVUSD created district-wide steering committees of teachers, students, staff, parents, and administrators focusing on the district's Strategic Directions: Equity, Social Emotional Well-Being, and Deep Learning. They met at least five times, with sizes ranging from 15 members (Deep Learning and SEL) to over 75 members (Equity).
The first cycle of these steering committees concluded in May, with their feedback carefully summarized. This extensive approach to community engagement ensures diverse perspectives are included in the decision-making process, fostering an inclusive and responsive educational environment. By actively involving a wide range of stakeholders, SRVUSD reinforces its commitment to transparency, collaboration, and continuous improvement, enriching the experience for all students.
The timeline for educational partner engagement involved multiple strategies to ensure broad participation. LCAP meetings occurred throughout the 2023-2024 school year, ending with a presentation to the School Board and a public hearing in June. Town Hall meetings, focus group meetings, trustee office hours, school site visits with Dr. Malloy, and ThoughtExchanges sessions were held from August 2020 through May 2024. Steering committee groups (Equity, Social Emotional Well-Being, and Deep Learning) met four times a year from September 2021 to May 2024. These extensive engagement practices ensured wide-range input and active involvement in decision-making.
	"The San Ramon Valley Unified School District (SRVUSD) advanced trust and collaboration among students, parents, and staff in the 2023-2024 school year. Led by Superintendent Dr. Malloy, his team and Trustees, the district engaged extensively with educational partners, yielding actionable feedback and stronger community bonds.
Gathering Educational Partner Input
Dr. Malloy and the Trustee liaison visited all 35 sites, conducting classroom observations and meeting with staff, students, and community members. This comprehensive approach generated valuable feedback, informing subsequent discussions and trustee office hours. These interactions, alongside steering committee meetings, solidified connections within the school community. 
Improvement Suggestions from Educational Partners
Feedback from steering committees, staff, students, and community members highlighted areas for enhancement:
 Equity Steering Committee Feedback
•	Increase STEM/STEAM and arts participation, Expand CTE 
•	Enhance Social Emotional Learning (SEL) and BIPOC Curriculum across all subjects.
•	Strengthen partnerships and communication with the community.
•	Maintain transparent communication about incidents.
•	Provide staff with actionable steps for a equitable learning environment.
 Deep Learning and Innovation Steering Committee Feedback
•	Develop a video series showcasing district innovations including discussions on deep learning in Parent meetings
.	Deliver consistent messaging across all sites regarding learning.
•	Hold focus groups to understand student engagement preferences and collaborate with business leaders for future employment
 Social Emotional Well-Being Committee Feedback
•	Organize wellness days to promote student well-being and implement Safe School Ambassadors.
•	Facilitate staff book studies to support well-being and community building and different wellness aspects monthly.
•	Offer educational series for parents and caregivers and initiate peer-facilitated discussions.
Detailed Feedback from Educational Partners
Student Feedback
•	Increase diversity in curriculum and staff.
•	Reduce homework and tests and provide more time for stress-relieving activities
•	Expand elective course offerings and create wellness rooms 
 Staff Feedback
•	Allocate more time for staff collaboration and support to address negative behaviors.
•	Employ more counselors and support staff.
•	Ensure equitable access to resources.
 Community Feedback
•	Improve communication regarding student progress and assist in managing stress and workload.
•	Improve math instruction and intervention and increase curriculum relevance and in instruction and assessment methods.
•	Offer additional support to music programs.
•	Ensure safety at school sites and a culture of respect and inclusion.
•	Employ and retain high-quality teachers.
Through these efforts, SRVUSD aims to cultivate an equitable, inclusive, and supportive educational environment conducive to the success and wellbeing of all students
"	Based on the analysis of educational partner input and local data, SRVUSD has ensured that specific strategies are implemented to support successful school and family connections with a focus on reducing barriers to greater participation by parents, with significant attention given to parents who are economically disadvantaged, are disabled, have limited English proficiency, are migratory, have limited literacy, or are of any racial or ethnic minority background. SRVUSD provides translation services to parents with limited English Proficiency when providing information online, newsletters or meetings at school and district locations. However, with these opportunities in place, SRVUSD seeks to increase participation rates. Additionally, a continued focus area for the 2024-2025 school year will be the growth and development of the SRVUSD's District English Learner Advisory Committee (DELAC) and our Community Advisory Committee (CAC).	Based on the analysis of input from educational partners and local data, it is evident that SRVUSD excels in fostering partnerships to enhance student outcomes. Survey data highlights a culture of responsiveness, emphasizing deep learning, innovation, equity, and social-emotional well-being. All K-8 schools hold conference weeks to support teacher-family partnerships, aiming to improve student outcomes collaboratively. Additionally, SRVUSD has increased the number of counselors across all grade levels, which enhances communication with educational partners and often results in timely interventions that boost student achievement and well-being. The district's commitment to these areas underscores its dedication to creating a supportive and effective educational environment, ensuring every student has the opportunity to succeed. Furthermore, ongoing professional development for teachers and staff fosters a continuous improvement mindset, equipping them with the latest strategies to support diverse learners.	Based on the analysis of educational partner input and local data, it is evident that we need to significantly increase participation rates in parent workshops, understanding of college pathways, Career and Technical Education (CTE) programs, and career opportunities. Additionally, we must enhance understanding of math pathways and advancement, as well as the process by which diverse curricula are selected and implemented. Furthermore, SRVUSD is focused on improving articulation with local community colleges and businesses, exemplified by our new welding partnership for students. Strengthening these partnerships can lead to improved access, deeper learning, and innovative opportunities. Emphasizing community engagement and feedback will be crucial in driving these efforts forward and ensuring that the needs of all stakeholders are met effectively. By fostering these relationships, we can create a more cohesive and supportive educational environment that benefits students, parents, and the broader community.	Based on the analysis of educational partner input and local data, SRVUSD has implemented specific strategies to foster successful school and family connections, with a focus on reducing barriers to greater parental participation. Significant attention is given to parents who are economically disadvantaged, disabled, have limited English proficiency, are migratory, have limited literacy, or belong to any racial or ethnic minority background. To support parents with limited English proficiency, SRVUSD provides translation services for online information, newsletters, and meetings at school and district locations. Additionally, SRVUSD has increased the number of Social Workers who offer a range of services including social-emotional support, counseling, transportation, and clothing assistance. A significant focus area will be services provided for English Learners. SRVUSD has expanded EL supports from being available at only three schools (elementary, middle, and high) to offering guaranteed services at all schools, allowing students to remain at their home school. Furthermore, extensive professional development for staff will ensure proper support is provided to all English Learners. By addressing these diverse needs, SRVUSD aims to create a more inclusive and supportive educational environment for all students and their families.	SRVUSD is deeply committed to family engagement in advisory groups and decision-making. This is demonstrated through initiatives like Chats with Dr. Malloy, Office Hours with Trustees, advisory groups, Steering Committees, and task forces (GATE, CAC, PTA, DELAC, ELAC, LCAP Preschool Task Force, School Site Council, Equity Committee, Social Emotional Well-Being Committee). The district prioritizes robust community stakeholder engagement, collecting feedback via surveys, Superintendent’s Task Force, Thought Exchange, Focus Groups, Principal Coffee talks, town halls, staff meetings, and student surveys. Additional input was gathered through six LCAP stakeholder meetings, the SRVUSD Community Advisory Committee, SRVUSD PTA Presidents meeting, and the SRVUSD District English Learner Advisory Committee. The SELPA Executive Director ensures comprehensive special education feedback opportunities, reviewing and posting local plans, and regular committee meetings. Other groups involved include Danville/Ramon Rotary, San Ramon Chamber, Danville Chamber, Discovery Counseling Center Board, SRV Mental Health Coalition, PFLAG, Equity Committee, Inclusion and Diversity Committee, Grade Reform Committee, Student Senate, and the Exceptional Education Committee.	"Based on the analysis of educational partner input and local data, there is consensus that while there are multiple avenues for educational partners to provide input for decision-making, there is a significant gap in ""who"" is providing the input. Specifically, there is a notable lack of input from underrepresented families. In response, SRVUSD is making a concerted effort to elevate student voices through various initiatives, including the Student Senate, Student Steering Committees focused on Deep Learning and Innovation, Equity, and Social Emotional Well-being, as well as affinity groups, student advisory, and leadership programs. Additionally, SRVUSD is working to engage underrepresented families through targeted outreach, community events, and inclusion efforts to ensure a more diverse range of perspectives are considered in the decision-making process."	After thorough examination of feedback from educational partners and local data, SRVUSD is poised to implement a series of targeted strategies aimed at enhancing the involvement of underrepresented families. These families were identified during the self-assessment phase for decision-making processes. The primary focus will revolve around actively seeking input to diversify the curriculum, providing recommendations for staff diversification, facilitating forums to address equity concerns, and extending access to social workers for gathering insights from underrepresented families. These multifaceted initiatives are designed to not only foster a more inclusive educational environment but also to ensure that the voices of all stakeholders are heard and valued in shaping the future of the district.	5	4	4	3	4	3	4	3	5	4	3	4	Met		2024-06-18	2024
07618120000000	Walnut Creek Elementary	3	WCSD has a strong commitment to partnering with families to support all students in reaching their highest potential. The beginning of the year goal-setting parent conferences are an example of partnering with parents to build relationships in support of student growth. Based on the information we learned from our listening interviews, which were focused on underrepresented families, we have made improvements in our outreach to our Newcomer families. Additionally this year the Superintendent hosted listening sessions at every site for parents and staff which were well attended. The district and school sites will continue to hold  PTA/PTO family events, English Learner Advisory Council, principal coffee chats, School Site Council meetings, and parent education events with a focus on engaging with underrepresented families. Many of these events are held virtually to offer more convenience to families. In reviewing WCSD’s 2024 Youth Truth data, 95% of elementary families and 86% of  middle school families feel comfortable approaching teachers about their child's progress.
	Based on family survey data and the opportunity gap that exists in our summative assessment data, WCSD has identified the need to increase inclusion and belonging for all families. Our district equity committee is leading this work. This committee continues to analyze the qualitative data collected from 1:1 listening interviews to determine the root causes for lower family engagement among some student groups. Families of students with IEPs and English Learners shared that they do feel like they are included at the same rate as other families.
	The goal of the district’s empathy interviews with families and students is to increase trust and build stronger relationships between staff and families, particularly underrepresented families identified during the self-reflection process. School Site Plans will include an Equity Action Plan to improve the engagement of underrepresented families. Some school schools have begun Parent Ambassador programs to aid in outreach to Newcomer families.
	WCSD remains committed to building relationships with the families we serve. We have intentionally established welcoming school environments and positive school climates. Professional development with Responsive Classroom, Epoch Education, and the National Equity Project supports our goal of assuring all WCSD community members feel a sense of belonging in our school district. Our revamped parent conference timeline supports working collaboratively with parents to set goals for student outcomes. Our district and individual school sites share specific school-related information via a variety of sources including websites, weekly eNews, parent-teacher conferences, and parent and principal coffee chats.	An area of focus for our district is to continue to engage our staff in ways to support family engagement with student learning goals across the course of the year. Our Multi-Tiered Systems of Support (MTSS) process ensures that all students have the support needed for success. WCSD’s family guide to MTSS is a communication tool to support successful Student Study Team meeting outcomes. Additionally, the opportunity gap in summative assessment and chronic absenteeism supports our focus on additional monitoring of our students with IEPs progress.	Our implementation of the district’s new Extended Learning Opportunity Program affords us the opportunity to reach out to our underrepresented families to determine how we can support them by offering a 9-hour extended day that includes both enrichment and homework support opportunities. Our outreach includes parent surveys, parent forums at every school site and Governing Board presentations. By strengthening our partnership and trust with families we believe student outcomes will benefit.	"Seeking parent input from families is highly valued. WCSD PTA/O, ELAC, DELAC, SCC, District Strategic Planning, and Parent education nights are all active avenues we use to engage families in advisory groups and with decision-making. We believe that our active and on-going engagement provides progress in this area. These and other meetings allow multiple opportunities for community stakeholders to connect, collaborate, create and consider all needs. Additionally, WCSD provides multiple opportunities for parents, guardians and families to understand how to support their child’s academic growth. Such opportunities include, but are not limited to; ""Coffee talks"" at the site and district office, parent conferences, and parent education events. Families are invited to these sessions via district technology: Blackboard Communication as well as the Superintendent's monthly messages."	The district will continue to actively plan for outreach in order to increase parent survey participation. Additionally, our practices of conducting listening sessions principally focused on our underrepresented families will continue to be key in informing our decision-making. This year, we will be focused on increased outreach and communication to improve understanding and support for improving chronic absenteeism.	All school sites will continue to improve their translation of parent information to increase participation among our multilingual families. Additionally, we will continue to reach out personally to our underrepresented families to increase awareness of our Expanded Learning Opportunities Program. This year, we will also hold a Special Education Family forum to gain insights into their perspectives on our SPED programs.	5	5	4	3	4	4	5	5	5	5	5	4	Met		2024-06-03	2024
07773540000000	SBE - John Henry High	3	We consider parents to be essential partners in our students' education. To foster this collaboration, we prioritize parent engagement through education, empowerment, and involvement. We facilitate parental participation in school-wide events such as Open House, Back-to-School Night, Orientation, and Community Nights. Regular school memos and ParentSquare communications, disseminated in English, Spanish, and Chinese (as applicable), keep parents informed. An External Affairs Manager is dedicated to cultivating robust partnerships within the parent community.
Additionally, we host well-attended Community Nights to share student academic progress data, involvement opportunities, and upcoming school events. Student leaders collaborate with staff to plan and implement these gatherings, which provide a platform for students, families, and staff to interact, build relationships, and foster a strong sense of community. Our annual parent wellness workshop, featuring external partners like RYSE Center, Clinica de la Raza, and Asian Health Services, offers support to families on crucial topics such as mental health, technology, study habits, and student safety in the digital age.
These initiatives aim to strengthen the bond between home and school. Furthermore, our innovative response-to-intervention model provides comprehensive support to struggling students, including weekly organizational guidance, daily academic tutoring, and regular home-school communication to share positive updates and facilitate discussions about student progress.
	While we are encouraged by our progress in fostering strong relationships between school staff and families, we recognize the importance of ongoing evaluation and data analysis to ensure all parents feel welcomed and empowered to participate in school events. To address feedback from families, we plan to expand our workshop offerings to provide grade-specific information and create opportunities for more casual interaction through school-wide celebrations.	Our school predominantly serves a student population from underrepresented communities, with over 95% of families identifying as such. We are committed to fostering active engagement through flexible meeting times, language interpretation services, and the employment of multilingual staff. Moreover, we prioritize creating a supportive environment conducive to student success. To enhance our outreach efforts, we propose establishing a Black and African American Roundtable to address specific community concerns and expanding partnerships with organizations serving underrepresented populations.
	Our school provides comprehensive training for all staff in effective parent engagement strategies. In conjunction with our Check & Connect System, regular Student Success Team meetings are conducted to monitor student progress in meeting rigorous academic standards. Parents are invited to individual conferences to enhance their understanding of study skills, homework routines, and extracurricular involvement. A cornerstone of our program is the robust support offered to students and their families. Annual grade-level college field trips encourage parental participation and chaperoning. Additionally, our ASES program provides a safe and supportive after-school environment.
To facilitate open communication, information is disseminated electronically and in print in multiple languages, informed by a variety of data sources. Regular parent meetings are convened to provide guidance on supporting student learning at home and to inform parents of their rights. Community nights and Family-Staff Team meetings foster a sense of community, offer a platform for parental concerns, and promote collaborative problem-solving. Partnerships with external organizations are leveraged to mobilize parents, particularly those from transitional living situations or recent newcomers to the U.S.
	While we have many robust programs and supports in place to help our community of learners, one area of improvement is the capacity of our staff to build trusting relationships with family members. We have had significant turnover over the past five years and we are taking active steps to retain teachers and administrators and support them to develop long lasting relationships with the community we serve. This year, we used the Youth Truth survey and are beginning to process our initial round of data in order to better develop programming to support our parents. Some of the things we are considering are below.
Deepening Staff Capacity
Culturally Responsive Practices: Ensure workshops address cultural competency and sensitivity to build trust with diverse families.
Mentorship Program: Pair experienced staff with new hires to facilitate knowledge transfer and relationship-building skills.
Ongoing Professional Development: Provide ongoing support and opportunities for staff to refine their skills in family engagement.
Enhancing Family Engagement
Two-Way Communication: Create multiple channels for families to provide feedback and input (e.g., surveys, parent-teacher conferences, family-teacher associations).
Family Leadership Opportunities: Involve parents in decision-making processes and school committees.
Home-School Partnerships: Develop strategies to support families in their child's learning at home (e.g., family literacy nights, parent workshops on academic subjects).
Celebrate Successes: Publicly recognize and celebrate the achievements of students and families to foster a positive school climate.
Leveraging Data Effectively
Disaggregate Data: Analyze data by subgroups to identify disparities and tailor interventions accordingly.
Action Planning: Develop specific, measurable goals based on data findings and track progress.
Family Feedback Integration: Incorporate family feedback into data analysis and program development.
	To enhance family engagement among underrepresented populations and foster stronger Building Partnerships for Student Outcomes, the school will procure language interpretation services from external organizations. This will facilitate effective communication between staff and parents in their preferred language, enabling comprehensive discussions about student academic progress and strategies for home support.
Additionally, the school will prioritize building parental understanding of academic expectations and pathways to higher education. Data analysis indicates a significant portion of underrepresented families possess limited familiarity with the U.S. education system, including graduation and college admission requirements. To address this, the school will disseminate information in multiple languages and actively involve families in school events and advocacy initiatives.
	The LEA effectively seeks and incorporates parent input into decision-making processes. Key strengths include:
Regular data sharing: Consistent communication of academic and cultural data with families, fostering informed engagement.
Collaborative goal-setting: Active involvement of parents in developing and refining school priorities and action plans.
Multiple avenues for participation: Opportunities for parents to engage through formal committees (FST, ELAC, School Safety) and informal feedback channels.
Accessibility and inclusivity: Efforts to ensure effective communication and language support for all families.
These practices demonstrate a commitment to building strong partnerships with families and leveraging their perspectives to enhance school programs and services.


	enhance parent engagement, the LEA aims to implement a consistent hybrid format for all parent meetings. While both in-person and virtual options have been offered, establishing a regular hybrid approach will better accommodate parents with work or transportation constraints. This change directly addresses an identified need to increase parent participation in decision-making processes.
	To enhance the engagement of underrepresented families in decision-making, the school will implement the following strategies:
Incentivize participation: Offer refreshments and raffle prizes to encourage attendance at committee meetings.
Expand outreach: Continue robust advertising, interpreter services, and hybrid meeting options to increase accessibility.
Prioritize representation: Collaborate with the Community Outreach Coordinator to actively recruit and involve underrepresented families in decision-making processes.
Foster parent engagement: Maintain ongoing education about the importance of parent involvement and its impact on student success.
By combining these efforts, the school aims to create a more inclusive and equitable decision-making environment.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-12	2024
08100820000000	Del Norte County Office of Education	3	Community School’s staff-to-student ratios allow staff to make meaningful connections with students and families. The support of a part-time counselor and full-time counseling technician facilitates a strong understanding of individualized needs to promote and ensure a supportive learning environment. The staff and administration of Community School actively seek input from families, and there is generally good participation at SSC and LCAP meetings. This demonstrates a commitment to inclusivity and shared decision-making. Further, this contributes to the school's current strength in building strong partnerships with families. 

	A primary focus area for improvement (for the 2024/24 school year) will be to have more planned events and activities throughout the year to help families learn what they can do, in partnership with the school, to keep their students engaged at school, and focused on improving academic performance, behavioral/social skills, and develop post-high school plans.  

	All of the students at Community school are socioeconomically disadvantaged (Source: EdDat.org 2022/23 academic year). There are no English Learners currently in the school.  At the last time subgroup data was pulled (2023), there were (8) Native American students, (1) African American students, (5) Hispanic/Latino students, (3 students of mixed/multiple race(s), and (10) White students. In order to improve engagement of underrepresented families, staff will continue to participate in the annual equity-based professional development, hosted by the District in the fall. The school will also research culturally based activities and events, to honor and acknowledge the cultures and cultural values and traditions of underrepresented groups.  

	Community school teachers meet regularly with students and frequently contact families to collaborate on student learning, and to address any questions or concerns about credits, academic progress, high school completion, and opportunities beyond high school. 

	Community School will need to have a very deliberate and scheduled plan of activities and events that are held (during the year) to keep parents and family members informed of academic progress (grades and credits).   

	This year (2024/25),  Community School will plan to survey parents, students, and family members to find out what they feel will be most effective, in terms of increasing student and family engagement.   

	The primary mechanism for shared decision-making is (currently) LCAP and SST meetings, both of which are generally well-attended. However, (as mentioned previously) the school plans to employ surveys to get a wider range of information regarding how to improve input for decision-making.	In 2024/25, Community School will plan and execute a survey of all parents, staff, and students in the focus areas of credit recovery, academic performance, family engagement, and planning for academic or career opportunities after high school.   

	Upon collecting and analyzing survey results (in the fall of 2024/25), Community School will schedule and execute targeted family engagement activities to help support families and increase attendance to ensure optimal feedback and reflection. 

	4	4	4	4	3	3	3	3	3	3	3	3	Met		2024-06-27	2024
08100820830059	Castle Rock	3	Castle Rock Charter School’s (CRCS) independent study program allows staff to develop deep connections with students and families. These close bonds enable a better understanding of individualized needs to promote and ensure a supportive learning environment. CRCS actively collaborates with administration and staff to organize family engagement seminars, SHARK Week (a back-to-school fair that engages students and families while getting students ready for the year with benchmark testing and fun activities), fostering open communication and involvement. Furthermore, Castle Rock actively seeks input from families through LCAP and WASC surveys, demonstrating a commitment to inclusivity and shared decision-making. These efforts contribute to the school's current strength in building strong partnerships with families, ultimately benefiting student outcomes.	Parents have ample opportunities to participate in school programs through surveys, the Castle Rock Advisory Board (CRAB), family engagement seminars, SHARK Week, and weekly meetings with Supervising Teachers. A focus area for improvement is supporting families with connectivity and access to curriculum and intervention processes. In response to survey data, CRCS focuses on improving the response to stakeholder needs; especially underrepresented students/families.	Parent engagement and communication are a top priority at Castle Rock Charter School. CRCS is strengthening student engagement and communication through the use of the “SHARK Binder,” an organizational tool to house and help support the critical skills students need to engage in the learning process and to help foster collaborative student/teacher meetings. Castle Rock Charter School is actively engaged in Public Service Announcements on the radio, as well as offering both digital and hardcopy newsletters for parents and families.
A need for improvement is maintaining active communication with all CRCS families. With the recent increase in online resources and digital platforms, it is imperative that all families have internet connectivity and receive the necessary training and support to help bridge the communication gap.	Castle Rock teachers meet weekly with students and families to collaborate on student learning, and to answer any questions that may arise when assigning the next week's work. In addition, Castle Rock offers quarterly family engagement seminars, Castle Rock Advisory Board Meetings, and SHARK Week to support and encourage parent involvement in the educational process of their student/s.	Uniformity of Supervising Teacher meetings is a priority. The administration is constantly working with teachers and parents to create a consistent student/teacher framework for meetings, and to norm expectations and requirements. Every student deserves the same excellent educational experience no matter which teacher they are assigned.	Castle Rock has implemented several strategies based on the analysis of educational partner input and local data to improve the engagement of underrepresented families. One of these strategies is introducing a Native Studies course at Castle Rock, specifically catering to the underrepresented population of local tribes. Additionally, Castle Rock has hired a Family Engagement Liasion, focusing on reaching out to the most needy families and populations. The concept of tiered re-engagement is also being utilized to actively involve underrepresented families in the educational process. Moreover, Castle Rock organizes a back-to-school fair called Shark Week, which serves as a platform for engaging underrepresented families. These efforts collectively aim to create a more inclusive and supportive educational environment for underrepresented families at Castle Rock.	Parents and stakeholders have ample opportunities to participate in school programs through surveys, the Castle Rock Advisory Board (CRAB), family engagement seminars, and weekly meetings with Supervising Teachers.	To develop a more comprehensive and goal-aligned survey for educational partners and the Castle Rock community.	CRCS serves a light meal during Family Engagement Seminars to help support families and increase attendance to ensure optimal feedback and reflection. Castle Rock will improve the engagement of underrepresented families identified during self-reflection by providing access to technology, newsletters, and family engagement seminar opportunities. These initiatives aim to foster communication with parents about student performance and collaborative learning. By leveraging technology, Castle Rock aims to bridge the digital divide and ensure all families have equal access to important information and resources. Additionally, family engagement seminars create opportunities for parents and families to learn about educational programs and services, providing empowerment for active participation in the learning and decision-making processes.	4	5	4	5	4	4	5	4	4	4	4	5	Met		2024-06-27	2024
08618200000000	Del Norte County Unified	3	District staff works very hard to make sure that students and families stay engaged in the educational process. This means making every effort to connect with families to ensure that students know what is required of them and have the ability to access their instructional materials and technology at home and school. Over the past few years, the LCAP has been leveraged to hire additional counselors, school psychologists, and Family Engagement Liaison positions, to maintain contact with families, so that they stay connected with our school communities. With the development of the Family Engagement Liaison positions, the district has seen more meaningful and inviting parent engagement activities and events in our school.  

	Some of our key focus areas are improving the relationship between the District and parents and family members of special education students.  Nearly 20% of the District’s students receive special education services, and there are some parents who are not confident in those services. This is one of the reasons the District is working with a consultant and our new Special Education Executive Director on clarifying policies and procedures, and soliciting more parent feedback and involvement in our Special Education programs. The District is also working (through Parent Advisory Councils) and other community organizations on building better relationships between local Native American Tribes and the District.   

	District staff are making significant efforts to improve the representation of socioeconomically disadvantaged parents on school site councils, by hosting workshops and activities that increase awareness of how to use federal funds to support programs that serve low-income students. The District has used the self-reflection process (via surveys and parent/community committee meetings to determine that Family Engagement Liaisons were needed at all school sites and that additional counselor and psychologist services were needed. The self-reflection process also identified the need to provide additional support for our increasing population of foster youth and homeless student services.

	All  District school sites hold orientation and parent engagement evening events where they address how to help children succeed in school. Every school site has an active School Site Council that reviews student academic performance and approves plans (School Plan for Student Achievement- SPSA) for improving student academic progress.  Each school site has a  PTO (Parent Teacher Organization), where staff work collaboratively with parents to engage in activities that address school climate, student enrichment, and academic outcomes. The District also posts academic performance information for every school on our website, on the Educational Services page. Moreover, there are several educational partner groups; made up of site staff, District Office personnel, parents, and community members. Each of these organizations represents partnerships working together to improve outcomes for students.	


The District recognizes the need to get more sites involved in DELAC, to facilitate DELAC as an active and viable parent organization, with an elected Chair and representatives from every school site with the required number of English Learners. 

This would provide a natural venue to address issues and concerns with student academic performance, particularly because there is a significant achievement gap between English Learners and non-English Learners.  As mentioned previously, the District will continue to improve its efforts to work collaboratively with families of  Foster Youth and Homeless students. We now have a full-time Foster Youth and Homeless (FY&H) Director and a full-time Foster Youth program coordinator, as well as a Family Engagement Liaison who serves this population of students. They are all working actively to ensure that FY&H students get the services and support they need at each school site. 

	The District has used the LCAP as the primary process for hiring Family Engagement Liaison positions and counseling staff for nearly every school, for the purpose of making sure that we are improving the support and engagement of underrepresented families. Additionally, the District has emphasized the importance of ensuring that these groups are represented in each of our educational partner groups. 

	In terms of school site decision-making, each school’s School Site Council (SSC) actively works with the principal and support staff to engage and participate in decision-making processes that involve federal funds. Many District schools have active ELAC organizations that support and monitor the decision-making processes for English Learners and participate in the District English Learner Advisory Council (DELAC). Parents and community members also participate on the District Advisory Council, which meets 3-4 times per year.  Moreover, surveys are sent to the parents and family members of all students (every year) in order to get feedback on programs, resources, and services supported by the District.  Additionally, District staff actively engage the parents of Native American students, in site and District decision-making through the Native American Advisory Committee and Title VI parent Committee. And parents of foster youth, homeless students, and special education students are encouraged to participate in site and District decision-making processes through their respective advisory council groups.  

	In 2024/25, the District plans on making a much greater effort to improve surveys sent to parents and family members of students, such that there is a significant increase in participation when it comes to the programs, services, and resources that are funded through the LCAP. The District is also focusing on greater parent representation through a  Special Education Advisory Council and the District (general) Advisory Council. 

	The District will improve the engagement of underrepresented families identified during the self-reflection process by making sure that more parents and family members of underrepresented groups are asked to participate in educational partner organizations, by actively recruiting them to do so. We will do this via in-person invitations and phone calls, in addition to email and mailing solicitations. Additionally, the District will be holding Board of Education meetings at school sites in traditionally underrepresented areas, so that parents and community members (who may not be able to access all Board meetings in person), have the ability to come and have their voices heard. Additionally, the District will ensure that all notifications are sent out in parent/family member home languages. 

	3	3	3	3	4	3	3	2	3	3	3	3	Met		2024-06-27	2024
08618200137729	Uncharted Shores Academy	3	USA’s school staff maintains multiple communication modalities with parents which include weekly newsletters, weekly phone calls, multiple staff present and engaged during drop off and pick up, and a one call system for schoolwide events, emergency notices, and reminders.  USA facilitates multiple family engagement opportunities throughout the entire school year.  These events include monthly family engagements nights with activities, several school wide student performances, several theme days with all families included, twice annually parent teacher conferences, and multiple field trips that rely heavily on family support. Additionally, our board is composed of parents, school staff, and community members. USA also sends out parent satisfaction surveys.	Based on the analysis of educational partner input and local data, planning ahead, USA  would like to schedule additional family engagement events  (parent nights, steering committees). And, USA would like to more fully engage parents in planning and funding future improvements to the school.	USA will continue and expand its work with home visits to better reach families that are underrepresented. Reaching underrepresented families include efficient communication regarding student progress and gathering input from families.  Continue to invite families into our school environment.	USA has a family style atmosphere.  This facilitates strong bonds and relationships that helps reduce behavior issues and increase engagement. Restorative practices are embedded in our process to best address behavior corrections and build positive relationships.	The main focus for the future is to develop opportunities for parent training in educating their child and increased ability to communicate with parents through multiple modalities.	As educational opportunities for parents are developed, each targeted family will be contacted individually to attend school functions, workshops, etc.	The USA Governing Board is made up of a majority of parents.  Parents are invited to all Board meetings and can also contact the individual parents of the governing board for input on policies and decision making. USA sends out regular parent, staff, and student surveys to gather input.  The school has a leadership team comprised of teachers and administrators that handle planning and schoolwide decisions.  These team members share these decisions with their grade level teams. Conversely the grade level teams generate daily/weekly/monthly planning and share that information with the leadership team.	The USA decision making process is very inclusive of all site stakeholders.  Moving forward we strive to improve the communication process with each site's administrative assistants to better telegraph events and decisions to families. Although the parents are notified of all meetings and events, the participation of parents is poor and even keeping the Parent Club running has been impossible.  This is mostly due to COVID, but we are in the process of providing more opportunities to parents for interaction with the decision making of the school.	Targeted families will be contacted in person for engagement opportunities.	3	3	3	3	4	4	3	3	2	2	2	2	Met		2024-06-18	2024
09100900000000	El Dorado County Office of Education	3	Blue Ridge School has implemented a new intake packet that is mailed to parents encouraging their participation in their child’s education and providing information about the school their child is enrolled in.
Parents are contacted personally by teachers on a regular basis and are invited to school events including Back to School Night, Open House, and School Site Council Meetings. These events are held on visiting night and, in collaboration with probation, parents are invited to eat dinner with their child prior to attending the event and are then provided a personal visit following the event. The program will create a tool designed to seek input from multiple sources, including staff, parents, probation, and community members, to improve our communication processes with families and identify ways to better meet their needs.	The program will create a tool to seek input from multiple sources, including staff, parents, probation, and community members, to improve our communication processes with families and identify ways to meet their needs better.	The program will create a tool designed to seek input from multiple sources, including staff, parents, and probation, and community members, to improve our communication processes with families and identify ways to better meet their needs.	Blue Ridge School reaches out to families on initial intake to communicate with them about the educational program at Blue Ridge. Families are given a way to communicate with school staff during the student's stay at Blue Ridge and are updated regularly about the progress the academic progress the student is making. The school personally invites every parent to IEP meetings, where they are provided with information related to their rights, including resources they can access to identify how to best advocate for their child. This is an area of strength for Blue Ridge as the student population on any given day is at least 50% of students with disabilities.	Blue Ridge will improve the focus on how to include all families, not just students with disabilities, in these discussions and how best to provide all parents with relevant resources.	The school will continue to reach out to underrepresented families while students are placed in the Blue Ridge Juvenile Treatment Facility. Ninety percent of student who are placed in Blue Ridge are from underrepresented groups so the strategies implemented for outreach and communication will enable the school to receive feedback from these families and will help guide the steps the school is taking to improve communication and engagement with families.	All parents are provided opportunities to engage in their child’s education. They are invited to all school related events, asked to participate in decision-making at School Site Council meetings and encouraged to talk with teachers and the principal when needed.	With the transient nature of the program, getting parent engagement in decision-making can be difficult. Parents are invited to attend meetings. However, their child may be released before the meeting date. We will continue to identify ways to engage parents in decision-making.	The school will continue to reach out to underrepresented families while students are placed in the Blue Ridge Juvenile Treatment Facility. Ninety percent of students who are placed in Blue Ridge are from underrepresented groups so the strategies implemented for outreach and communication will enable the school to receive feedback from these families and will help guide the steps the school is taking to improve communication and engagement with families.	5	4	3	4	4	4	3	3	4	4	4	5	Met		2024-06-18	2024
09100900123521	Charter Alternative Program (CAP)	3	The school has seen great progress and success in developing the capacity of all staff to build trusting and respectful relationships with our families, as well as creating and maintaining welcoming environments for all families in the community, including families of unduplicated students, families of individuals with exceptional needs, and other families of underrepresented students. Our School Site Council made both of these goals a top priority and we have continued to devote resources to make continuous improvements in this area each year. These goals are reflected in our LCAP Goal 2: Involve parents, family, staff, & community members as partners in the education of all students.	The school received feedback that communication was an area identified for improvement. The school has solicited additional feedback with two surveys this year and identified additional ways communication can continue to be improved between the school and families. Specific areas for improved communication include student progress toward state standards and improving two-way communication with parents around student goals.	The school has made significant strides in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children, as well as developing multiple opportunities for the LEA and school to engage in two-way communication between families and educators using language that is understandable and accessible to families. A variety of face-to-face opportunities and technology tools are utilized for these purposes, including invitations for program informational meetings, intake meetings, and ongoing progress meetings with students and/or parents.	The school has made significant progress over the past several years in providing professional learning and support to teachers and principals to improve its capacity to more effectively collaborate with families, as well as providing families with information and resources to support student learning and development in the home. The staff has participated in ongoing professional development in these areas, including workshops, on-site training, and/or attending conferences. As noted earlier, a variety of resources have been purchased and implemented to improve our partnering capacity, including technology tools that improve the speed, accessibility, and multi-language capabilities of the school - e.g., Parent Square and a variety of online curriculum software programs that provide 24/7 access to students from outside school.	"The school will continue to engage families by offering additional opportunities for parent input. The leadership will meet with focus groups throughout the year to engage in a feedback process called ""rounding"" and there will be additional opportunities for families to come to school to participate in family activities. Parents and students will work together with school staff to establish educational goals and monitor them throughout the school year both in class and at parent conferences."	Informational and/or intake meetings are held with all parents and students to familiarize stakeholders with the program, and expectations, review the student's goals, and to craft a learning plan for success, which includes a review of the student's progress to date in a variety of areas. Underrepresented students are increasingly being engaged through more direct outreach by the programs, through online learning tools, communication tools like Parent Square, and on-site translation services. The school has clear policies and procedures in place to help ensure families are supported in understanding and exercising their legal rights and advocating for their own students and all students.	The school has worked to increase the capacity of leadership and staff related to effectively engage families  in advisory groups and with decision-making, as well as supporting family members to effectively engage in advisory groups and decision-making. The school has also increased capacity as it relates to improving outreach and input from underrepresented groups, including at-risk students, as well as implementing and evaluating family engagement activities.	The school has identified working to increase the student voice in its program by actively engaging students in focus groups for feedback as well as student surveys. The focus groups will occur 3-4 times per year and will aim to get feedback on school climate and culture as well as feedback on the school program.	Informational and/or intake meetings are held with all parents and students to familiarize stakeholders with the program, and expectations, review the student's goals, and to craft a learning plan for success, which includes a review of the student's progress to date in a variety of areas. Underrepresented students are increasingly being engaged through more direct outreach by the programs, through online learning tools, communication tools like Parent Square, and on-site translation services. The school has clear policies and procedures in place to help ensure families are supported in understanding and exercising their legal rights and advocating for their own students and all students.	5	5	4	5	4	5	5	4	5	4	4	4	Met		2024-06-18	2024
09100900136036	John Adams Academy - El Dorado Hills	3	"John Adams Academy El Dorado Hills has shown notable strengths and progress in fostering strong relationships between school staff and families, a key element of the educational experience. This progress is underpinned by comprehensive input from educational partners and a careful analysis of local data. Here are the key areas highlighting the academy's successes:
Strengths: Active parent involvement and Parent Engagement Partner Groups. The academy's parent advisory committee and various parent involvement groups are pivotal. These groups actively collaborate with school staff, providing valuable input om school policies, programs, and improvement plans. Regular Communication: There is a consistent effort to maintain open lines of communication between staff and families. This includes newsletters, email updates, and the use of digital platforms for real time information sharing and feedback collection. Effective communication Channels Weekly Updates and Meetings: The administration ensures parents are kept informed through regular updates and meetings, including Coffee with the Principal"" sessions. These forums encourage dialogue and allow families to stay informed and involved in the school's activities and decisions. Responsive Feedback Mechanisms: The school has implemented responsive feedback systems where parent input is solicited and visibly acted upon, fostering a sense of partnership and trust. Cultural and Community Events Family-Centric Events: Events such as family nights, cultural; celebrations, and volunteer opportunities create spaces for families and staff to connect outside of the traditional classroom setting. These events help build a sense of community and mutual respect. Language and Accessibility Support: Recognizing the diversity in its community, the academy provides language supports as well as English Language Advisory Committees."	One of the unique elements of our program is our mission and our 10 Core Values, which drive the culture of our
school. In order to support positive school culture, the school utilizes positive behavior supports which incorporate
our core values. However, our data analysis shows that some of our engagement indicators, such as chronic absenteeism, have room for growth. With our growth and continued expansion, John Adams Academy intends to refocus on following our school culture routines and procedures with fidelity in order to improve the overall school
climate.	Through our data analysis, we have seen a rise in the number of EL scholars we are serving. While we have strengthened our processes for identifying, enrolling and supporting ELs over the past three years, we have grown considerably. In order to improve engagement of underrepresented families, JAA will continue to provide staff development for cultural competency and continue to grow our ELAC. ELAC (English Language Advisory Committee) helps to foster parental engagement of English Language Learners. It is important because it recognizes the diverse experiences, creates connections, and encourages more parental involvement, which leads to greater academic success.	At John Adams Academy, we believe that all scholars can achieve and we are committed to engaging scholars at all levels of learning. Through strong first instruction, with curriculum aligned to CCSS, the Academy provides instruction in core academic skills with a focus on classical education. In the classroom, teachers implement multiple instructional strategies and methods including small groups, guided instruction, modeling, questioning, Socratic discussion, independent and supported practice and one-on-one academic conferences to meet the needs of all learners. A strong MTSS program provides responsive, targeted interventions provided by the classroom teacher, instructional aides and other support personnel. Designated intervention and support times allow for implementation of targeted intervention supports. When additional supports are required, an SST process ensures partnership with the scholar, instructional team and parents. Additionally, parent surveys are sent out routinely to get partner input on any number of different areas of growth and/or concern. These results are then shared with partners and decisions are made based on the feedback received.	John Adams Academy is a servant leadership institution and the most visible sign of servant leadership is parent involvement. Through the actions of each John Adams Academy family being actively involved, many of the core principles of the Academy are modeled and reinforced within the scholar. As we partner in the education of our children, parents demonstrate their role as the primary and fundamental teachers by exemplifying public and private virtue. This pattern fosters creativity in identifying ways to serve, models what we teach, and helps to create abundance within the John Adams Academy community. It is only through the active participation of all of our families, dedicated to these core values that we are able to build a culture of greatness. While parents are not required to participate in the Academy, it is highly encouraged. Parents are provided an extensive amount of
opportunities to be involved and engaged in their scholar’s education and academic outcomes. Parents are an integral partner in the performance and success of academic programs in their children's school. As such, parents are given opportunities throughout the year to provide insight, feedback, and recommendations on Academy programming and school-wide plans. An academy-wide communication tool is used to connect administrators, parents, and teachers along with a grading portal that that allows parents real-time access to monitor their scholar's progress. Parents and scholars have access to their teachers through various forms of communication including but not limited to Parent Square, Google Classroom, email, phone calls & conferences. Parents have opportunities to volunteer in class, help with after-school activities, and serve as mentors. The Parent Service Organization (PSO), is
a fundamental driver of a parent's experience at the Academy. Parent teams support classroom teachers, are involved in the day to day operations that include traffic docents, fundraising, and hospitality. Parents play a significant role in creating the uniqueness of our community. The PSO's primary objective focuses on our Academy’s 7th Core Value: Modeling what we Teach. As they strive to develop servant leaders, they set an example for our children through the offering of meaningful service, there by putting into practice the very values we uphold, strengthening bonds between scholars, teachers, and families. As our academy grows we will continue to focus on growing our PSO & ELAC memberships.	Through our data analysis, we have seen a rise in the number of EL scholars we are serving. While we have strengthened our processes for identifying, enrolling and supporting ELs over the past three years, we have grown considerably. In order to improve engagement of underrepresented families, JAA will continue to provide staff development for cultural competency and continue to grow our ELAC. ELAC (English Language Advisory Committee) helps to foster parental engagement of English Language Learners. It is important because it recognizes the diverse experiences, creates connections, and encourages more parental involvement, which leads to greater academic success. However, our data analysis shows that some of our engagement indicators, such as
chronic absenteeism, have room for growth. With our growth and continued expansion, John Adams Academy intends to re-focus on following our school culture routines and procedures with fidelity in order to improve the overall school climate.	John Adams Academy has high levels of family engagement, and it is the Academy’s belief that a continued partnership with families is critical to our mission of Restoring America’s Heritage by Developing Servant Leaders. The Academy will continue pursuing practices that support family and school collaboration. Two-way communication between families and the Academy is fostered using surveys, and formal and informal parent input meetings, such as Parent Service Organization (PSO) meetings, English Language Advisory Committee meetings, and Town Hall meetings.	JAA will continue to focus on seeking to grow participation in surveys along with input meetings for decision making.	JAA will continue to focus on growing our English Language Advisory Committee and before and after school
programs to improve engagement of underrepresented families.	4	4	3	4	3	3	4	4	3	3	3	3	Met		2024-06-27	2024
09100900930123	Charter Community School Home Study Academy	3	The school has made significant progress over the past several years in providing professional learning and support to teachers and principals to improve its capacity to more effectively collaborate with families, as well as providing families with information and resources to support student learning and development in the home. The staff has participated in ongoing professional development in these areas, including workshops, on-site training, and/or attending conferences. As noted earlier, a variety of resources have been purchased and implemented to improve our partnering capacity, including technology tools that improve the speed, accessibility, and multi-language capabilities of the school - e.g., Parent Square, D2L,and a variety of online curriculum software programs that provide 24/7 access to students from outside school.

CCA/CUP Survey Results (Scores are all on a scale of 1-5)
23-24 Parent Survey:
I Believe school rules are consistently enforced 4.09 
I am treated with respect at this school. 4.52 
I believe this school provides a safe environment for my child to learn. 4.47 
I believe the teachers, staff, and administration at this school demonstrate a genuine concern for my child. 4.41 

23-24 Student Survey
4.26 I believe my teachers care about me. 
4.13 I feel safe at school. 
3.67 School rules/discipline plans are enforced consistently at my school. 
3.65 My school is clean and well-maintained. 
4.1  When I have a problem, I know how to get help. 
3.75 Students at this school are respectful of each other. 
4.16 My family is treated with respect at my school.
3.64 I feel like I belong at school. 

CCP Survey Results
Parent Survey
23-24 Survey:
I Believe school rules are consistently enforced 4.69 
I am treated with respect at this school. 4.83 
I believe this school provides a safe environment for my child to learn. 4.72 
I believe the teachers, staff, and administration at this school demonstrate a genuine concern for my child. 4.8 

Student Survey
4.46 I believe my teachers care about me. 
4.4 I feel safe at school. 
4.07 School rules/discipline plans are enforced consistently at my school. 
4.36 My school is clean and well-maintained. 
4.32  When I have a problem, I know how to get help. 
3.98 Students at this school are respectful of each other. 
4.32 My family is treated with respect at my school. 
3.64 I feel like I belong at school.	"The school will continue to engage families by offering additional opportunities for parent input. The leadership will meet with focus groups throughout the year to engage in a feedback process called ""rounding"" and there will be additional opportunities for families to come to school to participate in family activities."	Informational and/or intake meetings are held with all parents and students to familiarize stakeholders with the program, and expectations, review the student's goals, and to craft a learning plan for success, which includes a review of the student's progress to date in a variety of areas. Underrepresented students are increasingly being engaged through more direct outreach by the programs, through online learning tools, communication tools like Parent Square, and on-site translation services. The school has clear policies and procedures in place to help ensure families are supported in understanding and exercising their legal rights and advocating for their own students and all students.	The school has made significant progress over the past several years in providing professional learning and support to teachers and principals to improve its capacity to more effectively collaborate with families, as well as providing families with information and resources to support student learning and development in the home. The staff has participated in ongoing professional development in these areas, including workshops, on-site training, and/or attending conferences. As noted earlier, a variety of resources have been purchased and implemented to improve our partnering capacity, including technology tools that improve the speed, accessibility, and multi-language capabilities of the school - e.g., Parent Square, D2L, and a variety of online curriculum software programs that provide 24/7 access to students from outside school.	"The school will continue to engage families by offering additional opportunities for parent input. The leadership will meet with focus groups throughout the year to engage in a feedback process called ""rounding"" and there will be additional opportunities for families to come to school to participate in family activities."	Informational and/or intake meetings are held with all parents and students to familiarize stakeholders with the program, and expectations, review the student's goals, and to craft a learning plan for success, which includes a review of the student's progress to date in a variety of areas. Underrepresented students are increasingly being engaged through more direct outreach by the programs, through online learning tools, communication tools like Parent Square, and on-site translation services. The school has clear policies and procedures in place to help ensure families are supported in understanding and exercising their legal rights and advocating for their own students and all students.	The school has worked to increase the capacity of leadership and staff related to effectively engage families  in advisory groups and with decision-making, as well as supporting family members to effectively engage in advisory groups and decision-making. The school has also increased capacity as it relates to improving outreach and input from underrepresented groups, including at-risk students, as well as implementing and evaluating family engagement activities.	The school has identified working to increase the student voice in its program by actively engaging students in focus groups for feedback as well as student surveys. The focus groups will occur 3-4 times per year and will aim to get feedback on school climate and culture as well as feedback on the school program.	Informational and/or intake meetings are held with all parents and students to familiarize stakeholders with the program, and expectations, review the student's goals, and to craft a learning plan for success, which includes a review of the student's progress to date in a variety of areas. Underrepresented students are increasingly being engaged through more direct outreach by the programs, through online learning tools, communication tools like Parent Square, and on-site translation services. The school has clear policies and procedures in place to help ensure families are supported in understanding and exercising their legal rights and advocating for their own students and all students.	5	5	4	4	5	4	4	4	5	4	4	4	Met		2024-06-18	2024
09100900930131	Rite of Passage	3	Currently staff at both sites includes parents when holding Exhibition Days each trimester. All parents are invited to participate in all aspects of a student's IEP process. Parents are sent report cards and progress reports so they are kept informed about their child's progress. Staff also notify families when their child receives some type of recognition and weekly and monthly events. Parents are involved in student graduation ceremonies. All are invited to the ceremony or are provided a video link to watch the ceremony. Quite a few parents watch the live video of the event as they live far away from the school site.	Surveys of staff indicate that, although they are aware of how to contact families, they do not often do this more than once or twice a year. For the 24-25 school year, staff will be exploring additional means of conducting two-way conversations with families.	Based on the population served, this continues to be challenging. These types of conversations typically occur with ROP staff acting as the representatives for students. More parents have been attending graduations and other events. We are considering briefly interviewing families as they come to the site.	While there is a strong desire to support families as their children exit our program, there has not been a great deal of exploration into the possible ways to accomplish this. We are making some strides with staying in touch with students after they leave our program, but this has also proven difficult. This might ultimately impact our ability to develop partnerships to support better outcomes for our students--especially after they leave our program.	Due to changes in licensing requirements, Rite of Passage has a limited relationship with families and this has provided challenges. Most of our focus has been on successful transition to post-secondary opportunities rather than on how families can support their child with learning.	100% of the pupils at Rite of Passage represent unduplicated pupil groups. To improve the engagement of their families, we will continue to seek family attendance at school events and to reach out to them to share their student's successes.	Since our program serves probation and social service-referred youth and our facilities are very remote, it is challenging to involve families in planning, policy-making, and decision-making. In addition, the nature of the STRTP is that the program is very structured and there is not a lot of room for flexibility.	Along with our focus on relationships and partnerships, we plan to make efforts to focus on involving families and/or ROP staff who interact closely with individual students in some of the decision-making about our school programs as well as focused student teams.	Parents and/or ROP staff will be asked to help us decide the best means of communication with them and will have the opportunity to hear more about activities that happen at the schools.	4	5	4	4	4	1	2	4	1	1	1	1	Met		2024-06-18	2024
09618380000000	Buckeye Union Elementary	3	The District and sites promote a welcoming environment where there are multiple opportunities for families to engage with staff including classroom volunteer opportunities, parent teacher conferences, Back-To-School Night, Open House, and PTA/PTO participation.	The District and sites will continue to promote participation in classroom volunteer opportunities, parent teacher conferences, Back-To-School Night, Open House, and PTA/PTO participation.	The District's most recent parent survey indicates that families experience schools as welcoming environments where staff are responsive to concerns. The overwhelming majority of respondents to the annual parent survey indicated that they were aware that there are multiple venues for parents to participate in providing input regarding school site and district decision making. Principals will continue to promote the engagement of underrepresented families in school activities, committees, and the District's Annual Parent Survey.	District practices and policies promote teachers and administrators working with parents to promote academic learning and social-emotional development. Throughout the year, principals have worked to implement engagement strategies with families in order to reduce chronic absenteeism. The District's calculation indicates chronic absenteeism was reduced by approximately 16% from last year (12% to 10%).	The District and sites will continue to emphasize building awareness regarding the importance of school attendance through the strengthening of engagement between sites and families of students that are struggling to maintain consistent attendance.	The District and sites will continue to reach out to underrepresented families	The District and sites ensure there are multiple venues for families to provide input for decision-making including School Site Councils, District Budget and Parent Advisory Committees, and the District English Learner Advisory Committee. These committees provide families with the opportunity to understand and provide feedback regarding the continuous improvement efforts of the sites and District.	The District and sites will continue to promote participation on site and District committees that focus on the continuous improvement efforts of sites and the District.	Outreach to underrepresented families will continue through recruitment for participation on Site Councils and District Advisory Committees.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
09618380107227	Charter Montessori Valley View Campus	3	The Charter promotes a welcoming environment where there are multiple opportunities for families to engage with staff including classroom volunteer opportunities, parent teacher conferences, Back-To-School Night, Open House, and PTA/PTO participation.	The Charter will continue to promote a welcoming environment where there are multiple opportunities for families to engage with staff including classroom volunteer opportunities, parent teacher conferences, Back-To-School Night, Open House, and PTA/PTO participation.	The Charter's most recent parent survey indicates that families experience the school as a welcoming environment where staff are responsive to concerns. The overwhelming majority of respondents to the annual parent survey indicated that they were aware that there are multiple venues for parents to participate in providing input regarding the site's decision making.	Charter practices and policies promote teachers and administrators working with parents to promote academic learning and social-emotional development. Throughout the year, the principal has worked to implement engagement strategies with families in order to reduce chronic absenteeism. The District's calculation indicates that chronic absenteeism was reduced by approximately 13% from last year (16% to 14%).	The Charter will continue to emphasize building awareness regarding the importance of school attendance through the strengthening of engagement between sites and families of students that are struggling to maintain consistent attendance.	The Charter will continue to reach out to underrepresented families.	The Charter and sites ensure there are multiple venues for families to provide input for decision-making including the School Site Council, the District Budget Advisory Committee and the Charter Parent Advisory Committee. These committees provide families with the opportunity to understand and provide feedback regarding the continuous improvement efforts of the Charter.	The Charter will continue to promote participation on Charter committees that focus on its continuous improvement efforts.	Outreach to underrepresented families will continue through recruitment for participation on Site Council and Advisory Committees.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
09618380111724	California Montessori Project-Shingle Springs Campus	3	The CMP community encourages direct communication through regular parent-student- teacher conferences. CMP also holds regular “Principal Cafes” and “Campus Advisory Committee” meeting opportunities to learn about and provide input into school activities. 

In addition, the school utilizes a Parent Communication app, ParentSquare, which reaches 99% of families as a vehicle to share information and respond to inquiries/requests between all parents and staff. Through ParentSquare, the school can message families through a preferred phone number, email, etc.

CMP administration meets with students, families and staff each year to inform the LCAP. Through an open discussion format, educational partners are encouraged to share feedback, ask questions and make suggestions for improvement regarding any school related topic. CMP also provides an online survey available to all families and staff to share feedback on LCAP. The LCAP process provides for the opportunity to practice a shared level of decision making, increasing the voice of all partners.

The CMP-Shingle Springs Campus holds community events to engage our parents into the school community.	CMP is working with families on improving student attendance practices post-pandemic.	CMP's website and Parent Communication system allows parents to translate content to a preferred language to ensure effective communication.

During the LCAP engagement process, CMP administration met with its English Language Advisory Committee with the intention to gather input through the lens of our English Learners to help guide future decisions.

In alignment with its Strategic Plan, CMP partnered with Sacramento State University to provide Diversity, Equity, Inclusion, and Belonging professional development to all CMP schools.	Based on the educational parnter feedback, CMP's current strengths are around parent engagement, safe and orderly school and classroom environments and community members feeling safe and accepted at school.	CMP has placed a focus on increasing effective communication between the parent/guardian and teaching/administrative communities. Teachers meet with parents multiple times throughout the school year (Initial Parent Meetings and Parent/Teacher Conferences) to provide an opportunity to discuss goals, objectives, progress on academic plans and discuss any issues or concerns that may be present. To ensure parents stay informed of their child’s progress throughout the school year, CMP regularly communicates via ParentSquare, email and phone calls. Parents can log in to Aeries and/or Google Classroom to see student work and grades. Campus administration will send home campus and classroom newsletters as another means of communication for families who prefer to not receive electronic communications.	CMP seeks to engage underrepresented families by first being present and visible in the school community. If campus administration feels that a family is not being reached through the normal modes of communication, direct phone calls, in-person meetings, and/or home visits will be made to ensure the family is receiving the support that is needed. CMP also provides on campus services for families in need, including computer access, translators, meals, etc.	CMP encourages parent participation at school and sees parents as educational partners in their child’s learning.

CMP continuously seeks input from various groups of educational partners, especially as it relates to the LCAP process. LCAP meetings are held at each school, where students, staff, and families are encouraged to provide input as a guide to help set goals and priorities.	The California Montessori Project (CMP) seeks to improve and promote partner involvement and collaboration through various pathways. For our families, CMP hosts regularly scheduled “Parent Cafes” in order to facilitate communication between families and school administration as well as an established Campus Advisory Council (CAC) composed of parent, teacher and administrative representation that is designed to provide a forum for stakeholder input. Additionally, CMP embraces an “Open Door Policy” in order to develop a culture of collaboration and common purpose.	The CMP campuses have fully implemented the communications tool, ParentSquare. Through ParentSquare, CMP administration is able to reach 99% of the family community. CMP wants to ensure that communication is readily available to all families, including underrepresented families without access to computers and/or the internet.

In alignment with its Strategic Plan, CMP partnered with Sacramento State University to provide Diversity, Equity, Inclusion, and Belonging professional development to all CMP schools.	4	5	4	5	5	5	5	5	4	5	5	4	Met		2024-06-10	2024
09618380129965	Rising Sun Montessori	3	School staff have initial meetings with the parents of all students in the first week of school.  In addition, communication is streamlined through Transparent Classroom, and further all students have conferences at the end of the first trimester.  Teachers maintain communication logs for email with parents, and regular updates are sent home and received from home via TC.	Communication as well as increased number of community events, 1:1 conference times, all-school events and implementation of success team meetings are all ways that RSMS is focusing on improving relationships between school staff and families.  As a small, community based school, RSMS already enjoys strong relationships with parents as their children are known by our school community.	RSMS is offering multiple days/times and opportunities for parent involvement to ensure that all families feel appropriately represented.  This year, RSMS has included parent-teacher conferences during the first week of school in order to facilitate individualized relationships and mutual understanding of expectations from both school and home.	RSMS offers multiple parent-teacher conferences in the first trimester.  RSMS also incorporates Transparent Classroom for the streamlining of communication, as well as giving parents access to daily updates on progress.  Student success teams are available to address attendance/academic/behavioral concerns as they arise and in a timely and team-based manner.	RSMS offers multiple parent-teacher conferences in the first trimester.  RSMS also incorporates Transparent Classroom for the streamlining of communication, as well as giving parents access to daily updates on progress.  Student success teams are available to address attendance/academic/behavioral concerns as they arise and in a timely and team-based manner.	RSMS offers multiple parent-teacher conferences in the first trimester.  RSMS also incorporates Transparent Classroom for the streamlining of communication, as well as giving parents access to daily updates on progress.  Student success teams are available to address attendance/academic/behavioral concerns as they arise and in a timely and team-based manner.	"RSMS offers a parent committee, as well as opportunities to serve on advisory committees and focus groups throughout the year.  Parents are involved in our WASC accreditation, our annual LCAP development, and have opportunities to provide feedback and suggestions for the upcoming school year at our monthly ""Parent Coffee"" events held with school administration.  Parents are also provided with an annual survey which allows for feedback on our local indicators and our 8 state priorities prior to the formulation of our LCAP annually."	Parents believe that we are offering a wide variety of opportunities to have a say in our planning and decision making when it comes to the scope of the curriculum as well as areas where we can broaden opportunities for students.  Recently, RSMS added additional enrichment in arts, culinary arts, and robotics.	RSMS is constantly seeking feedback from parents for ways in which we can better offer opportunities for parents to be involved in offering input and decision making.  We have an annual survey which provides us outstanding feedback for areas of improvement, such as offering morning and afternoon events for parents as well as public board meetings in the evenings.	4	5	4	5	4	4	5	4	4	4	4	4	Met		2024-06-04	2024
09618380136200	Clarksville Charter	3	Based on the comprehensive feedback gathered from educational partners, including staff, parents, community members, and students, it's evident that our school has made significant strides in building strong relationships between school staff and families. Several key strengths and areas of progress emerge from the analysis:

Effective Communication Channels: Our school has established effective communication channels that facilitate regular and transparent dialogue between school staff and families. Parents appreciate the accessibility and responsiveness of staff members, noting that they feel heard and supported in addressing their concerns.

Supportive and Engaged Staff: Feedback consistently highlights the dedication and commitment of school staff towards fostering positive relationships with families. Staff members are described as helpful, understanding, and responsive to the needs of both students and parents, contributing to a sense of trust and collaboration within the
school community.

Tailored Support for Diverse Needs: Our school demonstrates an understanding of the diverse needs of families, particularly those with students requiring specialized support, such as students with IEPs. While there are areas for improvement in this regard, such as enhancing support from the IEP department, our efforts to provide tailored assistance and accommodate individual needs are recognized and appreciated.

Engagement in School Activities: Parents express satisfaction with the opportunities for engagement in school activities, such as field trips, lending library resources, and social events. These activities serve as avenues for building connections between families and school staff, fostering a sense of belonging and community involvement.

Continuous Improvement Efforts: Our school demonstrates a commitment to continuous improvement in building relationships between school staff and families. Feedback from stakeholders is actively solicited and used to inform decision-making processes, demonstrating a willingness to adapt and address areas of concern.

Additionally, feedback data further reinforces the positive impact of our school's initiatives. For instance, 85% of parents reported feeling valued and respected by the school administration, reflecting a culture of inclusivity and partnership. Moreover, 90% of parents expressed satisfaction with the opportunities for community involvement, indicating a strong sense of belonging and engagement within the school community.
Overall, our school's strengths in communication, staff engagement, tailored support, and community involvement reflect significant progress in building positive relationships between school staff and families. However, there is recognition of areas for further improvement, particularly in enhancing support for students with specialized needs and expanding opportunities for social-emotional learning and community engagement.	Our school has made significant progress in building strong relationships between school staff and families, demonstrating our commitment to creating a supportive and inclusive environment. While we celebrate our achievements, we also acknowledge exciting opportunities for further growth and enhancement:

1. Empowering Specialized Support: We are proud of our dedication to understanding and meeting the unique needs of every student, including those requiring specialized support, such as students with IEPs. Looking ahead, we are excited about the opportunity to further empower our support systems to ensure that every student receives the tailored assistance they need to thrive academically and socially.

2. Expanding Social-Emotional Learning: Our school community values the holistic development of our students, which extends beyond academics to encompass social-emotional growth. We are eager to explore new avenues for expanding social-emotional learning opportunities, fostering empathy, respect, and emotional well-being among
students and families, thereby deepening our sense of connectedness and belonging.

3. Enhancing Communication Excellence: Building on our strong foundation of effective communication channels, we are committed to further enhancing our communication processes to ensure seamless and transparent dialogue between school staff and families. By streamlining communication channels and protocols, we aim to create an even more responsive and supportive environment for all members of our school community.

4. Investing in Staff Development: Our staff members are the heart of our school community, and we are dedicated to investing in their continuous growth and development. Through ongoing professional development opportunities, we aim to empower our staff with the skills and resources needed to cultivate positive relationships with families, embracing diversity, empathy, and cultural sensitivity every step of the way.

By embracing these exciting opportunities for growth, our school is poised to further strengthen the bonds between school staff and families, nurturing a vibrant and inclusive community where every member feels valued, supported, and inspired to excel.	Our school is fully committed to supporting underrepresented families in our community. We believe it's an opportunity to enrich our school community and strengthen connections between staff and families. By using feedback from educational partners and local data, we're ready to empower and collaborate with families. Our personalized outreach initiatives aim to create welcoming spaces where every family feels heard, valued, and an integral part of our school community. We tailor our communication strategies to meet diverse needs, bridging gaps and ensuring all voices are heard. In addition, we provide targeted support services to address specific challenges faced by underrepresented families. We will continue to promote cultural competence among our staff, fostering respect, understanding, and appreciation for diverse backgrounds in our school community. With these measures in place, we're not just breaking down barriers; we're building bridges that empower underrepresented families, to
actively engage in their child's education journey.	Based on a thorough analysis of the feedback from educational partners and local data, our school has made commendable progress in various domains crucial for student well-being and success.

In Domain 1, which pertains to safety, our school has achieved outstanding ratings across the board. Parent, student, and staff responses consistently indicate high levels of agreement and satisfaction with safety measures, clear policies, and the availability of supportive adults within the school community. With an impressive 92% strongly agreeing and agreeing collectively, our school's commitment to safety is resoundingly affirmed.

Moving on to Domain 2, focusing on decision-making processes, our school continues to excel. Parents feel well- informed about school activities, and there is strong agreement that the school actively seeks parental input before making important decisions. This demonstrates a collaborative approach to governance that empowers families and fosters a sense of ownership in the educational process, with 85% collectively expressing agreement.

In Domain 3, centered around connectedness, our school has created a nurturing environment where students, parents, and staff feel deeply connected. There is overwhelming agreement that our school promotes a positive learning environment, responds promptly to communication, and supports social and emotional needs effectively. With an impressive 88% collectively strongly agreeing and agreeing, our school's efforts in fostering connectedness
are widely acknowledged.

Lastly, in Domain 4, which addresses social-emotional aspects, our school excels in promoting a culture of respect, support, and motivation. Parents, students, and staff alike express high levels of satisfaction with the school's efforts to create an inclusive and supportive atmosphere conducive to holistic development. With a remarkable 90%
collectively strongly agreeing and agreeing, our school's dedication to social-emotional well-being is evident.

Overall, our school's dedication to safety, inclusive decision-making, fostering connections, and nurturing social-emotional well-being is evident across all domains. These positive outcomes, reinforced by specific data highlighting high levels of agreement, are a testament to our collective commitment to providing an enriching and supportive learning environment for all members of our school community.	Building upon valuable insights gathered from educational partners and local data analysis, our school is actively charting a path towards further enriching partnerships aimed at elevating student outcomes. Embracing a spirit of inclusivity and collaboration, we are committed to amplifying engagement with underrepresented families, ensuring that every voice is not only heard but also cherished within our school community. Through personalized outreach
endeavors and communication strategies, we aim to cultivate an environment where all families feel genuinely valued and empowered to play an active role in their child's educational journey. Additionally, we recognize the immense potential inherent in harnessing the collective wisdom of our diverse community, thereby fostering a culture of shared decision-making that amplifies the impact of our initiatives. Moreover, our dedication to providing tailored support services for students with diverse needs exemplifies our unwavering commitment to inclusivity and equity. By leveraging targeted interventions and resource allocation, we are poised to address the unique challenges faced by these students, ensuring that every learner receives the support they need to thrive. Through these concerted efforts, we are not merely addressing areas for improvement but rather laying the foundation for a future where every student flourishes, every family feels empowered, and every partnership is a catalyst for transformative change.	Based on feedback from our educational partners and local data analysis, our school is ready to improve engagement with underrepresented families. We plan to create inclusive spaces where all families feel welcomed and valued. We will use various communication channels and personalized approaches to bridge any existing gaps and build meaningful connections with underrepresented families. Additionally, we are committed to providing tailored support services to address specific challenges faced by these families, empowering them to actively participate in their child's education journey. Our goal is to create a more inclusive and supportive school community where every family feels seen, heard, and valued.	At CCS, we are dedicated to prioritizing the important role of home support in a child's academic journey. This commitment is reflected in our comprehensive approach to building trusting and respectful relationships with families. Through targeted professional development, our staff is equipped with the skills to foster meaningful engagement
with parents and guardians. This includes celebrating successes, reviewing student learning plans, and determining next steps for academic growth on a monthly basis. We place a strong emphasis on parent engagement strategies, especially for underrepresented populations. This is exemplified by initiatives such as ELAC meetings and opportunities for collaboration on student and parent engagement policies. Additionally, our school provides
numerous avenues for family involvement, including governance committees, special events, and learning field trips, ensuring that every family feels valued and empowered. The Parent Advisory Committee (PAC) serves as a vital link between the school administration and families, facilitating collaborative decision-making and enriching the educational experience for all students through transparent communication and shared responsibility.

We are dedicated to improving family communication through various platforms, including podcasts, social media, and our website. Our podcasts provide informative and engaging content tailored to deliver updates and important information directly to families. We maintain an active presence on social media platforms to share news, events, and promote community engagement. Additionally, our website serves as a centralized hub for accessing resources, announcements, and personalized communication channels.

In addition to our focus on family engagement, our school cultivates a culture of collaborative innovation among staff members through initiatives such as the Staff Think Tank and Thought Lab. These platforms provide opportunities for educators to share insights, exchange ideas, and collectively brainstorm innovative approaches to enhance teaching
and learning experiences. The Staff Think Tank is a platform for educators to discuss current educational trends, research, and best practices. Teachers collaborate through structured discussions and workshops to identify challenges, explore potential solutions, and implement effective strategies in their classrooms. Similarly, our Thought Lab provides a creative space for educators to experiment with new teaching methodologies, technology integration,
and interdisciplinary approaches. Here, teachers are encouraged to think outside the box, take risks, and explore innovative ways to engage students and foster deeper learning experiences.

In alignment with our commitment to continuous improvement, our school conducts an annual Climate Survey to gather feedback from our educational partners, including parents, students, and staff. This survey serves as a valuable tool for assessing perceptions of school	CCS has implemented various initiatives and practices to support student success, including in-depth data analysis, effective family engagement strategies, and regular feedback mechanisms. However, there is always room for improvement. By better integrating climate survey data into decision-making processes, expanding family engagement strategies, improving data analysis techniques, streamlining feedback mechanisms, and continually evaluating and refining existing practices, CCS can enhance its ability to support student success. It's important to note that while there are areas for improvement, CCS's commitment to continuous improvement and innovation highlights its dedication to providing an exceptional educational experience for every student. This proactive approach ensures that the school community can build upon its successes and address any challenges to further enhance student outcomes.	Our school has developed strategies to increase the involvement of underrepresented families in decision-making processes based on input from educational partners and local data analysis. To ensure direct input from these families, we will enhance our outreach efforts through targeted communication channels such as community meetings, culturally sensitive materials, and multilingual resources.

We also recognize the importance of building trusting relationships with underrepresented families. To achieve this, we will prioritize initiatives that promote two-way communication and collaboration, including family liaison programs, parent advisory committees, and culturally relevant workshops. Our goal is to create an inclusive environment where every voice is valued, empowering underrepresented families to actively participate in decisions affecting their children's education.

Furthermore, we are committed to using local data to inform our strategies and measure our progress. Through continuous assessment and evaluation, we will monitor the effectiveness of our engagement efforts and make adjustments as needed to meet the needs of underrepresented families.

In summary, our school is dedicated to enhancing the engagement of underrepresented families by seeking their input, fostering trusting relationships, and utilizing local data to inform our approach. By prioritizing inclusivity and collaboration, we aim to create a more equitable and supportive educational environment for all students and families.

Additionally, we are pleased to report that our recent Climate Survey received positive feedback, with 96% of our parents strongly agreeing or agreeing that they were satisfied with their input in decision-making processes. This high level of satisfaction underscores our commitment to fostering collaborative partnerships with families and ensuring that their voices are heard and valued in shaping our school's policies and practices.	4	5	4	4	4	5	5	4	4	4	4	5	Met		2024-06-13	2024
09618380137919	Buckeye Union Mandarin Immersion Charter	3	The Charter promotes a welcoming environment where there are multiple opportunities for families to engage with staff including classroom volunteer opportunities, parent teacher conferences, Back-To-School Night, Open House, and PTA/PTO participation.	The Charter will continue to promote participation in the venues noted above.	The Charter's most recent parent survey indicates that families experience school as a welcoming environment where staff are responsive to concerns. The overwhelming majority of respondents to the annual parent survey indicated that they were aware that there are multiple venues for parents to participate in providing input regarding school site and Charter decision making.	The site's practices and policies promote teachers and administrators working with parents to promote academic learning and social-emotional development.	Charter practices and policies promote teachers and administrators working with parents to promote academic learning and social-emotional development. As the Charter is continuing to expand the middle school grades, it will continue to grow outreach to middle school families in the coming year.	The Charter will continue to reach out to underrepresented families.	The Charter provides multiple venues for families to provide input for decision-making including the School Site Council, District Budget Advisory Committee, and the Charter Parent Advisory Committee. These committees provide families with the opportunity to understand and provide feedback regarding the continuous improvement efforts of the sites and Charter.	The Charter will continue to promote participation on Charter and District committees that focus on the continuous improvement efforts of the Charter.	Outreach to underrepresented families will continue through recruitment for participation on Charter and District Advisory Committees.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
09618380139006	Cottonwood	3	Our school demonstrates admirable strengths and notable progress in cultivating strong bonds between school staff and families. Our teachers take proactive steps to establish personalized connections with parents, learning coaches, and students, rooted in a deep understanding of each student's strengths, areas for growth, learning objectives, and interests.
Cottonwood’s unwavering commitment to fostering strong relationships is evident in its diverse curricular options, addressing the varied needs of students. Social-emotional learning (SEL) support is a notable strength, acknowledging the importance of holistic student development. The school actively engages the community, providing numerous opportunities for student and family participation in school activities, extracurriculars, and engagement.
The focal point on establishing an inclusive environment where students and families feel genuinely supported marks a significant accomplishment. Through the school's diverse curriculum and robust SEL support, students are empowered to explore their interests and acquire essential life skills. Moreover, community engagement initiatives play a pivotal role in strengthening connections within the school community.
Integral to Cottonwood’s approach is its comprehensive student support mechanisms, designed to address individual challenges and ensure that every student receives the necessary assistance. This holistic approach reflects the school's steadfast dedication to fostering a connected and supportive environment. Through collaborative endeavors, the school endeavors to instill a sense of belonging and achievement for all members of the school community, representing significant strides in building relationships between school staff and families.
	After carefully analyzing our data, we have pinpointed crucial areas for strengthening relationships between school staff and families. One vital aspect involves improving communication channels to facilitate transparent and effective dialogue between staff members and families. By promoting open lines of communication, Cottonwood aims to keep parents and guardians informed about their child's progress, upcoming events, and any relevant school-related matters.

Cottonwood is committed to enhancing personalized interactions between school staff and families. This tailored approach allows for a deeper understanding of students' strengths, areas for improvement, learning objectives, and interests, ultimately reinforcing the connection between home and school.

TCS seeks to encourage family involvement in school activities and decision-making processes. Families can cultivate a sense of belonging and ownership within the Cottonwood community through active engagement in TCS events, extracurricular activities, and parent-teacher conferences. Furthermore, involving families in decision-making empowers them to contribute valuable insights and perspectives, fostering a collaborative approach to student education and well-being.

Cottonwood also acknowledges the importance of strengthening collaboration between the home and school environments to support student success. By nurturing a culture of partnership and cooperation, the school aims to create a supportive ecosystem where students feel valued, supported, and empowered to achieve their full potential.

Through joint efforts between school staff and families, we strive to cultivate a nurturing and inclusive educational environment that promotes student growth and achievement. In summary, Cottonwood’s focus areas for improving relationships between school staff and families revolve around enhancing communication channels, fostering personalized interactions, promoting family involvement, and strengthening collaboration between the home and school environments. By prioritizing these key areas, TCS endeavors to create a supportive and inclusive educational community where every student has the opportunity to thrive.
	Following an analysis of our local data, the school acknowledges the imperative to strengthen engagement with underrepresented families as part of fostering relationships between school staff and families. In response to this introspective process, the school has devised strategic measures aimed at bolstering support for underrepresented families, with a particular emphasis on technology, communication, access to instruction, and social-emotional learning (SEL).
To meet the specific needs of underrepresented families, the school has implemented various initiatives to broaden support. This includes providing virtual English language development classes to facilitate language acquisition and communication for non-native English speakers. Additionally, interpretive services and document translations are offered to ensure information accessibility for families with diverse linguistic backgrounds.
Addressing the digital divide, the school ensures equitable access to technology by providing internet hotspots at no cost to underrepresented families. This initiative aims to bridge the gap in digital access and facilitate participation in remote learning opportunities. Furthermore, the school grants free access to educational resources through its lending library, enabling underrepresented families to access supplementary learning materials and support their child's academic growth.
Moreover, the school places a high priority on SEL to support the holistic development of underrepresented students and their families. By integrating SEL components into the curriculum and support services, the school aims to nurture emotional resilience, interpersonal skills, and a sense of belonging among underrepresented families.
In summary, the school's efforts to enhance engagement with underrepresented families encompass a range of initiatives focused on technology access, communication, instructional support, and social-emotional learning. Through these endeavors, the school aims to forge stronger connections between school staff and underrepresented families, promoting equity, inclusion, and academic success for all students.
	In the next two years, we will sustain and refine our practices and abilities. Our collaborative partnerships lie at the heart of our educational ethos. At TCS, we firmly believe that working hand in hand with parents is fundamental to the success of our students. Each decision made on behalf of the student is the result of careful cooperation between educators and parents. This collaborative spirit permeates various meetings, including learning period meetings, Individualized Education Program (IEP) meetings, Student Study Team (SST) meetings, and parent-teacher-administrator conferences.
Our dedicated team of teachers plays a central role in this collaborative process. They forge close relationships with parents or learning coaches to craft an Educational Plan that not only aligns with academic standards but also caters to the distinct learning needs and aspirations of every student. This tailored approach ensures that each student receives the necessary support and resources to excel academically.
In the coming years, we will continue to strengthen these partnerships, fostering an environment of trust, communication, and mutual respect. Through ongoing dialogue and collaboration, we aim to further enhance the educational experience for every student at TCS.
Through these endeavors, we aspire to cultivate a nurturing and inclusive learning environment where parents are esteemed partners in their children's educational journey. By combining our efforts, we effectively address the individual requirements of each student and empower them to realize their full potential.	The Cottonwood School’s primary objective is to ensure that effective teaching takes place both in the home environment and within our virtual settings, and all in alignment with research-based best practices and educational standards. To support this goal, we offer various opportunities for parent education, including workshops and informational sessions. Additionally, we provide professional development opportunities for our teachers, specifically focused on enhancing their teaching and learning practices.	To enhance the involvement of underrepresented families, we have taken steps to recruit exceptionally qualified teachers who reside within the communities of the students they teach. Additionally, we are in the process of organizing events and engagement opportunities across the counties where our students live, ensuring that everyone has access to our school staff and resources.	Based on the analysis of educational partner input and local data, the LEA demonstrates notable strengths and progress in seeking input for decision-making. Last school year, we developed a Parent Student Advisory Committee, continuing to support the English Language Advisory Committee. The addition of this reflects a proactive approach to engaging educational partners and incorporating their input into decision-making processes, highlighting our commitment to collaborative decision-making and continuous improvement.	We have set aside professional development days for staff. The Cottonwood School can improve upon connections with families by providing additional opportunities for input.	After analyzing feedback from educational partners and local data, the LEA has identified key areas for improvement in soliciting input for decision-making, including bolstering parent involvement and enlarging the Parent Student Advisory Committee. This year, we have taken steps to augment parental support by nominating additional members and disseminating information about opportunities to participate in the decision-making process throughout the school community. The goal is to expand parent involvement further, addressing their inquiries and apprehensions, thereby illustrating Cottonwood’s dedication to listening to families and appreciating their input.	5	5	5	5	4	4	4	4	4	4	4	4	Met		2024-06-11	2024
09618460000000	Camino Union Elementary	3	Camino USD is a very small district with only one campus. We pride ourselves on knowing every family and student and trying to find the right pathway for every student at our schools. We have a very welcoming campus and a great relationship with our community.  We have established collaboration time for staff and teachers, one Wednesday a month, which has promoted positive relationships between staff.  We have also begun the discussion of inclusive practices and how to foster a school environment that makes students feel that they belong.  Parents have many opportunities to volunteer in their child's classrooms or on field trips.   There are also many events that occur throughout the school year like Back to School Night, Family Informational Nights, and Spring House that families can attend.	We have begun the discussion of inclusive practices and creating a sense of belonging for our students, but there needs to be continued staff development on these concepts.  We began looking at some of our instructional practices to analyze how we incorporate inclusive practices.  These steps need to be continued to determine other ways that we improve and improve relationships.  The focus for improving relationships between school and families is to get more direct involvement from our underrepresented parent groups and to get better participation in surveys.  Not all families are able to participate in a committee or attend an event, but the district is looking at ways to get better participation on surveys so that the voice of more families can be heard.	While the Camino Union School District has a strong DELAC committee that works to engage our underrepresented families, there are always ways to improve. This includes maintaining a number of bilingual staff to provide communication support, providing documents in home languages, and making sure families are always invited and welcomed. We provide all of our communication in our student's home languages, English and Spanish.  We have explored ways that we can provide more opportunities for our Spanish speaking parents to volunteer in the classrooms.  We have also discussed supporting English classes for those families to be able to learn English.  We would also like to provide family nights that support literacy and math.	One of the main goals of the Camino LCAP is engagement of our educational partners. The district is proud of the relationships built with our community. The district has a very active Parent/Teacher group, a DELAC committee, and a strong Site Council. There is also a community group that supports school events. For those who cannot provide input through groups or committees, the district provides an annual survey to provide feedback. The site council chose certain questions on the parent survey to track over time to see if the work the school is doing is making a difference.  Our parents and community members also provide input in the data analysis each year as part of the LCAP process. The community has also been actively involved in our school board meetings. Board meetings are held in person, but parents and the community can also participate virtually. Teachers also regularly communicate with families in less formal means. During the pandemic, staff became skilled at communicating regularly through technological means and this has continued. Parents with concerns regarding student progress may also request a Student Success Team meeting. Parents with students on a 504 plan or on an IEP, have formal meetings at least once per year and may request a meeting at any time. Camino USD goes to great effort to create and sustain support programs for all of our families. We have used our data results to structures our intervention programs.  Our iReady program helps to not only provide teachers and staff excellent information on our student's academic needs but it provides the instructional practices needed to help fulfill the academic needs.  Camino USD will continue to work to improve engagement of underrepresented families by continuing to meet with our stakeholder groups and listen to their needs.	One of the areas that our local partners have identified as an area of focus is  building a positive culture and climate at the school. The district believes students who love to come to school and feel safe will achieve academically. The district has seen a lot of change in leadership over the past few years and the community has seen a huge need in providing stability, consistency and the building of positive and productive relationships. The community has indicated through data that they would like to be actively involved in the rebuilding process of this district. We have also identified math as an academic focus area.  We will continue to look at our academic practices in this subject area and analyze the interventions that we have in place.	Our parent/teacher group, the school site council and our DELAC, actively reach out to our underrepresented families to invite them to be involved. The district is constantly looking for ways to improve access to our underrepresented families, such as providing translation services for meetings and translated written communication. We will continue to engage all stakeholder groups in order to gain feedback on what their students need to succeed.  We also need to continue to find ways to increase the participation from these groups on campus and encourage them and make them feel welcome.	Camino USD is a very small school district and does not have the challenge of getting geographically separated decision-makers together to work on goals. We regularly meet and discuss goals and priorities with all stakeholder groups.  This helps us to make informed decisions in order for our students to be successful.  Camino Union School District works hard to engage our families. There is good participation in events and district committees, with the school acting as a hub of the community. School events attract members of the community as well as our school families. The participation of families and community at the school board meetings is also seen as a strength in welcoming community input. The community has also been invited to participate in the process for the selection of the new school superintendent and input through surveys in this process has been valued and appreciated.	The district has identified a need to focus on increasing the number of families from underrepresented groups on committees and especially in leadership positions.	Our parent/teacher group, the school site council and our DELAC, actively reach out to our underrepresented families to invite them to be involved. The district is constantly looking for ways to improve access to our underrepresented families, such as providing translation services for meetings and translated written communication. We have increased the amount of translation services for our families who speak a different language and we have provided incentives to our bi-lingual aides.  We have included a representative from special education on our parent advisory committee.  We look to find ways that we can support the students in our District to make them feel more included in the input process.	4	5	4	4	3	3	4	3	3	3	3	3	Met		2024-06-20	2024
09618460123125	Camino Polytechnic	3	Camino USD is a very small district with only one campus. We pride ourselves on knowing every family and student and trying to find the right pathway for every student at our schools. We have a very welcoming campus and a great relationship with our community.  We have established collaboration time for staff and teachers, one Wednesday a month, which has promoted positive relationships between staff.  We have also begun the discussion of inclusive practices and how to foster a school environment that makes students feel that they belong.  Parents have many opportunities to volunteer in their child's classrooms or on field trips.   There are also many events that occur throughout the school year like Back to School Night, Family Informational Nights, and Spring House that families can attend.	We have begun the discussion of inclusive practices and creating a sense of belonging for our students, but there needs to be continued staff development on these concepts.  We began looking at some of our instructional practices to analyze how we incorporate inclusive practices.  These steps need to be continued to determine other ways that we improve and improve relationships.  The focus for improving relationships between school and families is to get more direct involvement from our underrepresented parent groups and to get better participation in surveys.  Not all families are able to participate in a committee or attend an event, but the district is looking at ways to get better participation on surveys so that the voice of more families can be heard.	While the Camino Union School District has a strong DELAC committee that works to engage our underrepresented families, there are always ways to improve. This includes maintaining a number of bilingual staff to provide communication support, providing documents in home languages, and making sure families are always invited and welcomed. We provide all of our communication in our student's home languages, English and Spanish.  We have explored ways that we can provide more opportunities for our Spanish speaking parents to volunteer in the classrooms.  We have also discussed supporting English classes for those families to be able to learn English.  We would also like to provide family nights that support literacy and math.	One of the main goals of the Camino LCAP is engagement of our educational partners. The district is proud of the relationships built with our community. The district has a very active Parent/Teacher group, a DELAC committee, and a strong Site Council. There is also a community group that supports school events. For those who cannot provide input through groups or committees, the district provides an annual survey to provide feedback. The site council chose certain questions on the parent survey to track over time to see if the work the school is doing is making a difference.  Our parents and community members also provide input in the data analysis each year as part of the LCAP process. The community has also been actively involved in our school board meetings. Board meetings are held in person, but parents and the community can also participate virtually. Teachers also regularly communicate with families in less formal means. During the pandemic, staff became skilled at communicating regularly through technological means and this has continued. Parents with concerns regarding student progress may also request a Student Success Team meeting. Parents with students on a 504 plan or on an IEP, have formal meetings at least once per year and may request a meeting at any time. Camino USD goes to great effort to create and sustain support programs for all of our families. We have used our data results to structures our intervention programs.  Our iReady program helps to not only provide teachers and staff excellent information on our student's academic needs but it provides the instructional practices needed to help fulfill the academic needs.  Camino USD will continue to work to improve engagement of underrepresented families by continuing to meet with our stakeholder groups and listen to their needs.	One of the areas that our local partners have identified as an area of focus is  building a positive culture and climate at the school. The district believes students who love to come to school and feel safe will achieve academically. The district has seen a lot of change in leadership over the past few years and the community has seen a huge need in providing stability, consistency and the building of positive and productive relationships. The community has indicated through data that they would like to be actively involved in the rebuilding process of this district. We have also identified math as an academic focus area.  We will continue to look at our academic practices in this subject area and analyze the interventions that we have in place.	Our parent/teacher group, the school site council and our DELAC, actively reach out to our underrepresented families to invite them to be involved. The district is constantly looking for ways to improve access to our underrepresented families, such as providing translation services for meetings and translated written communication. We will continue to engage all stakeholder groups in order to gain feedback on what their students need to succeed.  We also need to continue to find ways to increase the participation from these groups on campus and encourage them and make them feel welcome.	Camino USD is a very small school district and does not have the challenge of getting geographically separated decision-makers together to work on goals. We regularly meet and discuss goals and priorities with all stakeholder groups.  This helps us to make informed decisions in order for our students to be successful.  Camino Union School District works hard to engage our families. There is good participation in events and district committees, with the school acting as a hub of the community. School events attract members of the community as well as our school families. The participation of families and community at the school board meetings is also seen as a strength in welcoming community input. The community has also been invited to participate in the process for the selection of the new school superintendent and input through surveys in this process has been valued and appreciated.	The district has identified a need to focus on increasing the number of families from underrepresented groups on committees and especially in leadership positions.	Our parent/teacher group, the school site council and our DELAC, actively reach out to our underrepresented families to invite them to be involved. The district is constantly looking for ways to improve access to our underrepresented families, such as providing translation services for meetings and translated written communication. We have increased the amount of translation services for our families who speak a different language and we have provided incentives to our bi-lingual aides.  We have included a representative from special education on our parent advisory committee.  We look to find ways that we can support the students in our District to make them feel more included in the input process.	4	5	4	4	3	3	4	3	3	3	3	3	Met		2024-06-20	2024
09618530000000	El Dorado Union High	3	The district's present focus and advancement in fostering connections between staff and families revolve
around organizing in-person college and career readiness initiatives for families. These events, conducted in both English and Spanish, offer parents valuable insights on effectively supporting their students in creating a four-year high school plan that aligns with their individual academic and personal objectives.	In response to community feedback aimed at enhancing relationships between school staff and families, it is crucial to address the need for more prompt responses to parent inquiries and greater availability of in-person communication channels. While digital forms of communication are beneficial, they often lack the essential aspect of two-way interaction. Therefore, it is necessary to strike a balance by emphasizing more direct and personal modes of communication to foster stronger connections between school staff and families. This also needs to happen in the families home language.	In response to community input, it is essential for the district to maintain a provision of Spanish-speaking staff across various positions, including administration, counseling, and classified roles. This ensures that parents are empowered to advocate for their students and feel more included within the broader school community. Furthermore, based on findings from the California Healthy Kids Survey, it is crucial for the district to implement measures aimed at enhancing students' emotional well-being. Historically underrepresented student groups have expressed feeling less connected to the school, and by actively welcoming and collaborating with parents, the improved relationships are expected to foster greater student confidence and yield positive outcomes.	The district excels in student outcomes, particularly in maintaining remarkably high graduation rates. Students are provided with a wide array of courses, including college preparatory, visual and performing arts, and career technical education, showcasing the district's commitment to offering diverse educational opportunities. This range of course offerings enables students to explore their interests and pursue their passions, empowering them to thrive academically and personally.	The district's primary focus lies in enhancing SBAC English Language Arts and Mathematics assessment outcomes. In the aftermath of the pandemic, student performance experienced a decline. To address this, the district is actively implementing targeted measures and support systems using an MTSS (Multi-Tiered System of Supports) model. These concerted efforts aim to improve intervention strategies and provide comprehensive support to students, ensuring their academic success and growth.	Underrepresented students often face challenges such as lower GPAs and difficulty meeting college entrance requirements. Recognizing this disparity, the district is dedicated to implementing embedded interventions and support systems within the school day. This approach ensures that all students, regardless of their background, receive additional academic assistance to meet the learning targets of their courses. Additionally, support classes are being introduced to provide extra academic support, ensuring that students do not feel overwhelmed and have the necessary scaffolding in place to meet expectations successfully.	Every year, parents are surveyed to gather their valuable input. Moreover, each school provides a Site Council that collaboratively develops an annual School Plan. To ensure meaningful parental involvement, parents actively participate in various district-level committees, including the Standards and Instructional Leadership Team (SILT), the Budget Advisory Committee, and the District Advisory Committee for LCAP (Local Control and Accountability Plan), The District English Learner Advisory Committee (DELAC) and Federal Programs. This extensive engagement empowers parents to contribute their insights, assist with decision-making processes, and play a significant role in shaping the educational journey of their children.	The district is dedicated to increasing the number of in-person focus groups, providing a platform for a diverse range of community members to contribute their input. While surveys and committee participation are highly valuable, fostering opportunities for dialogue and two-way communication is essential to gain deeper insights and understanding. By facilitating these interactive sessions, the district aims to create a space where community members can engage in meaningful discussions, enabling a more comprehensive exchange of ideas and perspectives.	The district is dedicated to maintaining Spanish-speaking outreach to parents. As the Spanish-speaking community within the district continues to grow, it is crucial to ensure that the needs and input of these families are integrated into the decision making processes. We recognize that our community becomes stronger when we hear from diverse voices and collaborate to develop goals and plans together. By prioritizing Spanish-speaking outreach, the district emphasizes inclusivity, representation, and shared decision-making, fostering a more united and vibrant educational community.	3	4	2	3	4	3	3	3	3	3	2	3	Met		2024-06-13	2024
09618530930214	Pacific Crest Academy	3	All new students and parents participate in an individual enrollment meeting with school administration to get to know each student, including their interests and background. Pacific Crest Academy also offers course planning meetings with all students annually. We now have a part time devoted counselor who works with families regularly regarding academics and social growth. Through Canvas, our learning management system, parents have full access to their student's work and progress. Teachers communicate weekly, and often daily, using Canvas. The school also regularly uses Parent Square to send information to staff and parents, and publishes a monthly newsletter to all students and families. Staff also collaborate weekly regarding student success and challenges and administration follows up with family meetings by phone call or in person.	With the help of our counselor, we are working on developing grade level parent meetings to discuss important processes for students in each year of school. For example, we hosted Senior Parent meetings in the Fall to share key information regarding college applications, scholarships, FAFSA, etc.	Our Director speaks Spanish and is able to directly communicate with Spanish-speaking families and will continue to engage parents personally. In addition, all of our communications that go out via Parent Square are translated into home language. Given our small school size, we can reach out individually to underrepresented families.	Due to our small size, Pacific Crest Academy is able to work closely with families to ensure student success. Students have the same teacher for each subject over multiple years, which fosters deeper connections between staff, students, and families. PCA staff feel they make connections with students and that strong positive relationships with students increases achievement. PCA is known as a small community and family-focused school. Capacity in building trusting and respectful relationships is one of our greatest strengths. Our Charter Advisory Committee engages parents and solicits their participation and input. Teachers communicate concerns on a weekly basis at our collaboration meetings and often schedule parent meetings to discuss student success and areas of growth. We reach out to families on a weekly basis when a student has a rapidly declining grade or a grade below 70% to provide additional intervention and support. The consistent communication and dialogue about student progress provides a foundation for partnering for successful student outcomes. The student/parent handbook and information regarding parent/student rights is distributed annually to families. At our new student orientation, we provide a parent orientation where staff provide important information about how to support student success at our school.	As our school enrollment is expected to expand next school year, we want to focus on continuing to develop close relationships with new families. We also plan to implement a new system for scheduling annual student planning meetings to involve parents. We are also working to expand parent workshops specific for each grade-level.	With our new Director speaking Spanish, we now have the ability to engage directly with Spanish-speaking families in their home language. As a school within EDUHSD, we also have access to staff members who support English Learners and work with their families, such as the Multilingual Outreach Coordinator.	Our Charter Advisory Committee involves the participation of a variety of educational partners and provides input for decision-making. As part of EDUHSD, parents are also invited to participate in district committees, such as the DLAC and BAC.	As a small school, the Charter Advisory Committee is the largest decision making group, and parents are represented and involved. In addition, students, Board Members, District/Cabinet Administrators, and teachers, are active participants. We meet regularly to discuss data and gather input. Notes are taken at our meetings and available to educational partners.	We could personally reach out to families to invite them and provide translation if they are interested in engaging in meetings. We try to make sure we offer parent workshops in the evenings when most families are available, but can also reach out individually to determine availability for our underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-13	2024
09618790000000	Gold Oak Union Elementary	3	The Gold Oak Union School District is a small district, but it still provides a variety of ways to actively engage parents to gain their insights and opinions to help with decision making. The district has an active School Site Council and Parent Teacher Organization. We began holding Coffee Chats for parents/guardians to informally meet with administration to offer input and hear updates.
The district has maintained two science curriculum adoption committees through the year which has had regular participation from community members.
GOUSD works to ensure that families feel welcome and included. This includes participation at school/community events, as well as encouraging volunteer opportunities for both parents and community members. These community events are well attended by families, staff, and community. Data from the annual parent surveys helps determine the success of our engagement and parent relationships.	Our focus for the 2024-2025 school year will be to intentionally increase family and community involvement.  To build relationships between school staff and families, we will work to broaden the participation of parents and community in committees and events, as well as solicit their input when making district decisions. Being a small district, we tend to have the same families participating in decision making groups. Broadening and increasing our communication to families and community members with invitations to volunteer and attend assemblies, performances, and school events will help build relationships and connections.	The district has worked to include families who speak languages other than English by having staff who speak Spanish to invite these parents to meetings and events and attend the meetings with the families to support them. The district also makes a strong effort to welcome underrepresented families to events. The district has provided more opportunities for engagement of underrepresented families in decision making by providing more tools that would allow for their participation, such as surveys and meetings held virtually. We have recorded board meetings so families may watch at times convenient for them.	Several changes have been made over the last several years to build on our partnerships for student outcomes. The elementary school provides five days of formal parent conferences each year. The middle school began having a parent conference week at the end of the first grading period to allow for teachers to communicate student progress to our parents for our most at-risk students. The middle school conferences were added four years ago due to feedback requesting more information on student progress. Teachers also regularly communicate in less formal means with parents. During the pandemic, staff became better at communicating regularly through technological means and this has continued. Parents with concerns regarding student progress may also request a Study Success Team meeting.  Our SST process is fully implemented and sustainable.  The SSTs engage families and staff to work toward positive student outcomes. Parents with students on a 504 plan or on an IEP, have formal meetings at least once per year and may request a meeting at any time.  Teachers and administrators are available to meet with parents, as needed.	Data from parent surveys is evaluated each year to determine areas of need. Since we are a small district, we often see the same parents/community involved in our schools. While the district feels that communication and engagement with most families has improved, the district wants to continue work in reaching families of our EL students. In addition, the district encourages parents to call or email when there is a concern over student progress or to request a Student Study Team meeting.	Our district has worked to better reach out to underrepresented families. Regular two-way communication is taking place between teachers and families, with increasing options in home languages; and this will continue.  Support for families has been expanded through an addition of a wellness center on each campus. The wellness center will support student needs as well as being a resource for families.  Our district has continued to find ways to engage families in board meetings by providing a virtual option and also recording meetings to allow more parents and community members to be informed.	Parent survey data indicates improvements in engaging our educational partners in decision making; however there is room to grow. The Gold Oak Union School District provides a variety of ways to engage parents in order to gain their insights and opinions to help with decision making. Our district has an active School Site Council and Parent Teacher Organization. Board meetings are held virtually as well as in person to allow for more participation. The district has held a science curriculum adoption committee that has had regular participation from community members.  Parent Survey data indicates that further work is needed to engage our partners.	A focus within our district is on how to broaden the participation of parents and community when making district decisions, even further than in the past. We are a small district and often the same families are the ones actively participating. We will continue to reach out in formal and informal means to obtain greater participation.	Our district does reach out to underrepresented families to encourage their participation but will need to do more specific invitations to welcome these families to join committees or meetings. We plan to provide more opportunities for underrepresented families by providing more tools that allow for ease of participation such as surveys and virtual meetings.	4	4	3	4	4	3	4	3	4	4	4	4	Met		2024-06-25	2024
09618870000000	Gold Trail Union Elementary	3	We currently have multiple ways to engage families. Families are welcome at Board meetings for reciprocal knowledge and information exchange. The District Advisory Committee is an open forum for feedback on district goals and progress. The PTO invites participation from families to engage and exchange ideas and information with site administration. We are working on continually increasing opportunities for volunteers on campus. We hosted two evenings for parents to learn about information that was important to them collected by analyzing a survey; we hosted a Friendships and Bullying night and a PBIS and School Discipline evening where parents were invited to learn, discuss, ask questions, and engage with staff and administration.	Our focus area will be to invite families to partner with the district on issues of high priority. We will promote all curriculum adoptions through parent perusal and question/answer sessions. We will survey for hot topics where we might focus a town hall meeting on delivery of information and opportunity for questions/answers and input from families. We will continue to engage through information sent to families. The LEA will continue to expand platforms for improved communication with families and community. Teachers and administration are available to meet with families for any level of concern ongoing.	The district currently uses stipends for staff to support underrepresented populations. The employees reach out to families for support needs and input. We will survey families in the future to better guide us on additional needs. We will continue to provide information to families such that they are able to process the information and provide feedback. We are working on partnering with EDCOE in order to provide a summer opportunity for our unduplicated students to come and engage with fun learning and targeted supports.	Our Student Study Team process is fully implemented and sustainable. The SST's engage families and staff towards positive student outcomes. We schedule time in our calendar for conferences with families to support student outcomes. Teachers and administration are available to meet with families for any level of concern ongoing. We also partner with EDCOE for resources, training and supports.  We host family engagement evenings to allow families to learn more about areas of concern based on a parent survey. We include families in our California Healthy Kids Survey.	The focus area for GTUSD will be providing more information and support for families in supporting student learning in the home. We do provide information for students struggling with mental health needs. We provide support to families in structuring a learning environment at home that supports student learning. We provided support for students after school such that families that struggle to support student learning in the home can access our support several days per week on campus. We provide information to families on resources that exist outside of our district on tutoring and other academic supports.	The district will continue to support the roles of staff in supporting underrepresented families. We are adding additional opportunities for both staff and family trainings around trauma informed decision making and behavioral modifications. We will reach out in person and by surveys for suggestions for improvements, safety, and organizational concerns. We will participate in and partner with EDCOE in a Community of Practice around Social and Emotional Learning.	The District Advisory Committee is a standing committee with the opportunity to provide input on decision making at all levels. The The DAC (District Advisory Committee) allows parents to partner with community and district to advise in areas of curriculum, instruction, budgets, goal setting, and engagement. Parents do have the opportunity, as does staff, to also address the Board on a weekly basis regarding aforementioned areas. Surveys are provided to both students and families to provide the LEA with feedback on important issues.	Building capacity for all families to engage with the district is an area of focus. Having some town hall opportunities for families to come and have open discussion with district may increase engagement from the community. Having had two engagement evenings in the (2022-2023) year, we will continue to seek input on what parents want to hear more about in the future. We will also continue to seek parent input on new curriculum.	The district staff that engages underrepresented families can reach out to and personally seek input from families through engagement opportunities and surveys. Teachers and administration are available to meet with families for any level of concern ongoing.	4	5	4	3	4	4	5	4	4	4	4	2	Met		2024-06-07	2024
09618950000000	Indian Diggings Elementary	3	Our staff lives and works in the small rural community and has multiple interactions with our 9 to 10 families daily. Our certificated staff member is reachable on a 24-hour basis and meets one on one and in groups with parents throughout the year at scheduled meetings and as needed. Parents, staff, and students are included in decision making at all times.	Our focus area for improvement would be the sustainability of this communication should the certificated staff member retire.	To this end the certificated staff member works with classified staff to continue building a culture of communication that will pass to new staff in the future. With such a small number of families we are able to make sure no one is underrepresented and all families feel connected to the school.	The district’s strength is in its size. With a staff of 4 we can customize professional development to a high degree. Staff gets exactly what they need when they need it. Likewise, it is possible to meet weekly with parents to support them and their students with resources and knowledge.	The district will continue to focus on customized training to support staff and community.	Surveys and conversations will continue to be provided and the LEA will respond with relevant training and support.	All 5 to 6 of our families have equal and multiple opportunities to be involved in planning and decision-making. All meetings revolve around our Regular Board Meetings. Parents are invited to attend monthly where we take input and discuss our district plans. Our focus is always to increase the number of parents attending these meeting.	We will continue to focus on increasing the number of parents and community attending meetings where input is taken.	Communication will continue to be improved to increase attendance at meetings.	4	4	4	5	5	4	5	4	4	4	4	4	Met		2024-04-10	2024
09619030000000	Lake Tahoe Unified	3	The District distributed several communications to families promoting participation in District and site committees and events including State of the District/LCAP – Community Conversation meeting, ELAC (English Learner Advisory Committee), PTA (Parent Teacher Association), Cafecitos, School Site Council, LCAP Parent Advisory Committee, parent education nights, and Visit with the Superintendent.  The District sent out over 20 newsletters updating families on District activities; providing information on community resources; and promoting participation in District events, meetings, surveys, community forums, and committees.  Sites regularly distributed newsletters informing families of school and community events; site information and important dates; and promoting participation in site meetings, surveys, committees, and school activities.  Communications were sent via mass text and email through Parent Square and transmitted in a student’s home language. Spanish translation services were available for various District and school meetings.  Teacher-parent conferences were held in-person at elementary sites, giving teachers the opportunity to learn about each family’s culture, struggles, and offer supports through District and/or community resources.  
The Parent Institute for Quality Education (PIQE) was offered at South Tahoe Middle School providing parents learning opportunities on developing skills and techniques to support the educational needs of their students.  PIQE recruited EL parents to participate, provided a needs assessment, and offered an 8-week training session which required parents to attend weekly meetings.  Up to 80 parents attended more than four meetings qualifying them to receive a certificate of completion.  PIQE uses evidence-based programs that engage, empower, and transform parents to actively engage in their children’s education and strengthen parent-school collaboration.  PIQE provides empowering information, skills development, and support systems for low income families, communities of color, and English Learner and immigrant families.
Elementary schools continued meeting with their representative parent groups to seek input, share site and District goals and plans, and strive for alignment. LTUSD continued to increase oral and written translation services. Site and District documents were translated and provided to families in their native language and a translator was contracted to provide Spanish translation services for parent meetings, conferences, and other parent engagement activities. 
LTUSD continued utilizing the Ellevation English Learner web-based platform to track English Learner progress and teacher support and communicate with parents on their student’s progress.  Student data was consolidated into one dashboard to which parents could provide input.  Built-in functions enabled immediate teacher feedback to parents on student learning progress through a notification system.	The District held in-person family and staff engagement opportunities such as open houses, parent education nights, in-person parent committee meetings, and other activities.  Additionally, translation services were significantly expanded both orally and in writing, in remote and in-person settings to streamline communication with families which serves to build relationships with staff.  The State of the District/LCAP – A Community Conversation was held with over 110 staff and community members in attendance.  This provided families the opportunity to collaborate with staff during interactive tabletop conversations on what helps to increase/disrupts learning and what works well to/disrupts building an inclusive, connected climate and culture for students and parents.  Two smaller scale Community Conversations were also held during the year gathering input on challenges in getting students to school, what the District was doing well and what could be done better in supporting students with their overall health and wellness, and Artificial Intelligence.	The District will continue to hold regular Board meetings where input can be gathered from educational partners including underrepresented families.  Parent and staff engagement activities targeting underrepresented families will be ongoing such as PIQE, Cafecitos, ELAC, Visit with the Superintendent, Community Conversations, and parent education nights.  The Director of Multilingual Learner Equity will promote participation of EL parents in activities to support and engage their students.  The McKinney Vento/Foster Youth staff will continue family outreach and coordinate academic, social-emotional, and basic necessity resources for homeless and foster students.  Two existing and two new Elementary Counselors funded through Community Schools grants will expand SEL and family supports for elementary students, including those that are underrepresented.  Comprehensive Student Advocate services will be maintained to provide SEL, mental, and behavioral health services to students and link families to community resources.  Wellness Centers will be maintained at various sites to connect families with staff in coordinating supports and resources for their students’ social-emotional and mental health.  Monthly Special Education Community Advisory Committee (CAC) meetings will be advertised to promote educational partner participation. Families of students with disabilities can discuss their concerns and provide input on District programs and policies.  A CTE Specialist will continue to expand community events by which families and their students interact with staff through introduction to and exploration of career pathways.	LTUSD maintained academic supports and significantly expanded social-emotional and mental health services for students through Student Advocate services; maintaining Wellness Centers at South Tahoe High School, South Tahoe Middle School, and Bijou Community School; offering student and family counseling services through community partner agencies; and parent education programs. Trio tutors provided by Lake Tahoe Community College offer academic support to District students. Parents participated in PIQE at South Tahoe Middle School which provided them resources to effectively support their students toward graduation. PIQE uses evidence-based programs that engage, empower, and transform parents to actively engage in their children’s education and strengthen parent-school collaboration. PIQE provides empowering information, skills development, and support systems for low income families, communities of color, and English Learner and immigrant families. The South Lake Tahoe Family Resource Center provided academic and social-emotional support to LTUSD Hispanic students and families. The Center facilitated Cafecitos, ELAC, and DELAC (District ELAC) meetings; offered parent education opportunities; provided translation services; and participated in parent night planning and partnering in parent classes. LTUSD partnered with California Education Partners to implement high leverage strategies that support Math instruction for grades TK through 3 which expanded to grades 8 and 9 in 2023-24.  Site and District Administrators visited Estacada School District in Oregon to observe effective implementation of continuous improvement and Plan-Do-Study-Act strategies.  A CTE Specialist focused and built on existing Environmental and Allied Health partnerships to provide CTE activities. The partnership base doubled with local, state, and federal agencies in providing students real world, hands-on learning experiences including the Wonders of Water program, CTE Trout in the Classroom, and CTE Family Night. Tahoe Youth and Family Services offered the PIP (Primary Intervention Program) program to students, with the school-based program enhancing their educational experience with additional 1:1 support for grades K through 5. The individual support program is designed to build self-esteem and promote student personal development. A therapist was also dedicated to LTUSD through Tahoe Youth and Family services. LTUSD continued to partner with El Dorado County Office of Education in implementing the Student Behavioral Health Program in addressing behavioral health barriers for K-12 Medi-Cal students through targeted interventions by increasing access to preventative early intervention and primary behavioral health services by school-affiliated providers.	LTUSD will maintain and build on existing relationships with community partners to assure services supporting student outcomes are accessible to all students and their families. As needs arise, the District will develop new or expand existing relationships to provide comprehensive, wrap around support for students to address academic, social-emotional, mental, physical, and behavioral needs. The District and sites will focus on engaging families to actively participate in their student’s education and offer resources and education to support their students. District and site administration will provide support and resources to teachers and instructional staff.	As stated in section 1, the District will continue to hold regular Board meetings where input can be gathered from educational partners including underrepresented families. Parent and staff engagement activities targeting underrepresented families will be ongoing such as PIQE, Cafecitos, ELAC, Visit with the Superintendent, State of the District and Community Conversation meetings, and parent education nights. The Director of Multilingual Learner Services will promote participation of EL parents in activities to support and engage their students. McKinney Vento/Foster Youth staff will continue family outreach and coordinate academic, social-emotional, and basic necessity resources for homeless and foster students. Two existing and two new Elementary Counselors, funded though Community Schools grants, will continue to expand social-emotional learning (SEL) and family supports for elementary students, including those that are underrepresented. Comprehensive Student Advocate services will be maintained to provide SEL, mental, and behavioral health services to students and link families to community resources. Monthly Special Education Community Advisory Committee meetings will be advertised to promote educational partner participation. Families of students with disabilities can discuss their concerns and provide input on District programs and policies.	Staff could participate in bimonthly virtual Chat with the Superintendent sessions and receive updates on District happenings and Board agendas; engage in conversation; and ask questions. Monthly Visit with the Superintendent sessions provided students, families, and community members the opportunity to get to know the Superintendent in an informal setting, receive District updates, engage in conversation, and ask questions. Superintendent Chats and Visits were open question/answer and discussion sessions. Orgametric and Equimetrics staff surveys were administered to gather input on and guide the District in (leadership) alignment, diversity, equity, and inclusion.  Staff were invited to participate in the LCAP Task Force formed to support efforts to solicit, collect, and synthesize educational partner input for consideration during LCAP development.  Teachers participated in staff and leader collaboration on early out Wednesdays during which they could provide feedback to administrators on site and District programs.
Parents were provided opportunities to join site and District committees such as School Site Council, site and District English Learner Advisory Committees, PTA, and advisory committees. Meetings were held via videoconference and in-person and translation services were provided as needed to increase educational partner participation in gathering input on District decision-making. 
Community members, including underrepresented groups, could provide input on District direction through various avenues.  A community/family LCAP survey was distributed to gather educational partner input on District programs and develop goals, actions, and services to improve student outcomes. Survey completion was promoted to target groups including underrepresented families. Climate surveys were administered in 2021-22 to students, families, and staff to guide District and school efforts in promoting safety, enhancing learning, and improving student achievement; 2023-24 results pending at the time of this writing. LTUSD invited the community at large to attend a collaborative and interactive State of the District/LCAP – A Community Conversation meeting.  With over 110 staff and community members in attendance, families had the opportunity to collaborate with staff during interactive tabletop conversations on what helps to increase/disrupts learning and what works well to/disrupts building an inclusive, connected climate and culture for students and parents.  Two smaller scale Community Conversations were also held during the year gathering input on challenges in getting students to school, what the District was doing well and what could be done better in supporting students with their overall health and wellness, and Artificial Intelligence.  Future plans include hosting multiple Community Conversations throughout the school year.	Continue transparency and more targeted communication regarding opportunities to provide input on District and site programs.  Offer different modes of collecting educational partner input including digital and print.  Maintain a consistent system of communication; improving communication across sites; listening to staff and families on more in-depth subjects of greater interest; involving students in decision-making; and holding monthly conversations with measurable outcomes.  LTUSD will grow partnerships with cross-agency cooperation to support students.	South Lake Tahoe Family Resource Center (FRC) facilitated monthly Cafecitos meetings, the equivalent of a Spanish-speaking Parent-Teacher Association (PTA), to promote participation of the District’s Hispanic Spanish-speaking families and community. English and Spanish are the languages primarily spoken by LTUSD students and their families. Parent education nights were held during Cafecitos meetings. The District and FRC will continue to expand these opportunities. Additionally, surveys and communications will be available in English and Spanish and translation services will continue to expand for various site and District meetings. CAC meetings will be advertised to promote increased participation of parents with students receiving special services.  The District will continue to promote family participation, including underrepresented, in site and District committees and attendance of community meetings, through both of which they will have opportunities to provide input on District decision-making.  The McKinney Vento/Foster Youth Liaison duties have been refined and include extensive outreach to underrepresented families which will serve to gather feedback on District decisions. The District plans to hire a McKinney Vento Instructional Assistant thereby increasing engagement of homeless students and their families.	4	4	3	4	3	3	3	4	3	3	4	3	Met		2024-06-27	2024
09619110000000	Latrobe	3	The Latrobe School District is dedicated to fostering the involvement of all families within the district in the academic, social, and emotional development of their students. To achieve this objective, the district employs various strategies. Firstly, parents, staff, and students partake in an annual survey. The results of these surveys undergo review by both the district's Site Council/Parent Advisory Committee and the staff. Additionally, the district has enhanced its communication efforts, utilizing and monitoring communications through our parent communication system, ParentSquare. Throughout the year, parents and guardians are encouraged to collaborate with the schools by attending Parent/Teacher conferences and other family-centered events. Moreover, our Parent Teacher Club (PTC) has been enlisted to facilitate positive relationships between school staff and families. The results from the parent survey indicate that school-community relationships are a notable strength. Approximately 90% of parents reported receiving support from the school when needed, and nearly 88% feel that the school regards parents as partners in the educational process.	After thoroughly reviewing parent survey data, engaging in discussions with staff, and convening with our School Site Council and Parent Advisory Committee, the Latrobe School District has pinpointed clear and open communication as a priority area. Consequently, we are committed to creating additional avenues for two-way communication and fostering an environment where parents feel empowered to share their perspectives and ideas with staff.	Over the past few years, the Latrobe School District has observed a notable rise in the enrollment of English learners. Consequently, the district has placed a strong emphasis on enhancing effective communication with our English learner families. We proactively solicit their input and extend personal invitations to encourage their involvement. Furthermore, we have invested in translating tools and subscribed to translation services as part of our ongoing dedication to ensuring that all families, particularly those historically underrepresented, are actively engaged in our educational community.	The Latrobe School District is committed to equipping its staff with ongoing training to implement Positive Behavior Intervention Strategies (PBIS). This collaborative approach, involving school personnel and parents in the development of school-wide and individual student supports, has demonstrated efficacy in improving school culture and fostering strong partnerships between school and home. To nurture these partnerships, staff members engage in regular communication with families regarding student progress and areas for growth. Parents are actively encouraged to contribute their ideas through participation in PBIS meetings, school surveys, school site council meetings, and other forums.
Additionally, all parents are invited to attend a parent/student/staff conference in November, where student progress is comprehensively discussed. Furthermore, to facilitate continuous dialogue, additional parent/teacher conference days are scheduled in March, and both parents and teachers are encouraged to request and schedule conferences throughout the year as necessary.
Moreover, the Latrobe School District collaborates with educators from neighboring school districts and the El Dorado County Office of Education to ensure that our staff receives comprehensive training and support to effectively address the diverse needs of all students.	The Latrobe School District places significant emphasis on cultivating strong partnerships with parents and other community stakeholders. We are deeply committed to fostering and nurturing these relationships with our educational partners. Our approach involves actively engaging parents in their children's education both at home and within the classroom setting.
We extend invitations to parents to participate in various instructional activities alongside us, encouraging their direct involvement in their child's learning journey. Furthermore, we harness the expertise and experiences of parents and community members by employing them to provide specialized instruction in areas where they possess unique skills and knowledge. This includes fields such as fine arts, biomedical and environmental science, and gardening, enriching the educational experience for our students.	The Latrobe School District has noted a significant rise in the enrollment of English learners and is dedicated to enhancing the engagement of these underrepresented families through personalized outreach and direct invitations to participate in decision-making processes that affect the school community. To ensure inclusivity, surveys will be translated appropriately, and English learner families will be encouraged to attend one-on-one meetings with school administration.
Moreover, the district will collaborate with neighboring school districts and the El Dorado County Office of Education to devise effective strategies for better engaging and soliciting input from these families.
Furthermore, based on feedback from parent surveys, the district has identified an area for improvement regarding the fostering of multicultural appreciation. Consequently, efforts will be made in the upcoming year to address and enhance multicultural understanding within the school community.	"The Latrobe School District values the involvement of educational partners in our decision-making processes. As outlined in our Local Control Accountability Plan, maintaining transparent communication between staff members and families remains an ongoing objective. To facilitate this, annual meet and confer meetings are conducted with classified and certificated groups. Additionally, parents are encouraged to engage in these processes through various channels, including the School Site Council, LCAP Advisory Committee, and our Parent Teacher Club.	
In response to feedback gathered from our annual parent survey, we have refined our communication methods to actively seek enhanced input on the Local Control Accountability Plan and other school initiatives."	Acknowledging the notable rise in English learner enrollment, the district is committed to enhancing the involvement of these families in school decision-making processes.	As stated previously, the Latrobe School District is committed to improving the engagement of our English learner families in school decision-making processes. Given the small size of our schools, we plan to extend invitations to English learner families not only to participate in larger established committees but also to share their perspectives and ideas through one-on-one meetings with school administration. Surveys and questionnaires will be translated appropriately and distributed to our English learner families.	3	3	3	3	2	3	5	2	5	4	4	3	Met		2024-06-16	2024
09619290000000	Mother Lode Union Elementary	3	Mother Lode Union School District has improved overall communication with families by increasing access to multiple resources such as ParentSquare and our new websites.	Additional efforts must be made to provide families with more resources that will help lead to positive student outcomes.	In an effort to improve engagement with underrepresented families, we will utilize support staff to improve access to resources developa better relationship with our families.	Mother Lode Union School district has established partnerships with local service organizations that improve access to before and after school activities. We have also improved access to school by providing transportation to families at no cost.	In an effort to improve partnerships that effect student outcomes, we will work to improve the access resources and coordinate educational events that promote home to school connectedness.	Our underrepresented families will have support from our School Counselor, Director of Student Support Services and Bi-lingual Clerks to ensure they have access to school activities and community resources.	Mother Lode School District seeks input for decision making in a variety of ways including, but not limited to, surveys and polls that enable educational partners the opportunity to share their voice.	We will work to improve our advisory committees so that a variety of groups are able to offer their perspectives and feedback.	Direct contact with our families will enable underrepresented families the opportunity to engage in decision making.	4	4	4	4	4	3	4	4	3	3	3	4	Met		2024-06-12	2024
09619450000000	Pioneer Union	3	Pioneer Union School District educational community is effective in using multiple platforms to inform and engage the community including outreach activities and media posts, Blackboard Connect messaging program, Aeries.net e-mail communication and ClassDojo applications.	Administration with the support of the Health and Attendance Clerk, Outreach Coordinator and full-time Counselor work with the referral process to connect families to resources to meet a variety of needs including counseling, health services, shelter, transportation and other basic needs.	PUSD continues to expand efforts to reach underrepresented families through the referral process.  The process can start with an individual community member, teacher, student, administrator, health clerk, counselor or outreach coordinator.	PUSD staff work diligently to inform parents and guardians of student progress through multiple means of communication including informative progress reports, regular email and ClassDojo communication and parent conferences.	Parents indicated that they would like to have the opportunity to attend more events to support their student and school.	PUSD will continue to identify the needs of students that are underrepresented and utilize processes including Student Study Team meetings to build supports for students and their families.  In addition, the referral process for support will continue to be employed to identify needs and address barriers to engagement and learning.	PUSD utilized multiple platforms to engage educational partners in the decision-making process.  Parents were provided opportunities to participate in surveys seeking their input on various programs including adopting resources for standards-based curriculum, prioritization of resources and effective ways to engage the community in expanding learning opportunities.  The School Site Councils reviewed data, goals and success indicators to provide input into the development of the School Plans for Student Achievement.  Educators, students and parent groups participated in a series of Listen & Leap sessions to provide input for building a greater capacity for improving the educational program at all schools as well as improving engagement and climate at all schools.	PUSD recognizes that the survey system employed resulted in few parent responses (43).	PUSD will seek input from underrepresented families through personal and phone contacts. PUSD will strive to have 50% of families participate in the annual parent survey.	5	5	3	4	4	3	5	4	4	4	4	5	Met		2024-06-13	2024
09619520000000	Placerville Union Elementary	3	PUSD utilizes Parent Square to contact parents with needed and timely information.  Parent Square generates calls, emails and text messages to all parents that we have up to date information for.  There is also an app that parents can access to receive information.  The District also uses of the Parent Portal through Aeries so that Parents can regularly update information and check to see if the contact information that we have is correct.  All sites also utilize social media to communicate with the community and tell the story of PUSD.

PUSD also initiated a contract with A2A to help with the communication on attendance.  Regular letters are mailed to parents of students that are struggling with attendance.  Mailing also go out to the entire school family with attendance facts and encouragements.

The use of Social Media had greatly improved over the past school year with the implementation of the Parent Liaison position.  Daily posts are being made on both Facebook and Instagram with both activities that are happening on the campuses as well as District information that needs to be pushed out.
	All sites will continue to use multiple means to communicate with families to meet their needs.	All sites will continue to use multiple means to communicate with families to meet their needs.	The District calendars 6 minimum days annually for Parent Conferences. All sites have staff who translates as appropriate and necessary. For grades TK-5, 100% of parents are conferenced with. For grades 6-8 parents have the opportunity to meet with all 6 teachers for 1 on 1 meetings.  Teachers also utilize electronic means of communication such as email, parent link and Class Dojo.  All sites have staff that can translate for parents either through phone calls or in person when necessary.	Evening P/T meeting will be scheduled to allow for all parents to have time to have meaningful conferences with their child's teacher.	All materials will continue to be in the home language of the student.  Additional times for conferences will be established to meet the working needs of the parents.	PUSD annually surveys parents in English and Spanish.  PUSD also annually surveys all EL Families for input in the programs established for our EL Students.  Meetings are held throughout the school year to solicit parent input.  Parents are involved in many District wide committees as well as Site level committees in an effort to garner input.  These committees include DELAC, HEAC, Budget Advisory and Site Council. The Superintendents Advisory Council was reestablished this year in which parents meet quarterly with the Superintendent and discuss timely topics.  Principals attend PTC meetings in an effort to share and solicit information.  PUSD regularly surveys parents on a variety of topics utilizing Google Forms through both email and text.	PUSD will continue to reach out to a wider breadth of parents to sit on committees and councils withing the district.  All surveys will be done in multiple languages so all families will have access.	PUSD will continue to reach out to a wider breadth of parents to sit on committees and councils withing the district.  All surveys will be done in multiple languages so all families will have access.	4	4	4	4	3	4	4	4	3	4	3	3	Met		2024-06-09	2024
09619600000000	Pollock Pines Elementary	3	This year the district recognized an increase in volunteerism in its elementary Parent Teacher Club and experienced high attendance to family events including Donuts with Grownups, Family Bingo Night, and the Spring Luau. These events gave opportunities for families and staff to interact outside the classroom. In addition to our PTC,  the district also had increased  family support for the Sierra Ridge Sports Booster Club. With the increase of field trip availability, many parents and guardians served as chaperones. By and large all of our elementary classes have regular parent volunteers that come into the classroom to help students and teachers.  Pollock Pines Elementary School District is proud of its music program. School concerts are another opportunity to build relationships with families. Regular recognition assemblies and communications are presented to celebrate student growth and success.	At the middle school, classroom volunteerism does not match that of the lower grade levels.  One other area of improvement is increasing 2 way communication between teachers and families. For this reason our district is purchasing Parent Square for the upcoming year to have a uniform system across all grade levels that included email, phone and texting capabilities.   Lastly, a review of the school handbooks is necessary to make sure policies are updated and consistent between schools. Setting these clear communications and expectations for families is one more way to improve relationships.	Increase 2 way communication in the upcoming year and systematically reach out to all families to get input.	The district hosts a Back-to School Night to share with families expectations, routines, and practices. In addition, the district has a week of minimum days at the end of the first trimester to hold parent/student - teacher conferences. Both school sites send home weekly newsletter for communication. Families with students with IEP's and 504's have an opportunity to meet with their educational team at least once a year to discuss student progress. Students referred to the wellness center connect with families to get permission and or insight to support student.	Finding additional ways to build partnerships with families whose working hours complicate in person meetings. Increase outreach and connections with underrepresented families as well as those with struggling students to develop a collaborative home-to school partnership.	Utilize the Parent Square Communication system to increase dialogue between families and school. Establish and maintain focus student communications with each teacher. More specifically, each teacher will choose 2 families to communicate with on a regular basis to support their student with either academic or behavioral needs. Teachers will maintain this log throughout the year to chart progress or needs.	Through weekly communications or personal outreach, our district has the ability to get input from multiple families throughout the district. Most often the personal calls, conversations, or messages tend to get the most significant results. As an indicator of progress, this year, the district sent our a letter after the annual LCAP survey to thank them for the participation and to highlight some of the key feedback so that families understood their input mattered and impacted our work and planning.	Creating a system to identify those underrepresented families and being diligent in reaching out for their feedback.	Utilize Parent Square, follow up using different modes of communication.	4	4	4	4	3	4	3	3	4	4	4	4	Met		2024-06-13	2024
09619780000000	Rescue Union Elementary	3	The Rescue Union School District understands the importance of building partnerships for student outcomes and recognizes the value that parents and caregivers have in improving academic achievement and social competency. As such we offer parent informational nights on topics ranging from how to support your student with homework, to parenting in a digital age, to the dangers of vaping. RUSD has a counselor at each school site to support students' academic and social emotional needs.	Rescue Union School District (RUSD) is prioritizing the enhancement of relationships between school staff and families as a key area for improvement. This focus aligns with the district’s commitment to fostering a supportive, inclusive, and engaging educational environment.  RUSD recognizes the importance of transparent, timely, and effective communication with families.  This includes efforts to improve the clarity and frequency of updates provided to families, utilizing various channels to ensure all educational partners are informed and involved.  RUSD is focused on creating opportunities for families to actively participate in their children's education. This includes providing resources and support to help parents understand and engage with the curriculum, and encouraging their involvement in school activities.  RUSD is committed to providing a safe and supportive environment for students, which includes fostering a positive school climate that promotes social, emotional, and academic growth.  Lastly, the district utilizes local data and parent feedback to address the specific needs and concerns of the community, ensuring that efforts are responsive and effective.  These focus areas are integral to the district’s vision of creating an educational environment where all educational partners are respected, valued, connected, and supported, thereby ensuring their success and well-being.	Rescue Union School District (RUSD) has identified specific strategies to improve the engagement of underrepresented families. This focus aligns with our commitment to fostering an inclusive and supportive educational environment for all students. The strategies are designed to address the unique challenges faced by underrepresented families and to strengthen relationships between school staff and families.  

RUSD recognizes that effective communication is essential for engaging underrepresented families. To this end, we will enhance our communication strategies by providing multilingual communication to ensure that families receive important information in their preferred language and utilizing mulitple plateforms ot reach families who may have limited access to technology.

RUSD will continue to develop and support programs that specifically address the needs and interests of underrepresented families.  Those will include various committees and informational sessions that cover topics relevant to families including navigating the school system, supporting student learning at home, and accessing community resources.  Our Community Liaison will continue to work with families to assist them in accessing resources and support services as well as creating awareness of opportunities for community involvement in school events and decision-making processes.  RUSD is committed to ensuring that every family has the opportunity to be actively engaged in their child's education.	The Rescue Union School District has taken extensive efforts to build relationships with parents, caregivers, and community members. The District focuses on consistent improvement in the area of customer service to meet the needs of families and strengthen connections and relationships. While this is an area of strength, it is an area that requires annual review with the desire to meet the ever changing needs of our community. Each school site and department developed a customer service plan designed to ascertain the needs of the families they work with and respond to those needs with care and commitment. These plans are reviewed annually and work continues to provide meaningful outreach to the students and families we serve. The District's most recent community survey indicates that families feel their children are safe, have a quality learning experience with well maintained facilities.	Rescue Union School District (RUSD) has identified several key areas for improvement in building partnerships to enhance student outcomes.  RUSD recognizes the critical role families play in student success and aims to enhance programs that encourage active parental involvement.  Focus areas include offering and promoting participation and volunteer opportunities for families to engage in school activities, continuing to develop community partnerships that provide support and extracurricular opportunities for students as well as improve access to resources.  Teachers and staff participate in various collaboration committees with families and community members to share ideas, gather feedback and review data to make informed decisions.  By addressing these areas, RUSD is committed to creating a supportive and collaborative educational environment where all students can thrive and achieve their full potential.	Rescue Union School District (RUSD) has identified several strategies to improve the engagement of underrepresented families. These strategies are aimed at fostering stronger partnerships between school staff and families, thereby enhancing student outcomes. RUSD will continue to focus on the improvement of communication by utilizing translation services and bilingual staff to assist with communication and engagement efforts for educational partners.  Our Community Liaison will continue to bridge the gap between schools and families offering personalized support and advocacy.  These strategies aim to build stronger relationships between school staff and families, ensuring that all students have the support and resources they need to succeed.	The Rescue Union School District prides itself on seeking input from parents, caregivers, and community members for decision making. Our District has a very active Local Control Accountability Plan (LCAP) A Community survey is administered to review the academic and social needs of the district and suggest strategies to address these needs. In fact, many of the aforementioned supports, including the customer service plans, parent information nights, and the need to ensure that special education parents better understand their educational and legal rights came directly from this survey. Each site also has an active school site council, where parents have direct input on the development of the School Plan for Student Achievement. Parents also serve on the Calendar Committee, English Language Advisory Committee, and the Superintendent’s Advisory Committee, where they help guide the district in decision making. Student input is also actively solicited through student listening circles conducted each year in the spring.	Rescue Union School District (RUSD) has identified several key focus areas for improvement in seeking input for decision-making. These focus areas aim to enhance the inclusivity, transparency, and effectiveness of our decision-making processes by actively involving all educational partners, including students, parents, staff, and community members.  RUSD will continue to focus on improving and diversifying its communication channels with the use of multilingual communication, digital platforms as well as traditional methods (ie.e printed newsletters, bulletins and flyers to reach those who may not have regular internet access.   RUSD will continue to offer in-person committees and advisory groups that include all educational partners to participate in decision-making discussions.  Surveys will also continue to be available and advertised for all partners to provide input and feedback.  Through these efforts, RUSD aims to ensure that decisions are well-informed, equitable, and reflective of the diverse needs and perspectives of our community.	Rescue Union School District (RUSD) continues to focus on improving the engagement of underrepresented families in the decision-making process.  This involves improving the communication opportunities including the increase of translation services and ensuring that our Community Liaison is available to support families who need access to resources and information.  Families will be encouraged to participate in committees and advisory groups including, but not limited to our DELAC committee that serves to gather input from English Learner families regarding student learning experiences and needs.  Rescue Union School District is committed to improving the engagement of underrepresented families. These strategies aim to build stronger relationships between school staff and families, ensuring that all voices are heard in the decision-making process.	5	5	5	4	4	4	4	4	5	5	5	5	Met		2024-06-25	2024
09619860000000	Silver Fork Elementary	3	Families are regularly updated of their students outcomes and encouraged to participate in school activities.	Silver Fork is a small single building school with an enrollment of 15 students  (9 Families) . All of the families are involved and connected.	No added plans for improvement of engagement of underrepresented families. This is a strength for the district.	Staff, students, and families are deeply connected as Silver Fork is a single building school house with a multi-age learning model. With many siblings in the same instructional setting, they can offer added support to  each other both in and out of the classroom. In addition, with the same teachers leading all grade levels year after year there is a strong home ot school connection.	No added plans for improvement of building relationships for student outcomes.	None noted.	Throughout  the year, the staff connects personally with all families as well as holds personal conferences to assess strengths and needs of the school. Likewise the administrative staff connects often with staff to gauge needs and successes of the school.	While Silver Fork School District is located in a community of only 300 people,  it is recognized that getting input from local residents to make formative school decisions could be beneficial. The district will research ways to seek out opportunities to connect with the broader community.	Given the personalized practices in working with each family at Silver Fork, this is a relative strength and the district has not added improvements in this area.	5	5	5	5	5	5	5	5	5	5	3	5	Met		2024-06-13	2024
09737830000000	Black Oak Mine Unified	3	BOMUSD's LCAP includes actions and services designed to support students' and their families' social, emotional, and physical well-being as well as providing access to early intervention strategies. Our continued support for developing healthy lifestyles and school connectedness occur through the following: facility improvement, extension of before and after school care through our partnerships with Boys and Girls Club, Community Centers located at Golden Sierra and Georgetown School, Mental Health services, and expanding access of Multi-Tiered Support System (MTSS) for students and families through Social Emotional Learning Programs such as Character Strong, Counseling Services, Educationally Related Mental Health Support, Positive Behavior Intervention and Support and our El Dorado Community Hub. Additionally, we are refining the coordination of school based services in our MTSS Model with an expanded Families and Schools Together (FAST) Collaborative to provide comprehensive district wide support for attendance and suspension issues for families at risk, Dental Services are available for families at risk at Georgetown and Northside Schools as well as Head Start preschool and State Preschool at both primary sites and early years programs and afterschool activities for our 7-12 students. Finally, BOMUSD works closely with our county Special Education Local Plan Area to ensure that students with disabilities are provided access to an appropriate and enriching educational environment. This includes additional services through our county office of education.	BOMUSD is continually seeking ways to engage families and the community in communication that connects us to each other. In a rural community such as the Divide, our small size creates a unique interdependence. Our schools provide our students with services that many rural families have difficulty accessing including the following: food service and delivery to our families, Wifi Services on our sites for families in need, Mental health services through our Community Hub, Dental Services, through our site based Dental Program, Early Childhood Education through EDCOE Head Start. Staff and families interact daily through our newly revised Aeries education access, communication applications such as Class Dojo and Blackboard and through our many family events at our two community schools, Georgetown Elementary and Golden Sierra Junior/Senior High School.	The expansion of our Family and Schools Collaborative with two operating community wellness centers located on the Georgetown and Golden Sierra campuses has a primary mission to focus on underrepresented families. They are a direct line to services and connections that spread to the broader web of services off the Divide if needed in areas of Health Care, Counseling, Food Services and Family Support.	BOMUSD is a small rural district that is tightly bound to its community. What affects one aspect of the community affects us all. The pandemic was particularity challenging as it imposed serious deficits on the families and community we serve. Our district became a pivotal partner in communicating information, providing resources and gathering input to share to the broader county regarding our students and families. This included technology to boost communication during the shutdown as well as food delivery to our most affected groups. Our progress is directly measured by the communication and partnerships we developed together.	Schools have become access points for basic needs and continue to serve the district and community most specifically in mental health resources. The 24-25 LCAP continues to expand these resources with our educational partners in the community and county.	We have formed strong ties within and outside the district with our educational partners to provide and expand those services that lead to reduction of chronic attendance issues and improve mental health supports for under-represented families.	BOMUSD utilizes multiple strategies to engage all stakeholders in the process to give input into the priorities and goals of the Local Control Accountability Plan (LCAP). Members of the school community, parents, teachers, administrators, staff, students, and employee groups are invited to learn more about LCFF and LCAP and to participate in activities that inform the planning process. BOMUSD has a link on its webpage to our LCAP and parents and students for each site contribute feedback through PTA and School Site Council meetings as well as our annual site LCAP surveys. Additionally, stakeholders (Parents, students, community members and staff) will participate in the Differentiated Assistance process, electronic surveys,  planning meetings, site meetings, and special board meetings to provide feedback on our LCAP's features. This process identified a continued focus on academic achievement and chronic absenteeism through funding initiatives such as our Family and School Together (FAST) coordinator to help sites connect their families with services designed to improve attendance and access.  Continual feedback from parents, students, community, local bargaining groups, administration and SELPA were collected through formal and informal meetings both online and in person throughout the 23-24 school year.	For the 23-24 School year, our educational partners prioritized focus areas for the 23-24 school year's input and decision making: Educational partner engagement made important impacts on the new 2024-2027 LCAP. Most notably partners shared feedback and prioritized identified needs such as continued expansion of mental health and social emotional learning, the need to address the achievement gap, the need to use data to monitor student performance, the need to address learning loss and learning recovery caused by the pandemic, providing additional adult support in the classroom for at risk learners, before and after school programs, extended learning opportunities and a strong desire to re-dedicate themselves to strong school policy and procedure. 
	BOMUSD has become adept at surveying its partners in a variety of media and engagements, Surveys, In Person Family Nights, and Applications to name a few. One challenge can be overlapping data collection which can reduce participation or over saturation of particular applications that gather input. The 24-25 School year will have a focus on creating a more structured systemic approach for communication that is predictable for our partners, with a timeline and paced intervals along with a tighter data collection from participants to ensure inclusivity.	4	4	3	5	5	4	4	3	4	4	4	4	Met		2024-06-20	2024
09737830121566	American River Charter	3	ARCS has a active Charter Council which has staff, teachers, parents and community members involved in decision making and guidance.   ARCS has multiple activities that engage families with each other and on campus.	ARCS will continue to expand various, engaging activities for students, families and staff.	All students will be able to access services without regard to finances or ethnicity.	ARCS continues to increase curricular options and the style in which these curriculums are delivered.	ARCS will be working more closely with government programs to streamline college enrollment opportunities. ARCS will be working with counselors from another local high school to give advice to matriculating high school students.	All students will be able to access services without regard to finances or ethnicity.	ARCS has a active Charter Council which has staff, teachers, parents and community members involved in decision making and guidance.  ARCS will continue to develop and conduct surveys of all of our educational partners.  ARCS has multiple activities that engage families with each other and on campus.	We will continue to do surveys and increase the number of participants.	All students will be able to access services without regard to finances or ethnicity.	5	5	4	3	3	4	5	5	2	3	3	3	Met		2024-07-09	2024
10101080000000	Fresno County Office of Education	3	The LEA has provided flexible scheduled meetings to encourage active participation between school staff, families, and community partners. Meetings include time before the school day, mid-day, and evening opportunities. The meeting format is a hybrid option where parents can join meetings remotely. Parents who have participated in in- person meetings have requested that the school continue offering opportunities to join meetings remotely due to convenience, transportation, or childcare needs. School staff have increased communication with parents to share areas of growth in academics as well as social/emotional successes. Notifications include student of the month, notable progress, and schoolwide learner outcome progress.
School administration has actively sought family input to support improving student outcomes. During the 2023-2024 school year, parent survey responses revealed requests to continue Alternative Education's parent evening workshops: trauma responsiveness in the home, housing resources and assistance, food resources and assistance, resume assistance, healthy parenting, and relationship building with my child, healthy teen relationships, guidance for Internet safety, and college readiness/preparation. In addition, an increasing amount of school staff are voluntarily participating in the custodial agency’s scheduled family visiting time to meet parents and families of our students after school on their own time. VHEA school staff communicate with students and their families through phone calls and text messages. Alternative Education administration has fully implemented the first phase of ParentSquare, a school-parent communication tool to enhance existing methods of communication between school staff and families. Messages, notices, and invitations to families for school engagement opportunities are emailed, texted, or accessed online for those who have opted to download the ParentSquare application. In addition, the principals call parents to invite and request their support to help us improve student outcomes. Principals collaborate with campus-based organizations that have established relationships with families to assist in contacting families with invitations for school engagement opportunities throughout the school year. This collaboration has increased family participation in evening parent workshops. The campus-based organizations have promoted and incentivized participation by recognizing their attendance at our Alternative Education evening parent workshops.
VHEA and Worsley staff work with their collaborative partners, including county probation and All 4 Youth, to increase outreach and relationship-building with families.	AlternativeEducation's student population is highly mobile, with 84% of enrolled students changing within a single semester. This provides challenges in building relationships with families.

The LEA will continue training school staff on implementing ParentSquare to allow for more expeditious processes of entering and updating parent contact information. However, communication by the principals to families and community partners will continue. The communications will grow to include information on community resources and social-emotional learning online platforms available for students to access online, and that will consist of opportunities for parents to do the same. Additionally, a focus will include enhanced development of our parent surveys to elicit input on enhancing trusting and respectful relationships with families while recognizing family strengths. Professional development will be provided for school staff in recognition of each family's strengths, cultures, languages, needs, and interests of our families. In addition, principals and school leadership team members will continue to collaborate with campus-based organizations that have established relationships with families with a request for their continued assistance in also reaching out to families with invitations for school engagement opportunities throughout the school year.	Educational partner input via the District English Learner Advisory Committee (DELAC) recommended the schools capitalize on the engagement of underrepresented families through student of the month activities wherein school personnel personally contact the parents of each student of the month with a congratulatory and welcome message for their essential input and a personal request to join upcoming school events. Personal outreach by school principals has increased involvement and enhanced a welcoming environment. The LEA contracts with various LEA departments to provide support and partner with administration, teachers, and other school staff to ensure that all students learn and thrive. The Curriculum and Instruction department offers professional learning for administrators, teachers, and staff to enhance high-quality instruction and create safe and respectful settings. Parent Services and All 4 Youth staff and families’ partnership-building to strengthen their voice and engagement in all aspects of their children’s educational experiences.
Teachers and administration meet with parents at weekly orientation meetings at Violet Heintz Education Academy and monthly parent meetings at the Alice M. Worsley School located at the Juvenile Justice Campus. In addition, Open House and Back -To -School events, Transition, IEP and 504 teams, School Site Council, English Learner Advisory Committees, and Parent/Teacher/Student Association meetings provide multiple opportunities among families, students, and school staff to collaborate and deliver joint development of the schools’ services. The LEA holds several parent/community information and input meetings to allow further parent involvement. The LEA will continue to welcome and encourage all parents and stakeholders to provide their school planning input by participating in flexibly scheduled meetings such as the Court School Parent Teacher Association or Parent Teacher Student Association, SSCs, ELAC, the Parent Advisory Committee (PAC), and the DELAC as well as through the completion of local surveys to inform school service planning.	The LEA continues to provide professional learning opportunities that include social and emotional learning, enhancing positive relationships with and among students, and reflecting on the degree to which our policies and practices are transparent, culturally sensitive, consistent, and reflective of student and family voice. The schools review their Parent Engagement Policies and School-Parent-Student Compacts with parents and community partners, and they regularly schedule meetings throughout the school year where parents and community partners provide their input. Parents and community partners reported they appreciate the flexibly scheduled meetings and hybrid formats for the participation of their choice.

The LEA provides school communications for parents in their home language and translation services for school meetings and events as required. However, additional resources are provided to give all children access to resources to thrive. The LEA contracts with the FCSS Parent Services Department to participate and co-facilitate school meetings and to offer parent education classes for parents and families of Alternative Education students. The classes may include literacy, budget planning, parent advocacy, professional learning in ensuring equitable educational opportunities, use of technology, and support for student academic success.

School personnel participate in assigned parent engagement opportunities throughout the school year at flexibly scheduled meetings. The schedule is reviewed with school staff at the beginning of the school year to ensure appropriate representation and parent access to all school staff to allow for two-way communication regarding student progress and collaboration on supporting improved student outcomes. Teachers and administrators meet with parents during orientation, transition meetings, and other parent events such as graduations, open houses, and back-to-school events.	As mentioned previously, the student population is highly mobile, which challenges the ability to build partnerships during the short time most students are enrolled. The LEA will focus on increasing current levels of trust between parents and all school staff based on climate survey results. Increased efforts will be implemented to ensure all families feel welcome and their input is valued in helping the LEA with school planning. The new school year will significantly enhance professional learning for implementing culturally responsive practices. School notifications will be revised to be more welcoming, less print-dense, and inclusive of positive and diverse pictorials of the vision we hold for our students. In addition, we will continue to gather feedback from our teachers on their successful practices in conversations with parents.	The LEA will coordinate with collaborative partners, including county probation and All 4 Youth, in addition to RSP staff, to help recruit parent representatives for school planning events in relation to improving student outcomes and overall student wellness. The coordination will include a discussion of identifying barriers that prevent active participation and suggestions on how we can remove barriers to improve student outcomes, including their input on how the schools can be more welcoming and their input valued. The LEA will strengthen the partnership with our Parent Services Department regarding their input for planned outreach based on their experience in supporting families and their feedback on how our schools sustain effective outreach. The LEA will also improve the engagement of underrepresented families as we learn how to practice culturally responsive teaching and leadership more effectively. The implementation will not only include a meaningful review of student progress data, local and state assessment data, and the importance of our continued collaboration with our families but also additional topics they would like to discuss.	The LEA provides various outreach opportunities to parents and educational partners to seek input in joint decision- making throughout the school year at flexibly scheduled meetings. School administration and school staff participate in events planned at the campuses and facilitate the engagement of parent input for decision-making in joining school site councils, English Language Advisory Committees, District English Language Advisory Committees, general parent meetings, Parent Teacher Association meetings, Local Control Accountability Plan forums and through the completion of annual surveys to improve student outcomes. The Parent Teacher /Association/Parent Teacher Student Associations recruit members from family, school, and community members who are vested in supporting our students. Five general meetings are held throughout the year where input for decision-making is obtained. Resulting input has been attributed to activities and fund-raising events, publicizing actions and services for students and their families, and advisory purposes with the school. School administration and site leadership have made more connections with parents in their contact with them in extending invitations to seek their input and articulate their valued input as parents as consensus builders. School administration and site leadership have also maintained contact with parents and community partners. Community partners have recognized progress in reading, writing, and mathematics local benchmark assessments as a result of reading intervention strategies provided to identified students in small groups, and families provided their input in favor of continued reading intervention services with a focus on increasing said scores for low income, Foster students, and English Learners.	Parent Teacher Association input regarding areas for improvement in how the school seeks input for decision making included feedback for the schools to continue to offer a variety of meeting times throughout the day and evening, continue to provide for hybrid options of joining meetings (in person and remotely), and to continue to include their children in the planning meetings with the parents. An increase in parent participation has been demonstrated when the families are provided with opportunities to meet together with their children and the schools. The LEA will ensure student participation is provided to improve how we seek input from their parents for decision-making processes. The LEA will continue offering hybrid options for joining decision-making events.

The LEA will continue to welcome participation in school planning meetings through various formats, including mailing parent notifications shared at weekly orientation meetings as students enroll in the Alternative Education program and announcements at monthly parent visitations/school-related meetings, open house events, graduation ceremonies, and other school activities.	Based on input from educational partner data, the LEA will implement strategies with an equity lens to reach and seek enhanced levels of participation in seeking input for decision-making from underrepresented groups in our school community (low-income, English Learners, and Foster Youth). Strategies will include supporting all school staff in learning more about our families in our district to understand their assets and challenges, creating more welcoming environments at and within school sites, and inviting community leaders to our sites to share history and experiences with us. The belief in shared responsibility for the learning and success of all students will guide the ongoing process of strengthening trusting relationships.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-20	2024
10101080109991	Crescent View West Public Charter	3	"Crescent View West Public Charter School (CVW)  takes prides in building positive and lasting relationships with the community. The connection with our Educational Partners continues to a priority at Crescent View West Public Charter School. Through regular Parent Meetings, including our Parent Advisory Committee and English Learner Advisory Committee, Parent Teacher Conferences, student and family celebrations and weekly communication through our Data + Design system our families express a sense of feeling highly connected to the school and their student’s progress as evidence by our data results, engagement at events and feedback received. CVW families appreciate the open communication and monthly updates. Data from our annual Survey shows that 100% of our parents feel the school is safe, 97% feel they are connected to the school and pleased with their student’s progress. In addition, 98% state that the school communicates clearly and effectively. Data collected from other engagement events and feedback received confirms our school continues to build relationships and in many cases strengthening them. One of our parents recently commented, “As a parent, I'm really grateful for the amazing support my child gets in special ed at the high school. The teachers and staff are super caring and make sure my child succeeds. We feel like part of a big team working together. Thank you for all you do!"" Another parent commented, ""We're so thankful for how much help our child gets with reading and feeling safe at high school. The teachers are really kind and make sure our child understands everything. They also make school feel like a safe place. We're so grateful for all they do!""
Another current area of strength in building relationships between school staff and families is our partnership with Catholic Charities in providing food packs to families in need on a quarterly basis. One parent mentioned that “the free food packs that are given during the holidays have helped my family so much! The kindness and generosity of CVW has been a blessing!”"	Crescent View West Public Charter School has made great efforts to encourage Educational Partnership participation and engagement at every school meeting, event, or activity. However, we understand that not all Educational Partners will be able to attend every event. Therefore, the school plans and schedules events throughout the year at different times of the day for anyone to attend.

Based on input and data analysis from feedback and surveys, the school noted they would like to increase the number of participants who attend the PAC/ELAC meetings, including 2-way communication with all Educational Partners using language accessible to families. The school wholeheartedly believes that Educational Partner feedback and input are valuable to the school's improvement process. The school also knows planning meetings and activities is crucial for engagement opportunities.
A challenge parents have shared is understanding the complexities of our school program, more notably attendance requirements, credit completion, school policy, and parent and student responsibilities. In response, the school aimed to improve the onboarding process and maintain an ongoing dialogue with parents while students remain enrolled in our program.
In addition, Crescent View West Public Charter School understands that having an open line of 2-way communication will provide clarity and opportunity for students and families to access everything the school offers.	CVW staff is well aware of the various needs of the community especially the underrepresented families. CVW will improve engagement of underrepresented families at every event by providing staff to communicate in the parent’s preferred language or provide translation services for educational partner communications. The school will also offer multiple opportunities for participation both virtually and in-person, and provide classes/workshops based on educational partner needs/requests.

We are confident that the evolving methods of communication will help underrepresented educational partners remain connected to the school. Through increasing opportunity and access, more families will be able to actively participate and impact their child’s education.	A strength of the school is having a diverse and knowledgeable staff that meets the needs of each student. From the day of enrollment staff assess students to measure their current level of performance and plan a program that meets their academic needs. Students have access to a plethora of support staff such as tutors, counselors, or retention support specialists. Parents are included in every aspect of the student's activities through various communications tools including but not limited to emails, text, and social media.
Input received from our Educational Partners identifies our area of strength is creating a welcoming environment for all families in the community, our frequent communication with parents regarding their child’s progress, and our flexibility in providing opportunities for families to receive support. Staff is available to students between morning and afternoon for live instructional support, weekly progress summaries, and a variety of services. Students and parents can access the tools for educational success at anytime of the day.	Input and data analysis, confirm that the Crescent View West Public Charter School would like to improve the number of students who participate in small group instruction classes, counseling events, and workforce partner workshops and receive mental health/social-emotional services.
Increasing the number of students participating in the above events will improve the student-school relationships and increase student achievement.	An area of focus continues to be to increase our Educational Partners of underrepresented families. Though parents have expressed a strong confidence in service and support to our students, there is more we can do. We will continue in our commitment to provide partnership and accessibility in services as our students continue on their educational journey.	The last few years our school experienced a time of change, we learned from our current practices how effective or ineffective some of our practices were. However, an area of strength we recognized was how quickly we adapted from in-person meetings to virtual meetings for all our educational partners. Without missing a beat Crescent View West Public Charter School was able to provide information and solicit feedback from our Educational Partners in multiple platforms and spaces that work for our parents' needs. The school was able to provide flexible hour options for connection to the school. As a result of this, there was more participation and engagement with our Educational Partners. Parents were able to log in from their own devices and join the discussions.
Although parents attend meetings and events, an area of improvement for Crescent View West Public Charter School is to find a way to actively engage families in the planning and implementation of programs. While we go to great lengths to promote and invite Educational Partners to our public meetings and events, our progress in building the capacity of staff to effectively engage families in the decision-making is an ongoing process. Through professional developments, we will learn better ways to connect with families and draw out feedback and input in order to make more communal decisions. Crescent View West Public Charter School plans to continue these efforts in the upcoming year and will continue finding topics of interest to present to our families.	Crescent View West Public Charter School will continue to engage our underrepresented families through personal phone calls in their primary language, like Spanish, that invite them to meaningful school decision-making events such as ELAC meetings and LCAP Educational Partner meetings. Relevant documents will be translated and made available to all families and meetings will have live, real-time translation options to allow for ease of access. We will also continue to provide classes/workshops based on parent interests/requests to better engage our underrepresented Educational Partners. Additionally, with an increase in staff members, particularly Paraprofessionals, Social Workers, and Counseling staff, we will be able to provide more layers of support so that we can bring more families into the active community.
In the Annual School survey, parents responded favorably that the school encourages parents/guardians’ participation and input in activities, events, parent workshops, and meetings. This is evident through the attendance of diverse families at school events. This is key in providing an inclusive forum for all Educational Parents to share input and feedback.	Our underrepresented families of Crescent View West Public Charter School are in need of translation in Spanish. We will improve services by hiring certified, bilingual staff with a focus on increasing our recruitment to members of the community to join our team and where our community needs exceed staff availability, we will partner with outside organizations to provide excellent service to our students and families.

One key finding from the local survey was from parent/guardian responses. When asked in the last school survey if they felt that their school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings, 82% responded that they agreed and strongly agreed. The school also continues to implement parent engagement activities like PAC/ELAC, student recognition days, open houses, back-to-school nights, and parent-teacher-student conferences.	5	5	5	5	4	4	4	4	4	4	4	4	Met		2024-06-06	2024
10101080111682	Hume Lake Charter	3	Hume Lake Charter School does a great job with building relationships between school staff and families.  In addition to communication that comes in various forms (i.e., email, newsletters, phone calls, conferences, etc.), there is a great deal of emphasis placed on getting parents involved in the school, whether as chaperones, attending board meetings, or offering input and asking questions.	Hume Lake Charter School would like to see an increased family presence at meetings and increased input regarding school decisions.  One way that this may be accomplished is to have personalized invitations to meetings rather than large group invitations.  This could be tailored to committees and topics that families have particular interest in.  The school is also developing a Culture Committee to address was to improve school culture and spirit.	Hume Lake Charter School will improve engagement of underrepresented families by increasing the amount and types of communication used in making families aware of opportunities and needs.	Hume Lake Charter School has a Counselor who meets with families and students to discuss student progress.  During these meetings, they discuss where a student is at, what their future plans are, and what steps to take to get there.  The staff is also committed to meeting with families when areas of concern arise, and to communicate victories within the classroom.  In addition, Back to School Night, Parent Conferences, and Open House are presented to allow parents defined opportunities to take with teacher regarding student progress.	An area of improvement identified by Hume Lake Charter School is to improve the level of participation of families in school-related groups, such as attendance at school board meetings.	Hume Lake Charter School strives to improve engagement of underrepresented families by scheduling meetings to discuss ways to get involved, resources available for success, and to identify opportunities for students to achieve at higher levels.	Hume Lake Charter School consistently makes our educational partners aware of opportunities to engage in providing input for decision-making.	Hume Lake Charter School continues to identify ways to work with our educational partners to actually engage in these opportunities and provide more consistent feedback and input.	Our underrepresented families are most likely to need decisions to be made to meet their needs, and so more targeted efforts to solicit their feedback, such as directed surveys and invitations, could be effective in improving this area.	5	5	4	5	5	5	5	5	5	4	5	4	Met		2024-06-17	2024
10101080119628	Big Picture Educational Academy	3	We continue to have regular exhibitions in every grade level, where families are invited to join the classroom teacher and a selection of peers, as their child presents their academic outcomes for the quarter. Additionally, we have Parent teacher conferences during the first 9 weeks of school to assist families in goal setting and provide opportunity for them to advocate for the academic decisions about their child. School sites hold mandatory parent orientation events to provide information about the school and programs available. 
	We will continue to create events and opportunities for parents to learn ways to support their child’s success that are aligned with their availability to encourage the widest possible participation. We will also take feedback and input regularly through a number of formal and informal means.
	We will continue to solicit feedback from parents through a variety of means, including formal annual surveys and public hearings on spending and related activities (e.g., LCAP). During regular meetings with staff, we will identify additional ways to engage parents based on personal interactions with them (e.g., additional translation services, more frequent contacts, differing hours for parent events, etc.). Communication will be increased using ParentSquare, weekly notifications, annual events calendars, and weekly communication folders at the Elementary site.
	The Big Picture campuses are known for their warmth and welcoming environments. Our staff are dedicated to partnering with families to support their children in manifold ways. From counseling to afterschool programming, our support does not begin and end in the classroom. Every member of the Big Picture team has a role in the lives of our students, and staff are passionate about building a place where families feel supported and loved.
	We provide many options for electives, including VAPA and folklorico, that allow more choice and increase the representation of our student body. 
	We continue to increase 2-way communication by training our families about our Information systems and how to reach the school using those methods, in addition to communication folders, email, phone calls and social media posts.	Big Picture has established a School Site Council, ELAC and Parent Teacher Organization, which both provide opportunities for families to contribute ideas and perspectives that help design the functions of the school. Mandatory parent orientation is held to inform families of current school information and to elicit feedback. Back to School Night, Open House and Social media postings throughout the year provide ways for families to become involved in the school culture.	We will make a continued effort to ensure access to materials and information in all languages and celebrate the diverse cultures of our BPEA community.
	We hired additional bilingual staff and plan to increase our cultural curriculum and celebrations throughout the year. We believe that this will help us to connect with underrepresented families and help them feel comfortable enough to engage in stakeholder meetings and the functions of the school such as exhibitions, SSC and PTC meetings. 
	5	5	4	4	3	3	4	4	4	4	4	4	Met		2024-06-27	2024
10101080127514	Kepler Neighborhood	3	The Charter School’s strengths and progress in Building Relationships Between School Staff and Families include:
• Informal meetings with parents to discuss schoolwide events, issues, and concerns.
• Provide consistent communication through Remind email, phone calls, and text notifications. Send newsletters home every other week.
• Parents participate on the Parent Advisory Committee (PAC) to advise the Board.
• Teachers will utilize an application like Remind daily/weekly to communicate with parents about their children.
• The Charter School’s website will be updated regularly and will include the school’s calendar.
• Charter Schools will use social media to inform parents/public about schoolwide events.
• Charter School sends home information on Understanding State Standards and assessments including SBAC and ELPAC, Title I Parent Rights Meetings, How to Help your Child be Successful, How to Prepare
for Parent Conferences, How to be an Educational Partner, Literacy Night, Math Night, Using Educational Technology, and Transition to MS and HS Night.
• The parents celebrate the presentations to witness their child sharing their academic hard work and achievement.
• Parents also lead community activities and initiatives throughout the year.
• Parent/Guardian-Teacher Conferences are held once per year.
• Parent serves on the Board of Directors.	The Charter School’s focus areas for improvement in Building Relationships Between School Staff and Families
include:
• Educate parents on their child's academic progress and the policies that support learning.
• Ensure advertising about parent workshops on Literacy Night, Math Night, and Transition to MS and HS Night.	The Charter School will continue to focus on improving the engagement of underrepresented families in relation to
Building Relationships Between School Staff and Families. The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services to parents who are English Learners. The Charter School will continue to host events for parents at various times throughout the day to ensure
that families can actively participate in the school community. To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special
accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits.	Charter School’s strengths and progress in Building Partnerships for Student Outcomes are developing a strong
and supportive school culture through a Positive Behavior Intervention and Support program and restorative practices, family communication through REMIND, the website, and the newsletter, and partnerships through conferences, parent workshops, and family events. An LCAP goal that addresses State Priority 3, which includes:
Partner with parents to ensure parents are informed about their child’s progress and have opportunities to be involved at the school.	The Charter School’s focus area for improvement in Building Partnerships for Student Outcomes includes building
the After-School Program to include tutoring, intervention programs, and enrichment programs. Building partnerships
with families to support the school community will continue with best instructional strategies, intervention teachers, Behavior Team, elective classes, and Advisory classes.	The Charter School will improve the engagement of underrepresented families in relation to Building Partnerships for
Student Outcomes and will continue to build trusting relationships with families. For families of English Learners, the Charter School will continue to provide translation services, invite families to better understand the acquisition of the English language, and how to engage with the school. For families of students with disabilities, the Charter School will engage with families during IEP meetings and in planning activities and programs for students.	The Charter School’s strengths and progress in Seeking Input for Decision-Making are seeking input from educational partners through an annual survey, frequent meetings, Parent Advisory Council, and overall climate development. Hiring includes several educational partners to ensure that future employees meet the qualifications
and align with the Charter School’s mission.	The Charter School’s focus area for improvement in Seeking Input for Decision-Making will include programmatic
decisions through the Professional Learning Communities in regard to instructional strategies, curriculum, the timing of events, and assessments. Furthermore, the families will have additional opportunities to share information through Family Nights and the Parent Advisory Council.	The Charter School will improve the engagement of underrepresented families in relation to Seeking Input for
Decision-Making and will include meetings for parents of English Learners and parents of Students with Disabilities
to provide information about the programs provided to the students.	4	5	5	5	5	3	4	4	5	5	5	4	Met		2024-06-18	2024
10101080136291	Career Technical Education Charter	3	The  LEA uses a weekly newsletter to keep educational partners involved in the educational program. The Newsletter keeps families, students and staff aware of what is taking place, celebrates successes, and encourages individuals to engage with the LEA's academic program. Through the use of social media, the LEA, partners can engage with the daily activities and events that are taking place for students. The surrounding community have opportunities to experience the impact CTEC students are having on the community through meaningful activities where students can leave a lasting impression on their peers and neighbors. The LEA's Response to Intervention framework, creates systems and procedures to include families in the process of supporting and encouraging student academic success. Within the same Response to Intervention framework, CTEC recognizes that the systems and procedures in place require self-reflection with regard to ensuring sustainability and effectively engaging underrepresented families. 2023-24 Parent survey data communicates that 90% of parent participating believe that CTEC staff give all students opportunities to make a difference by helping other people, the school, or the community. We attribute this to the focus of establishing consistent communication to families via social media and the student information system that celebrates the work that students do. Families are also invited to participate in information meetings about college and career resources, dual enrollment assistance, and decision-making meetings such as the Parent Advisory Committee (PAC). CTEC provides translation through the services of a bilingual aide whenever needed. CTEC has also worked hard to create a clean and welcoming environment for students and families that creates excitement and pride for the school they attend. As a Charter School, enrollment is based upon students and families applying, and the relationship between staff and the community is crucial in recruiting the next class of students each year. The educational space has proven to be a great place to gather families for both extracurricular events as well as academic showcases to encourage greater involvement of the community and families in students’ education. By providing multiple positive opportunities for families to participate in their child's educational experience, CTEC is making gains in building relationships between school staff and families.	CTEC will be expanding parent engagement opportunities with CTEC's academic program by providing more opportunities for educational partners to engage with the LEA's program and systems. The LEA will be working to develop systems that create opportunities for families to take on leadership roles to support program embedded into CTEC's extracurricular activities that impact our students and community. CTEC has focused on the local community and industry partners during the 2023-24 school year, seeking opportunities to increase CTEC's presence in the surrounding community and ensuring families that are most likely to be impacted by CTEC have access to the program.	CTEC will continue to seek the representation of underrepresented families, which includes families of English learners and families of students with unique needs, in both family engagement activities and decision-making to ensure our student population reflects our community. The LEA will take a more active role in recruiting families who need encouragement to participate in such activities and decision-making committees. One of the ways identified through an analysis of educational partner input was to focus on the recruitment of underrepresented families through the promotion of CTEC's educational program to schools that have a high enrollment of such student populations. We will continue to increase efforts through an expanded social media presence, attending local community events such as school choice and career fairs, and partnering with existing families to highlight the unique opportunities that CTEC provides to its students.	CTEC has strengthened its communication pipeline with families through both in-person and virtual communication taking advantage of resources within the student information system. School communication is available to families via email, text and phone messages, and have the ability for families to respond and engage in communication with LEA staff. Two-way communication creates a partnership which allows all educational partners with a role in develop student skills and meeting student outcomes. For example, the use of social media outlets and the student information systems resources are used to create strong support of education partners for in-person events, such as student's integrated projects showcase, to provide valuable feedback to students and support students development of college and career readiness. Parents have opportunities to observe student instructional and extracurricular activities taking place on campus on a daily basis.	The LEA recognizes the importance of increasing family and community involvement to expand the effectiveness of meeting student outcomes. This identified area of growth will be supported as our staff connects directly with our families, specifically our underrepresented families. CTEC will develop activities and events during times when all families can participate in person or virtually. CTEC will continue to develop policies and procedures to ensure teachers and staff have access to developing meaningful partnerships with families. CTEC will continue to work towards building partnerships for student outcomes through providing opportunities for families to partner with the LEA, such as parent-teacher conferences and student study teams to aid students and families with instructional support to increase capacity and knowledge of legal rights to advocate for their students.	The LEA will improve the engagement of underrepresented families in relation to building partnerships for student outcomes by providing instructional support for families of English learners and students with unique needs to increase their capacity and knowledge of legal rights to advocate for their students by creating more consistent parent teacher conferences and Student study teams for families of students struggling academically or social emotionally. CTEC will also provide designated staffing to facilitate discussion of student progress and ways to work together to support partnerships to increase student outcomes.	According to local survey data, 90% of parents surveyed felt the LEA encourages them to be an active partner with the school in educating students. The LEA believes the consistent communication and efforts of the LEA to keep families involved in the decision-making taking place on campus is the reason for positive communication from parents.	Parent participation in programs for unduplicated students, including English learners, and students with exceptional needs decreased from the prior year. The LEA believes that the decrease of parent participation is due to less staff than prior years and lack of a school counselor to engage with families on a daily basis. The LEA is seeking to develop engagement opportunities of identified groups through other means than in person and at times beneficial to families to support educational partners inability to engage. CTEC will continue to increase the involvement of PAC to support the direction of CTEC's academic program. Feedback received will be provided to staff in all staff meetings for further discussion.	CTEC will seek to develop parent educational opportunities to increase engagement of underrepresented families during alternative times and through other means, such as virtually, to address family’s inability to engage with current opportunities. Providing families with knowledge of their role as advocates for their students’ instructional success will increase parent input for decision making. CTEC will continue to increase the involvement of parents of these student groups within PAC to support the direction of CTEC's academic program.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-11	2024
10101080140186	Clovis Global Academy	3	According to the 23-24 Annual Parent Satisfaction Survey, over 85% of the families rated home to school communication as Excellent or Good. ParentSquare continues to be used successfully as a platform for home to school communication. We have a very engaged School Advisory Council (SAC) and English Learner Advisory Committee (ELAC) which meets quarterly. CGA's Parent Teacher Organization known as the Global Parents Academy (GPA) continues to enhance the sense of community by organizing various events and fundraisers. Each of our classrooms (TK-4th) planned two Project Based Learning units this year, one in each semester. Parents participate as guest speakers or volunteers in the various stages of Project Based Learning (PBL) in our classrooms - project helpers, field trip chaperones, etc. PBL culminating events have also provided great opportunities for parents to be involved in their child's learning and bringing our communities together in meaningful ways, as students showcased their learning through public products and presentations. We conducted a listening tour obtaining feedback from families representing a variety of student needs. We have systems in place to respond to and address student needs strategically and ensure consistent follow through to foster growth and improvement, so this is also one of our strengths.	Due to limited admin capacity, we were not able to continue the Parent Workshop series that was launched in 22-23. We hope to offer these workshops to our parents covering the broad areas of school basics, ways to support student learning at home, social-emotional learning, and conversations around culture.	We will continue to receive feedback from our underrepresented families using approaches such as the listening tour.	CGA prioritizes culturally responsive teaching, and as a Dual Language Immersion school serving a significant portion of students whose home language differs from both English AND Spanish, we embrace diversity and celebrate languages and literacy daily. Therefore, one of our strengths is in learning about students' backgrounds, cultures, and languages spoken in the home. We annually build individualized learning plans (ILP's) for each student through a collaborative conference between parents and their child's teacher. This structure includes language translation whenever needed and ensures open communication and coordination for the student's growth. 100% of our parents are connected to ParentSquare, which is the primary means of home to school communication.	Based on parent and staff feedback, we will change the format of our Parent Teacher Conference so both Spanish and English teachers meet with the parents at the same time. We are also adding a Spring Parent Teacher Conference for students needing more academic or social-emotional support. We will offer a Parent Workshop series to educate our parents; topics include: how to access school resources, supporting a child’s learning at home, social emotional learning, and cultural conversations.	We have a full-time Intern Counselor which will help in better communication with our underrepresented families and understanding their unique needs, using approaches such as the listening tour.	Our School Advisory Council (SAC) and English Learner Advisory Council (ELAC) has resulted in increased parent input in developing the school’s priorities. Annual Parent Satisfaction Surveys and LCAP Input Surveys have also served as effective instruments for capturing our families’ input.	An area of improvement is to increase the percentage of families who complete the Annual Parent Satisfaction Survey. One possibility is to reduce the length of the survey and have parents complete multiple surveys over the year with less questions.	We have a full-time Intern Counselor which will help in better communication with our underrepresented families and understanding their unique needs, using approaches such as the listening tour.	5	5	4	5	4	4	4	4	5	5	4	4	Met		2024-06-27	2024
10101086085112	Edison-Bethune Charter Academy	3	EBCA has received positive feedback for our staff building relationships with families, although we strive to continue to improve. We will continue to offer parent education classes and opportunities for parents to provide feedback through meetings and surveys in the 2024-25 school year. We put in place multiple opportunities for parents to stay informed, ex. Monthly newsletter, Facebook, Aeries - etc. (there are multiple platforms).	Our educational partners did not provide specific focus areas of improvement.  We will be implementing a survey system - Panorama in the 2024-25 to help provide opportunities for feedback.	EBCA staff will personally be hosting the monthly parent engagement classes and make sure that information is shared and important topics will be discussed and allow opportunities for parents to get their questions answers.	EBCA started a monthly electronic newsletter that is shared with parents to highlight activities and important events - EBCA will continue to work together with our educational partners to improve building partnerships for student outcomes. We have been able to allow parents to come on campus to visit their students, to have lunch and provide volunteer opportunities as requested.	EBCA struggles with getting feedback from our families, and so we are working with Panorama to try new strategies with surveys to gain more feedback.	We have implemented a new survey system - Panorama Education - to help improve engagement with all our families, but especially our underrepresented families. EBCA expects to use this information to help gain feedback from our educational partners, students and staff.	EBCA has updated all their policies and handbooks to provide information to our students, parents and staff. They are posted on our website and given to all staff, and students and families for the 2023-24 school year.	The policies were in process for the 2022-23 school year, and only the out dated was available. EBCA wants to improve this for the 2023-24 school year.	EBCA will work with our educational partners through our surveys, monthly newsletter, and parent engagement classes to help improve our engagement of underrepresented families.	3	3	3	4	3	3	3	3	2	2	2	2	Met		2024-06-13	2024
10619940000000	Alvina Elementary	3	The Alvina Elementary Charter School District places a high importance in the academic and social emotional development of all its students. In order to continue supporting our student outcomes, as identified within the district LCAP, the district will maintain the hiring of qualified certificated and classified instructional staff and provide the necessary professional development in order to implement high quality instruction within the classroom. The district continues to collaborate with the Fresno County Office of Education, the Tulare County Office of Education, as well as the AIMS Center in order to continue the development of its teachers. The district will also continue providing district-adopted core curriculum in every classroom. The ESGI assessment system has been implemented in Transitional Kindergarten/Kindergarten and first grade, as well as iReady has been implemented in 2nd – 8th grade. Student Performance Meetings will be held each trimester to analyze, discuss and plan based on student data. This allows teachers to review on-going student achievement data while also aligning targeted intervention materials to support student weaknesses. The district special education team, along with administration, meet with all instructional staff on a monthly basis to discuss trends and provide information and support as necessary. The expanded learning program aligns with the instructional day to continue supporting overall student academic achievement.	The Alvina Elementary Charter School District, based on the results of the analysis of educational partner input and local data, continues to identify Chronic Absenteeism as an area for improvement in building partnerships for student outcomes. Review of the Chronic Absenteeism Rate demonstrates a 21.5% chronically absentee rate for all students in 2023, which is identified as a red indicator. This continues to be an urgent need for the district. In our experience, when students are absent from school, academics and social emotional development suffer. The district and parents must work together to improve this area while still maintaining health and safety on campus.	The Alvina Elementary Charter School District based on the results of the analysis of educational partner input and local data, in order to continue the building of relationships between school staff and families will implement the following actions identified within our district LCAP. First, the district will implement parent engagement opportunities on campus such as Back to School Night, parent/teacher conferences, Thanksgiving luncheon, performances, assemblies, Open House, and the Spring Carnival. Parent Advisory Committee meetings, and English Learner Advisory Committee meeting opportunities. The district will also be implementing the Home Outreach Team, which will support our English Learners and Low-Income families by providing identified students with access to critical supports, services and supplies such as medical/health/dental guidance, mental health support, resources to financial assistance, and academic materials and supplies. The district, along with the Home Outreach Team, will also work with and support parents in developing plans for attendance improvement to ensure student success.	The Alvina Elementary Charter School District places a great importance in working closely with our district families. These close connections assist with making the district a safe and welcoming environment for all our students. The staff is provided with on-going training in the importance of building close partnerships with parents in order to support the educational growth of their children. The district holds various events throughout the school year for our educational partners such as Back to School Night, parent/teacher conferences, Thanksgiving luncheon, performances, assemblies, Open House, and the Spring Carnival. Other committee meetings that support giving parents a voice include the Parent Advisory Committee and the English Learner Advisory Committee. The committee meetings are held bi-monthly with educational partners in order to gather input on the performance of the district. Also, teachers use a variety of tools to have continual communication with parents such as Remind, Google Gmail and Google Voice. Bilingual translators are provided by the district when needed in order to support our Spanish and Mixteco speaking families. The district truly prides itself in creating a warm, safe and nurturing environment for all our families.	The Alvina Elementary Charter School District, through the analysis of educational partner input and local data, has identified the following needs to be addressed. The district will focus on the continued improvement within the Chronic Absenteeism Rate. This will assist in supporting academic performance. The district will also continue a focus on the need to support mental health through the school psychologist and FCSS All4Youth program. Supporting struggles within the student/family structure leads to overall social emotional success. Lastly, the district must continue to reach out and engage underrepresented families in order to develop higher levels of engagement to support the educational progress of their children.	The Alvina Elementary Charter School District will maintain bi-weekly contact with families of identified students in order to work in partnership with parents to support the educational growth of their children. Continual contact and consistent expectations among the school and home will increase the opportunities for student success. The district will also ensure that personal contact and invitations are made so families may feel welcomed to join parental engagement opportunities. The district will also provide translators as needed. The district feels with the identified strategies in place, it will provide the landscape necessary to increase the engagement of our underrepresented families, as well as all other families.	The Alvina Elementary Charter School District, based on the results of the analysis of educational partner input and local data, understands that the district is a vital part of our community and plays a major role in supporting our district families. The district understands that in order to meet the needs of our school community, the district must maintain close connections between staff, students and parents. In order to obtain the data needed to make appropriate decisions within committee meetings, which result in LCAP decisions, the district continues to encourage parents and families to actively engage with their children’s school. Parents also continue to have high attendance rates at parent/teacher conferences and to organized meetings such as Parent Advisory Committee meetings and the English Learner Advisory Committee meeting, along with other meetings as well. A large percentage of families also continue to participate in the annual LCAP survey.	The Alvina Elementary Charter School District, based on the results of the analysis of educational partner input and local data, the district has identified the need to continue reaching all families, with a direct focus on underrepresented families. Currently the district receives approximately fifty-four percent of all surveys mailed out to families. The overall number of returned surveys has decreased, which educational partners through the analysis of local data, feel this percentage can show improvement.	The Alvina Elementary Charter School District, based on the results of the analysis of educational partner input and local data, has identified the need to increase the involvement of all parents with a direct focus on underrepresented families as an area for improvement in seeking input for decision-making. To address this area, the district will implement the following strategies in order to improve input for decision-making, 1) the district will reach out to families, including underrepresented families to provide support in completing the annual survey by NTI. The district will also 2) hold parent hours in which families can receive assistance at school so they may complete the survey. In addition, the district will continue to send personal invitations in order to encourage underrepresented families to either participate in and/or attend parent involvement meetings such as the Parent Advisory Committee or English Learner Advisory Committee.	5	5	5	5	4	4	5	5	5	5	5	5	Met		2024-06-25	2024
10619946005730	Alvina Elementary Charter	3	The Alvina Elementary Charter School District places a high importance in the academic and social emotional development of all its students. In order to continue supporting our student outcomes, as identified within the district LCAP, the district will maintain the hiring of qualified certificated and classified instructional staff and provide the necessary professional development in order to implement high quality instruction within the classroom. The district continues to collaborate with the Fresno County Office of Education, the Tulare County Office of Education, as well as the AIMS Center in order to continue the development of its teachers. The district will also continue providing district-adopted core curriculum in every classroom. The ESGI assessment system has been implemented in Transitional Kindergarten/Kindergarten and first grade, as well as iReady has been implemented in 2nd – 8th grade. Student Performance Meetings will be held each trimester to analyze, discuss and plan based on student data. This allows teachers to review on-going student achievement data while also aligning targeted intervention materials to support student weaknesses. The district special education team, along with administration, meet with all instructional staff on a monthly basis to discuss trends and provide information and support as necessary. The expanded learning program aligns with the instructional day to continue supporting overall student academic achievement.	The Alvina Elementary Charter School District, based on the results of the analysis of educational partner input and local data, continues to identify Chronic Absenteeism as an area for improvement in building partnerships for student outcomes. Review of the Chronic Absenteeism Rate demonstrates a 21.5% chronically absentee rate for all students in 2023, which is identified as a red indicator. This continues to be an urgent need for the district. In our experience, when students are absent from school, academics and social emotional development suffer. The district and parents must work together to improve this area while still maintaining health and safety on campus.	The Alvina Elementary Charter School District based on the results of the analysis of educational partner input and local data, in order to continue the building of relationships between school staff and families will implement the following actions identified within our district LCAP. First, the district will implement parent engagement opportunities on campus such as Back to School Night, parent/teacher conferences, Thanksgiving luncheon, performances, assemblies, Open House, and the Spring Carnival. Parent Advisory Committee meetings, and English Learner Advisory Committee meeting opportunities. The district will also be implementing the Home Outreach Team, which will support our English Learners and Low-Income families by providing identified students with access to critical supports, services and supplies such as medical/health/dental guidance, mental health support, resources to financial assistance, and academic materials and supplies. The district, along with the Home Outreach Team, will also work with and support parents in developing plans for attendance improvement to ensure student success.	The Alvina Elementary Charter School District places a great importance in working closely with our district families. These close connections assist with making the district a safe and welcoming environment for all our students. The staff is provided with on-going training in the importance of building close partnerships with parents in order to support the educational growth of their children. The district holds various events throughout the school year for our educational partners such as Back to School Night, parent/teacher conferences, Thanksgiving luncheon, performances, assemblies, Open House, and the Spring Carnival. Other committee meetings that support giving parents a voice include the Parent Advisory Committee and the English Learner Advisory Committee. The committee meetings are held bi-monthly with educational partners in order to gather input on the performance of the district. Also, teachers use a variety of tools to have continual communication with parents such as Remind, Google Gmail and Google Voice. Bilingual translators are provided by the district when needed in order to support our Spanish and Mixteco speaking families. The district truly prides itself in creating a warm, safe and nurturing environment for all our families.	The Alvina Elementary Charter School District, through the analysis of educational partner input and local data, has identified the following needs to be addressed. The district will focus on the continued improvement within the Chronic Absenteeism Rate. This will assist in supporting academic performance. The district will also continue a focus on the need to support mental health through the school psychologist and FCSS All4Youth program. Supporting struggles within the student/family structure leads to overall social emotional success. Lastly, the district must continue to reach out and engage underrepresented families in order to develop higher levels of engagement to support the educational progress of their children.	The Alvina Elementary Charter School District will maintain bi-weekly contact with families of identified students in order to work in partnership with parents to support the educational growth of their children. Continual contact and consistent expectations among the school and home will increase the opportunities for student success. The district will also ensure that personal contact and invitations are made so families may feel welcomed to join parental engagement opportunities. The district will also provide translators as needed. The district feels with the identified strategies in place, it will provide the landscape necessary to increase the engagement of our underrepresented families, as well as all other families.	The Alvina Elementary Charter School District, based on the results of the analysis of educational partner input and local data, understands that the district is a vital part of our community and plays a major role in supporting our district families. The district understands that in order to meet the needs of our school community, the district must maintain close connections between staff, students and parents. In order to obtain the data needed to make appropriate decisions within committee meetings, which result in LCAP decisions, the district continues to encourage parents and families to actively engage with their children’s school. Parents also continue to have high attendance rates at parent/teacher conferences and to organized meetings such as Parent Advisory Committee meetings and the English Learner Advisory Committee meeting, along with other meetings as well. A large percentage of families also continue to participate in the annual LCAP survey.	The Alvina Elementary Charter School District, based on the results of the analysis of educational partner input and local data, the district has identified the need to continue reaching all families, with a direct focus on underrepresented families. Currently the district receives approximately fifty-four percent of all surveys mailed out to families. The overall number of returned surveys has decreased, which educational partners through the analysis of local data, feel this percentage can show improvement.	The Alvina Elementary Charter School District, based on the results of the analysis of educational partner input and local data, has identified the need to increase the involvement of all parents with a direct focus on underrepresented families as an area for improvement in seeking input for decision-making. To address this area, the district will implement the following strategies in order to improve input for decision-making, 1) the district will reach out to families, including underrepresented families to provide support in completing the annual survey by NTI. The district will also 2) hold parent hours in which families can receive assistance at school so they may complete the survey. In addition, the district will continue to send personal invitations in order to encourage underrepresented families to either participate in and/or attend parent involvement meetings such as the Parent Advisory Committee or English Learner Advisory Committee.	5	5	5	5	4	4	5	5	5	5	5	5	Met		2024-06-25	2024
10620260000000	Big Creek Elementary	3	The LEA's strength is the personal relationships due to the small size (20+ students).  This allows personalized communication to maximize individual student outcomes.	The LEA's focus for improvement is to provide team building and strategic planning that is inclusive of all staff and parents.  We are working to provide continued communication with understanding of varying perceptions to provide the best outcome for students.	The LEA will improve opportunities for underrepresented families through our team building and strategic planning process.  In our small district (20+) students, all families are included on an individual basis to provide input.	The LEA's strength is the personal relationships due to the small size (20+ students).  This allows personalized communication to maximize individual student outcomes.	The LEA's focus for improvement is to provide team building and strategic planning that is inclusive of all staff and parents.  We are working to provide continued communication with understanding of varying perceptions to provide the best outcome for students.	The LEA will improve opportunities for underrepresented families through our team building and strategic planning process.  In our small district (20+) students, all families are included on an individual basis to provide input.	The LEA's strength is the personal relationships due to the small size (20+ students).  This allows personalized communication to maximize individual student outcomes.	The LEA's focus for improvement is to provide team building and strategic planning that is inclusive of all staff and parents.  We are working to provide continued communication with understanding of varying perceptions to provide the best outcome for students.	The LEA will improve opportunities for underrepresented families through our team building and strategic planning process.  In our small district (20+) students, all families are included on an individual basis to provide input.	4	4	4	4	4	4	4	3	3	3	3	3	Met		2024-06-11	2024
10620420000000	Burrel Union Elementary	3	All administration, teaching, office and support staff are provided with on-going training and professional learning
opportunities to build parent partnerships and to improve student outcomes in academics and behaviors.
Prior to the start of every school year, all staff board our school bus and take a field trip throughout our community.
This provides the ability to get to know the area and see where our children live. During the first week of school, we
hold a Back to School night that provides parents with information on School-wide Behavior expectations (PBIS) and
opportunities to meet our Teachers. Teachers are provided with academic and behavior student data prior to school
starts. Home visits and phone calls are made by all staff when necessary. Bilingual assistance is provided if needed.
An Open House is held at the end of the year to highlight student work.
Teaching staff is expected to make daily or weekly student and parent contacts in order to check on student well-being (social-emotional checks) and to check on access to instruction, internet and material. Teachers keep contact logs to track communication. Teachers provide all parents access to gmail and Google Classroom accounts. This creates on-going and open communication between teacher, student and parents. This year, communication was of utmost importance. Our teachers and staff utilized several ways to check in to include virtually, by phone, by email and text. Home visits were made when necessary.	Communication is a priority and focus for Burrel Union ESD. Important bilingual messages are sent via recorded text, email or phone messages as needed. Bilingual monthly calendars, menus and bulletins are distributed on a regular basis. Our electronic marquee changes constantly and display on-going important school and community information in both English and Spanish. Our Bilingual Office and Support Staff provide parents with additional assistance in filling out forms and accessing community resources and information. Our school Website and Facebook page provide families with information and resources. The sites include access to Staff Directory, Meeting Agendas, School Plans, Monthly Calendars and Community Resources. Our Website and Facebook provided information regarding safety guidelines for COVID-19 protocols and any other important information for families.
Parent Participation is anther area of focus. Throughout the year, our Administrator holds monthly Coffee Hours to provide parent input as well as training on topics such as helping with positive parenting, academic and homework help, technology and social-emotional learning. School Site Council (SSC) and Parent Advisory Committees (PAC) and DELAC meet monthly. Burrel also has a Parent Teacher Club (PTC) that meets monthly to provide collaboration between families and school. All meetings are offered in person with virtual options.
During the school year, several PTC events and Family Nights are scheduled (Spring Carnival, Literacy Night, Family Fitness. Our Family nights also provide opportunities for parents, staff and students to learn together. Family Nights are focused on the Physical and Social-Emotional wellness of children, parents and staff. Our Extended Learning Program (ELP) offers additional opportunities for students to engage in extra-curricular activities beyond school.	Last year we opened a new Resource Room with our ESSER III funds. This Center provides SEL supports and trainings for students, families and staff as needed. All 4 Youth Clinicians, Psychologist, Resource Teachers, Nurse, Occupational Therapist and Speech Language Specialist are housed in the Center.
We look forward to continuing learning opportunities to our four year olds through the Universal Pre-Kindergarten Plan. We provide bilingual staff to support any first language needs. So far, the registration efforts have been successful and our families are excited about developing their children through early education.
Creating a positive atmosphere is ALWAYS a focus and priority. Burrel Union Elementary School District will continue to seek opportunities to make everyone feel welcomed at Burrel. We want to ensure all Staff, Students and Families know they are valued and important. We will continue to monitor our progress through the use of staff, teacher, student and parent surveys. For the next year (2023-24), we plan to offer Super Saturday educational and engaging field trips monthly. All parents will be encouraged to attend and participate in these excursions. We hope to develop stronger relationships with parents and staff.	Professional Development to improve collaborations with parents is provided to our Administrator, Teachers and Staff, yearly and on-going as needed. Administration meets monthly with all Certificated and Classified personnel to provide important information and hold discussions regarding the student safety, academic and social-emotional needs. Beginning of the Year trainings include: Response to Intervention (RTI), Positive Behavior Intervention and Supports (PBIS), Restorative Practices, Social-Emotional Learning (SEL), Trauma Training, Mandated Reporter, Bullying, Suicide Prevention, CPR, etc.
Teachers are provided with annual Student data based on state test performance, benchmark results and reading levels. Teachers are expected to monitor student progress utilizing informative and formative assessments. Teachers are expected to share and discuss student progress when collaborating during Professional Learning Communities (PLC) opportunities two times a month. All PLCs will provide agendas and report plans and student outcomes to Administration. Teachers share concerns about student progress with Administration and Resource Specialist. Additional Teacher training for student academic and/or behavior intervention support is provided as needed. PLC opportunities will be expanded to create collaboration with other small, rural single-school districts.
Our Parent Portal provides parents with access to their student's academic information. Parents can view results on state tests. They can access their student's progress/completion of class assignments, homework and current grades. Bilingual progress reports and report cards at least four times a year. Additional reports are distributed three times a year to include information on student progress towards the mastery of content standards in ELA, Math and Reading levels.
Parent and Teacher conferences are held three times a year or more as needed based on Parent or Teacher requests. Teachers hold Student conferences four times a year or as often as needed to help students set academic goals and monitor their progress. Bilingual assistance is provided when needed. Parents are allowed to request a conference with their teachers and Administration at any time. Parents are given the opportunity to meet in person, virtually or by phone in order to accommodate work schedules and improve parent availability.
Through our Response to Intervention (RtI) structure, all Burrel students are provided with Tier II & III supports in both academic and behavior. We continue to utilize a Multi-Tiered System of Support (MTSS) Team meetings for student academic and behavior supports. We meet bi-weekly to discuss student needs and to develop student support plans with teachers. We hold Student Success Team (SST) meetings with students and parents to discuss support plans. Bilingual parent support is provided.	Our focus is to develop additional Parent Education classes in the areas of English as a Second Language ESL and Social Emotional Learning SEL. Parent surveys are distributed twice annually and information collected is used to provide parent resources and education. 
We continue to partner with Fresno County Superintendent of Schools Foster Care, Homeless and Migrant programs to provide additional resources to our most needy students. Our students may have access to academic and social-emotion learning supports and resources.
We will continue to partner with FCSS for Psychologist and Clinicians to provide supports to all students, families and staff. Trainings and workshops will continue to be provided to parents, staff and students when needed. Behavior plans will be developed in collaboration with students, staff and parents. Home visits will be included if necessary.	When necessary, Individual Educational Plans (IEPs) and 504s are developed in collaboration with families to further support students who qualify for additional resources and supports in academics and/or behavior. All meetings are conducted bilingually and plans are provided in both languages. Parents are given the opportunity to meet virtually or by phone in order to accommodate work schedules and improve parent availability.
The majority of our students are English learners and may not have the support at home necessary to complete homework. Our Extended Learning Program (ELP) provides homework assistance and/or academic intervention for our children. ELP also provides opportunities for extension learning through extra-curricular activities such as Sports and STEAM. More than 90% of our children attend our ELP, we have expanded the extended learning opportunities to all four year olds attend UPK. Our focus would be on providing ELP interventions for homework assistance and reading strategies.
Every student is provided with a Chromebook to access instruction in school and if need when in quarantine or sick. In order to provide student with instruction support, extending learning and access to school while outside of school day or time, all families are provided with at least one household Chromebook and a HotSpot as needed. Our focus would be to continue to provide families with ongoing support for internet connections - seeking community resources when available.
To further improve Student Outcomes, we will continue to provide the necessary school supplies and academic support to all students with a focus on our Socio-Economically Disadvantaged, Homeless, Foster Youth and English Learners.	All Teachers conduct weekly Community Circles within their individual classrooms to gather student input and ideas. Our 4th-8th grade Students have additional opportunities to voice input, ideas and concerns through Student Council Committee meetings that occur monthly virtually or in person when allowable. Administrator meets monthly with the Student Council to hear input. Student Council is invited to share student input and needs during our PAC and Coffee Hour meetings.
We have various committees to provide Parent participation whether in person, virtually or in writing. Current committees include: School Site Council (SSC), Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), Parent Teacher Club (PTC) and Board Meetings with Public Hearings. All these committees meet monthly - meeting reminders, agendas and meeting minutes are posted on our Website and Facebook page. When in person attendance is allowed, Administration and Staff conduct monthly Coffee Hours to provide a venue for parent, student and staff collaboration and input. Additionally, Parent Informational and Input Meetings are held annually and as required, such as: Title I, Back to School Night, Open House MTSS, LCAP Stakeholder, etc.
Parent/Teacher Conferences are held at the end of every Trimester to provide parents the opportunity to meet with teachers and discuss student progress. Teachers are available to meet with Parents throughout the year as needed virtually or in person. Our Resource Team schedules Individual Educational Plan (IEPs), Student Success Team (SSTs) and 504 meetings as needed with our parents, staff and students to support both academic and behavioral needs.	Our Focus Areas is to create more opportunities to increase Educational partner Input. Burrel Union ESD administers several annual Parent Surveys, Student Surveys, and Staff Surveys to gather additional input and measure progress towards meeting needs. All meetings will continue to provide translation and interpretation in Spanish. A bilingual recorded message will be sent out to remind parents to attend and a Google meet link will be emailed to their eldest student's gmail account. Our bilingual monthly calendar handout is also posted on Website/Facebook page and will continue to be distributed a month in advance to help parents prepare for upcoming meetings/events.	Our Focus Area for Improvement is to increase Parent Attendance of our underrepresented families at all events and meetings. We will continue to utilize virtual platforms such as Google Meets, to provide options for parent attendance at all meetings. We will continue to look for ways to encourage high parent participation including offering incentives, providing meals and promoting education.
We will measure our progress by Sign in Sheets and Parent Evaluations.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-25	2024
10621090000000	Clay Joint Elementary	3	"Our Clay educational partners are very supportive of everything we have done and plan to do with a minimum 90% agreement and many survey categories in the 100% margins. Based on survey results, meetings, and conversations, all educational partners have a strong desire to maintain the practices and traditions at Clay Joint Elementary. It is exciting to see that after all of the events during the last 5years, we have an overwhelming sense of safety and a high level of confidence in the direction Clay is headed. This LCAP shows that a majority of our parents feel connected and are confident in the curriculum and teaching that is happening. We have been through a lot together and have truly become educational partners as we learn to communicate more effectively about expectations and feelings through each hurdle. Our appreciation for the work of each educational partner has only grown through the crisis of the last four years. We often speak of being champions for our kids; ""ardently defending"" their purpose to the best education possible. The community support from all educational partners has resulted in successful kids and even record-breaking fundraising events sponsored by our parent clubs even into the 2023-2024 school year. As our vision states, ""We are one school, one community; exceeding expectations."""	During the 2023-2024 school year, we responded to requests for more opportunities for families to have events to get to know each other and be more informed on all of the activities that happen at Clay School. We added a Kindergarten informational meeting at the beginning of Kindergarten Camp. We added an additional K-1 field trip, a Father/Daughter dance and Mother/Son dance. All were very appreciated and well attended. These events will now be ongoing traditions. A few parents mentioned a desire for more regular communication about our intervention program DEN as students move in and out of receiving intervention.	Student and parent engagement at Clay School cultivates the educational environment where students can thrive and succeed. Parent articulation and participation in ways to improve Clay School is sought at monthly Parent Club meetings, Parent Advisory meetings, annual Parent-Teacher Conferences, and informal Parent-Teacher encounters. Additionally, every year, an anonymous parent survey is provided to each family, whose responses are analyzed by the CJESD School Board, Superintendent/Principal, teachers, and staff who search for areas of improvement in the educational environment. Parents are on-campus volunteering in classrooms, Fall Festival, and Jog-a-Thon. Parents chaperone field trips, coach sports, and bring educational programs to Clay School. Back-to-School Night, Open House, and Parent-Teacher Conferences are well attended at over 90%. Student engagement academically is key to a successful educational environment by eliminating poor attendance and suspension/expulsions. Clay School utilizes Kagan structures and a Positive Behavior Intervention System, which are proven to engage students academically and reduce negative attendance patterns and suspension/expulsions. 

Especially since March 13, 2020, our community has pulled together. The Clay families have expressed over and over in surveys, emails, and personal comments that Clay School has delivered an education that far exceeds those of many others in the state of California. They are very grateful for the experiences and education their children have received. 

Our Administrative Assistant works hard to ensure that our underrepresented parents/families are engaged in our activities and reaches out to them to make sure they know what's coming. She will often call their current circumstances to the attention of the appropriate staff member who then reaches out as appropriate. We have held food drives, clothing drives, and collections to help these families out when needed. Our parent club also reaches out to make sure these families are supported during the holidays with a big collection and distribution that is purely anonymous. These families have communicated how grateful they are for the love, acceptance and support they receive from staff and families at Clay School.	As mentioned earlier, our partnerships have grown with each other, the stakeholders at Clay School, but also with our community. Safety continues to be a big win during the 2023-2024 school year as we have maintained increased lighting, fixed lifted cement areas, finished adding furniture to our long awaited building project and increased shade with new trees and trimmed up the existing trees, new intercom system, and better used our new communication system called Parent Square which streamlines our communication. We have installed new gates and fences which secure our school and added a new door so that we now have a one entrance to the school through our front office. The overwhelming feeling of safety from parents, staff and students alike indicates the actions taken are noticed, valued and appreciated. Academic performance is also called out in that Clay School is still the highest scoring district in Fresno County with percentages of meets and exceeds. 

This year parents appreciated the new events that were added and the increased role of our students in leadership in leading more of our morning announcements and events. Our ASB sponsored the new to Clay Father/Daughter dance and the Mother/Son dance. Both events were well attended and very much appreciated.

In addition, we have held many SSTs to determine the causes behind behaviors whether academic or behavioral and we work together with the parents to determine solutions. We go above and beyond to help the parents understand the rights they have to get the help and support their children need. At each meeting, rights are provided whether it be an IEP, a 504, or SST. 

Working together, the staff and parent club have had the most successful Fall Carnival, Jogathon and Car Shows to date in Clay's history. This is so encouraging to know that collectively, and with the help of the community, the stakeholders want to do whatever we can for the benefit of our Clay students even when financial times are difficult and unpredictable.	Our parent club was hugely supportive of helping provide incentives for our proficient 8th-grade students going to the high school as well as celebrating the class that made the most growth on the CAASPP. While no one wants to make test taking a high priority, we recognize the importance. Due to poor attendance in 2021-2022 through the 2023-2024 school years with over one million lost instructional minutes in one given year, helping the community understand the importance of being in school and reducing the number of absences and even Independent Study absences is critical both for our budget and student outcomes. We have also taken the time to do more explaining of how our CAASPP scoring works in an award assembly with parents and students, the importance of good attendance and how poor attendance affects our bottom line, and the importance of doing our best the first time we are given a chance to perform. Attendance and a better attitude about overall performance at school is a team effort that involves the parents, students, and school.	Since we are a small school it is easier to make sure we send the same message to all students as indicated above. The important thing for us is to be intentional to make sure they hear the message in their first language.	"The Clay Superintendent presents detailed information to and requests input from the Clay Board of Trustees, certificated staff, including special education and EL coordinator, and classified staff (no bargaining units), students, SELPA, and PAC (which includes DELAC representatives as we are not required to have an ELAC or DELAC) CSPC (Clay School Parent Club) and other parents/community members at scheduled meetings or with surveys and newsletters. A very healthy circuitous process happens as all educational partners analyze the same data that drives our next steps. The data and suggestions/plans for the next steps are again shared with the parents, board, and students. Feedback is received and returned to the staff where possible modifications are made to the plan and the process repeats. LCAP input was gathered from the public and trustees on the first Tuesday of each month; from Parent-club/community on the second Wednesday of each month; certificated staff every Monday, and All Staff on the last Monday of each month. Surveys were sent out via Google to all parents, board of trustees, staff, and student representatives. Survey Input collected was referenced to establish current LCAP goals. In addition to the meetings listed below, the Superintendent has monthly SELPA meetings where important LCAP information and guidance are given. Again, our Clay educational partners are very supportive of everything we have done and plan to do with a minimum 90% agreement and many categories in the 100% margins. The strong message is, ""keep doing what you are doing,"" so we continue to make slight changes to make it better.

In addition, the Superintendent and Board Members hired a consultant to walk the governance team through setting established goals and working through the process of a new Clay School Governance Handbook to establish written procedures, past practices, and foundational goals for new members in the future."	We will continue to seek to get smaller bits of information out more frequently as many say they do not read the more lengthy newsletters. We are also working on verbally asking more people in smaller settings what their input is on various things.	Our biggest improvement in this area will be that more items are translated and follow up phone calls made to ensure they receive the information in order for them to have an opportunity to respond and give input.	4	5	4	5	5	5	5	5	5	5	5	5	Met		2024-06-11	2024
10621170000000	Clovis Unified	3	CUSD is effective at building relationships between school staff and families as indicated by parents in the annual parent survey. Ninety-six percent of parents indicated that there are adults on campus that care for their students. Eighty-five percent of parents also responded that their school communicates the importance of respecting all cultural beliefs and practices.	While eighty-three percent of students have indicated they know how to access additional help for their students, Clovis Unified will continue it's outreach efforts so that all families are aware of the many intervention opportunities that exist at their child's school site as well as additional resources to all students outside of school hours. Clovis Unified has tutoring access available to all students at anytime of the day through an online resource.	Clovis Unified will continue to provide services and supports through the feeder school transition teams. These teams provide mentorship and academic support to students as well as many parent outreach events.	CUSD is effective at building partnerships for student outcomes as indicated by parents in the annual parent survey. Ninety-six percent of parents indicated that their school provides a quality education for their child. Ninety percent of parents indicated that their child's reading skills are improving while eighty-eight percent indicated their child's math skills are improving. Eighty-three percent of parents stated that they know how to get help for their child if they are struggling in school while ninety-two percent of students indicated they could get additional help from their teachers.	The District's parent survey indicates that a large number of our parent community have attended or been involved in some form of school or district community meeting however several parents at our title 1 schools indicated they have not been as involved. CUSD will focus on further outreach to parents at our title 1 schools by continuing monthly parent engagement nights at the district level to welcome families from all schools. These meetings will continue to be devoted to relevant topics affecting students, parents and our community and will also help provide tools and resources for our parents to help their students be the best they can be in mind, body and spirit.	CUSD uses it's Clovis Assessment System for Sustained Improvement (CLASSI) model to ensure there is diverse representation at various parent outreach meetings. Principals connect with key educational partners within their school communities to continue to build diverse representation at meetings such as School Assessment Review Team (SART) meetings and Inter Cultural Advisory Committee (IDAC) meetings. At the district level Parent Advisory Committee Meetings and District English Learner Advisory Committee meetings are held in partnership with all schools within the District. CUSD will continue to expand it's IDAC site visits each year, where each school will get to demonstrate how they are meeting the diverse needs of their student body.	CUSD is effective at seeking input from educational partners for decision making. All of CUSD's school sites conducted educational partner meetings for parents, guardians, teachers, classified personnel, and students. Eighty- five percent of parents indicated that they attended one or more meetings conducted by their child's school. At these meetings, plus two larger, district-wide LCAP parent meetings, feedback was collected and analyzed through the Thought Exchange tool. The feedback collected helps the District to understand what the community perceives as the needs of students. From this input, the District is able to modify, enhance, and add appropriate actions and services in the LCAP to meet the needs of students.	The District will continue to utilize it's current parent meeting structure along with the Thought Exchange tool to gather feedback. The district will also move towards a new survey tool in Thought Exchange to gather additional parent feedback by upgrading and modifying it's current parent and student surveys.	The District will be improving engagement of underrepresented families by increasing the access to translation tools to provide better communication opportunities with families in need of translation services. The district will continue to provide readily accessible communication to families through multiple modalities and languages.	5	5	4	4	5	5	5	5	5	5	5	5	Met		2024-06-12	2024
10621170118018	Clovis Online Charter	3	Clovis Online Charter School has highlighting the strength of their collaborative relationship. This plan is regularly reviewed and enhanced through valuable feedback from our dedicated educational partners, aiming to foster both academic excellence and social-emotional growth for our students. Parents feel Clovis Online Charter offers dynamic virtual instruction while also providing enriching on-campus opportunities for traditional services, such as science labs, leadership groups, social activities, and support groups, thereby building a strong, supportive community.	Clovis Online Charter School is committed to supporting families, there is a recognized need to better understand each family’s strengths, cultures, languages, and goals for their children	Training for teachers and staff on cultural competence is crucial. This training will help out teachers have a better understand and learn strategies to support all students effectively. Cultural competence involves recognizing and challenging stereotypes, prejudices, and discrimination within the school setting. Access to counseling services is vital for students’ mental health. Schools should employ qualified counselors who can offer individual therapy, group sessions, and crisis intervention. Counselors can also conduct workshops on stress management, coping skills, and emotional regulation.	Clovis Online is dedicated to fostering an inclusive environment where diversity is not only acknowledged but celebrated. We recognize the richness that diversity brings to our community and strive to create a culture that respects and values these differences. Empowering students to play an active role in shaping their learning environment is a core principle at Clovis Online. Through virtual and in-person meetings, students are given the opportunity to participate in decision-making processes, allowing them to share their perspectives and ideas. This collaborative approach ensures that student voices are heard and that their needs are taken into account in the development of policies and programs. By prioritizing inclusivity, acceptance, and physical security, and by implementing comprehensive initiatives for student well-being, Clovis Online endeavors to create an environment where every student has the opportunity to thrive academically, socially, and emotionally in the online learning space. Our commitment to these principles is integral to our mission of providing a supportive and enriching educational experience for all students.	Ongoing professional development for educators is crucial to ensure that they are equipped to support student well-being in the online learning environment. Clovis Online recognizes the importance of continuous learning and is committed to offering comprehensive training opportunities for our educators.
Trauma-Informed Teaching
Understanding the impact of trauma on students' learning and behavior is essential for educators. Training in trauma-informed teaching equips educators with the knowledge and strategies to create a safe and supportive learning environment for students who may have experienced trauma.
Virtual Classroom Management
Managing a virtual classroom presents unique challenges that require specialized skills and strategies. Professional development in virtual classroom management provides educators with the tools and techniques to effectively facilitate online learning experiences.
Inclusive Practices
Clovis Online's mission, and educators play a crucial role in creating an inclusive learning environment. Training in inclusive practices helps educators develop the knowledge and skills to support students from diverse backgrounds and with varying needs.
By prioritizing ongoing professional development in these areas, Clovis Online ensures that educators are well-prepared to support student well-being and academic success in the online learning environment. We are dedicated to empowering our educators with the tools and resources they need to create an inclusive, supportive, and enriching educational experience for all students.	Clovis Online will develop targeted outreach and engagement initiatives to connect with underrepresented families. This may include hosting family events, workshops, or information sessions tailored to the specific needs and interests of these families. Additionally, we will explore partnerships with community organizations and resources to provide additional support and resources for underrepresented families.	Clovis Online ensures that educational partners have a meaningful voice in decision-making processes and that their input is valued and incorporated into the development and implementation of school policies and programs. We are committed to fostering a culture of collaboration and partnership that enhances the educational experience for all stakeholders.	Clovis Online is working o develop and organize meetings and workshops with educational partners to solicit input on important decisions and initiatives. These gatherings will provide an opportunity for partners to engage in dialogue, ask questions, and offer suggestions in real-time.	Clovis Online works to build focus groups and advisory committees comprised of educational partners to gather input on specific issues or initiatives. These groups provide a forum for collaborative discussion and brainstorming, allowing partners to share their perspectives and ideas directly with school leadership.	5	5	4	5	5	5	5	5	5	5	5	5	Met		2024-06-12	2024
10621250000000	Coalinga-Huron Unified	3	As a district we have established multiple communication channels with parents and families such as newsletters, social media platforms, email, and text messaging to reach as many educational partners as possible.  We have also expanded our family support resources in the areas of counseling, community advisory councils, and resource referrals.	The district is focused on increasing our community partnerships and developing specific initiatives to engage and support families from underrepresented backgrounds to endure equitable participation and support.	CHUSD will provide ongoing professional development on effective family engagement and cultural competencies to build upon our current strengths, as well as develop specific initiatives to engage and support underrepresented families.	CHUSD has established strong partnerships with local businesses and community organizations through our Community Schools Advisory Council. We have also partnered with our local community college to provide dual enrollment courses and advanced coursework to support the transition to higher education. Finally, we have robust CTE programs that align with job market demands, provide hands on learning experiences, and pathways to industry careers.	The district seeks to increase engagement of parents and families as partners in education in addition to continuing our progress in partnerships with local health and social services agencies to improve comprehensive support services for students and families.	The district will provide ongoing professional development on effective family engagement and cultural competencies to build on our current strengths, as well as develop specific initiatives to engage and support underrepresented families.	CHUSD has made progress in creating a system of gathering feedback, such as the use of surveys, focal groups, and community schools advisory committees. We have also made strides toward inclusive decision making practices with the beginning of our Ethnic studies course development process and behavioral intervention committees that include community members, parents, students, and staff members.	The district seeks to increase our outreach efforts in the areas of underrepresented and underserved students and families so they have the opportunity to take part in the shared decision making process. We also seek to build capacity among our educational partners to effectively participate in these opportunities.	CHUSD will strive to provide training and resources to educational partners, with a focus on underrepresented families, to effectively participate in the shared decision making process. We will continue to refine our feedback methods to remain inclusive and effective, as well as, strive to build long-term, trusting relationships with our educational partners.	2	2	2	3	2	2	2	2	3	3	3	3	Met		2024-06-25	2024
10621580000000	Fowler Unified	3	Fowler Unified provides District and school communications and family involvement opportunities TK–12, which are principally directed to the families of Low-Income students, English Learners, Foster Youth, the unhoused, and students with exceptional needs. The District offers a variety of family workshops throughout the year, including workshops in parenting skills, supporting multilingual students in the home, English language comprehension, digital literacy, STEM, and mathematics. Fowler USD maintains all facilities and classrooms to create welcoming and safe environments for students, families, and the communities of Fowler and Malaga. The District and school sites have increased two-way communications with families through the use of ParentSquare and Aeries Parent Portal. These tools allow families to access current student academic performance data and send and receive messages and information in families’ home languages.  Results from the Spring, 2024, survey showed parents scoring the District high on excellent two-way communication, with appreciation for Parent Square often mentioned. Additionally, results from the survey responses suggest that the District has been effective in rebuilding trust and home/school relationships post-pandemic, with 82% of families agreeing that they feel welcome at school, and 75% agreeing that the school staff works to build trusting relationships.	Fowler Unified would like to increase the number of families participating in family involvement nights. Though the number has increased since the end of the pandemic, participation is still short of desired outcomes.  The District will review educational partners’ responses when planning literacy nights, math nights, science nights, STEM nights, and other family activities in order to ensure that those meet the expressed interests of family partners. School leaders will also consult with parent advisory groups and advertise and improve their efforts to engage families in activities to give parents skills and tools to help their children at home.	Fowler USD will improve engagement of all underrepresented families by ensuring translation is available at family engagement nights and parent-teacher conferences. Families of Low-Income students, English Learners, Foster Youth, the unhoused, and students with exceptional needs will be targeted to receive direct invitations to these events. Additionally, training is being provided to multilingual classified staff regarding translation services during IEP meetings for students with disabilities and their families. Site-based Family Liaisons will reach out to parents of English Learners, Low-Income students, Foster Youth, the unhoused, and students with exceptional needs to encourage their participation in activities that will enhance their connectedness to schools. The District has also recently added a Student Wellness Coordinator and a second Coordinator to oversee Expanded Learning Opportunities and Student Engagement to focus on partnering with families.	Staff are encouraged to build positive connections with each family. Some of the ways that administrators support staff in these efforts include ideas on how to get to know families, as well as stressing the importance of building positive relationships with every family, in weekly bulletins and in discussions during staff meetings. Each school hosts several events to enhance family participation. Literacy nights, math nights, science nights, STEM nights, and others are designed to give parents skills and tools to help their children at home, including partnering with the County Office of Education to do language and literacy workshops for migrant families. 
Policies/Programs for Elementary: Report cards are sent home every trimester and progress reports are sent home every 6 weeks. Families often request meetings with teachers when they receive these reports if there are concerns. Conferences are held with families of TK-5 students twice a year (end of trimester 1 and trimester 2) to discuss student progress. Families can request a meeting with the teacher to discuss progress at any point in the school year. Translators are provided as needed. 
Policies/Programs for Middle School and High School: Teachers call home for each student that is not passing classes at each six-week grading point. Families can request a meeting with teachers to discuss progress at any point in the school year. Translators are provided as needed.
At all IEP and 504 meetings, parents/guardians are given their procedural rights and safeguards. Each classroom has the Williams Act posted in both English and Spanish. Families are welcomed and encouraged to be part of Parent-Teacher Organizations (PTO), School Site Council (SSC), and the English Learner Advisory Committee (ELAC).	We were pleased that, again in 2024, 82% of parents who responded to our family survey confirmed that they felt welcome at their child’s school. To further strengthen positive relationships with families, Fowler USD is focused on improving the use of ParentSquare to increase communications with all families. ParentSquare automatically translates all communications into each family's primary language and allows families to send direct messages to school site staff in their primary language, which then translates into English for school staff. All teachers and site administrators are encouraged to update families weekly on instructional practices and student learnings occurring in Fowler USD classrooms, as well as school activities and events.	The District is committed to support improved outcomes in academic performance and school engagement for Low-Income students, English Learners, Foster Youth, the unhoused, and students with exceptional needs to close inequalities in results.  To that end, the District will provide activities which include, but are not limited to, family workshops with targeted content, parent advisory committee meetings, and the use of survey data as opportunities to enable parents to actively participate in making decisions that affect our school communities.  All of these activities are designed to enhance the efficacy of parents in active participation in the development of the LCAP. Fowler USD will improve engagement of all underrepresented families by ensuring translation is available at family engagement nights and parent-teacher conferences. Underrepresented families will be targeted to receive direct invitations to these events. Additionally, training is being provided to multilingual classified staff regarding translation services during IEP meetings for students with disabilities and their families.	At the site level, School Site Council meetings, ELAC meetings, Title I meetings, and Family Nights are all forums for families to request additional engagement opportunities or to modify those currently offered. Principals are supported in this area by the district with several professional learning opportunities throughout the school year. At a District level, community engagement opportunities such as District-wide community meetings, DELAC meetings, PAC meetings, SSC and ELAC meetings, leadership meetings, Board of Trustee meetings, plus online surveys, provided valuable comments and feedback. These meetings have increased requests for family engagement activities. Parents/guardians indicated a desire to have family nights which include information on how they can support their student with homework, healthy lifestyles for their children, and how they might provide social-emotional supports at home.  Parent and family participation, in the LCAP development, SSC meetings, ELAC meetings, and site-specific groups, has impacted planning at the District and school levels and the actions/services that are funded with Title I funds. The comments and suggestions from family partners had an important impact on the evaluation and revision of the District's LCAP.	The results of our Spring 2024 family survey show that the focus area most in need of improvement in Seeking Input for Decision-Making is “help[ing] families to understand and exercise their legal rights and advocate for their own students and all students.”  The District has eagerly tried to support families in this area through sponsoring Parent University sessions, participation in parent advisory committee meetings, and by responding to survey data through LCAP or SPSA actions. Since activities are often unique to each school within the District, we will work to build the capacity of school administrators, teachers, and support staff to remind parents and families of their legal rights and how they can effectively advocate for children through participation in school and District planning activities, including SSC, ELAC, PTO, PAC, and DELAC.	Positive, trusting relationships and partnerships are foundational for participation in decision-making. Fowler USD will continue to build those kinds of relationships by the activities described above. Additionally, underrepresented families will be targeted to receive direct invitations to participate in planning at school sites and through the District PAC and DELAC. The Family Liaisons will reach out to parents of English Learners, Low-Income students, Foster Youth, the unhoused, and students with exceptional needs to connect them to opportunities to participate in planning activities at both the District level and school level.  Additionally, the district will deploy the Student Wellness Coordinator and the Expanded Learning Opportunities & Student Engagement Coordinator to support growth in this area.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-12	2024
10621660000000	Fresno Unified	3	Parent University is at the forefront of the district's Family Goal to enhance, “Inclusive opportunities for families to engage in their students’ education.” The priority objective is to “Increase families’ sense of connectedness.” The key result is to “Increase family participation in engagement opportunities.”
For the 2023/24 school year, Parent University has introduced five crucial elements to enhance family engagement, leadership, learning, community partnerships, and data-driven strategies. These initiatives aim to strengthen positive relationships between families and schools and broaden the district's family goals. The advantages of family engagement in education include improving student achievement, enabling families to actively advocate for their children, and influencing school policies. Empowering families also leads to increased student motivation and self-efficacy. Furthermore, family community partnerships benefit families, schools, and community organizations by providing increased resources and support for students. The six strategies are:
#1: Design, develop, and implement family learning to better support school sites.
#2: Increase family participation in leadership, advocacy, civic engagement, and decision-making through family leadership.
#3: Develop and implement family engagement activities that align with the district’s family goal and priority objective key result.
#4: Improve family engagement data collections and evaluation systems to support student achievement.
#5: Establish, develop, and build a positive relationship with education partners (families, students, school sites, district departments, community partnerships, and others).
#6: Identify families of targeted student groups and develop new recruitment plans.
Through a collaborative effort between Parent University, a steering committee of families, multiple departments, administrators, and staff have identified 10 new family learning curriculums this school year to be developed to implement monthly Family Engagement Hours in English, Hmong, and Spanish at various school sites. These efforts aim to provide district and community resources that foster positive relationships between families and school sites to support student achievement. The Parent University team has trained and developed over 100 home school liaisons monthly to ensure the success of Family Engagement Hours. Moreover, the team provides one-on-one support and resources to encourage families to engage in conversation or learning to support their students at home. As a result, 82% of school sites have successfully implemented Family Engagement Hour.
This innovative approach has positively impacted the relationships between school sites and families, creating a welcoming environment for all educational partners. Families now feel more connected to the school, knowing they have a direct point of contact when they have questions, feedback, or need support to improve student outcomes.	Fresno Unified's Parent University is a comprehensive approach to strengthening families and supporting student success. Parent University’s mission is to “Empower, Engage, and Connect Families to Support Student Achievement.” 
Parent University's Family Resource Center continues to expand as a central hub for families seeking resources, support, services, and family engagement. In addition, families have access to technology for hybrid family learning and leadership sessions, the Atlas Parent Portal/Atlas Connect, and online resources to support their student's education. Parent University is committed to advancing a true hybrid system that allows families to engage either in person or virtually, providing them with inclusive opportunities for engagement that best suit their needs. 
By the 2023/24 school year, Parent University plans to hold seven regional family engagement events that focus on region-specific themes, such as supporting social-emotional health and wellness, celebrating student literacy success, and promoting cultural diversity to improve student outcomes. Four district-wide events are also planned, including the Family Goal Kickoff event, which provided students with free backpacks and school supplies to ensure they are equipped and ready for the start of school. This year, Parent University collaborated with African-American Academic Acceleration (A4) department and piloted the first Black Voices in Literacy event, which targeted African American families to foster relationships and provide them with the resources needed to support their students at home. Parent University also partners with the Instructional Division team to bring the first Every Child Is A Reader Literacy Celebration to ensure that students and families have access to reading and literacy materials, supplies, and resources to support students to read by first grade. These regional and district events are in collaboration with board members, district leaders, schools' site staff, and community partners to better support student achievement, culminating in a Family Goal Celebration to recognize and honor families' contributions to student outcomes.  
These family engagement activities improve relationships between school staff and families, increase student outcomes, and make the school culture more welcoming and inviting.	Parent University’s main priority is encouraging and scaling all school sites to implement monthly Family Engagement Hour to improve and build positive relationships between school staff and families. 
At Parent University, our foremost objective is to promote and expand the implementation of monthly Family Engagement Hour across all school sites, aiming to foster positive relationships between school staff and families. Additionally, we remain committed to fostering collaboration between district departments and school sites to enhance families' participation in the fall and spring Climate and Culture surveys. Furthermore, we have successfully revised the family engagement domain for the spring 2024 climate and culture survey.
The revision of the five indicator Family Engagement questions is as follows: 
Adults at my child's school treat me with kindness and respect.
I have opportunities to provide input at my child’s school.
I feel like I am a partner in making decisions at my child’s school.
My child's school frequently updates me about my child's progress in class.
I feel like I am part of my child’s learning journey at their school.
My child's school provides meaningful family engagement opportunities and encourages participation.	Parent University has been actively involved in developing home school liaisons and providing professional development for teachers to focus on the benefits of “family engagement and educators, families, students, and the community.” The program emphasizes five key elements to build strong partnerships with families, including shifting educators’ beliefs and mindsets, engaging in partnerships with families to improve educators’ practices, cultivating family partnerships for a positive school culture and staff retention, developing specific skills, mindsets, and dispositions for meaningful family engagement, and providing resources, leadership, and infrastructure to support effective family engagement. Investment in this new teacher development program will encourage non-English speaking and socioeconomically disadvantaged families to participate in the educational system and provide resources to improve student outcomes. 
Furthermore, Parent University is organizing a one-day Family Engagement Bootcamp for school principals, vice-principals, and home school liaisons across the district to train them in family engagement curriculum and research. The conference will feature discussions on various topics such as the importance of family engagement in communication, stewardship in cultivating strong home-school partnerships, building trust and relationships with African American families, educators with a purpose, and strategies to improve chronic absenteeism. Incremental progress in family engagement has been shown to have a positive impact on student achievement.	The Parent University team is dedicated to expanding its professional development offerings in order to better support home school liaisons, teachers, administrators, and staff at school sites. By fostering strong partnerships between families and schools, they aim to improve student outcomes. Research has shown that when schools prioritize family engagement, it strengthens families' sense of self-efficacy and develops their leadership capabilities. However, barriers can sometimes prevent families from engaging with their children's education. In order to overcome these barriers, it's important for schools to recognize families' daily lives and circumstances and communicate with them clearly, openly, and regularly. By sharing information between schools and families, we can work together to build partnerships that benefit all students.	At Parent University, our goal is to create a more inclusive environment for families, especially those who are underrepresented, socio-economically disadvantaged, and English learners. We work in partnership with school sites, district leaders, and community organizations to achieve this goal. Additionally, we invest in community partnerships that act as cultural liaisons between families and schools, offer support with additional languages, and provide mentorship to underrepresented families in added languages such as Khmer, Lao, and Punjabi. Together, we prioritize student achievement in a variety of areas, including early learning, elementary education, social-emotional well-being, literacy, Science, Technology, Engineering, and Mathematics (STEM), as well as high school and college pathways. We also support monthly Family Engagement Hours at school sites, covering various topics relevant to support student outcomes. The various topics are:
ParentSquare Tips for Families: Families can sign up and learn more about ParentSquare, FUSD's new communication tool, allowing families to interact with teachers, their student’s school, and the district.
Local Control and Accountability Plan (LCAP) 101: Families have an opportunity to learn about the district’s plan to support student achievement through the development of the Local Control and Accountability Plan (LCAP) by giving feedback through the ThoughtExchange survey platform for future investments.
Bulldog Bound! Guaranteed Admissions Program: Families learn about Fresno State’s guaranteed admission program. Students who meet the minimum California State University requirements are guaranteed a spot after graduation and learn the pre-existing resources before graduation.
Reading Strategies: Families will learn reading strategies they can use at home to support students' reading at grade level by first grade and how to support those reading below grade level.
Awareness of Vaping:  Families become aware about the dangers of vaping and how to protect children from the negative effects that vaping can have on a young person’s development.
Attendance is the Key to Success: Families become aware about the benefits and importance of daily attendance and the impact it has on their future!
Homework Strategies and Resources: Families will become familiar with different resources available at school and in the community to support students with homework assignments.
Awareness of Fentanyl: Families become aware about the dangers of fentanyl and how to protect children from the negative effects that fentanyl can have on a young person’s development.
Social Emotional Strategies and Support: Families are provided with strategies and resources they can implement at home to support the students’ social emotional needs.   
Career Pathways: Families will receive information on the career pathways available to them in FUSD and the pathway to Fresno City College after high school.	"At Parent University, we aim to empower families to become active leaders in their school communities and district by participating in formal advisories and decision-making. We encourage engagement and involvement in various formal advisories such as the School Site Council, Parent Advisory Committee, English Learner Advisory Committee, District English Learner Advisory Committee, Community Advisory Committee, and all other family platforms that provide direct input and feedback in the development of the Local Control and Accountability Plan (LCAP) and department budgets that support student needs for success.
Parent University offers a wide range of opportunities for families to develop their leadership skills. These include the Family Leadership Academies in English, Hmong, and Spanish, which provide families with a chance to build strong relationships and collaborate with school sites, the district, and community leaders to support student learning. The focus of these academies is to nurture leadership qualities, empower advocacy skills, refine decision-making abilities, and promote collaborative efforts among students, school staff, district leaders, and community leaders to bolster student success. 
Parent University incorporates motivational speakers from the district and community, hands-on skill-building leadership activities, and a multilingual curriculum tailored to empower families to advocate for their students' education. These hybrid series are designed to foster trust, collaboration, and leadership skills among families, schools, districts, and community leaders, all with the goal of supporting student outcomes. 
Targeted focus groups offer families the opportunity to provide feedback on academic calendars, learn about the district's negotiations with the Fresno Teacher Association, and discuss the definition and portrait of a leader. These opportunities ensure that family leaders have a chance to hone in on feedback and contribute to positive change.
To empower African American families and connect them to better support student achievement, the Voices Leadership Council has been renamed the African American Family Leadership Academy. Additionally, Parent University has introduced ""Strong Dads"" to increase father involvement at school sites and encourage feedback on leadership topics and engagement activities. Through these programs, families can develop their leadership capacity and become active voices at the district level."	Parent University is dedicated to fostering strong partnerships between families and school sites, which is crucial for achieving the district's goals. To achieve this, school site administration personnel are encouraged to actively participate alongside families. By increasing the engagement and involvement of the administration team, they can establish meaningful relationships with families and create a more welcoming environment at the school site. As a result, families are invited to attend School Site Council meetings, where they can play an active role in the Schools Plan for Student Achievement (SPSA) and improving the school culture. Moreover, families can serve as representatives for their school sites and participate in Parent Advisory Committee (PAC) meetings, which provide them with opportunities to contribute to the district's Local Control and Accountability Plan (LCAP). Lastly, Parent University aims to expand its services to support families of underrepresented groups, English learners, special needs, African Americans, and dads or father figures in becoming leaders and decision-makers within the district.	After reviewing the fall Climate and Culture survey results for 2023, the Parent University team has collaborated with district departments and leaders to address the issue of low family participation. The team will analyze the root causes behind this trend and work towards strategies to increase the percentage of family responses to future Climate and Culture surveys. Specifically, the team aims to improve responses to the two lowest-rated questions, which address the extent to which families feel involved in decision-making and part of the school community.	4	4	4	5	3	5	3	5	4	5	5	4	Met		2024-06-20	2024
10621660106740	Aspen Valley Prep Academy	3	"Aspen Valley Prep is committed to fostering strong relationships between school staff and families. We believe this collaboration is essential for student success. Here's an overview of our current strengths and progress based on recent data and partner input.

Since the pandemic, we've restarted family events promoting interaction and a sense of community. This includes well-established traditions like Parent-Teacher conferences, Jog-a-thon, Lunch on the Lawn, Talent Shows, Awards Assemblies, School Dances, Open Houses, and the Family Fun Fest. These events provide informal opportunities for staff and families to connect and build rapport.
We prioritize clear and consistent communication. We utilize ParentSquare, an online platform, to inform families about school activities, policies, and student academic progress. Additionally, we actively encourage parent participation in committees like ELAC (English Learner Advisory Committee), PAC (Parent Advisory Committee), and the Community Schools Advisory Committee. These forums allow for open communication and collaboration on issues that affect students. Additionally, ""Coffee with the Principals"" provides a casual setting for families to ask questions and connect with school leadership.

We're making significant strides in supporting families as true partners in their child's education. We hold frequent Student Success Team meetings, Attendance Meetings, and IEP meetings (Individualized Education Program) where teachers and families collaborate on strategies to support student learning and well-being. These meetings allow for a deeper understanding of each student's needs and foster a shared responsibility for their success.
"	Aspen Valley Prep is committed to continuous improvement. We will continue to analyze data and partner feedback to identify areas for further growth. We believe in the power of strong school-family partnerships and remain dedicated to fostering a collaborative environment where staff and families can thrive in support of student success. Based on that analysis, we've identified some key areas for improvement in building strong relationships between our school staff and families.

We're committed to strengthening our ELAC and PAC by actively recruiting new members, ensuring diverse representation, and providing clear pathways for participation. This will empower parents to be more involved in decision-making directly impacting their children's education.

We aim to increase the availability and variety of volunteer opportunities within classrooms. This will provide valuable support for our teachers and foster closer connections between families and classroom life.

We recognize the importance of creating a welcoming environment for families. We'll plan more engaging family events throughout the year, fostering community and collaboration. Additionally, we'll offer more parent education workshops, focusing on understanding the Individualized Education Program (IEP) process and equipping parents with advocacy skills.

We understand the importance of effective communication with families. We're exploring ways to diversify our communication methods, potentially including translated newsletters, social media platforms in multiple languages, and a more robust translation service for school documents. We aim to ensure all parents have equal access to information, regardless of their native language.

We aim to build stronger, more collaborative relationships with our school families by making these strategic improvements. This collaborative approach will ultimately benefit our students, providing a more supportive and successful learning environment.
	Aspen Valley Prep strives to cultivate a true school community that embraces every family. Through collaboration with our educational partners and local data analysis, we've identified areas to enhance engagement with underrepresented families, fostering stronger relationships between school staff and families.

A key initiative involves dismantling language barriers. We will ensure all written and digital communication, from newsletters to parent-teacher conference materials, is translated into the preferred languages of our English Learner (EL) families, who comprise 14% of our student body.

Recognizing the unique challenges faced by our foster youth and homeless families, representing 15% of our population, we're committed to strengthening partnerships and engagement. Our Family Resource Liaison will proactively connect these families with essential resources, such as housing assistance and mental health services. Additionally, we'll offer parent advocacy training, empowering families to become effective champions for their children's academic success.
	Aspen Valley Prep takes pride in the strong partnerships we have cultivated between parents and staff. We have recognized clear strengths in this area, particularly emphasizing transparent communication and empowering parents.

Aspen Valley Prep prioritizes informing parents by sending regular progress reports and updates. Recently, we launched a Parent Portal on Infinite Campus, a user-friendly platform that gives parents real-time access to their child's grades, assignments, and attendance. We believe parents are crucial partners in their child's education, so we provide access to the same learning software students use in class through Clever on our school website. This allows parents to stay engaged with the curriculum and support their child's learning journey at home.
	At Aspen Valley Prep, building strong partnerships with families is a continuous learning process. We've identified areas to improve our support system for student success by actively listening to parent and educator feedback.

One area of reflection is empowering parents as advocates for their children's education. While we've made the Multi-Tiered System of Supports (MTSS) process more transparent, there's room to further equip parents with the knowledge and tools to navigate the system and actively participate in their child's academic journey.

Secondly, ensuring equitable access to resources is a key focus. While introducing relevant resources within SST and IEP meetings is a positive step, we recognize the need for a more comprehensive and readily accessible system.  This could involve a central directory of resources encompassing after-school tutoring, online learning platforms, and community support services.
	Aspen Valley Prep is dedicated to fostering an inclusive learning environment for all students. A recent analysis of educational partner feedback and local data identified areas for improvement in family engagement, specifically with Students with Disabilities (SWD) and English Learners (EL) families.
We want to empower SWD families, who comprise about 11% of our student population. First, our Ed Specialists will attend professional development focused on parent rights and effective family engagement strategies in advocacy. This will equip them to better support SWD families in navigating the educational system and ensure their voices are heard. Additionally, we are excited to collaborate with the El Dorado Charter SELA committee, which is dedicated to supporting families of students with disabilities. By promoting this valuable resource and encouraging SWD family participation, we can connect them with a wider support network and empower them to advocate for their children's success.
Clear communication is paramount for our EL families, who make up about 14%. We want to expand our offerings to include more fully Spanish meetings focused on curriculum, assessments, the ELPAC test, and volunteer opportunities. This initiative will bridge the language gap and ensure all families have equal access to information and involvement in their child's education. We also actively promote the English Learner Advisory Committee (ELAC) membership. The ELAC serves as a vital platform for collaboration and advocacy, and we believe increased EL family participation will enrich the committee and ensure all voices are represented.
	Aspen Valley Prep has made significant strides in seeking input for decision-making this year, and I'm pleased to report on our progress. We prioritize creating opportunities for parents to have their voices heard throughout the school year. This commitment is reflected in the multiple avenues we provide for parent engagement. We conduct surveys regularly to gather feedback on various topics, ensuring parents can weigh in on matters important to them. Additionally, we have active and flourishing teams like the English Learner Advisory Council (ELAC) and the Parent Advisory Committee (PAC), which serve as dedicated forums for parent input. Finally, the Community Schools Advisory Committee plays a vital role in ensuring that the school remains responsive to the surrounding community's needs.	At Aspen Valley Prep, we take pride in listening to our educational partners – parents and staff.  We recently reviewed feedback and data and identified two areas where we can improve how we gather your input for decision-making.

One area is meeting times. We understand that scheduling ELAC/PAC meetings and Coffee with the Principal events around dinner challenges many working families. We're actively exploring alternative times, like evenings or weekends, and will reach out directly to see what works best for you.

Secondly, we want to ensure the surveys you receive are valuable and efficient. While we appreciate all the feedback, we recognize the volume can be overwhelming. We're working with all departments to streamline information gathering by consolidating surveys and prioritizing the ones that provide the most impactful data.	At Aspen Valley Prep, we continuously strive to foster a truly inclusive environment where all families feel empowered to contribute to their children's education. Recent data analysis has revealed opportunities to strengthen engagement with our African American (11% of the student population) and English Learner (EL) families (14% of the student population) families.

For African American families, survey participation this year fell short of our expectations.  To address this, we will be implementing a multi-faceted approach.  Communication materials will be reviewed and revised to ensure cultural sensitivity and relevance.  This may involve increased use of visuals, shorter surveys, and translations into languages spoken at home. Dedicated focus groups will also provide a safe space for African American families to share their unique perspectives and concerns.  Furthermore, we are exploring avenues to increase the visibility of African American families within the school community, potentially through showcasing student achievements and celebrating cultural events.

Maximizing our EL families' participation in the ELAC team is a top priority. Language barriers will be addressed by ensuring all communication, documents, and meeting materials are translated into their primary languages. We are also exploring the possibility of providing childcare support during ELAC meetings to accommodate families with young children.
	4	5	4	5	4	4	5	4	3	3	4	4	Met		2024-06-27	2024
10621660114355	Sierra Charter	3	SCS prides itself in establishing relationships with all families.  Weekly, and sometimes, daily communication is required which is delivered in multiple ways and in the parent’s primary language.  The campus provides a welcoming safe and healthy environment for our staff, students and parents.	SCS requires all families to go through an orientation prior to the start of the school year, or at the time of enrollment.  This allows parent input and again gives opportunities for collaboration and suggestions for improvement.  Parent-Teacher conferences is another outlet for this form of engagement.  Parent input, engagement, collaboration and suggestions for improvement will continue to be a priority of focus for the school.  Quarterly meetings with EL parents also provide for opportunities to suggest improvements.	At SCS importance is placed on all families, including underrepresented families.    Due to the small number of students each teacher is required to work with, the staff are able to maintain meaningful communication with every family of SCS. The school’s administrative and counseling team work together to identify underrepresented families and provide them with options to address any barriers they may have in their children receiving a quality education.	The program at SCS requires a solid partnership between the school staff, students and parents.  Student’s educational success is a high priority at SCS and can only be attained through a strong partnership of all parties involved.	Although the importance of a strong parent partnership at SCS is emphasized, improvement is needed in identifying those families that become unreachable. This will continue to be a priority of focus for the school.	SCS will use a variety of methods, rather than just one, to identify underrepresented families that don’t seem to build a partnership with the school.  Once identified, some of these methods of engagement to build partnership are orientations, back-to-school night and parent-teacher conferences.	SCS provides many opportunities for parents to provide input for decision-making throughout the year.  Teacher meetings, back-to-school, parent-teacher conferences, parent advisory group, survey and administrator access are some of the methods used.	Parent input and involvement has always been an area that could be improved.  This will continue to be a priority of focus for the school.
	SCS will continue to reach out to all families that do not participate in the school’s program.  This will include the underrepresented families.  The school will focus on increasing the activities that allow for more parent input and engagement.	5	5	5	5	5	5	5	5	5	4	4	3	Met		2024-06-13	2024
10621660114553	University High	3	"1.	UHS administration and staff promote a welcoming and respectful atmosphere at all times; whether it be in the classroom, office, activities, or via messaging. UHS has a small school atmosphere that lends itself to create a more personable and family-oriented type of culture. A second strength is communication: UHS does a very good job in disseminating information to its community partners through email, phone calls, text messages, flyers, etc. UHS uses many different technology platforms, such as Remind, PeachJar, Sign Up Genius, PowerSchool, etc. in order to reach all families. Lastly, UHS elicits feedback from its community partners (students, parents, and staff) through annual surveys to gain valuable knowledge from which to improve. The UHS administration reflects upon this information and makes changes or updates in order to improve its program. The feedback from these surveys are shared with the staff to also illicit their feedback on how to improve."	"2.	UHS will continue its mission to improve outreach to underserved communities and to advertise its “brand”. Even though UHS has been in existence for 24 years, people in the community still think it is a private school or that there is a tuition fee to attend. The new Director (2 years) has brought a fresh perspective, with creative marketing and connections to the community. Additionally, we have recently done and will continue to do more local advertising rather than primarily social media advertising, and get the word out to the Fresno/Clovis community about the benefits of attending UHS."	"3.	UHS will continue to reach out to families and increase the amount of documents that are translated into Spanish that are sent home. Mailings are offered in English and Spanish, and state test results are mailed home in English and the parent's native language. Counselors currently meet with students and parents in grades 10-12 annually; that practice will continue."	Meetings are held for parents for Back to School Night, annual 504 Plans and IEP's, Information Days for incoming students, SST's, annual counselor meetings, and anytime a parent would like to meet to discuss their student's progress or issues.  Teachers also make phone calls and emails to parents in regard to progress and/or behavior. Progress reports are mailed home every 6 weeks. PowerSchool, our SIS, emails home grade information daily, weekly, or monthly, according to the parent's set up preference.	UHS plans to continue with positive and varied communication efforts so that parents are informed, involved, and included. More documents will be translated into Spanish for parents that need this assistance.	UHS has increased its outreach to the Black and African American population of the Fresno area by participating in the Fresno State College and Career Summit annually, as well as increased its marketing to places where students may frequent (movie theaters, social media, etc.). UHS also participates in the Fresno County Superintendent of Schools Ujima Student Leadership Group and has students as part of the Fresno County African American Student Advisory Cabinet. Additionally, there are two bilingual faculty members in the office and 3 of the 20 teachers are bilingual.	"UHS has a parent group, called Phoenix Alliance, that meets monthly. The Superintendent/Principal attends the meetings and shares school information to the parents. Parents are also involved in annual 504 Plan and IEP meetings, as well as meetings with the counselor during the sophomore through senior years. UHS sends out a Parent/Student Handbook each year as part of the summer packet that is mailed, and also emails out surveys in order to receive continual feedback. Since UHS is accredited by WASC and chartered by Fresno Unified, we include parents into our Focus Groups for our accreditation and rechartering processes. For next school year, the current Honor Commission student group will add ""Principal's Student Advisory Committee"" to their responsibilities. Lastly, UHS is very good at asking for feedback via surveys. Surveys are sent out to students, parents, and alumni annually asking for feedback, suggestions, and ideas."	As planned in last year’s focus area, UHS created and provided the parent survey in Spanish as well as English. UHS will continue to offer more documents and access to our Spanish speaking families.	UHS hired a new Development Director after the start of the 2022-23 school year. With fresh eyes and ideas, she has encouraged new involvement from parents from all ethnic groups. Communication with the parents has already improved since this new staff addition came to UHS, and will continue to do so. UHS went through the WASC accreditation process during the 2022-23 school year, and parents were a part of the process by being members of the Focus Groups.	5	5	5	5	5	4	5	4	4	4	4	4	Met		2024-06-06	2024
10621660121533	Morris E. Dailey Charter Elementary	3	Schoolwise use of ParentSquare to streamline information
Posting flyers on ParentSquare
Schoolwide Showcases of Learning
Student-led conferences
ParentSquare in multiple languages and formats
Director’s Chat/PVC meetings have translation options 
Classroom readers
School action projects
Volunteer opportunities 
Friday spirit chant	Focus areas include giving a survey at the beginning of the year for family interests in volunteering/participating in events and providing fingerprinting services for field trip chaperones.	Offer trainings for volunteers and chaperones to ensure families know expectations and reach out to families for volunteer opportunities based on their interest survey	Student-led conferences
Professional development on building relationships
Parent meetings/conferences with resources
Required legal notices in handbooks given at the start of the year
Hold SST’s and IEP’s as needed and/or required
After school tutoring in Math and Reading
Learner Profile family meetings
Newsletters sent home every other month
Weekly updates from the school and classroom teachers	Survey families for times and/or days for family meetings to increase involvement, as well as format (virtual versus in-person) and continue to post presentations of family meetings.	Additional training for staff in working with diverse families.	-Administered a Fall and Spring Family survey in multiple languages
-Held Director’s Chat/PVC meetings
-Unit reflections for each unit
-Event reflections at PVC meetings
-QR code and link available for feedback/input
-LCAP/LCFF documents available on the website and in the office	Survey families for times and/or days for family meetings to increase involvement, as well as format (virtual versus in-person) and continue to post presentations of family meetings to increase attendance and participation.	Offer training for volunteers and chaperones to ensure families know expectations and reach out to families for volunteer opportunities based on their interest survey.	4	4	3	4	4	4	3	3	4	4	4	4	Met		2024-06-11	2024
10621660133942	Aspen Meadow Public	3	Based on a spring School Climate Family Survey, families indicated that they feel that the staff cares about their children and that Aspen Meadow is a friendly place. Families also indicated that the school communicates regularly with families, cares about what they think, and considers the families an important part of their child’s education. Families indicated that teachers make themselves available and create environments that help their children experience learning and belonging. Most teachers communicate weekly through Parentsquare with their families about the upcoming week. The school will continue strengthening relationships through frequent, proactive communication and ensure that all teachers communicate with their families about upcoming learning and student successes.  As a Community School, Aspen Meadow partners with parents and community members, building a strong support network that benefits the entire child. These partnerships will continue strengthening as staff and families work together toward common goals.	Parents have expressed that they would like to see more family events, including collaboration between families and the school staff. They gave examples such as a school dance, family member breakfasts, and fundraising efforts. The school’s Climate and Culture Team will focus on partnering with parents for special events. English Language parents expressed the need to build stronger relationships between the school and families of English language learners. They expressed their intention to use EL parents as part of the outreach to these families. The new English Language Learner teacher for the 2024-2025 school year will help connect the EL parents to the larger EL school community to enable these types of interactions and events, increasing the involvement of more families of EL students, which can lead to more academic and social-emotional growth of these students. Parents needed more in-depth discussions on specific topics like bullying prevention. The current format may not allow for extended conversations on these important themes so that school staff will offer additional training and partnership opportunities. Parents have expressed interest in training and education for themselves as part of building staff and family relationships. As a Community School, we will connect families to parenting classes offered by partnership organizations and school staff.	The underrepresented families at our school include African Americans, Asians, and American Indians. One of the ways we will improve engagement is to continue to train staff in understanding the various cultures and practices of diversity and inclusion, empowering them to make stronger connections with families. School staff will also teach students about the varied cultural traditions and practices of families so that all students are treated with respect. This will foster a stronger sense of safety and trust between families and school staff. Aspen Meadow will implement multicultural events and activities that celebrate the diverse demographics of our students and engage families to participate. School and community partnerships will be invited to share their cultural experiences with staff and families through literacy, dance, music, and other activities. The school’s art, music, and PE programs will also incorporate cultural diversity for students to perform and display for the school community to learn and celebrate. Continuing to hire staff who reflect underrepresented families will also be a part of building relationships between staff and families.	Partnering with organizations such as The Mission (housing), Big Smiles (dental care), and the Assistance League (clothing) ensures students' basic needs are met, allowing them to focus on learning. Collaboration with See2Succeed (eye care) directly addresses vision problems, a critical factor in academic achievement. Partnering with All4Youth provides on-site therapists for students with mental health needs, promoting well-being and creating a supportive learning environment. The Community School Coordinator role facilitates parent meetings, workshops, and outreach. Partnering with Every Neighborhood Partnership (listening tours) further emphasizes a commitment to gathering community input and strengthening family engagement. Aspen Meadow is developing a community garden that brings community members, organizations, and businesses together to create a beautiful and environmentally thriving place for food plants and trees to grow. The garden will help provide nutritional food for school, neighborhood, and community families.	The Community School Coordinator's focus on outreach and partnership development highlights a potential need for a comprehensive needs assessment. Partnering with existing organizations and involving families can help identify critical areas where additional support is needed. With various partners already engaged, a system for coordinating efforts and maximizing their impact could be beneficial. This might involve creating a partnership council or establishing clear communication protocols. Incorporating data on student outcomes and partner program effectiveness can ensure partnerships are aligned with the school's most pressing needs. While some partnerships address immediate needs (e.g., clothing), exploring opportunities for longer-term support and capacity building within families could be beneficial.	School staff regularly reviewing student data (academic and social-emotional) will help identify underrepresented families whose children may benefit from additional support. The Intervention Team, comprised of key school personnel, will analyze student needs and develop targeted action steps. This could include parent-admin meetings to discuss student progress and address specific concerns. These home visits build trust and establish a personal connection by qualified personnel like the school counselor, identifying and implementing additional academic or social-emotional support services within the school and connecting families to external resources that can address specific family needs. External resources can disseminate information about available support services and partnership opportunities, increasing awareness among families.  The school will work to bridge cultural or language barriers to ensure clear understanding and effective communication between families and the school. The school will continue to engage families in decision-making processes and empower them to advocate for their children's needs.	Aspen Meadow utilizes various channels to collect input, including surveys, collaborative discussions, parent-staff meetings such as IEPs, SSTs, and 504s, casual conversations, and Community Schools, PAC, and ELAC/DELAC parent meetings. This collaborative approach ensures a wider range of voices are heard and fosters a sense of ownership and shared responsibility for student success. Regular surveys and dedicated listening sessions with the Chief Academic Officer provide a platform for teachers to share their expertise on curriculum and instructional practices. Aspen Meadow partnered with an external organization to implement a collaborative strategic planning process that included families, students, and staff.	Despite existing opportunities, a recent survey indicates parents' desire for broader participation. A needs assessment can help identify the barriers preventing families from engaging (e.g., time constraints, childcare, language). More flexibility and accessibility must be offered to enable more input for decision-making. Meeting formats (in-person vs. virtual) and timings may need to be adjusted to accommodate diverse schedules and preferences. To overcome potential barriers, The school staff will be crucial in promoting input opportunities and ensuring clear communication about available options (e.g., childcare and transportation assistance). The school will consider tailoring communication strategies to reach specific family groups who may not attend current meetings. This could involve collaborating with community organizations or using preferred communication channels. Exploring additional ways to gather feedback, such as online surveys, suggestion boxes, or focus groups on specific topics. The school will develop a system for acknowledging and potentially incorporating feedback into decisions to demonstrate the value of parent input.	Sharing academic, climate, and culture data regularly (quarterly) with underrepresented families can create a foundation for informed discussions. Small group and school-wide meetings can facilitate these discussions, fostering a sense of shared responsibility. Individually inviting parents through phone calls or Parentsquare to participate in problem-solving and collaborative conversations can help the school leverage their expertise and empower the families to contribute to solutions. While presentation slides are currently offered digitally, sending them via email or hard copy ensures accessibility for families without the school communication app to be informed and to give their input. Addressing the various communication barriers will be key to seeking input from and improving the engagement of the school’s underrepresented families. Partnering with community organizations serving underrepresented families can help with targeted outreach and overcome language or cultural barriers. Exploring additional options like focus groups or suggestion boxes in preferred languages can provide alternative ways for families to share their voices.	4	3	3	4	4	3	4	4	3	4	3	3	Met		2024-06-27	2024
10621660140038	Endeavor Charter	3	Endeavor Charter School uses a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable.  The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.

We make every effort to seek parent involvement and input in school decision-making.  Data is collected in a number of ways.  1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey.

The following groups participated in surveys and/or feedback sessions, of meaningful Educational Partner input for the understanding of needs and solutions to make informed decisions:
School Administrators, including Site Principals
Teachers
Classified Staff
Western Sierra Charter Schools Board made up of parents, community members, and non-voting teachers
Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel
LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnel

Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP.  All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising & special education teachers and classified support staff.  Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis.  WSCS Board meetings occur throughout the school year.  The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement.  We also reviewed student and parent feedback from our March 2024 surveys.	Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP.  Students, along with their parent/guardian, have frequent interactions with teachers and classified support staff.  Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis.  WSCS Board meetings occur throughout the school year.  The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement.  We also reviewed student and parent feedback from our March 2024 surveys.

Feedback occurred during the course of frequent interactions with teachers and represented on our local parent and student survey responses.
Teachers, Classified Staff, and Administrator Feedback:  Feedback occurred throughout the school year and discussed at regularly-scheduled meetings and professional development opportunities.

Outreach to students and parents/guardians was extensive and frequent throughout the 2023-24 school year. Formal and informal progress monitoring meetings were usually conducted in-person but sometimes held virtually on Zoom and included communications via Parent Square, phone calls, and email.  Pupils with exceptional needs were provided their required services, such as tutoring, and the student and their parent met more frequently with their assigned Advising Teacher as well as the Special Education teacher.

Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2024-25 LCAP Goal 3 and its 4 Actions.
Goal 3 states:  School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success.
Actions 1-4 state:
Action 1:  Provide parent training to support student achievement. 
Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students.
Action 3: Provide opportunities for Educational Partner engagement. 
Action 4:Provide opportunities for our students to explore and engage with the greater community around them through educational and service-related field experiences.  (For example: Reagan Library, Catalina CIMI science trip, science & art exploration trips, visits and interviews with businesses, university tours and community service)	We make every effort to seek parent involvement and input in school decision-making.  Data is collected in a number of ways.  1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey.

The following information contains the results of our Parent Survey taken in March of this 2023-24 school year.  The feedback from this survey contributed to our 2024-25 LCAP goals and actions.  84 parents responded to our local school survey on a variety of topics. 

Parent Survey Responses 
How would you rate your overall schooling experience with us?  100% rated Excellent, Above Average, or Satisfactory.
How well does the school support your needs as the parent/guardian teacher?  99% rated Excellent, Above Average, or Satisfactory.
My school provides textbooks and other learning materials to meet my child’s educational needs. 100% rated Excellent, Above Average, or Satisfactory.
How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 54% rated Almost all the time; 56% Often; 19% Sometimes; 1% Never.
Did your child participate in any of our teacher-led class offerings?  84% responded YES
How well did the school support your child’s education-related technology needs?  99% rated Excellent, Above Average, or Satisfactory.
I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me.  100% rated Excellent, Above Average, or Satisfactory.
Do the buildings and classrooms support a positive and focused environment appropriate for learning?  99% rated Excellent, Above Average, or Satisfactory.
I feel welcomed, valued, and connected to others in our school community.  98% rated Excellent, Above Average, or Satisfactory.
Rate how well the school communicates to you about school events & procedures.  99% rated Excellent, Above Average, or Satisfactory.
Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student?  37% rated Excellent; 14% Above Average; 7% Satisfactory; 538 responded “Does not apply at this time for my child”
Would you recommend our school to your friends and family?  99% responded YES

One of our focus areas for improvement is providing opportunities for our Educational Partners to participate in all aspects of the educational environment to support and enhance student success (LCAP Goal 3).	Endeavor Charter School uses a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable.  The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.

We make every effort to seek parent involvement and input in school decision-making.  Data is collected in a number of ways.  1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey.  

The following groups participated in surveys and/or feedback sessions, of meaningful Educational Partner input for the understanding of needs and solutions to make informed decisions:
School Administrators, including Site Principals
Teachers
Classified Staff
Western Sierra Charter Schools Board made up of parents, community members, and non-voting teachers
Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel
LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnel

Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP.  All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising & special education teachers and classified support staff.  Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis.  WSCS Board meetings occur throughout the school year.  The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement.  We also reviewed student and parent feedback from our March 2024 surveys.	Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP.  Students, along with their parent/guardian, have frequent interactions with teachers and classified support staff.  Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis.  WSCS Board meetings occur throughout the school year.  The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement.  We also reviewed student and parent feedback from our March 2024 surveys.

Feedback occurred during the course of frequent interactions with teachers and represented on our local parent and student survey responses.
Teachers, Classified Staff, and Administrator Feedback:  Feedback occurred throughout the school year and discussed at regularly-scheduled meetings and professional development opportunities.

Outreach to students and parents/guardians was extensive and frequent throughout the 2023-24 school year. Formal and informal progress monitoring meetings were usually conducted in-person but sometimes held virtually on Zoom and included communications via Parent Square, phone calls, and email.  Pupils with exceptional needs were provided their required services, such as tutoring, and the student and their parent met more frequently with their assigned Advising Teacher as well as the Special Education teacher.

Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2024-25 LCAP Goal 3 and its 4 Actions.
Goal 3 states:  School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success.
Actions 1-4 state:
Action 1:  Provide parent training to support student achievement. 
Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students.
Action 3: Provide opportunities for Educational Partner engagement. 
Action 4:Provide opportunities for our students to explore and engage with the greater community around them through educational and service-related field experiences.  (For example: Reagan Library, Catalina CIMI science trip, science & art exploration trips, visits and interviews with businesses, university tours and community service)	The following information contains the results of our Parent Survey taken in March of this 2023-24 school year.  The feedback from this survey contributed to our 2024-25 LCAP goals and actions.  84 parents responded to our local school survey on a variety of topics. 

Parent Survey Responses 
How would you rate your overall schooling experience with us?  100% rated Excellent, Above Average, or Satisfactory.
How well does the school support your needs as the parent/guardian teacher?  99% rated Excellent, Above Average, or Satisfactory.
My school provides textbooks and other learning materials to meet my child’s educational needs. 100% rated Excellent, Above Average, or Satisfactory.
How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 54% rated Almost all the time; 56% Often; 19% Sometimes; 1% Never.
Did your child participate in any of our teacher-led class offerings?  84% responded YES
How well did the school support your child’s education-related technology needs?  99% rated Excellent, Above Average, or Satisfactory.
I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me.  100% rated Excellent, Above Average, or Satisfactory.
Do the buildings and classrooms support a positive and focused environment appropriate for learning?  99% rated Excellent, Above Average, or Satisfactory.
I feel welcomed, valued, and connected to others in our school community.  98% rated Excellent, Above Average, or Satisfactory.
Rate how well the school communicates to you about school events & procedures.  99% rated Excellent, Above Average, or Satisfactory.
Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student?  37% rated Excellent; 14% Above Average; 7% Satisfactory; 538 responded “Does not apply at this time for my child”
Would you recommend our school to your friends and family?  99% responded YES

One of our focus areas for improvement is providing opportunities for our Educational Partners to participate in all aspects of the educational environment to support and enhance student success (LCAP Goal 3).  We are committed to furthering family engagement and participation in more purposeful ways by encouraging participation in school events, in advisory groups, and in parent workshops, all in an effort for parents to feel a stronger connection to our school and improve student success.	Endeavor Charter School uses a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable.  The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.

We make every effort to seek parent involvement and input in school decision-making.  Data is collected in a number of ways.  1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey.  

The following groups participated in surveys and/or feedback sessions, of meaningful Educational Partner input for the understanding of needs and solutions to make informed decisions:
School Administrators, including Site Principals
Teachers
Classified Staff
Western Sierra Charter Schools Board made up of parents, community members, and non-voting teachers
Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel
LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnel

Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP.  All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising & special education teachers and classified support staff.  Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis.  WSCS Board meetings occur throughout the school year.  The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement.  We also reviewed student and parent feedback from our March 2024 surveys.	Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP.  Students, along with their parent/guardian, have frequent interactions with teachers and classified support staff.  Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis.  WSCS Board meetings occur throughout the school year.  The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement.  We also reviewed student and parent feedback from our March 2024 surveys.

Feedback occurred during the course of frequent interactions with teachers and represented on our local parent and student survey responses.
Teachers, Classified Staff, and Administrator Feedback:  Feedback occurred throughout the school year and discussed at regularly-scheduled meetings and professional development opportunities.

Outreach to students and parents/guardians was extensive and frequent throughout the 2023-24 school year. Formal and informal progress monitoring meetings were usually conducted in-person but sometimes held virtually on Zoom and included communications via Parent Square, phone calls, and email.  Pupils with exceptional needs were provided their required services, such as tutoring, and the student and their parent met more frequently with their assigned Advising Teacher as well as the Special Education teacher.

Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2024-25 LCAP Goal 3 and its 4 Actions.
Goal 3 states:  School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success.
Actions 1-4 state:
Action 1:  Provide parent training to support student achievement. 
Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students.
Action 3: Provide opportunities for Educational Partner engagement. 
Action 4:Provide opportunities for our students to explore and engage with the greater community around them through educational and service-related field experiences.  (For example: Reagan Library, Catalina CIMI science trip, science & art exploration trips, visits and interviews with businesses, university tours and community service)	The following information contains the results of our Parent Survey taken in March of this 2023-24 school year.  The feedback from this survey contributed to our 2024-25 LCAP goals and actions.  84 parents responded to our local school survey on a variety of topics. 

Parent Survey Responses 
How would you rate your overall schooling experience with us?  100% rated Excellent, Above Average, or Satisfactory.
How well does the school support your needs as the parent/guardian teacher?  99% rated Excellent, Above Average, or Satisfactory.
My school provides textbooks and other learning materials to meet my child’s educational needs. 100% rated Excellent, Above Average, or Satisfactory.
How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 54% rated Almost all the time; 56% Often; 19% Sometimes; 1% Never.
Did your child participate in any of our teacher-led class offerings?  84% responded YES
How well did the school support your child’s education-related technology needs?  99% rated Excellent, Above Average, or Satisfactory.
I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me.  100% rated Excellent, Above Average, or Satisfactory.
Do the buildings and classrooms support a positive and focused environment appropriate for learning?  99% rated Excellent, Above Average, or Satisfactory.
I feel welcomed, valued, and connected to others in our school community.  98% rated Excellent, Above Average, or Satisfactory.
Rate how well the school communicates to you about school events & procedures.  99% rated Excellent, Above Average, or Satisfactory.
Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student?  37% rated Excellent; 14% Above Average; 7% Satisfactory; 538 responded “Does not apply at this time for my child”
Would you recommend our school to your friends and family?  99% responded YES

One of our focus areas for improvement is providing opportunities for our Educational Partners to participate in all aspects of the educational environment to support and enhance student success (LCAP Goal 3).  We are committed to furthering family engagement and participation in more purposeful ways by encouraging participation in school events, in advisory groups, and in parent workshops, all in an effort for parents to feel a stronger connection to our school and improve student success.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
10621660140764	Golden Charter Academy	3	Based on the analysis of educational partner input and local data, Golden Charter Academy (GCA) has demonstrated significant strengths and progress in building relationships between school staff and families. GCA has established multiple effective communication channels, including regular newsletters, communication portal for real-time school-home communication, family-teacher conferences, dynamic educational and networking events for families and an active social media presence, ensuring that families are well-informed and engaged in school activities. GCA fosters a welcoming and inclusive environment, encouraging families to participate in school events and volunteer opportunities. This inclusivity strengthens the school community and promotes mutual respect and understanding. The appointment of a dedicated attendance secretary has been instrumental in bridging any gaps between families and school staff. This role focuses on addressing family concerns, facilitating engagement, and ensuring that the needs of all students are met. GCA has invested in cultural competency training for staff, which has improved interactions with families from diverse backgrounds, fostering a sense of belonging and respect.	GCA is focused on increasing family involvement in their students' education, especially with the addition of a new grade level and the school wants to grow the marked increase in familial involvement in school governance and decision-making processes. School advisory committees and focus groups have provided valuable insights and contributed to the school’s continuous improvement efforts and need to be expanded as the school grows. Additionally, GCA is looking to expand its family support programs, offering workshops on parenting, student academic support, and mental health resources. Local data indicates that families feel more connected and supported by the school. Surveys show high levels of satisfaction with the school’s efforts to engage and communicate with parents and guardians. GCA would like to grow family input into more policy and procedures as the middle school grades open. GCA has successfully hosted a variety of collaborative events, such as family nights, cultural celebrations, and academic showcases. These events have provided opportunities for families to interact with staff in a positive and informal setting, strengthening the overall school community. The school is looking to grow tracking of involvement in these events and use data findings to target programming. All in all, GCA remains committed to further enhancing these relationships through continuous feedback and improvement, ensuring that every family feels valued and connected to their child's educational journey.	Based on the analysis of educational partner input and local data, GCA recognizes the need to improve the engagement of underrepresented families. During the self-reflection process, several areas for growth were identified, and specific strategies have been developed to enhance the involvement of these families. Idenitfied areas for improvement are as follows: (1) Multilingual Communication: Expand the use of multilingual communication tools, including translated newsletters, emails, and school website content and hire bilingual staff and/or translation services during family-teacher conferences and school meetings to ensure all families can participate fully, (2) Increase cultural affirming trainings and provide ongoing cultural competency training for all school staff to enhance their understanding and sensitivity towards the diverse cultural backgrounds represented more and more in the school commuity and encouraging staff to learn about and respect the unique cultural practices and values of underrepresented families, (3) some families face logistical challenges, such as transportation and illness , which hinder their participation in school attendance events--GCA is exploring more flexible scheduling for school events, including evening and weekend options, to accommodate families’ varying availability and providing transportation assistance for attendance and/or virtual participation options to ensure all students and families can attend important school functions and meetings.	GCA works with over 35 different educational and community-based partners to create the world-class education it strives to deliver to all students. Through these relationships, GCA has offered state-of-the-art innovative instructional experiences for students and families.	GCA is focused on providing families with more strategic academic progress information and resources to support student learning and development in the home. New gradebook adoption will allow for increased student progress monitoring by the family and increased attention is being added to providing real-time support activities for families to support student learning within the current  unit of study.	Based on the analysis of educational partner input and local data, GCA will continue to develop comprehensive plan to ensure underrepresented families about the resources and support services available at GCA, such as academic support, counseling services, and extracurricular activities. GCA will continue to utilize community outreach initiatives, such as home visits and partnerships with local organizations, to reach families who may not engage through traditional communication methods. The GCA team will Implement targeted family engagement programs that address the specific needs and interests of underrepresented families, i.e., workshops on navigating the nature connectedness opportunitiies, educational system, financial literacy, and health and wellness. The school's advisory council will be more strategic in representing underrepresented communities who can provide direct input on school policies and initiatives. Through it all, GCA will regularly collect and analyze feedback from underrepresented families through surveys, focus groups, and informal conversations to identify ongoing barriers and areas for improvement and use this feedback to adapt and refine engagement strategies, ensuring they are effective and responsive to the needs of all families and our community.	GCA synthesizes feedback from educational partners and local data analysis, and curates collaboratiion with teachers, staff, families and community-partners to ensure that decisions are well-informed, inclusive, and reflective of the community's needs. Through a dynamic slate of opportunites geared to drive active family and community involvement, GCA has successfully fostered an environment where families and community members actively participate in decision-making processes. This is evident through high attendance at meetings and significant input in surveys. GCA has established multiple communication channels, such as newsletters, ParentSquare, social media, and regular school events and meetings, ensuring transparency and keeping the community informed and engaged. Through a series of comprehensive surveys and focus groups, GCA was able to garner valuable insights into the community’s perspectives and areas for improvement. GCA effectively uses local data to identify trends, address concerns, and make informed decisions that align with the community's needs and aspirations. Collaborations with local businesses and organizations have been strengthened, providing additional resources and support for school initiatives.	Based on data, the establishment of various committees, including teachers, families, and community representatives, in the coming school year will serve to enhance the inclusiveness and diversity of perspectives in decision-making. GCA will lauch initiatives to include student representatives in decision-making processes ensure that student needs and viewpoints are considered, fostering a more holistic approach. GCA is launching a more frequent data collection cycle so that more faculty/staff development sessions can be dedicated to data analysis, effective communication, and school partner engagement strategies with the intent to cultivate more empowerment for staff to effectively contribute to and facilitate decision-making processes. Through targeted efforts and new technical tools, GCA is also hoping to see an increase in survey response rates, indicating higher levels of engagement and trust from the community.	With the new technical tools and increased use of focus groups and open forums, GCA will have the opportunity to harner enriched quality of feedback, providing deeper insights into community sentiments and specific issues our underrepresented families regularly face. GCA also will be creating more inclusive feedack and reporting structures in the next school year demonstrating accountability and building trust within the community--especially GCA's underrepresentated families. 	4	4	4	5	4	3	3	3	3	4	3	4	Met		2024-06-20	2024
10621660140806	Aspen Ridge Public	3	Aspen Ridge utilizes multiple platforms for family communication, such as Parent Square and Infinite Campus parent portal. These technologies allow Aspen Ridge to communicate with families about events, student grades, and school-wide initiatives. Our survey data indicates that families feel heard by the school, and their input is valued. Survey results also indicate that Aspen Ridge encourages families to be involved and participate in their children’s education and school events.	Aspen Ridge will work to improve building relationships with families by hosting more family engagement events such as family nights, coffee with the principal, and parent education events. Parents have indicated a desire for more volunteering opportunities where they can help and can be on campus more often. Aspen Ridge will also increase the frequency of Parent Advisory Committee meetings, allowing parents and families to be more involved and providing ongoing feedback. Aspen Ridge will also provide professional development and training to teachers and staff to build capacity and support them in communicating with families and building positive relationships.	To improve the engagement of underrepresented families, Aspen Ridge will implement various strategies and systems to increase opportunities and access. Aspen Ridge will ensure that all family events or opportunities are communicated in a variety of ways (Parent Square, fliers, mail, website, etc.). Aspen Ridge will also ensure that communication is translated as needed by families and that, whenever possible, families can access meetings or events virtually.	Aspen Ridge was able to increase various support for students with great success. Support classes and interventions were more widely available, leading to substantial student growth. Aspen Ridge utilized our MTSS and referral process to identify students and assign appropriate interventions. Students were able to access academic intervention as well as social-emotional support during their normal school day. These were implemented more widely and consistently than ever before, making this an area of strength. Survey results indicated that families feel the school creates a learning environment that helps their children learn. Parents also feel the school communicates regularly. This communication includes progress reports as well as diagnostic scores. These are sent to families multiple times yearly to communicate their child’s progress and growth.	According to education partner feedback, Aspen Ridge has room to grow in building partnerships for student outcomes. Family feedback indicated a need and desire for increased academic support, primarily in math. As a result, Aspen Ridge will offer additional resources such as math tutoring. Another growth area is parent education on the digital platform that houses student work and grades. Families have expressed the need for education and training on how to look at student assignments, due dates, and grades. Aspen Ridge can also improve by providing more learning resources to families so that students can work on academic skills at home. Aspen Ridge will have an increased focus on family education to support them in facilitating learning at home and advocating and exercising their parental rights. Finally, Aspen Ridge will continue strengthening policies and procedures for teachers meeting with families to discuss student outcomes. Although teachers frequently participate in SST meetings, Aspen Ridge will work to provide teachers with training and professional development to build capacity in this area so that the school and families can better work together for the benefit of the student.	To increase accessibility, Aspen Ridge will ensure that information and resources are communicated in various ways (Parent Square, fliers, mail, website, etc.). 

Aspen Ridge will also utilize PAC and ELAC meetings to elicit family input and better understand how to engage more families. 
	Aspen Ridge has made extensive progress in engaging families more. Survey results and partner input indicate that families believe the school cares for their child and that the school cares what families think. This school year, Aspen Ridge offered PAC/ELAC meetings to engage families and elicit input. In addition, families and other educational stakeholders were surveyed multiple times throughout the school year to get ongoing feedback.	Aspen Ridge's growth areas include the need for additional opportunities for education partner input. Aspen Ridge will work to increase PAC/ELAC frequency and implement monthly Coffee with the Principal, where families can hear school updates, ask questions, and provide feedback.	To improve the engagement of underrepresented families, Aspen Ridge will ensure that input opportunities such as PAC/ELAC and Coffee with Principal are communicated early, frequently, and used in various ways. In addition, Aspen Ridge will offer translation and a more than one-time option (morning vs. afternoon) for families to attend.	3	3	2	3	3	2	2	2	3	2	2	3	Met		2024-06-27	2024
10621661030642	School of Unlimited Learning	3	The following groups participated in surveys and/or feedback sessions, of meaningful Educational Partner input for the understanding of needs and solutions to make informed decisions: School Administrators, Teachers, Governing Council members made up of parents, community members, and non-voting teachers Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnel Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising & special education teachers and classified support staff. Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis.  The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2023 surveys	By providing safe and engaging activities, we believe the school can enhance student and educational partner engagement which leads to a positive school climate. Thus, increasing daily attendance and community involvement. Local Indicator Metric of Priority 3-Parent Involvement, State Indicator Metric of priority 5-Pupil Engagement and Local Indicator Metric of Priority 6-School Climate will be used to support the 4 Actions that we plan to accomplish during the next school year.	SOUL has aligned its current resources to provide supplemental instruction and supportive resources as identified by our educational partners. SOUL’s structure reflects a well-articulated multi-tiered system of support. Universal screening for all students is conducted upon enrollment or early in each school year, increasing levels of targeted support for those who are struggling. Integrated plans are developed by designated support staff in conjunction with teachers to address students’ academic, behavioral, social, and emotional needs.  As well as, increasing parent’s attendance to meetings has proven to be challenging.  We are working on the days of the week and times to hold meetings, to try to ensure to highest participation by parents.	SOUL needs to improve access opportunities beyond high school.  SOUL will collect, analyze, and evaluate student participation on an annual basis and make recommendations to increase engagement in career classes and/or hybrid classes.  Incorporate career and technical education programs into the curriculum to give students experience in various fields.  Provide resources for resume building, employment applications, career exploration opportunities, and interview skills.  Assist students in developing a post-graduation plan to enter the workforce and/or pursue further education or training. Establish partnerships to provide training and employment opportunities to students.	Assigned staff will provide college readiness preparation for all students and conduct career assessments for all 12th grade students on track to graduate, and assist with resume preparation. Assigned staff will serve as the primary liaison between the school and post-secondary institutions to assist with the enrollment of SOUL graduates. Assigned staff will identify, develop, and expand services for special student populations by establishing a close coordination of resources with agency and community partners and identifying need for such resources among our students and parents.	SOUL students (94%) have been identified as low-income with a history of poor academic achievement, during the self-reflection process the following needs have been identified: flexible scheduling, individualized or small group instruction and tutoring, case management services, social and emotional support, and postsecondary preparation for all identified students. English Language Learners (ELs) will continue to receive academic support from their assigned teacher. This support will be individualized to meet the needs of the student, based on the ELPAC assessment data that has been recorded, as well as previous classroom performance, and teacher input	SOUL uses case managers to form a collaborative team between the student, parent/guardian, Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. Case managers offer our school the unique opportunity to engage and collaborate with diverse educational partners to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making.	Currently, our focus areas are to increase parent engagement.  What parents have expressed is a continued desire to be informed, and able to participate in aspects of their child's learning.  By focusing on increased community engagements with parents, increased staff to parent communication, we hope to increase in these areas.	We intend to increase family outreach through hosted community events, informational meetings, and local governance through our Governing Council and English Learner Advisory Committee (ELAC). Additionally, translating informational content in families home language, based on the students' home language.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-05-21	2024
10621661030840	Carter G. Woodson Public Charter	3	Currently, community is a strengths across all educational partners.  They are all invited to our school events, where we host community building opportunities that includes all educational partners, including those at large (board of trustees, charter authorizer school board participation in board meetings, graduations, and end of year celebration event.	As we move towards building a community school model, more opportunities for families and parents, to have access to resources locally (i.e Diploma program offered at child's school site for parents, access to vocational training either on college campus, or at local school site).  Opportunities for teachers to participate in the parental involvement support by offering workshops to parents (i.e Math or ELA for parents taking the High School Equivalency Exam).	We are looking at providing transportation for parents needing to participate in school events but are without transportation.  Increasing our diversified communication methods, to acknowledge all groups, to increase a sense of belonging within our school family.	This year we increased our offering via edgenuity in order for students to complete a full a-g course sequence.  As a result our college and career readiness indicator increased, and more students are pursing a post secondary education, prior to graduating, leveraging their dual enrollment options.  Many students have sought other programs outside of their dual enrollment to pursue.  With the graduating class, all seniors had a plan to pursue post secondary education programs.	Our students are growing on many academic indicators.  In review of the local data, we have decided that all 8th graders will be placed in a Mathematics 1 course (i.e Algebra 1) for the entire school year, as we noticed significant growth on the student score reports, for students who participated in the pilot.  As a result there a minimal increase in total scale score for those students in math.  We are looking to leverage that growth in the years to come, by providing all students in 8th grade with an A-G math course.  We will be creating tutoring schedules prior to the beginning of the year, so that students day 1 start with content.	Provide parents with multiple opportunities to participate in the school day, through student shadowing, and classroom volunteering.  Also, creating a Parent Teacher Association to ensure representation of all educational partner groups, in particular those from underrepresented families.  Incentivizing participation through community building, and family style dinning.	Before agenda items go before the board for approval, they go through a shared governance process.  This occurs during the school day by surveying teachers, parents, and students.  This is also achieved by holding both SSC/DELAC meetings where our school community vote on actions pertaining to the school.	We are looking at providing educational partners with multiple opportunities to participate in both focus groups and periodic surveys.  By increasing our governing events and efforts we look towards increasing the shared decision making process across all our educational partners.	We are looking at providing educational partners with multiple opportunities to participate in both focus groups and periodic surveys.  Our goal is to increase our efforts to 4 focus groups next year, quarterly, in addition to our monthly SSC/DELAC meetings.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-28	2024
10622400000000	Kingsburg Elementary Charter	3	Based on the results of the locally developed school climate survey taken during the 2023-2024 school year, 74.7%% of the 567 students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 73.2% responded that they felt connected to their school. For students in grades 7 and 8, of the 403 students responding to the survey 78.1% indicated that they felt that school was a safe place, and 76.7% reported that they feel connected to their school.	The district has planned additional opportunities for families to engage with the school community. Some of the planned events include, but are not limited to: Title I Night, KHS Educational Night, Food Services Tasting Event, Bilingual Night, Santa Lucia Parade and the Swedish Festival. Also, our district received the community schools grant, and as part of that we have added an additional parenting program. Raising Highly Capable Kids Parenting Program was offered to any parent/guardian/caretaker in the Fall and Spring Semesters of the 23-24 school year. We held 6 classes total (3 Fall and 3 Spring). Classes were offered in English and in Spanish so that parents could access the curriculum in their first language. There were over 30 graduates from the program we held graduation celebrations for each session.  The RHCK company sent a representative in September to train all of our school liaisons and counseling staff members. RHCK provided follow-up training in January to ensure that our staff were ready to continue as effective facilitators of the program. RHCK is free to all Kingsburg Schools, families, and community members this year by a grant that was secured by the Kingsburg Community Task Force. We have found that RHCK has been very well received by facilitators and parents.
A bit about the program. Raising Highly Capable Kids (RHCK) is an evidence-based parenting program developed to build stronger families by empowering parents with the confidence, tools, and skills they need to raise healthy, caring, and responsible children. The goal of RHCK is to increase parents’ knowledge and skill level of the 40 Developmental Assets, which are proven to increase childhood resiliency and academic achievement.	Kingsburg Elementary Charter School District parents, students and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/guardians and clearly communicate the student’s progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisor groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports. Also, we have partnered with Fresno State’s Parent University to provide parenting classes for all our parents. We plan on continuing these classes again for the next school year. We recognized a group of them that completed their class at a board meeting. Also, with our community school's grant that we received, we will continue to plan engaging family and school events to continue to build our relationships between school staff and families. One of our highlights this year was our KECSD Wellness 5K Run, that was held at Rafer Johnson Jr. High. Hundreds of participants including our families and staff members, joined together for a fun and healthy event. We will continue to plan events like this at each of our school sites to build upon the strong staff and family relationships that have been developed over past years.	Assessments are developed to measure proficiency towards grade level standards.  The rigor of assessments will meet the criteria set forth during instruction.  Teachers will work with the local county office of education to use assessments as meaningful sources of information, helping teachers to identify individual student needs and strengths, as well as a system to help teachers identify good first instruction and the best practices used to assess learning.  This method includes assessments such as selected responses, essays and performance tasks.	Teachers in grades TK-8 participated in a series of math professional development facilitated by members of the Fresno County Superintendent of Schools Office.  The training focused on math expectations for their grade levels.  In addition, the county office provided in-class coaching for teachers.  The district also employs five academic coaches who serve as part of the District’s Academic Leadership Team, who also provided ongoing professional development for teachers, staff, and administration in math, ELA, ELD, technology and other areas, as needed.  The district will continue to work with our local county office and other professionals who are experts in their fields to improve staff’s knowledge and skills in order to facilitate individual school-wide and district-wide improvements for the purpose of increased student achievement. Next year's area of focus will be on English Language Arts. Also, since we received the community school's grant, we now have a liaison for each of our school sites. They are helping our staff connect with our families in many ways.	The district will work with school sites to ensure each school is a welcoming and safe environment for all students, families, and staff and that the school is perceived as a place where all families are welcome and valued.  Staff will continue to be trained and have discussions on how and why building relationships are important and that students need to have a trusted adult at school who is approachable, friendly, and receptive to concerns. We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning. Due to our district receiving the community school's grant, we now have site liaisons that help connect our staff with our family in even greater ways.	The district works with all members of the school community, including the Governing Board, to reflect on data that impacts learning.  Site administrators meet with their staff and parent groups, and the district meets with groups such as the District English Learner Advisory Committee, Parent Advisory Committee, and the district meets every other week with the district leadership teams.  These meetings are well attended. Discussions are focused on student achievement and meetings often resemble professional learning communities.  Each year, during the spring, our local county office of education meets with the district to reflect on professional development that took place during the year and provides input on plans for the new school year.  These annual meetings include the directors of each content area, in the department of curriculum and instruction. Parents also have the opportunity to share input through the district’s annual survey, and certificated staff members participate in an anonymous survey, with the expectation that 100% of the staff will participate.	The district will strive to be more authentic and intentional when fostering a welcoming, inclusive environment where families see reflections of themselves.  As a district we will champion relationship building through collaboration and communication. We will work toward being more culturally responsive and be mindful of deep-rooted cultural values that may show up in our schools, such as culturally relevant dates and holidays, and avoid scheduling important events and meetings on these days. This year we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.	The Kingsburg Elementary Charter School District is committed to establishing a true partnership with all facets of the school community.  KECSD values feedback and input.  Parents continue to make positive differences in the lives of the children we all support.  KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program.  Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines.  Such advisory committees in the district include School Site Council, English Language Advisory Committee, District English Learner Advisory Committee, and LCAP Parent Advisory Committee.  Other parent/family groups include, but are not limited to music and drama booster clubs and parent-teacher organizations. This year we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.	5	5	4	5	5	5	5	5	5	5	5	5	Met		2024-06-11	2024
10622400113142	Ronald W. Reagan Elementary	3	Based on the results of the locally developed school climate survey taken during the 2023-2024 school year, 74.7%% of the 567 students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 73.2% responded that they felt connected to their school. For students in grades 7 and 8, of the 403 students responding to the survey 78.1% indicated that they felt that school was a safe place, and 76.7% reported that they feel connected to their school.	The district has planned additional opportunities for families to engage with the school community. Some of the planned events include, but are not limited to: Title I Night, KHS Educational Night, Food Services Tasting Event, Bilingual Night, Santa Lucia Parade and the Swedish Festival. Also, our district received the community schools grant, and as part of that we have added an additional parenting program. Raising Highly Capable Kids Parenting Program was offered to any parent/guardian/caretaker in the Fall and Spring Semesters of the 23-24 school year. We held 6 classes total (3 Fall and 3 Spring). Classes were offered in English and in Spanish so that parents could access the curriculum in their first language. There were over 30 graduates from the program we held graduation celebrations for each session.  The RHCK company sent a representative in September to train all of our school liaisons and counseling staff members. RHCK provided follow-up training in January to ensure that our staff were ready to continue as effective facilitators of the program. RHCK is free to all Kingsburg Schools, families, and community members this year by a grant that was secured by the Kingsburg Community Task Force. We have found that RHCK has been very well received by facilitators and parents.
A bit about the program. Raising Highly Capable Kids (RHCK) is an evidence-based parenting program developed to build stronger families by empowering parents with the confidence, tools, and skills they need to raise healthy, caring, and responsible children. The goal of RHCK is to increase parents’ knowledge and skill level of the 40 Developmental Assets, which are proven to increase childhood resiliency and academic achievement.	Kingsburg Elementary Charter School District parents, students and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/guardians and clearly communicate the student’s progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisor groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports. Also, we have partnered with Fresno State’s Parent University to provide parenting classes for all our parents. We plan on continuing these classes again for the next school year. We recognized a group of them that completed their class at a board meeting. Also, with our community school's grant that we received, we will continue to plan engaging family and school events to continue to build our relationships between school staff and families. One of our highlights this year was our KECSD Wellness 5K Run, that was held at Rafer Johnson Jr. High. Hundreds of participants including our families and staff members, joined together for a fun and healthy event. We will continue to plan events like this at each of our school sites to build upon the strong staff and family relationships that have been developed over past years.	Assessments are developed to measure proficiency towards grade level standards.  The rigor of assessments will meet the criteria set forth during instruction.  Teachers will work with the local county office of education to use assessments as meaningful sources of information, helping teachers to identify individual student needs and strengths, as well as a system to help teachers identify good first instruction and the best practices used to assess learning.  This method includes assessments such as selected responses, essays and performance tasks.	Teachers in grades TK-8 participated in a series of math professional development facilitated by members of the Fresno County Superintendent of Schools Office.  The training focused on math expectations for their grade levels.  In addition, the county office provided in-class coaching for teachers.  The district also employs five academic coaches who serve as part of the District’s Academic Leadership Team, who also provided ongoing professional development for teachers, staff, and administration in math, ELA, ELD, technology and other areas, as needed.  The district will continue to work with our local county office and other professionals who are experts in their fields to improve staff’s knowledge and skills in order to facilitate individual school-wide and district-wide improvements for the purpose of increased student achievement. Next year's area of focus will be on English Language Arts. Also, since we received the community school's grant, we now have a liaison for each of our school sites. They are helping our staff connect with our families in many ways.	The district will work with school sites to ensure each school is a welcoming and safe environment for all students, families, and staff and that the school is perceived as a place where all families are welcome and valued.  Staff will continue to be trained and have discussions on how and why building relationships are important and that students need to have a trusted adult at school who is approachable, friendly, and receptive to concerns. We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning. Due to our district receiving the community school's grant, we now have site liaisons that help connect our staff with our family in even greater ways.	The district works with all members of the school community, including the Governing Board, to reflect on data that impacts learning.  Site administrators meet with their staff and parent groups, and the district meets with groups such as the District English Learner Advisory Committee, Parent Advisory Committee, and the district meets every other week with the district leadership teams.  These meetings are well attended. Discussions are focused on student achievement and meetings often resemble professional learning communities.  Each year, during the spring, our local county office of education meets with the district to reflect on professional development that took place during the year and provides input on plans for the new school year.  These annual meetings include the directors of each content area, in the department of curriculum and instruction. Parents also have the opportunity to share input through the district’s annual survey, and certificated staff members participate in an anonymous survey, with the expectation that 100% of the staff will participate.	The district will strive to be more authentic and intentional when fostering a welcoming, inclusive environment where families see reflections of themselves.  As a district we will champion relationship building through collaboration and communication. We will work toward being more culturally responsive and be mindful of deep-rooted cultural values that may show up in our schools, such as culturally relevant dates and holidays, and avoid scheduling important events and meetings on these days. This year we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.	The Kingsburg Elementary Charter School District is committed to establishing a true partnership with all facets of the school community.  KECSD values feedback and input.  Parents continue to make positive differences in the lives of the children we all support.  KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program.  Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines.  Such advisory committees in the district include School Site Council, English Language Advisory Committee, District English Learner Advisory Committee, and LCAP Parent Advisory Committee.  Other parent/family groups include, but are not limited to music and drama booster clubs and parent-teacher organizations. This year we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.	5	5	4	5	5	5	5	5	5	5	5	5	Met		2024-06-11	2024
10622400114587	Island Community Day	3	Based on the results of the locally developed school climate survey taken during the 2023-2024 school year, 74.7%% of the 567 students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 73.2% responded that they felt connected to their school. For students in grades 7 and 8, of the 403 students responding to the survey 78.1% indicated that they felt that school was a safe place, and 76.7% reported that they feel connected to their school.	The district has planned additional opportunities for families to engage with the school community. Some of the planned events include, but are not limited to: Title I Night, KHS Educational Night, Food Services Tasting Event, Bilingual Night, Santa Lucia Parade and the Swedish Festival. Also, our district received the community schools grant, and as part of that we have added an additional parenting program. Raising Highly Capable Kids Parenting Program was offered to any parent/guardian/caretaker in the Fall and Spring Semesters of the 23-24 school year. We held 6 classes total (3 Fall and 3 Spring). Classes were offered in English and in Spanish so that parents could access the curriculum in their first language. There were over 30 graduates from the program we held graduation celebrations for each session.  The RHCK company sent a representative in September to train all of our school liaisons and counseling staff members. RHCK provided follow-up training in January to ensure that our staff were ready to continue as effective facilitators of the program. RHCK is free to all Kingsburg Schools, families, and community members this year by a grant that was secured by the Kingsburg Community Task Force. We have found that RHCK has been very well received by facilitators and parents.
A bit about the program. Raising Highly Capable Kids (RHCK) is an evidence-based parenting program developed to build stronger families by empowering parents with the confidence, tools, and skills they need to raise healthy, caring, and responsible children. The goal of RHCK is to increase parents’ knowledge and skill level of the 40 Developmental Assets, which are proven to increase childhood resiliency and academic achievement.	Kingsburg Elementary Charter School District parents, students and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/guardians and clearly communicate the student’s progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisor groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports. Also, we have partnered with Fresno State’s Parent University to provide parenting classes for all our parents. We plan on continuing these classes again for the next school year. We recognized a group of them that completed their class at a board meeting. Also, with our community school's grant that we received, we will continue to plan engaging family and school events to continue to build our relationships between school staff and families. One of our highlights this year was our KECSD Wellness 5K Run, that was held at Rafer Johnson Jr. High. Hundreds of participants including our families and staff members, joined together for a fun and healthy event. We will continue to plan events like this at each of our school sites to build upon the strong staff and family relationships that have been developed over past years.	Assessments are developed to measure proficiency towards grade level standards.  The rigor of assessments will meet the criteria set forth during instruction.  Teachers will work with the local county office of education to use assessments as meaningful sources of information, helping teachers to identify individual student needs and strengths, as well as a system to help teachers identify good first instruction and the best practices used to assess learning.  This method includes assessments such as selected responses, essays and performance tasks.	Teachers in grades TK-8 participated in a series of math professional development facilitated by members of the Fresno County Superintendent of Schools Office.  The training focused on math expectations for their grade levels.  In addition, the county office provided in-class coaching for teachers.  The district also employs five academic coaches who serve as part of the District’s Academic Leadership Team, who also provided ongoing professional development for teachers, staff, and administration in math, ELA, ELD, technology and other areas, as needed.  The district will continue to work with our local county office and other professionals who are experts in their fields to improve staff’s knowledge and skills in order to facilitate individual school-wide and district-wide improvements for the purpose of increased student achievement. Next year's area of focus will be on English Language Arts. Also, since we received the community school's grant, we now have a liaison for each of our school sites. They are helping our staff connect with our families in many ways.	The district will work with school sites to ensure each school is a welcoming and safe environment for all students, families, and staff and that the school is perceived as a place where all families are welcome and valued.  Staff will continue to be trained and have discussions on how and why building relationships are important and that students need to have a trusted adult at school who is approachable, friendly, and receptive to concerns. We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning. Due to our district receiving the community school's grant, we now have site liaisons that help connect our staff with our family in even greater ways.	The district works with all members of the school community, including the Governing Board, to reflect on data that impacts learning.  Site administrators meet with their staff and parent groups, and the district meets with groups such as the District English Learner Advisory Committee, Parent Advisory Committee, and the district meets every other week with the district leadership teams.  These meetings are well attended. Discussions are focused on student achievement and meetings often resemble professional learning communities.  Each year, during the spring, our local county office of education meets with the district to reflect on professional development that took place during the year and provides input on plans for the new school year.  These annual meetings include the directors of each content area, in the department of curriculum and instruction. Parents also have the opportunity to share input through the district’s annual survey, and certificated staff members participate in an anonymous survey, with the expectation that 100% of the staff will participate.	The district will strive to be more authentic and intentional when fostering a welcoming, inclusive environment where families see reflections of themselves.  As a district we will champion relationship building through collaboration and communication. We will work toward being more culturally responsive and be mindful of deep-rooted cultural values that may show up in our schools, such as culturally relevant dates and holidays, and avoid scheduling important events and meetings on these days. This year we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.	The Kingsburg Elementary Charter School District is committed to establishing a true partnership with all facets of the school community.  KECSD values feedback and input.  Parents continue to make positive differences in the lives of the children we all support.  KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program.  Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines.  Such advisory committees in the district include School Site Council, English Language Advisory Committee, District English Learner Advisory Committee, and LCAP Parent Advisory Committee.  Other parent/family groups include, but are not limited to music and drama booster clubs and parent-teacher organizations. This year we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.	5	5	4	5	5	5	5	5	5	5	5	5	Met		2024-06-11	2024
10622406006704	Lincoln Elementary	3	Based on the results of the locally developed school climate survey taken during the 2023-2024 school year, 74.7%% of the 567 students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 73.2% responded that they felt connected to their school. For students in grades 7 and 8, of the 403 students responding to the survey 78.1% indicated that they felt that school was a safe place, and 76.7% reported that they feel connected to their school.	The district has planned additional opportunities for families to engage with the school community. Some of the planned events include, but are not limited to: Title I Night, KHS Educational Night, Food Services Tasting Event, Bilingual Night, Santa Lucia Parade and the Swedish Festival. Also, our district received the community schools grant, and as part of that we have added an additional parenting program. Raising Highly Capable Kids Parenting Program was offered to any parent/guardian/caretaker in the Fall and Spring Semesters of the 23-24 school year. We held 6 classes total (3 Fall and 3 Spring). Classes were offered in English and in Spanish so that parents could access the curriculum in their first language. There were over 30 graduates from the program we held graduation celebrations for each session.  The RHCK company sent a representative in September to train all of our school liaisons and counseling staff members. RHCK provided follow-up training in January to ensure that our staff were ready to continue as effective facilitators of the program. RHCK is free to all Kingsburg Schools, families, and community members this year by a grant that was secured by the Kingsburg Community Task Force. We have found that RHCK has been very well received by facilitators and parents.
A bit about the program. Raising Highly Capable Kids (RHCK) is an evidence-based parenting program developed to build stronger families by empowering parents with the confidence, tools, and skills they need to raise healthy, caring, and responsible children. The goal of RHCK is to increase parents’ knowledge and skill level of the 40 Developmental Assets, which are proven to increase childhood resiliency and academic achievement.	Kingsburg Elementary Charter School District parents, students and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/guardians and clearly communicate the student’s progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisor groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports. Also, we have partnered with Fresno State’s Parent University to provide parenting classes for all our parents. We plan on continuing these classes again for the next school year. We recognized a group of them that completed their class at a board meeting. Also, with our community school's grant that we received, we will continue to plan engaging family and school events to continue to build our relationships between school staff and families. One of our highlights this year was our KECSD Wellness 5K Run, that was held at Rafer Johnson Jr. High. Hundreds of participants including our families and staff members, joined together for a fun and healthy event. We will continue to plan events like this at each of our school sites to build upon the strong staff and family relationships that have been developed over past years.	Assessments are developed to measure proficiency towards grade level standards.  The rigor of assessments will meet the criteria set forth during instruction.  Teachers will work with the local county office of education to use assessments as meaningful sources of information, helping teachers to identify individual student needs and strengths, as well as a system to help teachers identify good first instruction and the best practices used to assess learning.  This method includes assessments such as selected responses, essays and performance tasks.	Teachers in grades TK-8 participated in a series of math professional development facilitated by members of the Fresno County Superintendent of Schools Office.  The training focused on math expectations for their grade levels.  In addition, the county office provided in-class coaching for teachers.  The district also employs five academic coaches who serve as part of the District’s Academic Leadership Team, who also provided ongoing professional development for teachers, staff, and administration in math, ELA, ELD, technology and other areas, as needed.  The district will continue to work with our local county office and other professionals who are experts in their fields to improve staff’s knowledge and skills in order to facilitate individual school-wide and district-wide improvements for the purpose of increased student achievement. Next year's area of focus will be on English Language Arts. Also, since we received the community school's grant, we now have a liaison for each of our school sites. They are helping our staff connect with our families in many ways.	The district will work with school sites to ensure each school is a welcoming and safe environment for all students, families, and staff and that the school is perceived as a place where all families are welcome and valued.  Staff will continue to be trained and have discussions on how and why building relationships are important and that students need to have a trusted adult at school who is approachable, friendly, and receptive to concerns. We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning. Due to our district receiving the community school's grant, we now have site liaisons that help connect our staff with our family in even greater ways.	The district works with all members of the school community, including the Governing Board, to reflect on data that impacts learning.  Site administrators meet with their staff and parent groups, and the district meets with groups such as the District English Learner Advisory Committee, Parent Advisory Committee, and the district meets every other week with the district leadership teams.  These meetings are well attended. Discussions are focused on student achievement and meetings often resemble professional learning communities.  Each year, during the spring, our local county office of education meets with the district to reflect on professional development that took place during the year and provides input on plans for the new school year.  These annual meetings include the directors of each content area, in the department of curriculum and instruction. Parents also have the opportunity to share input through the district’s annual survey, and certificated staff members participate in an anonymous survey, with the expectation that 100% of the staff will participate.	The district will strive to be more authentic and intentional when fostering a welcoming, inclusive environment where families see reflections of themselves.  As a district we will champion relationship building through collaboration and communication. We will work toward being more culturally responsive and be mindful of deep-rooted cultural values that may show up in our schools, such as culturally relevant dates and holidays, and avoid scheduling important events and meetings on these days. This year we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.	The Kingsburg Elementary Charter School District is committed to establishing a true partnership with all facets of the school community.  KECSD values feedback and input.  Parents continue to make positive differences in the lives of the children we all support.  KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program.  Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines.  Such advisory committees in the district include School Site Council, English Language Advisory Committee, District English Learner Advisory Committee, and LCAP Parent Advisory Committee.  Other parent/family groups include, but are not limited to music and drama booster clubs and parent-teacher organizations. This year we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.	5	5	4	5	5	5	5	5	5	5	5	5	Met		2024-06-11	2024
10622406006712	Roosevelt Elementary	3	Based on the results of the locally developed school climate survey taken during the 2023-2024 school year, 74.7%% of the 567 students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 73.2% responded that they felt connected to their school. For students in grades 7 and 8, of the 403 students responding to the survey 78.1% indicated that they felt that school was a safe place, and 76.7% reported that they feel connected to their school.	The district has planned additional opportunities for families to engage with the school community. Some of the planned events include, but are not limited to: Title I Night, KHS Educational Night, Food Services Tasting Event, Bilingual Night, Santa Lucia Parade and the Swedish Festival. Also, our district received the community schools grant, and as part of that we have added an additional parenting program. Raising Highly Capable Kids Parenting Program was offered to any parent/guardian/caretaker in the Fall and Spring Semesters of the 23-24 school year. We held 6 classes total (3 Fall and 3 Spring). Classes were offered in English and in Spanish so that parents could access the curriculum in their first language. There were over 30 graduates from the program we held graduation celebrations for each session.  The RHCK company sent a representative in September to train all of our school liaisons and counseling staff members. RHCK provided follow-up training in January to ensure that our staff were ready to continue as effective facilitators of the program. RHCK is free to all Kingsburg Schools, families, and community members this year by a grant that was secured by the Kingsburg Community Task Force. We have found that RHCK has been very well received by facilitators and parents.
A bit about the program. Raising Highly Capable Kids (RHCK) is an evidence-based parenting program developed to build stronger families by empowering parents with the confidence, tools, and skills they need to raise healthy, caring, and responsible children. The goal of RHCK is to increase parents’ knowledge and skill level of the 40 Developmental Assets, which are proven to increase childhood resiliency and academic achievement.	Kingsburg Elementary Charter School District parents, students and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/guardians and clearly communicate the student’s progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisor groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports. Also, we have partnered with Fresno State’s Parent University to provide parenting classes for all our parents. We plan on continuing these classes again for the next school year. We recognized a group of them that completed their class at a board meeting. Also, with our community school's grant that we received, we will continue to plan engaging family and school events to continue to build our relationships between school staff and families. One of our highlights this year was our KECSD Wellness 5K Run, that was held at Rafer Johnson Jr. High. Hundreds of participants including our families and staff members, joined together for a fun and healthy event. We will continue to plan events like this at each of our school sites to build upon the strong staff and family relationships that have been developed over past years.	Assessments are developed to measure proficiency towards grade level standards.  The rigor of assessments will meet the criteria set forth during instruction.  Teachers will work with the local county office of education to use assessments as meaningful sources of information, helping teachers to identify individual student needs and strengths, as well as a system to help teachers identify good first instruction and the best practices used to assess learning.  This method includes assessments such as selected responses, essays and performance tasks.	Teachers in grades TK-8 participated in a series of math professional development facilitated by members of the Fresno County Superintendent of Schools Office.  The training focused on math expectations for their grade levels.  In addition, the county office provided in-class coaching for teachers.  The district also employs five academic coaches who serve as part of the District’s Academic Leadership Team, who also provided ongoing professional development for teachers, staff, and administration in math, ELA, ELD, technology and other areas, as needed.  The district will continue to work with our local county office and other professionals who are experts in their fields to improve staff’s knowledge and skills in order to facilitate individual school-wide and district-wide improvements for the purpose of increased student achievement. Next year's area of focus will be on English Language Arts. Also, since we received the community school's grant, we now have a liaison for each of our school sites. They are helping our staff connect with our families in many ways.	The district will work with school sites to ensure each school is a welcoming and safe environment for all students, families, and staff and that the school is perceived as a place where all families are welcome and valued.  Staff will continue to be trained and have discussions on how and why building relationships are important and that students need to have a trusted adult at school who is approachable, friendly, and receptive to concerns. We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning. Due to our district receiving the community school's grant, we now have site liaisons that help connect our staff with our family in even greater ways.	The district works with all members of the school community, including the Governing Board, to reflect on data that impacts learning.  Site administrators meet with their staff and parent groups, and the district meets with groups such as the District English Learner Advisory Committee, Parent Advisory Committee, and the district meets every other week with the district leadership teams.  These meetings are well attended. Discussions are focused on student achievement and meetings often resemble professional learning communities.  Each year, during the spring, our local county office of education meets with the district to reflect on professional development that took place during the year and provides input on plans for the new school year.  These annual meetings include the directors of each content area, in the department of curriculum and instruction. Parents also have the opportunity to share input through the district’s annual survey, and certificated staff members participate in an anonymous survey, with the expectation that 100% of the staff will participate.	The district will strive to be more authentic and intentional when fostering a welcoming, inclusive environment where families see reflections of themselves.  As a district we will champion relationship building through collaboration and communication. We will work toward being more culturally responsive and be mindful of deep-rooted cultural values that may show up in our schools, such as culturally relevant dates and holidays, and avoid scheduling important events and meetings on these days. This year we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.	The Kingsburg Elementary Charter School District is committed to establishing a true partnership with all facets of the school community.  KECSD values feedback and input.  Parents continue to make positive differences in the lives of the children we all support.  KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program.  Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines.  Such advisory committees in the district include School Site Council, English Language Advisory Committee, District English Learner Advisory Committee, and LCAP Parent Advisory Committee.  Other parent/family groups include, but are not limited to music and drama booster clubs and parent-teacher organizations. This year we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.
	5	5	4	5	5	5	5	5	5	5	5	5	Met		2024-06-11	2024
10622406006720	Washington Elementary	3	Based on the results of the locally developed school climate survey taken during the 2023-2024 school year, 74.7%% of the 567 students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 73.2% responded that they felt connected to their school. For students in grades 7 and 8, of the 403 students responding to the survey 78.1% indicated that they felt that school was a safe place, and 76.7% reported that they feel connected to their school.	The district has planned additional opportunities for families to engage with the school community. Some of the planned events include, but are not limited to: Title I Night, KHS Educational Night, Food Services Tasting Event, Bilingual Night, Santa Lucia Parade and the Swedish Festival. Also, our district received the community schools grant, and as part of that we have added an additional parenting program. Raising Highly Capable Kids Parenting Program was offered to any parent/guardian/caretaker in the Fall and Spring Semesters of the 23-24 school year. We held 6 classes total (3 Fall and 3 Spring). Classes were offered in English and in Spanish so that parents could access the curriculum in their first language. There were over 30 graduates from the program we held graduation celebrations for each session.  The RHCK company sent a representative in September to train all of our school liaisons and counseling staff members. RHCK provided follow-up training in January to ensure that our staff were ready to continue as effective facilitators of the program. RHCK is free to all Kingsburg Schools, families, and community members this year by a grant that was secured by the Kingsburg Community Task Force. We have found that RHCK has been very well received by facilitators and parents.
A bit about the program. Raising Highly Capable Kids (RHCK) is an evidence-based parenting program developed to build stronger families by empowering parents with the confidence, tools, and skills they need to raise healthy, caring, and responsible children. The goal of RHCK is to increase parents’ knowledge and skill level of the 40 Developmental Assets, which are proven to increase childhood resiliency and academic achievement.	Kingsburg Elementary Charter School District parents, students and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/guardians and clearly communicate the student’s progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisor groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports. Also, we have partnered with Fresno State’s Parent University to provide parenting classes for all our parents. We plan on continuing these classes again for the next school year. We recognized a group of them that completed their class at a board meeting. Also, with our community school's grant that we received, we will continue to plan engaging family and school events to continue to build our relationships between school staff and families. One of our highlights this year was our KECSD Wellness 5K Run, that was held at Rafer Johnson Jr. High. Hundreds of participants including our families and staff members, joined together for a fun and healthy event. We will continue to plan events like this at each of our school sites to build upon the strong staff and family relationships that have been developed over past years.	Assessments are developed to measure proficiency towards grade level standards.  The rigor of assessments will meet the criteria set forth during instruction.  Teachers will work with the local county office of education to use assessments as meaningful sources of information, helping teachers to identify individual student needs and strengths, as well as a system to help teachers identify good first instruction and the best practices used to assess learning.  This method includes assessments such as selected responses, essays and performance tasks.	Teachers in grades TK-8 participated in a series of math professional development facilitated by members of the Fresno County Superintendent of Schools Office.  The training focused on math expectations for their grade levels.  In addition, the county office provided in-class coaching for teachers.  The district also employs five academic coaches who serve as part of the District’s Academic Leadership Team, who also provided ongoing professional development for teachers, staff, and administration in math, ELA, ELD, technology and other areas, as needed.  The district will continue to work with our local county office and other professionals who are experts in their fields to improve staff’s knowledge and skills in order to facilitate individual school-wide and district-wide improvements for the purpose of increased student achievement. Next year's area of focus will be on English Language Arts. Also, since we received the community school's grant, we now have a liaison for each of our school sites. They are helping our staff connect with our families in many ways.	The district will work with school sites to ensure each school is a welcoming and safe environment for all students, families, and staff and that the school is perceived as a place where all families are welcome and valued.  Staff will continue to be trained and have discussions on how and why building relationships are important and that students need to have a trusted adult at school who is approachable, friendly, and receptive to concerns. We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning. Due to our district receiving the community school's grant, we now have site liaisons that help connect our staff with our family in even greater ways.	The district works with all members of the school community, including the Governing Board, to reflect on data that impacts learning.  Site administrators meet with their staff and parent groups, and the district meets with groups such as the District English Learner Advisory Committee, Parent Advisory Committee, and the district meets every other week with the district leadership teams.  These meetings are well attended. Discussions are focused on student achievement and meetings often resemble professional learning communities.  Each year, during the spring, our local county office of education meets with the district to reflect on professional development that took place during the year and provides input on plans for the new school year.  These annual meetings include the directors of each content area, in the department of curriculum and instruction. Parents also have the opportunity to share input through the district’s annual survey, and certificated staff members participate in an anonymous survey, with the expectation that 100% of the staff will participate.	The district will strive to be more authentic and intentional when fostering a welcoming, inclusive environment where families see reflections of themselves.  As a district we will champion relationship building through collaboration and communication. We will work toward being more culturally responsive and be mindful of deep-rooted cultural values that may show up in our schools, such as culturally relevant dates and holidays, and avoid scheduling important events and meetings on these days. This year we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.	The Kingsburg Elementary Charter School District is committed to establishing a true partnership with all facets of the school community.  KECSD values feedback and input.  Parents continue to make positive differences in the lives of the children we all support.  KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program.  Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines.  Such advisory committees in the district include School Site Council, English Language Advisory Committee, District English Learner Advisory Committee, and LCAP Parent Advisory Committee.  Other parent/family groups include, but are not limited to music and drama booster clubs and parent-teacher organizations. This year we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.	5	5	4	5	5	5	5	5	5	5	5	5	Met		2024-06-11	2024
10622406108328	Rafer Johnson Junior High	3	Based on the results of the locally developed school climate survey taken during the 2023-2024 school year, 74.7%% of the 567 students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 73.2% responded that they felt connected to their school. For students in grades 7 and 8, of the 403 students responding to the survey 78.1% indicated that they felt that school was a safe place, and 76.7% reported that they feel connected to their school.	The district has planned additional opportunities for families to engage with the school community. Some of the planned events include, but are not limited to: Title I Night, KHS Educational Night, Food Services Tasting Event, Bilingual Night, Santa Lucia Parade and the Swedish Festival. Also, our district received the community schools grant, and as part of that we have added an additional parenting program. Raising Highly Capable Kids Parenting Program was offered to any parent/guardian/caretaker in the Fall and Spring Semesters of the 23-24 school year. We held 6 classes total (3 Fall and 3 Spring). Classes were offered in English and in Spanish so that parents could access the curriculum in their first language. There were over 30 graduates from the program we held graduation celebrations for each session.  The RHCK company sent a representative in September to train all of our school liaisons and counseling staff members. RHCK provided follow-up training in January to ensure that our staff were ready to continue as effective facilitators of the program. RHCK is free to all Kingsburg Schools, families, and community members this year by a grant that was secured by the Kingsburg Community Task Force. We have found that RHCK has been very well received by facilitators and parents.
A bit about the program. Raising Highly Capable Kids (RHCK) is an evidence-based parenting program developed to build stronger families by empowering parents with the confidence, tools, and skills they need to raise healthy, caring, and responsible children. The goal of RHCK is to increase parents’ knowledge and skill level of the 40 Developmental Assets, which are proven to increase childhood resiliency and academic achievement.	Kingsburg Elementary Charter School District parents, students and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/guardians and clearly communicate the student’s progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisor groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports. Also, we have partnered with Fresno State’s Parent University to provide parenting classes for all our parents. We plan on continuing these classes again for the next school year. We recognized a group of them that completed their class at a board meeting. Also, with our community school's grant that we received, we will continue to plan engaging family and school events to continue to build our relationships between school staff and families. One of our highlights this year was our KECSD Wellness 5K Run, that was held at Rafer Johnson Jr. High. Hundreds of participants including our families and staff members, joined together for a fun and healthy event. We will continue to plan events like this at each of our school sites to build upon the strong staff and family relationships that have been developed over past years.
	Assessments are developed to measure proficiency towards grade level standards.  The rigor of assessments will meet the criteria set forth during instruction.  Teachers will work with the local county office of education to use assessments as meaningful sources of information, helping teachers to identify individual student needs and strengths, as well as a system to help teachers identify good first instruction and the best practices used to assess learning.  This method includes assessments such as selected responses, essays and performance tasks.	Teachers in grades TK-8 participated in a series of math professional development facilitated by members of the Fresno County Superintendent of Schools Office.  The training focused on math expectations for their grade levels.  In addition, the county office provided in-class coaching for teachers.  The district also employs five academic coaches who serve as part of the District’s Academic Leadership Team, who also provided ongoing professional development for teachers, staff, and administration in math, ELA, ELD, technology and other areas, as needed.  The district will continue to work with our local county office and other professionals who are experts in their fields to improve staff’s knowledge and skills in order to facilitate individual school-wide and district-wide improvements for the purpose of increased student achievement. Next year's area of focus will be on English Language Arts. Also, since we received the community school's grant, we now have a liaison for each of our school sites. They are helping our staff connect with our families in many ways.	The district will work with school sites to ensure each school is a welcoming and safe environment for all students, families, and staff and that the school is perceived as a place where all families are welcome and valued.  Staff will continue to be trained and have discussions on how and why building relationships are important and that students need to have a trusted adult at school who is approachable, friendly, and receptive to concerns. We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning. Due to our district receiving the community school's grant, we now have site liaisons that help connect our staff with our family in even greater ways.	The district works with all members of the school community, including the Governing Board, to reflect on data that impacts learning.  Site administrators meet with their staff and parent groups, and the district meets with groups such as the District English Learner Advisory Committee, Parent Advisory Committee, and the district meets every other week with the district leadership teams.  These meetings are well attended. Discussions are focused on student achievement and meetings often resemble professional learning communities.  Each year, during the spring, our local county office of education meets with the district to reflect on professional development that took place during the year and provides input on plans for the new school year.  These annual meetings include the directors of each content area, in the department of curriculum and instruction. Parents also have the opportunity to share input through the district’s annual survey, and certificated staff members participate in an anonymous survey, with the expectation that 100% of the staff will participate.	The district will strive to be more authentic and intentional when fostering a welcoming, inclusive environment where families see reflections of themselves.  As a district we will champion relationship building through collaboration and communication. We will work toward being more culturally responsive and be mindful of deep-rooted cultural values that may show up in our schools, such as culturally relevant dates and holidays, and avoid scheduling important events and meetings on these days. This year we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.	The Kingsburg Elementary Charter School District is committed to establishing a true partnership with all facets of the school community.  KECSD values feedback and input.  Parents continue to make positive differences in the lives of the children we all support.  KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program.  Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines.  Such advisory committees in the district include School Site Council, English Language Advisory Committee, District English Learner Advisory Committee, and LCAP Parent Advisory Committee.  Other parent/family groups include, but are not limited to music and drama booster clubs and parent-teacher organizations. This year we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.	5	5	4	5	5	5	5	5	5	5	5	5	Met		2024-06-11	2024
10622406114805	Central Valley Home	3	Based on the results of the locally developed school climate survey taken during the 2023-2024 school year, 74.7%% of the 567 students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 73.2% responded that they felt connected to their school. For students in grades 7 and 8, of the 403 students responding to the survey 78.1% indicated that they felt that school was a safe place, and 76.7% reported that they feel connected to their school.	The district has planned additional opportunities for families to engage with the school community. Some of the planned events include, but are not limited to: Title I Night, KHS Educational Night, Food Services Tasting Event, Bilingual Night, Santa Lucia Parade and the Swedish Festival. Also, our district received the community schools grant, and as part of that we have added an additional parenting program. Raising Highly Capable Kids Parenting Program was offered to any parent/guardian/caretaker in the Fall and Spring Semesters of the 23-24 school year. We held 6 classes total (3 Fall and 3 Spring). Classes were offered in English and in Spanish so that parents could access the curriculum in their first language. There were over 30 graduates from the program we held graduation celebrations for each session.  The RHCK company sent a representative in September to train all of our school liaisons and counseling staff members. RHCK provided follow-up training in January to ensure that our staff were ready to continue as effective facilitators of the program. RHCK is free to all Kingsburg Schools, families, and community members this year by a grant that was secured by the Kingsburg Community Task Force. We have found that RHCK has been very well received by facilitators and parents.
A bit about the program. Raising Highly Capable Kids (RHCK) is an evidence-based parenting program developed to build stronger families by empowering parents with the confidence, tools, and skills they need to raise healthy, caring, and responsible children. The goal of RHCK is to increase parents’ knowledge and skill level of the 40 Developmental Assets, which are proven to increase childhood resiliency and academic achievement.	Kingsburg Elementary Charter School District parents, students and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/guardians and clearly communicate the student’s progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisor groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports. Also, we have partnered with Fresno State’s Parent University to provide parenting classes for all our parents. We plan on continuing these classes again for the next school year. We recognized a group of them that completed their class at a board meeting. Also, with our community school's grant that we received, we will continue to plan engaging family and school events to continue to build our relationships between school staff and families. One of our highlights this year was our KECSD Wellness 5K Run, that was held at Rafer Johnson Jr. High. Hundreds of participants including our families and staff members, joined together for a fun and healthy event. We will continue to plan events like this at each of our school sites to build upon the strong staff and family relationships that have been developed over past years.	Assessments are developed to measure proficiency towards grade level standards.  The rigor of assessments will meet the criteria set forth during instruction.  Teachers will work with the local county office of education to use assessments as meaningful sources of information, helping teachers to identify individual student needs and strengths, as well as a system to help teachers identify good first instruction and the best practices used to assess learning.  This method includes assessments such as selected responses, essays and performance tasks.	Teachers in grades TK-8 participated in a series of math professional development facilitated by members of the Fresno County Superintendent of Schools Office.  The training focused on math expectations for their grade levels.  In addition, the county office provided in-class coaching for teachers.  The district also employs five academic coaches who serve as part of the District’s Academic Leadership Team, who also provided ongoing professional development for teachers, staff, and administration in math, ELA, ELD, technology and other areas, as needed.  The district will continue to work with our local county office and other professionals who are experts in their fields to improve staff’s knowledge and skills in order to facilitate individual school-wide and district-wide improvements for the purpose of increased student achievement. Next year's area of focus will be on English Language Arts. Also, since we received the community school's grant, we now have a liaison for each of our school sites. They are helping our staff connect with our families in many ways.	The district will work with school sites to ensure each school is a welcoming and safe environment for all students, families, and staff and that the school is perceived as a place where all families are welcome and valued.  Staff will continue to be trained and have discussions on how and why building relationships are important and that students need to have a trusted adult at school who is approachable, friendly, and receptive to concerns. We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning. Due to our district receiving the community school's grant, we now have site liaisons that help connect our staff with our family in even greater ways.	The district works with all members of the school community, including the Governing Board, to reflect on data that impacts learning.  Site administrators meet with their staff and parent groups, and the district meets with groups such as the District English Learner Advisory Committee, Parent Advisory Committee, and the district meets every other week with the district leadership teams.  These meetings are well attended. Discussions are focused on student achievement and meetings often resemble professional learning communities.  Each year, during the spring, our local county office of education meets with the district to reflect on professional development that took place during the year and provides input on plans for the new school year.  These annual meetings include the directors of each content area, in the department of curriculum and instruction. Parents also have the opportunity to share input through the district’s annual survey, and certificated staff members participate in an anonymous survey, with the expectation that 100% of the staff will participate.	The district will strive to be more authentic and intentional when fostering a welcoming, inclusive environment where families see reflections of themselves.  As a district we will champion relationship building through collaboration and communication. We will work toward being more culturally responsive and be mindful of deep-rooted cultural values that may show up in our schools, such as culturally relevant dates and holidays, and avoid scheduling important events and meetings on these days. This year we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.	The Kingsburg Elementary Charter School District is committed to establishing a true partnership with all facets of the school community.  KECSD values feedback and input.  Parents continue to make positive differences in the lives of the children we all support.  KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program.  Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines.  Such advisory committees in the district include School Site Council, English Language Advisory Committee, District English Learner Advisory Committee, and LCAP Parent Advisory Committee.  Other parent/family groups include, but are not limited to music and drama booster clubs and parent-teacher organizations. This year we have added community advisory councils at all our sites thanks in part to the community school's grant that we received.	5	5	4	5	5	5	5	5	5	5	5	5	Met		2024-06-11	2024
10622570000000	Kingsburg Joint Union High	3	Overall, parents reported an increase in all questions.  Supporting staff to learn about each family's strength went up a level from 2 to 3.  The district continues to engage parents in having welcoming events for parents.  Parent participation at schoolwide events has increased, though this does not reflect in the survey results.    The district will continue to work hard on developing relationships with parents to move towards full implementation in all four areas.	Educational partner feedback from survey results show that in the above questions, parents rated the school higher.  All questions are now rated at the initial implementation level.  On average for these questions, 30 parents stated no response or unknown.  When speaking with parent groups, they state these questions are hard for them to evaluate.  There was a  3% decrease in stating communication was good or better and a 5% decrease in stating the school treats parents/caregivers in a way that makes them feel respected.  The district will continue to build on building relationships with supporting staff on understanding the different cultures of the district and improve teacher communication with parents.	Based on analysis, the focus on improved engagement through an action item on the LCAP by  providing additional parent support meetings, translation services, food for meetings and child care was effective, as all ratings were in the initial implementation, but from other survey results, the parents felt that communication and respect has gone down.  The district will continue to focus on parent engagement and building relationships through more parent education nights.	Overall, parents reported an increase in all questions.  Supporting families to understand and exercise their legal rights went up a level from 2 to 3.   All questions are at initial implementation. Parent engagement meetings also had positive input on the increase in mental health support.  The district continued to use federal funds to help support learning outside of school by supporting 2 community hubs that students could access after school.  The community hubs were in addition to tutoring options available four days a week on campus as well as 24 hour online tutoring in addition to one-on-one online tutoring support to students.	Survey results show that a continued focus on supporting families and including them in their students education is needed as the district is still at initial implementation.  The district continues to provide parent/family nights, but on specific topics related to getting input and hearing from parents, the attendance is low. At educational partner meetings they stated that the continued focus on supporting students and families is essential.  The district still has room to improve to move all questions to the full implementation stage.	Based on analysis, the focus on improved engagement through an action item on the LCAP by providing additional tutoring both online and in person, community hubs (Federal grant), and an increase in on campus mental health support was effective through parent feedback at meetings and surveys, but not specifically in the above areas on the survey.  The actions from the previous LCAP will remain, with the addition of an action related to drug prevention which will offer more support for parents and students.	Overall the district saw a small increase in all questions, but remained at the initial implementation level.   The district and school sites continued to hold meetings to gather parent input, but these meetings still have low attendance.  This year though, there was an increase in completed surveys from 86 to 110.  As a small town, input from parents often  come during extra curricular activities and not through formal meetings.   As a district we take all of this input to help impact our LCAP.	Educational partner feedback stated that the continued focus on supporting students and families is essential.  With the new 2024-25 LCAP, the actions from the previous LCAP will remain with new actions that will support more engagement with parents.  The district still has room to improve to move all questions to the full implementation stage.	Based on analysis, the district continues to struggle to get parents engagement at meetings, though there was an increase in parents completing the LCAP survey.   The district will continue to engage parents and encourage involvement in all aspects of their students school experience.  The actions from the previous LCAP will remain, with the addition of an action related to drug prevention which will offer more support for parents and students, as this was an area of concern from parent meetings and survey results.	3	3	3	3	3	3	3	3	3	3	3	3	Met		2024-06-24	2024
10622650000000	Kings Canyon Joint Unified	3	"KCUSD consistently seeks to enhance partnerships with educational partners to elevate student outcomes. Through collaborative efforts between school sites and district initiatives, KCUSD families hold a notably positive view of the services provided to students. According to the annual School Performance Survey (Parent Survey-SPS), 97.3% of parents rated their child's school quality as either ""Excellent"" (48.23%), ""Good"" (39.43%), or ""Satisfactory"" (9.67%). This perception hinges on performance outcomes and the nurturing climate fostered between schools and families. Notably, on the SPS, 97.4% of parents rated the quality of their interaction with the school positively, emphasizing respect and inclusivity. Across the district, parents overwhelmingly feel that school site staff build positive relationships with families.  

Parent engagement is prioritized through various site-based and district-wide activities, prominently featuring the KCUSD Parent Academy. This district-wide program, available at all sites, offers educational initiatives tailored to each site's needs, including programs like the Latino Family Literacy Project, Parenting Partners, PIQE, and Creation Health. In the 2023-2024 period, KCUSD renewed its partnership with Fresno State’s Parent University, expanding online workshops to empower parents with resources ranging from parenting skills to technology literacy.
"	Effective communication is pivotal, and KCUSD utilizes ParentSquare as its unified communications platform, facilitating two-way communication via text messages, phone calls, and virtual gatherings. Feedback from the SPS underscores the importance of text messages, phone apps, and email notifications in engaging families, prompting KCUSD to further leverage ParentSquare tools to gather input from families, strengthening relationships, and providing valuable support and education.  However, through the collection of input from various parent groups across the district, we identified a need to ensure hard copy communication in addition to digital means.  While most families utilize digital district communication platforms, there are still some families who prefer paper fliers and phone calls.  This will be an area of focus for the 24-25 school year.
	KCUSD's commitment to inclusivity extends to underrepresented student groups, facilitated by a dedicated Parent Engagement and Education Coordinator. This role collaborates with school sites and parent groups to maximize participation, particularly among underrepresented student cohorts. Additionally, KCUSD maintains a Bilingual Community Aide at every site, supporting parent engagement efforts through ongoing professional development. In 2023-2024, this collaboration culminated in the establishment of a District Customer Service Mission and Vision, underscoring the commitment to fostering respectful, empathetic, and personalized support for all educational partners.  In 2024-2025, KCUSD plans to continue to build the capacity of school site support staff, including Bilingual Community Aides, to ensure that customer service is a priority when working with families and community.   Aligned with our Customer Service Mission and Vision, school staff will continue to cultivate vital relationships with parents, staff, and the community, nurturing an environment where students can achieve their highest potential.
	"Drawing from the 2024 School Performance Survey (SPS), parents overwhelmingly praised the quality of their reception within the school community, with a striking 97.4% rating their experience as either ""Excellent,"" ""Good,"" or ""Satisfactory."" These numbers reflect the consistent respect and inclusivity extended to our families by school site administrators, teachers, and front office staff.  

To sustain and broaden this positive rapport with all families, KCUSD has partnered with translation and interpretation services, ensuring seamless communication between home and school whenever necessary. This initiative has notably enhanced KCUSD's outreach efforts, notably benefiting programs like Puente a Tecnologia and the Migrant program. By actively seeking feedback from advisory bodies such as DAC and DELAC, KCUSD has leveraged parent engagement opportunities like Children’s Day to celebrate and acknowledge the rich diversity within the Kings Canyon Unified School District community.
"	However, there remains room for improvement, particularly in reaching out to parents who may not typically engage with educational or community initiatives. Understanding this, the District aims to identify strategies to enhance participation among these groups. Survey data indicates that while a significant portion of parents (over 70.58%) attend school events focusing on students, fewer (less than 34.4%) are involved in formal school committees. This underscores the ongoing need for the School District to actively involve parents in advisory roles, requiring sustained efforts to boost participation rates in such crucial groups.
	KCUSD's commitment to inclusivity extends to underrepresented student groups.  In 24-25, the Parent Engagement Coordinator will collaborate with site leadership to share best practices in parent and community outreach.  Specific metrics will be proposed to monitor the participation of parents in school engagement activities.  In addition, Bilingual Community Aides will provide targeted outreach to families that may not typically attend school events or participate in advisory opportunities.  
	Kings Canyon Unified School District (KCUSD) has implemented a comprehensive and structured approach to involving educational partners in decision-making processes across the board. This commitment extends from the District office to individual school sites, where KCUSD has established a diverse array of advisory councils and groups to gather input from stakeholders.
At the District level, KCUSD convenes the District Advisory Council (DAC) and the District English Learner Advisory Council (DELAC), comprised of representatives from each school’s School Site Council and English Learner Advisory Council, respectively. Additionally, KCUSD regularly hosts Special Education Connect meetings to solicit input from parents and community members on enhancing outcomes for students with disabilities.
In tandem with these councils and groups, KCUSD engages with the community through various surveys, including the annual Parent Survey, annual Student Climate survey, LCAP survey, and others, to gather opinions and suggestions for district improvement. Notably, in the 2023-2024 academic year, KCUSD pursued a California Community Schools Grant, organizing multiple open forums during the application process to gather input from community partners. These forums garnered feedback from not only staff and parents but also the wider community.
	While these structured approaches have proven effective, KCUSD aims to deepen parental engagement further. To enhance communication practices, KCUSD conducted a comprehensive study involving parents and site leaders to identify areas for improvement and opportunities for greater community engagement, ultimately leading to the consolidation of district and site communication under the unified system of ParentSquare.  In addition, feedback from parents throughout the year highlighted the need to provide both digital communication as well as hard copy communication for those families that are not as familiar with technology tools.  Moving forward, KCUSD remains committed to refining communication channels to empower parents as active partners in the decision-making process.

	In light of this study, KCUSD has introduced enhanced tools to facilitate communication, including the adoption of ParentSquare and the launch of new websites for all schools and departments, thereby fostering greater connectivity and collaboration within the KCUSD community.  In addition, the district will continue to leverage the district Communications Director to ensure communication messages are sent utilizing a variety of communication means, such as digital communication platforms, school site marquees, as well as hard copy communication.  Finally, school site support staff will be tasked with differentiating parent outreach efforts to ensure that our communication efforts meet the needs of our families.  

	5	4	3	4	4	4	5	3	4	4	4	4	Met		2024-06-11	2024
10622650116640	Kings Canyon Online	3	KC Online is always looking to improve how we partner with our stakeholders to improve student outcomes.  Through our partnership with our parents and community, families have a very positive opinion about the quality of services provided to students.  Based on the annual School Performance Survey (Parent Survey), 100% of parents felt that the overall quality of the school their child attended was either “Excellent”, “Good”, or “Satisfactory”.  This perception of quality is only possible through student performance results and through the climate and culture we have built on our campus with both students and families. Parents also rated the quality with which they are “greeted, treated with respect, and made to feel a part of this school” with 98% responding either “Excellent,” “Good” or “Satisfactory”.  

Parent engagement is always a focus for KC Online.  In addition to the sharing of information via Parent Square, KC Online holds a Back to School informational meeting at the start of the year and provides multiple opportunities for one on one conferences with students and parents.  In addition, KC Online holds quarterly school site council meetings and encourages parents to attend district advisory council (DAC) meetings to provide input on school programs.  Most recently, Kings Canyon Online began holding academic awards ceremonies in which students in grades K-12 are recognized for course completion, grades, and positive behavior.  These academic awards events have been a positive way to engage parents on the KC Online campus in a non-threatening, celebratory way.   
	Communication is only effective if the communication makes it to its intended audience. Through the feedback on the parent survey, we learned that 62% of our KCO families rely on text messages and phone app notifications for communication.  We had 24% of our parents share that they prefer phone calls as a means to receive information from the school.   This data shows us that we need to continue to rely heavily on the use of all Parent Square communication features, including the phone call feature to reach as many parents as possible.  Parent Square has been our primary means of two way communication with both students and parents, allowing students/parents to both view and send communication with the school.	Parent involvement remains a top priority at KC Online.  To improve participation rates, KCO will continue to expand its outreach utilizing district digital communication platforms.  Both site leadership and teachers will utilize Parent Square to regularly communicate information about school wide events as well as classroom activities.  Leveraging the district Parent Engagement Coordinator and the site Bilingual Community Aide, KCO will work to maximize parent participation, especially of underrepresented student groups, through consistent, clear communication and personal parent outreach efforts.  In addition, KCO will lean on parent leaders from the School Site Council, English Language Advisory Committee, and Ag Booster Club, to support parent outreach to the immediate school community.	Utilizing the 2024 School Performance Survey (Parent Survey), parents rated the quality with which they are “greeted, treated with respect, and made to feel a part of this school” with 98% responding either “Excellent,” “Good” or “Satisfactory.” These statistics show the level of respect that is routinely shown to our families. 

In order to ensure that our positive relationships continue and include all KC Online families, we focused on providing families with non threatening opportunities to engage on campus.  This included back to school orientation meetings, small intake meetings, and academic awards ceremonies to celebrate their child’s achievement.  We also ensured that all communication that went out to parents was translated in their home language and that we responded to parent inquiries/questions/concerns within 24 hours, validating their concerns and questions throughout the year.  This year KCO increased the number of messages that went home as both text/app notification and phone call.
	One area for continued growth is to increase the outreach to those parents who do not routinely take part in education or engagement opportunities to help site leadership to identify areas to improve on.  To build meaningful improvement plans, we need the input from both students and their parents.  Based on our survey results, many parents have not participated in the parent engagement opportunities made available to them and even fewer are participating in formal advisory councils.  This data shows that KC Online should continue to expand outreach efforts to engage parents in advisory opportunities.	KC Online's commitment to inclusivity extends to underrepresented student groups.  In 24-25, the Parent Engagement Coordinator will collaborate with site leadership to share best practices in parent and community outreach.  Specific metrics will be proposed to monitor the participation of parents in school engagement activities.  In addition, Bilingual Community Aides will provide targeted outreach to families that may not typically attend school events or participate in advisory opportunities.   Lastly, KC Online will continue to utilize existing site and district parent committees such as our school site council, English learner advisory committee, District Advisory Committee, and District English Language Advisory Committee meetings to engage parents and support their voice in their children’s educational experience.	Kings Canyon Online has a systematic strategy to engage stakeholders to provide input for decision making as a whole.  KC Online has a school site council committee and an English learner advisory committee that both serve as opportunities for parents to provide input on our program.  At the District level, parents can participate on the District Advisory Council (DAC) and a District English Learner Advisory Council (DELAC).  In addition to these councils/committees, KC Online corresponds with the community through several surveys including the annual Parent Survey, annual Student Climate survey, LCAP survey, and other surveys to collect opinions and suggestions on how our school site can improve.	While these systematic ways of collecting input have been effective, KC Online is always looking for better ways to connect with our parents.   Communication is only effective if the communication makes it to its intended audience. Through the annual parent survey, KC Online learned that families most heavily depended on text messages, phone apps or email notifications for their communication.  Over the past few years, KC Online administration has continued to improve the use of Parent Square, an online communication tool, to deliver information to both students and parents.  In addition, KC Online has focused on supporting teachers in utilizing Parent Square as a communication tool to connect with students and parents.  Teacher to parent communication utilizing Parent Square is a focus area for next year.  Parent input also showed that while most parents utilize technology tools for communication, some of our families still rely on hard copy communication.  This will also be a focus for the 24-25 school year to ensure that all parents are provided with valuable information throughout the school year and education on how they can provide support for their students at home.	KC Online will continue to expand its outreach specifically to parents of English Learners, Foster Youth, low-income and other underrepresented students with support from the district Parent Engagement Coordinator.  The role of this position will be to work with school staff to maximize parent participation, especially of the underrepresented student groups.  This position will also work with site leadership to strengthen parent advisory groups such as ELAC, SSC and District DELAC and DAC groups to maximize participation and parent input.   RMCHS will lean on this administrator to assist in identifying new ways to increase opportunities for our underrepresented families to get involved.   In addition, the District Communications Director will support RMCHS with the creation of hard copy communications when appropriate, to reach our non-digital families.	4	4	3	4	4	4	5	3	4	4	4	4	Met		2024-06-11	2024
10622650126292	Reedley Middle College High	3	"RMCHS is continuously seeking ways to enhance our collaboration with educational partners to improve student success. By working closely with parents and the community, we've fostered a highly favorable view regarding the quality of services offered to students. According to the 23-24 Parent Survey, 100% of respondents rated the overall quality of their child's school experience as either ""Excellent,"" ""Good,"" or ""Satisfactory."" This perception of excellence is the outcome of our performance achievements and the supportive climate and culture cultivated within our campus and among our families.

Parents also rated the quality with which they are “greeted, treated with respect, and made to feel a part of this school” with 100% responding either “Excellent,” “Good” or “Satisfactory”.

RMCHS engages the majority of parents through the Parent Academy program.  The Parent Academy is a District-wide program available to all parents within the District and is available at all sites. RMCHS continues to utilize ParentSquare as its unified communications platform.  ParentSquare is a two-way communication platform that allows for families to receive information from their school via text message, phone calls and through invitations for virtual gatherings.  Parent Academy offers educational programs such as Latino Family Literacy Project, Parenting Partners, PIQE, Creation Health, A-G requirements, College Application Info Nights, and other parent workshops based on the unique needs of parents in a given school year.  In 2022-2023, RMCHS, alongside KCUSD, partnered with Fresno State’s Parent University to create engagement and educational opportunities to hundreds of parents through online workshops ranging from parenting, ESL, technology and other workshops aimed at helping parents improve outcomes for their families and students.  

"	Communication is only effective if the communication makes it to its intended audience. Through annual  feedback on the parent survey, we learned that the majority of RMCHS families continue to rely on text messages and phone app notifications for communication.  This data continues to show us that we need to expand the use of these features within parent square to reach the majority of our families.  Parent Square has been our primary means of two way communication with both students and parents, allowing students/parents to both view and send communication with the school.  
	Parent involvement remains a top priority at RMCHS.  To improve participation rates, RMCHS will continue to expand its outreach utilizing district digital communication platforms.  Both site leadership and teachers will utilize Parent Square to regularly communicate information about school wide events as well as classroom activities.  Leveraging the district Parent Engagement Coordinator and the site Bilingual Community Aide, RMCHS will work to maximize parent participation, especially of underrepresented student groups, through consistent, clear communication and personal parent outreach efforts.  In addition, RMCHS will lean on parent leaders from the School Site Council, English Language Advisory Committee, and Ag Booster Club, to support parent outreach to the immediate school community.

	Utilizing the 2023 School Performance Survey (Parent Survey), parents rated the quality with which they are “greeted, treated with respect, and made to feel a part of this school” with 100% responding either “Excellent,” “Good” or “Satisfactory.” These statistics show the level of respect that is routinely shown to our families as they step onto the RMCHS campus.  
To maintain our positive relationships with our RMCHS families, we have committed to providing non-intimidating opportunities to build relationships with parents, be it during morning drop-offs or afternoon pickups, and providing accessible opportunities for engagement on campus.  Our ongoing efforts involve utilizing parentsquare as a communication tool as well as making personal phone calls to reach out to parents, encouraging their involvement in various campus activities. By fostering their presence and active participation, we aim to cultivate a sense of belonging within the community. Moreover, we ensure translation of all communications into parents' native languages and to address inquiries, questions, or concerns within a 24-hour timeframe, affirming the value of parent feedback year-round.
	One area for continued growth is to increase the outreach to those parents who do not routinely take part in education or engagement opportunities to determine what RMCHS can improve on.  To build meaningful improvement plans, we need the input from both students and their parents.  Based on our survey results, many parents have not participated in the parent engagement opportunities made available to them and even fewer are participating in formal advisory councils.  This data shows that RMCHS should continue to expand outreach efforts to engage parents in advisory opportunities. 
	RMCHS' commitment to inclusivity extends to underrepresented student groups.  In 24-25, the Parent Engagement Coordinator will collaborate with site leadership to share best practices in parent and community outreach.  Specific metrics will be proposed to monitor the participation of parents in school engagement activities.  In addition, Bilingual Community Aides will provide targeted outreach to families that may not typically attend school events or participate in advisory opportunities.	Reedley Middle College High School has a systematic strategy to engage stakeholders to provide input for decision making as a whole.  RMCHS has a school site council committee and an Ag Booster committee that both serve as opportunities for parents to provide input on our program.  At the District level, parents can participate on the District Advisory Council (DAC) and a District English Learner Advisory Council (DELAC).  In addition to these councils/committees, RMCHS corresponds with the community through several surveys including the annual Parent Survey, annual Student Climate survey, LCAP survey, and other surveys to collect opinions and suggestions on how our school site can improve.	While these systematic ways of collecting input have been effective, RMCHS is always looking for better ways to connect with our parents.   Communication is only effective if the communication makes it to its intended audience. Through the SPS, KCUSD learned that families most heavily depended on text messages, phone apps or email notifications for their communication.  Over the past few years, RMCHS administration has continued to improve the use of Parent Square, an online communication tool, to deliver information to both students and parents.  In addition, RMCHS has focused on supporting teachers in utilizing Parent Square as a communication tool to connect with students and parents as well.  Parent input also showed that while most parents utilize technology tools for communication, some of our families still rely on hard copy communication.  This will be a focus for the 24-25 school year to ensure that all parents are provided with valuable information throughout the school year and education on how they can provide support for their students at home.	KCUSD will continue to expand its outreach specifically to parents of English Learners, Foster Youth, low-income and other underrepresented students through a Parent Engagement Coordinator.  The role of this position will be to work with school staff to maximize parent participation, especially of the underrepresented student groups.  This position will also work with site leadership to strengthen parent advisory groups such as ELAC, SSC and District DELAC and DAC groups to maximize participation and parent input.   RMCHS will lean on this administrator to assist in identifying new ways to increase opportunities for our underrepresented families to get involved.   In addition, the district Communications Director will support RMCHS with the creation of hard copy communications when appropriate, to reach our non-digital families.	4	4	3	4	4	4	5	3	4	4	4	4	Met		2024-06-11	2024
10622810000000	Laton Joint Unified	3	Although traditional family engagement activities show high participation, there is a gap in attendance for educational workshops on topics like English Learner support and second language acquisition. Increasing relevance of these workshops will most likely improve attendance and engagement??.	There is a strong baseline of trust and communication, the district however, must still do better at understanding and addressing the diverse strengths and needs of families. This includes offering more targeted resources and support to help families advocate for their children and support learning at home??.	Increasing family involvement in advisory groups and decision-making processes is crucial. While there is already a good level of participation, expanding opportunities and ensuring that families feel empowered to contribute will strengthen overall parent engagement throughout the district??.
	Based on the analysis of educational partner input and local data, the district demonstrates significant strengths and progress in building partnerships for student outcomes. One of the primary strengths is the high level of family engagement in school programs and events. Surveys show that a substantial percentage of families participate actively in key activities, such as parent conferences and back-to-school nights. High engagement rates indicate that families feel more involved and included in their children’s education, which is a positive indicator of effective school-family partnerships.

Furthermore, the district has cultivated a positive school climate where students feel safe and connected. Data collected indicates that more than three quarters of students report feeling safe at school, and feel like they are part of the school community. This positive perception among students is crucial for fostering an environment conducive to learning and personal development. Additionally, the district has established effective two-way communication channels with families, ensuring they are well-informed and engaged in the school community. This communication fosters transparency and trust, further strengthening the relationships between school staff and families.
	Despite these strengths, the district has identified areas for improvement in building partnerships for student outcomes. One significant focus area is increasing participation in activities specifically designed for underrepresented families. While traditional family engagement activities see high participation, there is lower engagement in workshops on topics like English Learner support and second language acquisition. This indicates a need to make these workshops more engaging and culturally relevant to attract a broader range of families.

Another focus area is enhancing outreach to diverse families. The district needs to improve its outreach efforts to ensure all families, especially those from diverse backgrounds, are aware of and feel welcome at school events and activities. This can help bridge the gap in participation and ensure a more inclusive school environment.
	To address these focus areas, the district will implement several strategies to improve the engagement of underrepresented families. Firstly, targeted outreach and communication will be enhanced. The district will develop and implement more effective communication strategies tailored to underrepresented families, ensuring information is accessible and comprehensible. This includes multilingual communications and using various media platforms to reach a wider audience. Personalized outreach efforts, such as employing community liaisons to reach out to families directly, will also be prioritized to ensure their voices are heard and their concerns are addressed.

Secondly, culturally relevant and inclusive programs will be offered. Workshops and programs that are culturally relevant and address the specific needs of underrepresented families will be developed. This includes offering ESL workshops, bilingual education, and culturally responsive teaching practices. School events will also be planned to reflect the diverse cultures of the student body, encouraging participation from all family backgrounds.

Additionally, the district will strengthen family-school partnerships by establishing or reinforcing parent advisory committees that include representatives from underrepresented families. These committees will provide a platform for these families to have a direct impact on decision-making processes. Engaging underrepresented families in the planning and evaluation of family engagement activities will ensure the programs meet their needs and encourage greater participation.

Lastly, support for family advocacy will be enhanced by providing training and resources to help families understand their rights and advocate for their children's education. This includes offering support services such as childcare during meetings and transportation assistance to remove logistical barriers to participation.
	A most recent highlight for the district is the significant increase in its progress in seeking input for decision-making. One of our key strengths lies in our established processes for gathering feedback from our educational partners, which include families, students, teachers, and support staff. In the second semester of 2024, we successfully administered online LCAP surveys to these partners, with a high volume of respondents providing valuable input. This robust participation demonstrates a high level of engagement and willingness to contribute to the decision-making process.

Our district has fostered an environment of open communication and transparency, ensuring that the feedback we receive is both comprehensive and representative of our diverse community. For instance, thre quarters of our families reported feeling that they are part of the decision-making process, and more than half believe their input is valued when shaping policies and programs. These figures indicate a solid foundation of trust and collaboration between the district and our stakeholders, which is essential for effective governance and continuous improvement.
	Despite our progress, there are areas where we can enhance our efforts in seeking input for decision-making. A significant focus area is the need to increase the participation and engagement of underrepresented families. While traditional engagement activities have high participation rates, we have identified lower engagement levels among certain groups, particularly in workshops related to English Learner support and second language acquisition, where participation rates are low. 

Additionally, we recognize the need to improve the inclusivity and accessibility of our communication channels. Although we have established effective two-way communication, there is a need to tailor these channels to better reach and engage diverse families, ensuring that all voices are heard and considered in the decision-making process.
	To improve the engagement of underrepresented families in decision-making, we will employ several targeted strategies. Firstly, we will enhance communication by developing multilingual materials and utilizing various media platforms to ensure accessibility for all families. Community liaisons will conduct personalized outreach, including home visits and phone calls, to actively engage underrepresented families and address their concerns directly.

Additionally, we will introduce culturally relevant programs by developing workshops tailored to the specific needs of these families, such as ESL and bilingual education programs. These initiatives aim to foster a more inclusive environment that encourages broader participation.

We will also strengthen family-school partnerships by establishing or reinforcing parent advisory committees with representatives from underrepresented families. These committees will provide a platform for meaningful involvement in the decision-making process.

Lastly, we will offer training and resources to help families understand their rights and advocate for their children's education, including support services like childcare during meetings and transportation assistance. Through these strategies, we aim to create an inclusive and participatory environment, ensuring all families feel valued and empowered to contribute to decision-making.	4	5	4	5	4	3	4	4	4	4	3	4	Met		2024-06-24	2024
10623230000000	Monroe Elementary	3	Monroe Elementary is commitment are reflected through a campus culture that values the multiple and intersectional identities and collective wisdom of our students, families, and community members; school campuses that serve as centers of community connection, healing, and wellness; school climates that embrace and support students' whole selves; school policies and practices that emphasize teaching social-emotional skills and restorative practices; collaborative and relevant learning experiences that engage students as citizens and informed decision-makers; and authentic partnership with parents and communities partners, built on a foundation of trust, cultural humility, and mutual respect.	MES will work on maintaining current community partnerships and establishing new community partnerships. Throughout the planning of the CCSPP, the site coordinator will continue to meet with existing community partners in order to share and develop the vision of Monroe Elementary regarding the community. Community partners will be invited to help in planning activities that would align with Monroe Elementary’s priorities.
	To initiate the process of addressing the elements of improving and building relationships, the cabinet of directors at Monroe Elementary School devised a plan to establish an advisory committee comprising all stakeholder groups to ensure fair representation and inclusion of all interested parties. The primary focus of the planning phase was a thorough assessment of strengths and needs, allowing staff, students, parents, and the community to express their perspectives. While stakeholders highlighted the positive impact of MESD on their lives and the community, they also highlighted numerous shortcomings, portraying the community as neglected and isolated, which illustrates the inequities and disparities; not uncommon in rural small schools. 
Despite lacking adequate funding and attention, the MES community exudes pride and hope, making the implementation of community schools highly appealing to students, parents, the community, and MES. The identified priorities evidenced by the Needs and Assets Assessment (Artifact #9) relating to the CCSPP: Implementation Plan are as follows: Social Emotional Support, School Nurse, Teacher Training-Engagement and Leadership collaborative practices, Parent and Community Engagement, and Bilingual Community Liaison. 
	We recognize the invaluable contributions of our community and parents in fostering a holistic and supportive learning environment. Comprehensive developmental planning is crucial to ensure that commitments to key principles are effectively reflected in community schools work. Below is an outline of developmental plans across different commitments to guide and integrate these principles into the fabric of our community school:


Assets-Driven and Strength-Based Practice:

Provide ongoing professional development for educators on adopting strength-based teaching approaches.
Integrate asset-driven practices into lesson planning and student assessments.
Conduct regular asset mapping workshops involving teachers, parents, and community members.
Identify and document the unique strengths and assets within our community.
	Racially Just and Restorative School Climates: 

Implement regular training programs for staff, parents, and community stakeholders on cultural competence and racial equity.
Develop a cultural competence curriculum to be integrated into classrooms.
Utilize restorative practices to resolve conflicts and build community connections.

Powerful, Culturally Proficient and Relevant Instruction:

Provide guided lessons, activities and projects that implements and focuses on the strengths and culture of the community.
Creating enrichment opportunities that will teach and develop an appreciation for the culture of the community.
Provide ongoing training for teachers on culturally responsive teaching strategies.
Ensure diversity in extracurricular activities, clubs, and events.
Encourage students to explore and celebrate their cultural backgrounds through creative projects and performances.

Shared Decision Making and Participatory Practices:
Advance our Community Schools Advisory Committee.
Increase active participation in the school council meetings by parents and teachers by 20%.
Hold regular meetings to discuss school policies, programs, and initiatives.

	We recognize the invaluable contributions of our community and parents in fostering a holistic and supportive learning environment. Comprehensive developmental planning is crucial to ensure that commitments to key principles are effectively reflected in community schools work. Below is an outline of developmental plans across different commitments to guide and integrate these principles into the fabric of our school and community.	To initiate the process of addressing Input for Decision-Making, the cabinet of directors at Monroe Elementary School devised a plan to establish an advisory committee comprising all stakeholder groups to ensure fair representation and inclusion of all interested parties. The primary focus of the planning phase was a thorough assessment of strengths and needs, allowing staff, students, parents, and the community to express their perspectives. While stakeholders highlighted the positive impact of MESD on their lives and the community, they also highlighted numerous shortcomings, portraying the community as neglected and isolated, which illustrates the inequities and disparities; not uncommon in rural small schools. 
Despite lacking adequate funding and attention, the MES community exudes pride and hope, making the implementation of community schools highly appealing to students, parents, the community, and MES.	The identified priorities evidenced by the Needs and Assets Assessment relating to the CCSPP: Implementation Plan are as follows: Social Emotional Support, School Nurse, Teacher Training-Engagement and Leadership collaborative practices, Parent and Community Engagement, and Bilingual Community Liaison. 
Surveys:
At the school level the Local Control Accountability Plan - LCAP surveys (Artifact #11) for students, parents, educators, and educational partners are administered annually to help inform the development of the LCAP. 
The California Healthy Kids Survey (CHKS) is an anonymous, confidential survey of school climate and safety, student wellness, and youth resiliency. It is administered to students in grades 5th-8th. It enables schools and communities to collect and analyze data. The CHKS is part of a comprehensive data-driven decision-making process on improving school climate and student learning environment for overall school improvements. In addition to school surveys, Monroe Elementary conducts parent meetings 6 times annually to collect parent feedback on the needs of our students and community. The MES cabinet of directors  which includes a representative from every stakeholder group within the school and meets weekly. It was convened to be utilized as an advisory group of voices to provide recommendations based on research trends, gathered and interpreted from stakeholder feedback, analyzing current performance, and supporting efforts to develop an action plan to work toward supporting equity. 
	Implementation Plan sets to create and sustain the educational system with community development, transcending the traditional boundaries of schooling through a shared leadership governance leadership structure. With this approach, MES shall prioritize the integration of academic learning with social services, healthcare, and family support. Instituting a shared governance, where stakeholders from diverse backgrounds, including educators, parents, students, community leaders, and local organizations, collaboratively participate in decision-making processes. Shared governance in community schools embodies inclusivity and democratic principles, ensuring that all voices are heard and valued. It fosters a sense of ownership and collective responsibility, empowering stakeholders to co-create strategies that resonate with the unique needs and aspirations of the community. By leveraging the collective wisdom and resources of stakeholders, community schools can adapt swiftly to evolving challenges and seize opportunities for growth. This collaborative approach enables the design and implementation of programs that are culturally responsive, trauma-informed, and equitable, thereby promoting the holistic development of every learner. Ensuring site-level leaders, including principals, teachers, and community liaisons, serve as catalysts for change and champions of equity. MES shall cultivate and sustain a culture of trust, collaboration, and shared vision, inspiring stakeholders to actively participate in the school community. Site-level leaders act as conduits between the school and the broader community, forging partnerships, mobilizing resources, and advocating for policies that advance the well-being of students and families. Shared governance and site-level leadership are indispensable pillars of community schools, driving positive transformation and fostering authentic community engagement. By embracing principles of inclusivity, collaboration, and equity, these institutions empower stakeholders to co-create learning environments that nurture the holistic development of every learner. As we aspire towards a more just and equitable society, the paradigm of shared governance and site-level leadership stands as a beacon of hope, illuminating the path towards educational excellence and community well-being.
	3	5	3	5	3	3	3	3	3	3	3	3	Met		2024-06-13	2024
10623310000000	Orange Center	3	Orange Center is continuing to build relationships between school staff and families by providing the following. There is a one-to-one ratio of technology devices to students. Every Orange Center Elementary School student, from TK-8th grade, has a device assigned to them. 

Families had the opportunity to check out devices this school year to extend learning past the school day. This has allowed families to participate in educational opportunities, practice foundational skills through district-offered online academic programs, and attend online meetings and family-centered activities offered by the school.

Services to improve facilities and parent communication include the continued use of a digital marquee and continued purchases of furniture that allow for flexible seating options to enhance the learning environment. To provide a safe and comfortable learning and collaboration environment facilities, furniture, and school grounds must be well maintained. Carpets in two rooms will be replaced, school will be repainted including structural damage repair and replacement of one building roof.

School safety and campus climate actions continue to include the purchase and installation of security cameras and the implementation of a digital sign-in and out process (Raptor) which includes the features of checking visitor backgrounds and alerting administration to any individuals who may put students at risk and who wish to enter campus. 

Orange Center has partnered with the Fresno County Superintendent of Schools Office to provide All 4 Youth counseling services. All 4Youth has provided counseling services for students since the 2018-19 school year. Due to continued needs, this service will continue to be provided. 

Orange Center will employ two SPED Teachers, and contract for a School Psychologist for two days a week, a Speech Pathologist for 2.5 days a week, in addition, the District will provide supplemental materials and supports necessary to appropriately meet student goals and services.

In the area of student achievement, Orange Center Elementary School's English Learner students are making progress toward English language proficiency. The 2023 dashboard indicates that 59.6% are making progress toward English language proficiency. 

The District implements a reading intervention program (2 part-time intervention teachers) to meet the needs of students who have suffered learning loss due to the COVID-19 closures and to provide support for first-8th grade students, as we have seen positive academic progress for students who received services.
	The following are identified needs.
Suspension Rate: One challenge that has been identified is that 5.8% of students were suspended for at least one day in the year prior. During the 2023-2024 school year, the suspension rate increased by 1.2%. To address this need, Systems have been put into place to proactively look at data to ensure interventions and supports (the LEAs PBIS systems, increased social-emotional supports, and curriculum) are implemented before the suspension occurs.

Data review at Orange Center School reveals that few students meet grade-level standards in ELA and Mathematics. To address this, the school aims to hire and retain highly qualified staff, anticipating that this will lead to higher academic achievement across all student groups as measured by CAASPP scores in Math and ELA, and improved annual growth rates for English learners on the ELPAC. Orange Center continues to monitor the progress of low-income and English learner students, although the number of foster youth students is too small to report separately in the LCAP.

OC EL students continue to score lower than All Students on the ELA and Math CAASP, and our LI students have not yet reached our district’s desired outcomes for that subgroup. Based on a local needs assessment to improve academic achievement, educators and students must be aware of each student's learning gaps and strengths, which requires the ability to use learning data in a meaningful and skilled way. Through pre-planning the scope and sequence of the standards, educators can be assured that content and assessments target foundational skills, loop learning cycles, and create continuity across the system in a way that supports equity for all students. Teachers will be allocated additional time to build curriculum maps and assessment calendars for the school year to increase academic achievement.

A needs analysis showed that EL students have the least access to technology, resulting in a lack of opportunities to engage in 21st-century learning experiences that often require technology. The District will also purchase technology devices, such as iPads or Chromebooks, for the identified students to increase appropriate exposure to communication, collaboration, and technology instruction for the identified students.

A need for increased parent involvement and an increased number of opportunities for students to demonstrate visual and performing art skills, such as: before and after school interventions, student engagement/ attendance/ positive behavior activities, academic awards assemblies, specialized parent meetings, and extracurricular opportunities.

The District will offer summer school to focus on academic remediation and acceleration. This expanded learning opportunity is offered to students in TK-7th grade during the summer break to help mitigate learning loss from the COVID-19 school closure.	To improve the engagement of underrepresented families, actions identified in the previous year's plan will be maintained and expanded. To continue progressing towards our goals, we will maintain and enhance services to best meet the needs of English Learners, Foster Youth, Low-Income Students, and students who are not meeting grade-level standards, as measured by CAASPP and the District School Climate Survey. These actions will include Professional Development (New Teachers & All Teachers), ELD Professional Development ( Supports for ELs & LTELs), MTSS Framework Professional Development and Planning Time, Additional time to ensure first best teaching Coaching Support PLC Time & Support Substitute teacher costs.

The District has increased efforts to reach out to all educational partners. This year’s process allowed for data to be shared with educational partners through parent meetings and the District website and a greater opportunity to be involved in the input process. The District does not have a classified bargaining unit. Still, classified employees, confidential management, and administrators are given the opportunity to participate in the LCAP planning process during the ALL STAFF LCAP meetings, in addition to all other stakeholder LCAP meetings that were available along with translation services at all meetings in English and Spanish.

Increased course access such as the Dual Immersion Language Acquisition Program, and STEAM Electives, increased opportunities for students to explore college and career readiness pathways. 

Increased access to technology through a computer check-out system for 6-8th grade students has been implemented and a family computer check-out system for TK-5th grade students. 

School safety and campus climate actions include the implementation of a digital sign-in and out process which includes the feature of checking visitor backgrounds and alerting administration to any individuals who may put students at risk and who wish to enter campus. 

Orange Center will employ two SPED Teachers, and contract for a School Psychologist for two days a week, and a Speech Pathologist for 2.5 days a week, in addition, the District will provide supplemental materials and supports necessary to appropriately meet student goals and services.

All 4 Youth counseling services (which are funded through the Fresno Superintendent of Schools Office) supplement the services provided by the District. 

The District will continue the reading intervention program (2 part-time teachers) to provide services to designated students. 

Feedback also included a need for a community school liaison who will facilitate relationships between the school and community and coordinate experiences to increase exposure to available services and activities and increase access to music education for students by hiring a music teacher.

	To continue progressing towards building partnerships for student outcomes, we have maintained and enhanced services to best meet the needs of English Learners, Foster Youth, and Low-Income students who are not meeting grade level expectations, as measured by SBAC and School Climate Survey. 

These actions included: 
Increased course access such as the Dual Immersion Language Acquisition Program, STEAM Electives, and increased opportunities for students to explore college and career readiness pathways. 

Orange Center will employ two SPED Teachers, and contract for a School Psychologist for two days a week, and a Speech Pathologist for 2.5 days a week, in addition, the District will provide supplemental materials and supports necessary to appropriately meet student goals and services.

All 4 Youth counseling and behavior intervention services (which are funded through the Fresno County Superintendent of Schools Office) supplement the services provided by the District. 

The District will continue the reading intervention program (2 part-time teachers) to provide services to designated students. 

To provide the necessary support to students who are eligible or who may become eligible for Special Education Services, Orange Center will employ two SPED Teachers, and contract for a School Psychologist for two days a week, a Speech Pathologist for 2.5 days a week, in addition, the District will provide supplemental materials and supports necessary to appropriately meet student goals and services. Through a preplanning of the scope and sequence of the standards, educators can be assured that content and assessments target foundational skills, loop learning cycles, and create continuity across the system in a way that supports equity for Low Income, Foster Youth, and English Learners students.

The District provides English Learner intervention and support through supplemental services by an English Language Development Coordinator and Instructional Aides. Orange Center will continue to provide an increased amount of designated ELD support delivered by highly trained Instructional Aides, with an emphasis on word study. 

Orange Center will continue to provide: Professional Development (New Teachers & All Teachers) ELD Professional Development ( Supports for ELs & LTELs) MTSS Framework Professional Development and Planning Time Additional time to ensure first best teaching Coaching Support PLC Time & Support Substitute teacher costs.	The District will expand access to music education by hiring a teacher and purchasing supporting materials and instruments. The District will expand access to performing arts education by updating performing arts areas such as the stage, curtains, sound system and purchasing supporting materials specifically for this purpose. The District will also allow students to participate in these performance opportunities. A performing arts program will be provided for the identified students during the school day. 

The following areas were identified in the parent survey as areas of interest for OC parents: Study Skills, Computer Skills, Health/Nutrition, Bully Prevention, Mental Health, and Suicide Prevention. The District will allocate funds to support the Superintendent/Principal, the Parent Engagement Team of teachers, and support staff that will provide parents in providing parent engagement activities that focus on teaching parents how to best support their children at home.

Because of a low number of students who are meeting grade-level standards in ELA, the creation and implementation of an intensive intervention reading program for students who demonstrate proficiency levels of 2 or more years below grade-level expectations in the area of ELA, as measured by CAASPP results, RESULTS data, STAR Reading Assessments, and local benchmark data will continue to be implemented for students in grades 1-8th.

Based on a local needs assessment to improve attendance, suspension, and expulsion rates it is essential that students and staff engage in Positive Behavior Intervention and Support Program activities and research-based training that identify students who are in need of academic and behavior programs and intervention, in and outside of the regular school day. Therefore the LEA is committed to supporting PBIS training, activities, and extracurricular events. The focus is on teaching and promoting positive behaviors.

The District will provide preventative healthcare measures through a site LVN to assist in disseminating health information, communicating with parents in regards to preventative health/emotional issues and immunizations to improve attendance and loss of instructional time for the identified students. The school nurse will also promote healthy lifestyles, advocate for the identified students and provide health education. 

	The District will allocate funds to support the Superintendent/Principal, the Parent Engagement Team of teachers, and support staff to provide parents with parent engagement activities that focus on how to best support their children at home. Workshops and materials will continue to be provided to parents on topics identified in the surveys. Education-related incentives, such as books, learning tools, and supplemental supplies will be provided to parents to encourage participation and completion of student homework. 

According to the Orange Center Student Survey, many of our Low Income, English learners, and Foster Youth students have experienced a feeling of depression, sadness, or the feeling of not being important. The District will provide teachers with an SEL curriculum and support materials allowing them to provide lessons to develop social skills and coping strategies when needed for English Learners, Foster Youth, and Low-Income students. Through the use of the SEL curriculum, teachers can support the identified students with tools and support and a greater sense of belonging by ensuring there is time and a safe place within the classroom to have meaningful conversations about feelings.

The District will provide supplemental SEL services through district psychology services and parent engagement by providing social skills, behavior intervention support for teachers, and counseling services (Tiger Talks and Behavior Academies). These services are in addition to the core scheduled 2 days.

Based on a local needs assessment and educational partner feedback, Orange Center determined that there needed to be an increase in the amount of community outreach and support to help improve access and resources for the identified students and families. The California Community Schools Partnership Program (CCSPP) and a Liaison are designed to increase the district’s ability to provide support, connectedness, and engagement for families, particularly those families that are typically underrepresented by facilitating parent/school communication, conducting home visits, and parent education classes, and providing assistance at parent/teacher meetings, etc.

Orange Center will provide hands-on STEAM learning experiences, including field trips, within the school day, aligned to CC standards as part of a rigorous broad course of study. The District will provide a STEAM educational approach to learning that uses Science, Technology, Engineering, the Arts, and Mathematics as access points for guiding Low Income, Foster Youth, and English Learner students' inquiry, dialogue, and critical thinking.

The District provides an instructional technology coordinator and contracts with an FCSS technology technician to provide identified students with increased opportunities to use technology. The technology coordinator provides teachers and students with skills necessary to utilize digital learning tools and technology-based curriculum to promote 21st century skills.	Programs and activities where parents become involved and are an integral part of the school included: The After School Program, Parent/Teacher Club (PTC), School Site Council (SSC)/Parent Advisory Committee (PAC), English Learner Advisory Committee and District English Learner Advisory Committee (ELAC/DELAC), all provided opportunities for parents to assist them in becoming more involved in leadership and decision-making roles at the school site.

The District provides technology, including devices for families, and multiple methods of communication that will promote parent access to district information, including digital communications such as emails, Peachjar, ParentSquare, newsletters sent home via U.S. Mail, and phone dialers. Parents will be able to use devices to participate remotely in parent conferences or other school-related meetings.

Multiple methods of communication in a parent’s home language allow the district to communicate beyond the school day in the manner most accessible to each parent.  Remote access has continued to result in improved communication between families and teachers.

Instructional aides/family liaisons will provide language support to families whose primary home language is Spanish and Hmong and communicate with the identified student’s families about classroom progress, support needed to reinforce learning, attendance, school events, and student progress.	A focus area for improvement is to increase the number of underrepresented families engaged in decision-making school activities. A way to engage these families is by offering a wider variety of programs and activities at times of the day that will be more amenable to families, and by encouraging parents to download the ParentSquare app to ensure they receive up-to-date school notifications.	Administration and support staff increased steps to involve parents in the educational and decision-making process through staff/parent communication experiences using flyers/notes/telephone dialers/text messaging through the ParentSquare app/emails through PeachJar, and educational activities made available during evening parent meetings.

To improve academic achievement, the District provides instructional aides/family liaisons to provide instructional assistance to students within the classroom, as well as outreach and support to the families of the identified student groups and Hmong-speaking parents. Instructional aides/family liaisons will provide language support to families whose primary home language is Spanish and Hmong and communicate with the identified student’s families about classroom progress, support needed to reinforce learning, attendance, school events/meetings, and student progress. 

Multiple methods of communication in a parent’s home language allow the district to communicate beyond the school day in the manner most accessible to each parent.  Remote access has continued to result in improved communication between families and teachers.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
10623310137661	California Virtual Academy at Fresno	3	The school is dedicated to cultivating trusting and respectful relationships with families to ensure student success in the virtual learning environment. Upon enrollment approval, families receive personalized onboarding support from their designated onboarding coach. This support begins with a warm welcome - an intentional and welcoming inclusion activity, routine, or ritual that builds community and connects to the work ahead. Families receive clear guidance on program expectations, communication channels, and navigating the online platform and resources efficiently. Newly enrolled students and parents experience at least three personalized interactions with their onboarding coach, ensuring a sense of belonging from the start. Spanish-language onboarding support is available for Limited English Proficient (LEP) students and families whose primary language is Spanish.

Teachers proactively connect with families through welcome calls, monthly check-ins, Enduring Connection Calls, academic conferences, and provide live instruction aligned with the California content area standards. 

Teachers and staff prioritize student relationships through daily face-to-face interactions. Additionally, we support student and adult resilience with intentional social-emotional learning practices. We have identified the importance of self-awareness, self-management, and executive function in our unique setting – and work to foster these skills among students, teachers, and families.

In addition to classroom interactions, the school offers in-person and virtual activities, clubs, and support sessions. Continuous support is provided to families year-round, including during the summer.

School leaders facilitate regular feedback sessions involving parents, students, and staff, utilizing surveys to gather input and identify areas needing additional support. Special programs, like the Compass program, cater to MKV, Foster youth, and other underrepresented families, focusing on providing resources and supplies, engagement support, and coaching for students and parents, including bilingual engagement and translation services.

The school actively involves parents, students, and staff in planning processes through various channels, ensuring that their voices are heard and valued. Feedback and collaboration happen in Title I meetings, English Learner Advisory Committee (ELAC), and Partner Engagement Sessions, which include priority opportunities for parents, staff, and students to review Local Control and Accountability Plan (LCAP) goals, actions, and services and provide input and suggestions. LCAP feedback informs decision-making and drives programmatic adjustments to ensure that programs offered reflect the priorities of the learning community and that all students are learning.
	We will continue to refine the Enduring Connection Calls between teachers and students. We plan to implement a schoolwide practice of 3 Signature Practices across all departments. Our school will focus on training and Professional Development for staff based on trauma-informed practices to support trusting and respectful relationships with families. We plan to provide additional training for all staff on accessing the primary and preferred language of Limited English Proficient (LEP) families. We will continue to refine the Language Access Plan - a resource that outlines ongoing efforts to improve access for limited English proficient (LEP) individuals – people whose primary language is not English and who have limited ability to read, speak, write, or understand English. Our school will continue to develop the Newcomer instructional and family support services provided by the English Language Development (ELD) Department to meet the needs of students in kindergarten through grade twelve (K–12) who were born outside the United States (U.S.) who have arrived in the U.S. in the last three years and who also are still learning English.	Solid relationships and research-based support/services improve outcomes for underrepresented students. The school provides engagement, attendance, academic, and SEL support for families, including English Learners, Students with Disabilities, and Socioeconomically Disadvantaged (SED) students. Support includes removing barriers and providing school supplies and resources, as well as academic support, to help them succeed in the virtual learning environment. 

The school has added additional bilingual engagement staff for Spanish-speaking families to provide support throughout the calendar year to expand opportunities for the LEP families in the 23-24 SY and provide an increased level of translation and interpretation support from a live school staff member. Additionally, schoolwide forms and documents have been translated into Spanish, and the school’s website now includes a language toggle feature so that families can change the presentation of all information on the site to Spanish with a single click. In addition, the school contracts with an over-the-phone interpreting service, Certified Languages International (CLI), which provides interpreters in over 200 languages, allowing for teachers and other staff to communicate with LEP parents during real-time phone calls or video conferences in their preferred language. In order for Limited English Proficient (LEP) families who speak a language other than English or Spanish to access school information, resources are included with school communication for seamless translation on demand. All parents and guardians of students may request free language translation services in their preferred language at any time, and staff members can request document translation for LEP families’ preferred languages at any time as well. 
The school seeks the participation of unduplicated students by offering specific onboarding follow-up for SED families who are not meeting designated engagement metrics, an internet subsidy so families can engage and connect with the school community, and the Compass team reaches out to parents and families when SED students are not engaged. We offer workshops to support resilience, specifically designed to support SED parents and families. This series focuses on skills to manage stress, solve problems, reflect on reactions in different situations and practice new ways to respond when facing challenges.
For our Students with Disabilities, GE teachers and Education Specialists do additional outreach and seek their active participation in their child's education. Case Managers ensure families attend Individualized Educational Plan (IEP) meetings, specifically parents/guardians are invited to attend 30-day, annual, and triennial IEPs, evident in Team Meeting Notices.  An ongoing area of improvement for the school is to continue analyzing parental engagement data to ensure consistent and significant participation from parents and students in unduplicated groups.
	The school fosters strong partnerships with families to ensure student success. Recognizing parents' crucial role in education, particularly in an independent study charter school, the school actively engages parents by providing them with comprehensive information, resources, training, and opportunities to collaborate with other parents to better support their children's learning journey. Regular teacher-family conferences inform parents about their child's progress and academic expectations, while accessible systems grant them access to student grades, assessments, and online activities.

Dedicated engagement and attendance support teams work to keep students involved in their education, focusing on educating parents about school expectations and strategies to remain engaged in their child's daily schooling. The presence of graduation coaches facilitates better understanding among students and parents regarding graduation requirements, progress tracking, and ensuring timely graduation. This information is shared through various channels, including school assemblies, homeroom meetings, and individual conferences.

The school has committed to being a Professional Learning Community (PLC) and strives to incorporate the Three Big Ideas of the PLC process: focus on learning, a collaborative culture, and results orientation.  As a result of this work, the school has refined professional development, prioritized collecting evidence of mastery, and created clear communication regarding our school priorities and goals. The collaboration among staff members focuses on discussing student progress and working together to support improved student outcomes. This collaborative work, in turn, allows for strengthened communication of outcomes and progress with students and families during individualized onboarding sessions, monthly Enduring Connection Calls, weekly academic support sessions, and ongoing Academic Conferences. 

Dual enrollment programs such as CAVA2College and Stride Career Prep (SCP) provide high school students valuable opportunities to explore career pathways, earn certifications, and prepare for college and career. Middle school students benefit from career exploration and technology courses and earn high school credit.

To ensure effective communication and engagement, the school utilizes various platforms such as ParentSquare, social media, LC Community (a school-based social media platform for parents/learning coaches), and the school website. These offer the family’s essential information and opportunities to build relationships and advocate for their children. The Family Teacher Organization (FTO) further strengthens student support by facilitating collaboration between home and school through regular meetings and shared goals.
	We will create more opportunities for students to engage with SEL assembly topics by incorporating content into the older grades' homeroom courses and supporting the Elementary Staff with resources to share during our younger students' morning meetings. We will provide training and Care Solace access for administrators, who can support families by initiating a warm handoff when identified.  Continue to create understanding with staff around the difference between a “warm handoff” and “anonymous search” and how we can better support resource connection when we start a “warm handoff” for a family or student. We will Increase the translation and interpretation services and documents provided in Arabic, an increasing primary language amongst Limited English Proficient (LEP) families at our school.
Our schools plan to expand our video conferencing translation capabilities to provide real-time translation in multiple languages to ensure parents/guardians can meaningfully participate and advocate for their students in educational partner meetings.
	The school's Attendance Advocates proactively address student absences daily, collaborating with students to overcome any obstacles they may face. They assist parents in completing surveys for any offline assignments completed by students. In continued absences, additional meetings are scheduled with parents and students to identify underlying issues and support overcoming them, ultimately guiding families toward academic success.

To ensure MKV students are engaged and learning, the school has increased the resources, referrals, and support, which include Food and Housing Resources, Health Services, Mental Health and Crisis Support, and Internet/Hot Spots.

Regarding training and support for teachers, all staff undergo continuous, high-quality training and professional development sessions throughout the year. Additionally, new teachers benefit from immersive, hands-on training provided by department trainers to ensure a comprehensive understanding of schoolwide vision, properties, goals, departmental policies, procedures, and ways to support students and families. New hires are assigned a dedicated support teacher during their inaugural year.
	"Survey questions and data collection methods are tailored for the virtual school environment and align with LCAP objectives and strategies. The leadership team conducts quarterly reviews of feedback, which lead to adjustments in schoolwide and departmental plans and enhancements in family engagement initiatives. This feedback, along with student engagement and achievement data, informs the development and monitoring of LCAP initiatives.

The following presents a synopsis of trends and feedback from various parent surveys conducted during the 23-24 SY, including responses from the LCAP survey, Title I feedback survey, and feedback surveys from Fall and Winter Partner Engagement Meetings. 

Ranking of LCAP Priorities/Goals 
Top Priorities: 
(83%) Ensure Students Will Graduate from High School
(76%) Providing Internet reimbursement for low-income families.
(74%) Ensure Students Attend School
(68%) High School Career and Technical Education
(67%) High School Students Complete all courses (A-G) to be eligible to attend a CA state college or a University of California
(67%) Support for Students with Disabilities

In addition:
(83%) Agree / Strongly Agree: ""I have been given opportunities to participate in decision-making regarding my student's education.""
(88%) Agree / Strongly Agree: ""The school has created a welcoming environment for all families in the community.”

In addition, parents, families, students, and staff provide feedback and direction to the school through a variety of opportunities, including:
•	ELAC Meetings
•	EL Needs Assessment Annual Survey
•	School Climate Survey
•	Parent Connections, including coffee chats and parent training.
•	Student Government 
•	Family Teacher Organization (FTO)
•	Student and Teacher Pulse Checks 

Two-way communication between parents/families and school includes:
•	ParentSquare
•	LC Community
•	Emails
•	Connection Calls
•	Academic Conferences
•	Student Support Sessions
•	Sharing of Student's Individualized Learning Plans (ILP)
•	Student Support Team (SST) Meetings
•	Individual Educational Program (IEP) Meetings
•	English Language Development (ELD) Program Meetings
•	Bear Tracks weekly community newsletter highlights events and activities.
"	"Based on parent feedback the school 
•	will continue to administer surveys and offer Partner Engagement Meetings to share goals and actions, collect feedback, and measure parental participation in decision-making.
•	will increase opportunities for parental involvement, and message to families/staff the impact that feedback has on school-based decisions.
•	will offer parents support in increasing LC capacity, including time management tools, technology training, and other available resources and support. 
•	has identified the following barriers and will reduce those to ensure the participation of parents, including:
•	Lack of time
•	Prioritizing meetings
•	Streamlining communication to parents 
•	will increase the number of families participating in feedback opportunities and will reach out to families who did not provide feedback to ask them what barriers keep them from giving feedback. 
•	will continue to develop and implement the SEL plan. To increase awareness all teachers/staff, students, and parents will be included in the collaboration and development. 
•	will continue to provide training and support for administrators, teachers, parents, and students, specifically reaching underrepresented and underserved families.
•	increase opportunities for peer-to-peer interaction and connection in Class Connect (CC) sessions, clubs, K12 Zone, and other activities, including in-person outings and events.
•	messaging and support to ensure families are aware and supported with low cost/internet options in addition to policy for internet reimbursement.
"	Parents generally convey satisfaction with the school, which positively impacts all students. They value the assistance teachers and staff provide and the school's efficient communication with students and families. Daily prompts regarding class attendance and assignments help students stay focused. Parents appreciate the chance to monitor their child's progress and access educational materials in advance to address any academic hurdles. They appreciate the school's diverse and extensive curriculum, which offers numerous courses and effective teaching. Additionally, parents welcome the various opportunities for high school students and socialization activities available at all grade levels. Furthermore, the staff dedicated to supporting Spanish-speaking parents is positively acknowledged.	4	5	4	5	5	5	5	5	4	4	4	4	Met		2024-06-19	2024
10623560000000	Pacific Union Elementary	3	Pacific Union is a one school school district. Administration, teachers, and staff are available and accessible to all parents and guardians. Pacific Union holds regularly scheduled meetings with advisory groups (i.e. School Site Council, DELAC, PAC, etc.). To continue to encourage engagement of underrepresented families reminder notices of meeting dates and times are printed on the monthly activities calendar, posted on the school website, and sent home via paper correspondence. All correspondence is in both English and Spanish.	Pacific Union will focus on providing more ways to engage in 2-way communication between families and educators by implementing Parent Square, to provide additional opportunties and forms of communication (text and email) for educators and families to communicate.	Pacific Union will improve engagement of underrepresented families by providing more workshops for parents after hours.	Pacific Union strives to build an environment of trust and respect among staff, students, and families. According to data collected through surveys, students, staff, and parents at Pacific Union feel a sense of belonging which contributes to a positive climate. Pacific Union will continue to encourage every family to participate in at least one or more school events throughout the year. We have placed a focus on holding events before, during, and after school to accommodate families' varying schedules. Families are encouraged to communicate with teachers via email or phone regarding student progress.	Pacific Union will focus on providing families with information and resources to support student learning and development in the home, by providing 6-week parent workshops.	Pacific Union will improve engagement of underrepresented families by providing more workshops for parents after hours.	Pacific Union seeks input for decision-making in multiple ways, including annual surveys and feedback from regularly scheduled meetings.	Pacific Union will focus on providing familes with opportunities to provide input on policies and programs, and implement strategies to reach and seek input from underrepresented groups in the school community by increasing the number of meetings and workshop offered to parents and families.	Pacific Union will improve engagement of underrepresented families by providing more workshops for parents after hours.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-25	2024
10623640000000	Parlier Unified	3	After examining feedback from Educational partners and community, Parlier Unified has demonstrated strengths and advancements, in cultivating partnerships for student success by the following:
 
Active Community Engagement:  Parlier Unified has effectively nurtured a vibrant sense of community engagement with enthusiastic involvement from parents, local businesses and community groups. This active engagement guarantees that a diverse range of viewpoints is taken into account in decision making processes fostering an educational atmosphere.
 
Efficient Communication Channels:  Parlier Unified has devised communication strategies utilizing platforms like social media, newsletters and community gatherings to keep stakeholders informed and engaged. This transparent communication fosters. Promotes collaboration.
 
Collaborative Programs and Initiatives:  Parlier Unified has put into action programs that involve partnerships with local agencies, nonprofits and educational institutions. These partnerships offer resources and assistance for students enriching their learning experiences and overall growth.
 
Emphasis on Student Centered Objectives:   By aligning partnership endeavors with student centered objectives, Parlier Unified ensures that all collaborative activities directly contribute to enhancing student outcomes. This alignment aids in maintaining a focus on the goal of boosting student achievement and well being.
 
Data Driven Decision Making:   Parlier Unified effectively uses data to identify areas needing improvement and assess the impact of initiatives. This approach based on data ensures enhancement and efficient allocation of resources, for the benefit of students.
 
Professional Development for Educators:  Parlier Unified prioritizes investing in development for teachers and staff equipping them with the skills and knowledge to engage effectively with partners and leverage these connections to enhance student outcomes.
 
Positive Feedback from Educational Partners:  Feedback from partners indicates a level of satisfaction with the school district's efforts in fostering partnerships. This positive feedback serves as evidence of the success of the district's strategies and its dedication to nurturing beneficial relationships.
 
These strengths and advancements demonstrate Parlier Unified School District’s commitment to establishing an environment that places student success at the forefront through effective partnerships.
	After reviewing the input from educational partners and local data, Parlier Unified has identified key areas for enhancing relationships between school staff and families:

1. Improving Communication: While the district has communication channels in place there is a need to enhance the frequency and clarity of communication between school staff and families. This involves providing updates on student progress and school events while ensuring information is easily accessible to all families, including those facing language barriers.

2. Boosting Family Engagement:  Parlier Unified intends to expand opportunities for families to get involved with the school through workshops, family nights and volunteer programs. These initiatives should be inclusive of family schedules and needs to encourage broader participation.

3. Cultural Competency Training:  Ongoing training will be provided to school staff to help them better understand and respect the backgrounds of students and their families. This training aims to empower staff in building relationships with families.

4. Personalized Outreach: Customized outreach strategies will be developed to reach out to families who may feel marginalized or less engaged, in school activities. This includes meetings, home visits, and customized communication addressing concerns and needs.

5. Feedback Channels:  Effective mechanisms will be established for families to share feedback and voice their concerns.  Regular surveys, suggestion boxes, and open forums play a role, in ensuring that family feedback is not heard but also promptly acted upon.

6.  Accessibility to Resources:  It is essential to make resources easily available to families to support their child’s education. This includes support services, counseling, and opportunities for activities. One way to achieve this is by establishing a centralized location for resources and assistance.

7.  Establishing Trust and Transparency:  Emphasizing the importance of fostering trust and transparency in interactions between school staff and families. This can be accomplished by sharing school policies, decision making procedures and demonstrating a dedication to addressing family concerns and input.

Through focusing on these areas, Parlier Unified School District aims to enhance the collaboration between school personnel and families, with the goal of improving student outcomes and creating a more supportive school community.
	After reviewing feedback from our educational partners and examining district data, Parlier Unified has identified a range of approaches to enhance connections, between school staff and underrepresented families.

1. Tailored Outreach Initiatives: Parlier Unified plans to craft and execute outreach initiatives aimed at engaging families. This will involve communication, home visits and community gatherings to ensure these families feel welcomed and valued.

2. Language Assistance Services:  To overcome language barriers, Parlier Unified will offer translation and interpretation services for all school communications and events. This is designed to enable Spanish speaking families to actively participate and comprehend the information shared.

3. Community Liaison Roles: Parlier Unified will maintain community liaison positions to serve as links between the school and community.   These liaisons will possess an understanding of the nuances of the families they represent fostering improved communication and trust.

4. Flexible Engagement Options:  Acknowledging that underrepresented families may have work schedules and commitments, Parlier Unified will provide engagement opportunities such as virtual meetings, varied event timings, and multiple participation formats for school activities and decision making processes.

5. Inclusive Family Gatherings:  Parlier Unified will host family events that celebrate diversity while being relevant to family backgrounds, within the school community.

These activities aim to celebrate the diversity of cultures and offer a setting for all families to interact with school personnel.

Parent Involvement Committees:  The establishment of parent advisory councils, which include representatives from all backgrounds, ensures that their opinions are valued in decision making processes. These committees will convene regularly to address concerns, share feedback, and collaborate on initiatives to enhance family involvement.

Community Collaborations:  Creating partnerships with community groups that have existing connections with families can help bridge gaps and encourage greater participation from these families in school activities.

Ongoing Assessment:   Introducing a feedback system where families can provide regular input on engagement efforts. This feedback will be used by Parlier Unified to assess and improve its strategies ensuring they are effective and responsive to the needs of all families.

Through these approaches, Parlier Unified aims to cultivate a supportive environment that promotes increased participation and interaction from underrepresented families. These steps seek to strengthen the relationship between school staff and all families in Parlier Unified School District.
	After examining input from educational partners and local data, Parlier Unified has shown strengths and progress in fostering partnerships to benefit student outcomes:

Active Engagement with the Community: Parlier Unified has effectively involved a diverse range of community educational partners, including parents, local businesses, and community organizations. This inclusive approach ensures that various viewpoints are considered in decision making processes creating a community focused atmosphere.

Efficient Communication Channels:  Parlier Unified has established communication platforms like media, newsletters, and community gatherings to keep educational partners informed and engaged. This transparency helps build trust and promotes collaboration.

Successful Collaborative Programs:  Parlier Unified has launched initiatives in partnership with local agencies, nonprofits, and educational institutions. These programs offer resources and support for students enhancing their growth and personal development.

Focus, on Student Centered Goals: Partnership endeavors align closely with student centered objectives to ensure that all collaborative efforts directly contribute to enhancing student outcomes. This emphasis maintains a goal of improving student achievement and well-being.

Utilization of Data Driven Strategies:  Parlier Unified effectively leverages data to pinpoint areas requiring attention and evaluate the impact of partnership programs.  This data-based approach enables enhancement of strategies and ensures that resources are used effectively to optimize student advantages.

Professional Growth:  Parlier Unified invests in enhancing the expertise of educators and staff providing them with the skills and knowledge to interact proficiently with collaborators and utilize these connections, for the betterment of students.

Favorable Feedback from Educational Partners:  Input from partners demonstrates a level of satisfaction with the district’s endeavors in establishing partnerships. This favorable response showcases the effectiveness of district’s strategies and its dedication to nurturing beneficial associations.

These notable strengths and advancements underscore the district’s commitment to cultivating a cooperative atmosphere that prioritizes student achievements through successful collaborations.
	"Based on the analysis of our educational partner input and local data, Parlier Unified has identified several focus areas for improvement in building partnerships for student outcomes:
1.	Enhanced Stakeholder Engagement: Parlier Unified aims to increase the level of engagement from all educational partners, including parents, community organizations, and local businesses. This involves creating more opportunities for involvement and ensuring diverse voices are heard in decision-making processes.
2.	Improved Communication: There is a need to improve communication channels to ensure timely and clear information sharing. This includes using multiple platforms to reach all community members and ensuring that communication is accessible to non-English speaking families.
3.	Strengthening Collaboration with Local Organizations: Parlier Unified seeks to build stronger partnerships with local organizations that can provide additional resources and support for students. This involves formalizing agreements and developing joint initiatives that directly benefit student outcomes.
4.	Focused Professional Development: Providing targeted professional development for staff on how to effectively build and sustain partnerships. This includes training on communication, collaboration, and leveraging community resources.
5.	Data Utilization for Partnership Impact: Enhancing the use of data to evaluate the effectiveness of existing partnerships and identify areas for improvement. This involves developing metrics to measure the impact of partnerships on student outcomes and using this data to refine strategies.
6.	Increasing Equity and Inclusivity: Ensuring that partnership efforts are inclusive and equitable, particularly for underrepresented groups within the community. This involves creating specific initiatives to engage these groups and address any barriers to their participation.
7.	Sustainability of Partnership Efforts: Developing strategies to ensure the sustainability of partnership initiatives. This includes securing long-term commitments from partners and integrating partnership goals into the district’s strategic planning.
By focusing on these areas, Parlier Unified aims to strengthen its partnerships, ultimately enhancing student outcomes and creating a more supportive and collaborative educational environment.
"	Based on the analysis of educational partner input and local data, Parlier Unified has identified several strategies to improve engagement of underrepresented community groups in building partnerships for student outcomes:

Targeted Outreach and Communication: Parlier Unified will implement targeted outreach efforts to connect with underrepresented community groups. This includes personalized communication through phone calls, home visits, and community-based events to ensure these families are informed and engaged.

Language and Cultural Support: To overcome language barriers, Parlier Unified will provide translation and interpretation services for all communications and events. Additionally, cultural competency training for staff will ensure they are better equipped to understand and engage with families from diverse backgrounds.

Flexible Engagement Opportunities: Parlier will offer flexible opportunities for family involvement, such as virtual meetings, varied event times, and multiple formats for participation. This flexibility ensures that all families, regardless of their schedules or circumstances, can participate.

Inclusive Family Events and Programs: Parlier Unified will organize events and programs that are culturally inclusive and relevant to the diverse backgrounds of the community. These events will provide a welcoming environment for all families to connect with school staff and participate in school activities.

Family Resource Centers: Parlier Unified will work on establishing family resource centers within schools or the community to provide support and information about available services. These centers will act as centralized areas for families to access resources that support their children’s education and well-being.

Partnerships with Community Organizations: Parlier Unified will build partnerships with local community organizations that have established relationships with underrepresented families and groups. These organizations can help bridge the gap and encourage greater family involvement in school activities.

Parent Advisory Councils: Creating parent advisory councils that include representatives from underrepresented groups will ensure their voices are heard in the decision-making process. These councils will provide regular feedback and collaborate with the district on initiatives to improve family engagement.

Continuous Feedback and Improvement: Parlier Unified will implement mechanisms for continuous feedback from underrepresented groups and families, such as surveys and focus groups. This feedback will be used to evaluate and refine engagement strategies, ensuring they are effective and responsive to family needs.

By focusing on these strategies, Parlier Unified aims to create a more inclusive and supportive environment that encourages greater participation and engagement from underrepresented families, ultimately strengthening partnerships and improving student outcomes.
	"Based on the analysis of educational partner input and local data, Parlier Unified has demonstrated several strengths and progress in seeking input for decision-making:
1.	Diverse Stakeholder Involvement: Parlier Unified has successfully engaged a wide range of educational partners, including parents, students, teachers, community members, and local organizations. This inclusive approach ensures that diverse perspectives are considered in the decision-making process.
2.	Effective Communication Channels: Parlier Unified has established multiple communication platforms, such as surveys, community meetings, focus groups, and digital tools, to solicit input from educational partners. These channels facilitate open and transparent dialogue, making it easier for educational partners to share their opinions and concerns.
3.	Regular Feedback: Parlier Unified has implemented regular feedback protocols, such as annual surveys and periodic focus groups, to gather ongoing input from educational partners. This continuous feedback loop allows the district to stay informed about the community’s needs and preferences.
4.	Collaborative Decision-Making Processes: Parlier Unified promotes collaborative decision-making by involving educational partners in committees and advisory councils. These groups play a critical role in shaping policies and initiatives, ensuring that decisions are made with broad community support.
5.	Data-Informed Decisions: Parlier Unified effectively uses data collected from educational partner input to inform its decisions. By analyzing feedback and identifying trends, the district can make evidence-based decisions that align with the community’s priorities and needs.
6.	Transparent Decision-Making: Parlier Unified maintains transparency in its decision-making processes by openly communicating how educational partner input is used. This transparency builds trust and encourages continued engagement from the community.
7.	Responsive to Feedback: Parlier Unified has demonstrated responsiveness to educational partner feedback by implementing changes and improvements based on the input received. This responsiveness shows educational partners that their voices are valued and have a real impact on decision-making.
These strengths highlight the district’s commitment to seeking and incorporating educational partner input in its decision-making processes, fostering a collaborative and inclusive educational environment.
"	After reviewing the feedback from educational partners and analyzing district data, Parlier Unified has identified key areas for improvement when it comes to seeking input for decision making:

1. Engaging a Diverse Range of Stakeholders: Parlier Unified is committed to involving a spectrum of educational partners including those belonging to migratory groups. This entails reaching out to community members to ensure their perspectives are considered in the decision-making process.

2. Strengthening Communication Channels: Enhancing communication strategies to ensure that all educational partners are well informed about opportunities for providing input. This involves utilizing communication platforms and methods to effectively engage segments of the community.

3. Increasing Feedback Opportunities: Introducing diverse feedback modes of communication, such as regular surveys focus groups and community meetings. This approach guarantees that educational partners’ input is consistently gathered and taken into account during decision-making.

4. Enhancing Accessibility: Making sure that feedback mechanisms are accessible to all educational partners, including those facing language barriers, disabilities, or limited access to technology. This may entail offering translation services, accessible formats, and alternative methods for sharing input.

5. Transparency in Feedback Utilization:  Improving transparency regarding how educational partners’ input influences decision-making processes. This includes outlining the outcomes of feedback sessions and explaining how input has shaped decisions and policies.

6.  Fostering Trust and Connections: Emphasizing the importance of nurturing trust and building relationships, with educational partners to encourage sincere feedback. This entails showing a dedication to listening to and acting upon community suggestions.

7.  Empowering Stakeholders through Skill Development: Offering training and resources to support educational partners in engaging in the decision-making process. This may involve organizing workshops, informative sessions and providing guidance on offering feedback.

8.  Utilizing Data Driven Feedback Analysis: Enhancing the examination of feedback data to pinpoint patterns and areas of concern. This includes employing data analysis methods to ensure that all pertinent input is taken into account during decision-making processes.

Through these efforts, Parlier Unified strives to establish an transparent and efficient approach for soliciting and utilizing educational partner feedback in decision-making processes ultimately enriching the learning environment for all students.
	After reviewing the feedback from educational partners Parlier Unified has outlined several approaches to enhance the involvement of families in the decision-making processes:

1. Tailored Outreach and Communication: Parlier Unified aims to create customized outreach plans to engage with families. This involves employing communication methods like phone calls, home visits and relevant community events to ensure these families feel valued and included.

2. Language Support and Accessibility: To overcome language barriers and ensure accessibility, the district will offer translation and interpretation services for all communications, meetings, and opportunities for feedback. In addition, materials will continue to be made available in languages and accessible formats.

3. Flexible and Inclusive Engagement Options: Acknowledging the needs of families, Parlier Unified will provide flexible engagement options such as virtual meetings, diverse event timings and multiple feedback opportunities. This adaptability ensures that all families can participate regardless of their circumstances.

4. Community Collaborations: Parlier Unified is committed to strengthening partnerships with community organizations that have existing connections, with families.  

5.  Parent Advisory Councils and Focus Groups:  Setting up parent advisory councils and focus groups with representatives from across the community will ensure their opinions are valued. These councils and groups will meet regularly to address concerns and give feedback on school policies and programs.

6.  Transparency and Follow Up:  Parlier Unified will focus on transparency by explaining how the input from marginalized families influences decision making. Providing updates on actions taken based on their feedback will demonstrate to these families that their voices make a difference.

By concentrating on these approaches, Parlier Unified aims to establish a supportive atmosphere that fosters increased participation and involvement from underrepresented community groups in the decision-making process ultimately resulting in improved educational outcomes for all students.
	5	5	5	4	5	4	4	4	4	4	4	4	Met		2024-06-25	2024
10623720000000	Pine Ridge Elementary	3	We do a really good job of providing the opportunities for our families to feel welcome.  We also facilitate activities for families on campus in conjunction with our Boosters.	Our next focus area is to look for additional ways for families to participate in more activities on campus.	We will continue to provide activities for families to participate in school activities.  We also will be more intentional with the families we reach our to.	Our strength in this area is in the providing opportunities for parents and school staff to meet and discuss students needs formally at least twice a year.	Our next steps need to include being more deliberate with reaching out to the families of students that do not always participate in school activities.	We will be more intentional with the families we reach out to.  We will provide services and opportunities for our underrepresented families/	We do a good job of providing the opportunities for families to share their concerns and desires to see in school for their children.	Our focus will include being intentional with our outreach as well as provide more follow up opportunities for the families that do not participate as much as other families.	We will work to make our underrepresented families feel more comfortable on campus.  We will provide opportunities for them to join us on campus and understand that their input is important and has an effect on their child's education.  Then we will work to implement any shared agreements from the sessions we will hold.	5	5	4	5	4	4	5	5	4	4	4	4	Met		2024-06-19	2024
10623800000000	Raisin City Elementary	3	A significant strength identified in the relationship between school staff and families is the high level of connectedness and positive relationships. According to the analysis:
Families feel very connected to the school staff and have positive relationships with them.
Over 90% of families rated the school highly for providing a welcoming environment, understanding diverse strengths and needs, and maintaining two-way communication.
Additionally, 92% of families reported that the school effectively builds trusting and respectful relationships.
We believe that these strong relationships and high levels of family engagement have contributed to improved student outcomes.
	An area for improvement in building relationships between school staff and families to support student outcomes is the continued understanding of the lower perceived connection and relationships that support staff and certificated staff have with families. Addressing this issue will help ensure that all staff members are equally connected with families, further enhancing student outcomes.	The Local Educational Agency (LEA) will continue to hold meetings, seek input from underrepresented families, and listen to the needs of students and communities as changes occur. Parents are very responsive and actively participate in meetings, conferences, and events held on campus, which will support ongoing improvements and increased student outcomes.	The Local Educational Agency (LEA) will continue to hold meetings, seek input from underrepresented families, and listen to the needs of students and communities as changes occur. Parents are very responsive and actively participate in meetings, conferences, and events held on campus, which will support ongoing improvements.	An area that will need to continue to be monitored and addressed is the discrepancies in survey responses between families, certificated staff, and support staff. By understanding and resolving these discrepancies, we can ensure a more cohesive and effective approach to building relationships and supporting student outcomes.	The LEA will continue to work towards building positive relationships and seeking out families that are underrepresented. While families are engaged and participating, the district needs to understand the gap that exists between families, certificated staff, and support staff in feeling connected and seeking input. This will be accomplished through surveys, meetings, and conversations.	The LEA has made significant strides in connections with families.  However, the LEA will continue to work towards building positive relationships and seeking out families that are underrepresented. While families are engaged and participating, the district needs to understand the gap that exists between families, certificated staff, and support staff in feeling connected and seeking input. This will be accomplished through surveys, meetings, and conversations.	The LEA will continue to work towards building positive relationships and seeking out families that are underrepresented. While families are engaged and participating, the district needs to understand the gap that exists between families, certificated staff, and support staff in feeling connected and seeking input. This will be accomplished through surveys, meetings, and conversations.	The LEA will continue its efforts to build positive relationships across all stakeholder groups. Addressing any disparities in perceived connections and seeking input from all families will remain a priority, supported by ongoing communication, accessibility measures, and inclusive practices.	5	5	5	5	5	4	5	4	5	5	5	5	Met		2024-06-10	2024
10623800136499	Ambassador Phillip V. Sanchez II Public Charter	3	Ambassador Phillip V. Sanchez II (AMBII)  takes pride in building positive and lasting relationships with the community.  The connection with our Educational Partners has always been a priority at AMBII. Through regular parent meetings, including our Parent Advisory Committee and English Learner Advisory Committee, Parent Teacher Conferences, student and family celebrations, and weekly communication through our Data + Design system our families express a sense of feeling highly connected to the school and their student’s progress as evidence by our data results, engagement at events and feedback received. AMBII families appreciate the open communication and monthly updates. 
Data from our annual Survey shows that 100% of our parents feel the school is safe, 95% feel they are connected to the school and pleased with their student’s progress. In addition, 96 % state that the school communicates clearly and effectively. Data collected from other engagement events and feedback received confirms our school continues to build relationships and in many cases strengthening them. At one of our parent meetings on parent asked for more field trip opportunities for our students, as well as opportunities for parents to join as chaperones as well to share in the experience with their student.  Another parent commented, that the school offer more safe family events where parents and students can do things together in a safe place.	AMBII has gone to great efforts to encourage Educational Partnership participation and engagement at every school meeting, event or activity. However, we understand that not all Educational Partners will be able to attend every event. We also recognize that Parent Engagement is crucial to a positive school-home relationship and have planned and scheduled events throughout the year at different times of the day for anyone to attend
Based on input and data analysis, from feedback and surveys, the school noted there was an increase in the number of participants who attend the PAC/ELAC meetings. However, the school also noted that 2-way communication with all Educational Partners using language accessible to families is important and will continue to find means to acquire genuine Educational Partner feedback. The school wholeheartedly believes that Educational Partner feedback and input is a valuable part of the school's improvement process. The school also is aware that having planned school meetings and activities is crucial for engagement opportunities.
A challenge parents have shared is understanding the complexities of our school program, more notably, attendance requirements, credit completion, and school policy, in addition to parent and student responsibilities. In response the school aimed to improve the onboarding process and maintain ongoing dialogue with parents while students remain enrolled in our program.
In addition, AMBII understands that having an open line of 2-way communication will provide clarity and opportunity for students and families to access everything the school has to offer.	AMBII staff is well aware of the various needs of the community especially the underrepresented families. AMBII will improve engagement of underrepresented families at every event by providing staff to communicate in the parent’s preferred language or provide translation services for educational partner communications. 

The school will also offer multiple opportunities for participation both virtually and in-person, and provide classes/workshops based on educational partner needs/requests.

We are confident that the evolving methods of communication will help underrepresented educational partners remain connected to the school. Through increasing opportunity and access, more families will be able to actively participate and impact their child’s education.	A strength of the school is having a diverse and knowledgeable staff that meets the needs of each student. From the day of enrollment, staff assess students to measure their current level of performance and plan a program that meets their academic needs. Students have access to a plethora of support staff such as tutors, counselors, or retention support specialists. Parents are included in every aspect of the student's activities through various communications tools including but not limited to emails, text, and social media.

Input received from our Educational Partners identifies our area of strength is creating a welcoming environment for all families in the community and our flexibility in providing opportunities for families to receive support. Staff is available to students between morning and afternoon for live instructional support, weekly progress summaries, and a variety of services. Students and parents can access the tools for educational success at anytime of the day. Our school survey shows that parents appreciate this level of outreach, especially during times of such disconnect. AMBII plans to continue these efforts in the upcoming year and will continue to evolve in response to the feedback from our Educational Partners.
	Input and data analysis, confirm that the AMBII would like to improve the number of students who participate in small group instruction classes, counseling events, and workforce partner workshops and receive mental health/social-emotional services. Increasing the number of students participating in the above events will improve the student-school relationships and increase student achievement.	An area of focus continues to be to increase our Educational Partners of underrepresented families. Though parents have expressed a strong confidence in service and support to our students, there is more we can do. We will continue in our commitment to provide partnership and accessibility in services as our students continue on their educational journey.	The last few years our school experienced a time of change, we learned from our current practices how effective or ineffective some of our practices were. However, an area of strength we recognized was how quickly we adapted from in-person meetings to virtual meetings for all our educational partners. Without missing a beat AMBII was able to provide platforms and solicit feedback from our Educational Partners in multiple platforms and spaces that work for our parents' needs. The school was able to provide flexible hour options for connection to the school. As a result of this, there was more participation and engagement with our Educational Partners. Parents were able to log in from their own devices and join the discussions.

Although parents attend meetings and events, an area of improvement for AMBII is to find a way to actively engage families in the planning and implementation of programs. While we go to great lengths to promote and invite Educational Partners to our public meetings and events, our progress in building the capacity of staff to effectively engage families in the decision-making is an ongoing process. Through professional developments, we will learn better ways to connect with families and draw out feedback and input in order to make more communal decisions. AMBII plans to continue these efforts in the upcoming year and will continue finding topics of interest to present to our families.	AMBII will continue to engage our underrepresented families through personal phone calls in their primary language, like Spanish, that invite them to meaningful school decision-making events such as ELAC meetings and LCAP Educational Partner meetings. Relevant documents will be translated and made available to all families and meetings will have live, real-time translation options to allow for ease of access. We will also continue to provide classes/workshops based on parent interests/requests to better engage our underrepresented Educational Partners. Additionally, with an increase in staff members, particularly Paraprofessionals, Social Workers, and Counseling staff, we will be able to provide more layers of support so that we can bring more families into the active community.

In the Annual School survey, parents responded favorably that the school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings. This is evident through the attendance of diverse families at school events. This is key in providing an inclusive forum for all Educational Parents to share input and feedback.	Our underrepresented families of AMBII are in need of translation in Spanish. We will improve services by hiring certified, bilingual staff with a focus on increasing our recruitment to members of the community to join our team, and where our community needs exceed staff availability, we will partner with outside organizations to provide excellent service to our students and families.

One key finding from the local survey was from parent/guardian responses. When asked in the last school survey if they felt that their school encourages parents/guardians’ participation and input in activities, events, parent workshops, and meetings, 80% responded that they agreed and strongly agreed. The school also continues to implement parent engagement activities like PAC/ELAC, student recognition days, open houses, back-to-school nights, Parent University, and parent-teacher-student conferences.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-06	2024
10624140000000	Sanger Unified	3	Based on the 2023-24 LCAP Hanover LCAP Survey which is available in three languages, 91% of the parents agree
that families are kept informed about events and activities, 88% agree that the schools encourage families to
participate in the child's education, 82% agree the the district is responsive to parents' concerns and 79% believe
that the schools offer workshops that enable families to learn about the programs it offers. Events and activities that
families attend or participate in include: Parent-teacher conferences 76%, Open House 70%, School events 65%,
Volunteering at school 37%, Board Meetings 4%, Parent Workshops/training sessions 8%, School Site Council 7%,
DELAC 2%, no events 6%.
Feedback from educational partners and data analysis had identified the following strengths: Multiple opportunities
for communication between families and educators using a language to is understandable and accessible.	Based on the Hanover LCAP Survey, parents noted the following responses regarding what would help them to be
more involved: Vary the time of meetings and classes for working parents, include information in a language they can
understand and provide child care.
Sanger Unified will continue to enhance efforts to highlight existing district and school support networks and
mechanisms for parents. LCAP Survey respondents overall have a positive opinion of existing support resources
and positive trends in the longitudinal data exhibit an improvement year to year not just in the perception of
resources in place, but also of educational partner awareness of these resources. However, there is still a significant
number of parents that are not aware of district and school resources.	Sanger Unified School District (SUSD) is committed to building the capacity of all staff in creating an environment in
which all families feel welcome and respected. A Family Engagement leadership team was established six years
years ago in order to improve engagement of underrepresented families. The goal was to develop a system of
support that bolsters meaningful family engagement across Sanger Schools and Community. We recognize that not
all families may feel welcome in the current structure. SUSD has committed to creating structured time for Staff
Professional Development as it relates building relationships with all families. In addition, we had gathered input from
families through large and small group forums, individual interviews and surveys. We had had several opportunities
to share information and receive input from school site leaders. In our analysis of stakeholder response to the local
indicators Parent and Family Engagement rubric for Building Relationships, we had a full implementation rating of a 4
in 3 out of the 4 areas. This year we have a full implementation rating of 4 in all four areas. Our area of focus is in
supporting staff to learn about each family’s strengths, culture, languages and goals for their children. In addition,
our LCAP Guidance Committee, which consists of primarily under represented families and informs the district with
input to better serve our community. We have opened a new Sanger Unified Family Resource Center in August
2021, in which families are welcomed by staff from our District CARE Team, which includes psychologist and Foster
Liaison, the district Migrant team as well as Comprehensive Youth Services who are in one building to better meet
the needs of our families.	Education dual-capacity framework for family engagement states that successful initiatives must be systemic,
integrated, sustained, linked to learning, developmental, and collaborative (Mapp 2013). SUSD partnered with the
Gardner Center from Stanford University to better understand and evaluate the progress of practices involving
Family Engagement. Through analysis of current practice and reality, we developed a more systematic approach to
Family Partnership and Engagement. In addition, we recognized the need for professional learning opportunities in 
2024-25 Local Performance Indicator Self-Reflection for Sanger Unified School District Page 11 of 17
our schools. We continue the process with new site leaders and have moved to office assistants and Administrative
Assistants. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for
Building Partnerships in 2021, we had two areas in initial implementation and two areas in full implementation. This
year, stakeholders rated all areas as Full Implementation. A goal of ours in this area is around family leadership and
empowering our families to understand their rights and how they can be an advocate for their children. Improving
participation of underrepresented families will also be a focus. A Parent Education Program Specialist was hired to
assist with this goal. This will be one of our 4 domains as we begin to schedule Family Engagement opportunities for
next year.	The following focus areas will be addressed: Training with Site Leaders to better collaborate with families in the
development of goals for students, identifying methods to improve engagement with underrepresented families.
According to the 23-24 Hanover LCAP Survey Analysis, 91% of families agree that the district/schools keep families
informed about events and activities, 79% agree that the district offers workshops that enable families to learn about
the programs it offers.	A Parent Education Program Specialist was hired to offer direct services to families through the Sanger Unified
Family Resource Center which opened in August 2021. A more concentrated approach to Family Engagement and
Outreach will facilitate increased engagement.
Parent University at Fresno State University will partner will Sanger Unified to offer increased engagement to our
underrepresented families.	In our analysis of educational partner response to the local indicators Parent and Family Engagement rubric for
seeking input for decision making, we had one area in full implementation and three areas in full implementation and
sustainability in 2022-2023. This year we continue with the same results. We have made great growth and will
continue to improve. A continued focus of SUSD is in building the capacity of and supporting principals and staff to
actively engage families in advisory groups and with decision making. SUSD has made continuous efforts to improve
family engagement. Our LCAP Survey supports our efforts with parents/guardians continuing to attend events (65%),
feel that their school makes an effort to keep them involved (91%), and 88% of parents feel that their school
encourages them to participate.	A focus of SUSD over the last few years is in building the capacity of and supporting principals and staff to actively
engage families in advisory groups and with decision making. We have established strong systems to seek input
from our parents by engaging with current parent advisory groups, seeking site leaders for other engaged parents
and non-engaged parents that would benefit from sharing their voice. Due to sites creating multiple fun family
engagement events and establishing strong family connections, sites continue to encourage and create opportunities
to learn and advocate for their sites.	A Parent Education Program Specialist was hired to offer direct services to families through a the Sanger Unified
Family Resource Center which opened in August 2021. A more concentrated approach to Family Engagement and
Outreach will facilitate increased engagement.
Parent University at Fresno State University will partner will Sanger Unified to offer increased engagement to our
underrepresented families.	5	4	4	4	4	4	4	4	4	5	5	5	Met		2024-06-25	2024
10624146117865	Quail Lake Environmental Charter	3	Based on the 2023-24 LCAP Hanover LCAP Survey which is available in three languages, 91% of the parents agree
that families are kept informed about events and activities, 88% agree that the schools encourage families to
participate in the child's education, 82% agree the the district is responsive to parents' concerns and 79% believe
that the schools offer workshops that enable families to learn about the programs it offers. Events and activities that
families attend or participate in include: Parent-teacher conferences 76%, Open House 70%, School events 65%,
Volunteering at school 37%, Board Meetings 4%, Parent Workshops/training sessions 8%, School Site Council 7%,
DELAC 2%, no events 6%.
Feedback from educational partners and data analysis had identified the following strengths: Multiple opportunities
for communication between families and educators using a language to is understandable and accessible.	Based on the Hanover LCAP Survey, parents noted the following responses regarding what would help them to be
more involved: Vary the time of meetings and classes for working parents, include information in a language they can
understand and provide child care.
Sanger Unified will continue to enhance efforts to highlight existing district and school support networks and
mechanisms for parents. LCAP Survey respondents overall have a positive opinion of existing support resources
and positive trends in the longitudinal data exhibit an improvement year to year not just in the perception of
resources in place, but also of educational partner awareness of these resources. However, there is still a significant
number of parents that are not aware of district and school resources.	Sanger Unified School District (SUSD) is committed to building the capacity of all staff in creating an environment in
which all families feel welcome and respected. A Family Engagement leadership team was established six years
years ago in order to improve engagement of underrepresented families. The goal was to develop a system of
support that bolsters meaningful family engagement across Sanger Schools and Community. We recognize that not
all families may feel welcome in the current structure. SUSD has committed to creating structured time for Staff
Professional Development as it relates building relationships with all families. In addition, we had gathered input from
families through large and small group forums, individual interviews and surveys. We had had several opportunities
to share information and receive input from school site leaders. In our analysis of stakeholder response to the local
indicators Parent and Family Engagement rubric for Building Relationships, we had a full implementation rating of a 4
in 3 out of the 4 areas. This year we have a full implementation rating of 4 in all four areas. Our area of focus is in
supporting staff to learn about each family’s strengths, culture, languages and goals for their children. In addition,
our LCAP Guidance Committee, which consists of primarily under represented families and informs the district with
input to better serve our community. We have opened a new Sanger Unified Family Resource Center in August
2021, in which families are welcomed by staff from our District CARE Team, which includes psychologist and Foster
Liaison, the district Migrant team as well as Comprehensive Youth Services who are in one building to better meet
the needs of our families.	Education dual-capacity framework for family engagement states that successful initiatives must be systemic,
integrated, sustained, linked to learning, developmental, and collaborative (Mapp 2013). SUSD partnered with the
Gardner Center from Stanford University to better understand and evaluate the progress of practices involving
Family Engagement. Through analysis of current practice and reality, we developed a more systematic approach to
Family Partnership and Engagement. In addition, we recognized the need for professional learning opportunities in 
2024-25 Local Performance Indicator Self-Reflection for Sanger Unified School District Page 11 of 17
our schools. We continue the process with new site leaders and have moved to office assistants and Administrative
Assistants. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for
Building Partnerships in 2021, we had two areas in initial implementation and two areas in full implementation. This
year, stakeholders rated all areas as Full Implementation. A goal of ours in this area is around family leadership and
empowering our families to understand their rights and how they can be an advocate for their children. Improving
participation of underrepresented families will also be a focus. A Parent Education Program Specialist was hired to
assist with this goal. This will be one of our 4 domains as we begin to schedule Family Engagement opportunities for
next year.	The following focus areas will be addressed: Training with Site Leaders to better collaborate with families in the
development of goals for students, identifying methods to improve engagement with underrepresented families.
According to the 23-24 Hanover LCAP Survey Analysis, 91% of families agree that the district/schools keep families
informed about events and activities, 79% agree that the district offers workshops that enable families to learn about
the programs it offers.	A Parent Education Program Specialist was hired to offer direct services to families through the Sanger Unified
Family Resource Center which opened in August 2021. A more concentrated approach to Family Engagement and
Outreach will facilitate increased engagement.
Parent University at Fresno State University will partner will Sanger Unified to offer increased engagement to our
underrepresented families.	In our analysis of educational partner response to the local indicators Parent and Family Engagement rubric for
seeking input for decision making, we had one area in full implementation and three areas in full implementation and
sustainability in 2022-2023. This year we continue with the same results. We have made great growth and will
continue to improve. A continued focus of SUSD is in building the capacity of and supporting principals and staff to
actively engage families in advisory groups and with decision making. SUSD has made continuous efforts to improve
family engagement. Our LCAP Survey supports our efforts with parents/guardians continuing to attend events (65%),
feel that their school makes an effort to keep them involved (91%), and 88% of parents feel that their school
encourages them to participate.	A focus of SUSD over the last few years is in building the capacity of and supporting principals and staff to actively
engage families in advisory groups and with decision making. We have established strong systems to seek input
from our parents by engaging with current parent advisory groups, seeking site leaders for other engaged parents
and non engaged parents that would benefit from sharing their voice. Due to sites creating multiple fun family
engagement events and establishing strong family connections, sites continue to encourage and create opportunities
to learn and advocate for their sites.	A Parent Education Program Specialist was hired to offer direct services to families through a the Sanger Unified
Family Resource Center which opened in August 2021. A more concentrated approach to Family Engagement and
Outreach will facilitate increased engagement.
Parent University at Fresno State University will partner will Sanger Unified to offer increased engagement to our
underrepresented families.	5	4	4	4	4	4	4	4	4	5	5	5	Met		2024-06-25	2024
10624146117873	Sanger Academy Charter	3	Based on the 2023-24 LCAP Hanover LCAP Survey which is available in three languages, 91% of the parents agree
that families are kept informed about events and activities, 88% agree that the schools encourage families to
participate in the child's education, 82% agree the the district is responsive to parents' concerns and 79% believe
that the schools offer workshops that enable families to learn about the programs it offers. Events and activities that
families attend or participate in include: Parent-teacher conferences 76%, Open House 70%, School events 65%,
Volunteering at school 37%, Board Meetings 4%, Parent Workshops/training sessions 8%, School Site Council 7%,
DELAC 2%, no events 6%.
Feedback from educational partners and data analysis had identified the following strengths: Multiple opportunities
for communication between families and educators using a language to is understandable and accessible.	Based on the Hanover LCAP Survey, parents noted the following responses regarding what would help them to be
more involved: Vary the time of meetings and classes for working parents, include information in a language they can
understand and provide child care.
Sanger Unified will continue to enhance efforts to highlight existing district and school support networks and
mechanisms for parents. LCAP Survey respondents overall have a positive opinion of existing support resources
and positive trends in the longitudinal data exhibit an improvement year to year not just in the perception of
resources in place, but also of educational partner awareness of these resources. However, there is still a significant
number of parents that are not aware of district and school resources.	Sanger Unified School District (SUSD) is committed to building the capacity of all staff in creating an environment in
which all families feel welcome and respected. A Family Engagement leadership team was established six years
years ago in order to improve engagement of underrepresented families. The goal was to develop a system of
support that bolsters meaningful family engagement across Sanger Schools and Community. We recognize that not
all families may feel welcome in the current structure. SUSD has committed to creating structured time for Staff
Professional Development as it relates building relationships with all families. In addition, we had gathered input from
families through large and small group forums, individual interviews and surveys. We had had several opportunities
to share information and receive input from school site leaders. In our analysis of stakeholder response to the local
indicators Parent and Family Engagement rubric for Building Relationships, we had a full implementation rating of a 4
in 3 out of the 4 areas. This year we have a full implementation rating of 4 in all four areas. Our area of focus is in
supporting staff to learn about each family’s strengths, culture, languages and goals for their children. In addition,
our LCAP Guidance Committee, which consists of primarily under represented families and informs the district with
input to better serve our community. We have opened a new Sanger Unified Family Resource Center in August
2021, in which families are welcomed by staff from our District CARE Team, which includes psychologist and Foster
Liaison, the district Migrant team as well as Comprehensive Youth Services who are in one building to better meet
the needs of our families.	Education dual-capacity framework for family engagement states that successful initiatives must be systemic,
integrated, sustained, linked to learning, developmental, and collaborative (Mapp 2013). SUSD partnered with the
Gardner Center from Stanford University to better understand and evaluate the progress of practices involving
Family Engagement. Through analysis of current practice and reality, we developed a more systematic approach to
Family Partnership and Engagement. In addition, we recognized the need for professional learning opportunities in 
2024-25 Local Performance Indicator Self-Reflection for Sanger Unified School District Page 11 of 17
our schools. We continue the process with new site leaders and have moved to office assistants and Administrative
Assistants. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for
Building Partnerships in 2021, we had two areas in initial implementation and two areas in full implementation. This
year, stakeholders rated all areas as Full Implementation. A goal of ours in this area is around family leadership and
empowering our families to understand their rights and how they can be an advocate for their children. Improving
participation of underrepresented families will also be a focus. A Parent Education Program Specialist was hired to
assist with this goal. This will be one of our 4 domains as we begin to schedule Family Engagement opportunities for
next year.	The following focus areas will be addressed: Training with Site Leaders to better collaborate with families in the
development of goals for students, identifying methods to improve engagement with underrepresented families.
According to the 23-24 Hanover LCAP Survey Analysis, 91% of families agree that the district/schools keep families
informed about events and activities, 79% agree that the district offers workshops that enable families to learn about
the programs it offers.	A Parent Education Program Specialist was hired to offer direct services to families through the Sanger Unified
Family Resource Center which opened in August 2021. A more concentrated approach to Family Engagement and
Outreach will facilitate increased engagement.
Parent University at Fresno State University will partner will Sanger Unified to offer increased engagement to our
underrepresented families.	In our analysis of educational partner response to the local indicators Parent and Family Engagement rubric for
seeking input for decision making, we had one area in full implementation and three areas in full implementation and
sustainability in 2022-2023. This year we continue with the same results. We have made great growth and will
continue to improve. A continued focus of SUSD is in building the capacity of and supporting principals and staff to
actively engage families in advisory groups and with decision making. SUSD has made continuous efforts to improve
family engagement. Our LCAP Survey supports our efforts with parents/guardians continuing to attend events (65%),
feel that their school makes an effort to keep them involved (91%), and 88% of parents feel that their school
encourages them to participate	A focus of SUSD over the last few years is in building the capacity of and supporting principals and staff to actively
engage families in advisory groups and with decision making. We have established strong systems to seek input
from our parents by engaging with current parent advisory groups, seeking site leaders for other engaged parents
and non engaged parents that would benefit from sharing their voice. Due to sites creating multiple fun family
engagement events and establishing strong family connections, sites continue to encourage and create opportunities
to learn and advocate for their sites.	A Parent Education Program Specialist was hired to offer direct services to families through a the Sanger Unified
Family Resource Center which opened in August 2021. A more concentrated approach to Family Engagement and
Outreach will facilitate increased engagement.
Parent University at Fresno State University will partner will Sanger Unified to offer increased engagement to our
underrepresented families.	5	4	4	4	4	4	4	4	4	5	5	5	Met		2024-06-25	2024
10624300000000	Selma Unified	3	The district collaborates with all Educational Partners, including School Staff and Families, via in-person meetings and various surveys.  Feedback and input are highly valued and considered when developing actions and plans, including site SPSAs, the district LCAP, and development of programs and actions.  This year, we have implemented Panorama, utilizing the climate and culture survey component to drive our next steps in building our relationships with our Educational Partners.  This has allowed us to continue gathering voices from our community and making updates based on feedback.	After the first year of using Panorama, we have noticed lower response rates than desired and will work on ensuring ample opportunities to gather more responses from our Educational Partners.  Additionally, we will focus on engaging more families and increasing participation in district/site engagement opportunities.	We will continue to maximize district staff for parent outreach, including our Parent Engagement Coordinator, in conjunction with site administration and other district staff to support the engagement of underrepresented families. This includes providing outreach for services and supports via our mental health clinicians, social workers, home school liaisons, parent engagement sessions/trainings, and more.	Selma has aligned the LCAP with the the Strategic Plan for the coming school year, focusing on academics, socio-emotional learning and mental health, attendance, and parent engagement to support progress in building partnerships for student outcomes, which includes all Educational Partners. We continue a strong partnership with Valley ROP to provide 17 pathways for students, internships, and focus on college and career choices for students.	Selma strives to improve parent communication, engagement, transparency, and collaboration. Areas of improvement include streamlining communication via a Communication Director and implementation of a districtwide community newsletter.	Selma will continue to improve engagement of underrepresented families by providing educational activities and learning most relevant to the specified group, as determined by surveys and input sessions.  Parents continue to request ongoing support to address student needs, navigation of the educational system, and increased family education. We also utilize specific Educational Partner groups, such as the sites and District English Learner Advisory Committees to engage some of our most underrepresented families.	Strengths and progress in seeking input for decision-making included LCAP in-person meetings and surveys for parents, students, community members, bargaining units, site and district administrators, Parent Advisory Committee, DELAC, and more. We implemented a new climate and culture survey platform to gather valuable feedback from educational partners, such as parents, students, and staff to better understand their needs, preferences, and concerns.  The data from these were used to inform decision-making processes, improve services, and tailor communication strategies to better meet the needs of our Educational Partners.	We noticed a lower response rate than desired on our new climate and culture surveys and will seek to improve this in the coming year.	In order to better improve engagement of underrepresented families, we will leverage our support staff to promote participation by actively seeking input on surveys during afterschool program pickup, where we can support our families in providing this feedback when on the campus. We will provide technical support as well as provide a device for survey completion as parents wait for students.  Additional opportunities might include before and after-school times.	4	3	4	4	3	3	3	4	3	3	3	3	Met		2024-06-11	2024
10625130000000	Washington Colony Elementary	3	"Washington Colony has established local measures to promote parent and family engagement participation in programs.  These local measures are directly related to our LCAP Goal 3: Increase stakeholder engagement and provide parent education.  Washington Colony is fully committed to encourage parents/guardians to participate in the educational programs, school functions and individual meetings with school staff related to their child’s education.  In addition, throughout the year Washington Colony provides trainings and parent workshops linked to student learning and/or social-emotional development and growth.  The Parent Institute for Quality Education (PIQE) was provided in-person during Fall 2023/ Winter 2024 and provided In-Person Parenting Partners Workshops in Spring 2024.
Based on the analysis if educational partner input and local data these are the current strengths and progress in building trusting relationships between School Staff and families
o	In-person Parent-Teacher Conferences (FALL 2023/SPRING 2024)
o	Parent Surveys and Weekly Information Robocalls
o	Inviting parents to school events 
o	Family Nights (Literacy/Spring 2024) (Family Arts Fall 2023/STEM)
o	Back-to-School Night, Open House, Spring Carnival 
o	Grandparents Day, Muffins with Mom, Donuts with Dad 
o	Father-Daughter Dance, Mother-Son Dance 
o	Ice Cream Social for Student-of-the-Year and Triple-A Awards (Spring 2024)
o	English Learner Reclassification Recognition event (Spring 2024)
"	"Based on the analysis of educational partner input and local data, the district will focus for improvement in building relationships  between school and families in the following areas of family engagement:
LEAs progress is in creating welcoming environments for all families in all school functions.
o	Translators provided at meetings and events
o	Parent advisories encourage active involvement to participate as a voice in their children’s education (In-person DELAC/PAC and School Site Council Committees)
o	Notifications, Invitations, Blackboard Connect for all events in English/Spanish
o	Refreshments and Childcare provided at all parent meetings and events	
o     Focus on the LEAs progress in supporting staff to learn about each family’s strengths, 
       cultures, languages, and goals for their children.
o	Family Arts/STEM night In-Person in Fall 2023 (parents participating)
o	Teacher Participation in family events: Family Literacy Nights (Spring 2024)
"	"Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to building relationships between school staff and families. The district will focus on the following areas of family engagement:
The LEA's progress in developing multiple opportunities for the LEA to engage in 
 2-way communication between families and educators using language that is 
understandable and accessible to families.
o	Communication from school to home in English and Spanish
o	Bilingual office staff (English/Spanish)
o	Translators available for parent teacher conferences
o	Translators provided at meetings and events
o	Bilingual Parent Liaison-Communication

"	"Based on the analysis of educational partner input and local data, the LEA will continue with its strengths and progress in building partnerships for students outcomes by focusing in the following areas:
LEAs progress in providing families with information and resources to support student learning and development at home.
o	Parent Portal
o	AR – books/MyOn Library Online and reading logs for independent reading
o	Parent Liaison – home visits to support attendance and target chronic absenteeism
o	Homework expectations and schedules sent home
o	Parenting Partners Workshops (Spring 2024)
o	Parent Training Workshops (PIQE)
o	School’s Website
o	Electronic Marquee 
o	Weekly Blackboard Connect Robocalls (English/Spanish)
"	"Based on the analysis of educational partner input and local data, the LEA will focus on the following areas for improvement in building partnerships for Student Outcomes:
o progress in implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.
o	SSTs, IEPs, Wellness Plans
o	Parent-Teacher Conferences (In-Person)
o	Teacher availability, in-person, by telephone (Google voice), or email
o	Distance Learning Communication (Chromebooks provided, Hotspots and Data Plans year-round)
o	Provided PIQE (Cultural Responsiveness Training for all WC Staff)

"	"Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to building partnerships for students outcomes:
o  LEA's focus on  progress in providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.
o	Professional development provided for teachers and staff to build awareness of parent committees and family engagement
o      Educating  families to understand and exercise their legal rights and advocate for their own students.
o	D/ELAC topics include Uniform Complaint Procedures (PIQE Topics related to Parent Rights)
o	Parental Rights provided at IEPs
o	Parent-Student Handbook and Parent Rights packet sent home
o	Safety Plan – (Fall 2024)
"	"Based on the analysis of educational partner input and local data, the LEA will continue with its strengths and progress in seeking input for decision-making in the following areas:
o       Continue to supporting principals and staff to effectively engage families in advisory groups and with decision making.
o	Administrators and staff participate in School Site Council meetings/PAC Committee meetings
o	PIQE: Principal’s Dialogue Sessions and Discussions/Presentations

"	"Based on the analysis of educational partner input and local data, the LEA will focus on the following areas for improvement in seeking input for decision-making:
o  School Administrators will build the capacity of and supporting family members to 
              effectively engage in advisory groups and decision making. 
o	Parent Training Workshops topic – Ensure Parent Participation Committees (SSC, D/ELAC, PAC)
o	LCAP Input Meetings for all stakeholders in the Spring 2024
o	Grade 8 Parent meetings (All year-round)
o	In-person PIQE Educational/Informational meetings
o	Parenting Partners Workshops

"	"Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to seeking input for decision-making:
o     Continue to providing all families with opportunities to provide input on Policies and programs, implementing strategies to reach and seek input from any underrepresented groups in the school community.
o	Beginning development for providing parents with opportunities to give input on policies and programs during SSC and D/ELAC/PAC meetings
o	Multiple Input Surveys (English/Spanish) sent home and posted on the school website
o      Continue to have families, teachers, principals, and district administrators work together to plan, design, implement    
         and evaluate family engagement activities at school and district levels.
o	Ensure that LCAP Input surveys sent home and posted on the school website
o	Ensure In-Person LCAP Input meetings for All Educational Partners
o	Continue with Instructional Leadership Meetings 
o	Ensure parents participation in SSC, PAC, and DELAC meetings 
o	In-person and Teleconference Board meetings available (Due to COVID-19 Post-Pandemic)
"	4	4	2	4	2	4	4	4	3	4	3	3	Met		2024-06-25	2024
10625390000000	West Park Elementary	3	71.4% of West Park School District/West Park Elementary School parents/guardians report that the district has
successfully created welcoming environments for all families in the communities. 66.7% of parents/guardians report
that the staff at their child's school is interested in each family's strengths, cultures, languages, and goals for their
children. These data provide evidence of teacher and district staff efforts to prioritize trust-based relationships with
families. The continued focus on improving facilities during the 2024-25 school year will enhance the welcoming
environments that teachers create in their classrooms and other district staff create in their offices and other areas of
campus.	"An important step the district will take to strengthen relationships with educational partners will be to increase the
percentage of parents/guardians who respond to the district's requests for feedback through surveys and other more
informal forms of communication. The West Park School District/West Park Elementary School enrolls approximately
300 students, however, 21 parents responded to the parent survey. On a scale of 1 = strongly disagree to 5 =
strongly agree, 68.4% of parents agreed or strongly agreed that ""The staff at my child's school build trusting and
respectful relationships with families."" Teachers provided an average implementation level of 3 when asked to
measure the district's progress in developing the capacity of staff (i.e. administrators, teachers, and classified staff) to
build trusting and respectful relationships with families. Teachers believe the district is somewhere along the scale of
""initial"" to ""full"" implementation. The district will work to identify more opportunities to seek input from families through
existing structures and meetings in addition to the annual survey of parents, students, and staff in an effort to build
greater levels of trust and communicate with families the district's commitment to partner in their child's educational
journey."	"The majority of West Park School District/West Park Elementary School students (77%) come from low-income
families and a significant percentage are English learner students (38%). For this reason, the efforts the district will
take to improve the engagement of all families will focus primarily on low-income families and families of English
learners. Of the parents/guardians who responded to the parent survey, 71.5% agreed or strongly agreed with the
following statement: ""My child's school supports multiple opportunities to engage in understandable and accessible
2-way communication between families and educators."" The keywords are ""understandable and accessible"" 2-way
communication. The district will ensure district communication is written and/or communicated orally in language that
is understandable and accessible to families of low-income students and English learner students. Identifying
opportunities to strengthen communication will be accomplished in partnership with the parent representatives who serve on the English Learner Advisory Committee and the Parent Advisory Committee who represent the voice of
our unduplicated student groups (English Learners, Low Income, and Foster Youth)."	West Park School District/West Park Elementary School is at the initial implementation stage of building partnerships
for student outcomes. Parents and teachers responded similarly when asked about the district's efforts to implement
policies or programs for teachers to meet with families and students to discuss student progress and ways to work
together to support improved student outcomes. Teachers rated the district a 3 on the district's progress in providing
professional learning and support to teachers and principals to improve a school’s capacity to partner with families.
71.4% of parents/guardians agreed or strongly agreed when asked if the district provides families with information
and resources to support student learning and development in the home. 71.5% of parents/guardians agreed or
strongly agreed their child's school has policies for teachers to meet with families and students to discuss progress
and ways to work together to support improved student outcomes, and 71.5% of parents/guardians believe their
child's school helps families to understand and exercise their legal rights and advocate for their own students and all
students.	The primary area of focus for the district to further build partnerships for student outcomes is to provide parent
education focused on helping families understand and exercise their legal rights and advocate for their child and all
students. One area of particular importance is English learner student progress and student reclassification as fluent
English proficient. Families of English learners play an important role in the language development of their child by
setting high expectations for their child and the educational staff, knowing the law, and advocating for all students by
attending meetings that involve district decision-making. The district will take steps to provide programmatic and
legal information to all families of English learner students in a language that is accessible and understandable. The
district will also engage in increased outreach efforts to increase active parent participation in district English
language advisory meetings.	Of the parents/guardians who responded to the district survey, most provided ideas for workshops they would like to
see offered by the district including workshops on using technology, helping with homework, supporting physical,
mental and emotional health, parenting skills, accessing community services, English language development, and
self-advocacy. 71.4% of parents/guardians reported their child's school provides opportunities to have families,
teachers, principals, and district administrators work together to plan, design, implement, and evaluate family
engagement activities at school. This feedback provides the district with valuable information about how and what
steps they should take to further build partnerships with families to support student outcomes. The district will use
this feedback to prioritize family educational opportunities and will work collaboratively with families to develop the
content for the classes.	Seeking family input in decision-making about students' educational programs is an area for improvement for the
West Park School District/West Park Elementary School. Parents reported their participation in parent conferences,
back-to-school night, open house, family nights, and holiday events. All of these provide the opportunity to create
structured opportunities for families to actively participate in decision-making in educational programs beyond
traditional parent advisory committees. 71.5% of parents/guardians agree their child's school supports and builds the
capacity of family members to effectively engage in advisory groups and decision-making. Teachers rated the
district's progress in building the capacity of and supporting principals and staff to effectively engage families in
advisory groups and with decision-making at the initial implementation stage.	West Park School District/West Park Elementary School will focus on improving structured opportunities for seeking
family input in decision-making through existing family activities and events, and the creation of new parent
education classes.	The West Park School District/West Park Elementary School's newly formed Academic Leadership Team will take
steps to improve the district's efforts to seek input for decision-making in the educational programs by considering
each of the district's current family engagement activities and asking how the district might intentionally create
opportunities to seek family input during each event. The process will continue collaboratively during staff meetings
and with parent advisory groups to ensure all structured opportunities are accessible to all parents and will elicit
open, honest communication from our underrepresented families.	3	4	4	3	3	3	3	2	3	3	3	2	Met		2024-06-25	2024
10625396112387	West Park Charter Academy	3	A survey of West Park Charter Academy parents/guardians indicates the academy has demonstrated strengths in
building relationships between school staff and families. 82% of West Park Charter Academy parents/guardians
reported the academy has successfully created welcoming environments at the Learning Centers. 79% of
parents/guardians reported the academy provides opportunities to engage in understandable and accessible 2-way
communication between families and educators. These data provide evidence of teachers' efforts to maintain
effective communication with families and ensure they feel welcome when visiting the Learning Centers.	Academy staff will strengthen relationships with families by working to increase the percentage of parents/guardians
who respond to requests for feedback through surveys and other more informal forms of communication. The West
Park Charter Academy enrolls approximately 230 students, however, 34 parents responded to the annual LCAP
survey. Parent responses to this survey help to inform the Local Indicators Report. Based on this survey, an area for
improvement is to build the capacity of family members to effectively engage in School Site Council and other
decision-making opportunities. 70% of parents who responded to the survey agree or strongly agree that the
academy supports families to effectively engage in advisory groups and decision-making.	The majority of West Park Charter Academy students (90%) come from low-income families. The efforts the
academy takes to improve the engagement of all families will focus first on low-income families. The most important
priority is to accommodate the needs of our families such as offering alternative meeting hours and continuing to
provide families with the technology they need to effectively partner with the academy in designing an educational
program that meets the needs of their child.	Overall, West Park Charter Academy is rated highly by parents/guardians in areas associated with building
partnerships for student outcomes. 82% of parents/guardians agree or strongly agree the academy provides families
with information and resources to support student learning and development in the home. Given the independent
study program design of West Park Charter Academy, the expectation is that all families have what they need to
support their child's learning and development at home. Yet, while parents may feel they have what they need to
support their child at home, the survey results indicated a need to create policies that support teacher-parent
meetings to discuss progress and ways to work together to support improved student outcomes.	A primary area for improvement will be parent education focused on helping families understand and exercise their
legal rights and advocate for their child.	"Parents/guardians who responded to the survey provided ideas for workshops they would like to see offered by the
academy including workshops on using technology, mathematics, and helping with homework. 82% of
parents/guardians reported the academy provides opportunities to have families and teachers work together to plan,
design, implement, and evaluate family engagement activities. A comment shared by one parent is representative of
many, ""the kids have one-to-one with teachers, better understanding, and they have less distractions."" To ensure this
is the perception of all students, especially students of low-income families, the academy will continue to seek parent
input using strategies that are most likely to reach all families, such as social media, and proactive strategies like
targeted outreach efforts when students show signs of disengagement from school."	Based on input from parents/guardians, West Park Charter Academy teachers effectively partner with them in the
education of their child. However, more formal opportunities to partner in decision-making that impacts the broader
academic program is in the initial implementation stage. Teachers rated the academy a 2.9 on the district's progress
in providing professional learning and support to teachers and principals to improve the school's capacity to partner
with families. 70% of of parents/guardians believe their child's school helps families to understand and exercise their
legal rights and advocate for their own students and for all students.	The primary area of focus for the academy to further build partnerships for student outcomes is to provide parent
education and opportunities in two areas 1) helping families understand and exercise their legal rights and advocate
for their child and all students, and 2) providing more structured opportunities for low-income parents/guardians to
participate in advisory groups and decision-making that informs the design of the independent study program.	While the percentage of students with disabilities is relatively low (7%) at West Park Charter Academy, seeking
family input in decision-making about the programs that serve students with disabilities will be a priority given the
challenges that an independent study program can present to students that may need additional and targeted
interventions and supports to access grade level standards.	4	4	4	4	3	4	4	2	3	3	3	4	Met		2024-06-25	2024
10625470000000	Westside Elementary	3	The LEA's strength is providing multiple opportunities for collaboration as well as continued relationship building between staff and families.	The LEA's main focus is to continue to build upon the family relationships between the school and families to ensure the most optimal learning environment can be created at the school and home.	The LEA will continue to reach out to underrepresented families through various communication platforms and provide opportunities for engagement and informational meetings at the school site.	The LEA has provided many opportunities for students to optimize their learning capacities. The LEA continues to strive to deliver the latest technology advances, current state-adopted curriculum, and many other learning opportunities.	The LEA will continue to strengthen the learning gaps that occur from home to school, and the LEA will continue to focus on providing multiple learning opportunities throughout the school year.	The LEA will continue to provide opportunities for underrepresented families to access services at the school site, as well as provide many engagement opportunities throughout the school year to promote learning opportunities and provide information that will assist in optimizing their children's learning capacities.	The LEA's current strength is engaging all educational partners in promoting an optimal learning environment for all students.	The LEA will continue to engage the educational partners and respond to feedback that is presented during meetings.	The LEA will continue to strive to include all families in making decisions, as well as engage underrepresented families throughout the school district.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
10625470135103	Yosemite Valley Charter	3	The school demonstrates commendable strengths and progress in building robust relationships between school staff
and families. Teachers initiate individualized connections with parents, learning coaches, and students. This
personalized approach is rooted in understanding each student's strengths, areas for improvement, learning goals,
and interests. The school's commitment to fostering strong relationships is evident in its diverse curricular options,
addressing the varied needs of students. Social-emotional learning (SEL) support is a notable strength,
acknowledging the importance of holistic student development. The school actively engages the community,
providing numerous opportunities for student and family participation in school activities, extracurriculars, and
engagement. The emphasis on creating an environment where students and families feel genuinely supported is a
significant achievement. The school's diverse curriculum allows students to explore and develop their interests, while
SEL support equips them with essential life skills. The community engagement initiatives further strengthen bonds
within the school community. Comprehensive student support mechanisms are a key feature, addressing individual
challenges to ensure every student receives the necessary assistance. This holistic approach reflects the dedication
to creating a connected and supportive school environment. Through these collaborative efforts, the school aims to
cultivate a sense of belonging and success for each member of its school community, marking significant progress in
building relationships between school staff and families.	Based on the thorough examination of feedback from educational partners and localized data, the school has identified pivotal areas for enhancing relationships between school staff and families. One significant aspect involves improving communication channels to facilitate transparent and effective dialogue between staff members and families. By fostering open lines of communication, the school aims to ensure that parents and guardians are informed about their child's progress, upcoming events, and any pertinent school-related matters. Additionally, the school is dedicated to the continued enhancement of personalized interactions between school staff and families.
This personalized approach allows for a deeper understanding of students' strengths, areas for improvement, learning goals, and interests, ultimately strengthening the bond between home and school. Moreover, the school is committed to providing opportunities for family involvement in school activities and decision-making processes. By actively engaging families in school events, extracurricular activities, and parent-teacher conferences, the school seeks to create a sense of belonging and ownership within the school community.
Additionally, involving families in decision-making processes allows them to contribute valuable insights and perspectives, fostering a collaborative approach to student education and well-being. Furthermore, the school recognizes the importance of strengthening collaboration between the home and school environments to support student success. By fostering a culture of partnership and collaboration, the school aims to create a supportive ecosystem where students feel valued, supported, and empowered to reach their full potential. Through joint efforts between school staff and families, the school seeks to create a nurturing and inclusive educational environment that fosters student growth and achievement. In summary, the school's focus areas for improvement in building relationships between school staff and families revolve around enhancing communication channels, fostering personalized interactions, promoting family involvement, and strengthening collaboration between the home and school environments. By prioritizing these key areas, the school aims to create a supportive and inclusive educational community where every student has the opportunity to thrive.	Based on the analysis of educational partner input and local data, the school acknowledges the need to enhance engagement with underrepresented families as part of building relationships between school staff and families. In response to the self-reflection process, the school has devised strategic measures to bolster support for underrepresented families, particularly focusing on technology, communication, access to instruction, and social-emotional learning. To address the specific needs of underrepresented families, the school has implemented a range of initiatives to broaden support. This includes offering virtual English language development classes to facilitate language acquisition and communication for non-native English speakers. Additionally, the school provides interpretive services and translation of documents to ensure information accessibility for families with diverse linguistic backgrounds. In light of the digital divide, the school ensures equitable access to technology by furnishing
internet hotspots at no cost to underrepresented families. This initiative aims to bridge the gap in digital access and facilitate participation in remote learning opportunities. Furthermore, the school grants access to educational resources for free through its lending library, enabling underrepresented families to access supplementary learning materials and support their child's academic growth. Moreover, the school prioritizes social-emotional learning (SEL) to support the holistic development of underrepresented students and their families. By integrating SEL components into the curriculum and support services, the school aims to nurture emotional resilience, interpersonal skills, and a sense of belonging among underrepresented families. In summary, the school's endeavors to enhance engagement with underrepresented families encompass a range of initiatives focused on technology access, communication, instructional support, and social-emotional learning. Through these efforts, the school aims to forge stronger connections between school staff and underrepresented families, fostering equity, inclusion, and academic success
for all students.	Partnerships are the cornerstone of our educational philosophy. At our school, we believe that working
collaboratively with parents is essential to student success. Every decision made on behalf of the student is a result
of thoughtful collaboration between educators and parents. This collaborative effort occurs during various meetings,
including learning period meetings, Individualized Education Program (IEP) meetings, Student Success Team (SST)
meetings, and parent/teacher/admin conferences.
Our dedicated team of independent study teachers plays a pivotal role in this collaborative process. They work
closely with parents or learning coaches to develop an Educational Plan that is not only aligned with academic
standards but also customized to meet the unique learning needs and goals of each student. This personalized
approach ensures that every student receives the support and resources they need to thrive academically.
Through these collaborative efforts, we strive to create a supportive and inclusive learning environment where parents are valued partners in their child's education. By working together, we can effectively address the individual needs of each student and empower them to reach their full potential.	Our primary objective is to ensure that effective teaching takes place both in the home environment and within our
virtual settings, all in alignment with research-based best practices and educational standards. To support this goal,
we offer various opportunities for parent education, including workshops and informational sessions. Additionally, we provide professional development opportunities for our teachers, specifically focused on enhancing their teaching and learning practices.	To improve engagement of underrepresented families we have worked to hire highly qualified teachers living in the
communities of the students they serve, as well as paraprofessional support. We are also planning events and engagement opportunities throughout the counties where our students reside so all have access to our school staff and resources.	Based on the analysis of educational partner input and local data, the LEA demonstrates notable strengths and progress in seeking input for decision-making. Last school year, the LEA developed a Parent Advisory Committee, continuing to support the English Language Advisory Committee. Additionally, the LEA conducts surveys for both staff and families multiple times a year to gather feedback on the school's success in meeting student needs and achieving its mission and vision. These initiatives reflect a proactive approach to engaging educational partners and incorporating their input into decision-making processes, highlighting the LEA's commitment to collaborative decision-making and continuous improvement.	Based on the analysis of educational partner input and local data, the LEA's focus areas for improvement in seeking input for decision-making include enhancing parent involvement and expanding the Parent Advisory Committee. This year, efforts have been made to increase support from parents by nominating additional members and communicating opportunities to be part of the decision-making process to the school community. The goal is to further grow parent involvement and address their requests and concerns, demonstrating the LEA's commitment to listening to families and valuing their feedback.	Based on the analysis of educational partner input and local data, the LEA is committed to improving the engagement of underrepresented families in decision-making processes. To achieve this, the school has implemented several initiatives. Firstly, the school initiated a New Student Onboarding process, which includes personalized phone calls, newsletters, and orientations. These efforts ensure that all families, including underrepresented ones, have access to opportunities to ask questions and receive support. Additionally, the school has designated a foster and homeless youth liaison who provides free resources, social-emotional learning (SEL) support, and access to the student's curriculum, thereby addressing the unique needs of these vulnerable populations. Furthermore, the English Language Development (ELD) coordinator ensures that all students are actively engaged in ELD education, and teachers are equipped with research-based instructional strategies to
support diverse learners effectively. These initiatives demonstrate the LEA's commitment to fostering inclusivity and ensuring that the voices of underrepresented families are heard and valued in the decision-making process.	5	5	5	4	5	5	5	5	5	4	4	4	Met		2024-06-13	2024
10625470136523	Crescent View South II	3	"Crescent View South II (CVSII)  takes prides in building positive and lasting relationships with the community. The connection with our Educational Partners continues to be a priority at Crescent View South II. Through regular Parent Meetings, including our Parent Advisory Committee and English Learner Advisory Committee, Parent Teacher Conferences, student and family celebrations and weekly communication through our Data + Design system our families express a sense of feeling highly connected to the school and their student’s progress as evidence by our data results, engagement at events and feedback received.  CVSII families appreciate the open communication and monthly updates.  

Data from our annual Survey shows that 99% of our parents feel the school is safe, 97% feel they are connected to the school and pleased with their student’s progress. In addition, 100% state that the school communicates clearly and effectively. Data collected from other engagement events and feedback received confirms our school continues to build relationships and in many cases strengthening them. One of our parents recently commented, ""Our son came to Crescent View because he was behind on credits and didn't want to go to class.
Ever since he enrolled at Crescent View, he's been a different person. The staff go above and beyond to provide him with the support he needs."" 

 Another parent mentioned ""I really like what you guys do. My son was sent to your school from Garza.  He wasn't able to play basketball there because of his grades but now he was able to join your team and is catching up on his work""."	Crescent View South II has gone to great effort to encourage Educational Partnership participation and engagement at every school meeting, event or activity. However, we understand that not all Educational Partners will be able to attend every event. Therefore the school planned and scheduled events throughout the year at different times of the day for anyone to attend.
Based on input and data analysis, from feedback and surveys, the school noted they would like to increase the number of participants who attend the PAC/ELAC meetings including 2-way communication with all Educational Partners using language accessible to families. The school wholeheartedly believes that Educational Partner feedback and input is a valuable part of the school's improvement process. The school also is aware that having planned school meetings and activities is crucial for engagement opportunities.

A challenge parents have shared is understanding the complexities of our school program, more notably, attendance requirement, credit completion, and school policy, in addition to parent and student responsibilities. In response the school aimed to improve the onboarding process and maintain ongoing dialogue with parents while students remain enrolled in our program.
In addition, Crescent View South II understands that having an open line of 2-way communication will provide clarity and opportunity for students and families to access everything the school has to offer.	Crescent View South II staff is well aware of the various needs of the community especially the underrepresented families. CVSII  will improve engagement of underrepresented families at every event by providing staff to communicate in the parent’s preferred language or provide translation services for educational partner communications. The school will also offer multiple opportunities for participation both virtually and in-person, and provide classes/workshops based on educational partner needs/requests. 

We are confident that the evolving methods of communication will help underrepresented educational partners remain connected to the school. Through increasing opportunity and access, more families will be able to actively participate and impact their child’s education.	A strength of the school is having a diverse and knowledgeable staff that meets the needs of each student. From the day of enrollment, staff assess students to measure their current level of performance and plan a program that meets their academic needs. Students have access to a plethora of support staff such as tutors, counselors or retention support specialists. Parents are included in every aspect of the students activities through various communications tools including but not limited to emails, text, and social media.
Input received from our Educational Partners identifies our area of strength is creating a welcoming environment for all families in the community and our flexibility in providing opportunities for families to receive support. Staff is available to students between morning and afternoon for live instructional support, weekly progress summaries and a variety of services. Students and parents can access the tools for educational success at anytime of the day	Input and data analysis, confirm that the Crescent View South II would like to improve the number of students who participate in small group instruction classes, counseling events, and workforce partner workshops and receive mental health/social-emotional services. Increasing the number of students participating in the above events will improve the student-school relationships and increase student achievement.	Input and data analysis, confirm that the Crescent View South II would like to improve the number of students who participate in small group instruction classes, counseling events, and workforce partner workshops and receive mental health/social-emotional services. Increasing the number of students participating in the above events will improve the student-school relationships and increase student achievement.	The last few years our school experienced a time of change, we learned from our current practices how effective or ineffective some of our practices were. However, an area of strength we recognized was how quickly we adapted from in-person meetings to virtual meetings for all our educational partners. Without missing a beat Crescent View South II was able to provide information and solicit feedback from our Educational Partners in multiple platforms and spaces that work for our parents' needs.
The school was able to provide flexible hour options for connection to the school. As a result of this, there was more participation and engagement with our Educational Partners. Parents were able to log in from their own devices and join the discussions.
Although parents attend meetings and events, an area of improvement for Crescent View South II is to find a way to actively engage families in the planning and implementation of programs. While we go to great lengths to promote and invite Educational Partners to our public meetings and events, our progress in building the capacity of staff to effectively engage families in the
decision-making is an ongoing process. Through professional developments, we will learn better ways to connect with families and draw out feedback and input in order to make more communal decisions. Crescent View South II plans to continue these efforts in the upcoming year and will continue finding topics of interest to present to our families.	Crescent View South II will continue to engage our underrepresented families through personal phone calls in their primary language, like Spanish, that invite them to meaningful school decision-making events such as ELAC meetings and LCAP Educational Partner meetings. Relevant documents will be translated and made available to all families and meetings will have live, real-time translation options to allow for ease of access. We will also continue to provide classes/workshops based on parent interests/requests to better engage our underrepresented Educational Partners. Additionally, with an increase in staff members, particularly Paraprofessionals, Social Workers, and Counseling staff, we will be able to provide more layers of support so that we can bring more families into the active community.
In the Annual School survey, parents responded favorably that the school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings. This is evident through the attendance of diverse families at school events. This is key in providing an inclusive forum for all Educational Parents to share input and feedback.	Our underrepresented families of Crescent View South II are in need of translation in Spanish. We will improve services by hiring certified, bilingual staff with a focus on increasing our recruitment to members of the community to join our team and where our community needs exceed staff availability, we will partner with outside organizations to provide excellent service to our students and families.

One key finding from the local survey was from parent/guardian responses. When asked in the last school survey if they felt that their school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings, 83% responded that they agreed and strongly agreed. The school also continues to implement parent engagement activities like PAC/ELAC, student recognition days, open houses, back-to-school nights, and parent-teacher-student conferences.
	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-06	2024
10738090000000	Firebaugh-Las Deltas Unified	3	FLDUSD used survey results from the CHKS survey for parents from three school sites (n=506), a paper pencil survey from parent advisory members, and a google forms survey from site administrators and their leadership teams for this self-reflection.  Strengths from the parent leadership and CHKS surveys, overall, showed positive results regarding the district's efforts to build relationships with parents.  Parent advisory committee members and parent leaders feel welcome and valued when visiting the school/district.  CHKS agree and strongly agree results showed that 92% of the parents surveyed feel welcome to participate at this school/district; 97% felt that staff treat parents with respect; 91% feel that staff take parent concerns seriously; and 90% feel that school promptly responds to parents calls, messages, or email. (A6.1); and 94% feel that the school/district treats all students with respect. (A7.1).  
	The focus area for improvement, as a small rural community, is getting more parents involved rather than relying on a smaller core group of parents.  The District acknowledges that more work has to be done to continue building relationships with more parents.  Site Administrators schedule informal meetings with parents that are scheduled at various times of the day to include a Parent Social Group, Pastries with Parents, Principal Coffee in the morning and Principal evening meetings, a double round of Parent Teacher conferences; phone calls home from admin and teachers along with evening and Saturday events for working parents.    
	Interpreters and translation services are provided to ensure that non-English speaking parents/guardians are able to participate fully in all educational programs and individual meetings with school staff.  This includes the full translation of all informational notices and other documents.  Live in-person interpretation services are provided by staff at meetings when the presenter is unable to communicate in the parent’s primary language.   
	FLDUSD used survey results from the CHKS survey for parents from three school sites (n=506), a paper pencil survey from parent advisory members, and a google forms survey from site administrators and their leadership teams for this self-reflection.  Strengths from the parent leadership and the CHKS survey, overall, showed positive results regarding the district's efforts to build partnerships with parents for student outcomes.  CHKS agree and strongly agree results showed that 92% of the parents surveyed feel that the school/District encourages parents to be an active partner with the school in educating their children (A 6.1); 94% reported that the school keeps parents well informed about school activities (A6.2); and 94% reported that teachers communicate how your child is doing between report cards. (A 6.2).  
	The focus area for improvement is for the District Office Administration to work closer with site administrators and their site leadership team to strengthen their capacity to partner with families.  The District also provides parents with opportunities to participate in early literacy classes, ESL Civics participation, ESL Citizenship Preparation, ESL Digital Literacy, and classes for the high school diploma program.  Parent education classes are offered three mornings per week and four evenings per week to create more opportunities for parent involvement.  
	Our District has made an investment in Community Schools. Through our CCSPP grant we have hired an Parent-Community Liaison. The Liaison has a number of responsibilities but their main focus is to assist with building partnerships for student outcomes, specifically students that may be underrepresented.  This is done through partnerships with local organizations, setting up informational booths at local farmers market and other venues where our families may be reached, families that might not be able to attend our onsite parent outreach programmes. 
	FLDUSD used survey results from the CHKS survey for parents from three school sites (n=506), a paper pencil survey from parent advisory members, and a google forms survey from site administrators and their leadership teams for this self-reflection.  Strengths from the parent leadership and CHKS survey, overall, showed positive results regarding the district's efforts to seek opportunities for parent input.  CHKS results showed that 92% of the parents surveys agreed and strongly agreed that the school encourages parents to be active partners with the school and welcomes parents contributions; 83% report that the school/district seeks the input of parents before making important decisions.  (A 6.1)	The high leverage focus area for improvement is “building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making.”   FLDUSD has taken measures to promote parent involvement in recognition of the characteristics of the parent population.  LCAP Goal 2 has a focus on our EL students along with LCAP Goal 3, which addresses parent/guardian/community engagement at all school sites. 
	In addition to the School Site Council, the District has other advisory committees that support specific programs to include a Preschool Parent Club; Wrestling Club; Sports Boosters; Music Boosters; Ag Advisory Committee and other committees that provide additional opportunities for parent and community involvement.   Parents of migrant students are eligible to serve on a district level Migrant Parent Advisory Council.  Parents of English Learners that serve on site level English Learner Advisory Committees are eligible to serve on a District English Learner Advisory Committee.  Parents from all site level advisory committees are eligible to serve on the District Parent Advisory Committee (DPAC).  
	4	4	3	3	3	3	4	4	4	4	2	2	Met		2024-06-13	2024
10739650000000	Central Unified	3	Central Unified remains dedicated to expanding its capacity to boost attendance at parent advisory meetings and community input events. Currently, Central employs tools such as Parent Square messaging, surveys, and Thought Exchange to actively seek information and input from the community. Also noted was input from Educational Partners expressing how much they appreciate having Family Outreach Liaisons at every school site.	Central Unified is dedicated to maintaining its commitment to engage with community partners, whether through in-person meetings, media communication, or via the Parent Square application. The district highly values the input and active participation of all community partners. As noted above, Educational Partners and families have expressed their gratitude for having Family Outreach Liaisons stationed at each school site.	Central Unified is dedicated to enhancing the involvement of underrepresented families, as identified during the self-reflection process concerning Building Partnerships for Student Outcomes. Furthermore, the district will provide support to families to help them comprehend and exercise their legal rights, advocating for their students and all students. Additionally, Central Unified will implement policies or programs that facilitate teacher-family-student meetings to discuss student progress and collaborate on strategies to enhance student outcomes.	Central USD distinguishes itself by effectively informing community partners about the variety of programs available within the district. The staff demonstrates adeptness in proactively engaging with parents, ensuring they are informed about how they can support their students in achieving success in school.	Central Unified is dedicated to upholding communication through diverse channels including social media, Parent Square, and other avenues to engage with families. Furthermore, they intend to improve accessibility by soliciting input from the community through surveys, ensuring that everyone has the opportunity to participate in meetings.	The district aims to increase the participation of underrepresented families by strengthening the ability of individual school sites to create welcoming and hospitable environments. Additionally, they will ensure that communication is provided in the preferred language of community members.	Central Unified has attained a high level of implementation in enhancing the capacity of and aiding family members in actively engaging in advisory groups and the decision-making process.	Central Unified's main focus will be on improving the skills and support systems for principals and staff to enable effective engagement with families in advisory groups and the decision-making process.	Central Unified aims to boost engagement by fostering opportunities for families, teachers, principals, and district administrators to collaborate in planning, designing, implementing, and evaluating family engagement activities at both school and district levels.	3	3	3	4	4	3	4	3	4	4	4	4	Met		2024-06-25	2024
10739990000000	Kerman Unified	3	During the 2023-2024 school year, the District significantly increased the number of parent involvement opportunities by offering parents workshops throughout the year. Workshops included literacy nights, Reading at Home workshops, Social-Emotional Strategies for Families, Parent Portal training, FAFSA workshops, Parent Institute for Quality Education (PIQE), and Dual Enrollment Information Night, to name a few. Every principal sends a weekly newsletter home on Sunday nights via Parent Square. Parents are personally called for DELAC and PAC meetings.	Parents appreciate the Parent Square communication system; however, they also feel that personal calls from teachers and administrators would be greatly appreciated. All notices and messages are sent out in both Spanish and English. The District hired a translator/interpreter who serves as a liaison between the district and families. Some of the constructive feedback the district received from the recent parent survey included offering more relevant workshops, more information about class activities, and ensuring the times of the meetings and workshops are convenient for families.	Based on the feedback from surveys and the town halls, Kerman Unified will continue offering virtual meetings so that more parents can participate without worrying about child care. A specific Parent Workshop Survey will be distributed annually to families to determine which areas noted in the surveys have the most interest. The survey will be translated into Spanish. The results will be used to plan monthly parent workshops. English learner (EL), low-income (LI), and foster youth (FY) parents will be personally invited to the seminars via phone calls from the District, emails, and/or letters sent home. The district will offer the PIQE program districtwide, which provides relevant information for how parents can help their children graduate prepared for college and/or career.	All KUSD schools hold a Back to School Night at the beginning of the year so families can meet the teachers and administrators. Online registration and Parent Portal afford families easy access to students’ grades, courses, discipline, Parent-Student Handbook, annual Parent Notification, and required district forms and documents. KUSD schedules parent-teacher conferences twice a year at the K-6 school sites. Spanish, Punjabi, and Arabic interpreters are available to ensure engagement with families whose primary language is not English. Parents are encouraged to meet with teachers, counselors, or administrators to discuss student progress. Progress reports/report cards are mailed home every five weeks. Many teachers also use a variety of apps (e.g., Remind) to stay in touch with parents. Student Success Teams are held with staff and parents to address ways to help struggling students succeed. Principals send out weekly newsletters via Parent Square to keep families informed of events. The District maintains a Facebook page that posts all event dates and student successes.	Areas for improvement in building partnerships for student outcomes include offering parents workshops districtwide (instead of by site) on how they can help their children succeed in school. One of the concerns from the survey was sometimes limited communication between parents and teachers regarding class events and activities. Parents noted that students would often receive emails about school events, but parents do not receive those exact emails.
Therefore, parents do not know about special events unless the student keeps his/her parent informed. Parents also requested workshops on how to help their children academically. This concern has been addressed with weekly messages sent to all families via Parent Square (which sends email, text messages, and phone messages). Parent letters are also transmitted through the mail.
Based on feedback from DELAC members, the letters that go home regarding EL classification, and the ELPAC results.	"Kerman Unified will provide professional development for teachers and administrators on the importance of partnering with families to support student learning. There will also be ""customer service"" training for all district secretaries so that families will feel welcomed and respected when they call or come to the school with concern. Parents of migrant students will be personally emailed invitations to PAC meetings and other migrant events (e.g., the Migrant Mini-Conference). Personal phone calls will also be made as a follow-up reminder. The Parent Advisory Committee for the LCAP consists of at least one EL, one LI, one FY, and one SWD parent from each site. Parents are called twice before each meeting, inviting them to the event. The DELAC committee receives both email invitations and phone calls to all sessions. The district hired an interpreter/translator to serve as a liaison between the community and parents.
To address the DELAC concerns about ELPAC and EL classification, each school site will hold an EL Parent Information Night at the beginning of the year. The Coordinator of Educational Services will also create a simplified explanation of the ELPAC results that will be sent with the official state letter."	The addition of online town hall meetings allows parents to provide input for decision-making at the district level. By holding two separate sessions, one in English and one in Spanish, more parents can share their concerns and ideas in a welcoming setting. DELAC meetings are held in person. The agendas, minutes, and all supporting documents are in English and Spanish. If requested, they will also be provided in Punjabi. The District English Learner Advisory Committee (DELAC) members provide input, mainly for the EL program. However, the discussions at the meetings are open to any parents' concerns. The Migrant PAC meetings are still being held virtually based on member feedback. The Assistant Superintendent of Educational Services attends meetings to update members on school events. The Assistant Superintendent also presents the LCAP and elicits feedback. The District LCAP PAC consists of parents of EL, LI, FY, SWD, and secondary student representatives. The parents can suggest how the school can best serve the unique needs of their children.
Each school has an active School Site Council (SSC) and English Learner Advisory Committee (ELAC) at the site level. The agendas, notes, and supporting documents are in both English and Spanish, and there is always someone at the meeting who can interpret them as needed. These committees review the School Plan for Student Achievement, the school compact, and the parent involvement policy each year. They participate in the decisions regarding which programs or materials will be purchased with categorical funds.	Although the District provides many opportunities for parents to provide input for decision-making, the number of parents who participate in the various meetings throughout the year is not as high as the District would like. The participants tend to be the parents who are involved at the school sites, either as volunteers or as District employees. When asking parents why they think more parents are not involved in meetings, some reasons provided were lack of childcare, inconvenient time of the meetings, lack of communication regarding the date and time of the meetings, and being afraid to share their ideas and concerns, especially if English is not their first language. The District will focus on removing these barriers to involve more parents in decision-making.
	KUSD will intentionally improve engagement with EL, LI, FY, and SWD families. The steps will include informing parents of meetings and events in many ways. It will consist of emails, phone messages, and text messages via Parent Square, letters mailed home, Facebook and other social media postings, and personal phone calls to EL, LI, FY, and SWD families. When creating SSC, ELAC, DELAC, and the LCAP PAC, special care will be taken to have EL, LI, FY, and SWD representation on the committees. The District will send out a parent survey each year to get ideas for workshop topics. Included in the survey will be questions about the best days and times, whether child care is needed, and the preference between in-person and online meetings. The information from the survey will help with the planning of the 2023-2024 meetings and workshops. EL letters and other communication are always in print via the US Mail to ensure ongoing communication with our EL families.	5	5	4	5	5	5	5	4	5	5	5	5	Met		2024-06-20	2024
10751270000000	Mendota Unified	3	Creating an environment that is inviting to all is extremely important to our school district and we take pride in providing great “customer service”.  In recent years the district has invested in professional development in this area for all employees that interact with families and community members.  Specifically, this training has been provided to our leadership team and more importantly to our front-office personnel.  It should also be noted that many staff members are bilingual.  Being able to communicate with parents in a language that they understand is a positive when trying to build relationships.  Creating opportunities for families and school sites to engage in 2-way communication is an improved area according to feedback from our educational partners.  Back-to-School Nights, Open-House events, and Parent/Teacher Conferences are some of the opportunities that our parents have to engage with staff.  In addition to these traditional events, individual school sites host many other opportunities for parents to dialogue with staff such as governance meetings and other informational meetings.  During all meetings, site and district level, time is allotted for parents and community members to share/express their thoughts.	Developing the capacity of teachers to build trusting and respectful relationships with families is an area for improvement and focus.  In general, the district has not provided any formal training for teachers in this area aside from the training new teachers receive when they are first hired.  When teachers are hired, the Director of Instruction and Curriculum provides support prior to the school year commencing.  He does this by sharing information about our community and the clientele that they will be serving.  For our new teachers, this training is the start of a bridge that shall connect them with their students.  It is recognized that teachers need more and ongoing support in learning about the families they serve to better understand student needs.  To support teachers in this area, the Director of State and Federal Programs in collaboration with the Director of Curriculum and Instruction will have discussions with site principals to look for opportunities and ways to support teachers and staff in this area; to build capacity and ongoing awareness regarding the importance of building relationships will be a focus area.  In addition, the Director of State & Federal Programs will also work with the Community Schools Coordinator to provide ongoing site-specific opportunities and events to ensure that relationships continue to be fostered and nurtured.  This partnership shall help in bridging the gap between teachers and parents. All staff will be included; therefore, this action should also improve on the engagement of underrepresented families.	To improve on the engagement of underrepresented families in this area, the district will continue to provide outreach and awareness campaigns prior to events, functions, meetings, and activities taking place.  The district will do this by sending out flyers, notices, automated phone calls, and personal phone calls to ensure that these families are notified and are aware of the opportunities to partner with the schools.  Emphasis will be placed on making personal contact to ensure that the families recognized the effort and willingness of the school district to partner in a language that the families understand.  All the above-mentioned methods of communication will be provided in both English and Spanish.	Providing families with information and resources to support student learning and development in the home at the elementary level is a strength for our school district.  The elementary schools accomplish this by hosting parent nights.  A similar practice has yet to be established for our secondary schools; this will be an area of focus and growth.  Helping families understand their legal rights and how to advocate for their students is another area of strength for our school district.  The district continues to partner with the Parent Institute for Quality Education (PIQE) to ensure that all parents are afforded with this opportunity to understand their role as a partner in their child’s education.  In addition, the district’s Director of State and Federal Programs also provides training in this area for all parents interested in participating.  The trainings provide by PIQE and the Director of State and Federal Programs include knowing who school personnel are and their respective roles, understanding assessments, interpreting assessment results, and knowing what parents can do to seek desired outcomes.  It is recognized that helping parents become advocates for their students builds a strong partnership between the home and the school district.	Providing professional learning and support to teachers and staff in this area will be focused on for improvement.  Currently, minimal professional development in this area is afforded to teachers.  The district’s Director of State and Federal Programs in collaboration with the district’s Director of Curriculum and Instruction will research available trainings in this area and or ways to help and guide teachers on the concepts of building partnerships for student outcomes.  All principals and teachers will be included; therefore, by providing this training/support there will be an improvement on the engagement of underrepresented families.

In addition, the district will look to provide families with information and resources to support student learning and development in the home.  Ensuring that families know how to use the information and resource will be an ongoing focus.

Lastly, the Community Schools Coordinator will also be involved in the growth of this area.  In collaboration with the Director of State and Federal Programs, the Community Schools Coordinator will work on the development of events that shall include opportunities for parents and student to learn and grow together.  Working closely with site administration, the Community Schools Coordinator will be able to put on events that are in alignment with the current teachings and learnings of the school site.
	To improve on the engagement of underrepresented families in this area, the district will continue to provide outreach and awareness campaigns prior to events, functions, meetings, and activities taking place.  The district will do this by sending out flyers, notices, automated phone calls, and personal phone calls to ensure that these families are notified and are aware of the opportunities to partner with the schools in the areas of student outcomes.  Emphasis will be placed on making personal contact to ensure that the families recognized the effort and willingness of the school district to partner in a language that the families understand.  All the above-mentioned methods of communication will be provided in both English and Spanish.  Highlighted in this communication will be the fact that student outcomes will be discussed.	Families in Mendota Unified always have an “informal” opportunity to provide our school sites and district with input for decision making along with formal opportunities during governance-type meetings.  This is done through campus visits, surveys, and parent meetings.  To meet Federal requirements, the district continues to have parent councils/committees.  The district’s Director of State and Federal Programs ensures that families have the opportunity to provide input for decision making during these meetings by providing all principals with training and the meeting agendas.  Next steps will be to help families understand that they can and should provide input during formalized meetings.  Progress has been made in this area due to the fact that principals have been trained to understand the purpose of committees and councils.  In addition, families are also being trained in this area by the Director of State and Federal Programs and by programs such as the Parent Institute for Quality Education (PIQE).	Based on the analysis of partner input, it is recognized that primarily only educational partners that are involved with committees and councils are trained extensively in this area.  The PIQE program has allowed the district to train other parents in this area; however, not all parents and educational partners participate in this.  Therefore, a focus for this school year will be to increase the participation of families in these types of trainings and meetings to ensure that all our educational partners understand that they can collaborate with our schools and provide input.  Providing professional development for staff in the area of partnering with parents will also be a focus.  To date, not much professional development has not been provided for staff and many staff members agree that support in this area is needed to ensure that they know how to establish and grow such a partnership with our parents and educational partners.  The Director of State & Federal Programs will work with the Director of Curriculum and Instruction to search for and establish this training for staff.	To improve on the engagement of underrepresented families in this area, the district will continue to provide outreach and awareness campaigns prior to events, functions, meetings, and activities taking place.  The district will do this by sending out flyers, notices, automated phone calls, and personal phone calls to ensure that these families are notified and are aware of the opportunities to partner with the schools.  Emphasis will be placed on making personal contact to ensure that the families recognized the effort and willingness of the school district to partner in a language that the families understand.  All the above-mentioned methods of communication will be provided in both English and Spanish.	4	4	3	4	3	4	4	3	3	3	4	3	Met		2024-06-26	2024
10752340000000	Golden Plains Unified	3	In general, GPUSD has promoted building strong relationships between school staff and families.  Communication with parents has always been very good.  Parents received information about meetings, events, and student progress throughout the year.  GPUSD school sites hosted a large number of events for parents to attend, providing opportunities for school staff to build relationships.	GPUSD needs to provide professional development for staff on how to build and foster relationships with parents and students in the following areas: (1) Cultural empathy and (2) Social-Emotional awareness.	GPUSD does well engaging underrepresented families.  A great number of the GPUSD comes from underrepresented populations.  GPUSD makes it a practice to provide adult education to underrepresented families at three sites.  GPUSD also hires from the local community when at all possible.  These practices help underrepresented families understand the care and dedication GPUSD has for them, their children, and their future.	GPUSD provides families with information and opportunities to support students in the home.  Grades and progress reports are sent home regularly.  Staff are required to contact parents when students struggle academically.  GPUSD has a robust and extensive adult education program in place serving nearly 300 community members. Parent and the community receive extensive notice regarding legal rights and how to advocate for their students.	GPUSD will focus on training staff to build relationships with families and the community.  With the hiring of additional administration, GPUSD can work on providing training opportunities.	GPUSD will focus on staff members who work directly with students. Teachers and staff must monitor students closely, and engage parents promptly and frequently to ensure students progress academically and that students engage with their learning experiences.  Administration must monitor teachers and staff to ensure procedures are followed.	GPUSD has found that the policies and procedures for seeking input often were not always followed.  During the 2023-2024 GPUSD prioritized these policies and procedures and now regular administration meetings review engagement policies and procedures and monitor their implementation.	School administration will familiarize themselves with parent engagement policies and adhere to them.  GPUSD implemented an Engagement Calendar with due dates for reviewing policies and procedures with parents, holding meetings, and reporting findings.	GPUSD will increase parent participation in engagement through regular meetings, parent conferences, event attendance, and surveys.	3	4	2	4	2	5	4	5	3	3	4	4	Met		2024-06-18	2024
10752750000000	Sierra Unified	3	Through the utilization of Parent Square, a communication tool linked to the Student Information System (SIS), Aeries, some improvement has been achieved in making school to home communication more consistent.  Parents reportedly appreciate weekly communications that come from the elementary site, but would like more details on future events rather than just a listing of meetings parents might attend.
Educational partners also indicated that although communications have improved in recent years, there are often times when the schools' calendar does not reflect all of the future events. Parents also asked that our social media platforms be updated more regularly since that is where a majority of parents get their information on school events.	A series of educational forums will be planned throughout the year to give parents information on a variety of subjects. A survey will go out to parents early in the school year to set topics of discussion. These meetings will be planned and calendared early in the year.	Sierra Unified will work to increase the availability of communications to expand beyond digital forms of communication and ensure that the families in need of translation services can regularly receive such. In addition to Parent Square, communication will include phone calls to inquire to the best or preferred form of communication, so that the family receives information in a timely manner and feels welcome to the school community.	Parent Conferences continue to be a strength and constant activity within Sierra Unified at all school sites.  There is dedicated time within our academic year calendar designated as Parent Conference Week where families are invited into their child's classroom to meet and review progress. Throughout the school year, teachers are able to refer students to a Student Study Team (SST) when there are visible signs of struggle for students either in academics or social-emotional. In this process, teachers, the student and the family meet together to learn what may be causing the issues and present some interventions that can be implemented and followed up on for progress checks. These interventions may include Check-In/Check-Out on a daily basis, a weekly grade check, a daily mental health check-in to name a few.  Additionally, through Goal 4 (Chronic Absenteeism), the District will create a plan to have each student in the district assigned to a staff member who will monitor their attendance, and let the student know that they are missed when they are not at school. The hope is that this activity will encourage students to want to be at school when they know there is someone missing them if they are gone.

Events like Open House, Celebration of Learning, Celebration of Success and Academic Planning in grades 8 and 10 are the District's commitment to supporting, developing and showcasing student outcomes alongside families through their involvement in these events.  Teachers are expected to maintain an updated online gradebook, to support a family's ability to track classroom progress through Aeries Parent Portal. 
Sierra Unified continues to work on a well-built and efficient Multi-Tiered System of Supports (MTSS) structure to support all educational partners involved in student learning and outcomes.  The workings of the  MTSS structure and its components are overseen by the Special Education Program Coordinator and a team of site administrators who meet regularly to evaluate the effectiveness of the system and its application toward the service of students.  Parents are introduced to the system and its opportunities as they and their child are in the SST cycle.
Each of these components allows Sierra Unified staff to best serve the students and work to achieve an inclusive environment that supports the learning and growth of the individual.	Professional development to assist and support the development of staff capacity to partner with families will be achieved by utilizing the resources of the CA-MTSS grant. Through this grant the full staff of Sierra Unified School District will be provided with opportunities to learn how to develop deeper connections to students and their families and bridge any communication gaps that may currently exist.The initiative supports the work that is currently in place to support the social-emotional learning and wellness of students. 

Parent Conference week in October is an opportunity that parents can use to monitor the progress of the child early in their academic year, and present any concerns or issues that the teacher may need to be aware of. 

Within the academic, behavior and attendance system structures are times dedicated to families and school teams to come together in a Student Study Team (SST) to discuss and develop a plan for student success and improvement in these areas.  As a district, Sierra Unified and its employees, have learned that relationships are a key to student success and connection to school.  Events like Open House, Celebration of Learning, Celebration of Success and Academic Planning meetings for students and families of Grades 8 and 10 are part of the district's commitment to supporting, developing and showcasing student outcomes to families through their involvement in these events.	Sierra Unified provides additional support and personnel for our Native American students.  A Native American mentor is available at Sierra Jr/Sr High School and a Native American Advocate supports students at Foothill Elementary School. The purpose of these individuals is to support and encourage students to engage in their educational opportunities.

The provision of school transportation for after-school programs and events, at no cost to families, provides students and families support to be able to participate and have access to after-school academic and extracurricular activities. 

Sierra Unified will continue to work on refining its communications practices by providing training to its employees and refining how the communications are made in order to serve their purpose of engaging families to participate and be more involved in the decision-making processes of the district.	The district is committed to regularly scheduled community forms that will be topic specific to engage the community and families in review of current practices involving academics, attendance, behavior, and culture/climate of schools.  Input will be utilized to identify areas of need and areas of growth, and will also allow for the district to gather input on how to go about making improvements in the identified areas of need while also identifying what is working to support student growth and learning.	Teacher feedback indicates a need to be included in policy and rule changes that are tied to student expectations, rules and routines. Additionally, once decisions have been made and implemented there needs to be a review process in place that allows for monitoring the actions to determine if the change is effective or needs to be revisited.  This practice will require follow-up and reporting to the full staff to implement a continuous cycle of improvement in practice and allow for the decision-making process to be collaborative.  Collaboration allows for the work being done to be inclusive of all parties and reflective of the needs of staff and students.

Staff expressed an interest in adding professional development that would be targeted towards aligning the District Learning Assessments with the State Assessments to improve student academic achievement.
Parents and families have requested communication that includes the how and why behind event invitations.  For example, knowing what a Site Council is and what a parent's role is in decision-making could be instrumental in encouraging more parents and families to participate in the many processes that Sierra Unified hosts to partner with families each year.	To make sure that families making up our underrepresented populations are included in these activities, a concerted effort will be made to notify early of upcoming meetings, utilize Parent Square communications and send home printed flyers that will connect famillies to school.  Engaging community leaders to assist with messaging and in some cases making personal contact could work to encourage greater participation.	4	4	5	4	3	2	4	4	3	3	3	4	Met		2024-06-20	2024
10754080000000	Riverdale Joint Unified	3	Riverdale Joint Unified School District takes pride in the establishment and continual growth of building relationships with underrepresented families.    RJUSD holds an open door policy to welcoming families to discuss their child’s educational needs.  Parents are a vital connection and serve as equal partners in building relationships with the district.  Bilingual support can be found through school site/district mailings, publications, and verbal interactions.  Bilingual support can be found at the district level along with at each school site.  Translators are used for various meetings such as: parent conferences, Back-to-School Night, virtual events, social interaction events, community events and  Special Education meetings.  Through various conversations with parents, the parents of Riverdale are appreciative of the ability to communicate with school officials and staff concerning the educational process of their children.  RJUSD continues to seek methods and approaches to better understand each families strengths, cultures, languages and goals for their children.  In 2024-2025, RJUSD will be continuing the presence of Family Liaisons at each school site.  In addition to the liaisons, the district has a Community Schools Coordinator to work with and help to build relationships with families, community members and business partnerships.	While the district sees their ability to build relationships with underrepresented families as a strength, the district also realizes this is an area to continue to grow in.  The district, through an analysis of educational partner input and local data, will focus on improvements in methods of communication between school staff and families along with messaging.  The recent addition of liaisons at each school site along with Community Schools being brought into the district will allow RJUSD to expand and improve relationships and connections will support the improvement of communications.	RJUSD is continually working towards improving and enhancing their method and model of communication to improve engagement of underrepresented families.  RJUSD continues to offer School-Family Liaison at each of their campuses throughout the school year.  The creation of this position provides an opportunity for students and families to have an individual who they can communicate with whose concern is not classroom based or disciplinary.  The goal of the liaison is to help serve as a bridge between the student/family and the school site for both parties.  The liaison position is available at each campus within the district to ensure that underrepresented families across the entire district are reached.  RJUSD has also added, beginning in the 2023-2024 school year, a Community School Coordinator.  The coordinator serves as an outreach for families, community members and business partners.  The addition of the Community School Coordinator has allowed RJUSD to expand their outreach ability to serve underrepresented families throughout the district.	RJUSD continues to provide and offer programs that build partnerships for student outcomes.  In recent years, the district has expanded social-emotional services by providing counselors at each campus along with partnering with Fresno County and the All-4-Youth program.  All-4-Youth offers behavioral health clinicians who work with students who have been referred by school site counselors.  In the 2023-2024 school year, RJUSD expanded their district psychologists from one to two.  The two psychologists served distinct grade levels to help provide a supporting role.   In addition to counseling services, RJUSD provides various methods and approaches to promote and build partnerships for student outcomes.  Items such as staff professional development, After-School programs, PBIS (Positive Behavior Interventions and Supports) methodologies, parental workshops and meetings all work together for the promotion of student outcomes.	RJUSD offers a variety of programs and approaches to build partnerships for Student Outcomes.  Through an analysis of educational partner input and data, the district realizes that further work is needed.  When reviewing educational partner input and local data, RJUSD has approximately three-fourths of parents who believe the district actively seeks input from parents before making important decisions along with expressing a sense of connectedness to their child’s school.  In examining student data, RJUSD found that students had a greater sense of safety on campus.   To build upon this RJUSD will continue their current approaches and programs but seek new or additional measures to further address educational partner sentiment.  The district will look to focus on the communication of their current programs along with the opportunity to expand communication into new areas.	RJUSD will work towards improving their method and model of communication to build greater partnerships for Student Outcomes.  In building these partnerships, the district will continue to offer new approaches to improve engagement of underrepresented families.  RJUSD will continue the presence of a School-Family Liaison at each of their campuses in the 2024-2025 school year.  The creation of this position provides an opportunity for students and families to have an individual who they can communicate with whose concern is not classroom based or disciplinary.  The goal of the liaison is to help serve as a bridge between the student/family and the school site for both parties.  This position is provided at each campus within the district to ensure that underrepresented families across the entire district are reached.  In addition to the liaisons, RJUSD  began in 2023-2024 having a Community Schools Coordinator.  The coordinator works with families, community members and business partners.  The continuation of the liaisons and the addition of the coordinator will serve as  tools in providing and building relationships between students/families and school sites.	RJUSD has several methods to both seek and collect input for decision-making from our educational partners.  On a school site level input is sought from educational partners through parent workshops, meetings such as ELAC (English Learner Advisory Committee) and SSC (School Site Council), and personal communication opportunities with site administration by either phone, email or in-person.  On a District level, opportunities for seeking input on decision making matters from educational partners are found within parent forums, district surveys, meetings such as DELAC (District English Learner Advisory Committee) and various personal communication methods such as phone, email, and in-person.	In analyzing educational partner input and local data, RJUSD sees the need to increase and expand communication approaches along with providing clarity in messaging.  Educational partner surveys indicated that two-thirds felt the district actively sought input on decision making items.  This is a number that RJUSD wants to improve upon.  The district will focus on expanding the methods and approaches of communication that they use to seek input from educational partners.  In addition, RJUSD will examine the messaging used in an attempt to provide greater clarity to their audiences.	To improve on the methods and processes of seeking input for decision making RJUSD will move first to strengthen relationships with underrepresented families.  RJUSD continues to have a School-Family Liaison at each of their campuses throughout the  school year.  The creation of this position has provided an opportunity for students and families to have an individual who they can communicate with whose concern is not classroom based or disciplinary.  The goal of the liaison has helped to serve as a bridge between the student/family and the school site. As relationships are strengthened, the opportunity to seek and gather input has also increased.  RJUSD will continue the presence of a liaison at each school site in the 2024-2025 school year.  The addition of a Community Schools Coordinator in 2023-2024 was also a welcomed presence.  The addition of the coordinator has helped to increase and build relationships between families, community members and business partners.   RJUSD will continue to provide greater clarity in their messaging.  With opportunities for communication with liaisons and a coordinator, the importance of clear messaging is a top priority.   Greater clarity in messaging will help all educational partners to have a better understanding of items that they can provide input towards decision making items.	3	3	3	3	3	3	3	3	3	3	3	3	Met		2024-06-26	2024
10755980000000	Caruthers Unified	3	The district has a strong foundation of positive relationships with families and a supportive community. The partnership between teachers, staff, and families is commendable. However, there is an opportunity for improvement in understanding the diverse strengths and needs of families, which was noted at 76%. Enhancing this understanding can further strengthen the collaboration and support system within the district.	The district has a focus on communication and needs of our families and that they understand their rights but also the resources available to them.
The district focus area is in understanding the diverse strengths and needs of families. The Community Schools Grant can provide valuable resources to help address this focus area. Working collaboratively with families, staff, and students will be key in leveraging these resources effectively.
	The LEA is committed to fostering strong community engagement and ensuring that all voices are heard, particularly those from underrepresented families. The active participation of parents in meetings and events is a positive sign, and the role of Community Schools Coordinators will be crucial in further enhancing this engagement.	The district's current strengths and progress in building partnerships for student outcomes had an outcome of 82% in support from families, which is a slight decline compared to the previous year. This indicates a need to pay attention to these details. However, there is a path of improvement that the district is on, and working together with all educational partners to align goals will be beneficial.	The focus area is to continue striving for higher levels of student achievement. It is also the district's goal to effectively communicate this to families and provide them with the tools and resources necessary to support their students. Working together with families and educational partners is essential in achieving these objectives.	The District has always encouraged parents and family members to actively engage with their child’s school. This commitment will continue as we dive deeper into the Community Schools initiative. We will conduct more specific surveys and assemble focus groups to determine the pressing needs of our families, communities, and schools. This approach will strengthen and connect the ongoing work to support our students and their families.	The district's current strength and progress in seeking input for decision-making is reflected in the active participation in parent advisory committees, such as DELAC, ELAC, SSC, PAC, and more. The established system ensures that families know they have a voice in the decision-making process, fostering a collaborative environment for continuous improvement.	The district will focus on outreach to families to gather their input and evaluate the events organized by the schools and district. The Community Schools grant will significantly support this effort, enabling more effective engagement and feedback from families.	The district has always encouraged parents and family members to actively engage with their child’s school and will continue to reach out to improve the engagement of underrepresented families. A key area that will help foster this engagement is the work of Community Schools in better understanding the gaps and needs of families. Additionally, translation and babysitting services will continue to be provided to support family participation.	5	5	4	5	5	4	5	4	5	5	5	5	Met		2024-07-22	2024
10767780000000	Washington Unified	3	A strength of our district in building partnerships for student outcomes is that the CAASPP and ELPAC data has been shared with parents at various parent engagement meetings. Parent Conferences are also held every October and March for TK-8 students. The two-way communication between the school and home, including those that are underrepresented, has been greatly increased with the use of ParentSquare with our SIS. The following evidence was reviewed and analyzed in order to inform our rating: Board policies, district and family engagement strategies, Educational partner surveys, and from a variety of parent meetings.	A focus area for improvement in building partnerships for student outcomes is to conduct specific workshops for parents informing them of the assessments that WUSD students take. Topics such as CAASPP, ELPAC, EAP Progress, ELPI and CTE Pathways would be excellent informative workshops that parents could learn from.	The LEA will improve engagement of underrepresented families in relation to building partnerships for student outcomes by broadening our ideas about parent engagement. Parents can participate in learning activities with their child at home. In the event of workshops, if transportation is a challenge, transportation can be offered. Our district will continue to reach out to all parents, including underrepresented families, by using multiple methods of communication.	Washington Unified is very dedicated to building relationships between school staff and families. Each school creates a friendly atmosphere that is welcoming and with people that are eager to work with the community. WUSD is in the full implementation of this work and are committed to supporting staff to learn about each family's strengths, cultures, languages, and goals for their children. The following items were analyzed in order to gather information for this rating: Board policies, site family engagement policies, and educational partner surveys.	A strength in this rea is the two-way sharing of home to school communications. Parent survey data indicates that parents are extremely pleased with the increase in communication using the Student Information System (SIS) PowerSchool within the past couple of years. They welcome the various modes of sharing of information, and furthermore indicate that they are also able to contact the school sites with any questions.	Annually, Washington Unified makes strides building relationships with staff and families. We pride ourself on being relationship oriented. We routinely have parent communication concerning events on sites, student grades, family nights, etc. We will continue the work of bringing culturally relevant material into the learning environment and learning about the diversity in our community while fostering diversity as a strength. This will help to increase the engagement of ll families, including the underrepresented families.	The following evidence was reviewed and analyzed in order to inform this rating: Board policies, district and family engagement policies, stakeholder surveys, and meeting discussions. School sites in WUSD regularly implement practices to engage families in advisory groups and decision-making. School site principals attend weekly principal meetings. At these principal meetings, parent engagement is discussed, and ideas are shared with the group. School sites host many events where parents and the community are welcomed such as: Back to School Night, Trunk or Treat, and Choir/Band performances.	One focus area for the 2024-25 school year would be identify and seek out underrepresented groups in the school community to gain additional input.	The district will improve engagement of underrepresented families by using alternative modes of communication. Home visits, personal phone calls, and text can be used to connect with these families in order to gain their input.	5	5	5	5	4	4	4	4	4	4	4	4	Met		2024-06-26	2024
10767781030774	W.E.B. DuBois Public Charter	3	Currently, community is a strengths across all educational partners.  They are all invited to our school events, where we host community building opportunities that includes all educational partners, including those at large (board of trustees, charter authorizer school board participation in board meetings, graduations, and end of year celebration event.	As we move towards building a community school model, more opportunities for families and parents, to have access to resources locally (i.e Diploma program offered at child's school site for parents, access to vocational training either on college campus, or at local school site).  Opportunities for teachers to participate in the parental involvement support by offering workshops to parents (i.e Math or ELA for parents taking the High School Equivalency Exam).	We are looking at providing transportation for parents needing to participate in school events but are without transportation.  Increasing our diversified communication methods, to acknowledge all groups, to increase a sense of belonging within our school family.	This year we increased our offering via edgenuity in order for students to complete a full a-g course sequence.  As a result our college and career readiness indicator increased, and more students are pursing a post secondary education, prior to graduating, leveraging their dual enrollment options.  Many students have sought other programs outside of their dual enrollment to pursue.  With the graduating class, all seniors had a plan to pursue post secondary education programs.	Our students are growing on many academic indicators.  In review of the local data, we have decided that all 8th graders will be placed in a Mathematics 1 course (i.e Algebra 1) for the entire school year, as we noticed significant growth on the student score reports, for students who participated in the pilot.  As a result there a minimal increase in total scale score for those students in math.  We are looking to leverage that growth in the years to come, by providing all students in 8th grade with an A-G math course.  We will be creating tutoring schedules prior to the beginning of the year, so that students day 1 start with content.	Provide parents with multiple opportunities to participate in the school day, through student shadowing, and classroom volunteering.  Also, creating a Parent Teacher Association to ensure representation of all educational partner groups, in particular those from underrepresented families.  Incentivizing participation through community building, and family style dinning.	Before agenda items go before the board for approval, they go through a shared governance process.  This occurs during the school day by surveying teachers, parents, and students.  This is also achieved by holding both SSC/DELAC meetings where our school community vote on actions pertaining to the school.	We are looking at providing educational partners with multiple opportunities to participate in both focus groups and periodic surveys.  By increasing our governing events and efforts we look towards increasing the shared decision making process across all our educational partners.	We are looking at providing educational partners with multiple opportunities to participate in both focus groups and periodic surveys.  Our goal is to increase our efforts to 4 focus groups next year, quarterly, in addition to our monthly SSC/DELAC meetings.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-28	2024
11101160000000	Glenn County Office of Education	3	Creating partnerships to enhance student outcomes is central to our department's mission. We are committed to providing staff and families with opportunities to collaborate with others who share similar responsibilities, all with the goal of improving student outcomes. Building capacity and trust with families is essential to our work. Our staff actively supports student success by conducting Individualized Education Program (IEP) meetings and informal parent-teacher conferences at the end of each grading period. We maintain open communication between staff and parents to ensure parents are informed about their child's progress. Additionally, we provide information about parents' legal rights and available resources for both them and their child.	"One area where we aim to improve our partnership-building efforts is by offering more opportunities for parent education. Although we have an ""open-door"" policy to assist parents who request help, we understand that some families may face barriers preventing them from participating in meetings. In the future, we plan to introduce engaging parent education activities as a way to involve all families in building relationships to enhance student outcomes. This will ensure that all parents have access to valuable resources and support, regardless of their ability to attend meetings."	Some families are unable to participate in meetings due to various reasons. To ensure that all families are included in building relationships for student outcomes, we are considering offering engaging parent education activities in the future. This will provide opportunities for all parents to be involved and informed, regardless of their ability to attend meetings.	In order to support teachers and administrators in learning how to engage with families, we conduct new teacher training where teachers attend mock IEP meetings and practice reporting out and getting feedback from administrators. Staff also have the opportunity to attend professional development around the IEP process and working with families at local workshops hosted by local special education administrators. There are also a number of legal workshops taught by Special Education attorneys that educate staff on the laws, regulations, and policies that govern the special education services. Professional development also includes elements about resolving conflict and how to mediate meetings to prevent and address disagreements quickly. As the laws, policies and regulations change regularly, these training are ongoing.	We will continue to provide trainings to teachers and administrators regarding the IEP process and updates to relevant laws.	We work so closely with all of our families on a regular basis as required by the IEP process. We use translators as needed.	All students enrolled in our regionalized programs have identified disabilities and qualify for special education services. When developing individual plans (IEPs) for students, parents play a crucial role in a comprehensive process designed to tailor the program to each student's needs. As part of this process, parents are asked to complete a survey to gauge their involvement and obtain their agreement with the proposed program. We are pleased to report that 100% of parents have responded to the survey question, with over 95% expressing satisfaction with their meaningful involvement in the process. Parent participation is a mandatory component of drafting IEPs, ensuring that parents have direct and explicit input in decision-making regarding their child's program. We have chosen this approach because parents are already familiar with the IEP process. This method allows us to receive one-on-one feedback from parents, ensuring that each parent has a voice in the process and programming for their child.	We continue to work hard to include all parents and family members in the IEP process.	GCOE Student Services ensures that information regarding school programs, meetings, and activities is communicated to parents of participating students in a format and language they can understand, to the extent practicable. To facilitate communication, sites utilize bilingual staff to translate documents and meetings upon request. We also provide opportunities for the informed participation of parents and family members with disabilities by offering reasonable accommodations, such as sign language interpreters, as requested. Additionally, special accommodations are made for families with accessibility needs or other special requirements that may make communication with the school challenging. All buildings are ADA compliant and we support 508 compliance for websites.	5	5	5	4	5	4	5	5	4	3	3	4	Met		2024-06-28	2024
11101160124909	Walden Academy	3	Walden Academy is dedicated to fostering integrity, academic excellence, and social-emotional growth in our students. With small class sizes and low student to adult ratio, we create a nurturing environment that values curiosity, accountability, and perseverance, guided by the CARES traits.Utilizing Responsive Classroom and Toolbox strategies, we offer personalized intervention time and rigorous academics to instill a growth mindset. Our River Hawk STEM and Ag program connects students to their rural roots while preparing them for future success, supported by hands-on learning and engaging out of school learning experiences.We value and seek active partnerships with families and the community to enhance our students' educational experiences.	Since COVID, we have had a steep decline in parent involvement on campus. The reasons are many and involve
work schedules of parents, teachers don't feel the need for parent support in the classroom, and a general delay in
moving from limited family involvement on campus during COVID to a return of family involvement on campus.	We plan to improve family engagement with data from CHKS that details more parents would like to know what their
students are currently learning. For the 24/25 school year, we aim to have teachers share current standards students
are learning with families monthly.	Based on the analysis of educational partner input and local data, Walden Academy has demonstrated significant
strengths and progress in building partnerships for student outcomes. A key strength lies in the school’s collaborative
culture, which actively engages teachers, parents, and community members in the educational process. This
collaborative approach ensures that all stakeholders are invested in the success of students and are working
together towards common goals.
Walden Academy has successfully fostered a strong sense of community involvement. Regular events such as talent
shows, community service projects, and parent-teacher meetings ensure that families and community members are
actively engaged in school activities. This involvement builds a supportive network around students, enhancing their
educational experience. Additionally, the implementation of the Responsive Classroom approach and the Toolbox
Project strategies has strengthened partnerships by creating a positive and consistent school climate. These
strategies help address student behavior in a constructive manner, which is supported by both teachers and parents,
leading to a more cohesive and supportive learning environment.
Ongoing professional development and collaborative planning among teachers are cornerstones of Walden
Academy’s approach. By investing in teacher growth and fostering a collaborative culture, the school ensures that
instructional practices are continuously improving, directly benefiting student outcomes. The use of locally selected
measures including interventions and our consistent benchmark assessment (iReady) has tracked and documented
improvements in academic performance across subjects as noted by these diagnostics.
The establishment of clear and effective communication channels between the school and families has been a
critical area of progress. Regular newsletters, updates on student progress, and open-door policies for parentteacher conferences ensure that parents are well-informed and engaged in their children’s education. By
incorporating feedback from educational partners into decision-making processes, Walden Academy ensures that
the voices of all stakeholders are heard and valued. This inclusive approach helps to build trust and alignment
between the school’s goals and the community’s expectations.In summary, Walden Academy’s strengths in building partnerships for student outcomes are rooted in its strong
community involvement, commitment to innovative educational strategies, and inclusive decision-making processes.
The school’s progress in enhancing academic performance, improving communication, and supporting diverse
learners demonstrates a dedicated effort to create a collaborative and supportive educational environment. These
efforts ensure that all students at Walden Academy are well-equipped to achieve their full potential.
	We will maintain a goal of increasing parent volunteerism on the school campus. In addition, better communication
about what students are learning and ways guardians/ parents can help their children is also a goal.	Teachers will send out monthly updates on what is being learned in the class. Teachers will also be encouraged to
invite families to events. Families will be invited to 1-2 additional information sessions on campus.	Based on the analysis of educational partner input and local data, Walden Academy has made notable strides in
seeking input for decision-making. Parents are provided multiple opportunities each month to participate in School
Site Council meetings, Walden Academy Board meetings, and Parent Teacher Club (PTC) activities. While attendance at board meetings remains low, there has been a marked increase in active participation from PTC
members. This rise in engagement from the PTC indicates a growing interest and involvement from parents in school
activities and decision-making processes. Through these various channels, Walden Academy ensures that parents
and other stakeholders have a voice in shaping the educational experience and policies, fostering a collaborative
environment focused on student success.	Based on the analysis of educational partner input and local data, Walden Academy recognizes the need to invest
more effort in inviting families to board and council meetings. Increasing family participation in these meetings is a
priority, as it will ensure broader representation and diverse perspectives in the decision-making process. By
enhancing communication and outreach strategies, Walden Academy aims to create more inclusive opportunities for
families to engage and contribute to important discussions and decisions that impact the school community.	Based on the analysis of educational partner input and local data, Walden Academy plans to improve engagement of
underrepresented families by initiating more direct discussions with them and sending additional invitations
specifically targeted at these families. By fostering open communication and making concerted efforts to reach out,
the school aims to ensure that the voices of all families are heard and included in the decision-making process. This
approach will help create a more inclusive environment and ensure that diverse perspectives are considered in
shaping the school's policies and practices.	4	4	3	4	3	4	4	3	3	4	4	2	Met		2024-06-25	2024
11101160130724	Success One!	3	Success One! is very strong in building not only respectful and trusting relationships among the team members (administrators, teachers, and classified staff), but also among our students, their families, and our community.	Success One!'s focus area for improvement in building relationships between school staff and family is having the appropriate amount of administrative support personnel to provide the necessary support to our students and families. When a school does not have sufficient administrative support personnel to help teachers and administration, it adds extra responsibilities to all the team members to fill in the gaps, which correlates directly to the reduced amount of time available to focus on building relationships with the students, family, and the community.	Success One! Charter's underrepresented populations averages at 70% annually, therefore, all our policies and procedures are designed to serve this population. We ensure all of our student population is engaged in the school activities and is involved in the decision making process through the  participation in the school Advisory Committee, annual LCAP surveys, ongoing local surveys, and local data collection and analysis.	Success One! excels in building partnerships and actively collaborates with various stakeholders, students, teachers, community organizations, businesses, and government agencies. By involving these stakeholders, we can leverage their expertise, resources, and support to enhance student outcomes. Success One! offers regular communication with our students and their families, offers workshops for students and community members. When students and families are engaged, students tend to perform better academically and have improved social-emotional development.	Success One! will focus on building, establishing, and maintaining partnerships to share resources and expertise. This can involve collaborating with businesses, community organizations, or higher education institutions, ex. local community college, to provide additional resources, mentorship programs, internships, or career guidance. By leveraging external resources, we can enhance the quality and diversity of educational opportunities for our students.	Success One! Charter's underrepresented populations averages at 70% annually, therefore, all our policies and procedures and efforts to build partnerships are targeted towards this population.	Success One! Charter School offers a variety of means for collecting and analyzing data to inform the decision making process about our school, policies, procedures, curriculum, and day to day operations. Our strength is Data-Informed Decision-Making: we seek input from various stakeholders and use data for decision-making. We collect and analyze relevant data, such as student achievement data, demographic information, and feedback from stakeholders. By integrating data with stakeholder input, we can then make more evidence-based decisions that address the needs of our students and community.

    Success One! Charter School is constantly seeking the input from our local partners, our students, their families, and our school staff. We hold our Success One! Advisory Committee meetings quarterly and encourage all of the stakeholders to offer their input and to participate in the decision-making processes. We value and appreciate the input from various stakeholders as it offers us diverse perspectives to make the best decisions for our students and the families. We send out a variety of surveys throughout the year to gather input on different aspects of our school, our students and their well-being to better inform our decision making processes. All the data we collect through the surveys is analyzed by our school staff, and based on the outcomes, our team builds a plan of action to address the needs of our students, families, our school and our community.	Success One!'s area of improvement in seeking input for decision-making is to collect more feedback from students and families through our annual school climate survey and to have more students participate in our School Advisory Committee.	Success One! Charter's underrepresented populations averages at 70% annually, therefore, all our policies and procedures are designed to serve this population. As a direct result, most of the input we receive comes from underrepresented students and families, since we provide the same opportunities for all the students to submit their input through Success One! Advisory Committee meetings, the school climate survey, etc.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-28	2024
11101161130103	William Finch	3	Local data indicates that the strengths and progress in this area are clearly defined by the specific action, connection and engagement during the bimonthly meetings between the teacher, student and family.	The focus will be on gathering additional data for 24-25 through the Community Schools Partnership and Community Engagement Initiative. These efforts will further inform how the school can foster quality relationships with staff and families.	The Community Outreach Specialist has chosen approximately 50 families to interview and quantify the responses on a Likert scale. This data will be used to further inform the approach to both the Community Schools Partnership Program and the Community Engagement Initiative with goals of increasing family and community engagement. Additionally, new communications platforms and websites are under development to increase access and engagement with school activities.	As a personalized learning school, frequent meetings with families are routine, systemic, and expected to be attended. These regular meetings with teachers and families provide rich opportunities to establish and maintain relationships throughout the school year focus on student learning outcomes. Students are typically re-assigned to the same lead teacher each year, so these relationships are further strengthened each year of enrollment. This is supported by local survey data.	The focus area for improvement is gathering additional information to accurately identify themes and patterns amongst our families who are serving as home educators. While students have support from teachers and clear academic expectations, there is inconsistency regarding academic support in the home. Utilizing remote tutoring and increasing academic progress monitoring as well as intervention supports are all planned for 24-25.	One area of improvement in this domain is connecting families to one another to learn and share best practices of academic support in the home. Through workshops and school events, additional opportunities will be held to connect families to partner together with the goal of improving student outcomes.	The school seeks input in a variety of ways including local surveys, school site council meetings, monthly school board input, and an open door policy for students and families.	Technology tools for communication are lacking and need improvement. The advisory council has demonstrated a lack of involvement and participation in recent years and needs attention.	The planned work with the Community Engagement Initiative will consist of staff, students, families, school and county office administration. The intention of this team is to become a sustainable advisory council and assist with decision-making at the school.	5	4	5	4	5	4	5	5	3	3	4	3	Met		2024-06-28	2024
11625540000000	Capay Joint Union Elementary	3	The Capay Joint Union Elementary School District (CJUESD) has demonstrated notable strengths and progress in building relationships between school staff and families. CJUESD has cultivated robust partnerships with local organizations, such as the Capay Rancho Women's Club and the PTO, enhancing community involvement and support for school activities. Implementation of bilingual communication strategies ensures that both English and Spanish-speaking families receive timely and relevant information, fostering inclusivity and transparency. Additionally, CJUESD has initiated regular family engagement events and workshops, providing platforms for parents to actively participate in their children's education and school decision-making processes. School staff have been trained to be approachable and responsive, creating a welcoming environment for families and addressing their concerns promptly and effectively. By involving families in the development and review of school policies and programs, CJUESD ensures that the diverse needs and perspectives of the community are represented and respected. These efforts have significantly strengthened the relationship between school staff and families, contributing to a supportive and collaborative educational environment.	Based on the analysis of educational partner input and local data, the Capay Joint Union Elementary School District (CJUESD) has identified several focus areas for improvement in building relationships between school staff and families. Firstly, there is a need to enhance the consistency and frequency of communication to ensure all families are regularly informed about school activities and student progress. Additionally, CJUESD aims to increase the cultural competency of school staff to better understand and address the diverse backgrounds and needs of the community, particularly Hispanic families.

Moreover, CJUESD seeks to expand opportunities for family involvement in school governance and decision-making processes, ensuring that all voices are heard and valued. Another area of improvement is providing more targeted support and resources for families to assist with their children's learning at home, especially in areas such as English Language Arts and Math. Lastly, CJUESD recognizes the importance of fostering a more inclusive school environment where every family feels welcomed and engaged. These targeted improvements are intended to further strengthen the bonds between school staff and families, enhancing overall educational outcomes.
Moreover, the LEA seeks to expand opportunities for family involvement in school governance and decision-making processes, ensuring that all voices are heard and valued. Another area of improvement is providing more targeted support and resources for families to assist with their children's learning at home, especially in areas such as English Language Arts and Math. Lastly, the LEA recognizes the importance of fostering a more inclusive school environment where every family feels welcomed and engaged. These targeted improvements are intended to further strengthen the bonds between school staff and families, enhancing overall educational outcomes.	Based on the analysis of educational partner input and local data, the Capay Joint Union Elementary School District (CJUESD) will implement several strategies to improve the engagement of underrepresented families identified during the self-reflection process. To address the needs of these families, CJUESD will enhance bilingual communication efforts, ensuring that all information is accessible in both English and Spanish. This includes translating newsletters, school updates, and event announcements, and providing interpreters at meetings and events.

Additionally, CJUESD will offer culturally relevant family workshops and events that reflect the interests and needs of the community, creating a more inclusive atmosphere. By training staff in cultural competency and sensitivity, CJUESD aims to foster a more welcoming environment where underrepresented families feel valued and understood.

CJUESD will also create more flexible opportunities for family involvement, such as virtual meetings and varied event times, to accommodate diverse schedules and commitments. Establishing a family liaison role specifically focused on connecting with underrepresented families will ensure that their voices are heard and their concerns are addressed promptly.

Furthermore, CJUESD will actively seek input from underrepresented families through surveys, focus groups, and direct outreach, incorporating their feedback into school policies and programs. These efforts are designed to build stronger, more meaningful relationships with underrepresented families, enhancing their engagement and participation in the school community.
Additionally, the LEA will offer culturally relevant family workshops and events that reflect the interests and needs of the community, creating a more inclusive atmosphere. By training staff in cultural competency and sensitivity, the LEA aims to foster a more welcoming environment where underrepresented families feel valued and understood.

The LEA will also create more flexible opportunities for family involvement, such as virtual meetings and varied event times, to accommodate diverse schedules and commitments. Establishing a family liaison role specifically focused on connecting with underrepresented families will ensure that their voices are heard and their concerns are addressed promptly.

Furthermore, the LEA will actively seek input from underrepresented families through surveys, focus groups, and direct outreach, incorporating their feedback into school policies and programs. These efforts are designed to build stronger, more meaningful relationships with underrepresented families, enhancing their engagement and participation in the school community.	The Capay Joint Union Elementary School District (CJUESD) has demonstrated significant strengths and progress in building partnerships for student outcomes. CJUESD has established robust partnerships with local businesses, agricultural organizations, and community groups, such as the Capay Rancho Women's Club, to support educational programs and student enrichment activities. Through these collaborations, CJUESD has expanded extracurricular activities, providing students with diverse opportunities for growth and learning beyond the classroom. Additionally, these partnerships have enabled CJUESD to leverage additional resources, such as funding, expertise, and volunteers, to enhance educational programs and support services for students. CJUESD actively involves parents and families in partnerships, ensuring that they play a crucial role in supporting student learning and achievement. These efforts have significantly contributed to improving student outcomes by fostering a supportive and collaborative educational environment.	Based on the analysis of educational partner input and local data, the Capay Joint Union Elementary School District (CJUESD) has identified several focus areas for improvement in building partnerships for student outcomes. First, CJUESD aims to broaden its network of community partners to include more diverse organizations that can offer a wider range of resources and opportunities for students. Additionally, there is a need to strengthen existing partnerships by creating more structured and sustained collaboration frameworks to ensure long-term engagement and impact.

CJUESD also plans to enhance communication and coordination between school staff and partners to maximize the effectiveness of joint initiatives and ensure alignment with educational goals. Another focus area is increasing parental involvement in partnership activities by providing more accessible and varied opportunities for parents to participate and contribute. Lastly, CJUESD seeks to establish clear metrics and evaluation processes to assess the impact of partnerships on student outcomes, enabling data-driven decisions and continuous improvement in partnership strategies. These targeted improvements aim to further enhance the support and resources available to students, ultimately contributing to their academic success and overall well-being.
The LEA also plans to enhance communication and coordination between school staff and partners to maximize the effectiveness of joint initiatives and ensure alignment with educational goals. Another focus area is increasing parental involvement in partnership activities by providing more accessible and varied opportunities for parents to participate and contribute. Lastly, the LEA seeks to establish clear metrics and evaluation processes to assess the impact of partnerships on student outcomes, enabling data-driven decisions and continuous improvement in partnership strategies. These targeted improvements aim to further enhance the support and resources available to students, ultimately contributing to their academic success and overall well-being.	Based on the analysis of educational partner input and local data, the Capay Joint Union Elementary School District (CJUESD) will implement several strategies to improve the engagement of underrepresented families in building partnerships for student outcomes. CJUESD will enhance bilingual communication efforts to ensure all families, particularly those who speak Spanish, receive clear and accessible information about partnership opportunities. This will involve translating materials, providing interpretation services, and using multiple communication platforms.

CJUESD will also organize culturally relevant events and workshops that address the interests and needs of underrepresented families, creating an inclusive atmosphere that encourages participation. Staff will receive training in cultural competency to better connect with and understand the perspectives of these families.

Additionally, CJUESD will offer more flexible and inclusive opportunities for family involvement, such as virtual meetings and events at various times, to accommodate different schedules. Establishing a family liaison role focused on engaging underrepresented families will provide dedicated support and ensure their voices are heard.

Finally, CJUESD will actively seek feedback from underrepresented families through surveys, focus groups, and direct outreach, using their input to shape partnership activities. These efforts aim to build stronger, more meaningful relationships with underrepresented families, enhancing their engagement and contributing to improved student outcomes.	Based on the analysis of educational partner input and local data, the Capay Joint Union Elementary School District (CJUESD) has demonstrated significant strengths and progress in seeking input for decision-making. CJUESD has established effective channels for communication and feedback, ensuring that the voices of students, parents, staff, and community members are heard and considered. 
CJUESD’s commitment to transparency and responsiveness has built trust within the community, encouraging more active and meaningful participation in the decision-making process. These efforts have significantly contributed to creating a collaborative and supportive educational environment where all stakeholders feel valued and involved.	Based on the analysis of educational partner input and local data, the Capay Joint Union Elementary School District (CJUESD) has identified several focus areas for improvement in seeking input for decision-making. Firstly, there is a need to increase the diversity and representation of voices involved in the decision-making process. This includes reaching out to underrepresented groups, particularly Hispanic families, to ensure their perspectives are adequately considered.

Additionally, CJUESD aims to enhance the accessibility and convenience of feedback mechanisms. This involves expanding the use of digital platforms for surveys and feedback forms, and offering more flexible meeting times, including virtual options, to accommodate various schedules.

The district also plans to provide more education and training for parents and community members on how to effectively participate in the decision-making process. This includes workshops and informational sessions to help stakeholders understand the impact of their input and how to navigate school governance structures.

Lastly, CJUESD seeks to improve the transparency and follow-up of the feedback process. By clearly communicating how input is used to inform decisions and providing updates on the outcomes of stakeholder suggestions, the district can build greater trust and engagement within the community. These targeted improvements aim to create a more inclusive, responsive, and transparent decision-making process.	Based on the analysis of educational partner input and local data, the Capay Joint Union Elementary School District (CJUESD) will implement several strategies to improve the engagement of underrepresented families in seeking input for decision-making. To better involve these families, particularly Hispanic families, CJUESD will enhance bilingual communication efforts to ensure all information is accessible in both English and Spanish. This includes translating surveys, feedback forms, and meeting materials, and providing interpreters at meetings and events.

Additionally, CJUESD will offer more flexible opportunities for participation, such as

virtual meetings and events at varied times to accommodate different schedules and commitments. By providing online platforms for feedback, CJUESD ensures that families who may not be able to attend in person can still contribute their perspectives.

CJUESD will also conduct targeted outreach to underrepresented families through community liaisons and trusted local organizations. These liaisons will actively engage with families to understand their concerns and encourage their participation in the decision-making process.

To further support this effort, the district will organize workshops and informational sessions to educate families about the importance of their input and how to effectively participate in school governance. These sessions will be designed to be accessible and culturally relevant, helping families feel more comfortable and confident in sharing their views.

Finally, CJUESD will establish clear follow-up procedures to communicate how family input has influenced decisions. By providing updates and demonstrating the impact of their contributions, the district aims to build trust and encourage ongoing engagement from underrepresented families. These strategies are designed to create a more inclusive and responsive decision-making process, ensuring that all voices within the community are heard and valued.	4	4	3	4	3	3	4	3	3	3	3	3	Met		2024-06-26	2024
11625960000000	Lake Elementary	3	"One of Lake Elementary School District's many strengths is in building and maintaining relationships between school, family and staff.  It has long standing tradition of partnering with educational partners for the success of all learners. Lake believes that strong school connectedness is a direct correlation to student recognition and student voice. During the 2023-24 school year, to continue building the strong partnership, the interim superintendent principal has supported:

-announced of student and staff birthdays daily at the all-school flag salute has been handed over to the flag patrol
-daily opportunities for students to receive praise from the staff
-created and distributed announcements to the school community
-implemented staff recognition routines: a student-led spin-the-wheel staff award, a staff nomination ""Who's got Hootie"", and You Are Appreciated notes between staff members
-maintained a monthly Pizza with the Principal routine where students are again recognized for outstanding behavior and/or academic performance
-hosted an annual onsite K-8 Christmas Program for families
-hosted an annual onsite holiday craft fair open to the community

The interim superintendent/principal has sustained the practice of students nominating other students for student of the month, based on observed applications of life skills for emotional well-being and academic growth/effort. Panther Pride recipients are equivalent to “caught being good awards” and are based on Lake’s definition of Panther Pride: Being kind and helpful, having good sportsmanship, expecting success in themselves and believing in others as well as having pride in their school and community with the Lake Panther spirit. In addition to individual awards, classes are now recognized monthly for demonstrating Panther Pride, instead of the highest attendance percentage. The winning class is presented with an Ironman Trophy to proudly display in their classroom for the month. The purpose of this award is to promote team spirit and maintain our positive and nurturing environment."	A focus area for the 2024-25 school year is to increase communication between home and school with valuable information for families to support the education of their child/children.  The strategies to achieve this are:

1. Send home a monthly newsletter titled Parents Make the Difference in both English and Spanish.
2. Provide How to Help Your Child Learn each month for families in both English and Spanish.  
3. Continue sending home Lake Panther Principal Newsletter celebrating the accomplishments of our learners, showcasing learning events in the classroom, and providing valuable knowledge of what is happening at school.  
4. Families of students with disabilities will receive robust information about the areas of strength and areas of need of their child along with methods to support their child's social, emotional and academic needs.  
	1. Sustain stakeholder input via annual surveys, stakeholder meetings with staff, school site council, parent-teacher organization with translation options for parents in Spanish. 
2. Sustain and expand the role of Dean of students to partner with parents to support student success.  
3.  Improve the variety of flexible tasks to accommodate working parents, who may wish to volunteer and help with special projects at the school
4.  Improve the variety of family events held at the school, such as a family showcase night.	Lake Elementary has put effort into establishing effective channels of communication and providing families with the necessary resources to support their child's education. By prioritizing these aspects, the school creates an environment that promotes collaboration and enhances student outcomes.  Lake Elementary has shown progress in providing families with valuable information and resources to support student learning and development in the home. This indicates that the school recognizes the importance of engaging families in their child's education and has taken steps to empower them with the necessary tools.  In the 24-25 school year, Lake will send home two newsletters in English and Spanish that provide tools to support parenting and student academic and behavior success.  It will sustain important weekly announcements to families of events and learning taking place on the campus.  The school has made progress in implementing policies or programs that facilitate regular meetings between teachers, families, and students. This demonstrates a commitment to fostering open lines of communication and collaboration between all stakeholders involved in a student's education.	Analysis suggests we continue to focus on providing professional learning and support to teachers and administrators. By enhancing the knowledge and skills of educators, we can continue to identify ways to collaborate with families and strengthen partnerships for improved student outcomes. Lake will continue to prioritize efforts to support families in understanding their legal rights and advocating for their own students' education. This includes providing information and resources that empower families to effectively navigate the educational system and ensure their children receive the necessary support.	As outlined above, Lake Elementary should continue to concentrate on strengthening the capacity of teachers and administrators to partner with families, as well as supporting families in their advocacy efforts. By addressing these areas, Lake can continue to provide a collaborative and supportive environment that positively impacts student outcomes.	It's important to note that, due to the small size of Lake Elementary School District, the School Site Council serves as the parent advisory committee for the district and has become highly involved in the planning and accountability of the LCAP. School Site Council members represent all student subgroups, including English learners, Title I students and special population students, all of which have parent representatives serving on the Council. Additionally, the superintendent/principal or designated staff member attends the monthly Parent Teacher Organization (PTO) meetings. Monthly all-staff meetings are held to review and solicit input for board items and updates. To solicit the student body voice, the Healthy Kids Survey and the Healthy Kids Parent Survey are distributed to all 6-8 students and all K-8 parents every other year with the new cycle starting this school year. This state-sponsored survey is an anonymous, confidential survey of school climate and safety, student wellness, and youth resiliency. All final LCAP agenda items are reviewed and approved at scheduled board meetings.	Lake Elementary has made progress in building the capacity of and supporting family members to engage in advisory groups and decision-making processes. Lake has demonstrated progress in providing opportunities for all families to provide input on policies and programs. Additionally, efforts have been made to reach and seek input from underrepresented groups within the school community. However, there is still a need to further improve strategies to ensure that the voices of underrepresented groups are heard and considered in decision-making processes. There continues to be room for improvement in order to enhance the effectiveness of these engagements and ensure that families are actively involved in shaping policies and programs. These improvements can further enhance family engagement and lead to more inclusive and effective decision-making within the district.	By focusing on building the capacity of families and ensuring the inclusion of underrepresented groups, Lake Elementary can strengthen family engagement and create more representative decision-making processes that align with the needs and perspectives of the entire school community. This may include conducting surveys, hosting community forums, or establishing feedback mechanisms to gather input from families. Targeted outreach, language accessibility, cultural sensitivity, and ensuring diverse representation in decision-making has also been discussed.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-25	2024
11625960139550	Lake View Charter	3	Based on the comprehensive feedback gathered from educational partners, including staff, parents, community members, and students, it's evident that our school has made significant strides in building strong relationships between school staff and families. Several key strengths and areas of progress emerge from the analysis:

Effective Communication Channels: Our school has established effective communication channels that facilitate regular and transparent dialogue between school staff and families. Parents appreciate the accessibility and responsiveness of staff members, noting that they feel heard and supported in addressing their concerns.

Supportive and Engaged Staff: Feedback consistently highlights the dedication and commitment of school staff towards fostering positive relationships with families. Staff members are described as helpful, understanding, and responsive to the needs of both students and parents, contributing to a sense of trust and collaboration within the school community.

Tailored Support for Diverse Needs: Our school demonstrates an understanding of the diverse needs of families, particularly those with students requiring specialized support, such as students with IEPs. While there are areas for improvement in this regard, such as enhancing support from the IEP department, our efforts to provide tailored assistance and accommodate individual needs are recognized and appreciated.

Engagement in School Activities: Parents express satisfaction with the opportunities for engagement in school activities, such as field trips, lending library resources, and social events. These activities serve as avenues for building connections between families and school staff, fostering a sense of belonging and community involvement.

Continuous Improvement Efforts: Our school demonstrates a commitment to continuous improvement in building relationships between school staff and families. Feedback from stakeholders is actively solicited and used to inform decision-making processes, demonstrating a willingness to adapt and address areas of concern.

Additionally, feedback data further reinforces the positive impact of our school's initiatives. For instance, 85% of parents reported feeling valued and respected by the school administration, reflecting a culture of inclusivity and partnership. Moreover, 90% of parents expressed satisfaction with the opportunities for community involvement, indicating a strong sense of belonging and engagement within the school community.

Overall, our school's strengths in communication, staff engagement, tailored support, and community involvement reflect significant progress in building positive relationships between school staff and families. However, there is recognition of areas for further improvement, particularly in enhancing support for students with specialized needs and expanding opportunities for social-emotional learning and community engagement.	Our school has made significant progress in building strong relationships between school staff and families, demonstrating our commitment to creating a supportive and inclusive environment. While we celebrate our achievements, we also acknowledge exciting opportunities for further growth and enhancement:

1. Empowering Specialized Support: We are proud of our dedication to understanding and meeting the unique needs of every student, including those requiring specialized support, such as students with IEPs. Looking ahead, we are excited about the opportunity to further empower our support systems to ensure that every student receives the tailored assistance they need to thrive academically and socially.

2. Expanding Social-Emotional Learning: Our school community values the holistic development of our students, which extends beyond academics to encompass social-emotional growth. We are eager to explore new avenues for expanding social-emotional learning opportunities, fostering empathy, respect, and emotional well-being among students and families, thereby deepening our sense of connectedness and belonging.

3. Enhancing Communication Excellence: Building on our strong foundation of effective communication channels, we are committed to further enhancing our communication processes to ensure seamless and transparent dialogue between school staff and families. By streamlining communication channels and protocols, we aim to create an even more responsive and supportive environment for all members of our school community.

4. Investing in Staff Development: Our staff members are the heart of our school community, and we are dedicated to investing in their continuous growth and development. Through ongoing professional development opportunities, we aim to empower our staff with the skills and resources needed to cultivate positive relationships with families, embracing diversity, empathy, and cultural sensitivity every step of the way.

By embracing these exciting opportunities for growth, our school is poised to further strengthen the bonds between school staff and families, nurturing a vibrant and inclusive community where every member feels valued, supported, and inspired to excel.	Our school is fully committed to supporting underrepresented families in our community. We believe it's an opportunity to enrich our school community and strengthen connections between staff and families. By using feedback from educational partners and local data, we're ready to empower and collaborate with families. Our personalized outreach initiatives aim to create welcoming spaces where every family feels heard, valued, and an integral part of our school community. We tailor our communication strategies to meet diverse needs, bridging gaps and ensuring all voices are heard. In addition, we provide targeted support services to address specific challenges faced by underrepresented families. We will continue to promote cultural competence among our staff, fostering respect, understanding, and appreciation for diverse backgrounds in our school community. With these measures in place, we're not just breaking down barriers; we're building bridges that empower underrepresented families, to actively engage in their child's education journey.	Based on a thorough analysis of the feedback from educational partners and local data, our school has made commendable progress in various domains crucial for student well-being and success. 

In Domain 1, which pertains to safety, our school has achieved outstanding ratings across the board. Parent, student, and staff responses consistently indicate high levels of agreement and satisfaction with safety measures, clear policies, and the availability of supportive adults within the school community. With an impressive 92% strongly agreeing and agreeing collectively, our school's commitment to safety is resoundingly affirmed. 

Moving on to Domain 2, focusing on decision-making processes, our school continues to excel. Parents feel well-informed about school activities, and there is strong agreement that the school actively seeks parental input before making important decisions. This demonstrates a collaborative approach to governance that empowers families and fosters a sense of ownership in the educational process, with 85% collectively expressing agreement. 

In Domain 3, centered around connectedness, our school has created a nurturing environment where students, parents, and staff feel deeply connected. There is overwhelming agreement that our school promotes a positive learning environment, responds promptly to communication, and supports social and emotional needs effectively. With an impressive 88% collectively strongly agreeing and agreeing, our school's efforts in fostering connectedness are widely acknowledged. 

Lastly, in Domain 4, which addresses social-emotional aspects, our school excels in promoting a culture of respect, support, and motivation. Parents, students, and staff alike express high levels of satisfaction with the school's efforts to create an inclusive and supportive atmosphere conducive to holistic development. With a remarkable 90% collectively strongly agreeing and agreeing, our school's dedication to social-emotional well-being is evident. 

Overall, our school's dedication to safety, inclusive decision-making, fostering connections, and nurturing social-emotional well-being is evident across all domains. These positive outcomes, reinforced by specific data highlighting high levels of agreement, are a testament to our collective commitment to providing an enriching and supportive learning environment for all members of our school community.	Building upon valuable insights gathered from educational partners and local data analysis, our school is actively charting a path towards further enriching partnerships aimed at elevating student outcomes. Embracing a spirit of inclusivity and collaboration, we are committed to amplifying engagement with underrepresented families, ensuring that every voice is not only heard but also cherished within our school community. Through personalized outreach endeavors and communication strategies, we aim to cultivate an environment where all families feel genuinely valued and empowered to play an active role in their child's educational journey. Additionally, we recognize the immense potential inherent in harnessing the collective wisdom of our diverse community, thereby fostering a culture of shared decision-making that amplifies the impact of our initiatives. Moreover, our dedication to providing tailored support services for students with diverse needs exemplifies our unwavering commitment to inclusivity and equity. By leveraging targeted interventions and resource allocation, we are poised to address the unique challenges faced by these students, ensuring that every learner receives the support they need to thrive. Through these concerted efforts, we are not merely addressing areas for improvement but rather laying the foundation for a future where every student flourishes, every family feels empowered, and every partnership is a catalyst for transformative change.	Based on feedback from our educational partners and local data analysis, our school is ready to improve engagement with underrepresented families. We plan to create inclusive spaces where all families feel welcomed and valued. We will use various communication channels and personalized approaches to bridge any existing gaps and build meaningful connections with underrepresented families. Additionally, we are committed to providing tailored support services to address specific challenges faced by these families, empowering them to actively participate in their child's education journey. Our goal is to create a more inclusive and supportive school community where every family feels seen, heard, and valued.	At LVCS, we are dedicated to prioritizing the important role of home support in a child's academic journey. This commitment is reflected in our comprehensive approach to building trusting and respectful relationships with families. Through targeted professional development, our staff is equipped with the skills to foster meaningful engagement with parents and guardians. This includes celebrating successes, reviewing student learning plans, and determining next steps for academic growth on a monthly basis. We place a strong emphasis on parent engagement strategies, especially for underrepresented populations. This is exemplified by initiatives such as ELAC meetings and opportunities for collaboration on student and parent engagement policies. Additionally, our school provides numerous avenues for family involvement, including governance committees, special events, and learning field trips, ensuring that every family feels valued and empowered. The Parent Advisory Committee (PAC) serves as a vital link between the school administration and families, facilitating collaborative decision-making and enriching the educational experience for all students through transparent communication and shared responsibility.

We are dedicated to improving family communication through various platforms, including podcasts, social media, and our website. Our podcasts provide informative and engaging content tailored to deliver updates and important information directly to families. We maintain an active presence on social media platforms to share news, events, and promote community engagement. Additionally, our website serves as a centralized hub for accessing resources, announcements, and personalized communication channels.

In addition to our focus on family engagement, our school cultivates a culture of collaborative innovation among staff members through initiatives such as the Staff Think Tank and Thought Lab. These platforms provide opportunities for educators to share insights, exchange ideas, and collectively brainstorm innovative approaches to enhance teaching and learning experiences. The Staff Think Tank is a platform for educators to discuss current educational trends, research, and best practices. Teachers collaborate through structured discussions and workshops to identify challenges, explore potential solutions, and implement effective strategies in their classrooms. Similarly, our Thought Lab provides a creative space for educators to experiment with new teaching methodologies, technology integration, and interdisciplinary approaches. Here, teachers are encouraged to think outside the box, take risks, and explore innovative ways to engage students and foster deeper learning experiences.

In alignment with our commitment to continuous improvement, our school conducts an annual Climate Survey to gather feedback from our educational partners, including parents, students, and staff.	LVCS has implemented various initiatives and practices to support student success, including in-depth data analysis, effective family engagement strategies, and regular feedback mechanisms. However, there is always room for improvement. By better integrating climate survey data into decision-making processes, expanding family engagement strategies, improving data analysis techniques, streamlining feedback mechanisms, and continually evaluating and refining existing practices, LVCS can enhance its ability to support student success. It's important to note that while there are areas for improvement, LVCS's commitment to continuous improvement and innovation highlights its dedication to providing an exceptional educational experience for every student. This proactive approach ensures that the school community can build upon its successes and address any challenges to further enhance student outcomes.	Our school has developed strategies to increase the involvement of underrepresented families in decision-making processes based on input from educational partners and local data analysis. To ensure direct input from these families, we will enhance our outreach efforts through targeted communication channels such as community meetings, culturally sensitive materials, and multilingual resources.

We also recognize the importance of building trusting relationships with underrepresented families. To achieve this, we will prioritize initiatives that promote two-way communication and collaboration, including family liaison programs, parent advisory committees, and culturally relevant workshops. Our goal is to create an inclusive environment where every voice is valued, empowering underrepresented families to actively participate in decisions affecting their children's education.

Furthermore, we are committed to using local data to inform our strategies and measure our progress. Through continuous assessment and evaluation, we will monitor the effectiveness of our engagement efforts and make adjustments as needed to meet the needs of underrepresented families.

In summary, our school is dedicated to enhancing the engagement of underrepresented families by seeking their input, fostering trusting relationships, and utilizing local data to inform our approach. By prioritizing inclusivity and collaboration, we aim to create a more equitable and supportive educational environment for all students and families.

Additionally, we are pleased to report that our recent Climate Survey received positive feedback, with 94% of our parents strongly agreeing or agreeing that they were satisfied with their input in decision-making processes. This high level of satisfaction underscores our commitment to fostering collaborative partnerships with families and ensuring that their voices are heard and valued in shaping our school's policies and practices.	4	5	4	4	4	5	5	4	4	4	4	5	Met		2024-06-12	2024
11626380000000	Plaza Elementary	3	Plaza School District teachers has a lot of parent and community involvement where volunteers work in classrooms and for school wide activities.   The Plaza Community Club is very active and supportive all year.	Plaza School District has a strong relationship between school and families. However, we continue to build upon those existing relationships by offering multiple opportunities to provide input for decision making, including School Site Council, Plaza Community Club meetings, LCAP meetings, and Board meetings. Surveys are administered annually. Additionally, the District regularly encourages families to be involved with their child(ren)'s school experience through volunteering in classroom and school wide activities.	The District will continue to reach out to families whose primary language is not English by translating information sent home.	Plaza School District teachers communicate with families regularly regarding student progress via email, text, phone calls, and in person. Plaza uses an online grading program that students and families have access to. Progress reports are sent home every three weeks and require parent signature. Parent teacher conferences are scheduled for all students the first trimester and as needed throughout the rest of the year.	Plaza School District has a strong relationship between school and families that results in many opportunities for families to monitor student progress throughout each trimester.	The District will continue to reach out to underrepresented families, including those whose primary language is not English by translating information sent home.	Stakeholders are offered multiple opportunities to provide input for decision making, including School Site Council, Plaza Community Club meetings, LCAP meetings, and Board meetings. Surveys are administered annually.	The District will continue to encourage families to be involved in the decision making process by participating in board meetings, School Site Council Meetings, Plaza Community Club meetings, LCAP meetings, and utilizing administration's open door policy.	Underrepresented families are offered multiple opportunities to provide input for decision making, including School Site Council, Plaza Community Club meetings, LCAP meetings, and Board meetings. Surveys are administered annually.	4	4	3	4	3	4	4	2	4	4	4	4	Met		2024-06-20	2024
11626460000000	Princeton Joint Unified	3	Princeton is a small community and school events and activities are supported both at school and in the larger community. Because of this integrated support relationships are strong between the school and families.	We need to continue to find ways to communicate in a variety of modalities to ensure the broadest reach.	Using local connections and translators we are able to support all students and engage with families.	Princeton is a small community and school events and activities are supported both at school and in the larger community. Because of this integrated support relationships are strong between the school and families.	We need to continue to find ways to communicate in a variety of modalities to ensure the broadest reach.	Using local connections and translators we are able to support all students and engage with families.	Princeton is a small community and school events and activities are supported both at school and in the larger community. Because of this integrated support relationships are strong between the school and families.	We need to continue to find ways to communicate in a variety of modalities to ensure the broadest reach.	Using local connections and translators we are able to support all students and engage with families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-27	2024
11626530000000	Stony Creek Joint Unified	3	The LEA is strengthening its relationship with student outcomes in five areas. First, more support is being provided to students in the form of reading support in the lower elementary with the the use of a reading specialist. Second, extra para educator support at the high school is ensuring students are keeping up with their school work and not falling behind in their classes. Third, we are seeing higher graduation rates at both high schools and celebrating graduations and achievement in very similar manners. This is also evident in awards for state test scores, honor roll and attendance. LEA spend time explaining test scores to the community and students, and spending time in professional development and practicing for state testing. Fifth, we have spent considerable time and effort over the past three years making sure students receive help with behavior and mental wellbeing.	Based on the analysis of educational partner input and local data, the Stony Creek Joint Unified School District (SCJUSD) is committed to improving the relationship between school staff and families through several focused initiatives.
Firstly, the district is enhancing communication channels to ensure that parents and guardians are well-informed about their children's academic progress and school activities. To achieve this, SCJUSD is leveraging tools such as ParentSquare and the Aeries Parent Gradebook. ParentSquare will provide a unified platform for school communications, allowing parents to receive updates, notices, and messages directly on their devices. The Aeries Parent Gradebook will offer parents real-time access to their children's grades and attendance records, fostering transparency and keeping families engaged with their students' academic journey.
Secondly, the district is developing programs that actively involve parents in the educational process. These programs include workshops designed to help parents support their children's learning at home, volunteeringopportunities within the schools, and parent advisory committees that provide a voice for parents in school decision-making. By involving parents in these ways, SCJUSD aims to create a collaborative environment where parents feel valued and empowered to contribute to their children's education.
Additionally, SCJUSD is organizing family engagement activities to foster a sense of community and strengthen the bond between families and the school. Events such as family nights, cultural celebrations, and academic showcases will be held regularly, providing opportunities for families to participate in school life and celebrate student achievements together.
Recognizing the diverse needs of its families, SCJUSD is committed to providing support that addresses these differences. The district will offer translation services for non-English-speaking families, schedule meetings at various times to accommodate different work schedules, and provide resources to assist families facing economic or social challenges. This inclusive approach ensures that all families have the opportunity to engage with the school community effectively.
Finally, SCJUSD is implementing robust feedback mechanisms to gather and act upon input from families. Through surveys, suggestion boxes, and regular meetings with parent representatives, the district will continually seek to understand and respond to the concerns and suggestions of its community. By prioritizing open dialogue, SCJUSD aims to build trust and create a responsive educational environment.
By focusing on these areas, SCJUSD is dedicated to building stronger relationships between school staff and families, ultimately contributing to better student outcomes and a more cohesive school community.	Based on the analysis of educational partner input and local data, the Stony Creek Joint Unified School District (SCJUSD) has identified several strategies to improve the engagement of underrepresented families in building relationships between school staff and families.
To begin with, SCJUSD will utilize ParentSquare and the Aeries Parent Gradebook to provide targeted communication to underrepresented families. These tools will ensure that all families receive timely and relevant information in a format that is accessible and convenient for them. By leveraging these platforms, the district aims to keep families well-informed and engaged with their children's education.
The district will also designate dedicated support staff who are specifically responsible for reaching out to and supporting underrepresented families. These staff members will act as liaisons, helping families navigate the school system and access available resources. Their role will be crucial in building trust and fostering a supportive environment for all families.
In addition, SCJUSD will organize inclusive events and activities that celebrate the diversity of the school community. By hosting multicultural events, the district will provide opportunities for underrepresented families to feel valued and included. These events will not only celebrate cultural diversity but also create a sense of belonging and community among all families.
Recognizing that many underrepresented families may have challenging schedules, the district will offer flexible meeting times for parent-teacher conferences and other school-related events. This approach will make it easier for all families to participate and engage with the school, ensuring that everyone has the opportunity to be involved in their children's education.
Furthermore, SCJUSD will partner with outside organizations to offer parent education workshops. These workshops will educate parents about the school system, help them understand how to support their children's education, and provide information on available resources and services. By partnering with external organizations, the district can bring in additional expertise and resources to better serve its families. By implementing these strategies, SCJUSD aims to foster a more inclusive and supportive environment that actively engages underrepresented families, thereby strengthening the overall relationship between school staff and families.	The LEA has incorporated parent conferences twice a year at the K-8 grade levels. These are multiple minimum day meetings. The school district uses new digital marquees to communicate school information to the community along with its website and dialer. The district also incorporates award celebrations for achieving students in academics, behavior, attendance that parents are invited to along with other school presentations. Expanding athletics such as high school football and sports at the intermediate school will continue to build progress between the LEA and community as a whole. The LEA also offers its campuses to community stakeholders to hold meetings as well throughout the school year.	Based on the analysis of educational partner input and local data, the Stony Creek Joint Unified School District (SCJUSD) has identified several key focus areas for improvement in building partnerships to enhance student outcomes.
Firstly, SCJUSD is committed to enhancing communication and engagement with the community. The district will continue to utilize its new digital marquees, website, and dialer system to improve the dissemination of information. These tools ensure that families and community members receive timely updates about school activities, events, and important announcements. Additionally, the district aims to expand the use of these platforms to reach a broader audience more effectively.Secondly, SCJUSD has incorporated regular parent conferences twice a year at the K-8 grade levels, conducted during multiple minimum day meetings. These conferences provide a vital opportunity for parents to engage directly with teachers, discuss their children’s progress, and collaborate on strategies to support student success. Enhancing these conferences to ensure they are productive and accessible to all families is a primary focus for the district.
In recognizing and celebrating student achievements, SCJUSD places great importance on acknowledging accomplishments in academics, behavior, and attendance. The district will continue to invite parents to award celebrations and other school presentations, fostering a sense of pride and community involvement. Additionally, the implementation of Positive Behavioral Interventions and Supports (PBIS) will further support and recognize positive student behavior, contributing to a positive school culture.
Expanding athletics programs is another key focus area for SCJUSD. Recognizing the role of sports in building community and enhancing student engagement, the district is committed to expanding high school football and sports programs at the intermediate school level. Furthermore, the district plans to expand its Future Farmers of America (FFA) and shop programs, providing students with more opportunities to develop practical skills and interests. These programs not only foster teamwork, discipline, and school spirit but also serve as a bridge between the LEA and the community, encouraging greater community support and involvement.
SCJUSD also offers its campuses to community stakeholders for meetings and events throughout the school year. This practice supports community needs and fosters a closer relationship between the school district and the community it serves. The district will explore additional ways to make school facilities more accessible and welcoming to community groups.
Lastly, to further support student outcomes, SCJUSD will partner with external organizations to offer parent education workshops and other resources. These partnerships will bring additional expertise and support to families, helping them better engage with their children’s education and well-being.
	Based on the analysis of educational partner input and local data, the Stony Creek Joint Unified School District (SCJUSD) has identified several strategies to improve the engagement of underrepresented families in building partnerships for student outcomes.
Firstly, SCJUSD will enhance communication with underrepresented families by utilizing ParentSquare and the Aeries Parent Gradebook. These tools will ensure that all families receive timely and relevant information about their children's academic progress, school activities, and important announcements in an accessible and convenient format.
The district will designate dedicated support staff to reach out to and support underrepresented families. These staff members will act as liaisons, helping families navigate the school system, access available resources, and address any concerns. This direct support aims to build trust and create a supportive environment for all families.
Additionally, SCJUSD will organize inclusive events and activities that celebrate the diversity of the school community. By hosting multicultural events and award celebrations, the district will provide opportunities for underrepresented families to feel valued and included. These events will not only recognize student achievements but also create a sense of belonging and community.
To accommodate the challenging schedules of many underrepresented families, SCJUSD will offer flexible meeting times for parent-teacher conferences and other school-related events. This approach will ensure that all families have the opportunity to participate and engage with the school, regardless of their work or personal commitments.Furthermore, SCJUSD will partner with outside organizations to offer parent education workshops. These workshops will educate parents about the school system, help them understand how to support their children's education, and provide information on available resources and services. By collaborating with external organizations, the district can bring additional expertise and resources to better serve its families.
By implementing these strategies, SCJUSD aims to foster a more inclusive and supportive environment that actively engages underrepresented families, thereby strengthening partnerships that support student outcomes and enhance the overall educational experience.	The LEA has meetings throughout the school year with little or no parent attending. These include budget meetings, Title 1 meetings and Board meetings. The LEA does attend monthly meetings with Native American families at the Grindstone Rancheria. The LEA uses primarily surveys for parent input and schedules parent conferences twice a year to keep in contact with parents regarding their child's academic progress. Further, teachers rely heavily on text communication with families to inform them of school events.	Based on the analysis of educational partner input and local data, the Stony Creek Joint Unified School District (SCJUSD) has identified key focus areas for improving engagement in decision-making to better involve parents and the community.Firstly, SCJUSD will implement strategies to increase parent attendance at crucial meetings, such as budget, Title 1, and Board meetings. This will include offering flexible meeting times, virtual attendance options, and active promotion through various channels to raise awareness and highlight the importance of these meetings.
Additionally, the district will enhance communication with Native American families through more consistent and meaningful dialogues during the existing monthly meetings at the Grindstone Rancheria. This effort aims to better understand and address the specific needs and concerns of these families.
To gather more comprehensive parent input, SCJUSD will diversify its methods beyond surveys by hosting focus groups, conducting individual interviews, and holding community forums. These varied approaches will provide richer insights into parent perspectives.
Parent-teacher conferences, held twice a year, will be improved to ensure they effectively keep parents informed and involved in their children's academic progress. The district will train teachers on conducting productive and engaging conferences and explore ways to accommodate parents' schedules to boost participation.
Leveraging the effectiveness of text communication, SCJUSD will incorporate structured and strategic text messaging campaigns. These campaigns will solicit feedback, remind parents of important meetings, and provide updates on decision-making processes, thus enhancing engagement through direct communication.
Finally, SCJUSD will establish parent advisory committees to provide a structured avenue for parents to participate in decision-making processes. These committees will regularly discuss key issues, provide input on district policies, and collaborate with school leaders to improve the educational experience for all students.
By focusing on these areas, SCJUSD aims to create a more inclusive and responsive approach to seeking input from parents and the community, ensuring that decision-making processes are informed by diverse perspectives and that all families feel heard and valued.	Based on the analysis of educational partner input and local data, the Stony Creek Joint Unified School District (SCJUSD) has identified several strategies to improve the engagement of underrepresented families in decision-making.
Firstly, SCJUSD will offer more flexible meeting times and virtual attendance options for important meetings, such as budget, Title 1, and Board meetings, to accommodate diverse schedules. This approach aims to make participation easier for all families.
To enhance communication, the district will utilize ParentSquare and the Aeries Parent Gradebook to keep underrepresented families informed about school events, meetings, and important announcements, ensuring timely and accessible communication.
The district will designate dedicated support staff to reach out to and support underrepresented families. These staff members will serve as liaisons, helping families navigate the school system, access resources, and engage in decision-making processes.
Recognizing the limitations of surveys alone, SCJUSD will implement diverse feedback methods, including focus groups, individual interviews, and community forums. This approach will provide a more comprehensive understanding of underrepresented families' perspectives.
Lastly, SCJUSD will establish parent advisory committees to provide structured opportunities for underrepresented families to participate in decision-making. These committees will regularly meet to discuss key issues and provide valuable input on district policies and initiatives.	4	4	3	3	4	2	4	4	4	3	3	3	Met		2024-06-20	2024
11626610000000	Willows Unified	3	Willows Unified School District (WUSD) is dedicated to fostering positive partnerships to enhance student and community outcomes. WUSD has invested significant time and resources into building trusting and respectful relationships with families. The focused efforts of the Parent Engagement Team have produced impressive results. The team's primary role is to facilitate outreach and build positive relationships with families. They provide timely assistance to school sites and host outreach events at the Cedar Hills complex, LCAP Advisories, DELAC Advisories, and Parent Academy nights. These events offer training and education on a broad range of crucial issues, developed from parent feedback, to support and engage parents with strategies for their child's academic success.

Moreover, WUSD schools continue to offer various activities to involve parents in their child's education, such as the Fall Carnival, Paint Nights, and Freshmen Orientation. We also pride ourselves on maintaining regular communication with parents and families through online platforms and other means to keep them informed. Each site also maintains an updated Home-School Compact, used to record and share strategies for effective and positive communication with families.

Despite significant progress, WUSD remains committed to continuous improvement for the benefit of our students and community.	WUSD will continue to build on the cultural values of families, stress personal contact with families (remind teachers of the importance of parent-teacher relationships), foster communication with families (all-call, online communication, etc.), create a warm environment for families, and facilitate accommodations for family involvement, including translators, transportation, and other similar services. A continued area of focus will center upon the collection of educational partner input for needs and services, in particular, allowing for partner input to drive monthly Parent Academy topics for discussion. In addition, WUSD will include a focus on developing more engagement from our white, socio-economically disadvantaged educational partner population, as well.	WUSD remains committed to the strategies implemented during the first year with our Parent Engagement Team. We will continue to offer outreach efforts that build positive relationships with our families by hosting events at the Cedar Hills complex, LCAP Advisories, DELAC Advisories, and Parent Academy nights. These events, developed from parent input and supported by child supervision services, provide training and education on a wide range of crucial issues.

Additionally, WUSD will continue with the implementation of AERIES Parent Square communications, supported by training sessions for parents and guardians to facilitate timely, two-way communication. This initiative aims to enhance engagement and ensure that parents have the tools they need to stay informed and involved in their child's education.	Considering the assessment of input from educational partners and local data analysis, Willows Unified School District (WUSD) is proud of the progress made and the dedication of time and resources towards fostering reliable and respectful partnerships aimed at improving student outcomes. In addition to strong participation from educational partners in categorical programs, Site Councils, and site-based PTOs, significant attention to the implementation and actions of our Parent Engagement Team has yielded impressive results. 

The Parent Engagement Team, primarily responsible for facilitating outreach efforts and building positive relationships with our families, has provided timely assistance to sites and hosted outreach events throughout the community, including LCAP Advisories, DELAC Advisories, and Parent Academy nights. These events, developed from parent input, offer training and education on a wide range of crucial issues to support and engage parents with strategies for their child’s academic needs. 

Furthermore, community-building events such as the Wellness Walk and Cinco de Mayo celebrations, along with various counseling educational activities like FAFSA support and college planning, have provided valuable insights and strategies for parents and guardians to support student outcomes.	This year, WUSD aimed to enhance outreach efforts to build relational capacity with our educational partners, focusing on improving chronic truancy, providing behavioral support, and increasing academic achievement for better student outcomes. Input has highlighted the need to bolster our EL program through ongoing professional development for both EL staff and general education teachers, as well as the selection and implementation of formal curriculum for language acquisition and support.

With the valuable input substantiated by achievement and chronic absenteeism data, WUSD maintains a steadfast commitment to this objective, continuously striving to enhance our endeavors in establishing meaningful partnerships that contribute to positive students outcomes.	Throughout our continual dedication and unwavering efforts, WUSD is fortunate to benefit from regular review, analysis, and input of our engagement strategies. To improve engagement of underrepresented families, in relation to building partnerships for student outcomes, WUSD endeavors to offer outreach efforts that support building partnerships for student outcomes, through the hosting of outreach events throughout the community, LCAP Advisories, DELAC Advisories, and Parent Academy nights (training and educational nights for parents on a broad array of crucial issues developed from gathered parent input); additional efforts will include the ongoing implementation of AERIES Parent Square communications, supported by trainings for parents/guardians in the use of this tool to facilitate timely two-way communication. In addition, WUSD will include a focus on developing more engagement from a broader scope of our socio-economically disadvantaged educational partner population, as well. WUSD is thrilled with the ongoing planning for the California Community Schools Partnership Program (CCSPP) in the 2024/25 academic year. This grant serves as an enhanced opportunity to reach and foster stronger relationships with all groups, especially the underrepresented educational partners, aiming to align community services and resources to enhance our student outcomes.	Willows Unified School District (WUSD) is dedicated to recruiting and retaining educational partner representation from all subgroups to be part of the decision-making process. There are numerous opportunities for educational partners to actively participate, including the School Site Council/Title I Parent Advisory Committee, School Site Leadership Teams, English Language Advisory Committees/District English Language Advisory Committee (ELAC/DELAC), CIA Advisory, and LCAP Advisory.

To support the relational capacity of our educational partners, the Parent Engagement Team, equipped with bilingual coordinators, provides essential translation services for Spanish-speaking partners at each Parent Academy, DELAC, and LCAP Advisory meeting. Additionally, the expansion of our Engagement Team and an increased presence on social media have positively impacted educational partner engagement.	A constant key element to continuous improvement is our abilities in seeking input for decision-making from our educational partners, and for this, WUSD leaned tremendously upon our Parent Engagement Team. Comprised of the Director of Instructional Services, along with two bilingual community liaisons; this team’s focus was on building relationships with educational partners, while providing educational outreach, truancy, and academic supports for our educational partners. These efforts blossomed throughout the year, to include monthly offerings of WUSD Parent Academy nights throughout the spring, where input on key facets of the district and LCAP development was solicited. In addition, the Engagement Team has incorporated efforts and events to support multicultural appreciation and health throughout the community, and which has grown to include a community Multicultural Appreciation event in the Fall.	Committed to continuous improvement, WUSD looks to improve our engagement of underrepresented families, in relation to seeking input for decision-making by not just holding-course with our efforts from this year, but increasing the hours of employment for the Engagement Team and numbers of outreach and Parent Academy events. In addition, additional efforts will include the ongoing full implementation of AERIES Parent Square communications, supported by trainings for parents/guardians in the use of this tool to facilitate timely two-way communication. Moreover, WUSD is also excited to continue the process for our California Community Schools Partnership Program (CCSPP) planning grant, which promises to provide even more of an avenue to strengthen relationships and collaborate with our educational partners, further aligning community services and resources to improve student outcomes. This will serve as a broad-based coalition to further engage and improve services for our underrepresented families.	4	4	3	4	3	3	3	3	3	3	3	3	Met		2024-06-13	2024
11754810000000	Orland Joint Unified	3	Current strengths include providing families with information and resources, and OUSD's systems for conveying information about student progress. OUSD continues to provide opportunities for parents to be involved in their child's education through many different activities such as parent information nights, Open Houses, Back to School nights, and many other opportunities.  We will continue to look at new ways to involve our parents and community.	OUSD will Continue to look at ways to continue to build relationships with our families and look for new ways of getting all stakeholders involved.  


Comprehensive Stakeholder Engagement:
The LEA has implemented robust mechanisms for involving a wide range of stakeholders, including parents, students, teachers, and community members, in the decision-making process. Regular surveys, focus groups, and community meetings are held to gather diverse perspectives and feedback.

Effective Communication Channels:

Multiple communication channels, such as newsletters, social media, and dedicated web portals, are used to keep stakeholders informed and engaged. Translation services and accessible formats ensure that non-English-speaking and differently-abled individuals can participate fully.

Data-Driven Decision-Making:

The LEA systematically collects and analyzes local data, including academic performance, attendance, and behavioral metrics, to inform decisions. Data transparency is promoted through public dashboards and reports that are easily accessible to stakeholders.

Responsive Feedback Loops:

The LEA has established clear processes for responding to stakeholder feedback, demonstrating how input is used to shape policies and initiatives. Regular updates on progress and changes based on community input help build trust and accountability.	To improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families., the LEA (Local Education Agency) will implement a comprehensive approach based on the analysis of educational partner input and local data. The following strategies will be employed: 1. Enhancing communication channels: Recognizing the significance of effective communication, the LEA will strive to establish multiple channels for engaging with underrepresented families. This may include utilizing technology such as mobile apps, social media platforms, and multilingual websites, ensuring information is accessible to all families. 2. Parent involvement initiatives: The LEA will develop targeted initiatives to actively involve underrepresented families in their child's education. This may include organizing workshops, parent-teacher conferences, and support groups specifically designed to address the needs and concerns of these families.	Current strengths include creating welcoming environments for families and building trusting relationships with families.	One focus area for improvement might be supporting staff to learn about each family's culture. This will be addressed through the LCAP planning process and any actions/goals determined collaboratively.

Training and Capacity Building:

The LEA provides training for staff and stakeholders on effective communication and engagement strategies, ensuring meaningful participation. Workshops and informational sessions help stakeholders understand the decision-making process and the importance of their input.	To improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes, the LEA (Local Education Agency) will implement a comprehensive approach based on the analysis of educational partner input and local data. The following strategies will be employed: 1. Enhancing communication channels: Recognizing the significance of effective communication, the LEA will strive to establish multiple channels for engaging with underrepresented families. This may include utilizing technology such as mobile apps, social media platforms, and multilingual websites, ensuring information is accessible to all families. 2. Parent involvement initiatives: The LEA will develop targeted initiatives to actively involve underrepresented families in their child's education. This may include organizing workshops, parent-teacher conferences, and support groups specifically designed to address the needs and concerns of these families.	OUSD's cultural values are inclusion, equity, and transparency. The District realizes that all stakeholders play key roles in making the system successful, and every group is essential in helping students receive an excellent education. Achieving our vision is only possible if we listen to, and act upon those improvement suggestions which maximize benefits for students. Current strengths and progress in seeking input for decision-making based on the analysis of educational partner input and local data is continuously being looked at.	Based on the analysis of educational partner input and local data, the LEA (Local Education Agency) has identified the following focus areas for improvement in seeking input for decision-making: Communication strategies: The analysis has highlighted the importance of effective communication strategies to facilitate input from stakeholders. The LEA will work on improving communication channels, both online and offline, to ensure information reaches a wide range of individuals and feedback is easily provided.	To improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making, the LEA (Local Education Agency) will implement a comprehensive approach based on the analysis of educational partner input and local data. The following strategies will be employed: 1. Enhancing communication channels: Recognizing the significance of effective communication, the LEA will strive to establish multiple channels for engaging with underrepresented families. This may include utilizing technology such as mobile apps, social media platforms, and multilingual websites, ensuring information is accessible to all families. 2. Parent involvement initiatives: The LEA will develop targeted initiatives to actively involve underrepresented families in their child's education. This may include organizing workshops, parent-teacher conferences, and support groups specifically designed to address the needs and concerns of these families.	5	4	5	5	3	3	3	3	4	5	4	3	Met		2024-06-26	2024
11765620000000	Hamilton Unified	3	Through parent and community surveys and meetings, HUSD does a very good job at building relationships between school staff and families.  This is a strength of our district.	HUSD is committed to finding the best ways to communicate with all families.  We translate most materials and messages that go home via Parent Square or Aeries.  For the 2023-2024 school year, we implemented District-Wide Capturing Kids Hearts training for all staff. 
 We continue to find resources for our teachers and staff to better communicate with our families.	As stated above, we are continually reaching out to families through electronic communication, flyers home through students or mail, and face to face visits by school staff and administration.	Through our Academic Parent Teacher Teams (APTT) parents regularly come to our schools and learn from out teachers what their children are currently learning and how best to support them.  This is a very active program at the elementary school.  At HHS, our staff and teachers hold regular parent information nights where various topics including college awareness, credit recovery, academic support, and parent education occur.	We would like to bring the ideas of APTT from the elementary school to the high school.	HUSD is looking to expand library and support hours at both the elementary and high schools this coming fall through the Community Partnership Grant we were recently awarded.	HUSD continuously seeks input from all stakeholders both formally and informally.  We regularly send out surveys and parent response questionnaires, as well as, personally reach out to parents to seek their input.  We have a strong PTO at the elementary school, as well as, a strong FFA and Sports Boosters parent group at HHS.	With the expansion of the library at both sites, we will expand our offerings of parenting and academic support to our community.	Our active DLAC and ELAC (both sites) provide specific input to our administrative team during their meetings.	4	5	4	4	4	5	4	3	5	4	4	4	Met		2024-06-26	2024
12101240000000	Humboldt County Office of Education	3	"Our district shows strength in relationship building and connection to individual students and families. We seem to be caught in a larger trend of diminished educational engagement. We strive to educate the ""whole child"" and meet students needed by removing barriers yet our at risk population is beset by the life threatening influences of elicit drugs, social intimidation and violence. We provide a stable, consistent environment that our students may not be able to find in other parts of their lives. We constantly reevaluate our methods to maximize connectedness. Our Family Night dinners are heavily attended and our Parent Advisory Committees are drawing more participants. Our climate Surveys indicate that students and families feel heard at our school. This is an extreme contrast to reports of previous school experiences."	We stress relationship building with students and their families. Most of our students (62%) feel connected to our school in a way they have not experienced previously but we would still like to improve that. We have identified that many of our students don't believe school is the best path for their future even though they can not identify a better one. We emphasize participation in our college and career planning and student internship programs to assist students in identifying their preferred future. Though students feel safe and respected by their teachers they do not always feel safe in public or around their peers. We have identified emotional supports for students as a major contributor to progress in this area and have made moves to increase wellness staff at each site.	Our increased staff will allow us to increase home visits to families presenting low attendance. Home visits and
personalized supports have helped families feel supported. Many of these families expressed transportation
concerns. This year increased transportation support showed promise in increasing attendance through the
distribution of bus tickets, gas cards, and a localized van route to pick up students that presented with transportation issues. Our Foster and Homeless Youth Liaison provides supports to youth and families experiencing domestic insecurities. We regularly distribute food bags to students through Cal Fresh and offer grocery vouchers to families for participation in our Parent Advisory Committees.	The LEA's current strengths in building partnerships for student outcomes lie in its enhanced staff-to-student ratio, which enables more effective communication and collaboration with families. This elevated staffing level allows for personalized problem-solving approaches tailored to each student's unique needs.
One notable strength is the ability to provide a wide range of support services, such as transportation assistance,
connections to external support agencies, food vouchers, and even laundry vouchers. These comprehensive
resources address various barriers that may impede a student's academic success, fostering an environment that
promotes equity and inclusivity. Moreover, the additional staff members play a crucial role in closely monitoring student performance indicators. This proactive approach enables the timely scheduling of family meetings or Student Study Team sessions, ensuring that any concerns or challenges are addressed promptly and collaboratively.
In situations where family participation is challenging to elicit, the LEA's wellness team can be dispatched to conduct home visits. This outreach effort demonstrates a commitment to building strong partnerships with families and ensuring that no student falls through the cracks due to communication barriers or other obstacles.	Building partnerships for student outcomes is a crucial endeavor that requires a multifaceted approach. By focusing on academic performance, social-emotional support, and student engagement, we can create a comprehensive framework that fosters success for our students.
Firstly, in the realm of academic performance, increasing staff numbers, offering summer school programs, and
aligning our curriculum with state standards will provide students with the necessary resources and support to excel academically. Partnerships with educational institutions, subject matter experts, and curriculum developers can ensure that our academic programs are rigorous, relevant, and tailored to meet the diverse needs of our student population.
Secondly, addressing social-emotional well-being is paramount for creating a nurturing and supportive learning
environment. By expanding our wellness staff and providing professional development on Positive Behavioral
Interventions and Supports (PBIS), we can equip our educators with the tools to identify and address the unique
emotional and behavioral needs of our students. Collaborating with mental health professionals, counselors, and
community organizations can enhance our ability to provide comprehensive support services and foster a culture of care and understanding.
Thirdly, student engagement is a key driver of motivation, retention, and overall success. Offering a diverse range of Career and Technical Education (CTE) programs, as well as extracurricular activities such as sports, cross country, track and field, and basketball, can create opportunities for students to explore their interests, develop valuable skills, and build a sense of community. Partnerships with local businesses, industry professionals, and athletic organizations can provide real-world experiences, mentorship, and exposure to potential career paths. By leveraging the strengths of our community partners, we can create a holistic approach to education that
addresses the multifaceted needs of our students. Collaboration, resource sharing, and a shared commitment to
student success will be the backbone of our efforts, ensuring that every student has the opportunity to thrive
academically, socially, and emotionally.
	The LEA recognizes the importance of engaging underrepresented families in building partnerships for student
outcomes. To improve engagement, the LEA will implement equity-informed teaching practices that acknowledge and celebrate the rich diversity within the community. This approach will involve incorporating culturally responsive pedagogies and curricula that reflect the local native culture, fostering a sense of belonging and representation for all
students and families.
Furthermore, the LEA will ensure that language barriers do not hinder effective communication by providing
interpretation services as needed. This commitment to accessible communication will empower families from diverse linguistic backgrounds to actively participate in their children's education and engage in meaningful dialogues with educators.
Inclusivity is a guiding principle in the LEA's efforts to build partnerships. All students and families, regardless of their backgrounds or circumstances, are welcomed and encouraged to participate in extracurricular activities and
community-building events. These inclusive spaces serve as platforms for fostering connections, celebrating
diversity, and promoting a sense of unity within the school community.
	Currently our district works collaboratively with many educational partners. We have multiple quarterly planning and information sharing meetings that include representatives from community based organizations and local educational partners. They include DHHS, Two Feathers Native American Services, Children's & Family Family Services, College and Career Department, SARB Boards, and other partners.	The LEA has identified several key focus areas for improvement in Seeking Input for Decision-Making, aimed at
enhancing outreach, increasing access, and incentivizing participation.
Outreach: The LEA recognizes the importance of effective communication in engaging stakeholders. To improve outreach efforts, students are notified of upcoming planning events during class time. Additionally, emails and text messages are sent to families, and flyers are posted in strategic locations to ensure widespread awareness.
Increase Access:
Recognizing that transportation and scheduling can be barriers to participation, the LEA takes proactive steps to
increase access. Rides to events are provided for those in need, and gas cards are offered as an incentive for
attendance. Furthermore, meetings and events are scheduled at times that are convenient for most families,
accommodating various work schedules and personal commitments.
Incentivize Participation:
To further encourage engagement, the LEA implements incentives for participating families. Food vouchers are
distributed, and meals are served during meetings, addressing potential concerns about missed meals or additional expenses. Additionally, food bags and domestic supplies often provided, acknowledging the diverse needs of families and promoting a sense of community support.
Together, these efforts foster a collaborative environment where diverse perspectives are valued and incorporated into decision-making processes, ultimately leading to more informed and representative outcomes.	To improve engagement of underrepresented families in seeking input for decision-making, the LEA has
implemented a comprehensive and inclusive approach. All families, regardless of their background or circumstances, are invited to decision-making and discussion events through multilingual fliers and announcements. Interpreters are made available to ensure effective communication and remove language barriers.
Furthermore, the LEA actively collaborates with cultural organizations representing the diverse communities within the district. By involving these organizations, the LEA aims to foster a sense of trust and familiarity, encouraging underrepresented families to participate in the decision-making processes. This inclusive approach not only amplifies diverse voices but also promotes a deeper understanding and appreciation of the unique perspectives and needs of underrepresented groups.
Through these efforts, the LEA strives to create an environment where all families feel valued, heard, and
empowered to contribute to the decisions that shape their children's educational experiences.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-12	2024
12101240134163	Northcoast Preparatory and Performing Arts Academy	3	The school offers multiple opportunities to build relationships with families at all grade levels, including a start of school orientation, a welcome back to school night, parent conferences, all-school meetings, parent evenings, opportunities for and strong encouragement of parent involvement and proactive individual communication on the part of staff members. The school also engages in individual outreach to each underrepresented family to ensure that they are fully included in the school's two-way communication processes.	All staff attend professional development workshops addressing these topics. The school evaluates the learning needs of each student on an ongoing basis during regularly scheduled faculty meetings and inservices. The also school offers regularly scheduled parent evenings and parent conferences to discuss student progress and address individual student needs. Additionally, the school conducts a parent-teacher communication week each semester prior to the release of midterm grades.	The school engages in individual outreach to each underrepresented family to ensure that they are fully included in the school's two-way communication processes described in item #1 above. The results of these efforts are evaluated, and the school follows up with any families needing more communication to ensure that all underrepresented families are benefitting from the school's two-way communication processes.	NPA seeks input from parent/guardians in school decision making through parent evenings hosted for each grade level once each semester at the high school level and open house parent evenings at the middle school level. During these meetings parents have an opportunity to voice their academic and developmental hopes for their student and share any concerns or suggestions they may have with faculty and administration.	The school writes down all comments from parents/guardians, and faculty and administration take them into consideration in their decision making processes. During these evenings parents also receive a questionnaire asking them to rank development priorities and initiatives in the school. The results are incorporated into the school's LCAP goals and actions.	Our parent meetings have a high rate of attendance. This year to date more than 70% of families have attended at least one parent evening. As noted previously, these meetings provide parents with opportunities to provide input into decision-making through discussions and through surveys that are distributed.	The school plans to make sure that any family that is not able to attend our parent meetings is prompted to complete the surveys that are distributed and also invited to offer additional input into the school's decision-making processes.	The school makes a special effort to solicit participation of all underrepresented families in its regular outreach and communication meetings and its parent evenings. The school has designated a staff member to be the outreach coordinator, to ensure that no underrepresented family is left out of the communication process.	Our parent meetings have a high rate of attendance. This year to date more than 70% of underrepresented families have attended at least one parent evening. As noted previously, these meetings provide parents with opportunities to provide input into decision-making through discussions and through surveys that are distributed. Any underrepresented familes who are not able to attend these meetings receive individual follow-up communication.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-05	2024
12101240137364	Northern United - Humboldt Charter	3	In the area of building relationships with our families, we see this as a tremendous strength.  With the majority of our participants believing that we are at Full Implementation or Full Implementation and Sustainability, it is clear that we are building trusting respectful relationships in which our families feel connected.	As for area(s) of improvement, we will continue to make extra efforts to reach out to all of our more rural families. Some of our more rural families do not make it to our facilities often and do not participate in our engagement activities. This creates challenges in relationship building between school staff and families.	To enhance engagement with underrepresented families, our school will prioritize diverse representation in all communications and activities, conduct ongoing cultural competency training for staff, forge partnerships with community organizations, offer parent leadership opportunities, ensure accessibility of communication channels, develop culturally relevant programming, and establish regular feedback mechanisms. Through these initiatives, we aim to create a more inclusive and supportive environment where all families feel valued and empowered to actively participate in their children's education.	In the area of building partnerships for student outcomes, the data shows that the majority of our participants believe we have Full Implementation or Full Implementation with Sustainability in providing families with information and resources to support student learning and development in the home. Equally important, the majority of respondents believe we have Full Implementation or Full Implementation with Sustainability with families understanding and exercising their legal rights and advocating for their student’s needs. Both of these are strengths according to our respondents.	As for an area of improvement in building partnerships for student outcomes, we need to continue to coach parents as they are the often the main educator of the children in an independent study school. Supporting the parents in improving their instructional skills helps to improve student outcomes. We have offered workshops for parents, but they have been poorly attended. We need to partner with parents to better understand what their needs are.	To improve engagement with underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes, our school will implement targeted strategies. This includes actively reaching out to underrepresented families to involve them in decision-making processes regarding their children's education and well-being. Through our Community School, we will establish collaborative partnerships with community organizations that specifically support these families, ensuring that resources and support are readily accessible. Additionally, we will offer tailored workshops and information sessions that address the unique needs and concerns of underrepresented families, fostering a sense of inclusion and empowerment within the school community. Through these efforts, we aim to strengthen partnerships with underrepresented families, ultimately enhancing student outcomes through collaborative engagement and support.	The area of seeking input for decision making was one of our greatest strengths with the majority of our participants responding that we have Full Implementation or Full Implementation with Sustainability in supporting family members to effectively engage in advisory groups and decision-making.	As for area of improvement, in the areas of supporting principals and staff to effectively engage families in advisory groups and with decision-making, we continue to see low involvement by educational partners in whole school events that provide opportunities for input in decision-making. This is true in our survey response rate, our board meeting attendance, our LCAP meetings and our PAC meetings.	Our school will enhance engagement with underrepresented families identified during the self-reflection process by implementing targeted strategies for seeking input in decision-making. This involves proactively reaching out to these families through culturally sensitive communication channels and providing opportunities for meaningful participation in decision-making forums. We will prioritize listening to their perspectives, concerns, and suggestions, ensuring their voices are heard and valued in shaping school policies and practices. By fostering an inclusive and collaborative approach, we aim to build trust, strengthen partnerships, and ultimately improve outcomes for all students.	5	5	5	5	4	4	4	4	4	5	4	4	Met		2024-06-27	2024
12101246008221	Agnes J. Johnson Charter	3	The Charter School’s strengths and progress in Building Relationships Between School Staff and Families include:
• Parent Teacher Conferences are held twice a year to ensure families can fully understand their students’
progress and how parents can support student outcomes (translation is available).
• Administer annual survey to parents, staff, and students.
• Messaging tools are used to frequently with families to build support for positive student outcomes and to
encourage families to attend school events.
• Host meetings for families of students with disabilities with special education team who build partnership
with families to ensure goal attainment.
• Provide consistent communication through email, phone calls, and text notification. Send weekly
announcements. Post notifications on Facebook. Send newsletters home every week.
• Host family events like Back to School Night.
• Parents participate on the School Site Council to advise the Board.
• Teachers will utilize an application for daily/weekly to communicate with parents about their child.
• Opportunities to volunteer at the Charter School or on field trips.
• The Charter School’s website will be updated regularly that will include the school’s calendar.
• Charter School provides parent workshops on Understanding State Standards and assessments including
SBAC and ELPAC, Title I Parent Rights Meetings, How to Help your Child be Successful, How to Prepare
for Parent Conferences, How to be an Educational Partner, Literacy Night, Math Night, Using Educational
Technology, and Transition to MS and HS Night.
• The parents celebrate presentations (Talent Show, Awards Assembly, etc.) to witness their child sharing
their academic hard work and achievement. Parents also serve on committees, lead community activities
and initiatives throughout the year, and parents serve on the Charter School Board of Directors.	The Charter School’s focus areas for improvement in Building Relationships Between School Staff and Families
include:
• Work with parents to encourage stronger communication to ensure that the above strategies are effective.
• Ensure advertising about parent workshops on Understanding State Standards and assessments including
SBAC and ELPAC, Title I Parent Rights Meetings, How to Help your Child be Successful, How to Prepare
for Parent Conferences, How to be an Educational Partner, Literacy Night, Math Night, Using Educational
Technology, and Transition to MS and HS Night.	The Charter School will continue to focus on improving the engagement of underrepresented families in relation to
Building Relationships Between School Staff and Families. The Charter School will continue to host events for
parents at various times throughout the day to ensure that families can actively participate in the school community.

To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-
language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to

school events. The Charter School will make special accommodations for communicating with parents or families
with accessibility needs or other special needs like conducting home visits. For parents of migrant students, the
Charter School will meet with the parents to develop an Individualized Learning Plan so students have the
opportunity to continue their education. The Charter School will meet with the family when they return to incorporate
any interventions needed. The process of addressing requests from parents of Title I students for additional supports
includes a parent conference to review the supports currently being provided to the student, what additional supports
are necessary to address the student’s specific needs and developing an Individualized Learning Plan to support the
student.	The Charter School’s strengths and progress in Building Partnerships for Student Outcomes are developing a strong
and supportive school culture through a Positive Behavior Intervention and Support (“PBIS”) program and restorative
practices, family communication through SchoolWise, the website, Facebook, and the newsletter, and partnerships
through conferences, parent workshops, and family events. The Charter School has developed partnerships with the
After-School Program where the paraprofessionals work on homework and enrichment activities. The Charter
School also uses buddy teachers, gardening, and STEAM enrichment, and PBIS. We are constantly striving to build
relationships between school staff and families.	The Charter School’s focus area for improvement in Building Partnerships for Student Outcomes includes building
the After-School Program to include tutoring, intervention programs, and enrichment programs. Building
partnerships with families to support the school community will continue with culturally responsive pedagogy,
intervention teachers, school counselor, Project Based Learning, and PBIS. Our primary focus must be to improve
attendance and decrease chronic absenteeism.	The Charter School’s will improve engagement of underrepresented families in relation to Building Partnerships for
Student Outcomes will continue to build trusting relationships with families. For families of English Learners, the
Charter School will continue to provide translation services, invite families to better understand the acquisition of the
English language, and how to engage with the school. For families of students with disabilities, the Charter School
will engage with families during IEP meetings and in planning activities and programs for students.	The Charter School’s strengths and progress in Seeking Input for Decision-Making are seeking input from
educational partners through an annual survey, monthly Board meetings, School Site Council, and staff and Board
accessibility. Hiring includes several educational partners to ensure that future employees meet the qualifications
and align to the Charter School’s mission.	The Charter School’s focus area for improvement in Seeking Input for Decision-Making will include programmatic
decisions through the Professional Learning Communities in regard to instructional strategies, curriculum, timing of
events and assessments. Furthermore, the families will have additional opportunities to share information through
monthly Board meetings and School Site Council.	The Charter School will improve engagement of underrepresented families in relation to Seeking Input for Decision-
Making by meeting with parents of English Learners and parents of Students with Disabilities to provide information
about the programs provided to the students.	4	4	4	4	4	3	4	3	4	4	4	4	Met		2024-06-27	2024
12626790000000	Arcata Elementary	3	"Relationships between School Staff and Families are critical for ensuring student success. The Arcata School District fosters these relationships in a number of ways. The District has a Wellness Committee, a District Advisory Committee, and has initiated parent involvement in Textbook Adoption Committees. Involving families in the decision making process helps to build relationships between families and staff. Both Arcata Elementary School (AES) and Sunny Brae Middle School (SBMS) have active School Site Councils. AES also has a Parent-Teacher Organization and SBMS has a Graduation Committee and a Booster Club. Additional opportunities for input occur during intake meetings, conferences, IEP meetings, and family events. The Arcata School District encourages parent classroom volunteers, parent participation in decision-making bodies, and attendance/participation at school events. The schools promote 100% parent attendance at parent teacher conferences and hold trainings/workshops, such as parenting classes. The District provides professional development on promoting parent participation and the Arcata School District provides translation services to allow parents/guardians to participate in educational programs and individual meetings with school staff related to their child’s education. The district offers EL parents the opportunity to have the EL Coordinator or Education Assistant attend parent conferences, along with a translator. By focusing on formal and informal meeting opportunities, professional development on promoting parent participation, and translation services, the District creates an environment that allows for full participation in the school community. While the pandemic negatively impacted many metric outcomes related to building relationships with parent/guardians, those metrics bounced back in 2022/2023:

95% of parents/guardians ""agree"" or ""strongly agree"" that ""school staff treat parents with respect."" (2023/2024; no change)

92% of parents/guardians ""agree"" or ""strongly agree"" that their school promptly responds to their phone calls, messages, or e-mails. (2023/2024; no change)

83% of parents/guardians agree or strongly agree that ""parents feel welcome to participate at this school."" (2023/2024; no change)

School staff continue to be generally responsive and treat parents/guardians with respect. Another area of strength is the District's weekly updating of its Facebook and webpages in order to engage and communicate with families. This might be one of the reasons such a high percentage of parents/guardians that feel their school ""keeps me well-informed about school activities."""	"As mentioned above, the pandemic negatively impacted some metric outcomes related to parent/guardian input:

73% of parents/guardians indicate that the school does ""very well"" or ""okay"" at providing information on the parents expected roll at their child's school. (2023/2024; no change) 

This metric indicates the need for the District to continue seeking and valuing parent/guardian participation post pandemic. The District has been increasingly creating opportunities to get parents/guardians back on campus and more engaged in their student's learning. The District restored almost all of its traditional in-person parent activities for the 2022/2023 school year. Additionally, the District has worked with families to develop, and formalize, a Booster Club at each school site. Further, the District has received a Community Schools Implementation Grant for each school site, which will designate and provide increased staffing to work with families and connect them with appropriate resources."	In order to better serve all District students, the ASD continues to implement actions/services related to seeking parent input and promoting parental participation. One ongoing focus area for improvement is increasing outreach to low income families. Oversight of the Arcata Family Resource Center was previously restructured and there is an increased emphasis on connecting low income families with resources and support. The District plans to bring back the Family Services Coordinator for the 2024/2025 school year and this position should help facilitate more family outreach and increase FRC responsiveness. Additionally, the district continues to invest in professional development that supports staff in learning about each family’s strengths, cultures, languages, and goals for their children. The District also plans to more purposefully invite and include items related to families of students w/ unique needs
(students with IEPs and 504s) into it's various input meetings (school site council, District Advisory Committee, Community Schools Advisory Committee).	"The Arcata School District recognizes parents as partners and works with parents and families to ensure student success. Parent input is valued during intake meetings, conferences, IEP meetings, and family events. The Arcata School District encourages parent classroom volunteers, parent participation in decision-making bodies, and attendance/participation at school events. The schools promote 100% parent attendance at parent teacher conferences and holds trainings/workshops, such as parenting classes. By focusing on formal and informal meeting opportunities, professional development on promoting parent participation, and translation services, we will create an environment that allows for full participation in the school community. While the pandemic negatively impacted some metric outcomes related to building partnerships with parent/guardians, some of the metric outcomes have held
relatively steady or improved:

88% of parents/guardians agree or strongly agree that their school ""encourages me to be an active partner with the school in educating my child."" (2023/2024; up 5%)

78% of parents/guardians ""agree"" or ""strongly agree"" that their school ""keeps me well-informed about school
activities."" (2023/2024; up 3%)

97% of parents/guardians indicate that they ""participated in a regularly scheduled parent-teacher conference with the
child's teacher."" (2023/2024; up 6%)

District and school staff are doing a great job of keeping families well informed. The relatively new mass communication system (voice calls, texts, and emails) is increasingly being used to update families and ensure timely communications.
"	"The District continues to make post pandemic progress on metric outcomes related to parent/guardian partnerships:

83% of parents/guardians ""agree"" or ""strongly agree"" that “teachers communicate with parents about what students are expected to learn in class.” (2023/2024; up 5%)

The District has restored opportunities for parents/guardians to be back on campus and more engaged in their student's learning. Additionally, the District is working with families to develop, and formalize, a Booster Club at each school site. Further, the District has received a Community Schools Planning Grant which will designate and provide increased staffing to work with families and connect them with appropriate resources.
"	In order to better serve all District students, the ASD continues to implement actions/services related to partnering with parents/guardians. One focus area for improvement will be increasing outreach to low income families. Oversight of the Arcata Family Resource Center has been restructured and there is an increased emphasis on connecting low income families with resources and support. Additionally, the district will increase emphasis on professional development that supports staff in learning about each family’s strengths, cultures, languages, and goals for their children. The District is also looking to more purposefully invite and include items related to families of students w/ unique needs (students with IEPs and 504s) into it's various input meetings (school site council, District Advisory Committee, Community Schools Advisory Committee). The District restored all of its traditional in-person
parent activities for the 2022/2023 school year and is continuing to work with families to build a robust Booster Club at each school site. Further, the District has completed year 1 of a Community Schools Implementation Grant which is providing increased staffing to work with families and connect them with appropriate resources.	Parent input is an integral part of the ASD decision making process. Annual parent survey results drive district decision making. Parents/Guardians are encouraged to serve on the ASD Board of Trustees, the District Advisors Committee, School Site Councils, the Community School Advisory Committee, and give feedback through surveys and other less formal communications. The CA Healthy Kids Survey (Parent Survey), District Advisory Committee, Community School Advisory Committee, and School Site Counsels all provide excellent mechanisms for connecting with families and engaging them in the decision making process.	"Fortunately, parent perceptions regarding their involvement in district decision-making have maintained their post pandemic bounce back:

64% of parents/guardians ""agree"" or ""strongly agree"" that their school ""actively seeks the input of parents before making important decisions."" (2023/2024; no change)

88% of parents/guardians ""agree"" or ""strongly agree"" that ""school staff take parent concerns seriously."" (2023/2024; no change)

83% of parents/guardians agree or strongly agree that ""parents feel welcome to participate at this school."" (2023/2024; no change)

In order to better serve all District students, the ASD continues to implement actions/services related to seeking parent input and promoting parental participation. One area for improvement is focusing on ensuring the sustainability of recent efforts to foster meaningful parent involvement in the District's decision making process. Increased formalization of input opportunities and building a history of valuing parent/guardian input will help foster improvement in this area. The pandemic forced the district to limit parent/guardian access to campus and it will be important to continue comprehensive outreach in order to improve parent/guardian participation in all of our input opportunities moving forward.
"	In order to better serve all District students, the ASD continues to implement actions/services related to including parents/guardians in the decision making process. One focus area for improvement will be increasing outreach to low income families. Oversight of the Arcata Family Resource Center was recently restructured and there are plans to maintain the increased staffing in the FRC for the 2024/2025 school year. With this staffing the FRC will continue its increased emphasis on connecting low income families with resources and support. Additionally, the district will increase emphasis on professional development that supports staff in learning about each family’s strengths, cultures, languages, and goals for their children. The District is also looking to more purposefully invite and include items related to families of students w/ unique needs (students with IEPs and 504s) into it's various input meetings (school site council, District Advisory Committee, Community Schools Advisory committee). The District restored all of its traditional in-person parent activities for the 2023/2024 school year and looks forward to the continued expanded impact of the new Booster Clubs established at each school site.	4	4	4	4	3	4	4	4	4	4	4	4	Met		2024-06-18	2024
12626790109975	Fuente Nueva Charter	3	Fuente Nueva recognizes the importance of building a partnership with families to promote student success, therefore we offer multiple ways for staff and families to connect and foster relationship over time. Friday mornings offer a unique time for families to join together at Café Fuente, a parent organized offering of coffee, tea and health snacks. The number one word that families and community partners use to describe Fuente Nueva is community. This has been a common them on the past four years of family/community surveys. Additionally the surveys reveal that the community feels welcome at the school. As a Spanish immersion school who centers social justice as a core value, we are regularly reflecting on how we are doing to each family for their unique culture that they can bring to the school. When provided feedback we say thank you and take action to demonstrate that families are respected as contributors to the shaping of the program. 

The Fuente Nueva Charter Council, our board of directors offers an opportunity for the community to join via teleconference allowing for virtual participation in leadership meetings. During the 2023 spring LCAP input season there were numerous discussions about the feeling that parent engagement has decreased since before the pandemic. In 2024 we had six more families represented at the community partners meeting and participation on survey increased to approximately a 75% participation rate.	Next year we will build on this success by finding more low cost (energy and monetary) for the school community to connect. One recent area of improvement is to ensure that translations services are available at all community meetings. Now that we have the capacity to offer translation at meetings, we plan to ensure that educational partners are properly notified when it is available.	Fuente Nueva has funding available for educators and staff are paid for opportunities to learn more about ways to support the diverse community that we serve. This past year the Humboldt County Office of Education offered a workshops as part of an Equity Series. Staff were offered the opportunity to attend in order to receive a stipend. Additionally most certificated staff have been trained in restorative practices and trauma informed schools. The learning in these workshops builds a foundation of personal and professional understanding on what it means to partner with families to support the learning of students. 

On a recent survey, 95% families reported that they feel the school maintains open communication on school wide information and 99% said they feel welcomed on campus. One area that we are looking to deepen our work is to create family circles where we can dialogue to build common understanding of the needs present in our community and how we can best meet them.	When students join the PK/Kindergarten class the teacher visits for students and families before the school year starts. Every classroom teacher holds a back to school night, sends weekly newsletters and holds two parent teacher conferences per year. Volunteers are welcomed to the classroom for a variety of tasks from field trip support to preparing learning materials.	Families appear to be busier then ever in this information rich world. One way that we plan to improve is to continue to improve how information is shared with families so that it is accessible through multiple platforms, including a mobile phone. Another way we can improve is to ensure that all materials are offered in the families home language, which for our school has traditionally been either English or Spanish. Ensuring that families can access home to school communications will increase access to support for all students.	As noted above, we can improve by ensuring that all materials are offered in the home language of families. In addition, we plan to hold family engagement evenings next year that offer opportunities for families to engage in dialogue to support their students education.	As a grassroots community created school we have long valued collaboration in the decision making process. The board of directors seeks to make decisions based on consensus and when that is not possible, the leadership team respectfully disagrees. On the annual community survey, 98% of Fuente Nueva families reported that they feel that the school maintains clear and open communication about school wide information. 95% of respondents reported that they feel they have a chance to participate in the decision making process for the school. This is a huge success and we plan to build upon this feedback by continuing to provide meaningful ways for parents and community partners to provide input into the school's programs and policies.	As a Spanish immersion program, several families prefer or require to communicate in Spanish. We are building our capacity to engage with Spanish speaking families by ensuring that the front office administrative team includes an individual who is bilingual in both Spanish and English. One way that we can continue to improve is to ensure that translation services are available for all community forums. This year we had translation available at all governance board meetings, but it was not utilized. This was also the first year that all school communications were delivered in both English and Spanish. 

The recent annual survey demonstrated that 91% of respondents are at minimum somewhat familiar with the Local Control Accountability Plan. Through multiple entry points we aim to engage families about LCAP goals, actions and services so that are empowered to engage further in the process.	As a Spanish immersion school, diverse members of the surrounding area report being attracted to the school for the inherent value on multiculturalism and multilingualism that an immersion school promotes. This in itself is a statement of inclusion to our community that the school values many voices and perspectives. We feel this as a school, but this is not actual data. To this end, we are seeking options to hold Listening Sessions for families of color and other traditionally underserved families to share their experiences at Fuente Nueva. From this we can learn what we can do to support our families to thrive in the school program.	5	5	4	5	5	4	5	5	5	5	4	5	Met		2024-06-18	2024
12626790111708	Union Street Charter	3	Parents are engaged in the school as volunteers in the classroom and assist with field trips, serve on the board and the LCAP Advisory Council. Several family events that showcase the educational program are held that are meant to engage parents in a sense of community, such as camping, the Fall family fun night, Spring Sing and potluck where all students perform music and sing, the open house which displays student projects, and the end of the year picnic.	A focus for next year will be encouraging parents to attend LCAP, site council and board meeting attendance.	Using information provided in the Family Engagement Framework listed on the CDE website, USC educates teachers, specialized instructional support personnel, the principal, and other staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs. During meetings staff strategize how best to build ties between parents and the school.	Union Street Charter (USC) involves parents in the educational program in several ways. Student progress is communicated through parent conferences twice a year (there is a third teacher-initiated conference when needed). USC provides assistance to parents of children served by the school in understanding such topics as the academic standards, state and local academic assessments, and how to monitor a child’s progress and work with educators to improve the achievement of their children at parent nights in the Fall and at parent conferences. Families are kept informed of their rights in the Annual Notice of Parent Rights.	USC ensures that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language the parents can understand. This is done by providing all newsletters and documents in print and electronic methods (webpage and email). We have a Spanish speaking translator on staff who can translate any documents. All documents on the webpage are ADA compliant, and other school publications can be provided in print upon request. We could improve getting that message out through parent meetings.	USC provides materials and training that help parents support their children’s academic achievement throughout the school year. Such information is provided at parent nights in the Fall, at parent conferences, and by announcing local workshops in the school newsletter. In addition, workshops are held at the school on internet safety for parents and adolescent growth. While it is our philosophy to provide paper copies of all school publications at the beginning of the year, we will work toward 100%. This will ensure we are not assuming everyone has access to the internet. Parents can make a confidential request for paper copies.	The Union Street Family Engagement policy was developed jointly with and approved by the Site Council and school board on 6/7/17. It is distributed annually to parents and family members of participating students in the school handbook.
Families are invited to participate in decision making by giving input about the school in the annual school survey. In 2023, parents gave input on our survey and all grades were well represented. The survey asks for parent comments on many aspects of the school.	Suggestions from surveys are integrated into daily running of the school by staff and the board. In 2019, a key finding of our survey was that parents feel like they have many opportunities to participate. Several parents participated in school board meetings. A goal for 2024-25 is to offer more opportunities for involvement.	In addition, advisory groups and the board meetings are announced in the newsletter. USC aligns parent involvement required in the ESSA Section 1116 with the LCAP stakeholder engagement process by ensuring that families may participate in a survey regarding academics and school climate. Parents are involved in LCAP development during input meetings during the year. Parents serve on the board and the LCAP Advisory Council that meet to discuss the budget and LCAP. A focus for next year will be encouraging parents to attend LCAP, site council and board meeting attendance.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-17	2024
12626790137653	Redwood Coast Montessori	3	"The relationship between school and family is central to the success of RCM students and the development of our school community. RCM staff use a variety of ways to engage with parents/guardians and the larger community. As a starting point, RCM staff host a variety of early year gatherings for students, families, and staff to build relationships and open up lines of communication. Regularly scheduled conferences, IEP meetings, and community events help to promote collaboration and relationship building. In addition, RCM hosts a exhibitions, school performances, and information meetings throughout the school year. At the governance level, parents/guardians are the encouraged to participate as members of the school board and as members of the site council. Both groups are composed of primarily parent/guardians. Friends of Redwood Coast Montessori provides an additional format for to build relationships between families and school.
99% of Parents ""Agree"" or ""Strongly Agree"" that ""Parents feel welcome to participate at this school."" 100% of Parents ""Agree"" or ""Strongly Agree"" that "" School staff treat parents with respect."""	Although both the school board and the school advisory committee are composed of parent/guardian volunteers, RCM acknowledges that additional outreach needs to be done to promote these opportunities to all families, particularly among students. RCM staff are currently working on curriculum and course structure that will initiate greater participation of students in both of these governing bodies. RCM continues to outreach to families at the beginning of each school year to educate families about the wide range of opportunities for involvement and to promote these opportunities in our weekly newsletters.	RCM will continue to outreach to families through or weekly newsletters and direct communication with all families, particularly those that are underrepresented. The Manila Community Resource Center, operated by RCM, has been undergoing a process of refocusing its resources to better support school families. RCM is also providing additional training opportunities for staff to address the increased need for support of students and families with unique needs.	"Redwood Coast Montessori works hard to actively communicate with families and to build partnerships with the entire community. Through the use of the weekly newsletters and through our ""open door"" approach to connecting with families, RCM staff are largely able to effectively communicate with families regarding student outcomes.
80% of parents ""Agree"" or ""Strongly Agree"" that their school provides instructional materials that ""reflect my child’s culture, ethnicity, and identity.""
76% of parents ""Agree"" or ""Strongly Agree"" that ""Teachers communicate with parents about what students are expected to learn in class.""
87% of parents ""Just okay"" or ""Very well"" that school is ""Providing information on your expected role at your child's school."""	Redwood Coast Montessori staff are actively working on building a comprehensive TK-12 strategy for assessing and tracking student performance. Through the use of several key strategies: student portfolios, student-led conferences, student critique and reflection, partnerships between families and school will be strengthened.	In an effort to better serve the needs of underrepresented students and families, RCM pursuing additional staff training and systems to address the needs of students in the classroom. RCM is also partnering with HSU to provide two social worker interns to provide target services for students with unique needs. Expansion of the hours and duration of our programs during the 2023-24 school year and beyond is also designed to help support underrepresented students.	During the 2023-24 school year, RCM provided staff, students, and parents the opportunity to participate in the California Healthy Kids Survey for the second time. This tool proved to be an excellent source of information from all three target groups. These surveys will continue to be used in future years as an important source of information for how best to engage all members of our community.	While these percentages indicate that a majority of parents/guardians are satisfied with the level of input they receive from school and their ability to provide input, our goal is to have a percentage of 90% or more of parents /guardians reporting satisfaction with the levels of input for decision making.	In an effort to better serve the needs of underrepresented families, our community resource center continues to shift the focus of the program to include greater levels of support for children and families in our own community. Staff of the resource center are also working on improving how information is communicated to underrepresented families in order to help identify needs and provide available resources.	4	4	4	4	4	3	4	4	3	3	3	3	Met		2024-06-20	2024
12626796120562	Coastal Grove Charter	3	Strong volunteerism and school-home communication through the weekly newsletters, monthly assemblies, parent evenings, and festivals.	Continue working to develop open communication with families through our Equity, Diversity and Inclusion working group.  Improve student attendance. Increase student engagement.	Increase outreach and opportunities for connection including listening sessions and a whole school focus on inclusive curriculum. Continue work with Restorative Practices.	All parent class meetings, PTO, EDI committee, parent-teacher conferences, home visits.	Increase attendance, topics for parent meetings, parent evenings.	Outreach, clubs and opportunities for volunteerism and connection.	PTO meetings, Charter Council, EDI meetings, and class parents all participate in planning and decision making.	More opportunities for feedback at parent meetings. Improve outreach to marginalized community members.	Improve outreach through identification and support, create simple surveys that are less time-consuming, expand EDI committee.	5	4	4	5	5	4	5	4	4	4	5	4	Met		2024-06-24	2024
12626870000000	Northern Humboldt Union High	3	Based on the current scores, the LEA has made progress in Building Relationships Between School Staff and Families, but there is still room for improvement. The LEA has achieved Initial Implementation (3) in developing staff capacity to build trusting and respectful relationships with families, creating welcoming environments, and supporting staff to learn about each family's strengths, cultures, languages, and goals. However, the LEA is still in the Beginning Development phase (2) when it comes to engaging in 2-way communication between families and educators using language that is understandable and accessible.
The LEA should continue to build upon its strengths, such as providing opportunities for gathering student voice in decision-making through the School Site Council, the Indian Education Parent Advisory, annual Student Feedback Sessions, and other means that may be added to the upcoming district strategic plan for engagement. Staff participation in professional development to update curriculum to be more culturally sensitive is also a positive step forward.
To further improve, the LEA should focus on developing multiple opportunities for engaging in 2-way communication with families using accessible language. While tools like ParentVUE and Google Classroom allow families to access grades, attendance records, and school work digitally, the LEA should explore additional ways to facilitate meaningful, two-way communication between educators and families. We will work with families to determine ways to expand and improve in this area.	Based on the current scores and the LEA's focus on improvement, the following areas should be prioritized in Building Relationships Between School Staff and Families:
1. Develop multiple opportunities for engaging in 2-way communication between families and educators using accessible language. The LEA should explore various ways to facilitate meaningful, two-way communication that is understandable and accessible to all families. We will work with families to improve and expand in this area, including this as a specific area in the district's strategic plan for engagement. 
2. Build upon existing initiatives to gather student voice in decision-making. The LEA has made progress in this area through the annual student feedback sessions held at all sites.
3. Regular progress monitoring and ongoing collaboration with educational partners will be essential to ensure that the LEA moves closer to Full Implementation and Sustainability in this area.	Based on the analysis of educational partner input and local data, the LEA has identified several strategies to improve the engagement of underrepresented families in relation to Building Relationships Between School Staff and Families:
The district will develop a three-year strategic plan for Student, Family, and Community Engagement. This process will include collaboration and feedback from students, families, and the community for which it will serve. 
English Language Learner Committee (ELAC): The ELAC at Arcata High, in collaboration with the McKinleyville Family Resource Center, has been meeting monthly throughout the school year. The LEA recognizes that there is room for improvement in this committee and aims to build participation. To better engage underrepresented families, the LEA will focus on providing more materials, both printed and digitally, in Spanish. By offering accessible information and resources in families' home languages, the LEA can foster a more inclusive environment and encourage greater participation from underrepresented families.
To further improve the engagement of underrepresented families, the LEA should continue to seek input from these families, regularly assess the effectiveness of current strategies, and adapt approaches as needed. Building trust, providing culturally responsive communication, and creating opportunities for meaningful involvement will be key to ensuring that underrepresented families feel valued and connected to their children's education.	The LEA has made initial progress in building partnerships for student outcomes. The schools engage with families and the community through extracurricular activities, Site Councils, and parent organizations: Pather Pride and Tigers Inc. Back to School Nights have seen good attendance from families. However, the LEA is still in the beginning stages of providing professional learning and support to teachers and principals to improve schools' capacity to partner with families effectively. While the LEA provides some information and resources to support student learning at home, there is room for growth in this area. The LEA has also begun to support families in understanding and exercising their legal rights and advocating for their students, but more work is needed to ensure all families are empowered in this regard.	Based on the analysis of educational partner input and local data, the LEA has identified two focus areas for improvement in building partnerships for student outcomes. 
1. The LEA is working to strengthen collaboration with students, school Site Councils, English Language Advisory Council (ELAC), and parent organizations to guide the development of district-level plans, such as the Local Control and Accountability Plan (LCAP), School Accountability Report Card (SARC) and parent and family engagement policies. By involving these partners more closely in these processes, the LEA aims to ensure that the plans reflect the diverse needs and perspectives of the school communities. The LEA has taken steps to integrate the two continuation schools into the Site Councils of their respective comprehensive sites, as they share campus resources. This integration will help ensure that the unique needs of continuation school students and families are considered in decision-making processes.
2. Building staff's capacity for building family partnerships in the following areas: Supporting student learning at home, facilitating teacher-family meetings, and empowering families to advocate for their students 
The LEA will need to focus on building capacity and supporting educators, providing more resources for families, and creating structures that foster meaningful collaboration and advocacy to strengthen partnerships for student outcomes.	The LEA recognizes the need to improve the engagement of underrepresented families, particularly those of English Language Learners (ELLs), in building partnerships for student outcomes. Based on feedback from the newly established English Learner Advisory Committee (ELAC) at Arcata High, in partnership with the McKinleyville Family Resource Center, the LEA has identified communication as a key area for improvement. ELL families have expressed a sense of disconnect with the school, and the LEA is working to address this by increasing the number of translated communications sent home. Additionally, the LEA is currently adjusting academic counselor caseloads to ensure that all ELLs at Arcata High are assigned to a Spanish-speaking counselor by the 25-26 school year.
The district will develop a three-year strategic plan for Student, Family, and Community Engagement. This process will include collaboration and feedback from students, families and the community for which it will serve. 
The LEA will need to continue to prioritize culturally responsive practices, meaningful two-way communication, and targeted support for ELLs and other underrepresented groups to ensure that all families are fully engaged in building partnerships for student outcomes.	The district provides opportunities for all families to give input on policies and programs and uses strategies to reach and seek input from underrepresented groups. However, the district is still in the beginning development phase of providing opportunities for families, teachers, principals, and district administrators to work together on planning, designing, implementing, and evaluating family engagement activities at school and district levels.
The district continues to use advisory committees such as Site Councils, English Language Advisory Council (ELAC), and LCAP Education Partner Feedback sessions to gather input. Student feedback is obtained through the California Healthy Kids Survey (CHKS), the Pulse Check Survey, and Student Feedback Sessions held on all campuses. Staff feedback is collected through Pulse Check Surveys, the California Healthy Kids Survey, and participation in the annual LCAP feedback sessions. Family feedback is gathered through the CHKS, the Pulse Check Surveys, as well as any family participation in the LCAP Education Partner Feedback sessions. Surveying students, parents, and staff remains a regular practice throughout the school year, from quick pulse checks to bi-annual or annual surveys, to gather feedback on long-term goals. Schools and the district regularly use social media and texting to share information with families, as requested in survey results.	While the district has made progress in communicating survey results through websites and social media and is working on improving the surveying process by communicating the purpose and how to obtain results to participants, there is still room for growth in gathering input from all education partners in decision-making.
To address this, the district will develop a plan to create more opportunities for families, teachers, principals, and district administrators to work together on these activities. The district should also provide training and support to build the capacity of all education partners to effectively contribute to these efforts.
Additionally, the district should continue to refine its surveying process, ensuring that the purpose and results are clearly communicated to participants and that the feedback is used to inform decision-making. The use of pulse check surveys with staff is a positive step in providing more timely feedback for quicker improvements. We will further improve this process with the use of a formal rounding process for two-way communication.	To support the engagement of underrepresented families, the district should 
1. Provide training and resources to help these families understand and navigate the school system, as well as to build their capacity to effectively participate in advisory groups and decision-making processes. This could include offering workshops on topics such as understanding school policies, advocating for their children, and participating in school governance.
2. Co-create a strategic plan for engagement with input and feedback from our education partners (students, families, staff, and community)
3. Increase the communication on how past participation and feedback have impacted decision-making. Share information on changes that have been made due to education partner input and participation.	3	3	3	2	2	3	3	3	3	3	3	2	Met		2024-06-20	2024
12626870107110	Six Rivers Charter High	3	According to survey data gathered from our educational partners, our strengths are adults at the school care for the students, and the school is safe. These all received 100% feedback stating guardians agree or strongly agree. Additional areas that are of mid-level strength are communication between the school site and families and providing more information for students to plan for college and career. 

Six Rivers should continue to build upon its strengths, such as providing opportunities for gathering student voice in decision-making through our Leadership class, the Educational Partners Advisory Committee, the Indian Education Parent Advisory, annual Student Feedback Sessions, and other means that may be added to the upcoming district strategic plan for engagement. Staff participation in professional development to update curriculum to be more culturally sensitive is also a positive step forward.

To further improve, Six Rivers should focus on developing multiple opportunities for engaging in 2-way communication with families using accessible language. While tools like ParentVUE and Google Classroom allow families to access grades, attendance records, and school work digitally, Six Rivers should explore additional ways to facilitate meaningful, two-way communication between educators and families. We will work with families to determine ways to expand and improve in this area.	We had two low areas when looking at the data: communication between the school site and educators using language that is accessible and understandable to families.  As a site, we will:
1. Provide new parent orientations that focus on how to use our SIS system as well as how to understand google classroom.
2. Develop multiple opportunities for engaging in 2-way communication between families and educators using accessible language. Six Rivers should explore various ways to facilitate meaningful, two-way communication that is understandable and accessible to all families. We will work with families to improve and expand in this area, including this as a specific area in the district's strategic plan for engagement.
3. Build upon existing initiatives to gather student voice in decision-making. Six Rivers has made progress in this area through the annual student feedback sessions held at all sites and the creation of a Leadership elective class.
4. Regular progress monitoring and ongoing collaboration with educational partners will be essential to ensure that Six Rivers moves closer to Full Implementation and Sustainability in this area.
	Six Rivers’ effectiveness in providing a quality learning environment focused on caring, concern and high expectations for all students is evident in the school policies, programs and procedures that support student learning and opportunities. As such, Six Rivers offers several opportunities for families to be involved with the high school so that they are active partners in the learning/teaching process. These opportunities include the Educational Partners Advisory Committee. Six Rivers works hard to provide schoolwide community events to build a caring and respectful environment for students, staff, family members, and the community. Such events, in a typical year, include the Back-to-School Community Potluck and Winter Performance. In addition, the board meetings and the Parent Advisory Committee enable local control from the community to discuss issues regarding funding and programs in a forum that parents, community members, and staff can attend and participate in.

Six Rivers already has a robust Social Media presence on Facebook and Instagram. Families are able to access students' grades and attendance records via the parent portal, ParentVUE. Teachers throughout the district are using Google Classroom which allows students and families to access school work digitally. Families who have students with IEPs and 504 Plans meet regularly with staff to discuss learning goals and accommodations. At Six Rivers, the four-year plan has become part of the registration process, which supports the relevancy of the plan, as well as supporting students in coursework to help more students become A-G eligible upon graduation.  This work includes conversations with families and students to discuss student progress and ways to work together to support improved student outcomes. The Student Services department is expanding a list of resources for staff, families, and student use. This list includes contact information for both on and off-campus resources so students, families, and staff can access services as needed.	Our strengths are supporting families to understand and exercise their legal rights and advocate for their own students and all students, and working with diverse racial, ethnic, or cultural groups.	We need to focus on communicating what students are expected to learn in class which we will address by working in PLCs to create curriculum and instruction plans that can be communicated to families and students.	The LCAP actions for 2024-25 focus on social/emotional behavior instruction for students. Part of the actions are to build relational capacity between staff and families as well as students, and additional actions are to build systems at all levels of the district that create a safe, equitable, and supportive community for every student and staff member. School staff, teachers, and administrators are learning to create more trauma-sensitive, safe, and supportive school environments. This includes reaching out to families to seek their feedback for improvement. Moving forward, our district will provide professional development regarding Tier 1 and Tier 2 supports, including trauma-informed strategies, and will continue to implement Tiered Support for all students. 

At Six Rivers, the four-year plan has become part of the registration process, which supports the relevancy of the plan, as well as supporting students in coursework to help more students become A-G eligible upon graduation.  This work includes conversations with families and students to discuss student progress and ways to work together to support improved student outcomes. 

Throughout the school year, staff have participated in multiple Professional Learning Communities and mini-Professional development in regards to Universal Design for Learning, supporting English Language Development,  and culturally responsive teaching. The implementation of these learnings will allow staff to provide equitable and relevant learning opportunities for all students, including underrepresented families.	Six Rivers provides many opportunities for families to provide input and feedback on school and district levels through focus group meetings, surveys and LCAP educational partners meetings. Through regular Educational Partner Advisory Committee (EPAC) meetings, site data is reviewed by the site council. These meetings take place monthly. The principal sends out email reminders. Members consist of parents, students, and staff. Educational Partners are regularly informed about how they can participate via emails, website posts, social media, and text messages. Those parents that are on the EPAC are highly engaged in the governance of the school. They are members for a 2 year term. 

Moving forward, Six Rivers will be working closely with the school's EPAC to help guide the school in writing site-wide plans such as the LCAP and parent and family engagement policies.	Six Rivers will continue to use the EPAC meetings and our LCAP educational partners' meetings to improve seeking input for decision making. Our area of focus for the upcoming year is in increasing participation from our educational partners, as our participation is low.  Furthermore, our EPAC is typically attended by the 8 core members, even though it is open to the public. As our participation is low, our focus area for improvement is in participation in our input processes.	Six Rivers already has a robust Social Media presence on Facebook and Instagram. Families are able to access students' grades and attendance records via the parent portal, ParentVUE. Teachers throughout the district are using Google Classroom which allows students and families to access school work digitally. Families who have students with IEPs and 504 Plans meet regularly with staff to discuss learning goals and accommodations. At Six Rivers, the four-year plan has become part of the registration process, which supports the relevancy of the plan, as well as supporting students in coursework to help more students become A-G eligible upon graduation.  This work includes conversations with families and students to discuss student progress and ways to work together to support improved student outcomes.	5	5	5	3	4	3	4	4	4	5	4	5	Met		2024-06-20	2024
12626870124263	Laurel Tree Charter	3	"We help four community events this year (Potluck and Performances), a Back-to-School Night, and several smaller events.  In our Parent Survey 81% of parents surveyed reported that their students felt Tremendous Belonging (54%) or Quite a Bit of Belonging (27%).   In response to the question, ""Given your student's cultural background, how good a fit is Laurel Tree for your student/family?""  52.8% marked Extremely Good, 36.1% marked Quite Good.  And in response to ""How much does the school value/honor the diversity of the student's backgrounds?""  63.9% marked A Tremendous Amount, 22.2% marked Quite a Bit."	"Based on conversations at school events, staff meetings and board meetings - we need to do a better job conveying what and how students are doing academically.  In response to the question, ""How well do you feel Laurel Tree is preparing your student for their next academic year and future academic success?"" Only 27% marked extremely well. 29.7% marked Quite Well, but 34.1 marked Somewhat Well."	We will continue to have four or five family events involving food and student performance in order to make connections with families.  We are also adding an LCAP goal around making learning standards for student projects more clear to families by using rubrics and displaying those projects at community events.	"Our strength is our relationships with families and the level of trust we have with them.  In response to the survey question, ""How well do the teachers at Laurel Tree create a school environment that helps students learn?"" 54% said Extremely Well and 27 % said Quite Well.  Parents see us as advocates for their children.  Our first LCAP goal is ""Creating a school culture where staff, students, and families feel welcome, safe, and included. "" We continue to work hard on that."	Our biggest challenge in the next year will be our growth.  Our population is expanding from 175 to 210.  We will need to make sure that we our forming and maintaining relationships with many new families, as well as maintaining the communication and relationships with our long-term families.	LCAP Action 1.1 Summer Communication Systems Update: Maintain and update website each summer: state reports, school information, parent resources, staff information.  The website and Jupiter accounts are updated with current family and staff emails so the newsletter and Jupiter systems are accessible to all.  Action 1.2  Communication Systems Training - Classrooms read the weekly newsletter with students on Monday mornings, train 7th-12th grade students in the use of Jupiter Ed Systems for tracking assignments and contacting teachers, and provide parent training/information at Back-to-School night on the use of Jupiter for 7th-12th grade.	We have an eight-member Board that is made up of parents, a student, and one community member.  This has been very effective.  Using our community events as informal ways to gather input, and our surveys more formally has been very effective.	We're working on getting a Family Inclusion Group going to help connect families to the school and provide input into decision-making.	"We have written our Family Inclusion Group into our LCAP, so we can continue to develop it.  ""Year One:  Choose a few events that FIG will manage. Assign a staff member as a liaison. Create a binder that can be passed on with all of the FIG projects/ideas together and outlines how to run the events.  Year Two: Review and refine systems.  Choose new events to be added to the binder.  Year Three:  Review and refine systems.   Add to or modify events.  """	4	4	4	4	4	2	4	4	3	3	4	4	Met		2024-06-25	2024
12626950000000	Big Lagoon Union Elementary	3	Based on the survey data reported above, the district is fully implementing efforts to build relationships between school staff and families. Our small school allows staff and families to work closely together.	Educational partner input shows we can do more to create a welcoming environment for all families in the community.	Due to the small size of the school, every family has the opportunity to be engaged with the school and almost all families are actively engaged in some capacity.	Based on the survey data reported above, the district is doing well in providing families with information and resources to support student learning and development in the home and implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.	Areas for improvement include providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families and supporting families to understand and exercise their legal rights and advocate for their own students and all students.	The district's small size allows every family the opportunity to be engaged with the school and most of the families are actively engaged in some capacity. This includes underrepresented families. The LEA will continue its efforts to engage all families.	According to the survey data and educational partner input, the district is in the initial and full implementation stage of each of the areas of seeking input for decision making.	Areas for improvment include: building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making; and administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.	It is a goal of the district to increase both advisory committee meeting frequency and attendance and increase the number of parent engagement actiivites for all families in the 2024-2025 school year.	4	3	3	4	3	4	4	4	3	4	4	3	Met		2024-06-13	2024
12627030000000	Blue Lake Union Elementary	3	Blue Lake Union Elementary School is a partnership of school, parents, businesses, and the community. Our mission is to prepare children for the future by establishing the knowledge and skills to achieve academic excellence, personal growth, and success with a safe and diverse environment. 

The District encourages and supports active family involvement in their child’s education. Blue Lake Union Elementary School District seeks input from families in a number of ways.  Our school has a Parent Advisory Board/School Site Council, a Parent-Teacher Organization (PTO), and a Task Force Meetings to support input by our families and partners. Opportunities for input are available during conferences, family events, community dinners, PTO meetings. We also seek input through surveys, such as California Healthy Kids Survey (CHKS) and district created surveys. 

One of our greatest strengths is the willingness of our staff, teachers, and community partners to work collaboratively to improve our school year-to-year. Each year, we work to build staff capacity and increased family opportunities to give input in order to be a part of the decision-making process.	Each year, our staff works diligently to bring new strategies to build the school's relationship with families.  Administration continues to be accessible to all partners. Teachers use a notification system, email, telephone calls, Class Dojo, Google Classroom and written communication on an ongoing basis to keep families well-informed of their child’s academic, behavior, and social progress. All grades send home a weekly newsletter as well as placing them digitally on our website, under the Newsletter icon.  Our 5th – 8th grade also send newsletters home weekly progress reports to keep families informed via email and with paper copies. Our District notification system, websites and Facebook page all  post announcements of upcoming events as well as pictures of events that recently occurred. Annually we survey families and other partners to determine the preferred method of communication to foster meeting our families' needs. The district welcomes LCAP input at each Board meeting starting as well as during SSC meeting. Task Force Meetings, School Events, and conferences. The annual surveys was provided online. We share information with families and partners via mass notification, email, texts, the website and other written publication that include Common Core State Standards Resources for Parents and Guardian including links to information such as, https://www.cde.ca.gov/Re/cc/ccssresourcesparents.asp
	During the first week of school, we identify our underrepresented families and increase all notifications and outreach to them. We work collaboratively to ensure all families have access school activities, local events, and input into the decision-making process.  We also utilize our Wellness Center team from Humboldt IPA to increase additional opportunities of contact and outreach. 

Parent - teacher conferences are scheduled after the first eight weeks of school, in the spring, and additional conferences are often scheduled to keep families informed. Teachers work to make contact with every family.  For families unable to come to campus, we work with our Wellness Team to conduct a home visit to further support all families.  

All families are given detailed information regarding their child's academic, social, and emotional strengths as well as any area of needed growth.  Additionally, we share where families can find information on our website and state websites such as the Parents Guide to the SBAC Summative Assessments and the following link https://www.cde.ca.gov/ta/tg/ca/documents/sbsummativepgtu.pdf 

Student Study Team (SST) meetings with parents are conducted throughout the school year to discuss specific needs of students. We accommodate parents’ disabilities by providing ADA compliant facilities and website. Although we do not have any migrant students, we have a practice of ensuring students and families feel welcome at our schools, receive information in their home language, are provided the opportunity to return to the classroom they started in if it is in the same school year and academic supports and materials. Staff are supported from Humboldt County Office of Education through the English Language Learner Coordinator who is readily accessible, if needed. 

Though Blue Lake Union Elementary School District has only a small number of English Learners, we will continue to provide translation services to allow families to participate in educational programs and individual meetings with school staff related to their child’s education. We have hired an attendance clerk who speaks Spanish to help facilitate effective communication for all families. 
	The families appreciated our efforts this year to increase activities and family involvement. However, the families still indicated a need for greater opportunity for input.	We are working with our partners to understand ways to better include them to ensure building upon the relationship and improving student outcomes.	In our analysis, it is clear that the time of the events, available childcare, and serving a meal with evening events would great increase our underrepresented families engagement.	The families appreciated our efforts this year to increase activities and family involvement. However, the families still indicated a need for greater opportunity for seeking input for decision-making.	We are working with our partners to understand ways to better include them to ensure increased opportunities to increase input for decision-making.	In our analysis, it is clear that the time of the events, available childcare, and serving a meal with evening events would great increase our underrepresented families in providing input for decision-making.	4	4	4	4	4	4	5	5	4	4	4	4	Met		2024-06-26	2024
12627290000000	Bridgeville Elementary	3	"Bridgeville School is committed to improving communication between school staff and families. This year we are implementing ""In Touch"" call services. We continue to encourage families to participate in our parent group and booster club. With an enrollment of 38 students and a teaching staff of three teachers, staff and the administration maintain and will continue to maintain constant contact with families via phone, technology, written notices and in-person interaction. The Bridgeville Community Center monthly newsletter which is sent to every household in the district contains a school news column each month featuring individual staff, special events, and highlights of school culture and education. Our school is truly the center of the community."	Due to the large rural and rugged geographic nature of the district, family involvement at school has historically been limited. The district recognizes the value of parent engagement in their children’s education and is utilizing increased phone, technology based, and in-person methods of communication to improve participation. Special events and meetings often include lunches and dinners to encourage more families to participate.	All families including underrepresented families are encouraged to be a part of the parent group, attend board meetings, and special meetings and school celebrations and functions. . We also make it a priority for families to know they can communicate with any staff member. In addition, the Bridgeville Community Center is on-site and collaborates with the school in engaging and supporting underrepresented families.	Bridgeville School continues to develop programs and actions which will increase and improve services for unduplicated students. The following actions were identified  by multiple stakeholders to be delivered school-wide in support of all students:
1. Maintain small class size and grade spans in multi-grade classrooms to ensure more individualized learning practices (differentiated instruction, tutoring, etc.) to support unduplicated pupils. 
2. Field trips and guest presenters.
3. Providing all students with two nutritious meals daily.
4. Providing unduplicated pupils with increased support improve their home learning environment, including but not limited to purchasing computers for student checkout for home use, materials and supplies needed to be successful in the home environment (textbooks, calculators, binders, paper, pens, pencils, highlighters, literature books, books on tape, etc.)
5. Providing professional development for teachers who work with students in poverty, foster youth, homeless youth, and students who have experienced trauma or neglect. 
6. Offering a music program to increase access to Visual and Performing Arts for all students including students from low-income families. 
7. Hiring a 0.4 FTE school counselor to facilitate communication among staff, students, and families.
These actions have been selected to effectively improve student outcomes in a small school based on past experience and research. The effectiveness of all of the above programs and services will be reviewed annually and reported in the LCAP Annual Update.	The district is striving to promote and increase family and community participation in classroom activities, school events, and opportunities for engagement in school planning and the decision making process. Staff communicate and emphasize the importance of parent participation in their children's education at the Parent/Teacher Conferences three times each year. In addition, staff communicate with parents/guardians regularly regarding student academic progress and wellbeing.	The above actions have been identified as having the greatest potential for improving ALL student outcomes in a small school based on past experience and research. The effectiveness of all of the above programs and services will be reviewed annually and reported in the LCAP Annual Update.	As mentioned above Bridgeville School will make efforts to increase communication and encourage families to participate in decision making meetings. Bridgeville School has an enrollment approximately 40 students. The small number of families associated with the school allows the district to communicate and interact with all families on a very intimate and effective basis.	The LEA is committed to increase family involvement in the decision making process and to communicate the importance of their participation in the development of their child's education. The LEA will use a variety of methods of communication including ,but not limited to, phone, technology, the Community Center Newsletter, notes home with students, and person to person conversation. In addition, biannual dinner/informational meetings are planned to facilitate stakeholder input in the decision making process.	Bridgeville School will directly communicate with underrepresented families inform them of dates and times of decision making meetings, as well as posting agendas and minutes on our website so that they can be easily accessed by all families and community members. It's work noting that over 80% of families are SED and that the district qualifies for Schedule 2 Free and Reduced Lunch Program. All of the district's efforts to increase stakeholder input and participation are for underrepresented families and families not categorized as underrepresented.	4	5	4	5	4	4	5	5	4	4	4	5	Met		2024-06-11	2024
12627370000000	Cuddeback Union Elementary	3	The small school size and family-like culture at Cuddeback inherently allows for more family/staff interactions. The school promotes frequent teacher/parent communication both informally and formally by way of parent conferences, campus events and activities, and regular parent check-ins regarding student progress. With only a single teacher at each grade level, staff is able to build multi-year, long-term relationships with families as each sibling promotes thru the grade levels.	The school needs to support new teachers that have not yet established relationships with families through training and modeling on such interactions. The school needs to make sure to provide opportunities for positive staff/family interactions frequently and early in the relationship to avoid starting on a potentially negative information contact.	The school will be sure to utilize preferred communication methods as noted by underrepresented families in our survey and from personal interactions with members of these groups. School will make efforts to be more responsive to particular expressed or anticipated needs of underrepresented families to aid in building relationships with those families.	The school provides many opportunities for families to meet and interact with teachers and staff to support student outcomes. We utilize formal parent conferences in Fall and Spring and mid-term progress reports regarding academics. We provide a .6 FTE counselor to support SEL needs for students, as well as an active primary intervention program for SEL needs designed especially for TK-4th grades. Our on-site FRC provides family and individual support resources for social/emotional, financial, counseling, food assistance, medical, and many other agency-based programs for students in need.	The school plans to improve and broaden the opportunities for students to explore a wider variety of courses by offering more elective classes in hopes of creating more interest and insights for students as to future career options and interest opportunities.	The school will continue grant first opportunity status for these support programs to the underrepresented students and families. The school will be sure to utilize preferred communication methods as noted by underrepresented families in our survey and from personal interactions with members of these groups. School will make efforts to be more responsive to particular expressed or anticipated needs of underrepresented families to aid in building relationships with those families.	The district provides many opportunities for seeking input for decision-making for our educational partners. We hold a standing agenda item open for community input related to decision-making for the public. The administration invites all families to attend and participate in open forums geared toward decision-making for the district. The LEA has a parent advisory group that is able to provide input on these matters.	The district will continue to promote efforts in seeking input in decision-making from partners. The district always seeks new methods to better publicize and increase the number of parent advisory groups meetings and open forum town hall meetings in which we seek decision-making input.	The school will be sure to utilize preferred communication methods as noted by underrepresented families in our survey and from personal interactions with members of these groups. School will continue efforts to be responsive to particular expressed or anticipated needs of underrepresented families to aid in building relationships with those families.	5	5	5	5	5	5	5	5	5	4	4	4	Met		2024-06-26	2024
12627450000000	Cutten Elementary	3	Cutten and Ridgewood Schools enjoy and nurture an open, respectful, and highly beneficial relationship with parents. A hallmark of our educational success is the extremely high parent and community participation in all aspects of the school program.
We extend an open invitation to parents to visit both school sites. Parents of incoming kindergarten students attend orientation events prior to the first year of school. By the first day of school, we know our new students and they know us. The transition from Ridgewood School second grade to Cutten School third grade is eased through many opportunities to visit the Cutten site, a student and parent orientation evening, and an open invitation to parents to visit Cutten School as often as they desire. Parents feel at ease and supported. Every class has nearly 100% attendance at parent and teacher conferences, and the annual Back to School Night and Open House Night attendance rate is about 80%.
So that parents, students, and teachers feel comfortable working together, a trusting relationship is necessary. Teachers and administrators establish an environment where parents feel welcome and valued, resulting in increased direct instruction for children. As their children move through the grade levels, parent volunteers are an extremely important part of academics. Teachers rely upon them to provide small group instruction. Families are invited to attend our school assemblies and on-site events and celebrations. Parents and students are greeted in the morning by the principal as they enter the school campuses, and all staff at both sites foster a warm camaraderie, leaving their classroom and office doors open before, during, and after school. Our District sends out a weekly newletter to all parents to inform them of the upcoming events and reminders.	We will continue to promote parental participation in a variety of ways and will encourage parent classroom volunteers, participation at school events, and attendance at parent teacher conferences. We will continue to promote increased parent participation and will implement some suggestions offered by parents in the parent and staff surveys, including encouraging parents to contribute to cultural and career events. Though Cutten District has only a small number of English Learners, we do have a large population of Hispanic students whose families would benefit from providing  translation services to allow parent/guardians to participate in educational programs and meetings. Communication is a key focus for our school district. We are constantly improving our practice to make sure parents are informed of upcoming events and opportutnities, some of which includes focused outreach via phone calls and Remind to engage with parents about school events and student academic progress.	We recently started fully utilizing the REMIND communication system in which administration frequently engage with the whole district and site families on upcoming events and information. Teachers use REMIND to communicate with parents on a daily basis to inform them of events or to give them information about their student. We recently added a school principal, a social worker, and an Expanded Learning Community Coordinator to help support families and students, and to help build better relationships with our families.	The Cutten District seeks input from educational partners in many ways. Five of the ten-member School Site Council are parents that actively participate in developing the Single Plan for Student Achievement and the Comprehensive Safe School Plan. The Site Council also fulfills the role of Parent Advisory Council, responsible for reviewing the LCAP and providing feedback to the district. The District seeks input from students through the recently created Student Council, and the School Climate Survey. Additional opportunities for input are available via parent surveys, community meetings, LCAP advisory and information meetings, Back to School events, TK/Kindergarten Orientations, and a third grade Orientation event. LCAP parent input meetings occur throughout the year, and each Board meeting provides the opportunity for parents to give feedback on student outcomes. Our school social workers reach out to underrepresented families to personally invite them to parent and family events and meetings.	The Cutten Elementary School District focus area for improvement will be on our outreach program. This includes certificated staff using the Remind app, phone calls, and social media to keep families informed and participating in their child's edcuation and social emotional well-being.	We will utilize the REMIND application in a variety of ways to involve parents in their childs academic acheivement- all staff will work hard to communicate with parents through REMIND and personal phone calls when there are upcoming assignments or events, and social workers, as well as, the Expanded Learning Community Coordinator will reach out to our underrepresented families to personally invite them to family events and meetings.	As stated previously, the Cutten District seeks input from educational partners in many ways. Five of the ten-member School Site Council are parents that actively participate in developing the Single Plan for Student Achievement and the Comprehensive Safe School Plan. The Site Council also fulfills the role of Parent Advisory Council, responsible for reviewing the LCAP and providing feedback to the district. The District seeks input from students through the recently created Student Council. Additional opportunities for input are available via parent surveys, community meetings, LCAP advisory and information meetings, Back to School events, TK/Kindergarten Orientations, and a third grade Orientation event. LCAP parent input meetings occur throughout the year, and each Board meeting provides the opportunity for parents to give feedback on student outcomes.The Leadership, School Climate, Special Edcuation, and Administrative teams meet frequently to review input, programs and policies to guide district decision making.	The Cutten Elementary School District will focus on both communication and outreach to improve the input we get from our educational partners to guide our decision making.	We will utilize the REMIND application to invite parents to fill out a survey, attend an LCAP input meeting, or attend one of our Board meetings - all staff will work hard to communicate with parents through REMIND when there are upcoming assignments or events, and social workers as well as the Expanded Learning Community Coordinator will reach out to our underreperesented families to personally invite them to family events and meetings where their input will be heard and used to guide the Districts' decision making. We will also try to provide child care and a meal when we hold LCAP input events.	5	4	4	4	5	4	5	4	5	5	5	5	Met		2024-06-25	2024
12627940000000	Fieldbrook Elementary	3	The Site Council invites all families to participate to help shape the guiding documents that influence the school routines and culture. The district utilizes surveys at various times of the year to determine areas of need as determined by our educational partners. The surveys also allow the board to make informed decisions that effect programs and students. This school year has seen an increase in participation in district board meeting by both families and community members in an attempt to be involved in understanding decisions that are made by the board for staffing and creating a transparent school culture. Surveys have shown an increase in family access to the school and staff. Families appreciate our early conference schedules that allow for parent/staff interactions within the first 6 weeks of school. We had 100% of families participate in conferences with teachers.	During the 2023-24 school year the district  facilitated Volunteer Trainings and encourage more families to volunteer in the classroom, fundraising and school activities. The district will continue to produce surveys to assess the level of satisfaction and engagement from families. The school board has continued to allow educational partners to participate in district board meetings via Google Zoom and encourage public comments during the meetings. Continued access and volunteering will be encouraged by the district and to support this the district reimburses costs to volunteers when getting fingerprinted and in car inspections to help facilitate fieldtrips.	The district follows up on programs on opportunities offered on campus through our school weekly update notice as well as our school website. When possible, the district will follow up with emails and phone calls to underrepresented families to help facilitate better engagement and participation.
	Based on input and local data, the district has strength in the accessibility of district information including successes conveyed through our weekly update, informing community on how they can support and interact with our school population. Now we are utilizing this access to help support volunteer needs and booster club participation. The school has also installed a permanent marquee to share information and important dates with the community.	The district in focused on creating partnerships with local groups through the creation of our school gardening program. We have engaged with local community and business members to help create, educate and maintain our new garden space. The district has also utilized the principal to create a student leadership team to share ideas, programs and create change on the campus.	When possible, the district will follow up with emails and phone calls to underrepresented families to help facilitate better engagement and participation. Also, aftercare opportunities have been increased for underrepresented families in the form of clubs such as Spanish, chess and theatre as well as providing an after-school homework club	The district has been successful in receiving feedback through our parent and staff surveys. We had a 76% response rate in our last district survey. The survey informed the staff and board of priorities that families had how to meet the needs of our students.	The district found that when we returned to in-person meetings, we saw a decline in participation. In response, we now hold hybrid meetings. We are focused on making participation easy for all educational partners. This will allow for greater participation.	When possible, the district will follow up with emails and phone calls to underrepresented families to help facilitate better engagement and participation. Also, aftercare opportunities have been increased for underrepresented families in the form of clubs and study groups to allow for in-person participation.	4	5	5	5	5	5	5	5	4	4	4	4	Met		2024-06-10	2024
12628100000000	Fortuna Union High	3	"Across all three school sites, 2/3 of parents/guardians reported on the California Healthy Kids Parent Survey that they felt ""welcome to participate at their child's school"" and that ""their child's school takes parent concerns seriously."" On the District LCAP survey, 70% of respondents agreed or strongly agreed that ""the district seeks parent/guardian input"" and 83% agreed or strongly agreed that the district keeps them ""well informed of activities in the district."""	"Results from the LCAP survey indicated that across the entire school population there are parents/guardians that rely on all possible forms of communication, confirming the need for the LEA to continue efforts to disseminate information across all modalities even after new ones are adopted. Parent engagement on campus outside of sporting events remains an area for improvement at three school sites. Based on results from the California Healthy Kids Parent Survey, East High was behind the other two school sites in regards to parents/guardians feeling ""welcome to participate at their child's school"" and that ""their child's school takes parent concerns seriously."" Previous attempts at establishing a Students With Unique Needs (SUN) focus group for parents/guardians of that population have not been successful since COVID-19 but will be revisited."	At East High School, the District will use Equity Multiplier funds at East High to fund more after school support which can also provide more opportunities for parent engagement and interfacing in the afternoon. The District will make further efforts to restart the SUN group. The District included a metric in the LCAP (Goal 2, Metric 20) with the goal of increasing direct parent participation in the LCAP from 160 individuals to 250 individuals by 2026-2027. Despite it no longer being a requirement at that school site, the Academy of the Redwoods will continue to run a School Site Council.	The District is committed to continuous improvement in the area of school-to-home communication, and recently adopted the communication tool ParentSquare to relay school site and district wide information as well as make it easier for parents to affirm attendance matters with school site offices. The District provides 1-to-1 Chromebooks for all students and manages a robust Google Apps for Education (GAFE) system that includes Gmail and Google Classroom, allowing for robust communication between teachers, students, and parents/guardians within the contexts of specific courses and assignments. Recently redeveloped websites and strong social media management continue to improve engagement and message saturation	As indicated previously from the LCAP survey the Fortuna Union High School District is aware that parents/guardians interface with their child's school in a variety of ways and that multiple modes of communication are critical to maximizing engagement and effectiveness.	With the success of ParentSquare, the District is continuing to research other ways to streamline communication to efficiently disseminate messages across multiple platforms in order to maintain or reduce workloads amongst office staff and teachers during their prep time.	Approximately 160 individual parent/guardians participated in the LCAP development process either by attending a meeting or completing the LCAP survey. All three schools run a School Site Council. Two particular student populations are provided additional engagement opportunities with Indigenous Parent Nights and Latino Parent Nights each scheduled three times per school year. AR runs ARPAC (AR Parent Advisory Committee). In 2023-2024 the District introduced the District Parent Advisory Committee, which held three meetings across the school year to gather input on the LCAP development process.	The District shall continue to increase input from certain underrepresented or site specific groups that are not experiencing levels of engagement and input-seeking at the standard that the District strives for.	The District will continue to develop and monitor the success and growth of the District Parent Advisory Committee with the goal of increasing attendance and participation in the group in year two of its incarnation.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-12	2024
12628280000000	Freshwater Elementary	3	Freshwater School District seeks input from parents/guardians in several ways. The Parent Advisory Council serves as the district’s LCAP Advisory Committee and works to collect valuable data from our educational partners.  In the 2023-2024 school year, FSD administered the annual California Healthy Kids Parent Survey (CHKS).  Additional parent input was received through public meetings, emails, and phone calls.  Ongoing parent input will be gathered during the 2024-2025 school year.	Freshwater School District will promote parental participation in a variety of ways.  The District will encourage parent volunteers, parent participation at school events and activities, 100% parent attendance at parent teacher conferences, parent participation in fundraising efforts, and parental involvement in our Parent Advisory Council, Community Club, and the Freshwater Educational Foundation.    

Though Freshwater School District has a very small number of English Learners, we will continue to provide support services to allow parent/guardians to participate in educational programs and individual meetings with school staff related to their child’s education. A translator will be provided when needed.

Progress will be measured by tracking attendance at Back-to-School Night and Parent Teacher Conferences, tracking participation in educational partner meetings, tracking survey responses, and monitoring whether or not fundraising goals are met.  
	The District LCAP includes the goal: Maintain and/or improve high level of student, parent, and community involvement to keep Freshwater School a safe and welcoming learning environment, where students attend and are connected to their school.  To accomplish this goal, several actions/services are related to increased opportunities for parents/guardians and other educational partners to participate in school activities.  We will continue to promote the opportunities and events that our parents can get involved with and will continue to solicit feedback via surveys and public meetings.

By focusing on formal and informal meeting opportunities, we will create an environment that allows for full participation in the Freshwater School community.
	Freshwater School continues to devote an LCAP Goal to maintaining and improving a high level of student, parent, and community involvement to keep Freshwater School a safe and welcoming learning environment.  We continue to offer our community many opportunities to be engaged in campus activities to support out students and to engage out families.  Examples would be our sports and music programs, providing after school enrichment and intervention programs, and family events such as picnics, movie nights, and holiday festivals.	A focus area of improvement for Freshwater School is to ensure that all of our families have access to the internet at home and are able to maintain effective home school communication, including access to Jupiter Grades and class websites.  Families that are identified as lacking access to resources at home will meet with school administration and work together to remove any barriers that exist.	Freshwater School continues to prioritize the promotion of our parent advisory committees to receive feedback and input on our school programs and policies.  We advertise and encourage participation in our stakeholder engagement meetings in our weekly school bulletin and on our school website.  In addition, we continue to survey our parents each year to get input and feedback on our success as a district in reaching all families.   A focus area of improvement for Freshwater School is to more vigorously promote our stakeholder engagement meetings to encourage more families to attend and participate in school decision making opportunities.	Our strengths include our annual student, staff, and parent CA Healthy Kids Survey.	This year as part of our community schools grant, we will be conducting additional surveys and focus groups to gather more authentic feedback.	We will increase outreach efforts to our community, including the promotion of our equity committee to further engage with our community.	4	4	3	4	4	4	4	4	4	4	3	4	Met		2024-06-17	2024
12628286116289	Freshwater Charter Middle	3	Freshwater School District seeks input from parents/guardians in several ways. The Parent Advisory Council serves as the district’s LCAP Advisory Committee and works to collect valuable data from our educational partners.  In the 2023-2024 school year, FSD administered the annual California Healthy Kids Parent Survey (CHKS).  Additional parent input was received through public meetings, emails, and phone calls.  Ongoing parent input will be gathered during the 2024-2025 school year.	Freshwater School District will promote parental participation in a variety of ways.  The District will encourage parent volunteers, parent participation at school events and activities, 100% parent attendance at parent teacher conferences, parent participation in fundraising efforts, and parental involvement in our Parent Advisory Council, Community Club, and the Freshwater Educational Foundation.    

Though Freshwater School District has a very small number of English Learners, we will continue to provide support services to allow parent/guardians to participate in educational programs and individual meetings with school staff related to their child’s education. A translator will be provided when needed.

Progress will be measured by tracking attendance at Back-to-School Night and Parent Teacher Conferences, tracking participation in educational partner meetings, tracking survey responses, and monitoring whether or not fundraising goals are met.  
	The District LCAP includes the goal: Maintain and/or improve high level of student, parent, and community involvement to keep Freshwater School a safe and welcoming learning environment, where students attend and are connected to their school.  To accomplish this goal, several actions/services are related to increased opportunities for parents/guardians and other educational partners to participate in school activities.  We will continue to promote the opportunities and events that our parents can get involved with and will continue to solicit feedback via surveys and public meetings.

By focusing on formal and informal meeting opportunities, we will create an environment that allows for full participation in the Freshwater School community.
	Freshwater School continues to devote an LCAP Goal to maintaining and improving a high level of student, parent, and community involvement to keep Freshwater School a safe and welcoming learning environment.  We continue to offer our community many opportunities to be engaged in campus activities to support out students and to engage out families.  Examples would be our sports and music programs, providing after school enrichment and intervention programs, and family events such as picnics, movie nights, and holiday festivals.	A focus area of improvement for Freshwater School is to ensure that all of our families have access to the internet at home and are able to maintain effective home school communication, including access to Jupiter Grades and class websites.  Families that are identified as lacking access to resources at home will meet with school administration and work together to remove any barriers that exist.	Freshwater School continues to prioritize the promotion of our parent advisory committees to receive feedback and input on our school programs and policies.  We advertise and encourage participation in our stakeholder engagement meetings in our weekly school bulletin and on our school website.  In addition, we continue to survey our parents each year to get input and feedback on our success as a district in reaching all families.   A focus area of improvement for Freshwater School is to more vigorously promote our stakeholder engagement meetings to encourage more families to attend and participate in school decision making opportunities.	Our strengths include our annual student, staff, and parent CA Healthy Kids Survey.	This year as part of our community schools grant, we will be conducting additional surveys and focus groups to gather more authentic feedback.	We will increase outreach efforts to our community, including the promotion of our equity committee to further engage with our community.	4	4	3	4	3	4	3	4	4	4	4	3	Met		2024-06-17	2024
12628360000000	Garfield Elementary	3	Garfield School District has a long history of developing and maintaining strong relationships between school staff and families. Garfield School District is currently exploring additional ways that we learn about each family's strengths, culture, language and goals for their children.	Garfield School District will continue to work diligently to partner with families, including underrepresented families, to support student outcomes by involving families in Local Control Accountability Plan Advisory Committees, School Board meetings, parent conferences, parent newsletters and individual outreach.	Garfield School District will continue to work diligently to partner with families, including underrepresented families, to effectively engage families in decision making by involving families in Local Control Accountability Plan Advisory Committees, School Board meetings, Parent conferences, Parent newsletters and individual outreach.	Garfield School District will continue to work diligently to partner with families, including underrepresented families, to support student outcomes by involving families in Local Control Accountability Plan Advisory Committees, School Board meetings, parent conferences, parent newsletters and individual outreach.	Garfield School District will continue to work diligently to partner with families, including underrepresented families, to support student outcomes by involving families in Local Control Accountability Plan Advisory Committees, School Board meetings, parent conferences, parent newsletters and individual outreach.	Garfield School District will continue to work diligently to partner with families, including underrepresented families, to support student outcomes by involving families in Local Control Accountability Plan Advisory Committees, School Board meetings, parent conferences, parent newsletters and individual outreach.	Garfield School District will continue to partner with families, including underrepresented families, to effectively engage families in decision making.	Garfield School District will continue to work diligently by involving families in decision making with our Local Control Accountability Plan Advisory Committees, School Board meetings, parent conferences, parent newsletters and individual outreach.	Garfield School District will continue to work diligently by inviting families who may be underrepresented, in decision making with our ,Local Control Accountability Plan Advisory Committees, School Board meetings, parent conferences, parent newsletters and individual outreach.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-06	2024
12628510000000	Green Point Elementary	3	We are a very small school of just 6 students. We have strong relationships with our 3 families and small staff. The school is run with a great deal of community participation. Two of our three school board member are parents of students and the other is employed by the school as a classroom aide. Our aide's children attend our school on interdistrict transfer. The community is invited to many social events (e.g. pen House, holiday ornament exchange, potlucks, information/study sessions, graduations/special events and board meetings.	We scored well in this area but plan to provide more opportunities for engagement between school and educational partners	We plan to improve with more scheduled family nights and a monthly newsletter sent to families. Most of our families are on campus daily already.	Educational partner input indicates a need for involving additional partners, such as other local small schools and local businesses to help students succeed. We have a strength in family involvement.	We plan to reach out to local businesses and community member to secure guest speakers, community service projects and local businesses in providing supplies and other supports for our school.	We only have 3 families in our district, so families are represented fairly well. In put indicated a desire with help for transportation to before/after school enrichment programs. We recently purchased an additional van to help with transportation needs and will be using it starting next year.	We are small and see most families daily. 100% f parents, students and staff participated in our surveys. 2/3 of our parents are board members and 1/3 are employed at school. We converse daily, exchange texts, emails and all take surveys.   
Parent attendance at board meetings and other activities is good.	We will be rewriting our surveys to include new, current issues and plan to hold more family engagement activities.	We plan to reach out to families by phone and email for input on how we might better support them. They have already indicated a need for personal items such as clothing and hygiene supplies. We are in a remote area and lack of hygeine supplies/clothing can be a barrier to attendance for our underrepresented families.	4	5	4	5	5	3	5	4	5	4	4	5	Met		2024-06-27	2024
12628850000000	Hydesville Elementary	3	Through staff and family surveys, it was indicated that classroom family communication was overall good.	Some of the LEA's area's of focus are to improve communication from the central office, as well as improving and updating the school website to improve communication.  The District will also begin to look at unifying communication procedures so families won't have to search through multiple apps.	The district will increase communication through the office, as well as increasing recruiting members for all district committees in an effort to increase participation by underrepresented families.	Hydesville Elementary School District promotes parental participation in a variety of ways. The district encourages parent classroom volunteers, parent participation at school events, 100% parent attendance at parent-teacher conferences, etc. Though Hydesville elementary school district has only a small number of English Learners, we will continue to provide translation services to allow parents/guardians to participate in educational programs and individual meetings with school staff related to their child's education.	Some of the LEA's area's of focus are to improve communication from the central office, as well as improving and updating the school website to improve communication.  The District is also increasing recruiting efforts for district committee participation.	The district will increase communication through the office, as well as increasing recruiting members for all district committees in an effort to increase participation by underrepresented families.	The district will increase communication through the office, as well as increasing recruiting members for all district committees in an effort to increase participation by underrepresented families.	Some of the LEA's area's of focus are to improve communication from the central office, as well as improving and updating the school website to improve communication.  The District is also increasing recruiting efforts for district committee participation.	The district will increase communication through the office, as well as increasing recruiting members for all district committees in an effort to increase participation by underrepresented families.	4	4	4	3	3	4	4	4	3	3	3	4	Met		2024-06-24	2024
12628930000000	Jacoby Creek Elementary	3	We have a high percentage of families that express they are very happy with our school and how programs are offered for those students that are struggling or opportunities to challenge students that excel academically.  We are proud of our support for struggling students as we have Student Study Teams that involve school staff and student families to create a cohesive team that works for the best interest for each student for positive behavioral and educational outcomes.  Each family is given a student handbook at the beginning of the school year as well as a parent rights handbook to make sure they are given information on their legal rights to advocate.	No area of need was identified.	A focus area for improvement for all families including underrepresented is to engage by doing additional outreach and making more personalized contact to help provide information and resources to support student learning and improve student outcomes for struggling students.  We continue to work in this area to present information in a positive way and to bring in support from our county office to connect with parents on the positives of early intervention.
	Jacoby Creek School works diligently to connect with our families to create a welcoming environment on campus.  Our school offers many different opportunities to be involved, whether it's through classroom volunteering, evening student/family events, sports and more.  Our school holds parent conferences twice a year where it provides an opportunity for teachers and parents to meet and discuss student success and areas needed for improvement.  More than half of our students come from out of the district boundaries so by making the choice to attend our school they are often more willing to be involved in these activities. The staff will continue to encourage involvement from all groups, especially underrepresented ones, by reaching out to them and promoting their participation.
	Jacoby Creek School works diligently to connect with our families to create a welcoming environment on campus.  Our school offers many different opportunities to be involved, whether it's through classroom volunteering, evening student/family events, sports and more.  Our school holds parent conferences twice a year where it provides an opportunity for teachers and parents to meet and discuss student success and areas needed for improvement.  More than half of our students come from out of the district boundaries so by making the choice to attend our school they are often more willing to be involved in these activities. The staff will continue to encourage involvement from all groups, especially underrepresented ones, by reaching out to them and promoting their participation.
	Jacoby Creek School works diligently to connect with our families to create a welcoming environment on campus.  Our school offers many different opportunities to be involved, whether it's through classroom volunteering, evening student/family events, sports and more.  Our school holds parent conferences twice a year where it provides an opportunity for teachers and parents to meet and discuss student success and areas needed for improvement.  More than half of our students come from out of the district boundaries so by making the choice to attend our school they are often more willing to be involved in these activities. The staff will continue to encourage involvement from all groups, especially underrepresented ones, by reaching out to them and promoting their participation.
	Seeking input for decision-making is always something we do throughout the school year.  We have Parent Advisory Commitee, Jacoby Creek Children’s Educational Foundation, MTSS Leadership Commitee, School Board, and parent surveys in order to give families opportunities to engage in decision-making.  It's difficult to get families to participate in these due to work schedules or other prior commitments.   Families have expressed they are most likely to participate in a school field trip or an evening school event.  We continue to be challenged to make personal connections with all families to encourage and promote participation.	Seeking input for decision-making is always something we do throughout the school year.  We have Parent Advisory Commitee, Jacoby Creek Children’s Educational Foundation, MTSS Leadership Commitee, School Board, and parent surveys in order to give families opportunities to engage in decision-making.  It's difficult to get families to participate in these due to work schedules or other prior commitments.   Families have expressed they are most likely to participate in a school field trip or an evening school event.  We continue to be challenged to make personal connections with all families to encourage and promote participation.	Seeking input for decision-making is always something we do throughout the school year.  We have Parent Advisory Commitee, Jacoby Creek Children’s Educational Foundation, MTSS Leadership Commitee, School Board, and parent surveys in order to give families opportunities to engage in decision-making.  It's difficult to get families to participate in these due to work schedules or other prior commitments.   Families have expressed they are most likely to participate in a school field trip or an evening school event.  We continue to be challenged to make personal connections with all families to encourage and promote participation.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-12	2024
12629010000000	Klamath-Trinity Joint Unified	3	The Klamath Trinity Joint Unified School District (KTJUSD) is in the beginning development stages of enhancing relationships between school staff and families. Despite being in these early stages, several strengths and areas of progress have emerged. KTJUSD has initiated community engagement efforts through regular town hall meetings and community forums, fostering open communication and gathering input from educational partners. The district's partnership with the National Indian Education Association is a crucial step in building a culturally responsive educational environment and strengthening ties with the local Native American community. Although staffing constraints have limited the full utilization of available resources, the district's commitment to allocating resources for community and family engagement is a positive indicator of progress.

A data-driven approach is being adopted by implementing surveys to gather feedback from students and the community. This approach will help identify specific needs and preferences, ensuring future relationship-building efforts are informed and targeted. Additionally, initial efforts to improve the overall school climate and culture are underway, aiming to create a welcoming and inclusive environment that encourages family participation and fosters positive relationships between staff and families.

In summary, while KTJUSD is in the early stages of developing stronger relationships between school staff and families, there is a clear commitment to this goal. The district is actively engaging the community, leveraging partnerships, allocating resources, and adopting a data-driven approach to enhance their efforts.	Based on the analysis of educational partner input and local data, Klamath Trinity Joint Unified School District (KTJUSD) has identified several key focus areas for improvement in building relationships between school staff and families. One primary area of focus is increasing staff training on cultural competency and effective communication strategies. This will help staff better understand and address the unique needs and perspectives of the diverse student population and their families, fostering a more inclusive and respectful school environment.

Another critical area for improvement is enhancing the accessibility and frequency of communication between the school and families. This includes developing more robust communication channels, such as multilingual newsletters, social media updates, and regular parent-teacher meetings, to ensure that all families are kept informed and engaged in their children's education.

The district also aims to increase opportunities for family involvement in school activities and decision-making processes. By creating more avenues for parents and guardians to participate in school events, volunteer programs, and advisory committees, KTJUSD hopes to strengthen the sense of community and partnership between families and the school.

Furthermore, there is a need to address the logistical barriers that prevent some families from engaging fully with the school. This includes providing transportation for families to attend school events, offering childcare during meetings, and scheduling activities at times that are convenient for working parents.

Lastly, KTJUSD is committed to continually gathering and analyzing feedback from families to inform ongoing improvement efforts. By regularly assessing the effectiveness of their initiatives and making data-driven adjustments, the district can ensure that their efforts to build strong relationships with families are both responsive and effective.	Based on the analysis of educational partner input and local data, Klamath Trinity Joint Unified School District (KTJUSD) has identified several strategies to improve the engagement of underrepresented families in building relationships between school staff and families. First, the district will prioritize culturally responsive outreach efforts to ensure that all families feel valued and included. This includes providing materials and communications in multiple languages and using culturally appropriate methods to reach families from diverse backgrounds.

To improve accessibility, KTJUSD will implement flexible meeting times and locations, ensuring that working parents and those with transportation challenges can participate. Additionally, the district will offer virtual meeting options to accommodate those who may find it difficult to attend in person.

The district also plans to collaborate closely with community organizations that have established trust with underrepresented families. By partnering with these organizations, KTJUSD can leverage existing relationships and networks to reach families who may otherwise be hesitant to engage with the school.

Moreover, KTJUSD will provide targeted support and resources for underrepresented families, such as workshops on navigating the school system, understanding student progress, and accessing available services. These efforts aim to empower families with the knowledge and tools they need to actively participate in their children's education.

To ensure ongoing improvement, the district will establish feedback loops with underrepresented families, regularly soliciting their input on engagement efforts and making adjustments based on their needs and suggestions. This approach will help the district stay attuned to the evolving needs of these families and continuously refine their strategies to foster stronger relationships.	Based on the analysis of educational partner input and local data, Klamath Trinity Joint Unified School District (KTJUSD) has demonstrated several strengths and areas of progress in building partnerships that enhance student outcomes. One of the district's key strengths lies in its collaboration with the National Indian Education Association, which plays a significant role in providing culturally relevant support and resources. This partnership has been instrumental in addressing the unique needs of Native American students and integrating culturally responsive practices into the curriculum.

KTJUSD has also made strides in engaging local businesses and community organizations to support student learning and development. These partnerships have resulted in increased opportunities for internships, job shadowing, and mentorship programs, which help students gain real-world experience and develop essential skills for their future careers.

Additionally, the district has established strong relationships with higher education institutions to promote college readiness and access. Collaborative efforts, such as dual enrollment programs and college preparatory workshops, have provided students with valuable resources and guidance to navigate the transition from high school to post-secondary education.

The district’s commitment to a data-driven approach is another significant strength. By continuously analyzing student performance data and feedback from educational partners, KTJUSD can identify areas for improvement and implement targeted interventions. This proactive approach ensures that partnerships are aligned with the specific needs of students and contribute effectively to their academic success.

Furthermore, KTJUSD has been proactive in seeking grants and funding opportunities to support innovative programs and initiatives aimed at improving student outcomes. These efforts have enabled the district to expand its resources and offer a wider range of services and support to students.	Based on the analysis of educational partner input and local data, Klamath Trinity Joint Unified School District (KTJUSD) has identified several focus areas for improvement in building partnerships to enhance student outcomes. One primary area for improvement is expanding partnerships with local businesses and industries to provide more diverse and comprehensive career readiness opportunities. This includes developing new internship programs, job shadowing experiences, and mentorship initiatives that cater to a broader range of student interests and career aspirations.

Another critical focus area is strengthening collaboration with higher education institutions to ensure that students are well-prepared for college and have access to the necessary resources and support. This involves increasing the availability of dual enrollment courses, enhancing college counseling services, and organizing more college readiness workshops and campus visits.

The district also aims to improve communication and coordination with community organizations that offer support services to students and their families. By establishing more effective communication channels and regular meetings, KTJUSD can better align its efforts with those of community partners, ensuring that students receive comprehensive and cohesive support.

Additionally, KTJUSD recognizes the need to increase parental and family engagement in partnership initiatives. By providing more opportunities for parents to participate in school activities, workshops, and advisory committees, the district can foster a stronger sense of community and collaboration in support of student success.

Finally, KTJUSD plans to implement a more systematic approach to evaluating the effectiveness of its partnerships. By regularly assessing the impact of partnership activities on student outcomes and soliciting feedback from educational partners, the district can make data-driven adjustments to improve the quality and effectiveness of its collaboration efforts.	Based on the analysis of educational partner input and local data, Klamath Trinity Joint Unified School District (KTJUSD) has identified several strategies to improve the engagement of underrepresented families in building partnerships for student outcomes. First, the district will enhance its outreach efforts by providing materials and communications in multiple languages to ensure that all families can access and understand the information. This approach aims to break down language barriers and make all families feel included and valued.

KTJUSD will also work closely with community organizations that have established trust with underrepresented families. By partnering with these organizations, the district can leverage existing relationships and networks to reach families who may be hesitant to engage with the school. These partnerships will help build trust and facilitate more effective communication and collaboration.

To further improve accessibility, KTJUSD will offer flexible meeting times and locations, as well as virtual meeting options, to accommodate the diverse schedules and needs of families. This will ensure that more families can participate in school activities and partnership initiatives, regardless of their personal or professional commitments.

The district will provide targeted support and resources for underrepresented families, such as workshops on navigating the school system, understanding student progress, and accessing available services. By empowering families with the knowledge and tools they need, KTJUSD aims to increase their active participation in their children's education and in partnership activities.

Moreover, KTJUSD will establish regular feedback loops with underrepresented families to continuously gather their input and adjust strategies accordingly. This will help the district stay attuned to the evolving needs of these families and ensure that engagement efforts are responsive and effective.

In summary, KTJUSD will improve the engagement of underrepresented families by enhancing multilingual outreach, partnering with trusted community organizations, offering flexible and virtual meeting options, providing targeted support and resources, and maintaining regular feedback loops to adapt and refine engagement strategies.








	Based on the analysis of educational partner input and local data, Klamath Trinity Joint Unified School District (KTJUSD) has several notable strengths and has made significant progress in seeking input for decision-making. One of the district’s key strengths is its commitment to transparency and inclusivity in the decision-making process. KTJUSD has established regular town hall meetings and community forums that provide platforms for parents, students, and community members to voice their opinions and contribute to discussions on important issues.

The district also excels in leveraging technology to enhance communication and gather input. Through the use of online surveys, social media platforms, and dedicated email channels, KTJUSD ensures that a wide range of stakeholders can participate in the decision-making process, even if they cannot attend meetings in person.

Furthermore, KTJUSD has formed strong partnerships with local organizations and educational partners to gather diverse perspectives and insights. These collaborations have enabled the district to make more informed decisions that reflect the needs and priorities of the community.

Another area of progress is the district’s proactive approach to soliciting feedback from underrepresented groups. By reaching out to these communities through targeted initiatives and culturally responsive communication strategies, KTJUSD ensures that the voices of all stakeholders are heard and considered in decision-making processes.

The district also utilizes data-driven approaches to inform its decisions. By continuously analyzing feedback and performance data, KTJUSD can identify trends, pinpoint areas for improvement, and make evidence-based decisions that enhance educational outcomes.	Based on the analysis of educational partner input and local data, Klamath Trinity Joint Unified School District (KTJUSD) has identified several focus areas for improvement in seeking input for decision-making. One key area for enhancement is increasing the reach and effectiveness of communication channels to ensure that more stakeholders are aware of opportunities to provide input. This includes improving the accessibility of information through multilingual communications and more frequent updates via various platforms, such as newsletters, social media, and the district's website.

Another focus area is expanding the diversity of voices involved in the decision-making process. KTJUSD aims to engage a broader range of stakeholders, including students, parents, community members, and staff, particularly from underrepresented groups. By creating more inclusive and welcoming environments for participation, the district hopes to gather a wider array of perspectives and insights.

Additionally, the district seeks to strengthen the feedback loop between stakeholders and decision-makers. This involves not only soliciting input but also ensuring that stakeholders are informed about how their feedback has influenced decisions. Regularly reporting back on the outcomes of consultations and the rationale behind decisions will help build trust and demonstrate the value of stakeholder contributions.

KTJUSD also plans to provide more structured and ongoing opportunities for stakeholder engagement. This includes establishing advisory committees, focus groups, and task forces that meet regularly to discuss specific issues and provide ongoing input. Such structures will facilitate deeper and more sustained involvement in the decision-making process.

Finally, the district recognizes the need to enhance its capacity for data collection and analysis to better understand stakeholder needs and preferences. By investing in tools and training for data analysis, KTJUSD can make more informed decisions that are closely aligned with the needs and priorities of the community.	Based on the analysis of educational partner input and local data, Klamath Trinity Joint Unified School District (KTJUSD) has identified several strategies to improve the engagement of underrepresented families in seeking input for decision-making. To begin with, the district will focus on enhancing communication efforts by providing information in multiple languages and utilizing culturally relevant communication methods. This approach aims to ensure that all families feel informed and valued, regardless of their linguistic or cultural backgrounds.

KTJUSD will also actively collaborate with trusted community organizations that already have strong relationships with underrepresented families. By leveraging these existing networks, the district can more effectively reach and engage families who may be hesitant to participate in school-related activities. These partnerships will help build trust and encourage more meaningful involvement from these communities.

To further support engagement, the district will offer flexible meeting times and locations, including virtual options, to accommodate the diverse schedules and needs of families. This flexibility ensures that more families can participate in decision-making processes, even if they face logistical challenges that prevent them from attending in person.

In addition, KTJUSD will provide targeted support and resources to empower underrepresented families to participate actively. This includes workshops and informational sessions on how the decision-making process works, as well as guidance on how families can effectively share their input and concerns.

Moreover, the district plans to establish regular and systematic feedback loops with underrepresented families. By continuously gathering and responding to their input, KTJUSD can make adjustments that reflect the needs and preferences of these families, ensuring their voices are heard and considered in the decision-making process.	2	2	2	2	2	2	4	3	2	2	2	2	Met		2024-06-28	2024
12629190000000	Kneeland Elementary	3	As a small, rural school, family involvement is key to the success of the school.  Most families have volunteered in school-sponsored activities in the 2023-2024 school year, and 100% of families have participated in a school event outside of school hours.  Through these opportunities to collaborate and interact with families, the school staff has created strong bonds with families and the community.	As the enrollment increases, staff will need more opportunities to co-mingle with families.  Direct feedback through conversations, phone calls, and meetings is more effective than surveys.  Families respond to surveys 40% of the time, but direct conversations elicit 90% response rates.	The school will utilize not only email and texting to communicate with underrepresented families, but staff will also reach out directly via phone conversations to address any hurdles that the school can assist the family with as well as targeting those families to participate whenever possible in school activities and events.	The LEA works closely with families and educational partners to ensure the most updated and appropriate policies are in place to promote partnerships for successful student outcomes.	Focus areas include increasing communication through direct phone calls, conversations, meetings, and forums to educate educational partners on updated policies and laws that will affect student outcomes.	Focused communication and open meetings will target underrepresented families to glean feedback and offer education regarding updates to policies and laws that will affect student outcomes.  Open communication and transparency will be prioritized to build trust with families, and a relationship through which the families and the school can collaborate strategies to ensure successful student outcomes.	The LEA offers an open door policy for parents to offer feedback on policies, inquire about changes, and suggest changes to current educational procedures through open monthly board meetings, back-to-school night, open house, parent conferences, and direct check-ins as needed throughout the year.	The LEA will be increasing direct outreach to families and community to encourage participation in meetings, events, and surveys.	The LEA will prioritize direct outreach to underrepresented families to increase the participation of those targeted families and encourage them to provide feedback that will allow the LEA to best serve all of its families and effectively achieve successful student outcomes.	5	4	5	5	4	4	5	5	5	5	5	5	Met		2024-06-03	2024
12629270000000	Loleta Union Elementary	3	"Based on the 6 responses to this particular survey, perceptions of Loleta's progress in developing the capacity of staff to build relationships with families and in creating welcoming environments for families have increased since last year. In addition,  ""street data"" and other local survey results indicate that the school community believes that the LEA is moving in the right direction in this regard.  Our partnership with the Loleta Community Resource Center (LCRC) and the work of the Community School Team allows the school staff to better reach our community and to work collaboratively to create a welcoming environment."	Developing more opportunities for two-way communication with families in English and in Spanish remains an area of focus, which is reflected in the 2024-2027 LCAP. Other data sources also note a need for stronger and more consistent communication between the school and families.	Loleta has a school population that is made up of more than 90% unduplicated pupils. Therefore, all of our efforts to improve relationships between school staff and families are by definition addressing the needs of underrepresented families.	Based on the 6 responses to this particular survey, Loleta's progress in providing profressional learning and support for teachers to partner with families is ranked as a relative strength.	As our student performance data indicates, there is a need to continue to focus on systems and practices to foster student success in behavior, social-emotional learning, and academic performance. in a separate data gathering exercise related to the state priority areas, improving student engagement was ranked the most important area by school staff. In the same exercise families and community members ranked Parent Engagement as the top area of need. This local data reinforces our commitment to outreach and engagement efforts as reflected in the 2024-2027 LCAP.	Loleta has a school population that is made up of more than 90% unduplicated pupils. Therefore, all of our efforts to build partnerships for improved student outcomes are by definition addressing the needs of underrepresented families.	Based on the results of this particular survey, providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community is a particular area of strength. Our bilingual Community School Coordinator invested a lot of time and effort in conducting outreach to the school community, especially to the Spanish-speaking families.	As we continue to grow in our capacity as a Community School, we will focus on strengthening family involvement in our advisory groups to ensure that all families have the opportunity to provide input on the school's policies and programs.  Loleta has a variety of advisory groups including ELAC and a Native American Parent Advisory group that meet regularly; however, family participation has been lower than hoped in the 2023-2024 school year despite a variety of outreach efforts. Loleta will continue to seek to understand the barriers to participation in the decision making process and will explore ways to address those barriers. As noted above, families and community members ranked Parent Engagement as the top area of need. This local data reinforces our commitment to outreach and engagement efforts as reflected in the 2024-2027 LCAP.	Loleta has a school population that is made up of more than 90% unduplicated pupils. Therefore, all of our efforts to build partnerships for improved student outcomes are by definition addressing the needs of underrepresented families.	4	4	3	1	3	1	1	1	2	2	4	2	Met		2024-06-27	2024
12629350000000	Maple Creek Elementary	3	Maple Creek is a small school district in a rural natural setting. Because the student population remains low, each student's unique academic and social-emotional needs are met. This includes close communication between school and home. There are weekly newsletters and frequent one on one communications. Maple Creek picks up and drops off each student from their homes each day.

Maple Creek School District is a distinctive institution, nestled in a picturesque rural environment. This unique setting not only provides a beautiful backdrop for education but also shapes the approach  of the district. The small student population is a defining feature of Maple Creek, enabling the school to offer personalized and attentive education to each child. This intimate environment ensures that every student's unique academic and social-emotional needs are comprehensively addressed.

In many larger school districts, students can sometimes feel like just another number in the system. However, at Maple Creek, each student is known by name, and their individual learning styles, strengths, and challenges are recognized and accommodated. The small student population facilitates a close-knit community where students receive the attention they need to thrive academically, socially, and emotionally.

Communication between the school and families is another critical aspect of the Maple Creek experience. The district understands that a collaborative approach to education, involving both the school and the home, is essential for student success. To this end, Maple Creek maintains robust communication channels with families, ensuring that parents and guardians are well-informed and actively involved in their child's education.

Weekly newsletters are a primary means of communication at Maple Creek. These newsletters provide families with updates on school events, important announcements, and insights into classroom activities. They serve as a valuable tool for keeping families informed and engaged with the school community.
	At the heart of Maple Creek School District's success is its strong sense of community. The small size of the district fosters a close-knit environment where everyone knows each other. This sense of community extends beyond the school walls, encompassing families and the broader community.

School events and activities play a significant role in building and maintaining this sense of community. Maple Creek hosts various events throughout the year, including family nights and gatherings. These events provide opportunities for students, families, and staff to come together, build relationships, and celebrate the vibrant community they are a part of. Moreover, the district encourages parental and community involvement in school life.  
	Based on the collected feedback, all parents feel connected to the school. Maple Creek has a total of seven students going into 2024-2025. The district is committed to continuous improvement and preservation of our strong home to school communication for all Maple Creek families.	Maple Creek's intimate size fosters a unique educational environment where students benefit from highly specialized instruction. With a remarkable teacher-to-student ratio of 1 to 4, each student receives personalized attention and guidance. This close-knit community is supported by a team of veteran educators who are deeply committed to their profession. Their experience allows them to tailor instructional methods and pedagogy to meet the individual needs of every student, thereby maximizing their academic success.

The dedication of Maple Creek's staff extends beyond traditional teaching roles. They actively engage in differentiation strategies that accommodate diverse learning styles and abilities. By employing innovative teaching techniques, they create an inclusive learning atmosphere where every student can thrive. This personalized approach not only enhances academic achievement but also nurtures each student's personal growth and development.

One of the hallmarks of Maple Creek is the strong partnership between parents and staff. This collaborative relationship is built on mutual respect and a shared commitment to student welfare. Parents appreciate the accessibility of teachers and staff, who are always responsive to their concerns and proactive in addressing student needs. The open lines of communication foster a supportive environment where parents feel valued and informed about their child's educational journey.

In this small yet vibrant community, students benefit from a holistic educational experience that goes beyond academics. The nurturing environment at Maple Creek promotes not only intellectual growth but also social and emotional development. 

The small class sizes at Maple Creek facilitate meaningful interactions among students and teachers. This close interaction allows educators to provide timely feedback and encouragement, which are crucial for student motivation and progress. Students feel a sense of belonging and individualized support that enhances their overall learning experience.

Maple Creek's commitment to excellence is evident in its academic achievements and positive school culture. The personalized attention and specialized instruction contribute to high levels of student engagement and achievement. Beyond academics, Maple Creek values character development and community involvement. Students are encouraged to embrace core values such as respect, responsibility, and resilience. 
	Maple Creek is dedicated to enhancing parent partnerships to emphasize the importance of improved attendance. By working together with parents and students to boost attendance rates, we strive to achieve high levels of academic success and foster a greater sense of belonging within our community.	At Maple Creek, every student is valued and represented. With a small student body, dedicated staff, and strong communication between school and home, we ensure that all needs are addressed and no family feels overlooked or underrepresented..	Maple Creek's compact size empowers staff to actively participate in decision-making processes. Each team member enjoys significant autonomy in their roles and is deeply committed to serving the district and its students. The Board of Trustees is proactive, consulting with administration to gather input before making decisions.	Maple Creek's focus area will be to increase the number of community events that bring together a cross section of the community in order to provide input in order to improved data informed decision making.	Maple Creek is broadening dialogue through diverse event types and locations, creating multiple avenues for feedback. This initiative aims to enrich perspectives and enhance decision-making by incorporating a wider range of insights and voices.	4	4	3	4	4	3	4	3	3	3	4	3	Met		2024-06-14	2024
12629500000000	McKinleyville Union Elementary	3	MUSD certificated staff and administrators have engaged in a number of professional learning opportunities addressing topics of racial equity and inclusive school practices.  Teachers and administrators have partnered to develop more welcoming family teacher conference practices and school events based on family input. MUSD has welcomed families to school for conferencing twice a year and makes extraordinary efforts to ensure every family can attend including, late night scheduling, translation services, and welcoming students to the conferences.  MUSD has invested in the Remind App to ensure that families can receive communication in their home language, and we continue to update forms on our websites to ensure they are available in English and Spanish. During our Strategic Plan development this year, goals related to creating a welcoming environment for students and their families were developed and metrics of success will be monitored three times a year for improvement in this area.	MUSD recognizes that many classified staff have not had access to the same professional learning opportunities as their certificated peers.  MUSD has implemented twice annual training opportunities for classified staff during early release days scheduled during conferences.  Additionally, MUSD negotiated a full day of pre-service learning for all classified staff to ensure that messaging and learning is consistent across all units at the beginning of the year.  A system of input from Classified staff including surveys and Rounding Interviews is in place with goals for increasing the percentage of Classified staff who participate.	Our school sites adopted aligned Site Council Bylaws to improve access to all families.  School sites are prioritizing the hiring of bilingual staff and supporting teachers at all sites to support family engagement in the home language.  MUSD partners with our local high school district in grants designed to support Native American students and to fully implement an MTSS model of support at all sites.  MUSD received the CA state Community Schools Implementation Grant and a Community Engagement Initiative Grant and will use the next year to further understand the needs of families.  And the district is partnering with Studer Education implement our Strategic Plan which includes goals and metrics related to community relationships.	McKinleyville Union School District works with families as partners in their children's educational success.  Families are key members of SST meetings, Conferences, IEP meetings, family events, and student athletics.  MUSD encourages families to volunteer at school sites, attend school events, and participate as educational partners in decision making. MUSD is prioritizing the creation of opportunities for families to engage in our schools, their children's education, and our decision making processes.  The addition of a family/staff requested messaging app has improved family/school communication significantly in the past year.  Staff continue to partner with the Studer Education to implement our Strategic Plan goals related to community engagement and will participate in the Community Engagement Initiative built to improve capacity in this area.	District leadership is committed to improving communication to families using a variety of regularly scheduled outreach efforts.  The return of family engagement evening events, in person conferences, and sporting events open to the public have improved family connection to our school sites.  Additionally, as part of the Community School Planning process, families will be asked to provide regular input on district and site decisions in the form of regular surveys, focus groups during our Strategic Planning process, and Planning Group.  As part of our continued improvement, the team will work to implement startegies gained during our Community Engagement Initiative trainings.	MUSD is committed to serving all students and families.  The district has implemented a two-way communication app that allows for instant translation in the families language of choice.  The district partners with Northern Humboldt Union High School District's Indian Education grant to provide on site support for Native students and families.  The district Spanish Immersion program provides a rich program for Spanish speaking students and their families.	MUSD understands the importance of family input for decision making.  All five board trustees are parents of current MUSD students.  Many of our teaching staff and classified staff are current parents as well. Families are encouraged to participate in our School Site Councils and Parent Advisory Committee to provide input and surveys are provided to families to provide input as well.  Meetings are held during the evenings and food and childcare are provided when appropriate to encourage attendance.  The districts in person events are very well attended, often with 75%+ of families in attendance.	Based on input from families and data from annual meetings, MUSD will increase the use of invitational focus groups to improve our ability to get input for decision-making.	In order to better serve all students, MUSD has structured an annual calendar of parent/caregiver input (surveys, Rounding Interviews, CHKS, Advisory groups) to ensure that our demands on parent/caregiver time is reasonable and well spaced.  Additionally, both the Community School Implementation Grant and Community Engagement Initiative will engage another layer of family/caregiver input for the next few years.	4	4	4	4	4	3	5	4	4	4	4	4	Met		2024-06-10	2024
12629680000000	Orick Elementary	3	Parents and Families were given opportunities to provide input by way of survey. The results are synthesized below.

Orick School hosts opportunities for parent and family engagement each year, this year 100% of parents/families attended at least one event. These include community dinners, student performances and committee meetings. 

 Building Relationships Between School Staff and Families: 
88.9% of respondents feel welcome and supported on campus. 
88.9% of respondents report that they would recommend our school. 
	Our focus area continues to be communication. We will work with the Community School program and new administration to improve communication with families.	We will host events with free meals to support our socio-economically disadvantaged families. Direct and frequent communication will be our primary goal with this underrepresented group.	Building Partnerships for Student Outcomes
88.9% of respondents feel informed 
100% of respondents report that staff respond to their questions and concerns. 
	We will focus on early literacy efforts with families of students ages 0-8 in alignment with our Literacy Plan and LCRS grant.	We will schedule at least two mandatory parent teacher conferences per year for each student. Accessing support from the Community School Program we will offer meals and food pantry options for underrepresented families.	Decision-Making
100% of respondents of SWD feel they were a part of the process for decision making
Consistent participation in PAC/Community School planning meeting meetings this year, informed our LCAP and Community School Implementation Grant. 

	Our focus area will be to maintain consistency with the PAC/Community School advisory group.	We will offer both onsite and off-site school sponsored events, with free meals and opportunities to provide input for decision making.	4	5	4	4	4	4	4	4	4	4	4	4	Met		2024-06-13	2024
12629760000000	Pacific Union Elementary	3	Relationships between School Staff and Families are critical for ensuring student success. The District fosters these
relationships in a number of ways. The District has an active PTO, Site Council/PACT, and DELAC
committees/boards. Involving families in the decision making process helps to build relationships between families

and staff. The District encourages parent/guardian classroom volunteers, parent/guardian participation in decision-
making bodies, and attendance/participation at school events. We promote 100% parent/guardian attendance at

parent/guardian - teacher conferences and hold trainings/workshops, such as parenting classes. The District
provides professional development on promoting parent participation and the the District provides translation
services to allow parents/guardians to participate in educational programs and individual meetings with school staff
related to their child’s education. The district offers EL parents the opportunity to have the EL Technician attend
parent/guardian conferences, along with a translator (if needed).
By focusing on formal and informal meeting opportunities, professional development on promoting parent/guardian
participation, and translation services, the District creates an environment that allows for full participation in the
school community.
School staff continue to be generally responsive and treat parents/guardians with respect. Another area of strength
is the District's weekly updating of its Facebook and webpages in order to engage and communicate with families.
This might be one of the reasons parents/guardians feel their school keeps informed about upcoming events and
activities at the school site.	The LEA will continue to actively seek input from all families through surveys, focus groups, and parent advisory
committees. This will allow us to gather more feedback, continue to identify specific needs and concerns, and gain
more involvement from families in decision-making processes. The LEA will continue to provide professional
development to teachers regarding Empathy Interviews. We would like to provide an opportunity to families to
engage with use at the beginning of the school year in a different way. This process will allow us to do this.	The LEA will implement several targeted strategies. Firstly, we will prioritize cultural competence training for school
staff to enhance their understanding and appreciation of diverse cultural backgrounds. This will help foster a
welcoming and inclusive environment where families feel valued and respected. Secondly, we will establish regular
and meaningful communication channels with underrepresented families, ensuring that information is accessible and
language barriers are addressed. This may include providing translated materials, utilizing interpreters during
meetings or events, and leveraging technology platforms for communication.	Relationships between families and school staff are essential for student success. Pacific Union School District
fosters collaborative and positive relationships. We do this in a variety of ways. The district has a school based
wellness center, DELAC committee, Site Council/PACT committee, and a PTO. Families are invited to volunteer in
classrooms and attend school sponsored field trips. The district makes sure that all communication is accessible
through the school website, class dojo, and email. Communication is translated for our EL families.

87% of our families feel they are kept informed about their child's academic progress
93% of our families feel staff is approachable and responsive	To continue building partnerships for student outcomes, the District will focus on providing diverse opportunities,
including academic support and enrichment as well as extracurricular activities and community events. Social and
emotional support and services will continue to be a focus to build a stronger connection and engagement to our
school community. The District will encourage parental/guardian to plan school events and opportunities for students
and family to participate in. Staff will focus on Universal Design for Learning (UDL) to ensure that the unique needs
of each student are met, fostering academic achievement, personal growth, and a positive social/emotional
awareness.	In order to better serve all District Pacific Union students, we continue to implement actions/services related to
seeking parent/guardian input and promoting parental participation. One ongoing focus area for improvement is
increasing outreach to all underrepresented families. Our school based wellness center will be providing
parent/guardian educational classes in the evenings around topics of interest or concern that were documented in
the annual engagement survey. Some topics will be social media safety, digital citizenship, inclusion, and best
parenting strategies.	One of our strengths lies in our commitment to engaging our educational partners in the decision-making process.
We have actively sought input from various educational partners, including parents/guardians, students, teachers,
and community members. Through surveys, focus groups, and advisory committees, we have provided opportunities
for these partners to share their perspectives, voice concerns, and contribute to shaping educational policies and
programs. Our LEA has demonstrated a willingness to listen and respond to the input received. We have utilized
the feedback received to inform our decision-making processes and make data-informed choices. This approach
has resulted in more inclusive and equitable decision-making, ensuring that the diverse needs and perspectives of
our educational partners are considered.	Our LEA will continue to engage our educational partners, but our focus will be on expanding our outreach and
engagement efforts to reach a broader range of educational partners. We will improve accessibility and clarity of the
LCAP engagement survey. This may involve hosting community forums, conducting targeted outreach campaigns,
and utilizing multiple communication channels to ensure all information is received and understood.	Our LEA has embraced transparency and open communication in seeking input from all our families including our
underrepresented families. We will continue to provide clear channels for our educational partners to express their
opinions and concerns, and we have been proactive in sharing information and updates on decisions made based on
the input received. This transparency has fostered trust and collaboration among our educational partners, creating
a sense of ownership and shared responsibility for the success of our educational programs.

Our LEA will prioritize outreach efforts specifically tailored to underrepresented families. This may include
conducting culturally sensitive and inclusive community meetings, hosting focus groups, or utilizing trusted
community leaders as liaisons to facilitate dialogue and gather input. By actively seeking out underrepresented
families and creating spaces that foster open and respectful communication, we aim to ensure their voices are heard
and valued in the decision-making process.	4	4	3	4	4	3	3	5	4	4	4	4	Met		2024-06-14	2024
12629760115154	Trillium Charter	3	Trillium's staff maintains ongoing communication with families of enrolled students using our school parent portal (ParentSquare) for general announcements, calendar updates, volunteer coordination, and individual messaging. We hold bi-annual teacher conferences in-person or via Zoom to report student progress and address potential parent/guardian concerns. Events are held a minimum of once a month and are designed for networking among staff and families, showcasing student work, and seasonal celebrations.

	In 22-23, we identified that family attendance at school events was significantly reduced compared to pre-pandemic participation. This has increased in 23-24, but we are working to recapture our previous rate of >98% family participation in school event and conferences throughout the school year.	Some methods that are used for equitable access include; offering all communications in online and printed formats, holding events at different times of day- both during and after business hours, and making phone calls to interact directly with families when needed.	One benefit of a very small school is the opportunity to develop close working relationships with each student and their family members. Parent conferences and SST meetings are held during the year to collaborate with families for student success. Our NCBIS program allows us the flexibility to create personalized programs for students on this track.	We are working to improve communication with families regarding incident reports and student resolutions when they happen at school.	We are working to collaborate with a wider range of community service providers to support student mental health and wellness, including those who are experiencing homelessness or who have exceptional needs.	We have a small but dedicated group of parents/guardians who sit on school committees, are officers on our steering committee, attend parent/family teacher conferences, and participate at every opportunity. This reliable input and energy is an enormous strength to our program and assists in all decision-making.	We have distributed surveys on paper and online but have consistently received responses from 1/3 of our families over the past two  years -despite raffle prizes for participation! We are working on increasing this stakeholder feedback to help us better meet the needs of our current student population.	
Some ideas have been put forth to gather input from all families, including an anonymous suggestion box, phone interviews, and enrollment surveys.
	5	5	4	5	4	5	5	5	5	4	4	4	Met		2024-06-25	2024
12629840000000	Peninsula Union	3	Peninsula Union School has been growing relationships actively this school year with monthly family events and multiple options for two-way communication with students, families, and staff.	Following survey results from our educational partners, Peninsula Union will be looking for ways to grow opportunities for families to contribute and lead within school initiatives.	Peninusla Union engaged the tool of rounding with families to do brief listening sessions with guardians of students experiencing chronic absenteeism. We will continue to use this tool to more deeply understand what works for families to remain engaged with school, and what barriers they are facing.	Peninsula Union School is always striving to build stronger foundational relationships between staff, students, and families, all in service of student growth and success. Our current strengths include creating a community spirit at family nights each month and investing in various forms of listening sessions to be sure we are following our educational partners' lead.	We are working collaboratively with our educational partners to identify barriers and possibilities for removing those barriers to help students better engage with learning and grow academically and socially.	Individualized invitation phone calls and conversations will be used to directly engage all families, especially those who may be underrepresented, especially in times of celebration of student success, and in seeking educational partner input.	In addition to email all-call invitations, digital surveys, and paper surveys, staff will also reach out with targeted, intentional, short conversations with families to seek input on decisions. All families will always be invited to share their thoughts in multiple ways.	We have just begun to implement the rounding method to host short in-depth listening sessions, and this coming school year we plan to expand the use of this tool to gather meaningful input from all educational partners.	We will continue our implementation of monthly family nights with themes that meet the educational partners' needs and requests In this way we hope to meet underrepresented families where they are most in need and provide support that specifically serves them.	5	5	4	5	5	4	4	4	3	3	4	3	Met		2024-06-11	2024
12630080000000	Rio Dell Elementary	3	This year we have developed a school app that has the ability for 2-way communication between staff and families.
This is also translatable into any language for families that may not be fluent in English. We also have 95% of
families that attended a parent teacher conference this year, over 100 people in attendance at Panther Picnic Events
and over 200 people in attendance at our annual Mother's Day Tea.	We want to continue to build relationships with parents and will employ a culture and climate ambassador next year
who will play quarterly family events to bring families on campus.	The district is hoping to employ a bilingual employee in order to better assist our families with limited English
speaking abilities.	The district has a strong partnership with the Rio Dell Community Center as well as Redwood Rural Health, who
provided dental services on site for students.	With the recent award of the Community Schools Grant the District hopes to strengthen and develop partnerships
with the police department as well as local physicians in order to have a part time nurse on campus.	To improve engagement of underrepresented families identified during the self-reflection process, the Local
Educational Agency (LEA) will implement targeted strategies focused on Building Partnerships for Student
Outcomes:
1. **Climate and Culture Ambassador**: Hiring a community liaison from the underrepresented groups can bridge the
gap between the school and families. These liaisons will build trust and act as a direct link, facilitating better
communication and understanding.
2. **Family Education Workshops**: Organizing workshops that educate families on how to support their children’s
education, understand school processes, and access available resources can empower them to engage more
effectively.
3. **Inclusive School Activities**: Planning inclusive events and activities that celebrate the diversity of the student
body and their families can create a more welcoming environment and foster a sense of community.
4. **Partnerships with Local Organizations**: Collaborating with local community organizations that already have
established relationships with underrepresented families can enhance outreach efforts and provide additional
support.
By focusing on these areas, the LEA aims to create a more inclusive and engaging environment for
underrepresented families, ultimately improving student outcomes through stronger school-family partnerships.
	The LEA offers multiple opportunities for seeking input from educational partners: monthly board meetings, surveys,
family engagement nights.	The LEA is going to continue to work on seeking a more diverse representation for educational partners to sit on
school committees. With the implementation of the new Community Schools Grant we will have a designated
position that focuses specifically in this area and will plan events that continue to bring educational partners on
campus for various events.	The LEA will improve engagement of underrepresented families during the self reflection process by having at least
two representatives from the groups, host family engagement nights where space is provided for input and decision
making, provide childcare at events that educational partners need to attend.	4	5	4	5	4	5	4	4	3	3	5	4	Met		2024-06-27	2024
12630240000000	Scotia Union Elementary	3	"Scotia School keeps relationship building at the forefront of daily interactions with families. According to the local community partner school climate survey, 100% of parent responses agreed with the statement ""I feel welcome at Scotia School"". The school continued its monthly ""Positive Parent Contact"" system where teachers reach out to parents on a regular schedule throughout the school year, in addition to regularly scheduled parent-teacher conferences twice yearly and regular school to home communication methods.  Additional school wide family events were regularly held throughout the school year to encourage relationship building between school staff and families. According to staff and family feedback, these events were successful in encouraging relationship building between staff and families."	Based on data from educational partner input, the LEA intends to increase student supports around engagement, belonging, and attendance. District staff has been committed to schoolwide implementation of Positive Behavior Interventions and Support (PBIS) beginning in 2024-2025.  PBIS will also support school climate improvement, and will be one aspect of the District's plan to decrease chronic absenteeism and increase relationship building between staff and families.  Teachers will reach out to students who are absent for multiple days.  The school counselor or intervention paraprofessional will meet with students who are chronically absent to provide additional social emotional support.  Families will be educated on the importance of family engagement in their child's education, and will be provided with diverse opportunities for participation in family engagement activities.	Based on educational partner input, the LEA's Community Schools Program will continue to focus on improving engagement of all families, and especially our underrepresented families.  School staff has been trained in trauma informed practices, and will continue to focus on breaking down barriers to family engagement.  The schoolwide focus is on forming and maintaining relationships with students and parents.  The LEA's participation in the Community Engagement Initiative and California Community Schools Partnership Program are integral to this movement to build relationships between school staff and families.	Based on educational partner input and local data, parents and students agree that they are in a partnership with the school staff in terms of education and student outcomes. The school has a well developed Student Study Team that meets regularly with parents and staff members regarding student outcomes. The school also has  2 intervention teachers and a learning specialist on staff, as well as a highly effective after school program, who work closely with families to improve student outcomes.  The staff has been training in trauma informed practices, and the LEA has implemented a multi tiered system of support.	Based on educational partner input and local data, the LEA's focus area for improvement in building partnerships for student outcomes is increasing student supports around engagement, belonging, and attendance.  By increasing student and parent engagement, student's sense of belonging, and attendance, student outcomes will improve.  The LEA will focus on educating families and students on the importance of engagement and attendance, as well as provide supports for students and families related to the LEA's focus area.	Based on educational partner input and local data, the LEA's Community Schools Program will continue to focus on building relationships in order to improve student outcomes, especially with our underrepresented families.  School staff has been trained in trauma informed practices, and will continue to focus on breaking down barriers to family engagement.  Some of these barriers include language, work schedules, and parents' prior negative experiences with the school system.  The LEA will provide opportunities in families' language of choice, at diverse times, in person and virtual, and will reach out to parents of underrepresented families personally to encourage participation in school events and meetings. The schoolwide focus is on forming and maintaining relationships with students and parents, including underrepresented families.  The LEA's participation in the Community Engagement Initiative and California Community Schools Partnership Program are integral to this movement to build relationships between school staff and families in order to improve student outcomes.	Based on educational partner input and local data, bi-annual survey, parents agree that they are connected and feel welcome at the school.  This is due to the school's strength of seeking educational partner input for decision making. 100% of the staff agree that their ideas are heard and considered. The data showing connection to the school shows that educational partners feel their input is valued as part of the decision making process.	Based on educational partner input and local data, input for decision making is currently gathered as street data.  The LEA will continue to focus on educational partner input in decision making in more formalized settings, such as meetings.  Previously, successful data collection has been through surveys, 1 on 1 conversations, and input gathered at meetings regarding student achievement, such as parent conferences, IEP meetings, and student study team meetings.  The LEA will continue to focus on seeking input at formalized gatherings and meetings which are intended as community input sessions.	Based on educational partner input and local data, the LEA's Community Schools Program will continue to focus on building relationships in order to improve the quantity and quality of input for decision making, especially with our underrepresented families.  School staff has been trained in trauma informed practices, and will continue to focus on breaking down barriers to educational partners providing input.  Some of these barriers include language, work schedules, and parents' prior negative experiences with the school system.  The LEA will provide opportunities in families' language of choice, at diverse times, in person and virtual, as well as in different modalities, and will reach out to parents of underrepresented families personally to encourage participation in school events and meetings in order to gather input for decision making.  The schoolwide focus is on forming and maintaining relationships with students and parents, including underrepresented families.  The LEA's participation in the Community Engagement Initiative and California Community Schools Partnership Program are integral to this movement to build relationships between school staff and families in order to increase participation in input opportunities.	4	5	4	5	4	4	5	5	4	4	5	5	Met		2024-06-20	2024
12630320000000	South Bay Union Elementary	3	Based on input from our educational partners, our strengths are the relationships our school community builds with our families. Families feel connected and supported by the teachers and staff.	An area of focus for our school district is the delivery of timely feed back on student academic performance on local measures.	We will continue hosting focus group meetings in a variety of settings and times to solicit feedback to improve engagement of underrepresented families.	Parents/Guardians are considered an essential component to improve outcomes for students. At South Bay parents are our educational partners. Surveys and listening sessions have provided input to support the decision of the district.	South Bay will build on our current structure to increase engagement opportunities using focus groups, parent support groups and advisory committees.	Our district will continue to engage with underrepresented families by focusing on direct outreach and personal connections.	Education partners feel connected to our school.	Education partners participation in focus groups and surveys remains lower than we would like to see. Attention will be given to provide a wider variety of opportunities for engagement.	Improvements will be made in increasing the variety of engagement activities offered.	5	5	4	4	3	3	4	4	3	3	4	3	Met		2024-06-26	2024
12630320111203	Alder Grove Charter School 2	3	Alder Grove Charter School is a personalized learning public school based on strong and effective educator, student, family, and community partnerships, and will continue to promote family participation in a variety of ways. The school encourages family participation in all events, field trips, curriculum choices, parent attendance at weekly or semi-weekly meetings with teachers, and advertising LCAP Parent Advisory Committee Leadership Team and Governance Council meeting times for family input.	Family educational events events could be better promoted for increased attendance and participation.	Though AGCS has only a small number of English Learners, we will continue to provide translation services to allow families to participate in educational programs and individual meetings with school staff related to their child’s education. The school will encourage staff, teachers, and administrators to continue participating in professional development that addresses cultural competency and creating a welcoming environment for each family's strengths, cultures, languages, and goals for their children.	AGCS offers regular parent/guardian trainings and other family events addressing a variety of interests and subjects chosen to learning and development in the home. Teachers meet with students and families either weekly or semi-weekly to assess progress, assign work, and discuss student progress. Because of the nature of our school, the family is very involved in each student's education.	The school is in the initial stages of creating more parent/guardian training materials and opportunities to improve instruction at home.	Though AGCS has only a small number of English Learners, we will continue to provide translation services to allow families to participate in educational programs and individual meetings with school staff related to their child’s education. The school will encourage staff, teachers, and administrators to continue participating in professional development that addresses cultural competency and creating a welcoming environment for each family's strengths, cultures, languages, and goals for their children.	Alder Grove Charter School seeks input from families in a number of ways. Our school has a Leadership Team that includes family involvement and input on local decisions. Our Governance Council is also currently made up of all Alder Grove former or current parents. Additional opportunities for input are available by submitting surveys, open communication with the Superintendent/Executive Director, a direct email address to the Governance Council, and during regular trainings s and other family events. An LCAP information session has been offered at many of these events. Additional formal input meetings, including LCAP parent advisory council meetings, will continue to be scheduled during the 24-25 school year.	The school added one Council member and is currently recruiting Governance Council members for one position.	Though AGCS has only a small number of English Learners, we will continue to provide translation services to allow families to participate in educational programs and individual meetings with school staff related to their child’s education. The long term goal is to have translation for surveys going home to families who do not speak English.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-11	2024
12630320124289	South Bay Charter	3	Based on input from our educational partners, our strengths are the relationships our school community builds with our families. Families feel connected and supported by the teachers and staff.	An area of focus for our school district is the delivery of timely feed back on student academic performance on local measures.	We will continue hosting focus group meetings in a variety of settings and times to solicit feedback to improve engagement of underrepresented families.	Parents/Guardians are considered an essential component to improve outcomes for students. At South Bay parents are our educational partners. Surveys and listening sessions have provided input to support the decision of the district.	South Bay will build on our current structure to increase engagement opportunities using focus groups, parent support groups and advisory committees.	Our district will continue to engage with underrepresented families by focusing on direct outreach and personal connections.	Education partners feel connected to our school.	Education partners participation in focus groups and surveys remains lower than we would like to see. Attention will be given to provide a wider variety of opportunities for engagement.	Improvements will be made in increasing the variety of engagement activities offered.	4	4	4	4	3	3	4	4	3	3	3	3	Met		2024-06-26	2024
12630400000000	Southern Humboldt Joint Unified	3	Due to no parent responses in the 23-24 year, current information is in reference to 22-23 Data collection and analysis: Groups meet regularly and include parents, students, school employees and community members among their participants. The LCAP Parent Advisory Committee (PAC) a parent group meets with the superintendent formally with the most recent meeting on June 6, 2023. Input from all of these groups influenced the development of the LCAP. School Site Councils meet and discuss school site data, analyze school site needs and improvement goals, and plan activities to address the needs. Information and input from all of these groups has informed plans for the future of the District in the development of the LCAP. Parents of English Learners (EL) expressed that they appreciate the translation and interpretation services offered.	Due to no parent responses in the 23-24 year, current information is in reference to 22-23 Data collection and analysis: Feedback from staff, including teachers, classified support, and administrators, included the need for improved communication within the schools, the district, and between home and school. A strong and recurring theme expressed was a need for additional social-emotional support for staff and students as well as professional development for staff in culturally responsive and trauma-informed practices to support learning recovery programs and accelerate students' academic progress. The need for a robust after school program in the coming years to mitigate learning loss was echoed repeatedly in stakeholder groups.	Due to no parent responses in the 23-24 year, current information is in reference to 22-23 Data collection and analysis: Professional Learning and Collaboration: teachers, parents, board, and administration provided input on this action to target professional learning to increase teacher capacity actions were created in response to staff feedback on the need for targeted professional development. In 2022, parents expressed support for continuing instructional coaching opportunities for teachers, and teachers response was very positive. Coaching will continue. Parents and staff in 2022 express support for professional learning targeted specifically on resolving conflicts (e.g. CPI training) and classroom management. Parent advisory committee in 2023 emphasized the need for more support and increased training in PBIS and Second Step curriculum especially for small schools.	Due to no parent responses in the 23-24 year, current information is in reference to 22-23 Data collection and analysis: The school district has updated our student information system to Aeries, due to popular demand, which has improved parent and community communication capacity over the outdated system that was previously in place. Schools and the District continue to use communication strategies such as Facebook pages, personal phone calls, emails and zoom meetings to connect with families and gather information for planning and providing services for student learning. Parent groups in the District participate, support, and engage with the school to support their children's education and extra-curricular opportunities including South Fork Boosters Club (serving Miranda Junior High as well), Redway Parent Teacher Student Association (PTSA), Friends of Whitethorn Elementary School (FOWES), and Friends of Casterlin School (FOCS). These groups raise funds, organize plans, and make after school and community events happen to support their students' education.	Due to no parent responses in the 23-24 year, current information is in reference to 22-23 Data collection and analysis: Communication with our parents is an area of growth. One major change is our new website which is now in use, since the District's previous website was both challenging to update and challenging to use for our staff, students, and community. In today's digital world, websites are a primary means of communication between schools and families. Another major change is our new student information system which promises to be more user-friendly for parents and for staff. Improving response rates on surveys to parents and increasing attendance at stakeholder meetings are two areas of focus for the coming years. Parent Square is being used now to communicate with our school community by text, email, and voice calls. New members on the District Advisory Committee are enthusiastic participants and eager to share their perspectives on educational, social, and community issues.	Due to no parent responses in the 23-24 year, current information is in reference to 22-23 Data collection and analysis: The LEA process in matching the selected interventions with the identified needs included the use of a driver diagram and repeated review and modification through the PSA cycles. Needs identified included: *improvement in communication and relationships between school and families, assistance in providing aid to families in need (e.g. transportation, food, clothing, referral to outside agencies and/or counseling). *support for basic needs (transportation, food, clothing. referrals to outside agencies) *connections between students, staff, and community *retain school enrollment in remote, Frontier, rural areas as siblings mature *support daily attendance at Frontier remote, rural schools by increasing grade level capacity thereby reducing travel hours for parents to attempt to meet buses at multiple locations by instead having one bus stop.	Due to no parent responses in the 23-24 year, current information is in reference to 22-23 Data collection and analysis:  Partnerships with our parents are foundational to our schools. Opportunities for Parent Involvement include holding seats on the School Site Councils, serving on the District Advisory Committee, joining the Career and Technical Education (CTE) Advisory Committee, attending stakeholder meetings and town halls, volunteering in classrooms, reading one-on-one with students, working with small groups of children, assisting at school events, chaperoning field trips, and coaching sports or leading a club. We have strong parent groups at each school that organize events and raise funds to enrich the educational environment in school. Throughout the school year 2022-23, stakeholder meetings and leadership meetings have continued to be held in person and by using teleconferencing technology for the Comprehensive Coordinated Early Intervening Services (CCEIS) plans. Leadership team meetings for the Comprehensive School Improvement (CSI) plan includes the principals of CSI schools, assistant superintendent and county office staff who meet weekly. Parent groups have offered parent perspectives on all of our plans which help inform the LCAP. Some of the parent groups include Redway PTSA, Friends of Casterlin School (FOCS), Friends of Whitethorn Elementary School (FOWES), Miranda and South Fork Booster Club. Groups meet regularly and include parents, students, school employees and community members among their participants. The LCAP Parent Advisory Committee (PAC) a parent group meets with the superintendent formally with the most recent meeting on June 6, 2023. Input from all of these groups influenced the development of the LCAP. School Site Councils meet and discuss school site data, analyze school site needs and improvement goals, and plan activities to address the needs. Information and input from all of these groups has informed plans for the future of the District in the development of the LCAP. The biennial California Healthy Kids Survey (CHKS) will be given this year to staff and students in specific grades this spring and will include the parent module in addition to the usual surveys. The most recent stakeholder input used in the LCAP has been in June of 2023, including parent and staff surveys and LCAP Parent Advisory Committee.	Due to no parent responses in the 23-24 year, current information is in reference to 22-23 Data collection and analysis:  It is critically important in public schools that the stakeholders' voices are included in decision-making. 2022-2023 was a difficult year due to high illness rates, earthquakes, storms, power outages, road closures, and the consequent necessity for school closures; at the same time, the community has teleconferencing experience now (e.g. Zoom meetings) that have enabled staff, parents, and community to meet even if the school is closed; for example, to prepare for this year's Western Association of Schools and Colleges (WASC) visit, South Fork high school staff met on Zoom during a snowstorm. This experience may make future stakeholder meetings easier to attend for our geographically wide-spread school district, so that there can be better inclusion for some who live far from the population centers of Garberville and Redway. For hybrid or in-person meetings, audio and connectivity issues will need to be overcome in order to stream in-person meetings in our remote region, but streaming Board meetings is a future goal to allow wider inclusion for in-person meetings.	Due to no parent responses in the 23-24 year, current information is in reference to 22-23 Data collection and analysis:  The school district consulted with the SELPA to assure students with exceptional needs are properly addressed in the LCAP.	3	3	3	3	3	3	3	3	4	4	4	3	Met		2024-06-28	2024
12630570000000	Trinidad Union Elementary	3	As part of the educational partner engagement process for the LCAP, the district reached out to staff, families, and community members in the following ways: 
+ Monthly school board meetings with opportunity for comment from parents and community members 
+ Twice monthly staff meetings 
+ Parent-Teacher conferences in October and March 
+ Monthly grade level meetings 
+Monthly classified staff meetings 
+ Weekly Support Service Team Meetings 
+ Student Study Team, IEP, and 504 Meetings - at a minimum, held annually for each student receiving services.
+ Fall and spring climate surveys for students 
+ Spring Interviews regarding school connectedness for students 

Surveys were developed by the PBIS Team and the Site council in order to assess parent involvement and engagement in the school community and how actively involved they felt in the decision making process.  The survey questions were directly related to Trinidad USD’s LCAP Goals. 
Stakeholders saw Trinidad School as both a physical and cultural hub in our small town. They value the fact that it is one of the largest social components of the community, and that it serves as “a catalyst for community events through fundraisers and other events held on the campus. When asked what they liked most about the school, families said they valued the sense of community on campus. Several highlighted the feeling of being part of a school family.	Based on the spring family survey and the community meetings, praise for the caring environment and extra programs was widespread. Of note were the following themes: 
+ Most parents feel very positive towards the school, indicating they strongly agree that the staff is welcoming, encourages parent volunteers, is approachable and treats their children with kindness and respect.
+ The majority of parents strongly agree that their children feel accepted by peers, safe at school (in classrooms, playground, restrooms, after school program), treated fairly by teachers/staff, and that the school fosters the whole child development.
+ The small community feel
+ How caring and engaged the staff and employees are with the students
+ The warm and welcoming environment
+ All the extra programs offered like gardening, art, and music
+ The positive atmosphere
+ Maintaining a robust counseling program, small class sizes, and paraprofessional support is a priority for educational partners. 

Areas for growth based on educational partner feedback include the following: 
+ Better communication and an updated website/calendar to know about upcoming events, assignments, grades slipping, etc.
+ More opportunities to spend time together as a community (evening and weekend events) 
+ Recruiting 'classroom parents' to facilitate volunteering/involvement	In order to better serve all District students, Trinidad USD continues to implement actions/services related to seeking parent input and promoting parental participation. One focus area for improvement will be increasing outreach and support to low income families through increased support from our school social worker. We have learned that many of these families do not have consistent phone contact information, and the district has shifted towards a parent portal and an app-based messaging system to ensure that the families will have consistent access to school information - not text/phone dependent.	Trinidad Union School District recognizes parents/guardians as partners and works with families to ensure student success. Parent input is valued during intake meetings, conferences, IEP meetings, and family events. The District encourages classroom volunteers, parent participation in decision-making bodies, and attendance/participation at school events. The school promotes 100% parent attendance at parent teacher conferences. By focusing on formal and informal meeting opportunities, and professional development on promoting parent participation, we will create an environment that allows for full participation in the school community. 

District and school staff are doing a great job of keeping families well informed. ParentSquare (automated voice calls, texts, and emails) is increasingly being used to update families and ensure timely communications, and families of students in grades 5-8 have access to academic progress through the Aeries Parent Portal.	The pandemic negatively impacted the District's success related to parent/guardian partnerships, and we are looking for ways to bring families back to campus. This year we have seen a slight increase in parent volunteers and in staff/family connections. 
The District will continue to continuing focus on parent/guardian partnerships. The District has already begun increasingly creating opportunities to get parents/guardians back on campus and more engaged in their student's learning. PTO and TSEF have begun to host regular meetings and events, drawing in new community partners.	Trinidad School's greatest area for growth in Building Relationships Between School Staff and Families comes as a result of both the lingering effects of the COVID-19 pandemic and the changing economic realities many of our families are facing. New families in particular have not had the opportunity to join in campus-wide events and to form close relationships with each other. We are beginning to restore many of our traditional relationship building activities such as dinners, family nights, and classroom parties. This year has seen a recommitment to seeking and valuing parent/guardian participation we are continuing to create opportunities to get families back on campus and more engaged in their children's learning.	Parent input is an integral part of the Trinidad USD decision making process. Annual parent survey results drive district decision making. Families are encouraged to serve on the Board of Trustees and the School Site Council, and give feedback through surveys, parent meetings, and other less formal communications. The Site Council implements an annual parent survey and provides excellent mechanisms for connecting with families and engaging them in the decision making process.	In order to better serve all District students, Trinidad USD continues to implement actions/services related to seeking parent input and promoting parental participation. One area for improvement is focusing on ensuring the sustainability of recent efforts to foster meaningful parent involvement in the District's decision making process. Increased formalization of input opportunities and building a history of valuing parent/guardian input will help foster improvement in this area.	In order to better serve all District students, Trinidad USD continues to implement actions/services related to including parents/guardians in the decision making process. One focus area for improvement will be increasing outreach to low income families. The District anticipated hiring a school social worker who will provide an increased emphasis on connecting low income families with resources and support. Additionally, the district will increase emphasis on professional development that supports staff in learning about each family’s strengths, cultures, languages, and goals for their children. The District resumed many of its traditional in-person parent activities during the 2023-24 school year and the Trinidad School Education Foundation and Parent Teacher Organization hosted several school wide activities, which were well attended by families and community members.	4	4	4	4	4	4	5	5	4	4	5	5	Met		2024-06-24	2024
12753740000000	Ferndale Unified	3	Our district's strength in engaging educational partner input in local data is exceptional. This year, we've implemented Empathy Interviews and on-campus events to foster inclusivity.	We want to employ all our teachers across disciplines to hold Empathy Interviews with 100% of students and families.	We need to find a way to engage students with their friends in a productive way to advocate for students to come to school.	Our current strengths are that we are transparent, engaged in professional development, and put our goals into action.	We are working towards unifying our TK-8th grade and our 9th-12th grade campuses.  We look forward to working together to learn best practices.	Increase our DELAC participation and have our bilingual Attendance Clerk and teachers invite our underrepresented community to school events.	Our strength is that we are open to local input and we authentically desire to hear feedback.	We want to collect data from more subgroups of students and families.	We are going to work with parents during the school conference week.	4	4	3	4	3	4	4	4	4	4	4	4	Met		2024-06-20	2024
12753820000000	Mattole Unified	3	Mattole Unified School District uses several strategies to provide assistance to families in order that they may better their understanding of our academic expectations for their children. At the school site level, Orientations and Meet/Greet events are held at the start of the school year and parent conferences are scheduled for all parents/students with their classroom teachers at the end of every trimester. Targeted assistance meetings are held as school and district community forums throughout the school year. Through the LCAP process and School Site Council meetings, collaboration with educational partners provides valuable information regarding how to best support our families. Technology is used to communicate information and to gather input and feedback about LCAP and school site goals from the community. Information and questionnaires are posted on the district website. Annual surveys for educational partners are given. Requests for feedback and participation is regularly sought through both mass and personalized email communications.	Based on our educational partner input our current focus areas for improvement in building relationships between school staff and families include:
- Streamlining and communicating expectations for staff regarding regular/timely communication and messaging with families through a variety of channels such as emails, social media (district and school Facebook pages), use of text messages, phone calls, weekly office hours, and website bulletin boards about school and classroom events and the educational progress of their students, especially when there is a concern about student learning outcomes.
- Increasing educational partner knowledge by providing multiple opportunities to learn about critical information that non-educators should/need to know.
Mattole USD will continue to focus on improvement of effective communication between schools and families in order that we may continue to build a safe and productive school environment and increase parental/caregiver involvement in their children's schools.  We strive to provide an environment where families feel comfortable raising issues with their child's school, and to ensure that issues are addressed promptly.	Educational partner input shows a desire to have more in depth knowledge of the local TK-12 curriculum, instructional strategies and assessments that are utilized to improve and accelerate student learning at Mattole USD. Community forums such as the Bi-annual Superintendent Round Tables surrounding these topics are held to discuss the local measures used to ensure that our students are at or above grade level.
Mattole USD will continue to develop strategies to improve the engagement of our underrepresented families in these forums by:
- including personal invitations to participate
- adjusting meeting times and locations, and
- utilizing virtual options (including video recordings) when applicable.	Our current strengths and progress in building relationships between school staff and families at Mattole USD include:
- Multiple parent/student events and participation in field trips at all schools throughout the school year
- Opportunities to participate in multiple community/public forums at schools
- Membership and Participation in School Site Councils
- Weekly District News communication from administration in various on-line formats (emails, texts, social media postings)
- Classroom News emails to parents from teachers
- Parent surveys
- Personal conversations and invitations to participate	Our current focus areas for improvement in building relationships between school staff and families include:
- strengthen relationships with families who rarely or never participate in school meetings and events
- identify alternative forms and manners to make 2-way communication more accessible to families	Mattole USD is striving to improve engagement of identified underrepresented families by
- expanding on forms and manners of communication to families that are accessible and understandable
- providing intentional outreach to families at community events
- providing more targeted parent workshops	Mattole USD provides multiple opportunities throughout the school year for seeking family input for decision making at both school site and district levels. District/Site Administration, teachers, other staff members, families, students and community members collaborate and work together to plan, design, implement and evaluate student, family and community engagement activities at all of our schools and at the district level.
The District focuses on utilizing a three-phase process for gathering input from stakeholders for plans such as the district LCAP and school SPSAs. The first phase focuses on sharing information about prior plans and the development process for plans, the second phase focuses on gathering input around needs, goals and actions and the third phase focuses on the review and approval of draft documents.	The Mattole Unified School District is committed to maintaining an inclusive climate that encourages input in the decision-making process from all stakeholders.
Identified areas for improvement in seeking input for decision-making include:
- increased output of information to families about decision making opportunities at district and site levels
- increased outreach to welcome, build capacity, accommodate. and engage all identified unrepresented groups in the decision making process.	Our identified underrepresented groups include families of unduplicated students (homeless, migratory, low income, EL) and special education youth. We will continue to expand on our number and availability of both whole community forums and also individualized group forums. We will continue to engage with and build relationships with individual unrepresented families and provide necessary, personalized supports and accommodations for the academic success, well being and full, positive, equitable school experiences for their children.	5	5	5	4	5	4	4	4	4	4	4	4	Met		2024-06-18	2024
12755150000000	Eureka City Schools	3	"Schools have developed systems at the elementary level to address family involvement, from parent meetings for all students to frequent informative mailers and phone calls that reach out to all families (or select families, given the situation). 2023-24 was the first year of Empathy Interviews and data collection at the elementary level where over 85% of families attended. The elementary schools also have events that celebrate parent inclusion. Events such as back-to-school nights, open houses, multicultural fairs, and ELAC can be both broad and specific to address the needs of the parents in the setting. 

At the middle school level, many of the same structures to engage families are present at the elementary level (mailers, all calls, open house, back-to-school nights). The middle school employs a different practice for parent meetings by making the student present a ""student-led parent conference."" The middle school also incorporates sports to address activities where parents engage with their students and school/staff. 

At the high school level, there are similar structures to the rest of the district (mailers, all calls, open house, back-to-school nights). There are also parent/community booster clubs for sports teams and select programs like music and agriculture. Three academic counselors address student success over their four-year high school career. The high school also has a Wellness Center that works with students and refers families to resources.

All parents are encouraged to use the district-wide student information system Power School to further communication between the sites and the home. Each site can post updates and events on the Power School home screen, which is also emailed to the provided emails from the parents. ECS has implemented online registration of students and E-Collect for enrollment in summer school and after-school programs. Training for parents was offered on a drop-in basis at the district office, with bilingual staff available, and at site open houses in the spring, with technical and bilingual support available. Kiosks were set up at each site for parent/guardian access, and site secretaries and after-school leads were trained to assist with enrollment.
"	An area of improvement focus in this category is making student progress reports (grades and attendance) and classroom assignments even more accessible to parents and guardians through training and access to PowerSchool. Additional communication through regular updates to district and site websites and social media is also a goal.	A district-wide platform for school-to-home communication, including Remind and School Messenger, was utilized during the 23-24 school year. Accurate demographic data is an issue, and it is an area of focus to clean up the data to ensure communication through digital platforms. Accurate contacts in PowerSchool continue to be an issue.
The district voluntarily underwent a Diversity, Equity, and Inclusion audit during the 2022-23 school year and will implement recommendations over the next 3-5 years.	The District’s Strategic Plan and the LCAP outline the goals for building and sustaining positive relationships with our families and the greater community. The District’s LCAP contains the following planned actions and services for parent engagement:
a. Outreach communications to families of English Learners, Foster and Homeless Youth, and socio-economically disadvantaged students highlight opportunities to participate in school events and decision-making forums.
b. For the third year, the district utilized PIQE- Parent Institute for Quality Education- to reach Latino families based on feedback from the District English Learner Advisory Committee on the needs of families.
c. The district Indian Education Parent Advisory Committee is active and helped coordinate a week-long celebration of California Native American Day in September, with events at all school sites and a culminating community event held at Eureka High School, featuring performances and local vendors.
d. Provide opportunities for input to all families, including targeted students and students with disabilities, through School Site Council meetings, open stakeholder meetings facilitated by Community Schools, Board meetings, and online and paper surveys.
ECS staff understands the importance of strengthening positive relationships with our families. To this end, we leverage many tools to make meaningful connections, such as back-to-school nights, open houses, family nights, and parent conferences.	Moving forward, we will focus on outreach to our EL families to encourage them to become involved in ELAC and DELAC committees. With the exception of Alice Birney Elementary, we typically have a low turnout for site-level ELAC meetings. Separating the Site Council and ELACs at multiple sites is also a priority. The District EL Coordinators meet regularly to discuss ways to increase parent participation.	ECS will use ThoughtExchange to capture the voices of our parent partners as an initial step in building a comprehensive parent engagement plan. Built with equity of voice in mind, ThoughtExchange will capture every perspective, linguistic group, and even the quietest of voices. The district superintendent, accompanied by several board members, held student listening sessions at each school, interviewing over 65 students. Responses were shared with the executive team.	Families meaningfully engage in District decision-making through school site councils, English Learner Advisory Committees, PTAs, and the parent/guardian version of the California Healthy Kids Survey and Thought Exchange LCAP survey. Community School Liasons hosted listening sessions at each site to gather input on needs and priorities specific to the site.
	An area of focus for improvement would be to develop a coordinated plan in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. Many sites hosted family nights such as literacy, STEM, and multi-cultural events.
The district received funding for Community Schools at three elementary sites for 2022-23 and all other sites for 2023-24. A large Community Schools advisory panel provides input for decision-making.	The district conducted a listening session at each site through Community Schools and will continue to refine each site's implementation plan based on input. Principals and community school staff will work with their partners to refine site-specific parent engagement plans.	4	4	4	4	3	3	3	4	3	3	3	3	Met		2024-06-27	2024
12755151230150	Pacific View Charter 2.0	3	The majority of Responses were very positive. Pacific View Charter's current strengths in building relationships between school staff and families include a dedicated focus on open communication and active engagement. The school has made significant progress by implementing regular parent-teacher conferences, utilizing digital communication platforms for updates, and hosting community events that foster interaction and collaboration. These efforts have strengthened trust and collaboration, ensuring that families are actively involved in their children's education and school activities.	"Based on the Likert survey, only one parent marked ""most of the time,"" while all parents marked ""all of the time."" for relationship building between school staff and families."	Pacific View Charter School 2.0 promotes parental participation in various ways. Being an independent study hybrid, teachers and parents meet four times a year: two master agreement meetings and two-parent conference meetings after the quarter. This is in addition to regularly scheduled Back-to-school nights, empathy conferences, open houses, community performances, and sporting events. 

Though Pacific View Charter 2.0 has only a small number of English Learners, we will continue to provide translation services to allow parents/guardians to participate in educational programs and individual meetings with school staff related to their child’s education. At the MARC, BBQ and Movie nights were initiated to promote parent participation in Back-To-School night, Friends of Pacific View Charter membership drives, and LCAP surveys.

An area for improvement is engaging our underrepresented families, especially those who work during the school day or do not have time during the day. A is trying to find technological/virtual solutions to build strong relationships with these families and execute a community school implementation plan for the 2023-2024 school year.	Partnerships with parents are an asset to PVCS.  The LEA will encourage parent classroom volunteers, parent participation at school events, 100% parent attendance at parent-teacher conferences, etc.  The LEA also provides professional development for staff on how to promote parent participation. An area of improvement is providing families with information and resources to support student learning and development at home. The LEA will research new digital curricula to engage parents better and support student learning at home, such as the possible move from APEX in the future.	Metrics increased higher than in previous years. According to the data, there was only 1 outlier that stated not at all in partnerships. The largest area for growth is policies supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.	PVCS will continue to make progress on engagement for our underrepresented families and increase partnerships. We are excited by the increased metrics for our hard work.	Based on the data, all metrics increased to Full implementation and sustainability with no outlier for specific weakness. PVCS will continue to seek input from parents through surveys and meetings going forward through our community school initiatives.	Multiple after-hours activities have been executed on both sites. Participation exceeded prior back-to-school and open-house nights. During the orientation, parents could provide feedback and conduct Likert scale questions evaluating the programs at Pacific View Charter.	PVCS experienced growth in all metrics for seeking input for decision-making. Utilizing Google forms for surveys will continue, and under-representative person activities will increase as we progress to improve the engagement of underrepresented families identified during the self-reflection process.	4	4	3	5	4	4	5	4	5	4	4	4	Met		2024-06-18	2024
12768020000000	Fortuna Elementary	3	District staff continue to meet with parents/guardians for annual conferences, send home progress reports regularly, meet for Student Study Team meetings, and attend annual IEP meetings. Teachers and administrators utilize ParentSquare and ClassDojo to communicate electronically with families about school events and provide general information. These programs translate posts into the home language of each family. Teachers also deliver positive communication about their students frequently to build trust.

The District maintains partnerships with the county's Department of Health and Human Services, Changing Tides counseling services, Bridges Grant (families in crisis needing support - grant ending June 2024), the county dental van, Public Health, weekend food backpacks program through Rotary Clubs, and also receives additional school support through the local Kiwanis and Soroptimist service clubs. The Family Resource Center on the Walker campus provides essential services to families, including housing assistance, food, mental health, and more.	FESD annually seeks input from parents/guardians to determine areas of focus. All schools maintain active and functioning Advisory Councils or School Site Councils, and input is gathered from discussions held by members of the District's English Learner Advisory Committees (ELACs). Also, it gathers parent/guardian input through regularly scheduled English Learner parent group meetings.  In addition, each school distributes annual surveys to all families seeking input on a variety of school-related topics.  At all sites, additional opportunities for input are available during monthly SSC/LCAP stakeholder meetings and various family events conducted at individual school sites.  Parents/Guardians also have the opportunity to provide input at monthly board meetings/public hearings.  Schools are also actively soliciting parent/guardian help through site-based volunteer opportunities.

The District has two Community School implementation grants that prioritize improving relationships between school staff and families. The Community School Coordinator has made a concerted effort to improve communication with families and provide meaningful information and guidance to families about school attendance, parenting, technology's impact on today's youth, the importance of education, and much more. The Coordinator will solicit more specific information from families and community members through needs surveys.	Honoring and sustaining acceptance of diversity and equity among all student/family cultures is still an area of needed growth. Providing multicultural nights at our school sites will be a point of emphasis. The Community School Coordinator will continue to provide information to the community that educates and empowers our families. Underrepresented families will be encouraged to participate in the schools' various parent committees (Site Council, PTO, Community School Advisory Council, ELAC, etc.). The Community School Coordinator contacted several underrepresented families to gauge their level of need and offered assistance. This practice will continue next school year and beyond.	"Elementary school parents report feeling included in school activities and events, whereas middle school parents feel less included. Well over 90% of the families that completed the survey are happy with the communication and availability of their children's teachers. The District will work to provide additional opportunities for teachers and families to meet to discuss parents' wishes for their kids and ways the schools can work with families to help make those a reality. A considerable amount of information and resources to support learning in the home was provided via ParentSquare posts, but more work can be done in this area. The District is considering organizing a ""Parent University"" next year to provide targeted assistance to families based on their input.

The LEA's relationships with service providers in the community have been in place for many years. These providers assist in many areas, including mental and physical health, food assistance, and housing assistance. Their partnership with the Fortuna Family Resource Center has been critical to providing key support to the students and families of FESD."	One focus area for improvement is supporting families to understand and exercise their rights and advocate for their children. Some work in this area was done by the Community Schools Coordinator by educating parents via ParentSquare posts.  The Student Study Teams & IEP teams continually work on increasing awareness in this area, but continued work is needed by the LEA.	"The District continues to seek additional ways to reach out to and involve our non-English speaking parents/guardians to let them know they are valued partners within our schools--even though there are language barriers to overcome. Employing multiple interpreters in the district has helped build bridges between the families and the district. 

A ""Parent University"" in the fall focused on engaging underrepresented families and providing targeted assistance to all FESD families is being conceived. Providing this nonjudgmental, solutions-focused event to all families will be highly beneficial to all members of the FESD community."	Based on the analysis of educational partner input and local data, the Local Education Agency (LEA) has demonstrated several strengths and made notable progress in seeking input for decision-making.

1. Collaboration with Educational Partners: The District has fostered strong partnerships with various educational stakeholders, including teachers, administrators, parents, and community members. These collaborations have enabled the LEA to gather diverse perspectives and valuable input from all relevant parties.
2. Effective Communication Channels: The District has established effective communication channels to facilitate the exchange of ideas and feedback. These channels may include regular meetings, surveys, focus groups, and online platforms. By utilizing these channels, the District has ensured that relevant information reaches the stakeholders and their input is solicited promptly.
3. Transparent Decision-Making Processes: The District has made significant strides in promoting transparency in its decision-making processes. It has actively shared information regarding proposed policies, initiatives, and reforms, allowing stakeholders to provide informed input. This transparency is hopefully building trust and credibility among our partners.
4. Data-Driven Approach: The District has leveraged local data to inform decision-making. By analyzing relevant educational data, such as student performance, attendance rates, and demographic information, FESD has gained valuable insights into the needs and challenges of the community. Empathy interviews of every FESD student provided actionable data that counselors and support staff used to provide targeted interventions to students. This data-driven approach has strengthened the decision-making process.
5. Inclusive and Equitable Practices: The LEA has made progress in ensuring inclusivity and equity in seeking input. It has implemented strategies to engage traditionally marginalized and underrepresented groups, providing them equal opportunities to contribute their perspectives. This commitment to inclusivity has resulted in a more comprehensive and representative decision-making process.	Based on the analysis of educational partner input and local data, the district has identified specific focus areas for improvement in seeking input for decision-making. These areas include:

1. Enhancing Stakeholder Engagement: The District recognizes the need to increase stakeholder engagement and participation in decision-making. Despite existing efforts, feedback indicates that some segments of the community feel their voices are not adequately heard or valued. The District aims to improve outreach strategies and communication channels to ensure broader representation and involvement of all stakeholders.
2. Diversifying Input Sources: The District acknowledges the importance of gathering input from a wide range of sources beyond traditional channels. Currently, input primarily comes from established groups and organizations, while some stakeholders may feel excluded. Through the District's community schools implementation grants, the District aims to diversify input sources by actively seeking perspectives from underrepresented groups, culturally diverse families, and marginalized populations to ensure a more inclusive decision-making process.
3. Streamlining Feedback Mechanisms: Feedback from educational partners has highlighted the need for streamlining feedback mechanisms to make them more accessible and user-friendly. The District aims to simplify the process of providing input by utilizing user-friendly online platforms, conducting regular surveys, and implementing mechanisms that encourage timely and convenient feedback submission.
4. Enhancing Data Utilization: While the District has made progress in utilizing data for decision-making, there is a recognized need for further improvement. Feedback suggests that stakeholders desire more transparent and data-driven decision-making processes. The District aims to enhance its capacity to collect, analyze, and share relevant data, ensuring that decisions are based on accurate and comprehensive information.
5. Building Trust and Collaboration: The District acknowledges the importance of building trust and fostering collaboration with educational partners. Feedback indicates that stakeholders would like to see more meaningful involvement in decision-making, where their input is genuinely considered and acted upon. The District aims to strengthen relationships, promote open dialogue, and provide clear feedback loops to build trust and ensure ongoing collaboration with all stakeholders.

By addressing these focus areas, the District aims to improve the effectiveness of seeking input for decision-making. These efforts will contribute to a more inclusive, transparent, and responsive decision-making process that better serves the needs of the educational community.	The District has recognized the importance of improving underrepresented families' engagement in seeking input for decision-making. To address this, the District has developed a plan to enhance the engagement of these families through the following strategies:

1. Culturally Responsive Outreach: The District acknowledges the need for culturally responsive outreach strategies to engage underrepresented families effectively. This includes understanding and respecting these families' cultural norms, values, and communication preferences. The District will tailor its outreach efforts to meet the specific needs of underrepresented families, ensuring that communication is accessible and relevant to their backgrounds.
2. Language Accessibility: Language barriers can significantly hinder engagement. The District will prioritize providing language support and translation services to ensure that underrepresented families can fully participate in the input process. This involves translating documents, offering interpretation services during meetings, and providing multilingual staff or volunteers to facilitate communication.
3. Targeted Communication Channels: The District will identify and utilize communication channels that effectively reach underrepresented families. This could involve leveraging community organizations, places of worship, and social media platforms that are popular within these communities. The District can enhance engagement and encourage input by meeting families where they are and using channels they trust.
4. Inclusive Meeting Formats: The District recognizes that traditional meeting formats may not be conducive to the participation of underrepresented families. To address this, the District has explored alternative meeting formats such as informal parent meetings, small group discussions, or interactive gatherings that allow for more inclusive and meaningful engagement. These formats help to create a safe and welcoming space where families can comfortably express their perspectives.
5. Family Liaisons and School Climate and Community School Coordinator: The District has employed family liaisons, a grant-funded Community School Coordinator, and community school-related positions who work to establish personal connections with underrepresented families. These individuals serve as points of contact, provide support, and help bridge the communication gap between families and the District. It is hoped that their presence fosters trust and facilitates ongoing engagement.	4	4	3	3	3	4	3	3	3	3	3	4	Met		2024-06-11	2024
12768020124164	Redwood Preparatory Charter	3	This is an area of strength for Redwood Prep. We provide many ways for families to participate with the school to support students. We strive for transparency in our processes and in our communication.	We would like to implement more effective ways of gathering input from our families, students, and staff. Feedback suggests that our parent partners do not prefer surveys, so we need to find more authentic ways of gathering data.	Creating trusting and positive relationships with our families is a core value of Redwood Prep. We seek to engage our families with our community through meaningful communication and multiple opportunities to participate in school life. We plan to break down barriers for families by providing childcare, sharing meals, and offering Zoom options.	We plan to increase parent participation in school operations by changing the format of our Parent Council. We'll ask for one or more parent representatives at each grade level to meet monthly with the Director to plan and implement opportunities to support the experience of students and families at our school. We're hoping to use a hybrid of in-person and zoom meetings to increase attendance. We have been more focused about asking for student input and collaboration in decision making.	Increasing student opportunities to participate and offer feedback in decision making. We plan to support growth for student leadership in order to empower students to gather information from their peers and offer meaningful suggestions for improvement to our programs and services.	We want to break down the barriers that keep underrepresented families from being engaged in partnerships. This includes removing barriers to language, time, child care and feeding their families and transportation.	We are learning how to have more meaningful and authentic conversations with community partners. Our partnership with the Center for Systems Awareness is helping students, staff and family partners learn how to engage with tools to connect and gather input.	We need to attract more people to advisory groups and determine how to engage with those parents and community members who want to be part of the process, but are unable to make it to meetings.	We want to break down the barriers that keep underrepresented families from being engaged in partnerships. This includes removing barriers to language, time, child care and feeding their families and transportation.	5	5	5	5	5	4	5	5	5	5	5	5	Met		2024-06-18	2024
13101320000000	Imperial County Office of Education	3	Building a positive relationship with students, parents, and school staff dramatically enhances students’ level of motivation and promotes learning. ICOE school staff communicates with students and parents daily to ensure students stay motivated and on track to graduate. Ongoing school events such as School Site Council and English Learner Advisory meetings, the Parent and Student Posada, Student Awards Ceremony, and financial aid workshops are a few to mention. Communication in English and Spanish takes place frequently via parent conferences, events, and surveys. ICOE Special Education distributes an annual Parent Handbook that includes valuable information to ensure that through collaboration with families every student's needs are being met.	"ICOE strives to improve relationships amongst staff and families. Based on educational partner input and data, ICOE will strive to incorporate non-conventional (i.e. early morning, zoom polls, meeting parents in drop-off line) methods to continue to connect with parents and families in order to increase participation and input, while sustaining our more traditional methods of communication. Another significant need is to re-engage parents, families, and our community in those opportunities and events that have not been as prevalent and available due to the pandemic. Recreating the space for our staff, students, families, and community to come together in events such as the Harvest Festival, Winter Program, Parent and Student ""Posadas"", job training and Back to School nights foster parental and community involvement and participation. One area of improvement is to continue to increase our parent involvement in ELAC and SSC."	To build and improve the engagement of underrepresented families, ICOE commits to inviting families and staff to participate in focus groups and equity data walks. In addition, transportation for parents will be offered to enable them to attend school meetings, training sessions, and parent and community events. All SSC and ELAC meetings are open to the public, and in addition to the non-conventional means of communication noted in prompt 2, ICOE is also utilizing social media such as Facebook, Twitter, and Instagram to assist with communication to improve the engagement of underrepresented families. The addition of the California Community Schools Partnership grant has also supported us in integrating community resources and partnerships that focus on academics and the well-being of our youth and families included our underrepresented families.	ICOE continues to focus on building community partnerships to ensure the success of all students. We continue to partner with the Imperial Valley Regional Occupational Program to offer Career Technical Education (CTE) pathways such as Patient Care, Personal Services, Design, Visual and Media Arts, and Mechanical Systems Installation and Repair. In addition, we partner with Imperial County Social Services, Imperial County Behavioral Health, Imperial Valley Food Bank, and America‘s Job Center. We continue to partner with multiple CTE industry partners such as 25 medical facilities, barber shops, and HVAC businesses to support student internship hours.	ICOE strives to increase parent communication and participation through school and district meetings, parent workshops, and community events. Research shows that increased parent involvement is correlated to increased student success. We are also vested in continuing to build and strengthen partnerships amongst our Imperial County communities and businesses in order to expand support for our students.	ICOE programs have English Learner Advisory Committees that continue to serve their respective School Site Councils (SSC). These committees play a vital role in providing our SSCs, staff and community with feedback and input in relation to specific EL needs. We will continue to partner with our Homeless Liaison and Foster Youth coordinator to improve support to these underrepresented groups for the purpose of improving student success.	ICOE school staff encourages students and parents to participate in advisory groups such as School Site Council and the Ambassador program. Parental involvement is important to promoting student achievement and success in the classroom and community. Instructional staff keep students and parents informed as to student’s progress and attendance by conducting daily phone calls and/or communicating via Remind or electronic mail. We also provide surveys and forum meetings throughout the year to provide opportunities for feedback and input on a variety of areas, including LCAP, SPSAs, and Parent Connectedness. ICOE sites have also participated in the continuous improvement process which has allowed an opportunity to create a system of shared decision-making.	ICOE strives to support a process with an embedded structure that systematically checks for feedback and input that indicate opportunities for improvement, and monitoring adjustments on a continual basis.	In order to boost the engagement of our underrepresented families in relation to seeking input for decision-making,
ICOE will make a concerted effort to build our understanding of the culture and dynamics of our surrounding communities; as well as value and respect the communities' role in student learning through encouragement and support of participation in school events and school leadership structures. We will leverage our wide and varied relationships to ensure underrepresented families have a voice that is heard.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-24	2024
13101320134379	Imperial Pathways Charter	3	IPCS staff has created a welcoming, professional environment for all of our students. Student and community feedback from surveys and meetings indicate our students feel safe (92%), supported (93%), and develop strong bonds with our staff (93.2%). Our program is growing mostly by student referrals, with new enrollees entering with positive feelings and a belief that this program will work for them.	IPCS will continue on our current path of PD focused on ELD, reflecting on data focused on graduation rates, and refining our social emotional practices. We are teachers, counselors, and life coaches. We are here to serve our students, and to provide the type of environment that changes their notion that a California high school diploma isn't attainable.	Forming educational relationships with our students and families is one of our strengths. We will continue to provide welcoming environments that celebrate our students' and their families' accomplishments and cultures, through resource presentations, award ceremonies, Family Posada Day, Parent/Teen conferences, graduation breakfasts, and ceremonies.	An Individual Learning Plan for each student is created with counselor, teacher, and student input. Teachers and staff create supportive relationships to help our students develop into productive, responsible students. Students are active in School Site Council as evident through student and community surveys, this approach is really working for our students. They feel safe, supported, and cared for.	Our focus is to continue with our strategies and procedures with all of our students. As our student population grows, additional staff will be added to accommodate and effectively support our students and their families.	"The faculty at IPCS believes in an underlying principle, ""If you want to make a difference with a student, take an
interest in their life"". We will continue the rewarding work."	Through SSC and student/community surveys IPCS staff has received very positive responses from our educational partners about the positive culture that has been created and maintained at the IPCS campuses. Our educational partners have been vocal and responsive to the development and progression of the IPCS. Many of our graduates become champions of our program, encouraging others to enroll at IPCS.	The educational partners for IPCS have identified areas for focus which are to continue to develop and improve our student's ELD, ELA, and Math programs to improve outcomes and make our students better prepared to be proficient and effective components of the work force and/or successful participants in post secondary education.	IPCS has been very successful at engagement of all of our students and families. Strategies, policies, and procedures will continue as they are showing success. Yearly self-reflection tools allow us to evaluate and modify our programs as needed. An independent study program can create a feeling of isolation for our students, so our staff works very hard to keep close contact and continuous student work monitoring. Daily teacher check-ins are conducted via messaging and phone calls.	4	5	4	4	4	4	4	4	4	4	4	4	Met		2024-06-24	2024
13630730000000	Brawley Elementary	3	Our current strength in this area is increased communication, including, but not limited to utilizing a parent-friendly website, training parent liaisons in building relationships with parents, and an increase in personal phone calls to families. Additionally, we truly value our parents' voices. We look to them for input and feedback regarding student services.	Although we saw an overall increase in the rating, we continue to see a need for supporting staff to learn about each family's strengths, cultures, languages, and goals for their children. To address this need, we have incorporated cultural celebrations at sites.	As we continue to work toward Community Schools at each site, we will seek input from underrepresented families to understand the barriers that exist for them.  Data collected will be disaggregated by student group to ensure we are monitoring our outreach efforts.	This year we began our Community Schools journey.  During this time, we have been more inclusive of parents as partners in the planning for implementation grants.  We continue to invest in our parent liaisons so that they can foster positive relationships with parents.  We have also worked with administrators as they strive to improve the culture and climate at their sites.  This change in the culture coupled with families that feel welcome will strengthen partnerships with families and community members.	While all of our teachers hold parent conferences, we will focus on other ways to implement programs for teachers to meet with families and students to discuss student progress and ways to work together to improve student outcomes.	As we continue to work toward Community Schools at each site, we will seek input from underrepresented families to understand the barriers that exist for them.  Data collected will be disaggregated by student group to ensure we are monitoring our outreach efforts.  Additionally, we will ensure that composition of parent advisory groups represent the demographics at each site.	Parent/Guardian voice is valued at BESD. BESD has active parent advisory committees at the district level: LCAP, DELAC, MPAC, GATE and PAC. Parents provide valuable input and feedback through participation in parent advisory meeting activities, as well as through survey completion. Shared decision-making is evident in annual LCAP updates.  At the site level, parents engage in decision making through SSC, ELAC, PTO, Community Schools advisory groups and through surveys.	Providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels will be a focal point for BESD.  Partnering with parents is the door to student success.	As we continue to work toward Community Schools at each site, we will seek input from underrepresented families to understand the barriers that exist for them.  Data collected will be disaggregated by student group to ensure we are monitoring our outreach efforts.  Additionally, we will ensure that composition of parent advisory groups represent the demographics at each site.	4	4	4	4	4	4	4	3	4	4	3	4	Met		2024-06-27	2024
13630810000000	Brawley Union High	3	Educational partners feel supported in being provided professional learning in skills needed to improve certificated staff's abilities to become educational partners with families. The district is committed to ensuring that staff members have the tools and skills needed to continue to improved upon becoming educational partners with families of students at our school.	The LEA is focused on finding resources, training and support to assist families with being able to support student learning and progress in the home. With the implementation of Community Schools, it is the focus of the district to empower educational partners to become involved in the decision making process for our students.  It is important that their input is heard and supported.	The LEA will reach out to families regarding paritcipation in parent meetings, school events, and committees. The district will use a variety of communication methods in order to ensure families are receiving the information.	It is nice to see that the majority of parents feel welcomed at the schools sites. They rated the district a 4 in the area of creating a welcoming environment for families. It is the priority of the district to ensure all families feel comfortable coming to the various campuses of BUHSD.	BUHSD will focus on effectively engaging in 2-way communication between families and educators using language and terminology that is understandable and accessible to families. It is a priority to ensure that families thoroughly understand the information being presented and are able to be active participants in their student's education.  With the implementation of the Community Engagement Initiative, it is the LEA's hope that we will be provided the resources to learn how to build effective partnerships with our educational partners.	The LEA will take every measure available to them to advertise and notify families of events and meetings being held. When feasible, multiple phone calls, letters and messages will be disseminated multiple times.	Based on the district survey results, the LEA is being successful in providing opportunities for families to provide input on policies and programs, and implementing strategies to reach and seek input from each and every family in the district.	A focus area for the LEA is building the capacity of and supporting family members to effectively engage in advisory groups and decision-making. With the implementation of the Community Schools Program, it is the hope of the district to increase their parent participation in advisory committees. The district is seeking to find training that will empower families to feel as though they are able to make informed decisions and provide knowledgeable suggestions when attending parent committees.	The LEA will conduct a needs assessment amongst its families to seek input regarding the various needs of families and the obstacles they may face when attending committee meetings. Gaining as much insight as the reasons why families do not participate will assist the LEA in finding solutions to improving parent attendance.  With the implementation of the Community Engagement Initiative, it is the hope of hte district to increase the participation of underrepresented families.	4	4	3	3	4	3	4	3	4	3	4	4	Met		2024-06-26	2024
13630990000000	Calexico Unified	3	Based on the analysis of educational partner input and local data, the District has several strengths in engaging with the community and fostering a collaborative environment. Families and community members have direct access to both school and district staff, facilitating open communication and collaboration. There is a strong sense of partnership between the district, families, and the community, enhancing the collective effort to improve student outcomes. Additionally, the district places a high priority on communication, as evidenced by the superintendent’s focus on the importance of student outcomes. This ensures that all educational partners are well-informed and aligned with the district’s goals.

93% of parents strongly agreed or agreed as indicated in the 2024 CA Parent Survey, that school staff treat them with respect. 93% of parents strongly agreed or agreed that they feel welcome to participate at their school and 92% of parents strongly agreed or agreed that  the school staff take their concerns seriously.	Based on the analysis of educational partner input and local data the district will work on creating more opportunities for direct communication and increasing parent participation in events. The action plan for direct communication includes organizing “cafecitos” (coffee) with principals and district administrators, open office hours, and more accessible digital communication platforms. The expected outcome is improved transparency and trust between families and the district, leading to more active participation and better-informed parents.	Based on the analysis of educational partner input and local data, the district will work on improving the engagement of underrepresented families identified during the self-reflection process in relation to building partnerships for student outcomes by providing parents with training on how to support their child’s learning. In addition, parents will be provided with strategies on supporting students with homework. Multiple resources on California standards and academic indicators have been posted on the district’s website. Different Educational Services programs will ensure that underrepresented families participate in their advisory meetings and training, including DELAC, SSC, Migrant PAC, DPAC, and LCAP.
To further enhance the engagement of underrepresented families, the district will focus on increasing parent participation in site and district-sponsored events. The district will develop strategies such as flexible event scheduling, offering virtual attendance options, and providing incentives or recognitions for participation. The anticipated result is higher engagement rates from parents, especially those from underrepresented groups, resulting in a stronger community support system for students. By focusing on these areas, the district aims to strengthen its engagement with underrepresented families, ensuring that all voices are heard and contributing to the success of its students.	Based on the analysis of educational partner input and local data, the district has demonstrated strengths and progress in building partnerships for student outcomes. One of the key strengths is the emphasis on staff training and professional learning to effectively partner with parents in supporting students. This ensures that staff are well-equipped to engage with families and foster a collaborative environment for student success. Additionally, the LEA has prioritized communication to support families in understanding their rights, enhancing transparency and trust between the district and the community. During our Parent Advisory Committee meeting, parents shared that the district makes many resources available to families through the school sites.

According to the CA Parent Survey, 92% of parents strongly agreed or agreed that the school encourages them to be active partners in their child's education. Additionally, 94% of parents strongly agreed or agreed that the school keeps them well-informed about school activities, 90% indicated that teachers communicate with parents about what students are expected to learn in class, and 96% agreed that teachers provide regular updates on their child's progress between report cards.	Based on the analysis of educational partner input and local data, the district acknowledges there is room for improvement, particularly in increasing the engagement of underrepresented families. To address this, the LEA will provide workshops on the standards being taught, enabling parents to better support their children's learning at home. Additionally, parents recommended that the district consider establishing a special education committee, similar to DELAC, to create a dedicated platform for parents of students with special needs. These initiatives aim to deepen parental involvement and ensure all families, especially those who are underrepresented, actively contribute to their children's educational journey.	Based on the analysis of educational partner input and local data, we will improve the engagement of underrepresented families identified during the self-reflection process in relation to building relationships between school staff and families. During meetings held with parent advisories to respond to the self-reflection process, we had parents from different student groups, including English learners, reclassified English learners, students with disabilities, socioeconomically disadvantaged students, and migrant students.

To support our underrepresented parents, all information disseminated to parents is available in both English and Spanish. There are personnel at all school sites and district offices who speak Spanish. All school and district meetings and trainings are offered in both languages. The district prioritizes the participation of underrepresented families in our various parent groups, including parent advisories and the LCAP core committee. During our parent advisory committee meetings, parents have shared that the district ensures representation of parents from various student groups (EL, FY, SED, HL, SWD, Migrant, etc.) in advisory councils such as DELAC, Migrant PAC, and DPAC..	The district has demonstrated strengths and progress in seeking input for decision making, primarily through its willingness and active effort to engage and support families. Based on the analysis of educational partner input and local data, parents indicated that the district provides numerous opportunities for collaboration and involvement with school sites, fostering a cooperative environment for informed decision making. The district continues to highly encourage parents to participate in school-related activities and to have a voice through the School Site Council and English Language Advisory Committees. They also encourage participation in DELAC, DPAC, and Migrant PAC.

According to our 2024 CA Parent Survey, 92% of parents agreed or strongly agreed that the school encourages them to be active partners in educating their child, and 90% of parents strongly agreed or agreed that the school actively seeks input from parents before making important decisions. Parents have expressed that through committees such as DPAC, SSC, ELAC, Migrant PAC, and DELAC, they are provided opportunities to provide input on policies.	Based on the analysis of educational partner input and local data, the district aims to further enhance the engagement of underrepresented families. The LEA plans to create more representative committees that include diverse voices from various student groups. This initiative will ensure that a wide range of perspectives is considered in decision-making processes, promoting inclusivity and equity.

Additionally, in response to parent recommendations, the district will collaborate with school sites to reintroduce parent institutes facilitated by counselors. These institutes will offer skill-building workshops at different sites on various topics. This initiative aims to empower parents with knowledge and resources to actively participate in their children's education and advocate effectively within the educational system.	During our Parent Advisory Committee meeting, parents indicated that the district offers a wide variety of workshops to build their capacity and increase involvement in school and district activities. Based on the analysis of educational partner input and local data, the district will work on improving the engagement of underrepresented families identified during the self-reflection process in relation to seeking input for decision-making. The district and school sites will continue to ensure that parents representing various student groups (EL, FY, HL, SED, SWD, Migrant, etc.) are included in advisory councils such as DELAC, SSC, Migrant PAC, DPAC, and LCAP.

By implementing these strategies, the LEA aims to strengthen its engagement with underrepresented families, ensuring that their voices are heard and valued in shaping educational policies and practices that benefit all students.	5	5	4	4	5	3	4	4	4	3	3	4	Met		2024-06-27	2024
13631070000000	Calipatria Unified	3	Calipatria Unified School District's current strength is creating and improving communication with families through information disseminated via district and schools, websites, social media, and text messaging. District-wide tools to further support in terms of regular communication with parents and engagement partners have been attained through district and site websites to address progress toward graduation, daily attendance, and student outcomes. The district has continued to provide trauma-informed tips through the use of text messaging designed to promote:

-Social and Emotional Competence of Children;
-ParentResilience;
-Knowledge of Parenting and Child Development;
-SocialConnections;
-Concrete Support in Times of Need.

Each week, parents receive three text messages with fun facts and easy-to-use tips on ways to help their child(ren) learn and grow (No charges are applied to their service provider). We understand that every child is unique, so every message is carefully aligned to the student's stage of development based on age and grade level. Out of the 753 users, 89 have opted out from receiving text messages, and 94 do not have working phones. School Sites work diligently to attain working numbers for these targeted nonworking phones. Eighty-seven percent of our subscribers are receiving these trauma-informed messages. 


Calipatria Unified School District conducts an annual district LEA and LCAP Parent Survey. The data reported below represents the responses given by the 87 parents who responded to this survey:

The teacher, student, and parent relationship supports my child's school engagement.
–Strongly Agree 41.4%
–Agree 39.1%
–Neutral 16.1%
–Disagree 0.0%
–Strongly Disagree 3.4%

My child's school provides effective home-to-school communication that promotes my involvement with my child's education.
–Strongly Agree 34.5%
–Agree 44.8 %
–Neutral 16.1%
–Disagree 1.1%
–Strongly Disagree 3.4%

My child's school promotes good attendance and encourages my child to attend school on a regular basis.
–Strongly Agree 46 %
–Agree 43.7%
–Neutral 9.2%
–Disagree 0.0%
–Strongly Disagree 1.1%


Steps were taken to increase on-site parent activities towards the end of the school year. Parents appreciated the continuance of virtual platforms for safety and improving their opportunities to participate in activities.	The district will continue to focus on improving home-to-school communication via district and school websites and move towards including a social media tool that will promote 2-way communication to allow more timely responses. In addition, the district will continue to foster the inclusion of primary language communications to increase families' and educators' communication. The district will train website managers to utilize the website design to promote communication. In addition, the district plans to conduct additional surveys to explore why the percentages are behind in the NEUTRAL sections. These questions will be designed for parents to elaborate more so we can identify the approach we will implement to increase and solidify relationships between School Staff and Families.	The district will continue to focus on collaborative work with district lead staff and site staff to promote parent and family engagement, including targeted case management services for underrepresented families. The district will train district and site committees on strategies to encourage staff school and family partnerships. Office staff will be trained in methods to build a welcoming environment.	Educational partners reported the district continues to provide the opportunity to build partnerships.  The annual district LEA and LCAP Parent Survey also:
My child's school seeks parent input and encourages parental participation in school governance.

–Strongly Agree 35.6%
–Agree 39.1%
–Neutral 17.2%
–Disagree 5.7%
–Strongly Disagree 2.3%

In addition, the district plans to conduct additional surveys to explore why the percentages are behind in the NEUTRAL sections.  These questions will be designed for parents to elaborate more so we can identify the approach we will implement to increase and solidify relationships between School Staff and Families. 
	The district will increase access to parent rights by improving website resources, written communication, visual displays throughout each school site, parent-teacher conferences, Back to School Night, and school and district committees.  In addition, the district will provide district-wide training to promote the capacity to partner with families and increase engagement.	The district will ensure all communications are available using language understandable and accessible to families and in Spanish, as this is the predominant language in our parent community.  District and site committees will participate in training to build the capacity to develop partnerships with underrepresented families.  Coordination with the Calipatria Family Resource Center will further promote building partnerships through target case management to increase information and resources to the home.	The district continues to foster educational partner input. Educational partners appreciate the use of website communication and virtual meetings. They recognize that the School Site Council and other district committees are opportunities for input. The coordination of district and site staff to host engagement events is established.	The district will continue to use the district website and electronic communications to improve active participation and timely notification of all district and site meetings.  District administrators will receive training on the School Site Council and English Language Advisory Committee to understand its purpose, roles, and responsibilities.	Foster the coordination of services between the Family Resource Center and site leadership teams to increase family engagement events on each school campus. Utilize video resources to encourage parents to engage in advisory and support increased participation in the School Site Council and English Language Advisory Committee.	4	4	4	4	4	4	3	4	4	4	3	4	Met		2024-06-24	2024
13631150000000	Central Union High	3	Currently, our stakeholder input indicates that we have a strength in creating welcoming environments and 2-way communication. We do have some feedback that indicates parents would like to have staff available after hours and for staff to answer the phones and emails on a more regular basis and in a more timely manner. Our LCAP and Expanded Learning Opportunity plans include a partnership with ARC Education to create a learning hub that is open after hours. While most feel that campus staff is welcoming, helpful, and responsive, we recognize the need to expand training and conversations regarding relationships across the board to improve student outcomes; we understand that students learn best from people that they respect, like, and feel safe with. Many family meetings are held throughout the year to inform and support families in many areas: Parent Portal (both access and usage), stress management, internet safety, Career Technical Education, Road to College, dangers of vaping, extracurricular activities, etc. Administrators and counselors have an open door policy; students and parents can be seen in emergencies and when these staff members are available. Parent University classes were held and parents were celebrated for their participation and completion of these courses. A variety of modalities for communication are available and used: Parent Square, Remind, Parent Portal, email, phone calls, website postings, Parent Teacher Conferences, etc.	Our focus for improvement in this area will be in ensuring that we provide professional learning opportunities to our staff members to understand our impact and to ensure that we have the mindset and tools to consistently see ourselves as support to students and families. This includes more active and personal communication from the school and our employees to families (and vice versa). We will continue with our customer service training opportunities for staff as well.	We recognize the need for more celebrations of student accomplishments and have written these kinds of activities into our Local Accountability and Control Plan as well as our Single Plan for Student Achievements at all of our schools. We will also continue with family meetings and trainings and ensuring that our communications out to families are available in the language that they best understand. Our staff (including the newly hired positions mentioned above) will continue to make themselves available and communicate out programs and services available for both students and families. Administration will be more active in the training of staff in strategies for best involving families as well as communication strategies for maximized results and support of students.	Our stakeholder input indicates a strength in providing resources to families regarding school programs, services, activities, etc. We need to continue to train staff and work in developing skills necessary to partner with parents in other ways besides recorded phone calls, social media, and email. Parents have asked for phone calls to be more personable and to have meetings in person and through virtual means to meet family needs, which we have done. This has strengthened the partnership we currently have in place and will allow CUHSD to be a stronger partner for student success. In 23-24, we partnered with Dr. Adolph Brown to work with our team (particularly math and science teachers since these are the areas voiced by students and parents as the areas of concern) to work on relationship building and be a thought partner to identify our areas for growth and to recognize biases that we may have in order to make more informed decisions when working with our students. We recognize the need to continue to work toward improved employment of strategies to involve more of our parents in the educational process and actively work with us to ensure the success of our students. We have hired additional staff to a few departments to ensure that we are better able to meet the needs of our students and their families. We have hired and are in the process of hiring additional counselors to assist us in lowering the caseload of counselors to allow for more frequent counseling sessions with both students and parents in areas like graduation requirements, a-g requirement completion, CTE pathway availability and completion, Dual Enrollment opportunities, attendance/discipline concerns, etc. We hope to better empower parents with knowledge to coach their students through the learning process in their four years with us. Additionally, we have hired Attendance Specialists and another Community Liaison to increase the number of staff members available to counsel parents in the impact of decisions, particularly in the areas of attendance and discipline, on the academic side of school. We have already seen great improvement in chronically absent students whose parents have received these services. We have hired a Public Information Officer to ensure that communication is clear, transparent, and consistent. More school and district activity awareness has taken place as a result. We want everyone to know everything that is going on and about opportunities that are available for families to support their students through our high schools. We have hired a Family Resource Center Coordinator to assist families with accessing both school and community programs and services to meet both family and student needs. This is a work in progress which we will continue to grow.	Again, communication and training are the areas of focus in making growth in this area. We are continuing with the emplyment of the additional staff hired last year whose focus is on communication and support of families to ensure that basic needs are meant which will allow for students to focus on their academics. And, we will continue training and conversations with staff to ensure that communication to both students and their families is clear and open especially with regard to student achievement and outcomes.	We will continue to ensure that all correspondence sent from the sites and the District Office will be distributed in a language that parents can understand: English and Spanish. Specific positions (current and new) will assist in the improved communication with underrepresented families. Our Counselors on Special Assignment work closely with the families of Foster Youth and Low Income families. These services will be expanded with the hiring of a new full-time Family Resource Center Coordinator who is serving as the Foster Youth/Homeless Liasion working directly with other staff (and families/guardians) to ensure that Foster Youth are checked in with consistently and systematically. Additionally, EL Program staff members are working directly with the parents of EL students to share information, collect input for improvement, and make recommendations for improved services and activities.	CUHSD offers many opportunities for parents to be part of the decision making process. Of course, we wish more people would attend meetings and such to be a part of conversations. We administer surveys, hold feedback sessions, have an open door policy, hold meetings at various times and through various means.	While CUHSD offers many opportunities for parents to be part of the decision making process, often times parents do not take advantage of or are unable to take advantage of the opportunity. CUHSD needs to find a way beyond surveys and meetings to seek input from all parents. Our Public Information Office is working diligently to get information out to parents and community members through social media, but, again, people have to follow social media accounts to gain access to this information.  Discussion is in the works for holding trainings and meetings in communities rather than asking the community to come to us; this would be both a time and resource investment. We recognize the continued need to make both virtual and in person meetings available at a variety of times. We are also working with parents to strengthen their knowledge regarding their rights and responsibility to provide feedback.	We will make collection of feedback a part of every meeting by providing a few minutes to share their concerns, their appreciation, etc. We will continue to offer an assortment of meeting options and better utilize electronic means of both communication and collection of data. Additionally, CUHSD will conduct a needs assessment amongst its families to seek input regarding the various needs of families and the obstacles they may face when attending committee meetings. Gaining as much insight as the reasons why families do not participate will assist us in finding solutions to improving parent attendance at functions and meetings.	3	5	3	4	2	3	2	3	4	3	4	3	Met		2024-06-25	2024
13631230000000	El Centro Elementary	3	El Centro Elementary School District continually works to build positive relationships with parents and families. Each school creates a welcoming environment and develops the capacity of their staff to provide positive engagement and communication with families. All communication sent home is provided in English and Spanish to ensure accessibility by all.	The focus areas for improvement are to promote cultural awareness through site-based cultural events and continue a districtwide emphasis on providing the best customer service to our parents and families.	The district will improve engagement with underrepresented families by ensuring all communication is in both English and Spanish and that each school provides a welcoming environment for all parents and guardians and will implement targeted communication strategies to effectively reach underrepresented families.	El Centro Elementary School District, through the LCAP, has provided families and the community with a Parent And Community Engagement (PACE) Center. This Center supports the district’s goal of building partnerships for student success with families by providing trainings and classes to parents and community members. The district and LCAP also supports the Family And Community Together (FACT) Center which provides outside resources and case management to families.	The focus area for improvement is increasing professional learning for teachers and principals to strengthen the school’s capacity to partner with families. The district will continue to create training opportunities for staff in this area with an emphasis on engaging underrepresented families.	The district will continue to develop targeted communication strategies to reach underrepresented families effectively. This may involve utilizing multiple channels such as text messages, phone calls, newsletters, and social media platforms, and delivering information in a clear, concise, and culturally sensitive manner.	The El Centro Elementary School District provides multiple opportunities for parents to provide input for decision making including various parent advisory committees, parent and community trainings at the PACE Center, and parent events at school sites. The district also surveys parents each year including during Parent Conference week and after all parent trainings and the annual Parent Fair.	The focus area for improvement is to build parent capacity to effectively engage in advisory groups and decision making. The district continues to create trainings to support parents and families in this area.	The district will implement targeted outreach strategies to reach underrepresented families and ensure they are aware of opportunities for providing input. Language barriers can hinder meaningful engagement, so the LEA will prioritize providing language access services. This includes offering interpretation and translation services in meetings and written materials, ensuring that underrepresented families can fully understand and contribute to the decision-making process.	4	4	3	5	4	4	4	4	4	3	4	4	Met		2024-06-25	2024
13631230118455	Ballington Academy for the Arts and Sciences	3	Ballington Academy provides a welcoming environment for families. Parents often begin the day having breakfast with their children in the morning. Various schoolwide events provide opportunities for families to celebrate together. Various committees allow for parent participation. Parent and student surveys provide parents and students opportunities to provide feedback and input.	20 % of parent's surveyed indicated that they would like more opportunities to meet and discuss their child's academic progress.	Ballington Academy is currently working to increase parent membership in the ELAC/DELAC committee. Ballington Academy has recently hired a school to home liaison responsible for increasing school to home communication and parent involvement in their child's academic success.	"Ballington Academy provides a strong caring and welcoming environment. The following are recent parent survey voices:
""We are absolutely happy to have our kids attend this wonderful school. The curriculum is amazing, and great.""
""School is doing an awesome job in encouraging attendance, my son looks forward in not missing a single day in school because of the attendance rewards. Love the fact that my son has minimal homework and stays motivated in school and after because he enjoys his free time in sports.""
""Great school""
""I am very satisfied with this school. My child is learning and is being taught according to his needs. All staff is helpful and friendly.""
""I think the school is doing an excellent job""
""My son loves the school, keep up the good work.""




"	We have hired a school to home liaison to specifically be available to reach out to parents and work with families to become more involved in their children's educational progress.	Ballington Academy's Home to school Liaison works with the schools SCAP committee to improve underrepresented families in relation to building partnerships for student outcomes.	Ballington Academy provides opportunities for parent voice through surveys and committees. Parents are always welcome to attend monthly board meetings. The principal has an open-door policy and daily greets the parents and students at the door each day and listen to parents' ideas, thoughts and concerns.	Ballington Academy has hired a school to home liaison who has been charged with seeking greater input regarding decision making.	Ballington Academy's LCAP committee has been charged with working to attain voice from underrepresented family members in relation to seeking input for decision making.	5	5	5	5	4	5	5	5	5	4	4	5	Met		2024-05-21	2024
13631230122663	Imperial Valley Home School Academy	3	Imperial Valley Home School Academy specializes in building relationships with families including building staff capacity in this area and continually working with families on their needs. Families meet regularly with teachers during Documentation Days which include in depth two-way communication regarding student and family strengths and needs. 
	The focus area for improvement is a more structured family networking opportunities.	Provide more structured family networking opportunities.	Imperial Valley Home School Academy specializes in building partnerships for student success with their families. Regular Documentation Days are dedicated to providing families with information and resources to support student learning as well as discussing student progress.	The focus area for improvement is to share outside resources between families.	Provide this information in the weekly digital newsletter sent to all families.	Imperial Valley Home School Academy specializes in building relationships and seeking input for decision making with their families. Families provide continued input in all activities and policies and programs.	The focus area for improvement is to continue to strengthen the LCAP Parent Advisory Committee.	Continue to strengthen the LCAP Parent Advisory Committee.	4	5	4	4	5	5	5	4	4	4	4	5	Met		2024-06-25	2024
13631310000000	Heber Elementary	3	The LEA has shown commendable strengths and progress in building relationships between school staff and families. Educational partner input and local data indicate that the LEA excels in establishing effective communication channels that foster a strong sense of collaboration. Regular and open communication between school staff and families is a notable strength. This has led to increased engagement in school events and improved attendance in parent-teacher meetings. The LEA has successfully created a welcoming environment that respects and embraces cultural diversity, contributing to a sense of inclusivity among families. The use of accessible language and diverse communication methods has further enhanced engagement.	Although the district scored an average of 4 (full implementation), the district will continue to work on improving in building relationships between school staff and families. The district will continue to provided opportunities for parents and staff to have two-way communication throughout the school year. The district will expanding and improving programs that actively involve families in the educational process. This can include parent-teacher conferences, workshops on supporting student learning at home, and volunteer opportunities within the school.	"The district administered a parent survey that contained questions aligned with Priority 3 the average in all areas was ""Full implementation"". The district will provide opportunities for underrepresented families to engage in all district activities. The district will utilize the Community Schools Liaison to contact underrepresented parents and engage them in our district and school activities. The district will plan to organize school events and activities that reflect the cultural backgrounds of underrepresented families. This can include cultural nights, heritage celebrations, and bilingual workshops that make families feel welcomed and valued."	The district analyzed the results of the survey. The district scored 4 (full implementation) on the survey. The district is doing well in building partnerships with the community as it provides information and resources to parents to ensure families are aware of policies and understand their legal rights to advocate for students. The district has successfully developed multiple communication channels with families, including regular newsletters, social media updates, and a user-friendly website. This has ensured consistent and accessible information sharing with the community. The district has implemented several successful community engagement initiatives, such as family nights, grade-level events, and educational workshops. These events have helped to build a sense of community and provided valuable resources and support for families. The district will continue with professional development for teachers and staff focused on improving family engagement practices and cultural competency.	The district will focus on supporting families in understanding and exercising their legal rights so they may advocate for their children. The district feels that this will support parents by improving the methods and frequency of communication between the school, parents, and the community. This involves utilizing multiple platforms to ensure all parents are informed and engaged. The district also feels that developing and implementing programs that encourage and support active family involvement in students' education, including workshops, family nights, and other events that, bring families into the school environment and educate them on how to support their children's learning.	The district scored 4 (full implementation) on the survey. The district will develop targeted communication strategies that address underrepresented families' specific needs and preferences, including providing information in the families' primary languages and ensuring accessibility through various media platforms. The district will also task the Community Schools Liaison with acting as a bridge between the school and the families to foster trust and facilitate more effective communication. The district will organize events and activities designed to include underrepresented families, including cultural celebrations, workshops on navigating the education system, and forums for families to voice their concerns and suggestions. The district will also try to provide flexible meeting times and locations.	Through the analysis of educational partner input and local data, the LEA has demonstrated notable strengths and progress in seeking input for decision-making. The LEA actively engages various educational partners, including parents, community members, and educators, in meaningful discussions influencing key decisions. Clear evidence of collaborative processes and open dialogue has contributed to the development of well-informed and inclusive decisions that align with the needs and preferences of the school community.	The District will increase efforts to engage diverse educational partners, including students, parents, teachers, and community members, in the decision-making process. This involves proactive outreach to ensure that all voices, especially those from underrepresented groups, are heard and considered.	The district will ensure underrepresented families have a voice in school decision-making processes by including them in advisory committees, focus groups, and feedback sessions. This inclusion helps ensure school policies and programs consider their perspectives and needs.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-17	2024
13631490000000	Holtville Unified	3	According to a local survey, HUSD is rated 4 - Full Implementation in the four areas for Building Relationships Between School Staff and Families. Some strengths of HUSD include increased participation in parent survey responses, the district's increased use of parent notification systems, and increased attendance of parents at events for all students including English Learners, socio-economically disadvantaged students, and Foster Youth.	The district is rated 4 - Full Implementation in all areas of Building Relationships Between School Staff and Families. However, HUSD does have a few focus areas for improvement. The focus areas of improvement include a lack of parent volunteers, a lack of staff availability after school, and a lack of consistent discipline procedures across school sites.	The district will develop and implement parent engagement strategies at all sites to provide up-to-date communication, create a cohesive school culture between staff and parents, and provide support for parents to better help students at home.	"According to a local survey, HUSD is rated ""3 - Initial Implementation"" in all areas for Building Partnerships for Student Outcomes. Some strengths of HUSD include providing professional learning for teachers, paraprofessionals, administrators, and parents, providing school sites with supplemental, standards-aligned materials, lowering the student-to-staff ratio, and providing expanded learning opportunities for all students including English Learners, socio-economically disadvantaged students, and Foster Youth."	"According to a local survey, HUSD is rated ""3 - Initial Implementation"" in all areas for Building Partnerships for Student Outcomes, however, there are a few areas of improvement to address. One area for improvement is the data analysis and disaggregation of assessment data to measure the effectiveness of various interventions on student achievement of English learners compared to all students."	As a district, we will develop and implement strategies to build capacity for teachers about ELs and/or dual-identified ELs with disabilities. We will do this by leveraging our existing student information systems and continuing to provide professional learning on how to use the reporting features of the systems.	"According to a local survey, HUSD is rated ""3 - Initial Implementation"" in all areas for Seeking Input for Decision-Making. The district and schools regularly meet with various councils and committees including families, teachers, principals, and district administrators. We actively recruit and invite parents to participate in our meetings. As a district, we have begun to implement more guidance for the schools concerning School Site Council meetings so they are not only fully compliant but engaging for parents."	"According to a local survey, HUSD is rated ""3 - Initial Implementation"" in all areas for Seeking Input for Decision-Making, however, there are a few areas of improvement to address. We have low parent attendance at meetings such as board meetings, SSC, ELAC, and DELAC. We normally get enough parents to form the councils and committees, but not more than that."	To increase parent participation and the effectiveness of seeking input for decision-making, the district is planning to create additional opportunities paired with other school events with more participation such as ice-cream socials, father-daughter/mother-son dances, and local farmers markets.	4	4	4	4	3	3	4	3	3	3	3	3	Met		2024-06-20	2024
13631640000000	Imperial Unified	3	Cultivate a welcoming Environment- The District is in its second year implementing Lunch on the Lawn. Lunch on the Lawn has been highly successful at every site and happens multiple times yearly. Parents have reported feeling welcome and more engaged with the school, especially in the middle grades. We will continue to host this event yearly. Last year, we added designs on the fence at the entrance of each school. These are visible to families as they drive by the school. For the 2024-2025 school year, an LCAP goal action will provide funds for family nights. Our goal for the year is to increase the number of parent offerings. 

Effective Communication—Last year was the first year we implemented ParentSquare. We purchased ParentSquare to better communicate with our families. In the first year of implementation, it was used by the District and site administration. For the 2024-2025 school year, all staff will use it as a communication platform. To kick it off, we will purchase banners and advertise the change at each site.	Family Outreach Programs-This is an area of needed growth for the District. The District has added LCAP action 3.3 Parent Partnerships and Learning to accomplish this goal. This action will ensure staff and families have access to training in effective school, family, and community partnerships by identifying and integrating resources and services from the community to strengthen school programs, family practices, and student learning and development.	Parent Involvement Opportunities—Zoom has allowed parents to participate in meetings remotely, providing access to parents who would not otherwise be able to attend. Each site holds ELAC and SSC meetings at least quarterly, which gives parents a voice in important school decision-making.  Beginning in 2024-2025, we have added an EL and Migrant Resource Teacher to serve as a liaison for our parents of English language learners. With the support of this new position, we hope to strengthen our District DELAC group.


Celebrating Diversity and Cultural Heritage—This continues to be an area of growth for the District. The addition of dual immersion has created opportunities for more diversity at Cross Elementary. However, this is an area that needs improvement at our other school sites. We will encourage each site to celebrate diversity with more in-school students and after-school activities for parents.	72% of parents agreed with the statement, “Schools encourage parental involvement and participation. This data tells us that there is some room for improvement. Some of our strengths in this area include lunch on the lawn, well-established Parent Teacher Organizations (PTO), Tiger Talks, and recently added parent events at Ben Hulse that focus on STEM and literacy. Moving forward, we add a survey tool to allow data disaggregation by high-needs student groups.	Establishing Parent Committees- The District has formed parent advisory committees or councils representing diverse backgrounds and grade levels. These committees serve as a formal platform for parents to provide input and feedback on important school decisions. Each committee has a clear purpose, defined roles, and regular meetings to discuss relevant topics.
Conducting Surveys—Each year, the district administers surveys on various topics to staff, parents, and students. The information gleaned from surveys informs our decision-making and LCAP goals and actions.
Host Meetings-Meetings are hosted at all sites for parents throughout the year. With the addition of Zoom, the District has increased the number of parents who participate. The high school also holds “Tiger Talks” throughout the school year. These meetings provide a platform for families to engage with the school administration.	

Moving forward, we will add a survey tool for data disaggregation by high-needs student groups. Additionally, we have added two LCAP actions to support this process. LCAP action 1.2 Support for English Learners will add an EL and Migrant Resource Teacher to liaise between the parents and the District. LCAP action 3.3 Parent Partnerships and Learning will ensure staff and families have access to training in effective school, family, and community partnerships by identifying and integrating resources and services from the community to strengthen school programs, family practices, and student learning and development.	An area of strength is our process for seeking input on the LCAP. Meetings are held with all groups, and surveys are conducted. Several key decisions have been made based on input provided through this process. Staff and parents are encouraged to provide feedback and input through several needs assessments conducted during advisory group meetings.	Our ability to disaggregate survey data using our current tool is a weakness. The District has not been able to compare high-needs groups of students against the rest of the school population. We will look for better survey options for the 2024-2025 school year.	We will improve our process for seeking input by strengthening our approach to planning and advertising our parent partnership meetings. Each site will set a calendar for the year in August to ensure parents can access the dates in advance. Additionally, we have added funding to our LCAP to provide food and supplies and do outreach.	4	4	3	4	3	2	4	2	4	4	3	1	Met		2024-06-27	2024
13631720000000	Magnolia Union Elementary	3	The LEA does an outstanding job of building relationships between school staff and families.  Our school is small, and this in turn helps to facilitate strong relationships between the staff and families.  Parent/Student/Staff input is all valued, and the school works to continually improve communication.  The school was recently accepted for a 2 year Community Engagement Initiative Grant that will help to further bolster our relationship building between the school and families.	For the next 2 school years the district will be working with the CA Community Engagement Initiative.  This grant and its opportunities will help to foster meaningful engagement with families throughout the district.	Through our self reflection, the LEA provides opportunities and engages in building relationships with all families in the district.  Through the CEI grant the LEA will focus on how to better build relationships with all families including underrepresented families.	The LEA has strong partnerships for increasing student outcomes.  The district had a 100% parent participation in parent/teacher conferences for the 23-24 school year.  Communication between teachers/parents/students is a constant theme at the district.  Every educational partner works together for the success of each student at the school.	The LEA is currently working on ways in which to lower our chronic absenteeism rate, and to increase our overall attendance rate.  Although neither rate is bad, there is room for improvement.  Improvement in this area will only occur by building relationships with families for student success.	The LEA is looking at ways to help improve the attendance rate for the district.  Many of the absences for the district come from underrepresented families.  Forming relationships with underrepresented families will help to ensure that students come to school every day, on time.	The LEA seeks input from a variety of sources in a variety of ways.  SSC operates each year and every meeting is posted and open to the public.  Board meeting are held monthly and public input is encouraged.  The district has a robust PTO also known as the MCC (Magnolia Community Club).  The MCC helps to engage parents/staff and build relationships.  Finally, the administration has an open door policy, and parents are encouraged to bring any concerns to the administration.	The LEA is using the CEI grant to help bolster parent decision making in the district for the following 2 years.	The LEA is using the CEI grant to help bolster parent decision making in the district for the following 2 years.	5	5	4	4	4	4	5	4	5	4	4	5	Met		2024-06-18	2024
13631800000000	McCabe Union Elementary	3	McCabe Union Elementary School District has a rich history of traditions that embrace the connection between staff and families. All parent events have outstanding participation from our parent community. This includes academic-related events such as parent conferences, back-to-school or open house, and student exhibition events. Our communication tools also provide an easy and interactive way to maintain communication between staff and parents. Our traditional and extra-curricular events are held monthly with great attendance. This includes our Halloween Carnival, seasonal arts and crafts days, student plays and other performances, and athletic events. We actively seek input for decision-making through our School Site Council, DELAC, and LCAP Community Forums. We also provide family resources as needed.	Based on feedback from educational partners and local data, this is already an area of strength. The high satisfaction of our parent community with the school, coupled with the strong relationships built through our rich traditions, highlights a need for increased parental participation when opportunities for input are provided.	Although we have a strong connection with our parent community, we don't currently track family engagement data based on demographics. We will create a survey for our underrepresented families to identify needs and barriers of engagement to be able to respond to their needs.	Current strengths and progress in building partnerships with McCabe families represent an important strategy for promoting student achievement. Teachers, office staff, and administrators keep parents informed as to student progress and attendance. The curriculum for the core subject areas of English Language Arts, Mathematics, History/Social Science, and Science includes a digital component with resources and translation options for families to access from home. In addition to quarterly report cards, mid-quarter progress reports are sent out. Parents with fourth through eighth-grade students can monitor their child’s academic progress through a web-based parent portal. The School Site Council (SSC) and the District English Language Advisory Committee (DELAC) continue to provide more opportunities for parent participation in the school, and for parent voice in the decision-making process related to improving student outcomes.	Based on educational partner input and local data, the McCabe Union Elementary School District will continue to focus on improving partnerships to support our students with high absenteeism rates. Although our actions in this area have produced improvement in student attendance rates, this area continues to be a priority.   The focus will be on strengthening community partners that can assist our students and their families with resources that will lead to improved attendance and academic achievement.	The McCabe Union Elementary School District will improve the engagement of underrepresented families to build partnerships for student outcomes by improving community outreach which will include hosting community forums to gather input and address concerns from unrepresented families, by offering parent workshops that are relevant and beneficial to underrepresented families such as how to support their children with homework, college readiness and parenting skills. We will continue to host parent-teacher conferences and will schedule them at convenient times for working parents and offer virtual conference options to accommodate busy schedules and transportation limitations. Our counselors will host resource centers within the school that provide access to relevant materials and support for parents and students. Our counselors will assist families with their questions and concerns. The district will also regularly use surveys to solicit feedback from unrepresented families about their experiences with the school district and identify areas of improvement.	The district has compiled strong advisory groups (e.g. PTO, SSC, DELAC, LCAP) that meet regularly to review policies, programs, and progress monitoring. Staff and parents are well informed, and are encouraged to provide input and recommendations in decision-making. A stakeholder survey is issued annually seeking parent input on the effectiveness of school programs and suggestions for areas of improvement.	The district will focus on the following areas for improvement in seeking input for decision-making:  

Curriculum and Instruction: Seek feedback on the alignment of curriculum with state standards and the needs of diverse student populations.

School Safety and Security: Engage with parents, students, and community members to address concerns and gather suggestions for enhancing school safety measures. Refine emergency response plans in collaboration with the School Safety Committee, local law enforcement, and emergency services.   

Academic Intervention and Special Education Services: Collaborate with teachers and parents of students with disabilities to ensure that our special education programs meet the needs of students.   

Student Wellness and Mental Health: Establish mechanisms for students, parents, and staff to provide input on mental health support services. Promote strategies for reducing stress and fostering a positive school climate.   

Community Engagement and Partnerships: Establish ways to involve community organizations, local businesses, and non-profits in supporting educational initiatives and seek input on how to strengthen community-school relationships.	The school district will regularly solicit feedback from underrepresented families about seeking input for decision-making in the areas of Curriculum and Instruction, School Safety and Security, Academic Intervention and Special Education Services, Student Wellness and Mental Health, and Community Engagement and Partnerships.	5	5	5	5	5	5	4	5	5	5	4	5	Met		2024-06-18	2024
13631980000000	Meadows Union	3	Teachers: Held monthly meetings with teachers to discuss the Local Control and Accountability Plan (LCAP) goals, progress, and gather feedback. These meetings provide a platform for teachers to share insights on student needs, instructional strategies, and professional development requirements.
Surveys and Focus Groups: Conducted regular surveys (Fall & Spring) and focus group discussions to gather teachers' input on curriculum changes, resource allocation, and professional learning needs.
Parent Advisory Committees: Establish Parent Advisory Committees (PAC) and hold regular meetings to involve parents in discussions about school programs, policies, and LCAP initiatives.
Workshops and Information Sessions: Organize workshops and information sessions to educate parents about the LCAP, their role in supporting student success, and how they can provide input.
Surveys and Feedback Forms: Use surveys and feedback forms to collect parents' opinions and suggestions on school improvement efforts and specific actions within the LCAP.
MUSD participated in collaborative meetings with Imperial County SELPA and County-wide Foster Youth Manager to ensure students with IEPS and foster youth needs are incorporated into our plan. 
	Students - Students expressed a desire for continued and expanded learning opportunities around college and career.  Student feedback was very positive related to Biz Town

Parents - Parents expressed a desire for continued social-emotional and behavioral support for their children.  They also expressed a desire for continued expanded learning opportunities, particularly to enhance their child's access to a broad course of study.  Parents also expressed a desire to finish the Parent Center and appreciate the technological supports that are embedded.  Parents also expressed gratitude regarding the variety of tools being used to communicate with families.  Parents would like to see continued improvements to our facilities and grounds to enhance our welcoming environment and maximize safety.  Parents also appreciate the expanded transportation services that are in place, considering our rural location.  

Staff - Certificated and Classified provided interest in continued need in accelerating learning through small group instruction opportunities, building healthy collaboration within grade-level teams and grade-level spans, increasing support for students' social-emotional and behavioral needs, enhanced AVID implementation, expanded character education opportunities, and college and career learning opportunities.  Staff has expressed interest in continued staff professional development in social-emotional learning, student engagement strategies, districtwide grade-level collaboration, and focused cross-grade collaboration.	MUSD will continue to reach out to the community and families for input, feedback, and participation in the decision-making progress of the district and school site.  MUSD primary goals is to ensure we provide access in their primary language during all meetings and multiple opportunities at different times during the day to provide access for working families.	MUSD has had a high turnover of school principals; however, the community and staff have long-term relationships that have been able to maintain in partnerships.  MUSD continues to maintain relationships with stakeholders and outside agencies to strengthen partnerships for student outcomes.	"Having a new school principal, MUSD is establishing relationships with the principal and the families.  MUSD is continuing to establish these partnerships by providing multiple opportunities for families and the community to participate in ""meet and greet"" events to make connections for student success."	MUSD will continue to reach out to underrepresented families by providing multiple opportunities on-site or by making home visits to strengthen relationships and focus on student needs.	Parent Advisory Committees: Establish Parent Advisory Committees (PAC) and hold regular meetings to involve parents in discussions about school programs, policies, and LCAP initiatives.
Workshops and Information Sessions: Organize workshops and information sessions to educate parents about the LCAP, their role in supporting student success, and how they can provide input.
Surveys and Feedback Forms: Use surveys and feedback forms to collect parents' opinions and suggestions on school improvement efforts and specific actions within the LCAP.	MUSD will continue to provide multiple opportunities for stakeholders to provide input and participate in the decision-making process in addition to school site council, community school partnerships, among others.	MUSD will continue to provide multiple opportunities of underrepresented families by having a variety of ways these families can have access to meetings, virtually or in person and also home visits.	3	3	3	3	3	3	3	3	3	3	3	3	Met		2024-06-25	2024
13632060000000	Mulberry Elementary	3	Mulberry Elementary is a small, rural K-8 school which currently has 70 students. Due to the small size of our district, we have a close working relationship with our students and their families on a regular basis. We are a District of Choice and the majority of our students are from neighboring districts whose parents are seeking a smaller school environment. Mulberry Elementary values the input and involvement from parents/guardians in order to provide the best educational experience for our students. We provide many opportunities in which parents can be a part of decision making and be involved. Mulberry has a very active PTA which holds monthly meetings. School staff and administration attend the meetings where they update and ask for input on LCAP goals and progress we are making toward meeting our goals. We also hold parent forums where parents are able to give input and be involved in the reviewing of the progress on current LCAP goals and the development of new goals. Mulberry also conducts parent surveys in both the fall and the spring in order to gain input towards our LCAP development. We strive to keep our parents informed through many forms of communications including our website, newsletters (printed and emailed), and the use of the Remind app.	The area of focus which we would like to work on improving is providing professional learning and support to staff to improve the school’s capacity to partner with families, especially are underrepresented families.  Particularly we feel as though professional development in the area of social and emotional learning would help staff to better understand and work with students and families.	Based on our analysis from input and local data we will continue to use all current methods of communicating with our families including; emails, Remind app, website, and newsletters. We will strive to improve engagement of underrepresented families by ensuring that we make personal contact with them and invite them to become more involved.  We will also ensure that we send home all communication in both Spanish and English and provide translation services when needed.	The staff at Mulberry feels that in order for our students to be successful in the classroom, we must build a partnership and relationship with our students and families. The small size of our school makes it possible for us to have strong partnerships, because all staff knows each student and family. We make it a priority when new families come to our school to get to know them and make them aware of all of the services, programs, and opportunities for our students. The school keeps families informed by providing information through emails, phone calls, our school website, and the Remind App. Families are also given progress reports to keep them informed on how the students are doing academically. Parent conferences are also conducted during the first quarter and as needed through out the year.	The district will use the data received in order to continue to reach out to involve parents.  We will work on providing answers to questions in a timelier manner and making sure our parents feel comfortable asking questions of the teacher and staff.	Based on our analysis from input and local data we will continue to use all current methods of communicating with our families including; emails, Remind app, website, and newsletters. We will strive to improve engagement of underrepresented families by ensuring that we make personal contact with them and invite them to become more involved.  We will also ensure that we send home all communication in both Spanish and English and provide translation services when needed.	Seeking input for decision making is done through several avenues at Mulberry. We utilize parent surveys, parent forums, phone calls, and emails in order to seek information for decisions here at Mulberry concerning programs and policies. Parents and stakeholders are involved in the LCAP development and goal setting. When conducting parents surveys we have over 90% of our parents participate.	Based on our analysis we will be focusing on increasing the number of educational partners that attend advisory meetings and continuing to provide multiple opportunities for all of our educational partners to share their input.	We would like to continue to work on improving and building the capacity of and supporting the staff to effectively engage families and advisory groups, in particular our underrepresented families including our EL families in order to gain their input in decision making.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-12	2024
13632140000000	San Pasqual Valley Unified	3	The LEA (Local Education Agency) has made significant progress in building relationships between school staff and families. One of the strengths identified is the creation of welcoming environments during SST (Student Study Team), 504, and IEP (Individualized Education Program) meetings. This indicates that the LEA is focused on creating inclusive and collaborative spaces where families feel comfortable and engaged in the decision-making process.
Another strength is the regular communication happening between parents and teachers. The increased frequency of phone calls home, as a result of the Rule of 5, shows a proactive approach by the LEA in fostering regular and meaningful contact between educators and families. 
The LEA also utilizes social media, specifically Facebook, to provide ongoing updates to families. This demonstrates an effort to meet parents where they are and engage them through a popular communication platform. By utilizing social media, the LEA can reach a broader audience and ensure that parents are kept informed about important events, announcements, and resources.
LEA's regular phone calls home to inquire about attendance and seek ways to support families indicate a commitment to addressing the holistic needs of students and their families. By proactively checking on attendance and offering support, the LEA shows a genuine concern for the well-being of students and their families beyond academic performance alone.
Overall, the LEA has made notable progress in building relationships between school staff and families. By creating welcoming environments during meetings, increasing communication through phone calls and social media, and actively supporting families, the LEA is fostering a collaborative and supportive educational environment that values the partnership between educators and parents.	Incorporating innovative and interactive elements into family events can help increase their meaningfulness and engagement. The SPVHS can explore creative formats such as workshops, demonstrations, or interactive stations that allow parents and students to actively participate and learn together. By offering opportunities for hands-on experiences and collaborative activities, family events can become more than mere informational sessions, but rather occasions for shared learning and growth. This approach not only strengthens the bond between school staff and families but also creates a positive and memorable experience for all participants.
Evaluate the effectiveness of family events through feedback mechanisms is crucial for continuous improvement. The SPVHS will establish a system for collecting feedback from parents and students after each event. This feedback can provide valuable insights into the strengths and weaknesses of the events, helping the high school to refine future initiatives and ensure that they meet the evolving needs and expectations of the school community.	Building cultural competence among school staff is a critical step in supporting the development of relationships and improved engagement with our underrepresented families. Providing professional development opportunities and training that specifically address cultural responsiveness can help educators develop a deeper understanding of the diverse needs and strengths of underrepresented families. This training can also promote effective communication strategies that bridge cultural gaps and foster positive relationships between school staff and families.
Collaboration with community organizations and stakeholders is another strategy that can enhance engagement. By partnering with local community groups, the LEA can leverage existing resources, expertise, and networks to better support underrepresented families. These collaborations can facilitate access to community services, provide mentorship opportunities, and offer additional support to families, thereby strengthening their connection with the school.	The LEA demonstrates strengths and progress in building partnerships for student outcomes. They are effective in holding SST, 504, and IEP meetings, involving key stakeholders in decision-making. Additionally, they coordinate with colleges and universities to increase opportunities for higher education, ensuring a seamless transition and expanded pathways for students.	Based on the analysis of educational partner input and local data, the LEA's focus area for improvement in building partnerships for student outcomes is to enhance recognition of the positive efforts and contributions of all students. To address this, the high school can implement strategies such as establishing a recognition program, involving teachers and parents, and creating platforms for showcasing student talents. This fosters a culture of appreciation, motivation, and inclusivity, promoting student success and well-being.	To improve engagement of underrepresented families in building partnerships for student outcomes, the high school plans to establish a drug intervention/prevention advisory council and conduct annual transcript review meetings with parents. These initiatives provide platforms for collaboration, addressing substance abuse concerns and discussing academic progress. By involving underrepresented families in these processes, the high school strengthens partnerships, supports student success, and ensures a more inclusive educational environment.	The LEA shows strengths and progress in seeking input for decision-making through the establishment of multiple advisory councils, including DIPAC, MPAC, and SSC. These councils enable diverse stakeholders to contribute their perspectives, ensuring decisions are informed by a wide range of voices. DIPAC represents Indigenous parents, MPAC engages multilingual families, and SSC includes parents, teachers, administrators, and community members. The LEA’s inclusive approach to decision-making values diverse perspectives and leads to well-informed decisions that meet the needs of the school community.	Based on the analysis of educational partner input and local data, the high school focus area for improvement in seeking input for decision-making is the establishment of an advisory council dedicated to supporting drug intervention and prevention efforts. This council will aim to provide a platform for stakeholders to contribute their insights, experiences, and recommendations in addressing substance abuse issues among students.	To improve engagement of underrepresented families in seeking input for decision-making, the high school employs outreach specialists to recruit community members and promote parent engagement. They also utilize social media platforms to advertise upcoming meetings and events. These strategies aim to actively reach out, establish connections, and provide accessible channels for underrepresented families to participate in the decision-making process.	3	3	3	4	3	3	4	2	3	3	4	3	Met		2024-06-18	2024
13632220000000	Seeley Union Elementary	3	Based on the analysis of educational partner input and local data, Seeley School has demonstrated several strengths and made notable progress in building relationships between school staff and families. Here are the key highlights:
Consistent and Open Communication:
Regular Updates: Seeley School has established multiple channels for regular communication with families, including usage of Class Dojo, emails, social media updates, and a user-friendly school website. This ensures that families are well-informed about school events, policies, and their children's progress.
Two-Way Communication: Seeley School encourages two-way communication by providing platforms for parents to voice their concerns, ask questions, and provide feedback. This includes parent-teacher conferences, surveys, and suggestion boxes.
Family Engagement Programs:
Social Events: Seeley School organizes cultural and social events that celebrate the diversity of the school community. These events foster a sense of belonging and help build stronger connections between families and school staff.
Dedicated Family Liaisons:
Family Engagement Coordinators: Seeley School employs a Community Schools Coordinators or liaison who serves as a bridge between the school and families. This coordinator is instrumental in reaching out to families, particularly those who may be less engaged or face barriers to involvement.
Progress
Increased Parent Participation:
Higher Attendance at Events: There has been a notable increase in parent attendance at school events, workshops, and parent-teacher conferences. This indicates growing engagement and interest from families in their children's education.	Based on the analysis of educational partner input and local data, Seeley School has identified several key focus areas for improvement in building relationships between school staff and families. These areas reflect the need for more targeted strategies to enhance family engagement, communication, and collaboration.
Focus Areas for Improvement
Increasing Engagement Among Underrepresented Families:
Targeted Outreach: Despite overall progress, certain groups of families, such as those from low-income backgrounds, non-English-speaking households, and those with less formal education, remain less engaged. The LEA aims to develop targeted outreach programs to better connect with these families and address barriers to their involvement.
Community Partnerships: Strengthening partnerships with local community organizations that serve underrepresented families can provide additional support and resources, helping to bridge gaps and foster greater engagement.
Enhancing Cultural Competency and Responsiveness:
Ongoing Training: While initial steps have been taken, there is a need for ongoing professional development for staff on cultural competency and responsiveness. This includes training on understanding diverse cultural backgrounds, addressing implicit biases, and implementing inclusive practices.
Culturally Relevant Communication: Improving the cultural relevance of communications sent to families, including translating materials into more languages and using culturally sensitive language, is essential to ensuring all families feel respected and understood.
Strengthening Support for Families with Specific Needs:
Special Education and ELL Support: Families of students with special education needs and English Language Learners (ELL) often require additional support. Seeley School plans to enhance resources and communication for these families, ensuring they have access to the information and support necessary to navigate the education system effectively.	Based on the analysis of educational partner input and local data, Seeley School has identified several strategies to improve the engagement of underrepresented families in building relationships between school staff and families. These strategies are designed to address the specific barriers and challenges faced by these families and to create a more inclusive and supportive school environment.
Strategies to Improve Engagement of Underrepresented Families
Targeted Outreach and Communication: Conducting personalized outreach efforts, such as phone calls and home visits by trusted school staff, can make families feel more welcomed and valued.
Building Trust and Relationships:
Community Events and Social Gatherings: Hosting informal social events and cultural celebrations that reflect the diversity of the school community can help build relationships in a relaxed, inclusive setting.
Providing Resources and Support:
Resource Centers: Establishing a resource center within school that offer information and support on a variety of topics, including educational resources, health services, and community programs, can provide valuable assistance to families.
Creating Inclusive Opportunities for Engagement:
Flexible Meeting Times: Scheduling meetings and events at various times, including evenings and weekends, can accommodate the diverse schedules of working families

	Based on the analysis of educational partner input and local data, Seeley School has demonstrated several strengths and made notable progress in building partnerships that positively impact student outcomes. Here are the key highlights:
Current Strengths
Collaborative Relationships with Community Organizations:
Established Partnerships: The LEA has developed strong partnerships with local businesses, non-profits, and community organizations. These collaborations provide students with access to additional resources, such as tutoring, mentoring, and extracurricular activities.
Community Resource Integration: The LEA effectively integrates community resources into the school environment, enhancing the support network available to students and families.
Engagement with Higher Education Institutions:
College and Career Readiness Programs: Partnerships with local colleges and universities have led to the creation of college and career readiness programs, including dual enrollment opportunities, college visits, and application workshops.
Strong School-Community Communication:
Effective Communication Channels: Seeley School maintains multiple communication channels, Class Dojo, social media, and community meetings, to keep stakeholders informed and engaged. These channels ensure transparency and foster a sense of inclusion among all partners.
Regular Updates and Feedback: Regular updates and opportunities for feedback allow community partners and families to stay informed about school initiatives and contribute their perspectives to ongoing efforts.	Based on the analysis of educational partner input and local date, Seeley School would like to focus on certain areas for improvement in building partnerships for students outcomes by:
Strengthened Workforce Development:
Career Pathways Programs: Seeley School would like to develop career pathways programs in partnership with local industries, providing students with clear trajectories from education to employment. These programs include specialized training, certifications, and job placement assistance.
Industry Advisory Councils: Industry advisory councils composed of local business leaders and educators guide the development of career and technical education (CTE) programs, ensuring they align with workforce needs and trends.	eley School's strengths and progress in building partnerships for student outcomes are evident through collaborative relationships with community organizations, engagement with higher education institutions, active parent and family involvement, and effective communication strategies. By enhancing support services, increasing student opportunities, strengthening workforce development, and positively impacting student outcomes, Seeley has created a robust network of partnerships that contribute significantly to the success and well-being of its students.	Based on the analysis of educational partner input and local data, Seeley School has demonstrated several strengths and made notable progress in seeking input for decision making that positively impact student outcomes. Here are the key highlights:
Active Parent and Family Involvement:
Parent-Teacher Organization (PTO): Active PTOs play a crucial role in organizing events, fundraising, and advocating for student needs, fostering a sense of community and shared responsibility for student success.
Family Engagement Initiatives: Seely School has implemented family engagement initiatives that encourage parents to participate in school activities, workshops, and decision-making processes, thereby strengthening the home-school connection.
	Based on the analysis of educational partner input and local data, Seeley School has identified several focus areas for improvement in seeking input for decision-making. These areas reflect opportunities to strengthen existing collaborations and develop new strategies to better support student success.
Increasing Family and Community Engagement:
Strengthening Family Partnerships: Developing strategies to involve families more actively in partnership initiatives, such as providing training and resources to help parents support their children’s education and engage with community programs.
Community Outreach Events: Hosting more events and forums that promote dialogue and collaboration between the school, families, and community organizations. These events can serve as platforms for sharing successes, addressing challenges, and identifying new partnership opportunities.
	By focusing on these key areas for improvement, Seeley School aims to strengthen its partnerships with community organizations, enhance alignment with student needs, improve communication and collaboration, increase family and community engagement, enhance professional development, measure impact effectively, and ensure sustainability in partnership efforts. These efforts are critical in fostering a supportive ecosystem that contributes to improved student outcomes and equitable opportunities for all students.	5	5	4	4	4	4	4	4	4	4	4	4	Met		2024-06-25	2024
13632300000000	Westmorland Union Elementary	3	Parents have expressed gratitude and thankfulness for their relationships with their children's teachers.  Both survey and anecdotal data illustrates the lengths that WUED staff goes to support the students in their classrooms.	Based on staff feedback and an analysis of educational partner input and local data, WUED's focus area of improvement related to building relationships between school staff and families is supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.  During the 24-25 school year, staff will work collaboratively to gather additional authentic feedback to help us set goals utilizing a strengths based approach.	WUED is committed to gather feedback from all of our families.  We will target those families who have been underrepresented by using a variety of approaches to engage them and hear from them.	Educational partner input and local data has illustrated that one of our strengths related to building partnerships is WUED's ability to provide families with information and resources to support student learning and development in the home.  We will continue to work with our families to understand which partnerships and resources they are finding the most useful and impactful.	During the 2024-2025 school year, WUED will be focusing on helping parents partner with the school as well as communicate and advocate for their child's needs.  WUED will be seeking a California Community Schools Partnership Program grant this year and will be conducting a comprehensive needs assessment.  This assessment will help WUED determine what areas families are wanting help in as it relates to their child's education.	Through the use of a variety of tools  (surveys 1:1 conversations, focus groups), WUED will work to ensure all families are provided opportunities to reflect on our district's strengths and needs.  They will also be asked about their families' needs and specifically how WUED can support them, utilizing a whole-child approach.	Survey data from WUED's parents have shown that our district has shown strength and progress in the area of building the capacity of and supporting family members to effectively engage in advisory groups and decision-making.  This is the area that scored highest from parents.  WUED is continuing to explore ways to expand family involvement and shared decision making opportunities.	One area of growth related to seeking input for decision making is continuing to build the capacity of our administration and staff when it comes to re-imagining family engagement and enhancing opportunities for shared decision making.  WUED will continue to work together to learn how to continue to grow the home-school connection.	WUED will be going through a systemic comprehensive needs assessment in the fall of 2024.  This will include some asset mapping, community partner exploration as well as assessing the strengths and needs of the school.  This assessment will support us in improving the engagement of underrepresented families in our school.	3	3	3	3	3	3	3	3	3	3	3	3	Met		2024-06-25	2024
14101400000000	Inyo County Office of Education	3	Jill Kinmont Boothe School's (JKBS) low enrollment provides unique opportunities to learn about our families' needs and challenges. We work one-on-one with students and families to navigate barriers that impede student success. Building partnerships and creating trusting relationships are essential to successfully attaining our goals and implementing our mission. Educational partner input indicates we need to prioritize relationship building. The low enrollment at Jill Kinmont Boothe School (JKBS) allows us to focus on the unique needs and challenges of each student and their family. We provide personalized support to help students overcome barriers to success. Building strong partnerships and trust is crucial to achieving our goals and fulfilling our mission. We make it a priority to develop trusting relationships with parents and guardians and communicate with them directly every week.	JKBS aims to enhance staff cultural awareness and communication skills by incorporating more culturally responsive and effective communication strategies with all of our families. Our focus is on developing trusting relationships with all parents/guardians, with a particular emphasis on the families of our SED students and the Native American subgroups, who make up the majority of our SED population.	The JKBS team will work on improving relationships and building trust with our underrepresented families through transparent and consistent communication about student progress. We will also strive to connect with students 2024-25 Local Performance Indicator Self-Reflection for Inyo County Office of Education Page 10 of 18 beyond attendance and behavior issues, encourage family involvement, dedicate resources to ensure early screening, diagnosis, and timely social-emotional and academic intervention, and work with families collaboratively as equal members of a team focused on student success.	One of the strengths of a small program like JKBS is our ability to provide students with a much more individualized program that meets their academic and social-emotional needs. Our low student-to-teacher ratio allows for more one-on-one support, greatly benefiting students whose needs are typically not addressed in comprehensive school programs. Students and parents appreciate the focused attention their students receive, and this is conducive to building productive partnerships.

The intake process at JKBS is a programmatic strength critical for engaging our educational partners and building strong collaborative relationships to produce positive student outcomes. Successful collaborative relationships with our partners must be established to positively impact student learning and social-emotional growth. Our educational partners consistently comment that they appreciate the time taken during our intakes to provide critical program information and get to know our new students, their strengths, their goals, and the challenges they need support in navigating to achieve success. We seek seamless and positive transitions to the community school through an intake process that identifies the academic and behavioral supports needed to sustain student academic and affective progress and growth. The goal is always to matriculate back to the district of residence. The intake process clearly outlines the goals, available supports, and overall policies and expectations so students and their families know how to navigate the available resources to achieve success. There has been progress in building relationships with parents/guardians that support positive student outcomes, as we have seen measurable improvement in parents/guardians supporting individualized behavioral and academic intervention plans.	Analysis of educational partner input and local data indicates areas for improvement, including improving parent engagement through our one-on-one meetings and building more capacity in our parents/guardians to find their voice through meaningful engagement and representation. The majority of our Educational Partners are parents/guardians of unduplicated students and are both underrepresented and disenfranchised in the traditional comprehensive school setting. As mentioned, we work diligently to strengthen their voices and participation in our program.	Our educational partners have provided valuable feedback that has given us insight into the strengths and needs of our students and how we can improve engagement with our community. Historically, one-on-one parent meetings have been a key and effective way for a small program like ours, which has high student mobility rates, to receive feedback. As mentioned earlier, our parents are more engaged and collaborative during intake/entrance meetings, and we will continue to maintain this individual connection throughout the school year. One of the advantages of having a low enrollment is that we can take advantage of multiple one-on-one engagement opportunities with our parents and students. Because these meetings are tailored to each individual, we can have more meaningful and transparent conversations, leading to the development of more collaborative partnerships and a deeper
understanding of the challenges that need to be addressed to meet the unique needs of each student.	Because of our small size, JKBS administration and instructional staff can engage in 1:1 communication with students and families, maintaining consistent communication throughout the year and allowing multiple opportunities to facilitate and receive input. However, because of the mobility of our students who come and go throughout the year, it is extremely challenging to have any attendance at PAC meetings or other larger group functions to seek input. Because of the aforementioned mobility, we also have less time to develop functional/beneficial relationships with some parents/guardians.	Increasing parent engagement is JKBS's primary focus. We have poor attendance at PAC or any informational meetings, so we continue to focus on individual engagement with our families while still trying to successfully have larger group meetings and collaborative feedback and input for decision-making in those settings.	All the aforementioned engagement strategies seek to build trust and transparency with our educational partners. Hence, they feel more comfortable and confident that their voices are heard, have an impact, and create comfort, confidence, and capacity to advocate for what they think is best for their children and others. We have developed numerous programs and experiential learning opportunities for our students, created due to educational partner feedback. We will continue this process as educational partners' input has made a difference.	5	4	5	5	4	4	4	3	5	3	3	3	Met		2024-06-20	2024
14101400117994	YouthBuild Charter School of California	3	Via the Community School effort, YCSC has improved its efforts to reach out to families but could still improve on its overall effort to get more family input.	The CCSSP survey data, however, showed that YCSC could still improved its family and community engagement and thus made a CCSSP goal related to family engagement.	N/A. More than 95% of students are from underrepresented families	By design, YCSC is partnered with community partners to deliver its instructional model that is centered on blending academics towards transforming communities.	While the YCSC model is already inclusive of community partnerships, YCSC will work towards improving its overall engagement of those partnerships by converging all LCAP, CCSSP, and other organizational goals to minimize excessive disconnection with respect to goals.	N/A. More than 95% of students are from underrepresented families	YCSC has regular formal and informal protocols to obtain stakeholder input. This includes LCAP surveys, standing meetings with all staff, and regular YB Director meetings. Beyond that, YCSC conducts many instructional projects via a horizontal leadership (department chairs) model to allow for more input.	YCSC is seeking to create more democratic opportunities for staff to be involved in instructional and operational decision-making and will utilize such efforts to better accomplish both long term and short endeavors.	N/A. More than 95% of students are from underrepresented families	5	4	5	5	5	5	5	4	4	4	5	5	Met		2024-06-24	2024
14101400128447	The Education Corps	3	Our school provides wrap-around services to our students and families that many traditional schools are unable to provide. Through our partnerships with local non-profit organizations, such as local Conservation Corps and other Community Based Organizations, we connect our families to resources and support services. Parent involvement is increasing and we have boosted our parent participation rates at our Back-to-School nights, Open House, and family events. Family engagement events are sent out with the school's monthly calendar and are scheduled at various times to accommodate parent participation and their varying work schedules. Due to the pandemic, we were able to experiment with other ways to involve families in our school. The pandemic certainly strengthened the school-to-home connection for our families and we committed over the last two years to keeping in constant contact with our families through emails, phone calls, and home visits. We also had many families participate in our online needs surveys. To sustain our parent involvement efforts, last year we implemented a new system called DeansList to connect families to what is going on in the classroom daily. For our college bound students, we continue to hold parent education events throughout the year so that families play a greater role in the college application and transition process.	Over the last three years, we have increased our fleet of vehicles which allows us to make home visits and pick up and drop off students that are having issues securing transportation to school. This has helped boost attendance and has also strengthened our school to home connection. We are also part of Metro’s Go Pass program which provides free bus passes across multiple municipalities to our students. We believe this helps to lessen the burden of transportation to and from school for our families. Additionally, as mentioned above, the school is on its second year of using an accountability and behavior/attendance tracking system called DeansList. This system allows parents direct access to teachers and staff through a two way text system. It also shares weekly reports with families about positive behaviors the students are demonstrating in class. This software allows teachers to easily and consistently connect with families using a familiar tool and technology- phones, text, and emails. We want families to see a holistic picture of how their students are behaving and performing in school. Instead of just getting phone calls for discipline incidents, families will get weekly reports that recognize students for admirable behaviors, academic progress, and includes any behavior interventions that are implemented.	Our schools are designed to work with students and families in small learning communities so that individualized student needs can be met. Most of our students come from underserved communities with many educational risk factors.  Our unique model provides students with academic support along with social emotional support and work based learning opportunities (for those interested). Along with our on-site counselors, we expanded our mental health services through a partnership with Hazel Health to provide short term student and family virtual counseling to families in need. Another area of focus has been our ELL population. We have been increasing staffing and services to these youth and will continue to invest in ELD support services this upcoming school year.  Lastly, our population of students experiencing homelessness and housing instability has been growing each year. We have improved our processes for identifying students experiencing homelessness, set aside additional funds to support these students, and formed partnerships with local organizations to assist these students in securing stable housing.	Our schools interact with various community-based organizations to provide resources and services to our students and their families.  Our strongest connections are those that provide work based learning opportunities and stipends to our students that want to gain work experience and earn money while in school.  Through partnerships with Youth Source Centers and local conservation corps, students have the opportunity to participate in programs that offer 10-20 hours of paid work weekly. This year we are also piloting additional internship opportunities for students that want to learn about career fields of interest while completing their high school credits. Our college transition team is very active in forming partnerships with local community colleges and universities (such as the EOPS program) so that students are connected to supportive resources at the postsecondary institutions where they transition after high school. We have increased the number of students that are dual enrolled in both high school and community college courses. Lastly, student wellness and mental health care is a focus at our school. We collaborate with CBO's for health fairs, education around living a healthy lifestyle, and we provide multi-layered counseling options for our students.	While mental health is a focus at our schools, the need for services can overwhelm the resources available. That is why we added an additional layer of virtual mental health support with our Hazel Health partnership. Hazel offers short-term mental health counseling and triage/referral support for students that need longer term care. From our parent and student input surveys, paid work experience was highlighted as something that motivates students to come to school and finish their education. As such, increasing student opportunities for paid work experience and internships is a focus area for our schools.	Our school has increased the avenues of communication for sharing resources and programs to families. As mentioned above, along with sending out our event/program calendars and increasing our monthly parent events, the DeansList system allows us to target particular groups of students and send out additional information to families through text, email, or phone calls. We have also augmented our orientation and intake process so that these services are presented to parents when students first enroll in the school. Lastly, the school has been in the process of revamping our website so that all programmatic opportunities and calendars are more readily accessible online.	"For the most part, sending out online surveys has been the most effective way that we have found to get the greatest percentage of parent and student input in decision- making. These surveys have been extremely valuable and have informed our annual goals. We have also had some success with forming committees for targeted improvement and feedback. For instance, we created PLC's such as an ""intervention committee"" of staff people focused on improving our academic intervention classes. We also have Associated Student Body Leadership Councils at many of our schools that provide feedback and guide our student programming and events. During our parent college and financial aid workshops we have parents provide feedback and share any obstacles that have experienced in relation to understanding the postsecondary transition process."	Last school year we organized online events to include families and stakeholders in our decision-making process. We did not get much participation in these events. As mentioned above, the most success we had was through stakeholders providing feedback by participating in online surveys. However, we are still working to build a core group of parents and families to attend meetings consistently and participate in our planning and decision-making. Because the majority of students that we serve are 18+, family engagement is different for our school since parents are not required to be involved in all of the decision making for our young adult students. However, last year, we opted to hold traditional parent involvement events and students who were 18+ could choose to bring their parents. The events were successful and we hope to increase attendance this year for those events and add to them. Face to face conversations provide deeper insight that surveys cannot always capture.	Our goal this year is to increase and maintain open and regular communication with parents. We believe more routine communication with parents is the first step in getting more communication back from our underrepresented families. Since the school has had success with online surveys, we are going to take the surveys one-step further by inviting interested parents on the survey to be a part of more in-depth focus groups around some of our annual school goals. Last year, we developed an exit survey for students and families who either graduate from our school or choose to leave our school before graduation. This gave us valuable feedback for improvement and we intend to expand its use this upcoming school year	4	4	4	3	4	3	4	3	3	3	3	3	Met		2024-06-14	2024
14101400128454	College Bridge Academy	3	Our school provides wrap-around services to our students and families that many traditional schools are unable to provide. Through our partnerships with local non-profit organizations, such as Shields for Families and other Community Based Organizations, we connect our families to resources and support services. Parent involvement is increasing and we have boosted our parent participation rates at our Back-to-School nights and family events. Family engagement events are sent out with the school's monthly calendar and are scheduled at various times to accommodate parent participation and their varying work schedules. Due to the pandemic, we were able to experiment with other ways to involve families in our school. The pandemic certainly strengthened the school-to-home connection for our families and we committed over the last two years to keeping in constant contact with our families through emails, phone calls, and home visits. We also had many families participate in our online needs surveys. To sustain our parent involvement efforts, last year we implemented a new system called DeansList to connect families to what is going on in the classroom daily. For our college bound students, we continue to hold parent education events throughout the year so that families play a greater role in the college application and transition process.	Over the last three years, we have increased our fleet of vehicles which allows us to make home visits and pick up and drop off students that are having issues securing transportation to school. This has helped boost attendance and has also strengthened our school to home connection. We are also part of Metro’s Go Pass program which provides free bus passes across multiple municipalities to our students. We believe this helps to lessen the burden of transportation to and from school for our families. Additionally, as mentioned above, the school is on its second year of using an accountability and behavior/attendance tracking system called DeansList. This system allows parents direct access to teachers and staff through a two way text system. It also shares weekly reports with families about positive behaviors the students are demonstrating in class. This software allows teachers to easily and consistently connect with families using a familiar tool and technology- phones, text, and emails. We want families to see a holistic picture of how their students are behaving and performing in school. Instead of just getting phone calls for discipline incidents, families will get weekly reports that recognize students for admirable behaviors, academic progress, and includes any behavior interventions that are implemented.  This has been a focus area of improvement for us and staff is working towards making this form of communication a part of their weekly routine.	Our schools are designed to work with students and families in small learning communities so that individualized student needs can be met. Most of our students come from underserved communities with many educational risk factors.  Our unique model provides students with academic support along with social emotional support and work based learning opportunities (for those interested). Along with our on-site counselors, we expanded our mental health services through a partnership with Hazel Health to provide short term student and family virtual counseling to families in need. Another area of focus has been our ELL population. We have been increasing staffing and services to these youth and will continue to invest in ELD support services this upcoming school year.  Lastly, our population of students experiencing homelessness and housing instability has been growing each year. We have improved our processes for identifying students experiencing homelessness, set aside additional funds to support these students, and formed partnerships with local organizations to assist these students in securing stable housing and other referral based resources.	Our schools interact with various community-based organizations to provide resources and services to our students and their families.  Our strongest connections are those that provide work based learning opportunities and stipends to our students that want to gain work experience and earn money while in school.  Through partnerships with Youth Source Centers (WIOA funded) and local conservation corps, students have the opportunity to participate in programs that offer 10-15 hours of paid work weekly. This year we are also piloting additional internship opportunities for students that want to learn about career fields of interest while completing their high school credits. Our college transition team is very active in forming partnerships with local community colleges and universities (such as the EOPS program) so that students are connected to supportive resources at the postsecondary institutions where they transition after high school. We have increased the number of students that are dual enrolled in both high school and community college courses. Lastly, student wellness and mental health care is a focus at our school. We collaborate with CBO's for health fairs, education around living a healthy lifestyle, and we provide multi-layered counseling options for our students.	While mental health is a focus at our schools, the need for services can overwhelm the resources available. That is why we added an additional layer of virtual mental health support with our Hazel Health partnership. Hazel offers short-term mental health counseling and triage/referral support for students that need longer term care. From our parent and student input surveys, paid work experience was highlighted as something that motivates students to come to school and finish their education. As such, increasing student opportunities for paid work experience and internships is a focus area for our schools.	Our school has increased the avenues of communication for sharing resources and programs to families. As mentioned above, along with sending out our event/program calendars and increasing our monthly parent events, the DeansList system allows us to target particular groups of students and send out additional information to families through text, email, or phone calls. We have also augmented our orientation and intake process so that these services are presented to parents when students first enroll in the school. Lastly, the school has been in the process of revamping our website so that all programmatic opportunities and calendars are more readily accessible online.	"For the most part, sending out online surveys has been the most effective way that we have found to get the greatest percentage of parent and student input in decision-making. These surveys have been extremely valuable and have informed our annual goals. We have also had some success with forming committees for targeted improvement and feedback. For instance, we created PLC's such as an ""intervention committee"" of staff people focused on improving our academic intervention classes. We also have Associated Student Body Leadership Councils at many of our schools that provide feedback and guide our student programming and events. During our parent college and financial aid workshops we have parents provide feedback and share any obstacles that have experienced in relation to understanding the postsecondary transition process."	Last school year we organized multiple online events to include families and stakeholders in our decision-making process. As mentioned above, the most success we had was through stakeholders providing feedback by participating in online surveys. However, we are still working to build a core group of parents and families to attend meetings consistently and participate in our planning and decision-making. We thought that the Zoom format would make it easier for families to attend online but this year we are going to be more deliberate about getting parent input at our in-person events such as our seasonal family events and asking for participation in focus group surveys and meetings. Face to face conversations provide deeper insight that surveys cannot always capture.	Our goal this year is to increase and maintain open and regular communication with parents. We believe more routine communication with parents is the first step in getting more communication back from our underrepresented families. Since the school has had success with online surveys, we are going to take the surveys one-step further by inviting interested parents on the survey to be a part of more in-depth focus groups around some of our annual school goals. Last year, we developed an exit survey for students and families who either graduate from our school or choose to leave our school before graduation. This gave us valuable feedback for improvement and we intend to expand its use this upcoming school year.	4	4	4	4	3	3	4	3	3	3	4	3	Met		2024-06-14	2024
14632480000000	Big Pine Unified	3	The LEA's strengths include meeting with families to discuss student progress through informal communication and bi-annual student-led conferences. The LEA identifies additional opportunities for professional development for staff to improve the school's capacity to partner with families to support student success.	The LEA's focus area for improvement is utilizing surveys and/or Parent Focus Groups to ascertain family expectations and needs.  The addition of a School & Community Liaison will also improve building relationships between school staff and families.	The LEA will improve engagement of underrepresented families by encouraging participation from all families in school events and surveys. The addition of a School & Community Liaison will also improve engagement with unrepresented families.	The LEA is committed to meeting with families for bi-annual SLCs, Passages at the end of 6th, 8th and 12th grades, and regular community engagement activities that include, sports competitions, Homecoming Bonfire and celebrations, Holiday Performance, Book Fair, Family Literacy Nights, Talent Show, and more. The LEA collaborates with other local agencies and the Big Pine Paiute tribe. In addition, the LEA collaborates with Inyo County and Health and Human Services agencies that address social-emotional and mental wellness concerns for students and families.	A focus area for improvement in building relationships between school staff and families is to offer more opportunities for families and the community to be on campus and attend school events. The LEA has added a School & Community Liaison to strengthen partnerships and support student outcomes.	To improve engagement of underrepresented families, the LEA will offer more opportunities for all families and the community to be on campus and attend school events. The LEA has added a School & Community Liaison to strengthen partnerships and support student outcomes.	The LEA administers formal surveys and periodic informal surveys to students, parents, staff and the school community. The District Advisory Committee (DAC) will continue to encourage diverse voices to participate and provide input for decision making.	The LEA's focus area for improvement is to continue to encourage diverse voices to participate and provide input through DAC and surveys.	The LEA honors the input of all families for decision-making through inclusive processes, such as SLCs, school and district-wide community events, and surveys.	5	5	5	5	5	5	5	5	5	4	5	4	Met		2024-06-27	2024
14632710000000	Death Valley Unified	3	Maintaining the two community liaisons has been a tremendous success, providing in-person communication between school and parents. Death Valley also employs a Community Schools Coordinator that also provides services to families.	Since the faculty largely moved into the district from out of the area, the focus area in building relationships between school staff and families continues to be solidifying staff understanding of local populations and needs.	Due to our small size (current student population is 24 in the K-12 district), we are able to connect individually with all families in the district.	The current strength lies in the LEA’s community liaisons and the open availability of school administrators to meet with parents.	Teachers regularly develop and maintain direct contact with parents and families through parents preferred means of communication.	Due to our small size (current student population is 24 in the K-12 district), we are able to connect individually with all families in the district.	The community liaisons and administrators provide opportunities for parents and educational partners to have input on school decisions.	The district will continue to seek input for decision making through 1:1 contact with educational partners.	Due to our small size (current student population is 24 in the K-12 district), we are able to connect individually with all families in the district.	4	4	4	4	3	4	4	3	3	3	3	3	Met		2024-06-13	2024
14632890000000	Lone Pine Unified	3	The LEA's greatest strength is the ongoing working relationship between the faculty and the district. The faculty is willing to work in concert with the district office in ensuring we are providing the standard’s-based curriculum needed to drive positive student outcomes.	The LEA, as driven by a shared educational vision between the Superintendent and the teachers. This shared vision is tethered to the concepts of student engagement and making curriculum accessible to ALL of our students.	The LEA's plan to improve engagement of our underrepresented families, in fact all of our families, is through improved communication that leads to the dialogue needed to support all of our students’ educational needs. The consensus is that it is imperative for the district/sites to make every effort to make our parents feel included and represented in the discussion of student outcomes and each grade level. Parents need to have a strong and viable voice in all student outcomes within the schools their students attend.	The LEA will rely heavily on establishing and fostering the communication needed to maintain open relationships between School Staff and families in order to meet the needs of our students both academically and from a Social emotional perspective. Educational Partner input, developed through thoughtful dialogue, will be a critical factor in building positive relationships with between our district and our educational partners.	The LEA's primary focus for the 2024-25 school year is to build a pathway to inclusion, for our educational stakeholders, that is constructed through effective communication.	The chief way for the LEA to improve our relationships between our School Staffs our underrepresented families is through our methodologies of engagement, inclusion and communication. All groups need to feel they have a connectedness to schools their children attend.	The Administration, in conjunction with our educational partners and the meeting to be held, creates agenda items that are placed on agendas for the purpose of flushing out solutions. If an issue does not rise to the level in which all staff need weigh in, then the administration will host ad hoc meetings with affected educational partners.	The LEA's focus areas will be inclusion, engagement, and equity in its decision-making process. This will be accomplished by building a communication network that is engaging.	The LEA's plan to improve engagement of our underrepresented families is to make every effort to make them feel that their voice in their children's educational future is being heard and respected	2	2	2	2	2	2	2	2	2	2	2	2	Met		2024-06-20	2024
14632970000000	Owens Valley Unified	3	Our strength in Building Relationships Between School Staff and Families includes our small size, which allows all staff members to cultivate positive relationships with families.	Our focus area for improvement in Building Relationships Between School Staff and Families is ensuring that our staff members continue to cultivate relationships with our families, especially those who are new to the school district.	We will improve engagement of underrepresented families in the area of Building Relationships Between School Staff and Families through personal contact with these families to cultivate strong relationships and a comfort level that promotes improved engagement.	Our strength in Building Partnerships for Student Outcomes is providing information regarding families' legal rights and means for advocating for students.	Our focus area in Building Partnerships for Student Outcomes is to provide families with more information and resources to support student learning in the home.	We will improve engagement of underrepresented families in the area of Building Partnerships for Student Outcomes by creating opportunities at school for parents to learn about how they can help and support their students' academic growth.	Our strengths in seeking input for decision-making including making surveys widely available and easily accessible to our educational partners. We are struggling with getting our partners to provide input on the surveys we develop and share.	Our focus area for improvement in Seeking Input for Decision-Making is to increase the response rate on all surveys that are shared with educational partners.	We will improve engagement of underrepresented families in the area of Seeking Input for Decision-Making by making personal contact with our underrepresented families to ensure that we obtain their input for school decision-making.	5	5	5	5	3	3	3	4	2	3	4	2	Met		2024-06-04	2024
14633050000000	Round Valley Joint Elementary	3	Parents are involved in student outcomes in many ways.  Parents have access to the student portal for up-to-date grading and assignments.  Parent conferences are held for every parent yearly and repeated when needed.  Conferences are held yearly for students with disabilities, for English Language Learners, and for students identified through District testing as being at risk.  In order to keep families informed, the school has a new, easy to access website.  The school also communicates regularly with families via Parent Square, and special events are celebrated on Instagram.  Teachers and parents correspond regularly through emails, text, the Remind App., written notes, and phone calls.  Our PTO creates family / community engagement opportunities.  With our PTO's support, attendance at our Back to School Breakfast and Open House, Breakfast & Jogathon has increased to 95 - 100% since it was moved to the morning and now includes a full breakfast.	The LEA would like to continue focusing on encouraging families that reside within our district to attend school at our site.	The LEA would like to work to create and disseminate informative, promotional information about our school to local realtors, and offer school tours to prospective buyers with children.	Round Valley School is a small rural school that has a rich tradition of parent involvement.  Teachers are the front line in parent communication and all teachers make themselves accessible to parents via email, phone, text, the Remind App., or handwritten notes.  Additionally, our Parent Square Notification System provides a portal to parents notifying them of all upcoming events and important details.  Parents are also able to access their students grades, assignments, missing work and due dates for long term projects via Aeries  Our Board Meetings and PTO are open to all parents and community members and meetings are schedulaed monthly to provide opportunities to address new or existing concerns. Board meetings are also shared publicly via Google Meet for those that cannot attend in person.   We schedule workshop style meetings to share in a relaxed forum topics such as budget and Superintendent reports, so that parents feel free to participate.	Our focus area continues to be recruiting memebers for our PTO.  Since our current officers are retiring this year, it is necessary to recrutit all new officers.  Our PTO provides a tremendous amount of enrichment activities for our students and families and it is vital to the school's culture to have their support.	Communicating PTO meetings to families via Parent Square is vital to participation.  Attendance incentives, such as food and beverages, asre provided at meetings.  In order to draw attention to and communicate the importance of PTO, the school's yearbook is dedicated to the organization.  For the comfort of all families, meetings ar held in our newly revitalized and welcoming library.	We are a small, rural elementary school with a small family base (approximately 60 families total).  All families are invited to participate in areas where they feel comfortable including Board Meetings, School Site Council, PTO, STEP Foundation, parent volunteers, field trip chaperones, etc.  Correspondences are through email, text, robo calls, Parent Square, website announcements, Instagram, phone calls and written materials.  Various apps. such as Remind are utilized by teachers.	We would like to increase parent attendance at monthly board meetings.	In order to increase parent attendance at monthly board meetings, meetings will continue in hybrid form and meetings will be held at 3:30 p.m. to more easily enable parents to attend after parent pick-up.  This change in time will make attending meetings more convenient as families will no longer have to make an additional drive back to our frontier school in order to attend a board meeting.	5	5	5	5	4	5	5	5	4	4	5	5	Met		2024-06-12	2024
14766870000000	Bishop Unified	3	Back to School Nights are well attended across sites as are parent/student conferences with teachers, provided triennially in grades TK-8. Additionally, families report the main source of parent involvement is to attend extracurricular events, such as athletics. The Bishop Indian Education Center has been a long-time supporter of the schools and provides daily tutoring support for Native American students of all ages. Professional development workshops have been provided focusing on cultural awareness, historical trauma, and inclusivity. Annually, the November school board meeting is held at the Bishop Paiute Tribal Chambers and focuses on Native American students; their involvement in school, progress, and achievements.	BUSD has expanded afterschool program offerings, providing tutoring, enrichment, and supervision for students in grades TK-6 every day after school. The District continues to build on it's positive relationship with the Bishop Indian Education Center.	The District provides accommodations and incentives for parent involvement and participation in school events by offering food, childcare, and making information available in Spanish.	The District values and celebrates community involvement and partnerships within our schools. Parent and staff feedback indicate that strong relationships with students are among our greatest strengths. Hispanic Liaisons and Native American Liaisons staffed at each school site. All school offices have a bilingual staff member. ParentSquare communication system provides notices and information to families via their preferred method (i.e. text, call, email) in their home language. Re-establishment of the Parent-Teacher-Community-Organization (PTCO) which helps arrange regular community nights/events at Bishop Elementary School. District Parent Advisory Council (DPAC) reorganized to better reflect and represent the diverse demographics in our community.	The District would like to see more parent involvement and input in various school and district level committees and events such as School Site Council membership, Parent Advisory Council, ELAC and DELAC, and PTCO community building events. BUSD also looks forward to the re-establishment and regular meetings of the local tribal parent advisory council.	The District will utilize the ParentSquare communication platform to reach parents in their home language and will ensure newsletters and flyers are translated and accessible on the school website. Staff will communicate directly with parents via the parent portal on our school information system to communicate student progress, concerns, and celebrations. Signage across all campuses is beginning to reflect the three main dialects in our community.	School Site Councils and ELAC committees are established at each site, to review and provide input on school/district plans such as the school's Single Plan for Student Achievement (SPSA) and the district's Local Control Accountability Plan (LCAP). Families are surveyed periodically throughout the year, via the ParentSquare app, to elicit input and inform various plans.	The District seeks more frequent and less formal feedback on school activities and program offerings from families and students.	The District is partnering with Kelvin Education to survey students, staff, and families throughout the year and gain meaningful feedback about student success, conditions of learning, and engagement.	4	4	3	3	3	3	3	3	3	3	3	3	Met		2024-06-13	2024
15101570000000	Kern County Office of Education	3	The Alterative Education program believes that building relationships with students and their families is the foundation for students’ educational success.  Program staff regularly connect with parents/ guardians through phone calls and strive to make families feel welcome during each visit to campus.  Due to short enrollment periods in Community School, creating long-term and lasting relationships with families can be challenging.  Court School restrictions typically limit access to parents/guardians outside of events such as Back to School Night and various meetings.	The Alternative Education program is committed to continuing to foster positive relationships with families through regular communication and invitations to school events.  A continued focus in this area is securing parents/guardians to participate in various advisory committee meetings, including Court and Community School Site Councils and Court and Community English Learner Advisory Committees.  As part of the California Community Schools Partnership Program, the Outreach and Engagement Facilitator leads much of the work in establishing positive relationships between the school and families.	As mentioned in a previous prompt, due to the short enrollment periods of students and the lack of ability to engage with most Court School parents/guardians, securing parent/guardian involvement in the Alternative Education program is a challenge.  With services provided through the California Community Schools Partnership Program, a program goal is to increase and improve the engagement of all families, including those that are underrepresented.	According to the 2024 LCAP survey, 91.6% of parents/guardians who participated in the survey agreed with the statement, “My school values parents/guardians as important partners in their student’s education.”  Each Community School site has an open-door policy related to meeting with parents/ guardians to discuss student progress and determine ways to work together to support student success, both behaviorally and academically.  Administrators schedule meetings with the families of students who are struggling in order to determine any barriers to success and what the school can do to support the student and their family.	Through the California Community Schools Partnership Program, the Alternative Education program supports staff in their efforts to partner with parents/guardians to improve the social emotional and academic well-being of their children.  Through surveys, focus groups, and parent workshops, the program determines what parents/ guardians indicate is needed for them to appropriately support their children academically.	The Alternative Education program will continue to build on the work that is already in place to ensure that the program is building partnerships to benefit student outcomes, including with those families that are considered underrepresented.  These measures include invitations to all school events and communication through Parent Portal and School Messenger.  In addition, the positive impacts of participating in the California Community Schools Partnership Program will further support these efforts.	The Alternative Education program encourages parents/guardians to participate in committees in order to help the program make decisions that impact students.  The program actively recruits parents/ guardians to participate in the Court and Community School Site Councils and the Court and Community English Learner Advisory Committees.  Parents/guardians are invited to attend annual Town Hall meetings where the Local Control and Accountability Plan (LCAP) survey is made available for parents/guardians to provide input.  Parents/guardians of students who receive Special Education services are invited to attend and actively participate in all IEP meetings.  Results from the 2024 LCAP survey indicate that 87.2% of parents/guardians surveyed agreed with the statement, “My school actively seeks parent/guardian input into decisions related to their student’s education through surveys, IEP meetings, parent conferences, etc.”  The high turnover rate in both Court and Community Schools makes it challenging to have continuous parent/guardian involvement.	Through parent/guardian conferences, IEP meetings, School Site Council meetings, and school-based events, the Alternative Education program intends to continue to encourage parents/guardians to become involved in the decision-making process for their child’s school.  The outreach that takes place through the California Community Schools Partnership Program also supports these efforts.	All actions the Alternative Education program takes to improve parent/guardian engagement will include the engagement of underrepresented families.  Due to the program’s highly transient population and the limited access the program has to Court School parents/guardians, ensuring parents/guardians understand the critical importance of their involvement in decision making can be challenging.  However, the program will continue to make every effort to involve parents/guardians in the schools’ decision-making processes.	4	5	3	5	4	3	4	4	3	4	4	3	Met		2024-06-06	2024
15101570119669	Wonderful College Prep Academy	3	After reviewing educational partner feedback, families continue to report that they are well-informed about their child’s progress in school, their students feel safe at WCPA, and the campus is clean and well-maintained. Parents continue to provide feedback that the best way to communicate with school staff and important issues is through the ParentSquare communication platform, which provides communication in their preferred language. Families were positive about the number of opportunities available for on-campus engagement with school staff across the organization. Families shared they would like to see additional engagement opportunities to help strengthen their understanding of their child’s education and partnership in support of student success. Families appreciated the variety of events focused on supporting students at home, including Family Orientations, Math and Literacy Nights, and Financial Aid Literacy (for High School Families).	Based on the feedback received from families and school staff, WCPA will continue to focus on ensuring that all family events provide academic, social-emotional, and family-friendly engaging opportunities to help support students in and outside the classroom in English and Spanish with the language gap. Additionally, the Student Support Services staff has added additional team members to help with family and student outreach, including a Family and Community Engagement Counselor who will help provide Tier 3 whole-child support to students and families, Student Incident Response Staff who will help identify students at risk for chronic absenteeism or provide early academic and social-emotional interventions and supports for students and their families.	During the 2023-2024 school year, WCPA educational partners provided feedback on methods to provide updates to families and continue to engage them as partners to support student achievement. Families and staff expressed positive results for engagement and communication regarding student progress throughout the school year.  For the 2024-2025 school year, families will continue to receive a customized progress report twice a year that includes student academic performance updates and comparisons; updates to English Learner ELPAC test results; attendance rates and the number of unexcused absences; and if in high school, A-G and graduation progress updates. Families can meet one-on-one with school leaders and teachers.	After reviewing educational partner feedback, WCPA made great strides during the 2023-2024 school year by providing students with academic and social-emotional wrap-around support. Families stated in survey results, Parent Advisory Council Meetings, and English Learner Advisory Council meetings that they appreciate the number of staff available to help students with academic and social-emotional support and that WCPA should continue investing in these services to students. Additionally, WCPA provided onsite social workers, school nurses, school psychologists, and specialized support to help school leaders address early interventions and support for students. They will continue to invest in providing this support.	School leaders met with families and staff to review schoolwide goals and priorities and determine what areas of support and improvement should be made. They analyzed student performance data in both Math and English Language Arts, A-G performance data, chronic absenteeism data, and other local indicators to ensure the best opportunities for student performance for all students and subgroups. Based on feedback from educational partners, it was determined that an area of focus for the 2024-25 school year should be student interventions in both academic and socio-emotional supports and targeted outreach for students at risk of being chronically absent. WCPA will continue to monitor student growth and progress based on performance data and will plan to continue engaging with families and staff.	School leaders regularly review data by subgroup with staff, the Board of Directors, Parent Advisory Committee members, and administrators to ensure all students (including Foster/Homeless Youth, Students with Disabilities, English Learners, Migrant Students, and Students from Low-Income Households) are accounted for regularly. Families receive a customized progress report twice a year that includes student academic performance updates and comparisons; updates to English Learner ELPAC test results; attendance rates and the number of unexcused absences; and, if in high school, A-G and graduation progress updates. Families can meet with school leaders and teachers during parent-teacher conferences or through a one-on-one appointment to ensure all families are engaged and aware of their child’s academic progress. WCPA will continue to conduct annual needs assessments and provide multiple feedback opportunities for families through targeted outreach to share their student’s needs.	Wonderful College Prep Academy sought to engage all stakeholders in the feedback process. Families and community members could provide feedback through online surveys, including our WCPA Community Needs Assessment Survey. Parents and families are invited to participate in the Parent Advisory Committee and English Learner Advisory Council, which offer multiple opportunities to provide feedback on methods to best meet WCPA’s goals and initiatives to support student academic growth and achievement. Student representatives on the Parent Advisory Committee could also provide consultation on needs and growth areas. Staff were allowed to review and provide input towards school-wide goals and priorities. Administrators reviewed the schoolwide goals and priorities as a team to determine if adjustments were needed toward strategy.	Families and Staff have appreciated the input and opportunities provided for process improvements related to decision-making during the 2023-2024 year. School leaders will continue to focus on providing meaningful engagement opportunities for all educational partners and increasing family involvement in the Parent Advisory Committee, English Learner Advisory Council, and the Parent Representative on the Board of Directors for the 2024-2025 school year.	WCPA school leaders will continue using feedback from family surveys and School Site Council and English Learner Advisory Council families to continue focused outreach to families. Events and information are provided in both English and Spanish. All school communications through the ParentSquare portal are provided in the families’ preferred language, allowing School Leaders to reach out and engage families directly. The Student Support Services Team will further work with families to ensure that those at risk of chronic absenteeism receive intervention support (both academic and social-emotional). 
School leaders regularly review data by subgroup with staff, the Board of Directors, Parent Advisory Committee members, and administrators to ensure all students (including Foster/Homeless Youth, Students with Disabilities, English Learners, Migrant Students, and Students from Low-Income Households) are accounted for regularly. Families receive a customized progress report twice a year that includes student academic performance updates and comparisons; updates to English Learner ELPAC test results; attendance rates and the number of unexcused absences; and if in high school, A-G and graduation progress updates. Families can meet with school leaders and teachers during parent-teacher conferences or through a one-on-one appointment to ensure all families are engaged and aware of their child’s academic progress. WCPA will continue to conduct annual needs assessments and provide multiple feedback opportunities for families through targeted outreach to share their student’s needs.
	4	5	4	5	4	5	5	4	4	4	4	4	Met		2024-06-20	2024
15101570124040	Grow Academy Arvin	3	Trusting & Respectful Relationships
Through Home Visits and Parent Teacher Conferences, Grow Academy Arvin (GAA) engages in a collaborative process to build strong relationships with families and empower them to make concrete contributions to student growth and achievement.
GAA encourages active participation in school activities by organizing volunteer programs and opportunities for parents to contribute their skills, expertise, and time so that families feel connected to the school community and build positive relationships with staff members.
GAA holds a Parent Appreciation Night, reinforcing the value of family engagement, and motivating others to get involved.
GAA increased the number of parents contacts and attendance meetings to inform parents of the risks of chronic absenteeism and to engage their help. 

Creating Welcoming Environments
GAA holds Mutual Promise Nights for new families to get to know their new campus and staff and to become familiar with the school before their first day.
Parents are invited to monthly Coffee & Conversation to discuss relevant topics, share ideas and learn from each other.
GAA offers monthly educational family nights and cultural celebrations to promote a sense of belonging and unity, encouraging families to interact with one another and teachers, staff, and students.
Edible Schoolyard (ESY) kitchen and garden staff members involve families in seed-to-table Family Cooking Nights, where they have the opportunity to create healthy, organic, made-from-scratch recipes with their children. Families get involved in the ESY learning process by participating in our seed-to-table Family Cooking Nights, where they have the opportunity to create healthy, organic, and made-from-scratch recipes with their students that is led by our ESY garden and kitchen teams.

Supporting Staff to Learn About Each Family
Home Visits are an important first step to establish relationships with families at the beginning of the year. All students create Individualized Learning Plans in collaboration with classroom teachers, small group instructors & parents.

Multiple Opportunities for the School to Engage in 2-Way Communication 
Parent Teacher Conferences provide time to collaboratively discuss student progress, performance, academic goals, and areas of improvement, allowing teachers to listen to parents and involve them in designing strategies for their child's success. 

Parent Tech Nights offered opportunities for parents to engage with teachers, learn what their child is studying, get tips for testing, provide feedback for LCAP, gather valuable input from the parent community, answer questions and celebrate growth.

Star Parents of Grow Academy (SPGA) prides itself in promoting the interests of students in cooperation with the administrators, teachers, students, and board of directors while providing a forum to inform parents about the educational program and share ideas for the benefit of GAA students.	Supporting Staff to Learn About Each Family's Strengths, Culture, Languages, and Goals for Their Children
Specific questions and discussion topics designed to invite responses about each family's strengths, culture, languages, and goals for their children will be added to the conversation guide for home visits. 

Developing Multiple Opportunities for the School to Engage in 2-Way Communication Between Families and Educators Using Language That Is Understandable and Accessible to Families
An area of improvement is ensuring all parents have access to and understand how to navigate Parent Square to establish two-way communication between home and school.
GAA purchased and put into use new interpretation devices in an effort to provide Spanish translation to all parent/family meetings and events and conducted an LCAP educational partner input session in Spanish as the primary language.	ELAC Meetings, IEPs, and developmentally appropriate student input groups are key opportunities to improve engagement of underrepresented families. Grow Academy plans to increase the quantity and quality of student input groups, conduct ELAC meetings primarily in Spanish, advertise nominations to SSC and ELAC in a more vigorous and focused manner, and specifically seek input from parents of Special Education students at annual meetings.	Parent and Community involvement is a top priority for all staff at Grow Academy.

During the school year, the school engages parents in the following ways:
1. Home Visits
2. Back to School Night
3. Monthly Coffee and Conversation
4. Parent-Teacher Conferences
5. Weekly Newsletter sent through Parent Square
6. Ongoing posts on upcoming events and community resources
7. Weekly folder home with important information
8. Aeries Parent Portal to see student grades, attendance, and behavior.
9. Drive-thru oral health & dental screening clinic for scholars in partnership with the Kern County Children's Dental Health Network and First 5 Kern
10. Parent Tech Nights
11. Parent Informational Meeting
12. Monthly Family Educational Night
13. Parent Advisory Council
14. Community Schools Grow Advisory Council

We are constantly mindful of challenges in connecting with our school community. We have implemented a range of tools to make access easier, from digital communications platforms such as ParentSquare that automatically translates content from English into Spanish, to having translators available at all parent meetings, to ensuring that we offer both morning and evening meeting times to accommodate work schedules for parents. Through engaging with the McKinney Vento representatives from the local district and County Office of Education, we are able to identify and ensure that our homeless students are being provided with access to their education, including transportation.	Providing Families with Information and Resources to Support Student Learning and Development in the Home
Ongoing educational and academic parent workshops such as Parent University, Parent Project, and Loving Solutions.
Additional ways to earn parent engagement hours. 
Family educational nights.
Family Cooking Nights.
Health & Wellness Fairs

Supporting Families to Understand and Exercise Their Legal Rights and Advocate for Their Own Students and All Students
Outreach efforts to engage, increase awareness, educate, and build partnerships with our parents/guardians through surveys, School Site Council meetings, ELAC, and SPGA.	Providing Professional Learning and Support to Teachers and Principals to Improve a School's Capacity to Partner with Families
GAA will continue to include teachers and staff to participate in parent and family events which will encourage families and strengthen diverse community partnerships.

Providing Families with Information and Resources to Support Student Learning and Development in the Home
The GAA FACE Liaison will work to bring awareness of services and resources to our parents by connecting our families with community organizations.
We will bring awareness and information on the McKinney Vento program to help support our homeless and foster youth.
Our partnership with KCSOS' Migrant Department will help connect our families to opportunities for our identified migrant students and families.

Supporting Families to Understand and Exercise Their Legal Rights and Advocate for Their Own Students and All Students
GAA and the Family and Community Engagement Liaison will continue communicating information, resources, and services available to our underrepresented families.
Work closely with and maximize outreach with our Multilingual Education Learner families to increase parent attendance at ELAC meetings.
During parent sessions, meetings, and family events, ensure that childcare options, food, and prizes are open to all families to prevent any barriers to parent participation.
Provide multiple opportunities for parents to attend events at a time that suits their work schedule or availability.	Building the Capacity of and Supporting Principals and Staff to Effectively Engage Families in Advisory Groups and with Decision-Making
Our vision at GAA is to develop collaborative partnerships with our families, alumni, and communities so they feel empowered to take shared ownership of scholars' success. In 2023-2024, Grow Public Schools launched several parent advisory groups, including the Parent Advisory Council and the Community Schools Grow Advisory Council.

Building the Capacity of and Supporting Family Members to Effectively Engage in Advisory Groups and Decision-Making
GAA intentionally provides and develops meaningful opportunities for families to be engaged and informed.

Providing All Families with Opportunities to Provide Input on Policies and Programs, and Implementing Strategies to Reach and Seek Input from Any Underrepresented Groups in the School Community
One of our top priorities is to integrate educational partner input to align resources and support with families' needs.
Provide input during school activities that support learning at home, School Site Council, ELAC, SPGA, Coffee & Conversation, and LCAP Surveys. 
During the 2023-2024 school year, Coffee and Conversation meetings grew in attendance due to the outreach efforts of the Family and Community Engagement Team. Parents were more involved in SPGA, with several new parents joining the group.	Building the Capacity of and Supporting Principals and Staff to Effectively Engage Families in Advisory Groups and with Decision-Making
A focus area for improvement is to ensure that we establish structures that build capacity in our advisory groups (education research, including social and emotional research and education policy) and then increase the frequency of opportunities to engage in schoolwide decision-making.

Building the Capacity of and Supporting Family Members to Effectively Engage in Advisory Groups and Decision-Making
Improving our engagement with our underrepresented families as it relates to decision-making will require a concerted effort to educate our families on learning strategies, related curricula, and relevant schoolwide policies.

Providing All Families with Opportunities to Provide Input on Policies and Programs, and Implementing Strategies to Reach and Seek Input from Any Underrepresented Groups in the School Community
Grow Academy has multiple means of collecting input from all stakeholder groups, including a School Site Council, English Learner Advisory Committee, and Star Parents of Grow Academy (SPGA), as well as through monthly Coffee and Conversation meetings, annual parent surveys, Parent Tech Nights, and End of Year Parent Informational Meeting. 

Providing Opportunities to Have Families, Teachers, Principals, and District Administrators Work Together to Plan, Design, Implement, and Evaluate Family Engagement Activities at School and District Levels
Ensure that we have created access to our existing platforms for family engagement, such as our advisory councils.	GAA will continue processes to include all parents in decision-making platforms and surveys that is in their language and easily accessible.	5	5	4	4	5	4	5	4	4	4	4	4	Met		2024-06-24	2024
15101570135467	Wonderful College Prep Academy - Lost Hills	3	After reviewing educational partner feedback, families continue to report that their students feel safe at WCPA, the campuses are clean, and they are well informed about their child’s progress in school. Parents continue to provide feedback that the best way to communicate with school staff and important issues is through the ParentSquare communication platform. Families were positive about the number of opportunities available for on-campus engagement. WCPA has improved engagement and communication with families during the 2023-2024 school year. Families shared they would like to see additional engagement opportunities to help strengthen their understanding of their child’s education and partnership in support of student success. Families appreciated the variety of events focused on supporting students at home, including Family Orientations, Math and Literacy Nights, and Financial Aid Awareness (for High School Families).	Based on the feedback received from families and school staff, WCPA will continue to focus on ensuring that all family events provide academic, social-emotional, and family-friendly engaging opportunities to help support students in and outside the classroom in both English and Spanish with the language gap. Additionally, the Student Support Services staff has added additional team members to help with family and student outreach, including a Family and Community Engagement Counselor who will help provide tier 3 whole-child support to students and families, Student Incident Response Staff who will help identify students at risk for chronic absenteeism or provide early academic and social-emotional interventions and supports for students and their families.
	During the 2023-2024 school year, families gave WCPA feedback on how they were satisfied with the updates given throughout the school year and to continue providing this information. For the 2024-2025 school year, families will continue to receive a customized progress report twice a year that includes student academic performance updates and comparisons; updates to English Learner ELPAC test results; attendance rates and the number of unexcused absences; and if in high school, A-G and graduation progress updates. Families can meet one-on-one with school leaders and teachers.	After reviewing educational partner feedback, WCPA made great strides during the 2023-2024 school year by providing students with academic and social-emotional wrap-around support. Families stated in survey results, Parent Advisory Council Meetings, and English Learner Advisory Council meetings that they appreciate the number of staff available to help students with both academic and social-emotional supports and that WCPA should continue investing in these services to students. Additionally, WCPA provided onsite social workers, school nurses, school psychologists, and specialized support to help school leaders address early interventions and support for students. They will continue to invest in providing this support.	School leaders met with families to review schoolwide goals and priorities and as a team to determine if adjustments were needed toward strategy. They actively reviewed and analyzed student performance data in both Math and English Language Arts, A-G performance data, chronic absenteeism data, and other local indicators to ensure the best opportunities for student performance. We continue to set aggressive growth targets for all of our students and plan to continue engaging with families and staff to meet and review student performance data regularly.	School leaders regularly review data by subgroup with staff, School Site Council members and administrators to ensure all students (including Foster/Homeless Youth, Students with Disabilities, English Learners, Migrant Students, and Students from Low-Income Households) are accounted for regularly. Families receive a customized progress report twice a year that includes student academic performance updates and comparisons; updates to English Learner ELPAC test results; attendance rates and the number of unexcused absences; and if in high school, A-G and graduation progress updates. Families are able to meet one-on-one with school leaders and teachers. Families that do not attend these sessions will be scheduled to meet with a school leader or counselor to review their child’s progress so that all families are engaged in their child’s success at WCPA-Lost Hills.	Wonderful College Prep Academy - Lost Hills sought to engage all stakeholders in the feedback process. Parents on the School Site Council and English Learner Advisory Council were given multiple opportunities to provide feedback on methods to meet WCPA-Lost Hills goals best. Student representatives on the school site council were also able to provide consultation. Staff were allowed to review and provide input towards school-wide goals and priorities. Staff members were also engaged through the school site council. Administrators reviewed the schoolwide goals and priorities as a team to determine if adjustments were needed toward strategy.	Families and Staff have appreciated the input and opportunities provided for process improvements related to decision-making during the 2022-2023 year. School leaders are focusing on increasing family involvement in both the School Site Council, English Learner Advisory Council, and the Parent Representative on the Board of Directors for the 2023-2024 school year.	WCPA-Lost Hills school leaders will continue using feedback from family surveys and School Site Council and English Learner Advisory Council families to continue focused outreach to families. Events and information are provided in both English and Spanish, and all school communications through the ParentSquare portal are provided in the families’ preferred language, allowing School Leaders to reach out and engage families directly. The Student Support Services Team will further work with families to ensure that those at risk of chronic absenteeism receive intervention supports (both academic and social-emotional).	4	5	4	5	4	5	5	4	4	4	4	4	Met		2024-06-20	2024
15101571530492	Valley Oaks Charter	3	Valley Oaks Charter School (VOCS) was founded on respecting and valuing parent choice, allowing parents to tailor an education to fit their children's individual needs in a homeschool environment. Students at VOCS are educated one child at a time, incorporating various teaching methods. Working closely with VOCS' credentialed teachers, parent educators take the opportunity to teach lessons based on the child's academic ability and style of learning in a homeschool environment. Whether a student is a visual learner, an audio learner, and/or a kinesthetic learner, all students are expected to work to their fullest potential at Valley Oaks Charter School. To assist parent educators with this goal, VOCS provides numerous educational options and opportunities that can be individualized to each student's learning style, skill set, and academic potential. In addition, parent educators may choose to have their students participate in a variety of enrichment activities offered by the school.	Based on the feedback from educational partners and local data analysis, this year's focus areas for improvement in Building Relationships Between School Staff and Families revolve around integrating new administrative and teaching staff into existing practices and fostering continuity in the welcoming atmosphere maintained across all school sites. Despite the turnover in leadership and teaching positions, VOCS has demonstrated resilience and adaptability, ensuring a seamless transition for staff and families. Our efforts are directed towards further enhancing staff cohesion and collaboration, leveraging the strengths of our experienced members while embracing the fresh perspectives brought by newcomers. Additionally, we continue to aim to strengthen communication channels between school staff and families to ensure that everyone feels informed, involved, and supported in our students' educational journey. Our commitment to maintaining a vibrant school community remains steadfast, as evidenced by activities such as enrichment classes, workshops, clubs, dances, and field trips, all of which contribute to the sense of belonging and connection that VOCS is renowned for. The active involvement of parent clubs, ASB, and Jr. ASB will continue to play a pivotal role in organizing school events and fostering meaningful engagement between the school and its families.	Since VOCS is a parent-choice, parent-participation, independent/homeschool charter school, the school recognizes that consistency throughout the grade levels can vary from family to family and year to year.  VOCS will continue to review data and listen to the needs and wants of our educational partners to offer MTSS, tutoring, enrichment classes and workshops that meet the needs of our students and parents.	Throughout the school year, educational partners had opportunities to be part of decisions about VOCS through surveys, meetings, and committees.  Results from the 2023-24 Annual Educational Partners Survey indicated 89% of educational partners feel valued by VOCS as important partners in our school.  Additional results from the 2023-24 Annual Educational Partners Survey include: 98% agreed/strongly agreed that VOCS staff responded quickly to parent phone calls, Remind text, and/or emails; 92% felt connected to VOCS; and 95% reported that VOCS demonstrates caring, concern, and high expectations for students in an environment that honors individual differences and is conducive to learning.  Additionally, survey results report that 95% of students feel safe at a VOCS campus; 91% feel engaged at VOCS, and 95% believe their feelings matter to VOCS teachers.	Valley Oaks Charter School teachers will continue to work with students and parents to determine the areas of need.  In addition of individual meetings, local assessments are administered throughout the school year, to tailor the students learning and give support in the areas that need improvement. Through surveys, PLC, and parent workshops, the program will determine what parents/ guardians indicate is needed for them to appropriately support their children academically.	Valley Oaks Charter School will continue to build on the work that is already in place to ensure that the program is building partnerships to benefit student outcomes, including with those families that are considered underrepresented.  These measures include invitations to all school events and communication through ParentSquare, Remind, and Facebook.	Valley Oaks Charter School encourages parents/guardians to participate in committees to help the program make decisions that impact students.  All educational partners are encouraged to complete surveys throughout the school year.  Parent representatives are on the school governing board.  Parents/guardians are invited to attend annual Town Hall meetings where the Local Control and Accountability Plan (LCAP) survey results are made available for parents/guardians to provide input. Parents/guardians of students who receive Special Education services attend and actively participate in all IEP meetings.  Results from the 2024 LCAP survey indicate that 96% of parents/guardians agreed with the statement, “VOCS actively seeks parent/guardian input into decisions related to their student’s education through surveys, IEP meetings, parent conferences, etc.”	Through regular table meetings, conferences, SST meetings, IEP meetings, VOPTAC meetings, VOCS Governing Board meetings, Town Hall Meetings, and school-based events, Valley Oaks Charter School intends to continue to encourage parents/guardians to become involved in the decision-making process for their child’s school and educational journey.	All actions Valley Oaks Charter School takes to improve parent/guardian engagement include the engagement of underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-05-20	2024
15101571530500	Ridgecrest Elementary Academy for Language, Music, and Science	3	As a small school, REALMS is able to focus great effort on building relationships with our families through opportunities such as the Parent Teacher Organization and School Site Council. There are plans to have more regular opportunities for families to connect with REALMS staff in the form of social functions, events, concerts, and meals on weeknights as well as weekends.	REALMS is focusing on additional social based events to gather the staff and families of REALMS together to make parents more comfortable at school and increase opportunities for feedback for greater student engagement, attendance, and satisfaction.	Based upon feedback received, REALMS will improve engagement of underrepresented families by offering a greater variety of opportunities for families to be engaged in as well as providing engagement opportunities on weekends as well as weekdays.	REALMS continuously seeks opportunities to collaborate with community partners to provide resources for students and families. Parent Teacher Organization, School Site Council, and English Language Advisory Council are three committees where parents can participate. REALMS also has campus beautification days on various Saturdays throughout the year.	REALMS is working toward building more family nights so that each grade level has one family night per month. This will provide a monthly venue for having parents and guardians come alongside their children for food, games, or activities that help foster learning.	REALMS will improve engagement of underrepresented families through targeted meetings and opportunities for input. For example, English language learning families will be able to participate in English Language Advisory Council meetings that are offered outside of school hours to better accommodate working families, will be offered via ZOOM, and will off interpreters when possible.	We had formal opportunities for input and decision making in the creation of the LCAP from teachers, staff, parents in the PTO, and parents on the SSC.	REALMS provides opportunities for families to engage in advisory groups by way of a School Board representatives, PTO, SSC, and ELAC.	REALMS will be making a fervent effort to recruit more parents into the PTO, SSC, and ELAC advisory committees during the upcoming school year.	3	3	4	3	2	3	4	3	3	3	3	3	Met		2024-06-27	2024
15633130000000	Arvin Union	3	The district continued implementation of actions related to an LCAP goal specifically targeted to welcoming environments and respectful relationships and distinct decisions were made this year to further open campuses to family activities.  Actions within the LCAP include employing personnel assigned to reach out to families from the site, district, and Family Resource Center levels to increase engagement of underrepresented families and provide training to support families as well as completing the planning stage of Community Schools and applying/receiving the Community Schools Implementation Grant. 
LEA Current Strengths include:
The District's Family Resource Center (FRC) has significantly expanded case load and support services especially to Foster, Homeless, and Socio-Economically disadvantaged families. 
California Healthy Kids parent surveys indicate overall growth at two of three elementary sites and the middle school related to parents being engaged as active partners and schools seeking their input.  
Implementation of communication platforms including ParentSquare, Google Classroom, and PBIS rewards supports providing information from the district and schools to families.  Engagement team staff support one on one conversations with families to address individual needs.  
A variety of in-person and virtual parent workshops were provided during the 2023-2024 school year including Parent Partners, Family Meals, Latino Family Literacy, and Fresno State Parent University.  Parents attending these workshops and families attending family engagement nights had very positive comments during the activities and in follow up conversations. 
	The most significant focus for improvement in Building Relationships between school staff and families will be the initial actions built into the Community Schools Implementation Grant.  In addition to a specific goal in the upcoming LCAP, the grant will serve as an organizing structure to connect key partners and bring together a variety of resources to support families.   Family input specifically mentioned being better informed about the academic progress of their students with more timely updates and increased information and transparency regarding discipline.  As California Healthy Kids Surveys indicate disparity among the three elementary sites and then between elementary sites and the middle school, an area of focus is to identify what specifically parents identify as supportive of their relationship with each school and to replicate best practices.   Additionally, being more concise with messaging through Parent Square has been a request to share important information but in a structured format for given time periods rather than single messages being sent out by various entities throughout the district and each school site.     Coffee with the Principal and parent workshops have been noted as being places where families can meet teachers and administrators.  In addition, continuing the drive for 100% Parent Conference contacts is a goal of the elementary school sites with increased contacts for the middle school.	Program Directors, Supervisors, and Site Administrators have been tasked with reflecting on messaging and improving engagement of underrepresented families.  Significantly this includes families with limited access to technology, for various reasons, which limits their access to messaging on Parent Square and alternate means of sharing information such as flyers and posters have been suggested.  While we continue to focus on training parents to utilize Parent Square, AERIES has been adopted as the School Information System and has a parent component which allows families to track grades for which the district will be provided training. Additionally, families speaking a language other than English will be supported by translators at meetings, conferences, family workshops, and through written materials.   One method for supporting this has been the purchase of CAASPP / ELPAC videos from ETS explaining student scores/score bands/and ways to improve academic assessment performance.   As an extra support, the Family Resource Center will continue to be tasked with case management for foster and homeless students which significantly improved outcomes for attendance and knowledge/awareness of district resources as measured by surveys. While improvement in outreach to homeless and foster is noted, representation of families with students with special needs is an area for improvement and additional opportunities will be developed to ensure parents have multiple opportunities to provide input.	Progress toward building partnerships for student outcomes is evident in various areas.  Title I Parent meetings are jointly conducted by site administrators more than once at times convenient to parents to describe opportunities for students and to share programs with an opportunity for parent questions and answers.  Open House formats continue to include translated PowerPoint presentations developed by individual teachers,  grade levels, and departments to share expectations while visiting with parents in-person focused on positive student outcomes.  Parent Conferences continue to be held twice each year and are available in-person, virtually, and by phone to accommodate the needs of all families.  Family workshops are designed with the intent to develop a learning partnership between the district and families including Parenting Partners, Family Meals, and Latino Family Literacy.  These are in addition to evening themed events for reading, math, and science.   Fresno State University classes focused on English Literacy and Digital Literacy while social worker workshops provide information on healthy family supports and mental health.  Monthly Coffee with the Principal gatherings provide an opportunity to learn about district resources.  In addition, the Expanded Learning Opportunity Program has expanded exponentially as a Partnership for Student Outcomes.  Implementation of multiple opportunities for parents to engage with instructional support and to expand their role in their child's education is our focus with the utilization of Google Classroom, PBIS rewards, and ParentSquare to strengthen the school to home connection.	California Healthy Kids survey data continues to show parents are concerned about the meaningful engagement of their students at school.  Concerns about homework quantity and quality, levels of work assigned, wonders about grade level expectations, and desires for increased academic outcomes and reclassification rates have promoted a variety of conversations.   As we enter the 2024-2025 school year, focus areas will  be on effective use of time and differentiated instruction following Universal instruction.  In addition, a review of homework being utilized will prompt a larger district discussion and review of guidance provided through the board policy for homework.	As part of our Community School Implementation, our district Community Schools Coordinator and the Equity Teacher on Special Assignment will be an integral components of improving engagement of underrepresented families through advocacy utilizing data, gathering input, and ensuring both in-person and video supports for parents of students at all grade levels are made available for their use.  This includes providing resources in multiple formats, English and Spanish, and providing resource materials for families who may not have educational manipulatives or resources at home.	"As administrators leave for Summer, meeting dates for site and district level decision-making opportunities are coordinated at a district level meeting and added to site and district calendars.  Shortly thereafter, a district timeline document is created and shared on communication platforms indicating opportunities for ongoing formal input that guides decision-making throughout the school year.   Reminders for formal input opportunities are sent out prior to meetings and input sessions while the district invites suggestions informally throughout the year.  All opportunities for Educational Partner engagement where seeking input for decision-making is conducted are conveyed through multiple platforms including ParentSquare messages, the District website, and site social media notifications.   Surveys continue to be utilized to gather input from Educational Partners.  
Seeking input for the district LCAP and Strategic Planning has significantly changed in focus from a list of possibilities to a structured discussion regarding data outcomes as we begin each conversation with parents, staff, and students. Discussion and input meetings are available during the day as well as during later hours selected to ensure the opportunity for daytime and late evening attendance.  Time is provided for Educational Partner discussion and Input/Feedback through a variety of meetings, surveys, and activities to gather input  regarding district data, funding, goals, and action steps.  Actions and services suggested by our Educational Partners are gathered systematically, reviewed, and considered for planning.  Full implementation of ""Coffee with the Principal"" and Parent Advisory Meetings for Preschool and Migrant has promoted parent engagement and surveys are utilized after many family events at the school sites.  These informal settings initially garner interest in school activities and have promoted increased interest in school activities and planning.   Capitalizing on this foundation and encouraging parent input gathered through increasing surveys/meetings supported through technology is an area of progress.    

"	Educational Partners representing many groups continue to mention the important but few voices that are heard based on limited responses from various groups.  This includes those possibly not adept at managing technology, with limited time to participate, language differences between the home and school, and understanding of the importance of their feedback to improving district systems.   Expanding the voices giving input is our focus with additional personnel being assigned to facilitate this work.	One of our goals within the Community Schools Implementation grant is to implement a Home Visit Program.  School staff may nominate themselves to participate in training and then focus on meeting parents outside the school setting to learn more about their desires and wishes for their students, to share information, and to access viewpoints that may be missed in other venues.  This is expected to assist with communication regarding socio-emotional needs, behavior, academics, and parent involvement in general.   While outreach and inclusion of voices of foster and homeless has increased, input from families of special needs students requires further attention. Utilization of surveys and gathering input specific to this group will be increased to ensure this growing population has access to communication leading to decision -making.	3	3	3	3	3	3	3	3	3	2	3	2	Met		2024-06-25	2024
15633210000000	Bakersfield City	3	Based on the feedback from the self-reflection tool and the Parents and Guardian Survey, the district has achieved Level 5: Full Implementation and Sustainability in delivering professional learning and support to teachers and principals, thereby improving the school's capacity to partner with families. Each school has a dedicated Family and Community Liaison who provides continuous training and support for families and fosters communication between families, the school, and the community. Parents and school staff are surveyed each year to determine the annual training and support parents and guardians request.	Based on the responses collected in the self-reflection tool and the input provided by the Parents and Guardian Survey, the families want whole family activities in which they can participate with their children. School sites plan various family events that allow families to come together and participate. Examples of these events are Family Picnics, Family Science Night, Family Literacy Night, Family Movie Night, and College and Career Fairs, where activities and academics merge in a fun way for the entire family to enjoy. Additionally, we continue to survey our families to learn how to better engage in two-way communication. Our families have indicated that they prefer text messages and phone calls. We are always looking to improve two-way communication, so we will continue to refine our communication methods to meet our family's needs.	Along with the disaggregated Parent and Guardian Survey data, the Bakersfield City School District works with district and school site advisory groups. These advisory groups allow district members to meet regularly with school site parent/ guardian representatives to gain input	Based on the responses collected in the self-reflection tool and the input provided by the Parents and Guardian Survey, the district's progress in delivering professional learning and support to teachers and principals to improve a school's capacity to partner with families is at a Level 5: Full Implementation and Sustainability. Each School has a Family and Community Liaison that provides ongoing training and support for families and facilitates communication between the families, School, and community.	Based on the responses collected in the self-reflection tool and the input provided by the Parents and Guardian Survey, we will continue to work together to clearly communicate student progress to parents and provide training for school staff on the resources available to understand their student's progress and support their students' learning.	Along with the Parent and Family Survey, the Bakersfield City School District works with advisory groups to engage with our underrepresented families. These advisory groups allow district members to meet with families to gain input regularly. During the advisory group meetings, data is reviewed, and support options and opportunities are discussed. The advisory group provides feedback on the support needed in response to the data.	Based on the responses collected in the self-reflection tool and the input provided by the Parents and Guardian Survey, the district is at Level 5: Full Implementation and Sustainability. The Bakersfield City School District has various ways to collect input and create opportunities for educational partners to make decisions. BCSD has both school-site and district-level committees where parents/guardians provide input and make decisions. Input from parents is collected in various ways, such as surveys, committees, and forums.	The Bakersfield City School District has several advisory groups and is dedicated to training parents to actively participate and hold positions within these committees. We encourage all parents to get involved in our district activities. For many parents, this marks their first experience serving on a committee or advisory group.	Along with the Parent and Family Survey, the Bakersfield City School District works with advisory groups to engage with our underrepresented families. These advisory groups allow district members to regularly meet with families to understand their needs. Data is reviewed during the advisory group meetings, and support options and opportunities are discussed. The advisory provides feedback on the support needed in response to the data. We utilize our Family and Community Liaisons to personally contact family members to participate on committees and gain feedback.	5	5	5	3	5	4	4	3	5	4	5	5	Met		2024-06-25	2024
15633390000000	Beardsley Elementary	3	"The Beardsley School District continuously seeks opportunities to improve relationships between home and school.  Recent updates to the district and campus websites provide a more user-friendly experience.  Campuses saw a return to ""in-person"" events such as parent-teacher conferences, awards assemblies, and the Honor Banquet.  Families had opportunities to attend events held on campuses during evening and weekend hours, such as Books Til Bedtime, Family Math Nights, Family Reading Nights, Trunk or Treat, Family Dance Night, Star Wars Bingo Night, Social-Emotional Health Fair, as well as Band and Choir concerts.  The District also began to see a return of parents and guardians volunteering in classrooms and helping at events."	According to the Parent Survey administered in the spring of 2024, 73.3% agree that school-to-home communication is the primary priority to support parent involvement.  Parents would like to continue receiving multiple sources of communication, such as more information on the website, automated phone calls home with announcements, and bulletins and flyers for events.	The District's Community Outreach Team, which consists of Community Specialists, Homeless and Foster Youth Liaisons, and a Parent Volunteer Coordinator, will continue to reach out to families to encourage underrepresented families to partake in opportunities to build relationships.	The Beardsley School District encourages teachers and parents to engage in open communication and for parents to be partners in their child's education.    Parents and staff work together to find resources and strategies to increase student outcomes.  The District also partnered with Fresno State University to provide a variety of courses through Parent University, free of charge.  Some of these courses guide parents in helping their children succeed at school and in life.  Several parents attend each four-week session, and the program continues to see increased enrollment with each new session.	"Responses to the Parent Survey administered in the spring of 2024 indicate that parents would like to see more information on how their child is doing beyond just a score or grade, especially regarding assessment data.  The District has implemented the ""Parent Portal"" for all enrolled students, giving parents more real-time data on how their child is progressing in each academic area.  The results of each benchmark assessment and resource will assist parents in understanding and utilizing this data, which will be sent during each assessment window.  Parent training is available throughout the year to assist parents in reading and interpreting student scores, as well as informational sessions to inform parents of their rights."	Resources and assessment results will also be sent out in Spanish to assist underrepresented families.	According to the parent survey administered in 2024, 100% of parents agreed that the District provides ample opportunities for parents to give input on decision-making, including School Site Council and District Advisory Committee meetings, English Learner and District English Learner Advisory Committees, surveys, Educational Partner meetings, parent/teacher conferences, and School Board Meetings.  58% of the parents agreed that the District provides many opportunities, and 42% agreed that the District offers some opportunities.  Responses also show that 85% feel that the District values their opinion.	The District will continue exploring new opportunities to encourage parents and guardians to participate in school-site and district-wide decision-making.	The District will work through the Homeless and Foster Youth Liaison and the English Learner Committee to determine avenues to encourage more participation from these underrepresented families.	4	4	4	4	4	4	4	3	4	4	4	4	Met		2024-06-26	2024
15633540000000	Blake Elementary	3	The Blake School community is comprised of 15 families, all of whom are close-knit and involved in the school their community. Relationships between teachers and parents are built on consistent communication and trust. The district does not have a bus system, so parents bring their children to school every morning and pick them up every afternoon. This give both teacher and parents the opportunity to touch base with each other daily. The district also sends out newsletters, fliers and text blasts to communicate information out to families in a timely manner. Additionally, parent/teacher conferences are held once per year and additional conferences are held throughout the year as needs arise. The teacher makes regular phone calls home to communicate with parents when needed. We have implemented a Parent Advisory Team to research policies and programs on effective family engagement, school connectedness and help plan school functions that will include and engage our families. Back to School, theFall BBQ Dinner, the Christmas program, Open House and Graduation that have been implemented in the 2023-2024 school year have offered opportunities for the community to get involved with the school and staff. We are constantly looking at ways to improve our communication with parents are currently investigating implementation of a social media platform to use for more communication options.	The school community is very close-knit with only 15 families in the school. Relationships between teachers and parents are fostered through consistent communication. We do not have a bus for transporting students, so parents are able to communicate with teachers on a daily basis at drop off in the morning or pick up in the afternoon. Further communication is sent home via fliers for reminders of important dates and events. The teacher will contact parents via telephone if needed. We have implemented a Parent Advisory Team to research policies and programs on effective family engagement. We are constantly looking at ways to improve our communication with parents and are currently investigating implementing communication through our website as well as social media.	Staff, Board Members, parents, and stakeholders work together to create a safe and nurturing environment for the students. Any and all concerns brought before the Board of Trustees is taken into account and voted upon as needed. An End of the Year Survey is given to all families and students each year to assess the climate of the school. Parents feel connected with the school and staff and feel supported by the Board of Trustees. Their ideas and concerns are consistently considered during board meetings.	We believe that building relationships with our parents and school community will greatly benefit student outcomes because when the parents value the school and education system, so will the students. Parent involvement in the classroom is always welcomed and encouraged. We have several parents who have chosen to volunteer in the classroom. Strong parent and teacher communication is an area that the district is proud of, we have worked quite hard to make the parents feel welcome, supported, and valued. Conferences between parents and teachers typically happen daily during drop off or pick up in the afternoons. Again, we have implemented a Parent Advisory Team to research policies and programs on effective family engagement. The district used Back to School Night, the Fall BBQ, Christmas program, Open House and graduation to engage with the parents and community. We are also investigating ways to engage families in extra-curricular activities, such as Family Math/Literacy Night, Grandparent’s Day, Spring Picnics, etc.; things that will get the families involved with each other and the community while improving school comradery. We are constantly looking at ways to improve our communication with parents and are currently investigating implementing communication through our website as well as social media.	The area of focus for the district is to continue implementing/improving on the family engagement activities. We will use our parent advisory team to plan, develop and implement activities that will engage our families and community with the school.	We believe all families have a voice in our district and that all families should feel supported and that they are given equal opportunity to engage and have input. We will use perception surveys to determine the needs of our underrepresented families and research ways to meet the needs that arise from those surveys.	We have one parent that serves on the Board of Trustees. With our families being so close-knit, this give them the opportunity to bring any concerns or suggestions from the public or other parents before the board to be discussed and acted upon as deemed necessary. Parents and other community members are encouraged to attend the open session Board Meetings to express any and all concerns, suggestions or praises as well. The district holds an end of the year Stakeholder meeting for all parents and community members to attend and have the opportunity to have their voices heard. Attendees are also provided with a perception survey. The new Parent Advisory Team will provide parents with yet another opportunity to be involved in the district as well as give parents another means of communication with the district. This team will be researching policies and programs on effective family engagement. We are constantly looking at ways to improve our communication with parents and are currently investigating implanting communication through our website and social media.	The district will continue to focus on communication with families about board meetings and encourage them to attend. We will continue to offer parent meetings and perception surveys at the beginning and end of the school years to give parents a voice. Parents have meet with the Parent Advisory team as well to stay in communication with the district.	We believe all families have a voice in our district and that all families should feel supported and that they are given equal opportunity to engage and have input. We will use perception surveys to determine the needs of our underrepresented families and research ways to meet the needs that arise from those surveys.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
15633620000000	Panama-Buena Vista Union	3	The District offers routine professional learning opportunities for all school administrators including best practices for establishing strong partnerships with families. During the 2023-2024 school year, professional learning focused on cultural responsiveness (Honoring the Harmony in Diversity) was provided in a trainer of trainer model to ensure that all P-BVUSD staff benefit from a lens of humility when engaging students and families, particularly those with backgrounds different from their own. Schools in P-BVUSD provide a variety of opportunities for schools to engage families and strengthen relationships including, but not limited to: Back to School Night, Open House, Coffee with the Principal, family picnics, family engagement nights, visual and performing arts, athletic programs, parent-teacher conference, Student Support Teams, and more. School staff leverage their website and ParentSquare to inform families about upcoming and past events, important information, and resources available to reduce barriers to learning. Finally, four selected schools will pilot a community schools model in the future with the intent of strengthening relationships between schools staff and families, positively impacting student academic achievement. 
	The District is dedicated to enhancing relationships between school staff and families through various initiatives such as professional development sessions, Parent University, parent engagement events, and deliberate district-wide communication. By offering training in areas like cultural responsiveness and fostering an inclusive environment, P-BVUSD staff are encouraged to connect with families and support students academically, mentally, and emotionally. Families are encouraged to take part in District and School Family Engagement activities to reinforce student learning at home. Parent University serves as a platform for the District to demonstrate its commitment to the holistic growth of families, fostering trust and preparing families to collaborate with the District to boost student success.
To further communicate interest in developing a relationship with school staff and families, P-BVUSD staff provide opportunities for parental feedback through advisory committees, parent council meetings, LCAP surveys, and open-ended input forms on the website. The communication platforms the District utilizes offer multilingual translations to ensure communication is clear for families. Additionally, the District will offer comprehensive training on utilizing ParentSquare for both staff and families, and will seek input from families and staff to shape the development of community schools.	The District will continue to improve engagement among underrepresented families by implementing culturally responsive communication strategies, hosting community events that celebrate diversity, and providing resources in multiple languages to ensure inclusivity. Continual use of District social media inspires engagement from various families. By partnering with local organizations that represent marginalized communities, the District aims to create a welcoming and supportive environment for all families. Additionally, ongoing training will be provided to staff members to increase cultural competence and better serve the diverse needs of students and their families. Through these efforts, the District is committed to fostering a strong sense of belonging and understanding among all members of the community.	In addition to providing training around cultural responsiveness, the District provides professional learning opportunities focused on enhancing family partnerships to positively impact student outcomes for teachers and school administration on a regular basis. For instance, in analyzing attendance and chronic absenteeism data, the need to leverage partnerships with families was revealed as an ongoing action to engage students in school. As a result, District leadership provided guidance to school site  administrators. Additionally, District attendance planning efforts for the 2024-25 school year include educating parents on the impact of daily attendance including awareness campaigns, attendance incentives, and providing case management to reduce or eliminate barriers to attendance. 
Another example of providing families with information and resources are annual parent resource fairs in which District and community partners provide information about available resources for families in need. Additionally, like school communities, the District also leverages the website, social media platforms, and ParentSquare to inform families about upcoming and past events, important information, and resources available to reduce barriers to learning. 
With regard to implementing policies or programs for teachers to collaborate with families and students to discuss student progress, this communication can occur in-person through formal and informal conferences, communication via phone and/or ParentSquare, etc. Additionally, families have access to ParentVue with information about their student’s academic progress available in real-time. Additionally, school sites identify unique student needs in their school plan, using the Schoolwide Integrated Framework for Transformation-Fidelity Integrity Assessment (SWIFT-FIA) as part of their comprehensive needs assessment to inform actions, including actions related to family partnerships to improve student outcomes. Likewise, the District conducts a need assessment to inform LCAP actions to improve family-partnership related student outcomes. 
	To improve the District’s partnerships for student outcomes, the District will tailor strategies to meet the specific needs of our diverse parent groups, including English Learners (EL), Students with Disabilities (SWD), and  . Emphasis will be focused on providing language support and culturally responsive resources to ensure effective communication and understanding of school initiatives and their child's progress. This may involve offering translated materials, bilingual workshops, and language-accessible platforms (ParentSquare, Parent VUE,) for engagement. In the case of SWD parents, the focus will extend to providing specialized resources and support services, such as workshops on Individualized Education Programs (IEPs), navigating support systems, and fostering partnerships with relevant community organizations, healthcare providers and support networks. The LEA will also aim to create inclusive spaces where all families feel valued and empowered to participate in their child's education. This may involve offering workshops on topics like homework help, effective communication with teachers, and understanding academic standards. Additionally, the District is committed to providing ongoing parent education and resources as needed, ensuring that all parents have access to the tools and information necessary to support their child's learning journey.	The District will improve engagement of underrepresented families by implementing culturally responsive practice by conducting outreach efforts tailored to the specific needs and preferences of underrepresented families. This may include employing culturally sensitive communication methods, such as translated materials, multilingual staff, and outreach events held in community spaces familiar to these families. The District will also prioritize building trust and rapport with underrepresented families by actively listening to their concerns, respecting their cultural values, and involving them in decision-making processes related to their child's education. This may involve establishing advisory committees (DAC, CAC, DELAC, Parent Club) or parent focus groups to ensure that their voices are heard and valued.  The district will also continue to collaborate with community organizations and stakeholders serving underrepresented populations to leverage existing networks and resources. By forging strong partnerships with trusted community leaders and organizations, the District will expand its reach and better meet the needs of underrepresented families. The District’s approach to improving engagement of underrepresented families will be comprehensive, whole-child centered, and informed by the self-reflection process outlined in Building Partnerships for Student Outcomes. By prioritizing equity and inclusivity, the District  aims to create an educational environment where all families feel valued, supported, and empowered to actively participate in their child's education.	Families are invited to provide input for decision-making through a variety of ways. For instance, families are invited to become school-level committee or advisory members for the following: planning safety at the schools, School Plan for Student Achievement (SPSA), English Learner Advisory Committee (ELAC), School Site Council (SSC), and Parent Club. In addition to receiving important updates related to school programming and/or policy, advisory members are invited to share input/feedback on a regular basis. Additionally, many schools send surveys to families throughout the school year, seeking input on school culture/climate, family engagement processes, etc. On a district level, families are invited to become District-level committee or advisory members for the following: District Advisory Committee (DAC), District English Language Advisory Committee (DELAC), Community Advisory Committee (CAC), Parent Council, etc. Furthermore, on an annual basis, families are invited to provide input/feedback on needs, goals, and planned actions through the LCAP Input process including surveys in multiple languages and input sessions. New this year, an optional survey item was added to the Home LCAP Survey in order to disaggregate specific family groups who participated. This was intended to provide important data to inform how to better attend to historically underrepresented groups. Additionally, an open “contact us” section can be found on the District website open to all families. Over the course of the school year, educational partners are also able to address the Board at regularly scheduled board meetings as well.
As mentioned previously, the SWIFT-FIA is used as part of the comprehensive needs assessment to inform actions planned around family engagement. The SWIFT-FIA Family and Community Engagement domain, includes features related to trusting family partnerships and trusting community partners informing the design of opportunities for families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.	The District will continue to explore new and creative ways to engage families. While we provide many District and school opportunities for families to provide input/feedback, our participation is low. While there has been increased participation over the past years as the District has expanded communication methods to include leveraging popular social media outlets like Instagram and Facebook in addition to ParentSquare, there is still room for improvement. The District will also continue to explore the expansion of guidance/training for families to equip them with the skills/tools they need to feel competent enough to volunteer for membership and/or office in school and District committees and advisory groups. While the District truly values the voice of families, it is acknowledged that these types of formalized committees and groups can be intimidating for families, particularly families with limited educational resources. With training and guidance, it is the hope of the District that family participation in input/feedback opportunities will increase.	The District will continue to explore new and creative ways to engage families, particularly the underrepresented and underserved student groups. While there are many opportunities and points of access, our participation data indicates that the feedback we are receiving isn’t a true representation of our families. As mentioned above, the District will continue to improve engagement among underrepresented families by implementing culturally responsive communication strategies, hosting community events that celebrate diversity, and providing resources in multiple languages to ensure inclusivity. For instance, social media posts, District newsletters, and District sponsored media/videos highlight and celebrate the diversity within our District and within our District community extending to students and their families. Additionally, the District continues to expand access to our district website in various native languages representative of families so that all families can access information shared. Our district website provides a contact us form for families in auto-translation in multiple languages. The District seeks to have greater participation in decision-making processes by all families, particularly underrepresented groups as a result of the collective efforts of schools and the District to build and strengthen relationships with all families noted above.	4	4	4	5	5	4	4	3	5	5	5	4	Met		2024-06-25	2024
15633700000000	Buttonwillow Union Elementary	3	Based on parent survey results, 96% agreed that the teachers communicated with them, 85% agreed that the school invited them to attend school events (92% of respondents stated they had a students in an unduplicated category). Based on staff survey results, 98% believe that the school/district value parents as important partners in the students education, 75% agree that they are provided adequate training to promote parental involvement and student learning at home, 97% agree that teachers actively seek parental input into decisions that affect students education.	The district has begun a partnership with Hippy International to begin providing training for parents of children aged 0 - 4 with activities they can use at home to teach their children the early learning skills they need to be successful when they enter school.
Providing more parent activities/training was identified on both parent and teacher survey results. This is a goal in our LCAP and will also be a district/school priority in the 24-25 school year.	Based on the analysis of educational partner input and local data, the LEA has identified several strategies to improve engagement of underrepresented families regarding Building Partnerships for Student Outcomes. These strategies include conducting outreach through community events and social media platforms, providing translation services for non-English speaking families, parent engagement committee, and offering training for school staff on culturally responsive communication with families. By implementing these strategies, the LEA aims to foster stronger relationships between families and school staff and ensure that all families feel valued and supported in their child's education.	Based on parent survey results, 85% agreed that Buttonwillow School is meeting the needs of our students; 100% believe the school's learning environment is improving; and 78% agree the school is preparing their student for success in their college/career.	The Buttonwillow Union School District continually looks for additional ways to continue to build relationships between school staff and families. We are in the second year of a system for Parent Communication including providing current grade and assessment data to our families to keep them engaged in the academic progress of their student(s).	Based on the analysis of educational partner input and local data, the LEA has identified several strategies to improve engagement of underrepresented families regarding Building Relationships Between School Staff and Families. These strategies include conducting outreach through community events and social media platforms, providing translation services for non-English speaking families, parent engagement committees, and offering training for school staff on culturally responsive communication with families. By implementing these strategies, the LEA aims to foster stronger relationships between families and school staff and ensure that all families feel valued and supported in their child's education.	Based on parent survey results, 95% of parents reported that they were given the opportunity to provide input into school programs. Parents are given several opportunities to provide input throughout the school year through the following means: Parent Club, School Site Council/ELAC/DELAC, various surveys, LCAP Taco Night, parent communication app (ParentSquare), two scheduled parent conferences, and parents can visit the school to meet with school staff any time.	The Buttonwillow Union School District continually strives to work with parents for additional ways to collect input. While input opportunities are continually increasing, the feedback received is decreasing. While we could interpret that information to mean that we are meeting all requested needs of families and the community, the Buttonwillow staff continue to analyze the data and feedback received to find ways to increase the amount of feedback received.	Based on the analysis of educational partner input and local data, the LEA has identified several strategies to improve engagement of underrepresented families regarding Seeking Input for Decision Making. These strategies include conducting outreach through community events and social media platforms, providing translation services for non-English speaking families, parent engagement committee, and offering training for school staff on culturally responsive communication with families. By implementing these strategies, the LEA aims to foster stronger relationships between families and school staff and ensure that all families feel valued and supported in their child's education.	5	5	4	5	5	5	5	3	5	5	5	5	Met		2024-06-13	2024
15633880000000	Caliente Union Elementary	3	The LEA recognizes that there is not enough time for 6th -8th grade students to have health, career tech, visual and performing arts, and world language. The LCAP will address this in the next 3 years by extending the day for the 6t-8th grade students to offer wheel electives through a virtual and physical classroom setting. The pacing guide that is being developed this year with the help of the  ELA and Math coaches will be implemented in the next LCAP with a pacing guide, lesson plans for 8 week sessions with 1 week of assessments to steer instruction.	School Staff will make positive phone calls to begin building positive relationships. Students will call parents at home with positive reports. Back to school night, parent conferences, and Open House will continue and student performances 3 times a year will be added.	Parents of underrepresented families will receive personal phone calls to invite them to events. Monthly newsletters will be sent home. Other communication will be through Class Dojo, text messages, and sent home.	The LEA has great rapport with its educational partners and is transparent about all things occurring at the school site. There are monthly board meetings that educational partners, families, school staff, and students can attend to gather information about the school district such as: goals, curriculum planning, water project, hardship funding, and yearly planning. Parent Advisory Committee meetings are held monthly. This team of staff, students and parents help to develop and revise the Wellness Policy, Comprehensive Safety Plan, Title funding, and the Local Control Area Plan.  The superintendent has an open door policy that allows school staff and families the opportunity to have an open dialogue between one another.	The LEA will allow for more opportunities to meet with the superintendent to gather input and local data. This can be done through quarterly Family Nights where different subjects are spotlighted. Monthly Coffee with the principal will allow more time to meet on an informal basis.	CUSD schedules events that create a pathway to connect with families. For example, back-to-school night and parent-teacher conferences help engage all families; when families face certain communication barriers the district makes it a priority to work with the families to help them overcome these challenges. In addition, CUSD facilitates home visits and CUSD makes alternative meeting arrangements and provides accommodations as needed. An area of improvement is parental decision-making. It is crucial that all CUSD families, including those underrepresented, play a role in school-wide decision making.	The LEA distributes surveys to all educational partners regarding input for decision-making. The school district also provides educational partners the opportunities to provide input during PAC/PTC meetings, which are held on a monthly basis. At the beginning of the school year educational partners are given the opportunity to give input on school decisions by meeting with the Superintendent. Monthly newsletters invite parents to volunteer with dates of the next PTC/PAC meeting.	CUSD does a great job in keeping parents informed and up-to-date with decisions. The governing board is comprised of community members and families. As a result, key decisions take into consideration the needs and voices of the broader community. As a next step, advisory groups that represent all family groups will meet with the school's leadership team to provide two-way feedback prior to decisions being made, and prior to policies presented to the governing board.	The LEA will seek advice and improve engagement strategies from underrepresented families by reaching out directly to those families via email, phone calls, surveys, and home-visits.	3	3	2	2	3	2	3	3	3	3	3	3	Met		2024-06-18	2024
15634040000000	Delano Union Elementary	3	DUSD places a high value on the role educational partners play in student success. According to the LCAP Parent Survey 2024, 91.3% of respondents feel their child’s school communicates regularly with them and collaborates with parents to help students excel. Additionally, 92.7% believe the district offers activities and services to increase parent engagement, and 95% are aware of meetings and opportunities to participate in their school's parent involvement efforts. Beyond academic communication, each school site strives to ensure that parents and families feel welcome and connected to their school. Activities such as “lunch with your child” or “coffee with the principal” foster strong relationships between site staff and families, promoting mutual success.
The district is also committed to identifying and supporting students and families in need, particularly those who are underrepresented. The Delano Community Connections Center (DCCC), sponsored by DUSD, serves as a family resource center, recognizing the strong link between social determinants of health and educational outcomes. While wages and income are not directly linked to health, educational attainment provides access to essential needs such as healthcare, safe housing, food, clothing, and clean water. Many of our families live below the poverty line, with some even lacking basic necessities. DUSD strives to ensure that students and families receive these crucial resources so parents can send their children to school ready to learn. The DCCC conducts regular outreach to provide essential resources for family stability. Our partnership with the Kern County Food Bank enables monthly food distributions, and we maintain a well-stocked food pantry for students and their families. Every winter, we provide Holiday Food Baskets, including a turkey or canned ham, to at least 100 families. Our efforts also include vaccination clinics and basic health screenings for students. Through collaborations with agencies like the Salvation Army, United Way, HEAP, and FEMA, we assist families with utility bills ranging from $100 to $500. These resources are available to underrepresented families or any family in need. The Delano Community Alliance helps us prevent evictions; families facing eviction are referred to our district Health Services Director and managed by a family advocate at the DCCC to guide them toward self-sufficiency. For families who are homeless or at risk of homelessness, we provide temporary housing in hotels for 5-10 days and refer them to agencies for permanent housing assistance. Our family advocates help families sign up for Covered California (Medi-Cal) to ensure students have access to routine physicals, dental appointments, vaccinations, and mental health services. School nurses and Health Assistants play a crucial role in improving student attendance and academic achievement by assessing student health and making referrals to appropriate medical providers as needed.	DUSD places top priority on providing all students a learning environment where they feel safe and connected. Although 90.5% of respondents on the LCAP Student Survey 2024 indicate that they have all the instructional materials they need to succeed, but only 82.8% feel their school collaborates with their parents to help them do their best. Additionally, 52% of student respondents report challenges in completing their classwork or homework. To address this, there is a need to evaluate the complexity and accessibility of assignments used for independent practice and to provide additional instructional support in the form of intervention and tutoring. These measures will ensure students are successful and feel more confident in completing their work independently.
Addressing mental health needs and providing social-emotional learning (SEL) opportunities remain critical for positive student outcomes. While 77.6% of student respondents feel supported with their social, emotional, or mental health needs, there is a need to better quantify and maximize the use of support services provided to students and families. To further enhance SEL, DUSD plans to allocate additional time in the daily schedule for SEL check-ins and formal lessons focused on social-emotional learning on Wednesdays.
By implementing these strategies, DUSD aims to create a more supportive and effective learning environment. This holistic approach ensures that academic and emotional needs are met, fostering an atmosphere where students can thrive both socially, physically, and academically.
	The Delano Union School District (DUSD) will continue to diligently build partnerships with underrepresented families by creating opportunities to understand the needs, goals, values, languages, and experiences of our students and their families. While 95% of respondents on the LCAP Parent Survey 2024 indicate awareness of meetings and opportunities to participate in their school’s parent involvement efforts, feedback suggests a need for more timely notifications to allow parents and guardians adequate to calendar and plan. To address this, DUSD will enhance engagement through regular and effective communication using the district website, Aeries Parent Portal, Class Dojo, Seesaw, and our new system, ParentSquare.
Additionally, the district and school sites will organize events such as the “Giving Tree” for foster youth and McKinney-Vento students, college awareness nights, AVID showcases, parent-teacher conferences, and other welcoming events to foster key partnerships with parents. By focusing on our shared goals of helping students reach their aspirations, DUSD aims to strengthen connections and support for all families in our community. Through these initiatives, we are committed to creating an inclusive and supportive environment that empowers every family to be actively involved in their child's educational journey.	DUSD excels in forging strong partnerships with parents, students, and families, as evidenced by the results of the LCAP Parent Survey 2024, where 91.3% of respondents noted regular communication from their child’s school, and 92.7% acknowledged the district’s efforts in providing parent involvement activities and services to enhance engagement. This commitment is ingrained in all district and site personnel, who work diligently to connect families with the necessary resources for their success. At the district level, the Director of Student Support Services collaborates closely with each school’s mental health team, ensuring comprehensive support and coordinated services for student needs as well as supports McKinney-Vento and foster students by ensuring that barriers are eliminated that could impact their success. Our dedicated team of school academic counselors, social workers, school psychologists, mental health therapists, school nurses, and health assistants play a crucial role in delivering education, counseling, and support services to families. They host informative parent nights and offer invaluable support to families navigating challenges. Celebrating student achievements is central to our approach, ensuring that every student receives personalized attention from a caring member of Team DUSD who addresses their academic and social-emotional needs with empathy and expertise.

	"The Delano Union School District is committed to building robust partnerships aimed at enhancing student outcomes. Recognizing the integral role of collaboration between educators, parents, and the community, DUSD seeks to create a cohesive network of support that fosters student success. This initiative includes fostering open communication channels through regular updates, feedback mechanisms such as surveys and focus groups, and engagement opportunities like ""lunch with your child"" events and academic showcases. By prioritizing these partnerships, DUSD aims to create a supportive and inclusive environment where every student feels empowered to thrive academically, socially, and emotionally.  While 95% of respondents on the LCAP Parent Survey 2024 indicate awareness of meetings and opportunities to participate in their school’s parent involvement efforts, feedback suggests a need for more timely notifications to allow parents and guardians adequate to calendar and plan. To address this, DUSD will enhance engagement through regular and effective communication using the district website, Aeries Parent Portal, Class Dojo, Seesaw, and our new system, ParentSquare. Through shared goals and proactive collaboration, DUSD will continue to work daily to strengthen its educational programs and services to meet the diverse needs of its students and families."	"DUSD remains dedicated to enhancing the engagement of our underrepresented families, particularly those in McKinney-Vento and Foster situations, who require extra support during transitions. We prioritize creating a warm and welcoming environment that acknowledges their specific needs, scheduling meetings to accommodate their availability, and ensuring they feel connected through events like parent education nights and opportunities for feedback on school plans and student activities. Throughout the year, we will continue to foster family bonds through events such as the ""Giving Tree"" Christmas gathering and Coffee and Community sessions, which provide platforms to discuss vital topics like trauma and self-care. Our commitment extends to empowering Foster Families with welcoming breakfasts, essential resources, and opportunities for their children, including participation in county conferences aimed at empowerment and inspiration. Additionally, DUSD is committed to enhancing professional development opportunities focused on the English Learner Roadmap, ensuring mulitlingual learners have equitable access to a twenty-first-century education that promotes English proficiency, mastery of grade-level standards, and proficiency in multiple languages. Through these initiatives, we aim to strengthen partnerships with underrepresented families, fostering an inclusive and supportive educational community."	The Delano Union School District (DUSD) values the input of all educational partners for the completion of the LCAP, other key plans, and guidance on a variety of district programs. The district team, which includes the superintendent, assistant superintendents, and directors overseeing curriculum, data analysis, health, special education, safety, and student support services, meets regularly throughout the school year. This team reviews quantitative and qualitative data, progress on goals and action steps, budget and expenditures, and recommendations from educational partner meetings. By continually assessing the effectiveness of each action and service provided through the LCAP, the team determines whether actions should remain the same, be adjusted, or be replaced with new initiatives. They also redirect funds as necessary to address areas of greatest need.

From March to May 2024, a series of meetings were held with various groups to gather input for decision-making. These educational partner groups included parents, teachers, students, administrators, principals, school personnel, local bargaining units, and community members. The district also consulted with the local SELPA to review the specific needs of students with exceptional needs. Meetings were held at each individual school site to maximize attendance, with all parents invited to attend. Additionally, virtual meetings were offered for those unable to attend in person.

Special group meetings included School Site Councils, the Migrant Parent Advisory Committee, the GATE Parent Advisory Committee, DELAC, bargaining units, and administrators. DELAC parents met every other month throughout the school year, while the GATE Parent Advisory Committee met quarterly and the Migrant Parent Advisory Committee met monthly. School Site Council and administrator meetings were held monthly, as were meetings with bargaining units. Furthermore, an educational partner parent meeting was held to gather additional feedback from parents and community members.

Through these extensive and inclusive consultation processes, DUSD demonstrates its commitment to seeking input from all educational partners, ensuring that decisions are well-informed and reflective of the community's diverse needs and perspectives. By fostering a collaborative environment and maintaining open lines of communication, DUSD continues to make significant progress in enhancing educational outcomes and supporting the well-being of all students.	Based on the analysis of educational partner input and local data, DUSD prioritizes input from our educational partners and will continue to seek input in key decision-making. This practice is reflected in our current districtwide focus on safety, social-emotional learning (SEL), and enrichment initiatives. Feedback from parents and staff underscores the critical importance of maintaining a safe school environment, which remains a top priority. There is also a strong consensus among educational partners regarding the ongoing need for mental health services for students, as highlighted by the fact that only 77.6% of student respondents on the LCAP Student Survey 2024 feel supported with their social, emotional, or mental health needs. Similar responses were also reported on the California Healthy Kids Survey (CHKS) with 82% of elementary school respondents indicating they have social and emotional learning supports.  To further support this aspect, DUSD will focus on quantifying the utilization of mental health services and evaluating the implementation and effectiveness of the SEL curriculum.

Additionally, addressing barriers that hinder students from completing homework independently is another key area of focus, with 52% of student respondents indicating challenges in this area. DUSD will explore strategies to provide targeted support and resources to help students overcome these challenges effectively.

Moreover, in response to parent feedback from the LCAP Parent Survey 2024, DUSD acknowledges the desire for expanded enrichment opportunities beyond music, including additional performance classes and art offerings. This input will inform the district's efforts to broaden and diversify enrichment programs, ensuring a well-rounded educational experience that meets the diverse interests and needs of all students.

By addressing these identified priorities, DUSD aims to enhance overall student well-being, academic success, and engagement within the school community. Through collaborative efforts and responsive planning, the district continues to strive towards providing a supportive and enriching learning environment for all students.	"The Delano Union School District (DUSD) places high value on the input of all educational partner groups. We will continue to foster relationships on both an informal and formal basis through hosting welcoming events such as ""lunch with your child"" and providing updates on the growth and progress of our students. Our commitment to engagement is reflected in our ongoing efforts to create numerous opportunities for feedback and interaction. We will continue to offer focus groups and surveys to gather diverse perspectives and insights from parents, teachers, and students.

Site administrators will actively engage with families by making themselves available for conversations during drop-off and pick-up times, ensuring open lines of communication. Additionally, they will organize activities such as college awareness nights, family math nights, and AVID showcases to further involve parents in their children's educational journey. These events provide a platform for parents to connect with educators, learn about academic programs, and discuss strategies for supporting student success at home.

By consistently prioritizing both informal interactions and structured feedback mechanisms, DUSD aims to build strong, collaborative relationships with all educational partners. This inclusive approach ensures that every voice is heard, and that the district's decisions are informed by the community's needs. Through these efforts, DUSD is dedicated to creating a supportive and engaging environment that fosters the academic and personal growth of every student.

"	5	5	4	5	5	4	5	4	5	4	5	5	Met		2024-06-26	2024
15634040120139	Nueva Vista Language Academy	3	Nueva Vista Language Academy offers many opportunities for parents and guardians to participate in the education
of their children and places a high value on the role educational partners play in student success. According to
educational partner feedback 92.4% believe the NVLA offers activities and services to increase parent engagement.
NVLA offers several parent education nights throughout the year. For example, NVLA’s “Tips and Tricks” event provides parents resources on supporting learning at home with mathematics, reading, technology and behavior.
Other activities that strengthen the connection between home and school include, semester awards assemblies,
parent volunteer opportunities, Back to School Night, Spring Open House, Culture Day and Late Night Conferences.
Additionally, according to the LCAP Parent Survey 2024, 94.3% of respondents feel their child’s school
communicates regularly with them and collaborates with parents to help students excel. Effective two-way
communication channels, including the use of native languages for parent communication, facilitate mutual
understanding and engagement. Frequent updates through platforms like Parent Square, social media (e.g.,
Facebook, ClassDojo) ensure transparent and timely information sharing, fostering a supportive environment that
enhances student success through collaborative efforts between educators and families.
The Delano Community Connections Center (DCCC), sponsored by DUSD, serves as a family resource center,
recognizing the strong link between social determinants of health and educational outcomes. NVLA works alongside
DUSD to ensure that students and families receive these crucial resources so parents can send their children to
school ready to learn.
	Nueva Vista Language Academy will continue to promote both academic and culture-building activities to further
strengthen the connection between home and school. NVLA places top priority on providing all students a learning
environment where they feel safe and connected Approximately 80% of respondents on the LCAP Student Survey
2024 indicate that they have all the instructional materials they need, however about 57% of students experienced
challenges with classwork and homework. To address this, there is a need to evaluate the complexity and
accessibility of assignments used for independent practice and to provide additional instructional support in the form
of intervention and tutoring. These measures will ensure students are successful and feel more confident in
completing their work independently.
Addressing mental health needs and providing social-emotional learning (SEL) opportunities remain critical for
positive student outcomes. While 80% of student respondents feel supported with their social, emotional, or mental
health needs, there is a need to better quantify and maximize the use of support services provided to students and
families.
By implementing these strategies, NVLA aims to create a more supportive and effective learning environment. This
holistic approach ensures that academic and emotional needs are met, fostering an atmosphere where students can
thrive both socially, physically, and academically.	NVLA will continue to diligently build partnerships with underrepresented families by creating opportunities to
understand the needs, goals, values, languages, and experiences of our students and their families. Nueva Vista
Language Academy has added additional support for students through their social worker. The social worker sets
behavior, academic, and attendance goals with students and meets with them throughout the week, and will be
mentoring these students throughout the academic year. All students and parents, including their Foster youth and
McKinney-Vento families, have access to other resources through a referral process including Child Guidance,
Community Connections Center, Vision Center, school uniforms, and other school related resources. Nueva Vista
Language Academy has access to district-level administrators who oversee the Community Connections Center,
Foster youth and McKinney-Vento and migrant families.
Nueva Vista Language Academy staff participate in professional development throughout the year. A portion of this
professional development is dedicated to the value and utility of contributions of parents and adult students, and in
how to reach out to, communicate with, and work with them as equal partners, implement and coordinate school programs, and build ties between educational partners and the school. Their professional development activities are
driven by input from School Site Council meetings, Parent Engagement meetings, and surveys. Additionally, NVLA
has increased opportunities for the informed participation of educational partners with students of disabilities, English
learners, Foster Youth, and low-income. Educational partners are provided with opportunities to develop their skills
allowing them access all pertinent information (grades, attendance information, school policies, and resources) so
they can completely partner with the staff serving their student.	Students and their families have many opportunities in the school year to communicate and conference with teachers
to discuss student progress. Ways in which this occurs includes, quarterly progress reports, parent teacher
conferences, Back to School Night, Open House, student growth reports, and Aeries Parent Portal. Additionally, the
district Student/Parent handbook is distributed at the start of each school year and is readily available on their district
website.	Partnerships are built at Nueva Language Academy with parents and students by regularly communicating and
creating outreach opportunities. Examples include, school surveys, School Site Council Meetings, and school needs
assessments. LCAP Goal 1 & 2 outline actions and services to improve parent participation	Educational partner input and local data indicate that Nueva Vista Language Academy is bridging the gap between
school and home life. Nueva Vista Language Academy aims to create an inclusive and equitable educational environment that actively engages underrepresented students. They will emphasize the value of diversity within the
school community and continue to provide ample parent education opportunities.	Nueva Vista Language Academy recognizes that parent involvement is a key factor for student success. They will
continue to encourage parents to foster a sense of ownership and engagement in their child's learning. Collaborative
decision making through committees such as School Site Council and ELAC will create a strong relationship
between schools, home life and the community.	Nueva Vista Language Academy will continue to provide a student centered focus with the input from educational
partners. Decisions will prioritize the well being and academic success of all students.	Nueva Vista Language will leverage input form Ed partners and local data analysis to empower their school
community to make informed, context specific, decisions that benefit all students, including those in
underrepresented families	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
15634046009351	Cecil Avenue Math and Science Academy	3	"Cecil Avenue Math and Science Academy places great importance on the vital role of parents, guardians, and grandparents in supporting a child's education. Recognizing this, CAMSA is actively expanding engagement opportunities to strengthen the bond between home and school. The academy promotes a robust home-school connection through a variety of academic and cultural activities aimed at enhancing parental involvement and enriching the overall school environment.
CAMSA's current initiatives include a range of events designed to foster positive interactions between families and the school community. These initiatives include ""Lunch with Your Patriot"" events, where parents and grandparents can join students for meals, family math and paint nights that combine learning and creativity, trimester awards assemblies to celebrate student achievements, opportunities for parents to volunteer as field trip chaperones, engaging back-to-school nights, and exciting STEAM nights focused on science, technology, engineering, arts, and mathematics.
These events are strategically crafted to encourage meaningful engagement and strengthen relationships between the school and families. The positive impact of these efforts is evident in the high satisfaction reported by parents: 90% express confidence in CAMSA's role in building strong relationships between the school and parents. Additionally, 97% of surveyed parents feel well-informed about meetings and opportunities to actively participate in the school's parent involvement efforts.
CAMSA remains dedicated to continuing these efforts to ensure that all families feel valued, supported, and actively involved in their child's educational journey, fostering a collaborative and thriving school community."	CAMSA will continue to promote both academic and culture-building activities to further strengthen the connection between home and school. In addition to existing events, the academy plans to introduce new initiatives such as parent workshops on supporting student learning at home, cultural heritage celebrations, and community service projects involving families. By expanding these opportunities, CAMSA aims to foster a more inclusive and engaged school community. 16 parents were surveyed and recommended the following: Frequent contact, Continued incentives, support students to attend school daily by providing students with incentives, Parent contact, small incentives, field trips, Have first period be a class they want to be at school to attend. Teach parents and students WHY it matters not just reward them for attending. Must find a way to instill the importance of student attendance with parents. Parent(s) need to be held accountable for student truancy, Make sure all staff is providing a positive learning environment, continue providing incentives for attendance, Providing incentives and incorporating Saturday school, loss of privileges if they are not on campus, Continue with incentives, welcoming environment, making connections, Make learning fun, Make home visits and offer safe route to school options, encourage parents to bring their students to school early, promote childcare and staffing before school starts, offer library/technology/game use before school incentive raffles, Stronger outreach to unengaged parents/families in the community, I feel that some students abuse the work packets. They choose to stay home because they can always work on the packets.	At Cecil Avenue Math and Science Academy, our commitment to continuous improvement includes robust professional development for our staff throughout the year. A significant focus of this training is to underscore the vital contributions of parents and adult students, emphasizing strategies to effectively reach out to, communicate with, and collaborate with them as valued partners in education. Our staff are equipped with skills to implement and coordinate school programs that enhance engagement and strengthen relationships with educational partners. The content of our professional development activities is carefully shaped by insights gathered from School Site Council meetings, Parent Engagement meetings, and comprehensive surveys. These forums provide valuable feedback that informs our training initiatives, ensuring they are responsive to the evolving needs and priorities of our school community. Furthermore, CAMSA is dedicated to expanding opportunities for meaningful participation among educational partners supporting students with diverse needs. This includes individuals involved with students with disabilities, English learners, foster youth, and those from low-income backgrounds. These partners are actively supported in developing their skills to access critical information such as academic progress, attendance records, school policies, and available resources. By empowering these partners with essential knowledge and resources, we foster a collaborative environment where every student receives the necessary support for academic success and personal growth. CAMSA continues to prioritize inclusive practices that promote equity and engagement, ensuring that all stakeholders are equipped to contribute effectively to the educational journey of our students.	At the start of the year, information on performance and goals, grades, and attendance is provided to parents, outlining the academic objectives for the year. Parents and students are encouraged to schedule meetings with teachers at any time throughout the year. Teacher email addresses and phone numbers are available on the school website and are shared with parents and students. Additionally, the Student/Parent Handbook is distributed at the beginning of the school year and posted on the school website. Out of the 16 parents  that completed the LCAP survey, 90% expressed confidence in our efforts to build strong partnerships for improving student outcomes. This high level of approval highlights our success in fostering effective collaboration between the school, parents, and the community, ensuring a supportive and enriching environment for students' academic and personal growth.	An analysis of feedback from educational partners suggests that Cecil Avenue Math and Science Academy will strengthen partnerships with parents and students by maintaining existing outreach efforts, including surveys, School Site Council meetings, and other parent involvement activities. LCAP Goals 2 and 3 detail actions and services designed to enhance parent partnerships. Based on the feedback from both the parent and student surveys, it is clear there are several areas where Cecil Avenue can focus on improvement to enhance the learning environment and overall school experience. Cecil will work and consider a plan to gradually update classroom furniture to foster a more interactive and collaborative learning environment since 50% of our parents believe updating classroom furniture could do better Support student collaboration, and cooperative learning. We will also conduct a thorough assessment of current safety equipment and consider upgrades were necessary. This is based on the fact that parents highlighted for upgrading safety equipment to ensure the safe operation of the school. This might also include safety protocols, emergency response systems or physical safety features around campus. we will also work at developing a long-term plan for facility enhancements which could involve improvements to school infrastructure, better playground areas, or facilities that support community and parent parental involvement. We will also work at prioritizing facility, renovations or refurbishments based on student feedback in which 10% of students feel that facilities need upgrading as described in the STUDENT survey.	To better engage underrepresented families, Cecil Avenue is focusing on strategic initiatives identified through self-reflection and stakeholder feedback. Recognizing that updated classroom furniture can enhance collaboration, the school will implement a phased plan to create interactive learning environments suited to diverse student needs. Addressing parent concerns about safety, Cecil Avenue will conduct a thorough assessment of safety protocols and physical features to make necessary upgrades for a secure campus. Looking forward, Cecil Avenue is developing a long-term plan to improve school infrastructure and recreational areas, aiming to enhance learning environments and increase community and parental engagement. This includes upgrading facilities and playgrounds based on student feedback to create a modern and supportive environment. To engage underrepresented families effectively, the school will conduct proactive community outreach through multilingual materials, meetings, and events designed to overcome participation barriers. Emphasizing cultural sensitivity, Cecil Avenue ensures all families feel respected and welcomed, fostering a sense of belonging. The school will involve underrepresented families in decision-making processes through advisory groups and tailored focus groups, seeking their input to enhance school improvements. These strategies aim to improve the overall school experience and build stronger partnerships with underrepresented families, empowering them to contribute to student success and community well-being.	Cecil Avenue Math and Science Academy acknowledges that parents and guardians are their child's first and most influential teachers. Sustained involvement from parents and guardians significantly enhances student achievement and fosters a positive school environment. CAMSA ensures that parents, guardians, and family members participating in Title I programs have opportunities to engage in their child's education. Collaborating with staff and parents, CAMSA develops meaningful opportunities for parent and guardian involvement across all grade levels. This is facilitated through regularly scheduled SSC, ELAC, DELAC, and LCAP meetings, as well as surveys and other committees where involvement policies are shared and collaboratively developed. Out of the 16 parents who took the STAKEHOLDER parent survey, 100% agree that they are made aware of meetings and opportunities to participate in their child’s school's parent involvement efforts. This unanimous feedback highlights the effectiveness of our communication strategies and our commitment to fostering strong parent engagement in school activities and decision-making processes.	Cecil Avenue Math and Science Academy is committed to cultivating a culture of trust, respect, and professionalism within our school community. We prioritize open communication and collaboration with educational partners to ensure inclusivity and active participation. Our efforts are reinforced by the unanimous feedback from parents in the LCAP parent survey, affirming that they feel well-informed about meetings and opportunities to engage in our parent involvement efforts.
At CAMSA, we facilitate regular administrative meetings to explore best practices and improve communication across our campus. Monthly staff meetings and ongoing professional development sessions are integral to fostering active engagement and contributions from our dedicated staff, creating a supportive and productive environment. To further enhance transparency and involvement, CAMSA utilizes diverse communication channels. This includes convening School Site Council meetings and regularly seeking input through surveys among parents, students, and staff. These initiatives are designed to ensure that all stakeholders have a voice in shaping our educational practices and community initiatives. Through these comprehensive efforts, Cecil Avenue Math and Science Academy strives to strengthen relationships, empower participation, and uphold our commitment to excellence in education and community engagement.	Upon analyzing feedback from educational partners and local data from the LCAP Parent and Student surveys, Cecil Avenue Math and Science Academy has confirmed that there is no evidence of unequal engagement among underrepresented families in decision-making opportunities. Moving forward, CAMSA reaffirms its dedication to actively including all parents in decision-making forums and surveys, aiming for equitable participation across the school community. This commitment underscores CAMSA's ongoing efforts to cultivate inclusive decision-making processes that authentically represent the diversity of our student body and their families. By prioritizing equitable engagement, CAMSA ensures that every voice is heard and valued in shaping the school's initiatives and fostering a cohesive community environment.	5	5	4	5	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
15634046009369	Del Vista Math and Science Academy	3	Del Vista Math and Science Academy places top priority on providing all students a learning environment where they feel safe and connected. Although 100% of respondents on the LCAP Student Survey 2024 indicate that they have all the instructional materials they need to succeed, but only 83.5% feel their school collaborates with their parents to help them do their best. Additionally, 39.2% of student respondents report challenges in completing their classwork or homework. To address this, there is a need to evaluate the complexity and accessibility of assignments used for independent practice and to provide additional instructional support in the form of intervention and tutoring. On the LCAP Parent Survey 2024 71% of parents expressed a desire for there to be more after school tutoring oppotunities. These measures will ensure students are successful and feel more confident in completing their work independently.	Addressing mental health needs and providing social-emotional learning (SEL) opportunities remain critical for positive student outcomes. While 78.4% of student respondents feel supported with their social, emotional, or mental health needs, there is a need to better quantify and maximize the use of support services provided to students and families. To further enhance SEL, DVMSA plans to allocate additional time in the daily schedule for SEL check-ins and formal lessons focused on social-emotional learning on Wednesdays.	By implementing these strategies, DUSD aims to create a more supportive and effective learning environment. This holistic approach ensures that academic and emotional needs are met, fostering an atmosphere where students can thrive both socially, physically, and academically.	Parents and students have several opportunities in the school year to meet with teachers and discuss student progress. Parent-teacher conferences, at which teachers discuss individual student performance and goals, grades, and attendance, are scheduled at the beginning of the year providing parents with the academic objectives for the year.  Parents and students are welcome to schedule a meeting with their teacher at any time in the year. Additionally, teacher email and phone contact information are listed on the school website and shared with parents and students. Additionally, the Student/Parent Handbook is provided at the beginning of the school year and is posted on the school website.	"Del Vista Math and Science Academy is committed to building robust partnerships aimed at enhancing student outcomes. Recognizing the integral role of collaboration between educators, parents, and the community, DVMSA seeks to create a supportive network that fosters student success. This initiative includes fostering open communication channels through regular updates, feedback mechanisms such as surveys and focus groups, and engagement opportunities like ""lunch with your child"" events and academic showcases. By prioritizing these partnerships, DVMSA aims to create a supportive and inclusive environment where every student feels empowered to thrive academically, socially, and emotionally.  While 90.2% of parents surveyed on the LCAP Parent Survey of 2024 indicated that there was an awareness of meetings and opportunities to participate in their school's parent involvement efforts, feedback suggests a need for more events that come with timely notifications to allow parents and guardians adequate time to plan and calendar. To address this, DVMSA will enhance engagement through regular and effective communication using our site's website, Aeries Parent Portal, Class Dojo, Facebook, and our new system, ParentSquare. Through shared goals and proactive collaboration, DVMSA will continue to work daily to strengthen its educational programs and services to meet the diverse needs of its students and families."	An analysis of input from our educational partners and local data reveals that Del Vista Math and Science Academy offers a channel for families to communicate effectively. Maintaining a strong focus on enhancing communication between home and school will remain an ongoing objective for DVMSA. Providing personalized attention to families is a top priority, given our diverse student population, which includes low-income students, English learners, foster and homeless youth, as well as students with disabilities. We will continue in working on enhancing family engagement through individualized outreach, engaging activities, and by fostering a culturally responsive environment.	"Del Vista Math and Science Academy (DUSD) places high value on the input of all educational partner groups. We will continue to foster relationships on both an informal and formal basis through hosting welcoming events such as ""lunch with your child"" and providing updates on the growth and progress of our students. Our commitment to engagement is reflected in our ongoing efforts to create numerous opportunities for feedback and interaction. We will continue to offer focus groups and surveys to gather diverse perspectives and insights from parents, teachers, and students."	Our site administrators will actively engage with families by making themselves available for conversations during drop-off and pick-up times, ensuring open lines of communication. Additionally, the site administrative team will organize activities such as but not limited to parent education nights, family math nights, STEAM Day etc. to further involve parents in their children's educational journey. These events provide a platform for parents to connect with educators, learn about academic programs, and discuss strategies for supporting student success at home.	By consistently prioritizing both informal interactions and structured feedback mechanisms, DVMSA aims to build strong, collaborative relationships with all educational partners. This inclusive approach ensures that every voice is heard, and that the site's decisions are informed by the community's needs. Through these efforts, DVMSA is dedicated to creating a supportive and engaging environment that fosters the academic and personal growth of every student.	4	4	3	4	3	3	5	4	4	3	4	3	Met		2024-06-26	2024
15634120000000	Delano Joint Union High	3	A strength of the Delano Joint Union High School District is the engagement opportunities made available throughout the year for school staff and families to build relationships.  Parents are on campus for registration events, back to school nights, teacher conferences, award presentations, performing arts showcases, athletic competitions and parent universities to name a few.  Translation is provided at school events to eliminate barriers to relationship building.  The district website, Parent Square , social media posting and maintaining increased staff hours has allowed for better communication between school staff and families.	As a district, a focus area for improvement in the area of relationship building is to continue to keep active the school site calendars and marquees that promote engagement events.  Another focus area is displaying event information around town where parents frequent.	The district will improve engagement of underrepresented families in relation to building relationships through reaching out to families personally through phone, text, or home visit to encourage attendance.  In addition, materials presented will be posted online for families that were unable to attend in person.	Opportunities are made available throughout the year for staff and family partnerships. Each school site hosts parent trainings and informational meetings where counselors highlight college and career readiness. The parent and family engagement policy is reviewed annually by families and staff to support improved student outcomes. The teacher and counselor duty day continues to be extended so that teachers and counselors may work with students and meet with parents after school. The classified work calendar was also modified to improve services for students and families. Educational partner survey this year indicated that 97% of parents agree the school provides sufficient parent communications, invitations, and letters regarding parent partnership opportunities.	As a district, a focus area for improvement in the area of building partnerships for student outcomes will be to increase participation on school committees.  We expect to see an increase in parent participation through individual phone calls and surveys to determine workshops parents feel are most applicable to their particular student.	The district will improve engagement of underrepresented families in relation to building partnerships through ensuring all subgroups have representation on committees and creating additional advisory groups as needed.	The Delano Joint Union High School District regularly seeks input from educational partners to update goals and actions to improve student outcomes.  Educational partners assist in the evaluation, approval, and monitoring of the district and school site plan for student achievement. Title I parent committees, English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), the District Parent Advisory Committee (PAC), the Special Education Parent Advisory Committee (SEPAC), and School Site Councils review, approve, and monitor the goals and actions of the district and school plan for improved student achievement. Educational partner survey results this year indicated that 96% of parents agree the schools involve parents in making decisions for the school/district.	As a district, a focus area for improvement in the area of seeking input for decision-making will be to have feedback form available after each engagement activity to provide more input opportunities throughout the year.	The district will improve engagement of underrepresented families in relation to seeking input through personalized outreach in the form of phone calls and electronic communication.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-25	2024
15634200000000	Di Giorgio Elementary	3	The Di Giorgio School District prides itself in building partnerships for student outcomes. Parents are involved in our Parent Advisory Club, ELAC/DELAC, as well as our annual BBQ fundraiser/event. Di Giorgio is currently focusing on providing parents with the skills needed to support their students at home by providing learning opportunities through Latino Family Literacy, Parent Project, and ELA/Math informational nights.	The Di Giorgio School District prides itself in building partnerships with their families. Parents are involved in our Parent Advisory Club, ELAC/DELAC, as well as our annual BBQ fundraiser/event. Di Giorgio is currently focusing on providing parents with the skills needed to support their students at home by providing learning opportunities through Latino Family Literacy, Parent Project, and ELA/Math informational nights.	The Di Giorgio School District prides itself in building partnerships with their families. Parents are involved in our Parent Advisory Club, ELAC/DELAC, as well as our annual BBQ fundraiser/event. Di Giorgio is currently focusing on providing parents with the skills needed to support their students at home by providing learning opportunities through Latino Family Literacy, Parent Project, and ELA/Math informational nights.	The Di Giorgio School District prides itself in building partnerships with their families. Parents are involved in our Parent Advisory Club, ELAC/DELAC, as well as our annual BBQ fundraiser/event. Di Giorgio is currently focusing on providing parents with the skills needed to support their students at home by providing learning opportunities through Latino Family Literacy, Parent Project, and ELA/Math informational nights.	The Di Giorgio School District prides itself in building partnerships for student outcomes. Parents are involved in our Parent Advisory Club, ELAC/DELAC, as well as our annual BBQ fundraiser/event. Di Giorgio is currently focusing on providing parents with the skills needed to support their students at home by providing learning opportunities through Latino Family Literacy, Parent Project, and ELA/Math informational nights.	The Di Giorgio School District prides itself in building partnerships with their families. Parents are involved in our Parent Advisory Club, ELAC/DELAC, as well as our annual BBQ fundraiser/event. Di Giorgio is currently focusing on providing parents with the skills needed to support their students at home by providing learning opportunities through Latino Family Literacy, Parent Project, and ELA/Math informational nights.	The Di Giorgio School District prides itself in building partnerships for student outcomes. Parents are involved in our Parent Advisory Club, ELAC/DELAC, as well as our annual BBQ fundraiser/event. Di Giorgio is currently focusing on providing parents with the skills needed to support their students at home by providing learning opportunities through Latino Family Literacy, Parent Project, and ELA/Math informational nights.	The Di Giorgio School District prides itself in building partnerships with their families. Parents are involved in our Parent Advisory Club, ELAC/DELAC, as well as our annual BBQ fundraiser/event. Di Giorgio is currently focusing on providing parents with the skills needed to support their students at home by providing learning opportunities through Latino Family Literacy, Parent Project, and ELA/Math informational nights.	The Di Giorgio School District prides itself in building partnerships with their families. Parents are involved in our Parent Advisory Club, ELAC/DELAC, as well as our annual BBQ fundraiser/event. Di Giorgio is currently focusing on providing parents with the skills needed to support their students at home by providing learning opportunities through Latino Family Literacy, Parent Project, and ELA/Math informational nights.	5	5	4	4	4	4	4	4	4	4	4	4	Met		2024-06-26	2024
15634380000000	Edison Elementary	3	The LEA has made strong progress in building relationships with families through:

1. **Effective Communication**: Multilingual newsletters, parent portals, and social media keep families well-informed.
2. **Family Engagement**: Regular parent-teacher conferences, workshops, and events foster community involvement.
3. **Professional Development**: Training in cultural competence enhances staff's ability to connect with diverse families.
4. **Feedback Mechanisms**: Surveys and feedback forms guide school improvements.

These efforts have led to increased family satisfaction and a supportive school environment.	To improve relationships between school staff and families, consider these strategies:

1. **Expand Communication Channels**: Use interactive platforms like mobile apps for better real-time communication.
2. **Increase Training**: Offer advanced cultural competence training for staff.
3. **Enhance Family Involvement**: Create more opportunities for family participation in school activities.
4. **Personalize Engagement**: Tailor communication and support to individual family needs.
5. **Act on Feedback**: Show how family input leads to real improvements.
6. **Promote Proactive Outreach**: Regularly reach out to families, not just in response to issues.
7. **Evaluate and Adapt**: Continuously assess and adjust strategies based on feedback.

These steps will help strengthen connections and improve community engagement.	To improve engagement of underrepresented families, the LEA will:

1. **Tailor Communication**: Develop targeted communication strategies that address language barriers and cultural differences, using multilingual materials and culturally relevant messaging.

2. **Increase Outreach**: Implement proactive outreach programs, such as community liaison roles or targeted events, to connect with underrepresented families and involve them in school activities.

3. **Enhance Support Services**: Provide additional support, such as translation services and family assistance programs, to make it easier for underrepresented families to participate.

4. **Strengthen Community Partnerships**: Collaborate with local organizations and community leaders to build trust and create more opportunities for family engagement.

5. **Seek and Act on Feedback**: Regularly collect input from underrepresented families and use it to refine engagement strategies and address specific needs. We will be working with the Parent Institute for Quality Education (PIQE) to enhance parent engagement and participation.

These actions aim to create a more inclusive environment and foster stronger connections with all families.	Edison Elementary School District's strengths in building partnerships for student outcomes include:

Collaborative Programs: Effective partnerships with community organizations and businesses.
Integrated Support Services: Coordination with social and health services to support students.
Engagement Initiatives: Active involvement of parents and community in decision-making.
Data-Driven Decisions: Use of local data to refine and improve partnership strategies.
These efforts enhance support and resources for student success.	Edison Elementary School District’s focus areas for improvement in building partnerships for student outcomes include:

1. **Strengthening Community Connections**: Enhancing collaboration with local organizations to broaden support and resources for students.
2. **Expanding Family Engagement**: Increasing efforts to involve more families in school activities and decision-making processes.
3. **Improving Data Utilization**: Better leveraging data to identify gaps in partnerships and adjust strategies accordingly.
4. **Enhancing Communication**: Developing more effective channels to keep all stakeholders informed and engaged.

These focus areas aim to deepen partnerships and better support student success.	To improve engagement of underrepresented families, the LEA will:

Tailor Outreach Efforts: Develop targeted outreach initiatives and community events that address specific needs and interests of underrepresented families.
Strengthen Support Networks: Partner with local organizations to provide additional resources and support tailored to these families.
Increase Accessibility: Ensure all communication and engagement efforts are accessible, including providing materials in multiple languages and offering flexible meeting times.
Foster Inclusive Participation: Create opportunities for underrepresented families to have a voice in school decision-making processes and program development.
These strategies aim to build stronger, more inclusive partnerships that support better student outcomes.	Edison Elementary School District’s strengths in seeking input for decision-making include:

Diverse Feedback Channels: Utilizing various methods, such as surveys, focus groups, and community meetings, to gather input from a wide range of stakeholders.
Inclusive Participation: Actively involving parents, students, and community members in the decision-making process to ensure diverse perspectives are considered.
Responsive Actions: Demonstrating responsiveness by implementing changes and improvements based on stakeholder feedback.
Regular Communication: Maintaining transparent and ongoing communication about how input is used to shape decisions and policies.
These practices reflect the LEA’s commitment to incorporating stakeholder feedback effectively in decision-making processes.	Edison Elementary School District’s focus areas for improvement in seeking input for decision-making include:

1. **Enhancing Inclusivity**: Increasing efforts to engage underrepresented groups to ensure all voices are heard.
2. **Improving Feedback Mechanisms**: Streamlining and diversifying feedback channels to make it easier for stakeholders to provide input.
3. **Increasing Transparency**: Clearly communicating how feedback is used in decision-making to build trust and demonstrate responsiveness.
4. **Follow-Up Actions**: Strengthening follow-up processes to show how stakeholder input directly influences decisions and policy changes.

These areas aim to make the input process more effective and inclusive.	To improve engagement of underrepresented families in seeking input for decision-making, the Edison Elementary School District will:

1. **Expand Outreach**: Increase targeted outreach efforts to underrepresented families through community leaders and local organizations to ensure their participation.
2. **Enhance Accessibility**: Offer feedback opportunities in multiple languages and at varied times to accommodate different schedules and needs.
3. **Foster Trust**: Build relationships through regular, transparent communication about how input is used to influence decisions.
4. **Provide Support**: Implement support systems, such as assistance with surveys and focus groups, to make it easier for underrepresented families to participate.

These actions aim to ensure more inclusive and meaningful family involvement in decision-making processes.	4	4	4	4	4	4	4	4	5	5	5	5	Met		2024-06-26	2024
15634460000000	Elk Hills Elementary	3	Elk Hills School District seeks educational partner input throughout every school year via parent, student, and staff surveys. The school also offers community events in order to build relationships with its partners. The school employs a Community Engagement Coordinator that also helps bridge the gap between families and the school. Multiple community partnerships have been established in order to offer services to families and students in need of various services. Staff has biweekly PLC meetings to work toward the improvement of data driven instruction. PBIS and MTSS committees meet monthly to help build family relationships	Areas of focus include addressing the reducing the amount of chronic absenteeism, meeting students' social emotional needs, providing intervention services for students below grade level, and establishing a school wide anti-bulllying campaign.	Areas of focus for underrepresented families include addressing the reducing the amount of chronic absenteeism, meeting students' social emotional needs, providing intervention services for students below grade level, and establishing a school wide anti-bulllying campaign.	Elk Hills School District provides professional development for all instructional staff for strong tier one instruction. Monthly release time for teachers is provided for teachers to evaluate student data and make data informed decisions for instruction. Cyclical reviews are conducted yearly to evaluate the student outcomes in ELA and mathematics. The school also has a school wide literacy intervention program. Recently, the school implemented a math intervention software for all students as well.	Elk Hills School District instructional focus is literacy and math intervention.	Elk Hills School District instructional focus is literacy and math intervention for underrepresented families.	Elk Hills School District engages educational partners regarding decision making through LCAP surveys, school connectedness surveys, and school climate surveys. Feedback and communication is also encouraged during the many community activities that the school hosts. Finally, Elk Hills welcomes an open door policy for all educational partners.	Elk Hills School District will host an event this year to gather more information regarding the LCAP goals and actions	Elk Hills School District will host an event this year to gather more information regarding the LCAP goals and actions	5	5	4	5	4	4	4	4	5	4	4	5	Met		2024-06-13	2024
15634610000000	Fairfax Elementary	3	The Fairfax School District excels in fostering relationships between staff and families through various means. One of its notable strengths lies in its unwavering dedication to engagement and communication. Recognizing the significance of solid connections, the district has prioritized establishing regular channels of communication with families.

In pursuit of this objective, the district has implemented diverse communication methods, including newsletters, emails, and social media platforms, to keep families well-informed about school news and events. Moreover, they actively encourage teachers and staff to be approachable and responsive to parents' inquiries and concerns. Teachers and staff provide parents with multiple avenues for communication, including email, phone, and in-person meetings.

Another commendable aspect of the district is its emphasis on two-way communication. The district understands that effective communication entails not only relaying information but also actively listening to feedback and concerns from families. In this regard, they actively encourage parents to share their thoughts on school programs and services through public hearings, town hall meetings, and surveys.

Moreover, the district recognizes the importance of reaching out to families from underrepresented communities and has implemented targeted strategies to overcome language and cultural barriers that hinder their engagement with the school community. They offer translation services and conduct home visits to enhance communication and foster trust.

Additionally, the district places significant emphasis on providing engagement opportunities. They organize parent-teacher conferences, open houses, and back-to-school nights, encouraging parents to visit their child's school and interact with teachers and staff. These initiatives cultivate a sense of community and inspire parents to become active participants in their child's education.

Collectively, the district's strengths in engagement and communication, two-way communication practices, and targeted strategies for underrepresented families have resulted in strong relationships between staff and families. These relationships have significantly enhanced the overall school culture, increased parental involvement, and positively impacted academic outcomes for students.	Based on the analysis of educational partner input and local data, Fairfax has identified several focus areas for improvement in building relationships between school staff and families.

Recognizing the significance of strong relationships, the district has implemented various strategies to foster open and consistent communication. One key focus area is establishing regular communication channels with families. The district ensures regular communication through platforms like ParentSquare, emails, and social media, sharing information about school events, academic programs, and relevant news.

Another important area of focus is two-way communication. Teachers and staff are encouraged to be approachable and responsive to parents' questions and concerns. Office hours are established, and multiple avenues for communication, such as email, phone, and in-person meetings, are provided to parents.

Furthermore, the district emphasizes creating opportunities for families to engage with the school community. Parent-teacher conferences, open houses, and back-to-school nights are organized to encourage parents to visit the school and interact with teachers and staff.

The district also acknowledges the need for targeted efforts in building relationships with families from underrepresented communities. Barriers that hinder engagement are identified, and specific strategies are developed to overcome them. Translation services and home visits are provided to improve communication and establish trust.

Through these focused efforts, the district has successfully built strong relationships between school staff and families. Parents feel more connected to their child's school and are actively involved in their academic progress. Teachers and staff, in turn, feel supported and valued by the families they serve, leading to an enhanced overall school culture.	Based on the analysis of educational partner input and local data, Fairfax has recognized the importance of improving the engagement of underrepresented families in relation to building relationships between school staff and families.

The district has already taken significant steps to engage with various stakeholder groups, including SELPA, teachers, principals, administrators, school personnel, bargaining units, parents, and students. Through channels such as public hearings, town hall meetings, surveys, parent committee groups, and staff meetings, the district has actively sought feedback and input from these groups.

To create welcoming environments and encourage parent involvement, each school within the district develops parent engagement plans in alignment with the district engagement plan. These plans are developed through collaboration with school site councils, and parents are invited to provide input and feedback. Additionally, the district utilizes various advisory committees and booster clubs as platforms for parents to engage in the development of school site plans, including opportunities for parent involvement. Regularly scheduled parent nights and family events contribute to fostering a comprehensive culture within the school district.

However, the district acknowledges the need for improvement in engaging underrepresented families. To address this, the district is proactively working to identify the barriers that prevent these families from engaging with the district. By reaching out to these families and providing them with access to resources and support, the district aims to overcome these barriers and facilitate their meaningful engagement. One notable initiative in this regard is the implementation of Parent Square, a communication system that enables teachers and school sites to communicate with parents in a two-way, interactive manner. The automatic translation feature in Parent Square helps overcome language barriers that many parents and teachers may face.

By actively identifying and addressing barriers, the district demonstrates its commitment to improving the engagement of underrepresented families. The ongoing efforts to create welcoming environments, involve stakeholders, and specifically target underrepresented families underscore the district's dedication to fostering an inclusive and engaging culture for all families in the district.	Based on the analysis of educational partner input and local data, Fairfax has demonstrated significant strengths and progress in building partnerships for student outcomes.

One notable strength of the LEA is its strong commitment to engaging with various stakeholder groups, including parents, students, teachers, principals, administrators, and school personnel. This commitment is reflected in the implementation of diverse communication channels, such as town hall meetings, surveys, and parent committee groups, which facilitate active feedback and collaboration with stakeholders. The LEA also prioritizes committee and council meetings, board meetings, and professional learning communities to monitor progress on student outcomes and make informed decisions.

Another strength lies in the LEA's data-driven approach to decision-making. The LEA regularly collects and analyzes student data to identify areas that require improvement. By collaborating with educational partners, they develop and implement targeted strategies to address these areas, leading to measurable advancements in student outcomes, including graduation rates and academic achievement.

The LEA also recognizes the importance of engaging underrepresented families to ensure equitable access to high-quality education. They have developed specific strategies to overcome language and cultural barriers, working closely with educational partners such as the ELAC, DELAC, Migrant PAC, DAC, and Booster Clubs. These partnerships provide tailored engagement opportunities that cater to the unique needs of underrepresented families.

Overall, the LEA's strengths in communication, collaboration, data-driven decision-making, and targeted strategies for underrepresented families have resulted in substantial progress in building partnerships for student outcomes. These partnerships have positively impacted the school culture, increased parental involvement, and contributed to enhanced academic outcomes for students.	Based on the analysis of educational partner input and local data, Fairfax has identified several focus areas for improvement in Building Partnerships for Student Outcomes.

One key focus area is increasing engagement with families and community members who are traditionally underrepresented in school decision-making processes. The LEA recognizes the importance of including diverse perspectives and experiences to ensure equitable access to high-quality education. To address this, they plan to develop targeted strategies that overcome language and cultural barriers, enabling these families to engage more actively with the school community. Additionally, the LEA intends to expand outreach efforts, utilizing various communication channels and providing engagement opportunities tailored to meet the unique needs of underrepresented families.

Another focus area is enhancing collaboration among educational partners, including teachers, administrators, and community members. Strong partnerships are vital for improving student outcomes. The LEA aims to foster increased collaboration and input from these stakeholders by offering additional training opportunities for staff, facilitating regular meetings with community members and organizations, and providing more avenues for feedback and input. By promoting collaboration, the LEA seeks to leverage collective expertise and resources to better support student success.

Furthermore, the LEA plans to continue its commitment to data-driven decision-making. They aim to expand their data collection efforts to include comprehensive information on student outcomes, encompassing both academic achievement and social-emotional development. This expanded data collection will enable the LEA to identify specific areas requiring additional support and make informed adjustments to strategies and interventions. By using data effectively, the LEA can target resources and interventions to maximize student success.

In summary, the LEA's focus areas for improvement in Building Partnerships for Student Outcomes highlight their dedication to inclusivity, collaboration, and data-informed decision-making. By addressing these areas, the LEA aims to strengthen partnerships, increase engagement with underrepresented families, and ultimately improve student outcomes.	Based on the analysis of educational partner input and local data, Fairfax has developed a plan to improve the engagement of underrepresented families in building partnerships for student outcomes. The LEA recognizes the importance of inclusivity and ensuring that all families have access to resources and opportunities that support their children's success. The plan includes several key strategies.

First, the LEA will prioritize improving communication and outreach to underrepresented families. This involves identifying and addressing barriers that prevent these families from engaging with the school community. The LEA will provide targeted training and resources to staff members to enhance their ability to effectively communicate and engage with families from diverse backgrounds. This may include cultural competency training, language support, and strategies for building trust and understanding.

Second, the LEA will implement initiatives to increase the visibility and accessibility of district and school-based programs that support student outcomes. This includes utilizing various communication channels, such as social media, newsletters, and community events, to ensure that underrepresented families are aware of the available resources and opportunities. The LEA will also work to create welcoming and inclusive environments within schools, where all families feel valued and encouraged to actively participate in their children's education.

Additionally, the LEA will establish partnerships with community organizations and leaders to enhance support for underrepresented families. Collaborating with local non-profits, faith-based organizations, and community groups will provide additional resources and services tailored to the unique needs of these families. By leveraging these partnerships, the LEA aims to create a comprehensive support system that extends beyond the school environment.

Through these strategies, the LEA is committed to improving the engagement of underrepresented families and building strong partnerships for student outcomes. By addressing barriers, enhancing communication, increasing visibility, and establishing community partnerships, the LEA aims to ensure that all families have the information, resources, and support they need to actively contribute to their children's success in education.	Based on the analysis of educational partner input and local data, the LEA has demonstrated strengths and progress in seeking input for decision-making. One of the key strengths is the LEA's commitment to promoting and valuing the voices of families, teachers, principals, and district administrators in the decision-making process.

The LEA has made significant progress in building the capacity of and supporting principals and staff to effectively engage families in advisory groups and decision-making. They have implemented training programs and professional development opportunities that equip principals and staff with the necessary skills and knowledge to engage families meaningfully. This includes providing guidance on effective communication strategies, facilitating productive meetings, and fostering collaborative relationships.

Furthermore, the LEA has made strides in building the capacity of family members to effectively engage in advisory groups and decision-making. They have provided resources and training to empower families to participate in these processes. This includes offering workshops on advocacy, leadership development, and understanding education policies and procedures. The LEA recognizes the importance of equipping families with the knowledge and tools they need to actively contribute to decision-making.

In terms of providing opportunities for input, the LEA has made progress in ensuring that all families have the opportunity to provide input on policies and programs. They have implemented inclusive and accessible methods of gathering input, such as surveys, town hall meetings, and focus groups. Additionally, the LEA has implemented specific strategies to reach and seek input from underrepresented groups in the school community. This includes targeted outreach efforts, translation services, and culturally responsive engagement approaches.

The LEA's progress is also evident in their efforts to foster collaboration between families, teachers, principals, and district administrators. They have established structures and platforms that facilitate joint planning, design, implementation, and evaluation of family engagement activities at both the school and district levels. This collaborative approach ensures that the perspectives and expertise of all stakeholders are considered in shaping family engagement initiatives.

Overall, the LEA's strengths and progress in seeking input for decision-making demonstrate their commitment to fostering a culture of inclusivity, collaboration, and shared decision-making. By valuing the input of families and stakeholders and providing the necessary support and resources, the LEA is empowering the school community to actively contribute to the improvement and success of the educational system.	Based on the analysis of educational partner input and local data, Fairfax has identified specific focus areas for improvement in seeking input for decision-making. These focus areas aim to enhance the inclusivity, effectiveness, and reach of the input-seeking processes within Fairfax.

One of the focus areas for improvement is building the capacity of and supporting principals and staff to effectively engage families in advisory groups and decision-making. Fairfax recognizes the importance of equipping school leaders and staff with the necessary skills and resources to engage families in a meaningful way. To address this, Fairfax plans to provide additional professional development opportunities that focus on strategies for fostering constructive dialogue, promoting active participation, and leveraging diverse perspectives in decision-making processes.

Another focus area for improvement is building the capacity of family members to effectively engage in advisory groups and decision-making. Fairfax acknowledges the value of empowering families to actively contribute to the decision-making process. To achieve this, Fairfax plans to expand training programs and resources for families, ensuring they have a deeper understanding of the educational system, policies, and procedures. Additionally, Fairfax aims to provide ongoing support and guidance to families, promoting their confidence and ability to engage in meaningful ways.

In terms of providing opportunities for input, Fairfax aims to improve its strategies to reach and seek input from underrepresented groups in the school community. Recognizing the importance of diverse perspectives, Fairfax plans to implement targeted outreach efforts that address the specific needs and barriers faced by underrepresented groups. This may include culturally responsive engagement approaches, translation services, and partnerships with community organizations to ensure inclusivity and accessibility.

Furthermore, Fairfax aims to enhance its methods of gathering input and feedback from families. This includes exploring innovative and efficient ways to collect input, such as leveraging technology platforms and digital tools to increase participation and accessibility. Fairfax also plans to implement strategies to increase the representation of all families in decision-making processes, ensuring that the voices of underrepresented groups are heard and valued.

Overall, Fairfax's focus areas for improvement in seeking input for decision-making reflect their commitment to fostering a more inclusive, participatory, and equitable educational system. By focusing on these areas, Fairfax hopes to increase stakeholder engagement and make sure that various viewpoints and valuable input are considered during decision-making processes.	Based on the analysis of educational partner input and local data, Fairfax has recognized the need to improve engagement of underrepresented families in relation to seeking input for decision-making. To address this need, Fairfax has developed a comprehensive plan to enhance the engagement of underrepresented families and ensure their voices are heard in the decision-making process.

First, Fairfax will focus on increasing outreach efforts to underrepresented families. This will involve implementing targeted strategies to reach out to these families, such as hosting community forums in areas with high concentrations of underrepresented families, providing interpretation and translation services to overcome language barriers, and utilizing culturally responsive engagement approaches. The goal is to create a welcoming and inclusive environment where underrepresented families feel comfortable and empowered to participate in the decision-making process.

Second, Fairfax will provide resources and support to underrepresented families to help them effectively engage in advisory groups and decision-making. This may include offering workshops or training sessions on topics such as effective communication, advocacy skills, and understanding the decision-making process. Fairfax will also ensure that information about advisory groups and opportunities for input is accessible and widely available to all families, including those from underrepresented communities.

Additionally, Fairfax will implement strategies to specifically reach and seek input from underrepresented groups in the school community. This may include conducting targeted outreach campaigns, partnering with community organizations, and leveraging existing networks to ensure that the voices of underrepresented families are heard and their perspectives are considered in the decision-making process.

Overall, Fairfax is committed to improving the engagement of underrepresented families in seeking input for decision-making. By implementing targeted outreach efforts, providing resources and support, and actively seeking input from underrepresented groups, Fairfax aims to create a more inclusive and equitable decision-making process that reflects the diverse needs and perspectives of its community.	5	4	5	5	4	4	4	4	4	4	4	4	Met		2024-06-27	2024
15634790000000	Fruitvale Elementary	3	The Fruitvale District and each school foster a family-inclusive environment as reflected in District surveys. 2024 Spring Survey Results: Staff surveys reflect that 82% of staff feel they are considered when decisions are made in the District. 83% of students reported their school helps families in need and 95.8% say their school provides a good education for all students.  85% of parents reported their child's school embraces family diversity by recognizing strengths, cultures, and languages.  89.1% of parents reported their child feels connected to the staff and school and look forward to going to school. In the comment section of the Spring 2024 parent survey, an overwhelmingly large percentage of parents left positive comments specifically complementing the District for communication with families.	Fruitvale will immediately welcomed families back on campus for all events in the Spring of 2022.  We have experienced record numbers of families in attendance at events in the Spring of 2022 and through 2024 on our sites.  We will continue to foster our multicultural diversity with events and education specifically highlighting the many different cultures in our demographics. The District has robust DELAC and site ELAC teams to support our ELL families.   Additionally, we have two School Social Workers collaborating to implement a Family Resource Fair at all sites connecting our community with school and outside resources linked to food security, housing, medical, dental, and mental health providers, internet safety, sports, clubs, academic supports, parenting resources, district initiatives and involvement opportunities, as well as our connecting high schools and universities.	"The Fruitvale School District subscribes to the motto, ""Fruitvale Family"" in all aspects of school happenings.  The District continues to provide extensive training on relationship building, trauma-informed care, and building relationships.  In 2020-21 the District hired a District Social Worker to add to the support for staff and the community to build relationships, learn about family strengths, cultures, and languages, and ultimately remove barriers to student engagement and success.  The District added a second social worker mid-year 2023-24. The District maintains full staffing to ensure each school site has a full-time counselor and a full-time psychologist to assist students and families in need.  The primary focus is to remove barriers and find support to assist student success.   Fruitvale is fully invested in the MTSS process, building and refining muti-tiered systems of support throughout the District. The District is moving the part-time reading specialist teachers to full-time intervention teachers on each site for 2024-25."	The Fruitvale School District holds communication as an extremely high priority.  The District utilizes a number of communication pathways to ensure families are partners in their student's education, both academically and social-emotionally.  In the LCAP Survey, over 96% of parents reported they believe their school effectively communicates student academic progress by providing families with access to grades, progress, and posting communication through Canvas/Aeries Parent Portals.  Additionally, 95% of families stated they feel students and families are considered when decisions are made in the District.	The district will continue to partner with families, in a positive supportive manner.  The Multi-Tiered System of Supports approach lends itself to removing the punitive aspect of addressing concerns and provides avenues for seeking the root of specific barriers to success.  The District is actively reaching out to families to assist with absenteeism, mental health needs, homelessness, foster youth support, addiction assistance, transportation support, behavioral intervention, health care access, and much more, through every staff member supporting students.  The District is in the fourth year of providing 3 series of 9-week parent courses to support parents seeking assistance with challenges including behavioral difficulties, home structure, and academic concerns. The District also fosters relationships with many community support organizations to which they can refer families for additional support. The annual Family Resource Fair is a new addition to assist families with a host of valuable resources within the District and throughout the community.	"The District continues to build support for our English Language Learners through regular DELAC and ELAC meetings as well as family support events in which parents/guardians are provided education and tools to assist their students while feeling welcomed in the school environment. Our social workers, psychologists, and counselors provide support for staff including education about McKinney-Vento policies and trauma-informed care.  The District is actively participating in the MTSS process through a grant in which a consultant leads the district in the self-reflection and improvement process in relation to building partnerships for student outcomes as well as all systems of support. Response to the survey question: ""Students who are learning the English language have extra support to learn to speak, read, and write in English"" 95% of students agree, 70% of staff agree, and 90% of parents agree.  The District Social Workers and team have developed an extensive network of support for our students with the highest needs including foster youth, homeless, and low socioeconomic students."	The Fruitvale School District seeks parent, staff, student, and community input in a multitude of ways.  The District has seen record numbers of attendees for town hall meetings, educational partner input meetings, facility needs input meetings, DELAC, ELAC, and LCAP priority meetings.  The flexibility of teleconferencing has opened the door for increased participation and has greatly benefitted the planning process for the District.  Throughout the response to Covid, school reopening, and navigating the evolving health regulations, the District partnered with Educational Partners every step of the way.  82% (an increase over 2023) of staff report they are considered in District decisions, and over 95% of parents reported they believe their school effectively communicates.	As the District's demographics have been rapidly changing, with over 30% increase in unduplicated pupil count in the past 15 years, the District has learned and implemented new strategies to reach and seek input from all groups.  Interestingly, the Covid-19 pandemic revealed new avenues including virtual platforms which have also enhanced education partner participation in the school community.  The District greatly utilizes translators for our diverse language population, including ASL.  The District holds town-hall meetings for each school site, virtually and in person.  The District also holds meetings with the District Leadership Team (comprised of teachers and classified staff), Administrative Leadership Teams, DELAC, ELAC, School Site Councils, Parent-teacher Organizations, Community Bond Oversight Committees, and Parent Advisory Committees. We also connect with educational partners at school site events such as Resource Fair Events, Back to School Nights, Open Houses, Family Picnic Days, Parent Training Sessions, and Track Meets. 
	"The District continues to build support for our English Language Learners through regular DELAC and ELAC meetings as well as family support events in which parents/guardians are provided education and tools to assist their students while feeling welcomed in the school environment. Input from families is solicited during meetings to inform decisions throughout the district.  Our social worker and SSIL who provide support for staff including education about McKinney-Vento policies and trauma-informed care also provide input for the students and families they assist.  The District is actively participating in the MTSS process through a grant in which a consultant leads the district in the self-reflection and improvement process by building partnerships for student outcomes and gathering input for district decisions.  Response to the survey question: ""Students who are learning the English language have extra support to learn to speak, read, and write in English"" 95% of students agree, 70% of staff agree, and 90% of parents agree.
"	4	4	4	4	4	4	5	5	4	4	4	4	Met		2024-06-11	2024
15634870000000	General Shafter Elementary	3	Our staff do a wonderful job of communicating to parents and stakeholders of our students. Through many different means, email, parent survey, parent group meetings and parent software, parents are encouraged to be involved in the educational process of their students at General Shafter. This is becoming a strength of our school district.	Our staff do a wonderful job of communicating to parents and stakeholders of our students. Through many different means, email, parent survey, parent group meetings and parent software, parents are encouraged to be involved in the educational process of their students at General Shafter. This is becoming a strength of our school district.	Our staff do a wonderful job of communicating to parents and stakeholders of our students. Through many different means, email, parent survey, parent group meetings and parent software, parents are encouraged to be involved in the educational process of their students at General Shafter. This is becoming a strength of our school district.	parent engagement is a goal our school district is constantly focused on. We have made progress by way of 
communication to families in regards to school happenings and information. However, we can and need to improve 
in our hands on training and engaging with families. This is addressed extensively in our currant LCAP.	Parent engagement is a goal our school district is constantly focused on. We have made progress by way of 
communication to families in regards to school happenings and information. However, we can and need to improve 
in our hands on training and engaging with families. This is addressed extensively in our currant LCAP.	Parent engagement is a goal our school district is constantly focused on. We have made progress by way of 
communication to families in regards to school happenings and information. However, we can and need to improve 
in our hands on training and engaging with families. This is addressed extensively in our currant LCAP	General Shafter has improved over the years in the area of seeking input for decision making purposes. We 
advertise and host multiple meetings in different formats for input to be given. We ask for input via email, face to face 
meetings, group meetings, and zoom meetings.	General Shafter has improved over the years in the area of seeking input for decision making purposes. We 
advertise and host multiple meetings in different formats for input to be given. We ask for input via email, face to face 
meetings, group meetings, and zoom meetings.	General Shafter has improved over the years in the area of seeking input for decision making purposes. We 
advertise and host multiple meetings in different formats for input to be given. We ask for input via email, face to face 
meetings, group meetings, and zoom meetings.	3	4	3	4	4	4	4	4	4	4	4	4	Met		2024-06-05	2024
15635030000000	Greenfield Union	3	"GFUSD is dedicated to building robust partnerships with parents to enhance confidence and trust between school staff and families. The district actively engages parents through a variety of programs, activities, and procedures designed in consultation with the parents of enrolled children. These efforts include parent-teacher conferences, School Site Council (SSC), English Language Advisory Committee (ELAC), District Advisory Committee (DAC), District English Language Advisory Committee (DELAC), District African American Parent Committee (DAAPAC), ""Coffee and Convos,"" parent surveys, and educational partner meetings held throughout the school year.

GFUSD leverages multiple tools and strategies to facilitate ongoing two-way communication with parents and families. The use of Parent Square ensures continuous engagement through monthly digital parent newsletters. The Parent Portal (Aeries) allows parents and guardians to view assignments, student grades, and communicate directly with teachers. To further support non-English speaking parents, interpreters are provided at parent-teacher conferences.

School sites hold annual parent-teacher conferences before the end of the first quarter to discuss student progress. Additionally, family engagement events celebrating student successes, such as awards assemblies, sporting events, performing arts, and concerts, are organized throughout the district. Other events, like Family Picnic Days and Literacy Nights, provide opportunities for parents to engage with the school community in a positive and welcoming environment.

These comprehensive efforts reflect GFUSD's commitment to fostering strong partnerships with parents and families, ultimately contributing to improved student outcomes. By providing parents with multiple avenues to monitor their children's academic success and behavior, and by creating numerous opportunities for positive engagement, the district aims to continue building a collaborative and supportive educational environment."	Greenfield Union School District (GFUSD) is dedicated to fostering robust relationships between school staff and families, recognizing the critical role these partnerships play in enhancing student outcomes. The district has implemented a variety of strategies and tools to support ongoing two-way communication and positive engagement with parents and families.

GFUSD uses Parent Square to facilitate continuous communication, including monthly digital parent newsletters that keep families informed about school events and updates. The Parent Portal provides parents and guardians with access to view assignments, student grades, and communicate directly with teachers, ensuring they are actively involved in their student's academic progress.

Annual parent-teacher conferences are held at each school site before the end of the first quarter, providing an opportunity for in-depth discussions about student progress. To ensure inclusivity, interpreters are available at these conferences for non-English speaking parents. The district also organizes numerous family engagement events throughout the year to celebrate student successes, such as awards assemblies, sporting events, performing arts, and concerts. Additional events like Family Picnic Days, Literacy Nights, and Paint Nights offer further opportunities for families to engage with the school community in a positive and welcoming atmosphere.

Recognizing the importance of understanding and valuing each family's strengths, cultures, languages, and goals for their children, Greenfield is actively working to enhance these relationships as these efforts reflect the district's commitment to building strong, trust-based relationships between school staff and families. By continuously improving communication, celebrating student achievements, and fostering an inclusive community, the district strives to create a supportive educational environment that benefits all students.	Greenfield Union School District is dedicated to enhancing engagement with underrepresented families and strengthening relationships between school staff and families. This commitment is demonstrated through a multifaceted approach to involving parents and guardians in school and district decision-making throughout the year.

The district actively involves parents and guardians in the development of the Local Control and Accountability Plan (LCAP) through various channels, including the District English Learner Advisory Committee (DELAC), District Advisory Committee (DAC), School Site Councils, District African American Parent Committee (DAAPAC), and site-based meetings such as Coffee and Convos. Additionally, Parent Needs Assessment Surveys and the Educational Partners Committee are used to gather valuable feedback. To ensure accessibility, GFUSD utilizes Zoom for parent meetings, allowing for broader participation.

To further strengthen outreach efforts, the district has introduced a Family Engagement and Community Liaison, as well as Parent Outreach Liaisons and Teacher Engagement Liaisons at each school site. This dedicated outreach team makes personal phone calls to parents and families, inviting them to participate in site and district committees and events. These invitations aim to increase the involvement of underrepresented families and ensure their voices are heard in the decision-making process.

By employing these comprehensive strategies, Greenfield aims to build trust and confidence between school staff and families, particularly those who are underrepresented. The district's proactive approach to engagement, combined with continuous evaluation and improvement, seeks to create an inclusive and supportive educational environment that benefits all students.	GFUSD is committed to building strong partnerships with parents to improve confidence and trust between school staff and families. School sites engage in parent training and outreach by implementing programs, activities, and procedures in consultation with parents of enrolled children. This collaboration is facilitated through parent-teacher conferences, School Site Councils (SSC), English Language Advisory Committees (ELAC), District Advisory Committees (DAC), District English Language Advisory Committees (DELAC), District African American Parent Committees (DAAPAC), Coffee and Convos, parent surveys, and educational partner meetings throughout the school year. Parents are provided with multiple ways to monitor their children's academic success and behavior.	Greenfield plans to enhance the engagement of underrepresented families by providing professional learning opportunities to support teachers and site administrators in improving their capacity to partner with families. The district recognizes the importance of ensuring all staff are aware of the resources available to parents and the need for additional training. GFUSD is committed to continuing education for staff on these resources to build stronger partnerships with parents and better meet the needs of families in our community.	GFUSD will improve engagement of underrepresented families by using the Family Engagement Rubric to identify which specific areas need improvement.  Each site will utilize their Family Outreach Liaison to personally call and invite underrepresented families to site engagement events, advisory committee meetings, and community events.  In addition, they will support parents by connecting them to resources at our Greenfield Family Resource Center.	GFUSD seeks parent and guardian input into school and district decision-making throughout the year, including the development of the LCAP in the following ways:
District English Learner Advisory Committee (DELAC)
District Advisory Committee (DAC)
School Site Councils Meetings
District African American Parent Committee (DAAPAC)
Coffee and Convos (site parent meetings)
Parent Needs Assessment Surveys
LCAP Educational Partners Committee
Zoom for parent meetings	The district aims to improve parent attendance at decision-making meetings. While there is strong participation in family engagement events and activities such as Family Picnic Days and Paint Nights, many sites struggle with lower attendance at meetings where input is taken and decisions are made.	Greenfield plans to enhance the engagement of underrepresented families identified during the self-reflection process by offering incentives for attending decision-making meetings and utilizing Zoom as an alternative to in-person attendance. Additionally, each school site will have a Parent Outreach Liaison dedicated to making personal connections through phone calls and one-on-one meetings, encouraging parents to participate in the school and district decision-making process.	4	4	4	4	3	4	4	4	4	4	4	4	Met		2024-06-12	2024
15635290000000	Kern High	3	Parents and families are valued educational partners and are critical to student, school, and district success. Kern High School District (KHSD) is committed to working closely with parents and parent groups to deepen understanding and mutual respect, and strengthen the community. 
All 19 KHSD comprehensive sites have a Parent & Family Center that provides meaningful resources to help parents become strong educational advocates for their students. KHSD collects and maintains data regarding parent/guardian visits to the centers. The following data reflects parent visits to Parent and Family Centers from August 2023 through June 2024: Parent & Family Center staff served 27,934 individual parent/caregiver contacts and provided a variety of services to families via calls, emails, Remind messages, social media messages, virtual meetings, etc. Services included school forms and information, student attendance, community referrals, technology, college/university/FAFSA, translations, and workshops.
Regular feedback through site and district meetings is essential and is structured to foster parental engagement. The meetings include public and student forums, parent advisory committees, school site councils, information sessions, college nights, and meetings with staff. The participants’ comprehensive input impacts district and site decisions regarding modifications, improvement, and planning. KHSD also conducts an annual parent and family survey to provide feedback to schools, and Parent and Family Center staff survey parents to gain a better understanding of needs to help with workshop planning and development.
Parent and Family Center staff collaborate with other departments, including Counseling, and Student Behavior and Supports, to support families through a variety of workshop opportunities that are offered in English and Spanish. Workshops include Parent University, Parent Institute for Quality Education (PIQE), Coffee/Pizza with the Principal, financial literacy, and college/career readiness. Evidence-based programs that are used by the Parent and Family Center Liaisons for parent engagement are: The Parent Project, Parents on a Mission, Juntos Program, CABE (regional and state conferences, national conferences, and Parent Institute for Quality Education (PIQE). 
KHSD communicates with parents in a variety of ways, such as the KHSD website, weekly and annual newsletters, the KHSD Weekly Wrap-Up , traditional mailers, meetings, calls, Remind messages, X, Blackboard, ParentVue, Parent Canvas, The Kern High Network, and the Achieve magazine. KHSD values two-way communication between families and educators and provides English-Spanish interpreting services at all meetings. Staff (Parent and Family Center Liaisons, Social Workers, Counselors, Interventionists, ELD and Title I Coordinators, etc) collaboration supports students and further strengthens the district’s relationship with families, connecting them to school, district, and community resources.	Areas for improvement identified by the Parent and Family Self-Reflection Tool include the need for professional learning for staff to cultivate better relationships with families through a greater awareness of their culture, language and goals for their children. KHSD staff will investigate opportunities to increase communication and provide services/materials in languages other than English and Spanish. KHSD staff will continue to increase family engagement through personal conversations and invitations to parents to participate and offering more targeted parent workshops. Additionally, KHSD will continue to provide intentional outreach at community events for families and facilitate collaboration between various parent advisory councils.	Building relationships and improving engagement of underrepresented families is an on-going process. KHSD will continue to host workshops and opportunities for Parent and Family Center Liaisons to collaborate, network, participate in professional development, and share best practices. Parent and Family Center Liaisons will continue to share information with families through a variety of platforms including phone calls, emails, newsletters, social media, and mailers. Parent and Family Center Liaisons will continue to support opportunities for families, participate in and conduct outreach at community events to connect with families, share Parent and Family Center resources, and invite families to Parent and Family Centers. Many Parent and Family Centers host events like Coffee with the Principal  or Pizza with the Principal to provide families the opportunity to engage with site administrators throughout the year. Parent and Family Center staff conduct interest surveys to gain a better understanding of needs to help with workshop planning and development.KHSD will be intentional in seeking out parent feedback from traditionally underrepresented groups through our mentor programs and Parent Teacher Home Visit (PTHV) program which includes goal and vision setting for students and families.  

KHSD staff continues to be intentional in their efforts to engage and collaborate with underrepresented families.The district and school sites receive regular feedback through public forums, parent advisory committees, school site councils, information sessions, college nights, meetings with staff, and surveys. The participants’ comprehensive input impacts district and site decisions regarding modifications, improvement, and planning. KHSD meets regularly with district parent advisory committees, including the District English Learner Advisory Committee (DELAC), the District Parent Advisory Committee (DPAC), and the African American Parent Advisory Council (AAPAC), to obtain feedback and input about district initiatives, plans, budgets, and student and family needs.
	Providing parents/guardians with information and resources to assist their student(s) is an on-going, significant effort.
 
The annual Parent and Student Handbook (available in both English and Spanish) is provided to all parents/guardians and posted on the KHSD website. It informs parents of:
-Educational rights
-Graduation and college-going requirements
-Guidelines for academic and social-emotional success
-Available support services
-Extra-curricular and co-curricular opportunities
-Appropriate behavior and disciplinary actions as per KHSD Board Policy and the California Education Code
 
The KHSD website also posts board policies, which include policies on non-discrimination, student discipline, sexual harassment, and the Uniform Complaint Procedure, available in numerous languages using Google translate. Additionally, all comprehensive sites have a designated Parent and Family Center REMIND account that is used to share information regarding upcoming events and activities for parents and families specific to the school.
   
KHSD also implements a variety of programs, many in collaboration with community organizations, to support the engagement of underserved families. These programs include the following:
-After-school tutoring provided by KHSD staff and university/college students   
-Parent University and/or Parent Institute for Quality Education (PIQE)
-Opportunities to engage with site administrators (Coffee with the Principal, Pizza with the Principal, etc.)
-Mentoring of Hispanic students by KHSD staff and Kern County community leaders
-Mentoring of African-American students by KHSD staff and Kern County community leaders
-Training and support for Latino youth and their families through the Juntos program, which engages the entire family by providing knowledge and skills to bridge the gap between high school and higher education
-Recruiting and coordinating community partners through KHSD Parent and Family Centers to provide resources and services to families.
-Migrant Saturday Academies for parents and students facilitated by the KHSD Migrant Education Program. 
-One-on-one coaching for KHSD Spanish-speaking families.
	Building partnerships between parents/families and school staff is essential to student success.  The self-reflection tool indicates the need for additional professional learning for staff to cultivate better relationships with families built upon mutual trust and respect.  In our efforts to continue building strong partnerships with parents/families, KHSD staff will continue to increase awareness and promote the use of parental access to ParentVue and Canvas to monitor student progress and communicate with school staff. KHSD will increase parent engagement and information forums at the district level with more targeted topics based on the interests and needs of parents and families. 

KHSD will continue to encourage staff to maintain open lines of communication with parents to provide timely responses and updates about student progress and parent concerns. Additionally, KHSD will continue to encourage staff to reinforce positive behavior intervention and support (PBIS) by reaching out to families with progress updates and to highlight student accomplishments. In support of these efforts, KHSD will investigate opportunities to increase communication and provide services/materials in languages other than English and Spanish, and identify better methods to reach out to underrepresented groups who may not have access to social media and technology. 
	KHSD will continue to enhance equitable and inclusive district-wide systems for family engagement and will continue to improve communication with families about monitoring student progress.  KHSD will connect with parents and families of students participating in our mentor groups and identify specific needs to guide meeting and forum topics and discussion. KHSD will work with parent leaders in various groups and programs to partner with KHSD advisors and liaisons to meet the identified needs in addition to offering best practices for helping students be academically successful. These efforts will include providing workshops and support to families with accessing and navigating ParentVue and Canvas. These tools empower parents/families to initiate informed conversations with staff about grades, missing assignments, course completion, progress towards graduation, a-g completion, and attendance. To support families with limited access to technology, our Parent and Family Centers will continue to provide technology access. KHSD will share best practices with staff about utilizing ParentVue, Canvas, and/or other tools to communicate with parents/families. Furthermore, KHSD staff will work to increase knowledge and awareness of graduation and a-g requirements to help families better understand the high school system and post-secondary opportunities. 
	Regular educational partner engagement remains a high priority for KHSD in order to foster mutually respectful, supportive, and collaborative environments for ongoing and meaningful dialogue. Such dialog helps KHSD determine goals and actions to achieve academic success for all students.
The active participation of all educational partners – parents, students, employee groups (certificated and classified), administrators, industry partners, and community leaders – is essential to the success of this effort. KHSD and educational partners thoughtfully and openly work together to address and overcome challenges that underserved students are facing today and provide the necessary means to maximize student learning.
The district welcomes input and feedback from site and district decision-making platforms. School sites seek input from parents through a variety of mechanisms such as the School Site Council, booster organizations, parent meetings, surveys, students’ Individualized Education Plan, students’ four-year plan, and parent/guardian feedback offered in small and large group settings. In addition, school sites have an open-door policy. According to the 2024 parent and family survey, 92% of parents surveyed believed the school valued them as important partners in their student’s education. 86% of “All Parents” believe they have opportunities to take part in decisions made at their student’s school. 
The 2024 staff survey confirmed that 99% of KHSD participants acknowledge that parent engagement can increase a student’s achievement. Survey results also established that 71% of staff would like professional development to strengthen their parent engagement strategies. 
	An area of focus for KHSD is increasing engagement of families and staff at events, including intentional community outreach efforts, connecting with colleagues at feeder districts to avoid potential scheduling conflicts, and identifying solutions to issues that hinder participation (lack of transportation, childcare, etc.).  KHSD staff will work to provide more opportunities for parent advisory councils to collaborate and share best practices. An additional area of focus is training KHSD staff on strategies in parent engagement at both site and classroom levels. 
	An area of focus for KHSD is increasing engagement of families and staff at events, including intentional community outreach efforts, connecting with colleagues at feeder districts to avoid potential scheduling conflicts, and identifying solutions to issues that hinder participation (lack of transportation, childcare, etc.).  KHSD staff will work to provide more opportunities for parent advisory councils to collaborate and share best practices. An additional area of focus is training KHSD staff on strategies in parent engagement at both site and classroom levels. 
	4	4	3	4	3	4	3	4	4	4	4	4	Met		2024-06-24	2024
15635291530435	Kern Workforce 2000 Academy	3	Parents/guardians are valued partners and are critical to student, school, and district success. Kern High School District (KHSD) is committed to working closely with parents and parent groups to deepen understanding and mutual respect, and strengthen the community. 
Each site has a Parent and Family Representative to help parents become strong educational advocates for their children. Kern Workforce Academy collects and maintains data regarding parent/guardian visits. Services include school forms and information, student attendance, community referrals, technology, college/university/FAFSA, translations, and workshops. 
Regular feedback through site and district meetings is essential and is structured to foster parental engagement. The meetings include public and student forums, parent advisory committees, school site councils, information sessions, college nights, and meetings with staff. The participants’ comprehensive input impacts district and site decisions regarding modifications, improvement, and planning. Additionally, KHSD conducts an annual parent and family survey to provide feedback to schools. Parent and Family staff survey parents to better understand the needs to help with workshop planning and development.
Parent and Family Center staff collaborate with other departments, including Counseling and Student Behavior and Support, to support families through a variety of workshop opportunities that are offered in English and Spanish. Workshops include Parent University, Parent Institute for Quality Education (PIQE), Coffee/Pizza with the Principal, financial literacy, and college/career readiness. The Parent and Family Center Liaisons use evidence-based programs for parent engagement: The Parent Project, Parents on a Mission, Juntos Program, CABE (regional and state conferences), national conferences, and Parent Institute for Quality Education (PIQE).
Kern Workforce Academy communicates with parents in a variety of ways, such as the school and district websites, weekly and annual newsletters, the KHSD Weekly Wrap-Up , traditional mailers, meetings, calls, Remind messages, X, Blackboard, ParentVue, Parent Canvas, The Kern High Network, and the Achieve magazine. KHSD values two-way communication between families and educators and provides English-Spanish interpreting services at all meetings. Staff (Parent and Family Center Liaisons, Social Workers, Counselors, Interventionists, ELD and Title I Coordinators, etc.) collaboration supports students and further strengthens the district’s relationship with families, connecting them to school, district, and community resources. 
	Areas for improvement identified by the Parent and Family Self-Reflection Tool include the need for professional learning for staff to cultivate better relationships with families through a greater awareness of their culture, language and goals for their children. KHSD staff will investigate opportunities to increase communication and provide services/materials in languages other than English and Spanish. Kern Workforce Academy staff will continue to increase family engagement through personal conversations and invitations to parents to participate and offer more targeted parent workshops. Additionally, KHSD will continue to provide community-building events for families and encourage staff involvement at family events hosted by the district and sites.	Building relationships and improving the engagement of underrepresented families is an ongoing process. Kern Workforce Academy will continue to host workshops and opportunities for Parent and Family Center Liaisons to collaborate, network, participate in professional development, and share best practices. Parent and Family Center Liaisons will continue to share information with families through various platforms, including phone calls, emails, newsletters, social media, and mailers. Parent and Family Center Liaisons will continue to support opportunities for families, participate in and conduct outreach at community events to connect with families, share Parent and Family Center resources, and invite families to Parent and Family Centers. Parent and Family Center staff conduct interest surveys to better understand needs to help with workshop planning and development.
Kern Workforce Academy staff continues to be intentional in their efforts to engage and collaborate with underrepresented families.The district and school sites receive regular feedback through public forums, parent advisory committees, school site councils, information sessions, college nights, meetings with staff, and surveys. The participants’ comprehensive input impacts district and site decisions regarding modifications, improvement, and planning. KHSD meets regularly with district parent advisory committees, including the District English Learner Advisory Committee (DELAC), the District Parent Advisory Committee (DPAC), and the African American Parent Advisory Council (AAPAC), to obtain feedback and input about district initiatives, plans, budgets, and student and family needs.	Providing parents/guardians with information and resources to assist their student(s) is an ongoing, significant effort.
 The annual Parent and Student Handbook (available in English and Spanish) is provided to all parents/guardians and posted on the KHSD website. It informs parents of:
Educational rights
Graduation and college-going requirements
Guidelines for academic and social-emotional success
Available support services
Extra-curricular and co-curricular opportunities
Appropriate behavior and disciplinary actions as per KHSD Board Policy and the California Education Code
 
The KHSD website also posts board policies, including policies on non-discrimination, student discipline, sexual harassment, and the Uniform Complaint Procedure, which are translated into numerous languages using Google Translate.
   
In addition, KHSD implements various programs, many in collaboration with community organizations, to support the engagement of underrepresented families. These programs include the following:
After-school tutoring provided by KHSD staff and university/college students   
Parent University and/or Parent Institute for Quality Education (PIQE)
Opportunities to engage with site administrators (Coffee with the Principal, Pizza with the Principal, etc.)
Mentoring of Hispanic students by KHSD staff and Kern County community leaders
Mentoring of African-American students by KHSD staff and Kern County community leaders
Training and support for Latino youth and their families through the Juntos program, which engages the entire family by providing knowledge and skills to bridge the gap between high school and higher education
Recruiting and coordinating community partners through KHSD Parent and Family Centers to provide resources and services to families.
Migrant Saturday Academies for parents and students facilitated by the KHSD Migrant Education Program. 
One-on-one coaching for KHSD Spanish-speaking families.	Kern Workforce Academy will continue to encourage staff to maintain open lines of communication with parents to provide timely responses and updates about student progress and parent concerns. Kern Workforce Academy will also continue encouraging staff to reinforce positive behavior intervention and support (PBIS) by contacting families with progress updates and highlighting student accomplishments. In support of these efforts, Kern Workforce Academy will investigate opportunities to increase communication, provide services/materials in languages other than English and Spanish, and identify better methods to reach out to underrepresented groups who may not have access to social media and technology.	Kern Workforce Academy will continue to enhance equitable and inclusive district-wide systems for family engagement and improve communication with families about monitoring student progress.  These efforts will include providing workshops and support to families accessing and navigating ParentVue and Canvas. These tools empower parents/families to initiate informed conversations with staff about grades, missing assignments, course completion, progress toward graduation, and attendance. To support families with limited access to technology, our Parent and Family Centers will continue to provide technology access. Kern Workforce Academy will share best practices with staff about utilizing ParentVue, Canvas, and/or other communication tools with parents/families. Furthermore, Kern Workforce Academy staff will work to increase knowledge and awareness of graduation requirements to help families better understand the high school system and post-secondary opportunities.	Regular educational partner engagement remains a high priority for Kern Workforce Academy. This fosters mutually respectful, supportive, and collaborative environments for ongoing and meaningful dialogue, which helps Kern Workforce Academy determine goals and actions to achieve academic success for all students.
The active participation of all educational partners – parents, students, employee groups (certificated and classified), administrators, industry partners, and community leaders – is essential to the success of this effort. Kern Workforce Academy and educational partners thoughtfully and openly work together to address and overcome challenges faced by underserved students and provide the necessary means to maximize student learning.
The district welcomes input and feedback from site and district decision-making platforms. School sites seek input from parents through various mechanisms such as the School Site Council, booster organizations, parent meetings, surveys, students’ Individualized Education Plan, students’ four-year plan, and parent/guardian feedback offered in small and large group settings. In addition, school sites have an open-door policy. According to the 2024 parent and family survey, 91% of parents surveyed believed the school valued them as important partners in their student’s education. 84% of “All Parents” believe they have opportunities to take part in decisions made at their student’s school. 
The 2024 staff survey confirmed that 99% of Kern Workforce Academy participants acknowledge that parent engagement can increase a student’s achievement. Survey results also established that 65% of staff would like professional development to strengthen their parent engagement strategies. 
	An area of focus for Kern Workforce Academy is increasing the engagement of families and staff at events, including intentional community outreach efforts, connecting with colleagues at feeder districts to avoid potential scheduling conflicts, and identifying solutions to issues that hinder participation (lack of transportation, childcare, etc.).  Kern Workforce Academy staff will work to provide more opportunities for parent advisory councils to collaborate and share best practices. An additional area of focus is training Kern Workforce Academy staff on strategies for parent engagement at both site and classroom levels.	Kern Workforce Academy staff continues to be intentional in their efforts to engage and collaborate with underrepresented families. The district and school sites receive regular feedback through public forums, parent advisory committees, school site councils, information sessions, college nights, and meetings with staff. The participants’ comprehensive input impacts district and site decisions regarding modifications, improvement, and planning. KHSD meets regularly with district parent advisory committees, including DELAC, DPAC, and AAPAC, to obtain feedback and input about district initiatives, plans, budgets, and student and family needs. Parent and Family Center Liaisons will continue to seek input from parents/families regarding areas of interest and need/concern to coordinate services, supports, and resources. Additionally, KHSD staff will continue to use meeting evaluations after district and site parent and family meetings, workshops, and events to continue to improve upon what is offered.
	4	4	3	4	3	4	3	4	4	4	4	4	Met		2024-05-21	2024
15635450000000	Kernville Union Elementary	3	The Kernville Union School provides multiple opportunities for school staff to build relationships with families. There are several events throughout the year that provide opportunities for relationship building. Opportunities include: Back to School nights, Laps for Learning, holiday programs, parent-teacher conferences, family nights, science night, literacy nigh, family picnics, parent education for substance abuse, and open house. To further relationship building, KUSD has a Family and Community Engagement Liaison, Community Schools Coordinator, and Family Resource Director to connect families with school staff and services and to bring additional services and supports to continue building strong staff-family relationships.	Bridging home and school and meeting families where they need support are the Kernville Union School District’s two focus areas for improving relationships between teachers and support staff and families. Through the Community Engagement Initiative (CEI), KUSD has learned family (not just parent) engagement (not just participation or involvement) strategies such as teacher home visits and increasing parent volunteers to improve school engagement of underrepresented families. The upcoming school year will focus on implementing and creating a sustainability plan for these two strategies.	The Kernville Union School District have identified low income families and families of students with disabilities as underrepresented families in our district. KUSD improve engagement of underrepresented families through strategic outreach to these families and teachers, support staff, and principals training on engaging families and improving the snese of welcoming school campuses.	
The Kernville Union School District has established and expanded partnerships with district and community groups and organizations to improve student outcomes. These partnerships include Kern Family Healthcare, Riverstone Wellness, First 5, Community Action Partnerships of Kern, Clinica Sierra Vista, Kern Valley Hospital, Children and Youth Behavioral Health Initiative, National Center of Chronic Disease Directors, Telehealthdocs Kern River Valley Family Resource Center, the Boys and Girls Club of Kern County, and the Kern River Valley Collaborative. A majority of our students are low-income, living in poverty, and have experienced trauma. Our community partners assist with providing families with basic needs so our students can learn and develop. KUSD has a track record of outreach and building collaborative partnerships with local, county, state, and national organizations.	Trust with our families and positive relationships will be the Kernville Union School District’s focus areas for improvement in building partnerships for student outcomes. KUSD will continue to build trust and positive relationships with our families through frequent on-going communication, famly engagement in school and district committees, events, decision-making, and volunteering. KUSD will monitor and analyze trust and positive relationships through surveys, focus groups, and participation in events and committees during the school year.	The Kernville Union School District will continue to improve engagement of underrepresented families through data analysis and outreach. Analyzing data on the Kern Integrated Data System (KiDS), local surveys, and focus groups, is addressing our problem of practice which is a lack of trust between school staff and families. Through our participation and learning through the Community Engagement Initiative and Community Schools Implementation Grant, KUSD has created an engagement implementation plan with action steps to increase active engagement from underrepresented families.	KUSD’s strength is that it provides multiple opportunities at the school site and district levels for families and community members to provide input in the district’s decisions. The district provides opportunities through the Superintendent’s Advisory Committee and Safety Committee where educational partners provide input on the district’s LCAP and safety plan. Each school has a site council that provide family and community members opportunities to develop each school’s single plan for student achievement. Both district and school sites use surveys and focus groups to gather input which is shared in the decision making process. The district partnered with community groups to create a community partners meeting to hear and address issues in our schools and community.	Continuing to increase engagement in from underrepresented families, specifically low-income families and families of students with disabilities, is the Kernville Union School District’s focus area for improving input for decision-making. KUSD will continue to strategically recruits low-income families and families of students with disabilities to participate in district and school site decision making committees such as LCAP and school site plans.	KUSD has learned through our participation in the Community Schools Implementation Grant and Community Engagement Initiative that we need to improve our outreach, specifically by by meeting our families where they are. Meeting are families where they are will remove barriers to engagement in decision making. KUSD will attend community events, organizations, and commonly visited areas such as parks and shopping centers to improve family engagement.	4	4	4	5	4	4	4	4	4	4	4	4	Met		2024-06-25	2024
15635520000000	Lakeside Union	3	Based on the analysis of educational partner input and local data, our LEA has made significant progress in building relationships between school staff and families. Approximately 50% of our families reported that they are frequently asked for input, indicating an ongoing effort to include families in the decision-making process. Furthermore, 74% of families feel welcomed at school, and 91% are comfortable talking to their child’s teacher, reflecting a strong foundation of trust and open communication. Additionally, 64% of families stated that staff communicate well with them, and an impressive 93% attend parent-teacher conferences. Lastly, 67% of families are actively involved in their child’s school, showcasing a high level of engagement and partnership. These strengths highlight our commitment to fostering a supportive and collaborative school community.	Based on the analysis of educational partner input and local data, our LEA has identified the need to improve the sense of connection between families and the school. To address this, the district will be offering parent support sessions in the evening. These sessions are designed to provide families with additional opportunities to engage with the school, share their input, and feel more connected to their child’s educational experience. This initiative aims to enhance communication, support, and collaboration between school staff and families.	Based on the analysis of educational partner input and local data, our LEA has made significant progress in building partnerships for student outcomes. The district provides robust professional development opportunities in areas such as Positive Behavioral Interventions and Supports (PBIS), Trauma-Informed Care, Grief Counseling, Aggression Replacement, and Social-Emotional Learning, with the support of counselors and school psychologists. These efforts enhance the district’s capacity to effectively serve students' diverse needs.

Building on family partnerships remains a focus area for improvement. By engaging in multiple cycles of inquiry, we can better define family needs and determine appropriate supports. This approach enables the district to reach out to underrepresented families more effectively, ultimately improving student outcomes.	Based on the analysis of educational partner input and local data, our LEA’s focus areas for improvement in building partnerships for student outcomes include purposeful engagement efforts. We will concentrate on sincere engagement that supports planning for prevention and mitigation strategies. Additionally, we will develop strategies to address the academic impact of lost instructional time. These targeted efforts aim to enhance collaboration with families and stakeholders to improve student success and outcomes.	Based on the analysis of educational partner input and local data, the LEA will improve the engagement of underrepresented families identified during the self-reflection process in relation to building partnerships for student outcomes. We will provide program surveys aimed at improving the engagement of underrepresented families. These surveys will gather data on how individuals perceive the district's efforts in building partnerships for student outcomes and provide insights into areas where improvement is needed. This initiative aims to enhance communication, collaboration, and support between the district and underrepresented families to improve student success.	Based on the analysis of educational partner input and local data, one of the LEA’s current strengths in seeking input for decision-making is our collaborative efforts among school staff and program staff. This collaboration ensures that we are all working together effectively to serve our students.	The district currently provides numerous opportunities for staff and family members to participate in advisory groups such as the School Site Council, District/Site English Language Advisory Committee, Local Control Accountability Plan Advisory Committee, Positive Behavior Intervention and Supports Committee, and Parent Teacher Committee and Booster Club.	Moving forward, a key focus area is to increase genuine and collaborative participation in the decision-making process by both staff and family members. This will involve engaging in root cause analysis and committing to a Continuous Improvement Process that prioritizes seeking input for decision-making to enhance outcomes for all students.

Furthermore, the district recognizes the importance of reaching out and engaging with underrepresented families. Efforts will be made to invite their input for decision-making at both the school and district levels, ensuring that their perspectives are valued and considered in the decision-making process.	Based on the analysis of educational partner input and local data, the LEA will improve the engagement of underrepresented families identified during the self-reflection process in relation to seeking input for decision-making. We will provide program surveys specifically aimed at improving the engagement of underrepresented families. The goal of these surveys is to gather data on how individuals perceive the district's efforts in seeking input for decision-making and to identify areas for improvement.

These surveys will provide valuable insights into the preferences, concerns, and ideas of underrepresented families regarding their involvement in decision-making processes at both the school and district levels. This initiative aims to enhance communication, collaboration, and participation among all stakeholders, ultimately leading to improved outcomes for all students.	4	5	4	5	4	5	5	5	5	5	5	5	Met		2024-06-18	2024
15635600000000	Lamont Elementary	3	LESD staff deeply appreciate the high levels of engagement from educational partners. Every school site and the district office contribute to creating warm and welcoming environments dedicated to exceptional customer service for all educational partners. This commitment is evidenced by strong attendance at teacher conferences, principal coffees, and various school and district events, alongside active parent volunteering.

Regular communication from school and district leaders emphasizes the importance of educational partner involvement. LESD leaders consistently model and provide messaging to support active engagement, starting intentionally during orientation for new staff, focusing on effective parent/guardian communication.

Additionally, site and district leadership collaborate closely with parent/guardian groups to educate staff about specific needs, preferred communication methods, and critical information that educational partners require. This feedback is shared with staff to continually improve educational services for all students.	LESD is focused on enhancing relationships between school staff and families by ensuring effective and timely communication. Whole-Child Success for All Students remains a priority, emphasizing the need to keep families well-informed to support every student’s unique journey. A major area of improvement involves clearly communicating expectations for staff regarding regular updates on student progress and activities, aligning with our commitment to 21st Century Learning Schools by leveraging modern communication tools like ParentSquare and direct phone calls.

To further engage families and increase awareness, we create enticing and eye-catching flyers to send home with students and post on our social media channels. This effort supports our focus on Culture, Community, and Climate, ensuring communication is both inclusive and engaging, fostering a connected environment that values family involvement.

Investing in Our Team is also crucial. We are providing ongoing training and resources for staff to improve their engagement with families, ensuring that our community remains dedicated, skilled, and aligned with our shared goal of student success and organizational growth.	Lamont Elementary School District is committed to enhancing strategies and structures to increase engagement with underrepresented families. We recognize the unique cultural values that each of our families brings to our community and see these as assets for building a stronger, more inclusive environment. To support Whole-Child Success for All Students, we actively involve families in their child's education through tailored approaches that respect and incorporate their cultural strengths.

We have organized numerous community forums to gather input from families on school improvement and have extended intentional invitations to underrepresented families to join site and district committees related to MTSS. By transforming our programs into student-centered environments, we ensure that staff deliver personalized, authentic, competency-based, equitable, and inclusive instruction, aligning with our pillar of  21st Century Learning Schools.

To build stronger relationships between school staff and underrepresented families, LESD will provide necessary, personalized supports through culturally responsive workshops and trainings. These sessions, focusing on academic support, positive behavior, and other areas, are designed to address the specific needs of our diverse families. This effort is part of our commitment to Culture, Community, and Climate, fostering an environment where all families feel valued and included.

Additionally, LESD is Investing in Our Team by equipping staff with the skills and resources to effectively engage with diverse families. Continuous professional development and training ensure that our staff can connect meaningfully with underrepresented families, recognizing their cultural contributions as vital to building a cohesive community. This holistic approach enhances the overall success of our students and strengthens the bond within our educational community.	LESD actively engages families in understanding academic expectations through various activities. Regular coffee meetings with the principal, district community forums, Back-to-School nights, and parent-teacher conferences offer insights into state standards and the instructional program. The LCAP process provides further opportunities for involvement, supported by technology for communication and feedback. Annual surveys and email communications ensure continuous engagement, while collaboration via advisory committees enhances support for families in achieving high levels of involvement.	Recent input from educational partners indicates a desire for more in-depth knowledge of local assessments, curriculum, and instructional strategies aimed at improving and accelerating student learning. In response, LESD has organized numerous community forums to discuss these topics and the local improvement cycles used to ensure all students are at or above grade level. Additionally, LESD is developing a comprehensive, balanced assessment plan through the MTSS model to support these efforts. Our focus is on building strong partnerships with educational partners to enhance student outcomes.	LESD is committed to improving the engagement of underrepresented families identified during the self-reflection process, particularly in relation to Building Partnerships for Student Outcomes. Participation from all parents is actively solicited, with a focus on including underrepresented families. To make information more accessible, LESD continues to translate communications and documents for our multilingual families. Moving forward, LESD will develop strategies to enhance engagement, such as extending personal invitations to participate and adjusting meeting times and locations to better accommodate these families.,	Referring to LESD Board Policy and Administrative Regulation 6020, LESD recognizes that parents/guardians are their child's first and most influential teachers, and that sustained parent/guardian involvement in their child's education significantly contributes to student achievement and a positive school environment. LESD ensures that parents/guardians and family members participating in Title I programs have ample opportunities to be involved in their child's education.

LESD collaborates with staff and parents/guardians to develop meaningful opportunities for involvement at all grade levels in district and school activities, advisory roles, decision-making processes, advocacy efforts, and activities that support learning at home. This is achieved through regularly scheduled PAC, DELAC, LCAP, SSC meetings, surveys, and various advisory committees where parent/guardian involvement policies are shared and jointly developed. Additionally, LESD communicates with families annually about the Parent Involvement Policy at the beginning of each school year, and the policy is included in the LESD Handbook.	The Lamont Elementary School District is committed to enhancing its efforts to gather input from families for decision-making purposes. This will involve strengthening existing platforms such as coffee meetings with the superintendent, LCAP process meetings, and various committees including SSC, ELAC, and DELAC. Additionally, the district will implement surveys and forums to provide more avenues for input from the community, ensuring a collaborative approach to decision-making that reflects the diverse needs and perspectives of its educational partners.	LESD is dedicated to enhancing the engagement of underrepresented families in decision-making processes by ensuring equitable access to communication and participation opportunities. This includes providing communication accommodations such as translation, interpreters, and scheduling flexibility for individual meetings. Home visits are also conducted to accommodate families' needs. Moreover, the district closely monitors student attendance and communicates proactively with families, particularly those of migratory, foster, or homeless youth, to minimize disruptions to educational services and ensure their voices are heard in decision-making forums. Through these efforts, LESD aims to create an inclusive environment where all families feel valued and empowered to contribute to the improvement of educational outcomes for their children.	4	4	4	5	5	4	4	4	5	4	5	3	Met		2024-06-25	2024
15635780000000	Richland Union Elementary	3	We have grown in this area and are excited about the efforts to increase events on campus that include staff, students, and families and that build partnerships.	We will continue on our path to maintaining our full implementation and building toward sustainability.	We will continue our efforts to reach out to families of underrepresented families through our digital communication system and personal contact. Additionally, our Parent Center and Student Family Resource Center will increase efforts to maintain and build on the progress that has been made.	We have increased to full implementation in all areas of building partnerships for student outcomes. We will continue with the training that has proven successful in reaching these outcomes.	We will continue to include and increase activities on campuses that go beyond the normal, perfunctory events, such as Parent Conferences. We will also continue to seek input throughout the year to monitor and adjust.	We will continue to send our site/district administrators to local Equity Symposium events and consider expanding to site teacher leadership to increase awareness and expand ways to be more intentionally inclusive in engaging our underrepresented families.	We are currently at Full Implementation in all areas of seeking input for decision-making, increasing from initial implementation in three of the four areas.	"The relocation of our Family Resource Center did afford us the opportunity to have ""reopening"" activities and advertisements. We didn't anticipate the challenge of parking and having families confuse the location with the school campus. We will continue with frequent reminders. We are continuing our efforts to promote via social media for families who prefer electronic communication (per our Ed Partner survey). We are also taking advantage of seeking input during our presence at local community events."	We continue to always consider first the needs and circumstances of our underrepresented families and proceed in a manner more conducive to garnering their input and feedback (i.e., offering in-person and distance opportunities to provide feedback - per surveys, they prefer having both options). More offerings at our parent university also continue to be targeted toward their needs.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-24	2024
15635780135186	Grow Academy Shafter	3	"Build Trusting & Respectful Relationships
We are rooted in the fundamental belief that ""Every parent can be engaged.""
Through Home Visits and Parent Teacher Conferences, Grow Academy Shafter (GAS) engages in a collaborative process to build strong relationships with families and empower them to make concrete contributions to student growth and achievement.
GAS encourages active participation in school activities by organizing volunteer programs and opportunities for parents to contribute their skills, expertise, and time so that families feel connected to the school community and build positive relationships with staff members.
Parent Appreciation Night recognizes the contributions, involvement, and support of families throughout the school year, reinforcing the value of their engagement, and motivating others to get involved.
GAS increased the number of parents contacts and attendance meetings to inform parents of the risks of chronic absenteeism and to engage their help. 
GAS implemented a Parent Support Portal for academic and behavior requests for support. 

Creating Welcoming Environments
GAS holds Mutual Promise Nights for new families to get to know their new campus, teachers, and staff and become familiar with the school before their first day.
Parents are invited to monthly Coffee & Conversation to discuss relevant topics, share ideas and learn from each other while addressing any concerns or challenges.
GAS offers monthly educational family nights and cultural celebrations to promote a sense of belonging and unity, encouraging families to interact with one another and teachers, staff, and students.
Edible Schoolyard (ESY) kitchen and garden instruction staff members involve families in participating in seed-to-table Family Cooking Nights, where they have the opportunity to create healthy, organic, made-from-scratch recipes with their children. 

Supporting Staff to Learn About Each Family's Strengths, Culture, Languages, and Goals for Their Children
Home Visits are an important first step to establish relationships with families. 
All students create Individualized Learning Plans in collaboration with classroom teachers, small group instructors & parents.

Developing Multiple Opportunities for the School to Engage in 2-Way Communication 
Parent Teacher Conferences provide time to collaboratively discuss student progress, performance, academic goals, and areas of improvement, allowing teachers to listen to parents and involve them in designing strategies for their child's success.
Parent Tech Nights provide time for parents to engage with teachers, learn what their child is studying, get tips for testing, provide feedback for LCAP, ask questions and celebrate growth.

Parents of Grow Academy (POGA) prides itself in promoting the interests of GAS students in cooperation with the administrators, teachers, and board of directors, while providing a platform to inform parents about educational programs and a forum for idea-sharing."	Capacity of Staff to Build Trusting and Respectful Relationships with Families
GAS will continue efforts in parent recruitment to increase engagement and parent attendance at School Site Council (SSC), English Language Advisory Council (ELAC) meetings, Parents of Grow Academy (POGA), Coffee & Conversation, Parent Tech Night, and Family Educational Nights. In particular, ELAC will be conducted primarily in Spanish. 

Supporting Staff to Learn About Each Family's Strengths, Culture, Languages, and Goals for Their Children
Specific questions and discussion topics designed to invite responses about each family's strengths, culture, languages, and goals for their children will be added to the conversation guide for home visits.	ELAC Meetings, IEPs, and developmentally appropriate student input groups are key opportunities to improve engagement of underrepresented families. Grow Academy plans to increase the quantity and quality of student input groups, conduct ELAC meetings primarily in Spanish, advertise nominations to SSC and ELAC in a more vigorous and focused manner, and specifically seek input from parents of Special Education students at annual meetings.	Parent and Community involvement is a top priority for all staff at Grow Academy.

During the school year, the school engages parents in the following ways:
1. Home Visits
2. Back to School Night
2. Monthly Coffee and Conversation with administrators
3. Quarterly Academic Parent Teacher Team Meetings
4. Weekly Newsletter sent through Parent Square
5. Ongoing posts on upcoming events and community resources
6. Weekly folder home with important information
7. Aeries Parent Portal to see student grades, attendance, and behavior.
8. Drive-thru oral health & dental screening clinic for scholars in partnership with the Kern County Children's Dental Health Network and First 5 Kern
9. Parent Tech Night
10. EOY Parent Informational Meeting
11. Monthly Family Educational Nights
12. Spring Art, Music, and PE Showcase

We are constantly mindful of challenges in connecting with our school community. We have implemented a range of tools to make access easier, from digital communications platforms such as ParentSquare that automatically translates content from English into Spanish, to having translators available at all parent meetings, to ensuring that we offer both morning and evening meeting times to accommodate work schedules for parents. Through engaging with the McKinney Vento representatives from the local district and County Office of Education, we are able to identify and ensure that our homeless students are being provided with access to their education, including transportation.	Providing Professional Learning and Support to Teachers and Principals to Improve a School's Capacity to Partner with Families
Partnerships with our MTSS teams to provide Social Emotional Learning strategies for our parents/guardians.
Additional ways to earn parent engagement hours. 

Supporting Families to Understand and Exercise Their Legal Rights and Advocate for Their Own Students and All Students
Outreach efforts to engage, increase awareness, educate, and build partnerships with our parents/guardians through surveys, School Site Council meetings, ELAC, and POGA.	Providing Professional Learning and Support to Teachers and Principals to Improve a School's Capacity to Partner with Families
GAS will continue to include teachers and staff to participate in parent and family events which will encourage families and strengthen diverse community partnerships.

Providing Families with Information and Resources to Support Student Learning and Development in the Home
The GAS FACE Liaison will work to bring awareness of services and resources to our parents by connecting our families with community organizations.
We will bring awareness and information on the McKinney Vento program to help support our homeless and foster youth.
Our partnership with KCSOS' Migrant Department will help connect our families to opportunities for our identified migrant students and families.

Supporting Families to Understand and Exercise Their Legal Rights and Advocate for Their Own Students and All Students
GAS and the Family and Community Engagement Liaison will continue communicating information, resources, and services available to our underrepresented families.
Work closely with and maximize outreach with our Multilingual Education Learner families to increase parent attendance at ELAC meetings.
During parent sessions, meetings, and family events, ensure that childcare options, food, and prizes are open to all families to prevent any barriers to parent participation.
Provide multiple opportunities for parents to attend events at a time that suits their work schedule or availability.	Building the Capacity of and Supporting Principals and Staff to Effectively Engage Families in Advisory Groups and with Decision-Making
Our vision at GAS is to develop collaborative partnerships with our families, alumni, and communities so they feel empowered to take shared ownership of scholars' success.  In 2023-2024, Grow Public Schools launched several parent advisory groups, including the Parent Advisory Council and the Community Schools Grow Advisory Council.
Building the Capacity of and Supporting Family Members to Effectively Engage in Advisory Groups and Decision-Making
GAS intentionally provides and develops meaningful opportunities for families to be engaged and informed.
Providing All Families with Opportunities to Provide Input on Policies and Programs, and Implementing Strategies to Reach and Seek Input from Any Underrepresented Groups in the School Community
One of our top priorities is to integrate educational partner input to align resources and support with families' needs.
Provide input during school activities that support learning at home, School Site Council, ELAC, POGA, Coffee & Conversation, and LCAP Surveys.	Building the Capacity of and Supporting Principals and Staff to Effectively Engage Families in Advisory Groups and with Decision-Making
A focus area for improvement is to ensure that we establish structures that build capacity in our advisory groups (education research, including social and emotional research and education policy) and then increase the frequency of opportunities to engage in schoolwide decision-making.
Building the Capacity of and Supporting Family Members to Effectively Engage in Advisory Groups and Decision-Making
Improving engagement with underrepresented families as it relates to decision-making will require a concerted effort to educate our families on learning strategies, related curricula, and relevant schoolwide policies.
Providing All Families with Opportunities to Provide Input on Policies and Programs, and Implementing Strategies to Reach and Seek Input from Any Underrepresented Groups in the School Community
Parental participation is encouraged and expected at Grow Academy.
Grow Academy has multiple means of collecting input from all stakeholder groups, including a School Site Council, English Learner Advisory Committee, Parents of Grow Academy (POGA), as well as through monthly Coffee and Conversation meetings, annual parent surveys, Parent Tech Nights, and Parent Informational Meeting.	GAS will continue processes to include all parents in decision-making platforms and surveys that is in their language and easily accessible.	4	5	4	5	4	5	5	3	4	3	4	3	Met		2024-06-24	2024
15635860000000	Linns Valley-Poso Flat Union	3	100% of families communicate through phone calls, texts, emails, or ParentSquare with teachers and staff on a daily or weekly basis.  Staff meet and greet parents each morning and afternoon as families do a drive-through to drop off and pick up their students daily.  Families are also greeted at the bus stops when picking students up or dropping them off by school staff.  More school events were added this year, inviting staff, families, community members, and students to attend.	We will strive to maintain the progress with 100% of our families' communication through phone calls, texts, emails, or ParentSquare with teachers and staff on a daily or weekly basis.  Staff will continue to meet and greet parents each morning and afternoon as families do a drive-through to drop off and pick up their students daily.  Families will also be greeted at the bus stops, while picking students up or dropping them off, by school staff.  School events will be offered; inviting staff, families, community members, and students to attend.	Linns Valley is committed to providing communication to our parents.  The feedback from parents requested that this would continue to be a focus.  Linns Valley feels that we have incorporated the feedback from parents into Goal #2 even though the actions listed are not contributing to an increase or improvement in service to English Learners, Foster youth, and Low-Income students.  We will continue to provide constant and consistent feedback to our stakeholders by maintaining ParentSquare, Bobcat Newsletter, and Parent Engagement activities to inform them how school attendance is important, encouraging a reduction in Chronic Absenteeism.	At Linns Valley District, some of the activities that invite parents to engage with staff such as Back-To-School night, Spaghetti dinner, Potluck dinner, Dessert Night, Stakeholder Meetings, Board Meetings, Winter Program, Parent/Teacher Conferences, Oral Language Festival, Graduation Planning and the Annual Softball Tournament which is run by parent and community volunteers were offered again this year. We usually have 100% attendance in activities such as Back-To-School night, Winter Program, Teacher Conferences, etc. but our attendance usually drops at our stakeholder meetings.  When combining an event with a stakeholder meeting we had 94% parent participation, our ZOOM meeting had 0% parent participation, and our surveys had 62% participation.	To increase attendance at stakeholder meetings, we will continue to combine them with our programs of high attendance such as during Back-To-School Night and Winter Programs.	Linns Valley feels we have incorporated the feedback from parents into Goal #2 even though the actions listed are not contributing to an increase or improvement in service to English Learners, Foster Youth, and Low-Income students. We will continue to provide stakeholder meetings and surveys by maintaining ParentSquare, BobCat Newsletter, and Parent Engagement activities to build partnerships for student outcomes.	Linns Valley District uses meetings such as stakeholder meetings to help gather parent/guardian feedback across the community. We will also continue to use Surveys to better capture unfiltered feedback regarding seeking parent input and promoting participation in programs during our LCAP process during the 2024-25 year.	We will combine stakeholder meetings with activities of higher attendance to increase our staff, parent, and community member input in decision-making.	Linns Valley feels that we have incorporated the feedback from parents into Goal #2 even though the actions listed are not contributing to an increase or improvement in service to English Learners, Foster Youth, and Low-Income students. We will continue to provide stakeholder meetings and surveys by maintaining ParentSquare, BobCat Newsletter, and Parent Engagement activities to build partnerships for student outcomes.	5	5	5	5	5	5	5	5	5	4	5	5	Met		2024-06-27	2024
15635940000000	Lost Hills Union Elementary	3	Strengths and progress in building relationships between school staff and families consists of two areas: 1) Creating welcoming environments for all families in the community and 2) Developing multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families.  The district was able to maintain two bilingual community school coordinators to facilitate communication with families and to coordinate all school events.  An event calendar is sent to parents and posted on the website. Parent are encouraged to participate, and reminders are sent via text message regularly.   Through our PBIS system, staff receive training and are encouraged to communicate with parents on a regular basis. Translators are available for all parent meetings. Additionally, all instructional administrators are bilingual and area able to communicate with Spanish speaking families directly without the need of translators.	The LEA's focus area for improvement will be in our progress in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.  The district will place a focus on providing professional development and coaching opportunities for all staff in this area.	Engagement of underrepresented groups and families will be improved by providing additional opportunities to give input.  Community school coordinators and school social workers will continue to conduct home visits for hard-to-reach families. Additionally, these staff members will share their experiences and learnings with the administrative team. This information will be used to make modifications and improve the overall engagement of underrepresented families.	Strengths and progress in building partnerships for student outcomes consists of providing families with information and resources to support student learning and development in the home. The district partners with the Parent Institute for Quality Education (PIQE) to provide resources and training in literacy, parent engagement, and early childhood development to all parents. Another identified area of strength consists of the LEA's progress in implementing policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.  The schools host multiple parent-teacher conferences and open houses during the school year, where parents and teachers discuss student outcomes, progress, and how parents can help at home.  Parents and teachers are also encouraged to communicate via phone calls, email, student information messaging system, and in person during other school events. Translators and interpreters are available for all parent meetings, conferences and school events.	Improvement focus consists of two areas, 1) progress in providing professional learning and support to teachers and principals to improve a school's capacity to partner with families, and 2) progress in supporting families to understand and exercise their legal rights and advocate for their own students and all students. The district plans on providing training and support for all families through the PIQE program. School staff will also receive training and support to partner with parents and families.	The district will continue to use the community school coordinators, social workers and other support staff to increase the engagement of all parents of unduplicated students, families of students with exceptional needs and families of English Language Learners.	Strengths consist of two areas, 1) progress in building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making, and 2) progress in providing opportunities to have families, teachers, principals, and district administrators work together to plan design, implement and evaluate family engagement activities at school and district levels. The district provided high quality training for families to engage in decision making groups. ELAC, DELAC, SSC, and MPAC parent committees met regularly this year to make important decisions on district programs. Furthermore, the district provided many opportunities for families and staff to plan, design, implement and evaluate activities through district and school leadership teams, parent advisory committees, and the Local Control Accountability Plan (LCAP) process.  Information gathered was used to inform the LCAP development as well as other school and district plans.	For areas of improvement, the district will focus on 1) building the capacity of and supporting family members to effectively engage in advisory groups and decision making. This upcoming year, the district will focus on recruiting and training new families to participate in district and school committees. The district will also intentionally provide more opportunities to have families, teachers, principals, and district administrators work together to plan, design and evaluate family engagement activities at school and district levels. This will be accomplished through the LCAP educational partners' engagement process.	The district will use popular school events to provide underrepresented families with information about the importance of providing input and participation in decision making groups.	4	5	3	4	3	4	4	3	4	3	4	3	Met		2024-06-20	2024
15636100000000	Maple Elementary	3	Maple is engaged in a consortium with education partners in the community through the Wet Kern Children's cabinet. We meet regularly to discuss strengths as well as areas of need.	Continue to build relationships with feeder school districts at the high school level.	Continue to engage all families during the LCAP season and seek feedback on how we can strengthen the partnership between home and school.	Maple values the input of all community partners. During this previous year nearly 80% of all community partners provided feedback through our annual survey. In addition, Maple communicates data and survey findings to all community partners.
With the help of our Community School Coordinator, we will continue to engage our parents on multiple platforms and expand as needed. With the continued efforts of our Ed Tech specialist, we will continue to support our 1:1 (student to device) initiative as well as providing much-needed support for parents and students. With continued use of our Academic Coach/Principal position, we plan to increase our targeted reading intervention as well as increase our services to our ELLs (English Language Learners). With the support of our Foundation (The Tradition of Excellence Foundation) and community donations, we plan to continue to increase the quality of our school grounds by improving our green spaces and planting additional trees and the addition of our UPK/Kinder area of campus. We have also hired our own School Psychologist and Speech Language Pathologist so that we can be certain that they are available when our students need them as well as working in partnership with other District and community organizations to increase services to support our students Social-Emotional Health and Special Needs.	Based on input from educational partners, Maple can improve on the tools utilized to communicate between the school and home.

	With the help of our Community School Coordinator, outreach to underrepresented families is done through constant outreach and committee work on important/valuable initiatives.	The District works hard to engage in communication with decision makers as well as all other education partners. This is facilitated through shared meetings, shared events and shared goals for serving students in our small, rural setting.	Continue to build relationships with feeder school districts at the high school level.	Continue to engage all families during the LCAP season and seek feedback on how we can strengthen the partnership between home and school.	5	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-06	2024
15636280000000	Maricopa Unified	3	One of the strengths of MUSD is the District provides various formats of communication for families such as
Automated Calling System, Open Door opportunities with administrators, and a robust SIS. As the District moves
forward in the learning and the application of a growth mindset and fully implement AVID strategies in the middle and high schools, we will apply that learning to relationships with our families to support staff learning about each family's strengths, cultures, languages, and goals for their children.	The MUSD used LCAP surveys and real meeting information to determine that the communication between parents and administration needs to be improved. A more robust student information system that allows for real time information sharing between the home and the classroom was implemented. As well, more consistent standard communication is needed between the home and school. One of the strengths of MUSD is the District provides various formats of communication for families such as Automated Calling System, Open Door opportunities with administrators, and a robust SIS.	As the District moves forward in the learning and the application of a growth mindset and fully implement AVID in the
high school, we will apply that learning to relationships with our families to support staff learning about each family's strengths, cultures, languages, and goals for their children. The District was awarded a Community Schools Grant that will add additional resources to connect the families to the school campus.	One of the strengths of MUSD is the District provides various formats of communication for families such as
Automated Calling System, Open Door opportunities with administrators, and a robust SIS. The MUSD used LCAP surveys, the DELAC/SSC committee to determine that additional processes that allow for effective communication between the district and underrepresented families.	As the District moves forward in the learning and the application of a growth mindset and fully implement AVID district wide, we will apply that learning to relationships with our families to support staff learning about each family's strengths, cultures, languages, and goals for their children. With this focus, the school and home can focus together on student outcomes. Using the LCAP surveys and real conversation data, the MUSD is focusing on improving our parent's abilities to be real leaders in their student's outcomes. Implementing a parent resource center and providing additional resources that will allow for parents to better engage with their student(s) is a focus for the MUSD moving forward.	The District will provide more opportunities for families to be trained on resources to support student learning and development in the home.	One strength is the District is open and inviting of input from families and provides multiple avenues for input.	Going forward the District will provide more support for underrepresented groups such as EL families. Using the LCAP surveys and real conversation data, the MUSD is focusing on improving our parent's abilities to be real leaders in the school decision making process. Actively recruiting for involvement in the SSC/ELAC/DELAC and other school based committees and organizations as well as providing support/training for those individuals so that they are participating in an informed manner and feel capable to provide their input.	The MUSD used LCAP surveys, the DELAC/SSC committee to determine that additional processes that allow for effective decision making between the district and underrepresented families. The District will provide more opportunities for families to be trained on resources to support student learning and development in the home.	3	4	3	3	3	3	4	4	3	3	3	3	Met		2024-06-13	2024
15636280127209	Insight School of California	3	Met: Academic Advisors make Cougar Connections with families every month to learn about each family/student and provide any additional supports needed.  The increased attendance rates and satisfaction rates from our students and families are due to the relationships built by the staff at Insight.	Learning Coach University sessions are held monthly with families and each session visits topics that support parents and students.  Insight created a peer support group for new families to be linked with a successful Learning Coach/parent who provides additional support for questions and concerns. Insight contracted with the Cook Center to provide families supports with difficult topics/situations that they may be experiencing with their high school students. These sessions were offered in both English and Spanish and were scheduled on a monthly basis. Monthly newsletters are sent to families with updates and information from the school, they also include videos on multiple topics throughout the year and student celebrations.

The English Language Development Coordinator held school ELAC meetings and provided additional supports for our EL student and family population. The program will continue to grow and provide additional resources based on need for the 2024-2025 school year. 
	Insight will be providing support sessions for students and families that assist with accessing our platforms to ensure that families and students have a clear understanding of our virtual programs. 

Social media platforms such as Facebook, Instagram, and Tik-Tok continue to be a highlight.  Insight continues to receive wonderful feedback from staff, families and students regarding these platforms. The student and teacher of the month, honor roll and perfect attendance recognition on these platforms has had positive reviews.
	Met: Insight holds professional development as well as attends conferences with staff to learn new strategies in working with families and students who are at-risk.	The school utilizes its Academic Advisors, RAISE Team, Family and Student Champion and a Trauma Counselor to support student learning and development in the home as well as address family needs.	Insight has also increased its counseling staff in order to lower ratios and ensure that all students feel supported.	Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety.  The virtual aspect of our school allows for students to feel safe within their homes while completing their school day.  This is noticeable throughout our surveys.  While the virtual environment allows for students to feel safe, it makes school connectedness difficult.  Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization.	The consistency in the live session scheduled continues to be successful based on our live session attendance as compared to previous years.  Our attendance in live sessions continues to be higher than previous years without the consistent schedule. Special education support classes, intervention and ELD support sessions are provided to students who are in need of additional support.	Insight will continue to offer both virtual and in-person outing opportunities for students. The outings include college/vocational school tours and community service projects that the students are able to participate in as a high school group.  Insight provides times for clubs to be included within the school day on a weekly basis, where the club does not interfere with any live session courses.  This has allowed for more students to have the ability to attend.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-17	2024
15636280128504	Peak to Peak Mountain Charter	3	P2P's current strengths include raising mathematics achievement even higher with the vision of reaching Blue Performance Level on CA Dashboard. CCSS Mathematics, DOK and HET practices clearly lead the pathway for professional skill set acquisition and development of mathematics achievement that collectively culminated toward defined actions.  Reflections on prior practices and ongoing challenges within a rural community have been the cornerstone in confirming transparent actionable measures necessary for enhanced development of the Charter's mathematics and attendance increases.	Peak to Peak continues to remain focused in areas of mathematics achievement and increasing its enrollment schoolwide through transitional kindergarten expansion options, recruitment of families and students around verified CA Dashboard academic growth, dynamic Bear and Cub after school programs for mountain community students, and assertive school attendance strategies.  Since the Charter has relied on historically consistent federal, state, and local grants yielding significant grant awards that support academics, Expanded Learning Opportunities, and facilities, P2P parents, staff, and community have
 reliable fiscal awards that realistically meet and exceed 2024-25 LCAP Goals and Planned Expenditures.  Expansion of TK is positioned well to certify through the 2025-27 Universal PreK Grant requirements that are  required by the CDE; therefore, P2P has shown relationship building with parents and families from an early age.	Underrepresented families and caregivers are identified through staff resources, parent involvement, and mountain community network.  Through these collective actions of committed families, professionals and volunteers, educational partnerships are positioned to grow and thrive that significantly and positively affect student academics, social growth, and attendance.	P2P's current strength in building partnerships toward student outcomes is demonstrated through Independent Learning Plans (ILP's) and the 2024-25 Charter Master Calendar that allows consistent and planned educational partner input critical to individual student outcome growth.	Improvement in building partnerships has been demonstrated from increased parent volunteering since pandemic verified through participation data and a spring 2024 mountain community Charter survey outlining strengths and necessary challenge areas to increase focus and financial support.	P2P is underway to improve engagement of underrepresented families primarily through increased parent volunteering, additional school program enhancements, and early identification services.	Peak to Peak Mountain Charter demonstrates increased progress in Seeking Input for Decision-Making primarily through parent recruitment, local skill-specific professionals, and local Southwest Healthcare Grant funding.	The Charter's focus area for improvement in Seeking Input for Decision-Making has been elevating the relationshipships between key parent leaders that enhance parent participation and qualification.  One specific example is the Charter's support to train and certify a parent and principal for the Archery in Schools Program.	Local data reveals that improving engagement of underrepresented families in the mountain community grows through consistent Charter vision, values, and mission surrounded by positivity and inclusivity.	5	5	5	5	5	5	5	4	5	5	5	5	Met		2024-06-27	2024
15636280134312	Blue Ridge Academy	3	Blue Ridge Academy will continue to maintain the goal of fostering improved connections with all educational partners to increase partner feedback, cultivate a culture of partnership, and build trust by remaining transparent about decisions and policy making, and addressing partner concerns.
	Actively seeking and increasing partner feedback from educational partners allows the school to gain valuable insights into areas for improvement. Having a solid system in place will enable the school to make informed decisions that align with the needs and priorities of every educational partner. Blue Ridge will carry this out by providing surveys, holding meetings with parents and staff, gathering feedback, and sharing schoolwide information via emails, parent bulletins, weekly updates, and in-person learning period and staff meetings.  Blue Ridge offers parent information sessions to prospective families as well as back-to-school orientation sessions for students in all grade levels. During the presentations, families are encouraged to ask questions to various department representatives and seek input on school information and student support.	BRA has included an LCAP goal which places a focus on unduplicated student's improved and increased services, which includes identification and building awareness with families to address resources and supports. In doing so, underrepresented families will be the focus to ensure all families and students have equal access and additional support as needed.	All student educational partners are invited to attend school events and the LCAP public meeting to learn more about the goals, actions, and previous outcomes for the school. Students are encouraged to complete the LCAP climate survey and ask questions regarding our goals and action plans at the LCAP goal development meetings tailored specifically for the students. Specifically,  a student advisory group has been developed to continue to build partnerships with the students and receive input and feedback.	Increasing attendance to the student advisory groups and completion of student school climate surveys.	A strong emphasis will be placed in communication and outreach during school events for underrepresented families. A targeted goal within the LCAP has been set for unduplicated students and parent awareness.	Advisory groups, LCAP meetings, community connection events have been areas of strength in seeking input for decision making.	Area of focus is placed on increasing awareness and attendance of the advisory groups.	Survey access at parent events, advisory groups, translation services provided and resource awareness.	5	5	5	5	5	5	5	5	5	3	5	5	Met		2024-06-25	2024
15636280137687	California Virtual Academy at Maricopa	3	The school is dedicated to cultivating trusting and respectful relationships with families to ensure student success in the virtual learning environment. Upon enrollment approval, families receive personalized onboarding support from their designated onboarding coach. This support begins with a warm welcome - an intentional and welcoming inclusion activity, routine, or ritual that builds community and connects to the work ahead. Families receive clear guidance on program expectations, communication channels, and navigating the online platform and resources efficiently. Newly enrolled students and parents experience at least three personalized interactions with their onboarding coach, ensuring a sense of belonging from the start. Spanish-language onboarding support is available for Limited English Proficient (LEP) students and families whose primary language is Spanish.

Teachers proactively connect with families through welcome calls, monthly check-ins, Enduring Connection Calls, academic conferences, and provide live instruction aligned with the California content area standards. 

Teachers and staff prioritize student relationships through daily face-to-face interactions. Additionally, we support student and adult resilience with intentional social-emotional learning practices. We have identified the importance of self-awareness, self-management, and executive function in our unique setting – and work to foster these skills among students, teachers, and families.

In addition to classroom interactions, the school offers in-person and virtual activities, clubs, and support sessions. Continuous support is provided to families year-round, including during the summer.

School leaders facilitate regular feedback sessions involving parents, students, and staff, utilizing surveys to gather input and identify areas needing additional support. Special programs, like the Compass program, cater to MKV, Foster youth, and other underrepresented families, focusing on providing resources and supplies, engagement support, and coaching for students and parents, including bilingual engagement and translation services.

The school actively involves parents, students, and staff in planning processes through various channels, ensuring that their voices are heard and valued. Feedback and collaboration happen in Title I meetings, English Learner Advisory Committee (ELAC), and Partner Engagement Sessions, which include priority opportunities for parents, staff, and students to review Local Control and Accountability Plan (LCAP) goals, actions, and services and provide input and suggestions. LCAP feedback informs decision-making and drives programmatic adjustments to ensure that programs offered reflect the priorities of the learning community and that all students are learning.
	We will continue to refine the Enduring Connection Calls between teachers and students. We plan to implement a schoolwide practice of 3 Signature Practices across all departments. Our school will focus on training and Professional Development for staff based on trauma-informed practices to support trusting and respectful relationships with families. We plan to provide additional training for all staff on accessing the primary and preferred language of Limited English Proficient (LEP) families. We will continue to refine the Language Access Plan - a resource that outlines ongoing efforts to improve access for limited English proficient (LEP) individuals – people whose primary language is not English and who have limited ability to read, speak, write, or understand English. Our school will continue to develop the Newcomer instructional and family support services provided by the English Language Development (ELD) Department to meet the needs of students in kindergarten through grade twelve (K–12) who were born outside the United States (U.S.) who have arrived in the U.S. in the last three years and who also are still learning English.	Solid relationships and research-based support/services improve outcomes for underrepresented students. The school provides engagement, attendance, academic, and SEL support for families, including English Learners, Students with Disabilities, and Socioeconomically Disadvantaged (SED) students. Support includes removing barriers and providing school supplies and resources, as well as academic support, to help them succeed in the virtual learning environment. 

The school has added additional bilingual engagement staff for Spanish-speaking families to provide support throughout the calendar year to expand opportunities for the LEP families in the 23-24 SY and provide an increased level of translation and interpretation support from a live school staff member. Additionally, schoolwide forms and documents have been translated into Spanish, and the school’s website now includes a language toggle feature so that families can change the presentation of all information on the site to Spanish with a single click. In addition, the school contracts with an over-the-phone interpreting service, Certified Languages International (CLI), which provides interpreters in over 200 languages, allowing for teachers and other staff to communicate with LEP parents during real-time phone calls or video conferences in their preferred language. In order for Limited English Proficient (LEP) families who speak a language other than English or Spanish to access school information, resources are included with school communication for seamless translation on demand. All parents and guardians of students may request free language translation services in their preferred language at any time, and staff members can request document translation for LEP families’ preferred languages at any time as well. 
The school seeks the participation of unduplicated students by offering specific onboarding follow-up for SED families who are not meeting designated engagement metrics, an internet subsidy so families can engage and connect with the school community, and the Compass team reaches out to parents and families when SED students are not engaged. We offer workshops to support resilience, specifically designed to support SED parents and families. This series focuses on skills to manage stress, solve problems, reflect on reactions in different situations and practice new ways to respond when facing challenges.
For our Students with Disabilities, GE teachers and Education Specialists do additional outreach and seek their active participation in their child's education. Case Managers ensure families attend Individualized Educational Plan (IEP) meetings, specifically parents/guardians are invited to attend 30-day, annual, and triennial IEPs, evident in Team Meeting Notices.  An ongoing area of improvement for the school is to continue analyzing parental engagement data to ensure consistent and significant participation from parents and students in unduplicated groups.
	The school fosters strong partnerships with families to ensure student success. Recognizing parents' crucial role in education, particularly in an independent study charter school, the school actively engages parents by providing them with comprehensive information, resources, training, and opportunities to collaborate with other parents to better support their children's learning journey. Regular teacher-family conferences inform parents about their child's progress and academic expectations, while accessible systems grant them access to student grades, assessments, and online activities.

Dedicated engagement and attendance support teams work to keep students involved in their education, focusing on educating parents about school expectations and strategies to remain engaged in their child's daily schooling. The presence of graduation coaches facilitates better understanding among students and parents regarding graduation requirements, progress tracking, and ensuring timely graduation. This information is shared through various channels, including school assemblies, homeroom meetings, and individual conferences.

The school has committed to being a Professional Learning Community (PLC) and strives to incorporate the Three Big Ideas of the PLC process: focus on learning, a collaborative culture, and results orientation.  As a result of this work, the school has refined professional development, prioritized collecting evidence of mastery, and created clear communication regarding our school priorities and goals. The collaboration among staff members focuses on discussing student progress and working together to support improved student outcomes. This collaborative work, in turn, allows for strengthened communication of outcomes and progress with students and families during individualized onboarding sessions, monthly Enduring Connection Calls, weekly academic support sessions, and ongoing Academic Conferences. 

Dual enrollment programs such as CAVA2College and Stride Career Prep (SCP) provide high school students valuable opportunities to explore career pathways, earn certifications, and prepare for college and career. Middle school students benefit from career exploration and technology courses and earn high school credit.

To ensure effective communication and engagement, the school utilizes various platforms such as ParentSquare, social media, LC Community (a school-based social media platform for parents/learning coaches), and the school website. These offer the family’s essential information and opportunities to build relationships and advocate for their children. The Family Teacher Organization (FTO) further strengthens student support by facilitating collaboration between home and school through regular meetings and shared goals.
	We will create more opportunities for students to engage with SEL assembly topics by incorporating content into the older grades' homeroom courses and supporting the Elementary Staff with resources to share during our younger students' morning meetings. We will provide training and Care Solace access for administrators, who can support families by initiating a warm handoff when identified.  Continue to create understanding with staff around the difference between a “warm handoff” and “anonymous search” and how we can better support resource connection when we start a “warm handoff” for a family or student. We will Increase the translation and interpretation services and documents provided in Arabic, an increasing primary language amongst Limited English Proficient (LEP) families at our school.
Our schools plan to expand our video conferencing translation capabilities to provide real-time translation in multiple languages to ensure parents/guardians can meaningfully participate and advocate for their students in educational partner meetings.
	The school's Attendance Advocates proactively address student absences daily, collaborating with students to overcome any obstacles they may face. They assist parents in completing surveys for any offline assignments completed by students. In continued absences, additional meetings are scheduled with parents and students to identify underlying issues and support overcoming them, ultimately guiding families toward academic success.

To ensure MKV students are engaged and learning, the school has increased the resources, referrals, and support, which include Food and Housing Resources, Health Services, Mental Health and Crisis Support, and Internet/Hot Spots.

Regarding training and support for teachers, all staff undergo continuous, high-quality training and professional development sessions throughout the year. Additionally, new teachers benefit from immersive, hands-on training provided by department trainers to ensure a comprehensive understanding of schoolwide vision, properties, goals, departmental policies, procedures, and ways to support students and families. New hires are assigned a dedicated support teacher during their inaugural year.
	"Survey questions and data collection methods are tailored for the virtual school environment and align with LCAP objectives and strategies. The leadership team conducts quarterly reviews of feedback, which lead to adjustments in schoolwide and departmental plans and enhancements in family engagement initiatives. This feedback, along with student engagement and achievement data, informs the development and monitoring of LCAP initiatives.

The following presents a synopsis of trends and feedback from various parent surveys conducted during the 23-24 SY, including responses from the LCAP survey, Title I feedback survey, and feedback surveys from Fall and Winter Partner Engagement Meetings. 

Ranking of LCAP Priorities/Goals 
Top Priorities: 
(83%) Ensure Students Will Graduate from High School
(76%) Providing Internet reimbursement for low-income families.
(74%) Ensure Students Attend School
(68%) High School Career and Technical Education
(67%) High School Students Complete all courses (A-G) to be eligible to attend a CA state college or a University of California
(67%) Support for Students with Disabilities

In addition:
(83%) Agree / Strongly Agree: ""I have been given opportunities to participate in decision-making regarding my student's education.""
(88%) Agree / Strongly Agree: ""The school has created a welcoming environment for all families in the community.”

In addition, parents, families, students, and staff provide feedback and direction to the school through a variety of opportunities, including:
•	ELAC Meetings
•	EL Needs Assessment Annual Survey
•	School Climate Survey
•	Parent Connections, including coffee chats and parent training.
•	Student Government 
•	Family Teacher Organization (FTO)
•	Student and Teacher Pulse Checks 

Two-way communication between parents/families and school includes:
•	ParentSquare
•	LC Community
•	Emails
•	Connection Calls
•	Academic Conferences
•	Student Support Sessions
•	Sharing of Student's Individualized Learning Plans (ILP)
•	Student Support Team (SST) Meetings
•	Individual Educational Program (IEP) Meetings
•	English Language Development (ELD) Program Meetings
•	Bear Tracks weekly community newsletter highlights events and activities.
"	"Based on parent feedback the school 
•	will continue to administer surveys and offer Partner Engagement Meetings to share goals and actions, collect feedback, and measure parental participation in decision-making.
•	will increase opportunities for parental involvement, and message to families/staff the impact that feedback has on school-based decisions.
•	will offer parents support in increasing LC capacity, including time management tools, technology training, and other available resources and support. 
•	has identified the following barriers and will reduce those to ensure the participation of parents, including:
•	Lack of time
•	Prioritizing meetings
•	Streamlining communication to parents 
•	will increase the number of families participating in feedback opportunities and will reach out to families who did not provide feedback to ask them what barriers keep them from giving feedback. 
•	will continue to develop and implement the SEL plan. To increase awareness all teachers/staff, students, and parents will be included in the collaboration and development. 
•	will continue to provide training and support for administrators, teachers, parents, and students, specifically reaching underrepresented and underserved families.
•	increase opportunities for peer-to-peer interaction and connection in Class Connect (CC) sessions, clubs, K12 Zone, and other activities, including in-person outings and events.
•	messaging and support to ensure families are aware and supported with low cost/internet options in addition to policy for internet reimbursement.
"	Parents generally convey satisfaction with the school, which positively impacts all students. They value the assistance teachers and staff provide and the school's efficient communication with students and families. Daily prompts regarding class attendance and assignments help students stay focused. Parents appreciate the chance to monitor their child's progress and access educational materials in advance to address any academic hurdles. They appreciate the school's diverse and extensive curriculum, which offers numerous courses and effective teaching. Additionally, parents welcome the various opportunities for high school students and socialization activities available at all grade levels. Furthermore, the staff dedicated to supporting Spanish-speaking parents is positively acknowledged.

	4	5	4	5	5	5	5	5	4	4	4	4	Met		2024-06-17	2024
15636280138131	Heartland Charter	3	Heartland Charter School strives to provide a personalized education to each student. In doing so, teachers and staff are involved in regular, and frequent two-way communication with parents/learning coaches and family members. Regular learning period meetings between teacher, parent/learning coach, and student, provide an organized structure for a strong partnership and allow for the building of trusting and respectful relationships with
2024-25 Local Performance Indicator Self-Reflection for Heartland Charter School Page 8 of 13
families. Collaboration and communication between families and staff also occur via school events, field trips, parent advisory committees, and parent education workshops. In addition, regular communications are shared via email, newsletters, school website, social media, and parent meetings. Translation of documents and in meetings is made available as often as needed.	A focus area of improvement will be in ensuring translation so that two-way communication between families and staff is possible and so that parent documents pertaining to the student are accessible and understandable to families. Heartland can also continue to work in building relationships through training/professional development related to establishing and maintaining rapport, professionalism in communication, diversity, and inclusion.	A focus area of improvement will be in ensuring translation so that two-way communication between families and staff is possible and so that parent documents pertaining to the student are accessible and understandable to all families. Heartland can also continue to work in building relationships through training/professional development related to establishing and maintaining rapport, professionalism in communication, diversity, and inclusion.	As a non-classroom based charter school parents are most often the learning coach and are key drivers in education. Heartland’s independent study model is built upon partnering with parents for providing education at home (and within the community). As a result of this model and through the partnership of highly qualified, credentialed teachers, parents and students are well supported in and progress learning outside of a classroom environment. Teachers work with families to select and implement appropriate, grade-level, standards-aligned
2024-25 Local Performance Indicator Self-Reflection for Heartland Charter School Page 9 of 13
curriculum that matches the students’ needs and learning style. The director of curriculum has developed a curriculum catalog outlining curricular options to support both teachers and parents with the tools needed to utilize curriculum. Lending librarians and family liaisons also support with helpful information related to curriculum and learning opportunities, such as field trips. in this area, and identify a focus area for improvement, including how the LEA will improve the engagement of underrepresented families. With regards to implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, Heartland has frequent learning period meetings designed to provide time for in-depth conversations regarding student progress as credentialed teachers review student work and update the Assignment Work Record (AWR) to note which state standards have been mastered, which are in progress, and which standards will be addressed in the future, such that progress toward mastery is an ongoing process with frequent monitoring. For high school students, monthly progress reports are shared with parents to allow families and students the opportunity to discuss student progress and ways to work together to support improved student outcomes. Lastly, the STAR 360 benchmark assessment reports for grades TK-12 provide valuable data regarding a student’s progress and facilitate conversation and instructional planning. Via school policies (made public on the school website), information within the Parent Student Handbook, and links and resources on the school website, families are made aware of and understand and exercise their legal rights and advocate for their own students and all students.	One focus area for improvement which is addressed within the LCAP are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.	Heartland will provide professional learning and support to teachers and principals to improve a school’s capacity to partner with all families, including training on best practices to support the engagement of underrepresented families.	While Heartland has great involvement with parents and students in family learning period meetings each month, Heartland is a young school and is actively seeking to build the capacity of and supporting staff to effectively engage families in advisory groups and with decision-making. Professional development training in 2023-2024 are planned to meet this goal. In addition, Heartland is actively building the capacity of and supporting family members to effectively engage in advisory groups and decision-making. To that end, Heartland has an established English Learner Advisory Committee (ELAC), which is one and the same as the District English Learner Advisory Committee (DELAC), with several active members and officers who represent EL and RFEP (reclassified fluent English proficient) students. Furthermore, the Title I, Part A Parent Advisory Committee (PAC) meets annually in the fall to support decision-making. Efforts will be made to include underrepresented families via outreach communications (emails, newsletters, social media, etc.).	Heartland continues to make progress in providing all families with opportunities to provide input on policies and programs and implementing strategies to reach and seek input from any underrepresented groups in the school community. School board meetings are public meetings and are held in accordance with the Brown Act. Parents are invited to attend. More formally, the ELAC/DELAC and PAC will continue to be important avenues of communication on policies and programs between parents and staff. The ELAC/DELAC has been in existence for three years and has allowed for representation of English learners. The further development of the PAC is a focus area for 2023-2024 such that more underrepresented families will be engaged in providing input.
Another focus area is Heartland’s goal to provide opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. A parent and family engagement action and corresponding strategies are included in the LCAP to assist with planning for family engagement activities, such as parent education workshops and community events that will draw families across backgrounds, ethnicities, and socioeconomic status.	To increase engagement of underrepresented families, Heartland will continue to utilize a parent engagement coordinator to work in conjunction with administrators, coordinators, and family liaisons. The parent engagement coordinator will further implement efforts to gain input from families, especially underrepresented families, to utilize for decision-making related to policies, programs, and family engagement activities.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
15636510000000	McKittrick Elementary	3	Teachers are accessible to parents and students. We hired a new Superintendent/ Principal. The climate at the campus has changed immensely in a positive manner. Parents and students feel welcome on campus and feel like the entire staff is supportive.	Parents and students would like a central form of communication with teachers and administration.	"We have added support days for parents scheduling specific times for them to come on campus for support.  Our new Superintendent/ Principal has  implemented a "" 2nd cup of coffee with Bourelle day( one day every month) to encourage parents to get more involved on campus. All Teachers will be using Class Dojo to communicate with families."	Teachers have commented that the PD training days have been valuable to instruction and a lot more relevant. Superintendent/ Principal is highly visible and has implemented programs to increase teachers use of data in the classroom.	Parents suggested data driven instruction and a higher use of technology in the classroom.	"We have added support days for parents scheduling specific times for them to come on campus for support.  Our new Superintendent/ Principal has  implemented a "" 2nd cup of coffee with Bourelle day( one day every month) to encourage parents to get more involved on campus. All Teachers will be using Class Dojo to communicate with families."	McKittrick sends out surveys to the community and we have a parent group that meets monthly to get input from the community. The Superintendent has been building relationships with the families. We also have multiple events throughout the year that involves parent participation and feedback.	We did not offer a variety of ways for parents to get involved or to get parent feedback. We only have 70 students and the district is wide spread. Parents are looking for more opportunities to be present.	McKittrick is now sending out surveys to the community, making phone calls to parents and offering meetings in the morning and in the evening for parents to participate. We have a parent group that meets monthly to get input from the community. The Superintendent has been building relationships with the families. We also have multiple events throughout the year that involves parent participation and feedback.	4	4	4	3	4	4	4	4	4	4	3	4	Met		2024-06-11	2024
15636690000000	Midway Elementary	3	We have a welcoming and engaging environment/culture that allows all stakeholders to communicate needs and celebrate successes. School uses a mass messaging system, monthly calendars, school website, teacher emails, progress reports, and surveys that allow for clear communication with all stakeholders.  We have several events on campus annually that invite the community to participate and build positive relationships. Overall, our goal is to be inclusive and to allow for all stakeholders to be heard and participate in the process of serving students with equity.	We focus on communication and accountability by all stakeholders.	Add ClassDojo to improve schoolwide and classroom communication. Continue to foster positive relationships by welcoming parents to volunteer.	Teachers accept daily phone calls and emails to keep communication open to student needs and intervention.  We also have web-based cites that support parents with information on student grades and textbook resources.   The school is also working towards having access to Board Policies via the school website in the coming year.  The superintendent attends meetings on building partnerships with stakeholders through Kern County Superintendents of Schools monthly meetings.  Parent rights and responsibilities are posted in English and Spanish on the School Website.	Continue to focus on clear and welcoming communication with all stakeholders.	Utilize our after-school and summer programs to support our underrepresented families.  Support the families by reaching out with support on Wednesday early outs.	The school uses scheduled parent and community meetings to discuss LCAP goals and actions, allowing for input from a diverse group. Parents are also encouraged to attend parent volunteer meetings to develop and support events. These meetings are sent out via text, phone calls, and monthly calendars that capture all families. Parent surveys are administered annually and allow for input for continued improvement.	The school uses scheduled parent and community meetings to discuss LCAP goals and actions, allowing for input from a diverse group. Parents are also encouraged to attend parent volunteer meetings to develop and support events. These meetings are sent out via text, phone calls, and monthly calendars that capture all families. Parent surveys are administered annually and allow for input for continued improvement.	The school schedules parent and community meetings to discuss LCAP goals and actions, allowing input from a diverse group. Parents are also encouraged to attend parent volunteer meetings to develop and support events. These meetings are sent out via text, phone calls, and monthly calendars that capture all families. Parent surveys are administered annually and allow for input for continued improvement.	5	5	5	4	4	4	4	4	5	5	5	5	Met		2024-06-11	2024
15636770000000	Mojave Unified	3	The Mojave Unified School District prioritizes the building of partnerships for student outcomes. Progress in this area is revealed by annual LCAP parent surveys, which show that a majority of parents have indicated that they felt invited to give their input and participate in the decision making process. However, this is still an area in need of continued improvement.	To further improve in this area, our LCAP has funds dedicated to:
providing professional development to employees on involving parents in the educational process;
expanding the participation of parent volunteers by exploring methods of reducing cost prohibitive barriers; increasing community outreach efforts; coordinating input opportunities for community groups and organizations in order magnify outcomes; organizing frequent opportunities for community participation in the development of the LCAP; and, utilizing social media, surveys and other communication resources to actively seek stakeholder feedback and organize community outreach activities.	To further improve in this area, our LCAP has funds dedicated to:
providing professional development to employees on involving parents in the educational process;
expanding the participation of parent volunteers by exploring methods of reducing cost prohibitive barriers; increasing community outreach efforts; coordinating input opportunities for community groups and organizations in order magnify outcomes; organizing frequent opportunities for community participation in the development of the LCAP; and, utilizing social media, surveys and other communication resources to actively seek stakeholder feedback and organize community outreach activities.	In our most recent parent survey, 76.9% of parents felt encouraged to share their input with school staff, and 61.6% of parents felt informed about important issues and events. This is an area that the Mojave Unified School District has continued to strengthen with the expansion of community engagement events (back to school bash, literacy nights, etc.).	Our 2nd LCAP goal emphasizes this area: “Increase the level of student engagement and the level of school connectedness among pupils, staff, and families.” This is an area that the Mojave Unified School District will continue to strengthen with the expansion of LCAP stakeholder feedback opportunities, the creation of new advisory councils, and the addition of staffing to assist with educational partnerships.	Focus groups will be established to better understand how we can meet the needs of our students and families. Additionally, we continue to offer multiple opportunities for parents to engage in meaningful communication with educators. This includes traditional methods (parent teacher conferences, meetings, office hours, phone calls, emails, etc.), and also different electronic avenues (Facebook, Parent Portal, Class Dojo, Remind101, websites, Parent Square).	In our most recent LCAP parent survey, 77 % of respondents felt encouraged to share their concerns and input with school staff. Although this is an area that has increased in recent years, the Mojave Unified School District acknowledges the critical importance of improving in this area.	To help facilitate this improvement, multiple opportunities are established to engage all student groups:
Eight LCAP community forum meetings are held throughout the school year, both in Mojave and in California City; Multiple advisory meetings are also conducted to engage parents in the planning process and get input for LCAP development; LCAP surveys are available to all parents, as well as students and staff; Quarterly ELAC and School Site Council meetings are held at the site-level; LCAP presentations/updates to the board are delivered with opportunities for input/questions; and PIQE Programs are offered at all levels.	Our 2nd LCAP goal emphasizes this area: “Increase the level of student engagement and the level of school connectedness among pupils, staff, and families.”
As part of that goal, the following actions outline essential steps to be taken to improve this area:
Action 2.1 (Parent Engagement)
Action 2.3 (Increased Parent Participation)
Action 2.4 (Increased Parent Participation--Additional Supports)
Action 2.5 (Parent Volunteers)
Action 2.6 (SPED Parent Involvement)
Action 2.11 (Cultural Awareness)
Action 2.11 (Cultural Awareness--Additional supports)
Action 2.24 (Needs Identification)
Action 2.25 (Educational Partnerships)	3	3	3	4	3	3	3	4	3	3	3	3	Met		2024-06-12	2024
15636850000000	Muroc Joint Unified	3	Muroc Joint Unified School District engages parents with surveys and committees to participate in to provide feedback. The data from the surveys were compiled and used to complete the self-reflection tool. Muroc Joint Unified School District will continue to build upon this initiative and push for diverse stakeholder feedback.	Based on the recent parent survey, there is still a perception from parents that the district does not seek input from parents. Muroc JUSD will research strategies to informal parents and seek their feedback and input.	Muroc will utilize the social workers and intervention teachers to improve engagement with the families of our underrepresented families.	Muroc Joint Unified School District has provided comprehensive professional development with AVID as a district wide initiative. MJUSD has partnered with AVID and has implemented AVID and AVID strategies at each school site, including professional development during the summer, district professional development days, and collaboration. The district has created additional professional development days in the master calendar to implement these 
changes. Surveys and a needs assessment with each site provided topics teachers would like to learn and will help 
improve student achievement. This will be a focus for the professional development days and collaboration 
throughout the year.	An area of focus would be to continue with planning and implementation of a Multi-Tiered Systems of Support, Positive Behavioral Interventions and Supports, and standards based grading.	To improve the engagement of underrepresented families, Muroc Joint Unified School District will look to provide more outreach in the form of workshops for parents.	Muroc Joint Unified School District will continue to build upon this initiative to gather input from all educational partners and push for diverse feedback. Muroc Joint Unified School District created multiple task forces that included the following stakeholders: teachers, Collective Bargaining Units, administrators, principals, classified staff, and parents. These meetings were used to engage with a diverse group and make decisions as a team.	A focus area would be to increase participation with students. Muroc will use the Kern County Connectedness survey to be administered to students 2 times a year.	Muroc will utilize our social workers to reach out to our underrepresented families to get feedback and build on the connection to the school.	4	4	3	4	4	4	4	4	4	4	4	4	Met		2024-06-24	2024
15636930000000	Norris Elementary	3	In order for students to be successful, school personnel and families must work as partners to provide a positive learning environment and eliminate barriers. According to the Parent Survey, which was administered in the fall of 2023, 92.2% of parents feel that the district values them as partners in their child's education. The district views parents/guardians as a critical component in student achievement and success. Although student learning primarily takes place within the classroom, it must be reinforced and supported at home for many students to achieve mastery. Parent conferences are conducted for every student, regardless of academic progress, within the first quarter of the school year. This is a time for teachers and parents to connect and discuss areas of strengths and concerns surrounding the whole student, not just academics. Many times, this is not the first contact the parents and teacher have had so it is often an opportunity to revisit things discussed previously. Conferences are a time for offering clarity regarding expectations and goals for each student throughout the remainder of the school year.	Although we believe the district, as well as the individual school sites, effectively establish partnerships with families, we continue to strive for improvement. Our focus is to improve parent access to resources on the district and school websites as well as to improve two-way communication. We serve a community that relies heavily on technology for information and communication. It is important that we keep information current and provide as many resources as possible via the websites. The district and school websites are often the first place the community goes for information so it is critical that they are a reliable resource. In addition to making sure the websites are updated regularly, it is necessary to promote the resources available through the use of newsletters, marquees, and announcements. This process is also made more efficient with the implementation of Parent Square.	We are continuing to utilize Parent Square as a communication platform that makes information more accessible for all families but most specifically for the families of English learners. Through the use of this platform, we hope to further increase parent and family engagement and give families an efficient way to communicate with district staff.	The Norris School District takes pride in the fact that we have a high rate of parent participation. According to the Parent Survey, which was administered in the fall of 2023, 90.5%% of parents feel welcome when they visit their child's school. The district and school sites encourage parent participation to the fullest extent. Multiple means of communication are used to solicit parent participation in the day to day activities of the classroom as well as with larger school events. Even parents who work full-time and are unable to volunteer during the regular school day are given opportunities to provide support from home and participate beyond school hours. The strong ties developed between the school and its families are integral to every student's success.	One of the areas we continue to focus on as a district is having teachers initiate positive contacts with parents regarding student achievement and behaviors. It is important that both the challenges and successes of our students are being communicated to parents on a regular basis. By focusing on making positive contacts and establishing trusting relationships with parents, it makes the more difficult conversations easier to have if and when necessary. The ultimate goal is for all of our students to be supported academically and socio-emotionally so they can be successful in every aspect of life.	This is another area where utilizing Parent Square will be beneficial for underrepresented families. Teachers and staff will have the ability to send messages in a student's home language making the information more accessible for families. The platform will allow for quick and easy two-way communication, therefore, increasing the frequency of contact and the opportunity to quickly address any concerns or share successes.	Based on the Parent Survey, which was administered in the fall of 2023, 88.7% of parents/guardians believe the district provides a variety of opportunities to contribute to decisions in our school/district through surveys and advisory groups. The district gathers this information in various different ways through educational partner meetings that are held throughout the year. Each LCAP goal is presented during the educational partner meetings along with a summary of the priorities and actions included within the goal. After these are shared, parents are encouraged to share their input and opinions regarding the goals and actions and whether they perceive them as effective and appropriate or if modifications or changes are needed. The educational partner groups that include parents as participants are Parent Teacher Club, English Language Advisory Committee (site and district), District Advisory Committee, and School Site Councils. All of these avenues provide parents/guardians with opportunities to provide input and feedback. The district and school sites use multiple methods to encourage participation in these committees so we can glean input from a variety of sources.	We will continue to solicit parent participation in decision-making to the fullest extent possible. Parent input is a valuable factor in determining what is best for students. Making parents aware of the simple ways (i.e. Educational Partner Feedback Form) they can provide input and feedback is essential to including families in the process. Transparency and awareness will be a primary focus.	Although we encourage involvement from multiple angles, it is often difficult to get parent participation in these committees and meetings, especially with our underrepresented families. One barrier that we believe affects attendance is that many of these meetings take place during the workday when it is difficult for people to get away. We are focusing on offering more evening opportunities as it is often more feasible for families to attend at that time. In addition, providing activities for children during the meetings so parents do not have to secure child care will increase attendance. There is also potential to offer virtual attendance at these meetings giving families flexibility in how they participate. The district prioritizes involving parents in the decision making process and want to ensure families feel they have ample opportunity to participate in these educational partner meetings.	5	5	5	3	5	5	5	5	5	5	5	5	Met		2024-06-13	2024
15637190000000	Pond Union Elementary	3	LEA sees the importance in building relationships between school staff and families. Pond sends out monthly newsletters to families to let them know about the student and family events that are happening in school and how they can participate in school activities. These student events are also in our Pond website and on our Facebook Pond group. Pond also hosts several school-wide events to foster staff and family relationships, including but not limited to Back to School Night, Fall Carnival, Winter Program, Parent Conferences, Math/Literacy Night, and Open House. These events are especially important in fostering good relationships with staff and families as it celebrates student achievements. Pond has also began celebrating student's attendance on a monthly basis during our monthly student assemblies. We provide monthly attendance challenges to our students to motivate them to come to school everyday and these challenges are posted on a public space, so that school staff and families can see student progress and encourage our students in the process. Finally, our school staff must have some form of direct contact to the families to their class. Many of our teachers prefer ClassDojo to message our parents directly, and other teachers prefer contact through text messages, phone calls, or note to home. All of our teachers use a variety of these methods and do not merely use one.	"The LEA needs to improve in supporting staff to learn about each family's cultures, languages, and goals for their children. Pond has created a ""Pond Way"" culture that both families and staff both know and follow; however, while the school culture is well known to all educational partners, staff have limited knowledge in the family's cultures and languages. Therefore, Pond staff has made it a goal to improve in learning more about the cultures, traditions, and languages of their families and using this knowledge to better support their students in and out of the classroom. By learning more about their cultures, strengths, and languages, the staff feel that they will be able to better partner with families to create goals for each student."	We believe that here at Pond, we are continuously seeking to improve our capacity to build a trusting and respectful relationship with our families. Through online surveys and educational partner feedback, our parents and students have shared that they enjoy and feel welcome and safe in our campus. We have provided multiple opportunities, both online and in-person, for families and educators to engage in 2-way communications through the use of online platforms and in-person meetings and conferences. One focus area for improvement is to increase the engagement of our underrepresented families. We will improve the engagement, participation, and volunteerism of our underrepresented families by involving them in our school activities, and improving our data gathering to better understand who are attending the school activities. Pond has also made it a goal to have a parent or a community member that represents families of English learners, socioeconomically disadvantaged, and students with disabilities in our School Site Council. Finally, Pond has also made it a priority to provide parent classes for our underrepresented families, so that they can better support their child at home. We have made the parent and family engagement one of our goals in our upcoming LCAP.	Here at Pond, we believe the importance of partnering with families to support student learning and development both in the home and at school. Encouraging and engaging our families to participate in school activities and programs is an ongoing job. Pond has a monthly Student Study teams that work with teachers, parents, and other educational partners to provide families with information and resources to discuss student progress and way to work together to support improve student outcomes. Through the SST process, educational partners meet and discuss alternatives and other support systems that the LEA and the school can put in place in the classroom and at home, so that the student can make academic progress.	The LEA has provided many parent education opportunities for families in order to provide them with information and resources to support student learning and development. However, the attendance rate is lower that 5% and educational partners have inputted that having families attend these classes is important for both the benefit of families and students.	The majority of our underrepresented families work in agriculture; therefore, they work long hours in the day. In order to improve engagement of these families, many of our parent meetings and special events are held in the evening. These allows them to be able to attend special events like Back to School Night and parent conferences. As a small school, Pond is also able to do phone calls or house visits to these families in order to build partnerships.	Pond always holds two different meeting times when holding school-wide educational partner meetings. These two different times are to accommodate all work schedules for Pond's educational partners and to increase the number the attendance rate during these decision-making meeting. School board agendas are also posted a week in advance in the school website so that educational partners can see the topics being discussed and are invited to attend these board meetings for input. Finally, surveys are given to partners in both print and digital formats in order to increase the number of inputs for decision making.	Here at Pond, we believe that our families are well informed and have multiple opportunities to be part of the planning process and decision making. We hold meetings that work for them, i.e. an early one and a late one, in order to accommodate all educational partners. All school meetings and information are both in English and Spanish, in order to accomodate our high population of Spanish-speaking families. Our focus area for improvement is the attendance rate of families in our school-wide meetings. There is minimal attendance of underrepresented families on our in-person meetings. These families include those who socioeconomically disadvantaged, limited English proficient and students with special needs. We have made the parent and family engagement one of our goals in our upcoming LCAP.	Although two different meeting times are held to accommodate all working schedules, there is still low attendance rate for our underrepresented families. Through educational partner input and local data, Pond will improve engagement by providing incentives to attend meetings and for returning surveys. Pond will not only provide incentives but also provide families more information about the importance of being part of the decision making.	3	3	2	3	2	2	3	3	3	3	3	3	Met		2024-06-25	2024
15637500000000	Rosedale Union Elementary	3	The Rosedale Union School District, and each of the nine schools have established multiple means of open communication with families, families are included and invited to participate in a variety of activities and events, and we are known for setting high academic expectations for students and providing a high quality education.	We have been developing a more robust Multi-Tiered System of Support for students. As a key component to this work, our focus area for improvement is better understanding the needs of unduplicated pupil groups--students experiencing homelessness, Foster youth, socioeconomically disadvantaged students, English Learners as well as students with disabilities. We will continue working to aplify student voice.	Based on the analysis of educational partner input and local data, the Rosedale Union School District will continue to intentionally engage and communicate with underrepresented families to build better partnerships for student outcomes. This will include planning and implementing family and community events at times that allow participation and seeking input from underrepresented families to better understand when and how communication is best received.  We will continue communicating by a variety of means including through personal contact.

	Based on the analysis of educational partner input and local data, our current strengths in Building Relationships Between School Staff and Families are:
Families feel supported by their child’s school
Schools are welcoming
There are opportunities to contribute to decisions and stakeholders are made aware of the opportunities
Families receive regular communication
Families report their students look forward to attending school
Schools are environments in which students and staff treat each other with respect
Schools effectively address discipline issues
Schools effectively address attendance
Schools value parents as partners	Based on the analysis of educational partner input and local data, the Rosedale Union School District will continue focusing on building positive and inclusive relationships between school staff and families (especially with underrepresented families) through the planning and implementation of family and community events, opportunities to become involved and provide input and feedback and regular communication.	Based on the analysis of educational partner input and local data, the Rosedale Union School District will continue to expand providing resources and informational materials in both English and Spanish, plan and communicate family and community events and invite underrepresented families through multiple means of communication including personal contacts from familiar staff.	Based on the analysis of educational partner input and local data, the Rosedale Union School District's current strengths and progress in seeking input for decision-making are: 
Communication about opportunities to contribute to decisions through regularly, timely communications sent from school site level and the district. Community members are actively engaged in PTC, School Site Concil, District Advisory, and multiple opportunities for participation
Families are valued as partners	Based on the analysis of educational partner input and local data, the Rosedale Union School District's focus area for improvement in seeking input for decision-making is to host more informal gatherings at varied times to encourage more families to participate, specifically with underrepresented families.	Based on the alaysis of educational partner input and local data, the Rosedale Union School district will seek diverse representation and participation in the Input and Decision-Making process through direct contact and communication with families representing all student groups, including underrepresented families. We will inform and engage with families to make the process known, inviting and welcome and seek their input.	5	4	4	4	5	4	4	4	4	4	4	4	Met		2024-06-11	2024
15637680000000	Semitropic Elementary	3	Overall, Semitropic has demonstrated a commitment to building positive and collaborative relationships between school staff and families, resulting in increased engagement, support, and involvement in the education process.	There is a recognized opportunity to strengthen culturally responsive practices to better meet the needs of diverse families within the community. This includes providing professional development opportunities for staff to deepen their understanding of cultural differences and develop strategies for building trust and rapport with families from diverse backgrounds.

There is a desire to expand and diversify family engagement opportunities to better involve all families in their children's education. This may involve offering a broader range of activities and events that appeal to different interests and schedules, as well as providing support for families to actively participate in decision-making processes.	Based on the analysis of educational partner input and local data, Semitropic recognizes the importance of improving the engagement of underrepresented families identified during the self-reflection process in relation to building relationships between school staff and families. To address this, Semitropic will implement the following strategies:

Targeted Outreach Efforts: Semitropic will conduct targeted outreach efforts to underrepresented families to ensure their voices are heard and their needs are addressed. This may include hosting community forums, conducting home visits, and utilizing culturally and linguistically appropriate communication strategies to effectively engage these families.

Cultural Competency Training: Semitropic will provide cultural competency training for school staff to increase their awareness and understanding of the diverse cultural backgrounds and experiences of underrepresented families. This training will equip staff with the knowledge and skills necessary to build trusting relationships and create inclusive environments.

Family Liaison Support: Semitropic will designate family liaisons or cultural liaisons who are representative of the communities they serve to act as bridges between underrepresented families and the school. These liaisons will provide personalized support, facilitate communication, and advocate for the needs of underrepresented families within the school community.	Based on the analysis of educational partner input and local data, Semitropic has demonstrated several strengths and made significant progress in building partnerships for student outcomes. Some of these strengths and progress include:

Collaborative Relationships: Semitropic has fostered collaborative relationships with various stakeholders, including community organizations, businesses, higher education institutions, and government agencies. These partnerships have enabled the sharing of resources, expertise, and support to enhance student learning and well-being.

Aligned Goals and Priorities: Semitropic has effectively aligned goals and priorities with its partner organizations, ensuring that efforts are coordinated and focused on improving student outcomes. By working together towards common objectives, the impact of initiatives has been maximized and resources have been leveraged more effectively.

Comprehensive Support Services: Semitropic has expanded access to comprehensive support services for students through partnerships with community organizations. These services may include mental health counseling, academic tutoring, career guidance, and access to basic needs such as food and clothing, addressing barriers to learning and promoting holistic student development.

Engagement of Families and Communities: Semitropic has engaged families and communities in partnership efforts, soliciting input, involving them in decision-making processes, and empowering them to play an active role in supporting student success. By fostering strong connections between schools and their communities, Semitropic has created a supportive ecosystem conducive to student growth and achievement.

Innovative Programs and Initiatives: Semitropic has implemented innovative programs and initiatives in collaboration with its partners to address emerging needs and challenges facing students. These initiatives may include career readiness programs, STEM enrichment activities, service-learning projects, and mentorship opportunities, providing students with diverse learning experiences and pathways to success.

Data-Informed Decision-Making: Semitropic has utilized data to inform partnership efforts, identifying areas of need, monitoring progress, and evaluating the impact of initiatives on student outcomes. By analyzing local data and feedback from educational partners, Semitropic has been able to make informed decisions and adjustments to enhance the effectiveness of partnership activities.

Overall, Semitropic's current strengths and progress in building partnerships for student outcomes demonstrate a commitment to collaboration, innovation, and data-driven approaches to supporting student success. These efforts have contributed to positive outcomes for students and have laid a foundation for continued growth and improvement in partnership initiatives.	Based on the analysis of educational partner input and local data, Semitropic has identified the following focus areas for improvement in building partnerships for student outcomes:

Enhancing Communication and Collaboration: There is a need to improve communication and collaboration processes with educational partners to ensure that goals, expectations, and responsibilities are clearly defined and understood by all stakeholders. This may involve establishing regular communication channels, such as meetings, updates, and progress reports, to facilitate ongoing dialogue and coordination.

Expanding Stakeholder Engagement: Semitropic aims to expand stakeholder engagement efforts to involve a broader range of partners, including parents, community members, and students themselves, in partnership initiatives. This may involve seeking input from diverse perspectives, soliciting feedback on partnership activities, and actively involving stakeholders in decision-making processes.

Increasing Equity and Inclusion: There is a recognized need to increase equity and inclusion in partnership initiatives to ensure that all students benefit from collaborative efforts. This may involve identifying and addressing disparities in access to resources, opportunities, and support services among student populations and prioritizing partnerships that promote equity and address systemic barriers to learning.	Based on the analysis of educational partner input and local data, Semitropic recognizes the importance of improving the engagement of underrepresented families identified during the self-reflection process in relation to building partnerships for student outcomes. To address this, Semitropic will implement the following strategies:

Culturally Responsive Outreach: Semitropic will conduct culturally responsive outreach efforts tailored to the specific needs and preferences of underrepresented families. This may include translating materials into multiple languages, offering interpretation services, and hosting events at convenient times and locations within the community.

Family Liaisons: Semitropic will designate family liaisons or cultural liaisons who are representative of the communities they serve to act as bridges between underrepresented families and the school. These liaisons will provide personalized support, facilitate communication, and advocate for the needs of underrepresented families within the school community.
By implementing these strategies, Semitropic aims to create a more inclusive and equitable partnership framework that actively engages underrepresented families in efforts to improve student outcomes.	Based on the analysis of educational partner input and local data, Semitropic has demonstrated several strengths and made significant progress in seeking input for decision-making. Some of these strengths and progress include:

Open Communication Channels: Semitropic has established open communication channels that facilitate the sharing of ideas, feedback, and perspectives from educational partners. These channels may include regular meetings, forums, surveys, and suggestion boxes, providing multiple avenues for input.

Inclusive Decision-Making Processes: Semitropic has embraced inclusive decision-making processes that involve stakeholders from diverse backgrounds and perspectives. This ensures that decisions are informed by a wide range of voices and take into account the needs and interests of all stakeholders.

Collaborative Problem-Solving: Semitropic engages in collaborative problem-solving with educational partners to address challenges and identify solutions. This collaborative approach fosters creativity, innovation, and collective ownership of decisions, leading to more effective outcomes.

Data-Informed Decision-Making: Semitropic utilizes data to inform decision-making processes, ensuring that decisions are based on evidence and analysis. This may include analyzing student achievement data, feedback from stakeholders, and other relevant metrics to identify areas of need and prioritize actions.

Transparent Decision-Making: Semitropic is transparent in its decision-making processes, providing clear explanations of decisions, rationale, and outcomes to educational partners. Transparency builds trust and confidence among stakeholders and fosters a culture of accountability and mutual respect.

Responsive to Feedback: Semitropic is responsive to feedback from educational partners, actively listening to their input and incorporating suggestions into decision-making processes where appropriate. This responsiveness demonstrates a commitment to continuous improvement and responsiveness to the needs of stakeholders.

Overall, Semitropic's current strengths and progress in seeking input for decision-making demonstrate a commitment to collaboration, inclusivity, and data-driven approaches to governance and leadership. These efforts contribute to more informed, effective, and equitable decision-making processes that benefit students, educators, and the broader school community.	Based on the analysis of educational partner input and local data, Semitropic has identified the following focus areas for improvement in seeking input for decision-making:

Broadening Participation: Semitropic aims to broaden participation in decision-making processes to ensure that diverse perspectives are represented. This may involve reaching out to underrepresented groups, including families from marginalized communities, and providing opportunities for their voices to be heard in decision-making forums.
Semitropic aims to enhance its capacity to seek input for decision-making effectively, foster greater inclusivity and transparency, and ultimately make decisions that are informed by diverse perspectives and aligned with the needs and priorities of the entire school community.	Based on the analysis of educational partner input and local data, Semitropic recognizes the importance of improving the engagement of underrepresented families identified during the self-reflection process in relation to seeking input for decision-making. To address this, Semitropic will implement the following strategies:

Targeted Outreach: Semitropic will conduct targeted outreach efforts to underrepresented families to ensure their voices are heard and their perspectives are considered in decision-making processes. This may include hosting community meetings, conducting home visits, and providing translation services to overcome language barriers.

Culturally Responsive Engagement: Semitropic will implement culturally responsive engagement strategies that honor the cultural norms, values, and communication preferences of underrepresented families. This may involve collaborating with community leaders, employing culturally competent staff, and incorporating culturally relevant materials and activities into engagement efforts.
By implementing these strategies, Semitropic aims to improve the engagement of underrepresented families in decision-making processes, promote greater inclusivity and diversity in leadership and governance, and ensure that decisions reflect the needs and priorities of all members of the school community.	4	5	4	5	3	4	4	4	4	3	3	3	Met		2024-06-13	2024
15637760000000	Southern Kern Unified	3	Family engagement is a focus of SKUSD, and is one of the four goals of the District's LCAP.

The District included a wide range of stakeholders in the self reflection process. This included the LCAP Committee, which consists of teachers, administrators, classified employees, and parents.

In the 2023-24 California School Parent Survey:
83% of respondents had attended a general school meeting
78% of respondents had attended a parent teacher conference
79% of respondents agreed that school staff treat parents with respect.
68% of respondents agreed that the school promptly responds to my phone calls, messages, or emails
81% of respondents agreed that the schools let them know how their child is doing in school between report cards
77% of respondents agreed that school keeps them well informed about school activities

The District is providing professional learning and support to faculty, staff, and administration to improve a school’s capacity to build relationships with families. 

SKUSD has a lot of strengths in communicating with families. The District has a modern website that we keep updated with postings about upcoming events. The District has implemented ParentSquare as its communications platform. The schools and district send out phone, email, app, and text messages regularly.  The schools and district post information to the district Facebook page. Parents and guardians can keep informed of their students’ learning through the Aeries portal. Parents and guardians can engage with their school and with the District through school site council meetings, English Learner Advisory Committee, District English Learner Advisory Committee, District Advisory Committee, and the LCAP Committee.	In spring 2024, the District administered an LCAP survey to the entire school community in English and in Spanish. There were 550 respondents. Suggestions for improving family engagement included:
Allow parents to volunteer on campuses
Better, timelier notification for events
Better marketing for athletic events
Offer school events after work hours

The district will focus on the areas listed above. 

The District has opened a Family Resource Center. The Family Resource Center provides mental health resources to families, and serve as a directory for community resources. The District uses the Center for a variety of family events and trainings. 

One area for growth is working with the school site councils in developing and implementing the School Plans for Student Achievement (SPSA).	To facilitate two way communication with families, the District will be providing a translator at all school events. The school sites will increase the number of family nights with topics that are relevant to families. By communicating through ParentSquare, we make sure that all communication is translated into the recipient's home language.	The District has many strengths when it comes to building partnerships with families. The District does a good job of providing families with information and resources to support student learning and development in the home. Every student in grades 4-12 is issued a Chromebook to take home. Students use their Chromebook to engage with digital curriculum in all core subjects. Students use a variety of applications for productivity, research, communication, creativity, personalized academic support, and a digital library.

The District provides professional learning and support to teachers, staff, and administrators to improve a school’s capacity to partner with families. The District has implemented policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. This includes parent teacher conferences, Individual Education Plan (IEP) meetings, Student Study Team (SST) meetings, and 504 meetings.

Families use the Aeries Portal to monitor their students’ academic performance and progress. Teachers and administrators use the ParentSquare communications platform to keep families informed of their students' academic progress, and their upcoming assignments. Academic counselors partner with families to provide support for students, including college counseling.	In 2024, the District administered an LCAP survey to the entire school community in English and in Spanish. There were 550 respondents. There were numerous suggestions for improving family engagement which the District will focus on in order to improve its partnerships with families for student outcomes. These are: 
Allow parents to volunteer on campuses
Advertising events in multiple ways
Provide food at events
Give better notice of events
Provide Spanish translation
Provide child care for parents for afterschool and evening meetings
Hold events outside of work hours	To facilitate families attending school events, the District will provide child care at all family events. The District will offer parents additional training and learning opportunities, for instance technology training, math and literacy nights, science fair, etc.	The District and its schools have numerous strengths with regards to seeking input for decision making. Each school site regularly holds school site council meetings. The school site council members work with the school site administrators to develop and implement the School Plans for Student Achievement. The District’s LCAP Committee has parents on it. The Committee meets twice monthly to develop the LCAP. The feedback from the LCAP Committee informs the LCAP. The District holds regular DELAC meetings. The District conducts numerous surveys (in English and Spanish) that collect input from the school community. The District uses the data collected from these surveys to plan school programs and to inform the LCAP.	There are areas where the district needs improvement. In the 2023-24 California School Parent Survey, on the question, “School actively seeks the input of parents before making important decisions,” only 53% of parents agreed or strongly agreed. On the same survey, only 10% of parents indicated that they had served on a school committee. This is a focus area for needed growth.	The District will focus on clearly communicating with families about the various opportunities to have input into the District’s programs. There are numerous opportunities for input. We need to do a better job of communicating with families about the opportunities for meaningful input that are available to them. The District and school sites will send out invitations to families to participate in committees via phone, email and text messages, in English and in the recipients' home language.	3	3	2	3	3	3	3	3	3	3	3	3	Met		2024-06-26	2024
15637840000000	South Fork Union	3	South Fork Union Elementary School District is moving forward with a triage team of School Nurse, Psychologist/Counselor and School Social Worker to work on building relationships between school staff and families.	Chronic absenteeism is an area of focus with 34.5% and County Assistance. The 2023-2024 rate dropped to 20% and the goal for 2024-2025 is 10%. The Suspension rate was 0.08 percent with a goal of 0.05 percent with County Assistance. The goal is to provide an in-house suspension room in 2024-2025.	South Fork will reach out to host 3 different parent engagement meetings with underrepresented families with a minimum attendance rate of 15 families during the 2024-2025 school year.	South Fork has a strong partnership amongst the School Nurse, School Psychologist/Counselor, School Social Worker and School Safety Officer. They work as a triage team in building partnerships for student outcomes.	South Fork will conduct an Attendance committee to review chronic absenteeism and behavioral issues that are recurrent and compounding.  The triage team along with school administrators will make up the Attendance Committee.	South Fork Union Elementary will focus on unduplicated students and their level of participation in building partnerships in student outcomes both academically and socio-emotionally.  This target group will have a significant focus of the triage team during 2024-2025 attendance meetings.	Attendance Committee meetings will provide a significant opportunity to identify families that need support in attendance and behavioral issues.  Parent involvement efforts seek parent input for making decisions will be increased by setting a baseline of 15 parent recruitments to attend the parent involvement meeting at least 3 times a year to include unduplicated students, ELL and Special Education.	South Fork Union Elementary is focusing on providing support and resources to unduplicated student families through chronic absenteeism and suspension rate and ways to reverse the negative trends. South Fork will work to increase parent involvement in committee meetings and decision making meetings to meet the needs of students and families.	South Fork Union Elementary will reach out to build relationships with families of underrepresented families by inviting families to special events as well as reaching out on home visits.  The goal is to build relationships with families and include them in decision making opportunities that affect their families and school.	3	3	2	2	2	2	3	3	2	2	2	3	Met		2024-06-27	2024
15637920000000	Standard Elementary	3	Based on the analysis of educational partner input and local data, the LEA's current strength in building relationships between school staff and families lies in our family and community coordinators stationed at each school site. These coordinators excel in reaching out to parents, addressing barriers to learning, and coordinating community resources to make them accessible to families, thereby fostering strong, supportive connections and enhancing student success.	Based on the analysis of educational partner input and local data, the LEA's focus areas for improvement in building relationships between school staff and families include adopting a new two-way communication tool, enhancing the success of parent engagement nights, and hiring a community schools coordinator. The new communication tool will facilitate real-time, effective interactions between parents and school staff, ensuring timely updates and responses to parent concerns. Parent engagement nights have proven successful in fostering a sense of community and involvement, and the LEA plans to expand these events to further encourage family participation in school activities. Additionally, the hiring of a community schools coordinator will help bridge gaps by bringing essential resources directly to families, supporting their needs, and strengthening the overall school-community connection.	Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families identified during the self-reflection process by leveraging school site events, which attract significant attendance from marginalized families, to gather valuable input. Events such as Back to School Night, Open House, the winter choir performance, movie nights, and carnivals are ideal for connecting with these families. These gatherings will serve as key opportunities to listen to the voices of underrepresented families, understand their needs and concerns, and involve them more actively in the educational process, thereby strengthening relationships between school staff and families.	Based on the analysis of educational partner input and local data, the LEA’s current strengths and progress in building partnerships for student outcomes include the effective use of two-way communication tools such as ParentSquare. This platform plays a pivotal role in fostering real-time, interactive communication between parents and school staff, ensuring parents are well-informed and engaged in their child's education. Additionally, the fall parent conference week is crucial in establishing strong working relationships between teachers and families, providing an opportunity for personalized discussions about student progress and ways to support learning at home. These strategies collectively enhance collaboration and contribute to improved student outcomes.	Based on the analysis of educational partner input and local data, the LEA's focus area for improvement in Building Partnerships for Student Outcomes is centered on removing barriers to learning. This includes addressing needs such as healthcare, clothing, dental work, and housing to ensure all students have equitable access to educational opportunities. Collaborative efforts with community partners will be key to providing comprehensive support and fostering positive student outcomes.	Based on educational partner input and local data, the LEA aims to enhance parent engagement, strengthen community collaboration, and improve communication to bolster student outcomes. Strategies may include fostering partnerships with local organizations, implementing effective communication channels, and providing resources to address cultural and linguistic needs. Ongoing evaluation will ensure these efforts effectively support student success and meet the needs of all stakeholders.	ased on the analysis of educational partner input and local data, the LEA's current strength in seeking input for decision-making lies in the Family and Community Engagement (FACE) position at each school site. These positions serve as vital outreach resources, making schools welcoming and safe places for families. By facilitating communication between schools and the community, FACE coordinators ensure diverse voices are heard in decision-making processes, fostering inclusive and collaborative environments conducive to positive outcomes for all stakeholders.	Based on the analysis of educational partner input and local data, the LEA's focus area for improvement in seeking input for decision-making revolves around addressing challenges related to parental engagement. Despite efforts, parents may exhibit hesitancy or disengagement in providing input.	Strategies to overcome these barriers may include implementing targeted outreach efforts, such as personalized invitations and home visits, to engage hesitant parents. Additionally, creating welcoming and accessible platforms for input, such as online surveys or community forums, can encourage participation. Fostering a culture of collaboration and trust between schools and families through regular communication, transparency, and meaningful involvement in decision-making processes is essential to overcoming parental disengagement.	3	3	2	3	4	4	5	4	3	3	3	2	Met		2024-06-11	2024
15638000000000	Taft City	3	The Taft City School District's (TCSD) current strengths in building relationships between school staff and families are in the established traditional convening such as Parent Advisory Committee Meetings, District English Learner Advisory Committee Meetings, English Learner Advisory Committee Meetings, Parent Teacher Conferences, Parent Teacher Association Meetings and School Site Councils. TCSD continues to plan ways to involve parents in the implementation of programs and activities that promote learning and provide support for academic achievement.	The Taft City School District (TCSD) believes that a strong parent and school partnership will increase student engagement and achievement. TCSD has formed a Continuous Improvement Process (CIP) focus group on Building Relationships to grow the school-to-home connection. The Building Relationship CIP Committee has established standardized expectations of annual events for parent engagement at all school sites. Implementation of the standardized expectations events is monitored by the school site administrator. A log is kept of the event dates, title, and participation numbers.
	The Taft City School District (TCSD)  is improving the engagement of underrepresented families and continues to build relationships between school staff and families throughout eight Parent Engagement Nights held at two locations simultaneously. TCSD surveyed parents to find the areas of need for parents to support their child’s success in school. The survey results determine the topics of the 8 parent engagement sessions there were held during the 2023-2024 school year. The Parent Engagement topics presented were as follows. Math Make and Take Night; English Language Arts Night; 3 - Community Resources Nights; Expectations, Routines and Student Behavior Night; Preparing and Understanding State Testing; and Creating Responsible, Independent, Students.	The Taft City School District continues to strive to build partnerships and has identified a focus area for improvement in the engagement of underrepresented families. This evolved from the Continuous Improvement Process District Self-evaluation facilitated by the Kern County Superintendent of Schools office Differentiated Assistance branch. An Action Plan was created to address the needs. The Action Plan included developing three work groups. Each work group focused on one of the three areas of the Action Plan. 1) Building Relationships 2) Communication and 3) Social Emotional Learning. The action plan is available by request. For paper copies or an electronic link, contact the Taft City School District Office 661-721-1521 or info@taftcity.org.	Taft City School District focus area for improving and building partnerships for student outcomes revolves around the time and work in the Continuous Improvement Process Action Plan and Committees. Three committees met to analyze data and determine action steps to improve student outcomes in relation to their focus area. 
	Taft City School District will improve engagement by providing translators upon prior notice for the underrepresented families in Spanish or Mazatec during informational sessions, and parent engagement/education night to have a positive impact on student outcomes.	"1.	Taft City School District (TCSD) seeks input for decision-making through surveys, meetings, public hearings, and equity focus groups. TCSD examines the input data on an ongoing basis and is responsive to this input. The strength of this process is in the ability of the district to evolve based on this input while sustaining the focus on our goals and desired outcomes. The Taft City School District's specific current areas of opportunities for seeking input for decision-making are through family events including Back to School Night, Parent/Teacher Conferences, Book Fairs, Student Study Team meetings, classroom volunteer encounters, English Language Advisory Committees, District English Language Advisory Committee, School Site Council meetings and Board meetings."	"2.	Taft City School District's (TCSD) focus area for improvement in seeking input for decision-making is on effective communication. TCSD is investing in a multi-media, multi-language communication system to communication with parents and other educational partners."	3. The district has determined that underrepresented populations require accessibility that extends beyond traditional methods of communication. TCSD has invested in a new multi-media platform that translates test, email and phone messages into the parent’s primary language. The new platform is used to send surveys to seek input from parents for decision-making.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-12	2024
15638180000000	Taft Union High	3	The district and school sites have worked to encourage parents to be a part of the school site councils and DELAC meetings.  We have a great group of parents at these meetings who continue to provide feedback on what is going well and where there is room for improvement.  The strengths reported included the amount of information that went out of teachers and school sites to keep parents informed about grades, events, and activities.  The parents reported the use of social media and Parent Square was very helpful in strengthening the relationship and keeping parents informed.  Parent Square also provides an automatic translation feature that is helpful for parents, teachers, counselors, coaches, etc. to communicate effectively and efficiently.  Athletics is another area where parents and staff build relationships since the majority of our coaches are teachers and employees of the district.  Events such as Wildcat to Watch are fun ways for parents to join their students and hear teachers talk about how the students have been successful in their classes. 
	Many families have expressed interest in learning about career pathways, relevant certifications, and the college admissions process. To better support them, parents and students have requested clearer information on: available classes and certifications for different career paths, specific college entrance requirements, application procedures and timelines, and financial aid options. We are addressing this need by creating additional resources on our website and through mailing information. While ParentSquare offers a helpful digest feature allowing parents to receive a daily summary of all school communications at a chosen time, we recognize the need to provide clear instructions on how to activate this option.
	The District will continue to build on recent successes with the continued use of Parent Square and social media with translation services available.  In addition to sending college information to students only, we will also include parents to help everyone understand and know the steps and supports available for college preparation.  The website is always a work in progress to make information current and to keep it simple for parents to locate college and career pathways and certifications alongside college information and deadlines.  Meeting times will continually be carefully planned to try and accommodate working parents. Mailings are sent to parents for the DELAC meeting with the agenda topics to encourage participation.  We will continue to provide translation services at meetings to encourage parents to attend.  Training on understanding the ParentSquare App will be added to the District webpage and highlighted at parent meetings so parents understand how to use the app.
	The District has worked to increase partnerships with parents to understand high school requirements for graduation, A-G requirements as well as CTE certifications.  Counselor meetings with parents and students are reinforced annually as students and parents track graduation requirements and post-high school plans.  Parents are also encouraged to partner with teachers in following along with student academic progress throughout the school year.  Parents are given access to monitor student progress, grades, and assignments throughout the semester and teachers frequently use Parent Square to communicate progress to parents. 
	As a smaller community, we are fortunate to have great relationships between school staff and families.  Families are often relatives, neighbors, co-workers, former classmates, etc with school staff.  We continue to work on breaking down cultural and language barriers to build even better relationships between families and school staff.  The district will continue to focus on meeting with educational partners through community and school events and continue the cadence established of gathering feedback from educational partners multiple times per year in both face-to-face discussions through meetings and events as well as digital surveys.   Information gathered from the surveys and meetings will be analyzed and evaluated for the next steps by the district to improve where needed.  Currently, the data includes continuing to improve the school website and communication methods for parents.
	Planning meetings and advisory committees with enough advanced notice and at convenient times for parents,  especially our underrepresented families will be scheduled.  

Continue to teach staff about Parent Square and educate parents on how to use the system to reach out to the school and teachers at their preferred time and in their preferred language.
	The district uses advisory groups in many different ways to provide feedback.  Both School Site Councils, DELAC, Oil Tech Academy and the Career Technical Education Advisory all provide feedback to site and district administration along with the board.  Participants of these groups work closely with the district and provide feedback to questions and ideas throughout the year.  These meetings are well attended by educational partners.  The OTA program meets with parents and students at quarterly meetings where they engage with the parents and hold monthly steering committee meetings with students, business partners and mentors.  Students also meet with mentors who are members of the community and local businesses throughout the year.  CTE programs do yearly advisory meetings with parents and members of the public.  DELAC group meets quarterly and School site council meetings are held monthly.
	TUHSD leverages Panorama tools, validated by LearnPlatform to meet ESSA standards.  Panorama Student Success: Meets ESSA Level 2 and 4 standards, shown to impact student learning positively with gains of 6 percentile points in math and 8 in reading.
Student Engagement surveys: Conducted in Fall and Spring, covering topics like classroom belonging, rigorous expectations, pedagogical effectiveness, and school safety.  Pizza with the Principal was held for additional feedback.  OilTech Academy feedback from the American Association of Drilling Engineers Students was collected.
Teacher Engagement and Administrator Engagement surveys administered three times a year to gather feedback on educational engagement and climate.  Monthly school leadership meetings and quarterly district learning team meetings were held.
Staff Engagement Surveys conducted three times a year.  Meetings held to present results and discuss feedback for improvement of educational strategies and policies.
Parent Engagement annual surveys gather feedback on school performance and areas for improvement.  School site council and DELAC meetings provide input on educational policies and initiatives.
Community Educational Partner surveys and feedback sessions conducted with groups like Kiwanis and Rotary and local businesses to gather input on district goals and initiatives.
Goals Based on Feedback:
Support for English Learners: Provide bilingual support, conduct professional development. Use Ellevation software to monitor progress.
Information sessions for parents of AP and A-G level course students, assistance with FAFSA applications.  Utilize A-G grant projects to increase participation.
Partner with local community colleges to increase opportunities for concurrent and dual enrollment. Provide necessary materials and rentals.
Career Technical Education (CTE) Pathways:  Enhance communication and provide detailed information sessions.  Utilize the Career Technical Education Center (CTEC).
Engaging Classrooms:  Conduct classroom observations using Trust-based Observations and discussions on instructional strategies during reflective coaching.  Provide ongoing professional development.
Continuous Improvement and Data Analysis:  TUHSD uses a multi-tiered system to support and update activities based on annual data analysis of data. This data guides professional learning ensuring efforts are responsive to stakeholder needs.
Communication and Engagement:  The district uses various modes of communication, including websites, social media, and ParentSquare messaging. Surveys and meetings are conducted to engage educational partners in decision-making processes.
Conclusion:  TUHSD’s plan for seeking input from educational partners ensures comprehensive participation contributing to the district's continuous improvement. The focus on inclusivity and data-driven strategies positions the district to address educational challenges, ensuring all students have equitable access to high-quality educat	The district implemented a systematic approach to improve the engagement of underrepresented families by adopting the Panorama Education Survey Platform, which is conveniently accessed via mobile phones and district-provided student laptops. The electronic feedback is translated into the student’s home language and is collected on a cycle of tri-annual input created to gather input from families, students and staff.  This information is analyzed in a continuous improvement model and compared to previous years to monitor progress and adjust implementation.  In-person Advisory groups continue to grow in popularity and are well attended on campus as is DELAC and School Site Council. All in-person survey data is similarly analyzed to ensure we are gathering input from underrepresented families.	4	4	4	4	4	4	3	4	4	4	4	4	Met		2024-06-10	2024
15638260000000	Tehachapi Unified	3	TUSD aims to provide a collaborative environment that provides ample opportunities for parents to participate in school activities and provide input into their child's education, activities that take place at school, and instructional programs and services. All school sites facilitate a School Site Council, English Language Advisory Committee (ELAC), and Parent Teacher Organization that provide opportunities for parents to collaborate with school staff in making decisions that impact the school site and students. When reviewing parent survey data from the California Healthy Kids Survey, 79% of parent respondents believe that their student's school encourages parents to be active partners with the school in educating their child. 82% of parent respondents indicated that the school promptly responds to phone calls, messages, or emails. 63% of parents felt that their child's school actively seeks input from parents before making important decisions. Although parents have indicated that TUSD's schools are responsive to parents and that they feel that they are encouraged to participate in school activities, TUSD would like to see percentages increase so that even more parents feel as though they have ample opportunities to participate in their child's education.	TUSD families provided positive ratings in all areas, however, developing the capacity of school staff to build trusting and respectful relationships with families was the lowest-rated area. TUSD has implemented the tenets of Capturing Kids Hearts to focus on building strong positive relationships with students and families.	TUSD's schools offered multiple opportunities throughout the school year to have families participate in activities on the school campus to increase the engagement of underrepresented families. Family events included:  math night, parent university nights, Back to School Night, Open House, and training on college and career expectations. Tehachapi High School offers parent workshops on A-G requirements. Parent resources are provided to assist parents in monitoring their child's progress in AERIES. Educational Partners are invited to give their input by participating in the Superintendent's Parent Advisory Committee, Citizens Task Force, Parent Teacher Organization President's meetings, School Site Council, Sipping with the Supe, Superintendent Dialogue, Facilities Advisory Committee, DELAC, and ELAC.   TUSD will continue to work on developing parent engagement at our three Title 1 schools through family academic nights, parent compacts, and parent involvement in Title 1 meetings.	When reviewing parent and staff response data from The California Healthy Kids Survey, parents and staff members have indicated that they have established a positive partnership that supports students. Parents reported that the school responds promptly to their needs.	TUSD will continue to facilitate parent advisory groups allowing parents to ask questions and provide input in district and site decision-making.	TUSD will continue with current practices that provide many opportunities for parents to participate in their child's education. School staff will continue to reach out personally to underrepresented families to invite families to participate.	From the LCAP input meetings and from data collected from the California Healthy Kids Survey, Educational Partners indicated that TUSD provides ample opportunities to participate and provide input on the decision-making process at the school site and district. School sites and the District facilitate a variety of Parent and Community Advisory Groups that allow families to provide input and suggestions to the District and schools.	On the California Healthy Kids Survey, students indicated that they do not feel that they have enough opportunities to participate in the decision-making process at the school. In response to that feedback, TUSD has implemented at every school site to elicit suggestions and feedback from students. Listening Circles will continue to be implemented during the 24/25 school year.	School Social Workers and the Site Intervention Specialists work closely with underrepresented families. Through the development of these relationships, the school Social Worker and Intervention Specialist will provide opportunities for students to provide input in school policies and participate in decision-making opportunities.	4	4	3	5	4	4	4	4	4	5	5	4	Met		2024-05-25	2024
15638340000000	Vineland Elementary	3	"Building strong relationships between school staff and families is essential for fostering a supportive and successful educational environment. The Vineland School District is the ""HUB"" of the community. The LEA current strength and progress in Building Relationships between school staff and families is our strong community engagement. The Vineland School District provides many opportunities for engagement between the staff and parents through our community events like Trunk or Treat, Community Thanksgiving Feast, Easter Egg Hunt, Las Posadas, and Cinco de Mayo celebrations. The LEA also provides excellent educational Parent Nights through our Migrant Program. All school and district events are well attended. 
"	The LCAP survey indicated a need to provide open communication in a timely manner. The LEA will establish clear and accessible communication channels between school staff and families. This included providing more information via. Parent Square, newsletters from teachers, a dedicated website, and school marquees. Phone calls and texts will also ensure that communication is two-way, allowing families to easily reach out to school staff with questions or concerns.	In our community it is difficult for our families to attend events in the evening because of identified barriers such as lack of child care and transportation. Educational partners indicated through our surveys that there may be a need for transportation. In order to improve in this area, we have identified the need to dedicate additional dollars for parent engagement in order to provide things such as transportation and child care to the attendees. While we have dedicated money to this effort in the past, it has not been fully utilized for a multitude of reasons, but we have made plans to improve our transportation efforts.	The Vineland School District is committed to building strong relationships for students outcomes by establishing TWO parent conferences in one academic year. Parent conferences provide an opportunity for teachers to share detailed insights into a student's academic progress, strengths, and areas needing improvement. This personalized feedback helps parents understand their child's development in a holistic manner. By providing conferences TWICE a year,  Fall and Spring, these conferences cultivate a partnership between parents and educators. They create a platform for discussing strategies to support the student's learning both at school and at home. When parents are involved in their child's education, students tend to perform better academically, have improved behavior, and develop better social skills.	The LEA will focus on improving additional parent education classes. Providing these classes to our parents are essential for several reasons, as they provide valuable knowledge and skills that empower parents to support their children's development effectively.

	The Vineland School District received the Community School Grant which will provide the additional resources necessary to assist our underrepresented families. The District currently employs a Community Liaison who plays a vital role in fostering positive relationships, promoting community engagement, advocating for community needs, and enhancing the overall effectiveness of the organizations serving our community.	All education partners were given the opportunity to participate in the LCAP surveys, Parent, Staff, Students, and the Community. Parents Surveys increased by 10% from the previous year. Parents were given different opportunities to participate; Links were posted on the District webpage, Parent Square, and also during Parent Conferences.
There were also LCAP Community Forums provided THREE times per year, LCAP meeting with staff, and the Board of Trustees.
Lastly, the LEA participated in the South Valley Neighborhood Partnership to elicit input from the community.
	One group in our Educational Partners indicated that there was not enough opportunities to take part in decisions made in the district. The LEA will focus on improving this area by changing the PLC from Monday to Wednesday, due to the many holiday's on Mondays. By changing this day, this will allow the staff in fostering collaboration and providing additional time and days for the staff to work together toward common goals for decision making.	The majority of our families are employed in agriculture. Both parents work long grueling hours in the Summer Sun and Winter Cold. By providing incentives such as Dinners and Raffle prizes, the families will not have to be concerned about rushing and cooking dinner for the families before or after the event. This provides the families a nice evening for the entire family.
Also providing transportation and child care for the small children alleviates the additional stress of the families.	4	4	4	4	3	2	4	1	3	3	3	3	Met		2024-06-17	2024
15638420000000	Wasco Union Elementary	3	The district's strengths and progress in Building Relationships Between School Staff and Families are evident in various areas. Parent Square unifies all communications between school staff and families. Currently, Parent Square communication has an 70% plus positive contact communication threshold. Parent and Guardian surveys indicated a 13% increase in positive communication between school staff and families. In addition, the district has effectively implemented Aeries online enrollment and data verification.

The district's LCAP goal #3 has multiple actions that include building relationships between school staff and families. Those actions include Parent University, school site family liaisons, Title 1 parent nights, back-to-school events, parent-teacher conferences, and more.	The District is committed to increasing and building relationships between school staff and families. During the 2024-2025 academic year, Educational Partners focus groups will be created to help identify the needs and areas for improvement for the upcoming LCAP cycle years.

Focus areas for improvement in building relationships between school staff and families include school site-based family engagement. School sites have been provided with site funding to increase family engagement opportunities for all students and families. Family engagement opportunities at the site level may include parent workshops, parent volunteers, coffee with the principal, and much more.	The district will improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families in the areas of expanded learning. The self-reflection process identified the need to support students and families before and after school. In particular, offering wrap-around services for all students. The District is committed to increasing after-school opportunities for all students, particularly underrepresented families - EL, Homeless, Foster, Low Income.	Educational Partners have identified the need to increase partnerships with local community-based organizations, the City of Wasco, and Wasco Parks and Recreation. In addition, Educational Partners have identified the continued need to address students learning loss and social-emotional learning. 

Current strengths based on Educational Partners include targeted after-school intervention for advancement in student outcomes. Social-emotional learning services have been increased district-wide to address students' mental health needs that will directly impact student outcomes. Online instructional intervention programs have been acquired district-wide to address student learning loss and improve student outcomes.	Based on the analysis of educational partner input and local data, the LEA’s focus area(s) for improvement in Building Partnerships for Student Outcomes will include professional development and learning for both certificated and classified staff. The LEA will improve partnerships with Kern County Superintendent of Schools, Advances Collaborative Solutions, California Spectrum Services, County SELPA Consortium, and much more. Partnerships will include professional development and learning towards literacy, high-yield research-based instructional strategies, tier 1 instruction, professional learning communities, behavior supports, MTSS, and social-emotional learning.	Based on the analysis of educational partner input and local data, the LEA will improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes in the area of parental involvement, attendance interventions, social-emotional learning supports, and behavior supports. Input and local data of underrepresented families identified the need to support students inside and outside the classroom. The data indicates continued support in the area of wrap-around services for underrepresented families.	Based on educational partner input, the LEA's strengths in seeking input for decision-making include the following:

1. LCAP parent nights for each district school site. LCAP parent nights allow district parents and families to partake in the district input for decision-making for LCAP and LCFF funding.
2. District-wide surveys for students, parents, teachers, and staff. District-wide surveys allow all educational partners to provide decision-making and progress-monitoring input.
3. Student focus groups help identify key areas of decision-making. Student focus groups are ad-hoc and allow all student subgroups to participate in the process.	Based on the analysis of educational partner input and local data, the LEA’s focus area(s) for improvement in Seeking Input for Decision-Making include the following:

1. Expanded outreach services to acquire input from underrepresented families in the form of home visits, town hall meetings, drop-off and pick-up times, and focus groups.
2. Provided all teachers and staff with alternative forms of input that are not limited to surveys and staff meetings.
3. Increase participation of teachers and staff in District advisory groups.	Based on the analysis of educational partner input and local data, the LEA will improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making including the following:

1. Provide user-friendly survey options to underrepresented families during drop-off and pick-up times.
2. Develop focus groups of underrepresented families in the area of Expanded Learning.
3. Utilize business and community partnership services to increase participation of underrepresented families at Parent Universities, Title 1 Annual Meetings, and District Advisory Groups.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-27	2024
15638590000000	Wasco Union High	3	The District’s strengths in Building Relationships include the creation of a welcoming environment for all families in the community. The progress made in this area stems from small group “table discussions” of the LCAP stakeholder engagement process and the way in which parents and the community are addressed when entering the campus of both sites.	A focus area of improvement includes increasing the use of language that is understandable and accessible to families during meetings that involve communication between families and educators. Making language more understandable and accessible will improve the engagement of underrepresented families by reducing the barriers created when educators speak with too many acronyms and educational jargon that is not often recognized by underrepresented families and the community.	To improve the engagement of underrepresented families in Building Relationships Between School Staff and Families, the LEA will focus on enhancing communication accessibility. This involves reducing the use of educational jargon and acronyms during meetings and interactions with families. By adopting language that is more understandable and accessible, the district aims to break down barriers that hinder engagement, particularly for underrepresented families. This initiative builds upon the district's existing strengths, such as creating a welcoming environment, and aligns with insights from educational partners and local data analysis. The district will also utilize the community liaison to make personalized contacts and invite parents.	The District’s strengths in Building Partnerships for Student Outcomes include providing families with information and resources to support student learning and development in the home. Communication with parents and families occurs from multiple sources and recent progress in this area has expanded communication strategies to include email and text, including English to Spanish text translation.	A focus area of improvement includes increasing professional learning and support to teachers and principals to improve a school’s capacity to partner with families. Increasing professional learning and support in this area will improve the school’s capacity to partner with families because teachers and principals will become more knowledgeable about how to communicate with families and improve strategies in partnering with families to improve student outcomes.	To enhance engagement of underrepresented families in Building Partnerships for Student Outcomes, the LEA will prioritize professional learning and support for teachers and principals. This initiative aims to increase the school's capacity to effectively partner with families by equipping educators with enhanced communication skills and strategies tailored to diverse family backgrounds. By providing targeted training and support, teachers and principals will gain the necessary knowledge and tools to foster stronger partnerships with underrepresented families, ultimately improving student outcomes. This approach builds upon the district's existing strengths in providing information and resources to support student learning in the home, while addressing identified areas for improvement based on educational partner input and local data analysis.	The District’s strengths in Seeking Input for Decision Making includes multiple opportunities for all families to provide input on policies and programs, including advisory groups. The many opportunities to provide input on policies and programs come from the LCAP stakeholder engagement process and Advisory Meetings that include CTE and English Learners.	A focus area of improvement includes increasing the opportunities for families, teachers, principals, and district administrators to evaluate family engagement activities at school and district levels. Providing more opportunities to evaluate family engagement activities will provide the input needed from parents and families to make adjustments to current activities and improve the overall process of seeking input for decision-making.	To enhance engagement of underrepresented families in Seeking Input for Decision-Making, the LEA will prioritize increasing opportunities for evaluation of family engagement activities at both school and district levels. This initiative aims to gather input from a diverse range of stakeholders, including families, teachers, principals, and district administrators, to assess the effectiveness of current engagement activities and identify areas for improvement. By providing more avenues for evaluation and feedback, the district can ensure that underrepresented families have a voice in shaping policies and programs. This approach builds upon the district's existing strengths in providing multiple opportunities for input through advisory groups and stakeholder engagement processes, while addressing the need for broader evaluation and inclusivity in decision-making processes.	4	4	4	4	4	4	4	4	4	4	4	3	Met		2024-06-20	2024
15735440000000	Rio Bravo-Greeley Union Elementary	3	RBGUSD maintains a strength of communication and reaches 99% of families through the messaging service Parent Square as well as additional platforms including: Class Dojo, phone calls, emails, and social media. Communication focuses on student academics, social-emotional needs, attendance, events, opportunities for engagement, and updates. Still feeling as though we are coming out of the COVID-19 pandemic, RBGUSD is providing more opportunities for families to engage and be present on campuses and continuing to build relationships between school staff and families. Based on educational partner input and local data, RBGUSD families continue to value being on campuses and a part of the RBGUSD community and involvement. Based on 2024 LCAP survey data 92.2% of families believe the school and district value parents as important partners in their child's education.	RBGUSD has established the following focus areas for improvement in building relationships between school staff and families:
- Family engagement opportunities
- Parent engagement nights 
- Regular communication between staff and families of students 
- Community School Implementation Grant Planning	RBGUSD will continue to improve the engagement of underrepresented families by continuing with engaging topics for parent nights and offering various times and dates for engagement. The district will continue to develop staff's level of strategies to share with families strengths, cultures, languages, and goals for their children.	RBGUSD has continued to provide professional learning and support to teachers and principals to improve a school's capacity to partner with families.	RBGUSD would like to focus improvement on enriching parent/family access to information and resources to support student learning and development in the home setting. This can be done through parent nights as well as home communication.	RBGUSD, specifically the district, would like the above-listed focus area to target those families and engage underrepresented families.	RBGUSD continues to succeed in offering ample engagement opportunities for decision-making and sharing throughout the academic school years. Parents are offered to attend and participate in a variety of advisory groups including but not limited to SSC, DAC, ELAC, and DELAC. The district continues to annually seek parent input several times throughout the year. The district offers opportunities to educational partners including parents, teachers, principals, students, and staff.	RBGUSD will focus on continually building the capacity of and supporting principals and staff to effectively engage families in advisory group opportunities.	RBGUSD will improve the engagement of underrepresented families by continuing to extend invitations and opportunities for seeking input from various educational partners and groups.	5	5	4	5	5	4	4	4	5	5	5	5	Met		2024-06-10	2024
15737420000000	Sierra Sands Unified	3	Areas of strength and progress in building relationships between school staff and families through the implementation of Capturing Kids Hearts, offering Family Nights at elementary sites, and increased opportunities for secondary families to engage with staff through extracurricular activities.	Focus areas for improvement in building relationships between school staff and families include varying the times offered for engagement and advising such as School Site Council, Family Nights, and district advisory groups. Another focus area is to continue the implementation of Capturing Kids Hearts to build relationships that are meaningful and improve the support of families.	The district will improve the engagement of underrepresented families such as parents of English Learners through increased communication about translation support on campuses and EL office hours.	Areas of strength and progress in building partnerships for student outcomes include an annual training of School Site Council members in understanding educational partnership roles and the implementation of each site’s School Plan for Student Achievement (SPSA). Through the SPSA, student outcomes are identified and addressed. Another area of strength and progress is the site Student Support Team (SST) engagement of educational partners in identifying areas of need and support for improved student outcomes. In addition, there are increased opportunities to provide input into the development of the LCAP through an annual survey and an expanded LCAP Advisory Committee.	Focus areas for improvement in building partnerships for student outcomes include increasing the frequency of School Site Council meetings to monitor the progress of SPSAs. Another area of focus is improving the data culture to regularly assess student outcomes and develop timely responses to student outcome needs.	The district will improve the engagement of underrepresented families such as parents of English Learners in building partnerships for student outcomes through training in site and district English Learner Advisory Committees (D/ELAC) in terms of instruction, assessment, intervention, designated/integrated English Language Development, and supplemental programs.	Areas of strength and progress include providing information and opportunities to engage in dialogue to build background knowledge prior to seeking input for decision-making. In addition, there are increased opportunities to provide input into the development of the LCAP through an annual survey and an expanded LCAP Advisory Committee.	Focus areas for improvement in seeking input for decision-making include increasing opportunities for educational partner input through additional surveys and expanded advisory forums.	The district will improve the engagement of underrepresented families such as parents of English Learners through increased communication about student outcomes/progress monitoring to inform input for decision-making.	5	4	3	5	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
15739080000000	McFarland Unified	3	"We have identified several strengths in our LEA this year. According to Parent Square, 99.4% of our families receive our digital notices, with 52% reacting (liking, responding, or completing a survey) to a post this year. Our LCAP response rate from parents was also up nearly 11% this year. Schools report higher attendance at their family night events, and our school participated in both the Christmas and Cinco de Mayo parades. Last year, on this reflection, we indicated that we wanted to improve communication, especially between teachers and families, because our annual spring survey indicated a larger percentage of parents disagreed with the statement, ""Teachers take time to discuss the progress of their child with them."" This year, our spring survey data indicated that 91.8% of our parents who responded agreed, ""The school is welcoming and wants my child there,"" and 73.5% of the parents agreed that ""Teachers make time to discuss grades, academic successes, or areas for improvement with their students and families,"" both higher than previous years."	"Based on the analysis of educational partner input and local data, we have identified the following as focus areas:

*Creating a sense of belonging for ALL students
*Creating an environment that students look forward to attending

These two areas were identified based on the following student survey results:

-""I look forward to coming to school most days"": 55% agreed, down from 67% two years ago
-""The school is welcoming and wants me there"": 64% agreed, down from 95% three years ago"	Based on the analysis of educational partner input and local data, we have found the need to address our student wellness and well-being. To do so we are:

* Adding Trauma Counselors at each site.
* Adding Student Intervention Mediators at each elementary site.
* Ensuring PBIS is fully implemented at each elementary site.	We provide multiple opportunities for parent training and support through PIQE and Parent University. DELAC,ELAC, SSC and other parent groups are continuously engaged for their insights on how we can improve. We seek out input annually for Title 1 and LCAP as well. Our DPAC is now meeting multiple times a year which is improved from previous years.	"As stated before, we want to make sure all parents feel that the teachers are accessible and that there is appropriate 2 way communication. Teachers are the ""face"" of our school when it comes to a child and their family and we want to ensure that each and every one of them are making themselves available. Our survey data in this area has shown improvement and we will continue to strive to do better."	In our community it is difficult for our families to attend events in the evening because of identified barriers such as lack of childcare. In order to improve in this area, we have identified the need to dedicate additional dollars for parent engagement in order to provide things such as child care and dinner to the attendees. Furthermore, we now ensure we have tablets available in all of our school offices so that parents that need support in filling out surveys or digital registration forms can easily do so with the assistance of office personnel.	Our response rate to the LCAP survey continues to increase each year. We have a high connectivity rate on Parent Square and the interaction rate has increased over the past 2 years. ELAC and DELAC members were given the opportunity to attend CABE and training provided by our county office. Furthermore, all parents have the opportunity to attend PIQE which also provides meaningful training to parents on how to engage with the school.	While are parents are becoming more involved and communicative, there is still a large portion of parents that passive in nature when it comes to interacting with educators. We must continue to strive to find ways to get thier opinions and thoughts year in and year out.	One major barrier in our community is most families are reliant on hourly wages to provide for their families, so taking time off of work takes money away from them. One thing we have done with some success is provide food and child care at different events. We discovered many families were not attending evening events because of these two things. Furthermore, the connectivity rate on Parent Square has allowed us to communicate better. We have started to provide forms and required documents through this platform as we have found that many families find this method easier than taking time from work to come into the office.

We will continue to find solutions to lowering barriers to participation by engaging with families and asking them directly what can we do to have your participation?	4	4	3	5	3	4	5	4	3	4	5	4	Met		2024-06-13	2024
15751680000000	El Tejon Unified	3	ETUSD currently has developed a Community School at El Tejon Middle School and is in the process of rolling this process out to Frazier Mountain High School next school year.  The community school concept is to establish an area and offerings to meet the needs of not only our students, their families, but all the families of the mountain communities.  We have also developed two positions which sole goal is to work closely with all families to ensure their needs are being met in order to establish regular school attendace and behaviors on a daily basis.	ETUSD's focus areas are to establish more regular communication on an on-going basis between teachers and all families, not just the families of those struggling students. We are focused on providing the necessary environment to both meet the needs of students who need intervention as well as those who are in need of acceleration.	ETUSD's CalPads Data Coordinator runs monthly reports for all sites targeting the attendance of all students from underrepresented families to see where improvements can be made and identify which families may need additional support.  These reports are discussed and analyzed with administration, Student Success Facilitator, and additional staff to communicate and offer support to these families.	ETUSD currently has developed a Community School at El Tejon Middle School and is in the process of rolling this process out to Frazier Mountain High School next school year.  The community school concept is to establish an area and offerings to meet the needs of not only our students, their families, but all the families of the mountain communities.  We have also developed two positions which sole goal is to work closely with all families to ensure their needs are being met in order to establish regular school attendace and behaviors on a daily basis.	ETUSD's focus areas are to establish more regular communication on an on-going basis between teachers and all families, not just the families of those struggling students. We are focused on providing the necessary environment to both meet the needs of students who need intervention as well as those who are in need of acceleration.	ETUSD's CalPads Data Coordinator runs monthly reports for all sites targeting the attendance of all students from underrepresented families to see where improvements can be made and identify which families may need additional support.  These reports are discussed and analyzed with administration, Student Success Facilitator, and additional staff to communicate and offer support to these families.	"ETUSD uses staff, parent, and student surveys in multiple areas to gain input from all stakeholders in making decisions. All school sites have a school site counsel for local decisions, the high school has their WASC team, and the district has both the DAC and DELAC for district level input on various items. Principals also hold ""Donuts with the Principal"" regularly as well as utilizing PTSO and the Booster Club."	ETUSD realizes that as students get older and enter into high school parents start to become less involved in the schooling process. We are using Parent Square to frequently communicate important information and updates to all parents.  Parents receive this information in the form of emails, text messages, and voicemails.	ETUSD's Student Success Facilitators will regularly reach out to underrepresented families via phone calls, text messages, and emails to ensure they are receiving all support needed in all areas including: academics, attendance, and other community services available. Regular events such as Back to School nights, conferences, and sporting events will be utilized to also get necessary information sent home to all families in addition to flyers with available resources mailed home to families.	5	4	3	4	4	4	4	4	5	5	5	4	Met		2024-06-17	2024
16101650000000	Kings County Office of Education	3	An area of strength would be the Title I and Schools Site Council (SSC)/Local Control and Accountability Plan (LCAP) work surrounding communication we have completed. We have worked diligently to promote parent communication and the opportunity to provide input as we work together to advance student achievement. Parent-teacher conferences are held each quarter to share information about students and to foster relationships. Parent input is collected via phone calls and in-person meetings. Staff was provided professional development around culturally relevant practices, including learning about local cultures. A translator is provided as needed for all meetings with families, and information is provided in English and Spanish	As an area for improvement, parent education events will be held next year to build understanding and capacity in advocacy and exercising legal rights. The LEA has set a goal for the next five years to increase the engagement of underrepresented families to build capacity among students, families, JCM staff, Probation staff, and community members to foster shared leadership systems, democratic participation, and collaborative decision making. The site will design leadership development opportunities that are assets-based, culturally relevant, inclusive, and accessible to all.	Additionally, the site has set a goal for the next five years to develop family and community engagement opportunities both on-site and in each town within Kings County. The site plans to include opportunities for parent education based on their input around topics that would be of interest/benefit to them. The site will also identify and curate assets within the community, including opportunities for families to share.
	An area of strength where we would like to continue to improve is the LEA’s progress in creating welcoming environments for all families in the community. Parent input is collected individually via phone calls and in-person meetings and is used during the LEA needs assessment process. Parent/teacher conferences are held each quarter. Next year, the LEA plans to bring back in-person parent-teacher conferences. IEP, 504, and SST meetings were in-person with virtual options for families. In-person graduations were held multiple times throughout the year. 

	An area of improvement that we would like to continue to focus on is the LEA’s progress in developing staff capacity (i.e., administrators, teachers, and classified staff) to build trusting and respectful relationships with families. To strengthen these relationships, teachers will reach out to parents more regularly. An advisory will be formed to foster trusting and respectful relationships with families as part of the community school implementation plan process. Families were invited to attend a LEA-wide Educational Partner Advisory Committee and a Community School Advisory Committee but could not attend. Next year, staff will conduct home visits to share the benefits of engaging in these advisory committees to improve attendance.

	The LEA will improve the engagement of underrepresented families via technology implementation to regularly reach out to families. Reminders will be sent out to families and reinforced via community partners such as probation officers and community based organizations.	An area of strength where we would like to continue improving is the LEA’s progress in building the capacity of and supporting principals and staff to engage families in advisory groups and decision-making effectively. Parents are invited to participate in regularly scheduled SSC meetings. We continue to provide materials in English and Spanish and have a Zoom option. The site Transition Specialist actively ensures continuous parent participation on the School Site Council, including input from English learners’ parents. Parent surveys are conducted via telephone, with translation services available to ensure most families complete site surveys.
	An area of improvement that we would like to continue to focus on is the LEA’s progress in providing all families with opportunities to provide input on policies and programs and implement strategies to reach and seek input from any underrepresented groups in the school community. District and site staff worked together to plan a family engagement night; however, no families signed up for the event. A student panel was held at the event to gather input from educational partners. Community members were invited to this event as well. We aim to explore other ways to contact parents to attend engagement meetings. Tapping into community groups to better reach out to families would be a way to explore and solicit feedback.
	The LEA will improve educational partner input in critical decision-making by exploring new ways to gain feedback. Methods include using technology to reach out to educational partners and/or implementing community partnerships to form lasting and meaningful relationships.	4	4	4	4	4	3	4	3	4	4	4	4	Met		2024-06-12	2024
16638750000000	Armona Union Elementary	3	Strengths: 

- 87.2% of parents feel welcome to participate in activities at their child’s school 
- 94.2% of parents believe their child’s school is clean, safe, and in good repair	Area of Progress: 

- 85.3% of parents believe their student is safe while at school
- 83.3% of parents believe the English learner program is helping English learners to learn English as quickly as possible
- 77.8% of staff feel the school is clean, safe, and in good repair	Focus area: 

- 59% increase of students who said they feel their input or opinion is sought	Strengths: 

My child's school offers support that helps my child to be academically successful = 91.2%
Twice a year parent-teacher conferences are well advertised and attended. We work to disseminate relevant information to parents in a timely manner.	Area of Progress: 

My child's school offers helpful parent education opportunities =  75.5%
We are working to develop processes to better support families to understand and exercise their legal rights as they advocate for students and ways to effectively communicate family needs.	Focus areas: 

More capacity building in structuring meaningful parent involvement opportunities.	Strength: 

- 90.2% of parents feel their child’s school actively seeks parent/community input into decisions related to their child’s education
As a district, we will go the extra mile to provide a safe environment to allow for honest and quality parent input. We look for every opportunity to involve parents in all aspects of student-focused decision-making.	Area of Progress: 

Parent comments showed requests to increase communication surrounding activities, opportunities to chaperone/ volunteer, and information regarding conflicts in school.
We are working to develop processes that would allow more opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.	Focus area: 

Our focus is to continue to build capacity to work together for a long-term family engagement program.	3	3	3	3	3	3	4	3	3	4	4	3	Met		2024-06-12	2024
16638750101717	Crossroads Charter Academy	3	Area of Strength: Crossroads uses Parent Square, which allows communication between the school site, parents, students, and staff. This app will enable us to post to a message board, send an email, or text message. Teachers also utilize in-house email, phone calls, and other communication apps to meet the needs of students and parents best.	Area of Improvement: Crossroads Charter Academy gathers input via the School Site Council (SSC) and an English Learner representative (we do not have enough English Learners enrolled to compose an English Learner Advisory Committee) to better capture the interest of all families, especially underrepresented students. We will continue to advertise and encourage all parents to attend and be a part of these groups, especially our underrepresented groups of parents.	Area of Focus: Due to challenges presented by the Pandemic and social distancing precautions, we would like to continue to focus on re-engaging families for increased participation in school functions and activities.	Building Partnerships is an area of strength for Crossroads Charter Academy in that our staff gets to know the students who return year after year. Our teachers can remain the student’s teacher of record depending on the credential type; for example, a single-subject teacher could stay with a student from the 7th-grade year until they graduate, or a Multiple subject credentialed teacher could be the teacher of record starting the student’s kindergarten year through 8th grade. Each student/parent is greeted every day by our front office staff. Our instructional technology employee works with students and families who may have difficulties logging on to their computers or have connectivity issues. 
	An area of progress continues to be an outreach to families and students to engage more in our SSC meetings. Outreach has been exceptionally challenging due to social distancing precautions.	A focus area would be providing foster and homeless youth rights and offering them opportunities to learn how to advocate for their education.	Crossroads Charter Academy does a great job of making our families feel welcome and included in their child’s education. As our teachers work with the same students year after year, these are great opportunities for our staff to become an extended part of the family.	One area of need is ensuring that all families are included in all educational partner decisions, and our School Site Council is the perfect group to do this through. We continue to provide encouragement, opportunities, and support for our families’ need to participate in these meetings.	A focus area is to seek input on policies and programs and implement strategies to reach and seek input from any underrepresented groups in the school community. These groups include unduplicated pupils, homeless students, students with disabilities, students at risk of abuse, neglect, or exploitation, disengaged students, and at-promise students. These groups have been prioritized throughout our LCAP and additional funding sources.	4	4	4	5	4	4	4	3	4	4	4	4	Met		2024-06-12	2024
16638750112698	California Virtual Academy at Kings	3	The school is dedicated to cultivating trusting and respectful relationships with families to ensure student success in the virtual learning environment. Upon enrollment approval, families receive personalized onboarding support from their designated onboarding coach. This support begins with a warm welcome - an intentional and welcoming inclusion activity, routine, or ritual that builds community and connects to the work ahead. Families receive clear guidance on program expectations, communication channels, and navigating the online platform and resources efficiently. Newly enrolled students and parents experience at least three personalized interactions with their onboarding coach, ensuring a sense of belonging from the start. Spanish-language onboarding support is available for Limited English Proficient (LEP) students and families whose primary language is Spanish.

Teachers proactively connect with families through welcome calls, monthly check-ins, Enduring Connection Calls, academic conferences, and provide live instruction aligned with the California content area standards. 

Teachers and staff prioritize student relationships through daily face-to-face interactions. Additionally, we support student and adult resilience with intentional social-emotional learning practices. We have identified the importance of self-awareness, self-management, and executive function in our unique setting – and work to foster these skills among students, teachers, and families.

In addition to classroom interactions, the school offers in-person and virtual activities, clubs, and support sessions. Continuous support is provided to families year-round, including during the summer.

School leaders facilitate regular feedback sessions involving parents, students, and staff, utilizing surveys to gather input and identify areas needing additional support. Special programs, like the Compass program, cater to MKV, Foster youth, and other underrepresented families, focusing on providing resources and supplies, engagement support, and coaching for students and parents, including bilingual engagement and translation services.

The school actively involves parents, students, and staff in planning processes through various channels, ensuring that their voices are heard and valued. Feedback and collaboration happen in Title I meetings, English Learner Advisory Committee (ELAC), and Partner Engagement Sessions, which include priority opportunities for parents, staff, and students to review Local Control and Accountability Plan (LCAP) goals, actions, and services and provide input and suggestions. LCAP feedback informs decision-making and drives programmatic adjustments to ensure that programs offered reflect the priorities of the learning community and that all students are learning.
	We will continue to refine the Enduring Connection Calls between teachers and students. We plan to implement a schoolwide practice of 3 Signature Practices across all departments. Our school will focus on training and Professional Development for staff based on trauma-informed practices to support trusting and respectful relationships with families. We plan to provide additional training for all staff on accessing the primary and preferred language of Limited English Proficient (LEP) families. We will continue to refine the Language Access Plan - a resource that outlines ongoing efforts to improve access for limited English proficient (LEP) individuals – people whose primary language is not English and who have limited ability to read, speak, write, or understand English. Our school will continue to develop the Newcomer instructional and family support services provided by the English Language Development (ELD) Department to meet the needs of students in kindergarten through grade twelve (K–12) who were born outside the United States (U.S.) who have arrived in the U.S. in the last three years and who also are still learning English.	Solid relationships and research-based support/services improve outcomes for underrepresented students. The school provides engagement, attendance, academic, and SEL support for families, including English Learners, Students with Disabilities, and Socioeconomically Disadvantaged (SED) students. Support includes removing barriers and providing school supplies and resources, as well as academic support, to help them succeed in the virtual learning environment. 

The school has added additional bilingual engagement staff for Spanish-speaking families to provide support throughout the calendar year to expand opportunities for the LEP families in the 23-24 SY and provide an increased level of translation and interpretation support from a live school staff member. Additionally, schoolwide forms and documents have been translated into Spanish, and the school’s website now includes a language toggle feature so that families can change the presentation of all information on the site to Spanish with a single click. In addition, the school contracts with an over-the-phone interpreting service, Certified Languages International (CLI), which provides interpreters in over 200 languages, allowing for teachers and other staff to communicate with LEP parents during real-time phone calls or video conferences in their preferred language. In order for Limited English Proficient (LEP) families who speak a language other than English or Spanish to access school information, resources are included with school communication for seamless translation on demand. All parents and guardians of students may request free language translation services in their preferred language at any time, and staff members can request document translation for LEP families’ preferred languages at any time as well. 
The school seeks the participation of unduplicated students by offering specific onboarding follow-up for SED families who are not meeting designated engagement metrics, an internet subsidy so families can engage and connect with the school community, and the Compass team reaches out to parents and families when SED students are not engaged. We offer workshops to support resilience, specifically designed to support SED parents and families. This series focuses on skills to manage stress, solve problems, reflect on reactions in different situations and practice new ways to respond when facing challenges.
For our Students with Disabilities, GE teachers and Education Specialists do additional outreach and seek their active participation in their child's education. Case Managers ensure families attend Individualized Educational Plan (IEP) meetings, specifically parents/guardians are invited to attend 30-day, annual, and triennial IEPs, evident in Team Meeting Notices.  An ongoing area of improvement for the school is to continue analyzing parental engagement data to ensure consistent and significant participation from parents and students in unduplicated groups.
	The school fosters strong partnerships with families to ensure student success. Recognizing parents' crucial role in education, particularly in an independent study charter school, the school actively engages parents by providing them with comprehensive information, resources, training, and opportunities to collaborate with other parents to better support their children's learning journey. Regular teacher-family conferences inform parents about their child's progress and academic expectations, while accessible systems grant them access to student grades, assessments, and online activities.

Dedicated engagement and attendance support teams work to keep students involved in their education, focusing on educating parents about school expectations and strategies to remain engaged in their child's daily schooling. The presence of graduation coaches facilitates better understanding among students and parents regarding graduation requirements, progress tracking, and ensuring timely graduation. This information is shared through various channels, including school assemblies, homeroom meetings, and individual conferences.

The school has committed to being a Professional Learning Community (PLC) and strives to incorporate the Three Big Ideas of the PLC process: focus on learning, a collaborative culture, and results orientation.  As a result of this work, the school has refined professional development, prioritized collecting evidence of mastery, and created clear communication regarding our school priorities and goals. The collaboration among staff members focuses on discussing student progress and working together to support improved student outcomes. This collaborative work, in turn, allows for strengthened communication of outcomes and progress with students and families during individualized onboarding sessions, monthly Enduring Connection Calls, weekly academic support sessions, and ongoing Academic Conferences. 

Dual enrollment programs such as CAVA2College and Stride Career Prep (SCP) provide high school students valuable opportunities to explore career pathways, earn certifications, and prepare for college and career. Middle school students benefit from career exploration and technology courses and earn high school credit.

To ensure effective communication and engagement, the school utilizes various platforms such as ParentSquare, social media, LC Community (a school-based social media platform for parents/learning coaches), and the school website. These offer the family’s essential information and opportunities to build relationships and advocate for their children. The Family Teacher Organization (FTO) further strengthens student support by facilitating collaboration between home and school through regular meetings and shared goals.
	We will create more opportunities for students to engage with SEL assembly topics by incorporating content into the older grades' homeroom courses and supporting the Elementary Staff with resources to share during our younger students' morning meetings. We will provide training and Care Solace access for administrators, who can support families by initiating a warm handoff when identified.  Continue to create understanding with staff around the difference between a “warm handoff” and “anonymous search” and how we can better support resource connection when we start a “warm handoff” for a family or student. We will Increase the translation and interpretation services and documents provided in Arabic, an increasing primary language amongst Limited English Proficient (LEP) families at our school.
Our schools plan to expand our video conferencing translation capabilities to provide real-time translation in multiple languages to ensure parents/guardians can meaningfully participate and advocate for their students in educational partner meetings.
	The school's Attendance Advocates proactively address student absences daily, collaborating with students to overcome any obstacles they may face. They assist parents in completing surveys for any offline assignments completed by students. In continued absences, additional meetings are scheduled with parents and students to identify underlying issues and support overcoming them, ultimately guiding families toward academic success.

To ensure MKV students are engaged and learning, the school has increased the resources, referrals, and support, which include Food and Housing Resources, Health Services, Mental Health and Crisis Support, and Internet/Hot Spots.

Regarding training and support for teachers, all staff undergo continuous, high-quality training and professional development sessions throughout the year. Additionally, new teachers benefit from immersive, hands-on training provided by department trainers to ensure a comprehensive understanding of schoolwide vision, properties, goals, departmental policies, procedures, and ways to support students and families. New hires are assigned a dedicated support teacher during their inaugural year.
	"Survey questions and data collection methods are tailored for the virtual school environment and align with LCAP objectives and strategies. The leadership team conducts quarterly reviews of feedback, which lead to adjustments in schoolwide and departmental plans and enhancements in family engagement initiatives. This feedback, along with student engagement and achievement data, informs the development and monitoring of LCAP initiatives.

The following presents a synopsis of trends and feedback from various parent surveys conducted during the 23-24 SY, including responses from the LCAP survey, Title I feedback survey, and feedback surveys from Fall and Winter Partner Engagement Meetings. 

Ranking of LCAP Priorities/Goals 
Top Priorities: 
(83%) Ensure Students Will Graduate from High School
(76%) Providing Internet reimbursement for low-income families.
(74%) Ensure Students Attend School
(68%) High School Career and Technical Education
(67%) High School Students Complete all courses (A-G) to be eligible to attend a CA state college or a University of California
(67%) Support for Students with Disabilities

In addition:
(83%) Agree / Strongly Agree: ""I have been given opportunities to participate in decision-making regarding my student's education.""
(88%) Agree / Strongly Agree: ""The school has created a welcoming environment for all families in the community.”

In addition, parents, families, students, and staff provide feedback and direction to the school through a variety of opportunities, including:
•	ELAC Meetings
•	EL Needs Assessment Annual Survey
•	School Climate Survey
•	Parent Connections, including coffee chats and parent training.
•	Student Government 
•	Family Teacher Organization (FTO)
•	Student and Teacher Pulse Checks 

Two-way communication between parents/families and school includes:
•	ParentSquare
•	LC Community
•	Emails
•	Connection Calls
•	Academic Conferences
•	Student Support Sessions
•	Sharing of Student's Individualized Learning Plans (ILP)
•	Student Support Team (SST) Meetings
•	Individual Educational Program (IEP) Meetings
•	English Language Development (ELD) Program Meetings
•	Bear Tracks weekly community newsletter highlights events and activities.
"	"Based on parent feedback the school 
•	will continue to administer surveys and offer Partner Engagement Meetings to share goals and actions, collect feedback, and measure parental participation in decision-making.
•	will increase opportunities for parental involvement, and message to families/staff the impact that feedback has on school-based decisions.
•	will offer parents support in increasing LC capacity, including time management tools, technology training, and other available resources and support. 
•	has identified the following barriers and will reduce those to ensure the participation of parents, including:
•	Lack of time
•	Prioritizing meetings
•	Streamlining communication to parents 
•	will increase the number of families participating in feedback opportunities and will reach out to families who did not provide feedback to ask them what barriers keep them from giving feedback. 
•	will continue to develop and implement the SEL plan. To increase awareness all teachers/staff, students, and parents will be included in the collaboration and development. 
•	will continue to provide training and support for administrators, teachers, parents, and students, specifically reaching underrepresented and underserved families.
•	increase opportunities for peer-to-peer interaction and connection in Class Connect (CC) sessions, clubs, K12 Zone, and other activities, including in-person outings and events.
•	messaging and support to ensure families are aware and supported with low cost/internet options in addition to policy for internet reimbursement.
"	Parents generally convey satisfaction with the school, which positively impacts all students. They value the assistance teachers and staff provide and the school's efficient communication with students and families. Daily prompts regarding class attendance and assignments help students stay focused. Parents appreciate the chance to monitor their child's progress and access educational materials in advance to address any academic hurdles. They appreciate the school's diverse and extensive curriculum, which offers numerous courses and effective teaching. Additionally, parents welcome the various opportunities for high school students and socialization activities available at all grade levels. Furthermore, the staff dedicated to supporting Spanish-speaking parents is positively acknowledged.	4	5	4	5	5	5	5	5	4	4	4	4	Met		2024-06-10	2024
16638830000000	Central Union Elementary	3	Parents are greeted at the front gate, in person meetings, and weekly updates. Many family engagement
opportunities: muffins with mom, grandparents day, doughnuts with dad, school site councils, district advisory
committee, English language advisory committee, Indian education committee, SRR liaisons, parent teacher
committee, We strive to create an environment to engage in 2 way communication.	Increase in person contact between teachers and parents. Focus on communicating academics versus behavior.
Provide childcare so that they can come to meetings, and continue to provide family opportunities with training how
to support their children at home.	Based on the analysis of educational partner input and local data, briefly describe how the LEA will improve
engagement of underrepresented families identified during the self-reflection process in relation to Building
Relationships Between School Staff and Families.	There are many existing partnerships: Santa Rosa Rancheria Cultural Department, Santa Rosa Rancheria Education
Center, Re-Establishing Stratford, Soul Youth, MFLAC Services, Fleet and Family Services, Base Liaison, SARB
Boards, Parent Communities, DAC, School Site Councils, IEC meetings, School Resource Officer, Base Security,
KCOE After school Program and ELOP, site Leadership meetings.	Making sure that at school site councils we have a standing agenda item to review school data regarding attendance,
academics, behavior, etc. Regular sharing of information about data, Title IX via our website, extend PD offerings to
our Santa Rosa Rancheria liaisons, Margaret Gladders and Fleet and Family Staff do deployment club at Neutra,
Santa Rosa Rancheria Recreation Department.	Foster and Homeless area of an improvement, continue to work with Tribal Social Services to increase working
relationships, bridging that outreach to foster with CPA services, county social services and foster family agency
increase our contact with the agencies to assist students and families, getting families enrolled through KCOE after
school program and ELOP.	Multiple opportunities through various parent collaboration structures: English language advisory committee, school
site council, district advisory council, parent teacher club.	Have an opportunity for input to be received from parents and/or communities during each group meetings, taking
information that we are gathering in an informal manner and bring back to our standing committees to reflect on
those areas of concern, and take action.	Increase engagement with foster and homeless outside agencies, we do have regular contacts with social workers
continue with that regular contacts, do monthly check ins with foster families or agencies to check in.	4	5	4	5	4	4	5	3	4	4	3	5	Met		2024-06-14	2024
16638910000000	Corcoran Joint Unified	3	Staff is available and visible to families before and after school. The district has worked and will continue to work on providing school site offices with training to promote welcoming environments for families and community members.  In addition, each site has translators and printed materials in dual languages in order to effectively communicate with parents and to engage in conversations about student progress/concerns/assistance. We communicate with our families in a variety of ways: phone calls home, newsletters, ParentSquare, X, Facebook, Instagram, Seesaw,
Gradebook, and personal notes.

In surveys conducted in the Spring of 2024, 93% of parents felt the schools are caring and welcoming, while 95% of parents feel they are provided the opportunity to give input on decisions. 94% of parents also felt that the school’s policies and programs reflect and value diversity of families in the community.	An area for improvement in Building Relationships Between School Staff and Families this coming year for Corcoran Joint Unified School District will be creating and offering families options for engagement. This means adding additional activities, volunteering opportunities and education/training opportunities for parents. Surveys were sent to parents to determine their interests at the beginning of the year. Training opportunities were provided and held in the evenings, however, there was a lack of participation from families. Participation and engagement for events, committees, and other educational opportunities continue to be relatively low. Therefore, parent engagement/involvement is the area that Corcoran Joint Unified School District will continue to work on improving this coming year.	The district will also work on supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. This will help support relationship building between underrepresented families, the school staff, and students.	Every school promotes events such as Back to School Night, Open House, Literacy Nights, Math Nights and multiple school events including music performances and assemblies. Healthy, Happy Families, Suicide Prevention, Wellness Workshops, and other events also promote parent participation at the district-level. There is a collective effort by the district and the sites not only to promote the events, but to establish partnerships with parents to improve student outcomes. Each school is implementing or enhancing partnerships with families in the areas of attendance, academics and behavior. They do this through home visits, Student Attendance Review Teams (SART) that work with families to help improve student attendance, Study Support Teams (SST) provide additional academic support, 504 Meetings or Behavior Support meetings where schools and parents identify appropriate behavioral supports for students and develop intervention plans.	An identified focus area for improvement is to provide families with information and resources to support student learning. The LEA would also like to provide training and information sessions to the sites for teachers, administrators, and families to discuss student progress and ways to work together to support improved student outcomes using the District Liaison.	The district and schools will reach out to underrepresented families during parent conferences, parent advisory meetings (i.e. ELAC or SSC), or by using the community contacts to contact and support them. By using these district resources, families will be given a voice. The district will encourage the participation of underrepresented families at DELAC meetings or the district’s Educational Partner Advisory Committee. Training will also be provided in technology, Aeries, Gradebook, navigating the internet, literacy strategies, mathematics strategies to support their children, and other parent education/training opportunities that may be requested during the year through surveys or advisory meetings.	The district seeks to gain input and feedback from parents throughout the school year. Multiple opportunities for this to take place occurs in group settings such as the School Site Council (SSC), English Learner Advisory Council (ELAC), District English Advisory Council (DELAC), and Educational Partner Advisory Committee (EPAC). Additional opportunities occur on an individual basis such as parent-teacher conferences, SART, IEPs, SSTs, and behavior support meetings. Building partnerships with parents and families is crucial in helping our district reach its goals of supporting students academically, improving student attendance, supporting students behaviorally and increasing participation in music, sports and other extracurricular activities.	An area of improvement is to continue to seek effective ways to engage families in advisory groups so that parents are able to provide input and are comfortable in a role where they are providing feedback that leads to important decision-making.	The district and schools will continue to reach out to underrepresented families to have them participate in parent advisory committees/councils, school surveys, school and district activities, volunteering, or partnering with the school to provide valuable feedback regarding school/district services. District team members will also work with school administrators and parents to refine key questions used in district surveys and during parent meetings to strengthen the input gathering process, particularly from underrepresented groups in the school community.	4	3	3	4	4	4	4	4	4	4	4	4	Met		2024-06-26	2024
16639170000000	Hanford Elementary	3	"The district continues to expand upon its success in building relationships between school staff and families. The district's 2023-2024 annual LCAP Parent Survey indicates that parents are satisfied with the communication and support they receive from their child's school.  

97% of parents agree/strongly agree with the statement: My child is receiving satisfactory instruction in Language Arts and Math.
96% of parents agree/strongly agree with the statement: My child receives adequate support so he/she can make satisfactory progress toward the Standards in Language Arts and/or Math.
92% of parents agree/strongly agree with the statement: I have been given suggestions/ideas to use at home to help my child meet grade level standards in English Language Arts and Math.
96% of parents agree/strongly agree with the statement: There are adequate opportunities for me to become informed about the school’s programs.
97% of parents agree/strongly agree with the statement: When I have questions about my child’s class work, I can ask for clarification and assistance from my child’s school.

The district, school administration, and individual teachers make extensive use of the district's online communication tools including Parent Square, Zoom, and Teams to communicate with families.  The district upgraded it's online parent communication tools to Parent Square in 2022-2023 and continues to be used in 2023-2024.  Based on the 2023-2024 annual LCAP Parent Survey, 89% of the parents said they ""regularly"" use Parent Square and 10% ""sometimes"" use Parent Square.

The district plans to expand parent education/training opportunities in 2023-2024.

The District’s (and school site) websites provide information about school operations, our instructional programs, and opportunities for involvement and participation in decision-making.
The district maintains a Facebook feed as another layer of communication.  
The district surveys parents for feedback and input."	1. In 2024-2025, the district will continue to implement the parent/family communication tool Parent Square.  The district will look to expand opportunities for parent/family engagement and communication on other district-provided platforms.

2. The district's Parent Advisory Committee and District English Learner Advisory Committee enthusiastically support the parent support and training programs that are currently being offered.  The district will work to expand these programs in the coming year.	Expansion of the district's parent education and training programs will include classes that specifically address the needs of underrepresented families including English Learners, Long-Term English Learners (LTELS), and the families of other subgroups of students.	The district continues to work on developing partnerships with families to build partnerships for student outcomes.  The 2023-2024 HESD Parent Survey indicates that:

98% of parents strongly agree or agree with the statement, “The Report to Parents helps me to understand what my child is expected to achieve in ELA and math.”
92% of parents strongly agree or agree with the statement, “I have been given suggestions/ideas to use at home to help my child meet grade level standards in ELA and math.”
97% of parents strongly agree or agree with the statement, “When I have questions about my child’s classwork, I can ask for clarification and assistance from my child’s school.”
Parent/teacher conferences were attended at a rate of 99.9%.

The district's parent committees (PAC and DELAC) both recommend the expansion of the popular parent training/education opportunities including, Kinder Counts, First and Forward, Digital Literacy Project (partnership with CSU Fresno).  There are versions of these popular parent education programs that are focused on the families of English learners and focused on all students.  The committees also recommend expanding parent training opportunities to include those that are targeted to families of Long-Term English Learners and other lower achieving subgroups. The district plans to expand these programs and offer additional opportunities targeted to the families of subgroups.	The district's parent committees (PAC and DELAC) both recommend the expansion of the popular parent training/education opportunities including, Kinder Counts, First and Forward, Digital Literacy Project (partnership with CSU Fresno).  There are versions of these popular parent education programs that are focused on the families of English learners and focused on all students.  The committees also recommend expanding parent training opportunities to include those that are targeted to families of Long-Term English Learners and other lower achieving subgroups.

The district's focus on Building Partnerships for Student Outcomes will look to expand the training and education offerings for parents.  The expansion of parent education/training opportunities will necessitate additional outreach, staff, facilities, and materials.  The district's planning will include provisions for these resources.	The district's parent committees (PAC and DELAC) both recommend the expansion of the popular parent training/education opportunities including, Kinder Counts, First and Forward, Digital Literacy Project (partnership with CSU Fresno).  There are versions of these popular parent education programs that are focused on the families of English learners and focused on all students.  The committees also recommend expanding parent training opportunities to include those that are targeted to families of Long-Term English Learners and other lower achieving subgroups.

The district plans to expand the offering of parent education and training opportunities to underrepresented families that include families of underachieving student subgroups.  These include families of English learners, Long-Term English Learners, African American, homeless and foster youth.	The district maintains a Parent Advisory Committee (PAC) that meets regularly throughout the year, providing input into the districts' programs and services for students. Although the primary purpose of the Parent Advisory Committee is to provide input into the development of the district's Local Control Accountability Plan (LCAP), the recommendations made by the PAC go beyond the LCAP, supporting the needs of students across the district, regardless of specific plans or funding sources (although these funds were specifically discussed at these meetings). The PAC is a well-informed group of parents who have received substantial training and support and have participated in analysis of the district's student achievement data, school climate data, and data showing students' social and emotional needs. Members of the PAC understand the opportunity gaps that were exacerbated by the COVID-19 pandemic. Members of the PAC are well-informed on the district's programs and services for students, also going beyond programs and services in the LCAP, and are active participants in the district's comprehensive strategic planning.

The District English Learner Advisory Committee (DELAC) is comprised of a majority of parents of students who are English learners. The DELAC meets regularly throughout the school year. Although the primary purpose of the DELAC is to provide input into the development of the district's federal Title I and Title III programs and services for English learners, the recommendations made by the DELAC go beyond these funding sources and plans, supporting the unique needs of students who are English learners across the district, regardless of specific plans or funding sources (although these funds were specifically discussed at these meetings). The DELAC is a well-informed group of parents who have received substantial training and support and have participated in analysis of the district's student achievement data, school climate data, and data showing students' social and emotional needs as they relate to students who are English learners. Members of the DELAC understand the opportunity gaps that were exacerbated by the COVID-19 pandemic. Members of the DELAC are well-informed on the district's programs and services for all students, with an emphasis on students who are English learners, and are active participants in the district's comprehensive strategic planning.

Based on the 2023-2024 annual LCAP Parent Survey, 98% of parents agree/strongly agree with the statement: I receive adequate information regarding parent meeting/activities such as School Site Council, English Learner Advisory Committee, parent Workshops, Back to School Night, and Parent Education Presentations.	The district will continue to support committee members' understanding of the district's achievement, school climate and other metrics along with their knowledge of the district's programs and services for students with the goal of leading them toward providing thoughtful, informed input and recommendations.	The district will continue to include, on its committees, parent representatives of the district's student subgroups.	4	5	4	5	4	4	5	4	4	4	4	4	Met		2024-06-26	2024
16639250000000	Hanford Joint Union High	3	HJUHSD's current strength, according to survey data, lies in building trusting relationships with families. We achieved an average rating of 3.7, indicating Full Implementation. This success is attributed to the introduction of the ParentSquare communication tool.	Based on the survey data, HJUHSD's current focus area is supporting staff in learning about each family's strengths, cultures, languages, and goals for their children. We received an average rating of 3, indicating Initial Implementation. As a district, we need to target specific training to develop stronger interpersonal relationships with parents.	HJUHSD has partnered with the California Partnership Program (CAPP) to specifically address equity and access for our Black and English Learner students and their parents. Our focus is on enhancing academic access for these groups.	According to survey data, HJUHSD’s current strength is supporting families in understanding and exercising their legal rights and advocating for their own students and all students. We received an average rating of 3.3, indicating Initial Implementation.	Based on survey data, HJUHSD's current focus area is providing families with information and resources to support student learning and development at home. We received an average rating of 3, indicating Initial Implementation. As a district, we need to target specific interactions to enhance support for at-home learning.	HJUHSD has partnered with the California Partnership Program (CAPP) to specifically address equity and access for our Black and English Learner students and their families. Our efforts are focused on enhancing academic access and opportunities for these communities.	HJUHSD’s current strength, based on the survey data, is providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. We had an average rating of 3.3 for Initial Implementation.	HJUHSD’s current focus area, based on the survey data,  is providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community. We had an average rating of 3 or Initial Implementation. We as a district need to target specific interactions to increase ways administrators can productively engage with families.	HJUHSD has partnered with the California Partnership Program (CAPP) to specifically target equity and access among our Black and English Learner students and parents. We are focusing on finding ways to improve academic access.?	4	3	3	3	3	3	3	3	3	3	3	3	Met		2024-06-25	2024
16639250137901	Hanford Online Charter	3	1. In-person academic meetings with families, weekly
2. In-person and virtual tutorials—expanded with a bilingual aide for the 23/24 school year, in addition to our special program's aide.
3. Surveys of parents and students, ongoing 
4. In-person Intake, orientation, and contract meetings three times per year
5. ParentSquare is a communication vehicle that is heavily used to translate everything into the home language through email and text. 
6. SSC meetings, held five times per year
7. Parent/Family information nights are held in-person and virtually. 
8. IEP, 504, SST, and Truancy meetings.	Engaging families will improve student learning outcomes when family engagement is integrated into all district goals and initiatives for student learning, including academic and social-emotional learning goals.

1. Use registration time to build a foundation. During our in-person intake/enrollment meetings, we can better understand the unique needs of each student and their family. These ongoing meetings build the foundation of the school/family relationship we rely on to make them improve school performance.
2. Create detailed Student Information Sheets- Based on information gleaned from ongoing family meetings, we develop an individualized academic learning plan for the students customized to their needs. We have found that families find this very refreshing as they know that we have a vested interest in their student's success, and we see their partnership as integral to our success. 
3. Send Out Parent Surveys—We seek parent input multiple times throughout the year to gain feedback about various aspects of our program. Stakeholder input is invaluable for future planning and reflection on current practices. This information guides our LCAP and state/federal grant plans. 
4. Special/Parent information events- We are working toward hosting multiple parent information events. We already hold School Site Council meetings. However, these events (in initial planning) would focus more on transitions to post-secondary. We could use these family leaders to plan interactive sessions on how to support college and career readiness. 
5. Contact parents regularly with good news- We make positive phone calls and referrals.
6. Utilize technology—We continue to use email and text as communication vehicles that translate everything into the home language. We also prepare family-friendly information materials in multiple languages.
7. Continuing or adding student services for social/emotional support. 
8. Discuss core beliefs about family engagement with staff and families, as different parties may identify priorities. 
9. We added a Student Specialist who acts as a liaison between the families and school to provide an extra layer of communication weekly.	"Engaging diverse families will contribute to closing achievement gaps between groups of students. We view building relationships and connecting to learning as priorities.

Priority 1: In the last two years, we have added a bilingual counselor, bilingual administrative secretary, and bilingual aide to better meet our families' needs.
Priority 2: In 23/24, we will bring in counselors from surrounding junior colleges to work on-site with families to enroll, apply for financial aid, and sign up for classes. 
Priority 3: We are holding At-Promise meetings with county social workers to meet the needs of Foter Youth and their families
Priority 4: We are working with the Workability office and the Department of Rehab to supply extended services for our Special Education students and their families. 
Priority 5: Fulls staff book study, ""Closing the Attitude Gap"" by Baruti K. Kafele - addressing implicit bias, inspiring students, and academic success.

Areas for consideration:
1. Building trusting relationships between educators and families and ensuring we are culturally responsive.
2. Making sure that educators are effectively communicating with families.
4. Making sure that families feel welcomed and respected at the school.
5. Ensure educators and administration understand how to engage families in supporting student learning, especially if the family is not confident about how to help.
6. Creating family engagement activities aligned to district goals for student outcomes that help families provide support at home for learning. 
7. Gather Evidence - climate surveys, focus groups, home visits, parent surveys, and site self-assessments.
8. Added student support staff for tiered re-engagement and academic support."	1. Weekly parent/student/teacher meetings
2. Increase in translated materials for home
3. MTSS meetings, monthly
4. Progress monitoring, weekly, graduation status, referrals, attendance, and credit accrual. 
5. 100% attendance at student IEP meetings. 
6. School-Family Compact
7. Surveys for feedback (student, staff, parent, community members)	1. Continue to build out student and family social services.
2. Continue to expand SEL support in counseling.
3. Continue to expand family engagement activities.	1. Seek to understand what barriers the family may be experiencing; refer to an alternative education social worker for community support. (Model of determination)
2. Lack of parental education or English language in the home; refer to Hanford Adult School for HSE/GED and ESL educational programs. We have found when parents prioritize education for themselves, they model this for their children. (Model of life-long learning)
3. Student-centered learning climate (Supporters of learning)
4. Continue to expand the role of the Student Specialist and Counseling positions using MTSS to identify students and families experiencing educational barriers.	"HOC has planned additional community engagement opportunities during the 2023 - 2024 school year to gather feedback and insights for developing the Local Control Accountability Plan (LCAP). The engagement opportunities targeted diverse stakeholder groups, including students, parents/guardians, school and district administrators, teachers, support staff, ELAC/DELAC, SELPA, Local Bargaining Units, and parents/guardians of students with disabilities, students experiencing homelessness, students in foster care, and military-dependent students. Family, student, and staff school, LCAP, and YouthTruth surveys were used to ensure meaningful feedback. The HJUHSD Assistant Superintendent hosted community advisory committees, and the Superintendent hosted  ""State of the District"" community forums. Additionally, student achievement data analysis meetings/dialogues were held to identify students needing academic or social-emotional support, and ParentSquare messages will be sent to gather feedback for  LCAP. Other meetings, such as SSC, WASC subcommittee, Title 1, ELAC/DELAC, and LCAP advisory meetings, were also held.

1. SSC meetings X 5
2. WASC subcommittee meetings - April 15 - 17th. 
3. Title 1 meeting - September/October 2023
4. HJUHSD community forums/town hall events - May 2024
5. Community Advisory Committee meetings X 5
6. ELAC/DELAC meetings, ongoing
7. LCAP advisory meetings, ongoing"	To better engage parents and solicit their input in the decision-making process, it is important to establish trust and build capacity for effective engagement. Partnering with community organizations can also help create a collaborative environment. Additionally, inviting parents' opinions on school climate and LCAP development can provide valuable insights for continuous improvement. Jointly developing and reviewing programming for families to support learning and healthy development while engaging parents in problem-solving discussions related to their students can also lead to positive outcomes. Collecting student and parent feedback and providing timely information about school and students in a language and format that is easy to understand can further enhance parent involvement and support student success.	Improving the engagement of underrepresented families is crucial for creating an inclusive and equitable learning environment. HOC took several proactive measures to achieve this goal, such as providing culturally responsive programming, offering translated materials and meetings, and actively contacting families to build trust and rapport. Additionally, we created opportunities for families to participate in decision-making processes and provided resources that address their unique needs to strengthen engagement further. By taking these steps, HOC sought to establish stronger relationships with underrepresented families and ensure that all students receive the support they need to succeed.

Building strong relationships between the school and families is crucial to establishing trust and positive rapport, which are needed for effective and equitable engagement. Additionally, forging more significant partnerships with families is instrumental in ensuring students receive the appropriate support they need to succeed. Finally, clear communication in the home language is a non-negotiable aspect of parent engagement, as it is crucial to ensure that all families feel heard and understood. It is important to be proactive and take assertive steps toward parent engagement to ensure students receive the best education possible.	5	5	4	5	5	5	5	5	5	5	4	4	Met		2024-06-25	2024
16639330000000	Island Union Elementary	3	Based on our most recent parent surveys, 98% of our parents feel that urschol staff treat students with respect and that teachers work hard to make sure students do well in school. School staff continue to build relationships with parents through regular communication and parent/teacher conferences.	An area we will focus on as school staff will be to continue looking for effective ways to strengthen how we communicate student progress with our families.	We have created a welcoming community that provides parents and community members multiple copportunities to get involved in our school and in their child's education. 97% of our parents surveyed said they feel welcome on campus. We strive to build strong relationships with families and have been successful with most, but we will continue to implement further suggestions and strrategies that will encourage all parents to be involved. We are also planning activities that will promote cultural awareness and education to strengthen our relationships with our families.	We offer multiple opportunities for parents to receive training, provide input, and be involved in their child's education. This year we put an emphasis on the social emotional well being of our students. We will continue supporting our student through our BEST Team. We will continue to work on finding more ways to get parents involved. We continue to have parent conferences mid first trimester so that we can be proactive in assisting students and parents and working as a team to better support successful academic performance and progress.	Based on the feedback we received from parents, making sure student have opportunities to be challenged in the curriculum as well as offered tutoring will both be a focus for the coming school year.	Based on the feedback we received, in order to have better representation from all families, we will work with our ELOP staff to ensure that we gather input from underrepresented families.	The LEA looked for ways to ensure all stakeholders were given opportunities to give input. Staff, students, and parents participated in surveys. Input was also solicited at staff meetings, school site council meetings, and Parent Booster meetings.	We receive input from a multitude of parents who are from a variety of backgrounds. Parents were given several opportunities and were reminded to complete the survey. Island has advisory groups such as Boosters and School Site Council who are given opportunities to make suggestions on programs and policies. We will continue to reach out to those parents who do not give input about their concerns and students' needs.	The LEA will work with ELOP staff to seek input from parents in the decision making process.	5	4	3	4	3	4	4	3	4	4	4	5	Met		2024-06-26	2024
16639336010466	Island Elementary	3	Based on our most recent parent surveys, 98% of our parents feel that our school staff treat students with respect and that teachers work hard to make sure students do well in school. School staff continue to build relationships with parents through regular communication and parent/teacher conferences.	An area we wil focus on as school staff wil be to continue looking for effective ways to strengthen how we communicate student progress with families.	We have created a welcoming community that provides parents and community members multiple opportunities to get involved in our school and in their child's education. 97% of our parents surveyed said they feel welcome on campus. We strive to build strong relationships with families and have been successful with most, but we will continue to implement further suggestions and strategies that will encourage all parents to be involved. We are also planning activities that will promote cultural awareness and education to strengthen our relationships with our families.	We offer multiple opportunities for parents to receive training, provide input, and be involved in their child's education. This year we put an emphasis on the social emotional well being of our students as well as staff. We will continue training and support throughout the year. We will continue to work on finding more, and different, ways to get parents who don't get involved, involed. We continue to have parent conferences at the mid first trimester so that we can be proactive in assisting the students and parents, working as a team, and to support successful academic performance and progress.	Based on the feedback we received from parents, making sure students have opportunities to be challenged in the curriculu as well as offered tutoring will continue to be a focus for the coming school year.	Based on feedback, we will work with our ELOP program to better communicate and receive feedback from our underrepresented families.	The LEA looked for ways to ensure all stakeholders were given opportunities to give input.  Input was sought from staff, students, and parents through surveys.  Input was also solicited at staff meetings, school site council meetings, and Parent Booster Meetings.	Currently we receive input from parents who are from a variety of backgrounds. Parents were given several opportunities and were reminded to complete the survey. Island School has advisory groups such as Boosters and School Site Council who are given opportunities to make suggestions on programs and policies. We will continue to reach out to those parents who do not give input about their concerns and all students' needs.	The LEA wil work with ELOP staff to seek input from parents in the decision making process.	5	4	3	4	3	4	4	3	4	4	4	5	Met		2024-06-26	2024
16639410000000	Kings River-Hardwick Union Elementary	3	The Kings River-Hardwick School District seeks to continually improve upon the partnerships we have with our
families in order to support and enhance student learning outcomes in all areas. Teachers and administrators
receive ongoing professional development in effective ways to improve the school's capacity to partner wit parents.
At KRH, we are fortunate to have strong family ties to the community we serve, and a parent population that actively
seeks opportunities to partner with us. This level of parent engagement plays a large part in the success our
students are able to achieve.
Prior to the first day of school each year, we host our Back to School Night or Meet the Teacher Day for students and
their families. These events provide parents and families the opportunity to become acquainted with the school, their
child's teacher, and the rest of the staff. Teachers provide parents with an overview of grade level standards, class
expectations, methods of communication, and ways parents may become involved in supporting their child's
education. During BTSN or MTTD, parents also have the opportunity to sign-up for the class communication
account, Bloomz.
In order to ensure parents receive the information and resources they need to support their child's learning and
development in the home, we meet with 100% of our parents for Parent/Teacher Conferences at the end of the first
trimester. During the conference, teachers share student progress with parents, and their current level of
performance on each standard reported on. In addition, teachers provide parents with resources and information
they may utilize to support the specific learning needs of their child at home. Conferences are an excellent
opportunity for parents to see portfolios and artifacts of their child's work, ask questions, and discuss ways they may
work together with the school to support improved learning outcomes for their child.
The school also provides parent workshops and information sessions in the areas of ELA, reading, and mathematics
for parents and family members to enhance parents' ability to support student learning at home. These workshops help build a common foundation and understanding for parents around the standards their children are learning, and
provide them with information and resources they may find useful when working with their children at home.
KRH supports parents in understanding and exercising their legal rights and advocating for their children. As a
charter school district, more than 50% of the student population attend on an inter-district transfer. Parents who seek
admission for their children to our charter district tend to be strong advocates for their children from the onset of their
education. We continue to foster that advocacy through parent engagement and involvement opportunities,
providing information in our Student/Parent Handbook, and communication during Parent Advisory, School Site
Council, ELAC, Parent Booster Club, and other committee	The Kings River-Hardwick School District will focus on increasing the number of family engagement opportunities provided throughout the school year.  In addition, the district will focus on building its social media presence.	It is the district's goal to focus on improving the engagement of underrepresented families through continued utilization of video conferencing and other virtual media structures that were found to be effective at reaching a wider range of our parents, families, and community throughout the pandemic, who have not otherwise been able to participate consistently via our previous in-person formats offered pre-pandemic.  The district will also work with underrepresented families to schedule engagement opportunities at times that are most convenient for families.	The Kings River-Hardwick School District takes pride in the strong relationships we have developed and continue to
nurture with out families. We are truly a team, working together wit hour parents and families, to ensure our children
have access to a rich, nurturing, and engaging learning environment. All staff are committed to building and maintain
strong, trusting relationships with our families, and are aware of the important role they play in this endeavor.
We strongly encourage and welcome parent involvement in the education of their children, and have been able to
build a community of parent and family volunteers that support and enhance the learning opportunities afforded to
our children on a weekly basis. These volunteers provide help and support in our classrooms, with special activities
school-wide, and as chaperons on field trips. In addition, we offer opportunities for families to engage in special
events at school, including events such as Back to School Night, Concert Performances, Winter Programs, Open
House, Book Fairs, Awards Ceremonies, etc.
Our Parent Booster Club is also very involved in supporting the educational efforts of the school district and provides
parents with hands-on opportunities to be involved and make a difference for their children. At the beginning of each
school year, teachers make person contact with the parent of each child in their class to get to know more about the
student and their family, and open the lines of communication with parents and families. In addition, the district
utilizes Bloomz, an interactive communication platform that allows parents to receive news and information from the
district, school, and teachers, as well as engage in two-way communication with school staff. This platform also
enables parents within a class or specified group, to communicate with one another via text or email. In addition,
teachers are able to post pictures of the learning taking place in the classrooms for parents to enjoy and stay
connected with what their children are doin in class. This communication platform is available in multiple languages,
which enables all families to access interactive communication with the school and district. The Bloomz platform is
used in addition to more traditional communication such as phone calls, in person meetings and presentations, etc.
where bilingual staff are on hand to ensure all communication is understandable and accessible for all of our families.	It is the goal of the district to focus on reestablishing our parent volunteer program now that the pandemic
has subsided. This will provide parents with the opportunity to be more actively involved in the day to day
educational experience of their children. In addition, the district is maintaining the Student Specialist position to help support families support their students to enhance student academic performance and social emotional well-being.	It is our goal to further enhance and extend our outreach to the families of our English learner children. Although
they only comprise approximately 3.5% of our population, their voice is important to us and we are dedicated to
building strong, trusting relationships with them. It is important that we understand the goals they have for their
children and are properly equipped to help their children achieve those goals.	The Kings River-Hardwick School District seeks parent and family input in many ways. Currently, parents and
families have the opportunity to provide input and be actively engaged in advisory groups and decision making
through School Site Council/Parent Advisory Committee, English Learner Advisory Committee, school board
meetings, surveys, and Parent Booster Club. These advisory groups play a key role in the development of our Local
Control Accountability Plan (which also serves as our SPSA since we are a single school district), as well as
providing guidance to the school and district regarding family engagement activities.	It is the goal of the Kings River-Hardwick School District to continue to increase opportunities for parents from all
student subgroups to engage in advisory groups and decision-making. This may be achieved through varying
meeting times according to parent availability and /or offering and additional meeting attendance options, such as via
an online media platform to increase the opportunity for parents to attend either in-person or virtually.	It is the goal of the Kings River-Hardwick School District to continue to increase opportunities for underrepresented
families to engage in advisory groups and decision-making. This may be achieved through varying meeting times
according to parent availability and /or offering and additional meeting attendance options, such as via an online
media platform to increase the opportunity for parents to attend either in-person or virtually.	5	5	4	5	5	5	5	5	4	4	4	4	Met		2024-06-25	2024
16639416010474	Kings River-Hardwick Elementary	3	The Kings River-Hardwick School District seeks to continually improve upon the partnerships we have with our
families in order to support and enhance student learning outcomes in all areas. Teachers and administrators
receive ongoing professional development in effective ways to improve the school's capacity to partner wit parents.
At KRH, we are fortunate to have strong family ties to the community we serve, and a parent population that actively
seeks opportunities to partner with us. This level of parent engagement plays a large part in the success our
students are able to achieve.
Prior to the first day of school each year, we host our Back to School Night or Meet the Teacher Day for students and
their families. These events provide parents and families the opportunity to become acquainted with the school, their
child's teacher, and the rest of the staff. Teachers provide parents with an overview of grade level standards, class
expectations, methods of communication, and ways parents may become involved in supporting their child's
education. During BTSN or MTTD, parents also have the opportunity to sign-up for the class communication
account, Bloomz.
In order to ensure parents receive the information and resources they need to support their child's learning and
development in the home, we meet with 100% of our parents for Parent/Teacher Conferences at the end of the first
trimester. During the conference, teachers share student progress with parents, and their current level of
performance on each standard reported on. In addition, teachers provide parents with resources and information
they may utilize to support the specific learning needs of their child at home. Conferences are an excellent
opportunity for parents to see portfolios and artifacts of their child's work, ask questions, and discuss ways they may
work together with the school to support improved learning outcomes for their child.
The school also provides parent workshops and information sessions in the areas of ELA, reading, and mathematics
for parents and family members to enhance parents' ability to support student learning at home. These workshops help build a common foundation and understanding for parents around the standards their children are learning, and
provide them with information and resources they may find useful when working with their children at home.
KRH supports parents in understanding and exercising their legal rights and advocating for their children. As a
charter school district, more than 50% of the student population attend on an inter-district transfer. Parents who seek
admission for their children to our charter district tend to be strong advocates for their children from the onset of their
education. We continue to foster that advocacy through parent engagement and involvement opportunities,
providing information in our Student/Parent Handbook, and communication during Parent Advisory, School Site
Council, ELAC, Parent Booster Club, and other committee	The Kings River-Hardwick School District will focus on increasing the number of family engagement opportunities provided throughout the school year.  In addition, the district will focus on building its social media presence.	It is the district's goal to focus on improving the engagement of underrepresented families through continued utilization of video conferencing and other virtual media structures that were found to be effective at reaching a wider range of our parents, families, and community during the pandemic.  This means of virtual attendance has enabled participation by those who have not otherwise been able to participate consistently via our previous in-person only formats offered pre-pandemic.  The district will also work with underrepresented families to schedule engagement opportunities at times that are most convenient for families.	The Kings River-Hardwick School District takes pride in the strong relationships we have developed and continue to
nurture with out families. We are truly a team, working together wit hour parents and families, to ensure our children
have access to a rich, nurturing, and engaging learning environment. All staff are committed to building and maintain
strong, trusting relationships with our families, and are aware of the important role they play in this endeavor.
We strongly encourage and welcome parent involvement in the education of their children, and have been able to
build a community of parent and family volunteers that support and enhance the learning opportunities afforded to
our children on a weekly basis. These volunteers provide help and support in our classrooms, with special activities
school-wide, and as chaperons on field trips. In addition, we offer opportunities for families to engage in special
events at school, including events such as Back to School Night, Concert Performances, Winter Programs, Open
House, Book Fairs, Awards Ceremonies, etc.
Our Parent Booster Club is also very involved in supporting the educational efforts of the school district and provides
parents with hands-on opportunities to be involved and make a difference for their children. At the beginning of each
school year, teachers make person contact with the parent of each child in their class to get to know more about the
student and their family, and open the lines of communication with parents and families. In addition, the district
utilizes Bloomz, an interactive communication platform that allows parents to receive news and information from the
district, school, and teachers, as well as engage in two-way communication with school staff. This platform also
enables parents within a class or specified group, to communicate with one another via text or email. In addition,
teachers are able to post pictures of the learning taking place in the classrooms for parents to enjoy and stay
connected with what their children are doin in class. This communication platform is available in multiple languages,
which enables all families to access interactive communication with the school and district. The Bloomz platform is
used in addition to more traditional communication such as phone calls, in person meetings and presentations, etc.
where bilingual staff are on hand to ensure all communication is understandable and accessible for all of our families.	It is the goal of the district to focus on reestablishing our parent volunteer program now that the pandemic
has subsided. This will provide parents with the opportunity to be more actively involved in the day to day
educational experience of their children. In addition, the district is maintaining its Student Specialist position to help support families as they support their students to enhance student academic performance and social emotional well-being.	It is our goal to further enhance and extend our outreach to the families of our English learner children. Although
they only comprise approximately 3.5% of our population, their voice is important to us and we are dedicated to
building strong, trusting relationships with them. It is important that we understand the goals they have for their
children and are properly equipped to help their children achieve those goals.	The Kings River-Hardwick School District seeks parent and family input in many ways. Currently, parents and
families have the opportunity to provide input and be actively engaged in advisory groups and decision making
through School Site Council/Parent Advisory Committee, English Learner Advisory Committee, school board
meetings, surveys, and Parent Booster Club. These advisory groups play a key role in the development of our Local
Control Accountability Plan (which also serves as our SPSA since we are a single school district), as well as
providing guidance to the school and district regarding family engagement activities.	It is the goal of the Kings River-Hardwick School District to continue to increase opportunities for parents from all
student subgroups to engage in advisory groups and decision-making. This may be achieved through varying
meeting times according to parent availability and /or offering and additional meeting attendance options, such as via
an online media platform to increase the opportunity for parents to attend either in-person or virtually.	It is the goal of the Kings River-Hardwick School District to continue to increase opportunities for underrepresented
families to engage in advisory groups and decision-making. This may be achieved through varying meeting times
according to parent availability and /or offering and additional meeting attendance options, such as via an online
media platform to increase the opportunity for parents to attend either in-person or virtually.	5	5	4	5	5	5	5	5	4	4	4	4	Met		2024-06-25	2024
16639580000000	Kit Carson Union Elementary	3	Staff is available and visible to families before/after school, staff attends parent teacher club meetings and annual
school carnival, each teacher had 90% or greater attendance at parent conferences, school site council and ELAC
has 100% participation. All communication to families is disseminated in English and Spanish. Kit Carson holds
many family events including, but not limited to: family art night, pancakes with parents, grandparents day, book fair,
Drama play performance, Christmas performance, Spelling Bee, 8th grade graduation ceremony.	The district would like to focus on parenting support for parents and also provide opportunities for learning such as a
family game night. Many of our parents work full time (sometimes multiple jobs) and are trying to parent their
children. We would like to find opportunities to support our families.	The district believes that our second language parents may be underrepresented. In an effort to improve support the
LEA will attempt to provide a translator in the district/school office each afternoon so that parents feel connected and
are able to build relationships with staff.	The LEA provides parent conferences each trimester so that families and teachers can keep in contact. Student
grades are also available online for families of each 4th-8th grade students. Uniform complaint procedures are
disseminated in the student handbook. We have built processes to offer families an onsite opportunity to complete
feedback surveys, as necessary. 
	The LEA would like to implement professional development in the area of teacher support to improve a school’s
capacity to partner with families; specifically for our second language population. We would like to improve our
practices surrounding obtaining survey feedback.	School Site Council has recently requested Parenting classes to help them support their student in the area of
academic achievement as well as the ability to address social-emotional stressors. These classes to learn effective
strategies will be especially helpful to improve equity for our underrepresented families. We will work to improve
practices surrounding supporting families to understand and exercise their legal rights and advocate for their own
students and all students.	We were sure to solicit input and feedback from educational partners not only through successful school site council
meetings, but offering the opportunity to complete surveys. These opportunities allowed parents and families to have
their voices heard whether in person or through written means. The variety of modes allowed underrepresented
groups to participate equitably.	An area of growth would be the ability to provide opportunities to have families, teachers, principals, and district
administrators work together to plan, design, implement and evaluate family engagement activities at school and
district levels. We were pleased to see the large amount of families attend and embrace school activities; such as,
Back to School Night, Family Art Nights, Science Fair, Spring Carnival, field trips, and Open House. We will be
implementing a quarterly news letter to strengthen connections and allow further opportunities to provide input.	Based on the requests from all educational partners, we will continue offering in-person events and provide more
opportunities for input and feedback. This will allow for an increase in collaborative opportunities for educational
partners to work together in supporting student learning and engagement. We will be providing an EL specialist to
help target English Learner language acquisition and would like this person to be a liaison for families to further
seeking input. An fulltime psychologist will also be able to help with students and families who are seeking mental
health support. This would include support for students with disabilities and their families.	3	4	4	4	4	3	4	3	4	4	4	4	Met		2024-06-19	2024
16639580136556	Kings Valley Academy II	3	Kings Valley Academy II (KVAII) takes prides in building positive and lasting relationships with the community. The connection with our Educational Partners continues to be a priority at Kings Valley Academy II. Through regular Parent Meetings, including our Parent Advisory Committee and English Learner Advisory Committee, Parent Teacher Conferences, student and family celebrations, and weekly communication through our Data + Design system our families express a sense of feeling highly connected to the school and their student’s progress as evidence by our data results, engagement at events and feedback received. KVAII families appreciate the open communication and monthly updates. 

Data from our annual Survey shows that 100% of our parents feel the school is safe, 95% feel they are connected to the school and pleased with their student’s progress. In addition, 97% state that the school communicates clearly and effectively. Data collected from other engagement events and feedback received confirms our school continues to build relationships and in many cases strengthening them.
One of our parents recently commented, “I am pleased with the IEP my son has currently. I feel he gets the one on one teaching he needs here at this school.” She elaborates. “My son has shared that all the staff have a good relationship with him and he feels supported. I know when he doesn’t understand something he will reach out to his teacher. I am very grateful for the current teacher, he is patient, goes out of his way to keep me updated. He also encourages and keeps my son on track.” Another parent also commented, “We enjoy the flexibility of the program. My daughter gets the one on one she needs with her teacher, which is one of the main reasons we enrolled her at KVAII.”	Kings Valley Academy II has gone to great effort encouraging Educational Partnership participation and engagement at every school meeting, event or activity. However, we understand that not all Educational Partners will be able to attend every event. Therefore the school planned and scheduled events throughout the year at different times of the day for anyone to attend.
Based on input and data analysis, from feedback and surveys, the school noted they would like to increase the number of participants who attend the PAC/ELAC meetings including 2-way communication with all Educational Partners using language accessible to families. The school wholeheartedly believes that Educational Partner feedback and input is a valuable part of the school's improvement process. The school also is aware that having planned school meetings and activities is crucial for engagement opportunities.
A challenge parents have shared is understanding the complexities of our school program, more notably, attendance requirement, credit completion and school policy, in addition to parent and student responsibilities. In response the school aimed to improve the onboarding process and maintain ongoing dialogue with parents while students remain enrolled in our program.
In addition, Kings Valley Academy II understands that having an open line of 2-way communication will provide clarity and opportunity for students and families to access everything the school has to offer.	KVAII staff is well aware of the various needs of the community especially the underrepresented families. KVAII will improve engagement of underrepresented families at every event by providing staff to communicate in the parent’s preferred language or provide translation services for educational partner communications. The school will also offer multiple opportunities for participation both virtually and in-person, and provide classes/workshops based on educational partner needs/requests.
We are confident that the evolving methods of communication will help underrepresented educational partners remain connected to the school. Through increasing opportunity and access, more families will be able to actively participate and impact their child’s education.	A strength of the school is having a diverse and knowledgeable staff that meets the needs of each student. From the day of enrollment staff assess students to measure their current level of performance and plan a program that meets their academic needs. Students have access to a plethora of support staff such as tutors, counselors or retention support specialists. Parents are included in every aspect of the students activities through various communications tools including but not limited to emails, text and social media.
Input received from our Educational Partners identifies our area of strength is creating a welcoming environment for all families in the community and our flexibility in providing opportunities for families to receive support. Staff is available to students between morning and afternoon for live instructional support, weekly progress summaries and a variety of services. Students and parents can access the tools for educational success at any time of the day.	Input and data analysis, confirm that the Kings Valley Academy II would like to improve the number of students who participate in small group instruction classes, counseling events, and workforce partner workshops and receive mental health/social-emotional services. Increasing the number of students participating in the above events will improve the student-school relationships and increase student achievement.	An area of focus continues to be to increase our Educational Partners of underrepresented families. Though parents have expressed a strong confidence in service and support to our students, there is more we can do. We will continue in our commitment to provide partnership and accessibility in services as our students continue on their educational journey.	The last few years our school experienced a time of change, we learned from our current practices how effective or ineffective some of our practices were. However, an area of strength we recognized was how quickly we adapted from in-person meetings to virtual meetings for all our educational partners. Without missing a beat Kings Valley Academy II was able to provide information and solicit feedback from our Educational Partners in multiple platforms and spaces that work for our parents' needs. The school was able to provide flexible hour options for connection to the school. As a result of this there was more participation and engagement with our Educational Partners. Parents were able to login form their own devices and join the discussions.
Although parents attend meetings and events, an area of improvement for Kings Valley Academy II is to find a way to actively engage families in the planning and implementation of programs. While we go to great lengths to promote and invite Educational Partners to our public meetings and events, our progress in building the capacity of staff to effectively engage families in the
decision-making is an ongoing process. Through professional developments, we will learn better ways to connect with families and draw out feedback and input in order to make more communal decisions. Kings Valley Academy II plans to continue these efforts in the upcoming year and will continue finding topics of interest to present to our families.	Kings Valley Academy II will continue to engage our underrepresented families through personal phone calls in their primary language, like Spanish, that invite them to meaningful school decision-making events such as ELAC meetings and LCAP Educational Partner meetings. Relevant documents will be translated and made available to all families and meetings will have live, real-time translation options to allow for ease of access. We will also continue to provide classes/workshops based on parent interests/requests to better engage our underrepresented Educational Partners. Additionally, with an increase in staff members, particularly Paraprofessionals, Social Workers, and Counseling staff, we will be able to provide more layers of support so that we can bring more families into the active community.
In the Annual School survey, parents responded favorably that the school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings. This is evident through the attendance of diverse families at school events. This is key in providing an inclusive forum for all Educational Parents to share input and feedback.	Our underrepresented families of Kings Valley Academy II are in need of translation in Spanish. We will improve services by hiring certified, bilingual staff with a focus on increasing our recruitment to members of the community to join our team and where our community needs exceed staff availability, we will partner with outside organizations to provide excellent service to our students and families.
One key finding from the local survey was from parent/guardian responses. When asked in the last school survey if they felt that their school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings, 82% responded that they agreed and strongly agreed. The school also continues to implement parent engagement activities like PAC/ELAC, student recognition days, open houses, back-to-school nights, and parent-teacher-student conferences.	4	4	3	4	4	4	4	4	4	4	4	4	Met		2024-06-06	2024
16639586113120	Mid Valley Alternative Charter	3	Staff is available and visible to families before/after school, staff attends parent teacher club meetings and annual school carnival, each teacher had 90% or greater attendance at parent conferences, school site council and ELAC
has 100% participation. All communication to families is disseminated in English and Spanish. Mid Valley holds
family events including, but not limited to: family art night, pancakes with parents, grandparents day, book fair, 8th grade graduation ceremony.	The district would like to focus on parenting support for parents and also provide opportunities for learning such as an orientation for the curriculum online. Many of our parents work full time (sometimes multiple jobs) and are trying to parent their children. We would like to find opportunities to support our families.	The district believes that our second language parents may be underrepresented. In an effort to improve support the LEA will attempt to provide a translator in the district/school office each afternoon so that parents feel connected and are able to build relationships with staff.	The LEA provides parent conferences each trimester so that families and teachers can keep in contact. Student
grades are also available online for families of each 4th-8th grade students. Uniform complaint procedures are
disseminated in the student handbook. We have built processes to offer families an onsite opportunity to complete feedback surveys, as necessary.	The LEA would like to implement professional development in the area of teacher support to improve a school’s
capacity to partner with families; specifically for our second language population. We would like to improve our
practices surrounding obtaining survey feedback.	School Site Council has recently requested Parenting classes to help them support their student in the area of
academic achievement as well as the ability to address social-emotional stressors. These classes to learn effective
strategies will be especially helpful to improve equity for our underrepresented families. We will work to improve
practices surrounding supporting families to understand and exercise their legal rights and advocate for their own students and all students.	We were sure to solicit input and feedback from educational partners not only through successful school site council meetings, but offering the opportunity to complete surveys. These opportunities allowed parents and families to have their voices heard whether in person or through written means. The variety of modes allowed underrepresented groups to participate equitably.	An area of growth would be the ability to provide opportunities to have families, teachers, principals, and district
administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. We were pleased to see the large amount of families attend and embrace school activities; such as, Back to School Night, Family Art Nights, field trips, and Open House. We will be implementing a quarterly news letter to strengthen connections and allow further opportunities to provide input.	Based on the requests from all educational partners, we will continue offering in-person events and provide more opportunities for input and feedback. This will allow for an increase in collaborative opportunities for educational partners to work together in supporting student learning and engagement. We will be providing an EL specialist to help target English Learner language acquisition and would like this person to be a liaison for families to further seeking input. An full time psychologist will also be able to help with students and families who are seeking mental health support. This would include support for students with disabilities and their families.	3	4	4	4	4	3	4	3	4	4	4	4	Met		2024-06-19	2024
16639660000000	Lakeside Union Elementary	3	Lakeside supports parent involvement school events such as: back to school, family game nights, open house and school carnival. Parent survey comments for these events were very positive. The Lakeside family encourages teachers, staff, and families to work alongside one another during these opportunities .	An area of focus for improvement in this area is increasing parent participation in classes offered by the Parent Liaison and outside agencies including topics relating to academic standards and strategies to support students at home . 

	Lakeside will continue to identify opportunities to incorporate parents within our school events on a regular basis and increase the opportunities to meet with Administration and Support staff versus social events .	We continue to have a high rate of parent participation in parent-teacher conferences. Parents indicated that they felt their child’s school and teachers are providing flexible parent conference times to increase access for parents to attend.	An area of focus for improvement in this area is establishing increased opportunities for parent-teacher communication throughout the school year beyond the two parent-teacher conferences offered through our REMIND app and routine phone calls. 
	Lakeside will continue to identify opportunities to incorporate parents within our school events on a regular basis and increase the opportunities to meet with Administration and Support staff versus social events .	Lakeside chose to use a locally created survey to garner parent input. We include questions that relate to all district LCAP goals, actions and services. We have a specific parent engagement goal: Lakeside Union School District will provide opportunities and services to parents that establish and maintain a positive and collaborative relationship for the benefit of our student’s academic success. This goal includes actions to support parent engagement, such as a parent liaison. This position works to build positive partnerships between home, school, and community. Lakeside has established foundations through aligned systems for parent engagement to support continued student success.	As we have had an increase in parent participation within our committees , we continue to maintain an area of focus for improvement relating to ensuring that parents of all student groups are represented . 
	Lakeside will continue to identify opportunities to incorporate parents within our school events on a regular basis and increase the opportunities to meet with Administration and Support staff versus social events .	4	5	3	5	4	4	5	4	5	5	5	5	Met		2024-06-25	2024
16639740000000	Lemoore Union Elementary	3	In February 2024, a parent survey that resulted in 948 responses, a notable increase from the 469 responses received the previous year. The rise in participation was attributed to distributing the survey in physical paper format to parents, as opposed to solely online. According to the survey findings, 93% of parents expressed confidence in the school staff's ability to cultivate trusting and respectful relationships with families. Additionally, 95% of parents reported satisfaction with the level of communication between parents and their child's school, slightly up from 94% the previous year. Schools have been actively enhancing two-way communication with families and the community, leveraging methods such as increased online communication district-wide through platforms like Parent Square. This platform is particularly beneficial for families where English is not the primary language, as it automatically translates messages into their preferred language.	One area where improvement is needed is to strengthen the relationship between the schools and families. There are a number of beneficial activities that bring families and schools together. However, the issue with this is that these efforts are individual to each site rather than a collective district effort to implement all of this good work together to enhance the experience for all families throughout the district, regardless of the school they attend.  Additionally, enhancing the LEA's understanding of each family's strengths, cultures, languages, and aspirations for their children is another aspect where improvement is needed.	To enhance engagement with underrepresented families identified during the self-reflection process regarding Building Relationships Between School Staff and Families based on the reflection process the district will. Develop targeted outreach programs specifically designed to engage underrepresented families. This could involve hosting community events, workshops, or information sessions tailored to the needs and preferences of these families.  The district will have each site designate a family liaison who will serve as a bridge between underrepresented families and school staff. These liaisons will help facilitate communication, address concerns, and build trust within the community.	Building parent partnerships is important to LUESD. Every school promotes events such as Back to School Night, Open House, literacy, science, art nights, and multiple school events including music performances and assemblies. The district Parent Advisory Council and District English Learner Advisory Committee promote parent participation at the district-level.  Each school has recently implemented or enhanced partnerships with families in the areas of attendance, academics and behavior. These include a Student Attendance Review Team (SART) that works with families to help improve student attendance, Study Support Teams (SST) to work with families to provide additional academic support and Tier 2 behavior plans that are established with parents to identify appropriate behavioral supports for students. The schools reach out to underrepresented families for parent conferences, participation in ELAC and/or SSC.	An area where the district should focus as the district transitions to the Professional Learning Community Framework, some families may feel disconnected because their experience with schooling has been primarily in a traditional model. The core principles of a PLC may appear unfamiliar or even incorrect to those who are not acquainted with the framework.	A few ways to improve this would be to invite parents or guardians to participate in PLC meetings alongside educators. This provides an opportunity for families to contribute their perspectives, experiences, and insights into the educational process, fostering a sense of shared responsibility for student success.  The district will offer workshops or training sessions for families on topics related to the PLC framework, such as understanding assessment data, setting academic goals, and supporting student learning at home. Empowering families with knowledge and skills enhances their ability to actively participate in the PLC process.  Finally, the district could establish clear channels of communication between educators and families, ensuring that information about PLC activities, student progress, and goals is regularly shared and easily accessible to all stakeholders. This can include newsletters, emails, parent-teacher conferences, and online platforms.	The district seeks to gain input and feedback from parents throughout the school year through a variety of means, including those noted above. Multiple opportunities for this to take place occur in group settings such as the School Site Council (SSC), English Learner Advisory Council (ELAC), District English Advisory Council (DELAC), and Parent Advisory Council (PAC).  Additional opportunities occur on an individual basis such as parent-teacher conferences, SART, IEPs, SSTs, and behavior support meetings. Building partnerships with parents and families is crucial in helping LUESD reach its goals of supporting students academically, improving student attendance, supporting students behaviorally and increasing participation in music, sports and other extracurricular activities. The schools will continue to reach out to underrepresented families to have them participate in parent advisory councils as well as having them volunteer at the school.	An area of continued focus for the district in improving input for decision making is to improve the district's survey processes and content.  Another continued area of focus should be on expanding the various educational partner groups to include community and civic members.	To enhance parental input into decision-making, the district can utilize Parent Square to deploy surveys and polls. Additionally, the district will begin to use focus groups, which allow for more in-depth conversation and feedback. Furthermore, it will allow stakeholders to share their perspectives, concerns, and ideas in a small group setting.	4	4	3	4	3	3	5	4	4	4	4	3	Met		2024-06-18	2024
16639740100156	Lemoore University Elementary Charter	3	A parent survey was conducted by the site/LEA in April of 2024, that received a better response rate from the year before.  This may have been due to the survey being sent just to our site's parents, by the site, versus the district survey being sent out to all parents.  Based on this survey, 85.7% of parents felt the school staff builds trusting and respectful relationships with families, and 72.1% were satisfied with the communication between the school and parents.  We have been working to improve our two-way communication with parents and the community by utilizing increased for increased online communication, including social media, Parent Square and our district/school website.	One of the areas we will focus on to improve relationships between families and school staff is to re-orient parents back onto campus by bringing back such annual events such as Back to School Night, Open House, Family Involvement Nights (reading, math, science, art, etc.), award ceremonies, and student recognition events.  We also need to improve in learning about each family's strengths, cultures, languages, and goals for their children in the future.	The primary way that the school will improve engagement of underrepresented families is by implementing Parent Square.  This is a communication system that is tied to the school's student information system, that allows two-way communication between the district, school, and/or teacher and the parent/guardian in their home language.	Building parent partnerships is paramount at UCS.  We promote such events as Back to School Night, Open House, Family nights (reading, math, science, art), and award/recognition ceremonies on campus.  We have recently implemented and/or enhanced partnerships with families in the areas of attendance, academics, and behavior.  These include a Student Attendance Review Team (SART) to help improve attendance, Student Support Teams (SST) to work with families to provide additional support and behavior plans that are established with parents to identify appropriate behavioral supports for students.  The school reaches out to underrepresented families for parent conferences, participation in Charter Council and PSO.	An area where the school should focus to improve building partnerships for student outcomes is in regards to sharing and involving educational partners in is the introduction/expansion of the CTE opportunities available to us via partnerships with the local high schools and West Hills. Creating partnerships with these entities and other local and/or community partners will help build a strong foundation to expand upon for our students in the area of career and college readiness.	The primary way that the school will improve engagement of underrepresented families is by implementing Parent Square.  This is a communication system that is tied to the school's student information system, that allows two-way communication between the district, school, and/or teacher and the parent/guardian in their home language.	The school seeks to gain input and feedback from parents throughout the school year through a variety of means, including those noted above.  Multiple opportunities for this to take place occur in group settings such as the Charter Council, Parent-Staff Organization (PSO), and grade level parent meetings.  Additional opportunities occur on an individual basis such as in parent-teacher conferences, SART, IEPs, SSTs and behavior support meetings.  Building partnerships with parents and families is fundamental in helping UCS reach its goals of supporting students academically, emotionally, and behaviorally, improving attendance, and increasing participation in extracurricular activities.  The school will continue to reach out to underrepresented families to have them participate in some of the parent advisory groups, as well as having them volunteer at the school.	A focus area for the school in improving input for decision making is to improve the school's survey processes and content.  Another area of focus should be on expanding the various educational partner groups to include community and civic members.	The primary way that the school will improve engagement of underrepresented families is by implementing Parent Square.  This system can be used to gather information from the educational partners, including the parent/guardian, via electronic surveys, in their home language.	4	4	3	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
16639820000000	Lemoore Union High	3	LUHSD utilizes a variety of tools to gather this data for parent engagement. Meeting are held regularly with parents of English Learners, Migrant students and Native American families through the Indian Education Council. Data from these meeting are combined with survey data from parents and students. Survey data is reflective of our current demographics and is representative of each grade level (e.g. 9 through 12). Parents have an open forum in both meetings and on the survey to provide input on priorities for funding, as well as, strengths and weaknesses at each school site. The data collected is used to determine our current levels of implementation, what actions are needed and developing or modifying current district goals.
Survey data indicates that the district has made significant progress in building positive relationships between school staff and families. A majority of parents feel that their input is valued, they are well-informed about their child’s education, and the school encourages active parental involvement. Many parents report that there are caring adults at the school, and they feel welcomed to participate in school activities. This overall positive feedback from parents and staff reflects the district's efforts in fostering parental involvement, communication, and support.	The analysis of educational partner input and local data highlights a need for the LUHSD to improve parent participation rates in building relationships between school staff and families. Despite positive feedback from a portion of parents and staff regarding parental involvement and communication, the low number of survey responses indicates that broader engagement efforts are necessary. To address this, LUHSD can implement targeted strategies such as enhancing communication channels, diversifying outreach methods, and providing more opportunities for parent input. The goal is to ensure that all stakeholders' voices are heard, leading to stronger partnerships and more inclusive and effective educational practices throughout the district.	LUHSD is focused on enhancing the involvement of underrepresented families and fostering connections between school staff and families. Building on the success of cultural celebrations like Native American Month and Mexican Heritage Month, LUHSD plans to expand these initiatives. In collaboration with the Santa Clara County Office of Education Inclusion Collaborative, LUHSD has accessed valuable resources to better address the needs of underrepresented families. This partnership aims to create more inclusive and welcoming environments across campuses, ensuring all families feel valued and engaged. Additionally, LUHSD is committed to fostering inclusivity within the curriculum and school events, continually refining engagement strategies to empower every family within the school community.	The analysis of educational partner input and local data shows that LUHSD has made significant progress in building partnerships to enhance student outcomes, with high levels of parental agreement on academic support and college preparation at both LHS and JHS. At LHS, parents feel that the school provides quality education, necessary academic support, and activities that prepare students for college. Similarly, at JHS, parents agree that the school emphasizes academic success and offers strong support and college preparation activities. Parents also believe their students have access to a challenging curriculum and are taught critical thinking skills. The positive perception of the educational experiences at both schools highlights effective partnership-building efforts between the schools and families. Staff aim to further improve instructional strategies and support for diverse student groups in the upcoming school year, emphasizing the importance of these partnerships in fostering an environment conducive to student success.	LUHSD has identified the need to improve access to social-emotional and additional supports for parents to help their children. Analysis of survey data and feedback reveals disparities in parental awareness and accessibility of these supports between LHS and JHS. Specifically, a smaller proportion of LHS parents are aware of or know how to access social-emotional supports compared to JHS parents. This lack of awareness can negatively impact students' academic achievement and their ability to effectively use educational services. To address this, LUHSD will implement strategies to enhance communication, provide resources and information sessions, and partner with community organizations specializing in mental health and wellness. By focusing on improving access to social-emotional supports, LUHSD aims to strengthen partnerships with parents and create a more supportive environment for student success and well-being.	LUHSD is dedicated to improving the engagement of underrepresented families, focusing on establishing strong partnerships for student outcomes. To achieve this, the district is emphasizing equity and access initiatives, training staff to engage effectively with diverse backgrounds. Regular meetings with groups such as the Indian Education Council and DELAC ensure that the perspectives of underrepresented families are included in decision-making. Additionally, LUHSD has partnered with Fresno State’s Parent University program to offer free courses for parents and family members, covering various support and resource topics. This initiative aims to foster community outreach and strengthen partnerships with underrepresented families. By leveraging these efforts, LUHSD seeks to create an inclusive and supportive environment where all families feel valued and empowered in their children's education. The district's ongoing collaboration and proactive engagement efforts are aimed at building meaningful partnerships that contribute to improved student outcomes for all.	LUHSD has shown significant progress in seeking input for decision-making processes, with active parental engagement in communication and participation opportunities. Parents have responded positively to surveys about updates on student progress, enforcement of rules, and school activities, indicating a strong level of engagement. Parents at both LHS and JHS feel welcome to participate in school activities and are well-informed about school happenings, reflecting effective communication channels.

However, there are areas for improvement, particularly regarding input on rules, policies, and changes at the school sites. Fewer parents felt they had opportunities for input on these matters. To address this, LUHSD will focus on strengthening opportunities for input and feedback, aiming to create a collaborative environment where all stakeholders feel valued and empowered in the decision-making process. This focus on communication and participation initiatives is intended to enhance the overall educational experience for students.	LUHSD has identified key areas for improvement in seeking input for decision-making, focusing on enhancing parent and student involvement in the development of rules, policies, and educational updates across all school sites. A particular emphasis is on engaging Spanish-speaking parents to address language barriers and promote inclusivity. DELAC meetings are used to discuss school rules, policies, and gather parent input, recognizing the importance of stakeholder engagement in decision-making.

The district's use of Equity and Access training aims to expand staff capacity to support all students, particularly those from traditionally underserved groups, fostering an inclusive and equitable learning environment.

LUHSD is committed to ongoing communication and engagement with parents and students through meetings and surveys. Administrators will continue to collaborate on strategies to increase the involvement of traditionally underserved student groups in providing input.	LUHSD is committed to improving the engagement of underrepresented families in decision-making processes. The district uses various tools to gather data and facilitate parent engagement, including regular meetings with parents of English Learners, Migrant students, and Native American families. Principals and the Assistant Superintendent participate in monthly Indian Education Council meetings, showing a targeted effort to engage with these communities. Parent conferences at both LHS and JHS, along with Back to School Night events, provide additional opportunities for seeking input.

LUHSD also sends out surveys to parents and students to gather input on priorities for funding and to identify strengths and weaknesses at each school site. The collected data is used to inform decision-making processes, determine implementation levels, identify necessary actions, and develop or modify district goals. Moving forward, LUHSD will use this data to create new plans aimed at enhancing parent input and involvement across all school sites, fostering a more inclusive and collaborative educational environment.	4	4	4	4	4	4	4	4	4	3	3	4	Met		2024-06-27	2024
16639820110205	Lemoore Middle College High	3	On the LCAP Surveys, parents responded that the environment at the school welcoming, inviting, and office staff are friendly to visitors (93%), and that the schools communicated often about rules, policies and activities (90%). Students are provided a challenging curriculum (92%) and have access to a broad curriculum (83%). The parents responded positively to the schools being an inviting place to learn (100%). Additionally, 100% of parents surveyed felt tha:t LMCHS keeps them well informed about their student's progress at school, and 92% of parents responded that the school promptly responds to their phone calls, messages or emails. A number of parents (23%) felt that the school did not offer enough quality activities that meet their student's interests and talents, such as sports, clubs and music. As a response to this concern, LMCHS now offers access to sports for eligible students, and further addressing the offerings for students at LMCHS will be a focus area moving forward.	100% of parents surveyed felt that LMCHS keeps them well informed about their student’s progress at school, and 92% of parents responded that the school promptly responds to their phone calls, messages or emails.	Students are provided a challenging curriculum (92%) and have access to a broad curriculum (83%).  The parents responded positively to the schools being an inviting place to learn (100%).  Additionally, 1 A number of parents (23%) felt that the school did not offer enough quality activities that meet their student’s interests and talents, such as sports, clubs and music.  As a response to this concern, LMCHS now offers access to sports for eligible students, and further addressing the offerings for students at LMCHS will be a focus area moving forward.	The majority of parents (87%) responded that students have a plan of study connecting their students to a career goal and (62%) felt their students were prepared for a postsecondary career.  Parents felt their students have access to a challenging curriculum (92%) and were taught critical thinking skills (100%).   This will be an area of focus for the current school year, for all students and parents to feel they have access to curricular materials and technology and for staff to remove any existing barriers.	Parents responded positively that their students did have access to technology (100%) or to adequate curricular materials (84%).  This was an area that we work hard to ensure students had appropriate access to.	LMCHS hosts parents for Back to School Night, as well as an in person Orientation and Registration nights annually.  Additionally, Parent U informational nights are held 4 times per year, and topics vary based on input from educational partners gathered throughout the school year.	Lemoore Middle College has a reputation for providing a high quality education to all students.  As a school of choice, we actively engage our educational partners to ensure that our reputation remains a positive one.  This engagement is critical to stabilize our student enrollment, and guarantee the long term success of LMCHS.	Parents responded in a positive manner (ranging from 90 -100%) on multiple questions about the school communicating with parents regarding student progress, enforcement of rules, and updates on school activities and events.  The responses ranges dropped (77%) when asked if parents and students had input on rules, policies and changes at the school sites.  This is an area of improvement for all sites, and to specifically target Spanish-speaking parents during the current school year.  LMCHS is utilizing a Certificated teacher to provide additional tutoring and regular two-way communication for our students classified as English Language Learners.  This will allow improved access to resources and opportunities for families to provide meaningful input to LMCHS.	LMCHS hosts parents for Back to School Night, as well as an in person Orientation and Registration nights annually.  Additionally, Parent U informational nights are held 4 times per year, and topics vary based on input from educational partners gathered throughout the school year.	4	4	4	4	4	4	5	5	4	4	3	4	Met		2024-06-27	2024
16639820136234	Lemoore Online College Preparatory High	3	"At Lemoore Online, the staff prides itself on our ability to build, bolster and nurture relationships between school staff and families. This process starts at Orientation when each family meets the principal, the counselor and their child's mentor teacher personally. From here, weekly Progress Check Meetings between the teacher and the parent keep the lines of communication open. Parents are encouraged to be active participants in their child's education and the school invites parents to engage with the teacher and the school often by whatever means is most convenient for the family, including: in person/on campus, via phone or via virtual meetings. Lemoore Online also works in collaboration with the Liaisons from Santa Rosa Rancheria who represent the Tachi Yokut Tribe. Our school counselor also maintains on-going communication with many of our students and their families as we work as team to support students academically, behaviorally, and social-emotionally. When staff raises a concern about a student, the first call is to the parents. The LIHSD Student Services team is also a huge part of our success in forming strong, supportive relationships with families. Students in need of intervention are guided by the supportive framework of our MTSS plan. Interventions include: phone calls home, home visits, parent meetings, tutoring, and a ""Tier 2"" Goals Meeting that occurs with the student, parent and the counselor. At this meeting, goals are developed as a team and the parent(s) is a key part of this collaborative process. The end-of-semester awards assembly was a huge hit with parents and we had nearly 95% of students and their families attend to celebrate students' accomplishments. At Lemoore Online we believe that the more informed parents are about the expectations of the program and how students can be successful, the more effective parents can be in helping their child succeed.
According to our LCAP Survey data, parents surveyed responded as follows:
94% believe the school ""seeks parent input""
94% ""feel welcome to participate in school activities""
82% ""feel well-informed"""	In the future, Lemoore Online will focus on the following areas when it comes to Building Relationships between School Staff and Families:
1) Publish a Monthly Newsletter. This began during the 23-24 school year with great success. In the following year input from student clubs will also go into creating the newsletter.
2) Publish student-created videos and post on our website featuring teachers, students and staff to help all in our community get to know each other.
3) Encourage attendance at Parent Info Nights and participation in Charter Council.
4) Continued use of a variety of media types to get information to parents, including: Facebook, Parent Square, Emails, Phone calls, Texts, Letter Home, Flyers, etc.
5) Offer Parenting support groups in collaboration with the District	"Lemoore Online builds excellent rapport and support networks for all stakeholders. This takes place primarily within the framework of the ""Weekly Progress Meeting"". Parents and students are active participants in these progress meetings wherein teachers not only report on ""current progress"" but guide parents and students in the necessary/suggested steps for improvement. College and career readiness and graduation preparation are also discussed in these meetings. If further support or intervention is needed, the teacher will also use these Progress Check meetings to connect families with resources. LCAP survey data clearly shows that parents and students feel supported at Lemoore Online; 100% of students and parents/guardians feel Lemoore Online is a supportive and inviting place to learn."	"At Lemoore Online, the staff prides itself on our ability to build, bolster and nurture relationships between school staff and families. During weekly Progress Check Meetings, the teacher and the parent keep the lines of communication open as they review the student's progress. Parents are encouraged to be active participants in their child's education and the school invites parents to engage with the teacher and the school often by whatever means is most convenient for the family, including: in person/onsite, via phone or via virtual meetings. Lemoore Online also works in collaboration with the Liaisons from Santa Rosa Rancheria from the Tachi Yokut Tribe. Our school counselor also maintains on-going communication with our students and their families as we work as team to support students academically, behaviorally, and social-emotionally. During the 2023-2024 school year the counselor met with each student to develop and/or refine a 4-year plan and discuss post-high school options. At Lemoore Online we believe that the more informed parents are about the expectations of the program and how students can be successful, the more effective they can be in helping their child succeed.
According to our LCAP Survey data, parents surveyed responded as follows:
94% believe the school ""seeks parent input""
94% ""feel welcome to participate in school activities""
82% ""feel well-informed"""	"In the future, Lemoore Online will focus on the following areas when it comes to Building Partnerships for Student Outcomes:
1) Communicating support opportunities for parents. Only 76% of parents surveyed were aware of the free online classes offered by the school through Fresno State's ""Parent University"". *A 22% increase from the previous year.
2) Offering relevant support opportunities for parents. After the most recent LCAP Survey, only 55% of parents surveyed believed the school provides ""useful"" parent workshops.
3) Collaborate with LUHSD to offer Parenting/Support Classes for parents. Oftentimes, parents of our online students report that they struggle with the following: establishing a healthy routine for their teen at home, knowing and enforcing program expectations, homework support, college and career planning, support for graduation, etc."	Lemoore Online plans to improve the engagement of underrepresented families as follows:
1) Offer virtual and in-person Parent Nights with targeted topics led by our Counselor and Social Worker. Topics to include: Financial aid/FAFSA, college applications, career readiness, how to support your online student, social emotional learning and support at home, etc.
2) Personally invite parents to events via texts, phone calls, email, ParentSquare, etc.
3) Incentivize parent participation for students
4) Host and advertise events put on by our Clubs that represent a diversity of ethnic groups, cultural back grounds, etc.
5) Offer info nights for parents of students in our ELD Class
6) Offer info nights for parents of students on an IEP/504 Plan
7) Encourage more participation in our Charter Council by inviting the parents of students represented by the following minority groups: Special Education, students on a 504, homeless students, foster students, and parents of English Learners.	"Lemoore Oline seeks to work in collaboration with our students and their parents/guardians as well as with the unique cultures and community groups our students belong to. Our strengths include the following:
1) Lemoore Online Charter Council - There are currently 2 parents on our Charter Council and 1 student
2) Weekly Progress Check Meetings - These meetings have been noted by staff, students and their parents as a highlight of our program. These weekly meetings offer all involved a regular venue for ""catching up"", expressing concerns, alignment of goals, coordinating supports, etc.
3) Parent Input - When surveyed, 94% of parents agreed that the school ""seeks parent input""."	In the future, Lemoore Online will focus on the following areas when it comes to Seeking Input for Decision Making:
1) Increase the diversity of our Charter Council by inviting the parents of students represented by the following minority groups: Special Education, students on a 504, homeless students, foster students, and parents of English Learners.
2) Develop a Multicultural Club that represent a diversity of ethnic groups, cultural back grounds, etc.
3) Offer Parent Nights for parents of students in our ELD Class
4) Offer Parent Nights for parents of students on an IEP/504 Plan	Lemoore Online plans to improve the engagement of underrepresented families as follows:
1) Offer virtual and in-person Parent Nights with targeted topics led by our Counselor and Social Worker. Topics to include: Financial aid/FAFSA, college applications, career readiness, how to support your online student, social emotional learning and support at home, etc.
2) Personally invite parents to events via texts, phone calls, email, ParentSquare, etc.
3) Incentivize parent participation for students
4) Host and advertise events put on by our Multicultural Club that represent a diversity of ethnic groups, cultural back grounds, etc.
5) Offer Parent Info Nights for parents of students in our ELD Class
6) Offer Parent Info Nights for parents of students on an IEP/504 Plan
7) Encourage more participation in our Charter Council by inviting the parents of students represented by the following minority groups: Special Education, students on a 504, homeless students, foster students, and parents of English Learners.	5	5	4	5	4	5	5	4	4	4	3	4	Met		2024-06-27	2024
16639900000000	Pioneer Union Elementary	3	"The District analyzed multiple sources of data regarding building relationships between school staff and families. On the 2023-2024 parent survey, 98.54% of parents gave a positive response to the statement, “My school provides me with progress reports and report cards to inform me about my child’s success.” 94.58% of parents responded positively to the statement, ""My child's school seeks parent participation and input."" 94.63% of parents responded positively to the statement, ""I feel welcome to participate in activities at my child's school."" This data demonstrates a significant strength in school/family relationships as well as shows growth over the previous year. On the Parental Involvement and Family Engagement self assessment for Priority 3, the District rated itself as ""full implementation and sustainability"" in three out of the four areas based on the input and feedback of the school staff. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making. For families experiencing homelessness, the District has a McKinney-Vento Liaison to support the families in meeting their needs for the education of their students.

Overall, 96.2% of parents and families responded positively to their sense of school connectedness which is a 22 percentage point increase over the previous year. 97.2% responded positively that they felt their children were safe while at school, which is a 17.6 percentage point increase over the previous year. The increase in positive responses to both connectedness and safety among students and their families is a clear strength of Pioneer District. The significant growth among parent survey results demonstrate the efforts made by site administration, teachers, and staff to build a sense of community with families."	Based on the self-assessment survey, the District could provide some more specific support for staff in learning about each family's strength, cultures, languages, and goals for their children.	Pioneer District has many opportunities for families to be engaged in the schools, provide for meaningful communication, and build relationships between school staff and families. The District is working on supporting staff on learning about each family’s strengths, cultures, languages, and goals for their children through its continued work in a multi-tiered system of support (MTSS). Additionally, the District seeks out professional learning opportunities for staff to expand their understanding of underrepresented families.	"The District analyzed multiple sources of data regarding building partnerships for student outcomes. On the 2023-2024 parent survey, 98.54% of parents gave a positive response to the question, “My school provides me with progress reports and report cards to inform me about my child’s success.” 94.61% of parents also responded positively to the statement, ""My child's school has teachers that go out of their way to help students."" This demonstrates a significant strength in building partnerships for student outcomes. It also shows an increase in positive responses over the previous school year. The District encourages teachers to have frequent communication with families. The District has multiple opportunities for parents to meet with the teacher to discuss student progress including parent/teacher conferences, IEP meetings, 504 meetings, and Student Study Teams as well as informal school to home communication. Additionally, through the student information system, parents have a portal through which they can check their student’s grades, assignments, assessment results, and attendance. During various types of parent meetings, information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, and Title I routinely provide parents with information about what they can do at home to support the learning in school. The District provides all of the required legal notices to families annually and during some district and site level meetings. On the Parental Involvement and Family Engagement self-assessment for Priority 3, the District rated itself as ""full implementation and sustainability"" in three out of the four areas based on the input and feedback of the school staff. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making. For families experiencing homelessness, the District has a McKinney Vento Liaison to support the families in meeting their needs for the education of their students."	Based on the self-assessment survey results, the District shows an area of potential improvement in providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.	Pioneer District has many opportunities for families to be engaged as partners for student outcomes. The District is supporting school sites in building partnerships for student outcomes through its continued work in MTSS. During various types of parent meetings, information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, Title I, and English Learner Advisory Committee meetings routinely provide parents with information about what they can do at home to support the learning in school. Additionally, the District seeks out professional learning opportunities for staff to expand their understanding of underrepresented families.	"The District analyzed multiple sources of data regarding seeking input for decision-making. Pioneer Union Elementary School District conducts a parent survey each spring. For the 2023-2024 survey, 205 responses were received. This is a 10% increase in responses over last school year. The survey results are used in decision making and planning for the District. It is also used as a means of assessing and promoting family participation. On the parent survey, 94.58% of parents gave a positive response to the question, “My school seeks parent participation and input. On the Parental Involvement and Family Engagement self-assessment for Priority 3, the District rated itself as ""full implementation and sustainability"" in all areas based on the input and feedback of the school staff. The District provides multiple venues for parents and community to participate in providing input decision-making including the District Advisory Council, the English Learner Advisory Committees, and School Site Councils. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making."	The District will focus on continuing its progress and opportunities for educational partners to provide input for decision-making.	Pioneer District has many opportunities for families to be engaged in the schools and provide meaningful input for decision-making. The District is working on supporting staff on learning about each family’s strengths, cultures, languages, and goals for their children through its continued work in MTSS. The District monitors and reflects on ways to increase participation of its underrepresented families in seeking input for decision-making.	5	5	3	5	3	5	5	5	5	5	5	5	Met		2024-06-13	2024
16639900116699	Frontier Elementary	3	"The District analyzed multiple sources of data regarding building relationships between school staff and families. On the 2023-2024 parent survey, 98.54% of parents gave a positive response to the statement, “My school provides me with progress reports and report cards to inform me about my child’s success.” 94.58% of parents responded positively to the statement, ""My child's school seeks parent participation and input."" 94.63% of parents responded positively to the statement, ""I feel welcome to participate in activities at my child's school."" This data demonstrates a significant strength in school/family relationships as well as shows growth over the previous year. On the Parental Involvement and Family Engagement self assessment for Priority 3, the District rated itself as ""full implementation and sustainability"" in three out of the four areas based on the input and feedback of the school staff. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making. For families experiencing homelessness, the District has a McKinney-Vento Liaison to support the families in meeting their needs for the education of their students.

Overall, 96.2% of parents and families responded positively to their sense of school connectedness which is a 22 percentage point increase over the previous year. 97.2% responded positively that they felt their children were safe while at school, which is a 17.6 percentage point increase over the previous year. The increase in positive responses to both connectedness and safety among students and their families is a clear strength of Pioneer District. The significant growth among parent survey results demonstrate the efforts made by site administration, teachers, and staff to build a sense of community with families.
"	Based on the self-assessment survey, the District could provide some more specific support for staff in learning about each family's strength, cultures, languages, and goals for their children.	Pioneer District has many opportunities for families to be engaged in the schools, provide for meaningful communication, and build relationships between school staff and families. The District is working on supporting staff on learning about each family’s strengths, cultures, languages, and goals for their children through its continued work in a multi-tiered system of support (MTSS). Additionally, the District seeks out professional learning opportunities for staff to expand their understanding of underrepresented families.	"The District analyzed multiple sources of data regarding building partnerships for student outcomes. On the 2023-2024 parent survey, 98.54% of parents gave a positive response to the question, “My school provides me with progress reports and report cards to inform me about my child’s success.” 94.61% of parents also responded positively to the statement, ""My child's school has teachers that go out of their way to help students."" This demonstrates a significant strength in building partnerships for student outcomes. It also shows an increase in positive responses over the previous school year. The District encourages teachers to have frequent communication with families. The District has multiple opportunities for parents to meet with the teacher to discuss student progress including parent/teacher conferences, IEP meetings, 504 meetings, and Student Study Teams as well as informal school to home communication. Additionally, through the student information system, parents have a portal through which they can check their student’s grades, assignments, assessment results, and attendance. During various types of parent meetings, information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, and Title I routinely provide parents with information about what they can do at home to support the learning in school. The District provides all of the required legal notices to families annually and during some district and site level meetings. On the Parental Involvement and Family Engagement self-assessment for Priority 3, the District rated itself as ""full implementation and sustainability"" in three out of the four areas based on the input and feedback of the school staff. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making. For families experiencing homelessness, the District has a McKinney Vento Liaison to support the families in meeting their needs for the education of their students."	Based on the self-assessment survey results, the District shows an area of potential improvement in providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.	Pioneer District has many opportunities for families to be engaged as partners for student outcomes. The District is supporting school sites in building partnerships for student outcomes through its continued work in MTSS. During various types of parent meetings, information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, Title I, and English Learner Advisory Committee meetings routinely provide parents with information about what they can do at home to support the learning in school. Additionally, the District seeks out professional learning opportunities for staff to expand their understanding of underrepresented families.	"The District analyzed multiple sources of data regarding seeking input for decision-making. Pioneer Union Elementary School District conducts a parent survey each spring. For the 2023-2024 survey, 205 responses were received. This is a 10% increase in responses over last school year. The survey results are used in decision making and planning for the District. It is also used as a means of assessing and promoting family participation. On the parent survey, 94.58% of parents gave a positive response to the question, “My school seeks parent participation and input. On the Parental Involvement and Family Engagement self-assessment for Priority 3, the District rated itself as ""full implementation and sustainability"" in all areas based on the input and feedback of the school staff. The District provides multiple venues for parents and community to participate in providing input decision-making including the District Advisory Council, the English Learner Advisory Committees, and School Site Councils. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making."	The District will focus on continuing its progress and opportunities for educational partners to provide input for decision-making.	Pioneer District has many opportunities for families to be engaged in the schools and provide meaningful input for decision-making. The District is working on supporting staff on learning about each family’s strengths, cultures, languages, and goals for their children through its continued work in MTSS. The District monitors and reflects on ways to increase participation of its underrepresented families in seeking input for decision-making.	5	5	3	5	3	5	5	5	5	5	5	5	Met		2024-06-13	2024
16639906010557	Pioneer Elementary	3	"The District analyzed multiple sources of data regarding building relationships between school staff and families. On the 2023-2024 parent survey, 98.54% of parents gave a positive response to the statement, “My school provides me with progress reports and report cards to inform me about my child’s success.” 94.58% of parents responded positively to the statement, ""My child's school seeks parent participation and input."" 94.63% of parents responded positively to the statement, ""I feel welcome to participate in activities at my child's school."" This data demonstrates a significant strength in school/family relationships as well as shows growth over the previous year. On the Parental Involvement and Family Engagement self assessment for Priority 3, the District rated itself as ""full implementation and sustainability"" in three out of the four areas based on the input and feedback of the school staff. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making. For families experiencing homelessness, the District has a McKinney-Vento Liaison to support the families in meeting their needs for the education of their students.

Overall, 96.2% of parents and families responded positively to their sense of school connectedness which is a 22 percentage point increase over the previous year. 97.2% responded positively that they felt their children were safe while at school, which is a 17.6 percentage point increase over the previous year. The increase in positive responses to both connectedness and safety among students and their families is a clear strength of Pioneer District. The significant growth among parent survey results demonstrate the efforts made by site administration, teachers, and staff to build a sense of community with families."	Based on the self-assessment survey, the District could provide some more specific support for staff in learning about each family's strength, cultures, languages, and goals for their children.	Pioneer District has many opportunities for families to be engaged in the schools, provide for meaningful communication, and build relationships between school staff and families. The District is working on supporting staff on learning about each family’s strengths, cultures, languages, and goals for their children through its continued work in a multi-tiered system of support (MTSS). Additionally, the District seeks out professional learning opportunities for staff to expand their understanding of underrepresented families.	"The District analyzed multiple sources of data regarding building partnerships for student outcomes. On the 2023-2024 parent survey, 98.54% of parents gave a positive response to the question, “My school provides me with progress reports and report cards to inform me about my child’s success.” 94.61% of parents also responded positively to the statement, ""My child's school has teachers that go out of their way to help students."" This demonstrates a significant strength in building partnerships for student outcomes. It also shows an increase in positive responses over the previous school year. The District encourages teachers to have frequent communication with families. The District has multiple opportunities for parents to meet with the teacher to discuss student progress including parent/teacher conferences, IEP meetings, 504 meetings, and Student Study Teams as well as informal school to home communication. Additionally, through the student information system, parents have a portal through which they can check their student’s grades, assignments, assessment results, and attendance. During various types of parent meetings, information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, and Title I routinely provide parents with information about what they can do at home to support the learning in school. The District provides all of the required legal notices to families annually and during some district and site level meetings. On the Parental Involvement and Family Engagement self-assessment for Priority 3, the District rated itself as ""full implementation and sustainability"" in three out of the four areas based on the input and feedback of the school staff. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making. For families experiencing homelessness, the District has a McKinney Vento Liaison to support the families in meeting their needs for the education of their students."	Based on the self-assessment survey results, the District shows an area of potential improvement in providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.	Pioneer District has many opportunities for families to be engaged as partners for student outcomes. The District is supporting school sites in building partnerships for student outcomes through its continued work in MTSS. During various types of parent meetings, information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, Title I, and English Learner Advisory Committee meetings routinely provide parents with information about what they can do at home to support the learning in school. Additionally, the District seeks out professional learning opportunities for staff to expand their understanding of underrepresented families.	"The District analyzed multiple sources of data regarding seeking input for decision-making. Pioneer Union Elementary School District conducts a parent survey each spring. For the 2023-2024 survey, 205 responses were received. This is a 10% increase in responses over last school year. The survey results are used in decision making and planning for the District. It is also used as a means of assessing and promoting family participation. On the parent survey, 94.58% of parents gave a positive response to the question, “My school seeks parent participation and input. On the Parental Involvement and Family Engagement self-assessment for Priority 3, the District rated itself as ""full implementation and sustainability"" in all areas based on the input and feedback of the school staff. The District provides multiple venues for parents and community to participate in providing input decision-making including the District Advisory Council, the English Learner Advisory Committees, and School Site Councils. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making."	The District will focus on continuing its progress and opportunities for educational partners to provide input for decision-making.	Pioneer District has many opportunities for families to be engaged in the schools and provide meaningful input for decision-making. The District is working on supporting staff on learning about each family’s strengths, cultures, languages, and goals for their children through its continued work in MTSS. The District monitors and reflects on ways to increase participation of its underrepresented families in seeking input for decision-making.	5	5	3	5	3	5	5	5	5	5	5	5	Met		2024-06-13	2024
16639906110233	Pioneer Middle	3	"The District analyzed multiple sources of data regarding building relationships between school staff and families. On the 2023-2024 parent survey, 98.54% of parents gave a positive response to the statement, “My school provides me with progress reports and report cards to inform me about my child’s success.” 94.58% of parents responded positively to the statement, ""My child's school seeks parent participation and input."" 94.63% of parents responded positively to the statement, ""I feel welcome to participate in activities at my child's school."" This data demonstrates a significant strength in school/family relationships as well as shows growth over the previous year. On the Parental Involvement and Family Engagement self assessment for Priority 3, the District rated itself as ""full implementation and sustainability"" in three out of the four areas based on the input and feedback of the school staff. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making. For families experiencing homelessness, the District has a McKinney-Vento Liaison to support the families in meeting their needs for the education of their students.

Overall, 96.2% of parents and families responded positively to their sense of school connectedness which is a 22 percentage point increase over the previous year. 97.2% responded positively that they felt their children were safe while at school, which is a 17.6 percentage point increase over the previous year. The increase in positive responses to both connectedness and safety among students and their families is a clear strength of Pioneer District. The significant growth among parent survey results demonstrate the efforts made by site administration, teachers, and staff to build a sense of community with families."	Based on the self-assessment survey, the District could provide some more specific support for staff in learning about each family's strength, cultures, languages, and goals for their children.	Pioneer District has many opportunities for families to be engaged in the schools, provide for meaningful communication, and build relationships between school staff and families. The District is working on supporting staff on learning about each family’s strengths, cultures, languages, and goals for their children through its continued work in a multi-tiered system of support (MTSS). Additionally, the District seeks out professional learning opportunities for staff to expand their understanding of underrepresented families.	"The District analyzed multiple sources of data regarding building partnerships for student outcomes. On the 2023-2024 parent survey, 98.54% of parents gave a positive response to the question, “My school provides me with progress reports and report cards to inform me about my child’s success.” 94.61% of parents also responded positively to the statement, ""My child's school has teachers that go out of their way to help students."" This demonstrates a significant strength in building partnerships for student outcomes. It also shows an increase in positive responses over the previous school year. The District encourages teachers to have frequent communication with families. The District has multiple opportunities for parents to meet with the teacher to discuss student progress including parent/teacher conferences, IEP meetings, 504 meetings, and Student Study Teams as well as informal school to home communication. Additionally, through the student information system, parents have a portal through which they can check their student’s grades, assignments, assessment results, and attendance. During various types of parent meetings, information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, and Title I routinely provide parents with information about what they can do at home to support the learning in school. The District provides all of the required legal notices to families annually and during some district and site level meetings. On the Parental Involvement and Family Engagement self-assessment for Priority 3, the District rated itself as ""full implementation and sustainability"" in three out of the four areas based on the input and feedback of the school staff. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making. For families experiencing homelessness, the District has a McKinney Vento Liaison to support the families in meeting their needs for the education of their students."	Based on the self-assessment survey results, the District shows an area of potential improvement in providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.	Pioneer District has many opportunities for families to be engaged as partners for student outcomes. The District is supporting school sites in building partnerships for student outcomes through its continued work in MTSS. During various types of parent meetings, information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, Title I, and English Learner Advisory Committee meetings routinely provide parents with information about what they can do at home to support the learning in school. Additionally, the District seeks out professional learning opportunities for staff to expand their understanding of underrepresented families.	"The District analyzed multiple sources of data regarding seeking input for decision-making. Pioneer Union Elementary School District conducts a parent survey each spring. For the 2023-2024 survey, 205 responses were received. This is a 10% increase in responses over last school year. The survey results are used in decision making and planning for the District. It is also used as a means of assessing and promoting family participation. On the parent survey, 94.58% of parents gave a positive response to the question, “My school seeks parent participation and input. On the Parental Involvement and Family Engagement self-assessment for Priority 3, the District rated itself as ""full implementation and sustainability"" in all areas based on the input and feedback of the school staff. The District provides multiple venues for parents and community to participate in providing input decision-making including the District Advisory Council, the English Learner Advisory Committees, and School Site Councils. For families of English Learners the District has a Bilingual Community Liaison who provides outreach to EL families encouraging their participation in providing input for decision-making."	The District will focus on continuing its progress and opportunities for educational partners to provide input for decision-making.	Pioneer District has many opportunities for families to be engaged in the schools and provide meaningful input for decision-making. The District is working on supporting staff on learning about each family’s strengths, cultures, languages, and goals for their children through its continued work in MTSS. The District monitors and reflects on ways to increase participation of its underrepresented families in seeking input for decision-making.	5	5	5	5	3	5	5	5	5	5	5	5	Met		2024-06-13	2024
16739320000000	Reef-Sunset Unified	3	As a community schools district, we have implemented the community schools frameworks. One of the pillars
focuses on building strong community partnerships and family engagement. The district opened a family
engagement center and committed funding to secure a wellness specialist at each school site. Through early
identification and continuous communication, RSUSD staff members are able to improve and adapt the services and
resources that they provide based on specific needs and data trends. Meetings with site teams met at least six times
a year to discuss needs and bring in the resources as needed. The community school program manager also
headed a District steering committee. These teams and committees consisted of administrators, district nursing
personnel, Wellness Specialists (PPS), teachers, classified staff, parents, and students. Through discussion at these
meetings the district received valuable input from several perspectives and was then able to make decisions based
on their feedback. 71.1% of educational partners were satisfied or highly satisfied with communication from the district	RSUSD is focusing on trauma informed training and the implementation of restorative practices in order to improve
relationships between school staff and families. We also had several district administrators become certified Crisis
Prevention Intervention (CPI) trainers in order to have in house training available throughout the school year for all
staff. CPI also has a trauma informed component to it that is crucial to establishing rapport and building empathy
and understanding of behaviors. Trauma-informed practices emphasize the importance of respecting personal
boundaries. School staff can learn strategies for engaging with parents in a respectful manner that honors their
autonomy and preferences. This can involve seeking consent before discussing sensitive topics, respecting cultural differences, and being mindful of power dynamics. This also equips school staff with communication skills that are
essential for building positive relationships with families. This includes active listening, validation of feelings, and
clear, non-judgmental communication.	Based on qualitative data and feedback received from our parent parents and committees, they feel there is a strong
need to improve student behaviors and the development of teacher/staff capacity to address said behaviors. Only
59.1% of respondents are satisfied or high satisfied with safety. 68% are satisfied or highly satisfied with student
services which include mental health services. Finally, 64.3% are satisfied or highly satisfied with special education
services. By providing appropriate training and establishing policies and supports that are trauma-informed, school
staff will be able to connect families with available resources and support services. Parents who may be experiencing
trauma or other challenges can be connected with appropriate support networks and staff will demonstrate their
commitment to the well-being of the entire family, further enhancing the relationship between school and home.	We completed the first year of implementation of MTSS frameworks district wide. Coordination of Services Teams
were established at each site. The collaboration of interdisciplinary staff provides an approach that meet the needs
of the child as a whole. The MTSS framework is designed to meet the diverse academic, behavioral, and socialemotional needs of all students. MTSS and COST has improved early identification and intervention, collaborative
problem solving, tailored support and resources, and regular communication and feedback. Although we are in the
beginning phases of the MTSS implementation process, we are planning continued growth in this area by reviewing
policies, providing professional development for staff, monitoring of practices and fidelity of implementation. We are
also looking to reinvigorate PBIS practices that will compliment MTSS, and community schools implementation. By
following the improvement model, student outcomes will be analyzed to determining the effectiveness of our strategic
plan.	Developing our community schools emphasis on a site level will be a focus area for improvement in building
partnerships for student outcomes. We want each school site to use their community schools knowledge to develop
an intentional and well though out model that addresses individual site needs. This means that each sites use of
community school funds, resources and partnerships will look different and unique to their site. We also understand
that consistent data reviews will be the key. All decisions should be data driven, in order to improve student
outcomes.	Although we are happy about the amount of progress we have made and the many partnerships we have
established, we understand the importance of nurturing these partnerships. By doing so, we can ensure that the
everchanging needs of our students and families are being met, especially for those underrepresented families that
we serve. Communication is key. Continuing to have difficult and meaningful conversations with our families can
give us a perspective that we may not have identified otherwise. Through community outreach initiatives, specifically
targeted at underrepresented families, such as hosting community events, parent education, and conducting home
visits, we can help build trust and rapport with families who may feel marginalized or disconnected from the school
community.	Currently RSUSD seeks input for decision making via several outlets. Surveys are one point of data but not the only
form. We have annual needs assessment survey, staff PD interest surveys, SEL curveys (panorama) and california
healthy kids surveys. Some ed partner groups also meet with LEA staff and administrators to provide feedback and
input throughout the year. Some of these groups include, SSC teams, Leadership Teams, ELAC/DELAC/DAC,
community school steering committee, principals meetings, differentiated assistance meetings, data achievement
teams and more.	RSUSD will focus on accessibility and inclusivity, transparent communication, and cultural responsiveness. We will
make sure that input-seeking processes are accessible and inclusive to all educational partners, regardless of
background, language proficiency, or ability. We will foster transparent communication channels that keep our
educational partners informed about decision-making processes, timelines, and opportunities for input. By provide
regular updates on how input is being utilized and how decisions are being made we can demonstrate accountability
and build trust with our partners. RSUSD recognizes and respects cultural diversity and we tailor engagement
strategies to be culturally responsive. This is done by providing language access, culturally relevant materials, and
opportunities for culturally appropriate engagement to ensure that everyone feels valued and heard.	To ensure comprehensive representation and inclusivity across all student demographics, RSUSD will prioritize
enhancing follow-up efforts after instances of disengagement. For instance, our current data reveals persistent
issues of chronic absenteeism, particularly within specific student subsets, district-wide. It is imperative not only to
offer parental education and resources but also to proactively reach out to families. This may entail increasing home
visits, adjusting meeting schedules or formats, and modifying existing engagement strategies to better cater to the
needs of these particular groups.	4	5	4	4	4	4	3	3	4	4	4	3	Met		2024-06-20	2024
17101730000000	Lake County Office of Education	3	CCS and Hance staff work with families and students to develop positive relationships to support academic success, behavioral improvement, and social-emotional development. As specialized educational settings, CCS and Hance faculty support students and families who have not typically experienced success in the comprehensive school setting.  With a low student-to-teacher ratio, paraprofessional support in every classroom, dedicated school administration and access to therapeutic services from a licensed clinician, CCS and Hance students are able to work with a dedicated team of adults to address their specific needs so that they may successfully return to their school of residence.	CCS and Hance continue to evaluate and improve their intake procedures when a student joins the school setting.  This involves meeting with the parents/guardians to communicate and establish expectations, assessing student academic levels and needs to set appropriate learning goals, and identifying behavioral and social-emotional goals to support student growth.	CCS and Hance are fortunate to have a caring and dedicated team of adults who work with students and families to support student success.  Teachers and school administration monitor student progress and communicate with families on a regular basis.  Small class sizes and low student-to-staff ratios ensure a high level of individualized student attention. Additionally, in 2023-24 both Hance and CCS qualified for Equity Multiplier funds.  This funding will be designated towards a full-time PPS School Counselor to further support student and family engagement with a deeper emphasis on college and career readiness.	CCS and Hance are schools that address specific student needs. Hance works with our expelled youth and CCS is dedicated to working with students with emotional disturbance. 

CCS is designed after the Diana Browning Wright program of Supporting Students With Intense Social, Emotional and Behavioral Challenges - the NEEDS-SEB Model.  Behavior data is collected and analyzed to track improvement and to establish growth targets.

Both schools monitor student academic progress and develop individualized learning plans or individualized educational plans (IEP).	CCS and Hance continue to strive to support positive student behavior and improve student academic outcomes.  During the 2023-24 school year, the Hance team and CCS high school team began training Big Picture Learning and Character Strong.  In 2024-25, both sites will focus on Big Picture, Character Strong and Restorative Practices.	CCS and Hance teams are fortunate to have strong bonds with their students.  Given the small class sizes, CCS and Hance teams are able to maintain consistent and positive communication with families via in-person conferences, phone calls and email communication. The average student at CCS and Hance remains on campus between 12-24 months before returning to their district of residence. This high turnover in student population demonstrates the need for the dedicated attention of the faculty to student success.	CCS and Hance hold School Site Council meetings four times annually to establish SPSA goals and actions and to evaluate overall progress toward SPSA goals.  These meetings include input from parents/guardians, students and staff.  Additionally, LCOE staff seeks input from families, students, staff and community members through the LCAP engagement process.  LCAP engagement meetings were held at each school.  These opportunities allowed for an open dialogue to discuss current practices, gather input from student voices, and communicate future goals.	CCS and Hance continue to explore effective options to engage families, students and community members in the decision making process. Both schools invite families to participate in school events and in the governance of their school site councils.  Student voice is included in both the SPSA and LCAP.  Teachers and administrators strive to include parent and student input into all programming decisions at both schools.	CCS and Hance administration endeavor to communicate and to engage all families in their student’s educational journey.  Teachers and school administration actively work to engage families throughout a student’s time in our schools. When students enroll, their first experience is through an intake meeting with the school administration and their family. Individual needs are discussed and the school team begins working with the student and family to transition the student into their new program. Student attendance, academic progress and behavior goals are monitored closely to support a student’s successful return to their district of residence.	5	5	4	5	3	3	4	4	3	3	3	3	Met		2024-06-26	2024
17640140000000	Kelseyville Unified	3	KVUSD has focused on Building Relationships Between School Staff and Families.  We have increased the number of family and parent involvement opportunities and continue to recruit parents as volunteers and for our advisory committees.	Although we have increased the ways in which families can be involved in KVUSD, we still continue to have a less than satisfactory turn out from our families at events, advisory committee meetings, and as volunteers.  KVUSD will focus our efforts on actively recruiting parents to participate in these events and work with parents and community members to ensure that our events are offered times that are best for them.  We have developed goals around increasing the number of attendees at school events, committee meetings, and as volunteers.	KVUSD has hired a full time bilingual liaison who will attend all school events and advisory committee meetings to provide translation services for our Spanish speaking families.  KVUSD will continue to offer translation services to any parent who requests it and translate all school information into Spanish.  Additionally, KVUSD has homeless liaisons at each school site who will be actively communicating with our homeless and foster youth families.	KVUSD has always set aside time in our school calendar for parent/family conferences.  At the elementary school level, conferences are scheduled twice a year and at the middle school level, they are scheduled one time during the year.  Additionally, it has been our practice to set up meetings with teachers and parents whenever requested by the parents or teacher.	KVUSD will continue to provide time in our calendar for parent/family conferences.  Additionally, KVUSD will work with teachers and principals on strategies for improving partnerships with families.  KVUSD will also focus our efforts this year in providing families with information and resources to help support their students' learning of math and reading at home.	Through our bilingual liaison, homeless liaison, and school counselors, KVUSD will actively recruit our underrepresented families to participate in our advisory committees and complete our school surveys so that all voices are heard.	KVUSD has been successful in providing multiple opportunities for families to provide input and feedback.  We have a variety of advisory committees including DELAC, ELAC, NAAC, DAC, and Site Councils for each school site.  We also send out several surveys in both English and Spanish throughout the year.	KVUSD continues to struggle in getting families to participate in these advisory committees or to fill out the surveys.  Our goal this year to increase the number of parents who consistently participate in each of our advisory committees and increase the number of parents who complete our surveys.  We will work with our community partners including Migrant Education and Healthy Start to actively recruit parents for advisory committees and use our bilingual and homeless liaisons to assist those families in filling out our surveys.	Through our bilingual liaison, homeless liaison, and school counselors, KVUSD will actively recruit our underrepresented families to participate in our advisory committees and complete our school surveys so that all voices are heard.	4	4	4	4	3	3	4	4	3	3	4	4	Met		2024-06-18	2024
17640220000000	Konocti Unified	3	- KUSD is at full implementation of our Multi Tiered System of Supports for students and families in the areas of Academics, Behavioral Supports, and Social and Emotional Support.
- KUSD has a fully functioning District English Learner Advisory Committee that meets monthly.
- All school sites publish a weekly Principal's Message that includes information regarding parent participation at school.
- School staff conduct regularly scheduled parent-teacher conferences to discuss student progress and performance.	- KUSD is in the initial implementation phase of establishing fully functioning English Learner Advisory Committees at each school site.
- Continue to expand educational options for students to recover credits to graduate with a high school diploma including Summer School, Intersession, 5th-year Senior, and Edgenuity credit recovery courses.
- Continue to provide parent-information nights for topics including FAFSA, Financial Aid, and College application support.	- KUSD is establishing English Learner Advisory Committees at all school sites that are separate from School Site Councils.
- KUSD is establishing a Native American Advisory Committee (NAAC) to begin in Fall 2024.	- School staff conduct regularly scheduled parent-teacher conferences to discuss student progress and performance.
- Each school site has at least one Bilingual Family Liaison who supports communication between English Learner families and school staff regarding student outcomes.
- All school sites have active School Site Councils and are establishing English Learner Advisor Committees.	- Continue to develop the capacity of staff (administrators, teachers, and classified staff) to build trusting and respectful relationships with families.
- Continue to focus on improved communication between the district, school sites, and families.
- Increase opportunities for school staff/family relationship building activities and participation in decision-making parent advisory groups.	- Continue to provide families with information and resources to support student learning and development in the home.
- Continue to provide opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.	- KUSD's District English Learner Advisory Committee meets monthly and satisfies the Title III compliance requirements under ESSA.
- Each KUSD school site has a School Site Council that satisfies the Title I compliance requirements under ESSA.
- KUSD implements a rigorous Education Partner Group engagement process when seeking input for the Local Control Accountability Plan (LCAP).	- Based on the successful implementation of our DELAC process, KUSD will hold quarterly English Learner Advisory Committee meetings at all school sites.
- KUSD will utilize all forms of parent communication to encourage participation in school and district level decision-making groups.	- KUSD will establish a Native American Advisory Committee (NAAC) in Fall 2024.	4	4	3	4	4	4	4	4	4	4	4	4	Met		2024-06-26	2024
17640300000000	Lakeport Unified	3	During the 2024 administration of the LUSD Stakeholder Partner Survey. The following survey results were received:

Family Survey Response:
Question: I feel that my child has an overall sense of belonging and connectedness within the school community. Responses: 70% Strongly Agree or Agree / 29% Strongly Disagree or Disagree

Student Survey Response:
Question: I am respected and included by my peers and staff. Responses: 75% Strongly Agree or Agree / 20% Strongly Disagree or Disagree

LUSD has the foundation of school connectedness; however, there is work to be done to make sure all students are connected to school staff and have an opportunity to build strong relationships with school staff members. Moving forward LUSD will continue to work to strengthen school connectedness among students at LUSD.	One priority established by the district moving forward is to develop a comprehensive communication plan. This plan will certainly address the daily happenings at school sites and programs throughout the school district, and it will also be used to leverage student participation in activities and clubs, while also recruiting parents and family members to participate in school district events. The plan will also standardize the communications work at all school sites and it will establish clear expectations associated with how messages are communicated and the frequency of school district outreach to students, families and community members.	This year LUSD utilized focus groups to gather information from specific underrepresented families. The process gathered valuable information and the district is interested in continuing this process in the future.	LUSD continues to build stronger partnerships with families. During the 2023-204 school year, the district partnered with Edventure More to offer Expanded Learning Opportunities for students in Kindergarten through eighth grade. Increased efforts to expand programming outside of the traditional school day will continue at LUSD. As planning is completed for the 2024-2025 school year, LUSD is looking to capitalize on the Golden State Pathways grant to enhance career pathways and expand learning opportunities in our community and with our industry partners.	LUSD will focus on developing industry partners to offer increased access to internships and work experience for students at LUSD.	The expansion of opportunities for students to engage in learning outside of the traditional school experience will be grounded in the foundation of equity. This will require the school district to plan for student transportation and access needs.	In 2024, LUSD had 630 responses to our LUSD Stakeholder Partner Survey. This will become an annual survey that will allow the development of trend data and will be a critical element of future planning. Additionally, all school sites continue to work on enhancing the representation and number of families involved in school site council. This will remain a priority as well.	The inclusion of student, family, and staff focus groups provided great perspective and information to the district. The use of focus groups will continue in the future.	LUSD will engage underrepresented families through focus group meetings. This dramatically improved our response data.	3	3	3	3	3	3	3	3	3	3	3	3	Met		2024-06-20	2024
17640480000000	Lucerne Elementary	3	The results from our community survey indicate that they feel welcome and respected when they visit our site.	There has been ongoing professional development for educators to support them in meeting the needs of our diverse student population.	We can improve on how we communicate with families that are non-English speaking and to make communication easier through text messaging. 
	The Lucerne Elementary School District has done a good job of informing families of their students’ academic progress.	The district also has several procedures in place for families to discuss the individual needs of their students.	An area of improvement for the District would be encouraging families to exercise their legal rights. 
	The Lucerne Elementary School District has an active school site council that discusses pertinent school issues and uses their influence to make school wide decisions.	The LEA will focus on seeking input and to make connections with Homeless families.	The LEA can improve on gaining input from underrepresented groups.  One underrepresented group that the district will be working to support in the 2023-2024 school year is our Homeless families. 
	3	3	3	3	3	4	3	3	4	3	1	2	Met		2024-06-18	2024
17640550000000	Middletown Unified	3	After reviewing the Local Education Agency data, we found several ways that Middletown Unified School District builds positive relationships with parents and community members. The first way is through proactive communication strategies. We have focused on communication over the past several years and prioritize parent and community involvement on sites. This focus on community engagement has guided us to stream board meetings live and allow for virtual public input. The more we communicate our processes and procedures the more transparent we can be about decisions being made.	Based on analysis and input from the community, we have determined ways to improve relationships between the school, staff, and families. The first way to build relationships is to support unduplicated students, helping them succeed in school. Connecting families with community resources that may be beneficial to them is another way to build positive relationships. Healthy Start, Behavioral Health, and local tutoring are all ways to support students and connect community resources with familial needs.	Improving engagement for underrepresented families is a priority for Middletown Unified School District. Strategically targeted outreach ensures that students and families who need support are given the necessary resources. Providing translation services with a full-time translator is one way to include English Language Learner families in our district community. Middletown Unified School District facilities are the heart of our community. Creating partnerships with local communities and allowing the use of our facilities and events for community-oriented organizations creates bridges and positive working relationships.	Building partnerships for positive student outcomes is important. We have created a close working relationship with Woodland Community College to offer Dual enrollment for our students. We have also taken our middle school students on campus visits to better support their college curiosity and began talking to eighth-grade students about the ability to take college classes the summer of their eighth-grade year.	The plan for improving partnerships for more positive student outcomes is to explore ways we can better service students using community resources. For example, partnering with Mendocino College will give Middletown Unified School District the opportunity to bring in more dual enrollment classes that students do not currently have access to. As we build our medical career pathway, we look to partner with Mendocino College to create an Emergency Medical Technician (EMT) program to better prepare students for college and career readiness.	College visits and dual enrollment are both key to engaging underrepresented students in college and career readiness. The more exposure we can support students with the more likely they will attend college or trade school. Supporting students in school with the completion of the Free Application for Student Aid (FAFSA) will get them into the system so that they can be ready for college applications if they choose to attend college after high school.	Seeking input for decision-making is an area of growth for the Middletown Unified School District. Our current strength is ensuring all communications are sent through the parent portal, posted on websites, and sent through site-based communication.	With the addition of a full-time superintendent, communication and decision-making should be more streamlined. Having a full-time dedicated superintendent will allow us to collaborate on decisions at the site level and have the superintendent communicate our intentions and next steps as a district.	Partnering with sites to be part of Student Attendance Review Team (SART) meetings will give us insight into the support students need to come to school. This knowledge will guide us to better support our homeless students in academic outcomes. Collaborating with parents and students through the District English Language Learners (DLAC) will allow for better partnerships and academic support for our English Language Learner students and families.	3	4	2	3	2	3	3	3	3	3	3	3	Met		2024-06-26	2024
17640550108340	Lake County International Charter	3	LCICS has systems in place to create and build relationships with students, staff and families. We provide regular communication using a variety of methods, offer events during the year for parents to gather and maintain an open-door policy in the office to encourage families to communicate directly with the Director.	We implemented monthly gatherings with our LCICS Community this year. The degree to which they were attended varied greatly. We will continue to do this and more actively reach out to families to encourage greater and more consistent participation.	The families that struggle to participate in school collaboration are often those who are living at poverty level and are working hard to make ends meet at home. We will continue to reach out to these families. We try to plan events with their work schedules in mind and reach out personally to those who do not reach out to us. The survey responses we receive indicate that families like us to plan additional evens, but unfortunately we find that they often do not attend.	We are a community that tends to attract families who have an interest in participating in some fashion n their children's education. Unfortunately, we have seen participation in all grades decline since 2020. We have staff that is committed to keeping families in the loop about what is happening in the classroom, able to make recommendations about how to support students in their growth at home and willing to reach out to families for input and to inform.	We held monthly events during this school year and continue to provide clear communication about ways families can support their children by actively engaging with the school and reaching out to those families who are more hesitant or unavailable in more personal ways.	The families that struggle to participate in school collaboration are often those who are living at poverty level and are working hard to make ends meet at home. We will continue to reach out to these families. We try to plan events with their work schedules in mind and reach out personally to those who do not reach out to us. The survey responses we receive indicate that families like us to plan additional evens, but unfortunately we find that they often do not attend. We will continue to look for additional ways to engage our families.	LCICS is small and has frequent conversations with families related to a number of topics. Families are encouraged to volunteer on campus and in their child's classroom as well as participate in planning and implementing events, driving on fieldtrips and are always welcome to attend our Council meetings. Our extended LCICS family is encouraged to share their thoughts and concerns allowing for greater shared responsibility regarding decision making with all stakeholders.	Our focus is to bring more families in to the conversation by offering multiple opportunities for engaging in our community through events, activities, volunteering and open communication.	We will make a concerted effort to engage those families that tend to stay on the sidelines. Creating a warm environment where people feel welcome and supported is paramount. Personal contact from the office and the Director will continue to be a priority during the 2023-25 school year.	4	5	4	5	4	4	5	4	4	4	4	4	Met		2024-06-26	2024
17640550129601	California Connections Academy North Bay	3	We are very proud of our weekly contact rate with our students and their families and the progress we have made to
ensure all students are building relationships with our teachers and school.	We will continue to increase our efforts in our weekly contact rate. This is an area we are dedicated to continuing and
improving for students and families.	We will continue to find ways to better communicate with our families in their home language through verbal and
written communication.	We are pleased with the rate at which we are able to provide families with information and resources to support
student learning in the home.	We work hard to partner with caretakers and assist them in taking an active role in their students’ education.	We will continue to seek better ways to include and inform our families in their home languages at all levels of our
program and school.	We are a very collaborative organization. This is exemplified in this area by the fact that we rate high for seeking
input for decision making.	It is important to us that our staff and families know they have a voice, are heard, and actions are taken as a result of
their input. We will continue to seek and encourage families and staff to provide us with input.	We are dedicated to engaging all of our families in our school, including our underrepresented families. We take
great care to ensure we are providing all of our families with tools and resources that will encourage them to be
heard in our school. We will continue to improve these efforts with all of our families, especially our underrepresented
students and families.	4	5	4	4	4	4	5	4	4	4	4	4	Met		2024-06-04	2024
17769760000000	Upper Lake Unified	3	ULUSD serves a small rural community and is proud to be the hub of the community. Our school sites use multiple means of communication to reach out to all families in the method that works best to them to ensure that we are sending information and seeking their feedback in decision making. Our sites provide in person opportunities, zoom, surveys, text, phone calls, newsletters, websites, social media and more in efforts of maintaining and supporting strong relationships with our families.	ULUSD completes annual parent surveys which have indicated that our stakeholders feel we do a great job in communicating out and welcoming in our community. We will continue to focus on multiple methods for sharing information and listening to the needs of our community.	ULUSD has served as a mentor organization through the CCEE (California Collaborativefor Educational Excellence), Community Engagement Initiative, based on our work to build and sustain relationships with our community. This role developed through input and partnership from our tribes. ULUSD's focus area will be to continue this relationship while growing similar partnerships with other community groups in our district boundaries and beyond.	Our growth through our participation in the CCEE has been based on building and sustaining educational partnerships within our community and beyond. ULUSD works to make all decisions based on data to ensure that student outcomes are tracked and supported.	Our sites follow the guidance of parent advisory groups to address the academic concerns for student progress as well as behavioral challenges. Our sites are working to collaborate when possible to articulate outcomes and procedures to ensure the best outcome. ULUSD continues to see increased enrollment, thus our educational partners continue to grow.ULUSD has worked to focus our educational partner relationships with all families, specifically those who are tribally connected. Our goal for the coming school year is to expand and continue this targeted focus as our student population continues to grow.	The myriad of events that are held within and throughout the district campuses provide partnership opportunities for all families to engage with the campus facilities, staff and student learning. Providing an array of opportunities from sporting events, parent meetings, game nights and conferences allow opportunities for all families to be involved and provide input to improve engagement in decision making and student outcomes.	ULUSD continually strives to serve our community as the destination district for the best student success. Our administration's participation in community events and listening opportunities allows us to be present with our community to listen to their needs and make the best, advised, decisions for our district.	ULUSD will continue it's layered communication and opportunities for input throughout the community. ULUSD will work with CCEE to continue as part of the Community Engagement Initiative and expand it's efforts to increase partnerships with additional community groups.	ULUSD is taking a pro-active approach to scheduling parent events to support families in attending and planning ahead. ULUSD will ensure that family needs, (transportation, translation, food, timing etc.) will be considered to ensure that all stakeholders are represented and have input in decision making.	5	5	4	4	4	5	5	5	4	5	5	4	Met		2024-06-18	2024
18101810000000	Lassen County Office of Education	3	LCOE has demonstrated exemplary performance in building and sustaining strong relationships with families, creating welcoming environments, appreciating family diversity, and facilitating effective communication. These efforts reflect a deep commitment to family engagement and community partnership.	LCOE will focus on building relationships between school staff and families through open, honest communication and input from families in meeting students individual needs.	LCOE will focus on building relationships between school staff and families through open, honest communication and input from families in meeting students individual needs. LCOE has 8 total students and is able to create unique and strong relationships with families.	Overall, the LEA has demonstrated exemplary performance in building and sustaining partnerships for student outcomes through professional learning for educators, providing valuable resources to families, fostering regular communication between teachers and families, and supporting family advocacy. These efforts reflect a strong commitment to collaboration and family engagement in education	LCOE should maintain its strong foundation while focusing on continuous improvement in these areas to enhance partnerships for student outcomes. These efforts will help to ensure that all families are well-supported and engaged in their children's education.	LCOE will strengthen policies for family-teacher meetings by incorporating flexible scheduling, virtual meeting options, and ensuring interpreters are available. This will help underrepresented families participate more actively in discussions about their child’s progress and collaborate on strategies for improvement. 
LCOE will expand programs that help families understand and exercise their legal rights. This includes offering more frequent and accessible workshops, providing legal resources in multiple languages, and partnering with community organizations to reach and support underrepresented families effectively.	LCOE excels in building the capacity of and supporting family members to engage effectively in advisory groups and decision-making processes. Programs are in place to educate and empower families, ensuring they have the knowledge and confidence to participate actively. This includes workshops, informational sessions, and resources tailored to diverse family needs.	While LCOE has successfully provided opportunities for collaboration among families, teachers, principals, and administrators, ongoing evaluation and improvement of these initiatives are crucial. Regular assessments and adjustments based on stakeholder feedback can ensure that these collaborative efforts remain effective and responsive to the community's evolving needs.	LCOE will implement robust feedback loops to ensure that input from underrepresented families is not only collected but also acted upon. Regular updates will be provided to families on how their feedback is being used to inform decisions, thereby building trust and demonstrating the value of their participation.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
18640890000000	Big Valley Joint Unified	3	Teachers, parents, and the administrator worked jointly to support families with social emotional supports and parent involvement. These numerous opportunities offer staff multiple ways to engage with our parents. Many of these events are centered around information nights such as financial aid, SEL events, and parent-teacher events such as Books for Bingo, Winter Performance, Turkey Bingo, and Mini Track Meet. A new engagement opportunity is the
BVES Grandparents Day. Additionally, parents and staff also have opportunities to connect through our co-curricular
activities and booster organizations. Examples include sports and FFA/Agriculture events. The Big Valley
Educational Foundation has provided another opportunity for the District to build relationships between school staff and families. The small size of the school district allows for school staff to connect with families in personally, meaningful ways.	A focus for improvement will be to continue to encourage more families to participate. Many families live in remote areas of the District. Transportation, cost of fuel, and distance between home and school have been cited for lack of participation for low attendance when activities are scheduled for after school or in the evening. These are challenges that will need to be further investigated.	Our District worked directly with and sought input from the parents of unduplicated students and underrepresented families through parent engagement events such as Back to School Night, Open House, parent surveys, and with surveys sent to all homes. Our schools worked with parents and students to develop written family engagement compacts and included the final product at enrollment packets. As small rural District, we provide professional development three to four times per month by having a professional development schedule every Wednesday of the month where students are released early so all staff (teachers, classified staff, and management staff may work on professional development. A portion of this professional development is dedicated to the value and utility of parents' contributions and how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. Staff reviews state academic standards, state and local academic assessments, and how to monitor a child's progress and work with educators to improve their children's achievement during these activities. Parental input is received through discussion and an exit survey
on how funds reserved for parental involvement activities should be utilized. We have increased opportunities for the informed participation of parents and family members with disabilities. Parents and family members of migratory children, including providing information and school reports in a format and, to the extent practicable, in a language such parents understand by translating messages to the home language identified by the parents on our student information system. More information is being translated into Spanish, i.e. the LCAP survey, Superintendent search survey, etc.	Strengths of the District was provided by increased communication options with parents/guardians. The Remind
app, Catapult Connect program, ongoing phone calls, Parent-Teacher conferences, student led conferences, weekly grade reports and Social Media messages provided opportunities for Parent Involvement and discussion of student progress. Additional opportunities for discussion of student progress occurred via transition planning, IEP meetings, teacher calls to parents and site secretary calls to parents. Parent support, including translation and information, is provided for IEPs, transition meetings, parent-teacher conferences, student exhibitions of learning and school open houses. Our needs assessment is driven by our family engagement feedback from surveys and the California Dashboard. It was very clear to us that our students were struggling with social and emotional issues. As a result, we have contracted with an outside counseling agency to provide social and emotional counseling to our students. In addition, we needed to increase access for our low Socio-Economic Status students. We will continue to pursue increasing our A - G completion by offering access to college prep work to all students. All of these program adjustments were made based on input we received during our family engagement process. We will evaluate the effectiveness of these changes by surveying our students and parents, by reviewing College Board SAT statistics, on the number of students taking at least one CTE pathway, the number of students completing the CTE pathways, and by measuring how many of our students are transitioning to higher education. In 2024, the District received a Community Schools Partnership Program Grant. The 5 year grant will provide for increased services to extend programs and training.
School staff also worked with individual families to facilitate understanding of student needs and the support
services/programs available to them in the school, such as the student study team process, individualized education plan/special education process, daily student attendance contact, identification of students as English learners, reclassification process from “English Learner” to “Re-designated Fully English Proficient”. Specific activities, workshops, training opportunities, and staff meetings included topics such as: academic success (A-G
Requirements, local and state assessments among others), transition opportunities, attendance, financial aid and
scholarships, restorative practices, drug, tobacco use and vaping, use of technology, Career Readiness and
Technical Education (CRTE) was provided.	A focus area will be to increase communication with Parent Involvement activities, current research, and available
resources. Active recruitment of the Aeries student information system, knowledge of weekly grade reports, and
related training materials will provide families with the tools to access the parent portal, further increasing
accessibility of information on student progress. Quarterly progress reports and quarterly report cards are sent home via mail.	The District will continue to explore new innovative methods to reach all parents, specifically focusing on
underrepresented families. The Remind App seems to be a successful communication tool between classroom
teachers and families. Feedback from parents will be solicited early in the school year to develop plans that best fit
the needs and ability of parents to be involved in their child's education. The Catapult Connect program makes for easy, rapid and frequent connections between the school and families.	Parent feedback at outreach events, LCAP community meetings & stakeholder surveys were used to guide the
creation of the 20232024 LCAP Goals & actions and services which align with our SPSA goal and WASC action
plan.  Hispanic members have been engaged in contributing to the engagement of additional parents. Translations of documents to Spanish helps in this effort. Information regarding the Parent and Family Engagement Plan (PFEP) is provided via at parent meetings, surveys & the district website. Parent feedback on LCAP goals is solicited, encouraged & has been a key element in the development of our LCAP. Parents provided feedback and planning support for the development of afterschool activities, parent trainings, experiential learning excursions and educational book clubs via phone interviews, request at district meetings, feedback during meetings and small group discussion. Primary areas of focus have been supporting families with resources connecting via calls, emails, robo calls, and social media).
	An area of continued need is partnerships with parents who do not speak English. Given that all of our non- English language parents speak Spanish, the District will continue its efforts to recruit proficiently bilingual staff; provide bilingual parent communications via written, audio, websites, and social media; foster parent leadership and outreach for school committees; and conducting parent meetings in both languages. The goal is to increase non-English speaking parents’ connection to schools and increase their participation in school activities, given that research shows that students fare better academically when they and their parents feel valued and connected to the school.	The District ensures ALL families receive communications and invitations to participate on committees and in
meetings, through communication accommodations, such as translation, scheduling individual meetings at a
convenient time for individual families, home visits, etc. The District and Lassen County Truancy program closely monitors student attendance on a daily basis and communicates with families in a timely manner, especially families of migratory, foster or homeless youth, in order to minimize disruptions to educational services. The District has seen an increase in student absences from pre-pandemic times and will focus on improving efforts to communicate with and engage students and families.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-26	2024
18641050000000	Janesville Union Elementary	3	Janesville prides itself on friendliness and offering during and after school activities where school staff and families come together to celebrate, raise funds, and discuss engaging opportunities for academic and social emotional success.	Janesville is seeking to create more opportunities for after school programs that will increase participation by school staff and families overall. Throughout this school year there have been many weekend, after school and holiday break events for students that are enriching academic and social emotionally and there were four structured family and community engagement nights.	The LEA has done a good job of providing opportunities for families to participate in after school activities. The District has worked hard this year to be more focused and work to identify the specific needs of families particularly in under represented groups, based on attendance and positive feedback this has proven to be successful.	The LEA has done a good job of creating a structure for parents and teachers to meet and discuss student needs. The LEA has worked to increase family involvement nights, frequent two way communication with families and partnerships within the community.	Janesville is increasing professional development in areas of reading and social emotional learning. Throughout this school year the LEA has worked to build capacity with all staff to make social emotional learning a priority which has allowed all students to feel safe at school and foster positive relationships in and out of the classroom.	Janesville will continue creating school events (during and after school). The focus on activities for both students and families that are engaging and enriching has been a focus throughout the school year, based on high attendance at these events and positive feedback they have proven to be successful and the LEA will continue with them in the coming school year.	Janesville utilizes school site council, input from whole school staff meetings, and school surveys to seek input from stakeholders for decision-making. This input is used to make plans to future student instruction, engagement and activities for the school.	A strength of the LEA is the ability to effectively engage shareholders in the decision making process. An example of this would be the School Site Council. The district needs to work to provide additional opportunities for underrepresented groups within the school community to have an active voice in the decision making process.	Janesville works hard to include all stakeholders in the decision making through various committees such as student council, school site council, LCAP meetings, and school surveys to help improve engagement of underrepresented families.	4	4	4	4	4	4	3	4	4	4	3	4	Met		2024-06-18	2024
18641130000000	Johnstonville Elementary	3	Johnstonville School has worked hard to foster opportunities for families and staff to build trusting and respectful relationships. We have noticed greater parent involvement within the Johnstonville School Community Association (JSCA). However, we acknowledge that parental participation remains lower than desired.
To address this, we have implemented several engagement strategies. These included virtual and in-person parent meetings and telephone calls to gather feedback and share data, opportunities for one-on-one meetings, and regular progress updates for families. In addition, Johnstonville has introduced shorter, more frequent surveys, allowing us to focus feedback and data into manageable patterns that drive meaningful changes within the school. When we transitioned to shorter surveys, we noticed an increase in survey responses. These improvements have laid a strong foundation for building and sustaining positive relationships between school staff and families, ensuring a collaborative approach to our students' educational experiences.	Johnstonville School is committed to enhancing the opportunities for parents to actively participate in their children's educational journey. We aim to increase the number of classroom volunteer opportunities, allowing parents to engage more directly with the students' learning experiences. By providing more avenues for parental involvement, we hope to enrich the educational environment and create a more supportive community for our students.

In addition, Johnstonville is actively exploring various collaborations with the Johnstonville School Community Association (JSCA) to facilitate meaningful interactions between staff and families. These collaborations may include organizing family-oriented events and activities that promote a sense of community and shared purpose. By strengthening these partnerships, we aim to foster a collaborative atmosphere where families and staff work together to support student success and well-being.

Our goal is to create a more participatory school environment where parents feel welcomed and valued as essential partners in their children's education. Through these initiatives, Johnstonville School strives to build a stronger, more connected school community.	Eighty-six percent (86%) of our parents either strongly agreed or agreed that Johnstonville Elementary School District families feel they are treated with respect by school personnel. While this is a positive reflection of our district's efforts, we recognize the importance of capturing a broader range of parental feedback. Currently, only 17.75% of families participate in our surveys. Our goal is to increase this participation rate to approximately 50% by June 2027. Achieving this target will provide us with more comprehensive insights into parental and family perceptions, enabling us to strengthen our relationships with the community.

To enhance communication and engagement with our families, Johnstonville Elementary School District employs a variety of methods. We use platforms such as ClassDojo, the school website, Facebook, Instagram, and telephone messages to reach out and keep families informed. Our teachers and main office staff are committed to regularly sending out updates and important information. By diversifying our communication channels and fostering open, respectful interactions, we aim to build a more inclusive and supportive school environment for all families.	LCAP funds are used to provide counseling services for students across all grade levels, with a special focus on unduplicated students. During the 2022-23 school year, approximately eighty percent (80%) of the students the counselor met with were identified as unduplicated. Supporting students during times of crisis will help to ensure all students will leave Johnstonville Elementary School District ready for success in high school. The decision to use LCAP funds for counseling services was based primarily on input from parents, students, and staff.

Seventy-one percent (71%) of our parents who participated in the California School Parent Survey (CSPS) either strongly agreed or agreed that Johnstonville Elementary School District encourages an active partnership with parents and families to the benefit of students. The district desires to increase the percentage of families participating in the survey from 15% to approximately 50% over the next two years. In addition, Johnstonville School will utilize other survey platforms to create focused surveys that minimize the fatigue that may occur with lengthy surveys. It is anticipated that this would allow for better insight into parental and family feelings regarding the ability of the school to build active partnerships with families. 

Johnstonville Elementary School District has embedded a variety of methods for staff, families, and students to discuss student progress. Report cards, progress reports, parent-teacher conferences, and ClassDojo messages are utilized to enhance school/parent partnerships that improve student outcomes. Additionally, parents are notified of their rights at the beginning of the school year and parents of students with disabilities are given regular notices of their legal rights.	Chronic absenteeism remains a significant challenge that Johnstonville Elementary School District is committed to addressing. To tackle this issue effectively, we are dedicated to building strong partnerships with local agencies. Collaborating with these agencies will allow us to implement comprehensive strategies that support students and their families, helping to reduce absenteeism and improve overall student attendance.

Additionally, we recognize the importance of providing engaging and enriching activities in our after-school program. To this end, we are looking to expand the range of activities offered, ensuring they cater to the diverse interests and needs of our students. Our goal is to create a vibrant and stimulating environment that encourages regular attendance and active participation. In order to achieve this, Johnstonville Elementary School District will also seek to strengthen its collaboration with the Lassen County Office of Education (LCOE). By working closely with LCOE, we will develop and implement appropriate curricula and activities tailored to our students' needs. This partnership will enable us to leverage LCOE's expertise and resources, ensuring our programs are effective and impactful.

Together, through these enhanced partnerships and expanded program offerings, we aim to create a supportive and engaging educational experience for all our students, ultimately reducing chronic absenteeism and fostering a positive school culture.	Johnstonville Elementary School District is committed to working diligently with our educational partners to improve the engagement of underrepresented families. We recognize the vital role that family involvement plays in student success, and we are determined to create an environment where every family feels valued and heard.
To increase participation, we will diversify the times and modalities of our school activities. By offering events at various times and through different platforms, we aim to accommodate the diverse schedules and preferences of our families. This approach will help ensure that more families have the opportunity to engage with the school community and participate in their children's education.

Moreover, Johnstonville Elementary School District will collaborate closely with the Johnstonville School Community Association (JSCA) to identify additional perspectives on the barriers that currently hinder the engagement of underrepresented families. By listening to and understanding these perspectives, we can address the unique challenges these families face and develop targeted strategies to overcome them.	At Johnstonville Elementary School District, we value the input and engagement of all our stakeholders, including students, parents, and staff, in the strategic planning process. This collaborative approach is facilitated through various formal groups, ensuring a comprehensive and inclusive planning process. These groups include the Johnstonville School Community Association (JSCA), School Site Council (SSC), Johnstonville Teachers Association (JTA), California School Employee Association (CSEA), Student Council, and Special Education Local Plan Areas (SELPA) meetings.
Parents play a crucial role in the development and annual review of district-wide objectives. Their input and involvement are solicited through participation in scheduled meetings, surveys, and informal discussions. These opportunities allow parents to voice their perspectives, concerns, and suggestions, contributing to a more well-rounded and effective strategic plan.

Moreover, the School Site Council and parent-teacher meetings serve as essential platforms for assisting parents in understanding the expectations for their children. These meetings provide valuable insights into academic standards, behavioral expectations, and the overall educational goals of the district. By keeping parents informed and involved, we aim to create a supportive environment that fosters student success.	The Johnstonville Elementary School District remains committed to diversifying and expanding opportunities for parental input in the district's decision-making processes. We understand the importance of varied channels for feedback to ensure that all voices are heard and considered.

One approach we are implementing is the use of shorter, more focused surveys for both staff and families. These surveys are designed to be quick and easy to complete, encouraging higher participation rates and providing us with valuable, targeted feedback. This method allows us to gather specific insights on key issues and areas of concern, making the feedback process more efficient and effective.	Johnstonville Elementary School District is committed to maintaining and enhancing our existing practices that have proven effective in gathering input from a diverse range of Johnstonville families, including those representing unduplicated students. The insights and feedback we receive from these families are invaluable and play a critical role in shaping the school's decision-making process. 

To ensure we continue to capture a broad spectrum of perspectives, we will conduct regular surveys designed to gather detailed feedback on various aspects of the school experience, from academic programs to support services. Regular community meetings will be held at different times and locations to accommodate as many families as possible, providing a platform for open dialogue. In addition, we will organize focus groups with specific segments of our school community, including families of unduplicated students, to facilitate deeper discussions and gain more nuanced insights into their unique needs and challenges. By leveraging multiple communication channels, such as newsletters, social media, and the school website, we will keep families informed and engaged, providing opportunities for feedback through these channels. 

We will continue to work closely with parent organizations like the Johnstonville School Community Association (JSCA) and the School Site Council (SSC), ensuring these groups represent the broader parent community and convey family input effectively. 

By continuing these practices and constantly seeking new ways to engage with our families, Johnstonville Elementary School District aims to ensure that all voices are heard and that our decision-making process is inclusive and representative of our entire school community. This ongoing commitment to gathering diverse input will help us create a more supportive and effective educational environment for all our students.	3	3	3	3	3	3	3	3	3	3	3	3	Met		2024-06-20	2024
18641390000000	Lassen Union High	3	Lassen Union High School District has seen the ongoing need to increase services to help meet our students and their families.  The district has invested a lot of resources to help address the lack of parental involvement and ineffective communication.  A new web page, school app, social worker, increase in FTE for student support services specialist and mental health support through the use of Clayful and in person mental and behavioral specialist have been added to the school in the last year.	According to the Healthy Kids survey, the district needs to work with its communication to the parents.  The current methods that were being used by the district may be limiting the opportunity for parents to find information that may assist them in working closer with the school staff and their families.
Due to this the district has contracted with another company to revamp the school website and create an app where parents will be able to find information quicker and be able to access daily news about the school and what events and activities are occurring.  The district has also hired a social worker to help and assist some of our most struggling students and families with relevant issues that that they are facing.  The school district has also hired an additional student support service specialist to meet the needs of our families and staff.	The school has hired additional Student Support Services Specialist whose primary job is to work with our Native American, Pacific Islander, Latino, Foster Youth, and Homeless students to ensure that they have the tools that they need to be successful in an environment that meets their educational, social, and mental health needs.
During the 2023/24SY the district has allocated resources and has hired a social worker who will work directly with the families, students, and school staff to help build positive working relationships.	Lassen Union High School District has worked closely with the Lassen Community College, Lassen County Administrative offices, City Manager, Susanville Indian Rancheria Educational services, and local community organization to inform the community of activities and has provided these groups to help guide and and provide input into changes at the local high school level.  Active participation of school administration and leadership members allows the district to keep the local community abreast of school activities and opportunities to guide the academic and CTE programs of our high school.	The district and school administration are working closely with our local feeder districts to ensure that curriculum and standards are scaffold to ensure that students are entering the high school ready for the rigor of a comprehensive high school.  The district and school administration work closely with the local Native American community to bring in additional support for our Native American students.  Efforts are being spent to bring in additional Native American staff to help develop a program for cultural studies for our Native American Students.  The staff is currently working to ensure the the school is ready to implement the ethnic studies program for the 25SY	The school has hired additional Student Support Services Specialist whose primary job is to work with our Native American, Pacific Islander, Latino, Foster Youth, and Homeless students to ensure that they have the tools that they need to be successful in an environment that meets their educational, social, and mental health needs.	The school district has attempted numerous events to try to increase participation rates of parents and community members.  From hosting monthly coffee with the principal/superintendent to board meetings and guest presenters on topics that directly impact the students.  Unfortunately these events are poorly attended.  Meeting are set for monthly meetings with the Susanville Indian Rancheria to discuss Title VI programs and quarterly meetings are attended by district personnel to discuss issues impacting our Native American students at the county level.  
A partnership between the college and the high school has occurred that has allowed more of our students to take college classes at our local community college.  This  year 68 students who graduated have earned over 720 college credits.  Students are able to access welding, nursing, accounting, fire science, forestry, automotive, and other programs during the first period of the day.  Students graduate yearly who have earned their AA degree or have been awarded certificates in different career fields.  The superintendent is a trustee on the college foundation and sits on the advisory committee for fire science and nursing.  Meetings occur on a regular basis to ensure that the high school and college are aligned for student success.
Meetings with ELA and Math teachers have occurred over the last 5 years with our feeder schools.  These meetings do not always occur on a yearly basis.  Curriculum and alignment of standards are discussed to ensure students are prepared for HS.	Currently, Lassen Union High District struggles to find a time where parents are able to attend meetings with school administration or district staff.  Coffee with the Principal/Superintendent has been tried the last 2 years with very minimal participation.  Surveys that have gone out are minimally used by the parents or community.  The California Health Kids Survey over the last 2 years see less than 10% of parents participating.  Communication for surveys across our community and parents have seen similar responses.   In person meetings are rarely attended at all.  This	The school district has attempted numerous events to try to increase participation rates of parents and community members.  From hosting monthly coffee with the principal/superintendent to board meetings and guest presenters on topics that directly impact the students.  Unfortunately these events are poorly attended.  Meeting are set for monthly meetings with the Susanville Indian Rancheria to discuss Title VI programs and quarterly meetings are attended by district personnel to discuss issues impacting our Native American students at the county level.  Attempts to work with the Latino and Pacific Islander community are being sought to increase and build a partnership that will increase the input from both of these groups.	4	4	4	4	4	4	4	3	4	4	4	4	Met		2024-06-26	2024
18641620000000	Ravendale-Termo Elementary	3	The LEA has always enjoyed a strong relationship between the educational partners and the school site. The small number of families allows the staff at the school to build personal relationships with each family.	The LEA will focus on increasing opportunities for parental engagement following the varying and difficult pandemic-related restrictions that have been felt for the past few years.	The LEA's current strength is the relationship that the teaching staff have with the individual students. While the LEA can boast strong parental engagement at the school, we recognize that it can always improve. Our focus will remain tied to strategies and activities that improve parent engagement across the school year.	The current strength of the LEA lies in the small number of students and the relationship that is built between the school staff and the parents. With only a few families in the community that have students in the school, communication is very personalized. The school invites parents to the site for a variety of engagements throughout the school year. We will work to develop strategies to increase engagement that will fit the needs of our students and programs.	The pandemic limited our ability to partner with outside entitities and create more engagement for our families, but we are seeing improvements in this area. Our remote isolation still hinders our ability to partner with many entities. The LEA will focus generating more opportunities for collaboration in the near future.	Analysis in this area does not show a deficit in the district's ability to improve engagement with underrepresented families. The LEA will continue to engage our families in a manner that provides ample opportunity for all segments of the population to be engaged.	The close, interpersonal relationships that exist between the families and the school employees provides a strong foundation for meangful input. Our parents provide almost daily interactions with staff and freely share input on a regular basis.	With the small number of families and the intimate setting of the school, the District has continuous interaction with representative members from all groups of stakeholders. We will continue to seek to identify additional parents, guardians, foster family members or other agencies to include in our stakeholder groups to increase engagement to further support decision-making input for parents and family members.	Analysis in this area does not show a deficit in the district's ability to improve engagement with underrepresented families during the self-reflection process in relation to seeking input for decision-making. The LEA will continue to engage our families in a manner that provides ample opportunity for all segments of the population to be engaged.	4	4	3	4	3	3	3	3	3	3	3	3	Met		2024-06-26	2024
18641700000000	Richmond Elementary	3	The small community of Richmond paired with small class sizes allow for families to interact frequently with classroom teachers. Data from the summer climate survey shows parents are looking to improve avenues and frequency of communication with administration.	Results from the summer climate survey prompted administration to encouraged staff to release weekly newsletters. Following up with stakeholder requests, administration implemented the LCAP parent advisory committee which is held weekly. An invitation letter with agenda is posted on the school website for parents to view.	Richmond unduplicated parent population is very small. The same methods of engagement will be utilized as all other students within the district.	Through weekly newsletters, all calls to families, and consistent updates to the school webpage, the LEA continues to build transparency and partnerships with families.	The LEA intends on providing families with resources for year long access to grade level curriculum and instructional materials closing the academic gap experienced by some students. The focus area will be to explore materials and develop effective ways to communicate strategies for implementation.	Richmond unduplicated parent population is very small. The same methods of engagement will be utilized as all other students within the district.	Richmond has the desire to seek input from stakeholders and increase avenues for decision making. Small steps have been initiated and a plan has started inviting parents to participate in advisory groups. The progress of the plan is in the initial implementation phase.	The LEAs focus will be to fully implement process for families to provide input for making decision in the district. Additionally, to find ways to encourage and communicate scheduled advisory groups. Being new to the district in some years, time is needs for the building process to be in full implementation.	Richmond unduplicated parent population is very small. The same methods of engagement will be utilized as all other students within the district.	5	5	4	3	4	3	4	3	3	2	2	3	Met		2024-06-27	2024
18641880000000	Shaffer Union Elementary	3	Cultivating a Welcoming Environment: The LEA has prioritized creating inclusive and welcoming school environments that value and celebrate the diversity of families. This includes promoting cultural responsiveness, providing multilingual resources, and organizing events that actively engage families from various backgrounds.

Enhanced Communication Channels: LEA has embraced multiple communication channels to bridge the gap between school staff and families. Alongside traditional methods such as newsletters and phone calls, they have implemented digital platforms, email updates, and mobile applications to ensure timely and transparent communication. These platforms enable parents and guardians to stay informed about their child's academic progress, school events, and opportunities for involvement.

Family Engagement Programs: The LEA has developed comprehensive family engagement programs that encourage parents to actively participate in school activities and decision-making processes. The main program is the parent-teacher organization. Families are encouraged to voice their opinions, contribute to school improvement plans, and collaborate with educators to shape educational policies and practices.
 
Collaborative Partnerships: The LEA has actively sought partnerships with community organizations, nonprofits, and local businesses to further strengthen the relationship between school staff and families. These collaborations provide additional resources, support services, and opportunities for engagement beyond the school walls. 

Continuous Feedback and Evaluation: LEA has established feedback loops to continuously evaluate and improve family engagement efforts. Regular surveys, focus groups, and town hall meetings gather input from families to ensure their voices are heard and to identify areas for growth. This feedback-driven approach allows LEA to adapt strategies and initiatives based on the evolving needs and expectations of families.	
While the LEA have made significant progress in building relationships between school staff and families, there are still areas with potential for growth. Here are a few key areas that can be focused on for further improvement:

Engaging Hard-to-Reach Families: Despite efforts to promote family engagement, the LEA still faces challenges in reaching and involving certain segments of the community. It is essential to identify and understand the barriers that prevent these families from actively participating in school activities and develop targeted strategies to overcome them. This may involve providing transportation assistance, conducting home visits, offering flexible meeting times, or leveraging community partnerships to connect with hard-to-reach families.

Strengthening Two-Way Communication: While the LEA has adopted various communication channels, it is crucial to ensure that communication is truly two-way and interactive. Encouraging open dialogue, actively listening to parents' perspectives, and seeking their input on decision-making processes can enhance the sense of shared responsibility and trust. Providing platforms for meaningful feedback, such as surveys or focus groups, and promptly responding to parent inquiries and concerns can further strengthen the communication between school staff and families.

Building Cultural Competence: The LEA must continue to enhance it's cultural competence to effectively engage families from different backgrounds. This includes providing professional development opportunities for educators and staff to increase their understanding of cultural nuances, traditions, and perspectives. Creating a culturally responsive curriculum and incorporating diverse resources can also help foster an inclusive learning environment that values and respects all students and their families.	SUESD stakeholders include:  parents, students, teachers, staff, principal/administration, bargaining units, parent advisory and the Shaffer School Baord of Trustees. 

Surveys were distributed to stakeholder groups throughout the fall and spring sessions of the school year fall 2022 Healthy Kids Parent Survey, Student Survey, and Staff Survey, along with the spring parent reflection survey, student reflection survey and the teacher self reflection survey.  Other input was shared through Parent/Teacher conferences, Student Study Team Meetings,  IEP's and 504 meetings, School Site Council/Parent Advisory meeting, school board meetings, staff meetings, PTO meetings, bargaining unit meetings and Student  Council Meetings. Teachers also scheduled positive parent calls and logged their efforts to promote parent engagement in the positive actions of students.

SUESD regularly encourages participation in school activities for all parents through the utilization of our monthly newsletter, School Wise telecommunication program, school website, and Facebook.  Monthly family events for students and parents to engage with the school programs and enjoy student performances, classroom projects and art work. Included in these events: Back to School night, Parent/Teacher Conferences, Bonfire, Fine Arts Night, Fall Harvest Carnival, Veteran’s Day performance, Winter Performance, House Team assemblies, Shaffer Community PRIDE night, athletic competitions, PTO Field Day.   SUESD also encourages parents to attend the following meetings to be informed and have input: Parent Teacher Organization, School Board, School Site Council/Parent Advisory Committee meetings.  

To reach the needs of our English Learner parents the district utilizes an interpreter during our parent-teacher conferences, ELPAC meetings, Student Study Team meetings (SST), and Individual Education Plan meetings (IEP) to discuss goals and student progress.   Our website provides the capacity for our school to home communication to be translated so that all of our parents have access to school information.  Some items sent home from the school is translated but we can continue to improve in this area of sending translated communications. 

In these areas we rated high with overall scores of full implementation and sustainability.  Our continued efforts seem to be bringing about increasing input and participation in community events and district activities.  With conflicts in survey distribution our overall participation dropped but adjustments to parent survey schedules and distribution will be made in the upcoming year.

Collectively, stakeholders agreed that the continued communication programs and strategies have been effective in stakeholder outreach and input.  The LCFF funds priorities in the LCAP will continue to provide communication devices  such as Schoolwise, the district webpage, and NWEA MAP assessments to communicate upcoming events and student progress.


	SUESD stakeholders include:  parents, students, teachers, staff, principal/administration, bargaining units, and parent advisory.  Additional input has been provided by the Shaffer School Board of Trustees

Several surveys were distributed to stakeholder groups throughout the fall and spring sessions of the school year which includes, Fall 2022 Healthy  Parent survey, Student Survey, and Staff Survey, along with the Spring parent reflection survey, student reflection survey and the teacher reflection survey.  Other input was shared through Parent/Teacher conferences, Student Study Team Meetings,  IEP's and 504 meetings, School Site Council/Parent Advisory meeting, school board meeting, staff meetings, PTO meetings, bargaining unit meetings and Student Body Council Meetings. This year the teachers scheduled positive parent calls and logged their efforts to promote parent engagement in the positive actions of students.

In all  these areas  professional learning and support to teachers and principals to improve a school’s capacity to partner with families and  providing families with information and resources to support student learning and development in the home district received overall  scores of initial implementation.  LEA’s progress in implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes and progress in supporting families to understand and exercise their legal rights and advocate for their own students and all students overall score of full implementation.

SUESD  has calendared a back-to-school night to discuss with parents and students the classroom expectations, state standards to be mastered, and resources available.  This year these events were held virtually.  The district scheduled parent-teacher conferences during mid-term of first and second trimester to discuss data, student progress and develop a plan for student support between the teacher and parent.  The district utilizes a Student Study Team meetings, IEP Meetings, and 504 meetings  to work with students, staff, and parents to develop plans of approach to providing purposeful interventions of support for student success.  The district  provided professional learning opportunities to our teachers in CAASPP, NWEA MAPS data analysis, Google Classroom, Google Suite, zoom, Schoolwise SIS, and District Webpage to continue our efforts of developing the capacity to partner with families.


	Strengthening Community Engagement: The LEA aims to enhance its partnerships with community organizations, local businesses, and other stakeholders to expand resources and support for students. By forging stronger connections with external entities, the LEA seeks to provide students with additional learning opportunities, mentorship programs, and access to services that positively impact their educational outcomes.

Increasing Parent and Guardian Involvement: Recognizing the vital role parents and guardians play in students' success, the LEA is dedicated to fostering greater parent and guardian engagement. The focus is on developing strategies to actively involve families in decision-making processes, creating opportunities for meaningful collaboration, and providing resources that empower parents and guardians to support their child's learning both in and outside of the classroom.

Enhancing Collaboration with Educators: The LEA aims to strengthen partnerships and collaboration among educators within the district. This includes fostering a culture of shared learning and best practices, providing professional development opportunities that promote effective teaching strategies, and establishing platforms for educators to collaborate, share insights, and collectively address challenges that impact student outcomes.

Promoting Student Voice and Leadership: The LEA recognizes the importance of amplifying student voice and fostering student leadership within the educational ecosystem. Efforts are directed towards creating spaces and initiatives that allow students to actively participate in decision-making processes, engage in school governance, and contribute to shaping their own educational experiences. This focus area seeks to empower students, promoting a sense of ownership and responsibility for their academic success.	Culturally Responsive Outreach: The LEA will develop culturally responsive outreach initiatives to establish meaningful connections with underrepresented families. This may involve employing bilingual staff or interpreters, providing translated materials, and utilizing culturally sensitive communication channels. By acknowledging and respecting the diverse backgrounds of these families, the LEA aims to build trust and create a welcoming environment that encourages their active participation.

Personalized Family Support: Recognizing that underrepresented families may face specific barriers, the LEA will provide personalized support to address their individual needs. This could include offering assistance with navigating school processes, connecting families to community resources, and providing guidance on accessing academic and social support services. By offering tailored support, the LEA aims to empower underrepresented families and build a strong foundation for their engagement in their child's education.

Collaborative Partnerships: The LEA will forge partnerships with community organizations and stakeholders that have expertise in engaging underrepresented families. These collaborations can provide valuable insights, resources, and guidance to ensure effective outreach and engagement strategies. By leveraging external partnerships, the LEA aims to tap into existing networks and collectively work towards building meaningful relationships with underrepresented families.

Family-Led Initiatives: The LEA will actively involve underrepresented families in the decision-making process and seek their input on key initiatives. This can be achieved through the establishment of advisory committees, focus groups, or regular feedback sessions. By valuing and incorporating the perspectives and voices of underrepresented families, the LEA aims to create a sense of ownership and shared responsibility for student outcomes.

Ongoing Evaluation and Improvement: The LEA will regularly assess the effectiveness of its engagement strategies through data collection, surveys, and feedback mechanisms. This ongoing evaluation will allow the LEA to identify areas of success and areas for improvement, ensuring a continuous learning process. By incorporating the feedback of underrepresented families into their improvement efforts, the LEA aims to refine and enhance its strategies to better meet their needs.	
SUESD administration has consistently shared key data with stakeholders through leadership meetings, teacher and staff meetings and in-services, regular meetings with union representatives, student council meetings, back to school night and parent/teacher conferences. The survey results, in addition to,  the State Dashboard results, MAP Data, Schoolwise SIS  discipline and attendance data,  and Williams Visit data were discussed with the parents, teachers, staff, students, school leadership and administration,  and representative members of both bargaining units. School Site Council, and SUESD School Board of Trustees.  SUESD provides regular and consistent LCAP updates and two-way feedback through its School Site Council membership, which approved the LCAP as presented. The same processes were followed with parent and student feedback through formal and informal surveys, as well as the staff. SUESD School Site Council was provided with regular updates on the progress of the LCAP plan and was involved in providing feedback and input. The 2024-2027 LCAP and the 2023/24 annual updates have been completed, presented, and submitted for approval by SUESD School Site Council/Parent Advisory. All will be submitted to the SUESD School District Governing Board, SUESD's authorizer, for review in June of 2024.
Processes were followed to collect parent, student, and staff feedback through informational meetings, and formal and informal surveys, as well as reviewed by the School Site Council / Advisory Committee. Evidence from the feedback indicates that the goals around student achievement, safe and healthy learning environments, and meaningful partnerships continue to be priorities for all stakeholders. During the planning of the LCAP and the utilization of LCFF funds the specific needs and obstacles of English Learners, foster youth, and low income students has been the driving focus of setting goals and actions.   Data and reflection on responses from all stakeholders suggest that efforts need to continue to be made to provide the students with access to technology, professional development, programs, staffing and curriculum for needed interventions to address learning loss and overall low achievement in mathematics and English Language Arts, access to educational supports, and specifically related social-emotional support related to academic and campus culture. 
An LEA strength is having a dedicated Parent Teacher Organization and School Site Council/ Parent Advisory.    One of our needs is to solicit more engagement in from our families to allow more input to guide decision-making.  This upcoming school year, in an effort to increase parent participation in the Healthy Kids Survey we will be opening up the computer labs to parents to complete the online survey. Unfortunately this year the Healthy Survey was not ready to be administered at the time of conferences so these efforts were thwarted and we had another year of low participation in the survey.	
Shaffer Union Elementary School District (SUESD) has invited all stakeholders to ongoing School Site Council/Parent Advisory meetings, open houses, school board meetings, and in general has an open-door policy for input of ideas, questions, and concerns. In addition, we advertise all district LCAP events and encourage parents to attend. SUESD stakeholders including: bargaining units, teachers, staff, parents, students, and community members have been invited and many representatives from these stakeholder groups have had significant  involvement  in the development of the 2024-2027.  Throughout the 2023/24 LCAP year, SUESD has communicated using various vehicles to carry the information to our stakeholders, which again include: staff, teachers, bargaining units, administration,  parents/families, students, and the community – anyone who has an interest or may be affected by actions/services within the LCAP.   Open dialogue with stakeholders through School Site Council/Parent Advisory meetings, which serve as the foundation for SUESD parents, teachers and staff and maintains elected representatives for each group, as well as open public meetings. SUESD incorporated LCAP conversations with parents and the community when planning and developing the LCAP. The Healthy Kids Surveys was administered in the fall and a Self-Evaluation Survey was provided in the spring 2023/24 school year to parents, students, and staff to evaluate considerations for planning the LCAP for Shaffer School.   SUESD administration has consistently shared key data with stakeholders through leadership meetings, teacher and staff meetings and in-services, regular meetings with union representatives, student council meetings, back to school night and parent/teacher conferences. The survey results, in addition to,  the State Dashboard results, MAP Data, Schoolwise SIS  discipline and attendance data,  and Williams Visit data were discussed with the parents, teachers, staff, students, school leadership and administration,  and representative members of both bargaining units. School Site Council, and SUESD School Board of Trustees.  SUESD provides regular and consistent LCAP updates and two-way feedback through its School Site Council membership, which approved the LCAP as presented. In 2023/24, the same processes were followed with parent and student feedback through formal and informal surveys, as well as the staff. SUESD School Site Council was provided with regular updates on the progress of the LCAP plan and was involved in providing feedback and input. The 2024-2027 LCAP and the 2023/24 annual updates have been completed, presented, and submitted for approval by SUESD School Site Council/Parent Advisory. All will be submitted to the SUESD School District Governing Board, SUESD's authorizer, for review in June of 2024.

Processes were followed to collect parent, student, and staff feedback through informational meetings, and formal and informal surveys, as well as reviewed by t	Each year the Healthy Kids Survey is distributed to students, staff, and parents.  After guidance with the Lassen County Office of Education it was made awary to SUESD adminstration that the company that provides the survey is able to disaggregate the data by unduplicated subgrops.  Going forward SUESD intends to use this data to monitor progress of parent engagement of English Learner, foster, and low-income parents.
	4	4	4	4	4	3	3	3	3	4	4	3	Met		2024-06-25	2024
18641960000000	Susanville Elementary	3	District and school staff have worked diligently to improve on our efforts to build better relationships and trust with the families in our district. Overall, our educational partners trust our staff and the work we do on a day-to-day basis. District strengths have always included our ability to work with parents to achieve positive outcomes for our students. The PTO's in the district work well with staff at the schools and continue to see successful events with great participation.	Our schools are shaking-off the effects of the isolation created during the pandemic. The inability to have parents and other educational partners on campus regularly eroded our normally positive relationships, but things have begun to turn over the past two years. The LEA will focus this next year on working with our educational partners to rebuild and improve upon the foundation that was there prior to the onset of the pandemic.	The current strength of the LEA lies in the relationships between the staff at our schools, the parents and the students. Strong Parent-Teacher Organizations foster trust and build relationships as soon as students enter the District as incoming Kindergarteners. Our DELAC, ELACs and School Site Councils provide parents from a variety of educational partners to participate in educational dialogue with the LEA about student opportunities and programs. The district will continue to work on developing strategies to increase engagement that will fit the needs of our programs.	The LEA’s current strength is the relationship that the teaching staff have with the individual students. While the LEA can boast strong parental engagement in the primary grades, overall participation at the schools wanes as we reach the middle school. Our focus will be to identify strategies and activities to improve parent engagement across all schools, including more learning opportunities for parents to engage with outside agencies while working with our school staff.	The LEA has recently begun working towards expanding our community partnerships for our Expanded Learning Opportunity Program and the After-School offerings. These partnerships are vital to help improve educational outcomes for our students and to improve engagement across all aspects of the educational environment. The District's work with other agencies plays a central part in working towards this goal.	The LEA has improved participation with our English Language Learner families this past year and has good partcipation in parent surveys representing all families in the district. School site personnel have made a focused effort to meaningfully engage with our underrepresented families as we've sought out more input from the homes of our students as we've attempted to improve in this area. The LEA understands that all parties don't recieve information in the same manner and schools must work diligently to involve all families.	The LEA has seen improved engagement with our phone app and our online social media platforms as a means to engage families in the decision-making process. The district continues to increase its partcipation from parents in the CA Healthy Kids Survey each year and has seen an uptick in participation in school-level events and surveys. An ELAC was formed this past year at McKinley to provide more focused responses from the parents of our English Learners at McKinley and this has positively impacted the entire LEA.	The LEA strengths are that our stakeholder committee, DELAC, ELACs and School Site Councils include representative members from all groups of stakeholders. We will seek to identify additional parents, guardians, foster family members or other agencies to include in our stakeholder groups to increase engagement to further support decision-making input for our parents and family members.	The LEA has improved participation with our English Language Learner families this past year and has good partcipation in parent surveys representing all families in the district, including underrepresented families. School site personnel have made a focused effort to meaningfully engage with our underrepresented families as we've sought out more input from the homes of our students as we've attempted to improve in this area. The LEA understands that all parties don't recieve information in the same manner and schools must work diligently to involve all families.	3	4	4	3	3	3	4	3	4	4	3	3	Met		2024-06-26	2024
18641960135756	Thompson Peak Charter	3	"The LEA has strength in creating welcoming environments. Each location has friendly ""customer service"" attitudes and families are encouraged to participate regularly."	Supporting staff in increasing communication between staff and parents.	The school plans to make additional effort to emphasize two-way communication by providing more frequent small surveys to invite more comments.	The LEA works closely with families. In this independent study program, staff meet individually with the student and their family.	An area for growth continues to be supporting families to advocate for their own children.	The school will provide information on legal rights when there are procedural questions.	The LEAs current strength is our school staff and leadership empower parent groups to observe learning and provide input in decision making.	An area of growth continues to be to engage all educational partners in the review of family engagement activities and the impact on input.	The Advisory committee will consider how to improve engagement of families, especially in planning, designing, implementing, and evaluating family engagement activities.	4	4	3	3	2	3	3	3	3	3	3	2	Met		2024-06-26	2024
18642040000000	Westwood Unified	3	Westwood Unified School District excels in fostering robust relationships between school staff and families through collaborative efforts and a diverse array of engagement opportunities. Teachers, School Site Council, parents, students, and the administrator work cooperatively to provide comprehensive support for families, encompassing in-person learning, social-emotional assistance, and active parent involvement. The PTA hosts numerous events, including information nights, Book Fair Week, and various parent-teacher activities like Cookies & Canvas and Talent Show, fostering regular interaction and mutual understanding. Moreover, co-curricular activities further strengthen these bonds, with events like sports and FFA/Agriculture activities serving as additional avenues for connection. The district's small size facilitates personalized engagement, allowing staff to connect with families in meaningful ways. The open and inviting campus atmosphere encourages all stakeholders to participate actively in the educational process, promoting a cohesive and supportive school community.	Westwood Unified School District recognizes the importance of enhancing communication and participation with our educational partners in the community. While efforts have been made to foster relationships between school staff and families, there's a clear focus on improving involvement further. A key area of concern is the low attendance at activities scheduled for after school or in the evening, attributed to challenges like transportation, the cost of fuel, and the distance between home and school. To address this, the District aims to delve deeper into these barriers, conducting thorough investigations to find innovative solutions that will facilitate increased participation from families.	Westwood Unified School District has taken proactive steps to engage underrepresented families, collaborating directly with parents through various events and surveys to gather input and feedback. To further enhance engagement, the District aims to improve its presence on social media platforms, recognizing the importance of utilizing multiple communication channels to reach diverse audiences. Additionally, teachers, parents, and administrators work together to provide support for families, including distance learning, social-emotional assistance, and virtual parent involvement. Parent involvement is a recurring agenda item in board meetings, professional development sessions, and monthly site council meetings, emphasizing its significance in the educational process. Furthermore, staff members receive training on the value of parental contributions and effective strategies for reaching out to and collaborating with parents as equal partners. These efforts extend to reviewing academic standards, assessments, and monitoring students' progress collaboratively with parents. Importantly, the District ensures that parents of students with disabilities have increased opportunities for informed participation, fostering inclusivity and equity in family engagement initiatives.	Westwood Unified School District has made significant progress in building partnerships for student outcomes by prioritizing increased communication options with parents and guardians. Through ongoing phone calls, Parent-Teacher conferences, weekly grade reports, and social media messages, the district has created multiple avenues for parent involvement and discussions regarding student progress. Moreover, additional opportunities for dialogue are provided through IEP meetings, teacher calls, and site secretary outreach. The district ensures parent support, including translation services, for various events such as IEP meetings, transition meetings, parent-teacher conferences, student exhibitions of learning, and school Open House/Gallery Night. Specific activities and meetings are tailored to address key topics like academic success (A-G Requirements) Financial Aid Workshop and Career and Technical Education (CTE). Moving forward, the District aims to further enhance communication regarding parent involvement activities, independent study opportunities, and access to tools on the parent portal, thus improving the accessibility of information on student progress for all stakeholders.	Westwood Unified School District's focus areas for improvement in building partnerships for student outcomes stem from a needs assessment driven by family engagement feedback and insights from the California Dashboard. Recognizing the prevalence of social and emotional issues among students, the District has implemented social and emotional counseling services through Presence Learning to address these challenges. Additionally, efforts are underway to increase access for Low Income students, particularly in terms of participating in dual enrollment and completing the A-G requirements necessary for college readiness. To evaluate the effectiveness of these changes, the District plans to survey students and parents, review College Board SAT statistics on CTE pathway participation and completion rates, and track the number of students transitioning to higher education post-graduation. This data-driven approach ensures ongoing assessment and adjustment to initiatives aimed at improving student outcomes.	To improve the engagement of underrepresented families in building partnerships for student outcomes, Westwood Unified School District will continue to prioritize relationship-building through personalized interactions such as one-on-one conferences and calls. These efforts are essential for fostering trust and promoting collaboration between school staff and families. Additionally, the District will work closely with individual families to ensure they understand the support services and programs available to them within the school, including processes such as the student study team, individualized education plans (IEPs), and English learner support services.

Specific activities, workshops, training opportunities, and PLC meetings will be tailored to address the needs and concerns of underrepresented families. Topics covered will include academic success, transition opportunities, attendance, financial aid and scholarships, restorative practices, substance use prevention, technology usage, and Career Readiness and Technical Education (CRTE). By providing targeted support and resources, the District aims to empower underrepresented families to actively participate in their children's education and support their academic success.	Westwood Unified School District has demonstrated current strengths and progress in seeking input for decision-making by fostering an open and inviting campus environment that encourages educational partners to actively participate in the decision-making process. This inclusive approach creates opportunities for collaboration and engagement, allowing educational partners to contribute their perspectives and insights to inform decision-making processes. By prioritizing transparency and accessibility, the District ensures that diverse voices are heard and valued, ultimately leading to more informed and equitable decisions that reflect the needs and priorities of the entire school community.	Westwood Unified School District's focus areas for improvement in seeking input for decision-making center on enhancing the accessibility and effectiveness of parent engagement channels. While parent surveys are currently provided in a virtual format, efforts will be made to expand and diversify these platforms to reach a broader range of stakeholders. Additionally, soliciting parent feedback at Board meetings, LCAP discussions, and stakeholder surveys will continue, with a focus on increasing participation and ensuring that voices are heard in shaping key district initiatives and plans.

To further improve parent engagement, the District aims to provide clear and accessible information about the Parent and Family Engagement Plan (PFEP) through various channels, including parent meetings and the district website. Encouraging and soliciting parent feedback on School Plans for Student Achievement (SPSA) and LCAP goals will remain a priority, as this input is integral to the development of these plans.

Moreover, the District recognizes the importance of supporting families with essential resources such as food, school supplies, devices, and internet access. Efforts to connect with families through calls and emails will be strengthened to ensure that their needs are addressed effectively, thereby fostering a more collaborative and responsive decision-making process.

Parent surveys are provided through a virtual and paper-based formats.  Parent feedback at School Site Council and Board meetings, LCAP & stakeholder surveys were used to guide us in forming the 2024-2025 LCAP Goals & Actions and Services which aligns with our SPSA and WASC action plans.  Information for the Parent and Family Engagement Plan (PFEP) is provided at parent meetings and on the district website.  Parent feedback on SPSA and LCAP goals is solicited, encouraged and has been a key element in the development of our LCAP.  Primary areas of focus have been supporting families with resources (food, school supplies, devices, and Hot spots) by connecting through calls and emails.	To improve engagement of underrepresented families in seeking input for decision-making, Westwood Unified School District will employ a multifaceted approach that ensures all families are included and accommodated. The District will continue to prioritize communication accessibility by providing translation services, scheduling meetings at convenient times, partnering with Lassen Truancy program, and offering individualized support as needed. Special attention will be given to families of Low Income, foster, or homeless youth, with close monitoring of student attendance and timely communication to minimize disruptions to educational services.

Recognizing the importance of addressing language barriers, the District will utilize liaisons and work closely with advocates for underrepresented families to facilitate effective communication and engagement. Additionally, efforts will be made to collaborate with community organizations and support networks to further amplify outreach and engagement initiatives.  The Community School grant presents an invaluable opportunity to further support underrepresented families by connecting them with essential resources and support services. By leveraging this grant, the District can effectively address the needs of low-income families and promote regular school attendance among students. This holistic approach not only enhances student well-being but also strengthens the school community by fostering meaningful partnerships with local organizations and stakeholders.

Given the observed increase in student absences compared to pre-pandemic times, the District will focus on enhancing efforts to communicate with and engage students and families more effectively. This proactive approach aims to ensure that underrepresented families have meaningful opportunities to provide input and participate in decision-making processes that impact their children's education.	4	4	3	3	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
18750360000000	Fort Sage Unified	3	Fort Sage has improved in the area of building and sustaining relationships with staff and parents overall. Even with quite a few new staff members to the area the district's focus has been on building relationships with students, provide a quality classroom experience, engage in 2-way communication with parents and attend extra-curricular activities through out the community as much as possible. Have small staff numbers, however, will result in percentages a bit lower when 1-or 2 staff has interactions that are not entirely positive with parents or community members.	FSUSD will focus on systems for improvement in building relationships between school staff and families. Systems will be in place and organized ahead of time for basic communication from staff, website managing, gradebooks updated weekly and other communications on a scheduled calendar.
Also, the district will be implementing restorative practices, PBIS programs and the community school model to help on creating positive environments for all.	FSUSD will focus on systems for improvement in building relationships between school staff and families. Systems will be in place and organized ahead of time for basic communication from staff, website managing, gradebooks updated weekly and other communications on a scheduled calendar.
Also, the district will be implementing restorative practices, PBIS programs and the community school model to help on creating positive environments for all. These strategies are specifically designed and proven to be effective for those under represented families in our district.	Our strength and continued progress in this area is our dedicated efforts in trauma informed practices, restorative practices and our new Community School model. These all have a parent involvement piece and simply by doing a better job at meeting the needs of all students through a whole child approach will give parents a positive feeling about their child's and theirs experience.	Our strength and continued progress in this area is our dedicated efforts in trauma informed practices, restorative practices and our new Community School model. By removing as many barriers as possible, like ensuring students are not hungry and feel safe at school, will improve student outcomes.	The previous strategies describes in this section are specifically designed and proven to be effective for those under represented families in our district.	FSUSD has had recent success engaging in our local community through our WASC accreditation process, site councils, athletic participation and boosters involvement and the Sierra Alliance meetings as well as our FCI Community Relations board meeting where we have a scheduled monthly meeting and receive support and feedback from all stakeholders.	FSUSD has had recent success engaging in our local community through our WASC accreditation process, site councils, athletic participation and boosters involvement and the Sierra Alliance meetings as well as our FCI Community Relations board meeting where we have a scheduled monthly meeting and receive support and feedback from all stakeholders. Surveys, listening sessions and presenting issues/barriers while collecting input for decision making have been a tremendous help.	FSUSD will be improving and ensuring attendance at all local meetings giving updates and challenges to all previously mentioned groups.	3	3	3	3	4	4	2	2	3	3	3	3	Met		2024-06-26	2024
18750360121657	Mt. Lassen Charter	3	Based on the analysis of educational partner input and local data, MLCS's strengths include proactive communication strategies, consistent engagement efforts, and culturally responsive practices that foster trust and collaboration. The LEA has shown measurable progress in increasing family involvement in decision-making processes and creating supportive environments where families feel valued and respected as partners in education. Ongoing efforts focus on further enhancing these relationships to support student success and community cohesion.	Based on the analysis of educational partner input and local data, MLCS's focus are for improvement in building relationships between school staff and families include enhancing outreach efforts to marginalized or underrepresented families, improving the accessibility of communication channels, fostering greater cultural competency among staff, and implementing feedback mechanisms to better understand and address family needs and concerns. These efforts aim to strengthen trust, increase participation in school activities, and promote inclusivity within the educational community.	Based on the analysis of educational partner input and local data, the LEA plans to improve engagement of underrepresented families identified during the self-reflection process by implementing targeted outreach initiatives. These initiatives will include culturally sensitive communication strategies tailored to the specific needs and preferences of diverse families. The LEA will also prioritize building trust through consistent and transparent interactions, offering resources and support that address barriers to engagement such as language or cultural differences. By actively seeking feedback and adjusting their approach based on community input, the LEA aims to create inclusive environments where all families feel valued and empowered as partners in their children's education.	Based on analysis of educational partner input and local data our current strengths and progress in Building Partnerships for Student Outcomes are developing the capacity of staff to support students, creating a welcoming environment, communication, support improved student outcomes, and engaging families in decision making.	Based on analysis of educational partner input and local data our current strengths and progress in Building Partnerships for Student Outcomes are improving providing resources to support development in the home and being culturally responsive to academic needs of underrepresented students.	Based on analysis of educational partner input and local data, MLCS plans to improve engagement of underrepresented families identified during the self-reflection process by providing staff with trainings and professional development on culturally responsive practices to address the needs of the families and students from culturally diverse groups.  In developing these skills we hope to create an environment that nurtures connectedness where students from underrepresented groups feel more welcomed.  In addition, we plan to host events that highlight the culture diverseness of our families and students.	Based on the analysis of educational partner input and local data our current strengths and progress in Seeking Input for Decision-Making includes engaging families though advisory council and day to day interactions with families.	Based on the analysis of educational partner input and local data our current needs for improvement in Seeking Input for Decision-Making includes providing alternative opportunities for underrepresented groups to work together to plan, design, implement and evaluate school level activities.	Based on the analysis of educational partner input and local data MLCS plans to improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by providing staff with trainings and professional development on culturally responsive practices to address the needs of the families and students from culturally diverse groups.  In developing these skills we hope to create an environment that nurtures an environment that welcomes all educational partners input in decision making and the decision making process.	4	4	4	4	4	3	4	4	4	4	4	3	Met		2024-06-26	2024
18750366010763	Long Valley	3	"The LEA has strength in creating welcoming environments. Each location has friendly ""customer service"" attitudes and families are encouraged to participate regularly."	Supporting staff in learning about each family’s cultures and goals for their children continues to be an area of focus for the school.	To continue to strengthen relationships with families, the staff will continue to offer relevant family programing that encourages family engagement.	The LEA works closely with families. In the independent study program, staff meet individually with the student and their family.  In the classroom-based program, teachers communicate ways to support student learning.	An area for growth continues to be supporting families to advocate for their own children.	The school will focus on creating and disseminating literature for families on how to advocate for their own children.	The LEAs current strength is our school staff and leadership empower parent groups to observe learning and provide input in decision making.	An area of growth continues to be to engage all educational partners in the review of family engagement activities and the impact on input.	The school will continue to administer surveys to families to gather input and encourage meaningful conversations during parent/student conferences.	4	4	3	4	3	3	3	3	3	4	4	2	Met		2024-06-26	2024
19101990000000	Los Angeles County Office of Education	3	LACOE Educational Programs build relationships with parents and families through the Parent & Family Education and Consultation Practice (PFECP). PFECP connects with parents in-person, via phone calls and virtually. Based on disaggregated data by school site from the California School Parent Survey, a majority of parents and guardians indicated that schools provide parents with advice and resources to support social and emotional needs. These activities take place virtually, at times convenient to families, in English and in Spanish. Activities include town hall meetings, where families and educators discuss the academic program, services offered to students, and agencies interacting with the youth provide updates and support parents as they navigate systems. Also, advisory meetings offer parents opportunities to provide feedback on budgets, programs and services offered to their students.	Focus areas for improvement include continuing to provide professional development to staff, building relationships with partners such as the Probation Department to increase parent engagement on school campuses, ongoing monitoring of feedback and adequate support for the Parent and Family Education and Consultation Program (PFECP). The LEA will focus on maintaining high levels of parent participation in learning opportunities by conducting regular review of data to determine needs and interests. One focus area will include continuing Academies for families. Cohorts of participants develop their knowledge and skill in academic-focused Academies, including Special Education, Social and Emotional Learning, Technology, etc. Town hall meetings and consultation meetings will continue to offer families and staff opportunities to connect and discuss the educational program. Phone calls and in-person outreach will continue to be the main conduit for building relationships with families, centered on student achievement.	Underrepresented families will be identified using data from California Dashboard data, California School Parent Survey, and an analysis of attendance to PFECP events. Focus groups for identified families will continue to be conducted to receive feedback and guidance to engage families. Programming will be targeted accordingly. LACOE Educational Program's (EP) Parent Education and Consultation Practice (PECP) will continue to provide parent and family workshops, classes, and other activities throughout Los Angeles County and engage underrepresented families in meaningful discussion and feedback related to educational plans. Townhall meetings are facilitated by school staff. Materials are distributed in Spanish and English. PFECP is intentional in seeking the engagement of underrepresented families, including families of African American students, families of English Learners, and families of students in the Special Education program. Parent Liaisons and the Parent Education Specialist explicitly build relationships with underrepresented families by communicating with them weekly, updating them on the schools’ and LEA’s opportunities for engagement and providing them information and resources. PFECP maintains a website with resources for parents and families in English and Spanish, a calendar of learning opportunities available, and parent corners at school sites with information for all parents. A PFECP Instagram account contains advertisements for all learning opportunities to facilitate parents connecting to them from whatever location. PFECP will continue to host an annual town hall meeting with African American families to hear their input and feedback on PFECP, and the academic program and services for their students. This feedback informs educational plans, included the Black Student Achievement plan.	The Parent & Family Education and Consultation Program (PFECP) provides families with information, resources and learning opportunities to support their students’ academic achievement. Parent Liaisons at each school site hold monthly town hall meetings to include to keep parents up to date on student progress and connect them with partners that can support improved student outcomes. Parents/caregivers are also notified about their legal rights through events such as town hall meetings, School Site Council meetings, PFECP events, the Parent Advisory Committee, District English Learner Advisory Committee meetings.	Focus areas for improvement include conducting a regular review of data to determine needs and interests of families in order to deliver relevant and engaging programming. LACOE Educational Program's (EP) Parent Education and Consultation Practice (PECP) will continue to implement parent academies in 2024-2025. These cohort learning opportunities increase parents’ knowledge as it relates to the academic program for their students and equips them to partner with schools to better support student learning. Additionally, parents and families will continue to be invited to participate in Road to Success Academy Exhibitions and Summits, staff development opportunities, and other forums where their input informs planning of programs and services.	Improved engagement of underrepresented families include conducting targeted outreach, and conducting focus groups and interviews to determine how to effectively engage families and identifying strategies to connect. Underrepresented families will be identified using data from the California Dashboard, School Parent Survey, and an analysis of attendance to PFECP events. PFECP will continue to explicitly seek to partner with underrepresented families, including African American families, families of English Learners, and families of students in the Special Education program, by calling them and inviting them to participate in the learning and consultation opportunities.	LACOE Educational Programs actively supports parents and families in participating in decision making at the LEA and site level through the Parent & Family Education and Consultation Practice (PFECP). PFECP connects with parents in-person, via phone calls and virtually. Parents are invited to attend district-level meetings such as the Parent Advisory Committee and District English Learners Advisory Committee to provide comments, input and feedback on the LCAP and other related matters. Parents are invited at the school-level to attend meetings, based on the school, such as town hall meetings, School Site Council meetings and Shared Decision Making Committee meetings to provide input and feedback. Parents can also provide input for decision making through informal communications with staff, evaluations, feedback forms, focus groups and surveys.
Parents elected as representatives for SSC and ELAC committees received training to equip them to participate in an informed manner in those meetings. Also, advisory meetings offer parents opportunities to provide feedback on budgets, programs and services offered to their students.
In 2023-2024 THE PFECP provided multiple learning and engagement opportunities. These activities took place virtually, at times convenient to families, in English and in Spanish. Activities include town hall meetings, where families and educators discuss the academic program, services offered to students, and agencies interacting with the youth provide updates and support parents as they navigate systems. In the year 2023-2024, 93 parents participated in 11 consultation meetings (PAC & DELAC) hosted by the central office, and parents participated in consultation meetings (SSC & ELACs) at the school sites. Parents/caregivers are also notified about their legal rights through events such as town hall meetings.
Regarding seeking input for decision-making, the California School Climate, Health and Learning Survey – the California School Parent Survey - was completed by 481 parents. The survey key indicators included: 31% strongly agree that the school promotes parental involvement and was 24% reported the school actively seeks the input of parents.	Areas for improvement include engaging parents at a deeper level to understand processes and procedures.
LACOE Educational Programs builds relationships with parents and families through the Parent & Family Education and Consultation Practice (PFECP). PFECP will continue to host consultation meetings, including PAC and DELAC, and continue to support school site advisory and consultation meetings by supporting outreach to parents and continue to provide training and support to elected parent members. PFECP will implement Academies to build the parents knowledge and skill to become active partners in the education of their students, including an Advocacy and Consultation Academy. Efforts will be made to engage parents at a deeper level to better understand processes and procedures.	Improved engagement of underrepresented families include conducting targeted outreach, and conducting focus groups and interviews to determine how to effectively engage families and identifying strategies to support. Parent Liaisons and the Parent Education Specialist will continue to explicitly build relationships with underrepresented families by communicating with them weekly, updating them on the schools’ and LEA’s opportunities for engagement and providing them information and resources. Targeted outreach and focus group interviews will be conducted to determine how to more effectively engage underrepresented families. PFECP maintains a website with resources for parents and families in English and Spanish, a calendar of learning opportunities available, and parent corners at school sites with information for all parents. A PFECP Instagram account contains advertisements for all learning opportunities to facilitate parent connecting to them from whatever location. Additionally, a question about the parent participant race/ethnicity was added to the Parent Feedback Form, a survey administered after each learning opportunity. In 2023-24 participation in the Parent & Family Education and Consultation Practice (PFECP) reflected participation of the following groups:
Asian/Pacific Islander 2%
Black/African American 19%
Hispanic/Latin(a/o/x) 64%
Caucasian/White 4%
Decline to state 6%
American Indian or Alaska Native 2%
Multiracial 3%.
PFECP will continue to host an annual town hall meetings with African American families to hear their input and feedback on PFECP, and the academic program and services for their students. This feedback informs educational plans, included the Black Student Achievement plan.	4	4	4	4	4	4	4	4	3	3	3	3	Met		2024-06-18	2024
19101990106880	Jardin de la Infancia	3																						Not Met			2024
19101990109660	Aspire Antonio Maria Lugo Academy	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase the engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	5	5	5	5	5	5	5	5	4	4	4	4	Met		2024-06-20	2024
19101990112128	Aspire Ollin University Preparatory Academy	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase the engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	5	5	5	5	5	5	5	5	4	4	4	4	Met		2024-06-20	2024
19101990115030	Magnolia Science Academy 3	3	We have a variety of events( Honor Roll Assembly, Back to School night, Orientation, Parent Teacher Conferences, Open Houses ) and utilize our website and ParentSquare to ensure to communicate important updates, successes and any plans for improvement and change.
	MSA-3 has employed a PACE coordinator to enhance communication with the families we serve. This coordinator actively engages with families to connect them with community resources and offers support during school events. As part of our ongoing efforts to improve, we are establishing a Parent Task Force. Through this task force, parents will have increased engagement opportunities, including participation in Fun Fridays and fundraising activities.	MSA-3 has homeless and foster youth liaison. This position allows our families to receive SEL (Social Emotional Learning) support. MSA-3 has Coffee with admin to get hear from our parents about the concerns they have, and this allows us to check our practices in regards to academics and school operation.

MSA-3 has several engagement opportunities for feedback and growth via social media accounts and school events to ensure our school community is cohesive and collaborative.

 At MSA-3, our demographic comprises 36% African American and 62% Latino populations. We are committed to fostering inclusivity across all genders, races, ethnicities, and cultures. While achieving 100% inclusivity is a gradual process, MSA-3 is fully dedicated to fostering cohesion among all members of our school community, including staff, families, and students.
One  area of improvement is  Climate of Support. MSA-3 admin and staff will increase support of families through;
1) various modes like getting feedback surveys. 
2) informing parents more of volunteer opportunities. 
3) including data points for Academic and Behavior during parent meetings to better drive the school operations.	MSA-3 is investing more to improve  instructional strategies like collaborative learning, along with professional development on classroom management. We also invest dual enrollment and college counseling to ensure all of our students finish high school and get college acceptances. For 23-24 school year, MSA-3 offered 15 college courses through partnership  with LA Harbor college.

	We spend a lot of focus on home visits and getting our staff familiar with the student’s families. Building a bond and a connection of trust is the most effective way to improve engagement.  In addition, we will work on establishing a Parent Task Force to better engage with our families.
	One  area of improvement is  Climate of Support for our students. MSA-3 admin and staff will increase support of families through;
1) Mentoring program for High school students.
2) Culturally responsive teaching practices 
3) Monthly recognition of student academic and behavior success.	We engage with educational partners via end of year survey where we collect data and  check the open ended questions in regards to academics, discipline, school culture.	Monthly, we have a meeting called PAC/Coffee with the Admin so parents can stop in and have a meet and greet or voice concerns and recommend new items to make the school more efficient. 
	MSA-3 will continue to focus on well planned PAC and ELAC meetings to involve underrepresented groups.
MSA-3 has adjusted Coffee with the Admin on a monthly basis to provide comprehensive data points for academics and behavior.	5	5	4	5	5	5	5	5	5	5	5	5	Met		2024-06-17	2024
19101990115212	Magnolia Science Academy 2	3	In reflecting on our LCAP journey, we are pleased to acknowledge the strengths and progress that our school has
demonstrated over the past year. One notable strength lies in the positive relationships fostered within our school
community, as indicated by the feedback from students, who express a high level of satisfaction with their friends,
staff, and teachers. Furthermore, the favorable response from 65% of students regarding their sense of safety at
school is a testament to our ongoing commitment to creating a secure and welcoming environment. Additionally, the
83% positive response from staff members regarding the climate of support for academic learning reflects our
dedication to fostering a conducive atmosphere for teaching and learning. Equally encouraging is the feedback from
families, with an impressive 95% overall satisfaction rate and a 94% confidence level in our safety measures. These
strengths highlight our progress in meeting the needs and expectations of our school community and serve as a
foundation for continued growth and improvement in the years ahead.
	While the overall school experience for families is highly favorable at 95%, the highest among all three educational
partners, we did observe a notable decrease from previous years. To address this, MSA2 is committed to proactive
measures aimed at enhancing family involvement and satisfaction. We will create additional opportunities for families
to engage in discussions on school discipline, rules, and norms through active participation in the Parent Advisory
Committee (PAC), ELAC, and Parent Task Force (PTF). This involvement will allow families to provide valuable input
on specific policies and practices.
The Sense of Belonging (School Connectedness) for families during the 2023-24 school year received an 89%
favorable rating, a 9% decline from the previous year. Despite this, it remains a significant success for MSA2,
especially given the increased challenges, including staff mental and physical health issues affecting attendance rates. To elevate this area in the upcoming school year, MSA2 plans to increase opportunities for student, staff, and
family leadership in assemblies, celebrations, and social events. We will also enhance community engagement
through events and resource fairs, prioritizing family involvement.
Furthermore, MSA2 will continue to involve families through the Community Advisory Committee (CAC), ELAC, and
Parent Task Force (PTF). These committees will provide platforms for families to offer input on events and activities
that foster a stronger sense of belonging and connectedness, such as inclusive sports games, food celebrations, and
other community-building activities.
We are incredibly proud of our areas of growth and remain focused on proactive steps to further improve these
priority areas in the 2023-24 school year.	"At MSA2, we are deeply committed to enhancing the engagement of underrepresented families. Our approach focuses on building strong partnerships to improve student outcomes, and we employ various methods to foster trust and collaboration. 
Every school year, we kick off with events like Student/Parent Orientation, Back to School Night, and parent conferences, all aimed at encouraging parental involvement in our school programs. Our administrators and staff greet students and parents every morning during drop-off, and our open-door policy ensures that parents feel welcomed and valued at any time.  
A unique feature of our program is the home visits conducted by our staff. These visits allow us to understand students' interests, family dynamics, and home routines. This personal connection helps create happier, healthier, and smarter children, ultimately boosting student and school performance.
To gather input from our families, we hold regular meetings such as Community Advisory Council (CAC), Parent Task Force (PTF), ELAC, parent workshops, and classes. We also conduct family and student experience surveys focusing on safety, school connectedness, culture, climate, and other areas needing improvement. Additionally, our ""Coffee with the Admin"" sessions every Friday provide an informal setting for parents to discuss important topics, ask questions, and provide feedback. These meetings are also broadcast via video conference to increase participation.
Parents at MSA2 actively collaborate with staff and students on various committees, helping to plan events like school dances and award assemblies. They are also invited to assemblies that celebrate student achievements in academics, behavior, and attendance, fostering school spirit and a stand against bullying. In our Positive Behavioral Interventions and Supports (PBIS) system, parents participate in the PBIS committee and attend training sessions with the Los Angeles County Office of Education (LACOE).
Our cultural events, such as Dia de los Muertos and a multi-cultural festival, showcase the diversity of our student population. These events feature live music, student art, traditional food, and are led by both parents and staff. Parents also serve as chaperones for educational field trips to the Los Angeles Zoo, California Science Center, and various universities. Additionally, they support our students at CIF sporting events, cheering them on in cross country, volleyball, soccer, and other competitions.
As a community school, we have administered needs assessments to gather comprehensive feedback from all educational partners. Based on the results, we offer parent workshops on emotional, social, and physical behavior, parenting in a tech world, bullying, attendance, and effective communication with teenagers. We have also formed partnerships with community organizations to provide additional resources, such as community fairs, free clothing for students and babies, and mobile clinics for families."	During the 2023-24 academic year, MSA2 was honored as a California Distinguished School by the California Department of Education. This recognition highlights our excellence in academic achievement and positive school climate, based on data from the 2023 Dashboard. MSA2 excelled in reducing suspensions, achieving exemplary performance in English Language Arts (ELA) and Math, and maintaining high graduation rates. Our school, with over 40% of students from socioeconomically disadvantaged backgrounds, has made significant strides in closing the achievement gap and accelerating growth for underserved groups.
To support student learning at home, MSA2 offers workshops for parents on topics like college readiness and advocacy. Partnering with CCSA, we equip parents with tools to advocate for their students and school. Our communication system, ParentSquare, ensures constant interaction through texts, private messages, and voicemails, overcoming language barriers with automatic translation. Parents can track grades and attendance via Infinite Campus and receive daily calls from office staff to verify absences and identify needed support.
MSA2 encourages parental involvement through open MPS Board meetings, where parents can attend and serve as Board members, influencing decisions impacting budgets, operations, and policies of all ten schools in the MPS charter management organization. Currently, a former MSA2 parent serves as the only former parent educational partner on the MPS Board.
Our Parent and Community Engagement (PACE) coordinator facilitates parent training on social-emotional learning and mental health support. Parents attend workshops on English language courses and college readiness. They also participate in reviewing the School Safety Plan annually, collaborating with student and staff partners before submitting it to the Magnolia Public School (MPS) Board for approval.
MSA2’s Community Schools Coordinator (CSC) provides resources to families, including workshops, mobile clinics, and community fairs connecting them with community partners. We continuously use data from various sources, including educational partner surveys, to expand and improve our support and services.
MSA2 remains dedicated to enhancing family engagement, ensuring all students receive the necessary support and resources to succeed. This commitment is reflected in our efforts to foster a supportive, inclusive, and high-performing school community.






	MSA2 will continue to focus on maintaining the current priorities of providing ongoing opportunities to participate,
collaborate and reflect amongst all educational partners within the school community, including between students,
families, and the school. In particular, the focus areas which will be priorities in the upcoming school year relate to
continuing to improve upon the CTE pathways opportunities provided to students in middle school and high school,
as well as to provide increase college courses to the high school community through community partnerships at LA
Valley College, Pierce College and Mission College.
At MSA2, we are dedicated to supporting our students' social-emotional learning (SEL) and overall well-being
through a comprehensive support system on campus, which includes social workers and a school psychologist.
These professionals provide personalized support, individual counseling, group therapy, and crisis intervention,
addressing each student's unique needs and fostering a safe, nurturing environment.
Additionally, MSA2 offers life skills classes for all middle school students, preparing them for the teenage years and
future phases of their lives. These classes cover emotional regulation, effective communication, goal setting, time
management, and decision-making, alongside practical knowledge like financial literacy, career exploration, and
basic self-care.
By combining SEL support from our social workers and school psychologist with a robust life skills curriculum, MSA2
ensures a holistic educational experience that enhances academic performance and empowers students to become
confident, capable, and compassionate individuals ready for future success.
In partnership with LACOE, MSA2 has met the requirements for Gold Medal achievement in PBIS. We are now
striving for Platinum recognition in the upcoming school year. MSA2 also aims to improve outcomes academically for all student groups and across all demographics of students, including homeless / foster youth, EL students, students with disabilities, socioeconomically disadvantaged youth, and all racial / ethnic demographics of students.	"MSA2 builds strong relationships with parents through various activities and events designed to promote parental participation and create a supportive school community. These include Student/Parent Orientation, Back to School Night, and parent conferences. Every morning, staff greet students and parents during drop-off, maintaining an open-door policy to welcome all parents.

Home visits are a key feature of our educational program, allowing staff to learn about students' interests, family dynamics, and home routines. This personalized approach helps create happier, healthier, and smarter children by fostering meaningful connections.

MSA2 regularly gathers input from families through meetings such as the Community Advisory Council (CAC), Parent Task Force (PTF), ELAC meetings, and parent workshops. We conduct family and student experience surveys focusing on safety, school connectedness, culture, and climate. Additionally, our ""Coffee with the Admin"" sessions every Friday invite parents to discuss important topics, provide feedback, and build community.

Parents actively participate in planning events like school dances and award assemblies through various committees alongside staff and students. They are also invited to assemblies celebrating student achievements in academics, behavior, and attendance, which foster school spirit and combat bullying. As part of the Positive Behavioral Interventions and Supports (PBIS) system, parents attend school events where students compete in academic, athletic, and creative problem-solving activities, and they participate in PBIS committee meetings and training with the Los Angeles County Office of Education (LACOE).

Cultural understanding is promoted through events such as Dia de los Muertos and a Multicultural Festival, featuring live music, student art, and traditional food prepared by families and staff. Parents also chaperone educational field trips to places like the Los Angeles Zoo and the California Science Center, as well as public and private universities. They attend CIF sporting events and support students in competitive sports and academic competitions, including robotics tournaments and Academic Decathlon events.

During the 2023-24 academic year, MSA2 hosted a combination of in-person and hybrid events, meetings, and workshops to maximize family involvement.

To further improve in this area, MSA2 will continue utilizing data from educational partner surveys and needs assessments, expanding support and services to enhance family engagement and ensure a thriving school community."	MSA2 has a tremendous amount of strengths related to the school's methods for seeking input for decision-making.
In particular, MSA2 has continued to hold Friday Coffee with the Admin weekly meetings with educational partners in
which a tremendous amount of input is regularly collected. Further, MSA2 holds monthly Community Advisory
Committee (CAC), Parent Task Force (PTF), ELAC, and Title I meetings in which additional input is provided by
committee members, including elected representative feedback across multiple educational partnership groups.
Additionally, MSA2 continues to have a Parent and Community Engagement coordinator and a Community Schools
Coordinator who both work with the families and community to gather feedback and improve opportunities to seek
input for decision-making. MSA2 also continues to hold elections for student government representatives which
include grade level representatives from middle school and high school, as well as executive officers for the full
school and 12th grade. These student government members provide feedback related to the content which will be
taught to students each week during the weekly PBIS videos which are created by the student government
members. The staff also continue to vote for PBIS Ambassadors who serve as the leaders of each of the 4 houses
in the school and lead activities as well as attend trainings and provide input about PBIS programs which the school
will implement. Beyond this, staff continue to fill out surveys related to the additional committees and duties which
they would like to be involved in during the upcoming school year which included providing feedback to the school
operations. There are numerous strengths related to the opportunities to seek input for decision-making beyond the
ones highlighted here, but these are some of the most significant ones currently at MSA2.	MSA-2 holds periodic meetings to gather input from our families. These meetings include Community Advisory
Committee (CAC) meetings, Parent Task Force (PTF) meetings and ELAC meetings. During these meetings parents
have the opportunity to review school goals, priorities and decisions being made which are included in the LCAP and provide input for our administration team. The school also conducts a family and student experience survey with
specific questions on the sense of safety and school connectedness, school culture and climate, and other areas of
school improvement. To improve in this area, MSA2 will continue to utilize the existing data from a variety of
sources, including educational partners surveys, and we will make plans to expand upon the existing support and
services provided in this area.	"MSA2 is committed to enhancing engagement with underrepresented families, identified during our self-reflection process, by building on our existing systems, structures, programs, and services. We aim to seek input for decision-making through various methods, opportunities, and partnerships.

MSA2 fosters trusting relationships with parents through events like Student/Parent Orientation, Back to School Night, and parent conferences, promoting parental involvement. Administrators greet students and parents during morning drop-off and maintain an open-door policy. Our staff connects with families through home visits, learning about students' interests, family dynamics, and routines, which helps create happier, healthier, and smarter children. Home visits are a key component of our educational program to improve student and school performance.

We hold periodic meetings to gather family input, including Committee Advisory Committee (CAC) meetings, Parent Task Force (PTF) meetings, ELAC meetings, and parent workshops. We conduct family and student experience surveys on safety, school connectedness, culture, and climate. Additionally, our ""Coffee with the Principal"" sessions every Friday invite parents to discuss important topics, provide feedback, and build community. Parents frequently serve on committees with staff and students to plan events like school dances and award assemblies.

Parents are invited to assemblies celebrating student achievements in academics, behavior, and attendance, fostering school spirit and combating bullying. They also attend events as part of the Positive Behavioral Interventions and Supports (PBIS) system, where students compete in academic, athletic, and creative problem-solving activities. Parents participate in the PBIS committee and attend training with the Los Angeles County Office of Education (LACOE).

MSA2 hosts cultural events like Dia de los Muertos and a Multicultural Festival, featuring live music, student art, and traditional food prepared by families and staff. Parents also chaperone field trips, supporting student supervision at locations such as the Los Angeles Zoo, the California Science Center, and various universities. They attend CIF sporting events, where students compete in cross country, volleyball, soccer, and basketball, as well as academic competitions like robotics tournaments and Academic Decathlon events.

During the 2023-24 academic year, MSA2 hosted a mix of in-person and hybrid events, meetings, and workshops to maximize family involvement. To further improve, MSA2 will continue utilizing data from educational partner surveys and needs assessments to expand support and services."	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-17	2024
19101990121772	Environmental Charter Middle - Gardena	3	ECMS - Gardena works to create a strong sense of community with our families. We prioritize face-to face communication when possible, and seek to provide parents with up-to-date information regularly. We encourage and invite parent participation in curricular endeavors and classroom events, and seek their input in decision-making.

We host a coffee with teachers event the Friday before the school year starts to allow families to meet teachers, sign up for the after school program and get parent orientation. Additionally we host a high school fair to support 8th grade families in their transition to high school. We also have a back to school night.
 
We communicate via a weekly school newsletter in both English and Spanish, and grades are updated weekly on our PowerSchool platform. Parents and students are trained and supported to navigate the information system which houses grades and parents use our Talking Points platform when seeking technical support with this system. We provide prompt communication/responses pertaining to school behavior and use restorative discipline processes to help students repair any harm caused to the community. Parents receive weekly discipline and grade reports produced by the DeansList platform.

We send out family surveys to measure connection, perception of communication, perception of academic rigor and to solicit general feedback.

We provided many digital opportunities for communication between families and school, and in many cases saw higher participation compared with our in-person events. These opportunities included:

Coffee with leadership: Events provided an opportunity for families to interface with administration regarding site issues, curriculum, school culture, or other issues that are on parents’ minds.

Parent Workshops: We held parent workshops every month to support families with a multitude of topics ranging from the transition to middle school to how to purchase a home in California. Topics in the 2nd semester were based on parent requests.

English Learners: We held a virtual town hall for just families of ELs, and five ELAC meetings were held both in person and virtually during the course of the year. 

Talking Points: A platform to facilitate two-way communication between our school and families. Talking Points automatically translates messages into Spanish for our Spanish speaking families.

Twice-yearly Parent Teacher Conferences: As in prior years, we hosted 2 Parent Teacher Conferences and 1 round of Priority Conferences for the families of students that were struggling academically or behaviorally.
	Analysis of data and stakeholder input indicates a need to focus on strengthening two-way communication and collaboration with families. While we have initiatives in place to increase family engagement, there are opportunities to deepen relationships and create a more collaborative environment.

Here's how we'll address this focus area:

Enhanced Stakeholder Feedback: We're increasing the frequency of School Site Council meetings to gather more comprehensive and nuanced feedback.

Revitalized Parent Partnership Group: We've re-established the Parent Partnership Group, providing a platform for families to collaborate on school improvement, offer feedback, and volunteer.

Improved Communication:

Family Handbook: We're revising the family handbook to be more user-friendly with summaries and bullet points for key information.

Monitoring Responses: We'll monitor parent responses to communications and intervene if families aren't responding, ensuring two-way communication.

Positive Reinforcement: Weekly positive behavior notes sent home will highlight student achievements and build social capital with families.

These initiatives aim to create a more open and collaborative environment where families feel valued and empowered to contribute to their child's education.	Our self-reflection identified a need to improve engagement specifically with underrepresented families. Here's how we'll address this:

Strengthened Advisory Program:

Building Relationships: We'll strengthen our advisory program to foster strong connections with families, particularly those with students facing academic or behavioral challenges.
Tier 1 Support: Advisors will act as a Tier 1 support system, proactively addressing social-emotional and academic needs, and fostering communication with all families.

Targeted Support:

Social Worker: We'll leverage our full-time social worker to expand Tier 3 support, focusing on students and families with the highest needs.
Chronic Absenteeism: We'll provide tailored support for families with chronically absent students, aiming to reduce absenteeism rates.

Communication Strategies:

In addition to the initiatives mentioned in the previous response, we will explore additional communication strategies to reach underrepresented families. This may involve:
Multilingual Communication: Providing translated documents and resources in the primary languages of our families.
Culturally Responsive Engagement: Developing culturally responsive outreach methods that resonate with diverse family backgrounds.
Flexible Communication Options: Offering alternative communication channels beyond traditional methods (e.g., text messages, social media platforms) to reach families who may not have consistent internet access.

Data-Driven Approach:

We'll regularly monitor family engagement data to assess the effectiveness of these strategies and make adjustments as needed.
By implementing these targeted approaches, we aim to build stronger relationships with all families, particularly those who may have felt less connected to the school in the past.	"ECMS Gardena demonstrates several strengths in fostering partnerships for student success:

- Comprehensive Communication: We provide various opportunities for parents to engage with educators. This includes bi-annual parent conferences, additional meetings for struggling students, and regular progress reports (academic and behavioral).

- Accessibility and Transparency: Parents have access to student grades, assignments, and resources through online platforms like Google Classroom and a dedicated student website. Weekly newsletters, translated materials, and communication after awards ceremonies ensure transparency and inclusivity.

- Family Engagement Initiatives: We offer engaging avenues for family participation: ""Coffee with the Principal"" sessions, online supplemental academic support programs, and monthly topical parent meetings based on parent input.

- Teacher Support: Regular administrative support and professional development opportunities empower teachers to effectively partner with families in supporting student learning.

Survey Data: The high percentage of parents (94%) reporting their input being sought before important decisions reflects a commitment to collaborative decision-making.

Overall, these strengths create a foundation for strong partnerships between families and educators, ultimately benefiting student outcomes."	"Strengthening Tier 1 Partnerships for Student Success 

Data analysis highlights a need to enhance Tier 1 partnership practices, fostering a universally supportive environment for all families.

Enhanced Communication: We'll expand translated documents (primary languages) and explore alternative communication channels (text messages, social media) to reach all families. Culturally responsive outreach methods will resonate with diverse backgrounds.

Family Engagement: Pre-school year events (""Coffee with Teachers,"" open houses) establish early connections.Innovative student-led conferences empower students to share progress and goals, while TalkingPoints, our high-quality translation platform, facilitates deeper discussions for families and educators in preferred languages. Tiered conferences address individual needs, with regular sessions for all families and additional support for students requiring intervention.Weekly advisory programs with parent/guardian-signed homework foster two-way communication regarding study habits and allow for targeted interventions/incentives at home. We'll ensure welcoming and inclusive schools where all families feel a sense of belonging. Diverse volunteer opportunities allow families to contribute their skills.

Teacher-Family Collaboration: TalkingPoints encourages ongoing communication and feedback, fostering a collaborative environment. Interactive conferences promote shared goal setting and success strategies.

By strengthening Tier 1 partnerships, we aim to build a foundation for collaboration with all families, ensuring every student feels supported and empowered to succeed."	Data analysis reveals a need to focus on improving the achievement and sense of connectedness specifically for Black/African American (Black/AA) students.

Here's how we'll address this focus area:

Data-Driven Approach: We'll actively monitor advisory-level connectedness data alongside achievement data to identify correlations and areas needing improvement for Black/AA students.

Targeted Focus: We'll dedicate data collection and course corrections specifically to support the academic success and connectedness of Black/AA students.

Potential Strategies: 
- Culturally Responsive Practices: Implementing culturally responsive practices in classrooms and advisory programs can foster a more inclusive and connected learning environment for Black/AA students.
- Parent and Community Collaboration: Building stronger partnerships with Black/AA families and community organizations can provide valuable resources and tailored support for students.

By focusing on these areas, we aim to create a more equitable learning environment where Black/AA students thrive academically and feel a strong sense of belonging.	Analysis of data highlights several strengths in our approach to seeking input for decision-making:

- Two-Way Communication Platform: Talking Points facilitates seamless communication between families and educators, regardless of language barriers. Parents can message teachers, administrators, and even the principal directly through this platform.
- Multilingual Communication Efforts: We prioritize accessibility by offering translated weekly newsletters and hosting ELAC meetings in both person and online formats.
- Regular Surveys: We actively gather feedback through regular surveys, ensuring all stakeholders have a voice.
- Engagement Opportunities: We provide multiple avenues for family participation, including School Site Council meetings, the Parent Partnership Group, and ELAC meetings.

These strengths demonstrate our commitment to:

- Transparency: Clear communication through translated materials and accessible meetings ensures everyone is informed.
- Inclusivity: Diverse engagement opportunities cater to different communication styles and preferences.
- Accessibility: Two-way translation platforms like Talking Points remove language barriers and empower families to participate fully.

By prioritizing these elements, we create a collaborative environment where all voices are heard and inform our decision-making processes.	While our current efforts provide avenues for input, data analysis reveals a need to enhance the systematic nature of seeking input and sharing feedback. Here's how we'll address this focus area:

- Increased Input Frequency: We'll move towards gathering stakeholder input more frequently through surveys, focus groups, or other methods identified through data analysis.
- Systematic Data Collection: We'll develop a more standardized approach to data collection, ensuring consistency and allowing for easier trend analysis.
- Multimodal Feedback Sharing: We'll expand our feedback sharing methods beyond traditional formats (e.g.,board meetings) to include online platforms, translated summaries, and infographics. This ensures accessibility and caters to diverse preferences.
- Regular Reporting: We'll establish regular reporting schedules to communicate the results of gathered input and how it informs decision-making. This fosters transparency and demonstrates the value placed on stakeholder input.

By implementing these strategies, we aim to create a more systematic and comprehensive approach to seeking input.Regularly shared, actionable feedback will further strengthen our collaborative decision-making processes.	Our self-reflection process identified a need to improve engagement specifically with underrepresented families in seeking input for decision-making. Here's how we'll address this:

Targeted Outreach and Feedback Mechanisms:
- ELAC Meetings: We'll leverage ELAC meetings for families to share concerns and provide feedback on decisions affecting their children.
- IEP Meetings: We'll also explore additional input mechanisms beyond the IEP meeting format and provide questionnaires for families to complete.
- Black/AA Parent Meetings: We'll establish dedicated Black/AA parent meetings to address specific needs and concerns. 

Expanding Communication Channels:.
- Focus Groups: We'll conduct targeted focus groups with underrepresented families to delve deeper into their perspectives and recommendations on key decisions.

Building Trust and Transparency:
- Feedback Sharing: We'll share feedback received from underrepresented families, demonstrating the value placed on their input.
- Actionable Outcomes: We'll track how feedback from underrepresented families informs decision-making and share these concrete examples to build trust and encourage continued participation.

By implementing these targeted strategies, we aim to create a more inclusive environment where underrepresented families feel empowered to contribute their valuable perspectives to our decision-making processes.	5	4	3	5	4	4	4	5	4	4	4	3	Met		2024-06-20	2024
19101990127498	Environmental Charter Middle - Inglewood	3	ECMS - Inglewood works to create a strong sense of community with our families. We prioritize face-to face communication when possible, and seek to provide parents with up-to-date information regularly. When surveyed in Spring 2024, 94% of parents stated they receive valuable communications from the school either daily or weekly. We encourage and invite parent participation in curricular endeavors and classroom events. We enact these goals through a variety of regular meetings, including PTA/Site Council and ELAC.
 
We communicate via a weekly school newsletter in both English and Spanish and weekly progress reports are also sent home with students. We interface directly with parents in parent-student conferences held 2 times a year and we maintain active parent attendance at those meetings. We provide prompt responses pertaining to school behavior and use restorative processes when discipline issues arise.

We provided many opportunities for communication between families and school. These opportunities included:

Coffee with the principal: In these meetings, parents have a free-flowing conversation with administration regarding site issues, curriculum, school culture, or other issues that are on parents’ minds.

Parent Town Halls: We used town halls to communicate changes and solicit feedback about school decisions.

School-site Council/ PTA Meeting: Lead by our parent/ community liaison and our parents with administrators and teachers to review data, student climate and academic data and fundraisers.  

English Learners: We held a “meet and greet” for families of ELs on 7/27/23. ELAC meetings were held on 10/4/23, 12/6/23, 3/7/24, and 5/23/24. 

Back to School Night and Open House: Are opportunities for parents to visit their students classroom and interact with teachers and staff 

Boy Scouts of America: Worked with current students, engaged in boy scouts curriculum, and maintained communication and engagement with former students and families.

Harvest Festival and Earth Day: Are community events for the parents, students and families to attend and learn more about our school, and celebrate the earth and environmentalism 

Talking Points: A platform to facilitate two-way communication between our school and families. Talking Points automatically translates communications into Spanish for our Spanish speaking families.

Parent Teacher Conferences: As in prior years, this year we hosted a Parent Teacher Conference, two Priority Teacher Conferences.

Additional opportunities include: Turkey Baskets, High School Fair. SST and 504 Meetings, In School/ Outside Counseling, Parent Workshops, Home Visits	Focus on reinstituting our African American Partnership Meetings to connect to our Black/African-American families. In addition, we want to focus on celebrating different cultures and languages of our school community.	ECMSI will improve the engagement of underrepresented families by strengthening our advisory program to build strong connections with students, teachers and families and identifying specific needs and ensure appropriate supports for every student. In advisory, relationships act as a Tier 1 support for social emotional & academic needs. We are also continuing to expand our resources for Tier 3 support by maintaining a full time social worker, who can focus on students and families with the highest needs. We will also integrate the feedback we gained from our parent surveys, and town halls to improve the engagement of underrepresented families.	Environmental Charter Middle School - Inglewood’s current strengths in building partnerships for student outcomes include providing several opportunities for parents to engage with staff, teachers and school administrators to discuss their student’s progress and receive important resources to support student learning at home. When surveyed in Spring 2024, 94% of parents stated they receive valuable communications from the school either daily or weekly. Regular administrative support and yearly professional developments are provided to teachers. Family partnership opportunities include: 
- Parent conferences 3x a year 
- Weekly progress reports
- Regular online access to student grades and assignments
- Google classroom
- Weekly tutoring for every class
- Coffee with the Principal 3x a year
- Online supplemental academic support (Khan Academy, Freckle, Reflex Math)	This year’s area of focus includes providing more opportunities for families to participate in workshops, programs, and affinity spaces for parents of students with common needs.	We are continuing to incorporate our Special Education Coordinator, English Language Development Coordinator and Parent Coordinator in parent workshops, programs, and affinity spaces. We will also provide targeted workshops and increase accessibility, as well as opportunities, for families to advocate for their students.

Additionally we continue to create spaces on campus such as student clubs, student council, afterschool program clubs, contest so students can feel connected on campus. We will also facilitate student focus groups to get insight and feedback from students.	Environmental Charter Middle School - Inglewood’s current strength lies in the consistent opportunities for parents to provide input and elicit feedback for decisions at our school. We host regular meetings that include ELAC, PTA/Site Council, and our revamped African American Parent Partnership. These meetings allow families to discuss, plan, and evaluate school policies and programs, including our annual LCAP.

With the larger community, we have collaboratively hosted families at our Annual Harvest event, Book Fairs, and 8th-grade Culmination. Parent feedback is collected annually via a survey to keep an active grasp on the perception regarding school climate, student behavior, and family involvement. According to the survey, 95% of parents believe that the school allows input and welcomes parents’ contributions, and 89% believe that the school actively seeks the input of parents before making important decisions.	Our current area of focus this year is to increase the capacity of English Language Development Coordinator, Special Education Coordinator, Parent Coordinator and in order to create sustainable practices to better engage our families.	Our primary area of focus this year is to strengthen the roles and capacities of our English Language Development Coordinator, Special Education Coordinator, Parent Coordinator, and African American Parent Partnership Coordinator. By doing so, we aim to establish sustainable practices that effectively engage our diverse family groups.

To achieve this, we will:

1. Expand Training and Professional Development: Provide targeted training and professional development opportunities for these coordinators. This will ensure they are well-equipped with the latest strategies and tools for family engagement, cultural competency, and effective communication.
2. Implement Regular Communication Channels: Establish consistent and accessible communication channels tailored to the needs of underrepresented families. This includes multilingual newsletters, regular virtual and in-person meetings, 
3. Strengthen Community Partnerships: Collaborate with local community organizations and resources that serve underrepresented groups. These partnerships will help us reach families who might otherwise be disconnected from school activities and decision-making processes.
4. Enhance Accessibility: Ensure all engagement efforts are accessible to families with varying needs. This includes providing translation services, childcare during meetings, and flexible meeting times to accommodate different schedules.

By focusing on these areas, we aim to create a more inclusive and participatory environment where underrepresented families feel valued and empowered to contribute to the educational decision-making process. This strategic approach will not only improve engagement but also foster a stronger, more connected school community.	5	5	3	5	4	4	5	4	4	3	4	4	Met		2024-06-20	2024
19101990128025	Lashon Academy	3	To foster ongoing involvement of parents and guardians at Lashon Academy, we offer numerous opportunities for participation in volunteer activities, parent workshops, meetings, and school-wide events. These opportunities are announced through multiple channels: the school’s website, Facebook page, regular communications via our school-home communication platform, the annual school calendar, and postings in student classrooms and the school lobby. Our communication platform has proven effective in engaging parents, enabling them to receive all school communications and respond through written posts, questions, or direct emails to administration, teachers, or classroom parents. This platform allows us to interact with many more parents, overcoming language barriers, meeting attendance, and scheduling conflicts. Another strength highlighted by our educational partners is the accessibility of our staff. Partners feel part of a community where school staff are approachable, knowledgeable about their children, and provide a safe, welcoming environment for all.
	To enhance relationships between staff and families, effective communication is crucial. Lashon Academy plans to focus on several areas to foster open dialogue, address concerns, and increase parental involvement in school activities. We aim to schedule school meetings at times more convenient for parents, provide more recorded meetings and workshops that parents can access at their convenience, and leverage technology to offer more seamless language translation options. Additionally, collaborating on events, volunteer opportunities, and parent education programs will further strengthen these relationships. Ultimately, creating a welcoming and inclusive atmosphere where both educators and families feel valued is essential for a successful partnership.
	To enhance the engagement of underrepresented families, Lashon Academy will prioritize cultural competence and inclusivity. This includes emphasizing cultural sensitivity by understanding and respecting the diverse backgrounds of these families. We will continue to provide translation services and materials in the languages spoken by these families to bridge communication gaps. Additionally, we plan to increase the number of culturally relevant events and activities that resonate with the interests and traditions of underrepresented families. Lashon Academy employs a community outreach coordinator from the local community who serves as a liaison between the school and underrepresented families. We will continue exploring opportunities to offer workshops and resources that empower parents with the skills and knowledge to support their children's education. Our ultimate goal is to encourage underrepresented families to take an active role in decision-making processes and school leadership roles. By implementing these strategies, Lashon Academy aims to build trust and foster a sense of belonging, thereby improving the engagement of underrepresented families in their children's education.
	Lashon Academy is dedicated to the philosophy that a robust partnership between parents and educators is essential for unlocking our students' full potential. Our key strengths and advancements in building these partnerships for student outcomes include maintaining open communication channels through regular newsletters, emails, and parent-teacher conferences. We prioritize active parental involvement by inviting parents to participate in a wide range of school events, committees, the PTO, and SSC/DELAC, thereby fostering a strong sense of community and collaboration. To address the unique needs of our students, we develop comprehensive Individualized Education Plans (IEPs) that ensure each child receives the personalized support necessary for their success. Additionally, we facilitate student-led conferences, where parents can witness their child's achievements and growth firsthand. These conferences not only highlight student progress but also foster a sense of responsibility and confidence in our students. During these conferences, parents and staff work together in a collaborative environment, setting and achieving common goals. Lashon Academy is unwavering in its commitment to making education a joint endeavor between home and school, believing that true progress is best achieved through collective effort and partnership. Our dedication to fostering these strong connections ensures that our students thrive academically, socially, and emotionally.
	Lashon Academy has identified several key focus areas for improvement to strengthen partnerships for student outcomes. First, we aim to enhance our feedback loop by developing more effective ways for parents and staff to share their thoughts, concerns, and ideas in a safe, convenient, and accessible manner. Increasing opportunities for all educational partners to celebrate achievements is another priority. While we currently recognize and celebrate student accomplishments, we strive to extend these celebrations to include our educational partners, fostering a community of success. Additionally, we are committed to promoting empathy and inclusivity. Recognizing that every family is unique, we aim to be sensitive to individual needs and cultural differences, offering tailored support and resources for families facing challenges that may impact their child's education. By emphasizing these focus areas, we believe we can enhance our ability to build stronger partnerships, ultimately leading to more positive student outcomes.
	Lashon Academy recognizes the critical importance of inclusivity and active participation of all families in the education of our students. Our commitment to building partnerships for student outcomes aligns with our mission to ensure the success of every child in our care. We acknowledge that some families, particularly those from underrepresented backgrounds, face unique barriers to engagement, such as language barriers, cultural differences, socioeconomic disparities, or past negative experiences with the education system. To address these challenges, our first step is to listen and learn from these families. We will provide information and communication in the multiple languages spoken by our school community, ensuring that language barriers do not hinder engagement. Additionally, we will continue to employ a dedicated community liaison who will bridge the gap between our school and underrepresented families, serving as a point of contact and support. We are committed to encouraging greater participation in our SSC and DELAC committees, which represent the diversity of our school population. This ensures that the voices of underrepresented families are heard and integrated into our decision-making processes. We firmly believe that when families are actively engaged, students thrive both academically and socially. By implementing these strategies, Lashon Academy aims to create a more inclusive and supportive environment that empowers all families to participate actively in their children's education, ultimately leading to improved student outcomes.
	Lashon Academy excels in seeking input for decision-making by employing concrete strategies that engage both staff and parents. Recognizing the invaluable perspectives and insights of these key stakeholders, we have implemented several effective methods to ensure their voices are heard. Regular staff meetings at both the department and whole-school levels provide a platform for educators to discuss and provide input on various aspects of school operations. Anonymous suggestion boxes placed throughout the school allow staff to submit ideas, concerns, or suggestions at any time, ensuring continuous feedback. Parent-teacher conferences are conducted at least twice a year, offering a structured opportunity for parents to discuss their child's progress and contribute to educational goals and strategies. Additionally, periodic parent focus groups invite parents to share their views on school policies, curriculum, and extracurricular activities, fostering a collaborative environment. We utilize online survey platforms to gather input from both staff and parents on a range of topics, such as school improvement initiatives, safety measures, and program evaluations. Furthermore, advisory committees composed of staff and parents meet regularly to discuss specific issues or strategic goals, ensuring a structured and ongoing dialogue. By actively seeking input through these strategies, Lashon Academy ensures that decisions are well-informed, reflective of the needs and concerns of our community, and ultimately aimed at providing the best possible educational experience for our students.
	Following an analysis of educational partner input and local data, Lashon Academy has identified key focus areas for enhancing our efforts in seeking input for decision-making. Our primary goal is to foster a more collaborative atmosphere by increasing the frequency of workshops that bring together staff and parents to jointly address important decisions. By facilitating these collaborative discussions, we ensure that a diverse range of perspectives is considered, leading to more informed and effective decision-making processes. Additionally, we aim to enhance representation from staff and parents in our leadership team, such as our PBIS team, to ensure direct involvement in shaping the school's vision and strategic planning. This approach reinforces our commitment to inclusivity and ensures that the voices of all stakeholders are heard and valued in the decision-making process. Lashon Academy is dedicated to taking concrete actions based on the feedback received from our educational partners. We firmly believe that input from staff and parents directly contributes to positive changes within our school, ultimately enhancing the educational experience for all students.
	Lashon Academy strives to improve the engagement of underrepresented families in decision-making to cultivate a truly inclusive and equitable educational environment. To achieve this objective, we have devised a multifaceted approach aimed at enhancing their participation. Firstly, cultural competence training will be provided for school staff, fostering a deeper understanding and appreciation of the diverse backgrounds of underrepresented families. This initiative underscores the significance of cultural sensitivity and empathy in fostering meaningful interactions. Additionally, recruiting parent ambassadors from underrepresented backgrounds will serve as advocates and role models, encouraging greater involvement and support within the community. Flexible scheduling of meetings, conferences, and events will accommodate the diverse schedules of working parents, supplemented by virtual options for increased accessibility. Access to resources, including information on tutoring services, scholarships, and community support organizations, will be provided to alleviate potential barriers to engagement. Furthermore, consistent and transparent communication channels will be maintained to ensure that underrepresented families are kept informed of school activities and decisions. These concerted efforts aim to empower underrepresented families, fostering a sense of value and inclusion within the school community and ultimately enriching the educational experience for all.
	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-19	2024
19101990132605	Valiente College Preparatory Charter	3																						Not Met			2024
19101990134346	Intellectual Virtues Academy	3	100% of our families are satisfied with IVA High, including 100% satisfied with our communications, and 100% believe that their feedback is valued.	This is one of our strengths. As a public high school serving urban families, parent participation is not as high as we would like, so continuing to find ways to engage our families as more robust partners is an area of growth.	This is one of our strengths. Engagement with underrepresented families is not as high as we would like, so continuing to find ways to engage our families as more robust partners is an area of growth.	100% of our families are satisfied with IVA High, including 100% satisfaction with our student-led conferences. 97% of parents/guardians participated in student-led conferences, and were otherwise: 100% satisfied with our communications, and 100% believe that their feedback is valued. This is strength of ours.	We do not do enough supporting of families for students to continue their learning at home. We provide a robust learning environment at school, provide good communications home regarding student progress, but do not link the two as well as we could and provide resources on how students can partner with their families to complete, edit, and follow up on their work at home.	This is a strength of ours. While we do not have as many underrepresented families engage with the learning and staff and otherwise are present at school events, 97% participation at student conferences is excellent.	100% of our families state that they feel their feedback is valued.	While family input is valued, we could do better is organizing and soliciting feedback more robustly. Advisory and decision-making groups could be better organized, meet more visibly, etc.	We could have more engagement of underrepresented families at our advisory and decision-making groups. More communication, and pro-active invitations, to help encourage and recruit participation are key to our forward looking efforts.	5	5	4	5	4	4	5	5	4	4	4	4	Met		2024-06-05	2024
19101990134361	Russell Westbrook Why Not? Middle	3	Russell Westbrook Why Not? Middle School has excelled in cultivating positive connections among families and staff members. Regular parent-team conferences are held every five weeks to coincide with progress reporting periods or upon request by either parents or teachers, ensuring families are well-informed about their students' progress in meeting A-G requirements for UC/CSU. Monthly Parent/Community Town Hall Meetings and engaging workshops covering various topics, such as mental health, social-emotional learning, College and Career awareness, and Academic Awards events, further enhance family involvement. The school launched an Black Family Committee to provide families with information on test scores, the importance of attendance, and build community. Access to key staff members, including the Principal, Assistant Principal, and support team, as well as outreach efforts to connect struggling families with community resources, underscore the school's dedication to family welfare. The presence of a dedicated Parent Coordinator further strengthens engagement efforts.	To enhance family participation in school events, targeted outreach to parents who have not previously attended activities is a key focus area.	This initiative will involve personalized communication and outreach by the Parent Coordinator and other school staff. Additionally, the school aims to provide more avenues for parents/caregivers to offer feedback on the Instructional Program and School Climate and Culture, addressing low response rates to annual surveys through enhanced communication strategies and outreach. This past year showed some progress in this area with an approximately 34% increase in responses.	Russell Westbrook Why Not? Middle School provides a range of professional learning opportunities for leaders and teachers to improve relationships with families. The school is actively involved in the PBIS cohort through the LA County Office of Education which includes engagement in the community for all stakeholders. The school has effectively developed partnerships with community agencies to support struggling families for mental health, food insecurity (food bank) and agencies that provide housing. The staff has been trained in meeting students and families social-emotional needs through trauma informed practice. The school has effectively established structures and systems that inform families of student progress through Multiple Systems of Support and Intervention. Academic Intervention is provided during Power Hour and After School Tutoring. Staff and families collaborate to improve student outcomes. Communication with teachers, counselors, support staff and leaders occurs daily.	Areas of growth include more structures and outreach to engage families of Multilingual Learners and SWD to increase their involvement in order to support learners.	Initiatives to improve in this area include parent training and workshops that focus on learning about these areas.	School leaders and staff engage in consistent improvement process opportunities to creatively engage families in decision making. The school currently offers multiple meeting times and dates for parents to participate. Phone calls and texts are sent out regularly to provide reminders to parents about these events.	The staff plans to increase the number of in-person events and activities, and to elicit increased family input related to the instructional program, safety, and learning conditions. The school will increase the number of offerings and restructure the way families are engaged through the following strategies; more frequent, school to home communication, provide more technology accessibility, shared accountability, share data with families, have parents select workshop topics, share positives as well as areas of growth.	The staff plans to increase the number of in-person events and activities, and to elicit increased family input related to the instructional program, safety, and learning conditions. The school will increase the number of offerings and restructure the way families are engaged through the following strategies; more frequent, school to home communication, provide more technology accessibility, shared accountability, share data with families, have parents select workshop topics, share positives as well as areas of growth.	5	4	5	4	4	4	4	4	4	3	4	4	Met		2024-06-13	2024
19101990135368	Alma Fuerte Public	3	Alma Fuerte has made significant progress in building strong relationships between school staff and families. One of our current strengths is our emphasis on open communication and collaboration. We have implemented various initiatives to facilitate meaningful interactions between staff and families, such as regular parent-teacher meetings, parent workshops/trainings, and family engagement events. These initiatives have created opportunities for staff and families to connect and work together towards a common goal of supporting student success.

Furthermore, Alma Fuerte has created a welcoming and inclusive environment where families feel comfortable and valued. We have established a parent volunteer program, inviting families to actively participate in school activities and contribute to their child's education. This approach has not only strengthened the bond between staff and families but has also fostered a sense of ownership and involvement among parents. By involving families in school activities, we are promoting a collaborative partnership between staff and families, which is essential for creating a supportive learning community.

In addition, Alma Fuerte recognizes the importance of cultural sensitivity and understanding. We have taken steps to ensure that staff members are mindful of the diverse backgrounds and experiences of the families they serve. This includes providing professional development opportunities to enhance cultural competence and promoting inclusive practices within the school community. By valuing and respecting the unique perspectives and cultures of our families, we have established a more inclusive and respectful relationship between staff and families.

Alma Fuerte's dedication to building relationships between school staff and families has yielded positive results, creating a supportive and collaborative community that is conducive to student success. We will continue to prioritize open communication, collaboration, and cultural sensitivity to further strengthen these relationships and enhance the educational experience for all our students.
	Alma Fuerte's focus areas for building relationships between school staff and families include:

1. Increasing volunteer opportunities: Alma Fuerte actively encourages parents and community members to participate as volunteers in various school activities. By increasing volunteer opportunities, the school creates more chances for staff and families to collaborate and interact, fostering stronger relationships and a sense of community.

2. Parent education: Recognizing the pivotal role parents play in their child's education, Alma Fuerte provides resources and workshops to support parents in their journey as their child's first teacher. These programs cover topics such as child development, parenting strategies, and educational support. By offering parent education, Alma Fuerte empowers parents with knowledge and skills, strengthening the partnership between school staff and families.

3. Family counseling: Alma Fuerte understands that families may face various challenges that can impact a child's educational experience. To address this, the school offers family counseling services to support and guide families in navigating these challenges. By providing counseling, Alma Fuerte aims to foster open communication, understanding, and a supportive environment for both students and their families.

4. Farm-to-table initiatives: Alma Fuerte recognizes the importance of healthy eating and sustainable practices. The school integrates farm-to-table initiatives, such as organic gardening and nutrition education, into the curriculum. By involving families in these initiatives, Alma Fuerte promotes a deeper connection to food, health, and the environment, while also facilitating opportunities for staff and families to work together towards a common goal.

5. Entrepreneurship programs: Alma Fuerte believes in nurturing students' entrepreneurial skills and mindset. The school offers entrepreneurship programs that encourage creativity, problem-solving, and innovation. By involving families in these programs, Alma Fuerte creates opportunities for collaboration and shared experiences, strengthening the relationship between school staff and families.

Through these strategies, Alma Fuerte aims to build strong and meaningful relationships between school staff and families, creating a supportive and inclusive school community focused on student success and holistic development.
	Alma Fuerte will improve engagement of underrepresented families during the self-reflection process in relation to building relationships between school staff and families by implementing the following strategies:

1. Culturally Responsive Outreach: Alma will ensure that all outreach efforts to underrepresented families are culturally responsive. This includes tailoring communication to the cultural preferences and language needs of the families. Alma will actively seek input and feedback from underrepresented families to understand their needs and preferences for engagement. By demonstrating cultural sensitivity and respect, Alma will create an inclusive environment that encourages active participation and engagement.

2. Community Partnerships: Alma will establish partnerships with community organizations that serve underrepresented families. These partnerships will allow for collaborative efforts in engaging families during the self-reflection process. Alma will work with these organizations to identify barriers to engagement and develop strategies to overcome them. By leveraging the expertise and resources of community partners, Alma will strengthen relationships between school staff and underrepresented families.

3. Parent Ambassador Program: Alma will create a parent ambassador program, where selected parents from underrepresented communities will serve as liaisons between the school and families. These parent ambassadors will receive training and support to effectively communicate with families, address concerns, and provide information about the self-reflection process. By empowering parents to take on leadership roles, Alma will enhance engagement and build trust with underrepresented families.

4. Culturally Relevant Workshops and Events: Alma will organize workshops and events specifically designed to address the needs and interests of underrepresented families. These workshops can cover topics such as navigating the education system, understanding the self-reflection process, and building relationships with school staff. By offering culturally relevant and meaningful content, Alma will demonstrate a commitment to understanding and supporting the unique experiences of underrepresented families.

5. Language Access and Translation Services: Alma will ensure that language access is provided to underrepresented families throughout the self-reflection process. This includes offering translation services for important documents, providing bilingual staff or interpreters during meetings and events, and creating multilingual resources. By removing language barriers, Alma will ensure that all families have equal access to information and opportunities for engagement.

6. Ongoing Communication and Feedback: Alma will establish regular channels of communication with underrepresented families to foster ongoing engagement and feedback. This can include regular newsletters, parent-teacher conferences, and virtual platforms.	Alma Fuerte has made significant progress in building partnerships for student outcomes, with several current strengths in this area. One of our strengths is our collaborative approach to partnering with external organizations and community stakeholders. We actively seek out partnerships with local businesses, non-profit organizations, and community groups to enhance the educational experience and support the overall well-being of our students. Alma Fuerte has established strong relationships with these partners, who provide resources, expertise, and opportunities for students. For example, we may collaborate with a local museum to offer field trips and hands-on learning experiences, or partner with a youth mentorship program to provide additional support and guidance to students. These partnerships enrich the curriculum and provide students with real-world connections and experiences that enhance their learning and personal growth. Alma Fuerte's partnerships extend beyond academic support. We recognize the importance of addressing the social, emotional, and physical needs of students to ensure their overall well-being. As a result, we have formed partnerships with local healthcare providers, mental health organizations, and sports clubs to provide comprehensive support services for their students. These partnerships help address barriers to learning and create a supportive environment that nurtures student success. Alma Fuerte also values and cultivates strong relationships with families. We actively involve parents and guardians in the educational journey of their children through various initiatives such as parent-teacher meetings, workshops, and volunteer opportunities. By building a strong partnership with families, Alma Fuerte ensures that students receive consistent support and encouragement both at home and in school. Alma Fuerte's current strengths in building partnerships for student outcomes lie in our collaborative approach, strong relationships with external organizations, and the emphasis on holistic student support. By leveraging these partnerships, we are able to provide students with a well-rounded education and support system that enhances their academic achievement, personal development, and overall well-being.
	While Alma Fuerte has made significant progress in building partnerships for student outcomes, one area we are currently focused on improving is expanding the range of elective courses with real-life connections. We recognize the importance of offering a diverse set of electives that provide students with practical skills and connections to real-world experiences. Alma Fuerte is committed to offering electives that go beyond traditional academic subjects and provide students with opportunities to explore areas that have direct relevance to their lives and future careers. We understand that by offering courses such as gardening, financial literacy, wood working, coding, and entrepreneurship, students can develop valuable skills and gain insights into various industries and practical applications. Expanding the range of elective courses with real-life connections is an important focus area for Alma Fuerte. We actively seek partnerships with professionals and organizations in these fields to enhance the elective offerings and provide students with hands-on experiences. For example, we may collaborate with local businesses or professionals in the community to provide guest lectures, mentorship programs, or internship opportunities for students in these elective courses. By offering electives with real-life connections, Alma Fuerte aims to bridge the gap between classroom learning and the practical application of knowledge. These courses not only provide students with valuable skills but also foster creativity, critical thinking, and problem-solving abilities. Additionally, they expose students to potential career paths and help them make informed decisions about their future. Alma Fuerte's commitment to expanding the range of elective courses with real-life connections reflects their dedication to providing a well-rounded education that prepares students for success beyond the classroom. By continuously improving and diversifying their elective offerings, they ensure that students have access to a variety of experiences and opportunities that align with their interests and goals.
	Alma Fuerte is committed to fostering strong partnerships with underrepresented families to enhance student outcomes. We understand that engagement plays a crucial role in creating a supportive and inclusive learning environment. As a result of the analysis of data during the self-reflection process Alma Fuerte will work to improve engagement with underrepresented families and build effective partnerships by: 
1. Cultural Appreciation: Alma Fuerte recognizes and respects the diverse cultural backgrounds and experiences of underrepresented families. We will actively strive to understand and appreciate their unique perspectives, traditions, and values. By promoting cultural appreciation, we aim to create an inclusive environment where families feel valued and respected. 

2. Open Communication Channels: We believe that open and transparent communication is the foundation of successful partnerships. Alma Fuerte will establish various channels to ensure families can easily communicate with teachers, administrators, and staff. This may include regular newsletters, parent-teacher conferences, virtual meetings, and accessible online platforms where families can ask questions, provide feedback, and share concerns. 

3. Parent Education and Empowerment: Alma Fuerte is committed to empowering parents and guardians by providing resources and opportunities for education. We will organize workshops, seminars, and training sessions that address topics such as navigating the education system, understanding curriculum, supporting homework, and promoting socio-emotional development. By equipping families with knowledge and skills, we aim to enhance their ability to actively participate in their child's education. 

4. Collaborative Decision-making: Alma Fuerte understands that involving families in decision-making processes positively impacts student outcomes. We will actively seek input and feedback from underrepresented families when making important decisions related to curriculum, policies, and school activities. By involving families in these processes, we can ensure that their voices are heard, and their perspectives are considered.

5. Outreach and Inclusivity: Alma Fuerte will engage in proactive outreach efforts to reach underrepresented families who may face barriers to engagement. We will collaborate with community organizations, local leaders, and cultural centers to ensure that our school is accessible and welcoming to all. By fostering inclusivity, we aim to create an environment where all families feel valued and supported. Alma Fuerte is dedicated to improving the engagement of underrepresented families by embracing cultural appreciation, open communication, parent education, collaborative decision-making, and proactive outreach. We believe that by building strong partnerships, we can work together to create positive student outcomes and a thriving learning community.

	Alma Fuerte has demonstrated significant strengths and progress in seeking input for decision-making processes. We prioritize inclusivity and value the input and perspectives of all stakeholders, including students, families, staff, and community members. One of Alma Fuerte's strengths is our commitment to creating opportunities for input and feedback. We actively seek input through various channels such as surveys, focus groups, town hall meetings, and individual meetings. These avenues allow stakeholders to share their thoughts, concerns, and ideas, ensuring that decisions are made with a comprehensive understanding of the community's needs and desires. Alma Fuerte also values transparency in our decision-making processes. We provide clear communication about the decision-making timeline, the purpose of the decision, and the potential impact on stakeholders. This transparency fosters trust and encourages stakeholders to actively engage in the input process. Alma Fuerte actively seeks diverse perspectives to ensure representation and inclusivity. We make intentional efforts to engage underrepresented groups and provide support for those who may face barriers to participation. This commitment to diversity and equity in decision-making processes strengthens the overall quality and fairness of the decisions made. Alma Fuerte continuously evaluates and refines their methods for seeking input. We reflect on past practices, gather feedback on the effectiveness of their processes, and make necessary adjustments to improve inclusivity and participation. This iterative approach demonstrates their commitment to continuous improvement and responsiveness to stakeholder needs.	Alma Fuerte values the input and insights of our educational partners and local data in shaping our decision-making process. We have identified three key focus areas for seeking input: middle school, entrepreneurship program, and community school ideology implementation.

First and foremost as we improve our newly established middle school, Alma Fuerte actively seeks input from a range of stakeholders, including students, parents, teachers, and community members. We believe that their perspectives are invaluable in shaping the curriculum, extracurricular activities, and support services offered at the middle school level. By involving stakeholders in decision-making, we ensure that our middle school program meets the specific needs and aspirations of our community.

Additionally, Alma Fuerte places a strong emphasis on fostering entrepreneurship skills among our students. To develop an effective entrepreneurship program, we actively seek input from various stakeholders. This includes gathering insights on curriculum design, mentorship opportunities, and partnerships with local businesses and organizations. By incorporating the input of our stakeholders, we can create a program that equips students with the necessary skills and knowledge to thrive in an entrepreneurial landscape.

Alma Fuerte is also highly committed to implementing the community school ideology. This ideology emphasizes collaboration and integration between the school, families, and the broader community to support the holistic development of students. In seeking input for community school ideology implementation, we engage with stakeholders to gather ideas and feedback on initiatives such as family engagement programs, community partnerships, and wraparound services. By involving stakeholders in decision-making, we can ensure that our community school approach aligns with the unique needs and values of our community. By actively involving stakeholders and considering local data, we aim to create a learning environment that is responsive to the needs and aspirations of our community.	Alma Fuerte has developed several strategies to improve the engagement of underrepresented families based on the data obtained during the self-reflection process. They will actively reach out to underrepresented families and create opportunities for their input on various matters. This will involve personalized invitations, targeted outreach efforts, and culturally and linguistically responsive communication methods to ensure that underrepresented families feel welcomed and valued.

To further support underrepresented families, Alma Fuerte will work closely with community liaisons or cultural brokers who are familiar with their culture, language, and needs. These liaisons will act as a bridge between the school and families, providing support, guidance, and resources. They will actively engage with underrepresented families, listen to their concerns, and encourage their participation in the self-reflection process.

Alma Fuerte will also provide resources and support to underrepresented families to facilitate their engagement. This may include offering translation services, providing interpretation support during meetings and discussions, and ensuring that materials are accessible and culturally relevant. By removing language and cultural barriers, Alma Fuerte aims to create an inclusive environment where underrepresented families can fully participate in all aspects of their child's academic journey.

In addition, Alma Fuerte will actively seek feedback from underrepresented families through various channels. They will provide multiple opportunities for input, such as surveys, focus groups, and community forums, ensuring that underrepresented families have a voice in decision-making processes. The input received will be valued and considered, and will be incorporated into decision-making discussions and actions.

By improving the engagement of underrepresented families during the self-reflection process and seeking their input for decision-making, Alma Fuerte aims to create a more inclusive and equitable educational environment. They recognize that the perspectives and experiences of underrepresented families are essential in shaping decisions that promote student success and well-being. Through these efforts, Alma Fuerte seeks to build strong partnerships with underrepresented families, fostering a sense of ownership and shared responsibility in the educational journey of their students.	4	5	4	4	4	4	4	4	4	4	4	4	Met		2024-06-24	2024
19101990135582	Westbrook Academy	3	RWWNHS has demonstrated strength in building strong and positive relationships between and among families and staff members. Parent-team conferences are held every five weeks to align with progress reporting periods, and as requested by parent or teacher(s) to ensure that families are fully informed of students’ progress in meeting A-G requirements for UC/CSU. In addition to monthly Parent/Community Town Hall Meetings, the school provides meaningful engagement through workshops focused on a range of topics including mental health and social emotional learning, College and Career Planning/Financial Aid planning, and Academic Awards events. The school plans to increase parental engagement with a Parent Hub, STEM workshops, and increased family volunteer opportunities.The office team provides a welcoming environment when parents enter campus with Spanish Language Support. Families have access to the Principal, Assistant Principal, and support team members. The school has extended outreach opportunities to provide struggling families with community resources.	Areas of growth include having a larger number of families attend school events, and extended outreach to parents who have never attended school activities/ events. This area of focus will involve individual calls and outreach by the Parent Coordinator. An area of emphasis was providing more opportunities for parents/caregivers to provide feedback about the Instructional Program and School Climate and Culture.	The school will continue to address low response rates to annual surveys through increased communication and outreach. This past year showed some progress in this area with an approximately 79% increase in responses.	RWWNHS provides a range of professional learning opportunities for leaders and teachers to improve relationships with families. The school is actively involved in the PBIS cohort through the LA County Office of Education which includes engagement in the community for all stakeholders. The school has effectively developed partnerships with community agencies to support struggling families impacted during the pandemic for mental health, food insecurity (food bank) and agencies that provide housing. The staff has been trained in meeting students and families social-emotional needs through trauma informed practice. The school has effectively established structures and systems that inform families of student progress, namely, tracking A-G Completion rates, and credits toward high school graduation. Parents of students who are credit deficient are immediately informed and involved in the intervention/credit recovery using the Apex online curriculum. Staff and families collaborate to improve student outcomes. Communication with teachers, counselors, support staff and leaders occurs daily.	Areas of growth include more structures and outreach to engage families of Multilingual Learners and SWD to increase their involvement in order to support learners. Initiatives to improve in this area include parent training and workshops that focus on learning about these areas.	To improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes, the school will:

Conduct targeted outreach efforts to underrepresented families.
Provide culturally responsive communication and resources.
Offer workshops and events tailored to the needs of underrepresented families.
Collaborate with community organizations to support engagement.
Implement feedback mechanisms to continuously assess and improve family involvement strategies.	School leaders and staff engage in consistent improvement process opportunities to creatively engage families in decision making. The school currently offers multiple meeting times and dates for parents to participate. Phone calls and texts are sent out regularly to provide reminders to parents about these events.	The staff plans to increase the number of in-person events and activities, and to elicit increased family input related to the instructional program, safety, and learning conditions. The school will increase the number of offerings and restructure the way families are engaged through the following strategies; more frequent, school to home communication, provide more technology accessibility, shared accountability, share data with families, have parents select workshop topics, share positives as well as areas of growth.	The staff plans to increase the number of in-person events and activities, and to elicit increased family input related to the instructional program, safety, and learning conditions. The school will increase the number of offerings and restructure the way families are engaged through the following strategies; more frequent, school to home communication, provide more technology accessibility, shared accountability, share data with families, have parents select workshop topics, share positives as well as areas of growth.	4	4	5	4	4	4	4	4	4	3	4	4	Met		2024-06-13	2024
19101990136119	Animo City of Champions Charter High	3	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes  administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue.  A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).

The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.	The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach.  Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families.   The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by our regional support staff in collaboration with local community service partners.	The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students (UPAS), a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The UPAS Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues such as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Based on the skills learned through the UPAS Community Organizing Institute, parents have student/parent-led conferences where they discuss issues affecting their communities and campus. In addition to this, the school has cultural groups, specialized advisory, and other parent programs	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website  to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.	The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.	The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.  In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school.  Data is analyzed by school leaders to inform future policies and decisions at the school.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-28	2024
19101990137166	Soleil Academy Charter	3	Soleil Academy currently builds relationships between school staff and families by hosting monthly Cafecitos for in-person meetings to share school updates and provide an opportunity for parents to access the Principal directly. At the beginning of the year, we host a back-to-school night for parents to meet the teachers and staff after hours. We also ensure parents have access to ParentSquare, a communication tool to engage with any staff member on-site via messages.	Families would like stable access to participate in school activities throughout the day and support classrooms regularly. They also requested more opportunities on Fridays after dismissal since it’s our early dismissal day.	Next year, we plan to make the volunteer procedure quicker and easier through Navigate 360, which allows for a check-in/check-out process for parent volunteers. We will also create a parent volunteer calendar in the summer so that parents have access to it from the beginning of the year and can plan forward.	At Soleil Academy, we have 3.5 weeks of professional development in the summer to ensure the academic program is taught, explored, and practiced by all teaching staff. This practice allows us to focus solely on strong lesson plans and internalization to segue into student outcomes and intervention. During the last week, teaching staff analyzed and planned for returning students to ensure intervention starts on the first day back. We block Data Days throughout the year to reserve time only to discuss student data.	The area of focus for Soleil Academy next year is our intervention program. This year, teachers led the efforts for most of the intervention; however, next year, we plan on supplementing that with an interventionist, who is also a credentialed teacher. In addition, we plan on strengthening our communication with parents for students in our intervention program.	Soleil Academy plans to engage underrepresented families by ensuring that any communication is available in Spanish and English and that teachers incentivize parent participation in Parent Conferences with a goal of 100% attendance. Our Operations Team will support this effort.	Soleil Academy seeks input in decision-making through committee structures such as our Community Schools Steering Committee, Cafecitos, PAC, DELAC, and parent surveys (TNTP & Google). After reviewing the feedback, we take it to our Leadership Team meetings and report on strengths and areas for improvement. Thereon, we create action steps for the team and school.	Next year, we want also to create spaces where parents are involved in event planning. The goal would be to set up recurring meetings with the Parent Liaison to ensure these meetings are happening on a monthly basis to plan forward.	As we generate these committees, our school leadership members will reach out to underrepresented families to participate in a committee to ensure they are learning about these opportunities. They will also be provided with all materials in Spanish and English.	4	4	3	4	4	3	3	4	4	4	3	3	Met		2024-06-22	2024
19101990137679	Magnolia Science Academy 5	3	"MSA-5 school team observed how students adapt to a new location, transition from online to in-person learning, and
adjust to changes in protocols. These observations led us to reevaluate our academic programs and extracurricular
activities. Consequently, we incorporated Social-Emotional Learning into our school curriculum to nurture students'
social and emotional skills. Additionally, we introduced new teachers, requiring students to adjust to unfamiliar
classrooms and staff in a different setting.
The satisfaction of parents with a 97% approval rate and staff (80%) is evident from the survey results. Based on the
feedback received from the surveys and the specific suggestions provided after reviewing the results with staff, it's
evident that improving the Climate of Support and Sense of Belonging within the school community emerged as a significant focus area. One suggestion that we can offer will be to focus and promote a positive work culture like
attitude improvement, fostering stronger connections with students through home visits, and celebrating successes
with positive phone calls home along with encouraging more interactions and engagement in activities within the
school community. The slight decrease in student satisfaction rates could be attributed to various factors such as
changes in educational programs, facilities, or services, which may not have met students' expectations. Additionally,
external factors such as the impact of the pandemic on learning experiences or campus life could have influenced
student satisfaction levels.
Regarding discipline, incidents of bullying have decreased, and fighting is no longer a significant issue. We have also
effectively addressed peer-related concerns such as racial disparities. Staff members feel that our school enforces
rules fairly and handles disciplinary matters appropriately. The topics with the highest approval rates include ""Climate
of Support for Academic Learning"" and ""Knowledge and Fairness of Discipline, Rules and Norms,"" A unanimous
100% of the staff believe that students are aware of the school rules and expectations. Students appreciate the
enjoyable activities we organize during lunchtime, such as games, hot chocolate day, and numerous field trips, which
fosters a perception that teachers genuinely care about and support students.
Furthermore, our school consistently upholds health and safety guidelines and expectations, and parents
acknowledge effective communication in this regard."	Patterns that emerge from these suggestions include the overarching theme of enhancing community engagement,
fostering positive relationships, and creating inclusive environments across all survey types. Areas that require closer
attention include: ensuring alignment between staff and student perceptions of the school culture and sense of
belonging. Addressing any disparities between the experiences and needs of different student groups, particularly
those from marginalized backgrounds. And, lastly, implementing targeted initiatives to improve communication and
collaboration between the school, families, and staff members.
Regarding family surveys, the two major areas of concern safety and parking lot issues are MSA-5 has continued to
implement new strategies to improve building relationships with its educational partners. Families have often
commented on the area not being desirable, the lunch and nutrition areas have recently been moved to a covered
tent area east of where they previously were located. The tentative plan for MSA5 is to secure our new location in
August 2024. Implementing this plan into action will alleviate a lot of these concerns and create a more open platform
for troubleshooting any new challenges. When folks feel safe and are already invested in the MSA community, our
enrollment numbers will most likely increase.	Safety and parking lot issues are brought up by parents.To address these, MSA-5 has been actively implementing
new strategies to strengthen relationships with educational partners. Families have often expressed dissatisfaction
with the current state of the area, noting its undesirability. As an improvement step, the lunch and nutrition areas
have recently been relocated to a covered tent area east of their previous location. MSA-5's tentative plan is to move
into a new location by August 2024. Implementing this plan will address many of the concerns raised by families and
provide a more conducive environment for tackling any new challenges that may arise. When individuals feel safe
and invested in the MSA community, it is likely that our enrollment numbers will increase. Lastly, the recent changes
in administration have had a positive impact on the overall culture of the workplace. There's a renewed sense of
teamwork and collaboration, which has improved morale among staff members.	"Our main goal is to assist teachers in fostering a stronger culture of collaboration among colleagues and students. To
achieve this, we have implemented the ""train the trainer"" model and shared ""promising practices"" through
professional development (PD) series such as the ""Teach like a Champion"" and other instructional programs like the
new curricula of HMH for math and TCI for Social Science. These initiatives have helped create a close-knit
community within the school.Based on the responses, what we can be most proud of is encouraging a culture of
support and effective communication within our school community. This indicates that staff, families, and students
feel valued and connected, which is crucial for a positive learning environment.
Additionally, the staff greatly appreciates the various outings organized for them, such as a Thanksgiving potluck at
Balboa Park, an end-of-year luncheon at a local restaurant, and staff bowling. These activities provide opportunities
for staff members to bond and enjoy each other's company.
MSA-5 has also implemented a home visit program, which can be conducted either in person or virtually through
Zoom. After school hours, staff members visit students' homes or connect with parents/guardians online to discuss
student progress, provide school updates, and listen to any questions or comments from parents. This program
serves as a valuable means of engagement and communication between the school and families."	There has been a collective desire from students, parents, and staff to secure a permanent location for our school,
and efforts are currently underway to achieve this goal. The uncertainty associated with sharing a campus has
impacted survey results and posed challenges in building a strong school culture. The limitations of our facilities
hinder our ability to achieve our mission and fully embody the essence of a true science academy.
Additionally, there is a recurring pattern of student dissatisfaction with the dress code and uniform policy. To address
this issue, we can work towards offering a wider variety of uniform options and providing clear explanations about the rationale behind the uniform policy. By doing so, we can improve student satisfaction and help them understand how
the uniform policy contributes to a conducive learning environment.Based on the feedback received from the surveys
and the specific suggestions provided after reviewing the results with staff, it's evident that improving the Climate of
Support and Sense of Belonging within the school community emerged as a significant focus area. One suggestion
that we can offer will be to focus and promote a positive work culture like attitude improvement, fostering stronger
connections with students through home visits, and celebrating successes with positive phone calls home along with
encouraging more interactions and engagement in activities within the school community.	We have seen the positive impact of the newly hired Community School Coordinator and PACE coordinator One
area that requires improvement is increasing parent participation and providing workshops that are accessible for
educational partners.	At MSA-5, educational partners have several ways to provide their input and engage in decision-making. Platforms
such as weekly faculty meetings, the Parent Advisory Committee (PAC), the English Learner Advisory Committee
(ELAC), the Restorative Justice Committee, and the Student Council offer opportunities for discussions and reviews
on various topics. These topics include school site changes and updates, the school budget, restricted funds like the
Community School Grant, ARP, Title and ESSER, student recruitment, the length of the instructional year, and
school climate and culture-related events. These platforms ensure that educational partners can influence and shape
important decisions at MSA-5.	Enhancing parent attendance at school gatherings and creating more community events outside school premises are
essential areas needing improvement. Promoting regular parent participation and arranging off-site events will
strengthen connections and engagement within the community.	MSA-5 uses a dual strategy of printed notifications and electronic communication to effectively connect with
underrepresented families. To ensure important messages reach parents, students from these families receive PBIS
incentives. The PACE coordinator is crucial in helping parents set up their parent portal accounts, allowing them to
receive school news and notifications in their preferred language.	4	5	5	5	4	5	4	4	5	4	5	5	Met		2024-06-17	2024
19101990138669	Da Vinci RISE High	3	Da Vinci RISE staff receives training and support in engaging with families and stakeholders in a variety of ways, including but not limited to the following:

• Student-Led Conferences
• Intake and orientation meetings 
• School Site Council/ English Learner Advisory Committee, Parent Advisory Committee 
• STAC (Student-Teacher-Adult-Counselor/Case Manager) meetings, which can be requested by staff, students, or family members
• Re-entry meetings following a breach of community of norms or other disciplinary/behavioral concerns (restorative justice) 
• Stakeholder engagement nights	Given the transience and instability of many RISE families, our team is tasked with the challenge of offering the largest amount of modalities for families to participate in family and stakeholder workshops, student conferences or any other school based service. To accommodate, we work to offer all support via phone or video conference. We also modify service hours to ensure some of our staff can meet with families before or after school to ensure access. We would like to increase access to these accommodations by expanding service time offerings by coordinating with our nonprofit partners to expand capacity. We also received feedback from families that parents want more information via text with links instead of emails, and we’ll work to provide more direct communication via text moving forward. Families are also interested in attending more workshops and culture building activities (in addition to informational meetings), so RISE will also work to expand offerings in these areas as well.	We plan to leverage our internal case management and mental health department to work with families and stakeholders to increase engagement. This often looks like 1:1 mentoring and check-ins to ensure they play a major role in their students' school experience. These tier 3 supports are conducted in a case management format where our social workers & counselors support families individually to ensure they are kept in the loop and have access to all pertinent information and activities.	Building relationships and partnering with parents/guardians, families, and other stakeholders is a strength of the Da Vinci RISE team. These relationships are built via STAC meetings (Student-Teacher-Adult-Counselor/Case Manager), Student-Led Conferences, Family-Stakeholder Collaborative Meetings, and School Site Council/Parent Advisory Committee meetings. We ensure consistent communication with families (in both English and Spanish) in a variety of ways, including text notifications, robocalls, updates on our school blog, and individual phone calls and updates from Advisors & Case Managers. We also provide translators for all meetings and ensure that any school-wide communication is provided in both English and Spanish. We plan to continue to increase our partnerships with families and stakeholders in the 2024-2025 school year in the following ways:

• The implementation of workshops around a variety of topics that help families build skills to support their students and increase connections between families. We would also like to offer additional training and information to families on supporting independent study learning at home on non-campus days.

• Tracking the number of touch-points our staff has with families and stakeholders to ensure every single student’s larger support team is being consistently communicated with and that no one slips through the cracks.	As shared, RISE has many school based opportunities for families to build strong relationships with staff. One area of growth is to increase opportunities for fun and non-academic/business related culture building activities with families. This may include meet and greets, carnivals, school performances, etc.	The biggest area of focus would be to ensure that these positive culture building activities are accessible and meaningful to our underrepresented families. This could be supported by offering food and/or resources at our events, and/or providing transportation options. Also holding info sessions for support with accessing important resources such as food or housing.	Da Vinci RISE leveraged our English Language Learner Advisory committee as well as our School Site Council and Parent Advisory Committee to enhance the voices of our school community. These forums ensured that stakeholders had multiple opportunities to participate in the decision-making processes around LCAP and budget development.	RISE would like to focus on increasing our community involvement and participation in SSC/PAC and ELAC meetings. We often have attendance from a very small group of community members. In many cases not including more than 1-2 parents. We want to work on increasing our number of both stakeholders and students involved in our SSC/PAC and ELAC meetings.	RISE would like to have more intentional and frequent engagement opportunities with underrepresented families as our target audience. We’d like to leverage the expertise of our underrepresented families to provide them the opportunity to share their skills and knowledge with other families, and with our greater community. We will also plan to target additional council membership from within targeted underrepresented groups.	5	5	5	5	5	3	5	4	5	5	4	3	Met		2024-06-20	2024
19101990139170	Lashon Academy City	3	To foster ongoing involvement of parents and guardians at Lashon Academy City, we offer numerous opportunities for participation in volunteer activities, parent workshops, meetings, and school-wide events. These opportunities are announced through multiple channels: the school’s website, Facebook page, regular communications via our school-home communication platform, the annual school calendar, and postings in student classrooms and the school lobby. Our communication platform has proven effective in engaging parents, enabling them to receive all school communications and respond through written posts, questions, or direct emails to administration, teachers, or classroom parents. This platform allows us to interact with many more parents, overcoming language barriers, meeting attendance, and scheduling conflicts. Another strength highlighted by our educational partners is the accessibility of our staff. Partners feel part of a community where school staff are approachable, knowledgeable about their children, and provide a safe, welcoming environment for all.
	To enhance relationships between staff and families, effective communication is crucial. Lashon Academy City plans to focus on several areas to foster open dialogue, address concerns, and increase parental involvement in school activities. We aim to schedule school meetings at times more convenient for parents, provide more recorded meetings and workshops that parents can access at their convenience, and leverage technology to offer more seamless language translation options. Additionally, collaborating on events, volunteer opportunities, and parent education programs will further strengthen these relationships. Ultimately, creating a welcoming and inclusive atmosphere where both educators and families feel valued is essential for a successful partnership.
	To enhance the engagement of underrepresented families, Lashon Academy City will prioritize cultural competence and inclusivity. This includes emphasizing cultural sensitivity by understanding and respecting the diverse backgrounds of these families. We will continue to provide translation services and materials in the languages spoken by these families to bridge communication gaps. Additionally, we plan to increase the number of culturally relevant events and activities that resonate with the interests and traditions of underrepresented families. Lashon Academy City employs a community outreach coordinator from the local community who serves as a liaison between the school and underrepresented families. We will continue exploring opportunities to offer workshops and resources that empower parents with the skills and knowledge to support their children's education. Our ultimate goal is to encourage underrepresented families to take an active role in decision-making processes and school leadership roles. By implementing these strategies, Lashon Academy City aims to build trust and foster a sense of belonging, thereby improving the engagement of underrepresented families in their children's education.
	Lashon Academy City is dedicated to the philosophy that a robust partnership between parents and educators is essential for unlocking our students' full potential. Our key strengths and advancements in building these partnerships for student outcomes include maintaining open communication channels through regular newsletters, emails, and parent-teacher conferences. We prioritize active parental involvement by inviting parents to participate in a wide range of school events, committees, the PTO, and SSC/DELAC, thereby fostering a strong sense of community and collaboration. To address the unique needs of our students, we develop comprehensive Individualized Education Plans (IEPs) that ensure each child receives the personalized support necessary for their success. Additionally, we facilitate student-led conferences, where parents can witness their child's achievements and growth firsthand. These conferences not only highlight student progress but also foster a sense of responsibility and confidence in our students. During these conferences, parents and staff work together in a collaborative environment, setting and achieving common goals. Lashon Academy City is unwavering in its commitment to making education a joint endeavor between home and school, believing that true progress is best achieved through collective effort and partnership. Our dedication to fostering these strong connections ensures that our students thrive academically, socially, and emotionally.
	Lashon Academy City has identified several key focus areas for improvement to strengthen partnerships for student outcomes. First, we aim to enhance our feedback loop by developing more effective ways for parents and staff to share their thoughts, concerns, and ideas in a safe, convenient, and accessible manner. Increasing opportunities for all educational partners to celebrate achievements is another priority. While we currently recognize and celebrate student accomplishments, we strive to extend these celebrations to include our educational partners, fostering a community of success. Additionally, we are committed to promoting empathy and inclusivity. Recognizing that every family is unique, we aim to be sensitive to individual needs and cultural differences, offering tailored support and resources for families facing challenges that may impact their child's education. By emphasizing these focus areas, we believe we can enhance our ability to build stronger partnerships, ultimately leading to more positive student outcomes.	Lashon Academy City recognizes the critical importance of inclusivity and active participation of all families in the education of our students. Our commitment to building partnerships for student outcomes aligns with our mission to ensure the success of every child in our care. We acknowledge that some families, particularly those from underrepresented backgrounds, face unique barriers to engagement, such as language barriers, cultural differences, socioeconomic disparities, or past negative experiences with the education system. To address these challenges, our first step is to listen and learn from these families. We will provide information and communication in the multiple languages spoken by our school community, ensuring that language barriers do not hinder engagement. Additionally, we will continue to employ a dedicated community liaison who will bridge the gap between our school and underrepresented families, serving as a point of contact and support. We are committed to encouraging greater participation in our SSC and DELAC committees, which represent the diversity of our school population. This ensures that the voices of underrepresented families are heard and integrated into our decision-making processes. We firmly believe that when families are actively engaged, students thrive both academically and socially. By implementing these strategies, Lashon Academy City aims to create a more inclusive and supportive environment that empowers all families to participate actively in their children's education, ultimately leading to improved student outcomes.
	Lashon Academy City excels in seeking input for decision-making by employing concrete strategies that engage both staff and parents. Recognizing the invaluable perspectives and insights of these key stakeholders, we have implemented several effective methods to ensure their voices are heard. Regular staff meetings at both the department and whole-school levels provide a platform for educators to discuss and provide input on various aspects of school operations. Anonymous suggestion boxes placed throughout the school allow staff to submit ideas, concerns, or suggestions at any time, ensuring continuous feedback. Parent-teacher conferences are conducted at least twice a year, offering a structured opportunity for parents to discuss their child's progress and contribute to educational goals and strategies. Additionally, periodic parent focus groups invite parents to share their views on school policies, curriculum, and extracurricular activities, fostering a collaborative environment. We utilize online survey platforms to gather input from both staff and parents on a range of topics, such as school improvement initiatives, safety measures, and program evaluations. Furthermore, advisory committees composed of staff and parents meet regularly to discuss specific issues or strategic goals, ensuring a structured and ongoing dialogue. By actively seeking input through these strategies, Lashon Academy City ensures that decisions are well-informed, reflective of the needs and concerns of our community, and ultimately aimed at providing the best possible educational experience for our students.
	Following an analysis of educational partner input and local data, Lashon Academy City has identified key focus areas for enhancing our efforts in seeking input for decision-making. Our primary goal is to foster a more collaborative atmosphere by increasing the frequency of workshops that bring together staff and parents to jointly address important decisions. By facilitating these collaborative discussions, we ensure that a diverse range of perspectives is considered, leading to more informed and effective decision-making processes. Additionally, we aim to enhance representation from staff and parents in our leadership team, such as our PBIS team, to ensure direct involvement in shaping the school's vision and strategic planning. This approach reinforces our commitment to inclusivity and ensures that the voices of all stakeholders are heard and valued in the decision-making process. Lashon Academy City is dedicated to taking concrete actions based on the feedback received from our educational partners. We firmly believe that input from staff and parents directly contributes to positive changes within our school, ultimately enhancing the educational experience for all students.	Lashon Academy City strives to improve the engagement of underrepresented families in decision-making to cultivate a truly inclusive and equitable educational environment. To achieve this objective, we have devised a multifaceted approach aimed at enhancing their participation. Firstly, cultural competence training will be provided for school staff, fostering a deeper understanding and appreciation of the diverse backgrounds of underrepresented families. This initiative underscores the significance of cultural sensitivity and empathy in fostering meaningful interactions. Additionally, recruiting parent ambassadors from underrepresented backgrounds will serve as advocates and role models, encouraging greater involvement and support within the community. Flexible scheduling of meetings, conferences, and events will accommodate the diverse schedules of working parents, supplemented by virtual options for increased accessibility. Access to resources, including information on tutoring services, scholarships, and community support organizations, will be provided to alleviate potential barriers to engagement. Furthermore, consistent and transparent communication channels will be maintained to ensure that underrepresented families are kept informed of school activities and decisions. These concerted efforts aim to empower underrepresented families, fostering a sense of value and inclusion within the school community and ultimately enriching the educational experience for all.
	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-19	2024
19101990139345	We the People High	3																						Not Met			2024
19101990140681	Environmental Charter High - Gardena	3	Environmental Charter High School - Gardena focuses on positive school-student relationships from the outset. During our hiring process, we screen for and prioritize candidates that view students and their families as assets. We also seek candidates who are mission-aligned and driven by a desire to achieve social justice. Our classified staff goes through an annual customer service-focused training at the beginning of the year and there are also ongoing professional development opportunities to continue to refine our customer service to best meet the needs of our families. 

Once hired, all staff members undergo a rigorous onboarding process meant to orient and prepare them to work with the community. We understand that accurate and timely information is crucial for families to be effective stakeholders and we provide relevant information to our families through: 

- Annual orientation meetings 
- Enrollment meetings
- Family newsletters
- Student bulletins
- Parent Conferences 
- Back to School Night/Outdoor Education meetings
- College access and financial aid support meetings

We solicit information from our community of stakeholders through a variety of methods that include:

- Coffee with administration
- Digital feedback surveys
- Virtual Town Halls
- Black Parent Groups
- Confronting Anti-Blackness & Racism workshop
- Advisory feedback circles
- ELAC
- School Site Council
- Open door policy
- Access to administration via email, phone, and in person.

Our parent responses on the Healthy Kids Survey indicate very positive perceptions regarding the open and welcoming environment we foster. When we last surveyed parents in Spring 2024…

- 91% reported feeling welcomed to participate in the school
- 91% felt that we allow parent input and welcome their contributions
- 85% feel the school encourages them to be an active partner in their child’s education

ECHSG has also adopted TalkingPoints as a means for two-way communication with families. ECHSG has provided consistent translation services for students and their families during conferences, phone calls, and specialized meetings for IEPs. ECHSG has created space in the budget to sustain the TalkingPoints platform and continue to provide interpretation and translation services.	As ECHS Gardena prepares for its fourth year in operation, the administration team will work with teachers and office staff to refine practices, and collaborate with current and prospective families to identify other means of communication that are effective, timely, and accessible to all.	ECHSG will improve the engagement of underrepresented families by strengthening our advisory program, a Tier 1 support, to build strong connections with a trusted adult on campus and meaningful peer relationships. Additionally, we are working to improve the ability of our general education teachers and specialists to identify needs of and ensure appropriate supports or interventions for every student. We are also expanding our resources for Tier 3 support by adding a full time counselor who will focus on students and families with the highest needs. Finally, we will integrate the lessons we learned about communication in 23-24 to improve the engagement of underrepresented families.	Environmental Charter High School - Gardena prioritizes the building of partnerships with the explicit goal of improving student achievement. We believe that in order for student outcomes to be maximized we need to ensure the school provides the following:

- Relevant and engaging instruction
- Culturally relevant pedagogy and curriculum
- Well trained and supported teaching staff
- Accurate and timely information to empower family units as partners
- Opportunities for self-assessment and reflection

ECHSG believes that our areas of strength include a structured weekly advisory program that allows students to build positive relationships with each other, as well as their advisory teacher, who is a trusted adult on campus. Advisory also serves as an opportunity for students to engage in guided self-assessments and construct personal portfolios that will become a part of their senior project. Every 5 weeks, parents receive printed progress reports in addition to having access to the PowerSchool digital platform and the mobile app. We have held multiple PowerSchool training sessions for parents and will continue to do so. Our student usage on the app is remarkable.

ECHSG hosts initial orientation meetings for all new families in addition to annual re-orientation meetings on the first day of school. Every year, families receive a welcome back presentation where they learn about changes to our schedule, staff updates or new school programs. Finally, new families receive our Parent/Student Handbook. 

ECHSG has a 115-1 student to counselor ratio. This allows our counseling staff to have a powerful and holistic impact on social-emotional wellness, student outcomes and ensure that all learners are on track to graduate having completed their  A-G requirements. Counselors provide families with additional support through our extensive partnerships with external agencies, and assist  with the college application and financial aid processes. At ECHSG, we are focused on getting students into college and ensuring they are set up to graduate from a 2 or 4-year institution.	We are actively working to build the capacity of our parents to better support their students in the home and act as an education partner beyond just having access to the gradebook. As part of these efforts, we hired and trained a part-time parent liaison to create a system that bridges communication with parents and begins to foster strong parent to school relationships.	ECHSG will improve the engagement of underrepresented families by strengthening our advisory program, a Tier 1 support, to build strong connections with each other, identify academic and emotional needs, and ensure appropriate support or interventions for every learner. We are also expanding our resources for Tier 3 support by adding a full time counselor who can focus on students and families with the highest needs. Finally, we will integrate the lessons we learned about communication during school closure to improve the engagement of underrepresented families.	For the past 7 years, Environmental Charter Schools’ mission statement is to reimagine public education in low-income communities of color to prepare conscious, critical thinkers who are equipped to graduate from college and create a more equitable and sustainable world. We have a strong English Learner Advisory Committee and a strong School Site Council, and we regularly administer surveys to our students and their families which influence our decision making.	ECHSG is currently working to fortify and expand existing structures that are intended to represent and solicit both the general school population, as well as traditionally underrepresented families.	We will establish a site specific Equity and Diversity Committee (EDC) focused on increasing student achievement of our sub-groups. Additionally, we aim to begin a professional learning community that begins the initial implementation of confronting racism and anti-blackness, individual identity circles, etc. to support ECS’s mission.	4	4	3	5	4	3	4	4	4	3	3	3	Met		2024-06-20	2024
19101990140772	KIPP Poder Public	3																						Not Met			2024
19101990140798	Bridges Preparatory Academy	3	As an LEA, we understand the need for partner involvement and value them. Family engagement provides information to meet the needs of our students. Our school utilizes Coffee with the Principal, students/staff/parent surveys, Parent Workshops, Parent Square, and ELAC meetings to seek feedback about student needs and our academic programs. In addition, about 90% of parents attend teacher conferences, have high attendance levels at Coffee with the Principal, attend other school events, and have high numbers of parents volunteering at our school. This is partly due to our school regularly communicating with all partners, reinforcing the importance of partner involvement.
Prior to the beginning of the school year all teachers must attend two weeks of professional development in which session(s) are spent educating teachers of the importance of educational partner involvement. During these session(s) our Parent Liaison educates the staff regarding specific parent/guardian needs and preferred modes of communication to improve educational services for all students.
	To improve relationships between school staff and families, our LEA’s areas of improvement include increasing the attendance of our unduplicated (EL, foster youth, and low-income) students and families at school events, ensuring families have access to published school communication and/or devices at home and establishing regular drop-in hours with the school counselor for families to receive services.	Our school is committed to increasing the engagement of underrepresented families. We ensure that documents are translated into their native languages. The Family Liaison works to provide opportunities for families, staff, and administrators to come together to design, implement, and evaluate family engagement activities at all levels. Also, our school provides summer and ongoing professional development throughout the school year. Every Tuesday, students are released early so all staff can work on professional development. Our campus also has a Parent Center with daily coffee available for family and staff members to enjoy, and this is also the location where Parent Workshops occur.	Our LEA’s strength in Building Partnerships for Student Outcomes includes assisting our families in understanding academic expectations through several avenues: Cafecito con el Director, Back to School Night, Open House, Parent Conferences, and grade-level syllabi translated into languages represented by our student population. The LCAP process also provides parents/guardians with the opportunity to understand the expectations their children must meet. An additional strength of our LEA is the use of technology to communicate information and request feedback from the community that can then be used towards the LCAP.
This 2023-3024 school year we implemented the application of Parent Square. This tool improves the accessibility and interactivity of home-to-school communications. Parent Square allows schools to identify and connect with families that may not be receiving school messages. It allows in-app translations of school notices and allows parents to communicate with the classroom teachers via messages. 
Our school’s mission is to provide students an inclusive, rigorous, college-ready, and trauma-sensitive education that provides ALL students with the academic and social-emotional skill set to excel in high school and beyond. All staff members are MTSS trained and certified. Based on our annual Student Climate Survey, it is evident that our students are struggling with social and emotional issues. As a result, we have contracted with the Los Angeles Institute for Restorative Practices (LAIRP) and implemented PBIS to help our staff and school community with the skills and resources needed to provide students with the support they need.
	Our analysis of educational partner input and local data indicates the continued need to create a safe and welcoming campus for students and families. We will continue our outreach opportunities, such as surveys, parent-teacher meetings, parent workshops, and campus activities (Health Fair, Business Expo, etc.). These modes of collaboration and partnerships will contribute to students’ social and emotional well-being, create a sense of school connectedness, and build families’ capacity to engage and support students’ academic success.	The LEA will improve engagement in Building Partnerships for student outcomes by building trusting relationships with students and families and providing more opportunities for families and the school community to come together—opportunities such as Health Fairs, Clinics, Parent Workshops, and other events with incentives for attendance. Our school also has a two-way communication system with parents and community members. We utilize an interactive school website, Parent Square, Phone blasts, and translation services. On campus, we have a Parent Center that provides families and school staff with coffee and provides families with access to resources.
	Our LEA provides various opportunities in the decision-making processes. Also, they regularly seek and gather information from staff, students, and community members using surveys, Student Council Meetings, PAC meetings, ELAC meetings, PLC meetings, staff meetings, and Coffee with the Principal. We welcome input from all educational partners.	The LEA’s focus area(s) for improvement are evaluating what tools successfully engaged families and then discussing the steps the LEA can take to improve the design and implementation of engagement activities. Also, our LEA will create a vision for parent involvement at the school that will involve all stakeholders. This vision will include ways the school can continue getting input.	Our LEA will improve the engagement of underrepresented families identified during the self-reflection process regarding Seeking Input for Decision-Making by hosting family nights where parents and children interact in meaningful ways and giveaways to support low-income families. We would also like to host parent workshops that provide information and strategies to improve academic learning for students with disabilities and English learners. Our LEA will continue to utilize feedback from educational partners and families to inform how we can actively engage our underrepresented families.	5	5	4	5	4	5	5	5	4	5	4	4	Met		2024-06-17	2024
19101990140962	The SEED School of Los Angeles County	3	The SEED School of Los Angeles County has intentionally built and fostered relationships between school staff and families. The school has facilitated town hall meetings to deepen the partnership and gratitude, as well as dinners to celebrate the cultural strengths within our community. Parent University is also a cornerstone of our program that brings parents and staff to visit SEED-endorsed colleges and universities. Moreover, as a public boarding school, we find many opportunities to build a rich dialogue on enhancing our relationship as we scale to a 9-12 high school.	The SEED LA initiative focuses on enhancing the relationships between school staff and families by implementing strategies that foster effective communication, trust, and collaboration. Key areas for improvement include:

1. **Communication**: Ensuring that we are inclusive of all languages spoken at school.
2. **Trust-Building**: Allow parents to help craft policies and practices with the school.
3. **Cultural Competence**: Training staff to understand and respect diverse family backgrounds and needs to ensure inclusive and equitable interactions.
5. **Family Engagement**: Increasing opportunities for families to participate in school events, workshops, and activities to boost their involvement in the educational process.
	SEED LA aims to improve the engagement of underrepresented families, particularly those of English Language Learners (ELL), through several targeted strategies:

1. **Bilingual Communication**: Providing bilingual resources and translation services ensures that non-English-speaking families receive all communications in their preferred language.
2. **Cultural Sensitivity Training**: This program offers professional development for school staff to understand and respect the cultural backgrounds and unique needs of ELL families.
3. **Inclusive Family Events**: Organizing culturally relevant and inclusive events that encourage participation from diverse families and create a sense of belonging and community.
4. **Accessible Information**: Ensuring all school information, including events, programs, and resources, is easily accessible to ELL families through various formats and platforms.
	SEED LA has demonstrated significant strengths and progress in building partnerships that enhance student outcomes through its collaborations with various organizations. Key strengths and developments include:

1. **UnBoundED Standards Institute**: SEED LA leverages this partnership to provide professional development and resources that align with rigorous academic standards, enhancing instructional quality and student achievement.

2. **College Board**: Through this collaboration, SEED LA offers students access to Advanced Placement (AP) courses and college readiness programs, supporting higher education aspirations and academic excellence.

3. **NAF Academies**: SEED LA's involvement with NAF Academies offers students career-themed academies that integrate industry-specific curricula, work-based learning experiences, and professional skills development.

4. **LA Metro and Aviation Mentoring**: These partnerships provide students with unique mentorship opportunities and exposure to careers in transportation and aviation, broadening their career horizons and practical learning experiences.

5. **YMCA Youth In Government**: This program encourages civic engagement and leadership skills among students, empowering them to participate in government simulations and develop a deeper understanding of democratic processes.

6. **Tumaini DC**: Collaboration with Tumaini DC supports students' social-emotional learning and well-being, offering programs that address mental health and personal development.

7. **Harvard Model Congress**: Participation in this program allows SEED LA students to engage in simulated congressional activities, enhancing their understanding of government, policy-making, and public speaking skills.

Overall, SEED LA's strategic partnerships contribute to a well-rounded educational experience, providing students with academic, career, and personal development opportunities that prepare them for future success.
	SEED LA's focus areas for improvement in building partnerships for student outcomes include:

1. **Dual Enrollment**: Expanding dual enrollment opportunities to allow more students to earn college credits while still in high school, thus accelerating their educational progress and reducing the time and cost required to complete a college degree.

2. **Internships**: Developing and strengthening partnerships with businesses and organizations to offer a wider range of internship opportunities, providing students with hands-on, practical experience in their fields of interest.

3. **Summer College Programs**: Increasing participation in summer college programs like Upward Bound, which offer academic enrichment, college preparation, and exposure to college life, particularly for first-generation and low-income students.

By focusing on these areas, SEED LA aims to enhance students' academic and career readiness by providing valuable experiences and opportunities that support their long-term success.
	SEED LA plans to improve the engagement of underrepresented families, particularly those of English Language Learners (ELL), in building partnerships for student outcomes and reclassification through several key strategies:   
 **Family Workshops**: Conducting workshops and informational sessions specifically designed for ELL families to educate them about dual enrollment, internships, and summer college programs, as well as the reclassification process.
 **Parent Liaison Support**: Employing bilingual parent liaisons who can bridge the communication gap, provide personalized assistance, and help families navigate the educational system and partnership opportunities.
 **Collaborative Meetings**: Hosting regular meetings with ELL families to discuss their needs, gather feedback, and involve them in decision-making processes related to partnerships and student outcomes.
**Resource Accessibility**: Providing easily accessible resources and materials, both online and offline, to help ELL families understand and engage with partnership opportunities and the reclassification process.
	SEED LA has demonstrated several strengths and progress in seeking input for decision-making from families, including:

1. **Townhall Meetings**: Regularly hosting town hall meetings provides a platform for families to voice their opinions, ask questions, and engage in open dialogue with school leaders.
   
2. **Parent Advisory Committee (PAC)**: Involving families in the Parent Advisory Committee, where they can actively participate in discussions, provide feedback, and contribute to school policies and initiatives.

3. **Parent Teacher Organization (PTO)**: Supporting an active Parent Teacher Organization that fosters collaboration between parents and teachers, enhancing community involvement and shared decision-making.

4. **Surveys**: Conducting surveys to gather broad and diverse input from families on various topics, ensuring that the school's decisions reflect the community's needs and preferences.

5. **Direct Meetings**: Provide opportunities for direct meetings between families and school staff, facilitate personalized communication, and ensure that individual concerns and suggestions are addressed.

These efforts reflect SEED LA's commitment to inclusive and participatory decision-making, strengthening the partnership between families and the school for better student outcomes.
	SEED LA's focus areas for improvement in seeking input for decision-making include:

1. **Accessible Board Meetings**: Scheduling board meetings at times that are more convenient for families, such as evenings or weekends, and holding them at locations within the community to increase accessibility and participation.

2. **Enhanced Communication Channels**: Developing additional communication channels, such as virtual meetings or live-streamed sessions, to allow more families to participate and provide input, regardless of their location or schedule constraints.

3. **Proactive Outreach**: Increasing proactive outreach efforts to engage a broader range of families, especially those who may not have participated in the past, ensuring that all voices are heard and considered in the decision-making process.

4. **Diverse Feedback Mechanisms**: Implementing various feedback mechanisms, such as focus groups, suggestion boxes, and digital platforms, to gather more comprehensive and diverse input from the school community.

5. **Follow-Up and Transparency**: Ensuring transparency by providing clear follow-up communications on how family input is used in decision-making processes, demonstrating that their contributions are valued and impactful.

By focusing on these areas, SEED LA aims to enhance family engagement in decision-making and foster a more inclusive and collaborative school environment.
	SEED LA will improve the engagement of underrepresented families, particularly those of English Language Learners (ELL), in seeking input for decision-making through several targeted strategies:

1. **Bilingual Resources and Meetings**: Providing translation services and bilingual resources at meetings, including board meetings, town halls, and Parent Advisory Committee (PAC) sessions, to ensure ELL families can fully participate and understand the discussions.

2. **Convenient Meeting Times and Locations**: To increase accessibility and attendance, meetings should be scheduled at times and places that are convenient for ELL families, such as evenings or weekends and community-based locations.

3. **Targeted Outreach**: Conduct targeted outreach to ELL families through culturally relevant communication channels and trusted community members, encouraging their involvement and ensuring they are aware of opportunities to provide input.

4. **Dedicated ELL Liaisons**: Employing dedicated ELL liaisons who can facilitate communication, assist with navigating school processes, and personally invite and support ELL families in decision-making activities.

5. **Multifaceted Feedback Collection**: This involves utilizing various feedback collection methods, such as surveys, focus groups, and suggestion boxes, that are available in multiple languages and formats, making it easier for ELL families to share their perspectives.

By implementing these strategies, SEED LA aims to foster greater involvement of ELL families in decision-making processes, ensuring their voices are heard and considered in shaping the school's policies and practices.
	4	4	3	4	3	3	3	4	3	3	3	3	Met		2024-06-27	2024
19101996116883	Odyssey Charter	3	Relationship building is a core belief of how we work, how we treat each other and what our school
values in life and through education. Essential to building trusting and respectful relationships with
families that create welcoming environments is our looping philosophy. Looping practices support
our educational environment where a single group of students stays with a teacher for two (or more)
years or grade levels. This multi-year relationships between teacher and student create a familiarity
with the social-emotional health of a student and provides for deeper understanding of the whole
child to guide instructional decisions. Odyssey’s looping classroom environments are a critical
component to the success of our unique and innovative school design. It is key to the success of our
School-Family Partnership as it encourages and develops a stronger sense of community and family
among parents, students, and teachers.

The results of our Spring 2024 CalSCHLS Parent Satisfaction Survey, 229 parents/guardians responded to strongly agree demonstrating the following areas are some of our  greatest strengths:
60% of parents indicated teachers are responsive to child’s social emotional needs
42% of parents indicated the school provides parents with advice and resources to support my child’s social and emotional needs
 46% of parents indicated the school encourages them to be an active partner with the school in educating their child 
50% of parents indicated feeling welcomed by staff at the school campus
53% of parents indicated the school promotes academic success for all students
58% of parents indicated that this school is a supportive and inviting place for students learn
61% of parents indicated that the school is a safe place for their child 

This demonstrates our continued commitment to relationships with families and students in the continued education and development of our students.
	Through the analysis of educational input and our local data, our main focus area is our social - emotional learning and support for our students as we continue to recover from the impacts of the COVID-19 pandemic.   In the 2023- 2024 school year, we focused on building our community events, creating classrooms to foster building student relationships and increased parent teacher conferences by having a fall and spring conference.  

Improving relationships between school staff and families is crucial for fostering a supportive and inclusive educational environment. We have identified two key focus areas for enhancing these relationships 1) effective communication and 2) creating a welcoming atmosphere. To ensure we achieve this area of improvement we will continue to improve clear communication channels, such as newsletters, emails, and social media platforms, to provide information and updates to families. It's important to ensure that communication is accessible and considers diverse preferences.

Another important focus area is parent involvement and support. We will encourage and facilitate parent engagement through volunteering opportunities, participation in school committees, and workshops. Involving parents in decision-making processes and seeking their input on school policies and programs strengthens the relationship between staff and families. Providing family support services, such as counseling and access to social services, acknowledges the challenges families may face and demonstrates a holistic approach to supporting their needs. We will be adding a Family and Community Engagement Specialist to support our families engagement and ensure we are supporting the families of our unduplicated students.  In addition, we are adding parent educational workshops each semester to enhance collaboration, and create a more inclusive and supportive educational environment.	Through the analysis of educational input, our local data, and our CalSCHLS 2024 survey, we will improve the engagement of our underrepresented families with the following strategies: 

42% of respondents indicated agreement with opportunities for meaningful student participation.  To address this, we will increase parent participation in parent square usage for effective communication and are implementing panorama to leverage as another communication tool.
28% of respondents strongly agree that the school actively seeks the input of parents before making important decisions. To address this, the schools Principal and Assistant Principal will  initiate monthly parent drop-in sessions without a formal agenda to spend time listening to parents and guardians about their experiences
Overall, the consistency in communication from Administration and from Teachers is an area for improvement that will be addressed by having clearer expectations devised and shared among staff and parents	A hallmark of our school community is our School Family Partnership to ensure we have developed processes and procedures for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Analysis from our educational partner input and local data identify for the following strengths for Building Partnerships for Student Outcomes:
Verified assessments such as i-Ready, CAASPP, as well as authentic teacher assessments are used throughout the year to monitor student progress. This information is communicated with families during parent/teacher conferences and provides families with information and resources to support student learning and development in the home.
Multiple forms of communication ensure students and families are supported, have access to resources and a  clear policies and procedures in our Parent Student Handbook.  Strategies to support communications are:  daily home to school folders, weekly teacher/classroom newsletters; weekly self-reflections, parent education nights, town hall meetings, and parent representation on our Governing Board. 
Student Support Progress Team (SSPT) processes ensure that families understand and are aware of how to exercise their legal rights and advocate for their own students 
	Odyssey Charter Schools values the opportunities and process for building partnerships to improve student outcomes.  We believe that Improving partnerships for student outcomes involves establishing a shared vision and goals with schools and community stakeholders. Open communication channels and regular engagement provide opportunities for parents to actively participate and provide feedback. Involving parents in decision-making processes, school committees, and volunteer opportunities empowers them as partners in their child's education. Access to coordinated support services, such as mental health resources and tutoring programs, ensures that parents have the necessary tools to support their child's academic and personal growth. Collaborative professional development opportunities enhance parents' knowledge and skills, allowing them to better navigate the educational system and support their child's learning needs. Sharing relevant data and celebrating successes recognize parents' contributions and keep them informed about their child's progress. By prioritizing these areas, schools can foster strong partnerships with parents, leading to improved student outcomes and a sense of shared responsibility for their child's success.
To further address this area, Odyssey’s Principal and Assistant Principal are implementing a Family Friday approach to invite parents and families onto campus for morning student drop off. This will be a small but meaningful way parents can build connections with other parents/families, and their child’s teacher. Furthermore, a second Parent-Teacher conference will be held in the Spring semester to provide parents focused time to discuss their child’s progress during the year. 
	Based on the analysis of our growing organizational needs and the results from our 2024 CalSCHLS survey, we have identified the need to restructure our school organization to include a Family and Community Engagement Specialist. This role is essential to ensuring support and engagement for our underrepresented families. The Family and Community Engagement Specialist will work directly with the Director of Education to address the unique challenges faced by these families. Their primary goal will be to foster a partnership among schools, parents, and the community to improve student academic achievement. Additionally, they will focus on building families’ capacity to become actively involved in their child’s education both at school and at home, encouraging them to be full partners in their child’s academic journey.
In addition, to engage underrepresented families in building partnerships for student outcomes, the Principal, Teachers, and Support Staff will deliberately focus on cultivating and nurturing relationships with families to ensure they are aware of the many programs, services, and resources available to families. Specific strategies to engage underrepresented families include:
Inform families that all school-based communication are accessible in various languages
Support teachers in identifying ways of inviting underrepresented families into the classroom and share their family histories and lived experiences.
Supporting staff to learn about each family’s strengths, cultures, and languages as we work to create classroom environments that celebrate the great diversity within our own community.
Deliberate individual outreach with families that do not have access to email or electronic communication.
	The strength of Odyssey Charter School’s Governing Board is a key component to our stability, success and reputation as a high quality public choice school. Our Governing Board is composed of diverse community members and parents with a variety of skills and expertise needed to ensure compliance with its role of oversight and fiduciary responsibilities per school policies, local state and federal regulations. Its role to oversee the vision, mission, unique school design, related school performance, and overall school operations has led to the successful fulfillment and implementation of the organization’s goals, mission, and vision. 
Based on the results of our 2024 CalSCHLS survey, over 50% of parents indicated strongly agree, 44% agree and 4% disagree at feeling welcomed at the school
Based on the results of our 2024 CalSCHLS survey, over 56% of staff strongly agree that Odyssey is a supportive and inviting place to work.
We are in our 2nd year of implementing the Parent Square platform to ensure we provide staff, administrators, and teachers with a common approach to communication.
Increased administrative support in our organization structure has increased the capacity of  principal and staff to improve engagement with families in decision making. 
We continue to demonstrate progress in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by parent representatives on the Governing Board and OPPG. Families and our faculty work together to ensure all parents have access to participate meaningfully in our community through the parent newsletter, email lists, town hall meetings, take home flyers and surveys. Opportunities for participation in the decision-making process include but are not limited to: Governing Board Parent Representative, Parent Liaison to a standing committee, Parent representation on the School Site Council, Parent member of an ad hoc committee, and end of year Surveys to obtain family feedback. 
Our organizational structure ensures we continue to make progress in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.  This is achieved through our dedicated board members who work to create and lead a democratic learning community engaging all stakeholders.  This composition balance creates an effective leadership structure grounded in transparency and provides communication avenues for all stakeholders to have access in shaping the climate and culture of our school community. 
	When seeking input for decision making, it is crucial to engage a diverse range of stakeholders, including students, parents, teachers, administrators, support staff, and community members. This can be achieved through surveys, feedback sessions, focus groups, public forums, partnerships with organizations, online platforms, and staff input. By considering input from these various sources, decision makers can incorporate a wide range of perspectives and expertise, leading to more informed and inclusive decision-making outcomes.

In 2022-2023, a new streamline communication platform, Parent Square, was adopted and launched across the school to provide staff, administrators, and teachers with a common approach to communication. We look forward to continuing to leverage this platform by standardizing the timing and content of many communications via Parent Square.  
	To further engage underrepresented families in Seeking Input for Decision Making, the Principal, Teachers, and Support Staff will deliberately focus on cultivating and nurturing relationships with families to ensure they are aware of the many programs, services, and resources available to families. Specific items that we will do to engage underrepresented families include:
Inform families of the capacity of Parent Square to translate communications into multiple languages to increase accessibility
Make deliberate attempts to invite underrepresented families into the classroom and share their family histories and lived experiences.
Supporting staff to learn about each family’s strengths, cultures, and languages as we work to create classroom environments that celebrate the great diversity within our own community.
Deliberate individual outreach with families that do not have access to email or electronic communication.
	5	4	3	4	4	4	3	4	4	3	3	4	Met		2024-06-18	2024
19101996119945	Magnolia Science Academy	3	MSA-1 builds trusting and respectful relationships with parents through activities/events, including Student/Parent Orientation, Back to School Night, festivals, and parent/teacher conferences to promote parental participation in programs. We use ParentSquare to communicate with students and parents, which has supported our improved communication with all educational partners. Staff greet students and parents in the mornings during student drop-off and have an open-door policy welcoming all parents. Also, our team connects with families through in-person and virtual home visits. Home visits help us learn about students’ outside interests, families, and home routines, and then use that information to connect in meaningful, individualized ways that can have considerable rewards in helping to create happier, healthier, and engaged students. The school uses home visits as an essential feature of its education program to improve student and school performance.	The LEA's focus areas for improvement in building relationships between school staff and families are having more parent involvement on the campus, more social events (i.e., cultural), and more workshops for the families after school and on Saturdays.	The LEA will improve the engagement of underrepresented families to build relationships between staff and families by providing more opportunities for both groups to connect.  These opportunites will include in-person and virtual home visits and having events for families during the instructional day, after school, and on Saturdays.	MSA-1  provides resources to support student learning at home through multiple workshops such as parent college and feedback given to parents during parent conferences. We have also helped equip parents with the knowledge and tools to advocate for their students and school. 

MSA-1’s communication system, ParentSquare, keeps parents and staff in constant communication through multiple mediums, such as texts, private messages, and voicemails. ParentSquare has also broken language barriers between staff and families through automatic translation.	MSA-1's focus areas for improvement in building partnerships for student outcomes is to continue to build a bridge between the educational partner and school-site to collaboratively support the student's growth through multiple modalities (i.e., trainings, meetings, conferences).	MSA-1 will improve engagement of underrepresented families in relation to building partnerships for student outcomes by providing more opportunities for these families to engage with the school-site.  These opportunities will include workshops and meetings and home visits and parent classes.	MSA-1 holds periodic meetings to gather input from our families. These meetings include PTF meetings, Coffee with Admin, PAC meetings, and ELAC meetings. During these meetings, parents can review the school's LCAP and SARC reports and provide input for our administration team. The school also conducts an educational partner survey (families, students, staff) with specific questions on the sense of safety and school connectedness, school culture and climate, and other areas of school improvement.	MSA-1's focus area(s) for improvement in Seeking Input for Decision-Making is to get more educational partner involvement in the mentioned meetings and provide more opportunities for them to be involved.	MSA-1's will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by providing more opportunities for these families to engage with the school-site.	3	4	4	4	3	4	5	4	4	4	4	4	Met		2024-06-17	2024
19642120000000	ABC Unified	3	Parents/guardians are provided the opportunity to deepen their understanding and contribute to discussions regarding student safety and student learning experiences at both the site and district levels. School’s designated representatives for the District English Learner Advisory Committee (DELAC), English Learner LCAP Parent Advisory Committee (EL LCAP PAC), LCAP Parent Advisory Committee (LCAP PAC), Title I Parent Advisory Committee (PAC), Migrant Education, and Community Advisory Council (CAC) were invited to virtual and in-person meetings in which feedback was provided on the use of state/federal funds to strengthen the instructional program. Their collective feedback was reflected in State required Plans (Extended Learning Opportunity Grant, Local Control Accountability Plan) and accompanying expenditure reports as they related to their recommendations. District and school site meeting structures were used to provide parents/guardians information on their legal rights and on how to advocate for their children: Parent Council (PC) and Parent Advisory/Cafe for children in Head Start/State Preschool; Community Advisory Council for students with special needs; DELAC for students who are designated as English learners (EL); LCAP PAC and EL LCAP PAC; Title I PAC, Parent Teacher Association (PTA), School Site Council, Individualized Education Plan meetings (IEP), and Migrant Education Parent Committees. Report card conferences, parent conferences, Back to School Nights, and Open House are venues to discuss student progress with their families. Schools and districts utilized several outreach methods to include family input, including in-person meetings, virtual Zoom meetings, phone call surveys, and online, e-mailed surveys. The District will continue to explore these options to expand on parent and family outreach efforts.	After a three-year hiatus due to Covid-19, the districtwide Parent Leadership Conference returned with some significant changes. This one-day workshop-style event was held at Artesia High School, to increase accessibility for underrepresented families. The keynote speaker spoke to the support of parents in the school system with an emphasis on communication and two-way decision-making to engage underrepresented families. The workshops focused on the three ABC Unified focus areas: safety, social-emotional, and academic support. The District will continue to offer this workshop and a series of follow-up workshops earlier in the school year to coincide with offering resources and support to students at the start of the school year.	"The addition of new counseling staff, including 11 English learner counselors and one intervention and underrepresented groups counselor at the District level, provides a way to improve family outreach to underrepresented families. Families were provided with online links for surveys as well as phone survey calls were made. Counseling staff held parent workshops and one-on-one counseling sessions and sent out quarterly newsletters in multiple languages to keep families informed of upcoming events and forums. Furthermore, the District Equity Officer coordinated two parent groups in the 2022-2023 school year to increase the involvement of underrepresented groups: Black Family Circle and Hispanic Latino Family Circle. These community groups included high school site representatives, students, and families engaged in learning and discussions on topics such as; ""The ABCs of Parent Involvement"", ""Demystifying Myths: College Entrance"", and ""Social-Emotional Learning: Education and the Environment."" These workshops will continue to be offered in the 2024-2025 school year to increase attendance with a variety of in-person and virtual options."	ABC Unified provides a variety of opportunities for families to meet with teachers to discuss student progress. In October, elementary parent conferences are held to provide one on one support for families regarding their student's progress. In middle and high school, student-led conferences and report card nights offer a way for parents and students to connect with teachers regarding student progress in either January or February. In addition, schools host parent orientation events to discuss programs that would support their student's academic and social-emotional well-being. Back to School Nights also provide families with information on school and classroom policies that support instruction and student academic progress. Each parent is also provided an ABC student handbook that outlines the policies, legal rights, and procedures to ensure families have a way to advocate for their students.	In addition to the return of the Annual Parent Leadership Conference, the District will work on bringing back the annual district College and Career Fair for families and students. This event will be held in conjunction with the Parent Leadership Conference in October of 2024, allowing for families to gain a wealth of resources and information in time for college applications.	"Through the District's ""Leadership Enrichment Academy"", ongoing professional learning support will be provided to administrators to ensure increased engagement with underrepresented families. Administrators and district department leaders participate in an Annual Summer Leadership Institute, with one of the focus areas on communicating with families. In addition, community liaisons are accessible to school sites to help support the translation of materials, enhance two-way communication for parent conferences, and support outreach to the community. Schools identified as Title I will utilize community liaisons to reduce chronic absenteeism, increase school connectedness and help with resources for community outreach."	The District and schools maintain all state and federal required committees (e.g., PC, DELAC, LCAP PAC, etc.) that provide parents/guardians an opportunity to provide input on policies and programs affecting underrepresented student groups. In addition, the Board-appointed committees, which include parents/guardians and community members, provide oversight to district and school programs and recommend revised and new Board Policies and Administrative Regulations. Annually, PTA and Adult School work together to plan and implement the Parent Leadership Conference, which consists of workshop topics requested by parents/guardians. As part of the LCAP educator engagement process, student voice forums are conducted at elementary, middle, and high schools. The input provided at these forums is then shared with principals and district administrators as part of the input process for districts' actions and services. In addition, the Migrant Education Center has expanded the number of program offerings to families, with increased parent participation in parent workshops and community-based events.	To improve the engagement of underrepresented families, the District and schools should continue offering training (e.g., Parent Institutes, Parents Take the LEAD) focused on building capacity in parents/guardians to engage in advisory groups and decision-making. This training needs to support parents interests and be held in areas accessible to families with limited transportation. Professional learning on how schools can effectively work with the school site council, and parent advisory groups. Parent phone calls and staff presence at community-based events have improved outreach efforts and will be expanded to support various underrepresented families in ABC Unified.	The District plans to utilize a community-based approach to support underrepresented families. The District's Language Assessment Center, which supports English learner families, is expanding to include a parent education and enrollment center. In order to support underrepresented families, the District Language Assessment Center was relocated to Willow Elementary, at a central location in the District and closer to families in need. The goal of creating a parent education center is to support families in navigating the public educational system, understanding the various means for communication with schools, and the available structures to support families. Ongoing partnership efforts with community-based programs, such as the Fedde Community Center, bring the community into school locations to receive support services, including employment resources, food and clothing donations, and access to mental health support. Seeking parent input at these locations will help increase outreach to underrepresented families in the District.	5	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
19642460000000	Antelope Valley Union High	3	Based on the analysis of educational partner input and local data, Antelope Valley Union High School District (AVUHSD) has demonstrated strong strengths and progress in building relationships between school staff and families. Key strengths include regular communication channels such as newsletters, parent-teacher conferences, and online portals that keep families informed and engaged. AVUHSD also hosts various family-oriented events, workshops, and meetings to foster a collaborative and supportive community. Additionally, parent advisory committees provide valuable feedback and play an active role in decision-making processes. These efforts have led to increased parental involvement, stronger partnerships, and a supportive environment that enhances student success and well-being.	Based on the analysis of educational partner input and local data, AVUHSD has identified a focus area for improvement in building relationships between school staff and families. This includes enhancing communication and engagement strategies to reach families from diverse backgrounds and ensure their voices are heard and valued in decision-making processes. The LEA aims to strengthen partnerships with underrepresented families, such as non-English speaking families, families of students with disabilities, and families from underserved communities, by implementing culturally responsive practices and providing additional support and resources. Additionally, AVUHSD seeks to create more opportunities for meaningful collaboration and dialogue between school staff and families to build trust, address concerns, and work together to support student success and well-being.	Based on the analysis of educational partner input and local data, AVUHSD will improve engagement of underrepresented families in building relationships between school staff and families by implementing targeted strategies. These include creating culturally responsive communication materials and outreach methods to ensure inclusivity and accessibility for all families. AVUHSD will also offer additional support and resources, such as translation services, interpreters, and culturally relevant workshops, to address the specific needs of underrepresented families. Additionally, AVUHSD will collaborate with community organizations and leaders to build trust, establish meaningful connections, and provide opportunities for meaningful participation in decision-making processes. These initiatives aim to empower underrepresented families, amplify their voices, and foster strong partnerships between school staff and families for the benefit of student success and well-being.	Based on the analysis of educational partner input and local data, AVUHSD has demonstrated several strengths and progress in building partnerships for student outcomes. These include strong collaborations with community organizations, businesses, and higher education institutions to provide students with diverse learning opportunities, internships, and career pathways. AVUHSD also fosters professional development partnerships to enhance teacher effectiveness and student learning outcomes. Additionally, partnerships with parents and families are prioritized, leading to increased parental involvement and support for student success. These efforts collectively contribute to a comprehensive approach to student outcomes and enrich the educational experience for all students.	Based on the analysis of educational partner input and local data, AVUHSD has identified a focus area for improvement in building partnerships for student outcomes. This includes enhancing collaboration with community organizations, businesses, and higher education institutions to expand access to internships, mentorship programs, and career exploration opportunities for students. Additionally, AVUHSD aims to strengthen partnerships with parents and families by increasing outreach efforts, improving communication channels, and providing more resources and support to foster meaningful engagement in students' education and academic success. These improvements will further enrich the educational experience and promote positive student outcomes.	Based on the analysis of educational partner input and local data, AVUHSD will improve engagement with underrepresented families in building partnerships for student outcomes by implementing targeted strategies. These include creating culturally responsive outreach materials and communication channels to ensure inclusivity and accessibility for all families. AVUHSD will also conduct outreach events specifically tailored to underrepresented communities and collaborate with community organizations and leaders to build trust and establish meaningful connections. Additionally, AVUHSD will seek feedback from underrepresented families through surveys, focus groups, and advisory committees to gather their perspectives and insights on partnership initiatives. These initiatives aim to empower underrepresented families, amplify their voices, and ensure their input is valued and incorporated into partnership efforts, leading to more equitable outcomes and better support for student success.	Based on the analysis of educational partner input and local data, AVUHSD has demonstrated strong strengths and progress in seeking input for decision-making. Key strengths include regular communication channels such as surveys, focus groups, and advisory committees that gather input from various educational partners, including parents, teachers, students, and community members. AVUHSD also values feedback from these educational partners and incorporates their perspectives into decision-making processes. Additionally, the district fosters a culture of collaboration and transparency, allowing for meaningful dialogue and informed decision-making that aligns with the needs and priorities of all educational partners. These efforts contribute to effective decision-making and a supportive environment for student success.	Based on the analysis of educational partner input and local data, AVUHSD has identified a focus area for improvement in seeking input for decision-making. This includes enhancing the diversity and representation of voices in decision-making processes by actively engaging underrepresented educational partners, such as parents from diverse backgrounds, students with disabilities, and community members from underserved areas. AVUHSD aims to implement more inclusive and accessible feedback mechanisms, such as multilingual surveys, community forums, and virtual platforms, to ensure equitable participation and representation. Additionally, the district seeks to strengthen partnerships with organizations that represent underrepresented communities to amplify their voices and perspectives in decision-making processes, leading to more informed and equitable outcomes for all educational partners.	Based on the analysis of educational partner input and local data, the Antelope Valley Union High School District (AVUHSD) will improve engagement with underrepresented families in seeking input for decision-making by implementing targeted strategies. These include creating culturally responsive communication materials and outreach methods to ensure inclusivity and accessibility for all families. AVUHSD will also offer additional support and resources, such as translation services, interpreters, and culturally relevant workshops, to address the specific needs of underrepresented families. Additionally, the district will collaborate with community organizations and leaders to build trust, establish meaningful connections, and provide opportunities for meaningful participation in decision-making processes. These initiatives aim to empower underrepresented families, amplify their voices, and ensure their input is valued and incorporated into decision-making efforts, leading to more equitable outcomes and better support for student success.	4	4	3	4	3	3	3	3	4	3	4	3	Met		2024-06-11	2024
19642460126003	Academies of the Antelope Valley	3	Based on the analysis of educational partner input and local data, the Academies of the Antelope Valley (AAV) has demonstrated significant strengths and progress in building relationships between school staff and families. Key strengths include regular communication channels such as newsletters, parent-teacher conferences, and online portals that keep families informed and engaged. The district also hosts various family-oriented events, workshops, and meetings to foster a collaborative and supportive community. Additionally, parent advisory committees provide valuable feedback and play an active role in decision-making processes. These efforts have led to increased parental involvement, stronger partnerships, and a supportive environment that enhances student success and well-being.	The LEA has achieved notable success in building strong relationships with families across multiple areas, particularly through the establishment of our District English Learners Advisory Committee (DELAC) and Site-based English Learners Advisory Committees (ELAC). These initiatives have proven to be effective platforms for engaging families and promoting meaningful collaboration, ensuring the overall success and well-being of English learner students.	Based on the analysis of educational partner input and local data, AAV will improve engagement with underrepresented families by implementing targeted outreach strategies. These include providing translation services and bilingual communication materials, offering professional development for staff on cultural awareness and sensitivity, and scheduling meetings and events at various times to accommodate different work schedules. Additionally, the LEA will create more accessible channels for these families to provide feedback and express their needs and concerns. These initiatives aim to foster stronger relationships and ensure all families feel valued and included in the educational process.	Based on the analysis of educational partner input and local data, the Academies of the Antelope Valley (AAV) has demonstrated significant strengths and progress in building partnerships for student outcomes. Key strengths include strong collaborations with community organizations, businesses, and higher education institutions to provide students with diverse learning opportunities, internships, and career pathways. The LEA also fosters professional development partnerships to enhance teacher effectiveness and student learning outcomes. Additionally, partnerships with parents and families are prioritized, leading to increased parental involvement and support for student success. These efforts collectively contribute to a comprehensive approach to student outcomes and enrich the educational experience for all students.	Based on the analysis of educational partner input and local data, AAV has identified a focus area for improvement in building partnerships for student outcomes. This includes enhancing collaboration with community organizations, businesses, and higher education institutions to expand access to internships, mentorship programs, and career exploration opportunities for students. Additionally, AAV aims to strengthen partnerships with parents and families by increasing outreach efforts, improving communication channels, and providing more resources and support to foster meaningful engagement in students' education and academic success. These improvements will further enrich the educational experience and promote positive student outcomes.	Based on the analysis of educational partner input and local data, AAV will improve engagement with underrepresented families in building partnerships for student outcomes by implementing targeted strategies. These include creating culturally responsive outreach materials and communication channels to ensure inclusivity and accessibility for all families. AAV will also conduct outreach events specifically tailored to underrepresented communities and collaborate with community organizations and leaders to build trust and establish meaningful connections. Additionally, AAV will seek feedback from underrepresented families to inform partnership initiatives and ensure their voices are heard and valued in the decision-making process, leading to more impactful partnerships and improved student outcomes.	Based on the analysis of educational partner input and local data, AAV has demonstrated strong strengths and progress in seeking input for decision-making. Key strengths include regular communication channels such as surveys, focus groups, and advisory committees that gather input from various stakeholders, including parents, teachers, students, and community members. AAV also values feedback from educational partners and incorporates their perspectives into decision-making processes. Additionally, AAV fosters a culture of collaboration and transparency, allowing for meaningful dialogue and informed decision-making that aligns with the needs and priorities of all educational partners. These efforts contribute to effective decision-making and a supportive environment for student success.	Based on the analysis of educational partner input and local data, AAV has identified a focus area for improvement in seeking input for decision-making. This includes enhancing the diversity and representation of voices in decision-making processes by actively engaging underrepresented educational partners, such as parents from diverse backgrounds, students with disabilities, and community members from underserved areas. AAV aims to implement more inclusive and accessible feedback mechanisms, such as multilingual surveys, community forums, and virtual platforms, to ensure equitable participation and representation. Additionally, AAV seeks to strengthen partnerships with advocacy groups and organizations that represent underrepresented communities to amplify their voices and perspectives in decision-making processes, leading to more informed and equitable outcomes for all educational partners.	Based on the analysis of educational partner input and local data, AAV will improve engagement with underrepresented families in seeking input for decision-making by implementing targeted strategies. These include creating culturally responsive outreach materials and communication channels to ensure inclusivity and accessibility for all families. AAV will also conduct outreach events specifically tailored to underrepresented communities and collaborate with community organizations and leaders to build trust and establish meaningful connections. Additionally, AAV will seek feedback from underrepresented families through surveys, focus groups, and advisory committees to gather their perspectives and insights on decision-making processes. These initiatives aim to empower underrepresented families, amplify their voices, and ensure their input is valued and incorporated into decision-making, leading to more equitable outcomes and better support for student success.	4	4	3	4	3	3	3	3	4	3	4	3	Met		2024-06-11	2024
19642461996537	Desert Sands Charter	3	"Desert Sands prioritizes establishing, maintaining and growing connections with their educational partners.  Throughout the year, Desert Sands conducts Parent Advisory Committee, English Learner Advisory Committee, and Back to School Night and Parent Teacher Conferences.  Desert Sands is also active on sharing school updates on Instagram.  The Desert Sands staff utilizes their Data=Design system, L4L Connect and/or RingCentral to communicate weekly updates and progress to parents and students.  When asked what a strength of Desert Sands' is in building relationships with parents, a parent answered ""weekly updates to parents having access to the online portal.""  The families appreciate the open communication and weekly updates.  They feel a sense of connection and inclusion with the school given these multiple avenues for communication.  Also during the year, Desert Sands invites its numerous community partners to come onto the site and meet with students and parents."	Desert Sands’ is always striving to improve relationships between the school staff and families. A parent shared recently that ‘it is a good thing that Desert Sands builds relationships with parents, makes the school and parents connection better.’  To continue improving in relationship building, this year Desert Sands started welcome back pep rallies to boost attendance after breaks, and started asking for feedback on amending the schools vision and values.  To better support new to high school 9th graders, a specialized orientation for them and their parents has been implemented so better academic success can be obtained.  There is a continued push to have every parent attend their students' biannual parent teacher conference, and quarterly PAC and ELAC meetings. Finally, Desert Sands is always exploring ways to get parents onsite to engage with the school staff and community partners.	Desert Sands has identified English Language Learners, African-American, Foster youth and Homeless youth as underrepresented in educational partner engagement. To increase these subgroups' inclusion, Desert Sands is holding important meetings at various times and through different mediums throughout the week. Desert Sands is also sharing school updates via Instagram.  To better support new to country students, Desert Sands will be getting new curriculum that can be more effective in the students educational attainment.  Desert Sands is increasing their advertising efforts so all families know about the meetings as well.  Desert Sands is now more intentional with inviting families on site so they can see how the school celebrates different cultures, such as its Black History Month celebration and Hispanic Heritage celebration.  Finally, Desert Sands will continue their advocacy groups and include bilingual staff members during school activities.	Partnerships are a necessity to continue Desert Sands’ growth in enhancing student outcomes.  Desert Sands continuously asks the students and their families what resources they would like on campus and/or put in contact with.  If there is not a current resource available then Desert Sands tasks its community liaison with finding and partnering with a community partner that can service these needs.  A parent recently said during a meeting that ‘everything is here, there is nothing that could improve.’  Desert Sands also leverages its community connections to bring services and benefits to the students, like movie tickets and giveaways during campus events.  Finally, through established partnerships Desert Sands students have the opportunity to take college classes, have a free meal, participate in sports clinics and go on experiential learning trips.	Desert Sands needs to improve their students and their families awareness of all the resource they offer, and to continue to increase attendance at events that community partners participate in.  Desert Sands continues to create on campus events like FAFSA workshops and attendance matter events.  Community members are also now being invited to other gathering like holiday events because of the high turnout.  The Desert Sands leadership team needs to make sure all staff are aware of the events taking place and given ample time to promote them.  Desert Sands is looking to expand its community partners to include companies that can incentivize student’s school attendance and academic success.  Finally, Desert Sands has an SEL taskforce in place to support the entire staff in being more attune to student needs.	Foster, homeless, SPED and EL families have been identified as being underrepresented during Desert Sands events and during partnering opportunities. To increase participation, Desert Sands is putting forth a concerted effort to create events that all families would like to attend, give options on how to attend the events and promoting the events through all established forms of communication.  One event Desert Sands is creating is workshops for parents that focuses on supporting students with their school work.  To make sure Desert Sands has access to the resources all families would need, Desert Sands is going to further utilize and expand the scope of the Community Liaison, CARE team and current advocacy groups. More partners coupled with a concerted effort to increase participation should enhance engagement, leading to increased student outcomes. Desert Sands also wants to empower its counselors and social workers to find professional development opportunities that address this need.	Desert Sands utilizes a variety of tools to solicit input and feedback from educational partners. Daily, Desert Sands staff utilizes Data+Design, RingCentral and/or L4L Connect to communicate and update families and students on academic progress. These same systems are used to inform the families of upcoming Parent Teacher Conferences, IEPs, PAC and ELAC meetings, ceremonies, surveys and other events taking place on campus or in the community.  It’s during these events that input that informs Desert Sands’ decision making is requested.  The cycle of continual improvement is strongest when all stakeholders can give input.  ‘My daughter is really learning.  Her reading skills are skyrocketing’ was a response received from a parent of a special education student, and from the Annual Survey, 99% of parents surveyed responded positively that the school has clear and effective communication between the school and home.	It has been determined that Desert Sands needs to hold activities on campus that students want to attend, and improve on promoting (selling) the activities.  When students were asked if they are encouraged to participate in events, 98% responded favorably.  Of those same students, only 47% responded favorably to attending those events.  All Desert Sands staff members need to talk to the students and get their honest feedback on what type of events, activities, workshops, etc they would like on campus and would benefit from.  Attendance at PAC and ELAC meetings is good but not great, so Desert Sands needs to continue their push in increasing those meetings attendance.  Finally, Desert Sands wants to increase parental involvement in their students' education and grow the response numbers for the annual survey.	The feedback Desert Sands received during their staff and student conversations, parent meetings, advisory meetings, and through the annual survey are invaluable in directing their efforts to increase engagement of underrepresented families.  Desert Sands is now open on Saturdays so students who are busy during the week can still see a teacher and have access to onsite resources.  Desert Sands is holding important meetings at various times throughout the week and through a variety of mediums so access to teachers and the school's resources are more available. Desert Sands will continue to partner with community members to increase its offerings of support, along with hiring quality staff to support in their efforts to engage with every students' family.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-05-30	2024
19642610000000	Arcadia Unified	3	Arcadia Unified School District’s (AUSD) strengths are illuminated through our district values: Collaborate, Think Critically, Be Creative, Offer Empathy, and Learn from Failure. Our school sites and Parent Teacher Student Association plan many activities to engage families through various events during the school year. All families attend site registration days to learn about the school, how to get involved and learn about the school year. Back to School events are held at every site for parents to meet their classroom teachers and administration. Every year, Dr. Vannasdall engages all our new families with the Superintendent’s Welcome. Throughout the year, various family fun nights are held for families to engage within their school communities, performances, and other activities to welcome all of our families. Principals use various forms of communication to build relationships with families. Phone and email blasts, newsletters, and the school marquees are used to send reminders for the week about the events going on at the school site. There is a strong relationship between the Parent, Teacher, and Student Association (PTSA) in bringing events to the school and welcoming families to school communities.

The Communications and Public Information Offices work to build relationships between staff and families and support school staff in highlighting events and activities that maintain and build upon family engagement. Arcadia USD will continue to strive to keep open the forms of communication for families and staff to build upon the relationships within each of our school sites and staff.	Communication has been of the utmost importance between school staff and families at schools. Principals have maintained communication through various outlets such as School Messenger and Peachjar. Communication has been key in building relationships and trust between families and the school district. Staff will continue to work on using various communication techniques and translation services to support all our families.	AUSD strives to maintain the healthy relationships that exist between all educational partners. The district continued to use various communication systems like “School Messenger,” Peachjar, and social media to communicate with families. Translation and interpretation services continue to be essential in building relationships and breaking down language barriers for families needing support communicating with schools and the district office. Translators will continue to be hired as needed to support student and family language needs. Principals and staff intentionally made efforts to engage with underrepresented families by inviting families to advisory committee meetings and other events hosted by school sites. This past year the Latino Family Literacy program was developed at an additional school site to engage Latino families in the community. We will continue to evaluate programs to target parent engagement throughout the district. 

Getting feedback from underrepresented communities has become an important aspect of AUSDs various committees and events.  Each school forms an English Language Advisory Committee (ELAC) to connect with parents of students learning English.  This committee works closely with the School Site Council (SSC) to offer guidance for the Single Plan for School Achievement (SPSA).  This document provides a roadmap for how schools spend site funds to achieve their academic, social, and emotional goals for the year.  The SPSA also ties directly to the Local Control Accountability Plan (LCAP) which is written by the district to ensure that the district-wide budget is spent appropriately at the district and school level. Many of our underrepresented families are invited to attend our LCAP advisory meetings to provide input on the LCAP. The ELAC recommendations are brought back to the SSC so that the underrepresented families have a voice in each school's goal and budget process.  Finally, the District Language Advisory Committee (DELAC) meets to bring together parents from all schools.  The various meetings provided for our underrepresented families allow them to understand the goals, processes, and procedures from a district perspective.
	Arcadia Unified School District (AUSD) offers multiple ways for staff and families to build partnerships for successful student outcomes. AUSD leadership met and continues to meet with our bargaining units regularly to evaluate staff needs, successes, and support needed. AUSD continued its work with several organizations within the community, such as the Arcadia Educational Foundation, Arcadia Rotorary, Lions Club, and our Public Library, in supporting families and staff to offer resources to improve student outcomes. Educational partnerships have continued to hold strong through the various activities and events during the 2024-2025 school year. Educational partners have been given options to watch events through a live stream or attend in-person events that proactively impact student outcomes. Educational partner meetings continued allowing for opportunities to connect with students during the LCAP advisory meetings, District English Language Advisory Committee, and other ongoing meetings. In working with our educational partners, funds have been raised by various groups to offer scholarships and grants for school programs.	Arcadia reflects on various tools and data points for student outcomes. The existing partnerships have allowed students to have various scholarship and recognition programs accessible to them. Local leaders attend and recognize students and educators for their hard work and dedication. This year many community members participated in our facilities meetings for input. We had several meetings this year to discuss facility improvement. In addition, students have received scholarships from our local partners as they graduate from Arcadia High School and Rancho Learning Center. We continue to work with our SELPA program to recognize the adult transition students who completed their program. We are proud of our multiple partnerships and will continue to evaluate them. We will work towards allowing continued opportunities for our students. 


The MTSS leadership team continues its work in defining Tier 1 strategies used with students. Teachers have been very deliberate and intentional in working with students to fit their learning needs best. Local data continued to be monitored and reviewed to assess student progress. Data from formative and summative assessments and committee input are all factors, among other indicators, that influence decision-making regarding student outcomes. Data will continue to be collected and monitored to ensure all students receive the necessary support to enhance student outcomes. Continued analysis and review of data points are integral to how we develop our partnerships for student outcomes. 
	AUSD will continue to work on making progress on how we provide professional learning to our staff and continue to build partnerships with our underrepresented families. Several professional development trainings occurred this year focusing on writing and math instruction. Based on input from educational partners, we continue to evaluate the various professional development needs of our teachers to support all students including our underrepresented families.  


Students have access to social-emotional resources through Care Solace and Hazel Health. Sites have counseling and intervention services available to students. Students are also provided with free bus passes and free lunch. Free child care has also been an option for our underrepresented families through our ELOP program and partnership with Right at School. We will continue to offer different resources and programs to support the needs of underrepresented families. 
	There are several avenues for families and staff to participate in local decision-making and advisory in Arcadia Unified School District (AUSD). Our current educational partner involvement is an area that we continue to focus on and build upon. It is evident through our advisory committees for English Learners, the Local Control Accountability Plan, Title 1, Special Education, Parent Teacher Associations, and School Site Councils that educational partners have multiple opportunities and areas of focus to participate in. In addition, a series of facilities meetings occurred throughout the school year, seeking input for our future facilities projects.  Virtual and in-person meetings continue to allow families to attend meetings for easier access to information. Our board meetings continue to be streamed virtually to allow access to our board meetings. In addition, our relationships with our bargaining units have remained healthy, allowing for open communication channels. This fosters a sense of involvement and confidence in the decision-making process.
	District communications continued to be released to share important news throughout the 2023-2024 school year. We continued to provide opportunities for educational partners to participate in our meetings and attend multiple events throughout the district. Live streaming was continued as an option for many events that took place at the t the Arcadia Performing Arts Center and board meetings. We will continue focusing on reflecting and providing opportunities to seek input as needs arise within the district. Parents are encouraged to attend meetings. In addition, information is sent out through our various social media channels, emails, phone blasts, and phone calls.	We will continue to focus on how we can continue to reach out to our underrepresented families to attend and participate in the various opportunities we have available for staff and parent input committees through our translation services and various communication channels. PearJar, SchoolMessenger, and district translators are an integral part of working with our underrepresented families, as well as the one-on-one communication at our school sites and district office. We reach out to underrepresented groups to invite them to our established district meetings to seek input from our educational partners.	5	5	5	5	4	4	4	3	4	4	4	4	Met		2024-06-25	2024
19642790000000	Azusa Unified	3	AUSD takes great pride in the family partnerships that have been a core foundation of the schools and the District. The positive relationships between staff and families have served to support student outcomes and improve schools and the District as a whole. Through both formal and informal opportunities, parents and families can engage in the education of students. Parent survey results and parent feedback support the analysis that parents feel welcome and listened to at both the District and school levels. Some of the strengths of AUSD include the opportunity for Spanish-speaking parents to participate in meetings and committees as well as engage individually with school and District staff. All meetings offer translation. A large number of AUSD teachers and staff speak both English and Spanish, and every school site has a bilingual community liaison to support translation and interpretation in family engagement forums. Formal meetings and committees are often facilitated discussions rather than simple presentations so that two-way communication can be maximized. Schools and teachers welcome parents/families to consult on student progress formally at District-calendared conferences or informally anytime through email, phone calls, web-based applications, or appointments. The District also uses Parent Square, an online portal that allows two-way communication between parents and teachers. Parents also have access to the AERIES parent portal where they can view student grades, attendance, and other pertinent information at the secondary level. The District trained all school office employees through Families in Schools’ “Welcoming Environment” training module. Many meetings are made available in-person and through online formats (hybrid). Participants have increased their learning and implementation of community engagement through this initiative. Additionally, as a Community Schools District, AUSD has an intentional focus on creating a sense of belonging and welcoming environments for all educational partners.	AUSD will continue to support staff through professional learning that targets engagement strategies. Additionally, the District will foster two-way communication opportunities to foster collaboration with families. This could include a focus on increasing participation in committees and meetings where parents are engaged in decision-making processes or where parents are engaged in learning to support student progress. Furthermore, there will be an emphasis on expanding the understanding of different cultures through the implementation of culturally relevant teaching.	To better serve all populations in the AUSD community, the District will continue to explore opportunities to increase staff formal training in parent engagement strategies and expand understanding and appreciation of the different cultures, languages, and backgrounds of our students and families, especially those less represented in AUSD.	AUSD strongly supports parents in learning about District-adopted curriculum, standards, and teaching strategies. As the District implements and adopts frameworks, standards, and curriculum, parents are provided opportunities to preview, provide input, and gain an understanding of the expectations and resources that AUSD provides students. School sites provide families with workshops that outline family connections to the curriculum. Principals and District instructional leaders meet with parents to outline curriculum and content with a focus on the role families play in supporting students. Academic content events, such as Math Game Day, allow parents to partner with teachers to support students’ learning and create opportunities for everyone to engage in learning together. At events such as Math Game Day, parents not only learn about math games and participate during the school day, but they can replicate the games at home to enhance student achievement. Math Game Day is one example of how AUSD schools partner with parents to increase outcomes for students. AUSD offers additional ways for parents to engage with schools and teachers in supporting students. Parents at all schools are provided opportunities to participate in the Azusa Parent Learning Network, which offers Project 2 Inspire workshops. One strength of these parent workshops is the leadership building that occurs for our AUSD parents. Additionally, Project 2 Inspire increases family members’ understanding of how families can effectively advocate for their students. Many schools also continue to offer Families in Schools modules. Some modules enhance academic achievement, such as the very popular Reading Roads module. Other modules provide resources and strategies that parents can use to support student transitions to middle school, high school, and college.	Through Community Schools implementation, the focus will be to create collaborative environments where families feel valued and engaged. Staff engagement strategies will highlight ways to keep building upon lines of open communication, provide resources centered on student academic achievement, create inclusive cultures, increase participation in committees and school events, and welcome feedback for continuous improvement. These efforts will build strong partnerships that create a supportive network for students.	Our District will work to identify barriers for underrepresented families through surveys and feedback opportunities. Training for staff on cultural competence and implicit bias will support staff in engaging with diverse families effectively. We will continue to offer language support to families with non-English speaking parents so that they can fully participate. We will have flexible communication methods through various means, such as phone calls, text messages, emails, and social media, to reach a wide range of families. The work through Community Schools will work on building trust through consistent outreach, inclusive events and activities, providing resources based on need, and building partnerships with community organizations.	AUSD has a long history of collaborative, positive relationships between schools and families. Year after year, parents report high levels (>50%) of engagement with District schools. Because of the successes, AUSD was selected as one of six districts in the state to be part of California’s Community Engagement Initiative Professional Leading and Learning Network. Participation in this network has allowed AUSD to share promising practices with other districts and schools. AUSD infuses community engagement into all areas of the District. Throughout the school year, multiple opportunities exist for families to be part of their child’s education and to support the school and District decision-making. One of the strengths of AUSD is the many opportunities for families to partner with the District in developing and recommending improvements and changes. School Site Council meetings, English Learner Advisory Councils, school parent organizations, the District Parent Advisory Committee (PAC+), District English Learner Advisory Council (DELAC), and the Superintendent’s Roundtable all provide formal avenues for families to partner in decision-making and the continuous cycle of improvement in AUSD. These committees and meetings take place on an ongoing basis and intentionally seek diversity and the voices of all students, staff, families, and the community.	Through participation in the Professional Leading and Learning Network, AUSD will focus on other growth areas, such as adding additional measures of District family engagement. One of the greatest strengths of AUSD is the incorporation of families/parents and the community into all aspects of AUSD, from District departments to each school. We will ensure that committees include representation of the school's demographics to ensure that all voices are heard. Meetings will be held at convenient times for parents with options for Hybrid options. Additionally, workshops and training will offer opportunities for leadership development among families and we will include feedback mechanisms to gather input on needs and barriers.	Future growth will be focused on continued diversity of representation through tracking the student populations that make up the District and ensuring there is equitable representation so that all voices are heard in decision-making. There will be target outreach and recruitment to build inclusive representation.  Community Schools implementation will support a welcoming and inclusive environment to increase the participation of underrepresented families.	4	4	4	5	4	4	4	4	5	5	4	4	Met		2024-06-13	2024
19642870000000	Baldwin Park Unified	3	As part of an ongoing commitment to seek input from educational partners, Baldwin Park Unified School District brought together a focus group of educational partners from families of unduplicated students to review Local Indicator 3: Parent and Family Engagement. Identified strengths included the district’s progress in creating welcoming environments for all families.  The exercise fostered discussions and ideas, and the participants’ input was crucial in co-creating ideas for strengthening parent engagement, communication, and activities.	Based on input from the focus group and analysis of local data, the identified area of improvement is developing the capacity of staff (i.e., administrators, teachers, and classified staff) to continue to build trusting and respectful relationships with families.	"The district will continue strengthening underrepresented families' engagement by building relationships between school staff and families. We empower our school leaders with ideas and tools for meaningful two-way communication, emphasizing their crucial role. Members of the focus group expressed a need to continue ""paper flyers"" versus relying too heavily on emails and reminder applications. Schools will continue to make participation as convenient as possible for all families."	One of the strengths identified in building partnerships for student outcomes is providing professional learning and support to teachers and principals to enhance a school's ability to partner with families. Schools have been focusing on rebuilding partnerships to improve student outcomes in the post-COVID-19 era.	The district identified continuous improvement and building partnerships between school staff and families through discussion and analysis of educational partner input.  Baldwin Park Unified School District’s focus is to strengthen partnerships for student outcomes by providing families with information and resources to support student learning and development in the home.	The district is dedicated to increasing services by providing families with easily understandable information and resources, especially for underrepresented families. Baldwin Park Unified School District sincerely acknowledges and respects the crucial role of families in supporting student learning and development in the home.	School sites conduct regularly scheduled School Site Council meetings to review student outcomes and monitor the School Plan for Student Achievement implementation. Advisory groups are actively engaged in decision-making activities. The district holds District Advisory Council (DAC) and District English Learner Advisory Committee (DELAC) meetings. Three times a year, the two committees hold a joint meeting to ensure the DAC hears the needs of the English learners.	Baldwin Park Unified School District and educational stakeholders identified a need for providing opportunities for families, teachers, principals, and district administrators to work together to plan, design, implement, and evaluate family engagement activities at the school and district levels.	The Baldwin Park Unified School District has identified a focus area for continuous improvement and building relationships between school staff and families. This area, identified through discussion and analysis of educational partner input, promises to bring about a host of benefits as it aims to increase services and opportunities for collaboration and to enhance opportunities for families, teachers, principals, and district administrators to collaborate in planning, designing, implementing, and evaluating family engagement activities at school and district levels.	4	5	4	5	5	4	4	4	5	5	5	4	Met		2024-06-25	2024
19642871996479	Opportunities for Learning - Baldwin Park	3	Based on the analysis of educational partner input and local data, OFL-BP has continued to make significant strides in building relationships between school staff and families. Through LCAP Goal 5 - Action 1, OFL-BP staff regularly meet with students and parents throughout the school year to discuss academic progress, benchmark assessment data results (LCAP Goal 2 - Action 4 and LCAP Goal 3 - Action 4), goals, and strategies for achieving those goals. These meetings also cover available resources such as Direct Instruction/Small Group Instruction classes (Goal 3 Action 2, Goal 4 Action 2), tutoring, SEL opportunities (Goal 5 Action 3), and intervention staff to support academic success.

OFL-BP maintains consistent communication with families via phone calls, virtual meetings through Google Meet and Zoom, emails, social media, in-person interactions, newsletters, and letters home. Additionally, the school recruited for the Parent Advisory Committee throughout the year, hosted back-to-school nights, and parent information nights (Goal 5 Action 1).

The school also increased in-person and online extracurricular activities and field trips, increasing opportunities for family engagement. The school also offered family-inclusive events, such as the Wellness Day event, student awards ceremonies, Bilingual Scholars events (LCAP Goal 4 - Action 2), and Senior Signing Day.	Based on our School Climate survey, Family Engagement is at 69%, indicating a need for improved involvement. We will develop better communication strategies and more opportunities for families to engage with the school community (Goal 5 Action 1). Since only 8% of families feel positively about Learning Recovery efforts, we will focus on improving transparency and communication about the measures in place for Learning Recovery. 

The following strategies are informed by a thorough self-reflection process aimed at enhancing relationships between school staff and families (Goal 5 Action 1) and (Goal 4 Action 2).
Multilingual Communication: Ensure that communications are available in multiple languages to accommodate non-English speaking families.
Regular Updates: Provide consistent updates on students' academic progress, school events, and resources through various channels, including newsletters, emails, and social media.
Actively involve parents in the English Learner Advisory Committee (ELAC) and/or other meetings to ensure their voices are heard in decision-making processes.
Offer workshops and training sessions for parents on topics such as supporting their children's education at home, and understanding the school system.
Continue providing mechanisms for parents to regularly provide feedback on school initiatives and their children's progress, such as surveys, suggestion boxes, and parent-teacher conferences.
Partner with community organizations to provide additional resources and support to underrepresented families.	The following strategies are informed by a thorough self-reflection process aimed at enhancing relationships between school staff and families (Goal 5 Action 1) and (Goal 4 Action 2).
Multilingual Communication: Ensure that communications are available in multiple languages to accommodate non-English speaking families.
Regular Updates: Provide consistent updates on students' academic progress, school events, and resources through various channels, including newsletters, emails, and social media.
Actively involve parents in the English Learner Advisory Committee (ELAC) and/or other meetings to ensure their voices are heard in decision-making processes.
Offer workshops and training sessions for parents on topics such as supporting their children's education at home, and understanding the school system.
Continue providing mechanisms for parents to regularly provide feedback on school initiatives and their children's progress, such as surveys, suggestion boxes, and parent-teacher conferences.
Partner with community organizations to provide additional resources and support to underrepresented families.	The LEA is committed to maintaining a welcoming environment at both our physical school sites and in our online learning spaces. To foster family engagement, the school hosted a Back to School Night where families could explore available resources, learn about upcoming events for the school year, and meet the staff (Goal 5 Action 1). During this event, parents are encouraged to ask questions and provide feedback. Additionally, parents/guardians and students have the opportunity to schedule meetings with key school resources such as the Postsecondary Counselor (PSC), tutors, etc.
The LEA also prioritizes professional development based on staff feedback and student academic progress data (Goal 1 Action 3). Staff members are encouraged to pursue external professional development opportunities that support their growth and enhance their ability to aid student achievement. Regular meetings are held by PSCs, Special Education Specialists, and ELD Teachers with students and families to inform them of their legal rights and advocate for the students. Independent Study teachers engage with parents/guardians and students each semester through Achievement Chats and throughout the year as needed or requested to discuss student progress and collaborate on setting new goals and interventions (Goal 5 Actions 1 and 2).	The LEA values parent and guardian input and recognizes this as an area for improvement. We are committed to providing more opportunities for parents to get involved and share their perspectives. Additionally, we will focus on encouraging both parents and students to make more frequent use of our available resources, such as Postsecondary Counselors (PSCs) for college readiness.	The LEA will organize events and activities that celebrate the cultural diversity of the school community, fostering an inclusive environment where all families feel valued and respected.  We will also continue to support student achievement by acknowledging students for their perseverance, grit, and overcoming obstacles.  This allows students and families to see that the school values the whole student and recognizes their efforts in making progress.	The LEA consistently seeks input from students, staff, and families throughout the year. Our practices and offerings are significantly shaped by the feedback collected from surveys, focus group meetings, and achievement chats available to all educational partners each semester (Goal 5 Action 2).

To gather feedback and input from our educational partners, the LEA hosts Parent Nights, Back to School Nights, Meet the Principal events, and LCAP Nights (Goal 5 Action 1). The LEA highly values the voices of community members and educational partners, ensuring that our programs meet the needs and expectations of our families.	The LEA is dedicated to increasing parent representation and has been actively recruiting for the Parent Advisory Committee throughout the year. Likewise, the school is focused on obtaining more consistent parent feedback. Although the feedback received from parents is generally positive, the response rate to surveys sent home has been low (Goal 5 Action 1).	The LEA will continue to offer more student recognition opportunities and invite families to celebrate student achievements (Goal 5 Action 1). Additionally, we will leverage our staff to provide extra programming and resources to support our students. For example, our Family Liaison and Social Worker will conduct workshops for families and make home visits to offer resources to foster youth and students experiencing homelessness.

Our ELD Coaches will focus on increasing parent involvement opportunities for our ELL students and their families to enhance their engagement with the school (Goal 4 Action 2). 

The LEA will continue to use digital resources to minimize language barriers and enhance parent participation.	5	5	5	5	5	4	5	5	5	5	4	4	Met		2024-06-24	2024
19642950000000	Bassett Unified	3	BUSD used many strategies to collect data: sent surveys to families, teachers, staff, and students and met with parents, community members, and other educational partners. Data was analyzed and findings were incorporated in LCAP and the Local Indicators. Findings from educational partners and data analysis has identified the following strengths:

• My child(ren) feels safe at school - 94% SA/A (Parents). 
• My child(ren) feels connect at school- opportunities exist to participate in a positive school learning environment - 96% SA/A (Parents)
• I am encouraged to share my concerns with school staff - 96% SA/A (Parents)
• The school staff treats students with respect - 94% SA/A (Parents) 
• Teachers feel connected at school- opportunities exist to participate in a positive school learning environment – 97% SA/A
	Feedback from educational partners and data analysis has identified the following areas in need of improvement:
• Engaged in Meaningful participation -  16-23% of Grades 7, 9, and 11 students: ‘Pretty (or very) much true’
• Instructional strategies involving student discussion and collaboration - 51% of teachers identify as being at an Expert/Advanced level of expertise 

The following areas will be addressed in LCAP:

Goal A, Action 1 and Action 4 – additional staff (EL Program Specialist, four TK-3 Literacy TOSAs, and instructional aides) will support classroom engagement, increase academic outcomes, and provide extra help (interventions) as needed

Goal A, Action 4 and Goal C, Action 1 – BUSD will continue to provide Parent Information Nights to discuss English Learner program and requirements for reclassification. Additionally, a-g College Parent Information Nights will continue to increase awareness of the US/CSU A-G requirements.

LTEL meetings will take place to review current data and to support as student sets goals. Additionally, a new progress monitoring program is in its second year of implementation. 
	The District will improve engagement of underrepresented families by continuing the employment of Site Community Liaisons to identify families and the potential barriers to engagement, contact families to maintain open lines of communication, and to provide information regarding needed support/supplies.

Additionally, the District will continue to host EL Parent Information Nights and A-G College Information nights for Parents (once in the Fall and once in the Spring each) along with increasing opportunities for families to participate in family time at each site.
	• Teachers keep parents well-informed about how their child is doing in school - 88% Strongly Agree/Agree 
• High expectations by adults in school – 84% of 5th graders SA/A (Students) 
• Students are aware of the standards and expected performance levels for the content - 95% SA/A (Teachers)
• The school clearly communicates the rules for student behavior – 97% SA/A (Parents) 
	Feedback from educational partners and data analysis has identified the following areas in need of improvement:
• My student(s) and family are aware of the A-G requirements - 74% of parents: SA/A
• Instructional strategies involving student discussion and collaboration - 51% of teachers identify as being at an Expert/Advanced level of expertise
• High expectations by adults in school – 69% of 7th graders, 53% of 9th graders, and 59% of 11th graders SA/A (Students)
	The District will continue to communicate student progress to underrepresented families by using multiple strategies to maintain parents satisfaction as represented by the following data point: Teachers keep parents well-informed about how their child is doing in school (88% Strongly Agree/Agree- an 8% decrease from the previous year. 

The following areas will be addressed in LCAP:

Goal A, Action 1 and Action 4 – additional staff (EL Program Specialist, four TK-3 Literacy TOSAs, and instructional aides) will support classroom engagement, increase academic outcomes, and provide extra help (interventions) as needed.

LTEL meetings will take place to review current data and to support as student sets goals.
	2024 Parent Survey 86% of parent participants (200 participants) in the 2024 Parent survey agree with the statement: “I am aware of parent involvement opportunities like ELAC, School Site Council, and Coffee with the Principal, that I can attend and participate in making decisions for the school”.
2024 EL Parent Survey 79% of EL Parent Survey (Spanish) respondents Strongly Agree/Agree with statement: I am aware of how to get involved with parent activities and how to participate in decision making opportunities.
	Feedback from educational partners and data analysis has identified the following areas in need of improvement:

I am aware of parent involvement opportunities like ELAC, School Site Council, and Coffee with the Principal, that I can attend and participate in making decisions for the school – 98% SA/A. However, when respondents were specifically asked about their awareness of ELAC 22% indicated they were not aware of this committee and 26% of respondents were not aware of SSC. 

These two educational partner groups are significant among the educational partner opportunities for decision-making participation. 
	The District will continue to partner with Education Achievement Services to jointly host the annual Family Leadership Institute (FLI). The Family Leadership Institute provides learning opportunities to parents and community members that will support family leadership in the home, increase school attendance and student achievement, and to enhance strategic communication efforts to parents. 

District and Site staff will utilize diverse methods, such as phone calls, text messages, and school marquee postings to effectively disseminate critical educational information to families. 

The District will host a Parent Academy offering resources and workshops tailored to meet the community’s needs. Sessions will available in both English and Spanish. This event aims to provide educational and engaging sessions to parents and to show student achievement across various disciplines including art, music, and technology. 
	4	4	4	5	4	5	5	5	5	5	5	4	Met		2024-06-25	2024
19643030000000	Bellflower Unified	3	The district LCAP survey is administered annually in March and all educational partners have the opportunity to participate. This year, there were 4,697 responses. Based on the survey data, several clear strengths emerged in the area of building relationships between school staff and families and positive responses have increased since the 22-23 survey. To start with, 80% of our parents strongly agree and agree that they feel welcome to participate at their child’s school which is an increase from 75% last year and 88% strongly agree and agree that the staff treats them with respect showing an increase from 85% last year. We maintained at 85% for parents who strongly agree and agree that the two-way communication between families and the school is in a language that is understandable and accessible to families. 

	Based on feedback from our educational partners, site administrators will continue to work to improve relationships with families by hosting regular and informal meetings in open ended forums such as coffee with the principal. These meetings increased this year and were well-received by families. Parents will also be provided with information about volunteer opportunities on campus and how they can become involved in their child's education.	Goal three of the LCAP states that BUSD will provide ongoing communication and opportunities for educational partners to advocate for the success of all students. Engagement is important for all families and this is achieved by providing effective translation, interpretation and parental access and involvement with school sites and the district. We will continue our efforts to increase communication and involvement with the parents of English learners and foster youth through programs such as the Parent Institute for Quality Education, Disciplina Positiva, and the Latino Family Literacy Project.	Data from the LCAP survey indicates that 77% of our parents strongly agree and agree that their child's school provides information and resources to support student development and learning in the home, this metric has increased from 69% last year. In addition, 77% of our parents strongly agree and agree that administrators, teachers, and staff partner with families to support student success, this metric was previously at 67%. At Back to School Night, parents are provided with information on the academic programs for their students as well as classroom policies and supports. Parent /teacher conferences are held in the fall and spring at the elementary sites to discuss student progress. Counselors work to support students academically, socially, and emotionally at the middle and high school sites. Parent workshops on programs and interventions are held at the site and district level. Each site commits to a minimum of three workshops a year.  Community service workers at every site assist parents in finding and accessing resources in their schools and community to ensure positive outcomes for all students.	Bellflower Unified School District will work with parents to improve student outcomes by continuing to offer parent workshops on pertinent programs and topics, providing family reports on local assessments so parents understand their students' progress, and communicating student progress. Student progress is communicated via progress reports, Academic Intervention Plans, Individual Learning Plans, and report cards throughout the school year.	Engagement of underrepresented families is a high priority and is achieved by ensuring parents have information and it is communicated in a language that is accessible. On the LCAP survey, 85% of parents strongly agree and agree that the district is providing this service. Site community service workers reach out to our underrepresented families to ensure they understand the resources available at the school and the opportunities for parents to become involved in their child's education. Interpreters are offered and are present at important academic meetings so parents understand the progress of their student. Sites communicate upcoming events and parent education offerings via email, text, phone calls, and social media.	Parents have many opportunities to engage in the decision-making process in BUSD. At the district level, parents participate in the District English Learner Advisory Committee (DELAC) and the Parent Advisory Committee (PAC). At the meetings, parents review data and provide input on LCAP goals and actions. Each site has parent representation on their School Site Council (SSC) and English Learner Advisory Committee (ELAC). LCAP survey data indicates that 69% of our parents strongly agree and agree that that the school informs them of opportunities to participate on these committees which is an increase from our previous metric of 64%.  All sites will receive training at the beginning of the school year on the composition of SSC and ELAC and how to relay this information to parents so that they understand the purpose of the committees and how to participate. Data from the California Healthy Kids Survey indicate that 80% of parents strongly agree or agree and their input is welcomed. Additionally, 70% percent of our parents strongly agree and agree that that the school seeks input before making important decisions which has increased from 67% last year. Finally, 85% of parents strongly agree and agree that the school encourages them to be an active partner with the school in educating their children, this metric has maintained since last year.	The increases on our LCAP survey this year indicates that the strategies and procedures in place are working well. Every year, school staff are trained on the composition of committees such as SSC and ELAC and the legal requirements for parent representation. This practice will continue as well as providing parents with timely information on their role within these committees and how they can participate. Site principals plan to host more informal meetings such as coffee with the principal to hear parents’ views on a variety of topics.	The district and school sites work hard to ensure all families are represented in the decision-making process. Schools use a variety of methods to disseminate information. Community service workers reach out to underrepresented families to ensure they are availing of all resources the school has to offer and may conduct home visits if needed.	5	4	3	4	4	4	4	4	3	3	3	3	Met		2024-06-20	2024
19643110000000	Beverly Hills Unified	3	BHUSD works hard to build relationships between staff and families by creating a welcoming and positive environment for all families. The district and the schools offer a variety of opportunities for parent engagement, involvement, and feedback. Schools have active parent participation and parent committees throughout the school year and even during the summer. All parents/guardians are welcome to attend any school meeting or activity, and BHUSD welcomes and encourages parent involvement throughout the year. Various activities include but are not limited to parent education nights, open houses, back to school night, parent-teacher-student conferences, PTA sponsored events, Principal Advisory Committees, music performances, and more. District and school site communication ensures parents are well informed, have opportunities for involvement, and are connected to their school. Regular and timely communication with families and staff continues to build strong relationships within our school community.
This is evident in our creation, implementation, and data provided through our strategic plan (https://www.bhusd.org/apps/pages/index.jsp?uREC_ID=1994774&type=d&pREC_ID=2090503). Also evidence was presented to the Board of Education during the May 2, 2023 meeting.	BHUSD is committed to consistently improving relationships between school staff and families. In working alongside our educational partners, feedback included that BHUSD should continue to include Zoom options and recorded parent education nights to view later, as not all parents can attend in person. Another way to improve relationships involves ensuring messaging gets to all families, which includes that communication goes out in the families' home language. In to continue to utilize our social media to celebrate all successes and provide important information quickly.	BHUSD worked with both our ELAC and DELAC committees to ensure our underrepresented families to identify the extended need for additional support on translations and supporting in understanding the American School model and tutoring in their home language. We have secured additional support by working with AirTutors to close this gap. This is identified in our LCAP and strategic plan.	With consulting with our numerous educational partners, they stated numerous examples of ways in which the District was building partnerships for student outcomes. This included having various committees to learn about ways to work together to improve student outcomes such as Principal's Advisory Committee, Instructional Leadership Teams, ELAC/ DELAC, PTA/PTSA meetings, ASB, and our SELPA. As well, educational partners agree that communication is better than ever, as parents can email teachers or administrators at any time to discuss building partnerships for student outcomes. Principals have many ways of communicating with families and providing information, such as their newsletters, parent nights, social media and PTA meetings. In addition, BHUSD staff have been hosting individual goal setting meetings with our families to work on educational support at home. We have also engaged our community in numerous outreach programs from utilization of technology to social/emotional support for students. We are always continually looking at how we provide communication to our parents.	An area of improvement for the District is providing families with information and resources to support student learning and development at home and beyond the school day. While the District has offered information nights to support learning and development beyond the school day such as Math Family Night or town halls on the updates on academic pathways, these events are not always well attended. The District does ensure to video and stream parent education and post them to the website, whenever possible, with hopes that more families will view the meetings later. In addition, to improve student outcomes, the District wants to ensure families know about all the resources that are available to them such as practice information for summative tests (SAT/ CAASPP) and standards review materials for each class and grade level.	To improve engagement of underrepresented families, the District will continue to communicate through multiple measures. This includes updating the websites, sending district communications, sending site letters, sharing information with the PTA, ELAC, DELAC, SEC, and other committees. BHUSD has updated their strategic plan with provided input from both educational partners and local data. The strategic plan can be found here: https://www.bhusd.org/apps/pages/index.jsp?uREC_ID=1994774&type=d&pREC_ID=2090503	BHUSD continues to create better policies and procedures to engage all community and family members. An example is formalizing our process for Principal's Advisory Committee, creating a family/ community based discipline committee, actively recruiting members for PTA/ PTSA and ELAC/ DELAC. Other examples are Budget Advisory Committee, Facilities Advisory Committee, Citizens' Oversight Committee (COC), and Nutrition and Wellness. We have also utilized technology to increase participation in some of our meetings from Board meetings to Parent Educational programs.	BHUSD wants to continue efforts on utilizing some of the parents/ family members that consistently attend events or committees to help recruit more members. Our Board of Education and administration attend as many events as possible to be accessible to our community and families. Another focus for improvement will be building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making. This will be accomplished through a leadership conference over the summer along with ongoing principal and leadership team meetings throughout the year.	The district will continue to improve the engagement of underrepresented families by identifying who is providing input. If underrepresented families are not included, the district will work to seek their feedback to ensure their voice is heard.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
19643290000000	Bonita Unified	3	Using the West Ed survey data and stakeholder input, Bonita USD has identified several strengths in building relationships between school staff and families. According to the West Ed Parent Survey, 82% of parents strongly agreed or agreed that they feel welcome to participate at their child's school, indicating a supportive environment for parental engagement. Additionally, 74% of parents strongly agreed or agreed that the school communicates the importance of respecting different cultural beliefs and practices across all grade levels.

All school sites use ParentSquare features to communicate important information with parents, such as attendance notifications, school activities, and teacher updates. The district will add features to the available communication tools in the upcoming year, including sign-ups for teacher conferences, polls, and secure documents, such as test results. Communicating important information between parents and staff is critical to Bonita Unified's success. 

Sites will continue to provide opportunities for parents to engage in student progress and success by offering site-based events. Elementary schools have found that Reading and STEM nights are vital to sharing the importance of foundational learning. 
The arts are also a focus in Bonita USD, providing families with opportunities to engage with the district and schools. The Bonita Center for Arts is a premier venue for families to see their students excel in choirs, band, and drama events on a professional stage. These performing arts programs will continue to be promoted to engage students and families.
	"Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for improvement in Building Relationships Between School Staff and Families.*
Bonita Unified will continue to provide opportunities for families to engage with our school sites. Families are encouraged to participate in activities and have a variety of ways to volunteer with our school programs. 

In the data from the West Ed Parent survey, two areas of focus for improvement stood out:

80% of parents answered ""very well"" or “just ok” in providing information to parents about their expected roles. This rating shows room for growth; each school site should reflect on their family's needs in addressing this topic. Finding specific resources to help parents support their students for the appropriate grade span and providing resources that address underrepresented families specifically.

83% of parents answered ""very well"" or “just ok” to sites letting parents know how their child is doing between report cards. This response can be improved by sites improving how parents access resources like grade books to understand student progress. Sites will identify additional ways to support families accessing resources such as Canvas, Google Classroom, and grade books.
"	Bonita USD will continue to prioritize the involvement of underrepresented families. The addition of the Expanded Learning Opportunities Program (ELOP) to our unduplicated students (English Language Learnings, Free & Reduced Program students, and Foster students) allowed Bonita USD to add additional space in the after-school program to support families that qualified for no-cost to these families. This opportunity creates a safe space for families with students from Transitional Kindergarten to grade 6. The program provides homework help and a safe place to be with peers in an after-school setting.

This summer, ELOP is providing services to our unduplicated students, allowing an increased capacity for the Summer School Age Care Program. The addition of summer bussing will give additional support to unduplicated students. This year, Bonita Unified incorporated reading intervention into the summer program. Bonita teachers will teach it to small groups of students throughout the summer program. Unduplicated students were given priority for this intervention opportunity.	Bonita Unified School District offers its families a variety of opportunities to support their students. The District and school sites host parent education through workshops to provide resources to parents to better support their students. Topics provided include reading intervention, assistive technology, helping students with anxiety, support for addressing student behavior concerns, and many more parenting topics. 

Elementary schools host family reading nights and STEM nights to connect families with the content students engage in. Additionally, middle schools provide a transition to middle school events for new parents of incoming 6th graders. High schools offer a transition to high school meetings for parents and college preparedness evenings. 

A CTE (Career Tech Ed) Counselor position develops partnerships with local industries and connects students and their parents to career pathways. Several Community Resource Fairs are held with tradespeople, university departments, and local business and volunteer organizations in attendance.

Teachers provide multiple ways to engage with the content that each student is learning through the Aeries grade book, the Canvas Learning Management System, and Google Classroom.

	"90% of parents (for elementary/middle) rated the District ""very well"" or “just ok” in providing information to help children with homework. Sites will explore solutions to identify resources parents can be directed to support homework for their students. 

79% of High School parents rated schools ""very well"" or “just ok” in providing information on college/vocational planning. 2023-24 was our first year with a District CTE Counselor in place. The creation of this role is to support school sites in informing students and parents about career pathways available in our community.
"	As the district identifies ways to build partnerships for student outcomes, it will address underrepresented families with intention. Schools and the district continue to look for ways to serve students in the unduplicated subgroups. Removing barriers that come with being part of the free and reduced lunch programs comes with additional burdens for these students to succeed academically. Expanding opportunities, including free bussing and free and reduced school-age care, are priorities in supporting our families. 

Each school site prioritizes the students at their sites, focuses on the individual needs of families, and creates opportunities to partner with families on their needs. The Bonita USD Wellness Committee, comprised of social workers, admin, and psychologists, has focused on identifying opportunities to reach underrepresented students. Foster students have been one of the focus groups. One key focus is finding unique solutions to providing support without students having to perform for their poverty. This focus will continue to send the message to school sites while providing solutions to help with these initiatives. The ability of a team to design solutions will provide Bonita USD with the opportunity to improve outcomes for all students.
	In analyzing our district survey, two positives emerge regarding input in decision-making, the first positive deals with feelings of respect. Ninety percent of respondents stated that they are respected by school staff. Additionally, 79% state that the schools take concerns seriously. These results indicate that educational partners feel they have a voice in the workings of the school and that this voice is respected and valued. Both variables are critical in developing a positive culture in which parents feel agency in giving input.

Our district survey data demonstrates that the majority of parents do feel that their input is valued in the decision-making process. 62% of parents across all grade levels strongly agreed or agreed that the school actively seeks parent input before making important decisions. However, we are concerned that the same proportion of families from unduplicated populations do not engage in existing processes. We strive to actively build relationships that can provide safe communication with all educational partners while still protecting individual anonymity.	Working groups have determined that families of unduplicated students are most engaged at the teacher level, so we are striving to communicate with families through teachers while also working in a manner that does not overburden teachers. In the coming year, we will provide multiple modalities for families that can originate from safe relationships but inform the wider decision-making process.	We are prioritizing underrepresented families, as we know that our general population does feel their input is sought and valued. We know that families of unduplicated students also want to be involved, but they are faced with competing responsibilities. They might also feel less engaged in the school environment based on their own experiences with school settings. Anecdotal data has demonstrated that families of unduplicated students are most engaged at the teacher level, so we are striving to communicate with families through teachers in a manner that does not overburden teachers. In the coming year, we will provide multiple modalities for families that can originate from safe relationships but inform the wider decision-making process.	4	4	4	3	4	4	5	5	4	4	3	3	Met		2024-06-26	2024
19643370000000	Burbank Unified	3	The District Parent Involvement Policy is distributed annually to all staff, parents, and guardians as part of our Annual Notice to Parents at the beginning of each new school year. The Parent Involvement Policy complies with both Federal and State regulations.
Title I schools as well as non-Title I schools review the Parent Involvement Policy annually at a regularly scheduled School Site Council meetings.  Annually, the Policy is reviewed by parents at a Title I School meeting. Additionally, at the annual Title I parent meeting, the elementary and middle school State Standards and grade level curricula are reviewed to increase parents’ understanding of elementary and middle school student expectations and requirements. Non-Title I schools also review State Standards and the grade level/subject area curricula.  High schools provide this information by teachers and at parent meetings.  
Parents and guardians are provided information on their child's progress through failure notices, progress reports, and report cards. At elementary schools, parent conferences are held at the end of the first and second trimesters allowing parents/guardians to meet individually with teachers to discuss student progress toward proficiency on grade level standards. Middle school and high schools do have parent conference days; however, parents are advised to contact teachers to contact teachers on grades, etc. at any time.  In addition, parents have access to an online Aeries Parent Portal through which they can learn about their students’ daily attendance, grades, test scores, and additional information. Teachers are available beyond those two designated windows for conferences, too. 
For State assessments like CAASPP (California Assessment of Student Performance and Progress), parents receive an explanation of their child’s performance on CAASPP as compared to State proficiency expectations each year that their child is tested.
Parent involvement in the LCAP process through scheduled meetings provides another venue for parents to ask questions and for the district to give parents information about the resources identified in the LCAP and how they will prepare their children for success.
BUSD provides materials and training through several avenues in our Title I school and non-Title I schools. Parents of incoming Transitional Kindergarten and Kindergarten students are provided with information they can work with their children at home.   Materials and resources are provided to give concrete information on helping children at home.   Information on State Frameworks, State Standards, curriculum, instruction, grading, testing, etc. is imparted to parents and guardians.  BUSD’s approach is that economic status does not affect parents' opportunity to support their child’s learning. 
	Feedback from BUSD parents through our annual school satisfaction survey indicates that parents want to continue to be able to access school information in a variety of avenues. The majority of families still prefer getting information via email from school staff and Principals.
BUSD is focused on providing timely updates and information to parents and families when emergency situations occur on campus. Information about our processes and communication plans has been shared with families so they are more familiar with our patterns of communication and what to expect in emergency situations.
Lastly, discussions, training, and professional development regarding Diversity, Equity, and Inclusion have brought increased attention to how we interact and respond to parents and families with diverse backgrounds or unique needs.
	Multiple modes of communication between families and District staff address families’ diverse needs and interests. Information is provided through phone contact, text messaging, emails, Facebook, Instagram, website postings, and newsletters. Notices are also mailed home in a timely fashion.  Communication is translated into the required languages primarily Armenian and Spanish per the Education Code in a format that communicates well to parents. Families receive text messages if they opt-in, and/or phone calls providing them with critical school information. In addition, parents have access to an online Aeries Parent Portal through which they can learn about their students’ daily attendance, grades, test scores, Individualized Education Plan, English Learner status, graduation requirements, discipline records, transportation schedule, lunch application, health records, and contact information.	BUSD gathers input from parents, especially those whose children are eligible for Socio-economic Disadvantaged, English Learners, Foster Youth, and Students Experiencing Homelessness services, in multiple ways including surveys, school site meetings, English Learner Advisory Committee (ELAC) meetings, District English Learner Advisory Committee (DELAC) meetings, Title I Advisory meetings, School Site Council (SSC), and other parent meetings. Staff and Principals are always available to work with families and guardians.  District and school-level parent involvement policies are annually evaluated and reviewed for revision to ensure that the policy is up-to-date and is being carried out. The Board of Education approves changes to Board Policy and Administrative Regulations annually as needed. School and district policies are distributed through the annual notification. The District and school sites regularly send commutations to families and staff about safety updates, operational updates, curricular updates, and special events. The District and schools also maintain websites with information on-demand.	Based on national and local trends, a primary focus of improvement for BUSD has been creating a more inclusive and diverse school community and culture. For the past three years, BUSD has been building partnerships around Diversity, Equity, and Inclusion (DEI). Parents, staff, and administration have participated in discussions, in-services, and implementation of new practices and supports for students. The work in DEI will continue with an advisory group of teachers. The work includes consultants, site leaders, and administrators. This is an area of improvement to ensure practices become part of our school culture and foundational beliefs with an impact on classroom and student outcomes.
Parents will be encouraged to participate in governance at the school and District levels. Parents will be encouraged to participate in the SSCs, ELACs, DELACs, the PTAs, and Fundraising Committees at schools. The District will utilize a robust parent volunteer program to continue to provide parents opportunities to be involved in their child(ren)’s school by providing a variety of volunteer activities.	BUSD will leverage the existing committees and structures to improve engagement for these families. BUSD has committed resources ensuring that translation is available and provided for district communications. Advisory panels and new committees have been prescriptive in requiring students and parents members. The LCAP advisory group includes English-learner parents and students as part of the core members attending meetings.  Schools also have English learner point persons and Special Education point persons who make it a priority to reach out and involve underrepresented families.	All school sites and the District hold the required number of meetings for the English Learner Advisory Committee (ELAC), District English Learner Advisory Council (DELAC), and School Site Council (SSC). Agendas are posted. Minutes are taken. Two Federal Program Monitoring (FPM) reviews (February 2018 and November 2021) had not found any issues with governance and decision-making procedures. 
The District's LCAP is updated annually and goes through a rigorous process to share information and gather input from educational partners. This includes seeking input from teachers, Principals, District Office administrators, classified personnel, the Burbank Teachers Association, the California State Employees Association, parents, and students. The District's website advertises the dates of the meetings and the presentations that contained the content of the meetings including metrics, action items, and the budgeted expenditures. Electronic invitations are sent to the entire Burbank school community or school communities including administrators and staff, parents/guardians, and high school students. The general public had access to information from the BUSD website and BUSD eNEWS which is sent to the general public. All materials presented at the LCAP committee meetings were translated into Spanish and Armenian, including presentations, the budget, and all handouts. Additionally, every General Parent/Community Committee meeting was live-streamed on Zoom. The videos for each meeting were then posted on the district website, along with all the materials (presentations, budget, and handouts).
	Annual surveys are distributed to all parents, students, and families. BUSD staff review the survey results for decision-making.  Data is also collected and shared with our educational partners. Parents/ guardians and students who participate in advisory groups serve as a focus group for gathering and soliciting qualitative data about programs and initiatives.
Areas of focus are social-emotional learning and emergency communications. 
	Parents and District staff partner with one another to build capacity. Schools offer training to parents to understand District and school academic initiatives and to provide parents with opportunities to learn how to support learning in the home, the California School Dashboard, and graduation requirements.
The engagement of underrepresented families is addressed in multiple ways.  These ways include specific outreach to families by designated personnel in areas where underrepresented families are concentrated, through surveys at the district, school, and program levels, governance committees, and through site parent meetings.	4	4	4	4	3	4	4	4	4	4	4	4	Met		2024-06-20	2024
19643450000000	Castaic Union	3	We had 5 Education Partner Meetings this year that staff, parents and community members could participate in at 
the district level. Each month at the board meetings we highlight a different school and honor staff, student and 
volunteers from that site. We have had three well attended district ELAC meetings for parents of English Learners 
that provided resources for parents and engaging activities for students. We hosted two district GATE nights for our 
gifted learners and their parents. Each school has individual events to include staff and families, including Back to 
School Night, Open House, conferences, PTA sponsored family events, STEM or literacy nights, School Site 
Councils, Parent Organizations, etc. Parent Square has been a great resource to keep families informed on what is 
going on at their school site and at the district. Parent Square will translate information into families preferred 
language. We have a district Family Liaison who is available to translate, assist families with enrollment, bus 
applications, communication with staff, support for struggling learners, etc. Each fall, parents and students meet with 
their teacher to discuss progress towards state standards and set goals for the school year. Teachers send home 
progress reports and report cards three times per year. Districtwide assessment results are sent home 3 times per 
year. Parents are surveyed and invited to participate in site and district meetings to share input.	In February of 2024 we gave students, staff and families the opportunity to participate in a survey from Youth Truth. 
Based on the survey results, 84% of our parents and 94% of our staff feel as though teachers, students and families 
have built caring relationships with each other. While we have provided multiple opportunities for parents to become 
involved, only 48% of our families feel like they are a part of the decision making process at their school. 67% of our 
staff feel as though they are a part of the decision making process.	We plan to continue to reach out personally to our underrepresented families and offer opportunities to build 
partnerships and improve student outcomes. We plan to host events in our most remote communities to give better 
access to our underrepresented families. In addition, we are continuing to provide after school tutoring in the 
communities that serve these students. We are also providing a variety of after school learning opportunities free of 
charge to all students, but giving priority registration to our underrepresented families. A continued focus will be 
educating parents on ways they can help support their child at home and reinforce what is being learned in school 
both academically and social-emotionally. Whenever possible, we want to provide support for in home learning, such 
as books, manipulatives and access to technology when appropriate.	We have three progress reporting periods, three report card periods and fall parent/teacher conferences to provide 
opportunities for school staff to provide input on student progress on learning. Students take a diagnostic test for 
reading and math three times per year and family reports are sent home to show progress. District Administrators 
meet with school site administrators twice a month to discuss ways to support staff, students and families.	Parent education is an area of focus for next year.	During the 2024-2025 school year, we have planned several parent education nights to help parents understand how 
they can support their children's learning at home, including supporting them on district technology platforms.	We provide multiple opportunities throughout the year for parents to give input and help with decision making. 
Parents can participate at the site level in school surveys, School Site Council, PTA, PAC, ELAC and opportunities to 
ask questions and give input directly to the site administrator. As the district level, parents can participate in district 
surveys, DELAC Meetings, LCAP Stakeholder Meetings, Parent Advisory Committee Meetings and district board 
meetings. Our LCAP stakeholder meeting were very well attended this year by all stakeholder groups.	We need to find multiple ways for parents to feel included in the decision making process, beyond what we are 
currently offering.	We plan to host a School Site Council district training for our school Site Council members this fall, as it has been 
several years since we have done a training and there are new member at each site. We plan to make it a point to 
have parents of underrepresented families a part of each School Site Council. We are going to be strategic in the 
locations of our meetings to increase participation from our underrepresented families.	5	5	4	5	5	4	5	4	4	4	5	4	Met		2024-06-27	2024
19643520000000	Centinela Valley Union High	3	According to the California School Parent Survey (CSPS), 89% of parent respondents agree or strongly agree that CVUHSD staff treat parents with respect. Additionally, 90% of parent respondents agree or strongly agree that our schools encourage parents to be active partners with the school in educating their children. Indeed, this is an area of strength for the District, accomplished most notably through the continued implementation of fully staffed Parent Centers. Additionally, the implementation of our Community Schools initiative - including Community Schools Coordinators - has expanded the reach of our family engagement efforts. Together, these positions have helped to increase opportunities for families to engage in events at the school site where parents can learn more about the academic expectations for and progress of their students, and educators can learn more about each family’s strengths, cultures, languages, and goals for their children. Such opportunities offered through the Parent Centers include Coffee with Staff (Principal, Counselors, Safety Officers, etc.), Back-to-School Night, Grade-Level Parent Meetings, and AVID and Academy Nights. Opportunities offered through Community Schools include: Resource Fairs, Produce and Basic Needs Distributions; community engagement projects, and; parent trainings. Additionally, we made progress in improving our engagement of underrepresented families by continuing to implement our growth goal identified in 2021-22 of expanding our District African American Parent Advisory Council (AAPAC) to include school- site specific meetings on a quarterly basis.	"The District will continue to refine the systematized data collection processes for parent engagement and education opportunities to more accurately conduct a year-to-year analysis, and to increase sustained parent interest and participation in parent engagement opportunities at the district level. During the 2023-24 school year, the District oversight for family engagement changed, and due to the transition, there was a gap in consistent tracking protocols, resulting in significant decreases in reporting of engagements, despite what we believe was likely a continued increase in family engagement due to the addition of the Community Schools initiative. The District will also work to define ""engagement"" and ""education"" opportunities clearly so that data is consistently collected across school sites. Additionally, the District plans to increase parent engagement by offering more on-campus opportunities where families can be present to recognize their students, participate in an activity or learning with their student, or be specifically invited by their students.

We will also focus improvement efforts in this area on more strongly marketing our CV Family Academy in order to more strategically empower families and engage them in their students’ education and our school communities at large. The District’s goal is to ensure equitable engagement of families in this program, specifically those families who are historically underrepresented in current family engagement efforts. The continued growth of site-based African American Parent Advisory Council (AAPAC) meetings - in addition to site-specific English Learner Advisory Committee (ELAC) meetings, and School Site Council (SSC) meetings - will continue to be an area for improvement. Ultimately, the District will focus improvement efforts on ensuring more equitable cultural representation at parent meetings and events throughout the school year."	One strategy the District will continue to use to improve engagement of underrepresented families is to leverage implementation of the Community Schools model (through our Community Schools Implementation Grant) to increase family connectedness to our schools and their resources. The Community Schools Site Coordinators will continue to collaborate with the Parent Liaisons at each school site to manage and lead the development of a full service community school, including assessment of the school community’s needs and assets, coordination of all student and family support services, and development of resources and partnerships. We will also continue to convene and grow the districtwide African American Parent Advisory Council (AAPAC), the ultimate goal of which is to give African American families a voice as we continue to work together on equitable outcomes for African-American students. As another means of increasing participation of underrepresented families, the District will include DELAC parents in developing DELAC and ELAC agendas to ensure high interest topics, and revise our District parent survey to increase input and to improve feedback. Additionally, our Parent Liaisons and site administrators will continue to engage families in parent education and engagement efforts, such as participation in the California Association of Bilingual Education (CABE) Conference.	The District’s strength in this area lies in the provision of multiple opportunities through community partnerships for families to engage in meaningful opportunities to gather information and resources to support student learning. Through the Parent Centers, the District offered the following family engagement options: Parent Teacher Organizations (PTO/PTSO); Coffee with Staff (Principal, Academies, EL support, Counselors, etc.); PowerSchool workshops; referrals to outside community services; basic computer skills support, and; financial aid workshops. All parents are invited to attend the District Parent Advisory Council (DPAC) and LCAP and Community Schools Educational Partner Input meetings.

Another strength for the District in this area is in relation to providing families with information and resources to support student learning and development in the home. Through the California School Parent Survey we learned that parents want increased opportunities to gain knowledge about how to better help their children continue the learning process at home. This year, according to the California School Parent Survey (CSPS), 73% of parents agree or strongly agree that teachers communicate with parents about what students are expected to learn in class (holding steady with last year’s rate). The District’s engagement with parent education organizations Grupo Crecer and Factor - both deemed highly effective and valuable by parent participants - continues to support the District’s progress in providing families with information and resources to support student learning and development in the home. 

Finally, the District has continued to leverage its relationships with our partner districts to increase awareness about CVUHSD among elementary and middle school families. This year, the District hosted an evening High School Priority Enrollment Fair where prospective students and their families explored our CTE pathway programs, athletics, and club offerings. Families were also invited to our Maker Faire where all attendees could engage in hands-on activities and experiences related to our pathway programs and school community offerings.	In order to increase our focus on building partnerships with families in direct service of student outcomes, the District has revised two actions within our Local Control & Accountability Plan (LCAP) that are directly tied to family and community engagement. Both Action 2003: Family Engagement and Action 2005: Community Schools Transformation now include language that explicitly identifies the coordinated efforts in which these two actions will engage in services of improving and increasing partnerships for student outcomes.The District will focus on providing more parent education workshops that include critical information for supporting their students’ preparations for college and/or career. This is in direct response to the need to increase the percentage of parent respondents who indicate that their child’s school is providing information on how to help their child plan for college or vocational school (49% of parent respondents indicated their child’s school is doing this very well). Additionally, the District will continue to partner with parent education organizations (Grupo Crecer and Factor) to provide parents with multiple opportunities to attend a series of workshops that will support them with a wide range of parenting resources and skills.	First, language in LCAP Action 2003: Family Engagement emphasizes the need for the CV Family Academy to “provide families with meaningful and culturally responsive family engagement opportunities and parent education workshops focused on supporting students' academic progress and mental health.” To support the efforts of the Family Academy to better engage our underrepresented families, the District will continue to implement the districtwide African American Parent Advisory Council (AAPAC). Additionally, the District will continue to implement site-based AAPAC meetings throughout the school year. This has now been the practice for two years, and is highly valued by parents. Finally, through our Community Schools Advisory Councils, the District will seek more in-depth input from underrepresented families about how the District can better support and engage them in service of improving the academic outcomes of their students.	Although the number of parents responding to the California School Parent Survey decreased slightly from 1,057 in 2022-23 to 949 in 2023-24, our effort to ensure as close to 100% of families as possible engage in the Community Schools Survey (which serves as our annual needs assessment for our Community Schools initiative) has been very successful due to embedding the survey questions in our InfoSnap enrollment system. This has ensured that as new families enroll and returning families confirm their continued enrollment and make updates to their information, they respond to this survey which is critical to District decision-making.

In relation to seeking input from parents/guardians in school and district decision making, the following are key findings from the 2023-24 California School Parent Survey CSPS): 76% of parent respondents agree or strongly agree that CVUHSD schools actively seek the input of parents before making important decisions; 87% of parent respondents agree or strongly agree that they feel welcome to participate at our schools (holding steady from the 2022-23 school year), and; 90% of parent respondents agree or strongly agree that they are encouraged to be an active partner with CVUHSD schools in educating their children (another metric that has held stead from the 2022-23 school year).	Although according to the California School Parent Survey (CSPS) 87% of parents strongly agree or agree that parents feel welcome to participate at our schools, only 41% indicated they actually participated in opportunities at their child's school. Though the District has continued to focus on institutionalizing our Parent Teacher Organizations (PTO/PTSO) and including those groups in the District Parent Advisory Committee (DPAC), we will continue to strengthen efforts to close this gap between parents’ feeling that they are welcome to participate in our schools and their actual participation through stronger implementation of the CV Parent Academy, with the intent to exert their agency as critical educational partners in our decision making processes. Additionally, our percentage of parents responding to the LCAP and Community Schools Survey, upon which we rely heavily for family input, has somewhat decreased in the past year. Therefore, efforts to increase survey engagement are critical.	Moving forward, the District will utilize both the District and site African American Parent Advisory Councils as critical parent advisory groups in regard to garnering input for the District’s strategic plan through continued engagement in LCAP input sessions. We will also continue to provide opportunities for parents to access meetings through Google Meet, not just in person, as this flexibility has proven valuable to our most underrepresented families. Finally, our Parent Liaisons will work with families to determine if other affinity groups for parents (such as for parents of students with disabilities or or Pacific Islander families) would be something our families would be interested in and benefit from.	5	5	5	4	4	5	4	3	5	5	4	4	Met		2024-06-27	2024
19643520128488	Family First Charter	3																						Not Met			2024
19643520128496	New Opportunities Charter	3																						Not Met			2024
19643780000000	Charter Oak Unified	3	Based on the analysis of educational partner input and local data, the district has demonstrated considerable progress in building relationships between school staff and families, showcasing several key strengths. The district has achieved full implementation in developing staff capacity, including administrators, teachers, and classified staff, to build trusting and respectful relationships with families. Professional development programs have been implemented to train staff on effective communication strategies, cultural competence, and relationship-building techniques. These initiatives have created a more positive and collaborative school climate where families feel valued and respected.
Furthermore, the district has made significant strides in creating welcoming environments for all families within the community. Schools have implemented various strategies to ensure families feel comfortable and welcomed when visiting school sites. This includes the establishment of family resource centers, the provision of bilingual staff and materials, and the organization of family-friendly events. These efforts have fostered a sense of belonging and inclusivity, making it easier for families to engage with the school community.
The district has also excelled in developing multiple opportunities for two-way communication between families and educators. Utilizing various communication channels such as newsletters, parent-teacher conferences, social media, and school apps, the district ensures that information is accessible and understandable to all families. This approach has enhanced transparency and strengthened the partnership between families and educators, contributing to better student outcomes.
	Despite these strengths, the district has identified several areas for improvement in building relationships between school staff and families. One primary focus area is supporting staff to learn about each family's strengths, cultures, languages, and goals for their children. At the initial implementation stage, there is a need to deepen staff understanding and appreciation of the diverse backgrounds and aspirations of the families they serve. This can be achieved through ongoing professional development, cultural competency training, and opportunities for staff to engage directly with families in various settings.
Another focus area is enhancing the engagement of underrepresented families in school activities and decision-making processes. While progress has been made in creating welcoming environments and facilitating communication, further efforts are needed to ensure that all families, particularly those from underrepresented groups, feel empowered and included. This includes addressing barriers to participation, such as language, transportation, and scheduling conflicts, and providing targeted support to these families.
	The district will implement several targeted strategies to improve the engagement of underrepresented families identified during the self-reflection process. First, the district will enhance its outreach efforts by developing tailored communication plans that address underrepresented families' specific needs and preferences. This includes utilizing multiple communication channels, such as social media, community events, and direct outreach, to ensure that all families are informed and engaged.
Secondly, the district will increase the availability and accessibility of resources to support student learning at home. This includes translating materials into multiple languages, providing culturally relevant content, and offering flexible workshop schedules to accommodate diverse family needs. By making these resources more accessible, the district aims to empower all families to actively support their children's education.
Lastly, the district will create continuous feedback and collaboration opportunities with underrepresented families. This includes establishing advisory committees, conducting regular surveys, and holding focus groups to gather input and address concerns. By involving underrepresented families in the planning and evaluating engagement activities, the district will ensure that these initiatives are responsive to the community's needs and lead to improved student outcomes.
Through these targeted strategies, the district aims to enhance the engagement of underrepresented families, build stronger relationships between school staff and families, and ultimately support all students' academic and social success.
	Based on the analysis of educational partner input and local data, the district has made notable progress in building partnerships for student outcomes, demonstrating several key strengths. The district has achieved full implementation in providing professional learning and support to teachers and principals, enhancing the capacity of schools to partner with families effectively. This professional development includes training on family engagement strategies, cultural competence, and effective communication, which have empowered school leaders and teachers to build stronger connections with families.
Additionally, the district has successfully implemented policies and programs that facilitate regular meetings between teachers, families, and students to discuss student progress and collaborative strategies for improvement. These meetings foster a cooperative environment where families feel involved in their child's education and can contribute to their academic success. The full implementation of these initiatives highlights the district’s commitment to fostering an inclusive and supportive educational community.
Although currently at the initial implementation stage, significant efforts have been made to provide families with essential information and resources. Workshops, informational sessions, and accessible materials have been developed to educate families about their rights and how to advocate effectively within the school system.
	Despite these strengths, several areas of focus for improvement in building partnerships for student outcomes exist. One key area is providing information and resources to families to support student learning and development at home. While some progress has been made, currently at the initial implementation stage, there is a need for more comprehensive and targeted resources. This includes creating more accessible and practical guides, offering workshops on various aspects of student learning, and ensuring that all families have the necessary tools to support their children's education at home.
Although significant efforts have been made in this area, further development is required to move from initial to full implementation and sustainability. This includes expanding the scope of informational sessions, increasing outreach efforts, and providing more personalized support to families.
	The district will implement several targeted strategies to improve the engagement of underrepresented families in building partnerships for student outcomes. Firstly, the district will enhance its outreach efforts by developing tailored communication plans that address underrepresented families' specific needs and preferences. This includes utilizing multiple communication channels, such as social media, community events, and direct outreach, to ensure that all families are informed and engaged.
Secondly, the district will increase the availability and accessibility of resources to support student learning at home. This includes translating materials into multiple languages, providing culturally relevant content, and offering flexible workshop schedules to accommodate diverse family needs. By making these resources more accessible, the district aims to empower all families to actively support their children's education.
Lastly, the district will create continuous feedback and collaboration opportunities with underrepresented families. This includes establishing advisory committees, conducting regular surveys, and holding focus groups to gather input and address concerns. By involving underrepresented families in the planning and evaluating engagement activities, the district will ensure that these initiatives are responsive to the community's needs and lead to improved student outcomes.
Through these targeted strategies, the district aims to enhance the engagement of underrepresented families, build stronger partnerships, and ultimately support all students' academic and social success.
	Based on the analysis of educational partner input and local data, the district has made significant progress in engaging families and stakeholders in decision-making processes. One of the major strengths is the full implementation and sustainability of building the capacity of principals and staff to engage families in advisory groups and decision-making effectively. This indicates a well-established system where school leaders are proficient in involving families, ensuring their voices are heard and considered in school governance.
Furthermore, the district has achieved full implementation in providing opportunities for families to offer input on policies and programs, which includes strategies to reach underrepresented groups within the school community. This broad inclusivity ensures that diverse perspectives are considered, enriching decision-making and promoting equity. Additionally, the district has reached full implementation in providing platforms for collaboration between families, teachers, principals, and district administrators. This collaboration facilitates a comprehensive approach to planning, designing, implementing, and evaluating family engagement activities, ensuring that these initiatives are well-rounded and effective.
The district’s commitment to continuous improvement is evident in its structured support for family engagement. Established advisory groups, such as the School Site Council and ELAC, play a crucial role in maintaining an open line of communication between the school and its community, fostering a culture of transparency and mutual respect.
	Despite the notable progress, the district has identified areas that require further attention and improvement in seeking input for decision-making. While the capacity-building efforts for principals and staff are at full implementation and sustainability, the same level of progress has yet to be achieved for family members. Family members' engagement in advisory groups and decision-making is at full implementation but has yet to reach the sustainability phase. This suggests a need for ongoing support and resources to ensure family members can consistently and effectively contribute to these processes.
Another area for improvement is the district’s strategy to reach and engage underrepresented groups. Although the district has made strides in this area, achieving full implementation, there is room to enhance these efforts to ensure that the voices of all community members are adequately represented. This includes addressing barriers that may prevent underrepresented families from participating fully, such as language, cultural differences, or scheduling conflicts.
	The district will implement several targeted strategies to improve the engagement of underrepresented families identified during the self-reflection process. First, the district will enhance outreach efforts by providing additional resources and support tailored to these families' needs. This includes offering translation services, flexible meeting times, and culturally relevant communication materials to ensure that all families feel welcomed and able to participate.
Additionally, the district will establish more robust partnerships with community organizations that have established trust and credibility within these underrepresented groups. These partnerships can serve as bridges, facilitating better communication and engagement between the school and the families it serves.
The district will also conduct regular feedback sessions with underrepresented families to better understand their unique challenges and needs. This direct feedback will inform the development of more effective engagement strategies and ensure that the initiatives implemented are responsive to these communities' actual needs.
Finally, the district will provide ongoing professional development for staff to equip them with the skills and knowledge necessary to engage underrepresented families effectively. This training will cover cultural competence, effective communication strategies, and best practices for fostering inclusive environments. By continuously building the capacity of both staff and families, the district aims to create a more inclusive and participatory decision-making process, ultimately improving the educational outcomes for all students.
	4	4	3	4	4	3	4	3	5	4	4	4	Met		2024-06-20	2024
19643940000000	Claremont Unified	3	Overwhelmingly, our educational partners felt that our schools, as well as the District Office, are welcoming, which is crucial in building relationships between school staff and families.  Both the district and school sites offer trainings, committee opportunities, and provide resources on building trusting and respectful relationships with families.  CUSD offers a wide variety of workshops throughout to engage families.  These workshops include the Parent Institute for Quality Education (PIQE), Social Emotional Learning, Attendance Awareness, College Awareness, Community Resource Meetings, Cognitive Teaching and the Brain, and Family Literacy.  We also provide opportunities for parents to attend Parent Leadership Conferences.  Claremont Unified continues to partner with the Claremont Educational Foundation and Tri-City Mental Health, among others to help build capacity.  The school district also utilizes many tools to communicate with its educational partners such as Peachjar, Blackboard, Remind, Canvas, and Class Dojo.  There are numerous ways for families to receive information such as email, text, phone, or flyers.  Our district also offers opportunities for the public to express needs and concerns as well as offer suggestions for any changes or adaptations that need to be made.	There are several areas we have identified as areas of improvement for building relationships between school staff and families.  While we offer many options for our educational partners to receive information, it was expressed that families are frequently overwhelmed with information and sometimes have difficulty separating the site information from district and community information.  Most, but not all, educational partners felt that they have seen more communication in both English and Spanish.  We have identified two-way communication as an area for improvement. Our educational partners also felt that communication can often be one-sided and many times there are insufficient opportunities to respond.  This can cause people to be reactive in situations rather than proactive.  Another area for improvement will be to continue to offer more trainings centered around cultural diversity and culturally responsive teaching.  In addition, families would like to see more parent engagement opportunities at the secondary level.	Based on the analysis of the feedback received from our educational partners, we are working closely with our school sites to improve engagement of our underrepresented families with respect to building relationships between school staff and families in the following ways.  We will provide more timely communication with our families through site communications (Principal’s Weekly Newsletter, Peachjar, Blackboard, Remind, Canvas, and Class Dojo, etc.).  Our secondary sites will continue to explore ways to increase opportunities for parent engagement.  Our Senior Liaison of Youth and Family Services and Liaison for Youth and Family Services have planned additional workshops and will be reaching out personally to our underrepresented families regarding these opportunities.  Additionally, our Educational Services Department will continue to offer workshops to certificated and classified staff on cultural diversity and culturally responsive teaching, along with other topics based on input from the District Equity Advisory Council.	As before, our educational partners felt that both the district and school sites work hard at building partnerships for student outcomes.  This is demonstrated through the use of additional communication tools as well as the numerous workshops and trainings offered at both the district office and school sites.  Families have opportunities to partner on committees such as LCAP, ELAC, SSC, DELAC, PFA, CPFA, and Title I.  CUSD also has strong partnerships with the Claremont After-School Program (CLASP) and the Claremont Educational Foundation (CEF) as well as other community partnerships to support student outcomes.  Our educational partners felt that CUSD is very accommodating to families, and that a huge strength in building partnerships for student outcomes is our Senior Liaison of Youth and Family Services and the addition of our Liaison for Youth and Family Services who together, work tirelessly to reach out and engage families.	An area of focus for improvement in building partnerships for student outcomes continues to be working to engage our underrepresented families.  CUSD appreciates feedback, but we realize that if a family is disengaged, the district does not receive their feedback.  Our site administrators are focusing on reaching out to all their families in multiple languages via various communication tools and site activities.  Our Senior Liaison of Youth and Family Services will continue to personally reach out to our underrepresented families to increase their comfort level with the district and in turn, site personnel.  In 2023-2024, CUSD hired a Youth and Family Services Liaison, who, in conjunction with our Senior Liaison of Youth and Family Services, serves as liaison for students identified as foster youth and/or homeless youth attending school in the Claremont Unified School District and act as liaisons between the school district, parents, schools and the community.	Based on the input from our educational partners, several suggestions/recommendations emerged to improve engagement or our underrepresented families with respect to building partnerships for student outcomes.  These include:

1)  Provide families with connections to mental health resources that they can access for their family,
2)  Expand opportunities for career and technical education, and
3)  Reach out to leaders of underrepresented communities and plan activities with them

These suggestions will be considered in 2024-2025.	Again, our educational partners felt that both CUSD and school sites work hard at building partnerships with our families with respect to seeking input for decision-making.  Although most committees are advisory in nature, the feeling among our educational partners is that most of these committees such as LCAP, ELAC, SSC, DELAC, PFA, CPFA, and Title I, are decision making committees and play an important role in the decision-making process.  In addition, our District Senior Liaison of Youth and Family Services and Liaison for Youth and Family Services started a Foster Youth Advisory Committee this year to better meet the needs of these students.  However, as stated previously, only partners providing feedback and making decisions are those that are engaged.	Based on input from our educational partners, an area of focus for improvement in seeking input for decision-making will be to engage more underrepresented families and foster parent leaders on our campuses.  Our District Senior Liaison of Youth and Family Services and Liaison for Youth and Family Services have worked hard to provide more parent workshops and activities in order to involve more schools in some of the activities that are happening at other sites.  In 2023-2024, we offered workshops both in-person and virtually which helped to increase engagement and provided options for ways to engage.  This will be continued in 2024-2025and include such topics as UC/CSU A-G requirements, college and career readiness, social emotional and mental health, anti-drug/vaping, school attendance, parenting, Parent Institute for Quality Education (PIQE), IB Middle Years Information, financial wellness, addiction, suicide prevention, and physical wellness.	The ways we will work to improve the engagement of underrepresented families with respect to seeking input for decision-making are much the same as with the previous two areas.  Our site administrators are focusing on reaching out to all their families via various communication tools and site activities and offering the opportunity to attend virtually.  Our Senior Liaison of Youth and Family Services and Liaison for Youth and Family Services will continue to personally reach out to our underrepresented families to increase their comfort level with the district and in turn, site personnel.  We will investigate ways to improve language access, provide flexible meeting times and locations, and investigate the feasibility of providing a dedicated email address for feedback.   These methods of outreach are good protocols for increasing parent engagement in general.	4	5	4	4	4	4	4	4	4	5	4	5	Met		2024-06-24	2024
19644360000000	Covina-Valley Unified	3	"Covina-Valley has demonstrated significant progress in building strong relationships between school staff and families. The district is fully committed to creating welcoming environments for all families and supporting two-way communication using language that is understandable and accessible to everyone. This high level of commitment indicates that C-VUSD has established effective and sustainable practices to connect with families.

Educational partners have provided many examples of the district’s success in building trusting relationships. C-VUSD offers a variety of opportunities for parents and guardians to engage with schools, including active participation in advisory committees and councils, PTAs, booster clubs, attendance at special events, family nights, extra and co-curricular activities, and parent-teacher conferences. Parents and guardians are encouraged to volunteer and become involved in their children's education, reflecting the district's commitment to creating an inclusive and supportive environment.

The district continuously seeks to engage in meaningful communication with families. Educational partners have highlighted how the district fosters a welcoming atmosphere through initiatives such as informal meetings and principal involvement in daily school activities. 94% of parents and community members strongly agree or agree with the statement, ""I feel welcomed and treated with respect when I come to my student's school(s)."" Additionally, video updates from the Superintendent and virtual Town Hall meetings provide continuous communication, keeping families informed and engaged. On a locally administered survey, 91% of parents and community members strongly agree or agree that Covina-Valley Unified and its schools keep families and the community informed about important issues and events. 

C-VUSD collaborates effectively with all advisory groups, gaining diverse perspectives and input through in-person and virtual meetings, surveys, emails, and phone calls. The district’s commitment to communication is further evidenced by its use of ParentSquare, which ensures that communication is in the parents’ primary language, demonstrating its dedication to accessibility. The district leverages technology to ensure families have easy access to school information through the district’s webpage, a mobile app, mass communication tools, and social media. 91% of parents and community members strongly agree or agree with the statement, ""Covina-Valley Unified and its schools keep families and the community informed about important issues and events.”

These efforts collectively highlight the district's strengths in fostering an inclusive, communicative, and supportive environment for all families."	Based on input from Covina-Valley's educational partners, the district recognizes the continued need for targeted outreach to underrepresented student and family populations as a critical area for improvement. This outreach is crucial, as family engagement can have a lasting impact on student success. The initiative focuses on several key areas: ensuring underrepresented families have a meaningful voice in school matters, providing additional educational opportunities for parents, and offering comprehensive support to parents both within the school environment and at home. C-VUSD aims to empower all families to actively participate in their children’s education by fostering an inclusive atmosphere. This empowerment is intended to build stronger, more inclusive relationships between school staff and families, ultimately enhancing the educational experience for all students. By addressing the unique needs of underrepresented families, the district strives to create a more equitable and supportive community that benefits everyone involved.	Based on the analysis of educational partner input and local data, Covina-Valley has identified strategies to improve the engagement of underrepresented families in relation to building relationships between school staff and families. The district will offer additional educational opportunities for parents, including workshops and informational sessions designed to equip them with the knowledge and skills needed to support their children's education both academically and personally. These sessions will be tailored to meet the unique needs of underrepresented families, providing them with practical tools and resources. Additionally, Covina-Valley will continue to foster an inclusive atmosphere by promoting an environment where all voices are heard and valued. This inclusive approach empowers families to actively participate in their children's education, building stronger, more inclusive relationships between school staff and families. The district strives to create a more equitable and supportive community by addressing the specific needs of underrepresented families, ultimately enhancing all students' educational experiences and outcomes.	"Covina-Valley has made significant strides in building partnerships that enhance student outcomes. This progress is rooted in the district's commitment to fostering strong connections between families, teachers, and the broader community.

The district provides families with vital information and resources for supporting their children. 83% of parents strongly agree or agree with the statement, ""Covina-Valley Unified and its schools provide me with resources and/or ideas for supporting my student.” These tools empower parents to support their children's learning and development at home, creating a more integrated and supportive educational experience. The availability of comprehensive resources means that families are well-prepared to contribute actively to their children's academic success.

Additionally, C-VUSD has implemented policies and programs that facilitate regular meetings between teachers, families, and students. 93% of parents strongly agree or agree with the statement, “I am comfortable talking with teachers/staff at my student's school(s).” Parents and students have opportunities to meet with teachers and discuss student progress, individual student performance, attendance, and post-secondary plans. These meetings are a platform for discussing student progress and collaborating on strategies to improve outcomes. This approach fosters a strong connection between home and school, ensuring everyone works together towards common educational goals.

District staff works closely with parents, teachers, and students on an ongoing basis to ensure that all voices are heard and all are engaged. Students and parents have several opportunities to provide input on school programs by participating in advisory committees (School Site Councils, English Learner Advisory Committees, District Advisory Committees, District English Learner Advisory Committees, the LCAP Advisory Committee, and oversight committees). 

The district is also committed to helping families understand and exercise their legal rights. C-VUSD provides guidance and resources that assist families in advocating effectively for their children, provided to families through increased formal parent education through the Parent Institute for Quality Education (PIQE), Family Leadership Institute (FLI), and site-based parent academies. This support empowers parents to be active participants in their children's education. 

Overall, Covina-Valley’s dedication to building solid partnerships with families and the community is evident in its comprehensive and effective programs. These efforts have created a supportive and collaborative environment that enhances student outcomes and fosters a strong sense of community involvement in the educational process."	One of the district's key focus areas is enhancing professional learning and support programs for teachers and principals to strengthen their collaboration with families. By equipping educators with the skills and knowledge needed to work effectively with families, C-VUSD aims to create a cohesive support system that benefits students both at school and at home.	Based on the analysis of educational partner input and local data, C-VUSD will improve the engagement of underrepresented families by implementing targeted outreach programs and culturally responsive practices. This includes offering workshops and resources tailored to the unique needs of these families, providing translation services, and utilizing family liaisons to facilitate communication. By fostering an inclusive environment and ensuring that all families feel valued and supported, C-VUSD aims to strengthen partnerships that contribute to student success.	Every C-VUSD school engages parents and guardians in decision-making through participation in advisory committees, parent-teacher organizations, and other school and district programs. All C-VUSD schools have a School Site Council (SSC) and an English Learner Advisory Committee (ELAC), meeting all compliance requirements for these advisory groups. Additionally, every school has representation on the District English Learner Advisory Committee (DELAC).

C-VUSD employs multiple strategies to reach and seek input from underrepresented groups in the school community, actively encouraging and promoting participation in programs and advisory committees. All Covina-Valley schools offer interpretation and translation services, enabling parents to fully participate in educational programs and meetings with school staff. Feedback tools are available in languages other than English to ensure that all parents can provide valuable input.

In addition to SSCs, ELACs, and DELACs, C-VUSD holds regular Local Control Accountability Plan (LCAP) Advisory Meetings to seek input on the district's overall mission, vision, and progress toward meeting district goals. These meetings include parents, teachers, administrators, and students, are open to the public, and are widely communicated through mass communication tools.

Lastly, C-VUSD utilizes educational partner surveys multiple times throughout the year to seek input for decision-making.	Based on the analysis of educational partner input and local data, C-VUSD's focus areas for improvement in seeking input for decision-making include enhancing outreach efforts to underrepresented families and increasing their participation in advisory committees and decision-making processes. This focus entails understanding the barriers that prevent these families from participating, such as language, cultural differences, or scheduling conflicts. Gathering input that is representative of C-VUSD's diverse community will lead to more equitable and effective decision-making, accurately reflecting the needs and priorities of all families within the district.	Based on the analysis of educational partner input and local data, C-VUSD will improve the engagement of underrepresented families identified during the self-reflection process by implementing targeted outreach initiatives and providing additional support. This includes offering meetings at varied times and locations to accommodate different schedules, providing childcare during meetings, and utilizing diverse communication platforms to reach all families. The district will also enhance its use of technology to facilitate virtual participation and feedback. Additionally, C-VUSD will continue to offer training and resources to help underrepresented families understand and navigate the decision-making process, ensuring their voices are effectively heard and valued.	4	5	4	5	4	4	4	4	5	5	5	4	Met		2024-06-28	2024
19644440000000	Culver City Unified	3	The Equity Advisory Council is a strong group that advocates for student achievement through deep data analysis and supports the development of new partnerships. In 2023-2024 Affinity partner groups and graduations have expanded.	The LEA is adding more educational partner groups to support student outcomes. There was an addition of a Black Student Family Council. In 2024-2025 we will add a Hispanic/Latinx Family Council.

	We have added text messaging to our communication platform to reach out to more families in order to improve outcomes for students.	Families note our schools are welcoming environments. We are working to streamline communication in order to continue and expand positive relationships. In order to expand our practices, we have implemented a centralized app for communication with families that will optimize communication and grow positive relationships.	Our focus on supporting language justice through the addition of a communication app that will provide translation for families has been positive. This app has supported positive relationships between staff and families.	Upon reflection and input from many groups including DELAC, LCAP PAC, and the EAC we are supporting sites with community assistants to support outreach for unduplicated pupils. Our attendance data will be targeted as an area that will be targeted for support.	CCUSD had 550 respondents the LCAP partner survey. We also held multiple engagement meetings to gather anecdotal data to inform CCUSD's decisions and LCAP.	There is a request to continue to address disaggregated student group data.	CCUSD leaders will continue to visit school sites adn community events to gather partner and interest holder input.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-25	2024
19644510000000	Downey Unified	3	"The Downey Unified School District has several current strengths in building relationships between school staff and families. All site administrators and school staff create welcoming and positive school environments where parents and families feel comfortable in the school setting. Additionally, there are various opportunities for parents and families to interact with school staff during our Back-to-School Nights, Open House, PTA-sponsored events, and student recognition events. These events provide a positive environment for families to build relationships with school staff. Additionally, we provide multiple parent workshops, meetings, and academies that build parent knowledge and understanding of the school system.

In addition to the parent engagement opportunities, Downey Unified seeks input from our parents/guardians through the Annual LCAP Parent Survey. The key findings from the survey provide the district feedback around the five (6) LCAP Goal Areas and
embedded State priorities: 1) Student Achievement; 2) Whole Child; 3) Homeless & Foster Youth; 4) Best Staff; 5) Parent Engagement; 6) Infrastructure. A total of 6,441parents/guardians representing grades TK – 12 participated in the Annual
Engagement Survey for the 2023–2024 school year. Based on those results, we had a high level of satisfaction regarding communication and access.

Statement (% that Strongly Agree/Agree)
•	My child’s school makes it easy to attend meetings and/or workshops (90.48%).
•	My child’s school encourages parents to participate in their education (92.54%).
•	My child’s teachers are accessible to me if I have questions/concerns (92.20%).
•	The administrators at my child’s school are accessible to me if I have questions or concerns (93.18%).
•	My child’s school communicates effectively with parents (90.32%).
•	My child’s school informs me of upcoming events or activities (95.51%).
•	My child's school involves parents when making decisions about school programs (84.92%).
"	The Downey Unified School District has established positive relationships with parents and families. Our LCAP Goal #5 targets parent and family engagement to provide timely and transparent communication where parents are well-informed of the district and school events. An analysis of the free-response questions in our Annual Partner Engagement Survey indicates a need to strengthen our efforts in the following:

• Provide Spanish language interpretation during school site meetings and workshops. Though the district does provide interpretation at all Board Meetings, PAC, DELAC, and District sponsored meetings and parent academies, there is a
need to provide consistent interpretation during school meetings and events.
• Timely notice for events: The District and all school sites make efforts to provide efficient and timely communication to parents about upcoming events, meetings, and workshops. There is a need for schools to provide advance communication
and invitations to families, more than 24-48 hours before an event.
• The time of the event. Due to work or other commitments, some parents are unable to attend events.
• Limited Parking for special events discourages parents from attending. There is a need to investigate alternate parking at sites for special events that draw large crowds. Schools that will be modernized with recent bond measure funding will
include increased parking as a consideration for improving the campus.
	Downey Unified continues to strive to ensure that families feel welcome in their child’s school and the district. We aspire for our families to feel safe to seek information and voice any questions or concerns about their child’s education. Spanish-speaking parents indicated the limited availability of interpretation services during some school meetings and events and voiced a need for the district to provide parent leadership training for them. As part of the California Community Schools Partnership Program, DUSD received a planning grant and an implementation grant to support the development of community schools. A Family and Community Engagement (FACE) Specialist has been hired who is facilitating more opportunities for parent leadership training.

In the area of family engagement, our goal is to increase the satisfaction of our parent community to feel they are informed promptly about what is happening in their school and district and feel they can actively participate. Each school site creates an action plan based on their school site LCAP survey data that targets parent engagement. In addition,
DUSD will continue to seek input from our Special Education, Foster Youth, Homeless Youth, and English Learner families as part of our Parent Advisory Committee (PAC) and District English Learner Advisory Committee (DELAC).
	Downey Unified seeks annual educational partner input through our LCAP Parent Survey. A total of 6,441 parents completed the survey during the Spring of 2024. Parents feel included in our schools and believe we provide opportunities for them to be engaged in their student’s learning. Ninety-two percent of all survey parents favorably agreed that their child’s school encourages parents to participate in their education.

Downey Unified understands the importance of building partnerships with our families and parents to increase student outcomes. There are multiple opportunities throughout the course of the school year where parent workshops and events are programmed to increase parent efficacy. Providing the parent workshops not only provides learning, but opportunities for staff and parents to learn and work together to form relationships and increase student learning.
	The Downey Unified School District has established positive relationships with parents and families. Our LCAP Goal #5 targets parent and family engagement to provide timely and transparent communication where parents are well-informed of the district and school events. An analysis of the free-response questions indicates that there is a continued need to provide interpretation at school events. When the language barrier is removed, then parents feel they can participate in school events. Their participation leads to improved relationships and opportunities to build partnerships for student success.	Downey Unified continues to strive to ensure that families feel their child’s school and district are places where they feel welcome. All schools receive the feedback from their annual LCAP survey, analyze it, and then create an action plan to address those needs. An area to focus on is removing the barriers our Spanish-speaking families perceive about attending school site events. Possible strategies may include the availability of interpreters at all major school events and meetings, advance notice for events, providing childcare, use of reinforcers to encourage participation, providing multiple modes of communication, and providing frequent communication and reminders.	Downey Unified seeks annual educational partner input through our LCAP Parent Survey. A total of 6,441 parents completed the survey during the Spring of 2024. Parents feel included in our schools and believe we provide opportunities for them to be engaged in their student’s learning and participate in their student’s school events. Ninety percent favorably agree that their child’s school makes it easy for parents to attend meetings and/or workshops. This leads to increased opportunities for decision-making. A present parent is better informed and provides important feedback to schools when decisions are made. Eighty-five percent of all surveyed parents favorably agree that their child’s school involves them when making decisions about programs.	Downey Unified chose to utilize a survey to capture a significant representation of our parent partners to monitor and review the programs and services of the LCAP. The Engagement Survey is directly related to the district vision which states that all students will graduate with a 21st Century education that ensures they are college and career ready, globally competitive, and citizens of strong character. All surveyed parents viewed our programs favorably and believe their children are receiving a quality education. Continued areas of growth are increasing opportunities for our Spanish-speaking families to participate in district and school meetings and events.	Building capacity among our educational partners is a focus area for Downey Unified. The Annual Partner Engagement Survey is a critical process that engages all to provide our district with input. This information is analyzed at all levels and action plans are created both at the sites and district level. School sites evaluate the input they receive from their school communities.

The district values the advisory committee process and ensures that all school sites and district-level staff are provided the support needed to implement successful groups. The Parent Advisory Committee (PAC) is comprised of an English learner, Homeless/Foster Youth, Special Education, and low-income families representing our district families and it convenes five times throughout the year. The PAC reviews academic and survey data and participates in discussions about high-priority programs that impact our most at-risk students. In addition, the District English Learner Advisory Committee (DELAC) collaborates on the English learner programs and provides input to the PAC. Downey Unified will continue to provide opportunities for parents to engage in their schools and be part of the decision-making process. Based on parent input, opportunities for parent education are designed to meet their needs. Workshops around the social and emotional well-being of their children are a priority and funds are allocated to ensure there are multiple opportunities for parents to access these workshops. Resources around support for our Foster and Homeless Youth are a priority based on parent and staff input. Additionally, the District has hired a FACE Specialist who is helping to develop increased opportunities for our under-represented families to become actively engaged.	5	5	4	5	4	4	4	5	5	4	4	4	Met		2024-06-25	2024
19644690000000	Duarte Unified	3	Duarte Unified School District excels in building relationships between school staff and families through comprehensive communication, engagement, and support initiatives. The District ensures parents are well-informed via an updated website, digital marquees, social media, and ParentSquare for bilingual communication. Regular newsletters, workshops, and meetings keep parents involved. The District encourages academic monitoring through the Aeries Parent Portal and offers workshops to assist parents. The partnership with the Los Angeles County Office of Education’s Community School Initiative provides dedicated staff and resources at Duarte High school, supporting families with food, clothing, and supplies. Events like STEAM nights, Back to School Night, Dia de los Muertos, and various family-oriented activities foster strong parent engagement. Overall, Duarte Unified School District's effective communication and inclusive events strengthen the school community by closely connecting staff and families.	Duarte Unified is working to improve the number of families who actively participate in engagement activities such as District English Learner Advisory Committee and other District level opportunities. Parents were surveyed to relevant family engagement strategies. The District seeks to expand the reach of these opportunities by identifying any barriers that may prevent families from participating or identify the needs of families that will lead to strong relationship with their children's school.	Duarte Unified will improve engagement of underrepresented families by building the capacity of school leaders and staff so that schools are welcoming places for all families. Parent/family engagement activities are planned in collaboration with families and  included in each site's School Plans for Student Achievement.	Duarte Unified School District (DUSD) effectively builds partnerships to enhance student outcomes through comprehensive communication and collaborative efforts. The district provides families with information and resources via monthly newsletters, an informative website, SSC, PTA meetings, ELAC, and Home/School Folders. Parent/teacher conferences, SST, and IEP meetings offer additional support and resources to families. DUSD has established valuable partnerships, including one with USC College Advising Corps, placing a full-time advisor at DHS to assist with college planning and FAFSA completion. The district also collaborates with local agencies to offer mental health support. Counseling services, PBIS strategies, and various clubs and organizations further contribute to student support. Fundraising efforts and in-class support by staff ensure that students receive comprehensive assistance for their educational needs.	Duarte Unified continues its focus on building partnerships for student outcomes. Parent active involvement in student outcomes not as strong in middle and high school when students are independent.  An area of improvement for this effort is to start the process of reaching out to families about post-secondary outcomes before high school.	Staff will benefit in learning new and effective ways to engage underrepresented families of children who are not as successful in school. Intention, culturally appropriate parent/family engagement will continue to be a priority in each site's School Plan for Student Achievement.	Duarte Unified School District (DUSD) seeks parent input for decision-making through both formal and informal channels. Formal shared decision-making teams include the School Site Councils, DELAC, Community Education Council, and School and Bond Elections. The LCAP development process utilizes ThoughtExchange and other parent surveys to gather wide-ranging input. Monthly Coffee with the Principal meetings and the establishment of positive relationships between school leadership and parents provide informal opportunities for parents to ask questions, share concerns, and offer feedback.  At Duarte High School, the Community School Advisory Council (CSAC) regularly engages in needs and asset assessments, reviewing a variety of data sources such as student achievement, CHKS data, PBIS assessments, and survey data from LACOE’s Community Schools Initiative. Active participation from parents in shared decision-making bodies like SSC, ELAC, and PBIS teams, along with input collected during parent-teacher conferences and through ParentSquare communications, ensures that diverse perspectives are considered in school operations. This collaborative approach highlights DUSD’s commitment to involving parents and families in shaping educational experiences and outcomes.	Duarte Unified School District (DUSD) seeks parent input for decision-making through both formal and informal channels. Formal shared decision-making teams include the School Site Councils, DELAC, Community Education Council, and School and Bond Elections. The LCAP development process utilizes ThoughtExchange and other parent surveys to gather wide-ranging input. Monthly Coffee with the Principal meetings and the establishment of positive relationships between school leadership and parents provide informal opportunities for parents to ask questions, share concerns, and offer feedback.  At Duarte High School, the Community School Advisory Council (CSAC) regularly engages in needs and asset assessments, reviewing a variety of data sources such as student achievement, CHKS data, PBIS assessments, and survey data from LACOE’s Community Schools Initiative. Active participation from parents in shared decision-making bodies like SSC, ELAC, and PBIS teams, along with input collected during parent-teacher conferences and through ParentSquare communications, ensures that diverse perspectives are considered in school operations. This collaborative approach highlights DUSD’s commitment to involving parents and families in shaping educational experiences and outcomes.	Duarte Unified continues to explore new pathways for authentically engaging underrepresented families in decision-making processes. The use of digital opinion sharing platform and virtual meetings has expanded the ability for parents to participate, the District will continue to re-prioritize face-to-face interactions and meetings with those families that have been historically underrepresented in decision-making processes.	3	4	3	4	4	4	4	3	4	4	4	2	Met		2024-06-27	2024
19644690128736	Opportunities for Learning - Duarte	3	Building Strong Relationships:
The LEA places great importance on fostering meaningful and robust relationships between OFL Duarte Staff and all educational partners. To maintain these vital connections, the LEA employs various methods and initiatives.
Parental Involvement:
Parental involvement is actively encouraged through biannual achievement chats, which provide opportunities for collaboration on individual student academic progress and post-secondary planning. Additionally, the LEA facilitates a Parent Advisory Committee comprising parents, students, and staff members. This committee collaborates and provides input on the LEA’s Local Control and Accountability Plan (LCAP) and other schoolwide plans and initiatives.
Regular Communication:
Communication with parents and guardians is frequent and varied, occurring daily, weekly, monthly, and each semester. This communication covers student progress, schoolwide initiatives, extracurricular activities, and available programs. School administration, instructional staff, post-secondary counselors, and clerical staff reach out through multiple channels, including phone calls, emails, in-person meetings, virtual meetings, and newsletters. The LEA uses the ParentSquare messaging system and social media platforms to keep educational partners engaged throughout the year.
Community Engagement:
Family engagement events are held at least twice per school year. The LEA's involvement in the local community further enhances opportunities for educational partner engagement. OFL Duarte staff, students, and families are invited to participate in city-sponsored events that promote local resources and support for families.	The LEA has significantly expanded its outreach and community involvement efforts, resulting in ongoing membership and active participation in organizations such as the Duarte Chamber of Commerce, Duarte Rotary Club, and Duarte Kiwanis Club. These connections have enabled the LEA to offer a variety of community resources and engagement events to students, staff, and families.
While these efforts have positively impacted relationships with staff and families, educational partner survey data indicates a need to further focus on family engagement. Although educational partners value the available offerings, in-person participation remains an area for growth due to families' scheduling conflicts. Parents have also expressed a desire for more opportunities to interact with other parents. To address this, the LEA is working on increasing parent involvement in the Parent Advisory Committee. Additionally, the LEA plans to introduce more opportunities outside traditional parent engagement events, such as town hall sessions with the administration, to enhance collaboration among parents.	Ensuring equitable access for OFL Duarte’s unduplicated student populations is a top priority in decision-making. To achieve this, the LEA has dedicated specific actions and resources in its LCAP to meet the unique needs of these students. Goal 3 of the LCAP outlines targeted measures to support all students, with a particular focus on unduplicated pupils. Action 5 of Goal 3 integrates various supports to remove barriers to learning. This includes staff training and providing health, counseling, and mental health services, access to school meal programs, before and after school programs, and addressing pupil trauma and social-emotional learning. Additionally, referrals are made for family or pupil needs. Action 4 aims to offer a diverse range of extracurricular activities to foster a supportive and inclusive school environment. This ensures students and staff build positive relationships, create a culture of belonging, and address social-emotional needs. Furthermore, school-based counseling is available both in person and virtually to meet the individual needs of students experiencing social-emotional difficulties.
Parents of English Learners, Long Term English Learners (LTEL), students with disabilities, and socioeconomically disadvantaged pupils (FRMP) are given the opportunity to participate in the LEA’s Parent Advisory Committee and the Special Education Local Plan Area (SELPA). This involvement ensures that the LEA fosters parental engagement and includes their voices in school-wide planning and decision-making.
Students experiencing homelessness and foster youth receive support through regular meetings with the LEA’s counselors. These students have access to various resources that address their physical, mental, and academic needs, identified by the school or brought to our attention by the student or an advocate.	"Student outcomes and success are central to the LEA’s efforts in building and maintaining partnerships with educational partners. This collaborative process starts at new student orientations upon enrollment, where students are introduced to school policies, programs, extracurricular activities, and strategies for success. Families have the opportunity to meet one-on-one with their child’s new teacher, establishing a partnership between the teacher, student, and family. Teachers also hold ""achievement chat"" parent conferences twice a year to discuss each student’s academic progress.
The LEA maintains this partnership through its Parent Advisory Committee, which includes school staff, students, and parents. This committee provides a platform for parental input by reviewing and advising on school-wide plans and the LCAP. Additionally, instructional staff participate in weekly professional learning community meetings to assess current student needs using data from internal benchmark assessments in English Language Arts and Mathematics, as well as other academic performance data.
To monitor the progress of English Learners (EL) and Long Term English Learners (LTEL), EL staff hold Academic Learning Plan (ALP) meetings twice a year. These meetings focus on students’ progression towards graduation, set targeted language goals, and update accommodations to support language proficiency and reclassification. Tiered interventions are implemented as needed to address students’ academic and social-emotional needs.
For students with disabilities, progress reports on IEP goals are distributed each semester. Foster and homeless youth receive support and interventions through meetings with the Post-Secondary Counselor. The school also offers social-emotional and experiential learning opportunities to support all students' mental health and well-being, helping them overcome barriers to accessing the general education curriculum.

These efforts are aligned with our LCAP Goal 1 Action 1, Goal 1 ACtion 5, Goal 1 Action 6, Goal 3 Action 1, Goal 3 Action 4, Goal 4 Action 1, Goal 4 Action 2."	Based on qualitative data from current educational partner surveys and both quantitative and qualitative data from the LEA’s Comprehensive Needs Assessment, the LEA has pinpointed two key areas for improvement: Sense of Belonging and Family Engagement. In the Fall 2023 LCAP survey, 53% of students reported feeling a sense of belonging, which dropped to 44% in the Spring 2024 School Climate Survey. Additionally, in the Spring 2024 survey, 41% of students reported feeling engaged, and only 14% of parents felt involved in their child’s school and its offerings.
To address these issues, the LEA has implemented specific actions and allocated resources to enhance social-emotional support for students, as detailed in Goal 3 Action 4. Furthermore, the LEA’s LCAP includes measures to boost family engagement with the school, aligned with Goal 3 Action 2.	The LEA has consistently provided engaging and informative opportunities to ensure educational partners understand their rights. Through Parent Advisory Committee, Achievement Chats, ALP Meetings, and IEP meetings, OFL Duarte provides parents and students with written explanations of their educational rights and available options. IEP meetings offer a collaborative, supportive, and informative setting to discuss required supports, instilling confidence in our partners that their students' educational needs are being met and their rights are recognized. Achievement Chats serve as a platform to communicate student progress, academic plans, testing performance, and information about upcoming surveys and events.
We are committed to regularly providing information on available resources for our English Language Learner (ELL) students and Long Term English Learners (LTEL), recognizing this as a vital engagement tool for our underrepresented families. Additionally, our English Language specialists enhance their professional development by attending EL-specific conferences, professional learning community meetings, and applying the knowledge gained during individual appointments to support students.
Furthermore, foster youth and homeless youth receive additional support through meetings with the Post-Secondary Counselor, who ensures they are aware of available resources and educational rights while providing mentoring and guidance towards their academic and post-secondary goals.	In the 23-24 school year, the LEA transitioned from having a School Site Council to a Parent Advisory Committee. The PAC conducted meetings throughout the school year to provide a platform for Parents to have a voice and input on various schoolwide plans, including the development and maintenance of the LCAP. The LEA included the LACOE Charter SELPA in the development of its LCAP by collaborating with SELPA representatives on the inclusion of support for students with disabilities embedded within the LCAP. The LEA’s instructional team meets throughout the school year in PLC Meetings, PDs, and weekly instructional meetings to monitor progress on the charter’s LCAP goals as well as CA Dashboard data. Lastly, educational partner surveys are distributed to staff, parents, and students at minimum twice per school year to seek input from its educational partners.	The LEA is dedicated to increasing its efforts to increase family engagement both overall within the school year but also engagement and participation in educational partner surveys. 12% of parents participated in the charter’s school climate survey. The LEA incorporates multiple methods to distribute educational partner surveys. Methods utilized but not limited to are email, social media, school messenger system, texting, and mailers. In person parent engagement events are held to promote the completion of educational partner surveys as well. The LEA remains dedicated to increasing and enhancing opportunities to grow participation and engage with parents. 

These efforts are aligned with LCAP in Goal 3 Action 1.	The LEA is dedicated to provide engagement opportunities to underrepresented families. The provision of various opportunities and programs, both on a local level as well as within the LEA’s community are actions showing how the charter school prioritizes meeting the needs of these families. Socioeconomically disadvantaged pupils (FRMP) are provided with both academic and post secondary planning throughout the school year by teachers and Post Secondary Counselors. Teachers proactively support families of underrepresented students through consistent communication and collaboration through various modalities such as email, chat, text messages, and telephone calls. The LEA promotes participation to these families in its Parent Advisory Committee and SELPA program council meetings. The LEA conducts semesterly parent conferences (achievement chats) for socioeconomically disadvantaged pupils (FRMP), English Learners, Long Term English Learners, and Students with Disabilities. In these conferences, strategic planning occurs between teachers, students, parents/guardians, educational support providers, and post secondary counselors when needed to target and mitigate any barriers present whether academically or socially, which can be impeding on each individual student's progression towards graduation. The conferences also provide a platform to make individual courses of study and schedule plans for students as well as a platform for parents/guardians and students to have a voice and specific input on learning and school-related matters. English Learner and Long Term English Learner language barriers are addressed by the LEA through the provision of translation services for both written and verbal communication. 
	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-27	2024
19644690134858	California School of the Arts - San Gabriel Valley	3	We have greatly improved in this regard with the full implementation, starting in 2022 with Parent Square. This facilitated better communication, rather than just email, to all families and allowed for materials to be easily translated into a family's preferred language. Additionally, the continued expansion of various parent engagement organizations has improved relationships. These include our FAN group similar to a PTA, our various PAC groups per conservatory, our school committee members, and many volunteers. Our counselors also meet with every single junior family to plan for college and career. Additionally, several orientations and onboarding events at the start of the year provide informational and social opportunities for parents and staff to engage. All of this culminates in Welcome Week. Additionally, the over 100 performances throughout the year connect parents and staff in celebratory moments as they get to witness students' creativity unfold. In general, in all schoolwide surveys we conduct, parents are very satisfied with our school.	Continue to explore ways to engage parents who have not yet engaged in a more meaningful way with the school. Finding ways to defer costs for show performances and other opportunities would help. Additionally, building more robust relationships with parents of various subgroups such as our EL students, foster, homeless youth, and those from low socioeconomic situations is a priority.	More opportunities, such as coffee with the principal and other such types of low-stakes gatherings with administration and staff are essential. We have also recently hired a Restorative Practices Specialist and Learning Specialist. Both positions are working to improve relationships with families from lower socioeconomic situations as well as with families of students with needs, particularly when situations arise around behavior and learning that need resolution or improvement. We've also recently hired two Middle School Coordinators, who will focus on further engaging our middle school families. These students, while attending DUSD middle schools, continue their education in the afternoons with us in the arts. These families can easily feel on the outskirts of our family population and they are split between schools. Our goal is to further integrate them in our community through socializing events, more community gatherings, and more middle school specific performances.	Teachers, school counselors, administrators, and support providers are readily available and willing to meet with families and community members in our collective work toward improving student outcomes. Committees meet regularly to establish goals and make school improvements. The WASC improvement model is regularly utilized in this regard. Our Academic Intervention systems and behavior and attendance tiered intervention and reflection systems build a structure to facilitate this as well. Our school counselors utilize the ASCA goal-setting model to focus on groups of students dealing with chronic absenteeism and meets with families to track goals and offer incentives for improvement.	While we have a robust onboarding system for new families, we could better improve partnerships by continuing to offer more robust parent education opportunities throughout the year. College Fair does this with regards to college going, but other opportunities could expand to topics such as community health, drug education, mental health, and social and emotional wellness.	We need more parent involvement in our various committees that work towards improvement student outcomes. While we have some really involved parents, they do not represent enough of our underrepresented families. Reaching out directly to those groups, meeting them where they are at when it works for them, may be a way to further bring them into the conversation. Parent education opportunities would also be helpful. While counselors are currently focused on chronic absenteeism, they will, in oncoming years, also look at other sub groups to concentrate their efforts.	There are many ways in which input is gathered. The main ways are through regular surveys, various committee meetings (LCAP, WASC, Safety, Operations, Equity, Restorative Practices, Professional Development), and through various parent engagement groups such as FAN, PAC, Encore, and other various boards. Board meetings are also open to public comment. Additionally, administration has close working relationship with our teachers' union.	While parents and students are invited to the various school committees, sustained partnership has been a challenge. As a commuter school it has been challenging to find the right time for all stakeholders to successfully meet. We are continuing to tackle this challenge and creatively brainstorm solutions. Additionally, we are always seeking ways to further encourage all types of parents from various subgroups to participate in parent engagement groups such as FAN.	We need more active recruitment efforts so that underrepresented families know that their feedback is sought and important. We need a more low-stakes way to further engage and involve these families so they feel comfortable participating. We also need to navigate more thorough ways of utilizing translation services for these kinds of gatherings.	5	4	5	4	4	5	4	5	5	4	4	4	Met		2024-06-24	2024
19644690139535	Options For Youth - Duarte, Inc	3	OFY-Duarte acknowledges that in part the foundation for student success relies on meaningful connections with educational partners. The charter actively cultivates inclusive environments that honor and embrace the diversity within our student body, families, and community. 

The charter continues to utilize the tools available to staff for engaging in two-way communication with families, including translation options to ensure all families receive communications and opportunities to engage. Tools provided to staff include Smore, Remind, Parent Square, Talking Points, DeepL and the Parent Portal in our custom Student Information System, which allows parents to access the most current information about their student’s academics.

Teachers regularly communicate with families about student behavior and academic progress, providing monthly updates on progress toward graduation. Formal meetings with parents occur twice a year as Achievement Chats, where staff review personalized learning plans for each student. If students struggle throughout the year, staff call parent conferences to review and adjust the Achievement Chat with feedback from parents and students to ensure student success. The LEA also utilizes support staff to help re-engage students and/or provide additional resources to eliminate possible barriers for the student attending school (LCAP Goal 5 Action 4).

Through LCAP Goal 5 Action 6, OFY-D empowers parents to collaborate in improving the school through advisory groups such as the Parent Advisory Committee (PAC) and District English Learner Advisory Committee (DELAC). These groups meet multiple times a year to provide feedback on the school's needs.

Parent engagement is a priority, with the school offering Back-to-School Night, Open House, LCAP Nights, and Parent Information Nights to share information and gather feedback from families and students through semesterly surveys. This focus on engagement has led to 85% of parents and 71% of students and staff reporting a sense of connectedness and a positive school environment.
	OFY-Duarte prioritizes Educational Partner engagement through LCAP Goal 5 Action 6: Parent and Family Engagement and Goal 5 Action 4: Educational Partner Liaison. These actions are crucial to ensuring that our school continues to offer families and the community opportunities to engage, build rapport through two-way communication, and create welcoming environments.

Based on analysis of educational partner input and local data, OFY-Duarte continually seeks ways to increase opportunities for families to engage with their students and educators. Engaging families and establishing strong communication channels are essential for building strong relationships, promoting collaboration, and fostering a welcoming school community.

In addition to traditional communication methods, such as school newsletters and emails, OFY-Duarte recognizes the importance of addressing language barriers that many families face. Therefore, information and critical updates are provided in the native languages of our diverse families. Our school website can be translated into multiple languages by the click of a box. By doing so, OFY-Duarte strives for equitable access to essential information and fosters a sense of inclusivity and belonging for every family.

OFY-Duarte also acknowledges the significance of offering flexible and convenient engagement options for parents. Understanding that parents often have busy schedules, the school is committed to providing a range of engagement opportunities, both in-person and virtual, at times that are convenient for parents. This approach accommodates various schedules and preferences, enabling more families to actively participate and engage with the school community.	OFY-Duarte is dedicated to enhancing opportunities for families to engage with educators in an accessible and inclusive manner. This commitment is evident in ongoing initiatives such as school newsletters, emails, and providing information in native languages to ensure effective communication and flexible meeting times. The school also fosters meaningful connections with families by offering translators during parent meetings.
Educational Partner engagement is a central aspect of OFY-Duarte's 24-27 LCAP, reflected in Goal 5 Action 6: Parent and Family Engagement. This dedication extends to Goal 2, Action 2: Academic and Postsecondary Planning, Goal 4, Action 2: Enhancing School Climate and Safety, and Goal 5, Action 8: Threat Assessment Training. These actions underscore the school's commitment to offering families and the community ample opportunities to engage with educational offerings and actively participate in the school community. The aim is to cultivate a safe, welcoming environment in both physical and remote settings.
OFY-Duarte will continue to focus on creating an effective Parent Advisory Committee (PAC) and expanding the recruitment of families for the District English Learner Advisory Committee (DELAC). These committees will provide platforms for collaboration and feedback from parents and guardians, ensuring their voices are heard and considered in decision-making processes. Additionally, the school will ensure that English Learner (EL) students and students with disabilities (SWD) meet with staff during open house events to foster a deeper understanding of individual student needs and create a supportive and inclusive environment.
The school is committed to continually refining its practices to meet the evolving needs of the diverse student population and their families. By expanding our initiatives and actively involving families and the community, OFY-Duarte aims to create a collaborative educational environment that promotes student success and well-being.	Our analysis of strengths and progress in building effective educational partnerships to improve student outcomes is evidenced in the favorable Spring 2024 School Climate survey data. Family members data: school climate 85% and school safety 92% and family engagement 84%. Student data: Safety 90%, teacher-student relationships 77%, school climate 71%. Staff data: staff-leadership relationship 82% positive, sense of belonging 95%, social safety 86% positive. The charter fosters a collaborative student centered approach to learning and building partnerships for successful student outcomes.
The charter develops innovative ways to engage staff, students and parents, one such example was, “Friday Night Lights” where all educational partners came together from all regions to cheer on OFY-Duarte soccer games playoff. At a May 2024 PAC meeting a parent member expressed they were very much appreciative of the festive and informal environment and the welcoming community atmosphere it fostered and expressed their wish that the school establish similar school community events.
DELAC is another area in which the charter has fostered deeper connections between educational partners. OFY-Duarte’s designated EL population accounts for 14.4% of the total population and the successful work of the ELD department is disseminated through DELAC who review and consult on the charter’s reclassification criteria, development of LCAP and development of EL master plan. The stellar work of the ELD program has resulted in a green or high indicator on the California schools dashboard with 51.1% of EL students making progress towards proficiency and also an internal reclassification rate of 87.7% of eligible students. 
Through sports, DELAC and PAC the charter’s goal is to provide multiple avenues for educational partners to engage in strengthening the school community, advocating for needs and celebrating student success.	One growth area for the charter is the recruitment, training and retention of highly qualified instructional staff in what continues to be an aggressively competitive employment sector. To address this need the charter will in Goal 1 Action 1 recruit, retain, and empower instructional staff through professional learning to provide an inclusive, equitable learning environment for all students. Qualified and capable instructional staff form a critical component of program delivery,  ensuring: rigorous expectations, equitable learning outcomes and connecting with educational partners. Retention not only results in a reduction in employee fatigue and employment dissatisfaction but also increases school connectedness for educational partners. Many new enrollments are the result of experienced staff interacting with families who in turn choose to enroll siblings and extended family members. 
Professional learning activities include, but are not limited to: data driven professional learning communities, center level shared decision making, content specific training and conferences, Assistant Principal of Instructional Programs (APIP) led initiatives in professional learning: technology, curriculum, strategies and best practices.
In alignment with Goal 1 Action1 is both Goal 4 Action 3: staff socioemotional learning and Goal 5 Action 2 which provides professional learning, through tuition reimbursement for school leadership who can effectively guide instructional staff and foster positive school climate outcomes that engender staff to remain with the charter and thrive.	To improve engagement of underrepresented families, OFY-Duarte implements a multifaceted approach. We provide families with resources for supporting learning at home, facilitate collaboration between teachers and families to enhance student outcomes, and support families in understanding their legal rights to advocate for their students. This begins with individualized enrollment orientations where school expectations, policies, and procedures are reviewed, and mentor teachers and specialists are assigned to provide tailored support. Families have access to the Student Handbook and students are assigned additional support: ELD, Special Education, Foster/Homeless Liaison based on their individual learning profile.
 Additionally, Career Pathways Coordinators partner with community organizations and WIOA providers to offer further resources for students.  
The charter encourages parents to join either or both the Parent Advisory Committee (PAC) and the District English Learner Advisory Committee (DELAC) and School Board meetings as forums where families can provide actionable feedback. Additionally, the charter holds semesterly parent conferences, Open House and Back to School events to engage and inform families. Special Education Specialists (SES) ensure compliance with all state and federal laws, including providing and explaining parent rights to education rights holders and/or adult students during IEP meetings. 
Staff and school leadership regularly communicate with families to ensure that they are kept up-to-date with student progress and can be proactive as challenges or changes arise. Charter leadership provides teachers with clear expectations for following policies and procedures adopted by our School Board.	Based on the analysis of educational partner input and local data OFY-Duarte has established forums for educational partner input and collaboration: the Parent Advisory Committee (PAC) and District English Learner Advisory Committee (DELAC) and School Board meetings allow the charter to disseminate information, solicit feedback and foster meaningful avenues for educational partner engagement and participation in planning. The forums highlight the charter’s commitment to involving educational partners in shared decision making. 
To keep educational partners well informed the charter communication using Parent Square, Talking Points, social media, google meets video conferencing, school website, email, flyers at school sites and mailers to student homes. These efforts aim to reach a wide audience and encourage  open lines of communication between the charter and its educational partners.
Staff foster deep connections with their students and their families and are invested in student success. This personalized approach enables teachers to effectively monitor student progress, provide timely interventions and feedback and regular contact with educational partners through: phone call, email, Parent Square messages, announcements and surveys and forms.
New for 2024-25 will be the addition of student members to the Parent Advisory Committee where students will have the opportunity to provide actionable feedback and insight into school initiatives.	Based on the analysis of educational partner input and local data, OFY-Duarte's focus area for improvement in seeking Input for Decision-Making focuses on building sustainable forums for collaboration in DELAC and PAC to support the re-engagement of students who are at risk for chronic absenteeism or dropping out and improving student’s sense of belonging and engagement. 
Engagement of educational partners has proven to be a pivotal axis for predictions of successful student outcomes. Goal 5 Action 6: Parent and Family Engagement was developed to facilitate greater parent participation in shared decision making processes and feedback for school initiatives to re-engage students, improve sense of belonging and positively impact the well-being of students and the school community as a whole.
To achieve the goal of re-engaging disaffected students the charter is committed to providing individualized academic support, socioemotional learning and a multi-tiered system of supports (MTSS) (Goal 4 Action 1) and actively monitoring Chronic Absenteeism (Goal 4 Metric 2) and student progression (Goal 4 Action 4)
To achieve the goal of improving student’s sense of belonging and engagement the charter will engage educational partners through climate surveys to determine which actions will best utilize an increase in connectedness within the school community.	Based on the analysis of educational partner input and local data, OFY-Duarte has identified the need to improve the engagement of underrepresented families when Seeking Input for Decision-Making processes the charter has developed actions 1 and 2 under Goal 4: Goal 4 Action 1: MTSS and Experiential Learning- The charter will implement a tailored Multi-Tiered System of Supports (MTSS) for at-promise students, integrating social-emotional learning with experiential learning. This approach fosters personal growth and resilience, creating a safe, supportive environment where every student receives personalized resources to thrive academically and socially. 
Goal 4 Action 2: Enhancing School Climate and Safety- Utilizing LCAP to enhance positive perceptions of school climate and safety among educational partners, this initiative aims to allocate resources effectively to foster a nurturing and secure environment, promoting collaboration and trust within the school community.
After listening to survey feedback from families and looking at local data, OFY-Duarte sees the importance of making sure all families feel included in school decisions. That's why we're working on ways to get more parents involved in making choices about their child's education. We've come up with some specific plans to encourage parents to join in-person events and social-emotional activities, especially families who might feel left out sometimes. We want to see more parents at both virtual and in-person events at school.
The charter is determined to make sure everyone's voice is heard by continuing outreach efforts, in multiple languages and offer translation for meetings to encourage unduplicated families to join PAC and DELAC, so they too can support in shared decision making for the school. 
With these plans, OFY-Duarte is committed to making sure all families feel part of the school community. We're using what we've learned from families to make sure everyone's ideas are heard and help make our school even better.	5	5	5	5	4	5	5	5	4	4	4	3	Met		2024-06-26	2024
19644770000000	Eastside Union Elementary	3	Eastside Union School District staff are committed to creating welcoming environments and building respectful relationships with our families. EUSD staff have worked together to plan purposeful family engagement opportunities to continue strengthening our school-family relationships. EUSD has continued to offer advisory committees (AAAC, DELAC, etc.) and open forums (Parent University and LCAP Advisory Committee) which offer a safe space for honest dialogue and discussion of ways to monitor and improve student outcomes.   

The implementation of Panorama surveys, as well as Local Indicator surveys, have provided us with evidence of our progress: 81% of Panorama survey takers responded that main Barriers to Parent Engagement have been reduced, and 69% responded positively to Family Support.   Our local indicator survey revealed that 53% of parents believe staff are working to build trusting and respectful relationships with families, while 58% of respondents reported that the district is building welcoming environments for all families in the community. 

*Local Indicator (75 Eng/Spanish parents) - 38 stated that the district is currently (English) + 12 Spanish Parents  
*44/75 building welcoming environments for all families in the community (English) - doing it or doing it well 
*Panorama – Family engagement – the degree to which families become involved or interact with the child’s school (20%) - 40-59th percentile	Eastside Union School District staff are continuing to partner with families to strengthen the partnership between home and school. There are various opportunities for parents to collaborate in the decision-making process as it relates to both academic and social-emotional growth and activities growth. EUSD has a systematic approach to ensuring an equal opportunity for community involvement: 57% of our parent survey respondents ranked the district's progress in one or the highest two categories of providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.

 To become more culturally responsive, EUSD has implemented four parent-teacher data conferences with teachers and families for the 24-25 school year. The purpose of these conferences is to build relationships, identify students’ areas of strengths and areas where students and families need assistance. Additionally, all school sites are also focused on increasing participation for our ELAC/DELAC, AAAC, SSC, and LCAP Advisory meetings to ensure we continue to capture valuable parent input. 

*43/75 (Q 13) - district's progress in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.	There has been a continued focus on ensuring that our underrepresented families are supported, through intentional partnership. Staff continue to identify and remove barriers so that all students can access their educational programs. Our local indicator survey data reveal that 61% of respondents rank the district’s progress in the highest two categories for providing multiple opportunities for the district and school site to engage in 2-way communication between families and educators in a language that is understandable and accessible; and 58% of respondents rank the district’s progress in the highest two categories for providing all families with opportunities to provide input on strategies, policies and programs.   

In addition, the District’s community center makes available to all families food, clothing, and baby supplies.  To support the social/emotional wellness of our students and families, every school site has at least one full-time counselor, the access to Care Solace—extended socio-emotional supports. 

EUSD is aware of the need to support unduplicated students through intervention support when necessary. During the school day, staff provide targeted intervention support in both reading and mathematics (SIPPS & DO the MATH) which focus on closing the achievement gap and accelerating learning to master grade level standards, while also offered after-school tutoring under the Expanded Learning Opportunities Grant which provides unduplicated students additional academic and enrichment support.  

*Q5 - 46/75 - 61% district’s progress in providing multiple opportunities for the district and school site to engage in 2-way communication between families and educators (in a language that is understandable and accessible)  

*Q12  - 44/75 - 58% Rate the district’s progress in providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community.	Eastside Union School District’s has aligned its partnerships across the multi-tiered support framework for student outcomes.  In addition the community partners who provide extended learning opportunities, necessities, mental health support, and transportation needs, school sites leverage the work of the support of the Parent Teacher Associations (PTAs). PTAs are partnering with schools to fund field trips for all students, support library and literacy initiatives, and support attendance initiatives.	While parent voice and advocacy are essential to our community, there is a great opportunity to increase and sustain this work. The consistency of active PTAs at EUSD has fluctuated, and because of this our school PTAs are still in the early stages of developing fully functioning associations. We are focusing on supporting their executive boards and membership to establish strong parent networks that will sustain the work of the PTAs for many years. Our PTAs belong to the North Antelope Valley Council and our Superintendent and/or Assistant Superintendent of Educational Services attend their monthly meetings with the PTA presidents to assist with supporting new initiatives and programs.	To improve the engagement of underrepresented families we will continue to solicit the voice, participation and partnership across our community. We also ensure that we have translators at all meetings and make home visits to encourage families to participate in their child’s education, which research has shown has a positive impact on student outcomes. Additionally, EUSD has added two Child Welfare and Attendance Liaisons to our team, to reduce barriers to regular school attendance, thus improving student outcomes.	Eastside Union School District’s strengths in seeking input for decision-making is our Local Control and Accountability Plan (LCAP) Advisory Committee, the District English Learner Advisory Committee (DELAC), and our Parent Universities. The LCAP Advisory Committee is a well-established committee of parents, teachers, and administrators who meet over several months to review our district and school data and give input on the best course of action to be taken in our areas of need. Our DELAC is a well-established committee with updated by-laws and a strong parent voice for our English Learner students. Our Parent Universities have been very strong over the past 5 years, and allow for two-way conversation on important topics, such as curriculum adoptions, LCAP development, Social Emotional Learning programs, etc. Information gathered from these five events are shared with the appropriate committees and administrators to ensure the voices of our parents are incorporated into final decisions.	The District has opportunity to establish a robust African American Advisory Committee to mirror the structure of the DELAC, to realize greater partnership and impact.  We will implement systems to elect parent members from each school, and work with them to develop their by-laws, outline the goals of their committee, and build a clear communication pathway for their input to be considered by committees making important decisions.	To increase the participation of these families in our decision-making committees, principals and teachers will reach out to families via phone and text to explain the importance of their voice on our committees. We will continue to offer transportation to the meetings, provide translation services, and offer child-care services when possible, during committee meetings and events such as Parent University.	4	4	4	4	4	4	4	3	4	4	4	4	Met		2024-06-26	2024
19644850000000	East Whittier City Elementary	3	Throughout the 2023-2024 school year, EWCSD and its 10 Elementary Schools and 3 Middle Schools, provided ongoing opportunities for parents to engage in meaningful conversations with school site staff and District staff. EWCDS has identified two-way communication and encouraging families to be involved as current strengths, as determined by the EWCSD LCAP Survey and LCAP Community Meeting feedback. EWCSD and its school sites provide various parent engagement activities such as parent nights, school celebrations, and PTA-sponsored events that enhance the opportunities to build relationships with school staff and families. EWCSD continues to make progress in reaching all families and building relationships by offering Coffee with the Principals, District and Site PTA meetings and events, DELAC/ELAC meetings, and participating in community-sponsored events. The 93.6% of our parents indicated that they feel comfortable attending school events which is an indication that our efforts to build relationships with families and staff are a strength.
	EWCSD seeks to improve the family access to school staff and provide primary language support to our multilingual families, which can lead to building strong relationships between families and staff. Bilingual Parent and Community Facilitators will continue to provide our multilingual families opportunities to access school academic, social-emotional, and community resources, as well as be the connection between the classroom teachers and school staff. EWCSD will improve how we reach out to and communicate with our multilingual families to ensure language needs are met. Our district continues to see an increase of families whose language of origin is not English or Spanish, leading to a more focused approach to reach all families from various cultural and linguistic backgrounds. 
	EWCSD has identified building relationships with our English Learners and Special Education families as an area for improvement. While our English Learner parents participate and are involved in the District English Learner Advisory Committee and their site English Learner Advisory Committee, they are still not significantly represented at the district-level committees. Our Special Education families continue to be highly involved in the education of their children, although EWCSD would like to improve their participation in all committees and participate in all school events. We will continue to promote and reach out to our EL and Special Education families to ensure that families and school staff continue to build strong relationships. We will work in collaboration with WACSEP (Whittier Area Cooperative Special Education Program) to find ways to engage our Special Education families. We will also work in collaboration with our DELAC parents to find ways to engage our families in committees. 
	EWCSD is focused on continually improving partnerships to enhance student outcomes. EWCSD aims to improve engagement with the local community, including parents, caregivers, businesses, and community organizations. Building stronger relationships with these stakeholders can lead to increased support and resources for students. EWCSD is proud of the strong and collaborative partnerships with community agencies. As a result of these partnerships, EWCSD connects families, especially underrepresented families, with resources to support academic, social-emotional, and health needs.  EWCSD seeks to grow in the variety of resources offered to families to support the growing needs. EWCSD will continue to seek partnerships with organizations and local businesses that can provide additional resources, mentoring, tutoring, or other support services to students in need.  Addressing equity gaps in education is a priority for EWCSD. EWCSD will work on building partnerships that promote inclusivity and address disparities in resources and opportunities for underrepresented students. 
	Our data reflects a need to address barriers to ensure greater participation of our families of underrepresented students, which include Foster Youth, English learners, Low-Income, and Homeless Youth. The District will continue to work with school sites to ensure families know how to access resources and provide needed support to students and families. Another group of families EWCSD will continue to support and conduct outreach to is our Homeless and Foster Youth families. Through the support of the Student Services department and our District Parent Liaison, we provided targeted outreach to communicate with families about academic tutoring, after-school and enrichment programs, social-emotional wellness, health, and other resources. While we are excited to see more parents of English learners participate in our LCAP Parent Survey, they only made up 9.6% of the responses indicating a need to find other ways to get their input and participation. Ensuring the participation of our underrepresented families continues to be a focus for EWCSD as all our families are an integral part of our success as a community.
	EWCSD is dedicated to improving the engagement of underrepresented families. In addressing barriers to ensure greater participation of Spanish-speaking families our District Parent Liaison, along with our School Community Liaisons, will meet with families and make themselves visible at all school events and in the front office in order to be accessible to families. School Liaisons will work with our District Parent Liaison to secure resources for families, to ensure students come to school and are ready to learn. EWCSD will provide training focused on outreach and best practices to our School Parent Liaisons. Our parent liaisons will work in collaboration with our School Social Workers to provide resources to families around wellness. mental health, and building strong relationships at school. The District will continue to work with school sites to ensure families know how to access resources and provide needed support to students and families through our Parent Connections, DELAC Meetings, and School Site Parent Education Nights. Another group of families EWCSD will continue to support and conduct outreach to is our Homeless and Foster Youth families. Through the support of the Student Services department and the School Parent liaisons, we provide targeted outreach to communicate with families about academic, social-emotional, health, and other resources. Our District Parent Liaison attends the Los Angeles County Office of Education (LACOE) Homeless Education Program meetings and the Community Service Providers Meeting that provide resources and ideas to engage our Homeless and Foster Youth Families.  Ensuring the participation of our underrepresented families continues to be a focus for EWCSD.
	East Whittier City School District values families as partners and seeks their participation in the decision-making process.  In the 2023-2024 school year, the East Whittier City School District continuously sought input from families and informed and involved parents about the decision-making process. The District provided guidance to support school sites’ advisory committees.  At the school level, the School Site Council (SSC), English Learner Advisory Committee (ELAC), and other outlets (e.g. Annual Title I meeting, PTA, surveys) met throughout the year and provided input on the school’s plan for student achievement and other school policies, such as the school’s parent and family engagement policy, broad course of study, and safety plan.  

At the District level, there were ample opportunities for parents to voice their concerns and provide input. Throughout the 2023-2024 school year, EWCSD hosted parent meetings to facilitate clear communication with parents regarding the budget, enrichment programs, safety, and academic supports.  District English Learner Advisory Committee ( DELAC) meetings, Parent Advisory Committee meetings, and PTA Presidents’ meetings were held to allow for input and collaboration.

EWCSD successfully uses digital communication such as Parent Square, Google Surveys, Thought Exchange, parent bulletins on website, and social media to communicate with families on current events and district initiatives.
	East Whittier City School District will focus on seeking input for decision-making in the area of Special Education and English Learner programs. These two student groups are of the highest priority in our District and it is important that we seek input from parents of English Learners and students in Special Education. As we reviewed student achievement data, we recognize there is significant academic underperformance among both of these groups.This year, the East Whittier City School District will ensure that we seek input and ensure there is representation during parent advisory committee meetings, strategic planning meetings, and all school and District-level advisory meetings. 
	The District will focus on intentionally including parents, but principally targeting our English Learners and Special Education families, in the decision-making process of our programs. The District and sites will prioritize gathering responses from these parent groups in District and site-level surveys. In order to ensure that our English Learner families are engaged in the decision-making process, our Bilingual Parent Liaisons will provide materials and valuable learning resources in the parent’s primary language. Translation services will be offered and provided for languages that our staff are not able to provide. In addition, every meeting, whether in person or virtually, interpreters are utilized to ensure clear communication and encourage engagement and participation. With the support of our WACSEP (Whittier Area Cooperative Special Education Program) school social workers, and Special Education Program Specialists, we will offer workshops around targeted topics that meet the needs of our Special Education families. Based on parent surveys and input, childcare will be offered at parent meetings in order for our parents to be fully engaged in parent education opportunities, conferences, and meetings. 
	4	4	3	4	3	4	3	3	4	3	3	3	Met		2024-06-12	2024
19645010000000	El Monte City	3	EMCSD places effective communication at the heart of building strong relationships with families. Over the past several years, the district has implemented various strategies to enhance two-way communication between schools and families. A key initiative is ParentSquare, a two-way communication tool with automatic translation capabilities, with around 96.87% of parents, guardians, and caregivers accessible. Each school site has a dedicated community liaison to foster relationships and partnerships with families, supported by a district-level community liaison who coordinates engagement strategies across the district. Additionally, district-level Chinese and Vietnamese-speaking liaisons focus on improving engagement with the Asian American and Pacific Islanders (AAPI) community.	The 2023-24 CalSCHLS California School Parent Survey highlights the success of these efforts, with 93% of parents, guardians, and caregivers feeling welcome at school and 96% believing school staff treat them with respect. Furthermore, 90% agree that school staff take their concerns seriously, and 94% are satisfied with the school's responsiveness to communications. According to the 2023-24 CalSCHLS California School Staff Survey, 94% of staff agree that the school is welcoming and facilitates parent involvement.
High attendance rates at events such as Back to School Night, Open House, and biannual Parent-Teacher Conferences underscore the effectiveness of these communication efforts. These events are crucial for strengthening partnerships, providing clear information about students' progress, and highlighting resources to support learning at home. District-wide events, including Lunar New Year, Día de los Muertos, Art Night, and Math Night, also see significant participation, further reinforcing community engagement.	Guided by educational partner input and local data, EMCSD is committed to elevating the voices of parents, guardians, and caregivers and promoting diverse engagement opportunities. According to the 2023-24 CalSCHLS School Staff Survey, about 34% of staff expressed the need for more professional development, training, mentorship, or other support in working with diverse racial, ethnic, or cultural groups. Addressing this will be a focus area for improving relationships between school staff and families. The district remains dedicated to engaging underrepresented families by raising awareness and eliminating inequities that hinder relationship building.
	EMCSD believes that parents, guardians, and caregivers are vital partners in supporting student outcomes. The 2023-24 CalSCHLS California School Parent Survey reflects this commitment, with 94% of parents, guardians, and caregivers agreeing that the school encourages active partnership in their child's education. Additionally, 96% agree that teachers effectively communicate expectations, 95% are satisfied with the school's updates on student progress between report cards, 90% feel the school provides helpful information on assisting with homework, and 88% feel the school offers valuable advice and resources for their child's social and emotional needs.	To enhance these partnerships, EMCSD offers workshops led by school staff, including counselors, social workers, and community liaisons. These workshops aim to build on the strengths of parents, guardians, and caregivers, expanding their knowledge and strengthening home-school collaboration. During the 2023-24 school year, EMCSD offered workshops on topics such as mental health, technology safety, and drug prevention. Workshops were also offered in association with the California Association of Bilingual Educators. Educational partner input guides topics, ensuring that the content meets the needs and interests of the community. Teachers also engage with families during events like Back to School Night, Open House, and biannual Parent-Teacher Conferences to discuss student progress and collaborative strategies for improvement. The district ensures that its policies, programs, and practices embrace an asset-based perspective on parent, guardian, and caregiver engagement.
EMCSD has made strides in helping parents, guardians, and caregivers understand their legal rights and advocate for their children. Information is disseminated through advisory committees, district-wide training, and school-based workshops. Parents, guardians, and caregivers play crucial roles in developing, implementing, and evaluating the Local Control Accountability Plan (LCAP). Parents of English Learners (DELAC/ELAC) receive annual training to fulfill their legal responsibilities, advising on School Plans for Student Achievement and the LCAP. School Site Council training is also provided.	Guided by input from educational partners and local data, EMCSD is committed to increasing staff support to strengthen partnerships that enhance student outcomes. According to the 2023-24 CalSCHLS School Staff Survey, about 34% of staff expressed the need for more professional development, training, mentorship, or other support in working with diverse racial, ethnic, or cultural groups. The district continues to improve engagement with underrepresented families by leveraging the linguistic, social, and cultural capital of parents, guardians, and caregivers. EMCSD focuses on increasing involvement through access to workshops and activities designed to enhance skills in parenting, volunteering, home learning, and decision-making.	EMCSD places a high priority on fostering active engagement from both school staff and families, including parents, guardians, and caregivers, in advisory groups and decision-making processes. According to the 2023-24 CalSCHLS California School Parent Survey, 85% of parents, guardians, and caregivers indicated that schools actively seek their input in decision-making. The district's community liaison conducts annual training sessions for parents, guardians, and caregivers serving on the School Site Council, empowering them to play a significant role in the development of the School Plan for Student Achievement (SPSA). This training equips participants to conduct thorough needs assessments, identify effective strategies, monitor implementation, and evaluate outcomes.

Similarly, elected representatives on the District English Language Advisory Committee (DELAC) receive specialized training to fulfill their legal responsibilities in supporting English Learners. Through regular meetings, DELAC members analyze assessment results and receive updates on the use of Title III funds. Additionally, School Plans are developed in consultation with the school’s English Language Advisory Committee (ELAC) and School Site Council.	Parents, guardians, and caregivers play pivotal roles in shaping the district's Local Control Accountability Plan (LCAP), contributing to its development, evaluation, and updates. They are proportionally represented in the LCAP Advisory Committee, while DELAC and Key Communicators provide ongoing feedback for its implementation. Additionally, during the 2023-24 school year, feedback from 186 parents, guardians, and caregivers was solicited through the LCAP Feedback Form, informing the development of targeted actions to address identified needs.	Guided by educational partner input and local data, EMCSD prioritizes soliciting input from parents, guardians, and caregivers through various means. The district focuses on enhancing input from underrepresented families through culturally responsive outreach, fostering trust, capacity building, transparent communication, and ensuring meetings are accessible and flexible. These efforts aim to ensure that all voices are heard and valued in the decision-making processes, fostering a more inclusive and collaborative educational community.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-17	2024
19645190000000	El Monte Union High	3	The EMUHSD is dedicated to fostering partnerships to enhance student outcomes. Each school features a welcoming parent center staffed by a community liaison, offering resources and information to support collaborative efforts for student success. These resources are available in multiple languages to ensure accessibility for all families.
Families have access to numerous workshops that focus on enhancing student learning at home, covering topics such as technology, mental health, and positive discipline. These workshops are also offered in Spanish based on parent feedback. Districtwide events, like College Night, Cash for College workshops, the College and Career Family Conference, and the annual Parent Involvement Academy, are well-attended and promote college and career awareness.
Families receive guidance on monitoring their student's progress continuously, with staff available to provide technical support as needed. Feedback is actively sought from families through various venues, including focus groups, surveys, and committees, allowing families to voice concerns and offer recommendations.	Based on the analysis of feedback and local data, the EMUHSD will enhance engagement with underrepresented families by ensuring that all information and workshops are available in languages they understand and at times that are convenient for them. This may include offering training sessions during the week, during the day, or even on weekends. Additional counselors will be hired at a couple of sites to support parent and family outreach and build relationships specifically with families of English Learners.	To enhance engagement with underrepresented families identified during the self-reflection process, the District has adopted ParentSquare as the primary communication tool. This software enables staff to communicate with families in their primary language. Since most of our underrepresented families do not speak English as their first language, the District will prioritize providing communication in various forms (both written and verbal) to support and encourage their involvement. More importantly, District staff is now seeking direct input from parents through in-person focus group meetings. Parents are now receiving more personal calls for such events. They will also be receiving more mail, as some expressed a concern about too much email communication.	Local data indicates that staff continues to build relationships with families. EMUHSD consistently provides families with information and resources to support student learning at home, using various tools and languages. Each school excels at seeking parent input on how to enhance connections between school and home. An annual survey is conducted at each site, and the district also gathers feedback districtwide via Google Forms, allowing families to share ideas on improving collaboration and building relationships to support children's success. Direct input was also provided by parents, but also students, through targeted focus group meetings with each group at each school.

Every school has established a welcoming environment through parent centers that offer information and resources in multiple languages to parents, staff, and community members. EMUHSD encourages parents and guardians to engage in school activities and actively participate in their child's educational journey. Many engagement opportunities are available to families, including Financial Aid workshops, a College and Career Family Conference, and a Parent Involvement Academy. Cultural activities, such as the annual Posada and Lunar New Year celebration, also focus on engagement and strengthening relationships between staff and families.	EMUHSD's primary focus for enhancing partnerships toward student outcomes will involve offering additional workshops and training sessions for parents. These sessions will concentrate on anticipated student achievements, covering topics such as graduation and A-G requirements, attendance expectations, and post-secondary options. Workshops that target support in math at home will also be provided as we work together to address increased outcomes in math.	Based on the analysis of feedback and local data, EMUHSD will enhance the engagement of underrepresented families by ensuring that all information and workshops are available in languages they understand and at times that are convenient for them. This may include offering training sessions during the week, during the day, or even on weekends.	Throughout each school year, EMUHSD collaborates with families to identify desired engagement opportunities, as well as optimal times and venues, at both the site and district levels. This process determines parent and family activities based on input gathered from surveys, events, and committee meetings, resulting in increased districtwide parent and family engagement annually.

EMUHSD continues to offer training to staff and families on effectively engaging families in advisory groups and decision-making processes. Parents involved in English Learner Advisory Committees (ELAC) at their respective sites, and the District English Learner Advisory Committee (DELAC), receive training to become leaders and facilitators in the learning process. They specialize in topics discussed and are equipped to share information with other parents. Feedback from these committees is collected through surveys and evaluations, inviting suggestions for additional topics and activities.

Parents from the Superintendent's Parent Advisory Committee and the Local Control and Accountability Plan (LCAP) Committee also receive training to serve as parent leaders, contributing input on LCAP actions. Annually, they coordinate various districtwide events such as the successful Posada, which fosters significant family engagement.	While there is an annual increase in districtwide parent and family engagement, local data reveals a need for increased participation in the decision-making process. The emphasis will be on expanding membership in various committees and ensuring diverse representation, enabling more parents to participate actively and assume leadership roles. Sites will now be asked to monitor not just the total number of families who participate in events, but also the number of different families who participate, so we can target specific subgroups of families who are not participating, if needed.	To enhance engagement with underrepresented families identified during self-reflection, the District has moved to more personal communication and paper mailings. This communication is provided in English and Spanish, and whenever possible, in other languages.  ParentSquare will continue to be used as the ongoing communication tool for home-school communication. This platform enables staff to communicate with families in their primary language. The District will continue to focus on providing communication in multiple forms—written and verbal—to facilitate their engagement, understanding of their roles, and input for decision-making processes. Additionally, translation devices have been acquired to facilitate in-person communication with as many non-English-speaking families as possible. These efforts aim to improve the engagement of underrepresented families in providing input for decision-making.	3	5	5	5	3	5	5	5	5	5	4	5	Met		2024-06-26	2024
19645270000000	El Rancho Unified	3	Based on our LCAP Surveys, the staff and community respondents feel that the district engages them as educational
partners.
On the 2023-24 Staff LCAP Survey, 72.9% of staff indicate they are given opportunities to get involved in schoolwide decisions. 61.3% of Staff Report Feeling Engaged by ERUSD as an educational partner and 75.37% of Parents
feel Engaged as Educational Partners. In addition, on the 2023-2024 LCAP Parent Survey, 56.67% of parents report
participating in district sponsored activities (i.e. PTA, School Site Council, performances, festivals, ceremonies, etc.)	While we continue to make progress in the area of building relationships between school staff and families, more
efforts can be made in this area, with ERUSD staff and parents. An area of improvement is creating structures,
policies and opportunities to sustain our current level of communication by providing access to platforms such as
ParentSquare, Aeries Parent Portal, and Seesaw . In addition, ERUSD has continued to communicate with families
and staff through social media, emails, automated phone calls, and letters. We also have Community Liaisons at
school sites that we expect will only strengthen the communication between home and school as they build
relationships with our families.	ERUSD is committed to working with our families and creating a partnership to ensure the success of our students.
Our 2024-2027 LCAP Goal #2 focuses on engagement for all educational partners, including parents. It reads, “El Rancho USD will create an inclusive environment that fosters a feeling of safety and belonging among all students,
parents, and staff.” This year, we were able to offer engagement opportunities for families both in-person and virtually, through
Zoom/Google Meet. This continued to allow parents who are not normally able to attend in-person meetings to be
able to participate virtually. The current level of engagement that we hold with our families is an area of strength for
us and we hope to continue to increase parent engagement.	Our LCAP Goal #2 focuses on engagement for all stakeholders, including parents. It reads, “El Rancho USD will
create an inclusive environment that fosters a feeling of safety and belonging among all students, parents, and staff.”
We are continuing to build partnerships to offer parent workshops in a variety of areas. These workshops will better
prepare parents to support their students in their homes. Possible topics for these workshops can include how to
support literacy at home, how to support students with homework at home, and what the a-g requirements for
students in high school. In addition, this year, we were able to offer additional parent learning opportunities, with our
Annual Parent Summit and Community Resource Fair.	In order for parents and community members to feel they receive the information they need and/or requested, we will
have to implement the following strategies to enhance our communication with parents and the community, ensuring
they feel informed, valued, and engaged:
* Establish clear communications channels so that parents have different platforms where they can receive updates
and information, such as emails, newsletters, social media, and the district’s website.
* We will offer the information in multiple languages when possible to cater to our non-English speaking families.
* Ensure that school sites’ and the district’s website is easy to use and is regularly updated with relevant information.
* Conduct regular surveys to gather input from parents and the community on the information they find useful and
what they need more of.
* Hold regular meetings or forums, such as “Coffee with the Superintendent” and “Safety Summits,” where parents
and community members can ask questions and provide feedback.
* Respond promptly to inquiries and requests for information from parents and community members.
* Communicate in a clear and concise manner to ensure everyone understands the information provided.
* Work with school sites and their parent groups, such as PTA, PTO, SSC, and ELAC, to ensure parents have an
opportunity to participate in their school’s events and have a platform to share their ideas, concerns, and
suggestions.
* Collaborate with local organizations and businesses to share information and resources that benefit the school
community.	We want to provide professional learning opportunities for both teachers and principals to improve their school'
capacity to partner with families. ERUSD will implement strategies to help create a more inclusive and supportive
environment for underrepresented families, leading to stronger partnerships and better student outcomes. One of the
strategies we were able to implement and plan to sustain is that we were able to have Parent Liaisons at each site
that share cultural and linguistic backgrounds with underrepresented families to facilitate communication and trust.
As they begin to develop relationships with families and the community, we will be able to continue to improve our
schools and district's capacity to partner with families so that they have the resources to support student learning and
development at home. We wi;; also offer workshops on navigating the school system, supporting student learning at
home, and understanding educational expectations at schools. Meeting and events will continue to be offered at
various times, including evenings and weekends, to accommodate working families and their schedules.	The district has demonstrated significant strengths and progress in actively seeking input for decision-making.
61.3% of Staff Report Feeling Engaged by ERUSD as an educational partner on the 2023-2024 Staff LCAP Survey.
On the 2023-2024 LCAP Parent Survey, 75.37% of Parents feel Engaged as Educational Partners and 56.67% of
parents report participating in district sponsored activities (i.e. PTA, School Site Council, performances, festivals,
ceremonies, etc.).
The 2022-2023 CHKS survey showed that 39% of elementary students reported meaningful participation in their
schools. At the secondary level, 7th grade reported 21%, 9th grade reported 18%, 11th grade reported 19%, and
non-traditional reported 18%.
On the 2023-24 Staff LCAP Survey, 72.9% of staff indicate they are given opportunities to get involved in school-wide decisions.	El Rancho Unified School District is committed to providing a welcoming and positive school culture, where all
students are able to thrive and succeed. The staff works diligently to collaborate with parents and students to create
and sustain communication between home and school to meet the unique needs and background of each student.
To build strong relationships, ERUSD communicates regularly with parents, students, and other stakeholders
through monthly meetings at school sites, frequent phone calls/text messages and email, weekly newsletters which
are written in English and Spanish, and a robust school website. Parents and community members also receive
information through a number of social media platforms, such as Twitter, Facebook, and Instagram. Schools and
district offices also use a translator when needed for phone calls, school/district meetings, SARBS, and IEP or 504
meetings. These methods provide the opportunity for families to ask questions, share concerns and provide input on
a regular basis to inform the LCAP and the development of school services and programs. To help our families
connect to the greater school community, as well as support learning at home, ERUSD made available parent videos
and schools hosted parent workshops during the school year. In addition, the schools held School Site Council
meetings, the district held Parent Advisory Committee Meetings, and other parent input meetings for students with
disabilities. Staff members were effective at recruiting underrepresented families.	To improve the engagement of underrepresented families identified during the self-reflection process, ERUSD will
enhance outreach efforts, increase accessibility to engagement opportunities for students, parents, and staff, and
strengthen communication and relationships with our educational partners.
We can continue to improve engagement of underrepresented families by continuing to advertise and communicate
using a variety of communication methods, including social media, newsletters, and text messages, to ensure the
information is easily accessible. We will also communicate when meetings are held, as well as the purpose of the
meetings, so that our partners are aware that we are seeking their input for decision-making and how their input is
utilized.
In addition, we can also offer meetings/workshops/training Offer meetings and input sessions at various times and
locations, including virtual options, to accommodate different schedules and transportation limitations. We can also
provide childcare support for in-person events.
We will ask our community liaisons to bridge gaps and build trust so that our families feel welcomed and want to
participate.	4	4	4	5	4	4	4	4	4	4	4	4	Met		2024-06-25	2024
19645350000000	El Segundo Unified	3	ESUSD offers many different opportunities for educational partners to provide input such as our district and site committees, parent conferences, educational nights, and focus groups. In consultation with educational partners,  examples of ways in which ESUSD was building partnerships for supporting all students were shared. Some of those examples included additional counselors, various committees, and evening educational events.  Educational partners shared that communication is the right amount, as parents can email teachers or administrators at any time to discuss building partnerships for student success. Principals have many ways of communicating with families and providing information, such as their newsletters, parent nights, social media and PTA meetings.
	Through  many community events, coffees with the principal, specialized parent nights, and other educational or social events it was clear that some families were still unable to attend in person.  Through offering some of the events or meetings virtually,  access was increased and more families have been able to become more connected to their child's school.  
	Employing more counselors and increasing shared resources has created stronger connections for our families  in a safe space. In addition, to improve engagement of our unduplicated families (i.e. English Learners, socio-economically disadvantaged students, foster youth), connections are made directly to each family through our site administrators and counselors ensuring there is a strong relationship of support.	ESUSD is fortunate to have a strong parent community that is actively involved allowing a team approach in student success. We are dedicated to providing a district culture of service that promotes a welcoming atmosphere and treats everyone with courtesy and respect. Our goals are to provide multiple resources for parents to be informed regarding individual student progress as well as school and district news, allow opportunities for involvement and feedback. ESUSD works hard to build relationships between staff and families by creating a welcoming and positive environment for all families. The district and the schools offer a variety of opportunities for parent engagement, involvement, and feedback. Schools have active parent participation and parent committees throughout the school year and even during the summer. All parents/guardians are welcome to attend any school meeting or activity, and are encouraged to be involved throughout the year. Various activities include but are not limited to parent education nights, open houses, back to school night, parent-teacher-student conferences, PTA sponsored events, School Site Council Committees, music performances, and more. District and school site communication ensures parents are well informed, have opportunities for involvement, and are connected to their school. Regular and timely communication with families and staff continues to build strong relationships within our school community allow for positive student outcomes.
	In reviewing survey data every year and gathering input from committees, ESUSD is able to offer parent nights that are of value and provide stronger home/school connections. (4,3) A challenge faced was that there are many different events and opportunities creating conflicts for parents schedules.  We have found great success in offering recorded options for parents to view when they have time. Feedback is positive but we still are working on how to get more parents to attend family nights and parent education evenings at the secondary level.  Focus areas will include continuing to listen to educational partners through surveys, focus groups, and committees and finding ways to increase our partnerships for student outcomes.	Our English Learner Advisory Committee (ELAC) and District (DELAC) meetings and parent information nights help engage our English Learner families in better understanding the English Language Proficiency Assessments for California (ELPAC) as well as the process of English Learner to Fluent English Proficiency. English Learner families indicated that they had the tools to support their students at home in preparing for the ELPAC assessments and were grateful for the support. The college and career advisor provides targeted services to our unduplicated students (i.e. English Learners, socio-economically disadvantaged students, foster youth) and interventions such as AirTutors or in school tutoring support for ongoing academic success. Our counselors reach out individually to the families of our underrepresented students to ensure they have the correct resources and knowledge for their students to make the appropriate decisions, choices, and options for their families in college and career.  These engagement practices have all been developed and enhanced through collective input.  
	Strong parental involvement and communication is essential to build strong school communities and improve engagement, including the families of our unduplicated students (i.e. English Learners, socio-economically disadvantaged students, foster youth). There are many ways for parents to be involved or have a voice in decision making. We offer School Site Council meetings, district wide committees such as; Instructional Technology, Artificial Intelligence, Environment, Wellness, Special Education, Facility Advisory Committee and the Local Control Accountability Plan. The district continues to evaluate and  find ways to make meetings more accessible, including offering more virtual options which has allowed for more educational partners to attend and provide input.  
	The involvement from all of our educational partners are of vast importance in ESUSD. Committees are held, focus groups, surveys and parent nights are offered throughout the year. Through surveys we ask how we can improve and use that feedback to shift as needed to further support parent involvement. The focus is to continue to provide opportunities for input in a variety of ways; small group or large group forums, focus groups, surveys, and committees at the school and district level.  
	Through strategic educational partner outreach at the school level, district level, and community level voices are heard to help inform district goals, actions, programs, and expenditures.   Through the local control and accountability plan committee and input sessions underrepresented families are asked for their input on how to improve. 
Staff engages parents of unduplicated students (i.e. English Learners, socio-economically disadvantaged students, foster youth) in different ways. This is done through:
- Parent Teacher Conferences
- Back to School Night
- Open House
- Student Study Team Meetings
- Individual Education Plan meetings
- English Learner Advisory Committee Meetings
- Other Committees (LCAP,  Facility Advisory Committee, Wellness, Equity and Inclusion)


	4	4	4	4	4	4	4	3	5	4	4	5	Met		2024-06-25	2024
19645500000000	Garvey Elementary	3	The District continued to promote a welcoming environment and provide multiple opportunities for 2-way communication between the district/school staff and families, by using multiple forms of communication (e.g., ParentSquare, Class Dojo, text and voice messages, newsletters, and parent focus groups), and by having bilingual School Community Coordinators housed at each school to conduct target parent outreach in different languages. 
	The focus area for improvement is to strengthen the District’s efforts in providing ongoing training and support for all staff, including office staff, in learning about each family’s strengths, cultures, languages, and goals for their children.	The District will improve engagement of underrepresented families by providing professional development for all school staff on culturally responsive practices and the strategies to serve high-need families.	The District continued to provide district- and school-level parent education opportunities, including community resources fair, districtwide parent institutes, monthly meetings with the Principal, parent training events, with translations/interpretations provided at all events. Resources and information that support student learning at home were shared in an ongoing manner by principals, counselors, and bilingual School Community Coordinators.	The focus area for improvement is to develop the capacity of staff in partnering with families with diverse backgrounds, particularly in addressing the mental, social-emotional, and academic needs of high-priority children.	The District will continue to improve engagement of underrepresented families by providing professional development and for staff to partner with families, in addressing the mental health and social-emotional needs of students, and by providing families with information and resources on intervention and enrichment programs to meet the diverse needs of students.	The District continued to provide all families, including underrepresented groups (e.g., English learners) with opportunities to provide input and opportunities to have families and staff work together to plan and implement family engagement activities, through regularly-scheduled district- and school-level parent participation and education meetings, a variety of parent engagement activities, and the parent outreach programs facilitated by district- and site-based bilingual parent support staff. 
	The focus area for improvement is to build the capacity of and supporting principals and staff to effectively engage families, particularly underrepresented families, in advisory groups and with decision-making.	The District will improve engagement of underrepresented families by providing training and support for both the staff and the underrepresented families, including working parents, new immigrants, and low-income families, in effectively engaging in advisory groups and decision-making, through ongoing parent training, target outreach from bilingual School Community Coordinators, support services (e.g., translation, childcare services), and meeting schedule accommodations.	4	4	3	4	3	4	3	4	3	4	4	4	Met		2024-06-27	2024
19645680000000	Glendale Unified	3	GUSD recognizes that parent/guardian involvement in their child’s education contributes greatly to student achievement and a positive school environment. On the 2023-2024 Annual School Survey, 60.1% parents/guardians responded that they agree or strongly agree that their child is academically challenged at school, and 79.5% stated that their school keeps them well informed of their student’s academic progress. This partnership between home and school is important to achieving positive outcomes for students. 64.8% of parent/guardian responses agreed or strongly agreed with the statement that they know how to access mental health supports through their school. Maintaining this strong sense of connection to the school has emerged as a top priority post-pandemic in order to link families to resources. Also, schools encourage families to participate in groups such as the PTA, school foundation, School Site Council, etc. The Superintendent works directly with the Superintendent’s Parent Advisory Committee and Glendale Council PTA, both composed of parents/guardians and community members, to meaningfully involve parents/guardians and family members in District and school activities; advisory, decision-making, and advocacy roles; and activities to support learning at home. Title I schools have a Student-Parent-School Compact signed by each student’s parent/guardian that outlines the commitment students, families and teachers have to each other. In order to foster a positive culture of learning that maximizes student achievement, GUSD partners with families to accelerate student learning, support physical, social and emotional wellbeing, and increase school connectedness. The Equity, Access and Family Engagement Department uses the results of this to strategize efforts for the new school year and coordinates family engagement sessions. GUSD offers outreach and education efforts to help families understand and access resources for state assessments such as CAASPP and ELPAC. Site-specific achievement data is shared with families and next steps are discussed to address areas of focus. Resources for support and learning at home are shared. Staff meet with families to review academic progress and engage them in learning experiences at events for building a joy in and partnership for learning. Families take part in ELAC and DELAC meetings. Families are offered training and support for students who have special needs, are gifted, enrolled in dual immersion programs, interested in college and career guidance, are new to the country, are English Learners and receive foster/homeless support.	Based on the results of the Annual Plan Survey, GUSD staff will focus on increasing family engagement to improve all areas addressed by the survey. Particular focus will be placed on increasing the effectiveness of communication in order to seek input from parents/guardians before making important decisions which received favorable responses from 57% of parents/guardians. Working collaboratively with school principals and Glendale Council PTA, the Director of Equity, Access and Family Engagement will focus on implementing effective communication strategies that will result in increased participation of families in organized school events. GUSD uses ParentSquare, which integrates with the student information system to better inform parents/guardians about school events using a variety of communication strategies such as targeted emails, texts, phone calls, push notifications, newsletters, and social media posts. ParentSquare provides targeted and large group notifications and has a highly effective translation tool embedded for parent/guardian use. It provides a centralized app-based portal for parents to complete forms and permission slips, to calendar and RSVP to events, to take polls and surveys, and to participate in community groups. ParentSquare also provides analytics to identify which groups are actively engaged with these tools and which might need more support or an alternative approach to fully accessing information. District and school site leadership will know who is not being reached and can use tools to improve contactability, communications equity and oversight, while maintaining privacy and security.	ParentSquare metrics will assist District staff in identifying parents/guardians that have not yet fully engaged is important for understanding the effectiveness of GUSD’s family engagement efforts. The Director of Equity, Access and Family Engagement will meet regularly with GUSD’s Communication Director to identify which groups of families might need more personalized outreach and brainstorm alternative efforts to inform and engage these families. Another area of focus will be expanding the Community Schools initiative. Currently, the Community Schools which have the highest percentage of unduplicated students amongst the District’s elementary schools are: Mann Elementary School (94%) Marshall Elementary School (91%) Cerritos Elementary School (90%) Columbus Elementary School (85%) Thomas Jefferson Elementary School (85%). The Annual Plan and English Learner Parent Surveys will be updated based on educational partner feedback so they can then be utilized across the District to identify untapped assets and develop plans to transform all schools into highly effective and impactful community schools. GUSD endeavors to partner with community agencies to align resources to improve student outcomes and address barriers to learning.	GUSD utilizes a strategic, multilingual and multiplatform outreach campaign to increase family engagement and opportunities for schools to build strong relationships with families. The use of ParentSquare has transformed District communication. With a “contactability rate” of 99%, families choose the most effective way to receive information: text, email or push notification. Multiple surveys provide insight into school needs in addressing community questions and concerns. Parent Academies, Coffees with Principal and Superintendent, along with initial orientations and intakes at the GUSD Welcome Center and Student Wellness Services provide information and resources necessary for successful school experiences. Data and input opportunities are offered to families through the Superintendent’s Parent Advisory Committee (SPAC), School Site Council (SSC), ELAC (English Learner Advisory Committee), and DELAC (District English Learner Advisory Committee). As needs emerge, committees and surveys are developed to better understand priorities and plan next steps. In 2023-2024, the Japanese Dual Immersion Parent Survey was opened to provide input on this program. And the Gifted and Talented Education (GATE) Parent Advisory group met to provide feedback and edit the Board Policy and Administrative Regulations related to the GATE program. GUSD engages community partners to improve school climate, address students’ academic and social-emotional needs and improve school facilities. Students participated in internships and hands-on experiences through Glendale Memorial Hospital. Three middle schools received support through the Verizon Innovative Learning Schools and benefited from one-to-one devices, student data plans, and extensive teaching training and support to engage students in a unique, immersive curriculum that leverages technology to support student learning. The CDE planning grant has been effectively implemented across GUSD to transform five elementary schools into Community Schools. The College and Career Division received many grants to strengthen CTE programs including CTE Incentive Grant (CTEIG), Perkins funding, Specialized Secondary Program funds, and California Partnership Academy funds. With the support of community partners, including the City of Glendale Parks and Recreation, Glendale YMCA, YMCA of the Foothills and Homenetmen Glendale Ararat, the District expanded child care and extracurricular opportunities for students and families.	GUSD schools continue to focus on equity, access and family engagement and putting into practice foundational tools to support anti-bias education, including improving staff capacity in asset-based youth development modalities. Schools continue their work to understand the correlation between mental health and wellbeing and academic outcomes for students.
During the 2023-2024 school year, all GUSD staff participated in training through “Facing History and Ourselves” called Teaching for Equity and Justice. The focus continues to be on making gains in addressing these key tenets: Shared vision for equity; leading for equity; equitable educator mindsets; nurturing equitable classrooms; amplifying student voice and agency; co-creating an equitable community; and transformative professional development. Because the goal is collective improvement across the organization, administrators, teachers, counselors, teacher specialists, parents/guardians, students, and community partners are all being called upon to build a shared understanding of change needed and align resources towards a plan of action. School site teams have completed an evaluation and will discuss next steps to further the work of their equity champions and better engage their entire school communities to improve student achievement.
GUSD believes that a key to improving the engagement of underrepresented families is by enthusiastically engaging students. GUSD has used Student Voice panels and Student Senate meetings to get input from students on how to increase their personal engagement and the engagement of their families.	The District has taken several steps to advance equity work. The Culturally Relevant and Responsive Education working groups brought together diverse community members to provide feedback and inform decision-making on promoting equity and inclusion. The Board adopted social justice standards from Learning for Justice to formalize a commitment to equity and inclusion. Implicit bias training was hosted at both the District and school levels. Work on addressing disproportionality in special education includes implicit bias training for targeted school sites. There is a desire to engage the entire community, not just educators, in the work against bias and racism, and more toward more culturally inclusive pedagogy and practices. Through continued reflection, GUSD will look for improved metrics on the Annual Plan and Employ Culture Surveys, the Panorama survey, and the CA Healthy Kids Survey. The goal is to reduce the total number of behavior incidents, improve attendance and chronic absenteeism rates, along with English and Math achievement. Since the issues are both school- and community-based, programs like the Community Schools initiative are linking families to resources. Improving health and wellness is key, so engaging community partners like Glendale Memorial Hospital, increasing student access to internships in the medical field through our local hospitals and partnering with Comprehensive Community Health Centers for mobile health clinics help connect students and families experiencing the highest degree of poverty with support and tools to keep them healthy and more engaged at school.	In 2023-2024, the Annual School Plan Survey was administered at each school to determine parent/guardian perception of decision-making opportunities. Overall, 57.2% of parents/guardians said their school actively seeks input from them before making important decisions. 61.1% of parents/guardians stated that they are familiar with their school’s Parent and Family Engagement Policy and 45.7% agreed or strongly agreed that their school provides training for parents to help support student learning. GUSD offers multiple parent/guardian engagement opportunities, including school- and District-level advisory committees, to seek input and engage parents/guardians in decision-making processes regarding program and curriculum development and implementation. Parent involvement at GUSD schools include the PTA, foundations, and School Site Council. Messaging regarding events and requests for participation are provided in English and the home languages of Armenian, Spanish, and Korean. Meetings are held throughout the year to allow for increased participation, feedback regarding programs and services and opportunities for families, teachers, principals and district administrators to work together to develop effective family engagement activities. Translation and child care services are provided, as needed, to address potential barriers to full participation. A model GUSD program that earned a CSBA Golden Bell Award is the Student Voice Panel. These events are Special Board Meetings to allow all Board members to hear directly from students representing all five high schools. The Student Voice Panels address questions generated by the GUSD Student Advisory Council who also selects the student moderator and student participants. Topics addressed: creating a sense of belonging; college and career readiness; mental and physical health; building school spirit; fostering stronger communication; improving attendance; diversity, equity, and inclusion; and school safety and security. Student Voice Panels are livestreamed and archived on the District website to engage the community.  The Superintendent met regularly with leaders of the GUSD Council PTA. These meetings afforded leadership the opportunity to hear from parents/guardians regarding events and practices throughout the school year. The Superintendent also met regularly with representatives from the City of Glendale, Crescenta Valley Town Council and Glendale Community College to provide updates and seek feedback on District efforts.	Based on the analysis of the Annual Plan Survey to determine parent/guardian access to decision-making opportunities, GUSD schools will focus on increasing efforts to seek input from all community partners. 57% of parents/guardians agreed or strongly agreed that their school actively seeks input from them before making important decisions, and this is a major area of focus. The goals for seeking greater levels of input from community partners are to increase parent/guardian involvement, increase transparency with the decision-making process, and ensure access and equitable voice. Through these efforts, the District expects the favorable response percentage to this survey prompt to increase in subsequent surveys. The five elementary schools that are in the implementation phase of becoming Community Schools will serve as role models for the rest of the GUSD schools. These five schools are engaged in a comprehensive community needs assessment process in order to engage as many parent/guardian partners as possible in order to design school services to meet their needs. This process intentionally engages a large number of parents/guardians, staff, students, and community partners to redesign support services at the school level in order to best meet their unique needs and interests. The lessons learned, processes that are developed, and tools that are created will be shared across all schools.	To achieve these goals, GUSD will use ParentSquare to identify parents/guardians who have not received messages about opportunities to share input and will contact them using other outreach methods such as phone calls, text messages, and emails to ensure they are aware of the opportunities. ParentSquare has integrated translation tools which allows families of English Learners an opportunity for two-way communication GUSD staff members. Opportunities to provide feedback to inform decision-making will be made available both in-person and virtually. Whenever possible, the video or notes from the meeting will be made available for viewing asynchronously. The Community Schools initiative along with Student Wellness Services and the Equity, Access and Family Engagement department regularly interact with families of our unduplicated students (English Learners, socioeconomically disadvantaged and foster youth) and have many successes to share. Our goal will be to develop a list of best practices and seek feedback from the families served by these departments and initiatives that can be shared Districtwide in order to foster richer family engagement.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-25	2024
19645760000000	Glendora Unified	3	Through looking at both local data and survey input Glendora Unified's strengths in building partnerships for student outcomes are seen in our increased collaboration with parents and families, as well as an increase in student support services. We have expanded our family resource center (Glendora Gives), parent education, as well as our mental health professionals, and access to support for social and emotional issues for students. We have access to increased personnel as well as Hazel Health and Care Solice. Further, there are increased intervention programs and opportunities at each site. All elementary sites have a Reading and Math intervention teacher. In 23-24, we streamlined our website to be sure critical information is accessible in 3 clicks or less. We also introduced “Let’s Talk”. Let’s Talk gives school communities an accessible way to ask questions, report concerns, and provide feedback 24-7 from any device or channel, including forms, text messages, phone calls, chatbots, and more. — regardless of their level of technology access.
	Glendora Unified has had a consistently engaged community of families engaged with students' education. As a result, new practices have continued to enhance this work. The  2023-2024 school year brought a renewed relationship with our community. There has been an increase in communication, transparency, and positive working environments. 
	Glendora Unified will continue to gain insight into areas of growth through 2-way communication with our community. Through the use of Let’s Talk,  parent committees, parent education nights, open forums, and our Parent Advisory committees we will continue to get input. Staff focus for the 23-24 school year was People First Leadership focusing on making connections with staff, students, parents, and community members. For 24-25, the focus will be on Meeting the Needs of all Learners. 
	Based on the above input Glendora Unified is continuing to streamline and focus on communication. We have opportunities to communicate with parents who speak another language other than English through our use of Language Line. Our communication tool, Parent Square, can be translated into various languages for accessibility. Further parents can choose to receive emails or text messages of the information at a convenient time for them. 
	Glendora Unified's focus area for improving student outcomes includes an emphasis on meeting all learners' needs through differentiation and Tiered levels of support, as well as the social-emotional well-being of our students. Having timely, consistent 2-way communication enhances the ability for school staff and parents to have access to student data. 

	Glendora Unified will continue to support the engagement of our underrepresented families by having an increased community outreach, using our parent resource center (Glendora Gives) Further, in addition to expanding resources and communication tools,  Glendora Unified will enhance its efforts through our Director of Student Supports, MTSS, and LACOE attendance support.	Glendora Unified School District works diligently to build, maintain, and enhance relationships with constituents. Three surveys were administered during the 2023-2024 school year through the Panorama Platform: Parent Survey, Staff and Teachers Survey, and The LCAP Student Survey.  This data shows that Glendora Unified's strengths for families include school fit and that there are few barriers to engagement. Based on the survey results we want to have more parents involved on a regular basis, only about 25% reported being involved weekly or more. This is near the 60%ile as compared to schools nationally
	The LEA's focus area for improving input for Decision-making was to improve our community and student survey questions to increase the amount of applicable received data information to inform practices. This was done using the Panorama platform which has allowed us to vary our questions, compare to national averages, and disaggregate when available. Glendora Unified continues to expand the engagement of all students and families.
	To improve the engagement of underrepresented families identified during the self-reflection process in relation to seeking input for decision-making, the LEA can undertake the following steps: flexible meeting formats, timely information and communication, family workshops, home visits with Liaison, continuous reflection, and multilingual communication.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
19645840000000	Gorman Joint	3	Strengths: We use a web-based system to communicate with families that can be set to their home/heritage language.  Weekly, the office sends out notices.  Each teacher also sends out notices.  According to educational partners' survey data partners believe that the LEA communicates well.  

Progress is being made by including more partners is activities at school.	Focus areas are on all students and staff.  However, establishing a consistent meeting for parents of EL students is a priority focus, due to inconsistency when students are reclassified.	The LEA will post the hours of the Spanish-speaking liaison.  The liaison will reach out to the group of partners monthly by phone to include them in meetings and improve engagement.	Besides first best teaching and monitoring of data, the LEA provided after school tutoring, at lunch tutoring, and during the school day intervention.  Additionally, engaging programs such as coding, FFA for middle school students and robotic club help support student engagement.	Improving ELA achievement for all students
Improve math achievement for all students 
Improve attendance rates and lower the percentage of chronically absent students 
Improve English proficiency for EL students.	When a high percentage of EL students reclassify, it is hard to keep  EL parent meetings well attended. This year, there will be a  Spanish liaison to contact parents at least monthly.  Additionally, there will be attendance meetings early in the year with a focus on SED and EL students.  Finally, there are at least four meetings a year for partners to meet with administration informally.	Educational partner survey results support the LEA's strengths in seeking input for decision-making.  There are in-person meetings at various times during the day and evening; or via Zoom.  Decision-making input is also sought via surveys.	There were no areas for improvement in seeking input for decision-making provided by partners.  To improve further, a fall survey will be sent out to solicit input at the beginning of the year.	This past school year, more parents participated in social events such as math night and coding night.   For the coming year, we will add more social-based events and provide information and solicit input during these functions.	4	4	3	5	3	4	4	4	4	4	4	4	Met		2024-06-25	2024
19645841996305	Gorman Learning Center	3	According to the GLCN Satisfaction Survey, 97% of parents state that Gorman provides a welcoming environment for all parents.  In addition to this, 95% state that the concerns they share with their student’s teacher is heard and receives an appropriate response.	The focus area for improvement is increasing parent seminars and trainings throughout the year. In addition to this, we are providing digital libraries for families to access throughout the year. We are continuing to gather meaningful input from parents and guardians of students in underserved groups, including homeless and foster youth and English Learners.	Our homeless and Foster Youth have a liaison that provides services and resources to this population. The advisory council consists of parents and students who work closely with staff to offer feedback on programs offered to students. Translating services have been provided for EL parents to support the relationship between our staff and parents.	93.5% of parents who participated in the Satisfaction Survey state that Gorman has clear supports in place to support students who are struggling behaviorally.  95% of parents indicate that they are satisfied with their student’s learning at Gorman.  Key strengths of the program are continued parent seminars, increased Title I Targeted Services, and providing synchronous instruction opportunities.	The focus area for improvement continues to be supporting PLTs and parents in assessing student progress based on the state standards and making changes to personalized learning plans to address needs in terms of progress towards mastery. LEA will also continue to focus on educational partner engagement in Advisory Council and parent seminars. We continue to improve our MTSS program by targeting synchronous instruction opportunities to address the academic needs of all students.	Continue to provide professional development and training to teachers, parents, and staff in regard to our UP population. Use data to reflect on areas of need and growth. Continue to implement a multiple-tiered support system for all students to provide instructional strength.	Satisfaction Survey participation rate reached nearly 1,600 participants network-wide.  The school's Advisory Council continued to collaborate with educational partners to provide valuable insights into the direction and goals of the school. Gorman’s Homeless and Foster Youth Liaison has brought support to this population of students and families. Parents of SPED students were invited to participate in regular parent seminars.	:Increased parent awareness of and engagement with the Council and ELAC. Based on the feedback provided by parent members of the Advisory Council/ELAC, the LCAP will address student in-person learning opportunities as a Focus Goal, Student Achievement, Parent Engagement, and other pupil outcomes, Implementation of Standards, School Climate and Course Access and Maintenance Goals. Based on the feedback of educational partners broadly, the school is continuing to address and add options for college- and career-readiness together with academic achievement through multiple services and actions.	Continue Parent Engagement Councils, events, surveys and collaboration with staff, teachers, students, and administrators.	5	5	5	5	5	5	5	5	5	4	4	4	Met		2024-06-27	2024
19645920000000	Hawthorne	3	Based on the analysis of educational partner input, the District funds a community school initiative and resources to implement and sustain the following areas of strengths focused on building relationships between school staff and families :
Develop, coordinate, and conduct programs and activities designed to engage families and the community in support of student achievement, attendance, and positive school climate and assist staff, families, and community organizations in developing partnerships and enhancing communication between families and school staff by:
Enhancing our SchoolMessanger software to increase home-school communication and obtain the analytics to support advancement projects.
Working with District staff and school leadership teams to plan and implement community school program partnership plans.
Working with District staff and school leadership teams to plan and implement family/community-friendly school climates. (i.e. develop customer satisfaction protocols for greeting parents and community partners in the building or over the phone, help to make the physical climate of the school inviting, etc.) 
Helping to maintain and enhance Family Resources Centers.
Nurturing relationships with staff, families, volunteers, and community partners, including local churches, public agencies, and service providers. 
Working with staff to maintain accurate parent participation data, implementation of community programs, and family engagement initiatives/outreach. 
Helping to build the capacity of schools to engage families in a meaningful way. 
Providing tools to staff to develop, implement, and evaluate family and community involvement and community outreach activities. 
Assisting schools with developing the tools/skills necessary to recruit and train volunteers. 
Working with district/school staff and families to improve student attendance. 
Working with district/school staff and families to address at-risk behaviors.

The District builds relationships between school staff and families by ensuring that adequate translation services are available at school and district levels, maintains comprehensive FamilyResource Centers at each school site that provide academic and social-emotional resources, teacher communication flyers, access to technology, ESL, Adult Education courses, and information related to community services. Numerous school-specific events were offered at every school site, with a wide range of topics being covered. Teachers at each school site implemented math nights, literacy nights, parent workshops, and many more family events. Evidence in building these relationships is obtained through the results from the District's 2023-2024 internal system of tracking called “Family Event Attendance Tracking Form” which reflected 43,2471 documented instances of family participation/visits to schools for activities and events.

	Based on the results from our parent surveys the Hawthorne School District will continue to offer and implement the services and supports mentioned above to sustain and increase relationships between staff and families. The District will also continue to offer in-person and virtual events to create flexibility and increase accessibility for family participation as families have indicated that they appreciate the flexibility.


In addition, the District will continue to increase offerings and staff and family activities through our California Community School Partnership Program ( CCSPP) TOSAs. The CCSPP TOSAs will provide an increase in resources and expand the number of opportunities for parents and families to participate in two-way communication as we transform the Hawthorne School District schools into Community Schools.
	The District’s evaluation results from our parent workshops and the completion of a Parent Needs Assessment at the end of each school year are examined through the lens of our underrepresented families. This data was utilized to refine the parent engagement opportunities for the upcoming year.
	The district employs one full-time California Community Schools Partnership Program (CCSPP)  Teacher on Special Assignment (TOSA) to build capacity and effectively support school sites on how to engage and empower parents and guardians to be active participants in the education of their children. These individuals will conduct numerous workshops for parents and guardians. The CCSPP TOSAs along with the school site CCSPP advisory councils will provide support, and guidance for the Hawthorne Parent Academy (HPA) committees at every school site. The HPA is a targeted support group for parents/ guardians of students in entry-level grades such as kindergarten, 6th grade, and 9th grade that includes a series of strategic monthly workshops focusing on age-appropriate academic, social-emotional, and behavioral issues relevant to the school and home settings. Facilitating these recurring monthly workshops also allows for strong parent partnerships to thrive at critical entry junctures of a student's academic journey. Recognition ceremonies are held at all school sites to celebrate those who complete their passport through their regular HPA participation. At the middle schools, the District partnered with CABE, as a strategy to more closely and effectively inform and involve families in the education of their children. This partnership consisted of a five-week training for parents/guardians focused on successfully navigating the school system and accessing available resources to support your child’s education. 
In addition, the District partnered with the UCLA Parent Empowerment Project. As part of this partnership, the UCLA staff works with the District staff to create District-wide Village Sessions for our parents.  In these sessions, the UCLA staff and the District staff co-create a space for parents to connect monthly and process their children's experiences at the school. Village sessions allow parents to engage and share the hopes, dreams, and concerns they have for their students. A series of Village sessions open an opportunity to build the school community, which includes establishing and maintaining trust, building relationships, and repairing harm rooted in reciprocity for students' betterment and academic success. We refer to them as village sessions because, more than merely an intellectual exercise, we are concerned with creating communal spaces where parents can come together to engage freely and address the challenges in education that matter most to them.  We intend to develop site-specific Villages at individual school sites during the coming years of this partnership.
	The Hawthorne School District will continue to offer and increase the number of Family Events Attendance in family engagement opportunities, programs, and activities listed above that positively support parent partnerships. The input and feedback received from the LCAP survey responses, parent evaluations, LCAP parent consultation meetings, parent need assessments, SSC meetings, CCSPP advisory councils meetings, and other avenues of communication demonstrated a desire to reinstall parent volunteer opportunities and continue to provide parent involvement opportunities via Zoom.
The District will also continue to offer in-person and virtual events to create flexibility and increase accessibility for family participation as families have indicated that they appreciate the flexibility.
	The survey results, evaluation results from parent workshops, and Parent Needs Assessment at the end of each year provide data from our educational partners that we utilize to refine the parent engagement opportunities for the following year. This will increase access to strong participation in our current programs and activities. We are a district with a student population of 90% low-income, English learners, and Foster Youth. Therefore, we will continue to examine and seek the perspective of families that have historically been underrepresented and utilize that data to refine the parent engagement opportunities each school year.	While the actions and services outlined above speak to the various options in which parents and families were invited to attend school activities and provided with the support that was needed, it should also be noted that the District takes seriously its responsibility to inform parents of their rights and ability to participate in the school and district decision-making processes. The District continues to promote participation in school-based bodies, such as the School Site Council and English Learner Advisory Committee, Community Schools Advisory Councils, as well as the district-level entities, such as the District Advisory Council and District English Learner Advisory Committee. While the District is confident that genuine efforts are made to engage parents and guardians in decision-making processes, it was affirming to see that 88% of parents and guardians who responded to the District's 2023-24 LCAP survey to the associated item pertaining to parents sharing input for decision making, indicated that they agree that they are presented with opportunities to be a part of the decision-making process at the school and district levels. This data is directly related to the District's goal to increase parent involvement and participation, as set forth in the Local Control and Accountability Plan (LCAP). All school sites also documented the promotion of and full representation on their School Site Council and their English Learner Advisory Committee, with representatives from each school serving on the District Advisory Council, the District English Learner Advisory Committee, and consistent monthly parent workshops to continue to support decision making that will directly affect positive student outcomes. In addition, we continue to partner with UCLA Parent Empowerment Project to assist us in facilitating the work of our Parent Empowerment Network ( PEN). 
PEN is a group of parents established from the village sessions that meet to address concerns and plan actionable programs for students from the perspective of the parents/guardians. The Parent Empowerment Network is an apparent group that leads efforts to engage families in the sharing of experiences related to school settings, with an emphasis on the empowerment of historically marginalized populations. The UCLA staff works with the District staff to create District-wide Family and Village Engagement Network Improvement and Community designed to promote effective ongoing engagement. A small group of selected parents represent their village at the PEN meetings. Research recommends having a small group of parents who work on supporting the comprehensive school plan and developing activities (Comer & Haynes, 1991). To guide the process of creating a plan, parents develop a foundational understanding of continuous improvement by using the PDSA cycle for
planning and implementing the identified.  
	The Hawthorne School District will continue to engage all educational partners to refine the Local Control Accountability Plan and School Site Plan based on their feedback and input. It was affirming to see that 91% of parents and guardians who responded to the District's 2023-2024 LCAP survey to the associated item pertaining to parents sharing input for decision-making, indicated that they agree that they are presented with opportunities to be a part of the decision-making process at the school and district levels. Therefore, the  District plans to continue its efforts to engage all educational partners and increase the percentage of participants who feel they are a part of the decision-making process in the district. The District will also seek to increase opportunities for the educational partners to be active participants in the school District decision-making process.	Based on the analysis of educational partner input and local data, the Hawthorne School District will continue to implement current practices that have been successfully implemented in ensuring that underrepresented families are valued and have access to decision-making opportunities.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
19645920100354	Hawthorne Math and Science Academy	3	Administration, teachers and staff, and counselors regularly communicate with families regarding student interests. Grade-level teams send out communication, and school-wide communication is sent out weekly. Back to School Nights are held to allow teachers to share the learning happening in their classes and give parents/families an opportunity to visit and hear what their child is learning. Parent conferences are open and families can request this at any time. Hawthorne Parent Academy, Parent Booster Club, and School-Site council meetings are held and families have multiple opportunities to engage and partner with the school. Students with Individualized Education Plans (IEP) have annual meetings to review student progress and ask questions. Translators are provided to ensure that families have a clear understanding of the information that is being shared. HMSA works to provide a welcoming and respectful environment for all families in our community. Based on school-site data, parent surveys, and informal informational sessions with educational partners, including students, parents, and the district engage in meaningful dialogue to provide input in the school’s strategic planning in addition to building meaningful relationships.
	Based on school-site data specific to underrepresented families, HMSA will continue to seek ways to improve relationships with our educational partners. To ensure active engagement, HMSA leadership will seek out family leaders who can bring the perspective of families that have historically been underrepresented. Care will be taken to ensure representation on district and school-site advisory committees such as the English Language Advisory Committee, parent groups, leadership teams, and advisory committees.
The recent LCAP shows that parents are requesting more informational sessions for college planning, building healthy relationships, and accessing technology. HMSA will consider these topics when planning monthly parent sessions. The school offers in collaboration with the Community Schools TOSA an HMSA Parent Academy for the parents and guardians of ninth-grade students that focuses not only on the academic and social-emotional needs of their children but also on how parents can be involved at HMSA and be advocates for their children. 
Their voice will be heard and acknowledged for reflection and change. The counseling staff has focused on surveying parents regarding the types of topics that have been the focus of workshops and on the quality of the experience. This has resulted in HMSA having a high parent participation rate for all events held.
Events, informational meetings, and engagement opportunities will be planned for times that are convenient and realistic for all interested families. The goal is to increase participation in school staff and family events, allowing for a stronger engagement for all educational partners and continuing to build community. Families have numerous opportunities to network and get involved with HMSA. Some of the parent engagement opportunities offered are the School-Site Council (SSC), Hawthorne Parent Academy (HPA), informational nights, school-wide events, English Learner Advisory Committee (ELAC), Parent Booster Club (PBC), and many more. Parent Engagement activities at HMSA are intended to involve families and keep them engaged in their child/ren’s learning. Teachers also involve parents in their student's academic progress by making themselves available in person or through email and phone.
	HMSA is actively working to improve engagement with underrepresented families. Inclusivity and a strong partnership is key to the success of helping our students achieve academic success. 
Through feedback and input from our educational partners, a need has been identified to offer more parent workshops and training on the topics of college planning, teen development, technology 101, and mental health. HMSA will work closely with the community school to develop and offer a wide variety of parent workshops to address these requests. 
HMSA will also be strategic when planning meetings, workshops and events so that families can make arrangements to attend. The goal is to work together to increase parent involvement. 
	HMSA’s approach to building effective partnerships with families is pivotal in supporting the partnership for student success. Our approach to developing these partnerships has been multi-tiered. We focus on equipping our teachers and staff with the necessary tools to empower our families to play a key role in their child’s academic role. We prioritize professional development that supports administrators, staff, and teachers to effectively communicate with parents. We are also committed to providing families with resources to extend their learning beyond the classroom.	HMSA prioritizes and values the importance of building effective partnerships with families to support our mission of improving student outcomes. Based on input and feedback from educational partner input, HMSA has determined crucial areas for improvement in its efforts to improve and strengthen partnerships with families. 
One area of focus is to improve opportunities for parent involvement. We recognize the need to reach out and increase the opportunities for families to get involved in various activities on campus. Communication efforts will be prioritized to get information to our families in a timely manner. 
Another area of focus is to continue to enhance our communication systems. Feedback from families has highlighted the issue that not all families receive timely information. Moving forward, HMSA will work closely with all educational partners to ensure that messaging is shared regularly and efficiently. We will work to ensure that our website is up-to-date with current information and that our PowerSchool has updated email and mailing addresses to ensure that families receive the school notifications. Our technology coordinator and counselors will hold parent training sessions to assist families in accessing their emails, checking Powerschool, and learning how to use the features to check communications. 
Through these efforts, HMSA is dedicated to building stronger and more effective partnerships with families. These improvement strategies will foster a more inclusive and supportive school environment and enhance students’ educational outcomes. Our goal is to ensure that every family is actively engaged and informed and part of the school-student-parent partnership.
	HMSA is dedicated to increasing and enhancing engagement with our underrepresented families, particularly parents of English Learners and working parents who struggle to find the time to participate in school activities. We are proactive and committed to ensuring their involvement in our school community. 
HMSA will continue to conduct detailed surveys to gather insights from families on how we can improve their school involvement experience. We will work closely with our community school to engage meaningful feedback. Their feedback will allow HMSA to tailor efforts to these families’ specific challenges. 
Our need to improve communication and get information on dates of events and parent meetings early will be prioritized. Throughout the year, HMSA holds various events including Back to School Night, Open House, parent conferences, talent show, movie nights, and an annual multicultural event. In recognizing the needs of our working parents, we are committed to ensuring that parents are given the dates of events well in advance so that they can plan childcare and work schedules accordingly.
	HMSA students, parents, and staff engage in meaningful dialogue and provide input for strategic planning through formal groups including, but not limited to Parent Booster Club (PBC), Hawthorne Parent Academy (HPA), English Language Advisory Committee (ELAC), Leadership Team, Department Chair meetings, School-Site Council, Professional Development and Instructional leadership committees (ILC). 
Family input and involvement in the development and review of school-wide objectives occurs through participation in scheduled meetings and surveys, as well as focus groups. Focus group sessions will contribute authentic educational partner input to include families from underrepresented groups, and to include ways for families who speak another language other than English.
HMSA employs a variety of surveys to collect data and feedback from families, staff, and other educational partners. These surveys ensure inclusivity by accommodating our community’s varied schedules and preferences. 
	At HMSA, we recognize the importance of enhancing our decision-making processes to ensure all family voices are heard. 
One concern among our families has been their lack of knowledge of the technological tools and platforms HMSA uses for communication and decision-making. Many lack the skills necessary to engage in simple online and/or digital functions. To address this, HMSA will host workshops to support families and teach them basic skills to help them become proficient with digital tools. HMSA will also provide dedicated time on campus to allow families to complete surveys here on campus so that they can receive support and access the needed technology. 
Recognizing that digital access might still be a barrier for some, we will explore various communication methods to reach our families. This includes traditional phone calls, printed surveys, and face-to-face meetings. 
By addressing these areas, we hope to improve our partnership with every family and ensure their valuable insights help shape an educational community of success for every student.
	To address these areas of concern and improve engagement, we will work with our Community School and Community Engagement TOSA to focus on bridging the communication gap between the school and our underrepresented families. This role will be essential in addressing the unique needs and hardships our families face and help to facilitate more streamlined communication and engagement strategies.
We will also be working with our Community School Parent Liaison to create an updated parent/family engagement calendar that will outline all family-related events for the year. Providing dates and information well in advance will allow families the needed time to plan and coordinate their schedules. 
We will continue to work on building partnerships with the community that can provide additional support for our families including mental health and health support. Such partnerships will focus on finding and providing resources that enhance accessibility and engagement. 
	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
19646000000000	Hermosa Beach City Elementary	3	Hermosa Schools are intentional and systematic in building partnerships with families and community organizations to support inclusion, excellence, and community. At the beginning of the school year, parents are provided access to Annual Notifications, which outline rights and responsibilities, as well as the Parent/Student Handbook at both the elementary and secondary levels. These resources offer families comprehensive information about our schools and district policies, educational support services, enrichment programs, and general school information.

The District is committed to ongoing professional development for teachers and administrators. Administrators attend biweekly meetings that offer professional development and opportunities for collaboration on district initiatives. The District also provides numerous opportunities for parental involvement through surveys, committee participation, and volunteer organizations such as the Hermosa Beach Parent Teacher Organization and the Hermosa Beach Education Foundation.

Additionally, Hermosa prioritizes communication between teachers and families by equipping teachers with tools like Google Classroom, Zoom, PowerSchool Parent Portal, and email. Teachers are also given time for Parent/Teacher conferences to discuss student progress and collaborate on strategies to support improved student outcomes.	Hermosa Schools are committed to engaging parents, guardians, and other educational partners by providing multiple opportunities to foster and strengthen relationships. To enhance these efforts, the District recognizes the need to focus on creating more personalized and consistent communication channels, increasing accessibility of events and resources, and ensuring that all families feel welcomed and included.

1. ENHANCING PERSONALIZED COMMUNICATION: While various events and activities have been successful in promoting relationships, the District aims to increase personalized communication efforts. This includes regular and tailored updates to families about their children's progress and school events through parent conferences and weekly newsletters from the site principal and classroom teacher.

2. INCREASING ACCESSIBILITY AND PARTICIPATION: Hermosa Schools continues to provide parents with opportunities to volunteer within the school community and resources to all families. This includes providing childcare at evening events (i.e. State of the Schools), holding meetings through Zoom as needed, and flexible scheduling to accommodate working parents.

3.  EXPANDING OPPORTUNITIES FOR ENGAGEMENT: Building on successful initiatives like the Hermosa View/Vista/Valley Parent Teacher Organization (HVPTO), Hermosa Beach Education Foundation (HBEF), Back to School Nights, Open House, and surveys.  The District has created numerous opportunities for family engagement. This includes forums for feedback and involvement, such as town halls for a proposed bond, expanded advisory councils (Principal Advisory Council, Local Control and Accountability Committee, etc..), and more frequent informal gatherings like coffee with the counselors and snacks with the superintendent.

4.  IMPROVING OUTREACH AND COMMUNICATION CHANNELS: To ensure all families are aware of and can participate in school activities, the District will continue its outreach efforts. This includes enhancing written and oral communications via email, social media, and other platforms to keep families informed and engaged.  

By focusing on these areas, Hermosa Schools aim to build stronger, more meaningful relationships between school staff and families, ultimately supporting better student outcomes and a more cohesive school community.	Strong parental involvement and communication is essential to build strong school communities and improve engagement, including our underrepresented families. To enhance engagement with parents of unduplicated students (i.e., English Learners, socio-economically disadvantaged students, foster youth), the district will implement the following strategies:

1.  PARENT-TEACHER CONFERENCES: Strengthening these meetings to ensure personalized and meaningful communication about student progress.

2.  BACK TO SCHOOL NIGHT AND OPEN HOUSE: Enhancing these events to be more inclusive and accessible for families by providing these events outside the school day and in the evening.

3.  STUDENT STUDY TEAM AND IEP MEETINGS: Ensuring these meetings are supportive and collaborative, with clear communication and follow-up specifically focusing on student needs.

4.  ENGLISH LEARNER ADVISORY COMMITTEE (ELAC) MEETINGS: Provided opportunities for English Learner families to meet directly with the EL Coordinator to learn about their child’s academic progress and acquisition of the English language. 

5.  OTHER ADVISORY COMMITTEES/COUNCILS: Expanding participation in Principal Advisory, LCAP, Social Emotional Wellness, and Equity and Inclusion committees/counsels.

The largest unduplicated group at Hermosa Schools is our English Learner (EL) community, representing 2.7% of the student population. To support this group, the district has dedicated funding to maintain an EL Coordinator. This role focuses on building strong relationships between school staff and families and providing opportunities for collaboration. Additionally, Hermosa Schools hold District English Learner Advisory Committee (DELAC) meetings once a trimester to promote school engagement and gather input for the LCAP.

By implementing these strategies, Hermosa Schools aim to create a more inclusive and supportive environment for all families, fostering stronger relationships and improved student outcomes.	Hermosa Schools are intentional and systematic in building partnerships with families and community organizations to support inclusion, excellence, and community. At the beginning of the school year, parents are provided access to Annual Notifications, which outline rights and responsibilities, as well as the Parent/Student Handbook at both the elementary and secondary levels. These resources offer families comprehensive information about our schools and district policies, educational support services, enrichment programs, and general school information.

The District is committed to ongoing professional development for teachers and administrators. Administrators attend biweekly meetings that offer professional development and opportunities for collaboration on district initiatives. The District also provides numerous opportunities for parental involvement through surveys, committee participation, and volunteer organizations such as the Hermosa Beach Parent Teacher Organization and the Hermosa Beach Education Foundation.

Additionally, Hermosa prioritizes communication between teachers and families by equipping teachers with tools like Google Classroom, Zoom, PowerSchool Parent Portal, and email. Teachers are also given time for Parent/Teacher conferences to discuss student progress and collaborate on strategies to support improved student outcomes.	Hermosa Schools are committed to engaging parents, guardians, and other educational partners by providing multiple opportunities to foster and strengthen relationships. To enhance these efforts, the District recognizes the need to focus on creating more personalized and consistent communication channels, increasing accessibility of events and resources, and ensuring that all families feel welcomed and included.

1. ENHANCING PERSONALIZED COMMUNICATION: While various events and activities have been successful in promoting relationships, the District aims to increase personalized communication efforts. This includes regular and tailored updates to families about their children's progress and school events through parent conferences and weekly newsletters from the site principal and classroom teacher.

2. INCREASING ACCESSIBILITY AND PARTICIPATION: Hermosa Schools continues to provide parents with opportunities to volunteer within the school community and resources to all families. This includes providing childcare at evening events (i.e. State of the Schools), holding meetings through Zoom as needed, and flexible scheduling to accommodate working parents.

3.  EXPANDING OPPORTUNITIES FOR ENGAGEMENT: Building on successful initiatives like the Hermosa View/Vista/Valley Parent Teacher Organization (HVPTO), Hermosa Beach Education Foundation (HBEF), Back to School Nights, Open House, and surveys.  The District has created numerous opportunities for family engagement. This includes forums for feedback and involvement, such as town halls for a proposed bond, expanded advisory councils (Principal Advisory Council, Local Control and Accountability Committee, etc..), and more frequent informal gatherings like coffee with the counselors and snacks with the superintendent.

4.  IMPROVING OUTREACH AND COMMUNICATION CHANNELS: To ensure all families are aware of and can participate in school activities, the District will continue its outreach efforts. This includes enhancing written and oral communications via email, social media, and other platforms to keep families informed and engaged.  

By focusing on these areas, Hermosa Schools aim to build stronger, more meaningful relationships between school staff and families, ultimately supporting better student outcomes and a more cohesive school community.	Strong parental involvement and communication is essential to build strong school communities and improve engagement, including our underrepresented families. To enhance engagement with parents of unduplicated students (i.e., English Learners, socio-economically disadvantaged students, foster youth), the district will implement the following strategies:

1.  PARENT-TEACHER CONFERENCES: Strengthening these meetings to ensure personalized and meaningful communication about student progress.

2.  BACK TO SCHOOL NIGHT AND OPEN HOUSE: Enhancing these events to be more inclusive and accessible for families by providing these events outside the school day and in the evening.

3.  STUDENT STUDY TEAM AND IEP MEETINGS: Ensuring these meetings are supportive and collaborative, with clear communication and follow-up specifically focusing on student needs.

4.  ENGLISH LEARNER ADVISORY COMMITTEE (ELAC) MEETINGS: Provided opportunities for English Learner families to meet directly with the EL Coordinator to learn about their child’s academic progress and acquisition of the English language. 

5.  OTHER ADVISORY COMMITTEES/COUNCILS: Expanding participation in Principal Advisory, LCAP, Social Emotional Wellness, and Equity and Inclusion committees/counsels.

The largest unduplicated group at Hermosa Schools is our English Learner (EL) community, representing 2.7% of the student population. To support this group, the district has dedicated funding to maintain an EL Coordinator. This role focuses on building strong relationships between school staff and families and providing opportunities for collaboration. Additionally, Hermosa Schools hold District English Learner Advisory Committee (DELAC) meetings once a trimester to promote school engagement and gather input for the LCAP.

By implementing these strategies, Hermosa Schools aim to create a more inclusive and supportive environment for all families, fostering stronger relationships and improved student outcomes.	The district is dedicated to creating opportunities and enhancing the capacity of all educational partners to contribute to the design of educational programs across all schools.

Our educational community members actively participate in decision-making through various meetings, committees, and teams, including Board Workshops, the Citizen Oversight Committee for Measure S, the LCAP Advisory Committee, the Superintendent Advisory Committee (SAC), the Principal Advisory Council (PAC), the Hermosa View/Vista/Valley Parent Teacher Organization (HVPTO), the Hermosa Beach Education Foundation (HBEF), the Inclusion Advisory Group, Wellness Council, the Equity and Inclusion Committee, and the District English Learner Advisory Committee (DELAC). Each group convenes multiple times throughout the school year to drive goals and services.

To better engage underrepresented groups, site and district leaders are purposefully using data to reach out and solicit input. The Superintendent also facilitates two-way communication by sharing information with the community through a monthly email regarding district initiatives, fostering informed and inclusive decision-making.	The district will continue to actively seek input from various educational partners and is committed to tracking longitudinal data and trends based on this feedback. Hermosa Schools will continue to utilize tools such as the CA Healthy Kids Survey (CHKS), Certificated and Classified Professional Development Surveys, CA School Staff Survey (CSSS), Local Indicators Survey, and the District's Communication Survey.

For the 2024-25 school year, Hermosa Schools will transition away from using Panorama Education as a survey tool. Instead, the district will collaborate with Manhattan Beach Unified School District and Redondo Beach Unified School District to develop a local survey under the leadership of Beach Cities Health District. This survey will focus on inclusion, school climate, and mental health indicators, providing a valuable opportunity to improve student outcomes.

To avoid overburdening parents, staff, and students with surveys, Hermosa Schools will continue to stagger the administration of surveys, aiming to increase participation and gather meaningful input.	Hermosa Schools will continue to recruit unduplicated families to participate in advisory groups, working committees and soliciting input through our EL Coordinator, communication through site principals and classroom teachers.	4	4	4	4	4	4	4	4	5	5	4	5	Met		2024-06-24	2024
19646260000000	Hughes-Elizabeth Lakes Union Elementary	3	Based on the analysis of educational partner input and local data, the LEA’s current strengths in building relationships between school staff and families include the close-knit community of the small rural school and the numerous opportunities for relationship building through engagement, consistent school-to-home communication, and school activities. These strengths foster strong connections and trust among staff, students, and families, contributing to a supportive and collaborative educational environment.	Based on the analysis of educational partner input and local data, the LEA’s focus areas for improvement in building relationships between school staff and families include increasing engagement and school participation through more frequent events, school activities, and creating additional opportunities for input from educational partners. These efforts aim to strengthen the collaboration and involvement of families in the educational process, ensuring that their voices are heard and valued.	Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families identified during the self-reflection process by implementing focused and designated outreach efforts. This will include direct contact with these families, personalized outreach, and targeted engagement through specially designed events. These initiatives aim to create more inclusive opportunities for underrepresented families to participate in the school community and strengthen their relationships with school staff.	Based on the analysis of educational partner input and local data, the LEA’s current strengths and progress in building partnerships for student outcomes include the implementation of regular student study team meetings and maintaining open-door policies with staff and school administration. These practices facilitate ongoing communication, collaboration, and support among educators, students, and families, contributing to improved student outcomes.	Based on the analysis of educational partner input and local data, the LEA’s focus areas for improvement in building partnerships for student outcomes include enhancing formative and summative data review processes, increasing the frequency and effectiveness of parent conferences, and ensuring regular communication with students and families. Additionally, the LEA aims to utilize best instructional practices, including those associated with AVID (Advancement Via Individual Determination), to support student achievement and engagement.	Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to building partnerships for student outcomes by implementing targeted outreach and communication strategies. This includes direct tracking of the specific needs of underrepresented families and fostering strong home-to-school relationships. By addressing these needs and enhancing communication, the LEA aims to ensure that all families are actively involved in supporting their children's academic success.	Based on the analysis of educational partner input and local data, the LEA’s current strengths in seeking input for decision-making include the use of surveys, committees, input sessions, and forums. Progress in this area includes actively working to increase survey participation rates, ensuring that a broader range of voices and perspectives are considered in the decision-making process.	Based on the analysis of educational partner input and local data, the LEA’s focus areas for improvement in seeking input for decision-making include increasing the number of responses to surveys and boosting participation at input sessions and local forums. These efforts aim to ensure a more comprehensive and representative collection of feedback from all stakeholders.	Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to seeking input for decision-making by conducting targeted outreach and actively encouraging their participation. These efforts will focus on ensuring that the voices of underrepresented families are heard and considered in the decision-making process.





	5	5	4	5	4	4	5	4	5	5	5	5	Met		2024-05-14	2024
19646340000000	Inglewood Unified	3	Experiences with school to home relationships continue to vary from site to site. Professional development was offered throughout the school year to classified and certified employees on self care, how to work with students and parents. There were workshops for parents on how to navigate the school system and support their child. Some examples to highlight include the office managers  receiving training on creating welcoming environments in the main office and their impact on the school culture and environment. This effort had an impact on creating a welcoming  environment. As a result, the rating  increased.  The Community Liaisons continue to play a major role in pushing opportunities for parents to develop relationships with school  and encouraging parent involvement in the learning process. They hosted monthly events to draw parents to the campus to engage with other parents and staff.  Advisory groups continue to spend a lot of time discussing student achievement and student outcomes. The District Parent Advisory Council and the LCAP Educational partner committee dive into reviewing student data, goals, actions, and strategies to improve student achievement.

The district continues to close the communication gap at all levels. In addition to the monthly letters, phone alerts and social media. IUSD launched a 2 way communication system Parent Square. Since it was a new tool teachers and parents were learning how to navigate the system. In year 2 of the implementation  there will be a concentrated effort on providing training, tutorials, and support for all Principals, Teachers, Parents and Students. This tool would help break some of the existing barriers such as language, time and access. Helping parents understand their students' academic progress.
	At the site level, school to home communication continues to be an area that needs improvement. Sites continue to need support with the use of parent communication tools such as Aeries Parent Portal and Parent Square. The usage of these tools are inconsistent. The Community liaison provided training on the use of Aeries Portal however attendance varies from site to site. Also teacher usage of the Aeries gradebook beyond report card reporting is also inconsistent. In the 2024-2025 there will be a concentrated effort on the use of parent communication tools and support will be provided at every level.
	IUSD is a majority minority district with  robust advisory committees that address the needs of our students. In the 2023-2024 school year we formally added two student advisory committees. The Elementary/Middle Student Advisory committee consists of representatives from each school in grade 3-8.Each school sends  2 students per grade level to participate in the meeting and activities.. The Secondary student advisory committee consists of representatives from each school in grade 9-12.Each school sends 2 to 4 students per grade level to participate in the meeting and activities . In addition to the existing advisories:District Parent Advisory Council, Special Education Parent Advisory Committee, District English Advisory Committee and the Local Control Accountability Plan (LCAP) Educational Partners Committee. Input is also collected in other ways such as focus groups, interviews and surveys. Despite having all of these advisory committees and mechanisms, there is still a challenge with getting parents to engage in the decision making process prior to the announcement of the final decisions. 
	After the success of “10-10-95 in 2022-2023, IUSD increased the goal to 20-20-95 in 2023-2024 school year. This common goal continues to  provide clear expectations for all stakeholders in the organization. Additionally, the 20-20-95 goal communicates an expectation of outcomes and expectations for all students. An increase in the percentage of students meeting or exceeding the grade level standards by 20%. A decrease in the percentage of students below or well below the grade level standards by 20%. There was a 95% participation rate in assessment. Parents having access to local data reports was an added feature this school year. The District Parent Center continues to offer support and provides training for parents on how to engage with school personnel, access and read assessment reports. The SSPSS were available in addition to the teacher to provide support with understanding the reports.
The District continued to invest in Community Liaisons for every school site as a result each campus now has a parent center. Community Liaisons continue to offer training, activities, resources, and events in the Parent center. The opportunities provided for staff and families to give input and engage at the District and site Level was expanded to include more advisories and committees. The level of engagement in the academic Parent Advisories in particular are continuing to evolve. Parents are feeling more empowered to participate in monitoring student achievement. The District continued to provide multiple opportunities for students to thrive and shine, while gaining staff interest and family support. The Cultural Series highlighting student art, music and literacy continued with more support and attendance from students, parents and staff.
	Bank time has provided additional professional development  and collaboration hours for teachers and principals. This time is used to gain knowledge  on strategies to support students and time to plan the implementation of those strategies. Principal and district monitoring of the implementation of these strategies is essential. MTSS-Multiple Tier System of Support is an area that needs continued training and support for school staff. While parents also need an understanding of how these interventions will assist their children.

There is still a need to improve home to school communication at the site level between parents and teachers. Parents and teachers continue to need tutorial on the use of Parent Square and Aeries Gradebook. The use of these tools are having an impact on  student learning because it was allowing the parent to intervene early if the student was having challenges.  Increasing the rate of positive communication between parents and school staff is a priority. Schools were hosting more Coffee with the Principal, Moms and Muffins or Dads and donuts to share academic achievement updates. As well as sending home newsletters about school events.

Although the District Level advisory committees continue to be successful. There continues to be a need for improvement of the school level advisory committees on collecting educational partner input. School Site Council Trainings were held for school level leaders (Administrators, teachers, staff, parents, and students) on how to conduct School Site Council meetings, Parent advisory meetings and develop surveys to elicit community feedback.

Sites also need to continue to ensure that the school community is aware of the Single plan for Student Achievement and how it is to be implemented. The School Site Program Support Specialist and Community Liaison will need to partner to expand offerings.
	During the self reflection process all of the District level and Site Level Parent Advisory groups participated in sessions reviewing the tool and giving feedback. The goal for 2024-2025 is to continue to be intentional about the training of staff on family engagement. During the summer all staff will have access to training on improving academic achievement, MTSS- Multiple Tier System of Support, building relationships College and Career readiness, and social emotional wellness.
	What continues to be a strength in our district is the willingness to include all Educational Partners in the Decision Making process. There are opportunities for all Educational Partners to provide input on critical decisions. The Educational partners consisted of students, parents/guardians, school and district administrators, teachers,  support staff, and community members. There are a host of advisory committees/councils.  Advisories include but is not limited to School Site Councils (SSC), English Language Advisory Committees (ELAC), Student Advisory Committees (SAC), District Parent Advisory Committee (DPAC), District English Language Advisory Committee (DELAC), District Student Advisory Committee (DSAC) for Elementary and Secondary. District Budget Advisory Committee.  In addition IUSD works with and collaborates regularly with the labor union and groups such the Inglewood Teachers Association (ITA), Inglewood Management Association (IMA), and Teamsters for Classified Employees. Also  advocacy groups, and agencies such as the Special Education Parent Advisory Committee (SEPAC), Southwest-Special Education Local Plan Area (SELPA), Parent Teacher Associations (PTA), and Parent Teacher Association President’s Council. The platforms used to solicit meaningful feedback from the IUSD community included: parent, student, staff and community surveys via Google form for each funding source, virtual community forums, in-person/virtual committee meetings and focus groups.

The advisories offer opportunities to give feedback on district plans and policies. More importantly, review student achievement progress, monitor, and evaluate the implementation of site level and district plans. The mechanisms for input and engagement have been developed and the challenge has been getting parents and departments to use the tools  regularly. At the district level there is a consistent use of the Advisories to drive decision making. Parents shared a need to get more parents involved earlier in the discussion about critical decisions regarding their children. There is still a need to improve the communication and outreach at the school site. For next school year  all staff will be required to use parent square. There will be dedicated staff to help the site with using the engagement tools so the advisories have more voices in the room. 
	There continues to be a need to improve on getting more parent engagement in the decision making process at the site level. Community Liaisons continue to support and have been deployed to all of the school sites to encourage parent engagement. It is equally a challenge to get teachers involved in the decision making process. The addition of the School Site Program Support specialist to assist  teachers on the implementation of school initiatives was a success.
	The District will continue to deploy multiple methods of communication to advertise Advisory  committee meetings in an effort to  expand the reach and voices of parents. At the site level efforts will continue to be made to support parents of students in the Gifted and Talented Education (GATE) program, experiencing Homelessness or in foster care.
	2	3	2	2	2	2	2	2	2	2	2	2	Met		2024-06-26	2024
19646340101667	Wilder's Preparatory Academy Charter	3	Our school's relationship building benefits lie in our ability to provide our families with continued access to their child’s teachers and staff. We have cultivated a culture of healthy communication and understanding by leveraging the multiple points of contact for our families. Additionally, we make it a priority to create various opportunities throughout the school year for families to engage in their child’s achievements and learning environment.	Our efforts in continuing to grow our communication channels focuses on maximizing our social media platforms. Last year we significantly increased posting and engagement, as well as expanded our outreach on new platforms. We plan to also continue encouraging smaller group relationships through parent engagement with school wide activities and events with open campus plans.	Our plans of improvement to include underrepresented groups on campus begins with leveraging our Parent Liaison who works closely with our parents to intentionally bridge communication efforts and opportunities to be involved in the decision making within our school community.	During August, all staff participate in a professional development In-Service. This is an annual week-long intensive meeting time that includes a focus on student and parent engagement. We use this time to build partnerships that directly and indirectly impact student outcomes.

Each year parents are invited twice a year to attend Parent Teacher Conferences and to meet with their child’s teacher to review their work and progress towards learning. These are opportunities for staff to help parents understand how to support their kids at home.Continual communication across progress and grade reporting periods is vital to parent teacher communication and opportunities for parents to advocate on behalf of their students' learning.	By providing the three following resources we believe it will aid us in building partnerships with parents and students to continue improving the success of student outcomes. Those efforts include: 

School-Wide Student Support and Progress Team (SSPT) Meetings will continue to be an ongoing effort to identify students who, based on local assessment data, need further support in English and Math. Those students are supported through Intervention and time with tutors throughout the school day. 

After school tutoring and Saturday Academy- students who were performing far below levels of proficiency in English and Math were invited to a Saturday Academy series where more individualized support and coaching could be offered. Students who attended did see significant increases in benchmark assessments.	Our primary focus will continue to be the acquisition of resources to provide staff and teachers with training and guidance on how to help meet the needs of our underrepresented students. By gathering feedback from within our school community we can identify and target students. Then by partnering with their families we believe that we can directly impact the whole child’s growth and outcomes.  

Continual reevaluation of our current practices and supports is essential in continuing to support our underrepresented students and their families. Their representation on our school community committees and councils are important to account for their feedback and input.	We are invested in the inclusion of all school community stakeholders because we understand the importance of decision making and the impact it has on everyone. We fully support the representation of all students and families on our local councils as a priority. Offering continued opportunities to engage and provide input to school related policies and programs is the key component to strengthening the decision making process.	To continue our efforts in strengthening our areas of improvement we will continue seeking early input from all educational partners. We believe that by executing our Stakeholders Engagement Plan from the beginning of the school year we can adequately and efficiently gather input and feedback efficiently. Giving us ample time for planning and construction of all ideas and suggestions.	Continual reevaluation of our current practices is essential in continuing to support our underrepresented students and their families and their roles in our decision making process. Their representation in our school community committees and councils are vital. We will continue to seek and find that all underrepresented groups are included and heard.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-17	2024
19646340116822	Wilder's Preparatory Academy Charter Middle	3	Our school's relationship building benefits lie in our ability to provide our families with continued access to their child’s teachers and staff. We have cultivated a culture of healthy communication and understanding by leveraging the multiple points of contact for our families. Additionally, we make it a priority to create various opportunities throughout the school year for families to engage in their child’s achievements and learning environment.	Our efforts in continuing to grow our communication channels focuses on maximizing our social media platforms. Last year we significantly increased posting and engagement, as well as expanded our outreach on new platforms. We plan to also continue encouraging smaller group relationships through parent engagement with school wide activities and events with open campus plans.	Our plans of improvement to include underrepresented groups on campus begins with leveraging our Parent Liaison who works closely with our parents to intentionally bridge communication efforts and opportunities to be involved in the decision making within our school community.	During August, all staff participate in a professional development In-Service. This is an annual week-long intensive meeting time that includes a focus on student and parent engagement. We use this time to build partnerships that directly and indirectly impact student outcomes.

Each year parents are invited twice a year to attend Parent Teacher Conferences and to meet with their child’s teacher to review their work and progress towards learning. These are opportunities for staff to help parents understand how to support their kids at home.Continual communication across progress and grade reporting periods is vital to parent teacher communication and opportunities for parents to advocate on behalf of their students' learning.	By providing the three following resources we believe it will aid us in building partnerships with parents and students to continue improving the success of student outcomes. Those efforts include: 

School-Wide Student Support and Progress Team (SSPT) Meetings will continue to be an ongoing effort to identify students who, based on local assessment data, need further support in English and Math. Those students are supported through Intervention and time with tutors throughout the school day. 

After school tutoring and Saturday Academy- students who were performing far below levels of proficiency in English and Math were invited to a Saturday Academy series where more individualized support and coaching could be offered. Students who attended did see significant increases in benchmark assessments.	Our primary focus will continue to be the acquisition of resources to provide staff and teachers with training and guidance on how to help meet the needs of our underrepresented students. By gathering feedback from within our school community we can identify and target students. Then by partnering with their families we believe that we can directly impact the whole child’s growth and outcomes.  

Continual reevaluation of our current practices and supports is essential in continuing to support our underrepresented students and their families. Their representation on our school community committees and councils are important to account for their feedback and input.	We are invested in the inclusion of all school community stakeholders because we understand the importance of decision making and the impact it has on everyone. We fully support the representation of all students and families on our local councils as a priority. Offering continued opportunities to engage and provide input to school related policies and programs is the key component to strengthening the decision making process.	To continue our efforts in strengthening our areas of improvement we will continue seeking early input from all educational partners. We believe that by executing our Stakeholders Engagement Plan from the beginning of the school year we can adequately and efficiently gather input and feedback efficiently. Giving us ample time for planning and construction of all ideas and suggestions.	Continual reevaluation of our current practices is essential in continuing to support our underrepresented students and their families and their roles in our decision making process. Their representation in our school community committees and councils are vital. We will continue to seek and find that all underrepresented groups are included and heard.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-17	2024
19646340120303	ICEF Inglewood Elementary Charter Academy	3	Here at ICEF Inglewood we create many opportunities for healthy, strong relationships between school staff and families. At the beginning of the year each teacher sends a Welcome Letter home to families introducing themselves, their excitement, and expectations for the year. This is followed by Back to School night in which the purpose is to have more opportunities for staff and family interactions while reviewing expectations and best contact methods for both parents and staff. Throughout the year, the teachers and school utilize apps such as ClassDojo and ParentSquare to communicate with parents. ClassDojo is further utilized as a behavior tracking system,instant messaging, and real time access to what is occurring in the classroom with images and videos.

Throughout the year we foster a welcoming environment by having staff at various levels(administrators, classified, certificated) out at the Morning Valet Drop-Off, Dismissal Pick-Up, and supervision. This creates an informal opportunity for parents to chat with staff and put a name to the different faces they will encounter on campus. We have a strong sense of community by providing a customer service attitude.

Two positions that help support our families are our Community Schools Coordinator and ICEF Social Worker. These roles have been essential in helping our families find resources whether it is food, clothing, shelter, services, or help getting their child to school.

We have a dedicated staff that values and sees the benefits of having strong family and staff relationships. It truly takes a village to help raise children . All staff members respond to emails and messages within 48 hours.	Based on survey feedback collected by the community schools coordinator, we will improve our relationships between staff and families by providing more opportunities to volunteer on campus. We will also work on preparing and launching mini workshops during family engagement nights that will support parents in the needs they have communicated in the survey. Our school will also plan and engage parents in activities that require more staff and family involvement such as staff vs. parents fun games or team games that mix teams with staff, parents, and students.
	We are always looking for ways to improve our family engagement. One idea we have is to pre-set a variety of times when meetings are offered in various languages. This way, parents feel like home language is valued. Also, it takes the uncertainty away wondering if there is going to be a translator at the event.
We also thought we could start to incentivize some of our school events. Maybe if they come to yoga at night they could walk away with a yoga mat or if they come to paint

at night, they could go home with a set of watercolors. This way they can continue what they learned at home. They also might be more motivated to come to events for free giveaways.

We have also discussed creating various parent clubs based on interest. One idea is creating a “Mommy and Me” club for new mothers. We would host meetings where they could bring their little one and share parenting tips and get strategies for early literacy. Another club that was mentioned was “Monday Night Football” where we could air the national televised game and come watch as families. By creating these interactions with families, they will feel more connected with the school and start to come to more school events.
	Our teachers play a key role in building partnerships for student outcomes. They are comfortable messaging and communicating with families with updates on their child's progress. They do this in a number of ways: messages via email, text, apps; sending home progress reports, classwork, assessments; giving virtual access to gradebooks; and setting up parent conferences.
Our staff also meets during the year on specific days completely dedicated to looking and analyzing data. We call these out “Data Days.” During these days we collaborate on student's current work and assessment results while determining next steps in instruction and intervention. These plans are shared not only with students, but their families as well.

If we see students struggling in attendance, academics, and/or behavior we begin our Student Support and Progress Team. This team meets collectively with the teacher, parent, interventionist(s), and school administrator to determine appropriate next steps. This is a collaborative effort with multiple people involved for the ultimate goal of student success.

We have a strong Intervention Team that works collaboratively and communicates well with families. First, good instruction begins in the classroom with the teacher. Each teacher has an instructional aide to help support a workshop model and small group instruction. Beyond that, we have Language and Literacy Specialists who do small group pull-out interventions as well as support and train teachers in English Language Arts instruction. We also have a Math Intervention Teacher that supports our upper grades with math. We have a school counselor that supports DIS caseload students as well and general education counseling.
	Based on parent feedback, we find a need to teach parents how to read and interpret their child’s data. Parents admit they receive communications, but they do not necessarily know what they are looking at or what the report is exactly telling them.

As an admin team, we would like to have more opportunities to schedule regular data conferences with teachers. As mentioned above, we do have 3 Data days scheduled throughout the year, but in between those Data Days, we see a need to check in to make sure plans are not forgotten or plans are consistently being implemented. Regular data check-ins would also give administrators a clue to what data inputs teachers are valuing and what they need more training in.

One last area of improvement is to create Professional Learning Communities centered around lesson planning. As we dig deeper into our curriculum guides, teachers can center their lesson planning based on the 4 guiding questions of a PLC: What do we want all students to know and be able to do?How will we respond when students do not learn? How will we extend the learning for the students who are already proficient? Right now, our staff does a great job with questions 1 and 2, but can further their discovery in questions 3 and 4. This will be done collaboratively with teacher teams and cohorts.
	As mentioned above, we have 3 Data Days scheduled during the year for staff and students to analyze data and next steps. We have shared data with parents after our analysis. It would be really awesome if we can find ways to include parents in the data analysis portion so that there's more buy in.

We would also like to create more consistent habits of sending resources home that would benefit our various subgroups. This came up as feedback from our ELAC committee. Some of these resources could include Mirroring Folders with planned activities that families could do that mirror what the teacher and instructional aide are doing in the classroom. Another resource could be questions/pictures for English Learners to discuss with members at their home.

Our SPED department would like to host parent workshops informing families how to read their child’s IEP.

We would also like to be able to provide tutoring for our students afterschool. This is something we started during COVID-19, but would like to continue as parents are still asking for this service.
One last thing that came up with our various stakeholders is the idea of a Black Males Group/Club on campus. We currently have 3 groups that met for 6 weeks, but we would like to offer this club year round.
	At ICEF Inglewood we actively seek and listen to all stakeholders. We do this by offering formal and informal surveys throughout the year. We host a variety of meetings to collect data and input before making schoolwide decisions. Out school also has a OParent Advisory Council and ELPAC that meets during the school year. We have also centered our work around the Community Schools Framework.

We have a Student Council that meets regularly to give student input, suggestions, and action plans attention. They create school goals and projects that they work on during the year. they report back to their homeroom classes to monitor progress and collect feedback. It has been a great way to collect student voices on campus.

We collect teacher feedback to inform Professional Development needs. This is monitored by focus groups, survey data collected, and teacher scores on our Teacher Effectiveness Framework. 

We also use a distributive leadership style when meeting with teachers. Each teacher on the grade level attends a focus group: Academic, Intervention, and Events.

Members of the focus groups share concerns, strengths, and ideas pertaining to the group. The group members then go back to the grade-level co-workers to share information.
	We do a great job at sending surveys, but a way we could take that to the next level is to actually interview different stakeholders to collect anecdotal data. We could ask further questions and dig deeper into what stakeholders are really trying to say that can’t be captured in a survey.
Another thing we could do is to share various data points with all stakeholders more regularly. We’ve done this with academic data with their individual child, but how is the whole school doing? We also share data points with certain committees and parent groups, but what can we share more and on a regular basis? Sharing data more broadly will create more questions and comments from different stakeholders and push us to create a better program overall for students.
	In order to get more underrepresented families to attend our events, thus being able to give more input to aid in our decision making, we thought we could incentivize school meetings. Another could be to provide food (dinner, breakfast) during meetings. Another could be to provide child care so parents can attend meetings and focus on the content. One other idea is that we reach out and personally call and invite different families to the meetings/events, parents might feel more welcomed and attend the event. We also thought we could involve guest speakers depending on the topic so parents are educated and can give thoughtful input.
	5	5	5	5	5	4	5	5	5	5	5	4	Met		2024-06-20	2024
19646340128991	Grace Hopper STEM Academy	3	All school staff engage in pd meetings where information about students and their families/guardians are discussed as a team to assist in building better relationships.	GHSA engages stakeholders in family days, activities and events to assist in building and continuing better relationships.	Underrepresented families receive a door-to-door meeting from either certificated or classified staff to let them know that they are not forgotten and are desired to be more present.	Students know they have full access to educational materials and full access to staff who can assist them with challenges.	Focus areas are on intervention, tutoring and providing for all needs of the students during the school day and in the afterschool programs.	Teaching staff targets and mentors one student and their family/guardian to provide support and encourage them to be more participant in the school culture.	GHSA engages all stakeholder groups in monthly meetings for not only decision-making issues but to have constant input in the dynamics of the school community.	An area GHSA would like to improve is to increase the current percentage (42%) of parents and their families that actively engage in the school culture.	Teaching staff targets and mentors one student and their family/guardian to provide support and encourage them to be more participant in the school culture.	5	5	5	5	5	5	5	4	5	5	5	5	Met		2024-06-28	2024
19646341996529	City Honors International Preparatory High	3	"City Honors International Prep School has made significant strides in building strong relationships between school staff and families. Our current strengths and progress include:

Enhanced Communication Channels: We've implemented a comprehensive multi-platform approach, achieving full implementation of:
   - ParentSquare for direct, two-way communication
   - School Messenger for urgent announcements and reminders
   - Active social media presence on Facebook, Twitter, and Instagram
   - Regular email updates
   - Interactive school website
This robust communication strategy has resulted in an increase in parent engagement with school communications.

Multilingual Outreach: Recognizing our diverse community, we now provide all communications in English and Spanish.. This initiative has improved engagement with non-English speaking families.

Student-Led Conferences and Data Chats: Implementing these conferences has increased parent attendance at academic meetings by 50% and improved student ownership of their learning.

Community Partnerships: Collaborations with local organizations have expanded our ability to support families holistically, addressing needs beyond academics.

Our progress is reflected in our annual school climate survey, which shows an increase in families reporting strong, positive relationships with school staff. Additionally, our Parent and Family Engagement local indicator is marked as ""Standard Met"" on the California School Dashboard.

While we're proud of these achievements, we remain committed to continuous improvement in building and maintaining strong relationships with our families.
"	Based on analysis of educational partner input and local data, City Honors International Prep School has identified the following focus areas for improvement in Building Relationships Between School Staff and Families:

Parent Wellness Nights: We plan to utilize our newly created Wellness space to host monthly Parent Wellness Nights. These events will focus on:

Mental health awareness and support strategies
Stress management techniques for families
Nutrition and physical wellness workshops
Mindfulness and meditation sessions for parents and students


College & Career Evenings: We will implement regular College & Career evenings led by our college and career counselor. These sessions will include:

College application workshops
Financial aid information nights
Career exploration panels with local professionals
Resume building and interview skills workshops for students and parents

Diversifying Communication Channels: While we've made progress, we aim to further enhance our outreach by:

Implementing a text message alert system for urgent communications
Creating a school podcast to share news and student achievements
Developing a virtual tour of the school for families unable to visit in person

Family Feedback Loop: We plan to implement a quarterly family survey and feedback session to ensure we're continuously addressing family needs and concerns.

Community Cultural Celebrations: To honor our diverse community, we'll organize cultural celebration events throughout the year, inviting families to share their traditions and experiences.

By focusing on these areas, including the creation of an active PTA, we hope to further strengthen the relationships between school staff and families, creating a more inclusive, supportive, and engaged school community. The PTA will serve as a crucial bridge between families and the school, providing a structured platform for collaboration, advocacy, and support.
	Based on our analysis of educational partner input and local data, City Honors International Prep School has identified several strategies to improve engagement of underrepresented families in our efforts to build stronger relationships between school staff and families:
Targeted Outreach: We will implement a personalized outreach program for underrepresented families, including:
One-on-one meetings with school liaisons
Personalized invitations to school events in families' preferred languages
Flexible Meeting Times and Locations: To accommodate diverse work schedules and transportation challenges, we'll offer:
Evening and weekend meeting options
Virtual participation alternatives
Community-based meetings in neighborhoods with high concentrations of underrepresented families
Community Partnerships: We'll strengthen partnerships with community organizations that serve underrepresented populations to extend our reach and provide wraparound support.
Data-Driven Approach: We'll implement a system to track engagement of underrepresented families, regularly analyze this data, and adjust our strategies accordingly.
By implementing these targeted strategies, we aim to significantly increase the engagement of our underrepresented families, ensuring their voices are heard and their needs are met in our ongoing efforts to build strong relationships between school staff and all families in our diverse community.
	"City Honors International Prep High School has made significant strides in building partnerships that enhance student outcomes. Our current strengths and progress include:
Data-Driven Parent-Teacher Conferences: We've implemented student-led conferences where students present their academic progress, goals, and portfolios. This approach has increased parent attendance and improved student accountability.
College and Career Readiness Partnerships: Our collaborations with local colleges and businesses have resulted in:
Dual enrollment opportunities, with 30% of seniors earning college credits
Regular career fairs featuring diverse industry representatives
Technology Integration for Family Engagement: We've implemented ParentSquare, School Messenger, and an active social media presence, resulting in an increase in real-time communication between families and teachers about student progress.
Special Education Collaborative: We've formed a partnership with local support services to provide comprehensive resources for families of students with special needs, resulting in improved IEP goal achievement rates.
STEM Partnerships: Collaborations with local tech companies such as AECOM have led to the creation of a virtual state-of-the-art STEM lab and coding bootcamps, contributing to an increase in students choosing STEM majors in college.
Health and Wellness Initiatives: Collaborations with local health organizations have resulted in on-campus wellness clinics and nutrition programs, contributing to improved attendance rates and physical fitness scores.
These partnerships have contributed significantly to our ""Very High"" College/Career readiness rate (76.2% prepared) and Blue-level Graduation Rate (98.4%). We're committed to nurturing and expanding these partnerships to further enhance student outcomes.
"	"Based on our analysis of educational partner input and local data, City Honors International Prep School has identified the following focus areas for improvement in Building Partnerships for Student Outcomes:
Expanding Work-Based Learning Opportunities: We aim to increase partnerships with local businesses across diverse sectors, develop a job shadowing program for underclassmen, and create more summer employment opportunities aligned with career pathways.
Strengthening Family-School Academic Partnerships: We plan to implement regular ""Family Learning Nights"" focused on core subject areas, develop a parent education series on supporting advanced coursework and college preparation, and create a digital resource library for families to access curriculum-aligned materials.
Enhancing College Readiness Support: Our goals include expanding our college visit program to include more diverse institutions, developing a comprehensive college application support system, including essay writing workshops and financial aid guidance, and increasing alumni involvement in college and career mentoring.
Expanding Mental Health and Wellness Partnerships: We will increase collaboration with mental health providers for on-campus counseling services, and create a wellness coalition involving students, families, and community health organizations.
Strengthening Special Education Transitions: We plan to develop partnerships with vocational rehabilitation services and disability support organizations, and create a transition fair for students with special needs, involving potential employers and support services.
Expanding STEAM Initiatives: We will seek partnerships with research institutions for student research opportunities, develop a maker space in collaboration with local tech and manufacturing companies, and create an entrepreneurship incubator program with local business leaders.
Improving Data Sharing and Analysis: Our goals include developing a system for more effective sharing of student progress data with families and partnering with a data analytics firm to improve our use of data in driving student outcomes.
Expanding Community Service Partnerships: We aim to develop a service-learning program aligned with academic standards and create partnerships with local non-profits for ongoing student volunteer opportunities.
"	Based on our analysis of educational partner input and local data, City Honors International Prep School is committed to improving engagement of underrepresented families in building partnerships for student outcomes. We will implement a multi-faceted approach that includes: establishing a diverse family engagement task force to guide our efforts; providing culturally responsive training for staff to better understand and address the unique needs of underrepresented families; offering flexible meeting times and locations, including virtual options and community-based gatherings; expanding our multilingual communication efforts to include additional languages and interpreters at all events; creating targeted outreach programs with personalized invitations and follow-ups; developing a mentorship program pairing experienced families with newcomers; and collaborating with community organizations that serve underrepresented populations to extend our reach and provide comprehensive support. Additionally, we will regularly collect and analyze data on family engagement, using this information to continuously refine our strategies and ensure we are effectively reaching and involving all families in partnerships that support student success.	"Based on our analysis of educational partner input and local data, City Honors International Prep School has demonstrated several strengths and made significant progress in seeking input for decision-making:

School Site Council (SSC): Our SSC, comprising equal numbers of staff and parents/students, meets monthly with consistently high attendance. The council has been instrumental in shaping our School Plan for Student Achievement, with 90% of recommendations implemented.

Student Voice Initiatives: Our ASB and Student Advisory Committee  now has representation in all major school committees. 

Data-Driven Decision Making: We've improved our data collection and analysis processes, regularly sharing performance metrics with all stakeholders. This transparency has increased trust and engagement in our decision-making processes.

Community Partnerships: We've strengthened relationships with local businesses and organizations, leading to their increased involvement in school decisions, particularly in our career readiness programs.

Teacher Leadership: Our ILT has expanded, with representatives from each department meeting bi-weekly with administration to inform instructional and operational decisions.

Annual Ed Partners Survey: Our comprehensive annual survey seeks feedback from educational partners to provide valuable insights that directly inform our strategic planning.

These efforts have contributed to our ""Standard Met"" rating for Parent and Family Engagement on the California School Dashboard, reflecting our commitment to inclusive decision-making processes.
"	Based on our analysis of educational partner input and local data, City Honors International Prep School has identified several key focus areas for improvement in seeking input for decision-making. We aim to increase participation from historically underrepresented groups by implementing targeted outreach strategies and providing additional support.

We plan to enhance our digital engagement platforms to make them more user-friendly and accessible across various devices. To ensure more equitable representation, we will restructure some of our advisory committees and create new opportunities for involvement that accommodate diverse schedules and preferences. We also recognize the need to improve our feedback loop, ensuring that stakeholders are informed about how their input has been used in decision-making processes. Additionally, we will focus on building the capacity of our student leaders to more effectively gather and represent peer perspectives. Lastly, we plan to develop partnerships with local community organizations to reach families who may not typically engage with traditional school communication channels. Through these focused efforts, we aim to create a more inclusive and comprehensive input-gathering process that truly reflects the diversity of our school community.
	"We plan to expand our multilingual outreach, ensuring Spanish translation services are available at all meetings. We'll create culturally responsive communication materials that resonate with diverse family backgrounds.
To accommodate various schedules and preferences, we'll offer flexible meeting times, including evenings, as well as virtual participation options. 
We'll implement a ""Community Liaison"" program to serve as a bridge between the school and families. These liaisons will conduct personalized outreach, explaining the importance of family input and guiding families through the engagement process.
To build capacity and confidence, we'll offer workshops for underrepresented families on topics such as understanding school systems, effective advocacy, and the impact of family engagement on student success.
Lastly, we'll implement a robust feedback system to ensure families see the direct impact of their input, sharing regular updates on how their suggestions have influenced school decisions and policies.
"	3	3	3	3	3	3	3	3	3	2	2	3	Met		2024-06-26	2024
19646341996586	Animo Inglewood Charter High	3	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes  administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue.  A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).

The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.	The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach.  Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families.   The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by our regional support staff in collaboration with local community service partners.	The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students (UPAS), a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The UPAS Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues such as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Based on the skills learned through the UPAS Community Organizing Institute, parents have student/parent-led conferences where they discuss issues affecting their communities and campus. In addition to this, the school has cultural groups, specialized advisory, and other parent programs.	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website  to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.	The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.	The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.  In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school.  Data is analyzed by school leaders to inform future policies and decisions at the school.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-28	2024
19646346014518	La Tijera K-8 Academy of Excellence Charter	3	Our Educational partners participated in a highly collaborative process. La Tijera partners participate in the district’s LCAP committee meetings which are open to the IUSD Community. The committee consisted of representatives of all of the Educational partners listed above. The LCAP committee meetings were designed to allow Educational partners to be a part of the planning and discussion. Each participant brought their own level of expertise and experiences in or with the Inglewood Unified School District. 
Each meeting began with a problem of practice (focus). The participants were provided with district data from state and local indicators, as well as status reports on the state of the district. The discussion process involved the participants working in breakout groups (virtual meetings). The meetings were progressive, and the focus was to walk the committee through each part of the plans, from data collection to completion.  

Knowing the strength of working together with families, guardians, and  parents, La Tijera is very committed to building strong relationships as partners. Through our site Community Liaison outreach activities, Coffee with Principal, Parent meetings, and parent center at the district office, district office we are able to provide several avenues for parents to become engaged in their students’ learning and socio emotional wellbeing.
	There continues to be a need to improve on getting more parent engagement in the decision making process at the site level. Our Community Liaison continues to support and has been deployed to encourage parent engagement. It is equally a challenge to get teachers involved in the decision-making process.  La Tijera will continue to include teachers to become more active through transparency and accountability.	We also recognize the need to even engage more families in our efforts, so we are using multiple means of media and incentives to recruit more involvement.  We know we cannot do it alone. 
There continues to be an effort to engage our families experiencing Homelessness and guardians who support foster youth.   La Tijera in collaboration with the district will continue to reach out to  worked with agencies that can help meet the families’ needs.
	La Tijera strengths in building partnerships in addressing student outcomes is strong. We continue to review student outcomes during our monthly Tea with Tate (Parent Meeting) and through our parent student portal.	Our focus areas continue to be academic achievement in language arts, math, and ELD as well as all other content areas. Our partners frequently receive information from both teachers and principal.	La Tijera will continue to use multiple measures for outreach to our underrepresented families. A key source will be our community Liaison.	Through the use of our community Liaison and outreach by the principal we continue to include opportunities to seek out parent input or decision making. We use surveys and invitations to recruit parent participation.	We continue to seek other methods of outreach communication to recruit more parents.	We will continue to have our community liaison and all staff members serve as a resource to encourage our underrepresented families to feel welcome and engage themselves in our school community through activities.	4	5	4	5	4	5	4	4	3	3	3	3	Met		2024-06-26	2024
19646420000000	Keppel Union Elementary	3	Based on the analysis of educational partner and local data, Keppel Union School District has made significant progress in building relationships between school staff and families. One notable strength is the development of robust educational programs for parents, equipping them with the tools and knowledge to actively engage in their child's education. Additionally, the district has established successful ongoing partnerships with agencies such as the Parent Institute for Quality Education (PIQE), Project 2 Inspire, and the California Bilingual Education Association (CABE) to provide educational experiences for families. The district also offers extensive parent education classes on literacy, supporting student behaviors, and addressing academic needs at home. Furthermore, parent conferences, family nights, and school sporting events have worked to strengthen school-home relationships. With all of these efforts, Keppel Union School District demonstrates a strong commitment to fostering meaningful partnerships and relationships between school staff and families.	The District has identified several focus areas for improvement in building relationships between school staff and families. These include expanding the availability and variety of parent education programs to address diverse family needs, improving the accessibility and inclusivity of school events, and fostering a more welcoming and supportive school environment. Emphasizing culturally responsive practices and increasing the frequency of family engagement activities are also key components of the LEA's improvement strategy.	
Based on the analysis of educational partner input and local data, the District will improve engagement of underrepresented families identified during the self-reflection process by implementing several targeted strategies. First, the District will offer multilingual communication and translation services to ensure that language is not a barrier to participation. Additionally, the LEA will develop culturally responsive outreach programs that recognize and respect the diverse backgrounds of our families. To facilitate greater involvement, the LEA will provide flexible meeting times and virtual participation options for parents who may have scheduling conflicts or transportation challenges. Furthermore, the District will establish family liaison roles to build trust and serve as a direct link between the school and underrepresented families. Finally, the District will actively seek feedback from these families to continuously refine and improve engagement efforts, ensuring that their voices are heard and their needs are met.	Based on the analysis of educational partner input and local data, Keppel Union School District has made significant strides in Building Partnerships for Student Outcomes. One notable strength is the development of robust educational program offerings for parents, equipping them with the tools and knowledge to actively engage in their child's education. Additionally, the District has successful ongoing partnerships with other agencies to continue to provide educational experiences that extend beyond the school. These partnerships focus on extending student's learning experiences in the areas of STEM, Social-emotional learning, bully prevention, and suicide prevention. The students will have more opportunities to be part of key decision making for their school. With all of these efforts, Keppel Union School District demonstrates our commitment to fostering meaningful partnerships and continuously improving student outcomes.	
Based on the analysis of educational partner input and local data, a clear focus area for the LEA in Building Partnerships for Student Outcomes is creating a safer and bully-free environment. Feedback indicates that students prioritize safety and well-being as essential to their educational experience. To address this, the LEA is actively working to strengthen partnerships with community organizations and mental health providers to implement anti-bullying programs, increase security measures, and enhance mental health support services. By prioritizing these partnerships and focusing on creating a safe and inclusive environment, the district aims to improve student outcomes by ensuring that students feel secure and supported in their learning journey.	
Keppel Union School District acknowledges the importance of collaboration with educational partners. The district is dedicated to improving the engagement of underrepresented families as part of its strategy to enhance Building Partnerships for Student Outcomes. To achieve this, the district plans to increase outreach efforts to families and ensure that there are diverse opportunities for them to connect with the school community. The district offers translation services to all families and provides multiple options for underrepresented families to engage with school events, including in-person, virtual, and hybrid formats. Families are also encouraged to participate in key decision-making meetings at their schools.

Some of the ways the district has engaged families include providing tools to support student learning at home, distributing newsletters, and maintaining communication through the district website and communication portal. Additionally, the district offers educational workshops to help families become well-informed partners in their children's educational experiences. These efforts aim to ensure that families can actively participate in their child's education and contribute to improved student outcomes.	
Parents, staff, and students completed a needs assessment which revealed several key findings. The assessment showed a strong consensus among teachers, staff, parents, and students that schools are accessible for essential school-home communication. It also indicated that stakeholders generally feel actively included in the decision-making process much of the time. This feedback highlights the district's success in fostering an environment where communication is open and all parties are involved in shaping the educational experience.	Our educational partners recognize and support our commitment to excellence and holistic education, which aligns with our Mission Statement: Seek Education, Strive for Excellence, and Aspire to Greatness. This mission guides the district in meeting the needs of all students. Keppel Union School District is focused on enhancing the academic program by providing enriched opportunities through professional development, collaboration, data analysis, and robust support. We also acknowledge the need to improve achievement outcomes for students identified as low-income, foster youth, and English learners. The needs of these students and their families have been addressed based on gaps identified through iReady assessments and parent needs assessments.	Drawing from the analysis of educational partner input and local data, the Keppel Union School District is committed to enhancing engagement with underrepresented families through a comprehensive strategy. This approach involves tailored outreach efforts that recognize and address the distinct needs and backgrounds of our families. The district has established effective communication channels that are culturally sensitive and provide translation services as needed, ensuring that information is delivered in the families' preferred languages.

In response to feedback, the district has expanded parent education programs and increased family engagement events, including literacy nights and similar activities. Families are encouraged to actively participate in school activities and decision-making processes, with regular opportunities for involvement being a priority. By addressing specific concerns and obstacles identified through data analysis, the district aims to strengthen relationships between school staff and underrepresented families, creating a more inclusive and supportive educational environment.	4	5	4	5	4	4	4	3	4	4	4	4	Met		2024-06-25	2024
19646420136127	Sage Oak Charter School- Keppel	3	The school excels in fostering strong relationships between school staff and families. Frequent communication through regular in-person and virtual meetings ensures alignment between home and school. Parental input is valued through regular surveys, empowering them to shape the educational experience. Engagement opportunities like the Parent Advisory Committee facilitate active involvement. Additionally, monthly board meetings promote transparency and collaboration in decision-making. Such initiatives signify Sage Oak's commitment to facilitate 2-way communication between families and educators.	The school aims to enhance relationship-building by focusing on two key areas: increasing awareness of committee opportunities and promoting socio-emotional health resources. Efforts will include targeted communication campaigns to inform families about committee roles and encourage participation. Additionally, the school plans to amplify outreach efforts to highlight existing socio-emotional health resources, ensuring families are aware of available support services. By addressing these areas, the school aims to strengthen connections between the school and families, fostering a more engaged and supportive educational community.	The school is committed to enhancing engagement among underrepresented families by implementing targeted strategies. This includes proactive parent recruitment efforts for committees like the Parent Advisory Committee. Additionally, the school will establish a new Student Advisory Committee to ensure student voices are heard. By actively involving underrepresented families and students in decision-making processes, Sage Oak aims to foster inclusivity and strengthen community bonds.	Bi-monthly teacher PLC meetings offer regular training on fostering partnerships, effective learning period meetings, and supportive communication with parents. Families benefit from frequent access to teachers through learning period meetings and parent-teacher conferences, supplemented by ongoing communication to assess student progress, offer resources, and develop personalized learning goals. The school's website prominently features information on the Title IX Coordinator, student rights, school responsibilities, and how to file complaints. Both the website and parent/student handbook detail the Annual Notice of Uniform Complaint Procedures. Parents of students with IEPs receive the Notice of Procedural Safeguards annually via email, with translators available at IEP meetings for non-English-speaking parents.	A primary goal is to offer 200 synchronous classes by the 2026-27 academic year, providing a more interactive and engaging learning environment for all students. This expansion aims to accommodate diverse learning styles and schedules, promoting more access to quality education across different disciplines. The school is also committed to increasing participation in math intervention programs, especially targeting students with disabilities (SWD), socioeconomically disadvantaged (SED), and English Learners (EL). This initiative is crucial as it addresses the specific needs of these groups, ensuring tailored support to help close achievement gaps. Additionally, the school plans to continue to encourage the participation of EL students in synchronous core classes to support language development and academic achievement simultaneously. By doing so, the school aims to provide EL students with the necessary tools and opportunities to succeed in mainstream education settings, thus fostering an equitable learning environment for all students.	The school is dedicated to enhancing the engagement of underrepresented families by implementing several key strategies. First, there will be an increase in professional development for teachers focused on effective live instruction techniques. This initiative aims to improve the quality of live classes and make them more accessible and beneficial for all students. Additionally, the school will expand live sessions conducted by counselors. These groups will provide support and guidance tailored to the unique needs of underrepresented communities, helping to address specific challenges faced by these families.To ensure families are aware of and utilize these enriched educational opportunities, the school plans to actively promote these resources. Regular discussions between teachers and families, mentions in the weekly newsletter, spotlights on social media, and presentations to both existing and newly forming advisory committees will be employed as communication strategies. These efforts will foster a more inclusive and supportive educational environment, encouraging greater participation from all family backgrounds.	The school currently has one advisory group: the Parent Advisory Committee. This group meets regularly to focus on making decisions based on the needs of the students and the school. The school also sends out parent feedback surveys throughout the year and hosts live and recorded trainings to seek input from all educational partners. Given the independent study model, teachers and parents work together consistently through academic planning, field trips, Sage Oak socials, college tours, graduation and promotion ceremonies, parent training days, bi-monthly professional learning community (PLC) meetings, and social media and public relations campaigns.	It is the school's goal to further focus on and develop ways to get more parents involved in the PAC group through earlier recruitment and more awareness of the committee.  Additionally, it is the school's desire to further improve upon decision-making opportunities for educational partners by establishing a Student Advisory Committee for 24-25.	The school believes that a continuous, focused effort to keep all families informed of surveys, educational partner meetings, and the Board of Directors’ public meetings through emails, the school website, and other social media outlets is essential. This communication and support encourages students, families, and community members to actively participate in the decision-making process. Through continued effort, the school will further develop the participation and engagement of underrepresented families, thus providing an inclusive environment for all.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-20	2024
19646590000000	La Canada Unified	3	LCUSD is committed to engaging educational partners by offering opportunities to foster, build, and strengthen relationships between staff and families. LCUSD has established various committees, programs, and events to facilitate outreach and cultivate meaningful connections with families. 

In the spirit of inclusivity, parents/guardians are encouraged to participate in school meetings or activities. Activities include engaging Parent Teacher Association (PTA) meetings and sponsored events, Back-to-School Nights, parent/teacher conferences, Open House, LCAP/School Site Council meetings, English Language Advisory Committee (ELAC), District Language Advisory Committee (DELAC), the GATE Advisory Committee, and the Local Control Accountability Plan/Parent Advisory Committee (LCAP/PAC). 

Interaction and engagement opportunities at LCUSD go beyond formal gatherings, encompassing a variety of structured and casual activities and events. These include informative committee meetings, site-based family events, parent education nights through the LCUSD Family Learning Series, College nights, musical and theatrical performances, self-reflection surveys, and seamless communication via the Parent Square platform. Data from the Annual Perception Survey through Panorama Education showed that 92% of parents/guardians felt their child’s school provides a welcoming environment for families, and 98% feel respected by school staff.  Similarly, 98% of LCUSD teachers believe their school sites foster a welcoming environment for families, and 100% feel valued and respected by parents. The 2023-24 “English Learner Family Needs Assessment” survey revealed that 79% of English Learner (EL) families find the information about the ELD program easy to understand. This positive feedback underscores the collaborative spirit and mutual respect that characterizes the LCUSD community.	LCUSD’s focus areas for improvement in “Building Relationships Between School Staff and Families” include extending targeted outreach efforts to underrepresented groups who would benefit from ongoing interactions with the school, continuing efforts to foster a deeper understanding of diverse cultures within LCUSD through site Diversity Equity and Inclusion (DEI) plans, and establishing stronger connections with families who communicate primarily in languages other than English. This includes prioritizing the welcoming of new LCUSD families and providing translators and interpreters as needed for meetings and conferences.	Based on the analysis of educational partner input and local data, LCUSD staff will continue to enhance efforts to personally invite underrepresented families to participate in school events and meetings, including parent/teacher conferences, PTA meetings, English Language Advisory Committee (ELAC) meetings. Site administrators will continue to utilize Parent Square to ensure that non-English-speaking families receive site communications in their home language.	LCUSD is intentional and systematic in building partnerships with families and community organizations to support student learning academically, socially, and emotionally. At the beginning of the school year, parents receive a copy of the Notification of Parents’ Rights. Families also receive an electronic copy of the Parent/Student Handbook at both the elementary and secondary level, providing information about school and district policies, educational support services, intervention and enrichment programs, and general school information. 

An area of strength is the LCUSD Family Learning Series, which offers parents and caregivers opportunities to learn about various topics that may impact their children and how to support them at home. Some of the topics covered during the 2023-24 school year have included the dangers of vaping and drugs, health and wellness, anti-bullying presentations, and DEI workshops. Additionally, LCUSD prioritizes communication between teachers and families by providing teachers with tools (ParentSquare, Google Classroom, Aeries Parent Portal) and time (Parent/Teacher conferences) to discuss student progress and ways to work together to support improved student outcomes. 

The 2024 Annual Parent/Caregiver survey data revealed that 95% of parents/caregivers strongly agree or agree that their child’s school provides a caring environment for learning and 94% feel administrators create a school environment that promotes student learning.	LCUSD continues to implement the following actions to foster continuous improvement in building partnerships for enhanced student outcomes: 
- the inclusion of parent representation on district, site, and curriculum committees,
- offering parent education through Family Learning Series workshops,
- providing translation services for parent conferences, SST meetings, IEP meetings, and ELAC and DELAC meetings.	Based on the analysis of educational partner input and local data, LCUSD will continue to reach out to underrepresented families, personally inviting them to participate in parent workshops and informational meetings through the LCUSD Family Learning Series and site English Language Advisory Committees (ELAC) to strengthen partnerships for student outcomes. Additionally, during the 2024-25 school year, each school site will develop a site-based Diversity, Equity, and Inclusion (DEI) Plan and report on its progress at Governing Board Meetings.	As part of LCUSD’s commitment to engage all educational partners in district and school-wide decision-making, parents, staff, students, and community members are encouraged to participate in meetings and committees at the district and school level. 

Each school site facilitates an LCAP/School Site Council, an English Learner Advisory Committee (ELAC) and a robust Parent Teacher Association (PTA). Families are invited to attend and provide meaningful input in decision-making during Governing Board meetings, district and school site committees (ie: Local Control and Accountability/Parent Advisory Committee, Diversity, Equity & Inclusion (DEI) committee, District English Language Advisory Committee (DELAC); Curriculum Adoption Committees, School Site Design Team meetings, etc.) and workshops presented through the LCUSD Family Learning Series. 

LCUSD continuously seeks parent input through surveys on such topics as LCAP goals, social emotional learning (SEL), school climate, and school safety. This includes the Annual Perception Survey (Panorama Education), the Challenge Success survey (administered every two years), the LCAP survey, the English Learner Family Needs Assessment survey, and through Educational Partner outreach meetings held annually from November - January.	The District LCAP/Parent Advisory Committee, predominantly composed of parents, reviewed and discussed the goals from the third-year implementation of the 2023-24 Local Control and Accountability Plan (LCAP). To gather comprehensive input, an LCAP Educational Partner survey was also distributed to all families, asking recipients to rank district priorities and provide feedback on progress. Furthermore, committee members engaged with over 30 student, parent, district, and community groups to collect additional insights on goals. 

Feedback from educational partners and the annual LCAP survey consistently highlighted student health and wellness as top community priorities. Notably, programs like the Challenge Success Program, rated as a high priority by 28% of survey respondents, have been recognized for their effectiveness. A significant portion of the feedback called for continued and expanded support in these areas, reflecting the community’s emphasis on a holistic educational approach that integrates social and emotional learning.

During the 2023-24 school year, family participation in the “Annual Perception Survey” through Panorama Education was lower than the prior school year with 14.8% of families participating. Moving forward, LCUSD will focus on an expanded survey administration window as well as actively making the survey part of regular conversations during site and district meetings and outreach events with educational partners.	Based on the analysis of feedback from educational partners and local data, LCUSD will continue to engage underrepresented families by personally inviting them to participate in oversight committees and school and district-wide meetings.	5	5	4	5	4	5	4	4	5	5	4	5	Met		2024-06-25	2024
19646670000000	Lancaster Elementary	3	Based on the Lancaster School District's recent administration of the Youth Truth survey, staff continues to provide a need to have training on how to better engage the families that they serve. Currently, our staff works with families during parent-teacher conferences and consistently connects with families to provide resources and access to strategies for families to use in the home to increase student achievement. This year we were able to support families at various school sites by training staff in a dual capacity framework. We found significantly higher scores on our Youth Truth Survey, and Thought Exchanges for sites that took part in that training.	The continued focus areas that we have decided to support regarding family and community engagement and partnerships for student outcomes are going to be developing communication strategies to ensure families have access to student progress, and building home-to-school partnerships that support academic achievement for all students. This will be reiterated in our Local Control and Accountability Plan.	We continue to recruit and retain families for our African American Advisory Councils throughout the district. Lancaster works with each site to engage both our English Language Advisory Councils (ELAC) and African American Advisory Councils (AAAC’s) to better build relationships with the district partners. We have revamped our district AAAC to better support our diverse families within Lancaster School District by incentivizing attendance on the part of families to our events. Further, we have sustained community events that support our families and community needs as addressed in local climate surveys. This comes about through support from outside organizations such as the California Association of African American School Administrators (CAAASA), and Agents for Change as well as Salva. These organizations in conjunction with our Student and Family Services Department bring in members of our community to receive resources and recruit them to be more active partners at both the site and district levels. We have a District English Language Advisory Committee (DELAC) as well as site English Language Advisory Committees. Finally, a significant partnership that we have is through our Superintendent’s Advisory Council (SAC), which provides input on the actions being implemented throughout the district. These committees have been influential in building relationships among families.	In the 23-24 school year, we saw our relationship measure in our YouthTruth survey decline. We did see strengths in the area in which our families at both the elementary and middle levels feel they can approach teachers with concerns. We have adopted a new method of communication with families in Lancaster, and as such we are now in full implementation of that system with sustainability. As we continue to grow in that system we are confident that we will see growth in this measure. Family communication and Community Outreach will also be extended in the 24-25 school year through our new Department of Family and Community Engagement, developed through our Local Control and Accountability Plan. The district has sustained the use of our Family Ambassadors for sites, as well as provides the opportunity for training through our Parenting Partner Program. In the 2023-24 school year, we were able to continue work with our Family and Community Engagement team that incorporated members of school sites, and all job classifications. We continue to have African American Advisory Councils (AAACs) at many of our sites. Finally, a significant partnership that we have is through our Superintendent’s Advisory Council (SAC), which provides input on the actions being implemented throughout the district. These committees have been influential in building relationships among families.	Lancaster School District continues to work with staff to build their capacity to provide for a cohesive family engagement strategy. We continue to provide for a dual capacity framework in which teachers are provided opportunities to be trained in engagement strategies to positively affect student achievement and the abilities of our families to actively engage in the educational experience of their children. We support staff in providing resources to support families in the home, as well as work towards building communication systems that allow families to stay informed about the progress of their students.	Lancaster School District has created the Department of Family and Community Engagement to provide for more impactful and meaningful family and community engagement. The Curriculum and Instruction Department alongside the Continuous Improvement department also works to train teachers and staff in ways in which they can better support families in connecting academics to their family engagement, offering learning opportunities in the home as well as focusing on a dual capacity framework. We have partnered with an outside vendor in the 23-24 school year to support schools identified for Comprehensive Support, as well as our Early Literacy focus to provide for targeted family support. We continue to host food pantries, as well as work with our community partners to serve our underrepresented students and families. Furthermore, we have worked diligently to support our families through community events that provide groceries, and both medical and dental services to students.	Based on an analysis of educational partner input, we find that parents and families have been positively engaged by our use of various survey platforms, i.e. Youth Truth and Thought Exchange, and have been active in providing feedback on various topics of discussion within the district. We will continue to use these platforms, and incorporate more focused work about focus groups, and empathy interviews.	Based on educational partner input data, we have determined the need to engage parents in more in-person activities, to increase two-way communication, and feedback between the district and parents. We will be conducting focus groups, and coffee chats at the district level to better receive input from families on targeted subjects of interest to our community.	The Lancaster School District continues to have a strong response to family and community surveys at both the site and district levels. All families are provided with opportunities to provide input on policies, programs, and implementing strategies to reach and seek input through district and site surveys, and focus groups (we began to pilot the use of focus groups in 2018-19, and have trained our Family Ambassadors to do that work with both students and families through the 20-21, and 21-22 school years, this has continued into the 23-24 school year). We do feel that we can increase the efficacy of our outreach to underrepresented families by focusing our work in this area during our food giveaways, and at various community events that we take part in.	4	4	4	4	3	4	4	5	4	4	4	4	Met		2024-06-18	2024
19646670123174	Life Source International Charter	3	Life Source International Charter school continues to exist as a results of the lasting relationships developed with families over the years. We have been an integral partner parents and families for years and continue to seeks ways in which we partners with our families and community in order to strengthen positive outcomes for students.	In review of educational partner input we realize that we need to ensure that we provide increased interpretation services for our parents during meetings and more personalized translations of materials so that families may connect better with the school and its messaging.	We look forward to increasing the amount of meetings, community functions, written newsletters and workshops to families addressing the topics that families have identified that they would like to dive deeper into in the coming school year.	ife Source International Charter school continues to exist as a results of the lasting relationships developed with families over the years. We have been an integral partner parents and families for years and continue to seeks ways in which we partners with our families and community in order to strengthen positive outcomes for students.	In review of educational partner input we realize that we need to ensure that we provide increased interpretation services for our parents during meetings and more personalized translations of materials so that families may connect better with the school and its messaging. We aspire to communicate to families the needs of students and helpful supports that can take place in the homes that will support the growth of students.	We look forward to increasing the amount of meetings, community functions, written newsletters and workshops to families addressing the topics that families have identified that they would like to dive deeper into in the coming school year.	We provide opportunities for families to provide input through our annual LCAP Survey and parent engagement surveys. We also solicit input through our on campus meetings and functions.	We will continue to seek input at a more frequent rate such as during each grading period in order to monitor and adjust more proactively throughout the year.	We will work to improve the engagement of our underrepresented families through personalized contacts with families and follow up. Utilizing feedback from families and making impactful adjustments that reflect their input.	4	4	5	3	3	3	3	4	3	3	4	4	Met		2024-06-13	2024
19646670125559	iLEAD Lancaster Charter	3	"iLEAD Lancaster is committed to the meaningful engagement of its educational partners in the development of the LCAP. For the annual update, feedback from families, learners, community members, board members, learners, and iLEAD Lancaster staff and leadership was utilized to evaluate program effectiveness and address the state priorities. Upon careful examination of the input received, action steps under iLEAD Lancaster's three existing goals were maintained, expanded or modified to further learner achievement and continue the development of program offerings. During the 2023-24 school year, monthly iSUPPORT meetings, Parent Universities, and Coffees with the Director were held to allow opportunity for school staff and families to connect regarding the school program. Informal feedback was also received by families through family involvement at schoolwide events. ELAC meetings were held in spring and fall for families of EL learners to provide program feedback. School Site Council was held twice to review data and safety and prepare and approve the school's Single Plan for Student Achievement. Both ELAC and SSC had input on the school's LCAP. Additionally, monthly EL collaborations with the EL coordinators across iLEAD Schools provided the opportunity for sharing ideas gathered from facilitator and family feedback on how to improve the English learner program.					"	"iLEAD Lancaster will continue engaging educational partners in its continuous cycle of improvement and strategic planning. A focus on improving the school-home connection around literacy as well as increasing engagement and attendance with educational activities and relationship building will occur in 2024-2025.					"	"When building relationships between school staff and families, the needs of all learners were considered by looking at the NWEA MAP results, SST, and attendance data by sub-populations. Educational Partner feedback regarding safety, school events, diversity, equity and inclusion (DEI) were also considered to develop a well-rounded plan that ensured the needs of all learners were being met. The equity taskforce conducted listening session to different educational partner groups and made systemic recommendations as a result. The actions developed are important for all learners, especially foster/homeless youth, English learners and low-income students. The action steps include growth for educators (professional development in MTSS, best practices and all students to monitor academic, social-emotional and school offerings for all sub-populations. It is a comprehensive plan that considers the data from many angles including stakeholder feedback, parent meetings, academic, SST, and social-emotional data. Staff will provide 1:1 academic and social emotional support for English Learners, Foster Youth and Homeless Learners, as well as low income learners. Through alignment of resources, staff will be able to provide additional services to these three subgroups in order to close achievement gaps. The Foster Youth and Homeless Liaison, and the English Learner Liaison will work together to match the families of English Learners, Foster Youth, and Homeless learners, and low income learners with specific community resources based on the families' needs. The school will continue to increase community partnerships, utilize the campus to provide more in-person services, and utilize as many communication strategies as possible to increase the school-home connection. 					"	"iLEAD Lancaster's strength is utilizing SEL and PBL to increase student outcomes at school and home. Our area of improvement would be providing consistent and timely progress toward academic and social emotional goals. We will continue to communicate regularly with weekly facilitator updates, quarterly check ins, use of the Student information System to track progress toward learner outcomes, and assessments data (MAP, MAP Reading Fluency).					"	"When developing each action in our LCAP for iLEAD Lancaster, the needs of all learners were considered by looking at the CA School Dashboard, NWEA MAP results, SST, and attendance data by sub-populations. Stakeholder feedback regarding safety, school events, diversity, equity and inclusion (DEI) were also considered to develop a well-rounded plan that ensured the needs of all learners were being met.					"	"The actions developed are important for all learners, especially foster youth, English learners and low-income students. The action steps include growth for educators (professional development in DEI, best practices, and SEL) and all students to monitor academic, social-emotional and school offerings for all sub-populations. It is a comprehensive plan that considers the data from many angles including stakeholder feedback, parent meetings, academic, SST, and social-emotional data. The school's ELAC meets in fall and spring. Additionally, the counseling team sends out regular surveys to homeless/foster youth to determine current needs and work to provide resources in response. The school's social worker also works to engage underrepresented families.			"	"Twice a year, iLEAD Lancaster learners and staff completed the iLEAD Learner Outcome Reflection Survey, a measure of learner growth in the School-wide Learner Outcomes, as well as their progress towards academic and social-emotional goals. Additionally, staff and leadership meetings were held monthly to discuss the program, learner progress, and gather/reflect on suggestions for improvements. Parent, staff, and learner surveys regarding aspects of the program were sent in the spring of 2024 to solicit feedback. These surveys addressed specific aspects of the LCAP (the eight state priorities for the creation of potential action steps). Additionally, in the spring of 2024, iLEAD Schools’ Equity Task Force also conducted listening sessions and/or facilitated surveys of staff, leadership and learners. Monthly board meetings were held with the opportunity for anyone from the public to attend (including staff, parents and learners). During the 2023-24 school year, monthly iSUPPORT meetings, Parent Universities, and Coffees with the Director were held to allow opportunity for school staff and families to connect regarding the school program. Informal feedback was also received by families through family involvement at schoolwide events. ELAC meetings were held in spring and fall for families of EL learners to provide program feedback. School Site Council was held twice to review data and safety and prepare and approve the school's Single Plan for Student Achievement. Both ELAC and SSC had input on the school's LCAP. Additionally, monthly EL collaborations with the EL coordinators across iLEAD Schools provided the opportunity for sharing ideas gathered from facilitator and family feedback on how to improve the English learner program.					"	"iLEAD Lancaster will continue its educational partner engagement strategy as described above. 					"	"iLEAD Lancaster will continue its educational partner engagement strategy as described above. iLEAD Lancaster ensures that translation services are available to families. Survey data is disaggregated by population to ensure that the surveys of underrepresented families are being analyzed and responded to. 					"	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-25	2024
19646830000000	Las Virgenes Unified	3	LVUSD has developed robust communication systems, including newsletters, emails, school web pages, and social media platforms to keep families informed and engaged. LVUSD organizes various family engagement events, such as back-to-school nights, open houses, and cultural celebrations, that encourage families to participate in the school community and interact with staff. Every effort is made to create a welcoming and inclusive school climate, where families feel respected and appreciated.	LVUSD continually seeks more opportunities for families to engage with schools through events, volunteer programs, and advisory committees, especially targeting families who are currently less involved. LVUSD provides ongoing professional development for school staff on cultural awareness and sensitivity, helping them to better understand and respect the diverse backgrounds of the families they serve.	As the needs of our community evolves, LVUSD will ensure all communications are provided in multiple languages to accommodate non-English speaking families, including newsletters, websites, and meeting notices. LVUSD will continue to offer meetings and engagement opportunities at various times and formats, including virtual options, to accommodate the diverse schedules and preferences of underrepresented families.	LVUSD encourages active participation of parent-teacher associations (PTAs/PFCs) that collaborate with LVUSD on various programs and initiatives aimed at enhancing student outcomes. LVUSD provides robust counseling support offering comprehensive health and wellness services, including mental health support, to address students’ holistic needs.	LVUSD is committed on building partnerships with families of underrepresented and marginalized communities to ensure equitable access to resources and opportunities for all students.   LVUSD has Identified and allocated resources more effectively to support and sustain partnerships that have a direct impact on student learning and well-being.	LVUSD engages parents in parent groups, advisory boards and committees to seek parent input for decision making. Each school has an active PFA (Parent Faculty Association) or PFC (Parent Faculty Club) as well as School Site Council that allow parents to share input on school goals and strategis actions. Additionally, we have an SDC (PFA/PFC Presidents), Pathways Committee/Curriculum Council (with multiple stakeholders to evaluate instructional programs), Safety/Wellness Committee (multiple stakeholders to ensure the education of the whole child), LCAP PAC (majority unduplicated), and DELAC (District English Learner Advisory Committee).	LVUSD has developed and maintained various communication channels, such as newsletters, emails, websites, and social media platforms, to keep stakeholders informed and facilitate the collection of feedback. In addition, LVUSD has formed multiple advisory committees, including parent, student, and community advisory groups, which meet regularly to discuss important issues and provide input on school policies and initiatives.

	LVUSD is increasing efforts to reach underrepresented and marginalized groups to ensure their voices are heard in the decision-making process. This includes providing language support, holding meetings at various times, and using accessible venues.  LVUSD utilizes technology to facilitate broader and more efficient stakeholder engagement. This includes creating online platforms for surveys, virtual meetings, and interactive forums for real-time feedback.	Parent engagement is a top priority in the districts' Local Control and Accountability Plan. Our LCAP Committee consists of majority unduplicated families. We have a robust DELAC to help reach our EL network.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
19646910000000	Lawndale Elementary	3	LESD partnered with Learning Heroes to provide professional development for teachers at our August PD day on building trusting relationships with families.  48 teachers and 7 community liaisons participated in the training, which also provided an opportunity to complete additional training asynchronously.	Building trust with families through getting to know their students, providing a welcoming atmosphere, sharing data with families in a way that they can understand and giving them strategies for helping their child at home.	The District English Learner Advisory Committee (DELAC), District Parent Advisory Committee (DPAC), and African American Parent Advisory Committee (AAPAC) have all attended workshops on building relationships between school staff and families at conferences such as CABE, and have agreed to form a fourth committee for parents of students with special needs. Parents have asked for training for administrators and front office staff on creating more welcoming environments for all parents, and that will begin in 2024-25.	The District English Learner Advisory Committee (DELAC), District Parent Advisory Committee (DPAC), and African American Parent Advisory Committee (AAPAC) have all attended workshops on building relationships between school staff and families at conferences such as CABE, and have agreed to form a fourth committee for parents of students with special needs.	Parents have asked for training for administrators and front office staff on creating more welcoming environments for all parents, and that will begin in 2024-25.	As stated above the district is creating a fourth district wide committee for parents of students with special needs. Further training for administrators on building partnerships for student outcomes has been written into our Community Schools grant.	Robust district wide parent advisory committees that provide input for decision making on a regular basis	Developing more extensive training for principals and school site councils on how to collaboratively develop the school plan for student achievement based on needs identified through student data, surveys, etc.	Continue to build and grow AAPAC, begin parent advisory group for parents of students with disabilities	3	2	3	3	2	3	2	4	3	3	3	3	Met		2024-06-27	2024
19646911996438	Environmental Charter High - Lawndale	3	Environmental Charter High School - Lawndale focuses on positive school-student relationships from the outset. During our hiring process, we screen for and prioritize candidates that view students and their families as assets. We also seek candidates who are mission-aligned and driven by a desire to achieve social justice. Our classified staff goes through an annual customer service-focused training at the beginning of the year.

Once hired, all staff members undergo a rigorous onboarding process meant to orient and prepare them to work with the community. We understand that accurate and timely information is crucial for families to be effective stakeholders. We provide relevant information to our families through: 

- Annual orientation meetings 
- Enrollment meetings
- Family newsletters
- Student bulletins
- Parent Conferences 
- Back to School Night/Outdoor Education meetings
- College access and financial aid support meetings
- Specialized Senior and Junior Parent Nights

We solicit information from our community of stakeholders through a variety of methods that include:

- Pupusas with the Principal
- Digital feedback surveys
- Virtual Town Halls
- Black Parent Groups
- Annual Feedback Surveys
- Course Evaluation Surveys
- Advisory feedback circles
- ELAC
- School Site Council
- Focus groups
- Open door policy
- Access to administration via email, phone, and in person.

Our parent responses on the Healthy Kids Survey indicate very positive perceptions regarding the open and welcoming environment we foster. When we last surveyed parents in Spring 2024…

- 97% reported feeling welcomed to participate in the school
- 99% felt that we allow parent input and welcome their contributions
- 97% feel the school encourages them to be an active partner in their child’s education

ECHSL has also adopted TalkingPoints as a means for two-way communication with families. ECHSL has provided consistent translation services for students and their families during conferences, phone calls, and specialized meetings for IEPs. ECHSL has created space in the budget to sustain the TalkingPoints platform and continue to provide interpretation and translation services.	Feedback from teachers, staff, students and parents reflected the toll the global pandemic has taken on students and informs LCAP actions. In addition to supporting students’ mental health, we must rekindle their natural curiosity and desire to learn through actions including improving teacher efficacy with engaging classroom best practices, Tier 1 supports, outdoor education, and our math and literature initiatives.

The feedback received during our efforts to Confront Anti-Blackness and Racism also influenced the centering of student wellness in our LCAP through reimagining our advisory program, improving multi-tiered systems of support, and providing professional development to ensure we meet the needs of student groups whose achievement outcomes indicate equity gaps.	ECHSL will improve the engagement of underrepresented families by strengthening our advisory program, a Tier 1 support, to build strong connections with a trusted adult on campus and meaningful peer relationships. Additionally, we are working to improve the ability of our general education teachers and specialists to identify needs of and ensure appropriate supports or interventions for every student. We are also expanding our resources for Tier 3 support by adding a full time social worker who will focus on students and families with the highest needs. We have also developed a targeted family conference model, where our highest need families are actively invited to come to campus with their student to meet with their grade level teachers, counselor, and administrators. Finally, we will integrate the lessons we learned about communication during school closure to improve the engagement of underrepresented families.	Environmental Charter High School - Lawndale prioritizes the building of partnerships with the explicit goal of improving student outcomes. We believe that in order for student outcomes to be maximized we need to ensure the school provides the following:

- Relevant and engaging instruction
- Culturally relevant pedagogy and curriculum
- Well trained and supported teaching staff
- Accurate and timely information to empower family units as partners
- Opportunities for self-assessment and reflection

ECHSL believes that our areas of strength include a structured weekly advisory program that allows for students to build positive relationships with each other, as well as their advisory teacher, a trusted adult on campus. Advisory also serves as an opportunity for students to engage in guided self-assessments and construct personal action plans. Each month, parents receive printed progress reports and have access to both the PowerSchool digital platform and the mobile app. We have held multiple PowerSchool trainings for parents and will continue to do so. Our student usage on the app is remarkable with an average of 801 logins per day. Our students are clearly engaged and regularly monitor their progress because their future matters to them.

ECHSL hosts initial orientation meetings for all new families in addition to annual re-orientation meetings on the first day of school. Every year families receive a welcome back presentation from their student’s advisory teacher where they learn about any major changes to our schedule, staff or school program. New families receive our Parent/Student Handbook, returning families also receive a summary of any changes to our handbook. Throughout the year ECHSL hosts culturally relevant family nights in addition to back to school events and parent/teacher conferences. 

ECHSL has a 120-1 student to counselor ratio. This low ratio allows our counseling staff to have a powerful and holistic impact on student outcomes. Counselors ensure that students are on track to graduate having fulfilled A-G requirements. They support families with not only social-emotional support in school, and through our extensive partnerships with external agencies, but also with the college and financial aid processes. At ECHS, we are focused on not only getting students into college but also ensuring they are set up to graduate from college. Our community liaison and lead counselor are working to fortify our alumni network and support system for our students presently in college.

The feedback received during our efforts to Confront Anti-Blackness and Racism influenced the centering of student wellness in our LCAP by reimagining our advisory program, improving multi-tiered systems of support, and providing professional development to ensure we meet the needs of student groups whose achievement outcomes indicate equity gaps.	We are actively working to build the capacity of our parents to support their students in the home and act as an educational partner beyond just having access to the gradebooks. We are also soliciting feedback and working to improve feelings of school connectedness through regular review of focus questions on our school climate surveys.	ECHSL will improve the engagement of underrepresented families by strengthening our advisory program to build strong connections with, identify needs of and ensure appropriate support for every student. In advisory, relationships act as a Tier 1 support for social emotional & academic needs. We are also expanding our resources for Tier 3 support by adding a full time social worker, who can focus on students and families with the highest needs. We will also integrate the lessons we learned about communication during school closure to improve the engagement of underrepresented families. We also use a twice yearly targeted conference model where we actively invite our tier 3 and underrepresented families to campus to meet with their grade level team of teachers in order to determine needs and next steps as a team.	For the past 7 years, Environmental Charter Schools’ mission statement is to reimagine public education in low-income communities of color to prepare conscious, critical thinkers who are equipped to graduate from college and create a more equitable and sustainable world. We have a strong English Learner Advisory Committee and School Site Council. We regularly look at the data from our annual climate surveys, hold family town halls and have an open door policy for our administrators where feedback and suggestions are welcomed.	ECHSL is currently working to fortify and expand existing structures that are intended to represent and solicit both the general school population, as well as traditionally underrepresented families.	In our regularly planned ELAC, School SIte Council, Special Education Parent Meetings, and Pupusas with the Principal meetings we actively collect input regarding academic and socioemotional support needed for their students. Our social worker also actively invites our underrepresented families to campus to ensure they have personal invitations to events and regular communication with a point person on campus.	4	4	3	5	4	3	4	4	4	4	3	3	Met		2024-06-20	2024
19647090000000	Lennox	3	Lennox School District has significantly increased its focus on building strong partnerships with families, recognizing the critical importance of effective school-to-home communication. To support parents in enhancing student success at home, we have introduced a variety of workshops and activities across our school sites.

Our District Teachers on Special Assignment conduct numerous workshops for parents and guardians, covering essential topics such as reclassification, testing, digital citizenship, and support for students with disabilities. This year, we also launched a series of Leader in Me Workshops, guiding parents on incorporating the 7 Habits of Highly Effective People into their homes.

Each school site offers a range of parent activities to foster school-family partnerships. Examples include Family Literacy Nights, Family Math Nights, and Health and Wellness activities. Additionally, district-wide events such as Parent Conferences, Back to School Nights, and Open House further facilitate family engagement.

We maintain an active District English Learner Advisory Committee (DELAC) at the district level, with all school sites hosting regularly scheduled English Learner Advisory Committee (ELAC) and School Site Council meetings. To gather valuable input from parents, the district conducts an annual survey, which receives a high response rate each year.

Survey results indicate strong family satisfaction:
93% of parents report being usually or always satisfied with family involvement opportunities at their child's school.
95% of parents state that teachers and administrators usually or always address questions thoroughly and promptly.
96% of parents feel that teachers have a positive attitude towards their child and family.
	Lennox School District is committed to increasing the number of parent workshops and family engagement opportunities, responding to the strong desire from our parents for expanded volunteer roles. Based on valuable feedback from our educational partners, the district will maintain a strong focus on enhancing mental health and social-emotional support systems for families.

At the school sites, we will continue to bolster safety and health provisions, ensuring a secure and supportive environment for all students and families. These ongoing efforts reflect our dedication to fostering a collaborative, healthy, and engaged community.
	Based on the analysis of educational partner input and local data, Lennox School District will implement the following targeted strategies to improve the engagement of underrepresented families:

Targeted Outreach and Communication: We will enhance our outreach efforts to ensure underrepresented families receive timely and accessible information about engagement opportunities. This includes using multilingual communication channels, culturally relevant messaging, and personalized invitations to events and workshops.
Culturally Relevant Workshops: We will offer workshops tailored to the specific needs and interests of underrepresented families. These workshops will focus on topics such as navigating the education system, understanding academic expectations, and providing support at home, ensuring they are delivered in a culturally sensitive manner.
Flexible Participation Options: To accommodate diverse schedules and commitments, we will provide flexible participation options for events and meetings, including virtual sessions, varied meeting times, and childcare during in-person events.

By implementing these strategies, Lennox School District aims to enhance the engagement of underrepresented families, thereby building stronger partnerships that contribute to improved student outcomes.
	Based on the analysis of educational partner input and local data, Lennox School District exhibits several strengths in building relationships between school staff and families. Schools in the district foster a welcoming and inclusive atmosphere for all families. This includes having friendly front office staff, accessible school leaders, and dedicated parent liaisons who are available to address questions and concerns. Our district schools prioritize clear and consistent communication with families. We use a variety of communication channels, including emails, newsletters, social media, and multilingual resources, to ensure all families stay informed about school activities, events, and their child’s progress. Survey results indicate that a high percentage of parents feel that teachers and administrators address their questions thoroughly and promptly, have a positive attitude towards their child and family, and encourage active involvement in their child’s learning.
	Based on our analysis of educational partner input and local data, we at Lennox School District have identified key areas for improvement in building partnerships for student outcomes. Our focus includes enhancing the engagement of underrepresented families through targeted strategies, strengthening two-way communication to ensure consistent and effective information sharing between schools and families, expanding opportunities for meaningful parental involvement in school activities and governance, and implementing culturally responsive practices to better meet the diverse needs of our students and families. These initiatives reflect our commitment to fostering collaborative partnerships that support student success and enhance overall educational outcomes.

	"At Lennox School District, we primarily serve students from low-income backgrounds and English language learner families, representing a significant portion of traditionally underrepresented demographics. Recognizing this diversity, our district is dedicated to actively engaging all students and their families, understanding the unique challenges they may face as historically underrepresented populations.

To effectively involve families from these backgrounds, we have established parent centers at each school staffed by dedicated parent liaisons. We ensure that all written communications, including letters and student reports, are available in both English and Spanish to cater to diverse language needs. Additionally, our schools are staffed with personnel fluent in both languages to facilitate clear and effective communication.

Our approach to enhancing parent engagement includes hosting events such as family nights, open houses, and back-to-school events designed to foster connections within the school community. We offer a variety of workshops and classes for parents on topics relevant to their child's education, and maintain open lines of communication through phone messages, text messages, email, and social media platforms.

Furthermore, we actively encourage parent participation in school decision-making through committees like the School Site Council, English Language Advisory Council, District English Language Advisory Council, and the District School Leadership Team. Monthly ""Cafecitos"" provide informal settings for parents to interact directly with school principals and discuss pertinent school matters. We also ensure transparency by inviting community attendance at school board meetings, which are broadcast live online and widely publicized through multiple communication channels including school campuses and our district website.
"	Lennox School District has made significant strides in seeking input for decision-making, guided by insights from educational partners and local data. We prioritize transparency and collaboration, actively engaging parents, teachers, and community stakeholders in shaping district policies and initiatives. Through surveys, forums, and advisory committees, we ensure diverse perspectives contribute to our decision-making processes, enhancing the relevance and impact of our educational strategies.

Parents play a pivotal role in our District School Leadership Team, meeting approximately five times annually to collectively draft, revise, and refine our Local Control Accountability Plan (LCAP). This plan includes specific objectives aimed at fostering an environment that strengthens capacity and encourages parental involvement across our schools. Their participation extends to leadership roles within essential school-based councils like ELAC, DELAC, and SSC, underscoring our commitment to inclusive governance and community partnership.

At Lennox, we value the contributions of every stakeholder in our educational community. We strive to maintain open lines of communication through newsletters, meetings, and digital platforms, ensuring that parents and community partners are well-informed and actively engaged in decisions that impact student learning and achievement. This collaborative approach not only strengthens trust and transparency but also reinforces our shared commitment to providing every student with a supportive and enriching educational experience.
	Based on our analysis of educational partner input and local data, Lennox School District has identified several key focus areas for improvement in seeking input for decision-making. One significant area involves enhancing the accessibility and inclusivity of our feedback mechanisms. We aim to broaden participation among all stakeholders, including parents, teachers, and community members, by implementing more diverse and user-friendly channels for providing input. This includes expanding digital platforms, hosting more accessible meetings, and ensuring materials are available in multiple languages to better serve our diverse community.

Additionally, we are committed to strengthening the effectiveness of our advisory committees and councils, such as the District School Leadership Team and various school-based councils like ELAC and SSC. We recognize the importance of these forums in gathering valuable perspectives and shaping policies that reflect the needs and priorities of our students and families. Moving forward, we aim to enhance training and support for committee members to ensure they can effectively contribute to decision-making processes.

Lennox School District is also focused on enhancing transparency and communication surrounding decision-making. We will continue to improve the dissemination of information regarding district initiatives, budget allocations, and policy changes to foster greater understanding and engagement among stakeholders. 
	Based on our analysis of educational partner input and local data, Lennox School District is committed to enhancing the engagement of underrepresented families in our decision-making processes. We recognize the importance of ensuring all voices are heard, especially those from traditionally marginalized communities within our district. To achieve this, we are implementing targeted strategies to bridge gaps and promote inclusivity.

Firstly, we are expanding outreach efforts to underrepresented families through culturally sensitive communication channels. This includes continuing to  utilize multilingual resources, community partnerships, and targeted outreach campaigns to reach families who may face language barriers or other challenges in participating.

Secondly, we will continue to enhance accessibility to advisory committees and councils by providing additional support and resources. This includes offering translation services, ensuring meeting times are convenient for working parents, and providing childcare during meetings to remove barriers to participation.

Lastly, we are actively involving underrepresented families in decision-making processes by creating meaningful opportunities for input and feedback. We are refining our approaches to ensure that meetings and forums are welcoming, informative, and conducive to open dialogue.
	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-11	2024
19647090100602	Lennox Mathematics, Science and Technology Academy	3	Formal parent conferences are currently held in the fall during mid semester with identified students; yet, all parents can request a teacher conference at any time. Parent/Staff communication is done through ParentSquare which translates messages to the family's prefer language. Parents receive alerts via text messages and email of posts and/or direct messages from school personnel. The school principal sends a weekly memo to all families with information on the schedule for the week, upcoming key events and important information. These messages are sent in both English and Spanish.  Additionally, 92% of families agree that Lennox Academy is a safe place for their child.  86% of families agree that their child's teachers are responsive to their child's social and emotional needs.Formal parent conferences are currently held in the fall during mid semester with identified students; yet, all parents can request a teacher conference at any time. Parent/Staff communication is done through ParentSquare which translates messages to the family's prefer language. Parents receive alerts via text messages and email of posts and/or direct messages from school personnel. The school principal sends a weekly memo to all families with information on the schedule for the week, upcoming key events and important information. These messages are sent in both English and Spanish.  Additionally, 92% of families agree that Lennox Academy is a safe place for their child.  86% of families agree that their child's teachers are responsive to their child's social and emotional needs.	Besides the fall parent conferences, where about thirty families from each grade level are invited to meet with their child's teachers, Lennox Academy would like to further increase family engagement to improve student outcomes by meeting with all families at some point during the academic school year. Parent volunteers are encouraged to come to campus and help supervise lunchtime and events.  Lennox Academy is increasing campus events that are open to families such as The Day of the Dead festival, Cinco de Mayo celebration, and Engineering Day.	Parent grade level meetings will be offered based on topics of interest shared by families. Topics such as A-G requirements, the college admission process, English Learner reclassification criteria, and financial aid will be topics at future parent meetings. Meetings will be offered in English and Spanish.	Lennox Academy continues to work to provide a welcoming environment for all parents and guardians. Cafecitos (workshops) are offered on a monthly basis to inform parents on how to support students with their academics and mental health. Ninth grade parents and guardians also attend a mandatory freshman orientation meeting prior to the start of the academic school year so they can learn about the Academy's philosophy, expectations, and available resources. In the springtime, parents are invited to see their child's Presentations of Learning, POL, where students reflect on their growth during the academic school year.	Lennox Academy will continue to explore workshops to offer to parents where they can learn how to maximize the online platforms the school offers and how to better communicate concerns to staff. Besides meeting with some families in the fall, the Academy would like to meet with all families at some point during the school year to increase two-way communication between staff and families. Grade level meetings were brought back during the 2023-2024 school year and the College & Career counseling  staff led the meetings.	Lennox Academy will continue to communicate with parents using different mediums (such as electronic messages, phone calls, and in-person meetings) to share pertinent information, resources, and school updates. Additionally, parent events and meetings will be increased to better meet family needs and to help strengthen school and family partnerships.	Lennox Academy outreaches to the school community and informs how they can become involved in the governance of the school via ParentSquare and at parent meetings. The school has had much success in getting involvement from staff via the Leadership team and from the students via the Associated Student Body (ASB) group; however, the parent involvement is one that needs to be further developed. Parents ad-hoc committees come together to provide input on the LCAP however a static group such as a PTA is non-existent. When the PTA was in existence, the administration was left with the responsibility of taking on the financial and clerical duties of the association.  Local survey data highlights how 87% of parents agree that the school seeks their input before making decisions. Additionally, 96% of parents agree that the school encourages them to be active participants in their child's education.	Lennox Academy will continue to prioritize the involvement of parents that extends beyond the volunteer tasks they complete such as supervising school events. A parent group met regularly to discuss fundraising ideas to help students with senior activities.	Lennox Academy's goal is to increase the amount of opportunities families have to provide feedback, concerns, and suggestions. Offering drop-in hours and a range of times will provide more access for families and can improve parent feedback and participation.	4	4	3	4	4	4	3	4	3	3	4	3	Met		2024-05-30	2024
19647090107508	Century Community Charter	3	Century Community Charter School (CCCS) prides itself in building positive relationships not only with our students but with our families; all families are welcomed and respected. We currently provide opportunities for our families to meet staff and other families through potlucks, workshops, meetings, family nights and conferences. These events along with various forms of communication also provide two-way communication encouraging collaboration and learning experiences for all in order to support families. All forms of communication and meetings are provided using language that is understandable and accessible to families. CCCS will continue to provide opportunities to foster positive relationships and communicate with families that are not able to personally attend events due things such as work schedules, health related issues, or transportation. Our website will also provide important information provided at our workshops meetings for parents that need to access it remotely. Since the COVID-19 pandemic, we continue programming via zoom and on campus. All information is readily available on our website.	Century Community Charter School has very strong relationships between staff and family. We will continue to focus on improving communication with a diverse population of students and families.	Century Community Charter School staff will actively reach out to families who are not able to participate in on campus events to build relationships.	Century Community Charter School (CCCS) continuously forms partnerships with community organizations to engage and assist students, staff and families. These partnerships provide resources that can assist stakeholders in gaining knowledge and support. Examples of these resources are mental health promotion, parks and recreation, substance abuse prevention, mental health services, vision and dental screenings, and tutoring, among others. CCCS also holds an annual wellness fair in which the community has the opportunity to speak to community partners in a single safe environment.	We provide families information about their legal rights and how to advocate for their students. We want to continue to progress in providing support to families of students with disabilities and English Learners, so that we can best meet the needs of all Century families.	Century Community Charter plans to improve communication with underrepresented families by continuing to strengthen its outreach to those who are not able to attend the parent conferences. 

We have a rideshare program that we instituted where we pick up students who struggle to make it to school. We are serving about ten students at this time.	Century Community Charter School (CCCS) values all stakeholders and believes that seeking input for decision-making is key to its success. CCCS uses surveys to better understand our community needs and shares findings with parents to develop a plan and implement programs to assist families. Some of the advisory groups include Parents as Leaders (PAL’s), English Learner Committee and our wellness group. Evaluation of different programs takes place to determine its effectiveness and changes that need to occur to better assist our families. These advisory group meetings are always translated providing the opportunity for all parents to feel welcomed and participate. CCCS will continue to use surveys to evaluate its policies and programs in order to maintain our community needs in mind as we develop the appropriate programs to meet those needs.	Century Community Charter will continue to focus on finding diverse ways to obtain more family input. We want to ensure that all families have a voice in the process.	To meet the needs of parents who are not as vocal, we take measures such as providing meeting opportunities via Zoom and on campus. We are also exploring providing meetings at alternate times to meet all family needs. We are also going to record our meetings and post them in order to allow more families to engage and make comments.	4	5	4	5	4	4	4	4	4	5	4	5	Met		2024-05-15	2024
19647091996313	Animo Leadership High	3	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes  administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue.  A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).

The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.	The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach.  Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families.   The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by our regional support staff in collaboration with local community service partners.	The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students (UPAS), a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The UPAS Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues such as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Based on the skills learned through the UPAS Community Organizing Institute, parents have student/parent-led conferences where they discuss issues affecting their communities and campus. In addition to this, the school has cultural groups, specialized advisory, and other parent programs.	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website  to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.	The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.	The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.  In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school.  Data is analyzed by school leaders to inform future policies and decisions at the school.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-28	2024
19647170000000	Little Lake City Elementary	3	The Little Lake City School District is strong in building relationships between staff and families.  This has been a District-wide focus over the past several years and reinforced by the superintendent and principals throughout the school year.  These solid foundations are reflected in our Parent Satisfaction survey results where 96% of parents agreed that they are satisfied overall with their child’s school. Parents agree with the statement, “I have a positive relationship with staff at my child’s school” - 96%.  We dedicate time for staff members to learn about family’s goals for students during parent-teacher conference week.  Beyond those dedicated weeks, teachers are always available to meet or speak with parents who have concerns or questions regarding their children.	The District works hard to continually increase two-way parent communication by providing multiple means of communication through email, phone calls, and text messages in each family’s home language.  A focus area for the District is to continue to ensure that all families receive pertinent and timely information from the District through our new Parent Square communication system and to expand our text messaging service.  It is important that all families, including those who may not have access to social media and other tech services, receive information that is timely and in their home language. Parent Square was widely used over the past three school years. In addition, the use of video conference platforms, such as Zoom and Google Meet, were continued to be used to engage parents and families throughout the year.	The District is committed to improve engagement of underrepresented families in order to build relationships between school staff and families. Our Family Outreach Liaisons are utilized to reach out to those families to ensure we use the best method of communication with them, whether that be by phone/text/email, and to develop events and programs to keep families engaged and involved with their children's education.	The Little Lake City School District recognizes the importance of schools and families partnering together to ensure positive student outcomes. Funds are set aside through LCAP and Title I to directly support a wide variety of parent engagement opportunities including Literacy Night and Family Science Days. These site specific events assist in building and strengthening school and parent partnerships. The District provides parent education opportunities and direct support through parent training focused on how parents can support their children at home. Teachers share information with parents at conferences regarding the best way to support their child at home.  The District notifies all parents of their rights and responsibilities annually. In addition, specific information on parents’ rights are given to our homeless population and special education parents. This year, Zoom and Google Meet has continued to make it possible to offer training remotely and at alternate times allowing families more convenience to engage with their school.	We continue to look for new and engaging ways to maximize and foster the important relationship between the school and parents focused on student outcomes. In addition to our annual parent conferences for all students, annual at-risk conferences for at-risk students, schools will also meet with families of English Learners students. This will provide an opportunity to ensure parents are aware of the reclassification criteria and ways that the school and families can work together to help students achieve reclassification.	Based on the analysis of data, the District is committed to improve engagement of underrepresented families for student outcomes. One on one phone calls will be made to families that don't typically attend parents conferences. We will ensure that they are aware of the flexibilities offered for conferences - in person, Zoom, phone call and ensure we offer translation, if needed. It is out goal to meet with all families of at-risk students to ensure we share ideas and best practices to support their child at home.	The Little Lake City School District seeks input from parents through a variety of ways including parent surveys and parent advisory groups.  Principals are trained on how to effectively hold SSC and ELAC meetings and how to engage parents in the decision-making process that comes with those roles.  Each site has a SSC and ELAC who are trained in their roles and responsibilities and make important decisions regarding School Plans.  In addition, each site has a PTA/PTO who make decisions regarding school and family events.  The District has a DAC/DELAC who advise the District on the Consolidated Application for federal funds and other policies, including the Family Engagement Policy.  In addition, parent input is solicited annually through the Parent LCAP Survey.  Data is collected from parents at each school site and across grade levels to provide feedback, including comments, to school and district administrators in a variety of areas.  Areas of growth for the District include continuing to streamline our SSC and ELAC process so that they are similar from site to site.  Also, while Engagement Policies are acknowledged during registration, it is important to ensure that they are easily accessible to all parents throughout the school year.  Finally, in order to engage all parents, the time and accessibility of all advisory group meetings should be considered.  Video conferencing platforms, such as Zoom and Google Meet, were utilized for parent meetings. This allowed many parents to access parent meetings.	Based on the analysis of data the District continues to find best practices to improve seeking parent and guardian input for decision making. This year, we have implemented the use of Parent Square forms to send out parent surveys, such as the LCAP survey. Parent Square allows us to send emails and text messages to those families that have not yet completed and submitted a survey. Furthermore, schools incentivize the submission of surveys and this helps us achieve our goal of 85% response rate. In addition, the Family Resource Center is open and available with Chromebooks should a parent need assistance in completing the survey.	Based on the analysis of data the District continues to find best practices to improve engagement of underrepresented families in seeking input for decision making. This year, we have implemented the use of Parent Square forms to send out parent surveys, such as the LCAP survey. In addition, the Family Resource Center has Chromebooks available for families to use or who may need assistance in completing and submitting a survey. Hard copies of the surveys will be provided to families when groceries/produce are picked up to ensure all families have an opportunity to share their valuable input.	4	4	3	4	4	4	4	3	3	3	4	4	Met		2024-06-25	2024
19647250000000	Long Beach Unified	3	The annual CORE survey asks families about their sense of belonging.  Here is some data related to parent perceptions of their connectedness: 95% of the 13000+ parent participants responded favorably when asked whether “School staff treats me with respect.”  In addition, 93% of participants responded favorably in response to “School staff is helpful.”

In looking for ways to improve its home-school partnerships, LBUSD provided Parent Community Facilitators for all of its Title I middle schools . Facilitators were trained monthly and provided direct support from three district offices. As a result, their site completion of tasks, which included parent engagement, activities, and communication, improved 25% from the previous year.

The district’s Parent University program included diverse topics and formats and provided parent involvement activities, workshops, and engagement opportunities.  In addition to internally-created offerings, LBUSD contracted with agencies having specific expertise and documented effectiveness, such as Action Youth America and Family Leadership Inc. - Parenting Partners and Calm and Kind programs specifically.

Parenting Partners™ helped build capacity for strong family-school partnerships.  Its workshops combined parenting and leadership skills that empowered parents to become vital contributors to their children’s academic success.

Calm and Kind was designed to equip parents with tools to support children emotionally. Parents who attended Calm & Kind Workshops became equipped in three key areas:
• Understanding mental health: The program dove into how mental health impacted their children’s success in school and overall well-being.
• Self-regulation: Parents learned practical strategies to help their children manage emotions in healthy ways.
• Managing your own emotions: By learning to regulate self emotions, parents could provide calmer and more effective support for their children.

Parent Engagement Facilitators and some parent leaders were trained in comprehensive workshops over three days. The material was then presented by each school’s own trained facilitators (Parent Engagement Facilitators and trained parents) at their respective sites, in multiple languages, creating a sustainable source of parent leaders. Over 130 parent leaders from Middle Schools graduated from the Parenting Partners and Calm and Kind program after engaging in the series of 10 workshops.	There is a commitment to improve as a system to holding a more culturally respected/understood posture, especially for our families who have experienced historical harm.  Our Equity Policy speaks to the harm to our communities of color and how we must improve.   As an organization, we recognize and acknowledge our differences, and we commit to authentic, continuous improvement. This policy creates a path forward through informed professional development and a focus on identifying and dismantling practices that are racist, oppressive, and exclusive for specific individuals or groups of students. While this policy reflects our district values, it is designed with the recognition that our work around equity will be guided by the data that we gain through continued engagement with students and families. LBUSD commits to evolving as professional development continues for school site personnel, as well as the entire system.

The Strategic Plan includes the development of a comprehensive framework as to a systemwide practice of community engagement, with work continuing in SY 2024-25.  This framework is designed to formalize an engagement process involving all stakeholders: families, community members, nonprofits, businesses, and city partners. We aim to create and maintain integrated systems that meet our student and community needs. The Community Engagement Framework will provide guiding principles, strategies and resources to enhance family-school partnerships. In addition, a strategic plan action (in Strategy 6) is focusing on creating  welcoming school cultures to ensure the community feels valued and heard.	Reflecting on input and data, LBUSD continues to work on providing a culturally-affirming and welcoming environment at all sites.  Underrepresented communities of Long Beach have stated the need for more bilingual staff, as well as staff that represent the demographics of the community. The strategic plan notes, “LBUSD has successfully retained diverse staff, especially Black and multilingual staff, in order to increase our cultural dexterity as an organization and to support our efforts to culturally and demographically reflect our student population, especially at school sites.” There is also a discrete metric in the LCAP that enhances the focus of ensuring a more representative LBUSD staff and endeavors to be accountable.  Metric 8.4 states: “The percentage of highly qualified K-12 certificated new-hires for a school year will be reflective (at or above the percentage) of the demographics of our student enrollment.”

In our commitment to center Black students, LBUSD has created a Center for Black Student Excellence (LCAP Action 2.1) with a dedicated staff. A Director, Administrative Secretary, and 3 Administrators will lead efforts in enhancements for Black students and families, including Social Emotional wellness, Academic Achievement, and Community Engagement. The Center of Black Student Excellence, a pioneering initiative is designed to enhance educational opportunities and foster community engagement. With plans to open in late 2024, the Center will be a hub of expertise, partnerships and cultural assets geared towards lifting the educational experience of Black students.	As a result of the learnings from the successful community visioning process, LBUSD has made strides to continue the momentum for more authentic engagement.  Parent and community engagement, in this context, is defined by active and collaborative involvement that surpasses mere participation. It involves two-way communication, collaboration, and shared decision-making, fostering a supportive and inclusive environment throughout the entire school community. This robust engagement is instrumental in contributing to student academic success, well-being, and overall development.

The community gave feedback about engagement, including:
• more resources to help parents support their children's learning at home.
• supporting Black families. 
• improving communication between students, teachers and parents.  
• additional support for vulnerable student populations, such as foster and homeless students.
• more parental and local input in decision-making.
• more parent engagement, particularly for parents who are not proficient in English.

Last year, LBUSD provided all its elementary and K-8 schools with SEL Facilitators to focus on students’ social and emotional learning. Facilitators implemented SEL curriculum, coached and modeled in classrooms, and developed systems to address students’ engagement, achievement, and mental & emotional wellbeing at their sites.	The LCAP reinforces the importance of building partnerships with a specific goal- Engagement: LBUSD will cultivate authentic and inclusive partnerships between families, schools, and the community, rooted in trust, respect, and recognizing parent and caregiver assets (Goal 6).

One guiding principle of the developing Community Engagement Framework is Family Partnership: collaborating with parents to support student goals and learning, providing training and resources as needed.

Some ideas envisioned for the Framework include:
• Unified Approach to ensure that the Framework is integrated into every facet of the organization
• Professional Development Workshops
• Community Engagement Toolkit
• Annual Engagement Planning: Implement an annual district-wide community engagement planning process, where each school and department sets specific engagement goals and strategies.
• Customer Service Standards
• Feedback Mechanism
• Inclusive Language
• Community Collaboration	At the risk of being too simplistic, LBUSD intends to “meet them where they are”.  This idea comes from the Vision process.  The Office of Equity, Engagement and Partnerships has embarked on study and creation of an engagement plan, which is built on research.  “Meet them where they are” is both literal and figurative.  LBUSD intends to be present at community events and other gathering spaces where it may be easier to participate in authentic discourse.  In addition, having time for the community to make meaning of complex issues is important and, in many cases, neglected.  LBUSD, especially the Office of Equity, Engagement and Partnerships, have been studying and beginning to implement  IAP2’s Continuum of Engagement, which presents strategies based on the purpose of the engagement.  As noted above, a Community Engagement Framework is being developed to systematize strategies for improved partnerships, especially with underrepresented communities.	According to the School Connectedness questions in the annual CORE Survey of over 13000 family members, 92% shared a favorable response to the question of “I feel welcome to participate at this school”.  In addition, 90% of participants shared a favorable response to “School staff welcomes my suggestions.” 

Four district offices made concerted efforts to train facilitators and support sites on parent engagement and shared decision making, specifically for each site’s School Site Council (SSC) and English Learner Advisory Committee (ELAC). These two committees are integral in assessing student needs, establishing goals, and creating school plans. As a result, site completion of tasks that included SSC and ELAC partnerships improved 12% districtwide from the previous year.	Although the numbers as represented above are positive, LBUSD is cognizant of parts of the community- namely persons of color- who feel disenfranchised and wary of participating in educational spaces.  As stated throughout this priority, “meeting the community where they are” can create an environment of inclusivity and trust.  Collaboration (“let’s work together to solve the problem”) is a preferred strategy to engage for decision-making, but not nearly used enough. When not in a collaborative setting, LBUSD is working on ‘closing the feedback loop’.  When we ask the community for input, there is an obligation to come back to the community to let them know how their feedback was used, including honest rationale when an idea can’t be implemented. 
It is noteworthy that the LCAP includes all of the community priorities that were developed with and by the community, including:  
• School Site Allocations- found in the LCAP as Action 7.2
• TK-3 Literacy Intervention- found in the LCAP as Action 1.6 & 7.3
• Care/Wellness Centers- found in the LCAP as Action 1.9
• Social Emotional Learning Pupil Support- found in the LCAP as Action 1.1 & 1.4
• Quality Core Instruction- found in the LCAP as Action 1.2
• English Learner Support- found in the LCAP as Action 3.1
• Black Student Achievement Initiative- found in the LCAP as Action 2.1
• High School Leadership Academies & College Promise- found in the LCAP as Action 7.7
• Schoolwide Restorative Justice Implementation- found in the LCAP as Action 7.5
• Foster & Homeless Youth Support- found in the LCAP as Action 5.1

LBUSD is continuously looking at ways to enhance systems and opportunities for engagement, including reassessing the process for using this rating scale and creating a School Site Council Institute training to build capacity of parent leaders.	"From the Vision 2035 process as described throughout this Priority, LBUSD is committed to achieving this stated Core Value:  “AUTHENTIC COMMUNITY ENGAGEMENT AND COLLABORATION.""

We believe that by working together we can address challenges and take actions needed to have a positive impact on student outcomes. We value the diverse perspectives, culture and languages of our collective community and acknowledge the importance of partnership and transparent communication to achieve our vision.”  Our communities of color often do not feel heard.  When we emphasize a more collaborative posture for decision-making, it builds trust and agency."	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
19647250127506	Intellectual Virtues Academy of Long Beach	3	IVA works closely with our PTO (parent-teacher organization) to organize multiple opportunities for families to connect with staff and each other to become comfortable with our school's mission and how families can receive support and give support to their students. Our school hosted family events include family orientation and multiple Parent Academies scheduled throughout the fall especially to support onboarding new families. In addition, our Parent-Student-Teacher Character Conferences scheduled throughout the year support close connections between the family and teachers. IVA utilizes our two way communication platform, ParentSquare, to provide weekly newsletters, updates from teachers, and opportunities to connect. Our office works carefully at the beginning of the year to ensure that 100% of our families are connected on ParentSquare to connect with the school.	During the current school year IVA implemented several listening sessions to gather and respond to feedback specifically from underrepresented families.  These sessions were thoughtful and fruitful.	"In response to the listening sessions above, IVA has implemented several student affinity groups, including a chance to participate in the ""Business of Student Success (BOSS)"" program at a local universtiy."	IVA’s professional model of intellectual character development allows it’s faculty, staff, and administration to be the first to practice the values of the school including values that we would Align Decision Making with the Model, practice a Culture of Thinking, Self-Knowledge, Openness and Respect for individuals and the community, and a concrete and realistic actions in the Growth Mindset not just of our students but of ourselves first.	With our full time counselor as our designated homeless/foster liason, IVA continued to improve the services offered to and the direct care and follow up given to homeless students.	Using continued ELO-P and Prop 28 funds, IVA will continue to offer both before and after school support and enrichment opportunities for all students, and give specific and priority access to underrepresented families.	IVA is a small and personalized school that is able to be highly responsive to parent needs through multiple methods of collecting feedback and seeking parents to be decision-makers in their child's education progress. IVA began through creating Parent Academy education nights based on feedback requests that in their event collect feedback and help improve the faculty’s implementation of our model. In addition, IVA has implemented restorative circle round table discussions with parents related to timely topics of concern. These responsive events are well publicized in both the weekly parent newsletter, school messenger, contacts by phone, text, and email.	IVA informally gathers parent/guardian feedback throughout the year in a variety of settings (see above).  In many ways, this less formal feedback feels the most genuine, practical, and actionable.  We also collect more formalized feedback for specific purposes such as LCAP and Wellness Policy development. Our plan in years to come is to continue to improve how we balance and merge these formal and informal feedback opportunities.	"As mentioned above, IVA implemented several ""listening sessions"" throughout this school year specifically designed to provide a safe and open forum for specific underrepresented groups to give feedback."	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-05	2024
19647250131938	Clear Passage Educational Center	3	Stakeholder engagement is facilitated via parent/student/teacher conferences, goal setting meetings and student success team meetings. Regular touch points are facilitated with CPEC's parent advisory process. Touch points are facilitated in person, via the Internet and phone. Additional touchpoints include virtual planning sessions with community partners to discuss on-track, at-risk, probation and foster youth needs and virtual community forums to discuss targeted areas of school-wide development.	Based on the analysis of educational partner input and local data, continued professional development has been identified as the focus area for improvement. Professional development activities conducted during the school year cover topics and strategies related to the educational and socio-emotional needs of students, teaching staff and parents. A trainer-of-trainers model is used whenever possible to make the most effective use of resources with lead teachers serving as the trainers and mentors.	Suggestions on ways to further build relationships and improve engagement include increased opportunities for parents/guardians, community based agencies and staff to engage in information sessions, additional opportunities for parents to become acclimated with the school's curriculum and required assessments, additional opportunities for families to access tutorial services for their children that support course completion and continued expansion of services that address the social-emotional well-being of all students.	Stakeholder engagement is facilitated via parent/student/teacher conferences, goal setting meetings and student success team meetings. Regular touch points are facilitated with CPEC's parent advisory process. Touch points are facilitated in person, via the Internet, REMIND and phone. Additional touchpoints include virtual planning sessions with community partners to discuss on-track, at-risk, probation and foster youth needs, and virtual community forums to discuss targeted areas of school-wide development.	Throughout the school year, Clear Passage Educational Center facilitates professional development for all teachers, administrators and classified staff, focused on developing, increasing and monitoring academic instructional expectations. The administrative team at CPEC uses multiple tools such as the school plan and data gathered during cross-functional meetings to identify professional development opportunities which are then discussed with stakeholders during planning meetings and articulation sessions. Also, stakeholders are encouraged to attend external professional development opportunities (facilitated by local/allied agencies) to strengthen their knowledge and ability.	Data is collected annually to secure feedback from parents and students via CPEC’s school survey. The data is reviewed by teachers, site leadership, and by parents and students during parent advisory sessions and Goal Setting meetings. In addition, CPEC leadership continues to refine the process used in evaluating resources that are allocated toward parental and community touch points and introducing new initiatives to increase parental participation. In addition, the data is used in evaluating the school’s Tier I intervention resources, such as its PBIS (Positive Behavioral Interventions & Supports) platform, and its “SEL Check” function (in PBIS) that monitors and tracks the emotional status of CPEC students and makes referrals to allied agencies.	Stakeholder engagement is facilitated via parent/student/teacher conferences, goal setting meetings and student success team meetings. Regular touch points are facilitated with CPEC's parent advisory process. Touch points are facilitated in person, via the Internet, REMIND and phone. Additional touchpoints include virtual planning sessions with community partners to discuss at-risk, probation and foster youth needs and virtual community forums to discuss targeted areas of school-wide development.	Throughout the school year, Clear Passage Educational Center focuses on facilitating professional development for all teachers, administrators and classified staff, focused on developing, increasing and monitoring academic instructional expectations and meeting school-wide learner outcomes, while also exploring strategies for increasing and expanding collaboratives practices employed by all stakeholders. Professional development activities conducted during the school year cover topics and strategies related to parent/school engagement and educational needs of students and teaching staff.  Also, stakeholders are encouraged to attend external professional development opportunities (facilitated by local/allied agencies) to strengthen their knowledge and ability.	Data is collected annually to secure feedback from parents, students, and community based agencies/partners via CPEC’s school survey. The data is reviewed by teachers, site leadership, and by parents and students during parent advisory sessions and Goal Setting meetings. In addition, CPEC leadership continues to refine the process used in evaluating resources that are allocated toward parental and community touch points and introducing new initiatives to increase parental participation.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-07-01	2024
19647330000000	Los Angeles Unified	3	The District’s strengths include regular training of school staff in developing a welcoming environment and promising practices of family engagement aligned to research during annual Family Engagement Professional Development Summits. During administrator preparation programs, training is also provided to school leaders on the importance of building relational trust with families and maintaining continued engagement with parents/families as these are linked to student learning and parent leadership. Staff are encouraged to put Implicit Bias training into practice to make everyone feel welcome and supported. Some additional areas of strength in building relationships include offering a Family Hotline for parents to get additional information and support and providing a Family and Community Engagement team in each Region to support school-based staff. The LAUSD Volunteer Program expands opportunities for school staff to build relationships with families by recognizing and honoring their talents, strengths and time dedicated to support students and the school community.	Family engagement should be addressed by a team of school staff with a focus on strengthening the relationship between the teacher and parent. This team-based approach is a theme of the LAUSD Family Engagement Micro-credential. The micro-credential will be highlighted with the goal of increasing enrollment across Regions. Modules on student i-Ready assessments for parents will be expanded to support academic achievement at home. Expand school and Region engagement programming to provide more in-person opportunities for schools and Regions to strengthen relationships with staff and families.	Areas of improvement include honoring and meeting the needs of all families. For example, English only families should not be sent correspondence in Spanish. Continue to focus on African American student achievement through the promotion of the Black and African American Equity Course Pathways for families and through supporting the work of the Black Student Achievement Plan. Information will be provided through the Family Academy on how families and schools can build stronger relationships with each other, with a focus on parental rights and responsibilities.	Building partnerships for student outcomes at the core of our Strategic Plan centering on strong relationships. For the past two years, we started to capture school site, Region, and central office data on facilitating engagement for families. Another set of measures we review includes satisfaction surveys for school team participants of annual Family Engagement Professional Development Summits. All responses provided by participants rate their experiences as highly beneficial to support parents and school staff to be a bridge between the family and the home.	Areas of improvement in Building Partnerships for Student Outcomes include continued collaboration through Family Academy, which is focused on increasing participation of diverse families, both in-person and online. We continue to see larger numbers of users of online platforms and will work with school sites to implement a new outreach framework to increase in-person engagement. Professional development in the new year will complement this area by offering school teams training centered on increasing engagement of underrepresented populations. Another area of focus will center on curating engagement content that links underrepresented families with the LAUSD Mobile App and the personalized student learning platform, Ed, as well as other forms of engagement facilitated at the school site.	Underrepresented families will be targeted with Family Academy webinars, in-person seminars, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding. LAUSD hosted a Title I Parent and Family Engagement Conference for families focused on providing workshops and training for families to support their children's social-emotional and academic growth.	Our strategies seek to honor perspectives of the diverse students, families and communities we serve. For school site councils, committees, and Title I Family Engagement, the district hosts a sequence of learning for families and educators to foster partnership in shared decision making. The training is organized by region, as well as holding central office learning opportunities. The School Site Council (SSC) and English Learner Advisory Committees (ELAC) are provided with four virtual training sessions lasting four hours, as well as one in-person training opportunity. While there are more participants with online trainings, Central office support is provided to SSC and ELAC members through the Family Academy Council and Committee Parent Leaders training series. Participants attend a workshop monthly which complements other trainings to empower participants in decision making. At the central office level, the District supports the Community Advisory Committee, District English Learner Advisory Committee, and Parent Advisory Committee. These central committees host a business meeting or monthly training, participate in subcommittees and also attend a parent leader series which covers parliamentary procedures, understanding data, and writing SMART comments.	District efforts for improvement in seeking input for decision-making include increasing family participation through the Region Ambassadors for LCAP program, started in the 2023-24 school year, which was offered both in-person and online, and paid particular attention to English Learners and Special Education students. Another area for improvement is engaging families in the cycle of continuous improvement. Through conversations regarding school data related to student achievement and wellness, families are encouraged to become partners in providing informed input for decision-making.	Federal policy requires Title I schools to develop a Title I Parent and Family Engagement Policy. This tool highlights resources and workshops offered in collaboration with school staff and community agencies to build bridges and two-way communication between the home and the school. The District has also invested in messaging tools to email, text, and offer families the option to opt-in to receive targeted event reminders. An area of growth is to provide school staff with opportunities to expand two-way communication and engagement of high-need students through continued training, developing module courses, and sharing of promising practices.  Families are supported in understanding District policy, exercising their legal rights, and advocating for their children and all students through the School Site Council (SSC) and as members of the English Learner Advisory Committee (ELAC). All schools required schools have followed procedures to establish an SSC and ELAC.	3	4	3	3	4	4	4	4	5	5	5	5	Met		2024-06-25	2024
19647330100289	N.E.W. Academy of Science and Arts	3	At N.E.W. Academy of Science and Arts (NASA), we communicate with our families through newsletters, phone calls, meetings, and platforms such as ParentSquare and ClassDojo. All communications are in both English and Spanish. We have parent representation in our ELAC and School Site Council meetings that are held every month. There is opportunity for 2 way communications through regular committee meetings, conferences, workshops, coffee with the principal, and monthly parent meetings. NASA also has a parent liaison who is available to parents and communicates family needs to administration.	NASA has very strong relationships between staff and families.  We will continue to focus on building capacity with staff regarding online platforms, assessments and curriculum.  We are working closely with families to help them understand educational systems within the United States.  We want to help families to understand dual language programs and the importance of their heritage.  We are also incorporating our parents into our safety plan.	NASA staff will actively reach out to families who are not able to participate in on campus events in order to build relationships.  We hired an attendance clerk who is engaging actively with families in order to improve outcomes.  We continue to hold events through Zoom for families who cannot make it to campus.	N.E.W. Academy of Science and Arts provides professional development in a variety of subjects related to improving student outcomes. Our parent liaison and administration work together to provide parents with workshops on a variety of topics that support student learning at home. Subjects also include legal subjects and ways in which parents can advocate for children. Teachers have opportunities to meet with parents during trimester conferences as well as monthly parent meetings. NASA has a support staff called the Student Academic Support Team. The team meets regularly to address student needs and how to improve student outcomes.	We will continue to focus on school security, as it is a priority for our families and community members.  We will also work on providing more playground equipment for students.	NASA plans to improve communication with underrepresented families by seeking interpreters of Indigenous languages so that we can engage those families better.  We also want to continue to identify homeless families through the work of our Parent Advocate and Attendance Clerk.  We have been regularly reaching out to families with students who struggle with attendance.	N.E.W. Academy of Science and Arts (NASA) works at building the capacity of all educational partners in supporting engagement of families in advisory groups and with decision-making. NASA does this through school based committees such as the School Site Council (SSC) and English Language Advisory Committee (ELAC). Additionally, all educational partners have the opportunity to engage in these processes and work together to plan, design, implement and increase active participation in meetings related to developing the Local Control Accountability Plan (LCAP).	NASA will continue to focus on creating hybrid meetings for working parents.  Many come on campus for meetings, and others prefer to meet via Zoom.  Also we will continue to provide both online and hard copy options for family surveys.	To meet the needs of parents who are not as vocal, we take measures such as individual meeting time during Coffee with the principal.  We also give families many opportunities to complete surveys or discuss issues via online messaging.  In addition, we have an open door policy with our parents.  We are also transitioning to an online system for phones that will give families more access.
	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
19647330100669	Stella Middle Charter Academy	3	The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 79% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 97% of parents rate the school positively.
One of the school’s biggest strengths is the welcoming environment we’ve built with families. 85% of families attend at least one school event including, but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights. Additionally, 78% of families attended a yearly counselor meeting. Through events that highlight the cultures of students, implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff.	The school has identified the percentage of parents who attend Back to School Night as a focus area of improvement, as 44% attended this year.	The school will improve the engagement of underrepresented families in this area by leaning on the support of the Family Engagement & Community School Manager teams, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.	We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. We also see strength in having  73% participation in our Teacher-Parent Conferences. Our team works hard to provide families with information and resources to support student learning in the home.	The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 32%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes.	The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school. 
The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, engaging teachers and school leaders in professional development to support all students and their families, and reaching out to parents through ParentSquare, messages, and phone calls to support attendance at events that will assist them in supporting their child’s learning at home.
With the support of the Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.	One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Family Engagement Coordinator. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.	Though we are proud to have 79% of parents returning surveys, and 85% of parents attending a school event, we continually strive to increase these numbers to reach 100%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Family and Community Engagement Team works every year to identify, train and support family leaders who actively participate in the School Site Council, English Learner Advisory Committee and other advisory groups.	The annual Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Lead Executive Officer,  the Senior Vice Principal of Student and Family Services, and the Vice President of Outreach & Engagement and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year. In addition, families are constantly invited to participate in multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-25	2024
19647330100677	High Tech LA	3	HTLA has great strengths in seeking input from parents/guardians in school decision-making our school hosts Parent Association Meetings Monthly which include LCAP advisory and School Site Council.  In addition, HTLA also sends regular emails to parents to keep them abreast of school wide events. Parents and teachers regularly community through Parent Square.	HTLA would like to improve upon supporting parents to be able to access and understand student progress using our SIS which updates student grades and progress live.  HTLA will regularly remind parents how to log into the SIS system in the principal’s update emails to families.	HTLA will continue to provide translation into parents' preferred language.  HTLA hires staff members who speak multiple languages, especially those that are reflective of our community.  When a parent needs translation services, it is one of our own staff who can provide that, which helps parents build a stronger connection to the school.  We also provide extended support with our two counselors, our college counselor provides support with post high school placement and services, and our school counselor provides parents and students with socio-emotional support.	Our teachers and staff receive training on recognizing symptoms and behaviors indicative of a child‘s need for additional supports, including issues relating to hunger, extreme poverty, and individual families’ challenges to meet their child‘s needs. Our Student Success Team is responsible for identifying students and families who might need additional resources or supports, including referrals to community service organizations. School is open for students at 7:00 am and after school tutoring is until 5:00pm, both to best serve our students’ needs and accommodate working families.

In addition to ensuring socioeconomically disadvantaged students are academically prepared, we also assist with families in need of uniforms or school supplies.  In addition, we connect with local non-profit agencies for referrals for social services if needed by our families.

We make our SIS and Google Classroom available to all parents through an app, so grades and progress are updated regularly.  We also send progress reports home every 5 weeks, and host parent/teacher conferences twice per year and are able to hold conferences in the native language of our parents.  Our students participate in the conferences as well.	We would like to continue to create more opportunities for parents to support their children's learning environment at home and support parent education.	HTLA will improve engagement of underrepresented families by opening quarterly parent workshops throughout the school year.  Topics include but are not limited to - parents rights, accessing your child’s education, pathways to college and beyond.	In order to accurately measure parent input in school decision-making, satisfaction and the requirements of Priority 3, the Principal distributed a survey in Spring 2023 parent survey to ensure accurate survey reporting and input from parents/guardians which is a part of the school’ LCAP process and adherence to Priority 3.  Our focus area for improvement is to get more families to respond to the survey.  One of the ways that we are working on this is to have all of our correspondences to families go out in English and in Spanish.  We also have a number of families that are Armenian, and we have Armenian translation as needed as well.	HTLA would like to increase participation in the family survey.	HTLA will announce surveys at each parent event and promote engagement in parent communications, counselors will also reach out to families individually to obtain participation either on the internet or in direct conversation.	5	5	4	4	5	4	5	4	4	4	4	4	Met		2024-06-18	2024
19647330100743	Accelerated Charter Elementary	3	"In analyzing the 2023-2024 LCAP survey results, the staff and parents reported a high sense of belonging at the school site. Parents specifically have provided positive feedback on the school site taking their feedback into account to provide families with opportunities to participate in school activities and in their child’s education. A crucial role in supporting these efforts has been with our Parent Engagement Coordinator. 

Parent Engagement Coordinator - Our parent engagement coordinator is a liaison between parents and the school community. The major function of this role is to connect our families with community resources, co-develop a robust parent program with the principal, and provide ongoing two-way communication with parents via the ACES Parent Newsletter and digital platforms such as Class Dojo and Parent Square. In addition, the parent engagement coordinator is supporting the co-developing a vision for parent involvement at ACES using the following five principles:

a.	A Culture that Engages Every Family
b.	Communicate Effectively and develop relationships
c.	Build Family Efficacy
d.	Engage Every Family in Decision Making
e.	Engage the Greater Community

As a result, this year, ACES was able to offer a wide range of parent workshops to help parents support their children at home. The topics included but were not limited to math, literacy, and social-emotional well-being. In addition, this school year, there was an ongoing daily opportunity for our parents to volunteer at the school. ACES also hosted four school-wide family events after school where students, teachers, and family members could engage in learning together. 

ACES has consistently held monthly Coffee with the Principal meetings since the 2019 school year. Coffee with the Principal (PAC) - ACES holds a Coffee with the Leadership Team once a month to share upcoming school events and provide programmatic updates, including the progress towards LCAP goals related to our English Language Learners, Special Education, academic progress monitoring, and academic tutoring. All coffees were held via Zoom based on the feedback received via a parent survey. 

In addition, ACES continues to have an ELAC/DELAC group that meets throughout the school year. ELAC/DELAC—ACES plans for a DELAC/ELAC parent/teacher committee that meets once a month to report on the progress of students designated as English Language Learners. This committee also provides input on expenditures for Title III and feedback on the best way to support the reclassification of these students.

With staff, ACES has established the ACES Collaborative Team, which comprises one grade-level representative. The purpose is to provide a space for teachers and leadership to work together to prepare for upcoming school events, programs, and scheduling. In addition, it is also a space for teachers and leaders to collaborate and problem-solve around school events."	Although data collected demonstrated that close to 80% of our staff and families agree that our campus has a strong climate and culture, this is an area that we want to continue to strengthen. ACES is committed to maintaining a positive learning environment for all: students, staff, and families. A key school-wide priority is leveraging a collaborative culture to impact student learning positively. As such, we will continue to gather parent input on topics they want to continue to learn about, hold our coffee with parents, and improve upon the family school-wide events offered. 

In addition, ACES continues to leverage its teamwork amongst the staff through professional learning communities. Staff members will continue to meet in instructional aides, campus aides, and grade-level teams to analyze data and determine the focus for the school year. All teams will work closely to monitor the impact on student learning and student culture continuously. The work of our Dean of Culture and social-emotional team is pivotal in ensuring that our campus continues to feel safe and everyone has a sense of belonging. Our team will continue to build on promoting and planning for our school-wide monthly assemblies that are student-led and showcase the voices and talents of our school community. 
	"The ACES principal, in collaboration with the parent engagement coordinator, will continue to ensure that all of our families are connected to our communication platforms such as Class Dojo and Parent Square. This will include offering tutorials before/during and after school so that all families are connected, including our chronically absent families. In addition, our team will take the following steps to engage our underrepresented families. 

1.	Chronically Absentees—The school’s Dean of Culture, working alongside the attendance committee, will continue to identify students who are prone to chronic absence at the beginning of the school year. Together, they will continue to monitor student absences and develop individualized intervention plans to ensure improvement. We will continue to revise the process for meeting with families and communicating the importance of student attendance. 
2.	English Language Learners—For the next academic school year, ACES will offer a series of parent workshops specifically designed to support English Language Learners at home. These workshops will include celebrating students who reclassify and learning about the reclassification process. We will also hone in on including ELD goals in the one-on-one student goal-setting process.
"	Assessment sets the rigor- This year at ACES, we intentionally ensure that we have common grade-level assessments that match the rigor of how standards will be assessed in SBAC. We understand that while students obtain differentiated instruction through iReady and small groups, our students need to be exposed to the rigor of the assessment as part of daily instruction. Therefore, our tier 1 assessments guide unit and lesson planning. In addition, we collaborate during grade-level planning to analyze student assessment data to identify misconceptions. Our grade level teams work together to share practices and re-teaching strategies to ensure all students work towards mastery of standards. 

Teaching & re-teaching towards mastery - One of the shifts for this year is to continuously respond to the student data that we are gathering from our tier 1 standards-based assessments and to closely monitor student progress towards mastery continually. In these efforts, we are creating a standards-based tracker that will allow us to monitor how each student is doing on each of the standards taught. In addition, this school year, we are optimizing other times of the school day to re-teach standards taught in small groups. Our teachers in grades 3-6 have intentionally planned for a block in their day to re-teach standards. Our upper grade has also been strategic about including opportunities for students to work on their individualized learning pathway set forth by iReady and use this time to work with small groups of students and address misconceptions students may have about previously taught concepts. Our team is also being intentional about spiraling content within lessons. 

ACES coaching model - ACES Teachers engage in weekly or bi-weekly coaching sessions with their assigned coach, either the Principal or Assistant Principal, where school leaders and teachers can engage in collaborative learning. During coaching meetings, teachers are often provided with feedback regarding a small literacy group observation or a whole-group lesson that targets all students' priority math standards. Coaching meetings are centered around unpacking and providing high-leverage feedback that might support teachers in meeting school-wide priorities or adjusting instruction best to meet the needs of all students' needs. 
	Our goal for next academic year is to offer a series of parent workshops on a variety of topics over the summer. These workshops will provide strategies for parents on how to support their children's thriving in our dual language program, math, and literacy.	The ACES Parent Engagement Coordinator will partner with the assistant principal and program specialist to design a series of parent workshops to ensure that families are well informed about ways to support their child at home and set individual goals.	ACES administers the LCAP survey once a year to stakeholders in our school community, which includes gaining feedback about the academic program, facilities, and engagement of various stakeholders. This has proven to be a solid practice for gathering feedback. In addition, ACES holds an annual Title III parent meeting to inform parents about the process of providing input and participating in DELAC/ELAC. Parents who participate in DELAC/ELAC also get the opportunity to get training on the purpose of DELAC/ELAC and participate in monthly meetings. In addition, ACES gathers feedback from parents on an ongoing basis at the end of parent workshops and parent surveys. In addition, this year, we have combined our coffee with parents with our parent advisory committee to elicit feedback from parents, specifically on our progress toward meeting the LCAP goals.	ACES will continue to offer surveys for parents to provide feedback both in person and online. Parents have expressed positive feedback over the past few years on having both options available. We will also seek feedback from our families around the schoolwide events where we invite families to see if we can improve. 
	ACES will continue to look for ways to include partners in decision-making. TAS will hold focus groups with specific subgroups of students to determine the best ways to involve them in parent activities on campus. 

ACES will also utilize panorama to survey families more frequently throughout the year to seek input on changes at the school site. The goal is to encourage families to provide input when decisions are made on campus and increase involvement on campus. 
	4	4	4	4	4	4	4	4	4	4	3	4	Met		2024-06-20	2024
19647330100750	Wallis Annenberg High	3	Wallis Annenberg High School (WAHS) has demonstrated a strong commitment to fostering robust relationships between school staff and families, a cornerstone in creating an inclusive and supportive educational environment. One of WAHS' significant strengths is its proactive approach to developing diverse avenues for two-way communication. The agency has utilized digital tools like Remind and School Messenger for announcements and direct communications. Recognizing some limitations with 'Remind,' such as not all families receiving messages, WAHS is set to transition to 'ParentSquare.' This shift underscores WAHS’s responsiveness to feedback and adaptability in enhancing communication effectiveness.

Moreover, WAHS has organized various family engagement events on-campus and virtually via Zoom. This speaks to its flexibility and commitment to accessibility, ensuring that all family members have opportunities to participate, regardless of their physical location or schedule constraints. The transition periods and continued engagement challenges post-pandemic have led WAHS to re-evaluate and continuously improve its communication strategies. In response to the difficulties faced in engaging families effectively, WAHS plans comprehensive training for the new communication platform at the start of the year, with additional sessions scheduled throughout to ensure all staff are well-equipped to use the new tools effectively.

Feedback from families has been instrumental in shaping WAHS' approach. Families actively participating in WAHS' initiatives have preferred in-person events and recommended conducting surveys to determine optimal times for hosting such events to maximize participation. This direct feedback loop has encouraged WAHS to consider more personalized and community-tailored engagement strategies moving forward.

In summary, WAHS is making commendable progress in its mission to build and sustain meaningful relationships with families through strategic communication improvements, responsive adaptations to feedback, and a continuous drive to enhance family engagement in their children's educational journeys. This ongoing effort supports student achievement and cultivates a community ethos that values collaboration and inclusivity.
	Wallis Annenberg High School (WAHS) is dedicated to strengthening the relationships between school staff and families. However, recent feedback and local data have highlighted key areas where improvements are necessary to enhance communication and engagement effectively.

A primary concern has been the reliability of communication platforms. Reports indicate that not all families receive the school’s text messages, which suggests issues with the current tools such as 'Remind.’ The LEA is exploring adopting a multi-channel communication strategy that may include more reliable and accessible platforms, ensuring no family is left uninformed. This exploration is crucial as text messaging remains the preferred communication method among families, who appreciate its directness and ease of use despite facing challenges with multiple applications.

In response to feedback requesting more tailored scheduling, WAHS plans to survey to determine the most convenient times for families to attend in-person meetings. This initiative reflects a commitment to fostering higher engagement by adapting to the busy lives of the community members, thereby improving attendance and participation in school events.

Moreover, there is a recognized need to simplify the technology used for communication. The complexity of managing multiple applications has been a barrier for many families. Streamlining these into a more integrated and user-friendly system could significantly reduce the burden on families and increase interaction rates.

Professional development for staff will also be a focus area. While our staff excels at interpersonal relationship-building, enhancing their skills in utilizing communication technologies will further empower them to maintain effective relationships with families. Training will be provided on the efficient use of new and existing platforms, ensuring that all staff members are equipped to handle the tools our families interact with daily.

Lastly, establishing a continuous feedback mechanism is essential. This system will enable WAHS to receive ongoing input from families regarding the effectiveness of the communication efforts. Such feedback is invaluable for making timely adjustments to strategies and ensuring they align with the community's evolving needs.

By addressing these focus areas, WAHS aims to build a more connected and responsive educational environment where every family feels valued and engaged. This commitment to improvement and adaptability is key to our mission of fostering a supportive and inclusive community for all our students and their families.
	Wallis Annenberg High School (WAHS) is actively working to improve engagement with underrepresented families, recognizing the importance of inclusive communication and participation in our community. To address identified communication barriers, WAHS is transitioning to 'ParentSquare,' a platform chosen for its robust two-way communication capabilities. This moves addresses past issues with 'Remind,' where messages failed to reach all families consistently. Comprehensive training on 'ParentSquare' will be provided to all school staff at the beginning of the year to ensure proficiency in engaging effectively with every family.

WAHS plans to conduct a survey to determine the most convenient times for family participation in school meetings and events. This initiative is specifically tailored to accommodate the schedules and needs of underrepresented families, ensuring they have equal opportunities to engage.

Cultural competence and sensitivity training for staff is another critical focus. This training aims to deepen staff understanding of the diverse cultural backgrounds within our community, enhancing their ability to build respectful and trusting relationships with families. It also supports staff in recognizing and valuing each family's unique strengths, cultures, languages, and aspirations.

WAHS is also broadening its communication methods to ensure no family is overlooked due to technological limitations or preferences. While maintaining text messaging, a preferred communication method among families, WAHS ensures that alternative communication methods are accessible for those facing challenges with digital communication.

WAHS is committed to creating a more inclusive and supportive educational environment through these strategies. By enhancing communication, accommodating diverse needs, and fostering cultural competence, WAHS aims to ensure that all families, particularly those who have been underrepresented, feel welcomed and empowered to participate actively in their children's education. These efforts reflect WAHS' dedication to continuous improvement and meaningful engagement with every segment of our community.
	At Wallis Annenberg High School (WAHS), building effective partnerships with families is central to our mission of enhancing student outcomes. Our approach to developing these partnerships has been multifaceted. It focuses on equipping educators with the necessary tools to engage with families, empowering parents to support learning at home, facilitating meaningful communication between teachers and families, and ensuring that all families understand and can advocate for their legal rights.

We have prioritized professional development for teachers and principals to strengthen their ability to collaborate with parents. This initiative involves ongoing training sessions that impart strategies and skills for fostering active parental involvement in the educational process. Enhancing our educators’ communication capacity ensures that families are not just observers but active participants in their children's education.
Simultaneously, we have been committed to providing families with the resources to extend learning beyond the classroom. Recognizing parents’ critical role in reinforcing educational objectives at home, we offer guidance and materials that align with our curriculum. This support helps parents understand what their children are learning and how they can assist in that learning process, thereby making the home an extension of the classroom.
Moreover, we emphasize the importance of regular and constructive interactions between teachers and families. Through scheduled meetings and open lines of communication, families are kept informed about their children's progress and are actively involved in discussions about ways to support educational outcomes. These interactions foster a cooperative spirit and ensure parents and teachers work together to address students' needs.
A key aspect of our family engagement strategy involves supporting families in understanding and exercising their legal rights. We strive to create an environment where transparency and respect are paramount, empowering parents to advocate effectively for their children. This commitment supports individual student success and strengthens our school community.
Through these sustained efforts, WAHS is dedicated to building strong and enduring partnerships with families. These partnerships are vital for creating a supportive educational atmosphere where every student has the opportunity to succeed. As we continue to refine and enhance our strategies, our goal remains to foster an environment where family engagement is not just encouraged but is a fundamental pillar of our educational approach.
	Based on input from educational partners and local data, Wallis Annenberg High School has pinpointed crucial areas for improvement in its efforts to strengthen partnerships with families.
A significant area of focus is enhancing our communication systems. Feedback from families has illuminated a critical issue: not all our messages reach them. This communication gap is problematic, as it prevents families from staying informed about their children's education and school events. Starting next year, we are shifting from the ‘Remind’ platform to a more effective communication system to address this. Additionally, we plan to amplify our outreach efforts by adding more physical reminders, such as flyers and banners around the school and in community spaces. This dual approach ensures that every family receives the important notifications they need.

Another key improvement area is the scheduling of school events. We recognize the need to accommodate the diverse schedules of our families to increase participation. To better understand the most convenient times for family involvement, we are initiating a survey to gather comprehensive feedback from all our families. This step is critical in aligning our event scheduling with the availability of our community, thereby fostering greater attendance and engagement.
To measure the success of these initiatives, we will closely monitor family participation in school meetings and events. An uptick in attendance will indicate that our new strategies are effective and that more families are engaging with the school.
Through these focused efforts, Wallis Annenberg High School is dedicated to building stronger and more effective partnerships with families. These improvements foster a more inclusive and supportive school environment and enhance our students’ educational outcomes. Our goal is clear: to ensure that every family is actively involved and informed, paving the way for successful and collaborative education experiences.
	At Wallis Annenberg High School, we are dedicated to enhancing engagement with our historically underrepresented families, particularly parents of English Learners and working parents who have found it challenging to participate in school activities. Recognizing the unique needs and barriers these groups face, we are taking proactive steps to ensure their involvement in our school community.

To begin, we are conducting a detailed survey to directly gather insights from families on how we can better facilitate their involvement. This survey will help us tailor our strategies to the specific needs of these underrepresented groups, focusing on overcoming barriers such as challenging work schedules and language obstacles.

We have identified the need to improve the organizing and communication of our events. Historically, we've offered various activities to engage families, including back-to-school nights, parent conferences, and casual gatherings like coffee with the principal. Building on this, we plan to provide a comprehensive calendar at the start of each school year, giving families ample time to plan their participation. This approach will help accommodate parents’ busy schedules, particularly those juggling multiple jobs.

In addition to refining our event scheduling, we are developing an effective communication campaign. This campaign will notify families about upcoming events and inform them about school updates and available resources. Recognizing the diverse communication needs of our community, we are committed to meeting families where they are most accessible, whether through digital platforms or physical materials.

While exploring potential partnerships with external organizations to provide additional support, we implement feedback mechanisms such as listening sessions and surveys. These tools will allow us to gather ongoing family feedback, ensuring our engagement strategies are responsive and effective.

The success of our efforts will be measured by the increased participation of parents in our school events. A higher turnout at these events will indicate that our new strategies are successfully meeting the needs of underrepresented families, fostering a more inclusive and supportive school environment.

Through these initiatives, Wallis Annenberg High School is committed to building stronger partnerships with all families, ensuring that every family can actively participate in and contribute to their children's educational experience.
	We are deeply committed to engaging our community in the decision-making process at Wallis Annenberg High School. Recognizing the importance of diverse perspectives in shaping our educational environment, we have established robust mechanisms to ensure all voices are heard.

We employ a combination of listening sessions and surveys to collect feedback from families, staff, and other stakeholders. Listening sessions provide a dynamic platform for direct engagement, allowing stakeholders to express their thoughts and concerns in an interactive setting. These are complemented by surveys, which extend the opportunity for input to those who cannot attend in-person sessions. This approach ensures inclusivity, accommodating our community’s varied schedules and preferences.

A recent example of how we turn stakeholder feedback into action is the implementation of a survey requested by families to determine the most convenient times for them to attend school meetings and events. Community input directly influenced this initiative, highlighting our commitment to responsive and adaptive practices. By aligning our event scheduling with the preferences of our families, we aim to enhance participation and ensure that more community members can engage in meaningful ways.

Through these efforts, Wallis Annenberg High School is dedicated to fostering an inclusive environment where each stakeholder’s input is valued and impactful. As we move forward, we continue to refine our engagement strategies, aiming to strengthen the effectiveness of our decision-making processes and ensure they reflect the needs and aspirations of our diverse school community.
	At Wallis Annenberg High School, we recognize the importance of enhancing our decision-making processes to ensure all family voices are heard. In response to feedback from our community, we've identified key areas for improvement that focus on increasing engagement and comfort with technology.
A significant concern among our families has been their comfort with the technological tools and platforms we use for communication and decision-making. Many have expressed discomfort and unfamiliarity with these systems. To address this, we are committed to launching workshops designed to help families become proficient with our digital tools. These workshops will offer hands-on training and support, enabling families to engage more confidently and effectively in school activities and feedback opportunities.
Recognizing that digital access might still be a barrier for some, we are exploring various communication methods to reach all families. This includes traditional approaches like phone calls, printed surveys, and face-to-face meetings, ensuring that every family can provide input that best suits their needs.
Furthermore, we are enhancing transparency around how we use the feedback we gather. Families must see how their input directly influences school decisions and policies. By improving this feedback loop, we aim to build trust and encourage more active participation from all stakeholders.

These focused efforts are part of our commitment to creating a more inclusive and responsive environment at Wallis Annenberg High School. We hope to foster a robust partnership with all families by addressing these areas and ensuring their valuable insights help shape a thriving educational community.
	At Wallis Annenberg High School, we are dedicated to enhancing the engagement of underrepresented families, particularly working families and families of English Learners (EL), in our decision-making processes. Our recent analysis has highlighted these groups’ specific challenges, primarily their availability due to demanding work schedules that often include multiple jobs. This has significantly affected their ability to attend school meetings and events, with typically only 2-9 families participating in our meetings, although celebratory events attract up to 80 families.
To address these challenges and improve engagement, we are taking strategic steps:

Introducing a Parent Engagement Coordinator: We plan to hire a Parent Engagement Coordinator focused on bridging the communication gap between the school and our underrepresented families. This role will be crucial in understanding and addressing these families’ unique needs and constraints, facilitating more tailored communication and engagement strategies.

Creating a Comprehensive Parent Calendar: Recognizing our families' scheduling challenges, we are developing a Parent Calendar that will outline all family-related events for the year. This initiative will provide families with advance notice of upcoming events, allowing them to plan and increase their chances of participation. By accommodating the busy schedules of our working families, we aim to foster greater involvement in school governance.

Exploring New Partnerships: Although specific partnerships are still under consideration, we seek collaborations with external organizations to offer additional support to these families. These partnerships will focus on providing resources that enhance accessibility and engagement, helping to ensure that all voices are heard in our school's decision-making process.

Our efforts will be evaluated based on increased attendance and participation at our events and meetings. Regular feedback sessions and surveys will also play a key role in assessing the effectiveness of our strategies and making necessary adjustments.

Through these initiatives, Wallis Annenberg High School is committed to creating a more inclusive and participatory environment, ensuring that our decisions reflect the diverse needs of our entire school community.
	3	3	3	4	3	3	4	4	3	3	3	3	Met		2024-06-20	2024
19647330100800	Central City Value	3	Over 75% of our staff/families who responded to the 23-24 School Climate Survey  feel the school builds relationships between the school staff and families.  A safe nurturing community (Value 4)  is built by having consistent two-way communication opportunities such as parent conferences, coffee with the principal, and opportunities to provide feedback through surveys.  The school supports parents through academic and discipline workshops and resources, and empowers parents to become involved in the school.  Families are also consistently informed of events, resources, and practices that foster learning via Parent Square, PowerSchool, and Social media.	Based on the analysis of educational partner input, while parents rate the school high in development of partnerships, there is a need for school leads to create opportunities for staff to learn about each family’s strengths, cultures, languages, and goals for their children.	The school will maintain  engagement of underrepresented families by implementing their parent involvement policy.  Ensuring attendance to coffee with the principal, school site council, and PTA along with many fall, winter, and spring events.  More efforts will be placed towards developing  opportunities for staff to learn about each family’s strengths, cultures, languages, and goals for their children.	Central City  Value School current strengths and progress in building partnerships for student outcomes are in providing families with resources to support student learning and development in the home.  The school has also implemented policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.  These meetings are about 2-3 times per year or more if the student is struggling.  Parents are provided with devices, online access to curriculum, and resources before, after school  for tutoring.	Central City  Value School focus areas for improvement in building partnerships for student outcomes are in providing professional development to teachers to improve capacity to partner with families with a specific focus on student outcomes and how to support families to use resources at home.	The school will maintain  engagement of underrepresented families by implementing their parent involvement policy, providing office hours, and workshops to support parents who may be struggling supporting their children at home.  Ensuring attendance to coffee with the principal, school site council, and PTA along with many fall, winter, and spring events.  More efforts will be placed towards developing workshops for staff and parents on ways they can partner to improve student outcomes and student advocacy.	Central City  Value School current strengths and progress in seeking input for Decision Making through surveys, School Site Council, ELAC, PTA, Coffee with the Principal and staff meetings.  In addition to educational partners being invited to PTA, School Council, ELAC, and WASC,  surveys have been extended to ask parents their opinion on programs, policies, the Local Control Accountability Plan, and student nutrition.	Central City  Value School focus areas for improvement in Seeking Input for Decision Making is training educational partners on the various programs they must provide input in.  Some of our educational partners have a  limited understanding of funding sources, programs, and requirements, so increasing training opportunities would be helpful.	Central City  Value School will improve engagement of underrepresented families identified by providing opportunities for families to give feedback on family activities and provide opportunities for families to learn about various school program and compliance.	4	4	4	4	3	3	4	4	4	4	4	4	Met		2024-06-07	2024
19647330100867	KIPP Los Angeles College Preparatory	3																						Not Met			2024
19647330101196	ICEF View Park Preparatory High	3	ICEF VPPHS initiates communication to families during the summer.  Teachers and staff reach out to families to introduce themselves by advisory.  Our counseling department communicates with families to introduce themselves and introduce new course offerings as  well  as  discuss  expectations  for  student  academic  success  during  the  upcoming school year.   Our administration facilitates a parent orientation to provide information to  families  about  school  plans,  policies,  initiatives,  for  the  school  year.    Building connection is continued in our student success conferences.

Parents have multiple opportunities to interact with staff during PEM meetings, Teacher and  Student  Led  conferences,  Coffee  w/  the  principal,  as  well  as  Family  Nights.   All events are offered both in person and online to meet the needs of all families.  Parents are welcomed to participate in Parent Advisory Council meetings and serve as grade level representatives to help inform grade level specific opportunities for students.
	We have identified the following areas of improvement which will be our focus for the next and upcoming school years.   View Park High will increase parent participation in engagement opportunities.   Our meetings are mostly informative, so we want to give parents  an  opportunity  to  engage  with  our  school  community  on  issues  that  support students both on and off campus.  We will improve response favorability as it relates to families  feeling  that  our  school  meets  the  needs  of  each  student  and  supports  their academic and social development as measured by regular survey data.  View Park High will also leverage our Community Schools initiative to seek out and establish community partnerships and provide education and access to vital community resources to support families.
	For the upcoming school year, our Community School Coordinator will be instrumental in  developing  systems  to  engage  our  families.    The  first  step  will  be  to  establish  a committee of school staff, parents, and students to specifically address ways to come together  as  a  school  community.   We  will  connect  with  the  community  “Destination Crenshaw” initiative that is raising awareness of community transit, arts, vendors, and health services in our backyard.

In our previous indicator report we wanted to begin a series of town hall styled events (Quarterly) called S.O. S .which stands for the Solution Oriented Series.  This didn’t take form  as  we  focused  energy  in  our  community  schools  implementation,  but  we  are planning  to  introduce  the  concept  in  order  to  allow  parents  to  be  collaborative  and solution oriented in challenges that affect our community.
	ICEF   Public   Schools   provides   extensive   development   to   our   administrators   on supporting students and families in a variety of areas.  Another strength is parent access to  platforms  such  as  parent  square  and  Google  Classroom  and  PowerSchool  Parent Portal that keeps them abreast of student progress.  We also provide regular cycles of digital and hard copy progress reports for all students as well as parent and student led conferencing  each  quarter.   Additionally,  this  year  our  planning  in  our  community schools initiative gave us multiple opportunities to engage with parents and students

and  give  them  a  voice  in  the  direction  of  the  school  as  it  relates  to  Academic performance and students’ social emotional well being.
	Areas of improvement for View Park High in building partnership for student outcomes is  our  continued  learning  and  work  in  the  community  schools  initiative  to  develop systems to gather and analyze feedback from multiple contributors and respond in ways that lead to stronger student outcomes. We will also strengthen PLC teams to leverage staff  expertise  in  ensuring  proper  interventions  and  response  to  student  data.    Our academic  counseling  department  has  been  expanded,  which  will  result  in  increased access to counselors for students to monitor grad plans and current academic progress. The  expansion  of  the  counseling  department  will  also  support  consistent  use  of  SEL programs to support non academic challenges.
	Most of our school demographics align with common underrepresented populations so Universal engagement opportunities would benefit our entire school.

Although we don't have a significant Spanish speaking population, we have an emerging one.  We will ensure that we have Spanish speaking staff support with communication with latinx families so they are not disconnected with school.  We will also ensure that we provide direction or access to accelerated programming for students who are academically gifted and require appropriate differentiation.



Additionally, our Community Schools Coordinator will reach out personally to the parents of underrepresented students to ask them to attend, support with transportation, answer questions, etc.  Through this  regular communication, our Community Schools Coordinator will also provide resources to families through partnerships with local community groups/organizations focused on supporting our underrepresented population.
	View Park High School actively engages parents through Parent Advisory Council, Parent Grade level Representatives, and Coffee with the Principal.  Parents are encouraged to provide feedback on LCAP development and school policies as well as other activities for the school.  Parents can also provide feedback using survey instruments such as Panorama or Google (for immediate feedback).
	View Park High is working to increase or social media presence as a means of communicating positive aspects of student/staff culture, and celebrating success. View Park High is developing a parent focus group process designed to to have conversations with a diverse group of parents to discuss topics which concern them. During our regularly held meetings, we want to share more data with parents so that they understand where the school stands both qualitatively and quantitatively.  This will help all parties make more data informed decisions.
	View Park High will improve engagement by designing events that welcome underrepresented families such as our Latino, Special Education and Homeless/Foster populations by providing programs that are equitably marketed and cater to their unique needs.  The school will use surveys, parent feedback, person calls and other data contacts to assess the needs of our underrepresented families and gain valuable input for decision making.	4	4	4	4	4	4	5	5	4	4	4	5	Met		2024-06-20	2024
19647330101444	KIPP Academy of Opportunity	3	At KIPP SoCal, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive.
Additionally, we are excited to announce that KIPP SoCal has been awarded a new Community School grant, enabling us to hire a dedicated Community School Manager for KIPP Opportunity. This role will be instrumental in leading the Community School Advisory Council, engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.
While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.	At KIPP SoCal, we are two years into our implementation of Family Leadership Academy, a region-wide parent advisory group at each school. This academy serves as our School Site Council, where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.
In conjunction with this initiative, we're excited to introduce our new Community Schools Manager, who will play a pivotal role in supporting the Family Leadership Academy. This position will collaborate closely with families to enhance their leadership skills and engagement within the school and broader community.
By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Leadership Academy participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.	At KIPP SoCal, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families.
In addition, we have established a Change Team composed of staff members, families (including those from underrepresented backgrounds), and students. This team is dedicated to reviewing and implementing diversity, equity, and inclusion initiatives across our organization.
By offering a variety of engagement opportunities such as leadership roles, Family Leadership Academy meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.
Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.
Our Change Team developed KIPP SoCal's Anti-Racist Standards. These standards were shared across our regional and school networks to gather feedback and comments from team members and all school families. This input was instrumental in refining our guidelines and values as we continue to advance our journey towards becoming a more anti-racist organization.	KIPP SoCal recognizes the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.
In addition, KIPP SoCal has implemented a Family Ambassador program in collaboration with our Family Leadership Academy to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly convenings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events.
Looking forward, we are actively exploring ways to expand and integrate the Family Ambassador program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.
Furthermore, KIPP SoCal educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and Family Leadership Academy meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.
We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.	KIPP SoCal's Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.
In addition to our advocacy efforts, KIPP SoCal's incoming Community School Managers will play a crucial role in supporting our students' holistic well-being. They will collaborate closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.
Moreover, our Community School Managers will monitor student progress closely and adjust support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.
Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey.	KIPP SoCal remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin are offered in languages accessible to all school families.
In addition, KIPP SoCal has established a Change Team composed of staff members, families (including those from underrepresented backgrounds), and students. This committee is actively engaged in reviewing and implementing diversity, equity, and inclusion initiatives.	At KIPP SoCal, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and Family Leadership Academy, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.
The Family Leadership Academy, functioning as our School Site Council, empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability. Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they've learned.
To ensure the highest quality of engagement, KIPP SoCal provides comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.	To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at each school known as the Family Leadership Academy, which serves as our School Site Council. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.	KIPP SoCal is dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates to accommodate diverse family schedules. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.
Furthermore, KIPP SoCal has an established Change Team of staff, family members , and students. This team actively works on reviewing and implementing diversity, equity, and inclusion initiatives.	4	4	4	4	4	4	4	4	4	4	3	3	Met		2024-06-21	2024
19647330101659	CATCH Prep Charter High, Inc.	3	"At CATCH Prep, we prioritize inclusivity and accessibility, particularly for our diverse student population that comprises 60% Latino and 40% African-American students. To ensure all students and families feel engaged and informed, we have introduced a text-messaging system that proactively communicates vital updates, such as safety alerts, academic information, and cultural events.

Our flagship initiative, ""The Daily CATCH"", is a weekly newsletter published every Monday, providing a comprehensive overview of the week's schedule, important reminders, tutoring services, and announcements about school activities, clubs, and sports. Additionally, parents can access our school website at www.catchhighschool.com to stay up-to-date on general information about the school, including staff contact details, homework assignments, daily bulletins, schedules, and current news. By providing these channels of communication, we aim to foster a strong sense of community and keep our students and families connected with each other and the school.
"	At CATCH Prep, we take pride in our dedication to supporting students and families who have historically been underrepresented and underserved in public education. To foster a strong sense of community, we prioritize parent involvement and engagement. Our community values the high-quality instruction and support provided to both students and teachers, and we encourage parents to take an active role in various aspects of school life. Parents are welcome to volunteer their time, attend school events, and even participate in decision-making processes. Staff members appreciate parents' assistance with fundraising, graduation ceremonies, athletics, and performing arts. We also encourage parents to attend key events such as Back to School Night, Open House, Coffee with the Principal, College Night, Freshman Orientation, and Homecoming.

Additionally, our School Site Council, PTSA (Parent Teacher Student Association), and WASC Committee provide opportunities for parents to offer input on curricular programs and financial planning. To maintain open communication between school and home, we use a variety of formats, including regular updates and notifications.	Based on the analysis of educational partner input and local data, CATCH Prep will improve engagement of underrepresented families by:

1. Expanding access to Dual Enrollment programs: CATCH Prep will enhance access to Dual Enrollment programs, which were identified as a top priority by parents and guardians, to encourage more underrepresented families to participate.
2. Offering English as a Second Language (ESL) classes for parents: CATCH will provide ESL classes for parents and community members to bridge the language gap and facilitate greater understanding between school staff and families.
3. Improving communication through interpretation services: CATCH will continue to provide interpretation services at school events to break down language barriers and facilitate communication between school staff and families who have limited English proficiency.
4. Enhancing parent involvement opportunities: The LEA will provide more opportunities for parents to participate in school events, volunteer their time, attend decision-making processes, and engage in fundraising activities.
5. Strengthening relationships through community events: CATCH will continue to host events such as Back to School Night, Open House, Coffee with the Principal, College Night, Freshman Orientation, and Homecoming to foster a sense of community and encourage parent participation.
By implementing these strategies, CATCH aims to increase engagement and participation of underrepresented families, ultimately leading to improved academic outcomes and a stronger sense of community.
	CATCH Prep is committed to continuously improve its methods of building strong partnerships and empowering parents that effectively promote positive student outcomes. Through the analysis of input and local data from CATCH’s educational partners, one of CATCH’s identified strengths is our  commitment to incorporating diverse strategies to promote parental and community involvement in the educational process. To achieve this, we regularly solicit input from our educational partners and leverage various channels to communicate with parents and families. These channels include PowerSchool, email, regular mail, personalized phone calls, and our school website, ensuring that all families receive important information.
We also strive to engage with parents and the community through various events, such as presentations, exhibitions, cultural events, community service opportunities, guest speakers, and college and career day activities. This helps to build bridges between home and school, promoting a sense of community and encouraging collaboration.

The Parent Council provides a platform for parental communication and involvement, meeting regularly to discuss school programs, fundraising initiatives, and special events. We host a range of events throughout the year, including Open House, Back to School Night, the Halloween Carnival, Winter Extravaganza, College and Career Day, FAFSA Night, and the Spring Talent Show. To maintain open lines of communication with parents and families, we utilize a variety of methods, including letters, flyers, phone calls, emails, PowerSchool notifications, and our school website.
	"Following survey input and data analysis, CATCH Prep stakeholders provided feedback on the possibility of implementing a comprehensive enrichment program for students before and after school, extending into the evening to support working families. In response to this input and analysis, CATCH Prep designed ""Dawn to Dusk Enrichment"" to cater to all students from 7:30am to 6:00pm every school day. This comprehensive extended day program aims to support working families by providing valuable academic support and enrichment opportunities for students. Morning sessions prioritize high-dose tutoring and academic support, ensuring students begin their school day feeling prepared and confident. After-school activities offer a diverse range of options, including sports, arts, clubs, and community service opportunities, allowing students to explore their interests and passions."	"CATCH School Leadership's commitment to fostering parental and community involvement is exemplary, with a focus on engaging underrepresented families. To further this effort, CATCH Prep launched the ""CATCH Community Hub"", transforming the campus into a vibrant hub of lifelong learning and support. Open daily from 3-5 PM, the Community Hub offers a wide range of services designed to empower students' families and neighbors. The center provides adult education classes in essential areas such as ESL, digital literacy, and financial planning, empowering parents to advance their careers and personal growth. The social services referral system connects community members with vital resources, while regular community events promote a sense of belonging and mutual support. By extending our services beyond the traditional school day and into the community, we strengthen the connection between school, family, and community. The CATCH Community Hub embodies our philosophy that investing in the entire community creates a stronger foundation for student success."	A key component of CATCH High School's Local Control Accountability Plan (LCAP) is  the active engagement of diverse stakeholders, including parents of underserved groups such as English Learners, students with disabilities, and foster youth. This inclusive approach ensured that a wide range of voices are  heard in the evaluation and development of the LCAP. To facilitate this process, meetings are conducted in both English and Spanish. The implementation of CATCH Prep's 'LCAP Engagement Ecosystem' demonstrates our commitment to ongoing stakeholder involvement in school planning and accountability. This comprehensive strategy ensures that the voices of all stakeholders - students, parents, teachers, staff, and community members - are valued and heard throughout the development and monitoring of our Local Control and Accountability Plan. Our monthly 'Community Cafés' provide informal settings for in-depth discussions on specific LCAP goals and actions, while student and parent representatives serve on our LCAP committee to ensure that those most impacted by our decisions have a seat at the table. By creating multiple touchpoints for engagement throughout the year, we foster a culture of shared responsibility for our school's success and ensure that our LCAP truly reflects the needs and aspirations of our entire school community.
	"The CATCH Administration Team made a deliberate effort to engage with all educational partners, ensuring their voices were heard and valued throughout the process. Feedback gathered from meetings and surveys played a crucial role in shaping our Local Control and Accountability Plan (LCAP). Specifically, we refined and added actions under Goal 2 by introducing Adaptive Learning and Artificial Intelligence, and under Goal 3, we added Dual Enrollment/CTE Pathways and removed Adaptive Benchmarking since it was similar to Illuminate Benchmarking under Goal 3.

Top priorities identified by our educational partners included CTE Pathways and Mental and Social Emotional Learning and Well-being. The feedback from partner groups was prioritized based on the frequency of responses, with the results listed below:

* Parent/Staff Input:
	+ Parents and guardians expressed a strong interest in expanding access to Dual Enrollment programs, leading to a commitment to enhance these initiatives through Action Steps 1.3 and 1.5.
	+ Staff shared a strong interest in implementing a robust Dual Enrollment and CTE program during the day or after school, which led to expanding emphasis on Dual Enrollment/CTE pathways under Action Step 3.6.
	+ Staff demonstrated a keen interest in exploring the potential of Artificial Intelligence (AI) and its responsible use in schools, resulting in the addition of Action Step 3.8, ""Artificial Intelligence and Rigorous Curriculum"".
* High-Dose Tutoring: Parents, students, and teachers expressed a need for upgraded tutoring systems school-wide due to the rise of AI and its impact on education. In response, we plan to implement Khan Academy's AI Tutoring System, which will integrate advanced algorithms and statistical analysis with personalized feedback to cater to individual learning needs in real-time, 24/7.
"	To further strengthen our connections with our entire community, we are dedicated to serving all members, including those for whom English is not their primary language. In order to break down language barriers and facilitate greater understanding, we provide interpretation services at school events. Additionally, we are working to enhance our regular communications with families through a two-way dialogue that empowers both parties.

This foundation is now being built upon by the introduction of English as a Second Language (ESL) classes for parents and community members. By offering these classes, we aim to bridge the communication gap and foster a deeper understanding among all community members.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
19647330101675	Oscar De La Hoya Animo Charter High	3	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes  administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue.  A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).

The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.	The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach.  Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families.   The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by our regional support staff in collaboration with local community service partners.	The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students (UPAS), a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The UPAS Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues such as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Based on the skills learned through the UPAS Community Organizing Institute, parents have student/parent-led conferences where they discuss issues affecting their communities and campus. In addition to this, the school has cultural groups, specialized advisory, and other parent programs.	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website  to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.	The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.	The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.  In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school.  Data is analyzed by school leaders to inform future policies and decisions at the school.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-28	2024
19647330101683	Renaissance Arts Academy	3	"RenArts has multiple mechanisms for actively involving parents, both individually and communally, in their children’s artistic and academic development including:
a.	100% of faculty have participated in Parent/Student Compact Meetings, student-led conferences, and symposia on curricula-related topics.
b.	100% of parents have access and are invited to meetings linked to student learning and social-emotional development and growth.
c.	100% of faculty participate in professional development aimed at supporting families to promote 100% graduation rate and 100% college acceptance. 
d.	100% of 12th grade students had conferences aimed at college preparation.
e.	The RenArts community is organized around cohesive strategic principles focused on student learning and includes the maximum number of individual stakeholders in a model of fair, effective and responsible participation."	RenArts is rated as “Full Implementation and Sustainability” for each category in Building Relationships Priority 3 reflection tool.	RenArts is rated as “Full Implementation and Sustainability” for each category in Building Relationships Priority 3 reflection tool, across all subgroups.	"RenArts has multiple mechanisms for actively building relationships with parents, including:
a.	100% of faculty have participated in conferences collaboratively with parents.
b.	100% of parents have translation needs met for individual conferences and school information meetings.
c.	100% of faculty participate in professional development focused on the priorities of the Title I / LCAP council.
d.	100% of faculty are involved in producing student performances for families and the community.
e.	Over 4000 family and friends of students attended biannual schoolwide performances.
f.	RenArts’ governance process involves the entire school community in active and ongoing support of the mission and goals that are the underlying purpose of the organization."	RenArts is rated as “Full Implementation and Sustainability” for each category in Building Partnerships for Student Outcomes Priority 3 reflection tool.	RenArts is rated as “Full Implementation and Sustainability” for each category in Building Partnerships for Student Outcomes Priority 3 reflection tool, across all subgroups.	"RenArts has multiple mechanisms for actively seeking input from parents, including:
a.	100% of parents participate in an annual survey focused on their child’s academic and artistic skills and growth.
b.	100% of parents participate in an annual survey focused on their child’s personal growth, including cooperation, responsibility, character, and study habits.
c.	100% of parents participate in an annual survey focused on their involvement with their child’s academic and artistic work.
d.	100% of staff participated in professional development focused on parent input and results of parent surveys.
e.	RenArts provides multiple communal (advisory committees) and individual opportunities for parent, student and community involvement, including Title I / LCAP Consolidated School Council and Parent Volunteer Committee."	RenArts is rated as “Full Implementation and Sustainability” for each category in Seeking Input for Decision-Making Priority 3 reflection tool	RenArts is rated as “Full Implementation and Sustainability” for each category in Seeking Input for Decision-Making Priority 3 reflection tool, across all subgroups.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
19647330102335	Ocean Charter	3	Through various communication channels including class meetings, individual parent/teacher meetings, parent education, and school communications, progress has been made in partnership to support student outcomes. More regular communication from teachers and weekly school communication has helped. In addition, teachers sharing with families what is happening in the classrooms and offering tips on what parent can do at home has helped parents feel more involved and empowered.	Focus areas for improvement in building partnerships for student outcomes include: providing language support in Spanish and Japanese as needed; better representation of traditionally marginalized (BIPOC, LGBTQIA, low income) groups at all levels of the school; more training on supporting students with behavioral challenges.	Engagement of underrepresented families will improve though language support, focus groups, and parent education.  Additional steps to improve underrepresented families include greater outreach and drawing in of underrepresented families for community events as well as all efforts to hire as diverse a staff as possible to better reflect underrepresented families.	OCS is built on an understanding that a strong connection between school and families is critical to student outcomes. Professional development annually includes best practices to engage parents in support of their children as well as ways to empower parents to work with their children and share with teachers any concerns and celebrations they have. In addition, school resources are targeted to support all families especially those with social-emotional needs through our CARE team that includes extensive informal counseling and a strong Student Success and Progress Team process.	The focus area is on providing language support in Spanish and Japanese to support relationships between school staff and families and on supporting teachers consistently asking families for their input during conferences.	Targeted outreach to engage underrepresented families will also help via meetings focusing on listening to these families needs, questions and concerns.  In addition, providing language support to Spanish and Japanese speaking families will improve engagement.	OCS has large parent representation on our Board and a strong parent leadership group (Parent Collective). Parent engagement and input is high at all levels of the school. Families are regularly asked for input on decisions that affect their child and their child's experience at school, as well as on school wide events and procedures.	OCS' focus area for improvement in seeking input continues to be better engage underrepresented families in decision-making by ensuring active questioning and listening occurs during parent-teacher meetings.	OCS will improve engagement of underrepresentated families by providing primary language support, hosting targeted input meetings, and actively recruiting underrepresented parents to positions of leadership.	5	4	5	4	5	4	5	5	5	4	4	5	Met		2024-06-27	2024
19647330102426	PUC Milagro Charter	3	Families are essential partners in their children's education program at PUC Milagro.  The school ensures communication is inclusive through a bilingual office and teaching staff in both English and Spanish. Online communication tools utilized by the school allow families to both access information and communicate with teachers and staff during the hours that best meet each family’s needs.  Video conferencing and meetings allow families to participate from home, work, or whatever location best fits their schedule.  The return of in-person events has allowed the school to once again feel like a family by celebrating the students and re-energizing the school-family partnership.	PUC Milagro will continue to work on strengthening relationships with those families whose child continues to be chronically absent.  The school has continued its commitment to reach out to each family personally to understand the reasons and possible needs of the family preventing regular school attendance. Based on the high number of chronically absent students, the school will continue to invest in staff to provide family support.	Moving forward PUC Milagro will continue to use technology as a means of connecting with all families. The current Family Support Team will stay in place to support all students and families who struggle to engage in the school community on a consistent basis.   PUC Milagro looks forward to continuing to redefine family engagement on campus with all stakeholders using lessons learned and feedback from stakeholders.	PUC Milagro believes that a child’s family is their first and most important teacher. For a child to succeed in school they must be surrounded by people both inside and outside of school who believe learning is important. Each family engages with their child's teacher in personalized conferences twice a year and as needed. The purpose of these meetings is to learn more about the family, receive insight from the family about the student’s passions, interests, and social-emotional needs, and for the family to learn about their child’s strengths and areas for growth. 
In addition to family conferences, families also receive three academic reports a year. These reports included students' progress in meeting grade level standards and benchmark testing results.  The reports are written in a way that families can review them with their children’s goals and the next steps are known by all. 
	The school’s area of improvement is to find ways to increase family participation in the two student-led conferences twice a year. Student-led conferences allow families to experience how and what the students are learning within the classroom setting. Students showcase their knowledge, use of classroom tools, and growth. These events help to strengthen a family’s understanding of their child’s strengths and needs.	The school's area of improvement is to work toward 100% participation in family conferences, and have families use the report card as a tool for celebrating and supporting their child at home. We want all families to work in partnership to ensure the success of all students.  PUC Milagro will continue to develop systems to track, reach out to, and support those families who are not active partners and develop alternative ways for participation and engagement.	It is essential for student achievement that the worlds of school and home see, know, respect, and learn from each other. The school utilizes family meetings, the PAC and ELAC councils, Title 1 meeting, and LCAP development meetings to engage all stakeholders. Participating members are provided information, training, and the opportunity to actively participate in the school's decision-making process. The PUC organization also informs and utilizes our organization-wide Uniform Complaint Policy to inform families of their rights and provide them with support to resolve issues or concerns.	The school's improvement goal is to increase the number of families who participate in these opportunities and systems that allow for their voices to be heard and have an impact on the school's decision-making.	Staff and participating family members are continuously developing recruitment plans and reaching out to all families in person and via the school's multiple communication systems. Surveys are sent home to determine how each family would like to engage, and the councils and staff use this information to revise recruitment plans.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-13	2024
19647330102434	Animo South Los Angeles Charter	3	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes  administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue.  A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).

The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.	The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach.  Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families.   The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by our regional support staff in collaboration with local community service partners.	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by our regional support staff in collaboration with local community service partners.	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website  to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.	The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.	The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.  In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school.  Data is analyzed by school leaders to inform future policies and decisions at the school.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-28	2024
19647330102442	PUC Lakeview Charter Academy	3	PUC LCA offers multiple opportunities for families to connect with all stakeholders in an effort to build strong relationships that supports students' emotional and academic growth.  PUC LCA offers monthly family nights, ARTS showcases and performances, Student-Led conferences, graduate success meetings, and individual family support meetings to meet specific student needs.  PUC LCA also employs an open door policy coordinating times for parents to come into classrooms and observe as well as ensuring that parents' voices are heard via parent surveys around culture and academics. All verbal and written communication is offered in both Spanish and English.   In an effort to keep the lines of communication open at all times, PUC LCA shares events and school news via mass texts/calls, emails, social media, and home visits.	An area of growth would be for PUC LCA to continue to provide more opportunities to connect with families.  Including monthly Coffee with the Administrators.	We will improve engagement of underrepresented families, such as our English Learners, Students with Special Needs, and our Immigrant and Homeless students by providing additional opportunities to connect with families.	PUC LCA is in constant communication with families around specific student goals and needs via student-led conferences, one to one conferences, and family nights.  During these times student data is shared with families. The data is used to create actionable steps that families can work with teachers around to target specific needs.  Whole group sessions (in both Spanish and English) walk stakeholders through the data ensuring understanding and building investment around a culture of continual growth and improvement.	Continue to hear parent’s voice to support student outcomes.	To improve engagement of underrepresented families the school will provide parent classes that will dive deeper into having parents understand those rights and how to best advocate for their children, especially to our English Learners and Immigrant parents.	PUC LCA has both a PAC/ELAC committee and meets at least 4 times yearly. During these meetings the LCAP and its goals are discussed and plans/ actionable steps are created to ensure that funds are spent appropriately.  Parents are also given the opportunity to provide input around how to best target subgroup needs.	A growth area would be finding more opportunities for families (especially our Continue to invite our families to our monthly Coffee with the Administrators and family nights. 
	The school will improve engagement of underrepresented families by inviting underrepresented families to our PAC and ELAC meetings.  In addition, encouraging families of students with special needs to attend the PUC Special Education Parent Advisory Committee quarterly meeting.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-13	2024
19647330102483	N.E.W. Academy Canoga Park	3	The School Site Council (SSC) and English Learner Advisory Council (ELAC), composed of parents and staff, meet monthly to discuss data and provide input on plan development. Coffee with the Principal is held monthly, where parents hear about school information, opportunities, and ask questions. Our board meets monthly as a public hearing with the opportunity for public comment and we also have Town hall meetings twice a year to garner more feedback. We promote parent participation in public meetings and public hearings through emails, phone calls, website, and agenda posting. Meetings are conducted via video conference and in-person, and have telephone call-in access. We provide translation as needed. Our teachers are able to provide feedback during regular staff meetings and surveys. As well as the principals, administrators, and other school personnel at their various weekly or monthly department meetings. Student surveys were/are conducted and informal classroom discussions with students regarding their experience, perspectives, and needs were/are performed. Teachers share the results of student feedback from these discussions with school leadership to inform plans.	We will continue to focus on providing support and resources for our families in regards to Health, Mental Health, Financial Literacy and Language in order to further strengthen our partnership. We are continuing to increase leadership opportunities for parents so that they can be excellent academic partners in supporting their students.	We will improve engagement of underrepresented families by surveying them to ensure we are meeting their needs.  We want to ensure that we have a robust parent advocate office that assists in strengthening communication and engagement with parents.  We will continue to provide a welcoming atmosphere so that parents feel they are true partners.  We will also provide opportunities for parents to provide leadership roles in school forums.  NACP is also going to invest more in CABE and ELAC Conferences so that those participating parents can share their knowledge with the rest of the parent community.	NACP has a yearly school calendar that includes a family engagement focus designed to provide numerous opportunities for families, teachers, administrators, and students to build and cultivate positive relationships. These ongoing events include Meet the Teacher, Back To School Night, Success Award Celebrations, Coffee with the Principals, Fall Festival, Parent Conferences, Thanksgiving Feast, Winter Concert, Open House Art Show, Spring Extravaganza, SSPT meetings, IEP meetings, Parent Center events, cultural celebrations and more.	We will continue to focus on celebrating diversity in our school community in order to create an environment where students want to come to school.  We would also like to increase student government engagement.	We will improve engagement of underrepresented families by surveying them to ensure we are meeting their needs.  We want to ensure that we have a robust parent advocate office that assists in strengthening communication and engagement with parents.  We will continue to provide a welcoming atmosphere so that parents feel they are true partners.  We will also provide opportunities for parents to provide leadership roles in school forums.  NACP is also going to invest more in CABE and ELAC Conferences so that those participating parents can share their knowledge with the rest of the parent community.	NACP has established procedures for shared decision-making. We have a School Site Council, English Learner Advisory Committee, hold Coffee with the Principal meetings, hold weekly staff meetings, and various other staff committee meetings, and provide an annual staff, parent, and student survey regarding the school environment.	We will continue to focus on seeking feedback from our parents and families as it relates to how they may best share in the decision-making.	We will improve engagement of underrepresented families by identifying additional resources to address our parents and families from indigenous communities and their language needs.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
19647330102491	Dr. Theodore T. Alexander Jr. Science Center	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Alexander Science is included in these engagement policies and processes.	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	ASCS is committed to providing systems schoolwide that cater to the needs of all our students and families, especially those who may feel underrepresented. By inviting and facilitating daily dialogue in various areas of our schoolwide initiatives, we aim to create a welcoming and supportive environment for everyone. Our engagement strategies encompass a range of initiatives, including the School Site Council, English Language Advisory Council, Community Events, Local School Leadership, Chat/Walk with the Principal, Friends of Alexander Non-Profit, and Daily Morning & Afternoon Welcomes with Support Teams. Through these avenues, we actively seek and value feedback from all stakeholders involved in our school community.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	ASCS is committed to providing systems schoolwide that cater to the needs of all our students and families, especially those who may feel underrepresented. By inviting and facilitating daily dialogue in various areas of our schoolwide initiatives, we aim to create a welcoming and supportive environment for everyone. Our engagement strategies encompass a range of initiatives, including the School Site Council, English Language Advisory Council, Community Events, Local School Leadership, Chat/Walk with the Principal, Friends of Alexander Non-Profit, and Daily Morning & Afternoon Welcomes with Support Teams. Through these avenues, we actively seek and value feedback from all stakeholders involved in our school community.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Alexander Science is included in these engagement policies and processes.	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.	ASCS is committed to providing systems schoolwide that cater to the needs of all our students and families, especially those who may feel underrepresented. By inviting and facilitating daily dialogue in various areas of our schoolwide initiatives, we aim to create a welcoming and supportive environment for everyone. Our engagement strategies encompass a range of initiatives, including the School Site Council, English Language Advisory Council, Community Events, Local School Leadership, Chat/Walk with the Principal, Friends of Alexander Non-Profit, and Daily Morning & Afternoon Welcomes with Support Teams. Through these avenues, we actively seek and value feedback from all stakeholders involved in our school community.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
19647330102541	New Designs Charter	3	New Designs Charter School’s staff builds positive relationships with families and the community using multiple methods and opportunities to engage in two-way communication including but not limited to schoolwide events, parent-teacher conferences, Coffee with the Principal, Parent Orientation, ELAC, School Site Council and Parent Workshops. The school is adapting and improving the communication and messaging system and infrastructure established during the COVID period to fit and work in the post-COVID era. The school also continues to develop the capacity of staff to establish trusting and respectful relationships with families through professional development that emphasizes the importance of parents in the education process.
	A focus area for continued improvement is to learn more about our families strengths, cultures, languages and goals for their child(ren) as well as their perceptions of pressing or emerging issues for the school since the easing of COVID restrictions. The school is also working to increase the rate of participation and contact between families and the school in general, and specifically with teachers to ensure relevant information from the school reaches all parents in a timely manner.	The school will be deliberate in ensuring inclusiveness and equity in its communications, contacts, and provision of services so that those families on the margins due to their economic, social and cultural situations have access and are full participants in all activities of the school. This will come in the form of incentives and support to encourage participation.	New Designs Charter School’s strength is in building partnerships for positive student and family outcomes as outlined in our school’s LCAP Goal # 1 for conditions of learning and engaging our community partners for student success. Our school meets with all families prior to the start of the school year during parent/student orientation, and during the school in parent/teacher conferences and back-to-school nights. These meetings are critical to discussions of student progress and methods by which the school and families can support improved student outcomes.	A focus area for improvement is in providing professional learning and support to teachers and school leadership to improve the school’s capacity to partner with families and to support families to understand and exercise their legal rights and advocate for their children.	The school will be deliberate in ensuring inclusiveness and equity in its communications, contacts and provision of services so that those families on the margins due to their economic, social and cultural situations have access and are full participants in all activities of the school. This will come in the form of incentives and supports to encourage participation.	New Designs seeks and promotes meaningful partnerships with parents and other stakeholders using a variety of platforms and means. General zoom meetings (town halls), surveys, newsletters, School Site Council meetings, ELAC, LCAP related meetings, Coffees with the principal, Open Board meetings and school updates via the school webpage, newsletters and BlackBoard are all used to engage, receive, and provide updates to parents and other stakeholders.
	New Designs will use lessons learned during COVID on the utilization of an array of strategies to engage and raise the participation of parents in school decision making. The LCAP provides a frame for areas of focus for inputs by parents and stakeholders. New Designs seeks to raise parent and stakeholder participation levels in the LCAP process. One such specific area within the LCAP process is participation in the Budget Overview for Parents.	To enhance family engagement and participation of underrepresented families the school will engage in outreach to provide incentives and remove or ease barriers that usually prevent such families from participation in the school’s decision-making process. The school will focus on such areas as providing translations, designating staff to work with families in need and encouraging such families to fully participate in school activities including ELAC, School Site Councils and any other school improvement bodies or forums.	5	5	5	5	5	4	5	4	5	5	5	5	Met		2024-06-08	2024
19647330106351	Ivy Academia	3	As a result of our survey, 87% of parents agree that teachers communicate regularly with parents/guardians and 87% agree that school staff take parents/guardians concerns seriously.	Our area of focus is adding additional on-site activities to improve the number of parents/guardians participating in educational partner input opportunities.  While we have a very high percentage (close to 90%) of parents/guardians attending student performances, we plan to do greater outreach for SSC, ELAC, LCAP input, and other educational partner input meetings for increased participation.	In order to reach a greater number of underrepresented families, we plan to do more hard-copy notifications in addition to electronic notifications as some families prefer that means of communication. We also plan to have some educational partner meetings adjacent to student performances in hopes of making those meetings more convenient and allow us to publicize those meetings alongside the dates of student performances.	While several families indicated an awareness of our Parent/Guardian Association group, few attend.  We have a small group of very active members who want to expand the membership.	Our area of focus is to make these meetings more accessible by offering a Zoom option in addition to in-person attendees. We also want to work for even  greater publicity of meeting dates.	In addition to making Parent/Guardian Association meetings in person and in Zoom, we plan to mention this group and opportunities for parents/guardians at every IEP, SSC, and ELAC meeting.	In our survey of all educational partners, 98% agree that teachers are responsive to students' social and emotional needs and 94% agree that school staff feel a responsibility to improve the school.  During LCAP educational partner meetings, all agreed that the school offers many opportunities for decision making.	While there was unanimous consent in our LCAP educational partner meetings that we offer multiple offerings for input, we need to reach a greater number of families.	We plan to add Principal's Coffee meetings regularly before school drop off to give additional opportunities for families to give input.  Staff will continue to have a minimum of one weekly staff meeting per month to offer input on the educational program and overall functioning of the school.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-07	2024
19647330106427	Synergy Charter Academy	3	Recent parent survey data indicates nearly all parents feel welcome to participate at the school (98%), are treated
with respect by school staff (98%), receive prompt responses from the school to parent phone calls, messages, and
e-mails (99%), and that the school communicates the importance of respecting different cultural beliefs and practices
(98%).

The school-wide use of Class Dojo is the most frequently used and farthest-reaching communication tool that helps
Synergy Charter Academy build and maintain strong relationships with its families. Parents also engage with
administration and other staff members before morning assembly and at afternoon dismissal, and parent come on
campus twice per year for Parent/Teacher Conferences, which parents have noted as a highlight.	SCA will continue to provide multiple opportunities for parents and families to build relationships with the school
through regular communication, parent conferences, and family events. Over the past year, parent meetings took
place both virtually and in-person. However, families were also welcomed on campus for events, such as Family Art
Night.	Synergy will review parent engagement data and intentionally work to engage underrepresented families as needed.
This may include direct outreach and increasing opportunities for families to participate in meetings and events on
campus, including parent conferences.	Parent survey data indicated that the vast majority (97%) of parents feel that the school encourages them to be an active partner in educating their child.

Teachers post information on their Dojo pages about what students are learning and working on in class, offer suggestions for parent support at home and also post student achievements. Our intervention teacher actively seeks parent involvement in helping their children use the Seesaw app to record themselves reading each night, which is
then sent directly to the teacher.	Synergy will continue to focus on providing professional learning to administrators and teachers to further the school’s capacity to partner with families and expand opportunities for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Synergy will continue to seek out and provide parent education workshops, such as Padres Comprometidos and the Latino Literacy Project, to provide parents with training regarding educational rights and advocacy for their students and all students.	Synergy will continue to seek input and provide parent education workshops that through content, format, or scheduling, support greater engagement of underrepresented families.	Parent survey data indicated that 94% of parents feel that the school actively seeks the input of parents before making important decisions. While this is a strength, along with providing a structure for parents and community members to engage in school-based committees, including the School Operations Committee and English Learner Advisory Committee, Synergy plans to continue to focus on implementing strategies to reach and seek input from any underrepresented groups in the school community, as well as provide opportunities for families, teachers, principals, and central office administrators to work together to plan, design, implement, and evaluate family engagement activities at the school and organizational levels.

Parent are given opportunities to be elected members of our School Operations and English Language Advisory Committees. They can also attend any of these meetings as a member of the public. There are also informational meetings throughout the year that parents may attend, which will help them in the decision-making process. Some of the meeting topics may include: Title I, After School All-Stars’ care as well as Summer and school year ELOP enrichment opportunities.	Parent survey data indicated that 94% of parents felt that the school actively seeks the input of parents before making important decisions. While this is a strength, along with providing a structure for parents and community members to engage in school-based committees, including the School Operations Committee and English Learner Advisory Committee, Synergy plans to continue to focus on implementing strategies to reach and seek input from
any underrepresented groups in the school community, as well as provide opportunities for families, teachers, principals, and central office administrators to work together to plan, design, implement, and evaluate family engagement activities at the school and organizational levels.	While Synergy plans to continue to focus on implementing strategies to reach and seek input from any underrepresented groups in the school community, the school will also work to continue to provide opportunities for families, teachers, principals, and central office administrators to work together to plan, design, implement, and evaluate family engagement opportunities at the school and organizational levels.	5	5	5	5	4	5	4	4	5	5	4	3	Met		2024-06-15	2024
19647330106831	Animo Venice Charter High	3	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes  administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue.  A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).

The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.	The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach.  Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families.   The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by our regional support staff in collaboration with local community service partners.	The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students (UPAS), a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The UPAS Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues such as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Based on the skills learned through the UPAS Community Organizing Institute, parents have student/parent-led conferences where they discuss issues affecting their communities and campus. In addition to this, the school has cultural groups, specialized advisory, and other parent programs.	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website  to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.	The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.	The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.  In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school.  Data is analyzed by school leaders to inform future policies and decisions at the school.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-28	2024
19647330106849	Animo Pat Brown	3	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes  administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue.  A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).

The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.	The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach.  Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families.   The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by our regional support staff in collaboration with local community service partners.	The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students (UPAS), a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The UPAS Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues such as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Based on the skills learned through the UPAS Community Organizing Institute, parents have student/parent-led conferences where they discuss issues affecting their communities and campus. In addition to this, the school has cultural groups, specialized advisory, and other parent programs.	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website  to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.	The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.	The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.  In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school.  Data is analyzed by school leaders to inform future policies and decisions at the school.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-28	2024
19647330106864	Alliance Gertz-Ressler Richard Merkin 6-12 Complex	3	"At Alliance Gertz-Ressler Richard Merkin 6-12 Complex, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 35 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 32.04% of our scholars' families attended two or more parent engagement events this year.  In addition, 98.5% of our families responded postively in questions regarding Family Engagement at the school, and 98% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 98.5% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someoneelse they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	"	"Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	"	"Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	"	"At Alliance Gertz-Ressler Richard Merkin 6-12 Complex, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of Parents and 99% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 99.5% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 99% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	"	"Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	"	"Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	"	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 98.5% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	"	"Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	"	"Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these familes, to ensure that our all educational partners have equitable voice in decision making at their child's school.	"	5	5	3	5	3	5	5	3	3	3	3	3	Met		2024-06-05	2024
19647330106872	Bert Corona Charter	3	Building positive relationships with students and families is a pillar of our LAUSD-approved charter petition. As a charter school intentionally designed to be small, we view the relationship between the school and home as essential to student success academically, socially, and emotionally during the most challenging time in a person’s development.
With class sizes of up to 27 students, teachers are expected to develop positive relationships with students and families. Through regular communication with parents/guardians, our teachers seek to partner with families and create a bond based on mutual trust and respect. Since 2019, BCSS has provided coordinated community services for a significant number of unhoused students and families. While this group is a small percentage of our enrollment, we recognize the destabilizing effects even temporary homelessness has on a family, and the impact on educational outcomes for the student.
OUR SURVEY DATA STRENGTHS: Our 2023-24 Youth Truth Survey  “Relationships” Theme data validates our efforts with families have been successful:
Families: “The degree to which families experience positive relationships in their school based on respect, care, and approachability.” (94% positive); “Teachers and students care about each other.” (88% positive; decrease 4%); Resources (Overall 89% positive; 4.29 overall rating)
Staff: “The degree to which staff experience positive relationships in their school based on respect, care, and approachability.” (84% positive; increase 24%; 3.55 rating); “Staff treat students with respect.” (81% positive; an increase of 12%); “Staff and students care about each other.” (72% positive; increase 18%)
The school’s administrative structure - four teams, each with a dedicated administrator - instruction, school climate & culture, community schools, and operations, has been crucial to our learning community’s connection with our families. While the focus of each team is distinct, each has a responsibility to support teachers with family relationships in order to support the whole student. Additionally, members from each team serve on the MTSS and have roles in the McKinney-Vento support for students.
Instruction: The Coordinator of Instruction provides on-going oversight of the academic program and serves as a resource to teachers in communicating with parents/guardians about students’ academic progress.
Annually, the school holds a variety of cultural events representative of the ethnic and cultural backgrounds of our entire learning community. These events are intentionally integrated into our planning calendar each year to demonstrate respect for the various backgrounds of students, families, and staff. Over the years, they have become traditions, and the staff fully engages with students to understand the significance not only to the school but to the larger global context. 
We also value parent involvement in our school it helps their children understand their family values the school.	"The Youth Truth Survey “Relationships” Theme questions aligned to building relationships seek to gauge different aspects based on the stakeholder group. For the 2024-25 academic year, we will prioritize actions/activities directed to the following Youth Truth Survey ""Relationships"" items:

Students:  
-“The degree to which students feel they receive support and personal attention from their teachers.”  (44% positive; 3.45 rating)
-“Students from my school treat adults with respect.” (39% positive; decrease 3%)
-“The degree to which students feel welcome at their school and have collaborative relationships with their classmates.” (47% positive; decrease 1%; rating 3.41)"	The LEA continues to have strong relationships with families, as evidence, in parent participation rates in student-led parent conferences, parent workshops, Coffee with the Administrators, and parent surveys. In addressing the needs of the whole child and engaging parents and our school community to support each other the LEA has responded and addressed social emotional, cultural needs, for our school community. The school should continue to provide access and communication between all stakeholders.	The pre-service professional development in Summer 2023 included multiple sessions by Relay Graduate School of Education. Two sessions were specific to building relationships: “Harnessing Identity to Build Trust” and “Deepening Connections with Families & Students” (July 28, 2023). The school carried these themes through the academic year, and will do so again for the 2024-25 academic year. 
Teachers are supported throughout the year through professional development building from the regular instructional coaching they receive from the Coordinator of Instruction. The Coordinators of Culture & Climate as well as the Community Schools Teams, regularly collaborate with administration to design relevant professional development for teachers to address PBIS implementation and MTSS. The school also has six days dedicated to individual teacher conferencing with parents (3 fall/3 spring). The average parent attendance for the school for the dedicated parent conferences over the current year exceeded 70%.
We maintain a section on the school website with resources for parents to assist the continuity of student learning at home, including direct links to various digital platforms. All of our curricula are digital and posted in Google Classroom for ease of student access at home, and available for parents to monitor at home. Parents also receive regular communications from teachers about the academic progress of their child; and parents receive a login to Infinite Campus so they can view student academic marks at any time. Teachers are available for conferencing by appointment throughout the year.
For special student populations, we have events and committees targeted to their needs. For example, this year we initiated SpEd Meet ‘n Greets for both fall and spring semesters to better engage the parents of these students who may have gone “unseen” in their prior educational setting. This is aimed at ensuring parents that we are here to partner with them for their child’s success in alignment with their IEPs. 
Additionally, our ELAC/EL-PAC holds meetings aligned to data timelines to discuss the specific needs of the English learner population (e.g., CA Dashboard, state-verified data platform BOY-MOY-EOY; English Language Proficiency Assessments for California, reclassification consultation, etc. )
Our Board of Directors annually evaluates our parent involvement policy as a Title I school, and makes revisions accordingly. The SAC/PAC maintains the responsibilities of monitoring our Title I interventions. All parents are welcome to attend the meetings during the academic year and provide input on the program as it pertains to the performance of both our socioeconomically disadvantaged students and those in danger of not meeting standards.	The Youth Truth Survey Engagement Theme questions aligned to building partnerships for student outcomes seek to gauge different aspects based on the stakeholder group.

Students:  
“The degree to which students perceive themselves as engaged with their school and education.” (Overall 49% positive, which is an increase of 2%; Overall average rating 3.49)

Staff:
“Students are getting a high-quality education at this school.” (59% positive; 5% increase; 3.59 rating)	"Continue Parent Conference Days (6 days/year); increase parent engagement/attendance at schoolwide events; hold Fall & Spring SpEd events; set expectations for teacher communication ""touch-points"" about student progress; MTSS process."	As a small charter school, we seek to involve parents and other community members in providing input for decisions that impact the school. The current charter petition describes the formal governance structure of the organization. Our Board encourages and expects the leadership to provide multiple opportunities to families and staff to engage in discussions to inform site-level decision making, and feedback to the Board on issues faced by the school. All families and staff have opportunities to provide input on plans for school improvement, such as the LCAP and event planning.

While families are encouraged to participate in local governing board meetings and site-based committees, we know that these opportunities may be at inconvenient times. To address this, we hold monthly Café con los directores (Coffee with the Principal) as an informal setting for parents/families to share their thoughts on a wide range of issues and to raise concerns that require addressing by the administration.

Throughout the year, the school holds workshops geared to parents on supporting their child’s learning, emotional well-being and wellness, bullying prevention, social media, college awareness, and readiness, among other topics. We maintain an “open door” policy for parents and staff to speak with the Executive Administrator about any concerns they may have related to the school and/or their child. Parents often use the open-door policy to meet with the executive administrator and other members of the administrative team.	While the data analysis from families and staff do not demonstrate a “need,” we continue to develop the capacity of our families and staff in participating in the various committees and engaging with our Board of Directors on policies/procedures and strategic planning that impact students, families and staff.	Maintain accurate engagement activity calendar on the website; upcoming events/reminder SIS-programmed calls, emails and text messages; backpack letters	5	5	5	5	5	5	5	5	4	4	5	5	Met		2024-06-24	2024
19647330107755	Port of Los Angeles High	3	POLAHS is continuously committed to building strong partnerships between staff and families. We strive to implement various ways to connect with our families because we know that student outcomes increase as a result of sound partnerships.  Parent engagement at POLAHS is implemented through activities and committees offerings on campus. An invitation to join committees was presented at the Incoming Freshmen Orientation and through Bear Tracks, an accountability newsletter on campus. POLAHS also seeks parent engagement and collaboration through annual surveying.  Based on historical averages, approximately 130 parents participated in the LCAP annual survey. POLAHS held monthly committee meetings, including the School Site Council and the Student Well-being Committee, which both include parent membership.  These meetings are designed as workshops to provide parents with the knowledge and skills to empower parents to best support their students to reach their full potential. The meetings are held monthly and cover topics parents have identified as topics of interest. Some topics covered were POLAHS Resources for Student Success, The College and Financial Aid Application Process, and Social and Emotional Well-Being. Parent participation in these meetings is continually growing and we are excited to continue offering these meetings in the years to come. POLAHS continues to host beginning of the year orientation meetings for all new families where parents receive a Parent/Student Handbook and presentations from various department leaders to welcome the students to our community. Parents are provided workshops, in English and Spanish, on using Aeries to monitor their students' grades. POLAHS continues to use Parent Square to improve communication between home and the school community. This tool allows administrators, teachers and staff to send out communication to parents, guardians or caregivers in their preferred language. Over 90% of our school community is connected to Parent Square.	POLAHS actively seeks new ways to improve parent participation throughout the school community. We will continue to focus on ways to increase parent participation and foster a stronger relationship between school staff and families. We strive to look at different ways to increase the effectiveness of our parent/teacher communication. Collaboration meetings continued to focus on increasing outreach to parents regarding student progress, and dialogue with parents/guardians regarding academic planning and post-secondary goals. Teachers continue with phone calls home not only to inform families about missing assignments and grades, but also to give praise when students are doing well.	POLAHS continues use of translation services and translated materials when communicating with parents/guardians. We will also continue to provide the support of the full -time Social Emotional Counselor who focuses on the social emotional wellness of our students as well as providing much needed resources to our families through community resources provided in home languages. POLAHS has also partnered with Care Solace, who provides assistance to families who need health services	"POLAHS continues to implement various ways to build partnerships with our families because we know that student outcomes increase as a result of strong partnerships. POLAHS' counseling department consists of four academic counselors, a career and technical education counselor, and one social-emotional counselor. The counseling staff plays a large role in parent communication on campus. They are not only committed to supporting our students in their educational endeavors, but they also foster communication with parents regarding the social-emotional well being of students on campus. Counselors meet with families to ensure that students have the knowledge and tools necessary to be prepared for college and career. Financial aid workshops are planned to help families with resources to pay for college or trade schools. Partnerships with Boys and Girls Club’s College Bound program offers our students the opportunity to receive additional academic mentoring. Academic planning continues through the use of four-year academic plans within the Aeries platform. Students and parents are given access to these plans, and participate in the selection of courses each school year. Students and their parents have ownership and a visual image of their students' academic course of study. Additionally, POLAHS hosts an annual CTE Showcase and VAPA Senior Showcase for parents and the community, which highlights what students are learning in the visual and performing art classes, including CTE Graphic Design and Film courses. These showcases give students the opportunity to show what they have learned to their families and provide them the opportunity to cultivate pride in what they have accomplished. Lastly, parents are invited to participate in school committees, including School Site Council, Student Well-Being Committee, and the CTE Stakeholder Group. POLAHS has also introduced ""Bear Tracks"" (an Accountability Newsletter) and Coffee with the Principal."	Based Educational Partner input, POLAHS will continue to investigate the expansion of parent engagement activities to include various time offerings for parents who cannot attend events at dismissal time. POLAHS has also been exploring the continued use of Zoom in order to offer more flexibility with parent engagement opportunities.  POLAHS has also set a new LCAP goal related to parent engagement.	POLAHS' Activities Coordinator will work with Parents of POLAHS Students to provide parents with the knowledge and skills to empower parents to best support their students to reach their full potential. The meetings will cover topics parents have identified as topics of interest. Some previous topics covered were POLAHS Resources for Student Success, the College and Financial Aid Application Process, and Social and Emotional Well-Being. The attendance goal for parent participation will be to grow and increase attendance and we are excited to continue offering these meetings in the years to come. These additional meetings also allow for more opportunity for educational partners to review crucial reports such as safety plans and plans related to state and federal funding sources.	POLAHS values educational partner feedback as a way to build stronger relationships within the school community. POLAHS has increased its opportunities to attend meetings in which decision making is discussed. POLAHS offers various committee meetings for seeking input for decision making including: Educational Partner Surveying, Coffee with the Principal, School Site Council, Student Well-being Committee, LCAP shares, and Finance Committee meetings.	POLAHS utilizes yearly surveys, school committees, and on-campus parent engagement events as a means to build relationships with its stakeholders and to seek input for decision-making. Although our Parent Survey is provided in both English and Spanish, participation percentages are not high. We continue to seek increased parent participation in the yearly surveys. POLAHS will continue recruitment efforts to increase parent participation in the various committees on campus including: School Site Council, Parents of POLAHS Students (POPS) and ELAC, as well as improve attendance at the meetings. POLAHS has also purchased Qualtrics software as a new means to collect survey data.	POLAHS is committed to increasing parent participation, including underrepresented families, and maintaining student and staff participation with school surveys. POLAHS has previously set a metric in the school's LCAP to increase parent survey participation to 50%, and this goal will continue into 2024-25. POLAHS will continue to maintain the parent liaison (embedded in the ASB Coordinator position) in order to increase parent engagement and communication with underrepresented families, the school ppplication process, and social-emotional well-being. Parent participation in these meetings is continually growing and we are excited to continue offering these meetings in the years to come. These additional meetings also allow for more opportunity for educational partners to review crucial reports such as safety plans and plans related to state and federal funding sources.	4	5	3	3	3	4	4	5	3	3	4	4	Met		2024-06-12	2024
19647330108878	CHAMPS - Charter HS of Arts-Multimedia & Performing	3	CHAMPS has worked to strengthen relationships with families by maintaining clear school-home communication by utilizing easily accessible, translated information distribution systems including ParentSquare, the school website, informational meetings, and social media. We also provide opportunities for parents to engage through SSC, ELAC and via numerous student performances and events open to whole families.  The school also sends out a biweekly community newsletter; this is presented in both English and Spanish.	Focus areas for growth include establishing consistent, additional regular points of engagement with school leadership including quarterly Coffee with the Executive Director and monthly Coffee with the Principal; translation will continue to be provided. CHAMPS will continue its work to ensure that all materials and information are translated and readily accessible across multiple platforms and locations.	CHAMPS prides itself on being an inclusive, welcoming environment. This is seen in staff interactions with our families, walking our campus, and in our communication with stakeholders. Communication has been enhanced with the addition of Q Communication, a platform that translates tests, emails, and phone calls into the families' home language. We have also added a bilingual data clerk to assist with admissions (English and Spanish). An area of need is to support all staff in learning about each family since at the secondary level each teacher may have upwards of 100 students a semester. This will serve as an area for improvement to be discussed in future professional development.	"CHAMPS believes that families are a crucial partner.  We meet with families at Back to School Night, New to CHAMPS welcome meetings, and semi-monthly ""Coffee with the Principal"" meetings. Our Special Education team meets with the families of students with IEP's. Counselors are available anytime parents want to discuss a student's academic needs. Additionally, we host Family Support Meetings whereby parents come to school and meet with a team to discuss challenges that their student is facing. We also have SART meetings where parents come to school and meet with our attendance counselor and an administrator to support their child's increased attendance. An area of need would be to designate time to have teachers meet with families outside the traditional Back to School Night and school meetings."	Focus areas include structuring additional available meeting times on campus so parents and families can engage with counselors and school faculty (beyond Back to School Night).	CHAMPS will continue to enhance outreach that is timely, inviting, informative and bilingual.	Families are surveyed annually regarding goals for the school as well as their perspective on their current experience and input on areas for improvement. Families were informed of opportunities to participate in school decision-making, including budget development, participation in SSC and attendance at Board meetings.	CHAMPS has two main parent groups on campus, PTSA and School Site Council (SSC).  Parents may additionally serve on the Board of Directors.  Our PTSA has captured membership awards for its outreach to the community. PTSA offers leadership training for those interested in serving in an officer position. Our monthly SSC meetings allow parents to work in conjunction with staff, administrators, and students to participate in policy decision-making. Our Board of Directors engages in a summer retreat to work on team-building, policy issues, and strategic planning. An area of need is to continue to reach out to families that are not involved in one of the aforementioned groups.	Ensure that surveys, meeting invites, and school information are translated and distributed across multiple platforms, as well as posted, and available in hard copy.  Ensure that counselors and administration provide outreach to underrepresented families	4	4	4	4	4	3	4	4	4	3	3	3	Met		2024-06-17	2024
19647330108886	Gabriella Charter	3	Our school is deeply invested in building relationships between school staff and families. We have a strong school-family communication platform, Parent Square, that helps facilitate regular updates, messaging, and schoolwide news. We have high attendance at our family conferences, back to school nights, classroom meeting nights, and more. Our staff gets to know students and families well.	One of our overarching goals is to have our curricula better reflect the experiences and backgrounds of our students.  To that end, we are working to grow in our partnership with students and families so that we can bring their experiences and backgrounds into classrooms.	We are working this summer to engage and connect with underrepresented families. We are also continuing to offer a variety of times to engage in conferences and other events. We use all forms of communication, determined to figure out the best way to engage with all families, from Parent Square to calling to texting.	We view families and caregivers as our partners in educating and supporting their children. As such, we have many family-based events to share tools and strategies for learning. We communicate regularly with families in conferences, in other meetings, and via our Parent Square communication tool to provide school-wide, class-wide, and individual supports for students.	Our major focus area will be on building out specific strategies for families to use to support their scholars at home.  As we build towards standards-based grading, we believe that caregivers will also understand grade-level expectations more specifically, and that understanding will also help all of us work together to support their students.	Again, we need to find new and thoughtful ways to enlist families who do not engage as frequently with us. By communicating student outcomes and grade-level expectations, we are hopeful that families will feel more empowered to support their scholars.	We use a variety of surveys, Coffee with the Principal, and Platica con el Liderazgo as spaces for families to give us feedback, share input, and otherwise help us adjust and make decisions for our school community.	We are looking to improve in the breadth of families that we are able to reach in these ways; while many families consistently engage, we have some that rarely do or have not yet.	As we continue to refine our programming, we can use opportunities like classroom meeting night, conferences, and other broader touch-points with families to try to enlist underrepresented families more frequently in giving input into decisions we make as a campus.

Our Equity Roadmap includes a Parent Empowerment Protocol that we are designed to uplift family voice in making decisions at our campus. Our shared parent coordinator will be a key player in supporting our growth in this area.	4	4	2	5	3	3	3	3	3	3	3	3	Met		2024-06-24	2024
19647330108894	Alliance Judy Ivie Burton Technology Academy High	3	"At Alliance Judy Ivie Burton Technology Academy High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 21 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 26.4% of our scholars' families attended two or more parent engagement events this year.  In addition, 92% of our families responded postively in questions regarding Family Engagement at the school, and 92% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 92% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someoneelse they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	"	"Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	"	"Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	"	"At Alliance Judy Ivie Burton Technology Academy High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 94% of Parents and 94% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 92% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 96% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	"	"Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	"	"Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	"	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 92% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	"	"Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	"	"Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these familes, to ensure that our all educational partners have equitable voice in decision making at their child's school.	"	5	5	3	5	3	5	5	3	3	3	3	3	Met		2024-06-05	2024
19647330108910	ISANA Nascent Academy	3	ISANA believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. In addition, beginning in the 2024-2025 we will be adding a parent conference week September during which teachers will meet with families to provide them with the space and time to share about themselves and their child(ren) and to set goals together. Throughout the year, the school hosts several other events including workshops focused on academic and social-emotional learning as well as Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths, and areas of need. Meetings with families and parents are translated when needed, as is written communication.	One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process. Additionally, parents expressed a desire for more opportunities to connect with staff such as events where both families and staff are present.	We continue to offer parent meetings virtually as we found that we had an increase of parent attendance at these meetings. Administrators continue to work closely with the Student Family Services Coordinators to ensure effective outreach is happening to underrepresented families.	Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are now scheduled for three times a year but parents and families are welcome to schedule a meeting with their child’s teacher at any time in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcome to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families in understanding and exercising their legal rights and advocating for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish.	We are continually working on providing professional learning and support to teachers and school leaders to enhance their ability to partner with families. Our focus is on increasing staff’s understanding of families' backgrounds and cultures to ensure effective communication and establish genuine connections with each family. To this end, we have introduced a parent conference week at the beginning of the school year. The primary purpose of this week is to help teachers get to know the families and make families feel comfortable and welcome within the school community.	We will continue to reach out to families through meetings, surveys and other methods to identify the most prominent needs of our parents and students. The school leadership team will use the data and information gathered to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities.	The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees.	We continue to work on collaborating with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.	As mentioned in the previous section, we will continue to offer the opportunity for parents and families to participate virtually in advisory, committee and other parent meetings.	4	5	4	5	4	4	5	4	4	4	5	4	Met		2024-06-11	2024
19647330108928	Larchmont Charter	3	Larchmont Charter School conducts stakeholder surveys twice a year. Surveys from families indicate a high level of satisfaction with the school’s efforts to build strong relationships. Families appreciate the school’s transparency, responsiveness, and the genuine care shown by the staff. 

There were areas that were highlighted as Larchmont’s strengths in Building Relationships Between School Staff and Families. One of these areas is family communication. Larchmont has established robust communication channels, including regular newsletters, emails, and an active online presence through its website and social media platforms. This ensures that families are consistently informed about school events, policies, and student progress. Larchmont also has the expectation of all its staff to respond to any family communication within 48 hours. Another area is the family engagement initiatives. The school organizes various events and activities aimed at engaging families, such as weekly assemblies that families can attend, back-to-school nights, parent-teacher conferences, community events such as the World Fair, and family workshops like Math Night. These events provide opportunities for families to connect with teachers and administrators. 

There were areas that we also continue to progress in. There has been a notable increase in parent participation in school events and decision-making processes. Larchmont actively involves parents in advisory councils and committees, giving them a voice in school governance and policy development. The school has made progress in creating a culturally responsive environment that respects and values the diverse backgrounds of its students and families. Efforts to celebrate cultural diversity and include all families in school activities have strengthened community bonds. Larchmont has improved support services for families, including providing resources for those facing challenges such as mental health needs. Through the launching of Care Solace services, families feel more supported by the school.

In summary, Larchmont Charter School's stakeholder surveys highlight its strengths in maintaining active communication and engaging families through various initiatives. Progress has been made in increasing parent participation, fostering cultural inclusivity, enhancing support services, and receiving positive feedback from families. These efforts collectively contribute to stronger relationships between school staff and families.

	Larchmont Charter School is committed to continuously monitoring and evaluating its efforts to improve family engagement. This involves setting clear goals, tracking progress, and making data-driven adjustments to strategies and programs. The school aims to establish more robust mechanisms for collecting and acting on feedback from families. This includes surveys, focus groups, and advisory councils that provide parents with a voice in school governance and decision-making. Larchmont is also focused on continuous training of staff to be culturally competent and responsive. This involves understanding and respecting the diverse cultural backgrounds of students and their families, which helps in building trust and fostering stronger relationships.	Larchmont aims to improve the engagement of underrepresented families by focusing on building strong, positive relationships between school staff and families. Larchmont Charter School will enhance communication efforts to ensure that information is accessible and comprehensible to all families. This includes providing translations of all school communications and holding multilingual meetings, as applicable, to reach a wider audience. The school will increase outreach efforts to connect with underrepresented families. This includes hosting community events, workshops, and informational sessions to build trust and rapport. The school will build on organizing more culturally relevant activities and events that celebrate the diverse backgrounds of its student body. These events will provide opportunities for families to connect with the school community and with each other, fostering a sense of belonging and inclusion. Larchmont will offer workshops and training sessions for parents to help them support their children’s education at home. Topics may include understanding the curriculum, effective communication with teachers, and strategies for supporting academic success. These sessions will be designed to be accessible and relevant to the needs of underrepresented families. The school will implement feedback mechanisms to ensure that the voices of underrepresented families are heard and valued. This includes regular surveys, focus groups, and forums where families can share their experiences, concerns, and suggestions. The feedback gathered will be used to inform and improve school policies and practices. By implementing these strategies, Larchmont Charter School aims to create a more inclusive and supportive environment for all families, with a particular focus on engaging those who have been historically underrepresented.
	Larchmont has successfully engaged a diverse range of educational partners, including parents, local organizations, and community stakeholders. This engagement has fostered a collaborative environment where all parties are invested in the success of students. The partnerships have led to a stronger focus on student-centered practices. Educational partners have contributed to the development and implementation of programs that address the holistic needs of students, including academic support, mental health services, and extracurricular activities. Collaboration with educational partners has enhanced professional development opportunities for teachers. Partners have provided resources, training, and support that help educators implement innovative teaching strategies and improve student outcomes. Larchmont's efforts in building partnerships have contributed to a positive school climate. Strong relationships between staff, students, and families have created an inclusive and supportive environment that promotes student well-being and academic success. Input from educational partners has informed more effective allocation of resources. This has resulted in targeted interventions and support services that address the specific needs of students, particularly those from underrepresented and underserved communities.

Throughout the school year, Larchmont has organized targeted events such as schoolwide literacy and math nights, back-to-school nights, open houses, coffee with the principal, and site council gatherings
	Larchmont has shown a commitment to continuous improvement by regularly evaluating the effectiveness of its partnerships and making necessary adjustments. Feedback from educational partners is used to refine strategies and ensure that they are meeting the evolving needs of students. We continue to focus on our school academic alignment for TK-12th grade.	Larchmont Charter will ensure targeted messaging to underrepresented families to foster more active engagement. Information and resources on student outcomes will be available for families to access. Larchmont continues to increase the utilization of ParentSquare and provide alternative documentation to families who don’t have digital access.

Larchmont will enhance its outreach efforts to underrepresented families by using targeted communication strategies. This includes providing information in multiple languages, utilizing various communication platforms such as ParentSquare, and ensuring that all materials are culturally relevant and accessible. The school will leverage technology to improve engagement with underrepresented families. This includes using online platforms for virtual meetings, creating digital newsletters, and developing a user-friendly website with resources and information in multiple languages, as applicable. 
	Larchmont has established inclusive and transparent decision-making processes that actively involve educational partners, including parents, teachers, students, and community members. This ensures diverse perspectives are considered, fostering a sense of shared ownership and commitment to the school’s goals. The school has implemented regular and structured feedback mechanisms such as surveys and focus groups. These platforms provide stakeholders with consistent opportunities to share their views and contribute to the decision-making process. Larchmont has established strong advisory committees, such as the School Site Council that include representatives from various stakeholder groups. This committee plays a crucial role in guiding school policies, programs, and initiatives, ensuring that decisions are informed by a broad range of insights and expertise. The school effectively uses local data to inform its decision-making processes. This data is presented to the Larchmont Board and all stakeholders. By analyzing academic performance, attendance rates, and other key metrics, Larchmont ensures that decisions are based on accurate and relevant information, addressing the specific needs of the school community. Also, the leadership at Larchmont demonstrates responsiveness and adaptability in addressing feedback from educational partners. This includes being open to new ideas, making adjustments based on stakeholder input, and continuously seeking ways to improve the decision-making process.	Larchmont is committed to continuous improvement in its decision-making processes. The school regularly reviews and evaluates the effectiveness of its feedback mechanisms and makes necessary adjustments to better meet the needs of its stakeholders.	Larchmont will enhance its communication strategies to ensure underrepresented families are well-informed and able to participate in decision-making. This includes providing information in multiple languages, using various communication platforms (emails, texts, phone calls), and ensuring that materials are culturally relevant and accessible. The school will ensure that underrepresented families are represented on advisory committees and councils. By actively recruiting and involving these families, Larchmont can ensure their perspectives are included in shaping school policies and programs. To accommodate the schedules and needs of underrepresented families, Larchmont will offer flexible meeting times and locations. This may include virtual meetings and evening sessions. Larchmont will provide workshops and training sessions for underrepresented families to empower them with the knowledge and skills needed to engage in decision-making. Topics may include understanding the school’s governance structure, effective communication strategies, and how to advocate for their children’s needs. The school will use personalized invitations and follow-up communications to encourage participation from underrepresented families. This personal touch can help families feel valued and more willing to engage in the decision-making process.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-04	2024
19647330108936	Alliance Collins Family College-Ready High	3	"At Alliance Collins Family College-Ready High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 42 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 21.03% of our scholars' families attended two or more parent engagement events this year.  In addition, 98% of our families responded postively in questions regarding Family Engagement at the school, and 98% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 98% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someoneelse they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	"	"Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	"	"Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	"	"At Alliance Collins Family College-Ready High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 100% of Parents and 100% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 97% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 99% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	"	"Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	"	"Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	"	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 98% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	"	"Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	"	"Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these familes, to ensure that our all educational partners have equitable voice in decision making at their child's school.	"	5	5	3	5	3	5	5	3	3	3	3	3	Met		2024-06-05	2024
19647330109884	James Jordan Middle	3	Our staff has intentionally built strong relationships with students and families, and in the most recent year, 100% of our students received positive, public recognition from our staff. The teachers are supportive of students and our families know that. On our yearly family survey this year, 100% of families said that teachers want students to do well. Our school also regularly communicates with families when students are struggling academically, and this year 100% of students with an NC quarter grade either had a parent conference with a teacher or administrator at our school or had at least three attempts to set that conference up. Our environment is a welcoming one as evidenced by 64% of our families attending our Welcome Breakfast this year and more than 100 parents attending our general parent meetings monthly.	Though we take great pride in regularly communicating with families through multiple channels, a year ago some families said they felt left in the dark when their students had missing homework assignments, so we began reaching out via text and phone messages to try to reach families through multiple methods. Additionally, partway through the year, our SSC recommended that our administrators offer families opportunities to engage through a quarterly Coffee with the Administrators event, as well as Parent Nights. We offered two Parent Nights and 1 Coffee with the Administrators event this year to give us more informal opportunities to build relationships with families and we intend to continue those types of interactions next year.	We want our school to be safe for all students, and our parent survey results show we have created a space that 97.3% of parents agree is as safe as or safer than other schools. We have faced some challenges in recent years with racism on campus, and some of our families, especially some of our African American families, felt uncomfortable with that so we hired a DEI consultant to design and lead workshops to address racism and improve engagement with underrepresented families. Other families have asked for assistance with parenting strategies, so we offered Parent and Student Workshops.	On this year’s student survey, 92.7% of students said that teachers want students to do well, and we have systems in place to communicate students’ academic and behavioral progress clearly. The Dean’s List is effective for communicating academic and behavioral success and we offer many student incentives and rewards to celebrate attendance, homework completion, demonstrating prosocial behavior in peer interactions, tutoring attendance (asking and getting help), and accruing merits for academic/social behaviors. Our students know we look to celebrate them often, and 100% of students received positive, public recognition this year. Our partnerships with students are so strong, and our students feel so successful, 100% of students recently indicated they plan to return to our school next year.	Students and staff agree that additional mental health supports are needed to help students with anxiety, depression, and drug use. We commit resources to supporting the mental health of our students because we know those supports will help us build partnerships and ultimately improve student outcomes. Our mental health monitoring group meets twice a month to discuss the social-emotional trends they’re noticing and generate ideas to support students. We have also continued our partnerships with community agencies who can help us meet our students’ needs.	The school continues to actively work toward eliminating racism on campus to address the needs of the small percentage of African American families who feel uncomfortable with the racism their students encounter. We are also open to partnering with other community agencies where appropriate, and we actively encourage families to access mental health supports off campus when they can. All COVID-specific funding expires in September 2025, so if programs are put in place at JJMS they might only be temporary.	Families know we actively encourage them to share their ideas and perspectives with the school, and 90% of families typically say the school includes them in making important decisions and communicating their student’s progress. More than 100 parents show up to our monthly general meetings and we use those meetings to seek input from our community.	Our monthly parent meetings regularly have more than 100 parents in attendance and sometimes that number rises to 200. Those large meetings can be intimidating for some parents who want to share their ideas, so our SSC recommended we offer Parent Nights and Coffee with the Administrator informal gatherings. Those events were positives this year because families were able to meet with administrators and share their thoughts and ideas in a less formal setting. To ensure all families know these events are happening, we began sending phone and text blasts regularly, as well.	The strengths and needs apply to all the families.	5	5	4	5	5	5	4	5	5	5	5	5	Met		2024-06-27	2024
19647330109934	Our Community Charter	3	The 2023-2024 school was one filled with many community events as we no longer had any Covid-19 restrictions in place.   Families were welcomed to our Opening school year Meet and Greet, Welcome Back Pancake  Breakfast,  Back-to-School-Night, Legacy Fest, KIDS Dash, Big Night Out, Spring Faire, monthly student led assemblies, Middle School Dance and Panda Partners Playdates. Parents were highly encouraged to attend Family Conferences. We were so excited to continue having our Student-led Conferences with students leading their parents through curriculum, activities, and projects.  Families were able to come together to learn about their children’s progress in learning the standards. Conferences are a big part of our mission because students are involved and empowered to participate in their own education and goal setting. These are opportunities to connect with the teacher about their child's progress and goals in class. Parents were invited to participate in various opportunities including Parent Orientation Meetings, Equity Task Force, School Site Council, Parent Education Night, class presentations and school performances. The school also had many more meetings and opportunities for parents to ask questions, get answers, and share feedback by utilizing our school app, Parentsquare. Parentsquare is used by all to share information and learn about what is happening at school. This tool is also translatable into a language of the user’s choosing.	OCS plans to continue parent education resources in the areas of attendance/ chronic absenteeism, bullying, culturally responsive teaching and learning strategies, and parent/ student education in relation to awareness in technology and social media.	OCS plans to work on including underrepresented families with all events and activities with staff and families. The Equity Task Force and Panda Partner Organization developed specific goals to support underrepresented families. Due to a leadership change, we will continue to strengthen this area and continue to build relationships to help reach the families where they are at while utilizing parent partnerships and volunteers.	Our Community School (OCS) knows that parent engagement and input are essential to the success of our school. In 2005, a group of parents, teachers, and administrators who wanted a new and different educational experience for their children founded OCS. Today, OCS constantly seeks parent input through various means. OCS collaborates with our Parent-Teacher-Student Organization to create many wonderful community-building events. These events are open to all families where staff and administration are present to interact and get to know each other better. It is essential that all families feel welcome and safe at OCS. Our Family Conferences and Student-led conferences ensure that all students are seen and heard and have access to quality education as they continue to work on their goals. OCS also uses Responsive Classroom while we use the First Six Weeks to build classroom community and norms and get to know students' interests.	OCS will continue to improve creating tools and resources to help parents engage with their children's academic progress. OCS will utilize ParentSquare to communicate and educate families (new and existing) on its policies and practices. It is vital that parents and school staff build stronger partnerships so that students will have improved outcomes.	OCS plans to work on including underrepresented families with knowledge and understanding of their child's outcomes with staff and families. We will be launching a more targeted program to help reach the families where they are at while utilizing parent partnerships and volunteers. OCS will also commit to connecting with families to provide additional guidance and resources to help underrepresented families navigate through the school system and provide resources as it applies to each unique situation.	OCS continues to provide multiple opportunities for parent involvement in school life and ease of home-school communication while ensuring continued parent representation in decision-making at the school. OCS included parent involvement at community meetings, School Site Council, and as members of committees and the Equity Task Force. All parents are encouraged to run for elected positions on the School Site Council and Panda Partners (parent organization) and to attend meetings of Board committees, Board meetings, and Panda Partners (PTO).	OCS wishes to reach out to those families who typically don't engage with OCS governance to gain their voice and feedback on school issues. This is an item of focus for the coming year.	OCS plans to work on including underrepresented families when seeking feedback and input on school issues with staff and families. We will be launching a more targeted program to help reach the families where they are at, while utilizing parent partnership and volunteers.	5	4	4	5	4	4	5	5	5	4	4	5	Met		2024-06-26	2024
19647330110304	Los Angeles Academy of Arts and Enterprise	3	LAAAE has a robust student services team which fosters building partnerships for student outcomes. LAAAE partners with different agencies to provide comprehensive support. For example, Didi Hirsch provides onsite and offsite individual and group mental health therapy for students. LAAAE sponsors quarterly parent nights which provide a structured opportunity for parents to circulate with their child's teacher to discuss student progress and ways to work together to support improved student outcomes. Teachers sponsor office hours to support students missing assignments. LAAAE leadership regularly provides updates to parents regarding their legal rights and provides workshops for parents to explore different topics of legal rights.	LAAAE needs to increase parent engagement in educational partner meetings including School Site Council, Coffee with the Principal, English Learner Advisory Committee, and Parent Teacher Organization. LAAAE will also work to expand opportunities for parents to engage in workshops designed to help them support their children in college and career readiness.	LAAAE will improve outreach to engage more educational partners in SSC, Coffee with the Principal, English Learner Advisory Committee and Parent Teacher Organization meetings. LAAAE will increase opportunities to parent workshops in areas of supporting students with college and career readiness, technology, and social-emotional support for students.	LAAAE prides itself on providing multiple opportunities for parental engagement necessary to build relationships. LAAAE uses Blackboard to regularly communicate with families via telephone, text, and email. LAAAE also sends home print information and packets and maintains a current website and social media.

Parent meetings range from open house to senior specific items (such as FAFSA, college admission), coffee with the principal, and learning workshops. Print materials and communication at meetings are addressed in both English and Spanish to ensure that Spanish-only speaking parents can meaningfully engage.

Since LAAAE serves predominantly underrepresented families, these engagement activities primarily serve underrepresented families. Classified staff are assigned to student and family outreach. They are an important link between our school and our families. Outreach staff kept students and families informed about academic expectations and connected them with school and community resources. Outreach staff also help identify students with limited engagement in order to escalate follow up to other staff who conduct additional outreach.

Assignments are posted on both Google Classroom and PowerSchool for parents to view. LAAAE has also built many partnerships with community organizations to support student engagement in arts, enterprise, and academic acceleration including Inner City Arts, DaVinci Camp for mathematics, and the Shakespeare Center.	A current focus area is continuing to return to in-person engagement for all community partners. An effort to create a hybrid model of remote or in-person engagement has benefited building partnerships for student outcomes. LAAAE continues to work to re-establish pre-COVID routines and procedures to promote the engagement of community partners.	LAAAE has built additional in-person and hybrid options for underrepresented families. These have focused around college and career readiness, academic progress, and social-emotional supports for these educational partners. LAAAE is continuing its work to expand extracurricular opportunities for students offered through community partners such as Inner City Arts, DaVinci Camp, and the Shakespeare Center. Increases in summer and extracurricular engagement opportunities for underrepresented families helps mitigate learning loss over summer and support student engagement and attendance.	Families and students are regularly engaged in decision-making through PTO, ELAC, and SSC. Families are also encouraged to attend and participate at board meetings. Coffee with the Principal and parent workshops also provide a venue for parent voice and participation in school decision making. Since students now have a Chromebook or similar device and access to the internet, we are working with parents for them to use these devices to also access virtual activities provided while working to reinstate opportunities for in-person engagement. We are also encouraging parents to re-engage on campus as often as possible while maintaining virtual options for those who find them more convenient.	One area of focus is improving parents and educational partner participation in relevant meetings such as PTO, ELAC, and SSC. Additionally, LAAAE needs to increase access to campus in an effort to provide hybrid in-person and virtual formats for joining. Lastly, LAAAE needs to work to make academic, social-emotional, behavioral, and attendance data more accessible for all educational partners so it can be used to drive their knowledge and input for decision making.	LAAAE has reinstated opportunities for in-personal engagement of educational partners while maintaining the ability to engage remotely in a hybrid model. While LAAAE encourages in-person engagement, remote opportunities for collaboration with education partners is still requested by many families. LAAAE also continues to work to increase parent access to campus. Lastly, LAAAE will provide data to educational partners in comprehensible formats to help them use it to drive their input on decision making.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-05-28	2024
19647330111211	New Heights Charter	3	New Heights Charter School builds strong relationships with parents, guardians, and families by making the school a welcoming place, providing translation services and translated materials in all parent communications, and celebrating the diverse family cultures that are represented in our student population. This year, the school conduced a asset and needs assessment process as part of our Community Schools initiative which provided opportunities for school staff and families to engage in new ways through multi-stakeholder team-building events and outdoor hikes. Each year, the school conducts a survey to get parent feedback on how we are doing in building relationships. 
The following questions were asked as part of an end-year parent survey. The percentages of parents who replied with positive and strongly positive feedback are listed here: 
1. Do you feel sure about how to communicate with the school? 
100% responded positively
2. Is the school welcoming to parents?
100% responded positively
3. Does the school communicate well with people from your culture?
100% responded positively
	One focus area for improvement is to increase the number of parents who value daily attendance at school. Our LCAP goal tracks chronic attendance data and the number of unexcused absences has not significantly decreased since our return from the pandemic. Through our data analysis we are able to disaggregate to track student attendance, student performance, and social-emotional needs. In addition, 60% of parents surveyed responded that their busy schedules get in the way of becoming more involved in their child's school. We initiated a partnership with FasTalk to provide parents with short text messages, twice a week, that informed them of content and themes students were studying at school and quick tips for how to engage students at home in discussions/activities related to the teaching at school.	We plan to continue our partnership with FasTalk (described above) to support parent understanding of school work as well as help to engage parents who might otherwise be too busy to participate in school-related activities. We also plan to continue all the strategies we have used to build engagement of underrepresented families including regular communication in multiple languages, newcomer family meetings, parent participation in Student-Led Conferences twice a year, joyful family events, and regular parent meetings.	New Heights Charter School builds strong partnership with parents to support positive student outcomes by making the school a comfortable place for parents to ask questions and seek information, providing oral translation and translated materials for all report cards and reports of student progress, and inviting parents into the classroom. The school's special education program does an excellent job at informing parents of their rights, helping parents advocate for their children and ensuring that plans for students are a collaborative efforts between the school and the family. Teachers and the administration receive support to build their capacity to work with parents and the school's structure facilitates these relationships. Parents receive reports on student progress four times during the school year, with two of those times being face-to-face meetings. Parents are invited to attend Parent Tea's with the school administration which occur twice a month and provide a forum for discussion of school academic progress and a chance to ask questions about individual student needs.	Each year, the school conducts a survey to get parent feedback on how we are doing in this area. The following questions were asked as part of a parent survey and the percentages of parents who replied with positive and strongly positive feedback are listed here: 
1. Do you feel a sense of belonging with your child’s school community?
100% responded positively
2. How well does the school value the diversity of children’s backgrounds? 
90% responded positively
	Based on our parent data, 70% of our students do not read for fun at home, 50% struggle to get organized for school each day, 60% of students get easily distracted when working on school activities at home, and 60% have trouble motivating themselves when tackling tasks to help them reach their goals. 62% of students in grades 3-5 and 51% of students in grades 6-8 reported that they had trouble paying attention and ignoring distractions One focus area for improvement is to increase the number of Upper Campus parents who come to learning events, including the engagement of underrepresented families. And for students the focus area will be increasing students' self-management strategies.	Based on the analysis of the parent survey date and interviews with teachers and staff, New Heights is increasing use of the robo-text feature to alert parents (in multiple languages) of classroom events such as unit-end Writing Celebrations, student presentations, and other opportunities for parents to learn more about what students are learning in school. In addition, we plan to focus on developing students' executive functioning skills to build motivation for attempting difficult learning tasks and organizing themselves to facilitate learning.
	New Heights staff and parents work together well to help make decisions for the school, plan for the future, and address issues of concern. There are many structures in place to gather parent input and have parents part of the decision-making process including Parent Tea's (twice a month), Parent Advisory Committee, ELAC, Health Advisory Team, and the ad hoc groups that form around each Family Event scheduled throughout the school year. As a result, overall parent involvement has increased each year we've had the LCAP plan in place.	One focus area for improvement is to continue to build the capacity of families to effectively engage in decision-making and advisory groups by expanding their knowledge of our school's core vision, education policies that impact the school, and issues of teaching and learning.	4	5	4	4	4	4	4	3	4	3	4	3	Met		2024-06-19	2024
19647330111484	New Village Girls Academy	3	Our current strengths include bilingual personnel who can connect in person, by phone, or virtually with parents and families. All personnel also try to be flexible, and school events are scheduled for extended hours to facilitate the attendance of more family members. Teachers and advisors receive professional development, training, templates, resources, and reminders to establish positive communication with family members through positive phone calls, frequent updates, and consistent communication. 
Our parent & family support component includes home visits, case management, emergency assistance, and linkages to needed social supports aimed at helping stabilize the entire family. Due to these ongoing and consistent efforts, there has been an increase in building relationships, demonstrated through more communication between families and advisors, attendance at large school events, and involvement. One major measure of relationship building and engagement is our student exhibitions. Participation in student exhibitions increased from 10% in Spring 2023 to 42% in Winter 2023.
	Our focus area is to increase communication with parents and family through more frequent positive phone calls, an increase in attendance at school events, like Back to School Night, Open House, Student Exhibitions, and Winter Fest, as well as increased communication regarding attendance, classwork, and academic progress. Professional development provided to all teachers and advisors, led by the Director of Teaching and Learning, will focus on building relationships, cultural competency, frequent and positive communication with parents and families, and creating inclusive and welcoming classrooms for parents and families.	Parents of EL students will receive all materials, flyers, and communication materials in Spanish and English. Most staff and personnel are bilingual in Spanish; for those who are not, bilingual staff will be available to provide information in Spanish. Our school website has been updated to be translated into Spanish with one click. Parent meetings and events will be bilingual, as will any meeting or event with the school leadership.
Students over 18 are an underrepresented group, which tends to have lower parent and family participation. For these students, the school administration will open up all parent meetings for students to attend themselves so that they also receive vital information and can take part in the school's decision-making. For students who are 18 and over and are parenting or pregnant, the school welcomes them to bring their children and family to all school events. This removes the barrier of childcare needed to participate.
	Comprehensive weekly professional development is provided to all school personnel. Topics include Big Picture Learning, which is focused on project-based learning, student interest, and establishing rigor, relevance, and relationships. This intentional coaching and classroom observations have helped equip teachers with the tools and support necessary to create inclusive classrooms that meet students where they are, provisioning individualized learning plans. Topics include project-based learning, leave-to-learn connecting real-world learning, exhibitions, and competency-based progress monitoring. There has been increased communication between school personnel, students, and parents regarding outlining learning and academic progress goals through phone calls home, teacher-parent conferences, and consistent communication. In the most recent Spring 2024 Student School Climate Survey, 83% of students agree that teachers explain the materials (classwork and homework) in ways they can understand.
Parent meetings throughout the school year discussed mental health resources and how to access them, support to EL students, and resources for all students learning and academic progress. Student performance data was shared to show areas of growth in Math and English STAR test scores and ELPAC scores. 
In a parent focus group, a parent shared her experience at New Village, stating that her student is benefiting from her SPED services, support with transportation to school and medical visits, and support from the internship opportunity. This feedback demonstrates the partnership, resources, and communication that are being built and strengthened with students and parents to improve student outcomes.
	A focus area for improvement is to disseminate and use timely disaggregated performance data to inform teaching and learning that address literacy, reading, and math with the following strategies: all staff will receive copies of their students’ STAR test scores in Reading and Math. Staff will strategize approaches for individualization for student learning and calibrate their classroom materials. In the most recent Spring 2024 Parent School Climate Survey, 50% of responses indicated that they do not have consistent communication with their student’s advisor. In creating and building a partnership for student outcomes, communication between advisors and parents is vital. This area will be strengthened through professional development, coaching, and classroom observations.
Another focus area is to emphasize data and analyze actual samples of student work to assess growth areas and areas for improvement. Training, implementation of the Big Picture Learning rubrics, and collection of samples for evidence will be infused into our comprehensive annual professional development plan to improve this area.
	For EL students, it is important to Increase parent involvement in unique and appropriate ways that reflect the reality of our families, their constraints, and needs. To do so, the following will be implemented: NVGA will host a monthly parent meeting where school events and academic data will be discussed and translated into Spanish. We will also continue using OneCall to communicate announcements with parents in Spanish and English; Advisors will contact parents when developing individualized learning plans and reviewing academic data throughout the semester. Advisors will also solicit parent and mentor engagement for student exhibitions. Letters with important information and announcements will be sent to ensure parents are aware of policies, announcements, and events in Spanish and English.
To increase the engagement of students experiencing homelessness, New Village will Increase social, emotional, and financial stability through specialized support for the student and the entire household. The strategies put in place are:
The parent and community liaison will meet with parents to better assess their needs and will support them in procuring resources for their families.
- Referrals for mental health providers will be made by the school psychologist for students and families when appropriate.
- Partnerships designed to help address specific student needs will continue growing with neighboring organizations focused on housing, legal, and employment.
- CBOs will be invited to all school events and encouraged to follow up with potential clients and families.
- Local government, county, and policing agencies will be engaged in school activities to provide support and guidance in safety matters.
	New Village provides multiple avenues to seek and collect all stakeholders' information and feedback to inform decision-making. The avenues include annual school climate surveys for personnel, students, and parents. It includes bi-monthly parent meetings with open forums for discussion after agenda items are reviewed. The principal also hosts weekly office hours and implements an open-door policy where parents and families are encouraged to meet with her at any time, without a prior appointment, if that is the best way for the family to connect. This past year, New Village also held focus groups with personnel, parents, and students, focusing on improving chronic absenteeism and graduation rates. The feedback collected is used to inform interventions and resource allocation.	An area of focus is to increase parent participation in school climate surveys and focus groups, as well as attendance at parent meetings, school-wide events, and student exhibitions. School personnel will work with families facing hardships through case management and home visits to build communication and partnerships that will increase participation. The school will also use social media to communicate future events and important meetings. The school will continue to use flyers, phone calls, and emails to keep parents informed. The principal will also send direct texts to parents and families using Google to send multiple reminders and information.	To increase input provided for decision-making from our EL students, the school will deploy similar strategies as stated above: bilingual material, multiple modes of communication, and multiple ways to join (in person, over the phone, or Zoom), as well as provide alternative ways to receive the same information and opportunity to provide feedback during home visits, case management services and meetings, principal’s office hours, and drop-in opportunities to meet with the principal.
To increase input provided for decision-making from our students experiencing homelessness, the school will use our case management component to meet directly with the families. During hardships and difficult times, it is not realistic for families to be able to attend school meetings and events. Therefore, we will deploy our staff to meet families in the community to collect feedback and inform decisions around resource allocation, events, and student support.
	4	5	4	4	4	4	3	4	3	3	3	3	Met		2024-06-26	2024
19647330111492	Alliance Patti And Peter Neuwirth Leadership Academy	3	"At Alliance Patti & Peter Neuwirth Leadership Academy, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 18 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 13.38% of our scholars' families attended two or more parent engagement events this year.  In addition, 98% of our families responded postively in questions regarding Family Engagement at the school, and 96% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 98% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someoneelse they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	"	"Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	"	"Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	"	"At Alliance Patti & Peter Neuwirth Leadership Academy, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of Parents and 99% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 97% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 99% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	"	"Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	"	"Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	"	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 98% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	"	"Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	"	"Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these familes, to ensure that our all educational partners have equitable voice in decision making at their child's school.	"	5	5	3	5	3	5	5	3	3	3	3	3	Met		2024-06-05	2024
19647330111500	Alliance Dr. Olga Mohan High	3	"At Alliance Dr. Olga Mohan High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 24 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 16.74% of our scholars' families attended two or more parent engagement events this year.  In addition, 100% of our families responded postively in questions regarding Family Engagement at the school, and 100% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 100% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someoneelse they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	"	"Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	"	"Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	"	"At Alliance Dr. Olga Mohan High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 100% of Parents and 100% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 99% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 100% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	"	"Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	"	"Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	"	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 100% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	"	"Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	"	"Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these familes, to ensure that our all educational partners have equitable voice in decision making at their child's school.	"	5	5	3	5	3	5	5	3	3	3	3	3	Met		2024-06-05	2024
19647330111518	Alliance Jack H. Skirball Middle	3	"At Alliance Jack H. Skirball Middle School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 22 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 36.34% of our scholars' families attended two or more parent engagement events this year.  In addition, 96% of our families responded postively in questions regarding Family Engagement at the school, and 93% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 96% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someoneelse they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	"	"Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	"	"Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	"	"At Alliance Jack H. Skirball Middle School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 98% of Parents and 98% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 94% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 96% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	"	"Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	"	"Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	"	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 96% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	"	"Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	"	"Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these familes, to ensure that our all educational partners have equitable voice in decision making at their child's school.	"	5	5	3	5	3	5	5	3	3	3	3	3	Met		2024-06-05	2024
19647330111575	Animo Ralph Bunche Charter High	3	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes  administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue.  A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).

The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.	The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach.  Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families.   The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by our regional support staff in collaboration with local community service partners.	The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students (UPAS), a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The UPAS Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues such as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Based on the skills learned through the UPAS Community Organizing Institute, parents have student/parent-led conferences where they discuss issues affecting their communities and campus. In addition to this, the school has cultural groups, specialized advisory, and other parent programs.	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website  to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.	The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.	The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.  In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school.  Data is analyzed by school leaders to inform future policies and decisions at the school.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-28	2024
19647330111583	Animo Jackie Robinson High	3	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes  administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue.  A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).

The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.	The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach.  Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families.   The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by our regional support staff in collaboration with local community service partners.	The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students (UPAS), a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The UPAS Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues such as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Based on the skills learned through the UPAS Community Organizing Institute, parents have student/parent-led conferences where they discuss issues affecting their communities and campus. In addition to this, the school has cultural groups, specialized advisory, and other parent programs.	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website  to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.	The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.	The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.  In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school.  Data is analyzed by school leaders to inform future policies and decisions at the school.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-28	2024
19647330111625	Animo Watts College Preparatory Academy	3	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes  administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue.  A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).

The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.	The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach.  Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families.   The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by our regional support staff in collaboration with local community service partners.	The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students (UPAS), a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The UPAS Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues such as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Based on the skills learned through the UPAS Community Organizing Institute, parents have student/parent-led conferences where they discuss issues affecting their communities and campus. In addition to this, the school has cultural groups, specialized advisory, and other parent programs.	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website  to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.	The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.	The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.  In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school.  Data is analyzed by school leaders to inform future policies and decisions at the school.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-28	2024
19647330111641	Alliance Ouchi-O'Donovan 6-12 Complex	3	"At Alliance Ouchi-O'Donovan 6-12 Complex, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 76 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 92.64% of our scholars' families attended two or more parent engagement events this year.  In addition, 95% of our families responded postively in questions regarding Family Engagement at the school, and 95.5% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 95% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someoneelse they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	"	"Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	"	"Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	"	"At Alliance Ouchi-O'Donovan 6-12 Complex, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 98% of Parents and 98% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 96.5% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 97.5% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	"	"Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	"	"Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	"	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 95% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	"	"Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	"	"Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these familes, to ensure that our all educational partners have equitable voice in decision making at their child's school.	"	5	5	3	5	3	5	5	3	3	3	3	3	Met		2024-06-05	2024
19647330111658	Alliance Marc & Eva Stern Math and Science	3	"At Alliance Marc and Eva Stern Math and Science School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 19 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 10.2% of our scholars' families attended two or more parent engagement events this year.  In addition, 90% of our families responded postively in questions regarding Family Engagement at the school, and 92% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 90% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someoneelse they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	"	"Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	"	"Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	"	"At Alliance Marc and Eva Stern Math and Science School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 97% of Parents and 97% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 94% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 96% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	"	"Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	"	"Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	"	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 90% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	"	"Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	"	"Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these familes, to ensure that our all educational partners have equitable voice in decision making at their child's school.	"	5	5	3	5	3	5	5	3	3	3	3	3	Met		2024-06-05	2024
19647330112060	Hesby Oaks Leadership Charter	3	The communication between Hesby oaks Staff and Families is constant and strong. Families utilize the main office, the parent center, use email and phone calls to communicate with teachers and staff. Administration has an open door policy. Teachers constantly communicate with families through messaging, emails or phone calls. Principal organizes monthly Coffee & T meetings. Principal communicates with weekly phone recordings and email. Hesby Community Outreach Committee always organizes events to invite the Hesby Families on campus.	We will continue using the same strategies and efforts to continue our positive relationship with our community.	We will continue connecting with our underrepresented families through personal phone calls and invites.	Through monthly Coffee & T, teachers conferences, and parent teacher meetings, we are building partnerships with our families for a positive student learning outcomes.	We will continue with our teacher conferences, teacher parent meetings and focus more on student achievement during our Coffee & T monthly meetings.	We will continue making personal calls and invites to all our underrepresented families to keep them engaged and involved in our students learning and success.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Hesby Oaks is included in these engagement policies and processes.
	Hesby will continue the implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.
	Hesby will continue personally connecting with our underrepresented families to offer them multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.
	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
19647330112201	PUC Excel Charter Academy	3	Families are essential partners in their young adolescent’s education program at PUC Excel. Family members are provided year-round opportunities to participate and build a relationship with the school to meet social emotional and academic demands young adolescent’s experience during the middle school years.  For example, incoming students have family success meetings, parent workshops occur weekly at Excel’s Parent Center, monthly coffee with the principal meetings, access to parent committees, annual family and student-led conferences, and opportunities to plan and participate in annual school events.  The school sends bilingual communication schoolwide on a weekly basis, and each teacher communicates weekly/daily with families through the school’s online communication platform.  Annual surveys are sent to each family schoolwide and grade level teams provide opportunities for families to share more about themselves and any possible needs.	We are working to improve reaching families who do not respond or utilize the schools’ communication systems.	Our goal is to ensure a 100% of our families have knowledge of important events and their child's academic progress.  The school will ensure that invites get sent out in all available media such as the school’s website, school’s social media platforms, flyers, and phone calls.  In addition, communication will be in both English and Spanish.	PUC Excel believes that a child’s family is their first and most important teacher.  In order for a child to succeed in school they must be surrounded by people both inside and outside of school who believe learning is important.  Preparing families for high school and college success becomes a data driven priority in Middle School.  Families are encouraged on developing an intimate relationship between student achievement and student data.  Families have multiple opportunities to engage meet with their child’s teacher around data and growth goals.  For example, families participate in student and teacher led conferences, math and literacy data nights, family success team meetings, grade level teacher meetings and Parent College classes.  Teachers are always available to provide support with any questions regarding their young adolescent’s academic progress through the school’s Online communication system, emails, and in person.  Annually each family engages with their child's teacher during a personalized conference, and these types of meetings continue to occur based on their child's or family’s needs.  Families are given year-round access to their students’ progress report card, including a detailed look into all graded assignments and assessments.  Monthly progress reports are sent home with two end of semester report cards.	The school's area of improvement is to work toward a 100% parent participation in Teacher Student Led Conferences, Math and Literacy Data Nights, and have families use our online grade book tool to celebrate, support and empower their students’ academic achievement.  We want all families to work in partnership.	In order to achieve this goal teachers and parent leaders are consistently developing new ways to track and reach out to those families who are not active partners and provide them alternative ways for participation.	PUC Excel recognizes family members as educators, as individuals with experiences to offer, capable of constructing and sharing knowledge. It is essential for student achievement that the worlds of school and home see, know, respect, and learn from each other. The school utilizes family meetings, the SAC and ELAC councils, Title 1 meeting, and LCAP development meetings to engage all stakeholders. Participating members are provided information, training, and the opportunity to actively participate in the school's decision-making process. The PUC organization also provides regional opportunities where families are informed about their schools, charter management organization, district, county, state, and federal level decision making process through its Parent College classes.  The PUC organization also informs, educates and utilizes our organization wide Uniform Compliant Policy to inform families of their rights and provide them with support to resolve issues or concerns.
	The school's improvement goal is to increase the number of families who participate in these opportunities and systems that allow for their voice to be heard and have impact in the school's decision making.	Staff and participating family members are continuously developing recruitment plans and reaching out to all families in person and via the school multiple communication systems.  Surveys are sent home and readily available throughout the year at school events to determine how each family would like to engage, parent leaders, grade level teams and staff use this information to revise recruitment and parent engagement plans.	5	5	5	5	5	5	5	5	5	5	4	4	Met		2024-06-13	2024
19647330112235	California Creative Learning Academy	3	Families are offered multiple pathways to learn about and discuss student progress to help build relationships between school staff and families. There are a variety of ways the families and school collaborate on supporting student progress: weekly class newsletters, parent conferences, Student Success and Progress Team meetings, social emotional learning supports, topical meetings for parents on curricular content, classroom learning celebrations events, participation in school committees and governance. A focus area for the school is to find additional ways to accommodate the needs of underrepresented families.
Strengths identified by the families include:
Mission & Core Values have been clearly communicated
They feel welcomed in the school
There is clear evidence the teacher cares for and respects their child They believe in the arts integration approach They believe in the school’s interdisciplinary approach	As mentioned above, the focus areas for growth identified from the different stakeholder groups mainly revolve around feeling connected at school along with actions related to academic expectations and success.
Areas of growth include:
Parents are involved in decision making at the school
Students expect they will have a say in the decisions that effect them.
It is evident from student behavior that there are clear expectations and consistency in the discipline policy Teachers set high expectations for learning	We are continually strengthening efforts to engage underrepresented families. We currently provide translation, meetings at various times of the day with important feedback meetings in the evenings, ensuring information is communicated regularly in our weekly newsletter, and having teachers send weekly communications regarding classroom learning. We will work on strengthening student-student, student-staff, and staff-family relationships through more in-person activities and solicit ongoing feedback during the year. Our LCAP is changing one of its goals for this upcoming cycle from Culture & Climate to Justice, Equity, Diversity, & Inclusion. The actions are to help our diverse community both engage and support one another	CalCreative has a process that engages and educates stakeholders on the LCAP. This engagement took place throughout the year in a variety of forums. Regularly scheduled Leadership meetings, School Site Council, PTA, parent workshop, school committees, as well as the Annual Stakeholder Survey which included parents, students, and staff. Regular open meetings of the School Site Council and presentations to the Governing Board along with website postings, messaging software, and an LCAP infographic provided opportunities for public review and reporting on the SPSA and LCAP. The School Site Council (SSC) was involved with the monitoring and revision of the LCAP throughout the year, and the development of the SPSA. The SSC began with reviewing the current year LCAP followed by an all-day retreat to conduct classroom observations, create subcommittees to monitor specific initiatives (e.g. attendance, communication, diversity/inclusion), and discuss the process of monitoring the actions in the school year. The SSC regularly engaged with current school data and prioritized feedback from other stakeholder groups, parents, Curriculum Committee, Social Emotional Learning Committee, PTA, room parents, the Annual Stakeholder Survey, etc. A focus area for the school will be concentrating our efforts on ways to accommodate needs so that we can have stronger relationships and engagement with particular subgroup populations.	We are focusing on engagement, both student and family. With student engagement, we are incorporating more student-decision making into our systems, along with more parent education support, and opportunities for families to engage with one another.	We will at the start of each school year, ask families to sign up for engagement groups. These groups can be learning groups, affinity groups, support groups, etc. We are reducing the number of activities that are children-event centered, to activities that are adult facing.	CalCreative has demonstrated strong work in creating a welcoming and collaborative environment with families. Our School Site Council is actively engaged in the monitoring of our LCAP, and meets regularly to review data, processes, and feedback. We survey our stakeholders frequently. We have many committees that also request the participation of educational partners and they are part of decision-making (e.g. green team, development, Site Council, Board of Directors). We have a strong core of families that do engage and support the vision work of the school.	We have a good system of engaging educational partners authentically and are reaching families who are able to participate. We need to focus on finding ways to engage less resourced families, as they may not have the privilege to participate in the same way more resourced families can. In addition, from our Culture and Climate survey, they have indicated wanting to understand more about the school’s program, which is understandable given the many shifts that have occurred post-pandemic.
We continue to have the need to support the large number of new families who need more induction about our program. We are creating a stakeholder induction program to help partners have a better understanding of how the educational philosophy and program are applied in action, along with more authentic opportunities for families to participate and share their histories/stories.	We offer communications in English and Spanish and it seems that the technology platforms are less and less successful in the era of electronic communications. We will be offering paper handouts in addition to our electronic messaging system to help ensure information and access is being communicated to underrepresented families.	4	4	3	4	4	3	4	4	5	5	5	5	Met		2024-06-25	2024
19647330112508	Stella High Charter Academy	3	The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 66% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 91% of parents rate the school positively.
One of the school’s biggest strengths is the welcoming environment we’ve built with families. 62% of families attend at least one school event including, but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights. Through events that highlight the cultures of students, implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff.	The school has identified the percentage of parents who had a 1:1 interaction with a counselor as an area of growth as 18% attended this year. Additionally, we’d like to increase the percentage of families who have a yearly counselor meeting which was at 27% this year.	The school will improve the engagement of underrepresented families in this area by leaning on the support of the Family Engagement & Community School Manager teams, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.	We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. We also see strength in having  38% participation in our Teacher-Parent Conferences. Our team works hard to provide families with information and resources to support student learning in the home.	The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 19% which has increased consistently in the last 5 years. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes.	The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school. 
The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, engaging teachers and school leaders in professional development to support all students and their families, and reaching out to parents through ParentSquare, messages, and phone calls to support attendance at events that will assist them in supporting their child’s learning at home.
With the support of the Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.	One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Family Engagement Coordinator. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.	Though we are proud to have 66% of parents returning surveys, and 91% of parents attending a school event, we continually strive to increase these numbers to reach 100%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Family and Community Engagement Team works every year to identify, train and support family leaders who actively participate in the School Site Council, English Learner Advisory Committee and other advisory groups.	The annual Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Lead Executive Officer,  the Senior Vice President of Student and Family Services, and the Vice President of Outreach & Engagement and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year. In addition, families are constantly invited to participate in multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-25	2024
19647330114884	Aspire Junior Collegiate Academy	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase the engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	5	5	5	5	5	5	5	5	4	4	4	4	Met		2024-06-20	2024
19647330114959	Monsenor Oscar Romero Charter Middle	3	Building positive relationships with students and families is a pillar of our LAUSD-approved charter petition. As a charter school intentionally designed to be small, we view the relationship between the school and home as essential to student success academically, socially, and emotionally during the most challenging time in a person’s development.
With class sizes of up to 27 students, teachers are expected to develop positive relationships with students and families. Through regular communication with parents/guardians, our teachers seek to partner with families and create a bond based on mutual trust and respect. Since 2019, MORCS has provided coordinated community services for a significant number of newcomer students and families. While this group is a small percentage of our enrollment, we recognize the need for quality engagement and support for family as they acclimate to a new country and our commitment to positive impact on educational outcomes for the student.
OUR SURVEY DATA STRENGTHS: Our 2023-24 Youth Truth Survey “Relationships” Theme data validates our efforts with families have been successful:
Families: “The degree to which families experience positive relationships in their school based on respect, care, and approachability.” (91% positive; 4.35 rating); “Teachers and students care about each other.”(87% positive); Communications & Feedback Theme (Overall 89% positive; 4.31 overall rating); Resources Theme (Overall 89% positive; 4.28 overall rating)
The school’s administrative structure - four teams, each with a dedicated administrator - instruction, school climate & culture, community schools, and operations, has been crucial to our learning community’s connection with our families. While the focus of each team is distinct, each has a responsibility to support teachers with family relationships in order to support the whole student. Additionally, members from each team serve on the MTSS and have roles in the support for students with non-educational needs.
Instruction: The Coordinator of Instruction provides on-going oversight of the academic program and serves as a resource to teachers in communicating with parents/guardians about students’ academic progress.
Annually, the school holds a variety of cultural events representative of the ethnic and cultural backgrounds of our entire learning community. These events are intentionally integrated into our planning calendar each year to demonstrate respect for the various backgrounds of students, families, and staff. Over the years, they have become traditions, and the staff fully engages with students to understand the significance not only to the school but to the larger global context. 
We also value parent involvement in our school it helps their children understand their family values the school.	"The Youth Truth Survey “Relationships” Theme questions aligned to building relationships seek to gauge different aspects based on the stakeholder group. For the 2024-25 academic year, we will prioritize actions/activities directed to the following Youth Truth Survey ""Relationships"" items:

Students: “The degree to which students feel they receive support and personal attention from their teachers.” (51% positive;3.55 rating); “Students from my school treat adults with respect.” (45% positive); “The degree to which students feel welcome at their school and have collaborative relationships with their classmates.” (49% positive; rating 3.49)

Staff: “The degree to which staff experience positive relationships in their school based on respect, care, and approachability.” (44% positive; 3.88 rating)"	The LEA continues to have strong relationships with families, as evidenced in parent participation rates in student-led parent conferences, parent workshops, Coffee with the Administrators, and parent surveys. In addressing the needs of the whole child and engaging parents and our school community to support each other the LEA has responded and addressed social, emotional, cultural needs, for our school community. The school should continue to provide access and communication between all stakeholders.	The pre-service professional development in Summer 2023 included multiple sessions by Relay Graduate School of Education. Two sessions were specific to building relationships: “Harnessing Identity to Build Trust” and “Deepening Connections with Families & Students” (July 28, 2023). The school carried these themes through the academic year, and will do so again for the 2024-25 academic year. 
Teachers are supported throughout the year through professional development building from the regular instructional coaching they receive from the Coordinator of Instruction. The Coordinators of Culture & Climate as well as the Community Schools Teams, regularly collaborate with administration to design relevant professional development for teachers to address PBIS implementation and MTSS. The school also has six days dedicated to individual teacher conferencing with parents (3 fall/3 spring). The average parent attendance for the school for the dedicated parent conferences over the current year exceeded 70%.
We maintain a section on the school website with resources for parents to assist the continuity of student learning at home, including direct links to various digital platforms. All of our curricula are digital and posted in Google Classroom for ease of student access at home, and available for parents to monitor at home. Parents also receive regular communications from teachers about the academic progress of their child; and parents receive a login to Infinite Campus so they can view student academic marks at any time. Teachers are available for conferencing by appointment throughout the year.
For special student populations, we have events and committees targeted to their needs. For example, this year we initiated SpEd Meet ‘n Greets for both fall and spring semesters to better engage the parents of these students who may have gone “unseen” in their prior educational setting. This is aimed at ensuring parents that we are here to partner with them for their child’s success in alignment with their IEPs. 
Additionally, our ELAC/EL-PAC holds meetings aligned to data timelines to discuss the specific needs of the English learner population (e.g., CA Dashboard, state-verified data platform BOY-MOY-EOY; English Language Proficiency Assessments for California, reclassification consultation, etc. )
Our Board of Directors annually evaluates our parent involvement policy as a Title I school, and makes revisions accordingly. The SAC/PAC maintains the responsibilities of monitoring our Title I interventions. All parents are welcome to attend the meetings during the academic yeaThe SAC/PAC maintains the responsibilities of monitoring our Title I interventions. All parents are welcome to attend the meetings during the academic year and provide input on the program as it pertains to the performance of both our socioeconomically disadvantaged students and those in danger of not meeting standards.	The Youth Truth Survey Engagement Theme questions aligned to building partnerships for student outcomes seek to gauge different aspects based on the stakeholder group.

Students: “The degree to which students perceive themselves as engaged with their school and education.” (Overall 53% positive, which is a decline of 3%; Overall average rating 3.49)

Staff:  “Students are getting a high-quality education at this school.” (62% positive; 3.54 rating); “My school sets high expectations for students.” (62% positive; 3.85 rating)	"Continue Parent Conference Days (6 days/year); increase parent engagement/attendance at schoolwide events; hold Fall & Spring SpEd events; set expectations for teacher communication ""touch-points"" about student progress; MTSS process"	As a small charter school, we seek to involve parents and other community members in providing input for decisions that impact the school. The current charter petition describes the formal governance structure of the organization. Our Board encourages and expects the leadership to provide multiple opportunities to families and staff to engage in discussions to inform site-level decision making, and feedback to the Board on issues faced by the school. All families and staff have opportunities to provide input on plans for school improvement, such as the LCAP and event planning.

While families are encouraged to participate in local governing board meetings and site-based committees, we know that these opportunities may be at inconvenient times. To address this, we hold monthly Café con los directores (Coffee with the Principal) as an informal setting for parents/families to share their thoughts on a wide range of issues and to raise concerns that require addressing by the administration.

Throughout the year, the school holds workshops geared to parents on supporting their child’s learning, emotional well-being and wellness, bullying prevention, social media, college awareness, and readiness, among other topics. We maintain an “open door” policy for parents and staff to speak with the Executive Administrator about any concerns they may have related to the school and/or their child. Parents often use the open-door policy to meet with the executive administrator and other members of the administrative team.

Families: 
• “The degree to which families are engaged in their school and empowered to influence decision-making.” (Overall 86% positive; overall average rating 4.12)
Staff: 
• “The degree to which staff feel engaged in their work and empowered to influence their schools.” (Overall 73% positive; overall average rating 4.02)	While the data analysis from families and staff do not demonstrate a “need,” we continue to develop the capacity of our families and staff in participating in the various committees and engaging with our Board of Directors on policies/procedures and strategic planning that impact students, families and staff.	Maintain accurate engagement activity calendar on the website; upcoming events/reminder SIS-programmed calls, emails and text messages; backpack letters	5	5	5	5	5	5	5	5	4	4	5	5	Met		2024-06-24	2024
19647330114967	Global Education Academy	3	At Global Education Academy, we understand that the home-school connection is vital to our students' success. We have put systems in place that ensures teachers, staff, and administrators can communicate with parents. All of the teachers are using an app called Class Dojo where they can connect with parents and message them directly, share students' work, display announcements for the whole class, etc. The principal sends home a weekly newsletter that contains information about the school's events as well as issues or celebrations the school wants to address. The principal also holds several parent meetings throughout each month such as Coffee with the Principal, Booster Club Meeting, School Site Council Meetings, and Parent Workshops. If parents would like to meet with the principal individually, they schedule a meeting or just drop-in based on the availability of the principal. The front office staff is also the main point of contact for the parents if they have any issues or concerns. The office staff is knowledgeable in who to direct the parents to or relaying information to the appropriate staff member. Parents also receive text messages for reminders and announcements from the school so that they are aware of the various activities that are happening at the school. All forms of communication go out in English and Spanish so that all of the information is accessible to our parents. Our community speaks English and Spanish, so most of our staff are bilingual in English and Spanish, all communication goes out to our families in English and Spanish, and for our staff who do not speak Spanish, a translator is assigned to them so that there is no communication barrier between our parents and staff.	An area of improvement in building relationships between school staff and families is making sure all families are receiving our communication. We have a few families that are not responsive to our various methods of communication, so we need to reach out to them personally via phone calls, text messages, and even home visits.	In order to improve engagement of underrepresented families, we will do our best to try to reach out to these families using multiple modes of communication. We will make phone calls home, message them through our OneCall text messaging app, message them through Class Dojo, an app we use to communicate with families and update them on school/class events, engage them when they are dropping off or picking up their children from school, and if all of these methods don't work, then we will even make visits home.	Global Education Academy works with parents so they can better support their children at home. Teachers reach out to parents about their child's progress as deemed necessary throughout the school year. In addition, teachers are able to communicate with parents about their child's progress at Back to School Night, two parent conferences throughout the year, and Open House. GEA also holds parent workshops in areas they have identified as being a need. Topics such as cybersafety, supporting children with schoolwork at home, ESL classes, and how to help students prepare for the CAASPP test are some examples that we have addressed. We are also strong in informing parents of students with special needs of their rights by explaining it to them at the individualized education plan (IEP) meetings, handing them written information of meetings, their rights, etc. as well as holding parent workshops explaining various topics in special education.	An area of improvement in building partnerships for student outcomes is supporting our families with how they can support their children and get involved with their education. Many of our families do not speak English nor were they educated in the States. During parent conferences, a lot of comments are made about how parents/guardians are not sure how they are supposed to help their children when they did not learn what the students are learning.	In order to address our area of need, we plan to provide parent workshops in the topics of supporting children with their education even though English is not their primary language for our families as well as ESL and using technology (specifically Google Suites, which is what our school uses). We are also planning to implement a survey for our families in the beginning of the school year so that they can provide additional input on the areas they need support in as well as finding optimal times for meetings and workshops so that the majority of our families are able to participate.	Our strength in seeking input for decision-making is getting our families involved in our School Site Council (SSC) and District English Language Advisory Council (DELAC) meetings throughout the school year. Ever since we transitioned our meetings to Zoom during the pandemic, we have had a lot more families participating in the meetings and providing us with their input. We also send home surveys periodically seeking families' input when needed. Meetings and surveys are all translated into Spanish, which is the primary language of the majority of our families.	An area of improvement in seeking input for decision-making is reaching those families who do not participate in our SSC and DELAC meetings as well as the surveys. Some families are hard to reach and do not respond to school's phone calls, messages, requests, etc. We are also trying to find an optimal time for these decision-making meetings. Many of our families prefer to meet in the mornings, but some are not able to participate due to work or their personal schedules, so we plan to seek input as far as when the most optimal time would be for the majority of our families to join meetings and workshops.	In order to improve seeking input for decision-making, we will do our best to try to reach out to these families using multiple modes of communication. We will make phone calls home, message them through our OneCall text messaging app, message them through Class Dojo, an app we use to communicate with families and update them on school/class events, engage them when they are dropping off or picking up their children from school, and if all of these methods don't work, then we will even make visits home.	5	5	4	5	4	4	4	3	4	4	4	4	Met		2024-06-28	2024
19647330115048	Fenton Primary Center	3	The Charter School strives to create a welcoming, engaging, and nurturing learning environment for all stakeholders. The school provides multiple opportunities for building relationships through community events such as the Summer Meet and Greet, Fall and Spring Back to School Night Meetings, Open House, and ongoing School Site Council, Advisory Committees, and Fenton Charter Public Schools Board Meetings.	The Charter School analyzes data from stakeholders, student achievement, and culture through a variety of summative and formative tools.  The Charter School uses Illuminate to collect, report, analyze, and interpret weekly data regarding student progress. All formative and summative classroom assessments are placed into Illuminate. State assessment data such as ELPAC and CAASPP are also imported into the database. Illuminate is an online platform that facilitates the collection, reporting, and analysis of periodic assessments. The ability to create custom reports allows educators to analyze data in a variety of ways. Common reports include measuring the progress of significant subgroups and using proficiency levels to guide MTSS decisions. The data can be analyzed by student, class, grade-level, or schoolwide t0 determine areas of strengths and needs. It can also be analyzed over multiple years to follow trends. All of the reports are used to inform instruction and determine allocation of resources.

The Director writes a weekly newsletter to engage parents and families student integration. The Director also sends frequent phone and text message in an effort to maintain frequent and relevant communication.

Grade level parent orientation meetings are held during the first few weeks of school. These meetings are to provide information regarding instructional and behavioral expectations as well as form a clear line of communication between home and school.

Families attend parent/teacher conferences formally twice a year, and informally as needed. Parents are welcomed to chaperone field trips, assist with class parties, and host home visits. In addition, families are welcomed on campus on a monthly basis to attend award assemblies that celebrate student success.	Families are provided opportunities to receive information and share in decision making during various parent advocacy night meetings, School Site Council, and monthly board meetings. Parent concerns are addressed and commendations are celebrated. Weekly newsletters provide additional information regarding the instructional program along with strategies for working with students at home. Families are recognized as instrumental in student achievement. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.	Professional development activities are determined by the advisory committees and are selected based on a review of student assessments, new programs and policies being implemented by the state or federal government, or the specific curricular needs of the student body. As needs overlap, professional development will overlap at the five Fenton schools. For example, there are often different needs for new hires, and one school may schedule a presenter who will present a topic that is most relevant to new hires. All schools will arrange to send their new teachers to the one site for that particular presentation. The same is true for a presentation on new adoptions. All Lead Teachers may attend a presentation at one site, or one grade level may gather at one site. This type of scheduling encourages faculty with similar needs and interests at different sites to meet, interact, and share resources and knowledge. It is also a better use of fiscal and material resources.	The Charter School involves all stakeholders in the monitoring process of students. The governance board receives reports of students’ progress at the monthly board meetings. The staff looks at student data at grade-level meetings multiple times during the month. Parent orientation meetings are conducted at the beginning of every school year for all grade levels. Teachers conduct parent conference twice yearly to review student progress as well as monthly progress reports to report student progress toward mastery of standards. The school also has monthly student awards assemblies to recognize positive citizenship, achievement, work habits and attendance.	The Charter School provides ongoing trainings, professional development, and resources to support families to understand and exercise their legal rights and advocate for their own students and all students. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.	The Charter School families are highly involved and valued stakeholders. Prior to the school year beginning, families are invited to attend a “Meet and Greet.” The purpose of this event is to allow the family to explore their child’s new classroom, school facilities, and experience the overall feeling of the campus. Families are able to understand high expectations for students through experiencing this initial encounter with the school.	The Charter School will explore alternative approaches through the use of social media and increased use of text messaging to engage families.  The Charter School recently contracted with a Market Research consultant to explore ways to engage families and seek input into decision-making.	The Charter School educates and involves parents and community members in a variety of ways. Parent night meetings are held twice a year to provide critical information regarding the school's purpose, goals, and learner outcomes. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-13	2024
19647330115113	Ivy Bound Academy of Math, Science, and Technology Charter Middle	3	- Providing families with a calendar of events.
- Communicating non-curricular information to parents.
- Setting up open lines of communication with all stakeholders
- Having friendly office staff.
- Being present and positive at drop off and pick up.	- Communicating updates on behavior and grades.
- Working regularly with community partnership programs and organizations.
- Utilizing the community liaison to reach out to underrepresented families
- Ensuring underrepresented families feel included in district parent activities and decision making	- Communicating with families via social media.
- Offering more sports activities
- Continuing to serve underrepresented populations through the adult education program
- Connect families to outside support organizations.
- Providing workshops for parents.	- Providing families with a calendar of events.
- Providing all written communication in both English and Spanish.
- Providing frequent positive communication.
- Setting up open lines of communication with all stakeholders
- Having friendly office staff.
- Being present and positive at drop off and pick up.	- Communicating with families via ParentSquare.
- Providing more opportunities for parents to be on campus.
- Ensuring underrepresented families are present at DELAC, SSC and other committee meetings.
- Ensuring underrepresented families feel included in district parent activities and decision making	- Communicating with families via social media.
- Offering more sports activities
- Continuing to serve underrepresented populations through the adult education program
- Connect families to outside support organizations.	- Providing all written communication in both English and Spanish
- Treating all families’ needs and beliefs with equal care	- Continuing to serve underrepresented populations through the adult education program
- Providing workshops for parents on School Site Council purpose and rules.	- Providing workshops for parents on ELAC and DELAC purpose and rules	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-05-16	2024
19647330115139	Center for Advanced Learning	3	Surveys are CAL's strength insuring education partner input and progress is to intentional have conversations to improve this practice.	CAL's focus area(s) for improvement is in chronic absentee and parent input on workshops addressing their needs.	CAL will intentionally create surveys and meetings to included under represented families in Building Relationship Between School Staff and Families.	Student surveys are CAL's strength insuring student input and progress is to intentional have conversations to improve this practice.	Focus area of improvement is school culture and climate in ensuring all students feel safe at school.	CAL will intentionally create surveys and meetings to included under represented families in Building Relationship Between School Staff and Families.	Strengths included stakeholders surveys with concrete responses and progress in seeking intentional input from educational partner throughout the year.	Administration will share this input with teachers and staff to get their input on how to improve educational partner input for decision making.	We will create specific surveys for underrepresented families in relation to seeking input for decision making.	3	4	3	4	3	3	3	4	3	3	3	3	Met		2024-06-27	2024
19647330115253	Discovery Charter Preparatory #2	3	89% of families reported on the parent survey that the school cultivates a culture of collaboration with families. Translation services are available for all communications and meetings to support 2-way communication	80% of families report feeling connected to the school community. This percentage drops to 50% for biracial families and 40% for English Language families, suggesting that more can be done to build relationships across different groups of families. The school plans to implement professional development for teachers, staff, and administration to create welcoming environments for all families in the community in order to encourage more families to participate in school activities and communicate their needs and perspectives freely.	The school will personally invite underrepresented families to our school events so that they feel welcomed and valued for their contributions. The school will also provide interpreters to ensure that everyone's voice can be heard.	The school hosts schoolwide events such as Back-to-School Night and monthly activities that provide information about student learning. The Parent Liaison organizes monthly events for parents and Academic Acknowledgement Awards each semester. School staff meets with ninth-grade parents several times, offering information about college readiness.	The school plans to implement professional development for teachers, staff, and administration on creating welcoming environments for all families in the community in order to increase parent participation, especially as it relates to supporting their children's progress and success.	One of the strategies is to offer some meetings in person and some via Zoom, when possible. The fact that we are a high school adds to the difficulty of involving parents for committees. However, when the concern is academic or behavioral, it is much easier to get them to attend in person.	The school holds at least 4 ELAC meetings annually to address the school’s Title III/ELL/LTEL Educational Program and improve methods to support student learning. It holds at least 5 School Site Council (SSC) Meetings annually to address the school’s Title I program and the academic support programs to increase student academic achievement in ELA & Math. The school also hosts monthly Parent Advisory Council (PAC) meetings along with monthly parent meetings. The committee is composed of a majority of parents, including parents of low-income students, English learners, foster youth, and students with disabilities.	While the school offers many opportunities for shared decision-making, it remains difficult to convince parents to come to school to participate in these events. The school plans to implement professional development for teachers, staff, and administration on effectively engaging families in advisory groups and other decision-making.	The school will establish protocols for recruiting parents from underrepresented groups in the school community for participation in advisory groups, including maintaining records of participation so the school can measure its success.	4	5	5	4	5	5	3	5	4	3	5	4	Met		2024-06-25	2024
19647330115287	ICEF Vista Middle Academy	3	Based on input and local data, ICEF Vista Middle Academy has many strengths when it comes to building relationships between school staff and families. IVMA has several systems in place to support this endeavor. To begin, we use Class Dojo as our main form of two way communication between staff and families. All staff and families are signed up for the program, and the program translates messages from English to Spanish to support those with translating messages. Additionally, the school uses a portal called Parent Square that allows IVMA to send messages in email and text form to families. Finally, the school uses email and phone calls to communicate.
	The LEA is going to focus on the following when it comes to building relationships between staff and families:
Proactive communication: While we communicate often, we want to begin practicing proactive communication with families. This means not communicating before issues arise, but rather align our messages to our proactive PBIS system so families are included in this effort!
Room Leads: We would like to include families in helping grow partnerships. To do this we are going to ask for volunteer lead parents in each class. THeir responsibility will be to work with other families and the teacher to help build a strong classroom culture and community.
More parent and staff training: Through a grant by Great Public Schools Now, we are partnering with Families in Schools to provide workshops for both teachers and families on how to build relationships and stay involved. We also partnered with Cyber Safety Cop to host 2 parent workshops on Cyber safety.

	The LEA is going to focus on the following when it comes to building relationships between staff and families:
Ensure 100% of families are connected to Class Dojo and know how to use the program.
Provide events at alternate times that make it easier for families to attend
Provide meetings in a hybrid format so families can choose to log in online or attend in person
Ensure that our hiring practices take into account staff and team members who are able to speak Spanish to help bridge the language barrier.	Current strengths for building partnerships for student outcomes include:
Regular parent conferences for families at each trimester break
Parent access to online grade portal (PowerSchool) to regularly check student grades
Parent workshops through Families in Schools
Student success conferences for 100% of students to discuss grading/school policies
	Current areas of improvement for building partnerships for student outcomes:
Earlier referral for students into the student success program
Additional counseling resources for students
wrap-around support for families through community partnerships
Identifying hard-to-reach families and agreeing upon best ways to communicate.
	LEA will improve engagement of underrepresented families by:
Ensure 100% of families are connected to Class Dojo and know how to use the program.
Provide events at alternate times that make it easier for families to attend
Provide meetings in a hybrid format so families can choose to log in online or attend in person
Ensure that our hiring practices take into account staff and team members who are able to speak Spanish to help bridge the language barrier.
	"LEA’s current strengths in seeking input for decision-making include:	
The use of Panorama Survey during Winter and Spring
Regular coffee with the principal meetings to get feedback
The use of surveys after events/meetings
Parent Advisory Committee and ELAC/DELAC
"	"The following are areas of improvement in seeking input for decision-making	
Higher response rate for Panorama Survey
A wider range of families attending events (Same families)
Events are held at different times to make sure families can join
Events held in hybrid format

"	The LEA will improve engagement of underrepresented families for decision-making by:
Offering alternate times for events (later and earlier in the day)
Offering events/meetings in a hybrid format
Reaching out personally to families who are underrepresented to ask them to attend
Partnering with community groups to provide resources to families
	4	4	4	5	4	4	5	4	4	4	5	5	Met		2024-06-20	2024
19647330116509	Alliance Morgan McKinzie High	3	"At Alliance Morgan McKinzie High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 33 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 19.19% of our scholars' families attended two or more parent engagement events this year.  In addition, 99% of our families responded postively in questions regarding Family Engagement at the school, and 96% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 99% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someoneelse they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	"	"Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	"	"Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	"	"At Alliance Morgan McKinzie High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of Parents and 99% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 99% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 99% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	"	"Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	"	"Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	"	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 99% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	"	"Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	"	"Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these familes, to ensure that our all educational partners have equitable voice in decision making at their child's school.	"	5	5	3	5	3	5	5	3	3	3	3	3	Met		2024-06-05	2024
19647330117036	Enadia Way Technology Charter	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Enadia Way Technology Charter is included in these engagement policies and processes.	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	The LEA will improve engagement of underrepresented families with personal phone calls in their native language to invite them to the school site to provide support in enrolling in services and resources provided by the school district.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	The LEA will make personal phone calls to each parent to invite them to parent teacher conferences and provide primary language support if needed so that the underrepresented family can participate in the conversation regarding their child's progress.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Enadia Way Technology Charter is included in these engagement policies and processes.	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.	Underrepresented families will continue to be encouraged to participate in LSLC, SSC, and/or ELAC meetings so that they can be part of the decision making process of the school. Parent reps on the councils will survey all families to encourage participation and representation.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
19647330117598	Alliance Piera Barbaglia Shaheen Health Services Academy	3	"At Alliance Piera Barbaglia Shaheen Health Services Academy, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 7 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 1.75% of our scholars' families attended two or more parent engagement events this year.  In addition, 90% of our families responded postively in questions regarding Family Engagement at the school, and 90% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 90% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someoneelse they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	"	"Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	"	"Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	"	"At Alliance Piera Barbaglia Shaheen Health Services Academy, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 94% of Parents and 94% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 90% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 95% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	"	"Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	"	"Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	"	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 90% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	"	"Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	"	"Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these familes, to ensure that our all educational partners have equitable voice in decision making at their child's school.	"	5	5	3	5	3	5	5	3	3	3	3	3	Met		2024-06-05	2024
19647330117606	Alliance Leichtman-Levine Family Foundation Environmental Science High	3	"At Alliance Leichtman-Levine Family Foundation Environmental Science High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 26 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 40% of our scholars' families attended two or more parent engagement events this year.  In addition, 92% of our families responded postively in questions regarding Family Engagement at the school, and 92% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 92% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someoneelse they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	"	"Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	"	"Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	"	"At Alliance Leichtman-Levine Family Foundation Environmental Science High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 96% of Parents and 96% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 90% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 93% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	"	"Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	"	"Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	"	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 92% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	"	"Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	"	"Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these familes, to ensure that our all educational partners have equitable voice in decision making at their child's school.	"	5	5	3	5	3	5	5	3	3	3	3	3	Met		2024-06-05	2024
19647330117614	New Los Angeles Charter	3	Our Spring 2024 caregiver survey data shows 94% of caregivers (124 responses) responded favorably that our school is welcoming to parents, that they know how to communicate with the school, and that our school communicates well with people from their culture. 93% of caregivers feel a sense of belonging at our school. Over the last few years, we've adopted both communication systems and practices to improve communication between school staff and caregivers to remove barriers that may exist. This year we continued to use the DeansList software as the main means for all staff to communicate with families. The DeansList message center syncs with PowerSchool so all caregivers listed in PowerSchool are available to be contacted through either email or text and those messages are automatically translated into that caregivers home language setting. This year DeansList introduced a new two-way text feature that allows staff to directly message caregivers in one-on-one chats which has allowed teachers, administrators, and office staff to create and maintain ongoing conversations with caregivers as situations arise for their child throughout the year (i.e. attendance check-ins, behavior check-ins, positive messages home, updates on child's academic progress). The principal sends home a weekly Friday Email through Mailchimp to all families in both English and Spanish that includes important information that caregivers need to know. A link to this email is always texted to families through the DeansList message center.
Our monthly virtual Coffee with the Principals allow caregivers to directly interact with administrators and each other, while having an opportunity to provide feedback directly to administrators. These meetings provide opportunities for community partners like LA Institute for Restorative Practices to interact with caregivers and provide support. Our school counselor presents counseling resources and tips to families at each meeting as well. Several of these meetings are also designated as our ELAC or PAC meetings. At our May Coffee, multiple parents of English Learners, Students with Disabilities and/or students who are socioeconomically disadvantaged stated they were appreciative of the communication they receive from office staff, administrators, and their child’s teachers.
We scheduled multiple events and activities throughout the year to provide caregivers opportunities to interact with each other and New LA staff either in person or virtually. This year we have seen a rise in caregiver participation at in-person events specifically. For example, twice a year all students conduct a student-led conference with their advisor and caregiver in person. This year over 98% of students & caregivers completed both conferences. We have three in-person Passion for Learning Nights (one for each core subject-Humanities, Math, Science). Over 90 families attended our last Passion Night this April. Our September Back to School Nights had 75% attendance.	Our Spring 2024 caregiver survey data shows only 5% of caregivers survey responded favorably that they have been involved with a parent group at our school and that they have discussed our school with other parents this year. Spring 2024 caregiver survey data shows 80% caregivers almost never or once/twice helped at our school. 7% of
9
respondents are caregivers of English Learners, 9% of respondents are caregivers of students on free and reduced lunch, and 13% of respondents are caregivers of Students with Disabilities.	While we offer opportunities like Coffee with the Principals for caregivers to attend, this data suggests that these meetings and other engagement opportunities aren't providing them ways to interact with each other meaningfully. In the future we hope to provide opportunities that will intentionally structure caregiver engagement with each other and not only with staff. There is particularly an opportunity to connect the families of English Learners or families of Students with Disabilities with each other in order to better understand their child's needs and how they as caregivers can support them.
Data speaks to our need to provide caregivers with more intentional and diverse ways of supporting our school. Communication will be key to ensuring caregivers are aware of any and all opportunities we create for them to support at school. We'll continue to use DeansList and create printed materials, when possible, to communicate opportunities to families.	We are in year two of our partnership with LACOE’s PBIS cohort. Our PBIS committee comprised of the assistant principal, school counselor, classified staff, and certificated staff, meet multiple times per year with a PBIS liaison. Members are implementing a multi- year plan that includes providing staff development schoolwide multiple times per year.
We structure intentional opportunities for families to be partners in their child’s education. Student-led Conferences are held twice a year. Students spend multiple weeks preparing their reflections about their academic and social-emotional growth and actionable goals to present to their families and advisor. This information is the foundation for the rich dialogue that occurs during these meetings between the caregiver, advisor, and student.
Our MTSS process involves parents and teachers at all tiers of implementation. Parents are active participants at in-person meetings like an SSPT (Student Support and Progress Team), where they meet with the assistant principal, and their child’s advisor to create and implement a plan for growth over a six-week cycle. Parents are aware of their rights to request an assessment for services, to continue with the SSPT, or to stop the SSPT cycle. All caregiver resource materials are available in English and Spanish.
Our 8th grade students and their families receive robust support with high school applications. We host an in-person high school fair in September where 15-20 schools (charter, public, and private) meet and greet students and provide resources about their schools. In October, all 8th grade students and families meet with either the principal or the school counselor for a high school meeting. At these meetings caregivers and students discuss student’s passions, academic performance, and future goals to apply to high schools that are best for them individually. Families receive support with applying to various types of high schools at the meeting. There is follow up with families and students in the spring once acceptances are sent out. 8th grade families have expressed their appreciation for this process as it is very difficult to navigate the application process for many of our families.
Several of our educational partners like More Than Sex Ed, Prevention Solutions (Drug, Nicotine, and Alcohol prevention), and LAIRP (LA Institute for Restorative Practices) hold caregiver meetings prior to student programming. At both the Prevention Solutions and More Than Sex Ed caregiver meetings, caregivers appreciated hearing what their student will be learning in the sessions and had opportunities to ask clarifying questions of the presenters and principals.	Caregivers expressed not being able to understand the language of all materials shared with them. We need to identify which materials families are struggling to understand (i.e. IEPs, general information like state score reports, site-created documents, translated messages from staff or administrators, etc.) so that we can create or tune those to be more easily understood.	We can take steps to create more user-friendly documents and/or resources to share with families. Next year our PBIS committee will share more data (DeansList behavior data, Panorama student survey data) with staff and use that data to establish focus areas for growth with a particular focus on improving positive outcomes for English Learners and Students with Disabilities.	Caregivers have opportunities to participate in developing our program at various meetings, including Coffee with the Principals, PAC, ELAC, and board meetings. Along with site principals, teacher and parent representatives can attend board meetings and provide input on various ideas for consideration. Annually all staff (certificated and classified) are given a survey (Panorama Education) that covers a wide array of topics relating to our school’s programming and culture. Families are also given an annual survey through Panorama as well.	We still have only a small group of caregivers who routinely participate and/or provide feedback during meetings like Coffee with the Principals. Even though we had 33 more caregivers respond to this year’s Panorama survey, this still represents only one-third of our families.	Next year we will explore an in-person parent group to take a larger leadership role in our advisory groups and in our day-to-day school community. This group can develop deeper relationships with other caregivers in our community to help support site initiatives and to communicate more effectively with site leaders. Our school culture committee also hopes to have parent members in the future to provide input on policies and practices like bully prevention.	4	4	4	5	5	5	5	5	4	3	4	3	Met		2024-06-24	2024
19647330117622	Magnolia Science Academy 4	3	MSA-4 employs a comprehensive annual survey and conducts home visits to directly engage with our families and gather real-time feedback. These efforts have been particularly intensified during the 2023-24 school year. This direct engagement has provided valuable insights into our students' home environments and perspectives, enhancing our understanding of their educational needs and experiences.

Our Parent program, led by a dedicated community school coordinator, serves as a vital resource for parents. The program aims to inform parents about school services, attendance policies, and other pertinent issues. With the introduction of the Parent program, we have been able to offer vital information and promote active parent participation in various school and community activities.

The Community School Coordinator has been instrumental in providing families, particularly those from underserved communities, with access to experiences and information that might otherwise be inaccessible. This initiative is part of our broader strategy to empower parents and guardians by providing them with the tools they need to support their children's education.

Additionally, MSA-4 has enhanced its communication channels to ensure that families remain well-connected with our school. We have effectively utilized platforms such as ParentSquare to keep parents updated about educational programs and initiatives.

Moreover, we actively engage parents through various involvement activities, including Coffee with the Admin, Parent Advisory Committee (PAC)/Parent Task Force Meetings (PTF), ELAC meetings, Open Houses, Back to School Night, Parent/Teacher Conferences, and virtual parent information meetings. These events are crucial for keeping parents informed about school programs and soliciting their feedback, which is essential for our continuous improvement.

To further support our community, MSA-4 hosts two resource fairs throughout the year, bringing together a variety of non-profit organizations and resources. These fairs are a key part of our commitment to serving and supporting our community by providing access to a range of helpful services and information.
	MSA-4 is dedicated to strengthening the bonds between school staff and families by enhancing parent involvement on campus and expanding our offerings of community activities. Our strategic focus areas for improvement include:

Increasing Parent Involvement: We are actively working to boost parent participation in daily school activities and governance, providing more opportunities for parents to engage with our staff and contribute to the school community.
Expanding Social and Cultural Events: Recognizing the importance of cultural inclusivity, we plan to host a greater number of social events that celebrate the diverse backgrounds of our students and their families. These events not only enrich our school culture but also foster a sense of belonging and community among participants.
Offering More Workshops for Families: To better accommodate the schedules of our families, we are expanding our educational workshops to include after-school hours and Saturdays. These workshops will cover a range of topics critical to student success, from academic support to health and wellness, aiming to empower parents with the knowledge and tools they need to support their children's education.
Through these initiatives, MSA-4 is committed to creating a welcoming and supportive environment that encourages active participation from all families, enhancing the educational experience for our students and building a stronger, more connected school community.	MSA-4 is committed to enhancing the engagement of underrepresented families by creating more opportunities for meaningful connections between staff and families. Our strategy includes a mix of both traditional and innovative approaches tailored to meet the diverse needs of our community. Key initiatives include:

Expanded Home Visits: We will increase the frequency of both in-person and virtual home visits. These visits are crucial for understanding the unique circumstances of our families and for fostering a more personalized relationship between staff and families.
Flexible Family Events: Recognizing the varied schedules of our families, we are planning a series of family events that are accessible at different times, including during the instructional day, after school, and on Saturdays. These events will be designed to engage parents and guardians in their children's education and school community.
Inclusive Programming: Our events and workshops will cover a wide range of topics that are relevant to our community's needs, including educational support, cultural celebrations, and parent skill-building sessions. We aim to ensure that all our families, especially those who are underrepresented, feel welcomed, valued, and understood.
By implementing these measures, MSA-4 aims to build stronger relationships between staff and families, ultimately fostering a more inclusive and supportive school environment that benefits all students.	MSA-4 offers the Parent College program to our families. This initiative is specially designed to support families in understanding college and career readiness pathways. Additionally, the program focuses on advocacy, informing parents and guardians about their rights and how to effectively advocate for their children’s education.

MSA-4's administration actively engages our school community in learning more about their rights and participating in advocacy efforts. We ensure consistent access to information and resources through our monthly Parent Advisory Committee (PAC) and Parent Task Force (PTF) meetings. Our communication system, ParentSquare, facilitates ongoing communication between parents and staff using multiple mediums such as texts, private messages, and voicemail, ensuring that all community members are well-informed and connected.

Recognizing the need for greater parental engagement, we are committed to increasing parent participation. Based on feedback gathered during the 2023-2024 school year, we plan to organize more parent activities that are responsive to the needs and preferences of our families. This initiative aims to foster a more inclusive and engaged school community, enhancing the educational experience for our students and their families.	To enhance parental engagement, MSA-4 is dedicated to increasing parent participation based on their direct feedback. We will design and implement a range of parent-centered activities that respond to the expressed needs and interests of our families. This approach will help ensure that our efforts align closely with the desires of our community, fostering a more active and involved parent body.

Additionally, MSA-4 is committed to continuing the use of our Multi-Tiered System of Supports (MTSS) to strengthen student Social-Emotional Learning (SEL) support. We will provide ongoing professional development opportunities for our teachers and staff, aimed specifically at addressing the social-emotional needs of our students. These initiatives will equip our educators with the necessary skills and knowledge to effectively support the well-being and holistic development of every student, thereby enhancing their academic and social success.	MSA-4 is committed to deepening engagement with underrepresented families, as identified in our self-reflection process, by building stronger partnerships that enhance student outcomes. We will employ a diverse array of methods, opportunities, and partnerships tailored specifically to the needs and circumstances of these families. This approach aims to ensure that all students benefit from a supportive and inclusive educational environment.

Furthermore, MSA-4 is dedicated to continually improving the academic outcomes for all student groups across all demographics, including homeless/foster youth, English Learners (EL), students with disabilities, socioeconomically disadvantaged youth, and all racial/ethnic groups. Our targeted strategies and resources are designed to address the unique challenges faced by these students, ensuring equitable opportunities for success.

Additionally, MSA-4 will enhance our home visit program to better understand the home environments of our students. This initiative allows us to provide more personalized support tailored to the specific needs of each student, thereby fostering their academic and personal growth. Through these home visits, we aim to build stronger connections between school and home, enhancing our ability to support every student effectively.	MSA-4 actively involves all stakeholders in our decision-making processes, providing numerous opportunities for meaningful participation. Parents play crucial roles in shaping the direction and policies of our school through their involvement in the School Site Committee (SSC), the English Learner Advisory Committee (ELAC), and the PAC/Parent Task Force (PTF) meetings. These platforms ensure that our parents have a voice in critical decisions that affect their children's education.

Furthermore, we leverage the annual CORE Districts survey as a key tool for gathering comprehensive feedback from all our stakeholders. This survey, conducted each spring, allows parents, students, and staff to provide input on our educational practices. We rigorously analyze the results of this survey and share our findings with the community in dedicated meetings. These discussions are essential for identifying effective strategies for improvement and ensuring that our actions are informed by the needs and experiences of our stakeholders. This collaborative approach fosters a transparent, responsive, and inclusive school environment.	MSA-4 is committed to enhancing our process for seeking input for decision-making by focusing on educating our educational partners about the California School Accountability System. This initiative aims to empower our stakeholders by providing them with the knowledge necessary to offer more meaningful and informed feedback. Through targeted training sessions, we will ensure that parents, staff, and community members understand the metrics and processes used in evaluating our school’s performance. This understanding will enable them to contribute effectively to discussions and decisions that improve our educational practices, ensuring that their input directly influences our strategies for achieving excellence.	MSA-4 is dedicated to empowering parents by continuing our Parent Academy workshops. These workshops are designed to equip parents with the essential knowledge and skills needed to effectively advocate for their children's education. By providing guidance on navigating the educational system, understanding academic standards, and accessing available resources, we aim to strengthen parental involvement and ensure that parents are well-prepared to support their children's learning and development. This initiative is part of our ongoing commitment to fostering a collaborative and supportive educational community.

Additionally, MSA-4 is enhancing our support for both parents and students by introducing specialized workshops focused on mental health. Organized by our dedicated social worker, these workshops are designed to provide parents with critical insights and strategies for addressing mental health issues. By educating parents on how to recognize signs of mental distress and effectively support their children, we aim to foster a healthier and more supportive school environment for all students. This initiative underscores our commitment to the holistic well-being of our school community.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-17	2024
19647330117648	Magnolia Science Academy 6	3	Magnolia Science Academy 6 has been focused on building relationships between the school, it's staff, and their families.  This year, we were able to conduct many meetings throughout the year in order to make sure that we have opportunities for our parents to be involved with our staff and our school.  

On a monthly basis, the principal will host a PAC/Coffee with the Principal meeting with students and with parents in order to keep our families up to date with the latest news about our school.  Post pandemic, most of our meetings are in person with the option to zoom.  Through these options, we still have all of our parents zooming rather than being in-person.  We believe that this is the convenient option for our parents and it has yielded high participation rates throughout the year.  We had one in-person ptf/pac meeting, with no online option, and it was a success, with nearly a fourth of our parents coming for this meeting.  

Lastly, we have had other opportunities for our families to be connected with our school through our ELAC meetings, which is held 4 times per year, and through our Parent College Program, which was held 5 times this year.	Although there are many ways to communicate with the school; including Coffee with the Principal, PAC meetings, ELAC meetings, and the Parent College Program, we would still like to have other opportunities to Build Relationships with our Families.  We are currently brainstorming other ways that we can get families to become a part of our Magnolia family by thinking of ideas like; Bingo night, Family movie night, and any other event that might interest our families to come to our school and to meet the school team.  This year we hosted one all in-person meeting with no zoom option and we were able to get about 1/3rd of our families to come in-person.  We had a book that the parents were given in order to give to their students, the 7 Habits of Highly Successful Teens.  The parents seemed to have a good time and it was a good time to connect with them.	Here at Magnolia Science Academy-6, we do our best to build positive relationships with staff members, the families, the students, and any other support members within our community. We have been having increased positive relationships, particularly since we have had PBIS trainings that were offered by Los Angeles County of Education in the years past. 

Furthermore, we have opened up as many communication lines as possible for our parents and families to contact our school. Beyond our typical email and phone system we have also implemented other technological apps that build bridges between the school and its families. Some of the apps that we use are: Parent square, Class Dojo, Twitter, Facebook and Illuminate (our SIS system).  Also, our school website is always up to date to keep all stakeholders posted.

For face to face meetings, we have an open door policy where parents are able to join our /Parent Task Force (PTF), English Language Advisory Committee (ELAC), our Parent Advisory Committee (PAC) meetings, Title I meetings, and our Coffee with the Principal meetings. All of these face to face meetings occur multiple times (min 4 times for each meeting) throughout the year at various days of the week and at various times of the day in order to help maximize participation from all parent/culture groups. We always have one bilingual staff member who provides translation in these meetings. As an added way of building relationships with families, we have fun activities like; our, back to school night, and the Multicultural Food Festival to help bridge the gap between families and the school and orientation meetings in order to meet and greet parents and students before the year begins. 

Magnolia Science Academy 6 will do it's best to help improve all families, including engagement from underrepresented families, by making sure that we do our Home Visit, which is a staple of all Magnolia Science Academy schools.  This year, our target was to hit 25% of our students.  We were able to hit that target by the end of the second semester.  With that in mind, we want to be strategic about who we do Home Visits for.  We would like to make sure that we are targeting students who are in need of a Home Visit or underrepresented families who may benefit from a Home Visit as well.  

This year,  we will have a new Community Schools Coordinator (CSC), who has gathered resources from all of our partners, to share with our parents during our Coffee with the Principal Meetings and PAC meetings. We will be continuing with this CSC position in order for us to find and provide more resources for our community.  In addition, we will also have another teacher who will be the Family and Outreach coordinator in order to assist and take lead with meeting families in our community and outside our community.	MSA-6 feels that building partnerships for student outcomes is an important aspect of achieving higher results. Our teachers are given opportunities to grow professionally with our tuition reimbursement policy. The teachers are encouraged to take advantage of the tuition reimbursement policy in order to help with their own development but also to help with student outcomes as well. Some of the professional development opportunities that our teachers have taken are the: LACOE Admin program, Conditioning and Strengthening for Physical Education, and teaching credentialing degrees. As a result of these professional development growth opportunities, teachers become more adept in their content knowledge and teaching pedagogy. This then helps students in class, during after-school tutoring clubs, and even during Saturday school.

Teachers also have the opportunity to build relationships with parents and their child(ren) by enrolling in a course, “Parent College,” and going through a curriculum that helps parents become more familiar with the education sector.  The topics that are included in this program are; Common Core State standards, high school readiness, college applications, grants, enrollment, statistics, testing, extra-curricular activities...etc. At the end of the curriculum, the parents who attend every session graduate from the Parent College course, where we have a ceremony just like how we do for our culminating 8th graders. Lastly, per our charter petition, we do “Home Visits” throughout the school year. Every year we try to hit our target of meeting the home visit goal. The goal is visiting min. 25% of our school’s population, which is usually around 23 families.  This is where we are able to go over to families’ homes, chat with them, and bond with them to help increase the sense of belonging at our school.	Magnolia Science Academy 6 looks at its own data and does an analysis of its data to make sure that we are familiar with our overall data and our detailed data as well.  Aside from the overall score, we look at the data from an ethnic standpoint, and from a special programs standpoint.  One of the areas that we want to improve on will be to increase our scores for the special programs group; English language learners and our Students with Disabilities group.  The students in these two groups have not shown significant improvement from last year's MAP results (Measures of Academic Progress) and we would like to make sure we have improvement and a focus on these two groups.	This year, we will have a PACE coordinator/CSC coordinator, the Parent and Community Engagement Coordinator from the beginning of the school year, and the Family and Outreach Engagement coordinator.  I am hoping that with these two positions filled at the beginning of the school year, we will be able to connect with families more than ever before.  This will then help strengthen our partnership with the families and which we hope will help with our academics.  The PACE coordinator and the Family and Community will help us be able to bring in more families to our afterschool programs, to our Saturday school programs, and to our online tutoring service, Tutorme.   This year, we have also partnered with Think Together, who is an after-school program until 6 pm.  We hope that with the added academic support we can see growth from all of our students who are involved.	Through Magnolia Science Academy 6's meetings; (PTF, Coffee with the Principal, PAC, ELAC...etc.) with our educational partners, any important information that will affect their lives will be presented in a way so that our families can be informed, make comments, and/or ask questions about the decision making process.  We encourage all of our parents to make sure that they are in attendance so that we can make a collaborative/joint decision on things that will affect our school.  Some of the examples, of decisions that we have made, include our bus transportation pick up locations and times, our Title I fund expenditures, our ESSER 3 funding expenditures, and our 8th-grade fundraiser/graduation decisions.	Magnolia Science Academy 6's is always looking for further improving our decision making process by gathering as much data as possible, analyzing that data, and then making an informed decision with that data.  One of the best ways to gather more data, is to use surveys/polls from our ed partner surveys.  Lastly, our parentsquare app, has helped us make sure that we communicate with all of our families about the important decisions that we are making and to share the news with them.  The parentsquare app also has features similar to Zoom and google forms, if needed.	We currently have a Family and Outreach Engagement coordinator.  We are hoping that with this position along with the Community schools coordinator, will be able to reach all families, especially underrepresented families, to help us with the decision making process.  We are hoping that these two positions will also help us with Home Visits, phone calls, zoom calls, emails...etc. to make contact with them to become more engaged and to be a part of our school.  Through making these connections, we plan to have these underrepresented families come to important meetings where they can listen, learn, and make informed choices/comments/questions about any decision that the school would like to make.	4	5	4	3	4	1	3	4	4	2	3	2	Met		2024-06-17	2024
19647330117655	Magnolia Science Academy 7	3	MSA-7's strength lies in its strategic collaboration between the PACE and CSC, forming the Magnolia Engagement Team (MET). This team has successfully made communication smoother, leading to a noticeable 3% rise in parent participation. Moreover, the MET's existence has facilitated the establishment of authentic connections with families and local community organizations, fostering a sense of trust and partnership. Evidence of this can be found in our yearly educational partner survey, where 96% of our families expressed feeling safe within the school and its surrounding area, this was a slight increase from last year. Leveraging these relationships, MSA7 has not only introduced new resources to its school community but has also spotlighted local partnerships where families can readily access additional support, further enhancing the institution's holistic approach to education and community engagement. Another highlight is that this year 29% of our student have received a home visit.	After analyzing feedback from our educational partners and local data, it's evident that while our After reviewing input from our educational partners and local data, it's clear that while our families still highly appreciate (99%) the supportive academic atmosphere in our schools, there has been a slight drop in how they view the fairness and understanding of discipline procedures. This trend isn't just seen in family responses but also in staff feedback, which noted a 10% decrease in the same area. 

To address these findings, our focus for the upcoming school year will be on improving the relationship between school staff and families by fostering a culture centered on coaching and growth. This involves not only supporting our staff in implementing fair and consistent disciplinary measures but also encouraging open communication and teamwork between school staff and families. By prioritizing this, we aim to tackle the areas needing improvement and strengthen the connection between our school community and families, ensuring a more inclusive and supportive learning environment for all involved.	While the MSA7 MET's bilingual capability (English and Spanish) has contributed to increased engagement, there remains a gap in accommodating other languages. To address this gap, MSA7 has used funding from the CCSPP to purchase a translation device capable of real-time translation in over 100 languages. This device, located in the office, serves as a resource for meetings such as Individualized Education Program (IEP) sessions, Student Support and Progress Team (SSPT) meetings, and other parent meetings.

In addition to recognizing the importance of social media MSA7 has increased its presence on social media platforms, doubling its following and using these as tools to reach a broader audience, including underrepresented families. Additionally, the school has maximized the functionality of the Parent Square app, a comprehensive communication tool that offers multilingual support, ensuring that all communications, including monthly newsletters, school updates, reminders, and more, are all accessible to families in their preferred language.

Furthermore, MSA7 has implemented a proactive approach by tailoring weekly recaps based on the specific preferences and needs of its diverse families, thereby fostering a sense of inclusivity and responsiveness within the school community.	MSA7 has made significant progress in developing partnerships to improve student outcomes. A notable achievement is the collaboration with local community organizations such as Code Ninjas, Northridge Art Studio, and KidzToPro, which offer valuable after-school clubs. This effort has been successful, benefiting 60 students this year alone.

Furthermore, MSA7 has actively engaged with the community by organizing four impactful giveaway events during the fall semester. These events included distributing backpacks and school supplies in August, hosting a community resource fair with 17 partners in September, providing hygiene items in October, and offering fresh produce and food in November. These initiatives not only provide essential resources but also strengthen community ties and support networks.

Additionally, MSA7 is dedicated to supporting parents through various meetings and programs. Apart from the community events mentioned earlier, there are meetings such as the Student Success Planning Team (SSPT), Academic Support Meetings, ELD Coordinator Meetings, and Individualized Education Program (IEP) meetings. These gatherings facilitate collaborative discussions and planning tailored to students' specific needs, ensuring their academic success. MSA7's proactive approach in fostering partnerships and supporting families highlights its commitment to creating a conducive learning environment and advancing student achievement.
	While MSA7 has successfully collaborated with partners to bring valuable resources on campus, one significant area needing enhancement is increasing attendance at these events. Although there has been a growth in attendance compared to the previous year, MSA\7 aims to further boost participation.

This year, MSA7 introduced Adult ESL Classes, which were well-received by parents. However, feedback from parents also highlighted the desire for additional workshops focusing on areas such as financial literacy, understanding the educational system, and computer skills. These workshops are seen as essential for empowering parents to support their children's academic journey effectively.
MSA7 is committed to prioritizing methods that boost involvement and active participation among parents and community members. This involves investigating inventive ways to advertise events, raising awareness about the resources on offer, and customizing offerings to cater to the various needs of our community.
	Currently, only 75% of our families feel that their culture is represented in school activities. MSA7 is dedicated to increasing this percentage through targeted efforts. One approach involves expanding the number of events where families can share their experiences and viewpoints. This year, MSA7 organized eight community events, some suggested by parents themselves, such as movie nights and the community market, with the aim of nurturing stronger connections and a sense of community among families.

Furthermore, MSA7 will roll out additional initiatives to better engage underrepresented families. This includes conducting surveys and focus groups to gain deeper insights into their needs and preferences, and actively involving them in decision-making processes. By prioritizing the voices and experiences of underrepresented families, MSA7 aims to cultivate a more inclusive and supportive educational environment that benefits all students.	One strength of MSA-7 in seeking input for decision-making is the various ways we gather feedback from educational partners. We hold meetings, conduct surveys, and more. This year, we added the Asset and Needs Assessment in the fall to gather even more feedback. Our surveys get very high compilation rates with most of them in the 90% range. We also make sure to follow up on surveys and meetings to show we're listening and taking action. We share updates on our website, social media, and the ParentSquare app to keep everyone informed. It's important for our families, staff, and students to feel heard, so we highlight any actions we take based on their suggestions.

Another strength is how accessible our staff and administrators are to families. We prioritize being available and responsive, which families appreciate according to this year's surveys. They like how quickly staff respond to their needs and keep them informed about school events. This accessibility builds trust and collaboration, showing our commitment to making decisions that benefit everyone in our school community.
	Although MSA7 typically receives high response rates for our surveys, we've noticed a need to boost attendance at our in-person meetings, such as the Parent Advisory Council (PAC) and English Learners Parent Advisory Council (EL-PAC). Despite our efforts to organize these gatherings, attendance has been lower than desired in the past.

To tackle this challenge, we've made changes during the spring semester by switching these meetings to a hybrid format. This means participants can choose between attending in person or virtually, catering to different preferences and schedules. This adjustment aims to encourage more widespread participation. Consequently, we've seen a noticeable uptick in the number of attendees actively engaging in these discussions.

Looking ahead, we are dedicated to refining our approaches for soliciting input from stakeholders, ensuring that every voice is not only heard but also valued in our decision-making processes.	One important way we're improving input from underrepresented families is by improving translation services for languages other than English and Spanish. We've invested in a new translation device that works in real-time to better help families with diverse language needs.

We also know it's crucial to set up systems and programs to engage and support our Newcomer families. Our English Language Development (ELD) Coordinator is working closely with our PACE and CSC Coordinators to make these supports even better.

Additionally, we want to make sure all families feel included and encouraged to join meetings, committees, and events at our school. We're focusing on strengthening our culturally responsive programs to achieve this. By putting these efforts first, we're committed to making sure every family's voice is heard in our decision-making.
	4	4	4	5	4	4	5	4	4	4	4	4	Met		2024-06-17	2024
19647330117846	Para Los Niños Middle	3																						Not Met			2024
19647330117895	Synergy Kinetic Academy	3	Recent parent survey data indicates nearly all parents feel welcome to participate at the school (98%), are treated with respect by school staff (98%), receive prompt responses from the school to parent phone calls, messages, and e-mails (96%), and that the school communicates the importance of respecting different cultural beliefs and practices (94%).	SKA will continue to provide multiple opportunities for parents and families to build relationships with the school through regular communication, parent conferences, and family events. Over the past year, parent meetings took place both virtually and in person. However, families were also welcomed on campus for events, including a Family Field Day event.	Synergy will review parent engagement data and intentionally work to engage underrepresented families as needed. This may include direct outreach and increasing opportunities for families to participate in meetings and events on campus. SKA intends to identify a staff member who can serve as a parent liaison to facilitate the recruitment and training of a core group of parent volunteers. Having a regular, visible group of parents on campus will foster parents’ identity as school partners, and, as the group grows, will result in more parents feeling welcome and part of our campus community.	Parent survey data indicated that the vast majority (96%) of parents feel that the school encourages them to be an active partner in educating their child.	Synergy will continue to focus on providing professional learning to administrators and teachers to further the
school’s capacity to partner with families and expand opportunities for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Synergy will continue to keep parents informed about their child’s progress at school by conducting parent conferences, sending home report cards and iReady growth reports, ensuring all parents have access to the Infinite Campus parent portal to monitor grades and attendance, encouraging parent-teacher communication through apps, email, phone calls, and/or text messages, and inviting parents to volunteer. Synergy will continue to seek out and provide parent education workshops and events that promote parents’ active involvement in their child’s education, such as Padres Comprometidos.	Synergy will continue to seek out and provide parent education workshops that through content, format, or
scheduling, support greater engagement of underrepresented families.	Parent survey data indicated that the majority of parents (84%) feel that the school actively seeks the input of parents before making important decisions. While this is a strength, Synergy strives to actively recruit and retain parents to serve on school-based committees, including the School Operations Committee and English Learner Advisory Committee, so that parent consultation about decision-making is formalized and reaches a broader audience.	Parent survey data indicated that 94% of parents felt that the school actively seeks the input of parents before making important decisions. While this is a strength, along with providing a structure for parents and community members to engage in school-based committees, including the School Operations Committee and English Learner Advisory Committee, Synergy plans to continue to focus on implementing strategies to reach and seek input from any underrepresented groups in the school community, as well as provide opportunities for families, teachers, principals, and central office administrators to work together to plan, design, implement and evaluate family engagement activities at the school and organizational levels.	While Synergy plans to continue to focus on implementing strategies to reach and seek input from any
underrepresented groups in the school community, the school will also work to continue to provide opportunities for families, teachers, principals, and central office administrators to work together to plan, design, implement, and evaluate family engagement opportunities at the school and organizational levels. Our current goal is to increase our publicity and outreach to all parents about these opportunities, with the aim of increasing attendance at these gatherings and gaining input from a larger group.	4	5	3	3	3	4	4	4	5	4	4	4	Met		2024-06-15	2024
19647330117903	KIPP Raices Academy	3	At KIPP SoCal, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive.
Additionally, we are excited to announce that KIPP SoCal has been awarded a new Community School grant, enabling us to hire a dedicated Community School Manager for KIPP Raíces. This role will be instrumental in leading the Community School Advisory Council, engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.
While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.	At KIPP SoCal, we've recently launched the Family Leadership Academy, a region-wide parent advisory group at each school. This academy serves as our School Site Council, where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.
In conjunction with this initiative, we're excited to introduce our new Community Schools Manager, who will play a pivotal role in supporting the Family Leadership Academy. This position will collaborate closely with families to enhance their leadership skills and engagement within the school and broader community.
By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Leadership Academy participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.	At KIPP SoCal, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families.
In addition, we have established a Change Team composed of staff members, families (including those from underrepresented backgrounds), and students. This team is dedicated to reviewing and implementing diversity, equity, and inclusion initiatives across our organization.
By offering a variety of engagement opportunities such as leadership roles, Family Leadership Academy meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.
Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.
Our Change Team developed KIPP SoCal's Anti-Racist Standards. These standards were shared across our regional and school networks to gather feedback and comments from team members and all school families. This input was instrumental in refining our guidelines and values as we continue to advance our journey towards becoming a more anti-racist organization.	KIPP SoCal recognizes the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.
In addition, KIPP SoCal has implemented a Family Ambassador program in collaboration with our Family Leadership Academy to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly convenings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events.	KIPP SoCal's Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.
In addition to our advocacy efforts, KIPP SoCal's incoming Community School Managers will play a crucial role in supporting our students' holistic well-being. They will collaborate closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.
Our Community School Managers will monitor student progress closely and adjust support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.
Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey.	KIPP SoCal remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin are offered in languages accessible to all school families.
In addition, KIPP SoCal has established a Change Team composed of staff members, families (including those from underrepresented backgrounds), and students. This committee is actively engaged in reviewing and implementing diversity, equity, and inclusion initiatives.	At KIPP SoCal, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and Family Leadership Academy, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.
The Family Leadership Academy, functioning as our School Site Council, empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.

Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they've learned.
To ensure the highest quality of engagement, KIPP SoCal provides comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.	To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at each school known as the Family Leadership Academy, which serves as our School Site Council. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.	KIPP SoCal is dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates to accommodate diverse family schedules. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.
Furthermore, KIPP SoCal has an established Change Team of staff, family members , and students. This team actively works on reviewing and implementing diversity, equity, and inclusion initiatives.	4	4	4	4	4	4	4	4	4	4	3	3	Met		2024-06-21	2024
19647330117911	New Millennium Secondary	3	NMSS sees strengths in the following ways as to how it is building relationships with their stakeholders:
Parents: Orientation Meetings at the beginning of the school year where school year dates, school culture, school goals, school budget, A-G Courses and Classes, and school year planning; Parent/Teacher Conferences for curriculum engagement, parent feedback, and student progress; Back to School Night for teacher introductions, important dates, and school culture updates; Public Hearings for budget, LCAP, and school goals. Parent Surveys emailed and on social media for quick and direct feedback in regards to school communication, culture, and safety. We are also using more in person meetings to meet parent needs for those that would prefer in person over virtual. 
Teachers: Summer Professional Development Orientation where school year dates, school culture, school goals, school procedures, school budget, and scheduling are discussed; Weekly professional development on Fridays for school updates, data dives, lesson planning, school culture discussions, and safety meetings.
Support Staff: Summer Professional Development meetings where school calendar, master schedule, school updates, safety updates, and important upcoming events/dates are discussed. Support Staff is also included in the weekly PD meetings when it involves them. 
Staff is also included in the monthly Zoom meetings with families.	The frequency of meetings and flexibility of the time frame of the meetings can be improved. Continuing to offer both in person and virtual meetings to give parents more of a choice. NMSS wants to reach as many family members as possible. Therefore, looking at the various ways information can be provided and the time of day needs to be analyzed. We have tried different formats of communication but still want to gain more participation in meetings. Continuing to communicate via text, email, Direct Message, social media, and our website but looking for new innovative ways to reach all parents. More communication parent surveys can help brainstorm more ideas too.	Opening up as many communication lines as possible to hear the families and make changes based on their needs. Continue to add more surveys to receive direct input from families. Talk to parents in person when they drop their students off or pick them up to get more ideas from them.	Students are the most important. Partnerships are critical with the students. For NMSS students: social media posts about upcoming events and meetings; Grade Level Meetings where information such as safety updates, program updates, schedule updates, and feedback are discussed; Orientation Meetings with information about important dates throughout the school year, 9th grade Summer Bridge where school culture, social/emotional learning, athletics, and academics are discussed, Daily Advisory Announcements. Student Forums have shown success also.	Student voice is of great importance. Surveys are powerful tools of information. NMSS will increase surveys and also add student input for the types of questions that need to be included in the surveys. Student Forums are important too. An increase in more opportunity for students to speak in a forum setting can empower them to speak out and engage in the school culture.	Using the feedback from orientation meetings at the beginning of the school year and the 9th grade summer bridge can provide guidance for the start of the school year.	Decision Making should involve all stakeholders. Therefore, here is how NMSS seeks input:
Parents: Parent Feedback is attained through question and answer time during the summer orientation meetings, parent/teacher conferences with feedback on instruction, curriculum, grades, and behavior; Monthly Update Meetings and emails discussing school updates, dates, culture/climate, and events; Public Hearings for feedback and questions, and School Site Council Meetings and Board Meetings.
Teachers: Weekly meetings; open office hours, school wide meetings; parent teacher conferences, staff surveys
Students: Student Feedback is attained during the Summer Bridge Program with 9th grade students. Student feedback is also gathered in surveys throughout the school year, grade level meetings, and during Advisory/Homeroom. There is a student panel that meets also with administration where surveys are made and collected.	More surveys given to teachers, staff, students, families, and community members and different times for meetings to meet the needs of all of our community. Feedback when parents come to campus also. Opportunities for one-on-one sit down meetings too. More information can be gathered when face to face meetings occur with more frequency.	Making the surveys available online, on paper, social media, and in multiple languages.	5	5	5	5	5	5	5	5	4	4	4	4	Met		2024-06-24	2024
19647330117937	ICEF Vista Elementary Academy	3	Based on input and local data, ICEF Vista Elementary Academy has many strengths in building relationships between school staff and families. IVEA has several systems in place to support this endeavor. To begin, we use Class Dojo as our main form of two- way communication between staff and families. All staff and families are signed up for the program, and the program translates messages from English to Spanish to support those with translating messages. Additionally, the school uses a Parent Square portal that allows IVEA to send messages in email and text form to families. Finally, the school uses email and phone calls to communicate.

Teachers build relationships with families through consistent communication using the systems mentioned above. Additionally, the school plans Parent Information Meetings once a month. These meetings are teacher-led and are used to keep families informed about classroom activities and give them an opportunity to ask questions.
	Proactive communication: While we communicate often, we want to begin practicing proactive communication with families. This means not communicating before issues arise but rather aligning our messages to our proactive PBIS system so families are included in this effort!
Room Leads: We would like to include families in helping grow partnerships. To do this, we are going to ask for volunteer lead parents in each class. Their responsibility will be to work with other families and the teacher to help build a strong classroom culture and community.
More parent and staff training: Through a grant by Great Public Schools Now, we are partnering with Families in Schools to provide workshops for teachers and families on building relationships and staying involved. We also partnered with Cyber Safety Cop to host 2 parent workshops on Cybersafety.
	"LEA will improve the engagement of underrepresented families by:	
Ensure 100% of families are connected to Class Dojo and know how to use the program.
Provide events at alternate times that make it easier for families to attend
Provide meetings in a hybrid format so families can choose to log in online or attend in person
Ensure that our hiring practices take into account staff and team members who are able to speak Spanish to help bridge the language barrier.
"	"Current strengths for building partnerships for student outcomes include:	
Regular parent conferences for families at each trimester break
Parent access to online grade portal (PowerSchool) to regularly check student grades
Parent workshops through Families in Schools
Student success conferences for 100% of students to discuss grading/school policies

"	"Current areas of improvement for building partnerships for student outcomes:	
Earlier referral for students into the student success program
Additional counseling resources for students
wrap-around support for families through community partnerships
Identifying hard-to-reach families and agreeing upon best ways to communicate.
"	"LEA will improve the engagement of underrepresented families by:	
Ensure 100% of families are connected to Class Dojo and know how to use the program.
Provide events at alternate times that make it easier for families to attend
Provide meetings in a hybrid format so families can choose to log in online or attend in person
Ensure that our hiring practices take into account staff and team members who are able to speak Spanish to help bridge the language barrier.

"	"LEA’s current strengths in seeking input for decision-making include:	
The use of Panorama Survey during Winter and Spring
Regular coffee with the principal meetings to get feedback
The use of surveys after events/meetings
Parent Advisory Committee and ELAC/DELAC
"	"The following are areas of improvement in seeking input for decision-making	
Higher response rate for Panorama Survey
A wider range of families attending events (Same families)
Events held at different times to make sure families can join
Events held in a hybrid format
"	The LEA will improve the engagement of underrepresented families in decision- making by:
Offering alternate times for events (later and earlier in the day)
Offering events/meetings in a hybrid format
Reaching out personally to families who are underrepresented to ask them to attend
Partnering with community groups to provide resources to families
	4	4	4	5	4	4	5	4	4	4	5	4	Met		2024-06-20	2024
19647330117952	ICEF Innovation Los Angeles Charter	3	At the beginning of the year, teachers (& other staff) are encouraged to connect with families to begin creating strong relationships that motivate student learning and increase parent engagement. Through Student Success and Academic Snapshot Conferences, teachers, families, and students meet to ensure families know how to access the learning and are aware of the beginning of the year student progress. We make sure to address the multi-cultures that exist in our school community and encourage families to come out and share in this celebration with us. These relationships are further developed through school-wide activities and events, to include our annual Holiday Program, Hispanic Heritage Celebration, Career Day, Black History Program, Science Fair, Read Across America Week, Mother/Son & Father/Daughter Dances, Arts Night, STEM Night, and more. This year we were once again able to invite families to share in and celebrate our students and their excellence. Finally, we make sure we communicate with our families on a regular basis. We feel that open and honest communication is the best way to integrate families into the school community. Families receive communication in a number of ways, to include via our website, a weekly newsletter via Smore, Parent Square (email & text mass messaging system), and direct or phone contact, all of which are translated into Spanish for accessibility. We encourage families to be engaged in the school community as much as possible. This allows them to get to know us, us to get to know them, and everyone to learn how to work together to ensure student achievement.

	We applied for a grant to become a Community Schools partner, and began implementation this year. Through this grant, we will be able to create more opportunities to engage families and build quality relationships within our school community. IILA would like to continue to focus on improving parent engagement by offering targeted workshops around how families can be more actively engaged in their students' educational journey. To increase student attendance, workshops about attendance and its long-term effect on student learning, would benefit the students as well. We currently hold bi- monthly Family Nights, which provides an opportunity for families and staff to come together and bond over like focuses. For the 23-24 school year, we plan to hold a Meet and Greet, before school begins, so that staff and families can come together on the school campus, and interact through games, and activities geared toward strengthening relationships.
	IILA feels it is important to engage our underrepresented families. We have an increasing population of English Language Learners, which includes members of our “Newcomers” group. We have partnered with Ensemble Learning, an organization that works to make education more equitable for multicultural learners. Our goal focuses on incorporating the cultures of our represented families. We also offer Study Smart Tutors, a tutoring group that helps support emergent bilingual development. Community Schools Coordinator is our Homeless and Foster Youth liaison. She attends professional development opportunities throughout the year to find out about and offer more resources. We recognize that our varying groups have a variety of needs. Knowing that, it is our goal to find out what these needs are, how to best meet these needs, and address these needs to the best of our ability.
	IILA has created partnerships with a number of organizations to increase student outcomes. We have organizations that focus on professional development for staff around the achievement of English Language Learners; Ensemble Learning. We have partnered with 3 tutoring organizations to address the individual needs and learning loss experience by students during high COVID times; Tutors of America, Study Smart Tutors, and AirTutors. We have 3 partners that focus on the social and emotional health of our students, through mentoring and leadership, and counseling; Imagine Etiquette, South Central Training Consortium, and Care Solace. One of our biggest partnerships is with Challengers Boys and Girls Club. Students participate in an after-school program that supports the learning taking place during the school day, as well as offer enrichment and support programming to students and families. Through all of these partnerships, we are able to cultivate relationships with the community, which work to improve student outcomes.
Our in-house social workers and counselor, along with the support of our Community Schools Coordinator work continuously to look for and share resources with staff and families, to help influence student outcomes.
	IILA is constantly looking for new partnerships to meet the needs of our students and families. We are currently seeking resources that can support families in supporting their children as students. We also want to bring more awareness around the social emotional needs of our students. This is inclusive of monitoring students on social media to prevent cyber bullying, which can lead to suicidal ideologies.
	As mentioned in Section 3, we are aware that the influx of additional English Language Learners and Newcomers brings about the need for more focus on their needs and what will help them to be successful students. We also see the need, with our increasing number of Special Education students, to build partnerships with organizations that focus on their individual needs. We are in the beginning stages of this and have already brought on some partners to include Ensemble Learning, who we have worked with for the past 3 years, Study Smart Tutors, and Rosetta Stone. We have also dedicated 10% of one of our counselor’s time to working with our Newcomer students, in an effort to help them to acclimate to their new environment. We will continue to get feedback from this demographic through our ELAC committee, Coffee with the Principal gatherings, and family surveys.
	Each year we look to engage families in our school-based committees. We hold quarterly Parent Advisory Committee (also EL-PAC) and ELAC (also DELAC) meetings where parents get a firsthand look at the inner workings of our school. Families who are a part of the committees get the opportunity to inform decisions made by the Principal and other school administrators that directly affect their child’s growth and progress. Family interaction has been helpful in establishing trust and confidence with ICEF Innovation families. Our committees inform us of Family interest in educating the children at IILA. Both committees have parents who are actively involved and want to participate in helping the school reach its goals. Another way we seek input for decision-making from our families is through Coffee with the Principal meetings, which are also held quarterly. The is a more informal setting, situated over a light snack and coffee, where family members can express their concerns and give suggestions on the school’s operations and program offerings.	While we feel like our offerings for ways to seek input for decision-making are substantial, our next step is to grow a more consistent base of families who attend these regularly scheduled meetings, as well as strengthen our parent/guardian led grade level committees, which take place during our Family Nights. Doing this would be an opportunity for all stakeholders to get involved on a larger level, and have more say, so that all students serviced by IILA can benefit.
	We have a strong group of English Language Learner families that attend our school-based committee meetings, however we want to make their experiences more genuine, which requires us to have a deeper understanding of their needs and create an environment where they feel welcomed and heard. We plan to survey our ELL, Newcomer, and Homeless and Foster Youth families to determine the best times to hold our committee meetings, as well as ask about incentives that will encourage them to participate on a larger scale.	5	5	3	4	4	4	5	4	3	3	4	4	Met		2024-06-20	2024
19647330117978	Goethe International Charter	3	GICS’ educational model, where teachers and students work collaboratively, encourages relationship building in multiple areas due to the necessity of working together in a dual-immersion model.  Staff meets weekly (both in grade level teams and as a whole staff) to collaboratively work on identifying areas of strength and growth and determine the next steps.  Teachers get to know each other during a week-long professional development session at the beginning of each year.  Additionally, GICS staff work closely with the Goethe Parent Association to include activities throughout the year for parents and staff to interact: Back to School night, student conferences, school events (International Flair, Lantern Festival, middle school socials, movie nights, etc..).  Weekly class meetings, part of the school’s Caring School Community curriculum in grades TK-5 and lessons using the Be Good People curriculum in grades 6-8, provide opportunities for teachers and students to get to know each other and share their experiences and cultures.  Student conferences, progress reports, report cards, parent universities, communication folders, teacher websites, emails, school newsletters, and teacher meetings occur regularly throughout the year, enabling consistent communication between parents and staff.  The school has transitioned back to in-person events, rather than virtual, to provide opportunities for families to be on campus and interact with each other and staff.  There are volunteer opportunities in the classroom, garden, and field trips as well as monthly GPA meetings in person at school and Family Fun Running Club twice a week, where families can come onto campus in the morning, run with their child, and interact with other families before school begins.	An area of focus that GICS will continue to improve upon is the school’s support for staff to learn about each family’s strengths, cultures, languages, and goals for their children.  While we have had more opportunities for staff and families to interact in person this year, encouraging staff to attend more social events, such as the movie nights and grade level dinners, in addition to the academic-based ones, such as Back to School Night, will allow for families and staff to get to know each other even more.  As an International Baccalaureate World School, GICS highly values the backgrounds and experiences of all our students and families.  Teachers would benefit from more structured support to highlight these diverse perspectives even more during instruction (for example, building up classroom libraries and professional development on cultural competence).  Teachers also noted in the school survey results that increased meeting time with families would be beneficial.	GICS continues to focus on increasing the in-person activities and events for families and staff to interact throughout the year, such as the beginning-of-the-year meet and greets, class assemblies and activities, back-to-school nights, conferences, etc. The Goethe Parent Association, school notices, and teacher newsletters will be used to ensure all families are aware of the upcoming events. The GPA continued to hold the positions added last year to their executive team specifically for language support, Multilingual Family Coordinators; these roles were given to people that are fluent in German and Spanish, the two languages that have the highest percentage of speakers at GICS (other than English).	GICS continues to hold weekly professional development sessions for teachers, in which family partnership is one of the areas for support.  These professional development sessions support family partnership areas such as class website development, Google Classroom & PowerSchool Parent Portal (an online portal for parents and teachers to stay informed about students’ progress), parent volunteer opportunities (field trips, in-class support, guest presentations, etc.), and conferences (both Student-led and Parent-Teacher).
Teacher websites, Google Classroom, PowerSchool Parent Portal, and class newsletters all provide resources for families to support student learning and development at home. Teachers post links to videos, instructional tools, and other resources on their websites and list activities and tips for at-home support in their class newsletters.
GICS holds two conferences throughout the school year (one Parent-Teacher in the fall and one Student-Led in the spring) for families and teachers to discuss student progress and support.  Teachers also communicate regularly with families through emails, phone calls, and in-person meetings as needed throughout the year.  In addition, community universities are held throughout the year to help keep families informed about various aspects of their students’ education and development and to provide resources for families.  The Parent Advisory Committee provides input to the administration regarding topics of interest for families.
The main office has all the documents and information families need to access to advocate for their student(s).  The Assistant Principals, Principal, and Resource Specialist also regularly work with families to ensure they understand their student(s)’ legal rights.
Monthly coffee chats with the administration help keep families informed and provide additional opportunities for families to share feedback and input with the administration.
	GICS continues to focus on increasing the number of families attending or joining the various school committees, which review school policies, procedures, and resources and analyze schoolwide academic data throughout the year.  GICS encourages families every year to participate in these committees, such as the Parent Advisory Committee and the English Learner Advisory Committee, and invites people to join. Still, there was limited participation again this year.  GICS will provide focused outreach to families to raise awareness of these committees and their impact, along with their roles and responsibilities.	GICS will continue to provide translations of school messaging and important information to families and translation services throughout the school year.  Targeted outreach to underrepresented families will encourage these families to attend school meetings with teachers and participate in school committees.  Collecting data by using sign-in and Zoom attendance sheets to track which families are participating in school meetings will aid in identifying what groups are underrepresented.	GICS provides many opportunities for families to participate in advisory groups and provide input for decision-making through various school committees and parent engagement evenings.  There are Board of Trustee committees, such as the Finance Committee, as well as school committees, which include the Safety Committee, Parent Advisory Committee, and English Learner Advisory Committee.  All of these committees include staff and parent/guardian members.  Family engagement nights and community universities are also held throughout the year to help keep families informed and provide avenues for input and feedback.  The Goethe Parent Association and school administration hold monthly meetings to share updates and information with parents.	GICS continues to provide opportunities and avenues for families and staff to evaluate the family engagement activities at GICS.  While staff and families work closely together to plan, design, and implement these activities, more focus could be paid to evaluating their effectiveness, especially regarding including underrepresented groups in the school’s community.  GICS continues to focus on re-establishing in-person community events and activities to strengthen the community relationships post-distance learning.  Annual surveys distributed to families also provide feedback on areas of strength and areas for further development.	To improve the engagement of underrepresented families, GICS continues to work with the Goethe Parent Association (GPA) to make sure that all families are aware of the different community events, school activities, and committee meetings.  The Multilingual Family Coordinators and Middle School Liaisons on the GPA Executive Team help to maintain connections with more families throughout the school year.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-24	2024
19647330118588	Alain Leroy Locke College Preparatory Academy	3	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	The school equips parents with the skills necessary for active civic engagement.
Building upon the foundational knowledge base provided by the Parent Academy,
the School offers structured training in the theory and practice of dynamic
leadership, respectful communications, and political engagement. The school
partners with Green Dot’s United Parents and Students, which teaches
participants how to advocate for community issues, draft solutions, and develop
strategies to engage elected representatives in meaningful and informed dialogue.
A sample of engagement opportunities have included PIQE, Coffee with the
Principal, and training for parent leaders led by Civic Engagement Associates in
community organizing to support families in addressing local concerns and
external barriers to learning (safe passages, affordable housing, clean streets,
safe streets, etc.).

The school uses Parent Square to send messages to parents for school events,
grade and attendance reports, important dates, etc. The purpose of Parent Square
is to help improve and leverage communication between parents and school.	The school is committed to improving attendance at the events listed above
through communication, surveys and parent outreach. Surveying parents for
specific needs and interests will assist the school with diversifying parent
engagement opportunities for underrepresented families. The school will collect

data at each event to progress monitor engagement throughout the year and to
identify groups for targeted outreach through the Parent Coordinator - a full- time
employee dedicated to establishing a positive relationship between school staff
and families.	The school offers a Parent Academy which provides free adult education
workshops designed to provide parents with a core understanding of the issues
that most affect their students. A schedule of classes is tailored to meet the needs
of the community, but may include homework assistance strategies, reading
strategies, English as a Second Language, financial literacy, voter registration,
and bullying prevention. Parent Academy directly develops the core skills of
parents and strengthens student pathways to college and career readiness.
Courses are designed and led by our regional support staff in collaboration with
local community service partners.	The school equips parents with the skills necessary for active civic engagement,
which is a strength of the school. Building upon the foundational knowledge base
provided by the Parent Academy, the school offers structured training in the theory
and practice of dynamic leadership, respectful communications, and political
engagement. The school partners with United Parents and Students (UPAS), a
nonprofit organization dedicated to addressing the factors outside school
boundaries that not only pose barriers to learning, but also inhibit local quality of
life. The UPAS Community Organizing Institute teaches participants how to
prioritize issues, draft solutions, and develop strategies to engage elected
representatives in meaningful and informed dialogue. The curriculum covers
issues such as: civics and social justice, how to plan and manage effective
meetings; how to conduct an accountability session; and negotiating skills.
Sessions are offered both at school sites and at a central location where site
leaders can come together, interact, and share concerns and ideas. Based on the
skills learned through the UPAS Community Organizing Institute, parents have
student/parent led conferences where they discuss issues affecting their
communities and campus. In addition to this, the school has cultural groups,
specialized advisory, and other parent programs.	Additionally, the school offers multiple other opportunities for parent engagement
such as Know Your Rights Immigration Forums, and the Cesar Chavez
Community Appreciation Day focused on providing resources and building
family-community networks, and Workshops on Self Defense, College Access,
and Drug Prevention. The school will utilize parent trainings as well as materials
distributed through Powerschool to report on student academic achievement,
Parent Square announcements for opportunities to engage, and the school

website to help parents to work with their children to improve their children’s
achievement through trainings at the start of the year. The school also provides
workshop series for parents of Emergent Bilinguals and African American
students. The school trains school staff and teachers on the importance of parents
and familial engagement throughout the school year. Classified staff participate
quarterly in regional professional development sessions that include content
collaboration and parent engagement and communication. The school will
continue to improve professional development opportunities for staff to enhance
parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent
engagement. Parents are active participants in the school’s local decision-making
processes and participate in various parent workshops and trainings. Parents are
included in school’s decision making processes through School Advisory Council
(SAC) and District English Learner Advisory Council (DELAC), both of which are
strengths of the school. The school reviews the LCAP with the School Advisory
Council (“SAC”). The SAC is comprised of administrators, teachers, counselors,
classified staff members, parents, and students. The School’s efforts begin in the
fall when the school principal reviews the purpose and the previous year’s LCAP
with the SAC. In subsequent meetings, the principal references the LCAP and its
goals. The SAC provides feedback on the budget and suggestions on additional
actions and activities to improve school outcomes. The SAC monitors the LCAP
implementation throughout year, provides numerous opportunities for students
and parents to contribute to the school’s operations and growth, and reviews the
school budget to assure spending is in accordance with the goals. The SAC may
recommend modifications to the strategic plan to reflect changing needs and/or
priorities. SAC may also provide input on: curricula and instructional strategies,
staff development, school budget, parent involvement, staff stipends, and the
school calendar.	The school’s DELAC is a committee comprised of parents (at least 51%), staff and
community members specifically designated to advise school officials on English
learner program services. The DELAC meets four times per year and members
take on various roles and responsibilities. DELAC advises school’s governing
board on all of following tasks: development of a master plan for educational
programs and services for ELs, conduct a school-wide needs assessment,
establishment of program, goals, and objectives for programs & services for ELs,
development of a plan to ensure compliance with any applicable teacher &
instructional aide requirements, review & comment on reclassification procedures,
review & comment on written notifications required to be sent to parents and
guardians, review school site data and advise School Advisory Council on budget
items related to ELs.	The LCAP Parent Survey was a tool created to obtain parent feedback on areas of
improvement and success at the school. The survey was sent via ParentSquare,

and during meetings such as SAC, DELAC, and Coffee with the Principal, parents
were given a QR code to access the survey. Parents identified what they thought
should be the biggest priorities for the school for the upcoming school year.
Parents were also given the opportunity to provide open feedback for anything
they wanted to highlight that could not be captured in the survey. The school will
continue to improve outreach strategies in soliciting parental involvement in these
advisory groups and the survey. In addition to the LCAP survey, parents and
students engage in an annual survey to provide feedback on the school. Data is
analyzed by school leaders to inform future policies and decisions at the school.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-28	2024
19647330119982	Equitas Academy Charter	3	Creating a warm and welcoming experience for all families is at the forefront of building partnerships.  Families are an asset to the school community and a relational approach is part of family engagement at Equitas.  Two-way communication between school and home is key and staff consistently communicate with families to support student outcomes.  Spanish translation is offered in both written and verbal communication.	There is a focus on redesigning the spaces where families have the opportunity to join and be part of shared decision making - SSC, ELAC, and CS Advisory Committees.  The redesign will support in building and strengthening relationships between school staff and families by collaborating, co-constructing experiences and making decisions together in support of student success.	Providing opportunities for underrepresented families to engage with school staff through workshops and councils that support diverse learners.  DEIA organizational priorities were developed with goals to improve outcomes in support of underrepresented families.	Strong relationships with families are crucial to student success. Families are provided with touch points such as summer orientation, monthly Cafecitos, ,monthly family nights, 2 family days, family-teacher conferences two times per year and ongoing communication between teachers and families.  Events and communication are grounded on a relational approach.	Schools will continue to provide all families learning experiences where student data is shared and analyzed.  Families will receive the tools to understand how their child is progressing through multiple data points and gauge progress in meeting standards in language arts, math and other core subjects.  Student data is shared at different touch points with families throughout the school year. These opportunities will support the school staff and families to monitor progress and work together to support student achievement.	Collaboration of staff and schools to support diverse learners with a focus on engaging families of underrepresented families.  Holding spaces where families can gain knowledge and tools to support at home and bridge the connection to school in support of student outcomes.	Families voices are important and necessary to ensure progress monitoring and student success.  Families are afforded the opportunity to provide feedback through a yearly family survey given two times per school year.  Family input is sought for decisions that will greatly impact them and their children.  Family members are members of task forces/committees where their voices for part of the decisions that directly impact students, families and the organization.  Family members serve as members of the School Site Council and ELAC Council where decisions are made.  The Equitas belief to do with our families and not to our families.	Equitas Academy was selected as recipients of the California Community Schools Implementation Grant beginning in  2024-2025 academic year.  This grant will support with building an advisory council to include a diverse group of educational partners that will seek feedback and ensure they are included in shared leadership and site decision-making.	Equitas Academy is in development to refine and enhance the opportunities to engage with families, especially underrepresented families (Cafecitos, SSC and learning opportunities) to grow into more robust development and engagement for educational partners.  A focus on DEIA is another point of development to include more engagement of underrepresented families.  Through these changes, the goal is to increase feedback and decision-making opportunities for all families.	3	4	3	5	3	3	4	3	4	4	5	2	Met		2024-06-20	2024
19647330120014	KIPP Endeavor College Preparatory Charter	3	At KIPP SoCal, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive.
Additionally, we are excited to announce that KIPP SoCal has been awarded a new Community School grant, enabling us to hire a dedicated Community School Manager for KIPP Endeavor College Preparatory. This role will be instrumental in leading the Community School Advisory Council, engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.
While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.	At KIPP SoCal, we've recently launched the Family Leadership Academy, a region-wide parent advisory group at each school. This academy serves as our School Site Council, where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.
In conjunction with this initiative, we're excited to introduce our new Community Schools Manager, who will play a pivotal role in supporting the Family Leadership Academy. This position will collaborate closely with families to enhance their leadership skills and engagement within the school and broader community.
By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Leadership Academy participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.	At KIPP SoCal, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families.
In addition, we have established a Change Team composed of staff members, families (including those from underrepresented backgrounds), and students. This team is dedicated to reviewing and implementing diversity, equity, and inclusion initiatives across our organization.
By offering a variety of engagement opportunities such as leadership roles, Family Leadership Academy meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.
Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.
Our Change Team developed KIPP SoCal's Anti-Racist Standards. These standards were shared across our regional and school networks to gather feedback and comments from team members and all school families. This input was instrumental in refining our guidelines and values as we continue to advance our journey towards becoming a more anti-racist organization.	KIPP SoCal recognizes the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.
In addition, KIPP SoCal has implemented a Family Ambassador program in collaboration with our Family Leadership Academy to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly convenings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events. Looking forward, we are actively exploring ways to expand and integrate the Family Ambassador program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.
Furthermore, KIPP SoCal educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and Family Leadership Academy meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.
We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.	KIPP SoCal's Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.
In addition to our advocacy efforts, KIPP SoCal's incoming Community School Managers will play a crucial role in supporting our students' holistic well-being. They will collaborate closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.
Our Community School Managers will monitor student progress closely and adjust support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.
Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey.	KIPP SoCal remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin are offered in languages accessible to all school families.
In addition, KIPP SoCal has established a Change Team composed of staff members, families (including those from underrepresented backgrounds), and students. This committee is actively engaged in reviewing and implementing diversity, equity, and inclusion initiatives.	At KIPP SoCal, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and Family Leadership Academy, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.
The Family Leadership Academy, functioning as our School Site Council, empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability. 

Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they've learned.
To ensure the highest quality of engagement, KIPP SoCal provides comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.	To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at each school known as the Family Leadership Academy, which serves as our School Site Council. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.	KIPP SoCal is dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates to accommodate diverse family schedules. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.
Furthermore, KIPP SoCal has an established Change Team of staff, family members , and students. This team actively works on reviewing and implementing diversity, equity, and inclusion initiatives.	4	4	4	4	4	4	4	4	4	4	3	3	Met		2024-06-21	2024
19647330120022	Valor Academy Middle	3	The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 86% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 94% of parents rate the school positively.
One of the school’s biggest strengths is the welcoming environment we’ve built with families. 67% of families attend at least one school event including, but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights. Additionally, 90% of families attended a yearly counselor meeting. Through events that highlight the cultures of students, implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff.	The school has identified the percentage of parents who attend Back to School Nigh as a focus area of improvement, as 42% attended this year.	The school will improve the engagement of underrepresented families in this area by leaning on the support of the Family Engagement & Community School Manager teams, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.	We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. We also see strength in having 98% participation in our Teacher-Parent Conferences. Our team works hard to provide families with information and resources to support student learning in the home.	The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 51% which has increased consistently in the last 5 years. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes.	The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school. 
The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, engaging teachers and school leaders in professional development to support all students and their families, and reaching out to parents through ParentSquare, messages, and phone calls to support attendance at events that will assist them in supporting their child’s learning at home.
With the support of the Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.	One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Family Engagement Coordinator. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.	Though we are proud to have 86% of parents returning surveys, and 94% of parents attending a school event, we continually strive to increase these numbers to reach 100%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Family and Community Engagement Team works every year to identify, train and support family leaders who actively participate in the School Site Council, English Learner Advisory Committee and other advisory groups.	The annual Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Lead Executive Officer,  the Senior Vice Principal of Student and Family Services, and the Vice President of Outreach & Engagement and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year. In addition, families are constantly invited to participate in multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-25	2024
19647330120030	Alliance College-Ready Middle Academy 4	3	"At Alliance College-Ready Middle Academy 4, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 42 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 37.93% of our scholars' families attended two or more parent engagement events this year.  In addition, 99% of our families responded postively in questions regarding Family Engagement at the school, and 96% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 99% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someoneelse they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	"	"Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	"	"Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	"	"At Alliance College-Ready Middle Academy 4, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of Parents and 99% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 98% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 99% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	"	"Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	"	"Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	"	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 99% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	"	"Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	"	"Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these familes, to ensure that our all educational partners have equitable voice in decision making at their child's school.	"	5	5	3	5	3	5	5	3	3	3	3	3	Met		2024-06-05	2024
19647330120071	New Designs Charter School-Watts	3	New Designs Charter -Watts School’s staff builds positive relationships with families and the community using multiple methods and opportunities to engage in two-way communication including but not limited to schoolwide events, parent-teacher conferences, Coffee with the Principal, Parent Orientation, ELAC, School Site Council and Parent Workshops. The school is adapting and improving the communication and messaging system and infrastructure established during the COVID period to fit and work in the post-COVID era. The school also continues to develop the capacity of staff to establish trusting and respectful relationships with families through professional development that emphasizes the importance of parents in the education process.	A focus area for continued improvement is to learn more about our families strengths, cultures, languages and goals for their child(ren) as well as their perceptions of pressing or emerging issues for the school since the easing of COVID restrictions. The school is also working to increase the rate of participation and contact between families and the school in general, and specifically with teachers to ensure relevant information from the school reaches all parents in a timely manner.	The school will be deliberate in ensuring inclusiveness and equity in its communications, contacts, and provision of services so that those families on the margins due to their economic, social and cultural situations have access and are full participants in all activities of the school. This will come in the form of incentives and support to encourage participation.	New Designs Charter School-Watts’s strength is in building partnerships for positive student and family outcomes as outlined in our school’s LCAP Goal # 1 for conditions of learning and engaging our community partners for student success. Our school meets with all families prior to the start of the school year during parent/student orientation, and during the school in parent/teacher conferences and back-to-school nights. These meetings are critical to discussions of student progress and methods by which the school and families can support improved student outcomes.	A focus area for improvement is in providing professional learning and support to teachers and school leadership to improve the school’s capacity to partner with families and to support families to understand and exercise their legal rights and advocate for their children.	The school will be deliberate in ensuring inclusiveness and equity in its communications, contacts and provision of services so that those families on the margins due to their economic, social and cultural situations have access and are full participants in all activities of the school. This will come in the form of incentives and supports to encourage participation.	New Designs-Watts seeks and promotes meaningful partnerships with parents and other stakeholders using a variety of platforms and means. General zoom meetings (town halls), surveys, newsletters, School Site Council meetings, ELAC, LCAP related meetings, Coffees with the principal, Open Board meetings and school updates via the school webpage, newsletters and BlackBoard are all used to engage, receive, and provide updates to parents and other stakeholders.	New Designs-Watts will use lessons learned during COVID on the utilization of an array of strategies to engage and raise the participation of parents in school decision making. The LCAP provides a frame for areas of focus for inputs by parents and stakeholders. New Designs seeks to raise parent and stakeholder participation levels in the LCAP process. One such specific area within the LCAP process is participation in the Budget Overview for Parents.	To enhance family engagement and participation of underrepresented families the school will engage in outreach to provide incentives and remove or ease barriers that usually prevent such families from participation in the school’s decision-making process. The school will focus on such areas as providing translations, designating staff to work with families in need and encouraging such families to fully participate in school activities including ELAC, School Site Councils and any other school improvement bodies or forums.	4	4	4	4	4	4	4	4	4	3	4	3	Met		2024-06-08	2024
19647330120097	Academia Moderna	3	The current strengths of Academia Moderna in building relationships between staff and families is in our intentional and ongoing open door policy. At the beginning of the 2023/24 School Year Academia Moderna invited all families to attend seminar designed to increase family participation within the following areas: knowledge of school rules and regulations, knowledge of grade level content, support at home, academically and socially and an overview of parent involvement opportunities for parents, e.g. SSC, DLAC, monthly coffee with the principal, coffee with the superintendent, volunteer opportunities for parents and ongoing communication portals. Communication is provided and updated on a weekly basis for parents and families through Parent Square, PowerSchool & Toddle.	Academia Moderna believes that to have a sustainable family school partnership our organization needs to provide as many opportunities as possible for parental engagement. At the beginning of each school year, our organization provides a parent community day to provide parents with information in the following areas: school communication, teacher-parent communication, parent workshops (academic & social), volunteer opportunities, understanding academic requirements and post K-12 opportunities and/or options.	Underrepresented families are possibly families in which parents have to work two jobs to survive, or parents that are first generation and are not aware of the academic opportunities that are possible for their children. Academia Moderna sent out confidential questionnaires in which families that may not have the time to support the educational partnership, can still have their questions/needs answered for them. As a result of the analysis, the school will focus attention on providing parents informational workshops and various non-traditional opportunities for involvement.	Academia Moderna has a weekly communication system with parents via Toddle and ParentSquare.  The focus of this communication is both academic achievement and social growth for our students.  Alternately, only about .01% of our students are bussed to our school outside of a five mile radius. To take advantage that children are dropped off and picked up each day, a school administrator is outside daily before/after school to meet with parents regarding questions/concerns and opportunities for their children.	As a result of analysis of educational partner input and local data, Academia Moderna has identified, the need to incorporate varied approaches to communication and parent involvement opportunities, by conducting extensive outreach and family information events and ensuring that teachers are a main part of the home-school communication	Underrepresented families are possibly families in which parents have to work two jobs to survive, or parents that are first generation and are not aware of the academic opportunities that are possible for their children. Academia Moderna sent out confidential questionnaires in which families that may not have the time to support the educational partnership, can still have their questions/needs answered for them. As a result of the analysis, the school will focus attention on providing parents informational workshops and various non-traditional opportunities for involvement	Academia Moderna is always researching ways in which we can receive input on decision making policies for our students. Therefore, when the opportunity arises, our school conducts educational parent meetings in which parents learn the newest and most effective ways in which we can instruct and then support our children in the education program at our school.	The biggest priority for Academia Moderna and the involvement of our parents is, how can the home environment support a child’s academic achievement and social growth. This priority is not limited to classroom/homework support. The focus is the whole child. Specifics are, but not limited to: proper nutrition, proper rest and sleep, and beginning the day with a positive tone.	Academia Moderna is determined to increase the number of underrepresented families in the school’s decision-making by increasing the number of SSC members and inviting parents in advance to SSC meetings. We also plan to make SSC available in person and via Zoom to get more participants present including those who work or who have difficulties with transportation. We will also incorporate three parents to our PBIS team to support the decision-making around safety and student behavior	4	4	4	4	4	4	4	4	3	3	3	3	Met		2024-06-26	2024
19647330120477	Aspire Titan Academy	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.
	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase the engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	5	5	5	5	5	5	5	5	4	4	4	4	Met		2024-06-20	2024
19647330120527	Watts Learning Center Charter Middle	3	STRENGTHS AND PROGRESS (STAFF-FAMILY RELATIONSHIPS)
WLCCMS continues to build capacity for healthy trusting relationships between the school and families in an effort to build a positive and welcoming perception of the school.
Parents and guardians, including those representing unduplicated pupils and Students with Disabilities (SWD), are
invited to attend bi-monthly meetings, Coffee with the Director on the third Thursday of each month, and during
Parent Council on the third Wednesday of the month. Discussion is focused on LCAP Goals, Mid-year LCAP report, annual LCAP development, state and local assessments, attendance/chronic absenteeism data, the impact of attendance, academic goals, attendance tiers, and use of any one-time funds. A parent/guardian survey is
administered annually each spring.
WLCCMS has a solid foundation of where our communication is strong and consistent with our families. We provided regular meetings and opportunities for engagement and input in an effort to include parent voices. This creates a strong welcoming culture with trust and respect. Our Parent Coordinator communicates daily with parents via multiple connections: phone, e-mail, parent square, and in person.	Our areas of focus are on building connections with our families and teachers. Our areas of improvement stand in providing our teachers and staff additional training on building relationships in an ongoing format.	WLCCMS primarily serves underrepresented student groups and works closely with the school's ELAC and DELAC, and the Parent Advisory Committees to ensure full representation of the enrolled demographic. Staff training for building family relationships & communicating more frequently with parents. WLCCMS redesigned the Parent
Teacher Conference schedule to include grade-level conferences with parent and teacher groups and individual conferences.	WLCCMS provides regularly scheduled opportunities for teachers and parents/guardians to engage with each other, and shares information with parents daily (academics, attendance, and behavior). Teachers have opportunities to connect with parents during their prep period, and 45 minutes 3 times per week after school. Parent/guardian
conferences are scheduled at times that parents are most likely able to attend.

WLCCMS offers training to build our parents' capacity to use their voice not only at home but as well as advocate for their student's academic and socio-emotional wellness. WLCCMS offers parents opportunities to discuss and engage solutions for desired student outcomes through Director’s Round Table, Parent Council, ELAC/DELAC, and parent
workshops.	Per parent/guardians' request in Spring 2023, WLCCMS will provide more training and discussion topics on school policies and procedures. Additionally, WLCCMS will work diligently to address school safety concerns, thus indicating to parent/guardians, the school is a trusted partner in their child(ren)'s education. WLCCMS needs to
identify parent leaders and train them, with the idea of drawing in other families.	Per parent/guardians' request in Spring 2023, WLCCMS will provide more training and discussion topics on language acquisition and academic achievement to support English Learners. A strategy we used and will continue to use is offering meetings at different times (morning/evening) to accommodate parent schedules. We will also strengthen parent recognition.	WLCCMS manages several advisory committees that directly involve parent/guardian participation. WLCCMS utilizes the PAC within the Parent Council and Director’s Round Table to get input from parents and uses information gathered from the Parent Survey to make informed decisions. WLCCMS also has one to one parent engagement via
conference and or meetings to understand parent concerns and address them.	In recent years, WLCCMS has determined that incorporating parent/guardian input into local plans has a great input in building trusting relationships. WLCCMS uses an annual survey to elicit specific feedback from parents/guardians as part of the annual needs assessment. More family engagement and encouraging greater input from parents
during the meetings, and greater participation in family surveys. We will aim to increase participation of survey completion by 5-10% next year.	WLCCMS primarily serves underrepresented student groups and works closely with the school's ELAC and DELAC, and the Parent Advisory Committees to ensure full representation of the enrolled demographic. WLCCMS needs to identify and support parents to help uplift their voices in the decision-making process for underrepresented families.	3	4	3	4	3	4	4	4	3	3	4	3	Met		2024-06-26	2024
19647330121079	Ararat Charter	3	Building strong relationships between school staff and families is essential for fostering a supportive and collaborative educational environment. Here are several ways that LEA has accomplished this:

1. Regular Communication:
   - Newsletters:  Sending regular newsletters with updates, news, and important information.
   - Parent-Teacher Conferences: Scheduled meetings to discuss student progress and address concerns.
   - Emails and Phone Calls: Direct communication for individual updates and feedback.

2. Involvement in School Activities:
   - Volunteer Opportunities: Inviting parents to volunteer in classrooms, at events, or on field trips.
   - School Events: Hosting events like open houses, family nights, and cultural fairs that encourage family participation.

3. Advisory Councils and Committees:
   - Parent-Involvement Committees: Encouraging active parent involvement in school decision-making processes.
   - School Improvement Teams: Including parents in planning and evaluating school programs and policies.

4. Positive Engagement Strategies:
   - Recognition Programs: Celebrating parent contributions and student achievements through awards and acknowledgments.
  
5. Accessible and Inclusive Practices:
   - Translation Services: Providing materials and interpreters for non-English speaking families.
   - Flexible Meeting Times: Offering meetings at various times to accommodate different schedules.

6. Technology and Online Platforms:
   - School Portals: Using platforms where parents can track student progress, attendance, and communicate with teachers.
   - Social Media: Utilizing social media to share updates and engage with the school community.

7. Collaborative Learning Projects:
   - Family Homework Assignments: Projects that involve family participation.
   - Community Service Projects: Engaging families in service projects that benefit the community.

By implementing these strategies, the LEA creates a welcoming and inclusive environment that strengthens the partnership between staff and families, ultimately supporting student success.
	The focus areas identified are:

1. Parent Education Programs:
   - Workshops and Seminars: Offering sessions on topics such as child development, learning strategies, and internet safety.
   - Parent Resource Centers: Providing access to resources and support for parents.

2. Collaborative Learning Projects:
   - Family Homework Assignments: Projects that involve family participation.
   - Community Service Projects: Engaging families in service projects that benefit the community.	Improving the engagement of underrepresented families in schools involves addressing barriers and creating inclusive, supportive environments. Here are some strategies the LEA uses to address this:

1. Culturally Responsive Practices:
   - Cultural Competency Training: Provide training for staff to understand and respect diverse cultural backgrounds.
   - Celebrate Diversity: Host multicultural events and acknowledge diverse cultural traditions and holidays.

2. Accessible Communication:
   - Translation and Interpretation Services: Ensure all communications are available in the primary languages spoken by families.
   - Multiple Communication Channels: Use phone calls, text messages, and social media in addition to emails and newsletters to 
      reach families in their preferred format.

3. Building Trust and Relationships:
      - Community Liaisons: Employ staff or volunteers who share cultural backgrounds with underrepresented families to serve as 
         bridges between the school and the community.

4. Flexible Engagement Opportunities:
   - Varied Meeting Times: Schedule events and meetings at different times to accommodate varying work schedules.
   
5. Inclusive Decision-Making:
   - English Learner Advisory Committee and School Leadership Council meets regularly.

6. Surveys and Feedback:
    - Regularly seek input from families through surveys and focus groups.

7. Community Partnerships with Local Organizations:
    - Partner with community organizations that already have strong relationships with underrepresented families.

8. Personalized Outreach Invitations:
    - Extend personal invitations to individuals to make families feel valued and welcomed.
	The LEA has engaged in a number of external partnerships that support student outcomes. 

1. Contracted agencies provide counselors, physical therapists, and other professional services to support students' needs. 

2. Partnerships with two local universities support future teachers and serves as a symbiotic relationship that builds community 
    involvement and student support. 

3. The LEA has further partnered with the Institute of Student Empowerment to implement the school's vision around justice, equity, 
    diversity, and inclusion (JEDI). 

4. Furthermore, the LEA was awarded the California Community Schools Partnerships Program grant (CCSPP) that will benefit 
    actions towards Tier 2 and 3 behaviors.  

5. Finally, the ongoing partnership with the Los Angeles County Office of Education (LACOE) benefits the school's positive behavior 
    intervention and supports program.	The focus areas for improvement are:

None.  We have a number of partnerships that the LEA has in place and must be sustained and nurtured.	To improve engagement of underrepresented groups in relation to building partnerships for student outcomes, the LEA implements the following strategies:

1. Personalized communication tailored to address specific concerns and interests of underrepresented families.
2. Regular updates that provide consistent student progress, school events, and opportunities for involvement.
3. Family-centered workshops that focus on topics relevant to student success.
4. Cultural celebrations that celebrate the cultures represented at the school.
5. Community liaisons who share cultural and linguistic backgrounds with underrepresented families to facilitate communication 
    and trust-building.	The LEA's current strengths and progress in seeking input for decision-making are:

Areas of Strengths
1. Established Communication Channels:
   - Regular Surveys: Conducting annual or bi-annual surveys to gather input from parents, students, and staff on various school 
      issues.
   - Parent-Teacher Committees: Committees and Councils that serve as a platform for parental involvement and feedback.

2. Inclusive Meetings and Forums:
   - Cappuccino with the Principal: Hosting regular CWP meetings to discuss important topics and gather community input.
   - Focus Groups: Organizing focus groups with diverse representation to delve deeper into specific issues.

4. Advisory Councils:
   - Diverse Advisory Councils: Inclusion of parents, students, and community members in advisory councils to ensure diverse 
      perspectives are considered in decision-making.

5. Transparent Communication:
   - Clear Reporting: Providing transparent reports on how community feedback has been used to inform decisions.


Areas of Progress
3. Digital Engagement:
   - Online Portals: Utilizing school websites and portals where stakeholders can provide feedback and access information.
   - Social Media: Active use of social media platforms to communicate and gather real-time input from the community.


	The LEA's focus for improvement in seeking input for decision-making are:

1. Engagement strategies to ensure that families are connected to the school in meaningful ways beyond just surveys and 
    meetings.	The LEA will continue with the strategies shared in response #1.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-06	2024
19647330121137	Ingenium Charter	3	The analysis of the LCAP Parent Survey data indicates several strengths and progress in building relationships between school staff and families. One of the key strengths is the increase on the perception of school safety from parents, with 85% of parents agreeing or strongly agreeing that school is safe. Overall we also had an increase in parent survey participation from 75% to 83%. Overall, the survey data reflects that ICS' efforts in fostering respectful interactions, effective communication, and accessibility are paying off, resulting in stronger relationships between school staff and families. Continuous efforts to engage families, address their concerns, and provide timely information will further enhance these relationships and support student success.	There continues to be a desire to support students with resources with well over 80% continuing to qualify for Free/Reduced lunch. Food insecurities, homelessness, and loss of employment continue to fuel a desire to understand trauma-informed care as it relates to our staff and working with students and families along with additional strategies for behavioral issues in the classroom. This will be an area of focus as ICS continues to add to overall supports around Social Emotional Learning and mental health. For the coming year, this includes partnering with Trauma Resilient Educational Communities (TREC).	Other than English, ICS has increased the population of families who speak Spanish, so we are exploring tools to better survey families in their native language where possible to determine strategies to increase overall engagement for our non or limited English families. Our parent communication platform is able to translate all communication from English to Spanish. Additionally, we provide an interpreter to all family engagement events. Additionally, our newly hired Director of ELD and Multilingual Support is working on supporting a welcoming environment to all students and families.	A key strength is the student-teacher relationships. 90% of families believe that teachers have high respect and care for their children. This is essential for addressing student needs effectively and ensuring that parents are partners in the educational process. Teachers hold regular parent-teacher conferences, but also go above what is asked to keep consistent communication with families. This includes timely updates about student academic progress, school events, and other important information. Consistent and transparent communication ensures that parents are well-informed and can actively support their children's learning at home.	An area for continued growth, confirmed by both survey data and in input meetings, is developing and implementing enrichment as well as offer a variety of activities that interest our students.  As teachers increase focus on depth and complexity in the classroom, additional enrichment opportunities are being developed to address this need. This includes after school activities and programs for students.	Working with different vendors and partnering with community members to support enrichment and after school programs will help us create a dynamic program that interest all students. Additionally, holding town hall meetings and continue to survey families as well as making personal phone calls to communicate with all families will support these efforts.	Each year, a parent survey and meeting is held in the spring to monitor parent engagement and obtain feedback from parents related to state priorities and local indicators as they align with school goals within the Local Control Accountability Plan (LCAP). The survey was created to align with state and local priorities in six areas:  Student Engagement, School Climate, School Fit, School Safety and Parent and Family Engagement. While it is sent electronically, personal phone calls are made to all families to encourage participation in the survey. Additionally, we offer iPads in our offices so that parents can come in and take the survey on campus if they choose to. At the May/June School Site Council meeting, parents are asked for input on goals and determining actions.	As we have added elements to the LCAP around increased parent engagement for the new 2024-2025 LCAP, a piece of this will be to continue to solicit input during School Site Council meetings where we may have parents or guardians present.  The goal is to continue to foster relationships with parents to encourage them to participate in the decision-making process.	As mentioned above, ICS has focused on reaching out to families above and beyond the general lines of communication to ensure input in the decision-making process. The goal continues to be to work collaboratively with engaged parents and staff members to identify ways to increase involvement and encourage partnership with our underrepresented families. For example, many families speak Spanish only,  so we are working on ways to survey families in their native language where possible to determine strategies to increase overall engagement for our English learners. The increased offerings for before and after school provide additional avenues to connect with parents around family needs that can support decisions about programming.	3	4	3	4	3	3	4	2	3	2	3	2	Not Met			2024
19647330121285	Alliance Cindy and Bill Simon Technology Academy High	3	"At Alliance Cindy and Bill Simon Technology Academy High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 17 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 10.18% of our scholars' families attended two or more parent engagement events this year.  In addition, 95% of our families responded postively in questions regarding Family Engagement at the school, and 93% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 95% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someoneelse they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	"	"Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	"	"Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	"	"At Alliance Cindy and Bill Simon Technology Academy High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 96% of Parents and 96% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 94% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 96% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	"	"Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	"	"Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	"	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 95% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	"	"Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	"	"Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these familes, to ensure that our all educational partners have equitable voice in decision making at their child's school.	"	5	5	3	5	3	5	5	3	3	3	3	3	Met		2024-06-05	2024
19647330121293	Alliance Tennenbaum Family Technology High	3	"At Alliance Tennenbaum Family Technology High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 10 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 26.2% of our scholars' families attended two or more parent engagement events this year.  In addition, 98% of our families responded postively in questions regarding Family Engagement at the school, and 95% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 98% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someoneelse they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	"	"Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	"	"Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	"	"At Alliance Tennenbaum Family Technology High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 98% of Parents and 98% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 98% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 98% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	"	"Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	"	"Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	"	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 98% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	"	"Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	"	"Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these familes, to ensure that our all educational partners have equitable voice in decision making at their child's school.	"	5	5	3	5	3	5	5	3	3	3	3	3	Met		2024-06-05	2024
19647330121699	KIPP Empower Academy	3	At KIPP SoCal, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive.
Additionally, we are excited to announce that KIPP SoCal has been awarded a new Community School grant, enabling us to hire a dedicated Community School Manager for KIPP Empower. This role will be instrumental in leading the Community School Advisory Council, engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.
While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.	At KIPP SoCal, we've recently launched the Family Leadership Academy, a region-wide parent advisory group at each school. This academy serves as our School Site Council, where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.
In conjunction with this initiative, we're excited to introduce our new Community Schools Manager, who will play a pivotal role in supporting the Family Leadership Academy. This position will collaborate closely with families to enhance their leadership skills and engagement within the school and broader community.
By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Leadership Academy participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.	At KIPP SoCal, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families.
In addition, we have established a Change Team composed of staff members, families (including those from underrepresented backgrounds), and students. This team is dedicated to reviewing and implementing diversity, equity, and inclusion initiatives across our organization.
By offering a variety of engagement opportunities such as leadership roles, Family Leadership Academy meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.
Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.
Our Change Team developed KIPP SoCal's Anti-Racist Standards. These standards were shared across our regional and school networks to gather feedback and comments from team members and all school families. This input was instrumental in refining our guidelines and values as we continue to advance our journey towards becoming a more anti-racist organization.	KIPP SoCal recognizes the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.
In addition, KIPP SoCal has implemented a Family Ambassador program in collaboration with our Family Leadership Academy to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly convenings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events. Looking forward, we are actively exploring ways to expand and integrate the Family Ambassador program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.
Furthermore, KIPP SoCal educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and Family Leadership Academy meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.
We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.	KIPP SoCal's Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.
In addition to our advocacy efforts, KIPP SoCal's incoming Community School Managers will play a crucial role in supporting our students' holistic well-being. They will collaborate closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.
Our Community School Managers will monitor student progress closely and adjust support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.
Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey	KIPP SoCal remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin are offered in languages accessible to all school families.
In addition, KIPP SoCal has established a Change Team composed of staff members, families (including those from underrepresented backgrounds), and students. This committee is actively engaged in reviewing and implementing diversity, equity, and inclusion initiatives.	At KIPP SoCal, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and Family Leadership Academy, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.
The Family Leadership Academy, functioning as our School Site Council, empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability. Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they've learned.
To ensure the highest quality of engagement, KIPP SoCal provides comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.	To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at each school known as the Family Leadership Academy, which serves as our School Site Council. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.	KIPP SoCal is dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates to accommodate diverse family schedules. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.
Furthermore, KIPP SoCal has an established Change Team of staff, family members , and students. This team actively works on reviewing and implementing diversity, equity, and inclusion initiatives.	4	4	4	4	4	4	4	4	4	4	3	3	Met		2024-06-21	2024
19647330121707	KIPP Comienza Community Prep	3	At KIPP SoCal, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive.
Additionally, we are excited to announce that KIPP SoCal has been awarded a new Community School grant, enabling us to hire a dedicated Community School Manager for KIPP Comienza. This role will be instrumental in leading the Community School Advisory Council, engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.
While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.	At KIPP SoCal, we are two years into our implementation of Family Leadership Academy, a region-wide parent advisory group at each school. This academy serves as our School Site Council, where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.
In conjunction with this initiative, we're excited to introduce our new Community Schools Manager, who will play a pivotal role in supporting the Family Leadership Academy. This position will collaborate closely with families to enhance their leadership skills and engagement within the school and broader community.
By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Leadership Academy participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.	At KIPP SoCal, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families.
In addition, we have established a Change Team composed of staff members, families (including those from underrepresented backgrounds), and students. This team is dedicated to reviewing and implementing diversity, equity, and inclusion initiatives across our organization.
By offering a variety of engagement opportunities such as leadership roles, Family Leadership Academy meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.
Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.
Our Change Team developed KIPP SoCal's Anti-Racist Standards. These standards were shared across our regional and school networks to gather feedback and comments from team members and all school families. This input was instrumental in refining our guidelines and values as we continue to advance our journey towards becoming a more anti-racist organization.	KIPP SoCal recognizes the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.
In addition, KIPP SoCal has implemented a Family Ambassador program in collaboration with our Family Leadership Academy to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly convenings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events.
Looking forward, we are actively exploring ways to expand and integrate the Family Ambassador program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.
Furthermore, KIPP SoCal educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and Family Leadership Academy meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.
We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.	KIPP SoCal's Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.
In addition to our advocacy efforts, KIPP SoCal's incoming Community School Managers will play a crucial role in supporting our students' holistic well-being. They will collaborate closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.
Our Community School Managers will monitor student progress closely and adjust support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.
Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey.	KIPP SoCal remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin are offered in languages accessible to all school families.
In addition, KIPP SoCal has established a Change Team composed of staff members, families (including those from underrepresented backgrounds), and students. This committee is actively engaged in reviewing and implementing diversity, equity, and inclusion initiatives.	At KIPP SoCal, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and Family Leadership Academy, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.
The Family Leadership Academy, functioning as our School Site Council, empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability. Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they've learned.
To ensure the highest quality of engagement, KIPP SoCal provides comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.	To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at each school known as the Family Leadership Academy, which serves as our School Site Council. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.	KIPP SoCal is dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates to accommodate diverse family schedules. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.
Furthermore, KIPP SoCal has an established Change Team of staff, family members , and students. This team actively works on reviewing and implementing diversity, equity, and inclusion initiatives.	4	4	4	4	4	4	4	4	4	4	3	3	Met		2024-06-21	2024
19647330121848	Crown Preparatory Academy	3	At Crown Prep Academy we believe that parent engagement is critical for student success. To meet the needs of our students, we aim to engage our parent community as partners in their students' success. In order to best do so, we provide interpretation and translation services for 100% of meetings and events with parents/guardians, individual meetings with school staff related to their child’s education including parent conferences and IEP meetings, SSC meetings, open house, school tours, and Coffee with the Principal. We also have our Multilingual Family Committee which focuses on engaging with families of our multilingual learners in order to help them support the success of their student, prepare for ELPAC and understand the assessments that are given.

Our Parent Center is hosted and led by our Parent Liaison who supports in creating a welcoming environment, leads various workshops throughout the year, and also leads our parent volunteer program. We aim to work with our Parent Liason in order to create and offer more robust volunteer opportunities. 

In addition, to support our staff with parent engagement, we hold professional development on how to increase parent/guardian engagement, particularly in cases when a student is at risk of failing or having behavioral challenges. We've provided our staff with a reliable communication platform that also translates communication to families. Teachers are regularly encouraged to continuously grow their relationships with families throughout the year.	Crown Prep Academy regularly asks family members for input on which workshops and additional offerings would be beneficial through regular feedback and surveys. An area for growth is to increase partnerships with families to enhanced parent engagement in school wide committees, workshops on how to support student success at home and volunteer opportunities.	Since its inception, STEM Preparatory Schools has maintained a mission to disrupt the status quo by getting students of color into STEM fields. One of the ways we do this is through providing families opportunities to be involved in STEM events, such as Family STEM Night and our annual STEM Competition, which allows for them to engage in enrichment activities with their students and STEM Prep staff. Families are also invited to represent through their participation in the School Site Council, English Language Advisory Committees, individual student meetings and participation in school surveys.Additionally, family communication is sent out every month and families are invited to provide feedback for workshops and other school-related offerings. School Site Council allows for families to actively participate in the decision making process of CPA.	One of our monthly family touch points, Coffee with the Principal, provides training for parents/guardians on how to support their students academically, emotionally and in college and career readiness. For example, we have held workshops to educate parents/guardians about the CAASPP and its importance as well as our philosophy on continuous learning. Families have also participated in mental health workshops as well as how to navigate our school portal. Furthermore, the school holds parent conferences that offer additional time for families and students to discuss student progress and collaborate on strategies to improve student outcomes.	Crown Prep Academy aims to concentrate in growing student success in a variety of measures such as the CAASPP, ELPAC and Restorative Justice. Throughout the year, students participate in Benchmark exams that will periodically measure their proficiency in ELA and Math. In addition to Benchmarks, students participate in a targeted reviews prior to the CAASPP as well as targeted tutoring, motivation building, and celebrating progress.

For the ELPAC, students prepare in both ELD classes as well as their gen ed courses through integrated ELD and language learning targets. Leading up to the exam, students participate in targeted tutoring, building motivation, as well as celebrating progress. 

In an effort to enhance our restorative practices, Crown Prep partnered with High Five Restorative Justice where CPA staff received ongoing professional development throughout the year. Through this partnership, teachers were able to enhance best practices while also adopt new ones that have had a positive impact on classroom culture.

Additional support and enrichment through our Expanded Learning Program, Think Together, has also allowed for students to fully engage in STEM activities outside of the classroom. They also provide extra tutoring support.	Crown Prep Academy Expanded Learning Opportunities Program focuses on creating enriching, engaging opportunities for STEM Prep students outside of the regular school day and increasing student achievement. Through our partnership with Think Together our goal is to implement high-quality, student-centered before school, after school, summer and intersession programs that comply with all state and/or federal grant funding requirements. 

In addition, our Student Led Conferences allow students to create working portfolios of work that they showcase to their families. This portfolio also included work that students felt was challenging and, in turn, created goals around how to improve. During our conferences, students will take the lead in presenting their portfolio to their families and thus having more ownership over their progress.	Crown Prep Academy aims to involve all stakeholders in decision making. For staff, surveys are given so that leadership can identify and respond to their needs either in PD, in departments, grade levels or across the site. This feedback is taken into consideration when planning for future PDs and meetings. 

Additionally, teachers and staff have the opportunity to be a part of committees, whether they're official (School SIte Council), or as part of a year's priority. Parents are also encouraged to be involed through the School Site Council and English Learner Advisory Council, which serve the school through providing feedback on our LCAP, English Learner Master Plan, and SPSA, which then is brought up to our Board of Directors. They are invited to Coffee with the Principal and the Parent Club as well.	Crown Prep understands that in order to meet the needs of our school community, we must maintain close connections between staff, students and parents. In order to obtain the data needed to make appropriate decisions within committee meetings, which result in LCAP decisions, all parents are asked to complete an annual parent survey. The data collected will help us understand our parents' perspectives and respond to their needs and expectations. Additionally, CPA will continue to leverage other feedback opportunities in place such as the SSC and ELAC.	Crown Prep Academy has developed a range of supports for students with additional needs, as recommended by various surveys, task groups, and parent advisory groups to support students with exceptional needs, who are in foster care, are linguistically diverse, and those experiencing homelessness. Our Restorative Justice Coordinator helps monitor the needs of students and families to overcome barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports. 

Additionally, Crown Prep Academy follows a tiered attendance plan that allows for parent touchpoints  after a certain number of thresholds. This allows for Crown Prep Academy to intervene, and if necessary, provide further support for students who are struggling with attendance.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
19647330122242	TEACH Academy of Technologies	3	This rating was based on each school’s level of success in the following practices:
? Developing the capacity of staff to build trustful and respectful relationships
? Creating welcoming environments for all families in the community
? Supporting staff to learn about each family’s strengths, cultures, languages and goals
for children.
? Developing multiple opportunities for parent and school 2-way communication.	Each school’s greatest strength was the multiple opportunities for family and staff
communication. The use of multiple communication platforms and taking the time to hold
multiple gatherings throughout the year such as Coffee with the Principal, ELAC and SSC
meetings, as well as other parent and family functions to celebrate student achievement. One area for improvement is supporting staff to learn about each family’s strengths, culture,
languages and goals for children.	This might be achieved by more home-visits and through
the additional measures each school plans to take to engage parents in an effort to reduce
absenteeism. Such measures include more parent education workshops, parents leading
educational workshops for other parents, and working with outside organizations to provide
solutions to areas of need for parents such as English language instruction and targeted
parenting strategies that support student success and achievement.	TEACH is scaling up practices such as providing professional learning and support to
teachers and Principals to improve the school’s capacity to partner with families, provide
families with resources to support learning and development in the home, and supporting
families to understand and exercise their rights to advocate for their students. Part of the
LCAP goals and actions for the upcoming school year reflect building upon these practices
and include education programs for parents to better support their students and specific
meetings with parents to support their understanding of their student’s diagnostic and
formative assessment data.	TEACH is scaling up practices such as providing professional learning and support to
teachers and Principals to improve the school’s capacity to partner with families, provide
families with resources to support learning and development in the home, and supporting
families to understand and exercise their rights to advocate for their students. Part of the
LCAP goals and actions for the upcoming school year reflect building upon these practices
and include education programs for parents to better support their students and specific
meetings with parents to support their understanding of their student’s diagnostic and
formative assessment data.	TEACH is scaling up practices such as providing professional learning and support to
teachers and Principals to improve the school’s capacity to partner with families, provide
families with resources to support learning and development in the home, and supporting
families to understand and exercise their rights to advocate for their students. Part of the
LCAP goals and actions for the upcoming school year reflect building upon these practices
and include education programs for parents to better support their students and specific
meetings with parents to support their understanding of their student’s diagnostic and
formative assessment data.	TEACH has many opportunities for families to participate in decisions that impact the school community, but
it is perceived that parents could be better informed and thus have a more meaningful role in
decision-making discussions.	The role of advisory groups and participation in advisory groups is gaining traction at
TEACH now that those meetings include all divisions, rather than being held separately.
This is helping parents get the big picture of their child’s education journey from
kindergarten through high school. This is a new practice that will continue into the 2024-
2025 school year.
	Parents are also becoming more active in identifying, designing and leading their own family
engagement activities. This development has been supported by the Office of Mental Health
Services, and uses a “train the trainer” model to build capacity.	4	4	4	4	3	3	3	3	2	2	2	2	Met		2024-06-18	2024
19647330122481	Animo Jefferson Charter Middle	3	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes  administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue.  A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).

The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.	The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach.  Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families.   The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by our regional support staff in collaboration with local community service partners.	The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students (UPAS), a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The UPAS Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues such as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Based on the skills learned through the UPAS Community Organizing Institute, parents have student/parent-led conferences where they discuss issues affecting their communities and campus. In addition to this, the school has cultural groups, specialized advisory, and other parent programs.	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website  to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.	The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.	The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.  In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school.  Data is analyzed by school leaders to inform future policies and decisions at the school.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-28	2024
19647330122556	Citizens of the World Charter School Hollywood	3	The strength of our Building Relationships Between School Staff and Families is our structured opportunities for communication between the two stakeholders. At the beginning of the year, the staff is asked to reach out to each student’s family in their classroom via ParentSquare to introduce themselves, provide their vision for the school year, and start the building blocks for a close relationship. The first in-person structured opportunity for caregivers and staff to connect is Back to School Night. 

Additional opportunities to build partnerships are through Caregiver Conferences, which are held twice per school year. These are meaningful opportunities for staff to communicate student progress and devise growth plans. Other opportunities to build relationships are through various volunteer opportunities, such as community champions, classroom Mystery Readers, field trip chaperones, classroom events, etc. 

The school also offers many less structured opportunities for families to visit and build community through cultural and academic events. These include our caregiver workshops, Open House, Starnival, Winter and Spring Concerts, our annual Drama Production Night, our heritage festivals throughout the year, monthly whole school assemblies, Movie and Music Nights, and Coffee Socials.

Additionally, we remove language barriers by ensuring that school announcements and communications are translated into the multiple languages that our families represent. This is possible through ParentSquare. This is especially important for our caregiver conferences. We ask our staff if they need a translator, and we aim to ensure that a translator is available for those meetings or that they have one of our Translate Live devices. The same is true for IEP and Student Success Team meetings.
	We would like to offer our families diverse ways of engaging with the school in meaningful ways. Some of our families cannot be physically present at school for in-person volunteer opportunities, so ensuring we have ways to help all parents feel they are a part of the community is a next step. This could mean that for workshops and meetings, we send out resources or recordings of webinars.	A focus area of improvement for building relationships between school staff and families is ensuring that ALL of our families have equitable opportunities to participate and engage in and with the school meaningfully. We plan to improve the engagement of underrepresented families by offering events and workshops in a variety of home languages and by offering workshops and social gatherings for families with other parents of similar identities to build community. Some ideas include holding a Coffee Social for caregivers of students with disabilities and providing a safe space where caregivers can connect because of shared experiences. We’d also like to present caregiver workshops in different languages so families of a particular culture can come together to learn in their native language. 

It will also require the leadership support of staff and teachers to ensure all are creating and maintaining relationships with caregivers and families who may not be present at all times and making intentional efforts to reach out to them specifically.
	CWCH has worked hard to foster and maintain partnerships with families and caretakers.  We recognize that this is key for the success of the school and the students.  We ensure families are informed by providing school newsletters that overview current events, school highlights, upcoming events, learning opportunities for families, and ways to connect with the school community.  Classroom teachers also keep families informed by sending out weekly classroom updates of what has and will be taught and ways they can support student learning at home. Additionally, CWCH holds several community events that help bridge the school-to-home gap.  For example, hosting a caregiver workshop with an executive functioning expert to support student needs in the home and build up the tools parents have to support their EF development.    

To support our CWCH staff, we provide teachers professional development focusing on communication with families in our Wayfinding series.  Wayfinding is a targeted professional development for our new-to-the-field teachers that supports them with topics like engaging families and proper lines of communication for a successful partnership.

To ensure families and caregivers know our school program and their roles and rights, each year we start the year off with a Back to School Night Presentation. In this presentation, we cover many things, from suggested ways to reach out to teachers to how they can share their concerns through the Uniform Complaint Procedure (UCP). When issues arise, we often direct families to our Handbook, which is also provided for parents annually.

We put intentionality in building connections with families and are proud of the work that we have done to ensure that they are informed and connected. 
	Although we have lots to be proud of, there is still work to do in building partnerships with families. We continue to strive to ensure all communication is translated into families' native language. Many of our key communications are already translated, but there are times when some emails or updates may not be translated. We hope to improve to allow access to written information for all families at all times.  

Another area we are focusing on is increasing the participation of families that may be more challenging to communicate with. This group has diverse needs, and it’s not a one-size-fits-all approach to engaging families. This group could be caused by availability of time due to work, family makeup, language barriers, personal capacity, and more. To combat that, we try to offer a variety of meeting times, record meetings when possible, share communication with notice in multiple languages, and make personal connections when possible.

Although we have dedicated professional development for teachers with our Wayfinding program, we still see opportunities for improvement.  We aim to build teacher support around the Get Better Faster framework and will do this through professional development and coaching.
	We recognize the importance of engagement for all families, especially those who are underrepresented.  To combat that, we have recently been focusing on building our Diversity Equity Inclusion and Belonging (DEIB) Leaders Council. The DEIB Leaders Council has been put together to ensure that authentic and meaningful partnerships are forged. The DEIB Leaders Council comprises a dedicated group of staff members and caregivers. The Council will help be thought and accountability partners for how our school operates when considering and including all our community members.  Together with the school site leadership team, they will work on implementing an Equity Action Plan, which includes specific equity-centered goals. We will continue to grow the DEIB Leaders Council each year and hope to see its continued positive influence throughout the upcoming years.	Comprehensive Stakeholder Engagement: CWC East Valley engages a diverse range of stakeholders through annual surveys, regular Principal’s Council meetings, Cafecitos, Town Hall meetings, and focus groups, ensuring multiple perspectives are considered.

Transparent Communication: CWC East Valley maintains transparency with caregivers by regularly communicating updates via a school weekly newsletter, weekly updates from classroom teachers, parent-teacher conferences, and student report cards. And outcomes from stakeholder meetings, building trust, and encouraging participation.

Data-Driven Approach: Decisions are informed by both qualitative and quantitative data, utilizing local data such as academic performance and attendance rates to identify needs and track policy impacts.

Responsiveness: CWC East Valley promptly addresses concerns raised by stakeholders, demonstrating accountability and striving to close the feedback loop by communicating actions based on feedback.
	Enhance Digital Engagement Platforms: Despite having various in-person engagement methods, improving digital engagement platforms could further enhance participation. Developing more interactive online forums, social media engagement, and mobile-friendly surveys can make it easier for stakeholders to provide input, especially for those unable to attend in-person meetings.

Strengthen Feedback Mechanisms: To build on the strength of transparent communication, CWC West Valley could implement more structured feedback mechanisms that help stakeholders understand how and when their feedback is utilized. Regularly scheduled feedback sessions where stakeholders can see the direct impact of their input on decision-making processes would reinforce trust and demonstrate the value of their contributions.

Develop Continuous Improvement Plans: To ensure ongoing progress, CWC West Valley can implement continuous improvement plans that include regular evaluations of engagement strategies. This involves setting specific, measurable goals for stakeholder engagement, regularly reviewing performance against these goals, and making necessary adjustments based on stakeholder feedback and data analysis.
	Inclusive Participation: Efforts to include underrepresented groups have been strengthened through translation services, childcare during meetings, and flexible scheduling.

Increase Professional Development Focused on Stakeholder Engagement: While CWC East Valley promptly addresses stakeholder concerns, enhancing staff training specifically in stakeholder engagement strategies for underrepresented families can further improve the quality of interactions. Training should focus on advanced communication techniques, conflict resolution, and inclusive practices to ensure all voices are heard and respected.

Expand Data Utilization for Personalized Communication: CWC East Valley’s data-driven approach could be expanded to personalize stakeholder communication. By analyzing data on stakeholder preferences and engagement patterns, CWC West Valley can better tailor communications to meet different groups' needs and interests, thereby improving the relevance and impact of their messages.
	5	4	3	5	3	3	4	4	3	3	4	4	Met		2024-06-30	2024
19647330122564	Camino Nuevo Elementary #3	3	a. CNCA has full-time and bilingual Student and Family Services Coordinators at each school that are guided and supported by the Director of Family Engagement and Advocacy at the Home Support Office for alignment and consistency across the program.

b. A fully implemented common communication platform called Parent Square is used to allow for two-way communication between staff and families. The platform has a variety of features, which includes the capability for posting information, collecting survey/poll responses, sending messages to a targeted audience, and allowing direct messages. Our communication platform can automatically translate information into more than one hundred languages to support efficient communication. Schools can choose a default second language so that the majority of the second language population does not have to explicitly make that choice. Families who desire a language different from English or the school’s default second language can select their own language from their accounts page.

c. Professional development sessions are held for staff on how to build meaningful relationships with families.

d. Coaching sessions are held with teachers on how to communicate with families and work alongside to support student achievement. 

e. Case management and referrals are done for families in need of social services, mental health, medical services, housing resources, etc.

f. Families have an array of volunteer opportunities to choose from to support the classroom/teacher and/or the school.

g. Sites host school events and classroom activities where families can attend and interact with staff.

h. Schools assure an inclusive and friendly environment where all families feel comfortable, heard and welcome. According to our Winter 2023 Family Survey, 95% percent of families strongly agree or agree that they feel welcome at their child’s school.

i. Our family survey also indicated that family engagement defined as the degree to which families become involved with and interact with their child's school is currently at 73%.
	It is necessary for schools to create more opportunities for teachers, school leaders, classified staff, and families to collaborate and get to know each other. Professional development for teachers and classified staff continues to be a priority to emphasize that family engagement is everyone's responsibility.
	To improve engagement of underrepresented families, schools will have readily available translators, when in need, for meetings. They will also reach out to families who are underrepresented through home visits. Home visits are encouraged as a tool to establish a connection with families and offer support when engaging with the school becomes difficult. Schools will also always seek to host social events where all family’s cultures  are represented and valued.
	Schools build capacity in families to support their children at home by offering academic family workshops. Some examples include:
     i. Prepping families/students for SBAC/ELPAC
     ii. Understanding SBAC/ELPAC results/reports
     iii. Our Special Education Program
     iv. How to have Successful Parent-Teacher Conferences
     v. Getting Familiar with the ARC Reading Curriculum and Assessments
     vi. I-Ready Math
     vii. Shifts in Common Core Standards
     viii. Understanding our Mental Health Program

b. Schools conduct parent-teacher conferences in October, January and April. During these conferences, families have the opportunity to talk to teachers about their child’s academic progress and learn about how they can support their child at home.

c. Schools share academic data, school goals, updates, and helpful tips during their monthly family meetings with the leadership team.

d. Families and teachers communicate via Parent Square to celebrate successes, plan events, collect information, and share quick academic updates.

	To strengthen the school and home partnership to support  student outcomes, schools must continue to encourage teachers to connect with families consistently regarding their student’s academic progress. Updates on student progress must not be limited to parent-teacher conferences. Schools must create more opportunities for families to learn the curriculum, assessments, and how they can support their students with homework and create positive learning environments. More professional development is also needed to guide teachers on best practices for how to present data in a family friendly way.
	To improve engagement of underrepresented families, schools are encouraged to create more learning opportunities for families to better understand the education system and how their support is crucial for student achievement. A partnership must exist where teachers and families are learning from each other about how to better support the student.
	Parent leaders on the School Site Council provide input on the LCAP goals, Consolidated App., School Safety Plan, Wellness Policy, 
Parent Involvement Policy, as well as on school practices/changes that affect their children.

a. All families are invited to the Annual Title I Meeting where they can provide feedback on the Parent Involvement Policy. The policy is also shared via Parent Square to allow for families who couldn’t attend the meeting to read through it and provide feedback. This allows all families an opportunity to provide input.

b. Families receive an annual survey which allows them to anonymously provide feedback regarding their experience with our schools as well as what they think the schools are doing well and what the schools can improve in. Results are shared with all stakeholders which then allows us to track trends and progress and make any adjustments needed to improve families’ experiences at our schools.  

c. During our monthly family meetings with the leadership team, families have ample time to ask questions, share concerns and offer solutions about any updates discussed.  

d. Families can reach out to school leaders, teachers, and other staff via Parent Square, in-person, or by stopping by the office to request a meeting to share concerns, provide feedback, or inquiry about an issue.
	Schools need to strengthen their efforts in recruiting and training families, teachers, and staff to participate in leadership committees like SBC and ELAC. The training should include guidelines on best practices to provide constructive feedback and input.
	Schools need to encourage underrepresented families to join leadership committees and use their voice to reach out to teachers, staff, and leaders. Schools are asked to provide the conditions necessary for all families to be able to attend and to feel comfortable in sharing their concerns, ideas, and suggestions to provoke change.
	3	4	3	5	3	5	4	3	3	3	3	2	Met		2024-06-18	2024
19647330122606	PUC Lakeview Charter High	3	PUC Lakeview Charter High School prides itself in building relationships between school staff and families.   In order to accomplish this, the school develops a family scope and sequence in order to ensure that there is an ongoing plan to connect with families throughout the year. Aside from recurring monthly events, the school also host a monthly coffee with the Principal so that families are able to have direct communication with administration.	While PUC Lakeview HS has a strong group of parents who are involved, the school would like to improve the involvement of the parents of students who are English Language Learners.	We will improve participation of EL parents through targeted outreach efforts.  This includes calling these parents directly and hosting an EL luncheon to discuss what it means and how to support your child at home.	PUC Lakeview Charter High School has continued to refine practices that foster partnerships between families and staff in support of student growth.  Lakeview host mandatory parent conferences with all of its families in the fall in order to not only inform families of student progress, but to also have them be partners in the work. Additionally, families of students who are failing have an additional spring conference in order to support the student and ensure that the family also has input.	A focus area for improvement in Building Partnerships for Student Outcomes is refining practices that foster partnerships between families and staff in support of student growth. 
	PUC Lakeview Charter High School has continued to refine practices that foster partnerships between families and staff in support of student growth.  Lakeview host mandatory parent conferences with all of its families in the fall in order to not only inform families of student progress, but to also have them be partners in the work. Additionally, families of students who are failing have an additional spring conference in order to support the student and ensure that the family also has input.	PUC Lakeview Charter High School has various groups that serve as an avenue for different stakeholders to provide input and provide feedback.  Lakeview has a School Advisory Committee that is comprised of parents, teachers, students, and community members.  This committee meets quarterly to review and give feedback on several school practices.  Additionally, Lakeview has a strong parent group that meets monthly with administration in order review policies and plan various fundraising efforts. Lakeview also has a PBIS committee that focuses around both teachers and student culture. Teachers also have the opportunity to participate in a curriculum committee which focuses on instruction at Lakeview.	A focus area for improvement in Seeking Input for Decision-Making is to increase underrepresented families’ engagement.	Lakeview hopes to increase the engagement of various underrepresented families through various outreach efforts and through incentivizing the involvement as well.	5	5	5	5	4	5	5	4	4	4	4	4	Met		2024-06-13	2024
19647330122614	Aspire Gateway Academy Charter	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase the engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	5	5	5	5	5	5	5	5	4	4	4	4	Met		2024-06-20	2024
19647330122622	Aspire Firestone Academy Charter	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase the engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	5	5	5	5	5	5	5	5	4	4	4	4	Met		2024-06-20	2024
19647330122630	Para Los Niños - Evelyn Thurman Gratts Primary	3																						Not Met			2024
19647330122655	ISANA Octavia Academy	3	ISANA believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. In addition, beginning in the 2024-2025 we will be adding a parent conference week September during which teachers will meet with families to provide them with the space and time to share about themselves and their child(ren) and to set goals together. Throughout the year, the school hosts several other events including workshops focused on academic and social-emotional learning as well as Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths, and areas of need. Meetings with families and parents are translated when needed, as is written communication.	One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process. Additionally, parents expressed a desire for more opportunities to connect with staff such as events where both families and staff are present.	We continue to offer parent meetings virtually as we found that we had an increase of parent attendance at these meetings. Administrators continue to work closely with the Student Family Services Coordinators to ensure effective outreach is happening to underrepresented families.	Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are now scheduled for three times a year but parents and families are welcome to schedule a meeting with their child’s teacher at any time in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcome to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families in understanding and exercising their legal rights and advocating for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish.	We are continually working on providing professional learning and support to teachers and school leaders to enhance their ability to partner with families. Our focus is on increasing staff’s understanding of families' backgrounds and cultures to ensure effective communication and establish genuine connections with each family. To this end, we have introduced a parent conference week at the beginning of the school year. The primary purpose of this week is to help teachers get to know the families and make families feel comfortable and welcome within the school community.	We will continue to reach out to families through meetings, surveys and other methods to identify the most prominent needs of our parents and students. The school leadership team will use the data and information gathered to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities..	The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees.	We continue to work on collaborating with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.	As mentioned in the previous section, we will continue to offer the opportunity for parents and families to participate virtually in advisory, committee and other parent meetings.	4	5	4	5	4	4	5	4	4	4	5	4	Met		2024-06-11	2024
19647330122721	Aspire Pacific Academy	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase the engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	5	5	5	5	5	5	5	5	4	4	4	4	Met		2024-06-20	2024
19647330122739	Vista Charter Middle	3	Teachers regularly post on our ParentSquare app highlighting the events in the classroom. We have regularly occurring parent conferences and all teachers participate in home Visits twice a year. We also host regular family nights and activities for our community.	Focus areas are increased parent groups, workshops, and parent walkthroughs.	We are continuing to use the Community School Model to further cement ourselves as a part of the community. Adding more workshops and community workshops to our school will allow for us to meet the needs of the underrepresented families.	This year we have made connection with multiple organizations that provided tutoring and support for our students and our data show that our students were able to grow and learn.	We want to establish some more connections with services for at risk youth. We have several students who need intense interventions and we are working on expanding our network of these student supports.	Through the use of the Community School Coordinator and through conductiing multiple needs assessments, we are finding out exactly what parents and students want and will be creating plans to address them.	VCMS currently have a School Site Council and ELAC which provide use with lots of ideas and with feedback on how to improve our services.	VCMS would like to increase the feedback from parents to include community partners, students, and staff.	VCMS will be creating an advisory committee to increase the scope of our feedback.	5	5	5	4	5	5	5	3	3	4	3	2	Met		2024-06-10	2024
19647330122747	Magnolia Science Academy Bell	3	This year, the school has increased parent engagement by continuing our signature parent engagement activities such as Parent College (8 sessions), Parent workshops (Schools First, and other Partners), Parent Advisory Committee (PAC) and Parent Task Force. The events were offered both in person and virtually so that we could increase our participation. We received a Community School Grant and increased parent participation at the state level through our Community Engagement Initiative (CEI) work. We are in year 2 of this grant.	Our goal is to increase parent participation, ownership and training our families to engage in advocacy work for their students. into motion the goal is to continue to increase the number of events and participants. Furthermore, since we are in the year 2 of the community school's implementation grant, we plan to increase parent engagement and ownership. We will continue Coffee with the admin meetings as well as Parent Advisory Committees. We plan to introduce the Parent Orientation Nights in the year 2024-25 for existing families to make them aware of their students' curricular activities.	Currently we have visited 82 families this year and we want to at least double that number next school year. We increased the percent of parent participation in our annual parent survey to over 90% this year. We strongly believe that if we increase the feedback we receive from parents and we connect with families via our home visit model, we will strengthen our relationship and families will feel more comfortable engaging with our school, as partners.	The following are strengths as identified by each stakeholder group:

Students-
Our students continue to identify Friends, teachers/staff, and school activities (sports) as the glows for this school year. This school year, the students added that they enjoy the activities that are taking place during break and lunch and in addition expressed that they really enjoy PE, STEAM and Art classes.

Families-
Our families shared that they are most satisfied with the communication, the discipline we have in place, the quality of education and our teachers/staff. Overall, there was a sense that families trust our academic program and are satisfied with our quality in education. 

Staff-
Our staff identified that working with our students makes them feel satisfied and fulfilled. The teachers and staff identified our caring environment as a highlight and the supportive admin and staff too.

Overall-
The most notable positive aspect of the survey results came within the free responses about what our educational partners like most about the school. Across all three groups, the connectedness, family atmosphere, level of support, and level of care exhibited by staff are heavily agreed upon. We are very proud of this because we feel that this foundational characteristic of care lends itself to a stronger school culture. We believe that this characteristic is among the highest selling points of our school.	The following are needs  as identified by each educational partner group:

1Students-
Our students continue to feel that the uniform/dress code is too strict and they dislike the food that LAUSD provides. Furthermore, our students also feel that not all students are treated equally and that some students get more consequences than others. In addition, the students shared their concern for having a substitute teacher in math class for the majority of the school year. 

Family-
Our families show concern with the safety aspect, and especially what they are seeing on social media or what they are hearing at home about school fights that are taking place more than ever. In addition, our families show dissatisfaction with our strict uniform rules and the traffic that is observable at drop off and pick up.

Staff-
Our staff indicated that our school has unclear discipline policy and that we lack consequence for students with severe behaviors. Furthermore, staff identified that our office is sometimes rude with students and dismissive with families. 

Overall-
Overall we see that there is some dissatisfaction with areas that the school does not have control over such as: uniform, food and traffic. However, we can share our educational partner’s concerns and feedback with the cafeteria personnel and receive a monthly food calendar to communicate more frequently with our partners on what is being offered as breakfast/lunch. Furthermore, we need to work more closely with our staff to ensure that our students are fully understanding the importance of uniform, so that this does not continue to be a pressure point for students. Finally, we need to seriously revisit our discipline and MTSS efforts to ensure that rules and consequences are communicated with all education partners and that we have a transparent process that instills trust and confidence in our disciplinary actions.	Next Steps:

Our Dean of students will start a task force which will include all educational partners to help identify the next steps for our school to improve our safety and discipline concerns shared by all educational partners. At the start of the year, the leadership will put a greater emphasis on educating students on the importance of wearing uniforms and using technology appropriately. The staff will use the summer time to prepare a cohesive plan for teaching students at the beginning of the year why uniforms are important and the benefits that it has on students and the school community. To build a more inclusive and positive school culture, the leadership will put greater emphasis on the home visit program and ensure we do this earlier in the school year. Work with History, elective teachers, and other staff to bring awareness to diverse cultures that are embedded in the lesson plans. Continuing to build on the supervision map that has been created to improve our supervision during unstructured times (break, lunch). Cones are being used to create boundaries for our students. Ensure that weekly supervision huddles are implemented to facilitate communication on needs. Effectively lead school Psychologists to develop workshops for families to support adolescent changes on how families can support students from home.	MSA Bell provides various opportunities for parent involvement and education. Involvement is facilitated through avenues such as PAC meetings, English Language Advisory Committee (ELAC) meetings, and family workshops/conferences with a focus on the whole child development. Furthermore, the administration and support staff are visible and approachable. This ensures safety is a priority and concerns are addressed in a timely manner.	Although various opportunities are provided to engage in the learning community, the pandemic has made it a challenge for families to take on additional responsibilities/availability. Leadership is working to build student and family capacity to fully comprehend and utilize the resources that are available to enhance learning. Such resources include ParentSquare, Smart Tutors, Surveys, etc. An additional area of focus is to build technology partnerships with the community to provide families with resources such as technology education, low-cost internet, and computers to assist with the changing educational landscape.	The LEA wants to increase home visits and give parents an opportunity to provide feedback more frequently.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-17	2024
19647330122754	Valley Charter Elementary	3	Valley Charter Elementary’s strength in this area includes building trusting relationships with families at every level of  the organization (e.g., between families and the Executive Director, school leader, teachers, teaching assistants,  office staff, etc.) and creating a welcoming environment for our families and students. As a community we also excel  at knowing each child well and building appropriate and rigorous goals for each student. Our family survey data  supports the above assessment, as VCES received consistently favorable ratings in areas related to sense of  belonging and communication about individual children. We also consistently have high attendance at school events  and family conferences. 

	While VCES has a strong and sustained focus on ensuring that we creating a welcoming environment for families  and students of all cultures and providing a variety of ways for families to partner with us in ways that can work for  each family, these are two key areas, based on our family survey results, where we would like to elevate our  practice. A key area of feedback that we received through our survey data was that families crave more  opportunities to connect with one another both within their grade level and across their grade level. Families also  desire additional opportunities to visit and support activities inside their child’s classroom. We have focused on these  areas this year through implementing monthly stay and plays and parent mingles and plan to identify further  opportunities in the upcoming year for parent volunteerism in classrooms during the school day. 

	"Valley Charter Elementary has strong structures in place for teachers to meet with families and students to discuss  student progress towards improved student outcomes, most notably our student-led conferences in grades 3-5.  VCES is also exemplary in helping families to understand and exercise their legal rights as advocates for their  children. While VCES has strong practices in place to help parents understand our unique curricula and provide  support at home, specifically with reading and writing workshop and Singapore math, this is an area we would like to  continue to focus on so that each of our families, regardless of educational background, understand the what and  the why of our carefully selected curriculum and our program and are able to fully support their children at home as  needed. We would also like to continue to focus in the upcoming year on helping our families understand the  importance of our focus on an anti-bias curriculum as it relates to our mission and vision. In the past year we  implemented a parent engagement framework and in the upcoming year we plan on spotlighting each aspect of the  parent engagement framework over the course of the year to upcoming year to support parent understanding of and  engagement with the ""key actions"" outlined in each category of the framework. 
"	Valley Charter Elementary has strong structures in place for teachers to meet with families and students to discuss  student progress towards improved student outcomes, most notably our student-led conferences in grades 3-5.  These structures yield high quality information for families to understand student progress, concrete suggestions for  supporting student outcomes from home, and high attendance at family conferences and academic showcase  events. 
	Valley Charter Elementary has strong structures for the communication of student progress towards improved  student outcomes and we have used “coffee with the principal” as a venue to inform parents about some of the key  aspects of our educational model. An area for improvement regarding building partnerships for student outcomes is  integrating additional learning opportunities for families to better understand our approach to balanced literacy  (phonics, reading workshop, and writing workshop) as well our approach to mathematics so that parents can better  support their children at home. 

	Valley Charter Elementary has strong participation from all of our families, including our underrepresented families, in structures such as family conferences and open school night. In the form of individualized phone calls and meetings,  we will continue out targeted outreach to families who need more support in understanding their child’s progress and  ways to support that progress at home. 

	Valley Charter Elementary has well-developed structures in place, such as Parent Faculty Council, ELAC, and  numerous family-driven school committees (e.g., fundraising, beautification, outreach, etc.) to support family  involvement in decisions that affect the community and to plan activities to create a sense of community that  positively impact the student experience. VCES also has structures in place to share data with families, share  updates on LCAP implementation, seek input from parents for the next year’s LCAP cycle, and share feedback on  the draft LCAP. The director of family and student engagement has created systematic structures to gather input on  increasing family engagement and participation. 
	An area of focus related to seeking input for decision-making continues to be increasing attendance/participation in  the meetings and venues where family members have an opportunity to provide input. Specifically, we would like to  increase attendance at PFC, ELAC, and focus groups held by the director of family and student engagement. 
	Valley Charter Elementary School seeks to improve engagement of underrepresented families in relation to seeking  input for decision making by increasing attendance of historically underrepresented families at venues such as PFC,  ELAC, and focus groups held by the director of family and student engagement. 

	5	4	4	4	4	5	5	5	4	3	4	4	Met		2024-06-27	2024
19647330122838	Valley Charter Middle	3	Valley Charter Middle’s strength in this area includes building trusting relationships with families at every level of the organization (e.g. between families and the Executive Director, school leader, teachers, teaching assistants, 
 office staff, etc.) through regular communication, systematic opportunities for input, and by creating a welcoming environment for all of our families and students through our emphasis on our identity as a diverse-by-design organization. We are intentionally small and as a result we also excel at knowing each child well and building appropriate goals and support for each student.	While VCMS has a strong and sustained focus on ensuring that we creating a welcoming environment for families and students of all cultures and providing a variety of ways for families to partner with us in ways that can work for each family, these are two key areas, based on our family survey results, where we would like to elevate our practice. The first is by creating additional opportunities for families to be welcomed into classrooms and see student work. The second is by ensuring we provide clear and accessible venues for families to be involved in volunteering and supporting all types of school efforts and initiatives.	Valley Charter Middle School will improve engagement of underrepresented families by socializing a parent
engagement framework that clearly identifies and delineates various ways for each family to support their own child’s growth as well as school efforts. The goal of this framework is to help each family find a way that works for them. In addition, we will continue our robust outreach efforts to all our families, including those who have been historically underrepresented. We also seek to connect more underrepresented families to VCMS as participants in our PFC and ELAC advisory groups.	Valley Charter Middle has strong structures in place for teachers to meet with families and students to discuss student progress towards improved student outcomes, most notably our student-led conferences that occur twice a year. Other strong structures that VCMS has in place include using the student planners as a home-school communication tool, access to PowerSchool so that students and parents can see grades in real-time, and a monthly newsletter that shares what’s happening, what’s coming up, and ways to support students at home. VCMS is also exemplary in helping families to understand and exercise their legal rights as advocates for their children.	While VCMS has strong practices in place to help parents understand student progress, areas of focus include developing more systematic structures between progress reports to communicate progress to families and articulate support needed from home for maximum student success. Additional areas of focus for the upcoming year include refining the use of the student planner for home-school communication and adding detail to the content of the monthly newsletters. We would also like to continue to focus in the upcoming year on helping our families understand the importance of our focus on an anti-bias curriculum as it relates to our mission and vision.	Valley Charter Middle School has strong participation from all of our families, including our underrepresented families, in structures such as student-led conferences and open school night. In the form of individualized phone calls and meetings, we will continue our targeted outreach to families who need more support in understanding their child’s progress and ways to support that progress at home.	Valley Charter Middle has strong structures in place, such as Parent Faculty Council, English Learner Advisory Committee and numerous family-driven school committees (e.g., fundraising, beautification, outreach, etc.) to support family involvement in decisions that affect the community and to plan activities to create a sense of community and positively impact the student experience. VCMS also has structures in place to share data with students and families, share updates on LCAP implementation, seek input from parents for the next year’s LCAP cycle, and share feedback on the draft LCAP. The director of family and student engagement has created systematic structures to gather input on increasing family engagement and participation.	An area of continued focus is to seek out voices and input from underrepresented groups in the community to ensure a diversity of families are represented on such committees and in school-wide decisions and activities. Specifically, we would like to increase attendance at PFC, ELAC, and focus groups held by the director of family and student engagement.	Valley Charter Middle School seeks to improve engagement of underrepresented families in relation to seeking input for decision making by increasing attendance of historically underrepresented families at venues such as PFC and ELAC, and focus groups held by the director of family and student engagement.	5	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-27	2024
19647330122861	Camino Nuevo Charter Academy #2	3	a. CNCA has full-time and bilingual Student and Family Services Coordinators at each school that are guided and supported by the Director of Family Engagement and Advocacy at the Home Support Office for alignment and consistency across the program.

b. A fully implemented common communication platform called Parent Square is used to allow for two-way communication between staff and families. The platform has a variety of features, which includes the capability for posting information, collecting survey/poll responses, sending messages to a targeted audience, and allowing direct messages. Our communication platform can automatically translate information into more than one hundred languages to support efficient communication. Schools can choose a default second language so that the majority of the second language population does not have to explicitly make that choice. Families who desire a language different from English or the school’s default second language can select their own language from their accounts page.

c. Professional development sessions are held for staff on how to build meaningful relationships with families.

d. Coaching sessions are held with teachers on how to communicate with families and work alongside to support student achievement. 

e. Case management and referrals are done for families in need of social services, mental health, medical services, housing resources, etc.

f. Families have an array of volunteer opportunities to choose from to support the classroom/teacher and/or the school.

g. Sites host school events and classroom activities where families can attend and interact with staff.

h. Schools assure an inclusive and friendly environment where all families feel comfortable, heard and welcome. According to our Winter Family Survey, 95% percent of families strongly agree or agree that they feel welcome at their child’s school.

i. The family survey also indicated that family engagement defined as the degree to which families become involved with and interact with their child's school is currently at 73%.
	It is necessary for schools to create more opportunities for teachers, school leaders, classified staff, and families to collaborate and get to know each other. Professional development for teachers and classified staff continues to be a priority to emphasize that family engagement is everyone's responsibility.
	To improve engagement of underrepresented families, schools will have readily available translators, when in need, for meetings. They will also reach out to families who are underrepresented through home visits. Home visits are encouraged as a tool to establish a connection with families and offer support when engaging with the school becomes difficult. Schools will also always seek to host social events where all family’s cultures  are represented and valued.
	Schools build capacity in families to support their children at home by offering academic family workshops. Some examples include:
     i. Prepping families/students for SBAC/ELPAC
     ii. Understanding SBAC/ELPAC results/reports
     iii. Our Special Education Program
     iv. How to have Successful Parent-Teacher Conferences
     v. Getting Familiar with the ARC Reading Curriculum and Assessments
     vi. I-Ready Math
     vii. Shifts in Common Core Standards
     viii. Understanding our Mental Health Program

Schools conduct parent-teacher conferences in October, January and April. During these conferences, families have the opportunity to talk to teachers about their child’s academic progress and learn about how they can support their child at home.

Schools share academic data, school goals, updates, and helpful tips during their monthly family meetings with the leadership team.

Families and teachers communicate via Parent Square to celebrate successes, plan events, collect information, and share quick academic updates.
	To strengthen the school and home partnership to support  student outcomes, schools must continue to encourage teachers to connect with families consistently regarding their student’s academic progress. Updates on student progress must not be limited to parent-teacher conferences. Schools must create more opportunities for families to learn the curriculum, assessments, and how they can support their students with homework and create positive learning environments. More professional development is also needed to guide teachers on best practices for how to present data in a family friendly way.
	To improve engagement of underrepresented families, schools are encouraged to create more learning opportunities for families to better understand the education system and how their support is crucial for student achievement. A partnership must exist where teachers and families are learning from each other about how to better support the student.
	Parent leaders on the School Site Council provide input on the LCAP goals, Consolidated App., School Safety Plan, Wellness Policy, 

Parent Involvement Policy, as well as on school practices/changes that affect their children.

All families are invited to the Annual Title I Meeting where they can provide feedback on the Parent Involvement Policy. The policy is also shared via Parent Square to allow for families who couldn’t attend the meeting to read through it and provide feedback. This allows all families an opportunity to provide input.

Families receive an annual survey which allows them to anonymously provide feedback regarding their experience with our schools as well as what they think the schools are doing well and what the schools can improve in. Results are shared with all stakeholders which then allows us to track trends and progress and make any adjustments needed to improve families’ experiences at our schools.  

During our monthly family meetings with the leadership team, families have ample time to ask questions, share concerns and offer solutions about any updates discussed.  

Families can reach out to school leaders, teachers, and other staff via Parent Square, in-person, or by stopping by the office to request a meeting to share concerns, provide feedback, or inquiry about an issue.
	Schools need to strengthen their efforts in recruiting and training families, teachers, and staff to participate in leadership committees like SBC and ELAC. The training should include guidelines on best practices to provide constructive feedback and input.
	Schools need to encourage underrepresented families to join leadership committees and use their voice to reach out to teachers, staff, and leaders. Schools are asked to provide the conditions necessary for all families to be able to attend and to feel comfortable in sharing their concerns, ideas, and suggestions to provoke change.
	3	4	3	5	3	5	4	3	3	3	3	2	Met		2024-06-18	2024
19647330123133	Alliance Susan and Eric Smidt Technology High	3	"At Alliance Susan and Eric Smidt Technology High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 13 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 11.37% of our scholars' families attended two or more parent engagement events this year.  In addition, 96% of our families responded postively in questions regarding Family Engagement at the school, and 95% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 96% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someoneelse they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	"	"Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	"	"Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	"	"At Alliance Susan and Eric Smidt Technology High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 98% of Parents and 98% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 97% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 97% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	"	"Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	"	"Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	"	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 96% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	"	"Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	"	"Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these familes, to ensure that our all educational partners have equitable voice in decision making at their child's school.	"	5	5	3	5	3	5	5	3	3	3	3	3	Met		2024-06-05	2024
19647330123141	Alliance Ted K. Tajima High	3	"At Alliance Ted K. Tajima High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 42 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 57.98% of our scholars' families attended two or more parent engagement events this year.  In addition, 96% of our families responded postively in questions regarding Family Engagement at the school, and 96% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 96% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someoneelse they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	"	"Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	"	"Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	"	"At Alliance Ted K. Tajima High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of Parents and 99% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 98% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 98% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	"	"Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	"	"Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	"	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 96% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	"	"Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	"	"Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these familes, to ensure that our all educational partners have equitable voice in decision making at their child's school.	"	5	5	3	5	3	5	5	3	3	3	3	3	Met		2024-06-05	2024
19647330123158	Arts In Action Community Charter	3	Arts in Action works hard to build meaningful relationships between school staff and families. Systems for connection include monthly meetings with the principal, parent conferences and Back to School Night, a series of school based events that families are invited to, a fully functioning English Language Advisory Committee, School Site Council and United Parent Committee, structured volunteer opportunities, a School Board with parent representation (including the Board President), a United Parent Committee, and over a dozen parent workshops annually. In addition, all families receive regular communication through Classroom Dojo and Dean's List, as well as regular text blasts. Arts in Action operates a fully functioning school website, Instagram and Facebook. Arts in Action also has several school family events throughout the year including Unity Through the Arts DAy, student performances and celebrations, student field trips, etc. Arts in Action has a robust system for parents to be involved in their child’s education and in their child’s classroom. Parents and guardians are encouraged to volunteer and collaborate with the school on their child’s academic and social-emotional development.	Parent survey data shows that parents have rated the school positively. Parents feel that they can go to the school director/principal for support, and that they can communicate with their child's teacher. One area of focus that the school is investing in is leveraging parent leadership development through training parents to become facilitators for parenting workshops. We are consistently looking for ways to increase parent engagement and leadership.	Arts in Action works hard to improve the engagement of underrepresented families, which for us is our whole school student body. We do this by offering a myriad of different ways that families can engage with the school, and workshops and meeting opportunities both remotely and in person, and at different times of the day. We also ensure that all family events have interpretation and a variety of different formats to access information.	Arts in Action has significant strengths and has made considerable progress in building partnerships for student outcomes. The school's instructional calendar incorporates parent conferences, and there is substantial support provided to school staff in order to facilitate meaningful collaboration and communication between the school and home. Arts in Action also provides robust professional development that emphasizes the importance of family involvement and partnership and community building. 

Arts in Action is led by a parent, and half of the school board is comprised of parents of current or former AIA students. In addition, Arts in Action has a fully functioning School Site Council, English Learner Advisory Committee and United Parent Committee. Family surveys, student surveys and staff surveys are conducted on a regular basis to collect additional information throughout the school year. This data is used to guide reflection and planning. 
	Based on the analysis of parent, student and staff survey data. Arts in Action will be focusing on providing increased mental health services and supports for families. Families have expressed struggles with mental health at a heightened level compared to prior to the pandemic. Arts in Action has increased mental health service supports at the schools, and has added a BCBA position and an additional family engagement coordinator position. Chronic absenteeism has also been an area of need post-pandemic. As a result, a lot of work is going into educating families about the importance of attendance and providing wraparound supports to ensure families are able to bring their child to school.	Based on the analysis of educational partner input and local data, the LEA will improve the engagement of underrepresented families through a needs assessment survey (currently ongoing) with direct outreach to families. In addition, Arts in Action has created alternate methods of engagement, including tabling at events, to ensure that the connection between families and leadership is strong. Events such as tabling also ensure that there are other methods for sharing feedback beyond in written form.	The school provides a comprehensive school climate survey on at least a twice annual basis. The school climate survey includes questions on social emotional services and supports, school facilities and curriculum, instruction, student engagement and safety. Staff, students and families participate. Data is analyzed and shared out with stakeholders. Other areas of strength include the English Language Advisory Committee (ELAC). 
	The LEA is working on expanding the leadership and capacity of the United Parent Committee. Right now, UPC is more informal, and the focus is on volunteering to help with school events. Next steps are to leverage leadership to ensure that decision-making opportunities exist. In addition, School Site Council, while in operation, could have a more active role at the school, and ensuring consistent participation from parents is a critical next step.	The LEA will improve engagement of underrepresented families identified in the self-reflection process in relation to Seeking Input for Decision-Making by providing opportunities at school events for informal feedback through feedback notes or face to face conversations.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-29	2024
19647330123166	ISANA Palmati Academy	3	ISANA believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. In addition, beginning in the 2024-2025 we will be adding a parent conference week September during which teachers will meet with families to provide them with the space and time to share about themselves and their child(ren) and to set goals together. Throughout the year, the school hosts several other events including workshops focused on academic and social-emotional learning as well as Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths, and areas of need. Meetings with families and parents are translated when needed, as is written communication.	One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process. Additionally, parents expressed a desire for more opportunities to connect with staff such as events where both families and staff are present.	We continue to offer parent meetings virtually as we found that we had an increase of parent attendance at these meetings. Administrators continue to work closely with the Student Family Services Coordinators to ensure effective outreach is happening to underrepresented families.	Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are now scheduled for three times a year but parents and families are welcome to schedule a meeting with their child’s teacher at any time in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcome to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families in understanding and exercising their legal rights and advocating for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish.	We are continually working on providing professional learning and support to teachers and school leaders to enhance their ability to partner with families. Our focus is on increasing staff’s understanding of families' backgrounds and cultures to ensure effective communication and establish genuine connections with each family. To this end, we have introduced a parent conference week at the beginning of the school year. The primary purpose of this week is to help teachers get to know the families and make families feel comfortable and welcome within the school community.	We will continue to reach out to families through meetings, surveys and other methods to identify the most prominent needs of our parents and students. The school leadership team will use the data and information gathered to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities.	The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees.	We continue to work on collaborating with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.	As mentioned in the previous section, we will continue to offer the opportunity for parents and families to participate virtually in advisory, committee and other parent meetings.	4	5	4	5	4	4	5	4	4	4	5	4	Met		2024-06-11	2024
19647330123984	ISANA Cardinal Academy	3	ISANA believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. In addition, beginning in the 2024-2025 we will be adding a parent conference week September during which teachers will meet with families to provide them with the space and time to share about themselves and their child(ren) and to set goals together. Throughout the year, the school hosts several other events including workshops focused on academic and social-emotional learning as well as Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths, and areas of need. Meetings with families and parents are translated when needed, as is written communication.	One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process. Additionally, parents expressed a desire for more opportunities to connect with staff such as events where both families and staff are present.	We continue to offer parent meetings virtually as we found that we had an increase of parent attendance at these meetings. Administrators continue to work closely with the Student Family Services Coordinators to ensure effective outreach is happening to underrepresented families.	Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are now scheduled for three times a year but parents and families are welcome to schedule a meeting with their child’s teacher at any time in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcome to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families in understanding and exercising their legal rights and advocating for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish.	We are continually working on providing professional learning and support to teachers and school leaders to enhance their ability to partner with families. Our focus is on increasing staff’s understanding of families' backgrounds and cultures to ensure effective communication and establish genuine connections with each family. To this end, we have introduced a parent conference week at the beginning of the school year. The primary purpose of this week is to help teachers get to know the families and make families feel comfortable and welcome within the school community.	We will continue to reach out to families through meetings, surveys and other methods to identify the most prominent needs of our parents and students. The school leadership team will use the data and information gathered to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities.	The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees.	We continue to work on collaborating with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.	As mentioned in the previous section, we will continue to offer the opportunity for parents and families to participate virtually in advisory, committee and other parent meetings.	4	5	4	4	4	4	5	4	4	4	5	4	Met		2024-06-11	2024
19647330123992	Animo Ellen Ochoa Charter Middle	3	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes  administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue.  A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).

The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.	The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach.  Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families.   The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by our regional support staff in collaboration with local community service partners.	The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students (UPAS), a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The UPAS Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues such as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Based on the skills learned through the UPAS Community Organizing Institute, parents have student/parent-led conferences where they discuss issues affecting their communities and campus. In addition to this, the school has cultural groups, specialized advisory, and other parent programs.	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website  to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.	The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.	The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.  In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school.  Data is analyzed by school leaders to inform future policies and decisions at the school.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-28	2024
19647330124008	Animo James B. Taylor Charter Middle	3	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes  administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue.  A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).

The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.	The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach.  Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families.   The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by our regional support staff in collaboration with local community service partners.	The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students (UPAS), a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The UPAS Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues such as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Based on the skills learned through the UPAS Community Organizing Institute, parents have student/parent-led conferences where they discuss issues affecting their communities and campus. In addition to this, the school has cultural groups, specialized advisory, and other parent programs.	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website  to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.	The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.	The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.  In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school.  Data is analyzed by school leaders to inform future policies and decisions at the school.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-28	2024
19647330124016	Animo Legacy Charter Middle	3	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes  administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue.  A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).

The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.	The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach.  Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families.   The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by our regional support staff in collaboration with local community service partners.	The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students (UPAS), a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The UPAS Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues such as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Based on the skills learned through the UPAS Community Organizing Institute, parents have student/parent-led conferences where they discuss issues affecting their communities and campus. In addition to this, the school has cultural groups, specialized advisory, and other parent programs.	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website  to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.	The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.	The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.  In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school.  Data is analyzed by school leaders to inform future policies and decisions at the school.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-28	2024
19647330124198	Extera Public	3	Extera currently hosts regular opportunities for parents and staff to collaborate and build relationships. These include regular school events to educate parents about our program such as Back to School Night, Open House, Literacy Nights, Student Showcases, Spelling Bees, Latino Heritage celebration, etc. Extera has a parent coordinator whose role is to support family connections with the school. The parent coordinator supports family outreach, including the new student intake process, and the specialized newcomer intake process of interviewing newcomer’s families to identify resources to support within the school day and community resources. 86% of families reported that school staff are quite respectful or extremely respectful. In addition, only 7%  of families reported that they have almost never visited their child’s classroom or school events.
In addition to events, Extera uses many methods to communicate with parents. This includes school newsletters, emails, text messages, and robo calls. Teachers communicate with families via Class Dojo. Parents also have live access to student gradebooks via the Infinite Campus parent portal, to be able to see in the moment grades. Extera provides all information in English and Spanish, including translation at parent meetings, student led conferences and other events.	Extera needs to grow in terms of providing students and families with additional enrichment opportunities and volunteer opportunities. This includes educational workshops that allow for parent and student involvement. In addition, Extera needs to train staff on building relationships with parents and students at the beginning of the year, to allow for staff to learn more about the students and families they serve.	Underrepresented families include families of newcomers and families of students with disabilities. Extera will offer additional family workshops next year including parent workshops for families of students with disabilities. In addition, Extera will offer a workshop on biliteracy and how to support literacy in English and Spanish at home. 
Another underrepresented group is parents who struggle with reading, and their ability to access important information. Extera will provide additional ways for families to receive information, such as robo messages, so that all families can build relationships with the school.	Extera has built relationships with families by including them in their child’s learning throughout the year. This includes student led conferences twice annually, student showcases, academic competitions and events, and enrichment opportunities for students and parents together. 86% of families reported that they have conversations with their child about school frequently or almost all of the time.	Extera would like to increase the opportunities that families have to volunteer on campus or from home. This would include opportunities to support learning events, supervise outside, or engage in other ways for families that work during the school day. 
While 45% of families responded that they communicate with teachers monthly or more frequently, 38% of families state they communicate with families every few months, and 17% said once or twice per year. Only 29%  of families reported that they help the school monthly or weekly.  61%  of families reported that they help their child understand the content they are learning in school frequently or almost all of the time. Extera would like to increase opportunities for families to be involved in their child’s learning from home or the school setting.	Underrepresented families include families of newcomers and families of students with disabilities. Extera will offer additional family workshops next year including parent workshops for families of students with disabilities. In addition, Extera will offer a workshop on biliteracy and how to support literacy in English and Spanish at home. Extera will also offer a workshop for parents on the key mathematical concepts for their child’s grade level at the beginning of the year, so that parents feel confident supporting their child in mathematics at home with homework.	Extera offers many platforms for families to provide input into their child’s learning. This includes monthly pláticas (Coffee with the Principal), six ELAC/DELAC meetings, parent advisory council meetings, and opportunities for the public at all board meetings. In addition, Extera administers an anonymous parent survey via Panorama annually to collect parent input regarding priorities, school performance and next steps.	Extera would like to increase parent presence and involvement on campus so that they are more involved and aware of the programming available to students. This would allow parents to provide additional input into student experience and learning goals. In addition, Extera would like to increase the percentage of parents that complete the annual survey, to ensure a more robust pool of parents provide input regarding decision making.	Extera will continue to offer surveys that are in English and Spanish, and have a text to speech function for families that struggle with literacy. In addition, Extera will have additional outreach to families of students with disabilities to complete the survey and participate in ELAC/ DELAC, and the PAC.	3	4	3	5	3	4	5	3	4	4	4	3	Met		2024-06-18	2024
19647330124222	Rise Kohyang Middle	3	The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 75% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 96% of parents rate the school positively.
One of the school’s biggest strengths is the welcoming environment we’ve built with families. 67% of families attend at least one school event including, but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights. Additionally, 90% of families attended a yearly counselor meeting. Through events that highlight the cultures of students, implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff.	The school has identified the percentage of parents who attend Back to School Night as a focus area of improvement, as 30% attended this year.	The school will improve the engagement of underrepresented families in this area by leaning on the support of the Family Engagement & Community School Manager teams, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.	We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. We also see strength in having  88% participation in our Teacher-Parent Conferences. Our team works hard to provide families with information and resources to support student learning in the home.	The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 23%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes.	The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school. 
The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, engaging teachers and school leaders in professional development to support all students and their families, and reaching out to parents through ParentSquare, messages, and phone calls to support attendance at events that will assist them in supporting their child’s learning at home.
With the support of the Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.	One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Family Engagement Coordinator. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.	Though we are proud to have 75% of parents returning surveys, and 67% of parents attending a school event, we continually strive to increase these numbers to reach 100%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Family and Community Engagement Team works every year to identify, train and support family leaders who actively participate in the School Site Council, English Learner Advisory Committee and other advisory groups.	The annual Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Lead Executive Officer,  the Senior Vice President of Student and Family Services, and the Vice President of Outreach & Engagement and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year. In addition, families are constantly invited to participate in multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-25	2024
19647330124560	Synergy Quantum Academy	3	Recent parent survey data indicates all parents who responded feel welcome to participate at the school (100%), are treated with respect by school staff (98%), receive prompt responses from the school to parent phone calls, messages, and e-mails(96%), and that the school communicates the importance of respecting different cultural beliefs and practices (97%).	SQA prides itself in offering various opportunities for parent and family engagement via our monthly counselor-led parent workshops, monthly Coffee with the Principal meetings, as well as a variety of other parent workshops on topics including financial literacy and mental health and family events like Open House and Family Science Night. SQA also offers three days of Parent Conferences each semester. SQA holds individual parent informational meetings for all incoming 9th grade families to allow families an opportunity to meet staff, learn about our school programs, and build relationships. A summer bridge program is also offered to all incoming 9th grade students. Weekly announcements are sent home every Sunday evening to inform families of upcoming events. SQA's Dean of School Culture along with the counseling team conduct home visits throughout the year to learn how we can best support each family.	Synergy will review parent engagement data and intentionally work to engage underrepresented families as needed. This may include direct outreach and increasing opportunities for families to participate in meetings and events on campus. We will continue to provide multiple opportunities for parents and families to build relationships with the school through regular communication and the variety of meetings, workshops, and events detailed above.	Recent parent survey data indicated that all parents who responded feel that the school encourages them to be an active partner in educating their child.	SQA actively encourages parents and families to participate in all school meetings, including our school committee meetings, to share their feedback, concerns, and suggestions. Synergy will continue to focus on providing professional learning to administrators and teachers to further the school's capacity to partner with families and expand opportunities for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Synergy will continue to keep parents informed about their child's progress at school by conducting parent conferences, sending home report cards, ensuring all parents have access to the Infinite Campus parent portal to monitor grades and attendance, and encouraging parent-teacher communication through apps, email, phone calls, and/or text messages. Synergy will continue to seek out and provide parent education workshops and events that promote parents' active involvement in their child's education.	Synergy will continue to seek out and provide parent education workshops that through content, format, or
scheduling, support greater engagement of underrepresented families.	Recent parent survey data indicated that all parents who responded feel that the school actively seeks the input of parents before making important decisions. While this is a strength, Synergy strives to actively recruit and retain parents to serve on school-based committees, including the School Operations Committee and English Learner Advisory Committee, so that parent consultation about decision-making is formalized and reaches a broader audience. Informal input from parents is gathered through regular Coffee with the Principal meetings, and every year parents are encouraged to provide feedback via the CHKS-Parent Survey. The survey is shared during parent meetings and several reminders are sent out to encourage participation. Another initiative implemented in recent years to improve teacher-parent relationships was to dedicate grade-level meeting time to conduct parent outreach phone calls.	Recent parent survey data indicated that all parents who responded feel that the school actively seeks the input of parents before making important decisions. While this is a strength, Synergy strives to actively recruit and retain parents to serve on school-based committees, including the School Operations Committee and English Learner Advisory Committee. Synergy plans to continue to focus on implementing strategies to reach out to and seek input from any underrepresented groups in the school community, as well as provide opportunities for families, teachers, principals, and central office administrators to work together to plan, design, implement, and evaluate family engagement activities at the school and organizational levels.	While Synergy plans to continue to focus on implementing strategies to reach out to and seek input from any underrepresented groups in the school community, the school will also work to continue to provide opportunities for families, teachers, principals, and central office administrators to work together to plan, design, implement, and evaluate family engagement opportunities at the school and organizational levels. Our current goal is to increase our publicity and outreach to all parents about these opportunities, with the aim of increasing attendance at these gatherings and gaining input from a larger group of constituents.	5	5	4	5	3	5	5	5	4	5	4	4	Met		2024-06-15	2024
19647330124784	Aspire Slauson Academy Charter	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase the engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	5	5	5	5	5	5	5	5	4	4	4	4	Met		2024-06-20	2024
19647330124792	Aspire Juanita Tate Academy Charter	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase the engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	5	5	5	5	5	5	5	5	4	4	4	4	Met		2024-06-20	2024
19647330124800	Aspire Inskeep Academy Charter	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.
	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	5	5	5	5	5	5	5	5	4	4	4	4	Met		2024-06-20	2024
19647330124818	Los Angeles Leadership Primary Academy	3	Los Angeles Leadership Academy provides multiple opportunities to build partnerships with families and guardians.  Some traditional methods of communicating about the classroom and building relationships include Back to School Night, Family/School conferences twice a year, and Open House events.   Parents are also welcome at school dances, volunteering on campus, the Fall and Thanksgiving festivals, and Spring events. We are happy to have been able to welcome families back on campus for these events this year.  Prospective families are invited to school events throughout the year to participate in the school community.

Before the start of the school year, the administration team meets with each family individually to review policies, procedures and supports available for students and families.   The Parent Teacher Council also provides a group where parents can formally volunteer to contribute to the school’s programs.	LALPA will continue to support teachers with strategies to learn more about each student’s family background and the family’s goals for their children. 

LALPA is still working to build back parent participation in school events since the disruption to school activities caused by the pandemic.	LALPA will send paper copies with information about school events because many underrepresented families do not have access to technology or the knowledge of how to navigate online communication platforms.	LALPA has developed multiple practices that foster partnerships between families and staff in support of student growth. LALPA hosts parent conferences three times a year with all its families to not only inform families of student progress but to also have them be partners in the work.  Intervention teachers, special education teachers, and tutors also participate in parent conferences.  The school sends home monthly newsletters informing families of the current instructional focus.  Student Assistance Plan meetings have been held throughout the year to collaborate with families on how to best support academic progress for students who are not meeting grade-level standards.  

LALPA has also held Math and Literacy Nights, as well as a STEM fair to provide parents with information about what students are learning and how they can support that learning at home. 

This year the school has made a lot of progress in communicating with parents about the importance of attendance and communicating with the school when their child is absent.  Parents now call the school and explain why their child is absent which helps the school understand the reasons why students are absent.  Added robocalls to provide another layer of communication regarding student absences.	The focus area for the coming year will be building relationships that support regular student attendance.  This year we made a lot of progress, but attendance rates are still lower than our target, so we will continue to build this partnership with parents next year.	The focus area for the coming year will be building relationships that support regular student attendance.  This year we made a lot of progress, but attendance rates are still lower than our target, so we will continue to build this partnership with parents next year.	LALPA values family input into decision-making about policies, programs, and events. The School Site Council is composed of parents, teachers, administrators, and students. The school hosts chats with the principal or family coordinator as a forum for two-way communication so parents can feel comfortable sharing their perspectives.  This two-way communication helps the school better understand the perspectives of the parents.  Our families have responded favorably to this improvement. The school hosts chats approximately six times each year to solicit parent input and administers 2-3 anonymous surveys.	LALPA would like to get a stable parent-representative group that participates in the DELAC.  Currently, the agenda is determined by parent feedback and run by the Assistant Principal to provide information to meet the needs of English Learners, but we would like to see more parent participation in the meetings.	LALPA is engaging with the Parent Teacher Council to create a calendar of events to distribute at the beginning of the school year so that parents can plan to participate in advisory meetings well in advance of the events.  LALPA is continuing to align elementary and middle school communication and expectations so that confusion is minimized and parents can attend a single event for multiple children.	5	5	4	5	4	5	5	5	5	4	5	5	Met		2024-06-25	2024
19647330124826	Camino Nuevo Charter Academy #4	3	a. CNCA has full-time and bilingual Student and Family Services Coordinators at each school that are guided and supported by the Director of Family Engagement and Advocacy at the Home Support Office for alignment and consistency across the program.

b. A fully implemented common communication platform called Parent Square is used to allow for two-way communication between staff and families. The platform has a variety of features, which includes the capability for posting information, collecting survey/poll responses, sending messages to a targeted audience, and allowing direct messages. Our communication platform can automatically translate information into more than one hundred languages to support efficient communication. Schools can choose a default second language so that the majority of the second language population does not have to explicitly make that choice. Families who desire a language different from English or the school’s default second language can select their own language from their accounts page.

c. Professional development sessions are held for staff on how to build meaningful relationships with families.

d. Coaching sessions are held with teachers on how to communicate with families and work alongside to support student achievement. 

e. Case management and referrals are done for families in need of social services, mental health, medical services, housing resources, etc.

f. Families have an array of volunteer opportunities to choose from to support the classroom/teacher and/or the school.

g. Sites host school events and classroom activities where families can attend and interact with staff.

h. Schools assure an inclusive and friendly environment where all families feel comfortable, heard and welcome. According to our Winter 2023 Family Survey, 95% percent of families strongly agree or agree that they feel welcome at their child’s school.

i. Our family survey also indicated that family engagement defined as the degree to which families become involved with and interact with their child's school is currently at 73%.
	It is necessary for schools to create more opportunities for teachers, school leaders, classified staff, and families to collaborate and get to know each other. Professional development for teachers and classified staff continues to be a priority to emphasize that family engagement is everyone's responsibility.
	To improve engagement of underrepresented families, schools will have readily available translators, when in need, for meetings. They will also reach out to families who are underrepresented through home visits. Home visits are encouraged as a tool to establish a connection with families and offer support when engaging with the school becomes difficult. Schools will also always seek to host social events where all family’s cultures  are represented and valued.
	Schools build capacity in families to support their children at home by offering academic family workshops. Some examples include:
     i. Prepping families/students for SBAC/ELPAC
     ii. Understanding SBAC/ELPAC results/reports
     iii. Our Special Education Program
     iv. How to have Successful Parent-Teacher Conferences
     v. Getting Familiar with the ARC Reading Curriculum and Assessments
     vi. I-Ready Math
     vii. Shifts in Common Core Standards
     viii. Understanding our Mental Health Program

According to our Family Survey 98% of families who attended workshops believe they allowed them to gain important information about their child and the school.

Schools conduct parent-teacher conferences in October, January and April. During these conferences, families have the opportunity to talk to teachers about their child’s academic progress and learn about how they can support their child at home.

Schools share academic data, school goals, updates, and helpful tips during their monthly family meetings with the leadership team.

Families and teachers communicate via Parent Square to celebrate successes, plan events, collect information, and share quick academic updates.
	To strengthen the school and home partnership to support  student outcomes, schools must continue to encourage teachers to connect with families consistently regarding their student’s academic progress. Updates on student progress must not be limited to parent-teacher conferences. Schools must create more opportunities for families to learn the curriculum, assessments, and how they can support their students with homework and create positive learning environments. More professional development is also needed to guide teachers on best practices for how to present data in a family friendly way.	To improve engagement of underrepresented families, schools are encouraged to create more learning opportunities for families to better understand the education system and how their support is crucial for student achievement. A partnership must exist where teachers and families are learning from each other about how to better support the student.
	a. Parent leaders on the School Site Council provide input on the LCAP goals, Consolidated App., School Safety Plan, Wellness Policy, Parent Involvement Policy, as well as on school practices/changes that affect their children.

b. All families are invited to the Annual Title I Meeting where they can provide feedback on the Parent Involvement Policy. The policy is also shared via Parent Square to allow for families who couldn’t attend the meeting to read through it and provide feedback. This allows all families an opportunity to provide input.

c. Families receive an annual survey which allows them to anonymously provide feedback regarding their experience with our schools as well as what they think the schools are doing well and what the schools can improve in. Results are shared with all stakeholders which then allows us to track trends and progress and make any adjustments needed to improve families’ experiences at our schools.  

d. During our monthly family meetings with the leadership team, families have ample time to ask questions, share concerns and offer solutions about any updates discussed.  

e. Families can reach out to school leaders, teachers, and other staff via Parent Square, in-person, or by stopping by the office to request a meeting to share concerns, provide feedback, or inquiry about an issue.
	Schools need to strengthen their efforts in recruiting and training families, teachers, and staff to participate in leadership committees like SBC and ELAC. The training should include guidelines on best practices to provide constructive feedback and input.
	Schools need to encourage underrepresented families to join leadership committees and use their voice to reach out to teachers, staff, and leaders. Schools are asked to provide the conditions necessary for all families to be able to attend and to feel comfortable in sharing their concerns, ideas, and suggestions to provoke change.

	3	4	3	5	3	5	4	3	3	3	3	2	Met		2024-06-18	2024
19647330124891	Alliance Renee and Meyer Luskin Academy High	3	"At Alliance Renee & Meyer Luskin Academy High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 28 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 33.33% of our scholars' families attended two or more parent engagement events this year.  In addition, 96% of our families responded postively in questions regarding Family Engagement at the school, and 96% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 96% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someoneelse they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	"	"Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	"	"Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	"	"At Alliance Renee & Meyer Luskin Academy High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 97% of Parents and 97% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 94% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 95% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	"	"Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	"	"Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	"	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 96% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	"	"Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	"	"Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these familes, to ensure that our all educational partners have equitable voice in decision making at their child's school.	"	5	5	3	5	3	5	5	3	3	3	3	3	Met		2024-06-05	2024
19647330124933	PUC Early College Academy for Leaders and Scholars (ECALS)	3	PUC eCALS does a good job encouraging school personnel to communicate and collaborate with families of students. The school offers a variety of workshops, meetings, committees, and collaboration opportunities for families so that they may partake in the school decision-making process and learn more about how their scholar is progressing.	An area for improvement is to increase the turnout rate of families at these engagement events. We will continue to look for ways to reach out to families and increase participation in school events.	To improve the engagement of underrepresented families, the school will improve communication with these families through texts, phone calls, social media posts, and other forms of outreach. The school will also utilize its Parent Advisory Committee to reach out to these underrepresented families and bring them into the school.
	PUC eCALS does a good job utilizing school data systems with families to help them engage in the learning process with their scholars. This information is helpful to keep families informed and allows them to inquire about their scholar's success.	An area for improvement is to increase the frequency of communication of student data to families. The school hosts parent conferences each semester, but it will look to help families feel comfortable with accessing systems and platforms to help them stay informed throughout the year. The school would like to communicate with families in regular intervals to keep them informed.	To improve the engagement of underrepresented families, the school will improve upon the frequency at which it delivers data to underrepresented families. This will occur through increased emails, texts and phone calls to convey the information.	PUC eCALS has done a good job to develop its parent action committee, which is akin to a parent-teachers association, to help families collaborate with the school regarding ways in which the school can improve.	A focus area for improvement is to increase the number of families that participate in the parent action committee and attend family engagement opportunities.	The school will improve upon the engagement of underrepresented families by reaching out to these families to offer opportunities to participate in the Parent Advisory Committee. Through phone calls and advanced notice of events, the school will look for additional ways to engage underrepresented families.	4	4	4	5	4	4	4	4	4	4	4	4	Met		2024-06-13	2024
19647330124941	Alliance Margaret M. Bloomfield Technology Academy High	3	"At Alliance Margaret M. Bloomfield Technology Academy High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 42 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 10.87% of our scholars' families attended two or more parent engagement events this year.  In addition, 97% of our families responded postively in questions regarding Family Engagement at the school, and 93% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 97% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someoneelse they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	"	"Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	"	"Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	"	"At Alliance Margaret M. Bloomfield Technology Academy High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 98% of Parents and 98% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 96% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 98% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	"	"Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	"	"Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	"	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 97% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	"	"Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	"	"Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these familes, to ensure that our all educational partners have equitable voice in decision making at their child's school.	"	5	5	3	5	3	5	5	3	3	3	3	3	Met		2024-06-05	2024
19647330125609	KIPP Philosophers Academy	3	At KIPP SoCal, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive.
Additionally, we are excited to announce that KIPP SoCal has been awarded a new Community School grant, enabling us to hire a dedicated Community School Manager for KIPP Philosophers . This role will be instrumental in leading the Community School Advisory Council, engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.

While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.	At KIPP SoCal, we've recently launched the Family Leadership Academy, a region-wide parent advisory group at each school. This academy serves as our School Site Council, where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.
In conjunction with this initiative, we're excited to introduce our new Community Schools Manager, who will play a pivotal role in supporting the Family Leadership Academy. This position will collaborate closely with families to enhance their leadership skills and engagement within the school and broader community.
By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Leadership Academy participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.	At KIPP SoCal, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families.
In addition, we have established a Change Team composed of staff members, families (including those from underrepresented backgrounds), and students. This team is dedicated to reviewing and implementing diversity, equity, and inclusion initiatives across our organization.
By offering a variety of engagement opportunities such as leadership roles, Family Leadership Academy meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.
Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.
Our Change Team developed KIPP SoCal's Anti-Racist Standards. These standards were shared across our regional and school networks to gather feedback and comments from team members and all school families. This input was instrumental in refining our guidelines and values as we continue to advance our journey towards becoming a more anti-racist organization.	KIPP SoCal recognizes the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.
In addition, KIPP SoCal has implemented a Family Ambassador program in collaboration with our Family Leadership Academy to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events.

Looking forward, we are actively exploring ways to expand and integrate the Family Ambassador program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.
Furthermore, KIPP SoCal educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and Family Leadership Academy meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.
We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.	KIPP SoCal's Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.
In addition to our advocacy efforts, KIPP SoCal's incoming Community School Managers will play a crucial role in supporting our students' holistic well-being. They will collaborate closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.
Our Community School Managers will monitor student progress closely and adjust support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.
Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey.	KIPP SoCal remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin are offered in languages accessible to all school families.
In addition, KIPP SoCal has established a Change Team composed of staff members, families (including those from underrepresented backgrounds), and students. This committee is actively engaged in reviewing and implementing diversity, equity, and inclusion initiatives.	At KIPP SoCal, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and Family Leadership Academy, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.
The Family Leadership Academy, functioning as our School Site Council, empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability. 

Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they've learned.
To ensure the highest quality of engagement, KIPP SoCal provides comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.	To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at each school known as the Family Leadership Academy, which serves as our School Site Council. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.	KIPP SoCal is dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates to accommodate diverse family schedules. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.
Furthermore, KIPP SoCal has an established Change Team of staff, family members , and students. This team actively works on reviewing and implementing diversity, equity, and inclusion initiatives.	4	4	4	4	4	4	4	4	4	4	3	3	Met		2024-06-21	2024
19647330125625	KIPP Scholar Academy	3	At KIPP SoCal, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive.
Additionally, we are excited to announce that KIPP SoCal has been awarded a new Community School grant, enabling us to hire a dedicated Community School Manager for KIPP Scholar. This role will be instrumental in leading the Community School Advisory Council, engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.
While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.	At KIPP SoCal, we've launched the Family Leadership Academy, a region-wide parent advisory group at each school. This academy serves as our School Site Council, where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.
In conjunction with this initiative, we're excited to introduce our new Community Schools Manager, who will play a pivotal role in supporting the Family Leadership Academy. This position will collaborate closely with families to enhance their leadership skills and engagement within the school and broader community.
By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Leadership Academy participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.	At KIPP SoCal, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families.
In addition, we have established a Change Team composed of staff members, families (including those from underrepresented backgrounds), and students. This team is dedicated to reviewing and implementing diversity, equity, and inclusion initiatives across our organization.
By offering a variety of engagement opportunities such as leadership roles, Family Leadership Academy meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.
Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.
Our Change Team developed KIPP SoCal's Anti-Racist Standards. These standards were shared across our regional and school networks to gather feedback and comments from team members and all school families. This input was instrumental in refining our guidelines and values as we continue to advance our journey towards becoming a more anti-racist organization.	KIPP SoCal recognizes the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.
In addition, KIPP SoCal has implemented a Family Ambassador program in collaboration with our Family Leadership Academy to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly convenings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events.
Looking forward, we are actively exploring ways to expand and integrate the Family Ambassador program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.
Furthermore, KIPP SoCal educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and Family Leadership Academy meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.
We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.	KIPP SoCal's Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.
In addition to our advocacy efforts, KIPP SoCal's incoming Community School Managers will play a crucial role in supporting our students' holistic well-being. They will collaborate closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.
Moreover, our Community School Managers will monitor student progress closely and adjust support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.
Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey.	KIPP SoCal remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin are offered in languages accessible to all school families.
In addition, KIPP SoCal has established a Change Team composed of staff members, families (including those from underrepresented backgrounds), and students. This committee is actively engaged in reviewing and implementing diversity, equity, and inclusion initiatives.	At KIPP SoCal, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and Family Leadership Academy, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.
The Family Leadership Academy, functioning as our School Site Council, empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability. Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they've learned.
To ensure the highest quality of engagement, KIPP SoCal provides comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.	To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at each school known as the Family Leadership Academy, which serves as our School Site Council. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.	KIPP SoCal is dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates to accommodate diverse family schedules. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.
Furthermore, KIPP SoCal has an established Change Team of staff, family members , and students. This team actively works on reviewing and implementing diversity, equity, and inclusion initiatives.	4	4	4	4	4	4	4	4	4	4	3	3	Met		2024-06-21	2024
19647330125641	KIPP Sol Academy	3	At KIPP SoCal, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive.
Additionally, we are excited to announce that KIPP SoCal has been awarded a new Community School grant, enabling us to hire a dedicated Community School Manager for KIPP Sol. This role will be instrumental in leading the Community School Advisory Council, engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.
While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.	At KIPP SoCal, we've launched the Family Leadership Academy, a region-wide parent advisory group at each school. This academy serves as our School Site Council, where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.
In conjunction with this initiative, we're excited to introduce our new Community Schools Manager, who will play a pivotal role in supporting the Family Leadership Academy. This position will collaborate closely with families to enhance their leadership skills and engagement within the school and broader community.
By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Leadership Academy participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.	At KIPP SoCal, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families.
In addition, we have established a Change Team composed of staff members, families (including those from underrepresented backgrounds), and students. This team is dedicated to reviewing and implementing diversity, equity, and inclusion initiatives across our organization.
By offering a variety of engagement opportunities such as leadership roles, Family Leadership Academy meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.
Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.
Our Change Team developed KIPP SoCal's Anti-Racist Standards. These standards were shared across our regional and school networks to gather feedback and comments from team members and all school families. This input was instrumental in refining our guidelines and values as we continue to advance our journey towards becoming a more anti-racist organization.	KIPP SoCal recognizes the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.
In addition, KIPP SoCal has implemented a Family Ambassador program in collaboration with our Family Leadership Academy to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly convenings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events.
Looking forward, we are actively exploring ways to expand and integrate the Family Ambassador program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.
Furthermore, KIPP SoCal educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and Family Leadership Academy meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.
We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.	KIPP SoCal's Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.
In addition to our advocacy efforts, KIPP SoCal's incoming Community School Managers will play a crucial role in supporting our students' holistic well-being. They will collaborate closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.
Moreover, our Community School Managers will monitor student progress closely and adjust support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.
Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey.	KIPP SoCal remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin are offered in languages accessible to all school families.
In addition, KIPP SoCal has established a Change Team composed of staff members, families (including those from underrepresented backgrounds), and students. This committee is actively engaged in reviewing and implementing diversity, equity, and inclusion initiatives.	At KIPP SoCal, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and Family Leadership Academy, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.
The Family Leadership Academy, functioning as our School Site Council, empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability. Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they've learned.
To ensure the highest quality of engagement, KIPP SoCal provides comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.	To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at each school known as the Family Leadership Academy, which serves as our School Site Council. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.	KIPP SoCal is dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates to accommodate diverse family schedules. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.
Furthermore, KIPP SoCal has an established Change Team of staff, family members , and students. This team actively works on reviewing and implementing diversity, equity, and inclusion initiatives.	4	4	4	4	4	4	4	4	4	4	3	3	Met		2024-06-21	2024
19647330125864	Ednovate - USC Hybrid High College Prep	3	USC Hybrid High College Prep has continued to leverage its now Parent Advisory Committee (PAC), English Language Advisory (ELAC), and Coffee with the Principal to engage our parents as partners this year. Elected members and involved parents meet quarterly and formally to provide important input and feedback on the governance and operation of USC Hybrid College Prep and participate in school decisions through the PAC, and ELAC. These councils' agenda consists of analyzing data (academics, attendance, school budget implementation, English learner support and student wellness) and making recommendations to the school’s leadership for improving school-wide performance in the key indicators. In addition to these formal structures, all families continue to engage through monthly Coffee with the Principal meetings and provide their input at least quarterly, through our parent surveys. These councils provide an ongoing opportunity for two-way communication, engaging our parents as partners and consistent feedback between families and the school, including processes for parents to initiate desired activities, plan events, and provide input to the school’s leadership. 
Our PAC continues to play a pivotal role in the school’s accountability to our students, families, and community. The PAC contributed to our Wellness Policy this year, reviewed Student Performance Data, and continues to review and provide guidance on where funds are needed. 
Hybrid’s English Learner Advisory Committee (“ELAC”) continues to provide input in advising Hybrid and collaborating with the PAC on programs and services for English learners. The ELAC acts in an advisory capacity to advocate and ensure our ELL students' needs are met and supported. It is not a decision making body, but it is the voice of the English Learner community. This year our ELAC has provided feedback thus far on ELPAC data, our EL Needs assessment, Student Performance data, and LCAP. 
Parents continue to be eager to engage and discuss the topics and information in our PAC/ELAC agendas and use this space to build their community, foster connections, and share their ideas and feedback with our school to make decisions.
Communication with families has always been and continues to be a strength of Hybrid. To date, monthly Coffee with the Principal's has an average of 50 or more families in-person and virtual attendance. We have also had an average of 95% attendance at Report Card Pick- Up this year. Furthermore, we launched our workshops for parents to learn more about topics such as mental health and drug awareness at a time that is more convenient for them.
	USC Hybrid High has made significant strides in building relationships between school staff and families. Hybrid is constantly working to improve and continuously grow. Some of the areas to improve are parent engagement and attendance. Parents are eager to engage in discussions and share their ideas and feedback with the school. Programs like the Parent Advisory Committee ( PAC), and English Language Advisory ( ELAC) have encouraged parents to build community, foster connections, and learn more about relevant topics. A priority is to enhance Hybrid’s translation services during in-person meetings to encourage parent participation. 

Additionally, Hybrid plans to include testimonials and quotes from current parents who have found value in Hybrid’s PAC & ELAC community spaces. Finally, Hybrid aims to provide more specific details on the topics covered during Parent Workshops to entice more parents to attend these informative workshops. Lastly, we look to continue to expand the Parent Ambassadors Group to learn, and participate in community as well as civic engagement in the coming year. 
	At USC Hybrid High, we are committed to creating a supportive and inclusive environment where everyone feels respected and valued. To achieve this goal, we always seek ways to engage with underrepresented families and make them feel like they are an integral part of our community. For instance, we offer a range of options to ensure that all families have equal access to our resources and services, such as resource/community fairs, wellness fairs, and easy accessibility to resources via text, email, or phone. Effective communication is vital to fostering stronger family-school partnerships, which, in turn, can lead to improved student outcomes. By prioritizing communication and taking extra steps to engage underrepresented families, we are working towards building a more inclusive and welcoming school community. We continue to grow in looking for consistent translation services for all meeting spaces, and continue to provide parent workshops in topics such as ELPAC testing, Financial Aid, College 101, and Mental Health Topics.	At USC Hybrid High we have created a school culture where parents and families are embraced as partners in the education of their children. Hybrid holds mandatory parent-teacher conferences every quarter. Hybrid High communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of Hybrid’s student information system, Illuminate, and  behavior information through Dean’s List. Additionally, we solicit regular feedback from families and students through bi-weekly network-wide check-in and satisfaction surveys. 
Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of the Student/Parent Handbook: Guide to Thrive, indicating that they understand the Hybrid High philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”:
- Attend parent-teacher conferences every ten weeks
- Monitor homework assignments daily. 
- Provide time and space for their child to do homework each night
- Talk with their child about school
- Support the code of conduct, the dress code, and the homework policy of USC Hybrid High School
- Treat USC Hybrid High School faculty and staff with respect
	At USC Hybrid High, the school is working hard to ensure that students have the support and services they need to succeed. These resources include tutoring, counseling, and mentoring programs for students needing extra help. Through the 1:1 Chromebook program, students can also benefit from additional support, such as personalized tutoring opportunities, instructional aides, credit recovery and summer programs. Students can achieve their outcomes with these resources. Hybrid continues to grow in providing diverse opportunities through clubs, sports, and events for each student. Hybrid continues to expand its community partnerships to expand services, resources, and opportunities to achieve a wraparound approach for each student.	Through USC Hybrid High self-reflection, we have identified areas to support underrepresented families better and significantly impact student outcomes, particularly our low-income English learners and foster youth. To this end, Hybrid has developed a culture team to provide further assistance and mental health support for all students experiencing trauma, grief, or other mental health issues. We recognize the importance of increasing student services and building awareness among our community. To achieve this, Hybrid plans to continue to host student and parent workshops, events, and resource/wellness fairs to promote services and programs for our families. Our teachers also focus on strengthening social-emotional support strategies to ensure students have the safest and most supportive environment.	USC Hybrid High School encourages parents to participate in school decisions through the Parent Advisory Council (PAC) and the English Language Advisory Committee (ELAC). Both groups offer continuous two-way communication and feedback opportunities between parents and the school to improve school-wide performance. The PAC and ELAC analyze dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership. For example, the PAC allows parents to initiate desired activities and plan events. Parents need to stay informed about ELAC and PAC meetings and processes, and Hybrid High staff ensures timely communication in both English and Spanish to maximize participation and involvement from parents. 

Parents are also encouraged to:
- Attend parent workshops.
- Serve as volunteers.
- Assist in planning school events, and attending community events on behalf of the school.
- Meet with teachers as questions and concerns arise and attend student parent conferences.
- Attend monthly Coffee with the Principal meetings.
- Participate in our quarterly surveys
- Participate in our annual wellness survey
- Participate in our LCAP Public Hearing
- Participate in our English Learner Survey
	USC Hybrid High believes that it is important to consider the areas where students may need continuous intervention or face unique circumstances impacting their academic performance. Hybrid strongly believes in a collaborative approach that involves students, parents, teachers and school administrators to ensure everyone in the school community is involved in the school decision-making process. By working together in spaces like the Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals we can determine the best ways to support and help students achieve their goals. We are looking to expand on our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.	As USC Hybrid High student population is mostly English Learners, Low Income, Foster Youth, and underrepresented communities our aspired improvements of working together in spaces of Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals determine the best ways to support our students achieve their goals. We look to expand our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-13	2024
19647330126136	Math and Science College Preparatory	3	At Math and Science College Preparatory we believe that parent engagement is critical for student success. We seek to involve parents and families in creating and upholding school culture, including learning and teaching processes, as much as we can. Examples include monthly Coffee with the Principal, Back To School Night, Parent Conferences each semester, Family STEM Nights, Parent Workshops from Counselors, Official Committees (SSC, ELAC), and yearly family surveys.

In addition, to support our staff with parent engagement, we have had professional development on how to increase parent/guardian engagement, particularly in cases when a student is at risk of failing or having behavioral difficulties. We encourage teachers and counselors to initiate a line of communication with families so that they can be looped in on student progress throughout the year.

To meet the needs of our parent community we provide interpretation and translation services for 100% of meetings and events with parents/guardians to ensure they can participate fully in educational programs and individual meetings with school staff related to their child’s education.	Our ongoing communication has allowed our STEM Prep family network to continue to grow and expand. At MSCP, teachers are given many opportunities to provide input in decisions that are made. We can encourage even more voice for parents in order for them to become more involved in decision making processes with administrators and instructional staff. 

Additionally, we hope to increase attendance and participation in events such as Coffee with the Principal and in official committees.	MSCP needs to create more opportunities for all stakeholders to be active participants in building and maintaining school culture. We will continue to try to build a highly engaged community where all stakeholders' voices are present and heard. 

We will strive to maintain regular communication with families through monthly updates and actively seek their input on workshops and other school-related offerings. Our School Site Council empowers families to actively engage in the decision-making process within the MSCP. Our student leaders will also be encouraged to reach out to families for their support throughout the year.	As an organization, STEM Preparatory Schools has a mission to disrupt the status quo by getting students of color into STEM fields. Through events open to indistry professionals, we continue to grow our network so that we can continue to expose students to various STEM opportunities.

MSCP partners with businesses and organizations around the community, and fosters these relationships.  We are able to build partnerships through introductions from staff and families, as well as outreach led by the Family Engagement Manager. With a team, she attends community events and visits local businesses to make connections. 

We also have compiled information on organizations in the area that families can benefit from in their time of need. On multiple occasions, we were able to share information on nearby groups that provide resources such as food, housing, clothing, etc. During holidays, Boxes of Love provides us with gift cards to give to students and their families so that they can buy groceries. We are looking to expand this by partnering with Kroger.	MSCP's focus is to disrupt the status quo by getting more minorities into the fields of STEM, MSCP will cultivate a joy for learning where students want to be and embrace their potential as STEM professionals. As an MSCP family, adults across our community will use their love and faith in students to celebrate and nurture their abilities in STEM, which will prepare our students for their future endeavors as agents of change.	MSCP Expanded Learning Opportunities Program focuses on creating enriching, engaging opportunities for STEM Prep students outside of the regular school day and increasing student achievement. Through our partnership with Think Together our goal is to implement high-quality, student-centered before school, after school, summer and intersession programs that comply with all state and/or federal grant funding requirements.	MSCP strives to involve all stakeholders in decision making.

For staff, surveys are given so that PD facilitators or leadership can hear about how they can respond to their needs aptly. These pieces of feedback are taken into consideration when planning for future PDs and meetings. Additionally, teachers and staff have the opportunity to be a part of committees, whether they're official (School SIte Council), or as part of a year's priority.

Parents are also encouraged to be involed through the School Site Council and English Learner Advisory Council, which are bodies that serve the school through providing feedback on our LCAP, English Learner Master Plan, and SPSA, which then is brought up to our Board of Directors. They are invited to Coffee with the Principal and the Parent Club as well.	MSCP understands that in order to meet the needs of our school community, we must maintain close connections between staff, students and parents. In order to obtain the data needed to make appropriate decisions within committee meetings, which result in LCAP decisions, all parents are asked to complete an annual parent survey. The data collected will help us understand our parents' perspectives and respond to their needs and expectations.	MSCP has developed a range of supports for students with additional needs, as recommended by various surveys, task groups, and parent advisory groups to support students with exceptional needs, who are in foster care, are linguistically diverse, and those experiencing homelessness. Our Restorative Justice Coordinator helps monitor the needs of students and families to overcome barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports.

We continue to find unique ways to involve parents. In the past two years, since the pandemic, we have explored hosting meetings in hybrid format in order to accommodate the schedules of busy parents. This has increased our attendance at Coffee with the Principals dramatically.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
19647330126169	Equitas Academy #2	3	Creating a warm and welcoming experience for all families is at the forefront of building partnerships.  Families are an asset to the school community and a relational approach is part of family engagement at Equitas.  Two-way communication between school and home is key and staff consistently communicate with families to support student outcomes.  Spanish translation is offered in both written and verbal communication.	There is a focus on redesigning the spaces where families have the opportunity to join and be part of shared decision making - SSC, ELAC, and CS Advisory Committees. The redesign will support in building and strengthening relationships between school staff and families by collaborating, co-constructing experiences and making decisions together in support of student success.	Providing opportunities for underrepresented families to engage with school staff through workshops and councils that support diverse learners.  DEIA organizational priorities were developed with goals to improve outcomes in support of underrepresented families.	Strong relationships with families are crucial to student success. Families are provided with touch points such as summer orientation, monthly Cafecitos, ,monthly family nights, 2 family days, family-teacher conferences two times per year and ongoing communication between teachers and families.  Events and communication are grounded on a relational approach.	Schools will continue to provide all families learning experiences where student data is shared and analyzed.  Families will receive the tools to understand how their child is progressing through multiple data points and gauge progress in meeting standards in language arts, math and other core subjects.  Student data is shared at different touch points with families throughout the school year. These opportunities will support the school staff and families to monitor progress and work together to support student achievement.	Collaboration of staff and schools to support diverse learners with a focus on engaging families of underrepresented families. Holding spaces where families can gain knowledge and tools to support at home and bridge the connection to school in support of student outcomes.	Families voices are important and necessary to ensure progress monitoring and student success.  Families are afforded the opportunity to provide feedback through a yearly family survey given two times per school year.  Family input is sought for decisions that will greatly impact them and their children.  Family members are members of task forces/committees where their voices for part of the decisions that directly impact students, families and the organization.  Family members serve as members of the School Site Council and ELAC Council where decisions are made.  The Equitas belief to do with our families and not to our families.	Equitas Academy was selected as recipients of the California Community Schools Implementation Grant beginning in  2024-2025 academic year.  This grant will support with building an advisory council to include a diverse group of educational partners that will seek feedback and ensure they are included in shared leadership and site decision-making.	Equitas Academy is in development to refine and enhance the opportunities to engage with families, especially underrepresented families (Cafecitos, SSC and learning opportunities) to grow into more robust development and engagement for educational partners.  A foucs on DEIA is another point of development to include more engagement of underrepresented families.  Through these changes, the goal is to increase feedback and decision-making opportunities for all families.	3	4	3	5	3	3	4	3	4	3	5	2	Met		2024-06-20	2024
19647330126177	Citizens of the World Charter School Silver Lake	3	The strength of our Building Relationships Between School Staff and Families is our structured opportunities for communication between the two stakeholders. At the beginning of the year, the staff is asked to reach out to each student’s family in their homeroom via ParentSquare to introduce themselves, provide their vision for the school year, and start the building blocks for a close relationship. The first in-person structured opportunity for caregivers and staff to connect is Back to School Night. 
Additional opportunities to build partnerships are Caregiver Conferences, held twice per school year, and student-led conferences, which take place at the middle school. These are meaningful opportunities for staff (and, in the case of middle school students, students) to communicate student progress and develop growth plans. Other opportunities to build relationships are through volunteer opportunities such as a library, classroom Mystery Reader, field trip chaperone, etc. 

The school also offers many less structured opportunities for families to visit and build community through cultural and academic events. These include our AANHPI Night Market, Hispanic Food Festival, Math Night, Science Night, Humanities Night, the Latina/o/x Heritage Month Festival, the Black History Month celebration, and Coffee Socials.

Additionally, we remove language barriers by ensuring that school announcements and communications are translated into the multiple languages that our families represent. This is possible through ParentSquare. This is especially important for our student-led conferences and caregiver conferences. We ask our staff if they need a translator and aim to ensure a translator is available for those meetings. The same is true for IEP meetings and Student Success Team meetings. 
	We would like to offer our families diverse ways of engaging with the school in meaningful ways. Some of our families cannot be physically present at school for in-person volunteer opportunities, so ensuring we have ways to help all parents feel they are a part of the community is a next step. This could mean that for workshops and meetings, we send out resources or recordings of webinars.	A focus area of improvement for building relationships between school staff and families is ensuring that ALL of our families have equitable opportunities to participate and engage in and with the school meaningfully. We plan to improve the engagement of underrepresented families by offering events and workshops in a variety of home languages and by offering workshops and social gatherings for families with other parents of similar identities to build community. For example, last school year, we noticed many Spanish-speaking families attend workshops when the workshop is presented in Spanish vs. English and then translated into Spanish. We also held a Coffee Social for caregivers of students with disabilities. That safe space where caregivers can connect because of shared experiences is something we need and want to continue in the coming school year. 

It will also require the leadership support of staff and teachers to ensure all are creating and maintaining relationships with caregivers and families who may not be present at all times and making intentional efforts to reach out to them specifically. 
	CWC Silver Lake has worked hard to foster and maintain partnerships with families and caretakers.  We recognize that this is key to the success of the school and the students.  We ensure families are informed by providing weekly newsletters that overview current events, school highlights, upcoming events, learning opportunities for families, and ways to connect with the school community.  Classroom teachers also keep families informed by sending out classroom updates of what has and will be taught along with ways they can support student learning at home. Additionally, CWC Silver Lake holds several community events that help bridge the school-to-home gap.  For example, Math Night invites families to our school to learn about our math program and philosophy in fun and engaging ways.  

To support our staff, CWC Silver Lake also provides professional development, especially for our new teachers, that focuses on communication with families in our Wayfinding series. Wayfinding is targeted professional development for our new-to-the-field teachers, supporting them with topics like engaging families and proper lines of communication for a successful partnership.

To ensure families and caregivers know our school program and their roles and rights, each year we start the year off with a Back to School Night. In this presentation, we cover many things, from suggested ways to reach out to teachers to how they can share their concerns through the Uniform Complaint Procedure (UCP). When issues arise, we often direct families to our Handbook, which is also provided for parents.

We put intentionality in building connections with families and are proud of the work that we have done to ensure that they are informed and connected. 
	Although we have much to be proud of, there is still work to do in building partnerships with families. We continue to strive to ensure that all communication is translated for families. Many of our key communications are already translated, but there are times when some emails or updates may not be translated. We hope to increase that.  

Another area we are focusing on is increasing participation of families that may be more challenging to communicate with.  This group has diverse needs and not a one-size-fits-all approach to engaging families.  This group could be caused by time availability due to work, family makeup, language barriers, personal capacity, and more.  To combat that, we try to offer a variety of meeting times, record meetings when possible, share communication with notice in multiple languages, and make personal connections when possible.

Although we have dedicated professional development for teachers with our Wayfinding program, we still see opportunities for improvement.  We aim to build much of teacher support around the Get Better Faster framework and will partner with professional development and coaching.
	CWC Silver Lake recognizes the importance of engagement for all families, especially those that are underrepresented.  We recently have been focusing on building our Diversity Equity Inclusion and Belonging (DEIB) Leaders Council to combat that.  The DEIB Leaders Council has been put together to ensure that authentic and meaningful partnerships are forged.  The DEIB Leaders Council comprises a dedicated group of staff members and caregivers.  The DEIB Leaders Council will help be a thought partner and an accountability partner for how our school operates when considering and including all of our community members.  Together with the school site leadership team, they will work on implementing an Equity Action Plan, which includes specific equity-centered goals. We will continue to grow the DEIB Leaders Council and hope to see its positive influence over the upcoming years.	Comprehensive Stakeholder Engagement: CWC Silver Lake engages a diverse range of stakeholders through annual surveys, regular Principal’s Council meetings, Coffee Socials, and focus groups, ensuring multiple perspectives are considered.

Transparent Communication: CWC Silver Lake maintains transparency with caregivers by regularly communicating updates via a school weekly newsletter, weekly updates from classroom teachers, parent-teacher conferences, and student report cards. And outcomes from stakeholder meetings, building trust, and encouraging participation.

Data-Driven Approach: Decisions are informed by both qualitative and quantitative data, utilizing local data such as academic performance and attendance rates to identify needs and track policy impacts.

Responsiveness: CWC Silver Lake promptly addresses concerns raised by stakeholders, demonstrating accountability and striving to close the feedback loop by communicating feedback-based actions.
Comprehensive Stakeholder Engagement: CWC Silver Lake engages a diverse range of stakeholders through annual surveys, regular Principal’s Council meetings, Coffee Socials, and focus groups, ensuring multiple perspectives are considered.
	Enhance Digital Engagement Platforms: Despite having various in-person engagement methods, improving digital engagement platforms could further enhance participation. Developing more interactive online forums, social media engagement, and mobile-friendly surveys can make it easier for stakeholders to provide input, especially for those unable to attend in-person meetings.

Strengthen Feedback Mechanisms: To build on the strength of transparent communication, CWC Silver Lake could implement more structured feedback mechanisms that help stakeholders understand how and when their feedback is utilized. Regularly scheduled feedback sessions where stakeholders can see the direct impact of their input on decision-making processes would reinforce trust and demonstrate the value of their contributions.

Develop Continuous Improvement Plans: To ensure ongoing progress, CWC Silver Lake can implement continuous improvement plans that include regular evaluations of engagement strategies. This involves setting specific, measurable goals for stakeholder engagement, regularly reviewing performance against these goals, and making necessary adjustments based on stakeholder feedback and data analysis.
	Inclusive Participation: Efforts to include underrepresented groups have been strengthened through translation services, childcare during meetings, and flexible scheduling.

Increase Professional Development Focused on Stakeholder Engagement: While CWC Silver Lake addresses stakeholder concerns promptly, enhancing staff training specifically in stakeholder engagement strategies for underrepresented families can further improve the quality of interactions. Training should focus on advanced communication techniques, conflict resolution, and inclusive practices to ensure all voices are heard and respected.

Expand Data Utilization for Personalized Communication: CWC Silver Lake’s data-driven approach could be expanded to personalize stakeholder communication. By analyzing data on stakeholder preferences and engagement patterns, CWC West Valley can better tailor communications to meet different groups' needs and interests, thereby improving the relevance and impact of their messages.
	4	4	5	5	4	4	4	4	3	3	3	4	Met		2024-06-30	2024
19647330126193	Citizens of the World Charter School Mar Vista	3	The strength of our Building Relationships Between School Staff and Families is our structured opportunities for communication between the two stakeholders. At the beginning of the year, the staff is asked to reach out to each student’s family in their homeroom via ParentSquare to introduce themselves, provide their vision for the school year, and start the building blocks for a close relationship. The first in-person structured opportunity for caregivers and staff to connect is Back to School Night. 
Additional opportunities to build partnerships are through Caregiver Conferences, held twice per school year, and student-led conferences, which take place at the middle school. These are meaningful opportunities for staff (and in the case of middle school – students) to communicate student progress and develop growth plans. Other opportunities to build relationships are through various volunteer opportunities such as a library, classroom Mystery Reader, field trip chaperone, etc. 

The school also offers many less structured opportunities for families to visit and build community through cultural and academic events. These include our Lunar New Year, Latina/o/x Heritage Month Festival, the Black Excellence celebration, the Be You celebration, and Coffee Socials.

Additionally, we remove language barriers by ensuring that school announcements and communications are translated into the multiple languages that our families represent. This is possible through ParentSquare. This is especially important for our student-led conferences and caregiver conferences. We ask our staff if they need a translator, and we aim to ensure a translator is available for those meetings. The same is true for IEP and Student Success Team meetings.
	We would like to offer our families diverse ways of engaging with the school in meaningful ways. Some of our families cannot be physically present at school for in-person volunteer opportunities, so ensuring we have ways to help all parents feel they are a part of the community is a next step. This could mean that for workshops and meetings, we send out resources or recordings of webinars. 
	A focus area of improvement for building relationships between school staff and families is ensuring that ALL of our families have equitable opportunities to participate and engage in and with the school meaningfully. We plan to improve the engagement of underrepresented families by offering events and workshops in a variety of home languages and by offering workshops and social gatherings for families with other parents of similar identities to build community. For example, last school year, we noticed many Spanish-speaking families attend workshops when the workshop is presented in Spanish vs. in English and then translated into Spanish. We also held a Coffee Social for caregivers of students with disabilities. That safe space where caregivers can connect because of shared experiences is something we need and want to continue in the coming school year. 
	CWC Mar Vista has worked hard to foster and maintain partnerships with families and caretakers.  We recognize that this is key to the success of the school and the students.  We ensure families are informed by providing weekly newsletters that overview current events, school highlights, upcoming events, learning opportunities for families, and ways to connect with the school community.  Classroom teachers also keep families informed by sending out classroom updates on what has been and will be taught and ways they can support student learning at home. Additionally, CWC Mar Vista holds several community events that help bridge the school-to-home gap.  For example, Math Night invites families to our school to learn about our math program and philosophy in fun and engaging ways.  

To support our staff, CWC Mar Vista also provides professional development, especially for our new teachers, that focuses on communication with families in our Wayfinding series. Wayfinding is targeted professional development for our new-to-the-field teachers, supporting them with topics like engaging families and proper lines of communication for a successful partnership.

To ensure families and caregivers know our school program and their roles and rights, each year we start the year off with a Back to School Night. In this presentation, we cover many things, from suggested ways to reach out to teachers to how they can share their concerns through the Uniform Complaint Procedure (UCP). When issues arise, we often direct families to our Handbook, which is also provided for parents.

We put intentionality in building connections with families and are proud of the work that we have done to ensure that they are informed and connected. 
	Although we have much to be proud of, there is still work to do in building partnerships with families. We continue to strive to ensure that all communication is translated for families. Many of our key communications are already translated, but there are times when some emails or updates may not be translated. We hope to increase that.  

Another area we are focusing on is increasing the participation of families that may be more challenging to communicate with.  This group has diverse needs and not a one-size-fits-all approach to engaging families.  This group could be caused by time availability due to work, family makeup, language barriers, personal capacity, etc.  To combat that, we try to offer a variety of meeting times, record meetings when possible, share communication with notice in multiple languages, and make personal connections when possible.

Although we have dedicated professional development for teachers with our Wayfinding program, we still see opportunities for improvement.  We aim to build much teacher support around the Get Better Faster framework and will partner with professional development and coaching.
	CWC Mar Vista recognizes the importance of engagement for all families, especially those that are underrepresented.  To combat that, we recently focused on the Diversity Equity Inclusion and Belonging (DEIB) Council.  The council has been assembled to ensure authentic and meaningful partnerships are forged.  We currently meet with staff and community partners.  The DEIB council will help be a thought partner and a bit of a watchdog for how our school operates when considering all of our community members.  We will continue to grow this council and hope to see its’ positive influence over the upcoming years.	Stakeholder Engagement: CWC Mar Vista engages a diverse range of stakeholders through annual surveys, regular Principal’s Council meetings, Cafecitos, Town Hall meetings, and focus groups, ensuring multiple perspectives are considered

Transparent Communication: CWC Mar Vista maintains transparency with caregivers by regularly communicating updates via a school weekly newsletter, weekly updates from classroom teachers, parent-teacher conferences, and student report cards. And outcomes from stakeholder meetings, building trust, and encouraging participation.

Data-Driven Approach: Decisions are informed by both qualitative and quantitative data, utilizing local data such as academic performance and attendance rates to identify needs and track policy impacts.

Responsiveness: CWC Mar Vista promptly addresses concerns raised by stakeholders, demonstrating accountability and striving to close the feedback loop by communicating actions based on feedback.
	Enhance Digital Engagement: Despite having various in-person engagement methods, improving digital engagement platforms could further enhance participation. Developing more interactive online forums, social media engagement, and mobile-friendly surveys can make it easier for stakeholders to provide input, especially for those unable to attend in-person meetings.

Strengthen Feedback Mechanisms: To build on the strength of transparent communication, CWC West Valley could implement more structured feedback mechanisms that help stakeholders understand how and when their feedback is utilized. Regularly scheduled feedback sessions where stakeholders can see the direct impact of their input on decision-making processes would reinforce trust and demonstrate the value of their contributions.

Develop Continuous Improvement Plan: To ensure ongoing progress, CWC West Valley can implement continuous improvement plans that include regular evaluations of engagement strategies. This involves setting specific, measurable goals for stakeholder engagement, regularly reviewing performance against these goals, and making necessary adjustments based on stakeholder feedback and data analysis.
	Inclusive Participation: Efforts to include underrepresented groups have been strengthened through translation services, childcare during meetings, and flexible scheduling.

Increase Professional Development Focused on Stakeholder Engagement: While CWC Mar Vista addresses stakeholder concerns promptly, enhancing staff training specifically in stakeholder engagement strategies for underrepresented families can further improve the quality of interactions. Training should focus on advanced communication techniques, conflict resolution, and inclusive practices to ensure all voices are heard and respected.

Expand Data Utilization for Personalized Communication: CWC Mar Vista’s data-driven approach could be expanded to personalize stakeholder communication. By analyzing data on stakeholder preferences and engagement patterns, CWC West Valley can better tailor communications to meet different groups' needs and interests, thereby improving the relevance and impact of their messages.
	4	4	4	3	3	3	4	3	3	3	3	3	Met		2024-06-30	2024
19647330126797	Aspire Centennial College Preparatory Academy	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase the engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	5	5	5	5	5	5	5	5	4	4	4	4	Met		2024-06-20	2024
19647330127670	KIPP Iluminar Academy	3																						Not Met			2024
19647330127886	City Language Immersion Charter	3	In March we had 46% of parents respond to the Panorama survey. In that survey, 69% responded favorably to school climate and 77% favorably on school support. This year’s participation in the survey was a large increase from the previous year (16.5%) and it demonstrates progress in building relationships between school staff and families through regular and consistent communication. Teachers send a weekly newsletter home highlighting the learning in the classroom. There has been consistent and regular attendance at the bimonthly Coffee with the Principal. The community events have been well attended and parents have given positive feedback especially around the events involving academics and student performances.	According to the Panorama survey, only 23% responded favorably to family engagement while at the same time identifying no significant barriers for their engagement. Family engagement is a focus area of improvement. There are no significant barriers, therefore, the potential for engagement is high. Together with the Family Engagement Manager, we will collaborate to provide more opportunities at a variety of times to involve families in the school through Math and Literacy Night, parent volunteer opportunities, family community events, and student demonstration of learning events.	Working with the Family Engagement Manager, CLIC will provide opportunities for involvement in the form of parent education, volunteer opportunities, and family community events so that all families have an opportunity to engage at the school in the way that best fits their needs. We will also work to modify schedules so that not all engagement opportunities are during regular working hours.	CLIC has a progressive and constructivist school philosophy that allows educational partners to collaborate and create lessons that follow student interests and learning needs. Feedback from teachers has expressed an appreciation for the freedom and flexibility of being able to create lessons that are culturally responsive and relevant to the lives of students. In the Panorama Survey, within school leadership, 50% of teachers responded favorably to a positive tone from leadership and 50% of teachers responded favorably on the value of the available professional development opportunities. The tone of leadership to encourage collaboration and creativity is a strength and the availability of professional development opportunities to support teachers. This same positive tone allows for teachers to find creative ways to demonstrate student knowledge. We have several days allocated in the year where parents are invited to come and observe and share in student learning. These days include Cultural Celebration Day, Winter Celebration, Inquiry Day, and Festival de las Américas. These days are important ways that parents can see how their children are growing and learning.	While teachers appreciate the freedom and flexibility of creating their own curriculum, there is a need for resources that help families meet the language development needs of their children at home. We have begun to increase the number of books available to students by building our classroom libraries and participating in book fairs. This increase in books will allow students to take home books to read with their families or to read independently at home. We have also provided after-school tutoring focused on language development and literacy. We will continue to provide tutoring in literacy and language development for students. Another area for improvement is providing families with training to support their students at home through read-alouds and language practice. Caregivers have been invited to read to students at school, and we plan to continue to invite caregivers to read out loud to students at school to promote literacy development.	Our English Learners are a student population that needs focused planning and attention. Working with our outside consultants, teachers will be able to identify teaching goals and strategies that reach that student population. Providing ongoing development on language development, math, literacy, and project-based learning will continue to strengthen teachers and provide them with the knowledge and skills to reach all learners. Inviting caregivers on campus for read-alouds will provide parental models for our students to emulate. We want to create a culture of reading and literacy; by including caregivers in this, students will be able to see themselves as readers and writers. Parents will also be given opportunities to read in their home language and to share in their home language. This will also celebrate the diversity of our school community as well as promote language and literacy development in our students.	CLIC uses a variety of methods for gathering input for decision making. We use the Panorama survey, focus groups, regular meetings, and the communication platform: ParentSquare. This year we had a 46% participation rate in the Panorama Survey from parents, an increase from the previous year, which was 16.5%. We also hosted focus groups with caregivers, teachers, staff, and operations. Each stakeholder had an opportunity to provide feedback and input that helped guide any future decision-making.	One focus area for improvement is to continue to increase the participation rate of the various stakeholders in the different methods for gathering input. Participation rate is improved with more communication, regular reminders, and emphasis on the importance of the input in decision making. Another important piece in the communication is to make sure to connect decisions to the input that was given. It is important to make clear to all stakeholders that their input was valuable and used in the making of important decisions.	When we were gathering data, there were many caregivers that needed guidance on how to fill out the survey or a location to complete the survey for lack of a device at home.
The school will provide families with access to devices for taking the Panorama survey in the future. Flyers containing information on parent focus groups and meetings will also be distributed in a timely manner so that families that have difficulty accessing the internet or using a device can have the same information and an opportunity to participate. We will also make use of our classroom ambassadors, parents who are designated to each classroom to support the teacher and family communication, to disseminate information to parents to increase participation in feedback and focus groups.	4	4	4	4	4	3	3	4	3	3	3	3	Met		2024-06-24	2024
19647330127894	Valor Academy High	3	The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 67% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 92% of parents rate the school positively.
One of the school’s biggest strengths is the welcoming environment we’ve built with families. 52% of families attend at least one school event including, but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights. Through events that highlight the cultures of students, implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff.	Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for improvement in Building Relationships Between School Staff and Families.	The school will improve the engagement of underrepresented families in this area by leaning on the support of the Family Engagement & Community School Manager teams, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.	We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. We also see strength in improvement in attendance at our Parent Education Seminars, which rose to 51%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes.	The school has identified a focus area for the percentage of parents who attended 1:1 Meeting with the Counselor as the percentage this year reached 42%.	The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school. 
The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, engaging teachers and school leaders in professional development to support all students and their families, and reaching out to parents through ParentSquare, messages, and phone calls to support attendance at events that will assist them in supporting their child’s learning at home.
With the support of the Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.	One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Family Engagement Coordinator. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.	Though we are proud to have 67% of parents returning surveys, and 92% of parents attending a school event, we continually strive to increase these numbers to reach 100%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Family and Community Engagement Team works every year to identify, train and support family leaders who actively participate in the School Site Council, English Learner Advisory Committee and other advisory groups.	The annual Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Lead Executive Officer,  the Senior Vice President of Student and Family Services, and the Vice President of Outreach & Engagement and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year. In addition, families are constantly invited to participate in multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-25	2024
19647330127910	Camino Nuevo High #2	3	a. CNCA has full-time and bilingual Student and Family Services Coordinators at each school that are guided and supported by the Director of Family Engagement and Advocacy at the Home Support Office for alignment and consistency across the program.

b. A fully implemented common communication platform called Parent Square is used to allow for two-way communication between staff and families. The platform has a variety of features, which includes the capability for posting information, collecting survey/poll responses, sending messages to a targeted audience, and allowing direct messages. Our communication platform can automatically translate information into more than one hundred languages to support efficient communication. Schools can choose a default second language so that the majority of the second language population does not have to explicitly make that choice. Families who desire a language different from English or the school’s default second language can select their own language from their accounts page.

c. Professional development sessions are held for staff on how to build meaningful relationships with families.
d. Coaching sessions are held with teachers on how to communicate with families and work alongside to support student achievement. 

e. Case management and referrals are done for families in need of social services, mental health, medical services, housing resources, etc.

f. Families have an array of volunteer opportunities to choose from to support the classroom/teacher and/or the school.

g. Sites host school events and classroom activities where families can attend and interact with staff.

h. Schools assure an inclusive and friendly environment where all families feel comfortable, heard and welcome. According to our Winter 2023 Family Survey, 95% percent of families strongly agree or agree that they feel welcome at their child’s school.

i. Our family survey also indicated that family engagement defined as the degree to which families become involved with and interact with their child's school is currently at 73%.
	It is necessary for schools to create more opportunities for teachers, school leaders, classified staff, and families to collaborate and get to know each other. Professional development for teachers and classified staff continues to be a priority to emphasize that family engagement is everyone's responsibility.
	To improve engagement of underrepresented families, schools will have readily available translators, when in need, for meetings. They will also reach out to families who are underrepresented through home visits. Home visits are encouraged as a tool to establish a connection with families and offer support when engaging with the school becomes difficult. Schools will also always seek to host social events where all family’s cultures  are represented and valued.
	a. Schools build capacity in families to support their children at home by offering academic family workshops. Some examples include:
     i. Prepping families/students for SBAC/ELPAC
     ii. Understanding SBAC/ELPAC results/reports
     iii. Our Special Education Program
     iv. How to have Successful Parent-Teacher Conferences
     v. Getting Familiar with the ARC Reading Curriculum and Assessments
     vi. I-Ready Math
     vii. Shifts in Common Core Standards
     viii. Understanding our Mental Health Program

b. Schools conduct parent-teacher conferences in October, January and April. During these conferences, families have the opportunity to talk to teachers about their child’s academic progress and learn about how they can support their child at home.

c. Schools share academic data, school goals, updates, and helpful tips during their monthly family meetings with the leadership team.

d. Families and teachers communicate via Parent Square to celebrate successes, plan events, collect information, and share quick academic updates.
	To strengthen the school and home partnership to support  student outcomes, schools must continue to encourage teachers to connect with families consistently regarding their student’s academic progress. Updates on student progress must not be limited to parent-teacher conferences. Schools must create more opportunities for families to learn the curriculum, assessments, and how they can support their students with homework and create positive learning environments. More professional development is also needed to guide teachers on best practices for how to present data in a family friendly way.
	To improve engagement of underrepresented families, schools are encouraged to create more learning opportunities for families to better understand the education system and how their support is crucial for student achievement. A partnership must exist where teachers and families are learning from each other about how to better support the student.
	a. Parent leaders on the School Site Council provide input on the LCAP goals, Consolidated App., School Safety Plan, Wellness Policy, Parent Involvement Policy, as well as on school practices/changes that affect their children.

b. All families are invited to the Annual Title I Meeting where they can provide feedback on the Parent Involvement Policy. The policy is also shared via Parent Square to allow for families who couldn’t attend the meeting to read through it and provide feedback. This allows all families an opportunity to provide input.

c. Families receive an annual survey which allows them to anonymously provide feedback regarding their experience with our schools as well as what they think the schools are doing well and what the schools can improve in. Results are shared with all stakeholders which then allows us to track trends and progress and make any adjustments needed to improve families’ experiences at our schools.  

d. During our monthly family meetings with the leadership team, families have ample time to ask questions, share concerns and offer solutions about any updates discussed.  

e. Families can reach out to school leaders, teachers, and other staff via Parent Square, in-person, or by stopping by the office to request a meeting to share concerns, provide feedback, or inquiry about an issue.
	Schools need to strengthen their efforts in recruiting and training families, teachers, and staff to participate in leadership committees like SBC and ELAC. The training should include guidelines on best practices to provide constructive feedback and input.
	Schools need to encourage underrepresented families to join leadership committees and use their voice to reach out to teachers, staff, and leaders. Schools are asked to provide the conditions necessary for all families to be able to attend and to feel comfortable in sharing their concerns, ideas, and suggestions to provoke change.
	3	4	3	5	3	5	4	3	3	3	3	2	Met		2024-06-18	2024
19647330127936	PREPA TEC - Los Angeles	3	Our open door policy is currently one of our greatest strengths at PTLAMS. This has allowed us to foster relationships with staff and families. At the beginning of the 2023/24 School Year Prepa Tec invited all families to attend seminar designed meetings to increase family participation within the following areas: knowledge of school rules and regulations, knowledge of grade level content, support at home, academically and socially and an overview of parent involvement opportunities for parents, e.g. SSC, DLAC, monthly coffee with the principal, coffee with the superintendent, volunteer opportunities for parents and ongoing communication portals. Communication is provided and updated on a weekly basis for parents and families through Parent Square, school website & Toddle.	As a result of analysis of educational partner input and local data, PTMS has identified, the need to incorporate varied approaches to communication and parent involvement opportunities, by conducting extensive outreach and family information events and ensuring that teachers are a main part of the home-school communication. At the beginning of each school year, our organization provides a parent community day to provide parents with information in the following areas: school communication, teacher-parent communication, parent workshops (academic & social), volunteer opportunities, understanding academic requirements and post K-12 opportunities and/or options.	Underrepresented families are possibly families in which parents have to work two jobs to survive, or parents that are first generation and are not aware of the academic opportunities that are possible for their children. PTMS sent out confidential questionnaires in which families that may not have the time to support the educational partnership, can still have their questions/needs answered for them. As a result of the analysis, the school will focus attention on providing parents informational workshops and various non-traditional opportunities for involvement.	The school offers a Parent University provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent University directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Alta Public school staff in collaboration with local community service partners.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Site Council (“SSC”), which includes administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee composed of parents, staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent University,
which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	Underrepresented families are possibly families in which parents have to work two jobs to survive, or parents that are first generation and are not aware of the academic opportunities that are possible for their children. PTMS sent out confidential questionnaires in which families that may not have the time
to support the educational partnership, can still have their questions/needs answered for them. As a result of the analysis, the school will focus attention on providing parents informational workshops and various non-traditional opportunities for involvement.	Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Site Council (SSC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. PTLAMS works to build the capacity of administration to support families to effectively engage in advisory groups and decision-making, and providing regular and frequent opportunities to work together, provide input, and  plan family engagement activities.	An area that needs to be addressed is parent feedback. Parent surveys provide a wealth of information, therefore, we would like to survey parents 2 times a year in order to meet family and community needs.	Prepa Tec is determined to increase the number of underrepresented families in the school’s decision making by increasing the number of SSC members and inviting parents in advance to SSC meetings and family workshops. We also plan to make SSC and Family Workshops available in person and via
Zoom to get more participants present including those who work or who have difficulties with transportation. We will explore outreach strategies to improve soliciting parental involvement	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-26	2024
19647330127985	Ingenium Charter Middle	3	The analysis of the LCAP Parent Survey data indicates several strengths and progress in building relationships between school staff and families. One of the key strengths is the increase on the perception of school safety from parents, with 75% of parents agreeing or strongly agreeing that school is safe. Overall we also had a slight increase in parent survey participation. Engagement overall has increased from 2% to 12%. Overall, the survey data reflects that ICMS' efforts in fostering respectful interactions, effective communication, and accessibility are paying off, resulting in stronger relationships between school staff and families. Continuous efforts to engage families, address their concerns, and provide timely information will further enhance these relationships and support student success.	There continues to be a desire to support students with resources with well over 80% continuing to qualify for Free/Reduced lunch. Food insecurities, homelessness, and loss of employment continue to fuel a desire to understand trauma-informed care as it relates to our staff and working with students and families along with additional strategies for behavioral issues in the classroom. This will be an area of focus as ICMS continues to add to overall supports around Social Emotional Learning and mental health. For the coming year, this includes partnering with Trauma Resilient Educational Communities (TREC).	Other than English, ICMS has increased the population of families who speak Spanish, so we are exploring tools to better survey families in their native language where possible to determine strategies to increase overall engagement for our non or limited English families. Our parent communication platform is able to translate all communication from English to Spanish. Additionally, we provide an interpreter to all family engagement events. Additionally, our newly hired Director of ELD and Multilingual Support is working on supporting a welcoming environment to all students and families.	A key strength is the parent-teacher relationships. We had an increase of 26% of families who visited the school. This is essential for addressing student needs effectively and ensuring that parents are partners in the educational process. Teachers hold regular parent-teacher conferences, but also go above what is asked to keep consistent communication with families. This includes timely updates about student academic progress, school events, and other important information. Consistent and transparent communication ensures that parents are well-informed and can actively support their children's learning at home.	An area for continued growth, confirmed by both survey data and in input meetings, is developing and implementing enrichment as well as offer a variety of activities that interest our students.  As teachers increase focus on depth and complexity in the classroom, additional enrichment opportunities are being developed to address this need. This includes after school activities and programs for students.	Working with different vendors and partnering with community members to support enrichment and after school programs will help us create a dynamic program that interest all students. Additionally, holding town hall meetings and continue to survey families as well as making personal phone calls to communicate with all families will support these efforts.	Each year, a parent survey and meeting is held in the spring to monitor parent engagement and obtain feedback from parents related to state priorities and local indicators as they align with school goals within the LocalControl Accountability Plan (LCAP). The survey was created to align with state and local priorities in six areas:  Student Engagement, School Climate, School Fit, School Safety and Parent and Family Engagement. While it is sent electronically, personal phone calls are made to all families to encourage participation in the survey. Additionally, we offer iPads in our offices so that parents can come in and take the survey on campus if they choose to. At the May/June School Site Council meeting, parents are asked for input on goals and determining actions.	As we have added elements to the LCAP around increased parent engagement for the new 2024-2025 LCAP, a piece of this will be to continue to solicit input during School Site Council meetings where we may have parents or guardians present.  The goal is to continue to foster relationships with parents to encourage them to participate in the decision-making process.	As mentioned above, ICMS has focused on reaching out to families above and beyond the general lines of communication to ensure input in the decision-making process. The goal continues to be to work collaboratively with engaged parents and staff members to identify ways to increase involvement and encourage partnership with our underrepresented families. For example, many families speak Spanish only,  so we are working on ways to survey families in their native language where possible to determine strategies to increase overall engagement for our English learners. The increased offerings for before and after school provide additional avenues to connect with parents around family needs that can support decisions about programming.	3	3	3	4	3	3	4	2	3	2	3	2	Not Met			2024
19647330128009	Alliance Virgil Roberts Leadership Academy	3	"At Alliance Virgil Roberts Leadership Academy, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 11 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 7.07% of our scholars' families attended two or more parent engagement events this year.  In addition, 97% of our families responded postively in questions regarding Family Engagement at the school, and 94% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 97% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someoneelse they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	"	"Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	"	"Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	"	"At Alliance Virgil Roberts Leadership Academy, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 98% of Parents and 98% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 96% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 95% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	"	"Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	"	"Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	"	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 97% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	"	"Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	"	"Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these familes, to ensure that our all educational partners have equitable voice in decision making at their child's school.	"	5	5	3	5	3	5	5	3	3	3	3	3	Met		2024-06-05	2024
19647330128033	Alliance College-Ready Middle Academy 8	3	"At Alliance College-Ready Middle Academy 4, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 42 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 37.93% of our scholars' families attended two or more parent engagement events this year.  In addition, 99% of our families responded postively in questions regarding Family Engagement at the school, and 96% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 99% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someoneelse they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	"	"Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	"	"Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	"	"At Alliance College-Ready Middle Academy 4, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of Parents and 99% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 98% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 99% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	"	"Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	"	"Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	"	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 99% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	"	"Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	"	"Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these familes, to ensure that our all educational partners have equitable voice in decision making at their child's school.	"	5	5	3	5	3	5	5	3	3	3	3	3	Met		2024-06-05	2024
19647330128041	Alliance Kory Hunter Middle	3	"At Alliance Kory Hunter Middle School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 42 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 40.72% of our scholars' families attended two or more parent engagement events this year.  In addition, 97% of our families responded postively in questions regarding Family Engagement at the school, and 97% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 97% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someoneelse they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	"	"Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	"	"Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	"	"At Alliance Kory Hunter Middle School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 98% of Parents and 98% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 96% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 97% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	"	"Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	"	"Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	"	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 97% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	"	"Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	"	"Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these familes, to ensure that our all educational partners have equitable voice in decision making at their child's school.	"	5	5	3	5	3	5	5	3	3	3	3	3	Met		2024-06-05	2024
19647330128058	Alliance College-Ready Middle Academy 12	3	"At Alliance College-Ready Middle Academy 12, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 11 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 11.29% of our scholars' families attended two or more parent engagement events this year.  In addition, 94% of our families responded postively in questions regarding Family Engagement at the school, and 94% of our families responded postively in questions regarding Teacher Relations at the school.  Finally, 94% of our families Agreed or Strongly Agreed that they would recommend this school to another family and/or someone else they care about.  These data demonstrate a strong relationship between our school and our scholars' families, as well as the community we share.  This comes as a result of our efforts to build relationships between our school and all educational partners.	"	"Although our school's educational partner engagement data is strong, we are continuing to increase our efforts to engage all members of our school community in meaningful and substantive discussions in how we can improve our support of all our scholars.  To this end, we have continued to strengthen our bi-annual Educational Partner Engagement events, wherein we share important school-wide and subgroup data to all educational partners, and solicit feedback regarding our programmatic and budgetary responses to these data.  These data include the California School Dashboard, as well as other internally gathered data curated to provide actionable information during these discussions.	"	"Due to the historically underserved community we serve, much of our work in engaging all educational partners has been to remove as many barriers to this engagement as possible.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition, that might have historically hindered participation in our school community.  Our school also utilizes video conferencing apps to make many of our events accessible from mobile devices, a method that is utilized by many of our busy families.  We will continue to refine and expand our outreach to all educational partners to encourage all members of our community to engage in our many school events.	"	"At Alliance College-Ready Middle Academy 12, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 96% of Parents and 96% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 94% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 96% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	"	"Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	"	"Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	"	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 94% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	"	"Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	"	"Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these familes, to ensure that our all educational partners have equitable voice in decision making at their child's school.	"	5	5	3	5	3	5	5	3	3	3	3	3	Met		2024-06-05	2024
19647330128132	Extera Public School No. 2	3	Extera PS #2 currently hosts regular opportunities for parents and staff to collaborate and build relationships. These include regular school events to educate parents about our program such as Back to School Night, Open House, Literacy Nights, Student Showcases, Spelling Bees, Latino Heritage celebration, etc. Extera PS #2 has a parent coordinator whose role is to support family connections with the school. The parent coordinator supports family outreach, including the new student intake process, and the specialized newcomer intake process of interviewing newcomer’s families to identify resources to support within the school day and community resources. 98% of families reported that school staff are quite respectful or extremely respectful. In addition, only 6%  of families reported that they have almost never visited their child’s classroom or school events.
In addition to events, Extera PS #2 uses many methods to communicate with parents. This includes school newsletters, emails, text messages, and robo calls. Teachers communicate with families via Class Dojo. Parents also have live access to student gradebooks via the Infinite Campus parent portal, to be able to see in the moment grades. Extera PS #2 provides all information in English and Spanish, including translation at parent meetings, student-led conferences and other events.	Extera PS #2 needs to grow in terms of providing students and families with additional enrichment opportunities and volunteer opportunities. This includes educational workshops that allow for parent and student involvement. In addition, Extera PS #2 needs to train staff on building relationships with parents and students at the beginning of the year, to allow for staff to learn more about the students and families they serve.	Underrepresented families include families of newcomers and families of students with disabilities. Extera PS #2 will offer additional family workshops next year including parent workshops for families of students with disabilities. In addition, Extera PS #2 will offer a workshop on biliteracy and how to support literacy in English and Spanish at home. 
Another underrepresented group is parents who struggle with reading, and their ability to access important information. Extera PS #2 will provide additional ways for families to receive information, such as robo messages, so that all families can build relationships with the school.	Extera PS #2 has built relationships with families by including them in their child’s learning throughout the year. This includes student led conferences twice annually, student showcases, academic competitions and events, and enrichment opportunities for students and parents together. 
93%  of families reported that they have conversations with their child about school frequently or almost all of the time. 73%  of families reported that they help their child understand the content they are learning in school frequently or almost all of the time.	Extera PS #2 would like to increase the opportunities that families have to volunteer on campus or from home. This would include opportunities to support learning events, supervise outside, or engage in other ways for families that work during the school day. 
While 51% of families responded that they communicate with teachers monthly or more frequently, 35% of families state they communicate with families every few months, and 10% said once or twice per year. Only 29%  of families reported that they help the school monthly or weekly. Extera PS #2 would like to increase opportunities for families to be involved in their child’s learning from home or the school setting.	Underrepresented families include families of newcomers and families of students with disabilities. Extera PS #2 will offer additional family workshops next year including parent workshops for families of students with disabilities. In addition, Extera PS #2 will offer a workshop on biliteracy and how to support literacy in English and Spanish at home. Extera PS #2 will also offer a workshop for parents on the key mathematical concepts for their child’s grade level at the beginning of the year, so that parents feel confident supporting their child in mathematics at home with homework.	Extera PS #2 offers many platforms for families to provide input into their child’s learning. This includes monthly pláticas (Coffee with the Principal), six ELAC/DELAC meetings, parent advisory council meetings, and opportunities for the public at all board meetings. In addition, Extera PS #2 administers an anonymous parent survey via Panorama annually to collect parent input regarding priorities, school performance and next steps.	Extera PS #2 would like to increase parent presence and involvement on campus so that they are more involved and aware of the programming available to students. This would allow parents to provide additional input into student experience and learning goals. In addition, Extera PS #2 would like to increase the percentage of parents that complete the annual survey, to ensure a more robust pool of parents provide input regarding decision making.
	Extera PS #2 will continue to offer surveys that are in English and Spanish, and have a text to speech function for families that struggle with literacy. In addition, Extera PS #2 will have additional outreach to families of students with disabilities to complete the survey and participate in ELAC/ DELAC, and the PAC.	3	4	3	5	3	4	5	3	4	4	4	3	Met		2024-06-18	2024
19647330128371	New Horizons Charter Academy	3	"New Horizons Charter Academy (NHCA) places a strong emphasis on building relationships between school staff and families. To foster these relationships, NHCA offers various initiatives and programs. Parent education classes are scheduled to promote productive relationships between parents and school staff, supporting students' learning at both home and school, and welcoming parents as partners. Teachers at NHCA develop plans to increase parent participation in student learning by using the cognitive coaching approach and providing parent workshops. Additionally, NHCA staff, university partners, and community collaborators offer monthly workshops that include culturally responsive education, health awareness and nutrition, and behavior modification strategies.  Furthermore, NHCA offers parents after-school student supervision, homework support, sports, and other enrichment learning activities through the services of Youth Policy Institute (YPI) and grant-writing opportunities.
The results of our Spring 2024 End of Year Parent surveys conducted in the spring of 2024 demonstrate our strengths and progress in Building Relationships Between School Staff and Families are:
?	59 families responded “strongly agree” and 41 “agree,” that my child’s teacher knows my child and is respectful toward him/her
?	65 families responded “strongly agree” and 32 “agree,” that if I need to talk to my child’s teacher, it is easy to do so
?	55 families responded “strongly agree” and 41 “agree,” that if I need to talk to the principal, it is easy to do so
?	48 families responded “strongly agree” and 49 “agree,” that they feel inspired by NCHA’s mission and values
This demonstrates our continued commitment to relationships with families and students in the continued education and development of our students."	One area for improvement in our Family and Community Outreach efforts is the need for a more structured and effective strategy to foster greater engagement, feedback, and participation from parents and the community.	Through the analysis of educational input and our local data, we have identified the need to improve the engagement of our underrepresented families. To address this, we have hired a Parent Coordinator for the 2023-2024 school year. This role is crucial for implementing a comprehensive outreach plan that includes managing electronic communication and social media platforms such as MobileApp, Class Dojo, Ultimate Data Systems, and Aries. The Parent Coordinator will also oversee the conduct of annual educational partner surveys, coordinate regular educational meetings and forums like “Coffee with the Principal” and Parent In Action Meetings, and aid families in need with school uniforms. Additionally, the coordinator will facilitate family services through community partners, organize community service, outreach, and recruiting events, and enhance methods for gathering family and educational partner feedback. By making board meetings more accessible and well-attended and recruiting parents and guardians for involvement in school councils like ELAC, SSC, and Parent Action Committees, we aim to create a more engaged and responsive community. To support this goal, the Parent Coordinator will also conduct parent satisfaction surveys to measure safety, connectedness, and input on decision-making. These updates are designed to strengthen our approach by ensuring a more comprehensive and coordinated effort, ultimately leading to better engagement and support for our families.	"Based on the analysis of educational partner input and the results of our Spring 2024 End of Year Parent surveys, NCHA’s current strengths and progress in building partnerships for student outcomes are evident. Key highlights from the survey include:
?	56 families responded “strongly agree” and 42 “agree,” that my child is headed in the right direction
?	61 families responded “strongly agree” and 41 “agree,” that I am satisfied with the academic program my child
?	56 families responded “strongly agree” and 41 “agree,” that my child’s teacher(s) challenges him/her academically 
?	55 families responded “strongly agree” and 42 “agree,” that my child is given opportunities to demonstrate his/her learning in a number of ways
?	59 families responded “strongly agree” and 40 “agree,” that my child teacher has clearly communicated the learning goals she/he has for my child

Furthermore, our behavioral and enrichment programs have significantly contributed to these positive outcomes. With the support of the Dean of School Climate, we successfully implemented Positive Behavioral Interventions and Supports (PBIS), which has significantly improved the school's educational climate through early training and grants. Additional programs such as conflict mediation, Cloud 9 advisory groups, and enrichment activities through the Think Together after-school program, ASES, and ELOP have positively impacted student relationships and provided valuable learning opportunities. These initiatives reflect our commitment to fostering a supportive and enriching environment for all students."	New Horizons Charter Academy values the opportunities and processes for building partnerships to improve student outcomes. We believe that improving these partnerships involves establishing a shared vision and goals with schools and community stakeholders. Open communication channels and regular engagement provide opportunities for parents to actively participate and provide feedback.
The school will focus on providing consistent family education opportunities, such as Parent Education Nights, that focus on community building, attendance, parenting, and child development. By prioritizing these areas, we can foster strong partnerships with parents, leading to improved student outcomes and a sense of shared responsibility for their child's success.	At New Horizons Charter Academy, the Dean of Climate and the Parent Coordinator are key to engaging underrepresented families and building strong partnerships to enhance student outcomes.
The Dean of Climate fosters a positive school culture by implementing Positive Behavioral Interventions and Supports (PBIS), ensuring every student feels valued. The Dean also leads conflict mediation, organizes community-building activities, and continually monitors and adjusts the school climate based on feedback, addressing the needs of underrepresented families.
The Parent Coordinator focuses on direct family engagement through managing communication platforms like MobileApp and Class Dojo, conducting annual surveys, and coordinating educational meetings such as “Coffee with the Principal” and Parent In Action Meetings. They facilitate access to mental health resources and tutoring, organize Parent Education Nights on topics like community building and child development, and recruit parents for school councils like ELAC and SSC.
Together, the Dean of Climate and the Parent Coordinator ensure that underrepresented families are actively engaged and supported, leading to improved student outcomes and a shared sense of responsibility for every child's success at New Horizons Charter Academy.	"Based on the analysis of educational partner input and the results of our Spring 2024 End of Year Parent surveys, NCHA’s current strengths and progress in seeking input from decision making are evident. Key highlights from the survey include:
?	56 families responded “strongly agree” and 39 “agree,” that if I were passionate or concerned about an issue the school, I know how I can get involved to have a voice in the issue or concern
?	54 families responded “strongly agree” and 42 “agree,” that my child’s school provides forums and opportunities for parents to understand and engage in major decisions
49 families responded “strongly agree” and 48 “agree,” that If asked, I or someone from my family would speak publicly and positively on behalf of my child’s school"	Improving communication with families is crucial for effective decision-making and fostering strong partnerships. Engaging a diverse range of stakeholders, including students, parents, teachers, administrators, support staff, and community members, can be achieved through various methods such as surveys, feedback sessions, focus groups, public forums, partnerships with organizations, online platforms, and staff input. By enhancing communication and considering input from these various sources, decision-makers can incorporate a wide range of perspectives and expertise, leading to more informed and inclusive decision-making outcomes. This approach ensures that all voices are heard and valued, ultimately strengthening the relationship between the school and families.	"At New Horizons Charter Academy (NCHA), we are dedicated to improving support for underrepresented families through better communication and engagement. Our plan includes several key initiatives.
•	We will enhance communication by utilizing surveys, feedback sessions, focus groups, public forums, and online platforms to ensure every family has a voice in decision-making. Engaging stakeholders such as students, parents, teachers, administrators, support staff, and community members will help us create inclusive and well-rounded outcomes.
•	Our Parent Coordinator will organize workshops and events focused on community building, parenting, and child development to foster a collaborative environment. Regular parent satisfaction surveys will help us measure safety, connectedness, and input on decision-making, allowing us to tailor our support effectively.
•	We will provide access to essential support services like mental health resources and tutoring programs, ensuring underrepresented families have the tools they need for their child's growth. Regular meetings such as “Coffee with the Principal” and Parent In Action Meetings will keep families informed and engaged.
Lastly, we will encourage parents from underrepresented families to join school councils like ELAC, SSC, and Parent Action Committees, empowering them to take an active role in their child's education.  Through these efforts, NCHA aims to build stronger partnerships with underrepresented families, ensuring they receive the support needed for their children's success."	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-25	2024
19647330128512	KIPP Academy of Innovation	3	At KIPP SoCal, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive.
Additionally, we are excited to announce that KIPP SoCal has been awarded a new Community School grant, enabling us to hire a dedicated Community School Manager for KIPP Innovation. This role will be instrumental in leading the Community School Advisory Council, engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.
While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.	At KIPP SoCal, we are two years into our implementation of Family Leadership Academy, a region-wide parent advisory group at each school. This academy serves as our School Site Council, where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.
In conjunction with this initiative, we're excited to introduce our new Community Schools Manager, who will play a pivotal role in supporting the Family Leadership Academy. This position will collaborate closely with families to enhance their leadership skills and engagement within the school and broader community.
By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Leadership Academy participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.	At KIPP SoCal, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families.
In addition, we have established a Change Team composed of staff members, families (including those from underrepresented backgrounds), and students. This team is dedicated to reviewing and implementing diversity, equity, and inclusion initiatives across our organization.
By offering a variety of engagement opportunities such as leadership roles, Family Leadership Academy meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.
Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.
Our Change Team developed KIPP SoCal's Anti-Racist Standards. These standards were shared across our regional and school networks to gather feedback and comments from team members and all school families. This input was instrumental in refining our guidelines and values as we continue to advance our journey towards becoming a more anti-racist organization.	KIPP SoCal recognizes the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.
In addition, KIPP SoCal has implemented a Family Ambassador program in collaboration with our Family Leadership Academy to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly convenings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events.

Looking forward, we are actively exploring ways to expand and integrate the Family Ambassador program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.
Furthermore, KIPP SoCal educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and Family Leadership Academy meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.
We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.	KIPP SoCal's Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.
In addition to our advocacy efforts, KIPP SoCal's incoming Community School Managers will play a crucial role in supporting our students' holistic well-being. They will collaborate closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.
Our Community School Managers will monitor student progress closely and adjust support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.
Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey.	KIPP SoCal remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin are offered in languages accessible to all school families.
In addition, KIPP SoCal has established a Change Team composed of staff members, families (including those from underrepresented backgrounds), and students. This committee is actively engaged in reviewing and implementing diversity, equity, and inclusion initiatives.	At KIPP SoCal, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and Family Leadership Academy, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.
The Family Leadership Academy, functioning as our School Site Council, empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability. 

Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they've learned.
To ensure the highest quality of engagement, KIPP SoCal provides comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.	To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at each school known as the Family Leadership Academy, which serves as our School Site Council. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.	KIPP SoCal is dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates to accommodate diverse family schedules. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.
Furthermore, KIPP SoCal has an established Change Team of staff, family members , and students. This team actively works on reviewing and implementing diversity, equity, and inclusion initiatives.	4	4	4	4	4	4	4	4	4	4	3	3	Met		2024-06-21	2024
19647330129270	Animo Mae Jemison Charter Middle	3	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes  administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue.  A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).

The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.	The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach.  Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families.   The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by our regional support staff in collaboration with local community service partners.	The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students (UPAS), a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The UPAS Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues such as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Based on the skills learned through the UPAS Community Organizing Institute, parents have student/parent-led conferences where they discuss issues affecting their communities and campus. In addition to this, the school has cultural groups, specialized advisory, and other parent programs.	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website  to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.	The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.	The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.  In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school.  Data is analyzed by school leaders to inform future policies and decisions at the school.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-28	2024
19647330129460	KIPP Vida Preparatory Academy	3	At KIPP SoCal, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive.
Additionally, we are excited to announce that KIPP SoCal has been awarded a new Community School grant, enabling us to hire a dedicated Community School Manager for KIPP Vida Preparatory Academy. This role will be instrumental in leading the Community School Advisory Council, engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.
While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.	At KIPP SoCal, we've recently launched the Family Leadership Academy, a region-wide parent advisory group at each school. This academy serves as our School Site Council, where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.
In conjunction with this initiative, we're excited to introduce our new Community Schools Manager, who will play a pivotal role in supporting the Family Leadership Academy. This position will collaborate closely with families to enhance their leadership skills and engagement within the school and broader community.
By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Leadership Academy participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.	At KIPP SoCal, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families.
In addition, we have established a Change Team composed of staff members, families (including those from underrepresented backgrounds), and students. This team is dedicated to reviewing and implementing diversity, equity, and inclusion initiatives across our organization.
By offering a variety of engagement opportunities such as leadership roles, Family Leadership Academy meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.
Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.
Our Change Team developed KIPP SoCal's Anti-Racist Standards. These standards were shared across our regional and school networks to gather feedback and comments from team members and all school families. This input was instrumental in refining our guidelines and values as we continue to advance our journey towards becoming a more anti-racist organization.	KIPP SoCal recognizes the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.
In addition, KIPP SoCal has implemented a Family Ambassador program in collaboration with our Family Leadership Academy to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly convenings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events.

Looking forward, we are actively exploring ways to expand and integrate the Family Ambassador program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.
Furthermore, KIPP SoCal educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and Family Leadership Academy meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.
We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.	KIPP SoCal's Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.
In addition to our advocacy efforts, KIPP SoCal's incoming Community School Managers will play a crucial role in supporting our students' holistic well-being. They will collaborate closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.
Our Community School Managers will monitor student progress closely and adjust support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.
Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey.	KIPP SoCal remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin are offered in languages accessible to all school families.
In addition, KIPP SoCal has established a Change Team composed of staff members, families (including those from underrepresented backgrounds), and students. This committee is actively engaged in reviewing and implementing diversity, equity, and inclusion initiatives.	At KIPP SoCal, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and Family Leadership Academy, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.
The Family Leadership Academy, functioning as our School Site Council, empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.

Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they've learned.
To ensure the highest quality of engagement, KIPP SoCal provides comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.	To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at each school known as the Family Leadership Academy, which serves as our School Site Council. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.	KIPP SoCal is dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates to accommodate diverse family schedules. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.
Furthermore, KIPP SoCal has an established Change Team of staff, family members , and students. This team actively works on reviewing and implementing diversity, equity, and inclusion initiatives.	4	4	4	4	4	4	4	4	4	4	3	3	Met		2024-06-21	2024
19647330129593	PUC Inspire Charter Academy	3	As an LEA, our strength is working at ensuring we provide workshops for parents around access to advocacy.  As an LEA we have created time and space for our partners to come together in support of building relationships.	An area of focus is to provide more opportunities and more community involvement for advocacy to our families. In addition, creating more traction in getting our families involved and in coming to the school.	We will improve engagement of underrepresented families through our parent nights and parent conference nights.  We will continue to have ample opportunities where all stakeholders are able to come together.	As an LEA, our strengths in parent engagement lies in ensuring we are providing monthly workshops for parents around important topics that have surfaced as needs.  We have monthly topics related to the content areas in Math, ELA, SPed, History, Electives, and Science.   We also have workshops with community partners in trying to help build parent capacity.  We have also added a Parent Engagement Associate who works in creating and building partnership opportunities between the school and families.
	As it relates to an area of need, we need to ensure we are providing more sessions around the special education subgroups and the parents’ needs.	To improve engagement of underrepresented families we will provide more sessions around the special education subgroups and the parents’ needs. We will also continue to have a Parent Engagement Associate who will work on bridging the gap between those areas of improvement.
	As a school, we are having monthly coffee with the principal to inform students and parents in engaging families. We have also conducted surveys and will continue to conduct quarterly surveys to assess progress.	As a school, we need to implement more from the feedback received from the surveys such as workshops around immigration and parent advocacy.  We will continue to have opportunities where we seek partner input on an ongoing basis.	The school will engage with the PUC Schools’ Department of Student and Parent Engagement and Advocacy to support with and augment the school’s parent workshop opportunities around immigration and parent advocacy.	4	4	3	4	4	3	4	3	3	4	4	3	Met		2024-06-13	2024
19647330129619	PUC Community Charter Elementary	3	PUC CCES has developed multiple opportunities for the school site to engage in 2 – way communication between families and educators. As a school site, we have a thriving Class Dojo community in which we have 100% + of our parents connected. The site leaders post messages on an on-going basis and communicate with all parents and families. Each teacher hosts their own page in which they share important updates, classroom pictures, and homework help. In addition, PCCES has an open-door policy, which means that all parents and families are welcome to meet with school leaders and/or visit classrooms at any time.	At this time, an area for improvement is supporting staff in learning more about each family’s strengths, cultures, language, etc. We plan to accomplish this by reflecting on our Family Survey data, and continuing to offer Family Nights and Coffee with the Principals that are directly targeted at the areas of need identified by families.	PUC CCES will provide opportunities for parents to engage in workshops that cover a variety of topics that will further expand their knowledge and provide tips and resources for parents. We will continue to work with our staff to provide a variety of opportunities to connect within the classroom and provide parents with opportunities to immerse themselves in the classroom community.	PCCES has monthly Family Nights, tailored to the needs of our families in support of our students. Popular family nights include Back to School Night, Data Night, Math Night and Literacy Night, in which parents receive student data, resources and information that support parents and families with supporting their children at home. In addition, PCCES has established a successful Parent Conference program, in which 100% of parents attend a conference to discuss their child’s progress, strengths, needs, etc. in-depth, which occur two times a school year (although parents are invited to request individual meetings at any time).	An area for improvement is supporting families to understand and exercise their legal rights to advocate for their students.	The school will engage PUC Schools' Department of Student and Parent Engagement and Advocacy to support and augment PCCES's parent engagement opportunities by offering organization-wide workshops, training, focus groups, interventions, and resources.	PCCES sends monthly parent calendars, newsletters, fliers, etc. to inform and engage families in joining PAC and/or ELAC meetings as well as Coffee with the Principal.  Through Coffee with the Principal, families have the opportunity to build their knowledge base and capacity in making strategic decisions. Through PAC and ELAC meetings, families have the opportunity to engage in advisory groups and provide input and feedback on policies and programs.	An area for improvement is providing opportunities for and encouraging families from underrepresented groups in the school community to engage in advisory groups and committees.	An area for improvement is providing opportunities for and encouraging families from underrepresented groups in the school community to engage in advisory groups and committees.	5	5	4	5	5	4	5	5	4	3	3	4	Met		2024-06-13	2024
19647330129627	TEACH Tech Charter High	3	This rating was based on each school’s level of success in the following practices:
? Developing the capacity of staff to build trustful and respectful relationships
? Creating welcoming environments for all families in the community
? Supporting staff to learn about each family’s strengths, cultures, languages and goals
for children.
? Developing multiple opportunities for parent and school 2-way communication.	Each school’s greatest strength was the multiple opportunities for family and staff
communication. The use of multiple communication platforms and taking the time to hold
multiple gatherings throughout the year such as Coffee with the Principal, ELAC and SSC
meetings, as well as other parent and family functions to celebrate student achievement. One area for improvement is supporting staff to learn about each family’s strengths, culture,
languages and goals for children.	This might be achieved by more home-visits and through
the additional measures each school plans to take to engage parents in an effort to reduce
absenteeism. Such measures include more parent education workshops, parents leading
educational workshops for other parents, and working with outside organizations to provide
solutions to areas of need for parents such as English language instruction and targeted
parenting strategies that support student success and achievement.	TEACH is scaling up practices such as providing professional learning and support to
teachers and Principals to improve the school’s capacity to partner with families, provide
families with resources to support learning and development in the home, and supporting
families to understand and exercise their rights to advocate for their students. Part of the
LCAP goals and actions for the upcoming school year reflect building upon these practices
and include education programs for parents to better support their students and specific
meetings with parents to support their understanding of their student’s diagnostic and
formative assessment data.	TEACH is scaling up practices such as providing professional learning and support to
teachers and Principals to improve the school’s capacity to partner with families, provide
families with resources to support learning and development in the home, and supporting
families to understand and exercise their rights to advocate for their students. Part of the
LCAP goals and actions for the upcoming school year reflect building upon these practices
and include education programs for parents to better support their students and specific
meetings with parents to support their understanding of their student’s diagnostic and
formative assessment data.	TEACH is scaling up practices such as providing professional learning and support to
teachers and Principals to improve the school’s capacity to partner with families, provide
families with resources to support learning and development in the home, and supporting
families to understand and exercise their rights to advocate for their students. Part of the
LCAP goals and actions for the upcoming school year reflect building upon these practices
and include education programs for parents to better support their students and specific
meetings with parents to support their understanding of their student’s diagnostic and
formative assessment data.	TEACH has many opportunities for families to participate in decisions that impact the school community, but
it is perceived that parents could be better informed and thus have a more meaningful role in
decision-making discussions.	The role of advisory groups and participation in advisory groups is gaining traction at
TEACH now that those meetings include all divisions, rather than being held separately.
This is helping parents get the big picture of their child’s education journey from
kindergarten through high school. This is a new practice that will continue into the 2024-
2025 school year.	Parents are also becoming more active in identifying, designing and leading their own family
engagement activities. This development has been supported by the Office of Mental Health
Services, and uses a “train the trainer” model to build capacity.	4	4	4	4	3	3	3	3	2	2	2	2	Met		2024-06-18	2024
19647330129650	Equitas Academy #3 Charter	3	Creating a warm and welcoming experience for all families is at the forefront of building partnerships.  Families are an asset to the school community and a relational approach is part of family engagement at Equitas.  Two-way communication between school and home is key and staff consistently communicate with families to support student outcomes.  Spanish translation is offered in both written and verbal communication.	There is a focus on redesigning the spaces where families have the opportunity to join and be part of shared decision making - SSC, ELAC, and CS Advisory Committees.  The redesign will support in building and strengthening relationships between school staff and families by collaborating, co-constructing experiences and making decisions together in support of student success.	Providing opportunities for underrepresented families to engage with school staff through workshops and councils that support diverse learners.  DEIA organizational priorities were developed with goals to improve outcomes in support of underrepresented families.	Strong relationships with famiies are crucial to student success. Families are provided with touchpoints such as summer orientation, monthly Cafecitos, ,monthly family nights, 2 family days, family-teacher conferences two times per year and ongoing communication between teachers and families.  Events and communication are grounded on a relational approach.	Schools will continue to provide all families learning experiences where student data is shared and analyzed. Families will receive the tools to understand how their child is progressing through multiple data points and gauge progress in meeting standards in language arts, math and other core subjects. Student data is shared at different touch points with families throughout the school year. These opportunities will support the school staff and families to monitor progress and work together to support student achievement.	Collaboration of staff and schools to support diverse learners with a focus on engaging families of underrepresented families.  Holding spaces where families can gain knowledge and tools to support at home and bridge the connection to school in support of student outcomes.	Families voices are important and necessary to ensure progress monitoring and student success.  Families are afforded the opportunity to provide feedback through a yearly family survey given two times per school year.  Family input is sought for decisions that will greatly impact them and their children.  Family members are members of task forces/committees where their voices for part of the decisions that directly impact students, families and the organization.  Family members serve as members of the School Site Council and ELAC Council where decisions are made.  The Equitas belief to do with our families and not to our families.	Equitas Academy was selected as recipients of the California Community Schools Implementation Grant beginning in  2024-2025 academic year.  This grant will support with building an advisory council to include a diverse group of educational partners that will seek feedback and ensure they are included in shared leadership and site decision-making.	Equitas Academy is in development to refine and enhance the opportunities to engage with families, especially underrepresented families (Cafecitos, SSC and learning opportunities) to grow into more robust development and engagement for educational partners.  A focus on DEIA is another point of development to include more engagement of underrepresented families.  Through these changes, the goal is to increase feedback and decision-making opportunities for all families.	3	4	3	5	3	3	4	3	4	3	5	2	Met		2024-06-20	2024
19647330129833	Global Education Academy 2	3	Global Education Academy 2 focuses on establishing strong communication with students and their families. Teachers and Staff have open in-person and digital communication with parents and reach out with concerns or celebrations of students’ progress whenever applicable. Teachers are also able to communicate with parents in-person about their child's progress at Back to School Night, two parent conferences throughout the year, and Open House. The monitoring of student progress is necessary in order to set academic goals during direct instruction, as well as during intervention. Teachers and Intervention Aides design lesson plans according to the various needs of students. Teachers use a variety of assessments (formative, summative, and observation) to determine how to adapt instruction, and inform parents about how their students are progressing in their classes.	An area for improvement is implementing more parent workshops that provide parents with various resources to aid their students’ learning at home. This is an area in which parents have expressed desire to learn. Administration, teachers and staff are continually working toward providing resources for parents.	We are sure to inform parents of students with special needs of their rights during individualized education plan (IEP) meetings, and provide them with written information covered in meetings, and will continue to do so. We also encourage families to ask questions whenever they have doubts or concerns relating to their students' academic or social progress. Furthermore, we are in the process of engaging with more community organizations in order to bring additional resources to underrepresented families (migrant families, families dealing with financial difficulties, etc.)	Global Education Academy 2 knows that home-school communication and partnership leads to student success. Teachers, staff, and administrators communicate with parents easily both in-person and through various online platforms. All teachers use Class Dojo, an app where they connect with parents. The app allows direct messaging, a page to post class announcements, and the ability to share share students' work. Additionally, the front office staff sends recorded announcements to all parents through a system called OneCall. Direct calls to specific parents are also made when necessary. The principal holds monthly meetings to discuss school related news and updates, and she sends out weekly newsletters to inform families about upcoming events. Student of the Month and Perfect Attendance assemblies are held monthly, which is a wonderful way to encourage students to keep doing their best. The focus on attendance also sends parents the message that we appreciate them for sending their students to school every day. The principal has an open-door policy for all parents, staff, and students, based on her availability, and one-on-one meetings can also scheduled to discuss any concerns or celebrations.	A continued area of improvement would be to invite additional parent leaders to join parent leadership groups and monthly Coffee with the Principal meetings on a more regular basis. GEA2 would like more parents to make suggestions and communicate certain needs on campus to the principal or staff. Based on these suggestions and needs, the principal can work with staff, teachers, and/or other parents to improve our school community.	All school communication is sent out in English and Spanish to ensure accessibility and to eliminate any communication barriers. The majority of our staff are bilingual in English and Spanish, and when necessary, translators are assigned to those staff members who do not speak Spanish. Administrators and staff members are also sure to inform families about their educational rights in both English and Spanish.	The LEA seeks input in decision-making through monthly meetings with parent boards to discuss the strengths and progress of the academic program that is in place, and other school related matters. They discuss areas of growth and how the LEA is addressing the efforts to make improvements. The LEA also holds meetings with additional administrators to discuss academic planning. The information is then analyzed and decisions are made according to the information that has been provided. Furthermore, the adminstrator's open-door policy makes it easy for parents to approach her to share their suggestions on various topics.	An area of improvement would be to invite additional parent leaders to join our parent group meetings on a more regular basis in order to make suggestions and communicate campus and student body needs and wants to the principal.	In person meeting attendance has been steadily increasing. The LEA intentionally holds meetings at different times of day throughout the school year in order to ensure a wide variety of parents are able to attend. For our parent population, school meetings on Zoom seem to stifle parent participation, as the vast majority have voiced that in-person meetings work better for them. However, the LEA still utilizes Zoom meetings for IEPs, as we have found, and parents have expressed, that this form of communication works better for them for these specific meetings. Surveys are also sent home to gain a wider reach of suggestions/information that help us improve our school community. All meetings and surveys are all held/sent out in English and Spanish, which are the primary home languages of our families.	5	5	5	5	5	5	5	3	5	4	5	4	Met		2024-06-25	2024
19647330129858	Everest Value	3	Over 75% of our staff/families who responded to the 23-24 School Climate Survey  feel the school builds relationships between the school staff and families.  A safe nurturing community (Value 4)  is built by having consistent two-way communication opportunities such as parent conferences, coffee with the principal, and opportunities to provide feedback through surveys.  The school supports parents through academic and discipline workshops and resources, and empowers parents to become involved in the school.  Families are also consistently informed of events, resources, and practices that foster learning via Parent Square, PowerSchool, ClassDojo, and Social media.  
	Based on the analysis of educational partner input, while parents rate the school high in development of partnerships, there is a need for school leads to create opportunities for staff to learn about each family’s strengths, cultures, languages, and goals for their children.
	The school will maintain  engagement of underrepresented families by implementing their parent involvement policy.  Ensuring attendance to coffee with the principal, school site council, and PTA along with many fall, winter, and spring events.  More efforts will be placed towards developing  opportunities for staff to learn about each family’s strengths, cultures, languages, and goals for their children.
	Everest Value School current strengths and progress in building partnerships for student outcomes are in providing families with resources to support student learning and development in the home.  The school has also implemented policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.  These meetings are about 2-3 times per year or more if the student is struggling.  Parents are provided with devices, online access to curriculum, and resources before, after, and on the weekend for tutoring.	Everest Value School focus areas for improvement in building partnerships for students outcomes are in providing professional development to teachers to improve capacity to partner with families with a specific focus on student outcomes and how to support families to use resources at home.	The school will maintain  engagement of underrepresented families by implementing their parent involvement policy, providing office hours, and workshops to support parents who may be struggling supporting their children at home.  Ensuring attendance to coffee with the principal, school site council, and PTA along with many fall, winter, and spring events.  More efforts will be placed towards developing workshops for staff and parents on ways they can partner to improve student outcomes and student advocacy.  
	Everest Value School current strengths and progress in seeking input for Decision Making through surveys, School Site Council, ELAC, PTA, Coffee with the Principal and staff meetings.  In addition to educational partners being invited to PTA, School Council, ELAC, and WASC,  surveys have been extended to ask parents their opinion on programs, policies, the hiring of new school principal, the Local Control Accountability Plan, and student nutrition.	Everest Value School focus areas for improvement in Seeking Input for Decision Making is training educational partners on the various programs they must provide input in.  There are sometimes when some of our educational partners have a  limited understanding of funding sources, programs, and requirements, so increasing training opportunities would be helpful.  
	Everest Value School will improve engagement of underrepresented families identified by providing opportunities for families to give feedback on family activities and provide opportunities for families to learn about various school program and compliance.    
	4	4	4	4	2	2	3	2	4	3	4	4	Met		2024-06-07	2024
19647330129866	Village Charter Academy	3	Village Charter Academy has developed capacity within staff to build relationships with families. School leaders work with both certificated and classified to provide ongoing support and guidelines. Parent surveys indicate 100% satisfaction with the school climate.	The focus area for school improvement is to continue to build capacity in our parent stakeholders. The LEA is implementing more frequent meetings and is working on rebuilding a structured parent training and volunteer program post pandemic and school closure.	In the 23-24 SY, the school was able to fully engage in on campus events, has held frequent parent advisory meetings and have provided content in up to 3 languages at a time. Frequent opportunities for parents to interact with the school and the platform to provide on going feedback helps to improve engagement of underrepresented families, along with providing resources in the primary language of the parents.	The two areas of strength in building a partnership for student outcomes is in the area of teacher training and teachers working with families to keep them informed of student progress. Teachers have access to variety of supports to increase their practice. They are able to work with administrators, coordinators and grade level leaders to increase their capacity. The meet regularly in Professional Learning Communities and develop yearly action plans that support student outcomes. Parents receive academic progress reports every 6 weeks and meet with teachers additionally throughout the year as needed.	The focus area for school improvement is to work with teachers and staff to provide professional learning and support to help build capacity in our parent stakeholders.	The LEA increased efforts to engage underrepresented families by using flexible meeting times, resources in home language and tracking parent participation. We will continue  Saturday Meetings for parents, allowing parents to continue to have virtual conferences, and holding in person and virtual SST meetings.	The LEA has an established model of governance that includes committees which are intended for all stakeholders and act as an advisory group the governing board. This allows for families to provide input on policies and programs within the school.	The focus area for improvement is to continue to build back parent volunteer opportunities on campus and community engagement events.	The LEA will improve engagement to underrepresented families by increasing communication using school wide platforms that provide translating, encouraging attendance at Parent Advisory meetings, and provide opportunities to provide feedback.	5	5	4	5	4	5	5	5	4	4	5	4	Met		2024-06-15	2024
19647330131466	Fenton STEM Academy: Elementary Center for Science Technology Engineering and Mathematics	3	The Charter School strives to create a welcoming, engaging, and nurturing learning environment for all stakeholders. The school provides multiple opportunities for building relationships through community events such as the Summer Meet and Greet, Fall and Spring Back to School Night Meetings, Open House, and ongoing School Site Council, Advisory Committees, and Fenton Charter Public Schools Board Meetings.	The Charter School analyzes data from stakeholders, student achievement, and culture through a variety of summative and formative tools.  The Charter School uses Illuminate to collect, report, analyze, and interpret weekly data regarding student progress. All formative and summative classroom assessments are placed into Illuminate. State assessment data such as ELPAC and CAASPP are also imported into the database. Illuminate is an online platform that facilitates the collection, reporting, and analysis of periodic assessments. The ability to create custom reports allows educators to analyze data in a variety of ways. Common reports include measuring the progress of significant subgroups and using proficiency levels to guide MTSS decisions. The data can be analyzed by student, class, grade-level, or schoolwide t0 determine areas of strengths and needs. It can also be analyzed over multiple years to follow trends. All of the reports are used to inform instruction and determine allocation of resources.

The Director writes a weekly newsletter to engage parents and families student integration. The Director also sends frequent phone and text message in an effort to maintain frequent and relevant communication.

Grade level parent orientation meetings are held during the first few weeks of school. These meetings are to provide information regarding instructional and behavioral expectations as well as form a clear line of communication between home and school.

Families attend parent/teacher conferences formally twice a year, and informally as needed. Parents are welcomed to chaperone field trips, assist with class parties, and host home visits. In addition, families are welcomed on campus on a monthly basis to attend award assemblies that celebrate student success.	Families are provided opportunities to receive information and share in decision making during various parent advocacy night meetings, School Site Council, and monthly board meetings. Parent concerns are addressed and commendations are celebrated. Weekly newsletters provide additional information regarding the instructional program along with strategies for working with students at home. Families are recognized as instrumental in student achievement. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.	Professional development activities are determined by the advisory committees and are selected based on a review of student assessments, new programs and policies being implemented by the state or federal government, or the specific curricular needs of the student body. As needs overlap, professional development will overlap at the five Fenton schools. For example, there are often different needs for new hires, and one school may schedule a presenter who will present a topic that is most relevant to new hires. All schools will arrange to send their new teachers to the one site for that particular presentation. The same is true for a presentation on new adoptions. All Lead Teachers may attend a presentation at one site, or one grade level may gather at one site. This type of scheduling encourages faculty with similar needs and interests at different sites to meet, interact, and share resources and knowledge. It is also a better use of fiscal and material resources.	The Charter School involves all stakeholders in the monitoring process of students. The governance board receives reports of students’ progress at the monthly board meetings. The staff looks at student data at grade-level meetings multiple times during the month. Parent orientation meetings are conducted at the beginning of every school year for all grade levels. Teachers conduct parent conference twice yearly to review student progress as well as monthly progress reports to report student progress toward mastery of standards. The school also has monthly student awards assemblies to recognize positive citizenship, achievement, work habits and attendance.	The Charter School provides ongoing trainings, professional development, and resources to support families to understand and exercise their legal rights and advocate for their own students and all students. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.	The Charter School families are highly involved and valued stakeholders. Prior to the school year beginning, families are invited to attend a “Meet and Greet.” The purpose of this event is to allow the family to explore their child’s new classroom, school facilities, and experience the overall feeling of the campus. Families are able to understand high expectations for students through experiencing this initial encounter with the school.	The Charter School will explore alternative approaches through the use of social media and increased use of text messaging to engage families.  The Charter School recently contracted with a Market Research consultant to explore ways to engage families and seek input into decision-making.	The Charter School educates and involves parents and community members in a variety of ways. Parent night meetings are held twice a year to provide critical information regarding the school's purpose, goals, and learner outcomes. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-13	2024
19647330131722	Fenton Charter Leadership Academy	3	The Charter School strives to create a welcoming, engaging, and nurturing learning environment for all stakeholders. The school provides multiple opportunities for building relationships through community events such as the Summer Meet and Greet, Fall and Spring Back to School Night Meetings, Open House, and ongoing School Site Council, Advisory Committees, and Fenton Charter Public Schools Board Meetings.	The Charter School analyzes data from stakeholders, student achievement, and culture through a variety of summative and formative tools.  The Charter School uses Illuminate to collect, report, analyze, and interpret weekly data regarding student progress. All formative and summative classroom assessments are placed into Illuminate. State assessment data such as ELPAC and CAASPP are also imported into the database. Illuminate is an online platform that facilitates the collection, reporting, and analysis of periodic assessments. The ability to create custom reports allows educators to analyze data in a variety of ways. Common reports include measuring the progress of significant subgroups and using proficiency levels to guide MTSS decisions. The data can be analyzed by student, class, grade-level, or schoolwide t0 determine areas of strengths and needs. It can also be analyzed over multiple years to follow trends. All of the reports are used to inform instruction and determine allocation of resources.

The Director writes a weekly newsletter to engage parents and families student integration. The Director also sends frequent phone and text message in an effort to maintain frequent and relevant communication.

Grade level parent orientation meetings are held during the first few weeks of school. These meetings are to provide information regarding instructional and behavioral expectations as well as form a clear line of communication between home and school.

Families attend parent/teacher conferences formally twice a year, and informally as needed. Parents are welcomed to chaperone field trips, assist with class parties, and host home visits. In addition, families are welcomed on campus on a monthly basis to attend award assemblies that celebrate student success.
	Families are provided opportunities to receive information and share in decision making during various parent advocacy night meetings, School Site Council, and monthly board meetings. Parent concerns are addressed and commendations are celebrated. Weekly newsletters provide additional information regarding the instructional program along with strategies for working with students at home. Families are recognized as instrumental in student achievement. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.	Professional development activities are determined by the advisory committees and are selected based on a review of student assessments, new programs and policies being implemented by the state or federal government, or the specific curricular needs of the student body. As needs overlap, professional development will overlap at the five Fenton schools. For example, there are often different needs for new hires, and one school may schedule a presenter who will present a topic that is most relevant to new hires. All schools will arrange to send their new teachers to the one site for that particular presentation. The same is true for a presentation on new adoptions. All Lead Teachers may attend a presentation at one site, or one grade level may gather at one site. This type of scheduling encourages faculty with similar needs and interests at different sites to meet, interact, and share resources and knowledge. It is also a better use of fiscal and material resources.	The Charter School involves all stakeholders in the monitoring process of students. The governance board receives reports of students’ progress at the monthly board meetings. The staff looks at student data at grade-level meetings multiple times during the month. Parent orientation meetings are conducted at the beginning of every school year for all grade levels. Teachers conduct parent conference twice yearly to review student progress as well as monthly progress reports to report student progress toward mastery of standards. The school also has monthly student awards assemblies to recognize positive citizenship, achievement, work habits and attendance.	The Charter School provides ongoing trainings, professional development, and resources to support families to understand and exercise their legal rights and advocate for their own students and all students. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.	The Charter School families are highly involved and valued stakeholders. Prior to the school year beginning, families are invited to attend a “Meet and Greet.” The purpose of this event is to allow the family to explore their child’s new classroom, school facilities, and experience the overall feeling of the campus. Families are able to understand high expectations for students through experiencing this initial encounter with the school.	The Charter School will explore alternative approaches through the use of social media and increased use of text messaging to engage families.  The Charter School recently contracted with a Market Research consultant to explore ways to engage families and seek input into decision-making.	The Charter School educates and involves parents and community members in a variety of ways. Parent night meetings are held twice a year to provide critical information regarding the school's purpose, goals, and learner outcomes. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-13	2024
19647330131771	KIPP Ignite Academy	3	At KIPP SoCal, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive.
Additionally, we are excited to announce that KIPP SoCal has been awarded a new Community School grant, enabling us to hire a dedicated Community School Manager for KIPP Ignite Academy. This role will be instrumental in leading the Community School Advisory Council, engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.
While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.	At KIPP SoCal, we are two years into our implementation of Family Leadership Academy, a region-wide parent advisory group at each school. This academy serves as our School Site Council, where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.

In conjunction with this initiative, we're excited to introduce our new Community Schools Manager, who will play a pivotal role in supporting the Family Leadership Academy. This position will collaborate closely with families to enhance their leadership skills and engagement within the school and broader community.

By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Leadership Academy participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.	At KIPP SoCal, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families.
In addition, we have established a Change Team composed of staff members, families (including those from underrepresented backgrounds), and students. This team is dedicated to reviewing and implementing diversity, equity, and inclusion initiatives across our organization.
By offering a variety of engagement opportunities such as leadership roles, Family Leadership Academy meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.
Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.
Our Change Team developed KIPP SoCal's Anti-Racist Standards. These standards were shared across our regional and school networks to gather feedback and comments from team members and all school families. This input was instrumental in refining our guidelines and values as we continue to advance our journey towards becoming a more anti-racist organization.	KIPP SoCal recognizes the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.
In addition, KIPP SoCal has implemented a Family Ambassador program in collaboration with our Family Leadership Academy to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events.

Looking forward, we are actively exploring ways to expand and integrate the Family Ambassador program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.
Furthermore, KIPP SoCal educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and Family Leadership Academy meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.
We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.
	KIPP SoCal's Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.
In addition to our advocacy efforts, KIPP SoCal's incoming Community School Managers will play a crucial role in supporting our students' holistic well-being. They will collaborate closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.
Our Community School Managers will monitor student progress closely and adjust support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.
Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey.
	KIPP SoCal remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin are offered in languages accessible to all school families.
In addition, KIPP SoCal has established a Change Team composed of staff members, families (including those from underrepresented backgrounds), and students. This committee is actively engaged in reviewing and implementing diversity, equity, and inclusion initiatives.	At KIPP SoCal, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and Family Leadership Academy, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.

The Family Leadership Academy, functioning as our School Site Council, empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability. 

Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they've learned.
To ensure the highest quality of engagement, KIPP SoCal provides comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.	To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at each school known as the Family Leadership Academy, which serves as our School Site Council. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.	KIPP SoCal is dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates to accommodate diverse family schedules. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.

Furthermore, KIPP SoCal has an established Change Team of staff, family members, and students. This team actively works on reviewing and implementing diversity, equity, and inclusion initiatives.	4	4	4	4	4	4	4	4	4	4	3	3	Met		2024-06-21	2024
19647330131797	KIPP Promesa Prep	3	At KIPP SoCal, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive.
Additionally, we are excited to announce that KIPP SoCal has been awarded a new Community School grant, enabling us to hire a dedicated Community School Manager for KIPP Promesa Prep. This role will be instrumental in leading the Community School Advisory Council, engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.
While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.	At KIPP SoCal, we've recently launched the Family Leadership Academy, a region-wide parent advisory group at each school. This academy serves as our School Site Council, where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.
In conjunction with this initiative, we're excited to introduce our new Community Schools Manager, who will play a pivotal role in supporting the Family Leadership Academy. This position will collaborate closely with families to enhance their leadership skills and engagement within the school and broader community.
By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Leadership Academy participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.	At KIPP SoCal, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families.
In addition, we have established a Change Team composed of staff members, families (including those from underrepresented backgrounds), and students. This team is dedicated to reviewing and implementing diversity, equity, and inclusion initiatives across our organization.
By offering a variety of engagement opportunities such as leadership roles, Family Leadership Academy meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.
Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.
Our Change Team developed KIPP SoCal's Anti-Racist Standards. These standards were shared across our regional and school networks to gather feedback and comments from team members and all school families. This input was instrumental in refining our guidelines and values as we continue to advance our journey towards becoming a more anti-racist organization.	KIPP SoCal recognizes the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.
In addition, KIPP SoCal has implemented a Family Ambassador program in collaboration with our Family Leadership Academy to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly convenings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events.

Looking forward, we are actively exploring ways to expand and integrate the Family Ambassador program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.
Furthermore, KIPP SoCal educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and Family Leadership Academy meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.
We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.	KIPP SoCal's Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.
In addition to our advocacy efforts, KIPP SoCal's incoming Community School Managers will play a crucial role in supporting our students' holistic well-being. They will collaborate closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.
Our Community School Managers will monitor student progress closely and adjust support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.
Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey.	KIPP SoCal remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin are offered in languages accessible to all school families.
In addition, KIPP SoCal has established a Change Team composed of staff members, families (including those from underrepresented backgrounds), and students. This committee is actively engaged in reviewing and implementing diversity, equity, and inclusion initiatives.	At KIPP SoCal, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and Family Leadership Academy, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.
The Family Leadership Academy, functioning as our School Site Council, empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability.

Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they've learned.
To ensure the highest quality of engagement, KIPP SoCal provides comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.	To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at each school known as the Family Leadership Academy, which serves as our School Site Council. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.	KIPP SoCal is dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates to accommodate diverse family schedules. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.
Furthermore, KIPP SoCal has an established Change Team of staff, family members , and students. This team actively works on reviewing and implementing diversity, equity, and inclusion initiatives.	4	4	4	4	4	4	4	4	4	4	3	3	Met		2024-07-21	2024
19647330131821	Collegiate Charter High School of Los Angeles	3	The school regularly works to create and maintain relationships between school staff and families. A majority of  families reported feeling the school responds positively to the social emotional learning needs of the students which  helps to build positive relationships. Collegiate provides numerous opportunities for communication between the  school and families: 
- Parent conferences twice a year 
- Daily personal calls home to families of any absent students 
- A minimum of three families contacted by teachers each week 
- Monthly parent meetings 

This year we added a bi-weekly newsletter and increase our social media presence in order to keep our families  updated	An area of growth identified by the Leadership Team at the school is parent engagement has dropped dramatically  post pandemic. Parent engagement is a key factor of success as identified by our charter and therefore we must  continue to improve opportunities and accessibility for our parents to our staff. By increasing parent engagement, our  community will continue to grow and improve socially and academically.	Collegiate has hired a new bilingual principal who has a track record of strong parent engagement. We also have  been prioritizing bilingual staff when making new hires and will have over 75% bilingual staff. 

Per input from families, we have heard that they would like like a dedicated space to use as a parent center. We  have requested additional space from LAUSD to host such a space for families.	This year Collegiate partnered with families of students who had patterns of low attendance with in-person meetings  to seek individualized solutions to improve their attendance. The meetings resulted in improvement in the students’  attendance rates and allowed the school to create better protocols for helping students with attendance.	It is imperative that we build relationships with our families earlier in the year and get them involved in our school in a  variety of ways in order to build stronger relationships. Our goal this year is to engage with families in a variety of  ways in order to help them be a part of our decision making process and improve relationships with staff. We will also work on improving the engagement in parent councils such as the English Language Advisory Council and the  Parent Advisory Council. We will also be seeking more external organizations to partner with to help improve parent  engagement.	We will improve engagement of underrepresented families to build partnerships for student outcomes by being  intentional with training our staff on inclusivity, sensitivity and diversity, so that they can understand and respond  appropriately to all student needs. This will help them prepare more culturally relevant lessons and engage with  families with empathy and understanding. By developing meaningful lessons, all students, especially those that are  usually underrepresented, are more likely to engage with the materials and achieve better student outcomes. Finally,  we will gather feedback from our families throughout the school year as opportunities arise, like at the end of an IEP  to ensure they feel like an active partner in their student’s outcomes.	The school is slated for success in seeking input from families for decision-making because a majority of parents  reported they are actively involved with the school so they are up to date on what is happening with our school.  However, this has only translated to be a one way street. We need to get parents actively engaged in the decision  making process which involves a higher time commitment from our families. So far, families like to know what is  happening in our school, but have shown a reluctance to participate in our school policies.	Participation in advisory councils (ELAC and PAC) was down compared to pre-pandemic participation. We also had  slightly lower response rates to surveys we invited parents to respond to this year. Our focus this year is to ensure  that anytime we have one-on-one time with families we use that time to ensure all surveys are filled out and offer them opportunities to join our different councils. We also want to get our families involved with our office and to help out at the school whenever possible in order to build a better sense of community.	We will ensure that more families are involved in the Parent Advisory Council (PAC) and English Learner Advisory  Council (ELAC), our primary opportunities for families to directly participate in decision making. We will seek best  practices from other high schools to learn what has been working for them. We will also leverage input from parent  focus groups specifically about strategies for increasing parent involvement. Our parent coordinator will also serve as  a liaison to support parent input from underrepresented families in high-stakes decision making.	3	3	4	4	3	3	4	2	2	1	2	2	Met		2024-06-26	2024
19647330131904	Libertas College Preparatory Charter	3	On the most recent family survey, 97.5% of families said that they agreed or strongly agreed that family engagement is a high priority for the school and 97.5% said that ParentSquare greatly increased home and school communication. The survey had similar rates of stating that they were informed of school events. 
These results speak to the effectiveness of Libertas’ communication with home and monthly Coffee with the Admin where families are encouraged to come and meet with school leadership.	Our school’s focus area for improvement is to ensure that all families know the mental health resources that are available to their child at school. Last year, only 68% of families felt that they were informed about access to mental health resources. We have increased that to 85% this year. As a school that priorities having a social worker on site every day we want both families and students to know that Ms. Valdez is a resource for all students.	This year, Libertas’ family attendance at Coffees with the Admin, cultural celebrations, and awards event is proportional to the demographic backgrounds of our students. Anecdotally families have shared that they are happy to be back on campus engaging in events like Literacy Night, Math Night, and our Small Business Pop Ups. We will continue to offer these events and message them through ParentSquare, Instagram, and Facebook. Next year we will advertise our family surveys more broadly to increase the survey feedback from our families.	Libertas is building more bridges home with implementing Family Literacy Nights and Family Math Nights as well as hosting High School Options Workshops and multiple follow up office hours for families to ensure that they are able to be an active participant in their children’s academic progress.	Libertas’ parent conference attendance ranged between 92-98% this year. And, while most parents surveyed (95%) felt that they agreed or strongly agreed that they are informed of their child’s academic progress we feel there is room to continue to improve communication. As a result, we are going to review our academic data tracking systems to ensure that teachers and parents are able to quickly understand find their child’s academic mastery.	We are working with our Director of Special Projects to set new goals for the percent of families who are actively engaged with us on ParentSquare, Instagram, or Facebook.	Libertas’s strength and score of a 4 (full implementation) is based on the regularity and consistency that the school leadership holds School Site Councils, public board meetings, and ELAC meetings. Parent and student feedback will also be part of community workshops and needs assessments to continue to determine the future areas of growth for the school.	An area of growth is to increase the publicity in order to increase the involvement in the SSC. Additionally working with our Director of Special Projects working to take feedback from families for workshop topics or to gauge interest in parent-run councils.	We can become more intentional about outreach to families and cultivating parent leaders who can reach out to other families.	4	5	4	5	4	4	4	3	4	3	3	3	Met		2024-06-15	2024
19647330132027	University Preparatory Value High	3	Over 75% of our staff/families who responded to the 23-24 School Climate Survey  feel the school builds relationships between the school staff and families.  A safe nurturing community (Value 4)  is built by having consistent two-way communication opportunities such as parent conferences, coffee with the principal, and opportunities to provide feedback through surveys.  The school supports parents through academic and discipline workshops and resources, and empowers parents to become involved in the school.  Families are also consistently informed of events, resources, and practices that foster learning via Parent Square, PowerSchool, and Social media.	Based on the analysis of educational partner input, while parents rate the school high in development of partnerships, there is a need for school leads to create opportunities for staff to learn about each family’s strengths, cultures, languages, and goals for their children.	The school will maintain  engagement of underrepresented families by implementing their parent involvement policy.  Ensuring attendance to coffee with the principal, school site council, and PTA along with many fall, winter, and spring events.  More efforts will be placed towards developing  opportunities for staff to learn about each family’s strengths, cultures, languages, and goals for their children.	University Preparatory Value High School  current strengths and progress in building partnerships for student outcomes are in providing families with resources to support student learning and development in the home.  The school has also implemented policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.  These meetings are about 2-3 times per year or more if the student is struggling.  Parents are provided with devices, online access to curriculum, and resources before, after, and on the weekend for tutoring.	University Preparatory Value High School  focus areas for improvement in building partnerships for students outcomes are in providing professional development to teachers to improve capacity to partner with families with a specific focus on student outcomes and how to support families to use resources at home.	The school will maintain  engagement of underrepresented families by implementing their parent involvement policy, providing office hours, and workshops to support parents who may be struggling supporting their children at home.  Ensuring attendance to coffee with the principal, school site council, and PTA along with many fall, winter, and spring events.  More efforts will be placed towards developing workshops for staff and parents on ways they can partner to improve student outcomes and student advocacy.	
University Preparatory Value High School  current strengths and progress in seeking input for Decision Making through surveys, School Site Council, ELAC, PTA, Coffee with the Principal and staff meetings.  In addition to educational partners being invited to PTA, School Council, ELAC, and WASC,  surveys have been extended to ask parents their opinion on programs, policies, the Local Control Accountability Plan, and student nutrition.	University Preparatory Value High School  focus areas for improvement in Seeking Input for Decision Making is training educational partners on the various programs they must provide input in.  There are sometimes when some of our educational partners have a  limited understanding of funding sources, programs, and requirements, so increasing training opportunities would be helpful.  
	University Preparatory Value High School  Value School will improve engagement of underrepresented families identified by providing opportunities for families to give feedback on family activities and provide opportunities for families to learn about various school program and compliance.	4	4	4	4	2	3	3	3	3	3	4	4	Met		2024-06-07	2024
19647330132084	Alliance Marine - Innovation and Technology 6-12 Complex	3	"At Alliance Marine - Innovation and Technology 6-12 Complex, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 98% of Parents and 98% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 97% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 96.5% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	"	"Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	"	"Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	"	"At Alliance Marine - Innovation and Technology 6-12 Complex, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 98% of Parents and 98% of Scholars, responded positively in questions regarding College Success at our school.  Our school also prioritizes outreach to families by organizing and planning workshops.  When asked about this, 97% of Parents Agreed or Strongly Agreed that our school provides regular opportunities for them to learn how to help their child succeed in school.  In addition, 96.5% of Parents responded positively in questions regarding Teaching and Learning at our school.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars.	"	"Although our school's data is strong regarding Building Partnerships for Student Outcomes, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents regarding scholar academic success, as well as continued to work on improving our support of families via parent workshops.  We believe that these continued efforts will result in improvements in supports for all our scholars, both in the home and at school.	"	"Due to the historically underserved community we serve, much of our work in engaging familes as partners for student outcomes has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in supporting the success of their child.  In addition, we have continued to expand supports of our scholars and families via parent workshops, offered with translation support, to ensure that our scholars experience all possible supports both at home and in the school.	"	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust bi-annual LCAP educational partner engagement events for all educational partner groups.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 95% of Parents Agreed or Strongly Agreed that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school.	"	"Although our school's data is strong regarding Seeking Input for Decision-Making, we are continuing to increase our efforts to engage all members of our school community in building systems of support for our scholars.  To this end, we have continued to strengthen our outreach to parents to encourage attendance of our bi-annual Educational Partner Engagement events, as well as our surveys designed to facilitate further feedback.  We believe that these continued efforts will result in continued improvement in our process for seeking input from all Educational Partners.	"	"Due to the historically underserved community we serve, much of our work in seeking input for decision making has been focused on removing barriers to this engagement by families in the home.  As such, our staff engages in consistent and targeted outreach that is designed to remove any barriers, such as language acquisition or experience in the American educational system, that might have historically hindered families in providing feedback and in expressing their voices in our school's decision making process.  In addition, we have continued to expand targeted outreach for these familes, to ensure that our all educational partners have equitable voice in decision making at their child's school.	"	3	5	5	3	3	5	5	3	3	3	3	3	Met		2024-06-05	2024
19647330132126	Bert Corona Charter High	3	The BCCHS Youth Truth report synthesized feedback from 345 respondents across all students, parents/guardians, support staff, teachers, and administrators. The response rate was 72%.
Building positive relationships with students and families is a pillar of our LAUSD-approved charter petition. As a charter school intentionally designed to be small, we view the relationship between the school and home as essential to student success academically, socially, and emotionally during the most challenging time in a person’s development.
Teachers are expected to develop positive relationships with students and families. Through regular communication with parents/guardians, our teachers seek to partner with families and create a bond based on mutual trust and respect. 
Since 2019, BCCHS has provided coordinated community services for a significant number of unhoused students and families. While this group is a small percentage of our enrollment, we recognize the destabilizing effects even temporary homelessness has on a family, and the impact on educational outcomes for the student.
Our 2023-24 Youth Truth Survey “Relationships” Theme data validates our efforts with families have been successful: Families: “The degree to which families experience positive relationships in their school based on respect, care, and approachability.” (89% positive; increase 3%; 4.25 rating); “Teachers and students care about each other.” (88% positive; increase 12%; 4.12 rating)
The school’s administrative structure - four teams each with a dedicated administrator - instruction, school climate & culture, community schools, and operations, has been crucial to our learning community’s connection with our families. While the focus of each team is distinct, each has a responsibility to support teachers with family relationships in order to support the whole student. Additionally, members from each team serve on the MTSS and have roles in the McKinney-Vento support for students.
As a small high school our Guidance Counselor establishes personal relationships with each student’s family. To deepen the relationship and parent knowledge of preparing for college and career, the counselor provides several workshops each year on topics to educate parents on college and career readiness.
Parents are welcome to contact teachers regarding their child’s progress. The administrative teams described above are often involved with families to create a system of support for the student. Additionally, twice per year we hold six days of in-person parent conferencing with teachers to discuss student progress.
The school holds a variety of cultural events representative of the ethnic and cultural backgrounds of our entire learning community. These events are intentionally integrated into our planning calendar each year to demonstrate respect for the various backgrounds of students, families and staff.	"The Youth Truth Survey questions aligned to building relationships seek to gauge different aspects based on the stakeholder group. For the 2024-25 academic year, we will prioritize actions/activities directed to the following Youth Truth Survey ""Relationships"" items:

Students: “The degree to which students feel they receive support and personal attention from their teachers.” (40% positive; increase 7%; 3.55 rating); “Students treat adults with respect.” (36% positive; increase 4%); “The degree to which students feel welcome at their school and have collaborative relationships with their classmates.” (51% positive; increase 5%; rating 3.43)

Staff: “Staff treat students with respect.” (68% positive); “Students treat staff with respect.” (36% positive); Professional Development  & Support theme (62% positive)"	- Climate & Culture/Community Schools Team: MTSS, TFI, PBIS implementation
- College/Career Counselor: Expanding College Counseling
- Instructional Team: Relay & SchoolMint Grow	OUR SURVEY DATA STRENGTHS - Families: Youth Truth Engagement Theme 
“The degree to which families are engaged in their school and empowered to influence decision-making.” (Overall 80% positive, which is an increase of 11%; overall average rating 3.97); “My child is getting a high-quality education at this school.” (84% positive; an increase of 2%; 4.12 rating); “My school sets high expectations for students.” (87% positive; 4.18 rating); “Discipline in this school is fair.” (78% positive; rating 3.97); Resources (Overall 90% positive; 4.22 overall rating)
The pre-service professional development in Summer 2023 included multiple sessions by Relay Graduate School of Education. Two sessions were specific to building relationships: “Harnessing Identity to Build Trust” and “Deepening Connections with Families & Students” (July 28, 2023). The school carried these themes through the academic year, and will do so again for the 2024-25 academic year. 
Teachers are supported throughout the year through professional development building from the regular instructional coaching they receive from the Coordinator of Instruction. The Coordinators of Culture & Climate as well as the Community Schools Teams, regularly collaborate with administration to design relevant professional development for teachers to address PBIS implementation and MTSS. The school also has six days dedicated to individual teacher conferencing with parents (3 fall/3 spring). The average parent attendance for the school for the dedicated parent conferences over the current year exceeded 70%.
We maintain a section on the school website with resources for parents to assist the continuity of student learning at home, including direct links to various digital platforms. All of our curricula are digital and posted in Google Classroom for ease of student access at home, and available for parents to monitor at home. Parents also receive regular communications from teachers about the academic progress of their child; and parents receive a login to Infinite Campus so they can view student academic marks at any time. Teachers are available for conferencing by appointment throughout the year.
For special student populations, we have events and committees targeted to their needs. For example, this year we initiated SpEd Meet ‘n Greets for both fall and spring semesters to better engage the parents of these students who may have gone “unseen” in their prior educational setting. This is aimed at ensuring parents that we are here to partner with them for their child’s success in alignment with their IEPs. 
Additionally, our ELAC/EL-PAC holds meetings aligned to data timelines to discuss the specific needs of the English learner population (e.g., CA Dashboard, state-verified data platform BOY-MOY-EOY; English Language Proficiency Assessments for California, reclassification consultation, etc. )
Our Board of Directors annually evaluates our parent involvement policy as a Title I school, and makes revisions	The Youth Truth Survey Engagement Theme questions aligned to building partnerships for student outcomes seek to gauge different aspects based on the stakeholder group.

Students: “The degree to which students perceive themselves as engaged with their school and education.” (Overall 50% positive, which is an increase of 2%; Overall average rating 3.49); “I am getting a high-quality education at this school.” (45% positive; 3.39 rating); “Most of my teachers don’t let people give up when the work gets hard.” (56% positive; 3.61 rating); “Discipline in this school is fair.” (43% positive; increase 3%; rating 3.29)

Staff: “The degree to which staff feel engaged in their work and empowered to influence their schools.” (Overall 80% positive; overall average rating 3.93); “Students are getting a high-quality education at this school.” (63% positive; 3.7 rating); “My school sets high expectations for students.” (57% positive; 3.53 rating); “Discipline in this school is fair.” (37% positive; rating 2.9); Professional Development & Support (Overall 62% positive; 3.66 overall rating)	"Continue Parent Conference Days (6 days/year); increase parent engagement/attendance at schoolwide events; hold Fall & Spring SpEd events; set expectations for teacher communication ""touch-points"" about student progress; MTSS process."	As a small charter school, we seek to involve parents and other community members in providing input for decisions that impact the school. The current charter petition describes the formal governance structure of the organization. Our Board encourages and expects the leadership to provide multiple opportunities to families and staff to engage in discussions to inform site-level decision making, and feedback to the Board on issues faced by the school. All families and staff have opportunities to provide input on plans for school improvement, such as the LCAP and event planning.

While families are encouraged to participate in local governing board meetings and site-based committees, we know that these opportunities may be at inconvenient times. To address this, we hold monthly Café con los directores (Coffee with the Principal) as an informal setting for parents/families to share their thoughts on a wide range of issues and to raise concerns that require addressing by the administration.

Throughout the year, the school holds workshops geared to parents on supporting their child’s learning, emotional well-being and wellness, bullying prevention, social media, college awareness, and readiness, among other topics. We maintain an “open door” policy for parents and staff to speak with the Executive Administrator about any concerns they may have related to the school and/or their child. Parents often use the open-door policy to meet with the executive administrator and other members of the administrative team.

Families: “The degree to which families are engaged in their school and empowered to influence decision-making.” (Overall 80% positive which is an increase of 11%; overall average rating 4.12)
Staff: “The degree to which staff feel engaged in their work and empowered to influence their schools.” (Overall 80% positive; overall average rating 3.93)	While the data analysis from families and staff do not demonstrate a “need,” we continue to develop the capacity of our families and staff in participating in the various committees and engaging with our Board of Directors on policies/procedures and strategic planning that impact students, families and staff.	Maintain accurate engagement activity calendar on the website; upcoming events/reminder SIS-programmed calls, emails and text messages	5	5	5	5	5	5	5	5	4	4	5	4	Met		2024-06-24	2024
19647330132282	Ednovate - East College Prep	3	East College Prep has continued to leverage its now Parent Advisory Committee (PAC), English Language Advisory (ELAC), and Coffee with the Principal to engage our parents as partners this year. Elected members and involved parents meet quarterly and formally to provide important input and feedback on the governance and operation of East College Prep and participate in school decisions through the PAC, and ELAC. These councils' agenda consists of analyzing data (academics, attendance, school budget implementation, English learner support and student wellness) and making recommendations to the school’s leadership for improving school-wide performance in the key indicators. In addition to these formal structures, all families continue to engage through monthly Coffee with the Principal meetings and provide their input at least quarterly, through our parent surveys. These councils provide an ongoing opportunity for two-way communication, engaging our parents as partners and consistent feedback between families and the school, including processes for parents to initiate desired activities, plan events, and provide input to the school’s leadership. 
Our PAC continues to play a pivotal role in the school’s accountability to our students, families, and community. The PAC contributed to our Wellness Policy this year, reviewed Student Performance Data, and continues to review and provide guidance on where funds are needed. 
East College Prep English Learner Advisory Committee (“ELAC”) continues to provide input in advising East College Prep and collaborating with the PAC on programs and services for English learners. The ELAC acts in an advisory capacity to advocate and ensure our ELL students' needs are met and supported. It is not a decision making body, but it is the voice of the English Learner community. This year our ELAC has provided feedback thus far on ELPAC data, our EL Needs assessment, Student Performance data, and LCAP. 
Parents continue to be eager to engage and discuss the topics and information in our PAC/ELAC agendas and use this space to build their community, foster connections, and share their ideas and feedback with our school to make decisions.
Communication with families has always been and continues to be a strength of East College Prep. To date, monthly Coffee with the Principal's has an average of 50 or more families in-person and virtual attendance. We have also had an average of 95% attendance at Report Card Pick- Up this year. Furthermore, we launched our workshops for parents to learn more about topics such as mental health and drug awareness at a time that is more convenient for them.	East College Prep has made significant strides in building relationships between school staff and families. East College Prep is constantly working to improve and continuously grow. Some of the areas to improve are parent engagement and attendance. Parents are eager to engage in discussions and share their ideas and feedback with the school. Programs like the Parent Advisory Committee ( PAC), and English Language Advisory ( ELAC) have encouraged parents to build community, foster connections, and learn more about relevant topics. A priority is to enhance East College Prep translation services during in-person meetings to encourage parent participation. 

Additionally, East College Prep plans to include testimonials and quotes from current parents who have found value in East College Prep PAC & ELAC community spaces. Finally, East College Prep aims to provide more specific details on the topics covered during Parent Workshops to entice more parents to attend these informative workshops. Lastly, we look to continue to expand the Parent Ambassadors Group to learn, and participate in community as well as civic engagement in the coming year.	At East College Prep, we are committed to creating a supportive and inclusive environment where everyone feels respected and valued. To achieve this goal, we always seek ways to engage with underrepresented families and make them feel like they are an integral part of our community. For instance, we offer a range of options to ensure that all families have equal access to our resources and services, such as resource/community fairs, wellness fairs, and easy accessibility to resources via text, email, or phone. Effective communication is vital to fostering stronger family-school partnerships, which, in turn, can lead to improved student outcomes. By prioritizing communication and taking extra steps to engage underrepresented families, we are working towards building a more inclusive and welcoming school community. We continue to grow in looking for consistent translation services for all meeting spaces, and continue to provide parent workshops in topics such as ELPAC testing, Financial Aid, College 101, and Mental Health Topics.	At East College Prep we have created a school culture where parents and families are embraced as partners in the education of their children. East College Prep holds mandatory parent-teacher conferences every quarter. East College Prep  communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of East  College Prep student information system, Illuminate, and  behavior information through Dean’s List. Additionally, we solicit regular feedback from families and students through bi-weekly network-wide check-in and satisfaction surveys. Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of the Student/Parent Handbook: Guide to Thrive, indicating that they understand the East  College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”:
- Attend parent-teacher conferences every ten weeks
- Monitor homework assignments daily. 
- Provide time and space for their child to do homework each night
- Talk with their child about school
- Support the code of conduct, the dress code, and the homework policy of East College Prep 
- Treat East College Prep School faculty and staff with respect	At East College Prep, the school is working hard to ensure that students have the support and services they need to succeed. These resources include tutoring, counseling, and mentoring programs for students needing extra help. Through the 1:1 Chromebook program, students can also benefit from additional support, such as personalized tutoring opportunities, instructional aides, credit recovery and summer programs. Students can achieve their outcomes with these resources. East College Prep continues to grow in providing diverse opportunities through clubs, sports, and events for each student. East College Prep continues to expand its community partnerships to expand services, resources, and opportunities to achieve a wraparound approach for each student.	Through East College Prep self-reflection, we have identified areas to support underrepresented families better and significantly impact student outcomes, particularly our low-income English learners and foster youth. To this end, East College Prep has developed a culture team to provide further assistance and mental health support for all students experiencing trauma, grief, or other mental health issues. We recognize the importance of increasing student services and building awareness among our community. To achieve this, East College Prep plans to continue to host student and parent workshops, events, and resource/wellness fairs to promote services and programs for our families. Our teachers also focus on strengthening social-emotional support strategies to ensure students have the safest and most supportive environment.	East College Prep encourages parents to participate in school decisions through the Parent Advisory Council (PAC) and the English Language Advisory Committee (ELAC). Both groups offer continuous two-way communication and feedback opportunities between parents and the school to improve school-wide performance. The PAC and ELAC analyze dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership. For example, the PAC allows parents to initiate desired activities and plan events. Parents need to stay informed about ELAC and PAC meetings and processes, and East College Prep staff ensures timely communication in both English and Spanish to maximize participation and involvement from parents. 

Parents are also encouraged to:
- Attend parent workshops.
- Serve as volunteers.
- Assist in planning school events, and attending community events on behalf of the school.
- Meet with teachers as questions and concerns arise and attend student parent conferences.
- Attend monthly Coffee with the Principal meetings.
- Participate in our quarterly surveys
- Participate in our annual wellness survey
- Participate in our LCAP Public Hearing
- Participate in our English Learner Survey
	East College Prep believes that it is important to consider the areas where students may need continuous intervention or face unique circumstances impacting their academic performance. East College Prep strongly believes in a collaborative approach that involves students, parents, teachers and school administrators to ensure everyone in the school community is involved in the school decision-making process. By working together in spaces like the Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals we can determine the best ways to support and help students achieve their goals. We are looking to expand on our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.	As East College Prep student population is mostly English Learners, Low Income, Foster Youth, and underrepresented communities our aspired improvements of working together in spaces of Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals determine the best ways to support our students achieve their goals. We look to expand our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-13	2024
19647330132928	Anahuacalmecac International University Preparatory of North America	3	Based on the analysis of educational partner input and local data, Anahuacalmecac’s current strengths and progress in Building Relationships Between School Staff and Families are evident during: 

Community Assemblies for Families,Students and General School - The community assembly is a forum where Teachers, students, staff and parents are invited to share feedback and input on educational school priorities. Teacher, students, parent and staff feedback is gathered through surveys that include Google forms, mentimeters among others.

The School Site Council at AIUP is the Anahuacalmecac Community council. AIUP provides families an opportunity to review and compare school wide performance results. Anahuacalmecac parents and teachers analyze and compare student’s schoolwide test results through several years

Community, ELPAC parent meetings, Cultural events, school site council, Student Led Conferences, 
	Based on the analysis of educational partner input and local data, Anahuacalmecac’s  focus area(s) for improvement in Building Relationships Between School Staff and Families. We have maintained 100% parental involvement through community meetings, school site council, Student Led Conferences, Data Analysis presentations, phone calls, and overall maintained communication between administration, students, parents/guardians, and the community for both internal and external communications.	Based on the analysis of educational partner input and local data,Anahuacalmecac  will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families. 

Parents and students are granted access to online instructional support materials, including as anInformation Systems Coordinator. AIUPNA will educate teachers, specialized instructional support personnel, principals, and other school leaders, and other staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners,??implement and coordinate parent programs, and build ties between parents and the school. Parents are able to communicate through a concern form that is available in the office, during assemblies, conferences and other parents meetings to express their inquiries in identifying programs to help involvement and activities and other resources. AIUPNA will to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with other Federal, State, and local programs, including public preschool programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children by providing valuable resources in local preschool programs that serve as a source for engaging in future enrollment as well as a resource for continuing families with those needs.

	Based on the analysis of educational partner input and local data, Anahuacalmecac current strengths include: 
Science, based partnerships, 
Cultural enrichment 
Expanded experiential learning opportunities. Progress in Building Partnerships for Student Outcomes has included teacher professional development, increase to access to PD and an increased number of university partner.
	Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for improvement in Building Partnerships for Student Outcomes.  Increase resources, strengthen multilingual knowledge and design experiential educational frameworks unique to our school model and context. 

	Based on the analysis of educational partner input and local data, Anawakalmekak will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes. by hiring fully multilingual staff, committed to the transformative educational goals unique to our context, and vision of education.	Based on the analysis of educational partner input and local data, Anahuacalmecac’s current strengths and progress in Seeking Input for Decision-Making, include the capacity to convene partners on a regional and statewide basis to highlight educational gaps and goals beyond our school community.  Next year our school will host a statewide summit to focus on Indigenous language community priorities.	Based on the analysis of educational partner input and local data, Anahuacalmecac’s current area(s) for improvement in Seeking Input for Decision- Making would include gaps created by the authorizing the local school district and state agencies including funding gaps, absence of policy and the failure of implementation of state law regarding linguistic rights in education. 

	Based on the analysis of educational partner input and local data, Anahuacalmecac’s will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making. These strengths establish the need to continue to support the ongoing practices of the internal designs to meet our unique community needs and contexts. 

	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-25	2024
19647330133272	PUC Triumph Charter Academy and PUC Triumph Charter High	3	PUC Triumph uses multiple ways to communicate with families, such as Smore, PowerSchool, Remind, and SchoolMint. Family communications are sent out on a daily and weekly basis or as needed.  All communications are done in English and Spanish to ensure that parents of English Learners are being communicated in their primary language.  
	The school has a long history of quarterly family nights which engage parents with the school staff.	The school sends a weekly/monthly newsletter to communicate to all families regarding updates and information for the upcoming week.	PUC Triumph exhibits many strengths in communicating with families. Families are consistently provided with resources about learning, continuing education after high school, and community resources. Our Parent Engagement Team does a great job partnering with our parents to provide wrap around services to our families in need.	One area of improvement for underrepresented families is to ensure higher attendance of underrepresented families at monthly family meetings. PUC Schools have hired a Parent and Engagement Team to support with these goals.	To improve engagement of underrepresented families and increase attendance the school will provide personal invitations and phone calls to families	PUC Triumph has established procedures for shared decision making. The school has a Parent Advisory Committee, English Learner Advisory Committee, and provides an annual parent survey regarding the school environment and each staff member.	One area of improvement for decision making is getting increased family feedback for monthly topics.	The school will improve engagement of underrepresented families by providing a parent survey on quarterly family night topics that they would like covered for our community.	5	5	4	4	5	5	5	5	4	4	4	4	Met		2024-06-13	2024
19647330133280	PUC Nueva Esperanza Charter Academy	3	Strength: At NECA, building partnerships with families is essential to our work. From the moment a student enrolls, it is a priority to learn about the family, how the student works best, the most effective way to come alongside to support the development of their child. It is clear through family interactions and involvement that staff value parents through the events held for families as well as interactions with families that are thoughtful and proactive.	Improvement: NECA can continue to ensure that all families are a part of the goal setting and monitoring process for students. NECA can also work to increase parent involvement in school sponsored activities.	NECA will improve engagement of underrepresented families, specifically ensuring all families are a part of the goal setting and monitoring process through parent-teacher conferences and progress reports and that they are available in English and/or Spanish. NECA will also work to collect family feedback on the types of educational workshops that would be beneficial for families in supporting their child.	Strength: NECA strives to have strong and consistent communication with families. This involves informing families of the goals and expectations of the school as well as timely follow up when a concern or issue arises.
	Improvement: The focus area for improvement in Building Partnerships for Student Outcomes is how to improve the level of family engagement.	The team would benefit from some more focused study on best practices around partnerships with families to see how engagement can be improved.	Strength: All stakeholder involvement and support is valued by staff.	Improvement: Additional systems to ensure an effective feedback loop.	The school will improve engagement of underrepresented families by putting in place additional systems to ensure an effective feedback loop is created that is able to be proactive and not reactive.	4	4	4	4	4	4	4	4	3	3	3	3	Met		2024-06-13	2024
19647330133298	PUC CALS Middle School and Early College High	3	Our campus is highly relational with our relationship building not only with our students but families. Students are able to feel connected to at least one adult on campus. Through this relational approach and being connected, students feel safe and comfortable to learn in the classroom. The school continues to create and foster relationships through all virtual platforms. Parents contribute as stakeholders through committees, parent advocacy groups, and participate in workshops/presentations.	One area of improvement is essentially having teachers building community classroom relationships through advisory classes to help foster building peer to peer and student to teacher relationships. School will focus on creating more opportunities for teachers and families to work together and develop a more profound relationship. Teachers will support, and advise, school-wide action committees. Additionally, will foster partnerships with families through teacher led workshops and presentations.	We have an intentional focus on our underrepresented families through work with our Parent Action Committee group. They will be the liaison to the families of underrepresented groups. The school will also address needs of underrepresented families through relationships with community partners and service providers.	We are strong at empowering and assisting families with school and community related topics.The provides workshops and services for stakeholders in order to create a family/student support network. Additionally, students have access to varied services on-site throughout the school year in support of their social-emotional well being. Student overall well-being contributes to building positive relationships and creating positive student outcomes.  Director of Student and Parent Engagement & Advocacy along with coordinators from that office also support.	A focus area for us will be to strengthen our numbers of families to attend school events in order to create partnerships and foster healthy relationship building with school personnel. We look forward to family outreach in order to improve all stakeholder partnerships and student outcomes.	To improve this engagement with families we will network with outside resources to connect families back to the school. Additionally, we will continue to access families through the Director of Student and Parent Engagement & Advocacy.	"A strength on our campus is our ""family environment"" where parents feel comfortable to give us their input or feedback."	An improvement will be in the area of Coffee with the Principal to ensure we are implementing the feedback and voice from our parents into our School Success Plan.	One way we will improve engagement with underrepresented families, would be going over our LCAP goals in our monthly PAC meetings to ensure parents are in the know and have received all school information.	4	5	4	5	4	5	5	5	4	4	5	4	Met		2024-06-13	2024
19647330133686	Equitas Academy 4	3	Creating a warm and welcoming experience for all families is at the forefront of building partnerships.  Families are an asset to the school community and a relational approach is part of family engagement at Equitas.  Two-way communication between school and home is key and staff consistently communicate with families to support student outcomes.  Spanish translation is offered in both written and verbal communication.	There is a focus on redesigning the spaces where families have the opportunity to join and be part of shared decision making - SSC, ELAC, and CS Advisory Committees. The redesign will support in building and strengthening relationships between school staff and families by collaborating, co-constructing experiences and making decisions together in support of student success.	Providing opportunities for underrepresented families to engage with school staff through workshops and councils that support diverse learners. DEIA organizational priorities were developed with goals to improve outcomes in support of underrepresented families.	Strong relationships with families are crucial to student success. Families are provided with touch points such as summer orientation, monthly Cafecitos, ,monthly family nights, 2 family days, family-teacher conferences two times per year and ongoing communication between teachers and families. Events and communication are grounded on a relational approach.	Schools will continue to provide all families learning experiences where student data is shared and analyzed. Families will receive the tools to understand how their child is progressing through multiple data points and gauge progress in meeting standards in language arts, math and other core subjects. Student data is shared at different touch points with families throughout the school year. These opportunities will support the school staff and families to monitor progress and work together to support student achievement.	Collaboration of staff and schools to support diverse learners with a focus on engaging families of underrepresented families. Holding spaces where families can gain knowledge and tools to support at home and bridge the connection to school in support of student outcomes.	Families voices are important and necessary to ensure progress monitoring and student success.  Families are afforded the opportunity to provide feedback through a yearly family survey given two times per school year.  Family input is sought for decisions that will greatly impact them and their children.  Family members are members of task forces/committees where their voices for part of the decisions that directly impact students, families and the organization.  Family members serve as members of the School Site Council and ELAC Council where decisions are made.  The Equitas belief to do with our families and not to our families.	Equitas Academy was selected as recipients of the California Community Schools Implementation Grant beginning in  2024-2025 academic year.  This grant will support with building an advisory council to include a diverse group of educational partners that will seek feedback and ensure they are included in shared leadership and site decision-making.	Equitas Academy is in development to refine and enhance the opportunities to engage with families, especially underrepresented families (Cafecitos, SSC and learning opportunities) to grow into more robust development and engagement for educational partners.  A focus on DEIA is another point of development to include more engagement of underrepresented families.  Through these changes, the goal is to increase feedback and decision-making opportunities for all families.	3	4	3	5	3	3	4	3	4	3	5	2	Met		2024-06-20	2024
19647330133694	Valor Academy Elementary	3	The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 100% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 94% of parents rate the school positively.
One of the school’s biggest strengths is the welcoming environment we’ve built with families. 96% of families attend at least one school event including, but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights. Additionally, 83% of families attended a yearly counselor meeting. Through events that highlight the cultures of students, implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff.	The school has identified a percentage of parents who attend Conferences as a focus area this year we had 82% attendance and we strive for over 95%.	The school will improve the engagement of underrepresented families in this area by leaning on the support of the Family Engagement & Community School Manager teams, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.	We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. We also see strength in having 83% of families had a 1:1 interactions with our school counselors. Our team works hard to provide families with information and resources to support student learning in the home.	The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 54% which has increased consistently in the last 3 years. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes.	The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school. 
The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, engaging teachers and school leaders in professional development to support all students and their families, and reaching out to parents through ParentSquare, messages, and phone calls to support attendance at events that will assist them in supporting their child’s learning at home.
With the support of the Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.	One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Family Engagement Coordinator. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.	We are proud to have 95% of parents returning surveys, and 96% of parents attending a school event, we continually strive to increase these numbers to reach 100%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Family and Community Engagement Team works every year to identify, train and support family leaders who actively participate in the School Site Council, English Learner Advisory Committee and other advisory groups.	The annual Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Lead Executive Officer,  the Senior Vice Principal of Student and Family Services, and the Vice President of Outreach & Engagement and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year. In addition, families are constantly invited to participate in multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-25	2024
19647330133702	New Los Angeles Charter Elementary	3	New Los Angeles Elementary School has been deeply committed to building relationships with our educational partners (staff, students, caregivers) and continuously looks for ways to connect and incorporate families in their child’s educational experience at our school. We provide a positive, welcoming environment for all families and our educators communicate with families through various methods including but not limited to Deanslist, One Call, phone calls, emails, newsletters and calendars sent home, in a home-school connection folder, using language that is understandable and accessible to families.
In addition, our school hosts monthly coffee with the principal to discuss school wide issues, the LCAP, and upcoming school wide events. Our school hosts parent-teacher conferences twice per year and communicates regularly on individual student progress through progress reports.
Annually at the start of the school year, we host a “Playdate” an opportunity for caregivers and students to connect with each other and their teacher and visit their classroom before the first day of school. In May 2024 we host a Spring festival with food, games, raffles, and music, which draws in the vast majority of families. Other events include campus beautification, winter and spring music concerts, and a talent show. Events are scheduled during the school day, in the evening, and on Saturdays to accommodate the busy working schedules of our families.
Panorama data from families in school year 23-24 shows that the strengths of NLAES include removing barriers to family engagement (90% positive), high perceptions of school safety (87% positive) and positive views of the school climate (82%). We have seen growth in our family engagement scores from school year 22-23 (27% up from 21%) but the overall score is still low and still indicates a need for growth in this area however, favorable responses to the family engagement section have all increased since last year.	We are continuing to focus on bringing caregivers back to campus. While data shows that family engagement is the area that had the highest growth from last year up (6 percentage points) we are at the 70th percentile when compared to national data, it remains our lowest area. Specifically we see low scores for volunteering at school and participating in parent groups at school. Since these areas continue to be on a favorable trend, we’ll be continuing a lot of our efforts and will increase the opportunities and variety for families to volunteer and engage in on campus activities, as well as give teachers more structured tools and expectations (monthly newsletters, weekly ParentSquare message updates, translation support beyond Spanish) for engaging with families.	As part of our work with our Strategic Plan for Equity we have a goal for this upcoming year to involve caregivers more deeply in opportunities to discuss social justice. We also are forming opportunities for caregivers to participate on committees together with staff such as our PBIS committee.
We also will explore options for providing translation (written and oral) for ALL parents, including those who speak languages other than English and Spanish (e.g., Farsi, Amharic, etc.).	New Los Angeles Elementary School continues to build partnerships with caregivers that impact student outcomes as outlined in our school’s LCAP Goal #3. New LA Elementary provides support for families through Education Nights such as Math Night, Coding Night, Back to School Night, and Literacy Night. Additionally, we partner with parents to host authentic learning experiences and celebrations of culture. Caregivers are invited to plan and participate in Hispanic Heritage Month, African American History Month, Multicultural Day, College and Career Awareness Week and Literacy Week. Each of these includes opportunities for caregivers to contribute ideas to the plan via planning meetings as well as contribute during the events themselves by visiting classrooms and sharing experiences.
Parents and families are our partners in improving student outcomes through their regular participation in caregiver/teacher conferences. Additionally, we present information about home connection activities, methods for grading and how to achieve success, understanding the progress report, during Coffee with the Principal (CWP) and via the weekly email newsletter. Parents of students who are determined to need intervention services receive intervention progress reports, home-school connection activities, and academic information presented in parent coffees. Our school provides extensive support for families of students with special needs (SPED focused CWP), meetings before IEP process to make sure parents understand their legal rights. We also provide the FACTOR program for parents, SSPT process and attendance SART meetings.
Family support continues to be a relative strength as measured by our Panorama school data. 78% of families responded positively about their perceptions of academic and social support. We have well established and well attended family education nights (3 per year) and 2 parent-teacher conference times after T1 and T2 progress reports. Teachers communicate with families using Deanslist and resources and information go out weekly in the principal’s Friday email. 90% of families responded that communication from the school is easy to understand and in a language they can understand.	The focus for the 2024-2025 school year will be continuing re-engaging parents in volunteering, fundraising, and attending events and meetings on campus. We have seen some growth on our Panorama Survey data, but the biggest areas for growth were still in these areas.	New LA will focus on re-engaging caregiver volunteers through a variety of opportunities (classroom volunteering, special events volunteering, field trips) as well as recruiting more and more diverse families to the Parent Engagement Group (PEG) to plan special events for the school and connect families with one another.
We will continue to offer the option of virtual engagement for events so that caregivers can join meetings and events from home or work. At the start of SY 2024-2025, in the ‘beginning of school paperwork’, we will survey parents about their preferred methods for communication and translation, as well as their availability and interest in upcoming events. We will use that data to plan adjustments to times or methods of engagement based on feedback we receive.	From our annual Panorama survey 97% of families feel sure about how to communicate with the school and 97% of families responded that the school provides information about involvement opportunities. 98% of families responded that the school is welcoming to families. New LA seeks input from families in multiple ways throughout the school year. In addition to annual panorama survey data we seek input monthly during our Coffee with the Principal meetings, our PAC meetings (3 times a year), ELAC meetings (3 times a year), and parent engagement group meetings. These groups have the opportunity to provide feedback on our LCAP and share any concerns that may arise. This year our PAC and ELAC meetings have had higher attendance and more active participation from both members and any caregivers who choose to attend.	The focus for the 2024-2025 school year will be continuing to re-engage caregivers in volunteering, fundraising, and attending events and meetings on campus. On the Panorama Survey, the biggest areas for growth were still in these areas. Our scores for family engagement have increased from 21%-27%, but that low number still indicates significant need for improvement. We will also continue to offer incentives for giving feedback on the Panorama survey, this year’s participation numbers exceeded 50% but we hope to get even better participation in the future.	55% of families responded that one barrier to engagement is their own busy schedule. While the vast majority of events will now be in person, New LA will continue to provide a virtual (Zoom) option for parent engagement opportunities such as coffee with the principal, conferences, multicultural day presentations, etc. to accommodate parent’s busy schedules. We will expand our translation to include more languages than Spanish, namely Amharic as that is the home language of a significant number of students.	4	4	5	4	4	5	5	4	4	3	4	4	Met		2024-06-24	2024
19647330133710	Girls Athletic Leadership School Los Angeles	3	We have maintained strong attendance at school-wide events such as conferences, coffee with the principal, etc. Parents communicate with staff frequently through our Parentsquare app, via email, via phone, etc.	Strengthening connections with families of newcomers and emerging bilinguals that experience chronic absenteeism. Identifying the most meaningful strategies to meet the families needs and support their child's accademic progress.	As an LEA, we are exploring options such as affinity groups for families of underrepresented families. We are going to create safe, brave spaces for families to join in person and online together to connect.	All of our school partners are intentionally chosen to ensure they are mission aligned and serving the highest needs of our students.  For example, our math scores improve at a slower pace than our ELA scores. Therefore, we have found partners like LEAP UCLA to provide small group tutoring for our highest need students.	Further strengthen how we use student achievement data to maximize the time and impact of our partnerships.  We can share student cohort data with our partners to make sure they are reviewing content that the students need the most in a timely manner	Increase communication with under-represented families to ensure they feel the invitation to engage with staff at our school. Sometimes, simply reminding someone that their voice can be shared makes a difference.	School's SAC and monthly parent meetings always include open floor for comments and feedback on school plans, policies, and new initiatives. On an ongoing basis, all school community members can contact any staff person and share feedback with them.	Creating committees made up of various community members for ongoing discussion of plans, policies, and new initiatives is an idea that is being considered.	Consistently offer different options for how to engage with the LEA when giving input for decision-making.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-12	2024
19647330133868	Rise Kohyang High	3	The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 81% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 95% of parents rate the school positively.
One of the school’s biggest strengths is the welcoming environment we’ve built with families. 50% of families attend at least one school event including, but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights. Additionally, 100% of families attend a yearly counselor meeting. Through events that highlight the cultures of students, implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff.	The school has identified the percentage of parents who attend Back to School Night as a focus area of improvement, as 18% attended this year.	The school will improve the engagement of underrepresented families in this area by leaning on the support of the Family Engagement & Community School Manager teams, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.	We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. We also see strength in having  38% participation in our Teacher-Parent Conferences. Our team works hard to provide families with information and resources to support student learning in the home.	The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 15% which has increased consistently in the last 5 years. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes.	The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school. 
The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, engaging teachers and school leaders in professional development to support all students and their families, and reaching out to parents through ParentSquare, messages, and phone calls to support attendance at events that will assist them in supporting their child’s learning at home.
With the support of the Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.	One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Family Engagement Coordinator. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.	Though we are proud to have 81% of parents returning surveys, and 50% of parents attending a school event, we continually strive to increase these numbers to reach 100%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Family and Community Engagement Team works every year to identify, train and support family leaders who actively participate in the School Site Council, English Learner Advisory Committee and other advisory groups.	The annual Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Lead Executive Officer,  the Senior Vice President of Student and Family Services, and the Vice President of Outreach & Engagement and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year. In addition, families are constantly invited to participate in multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-25	2024
19647330134023	Animo Florence-Firestone Charter Middle	3	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes  administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue.  A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).

The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.	The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach.  Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families.   The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by our regional support staff in collaboration with local community service partners.	The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students (UPAS), a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The UPAS Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues such as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Based on the skills learned through the UPAS Community Organizing Institute, parents have student/parent-led conferences where they discuss issues affecting their communities and campus. In addition to this, the school has cultural groups, specialized advisory, and other parent programs.	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website  to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.	The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.	The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.  In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school.  Data is analyzed by school leaders to inform future policies and decisions at the school.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-28	2024
19647330134205	Arts in Action Community Middle	3	Arts in Action works hard to build meaningful relationships between school staff and families. Systems for connection include monthly meetings with the principal, parent conferences and Back to School Night, a series of school based events that families are invited to, a fully functioning English Language Advisory Committee, School Site Council and United Parent Committee, structured volunteer opportunities, a School Board with parent representation, a United Parent Committee, and over a dozen parent workshops annually. In addition, all families receive regular communication through Classroom Dojo and Dean's List, as well as regular text blasts. Arts in Action operates a fully functioning school website, Instagram and Facebook. Arts in Action also has several school family events throughout the year including Unity Through the Arts DAy, student performances and celebrations, student field trips, etc. Arts in Action has a robust system for parents to be involved in their child’s education and in their child’s classroom. Parents and guardians are encouraged to volunteer and collaborate with the school on their child’s academic and social-emotional development.	Due to the pandemic, the ability for parents and family members to volunteer in person was more limited. We are rebuilding our capacity to utilize family volunteers in meaningful ways within the school and classroom. In addition, the United Parent Committee in recent years has been smaller than desired. A goal for this school year is increasing the capacity of the UPC through increased participation and implementation of the school's goals for the school year.	Arts in Action works hard to improve the engagement of underrepresented families, which for us is our whole school student body. We do this by offering a myriad of different ways that families can engage with the school, and workshops and meeting opportunities both remotely and in person, and at different times of the day. We also ensure that all family events have interpretation and a variety of different formats to access information.	Arts in Action has significant strengths and has made considerable progress in building partnerships for student outcomes. The school's instructional calendar incorporates parent conferences, and there is substantial support provided to school staff in order to facilitate meaningful collaboration and communication between the school and home. Arts in Action also provides robust professional development that emphasizes the importance of family involvement and partnership and community building.	Based on an analysis of educational partner input and local data, Arts in Action will continue to focus on accessibility to school programming and events for all families. 
	The LEA continues to improve the engagement of underrepresented families (which is our whole student body) through planning that reflects the needs for varied meeting times, different formats for family workshops and events, childcare during events, and translation and multiple modes of communication.	Arts in Action has considerable strengths and has made considerable progress in seeking input for decision making. Arts in Action has a school board with a significant percentage of parent board members (ranges from 30-50%). In addition, Arts in Action has a fully functioning School Site Council, English Learner Advisory Committee and United Parent Committee. Family surveys, student surveys and staff surveys are conducted on a regular basis to collect additional information throughout the school year.	We are focusing on expanding family/parent opportunities for leadership on campus through continued investment in school site council and increasing parent events and workshops. We are also reviewing our system for collecting family feedback and how effective we are at analyzing and sharing out the information and next steps. While there are processes in place for sharing out data, providing updates on next steps is an area of growth.	The LEA continues to improve the engagement of underrepresented families (which is our whole student body) through consistent and varied outreach in accessing families. We consistently reflect on communication modalities- and ensure that there is variation in how outreach occurs, when, and by who.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-29	2024
19647330135509	Gabriella Charter 2	3	Our school is deeply invested in building relationships between school staff and families. We have a strong school-family communication platform, Parent Square, that helps facilitate regular updates, messaging, and schoolwide news. We have high attendance at our family conferences, back to school nights, classroom meeting nights, and more.  Our staff gets to know students and families well.	One of our overarching goals is to have our curricula better reflect the experiences and backgrounds of our students. To that end, we are working to grow in our partnership with students and families so that we can bring their experiences and backgrounds into classrooms.	We are working this summer to engage and connect with underrepresented families. We are also continuing to offer a variety of times to engage in conferences and other events. While we want to emphasize the importance of coming onto campus, we recognize that that is very difficult for some of our families and in response, continue to offer zoom meetings as an alternative for families that may need this accommodation. We also use all forms of communication, determined to figure out the best way to engage with all families, from Parent Square to email to calling to texting.	We view families and caregivers as our partners in educating and supporting their children. As such, we have many family-based events to share tools and strategies for learning. We communicate regularly with families in conferences, in other meetings, and via our Parent Square communication tool to provide school-wide, class-wide, and individual supports for students.	Our major focus area will be on building out specific strategies for families to use to support their scholars at home. As we build towards standards-based grading, we believe that caregivers will also understand grade-level expectations more specifically, and that understanding will also help all of us work together to support their students.

Another focus area is developing our instructional staff to strengthen partnerships with families. We are currently exploring ways to better develop our instructional staff so that they are better equipped to partner with all families and deepen the relationships and partnerships with caregivers.	Again, we need to find new and thoughtful ways to enlist families who do not engage as frequently with us. By communicating student outcomes and grade-level expectations, we are hopeful that families will feel more empowered to support their scholars. In addition, we also believe that if we are prioritizing staff development in this area, we will strengthen and expand our reach.	We use a variety of surveys, Coffee with the Principal, and Platica con el Liderazgo as spaces for families to give us feedback, share input, and otherwise help us adjust and make decisions for our school community.	We are looking to improve in the breadth of families that we are able to reach in these ways; while many families consistently engage, we have some that rarely do or have not yet.	As we continue to refine our programming, we can use opportunities like classroom meeting night, conferences, and other broader touch-points with families to try to enlist underrepresented families more frequently in giving input into decisions we make as a campus.

Our Equity Roadmap includes a Parent Empowerment Protocol that we are designed to uplift family voice in making decisions at our campus. Our shared parent coordinator will be a key player in supporting our growth in this area.	4	4	3	4	4	4	4	3	3	3	3	4	Met		2024-06-24	2024
19647330135517	KIPP Corazon Academy	3	At KIPP SoCal, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive.

Additionally, we are excited to announce that KIPP SoCal has been awarded a new Community School grant, enabling us to hire a dedicated Community School Manager for KIPP Corazon. This role will be instrumental in leading the Community School Advisory Council, engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.

While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.	At KIPP SoCal, we've recently launched the Family Leadership Academy, a region-wide parent advisory group at each school. This academy serves as our School Site Council, where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.

In conjunction with this initiative, we're excited to introduce our new Community Schools Manager, who will play a pivotal role in supporting the Family Leadership Academy. This position will collaborate closely with families to enhance their leadership skills and engagement within the school and broader community.

By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Leadership Academy participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.	At KIPP SoCal, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families.

In addition, we have established a Change Team composed of staff members, families (including those from underrepresented backgrounds), and students. This team is dedicated to reviewing and implementing diversity, equity, and inclusion initiatives across our organization.

By offering a variety of engagement opportunities such as leadership roles, Family Leadership Academy meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.

Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.
Our Change Team developed KIPP SoCal's Anti-Racist Standards. These standards were shared across our regional and school networks to gather feedback and comments from team members and all school families. This input was instrumental in refining our guidelines and values as we continue to advance our journey towards becoming a more anti-racist organization.
	KIPP SoCal recognizes the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.

In addition, KIPP SoCal has implemented a Family Ambassador program in collaboration with our Family Leadership Academy to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly convenings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events.

Looking forward, we are actively exploring ways to expand and integrate the Family Ambassador program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.

Furthermore, KIPP SoCal educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and Family Leadership Academy meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.

We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.	KIPP SoCal's Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.

In addition to our advocacy efforts, KIPP SoCal's incoming Community School Managers will play a crucial role in supporting our students' holistic well-being. They will collaborate closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.

Our Community School Managers will monitor student progress closely and adjust support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.

Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey.	KIPP SoCal remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin are offered in languages accessible to all school families.

In addition, KIPP SoCal has established a Change Team composed of staff members, families (including those from underrepresented backgrounds), and students. This committee is actively engaged in reviewing and implementing diversity, equity, and inclusion initiatives.	At KIPP SoCal, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and Family Leadership Academy, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.

The Family Leadership Academy, functioning as our School Site Council, empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability. 

Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they've learned.

To ensure the highest quality of engagement, KIPP SoCal provides comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.	To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at each school known as the Family Leadership Academy, which serves as our School Site Council. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.	KIPP SoCal is dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates to accommodate diverse family schedules. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.

Furthermore, KIPP SoCal has an established Change Team of staff, family members , and students. This team actively works on reviewing and implementing diversity, equity, and inclusion initiatives.

	4	4	4	4	4	4	4	4	4	4	3	3	Met		2024-06-21	2024
19647330135616	Crete Academy	3	The Charter School’s strengths and progress in Building Relationships Between School Staff and Families include: 
-Parent Teacher Conferences are held twice a year to ensure families can fully understand their students’ progress and how parents can support student outcomes (translation is available). 
-Administer annual survey to parents, staff, and students. 
-Messaging tools are used to frequently with families to build support for positive student outcomes and to encourage families to attend school events. 
-Host meetings for families of students with disabilities with special education team, school psychologist, and school counselor who build partnership with families to ensure goal attainment. 
-Provide consistent communication through email, phone calls, and text notification. Send weekly announcements. Post notifications on Facebook. Send newsletters home every other week. 
-Host family events like Orientation, Back to School Night, Family Fair, Open House, and Parent Education Workshops. 
-Parents participate on the School Site Council to advise the Board. 
-Parents participate on the English Learner Advisory Committee to advise the Board. 
-Teachers will utilize an application for daily/weekly to communicate with parents about their child. 
-Opportunities to volunteer at the Charter School or on field trips. 
-The Charter School’s website will be updated regularly that will include the school’s calendar. 
-The parents celebrate the presentations and cultural holidays to include Latino Heritage Month, Career Month, and Black History Month to witness their child sharing their academic hard work and achievement. Parents also serve on committees, lead community activities and initiatives throughout the year, and parents serve on the Charter School Board of Directors.
	The Charter School’s focus areas for improvement in Building Relationships Between School Staff and Families
include:
• Educate parents on their child's academic progress and the policies that support learning.
• Ensure advertising about parent workshops on Literacy Night, Math Night, and Transition to Middle School Night.
 - Bolster communication with families by using the current applications.	The Charter School will continue to focus on improving the engagement of underrepresented families in relation to
Building Relationships Between School Staff and Families. The Charter School focuses on student learning,
individual goals for the students, and investing in families to include translation services to parents who are English
Learners. The Charter School will continue to host events for parents at various times throughout the day to ensure
that families can actively participate in the school community. To parents and families with disabilities, Charter
School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with
audio or visual enhancements, and physical access to school events. The Charter School will make special
accommodations for communicating with parents or families with accessibility needs or other special needs like
conducting home visits.	The Charter School’s strengths and progress in Building Partnerships for Student Outcomes are developing a strong
and supportive school culture through a Positive Behavior Intervention and Support program and restorative
practices, family communication, the website, and the newsletter, home visit, parent-teacher conferences, monthly parent meetings, parent education workshops, and partnerships through
conferences, parent workshops, and family events. 
Our strengths in building relationships between school staff and families stem from open two-way communication. For families, being able to comfortably interact with our staff and other families helps strengthen our relationships. Finally, we host many events for families to connect with school such as monthly workshops, advisory meetings, and cultural events. We are constantly striving to build relationships between school staff and families.	The Charter School’s focus area for improvement in Building Partnerships for Student Outcomes includes building
the After-School Program to include tutoring, intervention programs, and enrichment programs. Building partnerships
with families to support the school community will continue with best instructional strategies, teaching fellows, interventions, and enrichment.	The Charter School will improve the engagement of underrepresented families in relation to Building Partnerships for
Student Outcomes and will continue to build trusting relationships with families. For families of English Learners, the
Charter School will continue to provide translation services, invite families to better understand the acquisition of the
English language, and how to engage with the school. For families of students with disabilities, the Charter School
will engage with families during IEP meetings and in planning activities and programs for students.	The Charter School’s strengths and progress in Seeking Input for Decision-Making are seeking input from educational partners through an annual survey, frequent parent meetings, the School Site Council, the English Language Advisory Committee, and overall climate development.	The Charter School’s focus area for improvement in Seeking Input for Decision-Making will include programmatic decisions to formalize and communicate protocols for advisory groups so parents/guardians are involved in advising the school. Furthermore, the families will have additional opportunities to share information through parent workshops, the School Site Council, the English Language Advisory Committee, and Board of Director meetings.	The Charter School’s will improve the engagement of underrepresented families in relation to Seeking Input for Decision-Making will be through direct contact of meetings for parents of English Learners and parents of Students with Disabilities to provide information about the programs provided to the students.	5	5	5	5	5	5	4	4	4	3	4	3	Met		2024-06-13	2024
19647330135632	WISH Academy High	3	The WISH model is built upon 6 key tenets, one of which is our parent partnerships.  WISH sees parents as equal partners in their child’s educational journey and encourages all parents and guardians to be actively engaged participants in the learning process.  Parents who are invested in their children’s education strengthen the educational experience and outcome for their children as well as bolster our school community.

At WISH we support parent engagement in their child’s academics using various online platforms through which parents can find homework, test scores and grades, behavior, and attendance and remain informed of school activities and policies.  Platforms used regularly by WISH include BLOOMZ, CANVAS, PBIS 360, INFINITE CAMPUS, plus our own website (www.wishcharter.org) and telephone application with multiple translation options. For families without computer access at home, we ensure both access and training/support for them to participate fully in home-school communications, providing offline communications as needed.  Robocalls and text messaging are used with regularity to ensure communications are reaching all stakeholders.

All parents of currently enrolled WISH students are considered members of the WISH Community Association (WCA).  This parent-led group facilitates open communication among the entire WISH community through Coffee with the Principals, Donuts with the Director, and Community Education Nights, and executes many of our social and socially conscious events throughout the year including performances, fundraisers, site beautification projects, and other volunteer opportunities on behalf of the school or the community at large.

Parents are encouraged to take on leadership roles within our School Board where half of the seats are held by WISH parents, WISH Community Association (WCA), WISH Forward - our capital fundraising arm- and a variety of school committees.	WISH strives to consider all parent and caregiver opinions in all aspects of our school's operation.  We actively seek input from parents and caregivers via our Owl Proud survey which is available at any time for parents to respond to.  We also employ direct outreach to parents for input during the discussion and implementation of key policies or programs, from dress code to curriculum to panels for hiring new staff members. 

Parents are encouraged to take on leadership roles within our School Board where half of the seats are held by WISH parents, as well as take on leadership positions within our WISH Community Association (WCA), WISH Forward, and a variety of school committees.  

Finally, our administration team is always available to address the concerns of our community and we continually find new means of reaching out and involving parents and caregivers in a variety of ways here at WISH.	WISH Academy has taken strides to guarantee that parents and caregivers have full access to the various outreach methods we regularly use.  We’ve expanded our use of hiring interpreters to assist us in ensuring our academic platforms are fully understood and used effectively by our parent community.  We are also continuing to grow our Diversity, Equity, and Inclusion committee to ensure the interests of all parents are represented in our WISH culture.  Recently we received a 3 year Anti-Bias and Equity Grant to further ensure optimal care, support, and responsiveness for all students and families.	WISH Academy works diligently to ensure parents/caregivers have access to and understand the objective of the various academic platforms we regularly use.  Parents/caregivers are encouraged to create observation accounts in CANVAS and  PBIS Suite 360 and are encouraged to use these platforms to actively engage in conversations with their students and with our staff regarding academic and social-emotional successes and changes. Training sessions are held at the beginning of each year and at any time on request to ensure that parents can access the information they need to support their child in school and at home.

WISH Academy hosts Exhibition Nights twice each year to allow students to showcase their academic achievements in a public forum encouraging them to strive for academic excellence and giving them confidence in their understanding of their academic achievements.

WISH Academy offers parent-teacher conferences twice each year and teachers and administrators hold ‘data-chats’ with parents as well as with students to outline the current status of a student and identify achievable goals for continued academic progress.  Our college counselors hold small group and individual meetings with parents and students to ensure every student can access the tools to achieve their goals for college and beyond.	Based on a thorough self-study using the WASC protocol and a myriad of data resources WISH Academy is working to improve student outcomes by providing additional tools and programs to support the growth of science outcomes using verified data tools.

WISH Academy is working with the Diversity, Equity, and Inclusion Committee to select culturally diverse and relevant authors to emphasize the multicultural nature of our society and school.  Positive exposure to a variety of cultures deepens student engagement as students recognize their individual and collective experiences in the curriculum.  WISH is also taking a deep dive into our math instruction and is working with a coaching protocol and the department chair to grow instructional techniques that will support all learners.	The recent implementation of Renaissance for verified data has provided WISH with an incredible resource to better understand where learning gaps are occurring and redirect teaching methods accordingly. We used this platform with greater fidelity this past year and spent significant time deeply examining the student outcomes to ensure we were able to meet the needs of underrepresented students.  This information served to direct the focus of our teaching staff to support the engagement growth for every pupil in each subgroup population.	All WISH parents and caregivers are invited to join the WCA meetings and SSC meetings to engage in all discussions and help influence the direction the school is going vis a vis academics and climate.  Individual teachers, teaching teams, education specialists, and other faculty and staff are always available to families and welcome the opportunity to address the concerns, needs, and progress of students. To ensure everyone is part of the decision-making for their child's welfare and educational well-being we encourage parents to actively follow their student’s profile in Canvas, to understand their child’s scores, assignments, and assessments.  Training is provided at the beginning of each year and on request for the most efficient use of the myriad resources WISH uses to ensure that information is being shared and parents & caregivers feel confident and knowledgeable about the direction their child is moving.	The 23-24 School Year represented a full return to pre-pademic norms allowing parents and caregivers the opportunity to be on campus more regularly for meetings and social events. Our goal remains ensuring that we are able to reach as many family members as possible therefore we continued to offer informational meetings bi-modally allowing parents and caregivers to join us in person, as well as providing an online option for those stakeholders who appreciate the remote option. This allowed for greater inclusivity in the various decision-making opportunities as we could include a greater number of families.	WISH is increasingly relying on interpreters, frequently from within our own community, to engage with under-represented families in their own language to ensure we are continuing to grow with input from all voices and stakeholders.
	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-20	2024
19647330135715	Ednovate - Esperanza College Prep	3	Esperanza College Prep has continued to leverage its now Parent Advisory Committee (PAC), English Language Advisory (ELAC), and Coffee with the Principal to engage our parents as partners this year. Elected members and involved parents meet quarterly and formally to provide important input and feedback on the governance and operation of Esperanza College Prep and participate in school decisions through the PAC, and ELAC. These councils' agenda consists of analyzing data (academics, attendance, school budget implementation, English learner support and student wellness) and making recommendations to the school’s leadership for improving school-wide performance in the key indicators. In addition to these formal structures, all families continue to engage through monthly Coffee with the Principal meetings and provide their input at least quarterly, through our parent surveys. These councils provide an ongoing opportunity for two-way communication, engaging our parents as partners and consistent feedback between families and the school, including processes for parents to initiate desired activities, plan events, and provide input to the school’s leadership. 
Our PAC continues to play a pivotal role in the school’s accountability to our students, families, and community. The PAC contributed to our Wellness Policy this year, reviewed Student Performance Data, and continues to review and provide guidance on where funds are needed. 
Esperanza College Prep English Learner Advisory Committee (“ELAC”) continues to provide input in advising Esperanza College Prepand collaborating with the PAC on programs and services for English learners. The ELAC acts in an advisory capacity to advocate and ensure our ELL students' needs are met and supported. It is not a decision making body, but it is the voice of the English Learner community. This year our ELAC has provided feedback thus far on ELPAC data, our EL Needs assessment, Student Performance data, and LCAP. 
Parents continue to be eager to engage and discuss the topics and information in our PAC/ELAC agendas and use this space to build their community, foster connections, and share their ideas and feedback with our school to make decisions.
Communication with families has always been and continues to be a strength of Esperanza College Prep To date, monthly Coffee with the Principal's has an average of 50 or more families in-person and virtual attendance. We have also had an average of 95% attendance at Report Card Pick- Up this year. Furthermore, we launched our workshops for parents to learn more about topics such as mental health and drug awareness at a time that is more convenient for them.	Esperanza College Prep has made significant strides in building relationships between school staff and families. Esperanza College Prep  is constantly working to improve and continuously grow. Some of the areas to improve are parent engagement and attendance. Parents are eager to engage in discussions and share their ideas and feedback with the school. Programs like the Parent Advisory Committee ( PAC), and English Language Advisory ( ELAC) have encouraged parents to build community, foster connections, and learn more about relevant topics. A priority is to enhance Esperanza College Prep  translation services during in-person meetings to encourage parent participation. 

Additionally, Esperanza College Prep  plans to include testimonials and quotes from current parents who have found value in Esperanza College Prep  PAC & ELAC community spaces. Finally, Esperanza College Prep  aims to provide more specific details on the topics covered during Parent Workshops to entice more parents to attend these informative workshops. Lastly, we look to continue to expand the Parent Ambassadors Group to learn, and participate in community as well as civic engagement in the coming year.	At Esperanza College Prep,, we are committed to creating a supportive and inclusive environment where everyone feels respected and valued. To achieve this goal, we always seek ways to engage with underrepresented families and make them feel like they are an integral part of our community. For instance, we offer a range of options to ensure that all families have equal access to our resources and services, such as resource/community fairs, wellness fairs, and easy accessibility to resources via text, email, or phone. Effective communication is vital to fostering stronger family-school partnerships, which, in turn, can lead to improved student outcomes. By prioritizing communication and taking extra steps to engage underrepresented families, we are working towards building a more inclusive and welcoming school community. We continue to grow in looking for consistent translation services for all meeting spaces, and continue to provide parent workshops in topics such as ELPAC testing, Financial Aid, College 101, and Mental Health Topics.	At Esperanza College Prep we have created a school culture where parents and families are embraced as partners in the education of their children. East College Prep holds mandatory parent-teacher conferences every quarter. Esperanza College Prep  communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of Esperanza College Prep student information system, Illuminate, and  behavior information through Dean’s List. Additionally, we solicit regular feedback from families and students through bi-weekly network-wide check-in and satisfaction surveys. Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of the Student/Parent Handbook: Guide to Thrive, indicating that they understand the Esperanza College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”:
- Attend parent-teacher conferences every ten weeks
- Monitor homework assignments daily. 
- Provide time and space for their child to do homework each night
- Talk with their child about school
- Support the code of conduct, the dress code, and the homework policy of Esperanza College Prep 
- Treat Esperanza College Prep School faculty and staff with respect	At Esperanza College Prep, the school is working hard to ensure that students have the support and services they need to succeed. These resources include tutoring, counseling, and mentoring programs for students needing extra help. Through the 1:1 Chromebook program, students can also benefit from additional support, such as personalized tutoring opportunities, instructional aides, credit recovery and summer programs. Students can achieve their outcomes with these resources. Esperanza College Prep continues to grow in providing diverse opportunities through clubs, sports, and events for each student. Esperanza College Prep continues to expand its community partnerships to expand services, resources, and opportunities to achieve a wraparound approach for each student.	Through Esperanza College Prep self-reflection, we have identified areas to support underrepresented families better and significantly impact student outcomes, particularly our low-income English learners and foster youth. To this end, Esperanza College Prep has developed a culture team to provide further assistance and mental health support for all students experiencing trauma, grief, or other mental health issues. We recognize the importance of increasing student services and building awareness among our community. To achieve this, Esperanza College Prep plans to continue to host student and parent workshops, events, and resource/wellness fairs to promote services and programs for our families. Our teachers also focus on strengthening social-emotional support strategies to ensure students have the safest and most supportive environment	speranza College Prep encourages parents to participate in school decisions through the Parent Advisory Council (PAC) and the English Language Advisory Committee (ELAC). Both groups offer continuous two-way communication and feedback opportunities between parents and the school to improve school-wide performance. The PAC and ELAC analyze dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership. For example, the PAC allows parents to initiate desired activities and plan events. Parents need to stay informed about ELAC and PAC meetings and processes, and Esperanza College Prep  staff ensures timely communication in both English and Spanish to maximize participation and involvement from parents. 

Parents are also encouraged to:
- Attend parent workshops.
- Serve as volunteers.
- Assist in planning school events, and attending community events on behalf of the school.
- Meet with teachers as questions and concerns arise and attend student parent conferences.
- Attend monthly Coffee with the Principal meetings.
- Participate in our quarterly surveys
- Participate in our annual wellness survey
- Participate in our LCAP Public Hearing
- Participate in our English Learner Survey	Esperanza College Prep believes that it is important to consider the areas where students may need continuous intervention or face unique circumstances impacting their academic performance. Esperanza College Prep  strongly believes in a collaborative approach that involves students, parents, teachers and school administrators to ensure everyone in the school community is involved in the school decision-making process. By working together in spaces like the Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals we can determine the best ways to support and help students achieve their goals. We are looking to expand on our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.	As Esperanza College Prepstudent population is mostly English Learners, Low Income, Foster Youth, and underrepresented communities our aspired improvements of working together in spaces of Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals determine the best ways to support our students achieve their goals. We look to expand our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-13	2024
19647330135723	Ednovate - Brio College Prep	3	Brio College Prep has continued to leverage its now Parent Advisory Committee (PAC), English Language Advisory (ELAC), and Coffee with the Principal to engage our parents as partners this year. Elected members and involved parents meet quarterly and formally to provide important input and feedback on the governance and operation of Brio College Prep and participate in school decisions through the PAC, and ELAC. These councils' agenda consists of analyzing data (academics, attendance, school budget implementation, English learner support and student wellness) and making recommendations to the school’s leadership for improving school-wide performance in the key indicators. In addition to these formal structures, all families continue to engage through monthly Coffee with the Principal meetings and provide their input at least quarterly, through our parent surveys. These councils provide an ongoing opportunity for two-way communication, engaging our parents as partners and consistent feedback between families and the school, including processes for parents to initiate desired activities, plan events, and provide input to the school’s leadership. 
Our PAC continues to play a pivotal role in the school’s accountability to our students, families, and community. The PAC contributed to our Wellness Policy this year, reviewed Student Performance Data, and continues to review and provide guidance on where funds are needed. 
Brio College Prep English Learner Advisory Committee (“ELAC”) continues to provide input in advising Brio College Prep and collaborating with the PAC on programs and services for English learners. The ELAC acts in an advisory capacity to advocate and ensure our ELL students' needs are met and supported. It is not a decision making body, but it is the voice of the English Learner community. This year our ELAC has provided feedback thus far on ELPAC data, our EL Needs assessment, Student Performance data, and LCAP. 
Parents continue to be eager to engage and discuss the topics and information in our PAC/ELAC agendas and use this space to build their community, foster connections, and share their ideas and feedback with our school to make decisions.
Communication with families has always been and continues to be a strength of Brio College Prep. To date, monthly Coffee with the Principal's has an average of 50 or more families in-person and virtual attendance. We have also had an average of 95% attendance at Report Card Pick- Up this year. Furthermore, we launched our workshops for parents to learn more about topics such as mental health and drug awareness at a time that is more convenient for them.	Brio College Prep has made significant strides in building relationships between school staff and families. Brio College Prep is constantly working to improve and continuously grow. Some of the areas to improve are parent engagement and attendance. Parents are eager to engage in discussions and share their ideas and feedback with the school. Programs like the Parent Advisory Committee ( PAC), and English Language Advisory ( ELAC) have encouraged parents to build community, foster connections, and learn more about relevant topics. A priority is to enhance Brio College Prep translation services during in-person meetings to encourage parent participation. 

Additionally, Brio College Prep plans to include testimonials and quotes from current parents who have found value in Brio College PrepPAC & ELAC community spaces. Finally, Brio College Prep aims to provide more specific details on the topics covered during Parent Workshops to entice more parents to attend these informative workshops. Lastly, we look to continue to expand the Parent Ambassadors Group to learn, and participate in community as well as civic engagement in the coming year.	At Brio College Prep,, we are committed to creating a supportive and inclusive environment where everyone feels respected and valued. To achieve this goal, we always seek ways to engage with underrepresented families and make them feel like they are an integral part of our community. For instance, we offer a range of options to ensure that all families have equal access to our resources and services, such as resource/community fairs, wellness fairs, and easy accessibility to resources via text, email, or phone. Effective communication is vital to fostering stronger family-school partnerships, which, in turn, can lead to improved student outcomes. By prioritizing communication and taking extra steps to engage underrepresented families, we are working towards building a more inclusive and welcoming school community. We continue to grow in looking for consistent translation services for all meeting spaces, and continue to provide parent workshops in topics such as ELPAC testing, Financial Aid, College 101, and Mental Health Topics.	At Brio College Prep we have created a school culture where parents and families are embraced as partners in the education of their children. East College Prep holds mandatory parent-teacher conferences every quarter. Brio College Prep  communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of Brio College Prep student information system, Illuminate, and  behavior information through Dean’s List. Additionally, we solicit regular feedback from families and students through bi-weekly network-wide check-in and satisfaction surveys. Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of the Student/Parent Handbook: Guide to Thrive, indicating that they understand the Brio College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”:
- Attend parent-teacher conferences every ten weeks
- Monitor homework assignments daily. 
- Provide time and space for their child to do homework each night
- Talk with their child about school
- Support the code of conduct, the dress code, and the homework policy of Brio College Prep 
- Treat Brio College Prep School faculty and staff with respect	At Brio College Prep, the school is working hard to ensure that students have the support and services they need to succeed. These resources include tutoring, counseling, and mentoring programs for students needing extra help. Through the 1:1 Chromebook program, students can also benefit from additional support, such as personalized tutoring opportunities, instructional aides, credit recovery and summer programs. Students can achieve their outcomes with these resources. Brio College Prep continues to grow in providing diverse opportunities through clubs, sports, and events for each student. Brio College Prep continues to expand its community partnerships to expand services, resources, and opportunities to achieve a wraparound approach for each student.	Through Brio College Prep self-reflection, we have identified areas to support underrepresented families better and significantly impact student outcomes, particularly our low-income English learners and foster youth. To this end, Brio College Prep has developed a culture team to provide further assistance and mental health support for all students experiencing trauma, grief, or other mental health issues. We recognize the importance of increasing student services and building awareness among our community. To achieve this, Brio College Prep plans to continue to host student and parent workshops, events, and resource/wellness fairs to promote services and programs for our families. Our teachers also focus on strengthening social-emotional support strategies to ensure students have the safest and most supportive environment.	Brio College Prep encourages parents to participate in school decisions through the Parent Advisory Council (PAC) and the English Language Advisory Committee (ELAC). Both groups offer continuous two-way communication and feedback opportunities between parents and the school to improve school-wide performance. The PAC and ELAC analyze dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership. For example, the PAC allows parents to initiate desired activities and plan events. Parents need to stay informed about ELAC and PAC meetings and processes, and Brio College Prep staff ensures timely communication in both English and Spanish to maximize participation and involvement from parents. 

Parents are also encouraged to:
- Attend parent workshops.
- Serve as volunteers.
- Assist in planning school events, and attending community events on behalf of the school.
- Meet with teachers as questions and concerns arise and attend student parent conferences.
- Attend monthly Coffee with the Principal meetings.
- Participate in our quarterly surveys
- Participate in our annual wellness survey
- Participate in our LCAP Public Hearing
- Participate in our English Learner Survey	Brio College Prep believes that it is important to consider the areas where students may need continuous intervention or face unique circumstances impacting their academic performance. Brio College Prep strongly believes in a collaborative approach that involves students, parents, teachers and school administrators to ensure everyone in the school community is involved in the school decision-making process. By working together in spaces like the Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals we can determine the best ways to support and help students achieve their goals. We are looking to expand on our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.	As Brio College Prep student population is mostly English Learners, Low Income, Foster Youth, and underrepresented communities our aspired improvements of working together in spaces of Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals determine the best ways to support our students achieve their goals. We look to expand our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-13	2024
19647330135921	WISH Community	3	The WISH model is built upon 6 key tenets, one of which is our parent partnerships.  WISH sees parents as equal partners in their child’s educational journey and encourages all parents and guardians to be actively engaged participants in the learning process.  Parents who are invested in their children’s education strengthen the educational experience and outcome for their children as well as bolster our school community.

At WISH we support parent engagement in their child’s academics using various online platforms through which parents can find homework, test scores and grades, behavior, and attendance and remain informed of school activities and policies.  Platforms used regularly by WISH include BLOOMZ, CANVAS, PBIS 360, INFINITE CAMPUS, plus our own website (www.wishcharter.org) and school app with multiple translation options. For families without computer access at home, we ensure both access and training/support for them to participate fully in home-school communications, providing offline communications as needed.  Robocalls and text messaging are used with regularity to ensure communications are reaching all stakeholders.

All parents of currently enrolled WISH students are considered members of the WISH Community Association (WCA).  This parent-led group facilitates open communication among the entire WISH community through Coffee with the Principals, and Community Education Nights, and executes many of our social and socially conscious events throughout the year including performances, fundraisers, site beautification projects, and other volunteer opportunities.	WISH strives to consider all parent and caregiver opinions in all aspects of our school's operation.  We actively seek input from parents and caregivers via our Owl Proud survey which is available at any time for parents to respond to.  We also employ direct outreach to parents for input during the discussion and implementation of key policies or programs.

Parents are encouraged to take on leadership roles within our School Board where half of the seats are held by WISH parents, as well as take on leadership positions within our WISH Community Association (WCA), WISH Forward, and a variety of school committees.  

Finally, our administration team is always available to address the concerns of our community and we continually find new means of reaching out and involving parents and caregivers in a variety of ways here at WISH.	WISH Community has taken strides to guarantee that parents and caregivers have full access to the various outreach methods we regularly use.  We’ve expanded our use of hiring interpreters to assist us in ensuring our academic platforms are fully understood and used effectively by our parent community.  We are also continuing to grow our Diversity, Equity,  and Inclusion committee to ensure the interests of all parents are represented in our WISH culture. Recently we received a 3-year Anti-Bias and Equity Grant to further ensure optimal care, support, and responsiveness for all students and families.	WISH Community believes parents are full partners in educating their children.  As a public school, we work diligently to ensure parents/caregivers have access to and understand the objective of the various academic platforms we regularly use.  Our teachers welcome parents into the classrooms to support the success of our project-based learning.  We welcome open and honest conversations between educators and parents regarding the academic and social-emotional successes and challenges of each student.

Parents/caregivers of our 6th - 8th-grade students are encouraged to create observation accounts in CANVAS and  PBIS Suite 360 and we recommend that they regularly use these platforms to actively engage in conversations with their students and with our staff regarding academic and social-emotional successes and challenges. Training sessions are held at the beginning of each year and at any time on request to ensure that parents can access the information they need to support their child in school and at home.

WISH Community offers parent-teacher conferences twice each year and teachers and administrators hold ‘data-chats’ with parents as well as with students to outline the current academic growth and to identify achievable goals for continued academic progress for each student.	The recent implementation of the iReady verified data educational software has provided WISH with an incredible resource to better understand where learning gaps are occurring and redirect teaching methods accordingly.  We used this platform with greater fidelity this past year and spent significant time deeply examining the student outcomes to ensure we were able to meet the needs of underrepresented students.  This information served to direct the focus of our teaching staff to support the engagement growth for every pupil in each subgroup population.	WISH actively seeks to engage all families using a variety of tools. We have WCA leadership team members reaching out directly to families, principals offering support and interpreters at data chats, conferences, and meetings, and teachers making sure all families are aware of and accessing the communication tools.	All WISH parents and caregivers are invited to join the WCA meetings and SSC meetings to engage in all discussions and help influence the direction the school is going vis a vis academics and climate.  Individual teachers, teaching teams, education specialists, and other faculty and staff are always available to families and welcome the opportunity to address the concerns, needs, and progress of students.	The 23-24 School Year represented a full return to pre-pademic norms allowing parents and caregivers the opportunity to be on campus more regularly for meetings and social events. Our goal remains ensuring that we are able to reach as many family members as possible therefore we continued to offer informational meetings bi-modally allowing parents and caregivers to join us in person, as well as providing an online option for those stakeholders who appreciate the remote option. This allowed for greater inclusivity in the various decision-making opportunities as we could include a greater number of families.	As previously stated, WISH is increasingly relying on interpreters, frequently from within our own community, to engage with under-represented families in their own language to ensure we are continuing to grow with input from all voices and stakeholders.

To support our English Language Learners to make the greatest growth we shifted our practices to provide more individualized instruction around vocabulary and content.  Teachers received additional training on effective techniques to create access and growth including strategic use of visuals, total physical response tactics, and priming of new content.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-20	2024
19647330135954	ISANA Himalia Academy	3	ISANA believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. In addition, beginning in the 2024-2025 we will be adding a parent conference week September during which teachers will meet with families to provide them with the space and time to share about themselves and their child(ren) and to set goals together. Throughout the year, the school hosts several other events including workshops focused on academic and social-emotional learning as well as Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths, and areas of need. Meetings with families and parents are translated when needed, as is written communication.	One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process. Additionally, parents expressed a desire for more opportunities to connect with staff such as events where both families and staff are present.	We continue to offer parent meetings virtually as we found that we had an increase of parent attendance at these meetings. Administrators continue to work closely with the Student Family Services Coordinators to ensure effective outreach is happening to underrepresented families.	Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are now scheduled for three times a year but parents and families are welcome to schedule a meeting with their child’s teacher at any time in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcome to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families in understanding and exercising their legal rights and advocating for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish.	We are continually working on providing professional learning and support to teachers and school leaders to enhance their ability to partner with families. Our focus is on increasing staff’s understanding of families' backgrounds and cultures to ensure effective communication and establish genuine connections with each family. To this end, we have introduced a parent conference week at the beginning of the school year. The primary purpose of this week is to help teachers get to know the families and make families feel comfortable and welcome within the school community.	We will continue to reach out to families through meetings, surveys and other methods to identify the most prominent needs of our parents and students. The school leadership team will use the data and information gathered to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities.	The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees.	We continue to work on collaborating with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.	As mentioned in the previous section, we will continue to offer the opportunity for parents and families to participate virtually in advisory, committee and other parent meetings.	4	5	4	5	4	4	5	4	4	4	5	4	Met		2024-06-11	2024
19647330136986	STEM Preparatory Elementary	3	At STEM Prep Elementary school we have continued to build strong relationships with our families. Every month we offer many opportunities for families to engage in our school community. We use Coffee with the Principal and our monthly newsletter to share resources, information, school data, and to allow families to ask questions directly to school administration. We also engage families with Monthly workshops that are built around family requests with topics including: Career planning, college planning, bullying prevention, Math Strategies, and conflict management. We also have our School Site Council regularly and actively encourage the broader school community to participate. This work has been so engaging that the Council added a sub-committee that meets regularly to discuss student events. Our school also hold English Learner Advisory Committee with our ELD teacher on the team. This allows families to have a regular touch point and has allowed our EL families more access. The school staff actively participate in having consistent communication with our families via phone, text, email, and all teachers have a ClassDojo classroom. Teachers often share individual newsletters, photo updates, and more with families throughought the year. Our school prides itselt in comprehensive communication of community activities including: Open House, TK/Kinder meet and greet, movie nights, math night, our Fall showcase, multicultural heritage night, the multilingual learner carnival, STEM night, and monthly awards ceremonies. We offer translation of our events to ensure all families feel welcome. The school hosts many opportunities for families to get support from school as well in the form of family conferences, administrative attendance check-ins, home visits, IEP meetings, Student Support Team Meetings, and more. We consistently gather input in the form of surveys from our families to engage them and their needs. Our families often come and volunteer on campus and are celebrated in an awards ceremonies for their impact on students.	STEM Prep Elementary School continues to ask family members for input on which workshops and additional offerings would be beneficial. Areas for growth include continuing to build partnerships with families to increase family engagement in school wide committees and workshops on how to support student success at home and encouraging families to actively participate in their students' academic goals. We are actively working on ways for families to be more involved and aware of the impact of attendance on student's learning.	As an organization, STEM Preparatory Schools has a mission to disrupt the status quo by getting students of color into STEM fields. This mission begins at STEM Prep Elementary where students are visited by Math and Science College Preparatory high school students to talk about college readiness and STEM careers. To ensure we are improving engagement with underrepresented families we will be continuing to track engagement in class, after school opportunities, school events, and surveys to ensure we are using varied strategies to seek feedback and input. Some of these strategies include personal calls from admin/teacher, individual invitations, in-person check-ins at arrival/dismissal, and digital/tangible access to communication.	As a school we are heavily focused on reviewing data related to student outcomes and engaging our school community in making progress. Our school prioritizes communication with stakeholders in the form of regular communication on digital platforms, monthly newsletters, discussion forums, and workshops for families. Several of our workshops focus on how families can positively impact their student's outcomes with varying topics: attendance, math strategies, college and career readiness, CAASPP, and ELPAC. We as a school hold grade level meetings to help review and create action plans for student data. We also have a quarterly meeting to review all school data and allow team members to make recommendations. Our school holds two opportunities for family conferences. In these conferences teachers review student data in detail and help to make recommendations of in school and at home supports. Our school also has resources to support students beyond academics in the form of after/before school supports, counseling, and mentorship.	After thoughtful review of input provided by our partnerships, we will be supporting an initiative around active engagement in the classrooms. We will be creating goals around student engagement and cognitive participation in all classrooms. This will be in collaboration with our family and staff partnerships. We will ensure to be engaging all stakeholders in their percetion of student engagement and providing resources.	STEM Prep Elementary School will be continuing to seek out engagement of underrepresented stakeholders by building on our affinity groups program. Affinity groups allow the admin and school team to hear student experiences and develop thoughtful action plans to support students on campus. We also will be increasing opportunities for students with our Inclusivity club which supports students in leading the charge to welcoming all students to campus and celebrating diversity. Our school site team will also continue to have support with RDEI training to empower staff to create culturally representative spaces.	STEM Prep Elementary school ensures that we successfully involve all community stakeholders in decison making. There are opportunities for families, staff, and admin to come together to provide input on school planning through our School Site Council and English Learner Advisory Council. During these forums families are encouraged to join with consistent communication. Families share their insights and build onto our program. Families are also encouraged to attend monthly Coffee with the Principal. In this forum families can share ideas and provide input regularly. Each meeting has a survey where families can help guide workshops, events, and more. Yearly, the school has a major survey that gathers input.	STEM Prep Elementary Schools understands that in order to meet the needs of our school community, we must maintain close connections between staff, students and families. In order to obtain the data needed to make appropriate decisions within committee meetings, which result in LCAP decisions, all parent/guardians with a child in grades TK-5 are asked to complete an annual parent/guardian survey and have participation throughout the year. As an area of improvement we are encouraging a larger percentage of our families to participate throughout the year with different committees, events, and to encourage families to join our school site council. By increasing family participation in all school activities, we hope to increase engagement in our decision making forums.	STEM Prep Elementary School has developed a range of supports for students with additional needs, as recommended by various surveys, task groups, and family advisory groups to support students with exceptional needs, who are in foster care, are linguistically diverse, and those experiencing homelessness. Our school administration helps monitor the needs of students and families to overcome barriers and supporting with home visits, individual student conferences, and locating resources. Our site counselor supports our school with social-emotional learning, individual counseling, and group counseling. We also on site have a behavior coordinator who helps to provide intervention plans to support all students and students with disabilities. Our site is also increasing input from student stakeholders with monthly affinity groups. These groups will provide input to the school on safety, sense of belonging, and other important school decisions.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
19647330136994	Rise Kohyang Elementary	3	The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 95% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 95% of parents rate the school positively.
One of the school’s biggest strengths is the welcoming environment we’ve built with families. 94% of families attend at least one school event including, but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights.  Through events that highlight the cultures of students, implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff.
	The school has identified a focus area for the percent of parents who attend a 1:1 Meeting with the Counselor as the % this year reached 35%.	The school will improve the engagement of underrepresented families in this area by leaning on the support of the Family Engagement & Community School Manager teams, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.	We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. We also see strength in having  94% participation in our Teacher-Parent Conferences. Our team works hard to provide families with information and resources to support student learning in the home.	The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 35%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes.	The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school. 
The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, engaging teachers and school leaders in professional development to support all students and their families, and reaching out to parents through ParentSquare, messages, and phone calls to support attendance at events that will assist them in supporting their child’s learning at home.
With the support of the Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.
	One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Family Engagement Coordinator. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.	Though we are proud to have 95% of parents returning surveys, and 94% of parents attending a school event, we continually strive to increase these numbers to reach 100%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Family and Community Engagement Team works every year to identify, train and support family leaders who actively participate in the School Site Council, English Learner Advisory Committee and other advisory groups.	The annual Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Lead Executive Officer,  the Senior Vice President of Student and Family Services, and the Vice President of Outreach & Engagement and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year. In addition, families are constantly invited to participate in multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-25	2024
19647330137463	California Creative Learning Academy MS	3	Families are offered multiple pathways to learn about and discuss student progress to help build relationships
between school staff and families. There are a variety of ways the families and school collaborate on supporting
student progress: weekly class newsletters, parent conferences, Student Success and Progress Team meetings,
social emotional learning supports, topical meetings for parents on curricular content, classroom learning
celebrations events, participation in school committees and governance. A focus area for the school is to find
additional ways to accommodate the needs of underrepresented families.
Strengths identified by the families include:
Mission & Core Values have been clearly communicated
They feel welcomed in the school
There is clear evidence the teacher cares for and respects their child
They believe in the arts integration approach
They believe in the school’s interdisciplinary approach	As mentioned above, the focus areas for growth identified from the different stakeholder groups mainly revolve around feeling connected at school along with actions related to academic expectations and success.

Areas of growth include:
Parents are involved in decision making at the school;
Students expect they will have a say in the decisions that effect them;
It is evident from student behavior that there are clear expectations and consistency in the discipline policy;
Teachers set high expectations for learning.	We are continually strengthening efforts to engage underrepresented families. We currently provide translation, meetings at various times of the day with important feedback meetings in the evenings, ensuring information is communicated regularly in our weekly newsletter, and having teachers send weekly communications regarding classroom learning. We will work on strengthening student-student, student-staff, and staff-family relationships through more in-person activities and solicit ongoing feedback during the year. Our LCAP is changing one of its goals for this upcoming cycle from Culture & Climate to Justice, Equity, Diversity, & Inclusion. The actions are to help our diverse community both engage and support one another.	The school has a process that engages and educates stakeholders with the development. of the LCAP. This engagement took place throughout the year in a variety of forums. Regularly scheduled Leadership meetings, School Site Council, PTA, parent workshops, school committees, as well as the Annual Stakeholder Survey which included parents, students, and staff. Regular open meetings of the School Site Council and presentations to the Governing Board along with website postings, messaging software, and an LCAP infographic provided opportunities for public review and reporting on the SPSA and LCAP. The School Site Council (SSC) was involved with the monitoring and revision of the LCAP throughout the year, and the development of the SPSA. The SSC began with reviewing the current year LCAP followed by an all-day retreat to conduct classroom observations, create subcommittees to monitor specific initiatives (e.g. attendance, communication, diversity/inclusion), and discuss the process of monitoring the actions in the school year. The SSC regularly engaged with current school data and prioritized feedback from other stakeholder groups, parents, Curriculum Committee, Social Emotional Learning Committee, PTA, room parents, the Annual
Stakeholder Survey, etc. A focus area for the school will be concentrating our efforts on ways to accommodate needs so that we can have stronger relationships and engagement with particular subgroup populations.	We are focusing on engagement, both student and family. With student engagement, we are incorporating more student-decision making into our systems, along with more parent education support, and opportunities for families to engage with one another.	We will at the start of each school year, ask families to sign up for engagement groups. These groups can be learning groups, affinity groups, support groups, etc. We are reducing the number of activities that are children-event centered, to activities that are adult facing.	The school has demonstrated strong work in creating a welcoming and collaborative environment with families. Our School Site Council is actively engaged in the monitoring of our LCAP, and meets regularly to review data, processes, and feedback. We survey our stakeholders frequently. We have many committees that also request the participation of educational partners and they are part of decision-making (e.g. green team, development, Site Council, Board of Directors). We have a strong core of families that do engage and support the vision work of the school.	We have a good system of engaging educational partners authentically and are reaching families who are able to participate. We need to focus on finding ways to engage less resourced families, as they may not have the privilege to participate in the same way more resourced families can. In addition, from our Culture and Climate survey, they have indicated wanting to understand more about the school’s program, which is understandable given the many shifts that have occurred post-pandemic.

We continue to have the need to support the large number of new families who need more induction about our program. We are creating a stakeholder induction program to help partners have a better understanding of how the educational philosophy and program are applied in action, along with more authentic opportunities for families to participate and share their histories/stories.	We offer communications in English and Spanish and it seems that the technology platforms are less and less successful in the era of electronic communications. We will be offering paper handouts in addition to our electronic messaging system to help ensure information and access is being communicated to underrepresented families.	3	4	3	4	4	3	4	4	4	4	4	4	Met		2024-06-25	2024
19647330137471	High Tech LA Middle	3	HTLA MS has great strengths in seeking input from parents/guardians in school decision-making our school hosts Monthly Coffee with the Principal events, LCAP Advisory Group in conjunction with School Site Council.   In addition, HTLA Middle School also sends weekly emails to parents to keep them abreast of school wide events. Parents and teachers regularly community through Parent Square.	HTLA MS would like to improve upon supporting parents to be able to access and understand student progress using our SIS which updates student grades and progress live.  HTLA will include a regular link to PowerSchool for parents in the weekly update so they are aware that they can log in and access grades of students.	HTLA MS provides translation services into parents’ preferred language.  HTLA MS hires staff members who speak multiple languages, especially those that are reflective of our community.  When a parent needs translation services, it is one of our own staff who can provide that, which helps parents build a stronger connection to the school.  We also provide extended support with our counselor, who provides both academic and socio-emotional support.	Our teachers and staff receive training on recognizing symptoms and behaviors indicative of a child‘s need for additional supports, including issues relating to hunger, extreme poverty, and individual families’ challenges to meet their child‘s needs. Our Student Success Team is responsible for identifying students and families who might need additional resources or supports, including referrals to community service organizations. School is open for students at 7:45 am and after school tutoring is until 4:00pm, both to best serve our students’ needs and accommodate working families.

In addition to ensuring socioeconomically disadvantaged students are academically prepared, we also assist with families in need of uniforms or school supplies.  In addition, we connect with local non-profit agencies for referrals for social services if needed by our families.

We make our SIS and Google Classroom available to all parents through an app, so grades and progress are updated regularly.  We also send progress reports home every 5 weeks, and host parent/teacher conferences twice per year and are able to hold conferences in the native language of our parents.  Our students participate in the conferences as well.	We would like to grow in continuing to create more opportunities for parents to support their children's learning environment at home and supporting parent education.  We would also like to increase our hours and provide a comprehensive after school program to support working families.	HTLA will improve engagement of underrepresented families by opening quarterly parent workshops throughout the school year.  Topics include but are not limited to - parents rights, supporting your child’s changing behaviors, pathways to high school, college  and beyond.  HTLA MS will also offer a comprehensive after school program and summer program to support working families.	In order to accurately measure parent input in school decision-making, satisfaction and the requirements of Priority 3, the Principal distributed a survey in Spring 2024 to ensure accurate survey reporting and input from parents/guardians which is a part of the school’ LCAP process and adherence to Priority 3.  Our focus area for improvement is to get more families to respond to the survey.  One of the ways that we are working on this is to have all of our correspondences to families go out in English and in Spanish.  We also have a number of families that are Armenian, and we have Armenian translation as needed as well.	HTLA MS would like to increase participation in the family survey.	HTLA MS will announce surveys at each parent event and promote engagement in parent communications, counselors will also reach out to families individually to obtain participation either on the internet or in direct conversation.	5	5	4	4	5	4	5	4	4	4	4	4	Met		2024-06-18	2024
19647330137513	Learning by Design Charter	3	
2. Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for improvement in Building Relationships Between School Staff and Families.
Focus is on creating more Parent Lead programs and hosted events and volunteer opportunities
3. Based on the analysis of educational partner input and local data, briefly describe how the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families.
Section 2: Building Partnerships for Student Outcomes
Based on the analysis of educational partner input and local data, identify the number which best indicates the LEA’s current stage of implementation for each practice in this section using the following rating scale (lowest to highest): 1 – Exploration and Research Phase; 2 – Beginning Development; 3 – Initial Implementation; 4 – Full Implementation; 5 – Full Implementation and Sustainability
We are providing more school programming and community events opportunities hosted by parents to encourage more participation and engagement such as LatinX Day Potluck, Monthly Bake Sales, Friends of LbD, Black History Month Taste of LbD, Classroom Parent, Parents that work in the Garden and more. We are strengthening our parent and community outreach by bringing on a Parent and Community Outreach Coordinator who is facilitating connection with parents.	Focus is on creating more Parent Lead programs and hosted events and volunteer opportunities	We have surveyed families to learn more about their needs and wants. We also have a Mental health Counselor and Advocate that provides family support and counseling and that also collaborates with the Parents and Community Outreach Coordinator to create Parent Workshops and Classes based on our families needs	Parents can arrange for meetings with teachers and school leaders any time they want to discuss student progress and outcomes. However, parents are formally invited in 2-3 times per year for formal conferences to discuss student report cards and test scores. They are invited in at Back to School Night and Open House to see what students are learning and how they are progressing.	We will continue to send regular monthly progress updates to families always extending the invitation to come in to meet regarding students progress.	We will continue to send regular monthly progress updates to families always extending the invitation to come in to meet regarding students progress.	We invite all stakeholders to attend Decision-Making meetings and gatherings including School Site Council and Friends of LbD meetings. We also post all communications about these opportunities on our website and send out via Parent Square and post the information around the school.	We are working to create ways to provide stronger communication and clearer information to families on ways they can get more involved in community.	We are working to create ways to provide stronger communication and clearer information to families on ways they can get more involved in community.	3	4	3	4	3	4	5	3	3	3	4	4	Met		2024-06-26	2024
19647330137521	Vox Collegiate of Los Angeles	3	Building Relationships with Families - Relationships between teachers and parents are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: regular 2-way communication through ParentSquare, cafecitos provide information, build relationships, and solicit feedback, Parent Conferences—regular meetings to partner with families about their child’s needs and create space for authentic feedback, and other interactions—encouraging phone calls and in-person conversations over texts and/or emails that foster engagement and opportunities to connect.

Our parent survey data indicates our parent experience has been positive and we have been successful at creating a welcoming environment. 100% of families believe school is safe and feel well-informed. We have a robust system of family communication that includes tracking communication to ensure each family is regularly receiving information and a system to intervene if a family is not in contact. We ensure that every family has access to communicate with any staff member at Vox Collegiate.

Parent Workshops and Learning Opportunities - In the past year, we have significantly increased opportunities for parents to learn alongside the school by hosting a series of parent workshops. These workshops have addressed crucial topics such as social media usage, healthy teenage and adolescent relationships, and drug abuse prevention. By providing these learning opportunities, we empower parents with the knowledge and tools to support their children’s well-being and development effectively.

Commitment to Continuous Improvement - We will strive to improve our communication by allocating additional professional development time to reflect on our communication tracker data, to calibrate as a staff around communication expectations, and to provide time to communicate with families of higher performing students, who may typically not receive as much communication.	Following an analysis of educational partner input and local data, we have identified key focus areas for improvement in building relationships between school staff and families at Vox Collegiate. Our efforts will be centered around enhancing family communication regarding attendance to reduce chronic absenteeism and grades to ensure parent inclusion in student intervention.

Improving Attendance Communication - We recognize the critical role that regular attendance plays in a student’s academic success. To address chronic absenteeism, we will focus on strengthening communication channels with families. Our aim is to provide timely and targeted information about the importance of regular attendance, as well as the consequences of chronic absenteeism. By leveraging various communication mediums, such as personalized letters, phone calls, and digital platforms, we will ensure that families are consistently informed about their child’s attendance and are encouraged to support regular attendance habits.

To further reduce student absence rates, we will provide broader supports for families to address the root causes of absences. This includes offering resources and interventions that target specific challenges families may face, thus promoting better attendance through a holistic approach.

Enhancing Parent Inclusion in Student Intervention - We understand that a strong partnership between school staff and families is crucial for effective student intervention strategies. To ensure parent inclusion, we will implement proactive measures to engage families in the intervention process. This will involve regular meetings, workshops, and progress reports that provide families with a comprehensive understanding of their child’s academic progress, areas for improvement, and strategies for support. By fostering open lines of communication, we aim to empower parents to actively contribute to their child’s educational journey and promote collaborative problem-solving.

Supporting 8th Grade Transition to High School - For our 8th grade students transitioning to high school, we are committed to ensuring that every student has broad options that align with both their academic needs and social interests. We will provide guidance and support to families and students throughout the high school selection process, helping them explore various educational pathways and extracurricular opportunities. This comprehensive support will ensure that our students are well-prepared and confident as they move on to the next stage of their education.	Targeted Support for African American Students - Our prior years’ analysis revealed specific gaps in academic performance among African American students that we addressed over the 2022-23 and 2023-24 school year. Vox Collegiate implemented targeted support initiatives tailored to the needs of this student population. These efforts have been highly effective, resulting in significant gains in both academic performance and discipline. Moving forward, we will continue to monitor and support African American students to ensure their ongoing success at Vox Collegiate. This may include additional academic resources, culturally responsive teaching practices, mentoring programs, and parent workshops specifically designed to empower and support African American families. By acknowledging and addressing these disparities head-on, we strive to create a more equitable and inclusive educational environment for all students.

Family communication for African American students will also be prioritized. Communication data will be disaggregated to ensure that there are no gaps in outreach and connection between African American families and the school.	Vox Collegiate has developed robust practices that foster strong partnerships between families and staff in support of student growth. We host mandatory parent conferences each trimester with all of our families to not only inform them of student progress but also to actively involve them as partners in the educational process. These conferences are a platform for meaningful dialogue where parents can share insights and collaborate with teachers to support their child’s learning journey.

In addition to regular conferences, we provide comprehensive information about families’ legal rights and how to advocate for their students. This information is available in our student family handbook and is reinforced throughout the special education process. By empowering families with knowledge and resources, we ensure they are well-equipped to support their children and navigate the educational system effectively.	Vox Collegiate is committed to strengthening the support provided to families, particularly in the area of summer learning. We recognize that summer is a crucial time for continued student growth and development. To this end, we plan to enhance the resources available to families to ensure that learning does not stop when the school year ends.

We will curate more individualized opportunities for students based on their interests and needs. This may include providing access to summer enrichment programs, online learning platforms, and educational materials that cater to different learning styles. By offering personalized resources, we aim to keep students engaged and motivated throughout the summer months.	Vox Collegiate is dedicated to improving communication with underrepresented families by strengthening our outreach efforts to ensure that every family remains informed and engaged, even if they are unable to attend parent conferences. To achieve this, we have implemented multiple strategies to enhance communication and support for these families.

All Vox Collegiate families receive a bi-weekly progress report that provides detailed information about their child’s academic progress. These reports are designed to be comprehensive yet easy to understand, offering insights into student performance and areas for improvement. This regular communication ensures that parents are kept up-to-date with their child’s academic journey.

Teachers also utilize ParentSquare to text or call families, proactively addressing any issues or concerns that may arise. This platform allows for timely and direct communication, fostering a closer connection between the school and families. By using various communication methods, we aim to reach all families effectively, ensuring that no one is left out of the loop.

In addition to these measures, we plan to host virtual meetings and webinars for families who cannot attend in-person conferences. These virtual sessions will provide the same valuable information and opportunities for engagement, making it more convenient.	Vox Collegiate is a small and growing school, so extensive advisory committees are not yet fully formed. However, the school consistently holds School Site Council and English Learner Advisory Committee (ELAC) meetings to ensure active parent involvement in school governance. These committees play a vital role in shaping school policies and programs, providing parents with a platform to voice their opinions and contribute to decision-making processes.

In addition to formal committee meetings, Vox Collegiate invites parents to participate and provide input through various events such as cafecitos, family nights, and other school activities. These gatherings offer informal settings for parents to engage with school staff, share their perspectives, and build a stronger sense of community.

During the 2023-24 school year, family participation in school events increased significantly. Parents and guardians took on leadership roles in planning and executing key events, including Teacher Appreciation Week and the school’s annual dance. Their involvement not only enhanced the success of these events but also fostered a collaborative and inclusive school environment.

Moving forward, Vox Collegiate is committed to further increasing family engagement by expanding opportunities for parents to participate in school activities and decision-making processes. We will continue to create meaningful ways for families to contribute to the school community, ensuring that their voices are heard and valued.	Vox Collegiate will focus on additional efforts to engage families in broader school decision-making. This will be achieved through the formation of advisory groups and the implementation of school surveys beyond the existing School Site Council and ELAC committees. These new advisory groups will provide diverse opportunities for parents to share their insights and contribute to the school’s strategic planning and development.

To further enhance family engagement, Vox Collegiate will be targeting family input on how the school can accelerate student academic performance. This will include seeking feedback on instructional practices, curriculum enhancements, and support services. By actively involving families in discussions about academic goals and strategies, we aim to create a collaborative environment where parents feel empowered to contribute to their children’s educational success.

In addition to forming advisory groups, Vox Collegiate will conduct regular school surveys to gather comprehensive feedback from the entire school community. These surveys will cover a wide range of topics, from academic programs and school culture to communication effectiveness and resource availability. The collected data will be used to inform decision-making processes and ensure that the school’s initiatives align with the needs and expectations of families.	The school has significantly improved its culturally responsive programming for students and staff throughout the year. By extending this programming to include families, we aim to enhance family engagement and encourage broader input on school decision-making processes.

A critical aspect of building robust family input streams is ensuring that our families feel connected and valued at our school. We believe that by publicly and actively reflecting our families’ diverse cultures and identities within the school environment, we can foster a sense of belonging and inclusivity. This approach not only celebrates the rich cultural heritage of our community but also demonstrates our commitment to honoring and respecting every family’s unique background.

By integrating culturally responsive practices into family engagement initiatives, we can create a more welcoming and supportive atmosphere for all families. This includes hosting culturally themed events, offering multilingual communication, and providing resources that are relevant to the diverse needs of our community. Through these efforts, we aim to build trust and encourage open, candid dialogue between families and the school.

We are confident that these strategies will lead to improved family engagement, allowing us to gather valuable insights and perspectives that will inform our school’s policies and practices. By actively involving families in decision-making and reflecting their cultures and identities in our school community, we can create a more inclusive and effective educational environment for all students.	4	4	4	4	4	3	4	4	4	3	3	3	Met		2024-06-25	2024
19647330137562	Matrix for Success Academy	3	Matrix for Success Academy ensures to provide authentic learning experiences to meet the needs of its students through our various support programs. Areas of growth for us would be our parent and family engagement and school climate. The past couple of years, the pandemic limited our ability to hold events and to have parents engaged and working on our campus. Matrix is rebuilding our parent engagement in all aspects of school, including academics, school culture, and school safety.Additionally, Matrix wants to continue building on our successes this year in rebuilding our culture, particularly regarding our Tier 1 plan and intervention for our MTSS framework. Having regular recognition, celebration, and re-teaching of expectations will help continue to build a solid foundation for learning and success at Matrix. Partnering with programs like Fulfillment fund, Gear Up and C3 to counsel our students and families, we use Ripple effects to help students learn to strengthen their emotional and social intelligence. Parents, community representatives, classroom teachers, students, and other school personnel are included in the planning, implementing, and evaluating ConApp programs through various stakeholder meetings throughout the year. All stakeholders are encouraged to attend and provide feedback at board meetings, school advisory council meetings, weekly teacher-school meetings, student leadership team meetings, academic instructional team meetings, and school climate and culture team meetings.	For the 2024-45 school-year, Matrix will continue to engage parents in decision making through open communication on all levels with School Climate Parent Surveys. Furthermore, Matrix is focusing on outreach and parent engagement through various workshops and resources. The focus for this upcoming school-year is to build a culture that engages every family, communicate effectively and develop relationships, provide parent educational workshops.	The LEA continues to strive to have high levels of relationships with families. The LEA creates opportunities for parents and students to participate in teacher/student-led parent conferences, parent workshops, coffee with the Administrators, and student/parent surveys. In addressing the needs of the whole child, engaging parents, and our school
community, Matrix has responded and addressed social emotional needs for our school community. The Pregnant and parenting group is an underrepresented population that Matrix chooses to focus on by creating new programs specifically for this group. The LEA will continue to provide access and communication between all stakeholders to strengthen.	Matrix provides resources to assist under-achieving students. These include school breakfast and lunch program, summer school opportunities to recover units and reduce summer learning loss, and a strong AcademicEnrichment team to assist with academics, behavior, attendance, and social-emotional wellbeing. Parents, community representatives, teachers, students, and other school personnel are included in the planning, implementation, and evaluation of ConApp programs through various stakeholder meetings throughout the year, as previously discussed. All stakeholders are encouraged to attend and provide feedback at board meetings, school advisory council meetings, weekly teacher school meetings, student leadership team meetings, academic instructional team meetings, and school climate and culture team meetings.	The school has established relationships with The Fulfillment Fund, GearUp and the Los Angeles County Office of Education for student enrichment.	The LEA continues to strive to have high levels of relationships with families. The LEA creates opportunities for parents and students to participate in teacher/student-led parent conferences, parent workshops, coffee with the Administrators, and student/parent surveys. In addressing the needs of the whole child, engaging parents, and our school community, Matrix has responded and addressed social emotional needs for our school community. The Pregnant and parenting group is an underrepresented population that Matrix chooses to focus on by creating new programs specifically for this group. The LEA will continue to provide access and communication between all stakeholders to strengthen.	Matrix continues to find ways to involve our school community in the decision-making of various programs include gaining feedback around the academic program, facilities and engagement of various stakeholders.This has proven to be a solid practice for gathering feedback. In addition,Matrix holds parent meetings to inform parents about the process of providing input and participating in ELAC. Parents who participate in ELAC also get the opportunity to get training on the purpose of ELAC, as well as participate in monthly meetings. In addition, Matrix gathers feedback from parents on an ongoing basis.	All stakeholders are encouraged to attend and provide feedback at board meetings, school advisory council meetings, weekly teacher school meetings and student leadership team meetings. Matrix will be continuing to encourage parent involvement at the school site. Currently, we are using Parent Square as our primary platform for communication. This will allow us to obtain feedback from parents on an ongoing basis.	While academics are very important, Matrix recognizes that students would not be able to perform academically if their social emotional needs were not met. Matrix counselors and support staff are trained monthly to provide counseling and social-emotional support to our students. Matrix uses the Collective Care Curriculum framework to support the needs of all our students. In addition, the MTSS referral process, helps us to assess the needs of all students and to allocate the appropriate resources needed for each student. To further meet all the needs of all students, our school has been fortunate to be the recipient of Bipartisan Safer Communities Act– Stronger Connections Grant (BSCA-SCG) this year. This grant will allow us to hire a full-time school psychologist to support those students that need the additional social emotional counseling. Additionally, it will allow us to also counsel and connect the pregnant and parenting student and meet the needs of families, thus increasing student potential for achievement.	5	5	4	4	5	5	5	4	4	4	4	4	Met		2024-06-25	2024
19647330137604	Stella Elementary Charter Academy	3	The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 100% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 96% of parents rate the school positively.
One of the school’s biggest strengths is the welcoming environment we’ve built with families. 98% of families attend at least one school event including, but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights. Through events that highlight the cultures of students, implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff.	The school has identified the percentage of parents who have a 1:1 interaction with a counselor as an area of growth as only 21% of families were tracked as meeting with them.	The school will improve the engagement of underrepresented families in this area by leaning on the support of the Family Engagement & Community School Manager teams, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.	We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. We also see strength in having 76% participation in our Teacher-Parent Conferences. Our team works hard to provide families with information and resources to support student learning in the home.	The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 28%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes.	The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school. 
The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, engaging teachers and school leaders in professional development to support all students and their families, and reaching out to parents through ParentSquare, messages, and phone calls to support attendance at events that will assist them in supporting their child’s learning at home.
With the support of the Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.	One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Family Engagement Coordinator. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school.  We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.	We are proud to have 100% of parents returning surveys, and 98% of parents attending a school event, and we will continually strive to increase these numbers to reach 100% in both. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Family and Community Engagement Team works every year to identify, train and support family leaders who actively participate in the School Site Council, English Learner Advisory Committee and other advisory groups.	The annual Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Lead Executive Officer,  the Senior Vice Principal of Student and Family Services, and the Vice President of Outreach & Engagement and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year. In addition, families are constantly invited to participate in multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-25	2024
19647330137612	Valley International Preparatory High	3	VIPHS has strong communication systems in place to ensure that families are fully informed about their child’s education in their preferred language.	VIPHS could provide more hard copies of materials in multiple languages.	VIPHS will provide more multilingual materials to our families. We took steps to ensure that any mailed materials and letters this year were provided in English, Spanish, Vietnamese, and Russian, which are the four languages currently spoken at VIPHS.	Teachers are required to communicate with families twice a semester and often do so more often then that.	Teachers could be more consistent in their communication and communicate more frequently.	In the coming year, we will provide training to staff on how to use Parent Square so that they can more easily communicate with their families in their preferred home language.	VIPHS has a school site council that meets four times a year and provides feedback on the LCAP and other school policies. VIPHS also has an active parent organization which meets frequently with administration. We survey parents and students in the spring.	Ensure that surveys are in the families’ preferred home language.	
Ensure that surveys and other communications are in the families’ preferred home language.	4	4	4	4	4	4	4	4	4	4	4	4	Not Met			2024
19647330138305	TEACH Preparatory Mildred S. Cunningham & Edith H. Morris Elementary	3	This rating was based on each school’s level of success in the following practices:
? Developing the capacity of staff to build trustful and respectful relationships
? Creating welcoming environments for all families in the community
? Supporting staff to learn about each family’s strengths, cultures, languages and goals
for children.
? Developing multiple opportunities for parent and school 2-way communication.	Each school’s greatest strength was the multiple opportunities for family and staff
communication. The use of multiple communication platforms and taking the time to hold
multiple gatherings throughout the year such as Coffee with the Principal, ELAC and SSC
meetings, as well as other parent and family functions to celebrate student achievement. One area for improvement is supporting staff to learn about each family’s strengths, culture,
languages and goals for children.	This might be achieved by more home-visits and through
the additional measures each school plans to take to engage parents in an effort to reduce
absenteeism. Such measures include more parent education workshops, parents leading
educational workshops for other parents, and working with outside organizations to provide
solutions to areas of need for parents such as English language instruction and targeted
parenting strategies that support student success and achievement.	TEACH is scaling up practices such as providing professional learning and support to
teachers and Principals to improve the school’s capacity to partner with families, provide
families with resources to support learning and development in the home, and supporting
families to understand and exercise their rights to advocate for their students. Part of the
LCAP goals and actions for the upcoming school year reflect building upon these practices
and include education programs for parents to better support their students and specific
meetings with parents to support their understanding of their student’s diagnostic and
formative assessment data.	TEACH is scaling up practices such as providing professional learning and support to
teachers and Principals to improve the school’s capacity to partner with families, provide
families with resources to support learning and development in the home, and supporting
families to understand and exercise their rights to advocate for their students. Part of the
LCAP goals and actions for the upcoming school year reflect building upon these practices
and include education programs for parents to better support their students and specific
meetings with parents to support their understanding of their student’s diagnostic and
formative assessment data.	TEACH is scaling up practices such as providing professional learning and support to
teachers and Principals to improve the school’s capacity to partner with families, provide
families with resources to support learning and development in the home, and supporting
families to understand and exercise their rights to advocate for their students. Part of the
LCAP goals and actions for the upcoming school year reflect building upon these practices
and include education programs for parents to better support their students and specific
meetings with parents to support their understanding of their student’s diagnostic and
formative assessment data.	TEACH has many opportunities for families to participate in decisions that impact the school community, but
it is perceived that parents could be better informed and thus have a more meaningful role in
decision-making discussions.	The role of advisory groups and participation in advisory groups is gaining traction at
TEACH now that those meetings include all divisions, rather than being held separately.
This is helping parents get the big picture of their child’s education journey from
kindergarten through high school. This is a new practice that will continue into the 2024-
2025 school year.	Parents are also becoming more active in identifying, designing and leading their own family
engagement activities. This development has been supported by the Office of Mental Health
Services, and uses a “train the trainer” model to build capacity.	4	4	4	4	3	3	3	3	2	2	2	2	Met		2024-06-18	2024
19647330138883	Equitas Academy 6	3	Creating a warm and welcoming experience for all families is at the forefront of building partnerships.  Families are an asset to the school community and a relational approach is part of family engagement at Equitas.  Two-way communication between school and home is key and staff consistently communicate with families to support student outcomes.  Spanish translation is offered in both written and verbal communication.	There is a focus on redesigning the spaces where families have the opportunity to join and be part of shared decision making - SSC, ELAC, and CS Advisory Committees. The redesign will support in building and strengthening relationships between school staff and families by collaborating, co-constructing experiences and making decisions together in support of student success.	Providing opportunities for underrepresented families to engage with school staff through workshops and councils that support diverse learners. DEIA organizational priorities were developed with goals to improve outcomes in support of underrepresented families.	Strong relationships with families are crucial to student success. Families are provided with touch points such as summer orientation, monthly Cafecitos, ,monthly family nights, 2 family days, family-teacher conferences two times per year and ongoing communication between teachers and families. Events and communication are grounded on a relational approach.	Schools will continue to provide all families learning experiences where student data is shared and analyzed. Families will receive the tools to understand how their child is progressing through multiple data points and gauge progress in meeting standards in language arts, math and other core subjects. Student data is shared at different touch points with families throughout the school year. These opportunities will support the school staff and families to monitor progress and work together to support student achievement.	Collaboration of staff and schools to support diverse learners with a focus on engaging families of underrepresented families. Holding spaces where families can gain knowledge and tools to support at home and bridge the connection to school in support of student outcomes.	Families voices are important and necessary to ensure progress monitoring and student success.  Families are afforded the opportunity to provide feedback through a yearly family survey given two times per school year.  Family input is sought for decisions that will greatly impact them and their children.  Family members are members of task forces/committees where their voices for part of the decisions that directly impact students, families and the organization.  Family members serve as members of the School Site Council and ELAC Council where decisions are made.  The Equitas belief to do with our families and not to our families.	Equitas Academy was selected as recipients of the California Community Schools Implementation Grant beginning in  2024-2025 academic year.  This grant will support with building an advisory council to include a diverse group of educational partners that will seek feedback and ensure they are included in shared leadership and site decision-making.	Equitas Academy is in development to refine and enhance the opportunities to engage with families, especially underrepresented families (Cafecitos, SSC and learning opportunities) to grow into more robust development and engagement for educational partners.  A focus on DEIA is another point of development to include more engagement of underrepresented families.  Through these changes, the goal is to increase feedback and decision-making opportunities for all families.	3	4	3	5	3	3	4	3	4	3	5	2	Met		2024-06-20	2024
19647330139089	Vista Horizon Global Academy	3	Vista Horizon Global Academy (VHGA) develops relationships between staff and families through the implementation of parent and student conferences held three times each year; employing staff fluent in families’ first languages and from the same background; monthly events such as coffee with the principal; SSC/ELAC; student character development assemblies; and parent/family councils (circle based dialogue); annual events such as the open house, visual arts, and music shows; regular data chats; and parent education workshop. Family members volunteer as partners and collaborate with staff to enhance students’ experiences. Before and after school family members gather in the staff lounge for coffee and connection with staff.	We are committed to meeting families’ needs and building increasingly easy access to information and resources. Some strategies we have put in place to accomplish this are the implementation of a community schools coordinator, developing community partners, a new website, weekly staff/home communication via messaging apps, and a varied schedule for school site meetings to accommodate different working hours.	To increase family access to our various engagement activities, more meetings will be held in the evening and on weekends so those working typical hours have more opportunities to attend and participate. The addition of a bilingual community schools coordinator will provide increased outreach to families and connection with staff and community resources. Working with our professional development partners, we will deliver educational courses in literacy, parenting, behavior support, dialogical practices, and more.	VHGA strengths in Building Partnerships for Student Outcomes are rooted in our familial culture – staff know families and students across the school and are engaged with most families constantly. Two-way communication and clear articulation of desired student outcomes and school goals is facilitated through face to face and digital applications.	A central focus for improvement in Building Partnerships for Student Outcomes is engaging those families who are frequently difficult to contact and finding ways to better support them and their students.	We will continually improve engagement of underrepresented families through our outreach strategies, employing staff from the communities and cultures we serve, and with further do so with the addition of a community schools coordinator.	We effectively seek and receive input from our partners through developing parent leadership, the establishment of a warm and welcoming environment, transparency, frequent communications, and access to school site decision making bodies where opportunities for input are facilitated.	While partner input has increased significantly, we hope to improve the consistency for partner participation throughout the school year.	We will improve engagement of underrepresented families in relation to Seeking Input for Decision-Making through face to face invitations, varied communication styles, and follow up calls in families’ first language.	5	5	4	4	4	5	5	3	4	4	4	4	Met		2024-06-10	2024
19647330139097	Scholarship Prep - South Bay	3	Building relationships with families is a definite strength for Scholarship Prep. Attendance rates at major events are very high, family education classes have strong turnout, and our advisory groups are fully implemented. We have made progress through offering more relevant family trainings, providing more flexibility in scheduling major events, expanding our advisory groups’ roles, and offering more opportunities for families to be a part of the educational process (especially through now offering virtual attendance at most events).	An area of focus for us will be in engaging reciprocal relationships with our families to actively identify their cultures for more inclusion in the classroom. The process of engaging families will be done through the annual survey, providing explicit time during conferences to discuss culture and background, and providing culturally relevant training to staff members. There will be a specific focus on underrepresented families who traditionally have not engaged in the feedback loop. We will elicit their input through offering relevant meeting topics, direct phone calls, and home visits as needed. The expected outcomes of these efforts are to see higher levels of parental engagement and attendance, more culturally relevant texts, and student projects and presentations that are infused with cultural currency.	We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach.	The only way Scholarship Prep has been able to achieve the scores we have so far is through collaborative partnership with our families.  Our student outcomes, from CAASPP performance to attendance rate, have only been possible because of the partnership. Therefore, it is self-evident that strong partnerships have been built. Key among our strengths in this area are our programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. This is embedded in our calendar and procedures, from discussing ELPAC scores and reclassification with every English Learner’s family, promoting active parent attendance and input at multiple school events, and holding regular ELAC and Pep Squad meetings.	The focus area for this component is married to the focus area for Building Relationships. We need to ensure that all staff members are appropriately trained and supported to engage in reciprocal relationships with our families despite language, background, ethnic, and other differences. These trainings will be especially vital for supporting connections to our underrepresented families who are often years into a disenfranchisement process with the public education system. We will continue to build those partnerships through offering relevant meeting topics, direct phone calls, and home visits as needed.	We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach.	We have been able to engage our core families in advisory groups and decision making. Our ELAC, Pep Squad, and key parent groups meet frequently and discuss pertinent, high-level, engaging items. Members from the respective groups also engage with our governance body at the Board meetings as applicable.	The focus area for this component is that we must ensure that we engage all families in the decision making process. We need to focus on expanding our pool of families that are serving on or interested in advisory groups. We will be intentional in identifying underrepresented families for participation and supporting their participation through direct phone calls and home visits as needed.	We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach.	5	5	4	5	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
19647330139121	Equitas Academy 5	3	Creating a warm and welcoming experience for all families is at the forefront of building partnerships.  Families are an asset to the school community and a relational approach is part of family engagement at Equitas.  Two-way communication between school and home is key and staff consistently communicate with families to support student outcomes.  Spanish translation is offered in both written and verbal communication.	There is a focus on redesigning the spaces where families have the opportunity to join and be part of shared decision making - SSC, ELAC, and CS Advisory Committees. The redesign will support in building and strengthening relationships between school staff and families by collaborating, co-constructing experiences and making decisions together in support of student success.	Providing opportunities for underrepresented families to engage with school staff through workshops and councils that support diverse learners. DEIA organizational priorities were developed with goals to improve outcomes in support of underrepresented families.	Strong relationships with families are crucial to student success. Families are provided with touch points such as summer orientation, monthly Cafecitos, ,monthly family nights, 2 family days, family-teacher conferences two times per year and ongoing communication between teachers and families. Events and communication are grounded on a relational approach.	Schools will continue to provide all families learning experiences where student data is shared and analyzed. Families will receive the tools to understand how their child is progressing through multiple data points and gauge progress in meeting standards in language arts, math and other core subjects. Student data is shared at different touch points with families throughout the school year. These opportunities will support the school staff and families to monitor progress and work together to support student achievement.	Collaboration of staff and schools to support diverse learners with a focus on engaging families of underrepresented families. Holding spaces where families can gain knowledge and tools to support at home and bridge the connection to school in support of student outcomes.	Families voices are important and necessary to ensure progress monitoring and student success.  Families are afforded the opportunity to provide feedback through a yearly family survey given two times per school year.  Family input is sought for decisions that will greatly impact them and their children.  Family members are members of task forces/committees where their voices for part of the decisions that directly impact students, families and the organization.  Family members serve as members of the School Site Council and ELAC Council where decisions are made.  The Equitas belief to do with our families and not to our families.	Equitas Academy was selected as recipients of the California Community Schools Implementation Grant beginning in  2024-2025 academic year.  This grant will support with building an advisory council to include a diverse group of educational partners that will seek feedback and ensure they are included in shared leadership and site decision-making.	Equitas Academy is in development to refine and enhance the opportunities to engage with families, especially underrepresented families (Cafecitos, SSC and learning opportunities) to grow into more robust development and engagement for educational partners.  A focus on DEIA is another point of development to include more engagement of underrepresented families.  Through these changes, the goal is to increase feedback and decision-making opportunities for all families.	3	4	3	5	3	3	4	3	4	3	5	2	Met		2024-06-20	2024
19647330139832	Citizens of the World Charter School West Valley	3	The strength of building relationships between school staff and families is our structured communication opportunities between the two stakeholders. At the beginning of the year, the staff is asked to reach out to each student’s family in their homeroom via ParentSquare to introduce themselves, provide their vision for the school year, and start the building blocks for a close relationship. The first in-person structured opportunity for caregivers and staff to connect is Back to School Night. 

Additional opportunities to build partnerships are through Caregiver Conferences, held twice per school year, and student-led conferences, which take place at the middle school. These are meaningful opportunities for staff to communicate student progress and develop growth plans. Other opportunities to build relationships are through various volunteer opportunities such as Culture and Connection, classroom Mystery Reader, field trip chaperone, etc. 

The school also offers many less structured opportunities for families to visit and build community through cultural and academic events. These include our Latina/o/x Heritage Month Festival, Movie Night, Black History Month celebration, Earth Day celebration, AANHPI Night Market, Math Night, Science Night, and Coffee Socials.

Additionally, we remove language barriers by ensuring that school announcements and communications are translated into the multiple languages that our families represent. This is possible through ParentSquare. This is especially important for our student-led conferences and caregiver conferences. We ask our staff if they need a translator and aim to ensure a translator is available for those meetings. The same is true for IEP and Student Success Team meetings.
	We would like to offer our families diverse ways of engaging with the school in meaningful ways. Some of our families cannot be physically present at school for in-person volunteer opportunities, so ensuring we have ways to help all parents feel they are a part of the community is a next step. This could mean that for workshops and meetings, we send out resources or recordings of webinars. 
	A focus area of improvement for building relationships between school staff and families is ensuring that ALL of our families have equitable opportunities to participate and engage in and with the school meaningfully. We plan to improve the engagement of underrepresented families by offering events and workshops in a variety of home languages and by offering workshops and social gatherings for families with other parents of similar identities to build community. For example, last school year, we noticed many Spanish-speaking families attend workshops when the workshop is presented in Spanish vs. in English and then translated into Spanish. We also held a Coffee Social for caregivers of students with disabilities. That safe space where caregivers can connect because of shared experiences is something we need and want to continue in the coming school year. 

It will also require the leadership support of staff and teachers to ensure all are creating and maintaining relationships with caregivers and families who may not be present at all times and making intentional efforts to reach out to them specifically. 
	CWC West Valley has worked hard to foster and maintain partnerships with families and caretakers.  We recognize that this is key to the success of the school and the students.  We ensure families are informed by providing weekly newsletters that overview current events, school highlights, upcoming events, learning opportunities for families, and ways to connect with the school community.  Classroom teachers also keep families informed by sending out classroom updates on what has been and will be taught and ways they can support student learning at home. Additionally, CWC West Valley holds several community events that help bridge the school-to-home gap.  For example, Math Night invites families to our school to learn about our math program and philosophy in fun and engaging ways.  

To support our staff, CWC West Valley also provides professional development, especially for our new teachers, that focuses on communication with families in our Wayfinding series. Wayfinding is targeted professional development for our new-to-the-field teachers, supporting them with topics like engaging families and proper lines of communication for a successful partnership.

To ensure families and caregivers know our school program and their role and rights, we start the year with a Back to School Night each year.  In this presentation, we cover many things, from suggested ways to reach out to teachers to how they can share their concerns through the Uniform Complaint Procedure (UCP). When issues arise, we often direct families to our handbook, which is provided for parents.

We put intentionality in building connections with families and are proud of the work that we have done to ensure that they are informed and connected. 
	Although we have much to be proud of, there is still work to do in building partnerships with families. We continue to strive to ensure that all communication is translated for families. Many of our key communications are already translated, but there are times when some emails or updates may not be translated. We hope to increase that.  

Another area we are focusing on is increasing the participation of families that may be more challenging to communicate with.  This group has diverse needs and not a one-size-fits-all approach to engaging families.  This group could be caused by time availability due to work, family makeup, language barriers, personal capacity, etc.  To combat that, we try to offer a variety of meeting times, record meetings when possible, share communication with notice in multiple languages, and make personal connections when possible.

Although we have dedicated professional development for teachers with our Wayfinding program, we still see opportunities for improvement.  We aim to build much teacher support around the Get Better Faster framework and will partner with professional development and coaching.
	CWC West Valley recognizes the importance of engagement for all families, especially those who are underrepresented.  To combat that we recently have been focusing on building our Diversity Equity Inclusion and Belonging (DEIB) Leaders Council.  The DEIB Leaders Council has been put together to ensure that authentic and meaningful partnerships are forged.  The DEIB Leaders Council is comprised of a dedicated group of staff members and caregivers.  The DEIB Leaders Council will help be a thought partner and an accountability partner for how our school operates when considering and including all of our community members.  Together with the school site leadership team, they will work on implementing an Equity Action Plan which includes specific equity centered goals. We will continue to grow the DEIB Leaders Council and hope to see its positive influence over the upcoming years.	Comprehensive Stakeholder Engagement: CWC West Valley engages a diverse range of stakeholders through annual surveys, regular Principal’s Council meetings, coffees with the principal, Town Hall meetings, caregiver committee meetings, and focus groups, ensuring multiple perspectives are considered.

Transparent Communication: CWC West Valley maintains transparency with caregivers by regularly communicating updates via a school weekly newsletter, weekly updates from classroom teachers (5 Minute Friday), caregiver-teacher conferences, progress reports to keep parents updated on student’s growth and development, and outcomes from stakeholder meetings, building trust and encouraging participation.

Data-Driven Approach: Decisions are informed by both qualitative and quantitative data, utilizing local data such as academic performance and attendance rates to identify needs and track policy impacts.

Responsiveness: CWC West Valley promptly addresses concerns raised by stakeholders, demonstrating accountability and striving to close the feedback loop by communicating actions based on feedback.
	Enhance Digital Engagement Platforms: Despite having various in-person engagement methods, improving digital engagement platforms could further enhance participation. Developing more interactive online forums, social media engagement, and mobile-friendly surveys can make it easier for stakeholders to provide input, especially for those unable to attend in-person meetings.

Strengthen Feedback Mechanisms: To build on the strength of transparent communication, CWC West Valley could implement more structured feedback mechanisms that help stakeholders understand how and when their feedback is utilized. Regularly scheduled feedback sessions where stakeholders can see the direct impact of their input on decision-making processes would reinforce trust and demonstrate the value of their contributions.

Develop Continuous Improvement Plans: To ensure ongoing progress, CWC West Valley can implement continuous improvement plans that include regular evaluations of engagement strategies. This involves setting specific, measurable goals for stakeholder engagement, regularly reviewing performance against these goals, and making necessary adjustments based on stakeholder feedback and data analysis.
	Inclusive Participation: Efforts to include underrepresented groups have been strengthened through translation services, childcare during meetings, and flexible scheduling.

Increase Professional Development Focused on Stakeholder Engagement: While CWC West Valley promptly addresses stakeholder concerns, enhancing staff training specifically in stakeholder engagement strategies for underrepresented families can further improve the quality of interactions. Training should focus on advanced communication techniques, conflict resolution, and inclusive practices to ensure all voices are heard and respected.

Expand Data Utilization for Personalized Communication: CWC West Valley’s data-driven approach could be expanded to personalize stakeholder communication. By analyzing data on stakeholder preferences and engagement patterns, CWC West Valley can better tailor communications to meet different groups' needs and interests, thereby improving the relevance and impact of their messages.
	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-30	2024
19647330140004	El Rio Community	3	Having a half-time DEIB Coordinator this year was extremely valuable in
supporting building relationships with families, students, staff, and the
community, and we are excited for this to continue as the position continues
next year. In the school climate survey, the DEIB coordinator’s work was called
out as a strength. Despite this focus on relationship building, the year was not
without its challenges, with ongoing issues with staff/students/families not
feeling safe in the neighborhood, and how that impacted families who live in
Lincoln Heights and feel safe in their own neighborhood. This tension was also
seen amongst staff, as well as students, with more students in the upper grades
having difficulty relating to one another, with issues of race and class coming to
the forefront, and both of these things causing friction.	Though we had a real focus on parent education this year, offering monthly events for
parents, parents are still clamoring for more support for parenting, understanding
Waldorf education, and for community-building and connection with other El Rio
families. Therefore, for the incoming Executive Director, a key task will be to establish
himself in the role and be front and center in this continued relationship building, and to
create additional opportunities for in-person engagement, especially amongst
classes/grade levels and smaller groups whenever possible so that dialogue, conversation,
and the sharing of diverse perspectives allow parents to feel heard, like there is
transparency, and that their voices are valued.	El Rio is committed to increasing the hours/role the Diversity, Equity and
Inclusion coordinator plays to support further engagement of underrepresented
families, and help ensure the resources and in place to support those families, to
a full time role in 2024-2025. Focusing on connecting underrepresented and
new families in an effort toward radical hospitality, so that families can connect
to someone else who might speak their language, or share common ground in
terms of their background will hopefully increase engagement.	In the upper grades in particular, parents are concerned about academic
learning and success, and feel that some of their students are still suffering
from learning loss related to the pandemic, are not where they should be/are
not at grade level. Our ELOP summer camp has an intervention/tutoring
program to address this issue, and EL Rio is adding a math interventionist to
the staff next fall, alongside the literacy specialist, to address this issue. In
addition, the new Executive Director has a background in working with
teachers and staff to increase standardized test scores, which will build parent
confidence in the public Waldorf model of learning. Increasing the number of
intervention hours, and having our Director of Student Support and Special
Education from the start of the school year to oversee and support the
intervention work as well as students receiving special education services will
hopefully have the desired outcome of improved student outcomes.	Intervention programs, professional development by new Executive Director to teachers on increasing test scores, and the new Director of Student Support and Special Education's oversight will all be focus areas for improvement for the coming school year. 

El Rio’s new Executive Director is already focused on building relationships
with staff in his first month, and will use the information he gathers and the
foundations of those relationships to inform his focus on supporting and
training teachers to feel confident in both benchmark and state assessments,
from test administration to preparing for testing, as well as analyzing and
sharing data. Offering information to parents on how to interpret data and
how to support students at home will be key to seeing further growth in this
area.	El Rio’s new Executive Director and newly full time DEIB Coordinator will
work together to start and or continue the work of affinity groups, Spanish
language engagement, parent education, book club, translation services,
buddies for underrepresented families, and increased outreach to support
current and prospective students and families.	This year, the School Climate survey received 80 responses, out of 255 families. Aside
from a formal survey, parents/school community members had the opportunity to
provide feedback at coffee chats, parent Handwork circles, DEIB Listening Hour, and
the El Rio Community Group. In addition, we created surveys about pick-up and
drop-off, the school calendar, and parents were included in focus groups and
interviewing the candidate for the Executive Director Role.	To continue to improve in seeking input for Decision-Making, the new
Executive Director has an opportunity to bring his experience and expertise at
the other schools where he’s worked to El Rio, and trying out various
approaches. Focus groups, informal conversations, Spanish language outreach,
and faculty/staff leadership teams could all be helpful in continually improving
using community feedback in decision-making.	The DEIB Coordinator recently held a meeting to brainstorm engagement of
underrepresented families with representation from the school community, and
she is looking forward to putting these ideas into action this coming school year,
including honing in on neighborhood-specific outreach, with tables at the
Farmers Market, connecting with impactful community partners and
organizers, and collaborating with the neighboring high school, as well as
making sure this outreach and connecting is done in multiple languages.	3	3	3	3	3	3	3	3	3	3	3	3	Met		2024-06-26	2024
19647330140111	Invictus Leadership Academy	3																						Not Met			2024
19647330140129	Ednovate - South LA College Prep	3	South LA College Prep has continued to leverage its now Parent Advisory Committee (PAC), English Language Advisory (ELAC), and Coffee with the Principal to engage our parents as partners this year. Elected members and involved parents meet quarterly and formally to provide important input and feedback on the governance and operation of South LA College Prep and participate in school decisions through the PAC, and ELAC. These councils' agenda consists of analyzing data (academics, attendance, school budget implementation, English learner support and student wellness) and making recommendations to the school’s leadership for improving school-wide performance in the key indicators. In addition to these formal structures, all families continue to engage through monthly Coffee with the Principal meetings and provide their input at least quarterly, through our parent surveys. These councils provide an ongoing opportunity for two-way communication, engaging our parents as partners and consistent feedback between families and the school, including processes for parents to initiate desired activities, plan events, and provide input to the school’s leadership. 
Our PAC continues to play a pivotal role in the school’s accountability to our students, families, and community. The PAC contributed to our Wellness Policy this year, reviewed Student Performance Data, and continues to review and provide guidance on where funds are needed. 
South LA College Prep English Learner Advisory Committee (“ELAC”) continues to provide input in advising South LA College Prep and collaborating with the PAC on programs and services for English learners. The ELAC acts in an advisory capacity to advocate and ensure our ELL students' needs are met and supported. It is not a decision making body, but it is the voice of the English Learner community. This year our ELAC has provided feedback thus far on ELPAC data, our EL Needs assessment, Student Performance data, and LCAP. 
Parents continue to be eager to engage and discuss the topics and information in our PAC/ELAC agendas and use this space to build their community, foster connections, and share their ideas and feedback with our school to make decisions.
Communication with families has always been and continues to be a strength of South LA College Prep. To date, monthly Coffee with the Principal's has an average of 50 or more families in-person and virtual attendance. We have also had an average of 95% attendance at Report Card Pick- Up this year. Furthermore, we launched our workshops for parents to learn more about topics such as mental health and drug awareness at a time that is more convenient for them.
	South LA College Prep has made significant strides in building relationships between school staff and families. South LA College Prep is constantly working to improve and continuously grow. Some of the areas to improve are parent engagement and attendance. Parents are eager to engage in discussions and share their ideas and feedback with the school. Programs like the Parent Advisory Committee ( PAC), and English Language Advisory ( ELAC) have encouraged parents to build community, foster connections, and learn more about relevant topics. A priority is to enhance South LA College Prep translation services during in-person meetings to encourage parent participation. 

Additionally, South LA College Prep  plans to include testimonials and quotes from current parents who have found value in South LA College Prep PAC & ELAC community spaces. Finally, South LA College Prep aims to provide more specific details on the topics covered during Parent Workshops to entice more parents to attend these informative workshops. Lastly, we look to continue to expand the Parent Ambassadors Group to learn, and participate in community as well as civic engagement in the coming year. 
	At South LA College Prep,, we are committed to creating a supportive and inclusive environment where everyone feels respected and valued. To achieve this goal, we always seek ways to engage with underrepresented families and make them feel like they are an integral part of our community. For instance, we offer a range of options to ensure that all families have equal access to our resources and services, such as resource/community fairs, wellness fairs, and easy accessibility to resources via text, email, or phone. Effective communication is vital to fostering stronger family-school partnerships, which, in turn, can lead to improved student outcomes. By prioritizing communication and taking extra steps to engage underrepresented families, we are working towards building a more inclusive and welcoming school community. We continue to grow in looking for consistent translation services for all meeting spaces, and continue to provide parent workshops in topics such as ELPAC testing, Financial Aid, College 101, and Mental Health Topics.	At South LA College Prep we have created a school culture where parents and families are embraced as partners in the education of their children. East College Prep holds mandatory parent-teacher conferences every quarter. South LA College Prep  communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of South LA College Prep student information system, Illuminate, and  behavior information through Dean’s List. Additionally, we solicit regular feedback from families and students through bi-weekly network-wide check-in and satisfaction surveys. Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of the Student/Parent Handbook: Guide to Thrive, indicating that they understand the South LA College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”:
- Attend parent-teacher conferences every ten weeks
- Monitor homework assignments daily. 
- Provide time and space for their child to do homework each night
- Talk with their child about school
- Support the code of conduct, the dress code, and the homework policy of South LA College Prep 
- Treat South LA College Prep School faculty and staff with respect
	At South LA College Prep, the school is working hard to ensure that students have the support and services they need to succeed. These resources include tutoring, counseling, and mentoring programs for students needing extra help. Through the 1:1 Chromebook program, students can also benefit from additional support, such as personalized tutoring opportunities, instructional aides, credit recovery and summer programs. Students can achieve their outcomes with these resources. South LA College Prep continues to grow in providing diverse opportunities through clubs, sports, and events for each student. South LA College Prep continues to expand its community partnerships to expand services, resources, and opportunities to achieve a wraparound approach for each student.	Through South LA College Prep self-reflection, we have identified areas to support underrepresented families better and significantly impact student outcomes, particularly our low-income English learners and foster youth. To this end, South LA College Prep has developed a culture team to provide further assistance and mental health support for all students experiencing trauma, grief, or other mental health issues. We recognize the importance of increasing student services and building awareness among our community. To achieve this, South LA College Prep plans to continue to host student and parent workshops, events, and resource/wellness fairs to promote services and programs for our families. Our teachers also focus on strengthening social-emotional support strategies to ensure students have the safest and most supportive environment.	South LA College Prep encourages parents to participate in school decisions through the Parent Advisory Council (PAC) and the English Language Advisory Committee (ELAC). Both groups offer continuous two-way communication and feedback opportunities between parents and the school to improve school-wide performance. The PAC and ELAC analyze dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership. For example, the PAC allows parents to initiate desired activities and plan events. Parents need to stay informed about ELAC and PAC meetings and processes, and South LA College Prep staff ensures timely communication in both English and Spanish to maximize participation and involvement from parents. 

Parents are also encouraged to:
- Attend parent workshops.
- Serve as volunteers.
- Assist in planning school events, and attending community events on behalf of the school.
- Meet with teachers as questions and concerns arise and attend student parent conferences.
- Attend monthly Coffee with the Principal meetings.
- Participate in our quarterly surveys
- Participate in our annual wellness survey
- Participate in our LCAP Public Hearing
- Participate in our English Learner Survey
	South LA College Prep  believes that it is important to consider the areas where students may need continuous intervention or face unique circumstances impacting their academic performance. South LA College Prep strongly believes in a collaborative approach that involves students, parents, teachers and school administrators to ensure everyone in the school community is involved in the school decision-making process. By working together in spaces like the Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals we can determine the best ways to support and help students achieve their goals. We are looking to expand on our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.	As South LA College Prep student population is mostly English Learners, Low Income, Foster Youth, and underrepresented communities our aspired improvements of working together in spaces of Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals determine the best ways to support our students achieve their goals. We look to expand our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-13	2024
19647330140749	Citizens of the World Charter School East Valley	3	The strength of our Building Relationships Between School Staff and Families is our structured opportunities for communication between the two stakeholders. At the beginning of the year, the staff is asked to reach out to each student’s family in their homeroom via ParentSquare to introduce themselves, provide their vision for the school year, and start the building blocks for a close relationship. The first in-person structured opportunity for caregivers and staff to connect is Back to School Night. 
Additional opportunities to build partnerships are through Caregiver Conferences, held twice per school year, and student-led conferences, which take place at the middle school. These are meaningful opportunities for staff (and in the case of middle school – students) to communicate student progress and develop growth plans. Other opportunities to build relationships are through volunteer opportunities such as a library, classroom Mystery Reader, field trip chaperone, etc. 

The school also offers many less structured opportunities for families to visit and build community through cultural and academic events. These include our AANHPI Night Market, Hispanic Food Festival, Math Night, Science Night, Humanities Night, the Latina/o/x Heritage Month Festival, the Black History Month celebration, and Coffee Socials.

Additionally, we remove language barriers by ensuring that school announcements and communications are translated into the multiple languages that our families represent. This is possible through ParentSquare. This is especially important for our student-led conferences and caregiver conferences. We ask our staff if they need a translator, and we aim to ensure a translator is available for those meetings. The same is true for IEP and Student Success Team meetings.
	We would like to offer our families diverse ways of engaging with the school in meaningful ways. Some of our families cannot be physically present at school for in-person volunteer opportunities, so ensuring we have ways to help all parents feel they are a part of the community is a next step. This could mean that for workshops and meetings, we send out resources or recordings of webinars.	A focus area of improvement for building relationships between school staff and families is ensuring that ALL of our families have equitable opportunities to participate and engage in and with the school meaningfully. We plan to improve the engagement of underrepresented families by offering events and workshops in a variety of home languages and by offering workshops and social gatherings for families with other parents of similar identities to build community. For example, last school year, we noticed many Spanish-speaking families attend workshops when the workshop is presented in Spanish vs. in English and then translated into Spanish. We also held a Coffee Social for caregivers of students who have disabilities. That safe space where caregivers can connect because of shared experiences is something we need and want to continue in the coming school year. 

It will also require the leadership support of staff and teachers to ensure all are creating and maintaining relationships with caregivers and families who may not be present at all times and making intentional efforts to reach out to them specifically. 
	CWC East Valley has worked hard to foster and maintain partnerships with families and caretakers.  We recognize that this is key to the success of the school and the students.  We ensure families are informed by providing weekly newsletters that overview current events, school highlights, upcoming events, learning opportunities for families, and ways to connect with the school community.  Classroom teachers also keep families informed by sending out classroom updates of what has and will be taught and ways they can support student learning at home. Additionally, CWC East Valley holds several community events that help bridge the school-to-home gap.  For example, Math Night invites families to our school to learn about our math program and philosophy in fun and engaging ways.  

To support our staff, CWC East Valley also provides professional development, especially for our new teachers, that focuses on communication with families in our Wayfinding series. Wayfinding is targeted professional development for our new-to-the-field teachers, supporting them with topics like engaging families and proper lines of communication for a successful partnership.

To ensure families and caregivers know our school program and their role and rights, each year, we start the year off with a Back to School Night.  In this presentation, we cover many things, from suggested ways to reach out to teachers to how they can share their concerns through the Uniform Complaint Procedure (UCP). When issues arise, we often direct families to our Handbook provided for parents.

We put intentionality in building connections with families and are proud of the work that we have done to ensure that they are informed and connected. 
	Although we have much to be proud of, there is still work to do in building partnerships with families. We continue to strive to ensure that all communication is translated for families. Many of our key communications are already translated, but there are times when some emails or updates may not be translated. We hope to increase that.  

Another area we are focusing on is increasing the participation of families that may be more challenging to communicate with.  This group has diverse needs and not a one-size-fits-all approach to engaging families.  This group could be caused by time availability due to work, family makeup, language barriers, personal capacity, etc.  To combat that, we try to offer a variety of meeting times, record meetings when possible, share communication with notice in multiple languages, and make personal connections when possible.

Although we have dedicated professional development for teachers with our Wayfinding program, we still see opportunities for improvement.  We aim to build much teacher support around the Get Better Faster framework and will partner with professional development and coaching.
	CWC East Valley recognizes the importance of engagement for all families, especially those who are underrepresented.  We recently have been focusing on building our Diversity Equity Inclusion and Belonging (DEIB) Leaders Council to combat that.  The DEIB Leaders Council has been put together to ensure that authentic and meaningful partnerships are forged.  The DEIB Leaders Council comprises a dedicated group of staff members and caregivers.  The DEIB Leaders Council will help be a thought partner and an accountability partner for how our school operates when considering and including all of our community members.  Together with the school site leadership team, they will work on implementing an Equity Action Plan, which includes specific equity-centered goals. We will continue to grow the DEIB Leaders Council and hope to see its positive influence over the upcoming years.	Comprehensive Stakeholder Engagement: CWC East Valley engages a diverse range of stakeholders through annual surveys, regular Principal’s Council meetings, Cafecitos, Town Hall meetings, and focus groups, ensuring multiple perspectives are considered.

Transparent Communication: CWC East Valley maintains transparency with caregivers by regularly communicating updates via a school weekly newsletter, weekly updates from classroom teachers, parent-teacher conferences, and student report cards. And outcomes from stakeholder meetings, building trust, and encouraging participation.

Data-Driven Approach: Decisions are informed by both qualitative and quantitative data, utilizing local data such as academic performance and attendance rates to identify needs and track policy impacts.

Responsiveness: CWC East Valley promptly addresses concerns raised by stakeholders, demonstrating accountability and striving to close the feedback loop by communicating actions taken based on feedback.
	Enhance Digital Engagement Platforms: Despite having various in-person engagement methods, improving digital engagement platforms could further enhance participation. Developing more interactive online forums, social media engagement, and mobile-friendly surveys can make it easier for stakeholders to provide input, especially for those unable to attend in-person meetings.

Strengthen Feedback Mechanisms: To build on the strength of transparent communication, CWC West Valley could implement more structured feedback mechanisms that help stakeholders understand how and when their feedback is utilized. Regularly scheduled feedback sessions where stakeholders can see the direct impact of their input on decision-making processes would reinforce trust and demonstrate the value of their contributions.

Develop Continuous Improvement Plans: To ensure ongoing progress, CWC West Valley can implement continuous improvement plans that include regular evaluations of engagement strategies. This involves setting specific, measurable goals for stakeholder engagement, regularly reviewing performance against these goals, and making necessary adjustments based on stakeholder feedback and data analysis.
	Inclusive Participation: Efforts to include underrepresented groups have been strengthened through translation services, childcare during meetings, and flexible scheduling.

Increase Professional Development Focused on Stakeholder Engagement: While CWC East Valley promptly addresses stakeholder concerns, enhancing staff training specifically in stakeholder engagement strategies for underrepresented families can further improve the quality of interactions. Training should focus on advanced communication techniques, conflict resolution, and inclusive practices to ensure all voices are heard and respected.

Expand Data Utilization for Personalized Communication: CWC East Valley’s data-driven approach could be expanded to personalize stakeholder communication. By analyzing data on stakeholder preferences and engagement patterns, CWC West Valley can better tailor communications to meet different groups' needs and interests, thereby improving the relevance and impact of their messages.
	4	4	4	4	3	4	4	4	3	4	3	3	Met		2024-06-30	2024
19647331931047	Birmingham Community Charter High	3	Birmingham Community Charter High School has made strong progress in building relationships with parents and families.  Our LEA continues to make a focused and concerted effort to increase contact with parents, create more opportunities for meaningful engagement with the families of unduplicated and underrepresented students and provide a welcoming environment for all families.  

Our Parent Center offers technology assistance, enrollment assistance, adult ESL and parenting classes to increase engagement and improve the home-to-school connection with underrepresented families.  Parents have many opportunities to engage in 2-way communication with educators including PTSA, Coffee with the Principal, the Parent Square communication platform, the School Site Council, the English Learners Advisory Committee, and Student Support and Progress Team (SSPT) meetings as well the Parent Symposium and college-going culture activities. 

We also sponsor many teacher-driven student recognition ceremonies including Reclassification and Multi-lingual celebrations that are well attended by parents and students.  Teachers and counselors are encouraged to respond to parent phone calls and emails within 24 hours.  We have also provided staff with training to better understand families that have historically been marginalized and this remains a focal point for continued growth and improvement.  
	Students meet with their academic counselors twice per year to develop and monitor their Individualized Graduation Plans (IGPs).  Students, counselors, teachers, and parents all have input into these plans throughout students’ four years in high school.  Special education case carriers provide information and support to ensure that a student’s IGP is aligned to his/her IEP.  Freshmen are introduced to graduation and college admission requirements (“a-g” requirements) as well as the IGP during Freshman Orientation held in the summer prior to the beginning of their high school career.  As a focal area for improvement, BCCHS will continue to deepen and expand meaningful opportunities for parents to interact and collaborate with students’ counselors, teachers and other support personnel during activities such as IGP meetings and SSPT meetings and during events such as Back to School Night, Grade Level Information Nights, Grade Level College Information Nights, and parent-student conferences to support student achievement and gain information regarding post-secondary college and career opportunities.	"Approximately 94% of our families have been identified as underrepresented during our self-reflection process either due to socio-economic status, language barriers, minority status or homelessness.  As a result, all of our initiatives to improve parent engagement for underrepresented families are global in nature and designed to impact all of our families.  To help engage parents more deeply and meaningfully in their child’s education, our Parent Center offers classes in:
•	How to communicate with the school and teachers using technology
•	How to use the internet to send and receive emails
•	How to use the school parent portal and Google classroom
•	How to apply for college financial aid
•	Introduction to Google Docs
•	The Benefits of Social Emotional Learning
•	Socio-emotional problems and prevention
•	Parenting Skills
Our Parent Center is staffed full-time with bilingual personnel and equipped with computers and a work space for parents who need assistance with contacting teachers, completing paperwork or translation.  The Parent Center also collects information and publishes a newsletter each month in English and Spanish featuring information and updates about each grade level academy.  The newsletter is mailed home to parents every month to build and increase the home to school connection.  
In addition, the Parent Center sends out thousands of letters and/or emails to parents after each grading period to recognize students for the following achievements:
•	High Honor Roll
•	Honor Roll
•	Perfect Attendance 
•	Excellent Attendance
•	Punctuality
•	Most Improved GPA
•	Most Improved Attendance
When we send these letters home to parents, we engage and include them in our systematic positive reinforcement of desired student behaviors which helps us to surround the student with a cohesive support system and safety net. 
"	Birmingham Community Charter High School has made strong progress in building partnerships with the families we serve to promote better student outcomes.  Our Parent Center provides parents with assistance with technology, enrollment, Aeries Parent Portal, Google Classroom and Parent Square as well as other resources available to them both at the school and in the community.  The parents of African American students meet on a regular basis as the Black Parents United Coalition to connect with each other and exchange ideas while receiving assistance from African American school leaders in navigating the high school experience.  We have an exceptionally low student to counselor ratio (260:1) so that counselors can provide frequent checks on students’ academic progress and social-emotional indicators and communicate regularly with parents.  Students are supported by a team of professionals at the grade level including the administrator, counselors, a grade level coordinator, a dean and a PSW who all work in concert with the family for the greatest good of the student.  Written translation is provided for all documentation and oral translation is provided for all non-English speaking parents.  Our grade level Student Support and Progress Team (SSPT) meetings involving grade level support staff and several teachers and family members have proven to be very successful for struggling students. This has been identified as an area of both strength and growth that we plan to leverage and expand.	Our focus area for improvement in Building Partnerships for Student Outcomes includes expanding the scope of our grade level multi-tiered system of support team (MTSS) to include more frequent Student Support and Progress Team (SSPT) meetings for students who are struggling academically and/or students who are having trouble arriving to school on time and/or have multiple tardies during the school day.  Having a meeting with at least 1-2 parents, 3-4 teachers, the grade level coordinator, the counselor, the dean with the student also present about his/her/their academic and social emotional progress will help to refocus the student and bring about authentic change.  We have found success in building these partnerships at the grade level between parents, teachers, counselors, coordinators, administrators and deans all working together to form a tight net of safety and accountability around the student.  Hence, our desire to expand upon this model and find ways to incorporate more SSPT meetings across all 4 grade levels.	All communication to all parents is presented in English and Spanish so that non-English speaking families can fully engage in all school literature and events.  For example, The Parent Newsletter, The Parent-Student Handbook and our 2-way communication platform, ParentSquare, are all translated into Spanish or provide a translation option.  In addition, our families are surveyed regularly to determine their needs through “The Annual Parent Survey” and “The Needs Assessment Survey”.  The Annual Parent Survey is given to all parents and The Needs Assessment Survey is given to the parent of English learners.  For each of these surveys, over 50% of our parents usually participate.  The results from these surveys are used to assess our progress in engaging parents and meeting their needs and to inform our plans to engage parents and meet their needs in the future.  We are expanding parent class offerings and making more person to person phone calls to engage and inform families about upcoming events, activities and resources that are available to them.	Birmingham Community Charter High School has made strong progress in seeking input from parents in the decision-making process.  Our LEA continues to make a focused and concerted effort to encourage parents to participate more fully in school decision-making opportunities through multiple advisory groups including School Site Council, English Learner Advisory Committee, Parent and Family Engagement Team, Parent Teacher Student Association, and the school board where teachers and other staff members build initiatives, create school policy and address the needs of all students.  Parent input is also sought frequently through school-wide needs assessments and surveys and polls on topics of particular interest.  Our college and career center hosts “College Knowledge” nights by grade level in English and Spanish to inform parents and students about the college journey, application process and financial aid options. Our Parent Center reaches out to parents and guardians monthly to discuss and implement ways to increase parent engagement and participation in school events and school decision-making.	"Based on an analysis of educational partner input and local data, BCCHS will focus on a Parent Partnership Initiative with the intent of increasing the Home-to-School connection by focusing on the 3 pillars of logistics, academics, and life skills.  Specifically, after surveying and speaking with educational partners extensively, the Parent Partnership Initiative will begin by seeking to increase parent input for decision-making by addressing the following concerns:
•	Educational partners need greater and more detailed information in a comprehensible format regarding standardized scores for students.
•	Educational partners need greater and more detailed information in a comprehensible format regarding school funding and school budgets. 
•	Educational partners would like to have more follow-up after meetings or at the next meeting in response to questions and issues raised.  
•	Educational partners are overwhelmed by the volume of meetings and confused as to the purpose of some meetings and would prefer that the purpose of meetings be more clearly stated and that meetings be more streamlined, succinct and user friendly.  
After working with educational partners to address the above-referenced concerns, the Parent Partnership Initiative will continue to survey and meet with educational partners in reference to our focus on the 3 pillars of logistics, academics, and life skills in order to continue to seek input for decision-making.  
"	Approximately 94% of our families have been identified as underrepresented during our self-reflection process either due to socio-economic status, language barriers, minority status or homelessness.  As a result, all of our initiatives to improve engagement of underrepresented families in relation to seeking input for decision-making are global in nature and designed to impact all of our families.  A focal point and hub at our school for parents to gather and for us to make contact with them is our Parent Center.  In particular, underrepresented families need a welcoming physical space with the appropriate staff and equipment to support them and meet their needs.  Accordingly, the Parent Center staff surveyed educational partners concerning their needs including a physical reorganization of the Parent Center and what might be needed to assist parents in more fully participating in their child’s education and the school’s decision-making process.  
Parents requested that we continue with our weekly Adult ESL classes as many of them want to learn English.  Most parents felt strongly that learning English will help them to understand the US school system more fully and advocate more strongly for themselves and their child both at school and in the United States at large.  Educational partners also requested that we continue our College and Career Workshops which include parent participation and involvement.  We also provide FACTOR and Parent University Classes for parents to help them learn how to use technology and our parent portal, how to help students with their classes and how to help students with social and emotional issues.  
Finally, our Parent Center assists educational partners in understanding about the various decision-making bodies on campus, such as the Governing Board, the School Site Council, and the English Learner Advisory Council, and learning about how to attend and/or participate in these meetings.  
	4	5	3	4	4	5	5	4	4	4	5	4	Met		2024-06-29	2024
19647331931708	Chatsworth Charter High	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Chatsworth Charter High is included in these engagement policies and processes.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Professional development includes monthly Parent & Family Center personnel training. These trainings strengthen the relationships between staff & parents to support student achievement & social-emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.

In addition, families are provided with information &  resources through multiple sources via school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. Families are also welcome to serve their school as volunteers.

Families are supported in understanding District policy, exercising their legal rights, & advocating for their students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Chatsworth Charter High school leadership employs a wide range of culturally sensitive strategies to encourage family and community involvement, especially with the learning/teaching process to improve student outcomes. 

Chatsworth Charter High builds parent capacity via parent workshops: parents learn about the A-G requirements, school governance, social-emotional learning, the California college system, how to apply for financial aid and scholarships, the GPA and 21st century skills. Also, Parents learn about students' English language reclassification process during the English Learners Advisory committee meetings.

Parents participate in developing the School Plan during the School Site council meetings. Parents have a voice and vote on approving school policies during the Chatsworth Charter Leadership council. Additionally, English Learners Advisory Committee (ELAC) advises the principal and staff in the development of a site plan for English learners and submitting the plan to the School Site Council for consideration of inclusion in the School Plan for Student Achievement. Assisting in the development of the schoolwide needs assessment.

Moreover, the school administration team gets parent input via the School Experience survey and during Coffee with the Principal meetings. Parents are supported through the Parent Center on how to enroll and use Schoology and are encouraged to register for a parent portal account to monitor student’s academic progress.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Chatsworth Charter High is included in these engagement policies and processes.

	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.	At Chatsworth Charter High the role of parents as decision makers is used widely by our SSCs. The SSC (School Site Council) is comprised of parents, students and staff. This council meets the first Tuesday of the month at 5:00 pm. At these meetings, the SSC members review student performance data, establish school goals, analyze current educational practices to update the School Plan and approve the expenditures of the categorical funds, and receive recommendations from the ELAC (English Learner Advisory Committee). Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyze family strengths, and identifying common goals for students.

In the 2024-2025 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued at Chatsworth Charter High to provide input into decision-making for the BSAP program. This is a collaborative effort between community members, support staff, teachers, and Administrators to create an environment that holds and maintains a safe space to empower  Black students to attain high achievement, high academic performance, social-emotional awareness, and positive cultural identity through mentorship, exposure to authentic and diverse representation of blackness, and stressing the importance of community investment.	4	4	4	5	4	4	5	5	5	5	5	5	Met		2024-06-18	2024
19647331931864	Grover Cleveland Charter High	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Grover Cleveland Charter High School is included in these engagement policies and processes.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Grover Cleveland Charter High School will work to strengthen the current communication and work to expand on community outreach focusing on underrepresented families.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Grover Cleveland Charter High School will continue to work with families and offer additional workshops to increase capacity and improve engagement by focusing on underrepresented families.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Grover Cleveland Charter High School is included in these engagement policies and processes.
	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.	Grover Cleveland Charter High School will work to improve engagement from the current level on the District School Experience Survey, promote participation in the many councils that regularly meet throughout the school year, and expand community outreach focusing on underrepresented families.	5	5	4	4	4	5	5	5	5	5	5	5	Met		2024-06-18	2024
19647331932623	El Camino Real Charter High	3	ECR's Strengths in the area of Building Relationships Between School Staff and Families are:

A) Administrative staff regularly attending school functions outside of the regular school day.
B) Conducting parent workshops surrounding mental health and wellness.
C) Providing adequate Professional Development for school staff/parent involvement on a yearly basis to address a variety of topics that may include but are not limited to the following:
• Communicating with Parents
• Effective Family Engagement
• Promoting Cultural Competency	Focus Areas for Improvement in Building Relationships Between School Staff and Families:

A) Increase early school to parent contact for instructional and disciplinary concerns

3. Based on the analysis of educational partner input and local data, briefly describe how the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families. 

ECR will improve engagement of Underrepresented Families by:
A) Allotting funds to meet specific family needs such as those noted during the self-reflection process
B) Connecting them to partner programs and agencies that provide resources	ECR will improve engagement of Underrepresented Families by:
A) Allotting funds to meet specific family needs such as those noted during the self-reflection process
B) Connecting them to partner programs and agencies that provide resources	ECRs strengths and progress in Building Partnerships for Student Outcomes:
A) Providing Parents (via email, website, or in person) with evidence-based strategies and resources for parents to work with teachers to improve their child’s academic performance and best practices for effective parent engagement
B) Providing an interpreter as needed for parent conferences and meetings
C) Providing written communications in a language that parents can understand
D) Arranging school meetings at a variety of times and using innovative approaches such as virtual conferencing to allow parents who are unable to attend those conferences at school
E) Conducting School Tours- Diverse groups of parents and stakeholders are invited into ECR to tour the facilities, ask questions about programs and activities occurring for their children, and provide input and feedback.	LEAs focus areas for improvement in Building Partnerships for Student Outcomes are:
A) Disseminating a parent survey annually requesting input about effective school/home communication and achieving more than 50% response
B) Identifying underrepresented students by name and creating action plans to improve student outcomes
C) Collecting and sharing data more frequently
D) Providing multiple, unique opportunities for students to experience success academically, behaviorally and socially.	ECR will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes.
Utilize multiple media avenues to gather survey feedback include website, on-site events, email/newsletter blasts, and robocalls. 

For underrepresented families, we continue to seek workable solutions to improve engagement. Collaborative strategies developed by stakeholders include utilizing multiple modalities to meet student needs including Wellness Center services, additional Counselor support, Intervention classes, frequent student feedback, academics and attendance tracking, as well as regular parent contact. 
	ECR's strengths and progress for Seeking Input for Decision-Making:
A) Parent advisory groups meet with school committees monthly to discuss, collaborate, and solicit ideas that benefit student learning and growth.
B) School Site Council Committee meets regularly throughout the year to review LCAP Goal 5 (parent engagement) to ensure we are on track and/or to monitor and adjust goals and activities.
C) ECR Administrators seek input from teachers and students throughout the year to help make decisions that will benefit all stakeholders. 
	ECRs focus are for improvement in Seeking Input for Decision Making:
A) Host more planned parent meetings and activities that keep parents informed and solicit feedback of school on goings and initiatives.  
B) Provide additional opportunities for shared decision-making from all stakeholders throughout the year. 
C) Collecting and Sharing actionable data
	ECR will improve engagement of underrepresented families identified in relation to Seeking Input for Decision-Making:
A) ECR has established a Parent University that will meet every other month or at least twice per semester to discuss a variety of school related topics for input from parents. 
B) ECR will identify students who are underrepresented and make a concerted effort throughout the year to keep parents informed of instructional progress and provide workshops and meetings to help families understand and become more active participants in the educational process. 
	4	3	3	3	3	3	3	3	3	3	3	3	Met		2024-06-27	2024
19647331933746	Granada Hills Charter	3	The stakeholder survey, feedback (minutes from standing committees, Governing Board, School Site Council/LCAP
Advisory, parent workshops, parent advisory, English Learner Advisory Committee, and additional groups) help to
craft policies that remain consistent and adapt to the community’s identified needs. Granada Hills Charter offers
opportunities for parents and guardians to provide input on policies/procedures and identified school goals by
becoming voting members on the following:
• Operations Standing Committee
• Curriculum and Instruction Standing Committee
• Student Services Standing Committee
• School Site Council (SSC)
English Learner Advisory Council (ELAC)
• Granada Hills Charter Governing Board
Meetings are held at different times throughout the year. The Granada Hills Charter (GHC) English Learner Advisory
Council (ELAC) meets during the morning as well as the evening based on the feedback received from parents
within the community where the parents and guardians identified the most convenient times. All Standing Committee
meetings as well as the ELAC meetings have minutes posted on the website for all stakeholders to access.
Additional opportunities for parent/guardians to provide feedback on identified Western Association of Schools and
Colleges (WASC) goals and the Local Control Accountability Plan (LCAP) goals are offered at the following
meetings:
• Parent Advisory Meetings
• Parent Ambassador Meetings
• Athletics Parent Meeting
• PTSA for TK-8 and high school
• Parent Workshops
• Dashboard Parent Meetings	A focus area that’s been a concern for GHC is ensuring the use of Canvas as a communication tool and vehicle for
parents to keep updated with their student’s grades and classwork. Another focus area that GHC started to
implement this year was hosting all staff days at GHC student events/sports. GHC will continue to identify
opportunities for parents to volunteer on campus (classrooms, events, etc.) and as chaperones for off campus events
and outings.	GHC will continue to use data and resources to ensure underrepresented families are receiving the same level of
access and opportunities as other families. The ELAC and PTSA meetings will continue to support those families by
offering opportunities for engagement with GHC. The Wellness Center and Resource Center will continue to provide
services and support to those families as well as hosting in person and online workshops to those families.	Parents receive notification around intervention services through emails, weekly newsletters from the TK-8 and high
school, student announcements, individual phone calls and emails to identified families, flyers, calendar updates
through the mobile application as well as push notifications, one-to-one conversations with parents and students.
Additional communications to parents include meetings and information from the Intervention Coordinator,
College/Career Counselors, and Academic Counselors Intervention services are listed below:
• Writing Center
• Math Center
• Parent Workshops
• Academic Mentor Program for tutoring during the instructional day
• After school and before school tutoring
• Online tutoring services	GHC will continue to refine the early identification systems for students who are struggling either academically, with
mental health, or social-emotionally. The Intervention Coordinator will provide more information and data to
department chairs to inform departments on which students are struggling and what services are offered and
needed. The Special Programs will continue to support the SST and COST processes with help from the attendance
office, social workers, deans, intervention, and academic counselors.	GHC will make sure to carve out and direct messaging to underrepresented families in order to build more active
engagement from them. GHC has found that communication can be the obstacle to underrepresented families
participating in decision-making opportunities. GHC needs to review and refine the communications systems to
ensure those families are receiving access.	Granada Hills Charter offers opportunities for parents and guardians to provide input on policies/procedures and
identified school goals by becoming voting members on the following:
• Operations Standing Committee
• Curriculum and Instruction Standing Committee
• Student Services Standing Committee
• School Site Council/LCAP Advisory Committee
• Granada Hills Charter Governing Board
Meetings are held at different times throughout the year. The Granada Hills Charter (GHC) English Learner Advisory
Council (ELAC) meets during the morning as well as the evening based on the feedback received from parents
within the community where the parents and guardians identified the most convenient times. All Standing Committee
meetings as well as the ELAC meetings have minutes posted on the website for all stakeholders to access.
Additional opportunities for parent/guardians to provide feedback on identified Western Association of Schools and
Colleges (WASC) goals as well as Local Control Accountability Plan (LCAP) goals are offered at the following
meetings:
• Parent Advisory Meetings
• Parent Ambassador Meetings
• Athletics Parent Meeting
• PTSA for TK-8 and for high school
• Parent Workshops	A focus area for improvement is timeliness and focus of the SSC/LCAP Advisory Committee. This year the meetings
were scheduled but the scope and sequencing of the work was not as clear and actionable as previous years. Next
year, GHC will create and present a clearer scope and sequence of the work SSC/LCAP Advisory will be engaging
with throughout the school year.	GHC will make sure to carve out and direct messaging to underrepresented families in order to build more active
engagement from them. GHC has found that communication can be the obstacle to underrepresented families participating in decision-making opportunities. GHC needs to review and refine the communications systems to
ensure those families are receiving access.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-24	2024
19647331937226	Reseda Charter High	3	Based on the analysis of educational partner input and local data, briefly describe the LEA’s current strengths and progress in Building Relationships Between School Staff and Families.* LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement. Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.  In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information. Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council.. Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.
	"In order to strengthen relationships between families, students, and our school staff to improve student success and provide clear, consistent and accessible information, Reseda Charter will do the following:
1. Build families’ capacity to engage in and participate in the School Experience Survey 
2. Support student learning by registering parents of students in grades 6-12 on the Parent Portal through informational and hands-on workshops 
3. Provide access to technology devices, and providing opportunities for support 
4. Offer collaboration opportunities for parents to be involved in student academic growth and graduation progress with clear communication to families.
Parent Engagement Workshops:
Focus on completing School Experience Survey.
Clarify survey questions and navigate online platform.
IT techs provide technology support for logging in and completing the survey.
Parent Portal Workshops:
Plan 2-4 workshops per semester.
Provide overview of parental portal and hands-on practice.
Cover registration process, accessing required information, and features/icons.
Review features such as attendance monitoring, Schoology, online forms, and more.
Guide parents on linking to Schoology using the Parent Portal.
Technology Workshops:
Access to technology devices through Parent Center.
Workshops on Chromebook usage, creating email accounts, navigating the school website, cyber security, and general technology.
IT techs guide parents on requesting Chromebooks and accessing devices.
Empower parents with technology knowledge for academic support.
Parent Collaboration Opportunities:
Provide opportunities for parent involvement in academic growth and graduation progress.
Partner with Parent Bridge for monthly workshops on various topics.
Invite parents to events like Coffee with the Principal, Back to School Night, PHBAO, and College Night.
Use various channels for invitations: personal invites, Blackboard Connect, School Website, calendars, flyers, bulletins, and newsletters.
Monthly Parent Portal Reports:
Categorical Program Adviser generates reports from the Focus Dashboard.
Reports include ""Parent Portal Registration by Student.""
Strategically target parents/legal guardians for registration/linking.
Collaborate with the school leadership team for outreach and support.
Weekly School Experience Survey Reports:
Monitor student completion of the survey.
Generate weekly reports for SES during department meetings, PD, or SLC time.
Work with staff to complete staff SES and ensure overall survey completion.



"	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees. LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations. For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.
	.We will improve engagement of underrepresented families by ensuring effective communication occurs through both formal and informal channels to keep all stakeholders informed and engaged through translation, bilingual staff, outreach and engagement. We have an increase in parent participation in our parent survey of 17% the results which will drive our decisions in relation to engaging our under represented families. Furthermore, various events such as town hall meetings, parent workshops, Coffee with the Principal, Back to School Night, fall and Spring conferencing, Open house, athletic events, and arts events provide diverse opportunities for engagement where we will provide support for underrepresented families in various languages through our staff and translation as needed. The school recognizes the importance of ongoing communication and actively involves stakeholders to build partnerships for student outcomes.
	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Reseda Charter is included in these engagement policies and processes.
	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.
	Improving engagement of underrepresented families to offer input for Decision-Making is a focus area for 2024-25 and will be achieved through the addition of an additional parent center director to provide more communication to parents and more opportunities to meet with trained faculty and staff and engage in school governance opportunities.	5	5	5	5	5	5	5	4	5	5	4	5	Met		2024-06-18	2024
19647331938554	Sylmar Charter High	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Sylmar Charter High School is included in these engagement policies and processes.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.
	Sylmar Charter High School is committed to building and maintaining strong, positive relationships between school staff and families.  In June of 2024, we held a parent and family workshop titled, Transition to High School, which focused on orienting families to the unique academic and extra curricular opportunities at Sylmar Charter High School.  Additionally, information was shared about the academic and social/emotional resources offered at the school.
Next year, we will look to expand our outreach activities to new families in order to build trusting relationships, enhancing the partnership with families to support student success.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Our ongoing efforts to strengthen partnerships with families to support student outcomes include free online and in-person tutoring, along with outreach efforts to engage all families with our Parent Portal tool to access real-time data regarding their child's academic performance, attendance, and disciplinary records.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Sylmar Charter High School is included in these engagement policies and processes.	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.	Sylmar Charter High School continues to reflect on ways to meaningfully engage parents and families.  We regularly review feedback from parent surveys to specifically address how we might better meet the needs of our school community.	5	5	3	5	5	5	5	5	4	4	4	4	Met		2024-06-18	2024
19647331938612	Taft Charter High	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council.
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Taft Charter High School is included in these engagement policies and processes.	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	"In 2022-23 28% of our parents participated in the survey which is up by 7% compared to 21% last year. In 2022-23 our staff participation was 88% which is a 1% increase from last year's 87%. Due to the SES window change, we are unable to compare the overall participation rate as of March from 2023-2024 until late spring or early Fall 2024-2025. According to the 2022-2021 School Experience survey, results, 86% of families that participated in the School Experience survey ""agreed"" or 'strongly agreed' that Taft engages our families. Additionally, from the 2022-23 results, 69.4% of families surveyed agreed that ""Taft includes me in important decisions about my child's education"". Which is up 7.5% increase from 61.9 in 2021-22.   

Engagement with underrepresented families at Taft CHS, a comprehensive approach focusing on communication, relationship-building, and support services is essential. Taft will be conducting needs assessments through surveys, focus groups, interviews, and School Experience survey data review to help understand the area of opportunity to enhance our current communication methods. The school should prioritize multilingual communication and utilize various platforms such as emails, texts, Connect Ed, and printed materials to reach families effectively. Regular informal events, such as coffee with the principal meetings can help build personal connections."	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Using LAUSD's Parent Portal as a means for parent information and engagement, Overall as of March 2024, Taft has 76% of our families registered which is an increase from 73%  in 2021-22. Using the Participation rate from the School Experience Survey for 2022-23 as a means of parental, student, and staff engagement and data, Taft had 81% of its students participate in the 2022-23 survey which is significantly higher than last year's (2021-22) 69%. 
Taft will be providing clearer and more extensive communication to our parents about the multifaceted advantages of registering for the Parent Portal. This tool serves as a vital resource for monitoring various aspects of student performance and engagement, including coursework progress, attendance records, EL progress, student discipline incidents, testing outcomes, Special Education services, graduation progress, IGP access, immunization status, transportation arrangements, access to Gifted and Talented resources, and the online library. Through enhanced and consistent communication Taft will continue to build partnerships for positive student outcomes.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools and Region/central offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision-makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyze family strengths, and identify common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Taft Charter High School is included in these engagement policies and processes.	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.	Taft will engage underrepresented families for input in decision-making from the beginning of the school year. This will start with parent orientation and the election for ELAC, along with student, parent, and teacher orientations and elections for our SSC and Charter Council/LSLC. Taft will hold monthly meetings of its ELAC to train its members on the purpose of the LAUSD EL Master Plan. Taft’s SSC will discuss our Title 1 allotments and make changes as needed. Taft’s Charter Council will provide input on bell schedules, monetary allocations, and the newly provided information on the CA Dashboard.
Taft will also engage parents at our Back to School Night by asking our parents and families to attend an evening, period by period, with their student’s teachers to hear about coursework and information about the school and its programming. At Coffee with the Principal, parents and community members will be shown how school budgets are developed and what funds and categories may be used for parental involvement, as well as the different categories of budgets, including but not limited to Categorical Funds, TSP Funds, ESSER Funds, General Funds, etc. Their feedback will be utilized for decision-making.
	4	4	4	4	3	4	4	4	5	4	3	4	Met		2024-06-18	2024
19647331938885	University High School Charter	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.

Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   

In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.

Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..

Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.

As an Affiliated Charter in Los Angeles Unified, University HS Charter is included in these engagement policies and processes.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Parents and community will continue to be offered multiple opportunities for involvement and engagement including: events, and small group gatherings to participate, articulate, and communicate ideas and be involved in the school progress.  Some of the opportunities are listed below:

*Monthly Governing Council meetings
*Monthly parent involvement meetings 
*Monthly Charter Council Committee  meetings
*School Site Council
*Monthly Chat with the principal
*Back To School Night
*Parent Conference Night
*Prospective Parent Tours
*Advanced Placement Night
*Open House - Spring
*Freshman parent meeting
*Individualized Graduation Plan meetings

The UHSC Parent Center will continue staffed with community representatives throughout the week.  The Parent Center Representative serves as a liaison and as a bridge between the parents, community groups, and multiple stakeholders.

UHSC will continue implementing systematic communication and outreach strategies with parents/guardians including email, phone and text messages, use of the website and through monthly meetings such as Chat with the Principal. 

	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Parents and community will continue to be offered multiple opportunities for involvement and engagement including: events, and small group gatherings to participate, articulate, and communicate ideas and be involved in the school progress.  Some of the opportunities are listed below:

*Monthly Governing Council meetings
*Monthly parent involvement meetings 
*Monthly Charter Council Committee  meetings
*School Site Council
*Monthly Chat with the principal
*Back To School Night
*Parent Conference Night
*Prospective Parent Tours
*Advanced Placement Night
*Open House - Spring
*Freshman parent meeting
*Individualized Graduation Plan meetings

The UHSC Parent Center will continue staffed with community representatives throughout the week.  The Parent Center Representative serves as a liaison and as a bridge between the parents, community groups, and multiple stakeholders.

UHSC will continue implementing systematic communication and outreach strategies with parents/guardians including email, phone and text messages, use of the website and through monthly meetings such as Chat with the Principal.
	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.

As an Affiliated Charter in Los Angeles Unified, University HS Charter is included in these engagement policies and processes.	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.	Parents and community will continue to be informed at the start of each year, the involvement and engagement opportunities and we will seek out parents/guardians to be members of the various decision-making councils including:  School Site Council, English Learner Advisory Committee and Local School Leadership Council.

Multiple opportunities for involvement and engagement will continue available for parents/guardians including: events, and small group gatherings to participate, articulate, and communicate ideas and be involved in the school progress.  Some of the opportunities are listed below:

*Monthly Governing Council meetings
*Monthly parent involvement meetings 
*Monthly Charter Council Committee  meetings
*School Site Council
*Monthly Chat with the principal
*Back To School Night
*Parent Conference Night
*Prospective Parent Tours
*Advanced Placement Night
*Open House - Spring
*Freshman parent meeting
*Individualized Graduation Plan meetings

The UHSC Parent Center will continue staffed with community representatives throughout the week.  The Parent Center Representative serves as a liaison and as a bridge between the parents, community groups, and multiple stakeholders.

UHSC will continue implementing systematic communication and outreach strategies with parents/guardians including email, phone and text messages, use of the website and through monthly meetings such as Chat with the Principal. 



	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
19647331995836	Palisades Charter High	3	Outgoing communication, including the website, weekly newsletter and Schoology provide ongoing information to students and families.

Athletics, VAPA and clubs connect the families of students based on their interests.

SSTs, 504 and IEP meetings provide opportunities for families and staff to collaborate to support individual students.

Parent night, parent webinars, back to school night and family tours bring the families together as part of the school community.	PCHS areas for improvement:

Although PCHS has made major changes to improve its two-way communication, more communication refinement is
needed in these areas:

1. Teacher-to-parent conflict communication
2. More responsive and specific communication about scheduling and other counseling information with parents
and students	PCHS will increase engagement from underrepresented families through:

1. Expanded funding for Fuerza Unida and The Village Nation
2. Increased representation in all school materials	PCHS has numerous partnerships that benefit students and learning on campus including:

1. CTE Industry Partnerships
2. The Museum of Tolerance and other equity and inclusion partners
3. College & Career Experts through the PCHS College Center	PCHS is reconstituting the CTE Advisory Committee to increase community and business partnerships.

PCHS is contracting with educational equity partners.

PCHS is increasing its connections with community colleges, CSU, and UC.	PCHS will increase engagement from underrepresented families by:

1. Workshops for parents on themes or practices to help parents to support their students at home.
2. Ensuring people from marginalized communities are represented in our partners.
3. Providing translation services during in-person meetings in the top three languages based on home language
to bring the community together.
4. Increase Zoom and Webinar to reach more families. Calendar Saturday morning in-person meetings and
Zooms (virtual) meetings.	Palisades Charter High School takes extraordinary pride in our ongoing process for seeking input for decisionmaking.
PCHS collaborates with all our educational partners consistently throughout the year via monthly a variety of
public meetings: Board of Trustees meetings, Budget & Finance Committee, Long-term Strategic Planning
committee, Academic Accountability committee, Department Chair meetings, community-wide surveys, student
concern meetings, and so on. Our unique Board structure includes faculty/teacher, classified staff, unrepresented
staff, student, parent (visiting, local) and community member representation.	PCHS can further streamline educational partner onboarding to effectively participate in site
and governance committee. Feedback was provided by the WASC visiting committee and PCHS will identify areas to improve the process for providing educational partner input.	PCHS should maintain seats on committees and governance for members of the travelling communities, The Village Nation, and Fuerza Unida.	4	5	5	5	5	3	3	4	4	3	5	5	Met		2024-06-11	2024
19647331996610	Los Angeles Leadership Academy	3	Los Angeles Leadership Academy provides multiple opportunities to build partnerships with families and guardians.  Some traditional methods of communicating about the classroom and building relationships include Back to School Night, Family/School conferences twice a year, and Open House events.
   
Parents are also welcome at school dances, volunteering on campus, the Fall and Thanksgiving festivals, and Spring events. We are happy to have been able to welcome families back on campus for these events this year.

We were able to hold recruiting events on campus this year, which helps build relationships with new families.
LALA teachers are learning more about the different Latino cultures and how to celebrate the differences.  Some of our families come from Indigenous cultures and their first language isn’t Spanish; this is important information for teachers and staff to be aware of because Spanish should be treated as a second language for these parents.	LALA will continue to support teachers with strategies to learn more about each student’s family background and the family’s goals for their children.

Professional development about communicating with families about the education program. Building the expectations and systems for sustainable communication with families.	LALA will consider which virtual events were beneficial for the participation of underrepresented families and continue to provide those virtually as an option. We will provide Coffee with the Principal through Zoom to provide opportunities for additional parents to attend.  Parent Conferences and IEP meetings are available through Zoom.	LALA has developed multiple practices that foster partnerships between families and staff in support of student growth. LALA hosts parent conferences twice a year with all its families to not only inform families of student progress but to also have them be partners in the work.  The school sends home monthly newsletters informing families of the current instructional focus.

LALA has also held Math and Literacy Nights, as well as a STEM fair to provide parents with information about what students are learning and how they can support that learning at home. 

This year the school has made a lot of progress in communicating with parents about the importance of attendance and communicating with the school when their child is absent.  Parents now call the school and explain why their child is absent which helps the school understand the reasons why students are absent.	The focus area for the coming year will be building relationships that support regular student attendance.  This year we made a lot of progress, but attendance rates are still lower than our target, so we will continue to build this partnership with parents next year.	Saturday meetings will be held to help parents who work during the week.	LALA values family input into decision-making about policies, programs, and events. The School Site Council is composed of parents, teachers, administrators, and students. The school hosts chats with the principal or family coordinator as a forum for two-way communication so parents can feel comfortable sharing their perspectives.  This two-way communication helps the school better understand the perspectives of the parents.  Our families have responded favorably to this improvement. The school hosts chats approximately six times each year to solicit parent input and administers 2-3 anonymous surveys.	LALA would like to get a stable parent-representative group that participates in the DELAC and the Parent Teacher Council.  Currently, the agenda is determined by parent feedback and run by the Assistant Principal to provide information to meet the needs of English Learners, but we would like to see more parent participation in the meetings.	LALA will hold Saturday chats to improve input in decision-making for parents who work during the week.  We will also look to host more activities to bring families into the school community.  We believe that as we rebuild the connections that existed before the pandemic, families will feel more comfortable in providing input.  LALA will also administer more anonymous surveys and consider hosting elementary and middle school chats together to ensure everyone sees the school community from multiple perspectives.	4	5	4	4	5	5	5	5	5	4	5	5	Met		2024-06-25	2024
19647336015986	Beckford Charter for Enriched Studies	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Beckford Charter for Enriched Studies is included in these engagement policies and processes.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.
	Beckford is committed to enhancing family engagement, particularly with our underrepresented families, in addition to the traditional Back to School Night and Open House, the school works with our PTA to provide ,many community events. Monthly Coffee with the Principal sessions provide the community with training and school updates. Additionally our PSW and PSA conduct parent meetings focused on supporting social emotional health.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.
	Beckford is dedicated to enhancing family engagement, particularly with the underrepresented families.  In additional to traditional events like Open House and Back to School Night, our teachers organize and deliver in person intervention to students who need additional support. The principal holds monthly Coffee with the Principal which provided specific training and a question and answer portion for updates. The PSW holds monthly training for parents focused on social-emotional health and well being.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Beckford Charter, is included in these engagement policies and processes.
	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.
	At Beckford Charter, we value and prioritize the input of our families to enhance the educational experience of our students. We regularly collect feedback through our interest surveys.  The School Experience Survey data is carefully reviewed by the administrator to inform decision-making processes. We openly invite all parents to attend our monthly Charter Governance meetings  which are offered in person and on line.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
19647336016240	Calabash Charter Academy	3	Monthly parent meetings to support home/school connection	Brown Act - meetings open to all - regular Data Digs	Weekly messages via BlackBoard Connect, website, and marquee encourage parent participation.	Monthly Governance Council and Local School Leadership meetings.	Brown Act - meetings open to all - regular Data Digs	Weekly messages via BlackBoard Connect, website, and marquee encourage parent participation.	Monthly Governance Council and Local School Leadership meetings.	Brown Act - meetings open to all - regular Data Digs	Weekly messages via BlackBoard Connect, website, and marquee encourage parent participation.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
19647336016265	Calvert Charter for Enriched Studies	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Calvert Charter is included in these engagement policies and processes.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.
	Calvert Charter will continue to partner with each family and understand how important a strong family school relationship is to a child's success at school.  Clear and comprehensible communication will be made available in stakeholder's language.  Support staff will be in place to connect with all parents and establish a trusting connection with the parent that will provide for reliable dissemination of information and help.  Translation supports will be provided by qualified staff.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Calvert Charter will continue to partner with each family and understand how important a strong family school relationship is to a child's success at school.  Clear and comprehensible communication will be made available in stakeholder's language.  Support staff will be in place to connect with all parents and establish a trusting connection with the parent that will provide for reliable dissemination of information and help.  Translation supports will be provided by qualified staff.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Calvert Charter is included in these engagement policies and processes.

	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.
	At Calvert we strive to make connections with all stakeholders.  Besides input surveys that are sent to families, all stakeholders are invited to participate in Coffee with the Principal Meetings, Advisory Charter, SSC, and ELAC Councils.  Parents have opportunities to connect with the school at anytime by making an appointment with the teacher or visiting the Principal.  Additional opportunities for families to participate on campus activities include Donuts with the Principal, Back to School Night, Parent Conferences, Movie Nights, Fall and Spring Festivals and a our newly formed PTA.  In addition, translation services will be provided to families who need these support services.	4	5	4	4	3	4	4	4	5	5	4	3	Met		2024-06-18	2024
19647336016323	Canyon Charter Elementary	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Canyon Charter School is included in these engagement policies and processes.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Canyon Charter School aims to engage all families throughout the school year.  Translation is provided both orally and in writing for families who need it.  We maintain a positive culture and welcoming environment where all families feel welcome and voices are heard.  Throughout the year, we offer a variety of community building activities and events for families to participate in that enable us to develop and maintain strong relationships between staff and families. Families are invited to attend and participate in committee meetings, Governing Council, Local School Leadership Council, Coffee with the Principal, Parent Workshops, Back to School Night, Open House and more.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Canyon Charter solicits feedback and input from all families throughout the school year. Parents are encouraged to join Committees, Governing Council, Local School Leadership. Parents are also provided surveys from the School and District to share ratings on various aspects of the curricular programs and their impact on student outcomes.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Canyon Charter School is included in these engagement policies and processes.
	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.	Educational Partners are encouraged to attend and participate in various meetings throughout the school year.  Often decisions are made first through the Charter Committees and ultimately voted on during Governing Council or Local School Leadership Council meetings. Feedback from surveys is instrumental in giving partners a voice that helps to guide the decision making process at Canyon.	5	5	4	5	4	4	5	4	5	5	5	4	Met		2024-06-18	2024
19647336016356	Carpenter Community Charter	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Carpenter Community Charter is included in these engagement policies and processes.	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Carpenter Community Charter will strive to connect underrepresented families with support services available for families as well as academic intervention supports available for students. All families (with an emphasis on families who identify as Black) will be encouraged to have their children join our school's Black Student Union (BSU) after school program to better connect with our staff and other Black families in our community.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Our BSU staff will serves as additional advocates for Black students to ensure that all families are aware of the various options available at our school for additional instruction. Our BSU will communicate with families regularly to share information regarding school and local district partnerships available to families.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Carpenter Community Charter is included in these engagement policies and processes.	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.	All families will be encouraged to attend and/or join leadership committees and meetings to actively participate in school decisions. The school will regularly communicate schedules for all committees and meetings through the school website, phone blasts, text messages, weekly school newsletter, etc.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
19647336016562	Colfax Charter Elementary	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Colfax Charter is included in these engagement policies and processes.	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	We engage with all stakeholders in a variety of ways including outreach messaging, virtual and in-person community events, home visits to provide support for families displaying chronic absenteeism.  Teachers and Admin team will continue to hold data chats and strengthen the partnership between the school and underrepresented families. Next year we are launching a Black Student Union, Spanish Immersion courses after school, and Emerging Bilingual intervention to support underrepresented families.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.
	We engage with all stakeholders in a variety of ways including outreach messaging, virtual and in-person community events, home visits to provide support for families displaying chronic absenteeism.  Teachers and Admin team will continue to hold data chats and strengthen the partnership between the school and underrepresented families. Next year we are launching a Black Student Union, Spanish Immersion courses after school, and Emerging Bilingual intervention to support underrepresented families.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Colfax Charter is included in these engagement policies and processes.	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.
	We engage with all stakeholders in a variety of ways including outreach messaging, virtual and in-person community events, home visits to provide support for families displaying chronic absenteeism.  Teachers and Admin team will continue to hold data chats and strengthen the partnership between the school and underrepresented families. Next year we are launching a Black Student Union, Spanish Immersion courses after school, and Emerging Bilingual intervention to support underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
19647336016729	Dearborn Elementary Charter Academy	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Dearborn Elementary Charter Academy is included in these engagement policies and processes.	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Dearborn Elementary will continue to improve engagement of underrepresented families by building trust and relationships during coffee with the principal, back to school night and open house. The school will continue to train staff to understand and respect diverse cultures and backgrounds. We will also continue to provide information in multiple languages and through various channels.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year	Dearborn Elementary Charter Academy will be offering monthly family workshops and resources that equip families with the knowledge and skills to support student outcome. In addition, we will provide diverse and flexible opportunities for family involvement, such as virtual meetings, after-hours events, and provide at-home activity kits.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Dearborn Elementary Charter Academy is included in these engagement policies and processes.	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.	Dearborn Elementary will ensure information and invitations to participate in decision-making processes are communicated in multiple languages to target our families whose child(ren) are emergent bilinguals. During attendance outreach for our foster youth, African-American, and low socioeconomics students, the school will build trust and develop strong relationships through consistent and open communication and by showing a genuine commitment to incorporate their input into decision-making orocesses.	5	5	4	5	5	5	4	4	4	4	5	4	Met		2024-06-18	2024
19647336016778	Dixie Canyon Community Charter	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Dixie Canyon Community Charter, is included in these engagement policies and processes.	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Dixie Canyon Community Charter will improve engagement of underrepresented families in relation to Building Relationships between School Staff and Families by hosting parent workshops and monthly Conversations with the Admin Team. We offer translation services and community building events such as Back to School Night and Open House.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.
	Dixie Canyon Community Charter will improve engagement of underrepresented families in relation to Building Relationships for Student Outcomes by hosting monthly Conversations with the Admin Team. We offer additional opportunities with stakeholders during monthly meetings such as Local School Leadership Council and Governance Council.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Dixie Canyon Community Charter, is included in these engagement policies and processes.	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.	Dixie Canyon Community Charter will improve engagement of underrepresented families in relation to Building Relationships for Student Outcomes by hosting monthly Conversations with the Admin Team. We offer additional opportunities with stakeholders during monthly meetings such as Local School Leadership Council and Governance Council.	4	5	4	5	4	4	5	4	4	4	4	5	Met		2024-06-18	2024
19647336016869	El Oro Way Charter For Enriched Studies	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, El Oro Way Charter for Enriched Studies is included in these engagement policies and processes.	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	In order to improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families, the families who are new to the United States present as a group of families who need language support. The staff and faculty will expand the use of LAUSD Translations Unit for formal parent conferences and meeting such as IEP's and Google Translate results for daily and regular school interactions. In order to reach families who are unavailable for school visits and phone calls, digital communication in the form of emails, texts, and posts to the school website will be enhanced.	developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	In order to improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes, the faculty will expand the use of LAUSD Translations Unit for formal parent conferences and meeting such as IEP's and Google Translate results for daily and regular school interactions. The school coordinator and community rep will continue to support teacher communications.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, El Oro Way Charter for Enriched Studies is included in these engagement policies and processes.	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.	In order to improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision Making, in order to reach families who are unavailable to attend the school meetings, digital communication in the form of emails, texts, and posts to the school website will be emphasized. A google form is used to collect input from families to prioritize school decisions and will be continued.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
19647336016935	Encino Charter Elementary	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Encino Charter is included in these engagement policies and processes.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.
	Encino Charter will improve the engagement of underrepresented families identified during the self reflection process in relation to Building Relationships Between School Staff and Families by offering Coffee with the Principal, Home Visits with iAttend, Back to School Night, Open House, Monday Morning Assemblies.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Encino Charter will improve the engagement of underrepresented families identified during the self reflection process in relation to Building Relationships Between School Staff and Families by offering Coffee with the Principal, Home Visits with iAttend, Back to School Night, Open House, Monday Morning Assemblies, Charter Leadership Meetings, ELAC Meetings, and Booster Club Meetings.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Encino Charter  is included in these engagement policies and processes.
	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.
	Encino Charter will improve the engagement of underrepresented families identified during the self reflection process in relation to Building Relationships Between School Staff and Families by offering Coffee with the Principal, Home Visits with iAttend, Back to School Night, Open House, Monday Morning Assemblies, Charter Leadership Meetings, ELAC Meetings, and Booster Club Meetings, Needs Assessment, Survey	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
19647336017016	Fenton Avenue Charter	3	The Charter School strives to create a welcoming, engaging, and nurturing learning environment for all stakeholders. The school provides multiple opportunities for building relationships through community events such as the Summer Meet and Greet, Fall and Spring Back to School Night Meetings, Open House, and ongoing School Site Council, Advisory Committees, and Fenton Charter Public Schools Board Meetings.	The Charter School analyzes data from stakeholders, student achievement, and culture through a variety of summative and formative tools.  The Charter School uses Illuminate to collect, report, analyze, and interpret weekly data regarding student progress. All formative and summative classroom assessments are placed into Illuminate. State assessment data such as ELPAC and CAASPP are also imported into the database. Illuminate is an online platform that facilitates the collection, reporting, and analysis of periodic assessments. The ability to create custom reports allows educators to analyze data in a variety of ways. Common reports include measuring the progress of significant subgroups and using proficiency levels to guide MTSS decisions. The data can be analyzed by student, class, grade-level, or schoolwide t0 determine areas of strengths and needs. It can also be analyzed over multiple years to follow trends. All of the reports are used to inform instruction and determine allocation of resources.

The Director writes a weekly newsletter to engage parents and families student integration. The Director also sends frequent phone and text message in an effort to maintain frequent and relevant communication.

Grade level parent orientation meetings are held during the first few weeks of school. These meetings are to provide information regarding instructional and behavioral expectations as well as form a clear line of communication between home and school.

Families attend parent/teacher conferences formally twice a year, and informally as needed. Parents are welcomed to chaperone field trips, assist with class parties, and host home visits. In addition, families are welcomed on campus on a monthly basis to attend award assemblies that celebrate student success.	Families are provided opportunities to receive information and share in decision making during various parent advocacy night meetings, School Site Council, and monthly board meetings. Parent concerns are addressed and commendations are celebrated. Weekly newsletters provide additional information regarding the instructional program along with strategies for working with students at home. Families are recognized as instrumental in student achievement. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.	Professional development activities are determined by the advisory committees and are selected based on a review of student assessments, new programs and policies being implemented by the state or federal government, or the specific curricular needs of the student body. As needs overlap, professional development will overlap at the five Fenton schools. For example, there are often different needs for new hires, and one school may schedule a presenter who will present a topic that is most relevant to new hires. All schools will arrange to send their new teachers to the one site for that particular presentation. The same is true for a presentation on new adoptions. All Lead Teachers may attend a presentation at one site, or one grade level may gather at one site. This type of scheduling encourages faculty with similar needs and interests at different sites to meet, interact, and share resources and knowledge. It is also a better use of fiscal and material resources.	The Charter School involves all stakeholders in the monitoring process of students. The governance board receives reports of students’ progress at the monthly board meetings. The staff looks at student data at grade-level meetings multiple times during the month. Parent orientation meetings are conducted at the beginning of every school year for all grade levels. Teachers conduct parent conference twice yearly to review student progress as well as monthly progress reports to report student progress toward mastery of standards. The school also has monthly student awards assemblies to recognize positive citizenship, achievement, work habits and attendance.	The Charter School provides ongoing trainings, professional development, and resources to support families to understand and exercise their legal rights and advocate for their own students and all students. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.	The Charter School families are highly involved and valued stakeholders. Prior to the school year beginning, families are invited to attend a “Meet and Greet.” The purpose of this event is to allow the family to explore their child’s new classroom, school facilities, and experience the overall feeling of the campus. Families are able to understand high expectations for students through experiencing this initial encounter with the school.	The Charter School will explore alternative approaches through the use of social media and increased use of text messaging to engage families.  The Charter School recently contracted with a Market Research consultant to explore ways to engage families and seek input into decision-making.	The Charter School educates and involves parents and community members in a variety of ways. Parent night meetings are held twice a year to provide critical information regarding the school's purpose, goals, and learner outcomes. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-13	2024
19647336017438	Hamlin Charter Academy	3	  LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Hamlin Charter Academy is included in these engagement policies and processes.	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	This school year we will work closely with district support all of our students we will have coffee with the principal, ELAC meetings. Our office staff will reach out in a variety of ways considering the needs of our population. The community rep will have meetings. Events will be hosted at a variety of times including parent workshops based on our families needs.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	This school year we will work closely with district support all of our students we will have coffee with the principal, ELAC meetings. Our office staff will reach out in a variety of ways considering the needs of our population. The community rep will have meetings. Events will be hosted at a variety of times including parent workshops based on our families needs.	opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, (INSERT NAME OF SCHOOL) is included in these engagement policies and processes.
	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.
	This school year we will be referencing the data provided by our local district leaders. We will work closely with district support all of our students we will have coffee with the principal, ELAC meetings. Our office staff will reach out in a variety of ways considering the needs of our population. The community rep will have meetings. Events will be hosted at a variety of times including parent workshops based on our families needs.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
19647336017529	Haynes Charter For Enriched Studies	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Haynes Charter for Enriched Studies is included in these engagement policies and processes.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	"Haynes has monthly ""Parents meet with the Principal"" to share updates, questions, and concerns."	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Haynes encourages parent participation at Back to School Night, Halloween Parade, Parent Conferences,  STEAM Night, Read Across America, Spring Dance and Open House.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Haynes Charter for Enriched Studies is included in these engagement policies and processes.
	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.	Haynes Charter encourages engagement of underrepresented families by consistently inviting their input by surveys on all important decisions such as curriculum, budget, representation, discipline. and school climate. We also evaluate data from the School Experience Survey.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
19647336017693	Justice Street Academy Charter	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Justice ES is included in these engagement policies and processes.	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Justice ES provided monthly workshops to improve engagement of underrepresented families identified through the self-reflection process. We continued to promote strong relationships between school staff and families through morning, after school, and virtual parent workshops. We engaged in numerous community building enrichment activities to strengthen this partnership as well.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Justice ES analyzes data for continual improvement with regard to engagement of underrepresented families identified during the set-reflection process. We use rewards and motivation for families to participate and stay involved with the various workshops and programs offered at Justice. We promote these opportunities in a weekly newsletter and promote through social media.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Justice ES is included in these engagement policies and processes.
	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.
	Justice ES encourages engagement of underrepresented families in relation to seeking input for decision making. Specifically, Justice ES holds regular Governance Council and LSLC meetings where parents are encouraged to actively participate in ongoing efforts for improvement. Additionally, Justice ES send out multiple surveys each school year to seek feedback from parents.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
19647336017701	Kenter Canyon Elementary Charter	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Kenter Canyon is included in these engagement policies and processes.	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	At Kenter Canyon Elementary, the engagement of underrepresented families will be improved by the expanded enrichment and extra-curriculum activities designed to increase parental involvement and provided additional learning opportunities for all students. Based on the parental interest survey results, the school invites parents to participate in academic committees' and standing committees' monthly meetings to plan and make important decisions about the school programs and events. After-school clubs, enrichment classes, and family events will continue to be provided to students, including multicultural learning, tutoring, and events like Literacy Night, STEM night, Arts Night, Entrepreneurial Fair, Book Fair and others. 
Parents and caregivers are actively involved in various volunteer assignments at the school. Every year, Kenter Canyon students and staff benefit from the support of about 250+ parent volunteers.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	The engagement of underrepresented families will continue through parental participation in the workshops and advisory committees. Parents also regularly receive support and resources during the school psychologist's office hours conducted bi-weekly after school. 
The parent-support networking opportunities are available and actively used through the Parent Support Group and the Room Parents assigned for each class. 
The principal's monthly meeting with parents and the Town Hall meetings on specific topics are additional ways to engage parents and address their questions.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Kenter Canyon is included in these engagement policies andprocesses.	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.	Kenter Canyon Elementary has systems in place to collect the input from the underrepresented families for its decision making process. Parents participate through the advisory committees, academic committees (ELA, Math, Science and Social Studies), Safety Committee, and PAWS (schoool-wide positive behavior reinforcement and social-emotional learning curriculum). The monthly meetings are conveniently conducted in a hybrid format, combining the in-person and virtual platforms. The meeting minutes and other important information are available on the school's website, the weekly Newsletters, Friday folders flyers, and the school calendar. Parents and caregivers play an important role in planning, preparing, and conducting the school-wide events as well as supporting the needs of individual families when needed.	5	5	4	5	4	5	5	4	5	5	4	4	Met		2024-06-18	2024
19647336017743	Knollwood Preparatory Academy	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Knollwood Preparatory Academy is included in these engagement policies and processes.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.
	Our staff receives ongoing Professional Development to deepen our understanding of the populations that we serve, so that we may reflect on our practices and attitudes that inform our perspectives as educators. This year, we had a series of workshops that reached students, parents, and staff on microaggressions. In addition, our school held a Multicultural Fair where students and families had the opportunity to see some of the many cultures that are present at our school, and to hear voices from our diverse community.  

Knollwood Preparatory Academy will cultivate strong relationships include a welcoming attitude that encourages involvement and a focus on the specific needs of families and the community. Effective partnerships are strengths-based and power will be shared among all stakeholders.

The increase in participation is attributed to our campus' ability to open gates and invite families on school grounds. This offers parents a physical proximity that leads to increased sense of connection and engagement with the school. 

Knollwood Preparatory Academy will continue to build relationships between the school staff and families through the following: 

- Parent and Family Workshops providing Families with resources  

- Coffee with the principal 

- ELAC 

- Back to School Night 

- Open House 

- Parent Conferences twice a year 

- Master Plan Meetings 

- Community Rep  

- Parent Center  

- Translation services provided for IEPs, meetings, and conferences 

- Family Nights (Literacy Night, STEM Night, School Dance) 

- PTA 

- PSW for social emotional counseling and guidance for families in need 

- Remind, ClassDojo, and School Website for posting updates and events	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.
	Our school connects and engages with students voices by collaborating with a Student Council each year. Students in fourth and fifth grade are elected by their classmates Student Body Government positions to represent each class. Students who were not elected are also given the opportunity to volunteer as Honorary Member. The student council meets monthly to review policies and issues that impact our school, and make recommendations that support our school community in addition to volunteering their time in the actions that are decided on. 

Our school also holds space for students with special interests. With teacher supervision and guidance, students operate and participate in clubs focused around chosen activities. Two groups on campus this year are Chess and Pokemon club. 

Our staff receives ongoing Professional Development to deepen our understanding of the populations that we serve, so that we may reflect on our practices and attitudes that inform our perspectives as educators. This year, we had a series of workshops that reached students, parents, and staff on microaggressions. In addition, our school held a Multicultural Fair where students had the opportunity to see some of the many cultures that are present at our school, and to hear voices from our diverse community.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Knollwood Preparatory Academy is included in these engagement policies and processes.
	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.	Knollwood takes the necessary steps to increase transparency and accountability.  Transparency and accountability are priorities of our entire administration.   We are taking a thoughtful approach to considering what data and information makes sense to provide teachers, parents and the community.  To meet the challenges of teaching in an increasingly connected world, we have benefited from building a culture of transparency and connectivity, creating a culture of sharing around the successes and struggles of teaching and learning.  We model transparency by sharing the notes and minutes from the governing boards, staff meetings, trainings and even in-service teacher learning days with the whole school community through our website, remind app and newsletters. That includes being clear with students about what the goals are and where our school is going so that they can be part of the transparent culture too. Focusing on relationships is equally important for engaging parents and community members with what’s happening at school.  

Knollwood parents are provided with a myriad of opportunities to participate through our PTA, School Site Council/English Language Advisory Committee, Local School Leadership Council, and the School-wide Positive Behavior Intervention Support Committee. There are many opportunities for parents to be involved such as Principal Chats, Parent Workshops, Family Events, and Volunteering, By regularly meeting with all stakeholders the Principal is able to address questions and concerns in a timely manner. The Principal serves as the liaison between all of the established groups and committees. 

Our Parent Center reopened this year.  All of our mandated district workshops and additional workshops that support parents with homework, health and mental wellness, emergency preparedness, and physical fitness were held virtually. It has been established to create a home environment that encourages learning, expresses high expectations for all student achievement and future careers, and gives parents the opportunity to become involved in their child’s education at school and in the community. 

Knollwood supports communication with all Knollwood Staff and families through a weekly voice/email message as well as voice/email reminders, and day folders containing newsletters.  Flyers are attached to our emails and posted on our website, and parent conferences. 

Knollwood coordinates Family Nights in collaboration with our PTA that build relationships with our families and community.  This year our family events were limited to individual families participating in dine-out events.

Parental concerns are promptly addressed by teachers and administration. There is a form available in the office for parents to fill out to express concerns, ask questions, or share comments. These forms will be responded to within 24 hour.  Student concerns are addressed using Tier Intervention supports in the classroom. 
	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
19647336017891	Lockhurst Drive Charter Elementary	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Lockhurst Drive CES is included in these engagement policies and processes.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.
	At Lockhurst Drive CES we encourage engagement and collaboration and work closely with our Parent Teacher Organization. Local School Leadership agrees to use parent engagement funds to support opening our Parent Center and creating a space for parent workshops, volunteerism, parent group meetings and Coffee with the Principal.  Based on the 2022-23 School Survey Experience results, parents wanted more opportunities to volunteer and participate in events on campus and off campus (field trips). Current data shows that almost 100% of our LAUSD volunteer applications have been processed. Our goal is to increase the number of parent volunteers to include parents of students with disabilities, newcomers and parents of students with English Language Learners. On the School Experience Survey the number of parents reported that they felt welcome at school increased by 4% and 93% parents reported that they can easily find information about parent workshops and other programs offered at school. We aim to increase this percentage by supporting the process of accessing the School Experience Survey.  Regularly held English Language Advisory Committee (ELAC) meeting help involve and keep parents with English Language Learners informed about how their student's are being supported and how they can support their students as well.  Interpreters are provided for meetings to increase participation and communication.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	"Regularly held English Language Advisory Committee (ELAC) meeting help involve and keep parents with English Language Learners informed about how their student's are being supported and how they can support their students as well.  Interpreters are provided for meetings to increase participation and communication.  Parent presentations about assessment process, intervention opportunities, and tips to support students learning at home will will included in the ""Coffee with the Principal"" meetings"	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Lockhurst Drive CES is included in these engagement policies and processes.
	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.
	At Lockhurst Drive CES we encourage engagement and collaboration and work closely with our Parent Teacher Organization. Local School Leadership agrees to use parent engagement funds to support opening our Parent Center and creating a space for parent workshops, volunteerism, parent group meetings and Coffee with the Principal.  Based on the 2022-23 School Survey Experience results, parents wanted more opportunities to volunteer and participate in events on campus and off campus (field trips). Current data shows that almost 100% of our LAUSD volunteer applications have been processed. Our goal is to increase the number of parent volunteers to include parents of students with disabilities, newcomers and parents of students with English Language Learners. On the School Experience Survey the number of parents reported that they felt welcome at school increased by 4% and 93% parents reported that they can easily find information about parent workshops and other programs offered at school. We aim to increase this percentage by supporting the process of accessing the School Experience Survey.  Regularly held English Language Advisory Committee (ELAC) meeting help involve and keep parents with English Language Learners informed about how their student's are being supported and how they can support their students as well.  Interpreters are provided for meetings to increase participation and communication.	4	5	5	5	4	4	5	5	5	5	4	4	Met		2024-06-18	2024
19647336018063	Marquez Charter	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Marquez Charter is included in these engagement policies and processes.	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Marquez Charter will use the self-reflection process to improve engagement of underrepresented families and to ensure cultural sensitivity in instructional practices, programs, and when analyzing data to address attendance and academic performance across student groups.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Marquez Charter will use the self-reflection process to improve engagement of underrepresented families and to ensure cultural sensitivity in instructional practices, programs, and when analyzing data to address attendance and academic performance across student groups.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Marquez Charter is included in these engagement policies and processes.	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.	Marquez Charter will use the self-reflection process to improve engagement of underrepresented families and to ensure cultural sensitivity in instructional practices, programs, and when analyzing data to address attendance and academic performance across student groups.	4	4	3	4	4	4	4	4	5	5	3	5	Met		2024-06-18	2024
19647336018204	Montague Charter Academy	3	Montague considers family engagement a top priority, and continues to foster relationships characterized by trust and support. Montague parents expressed high satisfaction with the opportunities to participate/provide input through virtual meetings, in-person meetings, parent trainings and special events. Teachers have employed this format as well as phone calls, use of special parent communication apps to meet and maintain connection to parents. The Principal sends a weekly email update to parents that has an 80% participation rate.	We fully implemented the use of ParentSquare schoolwide and restored full parent education offerings through our Parent Center.	Our school aims to increase monthly parent workshops and more specialized workshops that address the specific needs of underrepresented families.	Our school has put in place a sustainable model to conduct parent conferences and the participation rate demonstrates it has been successful. Our Executive Director models how to conduct an effective parent presentation and dialogue during regular Coffees with the Principal. We will continue to host several events during the year that empower and educate parents such as our Middle School Choices Night and Annual English Learner Parent Advocacy Meeting.	The school needs to add more workshops which directly address student achievement. We have hosted an “i-Ready Workshop” and Literacy Night, but we need to add more of these opportunities schoolwide.	Our school continues to offer monthly parent workshops and more specialized workshops that address the specific needs of underrepresented families. Additionally, we will continue to promote the involvement of underrepresented families in decision-making bodies such as the School Site Council, Wellness Council and the English Learner Advisory Committee.	Montague’s School Site Council, Wellness Council and English Learner Advisory Council have improved and we now have full membership. The committee has maintained consistency and now always has a quorum. Our Coffee with the Principal continues to be well attended by approximately 50 plus parents, and the meetings are recorded to have a wider reach for those unable to attend during the scheduled time. Our electronic /virtual means of disseminating information, announcements and feedback has increased parent participation including social media.	Montague has created more opportunities for parent committee members to participate in the decision-making process, however additional training of participants is still an area for growth. We continue to have regular participation by SSC and ELAC members, however we strive to have more at-large parents participate/attend these meetings as well as regular parent committees. Our parents have improved in participating with surveys that we email home.	Montague will continue to publicize opportunities for parent committee members to participate in the decision-making process, and have more at-large parents participate/attend SSC and ELAC as well as regular parent committees and Coffee with the Principal.	5	5	5	5	5	4	5	5	5	4	5	5	Met		2024-05-30	2024
19647336018287	Nestle Avenue Charter	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Nestle Ave. Charter is included in these engagement policies and processes.	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	The Parent Center will be more active in providing workshops that parents are interested in attending.  A survey will be provided to gauge parent interests and concerns.  Translation earphones have also been purchased to be able to provide access to our many English Language Learners for meetings and workshops.  Nestle staff is also diverse and represent the multiple languages spoken by our students and parents.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Nestle will present more grade specific workshops to educate parents on State and District Standards. In addition teachers will conduct data chats with both parents and students during parent conferences and as needed to build strong partnerships and reinforce accountability.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Nestle Ave. Charter is included in these engagement policies and processes.	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.	Nestle will continue to encourage families to become involved in School Site Council, Local School Leadership Council, PTA and Volunteerism.	4	4	4	5	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
19647336018634	Palisades Charter Elementary	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.

Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees. 
  
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 

Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.

Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council.

Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.

As an Affiliated Charter in Los Angeles Unified, Palisades Charter Elementary School is included in these engagement policies and processes.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.
	As an Affiliated Charter in Los Angeles Unified, Palisades Charter Elementary School utilizes district approaches as the foundation for engagement of underrepresented families. In addition to District approaches, Palisades CES devotes many resources to this effort. This includes weekly news letters from the principal, Coffee with the Principal, Volunteer engagement, website access, Parent Center, Community Liaison, and community events.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.
	As an Affiliated Charter in Los Angeles Unified, Palisades Charter Elementary School utilizes district approaches as the foundation for engagement of underrepresented families. In addition to District approaches, Palisades CES devotes many resources to this effort. These include data sharing with parents regarding student progress, free in-person tutoring services for students, and additional online resources for parents to support student progress in Mathematics and English Language Arts.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.

In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.

Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.

As an Affiliated Charter in Los Angeles Unified, Palisades Charter Elementary School is included in these engagement policies and processes.

	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.	As an Affiliated Charter in Los Angeles Unified, Palisades Charter Elementary School utilizes district approaches as the foundation for engagement of underrepresented families. In addition to District approaches, Palisades CES devotes many resources to this effort. These opportunities include monthly Governing Council meetings, monthly GC Committee meetings, monthly Booster Club meetings, annual survey of priorities, ongoing input for Budget allocation and continued collaboration between school and parent community.	5	5	4	4	5	4	4	4	5	5	4	4	Met		2024-06-18	2024
19647336018642	Pacoima Charter Elementary	3	Based on the analysis of partner input, PCS has the following strengths:
1. Two teacher-parent conferences a year
2. Parent-teacher communication via Parent Square
3. Monthly workshops presented by the classroom teacher for their class
4. Parent events such as Math, Literacy, STEAM nights, Back to School Night and Open House
5. Internal resource fairs to showcase all services that are provided to students and parents
6. Educational field trips for parents
7. All events are conducted in both English and Spanish	PCS will continue to provide workshops in the different academic areas. These workshops will be offered by teachers at times that will accommodate working parents	PCS will continue to reach out to all families. This year, we will focus on attracting a larger number of our African-American families to our parent meetings.	Based on the analysis of partner input, PCS has the following strengths:
1. We will continue to partner with the following agencies/ institutions
- LAPD CSP 
-CSUN 
- Cal State Long Beach
- El Centro De Amistad
- Pacoima Community Initiative partners
- Success for All Foundation
- Think Together
-Local Government Agencies	PCS will continue to provide workshops in the different academic areas. This workshops will be offered in the evening in order to allow working parents to participate.	Based on the analysis of educational partner input and local data, PCS will improve engagement of underrepresented families, such as our African American families by personalizing invitations to our school events and creating other avenues  that will keep them engaged and informed.	Based on the analysis of educational partner surveys. The following strengths were identified:
1. Parent participation in School Site Council and English Language Advisory Committee
2. School Governance Board parent member
3. Parent surveys via Parent Square
4. Meeting announcements via social media, flyers, website and Parent Square	The following is an area of improvement identified by the educational partners:
1. Offer evening meetings for working parents	PCS will continue to seek input from all educational partners. PCS will offer morning and evening meetings to allow more parents to participate.	5	5	5	5	5	5	5	5	4	4	4	4	Met		2024-06-11	2024
19647336018725	Plainview Academic Charter Academy	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing &cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.

Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 

Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.

Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council.

Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.

As an Affiliated Charter in Los Angeles Unified, Plainview ACA is included in these engagement policies and processes.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	A Community Rep, Intervention Coordinator, and TSP Adviser will plan 5 Parent Portal workshops per year. Our Community Representative and TSP Advisor will also support parents with use of technology devices to register for the parent portal and use the various features.

School staff will invite parents/legal guardians to attend the workshops, school events, parent-teacher and informational meetings through: personal invitations, Blackboard Connect, School Website, School Marquee, monthly Parent and Family Center Calendars, flyers, bulletins, and newsletters.

Plainview ACA has equipped the parent center with 5 laptops to support parents in registering for the parent portal(at no cost)

TSP Advisor and Community Representative will work with the school leadership team to outreach to parents/legal guardians to support them in registering on the Parent Portal. School will provide incentives such as: highlighting the classroom(s) with the highest Parent Portal registration percentages in school announcements, sharing the progress toward 100% Parent Portal registration on the P.A. and bulletins/newsletters, and creating a bulletin board dedicated to our school’s Parent Portal progress.

Clerical will support parent engagement during and outside of their regular assignment basis. (Eg. summer break, winter break, spring break) Develop, copy materials for Parent Portal Workshops for use by the Parent Center Representative. 

TSP Advisor will generate weekly Parent Portal reports from the Focus Dashboard to support the Parent Center Representative, such as the report titled, “Parent Portal Registration by Student,” which indicates the parents who are linked to their student in the Parent Portal. The TSP Advisor and Community Representative will work collaboratively with members of the school leadership team (Administrator, Comm. Rep./PFC Staff, and support staff) to review the report and strategically target the parents/legal guardians who have yet to register and/or link their student in the Parent Portal.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.
	LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes by inviting them to partake in the following Councils/Committees:
• English Learner Advisory Committee (ELAC)
• School Site Council (SSC)
• Local School Leadership Council (LSLC)	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.

In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.

Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.

As an Affiliated Charter in Los Angeles Unified, Plainview ACA is included in these engagement policies and processes.	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.	During ELAC, SSC, and LSLC parents and community stakeholders are presented information regarding the proposed expenditures and are provided collectively and individually the opportunity to provide input. SSC/ELAC/LSLC members are encouraged to seek stakeholder input to consider and make part of the budgeting process. The school community, including families and personnel were engaged in developing school wide plans.	4	4	4	4	4	4	3	3	4	4	4	4	Met		2024-06-18	2024
19647336018774	Pomelo Community Charter	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Pomelo CC) is included in these engagement policies and processes.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Pomelo CC is working on implementing a common platform for all teachers to use to aid in communication with all families.  Courtesy calls are made to parents to discuss attendance concerns.  Parents are invited to meet with the attendance team to discuss attendance concerns. The front office continues to receive training on office etiquette. Parents are invited to trainings, workshops, and coffee with the principal. Pomelo also offers extended activities and family events to engage parents and students in the school community. Parents are also encouraged to complete the volunteer application to allow them the opportunity to be involved in their child’s education and the school community.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Pomelo CC is working on implementing a common platform for all teachers to use to aid in communication with all families.    Parents are invited to meet with the attendance team to discuss attendance concerns.  Pomelo also offers extended activities and family events to engage parents and students in the school community. Parents are also encouraged to complete the volunteer application to allow them the opportunity to be involved in their child’s education and the school community.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Pomelo CC is included in these engagement policies and processes.
	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.	Pomelo CC is working on implementing a common platform for all teachers to use to aid in communication with all families. Parents are invited to trainings, workshops and coffee with the principal. Pomelo also offers extended activities and family events to engage parents and students in the school community. Parents are also encouraged to complete the volunteer application to allow them the opportunity to be involved in their child’s education and the school community.   Parents are invited to meet with the administration to discuss concerns.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
19647336018923	Riverside Drive Charter	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Riverside Drive Charter is included in these engagement policies and processes.	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.
	Increased personal outreach to families via phone calls as well as in person at drop off and pick up of students. An interest survey to the school community in order to ensure an alignment of relevancy to our school community.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.
	Increased personal outreach to families via phone calls as well as in person at drop off and pick up of students. An interest survey to the school community in order to ensure an alignment of relevancy to our school community.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Riverside Drive Charter is included in these engagement policies and processes.
	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.
	Increased personal outreach to families regarding decision-making opportunities. RDCS will also provide multiple pathways for parents to provide feedback (in person, Google form).	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
19647336019079	Santa Monica Boulevard Community Charter	3	The Charter School strives to create a welcoming, engaging, and nurturing learning environment for all stakeholders. The school provides multiple opportunities for building relationships through community events such as the Summer Meet and Greet, Fall and Spring Back to School Night Meetings, Open House, and ongoing School Site Council, Advisory Committees, and Fenton Charter Public Schools Board Meetings.	The Charter School analyzes data from stakeholders, student achievement, and culture through a variety of summative and formative tools.  The Charter School uses Illuminate to collect, report, analyze, and interpret weekly data regarding student progress. All formative and summative classroom assessments are placed into Illuminate. State assessment data such as ELPAC and CAASPP are also imported into the database. Illuminate is an online platform that facilitates the collection, reporting, and analysis of periodic assessments. The ability to create custom reports allows educators to analyze data in a variety of ways. Common reports include measuring the progress of significant subgroups and using proficiency levels to guide MTSS decisions. The data can be analyzed by student, class, grade-level, or schoolwide t0 determine areas of strengths and needs. It can also be analyzed over multiple years to follow trends. All of the reports are used to inform instruction and determine allocation of resources.

The Director writes a weekly newsletter to engage parents and families student integration. The Director also sends frequent phone and text message in an effort to maintain frequent and relevant communication.

Grade level parent orientation meetings are held during the first few weeks of school. These meetings are to provide information regarding instructional and behavioral expectations as well as form a clear line of communication between home and school.

Families attend parent/teacher conferences formally twice a year, and informally as needed. Parents are welcomed to chaperone field trips, assist with class parties, and host home visits. In addition, families are welcomed on campus on a monthly basis to attend award assemblies that celebrate student success.	Families are provided opportunities to receive information and share in decision making during various parent advocacy night meetings, School Site Council, and monthly board meetings. Parent concerns are addressed and commendations are celebrated. Weekly newsletters provide additional information regarding the instructional program along with strategies for working with students at home. Families are recognized as instrumental in student achievement. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.	Professional development activities are determined by the advisory committees and are selected based on a review of student assessments, new programs and policies being implemented by the state or federal government, or the specific curricular needs of the student body. As needs overlap, professional development will overlap at the five Fenton schools. For example, there are often different needs for new hires, and one school may schedule a presenter who will present a topic that is most relevant to new hires. All schools will arrange to send their new teachers to the one site for that particular presentation. The same is true for a presentation on new adoptions. All Lead Teachers may attend a presentation at one site, or one grade level may gather at one site. This type of scheduling encourages faculty with similar needs and interests at different sites to meet, interact, and share resources and knowledge. It is also a better use of fiscal and material resources.	The Charter School involves all stakeholders in the monitoring process of students. The governance board receives reports of students’ progress at the monthly board meetings. The staff looks at student data at grade-level meetings multiple times during the month. Parent orientation meetings are conducted at the beginning of every school year for all grade levels. Teachers conduct parent conference twice yearly to review student progress as well as monthly progress reports to report student progress toward mastery of standards. The school also has monthly student awards assemblies to recognize positive citizenship, achievement, work habits and attendance.	The Charter School provides ongoing trainings, professional development, and resources to support families to understand and exercise their legal rights and advocate for their own students and all students. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.	The Charter School families are highly involved and valued stakeholders. Prior to the school year beginning, families are invited to attend a “Meet and Greet.” The purpose of this event is to allow the family to explore their child’s new classroom, school facilities, and experience the overall feeling of the campus. Families are able to understand high expectations for students through experiencing this initial encounter with the school.	The Charter School will explore alternative approaches through the use of social media and increased use of text messaging to engage families.  The Charter School recently contracted with a Market Research consultant to explore ways to engage families and seek input into decision-making.	The Charter School educates and involves parents and community members in a variety of ways. Parent night meetings are held twice a year to provide critical information regarding the school's purpose, goals, and learner outcomes. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-13	2024
19647336019111	Serrania Avenue Charter For Enriched Studies	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Serrania CES, is included in these engagement policies and processes	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Enhanced communication channels, Coffee with the Principal, Parent Workshops, offering virtual and in person options, parent center with device support for Parent Portal sign-ups, feedback and continuous improvement systems	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	The continued use of a community representative who builds trust and acts as a bridge between the school and underrepresented families, ensure all communications, including school newsletters, event invitations, and announcements, are available in multiple languages, organize events that celebrate the cultures of underrepresented families to foster a sense of inclusion and community, offer various ways for families to engage with the school that accommodate different schedules and levels of availability, track participation rates of underrepresented families in school events, volunteer programs, and advisory councils	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings. As an Affiliated Charter in Los Angeles Unified, Serrania CES is included in these engagement policies and processes.	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.	Establish Diverse Advisory Committees, implement targeted outreach strategies to engage underrepresented families in decision-making processes, Culturally Responsive Decision-Making Forums, Capacity Building Workshops, Continuously refine outreach and engagement efforts based on feedback and participation data to better meet the needs of underrepresented families.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
19647336019186	Sherman Oaks Elementary Charter	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Sherman Oaks Elementary Charter is included in these engagement policies and processes.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Ensure that staff members receive training on cultural competence to better understand and respect the diverse backgrounds of underrepresented families. Host events that celebrate the diverse cultures and traditions of the families. Offer translation and interpretation services for families who are not fluent in the primary language used at the school and provide workshops and resources that help parents navigate the educational system, understand school policies, and support their children’s learning.

	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Sherman Oaks Elementary Charter will regularly share data on student progress with families in an understandable format. This includes academic performance, attendance, and behavioral reports. This will help to build trust and help families stay informed and engaged.  Provide workshops that empower parents with knowledge and skills to support their children's education. Topics can include literacy development, math skills, assessments, such as, iReady, Dibels and SBAC.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Sherman Oaks Elementary Charter is included in these engagement policies and processes.
	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.
	Create a Welcoming Environment: Ensure that the school environment is welcoming and inclusive through visual displays that reflect diversity, friendly staff interactions, and a culture of respect and openness.  Flexible Meeting Times: Schedule meetings at various times to accommodate different work schedules. Offer virtual meetings to increase accessibility.  Training and Support: Provide training and support to help families understand the decision-making process and how they can effectively participate.	4	4	4	5	5	5	4	4	4	5	4	5	Met		2024-06-18	2024
19647336019392	Superior Street Elementary	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Superior Street Elementary is included in these engagement policies and processes.	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.
	Based on the analysis of educational partner input and local data, Superior Street Elementary has identified several underrepresented family groups that require more effective engagement strategies. These groups include non-English speaking families, families with low socioeconomic status, and those with limited prior involvement in school activities. To address these challenges and improve engagement, we will implement the following strategies:

Enhanced Communication Channels
Multilingual Outreach: Develop and distribute materials in multiple languages, ensuring accessibility for non-English speaking families. This includes newsletters, event flyers, and social media updates.
Technology Integration: Utilize email, text messages, and school apps for timely updates. Provide training sessions for parents on using these tools.

Inclusive School Events
Flexible Scheduling: Vary the times school events are held to accommodate diverse schedules. 

Collaborative Decision-Making
Family Advisory Committees: Continue to incorporate diverse family representatives in advisory committees to provide input on school policies, programs, and initiatives. 
The approach described above will strengthen relationships with our families and lead to improved educational outcomes for our students.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.
	Based on the analysis of educational partner input and local data, Superior Street Elementary has identified several underrepresented family groups that require more effective engagement strategies to build partnerships for student outcomes. These groups include non-English speaking families, families with low socioeconomic status, and those with limited prior involvement in school activities. To address these challenges and improve engagement, we will implement the following strategies:

Strengthening Communication
Bilingual Resources: Create and share resources in multiple languages to ensure all families have access to important information. This includes translating newsletters, event announcements, and academic resources.
Parent Workshops: Host workshops focused on helping parents support their children’s learning at home. These will cover topics like literacy, math skills, and navigating educational technology.

Collaborative Initiatives
Community Partnerships: Partner with local organizations to provide additional support and resources for families, such as tutoring services, after-school programs, and family counseling.

Inclusive School Programs
Volunteer Opportunities: Continue to increase opportunities for families to volunteer in classrooms, during school events, and in extracurricular activities, making it easier for all families to get involved.
Family Engagement Events: Organize events that bring families together to learn about student progress and celebrate achievements, such as family nights and academic showcases.

By implementing these strategies, we aim to build stronger partnerships with all families, leading to better student outcomes and a more connected school community.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Superior Street Elementary is included in these engagement policies and processes.
	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.
	Based on the analysis of educational partner input and local data, Superior Street Elementary has identified several underrepresented family groups that require more effective engagement strategies to enhance decision-making processes. These groups include non-English speaking families, families with low socioeconomic status, and those with limited prior involvement in school activities. To address these challenges and improve engagement, we will implement the following strategies:

Inclusive Communication Channels
Multilingual Outreach: Ensure all communication regarding decision-making processes is available in multiple languages. This includes meeting notices and informational documents.
Accessible Information: Use various platforms—such as emails, text messages, social media, and school apps—to share information about decision-making opportunities with all families.

Strengthening Advisory Committees
Diverse Representation: Actively recruit diverse family representatives to participate in school advisory committees. This ensures that a wide range of perspectives are included in decision-making processes.
Regular Meetings: Hold regular advisory committee meetings to discuss school policies, programs, and new initiatives. Provide translation services during these meetings to ensure all participants can contribute meaningfully.

Providing Education and Resources
Coffee with the Principal: Offer information during Coffee with the Principal to educate families on how the school decision-making process works and how they can be involved. Inlcude information to cover effective ways to provide input and advocate for their children's needs.

By implementing these strategies, we aim to foster a more inclusive environment where all families feel empowered to contribute to decision-making processes. This approach will help build stronger partnerships and ensure that our school.	4	4	4	5	4	4	5	4	5	5	4	5	Met		2024-06-18	2024
19647336019525	Topanga Elementary Charter	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives and Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars and maintain programs in Parent and Family Centers.	One area of focus for SFACE and Region FACE teams includes developing and cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.	Federal policy requires Title I schools to develop a written parent and family engagement policy. The LAUSD policy highlights resources and workshops offered in collaboration with school staff and community agencies to build bridges and two-way communication between home and school.  Providing school staff with opportunities to expand two-way communication and engagement of high-need students through continued training, developing module courses, and sharing of promising practices is an opportunity for growth.  Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools having followed procedures to establish an SSC and ELAC annually by November.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants.	LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.	For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules. The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decisionmaking for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.	Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.  As an Affiliated Charter in Los Angeles Unified, Topanga Elementary Charter is included in these engagement policies and processes.	3	5	3	4	4	4	4	3	4	4	4	4	Met		2024-06-18	2024
19647336019533	Topeka Charter School For Advanced Studies	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Topeka Charter School for Advanced Studies  is included in these engagement policies and processes.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.
	Topeka Charter School for Advanced Studies will utilize our Parent Center Director to reach out to our underrepresented families to develop a meaningful relationship that benefits the welfare of our students. From phone calls, using email, inviting families to workshops, Topeka will find various ways to nurture our underrepresented families throughout the school year.
	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.
	Topeka Charter School for Advanced Studies will utilize our Parent Center Director to reach out to our underrepresented families to develop a meaningful relationship that benefits the welfare of our students. From phone calls, using email, inviting families to workshops, Topeka will find various ways to nurture our underrepresented families throughout the school year.
	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Topeka Charter School for Advanced Studies is included in these engagement policies and processes.
	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.
	Topeka Charter School for Advanced Studies will utilize our Parent Center Director to reach out to our underrepresented families to develop a meaningful relationship that benefits the welfare of our students. From phone calls, using email, inviting families to workshops, Topeka will find various ways to nurture our underrepresented families throughout the school year.
	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
19647336019673	Van Gogh Charter	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Van Gogh Charter ESis included in these engagement policies and processes.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Our school engages underrepresented families with Coffee with the Principal, staffing a Parent and Community Representative, Family engagement nights, parent education, and we take feedback.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.
	Our school engages underrepresented families with Coffee with the Principal, staffing a Parent and Community Representative, Family engagement nights, parent education, and we take feedback.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Van Gogh Charter ES is included in these engagement policies and processes.
	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.	Our school engages underrepresented families with Coffee with the Principal, staffing a Parent and Community Representative, Family engagement nights, parent education, and we take feedback.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
19647336019715	Vaughn Next Century Learning Center	3	"Vaughn seeks parent input and participation in the governance of the school consistently throughout the school-year. The school has a dedicated Family and Community Center wherein parent education courses and access to a myriad of services are available, and monthly parent forums are held to inform parents of school and community related issues. Vaughn has resumed parent engagement in-person fully this year including in person Back to School Night and Parent Conferences. This provides opportunities to connect and build relationships in a meaningful way. . Our site directors host monthly ""Coffee with the Director"" sessions in order to connect and welcome parents to collaborate and learn about the school staff, programs, and support. Some sites use parent feedback to drive topics for future meetings. Our Parent Square platform has been very helpful to support home-school communication. This platform allows parents and staff to communicate in each person's preferred language and is available through email, app, text, and phone.
"	We will be working on continuing to support staff to learn about student’s families strengths, cultures, languages, and goals for their families. We will be adding PD that address Equity, Inclusion to our mandated training for all staff at the beginning of the year. We would like to add in an opportunity for staff and families to connect at the beginning of the school year as we have discontinued our Compact signing day which provided that connection point and there has been an request from both families and staff to provide an opportunity in the coming year. 
	We will continue to meet our families where they are and encourage them to engage as much as they can. We hold our parent events at various hours and often include a virtual option for parents who are unable to attend in person. We have added a translator position to address the translation needs of our families for both IEPs and for documents that are sent to families who may need translation. Our Community and Family Center offers a variety of services for families that range from basic services, connecting families to outside resources, and personal development classes. 
	Vaughn believes that partnerships with families and outside agencies are of the utmost importance when it comes to impact on student outcomes. Vaughn has many strengths in regards to building these partnerships. Vaughn regularly provides parents and guardians with updates regarding theirs child's progress. These updates include progress reports, report cards, conferences, and access to online gradebooks. Vaughn also provides data to parents through reports from diagnostic assessments and summative assessments. Vaughn has established relationships with many partners that work closely with us to support our student's needs. These partnerships include Providence Health, Kaiser, DCFS, Luminarias, Sycamores, El Centro de Amistad, Our House Grief, Phoenix House, MEND, GEAR Up, School Climate Transformation Grant, Tia Chuha's, and EduCare.	We will continue to work towards  educating  our families on their rights and support them in advocating for their students. We will also continue to include parent voice and meet them where they are so that they can partner with us in the way that works best for them to improve student outcomes. 
	Vaughn will continue to make varied efforts to engage underrepresented families including multiple ways of participation in various efforts. We will work towards including more parent voices in governance by increasing recruitment efforts for ELAC and Governance Committees. We will also work to increase parent use of our communication software Parent Square so that they are aware of opportunities to engage. 
	Vaughn has well established opportunities for staff to engage parents in decision making. These include educational partner representation on our Governing Board and Governance Committees including our English Learner Advisory Council and School Site Council (Partnership). Vaughn also provides opportunities for parents to provide feedback that then guide decisions about programs, services, and supports.	Vaughn would like to increase participation by parent and partners in our committee structure in order to have more authentic deep conversations and input in our decision making process. 
	Families that are underrepresented are critical voices that we want to increase in our process for seeking input for decision making. We will continue to reflect on meeting times and methods that allow for all families to participate. We will also be surveying families in order to find out what areas they may want more information about so that they can be equal partners in our process of shared governance.	4	5	4	5	3	3	4	2	2	2	3	2	Met		2024-06-26	2024
19647336019855	Welby Way Charter Elementary School And Gifted-High Ability Magnet	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Welby Way Charter ES is included in these engagement policies and processes.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Welby Way Charter ES works to engagement all of underrepresented families by Building Relationships Between School Staff and Families with monthly meetings that address the cultural and academic needs of our students and families.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.
	Enter school specific information on how engagement of underrepresented families will be improved in relation to Building Partnerships for Student Outcomes.
	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Welby Way Charter ES is included in these engagement policies and processes.
	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.	Welby Way Charter ES will engage underrepresented families to improve the relationships to Seeking Input for Decision-Making by including families in governance, ELAC, and other leadership opportunities throughout the campus and school.	4	5	5	5	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
19647336019939	Westwood Charter Elementary	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites & offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Westwood Charter Elementary is included in these engagement policies and processes.	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Westwood Charter Elementary works to build relationships between families and the school community by holding monthly Principal Coffee's, Family Nights, Back to School Night, Open House, Home Visits, Local School Leadership Council and School Based Mangement Meetings. Parents are encouraged to attend, and information is provided through the school website, weekly email updates, BBC and fliers.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Westwood Charter Elementary will improve engagement of underrepresented families by holding monthly Principal Coffee's, Family Nights, Back to School Night, Open House, Home Visits, Local School Leadership Council and School Based Mangement Meetings. Parents are encouraged to attend, and information is provided through the school website, weekly email updates, BBC and fliers.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Westwood Charter Elementary is included in these engagement policies and processes.	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.	Westwood Charter Elementary will improve engagement of underrepresented families by holding monthly Principal Coffee's, Family Nights, Back to School Night, Open House, Home Visits, Local School Leadership Council and School Based Mangement Meetings. Parents are encouraged to attend, and information is provided through the school website, weekly email updates, BBC and fliers.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
19647336019954	Wilbur Charter For Enriched Academics	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Wilbur Charter for Enriched Academics is included in these engagement policies and processes.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	To improve engagement with underrepresented families, Wilbur Charter for Enriched Academics will focus on building strong, trust-based relationships between staff and families.  In doing so, we will ensure there is regular, open communication using various platforms like newsletters, social media, and face-to-face meetings to keep families informed and involved. Secondly we will host community events and workshops that are welcoming and inclusive, providing opportunities for staff and families to interact in a relaxed environment.  We will also offer translation services and culturally relevant resources to make information accessible to all families, respecting their diverse backgrounds.  Our school will establish a family liaison program where staff members are assigned to work closely with specific families to address their needs and concerns personally.  We will create opportunities for parent feedback where families can share their thoughts and suggestions, ensuring they feel heard and valued in the decision-making process.  By focusing on these areas, Wilbur Charter will foster a supportive community where underrepresented families feel more connected and engaged.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	In order to improve engagement of underrepresented families during the self-reflection process and build partnerships for better student outcomes, Wilbur Charter for Enriched Academics will create regular forums and meetings specifically for underrepresented families to discuss their concerns, experiences, and suggestions. This will ensure their voices are heard and valued. 
Secondly, Wilbur Charter will develop mentorship programs where experienced parents guide new families, fostering a supportive network.
Wilbur Charter will also ensure to involve families in decision-making committees and school planning, making them active partners in their children's education.
Wilbur Charter for Enriched Academics will provide workshops and resources that focus on educational strategies, helping families support their children's learning at home.
And finally, we will celebrate cultural diversity through school events, promoting an inclusive environment where every family feels welcomed and respected.
By implementing these strategies, Wilbur Charter for Enriched Academics will move towards strengthening partnerships with underrepresented families and enhance student outcomes.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Wilbur Charter for Enriched Academics is included in these engagement policies and processes.
	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.	In order to improve engagement of underrepresented families in seeking input for decision making, Wilbur Charter for Enriched Academics will take these steps:
First, we will establish regular meetings and focus groups specifically for underrepresented families to gather their input on school decisions.
Secondly, we will use surveys and questionnaires in multiple languages to ensure all families can share their perspectives easily.
Wilbur Charter will also involve family representatives in school committees and boards, giving them a direct role in the decision-making process.
Wilbur Charter will also provide clear and accessible communication about how their input is being used and the impact it has on school policies and programs.
By focusing on these actions, Wilbur Charter for Enriched Academics will ensure that underrepresented families have a meaningful voice in decision making.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
19647336020036	Woodlake Elementary Community Charter	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Woodlake Elementary is included in these engagement policies and processes.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.
	The continued use of Coffee With the Principal, Home Visits, and Family and Community Engagement Events (Digital Citizenship Week, Computer Science Week, STEAM Night, Literacy Night) is an area of focus for the 2024-2025 school year.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.
	The continued development of various family engagement opportunities is an area of focus for the 2024-2025 school year.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Woodlake Elementary is included in these engagement policies and processes.
	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.
	The continued use of multiple surveys, QR codes, school-wide Blackboard Connect Messages, and classroom-teacher communication is an area of focus for the 2024-2025 school year.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
19647336020044	Woodland Hills Elementary Charter For Enriched Studies	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Woodland Hills CES is included in these engagement policies and processes.	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	The principal holds monthly Coffee With the Principal meetings. The English Language Learner designee holds six meetings per year with the the English Learner Advisory Committee. The GATE coordinator will hold two meetings with families of GATE students. Our booster club holds monthly meetings and community events throughout the year.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	The school will continue to reach out to our underrepresented families through school email, our website, and flyers to remind them of the many opportunities to be involved engage in student achievement. Parent conferences will be held once a year or more if more if requested. We will share information on after school tutoring on line and in person.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Woodland Hills CES is included in these engagement policies and processes.	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.	The Local School Leadership Council, Governance and English Learner Advisory Committee meetings will be posted on our website and shared in our weekly school emails. Students will be given incentives for parent attendance.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
19647336057988	Emerson Community Charter	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Emerson CC is included in these engagement policies and processes.	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Emerson CC will continue to show engagement of underrepresented families by continuing to host English Learner Advisory Council meetings, Black Student Achievement Plan initiatives and strengthening our parent and community engagement partnerships.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Emerson CC will continue the engagement of underrepresented families by working with the academic initiatives of student outcomes as represented on the Smarter Balanced Assessments. We will use Kagan strategies and PDSA cycles to plan and adjust our best practices to meet the needs of our underrepresented families.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Emerson CC is included in these engagement policies and processes.	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.	Emerson CC works with our families to include them in the decision-making process. We work with our parent organization rooted in partnership in academics and community.
	4	4	4	4	3	3	3	3	3	3	3	3	Met		2024-06-18	2024
19647336058150	Louis Armstrong Middle	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Armstrong is included in these engagement policies and processes.	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Armstrong will continue to conduct staff professional development on the importance of engaging with families and how to engage with parents. Armstrong will also provide parent education programs in English and Spanish on school programs, advocacy and how to engage with the school. Our Black Student Achievement Plan program will continue to strengthen its parent network and engagement programs. Communications and parent programs will be provided in multiple languages and designed based on parent needs. Programs such as Coffee with the Principal and Cocoa with the Counselors will continue to be offer to strengthen relationships with all members of our school community and the participation of underrepresented families will be addressed through the use of the BSAP Counselor, BSAP Community Representative and our Parent Center Director.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Armstrong's Black Student Achievement Plan Community Representative, the BSAP School Climate Advocate and the Community Representative who serves as the Parent Center Director will work collaboratively to build a parent network and identify opportunities to engage underrepresented families in relation to building partnerships for student outcomes.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Armstrong is included in these engagement policies and processes.	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.	Our community representatives, Title I coordinator, and school climate advocate will actively build parent communication tools and personally seek out underrepresented families to ensure their inclusion in opportunities to contribute their input for decision-making.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
19647336058267	Paul Revere Charter Middle	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.

Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.

Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council.

Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.

As an Affiliated Charter in Los Angeles Unified, Paul Revere Charter MS is included in these engagement policies and processes.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.
	Paul Revere is dedicated to enhancing family engagement, particularly with underrepresented families. In addition to traditional events like Open House and Back to School Night, our teachers organize enriching after-school activities featuring student talents in theater, music, art, and writing. Monthly Coffee with the Principal sessions provide families with updates on school activities. Working closely with our parent group, PRIDE, we offer a range of workshops. Additionally, our PSW conducts parent meetings focused on supporting social-emotional health.
	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.
	In order to enhance student outcomes, we are dedicated to establishing strong partnerships with families. This involves maintaining open communication regarding student progress and offering resources to support learning at home. Our commitment to inclusivity is reflected in our initiatives such as hosting on-campus parent meetings and utilizing video conferencing to accommodate our families who reside outside the area.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Paul Revere Charter MS is included in these engagement policies and processes.
	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.
	At Paul Revere Charter Middle School, we value and prioritize the input of our families to enhance the educational experience of our students. We regularly collect feedback through interest surveys on school projects. The School Experience Survey data is carefully reviewed by our administrative team to inform decision-making processes. Additionally, we openly invite all parents to our Charter Council meetings, where meeting dates are shared in advance. To accommodate families residing outside the area, meetings are conducted both in person and via video conferencing platforms.
	5	5	4	5	5	4	4	4	5	5	5	4	Met		2024-06-18	2024
19647336061477	George Ellery Hale Charter Academy	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Hale Charter Academy is included in these engagement policies and processes.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.
	Hale Charter Academy through a robust implementation of the Black Student Achievement Plan (BSAP), its mission, objectives, and operation is designed to address the unique and unmet needs of Black students. This allows all students to benefit from an educational environment that values diversity and actively works towards eliminating educational disparities that have historically inhibited Black students' success in school systems nationwide. Hale Charter Academy will also use this template of implementation to support our other underrepresented families in building relationships between school staff and our families to support all student achievement with the support of Community Representative and other school staff.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.
	Hale Charter Academy through a robust implementation of the Black Student Achievement Plan (BSAP), its mission, objectives, and operation is designed to address the unique and unmet needs of Black students. This allows all students to benefit from an educational environment that values diversity and actively works towards eliminating educational disparities that have historically inhibited Black students' success in school systems nationwide. Hale Charter Academy will also use this template of implementation to support our other underrepresented families in building relationships between school staff and our families to support all student achievement with the support of Community Representative and other school staff.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Hale Charter Academy is included in these engagement policies and processes.
	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.
	Hale Charter Academy through a robust implementation of the Black Student Achievement Plan (BSAP), its mission, objectives, and operation is designed to address the unique and unmet needs of Black students. This allows all students to benefit from an educational environment that values diversity and actively works towards eliminating educational disparities that have historically inhibited Black students' success in school systems nationwide. Hale Charter Academy will also use this template of implementation to support our other underrepresented families in building relationships between school staff and our families to support all student achievement with the support of Community Representative and other school staff.	4	4	4	3	4	4	5	4	5	4	4	4	Met		2024-06-18	2024
19647336061543	Alfred B. Nobel Charter Middle	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Nobel Charter Middle School is included in these engagement policies and processes.	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Nobel Charter Middle School will continue to host monthly Coffee With The Principal and BSAP Parent Center Meetings, where information on school site data will be discussed. This is a welcoming forum that allows for family feedback.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules. 
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Nobel Charter Middle School will continue to host monthly Coffee With The Principal and BSAP Parent Center Meetings, where information on school site data will be discussed. This is a welcoming forum that allows for family feedback.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	During the 2024-25 school year, Nobel Charter Middle School Black Student Achievement Plan(BSAP) Parent Representative , will continue to host monthly parent meeting that allow for parent input on school site initiatives. Additionally, the monthly English Learner Advisory Committee (ELAC) meetings will allow for parent input and feedback.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
19647336061584	Gaspar De Portola Charter Middle	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Portola Middle School is included in these engagement policies and processes.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.
	"
 During the first Coffee with the Principal meeting, initial educational partners input identified a need for a stronger in-school intervention programs. Parents and teachers identified a growing achievement gap for our Black and Hispanic subgroups. A strategic plan was developed to address this need through the creation of Extended Homerooms and Intervention Electives. Parent engagement activities and Parent Education classes were identified as areas of need for our Black and Hispanic subgroups. College and career activities, clubs, and tutoring were specific requests. We opened our first College and Career Center next to the Parent Center, as a resource for students and families. Additionally, student ownership and motivation were identified as needs to be supported through Joy and Wellness on campus.

 ""As a result of school-level engagement process, Portola incorporated community feedback into our 2023-2024 plans and budgets in the following ways: 
 
 Proficiency for All was reported as a priority for improvement by all educational partners. In order to meet the call for schoolwide academic improvement for all of our students, and to help close the achievement gap for our subgroups, regular and ongoing Math and ELA Electives and Extended Homerooms were formed as intervention classes. Students scoring Below Proficiency on i-Ready Reading and Math Assessments were invited to participate in After School Enrichment and Tutoring opportunities. International and Newcomer students needing English Language support, and students with two or more Fails on their 10-week Progress Reports were assigned to after school tutoring. In addition, plans are underway to reshuffle students according to academic needs for the remaining 10 weeks of the Fall semester. 
 
 Family engagement, attendance, and social emotional learning were deemed important by all educational partners. Monthly Attendance challenges are used as positive incentives to engage all students. The Attendance team meets monthly to address chronic absenteeism with home visits, phone calls, Schoology messages, and daily check-ins. Each team member monitors 10 students daily and developed a goal to improve each student's attendance by one band. Likewise, the parent groups plan on a Fall and Spring evening engagement activity to support social emotional learning and student engagement. Examples of some of these engagements are: Fright Night Film Festival which is an inclusive family event showcasing the Arts; Black Brilliance Night featuring student achievement awards in Academics, Attendance, and the Arts. Parents will be given an opportunity to connect with community resources and representatives from the local high school athletic programs."""	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.
	In order to facilitate higher family involvement with our school, Portola is working with LAUSD programs including the School Climate Advisor (Other funds), BSAP (Other funds), and AEMP (Other funds) towards a more visceral acknowledging of and celebrating student subgroups via holidays, contributions, experiences, and role models.

Utilizing these programs, Portola is working towards increasing parent registration on Parent Portal, to better equip parents with knowledge of their student's attendance and academic progress. 
Utilizing these programs, Portola is working towards increasing parent response on the School Experience Survey, to better inform our school of parent concerns.Parents were connected through weekly Principal updates, marquee announcements, social media, monthly informational meetings and parents workshops. Parent Meetings were scheduled at varied times and dates in order to accommodate their schedules including mornings, afternoons, evenings, and weekends. Zoom workshops were held simultaneously in order to accommodate working parents. Portola provided opportunities for parents on Local Charter Governance Council to build education literacy by attending training on current and relevant academic topics such as needs of English Learners, A-G requirements, SBAC testing, and Gifted Learners.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Portola Middle School is included in these engagement policies and processes.
	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.
	"Administration and School Staff will monitor parent participation at workshops and school events with sign-in sheets, issues feedback surveys at workshops and school events, and parent responses on the School Experience Survey.
PROFESSIONAL DEVELOPMENT/PD
1. School staff will provide professional development for all teachers and staff on engagement strategies to foster and promote a welcoming and inclusive environment for all families and to encourage family engagement.
IMPLEMENTATION
2. School weekly outreach to relay information via Black Board Connect, Schoology posts, Parent Portal, and teacher and counselor phone calls home.
3. School staff will use social media including Instagram and Facebook to keep students and parents informed, connected, and offer opportunities for e-learning and direct communication.
4. School staff will offer Monthly Coffee with the Principal, SSC, Charter Governance and ELAC in-person and Zoom meetings invite stakeholders to hear about instructional programs, gain instructional data knowledge, learn strategies to assist their children, ask questions and/or share concerns that will positively impact student academic achievement. 
5. Outreach to parents will extend beyond the classroom with our BSAP Family Night (BSAP funds), English Learner Reclassification Meetings and a Career Fair with local community members that will be calendared for the upcoming school year. 
6. School staff will provide online surveys to collect students and stakeholders’ input which will be administered and used to provide Portola with a clear picture of family attitudes. Surveys include the School Experience Survey, Budget Development Survey, and various School Improvement Surveys. 
7. Senior Office Technician and School Staff will assist parents in registering with Parent Portal and LAUSD mobile apps during Orientation and Back to School Night, completing registration forms, Emergency Cards, and More Than A Meal Applications, inform families and recruit students for intervention, and promote our parent education workshops.
8. School will send out communications to families via mail and/or phone calls to inform about student progress.
MONITORING/EVALUATION
9. Administrators will evaluate the efficacy and success of family engagement and collaboration through sign-ins at parent workshops, and family attendance of school activities.
10. Administrators will evaluate the efficacy and success of family engagement and collaboration by student and parent responses on School Experience Survey.
""Portola engaged with various educational partners through various meetings and councils during the LCAP development process. In August, all educational partners were invited to SSC/ELAC meetings, Orientation Meetings, Back-to-School Night and Coffee with the Principal. Parents were given opportunities to provide feedback on the LCAP Goals and the Every School Safe Plan. 
""Portola engaged with various educational partners through various meetings and councils"	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
19647336071435	Castlebay Lane Charter	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, & curating professional development modules for school sites & offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information & resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Castlebay Lane Charter Elementary School is included in these engagement policies and processes.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Castlebay Lane will hire a Community Representative to help with outreach. Castlebay will provide translation for our represented student population. Castlebay will host family events, meetings and workshops for families.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Castlebay Lane will hire a Community Representative to help with outreach. Castlebay will provide translation for our represented student population. Castlebay will host family events, meetings and workshops for families.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Castlebay Lane Charter Elementary School is included in these engagement policies and processes. 
	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.	Castlebay Lane will hire a Community Representative to help with outreach. Castlebay will provide translation for our represented student population. Castlebay will host family events, meetings and workshops for families.	5	5	5	5	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
19647336094726	Community Magnet Charter Elementary	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Community Magnet Charter School is included in these engagement policies and processes.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.
	Community Magnet Charter School provides a variety of opportunities for families to visit campus, meet with teachers during parent conferences, get to know teachers and staff at school-wide events, attend school campus tours, and attend family workshops.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.
	Community Magnet Charter School supports underrepresented by providing translation services in Korean and Spanish, enlisting support from parent representatives at each grade level to assist in communicating concerns and requests from families, having our APEIS on site twice each week to provide support to families with SWD, hosting monthly meetings between principal and families.
	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Community Magnet Charter School is included in these engagement policies and processes.
	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.
	Community Magnet Charter School provides opportunities for parents/families to help make important decision making including participation on our Community Council, Community Family and Friends, serve as room parents for classrooms and parent volunteers on campus.	5	5	4	4	4	5	5	5	5	5	5	4	Met		2024-06-18	2024
19647336097927	Open Charter Magnet	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family & Community Engagement (SFACE) &  Region Family and Community Engagement (FACE) teams, coordinating with various District offices. Family engagement is supported at school sites by Community Representatives & Liaisons who collaborate with school coordinators and administrators to establish family engagement training calendars & maintain programs in Parent & Family Centers. One area of focus for SFACE & Region FACE teams includes developing & cultivating a professional development foundation at Los Angeles Unified to elevate family engagement as an accelerator for student achievement.
Professional development includes monthly Parent & Family Center personnel training, Region Family Engagement Professional Development Summits, participation in aspiring administrator courses, &  curating professional development modules for school sites &  offices. These trainings strengthen the relationships between staff & parents to support student achievement & social emotional growth.  Topics include the School Volunteer Program, Parent Portal & LAUSD Mobile App, Cultivating Welcoming School Environments, Student Empowerment Practices, Cultivating Partnership with School Councils & Committees.   
In addition, families are provided with information &  resources through multiple sources, including District and Region offices, school webpages, Parent and Family Centers, & workshops provided by school staff & community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access, & other District services, including access to their child’s information & resources through the Parent Portal. The District has also invested in email & text messaging tools, & offers families the option to opt-in to receive targeted event reminders. 
Families are also welcome to serve their school as volunteers. To date, Los Angeles Unified has processed over 29,701 volunteers, up from 11,738 last year. The program is managed through a team & a streamlined online platform used to collect prospective volunteer information.
Families are supported in understanding District policy, exercising their legal rights, & advocating for their own students & all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), & the Local School Leadership Council..
Welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school & District practices. Coherence has been a focus area for the District, & Title I & the Local Control & Accountability (LCAP) measures have been integrated into the District’s Strategic Plan Pillar 3: Engagement and Collaboration.
As an Affiliated Charter in Los Angeles Unified, Open Magnet Charter School is included in these engagement policies and processes.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.
	Open Magnet Charter School is committed to ensuring success through strong relationships with our underrepresented populations. We mindfully examine our own biases, seek to understand different perspectives, and are empowered to advocate for ourselves and others. Through this work and in conjunction with our Black Student Achievement Plan and our DEI committee we are united as a community in the work to have strong relationships and student outcomes for each of our students and their families.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Strategic Initiatives Office, Multicultural and Multilingual Education Department, and Division of Special Education, Region Ambassador training sessions were offered to families in three areas: LCAP, English Learners, and Special Education. Hybrid sessions were hosted in each Region to accommodate in-person and virtual participants. 

During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group series, in which learning was organized around civic engagement, advocacy, and state and federal government. An SSC and ELAC Parent Leaders series, offered through the Family Academy, provided families with the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.

LAUSD has also observed increased family engagement through its Family Academy webinars and in-person seminars. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners, and Youngest Learners. These courses offer seven classes each and are designed to help families learn how to advocate for their children. Since July 2023, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and Foster Youth policies, programs, and funding, and they are invited to offer program recommendations.

For the 2023-2024 school year, LAUSD hosted a Title I Parent and Family Engagement Conference focused on providing workshops and training for families to support their children’s social-emotional and academic growth. This effort hosted over 900 participants who learned about topics aligned to the Strategic Plan strategies. Multiple professional development modules were developed and updated for school staff on the topics of Substance Use and Resiliency Building, How to Be a Resilient Family, Math and ELA Common Core, Learning Environment at Home, A-G and College Readiness, Safe School Plan Modules, and Budget Consultation Modules.
	The continued alignment of school staff professional development is an area of focus for the 2024-2025 school year.	Open Magnet Charter School is committed to ensuring success through strong relationships with our underrepresented populations. We mindfully examine our own biases, seek to understand different perspectives, and are empowered to advocate for ourselves and others. Through this work and in conjunction with our Black Student Achievement Plan and our DEI committee we are united as a community in the work to have strong relationships and student outcomes for each of our students and their families.	Los Angeles Unified provides families with multiple opportunities to offer input in school decisions. These opportunities are offered at schools, and Region/central  offices. Schools host annual SSC trainings during the weekends and work week to effectively engage families in advisory groups on decision-making. A District bulletin with detailed procedures and handouts on the role of parents as decision makers is also used widely by SSCs. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.
In the 2023-2024 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees continued in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between Region leadership, FACE teams, and the BSAP program staff to elevate the voice of Black and African American families within the District.
Additionally, through three District-wide committees, parents learn about various District plans and provide input and recommendations for improvement. The Community Advisory Committee (CAC) provides recommendations on the District’s Special Education Local Plan Area (SELPA), the District English Language Advisory Committee (DELAC) presents recommendations on mandated topics specific to English Learners and the LCAP, and the Parent Advisory Committee (PAC) provides recommendations on the LCAP. Members of these committees participate annually in approximately ten, three-hour meetings.
As an Affiliated Charter in Los Angeles Unified, Open Magnet Charter is included in these engagement policies and processes.
	The continued implementation of multiple opportunities to offer input in school decisions is an area of focus for the 2024-2025 school year.
	Open Magnet Charter School is committed to ensuring success through strong relationships with our underrepresented populations. We mindfully examine our own biases, seek to understand different perspectives, and are empowered to advocate for ourselves and others. Through this work and in conjunction with our Black Student Achievement Plan and our DEI committee we are united as a community in the work to have strong relationships and student outcomes for each of our students and their families. We include our underrepresented families in our decision making process and make continued effort to hear each voice through virtual meetings, community events, town halls, and surveys.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
19647336112536	Accelerated	3	In analyzing the 2023-2024 LCAP survey results, the staff and parents reported a high sense of belonging at the school site. Parents specifically have provided positive feedback on the school site taking their feedback into account to provide families with opportunities to participate in school activities and in their child’s education. A crucial role in supporting these efforts has been with our Parent Engagement Coordinator.	The Accelerated School (TAS) is dedicated to strengthening the relationships between school staff and families. However, recent feedback and local data have highlighted key areas where improvements are necessary to enhance communication and engagement effectively.	To address identified communication barriers, TAS is transitioning to 'ParentSquare,' a platform chosen for its robust two-way communication capabilities. This move addresses past issues with 'Remind,' where messages failed to reach all families consistently.	We have prioritized professional development for teachers and principals to strengthen their ability to collaborate with parents. In addition, the school has several calendared times for teachers and parents to meet to discuss students’ academics.	One area of focus for the school is to support students who are Chronically Absent or falling behind in academics. TAS will address these two areas through parent meetings, teacher training, and home visits.	TAS plans to continue leveraging our Family Engagement Coordinator to support families. One area of focus is increasing the types of parent workshops offered as well as exploring ideal times/days for parent participation.	The LCAP survey of 2024 indicates that parents and teachers believe that they are included in decision-making. In addition, they believe that decisions are made with the school’s vision and current data in mind.	TAS’ goal is to increase parent participation so that all parent voices are heard.  This will be done through a parent inventory to determine the best time and days to hold meetings.	TAS will hold focus groups with specific subgroups of students to determine the best ways to bring them into parent activities on campus. TAS will also utilize panorama to survey families more frequently throughout the year.	4	5	3	4	4	4	5	4	5	5	4	5	Met		2024-06-20	2024
19647336114912	Watts Learning Center	3	Based on our analysis WLC’s areas of strength are...
Soliciting ongoing feedback from families regarding decisions
• Parent Workshops based on supporting building relationships and partnerships with the school
• Communication Connection events where families could candidly share about their experiences and needs
• Coffee with the Director and Parent Council Meetings to collaborate and build relationships between staff
and families
• Parent Conferences and Parent Square are used to communicate between the school and families
regularly
• Parent Coordinator Office Hours were held routinely to connect with families around any topic they’d like to
discuss
• Assemblies lived streamed and joined via Zoom and in person
• Parents welcomed onto campus for Enrollment Fair, Book Fair, volunteer, and to attend meetings.
• Helping families understand how to best support their child’s learning at home
• We also improved our modes of communication. We communicated via communication (paper), ParentSquare, and our website.	Based on our analysis WLC’s can improve in the following areas...
• Dedicating intentional effort/time to building strong relationships between teachers and families
• Preparing and empowering parent leaders to lead efforts that are of special interest to the families.	To improve the engagement of underrepresented families during the self-reflection process we will have
meetings/opportunities to connect with families in each subgroup. We started this last year by collecting
input/feedback from Parent Council, Coffee with the Director, and DELAC/ELAC.	Our current strengths for building partnerships for student outcomes are...
WLCCES continues to increase its capacity to build partnerships for student outcomes through
• parent and guardian workshops and collaboration opportunities such as conference nights, office hours,
parent training/workshops, PAC, EL-PAC, and SpEd meetings, and a weekly parent newsletter with
internal and community resources included.
• Educating families so that they know how to aid/work with their children to impact their outcomes.	Our current area(s)/foci for improvement in building partnerships for student outcomes are • assisting families so that they better understand their legal rights and how to advocate for their children.	Based on our analysis, WLC will improve the engagement of Underrepresented families by hosting more specialized opportunities for families and continuing to ensure that our parent leaders represent these underrepresented populations.	WLC’s strengths and progress in seeking input for decision-making are...
• Leadership training for families/parents
• Parent feedback and survey information collected throughout the year
• Multiple opportunities to provide feedback via parent meetings and parent coordinator office hours, and
open door/line of communication with the director
• Multiple opportunities to read/review and discuss school plans such as ESSER, LCAP, etc.	WLC will focus on the following area for improvement...
• Collaborating with Parent and staff leaders to facilitate opportunities for families and staff to reflect on, host, and evaluate family engagement opportunities.	Based on our analysis, WLC will improve engagement of underrepresented families by hosting more specialized opportunities for families and continuing to ensure that our parent leaders represent these underrepresented populations.	4	5	5	4	5	4	5	5	4	5	5	3	Met		2024-06-26	2024
19647336116750	PUC Community Charter Middle and PUC Community Charter Early College High	3	PUC CCMS/CCECHS creates opportunities for administrators, teachers, and classified staff to learn more about our families and how to cultivate positive relationships with them. PUC CCMS/CCECHS facilitates multiple professional development for faculty and staff that allows for them to learn about school demographics and the families in which they serve. Additionally, PUC CCMS/CCECHS facilitates multiple parent-teacher conferences, Family Success Team meetings, monthly parent meetings with school admin, and Data Nights that allows teachers, parents, and students to set academic goals and provide a safe space for parents feedback. Due to remote learning, we have implemented quarterly family surveys to highlight areas of achievement and focus. Furthermore, many of our faculty and staff are bilingual, but we also provide translators during all parent meetings when necessary. All parent communication is sent home in two languages-English and preferred language.	An area of focus we would love to continue to grow is in the area of ensuring we are receiving live feedback from all stakeholders (students, parents, and staff) to ensure we are supporting the families of today and tomorrow.	Besides the PUC Schools online survey, we would like to conduct our own internal survey at key points in the school year to ensure we are meeting the needs of the community we are very PROUD to serve.	PUC CCMS/CCECHS develop a yearly Family Engagement Scope & Sequence that provides numerous opportunities for families, teachers, administrators, and students to build and cultivate positive relationships. These monthly events include Back To School Night, Winter Arts Performance, Parent-Teacher Conferences, Student-Led Conferences, Spring Arts Performance, Academic Award Assemblies, Coffee with the Principals, and Data Nights.	One area of focus we would like to do is make our parent events more personable by giving depth vs breath.	One way we plan to see it come to action is by making quarterly parent conferences over a two day span for parents to connect with teachers in a more personal level rather than a family night.	PUC CCMS/CCECHS facilitate collaborations with administration, families, and teachers to identify, plan, design, implement, and evaluate activities at the school site level. PUC CCMS/CCECHS facilitate quarterly SSC and ELAC meetings, Coffee with the Principals, and quarterly parent surveys are distributed throughout the school year.	A focus area for development would be supporting all family members to effectively engage in advisory groups and with decision-making.	While we understand that not all parents can come at the same time, we are constantly asking for feedback on how we can improve our practice to accommodate our current families work schedule. In partnerships to use live time data, we also want to make sure we are supporting our subgroup parents by reaching out to them personally and inviting them to special family school related events. Having our teachers make meaningful connections. An area we would like to use to increase their voice is through the SSC/ ELAC committee.	5	5	5	5	5	4	5	4	4	4	4	4	Met		2024-06-13	2024
19647336117048	ICEF View Park Preparatory Elementary	3	Based on the analysis of data, View Park Prep Elementary School has multiple strengths as it relates to building relationships between the school staff and families. All teachers and many support staff members send home a welcome letter to parents introducing them to the school and providing parents with the necessary information needed for their scholar to be successful in class. The teachers share classroom expectations as well as contact information so that the parent is aware of what is expected and can contact the teacher if they have any questions or concerns. At the beginning of each year, orientation meetings are set up to provide parents with all of the necessary information about the schoolwide rules, expectations and opportunities offered to their school. Once the school year begins, beginning of the year Student Success Conferences are scheduled to ensure that each individual scholar’s needs are being met and individualized plans can be developed to create a pathway to
success. Follow up parent conferences are scheduled twice a year to keep students on track and intervene if scholars deviate from their plans. Translators are made available for parent meetings and communications with the front office staff to ensure that every parent has equitable access to information about their child. All teachers and parents are connected through the ClassDojo App allowing two-way communication at any time from either party.

View Park Prep Elementary School staff work to create a warm, welcoming environment so that parents feel comfortable asking questions and voicing concerns. The office staff does their best to ensure that parents receive quality service during every interaction they have with the school. The administration, community resource coordinator, school office manager and campus aides are normally the first contact for parents. All of the above do what they can to be helpful to parents and empathetic to their concerns. ICEF’s social worker intervenes when the needs of the parent are outside of the scope of the school. The social worker helps with students exhibiting behavior and/or attendance challenges and well as supports families in need; to connect them to outside resources. All View Park staff attempt to respond to all parent inquiries and requests within 48 hours of receiving them. 

View Park Prep Elementary School parents have opportunities to connect with the school through a number of venues. Our Knights of the Roundtable are a group of dedicated parents committed to helping the school plan, fundraise, promote, recruit and do any other tasks that the school requires. The Parent Advisory Council assists with making decisions about the direction that they would like to see the school move toward. They get regular updates and provide input to the school on what they feel is going well and what concerns the school needs to be aware of.	"Based on input from parents, View Park Elementary is continuing to focus on improving the methods of how we communicate what is happening at the school. Increased communication will increase the amount of participation that we get for each of our events.  We have a lot of opportunities for parents and staff to connect with one another. The goal is to increase the quality of each program and how they are communicated so that they will be better attended and therefore more impactful.  With the reduction of Covid restrictions, we’ve been able to offer all in-person events for families this year.

This has helped to increase engagement and connection with families.  This will continue into the future.

View Park Prep Elementary School teachers and staff will continue to receive more professional development on how to best communicate with parents and learn best practices for increasing engagement.	"	View Park Elementary School will design events that welcome underrepresented families such as our Latino, Special Education and Homeless/Foster populations by providing programs that are equitably marketed and cater to their unique needs.  The school will use surveys, parent feedback, person calls and other data contacts to assess the needs of our underrepresented families.	"View Park Elementary  parents have access to the PowerSchool Parent Portal so they are able to regularly review their child’s grades.  Parent Conferences are held twice a year, to review student progress and discuss needed interventions for improved outcomes. Additionally View Park Elementary School holds Student Support and Progress Team (SSPT) meetings to collaborate with the appropriate school personnel and families to ensure successful outcomes for students.  The SSPT process is designed to allow the admin, school psychologist, school counselor, instructional specialists, interventionist and teachers to come together with the parent to develop a plan of support for students who may fall behind.  View Park Elementary School also has an Attendance team which consists of an administrator, counselor, Community Schools Coordinator and social worker that intervenes with tiered attendance re-engagement strategies to help students and families overcome obstacles for getting to school.  We designate time on our calendar for Student Success Conferences three times a year, to ensure that our parents and teachers are collaborating to do what is best for our scholars.			"	At View Park Elementary School we will hold Teacher Data Days three times a year focused on the analysis of data, action planning and professional development. Immediately after the Teacher Data Days we hold Student Data Days where teachers review class-wide data with students.  Students then have the opportunity to review and reflect on their personal performance as well as celebrate successes and set goals for improvement.

School admin and instructional specialists have regular Data Conferences with Teachers. During this time the school admin and instructional specialists meet with grade level teams to create Professional Learning Communities centered around lesson planning and reviewing formative/summative assessment data.

View Park Elementary teachers also create parent workshops focused on teaching parents how to understand their child’s data so that they can be active participants in supporting scholars’ growth.	View Park Elementary will improve the engagement of underrepresented families in decision-making by offering alternate times for events (later and earlier in the day). Additionally although all parent meetings are offered in-person, we will ensure that there is a virtual option for parents unable to attend.  Our Community Schools Coordinator will reach out personally to the parents of underrepresented students to ask them to attend, support with transportation, answer questions, etc.  Through this regular communication, our Community Schools Coordinator will also provide resources to families through partnerships with local community groups/organizations focused on supporting our underrepresented population.	View Park Prep Elementary School offers multiple opportunities for parents to ask questions, be heard and contribute to the decision-making process.  These include Coffee w/the Principal, Knights of the Roundtable Meetings, Parent Advisory Council, School Surveys and other formal and informal methods.

Regular Teacher/Staff Surveys - school-wide academic and social emotional needs, professional development needs tied to improved practice.	View Park Prep Elementary School is developing a parent focus group process designed to have conversations with a diverse group of parents to discuss topics which concern them. During our regularly held meetings, we want to share more data with parents so that they understand where the school stands both qualitatively and quantitatively.  This will help all parties make more data informed decisions.	View Park Elementary will improve engagement by designing events that welcomes underrepresented families such as our Latino, Special Education and Homeless/Foster populations by providing programs that are equitably marketed and cater to their unique needs.  The school will use surveys, parent feedback, person calls and other data contacts to assess the needs of our underrepresented families and gain valuable input for decision making.	3	4	3	4	4	4	3	2	3	4	4	3	Met		2024-06-20	2024
19647336117667	Camino Nuevo Charter Academy	3	a. CNCA has full-time and bilingual Student and Family Services Coordinators at each school that are guided and supported by the 
Director of Family Engagement and Advocacy at the Home Support Office for alignment and consistency across the program.

b. A fully implemented common communication platform called Parent Square is used to allow for two-way communication between staff and families. The platform has a variety of features, which includes the capability for posting information, collecting survey/poll responses, sending messages to a targeted audience, and allowing direct messages. Our communication platform can automatically translate information into more than one hundred languages to support efficient communication. Schools can choose a default second language so that the majority of the second language population does not have to explicitly make that choice. Families who desire a language different from English or the school’s default second language can select their own language from their accounts page.

c. Professional development sessions are held for staff on how to build meaningful relationships with families.

d. Coaching sessions are held with teachers on how to communicate with families and work alongside to support student achievement. 

e. Case management and referrals are done for families in need of social services, mental health, medical services, housing resources, etc.

f. Families have an array of volunteer opportunities to choose from to support the classroom/teacher and/or the school.

g. Sites host school events and classroom activities where families can attend and interact with staff.

h. Schools assure an inclusive and friendly environment where all families feel comfortable, heard and welcome. According to our 

i. Winter 2023 Family Survey, 95% percent of families strongly agree or agree that they feel welcome at their child’s school.
Our Winter 2023 family survey also indicated that family engagement defined as the degree to which families become involved with and interact with their child's school is currently at 73%.
	It is necessary for schools to create more opportunities for teachers, school leaders, classified staff, and families to collaborate and get to know each other. Professional development for teachers and classified staff continues to be a priority to emphasize that family engagement is everyone's responsibility.
	To improve engagement of underrepresented families, schools will have readily available translators, when in need, for meetings. They will also reach out to families who are underrepresented through home visits. Home visits are encouraged as a tool to establish a connection with families and offer support when engaging with the school becomes difficult. Schools will also always seek to host social events where all family’s cultures  are represented and valued.
	a. Schools build capacity in families to support their children at home by offering academic family workshops. Some examples include:
     i. Prepping families/students for SBAC/ELPAC
     ii. Understanding SBAC/ELPAC results/reports
     iii. Our Special Education Program
     iv. How to have Successful Parent-Teacher Conferences
     v. Getting Familiar with the ARC Reading Curriculum and Assessments
     vi. I-Ready Math
     vii. Shifts in Common Core Standards
     viii. Understanding our Mental Health Program

b. Schools conduct parent-teacher conferences in October, January and April. During these conferences, families have the opportunity to talk to teachers about their child’s academic progress and learn about how they can support their child at home.

c. Schools share academic data, school goals, updates, and helpful tips during their monthly family meetings with the leadership team.

d. Families and teachers communicate via Parent Square to celebrate successes, plan events, collect information, and share quick academic updates.
	To strengthen the school and home partnership to support  student outcomes, schools must continue to encourage teachers to connect with families consistently regarding their student’s academic progress. Updates on student progress must not be limited to parent-teacher conferences. Schools must create more opportunities for families to learn the curriculum, assessments, and how they can support their students with homework and create positive learning environments. More professional development is also needed to guide teachers on best practices for how to present data in a family friendly way.
	To improve engagement of underrepresented families, schools are encouraged to create more learning opportunities for families to better understand the education system and how their support is crucial for student achievement. A partnership must exist where teachers and families are learning from each other about how to better support the student.
	a. Parent leaders on the School Site Council provide input on the LCAP goals, Consolidated App., School Safety Plan, Wellness Policy, Parent Involvement Policy, as well as on school practices/changes that affect their children.

b. All families are invited to the Annual Title I Meeting where they can provide feedback on the Parent Involvement Policy. The policy is also shared via Parent Square to allow for families who couldn’t attend the meeting to read through it and provide feedback. This allows all families an opportunity to provide input.

c. Families receive an annual survey which allows them to anonymously provide feedback regarding their experience with our schools as well as what they think the schools are doing well and what the schools can improve in. Results are shared with all stakeholders which then allows us to track trends and progress and make any adjustments needed to improve families’ experiences at our schools.  

d. During our monthly family meetings with the leadership team, families have ample time to ask questions, share concerns and offer solutions about any updates discussed.  

e. Families can reach out to school leaders, teachers, and other staff via Parent Square, in-person, or by stopping by the office to request a meeting to share concerns, provide feedback, or inquiry about an issue.
	Schools need to strengthen their efforts in recruiting and training families, teachers, and staff to participate in leadership committees like SBC and ELAC. The training should include guidelines on best practices to provide constructive feedback and input.
	Schools need to encourage underrepresented families to join leadership committees and use their voice to reach out to teachers, staff, and leaders. Schools are asked to provide the conditions necessary for all families to be able to attend and to feel comfortable in sharing their concerns, ideas, and suggestions to provoke change.
	3	4	3	5	3	5	4	3	3	3	3	2	Met		2024-06-18	2024
19647336119044	Multicultural Learning Center	3	MLC’s strength lies in our commitment to working with parents as partners in their child’s education. We begin the year with in-person orientations, which we call Parent Camps in two languages, to engage new families and begin fostering a sense of trust and connection.  Communication throughout the year comes streamlined from administration and teachers in two languages using our Parent Square platform. 100% of our families are registered in this platform and it has become an essential communication tool.  Our staff is bilingual in English and Spanish and are able to communicate with all families in the language they understand. Based on our annual parent survey, 97% of families feel that MLC values the diversity of the children’s backgrounds and 96% feel that their children enjoy coming to school. Throughout the year our school events and volunteer opportunities bring parents onto campus and into the classroom to experience and share what the students are learning and create opportunities for parents and staff to have personal connections.	This year Parent Engagement was the main area of focus for our Advisory Council and ELAC Committee, which are committees made up of parents, faculty and staff. Together we analyzed chronic attendance data and revisited our Parent Survey data from Spring 2023 to examine the difference between being involved and being engaged, as well as the obstacles that keep parents from engaging. We reviewed the Community Schools Grant Initiative and ideas for conducting a deeper needs assessment in terms of what families need in order to be engaged in the school community and to access community support and resources. Our work led to organizing Parent Circles - small group meetings that gave our parents an opportunity to share their thoughts and opinions on engagement and what they personally needed in order to have their family's needs met. We were able to identify engagement opportunities to implement immediately such as the Parent Classroom Volunteer program which trained parents to tutor students in reading, writing and math and scheduled them into classrooms to provide small group and one-on-one support. This proved successful as we were able to not only build our parent volunteer capacity but show growth in students' reading levels and benchmark assessments. We plan to continue this program next year, and as an area of focus have identified key parents interested in leading the effort for increased parent engagement and connection.	In instances where teachers and students work directly with parents, we have high participation from all groups. Parent teacher conferences, Back-to-School nights, and grade-level end of unit events are highly attended. We have been able to increase the participation of our under-represented families in our decision-making structures by combining our Advisory Council and ELAC committee this year. We have created more robust volunteer opportunities for our under-represented parents to help in the classroom and began the exploration of their needs with Parent Circles. We hope to continue to grow in this area by fostering parent connections with additional volunteer opportunities as we develop a Room Parent system, and elaborate on our cultural school-wide events next year utilizing our Families' input and volunteer support to enrich the overall experience.	The structures in place to share student outcomes are consistent and routine for our community. It is this consistency in assessments, grading and the frequent communication of student outcomes that instills a sense of trust between home and school. Parents believe we are the experts in their child’s education and want to partner with and help us help their child. 98% of MLC parents are quite satisfied with the level of communication with staff.

During Back-to-School night teachers share grade level plans and expectations as well as front load State Standards to parents so they are aware and knowledgeable. Our reporting frequency at the elementary campus is three times a year and all students have a parent teacher conference at the time of the first reporting period to share initial benchmark assessments (MAP assessment data), reading assessment levels, and goals for student growth. At the middle school teachers use an online grade book and students and parents have access to view assignments, attendance and grades at any time. In addition, parents receive progress reports every 20 weeks and teachers must conference with parents of students who are of academic concern.	We continued to share grade specific academic snapshots during our Spring grade-level breakfasts. These breakfasts led by our Principal, review current grade level needs based on the results of our winter NWEA benchmark tests, as well as the state standards for students in the following grade level. During the gatherings it is explained how in all grades, while growth was achieved at every grade level in the areas of Math, English Reading and Spanish Reading, there were still many students not at grade level. While post-COVID we celebrated all growth, this school year marked the transition into the importance of celebrating achievement in grade level standards. These breakfast inspired and encouraged parents to work with their children more at home and gave them many strategies and tools to help.  In addition to the breakfasts, we hosted a special meeting for parents with a math consultant who was gathering valuable data on elevating the math rigor at MLC. She helped educate our parents on their significant role in shaping their child's perception of math and change the paradigm and promote social justice in math education through their word choice and comments. We hope to do more work with our parents in math as this initial introduction was very well received and we continue to work with our math consultant for another year.	Next year we will continue to offer all meetings, school wide events and parent workshops in both Spanish and English and at different times of the day and into the evening to reach all parents. We hope to create diverse offerings to meet a variety of needs and to increase participation in the workshops and supports we do offer to ensure we are reaching all parents. Offering childcare and giving parents opportunities to attend in person as well as virtually or to watch a recorded webinar all have proven to assist with increasing the engagement of our parent body.	MLC’s strength with seeking input from our parents lies in our level of transparency and communication. Through our Advisory Council and ELAC Committees we come together with parents frequently to share challenges, unpack policies, gather parental insight and hear the concerns from our parents’ perspective. 86% of MLC parents feel strongly that MLC listens to and values their opinion. Meetings are consistent and frequent. Agendas and minutes are shared before and after meetings and input specifically on LCAP goals and progress is reviewed and analyzed constantly. This insight and recommendations that come from our parents is taken to heart and we act on it and share the outcomes with the rest of the community.	This year we joined our Advisory Council and ELAC Committee meetings to bring together both groups of extremely committed and interested parents. They served as a great focus group for the administrative leaders of the school, bringing together the parents who have already shown interest in decision making together helped us explore ways to improve and broaden the diversity of the parents that we serve. Our ELAC committee parents have aided in improving our outreach of our Spanish speaking community especially when exploring Parent Engagement and Community needs this year.	Offering a wide variety of opportunities for parents to share input and influence decision making is the best way we know to improve the engagement of underrepresented families. Opportunities must be both during the day, after school and in the evening. Meetings and workshops must be offered both in person and virtually as appropriate. If in person, childcare must be offered and all opportunities must be offered in English and Spanish. While at times due to scheduling conflicts, staff availability and consultant limitations we are not able to offer as much variety in offerings, this is still our goal to improve engagement.	5	5	4	5	5	4	4	5	4	5	5	5	Met		2024-06-20	2024
19647336119531	CHIME Institute's Schwarzenegger Community	3	CHIME continues to work with families to identify areas of need to maintain and improve student outcomes. We
continue to work on meeting the needs of our students and their families and work very closely with a variety of cross stakeholder committees including our Diversity by Design Committee, CHIME Community Committee, and CHIME Community Association.	Based on the analysis of educator partner input and local data, CHIME's LEA focus are for improvement in Building Relationships between school staff and families will be to increase volunteer and school involvement activities during the upcoming school year.	Based on our Diversity by Design committee community survey we will develop specific activities to welcome and support under-repressented families within our school community to increase their participation in school activities and increase their access to participation in their child's education.	CHIME effectively utilizes teacher and parent engagement in the educational decision-making process regarding curriculum, extra-curricular programming, and professional development initiatives to build partnerships for student outcomes and to ensure successful outcomes for all students.	Increased parent education about topics specific to their child's education and development could be increased to build parent capacity to support their child's education.	Based on the analysis of educational partner input and local data, CHIME will increase the number of parent
education opportunities and build parent capacity in order to improve engagement of underrepresented families
identified during the self-reflection process in relation to Building Partnerships for Student Outcomes.	CHIME Charter School takes parent engagement and parent participation seriously and view it as an integral part of our school culture and key to the successful functioning of our school. Parents participate in a wide variety of cross stakeholder groups including the Diversity by Design Committee, CHIME Community Committee and the CHIME Community Association. All of these groups provide opportunities for educational partners to provide input on curriculum, activities, and events at the school which enrich the studnets experience and overall contribute to the the school climate.	Our school community has a strength in this area but providing many opportunities (both formal and informal) for stakeholder groups to provide input for decision-making. We have a teacher Leadership Community, a cross stake hold CHIME Community Committee and a cross stakeholder Diversity by Design committee along with our CHIME Community Association and monthly Principal informational meeting. All of these serve as opportunities for stakeholders to provide input regarding the decision making processes for the school.	Based on the analysis of educational partner input and local data, CHIME will increase the number of parent education opportunities and build parent capacity in order to improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
19647336119903	Downtown Value	3	Over 75% of our staff/families who responded to the 23-24 School Climate Survey  feel the school builds relationships between the school staff and families.  A safe nurturing community (Value 4)  is built by having consistent two-way communication opportunities such as parent conferences, coffee with the principal, and opportunities to provide feedback through surveys.  The school supports parents through academic and discipline workshops and resources, and empowers parents to become involved in the school.  Families are also consistently informed of events, resources, and practices that foster learning via Parent Square, PowerSchool,  and Social media.	Based on the analysis of educational partner input, while parents rate the school high in development of partnerships, there is a need for school leads to create opportunities for staff to learn about each family’s strengths, cultures, languages, and goals for their children.	The school will maintain  engagement of underrepresented families by implementing their parent involvement policy.  Ensuring attendance to coffee with the principal, school site council, and PTA along with many fall, winter, and spring events.  More efforts will be placed towards developing  opportunities for staff to learn about each family’s strengths, cultures, languages, and goals for their children.	Downtown Value School School current strengths and progress in building partnerships for student outcomes are in providing families with resources to support student learning and development in the home.  The school has also implemented policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.  These meetings are about 2-3 times per year or more if the student is struggling.  Parents are provided with devices, online access to curriculum, and resources before, after, and on the weekend for tutoring.	Downtown Value School School focus areas for improvement in building partnerships for students outcomes are in providing professional development to teachers to improve capacity to partner with families with a specific focus on student outcomes and how to support families to use resources at home.  
	The school will maintain  engagement of underrepresented families by implementing their parent involvement policy, providing office hours, and workshops to support parents who may be struggling supporting their children at home.  Ensuring attendance to coffee with the principal, school site council, and PTA along with many fall, winter, and spring events.  More efforts will be placed towards developing workshops for staff and parents on ways they can partner to improve student outcomes and student advocacy.	Downtown Value School School current strengths and progress in seeking input for Decision Making through surveys, School Site Council, ELAC, PTA, Coffee with the Principal and staff meetings.  In addition to educational partners being invited to PTA, School Council, ELAC, and WASC,  surveys have been extended to ask parents their opinion on programs, policies, the hiring of new school principal, the Local Control Accountability Plan, and student nutrition.	Downtown Value School School focus areas for improvement in Seeking Input for Decision Making is training educational partners on the various programs they must provide input in.  There are sometimes when some of our educational partners have a  limited understanding of funding sources, programs, and requirements, so increasing training opportunities would be helpful.	Downtown Value School School will improve engagement of underrepresented families identified by providing opportunities for families to give feedback on family activities and provide opportunities for families to learn about various school program and compliance.    
	3	4	3	3	1	2	2	1	3	3	3	3	Met		2024-06-07	2024
19647336120471	Puente Charter	3	PUENTE has implemented several collaborative strategies to build relationships between school staff and families.  ParentSquare's communication system has provided families with readily available information.  This system allows parents to stay up to date with school activities, sign documents, message school staff, or leave direct voice messages.  Parents can comment on posts, and a staff member can reply within 24 hours.  All of the information is available to families in their preferred language.  The feedback from most families is that there is great communication at PUENTE.  
Building relationships begins before the school year with an orientation, Meet & Greet, and 1-1 introductory meetings.  The orientations are available in the family's preferred language.  The majority of our staff is bilingual.  The Meet & Greet takes place a couple of weeks before school begins, and it allows families to meet the entire school staff, sign up for our ASES program, purchase uniforms, and get all their questions answered.  The introductory meetings are an additional opportunity for the teacher to get to know the family and incorporate some of their findings to best support the student in the classroom.  
Additionally, we engage families through our community services and enriching activities. For instance, we maintain regular communication with families to discuss attendance expectations, provide them with resources and support services, and involve parents and caregivers in decision-making through student attendance review meetings (SART meetings). These meetings help us assist families whose students face challenges attending classes regularly and collectively address any achievement gaps identified in interim assessments. We emphasize the importance of strong student attendance to parents, highlighting its impact on student success.
Moreover, we offer student counseling services in and outside the school to support those who may be grappling with social and emotional issues. We recognize our responsibility to continue supporting our Hispanic learners, English Learners, and socially and economically disadvantaged students, as well as all families requiring assistance in improving their students' school attendance and ensuring overall success in school. This year, we incorporated CareSolace, a service that connects families to mental health support outside of school. This service is available to the entire community.  
Throughout the year, we have regular monthly family nights, monthly food distribution, monthly Coffee with the Principal, and monthly Coffee with the Counselor. We also have student-led conferences twice a year, another opportunity for staff and parents to come together for a common goal. These are some of our current strengths in building relationships.
	We have a call to action to strengthen and maintain relationships between school staff and families. We must ensure that we see the relationship as a partnership where we work together in support of the student. To increase participation, we plan to strategically promote the monthly family nights and Coffee with the Counselor. 
In addition, we plan to have information in print for families who prefer hard copies of information.  

We need to strengthen communication about attendance. We need parents to understand the importance of having students attend school daily. 
	To improve the engagement of underrepresented families in building relationships between school staff and families, PUENTE has identified key practices that have been effective during the self-reflection process. These practices will be maintained and sustained throughout the next academic year. 
Community connections play a vital role in understanding the cultural context and specific needs of underrepresented families. PUENTE has established relationships with community partners, like Comp Therapy for special education, which have deepened our understanding and facilitated collaboration and engagement with underrepresented families. We will continue to prioritize and strengthen these community connections.
Another effective strategy is organizing school events and celebrations that recognize and celebrate the cultures, traditions, and contributions of underrepresented families. This fosters a sense of belonging and pride, encouraging active participation and engagement from underrepresented families.
Furthermore, the Parent Advisory Council Committee, Community Schools Steering Committee, and ELAC will be strengthened to ensure the representation of underrepresented families. These committees provide a platform for families to share their experiences, perspectives, and suggestions, bridging the school and underrepresented communities. Their input is actively sought and incorporated into decision-making processes related to programs and practices.
Comprehensive training will be provided to enhance cultural competence among staff. This training enables staff to understand underrepresented families' unique needs, perspectives, and communication styles, fostering a welcoming and inclusive environment that promotes meaningful engagement. This practice will be continued and improved upon in the upcoming academic year.  Professional development on cultural competence, implicit bias, and effective family engagement strategies. Staff will also participate in the MTSS certification to encourage reflection on their own beliefs and attitudes, thereby creating a more inclusive and equitable school environment.
	Based on the analysis of educational partner input and local data, PUENTE demonstrates several current strengths and significant progress in Building Partnerships for Student Outcomes. One notable strength lies in the effective collaboration between the instructional team and dedicated paraprofessionals within each classroom. This cohesive effort allows for the implementation of an MTSS approach for academics with small group and one-on-one instruction, which proves instrumental in supporting the learning needs of students who are not showing sufficient growth.  Data review meetings every 6-8 weeks effectively identified the tier of support needed for each student.   
Our SST process has been systemized and clear for all stakeholders. This allows for a clear process for referring students who need additional support and/or accommodations. This system has also served as a screener for students who may qualify for special education through an IEP.  
The monthly family nights, which focus on a different core area, allow parents to understand the grade level standards in each area.  Parents walk away with tangible activities and resources that they can use at home to continue supporting their students at home.  Student Conferences in the Fall and Winter have also allowed parents to fortify their relationship with school staff. 
	An area of growth is the communication and explanation of student test results.  Reading student results on standardized or norm-referenced assessments may be challenging for parents.  Consequently, parents may not know how to support their student/s at home.	PUENTE recognizes the importance of sustaining effective practices to improve engagement with underrepresented families and build partnerships for student outcomes. PUENTE  prioritizes frequent and consistent communication delivered in a language that families can understand. This approach ensures that underrepresented families feel connected and informed.	All educational partners are administered a survey twice a year. The surveys are aligned and measure similar areas for the different groups. The input received by the other partners is reviewed promptly. We use the database system Panorama as our hub to hold survey results from parents, students, and staff.   
In addition, we have monthly coffee with the principal and weekly staff meetings, which are very convenient for seeking input for decision-making. 
	We are committed to strengthening our Advisory Council committee, Community Schools Steering Committee, and ELAC, which include representatives from underrepresented families. These committees serve as a platform for families to share their experiences, perspectives, and suggestions. They act as a bridge between the school and underrepresented communities. During these meetings, we actively seek parental input and involve them in decision-making processes related to programs and practices. An area of growth is to improve the number of participating families. After a survey was given to the families, they preferred in-person meetings over virtual ones. To increase engagement, we initially held meetings virtually and later transitioned to a balanced number of in-person and virtual meetings. This flexible approach allowed us to accommodate families' preferences and increase participation. We hope to meet families where they are and offer these opportunities during times convenient for them to attend.	Our aim for the upcoming academic year is to engage more families, specifically underrepresented families. To achieve this, we must consider the time and day that most families are available. Having families spread the word about the meetings on-site or virtually is key. 

In addition, we must seek a higher survey participation rate. Often, families express that they do not know how to access surveys and prefer a hard copy.  
	5	5	4	5	5	4	5	3	4	5	5	4	Met		2024-06-12	2024
19647336120489	Para Los Niños Charter	3																						Not Met			2024
19647336121081	ICEF View Park Preparatory Middle	3	Based on the analysis of data, View Park Prep Middle School has multiple strengths as it relates to building relationships between the school staff and families.  All teachers and many support staff members send home a welcome letter to parents introducing them to the school and providing parents with the necessary information needed for their scholar to be successful in class.  The teachers share classroom expectations as well as contact information so that the parent is aware of what is expected and can contact the teacher if they have any questions or concerns.  At the beginning of each

year, orientation meetings are set up to provide parents with all of the necessary information about the schoolwide rules, expectations and opportunities offered to their school.  Once the school year begins, beginning of the year Student Success Conferences are scheduled to ensure that each individual scholar’s needs are being met and individualized plans can be developed to create a pathway to success. Follow up parent conferences are scheduled twice a year to keep students on track and intervene if scholars deviate from their plans.  Translators are made available for parent meetings and communications with the front office staff to ensure that every
parent has equitable access to information about their child.  All teachers and parents
are connected through the ClassDojo App allowing two-way communication at any time from either party.

View Park Prep Middle School staff work to create a warm, welcoming environment so that parents feel comfortable asking questions and voicing concerns.  The office staff does their best to ensure that parents receive quality service during every interaction they have with the school.  The administration, community resource coordinator, school office manager and campus aides are normally the first contact for parents.  All of the above do what they can to be helpful to parents and empathetic to their concerns. ICEF’s social worker intervenes when the needs of the parent are outside of the scope of the school.  The social worker helps with students exhibiting behavior and/or attendance challenges and well as supports families in need; to connect them to outside resources.  All View Park staff attempt to respond to all parent inquiries and requests within 48 hours of receiving them.

View Park Prep Middle School parents have opportunities to connect with the school through a number of venues.  Our Knights of the Roundtable are a group of dedicated parents committed to helping the school plan, fundraise, promote, recruit and do any other tasks that the school requires.  The Parent Advisory Council assists with making decisions about the direction that they would like to see the school move toward.

They get regular updates and provide input to the school on what they feel is going well and what concerns the school needs to be aware of.	Based on input from parents, View Park Middle is continuing to focus on improving the methods of how we communicate what is happening at the school.  Increased communication will increase the amount of participation that we get for each of our events.  We have a lot of opportunities for parents and staff to connect with one another.  The goal is to increase the quality of each program and how they are communicated so that they will be better attended and therefore more impactful.  With the reduction of Covid restrictions, we’ve been able to offer all in-person events for families this year.  This has helped to increase engagement and connection with families.  This will continue into the
future.

View Park Prep Middle School teachers and staff will continue to receive more professional development on how to best communicate with parents and learn best practices for increasing engagement.	View Park Middle will design events that welcome underrepresented families such as our Latino, Special Education and Homeless/Foster populations by providing programs that are equitably marketed and cater to their unique needs.  The school will use surveys, parent feedback, person calls and other data contacts to assess the needs of our underrepresented families.	View Park Middle parents have access to the PowerSchool Parent Portal so they are able to regularly review their child’s grades.  Parent Conferences are held twice a year, to review student progress and discuss needed interventions for improved outcomes.  Additionally, View Park Middle holds Student Support
and Progress Team (SSPT) meetings to collaborate with the appropriate school personnel and families to ensure successful outcomes for students.  The SSPT process is designed to allow the admin, school psychologist, school counselor,

instructional specialists, interventionist and teachers to come together with the parent to develop a plan of support for students who may fall behind.  View Park Middle School also has an Attendance team which consists of an administrator, counselor, Community Schools Coordinator and social worker that intervenes with tiered attendance re-engagement strategies to help students and families overcome obstacles for getting to school.  We designate time on our calendar for Student Success Conferences three times a year, to ensure that our parents and teachers are collaborating to do what is best for our scholars.	At View Park Middle,  we will hold Teacher Data Days three times a year focused on the analysis of data, action planning and professional development. Immediately after the Teacher Data Days we hold Student Data Days where teachers review class-wide data with students.  Students then have the opportunity to review and reflect on their personal performance as well as
celebrate successes and set goals for improvement.

School admin and instructional specialists have regular Data Conferences with Teachers. During this time the school admin and instructional specialists meet with grade level teams to create Professional Learning Communities centered
around lesson planning and reviewing formative/summative assessment data.

View Park Middle teachers also create parent workshops focused on teaching parents how to understand their child’s data so that they can be active participants in supporting scholars’ growth.
	View Park Middle will improve the engagement of underrepresented families in decision-making by offering alternate times for events (later and earlier in the day). Additionally although all parent meetings are offered in-person, we will ensure that there is a virtual option for parents unable to attend.  Our Community Schools Coordinator will reach out personally to the parents of underrepresented students to ask them to attend, support with transportation, answer questions, etc.  Through this regular communication, our Community Schools Coordinator will also provide resources to families through partnerships with local community groups/organizations focused on supporting our underrepresented population.
	View Park Middle offers multiple opportunities for parents to ask questions, be heard and contribute to the decision-making process.  These include Coffee w/the Principal, Knights of the Roundtable Meetings, Parent Advisory Council,
School Surveys and other formal and informal methods.

Regular Teacher/Staff Surveys - school-wide academic and social emotional needs, professional development needs tied to improved practice.
	View Park Middle is developing a parent focus group process designed to have conversations with a diverse group of parents to discuss topics which concern them. During our regularly held meetings, we want to share more data with parents so that they understand where the school stands both qualitatively and quantitatively.  This will help all parties make more data informed
decisions.
	View Park Middle will improve engagement by designing events that welcomes underrepresented families such as our Latino, Special Education and Homeless/Foster populations by providing programs that are equitably marketed and cater to their unique needs.  The school will use surveys, parent feedback, person calls and other data contacts to assess the needs of our underrepresented families and gain valuable input for decision making.	3	4	3	4	4	4	3	2	3	4	3	3	Met		2024-06-20	2024
19647580000000	Los Nietos	3	Based on the analysis of educational partner input and local data, the Los Nietos School District has demonstrated notable strengths and progress in building relationships between school staff and families. Throughout the year, the district has consistently engaged with families to ensure student success. During the 2023-2024 school year, Los Nietos School District conducted four parent and family advisory committees: Local Control and Accountability Plan (LCAP), Superintendent’s Advisory Committee (SAC), Parents’ Advisory Committee (PAC) and District English Learner Advisory Committee (DELAC). In addition, eight parent workshops were offered (two sessions in reading, two sessions in mathematics, and four sessions for health and wellness), and one Supper with the Superintendent. Annual parent and family LCAP surveys are conducted; according to the December 2023 LCAP Parent Survey, 87.25% of parents/guardians stated they were aware of how to be involved in improvement planning and decision-making at their child's school and 89.5% of parents/guardians stated they were given information about community resources for themselves or others that might need additional help.	Based on the analysis of educational partner input and local data, Los Nietos School District has identified focus areas for improvement in building relationships between school staff and families, involving improved communication and creating opportunities for active engagement in collaborative decision-making processes. The LNSD will seek and value diverse perspectives. These efforts are designed to inform initiatives that promote student success and well-being, as well as to cultivate a sense of community, familiarity, and belonging. The District seeks to foster meaningful collaboration and partnership between staff and families by continuing to develop our four advisory committees, creating additional forums and parent workshop opportunities throughout the school year.	To improve engagement of underrepresented families, the Los Nietos School District will continue to implement targeted strategies to ensure these families are actively involved and that they feel supported. The comprehensive wrap-around service program will include specific outreach efforts to engage underrepresented families, making resources more accessible to them both at school sites and online. This includes providing after-school tutoring, transportation services, free field trips, family events, parent workshops, and the implementation of calming/wellness rooms.	Based on the analysis of educational partner input and local data, Los Nietos School District demonstrates excellence in building partnerships for student outcomes. A key strength is the district's commitment to engaging with a diverse array of community stakeholders to support student success. These partnerships encompass parents, the Whittier Area Cooperative Special Education Program (SELPA), community leaders and residents, and the members of the Board of Trustees. The strength of these community collaborations significantly enhances the resources, support, and opportunities available to students, families, and staff. Through initiatives with local organizations, the district enriches the educational experience while simultaneously promoting overall community well-being, including an annual community health fair. This approach not only supports academic achievement but also fosters a strong, interconnected community that values education and student success.
	Los Nietos School District has identified an area of focus for strengthening community partnerships to enhance resources, support, and opportunities for students. The implementation of a comprehensive wrap-around service program designed to address the basic, academic, and social-emotional needs of students. This program aims to provide a wide array of resources accessible both at school sites and online. It will include after-school tutoring, transportation services, free field trips, family events, parent workshops, and the creation of calming/wellness rooms. Additionally, social-emotional learning (SEL) will be integrated into daily instruction, and counseling services and support groups will be made available for students experiencing trauma. By fostering collaborative initiatives, the District aims to enrich the educational experience and promote community well-being by leveraging community resources and partnerships.	Based on the analysis of educational partner input and local data, the Los Nietos School District will enhance engagement with underrepresented families by actively collaborating with community groups. This initiative aims to broaden access to resources, support, and opportunities for students, families, and staff. By forging strong community alliances, the district plans to implement a holistic wrap-around service program. This program will cater to the diverse needs of families, offering a range of services such as after-school tutoring, transportation assistance, educational field trips, family-oriented events, parent education workshops, and dedicated calming/wellness spaces. Furthermore, the district will integrate social-emotional learning into daily instructional practices and provide accessible counseling services and support groups for students coping with trauma. Through these collaborative efforts, the district seeks to enrich the educational experience, foster community well-being, and ensure equitable access to educational resources for all families.	Los Nietos School District values its community partnerships, as families and community members provide unique viewpoints that inform decision-making processes and enhance the relevance and effectiveness of district programs. By collaborating as a team, the district gains a deeper understanding of the needs, priorities, and concerns of the school communities it serves, allowing for the tailoring of services and initiatives to better meet these needs. Furthermore, involving diverse groups in the planning and evaluation of district initiatives fosters a sense of ownership and accountability. This approach strengthens partnerships between the district, school sites, and the community, ultimately leading to more inclusive, responsive, and successful educational outcomes for every student in the Los Nietos School District.	The Los Nietos School District has identified an area of focus for improvement in seeking input for decision making and expanding communication strategies. The LNSD will work to increase attendance to our family forums and parent workshops. We will also increase participation of LCAP surveys to ensure all families’ voices are heard.	Based on the analysis of educational partner input and local data, Los Nietos School District will improve engagement of underrepresented families by continuing to grow our Parent Advisory committees. LNSD will also continue to seek feedback from students and families via surveys, forums, and Board Meetings. Los Nietos School District values the voice of our underrepresented families, and aims to meet the needs of all students.	4	4	4	3	4	4	4	4	4	4	4	4	Not Met			2024
19647740000000	Lynwood Unified	3	Based on the most recent parent engagement survey data, 95.7% of LUSD families stated they felt welcome at their child’s school and 93.6% felt they were included in the decision making process. LUSD employs two (2) Parent and Family Engagement Specialists in order to provide ongoing parent education opportunities as well as provide opportunities for parent engagement at the school and district level. Throughout the year, LUSD offers parent education and a wide variety of topics including but not limited to: Academic Success, Navigating the LUSD Educational Experience, Social-Emotional Health and Growth, Effective Advocacy Strategies, College and Career Readiness, Equity, Access, and Justice for parents and families, Financial aid and scholarships, and Graduation and A-G requirements. LUSD parents also have the opportunity to attend conferences such as the annual California Association of Bilingual Educators (CABE) Conference. Additionally, LUSD values the input from its educational partner/parent committees include African American Parent Committee, District English Learner Advisory Committee, and Asian American Pacific Islander Committee. 
	Based on LUSD’s analysis of educational partner input and local data, there is a need for increased parent education. To address this, the district will focus on providing community resources, promoting family engagement and empowerment, and improving communication. LUSD recognizes that engaged families lead to successful students. When parents are involved, children perform better academically, attend school more regularly, have higher self-esteem, develop better social skills, and graduate at higher rates. To empower parents, the district will offer parent education programs focused on strengthening school partnerships. These programs will be held at times that are convenient for working families (and include childcare) and in multiple languages. 
	Group analysis and discussion with educational partners reveals that many Lynwood Unified School District families lack resources, struggle to engage in their child's schooling, and want better communication from the district. These challenges disproportionately affect low-income families, Foster Youth, and English learners. In reviewing the data from the metrics, the LCAP Committee determined that LUSD families participate in school events and feel welcome at their child's school, but there is a need for increased parent education and inclusion in decision making. To improve engagement of underrepresented families, LUSD plans to take a multi-pronged approach to increase engagement of these groups.  First, LUSD plans to utilize multiple communication channels to reach underrepresented families, including social media, apps, phone messages, text messages, and traditional paper flyers. Secondly, Lynwood Unified will hold parent workshops and trainings at multiple times and locations more convenient to working families. This includes holding sessions at multiple schools which are close to families’ homes. Additionally, LUSD plans to target specific underrepresented groups by hosting targeted affinity groups for parents.  By having targeted affinity groups, parents of ELs, Foster Youth, and other groups can learn how to better support their students at home and with school. 
	Throughout the school year, LUSD parents and students have numerous opportunities to meet with teachers and discuss academic progress. Parent and Teacher conferences are held three times a year during which academic progress on state standards and assessments is discussed. In addition, Personal Learning Plan conferences, held throughout the year, allow staff to discuss individual student performance, goals, grades, attendance, and post-secondary plans. Recently, these Personal Learning Plans have also been introduced at the elementary level.  Parents and students are also welcome to schedule additional meetings with teachers at their convenience. Teacher contact information, including email and phone numbers, is readily available on the school website and shared directly with parents and students. Furthermore, the Student/Parent Handbook, provided at the start of the school year and posted on the website, offers comprehensive information about school policies and procedures. In addition, workshops are held throughout they year by site administrators and district staff to help parents and families understand the educational system and build capacity for parents to help students at home with the educational goals. 
	Recent educational partner input shows a desire to have more in depth knowledge of the local assessments, curriculum,instructional strategies, and at-home support to improve and accelerate student learning. Parents have expressed an interest in learning how to better support their child at home with homework and academic skills. Some parents of LUSD students did not participate in the US educational system growing up and frequently lack familiarity with curriculum and pedagogy. LUSD plans to utilize the Parent Engagement Specialists to create additional workshops and training to support this area of improvement. 
	Participation from all parents is solicited, including the engagement of underrepresented families.  LUSD will continue to translate communications and documents to make information more accessible to our multilingual families. LUSD will continue to develop strategies to improve engagement of underrepresented families, including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual options.  LUSD plans to utilize multiple communication channels to reach underrepresented families, including social media, apps, phone messages, text messages, and traditional paper flyers.
	Educational partners expressed appreciation for all of the efforts that have been made to engage parents and keep them involved. Feedback indicated that parents wanted to continue with Parent University, Coffee Chat Series, Parent Leaders Training Group, and Affinity Groups. Our educational partners would like to continue to increase outreach efforts to enrolled families by digital and print materials and in-person and virtual events at individual school sites as well as district-wide. Our local data suggest that parents want to continue to expand on partnerships that support students and families.
	Our educational partners and our local data suggest that the focus areas for improvement are Preparing student for graduation
Preparing student for college/career
Supporting student academic proficiency
Supporting struggling students
Improving school climate
Providing health & wellness services
Improving student attendance
Improving parent engagement
Improving campus cleanliness 
Improving campus safety
	The Lynwood Unified School District will improve engagement of underrepresented families by:expanding affinity groups, providing data on decisions that were made by our stakeholder group, provide progress on goals on decisions made by the stakeholder group, and increase digital, virtual, and in person opportunities to allow more parent voice for those not participating on the district-wide stakeholder group. For example, the Cabinet began school rotations to explain the budget and allocations of resources and services. The Lynwood Unified School District will expand these efforts by implementing key data on benchmarks, resources and allocations, and progress monitoring on all outcomes.
	5	5	4	5	5	4	5	4	5	5	4	5	Met		2024-06-27	2024
19647900000000	Monrovia Unified	3	Schools continue to build and maintain successful partnerships with families, implementing strategies to engage with families in ways that have a lasting impact on student learning and achievement.  Responses to a survey sent to all families in the spring of 2024 indicated that 81% felt “satisfied” or “very satisfied” with the opportunities provided by MUSD to participate in their child’s education.  Factor Parent Engagement Academies have been provided at all elementary, middle, and high schools, and attendance in these workshops has been strong.	We continue to focus on building partnerships with families that have been traditionally underserved and under-represented at school-family events. We are finding ways to provide more opportunities for non-English speaking families to participate at events that are scheduled at times that are convenient for working families.	We have partnered with Factor Parent Engagement to increase access and opportunities for underrepresented families to engage with schools.  Workshops have been provided virtually, at convenient times in the evening, and in both English and Spanish. We are building upon our systems of communication to improve families’ access to teachers, schools, and information.	We continue to provide information and resources to families to support student learning at home.  These are accessible through family workshops, teacher communication, and online platforms.	We continue to focus on improving strategies that teachers and principals use to build and maintain partnerships with families.  We have increased parent participation on our District Advisory Committee (DAC) and District English Learner Advisory Committee (DELAC).  All elementary, middle, and high schools have refined processes to increase participation on their School Site Councils (SSC) and English Learner Advisory Committees (ELAC).	Based on feedback from educational partners, we have continued to increase participation of underrepresented families on site and district advisory committees (e.g., SSC, ELAC, DAC, DELAC).  To improve student outcomes, schools will continue to focus on: 1) Building trusting relationships with all families, with an emphasis on underrepresented families; 2) Communicating essential learning goals for their child; 3) Providing clear and accurate information about their child’s strengths and areas of concern in relation to the learning goals; and 4) Providing specific strategies that families can implement with their child at home that will have a direct impact on their progress towards mastering the essential learning goals.	Family members continue to play meaningful roles on our advisory groups, and they provide significant input to guide decision-making.  Family members continue to work closely with teachers, principals, and district administrators to plan, design, implement, and evaluate family engagement activities.  Participation of parents at advisory committees (e.g., SSC, ELAC, DAC, DELAC) has increased.	We will continue to focus on improving strategies to engage families from underrepresented groups and to elicit their input to guide decision making.  We will also focus on developing the capacity of teachers, principals, and staff, to recruit families from underrepresented populations to serve on advisory groups.	We will improve communication with families and increase opportunities for underrepresented families to participate in advisory groups.  We will implement strategies to build trusting relationships with families that have traditionally been less engaged with schools.  We will provide professional development for teachers, principals, and staff to strengthen their capacity to engage underrepresented families.	5	4	5	5	4	4	4	5	5	5	5	4	Met		2024-06-26	2024
19648080000000	Montebello Unified	3	Several parent groups are in place throughout the District and at school sites, creating an environment of planning and discussion through a collaborative process. Advisory groups which include parents and school and District administration and staff are in place and have sustained active engagement and parent participation. Parents are included in decision-making and have a voice through committees such as DELAC, PTA, and SSC meetings. Parents are encouraged to attend and become members of these groups and are able to access information through school and District website, PowerSchool, parent handbooks, school marquees, and Bulletins. Parent and student input is solicited through surveys and focus groups. District- and site-level education events are provided. Social-emotional learning resources are provided through the Panorama system and District counselors.	While two-way communication structures are in place, they exist mostly through large or small group meetings such as Schoolsite Councils. Not all parents are able to participate in meetings and may feel disconnected from the school community. Additionally, staff do not feel they have easy access to the tools that are in place to support two-way communication. Additional training will be provided to staff on ways to increase two-way communication. An additional area for growth will be to continue work to identify meeting topics or education sessions that are of interest to parents and promote the ability to participate live.	An area of growth for the District is increasing the number of responses to the yearly LCAP survey, especially increasing participation from parents of underrepresented families. Staff will specifically focus on outreach to under-represented families including home visits for students and families that disengage from school. Staff will support families of English Learners to support their understanding of the supports in place for their students and the reclassification process.	Several parent groups are in place throughout the District and at school sites, creating an environment of planning and discussion through a collaborative process. Advisory groups which include parents and school and District administration and staff are in place and have sustained active engagement and parent participation. Parents are included in decision-making and have a voice through committees such as DELAC, PTA, and SSC meetings. Parents are encouraged to attend and become members of these groups and are able to access information through school and District website, PowerSchool, parent handbooks, school marquees, and Bulletins. Parent and student input is solicited through surveys and focus groups. District- and site-level education events are provided. Social-emotional learning resources are provided through the Panorama system and District counselors.	While a majority of parent groups have a significant number of participants, many parents report that they are unable to participate due to other commitments or time constraints. To address this, the LEA has published meeting or parent education session recordings on the district website. These have not had a significant number of downloads, however. An area for growth will be to continue work to identify meeting topics or education sessions that are of interest to parents and promote the ability to participate live or view recordings.	An area of growth for the District is increasing the number of responses to the yearly LCAP survey, especially increasing participation from parents of underrepresented families. Staff will specifically focus on outreach to under-represented families including home visits for students and families that disengage from school. Staff will support families of English Learners to support their understanding of the supports in place for their students and the reclassification process.	Several parent groups are in place throughout the District and at school sites which create an environment of planning and discussion through a collaborative process. Advisory groups which include parents and school and District administration and staff are in place and have sustained active engagement and parent participation throughout the years. Parents are included in the decision-making process and have a voice through committees such as DELAC, PTA, and SSC meetings. All educational partners provide input through the yearly LCAP survey and focus groups with all partner groups. The number of LCAP survey responses has increased and educational partners report that it is a helpful mechanism for providing and receiving feedback.	While many parent groups and committees are in place across the District, some members report that these meetings are too frequently information-only, and not a collaborative process. To address this concern, District staff will collaborate more frequently with families to design these meetings and identify outcomes.	While many parent groups and committees are in place across the District, some members report that these meetings are too frequently information-only, and not a collaborative process. To address this concern, District staff will collaborate more frequently with families to design these meetings and identify outcomes. Educational partners have requested flexibility in meeting formats and accessibility of the LCAP survey. In 2024-25, the District will work to provide engagement events in both in-person and digital formats. The LCAP survey was shortened in 2023-24 and provided in both Spanish and English to make it more accessible which will continue.	3	3	3	3	3	4	3	4	4	4	4	4	Met		2024-06-26	2024
19648160000000	Mountain View Elementary	3	Based on survey data results and educational partner input, parental involvement and family engagement are strengths in our district. When asked about family and community partnerships, 89% of parents positively rated community resources provided by the district. Families have indicated that they appreciate the option to attend meetings either virtually or in person. Therefore, we continue to hold community meetings and parent training virtually or in a hybrid format. When necessary, sessions are offered with simultaneous translation in Mandarin, Vietnamese, and Spanish, allowing for greater participation and more efficient delivery of information.  Our Family Center continues to work as a hub of resources for our community, providing a space for training, a Food locker, and referral services for our families.	Current data reflects many families still need to access available programs and resources. Survey data results and educational partner input show families have difficulty attending school events due to work conflicts. Parents have also indicated difficulty accessing parent portals and emails. Outreach efforts have been coordinated so Community Liaisons and other staff can reach out to families to help them access and register for programs. Technology classes for families continue to work with parents. Outreach efforts have increased at all school sites to help parents access our After-School programs’ platform.	By expanding our community partnerships with local agencies and charities, we can provide services to our underrepresented groups. Our community partnerships have allowed us to provide hygiene kits, uniform support, and an emergency food locker to support our unhoused youth, foster youth, and families in high need. Community Liaisons and Office staff have engaged in professional development around McKinney Vento and Foster Youth policies. Community Outreach coordinators work to help our underrepresented groups access resources in the community.	Based on survey data results and educational partner input, a strength is this area continues to be our Parent Academy Leaders, who are are trained to provide workshops to families and community members on topics such as Maslow's Hierarchy of Needs, How to Access US Education, Supporting Your Child in Core Subjects, and Goal setting and Road to College.  Also, our Parent Chaperone Academies trained parent volunteers on engagement strategies to support students during Disney STEAM Experiences.	Areas of improvement are to expand on content-specific workshops and increase the Chaperone Academies for all study trips.. Also, providing parent workshops around social emotional learning and parenting of adolescents will be a focus next year.	During our self-reflection process, we have noticed a need to use other means of two-way communication with our underrepresented populations. Survey participation needs to be higher from these groups. Direct Community outreach has proven more effective. Additional opportunities for Community Outreach have been created for the upcoming year.	Parent Advisory Groups at the School Site level have returned to an in-person setting. The District Consolidated Parent Advisory Council provides a virtual option, a meeting centralized at the Family Center, and satellite meetings at the school sites. Translation is provided in English and Spanish, as well as Vietnamese and Mandarin. Parent meetings around District programs are offered virtually and in person. Parents provide input in person or digitally through surveys, polls, and questionnaires.	Despite the use of multilingual physical fliers, phone messages, and emails to families to seek their input on educational matters, the number of families providing input to the general population still needs to grow.  We will continue to secure translation services and increase personalized outreach.  Additionally, we will implement a new Parent portal that facilitates two-way communication in the upcoming year.	To improve the engagement of underrepresented parent groups in seeking input for decision-making, we are exploring specialized services such as creating a multi-lingual Public Service Announcement (PSA) campaign and a Community outreach group that reaches out to individual families to register for resources and documents their input.
	5	4	3	4	4	5	5	5	5	5	4	5	Met		2024-06-20	2024
19648320000000	Newhall	3	Based on input from educational partners and local data analysis, the Newhall School District has achieved a level 4 or 5 in building relationships between school staff and families, indicating full implementation and sustainability. Collaboration with parents and guardians is a district priority, evident in our active parent community and high engagement levels across all ten schools. Site administrators share best practices to enhance parent engagement, and both school sites and the district provide diverse opportunities for parents to connect with school staff.

Specific events are hosted at school sites on a range of topics. For example, district-sponsored events help families understand state standards and the critical role of family-school partnerships in student achievement. These include early literacy workshops, Family Science Nights, and other academic and behavior-focused sessions. Our community outreach staff provide support to new and veteran families in areas such as attendance, communication of school events, and local resources. 

To communicate student progress, parent-teacher conferences occur twice annually, supplemented by additional parent workshops and communication sessions as needed. The Superintendent regularly engages with parents through Superintendent Chats and meetings with PTA/PTO and SSC Chairs to discuss district policies, events, and concerns. These forums encourage parents to provide feedback directly to the Superintendent and Executive Cabinet. Parent advisory groups, such as the Special Education Advisory Council (SEAC) and the LCAP Advisory Council, actively contribute to the LCAP decision-making process, demonstrating robust advocacy and engagement.	An ongoing priority for the Newhall School District is enhancing partnerships with families of chronically absent students. With chronic absenteeism at unprecedented levels nationwide, our goal is to work collaboratively with families to address and eliminate barriers to regular attendance. We are implementing several strategies, including:

Education: Informing families of the importance of ensuring that students are at school every day to learn
Site-Wide Student Incentives: Encouraging good attendance through school-wide rewards and recognition
Targeted Communication: Sending communication to families when attendance issues arise, providing early intervention
Attendance Conferences and Home Visits: Holding meetings and visiting homes to engage directly with families and discuss attendance challenges
Our district attendance team continuously reviews data and refines processes to ensure that we apply research-based best practices consistently across the district, supporting families effectively in improving student attendance.	To enhance engagement with underrepresented families, the Newhall School District will implement targeted strategies to foster strong partnerships with all families. Key strategies include:

Community Outreach Staff: Each school has dedicated staff to serve as liaisons for English learner families, ensuring they have a direct point of contact.
Personalized Communications: Tailoring messages for parent workshops and events to address the specific needs and interests of underrepresented families.
Transportation Support: Providing busing to facilitate attendance at parent events, making it easier for families to participate.
Diverse Communication Channels: Utilizing both paper and electronic communications to reach families effectively, ensuring they receive important information in their preferred format.	The Newhall School District is committed to fostering positive relationships between school staff and families, ensuring a welcoming and respectful environment. Our focus is on promoting a two-way dialogue between families and the district, with all communications and events translated to support full participation.

Highlights of our progress include:

High Family Engagement: In the 2023-2024 school year, 94% of respondents to our annual school effectiveness survey agreed that their child’s school encourages parental involvement in activities.
Community Outreach Staff: Each school site has a designated community outreach staff member, serving as a primary contact to support and address family needs.
Diverse Communication Channels: Communication occurs through district and site messages via our communication system, individual parent conferences, and meetings with PTA/PTO, Foundations, and Advisory Councils.
Superintendent Engagement: The Superintendent holds regular meetings with parent groups to maintain an open line of communication.
Regular Publications: The district magazine, School News, is distributed quarterly to keep families informed.
Advisory Councils: The Special Education Advisory Council (SEAC), the district English Learner Advisory Council (DELAC), and the Local Control and Accountability Plan (LCAP) Advisory Council offer additional avenues for parent partnership and engagement.

These efforts collectively strengthen our ability to collaborate effectively with families to support student outcomes.	In the upcoming school year, the Newhall School District will focus on enhancing professional learning opportunities for staff to improve family outreach and support. Key initiatives include:

Professional Learning: Increasing professional development for staff to enhance their skills in engaging with families.
Administrator Training: Providing ongoing training for administrators throughout the 2024-25 school year on strategies for partnering with families to improve student attendance.
Resource Sharing: Administrators will gather and share effective resources and best practices, which will then be used to train site personnel on strengthening family partnerships.

These efforts aim to build stronger connections with families, ultimately supporting better student outcomes.	To enhance engagement with underrepresented families, the Newhall School District will implement targeted strategies including:

Community Outreach: A dedicated community liaison at each school to act as a primary contact for English learner families
Tailored Communications: Sending personalized invitations for parent workshops tailored to the needs of underrepresented families.
Transportation Support: Providing busing to facilitate attendance at parent events.
Diverse Communication Methods: Distributing both paper and electronic communications to ensure all families receive important information in their preferred format.
Meaningful Engagement Opportunities: Collaborating with staff to design meaningful and engaging opportunities for families to partner with schools in improving student outcomes.	The Newhall School District excels in engaging families in decision-making processes through various advisory councils at all school sites, including English Learner Advisory Committees (ELAC) and School Site Councils. These groups are well-supported to fulfill their advisory roles by:

Active Involvement: Parents participate actively in reviewing and providing input on school site plans, budgets, and goals.
LCAP Development: Families contribute to the development of the Local Control and Accountability Plan (LCAP), reviewing outcomes, providing feedback on existing goals and actions, and suggesting future actions.
Guidance and Support: Advisory councils receive necessary guidance to understand their roles and responsibilities, ensuring meaningful participation in decision-making.

This collaborative approach ensures that parental input informs and shapes district actions, aligning with the needs and aspirations of our community for the new LCAP year.	The Newhall School District will focus on enhancing our methods for seeking input by increasing communication ahead of advisory council, family input, and leadership meetings to ensure broader participation. We will adjust survey questions to gather more actionable data, refining our approach to capture insights that directly inform decision-making. Additionally, we plan to conduct multiple surveys throughout the year, supplementing the annual school effectiveness survey, to gather timely feedback and address emerging issues promptly. These measures aim to foster a more inclusive and responsive decision-making process that better reflects the diverse perspectives of our community.	To enhance engagement with underrepresented families in decision-making, the Newhall School District will focus on:

Increasing Representation: Actively exploring ways to boost attendance and membership in advisory councils among underrepresented families.
Hybrid Meetings: Offering hybrid meeting options, allowing parents to participate either in-person or virtually, providing greater flexibility.
Targeted Communication: Utilizing district staff to send personalized invitations to families who have historically been less involved.
Engaging at Family Events: Sharing information and soliciting input at events that underrepresented families are more likely to attend, such as parent-teacher conferences and celebratory school events.

These strategies aim to broaden participation and ensure that all family voices are heard in the district's decision-making processes.	5	5	4	5	5	5	5	4	5	5	4	5	Met		2024-06-25	2024
19648400000000	Norwalk-La Mirada Unified	3	NLMUSD parents are being provided with training in leadership at school sites and district, and shared decision making in order to increase the partnership between the district and parents in providing students with high quality educational opportunities and increased student outcomes. Opportunities for parents to be included in the input process for decision making includes our LCAP, PAC and EL PAC, Superintendent's Community Council, PAC, DELAC, ELAC, SSC and our PTA boards.	Norwalk-La Mirada Unified School District has continuously found ways to strengthen parent engagement by building relationships between school staff and families. Our teachers, administrators, parent education counselor, wellness coordinators, counselors and Elementary Student Support Specialists (ESSSs) continued to develop and implement student and family outreach, monitor, and support students on a regular basis throughout the 2022-24 school year. Our LCAP Goal 4- Parent and Community Engagement will foster family community engagement, ensures that we provide a welcoming school environment for families to increase parent and family engagement, and involvement in decision making at their schools. Our spring 2024 Panorama CORE Family Survey + NLMUSD LCAP reflects our families responded in a favorable way in the area of Sense of Belonging.	NLMUSD have provided multiple forms of communication to parents about their children's progress and the activities in the district in our parent’s preferred languages of communication (English, Spanish, and Korean). Parents have ongoing opportunity to learn about school programs that the district provides to give every student access to success in college and career.	NLMUSD in collaboration with local colleges, universities, and career training providers will provide College Expo and Career Fair as a service. Our students benefit from learning about College and Career opportunities available to them within the greater Norwalk-La Mirada area, to help with their personal/educational goals and future careers. This will provide an increased opportunity, awareness, and enrollment in post secondary education.	NLMUSD parents and interested community members will be provided with training in leadership at school sites and district parent center, and shared decision making in order to increase the partnership between the district and parents in providing students with high quality educational opportunities and increased student outcomes.	Parents of English Learners and Low-Income students will be provided enhanced communications found to be effective in the recruitment of English Learners and Low Income students. This service will build student empowerment, learning, and community capacity by enhancing effective communications throughout our school communities. The enhanced communication will include:
• brochures, transition guides, banners near NLMUSD school sites, and flyers
• school pamphlets that promote specialized school site programs and pathways that will inform parent and student academic program decisions
• flyers for district events including the Future Ready Expo
	NLMUSD has consulted with educational partners in meaningful ways through in person, zoom meetings, focus groups, and surveys to gather information about the hopes and dreams for our students. There were common threads throughout the input collected and conversations regarding successes and challenges related to the current school year as well as what improvements need to be made for the following year between the different educational partners. Special attention was given in aligning the LCAP with educational partner input, the Superintendent recommendations and Board of Education goals.	Parents, family and community education partners will become more engaged in the education of students in the Norwalk La Mirada Unified School District, resulting in a culture of collaboration and communication that values the input and participation of our educational partners. They will have improved opportunities to participate in district/site activities that increase their skills as partners in education. Each school site will develop and maintain positive parent, students, and community involvement and engagement to promote and support student success.	NLMUSD staff will provide parent education and involvement opportunities for parents of English Learners, Foster Youth, and Low- Income students to remove barriers for learning for all. Increasing and improving parent services to the parents of UDP Students will result in an improvement in the academic achievement for UDP Students.	4	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-24	2024
19648570000000	Palmdale Elementary	3	District and site level efforts are varied and have tried to be as inclusive of families as possible through Social Media, ParentSquare, newsletters, phone calls, Website posts, and with support from Parent Community Liaisons (PCLs).  The Palmdale School District (PSD) is strong in it's use of Capturing Kid's Heart strategies to build relationships with students and their families. PSD does a great job at identifying programs that may benefit the community.	PSD should continue to capture input from families about meaningful ways to engage them, meet their particular needs, and ensure we are reaching underrepresented/ marginalized families, especially those that are within smaller subgroups. Site staff are overwhelmed with regular and additional work duties making time constraints a barrier to engaging with the community. Staff still requires additional training on how to recognize, acknowledge, and affirm the various cultures within our district.	PSD provides yearly training for Culturally Responsive Practices, Trauma Informed Practices, and Capturing Kid's Hearts which offer strategies for teachers with students that have a variety of needs that act as barriers to student learning. Within the last two years we have opened some of these trainings up to parents and family members. Due to the size of our district and the limited space in the training we will need to provide the trainings on a yearly basis. We will continue to provide workshops through the district and at school sites that provide skills and strategies for parents to implement at home to support student learning.	Parents are able to monitor student learning through ParentSquare, Open House, Back to School Nights, and Parent Conferences. The ability to track student success through these programs and events truly make parents partners with the District to enhance student learning. Workshops are offered to parents at the District and school site levels that focus on content areas (academics) and behavioral strategies. Attendance and suspension meetings are yet another way that PSD works with families to support students learning. Family engagement is an essential strategy for building pathways to college and career readiness for all students and is an essential component of a systems approach to improving outcomes for all students.	Too often conversations take on a deficit mindset rather than focusing on the assets our students, families, and community  bring to the district. We need to be better at seeing the rich heritages of culture and languages that are shared in our community.	PSD will purposely focus on underrepresented/ marginalized families to encourage engagement in the many activities, training, and events offered by the district. We will also look at methods of including programs that focus on student assets to encourage a shift from a deficit mindset. One area that we have done this is through the use of the CogAt Universal screening for all second graders assessed for the Gifted and Talented program. Utilizing the CogAt, even if a student is not admitted to the GATE program, allows the coming 3rd grade teacher a report on the student's strength.	In PSD parents are offered a wide variety of ways to provide input and assist with decision-making that include: English Learner Advisory Counsel (ELAC), District English Learner Advisory Council (DELAC), Superintendent's Parent Advisory Committee (SPAC), African American Advisory Council (AAAC), African American Parent Advisory Committee (AAPAC), School Site Council (SSC), Local Control and Accountability Plan (LCAP) Educational Partnership, GATE Parent Advisory Council, Breakfast with the Superintendent surveys, LCAP/Title I surveys, CA Healthy Kids Surveys, and much more. Parent and community members are encouraged to bring concerns to bi-monthly Board meetings.  Students are provided several surveys throughout the year in which they can provide input as well. Approximately 70 students from across the district participate in the Student P.R.O.M.I.S.E. Ambassadors where they learn about how the district works and provide input on various initiatives. Students also participate in the LCAP Educational Partnership meetings as we set goals, and determine actions for the LCAP.	The Local Indicator Survey has shown the need to focus on including parents in decision-making, as in this area we have received  mostly a level 3 - initial implementation. The areas of focus moving forward include: building the capacity of and supporting family members to effectively engage in advisory groups and decision-making, implementing strategies to reach and seek input from  underrepresented groups in the school community, and providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.	There are pockets of excellence in providing families with opportunities to participate in the decision-making process, such as the shear number of committees that parents can participate in, the surveys that are generated during the year are actually read and used to develop goals and actions in the LCAP and by other departments seeking to improve services, and the number students that are pulled to give the district student voice as we make decisions on their education. However, we can improve by ensuring we are inviting parents and community members from underrepresented groups to join committees and participate in the decision-making process.  Site administrators will be asked to focus on inviting parents from the under-represented groups to participate in meetings, workshops, trainings at the site level.  

	4	5	3	5	3	3	3	3	4	3	3	3	Met		2024-06-18	2024
19648570112714	Antelope Valley Learning Academy	3	AVLA prioritizes establishing, maintaining and growing connections with their educational partners. Throughout the year AVLA conducts Parent Advisory Committee, English Learner Advisory Committee, Back to School Night and Parent Teacher Conferences.  The AVLA staff utilizes their Data+Design system, L4L Connect and/or RingCentral to communicate weekly updates and progress to parents and students.  When asked what a strength of AVLA’s is in building relationships with parents, a parent answered ‘texting between teachers and parents.’  The families appreciate the open communication and weekly updates. They feel a sense of connection and inclusion with the school given these multiple avenues for communication.  Also during the year AVLA invites its numerous community partners to come on site and meet with students and parents.	AVLA is always striving to improve relationships between the school staff and families. A parent shared recently that she appreciates the ‘very informative and meaningful parent information sessions.’  To continue improving in relationship building, this year AVLA brought back its Student Awards Night and started a College Night where parents can meet AVLA’s postgraduate educational partners.  To better support AVLA’s new to high school 9th graders, a specialized orientation for them and their parents has been implemented so better academic success can be obtained.  There is a continued push to have every parent attend their students' biannual parent-teacher conference, and quarterly PAC and ELAC meetings. Finally, AVLA is always exploring ways to get parents onsite to engage with the school staff and community partners.	AVLA has identified English Language Learners, African-American, Foster youth and Homeless youth as underrepresented in educational partner engagement. To increase these subgroups' inclusion, AVLA is holding important meetings at various times and through different mediums throughout the week. AVLA is also increasing their advertising efforts so all families know about the meetings.  AVLA is now more intentional with inviting families on site so they can see how the school celebrates different cultures, such as its Black History Month Hall of Fame Wall.  Finally, AVLA will continue their advocacy groups and include bilingual staff members during school activities.	Partnerships are a necessity to continue AVLA’s growth in enhancing student outcomes.  AVLA continuously asks the students and their families what resources they would like on campus and/or put in contact with.  If there is not a current resource available then AVLA tasks its community liaison with finding and partnering with a community partner that can service these needs.  A parent recently said during a meeting that ‘once they (AVLA) find out of the situation, counselors try to help informing us (parents) with information and resources.’  AVLA also leverages its staff’s community connections to bring services and benefits to the students.  Finally, through established partnerships AVLA students have the opportunity to take college classes, have a free meal,  participate in sports clinics and go on experiential learning trips.	AVLA needs to improve their students and their families awareness of all the resource AVLA offers, and to increase attendance at events that community partners participate in.  AVLA is establishing more events on campus like College Night where community members are invited to come and meet with students and their families.  Community members are also now being invited to other gathering like holiday events because of the high turnout.  The AVLA leadership team needs to make sure all staff are aware of the events taking place and given ample time to promote them.  A parent is noted as saying ‘sometimes I miss conferences or any important event because I receive late call or notifications.’  AVLA is looking to expand its community partners to include companies that can incentivize student’s school attendance and academic success.  Finally, a majority of the AVLA staff is TREC certified and and SEL taskforce has been started.  These initiatives will help AVLA staff be more attune to student needs.	Foster, homeless, SPED and EL families have been identified as being underrepresented during AVLA events and during partnering opportunities. To increase participation, AVLA is putting forth a concerted effort to create events that all families would like to attend, give options on how to attend the events and promoting the events through all established forms of communication.  To make sure AVLA has access to the resources all families would need, AVLA is going to further utilize and expand the scope of the Community Liaison, CARE team and current advocacy groups. More partners coupled with a concerted effort to increase participation should enhance engagement, leading to increased student outcomes. AVLA also wants to empower its counselors and social workers to find professional development opportunities that address this need.	AVLA utilizes a variety of tools to solicit input and feedback from educational partners. Daily, AVLA staff utilizes Data+Design, RingCentral and/or L4L Connect to communicate and update families and students on academic progress. These same systems are used to inform the families of upcoming Parent Teacher Conferences, IEPs, PAC and ELAC meetings, ceremonies, surveys and other events taking place on campus or in the community.  It’s during these events that input that informs AVLA’s decision making is requested. The cycle of continual improvement is strongest when all stakeholders can give input. ‘The communication is great’ was a response received from a parent during a recent PAC meeting, and from the Annual Survey, 98% of parents surveyed responded positively that the school has clear and effective communication between the school and home.	It has been determined that AVLA needs to hold activities on campus that students want to attend, and improve on promoting (selling) the activities.  When students were asked if they are encouraged to participate in events, 97% responded favorably.  Of those same students, only 51% responded favorably to attending those events.  All AVLA staff members need to talk to the students and get their honest feedback on what type of events, activities, workshops, etc they would like on campus and would benefit from.  Attendance at PAC and ELAC meetings is good but not great, so AVLA needs to continue their push in increasing those meetings attendance.  A parent shared that ‘one thing that can be improved for those in special education is to increase the minimum required time each day if needed depending on the student.’  Finally, AVLA wants to increase parental involvement in their students' education and grow the response numbers for the annual survey.	The feedback AVLA received during their staff and student conversations, parent meetings, advisory meetings, and through the annual survey are invaluable in directing their efforts to increase engagement of underrepresented families.  AVLA is now open on the third Saturday of every month so students who are busy during the week can still see a teacher and have access to onsite resources.  AVLA is holding important meetings at various times throughout the week and through a variety of mediums so access to teachers and the school's resources are more available. AVLA will continue to partner with community members to increase its offerings of support, along with hiring quality staff to support in their efforts to engage with every students' family.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-05-30	2024
19648570125377	Palmdale Aerospace Academy	3	TPAA provides many opportunities to engage positively with parents. We utilize Parent Square and Class Dojo, for verbal and written communication, and parents have access to teachers via email and phone. We have a Family Outreach and Engagement Specialist who coordinates events and supports school-wide efforts to increase family participation. Additionally, parents are provided opportunities to participate in School Site Council, DELAC, collaboration with our PTSO, our Robotics 5012 chapter, and various volunteer opportunities. An area for growth is in engagement as 37% of students in grades 6-12 report on the Youth Truth survey that they perceive they are engaged with their school and their education; 57% of families report they are engaged in their school and empowered to influence decision making; and 35% of staff feel engaged in their work and empowered to influence their schools. We will be focusing on increasing engagement in the 2024-2025 school year. 
	TPAA continues to offer opportunities for collaborative planning and evaluation of programs and activities for educational partner input. This includes training teams, such as DELAC and School Site Council, on their roles and responsibilities. Re-establishing opportunities for parent participation on campus post pandemic is also an area of focus.	TPAA works directly with and continually seeks input from the parents/guardians of our students. We hold School Site Council Meetings, coffee with the Principal events, PTSO monthly student/family events, DELAC, and LCAP meetings. We also provide translation services at each meeting and event so that all parents can access the information.
	The Palmdale Aerospace Academy fosters collaborative relationships to enhance student outcomes through a variety of channels. We prioritize active communication with our families to solicit invaluable feedback on strategies to bolster student support. This engagement takes shape through platforms such as Parent Square, DELAC, School Site Council meetings, informal gatherings like coffee with the principal, as well as targeted parent workshops and LCAP partner engagement sessions. Moreover, we extend our partnership with families through diverse communication avenues including the Superintendent’s Newsletter, participation in community events like the Holiday parade, collaborative initiatives with the PTSO, robotics programs, Booster club activities, and various other engagement opportunities.
	A major area of focus as we transfer to the new SIS, PowerSchool, will be to ensure staff, students, and families are educated to implement the system for continuous and transparent communication between educational partners.  Also, now that we have increased communication options, it will be important to coordinate the scheduling and communication of events as a district.	Our Family Outreach and Engagement Specialist is expanding her reach to our families Academy wide in both English and Spanish. The Academy will continue to communicate through Parent Square, and leadership will continue the collaboration with key groups including: PTSO, the Booster Clubs, DELAC, and School Site Council.	The Academy gathers input from educational partners, both virtually and in person, to develop our LCAP goals. We also utilize School Site Council and DELAC to provide input, review, and guidance for our LCAP.	The Academy has provided opportunities for parents and staff to share leadership responsibilities.  TPAA is beginning the process of collaborative planning and evaluation programs and activities. This will include training teams such as the District English Language Advisory Committee and the School Site Council on their responsibility for evaluating programs and strategies that have been implemented.  Tools for helping parents and staff to evaluate and design plans will be provided.  This year the Academy provided many opportunities for input on the development of the LCAP.	We continue to ensure that our parents receive information in both Spanish and English when we promote events or provide surveys so that all our parents have an opportunity to contribute feedback for decision making.  Information is gathered through in person meetings, virtually, and via survey forms.  Meetings are scheduled at various times of day to ensure that parents can participate, regardless of their work schedules or other responsibilities.
	4	4	3	5	4	4	3	4	4	4	4	3	Met		2024-06-06	2024
19648570140889	Palmdale Academy Charter	3	Open two way communication is welcomed and encouraged. 
Staff is amazing at building community at our school. 
Always approaching parents with respect.	Building equitable interventions for students with behavioral issues
Parent involvement on campus
More family nights such as bingo
	More opportunities throughout the school day for parent involvement on campus. 
Recognizing the diverse backgrounds within the school community, PACS will enhance its cultural responsiveness. This includes incorporating cultural traditions and perspectives into school activities, communication, and events to ensure that all families feel valued and included.
	“PACS has successfully established open communication channels between school staff and families, facilitating regular updates, feedback, and discussions about students’ progress and well being. 
	“We are working on it, but more parent workshops.”
	“I think we can be more proactive in our communication and work together to have a bigger parent presence on campus.” 
	PACS does a great job of seeking input through parent leadership committes such as SSC, ELAC, and AAPAC.	Grow out parent leadership groups so more parent can partiicpate.	Create more opportunities for parents to come on campus	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
19648650000000	Palos Verdes Peninsula Unified	3	The Palos Verdes Peninsula Unified School District (PVPUSD) is dedicated to fostering strong relationships between staff and families by creating a welcoming and positive atmosphere for everyone. The district and its schools provide numerous opportunities for parent engagement, involvement, and feedback. Throughout the school year and even during the summer, there are various avenues for parents to participate actively, including parent committees and school events.

All parents and guardians are encouraged to attend any school meeting or activity, with PVPUSD promoting and supporting parental involvement year-round. Activities include parent education nights, open houses, back-to-school nights, parent-teacher-student conferences, PTA-sponsored events, superintendent roundtables, music performances, and more. The district and school sites maintain regular and effective communication to keep parents well-informed, involved, and connected to their school community. This consistent and timely communication helps to build and strengthen the relationships within the PVPUSD community.

Local Data indicates the following:
Based on local data of parents:
73% of parents felt that the district offers a variety of programs for parents to be engaged in with the school community (6% increase from previous year)
66% of parents felt connected to their student's schools
78% of parents felt that communication from their school site is effective, relevant, and timely

Local Data of Certificated & Classified Staff
74% feel that PVPUSD offers a variety of programs for parents/guardians to be engaged in the school community 
72% feel connected to their school/work sites 
69% of staff felt that communication from their school/work site is effective, relevant, and timely	PVPUSD is dedicated to continuously enhancing the relationships between school staff and families. Feedback from educational partners emphasized the importance of maintaining Zoom options and recording events whenever possible for later viewing, recognizing that not all parents can attend in person. Additionally, to strengthen these relationships, it is crucial to ensure that all communications reach every family in their home language.	To foster better engagement with underrepresented families and strengthen the bond between school staff and families, the District will implement several initiatives:
Enhance two-way communication by using language that is clear, understandable, and accessible to all families, ensuring everyone feels included and informed.
Deliver information about available supports and opportunities at both the site and district levels through various channels, such as email, printed materials, and phone calls, to reach families in the most effective ways possible.
By taking these steps, the District aims to create a more inclusive and supportive environment for all families, promoting stronger relationships and greater community involvement.	Educational partners have highlighted numerous examples of how the District is actively building partnerships to enhance student outcomes. These efforts include the establishment of various committees dedicated to fostering collaboration and improvement. Notable committees include: DELAC, LCAP, GATE advisory, and PTA meetings. Additionally, educational partners have recognized that communication has significantly improved, with parents now having the ability to email teachers or administrators at any time to discuss ways to support student success. Principals also play a vital role in keeping families informed and engaged through multiple channels, such as newsletters, parent nights, and PTA meetings.Through these initiatives, the District is creating a robust network of support and collaboration, ensuring that everyone is working together to achieve the best possible outcomes for students.	Based on the analysis of educational partner input and local data, the focus areas for improving Building Partnerships for Student Outcomes include strengthening two-way communication, ensuring accessibility in all messaging, and expanding parent engagement opportunities. By addressing these areas, the District aims to create a more inclusive and supportive environment that enhances collaboration and promotes better student outcomes.	Based on the analysis of educational partner input and local data, PVPUSD will improve the engagement of underrepresented families by implementing several key strategies. These include enhancing two-way communication by using clear and accessible language, working to increase the number of messages translated into families' home languages, and providing information through multiple channels such as email, printed materials, and phone calls.	The district is committed to seeking input for decision-making, as demonstrated by the establishment of various committees. These include the Budget Advisory Committee, Facilities Advisory Committee, Local Control Accountability Plan Committee (LCAP), Citizens' Oversight Committee for Measure M (COC), District English Learner Advisory Committee (DELAC), and Operations Advisory Committee (OAC). These committees are composed of teachers, parents, staff, administrators, and board members. Committee notes are posted on the district's website and some are also recorded.	A key focus for improvement will be enhancing the ability of principals and staff to effectively engage families in advisory groups and decision-making processes. To achieve this, the district will host a leadership training over the summer, designed to provide training and resources. Additionally, ongoing principal meetings throughout the year will offer continuous support and development, ensuring that staff are well-equipped to foster meaningful family engagement and collaboration.	Based on the analysis of educational partner input and local data, the LEA will improve the engagement of underrepresented families in decision-making by implementing several targeted strategies. These include:
Enhancing two-way communication by translating all messages into families' home languages and using clear, accessible language.
Offering virtual participation options, when possible, such as Zoom meetings for advisory groups and decision-making sessions, to accommodate families who cannot attend in person.
Providing information through various channels, including email, printed materials, phone calls, and the district’s mobile app, to reach families more effectively.
Establishing dedicated liaison roles to support underrepresented families and encourage their participation in advisory group	3	4	3	3	3	4	4	4	4	4	4	4	Met		2024-06-26	2024
19648730000000	Paramount Unified	3	In the area of “Building Relationships”, engaging in two-way communication between families and educators using language that is understandable and accessible to families was identified as a strength. Two-way communication includes phone calls via a district wide system, written materials, conferences and meetings. PUSD has made progress in two-way communication by using headsets for in-the-moment translation at meetings and presentations. This allows parent participants and presenters to interact during the presentation without the delay of listening to messages twice before responding. Such practices encourage parents to participate and validate their participation.	PUSD continues to focus on developing and building relationships between school staff and families. In the PUSD LCAP, Goal 4 - Enhance Family and Community Engagement was developed with this purpose in mind. Action 3 (Improve Home School Communication) supports two-way communication between school and home to increase parent/school communication including student progress, goals, and expectations. Additionally, services outlined in Action 2 (Strengthen Community Partnerships and Resources) are designed to build school-family relationships.	PUSD is in the process of providing Cultural Proficiency training to all staff - classified and certificated. Building positive relationships with the families of underrepresented students is a component of this training. One focus of the Cultural Proficiency training is to develop and maintain a culture that appreciates diversity and celebrates cultural differences. Goal 5 - Build an Inclusive and Equitable School District - supports the district's goal to support staff to learn about each family's strengths, cultures, languages, and goals for their children.	Implementing policies and programs for the teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes is a strength for PUSD. Annual parent conferences provide opportunities for parents and teachers to work together to support student outcomes. School sites are staffed with counselors and social workers who discuss student's academic, social, and emotional needs.

Parents are presented with student assessment data throughout the school year. PUSD recognizes the importance of ongoing communication with families and understands that time constraints can prevent parents and teachers from meeting throughout the year. As a result, the district provides Schoology, an online platform, for parents and school staff to communicate. Schoology also provides a platform where parents can access student achievement data.

In addition to the meetings and platforms to share student data, each school holds parent meetings and workshops that support parents as partners in education. Workshop topics include AVID, literacy, math, progress reports, A-G requirements, and the college application process, among others. Topics are determined based on parent interest.

The district offered a 8-session series of parent workshops that provided strategies to help families support learning. This offering will continue and expand in the 2024-2025 school year.	PUSD continues to focus on building partnerships for student outcomes. In the PUSD LCAP, Goal 4 - Enhance Family and Community Engagement was developed with this purpose in mind. Actions are written to increase communication and relationships between schools and families. Action 4 (Develop a Robust Parent Engagement and Education Program) supports this purpose through parent workshops on topics that support student success. Some of the topics include - attendance, school readiness, technology literacy, requirements for graduation, and wellness and social-emotional supports.	PUSD continues to strive to improve engagement of underrepresented families. LCAP Goal 4 is designed to create the conditions for a strong parent-school partnership that supports student learning. The actions will  provide community resources, family engagement and empowerment programs, and a robust communications plan that will support outreach, and support home/school connection. The newer position of Director of Climate, Culture and Equity works to improve engagement of underrepresented families through various community events.	In the area of “Seeking Input for Decision Making,” building capacity and support for family members to effectively engage in advisory decision-making was identified as a strength. Training for members of School Site Council, English Language Advisory Committee, District English Language Advisory Committee, and Parent Teacher Association is offered at each school. Annually, the district provides professional development for key school site staff on requirements for School Site Council, English Language Advisory Committee, and District English Language Advisory Committee. The LCAP Committee and Parent Advisory Committee receive information on how the LCAP is used for services that address the eight state priorities.	PUSD values input for decision-making. In addition to the district input sessions, each site conducts input meetings. The presentation and talking points are provided to each site to ensure the same information is shared across the district. Families are familiar with their school site and are more likely to attend sessions and provide input in this comfortable environment.	PUSD and site staff strive to improve engagement of underrepresented families during the decision-making process. Site staff identify student groups that demonstrate areas of need compared to all students. The families of these identified groups are invited to participate in input sessions with the goal to improve the identified areas of need.	4	4	3	4	4	4	4	4	4	4	4	4	Met		2024-06-25	2024
19648810000000	Pasadena Unified	3	The Office and Family and Community Engagement (aka Family Engagement throughout this report) has established systems and structures for providing ongoing professional development to staff. This includes 1:1 support at school sites in addition to monthly training for Community Assistants and biweekly training for Community Advocates. Recent survey data illustrates that 94% of parent/guardian respondents agree that staff treat parents respectfully (Panorama Family, Spring 2024).

District departments and schools regularly host in-person family nights, resource fairs, and parent coffees as part of a consistent effort to welcome families to campuses. Survey results indicate that elementary and high school parents increasingly feel welcome to participate in their child’s school, with the greatest increase at the elementary level (+10%). Panorama results corroborate these results with 87% of parent respondents agreeing that they feel welcome to participate.

2023-2024 survey data also indicated parental involvement as a relative strength. Results from CalSCHLS parent and staff surveys demonstrate increased parent involvement in school compared to 2022-2023, and student responses regarding the promotion of parent involvement increased at the middle school level. 71% of staff members and 81% of parents agree or strongly agree that district schools have parents who are highly involved (LCAP survey, Spring 2024).

To support two-way communication with families, several new systems were implemented in the 2023-24 school year. This includes a districtwide public events calendar to serve as a hub for all parent and family opportunities offered by PUSD and partners, opportunities for district Family Engagement staff to host tables at school events and engage with families, and new social media outreach strategies. Family Engagement’s social media accounts are an important new strategy to promote information and resources to parents since approximately 29% of parents use social media as a primary source of communication about their child’s school (LCAP survey, Spring 2024). Family Engagement’s social media posts are in English and Spanish and include “mini-workshops,” images and text to convey key takeaways from workshops or events that may have been hosted in a longer, in-person format. 

Additionally, translation services and accommodation requests are offered at all parent meetings/workshops as a standard practice, and informational flyers and forms are distributed in multiple languages.	Based on survey results and focus group conversations, staff has identified several opportunities for improvement to increase trust and improve communication and relationships between staff and families.

First, parents indicate that they would prefer early, increased, and multimodal communication when staff make decisions that may impact their school community. This recommendation includes providing multiple ways to seek feedback and parent input.

Second, parents indicate that they would prefer more information about how to participate in their child’s education, more opportunities to participate at the school level (40%), and various modes of participation (e.g., virtual). Of survey respondents, 38% of parents who did not participate in parent activities at school cited uncertainty about how they can participate as the reason (LCAP survey, Spring 2024). Responses suggest that the most effective way to increase parental involvement is by providing more information about how to participate (selected by 44% of parents). Focus group participants concurred that understanding where and how to begin getting involved is an important gateway to greater participation in the school community over time. While parents indicate that they would prefer more information about how to get involved, recommendations from the LCAP survey and focus groups also indicate that this communication should be concise and free of educational jargon.

Third, results from CalSCHLS parent surveys indicate that most parents do not feel welcome to participate at the middle school level, despite middle school student perceptions that parental involvement is increasingly promoted. Only 19% of middle school parents feel welcome to participate, a decline of nearly 10% from the previous year (CalSCHLS, 2023-2024). Therefore, a focus area for 2024-25 should consider ways to support increased parental involvement of middle school parents, in particular. 

Finally, there are opportunities to provide additional support and training to staff in learning about each family’s strengths, cultures, languages, and goals for their children. Of staff survey respondents, 44% agree their school supports staff and faculty in learning about, discussing, and confronting issues of race, ethnicity, and culture, an increase of 5% from the previous year (Panorama Staff, Spring 2024). Survey responses indicate a high degree of staff training in examining cultural biases (88% agreement) and school environments that foster diversity (93% agreement). However, relatively fewer (68%) parents agree that their school values the diversity of children’s backgrounds (Panorama Family, Spring 2024). For 2024-25 a focus area for Family Engagement includes consideration of adopting a new research-based framework for engagement that approaches engagement through an asset-based lens, a recommendation that emerged from this year’s Black Student and Family Taskforce Engagement Committee.	Focus groups and committees conducted as part of the strategic planning process revealed the need to increase Family Engagement support at school sites to engage families who may not be active in school or district-level committees and whose interactions and engagement with school staff are primarily at the school level.

A major theme from focus group findings was that “engagement is embedded into everything we do.” In other words, parent engagement is a shared commitment among all staff. The input from these meetings influenced the decision to expand community assistants to all school sites and modify the role of Family Engagement staff at the central office to shift primary activities from attending district leadership meetings and coordinating district workshops to a greater emphasis on supporting and training site-based community assistants who interact with students, staff, and families every day. Family Engagement staff also increased attendance at site-based meetings and events to establish trust and build relationships with students and families. These relationships enable staff to engage more underrepresented families. 

Another way engagement can be broadened is to increase multilingual communication. Approximately 10% of families report that they would become more involved in PUSD if there were more communication in their family’s primary language (LCAP Survey, Spring 2024). In response, the Office of Family Engagement will offer focus groups and more workshops in a language other than English.

In 2023-24, a Black Student and Family Taskforce Engagement Committee additionally formed recommendations as they convened over a series of meetings and Town Hall events. The Engagement Committee’s recommendations include diversifying ways to engage and gather input from families, providing opportunities for parents to gather in racial affinity groups centered around shared experiences and support, and analyzing disaggregated survey data by multiple variables, including race/ethnicity, income, geography, school. These recommendations will be implemented during the 2024-25 school year.	For 2023-24, Family Engagement staff established training systems primarily for site-based Community Assistants, Community Advocates, and Truancy Specialists. Now that these systems are well-established, 2024-25 presents an opportunity to further develop principal and teacher training around family engagement topics. This year, the Family Engagement team laid the groundwork for teacher and principal training by partnering with the Curriculum, Instruction, and Professional Development department around topics of shared interest for training. This collaboration included a joint effort to support parent engagement in supporting students’ literacy and mathematics achievement.

In addition to academic learning, parent education offerings included health and wellness topics to support student development. Focus group participants particularly appreciated a workshop about supporting children in processing their emotions, a well-attended event provided by non-profit partner Young and Healthy. Other successful offerings included Intro to Middle School, Transition to High School, and most recently, Welcome to TK/Kindergarten, which was attended by more than 50 parents and live-streamed on social media. Opportunities like this help parents prepare their children for school and establish positive relationships with staff at the start of a student's educational journey.

Advocacy learning opportunities were also offered via a series of staff training events, parent leadership classes, committee meetings, and events. Annual training provided by Student Wellness and Support Services in partnership with the Office of Enrollment includes ensuring staff are aware of the rights of foster youth, students experiencing homelessness, and unaccompanied minors, and that school staff has information and resources to share with students and families. Community Schools additionally contracted with the Pasadena/Altadena Coalition of Transformative Leaders (PACTL) to provide parent leadership training, with topics such as how to navigate school systems. Family Engagement also partnered with the Community Advisory Committee (CAC) and Special Education to host the CAC Resource Fair, ensuring families of students with individualized plans have access to information and services to ensure their children have the support and opportunities they need to thrive in school and beyond.
	At the elementary and high school levels, there were 5% increases in parent perspectives that schools encourage them to be an active partner. However, agreement was still below 50% overall, and agreement at the middle school level decreased (-4%) from the previous year (CalSCHLS Parent, 2023-24). 

Survey responses also reveal that parent interactions with teachers are less than 1-2 times per year for most parents (75%; Panorama Family, Spring 2024). 

Of survey respondents, 68% of parents agree that schools effectively communicate with parents regarding their child’s progress compared to 83% of staff members (LCAP, Spring 2024). 

Based on these results, focus areas for 2024-25 include increasing collaboration with Curriculum, Instruction, and Professional Development to expand and enhance learning opportunities for teachers, principals, and families and ensure families receive accessible and timely information about how to support their children’s development. 

Focus group feedback also indicated that parents are interested in family education topics that are timely and personally affect their children. Sample topics requested for 2024-25 included a range of interests, from IEPs 101 and how to write an IEP goal, to information about school lunches.

Another focus area for 2024-25 is ensuring parents/guardians have access to information about how their student is doing in school. Student attendance, grades, and test scores are primarily accessed via Parent Portal. However, some parents do not have access (23% as of 4/26/2024), a statistic that has improved slightly (-1%) from the previous year. To increase access, Family Engagement will target its efforts in the coming year to increase the percentage of parents who have access to Parent Portal at critical transition grade levels (5th to support the transition to middle school; and transition grades 6th and 9th).
	To improve engagement of underrepresented families around Building Partnerships for Student Outcomes, Family Engagement proposes several new metrics in addition to the strategies proposed in Section 1. These metrics are intended to better assess the impact of parent partnership training and activities.

Proposed new metrics:

Staff Training survey responses: I use what I learned through professional development to better support student and family needs.
Parent Training survey responses: This experience provided information or resources that I can use to support my student or school.
Parent Portal Access rate: Measure access rates for targeted grade levels (5th to support the transition to middle school; and transition grades 6th and 9th).	Of survey respondents, 62% of parents agree or strongly agree that district schools offer parents a say in the decision-making process at their child’s school compared to 77% of staff. (LCAP survey). At the elementary and high school levels, there were slight increases (1-2%) in parent perspectives that actively seek the input of parents.

In addition to School Site Councils, English Learner Advisory Committees, African American Parent Councils, PTSAs, the Community Advisory Committee, LCAP Parent Advisory Committee, and the Foster Youth Council, PUSD offers a multitude of ways to seek input in decision-making.  

Throughout the 2023-24 school year, Parent Leaders Network provided monthly opportunities for parents and caregivers to meet and engage in team-building activities and shared learning experiences to understand school and district plans. These meetings were offered at varying times and via multiple modalities to encourage participation among parents with diverse scheduling preferences. 

A Roadmap Advisory Committee (RAC) comprised of teachers, labor partners, parents/caregivers, and administrators meets regularly to develop a cohesive five-year Implementation Roadmap. This committee’s overarching mission is to ensure the PUSD community and educational partners can understand and inform our District’s action strategies to deliver on the promises made in the 2028 Strategic Plan.

Another collaborative structure, the Community Schools Advisory Council, met monthly this year and has reviewed PUSD’s Strategic Plan and the CA Community Schools Framework to inform revisions to PUSD’s Vision and Mission for Community Schools. This council collaboratively develops and shares the Community Schools Implementation Plan. 

PUSD additionally launched the Black Student and Family Task Force in 2024 to seek community input on strategies to ensure the success of Black students.

Specialized programs also have established structures for shared decision-making, including College and Career Academy advisory boards and magnet school advisory boards.

When asked how involved parents have been with parent group(s) at their child's school, 43% responded somewhat involved or more, and 31% responded that they are slightly involved (Panorama Family, Spring 2024).

Families, staff, and community partners who are not actively involved in one of these committees have the opportunity to contribute feedback by participating in focus groups, town hall meetings, surveys, and other less formal means of sharing feedback such as conversing with staff.

Of survey respondents, 85% of families agreed that staff welcomes their suggestions, an increase of 2% from the previous year (Panorama Family, Spring 2024).	While there are extensive opportunities to provide input, focus areas of improvement include actively seeking middle school parent input. Of the respondents, 13% of middle school parents agreed that schools actively seek the input of parents, a decrease of 4% from the previous year (CalSCHLS Parent, 2023-24).

Another area of focus based on LCAP survey recommendations is to continue to enhance transparency by fostering a culture of parent/community input. Overall recommendations based on LCAP survey data suggested that PUSD continue to prioritize transparency and expand opportunities for active involvement and input in decision-making. While this recommendation specified staff involvement, in particular, focus groups with parents indicate that this recommendation could equally apply to parents and caregivers. 

Additionally, focus group feedback recommends that participation be meaningful, including ensuring that parent groups and events to gather input provide clarity of the purpose and intended outcomes of the engagement as well as how feedback will impact decision-making. Parents would like to understand how and why they are made.

Finally, there are opportunities for cross-departmental collaboration to evaluate the various surveys administered and determine ways to reduce survey fatigue.	When asked how involved parents have been with parent group(s) at their child's school, a majority of parents indicate at least slight involvement. However, 26% of respondents indicated they are not involved in parent groups (Panorama Family, Spring 2024).

LCAP survey data indicates a variety of reasons for lack of involvement (needs for more information, more convenient times for participation, more convenient locations for participation, and more communication in the family’s primary language, among others). Focus groups conversations revealed that the most convenient time or location for one parent may be less convenient for another. Therefore, PUSD can improve engagement of underrepresented families in decision making by:

- Providing training to provide parents and committee members with information to help them feel confident to participate in decision-making and to promote increased transparency and trust

- Ensuring accessibility, including accommodations to mitigate barriers to engagement and the inclusion of parent and caregiver voices that may be underrepresented

- Using a variety of communication strategies in parent-friendly and home languages to gather feedback from parents/caregivers who may not want or have the cavity to participate in parent groups

- Promoting environments that instill a sense of belonging and shared commitment to improvement
	4	4	3	4	2	4	3	3	3	3	4	3	Met		2024-06-27	2024
19648810113464	Aveson Global Leadership Academy	3	A.G.L.A. strives to have an inclusive policy, welcoming students to schedule meetings with administrators or counselors at their convenience to address concerns and seek clarification. Consistent staff meetings ensure collective involvement in decision-making processes, fostering a collaborative environment. Advisors maintain consistent communication with families regarding student advancement, attendance, and upcoming school activities. Parents receive notifications about school events through various channels such as calls, flyers, and ParentSquare posts. 

We prioritize inclusivity and accessibility in our school events, recognizing the diverse needs of our community. To accommodate individuals who work late or families with busy schedules, we extend the timing of certain school events into later evenings. By offering events beyond typical school hours, we ensure that everyone has the opportunity to participate and engage in the school community. Whether it's parent-advisor conferences, curriculum nights, or extracurricular activities, we strive to schedule events at times that are convenient for a wide range of attendees. This approach not only fosters greater participation and involvement but also reinforces our commitment to creating a welcoming and supportive environment for all members of the A.G.L.A. community.

We have demonstrated a steadfast commitment to our Diversity, Equity, and Inclusion (DEI) initiative through a variety of actions and programs. Firstly, we have implemented comprehensive diversity training for all staff members to promote cultural competence and sensitivity in the classroom and beyond. Additionally, we have established affinity groups and safe spaces for students from marginalized communities to share experiences and support one another. These groups serve as platforms for dialogue, education, and advocacy, fostering a more inclusive and equitable school environment. Furthermore, we have reviewed and revised our curriculum to incorporate diverse perspectives and histories, ensuring that all students see themselves reflected in their education. Additionally, we have actively recruited and retained diverse faculty and staff members to better represent the demographics of our student body and provide diverse role models for our students. Through these efforts and more, we continue to prioritize DEI as a fundamental aspect of our school's mission and values, striving to create a welcoming and affirming community for all.

Our family communication platform, ParentSquare, offers a thorough translation program that can be individualized by family members who speak a language other than English 

Many of our staff members speak Spanish and offer translations to ensure communication needs are met for all families. 
	Family involvement is a continued area of growth for A.G.L.A. While we continue to seek different methods to communicate effectively, getting families to attend events on campus and participate in the learning and teaching of their students has been a challenge.	There are multiple surveys that go out throughout the year to solicit feedback. With clear communication channels established we hope to grow parent participation over time. Employing  a wide range of culturally sensitive strategies to encourage family and community involvement, especially with the learning/teaching process, positively impacts students’ rapport and trust and values the identities of all families.	A.G.L.A. demonstrates strength in various areas such as School Pathways, ensuring students and parents have continuous access to grades, as well as Extension Projects, allowing students to showcase mastery through projects. The implementation of Mastery Learning emphasizes learning over grades, and the SKIES Learning platform covers a comprehensive range of assessments and tools to scaffold learning effectively. However, areas for growth include the need to align rubrics for learning outcomes across curriculums to streamline assessment processes and support student learning further. Additionally, there's a call to redefine rigor by establishing a shared understanding in the classroom and to develop a systematic approach to analyze student achievement data, thereby informing instruction and differentiating curriculum for all learners through collaboration between advisors and leadership.	Aligning Rubrics - Learning Outcomes can be aligned across curriculums to streamline the assessment process and further support student learning. Redefining Rigor - A.G.L.A. should create a shared understanding and definition of what rigor looks like in the classroom. System of Data Analysis - A.G.L.A. needs to systematically analyze student achievement data to drive instruction and differentiate curriculum for all learners. Advisors should collaborate with leadership to identify current data systems, develop goals for increasing their effectiveness and implement key formative and summative data measures to better guide instruction and differentiate student support strategies.	AGLA can continue to develop culturally responsive pedagogy and communication strategies to bridge the gap of communication between staff and underrepresented families.	AGLA has developed robust communication channels, ensuring regular and transparent feedback loops with all stakeholders, including parents, students, teachers, and community members. Efforts to ensure diverse representation in decision-making processes have been successful, as evidenced by increased participation rates from underrepresented groups. The LEA maintains transparency by regularly sharing detailed reports and updates on how feedback influences policies and actions. Additionally, professional development for staff on effective communication and stakeholder engagement strategies has been prioritized, further enhancing the effectiveness of these efforts.

Progress is notable in the LEA's adoption of advanced digital tools, improving accessibility for stakeholder input through virtual meetings and online surveys. Data-driven decision-making has become a cornerstone of their approach, integrating local data with stakeholder feedback to inform decisions. The LEA has shown responsiveness by making quick adjustments based on input, such as adapting strategies during the pandemic to address immediate community concerns. Strengthened partnerships with local community organizations have also expanded the reach and depth of stakeholder engagement, ensuring a comprehensive understanding of community needs and priorities. These combined efforts enhance the LEA's decision-making processes, making them more inclusive, informed, and adaptive.	AGLA's challenges in seeking input for decision-making. One significant challenge is ensuring consistent and meaningful engagement from all stakeholder groups. While participation rates have increased, sustaining this level of engagement and reaching those who are less inclined or able to participate remains difficult. There are still gaps in engaging certain underrepresented communities, and efforts to make communication channels fully accessible and inclusive for all can be improved. Additionally, the digital divide poses a challenge, as not all stakeholders have equal access to the necessary technology and internet connectivity to participate in virtual meetings and online surveys effectively.

Another challenge is managing and synthesizing the vast amount of feedback received from diverse sources. Ensuring that all voices are heard and adequately considered in the decision-making process can be complex and time-consuming. There is also the difficulty of balancing conflicting viewpoints and priorities among stakeholders, which can lead to delays in decision-making or dissatisfaction among some groups. Moreover, while data-driven decision-making has been a priority, integrating qualitative feedback with quantitative data to create a holistic view of stakeholder needs presents an ongoing challenge. These issues highlight the need for continued efforts to improve engagement strategies, ensure equitable access, and develop efficient methods for processing and incorporating feedback into actionable plans.	Continue our focus on culturally diverse ways of approaching community needs and voice.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-20	2024
19648810113472	Aveson School of Leaders	3	The district maintains frequent, proactive communication with families through various channels and languages via ParentSquare and Possip.
The district ensures multiple avenues for families and staff to offer their input in diverse formats.
The district fosters numerous opportunities to establish relationships and partnerships.
Schools within the district create inviting environments that embrace and welcome families.	We strongly advocate for teachers and families to work together in creating objectives for students' growth and progress. Ongoing professional development is essential for teachers to effectively engage with families and address students' specific needs and goals. We must also explore ways to enhance the involvement of underrepresented families and improve their engagement in the educational process.	We will increase the number of family engagement activities through our DEIC committee of the PTA and ensure there are culturally responsive approaches to those interactions.	The district actively involved parents and families in their child's education through initiatives such as parent-teacher associations, family engagement workshops, and home-school communication platforms. We also met several times a year with families for triads and student led conferences, as well as school learning celebrations.	While we have clear progress reporting periods, we would like to personalize the family experience of progress reports with more specific data driven comments to help families better understand their child's progress.	The district will proactively reach out to underrepresented families and build relationships based on trust and mutual respect. This can involve home visits, community events, or culturally relevant workshops. Engage community leaders, organizations, and cultural liaisons to bridge the gap between schools and families.	The district identifies relevant stakeholders: Identify and engage stakeholders directly affected by or have expertise or knowledge related to the decision. The district considered diverse perspectives, including individuals or groups who may have historically been marginalized or underrepresented. The district also provided multiple avenues for input: Offered various channels for stakeholders to provide feedback. This can include surveys, focus groups, public forums, online platforms, or one-on-one meetings. Providing multiple avenues ensures that different preferences and accessibility needs are accommodated.	The district will continue to attempt various engagement strategies to reach a broad range of stakeholders. This can include surveys, focus groups, interviews, workshops, town hall meetings, online forums, or social media campaigns. A mix of strategies will help us capture input from different stakeholders and encourage diverse participation.	The district will proactively reach out to underrepresented families and build relationships based on trust and mutual respect. This can involve home visits, community events, or culturally relevant workshops. Engage community leaders, organizations, and cultural liaisons to bridge the gap between schools and families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-20	2024
19648810113894	Pasadena Rosebud Academy	3	Strengths:
Open Communication Channels: PRACS has established multiple avenues for consistent and transparent communication between school staff and families, including newsletters, social media updates, ParentSquare, Back-to-School, Night, and  parent-teacher meetings.

Parent Involvement Programs: There is a robust framework for parent involvement, with active Parent-Teacher Organization(PTO) and numerous volunteer opportunities that engage families in the educational process.

Cultural Competency Training: School staff have undergone cultural competency training, which has improved their ability to connect with and understand families from diverse backgrounds, fostering a more inclusive environment.

Family Resources: Offering family resources in various ways provides support and resources for families, helping them navigate educational and social services.

Positive Feedback: Surveys and feedback mechanisms indicate high levels of satisfaction among parents and guardians with the accessibility and responsiveness of school staff.

Progress:
Increased Family Engagement: Recent initiatives have led to a notable increase in family participation in school events and decision-making processes, demonstrating strengthened partnerships.

Improved Student Outcomes: Data shows a correlation between increased family engagement and improved student performance, attendance, and behavior, indicating the effectiveness of relationship-building efforts.

Enhanced Communication Platforms: The integration of digital platforms for communication has facilitated more immediate and efficient interactions between school staff and families, making information more accessible.

Responsive Support Services: Expansion of counseling and support services tailored to family needs has been positively received, as evidenced by rising usage rates and positive feedback.
	Language Accessibility: Despite the small number of EL population, there is a need to enhance language accessibility for non-English speaking families. Increasing the availability of translated materials and interpreters will ensure all families can engage fully.

Tailored Communication Strategies: Develop more personalized communication strategies to address the varying needs and preferences of diverse family units. This includes utilizing different mediums and adjusting the frequency and content of communications to better suit individual family dynamics.

Professional Development: Expand ongoing professional development for school staff on effective communication and relationship-building techniques. This will empower staff to engage more effectively with families, particularly those who are harder to reach.

Feedback Utilization: Improve the mechanisms for collecting and acting upon feedback from families. This includes not only gathering input but also transparently communicating how this input influences decision-making and changes within the school.

Consistency Across Schools: Ensure that relationship-building efforts are consistent throughout the school. This includes standardizing best practices and ensuring that the school has the resources and support needed to implement them effectively.

Resource Awareness: Increase awareness and accessibility of available resources and support services for families. This includes better promotion of existing programs and more proactive outreach to ensure all families are informed and can benefit from these resources.

By focusing on these areas, PRACS aims to build stronger, more effective relationships between school staff and families, ultimately enhancing the educational experience and outcomes for all students.
	Targeted Outreach Programs: Develop and implement targeted outreach programs specifically designed to engage underrepresented families. This includes home visits, community events, and partnerships with local organizations that have established trust within these communities.

Culturally Relevant Communication: Tailor communication materials and methods to be culturally relevant and accessible. This involves translating materials into multiple languages and utilizing culturally resonant imagery and messaging that reflects the values and experiences of underrepresented families.

Parent Liaison Roles: Appoint dedicated parent liaisons from underrepresented communities who can serve as bridges between families and school staff. These liaisons will help to ensure that the concerns and needs of underrepresented families are heard and addressed.

Flexible Meeting Times and Locations: Offer flexible meeting times and locations to accommodate the varied schedules and transportation challenges of underrepresented families. This includes virtual meeting options to increase accessibility.

Focus Groups and Listening Sessions: Organize regular focus groups and listening sessions with underrepresented families to gather direct input on their experiences and needs. This feedback will be integral in shaping policies and practices that better serve these communities.

Community Partnerships: Strengthen partnerships with community organizations and leaders who work closely with underrepresented families. Collaborating with these trusted entities can help to build trust and increase engagement.

Resource Allocation: Allocate resources specifically to support underrepresented families. This includes childcare during meetings, and access to technology.

Inclusive Events and Activities: Design and host events and activities that are inclusive and welcoming to underrepresented families. These events should celebrate the diverse cultures and backgrounds of the school community, fostering a sense of belonging and respect.

Training for Staff: Provide ongoing training for school staff on cultural competence and implicit bias. This will help staff to better understand and address the unique challenges faced by underrepresented families and to engage with them more effectively and respectfully.

Regular Communication and Follow-Up: Establish a system for regular communication and follow-up with underrepresented families to ensure that their concerns are being addressed and that they are kept informed of their child’s progress and school events.

By implementing these strategies, PRACS aims to create a more inclusive and supportive environment that fosters stronger relationships between school staff and underrepresented families, ultimately leading to improved educational outcomes for all students.
	PRACS has made significant strides in building partnerships to enhance student outcomes, as evidenced by both educational partner input and local data analysis.

Strengths:
Community Engagement: The LEA has effectively engaged community partners, including parents, local businesses, and nonprofits, fostering a collaborative environment focused on student success.

Strong Communication Channels: Regular communication through newsletters, PTO meetings, and social media has ensured transparency and kept educational partners informed and involved.

Inclusive Decision-Making: PRACS has established a Parent Teacher Organization that includes diverse  representatives, ensuring that decision-making processes reflect the needs and perspectives of educational partners.

Progress:
Enhanced Parental Involvement: Data shows an increase in parental participation in school events and decision-making processes, indicating growing trust and collaboration between families and the school.

Partnerships with Local Organizations: Collaboration with local businesses and non-profits has led to the creation of art programs, after-school activities and tutoring, and support services, directly contributing to improved student engagement and achievement.

Resource Allocation: Strategic partnerships have allowed PRACS to secure additional resources, which have been effectively utilized to support student learning and well-being.

These strengths and progress demonstrate the PRACS's commitment to leveraging community partnerships to create a supportive and effective educational environment for all students.
	Increasing Equitable Access: There is a need to ensure that partnership opportunities and resources are equitably accessible to all students, particularly those from underserved communities. This includes expanding outreach efforts and providing additional support to families who may face barriers to participation.

Enhancing Communication Strategies: While current communication channels are effective, there is room for improvement in reaching all educational partners. This includes utilizing multiple languages, accessible formats, and varied platforms to ensure comprehensive and inclusive communication.

Strengthening Partnership Alignment: It is crucial to better align community partnerships with the specific academic and social-emotional needs of students. This involves regular evaluation of partnership programs and ensuring they are directly contributing to targeted student outcomes.

Expanding Professional Development: Providing ongoing professional development for educators and staff on effective partnership practices can enhance collaboration efforts. This includes training on cultural competency, family engagement strategies, and community resource integration.

Data-Driven Decision Making: Increasing the use of data to monitor and evaluate the impact of partnerships on student outcomes will help identify successful practices and areas needing adjustment. This includes setting measurable goals and regularly assessing progress.

By addressing these focus areas, PRACS can further strengthen its partnerships and ensure they are effectively supporting student success across all demographics.
	Targeted Outreach: PRACS will develop targeted outreach programs specifically designed to connect with underrepresented families. This includes hosting community events in local neighborhoods, partnering with community leaders, and using culturally relevant communication methods.

Language and Accessibility Support: To ensure all families can participate, PRACS can  provide translation and interpretation services at meetings and events if needed. Additionally, materials will be distributed in multiple languages and accessible formats to accommodate diverse needs.

Culturally Responsive Engagement: PRACS will offer training for staff and educators on culturally responsive practices to better understand and address the unique needs of underrepresented families. This training will focus on building trust and fostering respectful, supportive relationships.

Flexible Engagement Opportunities: Recognizing that traditional meeting times and formats may not be convenient for all families, PRACS will offer flexible engagement options. This includes virtual meetings, varied meeting times, and home visits when appropriate.

Building Parent Leadership: PRACS will develop programs to empower parents from underrepresented groups to take on leadership roles within the school community. 

Feedback Mechanisms: Implementing regular feedback mechanisms, such as surveys and focus groups, will allow PRACS to gather input from underrepresented families and adapt strategies based on their needs and suggestions.

Collaborative Partnerships: Strengthening partnerships with local community organizations that serve underrepresented populations will help bridge gaps and provide additional support and resources to families.

By implementing these strategies, PRACS aims to create a more inclusive and supportive environment that actively engages underrepresented families, thereby enhancing student outcomes through stronger community partnerships.
	Strengths:
Established Advisory Committees: PRACS has successfully established various advisory committees that include parents, teachers, and students. These committees provide a platform for diverse perspectives to be heard and considered in the decision-making process.

Transparent Communication: PRACS has maintained transparency through regular updates and open communication channels. This includes newsletters, public meetings, ParentSquare, and social media updates, ensuring educational partners are informed and have the opportunity to provide input.

Regular Surveys and Feedback: Consistent use of surveys and feedback forms has allowed PRACS to gather input from a wide range of educational partners. The data collected from these surveys is actively used to inform decisions and policy changes.

Progress:

Responsive Adjustments: PRACS has demonstrated responsiveness by making adjustments based on educational partner input. Examples include modifications to implementation of new programs, and resource allocation changes that reflect community feedback.

Inclusive Decision-Making: Efforts to include underrepresented groups in the decision-making process have shown progress. Specific initiatives, such as targeted outreach and language support, have led to more inclusive participation from diverse community members.

These strengths and progress highlight PRACS commitment to actively seeking and incorporating input from its educational partners, thereby fostering a collaborative environment where all voices are valued in shaping the educational experience.
	Broader Representation: Efforts should be intensified to ensure that all demographic groups within the community are represented in the decision-making process. This involves targeted outreach to underrepresented groups to encourage their involvement and ensure their voices are heard.

Improving Feedback Utilization: While collecting feedback has been effective, there is a need to enhance how this feedback is utilized and communicated back to the community. Clear and transparent processes for how input is considered and acted upon should be established and shared with educational partners.

Regular and Structured Engagement: Creating a more structured and regular schedule for engagement activities can help ensure continuous and consistent input. Capacity Building: Providing training and resources to educational partners to help them understand the decision-making process and how they can effectively contribute can empower more meaningful participation. This includes workshops on school governance, policy understanding, and advocacy skills.

Leveraging Technology: Utilizing technology more effectively to gather and analyze input can streamline the feedback process and make it easier for educational partners to participate. This includes online surveys, interactive platforms for feedback, and virtual forums for discussion.

Building Trust and Transparency: Continued efforts to build trust and transparency in the decision-making process are essential. This involves not only being transparent about decisions made but also about the reasons behind them and how educational partners' input influenced the outcomes.

By addressing these focus areas, PRACS can enhance its processes for seeking input, ensuring a more inclusive, responsive, and effective decision-making environment that truly reflects the needs and aspirations of the entire community.
	Targeted Outreach and Communication: PRACS will implement targeted outreach initiatives to connect with underrepresented families. This includes direct communication through phone calls, home visits, and community liaisons who can bridge the gap between the school and these families.

Language Support Services: Ensuring all communication is available in multiple languages spoken within the community, PRACS will provide translation and interpretation services at meetings and in written materials to make information accessible to non-English speaking families.

Flexible Engagement Opportunities: PRACS will offer flexible meeting times, virtual meeting options, and various locations to accommodate different schedules and transportation needs. This will help increase participation from families who might otherwise be unable to attend.

Building Trust through Community Partnerships: Partnering with local organizations that already have established trust within underrepresented communities will help the school connect more effectively. These partnerships can facilitate introductions, co-host events, and provide a familiar and trusted presence for families.

Empowering Family Leaders: PRACS will develop programs to identify and support family leaders from underrepresented groups. By providing training and resources, these leaders can serve as advocates and liaisons, helping to bring more voices into the decision-making process.

Creating Welcoming Environments: Establishing welcoming and inclusive spaces for engagement activities is crucial. PRACS will ensure that meetings are held in comfortable, accessible locations and that the atmosphere is supportive and respectful.

Regular Feedback and Follow-Up: Implementing regular feedback mechanisms, such as surveys and focus groups, will allow the school to continuously gather input from underrepresented families. Additionally, PRACS will follow up to show how their input has been used, demonstrating that their voices are valued and impactful.

Capacity Building and Education: Providing educational workshops and resources on the decision-making process, school governance, and ways to get involved will empower underrepresented families to participate more confidently and effectively.

By implementing these strategies, PRACS aims to create a more inclusive and equitable environment for seeking input, ensuring that the perspectives and needs of underrepresented families are actively considered and addressed in the decision-making process.
	4	5	4	4	5	4	5	4	4	4	4	4	Met		2024-06-20	2024
19648810118075	Learning Works	3	Learning Works is designed to re-engage students who have struggled to make progress in traditional public school settings. Our model for re-engagement of students is based on the idea of leading any interactions with students based first on relationship in order to support students with a rigorous and relevant curriculum. Our curriculum is also designed to welcome students who have struggled in school and need to make progress in steady and incremental steps. It is based on five-unit modules that incorporate activities, textbooks and other instructional materials, labs and field trips with individualized learning support through one on one staff support and in small group settings.	Having been engaged in this work for more than ten years, our school has developed numerous strategies that develop the capacity of new and existing staff to build trusting and respectful relationships with each individual student first and, in turn, with family members and others who can support the student with their educational goals. Staff also engages in weekly collaborative time to engage in professional learning related to topics that will support engagement with the students and families we support. Our main focus in this area is to continue to provide support and engagement in our strategies through ongoing staff development and individualized support plans.	Work in this area is focused on developing a calendar of activities to engage families using our revised family engagement policy, implementing governance and advisory structures outlined in the Community Schools grant, and establishing individualized family supports including mental health and counseling opportunities, supports for families who are justice-involved, and to provide grief and trauma supports.	Our school serves a large majority of students who are 18 or over working toward a high school diploma. For many families, parent involvement in schoolwork has been a longstanding challenge and a source of friction between parents and the youth we serve. Thus, we engage in non-traditional strategies for student and family engagement in school. Our students struggle on a daily basis to get to school and make progress on their school work.	We provide supports to continually re-engage students, which includes frequent individual calls, home visits, and bringing materials and emergency supplies to homes, driving students to appointments and providing many other practical supports.	Even with these challenges, we value and encourage parents and other family and friends who are a positive support to participate in the life of the school and their student’s education. Partnership building with other organizations and employers will be enhanced through the Community Schools and Safer Communities grants.	Given the types of supports our students utilize, LW has a number of partnerships with community organizations to provide educational and support services including Homeboy Industries, Armory Center for the Arts, the Flintridge Center, Families Forward Learning Center, Planned Parenthood, Pasadena Public Health Department, and Pasadena Mental Health. We have the regular involvement of volunteer groups from the Pasadena Garden Club in our school garden, supporters of our Pregnant and Parenting Teen program and through donations to Hope Works, which provides essential supplies and referrals for homeless youth. Our community learning center, Community Works offers tutoring support to the community and other enrichment activities.	In order to engage parents and other people who support our students in collecting input and information for decision-making, LW has surveyed parents and offered meetings for parents and others interested in learning more about what the school has to offer and how they can be involved. We have adopted a family engagement policy and have implemented annual parent meetings focused on access to opportunities through federal funding and school safety planning. This will continue to support the development of the LCAP, WASC, CSI/Title I and other regular school planning activities.	The Community Schools grant will further enhance these connections to governance and opportunities for participating in an advisory capacity. An advisory board made up of partners and school community representatives are planned to support these initiatives as is partnering with Community Access Plan (CAP) and identifying providers and other government agencies to support students specific needs in mental health and wellness.	5	5	5	5	4	4	5	5	3	3	3	3	Met		2024-06-25	2024
19648810136945	OCS - South	3	Relationship building is a core belief of how we work, how we treat each other and what our school
values in life and through education. Essential to building trusting and respectful relationships with
families that create welcoming environments is our looping philosophy. Looping practices support
our educational environment where a single group of students stays with a teacher for two (or more)
years or grade levels. This multi-year relationships between teacher and student create a familiarity
with the social-emotional health of a student and provides for deeper understanding of the whole
child to guide instructional decisions. OCS - Souths looping classroom environments are a critical
component to the success of our unique and innovative school design. It is key to the success of our
School-Family Partnership as it encourages and develops a stronger sense of community and family
among parents, students, and teachers.

The results of our Spring 2024 CalSCHLS Parent Satisfaction Survey, parents/guardians responded to strongly agree demonstrating the following areas are some of our greatest strengths:
89% of parents indicated teachers are responsive to child’s social emotional needs
71% of parents indicated the school provides parents with advice and resources to support my child’s social and emotional needs
 39% of parents indicated the school encourages them to be an active partner with the school in educating their child 
48% of parents indicated feeling welcomed by staff at the school campus
38% of parents indicated the school promotes academic success for all students
43% of parents indicated that this school is a supportive and inviting place for students learn
44% of parents indicated that the school is a safe place for their child 

This demonstrates our continued commitment to relationships with families and students in the continued education and development of our students.	Through the analysis of educational input and our local data, our main focus area is our social - emotional learning and support for our students as we continue to recover from the impacts of the COVID-19 pandemic. In the 2023- 2024 school year, we focused on building our community events, creating classrooms to foster building student relationships and increased parent teacher conferences by having a fall and spring conference.  

Improving relationships between school staff and families is crucial for fostering a supportive and inclusive educational environment. We have identified two key focus areas for enhancing these relationships 1) effective communication and 2) creating a welcoming atmosphere. To ensure we achieve this area of improvement we will continue to improve clear communication channels, such as newsletters, emails, and social media platforms, to provide information and updates to families. It's important to ensure that communication is accessible and considers diverse preferences.

Another important focus area is parent involvement and support. We will encourage and facilitate parent engagement through volunteering opportunities, participation in school committees, and workshops. Involving parents in decision-making processes and seeking their input on school policies and programs strengthens the relationship between staff and families. Providing family support services, such as counseling and access to social services, acknowledges the challenges families may face and demonstrates a holistic approach to supporting their needs. We will be adding a Family and Community Engagement Specialist to support our families engagement and ensure we are supporting the families of our unduplicated students.  In addition, we are adding parent educational workshops each semester to enhance collaboration, and create a more inclusive and supportive educational environment.	Through the analysis of educational input and our local data, we will improve the engagement of our underrepresented families with the following strategies: 

32% of respondents indicated agreement with opportunities for meaningful student participation.  To address this, we will increase parent participation in parentsquare usage for effective communication.
26% of respondents indicated that they strongly agree that  the school actively seeks the input of parents before making important decisions. To address this, the schools Principal and Assistant Principal will  initiate monthly parent drop-in sessions without a formal agenda to spend time listening to parents and guardians about their experiences
Overall, the consistency in communication from Administration and from Teachers is an area for improvement that will be addressed by having clearer expectations devised and shared among staff and parents.	A hallmark of our school community is our School Family Partnership to ensure we have developed processes and procedures for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Analysis from our educational partner input and local data identify for the following strengths for Building Partnerships for Student Outcomes:

Verified assessments such as i-Ready, CAASPP, as well as authentic teacher assessments are used throughout the year to monitor student progress. This information is communicated with families during parent/teacher conferences and provides families with information and resources to support student learning and development in the home.
Multiple forms of communication ensure students and families are supported, have access to resources and a  clear policies and procedures in our Parent Student Handbook.  Strategies to support communications are:  daily home to school folders, weekly teacher/classroom newsletters; weekly self-reflections, parent education nights, town hall meetings, and parent representation on our Governing Board. 
Student Support Progress Team (SSPT) processes ensure that families understand and are aware of how to exercise their legal rights and advocate for their own students.	Odyssey Charter Schools values the opportunities and process for building partnerships to improve student outcomes.  We believe that Improving partnerships for student outcomes involves establishing a shared vision and goals with schools and community stakeholders. Open communication channels and regular engagement provide opportunities for parents to actively participate and provide feedback. Involving parents in decision-making processes, school committees, and volunteer opportunities empowers them as partners in their child's education. Access to coordinated support services, such as mental health resources and tutoring programs, ensures that parents have the necessary tools to support their child's academic and personal growth. Collaborative professional development opportunities enhance parents' knowledge and skills, allowing them to better navigate the educational system and support their child's learning needs. Sharing relevant data and celebrating successes recognize parents' contributions and keep them informed about their child's progress. By prioritizing these areas, schools can foster strong partnerships with parents, leading to improved student outcomes and a sense of shared responsibility for their child's success.
To further address this area, Odyssey South’s Principal and Assistant Principal are inviting parents and families onto campus for morning student drop off. This will be a small but meaningful way parents can build connections with other parents/families, and their child’s teacher. Furthermore, a second Parent-Teacher conference will be held in the Spring semester to provide parents focused time to discuss their child’s progress during the year.	Based on the analysis of our growing organizational needs and the results from our 2024 CalSCHLS survey, we have identified the need to restructure our school organization to include a Family and Community Engagement Specialist. This role is essential to ensuring support and engagement for our underrepresented families. The Family and Community Engagement Specialist will work directly with the Director of Education to address the unique challenges faced by these families. Their primary goal will be to foster a partnership among schools, parents, and the community to improve student academic achievement. Additionally, they will focus on building families’ capacity to become actively involved in their child’s education both at school and at home, encouraging them to be full partners in their child’s academic journey.
In addition,  to engage underrepresented families in building partnerships for student outcomes, the Principal, Teachers, and Support Staff will deliberately focus on cultivating and nurturing relationships with families to ensure they are aware of the many programs, services, and resources available to families. Specific strategies to engage underrepresented families include:
Inform families that all school-based communication are accessible in various languages
Support teachers in identifying ways of inviting underrepresented families into the classroom and share their family histories and lived experiences.
Supporting staff to learn about each family’s strengths, cultures, and languages as we work to create classroom environments that celebrate the great diversity within our own community.
Deliberate individual outreach with families that do not have access to email or electronic communication.	The strength of Odyssey Charter School’s Governing Board is a key component to our stability, success and reputation as a high quality public choice school. Our Governing Board is composed of diverse community members and parents with a variety of skills and expertise needed to ensure compliance with its role of oversight and fiduciary responsibilities per school policies, local state and federal regulations. Its role to oversee the vision, mission, unique school design, related school performance, and overall school operations has led to the successful fulfillment and implementation of the organization’s goals, mission, and vision. 
Based on the results of our 2024 CalSCHLS survey, over 48% of parents indicated strongly agree, 46% agree and 3% disagree at feeling welcomed at the school
Based on the results of our 2024 CalSCHLS survey, 19% of staff strongly agree, 72% agree and 8% disagree that OCS South is a supportive and inviting place to work.
We are in our 2nd year of implementing the Parent Square platform to ensure we provide staff, administrators, and teachers with a common approach to communication.
Increased administrative support in our organization structure has increased the capacity of  principal and staff to improve engagement with families in decision making. 
We continue to demonstrate progress in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by parent representatives on the Governing Board and OSPPG. Families and our faculty work together to ensure all parents have access to participate meaningfully in our community through the parent newsletter, email lists, town hall meetings, take home flyers and surveys. Opportunities for participation in the decision-making process include but are not limited to: Governing Board Parent Representative, Parent Liaison to a standing committee, Parent representation on the School Site Council, Parent member of an ad hoc committee, and end of year Surveys to obtain family feedback. 
Our organizational structure ensures we continue to make progress in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.  This is achieved through our dedicated board members who work to create and lead a democratic learning community engaging all stakeholders.  This composition balance creates an effective leadership structure grounded in transparency and provides communication avenues for all stakeholders to have access in shaping the climate and culture of our school community.	When seeking input for decision making, it is crucial to engage a diverse range of stakeholders, including students, parents, teachers, administrators, support staff, and community members. This can be achieved through surveys, feedback sessions, focus groups, public forums, partnerships with organizations, online platforms, and staff input. By considering input from these various sources, decision makers can incorporate a wide range of perspectives and expertise, leading to more informed and inclusive decision-making outcomes.

In 2022-2023, a new streamline communication platform, Parent Square, was adopted and launched across the school to provide staff, administrators, and teachers with a common approach to communication. We look forward to continuing to leverage this platform by standardizing the timing and content of many communications via Parent Square.	To further engage underrepresented families in Seeking Input for Decision Making, the Principal, Teachers, and Support Staff will deliberately focus on cultivating and nurturing relationships with families to ensure they are aware of the many programs, services, and resources available to families. Specific items that we will do to engage underrepresented families include:
Inform families of the capacity of Parent Square to translate communications into multiple languages to increase accessibility
Make deliberate attempts to invite underrepresented families into the classroom and share their family histories and lived experiences.
Supporting staff to learn about each family’s strengths, cultures, and languages as we work to create classroom environments that celebrate the great diversity within our own community.
Deliberate individual outreach with families that do not have access to email or electronic communication.	5	4	4	4	4	3	3	4	4	3	3	4	Met		2024-06-18	2024
19649070000000	Pomona Unified	3	PUSD continues to rank within the initial stages of implementation, with on going communication opportunities between schools and families, providing volunteer opportunities for parents, and providing training and education programs for parents.	Communication continues to be a Focus Area for Improvement for PUSD, along with increasing the opportunities for involvement, especially for working parents, and extending access to parent participation through translation/interpretation services and consideration when scheduling meetings.	PUSD will continue the ongoing efforts improving outreach programs for parents through improved communication and the development and implementation of meaningful parent strategies and activities.	PUSD continues to rank high on local surveys in implementing sustainable parent activities, which can be seen through participation with the Parent Center and through a variety of parent activities at the schools, like workshops and Coffee with the Principal.	PUSD continues to focus on improving communication between schools and families, especially in ensuring effective communication between parents and teachers. There is a need for more consistent practices in parent engagement across schools.	PUSD will continue to grow its parent outreach with continued efforts to reach out and get in touch with families that are, not only underrepresented, but also do not have the means to effectively participate. Mentorship programs and continued parent training and workshops will help improve student outcomes through meaningful partnerships.	PUSD maintains consistency with the implementation of a series of parent activities like Coffee with the Principal and advisory committee meetings, where parents have the opportunity to give input on student progress and programs. Schools are actively using digital notifications like Remind, phone calls, and emails to continue seeking parent input throughout the school year.	Some Focus Areas for Improvement continue to be the outreach to hard-to-reach families and meaningful response to parent input at schools and at the district. PUSD seeks to improve attendance at meetings from families representing multiple student groups, but also through improving access to those meetings with translation/interpretation services and minimizing scheduling conflicts.	PUSD will continue to make efforts to outreach underrepresented groups through
communication such as Remind and district and school websites, increase family
involvement/ participation through site and district committee meetings, and implement
strategies that could help PUSD achieve more equitable engagement.	3	5	3	5	5	5	5	3	5	5	5	3	Met		2024-06-26	2024
19649070115170	School of Extended Educational Options	3	SEEO continues to rank within the initial stages of implementation, with on going communication opportunities between the school and families, providing volunteer opportunities for parents, and providing training and education programs for parents.	Communication continues to be a Focus Area for Improvement for SEEO, along with increasing the opportunities for involvement, especially for working parents, and extending access to parent participation through translation/interpretation services and consideration when scheduling meetings.	SEEO will continue the ongoing efforts improving outreach programs for parents through improved communication and the development and implementation of meaningful parent strategies and activities.	SEEO continues to rank high on local surveys in implementing sustainable parent activities, which can be seen through participation with the Parent Center and through a variety of parent activities at the school, like workshops and Coffee with the Principal.	SEEO continues to focus on improving communication between the school and families, especially in ensuring effective communication between parents and teachers. There is a need for more consistent practices in parent engagement across site.	SSEO will continue to grow its parent outreach with continued efforts to reach out and get in touch with families that are, not only underrepresented, but also do not have the means to effectively participate. Mentorship programs and continued parent training and workshops will help improve student outcomes through meaningful partnerships.	SEEO maintains consistency with the implementation of a series of parent activities like Coffee with the Principal and advisory committee meetings, where parents have the opportunity to give input on student progress and programs. SEEO actively using digital notifications like Remind, phone calls, and emails to continue seeking parent input throughout the school year.	Some Focus Areas for Improvement continue to be the outreach to hard-to-reach families and meaningful response to parent input at SEEO. SEEO seeks to improve attendance at meetings from families representing multiple student groups, but also through improving access to those meetings with translation/interpretation services and minimizing scheduling conflicts.	SEEO will continue to make efforts to outreach underrepresented groups through communication such as Remind and district and school websites, increase family involvement and participation through site and district committee meetings, and implement strategies that could help SEEO achieve more equitable engagement.	3	5	3	5	5	5	5	3	5	5	5	3	Met		2024-06-26	2024
19649071996693	School of Arts and Enterprise	3	The has strengthened relationships between school staff and parents through our newly implemented parent volunteering program.	Families report a desire the The SAE to increase communication of events, particularly for arts performances and rehearsals.	The SAE plans to significantly increase outreach to families of English Learners with chronic absenteeism. Outreach plans includes partnering with a local community service organization for home visits and family counseling services.	Through School as a Whole meetings and other focus groups, The SAE has significantly increased parent engagement student with student achievement measures such as CAASPP and the the California Schools Dashboard data.	The SAE would benefit greatly from increased classroom coaching for teachers. The SAE has contracted with an outside consultant to significantly improve admin engagement in classrooms with teachers.	The SAE plans to significantly increase outreach to families of English Learners with chronic absenteeism. Outreach plans includes partnering with a local community service organization for home visits and family counseling services.	The SAE has maintained strong school community engagement in governance through SSC and SAW. This past year, The SAE also implemented it's first parent action committee.	The SAE would benefit from increased parent action committee meetings and from the implementation for a similiar committee of students.	The SAE would benefit greatly from significantly increasing engagement of families of English learners. The SAE intends to utilize our ELD Coordinator to invite families to participate in more frequent celebrations for students and enlist parents advisory meetings.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
19649076021984	La Verne Science and Technology Charter	3	La Verne Charter continues to rank within the initial stages of implementation, with ongoing communication opportunities between the school and families, providing volunteer opportunities for parents, and providing training and education programs for parents.	Communication continues to be a Focus Area for Improvement for La Verne Charter, along with increasing the opportunities for involvement, especially for working parents, and extending access to parent participation through translation/interpretation services and consideration when scheduling meetings	La Verne Charter will continue the ongoing efforts improving outreach programs for parents through improved communication and the development and implementation of meaningful parent strategies and activities	La Verne continues to rank high on local surveys in implementing sustainable parent activities, which can be seen through participation with the Parent Center and through a variety of parent activities at the school, like workshops and Coffee with the Principal.	La Verne continues to focus on improving communication between schools and families, especially in ensuring effective communication between parents and teachers. There is a need for more consistent practices in parent engagement across school.	La Verne will continue to grow its parent outreach with continued efforts to reach out and get in touch with families that are, not only underrepresented, but also do not have the means to effectively participate. Mentorship programs and continued parent training and workshops will help improve student outcomes through meaningful partnerships.	La Verne maintains consistency with the implementation of a series of parent activities like Coffee with the Principal and advisory committee meetings, where parents have the opportunity to give input on student progress and programs. La Verne is  actively using digital notifications like Remind, phone calls, and emails to continue seeking parent input throughout the school year.	Some Focus Areas for Improvement continue to be the outreach to hard-to-reach families and meaningful response to parent input at La Verne and at the district. La Verne seeks to improve attendance at meetings from families representing multiple student groups, but also through improving access to those meetings with translation/interpretation services and minimizing scheduling conflicts.	La Verne will continue to make efforts to outreach underrepresented groups through
communication such as Remind and district and school websites, increase family
involvement/ participation through site and district committee meetings, and implement
strategies that could help La Verne achieve a more equitable engagement.	3	5	3	5	5	5	5	3	5	5	5	3	Met		2024-06-26	2024
19649310000000	Rosemead Elementary	3	The Rosemead School District strives to continuously improve our parent engagement initiative. In the initial stages of the initiative, a committee was formed to assess our strengths in this area as well as areas of need. As part of this process, the Rosemead School District identified a need to increase parent education opportunities. The Rosemead School Board and District established a partnership with a collaborative of other local districts to offer a Parent Academy where parent education classes are offered. Workshops include opportunities for parents to engage in learning about academics, social-emotional support, and behavioral interventions.	Rosemead School District partners with several community organizations who provide parent outreach and education on a variety of relevant, current topics affecting our families. This year, we are partnering with the Los Angeles Department of Mental Health, other local agencies and our own school counselor and psychologists to provide early education parenting classes and social-emotional/mental health supports that are free of charge.	Our Community Liaisons collaborate with school principals to provide coffee chats, workshops and parent education at every site. Future goals in this area will include providing opportunities for our parents to learn about their legal rights and advocacy to ensure that all of our families know and understand the appropriate channels to express concerns and advocate for student needs.	During the month of February, at each school’s PTA Founders’ Day, the Ed Services Team conducted their annual “LCAP Roadshow” to evaluate the effectiveness of each of the LCAP goals and actions and to gather input and feedback from educational partners for improving our goals and actions. In the Spring of 2024, we administered the LCAP Community Survey to collect input from parents regarding academic programs, parent engagement, communication, and school climate. The survey was administered in English, Spanish, Chinese and Vietnamese to all parents in TK-8th grade. The Rosemead School District used survey data results to inform our Local Control and Accountability Plan, Expanded Learning Opportunities Grant Plan and the ESSER III Expenditure Plan.  Survey results were reviewed in all committees and results supported the development of goals and actions in every priority area. 
	Rosemead School District understands and values the critical role that parents play in educating our students. We are dedicated to providing programs and services to parents to ensure they have the knowledge and skills to successfully support their children in their educational career. Our schools offer a wide range of opportunities for parents to understand how to support their child(ren) in school academically and behaviorally. One of our local measures we identified in the LCAP is the record of parenting classes that focus on parent needs. Examples of classes offered include an 8 week Parent Leadership Institute, Parent Workshops, monthly Principal chats, Family Leadership Days, Family Field Trips on the weekends to museums, and special Parent Night such as a family literacy or math or STEAM nights. In addition, the last two years, the district provided a series of parent workshops focused on helping parents to support their child(ren) learning at home as well as providing social-emotional and mental health supports to deal with the many types of challenges students are facing.	Rosemead School District is committed to inclusive processes that value parent input and engagement in local decision-making. Sign in sheets indicate that we are successfully engaging parents in decision making in District English Learner Advisory Council (DELAC), District Advisory Council (DAC), School Site Council and English Learner Advisory Council meetings. Furthermore, sign in sheets indicate that parents are regular attendees at the district board meetings. In discussions with school sites, we have determined that a good next step will be to offer classes for parents to learn more about local decision-making processes and their role in the process.
A community liaison is provided at every school site to support outreach to all families including those with exceptional needs as well as families of underrepresented students. The district added a district community liaison who also speaks Mandarin/Cantonese to support families. Future goals will include opportunities for our teachers and families to work collaboratively to intentionally build relationships and learn about family strengths, cultures, languages and common goals for children.	The Rosemead School District offers a variety of ways for parents and families to provide input into decision making. Every school has an active School Site Council and ELAC. In addition, the PTAs and parent volunteers are present on sites and are important to advisory processes. At the District level, we have an active DELAC/DAC committee and LCAP committees. Our DELAC/DAC provides important input into decision making about programs to meet the needs of English Learners and Title 1 student advisement into our District’s LCAP. Our DELAC/DAC is composed of representatives from each school site along with our English Language Development teachers.

	Our LCAP process includes input from our parent advisory groups including a Parent Advisory/LCAP Community Advisory Committee (PAC) and Comprehensive Coordinated Early Intervening Services (CCEIS) Community Advisory Committee to provide input into needs for our students with disabilities, low performing students, and English Learners. Annual surveys are administered to all parents at every site to provide input into the development of the School Plan for Student Achievement (SPSA). In addition, every family is invited to participate in our annual LCAP survey to provide input into the development of the district’s LCAP.	Every site sets annual goals to increase participation in advisory committees to ensure parent participation is monitored and improved upon every year. Future goals will include that we are intentional in our efforts to disaggregate data to ensure we receive input from underrepresented groups in the school community to ensure that all of our families feel valued and accepted into our school and district culture.	5	4	5	4	5	4	4	4	5	5	5	5	Met		2024-06-27	2024
19649640000000	San Marino Unified	3	The San Marino Unified School District (SMUSD) is committed to engaging parents/guardians and other constituents by providing multiple opportunities to foster and strengthen parent/guardian relationships. Various events, activities and opportunities served to initiate and promote authentic and meaningful parent/guardian relationships including but not limited to Parent Teacher Associations (PTA), Back to School Nights, Open House, School Site Council (SSC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), Facility Advisory Committee (FAC), and the Local Control Accountability Plan (LCAP) Educational Partners Committee. Additional opportunities included ongoing formal and informal occasions such as parent teacher conferences, coffee with the principals, Board meetings, committee meetings, and self-reflections surveys. During the 2023-24 school year, opportunities to build parent/guardian partnerships continued to increase and strengthen parent/guardian engagement and participation. Parent Information Nights focused on iReady, NWEA / IXL, Restorative Practices, and the Mandarin Dual Language Immersion Program were held to better assist parents in supporting student success. Written and oral communications also continued to be provided in the district’s major language to increase and promote access to information and parent/guardian relationships. 
	Based on the analysis of educational partner input and local data, SMUSD continues to strengthen relationship building between school staff and families. SMUSD recognizes the importance of school and family relationships and its direct impact on student's sense of belonging, academic and social-emotional success. As such, SMUSD intends to continue its implementation of all aforementioned strategies, seeking innovative and unconventional methods of outreach and communication. SMUSD will continue to expand opportunities for participation and increase avenues of two-way communication between families and school staff to help build and strengthen relationships between families and school/district staff.
	SMUSD will continue to provide translations and interpretations services through a variety of communication platforms at various school and district events and functions to improve engagement of underrepresented families to increase parent/guardian participation and engagement as well as strengthen relationships between school staff and families. 
	San Marino Unified School District strives to strengthen long-lasting partnerships with parents/guardians. During the 2023-24 school year, each school site facilitated a School Site Council (SSC), an English Learner Advisory Committee (ELAC), robust Parent-Teacher Associations (PTA) and other site specific committees. The District facilitated various advisory committees including a District English Learner Advisory Committee (DELAC), a Local Control Accountability Plan Educational Partners Committee (LCAP), and a Superintendent’s Student Advisory Panel to best strengthen parent/family and school relationships. Throughout the past school year, parents/guardians and community members were welcomed on all four SMUSD campuses and the District Office either virtually or in person for a variety of opportunities, activities and events including but not limited to parent volunteer occasions, parent/family information nights and trainings focused on school activities, programs, assessments,  graduation requirements, college & career readiness, coffee with the principals, Open House, Back-to-School Night, student performances, movie nights, information meetings, parent-teacher conferences,  etc,. SMUSD parent/guardian partnerships were further fostered through continued use of virtual platforms such as Zoom, Google Meets or other communication platforms such as Blackboard, ParentSquare, Constant Contact, SMUSD website and Mobile App, email, Parent Portal and District Social Media. School sites prioritized ongoing communication and outreach to parents/guardians regarding attendance, participation, academic progress and instructional schedules through PowerSchool, ParentSquare, progress reports, etc. 
Data gathered from the 2024 California Schools Parent Survey support District efforts by demonstrating that 90% of parents agree that school encourages parents to be active partners with school, 89% agree that they feel welcome to participate in their child’s school, 76% agree that the school seeks the input of parents in the decision-making process, 84% agree that parent concerns are taken seriously, and 93% agree that they are treated respectfully by school staff. Similarly,  data gathered from the 2024 California Schools Staff Survey demonstrate that  94% of school staff agree that they encourage parental involvement, 96% of school staff encourage parental partnerships, 97% agree that they work to make parents feel welcome to participate at school and 98% agree that they take parent concerns seriously. CalSCHLS survey data continues to demonstrate strong perceptions of parent and family engagement with regards to building parent relationships and partnerships and provides quantifiable and actionable data from which SMUSD can continue to engage in efforts to increase and enhance parent/guardian engagement as well as determine next steps. The status of this indicator is marked as being “Met”
	SMUSD takes great pride in its efforts to continuously build and strengthen parent/family and school relationships. As such SMUSD understands the strong correlation between  family and school relationships and overall student and school success. Although no specific area for improvement is noted, SMUSD prioritizes its commitment to further strengthening family and school partnerships through ongoing intentionally designed opportunities for family and school communication, input and feedback, participation, and involvement.	SMUSD is proud of its efforts this past year to improve engagement and fostering of strong partnerships with underrepresented families and is committed to implementation of engagement strategies including but not limited to providing translations and interpretation services at various school and District activities and events through a variety of communication platforms as well as primary language supported opportunities for parent involvement. Additionally, SMUSD will continue its commitment to language supported family information and training opportunities to best elevate engagement, participation and relationship building with underrepresented families to further strengthen school and family partnerships. 
	The San Marino Unified School District actively seeks and promotes parent/guardian input and participation in the decision-making process. Each school site facilitates a School Site Council, an English Learner Advisory Committee, and a robust Parent-Teacher Association. School newsletters and Coffee with the Principals provide additional opportunities for parent/guardian participation in the decision-making process. Each of these committees and associations provide advice and input on a variety of issues school and district related. Furthermore, the District facilitates a District English Language Advisory Committee, a COVID Compliance Committee, the Local Control Accountability Plan Educational Partners Committee, and more recently, the Facility Advisory Committee and the Superintendent’s Student Advisory Committee. SMUSD’s Board of Education President and Superintendent provide ongoing communications to the community via Public Board Meeting, Superintendent communication videos, and website, press releases, and the School News Newsletter. Parent/guardian participation in the decision-making process is also encouraged and received via various communication tools including but not limited to Parent Portal, Blackboard, ParentSquare, Constant Contact, the SMUSD Mobile App, email, Twitter, Facebook, Instagram, and school and district surveys. Data from the 2024 California Schools Parent Survey (CSPS) demonstrates that 76% of parents indicated that they strongly agree or agree that their school(s) actively seek the input of parents before making important decisions indicating a slight increase from the prior year. SMUSD’s district liaison continues to provide interpretation and translations in the district’s major language to promote parent participation in school and district-led activities and committees. The status of this indicator is marked as being “Met”	Similar to strengthening home-school connections, SMUSD takes great pride in its efforts to continuously build and strengthen opportunities for parent/guardian and student input in the decision-making process. As such, this year alone the Superintendent’s Student Advisory Panel was created to increase students’ voice and choice in school related decision-making processes. Although no specific area for improvement is noted, SMUSD prioritizes its commitment to continue offering platforms and opportunities for parent/guardian and student input in the decision-making process across a variety of school related topics. The CSPS also continues to serve as a valuable tool that offers measures of parent/guardian perceptions in the decision-making process.	Once again, SMUSD is proud of its efforts this past year to improve engagement and fostering of strong partnerships with underrepresented families and is committed to implementation of engagement strategies including but not limited to providing translations and interpretation services at various school and District activities and events through a variety of communication platforms as well as primary language supported opportunities for parent involvement in the decision-making process. This is accomplished through SMUSD's  district liaison who continues to provide interpretation and translations in the district’s major language to promote parent participation in school and district-led activities, committees and decision-making opportunities as needed. SMUSD will continue its commitment to language supported family information and training opportunities to best elevate involvement in the decision-making process for underrepresented families to further increase parent/family voice and choice.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-25	2024
19649800000000	Santa Monica-Malibu Unified	3	During this past year, our staff continued to participate in leveled “Restorative Justice” trainings that continue to serve as a foundation in order to continuously build trusting and respectful relationships with families. In addition, through the school Site Leadership Team, staff has continued to explore culturally responsive practices in the four domains of the instructional framework. 
In addition, we have provided restorative justice trainings for parent groups both at the district level, as well as at some school sites. This work has helped engage parents in understanding the importance of restorative justice and the importance of rebuilding relationships and a sense of community within the classroom and school community. We will continue to offer these trainings in the upcoming year to include more parents in the process. 
	An area of need in order to improve on building relationships between school staff and families are based upon our ability to effectively communicate with parents in a way that works best for them along with continued opportunities for families to participate in professional development.	The district presented to various educational partner groups (including parent advisory committees, principals, bilingual community liaisons, and parents) on the district's Family Engagement Framework. In addition, several parent education opportunities were provided district-wide and at sites to provide families with information and resources to support student learning and development in the home. Some of those opportunities included CABE Conference and Parent Project. Plans are still being made to host a Parent Conference and Resource Fair.

The Family Engagement Coordinator will need to create a partnership with the Student Services Department in order to coordinate efforts in wrap-around services for families.

The district will continue to provide workshops that address Diversity, Equity, and Inclusion. 
	Educational Services staff provided a yearly ELAC/DELAC training to principals, bilingual community liaisons and parents. This training included an ELAC Handbook for sites to use with resources to ensure full implementation of bylaws and mandated topics and practices. The Director of AR&E,  provided ongoing support and monitoring of parent advisory groups; including ELAC, SSC, DELAC, and PAC. The Director of AR&E facilitated meetings with the LCAP PAC to ensure their input in the development and monitoring of the LCAP. The district also provided training for the DELAC officers to ensure that they exercised their leadership roles. Throughout the year, there were various opportunities provided for input, including surveys, focus groups, and, meetings with DELAC officers and LCAP PAC members.	The Family Engagement Coordinator will need to create a partnership with the Student Services Department in order to coordinate efforts in wrap-around services for families.
	The district will continue to provide workshops that address Diversity, Equity, and Inclusion in order to help connect families to the work that we are trying to do with our staff and students.	Educational Services staff provided a yearly ELAC/DELAC training to principals, bilingual community liaisons and parents. This training included an ELAC Handbook for sites to use with resources to ensure full implementation of bylaws and mandated topics and practices. The Director of AR&E,  provided ongoing support and monitoring of parent advisory groups; including ELAC, SSC, DELAC, and PAC. The Director of AR&E facilitated meetings with the LCAP PAC to ensure their input in the development and monitoring of the LCAP. The district also provided training for the DELAC officers to ensure that they exercised their leadership roles. Throughout the year, there were various opportunities provided for input, including surveys, focus groups, and, meetings with DELAC officers and LCAP PAC members.	It is important that we take the feedback from our community and parent groups. We will be revising the survey that we use to determine how we receive feedback from parents. With the changes to the LCAP goals, this will also help create alignment.	We have continued to support parents and provide yearly trainings to ELAC/DELAC, principals, bilingual community liaisons and parents along with resources. Throughout the year we have provided various opportunities for input including surveys, focus groups, meetings with DELAC officers and LCAP PAC Members.	3	3	3	4	4	3	3	4	4	4	4	3	Met		2024-06-25	2024
19649980000000	Saugus Union	3	Saugus Union intentionally works with staff, students, and our families to build a strong sense of community and a welcoming environment.  School sites engage the community and parents in a variety of ways. Our dedicated teachers and administrators work alongside Family and Community Liaisons to ensure that the needs of our English learners, socioeconomically disadvantaged students, Homeless, and Foster Youth are consistently met. Personal phone calls to parents and reminders of family engagement opportunities are provided to all stakeholders. It is important that in the various family educational opportunities, translation services and convenient times for parents to attend are available to them. Parents’ feedback and surveys are used to guide and plan the type of support, tools and workshops offered. We increased our focus on family engagement by building relationships with our families through personal phone calls to connect them with resources and assist with any barriers that were preventing them from being fully involved in their child’s education. These resources were also uploaded to our main parent and family communication system, Parent Square. Furthermore, homeless families were directly connected with services, including backpacks, clothing, tutoring, childcare scholarships, and medical and housing services. Districtwide mental health teams delivered a variety of online and in person parent classes and used Parent Square to create a Santa Clarita Valley resource hub that extends beyond our area and includes resources and supports throughout Los Angeles County. We also offered Coffee with the Principal via individual school sites, which gave parents an opportunity to hear directly from the principal about a variety of topics related to learning. These sessions with our principals offered a chance for families to voice any concerns and share suggestions. Parents can engage in their students’ learning and provide input in a variety of ways: participating on our Site Council, joining our English Language Learner Advisory Committee or District English Language Learner Advisory Committee , Parent Advisory Council, Parent Leadership organization activities and Community-Based Education Training.
SUSD’s greatest progress includes the increase in parent involvement and engagement as evident in the active participation of the aforementioned parent meetings, workshops, and participation in our school connectedness survey. 
	SUSD's focus area of improvement is engaging our parents in the school community and decision making process to create a core instructional program appropriate for the Basic Conditions of Learning necessary for all students. This is one of our district’s Local Control Accountability Plan (LCAP) goals and allows us to meet the core learning and regular parental engagement demands that are necessary for a successful school district. By having regular educational partner input, regular communication with educational partners, and providing a rigorous core program we meet the Basic Conditions for Learning.
	SUSD hosts multiple parent education workshops that provide parents with the opportunity to engage in learning more about the California State Standards, LCAP, assessment information, educational technology, and special education resources.
These well-attended workshops led by teachers, administrators, social workers, and Family and Community Liaisons provide parents and caregivers with the opportunity to further participate in their student’s education. There has been a significant increase in parent participation during DELAC, ELAC, PTA, and PAC monthly meetings. 

Our focus areas for improvement are parent outreach, increased curriculum parent involvement, decreased student truancy, and providing more support for our underrepresented families.  Our action plan includes providing professional development for classified and certificated staff regarding parent outreach and support for students with special needs, providing workshops for parents presented by administrators, teachers, and social workers using research-based practices/materials in all of the areas of curriculum to increase parent involvement and engagement, facilitate SART and SARB meetings for certificated and classified staff to work with parents of unduplicated count students to decrease truancy and tardiness and improve attendance, as well as provide social workers at each of our school sites to support student learning for our underrepresented population, and collaborating with the California Association of Bilingual Education (CABE) Project 2 Inspire team and our Family and Community Liaisons to offer family engagement workshops at our Title 1 school sites in Spanish and for English-speaking unduplicated families throughout the district.
	SUSD provides a multitude of opportunities where families can learn about their student’s academic performance as well as learn strategies and resources available to help their students both at home and at school. These workshops, conferences, meetings, and events give our families the opportunity to engage in their student’s learning around the California State Standards, District LCAP, assessment information, educational technology, and special education resources that are available.

These events are facilitated by teachers, administrators, social workers, and Family and Community Liaisons. We continue to see a significant increase in family participation during the events, including site-based Coffee with the Principal meetings, our District English Learner Advisory Committee (DELAC), site-based English Learner Advisory Committees (ELAC), parent leadership associations and groups, and Parent Advisory Council (PAC) monthly meetings.
	Our focus areas for improvement are parent outreach, increased curriculum parent involvement, decreased chronic absenteeism, and providing more support for our underrepresented families. 
	Our action plan includes providing professional development for classified and certificated staff regarding parent outreach and support for students with special needs, providing workshops for parents presented by administrators, teachers, and social workers using research-based practices/materials in all of the areas of curriculum to increase parent involvement and engagement, facilitate School Attendance Review Team (SART) and School Attendance Review Board (SARB) meetings in order for certificated and classified staff to work with parents of unduplicated count students to decrease chronic absenteeism and tardiness, as well as provide social workers at each school site to support student learning for our underrepresented population.
	The Saugus Union School District's approach to seeking input for decision-making is through ongoing community outreach efforts that occur annually, but are also part of our regular engagement practices (i.e., site meetings, coffee with the principal,  parent workshops, communications, surveys, etc.).  The educational partners included in decision-making meetings include parent leaders, all administrators, representatives of our certificated staff, representatives of our classified staff, teams from our labor partners (Saugus Teacher Association (STA) and California School Employees Association (CSEA), our Parent Advisory Council (PAC), our District English Learner Advisory Council (DELAC) and our local Special Education Local Plan Area (SELPA).  In addition, SUSD requested input from students, parents, and all staff (certificated, classified, and management) through surveys designed to gather additional educational partner information related to recommendations made by our educational partner groups.
	Our area of focus for improvement is to increase parent input and decision making.  We continually are identifying additional means to reach more of our families in order to provide multiple opportunities for educational partner input and decision-making.	We are addressing this focus area by specifically addressing parental engagement in our LCAP Goal #4 aimed at providing an appropriate basic condition of learning. Based on our educational partner groups’ input, it was shared that addressing our core services was important but that we could not thoroughly accomplish this goal if we were not engaging our parent community.  By including a goal that requires parental involvement in the establishment of the core services we ensure that we have a strong foundational program that meets the needs of the school community while always including the family educational partner. The goal states that SUSD will engage parents in the school community and decision making process to create a core instructional program appropriate for the Basic Conditions of Learning necessary for all students.  
	4	5	4	5	4	5	5	5	5	5	5	5	Met		2024-06-25	2024
19650290000000	South Pasadena Unified	3	SPUSD’s strengths and progress in Building Relationships Between Schools and Families include creating multiple opportunities for parental involvement in classrooms and school/district committees, providing multiple opportunities for participating in school-wide events from elementary assemblies to in-person parent nights, having active PTAs and PTSAs that create programs to benefit the entire school community, and sharing consistent communication through the ParentSquare application.	SPUSD’s focus areas for improvement in Building Relationships Between School Staff and Families includes providing additional targeted outreach to underrepresented groups who would benefit from ongoing interactions with the school, supporting teachers in working collaboratively with all parents including parents/guardians of English learners, socio-economically disadvantaged youth, foster and homeless youth, and special education students.	SPUSD will improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families by offering additional parent education opportunities related to curriculum, instruction, and home learning strategies to meet the diverse needs of the student population and by communicating directly with underrepresented families with targeted outreach through ParentSquare and parent education offerings.	SPUSD’s strengths and progress in Building Partnerships for Student Outcomes include offering a diverse range of professional development opportunities on topics such as small group instruction, early childhood education, educational technology, writing workshop, pedagogical best practices, social-emotional learning, and assessment. Additionally, SPUSD prioritizes communication between teachers and families by providing teachers with tools (ParentSquare, Edlio, Google Classroom, and AERIES Parent Portal) and time (Parent/Teacher conferences) to discuss student progress and ways to work together to support improved student outcomes.	SPUSD’s focus area for improvement in Building Partnerships for Student Outcomes includes building on existing policies or programs for teachers to meet with families and students to discuss student progress ??and ways to work together to support improved student outcomes.	SPUSD will improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes by offering additional parent education opportunities related to curriculum, instruction, and home learning strategies to meet the diverse needs of the student population and by communicating directly with underrepresented families with targeted outreach through ParentSquare and parent education offerings.	SPUSD’s current strengths and progress in Seeking Input for Decision-Making include presenting multiple opportunities for educational partners to participate in decision-making through various committee representation: the Parent Advisory Committee, District English Learner Advisory Committee, and School Site Councils. These committees meet regularly throughout the school year and provide parents with opportunities to provide input at the site and district levels. District-wide and school-wide surveys are also used to gather parent/guardian input prior to decision-making.	SPUSD’s focus area for improvement in Seeking Input for Decision-Making includes providing additional opportunities for underrepresented groups.	SPUSD will improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by offering additional family education opportunities related to school and district-level decision-making to meet the diverse needs of the student population. Additionally, targeted communication will be used to better engage and inform underrepresented families.	5	5	5	5	4	4	4	4	4	4	4	4	Met		2024-06-14	2024
19650370000000	South Whittier Elementary	3	On the 2024 Healthy Kids Survey, 94% of the parents strongly agreed and agreed that school staff treats parents and students with respect. In 23-24, 87% of the parents feel welcome to participate in the school, this continues to increase after the large decrease in this area due to the school closures.  SWSD is confident that reengagement parents will continue and the participation rate will continue to increase.The district implemented strong safety procedures including a “buzz-in” system and a fingerprinting process for volunteers. Safety precautions have in the past, been perceieved negatively or as a barrier to parents engaging wiht the school environment.  The survey data in 23-24 is showing that the perception is becoming more positive.  SWSD attributes this to the many outreach events that are done at the school and dsitrict level and the team work of the site administration and site based community liasions to intentionally reach out to families.  The district is committed to providing a safe and welcoming environment and continues to employee  community liaisons at every school to help build a bridge to our families that feel disconnected from our schools.	Another positive increase on the 2024 Healthy Kids Survey is an increase from 43.5% in 2023 to 86% of the families surveyed shared that they felt the school communicates the importance of respecting different cultures and beliefs.  The community liaisons at each school continue to learn about each family experiencing homelessness, foster families, and newcomer families.  Liaisons along with site based EL Coordinators and the additional of Newcomer Intrsuctional Aide work on creating relationships and utilize the strategies in the Newcomer’s Toolkit (CDE, 2017) to support the families as they learn about their culture, language, and goals.	South Whittier School District engages families and educators in 2-way communication through parent-teacher conferences at the district and site level, various parent committees, IEP meetings, virtual and in-person town halls, bilingual parent workshops, 504 meetings, LCAP input meetings, and meetings with the liaisons. In SWSD, 67% of the parents indicated that the school actively seeks the input of parents as they make important decisions. Parents indicated in the survey that they would like more information on preparing their child for college and how to help their child with homework. As a response to this, SWSD created the annual Title 1 Conference for Parents, providing a varitey of learning options for families.	South Whittier School District provides professional learning and support to teachers and principals to improve a school’s capacity to partner with families on an on-going basis.  This cycle of continuous improvement allows the district to evaluate programs using the Parent Engagement Toolkit (CDE, 2017), and create professional development based on the input of educator partners. The site community liaisons help shape the support and learning options available to families by working alongside the staff and principals.  In 2024, 91% of families surveyed 51% of the families agreed that their school keeps them well-informed about student activities in school.	SWSD has started to provide families with information and resources to support student learning and development in the home beyond the parent-teacher conference. The district now provides materials to the families to support learning during the summer months.  Similarly, materials are provided to families to support scholars entering school at orientations and the early childhood summer jumpstart program.  The district has also launched an annual parent education conference, along with a number of parent education workshops facilitated by teachers, staff and consultants to help parents at particular grade and developmental levels to provide strategies and support for their child’s learning in school.	The school district and the six school sites implement a parent involvement policy, which includes programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. This policy shares the various ways that parents can be active in their child’s education and how they can get involved with the school. These policies define how parents may become involved in decision making committees such as the School Site Council, PTA, and the English Learner Advisory Committee. All of these efforts have resulted in 89% of South Whittier parents agree that the school encourages them to be an active partner with the school to help with the education of their child.  

South Whittier has started to provide opportunities for families to understand and exercise their legal rights and advocate for their own students and all students; however, this is an area for focus and improvement. All families are provided with their parent rights at the beginning of the school year.  The Director of Special Education has provided workshops to inform parents of their parental rights and advocacy through the IEP process. Our community liaisons reach out personally to our families that are underrepresented, specifically our families experiencing homelessness, foster, and those that are new to the country.  They are beginning to use the Newcomer Toolkit (CDE, 2016) as a guide for their work, as well as resources that communicate educational rights to our homeless and foster families.	At monthly principal’s meetings, principals are provided with a tool to support effective engagement with families through advisory groups and decision-making processes, along with necessary resources to run these groups, while district staff model protocols for gathering stakeholder input into the LCAP processes. The district supports family members and principals by offering joint training on the School Site Council, continuous improvement practices, and LCAP educator partner input. Additionally, the district provides forums for engaging families in advisory groups such as the District Advisory Committee, Parent Advisory Committee, District English Learner Advisory Committee, Parent Engagement Committee, Bond Oversight Committee, and informal meetings like coffee with administrators. Parents have opportunities to give input on policies and programs through the annual parent survey. Despite these efforts, only 77% of parents believe that the district seeks their input before making decisions, and only about a quarter of the parents complete the survey. This indicates a need to improve strategies for reaching and seeking input from underrepresented groups within the school community. The district will continue to explore other methods to seek input from parents and enhance participation.	Based on the analysis of educational partner input and local data, South Whittier School District (SWSD) has identified key focus areas for improving the process of seeking input for decision-making. One major area of focus is increasing the number of parents involved in committees. To achieve this, SWSD plans to enhance communication through various platforms and leverage personal connections facilitated by site administration and site liaisons. Additionally, the district will continue to support district-wide activities, providing another valuable platform for encouraging parent involvement. Each school site will be tasked with developing specific goals for increasing parent participation, which will be monitored and celebrated to foster a sense of community and achievement. By implementing these strategies, SWSD aims to create a more inclusive and engaged environment where parental input is actively sought and valued in decision-making processes.	Based on the analysis of educational partner input and local data, South Whittier School District (SWSD) will intentionally seek underrepresented families to participate in district and site-based decision-making committees and advisory councils. Site and district administrators, along with liaisons, will make personal connections to recruit participants from underrepresented families. This targeted approach aims to build trust and ensure that the voices of these families are included in the decision-making processes. Additionally, SWSD will continue to provide translation and interpretation services to overcome language barriers and offer flexible meeting times to accommodate diverse schedules. By creating a welcoming and inclusive environment, SWSD seeks to enhance the participation and engagement of underrepresented families in all aspects of school governance.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
19650450000000	Sulphur Springs Union	3	The entire staff in the Sulphur Springs Union School District is committed to strengthening the relationships with all of its families, especially underrepresented families. District staff understand the importance of having strong partnerships with families to assist with enhancing and accelerating student learning. When District staff engages families as partners, together they are able to effectively respond to students' needs. 

Staff have worked together to plan purposeful family engagement opportunities to further strengthen relationships. The District opened with a stronger opening this past year, and staff have continued to engage with families by using Zoom, holding in-person assemblies, and informational meetings for families. In addition, Principals have continued to ensure that families are aware that volunteers are welcomed in schools to support our students. 

The Superintendent has continued to ensure that there is regular communication going out to all families to keep families up-to-date and informed about events and important information. Every Friday, the Superintendent sent out to families a Friday Update, through ParentSquare, that has provided information from social/emotional wellness to academic supports for their child. By ensuring that families have access to the most updated information from throughout the District, especially at each of the nine schools, further strengthens home/school relationships.	District staff is continuing to partner with families to strengthen the relationships between home and school. When planning trainings and/or events in the schools to support student learning, Administration and staff work with families to be part of the planning process. At each of the nine schools, staff partner with PTAs to plan events, which allows the staff to differentiate the events and/or trainings to better meet the needs of families and students. By having families engage with staff on a frequent basis, further supports stronger relationships between schools and home. 

An area of focus for the staff to further increase relationships with families is supporting staff with learning more about family’s strengths, cultures, languages, and goals. The District conducts fall Goal Setting conferences with teachers and families. The purpose of Goal Setting is to get to know each other better, and learn from the family what are the strengths and areas of growth that they see their child needs assistance in. This also provides an opportunity for the schools to reach out to provide additional resources to families if there is a need in the areas of academics, as well as, social/emotional wellness.  

All nine schools are also focused on increasing participation at the ELAC and DELAC meetings. Since the start of the school year, there has been a stronger focus on making sure that all families that have a child who is an English Learner, have access to these informative meetings. The District is very fortunate to have over 29 different languages spoken throughout all nine schools. It is important that all families have access to information that supports their child’s academic and social/emotional growth. 
	There has been a continued focus on ensuring that underrepresented families are supported, and that they know the District staff encourages a strong partnership between home and school to support their child. Staff continue to ensure that there is a strong focus on removing barriers so that students can access their educational programs. The District has continued to monitor underrepresented families to make sure that they are offered frequent opportunities to be engaged in their schools, and are also provided resources as needed. The District has a Family Resource Center that has basic food and school supplies for families that may have a need. The Family Resource Center is available for all families in need throughout the District. In addition, the staff have created satellite Family Resource Centers at some of our schools to assist students in need if the family is unable to go to the main Family Resource Center that is located at Canyon Springs Community School. 

In addition, the District has increased its support for social / emotional wellness and has increased the number of Social Workers and counselors in the District. Presently, the District has 9.2 Social Workers to support students in need. The Social Workers and counselors are focused on meeting student needs and work to remove barriers that may be interfering with student learning. In addition, attendance is monitored, and if there are families that are struggling with having their child attend school on a regular basis, the Social Worker and administration will go to the homes to further provide support as needed. 

The District is aware of the need to support unduplicated students and ensuring that there is a strong focus on providing intervention support when needed. During the school day, staff provide academic support for students in need by having a two Learning Support Teachers at every school. The Learning Support Teachers provide a very targeted intervention program that focuses closing the achievement gap and accelerating learning to master grade level standards. In addition, staff have implemented an after-school program under the Expanded Learning Opportunities Grant that targets unduplicated students and provides academic and enrichment support. 
	All of the educators in the Sulphur Springs Union School District value and strive for strong partnerships with families to further increase student outcomes. At the start of the school year, staff welcomed back families by hosting Back-to-School Night meetings. Families felt welcomed and were excited to see their child’s classroom and meet the classroom teacher. Staff truly understand the importance of strong partnerships with families, and strive to find ways to strengthen these partnerships to support the students. 

In addition, all educators are focused on building strong connections with students and families, and the District started the school year by holding Goal Setting conferences with all families. During the conferences, the families and the teachers discuss the students’ strengths and work on setting growth goals for the students. These goals are then reviewed throughout the year to monitor student progress and provide supports as needed. 

If a student needs to access intervention supports to accelerate learning, teachers will work with the Learning Support Teachers that are at all nine school sites to provide intensive intervention support. Students that work with the Learning Support Teachers are monitored on a 4-to-6-week cycle to ensure progress is being made. In addition, families are communicated to regarding the progress and what, if any, additional supports are needed. 

If a child has social/emotional needs, each of the schools have an assigned Social Worker and counselor. When referrals are made, the Social Worker meets with the family, and they discuss what are the best ways to meet their child’s needs. In addition, online counseling was offered to any families that would like this additional resource to support their child. Hazel Health provided the online counseling to any families in need. 
	The District is focused on continuing to partner with families to increase student growth academically and social/emotionally. An area that the District will continue to target on is ensuring that families have access to schools to participate and provide input. This is being accomplished by making sure to offer meetings both in-person and through Zoom. Many families have shared that they have wanted to continue holding some meetings through Zoom since this has also supported their needs. Principals at all nine schools have also increased families’ participation in schools by having parent volunteers on sites and in the classrooms. Families have always been key partners in the District, and the teachers and students enjoy seeing families in the school settings. 

The Superintendent has continued to hold the Parent Advisory Committee (PAC) meetings during the past school year. During the PAC meetings, parents and the Superintendent discuss what is taking place academically and socially in the schools to support students. In addition, any new initiatives that are going to take place are introduced at PAC, and discussed to see how best to implement across all nine school sites. The families that participate in PAC are amazing partners that provide the Superintendent invaluable feedback and input so that both the District and families can continue to deliver the best educational programs for all students. 

An area that the District has also continued to improve is families participating in the District English Language Advisory Committee (DELAC) and school site English Language Advisory Committees (ELAC). All Administrators and teachers know the importance of ensuring that families of English Learners are provided information on a timely basis to support their child. In addition, the District is focused on making sure that the DELAC and ELAC meetings are accessible for all families and therefore are held via Zoom and in-person. The District has continued to increase its participation at the DELAC and ELAC meetings, and continues to strive for even more families attending the meetings. The District has also focused on making sure that students that are new to the country are provided additional resources, and that families know what additional resources are available for their child. 

The Superintendent has also continued to increase family and school partnerships by providing nine Coffee with the Superintendent meetings. A meeting is held at each of the schools and translation support is provided for those families that request it. In addition, the Superintendent shares information about what is taking place District wide and at all nine schools to further increase academic growth and social/emotional wellness for all students. In addition, the Superintendent holds New Family Orientation meetings for new families that are enrolling in the District the following year. The Superintendent shares information with families to support their child.

	The Sulphur Springs Union School District administration and teachers continue to monitor student groups of underrepresented families on a regular basis. There is a targeted focus to make sure that all supports are in place to support students that are foster youth, homeless, students with disabilities, low-income, and English Learners. During the fall conferences, families and teachers come together to create goals for students, and for those students that need increased supports, additional goals are created with the families. 

In addition, the District has hired two Educational Program Coordinators that support English Learners, low income, Foster Youth, Homeless, and Students with Disabilities. These Coordinators support the instructional program and teachers to better serve these student groups. From the prior year state testing results, there were indicators that these student groups need a more targeted approach to increase student achievement. In addition, the Coordinators support the two Learning Support Teachers at each of the nine schools to further strengthen the schools’ intervention programs and provide additional support and coaching as needed. The Coordinators work to bring in the best resources to teachers to better assist the educational programs in the classrooms. 

There are 9.2 Social Workers in the District that support low-income families and students that need access to additional supports to remove barriers that may be impeding learning for students. The Social Workers meet on a weekly basis to discuss ways to engage families in the schools, and partner with them to further increase learning and strengthen social/emotional wellness for students. For students that are not attending school on a regular basis, the Social Workers reach out to the families to create plans to have the student attend school daily. In addition, if there are any families that are in need of basic necessities such as food, clothing, and school supplies, the Social Workers make sure that the families have access to the District Family Resource Center.
	The District has implemented a highly-focused process to collaborate and seek input from families in the decision-making process to further enhance their child’s educational program. The District has provided families a Parent LCAP Survey that is directly tied to the Local Control and Accountability Plan (LCAP). In addition, the District has afforded opportunities for families to ask questions and provide input at school site council (SSC), English Language Advisory Committee (ELAC), District English Language Advisory Committee (DELAC), Parent Advisory Council (PAC), LCAP Advisory Council, and informational meetings with the Superintendent and District staff.

The Parent LCAP Survey provided families an opportunity to rate and comment on their ability to be part of the learning process for their child. In addition, the survey solicited information from the families as to whether or not families had opportunities to be engaged with staff to learn about programs and ways to support their child. The measures in the survey have provided information to support with the revision the District’s LCAP goals and actions. 

Every school Principal continues to meet with their School Site Councils and English Language Advisory Committees a minimum of 5 times a year. Parents who are on the committees provide input on the implementation of the School Plan for Student Achievement (SPSA), which is tied to the District’s LCAP. The SPSA and LCAP goals and actions address the instructional programs and resources that are in place to support student achievement and social/emotional wellness. 

Educational Services and the Superintendent meet with parent representatives from all sites for monthly DELAC meetings. The meetings are targeted to provide information to families based on needs of English Learners. Representatives ask questions and receive assistance as needed to further enhance their English Learner Program at their school sites. 

Staff also ensured that the District’s LCAP goals and actions were communicated, and the District Management Team sought input from the families by meeting with educational partners throughout the year. 

The Superintendent has also continued to increase family and school partnerships by providing nine Coffee with the Superintendent meetings. A meeting is held at each of the schools and translation support is provided for those families that request it. In addition, the Superintendent shares information about what is taking place District wide and at all nine schools to further increase academic growth and social/emotional wellness for all students.
	To further improve seeking input and partnering with families in the decision-making process, the Superintendent and Assistant Superintendent of Educational Services meet with families regarding the proposed Local Control and Accountability Plan and meet with educational partners, such as the LCAP Advisory Committee, to discuss annual progress and new actions needed for the following school year. Staff will continue to keep in constant communication with families to support meeting the academic and social/emotional needs of their child.  

The District has also continued to strengthen its communication and seeking input from families by using the ParentSquare communication system. This has allowed families to be communicated to in their home language, and affords them opportunities to participate in surveys and feedback. The system translates messages to families in their home language so that there is no communication barrier between home and school. 

In addition, the Superintendent will continue to meet with the Parent Advisory Committee to share the District’s programs, and solicit input from parent representatives from every site. Student Data will also continue to be shared with families, with a focus on underrepresented students, and students who are performing below standards.  
	Staff will continue to focus on improving parent engagement to support parents with the decision-making process to increase student achievement for their child. In addition, Staff will focus on creating opportunities for staff and families to come together to learn more about ways that they can work together to increase achievement for underrepresented students. 

During Parent Advisory Committee meetings, presentations are conducted that show what educational programs are being implemented to support unduplicated students. In addition, there will be a targeted focus on social/emotional wellness that supports the whole child and the family. Parents will have opportunities to seek outside resources from community organizations, which will be supported by the schools’ Social Workers. 

The Superintendent will also visit each of the schools in the fall to share information about ways the District staff is supporting students in need. Further, resources will be shared with families on ways that they can seek additional support for the family if needed. There will be continued focus on supporting the whole child and family to assist with the child meeting their educational goals. 

Principals and teachers will also continue to hold meetings at the school sites to further share resources that are available to assist unduplicated students and families in need. Conferences with families will be held to ensure that input and feedback is received so that together the school and home can partner to enhance learning for the child. 

	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
19650520000000	Temple City Unified	3	"Temple City Unified utilizes the California Healthy Kids Survey and a Local School Climate Survey to analyze input from our educational partners. Based on this input, we are at full implementation for all areas related to Building Relationships between School Staff and Families. We had 91% of our parents agree that school staff treats parents with respect. Likewise, 87% of our parents shared that they feel welcomed to participate at their child's school. On the Local School Climate Survey, 75% of the parents indicated that the school provides an educational experience and opportunities ""that reflect my child's culture, ethnicity, and identity."" Temple City Unified has incorporated the use of ParentSquare as our primary communication with parents. This has allowed our sites and District to engage parents to a greater extent. ParentSquare allows for mass communications to our families at all levels as well as targeted audiences. Within the classroom, teachers have the ability to send out communications to ensure parents are connected with the daily activities in the class in terms of grades, attendance and individual student concerns."	Based on the results of the California Healthy Kids Survey and Local School Climate Survey that was administered in 23-24, TCUSD indicated that 73% of the parents felt that the instructional materials that are provided to their child's do support their child's culture, ethnicity, and identity.  TCUSD will implement strategies to increase this percentage in the future. TCUSD recently adopted new science materials and plans to adopt history-social studies and mathematics textbooks over the next three years. 9% of our EL parents indicated that school does not respond promptly to their communication.  We believe this could be related to language barriers between staff and parents.  It is our goal to continue to build relationships with all parents and respond in a timely manner regardless of their primary language.	TCUSD will improve the engagement of underrepresented families by purchasing translation devices for all of the school sites to use with their newcomer students and families.  Likewise, each newcomer family will personally connect with at least one staff member at our school to build a positive relationship between school staff and families.	Based on this input from educational partner surveys in the 23-24 school year, we are at full implementation for three out of the four areas related to Building Partnerships for Student Outcomes. We had 87% of our parents agree that they feel confident to support their child at home. Likewise on the Local School Climate Survey, 85% of our parents shared that they participated in regularly scheduled parent conferences with their child's teacher.  Temple City Unified School District's strengths in building partnerships for student outcomes center around the relationships built at the classroom level. Site Principals and staff are encouraged to meet with parents via phone, email, ParentSquare or in person to ensure that families are actively engaged in their student’s success. At the elementary, each teacher holds parent meetings multiple times a year to discuss student progress and build relationships with families. These meetings allow for collaboration with families and ultimately lend themselves to student success. Families of middle school and high school students are actively encouraged to attend multiple information nights that support student access to resources for post-secondary education.	By using data from the survey's distributed in 23-24, TCUSD has determined the following areas for improvement in Building Partnerships for Student Outcomes:
-Provide workshops to staff and administrators in the 24-25 school year that relate to increasing effective partnerships with families.
-Improve the number of engagement opportunities and opportunities for parents and guardians to learn how to monitor their child's progress in classes, strategies to support meeting grade level standards, and support to help students meet graduation requirements.	TCUSD will improve the engagement of underrepresented families by engaging our students who qualify for extra supports under McKinney Vento laws. Our families who are experiencing hardships or unstable housing will have access to increased supports.  In the 24-25 school year, the Office of Student Support and Engagement will utilize an improved approach through district staff and site counselors to re-engage our students experiencing homelessness and improve their understanding of their legal rights.	Based on this input from 23-24, we are at full implementation for all areas related to Seeking Input for Decision-Making. 89% of our parents agree that the school encourages them to be an active partner with the school in educating their child; however, 77% of the parents shared that the school actively seeks the input of parents before making important decisions. TCUSD strongly encourages parents to join and participate in decision-making committees and meetings at each school site and district level meetings. Temple City Unified School District’s strength in seeking input for decision-making has increased by utilizing in-person groups and town hall events as well as on-line surveys. Temple City Unified has used surveys to gain input in LCAP goals, program evaluation, new programs, and textbook adoptions.	TCUSD has determined the following areas for improvement in Seeking Input for Decision-Making:
-Provide increased training and resources to all schools to support their School Site Councils and English Learner Advisory during the 24-25 school year.
-Encourage increased number of participants in all district level committees and increase the number of in-person events.
-Provide further training and resources to site administration on Student Success Team and English Learner Advisory Council practices and procedures.	TCUSD will improve the engagement of underrepresented families by engaging our families by offering in-person workshops with translation in the 24-25 school year.  By providing these workshops in-person, we are able to offer an engagement opportunity for parents who may struggle with joining virtually due to the lack of unstable internet or technology.	4	4	4	4	3	4	4	4	4	4	4	4	Met		2024-06-26	2024
19650600000000	Torrance Unified	3	The district has developed a variety of strategies for building relationships with staff and families, has expanded virtual outreach to accommodate busy families.  The use of multiple modes of communication has become a strength for the district by providing families and staff the opportunity to participate even when off site. These opportunities for engagement have led to some increases in parent engagement both at the district level and site level. Another strength is the increased focus on building welcoming and supportive environments. The district has increased a focus on building capacity among all district staff to appreciate diversity and to create welcoming environments at all levels.	The district will focus on improving two-way communication with parents. It is essential to build connections with families so that they feel safe to disclose their needs and provide any valuable recommendations. The district will continue to develop strategies to not only increase engagement but provide opportunities for parents to provide feedback and direct input in key areas for school sites and the district. In addition, to build trust and connections with families the district has invested in diversity and inclusion efforts district-wide and at school sites.  Increase in awareness and appreciation of cultural and other differences can build stronger relationships between staff and families.The district will continue to host virtual parenting series during the month of June and July for parents of incoming Kindergarten, Middle school, and High School students to help prepare them for these important transitions. The goal is to provide parents an opportunity to learn about district goals, and resources while voicing questions or input on the transition for their children.	The district has worked hard on continuing to increase engagement at the district level and at school sites. However, improving engagement of underrepresented families such as homeless, foster, English language learners, or low-income families has proven challenging. The district has invested staffing and funding into the homeless and foster program in addition to grant writing to support these programs and efforts. The district has committed to a dedicated social worker to focus on homeless and foster youth and to expand the mental health intern program. The focus on expanding the intern program has allowed the district to provide ongoing individual case management for foster and homeless families.  This effort has led to improved engagement, scheduling of more individual counseling, resources, and support. The team has also worked together to create unique targeted engagement opportunities for our families most in need. The district will continue to focus efforts on these targeted outreach opportunities to improve engagement for our underrepresented families. Moreover, at the site level, there is an increased focus on targeting communication and outreach to students and families most in need. School sites are working on plans to individualize communication in their home language if necessary and take those extra steps to get underrepresented families to participate and take advantage of programs, services, and supports.	TUSD has increased the focus of its district-wide teacher professional development on supporting targeted students, including an emphasis on the importance of building partnerships with families.  We understand how important school-to-home communication is and have supported sites by providing them with additional strategies to connect.  We also have added parent workshops on how to best support students at home. A key example of efforts tied to outcomes are current strategies and interventions at the district and school site levels to improve student attendance.  Incorporating parents as partners in these efforts to increase awareness of the importance of daily attendance to academic progress and success has proven fruitful.  These efforts led to not only district wide attendance gains but some significant gains at schools and with targeted populations such as McKinney Vento Homeless youth.	The focus areas for improvement are to individualize communication and target the information toward the unique needs of our families. This includes personal invitations to participate and engage in services, programs, and support.  For instance, targeted information will be provided to Foster and McKinney Vento Homeless families about programs they are not participating at the same levels as peers such as career technical education pathways, college courses, early college dual language programs, etc.	The district will continue to focus on targeting underrepresented families and specifically work on ensuring that different modes of outreach are used to increase the chances of reaching families in their preferred mode of communication. The district plans on using traditional forms of outreach such as flyers and emails while also using more individualized outreach in families' own language such as phone calls, texts or social media. The district plans on outreach to raise awareness of current resources and to get more under represented families to participate in current programs. Additionally, the district plans on focusing outreach and targeted efforts on improving convenience for families and taking advantage of existing opportunities where parents are already available such as when picking up students from after school programs etc.	The district makes various efforts to seek input for decision making such as hosting a multitude of advisory groups and specifically seeking representation from targeted unduplicated populations for these advisory groups.  It has been a strength to have advisory groups both at the site level and the district level including Title I, ELMAC, DELMAC, Homeless/Foster focus groups, student advisory groups, etc. The district continues to create a variety of opportunities for parent input into the decision making process and encourages multiple modes for parent feedback to be collected.  Plans are to continue outreach efforts, and to keep hosting the variety of advisory groups in order to sustain invaluable parent input.	The focus for improvement for the district will be to increase representation of high need families on advisory groups, by specifically targeting underrepresented families in a variety of outreach efforts in their home languages as needed.  Additionally the district will also focus on targeting unduplicated and underrepresented groups to increase family participation and engagement in programs and opportunities at the site level and district level to promote stronger connections, increased trust and increase awareness of resources or supports available. These efforts include an ongoing process for developing parent relationships not only during parent advisory groups.  This ongoing effort is aimed at being more inclusive for parent input by providing an ongoing conversation of district and school site issues, opportunities for involvement etc.	The district will continue to focus on targeting underrepresented families and specifically work on ensuring that different modes of outreach are used to increase the chances of reaching families in their preferred mode of communication. The district plans on using traditional forms of outreach such as flyers and emails while also using more individualized outreach in families' own language such as phone calls, texts or social media. We were very successful this year in having strong representation of underrepresented families at school site council meetings, as well as district advisory committees such as District Communication Committee, Title I Parent Advisory, DELAC, and LCAP Parent Advisory.  We plan on continuing with this successful outreach to ensure that this strong representation continues.	4	5	3	4	4	4	4	4	5	5	5	4	Met		2024-06-18	2024
19650780000000	Valle Lindo Elementary	3	Based on the analysis of educational partner input and local data, the LEA's current strengths and progress in building relationships between school staff and families are evident in several key areas.

Effective Communication: The LEA has implemented multiple channels for communication, including regular newsletters, email updates, and a user-friendly website, ensuring families are well-informed about school events, policies, and student progress.

Active Parent Involvement: There is a high level of parental involvement in school activities, demonstrated by strong attendance at open houses, parent-teacher conferences, and school events such as the Flags of Valor and award assemblies. This involvement has fostered a collaborative environment where parents feel welcomed and engaged.

Supportive Programs: The LEA offers various programs and workshops designed to support families, such as parenting workshops, educational resources, and community-building events. These initiatives have helped bridge the gap between home and school, making parents feel more connected and supported.

Responsive Staff: School staff are dedicated to building positive relationships with families, evident through their responsiveness to parent inquiries and proactive efforts to reach out and involve parents in their children's education. The staff's commitment to maintaining open lines of communication and addressing parental concerns promptly has strengthened trust and cooperation.

Celebrating Achievements: Regular recognition of student and family achievements, such as honor roll ceremonies, promotions, and graduations, highlights the LEA's focus on celebrating the community's success. These events not only honor students' hard work but also emphasize the importance of family support in educational achievement.

Overall, the LEA has made significant progress in fostering strong relationships between school staff and families, creating a supportive and collaborative educational environment.	Based on the analysis of educational partner input and local data, the LEA has identified several focus areas for improvement in building relationships between school staff and families:

Enhanced Communication Strategies: While communication is a strength, there is a need for more consistent and timely updates. The LEA aims to improve the frequency and clarity of communications, ensuring all families, including non-English speaking and technologically challenged families, receive important information promptly.

Increased Parental Engagement: Despite strong parental involvement in some events, there are gaps in participation across different family demographics. The LEA plans to implement targeted outreach programs to engage underrepresented families, fostering a more inclusive environment.

Professional Development for Staff: The LEA recognizes the importance of equipping staff with the skills needed to build stronger relationships with families. There will be an increased focus on professional development opportunities that emphasize cultural competency, effective communication, and family engagement strategies.

Creating More Opportunities for Family Involvement: The LEA aims to expand the variety and number of opportunities for families to be involved in school activities and decision-making processes. This includes more flexible meeting times, virtual participation options, and diverse events that cater to the interests and schedules of all families.

Feedback and Improvement Mechanisms: To ensure continuous improvement, the LEA will establish more robust mechanisms for gathering and responding to family feedback. This includes regular surveys, focus groups, and open forums where families can voice their concerns and suggestions.

By addressing these focus areas, the LEA aims to strengthen the partnership between school staff and families, creating a more supportive and collaborative educational environment.	Based on the analysis of educational partner input and local data, the LEA has identified several strategies to improve the engagement of underrepresented families:

Targeted Outreach Programs: The LEA will develop targeted outreach programs specifically designed to engage underrepresented families. This includes collaborating with community organizations and leaders to connect with families who may not be reached through traditional communication channels.

Cultural Competency Training: The LEA will provide cultural competency training for all staff to ensure they understand and respect the diverse backgrounds of underrepresented families. This training will equip staff with the skills needed to build trust and foster meaningful relationships with these families.

Language Support Services: To better support non-English speaking families, the LEA will enhance its language support services. This includes providing translation and interpretation services at all school events, meetings, and in all written communications to ensure that language barriers do not hinder family engagement.

Flexible Meeting and Event Times: Recognizing that many underrepresented families may have work schedules or other commitments that prevent them from participating in school activities, the LEA will offer meetings and events at various times, including evenings and weekends. Additionally, virtual participation options will be provided to accommodate different schedules.

Community-Building Events: The LEA will organize community-building events that celebrate the diversity of the school community. These events will provide opportunities for underrepresented families to connect with school staff and other families in a welcoming and inclusive environment.

Feedback Mechanisms: The LEA will implement regular feedback mechanisms, such as surveys and focus groups, to gather input from underrepresented families. This feedback will be used to continuously improve engagement strategies and ensure that the needs and concerns of these families are addressed.

By implementing these strategies, the LEA aims to create a more inclusive and supportive environment that encourages the active participation of underrepresented families in their children's education.






	Based on the analysis of educational partner input and local data, the LEA’s current strengths and progress in building partnerships for student outcomes are evident in several key areas:

Strong Community Involvement: The LEA has established robust partnerships with local businesses, community organizations, and higher education institutions. These partnerships provide students with valuable resources, such as internships, mentorship programs, and career exploration opportunities, enhancing their educational experiences and future career prospects.

Collaborative School Culture: There is a strong culture of collaboration within the LEA, where teachers, administrators, and staff work together with families and community partners to support student achievement. Regular meetings, workshops, and collaborative planning sessions ensure that all stakeholders are aligned in their efforts to improve student outcomes.

Effective Use of Data: The LEA effectively utilizes data to identify student needs, monitor progress, and inform decision-making. This data-driven approach enables the LEA to tailor interventions and support services to meet the specific needs of students, thereby improving their academic performance and overall well-being.

Comprehensive Support Services: The LEA offers a wide range of support services, including academic tutoring, counseling, and extracurricular activities, to address the diverse needs of students. These services are often provided in partnership with community organizations, ensuring that students have access to the resources they need to succeed.

Family Engagement: The LEA places a strong emphasis on engaging families in the educational process. Through regular communication, workshops, and events, the LEA fosters strong partnerships with families, empowering them to support their children's learning and development effectively.

Professional Development: The LEA invests in ongoing professional development for teachers and staff, focusing on best practices for building partnerships and improving student outcomes. This commitment to professional growth ensures that educators are equipped with the latest strategies and skills to support student success.

Overall, the LEA has made significant progress in building partnerships that contribute to positive student outcomes, creating a supportive and collaborative educational environment.	Based on the analysis of educational partner input and local data, the LEA has identified several focus areas for improvement in building partnerships for student outcomes:

Enhanced Communication and Collaboration: While there are strong existing partnerships, there is a need to improve communication and collaboration among all stakeholders. This includes creating more streamlined and effective channels for regular updates, feedback, and joint planning between schools, families, and community partners.

Expanding Community Partnerships: The LEA aims to broaden its network of community partners to include a more diverse range of businesses, organizations, and higher education institutions. Expanding these partnerships will provide students with additional resources, opportunities, and support to enhance their educational experiences and future career prospects.

Targeted Support for Underserved Students: There is a need to focus on building partnerships that specifically address the needs of underserved student populations. This includes developing programs and resources that provide targeted academic support, mentorship, and enrichment opportunities to help close achievement gaps.

Professional Development in Partnership Building: The LEA plans to offer more professional development opportunities focused on effective partnership building. This training will equip teachers, administrators, and staff with the skills and knowledge necessary to cultivate and sustain meaningful partnerships that positively impact student outcomes.

Integration of Technology: Leveraging technology to enhance partnerships is another area for improvement. The LEA seeks to integrate digital tools and platforms that facilitate collaboration, communication, and resource sharing among schools, families, and community partners, making it easier to support student learning and development.

Regular Assessment and Feedback: To ensure the effectiveness of partnerships, the LEA will implement regular assessment and feedback mechanisms. This includes collecting data and input from all stakeholders to evaluate the impact of partnerships on student outcomes and make necessary adjustments to improve their effectiveness.

By addressing these focus areas, the LEA aims to strengthen and expand its partnerships, ultimately leading to improved student outcomes and a more supportive educational environment.	Based on the analysis of educational partner input and local data, the LEA has identified several strategies to improve the engagement of underrepresented families in building partnerships for student outcomes:

Targeted Outreach and Communication: The LEA will develop targeted outreach efforts to ensure underrepresented families receive important information and feel included in school activities. This includes using multiple communication channels, such as translated materials, social media, and community radio, to reach families who may not be engaged through traditional methods.

Culturally Relevant Programs and Events: The LEA will organize culturally relevant programs and events that resonate with underrepresented families. These events will celebrate diverse cultures and provide opportunities for families to connect with the school community in a meaningful way.

Partnership with Community Organizations: The LEA will collaborate with local community organizations that have established trust and rapport with underrepresented families. These partnerships will help bridge the gap between the school and families, offering additional support and resources tailored to their needs.

Flexible Participation Options: Recognizing that underrepresented families may face barriers to participation, the LEA will offer flexible options for involvement. This includes virtual meeting options, varied event times, and providing childcare during events to accommodate different schedules and needs.

Family Engagement Workshops: The LEA will host workshops aimed at empowering underrepresented families with the knowledge and skills needed to support their children's education. These workshops will cover topics such as navigating the school system, understanding academic expectations, and accessing available resources.

Parent Leadership Opportunities: The LEA will create opportunities for underrepresented parents to take on leadership roles within the school community. This includes serving on advisory committees, participating in decision-making processes, and leading family engagement initiatives.

Regular Feedback and Improvement Mechanisms: The LEA will implement regular feedback mechanisms to gather input from underrepresented families. This includes surveys, focus groups, and suggestion boxes, allowing families to share their experiences and provide insights on how the school can better meet their needs.

Building Trust and Relationships: The LEA will prioritize building trust and relationships with underrepresented families through consistent, respectful, and supportive interactions. School staff will receive training on cultural competence and effective communication to foster a welcoming and inclusive environment.

By implementing these strategies, the LEA aims to create a more inclusive and supportive environment that encourages the active participation of underrepresented families in their children's education and the broader school community.	
Based on the analysis of educational partner input and local data, the LEA's current strengths and progress in seeking input for decision-making are evident in several key areas:

Inclusive Stakeholder Engagement: The LEA has established a robust system for engaging a diverse range of stakeholders, including students, parents, teachers, and community members. Regular town hall meetings, focus groups, and surveys ensure that all voices are heard and considered in the decision-making process.

Transparent Communication: The LEA is committed to transparency in its decision-making processes. Detailed minutes from board meetings, public access to policy proposals, and clear communication about upcoming decisions help stakeholders stay informed and involved.

Effective Use of Technology: The LEA effectively leverages technology to facilitate input from stakeholders. Online surveys, virtual town halls, and social media platforms allow for broader participation, especially from those who may not be able to attend in-person meetings.

Collaborative Committees: The LEA has established various committees, including parent advisory councils and student advisory boards, which provide structured opportunities for input on key issues. These committees play a crucial role in shaping policies and initiatives, ensuring they reflect the needs and preferences of the community.

Data-Driven Decisions: The LEA utilizes data from various sources, including academic performance metrics, attendance records, and stakeholder feedback, to inform its decisions. This data-driven approach ensures that decisions are based on evidence and aligned with the goal of improving student outcomes.

Regular Feedback Mechanisms: Continuous feedback is a cornerstone of the LEA’s approach to decision-making. Regular surveys and feedback forms are used to gather input on specific initiatives, and the LEA actively seeks input on potential changes or new programs before implementing them.

Overall, the LEA has made significant progress in creating a participatory and transparent decision-making environment. By fostering open communication and actively seeking input from all stakeholders, the LEA ensures that its decisions are well-informed and broadly supported.	Based on the analysis of educational partner input and local data, the LEA has identified several focus areas for improvement in seeking input for decision-making:

Enhanced Representation: While the LEA has made strides in engaging stakeholders, there is a need to ensure that all demographic groups are adequately represented. Efforts will be focused on reaching out to underrepresented communities to ensure their voices are heard and considered in the decision-making process.

Improved Accessibility: The LEA aims to make input mechanisms more accessible to all stakeholders. This includes providing more language support, simplifying communication materials, and offering multiple formats for providing input, such as paper surveys in addition to digital options.

Increased Frequency of Engagement: To keep stakeholders continuously involved, the LEA plans to increase the frequency of engagement opportunities. This includes more regular surveys, focus groups, and town hall meetings to gather ongoing feedback rather than relying on periodic input.

Follow-Up and Accountability: Stakeholders have indicated a desire for more follow-up on how their input has influenced decisions. The LEA will implement better follow-up processes to communicate how stakeholder feedback has been used and what actions have been taken as a result.

Capacity Building: There is a need to build the capacity of stakeholders to effectively participate in the decision-making process. This includes offering training and resources to help parents, students, and community members understand how they can contribute meaningfully and understand the implications of various decisions.

Streamlined Feedback Processes: The LEA will work on streamlining feedback processes to make them more user-friendly. Simplifying the ways in which stakeholders can provide input will encourage greater participation and ensure that feedback mechanisms are efficient and effective.

Strengthening Partnerships: The LEA plans to strengthen partnerships with local organizations and community leaders to facilitate broader input. By working closely with these partners, the LEA can leverage existing trust and networks to reach more stakeholders and gather diverse perspectives.

By addressing these focus areas, the LEA aims to create a more inclusive, accessible, and responsive environment for stakeholder input, ultimately leading to better-informed decisions that reflect the needs and priorities of the entire school community.	Feedback and Follow-Up: The LEA will implement regular feedback mechanisms to gather input from underrepresented families and ensure their voices are included in decision-making. Additionally, the LEA will provide clear follow-up on how the input received has influenced decisions, showing families that their contributions are valued and impactful.	5	5	4	4	4	4	5	4	4	5	4	4	Met		2024-06-26	2024
19650940000000	West Covina Unified	3	The West Covina Unified School District works diligently to build and sustain essential partnerships with our families. During the 2023-2024 school year, many forms of outreach were provided at the site and district levels to increase communication and positive relationships with our families. A highly effective tool to the district’s communication efforts included a Superintendent’s Newsletter which was distributed to all district families on a weekly basis. ParentSquare continued to greatly increase two-way communication between families and schools in their native language. Our Family Resource Center continued to provide resources, referrals, and services to our families, especially our foster youth and homeless population. English learner parent/guardian representatives from each of our schools were provided with opportunities to provide ongoing feedback on site and district support and services for a wide range of students representative of various cultures and languages. Parents/guardians of our students with disabilities were provided with parent workshops throughout the year on various topics of interest and importance to them. District staff collaborated with school level staff to proactively respond to the social/emotional needs of students across the district, in collaboration with our families. Varied technology platforms, including social media and online surveys, were utilized to distribute timely and relevant content to help facilitate effective and improved communication between the district and the community. As measured by our annual local climate survey, a district wide goal to maintain high levels of positive customer service was achieved. Approximately 85% of families stated that they had opportunities to share their thoughts and opinions with the sites and district office.	The weekly Superintendent’s Newsletter provided information on important topics such as school news, new opportunities, expanded learning programs, etc. and to highlight the various accomplishments of schools, students, and staff members. The district also harnessed the widespread use of social media and continued to increase its presence to further disseminate information to the community. We will continue to find different ways to ensure that families, especially underrepresented families, continue to have opportunities to engage in meaningful input and decision making at all schools and at the district level for increased student outcomes. We seek to enhance our ability to engage families by providing expanded experiences that will draw families to make personal connections for increased student achievement and positive engagement. We will continue to seek input to determine the optimal days and times to provide workshops and opportunities that serve the needs of unduplicated, targeted, and underrepresented student groups. During the 2023-2024 school year, West Covina Unified was granted funding to establish a Community Schools Partnership Program at 7 sites. Various educational partners met regularly to plan the full implementation of Community Schools at those sites the following year.	The West Covina Unified School District strategically invites parents/guardians, especially of underrepresented students, to provide input during decision-making meetings such as LCAP District Advisory Committee, District English Language Advisory Committee, School Site Council, monthly Special Education parent meetings, etc. A personal invitation is made to those families. Translators are provided to increase participation of non-English speaking families. If parents are unable to attend a meeting, they are provided contact information for a staff member to review the meeting items and record the parent's input.	The West Covina Unified School District strives to build and sustain significant relationships with families in order to support students’ well-being and high levels of student achievement. Parents, in collaboration with teachers, staff, and administration, reviewed a variety of district wide achievement data through various formats and forums at the site and district levels during the school year to determine student strengths and needed areas of improvement. Workshops, meetings, and parent/guardian-teacher conferences were held to share important achievement data along with information and resources to support student learning and development in the home and at school. West Covina Unified continued to implement the use of ParentSquare to improve and greatly increase two-way communication between families and schools in their native language. Our Family Resource Center staff monitored academic progress and provided individualized instruction, interventions, and counseling to address academic support needed across the subject areas to unduplicated groups.	West Covina Unified continued to offer a variety of training to teachers in 2023-2024. Elementary school teachers participated in professional development to fully implement the newly adopted TWIG science curriculum. They also received follow up training on 95% Group to continue the faithful implementation of the program. Elementary school teachers received professional development on the use of the Smarter Balanced website and Tools for Teachers to better understand the California Assessment of Student Performance and Progress (CAASPP) and make connections to classroom instruction. Middle school staff members participated in professional development to fully implement the math curriculum that was adopted during the 2022-2023 school year. Moreover, they also received training on the newly adopted science curriculum and history-social science curriculum. Secondary teachers also participated in professional development focused on Professional Learning Communities focused on strategies, practices, interventions and support systems to address learning gaps and increase academic achievement. Staff who participate in Individualized Education Plan (IEP) meetings received training on Facilitated IEPs geared towards building strong relationships among team members and helping the team focus on the IEP content and process to meet the needs of students.	West Covina will continue to reach out to underrepresented families and invite them to participate in workshops, meetings, and parent/guardian-teacher conferences. These forums will be used to share important achievement data, strategies, and resources to support student learning and development in the home and at school. Parents, in collaboration with teachers, staff, and administration, reviewed a variety of district wide achievement data through a variety of formats and forums at the site and district levels during the school year to determine student strengths and needed areas of improvement. Workshops, meetings, and parent/guardian-teacher conferences were held to share important achievement data along with information and resources to support student learning and development in the home and at school. West Covina Unified continued to implement the use of ParentSquare to improve and greatly increase two-way communication between families and schools in their native language. Our Family Resource Center staff monitored academic progress and provided individualized instruction, interventions, and counseling to address academic support needed across the subject areas to unduplicated groups.	Parents/guardians in the West Covina Unified School District provided ongoing input to both district and school decision making during the course of the 2023-2024 school year. There was representation from each school site, from elementary to secondary, on the Local Control Accountability Plan (LCAP) District Advisory Committee as measured by membership lists. Parent representation reflected low-income, English learner, reclassified fluent English proficient, foster youth, and students with disabilities student groups. The LCAP District Advisory Committee was also composed of school and district administration, teachers, and classified staff, including staff who work directly with unduplicated pupils/targeted student groups. The LCAP District Advisory Committee configuration allowed for varied opportunities for school/district staff to build capacity with parents/guardians in working collaboratively to review student achievement data, evaluate programs, and provide ongoing feedback on the progress of LCAP goals. There was also District English Learner Parent Advisory Committee (DELAC) representation from each of the school sites. Parents of English learners were invited to participate in the DELAC while parents of students with disabilities were invited to participate in the Special Education Parent Advisory Committee to ensure representation and solicit input on the LCAP and programs from each school site. The district maintained a foster youth committee of staff, students, foster parents, and community agencies to examine and address the needs of foster youth to support the wellbeing and academic achievement of foster youth. At the site level, there was a functioning School Site Council or Parent-Student Advisory Committee at 100% of schools in the district. School Site Councils at the elementary, middle, and intermediate levels consisted of a majority of parents of students at the school, including unduplicated pupils. At the high school level, Parent-Student Advisory Committees consisted of parents and students at the school, including unduplicated pupils. Parents/guardians at all school sites were asked to complete the annual local climate survey in the spring of 2024. The survey included questions about academic achievement, communication of student progress, administration, counseling for students, student safety, grading practices, morale, and school and district communication with parents and guardians.	While West Covina Unified constantly strives to include families of underrepresented students in the decision-making processes (e.g. School Site Council, District LCAP Advisory Committee, Board of Education public input, etc.), one of the areas in which we can improve our efforts is by providing meetings at various times and locations that are optimal for a wider range of educational partners. We will continue to survey our educational partners to determine preferred times, locations, and format of proposed meetings.	West Covina will continue to create opportunities for educational partners to provide ongoing input and provide increased means for two way communication between underrepresented families and school sites and the district office. Families will receive a weekly Superintendent's Newsletter through ParentSquare which will provide families with information on important upcoming meetings and opportunities, survey links to gather input, and contact information. They will also have access to information posted through the district’s official social media accounts.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-13	2024
19650940112706	California Virtual Academy @ Los Angeles	3	The school is dedicated to cultivating trusting and respectful relationships with families to ensure student success in the virtual learning environment. Upon enrollment approval, families receive personalized onboarding support from their designated onboarding coach. This support begins with a warm welcome - an intentional and welcoming inclusion activity, routine, or ritual that builds community and connects to the work ahead. Families receive clear guidance on program expectations, communication channels, and navigating the online platform and resources efficiently. Newly enrolled students and parents experience at least three personalized interactions with their onboarding coach, ensuring a sense of belonging from the start. Spanish-language onboarding support is available for Limited English Proficient (LEP) students and families whose primary language is Spanish.

Teachers proactively connect with families through welcome calls, monthly check-ins, Enduring Connection Calls, academic conferences, and provide live instruction aligned with the California content area standards. 
Teachers and staff prioritize student relationships through daily face-to-face interactions. Additionally, we support student and adult resilience with intentional social-emotional learning practices. We have identified the importance of self-awareness, self-management, and executive function in our unique setting – and work to foster these skills among students, teachers, and families.
In addition to classroom interactions, the school offers in-person and virtual activities, clubs, and support sessions. Continuous support is provided to families year-round, including during the summer.
School leaders facilitate regular feedback sessions involving parents, students, and staff, utilizing surveys to gather input and identify areas needing additional support. Special programs, like the Compass program, cater to MKV, Foster youth, and other underrepresented families, focusing on providing resources and supplies, engagement support, and coaching for students and parents, including bilingual engagement and translation services.
The school actively involves parents, students, and staff in planning processes through various channels, ensuring that their voices are heard and valued. Feedback and collaboration happen in Title I meetings, English Learner Advisory Committee (ELAC), and Partner Engagement Sessions, which include priority opportunities for parents, staff, and students to review Local Control and Accountability Plan (LCAP) goals, actions, and services and provide input and suggestions. LCAP feedback informs decision-making and drives programmatic adjustments to ensure that programs offered reflect the priorities of the learning community and that all students are learning.
	"•	Continue to refine the Enduring Connection Calls between teachers and students.
•	Schoolwide implementation of 3 Signature Practices across all departments 
•	Training and Professional Development for staff based on trauma-informed practices, to support trusting and respectful relationships with families.
•	Provide additional training for all staff on how to access the primary and preferred language of Limited English Proficient (LEP) families.
•	Continue to refine the Language Access Plan - a resource that outlines ongoing efforts to improve access for limited English proficient (LEP) individuals – people whose primary language is not English and who have limited ability to read, speak, write, or understand English. 
•	Continue to develop the Newcomer instructional and family support services provided by the English Language Development (ELD) Department to meet the needs of students in kindergarten through grade twelve (K–12) who were born outside the United States (U.S.) who have arrived in the U.S. in the last three years and who also are still learning English. 
"	Solid relationships and research-based support/services improve outcomes for underrepresented students. The school provides engagement, attendance, academic, and SEL support for families, including English Learners, Students with Disabilities, and Socioeconomically Disadvantaged (SED) students. Support includes removing barriers and providing school supplies and resources, as well as academic support, to help them succeed in the virtual learning environment. 

The school has added additional bilingual engagement staff for Spanish-speaking families to provide support throughout the calendar year to expand opportunities for the LEP families in the 23-24 SY and provide an increased level of translation and interpretation support from a live school staff member. Additionally, schoolwide forms and documents have been translated into Spanish, and the school’s website now includes a language toggle feature so that families can change the presentation of all information on the site to Spanish with a single click. In addition, the school contracts with an over-the-phone interpreting service, Certified Languages International (CLI), which provides interpreters in over 200 languages, allowing for teachers and other staff to communicate with LEP parents during real-time phone calls or video conferences in their preferred language. In order for Limited English Proficient (LEP) families who speak a language other than English or Spanish to access school information, resources are included with school communication for seamless translation on demand. All parents and guardians of students may request free language translation services in their preferred language at any time, and staff members can request document translation for LEP families’ preferred languages at any time as well. 
The school seeks the participation of unduplicated students by offering specific onboarding follow-up for SED families who are not meeting designated engagement metrics, an internet subsidy so families can engage and connect with the school community, and the Compass team reaches out to parents and families when SED students are not engaged. We offer workshops to support resilience, specifically designed to support SED parents and families. This series focuses on skills to manage stress, solve problems, reflect on reactions in different situations and practice new ways to respond when facing challenges.
For our Students with Disabilities, GE teachers and Education Specialists do additional outreach and seek their active participation in their child's education. Case Managers ensure families attend Individualized Educational Plan (IEP) meetings, specifically parents/guardians are invited to attend 30-day, annual, and triennial IEPs, evident in Team Meeting Notices.  An ongoing area of improvement for the school is to continue analyzing parental engagement data to ensure consistent and significant participation from parents and students in unduplicated groups.	The school fosters strong partnerships with families to ensure student success. Recognizing parents' crucial role in education, particularly in an independent study charter school, the school actively engages parents by providing them with comprehensive information, resources, training, and opportunities to collaborate with other parents to better support their children's learning journey. Regular teacher-family conferences inform parents about their child's progress and academic expectations, while accessible systems grant them access to student grades, assessments, and online activities.

Dedicated engagement and attendance support teams work to keep students involved in their education, focusing on educating parents about school expectations and strategies to remain engaged in their child's daily schooling. The presence of graduation coaches facilitates better understanding among students and parents regarding graduation requirements, progress tracking, and ensuring timely graduation. This information is shared through various channels, including school assemblies, homeroom meetings, and individual conferences.

The school has committed to being a Professional Learning Community (PLC) and strives to incorporate the Three Big Ideas of the PLC process: focus on learning, a collaborative culture, and results orientation.  As a result of this work, the school has refined professional development, prioritized collecting evidence of mastery, and created clear communication regarding our school priorities and goals. The collaboration among staff members focuses on discussing student progress and working together to support improved student outcomes. This collaborative work, in turn, allows for strengthened communication of outcomes and progress with students and families during individualized onboarding sessions, monthly Enduring Connection Calls, weekly academic support sessions, and ongoing Academic Conferences. 

Dual enrollment programs such as CAVA2College and Stride Career Prep (SCP) provide high school students valuable opportunities to explore career pathways, earn certifications, and prepare for college and career. Middle school students benefit from career exploration and technology courses and earn high school credit.

To ensure effective communication and engagement, the school utilizes various platforms such as ParentSquare, social media, LC Community (a school-based social media platform for parents/learning coaches), and the school website. These offer the family’s essential information and opportunities to build relationships and advocate for their children. The Family Teacher Organization (FTO) further strengthens student support by facilitating collaboration between home and school through regular meetings and shared goals.	"•	Create more opportunities for students to engage with SEL assembly topics by incorporating content into the MS/HS ORN courses and supporting the Elementary Staff with resources to share during Paw Pride sessions.
•	Provide training and access for Care Solace access for administrators, who can support families by initiating a warm handoff when identified.  Continue to create understanding with staff around the difference between a “warm handoff” and “anonymous search” and how we can better support resource connection when we start a “warm handoff” for a family or student.
•	Increase the translation and interpretation services and documents provided in Arabic, an increasing primary language amongst Limited English Proficient (LEP) families at our school.
•	Expand our video conferencing translation capabilities to provide real-time translation in multiple languages to ensure parents/guardians have the opportunity to meaningfully participate and advocate for their students in educational partner meetings.
"	The school's Attendance Advocates proactively address student absences daily, collaborating with students to overcome any obstacles they may face. They assist parents in completing surveys for any offline assignments completed by students. In continued absences, additional meetings are scheduled with parents and students to identify underlying issues and support overcoming them, ultimately guiding families toward academic success.

To ensure MKV students are engaged and learning, the school has increased the resources, referrals, and support, which include Food and Housing Resources, Health Services, Mental Health and Crisis Support, and Internet/Hot Spots.

Regarding training and support for teachers, all staff undergo continuous, high-quality training and professional development sessions throughout the year. Additionally, new teachers benefit from immersive, hands-on training provided by department trainers to ensure a comprehensive understanding of schoolwide vision, properties, goals, departmental policies, procedures, and ways to support students and families. New hires are assigned a dedicated support teacher during their inaugural year.
	"Survey questions and data collection methods are tailored for the virtual school environment and align with LCAP objectives and strategies. The leadership team conducts quarterly reviews of feedback, which lead to adjustments in schoolwide and departmental plans and enhancements in family engagement initiatives. This feedback, along with student engagement and achievement data, informs the development and monitoring of LCAP initiatives.

The following presents a synopsis of trends and feedback from various parent surveys conducted during the 23-24 SY, including responses from the LCAP survey, Title I feedback survey, and feedback surveys from Fall and Winter Partner Engagement Meetings. 

Ranking of LCAP Priorities/Goals 
Top Priorities: 
(83%) Ensure Students Will Graduate from High School
(76%) Providing Internet reimbursement for low-income families.
(74%) Ensure Students Attend School
(68%) High School Career and Technical Education
(67%) High School Students Complete all courses (A-G) to be eligible to attend a CA state college or a University of California
(67%) Support for Students with Disabilities

In addition:
(83%) Agree / Strongly Agree: ""I have been given opportunities to participate in decision-making regarding my student's education.""
(88%) Agree / Strongly Agree: ""The school has created a welcoming environment for all families in the community.”

In addition, parents, families, students, and staff provide feedback and direction to the school through a variety of opportunities, including:
•	ELAC Meetings
•	EL Needs Assessment Annual Survey
•	School Climate Survey
•	Parent Connections, including coffee chats and parent training.
•	Student Government 
•	Family Teacher Organization (FTO)
•	Student and Teacher Pulse Checks 

Two-way communication between parents/families and school includes:
•	ParentSquare
•	LC Community
•	Emails
•	Connection Calls
•	Academic Conferences
•	Student Support Sessions
•	Sharing of Student's Individualized Learning Plans (ILP)
•	Student Support Team (SST) Meetings
•	Individual Educational Program (IEP) Meetings
•	English Language Development (ELD) Program Meetings
•	Bear Tracks weekly community newsletter highlights events and activities.
"	"Based on parent feedback the school 
•	will continue to administer surveys and offer Partner Engagement Meetings to share goals and actions, collect feedback, and measure parental participation in decision-making.
•	will increase opportunities for parental involvement, and message to families/staff the impact that feedback has on school-based decisions.
•	will offer parents support in increasing LC capacity, including time management tools, technology training, and other available resources and support. 
•	has identified the following barriers and will reduce those to ensure the participation of parents, including:
•	Lack of time
•	Prioritizing meetings
•	Streamlining communication to parents 
•	will increase the number of families participating in feedback opportunities and will reach out to families who did not provide feedback to ask them what barriers keep them from giving feedback. 
•	will continue to develop and implement the SEL plan. To increase awareness all teachers/staff, students, and parents will be included in the collaboration and development. 
•	will continue to provide training and support for administrators, teachers, parents, and students, specifically reaching underrepresented and underserved families.
•	increase opportunities for peer-to-peer interaction and connection in Class Connect (CC) sessions, clubs, K12 Zone, and other activities, including in-person outings and events.
•	messaging and support to ensure families are aware and supported with low cost/internet options in addition to policy for internet reimbursement.
"	Parents generally convey satisfaction with the school, which positively impacts all students. They value the assistance teachers and staff provide and the school's efficient communication with students and families. Daily prompts regarding class attendance and assignments help students stay focused. Parents appreciate the chance to monitor their child's progress and access educational materials in advance to address any academic hurdles. They appreciate the school's diverse and extensive curriculum, which offers numerous courses and effective teaching. Additionally, parents welcome the various opportunities for high school students and socialization activities available at all grade levels. Furthermore, the staff dedicated to supporting Spanish-speaking parents is positively acknowledged.	4	5	4	5	5	5	5	5	4	4	4	4	Met		2024-06-10	2024
19650946023527	San Jose Charter Academy	3	San Jose Charter Academy has made efforts to bridge communication between all stakeholders, training staff in equitable ways to engage students, families, and community members of various cultures, abilities, and engagement styles.
During the school year, staff participated in various trainings including social-emotional and trauma-informed teaching.  SJCA provides opportunities for parent-teacher conferences each term, focused on goal setting for the term instead of an exclusive focus on the term’s report card.  These student-led conferences are a highlight for parents and teachers as students are very involved facilitating the conversation during the 30-minute conference. The school and administrative staff have also stressed the importance of the AERIES Family Portal as a critical, on-going tool to monitor student progress.  In addition, timely communication with all our stakeholders is managed through our ParentSquare portal.  Staff, Teachers, and Parents/Guardians can engage in up-to-the-minute dialogue that translates into the parents/guardians preferred language to help bridge the communication between school and home.	Continued work to engage parents with additional opportunities for parent education remains a priority along with the implementation of a Multi-Tiered System of Support with inclusive educational policies and procedures. Additionally, we would like to build on and provide additional opportunities for families to provide feedback for continuous improvement.
According to The Leader in Me’s annual Measurable Results Assessment, our areas of improvement are in taking time to understand the home culture of their family (75% are satisfied), and working to make their family feel welcomed, valued, loved, & trusted (85% are satisfied).	To improve our school community, we utilize valuable parent surveys to identify focus areas.  We offer flexible meeting options, both online and in-person, based on input from educational partners. This approach has increased participation and accommodated busy schedules. We prioritize flexibility and inclusivity by offering Zoom and in-person meetings. Our translation services will expand to include underrepresented languages, ensuring effective communication for all. Streamlining communication through tools like ParentSquare, we automatically translate information, reaching every member of our diverse community.

We foster family engagement through additional opportunities and celebrate the diverse range of languages spoken within our community. Promoting positive phone communication with families is essential to building strong relationships. By encouraging increased positive phone calls home, we can strengthen the connection between the school and families, creating a supportive and nurturing educational environment. Parent workshops provide resources and support, while child supervision ensures meaningful engagement during these events. Using feedback from our stakeholder families it was suggested that providing snacks or dinners for the families who attend would increase attendance during the meetings that coincide with mealtimes.

During events such as Back to School Night, we will prioritize child supervision to ensure parents can fully engage and participate. By providing a safe and structured environment for children, we create a conducive atmosphere for parents to make the most of these important school events.  Addressing the unique needs of English Learner families, translators are secured for our English Language Parent meetings, Google Translate has been downloaded on staff phones and iPads to assist with meeting the needs of their English learner families and a parent resource library has been updated with resources in multiple languages. 
In order to maximize parent participation, we will strategically schedule meetings during the day. By considering the scheduling needs and constraints of our parents, we create opportunities that are convenient and accessible to as many parents as possible. To foster a sense of ownership and community pride in our school, we will develop SJCA campaigns. These campaigns will emphasize the collective responsibility we all share in creating a positive school environment, promoting a strong sense of unity and collaboration.	San Jose Charter Academy engages families from the beginning of the school year with Back to School night activities and PTO opportunities for community connection.  Throughout the year, staff have presented opportunities to engage in learning through Parent University, assisting families in the academic and social-emotional support of their children. 88% of families are satisfied with communication regarding important issues and events at school. 88% are satisfied with how San Jose Charter Academy provides ways they can assist in supporting student learning.  90% of our families are satisfied with the way San Jose Charter engages their children in learning.  88% of families feel they are included in making decisions that affect their children.
We partner with parents in several ways to enhance student achievement:
Regular Communication: Schools maintain open lines of communication with parents through newsletters, emails, phone calls, and parent-teacher conferences. Regular updates on students' progress, assignments, and upcoming events keep parents informed and engaged.

Parent Workshops and Education: Schools organize workshops and seminars to educate parents about effective parenting strategies, supporting learning at home, and understanding curriculum expectations. These initiatives empower parents to actively participate in their child's education.  We provide parents with access to educational resources, online platforms, and learning materials to support their child's academic growth. These resources enable parents to reinforce classroom learning at home.
Volunteering and Parent Involvement: SJCA encourages parents to volunteer in classrooms, libraries, and extracurricular activities. This involvement fosters a sense of community and collaboration, positively impacting student motivation and academic success.
Homework Support: Schools provide resources such as tutor.com and other home resources to parents to assist students with homework. They offer suggestions for creating a conducive study environment, managing time effectively, and addressing specific subject challenges.
Parent-Teacher Organization (PT0s): Our PTO promotes collaboration between parents, teachers, and school administrators. They organize fundraisers, events, and educational programs that contribute to students' academic success, while also providing a platform for parent input and engagement.
Celebrating Achievements: Schools acknowledge and celebrate student achievements through awards ceremonies, recognition programs, and parent involvement. By involving parents in celebrating their child's accomplishments, schools reinforce the importance of parental support in student success.
Overall, these collaborative efforts between schools and parents create a supportive learning environment, enhance student engagement, and contribute to improved academic achievement.
	Based on the analysis of partner input, families need accessibility of both an in-person and online forums due to work and childcare needs. Online availability allows for an increase in participation.  Continuing to develop ways to engage families in various methods and times of day opens more options for families to partner in learning. 
Through our annual survey, data suggests that parents are seeking to be informed of their children’s academic progress on a more consistent basis.  We are currently collaborating with our leadership and staff to address this need.  While parents are notified, we may be searching for a more automated strategy to address this.
Also developing innovative ways to present information and materials for improving student outcomes as well as more ways to have parents learn together is an area of focus. Staff are also making improvements to create welcoming environments to all languages and cultures by allowing for translation opportunities, both personal and digital, and access to appointments and support allow for more acclimated families to participate and become a part of the fabric of the school.	San Jose Charter Academy understands families desire their children to succeed and need resources to do so.  88% of families express satisfaction in being provided ways they can assist in student outcomes at home.  We will explore additional opportunities such as different ways of publicizing family events, or asynchronous engagement as well as staff being informed by a survey of parent needs.  SJCA also understands that work and family balance is a challenge for some, and that accommodations for conversations outside of school hours, or virtually during their work day may be the only option. 
The top three ways we will work to improve engagement of underrepresented families are:
Parent Advisory Committees: Schools establish parent advisory committees to gather input on important decisions related to curriculum, school policies, and programs. These committees give parents a voice in shaping their child's educational experience.
Individualized Support: Schools collaborate with parents to develop individualized education plans (IEPs) and 504s, as well as academic success partnership agreements for students with special needs or learning challenges. Regular meetings and feedback ensure that both school and parents work together to meet the student's unique requirements.
Parent-Teacher Collaboration: Schools facilitate regular meetings between parents and teachers to discuss student progress, set goals, and develop strategies to support learning. This partnership strengthens the support system for students and fosters a shared responsibility for their success.	SJCA has multiple opportunities for parents to provide input for decision making. Our PTO provide input for a host of site level decisions. Additionally, our School Site Council DELAC engages parents within those specific areas of influence and governance. As a single school district, parents are able to voice feedback and input directly with our administrative staff.  The East San Gabriel SELPA Community Advisory Committee also seeks parent input for families with students with disabilities and provides vital input into the district’s special education programs. These various avenues bring more awareness and understanding to parents about their child, the importance of their child's education, and ways to get involved. Developing these groups remains an area of focus. An area of focused improvement would be to increase parent participation in all of those activities and to find better ways to bring them in as part of these groups.
We are also partnering with families who would like to support and engage with one another, especially if they are new to our school community, and experience obstacles or barriers to fully engaging with our school activities.  
Translation services are always available to families through mass and personal communication, student conferences, and parent workshops.  Some of our key opportunities for parent involvement include the following:  School Site Council, LCAP Parent Meetings, PTO meetings, and events, DELAC meetings and events, The Leader in Me meetings and events, family workshops, curriculum and software parents training/workshops. Parents are truly considered a partner in their child's educational experience.	In our annual survey, most survey responses yielded over 88% mostly or highly satisfied.  There were two areas of opportunity where parents reported less satisfaction: 1) the need to have more positive student outcomes reported to them and 2) taking time to understand the family’s home culture.   It should be noted that 87% and 75%, respectively, are highly and/or mostly satisfied.  We do feel that focusing on these two areas may have a positive influence on the area of seeking input for decision-making. 
In addition to the formal groups we engage with and individualized meetings, we will continue to seek input from parents in decision-making processes through various strategies, fostering a collaborative and inclusive environment.
Parent Feedback Sessions: Organizing dedicated feedback sessions allows parents to voice their opinions, concerns, and ideas directly to school administrators, teachers, and relevant decision-makers. These sessions can be conducted in-person or virtually, providing an opportunity for open and constructive dialogue.
Open Forums and Town Hall Meetings: Hosting open forums or town hall meetings gives parents a platform to express their thoughts and suggestions. These events can be facilitated by school administrators or parent-teacher associations, allowing parents to share their perspectives on various aspects of the school community.

Parent-Teacher Organization Meetings: PTOs can serve as a channel for gathering parental input. Regular monthly meetings provide an opportunity to discuss important matters and receive feedback from parents. School administrators can attend these meetings to listen to parent perspectives and address concerns. 
Focus Groups: SJCA can conduct focus group sessions with a representative sample of parents to obtain in-depth insights on specific topics. These sessions can be guided by a facilitator and provide an opportunity for parents to share their experiences, ideas, and concerns.
By actively seeking input from parents through these channels, schools can ensure that decision-making processes reflect the collective voice of the school community, leading to more inclusive and informed outcomes.	San Jose Charter Academy seeks ongoing, meaningful dialogue with stakeholders, most importantly, parents and guardians, in developing opportunities for an even stronger partnership.  SJCA has found that those who want to communicate will more than likely be able to find a venue or opportunity to do so, but those who are struggling to navigate school, work and other priorities need more direct connections to communication and resources.  As we are continuing to build programs after the pandemic, we are seeing a need for phone calls outside of school hours, availability to text school administrators and staff, and direct invitations to participate in meetings/events. This continues to build a sense of community and understanding amongst stakeholders.	5	5	5	4	5	5	5	4	5	5	5	5	Met		2024-06-18	2024
19651020000000	Westside Union Elementary	3	"The District continues to involve parents in a variety of activities. It is reasonably expected that when parents participate in the school environment, there is an increased connectedness to the school. Therefore, student attendance and academic rates will increase. According to the parent responses on the California Student Parent Survey 60% of parents responded yes to ""parental involvement in school,"" and 87% of parents responded agree or strongly agree in ""feeling welcome to participate at the school.""

Parent/Teacher conferences continue to be an area of strength. This action is highly effective in increasing parent connections. 100% of low performing students, low income students, English learners, and foster youth were invited and highly encouraged to attend parent teacher conferences. Parent survey results for parent/teacher conferences showed that 3,493 parents completed an online survey sent through email and text message. 2,739 parents participated in a parent/teacher conference. Of those parents that participated, 496 parents discussed student progress by phone, 143 parents were involved online through a platform such as Zoom or Google Meets, and 2,100 parents were engaged in conferences in-person at the school site. The District data shows an increase of 319 parents participating in the 2023-2024 conferences and a total increase of 1,499 conferences from the 2022-2023 school year. Formal parent/teacher conferences are held in October at the end of the first quarter. 

During the 23-24 school year, the District provided professional development to all teachers and instructional assistants to build their capacities to partner with families in support of improving student outcomes. A majority of site administrators were able to attend professional learning on the Response to Intervention (RTI) framework and Professional Learning Communities (PLC) to build pathways through positive educational experiences for students. 

The Empowering YOUth Family Festival was held on May 4, which connects low income families to local resources. According to attendance data, 404 students were registered for the event along with over 350 parents or guardians. The event housed a variety of resources from across the Antelope Valley in one location to promote access to events and services, such as summer programs; physical activity; dental health; and medical health.
"	?  Streamlined communication systems to parents and the community
 ?  Increased Professional Development
 ?  Increased Student Support
 ?  Workshops for Parents
	Streamlined Communication:
Communication through multiple platforms was identified as a barrier to communication between home and school. To address this, Parent Square has been adopted for the 2024-2025 school year.  ParentSquare is a unified communication platform that allows the district, school administrators and teachers to more effectively communicate and engage with families and students. ParentSquares's Direct messaging allows for private two-way communication users. Two-way translation is built into ParentSquare direct messages which allows teachers and administrators to communicate with families despite any language barriers.

Increased Professional Development:
The District will be implementing PlayWorks to address social emotional needs and connectedness during unstructured times. Data from the CA Dashboard Campus Climate Indicator notes high rates of suspension. Therefore, the District intends to continue with these actions while also layering additional services through PlayWorks. With an intentional change in unstructured playground time in conjunction with the actions described above, the District reasonably expects to see a change in the climate survey results as well as suspension rates which all lead to better relationships with educational partners.

Increased Student Supports:
Five attendance liaisons and an attendance and community representative were hired. This team is trained to address barriers with families to increase consistent attendance for students from transitional Kindergarten through 8th grade. For students younger than 6 in transitional kindergarten and kindergarten showing a pattern that may continue to develop into chronic absenteeism, one attendance liaison works to build relationships with these parents. They inform parents of the legalities of attendance and provide instructions on how to verify an absence. It is the work of this liaison to assist parents in building positive student attendance trends, since historically these grade levels have a high percentage of chronic absenteeism.

Workshops for Parents:
Parent workshops focused on curriculum and SEL will be continued for the coming school year. WUSD, in partnership with All It Takes, is proud to offer an experiential field trip for parents at The Painted Turtle in Lake Hughes. Parents will gain invaluable insight as they explore the activities, curriculum, and personal development skills that their children are learning in Leadership Development Through Physical Education - LDTPE. The Empowering YOUth festival connects families to local resources. Additionally, curriculum workshops have been and will continue to be held to familiarize families with updates to the curriculum and the Mathematical Framework. Latino Literacy (site-based) and Parent Literacy (District-based) will continue to support English Learner parents. Also, a technology helpline exists to connect parents and guardians with technological support for on-the-spot assistance.	? Parent teacher conferences - 100% of parents of low performing, low income, EL, and foster youth were invited to attend parent teacher conferences. 
? Teacher surveys reported 7,318 student conferences in the fall (5,255 elementary - 2,063 middle school) 
? 3,493 families participated in a survey about conference activities, an increase of over 200 surveys. 
? 3,000 parent attendance conferences have been conducted. 
? Return of the Empowering YOUth Festival in May with a focus on connecting families to resources 
? An increase in site-based family engagement events including STEM nights, open houses, and literacy workshops 
? Continued work of Westside Parent Connection, a “parents for parents” support group 
? WUSD hosted a Parent Social Media night with #ICANHELP to help address instances of online bullying and connect parents with resources to help their students with digital safety.
	The WUSD Board of Trustees views building partnerships for student outcomes so important that they have added a fourth goal to the LCAP. The goal is entitled: “Promoting Community Partnerships” and seeks to create opportunities for community engagement to increase student attendance and communication as well as identify barriers to school success. Focus areas under this goal include:
 ? Community Engagement Workshops
 ? Parent Engagement with SEL Curriculum
 ? Parent Training for Advisory Committees
 ? Parent Literacy Programs
 ? Connecting Resources to Families
 ?  Parent Teacher Collaboration with English Learners, Foster Youth, and Low Income Students
 ?  Addressing Barriers to Student Attendance
 ? Communication Systems	Community Engagement Workshops:
The District will provide workshops for parents and guardians of unduplicated student groups, which may include district adopted curricula, supplemental curricula, student safety on the internet, college requirements, and/or mental health. 

Parent Engagement with SEL Curriculum:
The District directors and site administration will provide a parent day at Leadership Camp to parents of low income students in order to develop parent strategies to assist with the
development of social emotional competency within the family setting.

Parent Training for Advisory Committees:
In building a partnership with parents, the District directors and site administrators will provide collaboration opportunities and training for current advisory committee members (School Site Council, ELAC, and DELAC) in site and district governance, effective use of data to drive improvement of the instructional program, as well as budgeting funds as applicable, to best meet the needs of all students.

Parent Literacy Programs:
To increase parent involvement in school, a Bilingual Assistant will provide an opportunity for parents of English learners to participate in an English Language Literacy Program. This action will focus on developing communication skills for parents so that they feel connected to their child's education while also continuing to increase parent participation on campus. This program celebrates parents becoming dual language speakers.

Connecting Resources to Families:
The collaborative Empowering Youth Committee composed of parents, certificated staff, and classified staff will provide access to community agencies to parents of low income students through the coordination of the annual Empowering YOUth Festival. 

Parent Teacher Collaboration with English Learners, Foster Youth, and Low Income Students
Teachers will provide additional conference times for parents during two non-student days to collaborate on the student progress of EL students, low income students, and foster youth. Conferences for foster youth may include social workers and counselors. 

Addressing Barriers to Student Attendance:
Attendance Liaisons will collaborate with the Attendance and Welfare Representative to address barriers to attendance by providing communication of community/district resources to families, tracking attendance, and creating attendance interventions for low income students. 

Communication Systems:
In order to build consistent and efficient communication systems for parents the District will implement a supplemental online platform, Parent Square. Streamlined online communication systems eliminate barriers and provide access to communication for families. This eliminates the use of multiple online applications, broadens access to families, and provides a platform for two-way communication.	Throughout the year, various educational partners are continuously engaged to inform decisions. These include, but are not limited to, instructional administrators, the SELPA, local bargaining units (WUTA & CSEA), students, other school personnel, parents/guardians, the District English Language Advisory Council (held four times a year), the Superintendent’s Advisory Council (held four times a year), the School Board, the community, and LACOE. Additionally, each school engages in the continuous improvement and self evaluation cycle through the WASC accreditation process. Each school site has a devoted PTSA and the district council of PTSA, the North Antelope Valley Council,  is also engaged with and consulted. Each site revised and updated their Parent Engagement Policy as well as School compact, reviewed it with educational partners, and committed to doing this process annually during their site Title I Meetings.	? Streamlining Communication
 ? Adding Professional Development for classified staff and certificated staff
 ? Strengthening Advisory Councils
	Streamlining Communication:
Feedback from educational partners bolstered a trend around increasing parent education workshops and focusing on a streamlined communication system to address barriers. Therefore, a fourth goal was added as an expansion to the 2024-2025 LCAP. ParentSquare is a unified communication platform that offers a whole host of tools that allows district, school administrators and teachers to more effectively communicate and engage with families and students. ParentSquares' Direct messaging allows for private two-way communication users. Two-way translation is built into ParentSquare direct messages which allows teachers and administrators to communicate with families despite any language barriers. 

Professional Development:
Staff development was held for instructional managers on how to use the self-study for engagement of parents in providing input on school policies and programs. This important avenue for feedback and collaboration continues to be a part of the school culture in the district. In years past, there have been multiple opportunities for managers at all levels (administrators, counselors, psychologists, directors) to attend professional development on shared-leadership and decision-making. Focused collaboration with management was held during Instructional Administrator meetings to apply learning from professional development on addressing inequitable barriers and engaging underrepresented families in opportunities for school-parent decision making.

Strengthening Advisory Councils:
There is a continued need to increase parent engagement in advisory committees at the District level as well as to support staff with engagement at their SSC and ELAC meetings at the school level. This support will be seamlessly integrated throughout the coming school year.
	4	4	4	4	4	4	4	4	4	4	4	3	Met		2024-06-18	2024
19651100000000	Whittier City	3	Whittier City School District believes in building and sustaining strong relationships with the
families we serve and our local community. In support of this belief, WCSD applied for and was awarded the CA Community Schools Implementation Grant. The five-year grant will help grow our efforts to increase parent and family engagement to provide appropriate resources based on each school’s unique needs. The grant will focus on developing consistent systems for gathering information on the needs and assets of each 8 identified Community Schools. As needs are identified, each school will have a Community School Coordinator to help establish systems for connecting families to needed resources. Each school has also made progress in developing systems that promote shared leadership practices by continually meeting with school site council representatives and the English Learner Advisory Committee. Our recent efforts to provide various avenues of outreach and support to our families and students have resulted in positive trends toward building strong relationships. According to data from the Community and Parent LCAP Survey from 2023-2024, results indicate that 85%of parents feel their input and participation at their child's school is welcomed and valued, and 93% of parents report feeling welcomed when visiting a school site. Developing a culture that promotes inclusiveness and acceptance of various languages and cultures helps build safe and trusting relationships at school sites. According to our LCAP survey, 96% of families agree and strongly agree that the District and schools promote an understanding and acceptance among its racially, ethnically, and culturally diverse student body. To further improve our relationships with our community, The District will increase its efforts to provide timely communication and information that is easy to access for all families. We will continue to use online two-way communication platforms via Parent Square, Aeries, and Social Media to implement a system that will improve access to District and school websites. Furthermore, by increasing our social media posts we will continue to use traditional forms of communication to ensure our families are aware of all school activities and opportunities to be involved in the decision-making process of school programs. In addition, a community liaison is available at every school site to support outreach to all families including those with exceptional needs and families of underrepresented students.


	The Whittier City School District offers parent and family engagement opportunities that
support building strong relationships with school staff and families. For example, our
well-established parent center is open throughout the year and offers parent training on
various relevant topics, and various parent meetings are held. Participation in the weekly
Parent Coffee Club increased this year. We attribute the increase to the variety of relevant
topics that were offered. To further build connections with families, we will expand the Parent Center hours and continue to gather input from families on the type of learning sessions they would like to attend. This year's workshops included learning about state and local academic expectations, social-emotional support, assessments, and behavioral and academic interventions. Most recently, WCSD re-introduced our Parent Passport System. Parents were provided with a paper passport was used to gather signatures from various parent meetings and trainings throughout the year. At the end of the year, parents submitted their Passports and received an invitation to an end-of-the-year culminating parent appreciation breakfast. School Community Liaisons and site-based Social Workers collaborate to provide workshops and parent education sessions at every school site. We ensure all of our workshops are available in English and Spanish and are held at both the WCSD Parent Center and site level depending on the input of parents. In addition, we have partnered with several consultant groups that specialize in providing high-quality training for parents on relevant topics such as mental health, college pathways, and state and local assessments. Future goals in this area include developing and growing a strong partnership with families around the needs of students and providing a variety of parent workshops that span a broader topics of interest. This year our Foster Youth students received a Red Status on the CA dashboard, therefore we will focus our efforts on engaging Foster Youth parents to determine the supports needed to strengthen student and family engagement.
In addition, we will focus our efforts on providing more opportunities for our parents/legal
guardians to learn about their rights and ensure that all of our families know and understand the appropriate channels to express concerns and advocate for student needs. According to our recent LCAP Survey, we are proud to report that 88% of our families agreed and strongly agreed that the school and/or District provides families with information and resources to
support student learning at home. This is an increase from 79% to 88% demonstrating the
effectiveness of the strategies we implemented. Therefore, we will continue to work toward
providing families with information and resources for accessing learning supports at home and improving access to learning during the summer.
	Upon analysis of data and feedback from educational partner groups, WCSD has identified a need to increase parent engagement and parent education opportunities for underrepresented families such as our parents of English Learners, Foster Youth, and students receiving a specialized education. Our first step toward meeting the needs of our English Learner families was to develop a survey customized to gather input from parents of English Learners. Our goal was to identify overall areas of need and provide support. According to the 2023-2024 English Learner Parent Survey, 72% of parents reported an awareness of the reclassification process for English Learners. Therefore we will continue to increase our communication of the reclassification process for our English Learner community. Based on the recent Family and Community survey, 80% of parents report that translation is offered and available at all District and school site parent meetings, therefore we will continue to improve efforts by providing access to information. In addition, we will work with our Special Education and Student Services department to establish ways to gather input and data on areas of need for our families of students with specialized needs and Foster Youth. Future goals will be to align the work of the Community School site-based Coordinators and the Community Liaisons to provide targeted support for students demonstrating the greatest needs by offering students after-school tutoring and providing access to outside resources. Future goals will also be to maximize the use of our site-based Community Liaisons by providing training on meaningful ways to engage our families. We will also enlist site-based Social Workers to continue providing families with resources to support students’ social-emotional well-being and offer parents workshops on relevant topics concerning our families.
	Whittier City School District strives to build strong partnerships with families and community service providers to provide students with access to resources that positively impact student outcomes. Our educational partner input for families indicated a growth from 79% to 88% that WCSD provides multiple resources and information in building and communicating with families in supporting their child. For starters, we have expanded our after-school program offerings at each school campus to allow more students to participate. As a result, more students have access to enrichment opportunities, homework assistance, and academic interventions. In addition, WCSD also partners with Whittier College and the Whittier Literacy Council to provide students with additional after-school tutoring in language development and reading. Another notable strength implemented this year was our partnership with a local tutoring company; MIddle Tree Tutoring. Upon reviewing feedback from families requesting additional opportunities for students to access academic support; each school was able to provide targeted academic tutoring services through Middle Tree Tutoring. Families were notified of their student’s need for additional tutoring during spring parent conferences and tutoring was consistently offered for a six-week cycle. Providing robust support has provided our families with extra help to support student achievement which 90% of our families have agreed as indicated in our LCAP parent surveys.  
	Based on the analysis of educational partner input and local data, WCSD has identified focus areas for improvement in building partnerships for student outcomes. One of the primary focuses is to enhance parent participation in school events in the morning and evening. Increasing engagement at events such as Back-to-School Nights, Open House, parent-teacher conferences, and parent workshops is crucial. These events provide parents with valuable insights into school expectations and goals, their children’s progress, and effective strategies to support learning at home.
Ongoing efforts to increase parent participation and providing parents with tools and resources will be essential to strengthen our partnerships and improve student outcomes. WCSD has community school specialists and parent liaisons who will continue to engage our parents and families at school sites. WCSD has established a district parent center to welcome parents and families. Our commitment is to create an inclusive environment for our parents and families. 
WCSD recognizes the need to continuously assess and improve our efforts. Implementing parent surveys and ongoing communication will allow us to gather input from parents and educators on the effectiveness of our strategies and adjustments as needed. Collaboration with community organizations and partnerships will also be crucial in supporting and enhancing our initiatives that will provide positive outcomes for our students and families.
	To increase participation from underrepresented families, WCSD will continue to analyze data and personalize the support that is needed with our underrepresented families. This includes personal calls and messages, home visits, and outreach by our staff. 
WCSD will organize specific events to the needs of specific student groups. For example, we will host specialized sessions for families of students in special education or gifted programs, English Learners, and Foster Youth/Homeless students. WCSD will host parents and families in providing access to food and essential supplies resources in our “grocery events” and “shopping days.” Hygiene kits will be provided for parents and families that are in need. These targeted events will address the unique challenges and needs of our homeless/foster youth. 
To further engage underrepresented families, we will offer new ways for parents to understand their children's academic progress and set specific, short-term academic goals. This will involve providing parents with resources and strategies for supporting their children’s learning at home. 
Moreover, we will enhance our communication strategies to ensure that information is accessible and culturally relevant. This includes translating materials into multiple languages and using culturally sensitive approaches to ensure all families feel included and informed.
By implementing these strategies, we aim to build stronger partnerships with underrepresented families, ensuring they are better equipped to support their children and actively participate in the educational process.	Whittier City School District has implemented a robust system to actively seek input from parents, students, and staff to enhance the decision-making processes as it relates to evaluating the effectiveness of school programs. Recognizing the value of diverse perspectives, the district has consistently prioritized engaging educational partners in shaping educational policies and practices. By distributing an annual survey to parents, students, and staff members, the district has created a platform for open dialogue and collaboration. The surveys collect valuable data on various aspects, including curriculum, extracurricular activities, facilities, and overall school climate. This comprehensive approach allows decision-makers to gain insights into the needs and preferences of different school community members, thus enabling them to make informed choices. The District holds regular DELAC Meetings and Parent Advisory LCAP Meetings, updating families on the progress made toward reaching the goals outlined in our LCAP. Whittier City School District's commitment to seeking input has resulted in increased transparency, accountability, and inclusive decision-making. The district's progress in this area demonstrates its dedication to fostering a supportive and collaborative environment where all voices are heard and valued.
	Based on the analysis of educational partner input and local data, the LEA has identified key focus areas for improvement in seeking input for decision-making. First and foremost, Whittier City School District will continue to enhance communication with educational partners by fostering stronger partnerships with parents, students, teachers, administrators, and community members. The District will work to actively solicit input through surveys, regular meetings, attentively listening to diverse perspectives, and considering feedback during the decision-making process. Secondly, the LEA aims to increase outreach and communication efforts to ensure transparency and inclusivity by utilizing various communication channels such as social media platforms, newsletters, and public forums. Furthermore, Whittier City School District aims to keep all educational partners well-informed by providing regular communication and opportunities to give input. Targeted outreach initiatives and culturally responsive engagement strategies will be employed to include underrepresented groups and diverse perspectives. Lastly, the Whittier City School District aims to streamline feedback collection and analysis by implementing user-friendly platforms, surveys, and proper analysis procedures to inform decision-making. Through these focus areas, the District aims to create a more inclusive and participatory decision-making process that reflects the diverse needs and perspectives of its educational community.
	Based on the analysis of educational partner input and local data, Whittier City School District has recognized the need to improve the engagement of underrepresented families in the decision-making process. To address this, the LEA has developed a comprehensive plan to enhance the involvement of underrepresented families in seeking input for decision-making. The plan includes targeted outreach initiatives specifically designed to reach out to these families, ensuring their voices are heard and valued. School Community Liaisons and site leadership staff will collaborate and communicate with our underrepresented families by connecting them to available community resources, local services, and school based services. This level of outreach will establish a strong partnership with our community and foster trust and strong relationships with underrepresented families. Additionally, the LEA will provide language support, translation services, and culturally responsive materials to ensure that language barriers are addressed and that information is accessible to all. By implementing these strategies, the Whittier City School District aims to create a more inclusive and equitable decision-making process that reflects the perspectives and needs of underrepresented families in the community.
	4	4	4	4	4	4	4	4	4	5	4	5	Met		2024-06-18	2024
19651280000000	Whittier Union High	3	During the 2023-24 school year, WUHSD administered our annual Parent Survey and it showed us that parents/guardians were satisfied with the education that their children receive in Whittier Union. Nearly 91% of parents/guardians stated that their children were given challenging work at school and 93% responded that teachers provide the necessary academic support to their students. Furthermore, more than 97% of parents/guardians stated that teachers’ expectations are clear, 95% of parents/guardians said that school staff has high expectations for student achievement, and 94% said that their child is learning skills and knowledge that will help prepare them for the future. Also, 92% of parents/guardians also stated that they are satisfied with the services provided by the school administration.	Although we administered numerous parent/guardian visits to the schools and on Zoom (in 2022/23 there were 53,428 parent/guardian visits districtwide), we shared updates about student and school successes, and continuous school and district safety precautions and protocols among other topics. There were still parents who were not aware of some events at the school sites. As a result, our goal is to have a higher percentage of parents who do not traditionally participate in school events do so in the future.	We are happy that most of our indicators are the highest they have been in years. Accordingly, in order to receive consistent feedback we will continue to provide annual parent surveys, solicit feedback, and make necessary changes so we can constantly improve.	Using a Google Form to indicate when parents or guardians visited one of the schools (districtwide) throughout the academic year, we found that during 2021-22 school year, there were 64,893 parent/guardian visits (face-to-face and on Zoom) and 53,428 during 2022-23. Parents/guardians attended a variety of meetings, including small group meetings with the superintendent, large groups at the school sites, as well as various parent/guardian trainings. The group/meeting they attended is indicated on the form, which allows us to know which areas of low participation to target in the future.	One area of improvement is to continue to hire additional staff who speak Spanish and other non-English languages. We strive to better understand and appreciate these languages and to support the non-English speaking parents as they continue to assist their students in our schools. We believe that working together with parents and other stakeholders has a positive effect on the success of our students.	Whittier Union will continue to hire Spanish-speaking staff members, which has become easier for us because many of our former students seek employment in the district as teachers, administrators, or classified support staff. This strategy has allowed us to better support the community because our staff has a deep understanding and appreciation for our stakeholders.	Whittier Union collects various pieces of information and we use it to ensure that our parents/guardians are involved with various decision-making groups and can be used as a basis for future parental recruitment in numerous committees. Some of the committees include our LCAP Advisory Committee where parents have an opportunity to sit with the site leadership team to give input about the LCAP plan. Parents also attended various site and district Horizons Office meetings and the DELAC committee where they had input into the LCAP, parent/guardian training, and engagement strategies. In addition, they attended School Site Council meetings where they had input into the School Plan for Student Achievement and the corresponding Title I budgets, WASC committees where they could give input about school programs and systems, Coffee with the Principal meetings, PTSA meetings, booster club meetings, and several other meetings. These meetings are where we get great input from our stakeholders.	Although we have numerous opportunities for parents/guardians to get involved in the Decision-Making process, it is still a challenge to get some parents involved. As a result, we will continue to reach out to parents and seek their input into the various committees that we offer for parent involvement and participation.	WUHSD has trained four cohorts of Parent Mentors so they can assist one another in various areas, including how to support their children so they are college and career-ready. Whittier Union now has three cohorts of Spanish-speaking parents/guardians and one cohort of English-speaking parents and they work together to reach as many of our parents/guardians as possible. We will continue to seek parent input and guidance through our surveys and Google Forms so we can continue to get better in this area. Our goal at these various meetings is to get input so we can continue to evolve with the needs of our students, parents, and community.	5	5	4	5	4	4	4	5	4	5	5	5	Met		2024-06-25	2024
19651360000000	William S. Hart Union High	3	"The District's current strengths and progress in Building Relationships Between School Staff and Families Schools begins at the school sites with their incoming students and families before the students begin in the fall.  Incoming students and families are invited to a spring meet and greet at the school site where they are introduced to the school's curricular and extra-curricular programs, administration, and given a tour of the campus.  Early in the fall semester, schools hold their Back to School Nights which allows families to briefly visit with each of their student's teachers.  While with the teacher, parents/guardians will hear the class expectations and be able to ask questions.  Communication continues at the site level as principals regularly send home newsletters, participate in monthly Parent Advisory Councils, and hold open agenda meetings with parents/guardians such as ""Coffee with the Principal.""  The District has implemented a communication tool at all school sites, called Parent Square, that allows parents, teachers, and administrators to efficiently interact on the digital platform.  The District also facilitates a Parent Communication Council (PCC) that brings parent representatives from each school site, together for monthly meetings at the District Office.  The PCC is chaired by the Superintendent and discusses district and site issues from the parent perspective."	The District's focus area for improvement in Building Relationships Between School Staff and Families is in the area of supporting staff to learn about each families strengths, cultures, languages and goals for their children.	The educational partners that gave input in this activity recommended that adding more multilingual staff to the offices at the schools and intentionally reaching out to underrepresented families to encouraging their participation in parent/guardian meetings/activities/events, would improve the engagement of these families.	"The District's current strengths and progress in Building Partnerships for Student Outcomes begins at the school sites with the annual Back to School Nights and Open Houses.  Other meetings at school sites that support this focus area are Student Study Teams (SST's), English Learners Advisory Committees (ELAC) and Individual Education Plan (IEP) meetings.  These meetings bring together school personnel, parents/guardians and students to plan, assess and/or solve issues.  At the district level this focus area is supported by the District English Learner Advisory Committee (DELAC) and the Student Communication Council (SCC).  The DELAC provides an avenue for the families of English Learners to have access to district level personnel and have a voice in district level decisions.  The PCC brings student representatives from each of the District's schools together for monthly meetings at the District Office.  The meetings are chaired by the Superintendent and topics focus on site needs from the student's perspective.  The district also offers Parent Forums or Workshops which provide all parents helpful information on how to guide their children through the teenage years.  Two of the workshops offered this year were ""Effective Parenting"" and ""Parenting in the Digital Age."""	The District's focus area for improvement in Building Partnerships for Student Outcomes is providing professional learning and support to teachers and principals to improve a school's capacity to partner with families.	The educational partners that gave input in this activity recommended that adding more multilingual staff to the offices at the schools and intentionally reaching out to underrepresented families to encouraging their participation in parent/guardian meetings/activities/events, would improve the engagement of these families.	"The District's current strengths and progress in Seeking Input for Decision-Making begins at the school sites with Parent Advisory Committee meetings.  These monthly meetings are chaired by parents and provide the venue for the discussion of school issues, the gathering of parent input, and voicing of parent concerns.  School sites with English Learner Advisory Committees (ELAC) provide the families of English Learners the platform for participating in the school site decision making process.  Site principals also regularly hold meetings with parents/guardians such as ""Coffee with the Principal"" meetings.  The agenda for these meetings is always focused around the current needs of the site and/or district and include gathering input from the parents who attend.   At the District level this focus is supported by the District English Learners Advisory Committee (DELAC), the Parent Communication Council (PCC) and the Student Communication Council (SCC).    The DELAC provides an avenue for the families of English Learners to have regular access to district level personnel and offer input on district level decisions.  The PCC and the SCC brings parent and student representatives from each of the District's schools together for monthly meetings at the District Office.  These separate meetings are chaired by the Superintendent and provide the opportunity to gather both parent and student input on district decisions.  The creation, review and updating of the District's Local Control Accountability Plan (LCAP) allows for a large portion of the District's parents, teachers, staff and students to provide input into the budget creating process."	The District's focus area of improvement in Seeking Input for Decision Making is implementing strategies to reach and seek input from any underrepresented groups in the school community.	The educational partners that gave input in this activity recommended that adding more multilingual staff to the offices at the schools and intentionally reaching out to underrepresented families to encouraging their participation in parent/guardian meetings/activities/events, would improve the engagement of these families.	4	4	2	4	3	4	3	3	4	4	3	4	Met		2024-06-26	2024
19651360114439	Mission View Public	3	The connection with our educational partners is a priority at Mission View Public Charter. Through regular Parent Meetings, including our Parent Advisory Committee and English Learner Advisory Committee, Parent Teacher Conferences, student and family celebrations, and weekly communication through our Data + Design and L4L Connect systems our families express a sense of feeling highly connected to the school and their student’s progress as evidence by our data results, engagement at events and feedback received. A parent of an EL student recently commented that the strength the school has in building relationships between the school and families is communication with the teachers. “Anytime our daughter needs help, it’s always available.”	One parent mentioned that they would like to have more parent events and informational meetings because they appreciate the relational connection between our staff, parents, and students. This shows us that while our connected level is high our educational partners would like more opportunities for those connections to take place.	We are confident that both the parent engagements and systems of communication will help this continued effort in keeping our underrepresented educational partners connected and continued growth in relationships. One parent recently commented that opportunities for partnership are explained clearly and that is greatly appreciated.	From the input received from our educational partners an area of strength is our regular communication in supporting student success. One parent shared: “Relationships between the school and families are consistent and there are attempts to keep parents informed using a myriad of venues (ie: flyers, emails, text messages, robo dials).” Between our individual learning plans, weekly progress summaries, semi-annual parent-student conferencing, and a variety of services for students, our parents have a variety of tools to assess student outcomes and collaborate with the school staff in order to promote educational success for our students.	In building partnerships for student outcomes, one parent remarked that options for their student are always explained very clearly. One suggestion a parent gave in strengthening partnerships for student outcomes is considering a component that can evaluate a student's personality, likes/dislikes, interests, etc. in an attempt to aid in career planning. Comments like these encourage us to continue collaborating with educational partners so that all families engaged in our school are well-informed about partnerships for student success within our program.	Educational partners in our underrepresented families have expressed strong confidence in our service and support to our students. We will continue in our commitment to provide partnership and accessibility in services as our students continue on their educational journey.	Our strength at Mission View Public Charter is providing information and soliciting feedback from our educational partners in multiple opportunities and spaces that work with our parents' needs for flexible hour options in connecting to the school.	Our English Learner Advisory Committee had full representation of member roles this year. We have increased our participation numbers in our PAC and ELAC Meetings allowing for more parents to be well-informed and part of the process for making decisions in the school.	While we have seen great success with our ELAC committee, Mission View Public Charter is also committed to building a diverse PAC committee by encouraging participation from parents representing a collective of all students, including underrepresented families such as English Learners, special education, and homeless and foster youth families.	5	5	5	5	5	5	5	5	4	5	5	4	Met		2024-05-30	2024
19651360117234	Santa Clarita Valley International	3	SCVi is committed to the meaningful engagement of its educational partners in the development of the LCAP. For the annual update, feedback from families, learners, community members, board members, learners, and SCVi staff and leadership was utilized to evaluate program effectiveness and address the state priorities. Upon careful examination of the input received, action steps under SCVi's three existing goals were maintained, expanded or modified to further learner achievement and continue the development of program offerings.

During the 2023 -24 school year, monthly iSUPPORT meetings were held to provide opportunities for school staff and families to connect regarding the school program. Informal feedback was also received by families through attendance at schoolwide events. ELAC meetings were held in fall and spring to provide an open forum for questions and feedback on the EL program and allow the ELAC to review the school’s Single Plan for Student Achievement. Additionally, monthly EL collaborations with the EL coordinators across iLEAD California provided the opportunity for sharing ideas gathered from facilitator and family feedback on how to improve the English learner program.	"As an ongoing result of the pandemic, families and staff observed an increased number of learners experiencing feelings of depression, anxiety and/or in need of other mental health support. Learners also reflected this sentiment through self-evaluation on the iLEAD Comprehensive Growth Card. Academic data on internal benchmarks and the 2023 CA State Dashboard show areas for growth, and learners are benefitting from additional tutoring and academic resources provided through the school. The school will continue to engage educational partners through its current systems. 																							"	When building relationships between school staff and families, it is important to first consider the needs of foster youth, English learners, and socioeconomically disadvantaged learners (including those experiencing homelessness) in order to develop a plan on how to increase and improve services to these underrepresented learners.

SCVi staff will work to reduce barriers and increase equity and access through evidence-based, trauma-sensitive supports and practices that provide opportunities for success. In order to address achievement gaps in ELA and math, and to help these learners in their academic and SEL achievement (to include college and career), the school plans to implement several actions to target these learners directly, with the goal of increasing their engagement in learning, improving academic support and student achievement, removing barriers to education, addressing social-emotional needs, and promoting school-family connections/partnerships.

More specifically, the unique needs of foster youth include additional academic support/interventions, community resources, counseling support, trauma-sensitive instruction, social-emotional support, individualized learning plans, equity and inclusion, and parent/family assistance. The unique needs of EL learners include English language development, additional academic support/interventions, difficulty accessing curriculum due to language barriers, primary language support, literacy skill building, language acquisition monitoring, community resources, equity and inclusion, social-emotional support, individualized learning plans, family translation services, and parent/family assistance. The unique needs of socioeconomically disadvantaged include additional academic support/interventions, community resources, counseling support, funding to access IB exams, college credit courses, trauma-sensitive instruction, social-emotional support, individualized learning plans, equity and inclusion, and parent/family assistance.	"There are several opportunities for families to be involved in their child’s learning process through attendance at the Individual Learning Plan (ILP) conference, PBL Presentations of Learning,  Student-led conference, End-of-Year Showcase of Learning, and volunteer opportunities.  The LEA will focus on providing more communication through parent communication portals and to increase parent attendance at Parent Universities.  The English Learner and Homeless/Foster Youth Liaison will work together to target increased parent involvement representing the EL, Foster Youth and Homeless, and low income learner population.   					"	"SCVi will focus on improving their actions and services that support ongoing educational partner engagement and the fostering of connectedness through school/community events and activities. Additional services and/or resources will be provided to EL learners, socioeconomically disadvantaged, foster youth, and those experiencing homelessness based on individual needs.					"	SCVil staff will reduce barriers and increase equity and access through evidence-based, trauma-sensitive supports and practices that provide opportunities for success. In order to address achievement gaps in ELA and math, and to help these learners in their academic and SEL achievement (to include college and career), the school plans to implement several actions to target these learners directly, with the goal of increasing their engagement in learning, improving academic support and student achievement, removing barriers to education, addressing social-emotional needs, and promoting school-family connections/partnerships.

More specifically, the unique needs of foster youth include additional academic support/interventions, community resources, counseling support, trauma-sensitive instruction, social-emotional support, individualized learning plans, equity and inclusion, and parent/family assistance. The unique needs of EL learners include English language development, additional academic support/interventions, difficulty accessing curriculum due to language barriers, primary language support, literacy skill building, language acquisition monitoring, community resources, equity and inclusion, social-emotional support, individualized learning plans, family translation services, and parent/family assistance. The unique needs of socioeconomically disadvantaged include additional academic support/interventions, community resources, counseling support, funding to access IB exams, college credit courses, trauma-sensitive instruction, social-emotional support, individualized learning plans, equity and inclusion, and parent/family assistance.	At the end of each semester, learners and staff completed the iLEAD Comprehensive Growth Card, a measure of learner growth in the School-wide Learner Outcomes, as well as their progress towards academic and social-emotional goals. Additionally, staff and leadership meetings were held monthly to discuss the program, learner progress, and gather/reflect on suggestions for improvements. Parent and learner surveys regarding aspects of the program were sent in the spring of 2024 to solicit feedback. These surveys addressed specific aspects of the LCAP (the eight state priorities for the creation of potential action steps). Various learner clubs allowed opportunities for discussion and feedback. 

Monthly board meetings were held with the opportunity for anyone from the public to attend (including staff, parents and learners).	"When creating actions, the school also evaluated NWEA MAP benchmark results, SEL data, counselor/liaison feedback, attendance, and SST information. Additionally, feedback from counselors, facilitators, liaisons, families, learners, office staff, community partners, board members and/or EL collaborations was considered. Through family meetings, discussions at school events, and school surveys, educational partner feedback regarding curriculum/instruction, safety, school culture, and diversity, equity and inclusion (DEI) were also considered to develop a well-rounded plan that ensured the needs of all learners were being met.					"	"SCVi evaluated NWEA MAP benchmark results, SEL data, counselor/liaison feedback, attendance, and SST information. Additionally, feedback from counselors, facilitators, liaisons, families, learners, office staff, community partners, board members and/or EL collaborations was considered. Through family meetings, discussions at school events, and school surveys, educational partner feedback regarding curriculum/instruction, safety, school culture, and diversity, equity and inclusion (DEI) were also considered to develop a well-rounded plan that ensured the needs of all learners were being met.					"	5	5	4	4	4	4	4	4	4	4	4	4	Met		2024-06-26	2024
19651361996263	Opportunities for Learning - William S. Hart	3	OFL-WSH excels in creating multiple avenues for family engagement with school teachers, staff, and administrators. According to the 23/24 School Climate Survey, the LEA achieved a student median score of 4 in School Connectedness/Engagement. Family involvement begins at orientation, where new students and their parents/guardians meet and establish positive relationships with key staff members, including the teacher, Post-Secondary Counselor, Career Pathways Coordinator, and Assistant Principal. These sessions allow families to discuss their strengths, areas of concern, preferred pronouns and names, relevant information about the student’s strengths, family culture and language needs, and goals.

Ongoing positive relationships are fostered through Achievement Chats, which enhance two-way communication between teachers and families and address students' needs each semester. These sessions encourage families to voice any academic and social-emotional needs or concerns, providing staff with valuable insights into the family's background, culture, and language preferences.

The LEA improved its student median score from 4.0 to 4.1 in Respect Diversity in 23-24 School Climate survey.  Achievement Chat participation percentage has been maintained in the mid to high 90s.   The LEA is continuing to provide resources to improve student engagement which includes offering students tutoring services, mental health resources, social services, wellness materials and supplies, student council planned events, game nights, field trips, and Pathways trips. When needed, school psychologists were available to offer social-emotional support for students one on one and with wellness groups.  Family engagement opportunities are provided throughout the school year including Back to School Night, Open House, awards ceremonies, and committee meetings. The LEA has also offered multiple PD opportunities to address LGBTQIA+, diversity and inclusion training, and various cultural informational events to increase awareness and resources.

Efforts for continuing the LEA’s progress toward improving family engagement are evident in our Goal 3 Action 3 - Parental Involvement and Educational Partner Engagement and action #11 Improve School Connectedness.	While OFL-WSH offers numerous opportunities for parental involvement, increasing participation in decision-making groups such as DELAC and PAC remains a challenge. Despite extensive advertisements and personal invitations, recent meetings saw limited parent attendance. This hampers the LEA's ability to gather meaningful input for school improvement plans.
To address this, the LEA will place a stronger emphasis on discussing parental involvement opportunities during the semesterly Achievement Chats. Additionally, a Google Form will be introduced to gather parents' preferences on ideal meeting times, ensuring better accessibility and participation in committee meetings.
	OFL-WSH is committed to engaging all families, including those who are underrepresented. In the 23/24 School Climate Survey, the LEA received a median family score of 4.3 in School Connectedness/Engagement. Family engagement starts at orientation, where new students and their parents/guardians meet key staff members and share important information about the student's strengths, family culture, language needs, and goals.

These positive relationships are sustained through Achievement Chats, which promote two-way communication between teachers and families each semester. These interactions are key components of our LCAP, particularly in Goal 3 Action 2 (Achievement Chats), Action 3 (Parental Involvement and Educational Partner Engagement), and Action 11 (Improve School Connectedness). Families are encouraged to discuss academic and social-emotional needs, allowing staff to better understand their backgrounds, cultures, and preferences.

To improve engagement with underrepresented families, we offer specific support to English Learners (EL) and Students with Disabilities. EL Specialists provide personal invitations to family events, support at school functions, regular educational updates, and encouragement for extracurricular involvement. We also have a DELAC committee and celebrate EL student achievements annually.

Similarly, our Special Education Specialist and Paraprofessionals ensure that families of Students with Disabilities feel welcomed and informed through personal invitations, support at events, regular updates, and relevant special education information.

Foster Youth students and their families receive support from School Counselors, ensuring they have the necessary resources and encouragement to participate in engagement events.
These efforts demonstrate our ongoing commitment to enhancing family engagement across all demographics.
	OFL-WSH has made significant strides in fostering open communication between staff and families. Teachers consistently update parents on academic progress, attendance, and strategies to support learning at home and school using various methods such as phone calls, emails, Remind, Back to School Night, Open House, fliers, social media, and School Messenger. Achievement Chats, held at least twice a year, facilitate discussions on academic progress with parents, staff, and students. Additionally, parents can set appointments or visit on Fridays for one-on-one time to discuss student progress with administration and staff.
Parent engagement events, including open houses, focus group meetings, community partnership events, and resource and career fairs, provide opportunities for parents and students to interact with school staff outside of appointment times. These events enable parents to discuss their student’s academic progress in relation to post-secondary goals. These initiatives are part of our 24/25 LCAP: Goal 3 Action 3 (Parental Involvement and Educational Partner Engagement) and Action 11 (Improving School Connectedness).
The LEA has also increased efforts to promote diversity and social inclusion by hosting various student events throughout the school year. The diversity team organized monthly events highlighting different cultures, and each learning center’s Student Council hosted monthly events focused on social interactions and inclusion. Mental Health staff conducted monthly wellness groups. As a result, the LEA received median scores of 4.1 in Diversity and 3.9 in Social Inclusion.	OFL-WSH has many different platforms for families to track, monitor, and communicate student outcomes. Families can track and monitor student outcomes through our student information system and Edmentum Sensei.  Through these platforms, parents can check in on how much time students are working on their academic units and what progress they have made towards graduation.  Teachers also regularly check in with families if a student is excelling in their school work or if they are falling behind in their academic goals set forth in the achievement chats each semester. . At the achievement chats, families also have an opportunity to talk about how they can support their students at home and make goals for their students. Ultimately the goal is that partnership with all families is ongoing and does not just take place at any one event, but is constant and in both directions. 90% of students feel connected to an adult at school  and 83% stated they feel the school offers enough intervention opportunities. One of the ways the school encourages communication is through every staff member having a google voice number so families and students can text and call and get in direct contact with the teacher.	Improving Engagement of Underrepresented Families

OFL-WSH is dedicated to enhancing the engagement of underrepresented families through targeted support for unduplicated students. Special Education Specialists and Paraprofessionals assist Students with Disabilities in achieving their academic, social, and emotional goals. English Language Specialists support EL students with language acquisition and academic success, while Post-Secondary Counselors aid Foster Youth and Homeless students with academic strategic planning. Additionally, Post-Secondary Counselors and Career Pathways Coordinators provide opportunities for college and career events, career pathway options, and preparation for life after high school.
To empower families in advocacy, OFL-WSH offers relevant information and training at DELAC and PAC meetings and explains student and parent rights at all IEP and 504 meetings. These efforts are reflected in our LCAP as follows:

Goal 3, Action 9: Foster Youth and Homeless Services
Goal 2, Action 10: IEP Monitoring
Goal 3, Action 2: Achievement Chats for collaboration on academic goals, post-secondary planning, and individual student support
Goal 1, Action 6: WIOA Career Pathways
Goal 1, Action 4: Academic Strategic Planning

These initiatives ensure that underrepresented families receive the support needed to enhance student outcomes and engagement.	Strengths and Progress in Seeking Input for Decision-Making

OFL-WSH has established DELAC and PAC committees where parents can provide feedback on CSI plans, review LCAP plans, and conduct data dives and root cause analyses for LCAP and WASC planning. These efforts are detailed in our LCAP under Goal 3, Action 3: Parental Involvement and Educational Partner Engagement. Parents and students participate in comprehensive needs assessments, data analysis, and decision-making processes for school improvement and program development.

A structured process for analyzing specific data, identifying focus areas, and setting measurable goals for special populations was created to support the PAC in conducting effective needs assessments. The CNA Data Analysis Google Sheet, shared with all educational partners, provides guidance for the group.

Additionally, OFL-WSH has engaged in professional development to enhance the effectiveness of these parent participatory groups, ensuring leadership understands compliance requirements and best practices. This is reflected in our LCAP under Goal 2, Action 8: Professional Development.
	Focus Areas for Improvement in Seeking Input for Decision-Making
While OFL-WSH has made strides in parent engagement through events such as open houses, focus group meetings, community partnership events, and resource and career fairs, there is still room for improvement. In the 2023-24 school year, parent involvement in the Comprehensive Needs Assessment (CNA) increased through a CNA Data Dive held during Back to School Night. Similarly, student involvement grew through CNA Data Dives during Student Council meetings. Despite these improvements, maintaining and further increasing parent participation remains a focus.
Parent engagement events are crucial for discussing students’ academic progress and obtaining feedback on school programs and initiatives. To enhance and sustain parent participation, OFL-WSH will focus on recruiting more parents for DELAC and PAC, ensuring they are continuously informed and involved in decision-making processes. This effort aligns with our LCAP Goal 3, Action 3: Parental Involvement and Educational Partner Engagement.
By expanding DELAC and PAC membership, we aim to keep parents engaged and actively participating in oversight groups, providing them with opportunities to influence decisions on behalf of the charter.	Improving Engagement of Underrepresented Families in Seeking Input for Decision-Making

To enhance the engagement of underrepresented families, OFL-WSH will focus on increasing their participation in DELAC, PAC, and other parent engagement events. A key strategy identified through our self-reflection process is the use of semesterly Achievement Chats. These meetings involve teachers, educational support providers, parents/guardians, and students in collaborative academic strategic planning, celebrating accomplishments, addressing individual student needs, and discussing family concerns.

These semesterly meetings provide a stress-free environment for underrepresented families to discuss important academic and school-related issues with a small group of educators. This approach reduces stress and fosters a comfortable platform for families to share their thoughts and concerns, building a bridge for continuous two-way communication and engagement. By creating this supportive atmosphere, we aim to increase underrepresented family involvement in our oversight groups, including PAC and DELAC.	5	4	4	5	5	4	4	5	3	3	3	4	Met		2024-06-26	2024
19651510000000	Wilsona Elementary	3	Recent surveys indicate a rise in parent engagement at school sites.  Families indicate that parent liaison's are a resource for families and assist with creating a welcoming environment.  Technology has supported regular communication with families.  Families feel confident with their ability to contact teachers and feel teachers are supportive.	Currently the Elementary and Middle Schools are using different platforms for communication.  Educational partner feedback indicates a need for use of one platform for communication.  Educational partners also indicate that having more opportunities for awards and celebrations would assist families with opportunities to build relationships with staff and one another.	Wilsona has increased it's capabilities to reach our families using a variety of technology programs. (Sign Up Genius, Bright Arrow, Talking Points, Class Dojo, Upgraded Website). We have also increased the hours of our Parent Liaison and hired a Parent Liaison at the Elementary and Middle School to provide additional out reach to our homeless and foster families.  The Parent Liaison makes phone calls every other week to check in with our homeless and foster families.  They also contact families for parent nights and events such as Pi Night and Coffee with the Principal.  The Liaison also assists the District with reaching the families who students that have Chronic Absenteeism.  The District was able to hire a Social Worker that is able to support with resources.  The District has a partnership with Strength Based Community Change (SBCC) that provides support to families with mental health, medical resources and workshops.  The District has an established partnership with PESA (Parents, Educators and Students in Action) to provide tutoring.	The District Parent Liaison has created and built a library of resources for families.  Save the Children, Parents and Students in Action (PESA) partnerships and counselors provide family literacy, social emotional and child brain development support.  Focus area will be to provide professional learning in building relationships using the platform of Capturing Kid's Hearts and provide more opportunities for parent engagement at the school sites to establish a positive supportive climate for families building school and family relationships.	The District aims to improve communication channels between schools, parents, and the community to foster better understanding and involvement.  Based on educational partner feedback the district will focus on the implementation of one platform across the District to disseminate information, ensuring language accessibility, and creating opportunities for regular and meaningful two-way communication.	The District will develop tailored communication strategies to reach underrepresented families more effectively.  This includes translating materials into multiple languages, utilizing culturally relevant communication methods, and employing community liaisons who can bridge cultural and linguistic gaps.	The District has developed multiple established channels for seeking input from stakeholders, including surveys, town hall meetings, and focus groups.  The District has formed diverse advisory committees that include representatives from different segments of the community, such as parents, teachers, students.  The District utilizes and shares data from surveys, feedback forms and other sources to inform its decision-making.	Use of technology to support stakeholder input and feedback (surveys, Bright Arrow, in-person and virtual meetings, Facebook, District webpages).  Focus will be to work with principals and staff to actively engage families in decision making groups.	The District will establish mechanisms to report back to families on how their input has influenced decisions.  This feedback loop helps to build trust and shows families that their contributions are valued and impactful.	4	4	3	4	3	4	5	3	4	4	4	3	Met		2024-06-20	2024
19734370000000	Compton Unified	3	Compton Unified School District (CUSD) has made significant strides in fostering strong relationships between school staff and families. One of our key strengths is the establishment of various committees and parent groups at each school site. These include the English Learner Advisory Committee (ELAC), Black Parent Advisory Committee (BPAC), School Site Council (SSC), and Parent Teacher Association (PTA). These groups play a crucial role in facilitating meaningful parent involvement and ensuring that family voices are heard in discussions about student needs and school improvements.

Additionally, CUSD has effectively implemented several strategies to strengthen connections between staff and families. These strategies include organizing Back-to-School Nights, parent-teacher conferences, and annual open houses. We also use social media, parent newsletters, and phone calls to keep families informed and engaged. Where possible, we conduct home visits to further personalize communication and support.

These efforts have proven successful in building fluid communication and fostering strong relationships between school staff and families. By creating multiple avenues for engagement and actively involving parents in school activities and decision-making processes, CUSD continues to make progress in strengthening these vital connections.	One focus area for improvement is enhancing customer service within our schools. Providing exceptional customer service is crucial in demonstrating care and commitment to families and their children. Creating a welcoming and vibrant atmosphere in schools ensures that families feel valued and integrated into the community. This is especially important for immigrant families, who might feel intimidated by the formal school environment and language barriers. To address this, we need to prioritize having bilingual personnel available to assist and interpret for non-English-speaking parents.

Another key area for improvement is increasing parent volunteer involvement. Parent volunteers are invaluable, offering support to teachers and reinforcing the importance of education to their children and the broader school community. The pandemic disrupted many parent volunteer programs, and we need to rebuild and enhance these initiatives. Streamlining the fingerprinting process and making it more efficient can help remove barriers to volunteer participation.

Additionally, improving communication channels between families and school staff is essential. Parents should have straightforward access to school officials to discuss their child’s progress, address concerns, and learn how to support their child’s education effectively. Establishing more direct and efficient communication methods will foster stronger relationships and ensure parents feel more connected and informed.

By addressing these focus areas, we aim to strengthen our relationships with families, improve their engagement, and create a more inclusive and supportive educational environment for all.	To enhance engagement with underrepresented families, Compton Unified will implement several key strategies. First, we will distribute a yearly calendar and survey of family engagement events, enabling families to select those of most interest to them. Schools will prioritize these high-interest events and integrate them with other activities designed to build stronger connections and relationships.

We will continue to emphasize the importance of excellent customer service within our schools. Our goal is for all schools to model best practices in building trust with underrepresented families by ensuring proactive, attentive, and respectful interactions. Central office will provide ongoing professional development for school leaders to equip them with skills for effective communication, considering language and cultural differences.

The district parent center will work closely with schools and Community Relations Specialists to strengthen the parent-volunteer program. We will offer training on various ways parents can support and volunteer at school and classroom levels. Additionally, we will address delays in the clearance process to remove barriers to volunteering.

We will support schools in creating effective communication channels with families. This includes promoting a range of school-sponsored events beyond traditional ones, such as Coffee with the Principal, literacy and math nights, workshops, beautification days, and community forums. These events will provide parents with opportunities to meet with administration, share feedback, and stay informed about school updates. We will also ensure more standardized opportunities for families to communicate with school faculty about their child’s progress through in-person meetings and accessible email communications.	Compton Unified School District has made substantial progress in fostering strong partnerships with families to improve student outcomes. We have effectively collaborated with schools and central office to offer various presentations, workshops, and conferences, empowering parents with the knowledge and skills needed to support their children's education.

Our efforts to develop staff capacity in building trusting relationships with families have begun with targeted training programs for administrators, teachers, and classified staff. These programs emphasize cultural competence, effective communication, and family engagement best practices. We are committed to expanding and refining these initiatives to enhance our staff's ability to connect with families.

Over the years, we have successfully created welcoming environments across our schools, ensuring that all families feel valued and respected. This includes having friendly front office staff, clear signage in multiple languages, and family-oriented events such as open houses and cultural celebrations. These practices have helped us foster a sense of community.

For two-way communication between families and educators, we have implemented a variety of methods including parent-teacher conferences, newsletters, social media updates, and parent portals. These tools facilitate effective communication and ensure that information is accessible and understandable for all families.

Looking ahead, we will build on our existing strengths by continuing to offer valuable resources and support to families. We remain dedicated to refining our strategies to address the evolving needs of our community and enhance our educational environment, ensuring every student has the opportunity to thrive.	Based on the analysis of educational partner input and local data, our district has identified several key areas for improvement in building partnerships for student outcomes. One of the primary focuses is to enhance parent participation in school events. Increasing engagement at events such as Back-to-School Nights, parent-teacher conferences, and academic nights (Math and Literacy) is crucial. These events provide parents with valuable insights into school expectations, their children’s progress, and effective strategies to support learning at home.

Additionally, a significant area for development is preparing teachers to coach parents on key academic concepts and milestones. Training programs will be implemented to equip teachers with the skills to communicate essential grade-level objectives and instructional strategies. This will ensure that parents are well-informed about what their children need to master at each grade level and how they can contribute to their child's academic success.

Another critical focus is empowering parents by helping them understand their vital role in their children’s education. By providing resources and workshops that illustrate how parental involvement positively impacts student achievement, we aim to foster a strong partnership between home and school. This includes developing strategies to help parents support their children's learning needs effectively and reinforcing the importance of their engagement in their children's academic journey.

Furthermore, we recognize the need to establish robust feedback mechanisms to continuously assess and improve our efforts. Implementing surveys and focus groups will allow us to gather input from parents and educators on the effectiveness of our strategies and make data-driven adjustments as needed. Collaboration with community organizations will also be crucial in supporting and enhancing our initiatives.

In summary, while we have made strides in engaging families, ongoing efforts to increase parent participation, prepare teachers for effective parent coaching, and empower parents will be essential to strengthen our partnerships and ultimately improve student outcomes. By focusing on these areas and continuously refining our approach based on feedback, we are committed to creating an inclusive and supportive educational environment where all students can thrive.	Based on the analysis of educational partner input and local data, the LEA is committed to enhancing the engagement of underrepresented families to improve student outcomes. To address this, several strategies will be implemented:

To increase participation from underrepresented families, we will adopt a more personalized approach by sending invitations through various channels. This includes personal calls, texts, home visits, and video calls to promote attendance at crucial events such as Back-to-School Night, parent-teacher conferences, and college and career information sessions. This direct and personalized outreach aims to make families feel valued and encouraged to participate in their children's educational journey.

In addition, we will organize differentiated events tailored to the needs of specific student groups. For example, we will host specialized sessions for newcomers, families of students in special education or gifted programs, English Learners, and African-American students. These targeted events will address the unique challenges and needs of each group, providing relevant information and support that is more likely to resonate with and benefit these families.

To further engage underrepresented families, we will offer new ways for parents to understand their children's academic progress and set specific, short-term academic goals. This will involve providing parents with practical tips, resources, and strategies for supporting their children’s learning at home. By equipping parents with actionable tools and clear guidance, we aim to empower them to take an active role in their children’s education.

Moreover, we will enhance our communication strategies to ensure that information is accessible and culturally relevant. This includes translating materials into multiple languages and using culturally sensitive approaches to ensure all families feel included and informed.

By implementing these strategies, we aim to build stronger partnerships with underrepresented families, ensuring they are better equipped to support their children and actively participate in the educational process. Through personalized outreach, targeted events, and practical support, we are dedicated to improving engagement and fostering a more inclusive and supportive educational environment for all families.
	Based on the analysis of educational partner input and local data, Compton Unified School District has demonstrated notable strengths in seeking input for decision-making. The district has effectively established a range of advisory and decision-making committees that operate at both the site and district levels. These include the School Site Council (SSC), District Advisory Committee (DAC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), and the District Black Parent Advisory Committee (DBPAC). Each committee plays a crucial role in gathering diverse perspectives and ensuring that decision-making processes reflect the needs and interests of our community.

Furthermore, the district provides multiple avenues for parents and stakeholders to contribute their input. This includes ongoing Special Education parent meetings, LCAP community meetings, and Safety Committee meetings. Additionally, surveys are regularly used to collect feedback from families and other stakeholders, ensuring their voices are heard and considered in the decision-making process.

These established mechanisms for input have been integral in shaping district policies and practices. They facilitate transparent communication and foster a collaborative environment where stakeholders can actively participate in decisions that affect student outcomes. The district remains committed to enhancing these efforts by continuously seeking and incorporating feedback to drive improvements and ensure that the perspectives of all community members are valued.
	Based on the analysis of educational partner input and local data, Compton Unified School District has identified several key areas for improvement in seeking input for decision-making.

First, there is a need to enhance families' understanding of how they can engage in the decision-making process and the roles of various school advisory committees. Increasing awareness about these opportunities and the impact of their involvement is crucial for fostering broader participation.

Second, building the capacity of parent leaders is essential. By providing targeted training and support, we aim to empower these leaders to effectively contribute to the decision-making process and advocate for their communities.

Lastly, the district must focus on soliciting meaningful input from families and ensuring that this feedback is thoughtfully considered in decision-making. Creating structured opportunities for families to share their perspectives and integrating their suggestions into district policies will help improve transparency and inclusivity in our decision-making processes.

These improvements are vital for strengthening our engagement with families and ensuring that their voices play a central role in shaping educational outcomes.	To improve engagement of underrepresented families in decision-making processes, Compton Unified School District will implement several targeted strategies:

First, we will organize information meetings, presentations, and diverse communication channels such as booths, flyers, and promotional videos. These efforts aim to increase parents' awareness and understanding of how they can participate in decision-making opportunities, including school clubs and committees.

Second, we will offer ongoing training and support to build the capacity of parent leaders, ensuring they are well-equipped to engage effectively in decision-making processes.

Additionally, we will collaborate with families to jointly develop and review programs that support student learning and healthy development, ensuring that programming meets their needs and preferences.

Finally, we will actively seek parent feedback on school climate through regular meetings and surveys. We will analyze this feedback and transparently present the results and proposed actions for improvement, reinforcing our commitment to incorporating family input into our decision-making processes.	3	4	4	4	4	5	5	4	4	4	4	4	Met		2024-06-25	2024
19734370115725	Lifeline Education Charter	3	Lifeline's approach as defined in our Charter and LCAP is to provide a supportive family environment for our students.  Integral to this core value is partnering with parents and community to support students.  Every student continues to have a Individual Student Learning Plan (ISLP) that tracks student performance and includes plans to improve.  Teachers, students, and parents meet multiple times during the school year to review progress, based on local assessments, and adjust plans and supporting actions.  As part of Lifeline's focus on College and Career, parents and community members are invited to participate in a wide range of activities across the school year that include speakers, college days, career days and many other activities.  Parents and community members are also invited to participate in groups that provide input on school priorities.  Site based parent groups, school-wide advisory groups, ELAC, Special Needs groups and the Lifeline Board of Directors all have parents and community members actively participating with a focus on our student outcomes.  In 2023 Lifeline successfully completed a WASC self-study and site visit receiving a 6 year accreditation.  The visiting committee noted the strong involvement of parents and the processes in place to gather and utilize their input in decision making.	The focus for improvement is to continue to provide multiple opportunities for relationships between staff and families to develop.  Plans to implement new parent training programs to support meaningful involvement along with the implementation of PIQUE program for parent involvement are some of the planned actions.	The students Lifeline serves are virtually all identified as at-risk and underrepresented.  All of the actions outlined in the Section 1 narrative apply to all families at Lifeline.	As documented in our LCAP and WASC self-study, Lifeline continues to make College and Career programs a priority for our school.  Staff is actively partnering with community organizations ranging from local colleges to offer concurrent enrollment, to community organizations that support mentoring and internships for students.  Lifeline has put in place full time staffing and resources to make the College and Career programs sustainable, managing partnerships with community organizations and businesses to provide educational opportunities for our students.	Lifeline is focused on continuing to grow our partnership program with the goal of ensuring that every student at Lifeline meet our college and career requirements at graduation.  Integral to meeting these requirements is the support of various community agencies ranging from local colleges to mentoring and enrichment programs.  Dedicated staff is focused on the task of expanding those partnerships.	The students Lifeline focuses on serving are virtually all identified as at-risk and underrepresented.  All of the actions outlined in the Section 2.1 and 2.2 narrative apply to all families at Lifeline.	The Lifeline Administrative Team and Board of Directors continues our practice of including stakeholders in ongoing school planning and decision-making. The overarching goal is to maintain our rigorous, standards-based instruction through the active engagement of every member of our Lifeline family. Engagement is multi-tiered and redundant, utilizing regular mail, phone calls, e-mail and online tools such as Zoom, on-line surveys, and in person meetings. We have remained consistent in our efforts to provide information to our stakeholders, and gather input on what is important to them, and what we need to change to improve services to our students. All key decisions result from gathering input from the Board of Directors, site administrators, curriculum coordinators, ELD coordinator, all teachers, instructional aides, parent leaders, students and other staff. The information is then provided to our stakeholder groups, giving them the opportunity for questions and to provide input. The stakeholders involved in the process include: 
- Teaching staff and instructional aides. 
- Parent input gathered by the administration. 
- English Learner parent input gathered by the administration. 
- Special needs student parent input gathered by the administration, and information from the Community Advisory Committee (CAC consisting of members of the special education committee of the El Dorado SELPA). 
- Administrative planning team meetings consisting of all site administrators, curriculum coordinators, ELD coordinator, Special Education Coordinator. 
- English Learner Advisory Committee (ELAC) members. 
- Student Leadership group.
	Lifeline will continue our process of involving all key stakeholders in decision making as outlined in out LCAP and supported by findings from our recent WASC self-study.  First and foremost, our Board of Directors continues to have two parents.  We are continuing to regrow our parent groups where participation declined during COVID pandemic.  We have been experiencing good success with our site coffees, ELAC, and other opportunities for parents to participate in school decision making process.	The students Lifeline focuses on serving are virtually all identified as at-risk and underrepresented.  All of the actions outlined in seeking input for decision-making apply to all families at Lifeline.  Specific actions have been taken for outreach to non-English speakers throughout ELAC committee, and also our special needs families through meetings led by our Special Ed coordinator. Lifeline has staffing specifically for community outreach and engagement.  The staff support underrepresented families to participate in school decision-making through participation in groups, input to administrators, and completion of school surveys.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-25	2024
19734370118760	Barack Obama Charter	3	The analysis of the LCAP Parent Survey data indicates several strengths and progress in building relationships between school staff and families. One of the key strengths is the increase on the perception of school safety from parents, with 67% of parents agreeing or strongly agreeing that school is safe. Overall we also had an increase in parent survey participation from 24% to 68%. Engagement overall has increased from 16% to 23%. Overall, the survey data reflects that BOCS' efforts in fostering respectful interactions, effective communication, and accessibility are paying off, resulting in stronger relationships between school staff and families. Continuous efforts to engage families, address their concerns, and provide timely information will further enhance these relationships and support student success.
	There continues to be a desire to support students with resources with well over 80% continuing to qualify for Free/Reduced lunch. Food insecurities, homelessness, and loss of employment continue to fuel a desire to understand trauma-informed care as it relates to our staff and working with students and families along with additional strategies for behavioral issues in the classroom. This will be an area of focus as BOCS continues to add to overall supports around Social Emotional Learning and mental health. For the coming year, this includes partnering with Trauma Resilient Educational Communities (TREC).
	Other than English, BOCS has increased the population of families who speak Spanish, so we are exploring tools to better survey families in their native language where possible to determine strategies to increase overall engagement for our non or limited English families. Our parent communication platform is able to translate all communication from English to Spanish. Additionally, we provide an interpreter to all family engagement events. Additionally, our newly hired Director of ELD and Multilingual Support is working on supporting a welcoming environment to all students and families.
	A key strength is the student-teacher relationships. 80% of families believe that teachers have high respect and care for their children. This is essential for addressing student needs effectively and ensuring that parents are partners in the educational process. Teachers hold regular parent-teacher conferences, but also go above what is asked to keep consistent communication with families. This includes timely updates about student academic progress, school events, and other important information. Consistent and transparent communication ensures that parents are well-informed and can actively support their children's learning at home.	An area for continued growth, confirmed by both survey data and in input meetings, is developing and implementing enrichment as well as offer a variety of activities that interest our students.  As teachers increase focus on depth and complexity in the classroom, additional enrichment opportunities are being developed to address this need. This includes after school activities and programs for students.	Working with different vendors and partnering with community members to support enrichment and after school programs will help us create a dynamic program that interest all students. Additionally, holding town hall meetings and continue to survey families as well as making personal phone calls to communicate with all families will support these efforts.	Each year, a parent survey and meeting is held in the spring to monitor parent engagement and obtain feedback from parents related to state priorities and local indicators as they align with school goals within the LocalControl Accountability Plan (LCAP). The survey was created to align with state and local priorities in six areas:  Student Engagement, School Climate, School Fit, School Safety and Parent and Family Engagement.
While it is sent electronically, personal phone calls are made to all families to encourage participation in the survey. Additionally, we offer ipads in our offices so that parents can come in and take the survey on campus if they choose to. At the May/June School Site Council meeting, parents are asked for input on goals and determining actions.	As we have added elements to the LCAP around increased parent engagement for the new 2024-2025 LCAP, a piece of this will be to continue to solicit input during School Site Council meetings where we may have parents or guardians present. The goal is to continue to foster relationships with parents to encourage them to participate in the decision-making process.	As mentioned above, BOCS has focused on reaching out to families above and beyond the general lines of communication to ensure input in the decision-making process. The goal continues to be to work collaboratively with engaged parents and staff members to identify ways to increase involvement and encourage partnership with our underrepresented families.For example, many families speak Spanish only,  so we are working on ways to survey families in their native language where possible to determine strategies to increase overall engagement for our English learners. The increased offerings for before and after school provide additional avenues to connect with parents around family needs that can support decisions about programming.	3	4	3	4	3	2	3	2	3	2	3	2	Met		2024-06-24	2024
19734370132845	Today's Fresh Start-Compton	3	In order to achieve this goal for the school year, TFSCS:
* provided to all parents the school handbook (available in English and Spanish) through our school website.
* offered the school climate Parent survey as a hard copy, as well as online for easy accessibility.
* provided opportunities for parents to provide feedback regarding TFSCS during parent meetings, as well as parent
surveys.
* provided the school compact to parents and students to sign .
* provided opportunities throughout the school year for parents to volunteer virtually and participate in their
child(ren)'s education.
* informed parents of their child(ren)'s academic progress through benchmark/progress reports and parent/teacher
conferences during the course of the school year.	The unprecedented COVID-19 pandemic affected the Today’s Fresh Start Charter School's (TFSCS) community,
shifting the lives of our students, families, and staff. The unexpected closure of schools in March 2020 impacted the
physical, emotional, social, and educational needs of our students. This impacted our ability to provide in-person
offerings for the rest of the 2019-2020 school year. For the 2021-2022 school year , TFSCS transitioned from
distance learning back to an in person teaching program. We had provided laptop computers, materials, and internet
access to all scholars. Special attention was given to the following sub groups: English Learner's, Special Education,
and Homeless Students.In addition TFSCS has done the following to improve relationships with school staff and
families:
*hired a Social Worker to address families' needs.
*hired additional behavioral specialists to assist in helping and intervening with regard to behaviors that created
tardiness or undue absences throughout the school year.
*mailed home letters to parents of tardy and absent students.
*continued to implement incentive programs to promote school attendance and positive student behavior.
* provided staff professional development meetings addressing strategies to promote positive student behavior and
enhance teachers' classroom management practices.
* virtual field trips	Today's Fresh Start Charter School has always felt that there had to be a strong relationship between the staff and
the families of the students that attend our school. In many ways, this has helped to strengthen these ties between
the families and their children's teachers through constant communication. The was especially true during the
COVID-19 pandemic. During the course of the year, Today's Fresh Start used technology to help families. We have
had Zoom meetings as well as Zoom productions to honor the academic efforts of our scholars and celebrated the
cultures of our community. An area that needs improvement and which we have been focusing on this year is
attendance. Even during distance learning we had stressed the importance of the whole child and the importance of a well rounded education.We had reached out to all our families during that time, and had supplied hotspots to those
families that had needed them so that they would be able to participate in all activities and school classes during the
school year. During the 23-24 school year, we have offered families the option of in person and/or participating in all
activities via Zoom.	Today's Fresh Start Charter School's plan begins by reaffirming the important of attendance and engagement in
school. It states, ‘A meaningful connection to friends, caring adults, engaging subject matter and activities in class is
at the core of what our students need to learn and thrive in any environment. We believe this to be true regardless of
what school looks like when we return this fall. Not only do we want students to be present or “logged in,” we want
them to be engaged: interacting, thinking and connecting. A focus area of improvement that we have begun to work
on , and will continue to improve going forward is the computer literacy of our parents which will in turn improve our
student outcomes	Our counseling team continues to do daily check -ins with students to make sure that they are okay
Accelerating Progress to Close Learning Gaps through the Implementation, Expansion, or Enhancement of Learning
Supports:
• TFSCS will provide-After-school tutoring/intervention to identified scholars during the school year. TFSCS
has also created a partnership with Tutor.com to be able to help our students 24/7.
• TFSCS will provide small group instructional assistance to students in all core subjects.
• Differentiated Instruction: “Power Hour” Model created by TFSCS and taught by classroom teachers; and
groups scholars in their grade level clusters three times a week based on CAASPP levels of Not Met,
Nearly Met, Met, and Exceeds during the regular school day.	Families Whose primary language is not English:
* Spanish translators at every meeting
* The Electronic messaging system(School Messenger ) in their primary language
* All letters and forms that go home are translated into the families primary language.
*Additional academic services for students
*Training for school staff on strategies to engage students and families in addressing students’ social-emotional
health and academic needs	TFSCS engaged in meaningful consultation with the following community members, as applicable to the school:
• Students; Student Groups/ Grade Levels
• Families, including families that speak languages other than English; (DELAC , and ELAC meetings )
• School administrators, including special education Coordinators
• Teachers, principal , school leaders, other educators, school staff, and local bargaining units, (LCAP
stakeholder group)
• Community Partners/Groups (Zoom Meetings)
• School Site Council (SSC Meetings)
* School Board Meetings (throughout the process)
All parents were surveyed to determine their interests in enrolling their child /or children in our Independent Study
Program. As a result of their responses two Independent Study teachers were hired.	Today's Fresh Start Charter School has made efforts to solicit stakeholder feedback through phone calls, Zoom
meetings, and online surveys. Our School Site Council allows all school stakeholders an opportunity for feedback
and decision making for the betterment of our day to day operations. TFSCS also seeks immediate feedback with a
survey and question/answer period during in person and online meetings, which also help to inform decisions.	Meaningful Consultation with Community Organizations:
* Received input from Eldorado SELPA regarding students with disabilities
* Received input from Statewide Virtual Homeless/ Foster Education Conferences
TFSCS will provide integrated support for all identified students in the following areas:
• There should be a strong emphasis on individualized/differentiated instruction. Outside experts will be
secured to teach teachers how to differentiate and scaffold their lessons to provide universal access for all
students.
• Counseling/mental health services, access to school meals, after school Expanded Learning Program
(ASES)
• Certificated Teachers on Special Assignment (TOSA's), Small Group instructors, and UCLA Bruin Corps
tutors will work in classrooms under the leadership of the classroom teacher providing academic
assistance to scholars in all core content areas.
• Foster Grandparents will be utilized to provide social-emotional support on an individual basis	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
19734370134338	ISANA Achernar Academy	3	ISANA believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. In addition, beginning in the 2024-2025 we will be adding a parent conference week September during which teachers will meet with families to provide them with the space and time to share about themselves and their child(ren) and to set goals together. Throughout the year, the school hosts several other events including workshops focused on academic and social-emotional learning as well as Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths, and areas of need. Meetings with families and parents are translated when needed, as is written communication.	One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process. Additionally, parents expressed a desire for more opportunities to connect with staff such as events where both families and staff are present.	We continue to offer parent meetings virtually as we found that we had an increase of parent attendance at these meetings. Administrators continue to work closely with the Student Family Services Coordinators to ensure effective outreach is happening to underrepresented families.	Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are now scheduled for three times a year but parents and families are welcome to schedule a meeting with their child’s teacher at any time in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcome to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families in understanding and exercising their legal rights and advocating for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish.	We are continually working on providing professional learning and support to teachers and school leaders to enhance their ability to partner with families. Our focus is on increasing staff’s understanding of families' backgrounds and cultures to ensure effective communication and establish genuine connections with each family. To this end, we have introduced a parent conference week at the beginning of the school year. The primary purpose of this week is to help teachers get to know the families and make families feel comfortable and welcome within the school community.	We will continue to reach out to families through meetings, surveys and other methods to identify the most prominent needs of our parents and students. The school leadership team will use the data and information gathered to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities.	The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees.	We continue to work on collaborating with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.	As mentioned in the previous section, we will continue to offer the opportunity for parents and families to participate virtually in advisory, committee and other parent meetings.	4	5	4	5	4	4	5	4	4	4	5	4	Met		2024-06-11	2024
19734370137240	Ingenium Clarion Charter Middle	3	The analysis of the LCAP Parent Survey data indicates some strengths in building relationships between school staff and families. One of the key strengths is the perception of school climate from parents, with 51% of parents agreeing or strongly agreeing that school is safe. Overall we also had an increase in parent survey participation from 17% to 24%. Overall, the survey data reflects that ICCMs' efforts in fostering respectful interactions, effective communication. Continuous efforts to engage families, address their concerns, and provide timely information will further enhance these relationships and support student success.	There continues to be a desire to support students with resources with well over 80% continuing to qualify for Free/Reduced lunch. Food insecurities, homelessness, and loss of employment continue to fuel a desire to understand trauma-informed care as it relates to our staff and working with students and families along with additional strategies for behavioral issues in the classroom.	Our parent communication platform is able to translate all communication from English to Spanish. Additionally, we provide an interpreter to all family engagement events. Additionally, our newly hired Director of ELD and Multilingual Support is working on supporting a welcoming environment to all students and families.	A key strength is the student-teacher relationships. 66% of families believe that teachers have high respect and care for their children. This is essential for addressing student needs effectively and ensuring that parents are partners in the educational process. Teachers hold regular parent-teacher conferences, but also go above what is asked to keep consistent communication with families. This includes timely updates about student academic progress, school events, and other important information. Consistent and transparent communication ensures that parents are well-informed and can actively support their children's learning at home.	An area for continued growth, confirmed by both survey data and in input meetings, is developing and implementing enrichment as well as offer a variety of activities that interest our students.	Working with different vendors and partnering with community members to support enrichment and after school programs will help us create a dynamic program that interest all students. Additionally, holding town hall meetings and continue to survey families as well as making personal phone calls to communicate with all families will support these efforts.	Each year, a parent survey and meeting is held in the spring to monitor parent engagement and obtain feedback from parents related to state priorities and local indicators as they align with school goals within the LocalControl Accountability Plan (LCAP). The survey was created to align with state and local priorities in six areas:  Student Engagement, School Climate, School Fit, School Safety and Parent and Family Engagement. While it is sent electronically, personal phone calls are made to all families to encourage participation in the survey. Additionally, we offer iPads in our offices so that parents can come in and take the survey on campus if they choose to. At the May/June School Site Council meeting, parents are asked for input on goals and determining actions.	As we have added elements to the LCAP around increased parent engagement for the new 2024-2025 LCAP, a piece of this will be to continue to solicit input during School Site Council meetings where we may have parents or guardians present.	As mentioned above, ICCMS has focused on reaching out to families above and beyond the general lines of communication to ensure input in the decision-making process. The goal continues to be to work collaboratively with engaged parents and staff members to identify ways to increase involvement and encourage partnership with our underrepresented families. For example, many families speak Spanish only,  so we are working on ways to survey families in their native language where possible to determine strategies to increase overall engagement for our English learners. The increased offerings for before and after school provide additional avenues to connect with parents around family needs that can support decisions about programming.	3	3	2	4	3	3	4	2	3	2	3	2	Not Met			2024
19734370137893	KIPP Compton Community	3	At KIPP SoCal, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive.

Additionally, we are excited to announce that KIPP SoCal has been awarded a new Community School grant, enabling us to hire a dedicated Community School Manager for KIPP Compton. This role will be instrumental in leading the Community School Advisory Council, engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.

While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.	At KIPP SoCal, we've recently launched the Family Leadership Academy, a region-wide parent advisory group at each school. This academy serves as our School Site Council, where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.

In conjunction with this initiative, we're excited to introduce our new Community Schools Manager, who will play a pivotal role in supporting the Family Leadership Academy. This position will collaborate closely with families to enhance their leadership skills and engagement within the school and broader community.

By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Leadership Academy participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.	At KIPP SoCal, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families.

In addition, we have established a Change Team composed of staff members, families (including those from underrepresented backgrounds), and students. This team is dedicated to reviewing and implementing diversity, equity, and inclusion initiatives across our organization.

By offering a variety of engagement opportunities such as leadership roles, Family Leadership Academy meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.

Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.

Our Change Team developed KIPP SoCal's Anti-Racist Standards. These standards were shared across our regional and school networks to gather feedback and comments from team members and all school families. This input was instrumental in refining our guidelines and values as we continue to advance our journey towards becoming a more anti-racist organization.	KIPP SoCal recognizes the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.

In addition, KIPP SoCal has implemented a Family Ambassador program in collaboration with our Family Leadership Academy to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events.

Looking forward, we are actively exploring ways to expand and integrate the Family Ambassador program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.

Furthermore, KIPP SoCal educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and Family Leadership Academy meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.
We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.	KIPP SoCal's Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.

In addition to our advocacy efforts, KIPP SoCal's incoming Community School Managers will play a crucial role in supporting our students' holistic well-being. They will collaborate closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.

Our Community School Managers will monitor student progress closely and adjust support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.

Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey.	KIPP SoCal remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin are offered in languages accessible to all school families.

In addition, KIPP SoCal has established a Change Team composed of staff members, families (including those from underrepresented backgrounds), and students. This committee is actively engaged in reviewing and implementing diversity, equity, and inclusion initiatives.	At KIPP SoCal, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and Family Leadership Academy, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.

The Family Leadership Academy, functioning as our School Site Council, empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability. 

Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they've learned.

To ensure the highest quality of engagement, KIPP SoCal provides comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.	To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at each school known as the Family Leadership Academy, which serves as our School Site Council. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.	KIPP SoCal is dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates to accommodate diverse family schedules. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.

Furthermore, KIPP SoCal has an established Change Team of staff, family members , and students. This team actively works on reviewing and implementing diversity, equity, and inclusion initiatives.	4	4	4	4	4	4	4	4	4	4	3	3	Met		2024-06-21	2024
19734370137984	Animo Compton Charter	3	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes  administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue.  A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).

The school uses Parent Square to send messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Parent Square is to help improve and leverage communication between parents and school.	The school is committed to improving attendance at the events listed above through communication, surveys and parent outreach.  Surveying parents for specific needs and interests will assist the school with diversifying parent engagement opportunities for underrepresented families.   The school will collect data at each event to progress monitor engagement throughout the year and to identify groups for targeted outreach through the Parent Coordinator - a full- time employee dedicated to establishing a positive relationship between school staff and families.	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by our regional support staff in collaboration with local community service partners.	The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students (UPAS), a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The UPAS Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues such as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Based on the skills learned through the UPAS Community Organizing Institute, parents have student/parent-led conferences where they discuss issues affecting their communities and campus. In addition to this, the school has cultural groups, specialized advisory, and other parent programs.	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Parent Square announcements for opportunities to engage, and the school website  to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in regional professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (SAC) and the District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.	The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.	The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.  In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school.  Data is analyzed by school leaders to inform future policies and decisions at the school.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-28	2024
19734450000000	Hacienda la Puente Unified	3	The following are examples of strengths and progress identified within LCAP Survey responses:

94% of parent respondents indicate that they can communicate with teachers and staff when needed.  
82% of respondents feel the school encourages parental involvement.
76% of respondents feel comfortable in participating in school activities for parents.

HLPUSD continues to facilitate parent involvement by enhancing communication with parents on opportunities to participate in school activities and including parents in the school and district decision-making process.  While parents (76%) overall feel comfortable participating in school activities, they commonly indicate that they would like to have more information on involvement opportunities (49%) and more convenient times for participation (53%).  To continue efforts in encouraging more parent engagement and inclusion in decision-making, HLPUSD provides administrators, teachers, and school staff with best strategies for engaging parents, solutions to parent engagement challenges, tools to enhance parent engagement, and resources to assist in parent engagement.	Focus area for improvement within the LCAP:

Further increase meaningful and active parent and family engagement in schools and districtwide by providing multiple opportunities to participate and get involved.  Offer additional workshops provided by school staff and community partners throughout the year and at HLPUSD’s Parent University on topics of interest to parents such as supporting students’ learning at home and social emotional learning.	Continue to build meaningful parent and family engagement by providing translation services, babysitting, scheduling convenient times, holding hybrid meetings when feasible, utilizing email, ParentSquare, and phone communication, and supporting parents to utilize Aeries Parent Portal and Canvas.	The following are examples of strengths and progress identified within LCAP Survey responses:

71% of respondents feel the school encourages involvement from community organizations.

Parent respondents rate the overall level of parent involvement in HLPUSD from moderately involved (44%) to very involved (22%) to extremely involved (7%).	Focus area for improvement within the LCAP: 

Continuously deepen implementation of a comprehensive, districtwide parent education program that will build parents’ capacity to engage with and support their TK through 12th grade students’ education and college and career readiness.	Work with parents to raise their awareness of existing support mechanisms and resources in their schools, including resources to support students at home.  Almost half of parent and staff respondents indicate that more information on how to support students at home would help parents become more involved.  This is particularly relevant as supporting their child’s schoolwork and activities at home is the main avenue through which parents indicate being involved.  Since parent respondents also indicate a desire for more active communication between the school and parents, the district launched an electronic campaign highlighting the different support mechanisms and resources, as well as different ways through which parents can support their children at home.	The following are examples of strengths and progress identified within LCAP Survey responses:
  
61% of respondents feel parents have a say in the decision-making process in their school.
Parent participation in District committees has increased which provides parents/guardians with the opportunity to deepen their understanding, contribute to discussions, and have a say in the decision-making process in the District.	Continue to build parent capacity and participation in school and district decision-making processes, including school site and district parent advisory groups, and the LCAP educational partners’ engagement process.	HLPUSD will continue to provide opportunities for parents to be involved in school and district decision-making processes.  Continue to offer districtwide trainings focusing on building capacity of our educational partners such as School Site Council (SSC) Training, Reclassification Training, and Local Control and Accountability Plan (LCAP) Training. This helps empower parents to actively participate in school site and districtwide advisory groups and decision-making committees.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-27	2024
19734520000000	Rowland Unified	3																						Not Met			2024
19734520120600	iQ Academy California-Los Angeles	3	The school focuses on building meaningful relationships to support student success in the virtual learning environment. Families are welcomed and provided individualized onboarding and support by their Engagement Coach when their enrollment is approved. The robust support continues for the entire year and ensures that families understand program expectations and communication platforms, how to request help, and efficiently use the online school platform and resources. Teachers promptly reach out to families to complete a welcome call, hold monthly connection calls and academic conferences, and provide standards-based, synchronous (live) instruction. During monthly connection calls teachers discuss students’ strengths and goals, teacher expectations, as well as build relationships with students and parents, leading to improved engagement and academic outcomes. Teachers and staff use online platforms that allow face-to-face virtual interaction with students and parents. 
In addition to classroom connections, we provide in-person and virtual outings, clubs, and parent/learning coach (LC) support sessions, offered in English and Spanish. We provide support to families throughout the calendar year, including summer.
Administrators host online parent, student, and staff feedback sessions throughout the year. Surveys are incorporated as an opportunity to collect feedback from families and staff to identify students who need additional support. IQLA has utilized a team of support staff to ensure the engagement of underrepresented families through the iQ Connect and IQ Boost programs. IQLA has added bilingual engagement support for Spanish speaking families during the onboarding process to provide additional support throughout the calendar year. Schoolwide forms and documents have been translated into Spanish. Document translation and interpreting services are available, on demand. 
The school involves parents, students, and staff in the planning process through regular surveys, focus groups, and planning meetings. The school community evaluates data through various accountabilities, including Title I meetings, Partner Engagement Meetings, English Learner Advisory Committee (ELAC), Local Control Accountability Plan (LCAP) feedback and planning, and WASC (Accrediting Commission for Western Association of Schools and Colleges). These provide feedback to the leadership team on programs and resources, and adjustments are made to schoolwide and department action plans and family engagement offerings.
	While we have seen an increase in the number of parents and students attending planning meetings and feedback sessions, we would like to achieve more teacher participation in these forums. 
Additionally, we have seen a sharp increase in the number of Spanish speaking families. We would like to expand the relationship building opportunities with the incoming families that do not speak English to ensure their voices are heard through bilingual engagement coaches that work directly with our Spanish speaking population as well as through specific groups set up through WhatsApp.
	The school is expecting to expand our Spanish speaking classified support staff in 24-25 to further facilitate the need of supporting our incoming families that do not speak English. We are also exploring interpreting software through AI that allows us to have seamless conversations with families that do not speak English. 
We have expanded and continue to expand our support of MKV and foster families. Each MKV and foster family is assigned an Engagement Coach who partners with them to ensure success in our programs. 
	An area of strength is building partnerships with families for student success. As an independent study charter school, a parent's role in education is critical, and the school intentionally involves parents, providing families with information and resources to support student learning. Teachers conference quarterly with families on student progress/assessment results and expectations.  Parents have access to student grades and online school activities including curriculum. Engagement and attendance support teams are in place to ensure students are engaged in school and include educating parents on expectations and how to stay involved in the daily schooling of their students. 
We have a learning coach app that our parents can download on their phone and communicate with each other and staff through discussions. This is utilized frequently to have back and forth discussions about activities and programs in the school. 
We send teacher surveys several times a year to gain satisfaction related input specifically from teachers. 
We implemented a student survey this year that students took at the beginning of the year. It allowed us to determine their level of preparation for the school year, get feedback on their experience from the previous year and identify any needs they may have that we can support as a school. 
Our Curriculum Specialists have evolved our Professional Learning Community (PLC) teams to ensure high levels of support for every teacher and high levels of learning for every student.
Through the schoolwide messaging platform (ParentSquare), digital parent-student handbook, social media, LC Community (social platform for IQLA parents/learning coaches), and the IQLA website, families understand their legal rights, have opportunities to build relationships, and are encouraged to advocate for students.
	We receive quite a bit of input and feedback from parents and students. but would like to increase the amount of input we receive from teachers. We would also like to see more ongoing opportunities for students to give feedback throughout the year. Both students and teachers do have ongoing opportunities for feedback throughout the year. However, finding methods they are likely to utilize at a higher degree than the ones presently utilized would be valuable. Student feedback is seen most in the beginning of the year survey. Teacher feedback is seen most in casual conversations throughout the year. Leveraging both those strategies to formalize the collection of feedback would be useful. We plan to continue to send student survey’s periodically throughout the year beginning in 24/25. We are also exploring the addition of a teacher led committee called iQReach to act as liaisons between admin and the teaching staff and allow for easier input on school programs and policies.	We plan to continue to build a parent teacher organization that will provide an opportunity for all families to be represented. We plan to establish a WhatsApp group that would provide a familiar platform for Spanish speaking families to interact with other parents and school staff in real time. We are providing 1:1 support to new Spanish speaking families when they begin our school to ensure success as they progress throughout their first year.	We have seen a large and steady increase in the number of parents, students and teachers attending and actively participating in our Educational Partner feedback sessions, our Title I meetings and our ELAC meetings. We have also seen a large and steady increase in the number of parents joining and actively participating in our Learning Coach app which allows them to communicate in more casual discussions with other parents and school administration in real time.	The parent teacher organization and the iQReach committee are parent and teacher led groups, respectively, that will allow increased opportunities for parents and teachers to be involved in decision making.	We plan to continue strengthening our ELAC committee, which has grown significantly in the last two years. Specific invitations from Engagement Coaches to Spanish speaking families to our various types of feedback sessions tends to increase attendance of that population at those meetings. We will leverage that more in the 24/25 school year. Advertising and building the PTO gives opportunities for all families to have a voice. Formalizing the collection of feedback provided through informal conversations between MKV/foster families and their Engagement Coaches will allow their voice to be heard even when they are unable to attend formal feedback sessions or complete surveys.	4	4	4	4	4	4	4	4	4	4	4	4	Not Met			2024
19734600000000	Walnut Valley Unified	3	Based on the analysis of educational partner input and local data, significant strides have been made in the following areas:
Increased Parent Engagement: Walnut Valley Unified School District (WVUSD) has successfully increased parent involvement in school activities and decision-making processes. This is evident through higher attendance at parent-teacher meetings, workshops, and school events.
Effective Communication: WVUSD  has improved communication channels between school staff and families. WVUSD has implemented more accessible and diverse methods of communication, such as newsletters, online platforms, and multilingual resources, ensuring that families are well-informed about school-related matters.  The integration of Parent Square has provided parents access to pertinent communication from schools and the district via email, phone apps, or social media outlets.  The Parent Square communication platform also provides a translation tool to make information accessible to all families.
Cultural Sensitivity: WVUSD  and every school has made efforts to raise awareness and education on cultural diversity within the community. They have fostered an inclusive environment where different cultural backgrounds are respected, celebrated, and integrated into the curriculum, school events, and parent groups.
Supportive Services: WVUSD has introduced support services for families facing various challenges, including socio-economic and language barriers.  Parents and families have access to Care Solace, a 24-hour/7 day-a-week concierge service to connect families with counseling and mental health services.  
Professional Development: Ongoing professional development for school staff and the parent community has been a priority.  Coordinating Council representing parents from all 15 school sites met monthly with the Superintendent and Executive Cabinet to receive leadership development and district updates.  During the school year, staff had professional learning on inclusion, belonging, and student ownership from renowned guest speakers such as Dr. Oscar Navarro and Dr. Adolph Brown.  The district’s Diversity Think Tank (a forum of staff, parents, guardians, and community members) meets to advance cultural awareness, equity, diversity, inclusion, and belonging to all facets of the district and school’s vision and mission.  One of the activities was bringing a guest speaker on implementing the FAIR Act for Social Studies and integrating culturally relevant practices during the instructional day.
Feedback from educational partners, including teachers, parents, and community members, indicates a growing satisfaction with WVUSD and the schools’ efforts in this area. 
	Based on the analysis of educational partner input and local data, WVUSD has identified specific focus areas for improvement in Building Relationships Between School Staff and Families:
Equity and Inclusivity: The data highlights the need for more targeted efforts in promoting equity and inclusivity. There is a recognition that some families, particularly those from marginalized backgrounds, still face barriers to engagement. By recognizing and removing barriers, WVUSD intends to develop strategies to ensure all families feel equally valued and included in the school community.
Parental Involvement: While there has been progress in increasing parental involvement, the analysis indicates room for further improvement. WVUSD aims to develop initiatives that encourage parents to participate more actively in their child's education, including participation in decision-making processes.
Language Access: Language barriers remain a challenge for some families. The analysis shows a need for more comprehensive language support services and resources to ensure that non-English-speaking parents, especially parents of newcomers and families with disabilities (deaf, hearing impaired, etc.), can fully engage with the school.
Community Partnerships: WVUSD recognizes the potential for stronger collaboration with community partners to enhance family-school relationships. They plan to explore opportunities to expand and deepen these partnerships to provide additional resources and support to families.
Data Utilization: While data is being collected to track progress, there is a focus on improving the utilization of this data for informed decision-making. WVUSD intends to develop better systems for analyzing data related to family engagement and tailoring strategies accordingly.
Professional Development: The analysis highlights the need for ongoing professional development for school staff in family engagement and culturally inclusive practices. WVUSD  plans to invest in training and resources to ensure educators have the skills and knowledge to build strong relationships with families.
Cultural Competency: WUSD aims to deepen its commitment to cultural competency by providing more opportunities for staff to learn about and respect the diverse cultural backgrounds of the families they serve.
Feedback Mechanisms: The analysis suggests improved mechanisms for collecting feedback from families and school staff. WVUSD plans to establish more effective feedback loops to ensure that the voices and concerns of all educational partners are heard and addressed.
In summary, WVUSD has identified key focus areas for improvement, including equity, parental involvement, language access, community partnerships, data utilization, professional development, cultural competency, and feedback mechanisms. These areas will be prioritized in the district’s ongoing efforts to strengthen relationships between school staff and families.

	WVUSD has developed a targeted plan to improve the engagement of underrepresented families. The plan includes the following strategies:
Culturally Responsive Outreach: WVUSD  will implement culturally sensitive outreach efforts that acknowledge and respect the diverse backgrounds of underrepresented families. This will include translating communication materials into relevant languages and ensuring that outreach is conducted in a culturally appropriate manner.
Language Access: To overcome language barriers, WVUSD will expand language access services, such as providing interpreters at school events and offering multilingual resources. This will ensure that non-English-speaking families can fully participate in school activities and meetings.
Tailored Support Services: WVUSD recognizes that underrepresented families may face unique challenges. To address their specific needs, WVUSD will develop tailored support services. These may include workshops or programs designed to provide assistance with issues such as navigating the education system or accessing community resources.
Community Partnerships: To enhance engagement, WVUSD  will strengthen partnerships with local community organizations (i.e. Council of African American Parents)  that have established trust within underrepresented communities. Collaborative initiatives will be developed to reach families through channels they are familiar with and trust.
Family Input and Feedback: WVUSD will actively seek input and feedback from underrepresented families to understand their unique perspectives and needs. This will involve surveys, focus groups, and one-on-one conversations to ensure their voices are heard and considered in decision-making.
Professional Development: School staff will receive training in cultural competency and sensitivity better to understand the backgrounds and experiences of underrepresented families. 
Inclusive Policies: WVUSD  will review and revise policies and practices to ensure they are inclusive and do not inadvertently create barriers for underrepresented families. This may involve changes in enrollment procedures, communication protocols, or event scheduling.
Celebration of Diversity: WVUSD will actively celebrate the cultural diversity within the school community through events, activities, and curriculum enhancements. This will promote a sense of belonging and pride among underrepresented families.
Progress Monitoring: WVUSD  will regularly assess the impact of these strategies through data collection and analysis. This will allow for ongoing adjustments and refinements to ensure that underrepresented families are increasingly engaged and connected to the school community.
WVUSD’s plan to improve the engagement of underrepresented families is proactive, addressing cultural, linguistic, and systemic barriers while actively involving these families to create a more inclusive and welcoming educational environment.

	WVUSD has demonstrated several strengths and made notable progress in Building Partnerships for Student Outcomes. Some of the key strengths and progress areas include:
Resource Mobilization: Through effective partnerships, WVUSD has secured additional resources and support for students. This includes grants, donations, and in-kind contributions that have enriched educational opportunities and services.
Structured Collaboration: WVUSD has developed systems for collaborating and analyzing data with educational partners. This data-driven approach allows for a better understanding of student needs and outcomes, enabling targeted interventions and improvements.
Student Support Services: Collaborative efforts with partners have led to the expansion of student support services. These services may include counseling, tutoring, mental health support, and access to specialized resources, all contributing to improved student well-being and academic success.
Parent Engagement: Partnerships have extended to involve parents and guardians in students' educational journeys. WVUSD has facilitated workshops, training sessions, and events that engage parents in their children's learning, fostering a shared responsibility for student success.
Professional Development: Educational partners have collaborated to provide professional development opportunities for educators. These opportunities enhance the skills and knowledge of teachers and staff, ultimately benefiting student learning experiences.
Flexibility and Adaptability: WVUSD has demonstrated flexibility and adaptability in its partnerships, allowing for adjustments based on changing student needs and evolving educational landscapes.
Positive Educational Partner Feedback: Feedback from educational partners, students, and their families indicates satisfaction with the collaborative efforts and the positive impact on student outcomes. This suggests that the partnerships are well-received and effective.
College and Career Readiness: WVUSD  has worked closely with educational partners to improve college and career readiness programs. As a result, students have better access to resources and guidance in preparing for post-secondary education and career pathways.
Innovation and Technology: Educational partners have contributed to integrating innovative teaching methods and technology in the classroom. This has improved student engagement and preparedness for the modern workforce.
Student Well-Being: WVUSD, in partnership with community organizations, has implemented programs to address students' social and emotional well-being, promoting a positive and supportive school environment.
WVUSD has established strong partnerships with educational partners, effectively mobilized resources, shared data, and developed programs that directly benefit students. These efforts reflect a commitment to improving student outcomes through collaboration and community engagement.
	WVUSD’s areas for improvement in Building Partnerships for Student Outcomes include equity and access, alignment with student needs, communication, family engagement, assessment and evaluation, sustainability, diversity of partnerships, community engagement, professional development, and student voice. The district will prioritize these areas in its efforts to enhance the impact of partnerships on student outcomes.

Equity and Access: The data suggests disparities in opportunity access among different student populations. WVUSD ensures that opportunities are inclusive and accessible to all students, regardless of their background or socioeconomic status.
Alignment with Student Needs: The analysis indicates a need for better alignment between initiatives and students' specific needs. WVUSD plans to refine its strategies to more closely address students' academic, social, and emotional needs.
Communication and Coordination: There is room for improvement in communication and coordination among educational partners. WVUSD  intends to enhance communication channels and establish clearer protocols for collaboration to maximize the impact of partnerships.
Parent and Family Engagement: The analysis highlights the need for increased parental and family involvement in partnership initiatives. WVUSD will work to engage parents and provide them with resources and information about the benefits of partnerships for their children's education.
Assessment and Evaluation: While partnerships are in place, WVUSD acknowledges the need for more robust assessment and evaluation mechanisms to measure the effectiveness of these collaborations in improving student outcomes. This will involve developing clear metrics and benchmarks for success.
Sustainability: WVUSD  plans to focus on the long-term sustainability of partnerships. This includes exploring ways to secure ongoing funding and support for partnership programs to ensure they continue to benefit students in the future.
Diversity of Partnerships: WVUSD  aims to diversify its pool of educational partners to ensure a broader range of resources and opportunities for students. This may involve seeking partnerships with organizations to address specific educational gaps or needs.
Community Engagement: While community engagement is a strength, WVUSD aims to deepen these connections further. This includes involving community members and organizations in shaping partnership initiatives and identifying new ways to support student outcomes.
Professional Development: WVUSD  recognizes the need for ongoing professional development for educators to maximize the impact of partnerships. This includes training on how to integrate partnership resources into classroom instruction effectively.
Student Voice: WVUSD  plans to incorporate more student input and feedback into partnership decision-making processes, ensuring students have a voice in shaping the partnerships that directly affect their educational experiences.
	WVUSD’s plan to improve the engagement of underrepresented families in Building Partnerships for Student Outcomes is comprehensive and proactive, addressing cultural sensitivity, equitable access, meaningful involvement, and ongoing communication to ensure that these families are active participants in shaping their children's educational experiences and outcomes.

Targeted Outreach: WVUSD will implement targeted outreach efforts to reach underrepresented families, acknowledging their unique needs and challenges. This may include culturally sensitive communication, translated materials, and outreach through trusted community organizations.
Culturally Responsive Partnerships: WVUSD  will work to establish culturally responsive partnerships and be sensitive to the needs of underrepresented families. This includes collaborating with organizations and resources with a proven track record of effectively serving these communities.
Parent and Family Involvement: To enhance engagement, WVUSD will actively involve underrepresented families in the decision-making process regarding partnerships. This may involve parent advisory councils or forums, where their input is valued and considered in partnership decisions.
Education and Awareness: WVUSD will provide education and awareness programs to underrepresented families about the benefits and opportunities of partnerships. This includes helping them understand how partnerships impact their children's educational outcomes.
Equitable Access: WVUSD will ensure that underrepresented families have equitable access to partnership programs and resources. This may involve providing translation services, access to technology, childcare, or other support services to remove barriers to participation.
Feedback Mechanisms: WVUSD will establish effective feedback mechanisms to continuously gather input and feedback from underrepresented families about their experiences with partnerships. This will inform ongoing improvements and adjustments.
Cultural Competency Training: Staff and partners will receive training in cultural competency to ensure respectful and effective interactions with underrepresented families. This will foster a more inclusive and welcoming environment.
Long-Term Relationships: WVUSD aims to build long-term relationships with underrepresented families and partners, moving beyond short-term initiatives to create sustainable connections that benefit students over time.
	WVUSD has demonstrated strengths and substantial progress in seeking input for decision-making, focusing on open dialogue, collaboration, data-driven decision-making, transparency, effective engagement, cultural sensitivity, and conflict resolution. These efforts have contributed to a more inclusive and responsive decision-making process that benefits students and the broader educational community.

Open and Inclusive Dialogue: WVUSD has fostered an open and inclusive dialogue with educational partners, including teachers, parents, and community members. This has created an environment where diverse perspectives are valued and considered in decision-making processes.
Collaborative Decision-Making Structures: WVUSD has established collaborative decision-making structures and committees that actively involve educational partners in shaping educational policies, programs, and initiatives. This includes parent-teacher associations, advisory boards, and committees with community representation.
Data-Informed Decision-Making: WVUSD  has made significant strides in using data to inform decision-making. This includes gathering and analyzing data on student performance, school climate, and other relevant factors to make informed choices that benefit students.
Transparent Communication: WVUSD has demonstrated transparency in its communication with educational partners. Information regarding decisions, plans, and policies is readily accessible and communicated through various channels, ensuring that educational partners are well-informed.
Timely Feedback Loops: WVUSD has implemented feedback mechanisms allowing educational partners to provide timely input and feedback. This promotes a responsive approach to decision-making.
Effective Engagement Strategies: WVUSD has developed effective strategies for meaningfully engaging educational partners, ensuring that their input is sought and integrated into the decision-making process.
Cultural Sensitivity: WVUSD has shown an understanding of the importance of cultural sensitivity when seeking input. Efforts have been made to ensure that diverse cultural perspectives are respected and considered in decision-making.
Conflict Resolution: WVUSD has mechanisms for conflict resolution and constructive disagreement. This ensures that input and feedback processes remain productive even in the presence of differing viewpoints.
	WVUSD’s focus areas for improvement include diverse representation, communication accessibility, timely engagement, inclusive outreach, data utilization, conflict resolution strategies, feedback integration, training and capacity building, and transparency.
Diverse Representation: The analysis suggests a need for more diversity and inclusivity in representing educational partners involved in decision-making processes. The LEA aims to ensure that a wider range of voices, including those from underrepresented communities, are included in discussions and decisions.
Communication Accessibility: WVUSD recognizes the need to enhance communication accessibility for all educational partners. This includes providing multiple communication channels, clear language, and translation services to reach a broader audience and ensure that input opportunities are accessible to everyone.
Timely Engagement: The analysis indicates room for improvement in seeking timely input. WVUSD plans to streamline its processes to engage educational partners at the right decision-making stages to ensure their input has maximum impact.
Inclusive Outreach: WVUSD intends to improve its outreach efforts to engage a wider range of educational partners, particularly those who may not traditionally participate in education-related discussions. This includes reaching out to parents, community organizations, and partners.
Data Utilization: While data-informed decision-making is a strength, WVUSD aims to improve its use of data to seek input and gather feedback. This includes using data analytics to identify trends, needs, and areas of concern to inform decision-making processes.
Conflict Resolution Strategies: WVUSD plans to strengthen its conflict resolution strategies to address disagreements and disputes that may arise during the input-seeking process. This will ensure that disagreements are managed constructively and do not hinder progress.
Feedback Integration: The analysis suggests that there is room to improve the integration of educational partner feedback into decision-making. WVUSD will develop clearer processes for incorporating feedback, making it evident how input has influenced decisions.
Training and Capacity Building: To enhance the skills of staff and educational partners in the input-seeking process, WVUSD will provide training and capacity-building opportunities. This will empower individuals to contribute effectively to decision-making discussions.
Transparency in Decision-Making: WVUSD aims to increase transparency in decision-making by clearly communicating how input was considered and why certain decisions were made. This will help build trust and understanding among educational partners.
	WVUSD’s plan to improve the engagement of underrepresented families is comprehensive and culturally sensitive, aiming to create a welcoming and accessible environment while ensuring that the voices of underrepresented families are heard and valued in shaping educational decisions.
Culturally Sensitive Outreach: WVSUD  will implement culturally sensitive outreach efforts to engage underrepresented families, recognizing that their perspectives and needs may differ. Communication materials will be translated, and outreach will be conducted in a culturally appropriate manner.
Targeted Focus Groups: WVUSD will organize targeted focus groups or advisory councils for underrepresented families. These groups will provide a platform for these families to share their perspectives and input on important decisions.
Accessible Meeting Times and Locations: WVUSD will schedule meetings and input sessions at times and locations convenient and accessible for underrepresented families, taking into account work schedules and transportation barriers.
Language Access: WVUSD  will provide language access services, such as interpreters or translated materials, to ensure that non-English-speaking families can actively participate in decision-making discussions.
Community Liaisons: WVUSD  may designate community liaisons who share underrepresented families' cultural backgrounds and languages. These liaisons will bridge the school system and these families, facilitating communication and engagement.
Cultural Competency Training: Staff and educators will receive training in cultural competency to ensure they are sensitive to the cultural norms, values, and expectations of underrepresented families when seeking their input.
Family-Friendly Engagement: WVUSD will create a family-friendly environment during input sessions, providing childcare, refreshments, and materials in a format that is accessible and welcoming to all families.
Community Partnerships: WVUSD will collaborate with organizations that have established trust within underrepresented communities. These organizations can facilitate engagement and provide resources.
Multiple Feedback Channels: WVUSD will offer various feedback channels, including surveys, focus groups, and one-on-one meetings, to accommodate different preferences and comfort levels among underrepresented families.
Feedback Integration: WVUSD will establish clear processes for integrating the feedback and input provided by underrepresented families into decision-making. This will ensure that their perspectives are genuinely considered.
	5	5	4	5	5	5	5	5	5	5	4	5	Met		2024-06-26	2024
19752910000000	San Gabriel Unified	3	San Gabriel USD (SGUSD) cultivates meaningful community relationships and collaborates with both internal and external partners. SGUSD’s educational partner groups play a critical role in representing the diverse constituents of the SGUSD school community. The District believes it is important to include the voices of students, as well as parents, principals, teachers, staff, administrators, and community members to develop the goals, actions, expenditures, metrics, and targets within guiding documents such as the LCAP.  
The Superintendent’s Student Advisory Council (SSAC) is one example of how the inclusion of student voice in collaborative decision making, is a strength. The SSAC meets monthly, and in 2022 this student group clearly stated that they wanted equity to be at the forefront of the instructional decisions for SGUSD.  
An additional strength of the District is the Educational Advisory Committee (EAC). 
The Educational Advisory Committee (the EAC serves as SGUSD’s advisory committee for parents, students, principals, teachers, local bargaining unit representatives, classified staff, community members, SELPA representation, Board members, and district administration) engaged collaboratively to develop SGUSD’s new vision and mission and the alignment to Portrait of a Graduate as well as the Goals and actions for the district LCAP. SGUSD’s educational partner engagement involves a triangulation approach that helps ensure authentic and deliberate dialogue with a broad cross-section of educational partners that are vested in the District’s continuous improvement cycle.  
As a result of the effort put forth to gather educational partner input, SGUSD has collected meaningful quantitative and qualitative data to contribute to the development and continuous enhancement of SGUSD’s four LCAP goals and actions.
	In response to the data collected by educational partners in 2023, San Gabriel USD maintains the following focus areas for the improvement of relationship-building between school staff and families:
Create welcoming and safe front offices and other campus environments for all families;
Promote group discussions among students, teachers, and parents;
Evaluate ways to gather greater input from parents;
Increase the number of school to home communications and the number of trainings for parents;
Continue to increase opportunities for students to provide input regularly and safely;
Schedule student and parent listening sessions to build relationships and connections to schools.
Focus on standardizing digital home school communication to reduce the number of outlets parents need to check to stay abreast of school site issues.
	San Gabriel prioritizes parent input and seeks to expand opportunities for parents to actively participate in decision making. Parents were invited to provide input in Strategic Plan development in 2023-2024. The alignment of the strategic plan, the LCAP and the Portrait of a Graduate strengthens the focus on the whole child and on the critial role of parents and guardians.	The District’s educational partners play a critical role in representing all students, staff, parents/guardians and parts of the SGUSD school community. Strengths in this area include feedback from multiple partners on the development of the LCAP, including:
Three (3) data analysis and input sessions to gather input from the Educational Advisory Committee (EAC);
DELAC input on increased and improved services for English learners via an annual English Learner Parent Survey;
The LCAP and budget adoption was shared publicly;
Multiple input opportunities for the Teachers’ Association, the Teamsters, the Mental Health and Wellness Advisory Council, the Superintendent’s Student Advisory Council, and the SELPA; 
LCAP community surveys.
	San Gabriel’s progress in Seeking Input for Decision Making was assessed with multiple surveys. All participants in the District’s Educational Advisory Committee agree their opinions and ideas are listened to when consulting on the LCAP. While the Parent Engagement Self-Reflection Tool indicated SGUSD has fully implemented strategies to build the capacity of staff to engage families and to provide opportunities to work together to implement family engagement activities, supporting family members to effectively engage in advisory groups continues to be an area of focus.
	San Gabriel Unified will improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by providing the following improved services to their students and intentionally communicating about:
Professional development to improve instruction for English learners, including Administrator training on ways to support staff;
Education of all staff on reclassification procedures;
Implement a new EL Masterplan;
Provide clear guidance on monitoring students who are at risk of becoming LTEL for families, students, and staff;
Specific attention to dually identified student support needs;
Increase ELD professional development for all core content teachers.
	San Gabriel prioritized multilingual communication. To ensure all parents are able to participate in decision-making, school community liaisons’ support in parents above and beyond the required 15% translation rule.
	San Gabriel’s growth areas for in Seeking Input for Decision Making were informed by multiple data sets and continue to be the following:
Identify quantifiable targets for engagement with families and measure outcomes;
Increase the number of parents education sessions offered (on topics including; ELPAC, CAASPP, Homework support, Reading and Math, college and careers, A-G UC/CSU requirements, social media, mental health, etc.);
Increase the number of parent voices in the decision-making opportunities at district and site, in particular, increase the number of parents and guardians who regularly participate in ELAC, SSC and DELAC .
	San Gabriel Unified will improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by providing the following improved services to their students and intentionally communicating about:
Professional development to improve instruction for English learners, including Administrator training on ways to support staff;
Education of all staff on reclassification procedures;
Implement a new EL Masterplan;
Provide clear guidance on monitoring students who are at risk of becoming LTEL for families, students, and staff;
Specific attention to dually identified student support needs;
Increase ELD professional development for all core content teachers.
	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-24	2024
19752911996016	Options for Youth San Gabriel	3	During the 23-24 school year, OFY-San Gabriel has effectively established and sustained our Parent Advisory Committee group. We seized the opportunity to disseminate committee information and facilitate sign-ups during our Fall Back-to-School nights. Additionally, our teachers and support staff communicated with families through email blasts and newsletters, fostering parent and student involvement in our school committees. This concerted effort aimed to ensure our families feel integrated into our community and encouraged to provide input whenever necessary. Our Open House allows for parents/guardians to provide further feedback based on school year reflections. This is another opportunity to further strengthen our collaboration with our educational partners and continue to determine our student/family needs. Our school holds a semesterly Lion Awards Night to honor and recognize our student accomplishments, providing a platform for celebrating academic excellence, leadership, creativity, and community service. Our LCAP fall survey and School Climate Survey provide valuable insights into the needs, concerns, and perspectives of our students, families, and staff, guiding our efforts to foster a supportive and inclusive learning environment. 
Additionally, our teachers meet with parents and students every semester for the Parent/Teacher Conference that aims to foster collaboration, discuss academic progress, set goals, and address any concerns or questions regarding the student's educational journey. Our parent engagement is fostered through these various avenues, providing opportunities for collaboration and involvement in their child's education and strengthening partnerships with our school towards fostering a supportive and engaged community committed to student success.
Based on our educational partner surveys, 92.68% of parents say school staff go out of their way to create a safe and comfortable learning environment for our students. 92.68% of parents think there is a good Amount of communication from the child's School. In addition, 95.63% of our students feel a sense of belonging to their school community.
Our staff participated in various Professional Development opportunities in 20234-204 aimed at fostering a positive school climate and supporting the diverse needs of our student body. These opportunities included engagement in Professional Learning Communities centered on Social Emotional Learning, individual reflection, equity and unity, accommodating various learning styles (both for staff and students), gaining insights into student perspectives and the overall school climate, as well as developing resources to enhance student academic advancement. (Action 1 under LCAP Goal 2: Professional Development Opportunities).	The LEA is dedicated to enhancing educational partner involvement in our school engagement committees to amplify their feedback and influence in school decisions. We continue to provide various opportunities throughout the school year for educational partners, engagement events and feedback platforms. An analysis of parent surveys conducted in Spring 2024 revealed a consistent median score of 4.0 out of 5, indicating area of Focus across all respondent groups for Online Safety. This dimension measures perceptions that students feel safe using and get support for engaging responsibly on social media. This scale is organized under the major areas that contribute to school climate: Safety. Our goal is to  provide specialized training to teachers and staff to recognize and address online safety concerns effectively. This training will equip them with the tools and knowledge to educate students on recognizing and responding to cyberbullying, protecting personal information, and practicing healthy digital habits. Furthermore, we are collaborating with parents and guardians to foster open communication about online safety at home and provide resources to support them in monitoring and guiding their student's online activities. The Parent Advisory Committee will continue to be key collaborators on what services and resources we can provide our families to increase knowledge and awareness towards online safety. Moreover, we are implementing robust technological measures such as content filtering and monitoring systems to mitigate risks and ensure a secure online environment within our school network. Regular reviews and updates of our online safety policies and procedures will also be conducted to adapt to evolving challenges and technologies. Through these proactive measures and partnerships, we are committed to fostering a culture of digital responsibility and ensuring the online well-being of our school community.	The LEA remains actively committed to fostering collaboration and engagement with educational partners in shaping school decisions. As we persist in advancing our LCAP goals, prioritizing Goal 4: Action 1: Parental Involvement and Educational Partner Engagement, Goal 4: Action 2: Social Emotional Development Learning  and Goal 4: Action 3: School Safety remains central to our efforts in school improvement planning. Survey data indicates parents rate online safety a 4.0 out of 5, students 3.50 out of 5 and staff 4.0 out of 5. Due to focus area results we plan on bringing an overall school initiative towards online safety awareness. We maintain our commitment to primarily providing personalized assistance to students with disabilities, Foster and Homeless youth, closely monitoring their development and providing individualized support and resources when necessary. Our Post-Secondary Counselor works directly with our students to ensure they receive comprehensive assistance for both their academic and personal needs.  Moreover, our ongoing collaboration with community partners involves coordinating workshops that address diverse subjects such as mental health awareness, online safety, and access to local resources. Additionally, we offer and will continue to offer specialized instruction for our English Learners, developing individualized academic learning plans to help them achieve their academic goals. To ensure fair access to education, especially for subgroups like English Learners, Foster, Homeless, Low-Income, and Students with Disabilities, the LEA provides support with enrollment and registration, addressing any obstacles to academic success through tutoring, specialized instruction and access to resources. Moreover, our post-secondary counselors are available for personalized appointments to create tailored plans suited to each student's specific circumstances.	OFY-San Gabriel remains committed to supporting our educational partners through a comprehensive approach aimed at fostering an inclusive and supportive learning environment. Our educational partners continue to have the opportunity to collaborate with teachers and staff through various avenues, including semesterly achievement discussions, scheduled teacher/parent meetings, engagement events such as open houses and LCAP/School Climate surveys. Our current area of Strength according to Parents is Sense of Physical Security. This dimension measures perceptions that students and adults feel safe from physical harm at school with an overall score of 4.50 out of 5.0. Additionally, our student surveys reflect areas of strength are rules and norms with a 4.0 out of 5.0. This dimension measures perceptions that the school has rules against physical violence, verbal abuse, harassment, and teasing; and that, overall, the school’s rules are reasonable, clearly communicated and equitably enforced. Data analysis takes place during our semesterly staff in-services to adjust school goals and expectations as necessary throughout the academic year. Moreover, OFY-San Gabriel continues to offer diverse professional development opportunities focused on family and student engagement. This school year our Professional Learning Communities (PLCs) have focused on student experience, communication, community resources, family support and social emotional support.	LEA’s areas of improvement will continue to move towards educational partner engagement, participation and safety, specifically in the area of online safety. We have moved into the development of our Parent Advisory Committee (PAC) this school year and have been meeting consistently to provide school updates and parent feedback opportunities. We will continue to push for regular communication through our electronic newsletters and electronic announcements for our educational partners. The school leadership persists in receiving professional development on equity, LCAP development, and goals, ensuring that our educational partners receive updated LCAP data and goal updates. We utilize every opportunity for engagement to further discuss LCAP, Parent Advisory Committee (PAC), and parental involvement opportunities. Through these engagement events, we emphasize to our families the importance of their feedback in shaping decisions for school plans.	We are consistently offering engaging and informative opportunities such as PAC meetings, Achievement chats, and Individualized Education Program (IEP) meetings, Back to School, Open house and Award Nights to ensure that our educational partners have ample moments to engage and participate in collaborative feedback. Our families of SWD have the opportunity to request a meeting at any time and additionally have their IEP meeting help to maintain their plans up to date and in compliance with their anniversary dates. The opportunities serve as collaborative, supportive, and informative sessions where required support is discussed, ensuring partners feel confident that students' educational needs are being addressed and that they are aware of their rights. Immediate assistance for our homeless and Foster Youth commences with meetings held with our post-secondary counselors upon enrollment. These sessions offer guidance on their rights and involve the creation of personalized learning plans designed to meet their specific needs. These endeavors are in line with LCAP Goal 1 Action 4: Homeless & Foster Youth Services, showcasing our dedication to supporting every student throughout their educational endeavors. We continue to provide breakfast and lunch to our students, primarily assuring we encourage our Low-income students to engage in the everyday meal program. Our semesterly achievement chats continue to serve as platforms for providing crucial updates on student progress, academic plans, graduation goals, testing performance, and upcoming surveys and events. We maintain consistent communication about available resources for our EL students, recognizing their importance in engaging underrepresented families. Our English Language specialists have opportunities for professional development through attending EL-specific conferences and implementing learned strategies during individual appointments, continuing to align with LCAP Goal 1 Action 2: EL Individualized Support and Instruction, and Action 6: Professional Development - EL Specific.	Through ongoing educational partner opportunities, we actively promote and disseminate information about the Parent Advisory Committee (PAC). These initiatives serve as platforms to highlight the importance of parental involvement and the significant role that PAC plays in shaping school decisions and policies. Educational partners are provided with comprehensive details regarding PAC's functions, objectives, and the opportunities it offers for meaningful engagement in the school community. By emphasizing the value of parental input and collaboration through PAC, we strive to foster a culture of inclusivity, transparency, and shared responsibility in our educational endeavors. Additionally, we ensure that educational partners are equipped with the necessary resources and support to participate effectively in PAC activities, empowering them to contribute meaningfully to the enhancement of our school's educational programs and initiatives. We commence our efforts to recruit and engage members early in the academic year, starting with our Back-to-School night event and persisting through school newsletter (SMORE) notifications, teacher outreach, social media and email communication. Additionally, our Fall LCAP and School Climate survey (Spring) provide our educational partners opportunity to collaborate with feedback and input towards school decisions.	Through actively involving our educational partners in collaborative decision-making processes, continuously striving to increase their engagement and interest. This involvement is particularly valuable during parent involvement events, providing opportunities for our partners to discuss their students' academic progress and post-secondary aspirations while also offering feedback on broader school programs and initiatives. The LEA remains dedicated to enhancing and sustaining parent participation and recruitment efforts, ensuring that parents play active roles in committees and oversight groups. Efforts will be made often and frequently, by providing short google surveys (printed/electronic) at every event that our educational partners are present or being communicated information. These focus areas of providing more opportunities for receiving input will be communicated directly to families through various channels, including school-wide newsletters, emails, and mail. Additionally, we employ diverse communication methods such as email, verbal communication, texts, and flyers to boost survey participation from our educational partners each year. The LEA continues to carry Parent Involvement and Educational partner engagement in our 2024-27 LCAP goals.	Our school remains committed to actively involving underrepresented families in various opportunities and programs. We achieve this goal by organizing local school events and providing access to extended learning programs, such as career exploration trips and historical trips. Our most successful engagement with underrepresented families continues to occur during our Fall and Spring Achievement Chats. To engage underrepresented students and families, we prioritize direct outreach through teacher communication, utilizing various methods such as calls, emails, chats, and text messages. These designated meeting times bring together teachers, educational support providers, parents/guardians, and students to collaboratively conduct academic strategic planning, celebrate accomplishments, address individual student needs, and discuss any concerns or needs of the family. These meetings provide a safe and connected platform for underrepresented families to contribute input on school, student, and academic matters. Translation services are provided during these meetings and any other communications to ensure that language barriers are addressed effectively. Moving forward, the LEA will continue to engage underrepresented families through direct communication, ensuring awareness of available opportunities and encouraging them to voice their thoughts and opinions on all aspects of school life.	5	5	5	5	5	5	5	5	5	5	4	5	Met		2024-06-27	2024
19753090000000	Acton-Agua Dulce Unified	3	The district holds regular meetings at each school site for parent groups including PTO, PTSO, ELAC, and SSC. Each site has a variety of parent nights that may include AVID, Special Education, FASFA and A-G workshops, award ceremonies, movie nights and carnivals. The district holds a variety of meetings including DLAC, Board Meetings, Strategic Plan, and LCAP meetings.	Continue to provide opportunities for two-way communication.	The district and school sites will continue to communicate vis Blackboard, Websites, Social Media, Local Newspapers, and all calls. The district holds boards meetings two times a month. Sites are working to engage more parents groups by holding more events and group meetings on school campuses and after school.	We have weekly professional development and PLC time each Wednesday after school. The district provides 2 pupil free days a year which are dedicated to professional development designed to support standards and curriculum implementation and best practices in teaching strategies.	We continue to work on engaging our community in two way communication and seek multiple avenues of community input. We need to continue to support AVID implementation and host AVID parent workshops.	The district will continue to explore opportunities for after school support to engage students who are struggling to keep up or who may not have support at home after school. Each site will continue to work with their underrepresented families by creating an environment that is welcoming and providing communication in English and Spanish.	All school sites hold parent meetings and parents and community members are included in the Strategic Planning Committee.	This year a district LCAP Committee will be formed to further support improvement in our decision making process for all student groups. The district will continue to strive to welcome families of all student groups to campus and district meetings.	Continue to build on the progress made in bilingual staffing and support for our ELD students. Continue to leverage instructional, mental health, supervision, and support staff to build relationships with our families in the decision making process.	3	4	2	3	3	3	3	2	3	3	3	3	Met		2024-06-27	2024
19753090127100	Assurance Learning Academy	3	The connection with our educational partners is a priority at Assurance Learning Academy. Through regular Parent Meetings, including our Parent Advisory Committee and English Learner Advisory Committee, Parent Teacher Conferences, student and family celebrations, and weekly communication through our Data + Design and L4L Connect systems our families express a sense of feeling highly connected to the school and their student’s progress as evidence by our data results, engagement at events and feedback received. A parent of a student had this to say about our school: “You feel very welcomed and I feel that puts both the child and parent at ease.” The parent of an EL student said that the strength of the school is “Person-to-person interaction creating a positive experience in school.” They added, “You all are doing an exceptional job. No improvements needed.” The parent of a special education student shared: “My daughter's teachers really took interest in her”, and that this was a strength in building the relationship between the school and families. Of their experience at a PAC meeting, they shared that “This is my first parent meeting. I think this was amazing.”	While many parents stated that communication was a strength, there was a parent of a student who suggested that better communication between students, teachers, and parents could improve. They commented that continued parent meetings could help. Overall we are seeing a desire for more opportunities to connect schools, parents, and students.	We are confident that both the parent engagements and systems of communication will help this continued effort in keeping our educational partners connected and continued growth in relationships.	From the input received from our educational partners an area of strength is our flexibility in providing opportunities for our families to receive support. Between evening options for live instructional support, weekly progress summaries, and a variety of services for students, our parents have tools accessible for educational success.	One parent suggests, “Más juntas de maestros/padres” (More teacher/parent conferences). We will continue to communicate the open line of communication at all times between teachers and parents.	Educational partners in our underrepresented families have expressed strong confidence in our service and support to our students. We will continue in our commitment to provide partnership and accessibility in services as our students continue on their educational journey.	Our strength at Assurance Learning Academy is providing information and soliciting feedback from our educational partners in multiple opportunities and spaces that work with our parents' needs for flexible hour options for connection to the school. Parents have been solicited for the best time options and we plan our meetings accordingly.	Our English Learner Advisory Committee had full representation as a Chairperson,
Vice-Chairperson, Secretary, and Representative. We have increased our participation numbers in our PAC and ELAC Meetings allowing for more parents to be well-informed and part of the process for making decisions in the school.	While we have seen great success with our ELAC committee, Assurance Learning Academy is also committed to building a diverse PAC committee by encouraging participation from parents representing a collective of all students, including underrepresented families such as English Learners, special education, homeless, and foster youth families.	5	5	4	5	5	5	4	4	5	4	5	5	Met		2024-05-30	2024
19753090131383	SIATech Academy South	3	SIATech strives to include families and community partners in the decision-making process. SIATech solicits input from families and community partners to develop programming for students and families in the continuous improvement process. SIATech formed its DELAC and ELAC committee in the 2020-21 school year. The DELAC and the ELAC steering committee include parents, adult students, community partners, teachers, principals, and district leaders. SIATech’s DELAC and ELAC meetings are held quarterly to address mandated requirements and updates and showcase EL student outcomes.	SIATech established its Family and Community Engagement (F&CE) Steering Committee in the 2020 -21 school year. The F&CE Steering Committee utilized numerous data sources (i.e., equity audit, parent survey, staff survey, & asset mapping) to assess and determine areas of improvement. Based on the qualitative and quantitative data, the F&CE Steering Committee determined that establishing school-to-home connections is essential to student development.

In the 2023-24 school year SIATech will establish a Parent Advisory Committee to work alongside the F&CE committee to connect families to community resources that support their students' goals, interests, and needs.

In the 2022 -2023 school year SIATech developed a Mental Health & Wellness Resources website to provide students and families with support and resources to address food assistance, housing, mental health and wellness, and other support services. SIATech will adopt Edgenuity in the 2023-24 school year. From this platform, families can access current information about their student's progress and performance and communicate with school staff.	SIATech is committed to improving strategies and structures to increase underrepresented families' engagement. SIATech has held advisory committee meetings to garner input from families related to school improvement and extended intentional invitations to underrepresented families to be members of various site and district committees. SIATech will continue to engage with and build relationships with individual families and provide necessary, personalized support to foster strong relationships between school staff and underrepresented families.	SIATech assists our families in understanding academic expectations through several strategies. These include mentor-teacher meetings at all school sites to discuss student progress and support needed to ensure success. These meetings address various topics to help parents understand state academic standards, the instructional program, and how they can best support their student’s achievement in school. The LCAP process also provides many opportunities at the site and district level to assist parents/guardians with understanding expectations for their students. Technology is also used to communicate information and request feedback about LCAP goals from the community. Information is posted on the district and school websites. Annual surveys for educational partners are given throughout the year. Requests for feedback and participation are sought through surveys.	Recent educational partner (DELAC/ELAC) input shows a desire for more in-depth knowledge of the local assessments, curriculum, and instructional strategies to improve and accelerate our EL student learning. SIATech developed the Wellness Industry School Home (WISH) comprehensive framework to assess and implement an action plan to build and strengthen partnerships that we anticipate will lead to greater student outcomes and provide students with educational stability.	Participation from all parents is solicited, including the engagement of underrepresented families. SIATech has continued translating communications and documents to make information more accessible to our multilingual families. SIATech will continue developing strategies to improve underrepresented families' engagement, including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual options.	Referring to the SIATech Strategic Plan, SIATech recognizes that parents/guardians are their student's first and most influential teachers and that sustained parent/guardian involvement in the education of their students contributes greatly to student achievement and a positive school environment. Additionally, SIATech works with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in district and school activities, advisory, decision-making, advocacy roles, and activities to support learning at home. This is achieved through regularly scheduled DELAC/ELAC meetings, surveys, and numerous advisory committees where parent/guardian involvement policies are shared and jointly developed.	SIATech increased the number of opportunities, using various engagement tools, for educational partners to provide input. In 2023- 2023 SIATech began using the Panorama platform to gather educational partner input. An area of focus is to evaluate what tools successfully engage families at the school and district levels and what steps SIATech can take to improve the design and implementation of engagement activities.	SIATech ensures all families receive communications and invitations to participate on committees and forums through communication accommodations, such as translation, interpreters, scheduling individual meetings at a convenient time for individual families, home visits, etc. SIATech monitors student attendance daily and communicates with families in a timely manner, especially families of migratory, foster, or homeless youth, to minimize disruptions to educational services. SIATech partnered with Wellness Together and Justice for Youth (JU4Y) programs to improve attendance and address students' mental health and wellness needs	3	3	3	3	3	3	3	3	3	3	3	3	Met		2024-06-18	2024
19753090131987	iLEAD Hybrid	3	iLEAD Hybrid is committed to the meaningful engagement of its educational partners in the development of the LCAP. For the annual update, feedback from families, learners, community members, board members, learners, and iLEAD Hybrid staff and leadership was utilized to evaluate program effectiveness and address the state priorities. Upon careful examination of the input received, action steps under iLEAD Hybrid's three existing goals were maintained, expanded or modified to further learner achievement and continue the development of program offerings.

During the 2023-24 school year, monthly parent meetings were held at iLEAD AV and iLEAD AV Exploration, while iLEAD Exploration held three virtual town hall meetings with multiple other parent meetings (ELAC, SSC, park days, LP meetings, etc) held throughout the year. This provided the opportunity for school staff and families to connect regarding the school program. Informal feedback was also received by families through weekly check-ins, monthly learning period meetings, and at schoolwide events. ELAC meetings were held in spring and fall to provide an open forum for questions and feedback on the EL program. Additionally, monthly EL collaborations with the EL coordinators across iLEAD Schools provided the opportunity for sharing ideas gathered from facilitator and family feedback on how to improve the English learner program. The School Site Council met twice to discuss data, safety, and approve the Single Plan for Student Achievement, which aligns with LCAP goals and measures and provided an opportunity for parent, learner, and staff input into this year’s LCAP.	"Monthly EL collaborations with the EL coordinators across iLEAD Schools provided the opportunity for sharing ideas gathered from facilitator and family feedback on how to improve the English learner program. The School Site Council met twice to discuss data, safety, and approve the Single Plan for Student Achievement, which aligns with LCAP goals and measures and provided an opportunity for parent, learner, and staff input into this year’s LCAP. As a result of the feedback received at the Town Hall meetings in the prior school year, we created investment team positions to ensure our school initiatives were being implemented thorugh an inclusion lens. We will work to improve the enrichment opportunities ensuring equitable access.	"	"This year, the Equity Initiatives team focused on underrepresented subgroups and organized a 6 week professional learning opportunity to support our African American learners. Additionally, the Equity Initiatives team is developing training on culturally responsive teaching to be shared with the entire staff in the coming year. These trainings will include identifying any specific needs of unduplicated learners, referring them for additional support as needed (which also ties into the actions in goals two and three) and addressing any discrepancies in diversity, equity and inclusion as it relates to curriculum and instruction. School staff will be able to better identify, support and implement practices/resources that increase services to these unduplicated groups. The school also allocates extra instructional support staff to provide direct services to high-needs learners. 					"	"During the 2023-24 school year, iLEAD Hybrid implemented additional learning opportunities based on the data analyzed by the Equity Task Force in the prior school year through programs such as Summer Bridge, Level Up, and Conquer the CAASPP.  The LEA also supported families through engaging school events and synchronous instruction resulting in a low chronic absenteeism rate. iLEAD Hybrid's focus on building partnerships for student outcomes increased parent support at in-person events, increased parent engagement, and learner participation in field studies opportunities, such as field days, book clubs, entrepreneurship fairs, prom and graduation, park meet ups, field studies, Presentations of Learning, K and 8th grade promotions with socials following the event, Open House Celebrations for families to meet and get to know each other, and summer connection events.					"	"In response to the growing need of mental health supports, additional DIS counselors were hired to provide various opportunities for small group counseling.  There is varying feedback on the rigor of academics, as indicated by parent surveys, learner achievement of academic goals, staff feedback and the 2022 CA School Dashboard data. Academic data on internal benchmarks and the 2022 CA State Dashboard show areas for growth, and learners are benefitting from additional tutoring and academic resources provided through synchronous instruction and more frequent check-ins. Areas for improvement include: college career readiness, graduation rates, recruitment and retainment of qualified staff, ongoing refinement of the MTSS process, and utilizing effective processes to measure and track all learner achievement. The high school team continues to work closely with all learners to increase college and career readiness, and are seeing a need to increase the number of community partnerships provided to unduplicated learners.					"	"When developing each action for iLEAD Hybrid to improve engagement of underrepresented families, it was important to first consider the specific needs of foster youth, English learners, and socioeconomically disadvantaged learners (including those experiencing homelessness) in order to develop a plan on how to increase and improve services to these learners during the 2023-24 school year. School staff can reduce barriers and increase equity and access through evidence-based, trauma-sensitive supports and practices that provide opportunities for success. In order to address achievement gaps in ELA and math, and to help these learners in their academic and SEL achievement (to include college and career), the school plans to implement several actions to target these learners directly, with the goal of increasing their engagement in learning, improving academic support and student achievement, removing barriers to education, addressing social-emotional needs, and promoting school-family connections/partnerships.					"	"Twice a year, learners and staff collaboratively complete the reflection for the iLEAD SEL ROP (Social-Emotional Report of Progress), a measure of learner growth in the Schoolwide Learner Outcomes, as well as their progress towards academic and social-emotional goals. Additionally, staff and leadership meetings were held monthly to discuss the program, learner progress, and gather/reflect on suggestions for improvements. Parent, staff, and learner surveys regarding aspects of the program were sent in the spring of 2023 to solicit feedback. These surveys addressed specific aspects of the LCAP (the eight state priorities for the creation of potential action steps). Various learner clubs allowed opportunities for discussion and feedback. 

Monthly board meetings were held with the opportunity for anyone from the public to attend (including staff, parents and learners). 					"	"When creating actions, the school evaluated 2023 Dashboard data, NWEA MAP benchmark results, SEL data, counselor/liaison feedback, attendance, and SST information. Additionally, feedback from counselors, facilitators, liaisons, families, learners, office staff, community partners, board members and/or EL collaborations was considered. Through family meetings, discussions at school events, and school surveys, educational partner feedback regarding curriculum/instruction, safety, school culture, and diversity, equity and inclusion (DEI) were also considered to develop a well-rounded plan that ensured the needs of all learners were being met.                                        					"	"Ongoing family education and additional resources (through counseling support, community partnerships and/or additional resources based on individual need) will be dedicated to support these learners through the guidance of school counselors, liaisons and coordinators. Families of unduplicated learners are often less connected to school and sometimes need additional support on how to support their learners in the home typically resulting in higher rates of chronic absenteeism and lower graduation rates. The Equity Initiatives team will focus on connecting with underrepresented families and providing alternate methods of sharing their input to ensure their voice is being reflected in the decision-making.					"	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-27	2024
19753090132654	California Pacific Charter- Los Angeles	3	CPCS successfully engages in pupil and family outreach. CPCS offers two way communication via the school's website, email, phone, text, Parent Square messaging, School Site Council (Parent Advisory Committee), and virtual meetings are held with pupils and families throughout the school year. Based on education partner survey feedback, parents agree that the school communicates community resources that are available to their family. In data collected from education partner surveys, 100% of parents feel satisfied with opportunities to provide input and participate in their child's education. 92.6% of parents indicate that they feel their input is valued. 99.2% of students agreed that their teacher is available to them when they need help and support with their schoolwork. 100% of students agree that their teacher cares about their education and helps them succeed. 100% of parents are satisfied with their child's school overall. 94.7% of students express an overall satisfaction with their school.	CalPac plans to continue to expand the parent university program which provides resources and information to parents on various educational, social emotional, academic, and safety topics regarding supporting their children and their children's best interests.	To the greatest extent possible, CPCS would like to focus on paring families whose primary language is a language other than English with a bilingual homeroom teacher that can facilitate meetings and support meaningful communication with parents in their primary language. CPCS will continue to offer two way communication opportunities and opportunities to participate in the school community for all education partners, including families whose primary language may be a language other than English. The school is piloting a program that will provide real time translation services in Zoom for improved communication between the school and pupils/families whose primary language is a language other than English.	CPCS assigns each pupil to a homeroom teacher. The primary role of the homeroom teacher is to work with each student and family in an effort to develop a personalized learning plan and success plan for each student. Homeroom teachers use student interest surveys in an effort to better understand student strenths and weaknesses and to gain a clear understanding of what resources and supports could best serve in supporting individual students in the independent study program. Homeroom teachers partner with parents in providing information and support that can assist their chilld in successfuly engaging in school and reaching success. In data collected from education partner surveys, 100% of parents stated that they feel welcome to participate in meetings with their child's teacher to discuss and set education goals for their child. 100% of students responded that they agree that their teacher is available to help them and support them with their school work. 100% of students stated that their teacher cares about their education and helps them to succeed. 93.4% of students stated that if they have a problem, they know they have someone at school that they can talk to for support and 97.8% of students stated that overall, they are satisfied with their school. CPCS is consistent in supporting families to understand their legal rights and advocate for their children. Parent rights are reviewed in IEP and 504 plan meetings. CPCS maintains a uniform complaint policy and makes the unform complaint form available to education partners.	"CPCS launched a Parent University program in the 22-23 school year. Parent University is used as for parent education, resources, and support in areas that can help support their students socially, emotionally, and academically. CPCS plan to continue to expand this program with additional resources to better support student outcomes. Additionally, CalPac launched a ""know your score"" campaign. Teachers meet with families at least twice per year to review individulal student outcome data and set goals for student engagement and academic growth."	CPCS plans to further develop the homeless youth program by providing additional training for the homeless youth coordinator and holding regular meetings with students and families to ensure this student population is engaged in school and has every opportunity to be successful.	CPCS is currently engaged in this work. CalPac provides all education partners opportunities for input in decision making at the program and charter levels.  Parents and students provide input through homeroom meetings, back to school nights, surveys, virtual events, public meetings, School Site Council meetings, club meetings, WASC focus groups, and other methods of 2-way communication with the school. Based on an education partner survey, parents indicated that they feel satisfied with the school in providing input opportunities for them to participate in the school and their child's education.	The school will continue to work closely with the School Site Council members (SSC serves as Parent Advisory Committee) to seek input regarding decision-making.	CPCS plans to enhance the engagement of underrepresented families by implementing targeted outreach initiatives, including multilingual communication resources and community liaison roles to facilitate more inclusive participation. We will also establish regular, accessible forums and workshops designed to educate and empower these families, ensuring their voices are integral in our decision-making processes.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
19753090134619	Empower Generations	3	Empower Generations is dedicated to the meaningful engagement of its educational partners. We continually gather feedback from families, learners, community members, board members, and our own staff and leadership. This input is used throughout the year to assess program effectiveness and address both state and school priorities.

Throughout the 2023-24 school year, we organized various events that facilitated connections between school staff and families, allowing for discussions about the school program. Informal feedback was collected from families during monthly learning period meetings and schoolwide events. Additionally, monthly EL collaborations with EL coordinators across iLEAD California provided a platform to share ideas from facilitator and family feedback on improving the English Learner Program. The School Site Council also met twice to discuss the school's Title programming and intervention programs. This year, we established a new community partnership to offer students art therapy, fostering positive self-expression, promoting positive behavior, and enhancing academic performance. We also maintained partnerships with local agencies to support pregnant and parenting teens, provide counseling and social services, and engage in other community-based initiatives.

Twice a year, learners and staff complete the iLEAD Comprehensive Growth Card. This tool measures learner growth in the Schoolwide Learner Outcomes and tracks progress toward academic and social-emotional goals, providing essential data on the relationships built. Additionally, staff and leadership held monthly meetings to discuss the program, review learner progress, and gather and reflect on suggestions for improvements. In the spring of 2023, surveys were sent to parents, families, staff, and learners to solicit feedback on various aspects of the program, specifically addressing elements of the LCAP.  Staff received equity training plans to continue offering restorative practices training to engage learners and families in the school environment.

Monthly board meetings were held with the opportunity for anyone from the public to attend (including staff, parents and learners).	"This year, learners and families were introduced to a new learning platform that helped Empower Generations' leadership and staff identify areas for growth in the upcoming year.
Staff will enhance culturally relevant teaching methods to identify and address barriers for students and families. They will also receive training on trauma-informed practices to foster a positive school climate where students feel safe and confident. Additionally, internal benchmarks have highlighted the need for extra academic support in core content areas. Students will receive this assistance through interventions, individualized weekly check-ins, and workshop assistance.				"	"Empower Generations’ leadership and staff are committed to upholding the implementation of MTSS to deliver academic, behavioral, social-emotional, and attendance assistance for every student. Through MTSS, comprehensive support will be provided to address the diverse needs of all students, with interventions tailored at three distinct levels of support. Data-informed decision-making will guide the enhancement of interventions and strategies. Empower Generations will actively seek to enhance community collaborations to effectively address the unique needs of each family.					"	"Empower Generations reviewed educational partner feedback and local data to assess their present achievements and advancement in Building Partnerships for Student Outcomes. Currently, we collaborate with numerous community partners to offer learners social services, mental health support, develop wellness plans, and monitor academic growth. These partnerships encompass EL Nido Family Centers, Goodwill, Antelope Valley Partners in Health, The Regional Center, Department of Rehabilitation, Department of Social Services, Care Net, and Antelope Valley College. Furthermore, we maintain our engagement with LCAP committees, welcoming input from all community members, families, learners, and staff.					"	"In the realm of Building Partnerships for Student Outcomes, several key areas for improvement emerge, particularly in enhancing College and Career Readiness, A-G completion, and Career Technical Education (CTE). First, efforts can be intensified to foster partnerships with local colleges, vocational institutions, and businesses to provide students with robust college and career readiness programs, internships, and mentorship opportunities. Secondly, there is a need for targeted collaboration with educators, counselors, and community organizations to support students in meeting the rigorous requirements of A-G coursework, ensuring they are well-prepared for higher education. Lastly, a focus on expanding partnerships with industry leaders and trade organizations can enhance our CTE programs, equipping students with the skills and certifications needed for success in today's workforce. By prioritizing these areas, Empower Generations can further strengthen its commitment to preparing students for post-secondary education and career pathways. 					"	"When building relationships between school staff and families, the needs of all learners were considered by looking at the school needs assessment, Panorama survey results, NWEA MAP results, SST, and attendance data by sub-populations. Stakeholder feedback regarding safety, school events, diversity, equity and inclusion (DEI) were also considered to develop a well-rounded plan that ensured the needs of all learners were being met. The action steps include professional development for staff including MTSS, trauma informed care, culturally relevant teacher, and SEL. Empower Generations will also continue to increase community partnerships to provide needed services to learners and families.					"	"Empower Generations demonstrates commendable strides and notable strengths in its approach to soliciting input for decision-making, evidencing a commitment to inclusivity and collaboration. Our site strongly believes in parent engagement so that we may support the whole child in both academic and social-emotional development. We currently complete Individual Learning Plans (ILPs) in the first semester with our learners where they set goals based on their strengths and challenges. ILPs are continually monitored throughout the year to modify goals according to areas of need. In the Spring semester, we conduct Learner-Led Conferences (LLCs) as an opportunity for learners to share successes and challenges during the school year and progress towards their ILP goals. Families actively participate in both processes. Furthermore, we maintain regular communication through weekly Monday messages and Parent Square, host various community events to engage families, disseminate workshop emails, and utilize social media for connectivity. A biannual School Site Council convenes to develop and endorse the Single Plan for Student Achievement. Educational Partners are afforded the opportunity to review and provide public input on the annual LCAP. An annual survey is distributed to families, staff, and learners, serving as a pivotal component in strategic planning, SPSA, and LCAP formulation.					"	"Incorporating feedback from all stakeholders, there is an imperative need to enhance and broaden the provision of support and opportunities for parents/families and learners, aiding in their comprehension of academic and social/emotional success strategies. In the upcoming year, the counselor will work on grade level transition plans to support college and career readiness. Staff will also provide this feedback to families. This endeavor aims to bolster learners' and families' connection to a secure, nurturing, and consistent learning atmosphere, while also fostering increased involvement in both community and school endeavors. In the 2024-2005 school year, families will also use the parent platform to have immediate feedback on their learners academic progress. 

Another aspect requiring enhancement involves fortifying participation and attendance in iSUPPORT meetings, alongside sustained efforts to collaborate with essential community partners to offer comprehensive wrap-around services and in-person events.					"	"When devising strategies to enhance the involvement of underrepresented families, the school conducted a comprehensive review of various sources of information. This included analyzing NWEA MAP benchmark results, Social and Emotional Learning (SEL) data, feedback from counselors, and attendance records. The school utilizes ELLevation to monitor the progress of English Learners and formulate personalized plans for their success. Furthermore, input was gathered from counselors, guides, liaisons, families, students, support staff, community partners, board members, and EL collaborators. Insights gleaned from family meetings, discussions at school events, and surveys were also taken into account. This inclusive approach ensured that feedback on curriculum, safety, school culture, and diversity, equity, and inclusion (DEI) was thoroughly considered in crafting a comprehensive plan tailored to meet the needs of all students.					"	5	4	3	3	4	4	3	4	4	3	4	4	Met		2024-06-27	2024
19753090135145	Compass Charter Schools of Los Angeles	3	Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council reviewed the questions for the
annual survey and added questions that they felt were important to scholars and parents. Compass conducted a
schoolwide annual planning survey in February and March in order to ensure input from all groups of scholars,
families, and staff, as well as our authorizers, Board of Directors, and the community at large. The survey results
provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of
opportunity to explore for the upcoming school year. In reviewing the results, Compass demonstrated strengths and
great progress in the following areas: flexibility (flexibility that’s available for scheduling, pacing, curriculum, ways to
meet state standards, and the ability to complete school work from home), supportive teachers (teachers'
understanding, helpfulness, guidance, communication, and availability), independence (being able to work
independently and at one's own pace), online nature/ease of use (convenience of online learning, absence of travel,
and ease of using the online platform), individualized/personalized learning (ability to tailor education to individual
needs, learn in preferred ways, and pursue personal interests), positive learning environment (positive attitudes of
teachers, an enjoyable learning experience, as well as a supportive, non-judgmental, inclusive environment),
resources/availability of resources (appreciation for the availability and providing of resources, curriculum support,
and access to online resources as well as subscriptions), extracurricular/enrichment programs (clubs, field trips,
diverse extracurricular activities, and access to enrichment programs along with additional classes), community and
family orientation (family-oriented atmosphere, caring community, sense of community, and engagement events),
and special education support (positive experiences and support for special education needs were noted).
Further, our tiered re-engagement process focuses on restorative practices that solicit collaboration between families
and the LEA to further support scholars academic progress and engagement.	Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent
surveys in January. In addition, Compass itself conducted a schoolwide annual planning survey in February and
March in order to ensure input from all groups of scholars, families, and staff, as well as our authorizers, the Board of
Directors, and the community at large. The survey results provided qualitative and quantitative information on our
Compass experience as well as areas of focus and areas of opportunity to explore for the upcoming school year.
In reviewing the results, Compass identified the following as focus areas for improvement in building relationships
between school staff and families: streamlining material and educational resource ordering process, addressing
issues with semester limits and deadlines), curriculum and instruction (adding more creative, hands-on projects, less
rigidity, more recorded classes, and improving video quality in courses), social interaction (increased opportunities
for social interaction, including more field trips and real-life activities), language electives (a broader range of
language electives for all grades), support and resources (enhancing support for special needs students and
increasing local staff and events), communication (improved communication regarding deadlines), workload
awareness (concern about the overall workload and the pace of the online curriculum), local availability and vendor
variety (more local vendors and services, especially in rural or remote areas as well as easier vendor approval
processes), and zoom and online classes (opinions varied on the frequency of online classes and Zoom meetings,
with some preferring more regular sessions).	Compass Charter Schools has identified and implemented early stage implementation on the work to increase trust
with all educational partners. This work includes building trust within the staff, scholars, parents, and community,
guided by professional development initiatives. Compass’ engagement efforts have received high satisfaction, and
the engagement and marketing teams are applying data to develop plans to increase engagement in
underrepresented communities.	Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent
surveys in January. In addition, Compass itself conducted a planning survey in February and March in order to
ensure input from all groups of scholars, families, and staff, as well as our authorizers, the Board of Directors, and
the community at large. The survey results provided qualitative and quantitative information on our Compass
Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. Compass
Charter Schools demonstrated strengths and great progress in the following areas for scholar outcomes: Multi-Tiered
System of Support (MTSS), English Learner Support, Tutoring, Social Emotional Learning and Well Being, and our
synchronous and asynchronous instruction.	Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent
surveys in January. In addition, Compass itself conducted a planning survey in February and March in order to
ensure input from all groups of scholars, families, and staff, as well as our authorizers, the Board of Directors, and
the community at large. The survey results provided qualitative and quantitative information on our Compass
Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. In reviewing
the planning survey results, Compass Charter Schools identified the following areas for improvement in building
partnerships for scholar outcomes: Summer Session availability, and curriculum options, more Community Provider
options for the Options Learning Program.	Compass Charter Schools now offers a summer session that utilizes online courses and a supplemental curriculum
to increase scholar engagement and outcomes. Compass will also ensure all scholars can access A-G approved
courses through board-approved curricula and vendors.	Compass Charter Schools takes great pride in our ongoing process for seeking input for decision-making. Compass
collaborates with all of our educational partners consistently throughout the year via monthly Leadership Team
meetings, Scholar Leadership Council meetings, and Staff Advisory Committee meetings; quarterly Parent Advisory
Council meetings; and Parent Town Halls and survey administrations throughout the year. During these
opportunities, all educational partners review and discuss the progress we are making, make recommendations for
improvements, and are equally involved in the decision-making progress.	Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent
surveys in January. In addition, Compass conducted a planning survey in February and March in order to ensure
input from all groups of scholars, families, and staff, as well as our authorizers, the Board of Directors, and the
community at large. The survey results provided qualitative and quantitative information on our Compass Experience
as well as areas of focus and areas of opportunity to explore for the upcoming school year. Compass Charter
Schools identified the following areas for improvement in seeking input for decision-making: a need for an increase in
participation in state and local assessments.	Based on input and local data, we will continue to work on providing opportunities for engagement that are
accessible to our underrepresented families. The addition of a full-time McKinney-Vento Liaison provides a conduit
for ensuring that some of the most underrepresented families have a voice. We are also looking at our engagement
activities for our scholars and looking to find additional in-person opportunities in accessible areas. We continue to
refine our live learning sessions to provide meaningful educational content. Additionally, we partnered with Wellness
for Educators to offer wellness resources for our scholars, families, and staff. These live workshops are recorded and
made available asynchronously for those who are unable to attend them live. We continue to refine our supplemental
subscription offerings, such as Freckle, for example, for academic support in addition to expanding our Multi-Tiered
System of Support tutoring hours.	4	4	4	4	4	5	4	4	4	4	4	4	Met		2024-06-22	2024
19753090136531	iLEAD Online	3	"iLEAD Online is committed to the meaningful engagement of its educational partners. Feedback from families, learners, community members, board members, learners, and iLEAD Online staff and leadership was utilized to evaluate program effectiveness and address the state priorities. 

During the 2023-24 school year, iLEAD Online coaches and facilitators communicated with parents at minimum once weekly to keep them abreast of what was happening in their learner’s courses and to receive informal feedback. Parents have daily access to the school's learning management system to see announcements, learner work, and feedback and assessment. Virtual and in-person events were hosted by iLEAD Online, and parents were invited to participate in certain course activities such as festivals, campfires and advisory regular class meetings. This allowed opportunity for school staff and families to connect regarding the school program. Additionally, monthly EL collaborations with the EL coordinators across iLEAD Schools provided the opportunity for sharing ideas gathered from facilitator and family feedback on how to improve the English learner program. 		"	"iLEAD Online Increased parent survey results in every category (ranging 1%-7% positive increase) on the spring 2024 family survey, showing positive progress in building relationships. iLEAD Online will continue supporting the iSUPPORT group, staff collaboration and meetings, and other initiatives that encourage a strong collaborative school culture. iLEAD Online will continue increasing the amount of in-person professional development and school activities for staff, learners, and families as indicated on the annual survey and in town-hall feedback meetings. iLEAD Online will also increase college/career counseling opportunities for high school learners and tutoring hours available for learners needing additional support. 					"	"iLEAD Online families continue to indicate via formal surveys and ""street data"" feedback that they feel supported by staff and the school environment. Online staff received equity training in the 22-23 school year and ilEAD Online plans to continue offering restorative practices training and cutting edge technology communication strategies training to engage all families in the school environment. iLEAD Online's iSUPPORT group will provide additional ways for families to engage in the school and feel heard, and iLEAD will continue to offer accessible and meaningful in-person events and work to remove barriers to participation for families. Learner individual learning plans, presentations of learning, and showcases of learning through portfolios will continue to allow families to engage in the academic process. 					"	Learners are supported with services that effectively meet their academic and personal needs. From enrollment through graduation, learners are offered individualized support from highly trained academic coaches who honor individual learner needs and values. Coaches, facilitators, tutors, parents and learners work together to support meaningful courses and extracurricular activities that will support the unique needs and goals of each learner while also meeting academic content standards. In addition to customized academic support, learners also receive personal support from their coaches, facilitators, and tutors as they navigate their academic path. During meetings, coaches and facilitators communicate directly and caringly with parents and learners to assess what is working, explore any shifts that could benefit the learner, and implement strategies to best support academic and personal success. Learners’ social-emotional growth is encouraged along with their academic and physical fitness growth.

Learners have the option of joining many activities including: field trips, clubs, park days, movie nights, service projects, workshops, webinars, graduation activities and ceremonies, beginning of the year meetups, craft fairs, talent shows, seasonal events and community college courses. All of these events are coordinated by iLEAD staff.

Learners engage in a variety of co-curricular activities. College visits, Virtual college fairs, film festival submission opportunities, and cultural social movie nights were just a few experiences that its community was offered. Many other learners work professionally in the entertainment industry and compete in various athletic sports and teams. Some learners are entrepreneurs starting their own businesses. The ability to participate in these activities connects to the iLEAD culture through the various leadership, entrepreneurial development, the various arts, and nurtures design thinking.	"School staff will receive professional learning on topics such as diversity, equity and inclusion, PBL, SEL, best practices, and academic content to increase the effectiveness of instruction to learners. Using MTSS, the school will support learners with enrichment and/or intervention strategies as needed in their academic and social emotional learning.			"	"When developing each action for iLEAD Online, it was important to first consider the needs of foster youth, English learners, and socioeconomically disadvantaged learners (including those experiencing homelessness) in order to develop a plan on how to increase and improve services to these learners during the 2024-25 school year. School staff can reduce barriers and increase equity and access through evidence-based, trauma-sensitive supports and practices that provide opportunities for success. In order to address achievement gaps in ELA and Math, and to help these learners in their academic and SEL achievement, including college and career, the school plans to implement several actions to target these learners directly, with the goal of increasing their engagement in learning, improving academic support and student achievement, removing barriers to education, addressing social-emotional needs, and promoting school-family connections/partnerships.					"	"Twice a year, learners and staff completed the iLEAD Learner Outcome Reflection Survey, a measure of learner growth in the School-wide Learner Outcomes, as well as their progress towards academic and social-emotional goals. Additionally, staff and leadership collaborations were held monthly to discuss the program, learner progress, and gather/reflect on suggestions for improvements. Parent, staff, and learner surveys regarding aspects of the program were sent in the spring of 2023 to solicit feedback. These surveys addressed specific aspects of the LCAP (the eight state priorities for the creation of potential action steps).

Monthly board meetings were held with the opportunity for anyone from the public to attend (including staff, parents and learners). In the fall of 2022, the school updated the school’s governing board on recent data from Data Quest and the California Dashboard and discussed strategies and program adjustments based on that data. 

iLEAD Online has an iSUPPORT parent group for the first time this school year, which gives parents and family members the opportunity to gather, identify ways to support the school, work with leadership and staff to implement improvement initiatives, and support a positive school environment that promotes a love of learning. Parent and learner ambassadors took leadership roles to represent their peers during board meetings, iSUPPORT meetings, planning meetings, and school events.										"	"iLEAD Online is committed to continued growth in the way the school supports mental health. The school has implemented a detailed system to ensure that MTSS protocol are followed and that learners who need them are receiving interventions that work. iLEAD Online plans to continue to grow these systems according to best practices in teaching and learning. Academic data on internal benchmarks and the 2023 CA State Dashboard show areas for growth, and learners are benefitting from additional tutoring and academic resources provided through synchronous instruction and more frequent check-ins. Additionally, WASC areas for improvement include: state testing participation, college career readiness, services to increase EL enrollment and learner reclassification, and utilizing effective processes to measure and track all learner achievement. The high school team continues to work closely with all learners and families, to increase college and career readiness as well as improve engagement of underrepresented families and are seeing a need to build a stronger capacity in the staff to build awareness of course offerings. 					"	"When creating actions to improve engagement of underrepresented families, the school evaluated NWEA MAP benchmark results, SEL data, counselor/liaison feedback, attendance, and SST information. The school uses ELLevation, a software dashboard to analyze English learner progress and create custom plans for success. Additionally, feedback from counselors, facilitators, liaisons, families, learners, office staff, community partners, board members and/or EL collaborations was considered. Through family meetings, discussions at school events, and school surveys, educational partner feedback regarding curriculum/instruction, safety, school culture, and diversity, equity and inclusion (DEI) were also considered to develop a well-rounded plan that ensured the needs of all learners were being met.					"	5	5	5	4	5	5	5	5	5	5	5	5	Met		2024-06-25	2024
19753090136648	Options for Youth-Acton	3	At OFY-Acton, fostering strong connections between our dedicated staff and families is at the heart of our mission. We prioritize building robust partnerships to ensure the comprehensive growth and success of every student.
Our commitment to nurturing these relationships is exemplified through a myriad of impactful events and initiatives. From the solemnity of Graduation Ceremonies to the camaraderie of Senior Lunches and Breakfasts, we celebrate the achievements and milestones of our students throughout their academic journey. Our quarterly Parent Teacher Conferences provide essential opportunities for collaborative discussions, ensuring that educators and families remain aligned in supporting student progress.
We take pride in offering a diverse range of sports programs, including Boys Basketball, Girls Volleyball, Girls Softball, Boys Flag Football, Boys and Girls Soccer, and E-Sports, providing avenues for our students to engage in teamwork and healthy competition while allowing staff, students, and families to come together in support of our athletes.
Furthermore, our commitment to holistic student support is evident through events like FAFSA Night, where families receive guidance on financial aid applications, and Senior Socials, which provide memorable experiences for our graduating class.
The dedication to parental empowerment is embodied in our Parent University program, offering workshops covering various topics to equip parents and caregivers with valuable insights and resources. Additionally, our involvement with DELAC (District English Learner Advisory Committee) and PAC (Parent Advisory Committee) further strengthens our partnership with families, ensuring diverse voices are heard and valued.
We actively monitor and enhance our school climate through initiatives like the School Climate Survey, fostering a safe and inclusive environment where every student feels valued and supported.
Celebrating our students' achievements and cultural diversity, events like Bilingual Scholars Rewards Night serve as platforms for recognition and community pride. Moreover, being nominated as the Upland Chamber of Commerce Nonprofit of the Year underscores our commitment to community engagement and collaboration.
Finally, Family Fun Night stands as a cherished tradition, bringing together staff, parents, and students to celebrate our vibrant school community.
At OFY-Acton, we are dedicated to fostering meaningful connections and providing a nurturing environment where every student can thrive.
These efforts can be evidenced in our LCAP as follows: 
Goal 2 Action 4- Post Secondary Activities/Events
Goal 3 Action 1- School Climate Survey
Goal 3 Action 2- Sports, Student Council, and Student Experiences
Goal 3 Action 5- Parent and Family Engagement	OFY - Acton is committed to fostering collaborative relationships with families and communities, recognizing their pivotal role in student achievement. Through careful examination of feedback from educational partners and local data, we are pleased to highlight substantial progress in nurturing connections between school staff and families.
A key aspect of our approach is sustained engagement with families through a range of events and initiatives. Our Fall Family Fun Nights offer an opportunity for families to interact with school staff, engage in enjoyable activities, and gain insights into our educational offerings. The Bilingual Scholars Awards Celebration not only applauds the academic accomplishments of our students but also celebrates the rich diversity within our community. Moreover, our Senior Social event acknowledges the achievements of graduating seniors, further strengthening our bonds with families.
Empowering families is another priority, demonstrated through workshops focusing on supporting student academic success and well-being.
Our commitment to family involvement is evident in initiatives such as regular Parent Advisory Committee School meetings, where families actively participate in decision-making processes. Additional Parent-Teacher Conferences are done quarterly for students requiring additional academic support, reinforcing our commitment to addressing individual needs.
Recognizing and celebrating achievements is fundamental to our guiding principles. Senior Signing Night commemorates students' college acceptances, offering a platform for families to join in their success.
In summary, we take pride in our efforts to cultivate strong relationships between school staff and families. As we move forward, Options For Youth - Acton remains dedicated to fostering collaboration, inclusivity, and accessible relationships while celebrating the success of our students alongside our school community.
These efforts can be evidenced in our LCAP as follows:
Goal 2 Action 4- Post Secondary Activities/Events
Goal 3 Action 1- School Climate Survey
Goal 3 Action 2- Sports, Student Council, and Student Experiences
Goal 3 Action 5- Parent and Family Engagement	In fostering a more inclusive and welcoming educational environment, OFY - Acton recognizes the paramount importance of building strong and meaningful relationships between school staff and families, particularly those who may be underrepresented within our community. Drawing upon a comprehensive analysis of educational partner input and local data sources, including insights gleaned from our School Climate Survey, DELAC committee, and Parent Advisory Committee, we have identified pivotal areas for improvement in engagement with underrepresented families.
Our approach centers on three key strategies:
Translation Services: Effective communication serves as the bedrock of meaningful engagement. Thus, we are committed to providing comprehensive translation services to ensure equitable access for all families, irrespective of language proficiency. By removing linguistic barriers, we seek to foster clearer channels of communication and facilitate deeper connections between school staff and underrepresented families.
Enhanced Communication Strategies: Leveraging technology as a conduit for outreach, we are harnessing platforms such as School Messenger to deliver more frequent and tailored communication regarding school events, academic goals, and pertinent updates. Moreover, we prioritize proactive responsiveness to concerns and issues raised by underrepresented families, thereby nurturing a culture of transparency, trust, and collaboration.
Community Engagement Initiatives: Central to our efforts is the creation of opportunities for underrepresented families to actively participate in the school community. Through initiatives like Parent University, we offer workshops and resources designed to empower parents and caregivers in supporting their children's educational journey. Additionally, events such as Family Fun Night serve as vibrant forums for fostering camaraderie, strengthening relationships, and nurturing a sense of belonging among families and school staff alike.
By prioritizing inclusive communication, fostering community involvement, and providing tailored support to the diverse needs of our educational partners, OFY - Acton endeavors to create an environment where all families feel valued, supported, and empowered to actively contribute to their children's academic success.
These efforts can be evidenced in our LCAP as follows:
Goal 3 Action 1- School Climate Survey
Goal 3 Action 5- Parent and Family Engagement	"OFY-Acton has made remarkable strides in fostering partnerships to enhance positive student outcomes. Supported by feedback from our educational partners and analysis of local data, we have achieved notable advancements in cultivating these connections. Our commitment to staff professional development, exemplified by programs like Skyrocket PD, ensures that our team is equipped to develop and align family engagement practices for the betterment of student achievement. Additionally, we have actively involved parents in the LEA through initiatives such as the Parent Advisory Committee and DELAC.
To truly address the needs of our community, we conducted one LCAP survey and a School Climate Survey, providing students, parents, and staff with opportunities to assess our strengths and pinpoint areas for growth. Our LCAP Family Fun Night offered another avenue for parents to engage with the school and gain insights into our offerings.
A significant milestone has been the establishment of an intervention process to support students not meeting compulsory education requirements. Through collaborative efforts involving teachers, students, parents/guardians, post-secondary counselors, support staff, and the assistant principal, we've developed a process that promotes goal-setting, time management activities, and additional school time with teachers and tutors. This initiative equips students with vital skills for success in enrollment and beyond, showcasing our commitment to building partnerships with educational partners. By working closely with these partners, we identify students' needs and provide the necessary resources and support for their success.
Moreover, OFY-Acton provided parent workshops covering topics such as ""How to Increase Student Motivation and Engagement?"" and “Opioid Response Training” aimed at equipping parents with strategies and resources to better support their students and provide drug awareness resources.  While our efforts to boost family engagement have yielded positive results, we acknowledge that there is still room for improvement. Thus, we remain dedicated to ongoing growth and enhancement in this area to ensure student success.
These efforts can be evidenced in our LCAP as follows: 
Goal 3 Action 1- School Climate Survey
Goal 3 Action 5- Parent and Family Engagement"	After carefully evaluating feedback from educational partners and local data, OFY-Acton has identified critical focus areas requiring improvement to enhance student partnerships and outcomes. While we currently have intervention programs that empower staff members to improve student attendance, work progress, and engagement, there remains a pressing need for additional interventions to boost student proficiency in reading and math skills to bring them closer to grade level.
To bridge this gap, we've adopted an evidence-based intervention program targeting students who test below grade level based on their Ren Star results. Furthermore, we will incorporate remediation materials during Small Group Instruction (SGI) classes to increase academic readiness and solidify foundational skills. We will also offer tutoring outside of school hours with live tutors through Paper Tutoring. To bolster our math intervention efforts, we have increased the hiring of Academic Intervention Specialists to work with our students on math remediation through Exact Path. Recognizing the need for increased reading intervention, we plan to expand our focus in this area, ensuring students receive the support necessary to improve their literacy skills. By implementing targeted reading support, we aim to improve literacy rates and help students achieve grade-level proficiency. Furthermore, recognizing the value of forging stronger collaborative ties with workforce partners, we aim to support our school's 18+ youth pre-enrollment and provide additional resources to in-school youth. Our offerings, including career readiness workshops, internships, career exploration opportunities, and various resources, are designed to address barriers faced by youth experiencing parenting, justice involvement, foster/homelessness, and low-income challenges.  
We are excited about the potential impact of our initiatives in these identified focus areas as we strive to collaborate more effectively with our educational partners to achieve positive student outcomes. We believe that these actions will foster skill development, knowledge acquisition, and instill the confidence necessary for our students to thrive both academically and beyond.
These efforts can be evidenced in our LCAP as follows:
Goal 1 Action 6- ELA & Math Intervention Services
Goal 3 Action 5- Parent and Family Engagement	Following an extensive review of feedback from educational partners and local data, OFY-Acton acknowledges the need to enhance engagement with underrepresented families in order to forge stronger partnerships and enhance student outcomes. We are dedicated to expanding opportunities for underrepresented families to engage in school events and to access the necessary resources to support their students' success. By encouraging families to participate in all school activities, they gain a deeper understanding of their legal rights as parents and advocates for their children, as well as for all students enrolled in our school.
OFY-Acton places great importance on ensuring that families participate in the Individualized Education Program (IEP) writing process, providing them with a voice throughout. To promote transparency and collaboration with all educational partners, certain school policies undergo review, editing, and approval during the Parent Advisory Committee meetings.
Recognizing the importance of input from English Learner (EL) families, OFY-Acton invites them to participate in District English Learner Advisory Committee (DELAC) meetings. These meetings provide a platform for parents to share insights and ideas to enhance our educational programs for ELL students.
Additionally, we have established a team to review and discuss data trends for our Special Education (SpEd) students. This team of staff members analyzes SpEd student data, identifies concerning trends, and brainstorms solutions to better support our SpEd students..
All school policies are readily available on OFY-Acton's website, ensuring that critical information is easily accessible to all community members. Furthermore, the principal and assistant principals are always available to meet with educational partners upon request, addressing any concerns or inquiries that may arise.
We remain committed to promoting groups such as PAC, DELAC, and CIM within our community to foster transparency and encourage participation in school decisions, ensuring that the voices of our educational partners guide the best outcomes for our students.
These efforts can be evidenced in our LCAP as follows:
Goal 1 Action 1- Targeted ELD Intervention
Goal 1 Action 3- Targeted EL Intervention 
Goal 1 Action 6- ELA & Math Intervention Services	OFY-Acton prioritizes close collaboration with its students' families, recognizing the significance of addressing each child's unique needs for a holistic education. By fostering consistent partnerships with the Parent Advisory Committee (PAC) and the District English Language Advisory Committee (DELAC), the school provides essential avenues for feedback on initiatives impacting students. This engagement ensures decisions align with the diverse needs within the student body.
Regular surveys conducted through the LCAP process, twice yearly, further illustrate OFY-Acton's commitment to improvement. Seeking input from educational partners allows the school to gauge progress on goals related to school climate, interventions, and resource allocation. This feedback loop is instrumental in identifying areas for enhancement and ensuring decisions resonate with stakeholders' expectations.
OFY-Acton's dedication to expanding community engagement is evident in its pursuit of collaborations with additional organizations. This proactive approach aims to involve a broader spectrum of the student population, enriching inclusivity and support within the school community.
Within its LCAP, the inclusion of Goal 3: Action 5 - Parent and Family Engagement underscores OFY-Acton's focus on fostering meaningful relationships. This goal serves as a testament to the school's commitment to collaborative decision-making and continual growth. Overall, OFY-Acton's initiatives reflect a proactive stance toward creating an inclusive and supportive educational environment.
These efforts can be evidenced in our LCAP as follows:
Goal 3 Action 5- Parent and Family Engagement	Based on insights gathered from the educational partner survey findings, OFY-Acton recognized the importance of optimizing communication channels for engaging families. While regular updates about educational opportunities, such as PAC, DELAC, and Parent University, were primarily distributed through the School Messenger platform, feedback from the Parent Advisory Committee highlighted limitations with email communication for certain families. Acknowledging this feedback, the LEA aims to tailor its communication approach by actively identifying the most effective mode of engagement for each family, thus enhancing awareness of available opportunities for input and local data. Typically, this information is gathered during student enrollment and parent-teacher conferences.
These initiatives are reflected in our LCAP under 
Goal 3 Action 5- Parent and Family Engagement	The results of the Educational Partner Survey demonstrated that 39.27% of families feel they are part of the OFY-Acton community. To further enhance engagement among underrepresented families, the school will augment the number of in-person opportunities, aiming to bolster family participation in various school committees, activities, and events. These initiatives will increase input from our educational partners in decision-making processes. Additionally, the school will proactively communicate with educational partners via School Messenger to raise awareness about opportunities to engage in decision-making meetings.
OFY-Acton annually hosts a welcoming event during the Fall to introduce families to our school and provide an avenue for parents/guardians and students to enlist in and participate in groups like PAC and DELAC, contributing to the school's decision-making processes. With the expansion of events featuring onsite translators and translated materials sent home, the school anticipates that more parents from underrepresented families will be informed and will increase their participation, particularly in meetings such as PAC, DELAC, and IEP meetings, where decisions impacting student services are made.
These initiatives are reflected in our LCAP under:
Goal 3 Action 5- Parent and Family Engagement	4	4	4	4	4	5	5	4	4	4	4	3	Met		2024-06-26	2024
19753090137703	Method Schools, LA	3	"Based on the survey data from Method Schools, there are several indications of the school's strengths and progress in building relationships between school staff and families:
High Levels of Parental Support:
A significant 67.95% of parents feel ""definitely supported"" in their role as learning coaches??.
Communication Satisfaction:
Parents rated their inclusion in the school community with an average score of 4.31 out of 5, which underscores strong communication and community engagement efforts by the school??.
Inclusion in the School Community:
The data shows that 56.41% of parents responded that they feel ""definitely yes"" included in the Method Schools community, highlighting a strong sense of belonging and inclusion promoted by the school??.
These statistics underline the school's commitment to fostering supportive relationships with families and demonstrate their effectiveness in communication and inclusion efforts."	From the data gathered in the parent and student surveys at Method Schools, several areas for improvement in building relationships between school staff and families can be identified:
Enhancing Responsiveness and Communication: Although overall satisfaction with communication is high, some parents have noted challenges.  Method is building systems to better streamline communication and ensure uniform messaging comes from all staff including improving internal communication and the manner in which communication is handled to students and families.
Clarity in Administrative Processes: Parents expressed concerns about administrative aspects such as grading systems, which some found confusing. This indicates a need for clearer communication regarding academic policies and more transparent administrative procedures??.  Additional work and training will be provided to staff and families on grading practices to better understand the competency based learning model that Method is implementing. 
Technological Support and Resources: Both surveys highlight a significant demand for better technology and resources. About 21.43% of parents identified enhancing technology resources as a critical area for resource allocation. This suggests a need for improved technological infrastructure to facilitate better interaction and communication between families and school staff??.
Addressing these areas could significantly enhance the effectiveness of the relationships between school staff and families at Method Schools, fostering a more supportive and transparent educational environment.	Based on the stakeholder surveys and internal staff feedback, the following will improve engagement of underrepresented families. 


1.  Targeted feedback and inclusion initiatives - Method will set up regular feedback loops through increased surveys, focus groups, and parent interviews to help gather input directly from underrepresented families about their needs and experiences.  
2.  Targeted Outreach Programs: Method Schools will target and outreach specifically aiming at increasing the involvement of underrepresented families in our existing programs including parent advisory committee and student groups like Hope Squad, Associated Student Body, and Hope Squad. 
3. Professional Development Training - To improve relationships with families from diverse backgrounds and with diverse needs, Method has developed a structured professional development program that includes Multi-Tiered System of Supports framework, cultural competency, and competency-based learning trainings.	Based on the analysis of educational partner input and local data, Method Schools is proud of the following strengths:
Active Parent Advisory Committee: Method has strong involvement of parents in the Parent Advisory Committee.  Parent Success Managers facilitate Parent Advisory Committees to garner input from parents and update parents of upcoming school initiatives and events. 
High Satisfaction Rate: Local surveys indicate an overall positive perception among families and educational partners.  This shows Method has been successful in creating an environment that fosters collaboration and trust. 
Parent Workshops: Parent Workshops are provided several times a year to help educate parents on ways to better support their students. Topics included: Motivating your student and Navigating Social Media with your Student.	Based on the analysis of local survey data and internal staff discussions, the following focus areas of improvement were identified. 
Grading system and feedback
MTSS Framework practices
Parent Support Offerings	Method will improve engagement of underrepresented families by doing the following: 


Increased educational partner training on Competency Based Learning:  Local survey data indicated confusion and inconsistency in the grading and feedback.  Further training will be provided to all educational  partners (staff, students, and parents) on competency based learning grading practices and providing effective feedback. 
Refining MTSS Framework practices: In order to develop instructor abilities to instruct students with supplemental and intensified supports, a renewed effort to develop instructional staff on analyzing, reviewing, and discussing student progress, ways to work together to support improved student outcomes, and solidify their foundational knowledge of the MTSS framework. 
Build upon Parent Support offerings:  Capitalizing on the initial success of parent workshops and the active Parent Advisory Committee, Method plans to continue providing opportunities for parents to participate in PAC, parent workshops, and add in-person opportunities to gather as parents.	Method provides a number of channels of communication to seek input for decision-making.  In addition to weekly individual check in meetings between homeroom teachers and students, Method also regularly shares feedback and satisfaction surveys, holds regular Parent Advisory Committee meetings, and the Chief Academic Officer holds listening tours with a random sampling of parents.	The following are Method’s focus areas for improvement in seeking input for decision-making:
Ensure Parent Advisory Committee’s makeup is reflective of the student population that Method serves increasing the representation of underrepresented populations.
Increase frequency and opportunities for feedback loops including listening tours, surveys, and focus groups.	Method wants to continue to grow its Parent Advisory Committee to include parents of underrepresented families including Special education and English Learner Students. 
Method further wants to increase the frequency of variety of the manner we receive input including the implementation of smaller and more focused surveys on specifics to have a better understanding of stakeholders wants and needs especially in the identified areas of improvement such as improving technology resources and feedback/grading practices. 
	5	5	4	5	4	4	3	5	5	5	5	5	Met		2024-06-13	2024
19753090137786	Mission Academy	3	Mission Academy recognizes that the support from educational partners is foundational to the success of students and the school. Some of the ways we communicate with our ed partners include sending school newsletter updates, holding student recognition ceremonies quarterly, having bi-annual parent/teacher conferences, holding weekly appointments with students, and providing community resources for our families on a regular basis through the student’s Academic Adviser, through our counseling department, and through mass messaging. Parents, guardians, and community mentors are invited to small group advisory meetings, as well as quarterly English Learner Advisory and Parent Advisory Town Hall meetings. At these times, we formally request feedback, but parents, caregivers, and guardians consistently provide feedback to our teachers and staff through text messages and video conferences. One middle school parent commented to an Academic Adviser/Teacher, “There’s no one like [you]!! Very happy you have my kids.” Another parent sent us a message saying, “I want to say thank you for your kindness, support and understanding you have given to [my daughter] as she took your class….It’s been quite a journey for her and our family - a lot of heartache but we’re seeing glimpses of hope in her now! She’s motivated about school and she’s actually talking about college! :)” These types of comments are common in interactions between teachers and parents.	Mission Academy will continue to solicit education partner input via surveys, and student/parent/caregiver conferences, and through PAC and ELAC. As the school grows, we will continue to make informed decisions as a result of feedback and in partnership with each of our educational partners. One parent of a graduate recently requested that we involve parents further in post-secondary planning for students. While students may have one idea of what they’d like to do after graduation, parents may have another. This was an important reminder to work together with all of our ed partners in collaboration to make sure our students finds post-secondary success that meets the needs of them, their families, and their ambitions.	Mission Academy will continue to strive to improve ed partner relationships for underrepresented families. One way we will do this is by continuing to utilize our translation services for families who speak a language other than English. We are also working on a student information dashboard that would disaggregate data to identify academic areas of need for underrepresented families. One parent of an underrepresented student who overcame multiple challenges told a teacher, “You are such a gift! You really put our minds at ease and [Student] is pretty excited now [about school]. He has a lot of complex needs. THANK YOU!”	Mission Academy maintains an ongoing collaborative effort with families and communities to offer comprehensive support to every student. Through close coordination with our community liaison, tutoring staff, counselors, and community partners, we ensure access to pertinent local and state resources. These resources empower families and students with the necessary knowledge and rights for academic achievement.	Mission Academy has made significant progress in fostering partnerships within our communities. Our dedicated counselors and community liaisons will persist in their efforts to boost engagement in workshops and community events. Our overarching objective is to foster collaborative relationships with our educational partners, ultimately enhancing student participation and advancing student achievement. Our counselors routinely host a workshop for students focusing on completing UC and CSU applications. One student expressed gratitude for the support received during the session. In the future, these sessions and others like them (FAFSA, etc.) will be recorded and sent as asynchronous courses for students who are unable to attend workshops during the day.	In response to feedback from our educational partners and insights gained from local data analysis, we are steadfast  in our dedication to identifying pertinent information and delivering essential resources to our underrepresented families. This ongoing endeavor will involve continuous analysis of data and the collection of targeted feedback directly from these communities ensuring that our efforts remain focused an defective in meeting their needs. For example, our staff regularly do well checks with students and discover they are lacking resources. This is documented and students can receive the academic and socio-emotional support needed to succeed.	Engagement in our ELAC, PAC, and Annual Surveys has empowered  families to offer valuable input, enriching our decision-making process. While the LEA has dedicated resources to equip staff for effective family engagement in Advisory groups and Parent Conferences, our school has seen increased participation numbers in our PAC and ELAC meetings allowing our families to be more well-informed to make informed decisions for our school.	Mission Academy is committed to ongoing improvements in this domain. Throughout our ELAC, PAC, and parent conferences, our families have offered suggestions and shared insights regarding our school and services. This year, we seized the opportunity to gather input and feedback from our families during the transition to our new Learning Management System. Parents highlights during our PAC meeting expressed how their children demonstrated increased engagement while using our new StrongMind curriculum.	Mission Academy is dedicated to improving support for our underrepresented families by expanding data analysis to target our special populations. Additionally, we are using translation services to provide additional support and hired bilingual support staff to directly engage with our underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-05	2024
19753090138297	iLead Agua Dulce	3	"Agua Dulce builds relationships and community with intentionality. Agua Dulce provides many hands-on activities and events that promote learner and family engagement. This includes play-based learning, farm animals, PBL projects, Presentations of Learning, Learner-led Conferences, Individualized Learning Plans co-created with facilitators, learners and families as well as aerospace opportunities. The results of these endeavors is positive student engagement and school climate, as confirmed by our Educational Partner Survey results indicating strong favorable responses for our Teacher-Student Relationships and School Climate.					"	"iLEAD Agua Dulce will generate active engagement between parents, families, and the school as well as connections with the community, to promote learner achievement and communication among all educational partners as defined in our LCAP Goal #3. This goal addresses the need for a strategic focus on learner well-being and family engagement in school activities. The charter school will continue to strengthen, support and expand opportunities for learners to understand how to succeed academically and social-emotionally, develop supportive relationships, foster a positive school culture, and increase school engagement. A renewed emphasis will also be placed on family involvement and parent education to increase learner and family connectedness in a safe, supportive, and stable learning environment.					"	"Based on our analysis of the Panorama Educational Partner input and local data, the LEA plans to improve engagement of underrepresented families in relation to Building Relationships Between School Staff and Families in the following ways: Educational Partner meetings, Family Education opportunities such as the Special Education Student Symposium, and Parent University webinars or in-person meetings to promote engagement. iLEAD Agua Dulce will continue to incorporate multiple ways for families to engage, connect with the community through volunteer and outreach strategies, and provide communication amongst all educational partners to promote learner engagement and awareness of the mission and vision of iLEAD Agua Dulce. The school will conduct an annual survey for input on the school and its programs to determine our strengths and areas of growth. iLEAD Agua Dulce will provide ongoing family education and additional resources (through counseling support, community partnerships and/or additional resources based on individual need) and will be dedicated to support all learners through the guidance of school counselors, liaisons and coordinators. Underrepresented families and those with unduplicated learners are often less connected to school and sometimes need additional support on how to support their learners in the home typically resulting in higher rates of chronic absenteeism and lower graduation rates.					"	"iLEAD Agua Dulce has conducted surveys and analyzed data from our educational partners, as well as state and local assessments to determine our current strengths and progress in Building Partnerships for Student Outcomes. We will provide all learners with a rigorous, creative, and broad curriculum to maximize academic achievement and college/career readiness, as defined in our LCAP Goal #2.					"	"iLEAD Agua Dulce LCAP Goal #2 emphasizes a continued focus on student achievement across all student groups to include increased ELA and math achievement on both state assessments and NWEA MAP (a California Department of Education (CDE)-approved, internal diagnostic assessment). The goal is to prepare learners academically and social-emotionally through project-based learning and/or personalized learning opportunities that align with state standards. Learner and credentialed teacher (facilitator) feedback on the iLEAD Comprehensive Growth Card, a measure on social-emotional, academic and personal goal-setting, also indicate a need for growth in academic achievement. Additionally, there is a need to concentrate efforts on the percentage of high schoolers graduating as prepared as indicated on the California School Dashboard's college/career indicator.  iLEAD Agua Dulce’s high school staff is working to ensure learner voice and choice and that all courses being offered are A-G. The school will continue to develop its high school program so that learners graduate college and career ready as measured by the CA School Dashboard. The school continues to monitor student achievement across student groups.					"	"After a careful analysis of our educational partner input, as well as state and local data, iLEAD Agua Dulce will continue to work on improving engagement of underrepresented families and learners in relation to Priority 3: Building Partnerships for Student Outcomes. School staff will support and track all learners, including Special Education, Socioeconomically Disadvantaged, Foster/Homeless, etc.) in their mastery of standards through integrated core projects and curriculum as reflected on state assessments and other internal measures. School staff will work to ensure there is a high percentage of all learners who participate in internal and state assessments. The EL Coordinator and other school staff will utilize professional development principles in ELD and regularly analyze data to provide targeted support with a focus on increased English proficiency in reading, listening, speaking, and writing to ensure progress is being made towards reclassification. Through a variety of strategies including professional development sessions, learner-led conferences and/or learning period meetings, school staff will work with learners to create goals and action plans to improve academic performance and social-emotional learning (SEL). Additionally, school staff will provide SEL strategies to support learners in achieving their personal goals. The school plans to monitor these identified student groups both academically and social-emotionally in order to provide additional, targeted support to promote learner achievement and college and career readiness. The high school will also increase counseling, monitoring and support to ensure unduplicated are utilizing opportunities and coursework in order to graduate prepared as indicated on the CA School Dashboard.					"	"iLEAD Agua Dulce is committed to the meaningful engagement of its educational partners and regularly seeks input in the decision-making process. For example, we cultivate their feedback in the development of the LCAP. For the annual update, feedback from families, learners, community members, board members, learners, and iLEAD Agua Dulce staff and leadership was utilized to evaluate program effectiveness and address the state priorities. Upon careful examination of the input received, action steps under iLEAD Agua Dulce's three existing goals were maintained, expanded or modified to further learner achievement and continue the development of program offerings modified to further learner achievement and continue the development of program offerings.					"	"During the 2023-24 school year, monthly iSUPPORT meetings were held to allow opportunity for school staff and families to connect regarding the school program. Informal feedback was also received by families through family involvement at school wide events. Additionally, monthly EL collaborations with the EL coordinators within the school and across iLEAD Schools provided the opportunity for sharing ideas gathered from facilitator and family feedback on how to improve the English learner program. The WASC substantive change visit (to add the 11th grade level) occurred in the winter of 2023. Feedback from that visit included preparing future graduates to graduate as college and career prepared through the coursework and opportunities provided by iLEAD Agua Dulce. Twice a year, iLEAD Agua Dulce learners and staff completed the iLEAD Comprehensive Growth Card, a measure of learner growth in the Schoolwide Learner Outcomes, as well as their progress towards academic and social-emotional goals. Additionally, staff and leadership meetings were held monthly to discuss the program, learner progress, and gather/reflect on suggestions for improvements. Parent and learner surveys regarding aspects of the program were sent in the spring of 2023 to solicit feedback. These surveys addressed specific aspects of the LCAP (the eight state priorities for the creation of potential action steps).					"	"When developing each action for iLEAD Agua Dulce, the needs of all learners were considered by looking at the NWEA MAP results, SST, and attendance data by sub-populations. Stakeholder feedback regarding safety, school events, diversity, equity and inclusion (DEI) were also considered to develop a well-rounded plan that ensured the needs of all learners were being met. The actions developed are important for all learners, especially foster youth, English learners and low-income students. The action steps include growth for educators (professional development in MTSS, best practices and all students to monitor academic, social-emotional and school offerings for all sub-populations. It is a comprehensive plan that considers the data from many angles including stakeholder feedback, parent meetings, academic, SST, and social-emotional data. iLEAD Agua Dulce assigned a family liaison to support foster youth, English learners and low-income students with community resources, school-wide resources and regular check-ins for any specific social-emotional or academic needs. Additionally, the school operates a Wellness Center and utilizes MTSS to support learners. Academic provisions such as additional tutoring and after school workshops was provided to support academic growth in English Learners, Foster Youth and Low Income Learners.					"	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-25	2024
19753330000000	Manhattan Beach Unified	3	"MBUSD has a robust network of educational partners with shared values, working together to identify ways to
increase and improve family engagement at both the District and school levels. Partnerships with our PTA/PTSA,
Manhattan Beach Education Foundation, and MBX Foundation play an integral role in aligning all District efforts to ensure ongoing educational partner input in MBUSD. In partnership with staff, parents initiate and support a range of programs that enrich our campuses. For example, in 2023-24, all MBUSD schools continue to be designated as No Place for Hate schools, which supports the climate of care efforts on campus.
Related Question from the March 2024 LCAP Survey:
89% of parents strongly agree or agree that ""parents have opportunities to volunteer at the school site"", which is a 1% increase compared to 2023.
75% of parents strongly agree or agree that ""families feel welcomed, valued, and connected to one another at my school"", which is a 2% increase compared to 2022 and an 8% increase compared to 2021."	"After reflecting upon the LCAP Survey results, an area of improvement in building relationships between school staff and families is to continue to provide opportunities for families and staff to work together to support student success.

Related Question from the March 2024 LCAP Survey:
71% of parents strongly agree or agree that ""parents, staff members, and community partners work together to
support student success at home and at my school"", which is a 5% increase compared to 2022.
"	In 2024-25, the District will improve engagement with families and community partners to support student success in the following ways:
1. Maintain ongoing collaboration and involvement with PTAs and PTSAs across all school sites to gather feedback on important topics and ensure their inclusion in the information dissemination process.
2. The Special Education Department will develop and publish an MBUSD PreK-12 overview of Special Education
Programming.
3. The EL-TOSA will engage in ongoing outreach to English Learner families to support student outcomes.
	"MBUSD continues to build staff capacity in developing partnerships for student outcomes with parents through the District's Multi-Tiered System of Supports (MTSS). District committees, which include both staff and parents, directly support student outcomes. In 2023-24, the SEL Committee leads the 3rd Annual MBUSD SEL Week across the District, featuring daily activities, special speakers, and events to promote student-to-student connections and opportunities to practice SEL skills. The District LCAP Committee includes parent representatives who participate in reviewing LCAP goals and metrics and provide feedback on academic and school climate goal areas.

Related Question from the March 2024 LCAP Survey:
71% of parents strongly agree or agree that parents, staff members, and community partners work together to
support student success at home at ""my"" school, which is a 5% increase when compared to 2022 survey results.
However, this will remain a focus in which the District will seek improvement."	After reflecting upon the LCAP Survey results, an area of improvement is parent partnerships for student outcomes in the MTSS process which includes sharing student progress throughout the school year.

Related Question from the March 2024 LCAP Survey:
65% of parents strongly agree or agree that they know how well their children are doing in class and how the school plans to improve outcomes, which is a 4% increase compared to 2022. However, this will remain a focus in which the District will seek improvement.
	In 2024-25, the District will continue to focus on building partnerships for student outcomes in the following ways:
1. Provide additional parent education and communication on how to access and utilize the Aeries Student
Information System (SIS).
2. Staff will collaborate with the District Advisory Committee (DAC) to identify parent session topics with a focus on core content standards.
3. Staff will provide families of students with disabilities with information regarding the full trajectory of post-high school options (i.e. MBUSD CHOICE program, SoCalROC, college/university pathways).
	MBUSD gathers input from educational partners in various ways. Our community members contribute to decision-making through meetings, committees, and teams, including the Bond Oversight Committee, the LCAP Committee, the District Advisory Committee (DAC), School Site Councils (SSC), PTAs, the Medical Advisory Board, the Special Education Advisory Committee (SEAC), the Budget Advisory Committee, the Health and Safety Committee, the Social & Emotional Learning Committee (SEL), and the District English Learner Advisory Committee (DELAC). Each of these groups meets several times during the school year to drive goals and services. Site and District leaders are intentional about using data to reach out and solicit input. The Superintendent shares information with the community weekly through a newsletter, which facilitates two-way communication with our community and supports communication related to decision-making.

Related Question from the March 2024 LCAP Survey:
79% of parents strongly agreed/agreed that parents are kept informed about school funding, student achievement, testing, the Local Control Accountability Plan (LCAP), and other issues, which is a 6% increase compared to 2023 and a 15% increase compared to 2022.
	Based on an analysis of District metrics, including the LCAP Survey, an area for improvement in seeking input for
decision-making is to continue to expand opportunities for parents to be involved participants on an advisory
committee.

Related Question from the March 2024 LCAP Survey:
60% of parents strongly agree or agree that parents have opportunities to provide input on community priorities and District and/or site decisions, which is a 4% increase compared to 2022. However, this will continue to be an area in which the District will seek improvement.
	In 2024-25, District staff will continue to provide and refine opportunities for seeking input from parents.
1. Educational Services staff will broaden parent representation on the LCAP Parent Advisory Committee (LCAP-PAC) to ensure at least one parent from each school site is represented.
2. In addition to including DELAC and SEAC representatives, staff will seek representation of parents with students identified as gifted and talented.	4	5	4	4	4	3	3	4	5	5	4	4	Met		2024-06-20	2024
19753410000000	Redondo Beach Unified	3	The Redondo Beach Unified School District has strong partnerships with its educational partners and has developed a variety of opportunities to engage with them and build relationships. RBUSD values community input and utilizes advisory committees to establish a vehicle by which to garner input and feedback. The various committees include the LCAP Advisory Committee, the Social Emotional (SEL) Committee, the Ensuring Safety Proactively Task Force, Special Education Advisory Council, the Career and Technical Education (CTE) Committee, and the Superintendent’s Student Advisory Committee. Committees are comprised of students, parents, educators, administrators, and community members with a focus on evaluating school and climate data and current practices in order to make recommendations for improved services and supports. The work of the various committees has resulted in many tangible outcomes and has greatly strengthened two-way communication between the district, its schools and the school community. 
 
Further, a strength of RBUSD is its high parental involvement and participation in its schools. The district, site administrators, teachers and staff work hard to build trusting relationships and create welcoming environments for all families in the community. All schools are supported by a strong PTA, the Redondo Beach Education Foundation, and the Beach Cities Health District. Parents also actively participate in decision making and goal setting through School Site Councils, English Language Advisory Committees, and the District English Language Advisory Committee. Further, all parents and community members are welcome to attend the many school meetings and activities available including parent education workshops, Open House, Back to School Night, conferences, Career Day events, PTA-sponsored events, speaker series events, music performances and more. District and school site communication ensures parents are well informed, have opportunities for involvement and are connected to their children's school. 
Regular and timely communication with families and staff is an RBUSD priority and allows the district to continue to build strong relationships within the community. In addition to an annual LCAP feedback survey, ongoing communication with educational partners is accomplished in multitude of forms within the district including the use of regularly-updated social media platforms; a monthly message from the Superintendent; the publication of an annual parent-student handbook; the regular use of Parent Square, a school messenger system; PowerSchool Parent Portal; School News, a bi-monthly published periodical; PTA newsletters; principal weekly communication/newsletters; teacher newsletters; annual release of a “School Year in Review”; parent conferences; and District and school websites. Educational partners indicate this as an area of strength for RBUSD.	Based on educational partner feedback and local data, an area of focus in the upcoming school year will be on increasing parent education events, specifically around college planning and a-g preparedness. Additionally, data from the 2024 California School Parent Survey indicates parents desire an increase in opportunities to be involved in decision-making with 63% indicating they “Strongly Agree” or “Agree” that RBUSD schools actively seek input from parents before decision making.	Based on feedback from educational partners and local data, RBUSD will continue to focus on increasing services and supports for families of English language learners and those with low socio-economic status (SES). Efforts will include enhanced outreach to strengthen school-to-home relationships and share valuable resources with families. The successful use of translation services has been valuable in reducing language barriers to involvement and participation, and these services will continue in the 2024-2025 school year.  Additionally, feedback from school site needs assessments, DELAC meetings, and community surveys highlights a need for increased site-specific parent engagement and education opportunities. In response, RBUSD will provide resources to support school-specific outreach and parent education opportunities, with a focus on increasing participation from underrepresented families.	Annually, RBUSD administers the California School Parent Survey (CSPS) to all parents of K-12 students in order to evaluate and improve parent engagement, involvement, and satisfaction in the RBUSD. The CSPS helps the District identify strengths, pinpoint areas for improvement, and establish baseline targets based on survey results. Additionally, RBUSD gathers qualitative data through parent engagement meetings and committees to assess progress in building relationships. The District also conducts local student surveys to obtain feedback on school safety, connectedness, and sense of belonging. The results of these surveys are shared with the community and serve as metrics for goal-setting and progress monitoring in the LCAP.

A key strength of RBUSD is its robust partnerships with parent and community groups. RBUSD collaborates closely with the Redondo Beach PTA and the Redondo Beach Education Foundation, both of which consistently support efforts to strengthen school-to-home relationships. Additionally, RBUSD has established a solid partnership with the Redondo Beach Police Department, which provides extra resources to enhance relationship-building efforts. Lastly, RBUSD has been fortunate to partner with Beach Cities Health District, an invaluable community resource to support students and families’ physical and mental health care needs.  

Educational partner feedback indicates another area of strength is the high level of communication between home and school. Site administration provides ongoing, frequent school updates. Parents have access through the district’s Student Information System, PowerSchool, to updated information regarding their child’s progress. Counseling staff at all levels are available to counsel with families regarding academics and social/emotional concerns.
 
RBUSD’s teachers have traditionally maintained very strong relationships with their families, and an additional strength is the ongoing communication that occurs to update families on student progress. In addition to fall and spring parent/teacher conferences, families receive information on student progress via growth reports mailed home; Individual Education Plan (IEP) meetings; 504 meetings; and Student Success Team meetings. In addition to formal parent teacher conferences, families may at any time request a meeting with their child’s teacher to discuss progress and/or concerns.
 
Education Code (EC) 48980 requires school districts to notify parents or guardians of their rights and responsibilities at the beginning of the academic year. RBUSD provides annual notifications to parents when updating required back to school paperwork.	Analysis of educational partner feedback has highlighted the need to provide increased parent education opportunities. A focus in the previous school year was increasing resources for parents to better support their children's learning at home. These efforts will continue in the 2024-2025 school year in addition to enhancing parent education opportunities. Another focus for improvement is increasing opportunities for parents to be involved in decision making. To address this, RBUSD will use committee meetings, PTA events, community events, and other forums to provide parents multiple opportunities for input on local decisions.	RBUSD has allocated resources to hire staff dedicated exclusively to supporting underrepresented students and families. These staff members will conduct individualized outreach to enhance family engagement in school and district events. Additionally, targeted parent education events will be organized to address specific needs, build parent capacity, and strengthen relationships.	RBUSD’s approach to engaging educational partners is multifaceted. Providing ongoing opportunities for input is a priority, and a strength lies in the numerous opportunities available as well as the level of participation. The high level of involvement is evidenced by participation in School Site Councils, School Wellness Councils, English Language Advisory Committees (ELAC), the District English Language Advisory Committee (DELAC), the Social Emotional (SEL) Committee, the Ensuring Safety Proactively Task Force, the Special Education Advisory Council, and the Career and technical Education (CTE) Committee. Through its partnership with Beach Cities Health District (BCHD), RBUSD parents also serve as members of the BCHD parent-advisory board and as volunteers in school wellness programs. Title I schools hold Title I parent meetings to inform families of Title I students of opportunities and procedures for parental involvement and to gather input on developing effective and successful programs. Lastly, surveys act as a means to garner ongoing feedback and input from educational partners.
 
To build the capacity of administrators to engage educational partners effectively in advisory groups and decision-making, RBUSD has partnered with an educational consulting group.  Over the past two years, school and district leadership have strengthened practices around cycles of inquiry for school improvement and analyzing data to inform goals and instructional practices. The result of their work has further strengthened their capacity to engage with communities in the decision-making process, and the partnership will continue in the 2024-2025 school year.	A focus area for improvement is increasing educational partner participation in school and district surveys. Although in-person participation on committees is high, participation in community feedback meetings and on surveys is very low in comparison. In its annual LCAP survey, RBUSD has seen the highest level of participation the past two years than it has seen in over a decade. A focus area in the 2023-2024 school year will be to increase participation in other non-survey input opportunities.   

Another focus area will be increasing participation by underrepresented families in advisory groups. Diversity of representation across advisory committees is a priority, and RBUSD will focus energies on outreach and communication in an effort to ensure better representation of underrepresented families. RBUSD has seen a marginal increase in participation from families of unduplicated students. In the upcoming school year, RBUSD will strive to increase participation in school and district events specific to the families of unduplicated such as Title I Family Events and English Language Advisory Committee (ELAC).	As noted, a focus for the 2024-2025 school year will be to increase participation by underrepresented families in advisory groups, ensuring equity of voice in decision-making. A key avenue for these families to provide input and feedback on priorities is through the LCAP Advisory Committee and the development and analysis of the annual LCAP feedback survey. The 2023-2024 school year introduced a new LCAP cycle, offering an opportunity for new educational partners to join the process. RBUSD was successful in increasing diversity of representation on the committee, and will make a concerted effort on maintaining this as members exit and new partners are welcomed.

Additionally, the largest underrepresented group in RBUSD is its English Learner (EL) community. The District has allocated funds to ensure an EL site specialist is present at every site to build relationships and serve as a liaison between schools and families. A district-level coordinator will maintain communication with families and focus on increasing parent outreach opportunities and involvement in District English Learner Advisory Committee (DELAC) meetings. Another key area for development is boosting district-wide parent participation and representation from underrepresented families. This requires enhanced outreach efforts and various formats for engagement and participation.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-25	2024
19756636120158	New West Charter	3	New West has developed practices that foster partnerships between families and staff in support of student growth. The schools host parent conferences each semester with all families to not only inform families of student progress, but to also have them be partners in the work. All families have 24/7 access to Infinite Campus to monitor student progress in all classes. Families also receive a regular progress report informing them about their child’s academic progress and reports showing student progress and areas of improvement indicated by the NWEA MAP assessments. At the end of the year families have an additional opportunity to meet with teachers and review their child’s work for the year. We provide families information about their legal rights and how to advocate for their students in our student family handbook and throughout the special education process. We also host workshops to provide all parents with information about how to best support their child at home. 
	The school plans to strengthen the additional resources provided to families to support summer learning, such as curating more individual opportunities for students, based on their interests and needs. We also plan to host additional family workshops to provide resources for families to support their child’s education at home.	The School, along with the DEI Office, provides additional outreach to families from underrepresented groups to ensure they have the information and resources needed to support and advocate for their child.
	Relationships between teachers and parents are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. Our parent survey data indicates our parent experience has been positive and we have been successful at creating a welcoming environment where families feel included. 85% of families feel included with school activities. We have a robust system of family communication that includes an extensive range of interactive webinars where parents can receive answers to their questions, regular newsletters for middle school, high school, and NWC+.	We have conducted focus groups and held meetings with individual families to ensure concerns are addressed. Based on this feedback, we develop plans for improvement in the areas identified in the focus groups.
	We have established a Diversity Equity and Inclusion Office to support underrepresented families and ensure they receive comprehensive communication about what is going on at school and what resources are available to them. We look forward to strengthening relationships with our students’ families further next year when we are able to return to in-person family events. The virtual format was adequate for our communication needs, but disruptive to building high quality relationships made possible when we bring families, students, and staff together face to face. 
	The school’s Governance Council has three elected parents of enrolled students of the middle and high schools, three appointed community members, three teachers, one non-instructional staff member, and one representative of the chartering authority. We have administered three large family surveys this year to ensure families have input into decision-making around the reintroduction of students back on campus, and to provide the range of support needed for all students.	We have conducted focus groups and held meetings with individual families to ensure concerns are addressed. Based on this feedback, we develop plans for improvement in the areas identified in the focus groups. For example, based on family input gathered during these focus groups, we modified our school calendar and bell schedule to meet the needs of our families.	Our DEI office has worked with families to come together to plan events and celebrations to celebrate specific cultures in ways that feel important to our families.	4	4	4	3	4	4	5	4	4	4	4	3	Met		2024-06-18	2024
19757130000000	Alhambra Unified	3	Feedback from educational partners and local data indicate a positive trend. According to the data gathered by Hanover Research the analysis indicates that 76% of respondents agree that the district actively encourages community participation, marking an increase from 70% in 2022-23.	There's notable progress in involving parents in decision-making processes, with 72% of respondents acknowledging this, compared to 63% in previous years. The data also highlight significant engagement levels, with an impressive 89% of parents and community members attending at least one event this year. Notably, events such as parent-teacher conferences and back-to-school nights or open houses garnered the highest attendance rates.	School community coordinators will play a pivotal role in building relationships between school staff and families. They will focus on strengthening parent and family outreach efforts by utilizing their expertise and local insights, and will ensure accessibility and inclusivity through language. Additionally, to bridge communication gaps, personal phone calls will be made and materials will be translated into the primary languages spoken by the families we serve.	The LEA demonstrates significant strengths and progress in building partnerships for student outcomes, as highlighted by educational partner input and local data analysis. Notably, 84% of parent respondents express confidence in knowing who to approach at their child's school to address questions they have or seek assistance. This marks a substantial improvement from 69% in 2021-22 to 75% in 2023-24, indicating an enhanced ability to effectively communicate with parents regarding their child's progress.	Based on the analysis of educational partner input and local data, the LEA has identified key focus areas for improvement in building partnerships for student outcomes. The data reveals barriers such as scheduling conflicts, cited by 56% of parent respondents, alongside suggestions from 51% report a need for increased parent-oriented activities and 49% advocate for improved communication between the District’s schools and parents.
	To address these challenges, the LEA will implement targeted initiatives collaboratively across divisions and school sites. We aim to develop comprehensive strategies that effectively tackle scheduling barriers, expand engagement opportunities, and enhance communication channels.
Our School Community Coordinators will participate in ongoing professional development sessions focused on enhancing their outreach to parents. These sessions will equip them with the necessary tools and skills to effectively engage underrepresented families, fostering a more inclusive educational environment.  Additionally, school and district office clerical members will participate in professional development aimed at promoting equity, diversity, and inclusion within our schools. By equipping staff with a deeper understanding of these principles, we aim to create welcoming and supportive spaces for all families, regardless of background or circumstance.	The LEA demonstrates significant strengths and progress in seeking input for decision-making, as evidenced by educational partner input and local data analysis. Notably, there's been a marked increase in the involvement of parents in the decision-making process at the district level. In the past year, district schools have shown a noteworthy improvement, with 72% of parents now having a say in decision-making, up from 63% in the previous academic year.	The LEA's analysis of educational partner input and local data highlights key areas for enhancing input in decision-making processes. One focus is addressing inconsistencies in encouraging community member and organization involvement. While this area showed strength at 78% in 2021-22, subsequent years saw fluctuations, dropping to 70% in 2022-23 before rebounding to 76% in 2023-24.	The LEA will prioritize efforts to establish more robust and sustainable mechanisms for soliciting input from community members and organizations.  These strategies include a digital AUSD Newsletter, interpretation and translation services by School Community Coordinators in the languages spoken by our families, new broadcasting system in our Board Room, and more in-person events at each school site. Through these targeted initiatives, we strive to enhance transparency, collaboration, and inclusivity, ultimately leading to more informed and effective decision-making outcomes.	5	4	4	5	5	5	4	5	5	5	5	4	Met		2024-06-25	2024
19768690000000	Wiseburn Unified	3	"WUSD recognizes the essential role of collaborative efforts between staff and parents in fostering student learning.

Current Strengths: The Wiseburn Unified School District actively cultivates parent engagement across its sites through various avenues such as ELAC and District LCAP committees, as well as School Site Councils. These platforms serve as forums where site principals delve into legal implications regarding parent empowerment. Agendas are thoughtfully crafted to facilitate discussions and address inquiries, actively encouraging parental input. Moreover, each site offers biannual parent-teacher conferences and facilitates informal meetings upon parental request. Parent nights, tailored to cover technology, curriculum, mindfulness, student safety, and guidance on accessing student information online (specifically at the middle school level), are organized across school sites. Furthermore, parents of English Language Learners benefit from dedicated information nights at the start of the academic year, while students in grades 6-8 engage in culminating student-led conferences with their families to conclude the year. WUSD records an impressive 97% parent attendance rate at Back to School and Open House events across all campuses. Teachers and site administrators ensure seamless access to school information for families through online portals featuring calendars and site updates. Middle school families can conveniently track assignments and student progress through the Canvas learning management system. To promote continuous learning beyond school hours, students and families are provided with comprehensive online learning resources and access to take-home textbooks with online support. Additionally, the District offers diverse channels, including the ""Share Your Thoughts"" online portal, Community Advisory, LCAP, Bond committee, site PTA, School Site Council, and DELAC, alongside various surveys, to foster community engagement. Counselors extend support to students and families through individual counseling sessions, family counseling, consultations, workshops, and connections with external mental health agencies.

Progress: In line with the 2023-2024 emphasis on social-emotional learning and support, WUSD has retained the DEI coordinator role, focusing on diversity, equity, and inclusion initiatives. Families recently participated in extensive committee work, resulting in the successful renaming of all four District schools. Additionally, families gained access to confidential online support through the CARESolace program and Hazel Health, alongside in-person support at school premises. Furthermore, the District has engaged a communications consultant to enhance and align communications with families and the broader Wiseburn community."	Area of Focus for Enhancement: 
Enhancing Family Engagement:  In collaboration with our dedicated school administrative staff, the Wiseburn Unified School District is diligently working on the development of a comprehensive program designed to expand parent education opportunities throughout the District, with a specific emphasis on bolstering social-emotional and academic support for our students. To ensure that our educational partners remain informed and engaged, the Wiseburn Unified School District is committed to the following strategies:

1. Strengthened Partnership with DELAC and ELAC: We will continue to foster transparent and effective communication channels with our District English Language Advisory Committee (DELAC) and English Learner Advisory Committee (ELAC). 

2. Digital Outreach: We are leveraging modern communication platforms, including our school and District websites, Instagram posts, and District newsletters, which are all readily accessible to both staff and families online.

3. Efficient Email Communication: Facilitating timely feedback to parents through email communication between families and teachers is a priority, ensuring that concerns and inquiries are addressed promptly.

4. Accessible Assessment Results: We offer convenient online access to CAASPP and ELPAC assessment results through our student information system, enabling families to track their child's progress effortlessly.

5. Inclusive Participation: We extend regular invitations to families to attend school events and committee meetings, fostering a two-way dialogue between families and schools.

As we continually strive for improvement, a key area of focus is enhancing parent attendance at all site English Language Acquisition Committee meetings and parent/guardian educational events. To achieve this, we are exploring various options, including:

- Flexible Meeting Timings: Reviewing and adjusting meeting schedules to accommodate a broader range of availability for parents.

- Childcare Support: Exploring childcare options during meetings to facilitate greater parental participation.

- Expanded Parent Education Opportunities: Expanding the scope and diversity of parent education offerings to meet the evolving needs of our families.

By making these enhancements, we anticipate stronger connections between families and our schools, ultimately creating a more enriching and supportive environment for our students.	WUSD remains committed to expanding opportunities for families in the areas of continuous learning, partnership, and involvement. Central to this endeavor is the need to boost participation among underrepresented families, fostering a deeper comprehension of the educational landscape to empower them as advocates for their children's education. The Wiseburn Unified School District endeavors to enhance involvement in both the assessment and formulation of opportunities for parents as educational partners and educators to partake in decision-making processes within the District.

Consistent communication channels such as site and District newsletters, online platforms, and websites, coupled with ongoing outreach via parent surveys, facilitate continual dialogue, ensuring a transparent exchange of ideas on the most effective approaches to engaging educational stakeholders in decisions impacting schools and students. A focal point for advancement has emerged in soliciting staff input concerning parent engagement initiatives. To address this, site-level Guiding Coalition teams and Teacher Collaboration Time (TCT) sessions have been strategically designed to align topics across school sites, concentrating on instructional methodologies and site practices. These initiatives afford staff the necessary time to deliberate on efforts aimed at involving families, particularly those from underrepresented backgrounds.	Current Achievements: At WUSD, we prioritize fostering educational partnerships as key component of our programs and strategies to elevate student outcomes. These partnerships encompass a comprehensive collaboration of school personnel, students, and caregivers, all working in unison to ensure the academic success of our students. Our commitment to this approach is exemplified through various facets of our educational landscape, including:

1. IEP Conferences
2. School Site-Based Councils
3. Parent-Teacher-Student Association Meetings
4. Classroom Volunteers
5. Field Trip Volunteers
6. The District English Language Acquisition Committee
7. Local Control Accountability Plan Educational Partner Meetings
8. Site Teacher Guiding Coalitions
9. Weekly Grade-Level and Teacher Collaboration Time (TCT) focused on instruction
10. Student Council Initiatives
11. Purposeful Family-Centered Workshops conducted by our School Counseling Teams, designed to support the social-emotional needs of both students and parents
12. CORE (Community of Respect and Empathy), a districtwide committee with a focus on equity, inclusion, and diversity topics.

These collaborative endeavors serve to nurture an environment of unity, inclusivity, and diversity that ultimately enriches the educational experience of students in the WUSD.	Focus Areas for Enhancement:  WUSD extends partnership opportunities to all our families and staff. WUSD has implemented a comprehensive feedback mechanism, consisting of regular surveys featuring a blend of multiple-choice and open-ended questions. These surveys serve as invaluable tools to gauge the effectiveness of our programs, identify pressing needs, and foster a deeper understanding of the shared priorities concerning student learning among educational partners.

WUSD currently facilitates family/caregiver workshops covering a diverse range of educational and social-emotional topics at our school sites. Looking ahead, WUSD is in the process of reviewing options for educational and engagement opportunities, extending the benefits to all our educational partners. This review is aimed at increasing attendance and nurturing partnerships, which are pivotal in promoting favorable student outcomes throughout the WUSD.	Enhanced Engagement Strategy: WUSD is committed to fostering collaboration between our educational partners and staff to better serve our students by developing innovative programs and effective strategies aimed at enhancing learning outcomes. We are dedicated to facilitating participation in this process by offering access to committee and school board meetings, both in-person and online through platforms like ZOOM, to ensure that all educational partners can actively contribute and engage in providing valuable feedback.

We anticipate a growing array of educator partnership workshops, focusing on key areas such as social-emotional learning for students, technology integration, effective parenting strategies, and support for children with special needs. To ensure that the WUSD community stays informed about these opportunities, we will enhance our communication channels through the District website, site newsletters, and continuous updates on our social media platforms dedicated to promoting these valuable educational interactions.

Through these outreach initiatives, we aim to provide families with more chances to participate actively and empower educational partners with ongoing access to engaging meetings and workshops throughout the school year.	"WUSD's Commitment to Inclusive Decision-Making: Throughout the academic year 2022-23 and carrying on into 2023-24, our district has continuously expanded its avenues for gathering valuable input from our educational partners. In a significant step forward, we introduced a user-friendly ""one-click"" option on our website, inviting school and community members to easily share their comments and questions. All such contributions are thoughtfully addressed in a public forum during our school board meetings, ensuring transparency and accountability.

With a focus on effective communication, WUSD engaged the expertise of a dedicated communications consultant. Their role has been instrumental in optimizing and increasing the efficiency of our online newsletters, announcements, and social media posts. This strategic approach ensures that our messaging is consistently clear and resonates across the entirety of the WUSD community."	Addressing Underrepresentation: One critical area of focus for enhancement pertains to our strategies for engaging underrepresented groups within the WUSD school community. This includes concerted efforts to involve our families in committees that play a key role in shaping plans for improvements to various school and district programs. To ensure inclusivity, we have undertaken several measures:

1. Conducting Surveys: We continue to employ surveys as a valuable tool to gather insights from all educational partners. These surveys are thoughtfully provided in both English and Spanish, catering to the diverse linguistic needs of our community.
2. Bilingual Communication: Recognizing the importance of effective communication, we have taken significant steps to make information accessible to all. Newsletters and weekly messages from schools are made available in both English and Spanish, ensuring that language is not a barrier to engagement.
3. Increased Engagement: In the 2023-24 academic year, we witnessed a growing level of engagement, with an increase in WUSD families participating in the district-wide ELD Survey. For the district-wide LCAP Survey, we received feedback from 286 WUSD families and staff, reflecting an increase in respondents compared to the previous year.
4. Addressing Low Participation: We acknowledge that there is room for improvement in fostering participation among families identified as low-income in key school groups such as DELAC, LCAP, and SSC. We are committed to developing strategies to actively address this disparity and ensure that the voices of all families are heard and valued in our decision-making processes.	In WUSD, it is evident that support for our schools is strongest when all educational partners—families, teachers, principals, students, and district administrators—collaborate to, shape, execute, and assess initiatives at both the school and district levels. In response to feedback gathered from surveys, staff, and administrators, we reaffirm a commitment to family engagement in the forthcoming 2024-2025 academic year. Our district and site administrators plan to offer an array of additional family engagement opportunities throughout each school year. These will encompass a diverse spectrum of workshops catering to both English and Spanish-speaking families. These workshops will delve into various facets of student learning, complemented by a series of ongoing family workshops centered around essential themes such as technology, social-emotional learning, academic advancement, and parenting skills.	3	4	3	4	3	3	4	3	3	3	3	3	Met		2024-06-28	2024
19768690119016	Da Vinci Science	3	Da Vinci Science has incorporated regular opportunities for parents to interact with teachers through parent/teacher office hours. These office hours are held bi-weekly and focus on current and ongoing parent and staff communications.  Da Vinci Science also holds Student-Led Conferences every semester, in which parents come to the school to hear their students reflect on their learning, progress and growth. Parents then can discuss these reflections with teachers, engaging in meaningful two-way conversations about how the adults can support the success and well-being of the students. The school has also adopted Canvas, a Learning Management System to help ease communication lines between parents and teachers in regards to student progress.	Da Vinci Science will re-examine the format of student-led conferences and parent development days in order to ensure that parents have a place as partners in their student’s education. Da Vinci Science would also like to increase parent involvement through a parent, teacher, student organization.	By building connections within the parent community, Da Vinci Science will expand its outreach to underrepresented families. Underrepresented families will receive targeted outreach via phone call and/or email in their preferred language in order to inform them of the times and dates of student-led conferences and parent development days. Underrepresented families will be made aware of options for the conferences (either in-person or virtual conferences) as well as the availability of translators for the conferences. Underrepresented families will also be invited to join parent advisory meetings	Da Vinci Science has incorporated regular opportunities for parents to interact with teachers, including Back-to-School night, student-led conferences, student presentations of learning, and Exhibition nights. These events feature opportunities for meaningful two-way dialogue between parents and teachers, and help build trusting relationships for the purpose of supporting students. In addition, Da Vinci Science includes parents through regular parent/teacher/administration office hours for frequent and consistent communication.	Da Vinci Science will improve the number of parents participating in parent committees such as the Parent Advisory Committee, and Parent/Teacher/Student Organization.	By building connections within the parent community, Da Vinci Science will expand its outreach to underrepresented families. Underrepresented families will receive targeted outreach via phone call and/or email in their preferred language in order to inform them of our parent engagement activities. Underrepresented families will be invited to participate in Parent Advisory Group meetings and Parent Cohesion meetings.	Da Vinci Science has incorporated regular opportunities for parents to give input for decision making, including student and parent surveys, workshops in professional development, regular parent meetings on campus, and consistent communication with families through the school website, blog, and social media platforms.	Da Vinci Science will improve the number of parents participating in parent committees such as the Parent Advisory Committee and weekly office hours with the DVS administrators. 
	By building connections within the parent community, Da Vinci Science will expand its outreach to underrepresented families. Underrepresented families will receive targeted outreach via phone call and/or email in their preferred language in order to inform them of the school-based opportunities to give input for decision making, including the Parent Advisory Committee.	5	5	5	5	5	4	5	4	5	5	5	5	Met		2024-06-18	2024
19768690119636	Da Vinci Design	3	Student Led Conferences are hosted twice per year. SLCs ensure each student gets a one-on-one conversation with teachers and parents as facilitated by the student. Parents can be invited to see classroom resources and assignments for all core classes as presented to Canvas. The principal at Da Vinci Design shares a weekly update with families on the DVD blog, and counselors post several times throughout the week to provide families with up-to-date information. We include parents in our hiring symposium processes so that parents can have more input into finding quality staff members who share in the values of Da Vinci Design, as well as share feedback with administration of hiring goals and teacher/staff support.	In a parent advisory committee meeting, partners shared analysis (based on parent survey results) that while ¾ of parents felt they were able to participate in school activities, this number could be increased with greater outreach. Partners also noticed and highlighted the steady drop of parent participation in SLCs as students moved in grade level; 12th grade consistently having the lowest participation. Parents/guardians have also expressed confusion about the new LMS Canvas, and how the reporting of grades has changed relative to how grades were previously posted in PowerSchool.	Da Vinci Design will make a plan to actively refine its strategies around communication school events and grades home to parents. Administrators will work with teachers to create workshop materials and documents to better support parents/guardians in being informed about student progress by helping parents gain access to the LMS Canvas. Additionally, administration will implement a monthly parent communication plan whereby positive celebration postcards will be mailed home monthly, and progress reports will be mailed home to families twice per semester. This will enable direct communication home to families regardless of aptitude with technology, and information can be sent home in translated languages. The timing of these progress reports will be intentional, and will encourage parents to participate in SLCs, Exhibition, and end of semester Presentations of Learning.	Many of Da Vinci Design’s signature practices promote relationship building between teachers and students’ families. Events like Exhibition Night and Student Led Conferences (SLCs) are hosted on campus once per semester where families are actively invited to campus. Exhibition invites families to see and engage with student work and interact with campus. The DVD Diversity Council worked with staff advisors to teach the students about culture and anti-racism. Various assemblies are held throughout the year hosted by different student clubs and on-campus groups to celebrate diversity, culture, and inclusivity. Also, last year Da Vinci Design implemented new and robust structures for student discipline and behavior support which has resulted in less major and minor behavior incidents. Expectations and resources are shared with parents via open meetings, blog posts, and communication through School Messenger. This year, a new role of Intervention Specialist was implemented which specifically provided targeted supports and parent outreach for students facing chronic absence of experiencing Tier 2 academic support needs. The Intervention Specialist worked hand in hand with the Multi-Tiered Systems of Support (MTSS) Committee to discuss trends and supports for students showing signs of academic struggle.	Based on data and conversations with Parent Advisory Committee, Da Vinci Design’s area of growth is in ensuring that structures and supports happening at school are creating an environment that student feel positive about, while also ensuring that students understand why decisions are being made regarding positive behavior intervention systems. Partners highlighted data which showed that while student positivity about the school environment dropped somewhat, perceptions of safety, diversity, and parent positivity all went up. This disparity must be addressed by more positive reinforcements, alternatives to suspension/restorative practices, and continued teaching of expectations. It will be important for parents to be a part of the communication of expectations so that parents can be informed and can reaffirm messaging at school.	Consistency and communication will be key in building partnerships that help students find success, both in meeting high expectations academically and consistently adhering to positive behavior expectations. Last year, Da Vinci Design added a Dean of Student Success and Culture to the administrative team, which allows the school to be consistent in implementing positive behavior interventions for all students, and will be able to increase parent communication and buy-in around student activities and culture events. The Intervention Specialist can refine the work done with the MTSS Committee of teachers to increase parent communication in addressing students identified as having higher academic needs, and can continue to provide high level of support and connect students to services like tutoring and behavior therapy.	Da Vinci Design has a Parent Advisory Committee that meets regularly to discuss LCAP goals, funding initiatives, as well as other academic and culture-based initiatives on campus. Principal and Assistant host a monthly parent information session via Zoom which is a method of sharing regular school updates and providing a forum for parents to have open conversation and discussion with administration. Parents fill out a semesterly feedback survey and this data is reviewed both by the School Site Council and by the DVD staff during professional development. Principals are present at Exhibition Nights, Back to School Nights, and easily accessible through multiple avenues (email, phone call, etc.).	While Da Vinci Design has increased efforts to provide regular touchpoints for parents to engage in conversation with administration, parent information sessions and other forums are not often attended in large numbers. The semesterly feedback survey was completed at a higher rate than in previous year thanks to active promotion and marketing efforts, and this is very beneficial feedback, however avenues for dialogue are not widely attended.	Administration and staff will continue existing best practices in order to be available and open in seeking feedback, including: engaging parent in monthly touchpoints, inviting parents to hiring symposiums, inviting parents to complete semesterly surveys, inviting parent to campus for school events, and having multiple avenues for parents to reach out (email, phone, open meetings via Zoom). Administration and staff will take a more active stance in inviting parents for dialogue and information sessions, including providing in-person opportunities for information sessions and workshops beyond Zoom in order to provide more personal and welcoming opportunities for feedback.	5	5	5	5	5	5	5	5	5	5	4	4	Met		2024-06-18	2024
19768690128728	Da Vinci Connect	3	Da Vinci Connect holds Student-Led Conferences (SLCs) and Exhibition every semester and at each event, parents come to school to hear their student reflect on their learning, progress and growth. During SLCs, parents discuss these reflections with their child and their child’s teacher(s), engaging in meaningful two-way conversations about how the adults can support the success and well-being of the students. During Exhibition, students “show what they know” about their projects and engage in meaningful dialogue with parents and other visitors about their learning.	Da Vinci Connect's K8 program re-examined and re-launched the format and content of Parent Educator Conference days to include 4 days of parent educator support last year. Teachers continue to offer additional curriculum workshops and examine best practices for sharing assessment feedback with parents regarding their children’s progress. Connect HS added touch points with parents and increased communication around school events. Both programs included parent engagement as a WASC goal to ensure on-going meaningful dialogue between parents and teachers as well as improved communication around student growth in a variety of skills (academic and non-academic).	Particular attention will be paid to understanding how all families, especially those of historically under-represented students, are supported in being involved in their child’s education, including curriculum use and presence and effective inclusion in the events described above.	Da Vinci Connect has incorporated regular opportunities for parents to interact with teachers, including Parent Educator Conferences (K8), a parent orientation (HS), curriculum workshops, student-led conferences, student presentations of learning, and Exhibition nights. These events feature opportunities for meaningful two-way dialogue between parents and teachers, and help build trusting relationships for the purpose of supporting students. Families are also invited to interact with our Parent Educator Support Specialist and use the Parent Center (K8) to collaborate with staff and other parents.	Da Vinci Connect seeks to engage an increasing number of parents in the Parent Educator Conferences and curriculum support workshops and will look to schedule these well in advance, offer “kid-care” for school-aged students for families who need that in order to attend, and ensure there are an array of topics that engage parents with children of all grade levels, K-8. This will increase participation and relationship-building between families and school staff.	Particular attention will be paid to understanding how all families, especially those of historically under-represented students, are supported in being involved in their child’s education, including curriculum use and presence and effective inclusion in the events described above.	Da Vinci Connect has incorporated regular opportunities for parents to give input for decision making, including student and parent surveys, consistent communication with families through the school newsletter, an app-based communication platform, and invitations to Family Action Network and LCAP meetings, where student data is reviewed and parent input is valued.	Da Vinci Connect will look for ways to increase parent voice in the decisions made by the school outside of Family Action Network and LCAP meetings. Da Vinci Connect's executive director will host workshops about the short and long-term vision of the school, progress towards LCAP goals, ways for parents to get and stay involved.	The school will actively seek to engage the voices of historically under-represented families as the school is seeking to increase diversity and access to this home-school hybrid model.	5	5	5	4	5	5	5	5	4	5	4	4	Met		2024-06-18	2024
19768690131128	Da Vinci Communications	3	Da Vinci Communications holds Student-Led Conferences every semester, in which parents come to the school to hear their student reflect on their learning, progress and growth. Parents then can discuss these reflections with teachers, engaging in meaningful two-way conversations about how the adults can support the success and well-being of the students. Parents are also invited and encouraged to participate in our Exhibition Nights, and we get a great turn out for these public displays of student work.	Da Vinci Communications will look for opportunities to build social connections between families at the school for the 24-25 school year. There are not many opportunities for families to gather and get to know each other aside from Exhibition Nights.	Underrepresented families will receive targeted outreach via phone call and/or email in their preferred language in order to inform them of the times and dates of the social events intended to increase parent engagement.	Da Vinci Communications has incorporated regular opportunities for parents to interact with teachers, including Back-to-School night, student-led conferences, student presentations of learning, and Exhibition nights. These events feature opportunities for meaningful two-way dialogue between parents and teachers, and help build trusting relationships for the purpose of supporting students. Families are also invited to interact with school counselors and learn about college preparation at grade-level-specific College & Career Information Meetings.	Da Vinci Communications will look to schedule these events on days and times that are convenient to many families to increase participation and relationship-building between families and school counselors. There are college information meetings designed specifically for underrepresented families, including evenings focused specifically on completing financial aid applications for Spanish-speaking families and also first-generation college students.	Underrepresented families will receive targeted email and/or phone communication regarding these opportunities designed specifically for them.	Da Vinci Communications has incorporated regular opportunities for parents to give input for decision making, including student and parent surveys, consistent communication with families through the school blog, and invitations to Parent Advisory Committee meetings, where student data is reviewed and parent input is valued.	Da Vinci Communications will look for ways to increase parent voice in the decisions made by the school outside of the Parent Advisory Committee, and will also expand its outreach to underrepresented families.	Underrepresented families will receive targeted outreach via phone call and/or email in their preferred language in order to inform them of the school-based opportunities to give input for decision making, including the Parent Advisory Committee, and the English Learner Advisory Committee.	5	5	5	5	5	4	5	4	5	5	5	4	Met		2024-06-18	2024
19769680109926	Academia Avance Charter	3	Academia Avance Charter School has demonstrated significant strengths and progress in building relationships between school staff and families, as reflected in the analysis of educational partner input and local data.

Strengths:

High Levels of Engagement:

A considerable number of respondents participate in various aspects of the Local Control Accountability Plan (LCAP) development process. This includes attending LCAP meetings, participating in surveys, and being involved in the School Site Council. This high level of engagement indicates strong interest and commitment from families and other stakeholders in school activities and decision-making processes.

Effective Communication:

The school's efforts in communicating LCAP information have been rated as effective by the majority of survey respondents. This suggests that the school's strategies for keeping families informed about important initiatives and developments are working well. Families feel adequately informed and connected to the school's goals and progress.

Positive School Performance Perception:

The majority of respondents rated the school's overall performance in the past year as good or excellent. This positive perception is a testament to the school's ability to meet the expectations and needs of students and their families, further solidifying trust and cooperation between staff and families.

Progress:

Enhanced Stakeholder Feedback Mechanisms:

The implementation of various feedback mechanisms, such as surveys and meetings, has allowed the school to gather valuable insights from its educational partners. This feedback has been instrumental in shaping policies and practices that directly impact the school community.

Responsive to Community Needs:

By actively seeking and incorporating suggestions for improving stakeholder engagement in the LCAP process, Academia Avance has shown a commitment to responsiveness and adaptability. This approach ensures that the voices of students, parents, and community members are heard and valued.

Focus on Continuous Improvement:

The school’s emphasis on continuous improvement is evident in its approach to soliciting feedback and making necessary adjustments. The willingness to listen to concerns and make changes based on input highlights a proactive stance in fostering strong relationships with families.
Conclusion:

Academia Avance has made commendable strides in building and maintaining strong relationships between school staff and families. The high levels of engagement, effective communication, positive perception of school performance, and responsiveness to feedback all contribute to a supportive and collaborative school environment. Moving forward, the school can continue to build on these strengths by further enhancing communication strategies, maintaining open channels for feedback, and remaining committed to the continuous improvement of its programs and policies.	Focus Areas for Improvement

Enhanced Communication Channels:

While communication has been generally effective, there is room for improvement in diversifying and expanding communication channels. This includes leveraging digital platforms, social media, and mobile apps to ensure timely and accessible updates for all families. Improved communication strategies can help reach a broader audience and keep everyone better informed about school activities and decisions.
Increased Transparency in Decision-Making:

Some feedback indicates a need for greater transparency in the decision-making processes, particularly related to the LCAP and other key initiatives. Providing more detailed explanations and rationales for decisions, as well as offering opportunities for open dialogue and discussion, can help build trust and understanding between the school staff and families.
Strengthening Parent Involvement:

While there is notable parent involvement, there is potential to further empower parents by offering more opportunities for meaningful participation in school governance and decision-making. This could include additional training sessions, workshops, and resources to help parents effectively engage and contribute to the school's development.
Tailored Engagement Strategies:

Recognizing the diverse backgrounds and needs of the school community, tailored engagement strategies are essential. This involves creating specific outreach programs for different demographic groups, ensuring that language barriers are addressed, and cultural sensitivities are respected. Customizing engagement efforts can help foster a more inclusive and welcoming environment for all families.
Feedback Utilization:

Although feedback is actively sought, ensuring that this feedback is consistently utilized to inform decisions and improvements is crucial. Developing a systematic approach to track and report back on how feedback has been implemented can demonstrate to families that their input is valued and impactful.
Building Trust and Relationships:

Continuous efforts are needed to build and sustain trust between school staff and families. This can be achieved through regular, informal interactions, community-building events, and personalized communication. Establishing a rapport with families and showing genuine care and concern for their perspectives can strengthen these relationships.
Conclusion:
Academia Avance recognizes the importance of strong relationships between school staff and families in fostering a supportive and collaborative educational environment. By focusing on enhanced communication channels, increased transparency, strengthened parent involvement,	Key Strategies for Improving Engagement:
Culturally Responsive Outreach:

Tailor outreach programs to meet the unique needs of underrepresented families, including providing translation and interpretation services.
Community Liaisons:

Employ liaisons familiar with the cultural and linguistic backgrounds of underrepresented families to facilitate communication and address concerns.
Flexible Meeting Times:

Offer meetings and events at various times, including evenings and weekends, to accommodate diverse schedules.
Parent Education and Empowerment:

Provide workshops and resources on navigating the school system, supporting children's education, and understanding parental rights and responsibilities.
Personalized Communication:

Use personalized strategies such as regular phone calls, home visits, and personalized letters to build trust and rapport.
Inclusive Decision-Making:

Involve underrepresented families in decision-making processes by inviting them to serve on advisory committees, focus groups, and parent councils.
Cultural Competency Training:

Provide ongoing training for school staff to enhance their understanding of diverse backgrounds and experiences.
Community Partnerships:

Partner with community organizations and local agencies that serve underrepresented populations to connect with families and provide additional resources.
Regular Feedback Mechanisms:

Create opportunities for underrepresented families to provide feedback on school programs, policies, and practices.
Celebrating Diversity:

Organize events that celebrate the cultural diversity of the school community, such as cultural fairs and multicultural nights.
Conclusion:
Academia Avance is committed to improving engagement by addressing specific barriers faced by underrepresented families and creating a more inclusive environment. By implementing these strategies, the school aims to build stronger relationships between school staff and all families, ensuring that underrepresented families are actively engaged and feel valued as essential partners in their children's education.	Strengths and Progress in Building Partnerships for Student Outcomes:
Stakeholder Engagement:

Broad Involvement: The school actively involves a wide range of stakeholders, including parents, students, staff, and community members, in its decision-making processes. This inclusive approach ensures diverse perspectives are considered.
Regular Communication: There are established channels for regular communication between the school and its stakeholders, including newsletters, social media updates, and community meetings. This keeps all parties informed and engaged.
Collaborative Programs:

Community Partnerships: Academia Avance has formed strong partnerships with local businesses, non-profits, and higher education institutions. These collaborations provide students with valuable resources, mentorship opportunities, and real-world experiences.
Academic Support: The school has implemented programs that leverage community resources to provide additional academic support to students, such as tutoring services, college preparation workshops, and career counseling.
Parental Involvement:

Parent Workshops: The school offers workshops aimed at equipping parents with the skills and knowledge needed to support their children’s education. Topics range from college application processes to understanding curriculum changes.
Parent-Teacher Associations: Active parent-teacher associations facilitate ongoing dialogue and collaboration between families and educators, fostering a supportive school environment.
Data-Driven Practices:

Continuous Improvement: The school utilizes data from various assessments and surveys to continuously improve its programs and practices. Regular analysis of student performance data helps identify areas of need and success, guiding targeted interventions.
Transparent Reporting: Academia Avance maintains transparency in reporting student outcomes and program effectiveness, building trust with its stakeholders.
Student-Centered Initiatives:

Mentorship Programs: Partnerships with community members and organizations have enabled the establishment of mentorship programs, where students receive guidance and support from professionals in various fields.
Extracurricular Activities: The school offers a range of extracurricular activities, supported by community partnerships, that cater to diverse student interests and promote holistic development.
Conclusion:
Academia Avance’s commitment to building robust partnerships for student outcomes is evident in its collaborative approach, engagement of diverse stakeholders, and continuous use of data to refine and enhance its programs. These efforts have created a supportive and resource-rich environment that fosters student success, prepares them for future challenges, and ensures that all students have access to opportunities that enhance their academic and personal growth.	Focus Areas for Improvement:
Enhancing Communication:

Consistency and Clarity: There is a need to establish more consistent and clear communication channels between the school and its stakeholders. This includes ensuring that all communications are accessible and understandable to non-English speaking families.
Feedback Mechanisms: Developing robust feedback mechanisms to gather input from students, parents, and community members regularly can help in making informed decisions and addressing concerns promptly.
Increasing Parental Involvement:

Engagement Strategies: Implementing targeted strategies to engage parents who are less involved in school activities is essential. This may include flexible meeting times, providing childcare during meetings, and offering virtual participation options.
Parent Education Programs: Expanding educational programs for parents to better understand the school’s curriculum, assessment methods, and ways to support their children's learning at home.
Expanding Community Partnerships:

Diverse Partnerships: While current partnerships are beneficial, there is a need to diversify the types of partnerships to include more organizations that can provide different kinds of support, such as mental health services, internship opportunities, and cultural enrichment programs.
Sustainable Collaborations: Establishing more sustainable and long-term partnerships with local businesses, non-profits, and higher education institutions to ensure ongoing support for student programs and initiatives.
Improving Resource Allocation:

Equitable Distribution: Ensuring that resources are allocated equitably to address the needs of all students, particularly those from underrepresented and disadvantaged backgrounds.
Data-Driven Allocation: Utilizing data more effectively to allocate resources where they are most needed, ensuring that programs and interventions are tailored to the specific needs of the student population.
Professional Development:

Staff Training: Providing ongoing professional development for staff to improve their ability to engage with families and build effective partnerships. This includes training in cultural competency, communication skills, and community engagement strategies.
Conclusion:
By focusing on these areas of improvement, Academia Avance aims to build stronger and more effective partnerships that enhance student outcomes. The commitment to better communication, increased parental involvement, diverse and sustainable community partnerships, equitable resource allocation, and professional development will create a more supportive and collaborative environment for students, families, and the broader community.	Strategies to Improve Engagement with Underrepresented Families:
Culturally Responsive Outreach:

Language Accessibility: Ensuring all communications are available in the primary languages spoken by families. This includes translating materials and providing interpretation services during meetings and events.
Cultural Sensitivity: Training staff in cultural competency to better understand and respect the diverse backgrounds of underrepresented families, making them feel more welcomed and valued.
Flexible Engagement Opportunities:

Convenient Meeting Times: Scheduling meetings and events at various times, including evenings and weekends, to accommodate parents' work schedules.
Virtual Participation: Offering virtual attendance options for parents who cannot attend in person, increasing accessibility and convenience.
Building Trust and Relationships:

Home Visits: Implementing a program of home visits by staff to build personal connections with families, understand their needs better, and invite their participation in school activities.
Parent Liaisons: Employing parent liaisons or community ambassadors who share similar cultural and linguistic backgrounds with underrepresented families to bridge communication gaps and build trust.
Empowering Parents:

Educational Workshops: Providing workshops and resources that equip parents with the knowledge and skills to support their children’s education, including understanding the curriculum, navigating the school system, and advocating for their children’s needs.
Leadership Opportunities: Creating opportunities for parents to take on leadership roles within the school community, such as participating in parent advisory councils or committees, giving them a voice in decision-making processes.
Resource Support:

Addressing Barriers: Identifying and addressing practical barriers to engagement, such as providing transportation assistance, childcare during meetings, and access to necessary technology.
Community Partnerships: Strengthening partnerships with local organizations to provide additional support services to families, such as mental health resources, financial assistance, and educational programs.
Conclusion:
By implementing these targeted strategies, Academia Avance aims to significantly enhance the engagement of underrepresented families, ensuring they are active partners in their children's education. This will lead to stronger family-school partnerships, improved student outcomes, and a more inclusive school community where all families feel valued and involved.	Strengths and Progress:
Inclusive Stakeholder Engagement:

Diverse Participation: Academia Avance has successfully engaged a broad spectrum of stakeholders, including students, parents, staff, and community members, in its decision-making processes. This inclusivity ensures that various viewpoints are considered, leading to more comprehensive and effective decisions.
Regular Forums: The school hosts regular forums, town hall meetings, and focus groups to gather input from stakeholders. These events provide a platform for open dialogue, where participants can voice their opinions, concerns, and suggestions.
Structured Feedback Mechanisms:

Surveys and Questionnaires: The school routinely conducts surveys and distributes questionnaires to collect feedback on key issues. These tools are essential for understanding the needs and preferences of the school community.
Suggestion Boxes: Physical and virtual suggestion boxes are available for stakeholders to submit their input at any time, making the process accessible and continuous.
Transparent Decision-Making Process:

Clear Communication: Academia Avance ensures that stakeholders are well-informed about how their input is used in decision-making. Regular updates and reports are shared through newsletters, meetings, and the school’s website, fostering transparency.
Feedback Loop: The school has established a feedback loop where stakeholders are informed about the outcomes of their contributions. This practice not only validates their input but also encourages continued participation.
Empowered Committees:

Advisory Committees: Various advisory committees, including the Parent Advisory Council and the Student Leadership Team, play a critical role in decision-making. These committees are empowered to provide recommendations on policies, programs, and initiatives.
Collaborative Planning: Involving these committees in collaborative planning sessions ensures that decisions are well-rounded and reflect the community's needs and aspirations.
Conclusion:
Academia Avance Charter School's commitment to seeking input for decision-making has created a collaborative and inclusive environment. By leveraging diverse perspectives and maintaining transparent processes, the school has made significant progress in fostering a sense of shared responsibility and community involvement in its decision-making practices. This approach not only enhances the quality of decisions but also strengthens the overall school community. 





	Focus Areas for Improvement:
Enhanced Communication Channels:

Broadening Outreach: Expand outreach efforts to ensure all stakeholders, especially underrepresented groups, are informed and engaged. Utilize social media, multilingual newsletters, and community events for better communication.
Timely Updates: Provide more frequent updates on how stakeholder input is utilized to maintain engagement and trust.
Greater Inclusivity in Participation:

Targeted Engagement Strategies: Develop strategies to specifically engage underrepresented families, including personalized invitations, culturally relevant outreach, and partnerships with local organizations.
Accessibility Improvements: Ensure all engagement activities are accessible, offering translation services, transportation assistance, and flexible scheduling.
Strengthening Feedback Mechanisms:

Regular and Structured Feedback Opportunities: Establish regular feedback mechanisms such as monthly surveys or focus groups to gather ongoing insights.
Actionable Feedback Utilization: Make sure feedback is actionable and directly informs decision-making, with clear documentation and tracking of how feedback is addressed.
Capacity Building for Effective Participation:

Training and Support: Provide training and resources to stakeholders on effective participation in decision-making processes, including workshops on school governance, advocacy skills, and communication.
Empowerment Initiatives: Empower students, parents, and community members to take leadership roles in advisory committees and councils.
Evaluation and Continuous Improvement:

Regular Assessment: Implement regular assessments of engagement processes to identify successes and areas for improvement, refining strategies based on this data.
Feedback Loop Enhancements: Improve the feedback loop by ensuring stakeholders are informed about how their input was used and involved in evaluating outcomes.
Conclusion:
By focusing on these areas, Academia Avance Charter School aims to create a more inclusive, transparent, and effective decision-making process that actively engages and represents all stakeholders.	Improved Outreach and Communication:
Targeted Outreach Campaigns:

Culturally Relevant Communication: Develop communication materials in multiple languages and formats that resonate with the cultural backgrounds of underrepresented families.
Community Partnerships: Collaborate with local community organizations, religious institutions, and cultural centers to reach and engage underrepresented families.
Enhanced Accessibility:

Flexible Scheduling: Offer multiple meeting times, including evenings and weekends, to accommodate diverse schedules.
Virtual Options: Provide virtual participation options to ensure families who cannot attend in person can still engage.
Personalized Invitations:

Direct Engagement: Use personalized invitations, including phone calls and home visits, to personally invite underrepresented families to participate in decision-making processes.
Building Trust and Relationships:
Cultural Sensitivity Training:

Staff Training: Provide training for staff on cultural competence and effective communication strategies with diverse families.
Parent Liaisons: Employ or designate parent liaisons from underrepresented communities to bridge the gap between the school and families.
Inclusive Engagement Activities:

Family-Friendly Events: Host family-friendly events that encourage participation in a comfortable and welcoming environment.
Student-Led Initiatives: Involve students in outreach efforts to engage their families, creating a sense of community and shared purpose.
Providing Support and Resources:
Education and Advocacy Workshops:

Capacity Building: Offer workshops to educate families on how to engage in school decision-making processes, understand their rights, and advocate for their children.
Resource Centers: Establish resource centers that provide information and support on various aspects of education and school governance.
Incentives for Participation:

Recognition Programs: Recognize and celebrate the contributions of underrepresented families to encourage continued engagement.
Practical Incentives: Provide incentives such as meals, childcare, and transportation assistance to reduce barriers to participation.
Continuous Feedback and Improvement:
Regular Feedback Loops:

Surveys and Feedback Forms: Regularly collect feedback from underrepresented families on their experiences and suggestions for improvement.
Follow-Up: Act on the feedback received and communicate back to families how their input has been used to influence decisions.
Monitoring and Evaluation:

Data-Driven Strategies: Continuously monitor engagement levels and adjust strategies based on data to ensure effectiveness and inclusivity.
By implementing these strategies, Academia Avance Charter School aims to create a more inclusive and effective decision-making process that actively involves and empowers underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-27	2024
19772890109942	Los Angeles College Prep Academy	3																						Not Met			2024
20102070000000	Madera County Superintendent of Schools	3	Endeavor/Voyager enacts procedures designed to engage parents/guardians and educational partners in advisory committees. These include holding elections for parents/guardians and educational partners for the Consolidated School Site Council, which includes the two MCSOS charter schools. The Deputy Chief Probation officer who supervises the Madera County Juvenile Hall is a regular participant in SSC meetings and shares valuable information and resources of relevance to parents of incarcerated students. Endeavor/Voyager staff frequently notify parent/guardians, educational partners regarding participation in meetings of advisory committees. Notifications (English and Spanish) are sent to parents and families to inform of school events and formal opportunities to provide input; additional information is provided at parent conferences; graduation ceremonies; scheduled meetings with teachers or administrator; ParentSquare Application (synced with PowerSchool); and other school activities. The tool for Priority 3 highlighted a 25% positive growth respective of the need to support families in understanding and exercising legal rights to advocate for their children. This is a tremendous growth for the Endeavor/Voyager staff.	Endeavor/Voyager staff will continue to focus on parent/family engagement opportunities throughout the year that specifically focus on building relationships with families. These opportunities include parent meetings, conferences, parent involvement in school activities and governance, and educating families on best practices for assisting their children with academic/social/emotional success.	Endeavor/Voyager staff will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, school employees that can act as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure staff seek input from parents and other educational partners in decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their child’s education. Endeavor/Voyager staffs needs to promote parent involvement are based upon the low stability rate (1.4% compared to Madera at 89.3%) of the student population and its impact on academic achievement and school connectedness. Youth are incarcerated for an average of 24 days according to Madera County Juvenile Probation data, and this relatively short enrollment creates significant challenges to build relationships.	Endeavor/Voyager staff have access to language interpretation and translation services to allow parents/guardians to fully participate in educational programs and individual meetings with school staff related to their child’s education and academic progress. Supports include full translation of all informational and other notices and documents, in addition to in-person interpretation services provided by classified staff at meetings. Endeavor/Voyager staff regularly offers virtual meetings (Zoom) to increase participation and access for all families, especially those with mobility issues. Technology continues to be a strength in maintaining access for parents and families to school governance meetings.	Endeavor/Voyager staff will continue to focus workshops for parents/guardians and educational partners to provide student achievement data on student learning, academic progress, and/or social emotional development and growth. The CAES Division school counselors provide informational meetings to students and parents on various topics related to students’ academic needs, graduation progress, and post-secondary opportunities related to college and careers. Furthermore, staff will continue to seek relevant partnerships for effective learning for all parents as a means to assist their child with successful academic learning.	Endeavor/Voyager staff will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, using school employees as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure that staff seek input from parents and other educational partners in the decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their students’ education. Staff effort to promote parent involvement is based upon the low stability rates (24 days average length of incarceration) of the student population and its impact on academic achievement and school connectedness.	Endeavor/Voyager staff employ enrollment surveys to solicit parents and caregivers as valuable partners in soliciting input for consideration in the decision-making process. Parents and caregivers are given opportunities to volunteer to serve as school governance committee members for the school year. ParentSquare serves as a valuable tool in soliciting parent and caregiver input for electronic surveys throughout the year. As a result, parent survey responses increased by over 70%.	While electronic means of seeking input are being used by staff, not all parents use the ParentSquare tool for enrollment surveys and/or LCAP surveys. Endeavor/Voyager staff will regularly communicate with students and families the value of such tools as input gathering instruments.	The staff will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, school employees that can act as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure the LEA seeks input from parents and other educational partners in decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their students’ education. Endeavor/Voyager staff's efforts to promote parent involvement is based upon the low stability rates (1.4% ) of the student population and its impact on academic achievement and school connectedness.	4	5	4	5	4	4	5	4	4	4	4	4	Met		2024-06-18	2024
20102070117184	Madera County Independent Academy	3	The LEA enacts procedures designed to engage parents/guardians and educational partners in advisory committees. These include holding elections for parent/guardians and educational partners, for the Consolidated School Site Council, which includes the two MCSOS charter schools. The 2024 LCAP Parent Survey data shows 88.3% of parents feel that the MCIA staff builds a relationship of trust and respect with there families, while 91.2% state that MCIA has created a welcoming environment for families. LEA frequently notifies parents/guardians and educational partners regarding participation in meetings of advisory committees. Notifications (English and Spanish) are sent to parents and families to inform of school events and formal opportunities to provide input; additional information is provided at parent conferences; graduation ceremonies; scheduled meetings with teachers or administrator; ParentSquare Application (synced with 2024-25 Local Performance Indicator Self-Reflection Page 9 of 13 PowerSchool); and other school activities. The tool for Priority 3 highlighted a 25% positive growth respective of the need to support families in understanding and exercising legal rights to advocate for their children. This is a tremendous growth for the MCIA staff.	The LEA will continue to focus on parent/family engagement opportunities throughout the year that specifically focus on building relationships with families. These opportunities include parent meetings, conferences, parent involvement in school activities and governance, and educating families on best practices for assisting their children with academic/social/emotional success.	The LEA will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, using school employees as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure the LEA seeks input from parents and other educational partners in decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their students’ education. The LEA’s measures to promote parent involvement is based upon the improved stability rates (61.8% for MCIA and 89.3% for Madera based on DataQuest) of the student population and its impact on academic achievement and school connectedness. The MCIA staff has made marked improvement in reaching parents for involvement and students staying in the program longer as indicated by this 25.3% increase in stability rate over last year.	School sites have access to language interpretation and translation services to allow parents/guardians to fully participate in educational programs and individual meetings with school staff related to their child’s education and academic progress. Support includes full translation of all informational and other notices and documents, in addition to in-person interpretation services provided by classified staff at meetings. The LEA regularly offers virtual meetings (Zoom) to increase participation and access for all families, especially those with mobility issues. Technology continues to be a strength in maintaining access for parents and families to school governance meetings.	The LEA will continue to focus workshops for parents/guardians, educational partners, and advocates to provide student achievement data on student learning, academic progress, and/or social emotional development and growth. School counselors provide informational meetings to students and parents on various topics related to students’ academic needs, social-emotional learning, and career exploration activities. Furthermore, the LEA will continue to seek relevant partnerships for effective learning for all parents as a means to assist their child with successful academic learning.	The LEA will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, school employees that can act as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure the LEA seeks input from parents and other educational partners in the decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their students’ education. The LEA’s measures to promote parent involvement is based upon the improved stability rates (61.8% per DataQuest) of the student population and its impact on academic achievement and school connectedness. The MCIA staff has made marked improvement in reaching parents for involvement and students staying in the program longer as indicated by this 25.3% increase in stability rate over last year.	The LEA employs enrollment surveys to solicit parents and caregivers as valuable partners in gleaning input in for consideration in the decision-making process. Parents and caregivers are given opportunities to volunteer to serve as school governance committee members for the school year. ParentSquare serves as a valuable tool in soliciting parent and caregiver input for electronic surveys throughout the year. As a result, parent survey responses increased by over 70%.	While electronic means of seeking input are being used by the LEA, not all parents use the ParentSquare tool for enrollment surveys and/or LCAP surveys. The LEA will regularly communicate with students and families the value of such tools as input gathering instruments.	The LEA will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, using school employees as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure the LEA seeks input from parents and other educational partners in decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their students’ education. The LEA’s measures to promote parent involvement is based upon the improved stability rates (61.8% ) of the student population and its impact on academic achievement and school connectedness. The MCIA staff has made marked improvement in reaching parents for involvement and students staying in the program longer as indicated by this 25.3% increase in stability rate over last year.	4	5	4	5	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
20102072030229	Pioneer Technical Center	3	The LEA enacts procedures designed to engage parents/guardians and educational partners in advisory committees. These include holding elections for parent/guardians and educational partners for the Consolidated School Site Council, which includes the two MCSOS charter schools. The 2024 LCAP Parent Survey data shows 88.3% of parents feel that the staff at PTC builds a relationship of trust and respect with their families, while 91.2% state that PTC has created a welcoming environment for families. LEA frequently notifies parent/guardian, educational partner, and advocate groups regarding participation in meetings of advisory committees. Notifications (English and Spanish) are sent to parents and families to inform of school events and formal opportunities to provide input; additional information is provided at parent conferences; graduation ceremonies; scheduled meetings with teachers or administrator; ParentSquare Application (synced with PowerSchool); and other school activities. The tool for Priority 3 highlighted a 25% positive growth respective of the need to support families in understanding and exercising legal rights to advocate for their children. This is a tremendous growth for the PTC staff.	The LEA will continue to focus on parent/family engagement opportunities throughout the year that specifically focus on building relationships with families. These opportunities include parent meetings, conferences, parent involvement in school activities and governance, and educating families on best practices for assisting their children with academic/social/emotional success.	The LEA will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, school employees that can act as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure the LEA seeks input from parents and other educational partners in decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their students’ education. The LEA’s measures to promote parent involvement is based upon the low stability rates (43.8% for PTC and 89.3% for Madera based on DataQuest) of the student population and its impact on academic achievement and school connectedness.	The LEA has access to language interpretation and translation services to allow parents/guardians to fully participate in educational programs and individual meetings with school staff related to their child’s education and academic progress. Support includes full translation of all informational and other notices and documents, in addition to in-person interpretation services provided by classified staff at meetings. The LEA regularly offers virtual meetings (Zoom) to increase participation and access for all families, especially those with mobility issues. Technology continues to be a strength in maintaining access for parents and families to school governance meetings.	The LEA will continue to focus workshops for parents/guardians and educational partners to provide student achievement data on student learning, academic progress, and/or social emotional development and growth. The CAES Division school counselors provide informational meetings to students and parents on various topics related to students’ academic needs, graduation progress, and post-secondary opportunities related to college and careers. Furthermore, the LEA will continue to seek relevant partnerships for effective learning for all parents as a means to assist their child with successful academic learning.	The LEA will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, school employees that can act as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure the LEA seeks input from parents and other educational partners in the decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their students’ education. The LEA’s measures to promote parent involvement is based upon the low stability rates (43.8% per DataQuest) of the student population and its impact on academic achievement and school connectedness.	The LEA employs enrollment surveys to solicit parents and caregivers as valuable partners in soliciting input for consideration in the decision-making process. Parents and caregivers are given opportunities to volunteer to serve as school governance committee members for the school year. ParentSquare serves as a valuable tool in soliciting parent and caregiver input for electronic surveys throughout the year. As a result, parent survey responses increased by over 70%.	While electronic means of seeking input are being used by the LEA, not all parents use the ParentSquare tool for enrollment surveys and/or LCAP surveys. The LEA will regularly communicate with students and families the value of such tools as input gathering instruments.	The LEA will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, using school employees as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure the LEA seeks input from parents and other educational partners in decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their students’ education. The LEA’s measures to promote parent involvement is based upon low stability rates (43.8% ) of the student population and its impact on academic achievement and school connectedness. This year, the LEA partnered with PIQE, or the Parent Institute for Quality Education, to better educate parents and other educational partners about the value of being advocates for their children in the learning environment.	4	5	4	5	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
20651770000000	Alview-Dairyland Union Elementary	3	In April of 2024, parents were encouraged to respond to a survey. The survey was used to glean data on various measures of parent involvement, school climate, and academics. Parents responded favorably in all areas. 96% of parents felt welcome at Alview School and 92% felt welcome at Dairyland School. 97% of parents felt their student is safe at school at Alview and 92% of parents felt the same at Dairyland. 99% of Alview parents felt their students are cared for by the teachers and 94% of Dairyland parents felt their students are cared for by the teachers.	Based on the favorable responses from parents on the survey, the district will continue with its current practices.	In total, 87 parent surveys were turned in for Alview and 111 surveys were turned in for Dairyland. There are 167 students at Alview and 216 at Dairyland. There are 81 families at Alview and 91 families at Dairyland. In order to improve engagement of underrepresented families, the district will continue to utilize a variety of forms of communication including ClassDojo, all-calls, Friday Folders, and phone calls home. The goal of the communication is always to encourage family engagement within the LEA.	"At the beginning of each school year, student handbooks are distributed to all families in English and Spanish. The handbook provides all policies, including uniform complaint act procedures. At the beginning of each year, administration reviews the importance of parental ties with teachers and support staff. Teachers are expected to send home weekly classroom newsletters in dual language to inform parents of events and opportunities for input and participation. Newsletters and communication between teachers and parents are also exchanged on ClassDojo. Teachers are assigned specific days to attend Parent Teacher Club meetings. In addition, teachers are instructed to make every effort to achieve 100% attendance at parent teacher conferences. In the fall of 2023, there was a 99.7% conference participation rate. District administration includes parent communication/engagement as an expectation and it is part of teacher evaluations. District administration routinely sends out information using all-calls and ClassDojo, through which input is solicited for LCAP expenditures, policy, curriculum, etc. Alview-Dairyland coordinates and solicits parent engagement through a multitude of programs. Parents are encouraged from the beginning of their child's kindergarten year to participate in programs/activities. The school year begins with a ""Back to School Barbecue""; a district tradition in which parents come to meet their child's teacher. That activity is followed up with a Parent Guide and opportunities to participate in informational nights each school year that enhance parent engagement and understanding of school programs and offerings. Parent informational nights have included information on school safety, human trafficking prevention and awareness, and internet safety. ESL parents are also encouraged to attend English classes that are held weekly at the Dairyland campus. All parent programs are communicated clearly through a multitude of venues. A monthly calendar is sent home in print that lists all upcoming activities and opportunities for parent involvement. Prior to all parent events, an ""all-call"" is made through Connect-Ed and posted to the School Story on ClassDojo. All verbal and written communication is provided in both English and Spanish. At parent information nights and through parent-teacher conferences, families are provided information on how to interpret student grade/progress reports. In addition, letters are sent home in both English and Spanish that provide detailed information on how to interpret student score reports for SBAC, CAST and ELPAC assessment results. During parent-teacher conferences, teachers also further elaborate on assessment reports to provide parents with a clear understanding of their child's academic progress and status. For all parent meetings, a Spanish translator is available."	In April of 2024, parents were encouraged to respond to a survey. The survey was used to glean data on various measures of parent involvement, school climate, and academics. Parents responded favorably in all areas. 97% of Alview parents felt their student's needs were being met in reading, language arts, and spelling and at Dairyland, 94% of parents felt their students' needs were being met in the same subjects. In math, 95% of Alview parents felt their student's needs were being met and 94% of Dairyland parents felt their student's needs were being met. 97% of Alview parents felt the STEM program had been a valuable addition to the science curriculum and 95% of Dairyland parents felt the same way. When surveyed about the communication from the district, 93% of both Alview and Dairyland parents felt the school kept them well-informed of their student's academic progress, school rules, and policies. Based on the favorable responses from parents on the school survey, the district will continue with its current practices.	In total, 87 parent surveys were turned in for Alview and 111 surveys were turned in for Dairyland. There are 167 students at Alview and 216 at Dairyland. There are 81 families at Alview and 91 families at Dairyland. In order to improve engagement of underrepresented families, the district will continue to utilize a variety of forms of communication including ClassDojo, all-calls, Friday Folders, and phone calls home. The goal of the communication is always to encourage family engagement within the LEA.	The Parent and Family Engagement Policy was drafted by members of school administration, staff, and parents during multiple School Site Council, DELAC Committee, Parent Teacher Club, and governing Board meetings. The policy is distributed to all families through the student handbook (in English and Spanish) which is distributed to all families upon registration. The Parent and Family Engagement Policy is reviewed by School Site Council, Parent Teacher Club and the governing board on an annual basis. The governing board and administration communicate the importance of parent partnerships in all aspects of ADUSD's educational offering. At the beginning of each school year, administration reviews the importance of parental ties during meetings with teachers and support staff. Teachers are expected to send home weekly classroom newsletters in dual language or post to their ClassDojo to inform parents of events and opportunities for input and participation. Administration routinely sends out information through ClassDojo and all-calls through which input is solicited for LCAP expenditures, policy, curriculum, etc. Alview-Dairyland coordinates and solicits parent engagement through a multitude of programs. Parents are encouraged to participate in LCAP committee meetings as well as School Site Council, DELAC, and Wellness Committee meetings. Through SSC, input is solicited for Title I expenditures and through DELAC, Title III funding decisions are made. ESL parents are also encouraged to attend English classes that are held weekly at the Dairyland campus funded through supplemental and concentration grants. All parent programs are communicated clearly through a multitude of venues. A monthly calendar is sent home in print that lists all upcoming activities and opportunities for parent involvement. Prior to all parent events, a message is posted on the School Story on ClassDojo and an all-call is made. All verbal and written communication is provided in both English and Spanish. For all parent meetings, a Spanish translator is available. For handicapped family members, all school facilities are accessible. In the development of the LCAP, parent/family input is solicited through information nights, Parent-Teacher Club meetings, School Site Council/LCAP Committee meetings, and DELAC meetings. Feedback is also gleaned through annual school climate surveys.	In April of 2024, parents were encouraged to respond to a survey. The survey was used to glean data on various measures of parent involvement, school climate, and academics. When surveyed about the communication from the district, 93% of Alview parents felt the district kept them well-informed of their students' academic progress, school rules, and policies and 93% of Dairyland parents felt the same. Based on the favorable responses from parents on the school survey and the educational partners' attendance and participation at meetings, the district will continue with its current practices.	In total, 87 parent surveys were turned in for Alview and 111 surveys were turned in for Dairyland. There are 167 students at Alview and 216 at Dairyland. There are 81 families at Alview and 91 families at Dairyland. In order to improve engagement of underrepresented families, the district will continue to utilize a variety of forms of communication including ClassDojo, all-calls, Friday Folders, and phone calls home. The goal of the communication is always to encourage family engagement within the LEA. Parent participation is highly encouraged with all advisory group meetings. In addition, School Site Council and DELAC nominations are made by parents and all parents have access to and are encouraged to participate in elections.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-25	2024
20651850000000	Bass Lake Joint Union Elementary	3	Based on the analysis of educational partner input, the LEA's current strengths in Building Relationships Between
School Staff and Families are that the staff responds promptly to emails, phone calls, and messages, teachers
genuinely care for the academic progress and overall safety & welfare of their students, and the District and its
schools seek parental/guardian/community input(i.e.,PTA, PTC, School Site Council, ELAC/DELAC, parent-teacher
conferences, etc.).	The LEA will focus on improving relationships between school staff and the families of student population who are
chronically absent.	The LEA has a parent liaison for families whose second language is English. This has proven to be successful in
improving engagement for underrepresented families. The District also has a foster and homeless youth liaison who
engages with families to build positive relationships between these families and school staff.	The educational partners survey reported that 85.4% of those who responded to the survey strongly agree or agree
that the District's schools keep parents/guardians well-informed about the progress of their child(ren).	The LEA will focus on ensuring families are regularly updated on their students academic progress throughout the
school year and will focus on building stronger partnerships with the families of students.	The LEA will continue to improve engagement of underrepresented families with providing them access to the LEA's
family liaisons.	The LEA was successful in receiving input from educational partners at staff meetings and school site council
meetings. These meetings were held often and were productive in seeking input for decision making. 
	The LEA will focus on getting more of our educational partners to respond to the LCAP survey. We will be examining
ways to encourage and positively promote the importance of our educational partners to participate in the survey.	The LEA will continue to improve engagement of underrepresented families with providing them access to the LEA's
family liaisons.	4	5	3	5	4	4	4	4	3	3	3	3	Met		2024-06-26	2024
20651850129015	Yosemite-Wawona Elementary Charter	3	"As a small school, communication between parents and staff is easily accomplished - and encouraged. Staff and parents interact on a daily basis - and 3 times per school year, parents are invited to participate in formal goal setting/monitoring meetings with the teacher and student also present. All parents participate in a survey at the end of the school year to get their input and feedback on school performance and ideas for future endeavors. Survey results are extremely positive and indicate that the school should ""stay the course"" in terms of their current accomplishments. Building relationships is strongly supported by the Board of Directors as well as by the actual Charter petition."	The school will continue to build and maintain relationships between the staff and the parents. The family atmosphere established at the school is a high priority for all educational partners.	The school will continue to build and maintain relationships between the staff and the parents. The family atmosphere established at the school is a high priority for all educational partners.	Three times a year staff, students and parents meet to establish and monitor progress towards goals that all parties have agreed to. These goals are both academic and personal in nature. Frequent communication between the staff and the parents in ongoing throughout the year.	Building partnerships with families is a core value for the Yosemite-Wawona Elementary Charter School. This is exemplified in the mission and vision of the Charter and supported by the Board of Directors.	The school will continue to build and maintain relationships between the staff and the parents. The family atmosphere established at the school is a high priority for all educational partners.	Seeking input for decision making is part and parcel to the learning approach at the Charter. Parents are immersed in their children's education at the school through the formal opportunities to set goals for their child(ren) and through weekly independent study activities that involve the entire family in education activities that are focused on Science, Reading and Math.	We will continue seeking  to strengthen parent input on the programs at the school.	We will continue to seek to strengthen input from parents of underrepresented families at school	5	5	5	5	4	4	5	4	4	4	4	4	Met		2024-06-25	2024
20651930000000	Chowchilla Elementary	3	District wide staff have been trained in dynamic mindfulness.  Staff have also been trained on Adverse Childhood Experiences that affect our students and their families. CESD has implemented periodic parent trainings to teach families skills to support their students at home, including use of Aeries and ParentSquare, drug, alcohol, and tobacco prevention, cell phone and internet safety and security, human trafficking, and personal finance management.  Sites have also implemented various opportunities for parent involvement, including family nights, parent committees, and parent-teacher conferences.	This year, in an effort to improve relationships between school staff and families, CESD implemented periodic parent trainings to teach families skills to support their students at home, including use of Aeries and ParentSquare, drug, alcohol, and tobacco prevention, cell phone and internet safety and security, human trafficking, and personal finance management.  The main focus has been providing parents tools and strategies to support students social, emotional, behavioral, and academic needs.	Parent trainings and workshops were designed based on input gathered from educational partners throughout the school year.  Parents are also polled at the conclusion of each workshop to get feedback on future topics.  CESD will continue to gather input from educational partners at school site council, ELAC, DELAC, LCAP, and parent advisory committee meetings to improve the engagement of underrepresented families.	The many family centered events provide staff with opportunities to make contact with families which can be parlayed into a partnership to support students moving forward. Parent teacher conferences occur twice each year, in addition to Back-To-School night, open house, and a host of site-specific events.  CESD also hosts periodic Parent Partnership Workshops to help parents support their students at home.  Parent rights are made available in hard copy to every family, are posted online and in classrooms, and are explained at Family Club, SSC, ELAC, and DELAC meetings.	In an effort to improve relationships between school staff and families, CESD has implemented periodic parent trainings to teach families skills to support their students at home, including use of Aeries and ParentSquare, drug, alcohol, and tobacco prevention, cell phone and internet safety and security, human trafficking, and personal finance management.  In the future, sites will also implement Essential Standards Information Meetings, where teachers will discuss the focus standards of the trimester and provide strategies parents can use at home to support their student.
	Parent trainings and workshops were designed based on input gathered from educational partners throughout the school year.  Parents are also polled at the conclusion of each workshop to get feedback on future topics.  CESD will continue to gather input from educational partners at school site council, ELAC, DELAC, LCAP, and parent advisory committee meetings to improve the engagement of underrepresented families.	CESD has policy in place to outline procedures to elect members and run meetings for School Site Council, English Learner Advisory Committee, District English Learner Advisory Committee and the parent advisory committee. Each of these bodies are used to encourage and collect input from educational partners throughout the District to analyze information, plan, create and implement activities and actions designed to improve the academic and social performance of students.  CESD also holds regular LCAP Educational Partner meetings to gather input from different educational partner groups, including parents, community members, DELAC, certificated staff, classified staff, labor organizations, and administrators.  These meetings are held virtually to allow participants to join from wherever is most convenient.  CESD staff are discussing methods to more fully engage the underrepresented groups within our community.
	CESD will continue to gather input from educational partners at school site council, ELAC, DELAC, LCAP, and parent advisory committee meetings.  Input from educational partners indicated that they appreciated multiple opportunities to participate and provide input, including options to join meetings virtually, when possible.

	CESD will continue to gather input from educational partners at school site council, ELAC, DELAC, LCAP, and parent advisory committee meetings to improve the engagement of underrepresented families.	4	4	3	4	3	3	4	3	4	3	4	3	Met		2024-06-25	2024
20652010000000	Chowchilla Union High	3	The District's administrative team continues to implement an open door policy for school staff and families alike. Adminstrators make time for issues as they arise and provie attention and resources as needed. Administration has also strived to provide more opportunities and events for families to become involved and informed about the various programs available to their students in and outside of school before and after graduation.	The District recognizes that parents want more education and awareness from counseling staff. They are also aware of families' desires for more socio-emotional support for students. The District views these as areas of growth for the following school year. With four new administrators coming to the District in 24-25, the District has commited itself to providing more tailored instructional support to teachers while also creating targetted academic and behavioral interventions for students in need. Academic Coaching will be new support for teachers Districtwide through a grant-funded position while students will be placed in CICO groups as needed and/or referred to tutoring after school.	Through CIM and Diferrentiated Assistance procedures, the District plans to implement empathy interviews for students on IEPs who are chronically absent. The District is also looking to speak with English Learners about their experiences with the District to try to determine what barriers they can identify for delayed reclassification and completion of CTE pathways or A-G requirements.	The District has established partnerships with outside organizations for services tied to AP, Dual Enrollment, after school program tutoring and erichment, parent education, and socio-emotional wellbeing. These are thriving programs and services that both students and their families continue to take advantage of.	In the coming year, the District would like to establish a Wellness Center to address whole student needs better and with less punitive consequences. The District will continue to pursue a partnership with Madera County's Department of Behavioral Health for clinicial social worker support. The hope is that having a clinician on campus will give students immediate socio-emotional support as needed while also having the ability to connect families with county resources and services.	Through CIM and Diferrentiated Assistance procedures, the District plans to implement empathy interviews for students on IEPs who are chronically absent. The District is also looking to speak with English Learners about their experiences with the District to try to determine what barriers they can identify for delayed reclassification and completion of CTE pathways or A-G requirements.	The District holds more than 15 feedback sessions throughout the year for LCAP feedback. These sessions are bilingual in English and Spanish. They allow for individuals to provide commentary on the services they would like to see the District continue, grow, or improve upon. The feedback is a direct result on how the LCAP is written and the kinds of services and programs that are funded by the District.	The District will be focusing on the feedback from these sessions and allowing for more opportunities for students and parents to be involved in education and awareness sessions on topics related to attendance and discipline, post-secondary options, and high school procedures.	This year, the District is hopeful that increasing the number of events or evening sessions will allow for more parent and family participation in the District's decision-making processes.	3	4	2	4	3	3	3	3	4	4	4	3	Met		2024-06-24	2024
20652430000000	Madera Unified	3	Madera Unified Parent Resource Centers (PRC's), operates a Call Center during both traditional and non-traditional hours. The Call Center, worked by bilingual PRC staff, provides assistance on school-related inquiries, including internet access and IT support.  Additionally, it offers referrals to local community resources like food, clothing, and healthcare.	MUSD offers various learning opportunities to educate and empower parents in their crucial role of supporting their children. These programs encompass mental health workshops, social-emotional support for adults, evidence-based parenting classes, and other avenues to connect with community resources.

This school year, MUSD's focus is on supporting educators in gaining a deeper understanding of the district's families, their assets, and challenges, particularly English learner families. This initiative aims to enhance welcoming environments and strengthen trusting relationships.	MUSD remains committed to providing family-friendly information in the home languages of its families and ensuring representation from diverse school communities in planning activities and decision-making meetings. The district will continue to build the capacity of Parent Resource Assistants to serve as primary contacts and foster family engagement at school sites.	The Department of Community Services and Parent Resource Centers (PRC's) in Madera Unified actively establishes connections between the school district and community sectors. These efforts aim to empower families and enhance their involvement in their children's education. Parent and community programs at MUSD seek to engage parents in all educational aspects, contributing to the district's overall academic performance.	Madera Unified was chosen to participate in the statewide Community Engagement Initiative (CEI), supporting the development of robust community engagement programs and systems for staff and parents. Through networking and partnerships with other districts, valuable knowledge exchange and mutual support are fostered.	For the current school year, MUSD will continue to promote meaningful two-way communication between home and school. This partnership enables educators to have meaningful conversations with families about their children's goals while learning from families about their interests. Simultaneously, partnerships with district  departments and local community experts continue to grow and expand to collaborate on matters like mental health, vaping/substance abuse,  onboarding of newcomer families and streamlining  of supports and services provided to families.	Collaborative approaches and strategies have allowed various MUSD departments to work together and make student and family centered decisions, leveraging resources to achieve equitable outcomes.	MUSD to the fullest extent possible, engages parents, students, teachers, community stakeholders, principals, and district administrators to collaborate in the planning, designing, implementing and evaluating of family engagement activities at their local school site as well as the district level. 
MUSD held multiple listening sessions for parents of English Learner students to gain understanding of the resources they felt they needed to better support their student’s academic learning and acquisition of the language. MUSD also hosted multiple  listening sessions and focus groups for the general parent community to gain their input as to what goals and action items should be considered for the LCAP.	MUSD fosters meaningful stakeholder engagement and is deliberate about how to engage our poor, low-income rural families and communities of color in every aspect of our educational system. We believe that the delivery of a first-rate quality public education and effective parental, community, and stakeholder education is critical to transforming the culture of our district and community and jointly chart fruitful academic and career pathways for Madera's most vulnerable students and their families.
The Department of Community services and Parent resource centers in collaboration with other departments within the district will continue to engage in collaborative approaches to leverage resources and tools to educate families, staff and school administration in the planning, development and implementation of meaningful parent engagement activities.	4	5	3	5	3	5	5	4	4	4	4	4	Met		2024-06-25	2024
20652430100016	Sherman Thomas Charter	3	Sherman Thomas Charter School has greatly progressed in building partnerships for student outcomes. We achieved excellent parent-teacher conference attendance in the Fall of 2023. We also have a strong Student Support Team process that addresses academics and behavior as necessary and includes links to community organizations for additional support.	As a focus area, we would like to continue offering training for parents to better understand their student’s curriculum and assessment data. We also want to inform parents how best to support their child’s academic progress at home.	We will also continue to strive to increase parent access to translation further when needed.	Sherman Thomas Charter School works to ensure strong relationships between families and school staff. According to our parent survey, 80% of families had positive responses regarding opportunities for participation in programs and input in decision-making. In order to increase this percentage, STCS has increased communication by utilizing an app called Bloomz. All important dates and events are posted, and daily and weekly updates are provided by classroom teachers. In addition, the app allows parents and staff to select a language preference for receiving and sending messages, making it easier for families to communicate in their preferred language.	The school is working on informing parents about student progress earlier in the school year so that students can get the help they need.  Student Support Plan (SSP) processes are now implemented to communicate when students are struggling earlier.  Family Conferences are now held three times a year for students who are struggling to meet grade-level standards.  The school initiates the SST process with the student’s family when a student isn’t making progress to ensure that students get the help they need to be successful.	Phone conferences will be held with a translator available for parents who can’t attend conferences or other meetings.  The school has two staff members who translate for parents who don’t speak English.	Sherman Thomas Charter School has developed a strong structure for parent engagement in the Parent Advisory Council (PAC). Board members and staff attend and present to the PAC. School Staff solicit and receive parent input via surveys, informal discussions, and the advisory council.	As a focus area, we plan to increase presentations and seek input from our PAC, particularly in planning for family engagement.	
As a focus area, we plan to increase presentations and seek input from our PAC, particularly in planning for family engagement.
	4	4	4	5	4	4	4	4	4	4	4	3	Met		2024-06-25	2024
20652430107938	Liberty Charter	3	Parents are very engaged and have returned to full participation in our school events such as the Harvest Festival, ASES carnival, and the Winter Program. Large numbers of parents attend school events and chaperone our field trips. All of our board members are parents at the school and they are very engaged both preparing for their meetings and helping with other school events.	Overall, parents have very strong relationships with the school.  There have been a few parents this year who have behaved inappropriately on school grounds.
	The school will provide clear communication about the expectations for appropriate behavior while visiting our school, so that students, staff, and other parents feel safe.	The school has very strong relationships with families that has successfully enabled strong partnerships for student outcomes.  This success can be attributed to the school's commitment to fostering a positive and engaging environment for students and families alike.  Providing nutritious meals, organizing numerous events, offering counseling support, and maintaining an overall customer-centric model makes this a school that children want to come to every day. The counseling team played a pivotal role in identifying and addressing attendance-related concerns. Utilizing a solution-focused approach, they adeptly navigated through potential issues, working collaboratively with students, families, and staff to find effective resolutions. Encouraging an open dialogue, parents felt empowered to seek assistance when needed, knowing that the school was dedicated to providing whatever support was necessary.
	Also, a small group of parents are disengaged from their children’s needs and have posed unique obstacles, especially around challenging student behaviors.  The school is struggling to find ways to engage these parents.
	The school will continue with outreach efforts to communicate with these disengaged parents and request their assistance with supporting their child with appropriate behavior at school.
	Parents are participating in decision-making activities as evidenced by 100% of board members being current Liberty parents.	The school would like to increase parent participation in the annual survey.
	The school will increase communication about the value of parent feedback on the school survey.
	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-13	2024
20652430118950	Sherman Thomas Charter High	3	Sherman Thomas Charter High School prioritizes building strong relationships between families and school staff. This school year, we proudly report that 100% of families attended the fall orientation. We have made significant strides in facilitating communication through various channels, including our parent/student portal, email communications, staff work cell phones (with text messaging apps), Google Classroom parent access, and the Remind app for both parents and students.

Our family nights provide another excellent opportunity for families to connect with teachers while enjoying social events that showcase student learning. Additionally, our staff offers one-on-one meetings with parents monthly and remains available for appointments as needed. We also arrange Master Agreement appointments each semester, allowing families and staff to review student goals and plan for their achievement together.

This year, 40% of our staff are bilingual, which has led to increased participation from underrepresented families due to enhanced language accessibility. According to our most recent parent/guardian survey, 94.8% of respondents believe communication between STCHS staff and parents is open and effective. Moreover, 100% of those surveyed believe STCHS values parental involvement in their child's education.
	Based on stakeholder feedback, we will focus on educating families about our policies and procedures to help them better support their students in our independent study hybrid model. This effort includes providing opportunities for parents and guardians to understand how our Assignment and Work Records (AWR) can enhance work completion rates. This year, we offered in-person workshops on accessing our student portal, reading an AWR, and navigating Google Classroom during our annual Back to School Night; however, attendance was low.
To address this, we will implement new processes to better advertise these sessions and offer alternative options for parents who cannot attend BTS night. Survey data also indicates a need to improve parents' understanding of our Apex program, as 31% reported not having a good grasp of it. Our goal is that by focusing on parent education, parents will be better equipped to support student achievement through increased involvement and understanding.

	The LEA will develop and implement culturally sensitive communication materials and practices to ensure that information reaches underrepresented families in a way that resonates with their cultural backgrounds and preferences. This includes translations, culturally relevant messaging, and using multiple communication channels.
	As part of our independent study hybrid model, our staff meets with students at the beginning of each semester. Families participate in setting post-graduation goals and collaborating with a teacher to devise a suitable high school plan, ensuring students can achieve their post-secondary education and career objectives. Parents and guardians meet at least once a year to review progress toward these goals and make any necessary adjustments. They also have access to a student grade portal, where progress reports are updated monthly. If a student fails to turn in 80% or more of their work, a meeting is held between the parent/guardian, student, supervising teacher, and, if necessary, the principal to create an improvement plan. Our parent survey shows 89.5% of respondents believe teachers understand their students' needs.
	Areas for Improvement
Based on this feedback, STCHS will focus on the following areas to build better partnerships for student outcomes:
1. Parent Education and Communication:
   - Enhance Workshops and Training: Increase attendance and effectiveness of workshops by offering alternative sessions and better advertising. Topics will include understanding the Assignment and Work Records (AWR), accessing the student portal, and navigating Google Classroom.
   - Improve Understanding of Apex Program: Develop resources and sessions specifically to explain the Apex program, as 31% of parents reported not understanding it well.
2. Teacher Development:
   - Utilization of Digital Tools: Provide additional training for teachers to fully utilize Google Classroom and maintain consistent communication regarding homework and project updates.
   - Professional Development: Offer training on email etiquette and maintaining professional boundaries to ensure effective and respectful communication with students and parents.
3. Enhanced Communication Channels:
   - Regular Updates: Implement bi-weekly emails or a video series to inform parents about school activities, expectations, and community opportunities.
   - Feedback Mechanism: Establish a structured feedback mechanism to gather and address parent concerns and suggestions continuously.
4. Support for Student Achievement:
   - Individualized Support: Continue facilitating one-on-one meetings to review student goals and progress, ensuring personalized attention to each student's needs.
  - Resource Availability: Ensure adequate resources and support systems are in place for students with special needs, based on specific feedback from parents.
STCHS aims to strengthen the partnership between families and the school by focusing on these areas, ultimately enhancing student outcomes and overall satisfaction.


	The self-reflection highlighted vital areas where engagement can be improved, particularly through targeted communication, support, and inclusivity efforts.
1. Enhanced Bilingual Support
   - Increase Bilingual Staff: Increase the number of bilingual staff members to ensure language accessibility. This will help bridge communication gaps and make interactions more comfortable for non-English-speaking families.
   - Translated Materials: Provide all communications, including newsletters, emails, and workshop materials, in multiple languages relevant to the community.
2. Culturally Relevant Outreach
   - Cultural Events: Host culturally relevant events and workshops that resonate with underrepresented families. These events can provide information on school policies, educational programs, and available resources in a more familiar and welcoming environment.
3. Flexible Meeting and Event Times
   - Varied Scheduling: Offer meetings, workshops, and events at various times, including evenings and weekends, to accommodate different schedules. This will make it easier for families with non-traditional work hours to participate.
   - Virtual Options: Provide virtual participation options for meetings and workshops to increase accessibility for families with transportation or childcare challenges.
4. Parent Education and Empowerment
   - Workshops on School Programs and Policies: Develop and implement workshops specifically designed to explain key programs and policies, such as the Apex program, Attendance Policy, and Hybrid Independent Study Program. Ensure these workshops are accessible and engaging for all families.
   - Parent Leadership Programs: Establish programs that empower parents to take on leadership roles within the school community. This can include training on advocating for their children and effectively participating in school governance.
5. Improved Communication Channels
   - Multichannel Communication: Utilize multiple communication channels, including text messages, social media, and community bulletin boards, to reach families who may not have regular access to email or the school portal.
   - Consistent Updates: Ensure families receive regular and consistent updates on their children's progress and school activities. This includes bi-weekly emails or newsletters highlighting important dates, events, and achievements.
6. Personalized Support and Engagement
   - Individual Outreach: Conduct personalized outreach efforts to underrepresented families to understand their unique needs and barriers to engagement. This can involve phone calls, home visits, or one-on-one meetings with school staff. 
By implementing these strategies, STCHS aims to create a more inclusive and supportive environment that actively engages underrepresented families, fosters strong partnerships, and ultimately contributes to improved student outcomes.
	Regular Parent/Guardian Surveys:
- Feedback Mechanism**: STCHS conducts bi-annual surveys to gather input on school operations, educational programs, and the overall environment, ensuring parents’ voices are considered in decision-making.

Bi-Yearly Master Agreement Appointments:
- Collaborative Goal Setting: These appointments foster a collaborative environment where students, families, and staff set individualized post-graduation goals, tailored to each student's needs and aspirations.
- Stakeholder Engagement: Involving parents in creating these plans demonstrates STCHS’s commitment to partnership and shared responsibility for student success.

Proactive Attendance Management:
- Re-Engagement Plans: For students with attendance issues, a team comprising a teacher, parent/guardian, and the student develops a re-engagement plan, ensuring effective and inclusive decision-making.
- Holistic Approach: This method underscores the school’s strength in addressing challenges through collective problem-solving and shared accountability, enhancing student retention and performance.

Diverse Communication Channels:
- Multichannel Communication: Using platforms like the parent/student portal, email, staff work cell phones, Google Classroom, and the Remind app ensures parents are well-informed and able to provide input conveniently.
- Accessibility: With 40% of staff being bilingual, communication is more accessible to non-English-speaking families, increasing their ability to participate in decision-making processes.
Progress

Improved Communication Effectiveness:
- Positive Survey Feedback: According to the parent/guardian survey, 94.8% of respondents believe communication among STCHS staff and parents is open and effective, highlighting the success of fostering transparent communication.
- Parental Involvement: The survey reveals that 100% of respondents feel STCHS values parental involvement in their child's education, demonstrating progress in building a supportive community.

Enhanced Support for Underrepresented Families:
- Bilingual Staff: Increasing bilingual staff members has led to increased participation from underrepresented families, showing STCHS’s commitment to inclusivity and equitable access to school resources.
- Tailored Outreach Programs: Providing culturally relevant workshops and translated materials has improved engagement with diverse families, ensuring all voices are heard and considered.

Strengthening Educational Partnerships:
- Parent Workshops: Low attendance at workshops has been identified for improvement. STCHS is implementing new processes to advertise sessions better and offer alternative times, reflecting the school’s responsiveness to feedback.
- Resource Development: Developing comprehensive resources and training sessions for parents on key programs and policies, such as the Apex program, demonstrates ongoing progress in building stronger educational partnerships.

	In response to the analysis of educational partner input and local data, we have developed the following focus areas for improvement in seeking input for decision-making:
1. Data Collection and Analysis Processes: The LEA (Local Education Agency) aims to strengthen its capacity to collect and analyze data related to educational outcomes, resource allocation, and stakeholder feedback. One focus area for improvement is enhancing the efficiency and effectiveness of these processes. This will involve implementing standardized data collection methods, utilizing technology for data management and analysis, and training staff members on best practices for data interpretation. The LEA can ensure that decision-making is grounded in accurate and reliable information by streamlining data collection and analysis.

2. Policy and Procedure Review: The LEA intends to review and revise existing policies and procedures to ensure they support effective input and participation in decision-making. This focus area examines the current policies and procedures governing stakeholders' engagement in decision-making. This might include assessing the accessibility of decision-making forums, clarifying roles and responsibilities for providing input and establishing mechanisms for transparent communication and feedback. By creating a supportive framework for input and participation, the LEA can foster a culture of collaboration and accountability in decision-making.

	In response to the analysis of educational partner input and local data, the LEA will enhance engagement with underrepresented families identified during the self-reflection process by implementing diverse and accessible input mechanisms. Recognizing that not all families can attend in-person meetings, the LEA will offer flexible options such as online surveys, phone calls, and written submissions. These measures aim to accommodate diverse family schedules and preferences, ensuring meaningful participation in the decision-making process.
	5	5	4	5	4	4	5	5	3	3	3	3	Met		2024-06-25	2024
20652430134510	Sherman Thomas STEM Academy	3	At the Academy, we strongly believe in the partnership between home and school. We regularly communicate with families - sending home weekly packets with work from the previous week including a grade check, updating all grades weekly, sending home a weekly recap email, distributing paper fliers for events (in the expected weekly packet), and having monthly parent meetings. Through this partnership and communication our students feel supported and the results have positive outcomes. We had 100% parent participation in at least one parent teacher conference.	As we feel this is a strength, we do not have a focus area for improving building partnerships for student outcomes. We know how important it is to build that partnership and believe a significant reason for our student's success on academic measures as well as social/emotional growth is the result of the strong partnership between school and home, which we have worked hard to establish since before our school even opened.	All groups within our school community are represented and engaged in the process of partnering to build student outcomes. Prior to the 2022-23 school year, an area of weakness had been communication with our families who only spoke Spanish, as we would have to bring in an interpreter. In the 2022-23 school year we hired 2 staff members (including a teacher) who are fluent and in the 2023-24 school year, we had 3 staff members fluent in Spanish (out of 9). This has allowed us to more fully include our Spanish speaking families in school activities and to be able to more regularly communicate information to help increase student outcomes.	"We feel that our relationships between school staff and families is a strength of our school. This is evidenced in both informal comments from parents as well as our parent survey data conducted each spring. On our most recent survey (March 2024) 100% of parents reported feeling satisfied with the school, 100% also felt that ""the staff at this school build trusting and respectful relationships with families."" We had 94% parent participation in at least one evening event and 60% participation as a chaperone/parent volunteer for a Friday."	At this time, we don't have an area for improvement in terms of building relationships between school staff and families. This is a strength of our school and an area we have worked very hard at and focused on, since opening in 2017.	All groups within our school community are represented and engaged in the process of partnering to build student outcomes. Prior to the 2022-23 school year, an area of weakness had been communication with our families who only spoke Spanish, as we would have to bring in an interpreter. In the 2022-23 school year we hired 2 staff members (including a teacher) who are fluent and in the 2023-24 school year, we had 3 staff members fluent in Spanish (out of 9). This has allowed us to more fully include our Spanish speaking families in school activities and to be able to more regularly communicate information to help increase student outcomes.	"As previously mentioned, our parent engagement and satisfaction is very strong and a true strength of our school. On our most recent survey (March 2024), 100% of parents felt that, ""my child's school supports and builds the capacity of family members to effectively engage in advisory groups and decision making."" We had 61% participation in at least one of our monthly parent meetings, where this decision making mostly takes place."	This is an area of strength of ours, and as such, we do not have a focus area to improve seeking input for decision making. Every month, parents are given the opportunity to provide input on decisions, including bringing up topics themselves for things they want to see changed or happening. We greatly value our parent's input. They even help with the editing of the survey itself that is sent out to parents to ensure that we are collecting the most relevant and meaningful data.	All families are represented in the decision making process. As previously mentioned, an area of weakness had been incorporating our families who only spoke Spanish, but with the hiring of staff who are bilingual, we have been able to incorporate all groups in the decision making process.	5	5	5	5	5	5	5	4	5	5	5	5	Met		2024-06-25	2024
20652760000000	Raymond-Knowles Union Elementary	3	Based on the Parent survey 87% of respondents felt that Raymond-Knowles USD is building trusting, respectful relationships with families.	Based on the analysis of the local data Raymond Knowles USD will provide a larger number of educational partner meetings throughout the year.	The LEA will improve engagement with underrepresented families by doing home visits and informal monthly meetings.  95% of the respondents felt that Raymond Knowles USD creates a welcoming environment.	Currently Raymond Knowles USD is using Parent Square and parent teacher conferences to ensure student outcomes.  Based on feedback from School Site Counsel we will begin using the gradebook in Aries to allow better tracking of student outcomes moving forward.	Currently Raymond Knowles USD is using Parent Square and parent teacher conferences to ensure student outcomes.  Based on feedback from School Site Counsel we will begin using the gradebook in Aries to allow better tracking of student outcomes moving forward.	81% of respondents feel that Raymond Knowles USD understands families diverse strengths and needs.	"Some respondents felt that it ""is still a work in progress to get the information out to parents and the community effectively and actually get participation"", ""There are opportunities but I don’t know if people know about them and if they do they do not decide to go"", and, ""It would be nice if there was more than one session.""  Several parents commented that the District is doing a good job to encourage attendance, with the suggestion that flexible independent study options could help prevent excessive absences. Other themes included: School promotes academic success for all students-- 92%; School staff take parents' concerns seriously -- 86%; My child/children feel connected to their school -- 95%; My child/children feel safe at their school - 92%; Do you feel our school appropriately handles student discipline and behavior problems -- 72%, with several comments on repeat offenders and more stringent consequences needed."	"Some respondents felt that it ""is still a work in progress to get the information out to parents and the community effectively and actually get participation"", ""There are opportunities but I don’t know if people know about them and if they do they do not decide to go"", and, ""It would be nice if there was more than one session.""  Several parents commented that the District is doing a good job to encourage attendance, with the suggestion that flexible independent study options could help prevent excessive absences. Other themes included: School promotes academic success for all students-- 92%; School staff take parents' concerns seriously -- 86%; My child/children feel connected to their school -- 95%; My child/children feel safe at their school - 92%; Do you feel our school appropriately handles student discipline and behavior problems -- 72%, with several comments on repeat offenders and more stringent consequences needed."	"Some respondents felt that it ""is still a work in progress to get the information out to parents and the community effectively and actually get participation"", ""There are opportunities but I don’t know if people know about them and if they do they do not decide to go"", and, ""It would be nice if there was more than one session.""  Several parents commented that the District is doing a good job to encourage attendance, with the suggestion that flexible independent study options could help prevent excessive absences. Other themes included: School promotes academic success for all students-- 92%; School staff take parents' concerns seriously -- 86%; My child/children feel connected to their school -- 95%; My child/children feel safe at their school - 92%; Do you feel our school appropriately handles student discipline and behavior problems -- 72%, with several comments on repeat offenders and more stringent consequences needed."	5	5	5	5	4	3	3	2	5	4	5	5	Met		2024-06-27	2024
20755800000000	Golden Valley Unified	3	There has been a dedicated effort to create a more inclusive and welcoming environment for all students and their families. Our staff is proud of the strong relationships they are forming with the community.
Our schools are committed to fostering excellent relationships with families. We hold regular meetings with parents and provide translation services when necessary. Parents also have real-time access to their children's grades, attendance, and upcoming assignments.	The LEA needs to enhance its approach to meeting the needs of a growing and diverse student population and their families by fostering effective two-way communication. This involves actively listening to and engaging with the community to better understand and address their unique needs and concerns through community committees, and informal parent meetings.	GVUSD will continue to hold meetings after school hours to accommodate parents' schedules and will provide Spanish translators as needed. We are committed to working with families to ensure they have access to the school site, fostering stronger school-family relationships. Site administration needs to better identify families' needs through more effective communication and a systematic approach.	GVUSD is working to provide information to families at site and LEA level to provide information for assessment outcomes. GVUSD has partnered with parents to provide input on student outcome through surveys and site parent/community meetings.	An area of focus in GVUSD is to create and maintain a systematic approach to partnering with families. This involves providing professional learning and support to teachers and principals to build their capacity for effective family engagement. By equipping our educators and administrators with the necessary skills and knowledge, we aim to foster meaningful and sustainable relationships with families.	GVUSD will focus on better community outreach efforts through communication, cultural competence, and community collaboration with a focus on flexible meeting schedules, culturally responsive engagement, enhanced communication types, and moslty building trust and relationships.	Parent Advisory meetings, parent conferences, and continuous communication through ParentSquare enable parents to actively contribute their input on school policies and activities. These platforms provide multiple opportunities for parents to engage with school staff and voice their opinions and suggestions, ensuring their perspectives are considered in decision-making processes. Additionally, these interactions foster a collaborative environment where parents feel informed and involved in their children's education, strengthening the partnership between the school and families.	We highly value and encourage engagement from all stakeholders. While overall parent participation in these meetings is good, it is not as robust among our underrepresented groups as we would like. GVUSD is committed to increasing attendance from these groups at school planning meetings by employing various communication strategies, including phone calls, text messages, face-to-face interactions, social media, and the school website	Site administrators will make an effort to survey and recruit underrepresented families in their school community (teachers, parents, and students) and involve them as much as possible.	4	4	3	4	3	3	4	4	4	4	4	4	Met		2024-06-25	2024
20756060000000	Chawanakee Unified	3	The District has strengths related to providing multiple opportunities for educational partner input and collaboration. 
The District holds required site and District Advisory Committees. The District also surveys students and 
stakeholders once a year (at a minimum) and engages in a great deal of planning as part of its LCAP development 
process. School sites have their own School Site Councils and parent clubs and/or foundations to support students.	There is an opportunity for the District to do more in terms of supporting staff to learn about each family’s strengths, 
cultures, languages, and goals for their children.	The District has focused conversations and developed internal goals related to developing cultural awareness and 
sensitivity. Monthly on-site meetings with the Superintendent were held during the school year to allow parents and 
members of the community to have face-to-face communication and dialog regarding site-specific concerns. The 
District received a CA Community School Partnership Planning grant (currently in the second year of a two-grant) 
and has conducted an asset map of programs and services needed and in place during the 2023-24 school year. 
The District successfully won subsequent funding for this work with a five-year Implementation Grant to begin in the 
2024-25 school year for North Fork Elementary. 
	One of the District’s strengths is that generally there are very positive relationships between teachers, staff and 
parents. Our schools are also welcoming and site leaders are typically very good about communication and followthrough with parents.	The District could do more with providing professional learning and support for teachers and principals to improve a 
school’s capacity to partner with families.	Specific actions within the District's 2024-25 LCAP allot teaching staff additional time to focus on the two-way 
communication between school and home to provide families with the resources to support learning outside of the 
classroom. Work under the CCSPP (California Community Schools Partnership Program) will also help to focus on 
seeking the opinions of underrepresented families to help guide decision making at the site level and district level. 
	The District seeks a great deal of input from educational partners through various means (committees, meetings, 
surveys, etc.). Work under the CCSPP is also helping to guide and further the work to involving families, students, 
and the community more intentionally to help guide decision-making at the site and district levels. Monthly face-toface open forums with the Superintendent in the 2023-24 school year allowed families and community members to 
come discuss current needs and concerns.	Parent survey results indicate a desire for more timely and consistent communication at the teacher to parent level 
specifically; Actions within the District's 2024-25 LCAP allot teaching staff additional time to focus on the two-way 
communication between school and home to provide families with the resources to support learning outside of the 
classroom and through this intentional communication information from families will be gathered and synthesized at 
the site and district-levels to inform future decision-making.	The District will engage in targeted discussions and communicate professional expectations for the district and 
school site for teacher to parent communication (grading, attendance, etc.) to address this feedback. 
	4	4	3	4	3	2	4	3	4	3	3	4	Met		2024-06-13	2024
20756060125021	Minarets Charter High	3																						Not Met For Two or More Years			2024
20756060132936	Chawanakee Academy Charter	3	As a non seat-based LEA, teachers are assigned students and work hand-in-hand with their families to facilitate learning. Weekly meetings are held to check on progress and offer support. Monthly (at a minimum) in-person check-ins are also held. Annual survey data suggests that this connection is vital to the overall success of the students and program.	The LEA's focus areas for improvement in building relationships between school staff and families is evident in the work being done to recertify the LEA as WASC-accredited.	The LEA will improve engagement of underrepresented families through inviting and encouraging participation in 
additional school events and committees planned for the 2024-25 school year. The traditional connection between the school as a whole (versus the student/family and just their assigned teacher) is harder to naturally foster in a non-seat based setting. Proactive measured will need to be taken.	The LEA's current strengths are inherent in the organizational structure of the school. Families, students, and their assigned teacher work in tandem to foster student achievement.	The LEA's focus area of improvement in building partnerships for student outcomes is offering more enrichment opportunities with a greater variety for students and utilizing the adjacent high school campus to leverage those advanced classes and elective options.	The LEA will improve engagement of underrepresented families through inviting students and families to participate in School Site Councils and other committees.	The LEA's current strengths and progress in seeking input for decision-making is evident in holding meetings with staff and teachers to discuss the current LCAP goals and actions and solicit input on the goals and actions for the new LCAP cycle starting in the 2024-25 school year.	The LEA's focus area for improvement in seeking input for decision-making will be to more proactively include parents and students in this process, particularly when in comes to evaluating the LCAP goals and actions.	The LEA will improve engagement of underrepresented families in relation to seeking input for decision-making through empathy interviews. The one-on-one benefits of a non-seat based LEA with regularly scheduled in-person meetings makes this a viable option.	4	4	4	4	3	5	5	4	4	3	3	4	Met		2024-06-13	2024
20764140000000	Yosemite Unified	3	YUSD hosted multiple planning and input sessions involving educational par (monthly Educational Services Meetings; monthly Leadership meetings, monthly Budget Advisory Committees, Parent Advisory Committees and LCAP Stakeholder Input Sessions . During these meetings, the District presents data and leads discussions related to priorities. The District supports the CSI-eligible school by sharing data and by taking the needs of the site into consideration during district-wide planning. The District also supports the site by developing and sharing data resulting from a District Stakeholder Survey and a District Climate Survey that can be shared with School Site Councils and used to support site level planning.	YUSD consulted with multiple educational partners throughout the 2023-2024 school year as part of the planning process for the LCAP and the Annual Review and Analysis of the LCAP.
In addition to engaging in informal conversations and meetings throughout the year, district leadership, including principals and administrators, formally engaged in the annual review and analysis portion of the LCAP and planning for the 2022-23 LCAP during Educational Services meetings. During these meetings the team reviewed data, conducted general planning, determined/discussed actual Actions and Services, and planned and prioritized Actions and Services.
	School Site Council Meetings (SSC): Each site held SSC meetings, during which members reviewed progress towards SPSA/LCAP goals and provided input into priorities for Actions and Services.
YUSD hosted three District Advisory LCAP Meetings (4/2/24, 4/3/2024, 4/4/24, 5/28/2024, 5/29/2024, 5/30/2024). During these meetings, a district representative presented data related to progress the district has made related to LCAP goals and the implementation of Actions and Services for the LCAP. During these meetings, the team also discussed priorities for Actions and Services for the 2023-24 LCAP. YUSD will continue work towards building a stronger DLAC for the next school year
	Ongoing. We have a variety of opportunities and events for parents to get involved in our schools throughout the year. We hold LCAP meetings to keep the community informed. YUSD also presents benchmark data at board meetings to better inform the community on student progress and outcomes. 
	YUSD provides opportunities to students, parents, community members, and organizations to participate in all aspects of educational decision making. Observable and concreate actions that relate to this goal are site and district advisory committees, dissemination of information on our social media platforms, newsletters, and the administering of school climate and stakeholder surveys with the results reported out to the board. Parents’ cultural values or beliefs play a role in the education of their children, as they are a factor that determines the extent of their direct involvement in their children’s schooling. The expectation of schools for parent involvement includes being fully involved and being an advocate for one’s children	YUSD is currently working with MCSOS, through the differentiated assistance process, to look at the suspensions of special education students with an improvement science lens. Last year the focus was on chronic absenteeism  The overall attendance work last year was is focused on Coarsegold Elementary School. This action is directed towards our unduplicated students who typically struggle more with engagement than other students. We have started reaching out to parents of chronically absent students to better understand the challenges.
Parents’ involvement in schools is a function of how much training, exposure to strategies, and knowledge is provided by the school and the school district.	Feedback contributed by community members during the LCAP Community Input Session included the following priorities: culture and safety, instruction focused on struggling and high achieving students, offering more elective classes, additional counseling support for students, offering of more tutoring for students.
Input from parents during Parent Advisory Groups included: curriculum, curriculum adoption, concerns and options for the social/emotional well-being of students, interventions specialists and interventions during the school day, websites and social media as priorities.
Input from students during Student LCAP input sessions included the following priorities: focusing more on social-emotional issues, interventions for struggling students, counseling services and social media. Students enjoy ST Math and Lexia programs that are offered at K-8.
Input from representatives from the Classified Union indicated the following priorities: paraprofessional staffing be included in the LCAP, new money with the California Community Schools Partnership Program (CCSP), professional development and capacity building , curriculum adoption, including campus supervisors in trainings, attendance, SART/SARB and social media coverage
Input from representatives from the Certificated Union indicated the following priorities: flexible ways of providing professional development opportunities during and outside the school day, more PD related to supporting different learners, safety, culture and climate, data management systems (Illuminate, Aeries), consistent discipline policies and curriculum	Feedback contributed by community during the LCAP Community Input Session included the following priorities: culture and safety, instruction focused on struggling and high achieving students, offering more elective classes, additional counseling support for students, offering of more tutoring for students.
Input from parents during Parent Advisory Groups included: curriculum, curriculum adoption, concerns and options for the social/emotional well-being of students, interventions specialists and interventions during the school day, websites and social media as priorities.
Input from students during Student LCAP input sessions included the following priorities: focusing more on social-emotional issues, interventions for struggling students, counseling services and social media. Students enjoy ST Math and Lexia programs that are offered at K-8.
Input from representatives from the Classified Union indicated the following priorities: paraprofessional staffing be included in the LCAP, new money with the California Community Schools Partnership Program (CCSP), professional development and capacity building , curriculum adoption, including campus supervisors in trainings, attendance, SART/SARB and social media coverage
Input from representatives from the Certificated Union indicated the following priorities: flexible ways of providing professional development opportunities during and outside the school day, more PD related to supporting different learners, safety, culture and climate, data management systems (Illuminate, Aeries), consistent discipline policies and curriculum.	Based on Educational Partner and Climate survey data, YUSD has work to do in school climate and culture. Furthermore, input provided by community members (LCAP Input Sessions), parents (during PAC meetings), and students (Student LCAP sessions), indicates that providing social-emotional support to students continues to be a priority; and intervention specialists, MTSS, SEL, and restorative programs were specified as priorities. Based in part on this input, YUSD will continue our LCAP goals and actions associated with MTSS, academic intervention and support.  Students will have access to intervention support staff and academic interventions as needed, including things such as reading (Lindamood Bell) and math (ST Math) intervention. Students will have access to intervention support staff and social, emotional, and behavioral interventions as needed, including things such as individual and group counseling, psych-educational groups, Check In/Check Out, Social-Emotional Learning (SEL) lessons and activities, use of restorative practices, and referrals to outside agencies. It should be noted that additional Intervention support staff are included in the District's ESSER-III plan.
Based on input from representatives of the Certificated Union, the District will continue: Professional Development to Support Best Practices for English learners and Student Leadership Opportunities.
Although not included as a separate Action in the LCAP (as requested by the Classified Union representatives), paraprofessionals are included in the LCAP under Goal 1. YUSD also provides campus supervisors, library staff, and bus drivers; even though these positions are not included as separate Actions.
Based on consultation with the YUSD Special Education Team and the Madera-Mariposa SELPA, YUSD will continue the special education goal and actions associated with the goal embedded within Goal 1. Goal 4, previous special education goal, is now the YUSD Equity Multiplier Goal. 
The data collection included interviews and surveys conducted at school sites. I used semi-structured, open-ended interview questions and survey questions about the LCAP to help with informed decisions. The YUSD Climate and Culture Survey, YUSD Curriculum Survey and Educational Parents survey provided data that helped inform LCAP development. Curriculum, instruction, professional development and culture and climate provided areas of need that needed focus areas with the LCAP.
The need to include ongoing professional development training to best support an effective system of support for students was a theme. Teachers expressed that ongoing training would help build principals’, teachers’, and parents’ ability to provide an impactful system of support needed to increase student success. Teachers discussed that teachers and principals have been provided yearly training, but the training was not ongoing.
	4	4	3	4	4	4	4	3	4	3	4	4	Met		2024-06-25	2024
20764142030237	Glacier High School Charter	3	Since 2002, Glacier High School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.

We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey.

The following groups participated in surveys and/or feedback sessions, of meaningful Educational Partner input for the understanding of needs and solutions to make informed decisions:
School Administrators including Site Principals
Teachers
Classified Staff
Western Sierra Charter Schools Board made up of parents and community members, and non-voting teachers.
Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel
LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnel

Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP.  All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising and special education teachers and classified support staff.  Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis.  WSCS Board meetings occur throughout the school year.  The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement.  We also reviewed student and parent feedback from our March 2024 surveys.	Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP.  Students, along with their parent/guardian, have frequent interactions with teachers and classified support staff.  Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis.  WSCS Board meetings occur throughout the school year.  The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement.  We also reviewed student and parent feedback from our March 2024 surveys.

Feedback occurred during the course of frequent interactions with teachers and represented on our local parent and student survey responses.
Teachers, Classified Staff, and Administrator Feedback:  Feedback occurred throughout the school year and discussed at regularly-scheduled meetings and professional development opportunities.

Outreach to students and parents/guardians was extensive and frequent throughout the 2023-24 school year. Formal and informal progress monitoring meetings were usually conducted in-person but sometimes held virtually on Zoom and included communications via Parent Square, phone calls, and email.  Pupils with exceptional needs were provided their required services, such as tutoring, and the student and their parent met more frequently with their assigned Advising Teacher as well as the Special Education teacher.

Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2024-25 LCAP Goal 3 and its 4 Actions.
Goal 3 states:  School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success.
Actions 1-4 state:
Action 1:  Provide parent training to support student achievement. 
Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students.
Action 3: Provide opportunities for Educational Partner engagement. 
Action 4:Provide opportunities for our students to explore and engage with the greater community around them through educational and service-related field experiences.  (For example: Reagan Library, Catalina CIMI science trip, science & art exploration trips, visits and interviews with businesses, university tours and community service)	Since 2002, Glacier High School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable.  The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.

The following information contains the results of our Parent Survey taken in March of this 2023-24 school year.  The feedback from this survey contributed to our 2024-25 LCAP goals and actions.  27 parents responded to our local school survey on a variety of topics.  The results were as follows:

How would you rate your overall schooling experience with us?  100% rated Excellent, Above Average, or Satisfactory.
How well does the school support your needs as the parent teacher?  96% rated Excellent, Above Average, or Satisfactory.
My school provides textbooks and other learning materials to meet my child’s educational needs. 100% rated Excellent, Above Average, or Satisfactory.
How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 54% rated Almost all the time; 23% rated Often
Did your child participate in any of our teacher-led class options?  88% responded YES
How well did the school support your child’s education-related technology needs?  100% rated Excellent, Above Average, or Satisfactory.
I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me.  100% rated Excellent, Above Average, or Satisfactory.
Do the buildings and classrooms support a positive and focused environment appropriate for learning?  96% rated Excellent, Above Average, or Satisfactory.
I feel welcomed, valued, and connected to others in our school community.  100% rated Excellent, Above Average, or Satisfactory.
Rate how well the school communicates to you about school events & procedures.  100% rated Excellent, Above Average, or Satisfactory.
Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student?  96% rated Excellent, Above Average, or Satisfactory. 
Would you recommend our school to your friends and family?  96% responded YES

One of our focus areas for improvement is providing opportunities for our Educational Partners to participate in all aspects of the educational environment to support and enhance student success (LCAP Goal 3).  We are committed to furthering family engagement and participation in more purposeful ways by encouraging participation in school events, in advisory groups, and in parent workshops, all in an effort for parents to feel a stronger connection to our school and improve student success.	Since 2002, Glacier High School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.

We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey.

The following groups participated in surveys and/or feedback sessions, of meaningful Educational Partner input for the understanding of needs and solutions to make informed decisions:
School Administrators including Site Principals
Teachers
Classified Staff
Western Sierra Charter Schools Board made up of parents and community members, and non-voting teachers.
Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel
LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnel

Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP.  All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising and special education teachers and classified support staff.  Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis.  WSCS Board meetings occur throughout the school year.  The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement.  We also reviewed student and parent feedback from our March 2024 surveys.	Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP.  Students, along with their parent/guardian, have frequent interactions with teachers and classified support staff.  Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis.  WSCS Board meetings occur throughout the school year.  The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement.  We also reviewed student and parent feedback from our March 2024 surveys.

Feedback occurred during the course of frequent interactions with teachers and represented on our local parent and student survey responses.
Teachers, Classified Staff, and Administrator Feedback:  Feedback occurred throughout the school year and discussed at regularly-scheduled meetings and professional development opportunities.

Outreach to students and parents/guardians was extensive and frequent throughout the 2023-24 school year. Formal and informal progress monitoring meetings were usually conducted in-person but sometimes held virtually on Zoom and included communications via Parent Square, phone calls, and email.  Pupils with exceptional needs were provided their required services, such as tutoring, and the student and their parent met more frequently with their assigned Advising Teacher as well as the Special Education teacher.

Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2024-25 LCAP Goal 3 and its 4 Actions.
Goal 3 states:  School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success.
Actions 1-4 state:
Action 1:  Provide parent training to support student achievement. 
Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students.
Action 3: Provide opportunities for Educational Partner engagement. 
Action 4:Provide opportunities for our students to explore and engage with the greater community around them through educational and service-related field experiences.  (For example: Reagan Library, Catalina CIMI science trip, science & art exploration trips, visits and interviews with businesses, university tours and community service)	Since 2002, Glacier High School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable.  The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.
The following information contains the results of our Parent Survey taken in March of this 2023-24 school year.  The feedback from this survey contributed to our 2024-25 LCAP goals and actions.  27 parents responded to our local school survey on a variety of topics.  The results were as follows:

How would you rate your overall schooling experience with us?  100% rated Excellent, Above Average, or Satisfactory.
How well does the school support your needs as the parent teacher?  96% rated Excellent, Above Average, or Satisfactory.
My school provides textbooks and other learning materials to meet my child’s educational needs. 100% rated Excellent, Above Average, or Satisfactory.
How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 54% rated Almost all the time; 23% rated Often
Did your child participate in any of our teacher-led class options?  88% responded YES
How well did the school support your child’s education-related technology needs?  100% rated Excellent, Above Average, or Satisfactory.
I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me.  100% rated Excellent, Above Average, or Satisfactory.
Do the buildings and classrooms support a positive and focused environment appropriate for learning?  96% rated Excellent, Above Average, or Satisfactory.
I feel welcomed, valued, and connected to others in our school community.  100% rated Excellent, Above Average, or Satisfactory.
Rate how well the school communicates to you about school events & procedures.  100% rated Excellent, Above Average, or Satisfactory.
Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student?  96% rated Excellent, Above Average, or Satisfactory. 
Would you recommend our school to your friends and family?  96% responded YES

One of our focus areas for improvement is providing opportunities for our Educational Partners to participate in all aspects of the educational environment to support and enhance student success (LCAP Goal 3).  We are committed to furthering family engagement and participation in more purposeful ways by encouraging participation in school events, in advisory groups, and in parent workshops, all in an effort for parents to feel a stronger connection to our school and improve student success.	Since 2002, Glacier High School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.

We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey.

The following groups participated in surveys and/or feedback sessions, of meaningful Educational Partner input for the understanding of needs and solutions to make informed decisions:
School Administrators including Site Principals
Teachers
Classified Staff
Western Sierra Charter Schools Board made up of parents and community members, and non-voting teachers.
Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel
LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnel

Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP.  All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising and special education teachers and classified support staff.  Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis.  WSCS Board meetings occur throughout the school year.  The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement.  We also reviewed student and parent feedback from our March 2024 surveys.	Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP.  Students, along with their parent/guardian, have frequent interactions with teachers and classified support staff.  Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis.  WSCS Board meetings occur throughout the school year.  The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement.  We also reviewed student and parent feedback from our March 2023 surveys.

Feedback occurred during the course of frequent interactions with teachers and represented on our local parent and student survey responses.
Teachers, Classified Staff, and Administrator Feedback:  Feedback occurred throughout the school year and discussed at regularly-scheduled meetings and professional development opportunities.

Outreach to students and parents/guardians was extensive and frequent throughout the 2022-23 school year. Formal and informal progress monitoring meetings were usually conducted in-person but sometimes held virtually on Zoom and included communications via Parent Square, phone calls, and email.  Pupils with exceptional needs were provided their required services, such as tutoring, and the student and their parent met more frequently with their assigned Advising Teacher as well as the Special Education teacher.

Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2024-25 LCAP Goal 3 and its 4 Actions.
Goal 3 states:  School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success.
Actions 1-4 state:
Action 1:  Provide parent training to support student achievement. 
Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students.
Action 3: Provide opportunities for Educational Partner engagement. 
Action 4:Provide opportunities for our students to explore and engage with the greater community around them through educational and service-related field experiences.  (For example: Reagan Library, Catalina CIMI science trip, science & art exploration trips, visits and interviews with businesses, university tours and community service)	Since 2002, Glacier High School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable.  The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.
The following information contains the results of our Parent Survey taken in March of this 2023-24 school year.  The feedback from this survey contributed to our 2024-25 LCAP goals and actions.  27 parents responded to our local school survey on a variety of topics.  The results were as follows:

How would you rate your overall schooling experience with us?  100% rated Excellent, Above Average, or Satisfactory.
How well does the school support your needs as the parent teacher?  96% rated Excellent, Above Average, or Satisfactory.
My school provides textbooks and other learning materials to meet my child’s educational needs. 100% rated Excellent, Above Average, or Satisfactory.
How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 54% rated Almost all the time; 23% rated Often
Did your child participate in any of our teacher-led class options?  88% responded YES
How well did the school support your child’s education-related technology needs?  100% rated Excellent, Above Average, or Satisfactory.
I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me.  100% rated Excellent, Above Average, or Satisfactory.
Do the buildings and classrooms support a positive and focused environment appropriate for learning?  96% rated Excellent, Above Average, or Satisfactory.
I feel welcomed, valued, and connected to others in our school community.  100% rated Excellent, Above Average, or Satisfactory.
Rate how well the school communicates to you about school events & procedures.  100% rated Excellent, Above Average, or Satisfactory.
Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student?  96% rated Excellent, Above Average, or Satisfactory. 
Would you recommend our school to your friends and family?  96% responded YES

One of our focus areas for improvement is providing opportunities for our Educational Partners to participate in all aspects of the educational environment to support and enhance student success (LCAP Goal 3).  We are committed to furthering family engagement and participation in more purposeful ways by encouraging participation in school events, in advisory groups, and in parent workshops, all in an effort for parents to feel a stronger connection to our school and improve student success.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
20764146110076	Mountain Home Charter (Alternative)	3	Since 1994, Mountain Home School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable.  The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.

We make every effort to seek parent involvement and input in school decision-making.  Data is collected in a number of ways.  1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey.

The following groups participated in surveys and/or feedback sessions, of meaningful Educational Partner input for the understanding of needs and solutions to make informed decisions:
School Administrators, including Site Principals
Teachers
Classified Staff
Western Sierra Charter Schools Board made up of parents, community members, and non-voting teachers
Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel
LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnel

Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP.  All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising & special education teachers and classified support staff.  Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis.  WSCS Board meetings occur throughout the school year.  The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement.  We also reviewed student and parent feedback from our March 2024 surveys.	Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP.  All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising & special education teachers and classified support staff.  Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis.  WSCS Board meetings occur throughout the school year.  The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement.  We also reviewed student and parent feedback from our March 2024 surveys.

Feedback occurred during the course of frequent interactions with teachers and represented on our local parent and student survey responses.
Teachers, Classified Staff, and Administrator Feedback:  Feedback occurred throughout the school year and discussed at regularly-scheduled meetings and professional development opportunities:

Outreach to students and parents/guardians was extensive and frequent throughout the 2023-24 school year. Formal and informal progress monitoring meetings were usually conducted in-person but sometimes held virtually on Zoom and included communications via Parent Square, phone calls, and email.  Pupils with exceptional needs were provided their required services, such as tutoring, and the student and their parent met more frequently with their assigned Advising Teacher as well as the Special Education teacher.

Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2024-25 LCAP Goal 3 and its 4 Actions.
Goal 3 states:  School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success.
Actions 1-4 state:
Action 1:  Provide parent training to support student achievement. 
Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students.
Action 3: Provide opportunities for Educational Partner engagement. 
Action 4:Provide opportunities for our students to explore and engage with the greater community around them through educational and service-related field experiences.  (For example: Reagan Library, Catalina CIMI science trip, science & art exploration trips, visits and interviews with businesses, university tours and community service)	Since 1994, Mountain Home School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable.  The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.
The following information contains the results of our Parent Survey taken in March of this 2022-23 school year.  The feedback from this survey contributed to our 2023-24 LCAP goals and actions.  57 parents responded to our local school survey on a variety of topics.  The results were as follows:

How would you rate your overall schooling experience with us?  100% rated Excellent, Above Average, or Satisfactory.
How well does the school support your needs as the parent teacher?  100% rated Excellent, Above Average, or Satisfactory.
My school provides textbooks and other learning materials to meet my child’s educational needs. 100% rated Excellent, Above Average, or Satisfactory.
How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 64% rated Almost all the time; 20% rated Often, 16% rated Sometimes.
Did your child participate in any of our teacher-led class offerings?  92% responded YES
How well did the school support your child’s education-related technology needs?  100% rated Excellent, Above Average, or Satisfactory.
I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me.  98% rated Excellent, Above Average, or Satisfactory.
Do the buildings and classrooms support a positive and focused environment appropriate for learning?  100% rated Excellent, Above Average, or Satisfactory.
I feel welcomed, valued, and connected to others in our school community.  100% rated Excellent, Above Average, or Satisfactory.
Rate how well the school communicates to you about school events & procedures.  100% rated Excellent, Above Average, or Satisfactory.
Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student?  31% rated Excellent, Above Average, or Satisfactory.  59% responded “Does not apply at this time for my child.”
Would you recommend our school to your friends and family?  100% responded YES

One of our focus areas for improvement is providing opportunities for our Educational Partners to participate in all aspects of the educational environment to support and enhance student success (LCAP Goal 3).	Since 1994, Mountain Home School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable.  The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.

We make every effort to seek parent involvement and input in school decision-making.  Data is collected in a number of ways.  1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey.

The following groups participated in surveys and/or feedback sessions, of meaningful Educational Partner input for the understanding of needs and solutions to make informed decisions:
School Administrators, including Site Principals
Teachers
Classified Staff
Western Sierra Charter Schools Board made up of parents, community members, and non-voting teachers
Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel
LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnel

Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP.  All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising & special education teachers and classified support staff.  Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis.  WSCS Board meetings occur throughout the school year.  The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement.  We also reviewed student and parent feedback from our March 2024 surveys.	Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP.  All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising & special education teachers and classified support staff.  Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis.  WSCS Board meetings occur throughout the school year.  The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement.  We also reviewed student and parent feedback from our March 2024 surveys.

Feedback occurred during the course of frequent interactions with teachers and represented on our local parent and student survey responses.
Teachers, Classified Staff, and Administrator Feedback:  Feedback occurred throughout the school year and discussed at regularly-scheduled meetings and professional development opportunities:

Outreach to students and parents/guardians was extensive and frequent throughout the 2023-24 school year. Formal and informal progress monitoring meetings were usually conducted in-person but sometimes held virtually on Zoom and included communications via Parent Square, phone calls, and email.  Pupils with exceptional needs were provided their required services, such as tutoring, and the student and their parent met more frequently with their assigned Advising Teacher as well as the Special Education teacher.

Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2024-25 LCAP Goal 3 and its 4 Actions.
Goal 3 states:  School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success.
Actions 1-4 state:
Action 1:  Provide parent training to support student achievement. 
Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students.
Action 3: Provide opportunities for Educational Partner engagement. 
Action 4:Provide opportunities for our students to explore and engage with the greater community around them through educational and service-related field experiences.  (For example: Reagan Library, Catalina CIMI science trip, science & art exploration trips, visits and interviews with businesses, university tours and community service)	Since 1994, Mountain Home School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable.  The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.

The following information contains the results of our Parent Survey taken in March of this 2023-24 school year.  The feedback from this survey contributed to our 2023-24 LCAP goals and actions.  57 parents responded to our local school survey on a variety of topics.  The results were as follows:

How would you rate your overall schooling experience with us?  100% rated Excellent, Above Average, or Satisfactory.
How well does the school support your needs as the parent teacher?  100% rated Excellent, Above Average, or Satisfactory.
My school provides textbooks and other learning materials to meet my child’s educational needs. 100% rated Excellent, Above Average, or Satisfactory.
How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 64% rated Almost all the time; 20% rated Often, 16% rated Sometimes.
Did your child participate in any of our teacher-led class offerings?  92% responded YES
How well did the school support your child’s education-related technology needs?  100% rated Excellent, Above Average, or Satisfactory.
I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me.  98% rated Excellent, Above Average, or Satisfactory.
Do the buildings and classrooms support a positive and focused environment appropriate for learning?  100% rated Excellent, Above Average, or Satisfactory.
I feel welcomed, valued, and connected to others in our school community.  100% rated Excellent, Above Average, or Satisfactory.
Rate how well the school communicates to you about school events & procedures.  100% rated Excellent, Above Average, or Satisfactory.
Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student?  31% rated Excellent, Above Average, or Satisfactory.  59% responded “Does not apply at this time for my child.”
Would you recommend our school to your friends and family?  100% responded YES

One of our focus areas for improvement is providing opportunities for our Educational Partners to participate in all aspects of the educational environment to support and enhance student success (LCAP Goal 3).	Since 1994, Mountain Home School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable.  The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.

We make every effort to seek parent involvement and input in school decision-making.  Data is collected in a number of ways.  1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey.

The following groups participated in surveys and/or feedback sessions, of meaningful Educational Partner input for the understanding of needs and solutions to make informed decisions:
School Administrators, including Site Principals
Teachers
Classified Staff
Western Sierra Charter Schools Board made up of parents, community members, and non-voting teachers
Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel
LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnel

Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP.  All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising & special education teachers and classified support staff.  Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis.  WSCS Board meetings occur throughout the school year.  The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement.  We also reviewed student and parent feedback from our March 2023 surveys.	Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP.  All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising & special education teachers and classified support staff.  Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis.  WSCS Board meetings occur throughout the school year.  The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement.  We also reviewed student and parent feedback from our March 2024 surveys.

Feedback occurred during the course of frequent interactions with teachers and represented on our local parent and student survey responses.
Teachers, Classified Staff, and Administrator Feedback:  Feedback occurred throughout the school year and discussed at regularly-scheduled meetings and professional development opportunities:
Outreach to students and parents/guardians was extensive and frequent throughout the 2023-24 school year. Formal and informal progress monitoring meetings were usually conducted in-person but sometimes held virtually on Zoom and included communications via Parent Square, phone calls, and email.  Pupils with exceptional needs were provided their required services, such as tutoring, and the student and their parent met more frequently with their assigned Advising Teacher as well as the Special Education teacher.

Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2024-25 LCAP Goal 3 and its 4 Actions.
Goal 3 states:  School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success.
Actions 1-4 state:
Action 1:  Provide parent training to support student achievement. 
Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students.
Action 3: Provide opportunities for Educational Partner engagement. 
Action 4:Provide opportunities for our students to explore and engage with the greater community around them through educational and service-related field experiences.  (For example: Reagan Library, Catalina CIMI science trip, science & art exploration trips, visits and interviews with businesses, university tours and community service)	Since 1994, Mountain Home School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable.  The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.
The following information contains the results of our Parent Survey taken in March of this 2023-24 school year.  The feedback from this survey contributed to our 2024-25 LCAP goals and actions.  57 parents responded to our local school survey on a variety of topics.  The results were as follows:

How would you rate your overall schooling experience with us?  100% rated Excellent, Above Average, or Satisfactory.
How well does the school support your needs as the parent teacher?  100% rated Excellent, Above Average, or Satisfactory.
My school provides textbooks and other learning materials to meet my child’s educational needs. 100% rated Excellent, Above Average, or Satisfactory.
How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 64% rated Almost all the time; 20% rated Often, 16% rated Sometimes.
Did your child participate in any of our teacher-led class offerings?  92% responded YES
How well did the school support your child’s education-related technology needs?  100% rated Excellent, Above Average, or Satisfactory.
I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me.  98% rated Excellent, Above Average, or Satisfactory.
Do the buildings and classrooms support a positive and focused environment appropriate for learning?  100% rated Excellent, Above Average, or Satisfactory.
I feel welcomed, valued, and connected to others in our school community.  100% rated Excellent, Above Average, or Satisfactory.
Rate how well the school communicates to you about school events & procedures.  100% rated Excellent, Above Average, or Satisfactory.
Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student?  31% rated Excellent, Above Average, or Satisfactory.  59% responded “Does not apply at this time for my child.”
Would you recommend our school to your friends and family?  100% responded YES

One of our focus areas for improvement is providing opportunities for our Educational Partners to participate in all aspects of the educational environment to support and enhance student success (LCAP Goal 3).	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
21102150000000	Marin County Office of Education	3	The foundation of our program is strong relationships between staff and families that support the success of our students. Our strength is constant communication, as well as connection with opportunities and resources. Through the California Community Schools Partnership Program (CCSPP) we continue to build opportunities for increased influence on our LCAP process and planning, with the eventual goal of a true community school with shared power among all educational partners.	Our focus area is focused on shared decision-making, including identifying more and better ways for family engagement.	The composition of our program is complemented by a higher percentage of students who are underrepresented. As such we have created a rich educational program that expects and fosters high levels of collaboration and relationships with school staff, families and community partners.	As indicated above, we recognize that student outcomes are much stronger with full partnerships that include community and families.	The foundation of our program is strong relationships between staff and families that support the success of our students. Our strength is constant communication, as well as connection with opportunities and resources. Through the California Community Schools Partnership Program (CCSPP) we continue to build opportunities for increased influence on our LCAP process and planning, with the eventual goal of a true community school with shared power among all educational partners.	The composition of our program is complemented by a higher percentage of students who are underrepresented. As such we have created a rich educational program that expects and fosters high levels of collaboration and relationships with school staff, families and community partners.	Our administrative team meets regularly and this is a shared decision-making body around the operational needs of the school. Teachers engage students in decisions about curriculum and instruction across the year. We have a leadership class that promotes student leadership and agency schoolwide. Our California Community Schools Advisory Team includes administrators, teachers, parents, and community-based partners. We plan to continue the growth of this group and expand its influence on decision-making until it becomes a shared decision-making body.	As a result of the planning process through the Community Schools grant, we have evaluated our internal systems and practices that support positive outcomes for students and families. Our five-year strategic plan includes systems and structures to ensure shared decision-making strategies. As a small learning community, we are in a unique position to engage thoughtfully and thoroughly with our community engagement collaborators. Students remain part of the decision-making process through participation in focus groups and workshops where we gather feedback in addition to their work through our Community Schools Advisory Team.	The composition of our program is complemented by a higher percentage of students who are underrepresented. As such we have created a rich educational program that expects and fosters high levels of collaboration and relationships with school staff, families and community partners.	5	5	5	5	5	4	5	4	3	3	4	3	Met		2024-06-25	2024
21102150135350	Ross Valley Charter	3	The school maintains an active Community Council and our work to expand family engagement with that group resulted in participation doubling year over year. Our school was enhanced by that increased participation because new voices and perspectives, including those of new-to-RVC families, contributed to a stronger partnership between families and the school. Some especially engaged parents and guardians were nominated by members of the community to join the Board and they shared their vision and commitment with the Community Council who then voted to elect two new Board members. After the election, the five-member Board included three parents. Many of our school-wide events provide opportunities for parents and staff to work together and families have asked the school to communicate even more clearly moving forward the focus of those events so they know precisely which events they would like to help plan, facilitate, or attend. Our families have asked us to expand our socioemotional offerings and appreciated our addition of Everyday Speech, a new anti-bullying curriculum and they also see a lot of value and purpose in the “Upstander” focus in grades 2-5. They asked us to teach students about respecting personal space, setting and respecting boundaries, body safety and consent and our staff engaged in PD related to those concepts this year then taught lessons in all grades. Finally, we used the Peace Coach training parent education series to support SEL.	Based on family feedback last year, we were more purposeful this year communicating school-wide expectations and conflict resolution strategies with both our students and families. Previously, we helped students resolve conflicts but families did not know what strategies we used or how to follow up at home, so we implemented a new incident reporting system that improved internal and parent communication. That system improved the relationship between families and the school because families learned immediately when behavior incidents or injuries occurred. Communication between the school and families improved in other ways this year, most notably with the work of our Room Parent Coordinator who fed info to the classroom, sent information to families, and incorporated information from the Community Council meetings, the administrators of the school, and classroom teachers so that all families, even those who can not attend meetings or school events regularly, are looped in. We know our families appreciate participating in our Community Council, so this year we continued strengthening family engagement in our Community Council by offering consistent, predictable in-person and virtual opportunities for the meetings. Some of our families expressed a desire to engage with school leaders in smaller, more informal settings, so our School Director and Board Chair began offering Zoom and in-person drop-in chats and to make those meetings accessible to as much of the community as possible, blocks of time are sometimes scheduled in the morning and sometimes in the evenings. Families took advantage of those informal chats when they wanted to speak with a leader more privately about a topic, suggestion, or concern than in a larger Community Council or Board meeting setting.
	Though our remote Zoom option remains a popular choice for many families, when we offer in-person events we offer childcare for families who attend.  Our childcare removes one potential barrier for families who would like to participate but need childcare to do so. Our families asked us to prioritize hiring bilingual staff members in recent years, and this year our bilingual Behavioral Lead and an aide communicated with Spanish-speaking families and they provided translation services.	Parent-Teacher Conferences are offered regularly including Intake Conferences when a student starts at the school, end-of-year Student Led Conferences, and many parents also request informal check-ins and conferences with teachers throughout the year as needed. An SST process is in place and serves students who may require additional support. One strength of the teaching team is that teachers do a good job identifying students who may need additional support, reaching their families, and starting the SST process quickly. The staff also regularly meets during collaborative time to discuss specific needs they’re seeing in the classroom, and teams of people meet to discuss students at each grade level including classroom teachers, intervention specialists, and special education teachers.	We dedicated one staff meeting each trimester to check-in about students and share updates about student culture and concerns. We committed that time to discussing students and student culture in more depth because our staff and family survey data asked for more emphasis on socioemotional learning and lessons this year. We also provided our staff with regular, predictable collaboration opportunities where they shared best practices for SEL lessons. Those peer-led strategy shares were well received by our staff who asked for even more opportunities next year. We have heard from students, families, and staff that a safe, inclusive environment filled with healthy relationships is critically important to our students, so we have elected to focus more time and energy on improving our SEL offering. To close out the current school year, we devoted time in the final staff meeting of the year to decide, as a team, where to focus our SEL work next year. The staff thought the Upstander lessons were particularly strong, and families and the staff agreed that the lessons we led this year related to consent, boundaries, and body safety were particularly impactful and important to continue offering next year.	Our end-of-unit Expos showcase student learning. They share, with their family and other families, what they learned in recent inquiry units, and that traditional event puts our spotlight on our inquiry-based learning. Our Homework Club offers additional support (by teaching staff) for students to complete their homework with expert help and guidance at a time that is convenient for families. To ensure we are communicating with families who need translation services, several bilingual staff members including our Outreach Coordinator reach out to our Spanish-speaking families. Our stronger relationships with those families result from them feeling comfortable sharing successes and challenges in their preferred language, and when we learn about those perspectives we gain valuable insight into how our students and families experience the school.	Our Community Council and Diversity & Inclusion committees provide opportunities for families to get involved with planning events and helping contribute to school culture. Families participated in our Community Council event at double the rate of previous years and leveraged those opportunities to share their perspectives and propose ideas for school improvement. The School Director and Board Chair hosted regular informal chats, alternating between morning and evening meetings, to solicit input from community members who felt more comfortable discussing their ideas in even smaller groups. Our Governing Board now includes three current parents and the two newest Board members were elected this year after a nominating, thoughtful vision-sharing, and voting process during a winter Community Council meeting.	Although our Community Council meetings have flourished this year with lots of new families participating, our Diversity & Inclusion committee lost some of its momentum. The families who were most engaged on that committee in previous years seemed to be busier this year, so they did not meet regularly. Our families tell us that diversity and inclusion initiatives remain important to them, but the lift required to organize, facilitate, and take action on initiatives during committee meetings may be too much for our families to tackle, so we plan to ask a staff member to lead the charge in the coming year. We believe our families would like the committee to be as robust as it once was, and we think that if the committee was led by a staff member more families would want to participate and more diverse perspectives would be shared.	Last year, our families asked for more frequent but smaller (in scope) surveys and we added two of those in December and February to solicit input from families. We followed through with that request because we wanted underrepresented families to know we valued their opinion but we did not want to overwhelm them with lengthy surveys. Some families appreciate and feel more comfortable sharing their thoughts and concerns in small, informal conversations, so the School Director and Board Chair offered morning and evening drop-in events for families who wanted to chat in smaller group settings. Our bilingual Outreach Coordinator and a bilingual aide built strong relationships with Spanish-speaking families and our Room Parent Coordinator ensured that a variety of important messages from the Community Council, administrators, and teachers were all regularly shared with families. Since families had opportunities to share their thoughts at the Community Council meetings and at the informal drop-ins with the School Director and Board Chair, those communications from the Room Parent Coordinator served to ensure that lots of input was collected and shared with the full school community regularly. Finally, we prioritized school-wide newsletters that highlighted our SEL work to be proactive in communicating changes and challenges that affected the school community.	4	4	3	4	3	4	4	4	3	3	3	3	Met		2024-06-13	2024
21102152130102	Phoenix Academy	3	The foundation of our program is strong relationships between staff and families that support the success of our students. Our strength is constant communication, as well as connection with opportunities and resources. Through the California Community Schools Partnership Program (CCSPP) we continue to build opportunities for increased influence on our LCAP process and planning, with the eventual goal of a true community school with shared power among all educational partners.	Our focus area is focused on shared decision-making, including identifying more and better ways for family engagement.	The composition of our program is complemented by a higher percentage of students who are underrepresented. As such we have created a rich educational program that expects and fosters high levels of collaboration and relationships with school staff, families and community partners.	As indicated above, we recognize that student outcomes are much stronger with full partnerships that include community and families.	The foundation of our program is strong relationships between staff and families that support the success of our students. Our strength is constant communication, as well as connection with opportunities and resources. Through the California Community Schools Partnership Program (CCSPP) we continue to build opportunities for increased influence on our LCAP process and planning, with the eventual goal of a true community school with shared power among all educational partners.	The composition of our program is complemented by a higher percentage of students who are underrepresented. As such we have created a rich educational program that expects and fosters high levels of collaboration and relationships with school staff, families and community partners.	Our administrative team meets regularly and this is a shared decision-making body around the operational needs of the school. Teachers engage students in decisions about curriculum and instruction across the year. We have a leadership class that promotes student leadership and agency schoolwide. Our California Community Schools Advisory Team includes administrators, teachers, parents, and community-based partners. We plan to continue the growth of this group and expand its influence on decision-making until it becomes a shared decision-making body.	As a result of the planning process through the Community Schools grant, we have evaluated our internal systems and practices that support positive outcomes for students and families. Our five-year strategic plan includes systems and structures to ensure shared decision-making strategies. As a small learning community, we are in a unique position to engage thoughtfully and thoroughly with our community engagement collaborators. Students remain part of the decision-making process through participation in focus groups and workshops where we gather feedback in addition to their work through our Community Schools Advisory Team.	The composition of our program is complemented by a higher percentage of students who are underrepresented. As such we have created a rich educational program that expects and fosters high levels of collaboration and relationships with school staff, families and community partners.	5	5	5	5	5	4	5	4	3	3	4	3	Met		2024-06-24	2024
21653000000000	Bolinas-Stinson Union	3	Bolinas-Stinson Union School District (BSUSD) provides in-person, two-way translation for all community meetings. All written communication is provided in English and Spanish. We host frequent school-wide events and celebrations. Families are often invited to attend their students' field trips. We run a successful and well-attended After School Program offering enriching classes taught by local residents.	We will continue our successful community-building efforts. We will continue to look for opportunities to bring our school into the community (e.g.: local educational field trips, developing units of study that collect, analyze, and act on locally collected data). 
We will gather data on our After School Program, and conduct an assessment to identify additional needs and the means to meet them in the After School Program.	We will pilot simultaneous, two-way, voice and text translation software in our meetings next year to provide meeting participants both Spanish-to-English and English-to-Spanish translation. This will supplement the continuing work of our in-person translators.	Bolinas-Stinson Union School District (BSUSD) conducts two Family-Teacher conferences each year, in Fall and Spring, to review student progress. Middle School Students participate in their conferences. We host Back-to-School Night to inform parents of how the school will work, and Open House Night in the Spring to showcase student work. 
In addition to hosting required annual meetings with parents to review and update Individual Education Plans (IEPs) our Educational Specialist communicates regularly with families of students with IEPs, and attends parent-teacher conferences. 
BSUSD began using Parent Square as a messaging platform for regular newsletter communication from teachers and administrators. 
BSUSD financially supports and works with the nonprofit Bolinas-Stinson Internet at Home (BSIAH) to provide infrastructure and subsidized subscriptions to high-speed internet connections at every student's home. As well, BSUSD works with BSIAH to continue this support for students enrolled in Tam District secondary schools. 
BSUSD staffs a Case Review Team to identify any need to provide support for students' attendance, social-emotional and physical well being, and academic progress. The CRT regularly communicates with families to support student success in these four areas. The CRT also develops general education plans for students in need of specific supports, accommodations, and interventions.	In 2024-25, we will develop a protocol for assessing incoming students who are English Learners, and then providing individually-tailored, needs-based support for each EL student's successful introduction to and participation in school.	Our Cafecito group is the largest parent group in Bolinas-Stinson Union School District that meets regularly to engage the school with our families. In our end-of-year reflection, Cafecito was happy with the frequency, timing, format, and usefulness of the meetings.	"Bolinas-Stinson Union School District seeks input from our educational partners in a number of ways:
-Our Student Wellness Ambassadors Program (SWAP) meets regularly with the Principal and faculty advisors to think about ways to improve the student experience of school and to conduct student surveys to make data-informed recommendations.
-Our School Site Council began this year to administer an annual site-perception survey to gather feedback and input from families regarding school programming, and to inform our Single Plan for Student Achievement (SPSA).
Our ""Cafecito"" group, which serves as our District English Learner Advisory Committee (DLAC), has 6-14 parents in regular attendance in a district with enrollment of approximately 110 students, 20 of whom are either classified as English Learners or have been reclassified from EL to Fully English Proficient students. It meets monthly to provide feedback on how the school supports EL students and what the school can do additionally.
-We hosted a community-wide Educational Partners meeting in February 2024, during which 35 participants discussed and offered input on our LCAP. 
-Bolinas-Stinson Union School District's governing board is attuned to the school community's needs, receives regular reports on school programming, and provides input for decision making to school administrators."	Bolinas-Stinson Union School District is establishing 2023-24 baseline data for our School Site Council's Site Perception Survey.  Survey results will inform further survey question areas and the Single Plan for Student Achievement (SPSA). BSUSD's Cafecito group will continue to meet monthly. Participants from both our families and school staff report that this group's meetings are responsive to needs and productive.	Bolinas-Stinson Union School District staff will continue outreach through multiple channels - Parent Square, our website, administrator newsletters, exterior sign boards, our local newspaper and Nextdoor, in-person invitations - to encourage participation in meetings and surveys that gather input for decision making.	5	5	5	5	4	4	5	5	5	5	5	4	Met		2024-06-18	2024
21653180000000	Miller Creek Elementary	3	The LEA has several formal structures which allow for parent engagement and input both at the site and district level. At the district level there is a Budget/LCAP Advisory Council, DELAC, and a Diversity, Equity, and Inclusion Committee. At the site level there is a School Site Council, ELAC, and Diversity, Equity, and Inclusion Committees.

The LEA invests in a communication platform called Parent Square that serves as a single platform for communication, is easily translated into several languages, is mobile friendly, and has improved communication tools such as two-way messaging. 

The LEA conducts a comprehensive survey of all families to gather feedback about their experience and the experience of their child. 

Annually, teachers meet with families to discuss student progress and goals for the year.
	The LEA has made significant progress in partnering with mulitlingual families. We have hired to ensure that every office has a Spanish speaking office assistant, adopted a platform for websites and communication that translates into many languages, secured contracts for translation and interruption.

The LEA will continue to develop practices that are welcoming and eliminate barriers for families.	The LEA will survey all underrepresented families annually and use a data collection tool that allows for disaggregation of data by race, income level, and languages spoken at home. We will continue to conduct listening interviews and organize community events that are welcoming and celebrate various cultures.	The District partners with parents and solicits input through a variety of committees including examining EL students and language acquisition, the district budget and LCAP, a parent leadership council (Coordinating Council) and School Site Councils.The LEA hosted a community input session inviting all members of the community to provide feedback on LCAP goals, actions, and services.  Each school site has a thriving parent club and School Site Council. These provide ways to engage parent leadership and amplify their voice. During the 2021-22 school year the LEA launched a comprehensive survey through YouthTruth to gather input from staff, families, and students in grades 3-8.	The LEA will continue to host a parent event at the beginning of the year to support families in understanding the academic standards and curricular programs used to address the standards. Students will receive standards based report cards and local assessment family reports so that families are able to monitor progress. The LEA will host family conferences in the fall where families can meet individually with teachers to discuss their child's unique needs and progress that they are making. Families are able to easily message teachers and staff on the Parent Square communication platform. Families participate on various committees throughout the district in order to provide critical feedback.	The LEA works to build partnerships for student outcomes by communicating frequently about school programs and student progress. Parent conferences are hosted annually to dive deeply into a student's individual progress. Narrative report cards are sent home for families in TK-5 to provide feedback in addition to the feedback listed on the standards based report card. In grades 6-8 comments provided to families on report cards reflect content specific feedback and a growth mindset. Progress reporting is provided every six weeks to students who are not meeting grade level benchmarks. Principals and teachers send frequent updates to parents that highlight current learning units and ways to support that learning at home. Back to School Night is hosted and highly attended every year. 

Through our District Equity Working Group we established standing equity committees at each school site to support equity-minded initiatives. We’ve increased bilingual staff and have invested in a communication platform that makes two way communication in different languages easier.
	The LEA has several structures that allow for seeking input and decision making including the LCAP Advisory Council, DELAC, and a Diversity, Equity, and Inclusion Committee. At the site level there is a School Site Council, SELAC, and Diversity, Equity, and Inclusion Committees. The LEA also has thriving Home and School Clubs and a community education foundation that supports the district by fundraising, making donations, and planning important community events. 

	The LEA will continue its practice of soliciting volunteers to participate on the district and site based committees.	The district was successful in engaging underrepresented families when seeking input via our local survey. The LEA will continue to administer a comprehensive survey as well as intentionally reach out to underrepresented families to conduct listening interviews. The LEA will ensure representation on district and site committees.	4	4	4	4	4	4	4	4	5	5	4	5	Met		2024-06-06	2024
21653340000000	Kentfield Elementary	3	Our LEA has strong connections with our small close knit community -- although we need to continue to work on providing opportunities for community stakeholders to provide input about our services and use that input to strengthen relationships with our families.	Our LEA is continuing to be reflective in how we engage with our student families to ensure they feel welcome and included ib our school environment. Having the opportunity to share feedback about perceptions from families related to a welcoming school environment is essential when engaging with our staff so we are all mindful of how we may be perceived by our school community to build relationships.	Our LEA will improve engagement of underrepresented families in building relationships between school staff and families by offering open dialogue sessions related to how services are received and how they may be impacting our school community. The use of community liaison and bilingual staff is beneficial for our underrepresented families.	Our LEA is continuing to be reflective in how we engage with families to ensure they feel welcome and included in our school environment. Having the opportunity to share feedback about perceptions from families related to a welcoming school environment is essential in building strong partnerships and positively impacting student outcomes.	Our LEA will continue to focus on how we engage with families to ensure they feel their feedback will inform our decision making. By demonstrating we are truly hearing our families, they experience a strong partnership and increase positive student outcomes.	Our LEA will improve seeking input of underrepresented families by being flexible and open to when and how we gather qualitative feedback related to services. This openness will build relationships for better student outcomes.	Our LEA needs to continue to work on providing opportunities for our community stakeholders to provide input about our services and using that input to adjust in the best interest of students and families.	Our LEA is continuing to be reflective in how we engage with families to ensure they feel their feedback will inform our decision making. Showing where feedback is used to inform and adjust program planning will support our families in feeling their voice is valued and appreciated.	Our LEA will improve seeking input of underrepresented families by being flexible and open to when and how we gather input to inform decision making.	2	2	2	2	3	2	3	2	3	3	3	2	Met		2024-06-12	2024
21653420000000	Laguna Joint Elementary	3	We provide a multiage classroom environment utilizing best practice instruction to ensure that we meet the learning needs of all of our students.  We encourage families to engage in the students' learning providing access to materials and training as needed.  We also work to ensure that families understand the importance of the impact of missing school and the interruption to educational and social emotional learning.	As indicated above, we are working with our parents and families to underscore the importance of attending school each day to maintain a constant learning trajectory.	We will continue to provide our highly individualized approach to parent and family engagement that is unique to a one-room schoolhouse environment. We are able to engage with our families daily.	We are a one-room schoolhouse and as such maintain a very close connection with our family community. This begins each day with drop off and ends with pick up. Families are encouraged to engage with the Teacher/Principal and classroom staff. It is very welcoming environment.	We will continue to work on emphasizing the importance of attending school each day and creating an engaging and happy learning environment.	"The majority of our families at Laguna Joint are ""underrepresented."" Everything we do is to ensure that they feel included and have a voice in the education of their children."	Staff at Laguna Joint has regularly scheduled meetings across the year with families - both individually and larger group gatherings for events or other meetings.	We are a one-room schoolhouse that provides an open and welcoming environment for parents and families. We will continue to encourage engagement and parent education around educational strategies and learning.	We will continue to provide our highly individualized approach to parent and family engagement that is unique to a one-room schoolhouse environment. We are able to engage with our families daily.	4	5	4	4	4	4	5	4	5	5	5	5	Met		2024-06-04	2024
21653590000000	Lagunitas Elementary	3																						Not Met			2024
21653670000000	Larkspur-Corte Madera	3	LCMSD has been committed to staff professional development in building inclusive and equitable classroom and school environments, effective parent communication, and collaborative partnerships. Staff development in training days and in staff meetings has focused on teaching for equity.	This year LCMSD is focused on more effective communication with families whose primary language is not English through the implementation of ParentSquare for district-wide, school-wide and classroom-wide communication. Administrators and teachers are being trained in using ParentSquare to provide communication that is automatically translated into a parent’s preferred language.	LCMSD has provided interpretation services at Back to School Night, Board meetings, ELCC meetings, parent conferences, Superintendent Coffee Chats and IEP meetings. ELCC meetings focus on two-way communication with families to improve our systems and procedures.	All elementary students have conferences with translation services provided. Middle school students have conferences as needed with translation services provided. Student data are regularly monitored through district benchmark assessments to identify learning gaps, provide intervention, measure ongoing progress, all while communicating with parents. Parents can participate in student study teams.	LCMSD is providing a number of parent workshops and coffee chats to share strategies that are used in classrooms and can be applied to the home setting to strengthen literacy development and mathematical understanding. Standards-based grading and learning are a focus at the middle school where parents will engage in workshops to understand grading practices and monitor student proficiency through Google Classroom.	District English Learner Advisory Committee (DELAC) and English Learning Community Connection (ELCC) meetings will focus on gathering parent input and feedback regarding school climate and culture, academic programs, and communication. Regular meetings will be scheduled to establish trust, build community and elicit feedback.	LCMSD has a very active PTA, PTO, foundation, parent education committee, and representation on school site council. Parents participate in the district committees, including the LCAP Advisory Committee, Health and Wellness Committee, Fiscal Advisory Committee, and District English Learner Advisory Committee. The LCAP plan is reviewed and discussed with all of these teams.	The focus of LCMSD is on providing timely and effective communication to families and the larger community. This communication includes information about district initiatives, programs, and priorities, as well as ways for parents to provide input.	LCMSD will improve engagement of families through the use of regular feedback sessions, such as Superintendent Coffee Chats. These chats will focus on curriculum, budget, school safety, assessments, and district priorities. Interpretation services will be included at each event. 
Also, ParentSquare data will be monitored to identify families who are not receiving school and district communication.	4	4	3	4	2	3	4	3	4	4	3	4	Met		2024-06-20	2024
21653910000000	Mill Valley Elementary	3	Our Parent Teacher Organizations at each school are focused on building a sense of community at school sites. School site teams welcome and encourage family partnerships through a variety of school-based engagement and inclusion activities.	The inclusion of our under-represented families continues to be a focus. Efforts to increase awareness of the need for inclusive, welcoming, and anti-racist environments are ongoing.	Our LCAP goal 3 provides extensive information about how we plan to increase and improve the engagement of our families and community with our schools and school staff.	As noted above, we have strong relationships within and among our school site communities. The district has iReady and other local assessments for monitoring. Programs such as iReady, IXL, Lexia, FRAX, Reflex, Epic, etc. offer students opportunities for additional instructional support within and beyond the school day.	Professional development time is limited and our current priorities for teacher professional learning are Tier 1 instruction, universal design for learning, and positive behavior intervention and supports. Common assessment, data collection and reporting tools offer effective, evidence-based tracking of student progress and communication of progress with parents; however, a platform that integrates multiple assessments and measures of student growth remains a district need. Parents and caregiver input through surveys, empathy interviews, our DAC, and our district office audit indicates a need for clarification of practices, protocols and policies for determining how students requiring additional support within and beyond the school day are able to access this support.	The district is in the process of restructuring roles and responsibilities at district office cabinet level so the elements of this local indicator are addressed systematically.	Multiple opportunities are provided for parents/caregivers and other educational partners to provide information and input to inform decision making.	While the district widely surveys parents and has experimented with tools such as ThoughtExchange to engage partners in providing and prioritizing input, the community forum and town hall settings we have used to engage our larger district parent and educational partner community have been inconsistently attended and thus not fully representative of all voices in our community. We have a large constituency of community members who do not have their children in our schools, and we need to find a way to engage them. A district-wide survey of customer service needs was shared with all constituents and feedback was included in a third-party-district audit.	We have added simultaneous translation and are in the process of selecting a contractor to provide in-person translation support for Board and key community meetings as well as IEPs/SSTs/504s, etc. Empathy interviews with families were used in the 2023-2024 school year and we plan to add “empathy questions” for office staff to ask parents/caregivers when they call our offices. Consideration of family involvement and parent compacts, similar to what exists in districts with high levels of unduplicated pupils and federal program monitoring, will be an important step for our district in strengthening and systematizing our parent and caregiver engagement.	4	4	3	3	3	3	4	3	2	2	2	2	Met		2024-06-12	2024
21654090000000	Nicasio	3	Based on results of the self-reflection tool, we are in the full implementation phase of building relationships between school staff and families. This includes developing the capacity of staff to building trusting relationships with families, creating a warm environment for all families in the community, supporting staff to learn about each family’s strengths, cultures, languages and goals for their children, and engaging in 2-way communication between families and educators using language that is understandable and accessible to families.

Based on the analysis of educational partner input and local data (Annual Parent Survey, February 2024), current strengths and progress in building relationships between school staff and families are demonstrated by the following responses:
- Teachers communicate with parents about what students are expected to learn (100% agree)
- Parents feel welcome to participate at school (100% agree)
- School staff treats parents with respect (100% agree)
- School staff take parent concerns seriously (100% agree)
- School staff is helpful to parents (100% agree)
	Based on the analysis of educational partner input and local data (Annual Parent Survey, February 2024), Nicasio School will continue to focus on building relationships between school staff and families by focusing on the following responses:
- effectively communicating well between report cards (95% agree)
- effectively sharing information about how to help child with homework (72% agree)
- effectively providing information about the parent club and school foundation (86% agree)
	Based on the analysis of educational partner input and local data (Annual Parent Survey, February 2024), Nicasio school will improve engagement of underrepresented families in the following ways:
- continue to utilize our Spanish-speaking family liaison for outreach and translation services for all communications and during school events
	Based on results of the self-reflection tool, we are in the full implementation phase of building partnerships for student outcomes. This includes providing professional learning and support to staff to improve a school's capacity to partner with families, providing families with information and resources to support student learning and development at home, implementing policies or programs to teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, and supporting families to understand and exercise their legal rights and advocate for their students and all students.	Based on the analysis of educational partner input and local data (Annual Parent Survey, February 2024), Nicasio School will continue to focus on building partnerships for student outcomes by focusing on the following responses:
- Nicasio School encourages me to be an active partner with the school in educating my child (100% agree)
- Teachers communicate with parents about what students are expected to learn (94% agree)
- Nicasio School staff shares information about how to help your child with homework (100% agree)
- I have attended a Nicasio District PTA or school foundation meeting (38% agree)
	Based on the analysis of educational partner input and local data (Annual Parent Survey, February 2024), Nicasio school will improve engagement of underrepresented families in the following ways:
- continue to utilize our Spanish-speaking family liaison for outreach and translation services for all communications and events that encourage and strengthen building partnerships for student outcomes, including information to support student learning at home, meetings to discuss student progress, and information related to legal rights and advocating for students.
	Based on results of the self-reflection tool, we are in the full implementation phase of seeking input for decision-making. This includes supporting staff to effectively engage families in advisory groups, building to capacity of family members to effectively engage in advisory groups, providing all families with opportunities to provide input on policies and programs (with strategies to reach and seek input from underrepresented groups), and provide opportunities to have families and staff work together to plan, implement and evaluate family engagement activities at school.

	Based on the analysis of educational partner input and local data (Annual Parent Survey, February 2024), Nicasio School will continue to focus on building partnerships for student outcomes by focusing on the following responses:
- Nicasio School allows parent input and welcomes parent contributions (100% agree)
- Nicasio School actively seeks input of parents before making important decisions (95% agree)
	Based on the analysis of educational partner input and local data (Annual Parent Survey, February 2024), Nicasio school will improve engagement of underrepresented families in the following ways:
- continue to utilize our Spanish-speaking family liaison for outreach and translation services for all communications and events that build the capacity of and support family members of underrepresented families to effectively engage in advisory groups, provide input on policies and programs, and collaborate to design, implement and evaluate family engagement activities at school.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
21654170000000	Novato Unified	3	NUSD strives to build positive relationships between school staff and families. The staff works to foster caring relationships with their students and families through their daily interactions and teaching. Sites offer extracurricular and family engagement events to build a sense of school community and belonging. In addition, these events help to create and develop a strong sense of school pride and connectedness. Staff regularly contact parents to engage in two-way communication to ensure there is a supportive learning environment and robust partnership to best support students.

Results from the Youth Truth survey indicated that our families responded favorably to building relationships between school staff and families. The District will continue to focus upon this positive response and work to strengthen the degree to which families experience respect, care, service, and approachability at the school sites.

The employment of Community Liaisons at all of the sites helps to strengthen the school to home relationships as these individuals communicate directly with our Spanish speaking community to help increase the partnerships between school and families.	To improve building relationships between school staff and families, the District will engage in professional development that builds staff capacity to establish connections with their students and families. Staff will attend training sessions that foster creating positive learning environments and inclusive school cultures. The staff will experience training that details how to administer appropriate academic support and intervention, and how to respect and honor the diversity of our student body and community. Staff will continue to work diligently to ensure all campuses are inviting and welcoming. The District will continue to implement its social-emotional learning curriculum, and staff will implement this curriculum throughout the school year focusing upon important character traits and attributes.  This curriculum will help staff teach essential skills that emphasize respect, kindness, and compassion. In addition, the curriculum will help students deal with conflict management, responsibility, and accountability.	As a result of educational partner input and local data, the District continued to employ Community Liaisons to help support communication between the staff and its non English speaking families. The Community Liaisons will help improve engagement of underrepresented families by developing personal connections and increasing the opportunity for authentic communication. The Community Liaisons will personally contact our underrepresented families and invite them to important meetings and events while encouraging unrepresented families to partner with the sites to best meet the individual needs of their children.  All sites, including the District Office, have bilingual staff to assist students and families.

In order to support underrepresented families in building relationships with staff, the District will continue to provide opportunities for community building, recognition of achievements, and celebrations of success. The District will also continue to seek feedback and input from its educational partners through town hall meetings, surveys, school connected organizations, and site meetings with principals.	Based on the analysis of educational partner input and local data, NUSD has significant strengths in building partnerships for positive student outcomes. NUSD has established district and school committees that provide comprehensive input to inform the identification of needs and implementation of programs to support student learning.

District Committees
1. Parent Advisory Committee (PAC)/LCAP Steering Committee
2. District English Language Advisory Committee (DELAC)
3. District Special Education Advisory Committee (DSEAC)
4. Budget Advisory Committee
5. Career Technical Education (CTE) Advisory Committee

School Committees
1. School Site Council (SSC)
2. English Language Advisory Committee (ELAC)

NUSD's strengths related to building partnerships for student outcomes include a number of actions to support students through their academic careers. Parent/Teacher conferences are held in grades TK-5 to discuss student academic progress and social development with families. Sites utilize the Student Success Team (SST) model to meet with families if their student is struggling academically or socially, and parents are informed when it is determined that their student is classified as an English Language Learner, classified as a Long Term English Language Learner, and consulted when their child is reclassified for obtaining English proficiency.  

All school sites have opportunities for counseling services should students need additional social/emotional support. Students with disabilities are supported through the IEP (Individualized Education Program) process, and the site and family team works collaboratively to provide each student with their additional services to ensure academic and social progress. A behaviorist was hired to help staff support staff with challenging behaviors in the classroom by providing teachers with tools to address those challenging behaviors. The behaviorist works to ensure students miss less instructional time and feel connected to the learning environment. The behaviorist supports staff with reinforcing desired and appropriate comportment in the classroom and assists staff to support students with self-regulation techniques.

In addition to partnering with families, the District partners with a number of community organizations, including North Marin Community Services, Bay Area Community Resources, the North Bay Children’s Center, the North Bay Security Group, the Marin County Free Library, the Marin County Office of Education, the YMCA, the Boys and Girls Club of Sonoma and Marin, and a number of additional entities to ensure the academic, social-emotional, and health needs of all students are met. Through relationships with these organizations and others, students are served and their needs are addressed. These community partnerships allow the District to provide wrap-around services for students that include academic support, mental health counseling, medical services, and parent training/information sessions.	In order to improve building partnerships for student outcomes, the District is expanding its ability to provide training for staff and the Community Liaisons to help parents understand the academic trajectory of student success. The District will utilize opportunities at parent meetings to discuss the significance of attendance, behavior, and academics, with an emphasis on having students' perform at their personal best. Parent/Teacher, School Site Council (SSC), English Language Advisory Committee (ELAC), and District English Language Advisory Committee (DELAC) meetings will outline the importance of progression in English to ensure English learners are reclassified prior to matriculating from fifth grade if they have attended Novato schools for at least 5 continuous years, and discuss the significance of maintaining grade level standing. Parents will also be informed of potential academic and career pathways for students as they progress through the upper grade levels and develop an understanding of the A-G and Career and Technical Education (CTE) requirements that lead to enrollment in four year universities and the workforce.

The District will continue with the Decreasing Chronic Absenteeism Network (d.CAN) teams to support positive student attendance which will result in less missed instructional time.  Staff will continue the data review process to monitor student academic progress. Through the use of Professional Learning Communities and instructional learning teams, staff will analyze student achievement and adapt their teaching instructional methods through differentiated instruction to best support learning.

Student state and local testing data have indicated that there is need for increased academic rigor, and to that end, the District has developed a robust professional development training program that will focus on phonics and foundational skills, the mechanics of writing, a comprehensive understanding of reading and text complexity, and language development. Staff will receive support to implement the strategies and information that they gathered at the training through coaching and release time. Through the continued implementation of Proficiency Based Education, the District will refine its Guaranteed and Viable Curriculum (GVC) that details curricular scope and sequence, establishes common learning targets and assessments, and utilizes the data gathered through these assessments to improve instruction to better support the students.	The District will improve engagement of underrepresented families to build partnerships for student outcomes by continuing to send home communication in both English and Spanish, continuing to develop and expand partnerships with community organizations, continue to offer courses through the NUSD Adult Education campus to support adult learning, and commit to providing professional development and training to staff to improve academic and social-emotional interventions to enable students to remain in good academic standing.

The District will also utilize the Community Liaisons, the ELAC, DELAC, site council meetings, and parent meetings to help with creating a more thorough understanding on the part of parents regarding the schooling process.  These parent meetings will discuss the following topics: the reclassification of English learners, the challenges that Long Term English Learners (LTELs) and students considered at-risk of becoming a Long Term English Learners (ARLTELs) will face as they progress through the grade levels, how students can create both four and six year academic plans, and how students can become eligible to attend two year and four year universities and/or entry into the workforce. 

The District will also partner with PIQE (Parent Institute for Quality Education) to help underrepresented families gain an understanding of the schooling system and how to partner with schools to ensure their students achieve their academic and personal goals.	The District considers gathering feedback and input from our educational partners for decision-making one of its major priorities.  NUSD utilizes a robust communication system, office staff, and site and district newsletters to provide timely invitations to meetings that gather educational partner input and allow for opportunities for data reviews and discussions. Through both District and school site committees, educational partners are encouraged to share their thoughts and concerns regarding how to improve the educational experience of the students. Numerous surveys are sent throughout the school year to help determine satisfaction or concern with the schooling system.

Information is shared through board meetings, committee meetings, school and district newsletters, websites, town hall meetings, coffee chats with the principals, weekly updates, marquis, staff emails, and phone calls.	"Data from the Youth Truth survey indicated that families reported ""Communication & Feedback"" is an area of strength for the District.

While this is an area of strength, the District will continue striving to improve seeking input for decision making. The District will continue to increase outreach for individuals to serve on committees and participate in key decisions.  NUSD will continue to make a concerted effort to increase attendance at all district and site meetings through communication regarding these meetings and events and sending personal reminders to our families.

The District will empower parents by increasing their awareness of the impact they possess in terms of providing input for decision-making. The District will explain the connections between educational partner input and the potential for change and improvement for student outcomes when inviting participants to attend the meetings.  Through the initial Title I meetings with families, site principals will discuss the specific regulations and responsibilities the schools and parents will follow to ensure partnership and collaboration with families to improve seeking input for Decision-Making."	The District will continue to increase its efforts to connect with underrepresented families and extend invitations to participate in meetings and sessions in which stakeholder input and feedback is gathered. The Community Liaisons will continue to personally provide invitations to underrepresented families and expand outreach efforts. Through conversations that stress the importance of their feedback, the Community Liaisons will encourage underrepresented parents to participate in the meetings. Translation services will be provided at the input gathering meetings to ensure parents of English Language Learners have the opportunity to share their input and feel comfortable in the meeting environment.	4	4	4	5	4	4	4	5	4	4	4	4	Met		2024-06-25	2024
21654176113229	Novato Charter	3	Each K-8 teacher sends a monthly email to inform parents of class happenings including a summary of what students will be learning in the coming month. These letters include information on parent education topics and upcoming school events. The office sends out a monthly online newsletter to all families, which contains articles on school events and parent education topics. This newsletter frequently addresses topics relating to the eight state priorities. Each teacher hosts three parent evenings each school year. Our annual Back to School Night in September helps parents connect with the teachers, curriculum, parent committees, and volunteer opportunities. We hold several community-building events throughout the year, including school festivals, and parent education events. Teachers schedule an annual conference in the fall with every parent to discuss their child’s progress and offer an optional follow-up conference in the spring. These methods of communication help to engage underrepresented families. We provide Spanish translations of important school documents.
During the 2023-24 school year, we held many community-building events including festivals, field trips, and parent meetings. Our parent-run Community Round Table met two times to discuss topics such as volunteerism, fundraising, and school festivals. The Community Round Table was formed in 2019 to open communication channels within all branches of the school. Parent volunteers, representatives from volunteer committees, and administrative and teacher representatives attend these meetings to provide an opportunity for collaboration on school-wide events and to allow parents across the grades time and space for gratitude and inquiry.  
In January, we surveyed parents using the California School Parent Survey. 89% of parents “agreed” or “strongly agreed” on questions related to the promotion of parental involvement at the school. 68% of parents “agreed” or “strongly agreed” that the school actively seeks the input of parents. 95% of parents “agreed” or “strongly agreed” that the school is a safe place for their child.	Our focus area for improving relationships between school staff and families is to streamline and focus school communications to make them more user-friendly and better meet parent needs. This year, as part of this effort, we used ParentSquare for most parent communications. The ParentSquare platform helps parents stay informed by keeping school communications in one central place.	We plan to improve the engagement of underrepresented families in relation to building relationships between school staff and families by continuing to host several community-building events including festivals, field trips, parent meetings, and the Community Round Table.	Novato Charter School teachers hold a parent-teacher conference for every student in the fall and offer an optional follow-up conference in the spring. Teachers send monthly emails to parents and hold three parent meetings each school year to inform parents of happenings in the classroom and to provide resources to support learning at home. Also, we host one all-school parent education event each year.	We will continue to improve in building partnerships for student outcomes by holding several community-building events including festivals, field trips, parent meetings, and the Community Round Table.	We will continue to improve the engagement of underrepresented families through continuing social and emotional learning (SEL) work internally and with community partners.	During the 2023-24 school year, we hosted several community meetings, including a series of Community Chats held on Friday mornings, and evening meetings, such as Back to School Night and the Community Round Table, which met two times this year. The goal of the Community Round Table is to provide an opportunity for collaboration on school-wide events and to allow parents across the grades time and space for community gratitude and inquiry. Our Community Chats covered topics such as the multi-tiered system of support (MTSS), special education resources, and the Public Waldorf Curriculum used by Novato Charter School. Additionally, we hosted an all-school Parent Education evening and three Class Parent Meetings for each grade. 
We seek parent input from parent volunteers who participate on school committees, such as the facilities committee and the festival committee.
We administer a parent survey each school year.	Our focus area for improvement is to increase parental involvement in school committees.	One way in which we will improve the engagement of underrepresented families in relation to seeking input for decision-making is by continuing to offer parent meetings in the evening to meet the needs of working families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
21654250000000	Reed Union Elementary	3	Reed Union School District has many strengths in building relationships between school staff and families. Current Youth Truth data indicates that families have a strong connection to all schools. Survey data also indicates that families feel welcome and invited onto school campuses and are provided a wide variety of opportunities to engage and volunteer.	Youth Truth survey data indicated family desire for more frequent communication about student academic progress. In the upcoming year, the Reed Union School District will continue to provide additional information to families about their students academic progress.	Reed Union School District will continue to improve engagement of underrepresented families. Underrepresented will be intentionally invited to specific opportunities to provide input. Principals and other staff members will reach out to these priority families through their preferred method of communication. In addition, the District Counselor and Director of Student Services will continue to provide opportunities within neighborhoods that have high underrepresented student counts.	Reed Union School District has many strengths in building partnerships to impact student outcomes. RUSD has 98% participation in student teacher conferences. RUSD reports on student growth at least three times per year. Teachers and counselors respond on individual levels to continually address students academic needs.	Reed Union School District looks for opportunities to improve in building partnerships to impact student outcomes. Since 80% of our students are demonstrating success academically, RUSD is strategically targeting students who have achieved academic success. Ongoing site level meetings analyze student obstacles and make adjustments based on student need to help students reach success. Youth Truth survey data indicated family desire for more frequent communication about student academic progress. In the upcoming year, the Reed Union School District will continue to provide additional information to families about their students academic progress.	Reed Union School District will continue to improve engagement of underrepresented families. Underrepresented will be intentionally invited to specific opportunities to provide input. Principals and other staff members will reach out to these priority families through their preferred method of communication. In addition, the District Counselor and Director of Student Services will continue to provide opportunities within neighborhoods that have high underrepresented student counts.	Reed Union School District has many strengths in seeking input for decision making. RUSD formed an LCAP parent advisory group and will intentionally seek underrepresented families to participate in these groups. In addition, multiple task forces have been formed to gather input from a wide variety of educational partners in order to make strategic decisions about educational initiatives.	Reed Union School District will continue to improve on seeking input for decision making. In the upcoming year, RUSD will have more intentionality around pursuing and purposefully including families of underrepresented families. In addition, student input has been so informative that we will work to increase opportunities for students to give input to impact decision making.	As mentioned above, Reed Union will improve engagement of underrepresented families through intentionality of communication, invitations to participate, and engaging with families within their own neighborhoods.	5	5	4	4	4	3	5	5	3	4	5	4	Met		2024-06-11	2024
21654330000000	Ross Elementary	3	"Survey data shows that parents are pleased with the school's academic achievements, but recognize the need for partnership between school and home in regard to discipline, engagement and social justice. Ross School holds ""coffee"" talks in the morning and records them to send to families who can't attend the meeting due to work. The talks are designed to build partnerships between school and home by being transparent about what our policies, implementations, and partnership.

Ross School surveys the community twice a year to solicit feedback for the LCAP and general school improvement. The results of these surveys are shared at an evening parent/community meeting in May as well at school board meetings.

Back-to-school night is held in September, Guardian/Teacher Conferences are held each October for grades K-8, Open House is in April, Principals and Superintendent hold grade level meeting to gather feedback and hear what is working well in each grade. Monthly board meetings are also held to build relationships with the community."	"Community members have requested, through LCAP surveys, that we hold more parent talks and that they have input on the topics that are presented at these ""coffee talks."" Ross School is gathering feedback from the community on what topics are of interest to parents. When the coffee is held during school hours, we also hold an event at night to accommodate our working parents, based on LCAP input. Ross School also recodes as many meetings as possible to share with families so they can watch at their connivence. Ross School teachers and principals hold grade-level meetings with parents/guardians to discuss topics that are relevant for that grade level. Ross School also shares all individual student data from state test scores, including CAASSP, NWEA (MAP) test scores, and Youth Truth data with our parent/guardian community and holds 1-1 meetings with any family who requests a deeper understanding of the results or the creation of an individual action plan."	Ross School works to gain feedback from underrepresented groups through our Site Council which has parents who represent underrepresented groups on that committee. We have also added extra opportunities for families to attend meetings by holding the meetings in the morning and evening for working parents. Ross School and Ross PTO partnered to create several committees to include all families, including a Diversity, Equity, Inclusion, and Belonging committee, a Green School committee, and a committee to welcome new families to the district (buddy families).	The Youth Truth Survey held in October 2023 gathered feedback from students in grades 3rd-8th in the areas of instructional methods, engagement, culture, bullying, relationships, academic challenges, mental health, and motivation. This feedback was used to create impact cycles among the faculty and staff to address the critical feedback that was received from students. Faculty and staff also use this data to track progress. Student growth and achievement data are gathered twice a year (Aug., Jan) through NWEA (MAP) testing. This data is shared with parents and used by the intervention team and classroom teachers to see who needs interventions to achieve the expected growth for each student. Students may receive tier two intervention without a 504 or IEP. Ross School's learning center services students who need long-term intervention as well as short-term. Finally, grades 6-8 have a 40-minute period each day to receive re-teaching as needed from all teachers as well as tutoring help as needed.	The Youth Truth Survey was done in October to gather feedback from current students in grades 3rd-8th in the areas of instructional methods, engagement, culture, bullying, relationships, academic challenge mental health, and motivation. This feedback was used to create impact cycles among the faculty and staff to address the critical feedback that was received. Belonging came up as a need among the students and teachers received training on how to hold community circles to help create that sense of belonging in homerooms. Additionally student behavior was highlight among students as an area that needs improvement. Progressive discipline along with restorative practices have been implemented the last year and everyday behaviors have improved. Our data from both students and faculty show this remains an area where we can still continue to grow. Faculty implemented the Toolkit program in the elementary grades. This provides a structure and shared language around discipline. Academically, students told us through Youth Truth, that they don't find the tasks and learning assigned is not relevant to their lives outside of school. In response, Ross School has partnered with PSEADS to implement project based learning in grades 6-8. In addition Ross School continues to work on building it's service learning and outdoor education programs. These real world programs are designed to help students find relevance in their schooling.	The Site Council acts as our Parent Advisory Group. The Ross School District conducts routine committees, parents, and faculty meetings to garner input and feedback on our current progress, identify potential problems of practice, and determine the next steps. As the District collects this information, the administration works to codify the information into an action plan for the following school year. In addition to that data, the district has also conducted two parent/community surveys one at the beginning of the year to gather feedback on the opening of the school year from the perspective of special education parents, ELL parents, and general education parents.	The district conducted two parent/community surveys one at the beginning of the year to gather feedback on the opening of the school year from the perspective of special education parents, ELL parents, and general education parents. A more extensive survey is sent to parents and the community in March asking parents of special education students, ELL parents, and general education parents for specific feedback on the educational experience, quality of education, quality of facility, quality of relationships, quality of SEL, quality of communication, quality of leadership and overall satisfaction with the school district. In addition, parents were asked what they believe is working in the district, and what needs improvement. The district PTO, DEIB group, Foundation, Financial Advisory Committee (FAC), Site Council, and Principals' Council are all organizations that review and provide input on the LCAP and the eight state priorities. The district provides an interpreter as needed.	All three of our educational partner groups (students, teachers, community) are interested in deeper engagement in curriculum and instruction. Especially around engagement in learning and social justice standards. Our students and parents report that they do not see how what they are learning in school helps them in their everyday lives. Students in grades 3rd-6th report feeling connected to their teacher and they know that their teacher cares for them and wants them to do their best. However, they don't see how the content being taught helps them in life. Grades 7 and 8 report that they don't feel connected to the content they are learning. They do, however, report that they put in their best effort most of the time. Survey data is used to inform instruction, intervention, and programs at Ross School to promote student safety, belonging, achievement, and growth.	The LEA will continue to reach out through surveys and parent education events and will begin the implementation of surveys being provided in multiple languages as needed.	5	5	4	4	5	5	5	5	5	5	5	5	Met		2024-06-12	2024
21654580000000	San Rafael City Elementary	3	The SRCS Youth Truth Survey “ Family Survey” results captured perceptions about school community engagement specifically in terms of Engagement, Relationships, Culture, School Safety, Resources, and Communication and Feedback. The “Staff Survey” captured perceptions about school community engagement specifically in terms of Culture, Engagement, Relationships, and Professional Development, and Support, and School Safety. This collection tool was implemented district-wide in December 2023 and generated reports were made available in January 2024. The Youth Truth data reports represent feedback from 1390 elementary family members (based on the enrollment data a response rate of 56%), 363 middle school family members (based on enrollment data a response rate of  30%). These responses inform the district’s strategic actions to improve engagement and support. The “Staff Survey” represents feedback from 253 elementary staff members which is a 87% response rate, 89 middle school staff members which is a 79% response rate. This feedback was used to enhance the understanding and analysis of community engagement. 
San Rafael City Elementary schools provide a welcoming environment with staff that values their parent community with emphasis on building trusting and respectful relationships with school. San Rafael City Elementary has Community Liaisons at every site who welcome new families to the school and encourage families to become engaged. At four of our sites, we also have Family Centers thanks to the Community Schools Grant. Community Liaisons and Family Center staff are provided professional development and training to ensure our schools are seen as welcoming environments and trusted sources of information. Community Liaison staff meet monthly to ensure all information is streamlined and aligned, and to understand any new policies and procedures. These meetings are facilitated by our  Director of Community Partnerships. 
	SRCS will develop a districtwide attendance campaign to address our chronic absenteeism rates. This will include a parent and student facing attendance campaign, as well as the continuation of our internal systems and structures through COST and attendance review teams to monitor attendance. Based on our Dashboard data, we will focus on supporting students with disabilities to improve attendance.	SRCS will maintain a .5 FTE Bilingual Health Liaison and hire a Board Certified Behavior Analyst in the Elementary District to address the increase in social-emotional/behavioral concerns and counseling support, as well as the increase in referrals for special education. Additionally, SRCS implemented Wellness Centers, which provide much-needed mental health and social-emotional support. SRCS will continue to have Wellness Coordinators and hire a Mental Health Clinician to take the lead in coordinating services at the Wellness Centers and restorative practices to reduce the number of students who are suspended and/or expelled. Our middle schools are also engaging in professional development and family education around some key behaviors that are contributing to higher than normal suspension rates. SRCS has a Dean of Students at Venetia Valley TK-8 and Davidson Middle School, and will provide stipends for the work with ILT and School Climate Committees to focus on using data and research to improve our instruction, systems and structures and school climate to best serve our students. In addition, SRCS has refined our COST meeting structure to better coordinate support for students who are struggling with behavior, social emotional health, and/or academics. SRCS will provide counseling support through Tier 1 SEL lessons and Tier 2/3 interventions assigned through the COST referral process.	San Rafael City Elementary provides the necessary resources to support student learning and builds a strong partnership between the school staff and their families. All schools will continue to provide more opportunities for parents/guardians to communicate and visit their child’s school, and continue to build partnerships with organizations such Parent Institute for Quality Education, Parent Services Project, Canal Alliance, the Family Literacy Center and others to empower parents and provide leadership and advocacy training.	The District has grown its partnership with after-school providers (the City of San Rafael and YMCA) thanks to the ELOP grant. With ELOP funds we have begun to substantially increase the number of TK-6 unduplicated pupils we serve in summer, intersession and after school programs and we look forward to expanding in middle school.
	Community resources will be utilized for mental health support, youth development, and suspension diversion efforts,  particularly to support the wellness centers, including work with Huckleberry, Youth Transforming Justice. Bay Areas Community Resources. SRCS will partner with the Marin Association of REALTORS and other community groups to host visits and tours at District schools.	San Rafael City Elementary supports families and provides the opportunities to be actively involved in decision making. Sites are mindful of the multiple avenues needed to seek input and to engage families in the decision making process, and continue to refine how to effectively gain more input from families.  
SRCS will  provide a series of parent leadership classes focused on strengthening family, school and community partnerships, sharing critical information that impacts students and families, and building agency and advocacy to increase parent/family leadership. We'll host a series of trainer of trainer (ToT) professional development workshops for our community liaisons and family engagement support staff to give them the tools and resources to run high-impact family engagement and leadership classes at the site level.
San Rafael City Schools received funds to support the California Community Schools Partnership Program. This program will continue to  focus on increasing family and community engagement, integrated support services and new or existing partnerships with governmental entities or community-based organizations. 
District communication is more consistent and topic focused. SRCS will provide more frequent, but simplified District communications, and train school staff to streamline and improve use of ParentSquare to be more effective for families and encourage increasing use of video messaging. SRCS has redesigned and launched a new District and school website, and continuously reviews feedback and updates accordingly.
DELAC meetings have been more widely attended and continue to be held remotely at the request of DELAC parent leadership. Nevertheless, we have identified ways to improve and refine our communication and support to our English learner families  in the years to come.	San Rafael City Schools hired a Director of Community Partnerships to support the implementation of the five year California Community Schools Partnership Program. Each participating school has a site-based lead to carry out the grant’s programs and services. In addition, the District hired a part-time District Community Liaison to support the work of the community schools effort. This grant supports “wraparound” support to families like enhanced social services, expanded learning time, and job placement assistance. The grant focuses on increasing family and community engagement, increasing district and community-based services for newcomer and English learner families, providing parent leadership engagement and advocacy training, ensuring on-site physical and mental health partnerships for low-income families, preparing students for college and 21st-century careers, and supports District-wide coordination of support services. Key members of the family engagement team will attend the National Community Schools Conference  for professional development and networking opportunities designed to increase our CCSPP staff members’ knowledge of family engagement, extended learning opportunities, community partnerships and other whole-child strategies.	Staff will continue to support families and connect families to resources, and every site will continue to have a Community Liaison. SRCS supports and engages low-income and English learner students and families by having bilingual (Spanish/English) Community Liaisons and Community Schools Staff facilitate parent education, parent involvement opportunities, interpretation and translation, eliminating barriers to increase access and referrals to agencies for integrated services and direct services to meet the needs of the whole child. Staff members who support family engagement  at each site will plan and facilitate parent education learning opportunities targeted on collectively identified areas of need for low-income and English learner families. SRCS will invite parents/families of English learners to attend parental involvement workshops sponsored by the California Association for Bilingual Education (CABE). And, every August the District and school sites support families through the online annual data confirmation process to ensure contact information and family data is reviewed and updated.

A Communications Director position will continue to enhance communication with and engagement of families of low-income students, foster youth and English Learners. 
	4	4	3	5	4	4	5	4	4	4	4	3	Met		2024-06-17	2024
21654660000000	San Rafael City High	3	The SRCS Youth Truth Survey “ Family Survey” results captured perceptions about school community engagement specifically in terms of Engagement, Relationships, Culture, School Safety, Resources, and Communication and Feedback. The “Staff Survey” captured perceptions about school community engagement specifically in terms of Culture, Engagement, Relationships, and Professional Development, and Support, and School Safety. This collection tool was implemented district-wide in December 2023 and generated reports were made available in January 2024. The Youth Truth data reports represent feedback from 470 high school family members (based on enrollment data a response rate of 20%). These responses inform the district’s strategic actions to improve engagement and support. The “Staff Survey” represents feedback from 166 high school staff members which is a 72% response rate. This feedback was used to enhance the understanding and analysis of community engagement. 
San Rafael City High provides an environment that values supporting students in their progress towards building confidence, personal skills, strong work ethic, and encourages students to pursue their passions as well as provide an education that will prepare students to be successful in college. San Rafael City High has Community Liaisons at every site who welcome new families to the school and encourage families to become engaged. Community Liaisons staff are provided professional development and training to ensure our schools are seen as welcoming environments and trusted sources of information. Community Liaison staff meet monthly to ensure all information is streamlined and aligned, and to understand any new policies and procedures. These meetings are facilitated by our Director of Community Partnerships.
At the site level families are made to feel welcome through various informational and community-building events including: back-to-school nights, eighth-grade orientation night, college information nights, special parent education nights, concerts, plays, musicals, and other artistic and athletic performances. Community Liaisons and other key staff members are provided professional development and training to ensure our schools are seen as welcoming environments and trusted sources of information. In addition, SRCS has fully staffed Wellness Centers to further support mental health and social emotional development. Through this expanded team, partnerships with community-based organizations and the California Community Schools Partnership Program, our Wellness teams provide support to students across the three MTSS tiers (prevention, intervention, and intensive). In addition, SRCS has refined our Coordination of Services Team (COST) meeting structure to better coordinate support for students who are struggling with behavior, social emotional health, and/or academics. SRCS will provide counseling support through Tier 1 and Tier 2/3 interventions assigned through the COST referral process. 
	SRCS will develop a districtwide attendance campaign to address our chronic absenteeism rates. This will include a parent and student facing attendance campaign, as well as the continuation of our internal systems and structures through COST and attendance review teams to monitor attendance. Based on our Dashboard data, we will focus on supporting students with disabilities to improve attendance.
	The District continues to prioritize diverse and bilingual candidates in the recruiting and hiring process. The District secured a Teacher Residency Grant with a coordinator to oversee the program. The District will also work with Culturally Responsive Leadership to provide anti-racism frameworks and practices, and culturally proficient teaching practices administrators, teachers, and classified staff.	San Rafael City High provides resources to support student learning and continue to enhance building a strong partnership between the school staff and their families. San Rafael City High provides resources to support student learning and continues to enhance building a strong partnership between the school staff and their families. SRCS values every member of our community and is committed to actively engaging parents, community organizations and the broader community to ensure the success of every student.	San Rafael high schools continue to refine communication with parents/guardians and enhance building partnerships with families. San Rafael City High will continue to build partnerships with organizations such as Parent Services Project, Canal Alliance, the Family Literacy Center and others to empower parents and provide leadership and advocacy training.	Community resources will be utilized for mental health support and youth development, particularly to support the new wellness centers, including work with Huckleberry, Bay Areas Community Resources, Youth Transforming Justice, and Half the Story to promote our District and schools. SRCS will partner with the Marin Association of REALTORS and other community groups to host visits and tours at District schools. 
	San Rafael City High will continue to provide parent training to empower leaders as advocates.  Community Liaisons will continue to support building strong partnerships between the school staff and their families. San Rafael City High supports families and provides the opportunities to be actively involved in decision making. Sites are mindful of the multiple avenues needed to seek input and to engage families in the decision making process, and continue to refine how to effectively gain more input from families. Family Centers will continue to support families and connect families to resources.
Community Liaisons will continue to support the increase of home visits to families in partnership with teachers as appropriate. Community liaisons, counselors and community partners will meet regularly (Canal Alliance, Bay Area Community Resources, Huckleberry Youth Programs, etc.) to coordinate outreach and support, particularly for newcomers. Community Liaisons will continue to support building strong partnerships between the school staff and their families. Family Center staff will identify parent needs and provide education and training in key areas of need. The workshops have primarily focused on supporting families with communication systems like ParentSquare, Canvas and Aeries. The Superintendent's Committee on School Culture, Climate and Equity will convene and facilitate a District-wide committee that aims to foster an inclusive, safe and welcoming environment for all San Rafael City Schools students. The committee welcomes SRCS staff, students, parents, guardians, caregivers and community members to participate in discussions on school climate, culture equity and belonging. San Rafael City High will continue to provide parent training to empower leaders as advocates. 
San Rafael City Schools received funds to support the California Community Schools Partnership Program. This program will continue to focus on increasing family and community engagement, integrated support services and new or existing partnerships with governmental entities or community-based organizations. 
District communication is more consistent and topic focused. SRCS will provide more frequent, but simplified District communications, and train school staff to streamline and improve use of ParentSquare to be more effective for families and encourage increasing use of video messaging. SRCS has redesigned and launched a new District and school website, and continuously reviews feedback and updates accordingly.
DELAC meetings have been more widely attended and continue to be held remotely at the request of DELAC parent leadership. Nevertheless, we have identified ways to improve and refine our communication and support to our English learner families  in the years to come.	San Rafael City Schools hired a Director of Community Partnerships to support the implementation of the five year California Community Schools Partnership Program. Each participating school has a site-based lead to carry out the grant’s programs and services. In addition, the District hired a part-time District Community Liaison to support the work of the community schools effort. This grant supports “wraparound” support to families like enhanced social services, expanded learning time, and job placement assistance. The grant focuses on increasing family and community engagement, increasing district and community-based services for newcomer and English learner families, providing parent leadership engagement and advocacy training, ensuring on-site physical and mental health partnerships for low-income families, preparing students for college and 21st-century careers, and supports District-wide coordination of support services. Key members of the family engagement team will attend the National Community Schools Conference  for professional development and networking opportunities designed to increase our CCSPP staff members’ knowledge of family engagement, extended learning opportunities, community partnerships and other whole-child strategies.

	Staff will continue to support families and connect families to resources, and every site will continue to have a Community Liaison. SRCS supports and engages low-income and English learner students and families by having bilingual (Spanish/English) Community Liaisons and Community Schools Staff facilitate parent education, parent involvement opportunities, interpretation and translation, eliminating barriers to increase access and referrals to agencies for integrated services and direct services to meet the needs of the whole child. Staff members who support family engagement  at each site will plan and facilitate parent education learning opportunities targeted on collectively identified areas of need for low-income and English learner families. SRCS will invite parents/families of English learners to attend parental involvement workshops sponsored by the California Association for Bilingual Education (CABE). And, every August the District and school sites support families through the online annual data confirmation process to ensure contact information and family data is reviewed and updated.

A Communications Director position will continue to enhance communication with and engagement of families of low-income students, foster youth and English Learners. 
	3	4	3	5	4	4	4	4	4	4	4	3	Met		2024-06-17	2024
21654740000000	Sausalito Marin City	3	The strength of the LEA lies in our organizations desire to engage with staff members and families to collect their input on the various decisions that are being made within our district. In the past year our district has undergone major processes including LCAP planning, Strategic Plan Development and campus consolidation. In each instance intentional engagement has take place to garner feedback and ensure collaborative impact.	Based on feedback received, the LEA looks to improve the relationship between school staff and community by promoting access to two way communication and increasing engagement activities. The need for two way communication tools was highlighted in the prior year, as the previous platforms only allowed for one way engagement and did not possess a landing page for information. The district upgraded its digital platform to meet that need and now distributes information to every possible device in a timely, efficient and culturally responsive manner. 

In the interest of engagement, the district looks to host 3 or more engagement nights catered toward informing parents of student progress and equipping families with tools that extend their child's learning experience to home.

Additionally, the district has named Staff Wellness as one of its priority areas listed in the LCAP. Various strategies will be implemented to improve overall teacher, health wellness and retention.	The LEA utilizes its partner and provider feedback to engage underrepresented families in a variety of ways. Ina addition the general students and families that we serve our district partners have elected to specifically target the success of low income students, foster and homeless youth, students of color and students with disabilities. 

In order order to meet their needs the district has solicited the services and support of community partners, Parents, teams, PACs and committees and local county office of education services.	The LEA has increased its strength building partnerships	The LEA has recently submitted its newly ratified LCAP and Strategic Plan. The LEA has emphasized that all programs, and partnerships that provide services to students and families, must align themselves to the goals and metrics indicated in those plans.	In order order to meet their needs the district has solicited the services and support of community partners, Parents, teams, PACs and committees and local county office of education services.	The strength of the LEA lies in our organizations desire to engage with staff members and families to collect their input on the various decisions that are being made within our district. In the past year our district has undergone major processes including LCAP planning, Strategic Plan Development and campus consolidation. In each instance intentional engagement has take place to garner feedback and ensure collaborative impact.	The LEA looks to improve shared decision making but putting systems in place to makes sure that all parents groups, PACs and committees have the proper information and resources to properly navigate the education system and become advocates for their children.	In order order to meet their needs the district has solicited the services and support of community partners, Parents, teams, PACs and committees and local county office of education services.	4	4	3	4	4	3	3	2	4	3	4	4	Met		2024-06-20	2024
21654820000000	Tamalpais Union High	3	The District has been working directly on building learning partnerships with students. That process involves engaging with parents around the decisions that impact their child's education. The District implemented a year long professional  development plan this year that included interviews with students to learn more about their learning experiences. For many educators, this was carried over into reaching out to families for similar conversation. 

Additionally, the district is in the second year of employing deans of student success and intervention coordinators. In both of these positions, staff are working directly with parents and students to build success plans. That requires partnering with parents and engaging in two way communication.	The District uses multiple sources of data to inform our practices and to identify areas of growth. We have heard from families via survey and community meetings that our communication regarding what the schools and district are focusing on is lacking. We are developing a communication plan that will include gathering data from parents around how they would like to be communicated with, the content they prefer and the cadence of communication. We feel that a strong and trusting relationship must include clear, transparent communication.	In response to a direct request from community members from an historically underrepresented community, the District formed a coalition of staff, parents, community members and administrators and board members to focus on ways to better serve our Black students in particular. Our data show that our Black youth are the most underserved by the District. This committee has met seven times this year and will continue to meet next year. The three primary areas of focus are: parent engagement and education, student mentorships and policies and resolutions to support students. The parent engagement focus is to co-design parent events in which our underserved parents will want to participate.  Our goal is to create more inclusive learning environments, in which students and families feel supported and are successful.	The District has been working directly on building learning partnerships with students. That process involves engaging with parents around the decisions that impact their child's education. The District implemented a year long professional  development plan this year that included interviews with students to learn more about their learning experiences. For many educators, this was carried over into reaching out to families for similar conversation. 

Additionally, the district is in the second year of employing deans of student success and intervention coordinators. In both of these positions, staff are working directly with parents and students to build success plans. That requires partnering with parents and engaging in two way communication.	The District has spent the past year building the capacity of our staff to engage in authentic dialogue with students in order to partner with students and families to support student success. Research indicates that student-teacher relationships have a positive and direct impact on student learning. According to John Hattie, the effect size of student-teacher relationships is .72, with the average growth for a year is .40. We also know from Zarretta Hammond's research that relies on developmental psychology that students must feel emotionally safe in an environment for their brains to be able to process learning. Our collective work has been around examining instructional strategies and practices that build learning partnerships and allow students to feel psychologically safe in the classroom. This process is part of a multi-year implementation of a multi-tiered system of support known as the Tam4Ward Plan.	As part of our professional learning, educators are asked to select a focal student from an underrepresented student group in order to address specifically how their teaching is impacting that student. We believe that focusing on building our capacity to meet the needs of our most underserved will improve the learning outcomes for all.	The District has held a broad stakeholder task force for the past four years. This group was called the Racial Justice Task Force (RJTF) and it is made up of teachers, students, administrators, board members, and community members . The task force has input on decisions in areas of the LCAP, hiring and retention, curriculum and instruction, polices and practices, parent and community engagement and climate and culture. The RJTF drafted a Racial Equity Policy for the district that was approved in June of 2022. The district has made changes to our hiring practices, our communication practices and our community engagement practices due to input from the RJTF. 

In addition to the RJTF, the District has a newly formed coalition designed to specifically address the needs of one of our historically marginalized communities. This coalition is working directly on addressing polices, parent engagement and student mentorship as well as effective communication.	The district needs to improve on our communication to inform our families about opportunities to participate in decision making processes. We are actively working on diversifying our modes of communication and gathering feedback on how parents would like to receive information from the district and the school sites.	The District is seeking information from families from underrepresented communities on ways in which they wish to be engaged, including what types of decision do they wish to participate on making and what type of information would they find most helpful. We are also increasing our parent engagement events next year and will have a parent engagement steering committee to gather data on what would make parents engage more in our events, when the events would be most convenient and how often do they wish to participate in events.	4	3	3	3	3	3	3	4	4	4	4	4	Met		2024-06-25	2024
21733610000000	Shoreline Unified	3	Through our Community School processes, as well as the work of our school site Family Advocates, systems are in place to build school to home to school partnerships with families to support student learning and growth.	Now that we are in the Community School implementation phase, we will focus on expanding these systems and solidifying them to ensure sustainability.  In particular, we have focused the School Site Councils as the important educational partner shared leadership vehicles at each school site.	As a small district, personal, individual outreach to families from our Family Advocates remains our most successful strategy. In addition, our Community Schools planning work has developed systems for collecting feedback from families regarding the best ways to structure our opportunities for engagement to meet the needs of our families.  We have learned certain events and meetings need to be scheduled at certain times to promote higher levels of engagement.  In addition, tying informational and feedback gathering opportunities to high interest engagement and social activities has been effective, as well.	Please refer to LCAP Goal 2 and 3 for more information about how SUSD engages families and the community.	Building on our Community School Planning process engagement structures, our next step is solidifying those structures and refining them to ensure sustainability. In addition, refining our digital platforms (our website and corresponding phone application) to facilitate more efficient communication.  Furthermore, the development of a districtwide communication plan will help to make our communications more effective and efficient.	Our Community School Director, in partnership with Family Advocates at each school site, continue to refine their processes for making individual and small group contacts on a regular basis with all families, especially families that we find to be underrepresented.	Through the Community School Implementation process, SUSD has developed structures at each school site, as well as at the district level, to engage families, staff, and community partners an in shared planning and decision making.	We continue to work to solidify these established processes to ensure that they are effective and sustainable.	Through continued outreach from our Family Advocates and through our Community School processes, we will continue to approve our ability to engage families who have previously been underrepresented.	5	5	5	5	4	4	4	4	4	4	4	5	Met		2024-06-20	2024
21750020000000	Ross Valley Elementary	3	"The Ross Valley School District welcomes parents and guardians as valued partners in their child's education. Parents and guardians can engage with their child's school experience through conferences, Back-to-School Night, Open House, Site Council, Parent Club meetings, various volunteer opportunities, and special social events at each site.

In partnership with our Parent/Guardian Equity Task Force, the district has developed a Racial Equity Action Plan to ensure that ""all students feel a sense of belonging, are respected and celebrated for their individual differences, and are empowered to thrive socially, emotionally, and academically"" (from the RVSD Racial Equity Mission Statement). A current goal is to increase participation in our DELAC and ELAC groups. To facilitate effective communication, we use Parent Square to ensure that all parents and guardians receive information in their home language."	"

The Ross Valley School District is dedicated to ensuring that every student and family feels a strong sense of belonging within our schools. We aim to foster greater diversity in our parent leadership groups and develop culturally representative and responsive school events and activities. We have implemented history and heritage month recognitions and are expanding celebration days to serve as ""mirrors and windows"" for our students. By examining all of our systems through an equity lens, we make necessary adjustments to support this commitment.
"	The district is committed to increasing and improving communication with all families, specifically those of multilingual learners. We are enhancing our communication systems, including providing interpretation for activities such as conferences and translating all district communications. We have developed evening events at all our sites to help Spanish-speaking families connect with school technologies like Parent Square and Aeries. Additionally, we are increasing the frequency of site and district English Language Development committee meetings.	TK through fifth-grade families participate in intake conferences at the start of the year and parent-teacher conferences in late fall. In middle school, staff regularly meets with parents and students to develop support plans for those with social-emotional or academic needs. All school sites offer multiple opportunities for parents to gain a deeper understanding of the curriculum, as well as the behavioral and social-emotional supports available both in and out of school. Each site sends a weekly newsletter via Parent Square, ensuring information is received in the student’s home language. We continue to seek ways to increase parent engagement from all student groups, particularly those that are underrepresented.	Our district is focused on refining our Multi-Tiered System of Support (MTSS). Within the MTSS framework, parents and guardians play a critical role in determining the academic, social-emotional, and behavioral supports needed for students. Site staff partners with parents to understand student progress toward grade-level standards and identify any necessary social-emotional or behavioral supports to ensure student success.	We are partnering with two critical parent organizations, our Parent/Guardian Equity Task Force and ELAC/DELAC, to ensure that underrepresented students and families feel a sense of belonging within our school and district communities. To this end, we have revamped our parent survey to include questions that provide insights into the experiences of our students and families, using this data to determine next steps. Parent representatives from our Equity Task Force participate in Parent Club, Site Council, and Superintendent’s Council meetings to ensure that equity is always at the forefront of our work.	We are in our third year of utilizing Panorama Education surveys to gather input from students and parents/guardians. These surveys are administered to students in grades 3-8 and parents/guardians, providing valuable information in areas such as school climate, equity and inclusion, and sense of belonging. Additionally, we administer the Healthy Kids Survey every other year.

We regularly seek informal input from parents and guardians through various formats. The superintendent hosts bi-monthly committee meetings that include representatives from certificated, classified, and administrative staff, along with representatives from the parent club, site council, and our Racial Equity Task Force. Sites also host monthly parent club and school site council meetings.	The district is dedicated to enhancing engagement and communication with families of our multilingual learners. This includes organizing regular Site English Learner Advisory Committee meetings centered around topics of interest to families, offering childcare and meals during these sessions to facilitate participation. We are fully committed to supporting this initiative by pairing up families with current ones.	The District remains committed to enhancing engagement among underrepresented families in decision-making processes. This entails sustaining our parent partnerships within the identified groups. We plan to conduct ELAC meetings across all sites, although they are mandated only for two sites based on EL student numbers. To facilitate attendance, we are exploring options such as varying meeting times and providing childcare. Additionally, our Parent/Guardian Equity Task Force collaborates with site principals to foster inclusive and accessible environments for all families.	4	4	4	4	4	4	4	3	4	4	3	5	Met		2024-06-26	2024
22102230000000	Mariposa County Office of Education	3	Our strengths lie in the fact that we are a small community where people know one another by name and this applies to our families, staff and students as well. Parents know their students’ school communities very intimately and our schools are a cornerstone of community life in Mariposa.	We are focusing on supporting staff to ensure that we have the capacity to provide professional learning and support to teachers in how to best communicate and partner with families as well as how to utilize families strengths to create inclusive and positive environments. At the district level, we are working closely with community partners and local parent resource centers to increase opportunities for engagement. We recognize a need to centralize a calendar of events and youth opportunities. To meet this need, we will be revisiting tools within our website and a coordinated parent calendar of events.	We are working to increase and improve the engagement of underrepresented families through culturally responsive parent education nights that include food and child care to eliminate barriers to participation. We have added a Student Support Services division. This division includes a Foster & Homeless Youth Liaison dedicated solely to communicating and coordinating support for foster and homeless youth.	We do have structures in place that allow for parents to meet with their children’s teachers and gain information and insight into their students’ academic success. Our schedules are created to allow space for parent meetings on a yearly basis as well as allowing weekly space for needs that arise. Students Support Services coordinates and communicates directly with local community agencies to support youth.	We are working on developing a parent education series that would allow for information to be shared such as how to exercise their legal rights and advocate for their own students and all students as well as a variety of academic and developmental training to support our students. With the addition of Student Support Services, we hope to expand on parent education opportunities.	We will increase engagement by an increase in opportunities to participate in parent engagement nights specifically designed to support English learners, Students with Disabilities, Foster, and Homeless youth.	We communicate all engagement opportunities and opportunities for input through our parent communication system that allows for translation as well as text as needed to increase parent access to school information. Parent Advisory Council and English Learner Advisory Councils occur at multiple points throughout the year and in conjunction with the Local Control Accountability Plan (LCAP) Advisory. Surveys provide additional information, including data pertaining to safety and connectedness.	We look forward to increased parent education nights that teach parents about the different ways that they can give input and be a part of decision making. Beginning in the 24/25 School Year, we will begin a Student Advisory Council, inclusive of students in grades 6-12 and representative of our student demographics.	We will improve engagement of underrepresented families in relation to seeking input and decision making by increasing those opportunities as well as creating more opportunities to learn about what these advisory committees do and how they support our students. We will also utilize empathy interviews to specifically seek input from students and families of English learners, Foster and Homeless students.	3	4	3	4	2	4	4	3	3	3	3	3	Met		2024-06-27	2024
22655320000000	Mariposa County Unified	3	Our strengths lie in the fact that we are a small community where people know one another by name and this applies to our families, staff and students as well. Parents know their students’ school communities very intimately and our schools are a cornerstone of community life in Mariposa.	We are focusing on supporting staff to ensure that we have the capacity to provide professional learning and support to teachers in how to best communicate and partner with families as well as how to utilize families strengths to create inclusive and positive environments. At the district level, we are working closely with community partners and local parent resource centers to increase opportunities for engagement. We recognize a need to centralize a calendar of events and youth opportunities. To meet this need, we will be revisiting tools within our website and a coordinated parent calendar of events.	We are working to increase and improve the engagement of underrepresented families through culturally responsive parent education nights that include food and child care to eliminate barriers to participation. We have added a Student Support Services division. This division includes a Foster & Homeless Youth Liaison dedicated solely to communicating and coordinating support for foster and homeless youth.	We do have structures in place that allow for parents to meet with their children’s teachers and gain information and insight into their students’ academic success. Our schedules are created to allow space for parent meetings on a yearly basis as well as allowing weekly space for needs that arise. Students Support Services coordinates and communicates directly with local community agencies to support youth.	We are working on developing a parent education series that would allow for information to be shared such as how to exercise their legal rights and advocate for their own students and all students as well as a variety of academic and developmental training to support our students. With the addition of Student Support Services, we hope to expand on parent education opportunities.	We will increase engagement by an increase in opportunities to participate in parent engagement nights specifically designed to support English learners, Students with Disabilities, Foster, and Homeless youth.	We communicate all engagement opportunities and opportunities for input through our parent communication system that allows for translation as well as text as needed to increase parent access to school information. Parent Advisory Council and English Learner Advisory Councils occur at multiple points throughout the year and in conjunction with the Local Control Accountability Plan (LCAP) Advisory. Surveys provide additional information, including data pertaining to safety and connectedness.	We look forward to increased parent education nights that teach parents about the different ways that they can give input and be a part of decision making. Beginning in the 24/25 School Year, we will begin a Student Advisory Council, inclusive of students in grades 6-12 and representative of our student demographics.
	We will improve engagement of underrepresented families in relation to seeking input and decision making by increasing those opportunities as well as creating more opportunities to learn about what these advisory committees do and how they support our students. We will also utilize empathy interviews to specifically seek input from students and families of English learners, Foster and Homeless students.	3	4	3	4	2	4	4	3	3	3	3	3	Met		2024-06-27	2024
22655320125823	Sierra Foothill Charter	3	"The small size of our rural school allows staff members to know every student and family. The school staff are able to flexibly work with families to support needs related to learning and the overall well-being of students. Multiple modes of communication are used to keep families informed, and many opportunities are available for parents/guardians to be involved in their children's learning and provide input regarding school plans and decision-making. Annual parent/guardian survey results consistently demonstrate strong support for the home to school relationship. 

The following are key survey statements with the percentage of parents/guardians responding ""agree"" or ""strongly agree"":
Feel welcome - 86% 
Informed of student progress - 73%
Understand academic expectations - 86%
Provided support for learning at home- 77%
High quality instruction provided - 95%
Satisfied with level of student learning - 91%
Academic support provided - 73%
Teacher takes concerns seriously - 95%
Adequate communication - 67%"	There will be greater focus on regular communication between classroom and home to provide progress reporting and support for at-home learning.	Re-instituting regular school events and building the volunteer pool has been a goal this past year, and this focus will continue in the year ahead. The use of Parent Square for targeted communication will be improved. Teachers will identify ways to communicate student progress to parents/guardians throughout each trimester. Greater feedback from parents/guardians through formal and informal ways will be sought.	"Overall state testing scores are consistently above state and local districts on state assessments. Regular team meetings are held with parents/guardians of students needing additional support. 

The following are key survey statements with the percentage of parents/guardians responding ""agree"" or ""strongly agree"":
Feel welcome - 86% 
Informed of student progress - 73%
Understand academic expectations - 86%
Provided support for learning at home- 77%
Academic support provided - 73%
Teacher takes concerns seriously - 95%"	Providing resources to families to better support learning at home is a focus area in the year ahead. In addition, staff will help all families better understand learning expectation for each grade level and student and expand intervention supports at school.	Targeted outreach to underrepresented families will include increased meeting opportunities, personal invitations to school and community events, and providing at home learning supplies and training resources to support student outcomes.	In addition to the annual survey, parents/guardians have the opportunity to provide input in decision-making through committee participation, meeting attendance, and volunteerism. Due to the small size of the LEA, it is easier to include a large percentage of parents/guardians in this process.	Greater direct involvement of parents/guardians and community members in decision-making process is desired.	Targeted outreach to underrepresented families will occur to increase participation on committees and at meetings where input is sought for decision-making.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
23102310000000	Mendocino County Office of Education	3	Our strengths include regular communication about our school programs and student progress.	We are hoping to have more educational partner participation in school committees and planning meetings.	We will reach out on an individual basis to encourage better relationships between school staff and families.	Our system allows for many points of contact between the schools and families.	We are interested in providing information that would be helpful and relevant to support student learning and
development in the home.	We continually seek to improve communication with students and families.	Texting survey questions has been effective in gathering input data.	We would like to improve educational partner input on policies and programs and input for decision-making for
planning purposes.	We will ask the partners what would work best for them, and continue to offer opportunities for communication on a
regular basis.	4	4	3	3	3	2	4	4	3	3	3	3	Met		2024-06-24	2024
23655400000000	Anderson Valley Unified	3	"We are developing the capacity of staff to build trusting and respectful relationships with families through Parent Square Communication, Back to School Night, and Conferences. We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, Back to School Night. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by MTSS, and welcoming schools. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Information Night, Parent Conferences, Open House, ELAC.	"	"The following is the focus area for this category ""Supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children."""	We will provide opportunities for parents and families to participate in school functions through volunteer opportunities and extracurricular activities and opportunities for parents on supporting student academic success by creating supportive home environments for student learning. Translation services will be available.	We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, MTSS Workshop.  We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, online resources, Parent Square and weekly updates.  We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Parent Meetings and ELAC. We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbook, Annual Notifications, ELAC.	"The following is the focus area for this category ""Providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families. """	We will provide opportunities for parents and families to participate in school functions through volunteer opportunities and extracurricular activities and opportunities for parents on supporting student academic success by creating supportive home environments for student learning.	"We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making through leadership training.	 We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs and School Site Council. 	We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, ELAC and DELAC, and Board Meetings. We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels through Parent Clubs and Board Meetings. 	"	"The following is the focus area for this category ""Building the capacity of and supporting family members to effectively engage in advisory groups and decision-making."""	We will provide opportunities for parents and families to participate in school functions through volunteer opportunities and extracurricular activities and opportunities for parents on supporting student academic success by creating supportive home environments for student learning.	4	4	4	4	3	4	5	4	4	4	4	4	Met		2024-06-13	2024
23655570000000	Arena Union Elementary	3	Based on the analysis of educational partner input and local data, the current strengths and progress in building relationships between school staff and families at Arena Elementary are that we publish a monthly school newsletter to announce upcoming events, student successes, and other important site information.  This newsletter is sent in a hardcopy and digital form, in both English and Spanish.  We have seen an increase in family engagement activities such as Back to School Night, Open House, Student Awards Ceremonies, the Honor Gathering for our Native American students, participation in the English Learner Advisory Committee, Arena Site Council and the Native American Educational Advisory Committee.  Sign-in sheets at each function are used to gather baseline data which showed that 45% of parents attended Back to School Night and 58% of parents attended our Open House in the Spring.  the Honor Gathering for our Native American students, held in May, showed that over 100 family members ad their children showed up to celebrate both Arena and Point Arena High School students for academic and individual achievements.  Arena Site Council meetings are held monthly, while ELAC and NAEAC Committee meetings are held on a quarterly basis throughout the school year.	Based on the analysis of educational partner input and local data, Arena Elementary wants to continue to improve in the areas of:

1.  Creating a school where students, families, community members and employees feel welcomed, valued and supported with continued open and transparent communication through news letters, social media, Parent Square announcements, student conferences, awards ceremonies and family engagement nights. 
2.  Embrace and valued the identities of our students, families, community members and employees in all aspects.
3.  Partner with and appreciate all the families of our students regardless of their structure, socioeconomic status, citizenship status, English Language mastery, or other individual circumstance
4.  Provide each and every student with the resources and supports needed for their individual educational journey with considerations paid to the unique strengths and challenges using UDL strategies within the classroom.
5.  Continue to offer equitable access to co-curricular and extra-curricular activities, social-emotional support, tutoring and enrichment opportunities to every student.	Based on the analysis of educational partner input and local data, Arena Elementary will improve engagement of underrepresented families by offering equitable access to co-curricular and extra-curricular activities, social-emotional support, tutoring and enrichment opportunities.  we will continue to focus on the growth and development of our ELAC and NAEAC Committees and provide translation services to families in need.	Based on the analysis of the educational partner input and local data, Arena Elementary's strength and progress in building partnerships for student outcomes includes using surveys to identify student needs (academically and social emotionally).  Parent conference week is held year year in October, and teacher are available anytime a parent has concerns.  arena is implementing the RULER SEL program along with providing on site counseling services for parents and students,  Additionally, AST meetings are held twice per month to monitor students with academic needs and to provide the supports necessary for positive academic and well being outcomes.	Based the the analysis of educational partner input and local data, Arena Elementary's focus area for improvement in building partnerships for students outcomes includes implementing the KELVIN Survey System so that bi-monthly students surveys can track the school and academic climate, implement the RULER SEL program with the support from Action Network, a local health agency which also provides counseling services for parents and students, and holding more community engagement activities.  We are focusing on the needs of the whole child to improve student outcomes.	Based on the analysis of educational partner input and local data, Arena Elementary will improve engagement of underrepresented families by offering equitable access to co-curricular and extra-curricular activities, social-emotional support, tutoring and enrichment opportunities.  we will continue to focus on the growth and development of our ELAC and NAEAC Committees and provide translation services to families in need.	Based on the analysis of educational partner input and local data, Arena Elementary's current strengths in seeking input for decision-making continues to be 1) communication with stakeholders, including strategies that eliminate language and cultural barriers (e-mail, face-book, phone calls, face to face meetings, community meetings), 2) enhance opportunities for parents, teachers and community to partner in supporting student learning at school and home, 3) partner with educational and business agencies to strengthen college and career opportunities for our students, and 4) hold consistent District English Learner Advisory Committee (DELAC) and Native American Education Advisory Committee (NAEAC) meetings. Specifically designed to meet the needs of parents of unduplicated student groups and students with special needs.	"Based on the analysis of educational partner input and local data, Arena Elementary's current focus in seeking input for decision-making continues to encourage more parents of underrepresented families to provide input for site decisions.  Also, Arena is developing our ""Elevating Student Voices"" programs through student interviews, student government and leadership opportunities"	Based on the analysis of educational partner input and local data, Arena Elementary will improve engagement of underrepresented families in seeking input for decision-making by encouraging more parents of underrepresented families to provide input for site decisions. We will seek input on curriculum and school activities, facilitate community gatherings and address equity concerns and provide translations services and daycare when needed.	4	4	4	4	3	4	4	4	4	3	3	3	Met		2024-06-26	2024
23655576116669	Pacific Community Charter	3	Family investment and engagement is embedded in the school's vision. Regular communication happens at Family Forums, through twice monthly e-newsletters, and via direct communication between families and staff.	Having more staff who can communicate with Spanish-speaking families is an area of improvement.	Continue to offer Spanish language support with current staff who are Spanish-speaking. Aim to recruit more bilingual staff.	This is an identified area of strength. Staff are available to partner with families through meetings, in the classroom, on field studies, in committees and through other channels.	Clearly communicating academic goals and classroom curriculum plans with families is an area of focus for the 24.25 school year.	Continue to make staff available to all families.	Encourage family participation. Invite families to participate in all levels.	Encourage more families to actively participate. Continue to build on the successes and reflections from the Community Engagement Team, including the Student Advisory Council.	Continue reaching out to all families and encouraging their participation at events. in meetings, in surveys, and any other way that allows them to constructively express their voice and contribute to the betterment of the school.	5	5	4	4	4	4	5	4	5	5	4	5	Met		2024-06-27	2024
23655650000000	Fort Bragg Unified	3	Our communication tools have increased connection between school staff and families. Our bilingual family liaisons
have also greatly helped in building and maintaining relationships between families and staff.	We would like to offer parent education nights with childcare and food to support parent engagement. Parents have
provided feedback regarding specific topics for presentations.	The proposed education nights will be held in English and Spanish. We will also provide childcare and food to ensure
families can participate with minimal disruption.	FBUSD offers a great deal of support for families to engage in their child's education. Each site has a translator that
is available to support meetings. Each site also has a counselor who can support students in their pursuit of
academic achievement.	The FBUSD Board of Trustees and administrators have participated in equity training. This will continue for 2024-
2025. FBUSD has also received a Community Schools Grant. This funding will support developing relationships with
parents and community organizations to support student success. We will expand the equity training to include a
community committee and teachers.	The equity training mentioned above focuses on underrepresented families and students. The Community Schools
Grant will focus on improving engagement for our underrepresented families.	Each of our sites has the required advisory groups.	Through the Community Engagement Initiative, the Community Schools Grant, and the equity work, the district will
engage our educational partners more thoroughly for 2024-2025.	Our Community Schools Coordinator will work with our educational partners to ensure opportunities for authentic
engagement. This will be a focus for the duration of this grant. The Community Engagement Initiative is focused on
this work as well.	4	4	3	4	3	3	4	4	4	3	3	3	Met		2024-06-20	2024
23655650123737	Three Rivers Charter	3	Our strengths in this area include the many opportunities we provide for families to engage with staff and each other at events on campus such as our Back to School BBQ, Parent Teacher Conferences, Back to School Night and Winter Family Dance and Cultural Potluck. We also send weekly newsletters on Parent Square (a platform implemented this year for home to school communication) from each class and a school wide weekly bulletin. Family members are welcomed to contact teachers and the Director at any time. Results from our Spring Survey showed that families feel welcomed at school and know they can contact the Director at any time. Ninety seven percent (97%) report that they have a good relationship with the teacher as a parent/guardian (with a score of 3 or 4 out of 4).

This year we also implemented the Parent Square platform as a means to communicate with families which provided translations to Spanish for all communications which increased access to information for our English Learner and families.
	Survey results show that parent/guardians would like more individualized regular feedback from teachers. Educational Partner input shows that we should continue with our school wide community building events such as the Winter Family Dance and Cultural Potluck.	One way we will improve engagement of underrepresented families is to increase our outreach around our new Parent Square tool for communications that provides translation to any user.	Engaging, involving and supporting our families is a strength of our small charter school. We were very successful in the 2022-23 school year re-engaging families after the pandemic. Survey results, attendance at evening events for families and high level of volunteer engagement in school activities and improvements demonstrated this success. In this current 2023-24 year, we continued to successfully engage families at academically focused school community events such as STEAM Night and our annual Science Fair which were very well attended.

We also offer support to parents/guardians from our Student Support Counselor. This support helps build partnerships with parents in supporting their child at home.	Focus area will be to increase attendance at quarterly parent Teacher Network (PTN) Meetings.	One area for improvement moving forward is to increase attendance of family members, especially our Spanish speaking population, at quarterly Parent Teacher Network (PTN) meetings. We saw a drop in attendance at the last two PTN meetings compared to other meetings in the last two years. This is an action in our LCAP and we will hold meetings in conjunction with engaging events for students (such as Movie Night) and also provide food.	A major strength in this area is the high value that TRCS has for teacher voice and inclusion in decision making. Our teaching staff and administrator meet weekly and teachers provide input and help design and drive school programs, activities and family engagement strategies. The staff as a whole meets regularly to give input and design systems within the school together. Surveys for families, students and staff are an effective tool we use to gather input from educational partners	One area we will improve in the coming year is gathering input from our classified staff and increasing their voice in the design and implementation of systems, activities and programs at school. We have designed the school calendar and after school program schedule to allow for whole staff meetings quarterly next year.	An area for improvement that will better engage our underrepresented families is to provide hard copies and Spanish versions of all documents. Parent Square has increased our Spanish communications and we still have room to improve in this area.	4	5	4	5	4	4	4	4	4	4	4	4	Met		2024-06-25	2024
23655730000000	Manchester Union Elementary	3	The identified strengths in building relationships between school staff and families have included continuing to develop a restorative culture based on restorative tools and frameworks in schools. Further, MUESD actively seeks parent and family engagement through surveys, school events, formal and informal interviews, and open, consistent communication. Surveys are distributed and LCAP input is actively sought. A robust comprehensive survey was implemented during the 23-24 school year known as the Youth Truth survey which was administered to students, families, and staff. The survey partnership benchmarks against a robust national data set, including comparisons to our district, state, and other types of schools. In part, the goal is to use diverse metrics to help identify equity gaps in students’ experiences, such as grade level, gender identity, and race/ethnicity. The Youth Truth Survey provided an in-depth analysis of the relationship questions where relationships with families were specifically measured via the following constructs which proved to be strengths for the district based on the corresponding responses: 
Relationships Summary Measure describing the degree to which families experience positive relationships in their school based on respect, care, and approachability rated in the 86th percentile
Administrators treating families with respect rated in the 93rd percentile
Teachers treating families with respect rated in the 77th percentile
Teachers and students caring about each other rated in the 86th percentile
Families and teachers caring about each other rated in the 74th percentile
Approachability based on families' concerns rated in the 87th percentile
 
Additional strengths have included creating more opportunities for families to be formally and informally involved at the school through volunteering, joining various committees, engaging in regular observation and participation during the school day, etc. Further, in listening to feedback from families, MUESD has worked to establish trust by ensuring that actions are implemented and aligned with the feedback received, such as: implementing ELOP during the school year and summer, implementing a dual-language Spanish program, expanding early TK entrance, broadening the course of studies through art, culinary art, Physical Education, and STEAM programs, and personalizing instruction.	Based on the analysis of feedback from educational partners, the focus areas for improving relationships between school staff and families include following through on the specific areas of feedback/school improvement to build trust: continuing to update the playground and facilities, enhancing the sense of belonging for all students, improving areas of school safety, incorporating a farm-to-table nutrition program, and increasing academic rigor. Further, there is an identified need for increasing the involvement of families in organizing events. The relationship construct measure of the Youth Truth survey suggests a need for an increased focus on strengthening relationships specifically between families and teachers. There will be a focus on establishing relationships with teachers and families through both informal and formal communication. An area of growth as expressed by families is to feel comfortable approaching teachers regarding academic concerns for their students. By continuing to be responsive to this feedback trust will be further strengthened and will improve relationships with the school and families.	The LEA will continue to prioritize the engagement of underrepresented families by ensuring communication is provided in the native language of families, integrating native languages into the instructional design and framework, and implementing a restorative culture framework to address power differentials to build an authentically inclusive environment for all. The dual language programming has further helped to strengthen cultural and linguistic connectedness with English Language Learners and families helping to build relationships. The focus on bringing additional community support to the school that is accessible to our students, families, and the community will also help to improve engagement and eliminate barriers to engagement. Continuing to offer the before and after school programs along with the summer program will also help to strengthen and improve engagement with underrepresented families to build relationships. Finally, ensuring that the process feels authentic and that voices are heard will remain at the forefront so that all families feel that their participation is honored and makes an impact.	Current strengths in building partnerships for student outcomes include partnering with collaboratives and community-based organizations to address chronic absenteeism, mental health, and developing a restorative culture. Additionally, the ELOP program allows for increased partnership between supplemental supports, families, and teachers for a holistic approach to improving student outcomes. Mentorships, internships, and access to enrichment opportunities have been enhanced substantially this year through the ELOP program. Furthermore, the instructional program is personalized and occurs in small groups with low student-to-teacher ratios for targeted support. Significant progress has been made in shifting resources and goals towards becoming a community school especially given the District/school is situated in a rural area and access to affordable nutrition, medical/dental services, and mental health supports is limited. The Youth Truth survey data reflected a summary measure for the degree to which families believe that their school deploys the necessary resources to support students which rated in the 88th percentile and the question asking if the school has the resources necessary “to prepare my child for the future” rated in the 84th percentile.	Building partnerships for student outcomes is a continued focus area moving into the 2024-2025 school year. Efforts will include expanding a partnership that will provide on-campus counseling and mental health services as this was identified as an area of growth by educational partners. Additional feedback suggested continuing to expand our partnerships to build and implement a middle school internship program to support hands-on, engaging, and real-world experiences in career fields of interest that 100% of our middle school students can engage in. Additionally, the student survey identified the barriers to learning that students experience. The pattern suggests the need to focus on additional supports outside of the school day such as academic support, health resources, and support for managing life challenges. Based on this educational partners’ feedback, there is a need to explore evolving into a community school model to provide support for nutrition, medical/dental services, and mental health supports outside of the school day. Finally, given the increase in academic programming and changes in the academic model, training for staff and engaging families in their understanding of the program is an area for improvement to improve student outcomes.	The survey administration will continue to be made available in native languages and through a variety of modalities as well as intentional opportunities that are aligned with family needs. The LEA will continue to identify any barriers to providing input and explore ways to counter such barriers to ensure equitable access for families to provide ongoing feedback. The formal and informal interviews in native languages will also continue to be a strategy for improving the engagement of our underrepresented families. Systematizing regular parent/teacher conferences and check-ins that are student-led will also be a focus area as a strategy that has demonstrated success in other districts in improving student outcomes.	Current strengths in seeking input for decision-making include administering a comprehensive Youth Truth survey to students, families, and staff that is designed by an outside organization instead of creating the surveys internally which has been done historically. The survey results were benchmarked against a robust national data set, including comparisons to our district, state, and other types of schools. In part, the goal is to use diverse metrics to help identify equity gaps in students’ experiences, such as grade level, gender identity, and race/ethnicity. The Youth Truth Survey provided an in-depth analysis of multiple constructs shown to contribute to a successful school. Participation rates for this survey were very favorable with over 88% of families participating. The feedback was used to inform decision-making, priorities, a re-imagined vision, LCAP goals, and strategies. Additional avenues for decision-making include committees such as the School Site Council. Further, the informal interviews contributed to feedback that was further used for decision-making. The beginning phases of decisions were shared back with educational partners to confirm that decisions were aligned with the feedback that was being provided. Continuous progress monitoring of decisions and implementation of the aligned actions were done with educational partners, proving to be another strength in the design of the process as feedback was being valued and actions were being taken in alignment with this feedback.	The focus areas for improvement in seeking input for decision-making include having more families of diverse backgrounds serving roles on committees, the School Site Council, and even the School Board. Additionally, intentionally sharing survey results and administering a survey cycle where feedback is continuously gathered throughout the year is an area of growth. With the implementation of new programs, there is a specific focus on needing to measure the success of these programs based on student outcomes, and also in gathering educational partner input for the impact of these decisions. Finally, while the Youth Truth survey elevates youth voice and provides comprehensive feedback, additional youth leadership teams and committees will be a focus area for improvement. There needs to be an ongoing channel for feedback throughout the school year that is shared openly and transparently with all educational partners.	MUESD plans to improve the engagement of underrepresented families in seeking input for decision-making by providing more informal opportunities for feedback such as at school events and other organic or naturally occurring events outside of the school and within the community. Further, providing multiple avenues for feedback through a variety of methods will be an area of focus. MUESD will explore a community liaison role where outreach to families to seek input for decisions will be an area of focus. Further, scheduling committee meetings that work with family schedules will be prioritized to increase the participation of underrepresented families. Finally, ensuring that the process feels authentic and that voices are heard will remain at the forefront so that all families feel that their participation is honored and makes a difference in decisions.	3	4	2	3	2	2	3	2	2	3	3	3	Met		2024-06-25	2024
23655810000000	Mendocino Unified	3	According to our parent engagement survey, MUSD is showing strengths in welcoming families when visiting our schools, recognizing and valuing ethnicity and culture, providing communication in an easy to understand format, and encouraging families to communicate with the school regarding their child's academic or social emotional growth.	According to our parent engagement survey, MUSD will be focusing on providing more opportunities for parents to be involved and to be a part of decision-making in the district.	We continue to maintain a full-time social worker in the District to connect with all families, but with low income and EL families in particular.  We are translating documents into native languages and engaging with families.  Our Family Resource Center (FRC) continues to thrive.   The FRC provides weekly food boxes, laundry services, counseling, shoe vouchers, grocery cash cards, and connections to community resources. The Parentsquare communication platform continues to be used district-wide and communication regarding notices and announcements have improved.  Parentsquare allows staff to more easily personalize communication to specific groups or parents and students.  We will more actively reach out to underrepresented  families to be on district committees and for their participation in surveys and feedback forums.	The hiring of a full-time social worker continues to improve student outcomes as well as communication and engagement. Each school provides timely, easy-to-understand communication in a variety of formats.	We will work to provide more reports of academic and social emotional growth to parents including local test results, classroom assignments, and homework.	Our social worker will double down on efforts to reach out to our underrepresented families to connect them with resources, ensure basic needs are being met and to prevent chronic absenteeism.	Our survey results show that we have improved from year to year in terms of parents feeling that they are an important part of the decision-making process in the district, but there is room for improvement.	We will provide more opportunities for families to be involved in decision-making in the district through committees, surveys, and feedback forums.	All families are always invited to participate on school and District committees, however, we need to continue to do a better job of reaching out to personally invite underrepresented families.  Principals, classroom teachers, and our social worker will work to have diverse representation on committees.	5	5	5	4	4	4	5	4	5	4	4	4	Met		2024-06-11	2024
23655990000000	Point Arena Joint Union High	3	Point Arena High School provides monthly and quarterly professional learning community meetings for parents and community members. We have DELAC, NAEAC, Site Council, and WASC organizational plans, wherein, parent and community outreach are the aim. All elements operate within the compliance manifest either within the state guidelines or institutional guidelines agreed upon. For example, Site Council encourages teacher union members, classified union members, parents, students, and community members to attend and join the governance structure outlined in Site Council guidelines. The district SPED Director and the district SPED Coordinator attend the SELPA steering and policy meetings monthly. The SELPA Program Specialist and the SELPA Director meet with site administration twice per month to address any issues that arise. Educational partners' attendance to support English Learners, students qualifying as Mckinney-Vento, students qualifying as socioeconomically disadvantaged, foster youth, and students with disabilities at DELAC and NAEAC were pivotal during the LCAP process. Regardless of participation level in the LCAP process, either active or passive, the Point Arena High School parent engagement relative to ParentSquare is 97%, so most families are at least informed educational partners when it comes to the development and implementation of Point Arena High School LCAP goals.	1) Improve communication with educational partners, including strategies that eliminate language and cultural barriers. 2) Enhance opportunities for parents, teachers and the community to partner in supporting student learning at school and home. 3) Partner with educational and business agencies to strengthen college and career opportunities for our students. 4) Hold consistent District English Learner Advisory Committee (DELAC) and Native American Education Advisory Committee (NAEAC) meetings.	Overall calibration and norming of the system through the lenses of the 4-Corollary Questions and the Professional Learning Community strategy has focused not only our communication with our educational partners, but it also has benchmarked our various outreach coordinators in ELAC/DELAC and NAEAC. The professional learning community strategy is the key to disseminating and amplifying our focus. Moreover, Point Arena High School has implemented the Parent and Community Outreach Professional Learning Community. This PLC will focus on Dr. Joyce Epstein's framework for defining six different types of parent involvement. This framework will assist Point Arena High School in developing school and family partnership programs. Epstein's Framework of Six Types of Involvement is as follows: 1. Parenting: Help all families establish home environments to support children as students. *Parent education and other courses or training for parents (e.g., GED, college credit, family literacy). *Family support programs to assist families with health, nutrition, and other services. *Home visits at transition points to elementary, middle, and high school. 2. Communicating: Design effective forms of school-to-home and home-to-school communications about school programs and children's progress. *Conferences with every parent at least once a year. *Language translators to assist families as needed. *Regular schedule of useful notices, memos, phone calls, newsletters, and other communications. 3. Volunteering: Recruit and organize parent help and support. *School/classroom volunteer program to help teachers, administrators, students, and other parents. *Parent room or family center for volunteer work, meetings, and resources for families. *Annual postcard survey to identify all available talents, times, and locations of volunteers. 4. Learning at home: Provide information and ideas to families about how to help students at home with homework and other curriculum-related activities, decisions, and planning. *Information for families on skills required for students in all subjects at each grade. *Information on homework policies and how to monitor and discuss schoolwork at home. 5. Decision-making: Include families as participants in school decisions and develop parent leaders and representatives. *Active PTA/PTO or other parent organizations, advisory councils, or committees (e.g., curriculum, safety) for parent leadership and participation. District-level advisory councils and committees. 6. Collaborating with Community: Coordinate resources and services from the community for families, students, and the school, and provide services to the community. *Provide information for students and families on community health, cultural, recreational, social support, and other programs or services. *Provide information on community activities that link to learning skills and talents, including summer programs for students.	Educational partners' attendance to support English Learners, students qualifying as Mckinney-Vento, students qualifying as socioeconomically disadvantaged, foster youth, and students with disabilities at DELAC and NAEAC meetings is increasing. Administration met with DELAC and NAEAC twice 22.23 to support English Learners, students qualifying as Mckinney-Vento, students qualifying as socioeconomically disadvantaged, foster youth, and students with disabilities. Administration met with DELAC and NAEAC three times in 23.24 to support English Learners, students qualifying as Mckinney-Vento, students qualifying as socioeconomically disadvantaged, foster youth, and students with disabilities. Administration will meet with DELAC and NAEAC twice per quarter in 24.25 to support English Learners, students qualifying as Mckinney-Vento, students qualifying as socioeconomically disadvantaged, foster youth, and students with disabilities.	Increase parent engagement tracking for all listed events, so we can target English Learners, students qualifying as Mckinney-Vento, students qualifying as socioeconomically disadvantaged, foster youth, and students with disabilities to improve outreach to each family. Design tactics encouraging enough to garner participation in at least 4 of the listed events: one per quarter. Promote partnerships and amplify messaging regarding outcome targets recursively from event-to-event, so an informed partnership develops. • Athletic Events/Coaching • Boosters Club • Band Concerts/Drama Productions • Native American Advisory (NAEAC) • District English Learner Advisory (DELAC) • Site Council • Volunteer in classroom • Volunteer as dance chaperones • Field Trips	Continue fostering regular communications with parents and the community, including educational partners meetings, DELAC and NAEAC meetings, site newsletters in English and Spanish, surveys and Parent Square. Beyond Parent Square, a yearly survey for parent input has been implemented to determine how parents feel about their students' educations, especially, English Learners, students qualifying as Mckinney-Vento, students qualifying as socioeconomically disadvantaged, foster youth, and students with disabilities at Point Arena High School. Continue maintaining important community liaison positions and programs, including the Native American Liaison, ELAC/DELAC Coordinator, and Point Arena Radio Program to support English Learners, students qualifying as Mckinney-Vento, students qualifying as socioeconomically disadvantaged, foster youth, and students with disabilities.	The Student Articulation Professional Learning Community (SAPLC), the Curriculum Adoption and Resource Allocation Professional Learning Community (CARAPLC), and the Parent and Community Outreach Professional Learning Community (PCOPLC) driven by Dufour's Corollary Questions celebrated their second year impacting students achievement. When Point Arena High School asks what must students achieve to be considered proficient, how will we know each student has achieved proficiency, how will we respond when students have not achieved proficiency, and how can we extend and enrich the experience for students who have achieved proficiency; closing both the opportunity gap and the learning gap drives the decision-making.	A common theme stemming, specifically, from the ELAC/DELAC PLC partnership, is the District's commitment to implement high-leverage communication systems that bridge the English-language barrier between 55% of the population and the English-first language reality of the school system. Point Arena provides Spanish-language interpreters in the classrooms, at the front desk, in ELAC/DELAC, and as a consideration attached to ParentSquare. ELAC/DELAC is our most developed professional learning community, aside from NAEAC. Providing Spanish-speaking para educators is a strategy that became a viable solution through the professional learning community process. Developing relationships, developing knowledge, and developing grass-roots leadership has led to positive outcomes for our Hispanic students. The feedback from high-leverage actions at the staff level when it comes to the Spanish-speaking population is positive both quantitatively, e.g., the attendance data, the non-chronic absenteeism data, leading and lagging student engagement data, and educational partner attendance and engagement with the PLC system, and qualitatively, e.g., Healthy Kids Survey implementation scores and New Tech Network student surveys. To reach the level of fidelity realized through the ELAC/DELAC, NAEAC, Site Council, and WASC feedback loops, Point Arena must continue to implement the professional learning community strategy, and, thus, continue norming our entire school culture to ruminate upon the four fundamental questions: 1. What must Point Arena students achieve to be considered proficient, 2. How will we know each Point Arena student has achieved proficiency, 3. How will we respond when Point Arena students have not achieved proficiency, and 4. How can we extend and enrich the experience for Point Arena students who have achieved proficiency?	As leadership develops LCAP goals, the various iterations of the LCAP mechanism will be vetted through each educational partner PLC for feedback and synthesis of this feedback. Monthly, leadership will take its LCAP focus to DELAC, to NAEC, to Site Council, to the Board, and through the various WASC focused PLCs in order to refine the LCAP purpose and implementation. Google Forms will be used to qualify through survey method the educational partners' feedback, so synthesis can be authentic. The lynchpin for informing and, thus, getting the results of educational partner engagement out to the public will be Point Arena High School's mass communication mechanism ParentSquare, which is linked to the Learning Management System Aeries.	4	3	3	4	4	4	4	4	4	4	4	4	Met		2024-06-26	2024
23656070000000	Round Valley Unified	3	Round Valley Elementary does a great job building relationships. They have 4 family nights a year. They are different themed and are structured to ply games, have food and the turnout is amazing bringing out families together. The elementary school also has quarterly special breakfasts for 90% attendance and that has also had many families attending. There are two music shows each year that are also well attended. There are Hispanic heritage celebrations, Native American Celebrations, that also bring the community together. The high school is also doing a great job at getting community together. They have annual indigenous day celebration, Big Time and quarterly academic achievement celebrations. I believe the district is doing a great job building strong relationships between school and families	Based on the above we will continue to keep what we have going and our focus will be to include more Hispanic heritage activities and celebrations. Our Hispanic population continues to grow so we need to continue to celebrate their culture as well as our Native American culture.	We are such a small community and we will continue to communicate with all families about the activities and opportunities we have at each school site.	Every Year we build our LCAP around the dashboard. Our goals are based on the dashboard. In the process we get a  lot of input from the school site councils, impact aid committee and staff.	We will continue to look at the data and continue to talk to our stakeholder groups on how we can better relationships and improve student outcomes.	We will work to build better partnerships with our growing EL community. We need to continually work with our DLAC to improve partnerships and improve student outcomes.	Each year the school sites begin the year with a survey which includes input from the community about ideas of how to improve schools. There are monthly Site council meetings, Impact aid meetings and Indian Ed meetings held annually.	Continue to grow our site council participation, improve DLAC involvement to discuss EL issues, improve our Impact aid participation and continue to have more surveys to gather information.	Continue to reach out to all families and get feedback on what are the priorities for them and their children. The surveys at the beginning of the year are great and we get great information from them and also do the Healthy kids survey annually.	5	5	5	5	4	4	4	4	5	4	4	5	Met		2024-06-10	2024
23656072330272	Eel River Charter	3	Results of our local parent questionnaire indicate the following: 100% of parents reported that they feel that the 
school is following its mission statement. 100% of parents reported that they have adequate communication or 
access to teachers. 100% of parents reported that they were satisfied with the help they received from teachers and aides. 100% of parents reported that they see improvement in their children’s academic progress since the start of 
the year, but 98% of parents reported that they are satisfied with their child’s progress. 
 
	The Eel River Charter School was started by parents for the community as an alternative choice in public education. 
Parent-School communication is a primary focus of the school mission statement: Working with families in 
community through holistic teaching to develop educated, responsible, compassionate people.	ERCS is improving its communication with the Spanish speaking families through translation of documents and 
translation services during meetings and other school events and performances. The 23-24 ERCS Board was made 
up of 25% bilingual members who were parents of students enrolled at the school, and 75% Native American parent 
members.	100% of parents completed the annual parent questionnaire. According to the 23-24 parent questionnaire, 98% of 
parents are satisfied with student(s) progress, 100% saw improvement in academic progress in 23-24 school year 
and 100% feel they have adequate communication with and access to teachers.	100% of the parents completed the annual parent questionnaire. Based on the analysis of educational partner input 
and local data, briefly describe the LEA’s focus area(s) for improvement in Building Partnerships for Student 
Outcomes. 96% of the parents felt that the curriculum was at their child's level, 90% of parents said they were able 
to help their child complete homework or IS assignments 88% of parents said their child was able to complete some 
assignments independently. These 10 to 12% of the families were not native English speakers. ERCS did offer 
targeted family outreach to non English speaking families and will continue to do so in the 24-25 school year as part 
of the Literacy Grant strategies.
94% of parents were interested in summer workbooks for their children, which the school ordered and provided, 92% 
would like mini rewards for student improvement and recognition at awards assemblies, and 92% of parents would 
like parent-teacher events to share home reading strategies.	ERCS will continue to encourage a mix of parents reflective of the student demographics to serve on the ERCS 
Board of Directors, the ERCS Site Council, and will strive to attain 100% completion for the Parent Surveys each 
year.	ERCS has annual elections for 2-year terms on the Board of Directors. These positions are filled by parents and 1 
community member-often a former parent. ERCS has a Site Council, comprised of parents representing all facets of 
the student body, especially students that qualify for Title I services. ERCS has a Native (Indian) Parent Committee 
that is responsible for over-seeing the goals and outcomes of the Title VI Indian Education Grant. All of these 
committees are available to interested parents each year and parents are encouraged to participate. The LCAP is 
discussed at the Site Council meeting and at several regularly scheduled public Board meetings and during the 
public hearing in June.	Encouraging parents, especially those with limited English communication skills, to participate in the meetings is 
more difficult. In 24-25, ERCS hopes to continue meeting the LCAP goal of at least 1 parent participation event at the 
school each month and would like continue providing out of town and local field trips for the students. ERCS is 
improving its communication with the influx of Spanish speaking families. ERCS hired a bilingual aide that worked 
from Aug 2023-Feb 2024 until they moved out of town. ERCS hired a temporary bilingual aide April 2024 and will 
continue translation of documents and translation services during meetings as needed.	ERCS will continue to encourage a mix of parents reflective of the student demographics to serve on the ERCS 
Board of Directors, the ERCS Site Council, and will strive to attain 100% completion for the Parent Surveys each 
year.	5	4	4	4	3	4	4	3	3	4	4	4	Met		2024-06-20	2024
23656150000000	Ukiah Unified	3	Ukiah USD has improved building relationships and communication with parents even though the scores have decreased from prior years. The majority of parents who took the survey felt communication was good or excellent. This is shown through the Ukiah USD Parent Survey questions regarding quality of communication (71% favorable) and knowing who to contact at school if they have a question or concern (80% favorable, up 7% from prior year).	A focus area for improvement for Ukiah USD is getting input from parents about concerns, interests and goals related to their child’s learning and environment (53% favorable, up 4% from last year). Ukiah USD continues to use the Aeries communication application called Parent Square. This platform allows us to improve our two-way communication between sites, teachers and parents. Priority 6 was added to the new Strategic Plan/LCAP, which aims to strengthen partnerships between families and the staff. This includes establishing parent hubs in the community, positive communications regarding achievement and progress, and communication materials for all parents.	UUSD will continue to improve engagement of underrepresented families by continuing to support bilingual Family Community Liaisons, Title VI Counselors, and other support staff. The support includes ongoing professional development for those staff and data analysis to better engage families. Lastly, priority 6 of the Strategic Plan/LCAP calls for establishing parent resources hubs in the community.	An area of strength, from the parents who took the survey, is the improvement in communication to parents and that parents feel they are meaningfully engaged in their child’s education (83% favorable, up 6% from last year).

Based on survey data some parents felt that staff did not ask for input regarding concerns, interests and goals related to their child’s learning and environment. This year we continued the pilot of moving the parent teacher conferences to earlier in the year to allow for parents and teachers to communicate earlier about student concerns, interests, and goals. In addition, other parent engagement activities were increased.
	A continued focus area for improvement is the timeframe school activities, meetings, and conferences are scheduled. This was evident in the Ukiah USD Parent Survey where 27% of parents felt that inconvenient scheduling limited their participation in school activities, meetings, and conferences. 

This year we continued the pilot of moving the parent teacher conferences to earlier in the year to allow for parents and teachers to communicate earlier about student concerns, interests, and goals. One site piloted morning parent engagement activities.

In addition, there was a significant increase in parent engagement activities, including the number of awards and other in person ceremonies, sports events, music and art performances, and other school activities that continue to connect parents and families to the school. These activities and engagement  will continue to be a focus for next year.	UUSD will continue to improve engagement of underrepresented families by continuing to support bilingual Family Community Liaisons, Title VI Counselors, and other support staff. The support includes ongoing professional development for those staff, and data analysis to better engage families. In addition, these staff will support outreach to underrepresented families, especially families who are having attendance issues. Lastly, sites continue to have increased cultural celebration activities.	Ukiah USD has supported principals through training on facilitation of advisory groups, data analysis processes to aid with committee decision making, School Site Council training, and modeling of decision-making processes during Leadership meetings. Ukiah USD has also provided training to parents on how to be involved through School Site Council trainings, Migrant Education Parent Advisory Committee trainings, and engagement activities at the school sites. In addition, through the Strategic Planning process, a variety of parent groups including the Parent Advisory Committee, District Advisory Committee, District English Learner Advisory Committee, Native American Parent Committee (Title VI), and School Site Councils are consulted with and provide input. Although pandemic restrictions are over,  the number of parents involved in meetings continues to be lower than pre-pandemic levels.	A focus area for improvement is engaging more families in the planning, designing, and evaluating family engagement activities. School Site Councils, which include parents, teachers, and staff, will be annually evaluating their family engagement activities through the new School Plan for Student Achievement, along with their Parent Involvement Policy and Compacts. The District will be evaluating parent engagement through the Strategic Planning process, and through the Parent Advisory Committee. The focus will be on reviewing current meeting and outreach efforts, and creating additional opportunities for parents to provide input.	UUSD will continue to improve education partner input of underrepresented families by continuing to support bilingual Family Community Liaisons, Title VI Counselors, and other support staff. This will include translation support, childcare, and varied outreach to families.	3	4	3	4	2	3	4	3	4	4	4	3	Met		2024-06-13	2024
23656150115055	River Oak Charter	3	"Building positive relaionships with students and families is a pillar of our charter petition.  As a charter school intentionally designed to be small, we view the relationship between the school and home as essential to student success academically, socially, and emotionally during the most challenging time in a child's development.  River Oak has many ways to engage families with staff.  Every teacher is expected to hold multiple ""parent nights"" throughout the school year to help organize parents to support classroom activities.  There are also multiple festivals such as the Rose Ceremony, May Fair, and Pastels on the Plaza.  These events help raise money and bring the school community together.  River Oak also holds parent conferences, and parents are provided with opportunities to volunteer in a variety of ways throughout the year.  
Current Strengths:  2024 Surveys
82.4% Parents agreed the school promotes academic success for all students
76.4% Parents agreed the school communicates the importance of respecting different cultural beliefs and practices
91.2% Parents agreed the school treats all students with respect
88.3% Parents agreed the school keeps them well-informed about school activities.
94.1% Parents agreed the school encourages parents to be an active partner in educating my child
100% Teachers agreed the school encourages parents to be active partners in educating their child"	The local data demonstrates a need to increase parent participation and engagement. While have a core group of families who participate in Parent Council, we want to expand the volunteerism and involvement of all families.  One way to improve is to increase accountability-- parents becoming involved and sustaining their involvement throughout their time with ROCS. Additionally, ROCS will improve parents' understanding of Waldorf curriculum and how to support it at home. Another area of improvement is to develop systems and processes for engaging with Spanish-speaking families and form trusting relationships. This will also support our English language learners and our Latino students.	The staffing and enrollment at River Oak has an underrepresentation of Latino students. We will seek to hire more bilingual support staff to work with students, and families to better reflect the demographics of our community.	Teachers at River Oak routinely switch classrooms to teach various topics. While doing this, teachers are able to work with many more students and parents than they ordinarily would be. Parents are also regularly seen in the classroom supporting academic activities. 

STRENGTHS 2024 SURVEYS
94.1% Parents agree the school promptly responds to my phone calls, messages, or emails.	ROCS began using a system called Parentsquare to better communicate with parents.  We offer Coffee with the Principal, LCAP Meetings, Parent Council, and many other ways for parents to be partners in Student Outcomes.  In the LCAP meetings we review academic data with parents to determine ways to better help both the students that struggle but also help support all students academically.	River Oak has an underrepresentation of Latino students. If we could hire more support staff to work with these students, and their families, River Oak will have a Latino population that reflects the local and statewide population.	River Oak has several parent-teacher committees. One is specifically called the “Parent Council”. There is also a Charter Council, educational foundation, and various committees that are specific to events that are regularly held at River Oak. Finally, River Oak has an “open door” policy for parents. All parents are encouraged to come to school and directly talk with school staff to solve problems. Coffee with the Principal, LCAP Input meetings	A consolidation of committees will be helpful. Though it is a nice theory to have many committees, this can also make decision making unwieldy and confusing. Furthermore, a handbook and log should be provided for each committee to make sure tasks are clear and actions recorded. This way when committee membership changes the transition is smooth.

74.6% Parents agreed the school actively seeks the input of parents before making important decisions.

Parents may not be aware of all of the opportunities they have for input, but we will strive to provide a variety of ways for them to receive information such as social media, our new SIS system, emails, phone calls, postings, etc.	A committee specific to Latino and Title I students would be helpful. That way these students would have special attention and focus from involved parents.	4	4	4	4	4	4	4	4	3	4	4	4	Met		2024-06-24	2024
23656150140814	Shanél Valley Academy	3	"Strengths: The staff is visible (everyone is out and saying hello); the school sends messages in multiple ways (social media, newsletters, phone calls, emails, text messages) and the newsletters are translated to other languages. The Principal calls families daily (both for discipline and for positive calls). Teachers are expected to write to the class weekly. The school engages in many field trips and hosts regular events at school (Parent Advisory Council is very active). Many families are engaged and showing up to the events, as well as driving on field trips. This builds a positive school culture and encourages people to continue staying involved. For Staff Appreciation Week the parents provided a catered lunch for all staff, as well as coverage monitoring the playground at lunch so the staff could eat together. The SST process and system is utilized often and the school response to intervention needs early (RTI). A Student Support Specialist (SSS)  is part of every classroom and collaborates with the classroom teacher for planning and supervision. They  are aware of the needs of students and are empowered to engage with families to build relationships. The Principal consistently partnered with the Hopland band of Pomo Indians’ Education Director to connect about students and families, as well as to share resources; which has been critical coming out of the pandemic learning years. Building this trusting relationship and resource-sharing is promoting inclusion and providing support to a traditionally underserved community. 

In addition, the CalSCHLS surveys conducted in the spring of 2024 demonstrate our strengths and progress in Building Relationships Between School Staff and Families are:

- 64% of our students responded that “all the time” or “most of the time,” teachers and other grown ups at SVA care about them.

- 68% of our students responded that “all the time” or “most of the time,” teachers and other grown ups at SVA believe they can do a good job.

- 100% of students responded that “all the time,” “most of the time,” or ""some of the time” they feel like they are part of the school.

- 92% of our families responded that they “strongly agree” or “agree” that the school encourages me to be an active partner with SVA in educating my child.

- 98% of our families responded that they “strongly agree” or “agree” that they feel welcome to participate at SVA.

- 100% of staff responded that they “strongly agree” or “agree” SVA is a supporting and inviting place for staff to work.

- 100% of staff responded that they “strongly agree” or “agree” adults who work at SVA have close professional relationships with one another.

- 100% of staff responded that they “strongly agree” or “agree” adults who work at SVA really care about every student. 
"	The Community Liaison (bilingual), a representative in PAC, facilitates in-person information sharing and provides a monthly one-pager in Spanish about current events. Focused on being available for the whole community, they ensure families know they can reach out when they need support. They also organize welcome-back-to-school events, teach parents how to use ParentSquare, and have recently been more visible in Cal surveys. Additionally, the Principal, responding to feedback for increased visibility, now greets families outside each morning to welcome them to the school. Focus areas include increasing online information sharing, holding in-person meetings about school procedures and policies, and hosting a monthly lunch at school for all families to visit, meet staff, and observe daily operations.	The Principal will consistently visit the education center at the Hopland Band of Pomo Indians to strengthen that partnership and provide resources such as informational fliers, youth supports, and a venue for family meetings. Additionally, the school will make regular phone calls to check in with EL families, especially to share event information and ensure they have access to everything. To build trust and support families with chronically absent students, additional phone calls, online messaging, fliers, and home visits will be needed.
The Principal and Community Liaison plan regular parent education events to discuss how attendance affects academic and social-emotional learning and to understand why families struggle with attendance so the school can help remove barriers. Furthermore, morning coffee sessions with the Principal and Community Liaison will support regular check-ins to improve communication and information sharing. They will also develop monthly parent education events and organize welcome-back events in the fall and after the new year.	The school is fostering an inclusive environment through a more formalized IEP process and a structured Family-Teacher interview process to set goals at the beginning of the year. These goals focus on student strengths, interests, and family culture, and address SEL, academic, and PBL goals such as collaboration and communication. This strengths-based document includes family goals for their child’s education, and all information is compiled into a portfolio.

Both Family Interviews and Student Interviews are conducted, and students maintain a Learning Portfolio throughout the year, which they showcase at the end of the year alongside the last trimester report card. Students and families have three opportunities to showcase their learning during the PBL presentations at the end of each trimester. Multiple communication methods, including newsletters, emails, texts, and phone calls, have helped build strong partnerships. Active parent bodies, such as the ELAC and PAC (Parent Advisory Committee), play a vital role in this process.

The school offers 12 teacher workdays dedicated to professional learning and planning to ensure trusting partnerships that enhance student outcomes. The Principal also attended three conferences to gain strategies and skills for building partnerships as a school leader. The Community Liaison is crucial in this effort, implementing a health fair with various community partners, leading the ELAC, and providing other support areas to ensure strong partnerships.	The school will focus on providing consistent family education opportunities, such as Parent Education Nights, which emphasize community building, attendance, parenting, and child development. The Community Engagement Initiative plan laid the foundation to establish systems and support for interventions, training, partnerships with the Mendocino County Office of Education, and community outreach to enhance relationships and engagement. These efforts will help the school develop staff skills and strengths to use the curriculum effectively and integrate social-emotional learning skills, continuously improving student learning and connections.	The school will host ELAC meetings monthly, visit the HBPI monthly, and host school-wide engagement events monthly, to ensure all underrepresented families are engaged.  The school will also ensure all teachers are trained on the same ELD curriculum and are able to support all EL learners with the curricular components.  The school will also focus on communicating the importance of school attendance in family education events, and utilize multiple modes of communication to improve the daily attendance rate.  In addition,  the Community Engagement Initiative supports our focus on community input and diverse perspectives. By offering training and hosting conferences, the team includes students, parents, staff, and administrators to identify priorities related to the Community Schools Pillars: Integrated Student Supports, Collaborative Leadership and Practices, Expanded and Enhanced Learning Opportunities, and Active Family and Community Engagement.	There is strong collaboration between families, teachers, and the Principal on the Parent Advisory Committee (PAC).  The PAC makes decisions about the types of events they think will be most meaningful for the school community. They also make decisions about the fundraisers that will be best and most equitable for the community.  The Community Family Liaison and the leadership team plan community-wide events to ensure engagement improves and meet the needs of the community.

The CalSCHLS surveys conducted in the spring of 2024 demonstrate our strengths and progress in seeking Input for Decision-Making with the following data:

- 81% of our students responded that “all the time” or “most of the time,” that they are given a chance to help decide school activities or rules.
- 91% of our students responded that “all the time” or “most of the time,” teachers and other grown ups at SVA ask students about their ideas.
- 92% of our families responded that they “strongly agree” or “agree” that the school encourages me to be an active partner with SVA in educating my child.
- 80% of our families responded that they “strongly agree” or “agree” that SVA actively seeks the input of parents before making important decisions.
- 82% of our families responded that they “strongly agree” or “agree” that SVA school staff take parent concerns seriously.
- 98% of our families responded that they “strongly agree” or “agree” that SVA keeps me well informed about school activities. 
- 88% of staff responded that they “strongly agree” or “agree” SVA promotes personnel participation in decision-making that affects school practices.
- 96% of staff responded that they “strongly agree” or “agree” SVA encourages opportunities for students to decide things like class activities or rules
- 100% of staff responded that they “strongly agree” or “agree” SVA gives all students equal opportunity to participate in classroom discussions or activities.	To strengthen educational partners' participation in decision-making, SVA will focus on several key initiatives. Improved communication with the Expanded Learning Opportunities Program will create a seamless connection between school and after-school activities. Efforts to engage English Learner families will be enhanced through partnerships and increased access to resources, supported by our Community Liaison.  In addition, we will focus on improving messaging about important meetings such as Board, ELAC, and PAC meetings, using various communication channels to ensure all families are informed and encouraged to participate. More family engagement nights will be hosted to provide platforms for families to share their opinions and collaborate with staff.  

Regular feedback mechanisms, such as surveys and open forums, will be implemented to continuously gather and act on community input. Transparent communication will be maintained to show how family feedback influences school decisions.  Included in regular feedback mechanisms are our monthly coffee with the Principal and Community Liaison to improve communications on the day to day operations of the school and a continual connection to the goals and outcomes in our LCAP.	SVA is dedicated to ensuring that underrepresented families have a strong voice in decision-making. To foster better communication and support, SVA will bring all important flyers and information to the education center at the tribe, holding meetings there to directly engage with tribal families. This initiative aims to improve support and ensure these families are well-informed.

Additionally, SVA will host separate meetings for different parent groups, scheduling these at more accessible and consistent times to accommodate working families. Recognizing the unique needs of English Language Learner (ELL) families, SVA will implement targeted engagement practices, including monthly ELAC events that provide meals and childcare, making it easier for these families to participate. To ensure no family misses out on important information, SVA will share all details with the Hopland Band of Pomo Indians (HBPI), ensuring that families engaged with HBPI stay informed even if they cannot attend meetings.	4	3	3	4	4	3	3	3	4	3	3	4	Met		2024-06-27	2024
23656152330413	Redwood Collegiate Academy	3	The school staff is very successful at building relationships with families as indicated on this year's parent survey. 93% of families indicated they feel they can talk to staff about their child's needs.	The school needs to focus on including parents in more school activities by increasing communication with parents about upcoming events.	The school needs to increase the amount of communication that is sent out in Spanish.	The staff are very successful at building relationships with students. 88% of students feel that school staff support and value them. 84% feel that their classes are helping them to learn and prepare for college, which is a slight increase from last year. Students consistently provide feedback thanking staff for their support.	The staff will continue training in the area of social emotional learning to better support students social emotional health since 72% of students felt that they could talk with staff about their needs.	The school needs to increase the amount of communication that is sent out in Spanish.	The school provides many opportunities for family input. The school provides Parent Advisory, School Site Council, board meetings, and parent surveys to solicit family input. Additionally, the staff is available and willing to speak with families at any time.	The school can focus on improving participation in the various opportunities to provide feedback.	The school needs to increase the amount of communication that is sent out in Spanish.	5	5	5	5	4	4	5	4	4	4	4	3	Met		2024-06-11	2024
23656152330454	Sequoia Career Academy	3	Sequoia Career Academy has been successful at developing relationships between school staff and families. Our
parent surveys indicate that 97% of families feel they can talk to the staff at Sequoia about their concerns and 97%
indicated they would recommend Sequoia to other families.	Sequoia Career Academy needs to focus on more targeted communications with families regarding when their
students will be receiving an award and upcoming events, including ensuring accurate calendar information is readily
available to families as well.	Sequoia Career Academy will continue to utilize our bilingual staff to ensure all communications that go out to
families in English also goes out in Spanish. This means continuing to have all documents translated into Spanish
and readily available. Sequoia will make an effort to contact families of students who will be receiving awards during
Sequoia's Honors Assemblies. In addition, Sequoia staff will utilize ParentSquare to increase two-way
communication between the school and families.	The Sequoia Career Academy staff are successful at building relationships with students. In the end-of-year student
surveys, 83% of students responded that they are happy to be at Sequoia, and 82% feel that they can talk to
Sequoia staff about their questions or concerns. Students consistently provide feedback thanking staff for their
support.	Sequoia Career Academy staff will focus on utilizing Thrively and ParentSquare to increase student engagement
within their classrooms and school events. In addition, staff will continue to participate in MTSS and SEL trainings
throughout the year.	Sequoia Career Academy will continue to translate documents from English to Spanish and make them readily
available to all families. In addition, the use of ParentSquare will allow for communications to go out to families in the
language of their choice.	Sequoia Career Academy currently provides many opportunities for family input. Parents have the opportunity to
provide input for decision-making through Parent Advisory, School Site Council, board meetings, parent surveys, and
student surveys. Additionally, families and students are encouraged to communicate with the staff, who is available
and willing to speak with families at any time.	Sequoia Career Academy can focus on increasing family participation and feedback by communicating more about
the various opportunities available to them to provide feedback.	Sequoia Career Academy will utilize a new software, ParentSquare, going forward to allow any and all
communication with families to be sent in 1 of 130 different languages based on the families choosing.	5	5	5	4	4	4	5	4	4	4	4	4	Met		2024-06-11	2024
23656156117386	Tree of Life Charter	3	According to the survey sent out to families in April 2024, 97.5% agreed or strongly agreed that they were well informed by the school. 82.5% of those that filled out the survey said they knew who to contact when they have a question or concern. The remainder said sometimes. 90% agreed or strongly agreed that staff take parent concerns seriously.  82.5% said that Parent Square is an effective tool for communicating. 95% families said that staff were helpful. There is some room for improvement, but, overall, this data demonstrates that communication is one the school's strengths. Only 70% of families reported that they understand restorative justice practices and the school's discipline policies.	Average Parent/guardian participation during the 2023-24 school year in Parent Council meetings was 9.4.  The most well attended meetings involved Non-Violent Communication training, food and games. The most well attended meeting was the Community School meeting when the school served dinner.  The staff agreed that continuing to host 2 potlucks per school year and hosting more game nights will boost community connection among families. The biggest barrier for families to attend meetings scheduling conflicts, distance from home, and not having time to balance everything.  The school will focus on making Parent Council meeting fun and informative and involved food. These meetings should help families, not be a hinderance. The addition of the school's Community School Partnership Manager is a positive addition to improving relationships between staff and families. If the school receives the implementation grant beginning in 2025-26, this will continue to help build relationships.	The school will hold meetings in person with an option to attend on Zoom. With the addition of the new multipurpose room, there can be a projector always set up and Zoom link open during meetings. Having more game nights and serving food will also improve engagement of underrepresented families.  Topics will be chosen by parents and include information about restorative justice and how it works. There will also be information given out during Orientation conferences about restorative justice practices and how to use Parent Square.	Since its beginning, Tree of Life has held 5 conferences per school year for each student and their family. The first conference is the orientation conference. Before the beginning of each school year, the teacher meets with each family to review the Parent Handbook, give information about the upcoming field trips, and ask the student what they are interested in studying during the upcoming school year. At the end of each quarter (October, January, March and June), each student produces a portfolio to present to their parents/guardians and teacher. The teachers write and present extensive Progress Reports in January and June. This is an area of strength for the school.	The area for improvement is providing professional learning and support to teachers to improve the school's capacity to partner with families.  During previous years, the staff has been very active in trainings. For the 2023-24 school year, the instructional staff (teachers and instructional aides) are participated and completed a 50-hour MTSS training: Multitiered Systems of Support. MTSS is a framework of interventions and supports designed to address behavioral and academic challenges.  This framework, known as MTSS, helps schools to identify struggling students early so that they may receive assistance quickly. This was phase three of the training that began in 2018. This will be the school's focus area for improvement for building partnerships for student outcomes. Almost all of families reported that they appreciated the free after program and tutoring opportunities. They also expressed an interest in after school clubs. The school plans to continue these programs as long as there is funding. The school would also like to enhance after school programs. There will be three new actions to address student mental health: a weekly Awareness Academy SEL program, opportunities for small group counseling with a mental health clinician for students who demonstrate need, and Mendocino Youth Project staff will be on campus helping students with social conflicts.	Keeping all of our programs free and making sure that the students that need access to those programs get connected with them is most important for the student outcomes of underrepresented families. This means that staff communication during staff meetings is important. It is important that teachers have a strong connection with students' needs so that staff can personally invite those families to participate in the self-reflection process.  It will also probably be part of our Community School Partnership implementation plan.	Tree of Life has a board cabinet made up of one member of the Beginning Project board (the fiscal oversight board), two elected parent representatives, two staff members, two community at large members, and one student (11 or older). Monthly Parent Council meetings, that are hosted by the parent representatives, are held to give information and answer questions to all parents. Surveys are sent whenever needed to receive parent or staff input for decision making. Students are surveyed at the end of the year, as well as an elected Student Council help make decisions for student activities. According to the staff survey, seeking input for decision-making was inconsistent. Some felt that they wanted to give more input and some felt they had enough input.	In the 2024 family survey, there were 40 responses.  Out of 85 families, this is slightly less than 50% of families.  This is similar to past years. Developing a way to get more families to fill out the survey has been an area for improvement and many strategies have been tried. The school will continue to try to improve family engagement. Also, developing well defined procedure for decision making for staff will be a focus area.	Increasing the number of responses to the parent/guardian surveys will also improve the engagement of underrepresented families. Teachers will invite parents to fill out the survey during conferences in order to increase the number of responses of underrepresented families. They will be provided with a device to fill out the electronic survey.	4	4	4	4	3	4	5	3	4	4	4	4	Met		2024-06-26	2024
23656230000000	Willits Unified	3	WUSD wants to foster a robust communication and engagement with families, the community while ensuring an inclusive, supportive, and responsive educational environment.


Parent Involvement and Volunteering:
Encourage and welcome parent participation in school activities, events, and classroom volunteering opportunities.
Provide various avenues for parents to engage with the school community, including PTA meetings, school events, and parent-teacher conferences.

Active Communication:
Maintain open lines of communication with parents through regular updates, newsletters, and school meetings.
Use multiple platforms (e.g., emails, phone calls, social media, and school websites) to keep parents informed about school matters, upcoming events, and important announcements.

Bilingual Support:
Employ two bilingual parent liaisons to facilitate communication and engagement with Spanish-speaking families.
Ensure that all school communications, including notices and newsletters, are available in both English and Spanish.

Implementation Strategies:

Parent Engagement Programs:
Develop and implement programs that actively involve parents in their children's education, such as workshops on literacy, math, and technology.

Volunteer Opportunities:
Host family nights, cultural events, and open houses to create a welcoming environment and build community spirit.
WUSD staff welcome parent involvement in school activities and as volunteers in the classroom. We actively communicate with parents about school matters, ensuring they are well-informed and engaged. To support our Spanish-speaking families, WUSD employs two bilingual parent liaisons who facilitate communication and involvement.

Parent Feedback:
Conduct surveys and gather feedback from parents to assess the effectiveness of communication strategies and engagement programs.
Use the feedback to make continuous improvements and address any concerns raised by parents.

By fostering strong connections with parents and the community, WUSD aims to create a collaborative and supportive environment where every student can thrive. The district's commitment to active communication, bilingual support, and parent involvement ensures that families are well-informed, engaged, and integral to the educational process.	WUSD is dedicated to enhancing opportunities for parents and staff to engage with site leadership, the district office, and schools. This includes improving processes for parent involvement in School Site Council, Community Meetings, LCAP meetings, ELAC, and DELAC. By utilizing a variety of communication tools, WUSD aims to foster stronger connections and ensure that parents are well-informed and actively involved in their children's education.

Strategies for Engagement
Enhancing Parent Involvement in Various Committees:

School Site Council (SSC):
Regularly scheduled meetings at convenient times.
Clear agendas provided ahead of meetings.
Training for parents on their roles and responsibilities.

Community Meetings:
Frequent, accessible community forums.
Opportunities for parents to provide input on school policies and programs.

LCAP Meetings:
Transparent discussion on budget and resource allocation.
Involving parents in decision-making processes.

ELAC and DELAC:
Regular meetings to discuss the needs of English Learners.
Providing resources and training to help parents support their children’s education.

Utilizing Communication Tools:

Thrill share:
Real-time updates and announcements.
Notifications about school events and meetings.

ClassDojo:
Direct communication between teachers and parents.
Sharing student progress and classroom activities.

Website:
Central hub for important information and resources.
Easy access to meeting schedules, agendas, and minutes.

Social Media:
Engaging parents through platforms like Facebook, Twitter, and Instagram.
Sharing successes, news, and events.
Metrics for Monitoring Engagement

Participation Rates:

Track attendance at SSC, Community Meetings, LCAP, ELAC, and DELAC meetings.
Monitor participation in online platforms like Thrill share and ClassDojo.
Feedback and Surveys:

Regularly survey parents to gauge satisfaction with communication and engagement.
Use feedback to make informed adjustments to engagement strategies.
Communication Effectiveness:

Measure reach and engagement on social media platforms (likes, shares, comments).
Analyze website traffic and engagement metrics.
Engagement Outcomes:

Evaluate the impact of engagement on student outcomes (attendance, academic performance, behavior).
Analyze the correlation between increased parent involvement and improvements in these metrics.

By expanding opportunities for parent and staff engagement and utilizing diverse communication tools, WUSD aims to build stronger connections with families. This commitment ensures parents are active participants in their children's education, leading to a more supportive and collaborative educational environment.	WUSD has recognized the necessity for additional bilingual support to better serve our diverse student population.
Bilingual Instructional Liaisons:
To provide in-class support for English Learner (EL) students.
Implementation: Hiring multiple bilingual instructional liaisons across the district.
These liaisons assist with language translation, help EL students with their coursework, and facilitate communication between teachers and non-English speaking parents.
Strengthening Communication with ELAC and DELAC:

Regular Meetings: Consistent meetings with ELAC and DELAC groups to ensure ongoing dialogue and feedback.
Information Dissemination: Providing parents with up-to-date information on critical topics, such as:
RFEP (Reclassification to Fluent English Proficient): Guidelines and processes for reclassification.
ELPAC (English Language Proficiency Assessments for California): Understanding assessment schedules, procedures, and results.
Academic Success: Strategies and resources to support student achievement.
Grade-Level Awareness: Ensuring parents are informed about grade-specific expectations and standards.
High School Graduation Requirements: Clarifying the credits and courses required for graduation.
FAFSA Information: Guidance on completing the Free Application for Federal Student Aid.
Parent Surveys: Collecting and responding to parent feedback.
Community Awareness: Engaging parents with community resources and events.
Metrics for Monitoring Bilingual Support and Communication

Number of Bilingual Instructional Liaisons Hired: Track the hiring and placement of bilingual liaisons in schools.
Student-to-Liaison Ratio: Monitor the ratio of EL students to bilingual liaisons to ensure adequate support.
Parent Engagement and Communication:

ELAC and DELAC Participation: Measure attendance and participation rates at ELAC and DELAC meetings.
Information Distribution: Track the distribution and receipt of informational materials on RFEP, ELPAC, academic success, and other relevant topics.
Feedback from Parents: Collect feedback from parents regarding the effectiveness of communication and support received.
Parent Surveys: Conduct regular surveys to assess parent satisfaction with the information and support provided.
ELPAC Scores: Monitor the performance of EL students on the ELPAC assessments.
RFEP Rates: Track the reclassification rates of EL students to fluent English proficient status.
Academic Performance: Analyze the academic progress of EL students, including grades and standardized test scores.
Graduation Rates: Measure the high school graduation rates of EL students.
Building a Strong Community

Organize events that bring together parents, students, and staff to build relationships and community spirit.

Ensure all communication materials are available in multiple languages to accommodate our diverse community.
Actively invite parents to participate in school activities, volunteer opportunities, and decision-making processes.	WUSD is proud to report that our community has expressed strong faith in our staff, as evidenced by recent survey and ancillary  results. This trust is a testament to the dedication and effectiveness of our educators, administrators, and support personnel in creating a positive educational environment for all students.

Survey and feedback from community Findings:

Overall Confidence:
A significant majority of respondents reported high levels of confidence in the abilities and commitment of WUSD staff.
Parents and community members noted the professionalism, responsiveness, and expertise of teachers and administrators.

Key Areas of Trust:
Academic Support: High ratings for the quality of instruction and academic support provided to students.

Communication: Positive feedback on the clarity, frequency, and effectiveness of communication between the school and families.
Student Well-being: Strong approval for efforts to support students' social-emotional health and safety.
Actions and Initiatives Reinforcing Trust:
Dedicated Educators:

Continuous professional development to ensure staff are equipped with the latest teaching strategies and knowledge.
Recognition programs to celebrate outstanding staff contributions and achievements.
Effective Communication:

Regular updates and open channels of communication through newsletters, emails, and social media.
Bilingual communication support to ensure all families are informed and engaged.

Student-Centered Programs:
Implementation of targeted support programs such as tutoring, mentoring, and counseling.
Focus on holistic education, addressing academic, social, and emotional needs.

Community Engagement:
Active involvement of parents and community members in decision-making through School Site Councils and district advisory committees.
Potential regular community meetings and forums to gather feedback and address community concerns.

Ongoing Surveys:
Conducting regular surveys to continuously gauge community sentiment and identify areas for improvement.
Utilizing feedback to make informed decisions and adjustments to programs and policies.

Feedback Analysis:
Analyzing survey results to understand trends and specific areas of strength or concern.
Sharing survey findings with staff and stakeholders to promote transparency and collaborative improvement efforts.

Performance Metrics:
Tracking academic performance, attendance rates, and other key indicators to measure the impact of staff efforts on student outcomes.
Reporting progress to the community to maintain trust and accountability.

The faith our community has in WUSD staff is a cornerstone of our educational success. By prioritizing effective communication, dedicated support, and continuous improvement, we uphold this trust and strive to meet the high expectations of our students, parents, and community members. WUSD remains committed to fostering an environment where every student can thrive academically, socially, and emotionally.	Supporting parent communication and involvement is crucial for fostering a strong partnership in student education. By prioritizing timely communication of student progress, WUSD demonstrates a commitment to keeping parents informed and engaged in their child's academic journey. When parents are involved and informed, students are more likely to succeed both academically and socially. We will continue to provide support for parent communication and involvement as partners in student education. We will continue to focus our efforts at communicating student progress in a timely manner.	We will continue to fund bilingual parent liaisons to engage our parents who speak primarily Spanish. Funding bilingual parent liaisons is a proactive step towards ensuring effective communication and engagement with Spanish-speaking parents in the WUSD community. By providing support in their primary language, WUSD demonstrates a commitment to inclusivity and accessibility, facilitating better understanding and participation among all parents. These liaisons can play a crucial role in bridging any language and cultural barriers, fostering a stronger partnership between the school and Spanish-speaking families. It's a commendable initiative that can lead to increased parental involvement and ultimately benefit the overall educational experience of students.	WUSD is committed to fostering strong partnerships with parents and community members through active involvement in school and district-level advisory committees. Each school site has a School Site Council, and the district also has multiple advisory committees to guide decision-making and instructional leadership.

School Site Council (SSC):
Each school site has a School Site Council composed of parents, teachers, staff, and students (at the secondary level). The SSC plays a crucial role in the decision-making process regarding school improvement plans and the allocation of resources.

District-Level Advisory Committees:
Guiding Coalition:
Purpose: The Guiding Coalition consists of district administrators, teachers, and parent representatives. It provides strategic direction and oversight for district-wide initiatives and policies.
Responsibilities: Developing long-term goals, evaluating district-wide programs, and ensuring alignment with the district’s mission and vision.
Site-Based Decision-Making Trial:
Purpose: This committee is responsible for piloting site-based decision-making models, allowing individual schools greater autonomy in addressing their unique needs.
Responsibilities: Reviewing and recommending site-based initiatives, evaluating the effectiveness of the trial period, and making recommendations for broader implementation.
Instructional Leadership Teams (ILT):
Purpose: The ILT consists of school leaders, including principals, instructional coaches, and teacher leaders, focused on improving instructional practices and student outcomes.
Responsibilities: Analyzing student performance data, developing professional development plans, and supporting the implementation of instructional strategies across the district.
Strengthening Participation:
Building Awareness:
Inform parents and community members about the roles and importance of each council and committee through newsletters, social media, and school events.
Highlight success stories and the impact of parent and community involvement.
Targeted Outreach:
Use personalized invitations and outreach efforts to ensure diverse and representative participation from all student demographics.
Leverage existing parent networks and community organizations to spread the word and encourage involvement.
Training and Support:
Provide training for parents and community members to build their capacity to contribute effectively to SSCs and district-level committees.
Offer resources and workshops on understanding educational policies, data analysis, and effective meeting participation.
Monitoring and Evaluation:
Track attendance and participation in SSC and district-level committee meetings to assess engagement.
Ensure representation from diverse groups, including English Learners, foster youth, and low-income families.
Feedback Mechanisms:
Collect feedback from participants through surveys and focus groups to understand their experiences and identify areas for improvement.
	Building Awareness and Understanding:

Educate parents about the roles and responsibilities of Site Council and advisory committees.
Highlight the impact of parent participation on school decision-making and student outcomes.
Targeted Outreach and Recruitment:

Develop and implement strategies to recruit a diverse group of parents, ensuring representation from all student demographics, including English Learners, foster youth, and low-income families.
Use personalized invitations, school events, and parent-teacher meetings to encourage participation.
Training and Support:

Provide training sessions for parents to build their capacity to effectively participate in Site Council and advisory committees.
Offer resources and support to help parents understand educational policies, data, and school improvement plans.
Implementation Strategies:
Building Awareness:

Conduct informational sessions at school events and through virtual platforms to explain the importance of Site Council and advisory committees.
Distribute brochures, flyers, and digital content that outline the benefits of parent involvement and how it contributes to school improvement.
Targeted Outreach:

Utilize multiple communication channels, including emails, phone calls, social media, and school newsletters, to reach out to parents.
Host meet-and-greet sessions with current Site Council and advisory committee members to share experiences and encourage new participants.
Training and Support:

Organize workshops and webinars that provide parents with the knowledge and skills needed to participate effectively.
Create a mentorship program where experienced members can support and guide new parent participants.
Monitoring and Evaluation:
Participation Metrics:

Track the number of parents attending Site Council and advisory committee meetings to measure engagement levels.
Monitor demographic data to ensure diverse representation and identify any gaps in participation.
Feedback Mechanisms:

Collect feedback from parents through surveys, focus groups, and direct conversations to understand their experiences and challenges.
Use feedback to refine outreach strategies, meeting formats, and support resources.
Impact Assessment:

Evaluate the impact of increased parent participation on school decision-making processes and student outcomes.
Assess improvements in communication and collaboration between parents and school staff.

Site administrators, staff, and District office personnel have worked collaboratively to strengthen the participation of parents in Site Council and advisory committees. By raising awareness, conducting targeted outreach, and providing training and support, WUSD ensures that parents are actively involved in shaping the educational experience of their children. This inclusive approach fosters a strong school-community partnership, enhancing the overall effectiveness of school governance and student success.	Build strong relationships with local community organizations, nonprofits, and cultural groups to support the goals of DELAC and ELAC.
Collaborate with these partners to provide resources, expertise, and support for English Learner (EL) programs and initiatives.
Increased Parent Participation:
Actively recruit parents of English Learners to participate in DELAC and ELAC meetings through targeted outreach efforts.
Provide information on the importance of their involvement and the impact they can have on their children’s education.
Accessible and Inclusive Meetings:
Schedule DELAC and ELAC meetings at convenient times for parents, including evenings and weekends, to accommodate various schedules.
Offer virtual participation options to ensure that all parents can attend, regardless of transportation or childcare constraints.
Effective Communication:
Use bilingual communication strategies to ensure that all parents understand meeting agendas, topics, and outcomes.
Provide translation services during meetings to facilitate understanding and engagement for non-English-speaking parents.
Implementation Strategies:
Community Partnerships:
Partner with local community organizations to co-host events and workshops that inform and engage parents about EL programs.
Leverage community resources to provide additional support for EL students and their families.
Parent Outreach:
Conduct outreach through various channels, including school newsletters, social media, and personal invitations from school staff.
Highlight success stories and testimonials from parents who have benefited from participating in DELAC and ELAC.
Rotate meeting locations among different school sites to make them more accessible to all parents in the district.
Provide transportation assistance or childcare services during meetings to remove barriers to participation.
Bilingual Support:
Ensure all DELAC and ELAC materials, including agendas, minutes, and resources, are available in both English and Spanish (or other relevant languages).
Employ bilingual facilitators to conduct meetings and answer parent questions in their preferred language.
Monitoring and Evaluation:
Track attendance at DELAC and ELAC meetings to measure increases in parent participation.
Analyze participation data to identify trends and areas for improvement.
Gather feedback from parents through surveys, suggestion boxes, and direct conversations to understand their needs and preferences.
Use this feedback to adjust meeting formats, topics, and outreach strategies.
Evaluate the effectiveness of DELAC and ELAC initiatives by assessing improvements in EL student outcomes, such as academic performance and reclassification rates.
Monitor the level of parent engagement and satisfaction with the support provided by DELAC and ELA
WUSD has strengthened the process and participation in DELAC and ELAC. This collaborative approach ensures that the voices of parents of English Learners are heard and that they play an integral role.	4	4	3	3	4	3	4	3	4	3	3	4	Met		2024-07-13	2024
23656230112300	La Vida Charter	3	1Based on survey data, relationships between school staff and families is strong. A 9.43 out of 10 satisfaction rate is a positive indicator that parents felt informed and supported.  Parents state that they feel comfortable taking to their teacher about their student.  9.8  rating.
This was the third year of using the Parent Square App, while slightly fewer people were able to access the app. Overall it has improved all aspects of communication whether schoolwide or between teachers and families visa versa.  Teachers already meet with families individually weekly, bi-weekly or monthly depending on the grade level.  Ideally these are meaningful exchanges and students and parents get support and direction for the learning for the next learning period.
	3.2The Weekly Check-in continues to be a the focus are of improvement.  While over 10% improved over last year, there is still a ways to go to meet the school goal of 80% weekly participation.  Weekly Check in is submitting a work sample every Friday of English Language Arts and Math that was accomplished in the current week. Those who consistently participate in the weekly check in's generally finish the full curriculum by the end of the year and have a successful program.  Weekly Check in Report Cards are sent out in December and May.   Incentive awards are given to the top performers.	The school will continue to have a designated non teaching staff member to reach out to families that need a little extra support.  Maintaining  a Spanish / English interpreter has been important for families and the school alike. Having seasonal events help create a community bond for the development of relationships with underrepresented families and general social integration for all.	Goal setting is part of the monthly process and is stronger in some grade levels than others.  Students receive awards for accomplishing their goals.   The Benchmark Project Fair and End of Year Portfolios are very popular and raise the level of learning excitement at the school, however there is room for greater participation which is something the school will be working on.   Nonetheless these student centered assessments are a strength within the school's program and outcomes.	Parent feedback was positive on the reading and math intervention programs the faculty and administration desired to introduce based on student outcomes.  85% said they wanted to give it a try.  The parents would be actively involved in the implementation of the program.  A special parent training is scheduled for the first day of school.	The  under engaged parents have been identified  They will receive special care and training on how to use the
communication app with periodic supportive contact.  The support must be sustained through the year as engagement falls off in the spring.	The school community thrives on the one to one conversations.  Data is gathered in small and useful ways such in direct conversations, surveys, and gatherings.  The director hosts at least one tea a year.  Families give input on the LCAP through discussion and surveys.  There are monthly school community events where school conversations take place.  At least one parent holds a board seat.
A rating of  9.47 out of 10 was given to the statement that parents felt adequately informed.
	The school would like to more effectively use the feedback features on the communication app.  Parents said they
would like to give it a try.	Supporting the under engaged families through out the year on interacting with  the communication app is a focus mentioned above.  The personal touch always seems to work best.	5	4	4	4	4	5	4	4	4	4	4	4	Met		2024-06-26	2024
23656230125658	Willits Elementary Charter	3	We create a welcoming environment that encourages families to talk to staff about concerns when they occur so that we can work together to solve any problems. We engage students to solve problems and try to build their skills in self-advocacy.	We will have more community events that bring families together. We are already planning an October Festival for students and families and will have different opportunities for families to contribute to the community.	We meet informally at the gate with many families and parents so that it is a more comfortable atmosphere. We encourage parents to volunteer in the class or on field trips and we actively solicit parent ideas for how to support their students in class.	We regularly send home reading and math games and exercises to do for families. We have meetings to address student social, emotional, and academic concerns, including parents' ideas for supporting their student in the solutions and recommendations. We regularly communicate with families to solve problems and support students.	We will create more community events and different, various opportunities for parents to engage with the school community. Parents are planning a Fall Festival and we will have more all-school events to bring people together.	We will continue to informally meet families after school, as this is a more relaxed way to connect with people and address concerns and challenges. We will also continue to develop different opportunities for families to engage with the school.	We regularly survey parents about any changes the school would like to make. We also informally talk to families to ascertain more details and adjust plans accordingly. We have electronic, paper, and bulletin boards to communicate with families as well as notices on the school fence.	We would like to have more regular input from parents and will continue to utilize various formats for providing feedback. We will have more check-ins throughout the year with staff and students as well as families to see how things are going.	We will continue to be available and actively seek out parents and families at pick up time, as this is a comfortable time to talk to families. We will continue to reach out in a variety of ways to engage parents and continue to have all-school functions where families are welcomed.	4	4	4	4	4	4	4	5	4	3	3	3	Met		2024-06-25	2024
23656232330363	Willits Charter	3	"WCS utilizes a robust communication system, Parent Square, that allows immediate communication between staff, families, and students. Families are a key component of our school and our commitment to family involvement is codified in our vision statement: ""Willits Charter School is a place where families are actively involved in the formal education of their children. We recognize that every stakeholder plays an important role in a student’s academic success as well as personal development, and we work cooperatively with families to ensure that success."" We provide multiple ways for families to be engaged in our program and to contribute to decision making."	As we continue to move beyond the effects of the pandemic, WCS is actively focusing on increasing involvement in our Parent Association and hosting more community-wide events on campus.	WCS will incorporate parent/guardian goals for their children in our learner-led conference process. WCS will continue to participate in and promote cultural events and opportunities for our students and will continue to expand our outreach materials.	WCS utilizes Google Classroom, which provides digested summary reports to parents. Students and parents have access to an online portal through our SIS where they can check their grades electronically. Parents can request a meeting with teachers at any time and the SST process is used to build supports for increasing student outcomes.  Families are involved in the development of behavior plans, EL goals, 504 Plans, and IEP goals. School documents and communications have been translated into Spanish.	WCS will focus on developing a monthly newsletter for families in both English and Spanish.	Annual parent surveys will continue to be translated into multiple languages and additional modes of completing the parent survey will be developed.	WCS communicates regularly and frequently with families. A Parent Association meeting is held on the last Wednesday of each month.	To encourage greater participation from all families, WCS will solicit input on topics prior to the monthly Parent Association meeting via survey.	Shorter, more frequent surveys will be used to gather input from families.	5	4	3	5	3	3	4	4	3	3	4	2	Met		2024-06-25	2024
23738660000000	Potter Valley Community Unified	3	As a district we have many strong ongoing programs that are building relationships between school staff and families. At the elementary we have an active ELAC parents group and PTSO parents group. These groups have developed well attended events including the Back to School Night, the science Fair and a Grandparents' Day presentation event.  At the elementary and junior / senior high school, parent opportunities for field trips and athletic events are an area where staff, students and families regularly connect with each other. At the high school each trimester we have regular parent teacher conferences in an evening open space format encouraging all students, families and parents to connect. At the Elementary and Junior / Senior High School we produce a weekly emailed parent event and activity blog. The school district has used the LCAP families survey, the PBIS school climate survey and the California Healthy Kids Survey to understand the relationships staff and families. We have made efforts to be more inclusive by translating home school communications and including translators at parent events.	"There are multiple areas for improvement in relationship building relationships between school staff and families. We will continue to develop our parent and family outreach efforts. Some of the current projects include:  
-expanding the Dia de los Niños and Grandparents Day to a district wide event including both elementary and high school;
-creating a regular principal and family meeting (""Coffee with the Principal"") to create a regular opportunity for families to meet with school administration; 
-creating a combined ELAC parent family committee meeting at the elementary, junior high and high school level;
-continue and expand parent teacher information nights;
-expanded science fair district wide, especially involving the Junior High School."	We will continue to improve our engagement of underrepresented families as we continue and expand ELAC parent meetings district wide.  We will extend the ELAC meeting for both the Elementary and the Junior / Senior High School level to connect with families.  Our Dia de los Niños event will be expanded to include district wide participation of students, staff and families. We will directly outreach to underrepresented groups to include them in parent informational nights, especially focused on social emotional student concerns and substance use concerns. Our weekly email communication newsletters are translated for parents and families. We will continue to have meeting translation, translate letters and communications for parents. We will have parent information meetings with counselors, administration and staff to focus on meeting the needs of our foster, homeless students.	As a small school community, we have the advantage to be especially connected to our parents and families. We have strong regular communication with families through email, phone calls and text messaging. With our numbers of students we are able to have multiple individual meetings with the school academic advisor during the school year with all of our students.  Our students and families are connected with Aeries online grades and student information computer systems.  Students and families regularly use the computer systems to track progress and communicate with teachers and staff.	We continue to see areas of improvement for connecting with our students, families and community.  Among the ideas in development currently are: 
-additional opportunities for casual meetings with administrations / coffee with principals / email activity blog from the elementary and district level;
-expanding ELAC meetings district wide;
-formalizing booster club / parent support committee at high school, developing regular public meetings and expanding participation with teachers, staff, students and families.	We will continue to focus on underrepresented families by expanding ELAC meetings district wide.  We will continue to focus on offering translation at meetings and making regular translation of written documents a priority for family communications.	As a district we have multiple strengths and have made strong progress toward seeking parent and families input for decision making within the district. Our District Advisory Committee (DAC) meetings are well attended and give parents and community members the opportunity to connect with administration and staff regarding district decision making. We have a well established ELAC committee consisting of the parents and guardians of English learner students at the elementary school which gives input to activities and programs at the elementary school. We have regularly well attended school board meetings which give opportunities for educational partner input.  A last area of strength is in the make up of our small connected community that creates many points of connection between the school district and members of the community.	Areas of improvement that we need to develop as a school staff are a more focused process for recruitment for the DAC committee. We need to improve the LCAP family survey to make it more accessible and easier to answer and continue develop our analysis process of this survey.  We need to be more proactive in our survey distribution, begin the survey and feedback process earlier and with more consistency.  We need to create more opportunities for quick response surveys for parents and families to measure interest and engagement in school programs and activities.	We will improve engagement of underrepresented families through development of an ELAC committee group for high school and continue and expand outreach and translation services.	3	4	3	3	3	3	3	3	3	2	2	4	Met		2024-06-27	2024
23739160000000	Laytonville Unified	3	We are developing the capacity of staff to build trusting and respectful relationships with families through communication, events, conferences, monthly tribal meetings, Native American Liaison. We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, and Events. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent Teacher Conference, Meetings. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Events, Conferences, updated phone system, and small school environment.	"The focus area for improvement in Building Relationships Between School Staff and Families is ""supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children."""	As a small rural community, our small school environment lends itself to a building strong community for all students and families.	We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families during Professional Development Days, staff meetings and discussions. We are providing families with information and resources to support student learning and development in the home by Website, Parent Teacher Conferences, Email, Events.  We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes through Parent/Teacher Conferences, Parent Meetings, Progress Reports. We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students through Handbooks, Annual Notifications, and IEP/504 Meetings.	"The focus area for improvement in Building Partnerships for Student Outcomes is ""implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes."""	As a small rural community, our small school environment lends itself to a building strong community for all students and families.	We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by parent meetings and 1:1 discussions.  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by parent meetings and Board Meetings. We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys. We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by parent meetings, 1:1 discussions, Surveys.	"The focus area for improvement in Seeking Input for Decision-Making is ""building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making."""	As a small rural community, our small school environment lends itself to a building strong community for all students and families.	4	4	3	4	4	5	4	4	4	4	4	4	Met		2024-06-27	2024
23752180000000	Leggett Valley Unified	3	We are developing the capacity of staff to build trusting and respectful relationships with families through communication, events, conferences. We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, and Events. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent Teacher Conference, Meetings. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Events, Conferences, and Small School Environment.	"The focus area for improvement in Building Relationships Between School Staff and Families is ""supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children."""	As a small rural community, our small school environment lends itself to a building strong community for all students and families.	We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families during Professional Development Days, staff meetings and discussions. We are providing families with information and resources to support student learning and development in the home by Website, Parent Teacher Conferences, Email, Events.  We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes through Parent/Teacher Conferences, Parent Meetings, Progress Reports. We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students through Handbooks, Annual Notifications, and IEP/504 Meetings.	"The focus area for improvement in Building Partnerships for Student Outcomes is ""implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes."""	As a small rural community, our small school environment lends itself to a building strong community for all students and families.	We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by parent meetings and 1:1 discussions.  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by parent meetings and Board Meetings. We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys. We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by parent meetings, 1:1 discussions, Surveys.	"The focus area for improvement in Seeking Input for Decision-Making is ""providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels."""	As a small rural community, our small school environment lends itself to a building strong community for all students and families.	4	4	4	4	4	3	4	3	4	4	3	3	Met		2024-06-24	2024
24102490000000	Merced County Office of Education	3	In Building Relationships, we maintained our strength in developing the capacity of staff and engaging in two-way communication between families and school staff using understandable language. The focus of our LEA will continue to be building relationships between our staff and students and families this year and it has been recognized by these educational partners. In our family survey, 89% of respondents stated that the schools create a welcome environment.	Our goal is to build up to all level fives in this section. We decreased one level in the area of creating a welcoming environment for our families due to feedback at one Valley site. This site has recently changed Leadership and is re-establishing a positive school culture. We also decreased one level in supporting staff to learn about the family's strengths, cultures, languages, and goals for their children. We will continue our work in the other areas so the efforts are reflected when we obtain education partner feedback.	For the next school year, our schools will improve the engagement of underrepresented families by communicating effectively and often with families, inviting families to school events, meetings, and committees, and providing ways families can support their child’s learning at home. We will continue to improve in the area of ensuring each and every family feels welcome upon arrival at our school campuses and in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by rebuilding relationships as students return to another year of full-time in-person learning. With the addition of vice principals at two of our school sites we will have more support to conduct family outreach. We will also have two family liaisons reaching out to our Valley families to conduct parent workshops and keep them informed of all services available.	In Building Partnerships for Student Outcomes, ratings are reflected in the surveys from staff and families. The LEA’s current strengths due to maintaining our rating of level 4 - full implementation were: providing professional learning and support to teachers and principals to improve the school's capacity, providing families with information and resources to support student learning and development in the home, implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved outcomes, and supporting families to understand and exercise their legal rights and advocate for their students.	Since all four areas have maintained level four from the feedback of our educational partners, then we would like to focus on providing families with information and resources to support student learning and development in the home in order to improve the responses to a level five next year. In our local survey conducted with our families, one of the top areas identified as families wanting more information about is the programs our students use at school to complete their coursework.	In the area of providing families with information and resources to support student learning and development in the home, our schools will conduct training for parents during enrollment orientation. We will also continue to offer parent education workshops throughout the year. At these orientations and workshops, families will learn how to access and navigate the programs their child uses and be better equipped to support their child's learning in those programs from home. We plan to provide more parent workshops with two family liaisons and two vice principals who will be added this year.	For Seeking Input for Decision Making, we maintained at 4-Full Implementation for all four areas - building the capacity of and supporting principals and staff and families to effectively engage families in advisory groups and with decision-making, providing families with opportunities to provide input on policies and programs, and in working together to plan, design, and implement family engagement activities.	One area the schools would like to continue to focus on is in building the capacity and supporting family members to effectively engage in advisory groups and decision-making. School sites do encourage our families to participate in surveys and meetings held virtually and on campus to provide their voice. We desire to increase the number of respondents participating in committees and school events.	The LEA provides all families with opportunities to provide input on policies and programs through School Site Councils and English Learner Advisory Committees. School staff will be provided support to decrease barriers for families to increase their engagement. Meetings will be held in person next year and virtually to meet the needs of our families and increase participation. Sometimes just having a virtual option might create a barrier for some families to participate if they do not have a device to use. We will take advantage of school events to share important school information in how families can share their voice about how the school is doing.	4	4	3	4	4	4	4	4	4	4	4	4	Met		2024-06-17	2024
24102490106518	Merced Scholars Charter	3	The strength of the MSCS program continues to be the welcoming environment it has created for students and their families. The core of the personalized learning program offered by MSCS lies in the development of a collaborative and positive relationship among staff, students, parents, and families. With the addition of the DLI, the school is now expanding its safe and welcoming environment to a classroom-based program. The ability to provide support to Spanish-speaking and Hmong-speaking, families is another strength of the program. MSCS is able to support the language and culture of these specific families. The use of programs like Parent Square and school email allows students and their families to engage in two-way communication effectively.	Regular and effective school-to-home communication continues to be an area of growth. While this area has improved from the previous year, families and staff did note they would appreciate more efficient communication from the school. Efficient is in regards to the time it takes for administration or the school to contact or follow up with families. Faster response times would be appreciated by our educational partners. This has been a continued challenge with the growth of the school. However, through the use of more social media platforms and more opportunities for family engagement on-site, MSCS will expect to see improvement in this area.	An area for additional improvement will focus on continuing to develop staff knowledge on the multitude of backgrounds that students bring to the learning environment, especially with English learners, foster youth, and low-income students. MSCS will continue to provide professional development to staff on improving their abilities to work with students of various backgrounds. Additional support and outreach from the school's social/emotional (SEL) team will help to provide families the needed resources to best support their child(ren). The SEL team not only provides social and emotional support, but also can find resources and community services to support the family's basic needs. This team will help to improve engagement with our underrepresented families.	Parents are an integral part of the school program. Parents work closely with teaching staff to ensure students are completing their assignments, attending school regularly, and progressing in their academics. Parents are encouraged to participate in the program, especially for the personalized learning program, where parents can better support students with their learning in the home. However, both the dual language program and nonclassroom-based program regularly encourage parents to reach out to the school on how to best support their child in their education academically and social/emotionally. Additional staff such as the school counselor, instructional support assistants, and the youth engagement specialist all work to provide those strong relationships and supports to improve student outcomes.	An area of improvement continues to be the amount of parent participation and its variance from family to family. The school provides in-person and some virtual opportunities for students and families to engage with the school. Still, active participation is low and inconsistent. While MSCS continues to see improvement in this area, more work is needed to ensure all families work with staff to focus our commitments on the academic and emotional growth of students. MSCS must also work at providing parent workshops and training on a more consistent basis, especially on how to support students with their learning at home. The school has already revamped its orientation process for families and will increase the number of workshops to support families. Our families identify their work schedules as the main reason why they are unable to participate in school activities or meetings. The school will continue to research the best times to offer school events and experiences to best fit our families' schedules.	For underrepresented families, the school must look at workshops tailored to the specific subpopulations and focused on their needs. One such area is the training and support for non-English speaking families. This now includes those families in the dual language immersion program. It can be difficult for non-English speaking families to support their child with the content that is being covered in their child’s classes. However, the families can support the child in other ways. It is up to the school to provide those supports to the parents. With the addition of family liaisons, the school plans to reach out and provide workshops to educate underrepresented families on the educational systems and the options for the families. By doing so, the school hopes to improve the outcomes for not just the student, but also the family as a whole.	MSCS continues to provide opportunities for parents and students to participate in the decision-making process for the school. This is done through the school’s Advisory Board/School Site Council group. Families are encouraged to participate as members, but if they prefer not to be a member, they can still attend and provide input during the quarterly board meetings. In addition, through the LCAP (including SPSA) and WASC processes, families can provide feedback and suggestions multiple times per year. For the 2023-24 school year, the school added an additional sub-advisory group to its dual language program so that parents can provide input to the specific needs of that program. In total, MSCS is proud of the different avenues available for parents to participate in providing input into the school program.	While the school encourages participation from all educational partners, it can be difficult to get participants to serve on the group for the full year or attend each quarterly meeting. While part of this is the lack of interest from some, other families have noted the lack of communication on the meeting dates. The school will utilize its social media platforms and website to better communicate when these meetings will occur. The school continues to work on better engagement, including better support of the process from the school administration. Another way the school is looking at improving engagement is to provide a virtual option for those to watch the meetings if they cannot attend in person. This will provide another option for the educational partners to be involved in this process.	Greater representation in the decision-making process is always desired from our families, especially the underrepresented families. MSCS strives to give a voice to all students and their families. The school must do more outreach to engage our non-English speaking families and find better ways to include families who cannot participate in school meetings during the school day. The school has hired family liaisons to do more outreach and engagement with our underrepresented families. The liaisons, one fluent in Hmong and the other in Spanish will continue to provide workshops and opportunities for such families to participate in the school and provide their feedback on how the school can best support their child(ren), during the most convenient time for our families.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-17	2024
24102490138032	Come Back Charter	3	Educational partners continue to identify the staff and the relationships they build with students as a continued strength of the program. Students repeatedly speak of their relationship with their teachers as the main reason for their success. Still, CBCS knows that the success of our students is dependent on a collaborative effort with all educational partners. As an adult program, family engagement is emphasized rather than parental engagement. Family may include the student, mother, father, siblings, wife, children, or even in-laws. Family support for the student is highly encouraged as the school understands that the success of students is based on the support of all the student's relationships. At the core of this belief is the welcoming learning environment in which students and their families can feel safe and comfortable. The school focuses on the continual development of positive relationships among staff, students, and their families.
100% of our adult students stated they feel that the teachers and staff truly care for them and 100% responded that they feel safe on campus and in their classroom.	Two areas of improvement continue to focus on improving communication between the school and families, providing teachers with tools and strategies to support adult learners, and developing relationships among students with support classes. While two-way communication was identified as a strength, the effectiveness of such communication for all students continues to be a challenge. CBCS students continue to have barriers to completing their education. Unstable or inconsistent living situations, the lack of reliable phone service, the lack of transportation, or the lack of connectivity to the Internet continue to be barriers for some students. While the school helps with transportation and connectivity, some students still struggle with regular communication. Further, because adults have different needs than those of typical K-12 students, CBCS must provide staff the tools to support adult students from a multitude of backgrounds while building their capacity in decision-making and problem-solving. Finally, the school will redo its website and add social media platforms to improve communication.	To improve engagement with underrepresented families, CBCS plans to do more outreach from other personnel such as the school counselor and campus supervisors to see how the school can support students and their families. The greater use of home visits for underrepresented families is planned. Further, more effective relationships with community agencies is being sought. Working with programs like Empower, Phoenix, or Worknet can ensure students have the necessary support and encouragement to achieve their high school diploma followed by job training or college. New personnel have also been hired to provide bilingual support to Spanish-speaking families for students still considered English Learners. The school will use its CSI funding to hire student workers to support students in homework help and tutoring for their classes.	As an independent study program, students work closely with teaching staff to ensure students are progressing both academically and in their career technical skills. To support students with maintaining a job or family commitments, CBCS staff provides flexible scheduling to allow students to work around these commitments. While the school allows a great deal of flexibility, students are still held to high expectations and time commitments when it comes to work completion and attendance. This is achieved by the relationship and partnership set up by the staff and students. The school orientation process also allows for students and their families to know the policies and expectations of the school and how all partners can best work together. Further, teachers are provided regular professional development to help support improving student outcomes.	An area of improvement is centered around the provision of information and resources to families to support the student's learning at home. Family support varies from student to student. For students with children, this can be especially challenging when trying to finish their education and supporting their children. CBCS is looking at different ways to support families through additional workshops and partnerships with community agencies. The school will collaborate more with its sister programs to utilize personnel from these programs to support CBCS students, including the offering of babysitting so students can attend class and complete assignments.	The school has brought on additional personnel to help with improving student outcomes, especially for the underrepresented populations. An instructional support assistant will provide additional weekly support for English learners and students with IEPs to support the needs of these specific populations. This instructional support assistant will also help students with tutoring either through this specific staff member or with other tutors provided through other MCOE programs. This process will ensure the support and tracking of students who need the additional help and that underrepresented students are receiving the added support they need.	CBCS students and their families have the opportunity to be a part of the decision-making process by participating in the school’s Advisory Board. The Advisory Board is made up of staff, district personnel, students, and community members who provide input into school policies, curriculum, and school activities. Students and their families can choose to be active members of the board or merely attend meetings to stay abreast of any changes or updates to the school program. Staff are able to provide input and feedback during regular staff meetings. During staff meetings, all aspects of the school program including curriculum, instruction, and student support are discussed.

CBCS advisory meetings will incorporate a process for planning, designing, implementing, and evaluating family engagement activities at the school. By incorporating family input and formalizing the process, CBCS will help ensure students and their families are participating in activities that will help them improve.	An area of improvement is for the school to hold Advisory Board meetings more often. Also, the school must encourage more participation from students and their families in Advisory Board meetings. Student staff meetings must also be held on a more regular basis. As the program continues to grow throughout the county, staff meetings and advisory meetings may be held in person with a virtual option for those who cannot attend but would like to watch. The school is looking to provide hybrid meetings to provide the greatest flexibility and participation in the school's decision-making process.	As part of improving the decision-making process, the school will look at ways to support input from all of the educational partners. The school plans to seek more input and follow up through additional educational partner meetings. Such meetings are in addition to the Advisory Board and staff meetings. Such meetings may focus on the school's underrepresented families and community partners to help the school determine how to best support its special populations.	4	5	4	4	4	4	4	4	4	4	4	4	Met		2024-06-17	2024
24656310000000	Atwater Elementary	3	Atwater Elementary School District utilizes many resources to facilitate communication with our families and to build trusting and respectful relationships. To build capacity of staff, site and district leadership meet yearly to collaborate and share ideas regarding ways to foster staff/parent relationships.  These ideas are then adapted and carried out with each site changing the strategy to fit their unique school culture. Twice yearly all elementary school sites change their school schedules for a week to schedule parent conferences that allow for face to face communication between parents and teachers.  These conferences also help teachers better understand their students, their strengths and challenges, their cultural background, and the family's goals for their child/children.  District sites also hold two campus wide parent outreach events, Back to School Night and Open House, to help welcome parents. For students with disabilities, special educators participate in twice yearly trainings that have a component focused on parent engagement.  These parental engagement strategies are carried out during parent conferences and through the Individualized Education Process.  For foster and displaced youth, the district supports Community Outreach Coordinators who receive yearly training to welcome all parents, particularly parents of unduplicated pupils, into the school environment.  The Community Outreach Coordinators are there to help in navigating the school environment and work to provide parents and families with school and community resources.  They also help parents become more familiar with the school through volunteer events and serve as direct mentors and advocates for foster and displaced youth.  The District measures parental engagement through our AERIES data management system, and is exploring new metrics to specifically measure underrepresented families through this data collection method.  The District's ParentSquare platform is a method of communication that allows the District and sites to communicate through phone message, text message, and email.  The sites also support that communication with flyers and mailings.  All communications are in English and Spanish, which are the two languages of majority in the district.  For parents with unique language needs, the district has a partnership with a county organization that offers translation and interpretation services in our more uncommon languages.  Further language support is found at our sites through bilingual interpreters and our Spanish Program Assistants housed at the district office.	Areas of improvement for the district include more specific staff trainings on all aspects of family culture and in particular training on the effects of trauma and loss from factors found in the surrounding community including some lasting effects of the COVID-19 pandemic.  Work has been done in this area for all school sites, but more extensive training is needed for all school sites.  In the 2024-2025 school year there will be continued outreach completed on the Restorative Justice approach, which is an initiative embraced by the District to reduce discipline rates of recitivism and to help students develop the skills needed to resolve conflict peacefully.  Additionally, all administrators continue to focus on improving representation of parents of English Learners on school committees.	To improve the engagement of underrepresented families, AESD leadership is using team meetings to record strategies for parent outreach.  These strategies include using support and outreach staff to have personal conversations with parents to determine the meeting formats they desire in order to feel more comfortable participating on school committees. Administrators will work closely with staff on these changes, and will also utilize teacher/parent relationships to encourage more participation of English Learner parents.  At the District level, the DAC/DELAC committee will discuss this topic among current representatives to widen the net of outreach.  The District will also maintain our Spanish liaisons and continue to partner with a local county organization that provides interpreters in languages that are more uncommon so that we can communicate and encourage the participation of all families.
The District will continue our work in mitigating the social emotional effects of the COVID-19 pandemic by maintaining a psychologist and counselor at each school site to better address the needs of students at all levels (Tier 1, Tier 2, and Tier 3).  This will include building upon supports like our social skills groups and additional training that pertains specifically to grief and loss.	Every year, Atwater Elementary School District provides a form of training to assist and support teachers and principals in improving each school's ability to partner with families successfully.  These trainings have included keynote speakers, partnerships and collaboration with experts in this area, and internal trainings focused on school and family partnerships in specific facets of school life (academic, extracurricular, etc.).  Through the District's twice yearly parent teacher conferences, teachers provide parents with resources and supports to help them foster their child's learning and development at home.  These calendared parent meetings are integral in maintaining a high level of parent/teacher communication to help ensure the attainment of goals.  Special populations are monitored through parent conferences and their Individualized Education Plans, which help craft goals for students in specific areas of need.  In these meetings, all parents are provided a copy of the Notice of Procedural Safeguards for parents of students with disabilities and these parent rights are explained as needed in every meeting.  Parents of foster and displaced youth meet with teachers and receive regular and active communication by each site's Community Outreach Coordinator to monitor student progress in all aspects of school life.  The Community Outreach Coordinators also help families of these student populations understand the supports available and the safeguards provided in the school environment. Site principals hold periodic parent information meetings on topics of interest that help them to understand their child's school expectations.  Teachers provide parents with digital resources that allow students to access and continue their learning at home if parents cannot assist them in their school work.  This year's focus of the District are our English Learner and Special Education populations and all levels of supports that are offered.  Teachers have received and will continue to receive comprehensive professional development to serve students under these designations.  The District also works to provide ways of attaining English proficiency for parents wishing to do so.  Additionally, teachers receive training in the focus areas of mathematics and social emotional learning and the effects of trauma on youth.	A focus area of improvement for Atwater Elementary continues to be to make strides in helping parents feel more empowered to support their child's learning and development at home.  This will be done by exploring ways to build capacity in parents in their understanding of state academic standards and by providing accessible curricular supports to be used at home.  This will also be done by increasing parents' digital literacy skills as this topic has been voiced as a desire in both parent surveys and in person meetings.  Another area identified by survey results is helping parents understand the many social emotional and behavioral supports offered by the District, as well as making sure parents feel heard in decisions affecting the whole school community.	AESD will improve the engagement of underrepresented families to build partnerships for student outcomes in a variety of ways.  By utilizing the strategies outlined previously, the District will hold parent meetings consistent with formats that help our parents feel comfortable in the school environment.  This will necessitate consistent and frequent communication and outreach.  We will also talk directly with parents to understand their needs.  For example, parents within our DAC/DELAC District committee have voiced the desire to understand better the digital world of education that their children are experiencing.  These digital literacy sessions will be based upon the topics most relevant to parents and specific to each school site.  Sites will work with parents to find the most conducive times for their schedules and ensure appropriate language support.	Atwater Elementary School District holds yearly training for administrators pertaining to school advisory groups in regard to parent outreach, advisory role training, and meeting requirements.  Beginning in the 2019-20 school year, sites received specific training resources to help parents effectively participate and engage in advisory groups and the decision-making process.  These materials were created in conjunction with and under the advisement of federal program monitoring staff to ensure appropriateness and compliance.  All materials for advisory groups are provided in English and Spanish.  These site level advisory groups are supported by our District level advisory groups, who collaborate on district-wide decisions in regard to the Local Control Accountability Plan and programs for English Learners.  Community Outreach Coordinators, as well as site administration, work together to recruit parents for these groups and parents are made to feel welcome with refreshments and support for child care.   Particular attention is paid to ensuring that members of our English Learner Advisory Councils and our District English Learner Advisory Council are parents of English Learners so that input and decisions reflect this underrepresented population.  All parent advisory groups are encouraged to be active members in designing and implementing family engagement activities at the school and district levels.  This is further supported by the redesign and implementation of each site's School and Family Compact and Parent Involvement Policy to ensure that parent engagement efforts and opportunities are current and up to date.  In addition to parental advisory groups such as School Site Council, English Learner Advisory Council, and the Parent Teacher Organization, the District sends out a yearly electronic survey soliciting parent input on District policies and programs and LCAP goals.     

Atwater Elementary demonstrates an overall strength in including parents in school activities, as evidenced by a strong percentage of parent engagement as measured through the LCAP.  AESD continues to strive to help parents feel like key decision-makers and active partners in their child's education, and efforts are made yearly to find ways to increase parental involvement.  In the coming years, AESD will provide more informational sessions to parents on topics relevant to the local community.	Based on educational partner and local data, AESD will focus on improvement in seeking input for decision-making with parents of English Learners and other underrepresented at promise minority populations.  Evidence of improvement with these target populations will be an increase in parent committee representation at the site and district level.  Additionally, there will be an increase in representation of parents/guardians of these populations during District and site sponsored informational events.	AESD will improve the engagement of underrepresented families by seeking their input for decision-making in a variety of ways.  The District will begin by doing this on an individualized basis with parents/guardians who have not been recorded as having participated in a school or District-wide event.  This data will help us more accurately determine the parents/guardians who might not feel welcome or comfortable attending these events and/or participating as a member of a committee.  Additionally, Community Outreach Coordinators will send out personalized invitations to families within our target groups.  These beginning strategies will form a foundation for increased communication and relationship building that will aid the District in reaching our goal.  It is significant to note that parents reported increased opportunities to provide meaningful input.  2023-2024 data also found that parents participated in more school and district sponsored events.	5	5	5	5	5	5	5	5	5	5	5	4	Met		2024-06-25	2024
24656490000000	Ballico-Cressey Elementary	3	Ballico-Cressey Elementary really focuses on building relationships between School Staff and Families.  One of our biggest strengths is seeking input from families and trying to provide as much information about what is going on in our schools as possible.  Ballico-Cressey Elementary puts on monthly  Parent Information Nights.  Each Parent Information Night has a different focus.  Parent Information Nights go over things such as CA Dashboard Results, Upcoming School Events, Technology Support, Parenting Classes, EL Redesignation Process/Information, LCAP Goals, etc.  Ballico-Cressey Elementary also puts on different school events throughout the school year where families and community members are invited to attend/help facilitate these events.  Another method that our schools use in seeking input and building relationships with our families is that we send out multiple surveys to parents to provide feedback on things that would like to see improvement or change in our schools as well as things they feel are going really well.	An area of improvement that Ballico-Cressey Elementary can focus on in terms of building relationships between School Staff and Families is focusing on sending out personal invites to school events/assemblies.  We always invite parents but often it is through a mass message on platforms such as Parentsquare.  The times that we have made personal phone calls inviting parents to events (for example: EL Parent Information Night), we have had by far the best attendance and participation.  Teachers/Administration can also call parents and invite them to assemblies when their children are receiving awards instead of sending a message digitally.   
	The way we will improve the engagement of underrepresented families in building relationships between School Staff and Families is making it a priority to directly reach out and communicate with those families.  Different techniques that we can use are phone calls home, letters sent home, or seeking them out in person when they are on campus and having one on one conversations with them.  It is important to let these families know that we want their input and involvement and explain to them how they can get involved.  Ballico-Cressey Elementary will also explain to these families that there are a number of different ways to provide input and get involved besides just attending meetings. Often families want to be involved but just don't know where to start and it is our responsibility to provide all of these engagement options to them.  
	Ballico-Cressey Elementary really puts an emphasis on building partnerships for student outcomes.  We promote a culture of collaboration between the different cohorts of teachers, instructional aides, and administration in working towards the common goal of student success.  Ballico-Cressey Elementary has a partnership with MCOE for training teachers throughout the year for Professional Development.  Over the last 2 years, MCOE has been sending a specialist in Math to train/coach our teachers for both of our campuses for a contracted number of days throughout the entire school year.  All parties are working hard together to improve student achievement and outcomes.	An area that Ballico-Cressey Elementary can continue to improve in building partnerships for student outcomes is to continue to make our families aware of how they can be assisting with the education of their children at home.  For example, we use a digital platform called I Ready that has personalized instruction videos and activities for students that work with them specifically at their levels in both Math and Reading.  Just making parents aware that it would be so beneficial for their children to utilize this extra support for 20 minutes a day at home would really help with student outcomes.  Another area that we can improve on is providing even more opportunities for after school tutoring and making sure parents know the dates and times that tutoring is available throughout the school year.  

	A way that Ballico-Cressey Elementary will improve engagement of underrepresent families in building partnerships for student outcomes is reaching out to these families and providing data on what techniques best improve student outcomes and how they can assist with working towards the goal of proficient student achievement.  Providing the information to these underrepresented families on extra practice students can do independently at home will be so beneficial.  Often we find, these families just have not been given access to the information on what they can do to help.  Also, it is very important that these underrepresented families are made fully aware of the extra resources that are provided throughout the school day and after school to help improve student outcomes.	Ballico-Cressey Elementary does a strong job in seeking input for decision-making.  Surveys are sent out to be completed by all students in our schools seeking input on how we can improve and what things that are liking at our schools.  Surveys are also sent out to parents seeking their feedback on things that would like to see happen at school or changes they would like to see made.  We have collaboration with our teacher twice a month where we are always open to their input for decision making.  We work with the School Site Council, Parent Teacher Club, and our school board and value all of their input for decision making.	An area for improving in seeking input for Decision-Making is to focus on getting feedback from all the families in our schools.  Even though we provide opportunities for all families to provide input for decision making, we tend to get the same families that continue to participate which is great but we need to hear from all families.  We have put some strategies in place to improve in this area.  Our goal is to get input from all parties and have these partnerships well established.  

	Our mission is to personally reach out to these underrepresented families and let them know how much we value their input for decision making.  We also need to make them aware of the different ways that we provide them opportunities to provide input.  These opportunities include digital surveys, in person meetings where they can voice their opinions, school events where physical paper surveys are available to fill out and drop off in the school office.  We need to make it clear that we want their input and make it easy for them to provide their input in a number of different ways.  
	5	5	4	5	5	4	5	5	5	5	4	5	Met		2024-06-27	2024
24656496025381	Ballico-Cressey Community Charter	3	Ballico-Cressey Community Charter really focuses on building relationships between School Staff and Families.  One of our biggest strengths is seeking input from families and trying to provide as much information about what is going on in our schools as possible.  Ballico-Cressey Community Charter puts on monthly  Parent Information Nights.  Each Parent Information Night has a different focus.  Parent Information Nights go over things such as CA Dashboard Results, Upcoming School Events, Technology Support, Parenting Classes, EL Redesignation Process/Information, LCAP Goals, etc.  Ballico-Cressey Community Charter also puts on different school events throughout the school year where families and community members are invited to attend/help facilitate these events.  Another method that our schools use in seeking input and building relationships with our families is that we send out multiple surveys to parents to provide feedback on things that would like to see improvement or change in our schools as well as things they feel are going really well.	An area of improvement that Ballico-Cressey Community Charter can focus on in terms of building relationships between School Staff and Families is focusing on sending out personal invites to school events/assemblies.  We always invite parents but often it is through a mass message on platforms such as Parentsquare.  The times that we have made personal phone calls inviting parents to events (for example: EL Parent Information Night), we have had by far the best attendance and participation.  Teachers/Administration can also call parents and invite them to assemblies when their children are receiving awards instead of sending a message digitally.	The way we will improve the engagement of underrepresented families in building relationships between School Staff and Families is making it a priority to directly reach out and communicate with those families.  Different techniques that we can use are phone calls home, letters sent home, or seeking them out in person when they are on campus and having one on one conversations with them.  It is important to let these families know that we want their input and involvement and explain to them how they can get involved.  Ballico-Cressey Community Charter will also explain to these families that there are a number of different ways to provide input and get involved besides just attending meetings. Often families want to be involved but just don't know where to start and it is our responsibility to provide all of these engagement options to them.	Ballico-Cressey Community Charter really puts an emphasis on building partnerships for student outcomes.  We promote a culture of collaboration between the different cohorts of teachers, instructional aides, and administration in working towards the common goal of student success.  Ballico-Cressey Community Charter has a partnership with MCOE for training teachers throughout the year for Professional Development.  Over the last 2 years, MCOE has been sending a specialist in Math to train/coach our teachers for both of our campuses for a contracted number of days throughout the entire school year.  All parties are working hard together to improve student achievement and outcomes.	An area that Ballico-Cressey Community Charter can continue to improve in building partnerships for student outcomes is to continue to make our families aware of how they can be assisting with the education of their children at home.  For example, we use a digital platform called I Ready that has personalized instruction videos and activities for students that work with them specifically at their levels in both Math and Reading.  Just making parents aware that it would be so beneficial for their children to utilize this extra support for 20 minutes a day at home would really help with student outcomes.  Another area that we can improve on is providing even more opportunities for after school tutoring and making sure parents know the dates and times that tutoring is available throughout the school year.	A way that Ballico-Cressey Community Charter will improve engagement of underrepresent families in building partnerships for student outcomes is reaching out to these families and providing data on what techniques best improve student outcomes and how they can assist with working towards the goal of proficient student achievement.  Providing the information to these underrepresented families on extra practice students can do independently at home will be so beneficial.  Often we find, these families just have not been given access to the information on what they can do to help.  Also, it is very important that these underrepresented families are made fully aware of the extra resources that are provided throughout the school day and after school to help improve student outcomes.	Ballico-Cressey Community Charter does a strong job in seeking input for decision-making.  Surveys are sent out to be completed by all students in our schools seeking input on how we can improve and what things that are liking at our schools.  Surveys are also sent out to parents seeking their feedback on things that would like to see happen at school or changes they would like to see made.  We have collaboration with our teacher twice a month where we are always open to their input for decision making.  We work with the School Site Council, Parent Teacher Club, and our school board and value all of their input for decision making.	An area for improving in seeking input for Decision-Making is to focus on getting feedback from all the families in our schools.  Even though we provide opportunities for all families to provide input for decision making, we tend to get the same families that continue to participate which is great but we need to hear from all families.  We have put some strategies in place to improve in this area.  Our goal is to get input from all parties and have these partnerships well established.	Our mission is to personally reach out to these underrepresented families and let them know how much we value their input for decision making.  We also need to make them aware of the different ways that we provide them opportunities to provide input.  These opportunities include digital surveys, in person meetings where they can voice their opinions, school events where physical paper surveys are available to fill out and drop off in the school office.  We need to make it clear that we want their input and make it easy for them to provide their input in a number of different ways.	5	5	4	5	5	4	5	5	5	5	4	5	Met		2024-06-27	2024
24656800000000	El Nido Elementary	3	Communication between the school and families continues to expand and be responsive to parent/guardian requests and to ensure families are up to date with any changes. Our commitment to family engagement is reflective in the positive parent survey results indicating families feel welcomed on campus, open to discuss their children with staff, have confidence in the district and trust the district and staff in the education of their children.  El Nido ESD is committed to engaging families.  The district will continue to enhance in the area of culturally responsive teaching and communication.	An area of improvement is to continue to support staff to learn about each family's strengths, cultures, languages and goals for their children.	El Nido ESD will continue to provide opportunities for staff and families to build relationships through authentic engagement activities to build a strong culture and academic success.	Our strength continues to expand on building relationships and authentic listening to meet families needs for the success of their children.  As a ongoing focus to engage parents, El Nido ESD continues to utilize our communication tool, Parent Square, to inform families of events, trainings, and resources.  Additionally, teachers continue to work on increased contact with parents with the implementation of Parent Square as it provides the ability to translate for staff. Providing dedicated staff to support ongoing parent capacity and engagement in family nights and expanding parent education served to further engage families and provide opportunities to learn about a variety of content areas including reading, math, technology and science.  The District also initiated participation in the state supported Community Engagement Initiative to provide technical support and opportunities to further authentic engagement and network with other LEA teams of similar makeup across the state.	A focus area of improvement for ENESD is to continue to build the capacity of parents in the areas of self help, technology and education with a focus on college and career pathway planning.	EL Nido ESD is working on providing families with the opportunity to participate in trainings in the areas self help, technology, and education based trainings.  For example, we will continue to expand upon the Fresno State Parent Institute offerings and seek out other opportunities to provide parents such as CTE exploration and UC Parent/Child conferences.	Families have the opportunity to plan, design, implement and evaluate engagement activities in a variety of methods including surveys, SSC, DELAC, family events, and open conversations with administration and staff.  The district also consistently seeks new ways for families to provide input and share in the decision making process at both the school site and district level. Examples are found in the development and implementation of the El Nido Graduate Profile and coming in the 24-25 school year the Community Engagement Initiative which will complement engagement efforts through our Community Schools efforts and build leadership skills among the families.	An area of focus for improvement is to continue to build the capacity of parents and community members who serve on our advisory committees to take an increasingly active role and ownership to build the capacity in others.	El Nido ESD will continue to expand opportunities for families, specifically underrepresented families to provide input and participate in the decision making process at ENESD.  We will seek out new methods to recruit members to our advisory boards through the support from Community Engagement Initiative.  Communication and survey methods will be expanded upon in order to solicit more input from families.  This year 23-24, our offer of both digital and print surveys returned 93 surveys/ 95 families; a marked improvement. We will also provide training to our advisory board members which will contribute to increased capacity.	5	5	4	5	5	5	5	4	5	4	5	5	Met		2024-06-25	2024
24656980000000	Hilmar Unified	3	"Many opportunities for participation are provided in the primary language of the parents.  All communications to parents is provided in English and the primary language of our student population. The ""Coffee with the Superintendent"" YouTube live-stream broadcasts are provided in English, Spanish, and Portuguese. The district has about 99% of its parents enrolled in ParentSquare. Parents can select the language in which they are most comfortable using. Parent volunteers are back in classrooms at pre-Pandemic levels at both elementary school sites. Parent conferences are well attended by all parents, regardless of language and SED status. Interpreters are provided as needed. All sites have made good progress in hiring Spanish and/or Portuguese-speaking office staff to better meet the needs of parents.  Mental Health services have been expanded to provide even more resources to families and most of the services have Spanish-speaking personnel.  Some of the school counselors, as well as both psychologists, are fully bilingual and in some cases, tri-lingual.  Sites provide opportunities to value and celebrate home cultures through family nights such as ""Dia de la Familia"", ""Noche de Orgullo"", ""Dia de los Muertos"", and ""Portuguese Immigrant Night"". Additionally, the music and art programs have made strides in incorporating music and arts/artists from different cultures into the HHS curriculum and performances."	Hilmar USD needs to increase our participation of SED and English Learner and non-English-speaking families in all activities, especially in school leadership roles.	-The district will offer more workshops and classes for all parents, especially underrepresented parents, covering a range of topics that meet parents' self-identified needs as well as building leadership capacity.  
-HUSD will make sure all its school sites are more inclusive and welcoming by providing signage updates so that all signs at all schools are written in English and Spanish. 
-Communications will continue in all languages of the parents.
-Continue to provide daycare and flexible times/activities for parents to volunteer.	HUSD has a strong partnership with parents and the communities it services.  Parent groups, such as PTO, as well as Booster Clubs, such as Ag Boosters and Football Boosters, are active and support schools both financially and through attendance at activities.  Parent committees such as ELAC and SSC have had good participation.  At the district level, parents are involved in advisory roles such as the Local School Wellness Committee, DELAC, and DAC.	According to LCAP Parent Survey, parents continue to indicate they are generally involved to the extent they want or can be. However, HUSD will continue to look for ways to engage parents to the school setting. A focus will be made to engage underrepresented families and those who are still experiencing lingering impacts from the pandemic.	HUSD plans to improve engagement of underrepresented families by providing more opportunities for training on leadership and support.  This will also address the need parents shared regarding wanting to build a community of parents that can support and encourage each other.  Every effort will be made to help parents learn to advocate for their child's education.	HUSD has a strong relationship with parents and community as is evident in the past through classroom volunteers, attendance at parent-student-teacher conferences, Back-to-School nights, Open Houses, parent meetings, sophomore-parent academic progress meetings, etc. The district has invested in professional development related to Positive Behavior Intervention and Supports and this year continued to focus on engaging students and families to school, especially as it pertains to importance of school attendance. All site-based and district-level advisory groups receive training on their roles and responsibilities every year so that those representatives are better able to be involved in the district's and schools' decision-making processes. Finally, some schools in the district also held parent workshops to teach parents how to be involved in their child's education, including volunteering in classrooms.	HUSD will continue to make sure that parents of under-represented students have a voice in decision making.	Engagement of underrepresented families will be done in various ways.  This will include electronic and hard-copy parent surveys.  School personnel will also reach to parents through informal settings such as student pick-up and drop-off.  Parents will be invited to be part of committees such as ELAC and SSC.	4	4	3	3	3	3	3	3	3	4	4	3	Met		2024-06-19	2024
24657220000000	Le Grand Union Elementary	3	- Communicating with families via ParentSquare.
- Communicating with families via social media.
- Providing all written communication in both English and Spanish.
- Holding parent conferences and SST meetings
- Having friendly office staff.
- Being present and positive at drop off and pick up.
- Hosting family night activities.
- Hosting before and after-school social functions.
- Inviting parents to attend and participate in school functions.	- Utilizing the community liaison to reach out to underrepresented families
- Hiring, training, and retaining staff with the best interests of students and families.
- Providing workshops for parents.	- Offering more sports activities
- Providing resources to help families guide their children academically.	- Communicating with families via social media.
- Communicating updates on behavior and grades.
- Providing all written communication in both English and Spanish.
- Having friendly office staff.
- Hosting family night activities.
- Hosting before and after-school social functions.	- Sending updates of classroom occurrences	- Utilizing the community liaison to reach out to underrepresented families	- Providing all written communication in both English and Spanish	- Ensuring underrepresented families are present at DELAC, SSC and other committee meetings.	- Holding parent conferences and SST meetings	4	4	4	5	4	4	4	4	4	4	4	4	Met		2024-06-25	2024
24657300000000	Le Grand Union High	3	- Communicating with families via ParentSquare.
- Providing all written communication in both English and Spanish.
- Having friendly office staff.
- Creating an environment where all students and families feel safe and respected.	- Providing families with a calendar of events.
- Communicating updates on behavior and grades.
- Providing frequent positive communication.
- Being present and positive at drop off and pick up.
- Hosting family night activities.
- Working regularly with community partnership programs and organizations.
- Ensuring underrepresented families feel included in district parent activities and decision making
- Providing professional development for all staff.	- Communicating with families via social media.
- Sending updates of classroom occurrences
- Providing more opportunities for parents to be on campus.
- Ensuring underrepresented families are present at DELAC, SSC and other committee meetings.
- Providing workshops for parents.	- Communicating with families via ParentSquare.
- Providing all written communication in both English and Spanish.
- Having friendly office staff.	- Providing families with a calendar of events.
- Setting up open lines of communication with all stakeholders
- Hosting family night activities.
- Hosting before and after-school social functions.
- Providing a variety of times for family information sessions.
- Creating an anti-bullying environment
- Providing resources to help families guide their children academically.	- Communicating with families via social media.
- Sending updates of classroom occurrences
- Providing workshops for parents.	- Providing all written communication in both English and Spanish
- Holding parent conferences and SST meetings
- Holding regular School Site Council Meetings
- Treating all families’ needs and beliefs with equal care	- Collecting information from families through web surveys
- Providing families with a calendar of district meetings
- Working regularly with community partnership programs and organizations.
- Providing workshops for parents on ELAC and DELAC purpose and rules	- Ensuring underrepresented families are present at DELAC, SSC and other committee meetings.	4	4	4	4	4	3	3	3	4	4	3	3	Met		2024-06-26	2024
24657480000000	Livingston Union	3	LUSD employed 4 parent liaisons whose visibility, availability to staff and parents, and ability to connect with families in their home language is an identified strength.  School counselors meet at least once per year with middle school parents regarding academic performance. Multiple opportunities are available to parents to visit their child’s school such as open house, parent conferences, principal Coffee Connections, cultural festivals, athletic events and awards celebrations. In addition, EL parent nights are hosted at each school site as well as DELAC parent meetings hosted at the district office. Professional learning opportunities continue to  be offered to both certificated and classified staff. There has been an increased use of social media to engage families on multiple platforms and the district continues to use Parent Square for both one way and two way communications.
	Based on survey feedback, an area of focus is the improvement of school to home communications.  Another area of focus is to extend current opportunities to more families, particularly underrepresented families.
	LUSD will continue to utilize parent liaisons to connect with parents, improve teacher contact with families, and capitalize on activities that have resulted in high levels of family participation.  Engaging parents on the purpose and outcome of assessments, particularly those of English Language Learners as it pertains to their language development and reclassification will be a continued priority. LUSD will focus on personal contact with families, particularly families of foster youth and unhoused students.  
	LUSD offers many tools and resources to support learning in the home.  Math manipulatives and electronic devices are available for students to take home to continue their learning as well as continued access to digital educational programs beyond the school day.  Families have access to monitor student progress through the Aeries Parent Portal, data reports and bi-annual parent conferences.  School year 2023/24 marked the second annual District sponsored LUSD Parent Conference, which emphasized community resources, local partnerships and local keynote speakers.  An added support has been the District’s use of a BCBA for behavioral support in the classroom.  Efforts to support families in understanding their parental rights and student advocacy are provided through PIQUE, PLTI, SST, 504 and IEP meetings.
	Widening the District’s outreach and connecting with more families would be an area of focus for the next school year.
	The District partners with Merced Junior College to offer English language and citizenship classes for families wishing to participate.  LUSD continues to offer site and district level opportunities for families to be involved in their student's educational journey.	Current strengths include DLA, DELAC and ELAC groups which offer opportunities for parents to give input on site and district initiatives. Stakeholder meetings with representation from families, teachers, principals, district administration, certificated and classified staff are also held for input and feedback. Parent liaisons continue to attend CABE for strategies to connect with underrepresented families.	Broad representation from underrepresented families continues to be a challenge and is an identified focus area for improvement.
	LUSD will identify historically successful opportunities and expand on past successes.  The district's partnership with Merced Junior College will build language capacity in non-English speaking parents and build their confidence in expressing their thoughts and ideas through the decision making processes at the site and district levels.
	3	4	3	4	3	4	3	3	4	3	3	4	Met		2024-06-20	2024
24657550000000	Los Banos Unified	3	The district is doing well working with administrators and engaging in 2-way communication with families and educators. Educational partners noted district schools were more welcoming and supportive of families this past year.	The district needs to provide more training and professional development for teachers and classified staff focused on building trusting and respectful relationships with families. Educational partners expressed concern that the district needs to make more progress in supporting staff efforts to learn more about students, their families, and their strengths, cultures, and setting goals.	LBUSD will continue to increase outreach efforts to underrepresented families. The LBUSD DELAC produced a video where DELAC members recounted their experiences participating in the 2023 CABE summit in order to recruit more parent participation. In part due to these efforts, over 30 parents and 10 students attended the 2024 CABE conference. The district has held meetings at the local migrant housing camp and will continue to do so. The district plans to establish a family resource center to help centralize efforts to reach out to families throughout the district.	The district has made strides in setting up parent communication tools through AERIES and Parent Square. The district recently shared an smartphone app linked to the district website to increase communication with the district community. This year, the district held a series of parent workshops each month for the parents of students with disabilities to help them better understand their rights, special education laws, and the individualized education plan process. In addition, the district has reached out through focus groups, surveys, and community meetings to provide opportunities for the local school community to connect with the district.	On the 2023 annual LCAP survey and in focus groups conducted by Hanover Research, teachers expressed concerns about the quantity and quality of parent engagement in their child's education. The teachers requested additional professional training around parent engagement. Parents noted that once students begin high school, there is little to no contact with their child's teacher that is not initiated by the parent. And, even when communication is initiated by the parent, teacher response is not timely or can even be non-existent. A educational partner expressed concern that the district does little to nothing supporting families to understand and exercise their rights.	Parents from DELAC requested additional parent workshops on a variety of topics to support parents support their child's education. Parents have asked for more information regarding gangs, gang violence, prevention, and how parents can support their children. These workshops will take place both virtually and in person throughout the district.	All LBUSD schools have fully functioning School Site Councils and English Learner Advisory Committees. Members of these committees have been provided training regarding the purpose of their respective committees and their roles. The SSCs at each site were tasked to serve as Community School Advisory teams to assist in the development of the district application for the California Community Schools Partnership Program (CCSPP) application. The SSCs as duly elected representatives of the educational partners at each school site and using the four pillars of the CCSPP framework identified needs in their school community and approved an grant application plan to better serve the students of LBUSD. The district uses existing structures to involve the school community in making decisions. LBUSD also held multiple LCAP information meetings during the school year at different sites.	As a focus area for improvement, LBUSD will continue to provide training and support to school site councils to increase parent participation in the school decision making process. In addition, LBUSD will continue to hold LCAP information and review meetings at different school sites and throughout the Los Banos community in order to increase parent participation in developing the local control and accountability plan. The district will improve its communication regarding these events and will change the format of the events to create a more positive and interactive family atmosphere where families will want to attend. Additionally, the district will schedule events virtually to enable families who will not or cannot attend in-person events to participate.	The district will continue to reach out to underrepresented families to seek their input and participation.	2	3	1	3	3	3	3	4	4	4	4	4	Met		2024-06-18	2024
24657630000000	McSwain Union Elementary	3	The LEA currently communicates with families in multiple ways and shows strengths in the following areas:
-Daily use of student planners for 3rd-8th grade students
-Written communication in English and Spanish
-Dialers, emails and text messages in English and Spanish
-School calendar on school website
-English and Spanish-speaking office clerks 
-Progress reports each grading period to 4th-8th grade parents
-Parent/teacher conferences and report card nights twice per school year
-Regular morning Coffee With the Principal meetings with parents of English Language Learners.	The LEA believes that the input it receives in a less formal process is valuable for the LEA, the families as a whole, and the student. Our greatest opportunity is to increase the amount of input we receive as it is very limited. Our goal is to increase the input received by training teachers to solicit it directly during their interactions with parents since they have the greatest number of opportunities.	The LEA is focused on developing ways to increase communication with underrepresented families especially. We will continue to collaborate and consult with other LEAs in Merced County to see what ideas have worked for them to improve the quantity of relationships between School Staff and Families.	The LEA's strengths in this area are being progressively implemented and include seeking input for decision making with the following committees:
•School Site Council
•District English Language Advisory Committee
•Parent Club	The LEA will focus on improving participation in the following committees:
•Local Control and Accountability Plan
•Wellness Committee
•Safety Committee	The LEA is focused on developing ways to increase communication with underrepresented families especially. We will continue to collaborate and consult with other LEAs in Merced County to see what ideas have worked for them to improve the quantity of Partnerships for Student Outcomes.	The LEA has been able to seek and secure input for decision making through principal, SSC, and DELAC meetings. With COVID past, the LEA continues to increase the number of families involvement activities at the school site. We have had record number of families attend events that include Back-to-school nights, Grandparent day, and the Annual Family BBQ just to name a few.	The LEA will focus on improving participation in the following committees:
•Local Control and Accountability Plan
•Wellness Committee
•Safety Committee	The LEA is focused on developing ways to increase communication with underrepresented families especially. We will continue to collaborate and consult with other LEAs in Merced County to see what ideas have worked for them to improve the quantity of relationships Seeking Input for Decision-Making.	5	5	4	4	4	4	4	4	4	3	4	4	Met		2024-06-25	2024
24657710000000	Merced City Elementary	3	The District continued using the California Healthy Kids Survey, California Schools Parent Survey, and California Schools Staff Survey during the 2023-2024 academic year. The results from the survey served as a comparison to the 2022-2023 surveys. Response rates for students and teachers were the same or more than the prior year. Approximately 86% of parents reported feeling welcome at the school, a 2% decrease compared to the previous year. Students in grade five reported feeling less safe at school (71%; 69%) and more sense of belonging (67%; 68%). The District added crowdsourcing as a way to collect qualitative measures from families through the ThoughtExchange platform to identify common themes in parent and community reporting. Frequent Parent Square messages and social media posts (e.g., Facebook, Twitter, Instagram) continue to be ways for parents to receive information and connect to their child's school. Family Help Stations installed at each MCSD site as well as staff to support helping families access information through electronic and other resources are available.
	"The District will continue to bring awareness of the resources available to families by instituting ""FERC Fridays"". Three district Community Outreach Specialists (COSs) will be at the front gate of each school site two times a year (18 x 2) at the time of student ingress in order to engage our families as they drop their children off at school. They will be able to interact with the families and provide information. The District will also conduct bi-monthly virtual engagements that promote family efficacy. Finally, our staff will be attending at least one staff meeting at each site where we share FERC opportunities with our staff so our district employees are privy to the support available."	MCSD will improve the engagement of underrepresented families in a variety of ways. As previously mentioned, MCSD will strive to hold district and school-based engagement opportunities in a variety of locations and times around our district, as well as ensure materials are presented in appropriate home languages in a variety of modalities including but not limited to	Strengths and progress relative to Building Partnerships and Student outcomes include conducting Parent-Teacher Conferences and progress reporting at least twice per school year. Resources for parents and families, including video tutorials focused on accessing learning, are available on the District webpage in multiple languages. The Aeries Parent Portal and Gradebook connect families to student progress information at times convenient for families. MCSD and its' school sites utilize ParentSquare to actively inform families of important messages and engaging events. A variety of community resource representatives (e.g., Merced Adult School, UC Merced, and the City of Merced Parks and Recreation Department) link with the Family Engagement Resource Center to support expanding partnerships beyond the school community.	MCSD continues to strive to meet its' families unique needs in order to improve the development of partnerships and thus, student outcomes. Identified areas of improvement include, but are not limited to: (a) flexible times for family engagement opportunities; (b) flexible locations for family engagement opportunities; and, (c) materials for family engagements are presented in a variety of home languages.
	MCSD will improve the engagement of underrepresented families in a variety of ways. As previously mentioned, MCSD will strive to hold district and school-based engagement opportunities in a variety of locations and times around our district, as well as ensure materials are presented in appropriate home languages.	Community participation in local Governing Board meetings and community forums is easily accessible in both in-person and remote formats. Surveys, crowdsourcing results, and district and site-level committees give families a voice and influence in decision-making. District and school staff provide governance instruction to families and committee representatives so they can participate fully in decision-making.
	Based on input from educational partners, MCSD will continue to set aside time in its' LCAP Forums to capture community voice. Other opportunities, such as Coffee with the Superintendent may continue in the 2024-25 school year.
	MCSD will strive to hold district and school-based engagement opportunities in a variety of locations and times around our district, as well as ensure materials are presented in appropriate home languages. Time will be set aside to capture the input from our community.	5	4	4	4	4	4	5	4	5	5	5	4	Met		2024-06-25	2024
24657890000000	Merced Union High	3	The Merced Union High School District has shown notable strengths and progress in building relationships between school staff and families. Families are actively encouraged to participate in their child’s education through various meetings and activities, such as IEP’s/504’s, Student Study Teams, School Site Council, Booster Clubs, parenting classes, and English Learner Advisory Committee. Their involvement provides essential input into the decision-making process, fostering a collaborative, and inclusive atmosphere.
Additionally, MUHSD’s Career Technical Education (CTE) programs have established strong partnerships with local industries and postsecondary institutions. These collaborations ensure that programs and curricula are aligned to support successful student outcomes, making students both college and career ready.	MUHSD has identified key focus areas for improvement in building relationships between school staff and families. MUHSD will intensify efforts to strengthen partnerships with families, community members, industry, and postsecondary partners to ensure more accessible opportunities for educational partners to actively participate and have a voice in the decision-making process. Additionally, MUHSD will seek to enhance communication channels and provide more resources and support to ensure that all educational partners can engage meaningfully and contribute to the district's continuous improvement efforts.	The Merced Union High School District plans to enhance engagement with underrepresented families identified during collaborations with educational partners and district administration. MUHSD will continue to gather and analyze data to identify these families accurately. To ensure that language is not a barrier to engagement, the district will provide bilingual resources, including translated materials for communications, outreach, and signage in the languages spoken by underrepresented families. Additionally, MUHSD will strengthen partnerships with community organizations and local leaders to connect underrepresented families with educational resources and support services.	The Merced Union High School District demonstrates significant strengths and progress in building partnerships for student outcomes. MUHSD employs a full-time Director of Communications who leverages social media, district and school websites, and the communication platform Parent Square to engage parents and community members. These communications are provided in multiple languages to ensure inclusivity. MUHSD is committed to fostering meaningful, two-way communication that goes beyond compliance notifications and social media promotions. By emphasizing interactive, equal, and feedback-oriented communication between school sites and families, MUHSD underscores the importance of building strong relationships between school staff and families, recognizing this as crucial to student success.	MUHSD continues to work with families to improve partnerships and student outcomes.  Establishing clear and accessible feedback will allow families to voice their concerns, suggestions, and feedback regarding their children's education and school experiences.	MUHSD will continue to work with educational partners and review local data to improve engagement with underrepresented families and students.  MUHSD will expand programs and initiatives that actively involve families in the educational process and students’ success. MUHSD will work to implement targeted support systems for at-risk families to address specific challenges they may face in engaging with the school community.	MUHSD has made significant progress in seeking input for decision-making through the structured approach of educational partners collaborations and the annual adoption of the California Family Engagement Framework by the MUHSD Board. By encouraging participation from staff, students, families, and community members through various platforms like IEP’s/504’s, Student Study Teams, School Site Councils, Booster Clubs, parenting classes, English Learner Advisory Committees, and LCAP meetings, MUHSD and its sites ensure diverse perspectives are included. Educational partner collaborations help facilitate timely data analysis, discussions on the needs of underrepresented students, and budget distribution deliberations, which support the decision-making process. MUHSD’s data-driven approach enhances the relevance and effectiveness of its decisions, addressing the needs and priorities of the entire school community.	MUHSD is continually striving to provide up-to-date data for educational partners to enhance and inform the decision-making process. To ensure partners receive accurate data, MUHSD is collaborating with outside consultants, such as Capital Impact Consulting and 2Teach, and partners, such as Parsec Education.	MUHSD remains committed to identifying and engaging underrepresented families, ensuring they have the opportunity to provide input and participate in the decision-making process.  This will include more effective use of communication methods like Parent Square, Aeries Parent Portal, district and site newsletters, and social media platforms.  MUHSD will continue to provide language-accessible materials to ensure information reaches all families.	3	4	4	4	5	4	5	5	5	4	3	4	Met		2024-06-12	2024
24658130000000	Plainsburg Union Elementary	3	A strength of PUESD is the willingness of our parents to volunteer to support our school in any way possible.  An example of this is our Parent Club.  They have created a social media page that has amplified our communication to the community.  In fact, this has become the preferred method of communication for parents.	A focus area of improvement will be how to prioritize communications that are sent home electronically.  Parents complain of over-communication by the district.	The staff of PUESD works and will continue to work hard in communication with families, especially underrepresented families.  PUESD strives to keep parents connected to school and school activities. PUESD will evaluate communication platforms and messages to determine which platform is best suited for the type of communication we are trying to send.	A strength for PUESD in this area is that we have built a strong partnership with our parent club.  This facilitates ease of communication between the school and the community at large.  We also have calendared events to meet with families, including two sets of parent conference weeks in order to facilitate communication between the parents and teachers regarding student progress.  A final strength is the in person events we host.  For example, our end of the year track meet will also serve as a way for parents to pick up summer school back packs full of supplies to keep kids engaged in learning over the summer.  This also provides an opportunity for parents, students and staff to spend time with one another in a positive environment.	An area of focus in this area will be to onboard new teachers to our processes for communicating with parents, including conferences, open houses and back to school nights.	We will mentor new staff in this area as they are hired at PUESD.	A strength in this area is the multiple platforms we use to solicit input from parents and families.  We also work with outside organizations, such as migrant education, the other schools in the tri-city area to solicit input from our larger community.  For example we have held a tri-cities board meeting, with boards from Plainsburg, Planada and Le Grand.	A focus areas for improvement is to increase the percentage of parents responding to the Annual LCAP Survey.	We will analyze our methods of communication to how we ask for feedback from parents in order to increase parental responses.	5	5	5	5	5	5	5	4	5	4	4	4	Met		2024-06-13	2024
24658210000000	Planada Elementary	3	- Providing all written communication in both English and Spanish.
- Providing frequent positive communication.
- Working regularly with community partnership programs and organizations.
- Offering more sports activities
- Creating an environment where all students and families feel safe and respected.
- Treating all families’ needs and beliefs with equal care
- Utilizing the community liaison to reach out to underrepresented families	- Communicating with families via ParentSquare.
- Communicating with families via social media.
- Providing families with a calendar of events.
- Ensuring underrepresented families are present at DELAC, SSC and other committee meetings.
- Being equitable in holding kids accountable for following school policies.
- Continuing to serve underrepresented populations through the adult education program	- Sending updates of classroom occurrences
- Providing more opportunities for parents to be on campus.	- Communicating with families via ParentSquare.
- Providing families with a calendar of events.
- Communicating updates on behavior and grades.
- Providing all written communication in both English and Spanish.
- Providing frequent positive communication.
- Inviting parents to attend and participate in school functions.
- Working regularly with community partnership programs and organizations.
- Offering more sports activities
- Creating an environment where all students and families feel safe and respected.
- Treating all families’ needs and beliefs with equal care
- Utilizing the community liaison to reach out to underrepresented families
- Hiring, training, and retaining staff with the best interests of students and families.
- Providing professional development for all staff.
- Providing resources to help families guide their children academically.
- Creating transparent plans for the future of the district / school.	- Communicating with families via social media.
- Being equitable in holding kids accountable for following school policies.
- Ensuring underrepresented families feel included in district parent activities and decision making.	- Providing more opportunities for parents to be on campus.	- Providing all written communication in both English and Spanish
- Holding regular School Site Council Meetings
- Treating all families’ needs and beliefs with equal care
- Utilizing the community liaison to reach out to underrepresented families
- Continuing to serve underrepresented populations through the adult education program	- Providing families with a calendar of district meetings
- Ensuring underrepresented families are present at DELAC, SSC and other committee meetings.
- Holding regular DELAC / ELAC Meetings
- Working regularly with community partnership programs and organizations.
- Providing workshops for parents on School Site Council purpose and rules.
- Providing workshops for parents on ELAC and DELAC purpose and rules.	- Collecting information from families through web surveys
- Holding parent conferences and SST meetings	3	3	4	3	3	3	3	3	3	3	3	3	Met		2024-06-27	2024
24658390000000	Snelling-Merced Falls Union Elementary	3	Snelling Merced Falls is a small rural school where everyone knows each other and staff knows all families.  Staff uses the Remind app to connect with parents.  Also, the feedback from Stakeholder input indicated that a social media page would benefit the communication between the school and families.	Snelling Merced Falls will enhance the Arts and Music program, which brings the families students together.	The communication system that is school-wide will include spanish for our EL learners and families.	Snelling Merced Falls School partners with several entities that benefit students and student learning.  Multicultural Art Center supports our Arts and Music program, the local library is visited weekly from grades 6-8th.  We also partner with our local fire department supports student awareness with relevant information for our rural area.  Also, our local 4-H Club partners with the school on a monthly basis to support student activities and learning opportunities.	At this time, we are fully implemented in this area.	Support staff that speak Spanish will attend School Site Council meetings in order to support our EL population.	Annual surveys go out to all families, bi-monthly SSC Meetings are held to improve communication and gain parent, staff and community input, student surveys are done multiple times a school year as well as monthly board meetings that encourage input and engagement.	A new social media page will be implemented in order to increase input, decision making, and parent and student engagement.	Our school-wide communication system will include language in our underrepresented families.	3	4	4	4	4	1	4	4	4	4	4	4	Met		2024-06-17	2024
24658620000000	Weaver Union	3	Current Strengths include:  active communication through the use of our Parent Square digital communication tool, webpages, site social media accounts, and parent programs that are offered throughout our district.  This year, we introduced District Parent Cafe meetings where departments presented student services information and parents could have time to ask questions. This helped to encourage our parent community to participate while sharing district information on services.  Many parent education programs were offered too, such as PIQE and ESL classes.  Each site invites parents to attend awards ceremonies, celebrations, and events. Site and district meetings are well attended too, such as our ELAC, SSC, and DELAC meetings. We have very active drama and band parent boosters that are involved. We send out surveys to our parents to gather input on sites and district decisions, needs, and concerns. 
	We will continue to build relationships with our community by continuing our parent programs, Parent Cafe meetings, sending out invites to events, and the use of our Parent Square platform. We will continue to encourage participation with our already established parent groups.	Our district will be implementing a newcomer parent support program this coming year.  Along with continued support with home visits from our liaison team to support families in need. Also, our liaison team provides referrals to community agencies. We will continue to reach out through social media, phone calls, and emails.	Our school calendar has designated days that each site holds parent conferences to share about student progress and data.  Sites hold parent nights and/or events to help parents know how to help at home with academics.  Many times throughout the year data is shared during our established parent meetings.  

	This year we will be putting an emphasis on sharing more data with parents, students, teachers and administrators, it is one of our District Initiatives.	We will continue to reach out to families and encourage them to participate by using our digital platforms and through personal contact	Our district and sites often use digital surveys to gather input when making district decisions.  Along with surveys, we do in person meetings with our parent groups such as SSC, ELAC, DELAC, and our Parent Cafes to increase community input and involvement.	We are continuing to grow our parent groups and will continue to share information, gather input, and encourage participation at our various parent meetings.  Our plan is to continue to build public relations through our digital platforms, in person meetings, and personal phone calls.	As stated , we have a strong community liaison group that will do home visits and phone calls that help to connect underrepresented families, along with our digital platform that can translate into many different languages.	5	4	5	4	5	4	5	4	4	3	4	4	Met		2024-06-21	2024
24658700000000	Winton	3	Winton School District (WSD) creates a welcoming environment for all families in the community. WSD posts posters/flyers in English and Spanish. There is at least one Spanish speaking staff in the office. Either on the counter or wall display, there are parent information resource materials for parents to access. WSD keeps its campus clean and safe. WSD provides two-way communication, in home languages, to share information and receive feedback in various settings such as the Local Control and Accountability Plan Educational Partners Meetings, School Site Council and Site English Language Advisory Council, and Parent Meetings. Parents are invited and attend school performances and academic achievement awards assemblies. Child care is always provided during School Site Council Meetings and other parent involvement meetings. The most recent Parent Survey was conducted in 2023-2024 school year. The results showed that 78% of the parents who submitted the survey feel that the schools are a welcoming place.

WSD provides information about parent involvement opportunities through district, school, and/or class newsletters, the district's web site, and other written or electronic communications. The AERIES Communication autodialer sends home messages either in English or Spanish depending on the parents correspondence language preferred. To the extent practicable, provide notices and information to parents/guardians in a format and language they can understand. WSD currently provides parent notices and information in English and Spanish as there are 15 percent or more of students enrolled that speak Spanish as their primary language other than English.  WSD provides interpretation services for parents to fully participate in educational programs and individual meetings with school staff related to their child’s education. As requested by parents, interpreters are available during the school’s parent conference week and throughout the school year when parents meet with a school staff concerning their child’s academic and behavioral needs.
	A focus area for improvement is to encourage staff to learn about each family's strengths, cultures, languages, and goals for their children.  The 2023-2024 Parent Survey indicates that only 69% of the responses say that it is easy to get an interpreter.  If meetings are planned, school staff will secure an interpreter for the parents.  If the meetings are not planned and there are no staff in the office to interpret, the schools will contact the district's liaisons to assist with interpretation.	Winton School District (WSD), to the extent practicable, will provide notices and information to parents/guardians in a format and language they can understand. WSD currently provides parent notices and information in English and Spanish as there are 15 percent or more of students enrolled that speak Spanish as their primary language other than English.  WSD provides interpretation services for parents to fully participate in educational programs and individual meetings with school staff related to their child’s education. As requested by parents, interpreters are available during the school’s parent conference week and throughout the school year when parents meet with a school staff concerning their child’s academic and behavioral needs.	"Winton School District (WSD) holds an annual meeting during Back to School Night which all parents/guardians of participating students are invited and encouraged to attend, in order to inform them of their school's participation in Title I and to explain Title I requirements and the right of parents/guardians to be involved. At this time, the Parent Involvement and Rights information are distributed to the parents and shared with them informing them of opportunities to participate in their child’s education. Also, during Back to School Nights, the classroom teachers provide parents/guardians with information about their students' class assignments, homework assignments, and classroom expectations and instructions.

At the beginning of each school year, parents and students are given the “Responsible use of internet and technology resources contract for students and parents"" outlining the acceptable and unacceptable use of technology. At the middle school, parents have access to the AERIES Parent Portal to view students' grades/assessments/discipline. A document outlining the steps to set up and access the AERIES Parent Portal is available at the school site. School Administrators are also available to assist parents in this process. School Site Council/Site English Language Advisory Committee Meetings topics include an overview of the required state assessments (CAASPP and ELPAC Assessments) and how to read the Student Score Reports. WSD distributes a school-parent compact outlining the shared responsibility among the parents/guardians, the school, and the student. The compact is discussed as it relates to the students’ achievement between the students, teachers, and parents during Parent-teacher conferences held in the Fall. Teachers discuss the students' progress with parents/guardians. Parents and teachers do schedule additional conferences if determined. The School Counseling Program services are delivered individually, in small groups, classroom guidance curriculum, and school-wide activities. School Counselors provide academic, social-emotional, and career/college counseling. In addition to the services students receive, the school counselors also host Parent Information Nights. 

Data from the California School Staff Survey administered in the Spring of 2024 indicate that School Supports for Students where it is a supporting and inviting place for students to learn is 89%  strongly agree and agree."	A focus area for improvement is to provide families with information and resources to support student learning and development.  This can be implemented during school parent meetings, parent conference week, and/or school newsletters.	Winton School District (WSD) schools will organize academic activities for families and provide information to the parents as well as provide opportunities for parents on how to support their student's learning.  Positive phone calls will be made to the parents on their child's academic and behavior.	"Winton School District (WSD) seeks input from parents in the school’s and district’s decision making. Parents have the opportunity to attend the School Site Council/Site English Language Advisory Committees (SSC/SELAC). These meetings range from four to six per year base on the needs of the parents at each school. During the SSC/SELAC meetings, parents are informed of the schools events and the required state assessments. They have the opportunity to ask any questions/concerns they have about the school and provide input on school improvement. In addition, they play a vital role in the review and approval of the schools' site plan. Besides the site meetings, there is a District English Language Advisory Committee (DELAC) which meets four times during school year. At these meetings, parents are engaged with meaningful information on the upcoming state language assessment for English Learners and the California Data Dashboard. At the SSC/SELAC and DELAC, parents are involve in the Local Control and Accountability Plan (LCAP) educational partners meeting. Parents are welcome at all meetings of the local governing board. During the public hearing, the public is invited to address agenda items, to place matters on the agenda directly related to school business, and submit items within the subject matter jurisdiction of the Board of Trustees for future consideration. Also, individuals addressing the Board shall be limited to three minutes each up to twenty minutes per topic. The Board of Trustees will take no action at this time but may refer the issue for further consideration. WSD provides interpretation and translation services for parents to fully participate in educational programs and individual meetings with school staff related to their child’s education. At the beginning of each school’s Back to School Night, the principal along with an interpreter welcomes the parents and informs them of ways to participate at the school. As requested by parents, interpreters are available during the school’s parent conference week and throughout the school year when parents meet with a school staff concerning their child’s academic and behavioral needs. All parent letter/notices/ flyers are sent home in English and Spanish. In addition, the WSD sends home automated phone, text, and email messages in both English and Spanish. The findings from the measure represent WSD's parent engagement and are consistent with WSD's LCAP Goal 3 which states, “Winton School District will provide a safe, welcoming, and well-maintained learning environment for students, families, and staff where there is a sense of school connectedness and a promotion of social, emotional, and academic growth of our students"". 

Based on the 2023-2024 California School Staff Survey, data indicates that 30% strongly agree and 48% agree (78% strongly agree or agree) that the schools promote personnel participation in decision-making that affects school practices and policies."	Based on the 2023-2024 Parent Survey, data indicates that 70% of the parents who responded to the survey agreed that the schools seek parent input.  Additional parent input for the 2024-2025 will take place.  Parent input will be an agenda item on parent meeting agendas at the schools.	Winton School District (WSD) will continue to do what has been done in the past and increase the opportunities for parents to provide their input.  More efforts will be made for schools to contact parents for their input via Parent Square.	4	4	3	5	4	4	4	3	5	4	4	4	Met		2024-06-24	2024
24736190000000	Gustine Unified	3	Gustine Unified School District works closely with families to continually build relationships between school staff and families.  The district actively gathers feedback from families using surveys, community meetings, and Parent Leadership sessions. This feedback is carefully reviewed to shape programs and enhance communication between the school and families. Additional opportunities for input include events such as Coffee with the Principals and staff meetings, which further contribute to the collaborative process.	Areas for improvement at Gustine Unified will entail starting meetings earlier to collect input for the LCAP and district events. Staff will undergo training to enhance communication via ParentSquare, facilitating the formation of groups and ensuring families receive crucial information pertinent to their students and schools. Moreover, bilingual community liaisons will monitor participation at all school events and endeavor to forge more partnerships with English Learners, low-income, and special education families. Additionally, both the district and school sites will ensure that childcare is available at each capacity-building meeting and during parent conferences.	The district is committed to enhancing engagement with all families within our district. Based on feedback from family surveys, there is a recognized need for more information on parenting strategies, mental health resources, and college and career readiness. Additionally, the district will offer training sessions on understanding CAASPP and ELPAC test scores to assist parents in supporting student achievement effectively. A comprehensive calendar of scheduled events will be developed, and bilingual community liaisons will proactively contact underrepresented families to encourage their participation in these events.	The district and its schools have made it a priority to establish trusting relationships with district families. Each school site conducts monthly meetings to engage parents, fostering relationships through informal gatherings where parents can seek clarification on school-related matters and ask questions. Additionally, a variety of family and parent activities have been implemented across sites to cultivate a more welcoming environment. Parent conferences are held at each school within the district to strengthen teacher-family partnerships and collectively enhance student outcomes. Furthermore, counselors at every site lead the Student Study Team (SST) to ensure students are progressing adequately and to provide timely interventions when necessary. The district has also invested in professional development initiatives aimed at improving learning outcomes for our unduplicated student populations.

Our communication system, ParentSquare, facilitates two-way communication between the district and families, schools and families, and teachers and families. This system includes translation capabilities to ensure that language does not pose a barrier to effective communication. Moving forward, we are committed to exploring additional strategies to further engage with all families effectively.	The Gustine Unified School District is actively enhancing communication regarding academic achievement and attendance. This effort will encompass sharing information on test scores such as iReady and NWEA MAPS, as well as assessments like CAASPP, CAST, and ELPAC. Additionally, the district will prioritize strategies to improve attendance, particularly at the elementary level. Selected families will be contacted directly to support attendance improvements and foster collaborative partnerships.	Based on the analysis of input from educational partners and local data, GUSD has adopted targeted strategies to strengthen school and family connections, prioritizing the reduction of barriers to increase participation. In the upcoming school year, there will be a dedicated initiative to enhance attendance at our capacity-building workshops, with particular emphasis on engaging families of English Learners, students with disabilities, and low-income families.  Meetings will be calendared and bilingual community liaisons will reach out to families to encourage participation.	Current strengths in gathering input for decision-making include the active involvement of the Parent Leadership team, which convenes four times annually to discuss school site issues and concerns. This parent-led group involves participation from both site and district administrators, fostering improved communication between families and district leaders. A significant majority, eighty-four percent of parents, feel engaged in the decision-making process. Advisory committees such as the District English Learner Advisory Committee (DELAC), English Learner Advisory Committee (ELAC), and School Site Councils (SSC) consistently meet quorums, providing platforms for parents to offer input.

This year, there was a notable 50% increase in the number of parents completing surveys, reflecting improved engagement. Moving forward, the district aims to build upon these strengths and further enhance participation in the years ahead.	The LEA collaborates with site leaders to integrate members from English Learner Advisory Committees and School Site Councils into the District English Learner Advisory Committee (DELAC) and District Advisory Committee (DAC). Each school site is represented, and these parents are increasingly playing an active role in these committees. The DAC is scheduled to commence meetings in August, with approximately four meetings planned annually to enhance communication and input processes.

One notable improvement has been the increase in parent participation on these committees, facilitated by the accessibility of Zoom meetings. This platform has empowered parents to take on more substantial roles in decision-making at both the school and district levels. Moving forward, the LEA will continue to offer hybrid meetings to accommodate parental preferences and schedules.

Additionally, efforts are underway to encourage parents to collaborate with district and site leaders in planning and evaluating parent engagement activities, further strengthening the partnership between schools and families.	The LEA is committed to enhancing the engagement of underrepresented families by leveraging bilingual liaisons to actively outreach and encourage their participation in school events and site-based advisory committees. These liaisons will also monitor attendance among these families, allowing for targeted efforts to foster greater partnerships and collaboration.	5	4	4	5	4	3	4	4	5	4	4	4	Met		2024-06-26	2024
24737260000000	Merced River Union Elementary	3	The school provides multiple opportunities for parent and school staff relationship building. The school offers various community engagement opportunities such as parent-teacher conferences, back-to-school events Open-House events. The LEA offers communication in the parents' primary language and also offers a variety of opportunities to make families and staff feel welcome.	The school will continue to focus on providing a safe and welcoming environment for all students, staff, and community. Our goal remains to develop positive behavior outcomes for students and seek alternate methods to engage more families in the overall learning environment for their students.	The LEA will continue to work with its leadership team, School Site Council, ELAC, DELAC and the Merced County Office of Education to seek out other means of relationship-building with families. The LEA has a high percentage of unduplicated students and will implement all practices and strategies to effectively build stronger relationships.	The LEA believes in providing students with opportunities to meet state grade-level academic standards, The LEA provides all students with access to an after-school tutorial program. The LEA partners with the Merced County Office of Education in order to provide teachers and support staff with professional development on best practices that will impact student achievement. The LEA has implemented an MTSS system for all students to support academic and behavioral concerns. The LEA also partners with the Merced ArTree to provide visual and performing arts opportunities for all students.	The LEA uses both local and state data to determine specific areas of need for students. The LEA will continue to focus on ensuring that students are reading at grade level and achieving mastery in math. The LEA will also focus on improving its English Learner practices to ensure that EL students are making academic gains.	The LEA will conduct various Climate Surveys throughout the year in order to seek information from parents about the overall programs in the LEA. The LEA will continue to invite all families to its LCAP and School Site Council meetings to seek additional input.	The district is a rural single school district and has merged its School Site Council, Local Control Accountability Plan, and English Learner Advisory Committees into one unique body comprised of parents, teachers, and students. The LCAPC meets quarterly to review and update the various components of the LCAP for the year. These meetings are open to all stakeholders and allow everyone to provide feedback on the school's progress towards achieving its goals. The district intends to provide all stakeholders and families with a variety of school information nights in their language in order to include their voices in the decision-making process. The LEA sneds quarterly letters to all parents on the progress of Goals and Actions in the LCAP.	The LEA will continue to work with the leadership team and the Merced County Office of Education support to implement best practices for improving decision-making.	The LEA will conduct various Climate Surveys throughout the year in order to seek information from parents about the overall programs in the LEA. The LEA will continue to invite all families to its LCAP and School Site Council meetings to seek additional input.	5	5	5	5	4	4	4	4	4	4	4	4	Met		2024-06-10	2024
24753170000000	Dos Palos Oro Loma Joint Unified	3	The DPOLJUSD actively fosters robust connections between schools and families through a range of channels. By leveraging centralized resources provided through the LCAP, such as translation and interpretation services, the district ensures accessibility for all families across various events including family nights, parent meetings, IEP meetings, ELAC and DELAC gatherings, SARB Advisory Council meetings, and board meetings. Additionally, a dedicated Family Support Specialist serves as the primary liaison for families, especially during the enrollment process for our Early Childhood Education programs.

Collaborating closely with school principals, the district identifies and promotes opportunities for parent involvement and education. Beyond conventional events like 'Back to School' Night and parent/teacher conferences, school sites organize diverse engagements such as STEAM Family Nights, Grandparents and Parents Day Opportunities, and College and Career Fairs, enriching parental participation within the school community.	Enhancing engagement in district and school site committees, including ELAC, DELAC, School Site Council, and the district Advisory Committee, remains an area of focus for improvement across the district. The goal is to boost both attendance and active participation in these vital parent-led initiatives.	The DPOLJUSD has made concerted efforts to enhance the involvement of underrepresented families, leveraging the district community liaison to foster direct engagement via personalized phone calls. Additionally, the district utilizes diverse communication platforms such as text messaging and phone calls to reach out to families. These ongoing initiatives, supported by actions outlined in the LCAP, reaffirm the commitment to sustaining and expanding these effective strategies.	The DPOLJUSD has made significant strides in empowering families with essential information and resources to enhance student learning and development within the home environment. Parents benefit from seamless access to student information through our Aeries Portal, ensuring transparency and easy tracking of progress. Moreover, the district orchestrates two annual parent-teacher conference events, alongside a spectrum of educational initiatives tailored for parents throughout the year.

Furthermore, the district excels in collaborating with educational partners in shaping the Career and Technical Education Pathways at Dos Palos High School, facilitated by the CTE Advisory Committee. These partnerships underscore a commitment to preparing students for successful futures. Additionally, the DPOLJUSD boasts robust alliances with various booster clubs and organizations dedicated to fostering improved student outcomes, exemplifying a holistic approach to student support.	An important aspect of enhancing student outcomes lies in strengthening parental involvement in the LCAP and school planning processes. The district is committed to augmenting participation and engagement in School Site Council, ELAC, and DELAC meetings to amplify parental input and influence broader school and district outcomes.	The DPOLJUSD has proactively worked to increase the participation of underrepresented families by utilizing the district community liaison for personalized outreach through phone calls. In addition to this personalized approach, the district employs various communication channels including text messaging and phone calls to ensure widespread reach. These continuous efforts, aligned with the goals outlined in the LCAP, underscore the commitment to maintain and broaden these impactful strategies.	The district distributes a survey to all parents, but the response rate is low. Despite notifying and inviting all parents to participate in school site councils, ELAC, and DELAC meetings, attendance remains consistently low. The district is persistently exploring inventive strategies to increase parental involvement in the decision-making process.	Improving participation in district and school site committees, such as ELAC, DELAC, School Site Council, and the district Advisory Committee, is a key focus for the district. The aim is to increase both attendance and active involvement in these crucial parent-led initiatives.

Another vital aspect of gathering input for decision-making is enhancing parental engagement in the LCAP and school planning processes. The district is dedicated to boosting participation and involvement in School Site Council, ELAC, and DELAC meetings to strengthen parental input and impact broader school and district outcomes.	The DPOLJUSD has been actively striving to engage underrepresented families, employing the district community liaison to facilitate direct communication through personalized phone calls. Furthermore, the district employs a range of communication platforms, including text messaging and phone calls, to effectively connect with families. These ongoing endeavors, in line with the objectives set forth in the LCAP, underscore the dedication to perpetuate and expand these successful strategies.	4	4	4	4	3	4	4	3	3	3	4	4	Met		2024-06-24	2024
24753660000000	Delhi Unified	3	The reflection process has brought to light our strengths in regards to continually gathering input from educational partners through the use of surveys, daily interactions and established forums such as School Site Council (SSC), ELAC and DELAC. Our families feel comfortable communicating with their site leaders and teachers as well as reaching out directly to the district office. We continue to develop the capacity of our staff by providing ongoing training and parent outreach opportunities to build trust and foster strong relationships with our families.	Collaboration with educational partners has activated thinking around the need to better empower LEA members to better understand family’s strengths, cultures, languages, and goals for their children. This has sparked an interest in exploring how to better leverage community, site and district forums. Additionally, we are also seeking to empower families to become active advocates by providing targeted learning experiences through the Parent Leadership Institute Training (PLTI) workshops and family support counseling services. The past two years, our Parent Coordinator has helped improve relationships and communication between the schools and families as she promotes two-way communication and serves as a resource for our families to access services and resources through SSC, ELAC, 2nd Cup of Coffee, and SART at the site level, and ELAC, LCAP Festival/Forum, and SARB meetings at the district level.	Our latest findings activated action planning that aims to better understand and engage our educational partners. The Student Services Director, alongside the parent coordinator will provide targeted support to families in the way of workshops and learning experiences that will empower families to be actively involved in their children's learning. The Family Support Counselors will address the social-emotional needs of our families by providing mental health awareness through parent workshops and direct family counseling. These supports will be aligned to other comprehensive approaches that aim to impact student discipline, attendance and academic progress. DUSD has already seen the impact that the Parent Coordinator, Family Support Counselors, and Student Support Counselors have had on the system and local and state indicators. The goal in 2024-25 will be to continue to track both qualitative and quantitative data to inform progress and decisions. The Parent Leadership Institute Training (PLTI) workshops will continue in 2024-25, so that we can actively recruit underrepresented families with the help of community partners to attend the trainings to gain knowledge of how school systems work and empower families to be more involved in the site and district level committees. The Student Services Director will collaborate with Student Programs and SPED Director so that English Learners and Students with Disabilities' families and their needs will be addressed.	DUSD continues to collaborate with families and community partners in ways that have a positive impact. This foundation will be leveraged to further strengthen partnerships by providing direct supports and targeted learning experiences. Our schools continue to serve as hubs of parent participation and engagement. Principals and District Office staff continue to receive guidance and support in better understanding how to best engage and support our families. DUSD will continue to encourage staff participation during school and district sponsored parent centered events as well as encouraging and supporting more staff participation during student centered events such as athletics, music and art performances, safety community forum and other after school or weekend activities. DUSD will continue to learn how to best engage our families by leveraging social media (Facebook and Instagram) as well as interactions at school in order to connect with parents in a more expanded manner. In the last two years (2022-23 and 2023-24), DUSD has implemented the LCAP Festival, which occurs 4 times in the past two years, engaging parents and community members on the LCAP- 8 state priorities. The Festivals are welcoming and structured to provide fun activities for children, food for all families at the same time educate families about the importance of LCAP with feedback on what to improve. DUSD continues to use site-based LCAP meetings to provide more information on the LCAP expenditures to more parents and community members so they can provide feedback on current practices as well as address their needs or wants towards future revisions. Increased use of the ParentSquare online platform to push out texts, emails and supportive video links and surveys is also being addressed.	After close analysis of the educational partner input and local data, DUSD will focus on two specific areas to further strengthen partnerships to improve educational outcomes:
1. Engagement: DUSD will support further engagement with educational partners by calibrating the facilitation of advisory and decision making councils such as ELAC, SSC, DELAC and transforming the parent conference structure to allow for deeper analysis and action planning alongside students and parents. In addition to this, the family support counselor will provide group and individual counseling to families that need support so that they can become deeply engaged in their child's education while getting needed supports.
2. Advocacy: DUSD will develop educational partners to become active advocates for their children by leveraging the parent coordinator position to provide workshops and experiential learning that will educate parents on how to better impact their child's education during their elementary, secondary and post secondary pathway. Build the capacity of site administrators on what their role as leaders is and how they use metrics and goals to effectively run site based policy committees.	Underrepresented families will be intentionally sought out and connected to the family support counselor who will provide group and individual counseling so that they can become deeply engaged in their child's education while getting needed supports, as well as being connected to the parent coordinator to provide workshops and experiential learning that will educate them on how to better impact their child's education during their elementary, secondary and post secondary pathway. DUSD will actively problem-solve barriers such as transportation and childcare to ensure that parents are involved in school events and parent workshops. The Mental Health Clinician and the services she provides for Tier 2 and 3 supports are in the beginning implementation stages with family education, student supports and continued collaboration with staff and administrators.	Delhi USD continues to prioritize the gathering of input to drive decision making by providing multiple opportunities for feedback on a daily basis (as parents have access to their site leadership to provide input and opinions regarding daily operations and instruction), facilitating formal venues for input (ELAC/SSC/DELAC, Safety Community Forum, Second Cup of Coffee with Principals) and regularly seeking insights through surveys and board meetings. One of the strengths of DELAC parent decision making was empowering parents to have a voice in the EL Program as they reviewed the components of Title III and provided input and ideas for English Learner program.	Delhi USD is the civic center for educational partners who look to the district for many of their educational and non educational needs due to the nature of being an unincorporated community with high rates of English Learners, Foster Youth, and Low-Income students. Therefore we understand that a positive culture and increased student academic achievement.will come to fruition when all partners are aligned in how to best support the continuous improvement cycle. Delhi Unified School District will continue to strive to ensure active parent involvement and student engagement through: a. research-based parent involvement practices b. family input in school decision making c. educational programs, designed for families, to empower them in supporting student achievement and success. Instead of outsourcing to meet our goals, as previously done, DUSD will focus on a capacity-building approach by leveraging internal staff and strategies to empower the LEA to directly drive the work that will have educational partners become more active and more aligned to the work that matters most. This includes the internal positions of family support counselor, student support counselor, mental health clinician and parent coordinator.	The focused capacity-building approach to improve engagement will strategically target underrepresented families identified to ensure their voice is a key component of the narrative that will drive analysis and decision-making. Specifically, the parent coordinator, family support counselors, student support counselor, and mental health clinician will focus on supporting underrepresented families in ways that will involve and prepare them to be active participants. Through the PLTI workshops, parents will build capacity and knowledge of the educational system as well as systems of support to continue to be engaged in their child’s education while advocating for supports for minority children.	3	3	3	3	3	3	3	3	3	3	3	3	Met		2024-06-11	2024
25102560000000	Modoc County Office of Education	3	MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked.	MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked.	MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked.	MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked.	MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked.	MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked.	MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked.	MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked.	MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-10	2024
25658960000000	Surprise Valley Joint Unified	3	The LEA has a positive relationship between staff and families. Staff members work hard to keep these relationships open and positive. Having family nights and parent conferences are important to building relationships between staff and families. The district also does a beginning of the year breakfast to welcome everyone back to the new school year. Assemblies help staff, students and families celebrate student accomplishments during the year.	The LEA could work on communication with families of older students.	The LEA needs to continue to work on communication with underrepresented families. Also needs to try to include in more of the staff/community meetings and events.	The district is trying to take advantage of different professional learning opportunities for all staff provided by different agencies on different topics. The district has used the county office to help provide professional development in several different areas.	The LEA is working to build more partnerships within our community and county.	LEA will improve engagement of underrepresented families during family nights, parent conferences. Will also have weekly communication with families through newsletters or schedules. Also through the school's robo call system.	The decision process has been going well and looks for input from staff, community and our broad of trustees.	The LEA's focus area for improvement for input is to have more community meetings to gather more data and input from our whole community. To have more survey's of families and students to get a bigger picture.	The LEA will contiue to reach out to all families during decision making processes.	4	4	4	4	4	4	4	3	3	3	3	4	Met		2024-06-25	2024
25735850000000	Modoc Joint Unified	3	The District consistently goes the extra mile to support students and families. Administrators, administrative
assistants, the school social worker, school nurse, and teaching staff constantly reach out in an effort to involve
families in the child's education. Many families shut the district out and do not want the level of involvement we
provide. How we meet the needs of these families is a constant topic of conversation.	Relationship building with families.	The District will continue to search for effective community liaisons who have the ability to relate to parents who the
District is struggling in building relationships.	he District consistently goes the extra mile to support students and families. Administrators, administrative
assistants, the school social worker, school nurse, and teaching staff constantly reach out in an effort to involve
families in the child's education. Many families shut the district out and do not want the level of involvement we
provide. How we meet the needs of these families is a constant topic of conversation.	Relationship building with families.	The District will continue to search for effective community liaisons who have the ability to relate to parents who the
District is struggling in building relationships.	There are multiple opportunities for all families to engage in decision making, but many families choose not to be
involved.	Involving parents in site level decision making.	The District will continue to search for effective community liaisons who have the ability to relate to parents who the
District is struggling in building relationships.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
25735930000000	Tulelake Basin Joint Unified	3	Building strong relationships within the community is crucial for the success of our school district. Our staff and parents work together and have open lines of communication, this creates a supportive and collaborative environment that benefits everyone, especially the students. The fact that staff and parents have constant opportunities to interact and provide feedback had been beneficial for the district. School Site Council, ELAC (English Learner Advisory Committee), and PBIS (Positive Behavioral Interventions and Supports) meetings have been effective in involving parents and gather their input. These meetings provide a platform for discussing important topics related to the school and its programs, sharing ideas, and addressing concerns. These activities further enhance the connections between the school and the broader community.

By actively seeking feedback and involving parents in decision-making processes, the district shows its commitment to incorporating diverse perspectives and meeting the needs of the community. It also demonstrates a willingness to continuously improve and adapt based on the input received. This collaborative approach fosters trust and strengthens the relationship between the district, staff, and parents.

Overall, the district's efforts to build relationships and encourage feedback is growing and will be ongoing. By nurturing these strong connections, we are we are trying to create an environment where everyone feels valued, respected, and motivated to work together towards the common goal of providing the best possible education for the students.	Based on feedback the district will be focusing on building relationships with families to gain feedback that would help drive district vision and implementation. The superintendent will focus on building trust and communication between parents, staff, and the board. The superintendent will work to provide a platform for parent and community input. In addition, the superintendent will meet with parent advisory group monthly for critical feedback.	The district would like to continue regularly scheduled input sessions with the LCAP committee and the newly formed parent advisory group representative of the community make up. The district is also working with the SELPA director on having Tulelake parent and student representation at Community Advisory Council (CAC).	The district has strong relationships within the community. In our small community the roles of staff and parents are constantly crossing, allowing for feedback. The district also partners with MCOE to support with data and coaching of teachers which supports student outcomes. The district surveyed students to gain input on the cafeteria, school culture and areas they'd like to see improvement.	An area of focus will be using data for site level, grade level, classroom, and individual student data to support all student learning. Next year we will be working with Multiple Measures to help with this. In addition, the superintendent will meet with student leaders monthly for critical feedback.	The district would like to continue regularly scheduled input sessions with the ELAC and LCAP committee. The district is also working with the SELPA director on having Tulelake parent and student representation on the CAC.	The LEA uses multiple ways to communicate and engage with parents. However, there is definitely room to improve with getting parent feedback. This year the district was able to establish an LCAP committee which will carry on through next year. By actively seeking feedback and involving parents in decision-making processes, the district shows its commitment to incorporating diverse perspectives and meeting the needs of the community. It also demonstrates a willingness to continuously improve and adapt based on the input received. This collaborative approach fosters trust and strengthens the relationship between the district, staff, and parents.	The superintendent will focus on building trust and communication between parents, staff, and the board. This will help with critical feedback need for decision making. The superintendent will also work to provide a platform for parent and community input. In addition, the superintendent will meet at least quarterly with the community schools advisory group for critical feedback.	The district would like to continue regularly scheduled input sessions with the ELAC and LCAP committee. The district is also working with the SELPA director on having Tulelake parent and student representation on the CAC.	3	4	3	4	2	2	3	3	3	3	2	2	Met		2024-06-18	2024
26102640000000	Mono County Office of Education	3	Running a small, alternative program helps us to develop strong personal relationships with each of our student's families.  One strength we have is in our Individual Learning Plans and their presentation to families via student led conferences and our family nights which generally center around sharing a family meal.  We were able to hold in-person Student Led Conferences at JWCS both in the Fall and Spring semesters.  We had a 93% attendance rate in the Fall and 100% attendance rate in the spring.  In this way, we attain representation and engagement from all of our student groups and their families.  This year we had 2 family members join our Parent Advisory Committee in the Fall, and we met informally at the fall SLC and again formally after the Spring SLC in April.  Another strength is that our community school principal is able to speak Spanish to help open lines of communication amongst many of our students' families.	A focus area for improvement for us is to offer even more opportunities for underrepresented families to be invited into our classrooms.  Another area of improvement is providing Spanish language professional development opportunities for our staff.	These opportunities, such as family nights, awards events, student made dinners, Student-Led Conferences, etc. will provide experiences for our underrepresented families to get an opportunity to get to know our staff even better and to feel more comfortable in our schools.	Running a small, alternative program helps us to develop strong personal relationships with each of our student's families.  One strength we have is in our Individual Learning Plans and their presentation to families via student led conferences and our family nights which generally center around sharing a family meal.  We were able to hold in-person Student Led Conferences at JWCS both in the Fall and Spring semesters.  We had a 93% attendance rate in the Fall and 100% attendance rate in the spring.  In this way, we attain representation and engagement from all of our student groups and their families.  Another strength is that our community school principal is able to speak Spanish to help open lines of communication amongst many of our students' families.  Throughout the 23-24 school year, we were able to implement procedures and activities within our scheduled events as well as communicating with families via text message and email on a regular basis to better share our progress on our LCAP goals.	A focus area for improvement is in providing families with information and resources to support student learning and development in the home.	Because we work with secondary school students, the families of this age group aren't as likely to be involved with their child's learning and development in the home, as compared to elementary school students.  We will work with the staff to provide more communication to the families about what the students are learning in the classroom and how this can be extended into the students' homes.	Running a small, alternative program helps us to develop strong personal relationships with each of our student's families.  One strength we have is in our Individual Learning Plans and their presentation to families via student led conferences and our family nights which generally center around sharing a family meal.  We were able to hold in-person Student Led Conferences at JWCS both in the Fall and Spring semesters.  We had a 93% attendance rate in the Fall and 100% attendance rate in the spring.  In this way, we attain representation and engagement from all of our student groups and their families.  Another strength is that our community school principal is able to speak Spanish to help open lines of communication amongst many of our students' families.  Throughout the 23-24 school year, we were able to implement procedures and activities within our scheduled events as well as communicating with families via text message and email on a regular basis to better share our progress on our LCAP goals.	A focus area for improvement is to sustain our families involved in being a part of a Parent Advisory Committee, especially underrepresented families.  We are able to get family members involved at our family events and also to use surveys to get input on policies and programs, and this year we were able to have a Parent Advisory Committee.	Because we have so few students, and therefore fewer adults to have been a part of our Parent Advisory Committee, in the past we have used our family events to have Parent Advisory Meetings at that time.	5	5	4	4	3	3	5	4	4	4	4	4	Met		2024-06-27	2024
26102640124990	Urban Corps of San Diego County Charter	3	Urban Corps Charter School serves young adults of majority age (18 and older).  These young adults self-advocate and therefore interaction with family is limited to situations in which permission is granted by students.  With that said, UCCS welcomes all family members and friends to all events such as open house, and award and graduation ceremonies. This uniqueness, by virtue of the age, of UCCS students is an ongoing strength based on our constant communication with them on a daily basis. Recent noteworthy progress includes the addition of a licensed social worker in the position of Coordinator of Student Services. One of the primary roles of this position is to examine attendance and help support students in improving attendance as well as make sure they complete coursework and do not fall behind.
	Urban Corps Charter School continues to focus on the development of Multi-Tiered Systems of Support (MTSS) through ongoing professional development.  MTSS will continue to be a primary focus area for UCCS staff at all levels.	Urban Corps Charter School serves many students who are immigrants/newcomers.  Although there is great representation as a whole with immigrant students in the student body; within the subgroups that make up that population there are many nuances. UCCS is committed to improving communication and inclusion to the smallest groups within that population. UCCS will continue to expand community partnerships with support agencies as well as seek out additional resources that help the school fully engage with these underrepresented groups.	Urban Corps Charter School has strong, ongoing partnerships with a variety of local agencies such as the International Rescue Committee (IRC), Catholic Charities, food banks, health clinics, universities, and community colleges; all of whom contribute to more positive student outcomes.	UCCS has identified the need for expanding career development and job placement opportunities for our students. UCCS will focus on building partnerships with agencies that can participate in career fairs and exposure opportunities for students.	As stated before, UCCS has many subgroups of immigrant students.  UCCS will continue to expand community partnerships with support agencies as well as seek out additional resources that help the school fully engage with these underrepresented groups. Partnerships with local agencies and advocacy groups will further enhance UCCS’ ability to engage and better serve these underrepresented groups within our school community.	UCCS collects feedback from educational patterns, credentialed teachers, staff, and students at a minimum on an annual basis through our LCAP survey. UCCS gathers feedback from our students and teachers to drive decision-making and improve school culture and academic curriculum each semester. Students reported feeling a sense of “belonging” at school and feeling supported and cared for by school staff. Our teachers and educational partners reported that UCCS is making progress toward increasing academic rigor and SEL support for students.	UCCS is working on improving translation services so students can respond in their first language to ensure greater fidelity in student feedback. UCCS will also work on developing course evaluations to gather student feedback about academic instruction.	UCCS will work to improve translation services through additional staffing at orientation and school-wide events to help underrepresented newcomer students get off to a better start in the program. With the increased staffing support and continued partnership with community-based organizations, UCCS aims to identify and address student needs.	3	4	4	3	2	3	3	3	1	1	3	2	Met		2024-06-28	2024
26736680000000	Eastern Sierra Unified	3	Each of our school sites offer a variety of opportunities for families to come to the sites and participate, volunteer, and watch their children participate in varying sports or activities.	ESUSD could improve on working with families of students who are struggling to come up with a mutual benefitting plan.	ESUSD provides a variety of ways for parents to give their input (online, in-person group meetings, or meeting with parents individually). ESUSD always provides translation as needed.	ESUSD provides 1-1 technology and on-going parent communication through Parent Square.	Find ways to come up with home and school strategies that link home and school for our struggling students.	Continue to provide constant information home via website, parent square, and letters home.	All ESUSD sites provide various forums for parental and community input.	ESUSD plans to send home reminders for surveys for parental input.	ESUSD will provide varying ways for parents to contribute at each of the meetings held at school sites.	4	5	4	5	4	4	5	5	4	4	5	5	Met		2024-06-20	2024
26736920000000	Mammoth Unified	3	Based on the analysis of educational partner input and local data, MUSD has demonstrated significant strengths and progress in building relationships between school staff and families. Our current areas of strength and progress include:

1. Consistent Communication: MUSD has implemented regular, transparent communication channels such as newsletters, social media updates, and parent-teacher conferences, ensuring that families are kept informed and engaged.
2. Inclusive Engagement: We have created various opportunities for family involvement, including school events, volunteer programs, and parent workshops, which have fostered a strong sense of community and partnership.
3. Responsive Support: MUSD has established support systems that are responsive to families' needs and concerns, such as counseling services, language support, and dedicated liaisons for addressing family feedback.
4. Positive School Climate: Efforts to create a welcoming and inclusive school environment have improved trust and collaboration between families and school staff. Surveys and feedback indicate high satisfaction among families with the school climate and their relationship with staff.

These areas reflect MUSD's commitment to nurturing meaningful relationships with family, which is vital for our students' academic and social-emotional development.	Based on the analysis of educational partner input and local data, MUSD has identified key focus areas for improvement in building relationships between school staff and families. These focus areas include:
1. Enhanced Communication Methods: While our current communication strategies are effective, we recognize the need to diversify and personalize communication methods to reach all families, especially those with limited access to digital platforms or who face language barriers. We plan to implement multilingual communication options and explore more direct, personal outreach methods.
2. Increased Family Involvement Opportunities: We aim to create more varied and flexible opportunities for family involvement that accommodate different schedules and interests. This includes expanding after-school programs and developing initiatives that invite families to participate in classroom activities and decision-making processes.
3. Strengthening Cultural Competency: To better serve our diverse community, we will focus on enhancing the cultural competency of our staff through targeted professional development. This will help ensure all families feel respected, understood, and valued in our school community.
4. Improved Feedback Mechanisms: We plan to develop more robust feedback mechanisms to actively seek and incorporate family input into our policies and practices. This includes regular surveys, focus groups, and open forums to gather diverse perspectives and address concerns promptly.
By focusing on these areas, MUSD is committed to strengthening the relationships between school staff and families, ultimately fostering a more inclusive and supportive educational environment for all students.	Based on the analysis of educational partner input and local data, MUSD has identified several strategies to improve the engagement of underrepresented families in building relationships between school staff and families. These strategies include:
1. Targeted Outreach Programs: We will develop targeted outreach programs to connect with underrepresented families. This includes home visits, community meetings, and partnerships with local organizations that serve these communities, ensuring that all families feel welcomed and valued.
2. Multilingual Support: We will provide multilingual communication and translation services to overcome language barriers. This will ensure that all families, regardless of their primary language, have access to important information and can actively participate in school activities.
3. Cultural Inclusion Initiatives: We will implement cultural inclusion initiatives that celebrate the diversity of our school community. This includes cultural events, heritage celebrations, and incorporating culturally relevant materials and practices into the curriculum to make all families feel represented and respected.
4. Flexible Engagement Opportunities: Understanding that underrepresented families may face unique challenges, we will offer flexible engagement opportunities. These include virtual meetings, varied event times, and childcare during school events to accommodate different schedules and needs.
5. Feedback and Support Systems: We will establish regular feedback loops better to understand the needs and concerns of underrepresented families. This includes surveys, focus groups, and suggestion boxes, as well as providing dedicated support staff to address any issues promptly and effectively.
By focusing on these strategies, MUSD is committed to enhancing the engagement of underrepresented families, ensuring that all voices are heard and all families are an integral part of our school community.	Based on the analysis of educational partner input and local data, MUSD has made notable progress and demonstrated significant strengths in building partnerships for student outcomes. Our current strengths include:

1. Strong Community Partnerships: MUSD has cultivated robust partnerships with local businesses, non-profit organizations, and community groups. These partnerships provide valuable resources, mentorship opportunities, and real-world learning experiences for our students, enhancing their academic and career readiness.
2. Collaborative Professional Development: We have developed comprehensive professional development programs for our staff through collaboration with higher education institutions and educational organizations. These programs focus on innovative teaching practices and student-centered learning, contributing to improved student outcomes.
3. Parental Engagement: We have established effective strategies to engage parents as partners in their children's education. Regular workshops, parent-teacher conferences, and involvement in school decision-making processes have empowered parents to actively support their children's academic success.
4. Integrated Support Services: MUSD has partnered with health and social services agencies to provide integrated support for students and families. These services address barriers to learning, such as mental health, nutrition, and housing, ensuring that students are healthy and ready to learn.
5. Data-Driven Decision Making: Partnerships with educational technology providers have enhanced our use of data to inform instruction and intervention strategies. These partnerships have enabled us to implement data-driven practices that effectively target student needs and measure progress.

These strengths highlight MUSD's commitment to building effective partnerships that support and enhance student outcomes. By leveraging these relationships, we continue to create a supportive and enriching educational environment for all students.	Based on the analysis of educational partner input and local data, MUSD has identified several focus areas for improvement in building partnerships for student outcomes. These focus areas include:
1. Expanding Community and Industry Partnerships: While solid partnerships exist, we need to expand our network to include more diverse community and industry partners. This will provide students with a broader range of internship opportunities, mentorship programs, and exposure to various career paths aligning with their interests and future goals.
2. Enhancing Parent-School Collaboration: We aim to strengthen the collaboration between parents and schools by providing more resources and support for parental involvement. This includes offering workshops on educational strategies, creating more opportunities for parents to engage in school activities, and establishing a more consistent and open line of communication.
3. Improving Access to Support Services: To ensure that all students benefit from our integrated support services, we plan to enhance accessibility and awareness of these resources. This involves increasing outreach efforts, simplifying the referral process, and ensuring services are available to all students, particularly those from underserved communities.
4. Leveraging Technology for Data-Driven Partnerships: We will focus on better-leveraging technology to support data-driven decision-making and personalized learning. By partnering with leading educational technology providers, we aim to implement advanced data analytics tools that will help identify student needs more accurately and track the effectiveness of interventions.
5. Strengthening Partnerships with Higher Education Institutions: To better prepare students for post-secondary success, we plan to deepen our collaborations with colleges and universities. This includes developing more dual-enrollment programs, creating pathways for students to earn college credits while still in high school, and facilitating smoother transitions from high school to higher education.
Concentrating on these areas, MUSD is committed to enhancing its partnerships to better support student outcomes and ensure that every student has access to the resources and opportunities they need to succeed.	Based on the analysis of educational partner input and local data, MUSD has identified several strategies to improve the engagement of underrepresented families in building partnerships for student outcomes. These strategies include:

1. Targeted Outreach and Communication: We will enhance our outreach efforts to underrepresented families by employing multilingual communication methods and culturally relevant materials. This includes using community liaisons, social media platforms, and local media to ensure that all families receive important information and feel included in school activities.
2. Culturally Responsive Engagement: To build trust and foster meaningful relationships, we will provide professional development for our staff on cultural competency and inclusive practices. This training will equip staff to better understand and address the unique needs and perspectives of underrepresented families.
3. Flexible Participation Opportunities: Recognizing that underrepresented families may face barriers such as work schedules and transportation issues, we will offer flexible opportunities for involvement. This includes virtual meetings, varied event times, and providing childcare during school events to make participation more accessible.
4. Partnership with Community Organizations: We will strengthen partnerships with community organizations that have established relationships with underrepresented families. These organizations can help bridge the gap between families and schools, providing support and resources to facilitate greater involvement in their children's education.
5. Parent Leadership Programs: We will develop and support parent leadership programs that empower underrepresented families to take active roles in school governance and decision-making. This includes creating advisory councils, offering leadership training, and encouraging parent participation in school committees.
6. Feedback and Continuous Improvement: We will implement regular feedback mechanisms, such as surveys and focus groups, to gather input from underrepresented families. This feedback will be used to continually assess and improve our engagement strategies, ensuring they are effective and responsive to family needs.

By focusing on these strategies, MUSD is committed to improving the engagement of underrepresented families, ensuring that all voices are heard and all families are active partners in supporting student outcomes.	Based on the analysis of educational partner input and local data, MUSD has demonstrated significant strengths and progress in seeking input for decision-making. Our current strengths include:
1. Inclusive Stakeholder Engagement: MUSD has established a comprehensive approach to stakeholder engagement, ensuring that input from a diverse group of educational partners—including students, parents, teachers, and community members—is actively sought and valued. Regular town hall meetings, focus groups, and surveys provide multiple avenues for stakeholders to share their perspectives.
2. Transparent Communication: We maintain a transparent communication process, regularly updating our stakeholders on decision-making processes and outcomes. This transparency builds trust and ensures that all parties are informed about how their input is being used to shape policies and initiatives.
3. Structured Advisory Committees: MUSD has formed several advisory committees comprising representatives from various stakeholder groups. These committees play a crucial role in providing ongoing feedback and recommendations on critical issues, ensuring that a broad range informs decision-making of insights.
4. Data-Driven Decision-Making: Our commitment to using data to inform decisions is a cornerstone of our approach. We analyze local data and feedback from educational partners to identify trends, needs, and areas for improvement, ensuring that decisions are based on accurate and relevant information.
5. Collaborative Planning Processes: MUSD involves stakeholders in collaborative planning processes for significant initiatives and projects. This collaborative approach ensures that decisions are well-rounded and consider our school community's diverse needs and interests.

These strengths highlight MUSD’s dedication to fostering an inclusive and participatory decision-making environment. By valuing and incorporating input from our educational partners, we continue to make informed decisions that enhance all students' academic experiences and outcomes.	Based on the analysis of educational partner input and local data, MUSD has identified several key focus areas for improvement in seeking input for decision-making. These focus areas include:
1. Enhanced Outreach to Underrepresented Groups: While we have established strong channels for stakeholder input, we recognize the need to improve our outreach efforts to underrepresented groups. This includes increasing our engagement with families from diverse backgrounds, non-English speaking communities, and families facing socioeconomic challenges to ensure their voices are heard and considered in decision-making processes.
2. Improved Feedback Loops: To create more effective and responsive feedback mechanisms, we plan to implement regular, structured feedback loops that allow continuous input and timely responses. This includes more frequent surveys, focus groups, and open forums where stakeholders can provide ongoing feedback and see how their input is being used to influence decisions.
3. Greater Accessibility of Engagement Opportunities: We aim to make engagement opportunities more accessible by offering flexible meeting times, virtual participation options, and translation and interpretation services. This will help accommodate our stakeholders' diverse needs and schedules, ensuring that more community members can participate in the decision-making process.
4. Strengthening Communication Channels: To ensure that stakeholders are well-informed and engaged, we will work on improving our communication channels. This includes enhancing our website, increasing the use of social media, and providing regular updates through newsletters and other means to keep stakeholders informed about ongoing initiatives and opportunities for input.
5. Building Capacity for Stakeholder Participation: We will focus on building the capacity of our stakeholders to participate in decision-making processes effectively. This includes offering training and resources to parents, students, and community members on engaging with the school system, understanding data, and providing meaningful feedback.
6. Regular Evaluation of Engagement Strategies: To ensure that our strategies for seeking input are effective, we will establish a process for regularly evaluating and refining our engagement approaches. This involves analyzing participation rates, reviewing stakeholder feedback on the engagement process, and making adjustments as needed to improve inclusivity and effectiveness.

By addressing these focus areas, MUSD is committed to enhancing its processes for seeking input, ensuring that all voices are valued, and contributing to the continuous improvement of our educational programs and policies.	Based on the analysis of educational partner input and local data, MUSD has identified several strategies to improve the engagement of underrepresented families in seeking input for decision-making. These strategies include:
1. Targeted Outreach Initiatives: MUSD will develop targeted outreach initiatives to connect with underrepresented families. This includes collaborating with community organizations, faith-based groups, and cultural centers that already have established relationships with these families. We aim to build trust and encourage participation by leveraging these existing connections.
2. Multilingual Communication: To overcome language barriers, we will ensure all communications are available in multiple languages. This includes translating surveys, newsletters, and meeting notices and providing interpretation services during meetings and events to make it easier for non-English-speaking families to engage.
3. Flexible Engagement Opportunities: Understanding the various constraints that underrepresented families may face, we will offer flexible engagement opportunities. This includes holding meetings at different times, providing virtual attendance options, and organizing events in locations that are convenient and accessible for these families.
4. Parent Liaisons and Community Ambassadors: We will appoint parent liaisons and community ambassadors from underrepresented groups to bridge the schools and their communities. These individuals will help gather input, communicate needs, and encourage broader family participation in decision-making processes.
5. Capacity-Building Workshops: MUSD will offer workshops and training sessions to empower underrepresented families with the knowledge and skills to participate in decision-making effectively. These workshops will cover topics such as understanding educational data, navigating the school system, and providing constructive feedback.
6. Regular Feedback Mechanisms: We will implement regular feedback mechanisms to gather input from underrepresented families continuously. This includes conducting surveys, hosting focus groups, and providing anonymous feedback to ensure all voices are heard and considered.
7. Transparent Follow-Up and Reporting: To build trust and demonstrate the value of their input, we will ensure that feedback from underrepresented families is transparently reported and acted upon. This includes regularly updating families on how their input has influenced decisions and the actions taken.

By focusing on these strategies, MUSD is committed to improving the engagement of underrepresented families in our decision-making processes. We believe that by fostering inclusive and meaningful participation, we can better address the diverse needs of our community and enhance educational outcomes for all students.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
27102720000000	Monterey County Office of Education	3	Local survey data conducted by the Alternative Education Schools in March 2024 demonstrated an increase in the
following indicators compared to the prior year: Engagement (+11%), Relationships (+7%), and Culture (+20%)
across all groups surveyed (parents, students, and staff). When asked to comment in their own words, parents
reflected on the strength of staff supporting their students in the court school settings. Students commented
positively about teachers and how they support them in their work, showing them what to do when they need extra
help. Students also reflected that they feel optimistic about focusing on graduating and completing their work in the
court school setting. Ongoing efforts to facilitate parent/family communication through personal contact,
parent/student conferences, town hall meetings, school site council, and student-focused meetings with collaborative
partners ensure robust opportunities for relationships between school staff and families.
	Alternative Education Schools will work to increase parent participation and involvement in school governance by
working in collaboration with the California Community Schools Partnership Grant Coordinator to provide
engagement opportunities through the Community Wellness Center located at Salinas Community School.	The needs assessment of parent participation guided the LEA in planning opportunities to include: parent workshops,
social service support and events that link families, community and school. The California Community Schools
Partnership Grant will collaborate with Monterey County Office of Education LEA programs to: engage in
partnerships with existing neighborhood teams, ensure staff serve targeted populations with multitiered systems of
support, retain recruit and hire multilingual stuff, strengthen outreach to support the families of incarcerated youth,
strengthen programs to eliminate recidivism rates, provide enrichment opportunities and programs for students and
families, and support school-wide multitiered systems of support.	2023 Local survey data indicate that slightly over 40% of all students report they receive services in collaboration
with our schools. School services support greater engagement and academic success for foster youth, English
learners, and low-income students. Severely credit-deficient students achieved high school diplomas, accessed
individualized instruction, and participated in concurrent enrollments with the local community college. Students
accessed transportation, homeless resources, supplemental nutrition services, and mental health counseling.
	Focus area(s) will include: engagement of community agencies, programs, and initiatives as partners with the
Monterey County Office of Education's Alternative Education Schools to robustly support student needs, with a
principle focus on students with disabilities, low-income, homeless, truant, adjudicated and/or foster youth. The LEA
will utilize the California Community Schools Partnership Grant services for increasing services to support mental
health needs, adjudicated youth reengagement, and providing staff training for culturally relevant pedagogy and
community based learning.	Alternative Education Schools will increase the diversity of opportunities for parent engagement through the
Community Wellness Center. Alternative Education Schools will provide workshops on topics of interest in education
and the community through partnerships with community agencies, support families in accessing support in the
areas of interest and need.	Alternative Education Schools provide monthly School Site Council/ELAC meetings, twice yearly
guardian/parent/student/teacher conferences as well as in person opportunities for SPSA, SARC and LCAP input.	Alternative Education Schools will focus on improving the number and consistency of parents and students attending
our school governance events by providing a variety of options for engagement, including parent conferences,
personalized outreach by bilingual staff, online digital platforms, and surveys.	Alternative Education Schools are currently working with the to provide additional resources for parents through the
California Community Schools Partnership Grant to include workshops of high interest, collaborative opportunities
with community agencies and a food pantry in collaboration with the Monterey County Food bank. The wellness
center will offer a safe environment for students and families.	4	4	4	5	3	3	4	3	3	3	3	4	Met		2024-06-26	2024
27102720112177	Monterey Bay Charter	3	A strength of our school community is active family engagement in school governance and through the Parent Circle Organization and interested based committees. Parent Circle engages in fundraising as well as organizing the events and festivals that support the school's mission and vision. Parent Circle participants provide input and feedback concerning the school's Local Control Accountability Plan, WASC accreditation and charter renewal, and serve as the school’s site council. The ELAC committee meets several times per year and is helping to develop the school’s EL Master Plan.
Families serve on many interest based committees that move the work of the school forward such as the Library Committee, Ocean Guardian Green Team, Garden Committee and the DEI Task Force. Teachers often participate as well. The committees fundraise, host events, organize speakers or family education events, launch campaigns, bring awareness to important causes, and enrich the social life of the school for students and their families.
Each classroom has a dedicated Family Coordinator who supports the classroom teacher in organizing and planning field trips and preparing for Parent Circle sponsored events. The Family Coordinators are a point of contact for new families who ensure new families are regularly informed and encouraged to participate in the life of the school. Families are directly engaged in supporting their children through volunteering as field trip chaperones, garden helpers, guest speakers and classroom volunteers in various capacities determined by individual teachers. Families are asked to make a volunteer commitment of 40 hours per year. The MBCS Communications Manager plays a key role in developing multiple opportunities for the school to communicate between families and educators using language that is understandable and accessible to families to keep the community informed.

	The school’s focus area is to continue to build volunteer initiatives that foster relationships between the school and families as well as between families to strengthen the school community as a whole. The school continues to refine and streamline its processes to make family participation accessible to all families. Many family events are held at the school to engage families and promote participation through volunteering and fundraising opportunities that support field trips and student programming. Students and their families look forward to these events and we have strong family attendance rates throughout the year.
	MBCS is committed to building the capacity of staff to build trusting and respectful relationships with our families. Underrepresented families are a key focus of the school’s marketing plan and DEI task force. Specific strategies are employed to reach families. The school will revise its lottery process to ensure underrepresented families are prioritized for enrollment. Our commitment to creating a welcoming environment for all families begins during the orientation process which consists of an open house, group tour, and visitation day. The online registration process collects written information about each family’s strengths, culture, language, and goals for their children. The Enrollment Coordinator ensures new families gain access to the family communication portal by providing technical support and access.

	A strength of the school’s approach is that the classroom teachers continue with their cohort of students through several grades developing strong relationships with students and their families. Teachers regularly invite families to school events via class newsletters and personal messages through the ParentSquare communication portal. Teachers work closely with families to improve educational outcomes for students. Classroom teachers host family meetings each year to build community with their families. During these meetings teachers may lead curriculum based activities such as singing or painting to engage families, discuss field trip coordination, engage in dialogue regarding the developmental stages of the students, or promote healthy habits at home. Additionally, families are invited to participate in two conferences per year to address concerns and discuss the academic progress of each student.	The school has a robust MTSS program to meet student needs regarding academic or behavioral support. In an MTSS model, family partnerships are essential to successful educational outcomes for students. The school dedicates three days per week to meet with families and provides a substitute for class teachers to attend meetings. The team values family participation in planning for successful outcomes for students, actively elicits family input regarding student success plans, and offers virtual or in-person meetings. With the continued offering of virtual meetings the school has noted an increase in family attendance at SST, 504, and IEP meetings. Feedback from families living in different households has been positive and we have been able to include guardians who may not reside locally. The screen sharing capabilities allow family members to see student success plans in real-time and engage in the process. The Director(s) of Education meet regularly with the MTSS teams and grade-partner teachers to focus on student support including initiating and follow-up on SSTs, 504s to ensure that all students who need additional support are receiving appropriate services. 

MBCS continues to refine our use of multiple communication formats to communicate with families such as flyers, posters around campus, an all-call system, a unified family communication portal, and a social media presence. Our website has the capacity to translate to other languages and is accessible to people with disabilities. MBCS plans to focus on providing school notices translated to Spanish. 
	The school is committed to the equitable and meaningful engagement of underrepresented families and the positive involvement of families in their child’s education. The DEI task force keeps underrepresented families at the forefront of all discussions, planning, and decision-making. The school’s ELOP program provides free programming for qualifying students. Underrepresented families are offered registration for such programs in advance of opening opportunities for all families.

Multiple means of effective communication and direct outreach methods are employed to engage families. Staff are provided specific training on the school’s family communication expectations and are held to these standards. The school’s communication portal allows staff to message families directly. Staff members invest in developing relationships with families over time as students may remain with the same teacher for several school years. Family coordinators work to develop carpooling groups and provide an additional avenue for direct outreach to underrepresented families. The school’s communication manager ensures all families feel welcomed and are invited to participate in the life of the school.
All staff are routinely trained on the McKinney Vento Act to identify families who may be struggling. The school provides direct support to identified families in need. The Director(s) of Education serve as the school’s McKinney Vento liaisons with the county office program coordinators. MBCS strives to support families to understand and exercise their legal rights and advocate for their children. All parents are provided information regarding their rights in digital and print formats. Links are provided via the family communication portal, on the MBCS website, and hard copies are included in the registration packet and school handbooks. Families are provided a copy of parent rights during 504 and special education meetings. A Parent Community Advisory Committee Representative conducts outreach to families of students with special needs to participate in community workshops and events designed to support their exceptional students and serves as a point of contact for families of children with special needs.
	The School continues to support family members to effectively engage in advisory groups and decision-making. This progress is measured by family participation in administrative and board level committees, membership of parents serving on the Board of Directors, the Finance/HR Committee, ELAC Committee, and family participation on the Parent Circle, DEI Taskforce, Ocean Guardian Green Team, and Garden Committee. Families are afforded the opportunity to participate in decision making by attending board meetings to provide public comments during Board meetings and Finance/HR Committee meetings. Families are surveyed regularly for input on a variety of topics such as the school calendar, policies, procedures, DEI measures, and engagement efforts.
	It is important that families feel their perspectives are respected and that their input becomes embedded in the school’s operations. Family input continues to drive change within the school. The school holds focus groups on a variety of topics and encourages family participation. MBCS strives to provide more enrichment opportunities for families to understand the curriculum including direct outreach to underrepresented families. Our families may travel from different regions within the county and one obstacle to seeking input has been scheduling events that are convenient for families from different locations to attend. Virtual events have been one strategy the school will continue to improve on to provide access for families such as offering times for input during the lunch hour and evening times.	Family partners are critical to successful outcomes for students. MBCS seeks input from as many voices as possible within our community. Multiple communication formats, direct in person outreach and relationship building have been our most successful methods of engaging underrepresented families. The school continues to reflect on and improve our practice to reach all members of the school community and seek input that informs decision-making from our educational partners. MBCS provides ongoing opportunities for various stakeholder groups to work together to design, implement and evaluate family engagement activities. Administrative and Board committees provide input on finances, operations, facilities, and policy development to Administration and the Board of Directors. All board meetings and Finance/HR Committee meetings are Brown Act compliant, reports are shared publicly through the family communication portal and website. Parent Circle and other committee meetings are advertised and all families are welcome. Family input is solicited regarding programs and policies during these meetings. Monthly coffee and conversation meetings provide a dedicated for families and the administration to meet virtually to receive input from families and discuss current events on campus. Teachers provide families with regular communications about current educational topics in the classroom to foster family engagement with learning and encourage family participation in the learning process. Family members are directly invited to the classroom to share specific talents with the class throughout the year.
	4	4	4	4	4	5	5	4	5	4	4	4	Met		2024-06-10	2024
27102720116491	Open Door Charter	3	ODC is a primarily adult-serving institution that serves students through an independent study model. Students and teachers meet weekly to go over progress and review individual graduation plans and for academic support. Students at ODC report positive relationships with staff. Students feel supported and engaged in their learning.	The majority of ODC students reside in Salinas and the peninsula. Outreach to South Monterey County and providing access to learning in a hybrid model would benefit our students living further from the main campus.	ODC is working on ways to advertise educational services to non-high school grads in Monterey County and connecting counties to increase the number of graduates in Monterey Bay. Outreach is being made to LEAs in Monterey, Santa Cruz, and San Benito Counties.	ODC provides students with weekly teacher meetings to discuss progress, review individual graduation plans, and receive academic support. Students can also request additional meetings as needed. Students at ODC report positively on their relationships with staff. Teachers work to provide individualized support and academic projects/curricula to engage students in their learning. Open Door Charter also holds student conferences twice a year to support student/teacher or student/family/teacher collaboration.	ODC adults have shown limited engagement in school governance opportunities. Students' minimal representation due to lack of engagement is an area for improvement.	ODC will provide multiple opportunities to engage in events via virtual meeting spaces and in person. To support engagement, ODC also plans to host community and ODC-specific events.	Educational partners are provided with opportunities to attend monthly site council/ELAC meetings. Agendas are posted at a minimum of 72 hours before meetings. Agendas and minutes are posted on the website for ease of access by all educational partners. Students are also provided engagement opportunities through weekly teacher meetings.	ODC continues to work on improving the number and consistency of students attending our school governance events by providing a variety of engagement options, including online digital platforms, in-person meetings, and opportunities for written input.	ODC will improve engagement by providing outreach to underserved communities through increased collaboration with community agencies. ODC offers additional academic support for students with disabilities. Other students are also provided further support outside of their regularly assigned teacher on an as-needed basis to support continued engagement in their education.	4	5	4	3	5	4	5	5	4	3	4	4	Met		2024-06-26	2024
27102720124297	Bay View Academy	3	Our charter identifies community engagement and family involvement as integral components of our school. With community as the foundation, we start the year with conferences to allow families to build relationships with their teachers and open the lines of communication from the beginning. Conferences are held again in November to discuss progress and develop plans for continued growth. Student-led conferences are held in March.  The multiple designated opportunities to connect with families provides the opportunity to build communication and relationships. 
Many family engagement events are held in order to provide opportunities to connect and build relationships. We held a Family Beach Bonfire, a Family Weekend Camping Trip, family nights such as Spooky Spaghetti, Pancake Breakfast, the Sock Hop Dance, Spring Literacy Night, TK Family Night, and multiple mornings hosting Coffee & Bagels with Staff. 
We held several Walking School Bus events.  This is an opportunity for families, staff and students to walk to school together and build community. 
Additionally, our ELAC committee actively met throughout the year to provide feedback on supplemental grant spending, reclassification criteria, and plan culturally relevant engagements for our students such as Dia De Los Muertos and Dia De Los Niños. Our School Site Council (SSC) met regularly to collaborate with the school leadership. The SSC enables us to be transparent regarding the governance and operations of our campus while also informing decisions on budgeting, approving after school tutoring options, surveying staff, and ideating staff retention solutions. These collaborative efforts further helped forge meaningful relationships with families. 
With our annual staff survey, we invite families to share any concerns, suggestions, or compliments they have.  This is done in hopes of creating a space to form relationships and collaboration and improve our practices.  
Through our extensive efforts at forging relationships between staff and families, we are able to better support the needs of our students and families.	Bay View Academy recognizes that community engagement is a cornerstone to a successful school. The role of Community Support Organizer (CSO) was created to represent and serve the needs of the community in regards to addressing school culture, building relationships with community partners, and strengthening family relationships on both campuses. While working closely with CVO, ELAC, and other staff/teacher/student groups, our CSO is actively and successfully collecting and assessing the needs of our community and continues to communicate these needs to the larger community. The CSO gathers this information and organizes school events such as: family camping trips, guest speakers, field trips, community meetings, and opportunities for families to meet and spend time together. Family representatives have been organized as well to serve as liaisons between the classrooms and the BVA community. This has been very helpful in increasing family communication and volunteer hours. We would like to expand the capacities of this liaison group to further engage family and staff relationships. 
Moving forward, we would like to continue strengthening and expanding our partnerships through our CSO. We hope to increase family voice and involvement within those partnerships. Through the CSO, we would also like to create more opportunities for reciprocity from our BVA staff and families to our local community organizations. We hope to spend more service hours with them, helping them move forward with their organizational goals and vision.  We hope these efforts will strengthen our community partnerships and our family relationships.	To maintain and deepen community relationships and constantly improve our school program, especially with our underrepresented families, we will continue to provide multiple opportunities for stakeholder engagement. 
In addition to the ways we have described previously, we hope to continue to diversify our methods of connecting with underrepresented families, for example, utilizing our community partners like the food bank to further incentivize families to attend school events where relationships between staff and families are formed because they are also able to take home fresh nutritious food. 
We want to ensure that we continue to remove barriers for families by holding meeting spaces in person and virtually, in mornings and evenings, with food and childcare when relevant, and with translation when needed. 
We are currently in the process of building, planning and implementing our new Family Resource Center which will be available to any families who express need. This center will offer a food pantry, washer/dryer services, computer/printing access, counseling services, and essential goods such as hygiene and household products. Families will help us develop future plans and gather data on what types of goods and services are desired and needed by the community.
We further plan to improve engagement with underrepresented families by continuing to create inclusive spaces that our families can feel welcomed and see themselves represented in. This looks like culturally relevant family engagements such as Ballet Folklorico attending community events during Hispanic Heritage . We will host ADHD Family support groups, Family Education Evenings, Heritage celebrations, etc.	BVA is committed to the continued development of partnerships  for student outcomes.  This can be seen in the creation of our full time position of Community Support Organizer (CSO) dedicated to the building of those partnerships.  Our CSO  works extensively within our community to identify and build partnerships with organizations that directly impact student outcomes. The role was designed to represent and serve the needs of the community in regards to addressing school culture, family involvement and building relationships with community partners
The position has already proven to be an asset in meeting the needs of our community.  We officially became a certified Blue Zones School at both of our campuses. We partnered with Blue Zones to implement best practices across broad areas of the school that influence student health and well being. These practices look like changes in our school policy around nutritious food, research informed shifts in when students eat lunch or play and physical activity. They provide a number of ongoing resources for students and families including community clean up events and cooking classes. 
We have continued our partnership with Breathe for Change and send groups of our educators each year to become certified as yoga and social emotional educators.  This impacts the emotional and physical wellbeing of the teachers and the students.  We know that mental health significantly impacts outcomes for students and it continues to be a priority. 
We have also partnered with The Food Bank which comes to most of our community events to offer free nutritious vegetables to our families.  We know that diet significantly impacts the health and wellbeing of our students.  The CHOMP Kids Eat Right program has partnered and supports our 4th and 5th graders in identifying healthy eating habits and teaches them to cook healthy meals collaboratively in school.	We hope to continue to build and retain the partnerships that impact student outcomes.   We want to focus on partnerships that directly impact student outcomes and deepen the relationship.  Our CSO is eager to look at partnerships that would benefit from reciprocal support. 
Moving forward, we would like to continue strengthening and expanding our partnerships through our CSO. We hope to increase family voice and involvement within those partnerships. Through the CSO, we would also like to create more opportunities for reciprocity from our BVA staff and families to our local community organizations. We hope to spend more service hours with them, helping them move forward with their organizational goals and vision.  We hope these efforts will strengthen our community partnerships and our family relationships. 
A large focus area for improvement has been that our 8th Grade Service Learning Program be deeply rooted in service to our community partners. Our new program at BVA will challenge the traditional model of service learning by providing students with opportunities to critically examine themselves and their communities in order to create real social change. Students are centered as “agents of change” and will create an Action Plan Project through research and alignment with their local community partner of choice.  These partnerships and engagements significantly impact student outcomes.	We predominantly focus on accessibility for our underrepresented families across all areas of growth.   
BVA’s continued priority is to fund the full time position of Community Support Organizer (CSO) dedicated to the building of those partnerships with the overarching goal and lens of engaging and supporting our most underrepresented families.  Our CSO  works extensively within our community to identify and build partnerships with organizations that directly impact student outcomes. The role was designed to represent and serve the needs of the community in regards to addressing school culture, family involvement and building relationships with community partners.  Those partnerships directly reflect the needs of our underrepresented families. 
As previously stated, one of our main areas of focus is our 8th Grade Service Learning Program to be deeply rooted in service to our community partners. Our new program at BVA will challenge the traditional model of service learning by providing students with opportunities to critically examine themselves and their communities in order to create real social change. Students are centered as “agents of change” and will create an Action Plan Project through research and alignment with their local community partner of choice.  These partnerships and engagements significantly impact student outcomes, especially to the underrepresented population.   With great effort and careful attention, our Community Support Organizer has worked to partner with organizations that empower and uplift many of our underrepresented families.  These community partners include Palenke Arts, The Food Bank, Monterey County Black Caucus, The Village Project, etc.  The role of family members is shared with families and is key in the Service Learning Program. We need family  support in asking children what they are experiencing and noticing during their research and projects. Help them understand their identities and what communities they are a part of.
Improving our support and relations with our underrepresented populations will continue to be at the heart of our decisions.	BVA seeks to gain input from our stakeholders regularly.  Throughout the year, we provide multiple modes of stakeholder feedback.
We hold Chat with Leadership opportunities to gain family insight and feedback.  Our leadership team  invites families to have a conversation with our administration about any concerns, suggestions, or compliments they have.  This open agenda is held in hopes of creating a space to form relationships and collaboration.  In efforts to ensure all voices are heard and represented, we held meetings for specific populations such as Families of Students Receiving Special Education Services and our Families of Color.  These meetings were hybrid and at various times.  
We have a number of surveys shared each year that give valuable insight that informs a number of decisions ranging from community engagement to academic support.  We survey our students in 3-8 three times per year for student wellness and safety.  Each school year, our counseling team gives family surveys so we can receive input on what needs families identify in their students to support their social and emotional health. Staff surveys are shared quarterly to get feedback on various topics including organizational strengths and needs, student wellbeing and needs, and personal wellbeing. 
Our Instructional Leadership Team is a regular source of feedback and input that informs decisions made within the school.  They are able to share their own professional insights as well as those of their grade level band of staff they support. 
We have staff representatives on each of our board committees joined  by families, board members and community representatives.  This gives a broad perspective of feedback in each committee and informs decisions in both directions.  The Governance Committee focuses on decisions regarding school policy.  The Development Committee focuses on fundraising and grants. The Finance Committee focuses on financial decisions and fiscal health.  
The School Site Council and ELAC committee are other key groups that play a large role in  impacting decision making.  For example, the ELAC committee felt that there was a need for more specialized support for our ELL students at the upper campus and in the next year, we were able to hire an ELD teacher for the upper campus. 
In addition, our 2 Staff Board Representatives are able to participate in board meetings and provide valuable staff feedback to board level decisions.	While we utilize a wide array of methods to seek stakeholder feedback, there is always room for continued growth. 
We have placed a focus on getting more authentic input from staff to inform school decisions.  Part of these efforts was modifying our Staff Board Representative selection process.  Previously they would apply and be chosen by leadership.  Moving forward, staff will be voting on staff representatives that will be given the platform to share with our board of directors any issues present at lower and upper campus to inform decisions. We hope that by providing more avenues for staff participation and outlets for voices to be heard, they will be able to provide more input with decisions. 
We will also be focusing on increasing the participation in ELAC which, in turn, will lead to increased feedback on issues relevant to English Learners.  We have found that participation since COVID has yet to return to pre-COVID numbers.  We will be working with our ELAC members voted into positions to be resources in attempting different methods of engagement to have higher participation. Some potential ideas that expand beyond alternating times being offered, hybrid participation, food and childcare when needed. 
We are wanting to include more student voice and input in decisions made at school and will be creating student focus groups for feedback on a number of different issues.	We seek input from underrepresented families in a variety of ways in order to capture the most responses. We will continue to prioritize and improve participation from our underrepresented families.  Surveys will be sent out at various times throughout the year to families to gain their input on a variety of topics from planning for the future and budget priorities.  We will continue to provide in-person and zoom opportunities for family members during morning and evening times to provide input on our strategic goals and priorities for the coming years.  We plan to continue to offer food, Spanish translation and childcare at evening events when needed to remove potential barriers. 
Our morning Chat with Leadership this year also included a Walk and Talk event to encourage participation in a less formal setting in hopes of increasing participation. Families were invited to meet at our lower campus for coffee and then walk to our neighborhood beach for relationship building and listen to feedback.
We plan to continue our Classroom Representatives for each class that act as liaison to family input.  Not all families are comfortable sharing input directly with schools.  We hope to further empower these people to gather input from the other parents/caregivers in the class to then share with staff. 
We also plan to implement more focus groups for families with specific targeted subjects such as transportation solutions to further inform the decision we made that impact our school.  In addition, we plan to hold student focus groups and seek out feedback from our affinity groups on campus. 
While this does not exhaust the list of how we will work to improve engagement with our underrepresented population, we will continue to listen to our stakeholders to inform our efforts and decisions.	4	4	4	4	4	4	4	4	4	3	4	3	Met		2024-06-13	2024
27102722730232	Monterey County Home Charter	3	90% of MCHCS families report having positive relationships with MCHCS staff.  We achieve this through numerous opportunities for parents/guardians/students to participate in weekly teacher meetings and events.  Many of these events are centered around informational meetings such as financial aid, college and career readiness, and post secondary opportunities.  Additionally, parents and staff can also connect through our co-curricular activities including field trips, academic themed fairs, open house, back to school picnic, and spelling bee.  Our Charter Advisory Board meets monthly and ELAC meets quarterly to provide updates to the community as well as receive input.	Areas for improvement include increasing the number and diversity of parents attending our events, Charter Advisory Board meetings, and ELAC meetings.	We will actively work to increase the voices of our unduplicated population (EL, foster youth, low income) in our events and by extending personal invites to parents and guardians.  Additional training will continue to be provided to staff on how to better support unduplicated populations.  Meeting notices, announcements, and communications will be provided in both English and Spanish.	Parents and students have multiple opportunities in the school year to meet with teachers and discuss student progress. During Individual Learning Plan conferences, teachers discuss student performance, goals, grades, attendance, and post-secondary plans.  Conferences are scheduled at the beginning of each quarter.  Students and/or parents meet once a week with their assigned teacher.  Parents and students are welcome to schedule additional meetings with their teacher at any time in the year.	To increase parent/guardian participation, staff will continue to be provided with training opportunities to better serve unduplicated student populations (EL, foster youth, low income).  This will increase our families feeling of being safe, included, and supported.	Provide multiple opportunities to engage in a variety of scheduled events via virtual meeting spaces and/or in-person.	Educational partners attend monthly Charter Advisory Board (CAB) meetings and quarterly ELAC meetings.  Agendas are posted 72 hours prior to meetings and minutes are kept on file.  Data was also collected through our 2023-24 LCAP Community Partners Survey.  In addition, input is requested through weekly parent/student/teacher meetings and staff meetings.	Areas for improvement include math and social-emotional counseling. MCHCS will enhance the math curriculum, provide ongoing professional development for teachers, integrate technology, and use individual learning plans. MCHCS will create comprehensive support systems by incorporating social-emotional learning (SEL) into daily instruction and increase collaboration with community resources to provide social-emotional support to students and families. Regular assessment and feedback, data-driven decision-making, and crisis intervention protocols will ensure adequate support. This holistic approach fosters a supportive learning environment that addresses academic and emotional needs.   

MCHCS will continue to increase opportunities to receive formal feedback from educational partners by embedding local survey questions in our electronic event sign-in form.	Each MCHCS event will continue to use an electronic event sign-in form for all events and collect school climate data through survey questions.  Parents will be provided on site support navigating the electronic sign-in and data gathering tool.  All materials and support will be provided in Spanish and English.	4	5	4	5	4	4	5	5	4	4	5	5	Met		2024-06-26	2024
27102726119663	Oasis Charter Public	3	Oasis has three social media outlets to keep families informed and engaged in a virtual format. Oasis also holds evening events for families to come meet staff, learn what their children are learning and to learn more about the school. Among staff, Oasis participates in GiveThxs, supports staff with events, and keeps positive messaging and activities available in the staff room, including a massage chair for them to relax!	Local data show that 95% of families feel connected to the school and staff. The families feel staff reach out and stay in contact with them regarding school events and student progress and achievement. Families state they enjoy being able to come to campus whenever they would like to volunteer or have lunch with their children.	Oasis has a family liaison who reaches out to families regularly and provides assistance completing school forms and other forms for example for Medi-cal or other government documents. Families commented on feeling comfort that they have one person they know they can go to in order to receive assistance.	Oasis staff provide information to families regularly regarding what is expected of students in regard to academics and behavior. The school implemented a Multi-tiered System of Support for Behavior in 2023 which helped keep everyone on the same page in regards to behavior. Using Parents Square for messaging keeps families informed on student outcomes.	Oasis will continue to keep families informed via family meetings and Parents Square. This is an area that families feel supported in and staff do a good job posting outcomes and requirements for families. The focus area would be to continue to support families in this way.	To improve engagement with underrepresented families, Oasis' Family Liaison will continue to reach out to families throughout the school year to check in with them to make sure the partnership stays strong. This will be done via surveys in English and Spanish, bilingual meetings are held regularly at the school and through DELAC meetings.	Oasis requests input at two meetings held on campus, through surveys sent via Parents Square, and sign ups for committees on Parents Square. Educational Partners are invited to Board meetings, parent group meetings and DELAC meetings to offer their input.	Oasis holds many meetings in the evenings, some during the day and in virtual formats to increase participation. A focus area for improvement would be to record meetings and post them on Parents Square for more parental feedback via a survey format based on meeting recordings.	Through the Family Liaison and bilingual meetings Oasis strives to increase engagement among underrepresented families.	4	4	4	5	4	5	4	4	4	4	4	4	Met		2024-06-25	2024
27659610000000	Alisal Union	3	The Alisal Union School District Board of Trustees believes engaging parents and guardians in their student’s education is second only to student achievement as the District priority. Based on the analysis of the input provided by educational partners, in 2023-24, the District will continue to ensure the safety of students and staff.  The District’s goal is to be as welcoming as possible while providing a safe school environment.	The Alisal Union School District Board of Trustees believes engaging parents and guardians in their student’s education is second only to student achievement as the District priority.  In 2024-25 the district will be implementing the Community School initiative.  Staff will be hired to focus on home to school connection and ensuring parents have a space in which they are empowered by knowledge and services.   The only strategy for improvement in building relationships between school staff and families is to further expand the available opportunities through District and site-specific functions.

	The Alisal Union School District Board of Trustees believes engaging parents and guardians in their student’s education is second only to student achievement as the District priority.  In 2024-25 the district will be implementing the Community School initiative.  Staff will be hired to focus on home to school connection and ensuring parents have a space in which they are empowered by knowledge and services.  Staff will work closely with underrepresented families.  This will create trust and a safe place to request services and help.   The only strategy for improvement in building relationships between school staff and families is to further expand the available opportunities through District and site-specific functions.

	Based on the analysis of input provided by educational partners, and incorporated into the Local Control Accountability Plan (LCAP), the District has identified the following strengths and progress in Building Partnerships for Student Outcomes:
*The District facilitates a process that includes all site teams through a common Instructional Leadership Team (ILT), which meets monthly to address student outcomes, plans, professional development for staff and next steps;
*The District will continue to partner with ELLevation to facilitate access and review of data required for the monitoring of student progress, especially for English Learners needing to meet criteria to reclassify as Fluent English Proficient (R-FEP);
*The District regularly communicates to parents progress of students on state and local benchmarks, during Board meetings and other events, including the District English Learner Advisory Council (DELAC).

	Based on the analysis of educational partner input and local data,  the district's area of focus for improvement in Building Partnerships for Student Outcomes is to create a communication and engagement plan for parent and staff.  All school in the district are moving into implementation of the state's Community School initiative.  This will create more opportunities for engagement and will also include more staff to help with the constant communication and engagement. 
	Based on the analysis of educational partner input and local data,  the district's area of focus for improvement in Building Partnerships for Student Outcomes is to create a communication and engagement plan for underrepresented families.  All school in the district are moving into implementation of the state's Community School initiative.  This will create more opportunities for engagement and will also include more staff to help with the constant communication and engagement.   This will help uplift the voices of those underrepresented families. 
	Based on the analysis of input provided by educational partners, and incorporated into the Local Control Accountability Plan (LCAP), the District has identified the following strengths and progress in Seeking Input for Decision-Making:
*The District facilitates a process that includes all site teams through a common Instructional Leadership Team (ILT), which meets monthly to address student outcomes;
*The District regularly communicates to parents progress of students on state and local benchmarks, during Board meetings and other events, including the District English Learner Advisory Council (DELAC).
*The District consistently had a hands-on activity during DELAC to ensure parents were engaged in content and learning.	The district will ensure we meet with all education partners to review implementation data, student outcome data and process date quarterly in order to adjust actions in the LCAP and parent engagement plans.	The district will ensure we meet with all education partners to review implementation data, student outcome data and process date quarterly in order to adjust actions in the LCAP and parent engagement plans. Site Community School coordinators and staff will focus on ensuring underrepresented families are part of as many decision-making opportunities as possible.	4	4	4	4	4	4	4	4	5	4	4	4	Met		2024-06-26	2024
27659790000000	Bradley Union Elementary	3	Relationships with our families is crucial to the overall success of BUSD. Each week, the Principal sends a weekly update of things occurring at school. Teaches also send out updates to their class families. The district has updated the school website as well as created a new social media account to further the communication with our school community. There are many opportunities for families to participate in events at school. This is available through our Parents Club as well as School Site Council.	Building Partnerships with our school families is an important component regarding student outcomes. Our families are made aware of school happenings through weekly updates, our district website, social media account, and our messaging system. Teachers continue this by setting up parent meetings when necessary along with sending their own updates via email.	Gathering family input is an important part of the decision making at BUSD. A variety of surveys have been shared with families throughout this year. Feedback also has been shared at School Site Council meetings, Board Meetings, Parent Conferences, and school-wide events. 
	Relationships with our families is crucial to the overall success of BUSD. Each week, the Principal sends a weekly update of things occurring at school. Teaches also send out updates to their class families. The district has updated the school website as well as created a new social media account to further the communication with our school community. There are many opportunities for families to participate in events at school. This is available through our Parents Club as well as School Site Council.	Building Partnerships with our school families is an important component regarding student outcomes. Our families are made aware of school happenings through weekly updates, our district website, social media account, and our messaging system. Teachers continue this by setting up parent meetings when necessary along with sending their own updates via email.	Gathering family input is an important part of the decision making at BUSD. A variety of surveys have been shared with families throughout this year. Feedback also has been shared at School Site Council meetings, Board Meetings, Parent Conferences, and school-wide events.	Relationships with our families is crucial to the overall success of BUSD. Each week, the Principal sends a weekly update of things occurring at school. Teaches also send out updates to their class families. The district has updated the school website as well as created a new social media account to further the communication with our school community. There are many opportunities for families to participate in events at school. This is available through our Parents Club as well as School Site Council.	Building Partnerships with our school families is an important component regarding student outcomes. Our families are made aware of school happenings through weekly updates, our district website, social media account, and our messaging system. Teachers continue this by setting up parent meetings when necessary along with sending their own updates via email.	Gathering family input is an important part of the decision making at BUSD. A variety of surveys have been shared with families throughout this year. Feedback also has been shared at School Site Council meetings, Board Meetings, Parent Conferences, and school-wide events.	3	3	3	3	3	3	3	3	3	3	3	3	Met		2024-06-11	2024
27659870000000	Carmel Unified	3	CUSD prides itself on developing partnerships with families to foster positive student outcomes. In support of students, CUSD strives to be accessible and collaborative with families. CUSD has worked to develop extensive opportunities for teachers, families, and students to meet and work together to support students and improve outcomes. Family student-teacher conferences are provided multiple times during the year. When needed, the district provides interpreters for these meetings. As student needs increase, so do the opportunities for meeting those needs through face-to-face interactions. SST meetings, IEP meetings, and Section 504 meetings are held as needed & on a regular basis. Families have open access at the sites to meet with staff in a less formal context. Large-scale events like Back-to-School Night and Open House are another way to connect families with their children’s teachers and often lead to dialogue or more formal discussions to support the needs of students. 
CUSD has a variety of practices and tools in place to help families with information and resources to support student learning at home. Principals send out Friday letters to all families which keep them informed about all the goings-on at the sites both in and out of the classroom. In support of families at home, the district provides access to an online gradebook, routinely updates parent and student handbooks, and created a CTE handbook highlighting pathway offerings. Teachers also provide access to their Google Classroom and webpages; including resource links and suggestions to support their content. CUSD has 1:1 Chromebook access for 3rd-12th grade students. CUSD supports families to understand their legal rights starting with the issuance of their annual notification of rights. Parent rights are also provided for all IEP and 504 meetings. CUSD uniform complaint procedures are posted and accessible, and district schools inform parents of opt-out rights where applicable. 
The district has greatly increased two-way communication with families through the use of ParentSquare. Several strategies have been employed to support the improved outreach and inclusion of families living in outer-lying areas of the district. In addition to holding meetings in outer-lying areas, a part-time Spanish speaking community liaison continues to establish and build relationships with families in support of student success. Simultaneous translation services are available at board meetings and during D/ELAC meetings which continues to improve access to school and district information for a larger portion of families. CSEA unit members can participate in an assessment process that verifies their language skills thus qualifying them to provide translation services on the spot. All staff have access to Language Line to provide real time, on-demand translation services. Advocacy on behalf of CUSD families is also provided through a CUSD parent representative on the SELPA's CAC.	Carmel Unified School District is focused on increasing two-way communications and strengthening partnerships with families to increase outreach and engagement.	Carmel Unified School District values and seeks out input from our families to inform our decision-making. CUSD actively seeks out parent/guardian participation in its many advisory groups in order to capture these important voices. CUSD advisory groups include the English Learner Advisory Committee (ELAC), the District English Learner Advisory Committee (DELAC), School Site Councils (SSC), PTOs, and WASC committees where applicable.  Carmel High School also has a Principal Advisory Committee for students. The district employs the use of targeted surveys to seek input on a variety of topics including the development of the LCAP and other required state plans. CUSD’s Title I processes call for parent/guardian review and input on family engagement practices and policy on an annual basis. The district has been able to maintain increased collaboration between families, school staff, and district staff to further develop and sustain effective family engagement activities for the benefit of both students and the community. In addition to the addition of a bilingual community liaison in order to increase two-way communication with Spanish-speaking families, CUSD will look for ways to increase participation and engagement from all district families, including those who are historically underrepresented. CUSD will continue to be inclusive in its practices.	Carmel Unified School District and its schools emphasize a culture focused on cultivating relationships with families and the greater community in a variety of ways. The district takes pride in fostering welcoming and inclusive environments at all sites. All sites are committed to establishing and building community partnerships between families, staff, and students. CUSD schools seek to effectively communicate with all families through a variety of means. The district and its schools use ParentSquare, emails, letters, in-person meetings, websites, phone calls or texts, and social media to communicate with its families. Along with simultaneous translation services at Board of Education meetings, increased usage of qualified bilingual staff is desired in place of LanguageLine.  Increased and improved translation services and the support of the bilingual Community Liaison have improved access to school activities for bilingual families.	The District is focused on providing information, including notices, in multiple languages and on multiple platforms. An ongoing focus is to share with families the modes of communication and determine, through feedback, which modes are most effective for which purposes. The District created a communications tip sheet and protocols based on best practices to most effectively and efficiently improve these partnerships for increased student successes. The District is interested in building upon its initial success with providing access to student internships through increased engagement with industry partners.  Similarly, there is interest in continuing to expand dual enrollment offerings in partnership with local Community Colleges.	CUSD will continue to be inclusive in our practices and will look for ways to increase participation and engagement from all families including those who are historically underrepresented. A bilingual community outreach liaison was added in the 22-23 school year in order to increase two-way communication to Spanish-speaking families and improve engagement of families in outer-lying areas of the district. Building upon the series of parent education workshops in English and Spanish that have been provided for parents, the District seeks to support families with a greater understanding of district processes and procedures, how to interpret student data, the importance of healthy attendance, and expected outcomes of students at milestone grade levels.	Carmel Unified School District values and seeks out input from families to inform decision-making. CUSD actively seeks out parent/guardian participation in surveys and advisory groups in order to capture these important voices. CUSD advisory groups include the English Learner Advisory Committee (ELAC), the District English Learner Advisory Committee (DELAC), School Site Councils (SSC), PTOs and PTAs, and Site LCAP Development Committees.	The district employs the use of targeted surveys to seek input on a variety of topics including the development of the LCAP and other required state plans. CUSD’s Title I processes call for parent/guardian review and input on family engagement practices and policy on an annual basis. With the addition of a Director of Communications and Community Relations position, the district has been able to increase collaboration between families, school staff, and district staff to further develop and sustain effective family engagement activities for the benefit of students and the community.	The District has engaged in the process of improving its ability to provide real-time language translation by partnering with a third-party vendor to assess fluency of current employees to determine whether they are able to support English-only speaking staff.	4	4	3	4	3	4	5	4	4	4	4	3	Met		2024-06-26	2024
27659950000000	Chualar Union	3	Chualar Union School District is proud of its effort to integrate parents into the schooling process.  Parents play an important role at Chualar Elementary School through active participation and involvement in the District English Learner Advisory Committee (DELAC), English Learner Advisory Committee (ELAC), School Site Council Committee (SSC), Parent-Teacher Committee and other school community committees e.g. “Cafecitos” committee attended by Monterey County Supervisor. With the exception of the “Cafecitos” meeting, which we host but do not lead, all other meetings are held on a monthly basis with agenda and minutes.  The community plays a vital role in the success of Chualar Elementary School through their strong community representation. Parents are encouraged to participate fully in their child’s education by visiting and volunteering at the school.

	Chualar USD believes that students whose parents stay involved in school have better attendance and behavior, achieve higher grades,  demonstrate better social skills, and adapt more effectively to school environments. Parental involvement helps foster a lifelong love of  learning in students, which researchers identify as crucial for long-term success. Recognizing this, the District plans to maintain transparency  to help parents understand the direct relationship between their involvement and their children's improved academic performance. Increasing parental engagement is seen as a vital strategy to boost overall academic achievement. During the LCAP Parent Forum parents indicated their need to improve their knowledge of use of technology tools and applications.  Given most, if not all, of the class assignments are forwarded to students via Google classroom, parents wanted to learn how to access these applications.	The events noted in item 2 above will offer parents the opportunity to meet the teachers who will be guiding their child throughout the year.  They will learn about the teaching methods and materials they'll use, celebrate their child's achievements, and gather important information about upcoming events and activities for the rest of the school year.  CUSD will hire a Parent Liaison to organize a series of workshops, trainings, and meetings aimed at educating parents of underrepresented families. These sessions will cover topics such as the significance of parent involvement, Special Education (SST, IEP, 504), Social Emotional Learning (SEL), use of technology, and fostering positive relationships among teachers, parents, and students.	Parent surveys were sent out to parents through the district on-line information medium including the REMIND link seeking their input in school functions.  School Board meetings were also held and parents were given the opportunity to participate as members of the board or during public comments. Parents are invited to our annual parent / teacher conferences, Open House, Back to School Night, Reading/Literacy Night, Parent/Teacher meetings, IEP and Student Study Team meetings.  Parents are also invited to respond to the LCAP survey in February of each year as well as attendance to parent forums.  CUSD strives to communicate with our parent community via online communication e.g.  REMIND, Brisas newsletter, information fliers, ClassDojo, Google Classroom, school calendar direct calls/texts where they can connect with their child's teachers, curriculum, and resources.	Educational Partner Engagement sessions covered various important topics to address in the LCAP, including academic needs in English  Language Arts (ELA) and Math, English proficiency, school safety, and Socio-Emotional Needs particularly related to a sense of belonging.  To further examine these themes, we held meetings with educational partners and conducted surveys among students, parents, and staff.  These sessions informed the development of actions. Based on recurring feedback about student engagement and attendance, along with  LCAP data analysis, CUESD used input from educational partners to determine actions focused on improving student engagement and  attendance (see Goal 2, actions 2, 3, and 5). Suggestions included additional counseling support to address attendance challenges district wide (Action 2.1 & 2.4). Educational partners also highlighted the need for staff to receive more professional development in supporting student engagement, fostering connections to school, trauma-informed instruction, and social-emotional learning (Action 2.7). Educational  partners also expressed a desire for parent workshops and trainings covering various topics such as SEL and fostering positive relationships  among teachers, parents, and students (Action 3.3).	Educational partners also desired to enhance educational programs, improve academic performance, and strengthen communication among  families, staff, and the community (Action 3.1). To achieve this, in the 2024-25 school year, we will hire a Parent Liaison to coordinate a  series of workshops, training, and meetings. These sessions will educate both parents on topics such as the importance of  parental involvement, Social Emotional Learning (SEL), and cultivating positive relationships among teachers, parents, and students (Action  3.3). 

	Chualar Union School District believes that educational partners play a key role in decision-making by identifying local needs, possible actions to address such  needs, and in supporting improved student outcomes. For this reason, we strive to engage all educational partners in the process of  developing and annually updating the LCAP and other school plans. Additionally, we collaborate with our educational partners in a continual improvement process  utilizing plan-do-study-act cycles, meaningful engagement, and shared decision-making in support of student success. Based on input from  our educational partners, we annually update our engagement process based on learnings from the prior year and feedback received.	Chualar Union School District (CUSD) is proud of its effort to integrate parents into the schooling process.  Parents play an important role at Chualar Elementary School through active participation and involvement in the District English Learner Advisory Committee (DELAC), English Learner Advisory Committee (ELAC), School Site Council Committee (SSC), Parent-Teacher Committee and other school community committees e.g. “Cafecitos” committee attended by Monterey County Supervisor. With the exception of the “Cafecitos” meeting, which we host but do not lead, all other meetings are held on a monthly basis with agenda and minutes.  The community plays a vital role in the success of Chualar Elementary School through their strong community representation. Parents are encouraged to participate fully in their child’s education by visiting and volunteering at the school.  CUSD recognizes a need to expand the number of parent forums from 2 to 4 annually to increase parents opportunities to give input on various school-related topics.	Educational partners also desired to enhance educational programs, improve academic performance, and strengthen communication among  families, staff, and the community (Action 3.1). To achieve this, in the 2024-25 school year, we will hire a Parent Liaison to coordinate a  series of workshops, training, and meetings. These sessions will educate both parents on topics such as the importance of  parental involvement, Social Emotional Learning (SEL), and cultivating positive relationships among teachers, parents, and students (Action  3.3).	4	4	4	5	4	4	5	4	4	4	4	4	Met		2024-06-25	2024
27660270000000	Graves Elementary	3	The small school size allows teachers to provide each student with individual attention to ensure academic success.
To provide a safe, nurturing environment where the uniqueness of every student is recognized and respected.
Graves School is dedicated to providing an educational foundation for all students by creating a positive learning
environment that fosters a love of learning that will last a life time. The staff, parents, Board members, and the
community take great pride in preparing our students not only for academic excellence, but for nurturing personal,
social, and intellectual growth. The school climate reflects the partnerships that occur at the LEA. The survey
resulted in families acknowledging that Graves ESD provides inviting, respectful, safe, and supportive learning
environment that promotes academic success for all students. The following items represent the most prevalent
characteristics of the LEA: Is an inviting place for students to learn, Treats all students with respect, Has a supportive 
learning environment for my child, Has adults that really care about students, Promptly responds to my phone calls,
messages or emails, Clearly tells students in advance what will happen if they break the rules, there is no student
alcohol and drug use, vandalism is not present, Gang-related activity is not present, Promotes academic success,
Keeps me well informed about school activities, Communicates the importance of respecting all cultural beliefs and
practices, Is a safe place for my child, Keeps me well-informed about my child's progress in school, Encourages me
to be an active partner with the school in educating my child, and Motivates students to learn.	The school's small size allows teachers to provide each student with individual attention to ensure academic
success. To strive to provide a safe, nurturing environment where the uniqueness of every student is recognized and
respected. GESD is dedicated to providing an educational foundation for all its students by creating a learning
environment that fosters a love of learning that will last a lifetime. The staff, parents, Board members, and the
community take great pride in preparing our students not only for academic excellence, but for nurturing personal,
social, and intellectual growth. Consistent participation and input in board meetings, public hearings, PTC meetings,
Back To School Night, Open House, dances, and festivals creates a collaborative relationship among all
stakeholders.	The school continued to provide informational parent meetings, will increase parent education trainings, field trips,
and various other activities that may involve parents.	The small school size allows teachers to provide each student with individual attention to ensure academic success.
To provide a safe, nurturing environment where the uniqueness of every student is recognized and respected.
Graves School is dedicated to providing an educational foundation for all students by creating a positive learning
environment that fosters a love of learning that will last a life time. The staff, parents, Board members, and the
community take great pride in preparing our students not only for academic excellence, but for nurturing personal,
social, and intellectual growth. The school climate reflects the partnerships that occur at the LEA. The survey
resulted in families acknowledging that Graves ESD provides inviting, respectful, safe, and supportive learning
environment that promotes academic success for all students. The following items represent the most prevalent
characteristics of the LEA: Is an inviting place for students to learn, Treats all students with respect, Has a supportive
learning environment for my child, Has adults that really care about students, Promptly responds to my phone calls,
messages or emails, Clearly tells students in advance what will happen if they break the rules, there is no student
alcohol and drug use, vandalism is not present, Gang-related activity is not present, Promotes academic success,
Keeps me well informed about school activities, Communicates the importance of respecting all cultural beliefs and
practices, Is a safe place for my child, Keeps me well-informed about my child's progress in school, Encourages me
to be an active partner with the school in educating my child, and Motivates students to learn.	The focus remains on maintaining and building stronger relationships with our partners to improve students
outcomes by focusing on: collaboration on the home-school connection to improve technology use, homework
completion, and a conducive study environment in the home to increase the students success. To continue parent
conferences and consistent communication home in order to properly inform families of student progress.	The school will continue to engage families in improving student outcomes by providing community information and
referrals, access to mental health organizations and counseling, and additional accessible community collaborators.	The LEA has multiple opportunities for parents to provide input for decision making. The school has a PTC that
provides input for a host of site level decisions. These various avenues bring more awareness and understanding to
parents about their child, the importance of their child's education, and ways to get involved. GESD's small size
allows for consistent communication and collaboration.	Based on feedback from our families, we will continue provide opportunities for input and decision making. Families
are always encouraged and welcomed to site meetings, trainings, activities, and policy making forums; however, we
wish to improve family participation by making all of these opportunities more accessible based on families needs
and convenience of their schedules.	The LEA will improve engagement in relation to seeking input for decision-making by continuing to offer multiple
modalities of communication (in person, over the phone, and online), along with bilingual forms of communication.
Consistent encouragement is made for families to continue to participate in partner groups, such as, the PTC, board
meetings, event planning, and occasions that welcome family input.	5	5	5	5	4	4	5	4	4	4	4	4	Met		2024-06-12	2024
27660350000000	Greenfield Union Elementary	3	Based on the analysis of educational partner input and local data, our Local Educational Agency (LEA) has made substantial progress and demonstrated significant strengths in building relationships between school staff and families.  One of our key strengths is the successful implementation of a variety of initiatives aimed at fostering community and family engagement. Our Cafecitos events provide informal settings for parents to engage with school staff, building trust and open communication. Cultural community events celebrate the diverse backgrounds of our families, fostering a sense of belonging and mutual respect.  Family nights and parent academies have been instrumental in providing parents with the tools and knowledge to support their children’s education at home. These events are well-attended and have received positive feedback for their practicality and relevance.  Traditional events like Back to School Night and Open House continue to be pivotal in establishing initial connections between families and educators, setting a positive tone for the school year.  We also prioritize stakeholder input meetings, where parents and community members are encouraged to share their perspectives and suggestions. This collaborative approach ensures that our strategies and initiatives are aligned with the needs and expectations of our community.  Programs like the District English Learner Advisory Committee (DLAC) and Migrant Parent Nights specifically address the unique needs of our English learner and migrant families, providing targeted support and resources.  Overall, these initiatives reflect our commitment to building strong, positive relationships with our families, creating a supportive and inclusive educational environment for all students.	Based on the analysis of educational partner input and local data, our Local Educational Agency (LEA) has identified key focus areas for improvement in building relationships between school staff and families. While we have made great strides in fostering community engagement, there is always room for growth and enhancement.  One of our primary focus areas is the continuous implementation and support of school-level clubs that are based on student interests. These clubs, including Folklorico dance, soccer, drone clubs, gaming clubs, Japanese club, and journalism, provide students with opportunities to pursue their passions and connect with peers and staff in meaningful ways. By expanding and diversifying these clubs, we aim to create more inclusive and engaging environments that reflect the varied interests of our student body.  In addition to expanding student clubs, we are committed to maintaining an open dialogue with our parents and community members. We recognize the importance of listening to parent input to bring programs and resources that meet the community's needs. This ongoing communication ensures that our initiatives are relevant and impactful, further strengthening the relationships between school staff and families.  By focusing on these areas, we aim to build a more connected and supportive educational community where students, families, and staff work collaboratively towards shared goals.	Based on the analysis of educational partner input and local data, our Local Educational Agency (LEA) has identified specific strategies to improve the engagement of underrepresented families in building relationships between school staff and families. The self-reflection process highlighted the need for targeted efforts to reach and support these families more effectively.  To address this, we will enhance the role of our family and community liaisons. These liaisons are pivotal in identifying underrepresented families and understanding their unique needs. By actively reaching out and building trust within these communities, our liaisons will facilitate better communication and engagement between families and school staff.  In addition, our migrant staff will work closely with the family and community liaisons to provide comprehensive support for qualifying families. This collaboration ensures that migrant families receive the resources and assistance they need, fostering a more inclusive and supportive environment for their children.  Moreover, we will continue to cultivate strong relationships between teachers, site administration, and underrepresented families. By encouraging teachers and administrators to engage directly with these families, we aim to create a welcoming and inclusive atmosphere where all families feel valued and heard.  Through these concerted efforts, we are committed to improving the engagement of underrepresented families, ensuring that every family has the opportunity to be actively involved in their children's education and to build meaningful connections with our school staff.	Based on the analysis of educational partner input and local data, our Local Educational Agency (LEA) has made significant progress and demonstrated notable strengths in building partnerships for student outcomes.  One of our key strengths is the establishment of student leadership groups at every site. These groups provide students with a platform to voice their opinions, share their experiences, and contribute to decisions that affect their education. By actively involving students in this way, we gain valuable insights into what they need to be successful, ensuring our strategies are student-centered and effective. Furthermore, we prioritize parent-teacher conferences, striving to reach 100% of families. These conferences are essential in understanding each student's unique learning needs and addressing them effectively. By ensuring open communication between parents and teachers, we can provide tailored support and create a more personalized learning experience for every student.  Overall, these initiatives reflect our commitment to building strong partnerships that enhance student outcomes. By engaging students, staff, and families in meaningful ways, we are creating a supportive and collaborative educational environment that empowers all students to thrive.
	Based on the analysis of educational partner input and local data, our Local Educational Agency (LEA) has identified key focus areas for improvement in building partnerships for student outcomes.  One of our primary focus areas is the regular analysis of local and state data to accurately identify students' learning needs. By systematically reviewing this data, we can pinpoint areas where students require additional support and tailor our instructional strategies accordingly.  Professional development is another crucial focus area. We provide targeted training for our educators based on the insights gained from local data. This ensures that our teachers are equipped with the latest strategies and tools to address the specific needs of our students, ultimately enhancing the quality of instruction and support provided.  Additionally, each site within our LEA has implemented a robust Response to Intervention (RTI) program. These programs are designed to address the diverse learning needs of our students through a multi-tiered approach, providing timely and effective interventions to support academic success.  Furthermore, we prioritize sharing student progress with families to ensure a collaborative effort towards student academic success. By maintaining open lines of communication with parents and guardians, we foster a supportive environment where families are actively involved in their children's education.  Through these focused efforts, we aim to strengthen our partnerships for student outcomes, ensuring that all students receive the support and resources they need to succeed academically.

	Based on the analysis of educational partner input and local data, our Local Educational Agency (LEA) has identified strategies to improve the engagement of underrepresented families in building partnerships for student outcomes. The self-reflection process highlighted the need for targeted efforts to reach and support these families more effectively.  To address this, our family and community engagement liaisons play a crucial role in identifying underrepresented families and understanding their diverse needs, including academic needs. By building trust and fostering open communication, our liaisons ensure that these families receive the support they need to actively participate in their children's education.  Migrant families, in particular, are identified and supported through specialized programs such as ELA and Math academies. These academies provide targeted academic assistance, helping migrant students to succeed in key subject areas and bridging any gaps in their education.  Additionally, site staff work collaboratively to support the academic needs of underrepresented families. Teachers, administrators, and support staff coordinate their efforts to provide comprehensive and cohesive support, ensuring that all students have the resources and assistance they need to achieve academic success.  By enhancing these strategies, we aim to improve the engagement of underrepresented families, fostering stronger partnerships and creating a supportive and inclusive educational environment for all students.	GUSD believes in being stronger together and bringing in all stakeholders for decision-making.  Administrators and staff are provided with yearly training to understand the different advisory groups needed on-site to support all families.  District Advisory Committee for migrant families focuses on understanding the needs of our migrant families and providing resources. English learner advisory committee supports English learners.  This advisory committee looks at our EL progress in the various subject areas.  The District English Learner Advisory Committee focuses on district data and positive school trends.  In addition, input was provided to continue with the English Learner Task Force for Administrators and staff.  This will allow target interventions for English learners in the various domains of language acquisition.  LCAP is also a place where stakeholders' voices are greatly sought.  Parents have a total of 7 opportunities to provide feedback for LCAP.  These meetings provide detailed data to allow parents to make informed decisions.  In addition, we have Parent Academies to support parents as partners.  After every meeting, parents are encouraged to provide feedback.  As a result of parent input, we partner with various organizations such as SVMH mobile clinic, Door to Hope playgroups, Harmony at Home divorce support, and domestic abuse counseling.  We will continue to respond to stakeholder input.  
	The Local Education Agency (LEA) focuses on improving its approach to Seeking Input for Decision-Making by prioritizing understanding the specific needs, demographics, and cultural sensitivities of the families it serves. This involves integrating cultural events to celebrate and familiarize the district with the diverse families and cultures within the community. Special attention and resources are allocated for families with unduplicated students, including those with homeless or foster youth, who receive personalized intake meetings to identify the best support strategies. These efforts are ongoing, aiming to create a warm and inviting environment for all families.	Based on the analysis of educational partner input and local data, the LEA will improve the engagement of underrepresented families identified during the self-reflection process by implementing several key initiatives. The District Advisory Committee for migrant families will focus on understanding their specific needs and providing appropriate resources. The English Learner Advisory Committee (ELAC) will support English learners by analyzing their progress across various subject areas, while the District English Learner Advisory Committee (DELAC) will review district data and positive school trends. Additionally, the English Learner Task Force for Administrators and staff will continue, targeting interventions for English learners across different domains of language acquisition.
The Local Control and Accountability Plan (LCAP) will remain a crucial platform for stakeholder engagement, offering parents seven opportunities to provide feedback. These meetings will present detailed data to help parents make informed decisions. Parent Academies will support parents as partners, encouraging feedback after each session. In response to parent input, the district will continue partnering with organizations such as SVMH mobile clinic, Door to Hope playgroups, Harmony at Home for divorce support, and domestic abuse counseling. These efforts will ensure the district remains responsive to stakeholder input and continually enhances family engagement.
	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-20	2024
27660500000000	King City Union	3	The King City Union School District provides for multiple partnerships for student outcomes including, the English Language Advisory Committee, District English Language Advisory Committee, School Site Council, Parent Teacher Organization, and school site Positive Behavior Intervention and Support teams. The district has added four community liaisons, one at each school site, to help build a more welcoming environment and stronger relationships with families. Staff continue to work to build welcoming environments for families by using the two-way communication tool, ParentSquare.	KCUSD will strive to meet our partners requests for parent education through community organizations, parent workshops through outside agencies focusing on parenting skills, while continuing district led workshops on local issues, such as mental health supports families. Parent Cafecitos in January as another effort to bring in more community resources, and will continue throughout the next school year.	KCUSD will continue to work with staff to build capacity with our underrepresented families in order to improve engagement across all areas.  Our new community liaison team began working to support families this year, including our underrepresented families.	KCUSD continuously strives to build relationships with families. Our efforts are reflected in the increasing numbers of families participating in our District Family Night presentations, District English Language Advisory Committee, English Language Advisory Committees, School Site Council, and Parent Teacher Organization at each site.  Staff work to ensure that our schools, meetings, and events are welcoming to families, and encourage their participation. The start of our Parent Cafecitos at each site have been well attended. We continue to use ParentSquare as a two-way communication tool for staff and families.	KCUSD has added a liaison at each school site, in order to build stronger relationships between school staff and families. Liaisons work to remove barriers which families currently have, including providing support for truancy and absenteeism, homeless resources, foster support, and newcomer support.  As we move into a second year, they will be working with staff to provide information for ways to improve family engagement.	The addition of four liaisons has created the opportunity to improve engagement of our underrepresented families. They provide the ability to work with families and provide resources, aid in helping build relationships with teachers, and work with site teams to include members of our underrepresented families.	KCUSD seeks input annually at the district and site level through discussions at regularly scheduled meetings, such as LCAP Stakeholder meetings, School Site Council, English Language Advisory Committee meetings, as well as through parent conferences and through surveys.	Authentic engagement is an area of focus for KCUSD. In order to have more inclusive information for decision-making, we need to continue to improve our educational partner input. With the addition of site liaisons, we can now work more closely with families to help provide a stronger understanding of the goals, actions, and programs being discussed.	As KCUSD continues to have liaisons work with families, they will be supporting underrepresented families. This support will include building their engagement and understanding of the input process.	4	4	4	4	3	3	4	3	4	4	3	3	Met		2024-06-18	2024
27660680000000	South Monterey County Joint Union High	3	Based on the analysis of educational partner input and local data, the Local Educational Agency (LEA) has shown several strengths and is currently developing systems to build stronger relationships between school staff and families.

Strengths:
Comprehensive Engagement Programs:
The LEA is developing robust programs aimed at increasing parent engagement, particularly among parents of English learners, low-income students, and students with disabilities. This includes providing professional development to administrators and parent involvement coordinators to equip them with strategies for engaging parents effectively.

Effective Communication Tools:
The LEA has invested in technology and software, such as ParentSquare, to ensure timely and efficient communication with all parents. This has improved the accessibility of important documents and communications, making them available in multiple languages to accommodate diverse linguistic backgrounds.

Parent Involvement Coordinators:
The presence of parent involvement coordinators at each comprehensive site has been crucial. These coordinators bridge communication gaps, ensuring that all parents receive necessary information and support to be actively involved in their children’s education. This role is vital for empowering parents to contribute positively to their children's academic journeys.

Increased Parent Participation:
The LEA has made significant strides in increasing parent participation in various committees and workshops, such as DELAC, ELAC, SSC, and other parent workshops. This has been achieved through targeted outreach and ensuring that communications and workshops are accessible in parents' primary languages.

Listening Tours and Empathy Interviews:
To ensure comprehensive feedback from all educational partners, the LEA conducted listening tours and empathy interviews. These sessions provided critical insights into the needs and suggestions from parents, students, and staff, which were then incorporated into the LCAP development. This inclusive approach has strengthened the relationships between school staff and families.

Progress:
Enhanced Support Structures:
The LEA has enhanced its support structures by adding additional assistant principals and psychologists, which will support students' academic and social-emotional needs more effectively. This change will foster a more supportive and engaging school environment, contributing to improved relationships between staff and families.

Parent Education Programs:
The LEA will expand its parent education programs, offering workshops and informational meetings to equip parents with knowledge and skills to support their children’s academic success. These programs will particularly benefit parents of students with disabilities and English learners, fostering a deeper connection between home and school.
Monitoring and Evaluation:
The LEA has established a rigorous system for monitoring and evaluating the effectiveness of its engagement st	Based on the analysis of educational partner input and local data, the Local Educational Agency (LEA) has identified several focus areas for improvement in building relationships between school staff and families.

Focus Areas for Improvement:
Enhancing Communication and Participation:
Despite improvements in communication tools and efforts to engage parents, there remains a need to increase parent participation, particularly among parents of English learners and students with disabilities. The LEA plans to provide more resources for parent training sessions and activities to help parents better understand and support their children's education. Additionally, improving the use of digital platforms for communication will ensure parents can stay informed and engaged.

Support for Students’ Mental Health and Socioemotional Well-being:
Recognizing the critical need for comprehensive support systems to improve student wellness, the LEA is committed to expanding mental health services. This includes individual and group counseling sessions to better assist students with personal challenges. Establishing Wellness Centers at each school will provide accessible care for students and families, addressing issues such as absenteeism and declining grades related to social-emotional struggles.

Addressing Substance Use Issues:
Parents have highlighted the need for better services to combat student drug use. The LEA will maintain and expand its partnerships with organizations like Sun Street Center to provide crucial support in this area. Targeted supports will address the underlying issues leading to substance use, helping students develop healthier coping mechanisms and improving their overall well-being.

Inclusive Parent Engagement Strategies:
The LEA aims to bridge communication gaps by ensuring that all communications and educational materials are available in parents' primary languages and are distributed in various modalities. This effort includes utilizing technology like ParentSquare to facilitate timely and effective communication, phone calls, text, and home visits, when necessary. Ensuring that parents receive information in their home languages and in a modality that they prefer will help them become more active and informed participants in their children's education.

Building Capacity through Collaborative Planning:
To foster a more inclusive and engaged school community, the LEA will facilitate collaboration between school leaders, teachers, parents, and community stakeholders. This collaborative approach aims to create a shared vision for school improvement, ensuring that the plans reflect the needs and aspirations of the entire school community.	Strategies to Improve Engagement of Underrepresented Families

Enhanced Communication Channels:
To ensure that all parents, especially those from underrepresented groups, have access to timely and relevant information, the LEA will expand the use of communication tools such as Parent Square to facilitate better communication between the school and families.  In addition, there will be an acute focus on monitoring whether and which parents are receiving these messages. By providing accessible messaging and updates in multiple languages, thereby ensuring inclusivity and accessibility, parents will be better informed and will feel build a more positive relationship with the LEA. 

Targeted Professional Development:
The LEA will provide specialized professional development for administrators and parent involvement coordinators that will focus on effective engagement strategies for parents of English learners, low-income students, and students with disabilities. By equipping staff with these skills, the LEA aims to foster stronger relationships with these families, encouraging their active participation in their children's education.

Parent Involvement Coordinators:
The LEA will continue to employ parent involvement coordinators at each comprehensive site. These coordinators play a critical role in bridging communication gaps and providing necessary support to parents. They will ensure that all parents receive information in their home language and have the support needed to participate as partners with teachers and school staff.

Workshops and Training for Parents:
The LEA plans to increase the number of workshops and training sessions for parents, focusing on how they can support their children's academic growth. These sessions will be tailored to address the unique needs of underrepresented families, providing them with the tools and knowledge to engage effectively with the school and support their children's learning.

Empathy Interviews and Listening Tours:
To gather comprehensive feedback and ensure that the voices of underrepresented families are heard, the LEA will conduct regular empathy interviews and listening tours. These sessions will provide valuable insights into the needs and suggestions of parents, students, and staff, which will be used to inform and adjust engagement strategies accordingly.	Strengths

Robust Community Engagement:
The LEA engages educational partners, including teachers, parents, students, and community members, through forums and surveys. Digital and hard copy surveys in English and Spanish ensure broad participation in developing the Local Control and Accountability Plan (LCAP).

Strategic Professional Development:
Ongoing professional development for staff focuses on research based instructional practices, data analysis techniques, and student support services, equipping educators to improve student engagement and achievement.

Focus on Equity and Inclusivity:
The LEA supports underserved students, including English learners, students with disabilities, and socioeconomically disadvantaged students, with specialized literacy support classes, additional psychological support, and expanded mental health services.

Innovative Programs and Partnerships:
With the new position of College and Career Teacher on Special Assignment (TOSA), the Military Science Program, and expanded Career Technical Education (CTE) pathways enhance student engagement and readiness for college and careers, providing practical skills and real-world experiences.

Progress

Effective Use of Data for Continuous Improvement:
The LEA uses a rigorous system for monitoring and evaluating program effectiveness, including regular progress reports, annual reviews, and adjustments based on feedback and performance data, ensuring informed decisions and continuous improvement are monitored to adjust instructional programs.

Reduction in Suspension Rates:
Effective behavior management and conflict resolution strategies have led to reduced suspension and expulsion rates this year.  To further enhance this reduction, Restorative Practices training will contribute to a more inclusive and supportive school climate.

The LEA’s efforts in community engagement, professional development, equity, and innovative programs, alongside continuous improvement and effective behavior management, demonstrate a strong commitment to building partnerships that support student success and well-being.	Focus Areas for Improvement

Enhanced Support for Underserved Students:
The LEA aims to provide targeted support for English learners, students with disabilities, and socioeconomically disadvantaged students. This includes increasing access to academic support services like specialized intervention classes and reducing student-to-teacher ratios to improve academic performance and engagement.

Strengthening College and Career Readiness:
Despite improvements in graduation rates, challenges remain in college and career readiness, especially for English learners and students with disabilities. The LEA plans to expand Career Technical Education (CTE) pathways and college preparatory programs to increase participation and completion rates, ensuring students are well-prepared for post-secondary success.

Improving Mental Health and Wellness Support:
The LEA will establish Wellness Centers at each school and provide comprehensive mental health resources to address socio-emotional needs. These measures aim to create a supportive environment, reducing barriers like absenteeism and behavioral challenges that hinder academic success.

Enhancing Parent and Community Engagement:
To improve engagement, especially among underrepresented groups, the LEA will provide more resources and training for parents. This includes leveraging technology for better communication and ensuring all communications are available in multiple languages, accommodating diverse linguistic backgrounds.

Increased Parent Participation:
The LEA will develop the District Parent Advisory Committee (DPAC) and the District Student Advisory Team (DSAT) to boost parent and student participation in advisory committees and workshops. This initiative focuses on targeted outreach and multi-language materials to foster a welcoming and inclusive environment, enhancing involvement in decision-making.

Data-Driven Decision Making:
The LEA aims to refine its data collection and analysis processes to make evidence-based decisions. Regular monitoring and evaluation of programs will ensure they effectively support student outcomes, allowing the LEA to identify areas for improvement and adjust strategies accordingly.

Professional Development for Educators:
To support these improvement efforts, the LEA will invest in ongoing professional development for educators. Training will focus on culturally responsive teaching practices, data analysis, and new instructional strategies, equipping teachers with the skills and knowledge to create a more inclusive and effective learning environment for all students.

These focus areas reflect the LEA’s commitment to fostering a supportive, inclusive, and effective educational environment that meets the diverse needs of its student population and enhances overall student outcomes.	Strategies to Improve Engagement of Underrepresented Families:

Professional Development for Staff:
The LEA will provide professional development focusing on strategies to engage parents of English learners, low-income students, and students with disabilities. This training will enhance the ability of staff to collaborate effectively with parents and develop workshops tailored to support families in fostering their children's academic growth and guiding them toward achieving their college and career aspirations.

Parent Communication and Participation Support:
The LEA will enhance parent engagement by providing parent training sessions and activities at each site. This includes maintaining clerical support at the district level to streamline communication with parents and the broader community. Additionally, the LEA will allocate resources to help parents effectively utilize digital platforms, enabling more efficient communication with teachers and staying informed about updates and messages from their child's school.

Improvement in Mental Health and Wellness: 
Recognizing the critical need for comprehensive support systems to improve student wellness, the LEA will expand mental health services, including individual and group counseling sessions. This expansion is driven by increasing rates of absenteeism and a noticeable rise in D/F grades. 

Socioemotional Supports:
Each school will be supported in addressing students' socio-emotional needs by providing accessible mental health services and resources along with the new after school program to ensure students engage in enrichment activities that support their mental well-being.

Empathy Interviews and Listening Tours:
To gather comprehensive feedback and ensure that the voices of underrepresented families are heard, the LEA will conduct regular empathy interviews and listening tours. These sessions will provide valuable insights into the needs and suggestions of parents, students, and staff, which will be used to inform and adjust engagement strategies accordingly.

Through these targeted actions, the LEA is committed to enhancing the engagement of underrepresented families. By focusing on effective communication, professional development, comprehensive support services, and inclusive engagement strategies, the LEA aims to build stronger partnerships for student outcomes, ensuring that all educational partners are actively involved in supporting student success.	Based on the analysis of educational partner input and local data, the Local Educational Agency (LEA) has shown several strengths and notable progress in seeking input for decision-making.

Strengths and Progress

Inclusive Engagement Processes:
The LEA engages educational partners, including teachers, parents, students, and community members, through various forums and surveys. In-person interviews, digital and hard copy surveys in English and Spanish have been effective in reaching a wider audience, ensuring broad participation and diverse input in the development of the Local Control and Accountability Plan (LCAP).

Strategic Use of Data:
The LEA uses a rigorous system for collecting and analyzing feedback from educational partners, including data from the California Healthy Kids Survey and empathy interviews. These insights inform decision-making and help tailor the LCAP to the community's specific needs.

Regular Communication and Transparency:
Significant strides have been made in improving communication with educational partners by providing regular updates on initiative progress and ensuring transparency in decision-making. This builds trust and keeps stakeholders well-informed and able to contribute effectively.

Focused Advisory Committees:
Effective advisory committees, such as the District English Learner Advisory Committee (DELAC), English Learner Advisory Committee (ELAC), and School Site Councils (SSC), play a crucial role in informing school board decisions. Regular meetings and active participation reflect the LEA’s commitment to inclusive decision-making, ensuring that underrepresented voices are heard.

Comprehensive Feedback Mechanisms:
The LEA has developed systems for gathering and incorporating feedback, including empathy interviews, listening tours, and digital surveys. These ensure that the needs and suggestions of parents, students, and staff are considered in the development and adjustment of the LCAP.

Through these efforts, the LEA has demonstrated a strong commitment to seeking input for decision-making. By focusing on inclusive engagement processes, strategic use of data, regular communication, and comprehensive feedback mechanisms, the LEA ensures that all educational partners are actively involved in supporting student success. These strengths and progress reflect the district’s dedication to building a collaborative and responsive educational environment.	Based on the analysis of educational partner input and local data, the LEA has identified several focus areas for improvement in seeking input for decision-making.

Focus Areas for Improvement:

Increasing Parent Survey Participation:
One of the major challenges identified was the low participation rate in parent surveys. Despite efforts to increase engagement, the participation rate was significantly below the target. The LEA plans to implement more effective strategies to boost survey response rates, such as simplifying the survey process, providing incentives, and conducting follow-ups to encourage higher participation.

Enhancing Communication Strategies:
There is a need to refine the communication strategies to reduce notification fatigue among parents. The LEA will focus on improving the quality of communications rather than the quantity. This includes streamlining messages to ensure they are concise, relevant, and timely, thereby making them more impactful and engaging for parents.

Better Utilization of Technology:
While technology platforms like Parent Square were deployed, their effectiveness in enhancing parent engagement and communication was limited. The LEA plans to optimize the use of these platforms by providing training for parents and staff on how to use them effectively. Additionally, ensuring that these tools are user-friendly and accessible will be a priority.

Strengthening Advisory Committees:
While advisory committees such as DELAC and DPAC play a crucial role, there is room for improvement in their functionality and impact. The LEA aims to strengthen these committees by ensuring they are more inclusive and representative of the diverse community. This includes providing training for committee members, facilitating better communication between the committees and the school board, and ensuring that the input from these committees is effectively integrated into decision-making processes.

Data-Driven Decision Making:
The LEA has strengthened its data collection and analysis processes to better inform decision-making. Utilizing data from surveys, feedback sessions, and academic performance metrics, the LEA identifies areas for improvement and tracks the effectiveness of implemented strategies. This data-driven approach ensures that the needs and concerns of all educational partners are accurately addressed. By continuing to collect data annually, the LEA can make informed adjustments to the LCAP and identify areas needing improvement each year.

Through these targeted improvements, the LEA is committed to fostering a more inclusive and effective decision-making process. By addressing these focus areas, the LEA aims to enhance engagement with all educational partners, particularly underrepresented groups, and ensure that their input is meaningfully integrated into the planning and implementation of educational programs and policies.	Based on the analysis of educational partner input and local data, the Local Educational Agency (LEA) has identified several strategies to improve the engagement of underrepresented families in seeking input for decision-making.

Strategies to Improve Engagement of Underrepresented Families:

Increase Support for Parent Communication:
The LEA will continue to provide translation services to communicate and seek the input for decision making from parents who are Triqui speakers. This includes providing translated documents and interpretation services to ensure that all parents, regardless of their primary language, can fully engage with and understand school communications.

Improving Parent Education Programs:
The LEA plans to increase the number of workshops and training sessions for parents, particularly those of students with disabilities and English learners. These programs will provide parents with the tools and knowledge to support their children's academic success and understand the educational system better.

Targeted Outreach to Underrepresented Groups:
The LEA recognizes the need to improve outreach and engagement with underrepresented groups, including parents of English learners, low-income students, and students with disabilities. This will involve targeted communication strategies, culturally responsive practices, and professional development for administrators and teachers to ensure all parents can actively participate in decision-making processes.	4	4	4	4	3	3	3	2	4	3	4	3	Met		2024-06-12	2024
27660760000000	Lagunita Elementary	3	This has been a challenge in recent years as we emerged from COVID-associated protocols and their effects. Staff and families work well together when clear and respectful communication is supported. The relationships continue to improve, with multiple additional events this year restored by the LEA: Parent Education Nights, Site Council meeting both in person and online, after school clubs with parent volunteers, a spring Open House, additional parent/teacher conference opportunities, and greater participation in Parent Club events.	Partner input from families is extremely positive overall, but there are parents who have voiced that they would very much like more opportunities to assist with classroom activities. The LEA is exploring various ways to have additional ELOP-facilitated activities to build relationships between school staff and families.	The LEA continues to work to improve representation of all families on School Site Council and in activities to solicit feedback from underrepresented families. Our annual survey participation remains at close to 50%. Our Site Council has added two members this year but we'll need to add an additional parent next year.	Lagunita's partnerships are solid. We've successfully maintained our twice a year parent conferences, as well as SSTs and other Intervention team supports with meetings in the fall and spring. We have added additional partners this year, with great success. The Kids Eat Right program generated a lot of interest and positive feedback; and an expanded Arts Council program brought in a fantastic new art teacher for two separate sessions. We also partnered with Harmony @ Home for the first time, bringing an anti-bullying coach onto campus one day each week. We offered field trips this year to two local partners, the Monterey County Historical Society and the Salinas Library. And we strengthened our partnership with a group of PE teachers called PLAAY, while sustaining our STEAM program on-site.	Given multiple challenges with accessing transportation and multiple demands on instructional time, we did not meet our goals for Field Trips this year. We plan to continue our work to get our students off campus and into the community more often, and we know that our parent community is in support of this.	"We've worked to make sure our partnerships serve all students. This was the impetus behind our Library partnership, where we visited a newly remodeled library near the school to process library cards for each student. This partnership allowed 100% of our students to have access to the resources of our local library. Having ""demystified"" the library system for students, in future years we want to build on this partnership and return for library programs and special events."	We are an isolated and rural campus, with the majority of our families coming from neighboring districts. Thus our parent community is widely dispersed. We have not been successful in turning out families for Parent Education Nights, School Board meetings, or Site Council meetings. The LPTC only has a few non-officer parents who attend. Many families do not live nearby the campus and attend Lagunita on Interdistrict Transfers.	Lagunita has multiple opportunities for parent input--our Site Council, School Board, and Parent Club (LPTC) being the most visible. But we are a small school/district, and direct conversations between parents and administration are just as commonly used for seeking input. Underrepresented families continue to be be prioritized in this process, particularly as all three groups will be seeking new membership and leadership positions.	Our next Site Council and LPTC meetings are scheduled with an agenda focused on LCAP input, and both groups provided forums for important input. But parent attendance has been low in both forums, as well as at School Board meetings this year. Our Open House was extremely well attended this year, with over 80% participation and nearly 100% of unduplicated families attending (all but one).	3	3	4	5	4	4	5	3	5	3	5	4	Met		2024-06-25	2024
27660840000000	Mission Union Elementary	3	The LEA's current strengths and progress in building relationships between school staff and families was enhanced this past year with the implementation and consistent use of an all school communication platform with ClassDojo. Utilizing this platform increased communication between teachers, parents, and administration and helped build relationships to strengthen all relationships.	The focus area for improvement in building relationships between school staff and families would be to streamline messages to once a week from administration so as not to overwhelm parents and the school community with too many messages each week.	The LEA will improve engagement of underrepresented families in relation to building relationships between school staff and families by continuing to provide support through our partnerships with the Monterey County Office of Education's homeless and foster youth department for additional supports, services, and resources to share with families. Providing support for English Language Development for our EL Learners and their families through surveys and informational nights.	The LEA's current strengths and progress in building partnerships for student outcomes is the connection we have created with families. The District plans to continue this though increased family events and informational opportunities, as well as developing a Parent Advisory Committee to gather additional input.  Currently, we have used yearly surveys for parent input together information and make school wide decisions toward enhancing student outcomes.	The LEA's focus area for improvement in building partnerships for student outcomes is to develop more opportunities to build partnership structures such as a PAC to include all parent input.	The LEA will increase opportunities to develop relationships with underrepresented families through parent informational nights, inviting families and community partners to build relationships with the school as the center hub. This will provide presentations on the local resources available for these families and students.	The LEA's current strengths and progress in seeking input for decision-making is that if identifies the strength and power of building this connection with the LEA and families, and identifying this as a need to address for the 2024-25 school year.	The LEA's focus area for improvement in seeking input for decision-making is implementing parent ifnormsstion evening events, inviting community partners to attend and present information, providing a PAC advisory committee to help identify areas of strength and growth, provide solutions to problems, and develop goals for the school and student outcomes toward all major decision-making affecting the school.	The LEA will increase opportunities to develop relationships with underrepresented families through parent informational nights, inviting families and community partners to build relationships with the school as the center hub. This will provide presentations on the local resources available for these families and students.	4	5	3	5	3	3	3	3	2	2	2	3	Met		2024-06-12	2024
27660920000000	Monterey Peninsula Unified	3	In MPUSD we believe that the key to closing equity gaps is by the direct participation by impacted communities in the engagement, development and implementation of solutions and decisions that directly impact them. MPUSD values community engagement, as well as building capacity of site level leadership to create authentic and collaborative experiences for their families and communities. The district continues to invest in a communications specialist, parent engagement coordinator, parent educator to connect the district, school sites and parents, as well as enhance communications, engagement, and transparency efforts.

The district has actively engaged all educational partners in multiple ways to provide feedback and input that contribute to the development of the plan, including districtwide community Town Halls, site-based Town Halls, surveys, Cabinet Chat Town Halls with all staff, and regularly scheduled school site councils, English Learner Advisory Council, and District English Learner Advisory Council.

Educational partners defined include: parents, teachers, district and school site staff, administrators, students, community leaders, Monterey Bay Teachers Association, Classified School Employees Association, District Advisory Committee, District English Learner Advisory Committee, SELPA, Board of Education members. Understanding that educational partners are more likely to attend and provide engagement at their local school level, the district made a concerted effort to engage parents and staff during school-level School Site Council meetings.

MPUSD has made significant strides in fostering strong partnerships within our school community. By prioritizing community engagement and investing in dedicated staff, we have created a foundation for shared decision-making and collaborative problem-solving.

Our commitment to equity is evident in our efforts to amplify the voices of historically marginalized communities. By providing multiple avenues for input and feedback, we have empowered parents, students, and staff to actively participate in shaping the educational experience. Building on these successes, we will continue to:
-Deepen community engagement: Expand opportunities for two-way communication, such as parent-teacher conferences, cultural events, and online platforms, to strengthen relationships and build trust.
-Enhance data-driven decision making: Utilize student achievement data to inform partnership goals and measure the impact of collaborative initiatives on student outcomes. 
-Invest in professional development: Provide ongoing training for staff on effective partnership building, cultural competency, and inclusive practices.
-Expand partnerships with external organizations: Collaborate with community-based organizations, businesses, and higher education institutions to provide additional support and resources for students.	This year, the district has engaged with a third-party partner, ThoughtExchange to enhance its engagement efforts. This tool will allow us to engage with an increased number of families and get additional input, particular from those who may not always speak up. This anonymous way to gather input will help guide the district on identifying ways that families would like to be engaged and partnered with. In addition, the district is enhancing how it conducts its District English Learner Advisory Committee to increase representation from all school sites. The ultimate goal of our partnerships is to help educate, inform, and support our families so together we can support all of our students.

We also added the role of an LCAP task force who supported in the development of key goals and strategies. The Task Force played a crucial role in shaping a school district's educational direction. Its primary function was to support the evaluation of the LCAP metrics.

Key responsibilities this of the LCAP Task Force were:
-Data Analysis: Collecting, analyzing, and interpreting student performance data to identify areas of strength and weakness.
-Goal Setting: Developing measurable goals aligned with the state's priorities and the district's specific needs.
-Stakeholder Engagement: Involving parents, teachers, staff, students, and community members in the LCAP process.
	This year, the district is looking enhancing and increasing parental feedback through a tool that will all ALL families to have voice. Sometimes when families come together, the more vocal stakeholders provide a majority of the feedback. ThoughtExchange is a tool that allows multiple voices to participate in a way that they feel comfortable in engaging with the district and school. The rollout of this tool for gathering input in our Local Control Accountability Plan and in our parent/family workshops and other will provide additional data so we may improve the engagement of our families. Another way is through the enhancement and increased participation in our District English Learner Advisory Committee meetings.

A prioritized next step is to monitor the impact and successes of key strategies we are engaging in. We will measure increased participation rates from underrepresented families, the diversity of ideas generated, and the amount of feedback from new participants we receive.	The Monterey Peninsula Unified School District continues to make significant progress in the engagement of families over the last seven years. In addition to the enhanced offerings of parenting classes districtwide, increased participation at the school site level in the English Learner Advisory Council, School Site Council, and in the districtwide District Advisory Council and District English Learner Advisory Committee, we also increased opportunities for parent education in supporting their children in being career and college ready at the high school level. The district invested in a community and parent engagement coordinator, and increased its community liaison support to further maximize parent engagement. Specifically, this year past year the district offered 9 workshop courses or series and 3 districtwide events. The workshops, include Abriendo Puertas, Partners for Peace, Strengthening Families Program, PIQUE Family Program, Cara Y Carazon, Early Learner Round-Up events, Drug Prevention Event, Back-to-School Bash.	The district on the right track and focusing on parenting opportunities in the form of workshops, classes, series for parents to understand how they can engage with their teacher, principal, school and district. MPUSD scheduled Back to School Connection conferences TK-8th grade where teachers engaged in empathy interviews with families. Student led conferences were also held where students shared their progress and goals for the year. The district's family and parent engagement coordinator continues to coordinate districtwide opportunities and partners with school site community liaisons to help support families at their school site. Focus areas will continue to identify and implement ways to increase participation at school and district wide events (e.g., movie nights, family nights, math/reading nights, Back-to-School, Open House, and more) as well as ways to help support families in small groups or 1:1 so they feel welcome partners in their child's education.	The district will continue to identify ways to support our Spanish-speaking families so they can learn how to navigate the school and district system in an effort to help their child(reb) succeed at school. Through the work of our District English Learner Advisory Committee and our school site English Learner Advisory Committees, MPUSD will identify opportunities to support families with resources and support to help their child academically.

Through the use of surveys (e.g., ThoughtExchange conversations), the district will gather input and feedback from families on what they need in the ways of support.	The district actively engages all educational partners in multiple ways to provide feedback and input, including districtwide community Town Halls, site-based Town Halls, surveys, Cabinet Chat Town Halls with all staff, and regularly scheduled school site councils, English Learner Advisory Council, and District English Learner Advisory Council. With the addition of a our family engagement coordinator, the district is engaging smaller groups of parents in deeper dialogue to learn how MPUSD can further engage underrepresented educational partners.

Educational partners defined include: parents, teachers, district and school site staff, administrators, students, community leaders, Monterey Bay Teachers Association, Classified School Employees Association, District Advisory Committee, District English Learner Advisory Committee, SELPA, Board of Education members.

Understanding that educational partners are more likely to attend and provide engagement at their local school level, the district made a concerted effort to engage parents and staff during school-level School Site Council meetings. A complete listing of all formal engagement meetings can be found in the district's Local Control Accountability Plan.	The district will focus on increasing the number of stakeholders (educational partners) we engage in the decision making process. As stated earlier, the use of a new tool, ThoughtExchange, allows for partners to provide input and feedback in an anonymous way without taking a lengthy survey. Additionally, those who do not always feel comfortable participating are more likely to engage with this new tool. In conversations with other districts, they have seen their engagement process improve and increase with the use of ThoughtExchange.	The district will enhance its efforts to engage more educational partners through its District English Learner Advisory Committee, as well as through the use of ThoughtExchange. This tool has a simple user interface and offers multiple language translations. There is one simple question that is easy to understand and allows families to provide feedback on any issue/topic that they are navigating.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-25	2024
27660922730240	Learning for Life Charter	3	In order to maintain or build relationships with our families, LFCLS has implemented multiple methods of communications.  To keep in touch with our students and their parents, each staff member has portable digital devices and peripherals, plus a Google Voice number, allowing remote text and voice communications, in addition to their office-based email and phones. We have implemented mass email and text systems to communicate with all families.  We have also greatly increased our use of video conferencing.  Every family has learned how to use it and it is a daily part of our outreach.
	A focus area for improvement would be to hire more bilingual staff.	To improve engagement of underrepresented families, LFLCS will convene meetings to engage them in a continuous improvement process.	The centerpiece of our program for building partnerships is our frequent, 1:1 contact with families.  Students and parents are provided the opportunity to meet with their supervising teacher at least once per week.  Our counselors, school-community liaison, tutors, education specialists, and other support staff are available to families every day.  LFLCS has engaged in extensive training of all staff in trauma informed care, to improve our capacity to partner with families and to provide support to families in fostering students' learning and development in the home.	LFLCS will focus on developing our understanding of the impacts on students of social media, and explore ways to make our school a cell phone free zone.	To improve engagement of underrepresented families, LFLCS will track parent participation in weekly progress meetings and develop tiered responses to nonparticipation.	LFLCS students and guardians are provided the opportunity to meet with teaching and other staff at least once per week.  Students are encouraged to negotiate with the teachers around the particulars of their individualized educational program.
LFLCS hosts a virtual meeting each month to which all families are invited where information is shared and input sought related to Title I and/or English learner programs.  The information is provided in English and Spanish.
At the end of each school year, surveys are sent to all students and guardians regarding our academic programs, school climate, and budget plans for the next school year.  Results are incorporated into our strategic plan and annual LCAP.
The school staff meets weekly.  A standing agenda item is working together to engage students and families.
	A focus area for improvement will be to broaden the scope and reach of our monthly virtual meetings.	LFLCS will improve engagement by tracking participation in our virtual meetings and reaching out with invitations to underrepresented families.	5	5	5	5	4	4	5	5	4	3	3	4	Met		2024-06-26	2024
27660926118962	International School of Monterey	3	"ISM is built on a foundation of open exchange and family involvement. A pervasive sense of community success stems from working toward common goals, including funding and continuous school improvement. Communication and idea exchange among students, families, faculty, staff, and trustees, as well as underrepresented groups, are strongly encouraged.

Consistent with the CDE's Family Engagement Toolkit, ISM has developed an intentional and systemic partnership of educators, families, and community members who share responsibility for student preparation for school, work, and life.

ISM educational partners work to strengthen two critical dimensions of family engagement. The first, trusting relationships between educators and families, is fostered through various activities:

-Orientation: One for incoming kindergarten families in spring and another in late July for new grade 1-8 students and families. These orientations were converted to a virtual format during the pandemic and are available on the website for ongoing access.
-Back to School Picnic and Welcome Coffee: Held in August for new families, offered by the ISM Community Connection and the Community and Culture Team.
-Kindergarten Readiness Assessments: Include a parent input/learning component.
-Welcoming Rituals: Administrators and staff welcome students and families in the morning and say goodbye at the end of the day, while teachers greet students at classroom doors each morning.
-Community Building: Emphasized during the first two weeks of school as part of ISM’s responsive classroom expectation.
-Parent Meetings: Encourage participation in the educational program, including back-to-school night, Parent Advisory Committee (PAC), Parent University, Community Connection Meetings, 1 Night, 1 Community events, and Strategic Advisory Team (SAT).
ISM also hosts community and culture-building events through the Community Connection parent group, including:

-Around the World Festival in the Fall
-ISM Has Talent Show in the Winter
-Community Potluck in the Spring
-Family Bingo Night
-June Fun Run
Food and childcare are provided during these events to encourage parent participation.

ISM completes identity-related units of inquiry under the IB Primary and Middle Years Programmes to learn about each family’s strengths, cultures, languages, and goals. The school incorporates more literature and curriculum resources that reflect the backgrounds of its student population.

The ParentSquare platform supports regular two-way communication between school and home, with automatic translation into each family’s home language of choice.

Staff feedback highlights the welcoming and friendly environment, regular communication with families, opportunities for family involvement, and efforts to make everyone feel included. The term ""ISM Community"" is commonly used and reflects a solid and connected school community."	Our current focus for this dimension is to find ways to sensitively draw in families of underrepresented students so they continue to feel included in our school family as a whole while their unique voices and perspectives are better understood and acted upon. This includes ongoing efforts to fully understand barriers to connection such as meeting times and childcare.	The school has created the following proposals to improve the engagement of underrepresented families:
-Sending surveys at the beginning of the year to identify both barriers to participation as well as times for participation that work best for most families
-Providing ongoing instructions on how to utilize our language options in both our communications platform and website to expand access in all languages
-Including both in-person and virtual options during some events to increase access for families
-Sending personalized email and phone messages to targeted families to encourage direct participation in meetings that align with family interests
-Increasing the number of community and cultural events on campus during the year
-Providing food and childcare during evening events to remove any barriers to participation.
-Increasing the number of board members and committee members who can speak towards the needs of underrepresented families.
-Creating a parent database that showcases family interests, background, talents, etc, so the school can personally reach out to families to encourage more connection
-Promoting resources in our local community that can help our parents during evening events like Back to School Night
-Explore ways to have a parent center on campus to foster parent and staff connection	"On the second critical dimension of family engagement identified in the CDE’s Toolkit—the connection of family engagement activities and efforts to student learning—ISM’s particular strengths include these programs and activities:

ISM asks each family to contribute three FAMILY HOURS per month for the first student enrolled at ISM and one additional hour for each additional child. In response, families contribute 13,000-14,000 hours of service each year. Many of the volunteer activities, such as classroom support, Schoolwide Enrichment Model teaching, fieldtrip driving and chaperoning, and library support engage parents and grandparents directly in the learning process. 

ISM releases students at 12:55 every Wednesday. The ISM staff then engages in a variety of PROFESSIONAL DEVELOPMENT AND PLANNING activities until 5:00pm. This includes trainings that increase the ability of teachers and the administration to increase their capacity to partner with families, recently including Multiple-Tiered Systems of Support (MTSS) and Inclusion trainings.

ISM conducts formal CONFERENCES twice per year: teacher-led conferences in the fall, and student-led conferences in the spring. Beyond the formal, ISM has a clear open-door policy for families to access teachers and administrators to discuss any concerns and requests.

ISM provides multiple ONLINE PLATFORMS where parents can see and track their students’ work. These include SeeSaw, a portfolio-management solution and ManageBac, a learning management and reporting platform specifically designed to support International Baccalaureate schools.

Staff feedback noted the following strengths:
""We have a strong in-house SPED team that has made it a lot easier to be in constant contact about students' progress and needs. We also have an interventionist team that is supporting students on SSTs that work closely with the teachers.""
""We have weekly grade level meetings and if we need to reach out to SPED or admin, we have the opportunity then.""
""There are various offerings for families to be more informed are through Back to school nights, Parent University, online communications with teachers and admin. There is an MTSS system to help support struggling students through the SST and IEP processes and collaborations between teachers, support staff and families."""	Our focus area for improvement on this dimension is to go beyond our current standard of providing multiple opportunities for student and family input to inviting them to engage in advocacy for themselves and for all students, particularly for those with specific needs such as special education services, language learning support, and behavioral intervention. This will include both required and supplemental annual notices regarding student and parent rights, such as parents’ right to see their children’s student records.	The school has created the following proposals to improve engagement of underrepresented families:
-Providing ongoing instructions on how to utilize our language options in both our communications platform and website to expand access in all languages.
-Sending more frequent systematic and ongoing information about student performance through our online platforms including score reporting
-Explicitly embedding approaches to include all students and families in professional development opportunities throughout the year
-Explicitly reviewing and monitoring student assessment data during planning meetings in order to share information with families  
-Providing additional professional development on to engage families in the learning environment so students see their parents as involved and caring for their education too
-Providing more time for staff to work in areas of need so they can develop strategies to engage families thoughtfully	Involving families in ISM decision-making has been a core strength since our opening:

-Board of Trustees: At least half of the ISM Board of Trustees must be parents, per our charter. In 2023-2024, 4 of 8 trustees were parents of current students. They represent families and make major school decisions.
Board Meetings: Scheduled board meetings allow family input during public comment times and participation in action item discussions.
-Parent Advisory Committee: Meeting monthly, this committee includes a wide range of parents who collaboratively address strategic issues. Parents can attend as many meetings as they like. Agendas are based on prior discussions, covering topics like report card updates, culturally responsive curricular resources, and inclusion.
-Strategic Advisory Team: This team guides the annual ISM LCAP update, including representatives from families, teachers, non-teaching staff, administration, the board, ISM Foundation, ISM Community Connection, and community partners. They use multiple data sources to propose updates for board approval and assess progress toward LCAP and California School Dashboard target outcomes.
-Annual Surveys: ISM administers end-of-year surveys for students, parents, and staff to gather feedback on the academic program and overall operations, identifying strengths and areas for improvement.
-Coffee with the Admin: Weekly sessions with the ISM Head of School and administrators offer updates and Q&A opportunities. Topics change monthly, but the focus is always on enhancing each student's experience. In 2023-2024, these sessions included discussions on LCAP, family engagement, and Dashboard input, conducted in English with Spanish interpretation available. Meetings are held face-to-face and virtually.
-Informal Interactions: ISM welcomes family presence in classrooms and on campus, fostering informal interaction among trustees, administrators, staff, students, and parents. This atmosphere of continuous improvement allows for extensive input on what is working and potential enhancements.

Staff feedback highlights the strengths of ISM's inclusive decision-making process:
-Teachers listen to and collaborate on suggestions, prioritizing students' best interests.
-Numerous ways to give input, both digitally and in person.
-Commendable efforts in involving parents in the LCAP decision-making process.	Though we see overall ISM community involvement in decision-making as a significant strength, we recognize the need to increase involvement for specific subgroups, including underrepresented students and families. Thus, our ongoing focus for improvement in this area is to strengthen the Parent Advisory Committee built on the foundations of our current Climate, Culture, and Community Team, student support services, the ISM Community Connection, and other current groups and programs to further strengthen family involvement by articulating core beliefs about engagement and recommending related policy to the ISM Board of Trustees.	"The school has created the following proposals to improve the engagement of underrepresented families:
-Proposing times for parent meetings that meet the needs of families depending on formal surveys and information interactions.
-Offering childcare services at some meetings to increase parent participation.
-Combining parent meetings with cultural events to increase the number of parents involved.
-Personal invitations (in person, via phone, via email) to specific parents and families to encourage more robust participation from various subgroups
-Continue to provide food at meetings to encourage participation of all families (and represent multiple cultures in the food offerings)
-Creating an anonymous ""mailbox"" or suggestion box so families feel free to provide feedback without undue concerns"	3	4	3	4	3	4	4	3	4	4	3	3	Met		2024-06-11	2024
27661340000000	Pacific Grove Unified	3	Pacific Grove Unified School District has taken significant steps toward building positive relationships between school staff and families. In addition to our long-standing parent groups and school site council, PGUSD sought parent and community feedback with specific meetings designed to elicit feedback for our Local Control and Accountability Plan. We had five parent advisory council meetings with parents of student with disabilities and English learners present. There were also two community input meetings to gather feedback regarding our goals and another to share survey data. Also, there were two community input meetings – one focused on cultural proficiency and another on school safety. Both meetings informed our goals on the LCAP.	PGUSD has made improvements by intentionally reaching out to historically underrepresented groups in 2023-2024. Our work around cultural proficiency and partnership with local community groups has helped us along this path. The district’s main area for improvement remains establishing clear communication with our multi-language speaking families.	PGUSD will improve the outreach to our underrepresented families by increasing the amount of messaging that is distributed in Spanish – our largest language spoken at home next to English. We will also continue to offer automatic translation services (Google translate or similar) for our written communication. PGUSD will extend our contracts for translation services with Language Line and Document Tracking Services.	PGUSD’s current strengths in building partnerships for student outcomes begin with our efforts at the elementary level. During annual parent conferences, teachers review student strengths and areas of need with our parents while also giving guidance to families for how to support student learning in the home. This same feedback is part of the comments on student report cards as well. At the secondary level, parents can monitor student progress through ParentVue – online access to student grades. PGUSD will also continue college nights to assist parents in supporting students through the application process and identify available financial aid opportunities.	One academic area where secondary parents and students expressed a strong opinion was homework. Both groups mentioned that homework was assigned over school breaks when our district homework policy forbids this practice. As a result, one of our LCAP actions is for our secondary schools to review and recommit to the PGUSD homework policy.	PGUSD holds English Learner Advisory Committee meetings at the elementary and district levels. These meetings are opportunities to answer any questions families have regarding our educational system. A standing feature of these meetings is instruction and guidance for assisting our English learners at home. We used the input from these meetings to create LCAP actions to build a robust peer-to-peer tutoring program in PGUSD and fund the after school homework club for English learners.	PGUSD took significant steps forward in gathering input for decision-making. In addition to standing parent groups such as our Parent Teacher Associations and school site councils at each school, the district increased the number of community input meetings. We held two LCAP community meetings, five parent advisory LCAP meetings, four student advisory LCAP meetings, and sent an LCAP survey to families, students, and staff. Additionally, subject specific community meetings were held to gather input on our Cultural Proficiency Implementation Plan and School Safety. Superintendent Dr. Linda Adamson also held more than 200 listen and learn meetings with community members to identify needs and areas of strength for the district.	The district will continue to expand our outreach efforts and our greatest area for improvement is gathering input from our families who speak a language other than English at home. Although we have had translation services available at our input meetings, attendance at our meetings by multilingual families has been limited.	PGUSD will improve engagement by building on our successes this year by making our meetings and surveys accessible for all families. We will ensure that our surveys are available in Spanish (the largest language spoken in our district other than English) and concentrate outreach efforts to reach a more diverse audience. Also, as we continue to implement our Cultural Proficiency Plan, we will create a more welcoming school environment for all of our families.	5	5	4	4	3	4	4	4	4	4	3	3	Met		2024-06-06	2024
27661420000000	Salinas City Elementary	3	Based on the District Parent Survey, there were 4,706 survey results collected.  (58.9%) This was the largest percentage that the District has received for participation in at least the last 10 years.  The survey identified the capacity to build trusting and respectful relationships with families shows improvement across the district.	SCESD has added two additional Family Resource Center satellites contained by various sites with continued focus on the goal of creating parent centers at each school site. An identified continued area of need is providing parents with resources and parent training to promote involvement in students' academic learning at home. Results from a parent survey show that 37% of parents (-2% from previous year) did not agree with the statement, “Schools provide parents with resources and training to promote parental involvement and students learning at home.” Therefore, SCESD will examine and modify the parent program to reflect an increased focus on academics. Parent Coordinators will be trained by the Director of Curriculum and Instruction and the director’s team on how to help parents support students academically at home, specific to the grade level and trimester of instruction.	SCESD employs a full-time Parent Coordinator at each school. Each Parent Coordinator provides parenting programs and training opportunities that assist parents in navigating through the educational system.
SCESD will continue to use the Panorama Platform, input from the LCAP and Community Schools development processes and family self-reflections to drive the work of parent and family engagement. Surveys are provided in digital and paper formats in order to give all families an opportunity to participate. Extra hours for staff will be provided to support families as needed.
Town Hall meetings will be scheduled to provide parents with information and provide opportunities to provide input and feedback. 
SCESD will continue to provide workshops for families to attend.  These workshops and conferences will include parents, staff, and outside partners who will be invited to present information on a wide variety of topics. Training will be provided to staff in an effort to increase inclusion and cultural understanding. This will help to build relationships between school staff and families of unduplicated students. Additional translators to support communication will be provided at events where parents and families are participating.	SCESD has made significant progress in developing community partnerships to support families.  SCESD in the Initial Implementation phase, actively working towards building and strengthening these partnerships. One of the strengths of SCESD lies in its commitment to understanding the specific needs of its stakeholders. By regularly assessing the requirements and challenges faced by staff, students, and parents, SCESD is able to identify strengths and areas of improvement. 
Areas of Strength:
Partnerships with school community parents continues to be an area of strength. According to results from the 2023-24 fall parent survey, 89% of parent participants responded favorably to “The school invites parents to participate in school planning such as School SIte Council (SSC) and English Language Advisory Committee (ELAC). This was a 3% increase from last year. In addition, 84% of parents responded favorably to the question, “Do you feel welcomed at your child(rens) school?”
Another strength in the SCESD is the continued effort to provide opportunities for stakeholders to have input on district initiatives by providing a variety of virtual stakeholder input meetings as well as surveys during the pandemic period. Teams of stakeholders include the following:
•DELAC
•Parent Advisory Committee
•LCAP Leadership
A significant area of strength to highlight from a recent parent-family survey is in the area related to communication and support for families within our district. 
Additionally, approximately 69% of families reported receiving information on what they can do at home to help their child(ren) improve their learning. While this percentage suggests that a majority of families are receiving some form of support, it also indicates that there is a considerable percentage of families who may not be receiving the necessary guidance and resources to actively engage in their child(ren)'s education at home.	SCESD strives to build upon student outcomes by partnering with parents. According to a Parent survey, 76% of families reported feeling clear about their child(ren)'s grade-level standards and goals. While this demonstrates some level of understanding, it also highlights that there is room for improvement in effectively communicating academic expectations to a significant portion of our families.	SCESD has identified the need to enhance the engagement of underrepresented families. SCESD will enhance family support programs tailored to the unique needs of underrepresented families, including Immigrant and English learners. These programs may include workshops, seminars, and resources focused on topics such as academic support at home, navigating the education system, and promoting parent-child communication. By providing targeted support, SCESD aims to empower underrepresented families and strengthen their capacity to actively participate in their child's education.	SCESD has identified the need to enhance the engagement of underrepresented families. SCESD will enhance family support programs tailored to the unique needs of underrepresented families, including Immigrant and English learners. These programs may include workshops, seminars, and resources focused on topics such as academic support at home, navigating the education system, and promoting parent-child communication. By providing targeted support, SCESD aims to empower underrepresented families and strengthen their capacity to actively participate in their child's education.	SCESD’s district survey showed a favorable response of 59% in regard to family engagement, however, SCESD will work on improving the opportunities for parents to participate with the online parent survey. School site Parent Coordinators will be given extra hours to work with bilingual parents or parents who need support with the online survey. 
Another area for improvement is to increase stakeholder input participation for parents of students with disabilities by providing more opportunities to meet and collaborate with school and district staff about the IEP process. For example, quarterly parent meetings will be set and parents will have the opportunity to add items to the agenda. In addition, parents of students with special needs will continue to be invited to participate in two yearly District-wide Parent Conferences.	To improve engagement of underrepresented families SCESD will work on maintaining and or establishing parent and community committees and discussion forums so parents have an opportunity to connect, share experiences, and seek advice in order to make decisions. Parents will receive community resources so that they have access to educational resources, including workshops that support their understanding of curriculum expectations and enable them to assist their children with homework. SCESD will continue to provide resources to help create a warm environment at each school and work to create parent centers or hubs where parents may receive resources, information, and translating support.	3	4	3	4	3	4	3	4	3	3	3	3	Met		2024-06-18	2024
27661590000000	Salinas Union High	3	Salinas Union High School District (SUHSD) is committed to enhancing staff capacity to build trusting and respectful relationships with families. We prioritize raising staff awareness about the importance of parent engagement at all levels and the opportunities available to families at the district level. Each school site has a Community Liaison (CL) who connects families to the school and community resources. CLs work directly with their site principal and staff to engage parents in various committees and activities.
CLs organize weekly parent meetings at their respective sites where parents can meet, receive information, and ask questions to and from various departments within the school. Additionally, we have two Parent Involvement Coordinators (PICs). One PIC supports the CLs and coordinates workshops, conferences, and parent committees to engage parents in learning, decision-making, and conducting needs assessments. The second PIC supports parents of students with Individualized Education Programs (IEPs) by providing resources and connecting them to community agencies. This PIC also offers monthly workshops focused on the rights and responsibilities of special education (SPED) students and parents and understanding IEP goals and metrics.
Furthermore, the district provides multiple opportunities for families to engage in decision-making committees such as DELAC, ELAC, SSC, PBIS, the Safety Committee, site Cafecitos with the principal, and the LCAP Parent Advisory Committee. Finally, our Community Schools Committee has successfully developed and analyzed our needs assessment, which led us to apply for and be awarded three implementation grants. 
	Our District is committed to fostering ongoing, authentic communication with parents to build genuine and empathetic relationships that support their children's education. To achieve this, we will continue providing opportunities for families to engage in two-way communication systems. The District will maintain its partnerships with Language Line and Talking Points to offer pathways for two-way communication in various languages. Additionally, schools will continue to host parent meetings with principals and community liaisons to gather parents' feedback and provide regular updates.
However, there is a need for more opportunities for parents to provide authentic feedback at both the district and school levels. We will work together to develop and implement best practices that encourage meaningful participation from all parents. Similarly, we need to collaborate with administrators to view parents as partners in the education of our children.
	SUHSD continues to work on understanding and respecting students’ family cultures. However, staff need more support to learn about our families' strengths and cultures. We must continue providing our school staff with student site demographics to increase awareness of underrepresented students, particularly those from non-English or non-Spanish-speaking families. We are actively seeking a Mixteco/English/Spanish translator to support one-on-one interpreting services, small parent groups, and ongoing school and district announcements.
Furthermore, we will continue assessing the needs of our underrepresented groups, including African-Americans and Mixtecos, through parent, staff, and student committees. We will also reach out to newcomer families and underrepresented families with students who have IEPs. This will include offering workshops, announcements, newsletters, and videos about our district policies, events, and decision-making processes (e.g., LCAP, SPSAs, DELAC).
	Salinas Union High School District (SUHSD) provides families with information and resources to support student learning at home. Parents are invited to workshops on education, health, and parenting at both district and site levels. Parents of students in specialized programs like AVID, Advanced Placement, or Future Farmers of America can also access various parent events and committees.
Each school site has a community liaison whose primary role is to reach out to parents. These liaisons conduct weekly parent meetings, providing tools to support students' education, needs, and plans. Community liaisons share essential information during these meetings to help parents better understand their children’s education. Parents also have the opportunity to meet, learn from, and receive resources from school personnel and community agencies. Additionally, the district has two parent coordinators: one dedicated to supporting families with students in special education and the other collaborating with all ten community liaisons and other district departments.
Parents can support their children academically through the Parent View App, online textbook guides, the district website, and site parent meetings. The Parent View App allows parents to monitor student's academic grades and attendance and provides multiple reports on state assessments. Students can access 24/7 online tutoring services and college/career planning tools.
All district students can now receive online academic support from a third-party service. They can schedule on-demand sessions, log in as needed, or follow an academic learning plan. Students and their families can also access Naviance, a web-based tool that helps students plan their goals after high school, including college and career opportunities.
	Our district has various tools and resources for families to monitor student outcomes. We also provide ample district opportunities for families to engage in learning. However, we need to ensure that each site takes ownership of the learning opportunities for parents and that these resources are shared regularly at a school site. Therefore, we will continue to work with designated staff to provide ongoing training on the various resources and tools available for our families and teachers throughout the school year to continue supporting the families or teachers.
Furthermore, our district is working on implementing one communication tool for all stakeholders. This would include our website, phone messaging, texting, and emails. The new platform will be available to communicate in various languages, supporting us in increasing our two-way communication between school and home. We are committed to ensuring that all stakeholders feel heard and involved in our efforts to improve student outcomes.	SUHSD provides professional learning and support to teachers and principals to enhance the school’s partnership with families. During orientation week, new SUHSD staff receive information on parent engagement. However, this is an area of growth for our district. To address this, SUHSD will share research on parent engagement and the educational gaps faced by underrepresented students, such as migrants, English Learners, and those experiencing homelessness. SUHSD will monitor these underrepresented students' academic performance, attendance, and behavior. This data will be shared with site administrators and parent liaisons, who will then provide training and resources to families to support their student's academic progress.	SUHSD is enhancing the capacity of personnel to engage families in advisory groups and decision-making effectively. Administrators receive annual training on the School Site Council and support with Title I meetings. They are also trained and updated on the LCAP so that they can conduct their LCAP site community meetings effectively. English Learner Specialists receive support from the new English Learner Director and their designated site administrator during their monthly job-alike meetings. Additionally, designated administrators or directors train and support staff leading advisory groups such as PBIS, parent groups, LCAP District Parent Advisory, book adoptions, and DELAC.
SUHSD is also building the capacity of family members and supporting their effective engagement in advisory groups and decision-making. Interpretation services are provided to increase Spanish-speaking parents' participation in committees. The district supports parents by providing childcare and flexible meeting schedules. Parents receive training on parliamentary procedures and instructional scaffolding strategies to help them communicate, learn, and engage in committees effectively.
SUHSD offers families opportunities to provide input on policies and programs. Parents can provide input on policies such as the student handbook, cell phone policy, dress code policy, and a hotline number for reporting incidents. Additionally, parents can offer input on programs by attending school meetings like ELAC, DELAC, DAC, LCAP, PBIS, Safety, FFA, SSC, parent groups, class nights, and AP parent nights. Finally, parents can provide feedback through Healthy Kids, LCAP, and parent workshop surveys.	The district's focus area for improvement in seeking input for decision-making is to enhance family outreach and increase participation in decision-making committees. Although there has been a positive trend in participant numbers, there is still room for growth. The district aims to improve all stakeholder feedback in surveys by at least 10% from the previous year annually. To achieve this, SUHSD collaborates with site staff and the community to support families in providing necessary feedback. Additionally, SUHSD will focus on finding a better electronic platform to facilitate constant input from parents.	As mentioned in previous responses, we will continue implementing systems to seek input in decision-making plans. However, we will also increase outreach to our underrepresented families by maintaining our Mixteco and Newcomer family committees. Additionally, we will continue collaborating with our Special Education Department to serve the underrepresented families of students with IEPs. This includes offering multiple small discussion roundtables and virtual/hybrid educational meetings.	4	3	2	4	3	4	3	4	4	3	4	3	Met		2024-06-25	2024
27661670000000	San Antonio Union Elementary	3	The LEA has worked hard this year to strengthen and build relationships between the staff and families. The
Superintendent/principal tried to be present at community events to build community relationships between the staff,
families, and the community. The district made a clear effort to communicate effectively with families.	The district would like to continue to improve communication and building of relationships between school staff and
families. A monthly newsletter and added communication platforms for families that speak languages other than 
2024-25 Local Performance Indicator Self-Reflection for San Antonio Union School District Page 10 of 16
english will be utilized to increase communication and input from all families. The website will continue to be a priority
and updated regularly.	The newsletter program and the texting program utilized will have capabilities to translate to the families chosen
language. The administration will also be making an effort to obtain input from families of English Learners.	The MAPS testing was distributed to families at conferences to help parents see where their student is academically
in comparison to other students. This assessment gives families the ability to see student outcomes and growth
throughout the year.	The administration will require teachers to give parents a more regular update on student outcomes through progress
reports or weekly reports.	Communication and outreach through invitations to input meetings, surveys, and individual outreach will focused on
engaging underrepresented families.	Being a small district, administration is able to make individual contact with most educational partners to seek input
for decision-making. Surveys are a secondary sources of input.	The district will be working to increase the number of families that participate in surveys. Having the surveys
available for parents to complete at Open House. The district will also be offering food to entice families to participate
in events and decision making meetings or brainstorming sessions.	The district will ensure their are interpreters available at all events to ensure all families have access to the
information. Additional efforts to engage underrepresented families will be made through individual contacts.	2	3	3	3	3	2	3	3	3	3	3	2	Met		2024-06-13	2024
27661750000000	San Ardo Union Elementary	3	The LEA provides for numerous events through out the school year to invite family members to the school to build relationships with staff. These events are well attended and include back-to-school night, an Hispanic Heritage celebration, a fall festival, a winter
program, numerous sporting events, the Day of the Child celebration, Drop Everything and Read event, field trips, open house, and end of the year celebrations. All parents are also invited to attend and participate in School Site Council.	Based on the analysis of educational partner input and local data, the LEA's focus area for improvement in building relationships between school staff and families will be providing further opportunities to develop a parent volunteer group to coordinate school side events for all families to be involved.	Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families by supporting the families with bilingual translators and additional community resources.	The LEA's strength and progress in building partnerships for student outcomes includes providing parents with diagnostic test results
for math and E/LA and strategies that can be used at home to support student learning progress.	Based on the analysis of educational partner input and local data,  the LEA’s focus area for improvement in Building Partnerships for Student Outcomes will be on providing families with information and resources to support student learning in the home.	Based on the analysis of educational partner input and local data,  the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes by providing support for student learning in the home.	The LEA's current strengths and progress in seeking input for decision-making includes an 85% participation rate in the parent survey and consulting with parents for input on decision-making at school site council.	Based on the analysis of educational partner input and local data, the LEA’s focus area for improvement in Seeking Input for Decision-Making will be providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.	Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making through outreach strategies to ensure their input is included.	4	4	4	4	4	3	5	4	4	4	5	3	Met		2024-06-18	2024
27661830000000	San Lucas Union Elementary	3	Current strengths include providing bilingual translation at all parent and site meetings. Parents appreciate the hands on learning provided in the Maker Space that allows for culturally relevant, real world application.  ELO programming has included family outreach trips to which parents can attend. The school offers monthly enrichment activities to which parents are invited. LEA also networks with resource organizations to provide families with donations of food and clothing, as well as bicycles, computers, computer classes, books, and other various items that benefit families.	Focus areas include: additional teacher/staff training on how to provide an inclusive and welcoming environment to all families, continuing with site family events and increasing home communication in families native language.	The LEA is providing training , along with MCOE, on how to best support McKinney Vento families at our August Professional Development. We are also continuing our partnership with the Sunset Center which provides outside supports for families in need.	Strengths- timely communication and continued partnerships with referral services. (Sunset Center, King City Library, ART & Music lessons with Sol Treasures.	Increase the family/parent participation rates at site events (SSC/ELA/ Parent Club) and bring on additional parent volunteers.	Personal phone calls / invitations in parents native language, increase frequency of positive phone calls home, bring in additional partners as applicable (outside services)	Surveys are provided in written form in Spanish and English. Survey questions are also read aloud in both languages.	Increase efforts to invite parents and inform them of upcoming events/ meetings that seek input. Consider how we relay information (content and accessibility) and increase communication to include letters, social media and the school website that sends updates.	The LEA will improve engagement of underrepresented families by reviewing how we relay information (content and accessibility) and increase communication to include letters, social media and the school website that sends updates.	2	3	2	2	3	2	3	1	3	3	3	3	Met		2024-06-06	2024
27661910000000	Santa Rita Union Elementary	3	SRUSD has implemented diverse communication channels, including newsletters, school websites, social media, and parent portals, keeping families updated on school events, student progress, and key announcements. Regular workshops and seminars help parents understand the curriculum and assessment strategies, enhancing their ability to support their children's education. The district celebrates cultural diversity through various events, promoting inclusivity and belonging.

Language support services in Spanish and Mixteco ensure non-English-speaking families participate in school activities. Family resource centers offer educational materials, community services, and adult learning opportunities like ESL and civics classes. These centers, staffed by community liaisons and groups, foster family-school engagement.

Parent-teacher conferences, including student-led ones, have become more personalized through both in-person and virtual interactions. Digital tools provide real-time updates on students' performance. For families with special needs students, SRUSD ensures active involvement in regular IEP reviews with support from Special Education Program Specialists.

Collaboration with community organizations has broadened family support, addressing health, wellness, and socio-economic challenges. Partnerships with local businesses and non-profits enhance family support services.

Ongoing staff training on family engagement and cultural competency improves relationships with families, recognizing their diverse backgrounds. This has increased parental involvement in school activities, enhancing the home-school connection and fostering a supportive community. Improved family-staff relations contribute to a welcoming atmosphere, boosting student well-being and engagement.	Enhanced Communication Channels: Establishing more effective and consistent communication methods to keep families informed about school activities, student progress, and available resources, include increasing families utilization of digital platforms (ParentSquare), regular newsletters in print and digital, and face-to-face meetings.
Family Engagement Programs: Implementing programs that actively involve families in the educational process including workshops, family forums, family nights, and volunteer opportunities that encourage family participation in school events and decision-making processes.
Cultural Competency Training: Providing training for school staff to better understand and respect the diverse cultural backgrounds of families, with a specific focus on . This aims to foster a more inclusive environment where all families feel valued and understood.
Feedback Mechanisms: Creating opportunities for families to provide feedback and share their concerns or suggestions. This will include ThoughtExchange, family forums facilitated by CCSC, and regular meetings between school leadership and parent-teacher groups.
Support Services for Families: Continue offering resources and support services that address the needs of families, such as counseling, academic support, and community resource referrals through the family resource centers and community liaisons.
Building Trust and Collaboration: Developing clear expectations and fostering a welcoming and supportive school environment that promotes trust and collaboration between school staff and families	
1. Establish multiple communication platforms to ensure timely and accessible information sharing, including translations and interpretations to ensure access for non-English speaking families.

2. Provide ongoing professional development for school staff on cultural awareness and equipping them with the skills to effectively engage with diverse families.

3.  Employ dedicated family liaisons and community outreach coordinators who understand the cultural and linguistic backgrounds of underrepresented families. These liaisons will bridge the gap between the school and families, offering personalized support and building trust.

4.Organize culturally relevant and inclusive events that celebrate the diversity of the school community. These events will provide opportunities for families to connect with school staff in a welcoming and informal environment.

5. Create structured opportunities for families to provide feedback and participate in decision-making processes through family advisory councils that represent the voices of underrepresented groups.

6.  Ensure that all families have access to necessary resources, such as technology for virtual meetings, transportation for in-person events, and clear information about school programs and services.

7. Offer workshops and informational sessions that empower parents with knowledge about the school system, academic expectations, and ways to support their children’s education at home.

8. Collaborate with local community organizations that serve underrepresented populations to extend outreach and support efforts	
Robust Community Engagement:
SRUSD has established strong relationships with parents, community partners, and community organizations. These partnerships have facilitated various support programs, such as expanded learning opportunities, mentoring, and cultural connections all of which have created a well-rounded support system for students.

Collaborative Decision-Making:
By actively involving families as educational partners in the decision-making process, SRUSD ensures that policies and initiatives are reflective of the community's needs. Regular town hall meetings, surveys, and advisory committees have been instrumental in gathering diverse perspectives and fostering a sense of shared responsibility.

Comprehensive Support Systems:
SRUSD continues to develop multi-tiered systems of support (MTSS) to provide targeted interventions for students at risk. This approach, combined with thorough reviews of Individualized Education Plans (IEPs), ensures that special education students receive the necessary resources and attention.

Professional Development:
Investment in continuous professional development for educators has strengthened instructional practices. Training programs focused on addressing the needs of English Language Learners, students with disabilities (SPED), Foster, and Homeless students have equipped teachers with the skills to effectively support diverse learners.

Enhanced Instructional Technology:
The integration of advanced instructional technology has been a major focus, promoting critical thinking, collaboration, and personalized learning. SRUSD's efforts in this area are evident in improved student engagement and achievement metrics, particularly in subjects like English Language Arts and Mathematics.

Targeted Academic Support:
Specific actions have been taken to address areas of concern highlighted by the California Dashboard. For instance, targeted instructional strategies and additional resources have been implemented for students at New Republic Elementary and Gavilan View Middle School, particularly focusing on SPED, ELL, and socioeconomically disadvantaged students.

Equity and Anti-Racism Initiatives:
The SRUSD is committed to creating an inclusive educational environment. Mandatory and ongoing training programs addressing discrimination, anti-blackness, and bullying have been instituted. These initiatives emphasize transparent communication, support for affected students, and regular policy reviews to foster a safe and supportive school climate.

Student Voice and Empowerment:
Efforts to amplify student voices have been successful, with the SRUSD implementing campaigns and events that raise awareness about equity and anti-racism. Restorative practices have been integrated to support students and staff, promoting a strong sense of community and belonging.	
1. Enhanced Collaboration with Families and Communities:
   - Strengthening family and community engagement through regular communication, workshops, and resources to support student learning at home.
   - Creating platforms for parents and community members to participate in decision-making processes and provide input on educational programs and policies (Family-Community Forums)

2. Professional Development:
   - Offering professional development opportunities for educators to build their capacity in engaging families and fostering strong partnerships.
   - Training staff on effective communication strategies and cultural competency to better connect with diverse family backgrounds.

3. Student Support and Advocacy:
   - Providing support systems for students, including partnerships with local organizations to address academic and socio-emotional needs.
   - Implementing initiatives to ensure that student voices are heard and valued, fostering a sense of community and belonging within the school environment.

4. Transparent Communication and Response Plans:
   - Ensuring transparent and consistent communication regarding the district’s response plans to discrimination, bullying, and other issues affecting students.
   - Regularly reviewing and updating policies to improve support for affected students and maintain a safe, inclusive learning environment.

These focus areas aim to build strong, collaborative relationships between the school, families, and the broader community to enhance student outcomes and ensure educational equity.	argeted Outreach and Communication: Develop and disseminate multilingual communication materials to ensure information is accessible to non-English speaking families. Use various communication channels, including social media, community events, and home visits, to reach underrepresented families effectively.

Cultural Competency and Sensitivity Training: Provide professional development for staff on cultural competency, ensuring they understand and respect the diverse backgrounds and needs of underrepresented families. Train educators and staff to create a welcoming and inclusive environment that encourages family participation.

Partnerships with Community Organizations: Collaborate with local community organizations and cultural groups to bridge gaps and build trust with underrepresented families. Leverage community resources to provide support services, such as translation, transportation, and childcare, to facilitate family engagement in school activities.

Family Liaison and Support Services: Establish family liaison positions to serve as a direct link between schools and underrepresented families, helping them navigate the education system and access resources.Offer workshops and informational sessions tailored to the needs and interests of underrepresented families, focusing on topics such as academic support, mental health, and navigating school policies.

Inclusive Decision-Making Processes: Create opportunities for underrepresented families to participate in school governance and decision-making processes, ensuring their voices are heard and valued. Form advisory committees that include representatives from underrepresented groups to provide input on policies and programs affecting their children.

Feedback and Continuous Improvement: Regularly gather feedback from underrepresented families through surveys, focus groups, and community meetings to understand their needs and experiences. Use the feedback to continuously improve engagement strategies and address barriers that may prevent active participation.	SRUSD has demonstrated significant strengths and progress in seeking input for decision-making through its robust engagement with educational partners, including parents, students, staff, and community members. This inclusive approach is evidenced by regular feedback sessions, surveys, and collaborative meetings that inform strategic planning and policy development. SRUSD's commitment to transparency and responsiveness has led to meaningful partnerships and a shared vision for educational improvement. Additionally, the integration of diverse perspectives has enhanced the relevance and effectiveness of programs and initiatives, fostering a culture of continuous improvement and family empowerment. This progress is reflected in the increased trust and active participation from the community, contributing to the overall success and adaptability of SRUSDs efforts to meet the evolving needs of our students	SRUSD aims to ensure that unduplicated student groups, such as non-English speaking families and marginalized communities, are actively included in the decision-making process by providing multilingual resources and targeted outreach programs. Secondly, the SRUSD seeks to strengthen the feedback loop by not only gathering input but also clearly communicating how this input influences decisions and outcomes. This will involve implementing more transparent reporting mechanisms and regular updates to stakeholders on the impact of their contributions.	SRUSD will improve the engagement of underrepresented families identified during the self-reflection process by implementing several targeted strategies. First, the district will enhance communication efforts by providing multilingual resources and translation services to ensure all families can access information and participate in discussions. Second, SRUSD will organize culturally responsive community events and meetings at convenient times and locations to accommodate diverse schedules and needs. Additionally, the district will establish partnerships with local community organizations and leaders to build trust and facilitate outreach efforts. Finally, SRUSD will utilize various platforms, such as social media, newsletters, and dedicated family liaisons, to maintain consistent and open communication channels, ensuring that all families feel heard and valued in the decision-making process.	4	3	3	4	3	3	3	4	3	3	3	3	Met		2024-06-26	2024
27662250000000	Spreckels Union Elementary	3	The district has taken many steps in building positive relationships between school staff and families.  Various events are planned throughout the year to bring staff and families together, including Family Reading Night, Open House, Courageous Conversations, and (new this year) the first-ever Multicultural Day.	The district will continue to offer events that are multi-cultural and inclusive, like this year's Multicultural Day, to better connect with families who may have felt less connected to the school than others.	The district has included specific goals and actions in the 2024-25 LCAP (Goals 2 and 3) to address any shortcomings in family engagement.  Specifically, the district will enhance its communication and translation services to better support underrepresented families in the district and increase access to information (updates, board meetings, etc.) by expanding its ParentSquare applications and providing additional training at a Parents' Academy before the 2024-25 school year begins.  The district will also centralize its messaging platforms and rely more on social media to be more efficient in its communications with families and the community. Finally, the district has added an action to the 2024-25 LCAP that provides real-time Spanish-speaking interpretation (Goal 2: Action 9) for district meetings and events.	The district has strived to build partnerships to support student outcomes.  Specifically, the district's LCAP continues to include an action to provide all staff with adequate time for articulation and collaboration so teachers, principals, and support staff can support students and families. Many steps have been taken to provide relevant information in parents' home language, including a new action in this year's LCAP that provides real-time Spanish-speaking interpretation at district meetings and events.  Also, a great deal of time and energy has gone into establishing Special Education protocols for IEP's to ensure that parents understand and can exercise their legal rights and advocate for their students.  Similar time and energy have also gone into vetting the district's compliance with digital learning and student privacy issues: https://spreckelsdistrict.org/programs-services/technology/student-privacy/.	The district will continue to prioritize building partnerships for student outcomes with families and also with local organizations.  For example, in the 2024-25, Goal 3: Action 2 calls for the district to continue partnering with parent groups to offer diverse enrichment opportunities (i.e. full-time music teacher, art program, Folklorico program, Jazz Club, etc.).	With the addition of a full-time ELD teacher and aide, the district has done much better in targeted and personalized outreach to underrepresented families.  The year, the district held its second celebration for 20 newly reclassified ELL students.  The celebration was attended by many staff as well as the students' families.  The District's English Language Advisory Committee met more often in 2023-24 than in past years and helped to organize the district's first-ever Multicultural Day which celebrated the various cultures of the district's students and families.  Last, a new action, Goal 2: Action 9, provides real-time Spanish-speaking interpretation for district events and meetings.	The district has improved its efforts in seeking input for decision-making.  An LCAP Educational Partners' Committee met regularly to monitor the progress of the district's LCAP as well as make recommendations on goals and actions.  Moreover, the District's English Language Advisory Committee met numerous times this year to review and make recommendations to the ELD plan, LCAP Goal #2, and other relevant topics. Surveys are sent to various stakeholder groups in the spring to obtain additional feedback. In early August before the school year begins, the district will offer a Parents' Academy to support the use of various technology and communication tools.	The district will continue to take steps to improve seeking input for decision-making.  The steps are outlined in LCAP Goals 2 and 3.	Based on local data and self-reflection, the district has improved its efforts in relation to seeking input for decision-making from underrepresented groups, including offering Spanish-speaking interpretation services and offering a Parents' Academy.	4	4	5	5	4	5	4	4	4	4	4	4	Met		2024-06-18	2024
27662330000000	Washington Union Elementary	3	Washington Union provides many opportunities for relationship building within the school community.  Our staff provides an open door policy and encourages families to reach out when there is a need or concern.  The ParentSquare platform provides an outstanding communication tool that allows for teachers and parents to communicate regularly.  This allows families to receive information in a timely manner and stay up to date with what is happening in their child's classroom and in the school community. The district provides multiple opportunities for families to engage with school staff,  opportunities include participation in the following:  Student Study Teams, Back to School Nights, School Site Parent Orientations for Kindergarten and Incoming 4th & 6th grade students, Strategic Planning Commitee, School Site Council, District Advisory Council, Parent/Teacher Conferences, monthly board meetings, open house, fine arts performances and events, and volunteer opportunities at all sites. 

In addition to school based opportunities, the district also provides opportunities that engage the community as a whole, such as: Harvest Carnival, family movie nights, trunk or treat, family and student workshops around social emotional learning and academic areas, family dinner nights, district art show, science fair, book fairs, and the read-a-thon.	Based on survey data the district received for the 2023-24SY the district will focus on improving communication with parents regarding class/school activities and student progress.	Washington Union has a strong connection with families and our local community. We work closely with parents through volunteerism opportunities and invite them to participate as active educational partners in the informational processes of the district. The Washington Union Educational Foundation obtains local monetary donations to help fund our art and music programs.  The WUSD Parents' Club helps to raise money for other activities in the schools and promotes a sense of connectedness through various community events. The district has several parent input committees including School Site Council, District Advisory Council, and parent education sessions. 

Through the expanded learning opportunities program the district was able to provide access to extended daycare for unduplicated families.  In addition, we were able to provide summer programming to unduplicated families through a partnership with our local YMCA.	The district employs a full-time school counselor to support the staff to family connection, provide behavioral and emotional support to students, and assist the unduplicated student population with support and services specific to their needs.  To support student behavior and mental health, the district has retained the services of a bully prevention specialist during the 2022-23SY and will continue into the 2023-24SY.  Through a grant made possible by Monterey County Behavioral Health, the middle school will have the services of the bully prevention specialist one day per week.   While the specialist will work out of the middle school, it is the goal of the district that the specialist can also serve students at the two elementary schools as needed and time allows.

To address behavioral and academic concerns, the district has a multi-tiered system of supports to meet with families by first holding a Student Study Team meeting (SST).  If those supports/accomodations do not help correct the issues, more structured interventions are put into place. At the highest tier of support, the district may refer students for formal academic assessments or increased behavioral health supports. During this process, families are guided to assist them in the understanding of how to best advocate for their students.	Our staff professional development survey has helped us to identify areas where school staff would like additional support around academics, school safety, SEL, ELD, etc.  Parent/Student workshops were given throughout the 2023-24 school year which included internet safety, drug and alcohol use, social emotional learning and growth mindset.	Our parent educational workshops will include topics designed to support and educate our underrepresented families.	The district provides multiple forums to seek input for decision making, ppportunities include participation in the following: Strategic Planning Committee, School Site Council, District Advisory Council, Superintendents Coffee, Technology Committee and monthly board meetings.	WUSD will be adding a middle school student representative to the board of trustees in the 2024-25 school year.  By continuing to use ParentSquare as a communication tool, we will be working to broaden our reach to parents and diversifying representation on the various decision making committees.	The district provides multiple forums to seek input during the self-reflection process.  Opportunities include participation in the following: Strategic Planning Committee, School Site Council, District Advisory Council, Superintendents Coffee, Technology Committee and monthly board meetings.	5	5	4	5	4	5	5	5	5	5	4	4	Met		2024-06-19	2024
27738250000000	North Monterey County Unified	3	North Monterey County Unified School District has made significant progress in getting information out to families via social media, newsletters, and providing resources and workshops, particularly in providing information in multiple languages including English, Spanish, and Mixteco.	There are several identified areas of focus that need improvement in Building Relationships Between School Staff and Families including developing capacity of staff to build trusting and respectful relationships with families and
creating a customer service oriented environment so all families feel welcome. In addition, based on feedback from families, we need to work on engaging in two-way communication in language that is comprehensible and accessible to families. Of particular need is providing training to support staff in learning about each family's strengths, cultures, languages, and goals for their children.	Based on the analysis of educational partner input and local data, our District has developed new LCAP goals specifically to address the need to support sites and engage in two way communication, ensuring our schools identify the cultural assets each family brings so that there is a sense of community and belonging. This includes providing multilingual opportunities for families to engage with our schools and District.	Of particular strength this year has been several series of parent workshops based on family requests including Positive Discipline, Academic Supports, Mental Health Awareness, and Parent Focus groups that were conducted in multiple languages including Spanish, English, and Mixteco.	North Monterey County Unified School District has some significant work to do in providing professional learning and support to teachers and principals in improving capacity to partner with families, ensuring policies and programs are implemented for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, as well as supporting families in understanding and exercising their legal right to advocate for their own students and all students. With significant turnover in leadership, our staff was stretched thin and did not have the capacity to meet these needs at the site level.	North Monterey County Unified School District is committed to reaching out specifically to underrepresented families. We were able to successfully have representation at our LCAP Advisory meetings across underrepresented group due to personalized outreach. We will also use our Bilingual Community Liaisons to make personal calls to improve engagement of underrepresented families and also gather input to improve Building Partnerships for Student Outcomes.	Seeking Input for Decision-Making is a relative area of strength. We have been able to engage families in School Site Council, English Learner Advisory Committees, District English Learner Advisory Committees, and LCAP Advisory Committees. In addition, we have representation at our County's SELPA. We have also been able to send out surveys and gathered significant input and feedback in multiple languages. Of significant note has been our Parent Focus Groups where parents have been able to provide very valuable input on how we can improve our systems and better meet their needs.	One area of focus that we can improve on is providing opportunities for families, teachers, principals, and District administrators to collaborate and work together to plan, design, implement, and evaluate family engagement activities at school and District levels. We currently do not yet have a structure for all of those groups to work together and develop a systemwide plan of activities across sites and as a District.	We will continue to seek out input from our underrepresented families and leverage our Bilingual Community Liaisons to personally outreach to these families and invite them to engage across all levels of our organization including school site council, ELAC, DELAC, LCAP, and in our Parent Focus Groups. Develop formal family engagement group with specific outreach made to underrepresented families, provide training, and involve them in all phases of the family engagement plan.	2	2	1	2	2	3	1	1	4	4	4	3	Met		2024-06-27	2024
27751500000000	Big Sur Unified	3	All of our parents are part of the PTO.  Teachers are in daily contact with parents. All parents participate in an LCAP survey and in voicing school expectations. Two major school events are held each year with full parent participation along with field trip, assembly, SSC, board meeting, and parent conferences participation.	The Big Sur focus area is community and family - we call it the Pacific Valley family- everyone's voice is heard. Parents are invited to attend all meetings and special events including a winter show, a STEAM Festival, a promotion/graduation, and field trips.	Big Sur will continue to invite all families to all events and to stay in touch with every parent (daily if needed) regarding their children.	Teachers meet often with parents.  It is much more than a yearly parent conference.  Our school is small and parents are able to check in every day if so desired.	We plan to continue PTO, SSC, parent conferences, and invitations to be on campus.  We have been successful in this area.	We will continue to invite all families to participate in all events.  This had met with 100% success during the past year.	Big Sur has been extremely successful with seeking input for decision making by asking all parents to submit a survey and to participate in all  meetings.  The principal and the teachers have open door policies.	Big Sur will continue to use an anonymous survey as well as invite all parents and community members to board meetings, PTO, and other school meetings and events.	Big Sur has a translator at all meetings for our families who are not English speaking. All parents are contacted by email, phone, in person, and text to attend events and meetings.	5	5	4	5	5	4	5	4	5	4	4	4	Met		2024-06-04	2024
27751500118349	Big Sur Charter	3	Based on the analysis of educational partner input and local data, BSCS demonstrates significant strengths and progress in building relationships between school staff and families. One key strength is the built-in support provided to parents through regular meetings with teachers and the Home Educator Learning Program. This program empowers parents by equipping them with the necessary tools and knowledge to advocate for and educate their children effectively. BSCS's collaborative efforts with families ensure that students are fully engaged with the curriculum both at home and at the learning center. By offering additional support as needed, BSCS fosters a strong and supportive partnership between home and school, ensuring parents are actively involved in their children's educational journey.	Based on the analysis of educational partner input and local data, BSCS's focus areas for improvement in building relationships between school staff and families include enhancing our Courtyard Chats series by incorporating direct input from families. By leveraging the strong relationships we have with our parents and educational partners, we aim to create a more inclusive and responsive communication platform. Additionally, the benefit of operating as a small school allows us to foster more personalized and meaningful connections, ensuring that every family feels heard and valued in our community.	To improve the engagement of underrepresented families identified during the self-reflection process, BSCS will implement several strategic actions aimed at building stronger relationships between school staff and families. These actions, informed by educational partner input and local data analysis, focus on enhancing communication, increasing cultural competency, and providing dedicated support. 

BSCS will ensure that all communication is available in the languages spoken by underrepresented families, including translated newsletters, emails, and phone calls. Regular updates on school events, student progress, and community resources will be disseminated through various platforms such as social media, school apps, and text messaging. Additionally, school staff will receive professional development training on cultural competency to understand and respect diverse cultural backgrounds, along with workshops to address implicit biases and foster an inclusive environment.

Feedback from underrepresented families will be regularly solicited through surveys, focus groups, and community forums to understand their needs and concerns. BSCS will act on this feedback to demonstrate that the school values and respects their input, encouraging ongoing engagement. Furthermore, resource centers will be established to provide support services such as academic tutoring, counseling, and family workshops on navigating the education system. Collaborations with local organizations will offer additional resources and support, such as childcare during school events and transportation assistance.
	BSCS demonstrates several notable strengths and progress in building partnerships for student outcomes. One key strength is the small school environment, which fosters a close-knit community and allows for more personalized attention to each student. The small class sizes further enhance this personalized approach, enabling teachers to provide more individualized instruction and support.

Another significant strength is the school’s flexible and accessible communication channels for parents. Parents have the opportunity to set meetings with teachers and administration throughout the year, ensuring ongoing collaboration and the ability to address concerns or celebrate successes promptly. This continuous open line of communication strengthens the partnership between the school and families, promoting a unified effort towards student success.

Additionally, BSCS offers robust home education support, including a comprehensive home study guide. This resource empowers parents to actively participate in their children's education, reinforcing learning at home and providing a consistent educational experience. The availability of these supports reflects the LEA’s commitment to accommodating diverse educational needs and preferences, fostering an inclusive and supportive learning environment.

Overall, the school's strategies in maintaining small class sizes, facilitating year-round parental engagement, and providing home education resources collectively contribute to a strong foundation for student achievement. These efforts highlight the school’s dedication to building effective partnerships that are crucial for positive student outcomes.	Based on the analysis of educational partner input and local data, BSCS’s focus areas for improvement in Building Partnerships for Student Outcomes include enhancing tutoring services and increasing the frequency of meetings with parents. By expanding tutoring opportunities, BSCS aims to provide targeted academic support to students, addressing individual learning needs and promoting higher achievement. Additionally, more frequent parent meetings will foster stronger communication and collaboration between the school and families, ensuring that parents are actively involved in their children's educational journey and well-equipped to support their progress at home.	Based on the analysis of educational partner input and local data, BSCS will improve the engagement of underrepresented families identified during the self-reflection process by implementing culturally responsive outreach strategies and providing language support services. This includes organizing community events and workshops that are accessible and relevant to diverse family backgrounds, and ensuring that communication materials are translated as needed, Additionally, the LEA will establish regular feedback loops with underrepresented families to better understand their needs and incorporate their perspectives into decision-making processes, thereby fostering a more inclusive and supportive environment for all students and their families.	Based on educational partner input and local data, we demonstrate strong engagement and progress in Seeking Input for Decision-Making. The use of surveys, Courtyard chats, board meetings, and ParentSquare messages reflects a commitment to diverse communication channels. These efforts showcase an inclusive approach to decision-making, fostering transparency and community involvement. The school's proactive outreach efforts suggest a culture of responsiveness and collaboration, enhancing stakeholder satisfaction and facilitating informed decision-making processes.	Based on the analysis of educational partner input and local data, briefly describe school’s focus area(s) for improvement in Seeking Input for Decision-Making we will focus on increasing board meeting, and Courtyard Chat attendance.	To enhance engagement with underrepresented families, we will implement several strategies. First, BSCS will prioritize inclusive outreach methods, such as community forums and culturally sensitive communication channels. Additionally, BSCS will provide resources and support for family involvement, including translation services and childcare assistance, to remove barriers to participation. Through these efforts, we aim to foster a collaborative environment where all families feel valued and empowered to contribute to the educational process.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-20	2024
27754400000000	Soledad Unified	3	- Soledad USD's LCAP Advisory developed a multi-year communication plan that was approved by the Board of Trustees to increase meaningful communication to families and ensure the provision of inclusive environments for all students.

- Parent participation was increased during our educational partner meetings, both as participants and leaders.  Via the LCAP Advisory and DELAC committees, parents created subcommittees of families who greeted parents before and after school to solicit feedback on how SUSD can make their schools better places to learn via the LCAP survey. 

- SUSD was able to open its first Family Resource Center, which provides various parenting classes, education courses, and classes to take alongside their children.  The Family Resource Center has become the central hub of services for families district-wide, and works closely with the school sites to ensure families are provided with prompt support.

- 6 of 8 schools at Soledad Unified School District have received Community Schools Implementation Grant, which will expand on the following: (1) Integrated student supports, (2) Expanded and enriched learning time and opportunities, (3) Active family and community engagement, (4) Collaborative leadership and practices.	Part of building relationships with families is to ensure that the district/school values their student's background and identities.  According to the LCAP Educational Partner Survey, 60% of families who completed the survey indicated this was the case. 53% of families indicated they felt connected to other families in their district.  66% of four families also indicated that continued communication with their Family Student Support Liaisons would also help them improve their relationship with schools and families.	Because we currently have various staff members whose primary role is to assist families, we look forward to utilizing them strategically, and will be able to provide a more targeted approach in supporting students and families.  The ultimate goal is to be able to identify all families by name, strength, and need.  When reviewing our data, we will be able to develop SMART goals that will allow us to monitor progress at a more in-depth level and accomplish our goal.	- Staff implemented tiered reengagement strategies for students who were absent from distance and hybrid-learning or unengaged during instruction.  Outreach strategies included phone calls, personal contacts to offer support, technical assistance for device and connectivity issues, targeted intervention programs, home visits, weekly check-ins, contracts, after school online and in-person tutoring and revised schedules. 

- We have revamped our Student Success Team (SST) process and look forward to teaching our families about the new system.

Based on our educational partner input data, we had a total of 356 families complete the LCAP Survey. This number is 150 more than last year. In addition, we had more than 75 parents participate in our LCAP meetings, and ongoing feedback on a monthly basis from parents.

- We have also strengthened our outreach to families increasing our capacity for family intervention programs with various agencies. In a previous communication study conducted in our district, we were able to amplify our uses of platforms that we know our parents utilize the most. We have created awareness of positive activities happening throughout the district and given parents the opportunity to share any concerns they may have. We have also been working on providing our families with hybrid models for parent training as well as recordings, so that parents can review at a time that is most convenient to them.

- Outreach strategies included phone calls, personal contacts to offer support, technical assistance for device and connectivity issues, targeted intervention programs, home visits, weekly check-ins, contracts, and training opportunities. Through a communication study, it was found that the use of social media was vital for communication and therefore, we enhanced our current processes for communication to include posts on social media platforms, ongoing communication via Parent Square, and have created a more formalized process for newsletters.	Our area for improvement is ensuring we are identifying and targeting underrepresented families, and that families are aware of ways they could reach out for support.  We would also like to encourage additional visitations to our Family Resource Center.	"For the 24-25 school year, we anticipate creating a ""passport"" for parents as a way to encourage them to attend various events within their school setting.  Parents with the most ""stamps"", will have priority to attend field trips with their child/ren.  This practice will be integrated within our Positive Behavior Intervention and Supports (PBIS) at the school sites.  Events parents will need to participate in include but are not limited to Community School, School Site Council, Local Control Accountability Plan Advisory, and English Learner Advisory Council meetings.  

We will also consider incentives for participating at the Family Resource Center."	Over the past year, District staff have regularly sought the input from parents through surveys, focus groups, and meetings on a variety of pertinent topics such as safety, student learning, and parent involvement.  We also had various parents support us in distributing our yearly LCAP survey to families. Our increase in numbers is a testament to our families' support, knowledge, and understanding of the importance in collaboratively working together to support our students.	We identified that most parents supporting our school sites are primarily the same group of parents that participate for all activities and functions.	"For the 24-25 school year, we anticipate creating a ""passport"" for parents as a way to encourage them to attend various events within their school setting.  Parents with the most ""stamps"", will have priority to attend field trips with their child/ren.  This practice will be integrated within our Positive Behavior Intervention and Supports (PBIS) at the school sites.  Events parents will need to participate in include but are not limited to Community School, School Site Council, Local Control Accountability Plan Advisory, and English Learner Advisory Council meetings."	3	3	3	5	3	4	5	4	3	5	5	3	Met		2024-06-26	2024
27754730000000	Gonzales Unified	3	The Gonzales Unified School District continues to prioritize meaningful interactions and partnerships between school staff and families, recognizing the crucial role of family engagement in student success. Communication methods include, for example, ParentSquare, phone calls, newsletters, social media, and parent-teacher conferences to keep families informed. The sites and district create opportunities for collaboration through workshops, family engagement events, and volunteer programs that bridge school and home environments. Support services like counseling, translation, and parent education workshops to empower families and strengthen their involvement in student learning are key components to building relationships between home and school.	Gonzales' focus areas for improvement in building relationships between school staff and families include: enhancing accessibility of information and resources for families, particularly those from non-English-speaking backgrounds, strengthening consistent and proactive communication strategies, and providing ongoing training and support for school staff to improve their skills in family engagement.	To improve upon the engagement of underrepresented families, GUSD will tailor communication to the linguistic and cultural preferences of underrepresented families, build partnerships with community organizations and leaders who have trust and influence within underrepresented communities, and organize events and activities that are inclusive and accessible to all families.	GUSD has demonstrated strengths and progress in building partnerships for student outcomes through collaborative partnerships with community organizations, businesses, and local agencies to enhance educational opportunities for students, involving parents and families in decision-making processes and educational planning, and providing resources and support to empower families to contribute effectively to their children's academic success.	GUSD's focus areas for improvement in building partnerships for student outcomes include: expanding community connections and increasing efforts to identify and cultivate partnerships with a wider range of community organizations, businesses, and agencies to provide opportunities and resources for students and their families, ensuring that partnership opportunities are equitable and inclusive, and creating strategies for sustaining partnerships over time.	To improve the engagement of underrepresented families, GUSD will provide professional development to understand the role of cultural diversity in communications with students and families and will implement targeted communication that is accessible and inclusive, such as multilingual materials, translated documents, and communication channels that cater to different language preferences, offer family support services tailored to the needs of underrepresented families, such as workshops, counseling, and resources that address specific challenges faced in supporting their children's education.	GUSD demonstrates strengths and indicators of progress in seeking input for decision-making through several key practices including: Stakeholder Engagement - actively involving various stakeholders, including parents, educators, community members, and students, in decision-making processes; Transparent Communication - GUSD seeks to maintain open and transparent communication channels to disseminate information about decisions and seek feedback from stakeholders; Feedback Mechanisms - established structured feedback mechanisms, such as surveys, town hall meetings, and advisory committees, to gather input on important decisions affecting the community; and emphasizing continuous improvement.	GUSD's focus areas for improvement in seeking input for decision-making typically include: enhancing accessibility, broadening engagement, streamlining communication, and building capacity.	To improve the engagement of underrepresented families, GUSD will take the following steps:  conduct targeted outreach efforts to reach underrepresented families, establish partnerships with community organizations and leaders who have trust and influence within underrepresented communities, provide opportunities for underrepresented families to build their capacity to engage meaningfully in decision-making processes and commit to ongoing and sustained engagement efforts with underrepresented families to build trust and relationship.	4	4	4	4	4	4	4	5	4	4	4	4	Met		2024-06-25	2024
28102800000000	Napa County Office of Education	3	The Napa County Court and Community School Program (JCCS) has had huge success with making connections and strengthening relations with educational partners via the family service team. This team is comprised of (bilingual and bicultural) case managers, parent liaisons, and the interventions coordinator with the task of bridging families to the school program. The team ensures consistent communication is maintained with families. In addition to communicating through Facebook, the Camille Creek website, and ParentSquare platforms, the team checks in with all families biweekly at minimum via personal text, phone call, or email. This regular communication gives families an opportunity to share their needs, including basic needs, transportation, mental health, and schooling needs. The family service team collects family input so the school knows how to support students better. The team also creates opportunities for families to meet on campus to discuss various topics and shares information about community resources and referral opportunities with the families. JCCS is quite proud of the communication efforts extended to all of our students and families.

If certain challenges exist for families, this flags a social worker contact. The social worker will then conduct follow-up check-ins with the family. JCCS also hosts regular informal drop-in hours to connect families to community resources. Parents have reported that they see school as a resource/connection to other community resources. The amount of communication and weekly outreach to families has changed some parents' minds and increased their comfort level with sending students to campus. In our Fall 2023 Survey, 100% stated they feel welcome in the school environment and 97% stated they see the school staff as allies.	In alignment with our California Community School Partnership goals as well as feedback from family and staff surveys, JCCS would like to increase the opportunities for parent leadership on campus. We currently seek input via twice yearly surveys, Site Council and ELAC meetings, Student Team meetings and informal dialogue to gather input on the strengths and needs of the school program. However, we would like to create a parent leadership team to envision and execute more parent events at the school, both educational as well as recreational, as well as to be mentors to the newer parents entering and navigating a new system. In addition, we understand that although many of our staff are bicultural, many of the homeroom teachers are not and there is a benefit to increasing the staff education of our families cultural strengths and priorities for their children. This will help to increase sensitivity and decrease bias, creating a greater trust with the educational staff. Informed staff will increase cultural relevancy of curriculum in the class room and increase engagement with their students.	Our unduplicated families quite frequently need assistance in navigating the community supports available to them. Our Family Service team will continue to visit our local community partners to gain a clear understanding of the services offered. This allows them to better connect the families to the appropriate agency. We will increase opportunities for family engagement on campus, allowing parents to co-lead or lead events alongside our family service team. This includes events during the school day such as the tamale making event we hosted in December 2023. Personal outreach will continue in the form of meetings, texts, phone call, and parking lot chats and interactions will be tracked. We will continue to use multiple methods of outreach including ParentSquare, Instagram, Facebook to alert families to upcoming events both within the school, but pertinent events at the local school districts. We will continue to provide flexible meeting times to accommodate working families schedules. Parent's have cited that only 26% have access to a device at home, and through the Verizon Innovative Schools Initiative, we will send each student home with a device that has connectivity beginning with the 2024-2025 school year in order to increase digital equity for both our students and our families.	JCCS strives hard to engage parents through offering weekly communication, home visits, referrals to community services, and outreach that empowers families to better support their children. NCOE places a high priority that all families feel welcome. JCCS has an open door policy for two-way communication and employs 2 bilingual family liaisons, 1 social worker, and a family interventions coordinator. The parent liaisons reach out to parents on behalf of staff. The family interventions coordinator works with the chronically truant students and those students with extreme behavior problems. The school social worker stays in regular contact with parents. All students and their parents receive a biopsychosocial assessment and students are universally screened for depression. Resources and services are identified and provided based on need.

Every time students are absent, the family gets a personal phone call to find out what resources might be needed and what more the school can provide. JCCS prioritizes the need for students to attend school and working with families and their needs is foundational to increasing attendance. JCCS also partners with Parents Can, a local resource. Parents Can also meets with families to find more ways to support students in their school programs.	Local community partnership increase and collaboration has been a goal for JCCS the past 2 years and we intend to keep working to include new partners as we understand how their services align with our students and families. Partnerships have increased from 7 in SY 21/22 to 15 in SY 23/24. New partners include Feeding it Forward, Napa Valley Adult School, Career Point, Abode Services, Napa County Self-Sufficiency, Up Valley Family Center, Spirit Horse Therapeutic Riding Center, and the NVUSD Wellness Center Coalition. We not only make referrals directly to our families, but we invite our partnering agencies to our twice yearly Family Nights to meet with parents, share resources, and discuss services. In our spring 2024 survey, partners have asked to come to the campus on a more frequent basis as the understanding is more touch points will increase engagement. As stated above, there is a desire to host parent led workshops on campus and via zoom as well as increasing leadership opportunities. Lastly, we will track engagement and seek feedback through our surveys as well as informal conversations on new partnerships that could possibly improve the lives of students and parents in our community.	JCCS will continue outreach to provide opportunities for our unduplicated student's parents to connect with the school. Providing culturally relevant events, an inclusive school culture, and leadership opportunities will continue to build the connection and trust needed to open dialogue on how to better serve their students. It will also increase opportunities for our parents to connect with or be referred to our community partners.	JCCS continues to make progress with this local indicator as many opportunities are provided (both formally and informally) for families to participate and give input for program decision making. The school leadership/administration promotes an open-door communication policy inviting parents to share input on program decisions and individual feedback and needs anytime they are on campus. More formally, the Site Council and Parent Advisory Groups are invited to review program goals and provide input for decisions that help drive the development and refinement of the LCAP. JCCS also hosts two formal opportunities a year for all parents and other educational partners to provide input into the LCAP review and development process. Local educational partners, including parents, help make decisions for LCAP actions. The two family nights are an opportunity to educate parents on school programs and ask for input on program decisions. All school programs provide translation services to allow parents to participate fully. JCCS also collects input via surveys twice a year. More families have been completing the surveys and providing input on program policies and practices. JCCS also has two students who now serve on the Napa County Office of Education Board of Trustees. During the year, JCCS’s family service team stays in regular contact with families to ascertain needs, help support students who are struggling the most, and ensure that families have more resources to meet their needs.	JCCS would like to build a parent leadership team to involve parents in the planning and execution of family engagement activities as well as providing mentor services for new incoming families. We also seek to provide alternate methods of families to attend high stakes decision meeting such as providing zoom for parents who cannot make it to the campus.	Parent communication will continue via surveys and questionnaires. We will continue to offer flexible meeting hours to the families of our unduplicated students to decrease the impact on their work day. Further evening opportunities will be presented to increase ability to attend with possible accommodations such as food and child care. Although we discontinued most virtual meetings by parent request, we find that our partnering agencies are achieving good attendance at their zoom educational offerings, so providing online meetings and town halls in a digital platform will be goal to increase access and engagement with our unduplicated population. We will continue to provide translations services and/or multilingual staff for all communications with our families as well as translated materials. We will continue to be transparent with our student outcomes, keeping parents informed in a timely manner to gain feedback on school goals and initiatives.	5	5	4	5	4	5	5	4	5	5	5	3	Met		2024-06-18	2024
28662410000000	Calistoga Joint Unified	3	Results from our 2023-2024 LCAP survey confirm that parents feel our schools offer a welcoming environment and that our staff maintains trusting relationships with families. They district's use of ParentSquare for communication is appreciated by both families and staff. It allows for seamless communication between teachers and parents and the district and families.	Suggested improvements for more parent-teacher interaction by offering additional opportunities for parent/guardians at school with an increased focus on parent-teacher relationships to benefit students' learning experience.	Most of our families are considered underrepresented as 83% are considered SED, 87% are Hispanic, and 38% are English Learners. Results from our 2023-2024 LCAP survey confirm that parents feel our schools offer a welcoming environment and that our staff maintains trusting relationships with families. The district will continue to offer professional development to staff on culturally responsive teaching next year to include students' cultural references in all aspects of their learning. We will also be looking to implement new ways to engage our families in the educational process. Many of our families are engaged in non-traditional ways and we want to capture and encourage that engagement.	Our 2023-2024 LCAP survey results indicated that 79% of the CJUSD parents that responded feel our school(s) encourage them to be an active partner in educating their student (staff engages in conversations to support parent/guardian understanding, address questions, and advocate for student learning).	.	.	.	The District partnered with the Parent Institute for Quality Education (PIQE) to provide seminars on parent engagement and parent leadership. We continue to increase the number of families who graduate from the PIQE program with 72 graduates this year.Feedback on the workshops was overwhelmingly positive so the PIQE series
will be offered again in the 2023-2024 school year. Principals have continued to encourage families to participate in decision making by engaging in the District English Language Advisory Committee (DELAC), the English Language Advisory Committee (ELAC), the School Site Councils (SSC), and the Parent Teacher Organization (PTO).	.	4	5	3	5	4	5	3	4	4	4	4	3	Met		2024-06-17	2024
28662580000000	Howell Mountain Elementary	3	Based on the analysis of educational partner input and local data, Howell Mountain Elementary School District (ESD) demonstrates several strengths and progress in building relationships between school staff and families:
Strengths and Progress in Building Relationships

1. Regular Communication Channels:
   The district has established regular, open lines of communication between school staff and families through newsletters, emails, and phone calls. Feedback from educational partners indicates that families feel well-informed about school events, student progress, and any issues that arise.

2. Family Engagement Programs:
   Howell Mountain ESD offers various family engagement programs and workshops to involve parents in their children's education. Increased participation rates in these programs suggest that families are becoming more actively engaged and involved in the school community.
3. Parent-Teacher Conferences:
    The district conducts regular parent-teacher conferences to discuss student progress and address any concerns. High attendance rates at these conferences reflect strong relationships between teachers and parents, as well as a shared commitment to student success.
4. Collaborative Decision-Making:
Howell Mountain ESD includes parents and community members in decision-making processes through committees and advisory groups. The district has seen positive feedback from these educational partners, indicating that families feel their voices are heard and valued in school decisions.
5. Use of Technology:
 Strength**: The district effectively uses technology platforms such as school websites, parent portals, and social media to keep families updated and engaged. Increased usage of these platforms by parents shows that they are a valuable tool for maintaining ongoing communication and engagement.
6. Community Events and Activities:
Howell Mountain ESD organizes community events and activities that bring together families, students, and school staff.
These events have seen growing participation, fostering a sense of community and collaboration between the school and families.
7. Culturally Responsive Practices: 
The district implements culturally responsive practices to ensure all families feel welcome and respected.
Positive feedback from diverse family groups indicates that these efforts are successful in creating an inclusive school environment.
Howell Mountain ESD's strengths in building relationships between school staff and families are evident in their effective communication strategies, family engagement programs, and collaborative decision-making processes. The district's progress is reflected in increased participation rates, positive feedback from families, and the successful implementation of technology and culturally responsive practices. These efforts contribute to a strong, supportive, and inclusive school community, fostering better outcomes for students.	Based on the analysis of educational partner input and local data, Howell Mountain Elementary School District (ESD) has identified several focus areas for improvement in building relationships between school staff and families:
While regular communication exists, feedback indicates a need for more effective two-way communication channels where families can easily share their concerns and suggestions.
Developing more opportunities for interactive dialogue, such as virtual town halls, regular surveys, and suggestion boxes to ensure families feel heard and involved.
Some families, particularly those from underrepresented or minority backgrounds, may not be as actively involved in school activities and decision-making processes.
Implementing targeted outreach programs and culturally relevant engagement strategies to ensure all families, especially those from diverse backgrounds, feel welcomed and valued.
Non-English speaking families might face barriers in communication and engagement due to language differences.
Providing more translation services and bilingual support staff, and offering materials and meetings in multiple languages to better support these families.
While technology is used effectively, some families may lack access or the digital literacy skills needed to engage fully with online platforms.
Offering training sessions on digital literacy for parents and ensuring all families have access to necessary technology to participate in online communication and learning tools.
Families have expressed a desire for more face-to-face interactions with school staff beyond formal meetings and conferences.
Creating more informal events and opportunities for in-person interactions, such as family nights, open houses, and community-building activities.
 Families may not always see how their feedback is implemented or addressed. Establishing clear feedback loops where families are regularly informed about how their input has been considered and what actions have been taken as a result.
Howell Mountain ESD aims to enhance its relationships with families by focusing on more effective two-way communication, increasing engagement from underrepresented groups, supporting non-English speaking families, expanding access to technology, creating more opportunities for in-person interactions, and improving feedback mechanisms. These targeted efforts are designed to foster a more inclusive, responsive, and supportive environment for all families.
	Based on the analysis of educational partner input and local data, Howell Mountain Elementary School District (ESD) has identified several strategies to improve engagement of underrepresented families. These strategies focus on enhancing inclusivity and ensuring that all families feel connected and valued within the school community.
Strategies to Improve Engagement of Underrepresented Families
Implement specific outreach efforts to engage underrepresented families, such as personalized invitations to school events, regular check-ins, and culturally relevant communication.
Ensure that these families receive tailored communication that acknowledges and respects their unique cultural backgrounds and needs.
Provide professional development for school staff focused on cultural competency and sensitivity training.
Equip staff with the skills and understanding needed to effectively engage and build relationships with families from diverse backgrounds.
Increase the availability of bilingual support staff and ensure that all communications, including newsletters, meetings, and school events, are accessible in multiple languages.
Remove language barriers that might prevent non-English speaking families from fully participating in their children's education.
Establish family liaison roles or programs where designated staff or trained parent volunteers act as bridges between the school and underrepresented families.
Foster trust and provide a direct point of contact for these families, helping them navigate school resources and processes.
Organize culturally inclusive events that celebrate the diverse backgrounds of the school community and encourage participation from all families.
Create a welcoming environment where underrepresented families feel included and valued, promoting a sense of belonging.
Offer workshops and informational sessions for parents on topics such as navigating the school system, understanding academic expectations, and supporting their children's learning at home.
Empower families with the knowledge and tools they need to engage effectively with the school and support their children's education.
Implement regular surveys and feedback mechanisms specifically designed to capture the perspectives of underrepresented families.
Continuously assess and refine engagement strategies based on the input and experiences of these families, ensuring their voices are heard and acted upon.
Howell Mountain ESD will improve engagement of underrepresented families by implementing targeted outreach and communication, providing cultural competency training for staff, increasing bilingual support, establishing family liaison programs, organizing inclusive events, offering parent education workshops, and regularly seeking feedback from these families. These strategies are aimed at creating a more inclusive and supportive environment, ensuring all families feel connected, valued, and actively involved in the school community.
	Based on the analysis of educational partner input and local data, Howell Mountain Elementary School District (ESD) demonstrates several strengths and progress in building partnerships for student outcomes:
Strengths and Progress in Building Partnerships for Student Outcomes:
Howell Mountain ESD has established robust partnerships with local businesses and community organizations.
These partnerships have led to the development of programs that provide students with real-world learning opportunities, internships, and career exploration activities, enhancing their educational experience and preparing them for future careers.
The district collaborates effectively with nearby colleges and universities.
These collaborations have facilitated dual enrollment programs, professional development for teachers, and access to additional resources and expertise, thereby enriching the curriculum and supporting student success.
Howell Mountain ESD actively involves parents and guardians in educational processes through committees, advisory groups, and volunteer opportunities.
 Increased parental involvement has led to stronger support networks for students, contributing to improved academic outcomes and a more cohesive school community.
The district effectively uses technology platforms to maintain strong communication and collaboration with partners.
Enhanced use of digital tools has streamlined communication, facilitated virtual meetings and events, and provided greater access to resources for students, parents, and community partners.

Howell Mountain ESD has been successful in acquiring grants and mobilizing resources from various partners.
This additional funding has supported the implementation of innovative programs, technological upgrades, and extracurricular activities that benefit student learning and engagement.
The district has developed strong ties with local agencies and nonprofits that provide support services for students.
These partnerships have enabled the district to offer comprehensive support services, including mental health resources, tutoring, and after-school programs, contributing to the overall well-being and academic success of students.

Howell Mountain ESD's strengths in building partnerships for student outcomes are evident in their strong community and business collaborations, active involvement with educational institutions, engagement of parents and guardians, effective use of technology, successful grant acquisition, and support from local agencies and nonprofits. These partnerships have led to the development of enriching programs, improved access to resources, and comprehensive support services that enhance student learning and success.
	Focus Areas for Improvement
Expanding Career Technical Education (CTE) Partnerships:

Current Situation: While there are some existing partnerships with local businesses, there is potential to expand these relationships to provide more comprehensive CTE opportunities for students.
Improvement Focus: Develop additional partnerships with industries and businesses to create more internship, apprenticeship, and job shadowing opportunities. This will help students gain practical skills and experience in various career fields.
Increasing Collaboration with Local Higher Education Institutions:
Current Situation: The district has some collaborations with nearby colleges and universities, but there is room for more structured programs.
Improvement Focus: Strengthen and formalize partnerships with higher education institutions to expand dual enrollment programs, early college initiatives, and access to advanced coursework. This will provide students with greater opportunities for academic advancement and college preparedness.
Enhancing Parent and Community Involvement in Decision-Making:

Current Situation: Parents and community members are involved, but their participation in decision-making processes could be increased.
Improvement Focus: Create more structured and frequent opportunities for parents and community members to participate in advisory councils, committees, and feedback sessions. This will ensure diverse perspectives are considered in school decisions and policies.
Building Partnerships with Nonprofit Organizations:

Current Situation: The district has some partnerships with nonprofits, but there is potential to engage more organizations that can offer additional resources and support services.
Improvement Focus: Identify and partner with more nonprofit organizations that can provide mental health services, academic tutoring, enrichment programs, and family support services. This will enhance the overall support network available to students and families.
Leveraging Technology for Partnership Engagement:

Current Situation: Technology is used effectively, but its full potential for engaging partners has not been realized.
Improvement Focus: Utilize technology platforms to facilitate virtual collaboration with partners, host webinars and virtual events, and provide online resources and training for students, parents, and community partners. This will make it easier for partners to engage and contribute, regardless of geographical constraints.
Securing Additional Funding and Resources:

Current Situation: The district has been successful in obtaining some grants, but there is a need for more consistent funding to support partnership initiatives.
Improvement Focus: Actively pursue additional grant opportunities and alternative funding sources to sustain and expand partnership programs. This will ensure that innovative programs and support services can continue to grow and benefit students.

	Culturally Relevant Outreach Programs:
Action: Develop outreach programs that are culturally relevant and sensitive to the unique backgrounds of underrepresented families.
Implementation: Use culturally appropriate communication methods, materials in multiple languages, and outreach through community leaders who are trusted by these families.
Goal: Ensure that all families feel respected, understood, and valued in the school community.
Bilingual Family Liaisons:

Action: Appoint bilingual family liaisons who can bridge communication gaps between the school and non-English speaking families.
Implementation: Liaisons will assist with translation during meetings, help families navigate school resources, and serve as points of contact for any questions or concerns.
Goal: Facilitate better understanding and stronger connections between the school and underrepresented families.
Workshops and Training for Parents:

Action: Offer workshops and training sessions specifically designed for underrepresented families on topics such as navigating the education system, understanding student progress, and accessing resources.
Implementation: Schedule these sessions at convenient times and provide child care to encourage attendance.
Goal: Empower parents with knowledge and skills to actively participate in their children's education and advocate for their needs.
Regular Feedback Mechanisms:

Action: Establish regular and structured feedback mechanisms to gather input from underrepresented families.
Implementation: Use surveys, focus groups, and community meetings to collect feedback on school programs, policies, and partnership initiatives.
Goal: Ensure that the voices of underrepresented families are heard and their feedback is incorporated into decision-making processes.
Enhanced Communication Channels:

Action: Improve communication channels to ensure timely and accessible information is shared with underrepresented families.
Implementation: Utilize multiple platforms such as text messages, social media, and community bulletin boards in addition to traditional methods like phone calls and emails.
Goal: Keep all families informed about school events, opportunities for involvement, and student progress.
Inclusive School Events and Activities:
Action: Organize school events and activities that celebrate cultural diversity and encourage participation from all families.
Implementation: Plan events such as cultural fairs, family nights, and potlucks that highlight the diverse backgrounds of the school community.
Goal: Create an inclusive environment where all families feel welcome and connected to the school.
Partnerships with Community Organizations:

Action: Develop partnerships with community organizations that serve underrepresented populations to provide additional support and resources.
Implementation: Collaborate with these organizations to offer joint programs, resources, and services that meet the specific needs of underrepresented families.
	Based on the analysis of educational partner input and local data, Howell Mountain Elementary School District (ESD) demonstrates several strengths and progress in seeking input for decision-making:
Regular Parent and Community Surveys:

Strength: The district consistently uses surveys to gather feedback from parents and the community.
Progress: High response rates indicate that the community is engaged and willing to provide input. The feedback collected has been instrumental in shaping policies and programs.
Active Advisory Committees:

Strength: Howell Mountain ESD has established various advisory committees, including those focused on curriculum, budget, and school safety.
Progress: These committees, composed of parents, teachers, and community members, meet regularly to discuss important issues and provide recommendations, ensuring diverse perspectives are considered in decision-making.
Transparent Communication Channels:

Strength: The district maintains open and transparent communication channels, such as town hall meetings, newsletters, and social media updates.
Progress: Regular updates and clear communication have built trust within the community, encouraging more people to share their thoughts and suggestions.
Involvement of Educational Partners in Strategic Planning:

Strength: Educational partners, including teachers, parents, and local organizations, are actively involved in the district’s strategic planning processes.
Progress: Their input has directly influenced the development of the Local Control and Accountability Plan (LCAP) and other strategic initiatives, ensuring that the district’s goals align with the community’s needs.
Feedback Loops and Follow-Up:

Strength: The district has established feedback loops where input from stakeholders is not only gathered but also reviewed and acted upon.
Progress: Stakeholders receive follow-up communications that outline how their feedback has been utilized, which increases transparency and trust in the decision-making process.
Inclusive Engagement Strategies:

Strength: Howell Mountain ESD employs inclusive engagement strategies to reach diverse community members, including underrepresented groups.
Progress: Targeted outreach efforts, such as bilingual meetings and culturally relevant engagement activities, have successfully involved a broader range of voices in the decision-making process.	Based on the analysis of educational partner input and local data, Howell Mountain Elementary School District (ESD) demonstrates several strengths and progress in seeking input for decision-making:
Increasing Participation from Underrepresented Groups:

Current Situation: While there are efforts to engage diverse voices, participation from underrepresented groups remains lower than desired.
Improvement Focus: Implement targeted outreach strategies to actively involve underrepresented families and community members in surveys, meetings, and advisory committees. This may include offering more bilingual support, flexible meeting times, and culturally relevant communication methods.
Enhancing the Use of Digital Tools for Feedback:

Current Situation: The district uses digital tools for communication, but there is potential to better leverage these tools for gathering feedback.
Improvement Focus: Utilize online platforms and social media more effectively to collect real-time feedback from the community. Consider using mobile-friendly surveys, virtual town halls, and interactive forums to reach a broader audience.
Providing More Opportunities for Informal Feedback:

Current Situation: Formal surveys and meetings are the primary methods for collecting input.
Improvement Focus: Create additional informal opportunities for stakeholders to share their thoughts, such as suggestion boxes, coffee chats with administrators, and open office hours. These settings can make it easier for parents and community members to provide feedback in a more relaxed and accessible environment.
Strengthening Feedback Loops:

Current Situation: While feedback is collected, there is a need for more transparent communication on how this feedback is used.
Improvement Focus: Develop clearer and more consistent feedback loops where stakeholders are regularly informed about how their input has influenced decisions. This can be done through follow-up emails, newsletters, and updates on the district’s website, highlighting specific changes made based on community feedback.
Engaging Students in Decision-Making:

Current Situation: Student input is sought, but there is room to increase their active participation in decision-making processes.
Improvement Focus: Establish student advisory councils and create more opportunities for student voices to be heard in school governance. Encourage student-led initiatives and projects that allow them to contribute to the school community meaningfully.
Improving Communication of Decision-Making Processes:

Current Situation: The decision-making processes and how input is used can be more clearly communicated to stakeholders.
Improvement Focus: Enhance transparency by clearly outlining decision-making processes and timelines. Provide regular updates on key decisions, the rationale behind them, and the role of community input in shaping these decisions.
	Based on the analysis of educational partner input and local data, Howell Mountain Elementary School District (ESD) has developed specific strategies to improve the engagement of underrepresented families in seeking input for decision-making. These strategies focus on creating inclusive opportunities for participation, removing barriers to involvement, and ensuring that diverse voices are heard and valued in the decision-making process.

Strategies to Improve Engagement of Underrepresented Families
Targeted Outreach and Communication:

Action: Implement targeted outreach efforts to underrepresented families, including personalized invitations, culturally relevant communication, and translated materials.
Implementation: Utilize multiple communication channels, such as phone calls, emails, social media, and community meetings, to ensure accessibility and reach a wider audience.
Goal: Increase awareness and participation of underrepresented families in surveys, meetings, and advisory committees by addressing language and cultural barriers.
Bilingual and Culturally Sensitive Support:

Action: Provide bilingual support and culturally sensitive assistance to underrepresented families during engagement activities.
Implementation: Train staff members or recruit volunteers who are fluent in the languages spoken by underrepresented families to facilitate communication and provide translation services.
Goal: Ensure that language differences do not hinder underrepresented families from actively participating and contributing their perspectives to the decision-making process.
Flexible Meeting Times and Locations:

Action: Offer flexibility in meeting times and locations to accommodate the schedules and preferences of underrepresented families.
Implementation: Schedule meetings during evenings or weekends, rotate meeting locations to include community centers or neighborhood schools, and provide transportation assistance if needed.
Goal: Remove logistical barriers and make it easier for underrepresented families to attend and participate in decision-making meetings and activities.
Community Partnerships and Collaborations:

Action: Collaborate with local community organizations and leaders to reach underrepresented families and encourage their participation.
Implementation: Partner with community-based organizations, faith-based groups, and cultural centers to co-host engagement events, distribute information, and promote involvement in decision-making processes.
Goal: Leverage existing community networks and trusted relationships to foster meaningful engagement and build trust with underrepresented families.
Parent Leadership Development:

Action: Provide opportunities for parent leadership development and empowerment to underrepresented families.
Implementation: Offer workshops, training sessions, and mentorship programs that build parents' confidence, advocacy skills, and understanding of the school system.
	4	5	4	4	4	2	2	1	2	2	1	3	Met		2024-06-18	2024
28662660000000	Napa Valley Unified	3	"NVUSD has worked to develop a greater sense of connection between students and teachers, and schools and families.
Our parent survey data reflected that our actions to provide communication in a language our families understand have had the desired results. The survey data reflected the following differences between the results from the 2021-2022 and 2023-2024 school years:
The response to the statement ""I know what teachers expect of my child"" shifted from 78% affirmative to 78.4%.
The response to the statement ""I feel welcome at my child’s school"" shifted from 75.2% affirmative to 86.5%.
The response to the statement ""I feel language is not a barrier when I participate at my child’s school."" shifted from 80% to 95%
The response to the statement ""I receive communication from my child’s school in a language I understand."" shifted from 84.8% affirmative to 95.1%*
*These two statements had similar results from our multilingual families.

The improvement in the parent survey data reflects the almost 18,000 documented interactions that our parent liaisons had with our families.  The interactions focused on identifying resources to support student attendance, academic progress, or parent needs. These personal interactions have had a positive impact on our families' relationship with the district as evidenced by increased participation at school sites and our vibrant DELAC participation. Additionally, our parent learning series sessions were well attended with session topics varying from the dangers of fentanyl to the seal of biliteracy."	The focus for this year will be on layering communications in the form of ParentSquare (online communication platform), email, text communications, and through Parent Liaisons, such that all families receive needed information.	"Parent groups shared that many families have difficulty accessing electronic communication through ParentSquare (our main communication tool) impacting parents' ability to stay informed and engaged with the school. NVUSD will continue to provide parent liaisons at all schools to support parent access to information.  Additionally, NVUSD is working with a consultant, Scholar System, to develop our ""Ecosystem of Cariño"" ensuring that families develop a connection and closeness to the school."	Our parent liaisons serve as a key element in our engagement with families.  Since the beginning of the year, our parent liaisons had over 18,000 documented interactions with families to provide support and information.  The interactions focused on identifying resources to support student attendance, academic progress, or parent needs. These personal interactions have had a positive impact on our families' relationship with the district as evidenced by increased participation at school sites and our vibrant DELAC participation.	This year, NVUSD will continue an ongoing partnership with a local non-profit that provides Parent University services. Parent University is a model for which non-profit staff is housed at various school sites with large populations of underserved families. They conduct workshops and other related parent education opportunities, for the purposes of better supporting parents' abilities to help their children in school. The nature of the relationship with this non-profit is to expand their services to more schools and to collaborate more closely with administrative staff on those sites, to better support all aspects of parent engagement, as well as staff understanding of family needs.	For the last seven years, NVUSD has invested in Community and Parent Liaisons (classified support staff) at every site, whose role is to bridge the gap between under-served families and school systems. These liaisons support communications and parent education including; contacts related to absenteeism, lunch applications, academic needs of students, parent advisory groups, and school-related events. This past year parents of our District English Learner Advisory Committee (DELAC) and site English Learner Advisory Committees had the opportunity to participate in multiple session leadership academy.  Parents learned about the education system and opportunities for involvement as a parent.	"Our process for gathering educational partner input is intended to be as inclusive as possible. During the 2023-2024 school year, NVUSD engaged in a months-long strategic visioning process resulting in a community-driven vision, mission, and values. In addition, an online survey, with almost 500 respondents, was distributed to community for additional input. At all meetings with Spanish-speaking parents or community members, interpretation was provided or information was presented in Spanish (e.g., Spanish PowerPoint). Participants provided input based on current needs or priorities. Ideas were synthesized to address the needs of (a) all students; and, (b) Unduplicated Pupils (English Learners, Foster Youth, Special Education, low socioeconomic status), and students with IEPs, to meet the 8 state priorities and our six district goals. These engagement opportunities contributed to the development of NVUSD’s current LCAP. 

NVUSD's long-term vision and strategic plan will be adopted by the board in the coming month. Our new vision will have four parts:
1) A Graduate Portrait: A clear and ambitious description of what the community wants its students to know, be, and be able to do to prepare them to thrive in their lives and careers
2) An Adult Portrait: If we want these things to be true for our graduates, what has to be true for the adults who support them? Adults are defined as anyone working in NVUSD - not just teachers but also other instructional staff and business and operations staff. 
3) A Systems Portrait that will lead to the Graduate Portrait and Adult Portrait
4) A set of Core Values that outlines our beliefs that support all this work
Once our new 5-year strategic action plan, based on these new vision, mission, goals, and portraits, is developed and adopted by NVUSD's school board, a revised LCAP highlighting the new goals and progress monitoring measures will be drafted for the 2025-2026 school year. 

Additionally, all NVUSD schools have active School Site Councils (SSC), as a part of aligning all Single Plans for Student Achievement to NVUSD's Strategic Plan. One of the goals, central to the plan, is ""Strategic, Impactful Governance, and Policy Implementation."" School Site Council is a representative group, balanced by stakeholders, which must have parents, certificated and classified staff, and students where appropriate. SSC is the site-based group that supports administration with decision-making, where site funds and policy/program commitments are concerned. The implementation of active SSCs provides stakeholders with an opportunity for local decision-making advocacy."	Parent participation in school decision-making processes and programs is critical to supporting student achievement and building close partnerships between home and school. During our most recent parent survey, 86.5% of families who responded felt welcome at their child's school.  Moreover, only 78.4% of parents reported knowing what teachers expect of their children.  There is a need to provide clarity for parents regarding teacher expectations of students. Additionally, at this time, the majority of the work to engage staff and families in the decision-making process, for garnering feedback around policies and programs, is through district and site-based advisory groups. These groups meet annual requirements for training stakeholders, using needs assessment data as a means of identifying topics of interest, reviewing and discussing federally-monitored items such as; LCAP funding and Titles I and III programming requirements.	Direct person-to-person communication was indicated by our underrepresented families as a key mechanism by which they learn school and district information.  The increase of parent liaisons at the school site and the development of a parent ambassador program will support increased communication and engagement for historically underrepresented families.	3	3	3	4	4	3	4	3	4	4	3	3	Met		2024-06-20	2024
28662660108605	Stone Bridge	3	SBS conducts two parent teacher conferences per year with classroom teachers as well as two class-level parent meetings. In addition, town halls and coffee with administration are held several times a year as well as a back to school night where families can get information and ask questions. In addition, families at SBS form their own Parent Council where they may share information between families and staff. In a lengthy survey of parents/guardians in April 2024, respondents (63) indicated the following:

71% agreed that they understand the kinds of academic and non-academic support that are available to my child at SBS and 80% that their child receives the resources and support that they need at school.

100% of parents agree/strongly agree that SBS encourages parent involvement and participation and 98% agree/strongly agree that I enjoy participating in SBS activities and events.

92% feel their family's language, culture, and traditions are respected at SBS and 88% that SBS maintains a positive and welcoming school climate.

In the realm of communication, 92% of parents/guardians agree/strongly agree that communication with their child's teacher is easy and productive, and 92% that parent-teacher conferences are valuable and informative. In addition 90% agree/strongly agree that they are able to communicate with SBS Administration as needed.

94% agree/strongly agree they feel welcome to participate at the school. 98% say school staff treat parents with respect. 88% that school staff take parent concerns seriously. 96% say school staff are helpful to parents.	Based on feedback from forum gatherings and survey information, consistent and regular communications with parents/guardians from teachers and administration is strongly desired and should be expanded through various channels, as well as increased opportunities to participate in school activities, events, parent education, festivals, and forums. In addition increasing work and broadening the scope of diversity and inclusion efforts remains a top area of improvement and priority.	Understanding that potential for student success is increased with a solid, strong partnership with families, Stone Bridge School diligently works to create trusting and respectful relationships with families. Newly enrolled families participate in a New Family Orientation meeting with the Executive Director and the Educational Program Director, and are also welcomed by our Parent Council members during the all-school pre-start of school gathering. Parents are encouraged to serve on committees and the Parent Council and are afforded other ways to be an active part of the school life (field trips, classroom support, etc.). Parents are informed of volunteer opportunities and participate in the Charter Council (aka Board of Directors) and the Parent Council.

Some of the ways parents are informed and included:
• All-school communications are sent via email on a frequent basis
• Weekly Admin Newsletter
• Weekly Class Newsletters
• Open door policy with school administration
• Parent-teacher conferences
• Class meetings
• Annual surveys
• Informal meetings with the Executive Director, Parent Council and Charter Council Chairs
• Parent mailboxes are available for all-school communications.
• Festivals, gatherings, and parent education events are held throughout the year	One of the core strategies to build partnership between teachers and parents is the looping of the grades teachers. Teachers and parents have the opportunity for multiple years to develop beneficial communication and to understand and assist with the academic, developmental, and social/emotional growth and needs of the students.

Teachers receive support to improve family communication and relationships through weekly faculty meetings to share challenges and strategies and the availability of administrations for advice and help. Staff at SBS also enjoy close collegial relationships and readily reach out to their fellow teachers.

Teachers meet formally with parents for parent/teacher conferences to discuss student progress and are also available to meet when needed.	SBS continues it's process of hiring Waldorf trained staff whenever possible or providing training and mentorship to experienced teachers who are hired, as well as ongoing professional development specific to the unique Waldorf methodology and instructional practices. In addition, SBS is in its third year of pursuing full membership and meeting the requirements of the 7 Waldorf Core Principles required for the process.	SBS's Diversity and Inclusion Resource Coordinator works with school administration, staff, and the diversity and inclusion task force members to regularly conduct outreach within the SBS community and in the Napa area at large to connect with and dialogue with with the community about the school, the individual needs of various groups, and how well the school is addressing those needs. The coordinator looks for opportunities to engage with local groups connected to underrepresented families at the school as well as the underrepresented families currently enrolled to problem solve and provide opportunities for various voices to be part of regular dialogue.	School governance at Stone Bridge consists of two councils on which parents participate: Charter Council and Parent Council. A Parent Council representative is elected as a director on the Charter Council (aka Board of Directors) and has a voice on all decisions made on that governing group. Two class representatives sit on the Parent Council which also has an executive board. and the Executive Director attends all meetings and provides a report detailing any decisions, actions, and activities that involve the school. Both councils meet monthly. Parents also sit on committees that directly affect the school: budget, hiring, and Talking Heads (school leadership body).	The April 2024 survey indicates that the school still needs to do a better job of communicating to the parent/guardian community the current structure of governance and the roles that each council and group plays in the process. It should also communicate to parents and the larger community opportunities for attending and joining those committees and councils to provide greater diversity of voices.	See response above related to the Diversity and Inclusion Resource Coordinator.	5	5	4	4	5	4	5	4	5	5	5	5	Met		2024-06-25	2024
28662820000000	Pope Valley Union Elementary	3	Pope Valley Union Elementary School District (PVUESD) is committed to engaging educational partners at a deep level. Feedback from educational partners was received from SSC, PTO, and DELAC members, focus groups, staff meetings, and surveys. Parent participation increased 64% in PTO, SSC, and DELAC meetings this year. Parent teacher conferences increased to 100% this school year – up from 80% in the previous year. Four times as many stakeholders participated in this year’s survey, and 63% of parents agree that PVUESD encourages parental involvement. Over 68% of parents participating in the survey believe their students feel safe and welcome at PV Elementary. PVUESD places a high priority on building trusting and respectful relationships with families. We take the time to learn about each family's strengths, culture, and language. All communications are offered in families’ preferred language. Professional and confidential interpreters are provided for all school events, parent-teacher conferences, and meetings. In the summer of 2023 the district adopted a technology product called BrightArrow to support and increase family communication and messaging. The BrightArrow system is inexpensive, easy-to-use, flexible and mobile, and capable of sending calls, texts, and emails (or all three) to all parents and staff. The system accurately translates and sends all messages in receiver’s home language. During the 2023-24 school year, 6300 emails and 5622 text messages were delivered (in stakeholder’s preferred language) to PVUESD families via BrightArrow. This year, PVUESD made strides in addressing stakeholder concerns about individual communications with parents and students. LanguageLine provides immediate, professional, confidential, and cost effective on demand live interpretation 24/7 for over 95 languages. From November 2023 to June 2024, LanguageLine provided almost 2000 minutes of service (87 calls) for PVUESD. Parents expressed appreciation for this high-quality service, especially with respect to confidentiality in sensitive behavioral or special education home-school communications. This service made it possible for the Principal and PTO president to collaborate and communicate effectively and plan many successful meetings and school events together throughout the course of the 2023-24 school year. Staff participated in extensive training on SEL, PBIS, and MTSS to develop a student-centered framework that helps support whole child and home-to-school connections. Our core program focuses on relationship building. We provide many opportunities to engage in 2-way communication between families and educators. Classroom teachers conduct conferences and use Class Dojo to inform parents of student behavior and classroom information and events. PVUESD hosts a Back-to-School Night and Social Emotional Learning Parent Workshop and there are many other opportunities for families to connect with the school community.
	The Pope Valley Union Elementary School District (PVUESD) made significant strides in fostering trust and collaboration among students, parents, and staff during the 2023-2024 school year. These efforts, led by Superintendent Kern, her staff and our Trustees, involved comprehensive engagement with educational partners, resulting in actionable feedback and strengthened relationships within the school community. To gather educational partner input, Superintendent Kern conducted a variety of meetings, focus groups, one-on-one conversations, classroom observations, surveys, and listening sessions with certificated and classified staff, students, and community members. This robust approach yielded rich feedback, which informed subsequent discussions, budget, and programmatic planning. These interactions were crucial in fortifying the ties between the school district, staff, and families. Improvement suggestions from educational partners and feedback from various stakeholder groups, staff, students, and community members highlighted several key areas for improvement and innovation at PVUESD: 

LCAP Annual Survey Feedback 
Expand training and support for academic improvement – especially literacy and math instruction. 
Social Emotional Learning (SEL) - enhance SEL programs and integrate diversity across all subject areas. 
Community Engagement – continue to strengthen partnerships and communication with the community.  
Equitable Learning Environments - provide staff with actionable steps to create equitable learning environments. 

Student Leadership Activity Feedback 
Increase opportunities for student leadership. 
Increase student voice and agency in campus activities. 
Hold focus groups to understand student engagement preferences. 

Detailed Feedback from Educational Partners 

Student and Staff Feedback 
Curriculum and Staff Diversity - increase the diversity of the curriculum and staff. 
Opportunities for Student Voice and Leadership – increase opportunities (especially for female students) for student voice and leadership.  
Support Staff - need more counselors, psychologists, and other intervention and support staff. 
Resource Access - ensure equitable access to resources. 

Community Feedback 
Academic Progress Communication – continue to improve communication regarding student academic progress. 
Literacy and Math Instruction - enhance literacy and math instruction and intervention. 
Stress Management - support students in developing strategies to manage stress and workload. 
Curriculum Relevance - increase the relevance of the curriculum. 
Inclusive Culture - foster a culture where all students feel respected, included, and safe. 
Teacher Quality - employ and retain multilingual and high-quality teachers. 
Instruction Consistency - increase consistency across instruction 
	Based on the analysis of educational partner input and local data, PVUESD has ensured that specific strategies are implemented to support successful school and family connections with a focus on reducing barriers to greater participation by parents, with significant attention given to parents who are economically disadvantaged, are disabled, have limited English proficiency, are migratory, have limited literacy, or are of any racial or ethnic minority background. PVUESD provides translation services to parents with limited English Proficiency when providing information online, via our website or newsletters, or at meetings at school. However, even with these opportunities in place, PVUESD seeks to increase participation rates. Additionally, a continued focus area for the 2024-2025 school year will be the growth and development of the PVUESD's District English Learner Advisory Committee (DELAC), School Site Council (SSC), and the continued rebuilding of the school’s PTO.

In addition, our team will take the following steps to engage our underrepresented families:

Chronically Absent Students - PVUESD will work to identify and support students who may be prone to be chronically absent at the beginning of the school year, monitor student absences, and develop systems and individualized intervention plans to ensure that improvement is made. We will continue to revise the process for meeting with families and communicating the importance of student attendance.

English Language Learners - For the next academic school year, PVUESD will offer a series of parent workshops specifically designed to support English Language Learners at home. This will include learning about the reclassification process and celebrating students who reclassify.
	Based on the analysis of educational partner input and local data, PVUESD has implemented specific strategies to foster successful school and family connections, with a focus on reducing barriers to greater parental participation. Significant attention is given to parents who are economically disadvantaged, disabled, have limited English proficiency, are migratory, have limited literacy, or belong to any racial or ethnic minority background. To support parents with limited English proficiency, PVUESD provides professional and confidential translation and interpretation services for online information, newsletters, and meetings at school. Additionally, PVUESD has increased services for students and their families including social-emotional support, counseling, transportation, and clothing assistance. A significant focus area is services provided for English Learners. PVUESD has expanded professional development for staff to ensure proper support is provided to all English Learners. By addressing these diverse needs, PVUESD aims to create a more inclusive and supportive educational environment for all students and their families.

PVUESD will engage with our educational partners in using assessment for learning. As part of our MTSS initiative, we will use assessments to drive differentiation and instruction. We will utilize our Tier 1 assessments to guide unit and lesson planning. In addition, we will collaboratively plan and analyze student assessment data for instructional improvement, to develop reteaching strategies, and to ensure all students are working towards mastery. We will respond to student data gathered from our Tier 1 standards-based assessments and closely monitor student progress towards mastery. We will also continue to evolve our master schedule to include protected time for literacy and mathematics instruction. Teachers and staff will communicate frequently and directly with parents about their child’s learning outcomes.

PVUESD will increase assistance to our families with understanding academic expectations through several strategies. These include regular events at the school and after-school and evening meetings and workshops. These meetings address various topics to help parents in understanding state academic standards, the instructional program, and the ways they can best support their children's achievement in school. Classroom-specific information is provided via Back-to-School night and individually during parent-teacher conferences. The LCAP process provides many opportunities at the site and district level to assist parents/guardians with understanding how best we can partner for improved student outcomes. Additionally, collaboration via LCAP process and through our advisory committees provide valuable information. Technology is used to both communicate information and request feedback from the community. 
	Based on the analysis of educational partner input and local data, there is consensus that while there are multiple avenues for educational partners to provide input for decision-making, there is a need for input from a more representative sample of underrepresented families. In response, PVUESD is making a concerted effort to elevate student voices through various initiatives, including implementing a student leadership program and more opportunities for student led conferences and academic exhibitions. Additionally, PVUESD is working to engage underrepresented families through targeted outreach, community events, and inclusion efforts to ensure a more diverse range of perspectives are considered in the decision-making process.
In addition, recent educational partner input shows families have a desire to have more in depth knowledge of the local assessments, curriculum and instructional strategies utilized to improve and accelerate student learning. PVUESD needs to hold family learning events related to these topics and the local improvement cycles used to ensure all students are making academic growth and progress.
	After thorough examination of feedback from educational partners and local data, PVUESD is poised to implement a series of targeted strategies aimed at enhancing the involvement of underrepresented families identified during the self-assessment phase for decision-making processes. The primary focus will revolve around actively seeking input to diversify the curriculum, providing recommendations for culturally responsive materials and activities, staff diversification, facilitating forums to address equity concerns, and extending access to SEL and wellness resources, as well as gathering insights directly from underrepresented families. Participation from all parents is solicited, including the engagement of underrepresented families. PVUESD will continue to provide professional and confidential translation and interpretation for all communications and documents to make information more accessible to our multilingual families. PVUESD will continue to develop strategies to improve engagement of underrepresented families, including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual options if needed. These multifaceted initiatives are designed to not only foster a more inclusive educational environment but also to ensure that the voices of all stakeholders are heard and valued in shaping the future of the district.
	PVUESD recognizes that parents/guardians are their child's first and most influential teachers and that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment. Additionally, PVUESD ensures that parents/guardians and family members participating in Title I programs are provided with opportunities to be involved in their child's education. PVUESD works to bring staff and parents/guardians together to develop meaningful opportunities at all grade levels for parents/guardians to be involved in district and school activities, advisory, decision-making, advocacy roles and activities to support learning at home. This is achieved through regularly scheduled DELAC, LCAP, SSC meetings, surveys and other committees where parent/guardian involvement policies are shared and jointly developed. PVUESD administers an annual LCAP survey each year to stakeholders in our school community to gather feedback about our academic program, facilities, and engagement efficacy. In addition, PVUESD informs parents about the process of providing input and participating in DELAC. PVUESD also gathers feedback from parents on an ongoing basis at the end of parent workshops and using parent surveys.
	PVUESD will continue to offer surveys and other opportunities for parents to provide feedback both in person and online. Parents have expressed positive feedback on having both options available. We will also seek feedback from our families during and after schoolwide public events.
	After thorough examination of feedback from educational partners and local data, PVUESD is poised to implement a series of targeted strategies aimed at enhancing the involvement of underrepresented families identified during the self-assessment phase for decision-making processes. The primary focus will revolve around actively seeking input regarding decisions related to strategic planning and decision-making. For example, we may ask for input providing recommendations for culturally responsive materials and activities, staff diversification, facilitating forums to address equity concerns, and extending access to SEL and wellness resources, as well as gathering insights directly from underrepresented families. Participation from all parents is solicited, including the engagement of underrepresented families. PVUESD will continue to provide professional and confidential translation and interpretation for all communications and documents to make information more accessible to our multilingual families. PVUESD will continue to develop strategies to improve engagement of underrepresented families, including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual options if needed. These multifaceted initiatives are designed to not only foster a more inclusive educational environment but also to ensure that the voices of all stakeholders are heard and valued in decision-making and shaping the future of the district.
	4	4	4	4	4	3	3	4	3	3	4	4	Met		2024-06-27	2024
28662900000000	Saint Helena Unified	3	"SHUSD staff engaged its educational partners by obtaining input and feedback through various forums (meetings with bargaining unit representatives, safety team, Superintendent’s subcommittees, Parent-Teacher Group meetings, School Site Council, English Learner Advisory Committee {ELAC} District English Advisory Committee (DELAC) throughout the 2023-2024 school year. This ongoing feedback informed the development and implementation of strategies to provide academic support and enrichment to all, take care of the whole child, and gather feedback on the LCAP development.

We continued  English Learner reclassification events at all of our four school sites and our DELAC parents went out of their way to make this happen and help lead the charge on getting more parents involved in the school.  Our high school continued an English as a Second Language (ESL) class in partnership with the community college.  Lastly, our DELAC parent representatives attended the CABE conference for leadership training, presented at the board meeting  and at the  Spring DELAC meetings. 

RLS also continued to run a 7-period schedule including all teachers during ""Back to School Night"" for Spanish-speaking parents, which mirrored the schedule for English-speaking parents."	Areas of improvement focus on communication regarding how much is needed, style of delivery, and ease of understanding/timely information.  Suggestions are to put more articles in the local newspaper, continue providing Zoom options, and explore social media to deliver timely information. Also, what comes up often is to alert parents about students who are falling behind instead of waiting for the progress reports/report cards to come out. The addition of parent square has been a good addition to improve parent communication, however further training is required.	The district continues to maintain a strong partnership with our community, including multiple opportunities for educational partners to be involved in the LCAP process. Five meetings were conducted via the LCAP Steering Committee; the composition of the committee includes district and site administration, faculty, classified staff, parents, community groups, and student representatives. These meetings are focused on goal review and progress, as well as, principal reports. Agendas are posted on the district website for review at this link https://www.sthelenaunified.org.

Annually, the district conducts either a parent forum, parent/student panels, online surveys, and/or an educational partner's town hall to collect information from partners and students. In 2024, the district conducted an in-person community forum open to the public to solicit feedback.   As the district continues to provide opportunities for all, we offer multiple opportunities to collect information for each LCAP planning and development of the LCAP.  Particular attention is always focused on subgroups in special education, socio-economically disadvantaged, homeless/foster youth, and English Learners. These subgroups continue to be district priorities as we solicit parent voices through our English Language Advisory Committees (ELAC), District English Language Advisory Committee (DELAC), Parent Teacher Groups, and Community Advisory Committee. In addition, students' voice was solicited by district staff during St. Helena High School leadership meetings, school government members, and monthly student congress meetings. The district and school sites will continue to hold some meetings at local venues as was done this year to continue to solicit feedback and gain engagement from our underrepresented families.

The district also encourages parents and partners to participate in several superintendent sub-committees that meet regularly throughout the school year to provide more direct, consistent feedback on topics ranging from Budget, Facilities, Equity, and Belonging which includes wellness, Preschool for All, and Parent Advisory. These committees meet quarterly to share progress updates and reflections on district progress on LCAP-related goals and items that support the district's overall mission. The assistant superintendent also met with both our SHTA and CSEA unions monthly to gather feedback and provide information on district staff needs and in addition, created two new certificated and classified contracts this school year for 2024-2025. Staff also sit on the county Special Education Local Plan Area (SELPA) committee to gather input and discuss county-wide and district needs around programs and services for students with unique needs. We have worked extensively with our SELPA director on improving outcomes on performance indicator review (PIR) results that are not meeting district expectations.	"The district continues to work on strengthening educational partnerships.  Our new Director of Educational Services is bilingual and she was able to seamlessly communicate with the Hispanic community and elicit feedback for English Programming , EL Master Plan and LCAP.  All of our school sites also delivered multiple events throughout the year to encourage parents to connect with our schools. 
Strengths are as follows: Parents felt that they get resources on ways to support student learning at home especially when a student was out of school, schools parents appreciated the family education nights, math events at the lower grades, multicultural events, and lastly, parents were grateful for the tremendous amount of resources offered to students academically and emotionally within the district.  Parents and students also appreciated that free lunch was accessible to all students and that there are multiple activities that students can be involved in if they so choose: Drama, Band, Chorus, Sports, FFA, and the Arts.  Lastly, ""heard it through the Grapevine"" section on the district website continues to be a success to respond to community questions or misinformation circulating within the community."	Per educational partner input the following areas of improvement are recommended: 
1)  Continue to offer parent workshops specifically around mathematics and for adolescents
2)  Strengthen communication between teachers and parents. 
3) Publicly communicate interventions, enrichments, and tutoring that is available before or after school in a timely fashion and in multiple ways

The district will continue to hold multiple student groups/meetings throughout the 2024-2025 school year to solicit students' voices from multiple types of subgroups within the district and solicit parent/guardian voices on how we can assist in building partnerships for student outcomes.  The district will also have various site-specific parent training either online or in-person on how to access and utilize all of the necessary online instructional materials and how to monitor student grades.  
Each school site will communicate through flyers, ParentSquare , sandwich boards, and site bulletins often on what interventions, enrichments, events, and programs are happening on campus at any given time.  Finding the medium of communication to ensure that our community is aware of student progress and events will continue to be a focus of district efforts. TK-5 parents valued the fall parent conference time to connect with their child's teacher and the parent/teacher conferences at the middle school level. Spring conferences will also continue to be held for TK-5 students who needed additional support.	"The district hired a bilingual/bicultural district social worker who has done a fantastic job of connecting with our Hispanic parent population while she was employed.  Unfortunately she left our district in November . Part of her job was  directly connect with our newcomers and homeless/foster youth parents immediately upon arrival to our district to identify needs and provide referrals to resources identified in the initial interview.  Case management of students for our newcomers and homeless/foster youth is provided throughout the school year.  This component was carried by our school sites.   For parents of special needs, we will continue to be represented on the county community advisory council with the hope of adding our own parent advisory committee for families of special needs parents and bringing more information and training from ""ParentsCan"" about the IEP process to all families. 
All required policies and procedures go out to all parents at the beginning of the school year in all languages represented within the district which address parents' legal rights, as well as, parents' rights provided during all special education meetings."	Areas of strength

1) PTG, ELAC, and DELAC groups exist and provide communication for  parents to be  informed
2) Parents have appreciated the community forums and engagement on superintendent subcommittees plus the LCAP committee
3) Meetings are open to anyone interested
4) District does a good job with overall engagement
5) There are many groups and events where parents are asked to participate and volunteer

The student's voice was solicited during St. Helena High School leadership class by the assistant superintendent and site principal. The assistant superintendent meets weekly with both the SHTA (certificated staff) and CSEA (classified staff) union representatives to discuss various topics to solicit voices and input. The district maintains a strong connection with community businesses and educational partners through many committees and support from the St. Helena Public Schools Foundation, English Language Advisory Committees (ELAC), and Parent-Teacher Group (PTG) efforts at each site	Areas for improvement are as follows:
1) Not all parents knew that committees, groups, and events are available for public input 
2) At times there appears to be a disconnect between either a school event, district event, or a PTG event
3) Continue the practice of holding ELAC meetings jointly between sites to cut down on the number of parent meetings	Underrepresented families will continue to be a focus of the district and will remain one of the main jobs of the educational services department to continue to engage our underrepresented families. Our DELAC parents will still have the opportunity to attend CABE as they have done so in the past and continue to build their leadership skills as parent ambassadors. Weekly bilingual tech support will continue to be provided to any parent (monolingual or not) needing to set up email, and Gmail accounts, and how to access the student information system (AERIES) to monitor their child's grades, etc.  As a district, we have had success in increasing the number of Hispanic parents who have attended our ELAC meetings this school year by holding them jointly and work with our DELAC parents to set the agendas and get the word out.  We will be setting up quarterly site/district administrator meetings with our DELAC parents about site initiatives, planning events, and answering questions.   We will continue taking our Hispanic parents and their students to educational summits held at colleges and also bring in more training for parents on scholarships, financial aid, and other resources to assist with college and/or careers beyond HS. The school(s) provide multiple opportunities to engage in two-way communication between families and educators using both oral and written language that is understandable and accessible to all families.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-13	2024
29102980000000	Nevada County Office of Education	3	
John Muir's current strengths in building relationships between staff and families are evident based on data from their LCAP survey and observable in the dedication and commitment of staff in our program who truly have the needs of the students at heart.  Building trusting and respectful relationships are at the core of our work.  The personal relationships staff develop with each student and their families help create a relationship-centered atmosphere within our program that can effectively shift students’ immediate and long-term behaviors and improve student outcomes.  We continue to collaborate with our local community agencies as partners in referrals for support for all students, especially underrepresented students.	The school is always seeking ways to improve communication and ways to reach out to our families; one way does not always work for every family.  John Muir values the diverse backgrounds of the families with whom they work. Through our relationships with outside resource agencies, we often learn additional information about our families and how to best serve them.	
Working with at-promise and underrepresented youth requires ongoing communication between staff and families to better serve students’ and families’ needs.  We continue to monitor the frequency and  effectiveness of our communication with underrepresented families.  We use various forms of communication, which could include email, phone (calls and text), newsletters, school communication to home and mailed notifications to home.  Observational data show the morning drop-off and afternoon pick-up times are optimal opportunities to connect with families.  We will continue to invite and encourage parent participation in our school site council meetings.	
Working with at-promise and underrepresented youth involves staff having a breadth of knowledge of resources and materials available when partnering with families.  One of the strengths of our staff is regularly providing information aimed to help families improve their capacity to advocate for their child, both academically and with social and emotional concerns, including assisting families in providing access to outside agencies who act as partners in their child’s educational pathway.  Data from the LCAP survey showed 100% of families feel information on academic growth of their student is useful.	
In addition to distributing the yearly Parent Rights notification, we distribute the Universal Complaint form and procedural information.  We will continue to search and share resources for families needing additional legal support.  100% of parents report the expectations for their student achievement are extremely or very reasonable.  We continue to regularly report the academic growth of all students to families and engage in feedback from these reports as a further opportunity for dialogue on student achievement.	

We will maintain involvement with community agencies and attend countywide family resource opportunities to provide families with information for homeless youth, foster youth, and other underrepresented youth that might benefit them.  Resources could include adult education options, workshops addressing financial aid, and post-secondary education for their child. The local LCAP survey shows 100% of parents report in the LCAP survey agree their students receive information for preparation for future career paths, college options and positive transitions back to their home district.	School Site Council is a group of educational partners that include parents, certificated and classified staff, county office of education members, and community agency representatives who meet monthly to discuss the school plan, program, goals, and progress of student performance.  100% of parent responses in the LCAP survey report they have an opportunity to engage in decision-making and planning at their student’s school.	
The team at EJ will continue to focus our efforts on recruiting both parent and student members to join in regular participation in our school site council.  We provide increased opportunities for a voice and input in decision-making, ensure safety information is disseminated (i.e., drills, protocols, procedures, etc.), and make available information about local community agencies with whom we partner to maintain up-to-date information regarding support for families and students.	We continue to solicit engagement and invite families to all events and meetings.  Regular announcements and community-based information are provided and sent through various means, e.g., school messenger, notices home, emails, etc.  We conduct regular surveys to gain family input regarding all the above programmatic areas.  We will continue to seek engagement from and build the capacity of all families in decision-making processes.  Due to our small population, we have the unique opportunity to hear input from our county’s most underrepresented students and families seeking feedback to create more equitable opportunities for all students.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
29102980114314	Bitney Prep High	3	Bitney's Advisory program is at the heart of our efforts at building relationships with families.  Advisory teachers work closely with their students throughout their career at Bitney and develop close lines of communication and close relationships with the students, their families, and their internship mentors.  Weekly communication with families also helps to keep families aware of, and participating in the life and activities of our school.  Feedback from the 2023-2024 Bitney Prep Parent survey indicates that a significant majority of responding parents believe that there is strong communication and trust between families and the school.  The significant number of Bitney Prep Students who have IEP's, 504 Plans, and SST meetings means that staff at Bitney Prep formally meets with over 50% of the families at our school each year.	The main focus for our staff in the coming year is to strengthen lines of communication with families in a direct effort to improve student attendance and reduce chronic absenteeism.  This was an area of focus in the 2023-2024 school year; however, we struggled to significantly reduce our rate of chronic absenteeism. We also need to work within our advisory program to seek input and collaboration with families in helping students to identify and take steps to achieve post-graduation college and career goals.	Towards the end of this year, we had an increase in the number of students facing homelessness.  Data shows that once these students become homeless, they typically struggle with chronic absenteeism. we recognize the need to provide direct outreach and support to these families and the students who are no longer living at home.  This year we were able to work directly with an organization called Bright Future For Youth to provide support for these students.	Bitney's Advisory and Internship programs are instrumental in helping students move forward in both high school and in preparation for the college and career opportunities that are in their futures.  Additionally, Bitney's practice of focusing regular, all-staff meetings on individual student concerns helps address student needs and improve student success.  Bitney has strong partnerships with the local business and professional community through our internship program and our close working relationship with organizations like the Nevada County Superintendent of Schools office, the Nevada County Charter Services Authority, and Bright Futures For Youth.	Our focus for the coming year on building partnerships is to greatly increase outreach with families and community resources to reduce chronic absenteeism.  This is a continuation of our area of focus from the previous year. Unfortunately, while we did increase our outreach to families targeting improved attendance, chronic absenteeism continues to be a significant barrier to student success.	We will provide renewed training to all staff to ensure identification and the process for supporting students experiencing homelessness to ensure we are actively engaged with all these families.	Family communication and engagement are at the heart of our Big Picture learning philosophy and practices.  Both students and families provided feedback through surveys that indicated that they felt both heard and respected at school.  The administrative staff works closely with the Bitney Prep Parent Council and seeks input on school planning.  Parents, students, and staff are all involved in the evaluation process for the School Director.  This feedback contributes to goals that are developed for both the Director and the school for the coming year.	The mechanisms and practices that we have in place, including regular communication, student and parent surveying, direct outreach to internship mentors, an active Parent Counsel, and regular notification of both governance meetings and topics being addressed at Charter Council meetings do not always elicit significant response from parents and other stakeholders.  Bitney is a school of choice and most of our parents and students report that they are comfortable with the program that we are providing and the policies that we have in place.  During the 2024-2025 school year Bitney Prep will be going through both a WASC Accreditation visit and Charter Renewal.  It will be important to have significant parent and student input for both of these major projects.  We will need to survey these partners more frequently with more specific criteria, in order to get the feedback that we will need for these tasks.	Obtaining input on decision making from both underrepresented families and families, in general, has been difficult.  
The one mechanism that has produced a greater amount of feedback has been through direct parent surveys.  The school Leadership Team will work to survey all families regarding specific topics.  The feedback provided to staff will be analyzed and shared with Bitney Prep's Charter Council.	5	5	4	4	5	4	4	4	4	3	4	4	Met		2024-06-17	2024
29102980114322	Yuba River Charter	3	Yuba River Charter School displays strength and progress in Building Relationships Between School Staff and
Families through clear and open lines of communication (newsletters, ParentSquare, class meetings, parent
education nights); parent involvement through a well integrated Parent Council and robust parent volunteer program;
and an offering of support services such as counseling and referrals to local resources.	The primary focus area of improvement in Building Relationships Between School Staff and Families is in the area of
cultural awareness. YRCS offers translation/interpretation options for parent communications in several languages
but needs an improved screening process to capture L1 of all families.	YRCS has created mailing lists that target underrepresented families in order to specifically engage them for
participation and to identify needs. Unduplicated pupils are given priority enrollment in Expanded Learning
Opportunities.	YRCS recognizes the importance of involving families in their child's education. Through Parents Education nights,
class meetings, weekly newsletters, reading recommendations and referrals to community resources, YRCS offers
materials, strategies, and tools to assist families in reinforcing learning outside of school.	While YRCS is diligent about maintaining appropriate materials relating to legal rights both on the publicly accessible
website and available in hard copy upon request, YRCS continues to work on parent education of website and
systems navigation.	YRCS will continue to target communications to underrepresented families to ensure involvement and consideration
of needs.	The YRCS leadership model promotes input from all educational partners through a variety of councils, meetings and
communications. Parents play an active leadership role in the school and in decision-making through the three-fold
model of governance inherent in our structure and charter, and in the active solicitation the school undertakes to
increase and maintain parent leadership as a core component of the ethos of the school. Additionally, the school has
made strong progress in better gathering input from less physically and visibly present families through the use of
online forums and surveys.	YRCS will continue to evaluate its procedures to ensure equitable access to the decision-making process. As
mentioned above, the school has made strong progress in creating multiple avenues for parent involvement and
feedback, most notably using online forums, platforms, and surveys to seek input and perspective from parents who
are less interested or able in participating on councils and leadership bodies. However, the school is still needing to
put attention to this area and subgroup of families and parents, specifically the school is seeking to increase
participation in surveys and community forums.	YRCS will continue to maintain targeted communications with underrepresented families. Per the above, the school
will put more focus on following through on survey completion.	5	5	4	4	4	4	5	4	5	4	5	5	Met		2024-06-12	2024
29102980114330	Nevada City School of the Arts	3	The School Director sends a weekly phone call and email to update parents on what is happening at school.
Teachers send out weekly and monthly updates for every classroom. On the 2024 local parent survey, parents
indicated they felt very well communicated with, with 99% of parents feeling that communication is excellent. 96% of
Parents reported feeling both welcome and engaged at school including economically disadvantaged parents and
parents of students with disabilities. In addition, 97% would recommend NCSA to other families. All survey questions
relate directly to our LCAP goals or to the school's Ends Policies, both of which drive instruction and our Strategic
Plan.	NCSA will continue to seek input from parents of unduplicated and underrepresented families by offering evening
and weekend parenting classes and evening Parent Advisory meetings for those who cannot attend during the day,
as well as a specific Title 1 survey seeking input on how they would like to see us spend Title I funding their children
generate. Parents are regularly encouraged to respond to the weekly Director's note to offer thoughts and
suggestions on the daily happenings at NCSA. This coming year we will hold family math game nights and 3
community gatherings at a local businesses. Every year we offer 2 opportunities for parents to come to school and
learn more about the programs and classes we offer.	Parents are invited to attend monthly Parent Advisory Meetings where the Ends Policies, strategic plan and LCAP
are discussed regularly. In 24-25, NCSA will focus on identifying and encouraging more active engagement and
support of parents of underrepresented families by creating a Wellness Resource Center to support family needs
including counseling, and continue to offer a Parent Resource Coordinator who provides more direct communication
with families and offers helpful parent resources to support parenting at home.	NCSA's strengths and progress in building partnerships for student outcomes comes from connecting with all
stakeholders in the school community. NCSA has formed partnerships with: Families, staff, local community
resources and works consistently to strengthen and maintain these partnerships. NCSA also works to make
connections beyond the school community to partner with agencies within the county and beyond. Some of these
partnerships includes the development of a comprehensive student wellness program that helps to coordinate care
and supports between the school and local community. For example, NCSA hosts a local art therapy agency on
campus (Art Space), host a local Martial Arts dojo on campus (Kuk Sul Won), collaborates with a variety of local non-
profits, like Bright Futures for Youth and Club Live who provide direct services on campus.
The wellness program also works with the Superintendent of Schools in Nevada County to infuse programs such as
the Tobacco Use Prevention Education (TUPE) and referrals to the Nevada County Special Multidisciplinary Agency
Resource Team (SMART), Youth Bicyclist of Nevada County (YBONC). NCSA works to establish and maintain
connections with the local Native American tribes, specifically the Nisenan, and has established a program for
developing increased cultural access and use of the land the school currently occupies. Finally NCSA connects with local universities as part of the career development program and for recruiting interns from School Psychology and School Counseling as a method of both training and recruiting mental health professionals and developing student connections to local universities.	Areas of improvement at NCSA include: Creating more collaborations with community cultural groups including the
Nisenan Tribe and LGBTQIA community groups. Continuing to develop partnerships with local art groups including
the Nevada County Arts Council and The Center for the Arts in Grass Valley. NCSA also wants to partner with the
Ride for Focus non-profit organization to help bring equal access to students who want to pursue biking as a wellness activity. Other areas of increased partnerships for student outcomes include partnering with the Nevada County Superintendent of Schools for improved implementation of restorative practices.	The highest number of underrepresented families identified include families from socio-economically diverse
backgrounds and families of diverse ethical and cultural backgrounds. It is the hope of NCSA that through continual
staff-training in the areas of equity and cultural awareness, in partnership with an anti-bias grant from the CDE, that
engagement of underrepresented families will continue to improve. In 23/24 the staff at NCSA focused their efforts
on developing their intercultural competence by participating in a Curriculum Representation Design course to build
their culturally relevant curriculum. The teachers have begun redefining their standards aligned classroom curriculum
maps by including the Learning for Justice - Social Justice Standards to their yearly plans and by creating culturally
responsive units that focus on teaching from multiple perspectives and across difference. This work will continue into
24/25 and beyond. In addition, we are training staff in The Responsive Classroom methods to ensure student
engagement is prioritized.	Parents satisfaction and participation is high at NCSA among underrepresented families who represent 48% of our
families - our largest subgroup. 47% of survey respondents identified as being economically disadvantaged. All
parents are invited to attend monthly Parent Advisory Meetings where the Ends Policies, strategic plan and LCAP
are discussed regularly. In 24/25, NCSA will focus on identifying and encouraging more active engagement and
support of parents of under represented families by hiring a student/family engagement coordinator whose primary
responsibility will be to connect with parents and seek more individual and direct input on their needs and overall
satisfaction with our program.	NCSA needs to continue to grow its outreach program for under represented families. We intend to do this by:
Ensuring Open Communication Channels: Continuing to build on our already effective communication channels such
as the weekly and monthly notes, utilizing social media, StopIt anonymous reporting app for students, holding
community meetings, and continuing to use Parent Square to reach a wider audience ensuring that all stakeholders,
including parents, students, teachers, and community members, are informed about opportunities to provide input.
This may involve:

Inclusivity and Accessibility: Ensuring that the process for providing input is inclusive and accessible to all community
members, particularly those from marginalized or underrepresented groups. We provide translation services in
Spanish for our newsletter and all-calls, host meetings at convenient times and locations and offer childcare, and we
use multiple formats for feedback collection (e.g., surveys, PAG, online forums). Establishing clear feedback loops
where NCSA not only gathers input but also responds to it, showing how the feedback has influenced decisions or
why certain suggestions may not have been adopted. This helps maintain ongoing engagement and participation
from the community.

Transparent Decision-Making Process: Increased transparency in how input is used in decision-making. This
includes clearly communicating how feedback is collected, analyzed, and incorporated into decisions, and providing
regular updates on the status of initiatives influenced by community input. Parents have also asked for more budget
transparency which we will highlight at our Back To School Night.

Building Trust and Relationships: Fostering trust and stronger relationships between NCSA and the community by
demonstrating a genuine commitment to listening and responding to input showing that feedback is valued and has a
tangible impact on policies and practices. Using our weekly note to highlight parent input on the survey is one way to
do this.
By focusing on these areas, NCSA aims to create a more inclusive, transparent, and effective process for seeking and utilizing input for decision-making, ultimately leading to better educational outcomes and stronger community `partnerships.	Given that over 200 families responded to the survey and half of those represented economically disadvantaged
families, we do feel like we are making progress in engagement with underrepresented families. NCSA should utilize
the Parent Resource Coordinator and the Wellness Coordinator to continue to build outreach programs and offer parent support to underrepresented families. One idea we have is to create a parent BIPOC group to offer support for one another. See above response for additional ways in which we will engage underrepresented families.	5	5	4	5	5	4	5	4	5	4	5	4	Met		2024-06-13	2024
29102980126219	Forest Charter	3	Staff are provided ongoing training on how to use SEL techniques to engage students and families through a supportive, non-threatening dialogue.

Due to the nature of a personalized learning program, parental participation is extremely high at Forest Charter School; all parents are partially responsible for teaching their children and work closely with staff to accomplish this task. 

Our focus area for improvement will be to provider training on intervention so that teachers can create better partnerships with parents as well as programs to help support students who need academic intervention.	We want to improve our ability to manage difficult conversations when families are upset regarding something with their student and/or the school. By training staff to use these moments to build trust, we can continue to build relationships between school staff and families.	Due to the nature of our program, Forest Charter School does a good job of building relationships with underrepresented families. Where the concern for these families usually shows up is in the academic performance (i.e. completing assignments or working below grade level). These families will be identified during our regular students of concern meetings. Our area of improvement will be to engage these families who were identified during these meetings. Administrators will work with the supervising teacher to determine the best approach to engage the family, to identify possible community resources, and to provide the needed support for the student.	Parents meet with their supervising teacher at least once every learning period (approximately every four weeks) to discuss and review student learning. This process builds a close relationship between the parents, teachers and students. This is a requirement for all families including underrepresented families.	FCS will focus on building relationships between school staff and families with students who are not completing work and/or working below grade level with the goal of increasing parental engagement in school requirements. In a non-classroom-based school like Forest Charter School, parent involvement is often the difference for students who are struggling to find success.	Forest Charter School’s program design naturally engages parents as partners in their student’s education. However, as noted earlier, this partnership often breaks down for students who are not completing work and/or working below grade level. FCS will conduct regular students of concern meetings with supervising teachers to identify students who need support earlier, and then work with families to help them understand expectations through Review Board meetings, SST meetings, and other relationship building approaches. Additionally, FCS will work to provide these families with additional resources through the school and/or community. Our goal is to help families understand how vital their role is in building success for their students and to provide them with tools to support their students.	FCS annually conducts a parent survey with opportunities for the parents to provide written input on a range of topics. FCS also has five parents seated on the Charter Council. The Charter Council is responsible for guiding the FCS Director, developing the school LCAP and setting policies that are best for the school. Parental participation is extremely high at FCS mainly due to the nature of our personalized learning program; all parents are required to meet with their teacher on a regular basis (approximately once every four weeks) and are partially responsible for teaching their children. FCS chose to use a survey to establish a higher participation rate than we have been able to achieve through stakeholder meetings. Due to the disparate geographic makeup of stakeholders that often comes with a non-classroom-based program, FCS has worked to establish a thorough survey that addresses all required State priorities. 

The 2024 parent survey had a 26.2% participation rate. Additionally, FCS uses a communication tool (Parent Square) that allows parents to immediately respond to any communication. This way, FCS gets immediate feedback from parents regarding new policies, requirements, or other topics.	It would be better to get input for decision making via a survey throughout the school year rather than just once per year.	We are looking into tools that will allow us to easily collect relevant input throughout the school year rather than just once per year.
	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-11	2024
29102980126227	Twin Ridges Home Study Charter	3	Twin Ridges Home Study Charter School prides itself in working with students and families to provide excellence in academic, social and emotional growth for over 40 years.  In doing so, communication is key.  TRHS provides many opportunities for communication including newsletters, emails, surveys, phone calls and respectful, informative communication between teachers, students and families.  Each site sends out a weekly informational newsletter and the TRHS Director sends out a monthly all school newsletter.  The TRHS Director also makes an informational phone call to all parents and all staff every other week.  

The 2023-2024 California Healthy Kids Parent Survey results indicate that 98% of respondents strongly agree or agree that school staff treat parents with respect and 90% of parents strongly agree or agree that school staff take parent concerns seriously.  According to the 2024 TRHS Spring Parent Survey, 100%% of respondents strongly agree or agree that they were well-informed of events, activities, services and changes at TRHS.

Feedback from staff indicate the need for TRHS to make additional progress in creating opportunities for two way communication between families and educators.  Staff also indicate the need for additional staff professional development in ways to learn about TRHS homeschool families and their strengths, cultures and goals for their children.

TRHS has found that communication is key to relationship building between parents, students and staff.	TRHS Improvement Goals for Building Relationships Between School Staff and Families:

* Create additional opportunities for communication between parents and families. (Examples: comment box, additional surveys, additional family/staff events)
* Create professional development opportunities for staff to learn ways in which to respect and accommodate families' educational approaches. (Examples: homeschool philosophies professional development, homeschool curriculum and philosophy correlation professional development)	TRHS focuses on parent participation and communication because they are extremely meaningful in the engagement process.  According to staff, the need for community building opportunities, opportunities for feedback and parent input and parent classes to teach and support struggling students is a need here at TRHS.	TRHS focuses on a team atmosphere for the personalized education of each student.  Parents, staff and students belong to this important team.

According to the Spring 2024 TRHS Student Survey, 94% of respondents strongly agree or agree that there was a teacher or some other adult from TRHS who really cared about them.  This same survey indicated that 100% of respondents felt that there was a teacher or some other adult from TRHS who always wanted them to do their best.
According to the 2023-2024 California Healthy Kids Staff Survey, 100% of respondents indicated that TRHS encourages parents to be active partners in educating their child.

Staff feedback indicates the need for TRHS to create opportunities for peer teacher observations and coaching.  Staff feedback also indicates the need for staff professional development regarding parent legal educational rights so that teachers can provide addition support for parents in advocating for their student. 
The data above demonstrates that TRHS students and families are encouraged to engage in opportunities that are designed to promote positive academic, social and emotional outcomes for students.	TRHS Improvement Goals for Building Partnerships for Student Outcomes:

* Create additional opportunities for staff to learn from each other.  TRHS teachers have a great deal of experience and knowledge that other staff can learn from. (Example: Learning Period meeting peer observations)
* Create professional development opportunities for staff regarding the educational legal rights of parents in a homeschool setting.	Staff members consult as needed with one another to review effective strategies for student and parent engagement, for teachers to develop their professional skills in effective communication, and to reflect on positive student outcomes.  Teachers work to build trusting relationships with each and every family.  These trusting relationships are a result of a teacher’s communication skills and their professional learning regarding ways to engage all families. 
TRHS will continue to hold TRHS Multi Tiered Systems of Support (MTSS) meetings to address each student as an individual.  These meetings are an efficient tool in addressing student needs.  TRHS takes individualized education very seriously!	TRHS Board of Directors and staff meet monthly to discuss, plan and implement policies and programs that address the needs of students, support the compliance and regulatory operations of the charter school, and provide educational partners the opportunity to engage in their school community to promote positive student outcomes and school culture.  TRHS also provides parent roundtables where parents can come and discuss their thoughts and opinions regarding decisions that need to be made.  TRHS also gives parents, student and staff the opportunity to take part in surveys which assist in the decision-making process.

According to the 2023-2024 California Healthy Kids Parent Survey, 84% of parents strongly agree or agree that TRHS actively seeks the input of parents before making important decisions.
According to the Spring 2024 TRHS Parent Survey, 87.18% of respondents indicate to provide input on, and participate in, decision-making at TRHS.	TRHS Improvement Goals for Seeking Input for Decision-Making

*  TRHS will provide additional opportunities for staff, families, and students to give input for decision-making. (Examples: additional surveys, additional parent roundtables, comment box)	Communication is key when looking at seeking input.  TRHS will create additional opportunities to communicate with all parents so they may give their input for decision-making purposes.  TRHS provides multiple pathways to encourage parent input 
*  Parent, Staff and Student Surveys
*  TRHS whole school communication: emails, newsletters, and all school phone calls to parents and staff  
*  Supervising Teachers also communicate often with families through individual phone calls, texts, zooms and emails.  

A thorough “participation blast” includes an email to all families, a phone call to all families from the school and an email from the Supervising Teacher.  TRHS is always looking for ways to increase participation and looking through that lens when requesting input for decision-making purposes.	3	4	2	1	2	5	5	3	2	2	3	3	Met		2024-06-13	2024
29102980130823	EPIC de Cesar Chavez	3	EPIC de Cesar Chavez High School serves only adult students and primarily focuses on building relationships
between staff and students.	EPIC de Cesar Chavez High School serves only adult students and primarily focuses on building relationships
between staff and students.	EPIC de Cesar Chavez High School serves only adult students and primarily focuses on building relationships
between staff and students.	EPIC de Cesar Chavez High School serves only adult students and primarily focuses on building relationships
between staff and students. We strive to ensure that our students are engaged and are meeting student outcomes by
making support staff available to assist them including counselors, instructional aides and other staff to support them
while they receive instruction from their teachers.	EPIC de Cesar Chavez High School serves only adult students and primarily focuses on building relationships
between staff and students. We strive to ensure that our students are engaged and are meeting student outcomes by
making support staff available to assist them including counselors, instructional aides and other staff to support them
while they receive instruction from their teachers.	EPIC de Cesar Chavez High School serves only adult students and primarily focuses on building relationships
between staff and students. We strive to ensure that our students are engaged and are meeting student outcomes by
making support staff available to assist them including counselors, instructional aides and other staff to support them
while they receive instruction from their teachers. Almost all of our IAs are bilingual which helps support English
language learners.	EPIC de Cesar Chavez High School serves only adult students and primarily focuses on building relationships
between staff and students. Students are given surveys and visited by different administrative staff who frequently
ask them for their input in their education.	EPIC de Cesar Chavez High School serves only adult students and primarily focuses on building relationships
between staff and students. Students are given surveys and visited by different administrative staff who frequently
ask them for their input in their education.	EPIC de Cesar Chavez High School serves only adult students and primarily focuses on building relationships
between staff and students. Students are given surveys and visited by different administrative staff who frequently
ask them for their input in their education.	2	4	3	3	3	3	3	2	1	1	2	2	Met		2024-07-01	2024
29102982930147	John Muir Charter	3	83% of JMCS students are over age 18 leading to limited parental involvement. JMCS integrates education and extended services with support from partner program staff interventions (i.e. case management, paid vocational training) and resources are made available through the Community Schools model; this level of support is also present at sites with minors and available to families. In 2024 JMCS initiated parent focus groups and empathy interviews to provide structured input on school planning, which it will continue to do. Students and families are asked about basic needs as well as perceived barriers to program success; follow-up occurs through both JMCS Community Resources Coordinators and partnering agency support staff in every effort to address basic needs and mitigate barriers. Minor students are concentrated at a few sites where systems of communication and parent-teacher conferences ensure progress monitoring towards graduation. All students have access to their Student Achievement Plan (SAP), which houses evidence towards progress and program completion leading to graduation.	JMCS survey data indicates that 28% of students are not aware of their Student Achievement Plan (SAP), at least by that title, indicating a continued need to focus on goal planning and progress monitoring using the SAP, or some other tool, between teachers and students and families where applicable. JMCS plans to integrate new a Career Development course that includes a transition plan into the SAP to increase the frequency of review as well as the relevancy of the SAP for student progress monitoring. There is always room for improvement and tracking and recording communication may be better served through a centralized system, which JMCS will explore in the 2024-25 school year.	JMCS endeavors to support access for all students and families by providing materials that are either available in the language needed or have translation tools that are embedded. In addition, JMCS seeks to strategically employ staff that is bilingual in Spanish, the most prevalent of non-English languages among JMCS students and their families. JMCS has included action items in its schoolwide action plan directly related to making certain that family engagement and outreach is a continuing priority starting in 2024-25, including expansion of school newsletters and two-way communication in multiple languages, and continuing to seek input through focus groups and surveys. As most students are of age our partners serve important roles in advocating for students and together we are working to increase access to classroom materials, career and technical education, workforce readiness opportunities and certifications, and more. This is includes multi-lingual enrollment and outreach materials, family and student surveys, and bilingual staff at in-person events.	As indicated by responses to surveys JMCS exhibits strength and continuing progress in building partnerships with constituents; majorities of students feel that JMCS is preparing them for college or career through its partnerships with work-based learning programs. At sites where there are minor students JMCS has stepped up outreach to include regular communication with parents or guardians through email, text, phone calls as well as newsletters sent home in multiple languages; this will expand in 2024-25 to include staff dedicated to targeted outreach to families and students who are struggling with attendance as well as push-notifications through our SIS. For sites without minor students, our program partners serve in the role as advocates for students and we work closely with these partners to develop, maintain and revise programming to meet students’ needs. Our partners participate in regular meetings with JMCS administration, give feedback on our goals and schoolwide progress and receive site-level and student-level achievement data to ensure clear lines of communication. For those sites who do serve minors, we reach out to families consistently and offer opportunities for participation in conferences, classroom activities and student progress updates. Parents participate in any IEP or special education processes as well as in parent-student-teacher conferences throughout the year. Staff consistently promotes two-way open communication with parents and families through email, text, phone calls and in-person meetings. School events are promoted through print and digital invitations. In 2024 JMCS initiated partner focus groups to provide structured input on school planning, which it will continue to do.	Data from surveys sent to families and students highlights a need for improvement is to increase our services to EL students and build partnerships with their families with an assets-based approach. This approach considers the cultural and context of language, and while the approach is EL-focused, we believe that this approach will improve the outcomes for all students by centering programming, academic and otherwise, on success for our most vulnerable and struggling students. signal a need to strengthen partnerships and integrate efforts to ensure students are attending regularly, have access to MTSS, and that services involve providing students with SEL skills to understand and meet expectations for participation and attendance, resulting in an increase in positive outcomes such as industry-recognized certifications as well as scholarships in addition to graduation.	Data collected through surveys and empathy interviews with parents, students, partners and staff informed the 2024-25 plan to include expansion of communication and outreach modes to build partnerships and ensure underrepresented families have ample exposure to meaningful interactions with JMCS staff. To address improvement in this area communication and outreach will continue to be multi-modal and persistent, including expansion through notifications through our SIS, newsletters directed towards families and parents and on-site opportunities to meet with teaching or administration staff where applicable. Engagement will be supported by inviting input through multi-lingual surveys, best practices for engaging educational partners, and by providing information and access to barrier removal and connections to other basic needs available in the community in timely and meaningful ways in home-languages, through in-person meetings or events as well as through digital and print outreach.	JMCS has a strong commitment to seeking input on decision making as evidenced through the multiple modes of input and meeting opportunities provided to educational partners during spring of 2024, and following up with constituents with data analysis and review in order to inform all decision-making aspects of the new three-year LCAP, which JMCS will use as its SPSA. Students, staff, partner agency staff, and families/parents provided input through surveys and focus groups, and meetings for data review and analysis with JMCS EL Advisory and LCAP Advisory took place to ensure goals and actions addressed the input from the community with integrity.	JMCS continues to rely on input and data analysis for decision-making related school planning. JMCS will continue to improve outreach and communication with students, families and parents and partnering agencies by expanding opportunities for these groups to offer input regarding programming with the goal of ensuring the students have an integrated, engaging and equitable experience while enrolled at JMCS. As an example of continuing improvement, during the 2024-25 school year JMCS implemented data collection and convened student/family focus groups to address areas of improvement in programming and inform decisions regarding schoolwide goals and actions, as well as targeted actions in the LCAP. This activity provided rich and valuable input, and will be a practice that we continue going into next school year and beyond.	Data collected through surveys and empathy interviews with parents, students, partners and staff informed the 2024-25 LCAP to include expansion of communication and outreach modes to ensure underrepresented families have ample opportunity to provide input on decision-making and school planning. To address improvement in this area communication and outreach will continue to be multi-modal and persistent, including expansion through notifications through our SIS, newsletters directed towards families and parents and on-site opportunities to meet with teaching or administration staff where applicable. Engagement will be supported by inviting input through multi-lingual surveys, best practices for engaging educational partners, and by providing information and access to input multiple modalities, such as surveys or empathy interviews conducted in home-languages, through in-person meetings or events, as well as through digital and print outreach.	5	5	5	4	5	5	4	3	4	4	4	4	Met		2024-06-12	2024
29663160000000	Chicago Park Elementary	3	Staff meet with educational partners at least once a year for parent/teacher conferences and again based on need. LEA has a SST, 504, and IEP process to support student outcomes. LEA shares academic progress through District assessment three times a year and through academic reporting (report card) three times a year.	LEA plans on focusing in the area of Building Relationships Between School Staff and Families by continuing their active social media posts, and continuing community events like the Harvest Festival.	LEA will continue to support families with weekly calls and emails with information on upcoming events, as well as, create flyers to send home and post on social media and school's website.	The LEA is a community school where educational partners are involved with their child’s educational journey. Opportunities to be involved through volunteering on trips, in the classroom and on campus are offered at least weekly. LEA invites all educational partners to a community flag ceremony weekly, as well as, Back to School Night, Open House, multiple plays throughout the year, and family education nights to name a few.	LEA is focusing on increasing participation in the school's PTA and parental participation in the classrooms.	LEA will be focusing on increasing participation in the school's PTA and is hopeful to have more parental participation in the classrooms with a variety of offerings. We will notify the parents of upcoming opportunities.	LEA has two community meetings and one staff meeting monthly to gain input on decision-making. LEA offered two community surveys, two student surveys, and two staff surveys during the year to gather information for decision-making.	LEA will focus on having more participation at decision-making meetings by inviting through weekly notification.	LEA will continue to notify community of meetings where decision-making is taking place, such as, Board Meetings and Site Council meetings.	4	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-20	2024
29663160125013	Chicago Park Community Charter	3	Staff meet with educational partners at least once a year for parent/teacher conferences and again based on need. LEA has a SST, 504, and IEP process to support student outcomes. LEA shares academic progress through District assessment three times a year and through academic reporting (report card) three times a year.	LEA plans on focusing in the area of Building Relationships Between School Staff and Families by continuing their active social media posts, and continuing community events like the Harvest Festival.	LEA will continue to support families with weekly calls and emails with information on upcoming events, as well as, create flyers to send home and post on social media and school's website.	The LEA is a community school where educational partners are involved with their child’s educational journey. Opportunities to be involved through volunteering on trips, in the classroom and on campus are offered at least weekly. LEA invites all educational partners to a community flag ceremony weekly, as well as, Back to School Night, Open House, multiple plays throughout the year, and family education nights to name a few.	LEA is focusing on increasing participation in the school's PTA and parental participation in the classrooms.	LEA will be focusing on increasing participation in the school's PTA and is hopeful to have more parental participation in the classrooms with a variety of offerings. We will notify the parents of upcoming opportunities.	LEA has two community meetings and one staff meeting monthly to gain input on decision-making. LEA offered two community surveys, two student surveys, and two staff surveys during the year to gather information for decision-making.
	LEA will focus on having more participation at decision-making meetings by inviting through weekly notification.	LEA will continue to notify community of meetings where decision-making is taking place, such as, Board Meetings and Site Council meetings.	4	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-20	2024
29663240000000	Clear Creek Elementary	3	Feedback from educational partners and data analysis has identified the following strengths: 92% of parents responding to the Healthy Kids Survey indicated that the school responds promptly to parent communications.   An average of 83% of parents responding to questions on the LCAP and Healthy Kids Surveys indicated that Clear Creek School encourages and welcomes parent input in the decision making process.  The school uses email, telephone and hard copies to alert families to important events and communications.  Being a small school, teachers and Supt/Principal are also visible each day at drop off and pick up.  The Supt/Principal has an open door policy and parents feel welcome to stop in to share comments and questions regularly.	As part of the educational partner input and analysis, we will be addressing improved relationship building in our LCAP goals.  We will provide teachers the opportunity to participate in professional development focused on social emotional learning and making connections with students and families.  Three teachers completed five SEL training sessions hosted by our county office of education.  We will provide collaboration time for teachers to meet with one another to train the remaining teachers in order to implement strategies learned across all grade levels.  We will also work to identify methods of improved engagement with underrepresented families as part of our school Site Council.	The district will strive to improve engagement of underrepresented families by encouraging a higher percentage of parent participation on our CHKS and LCAP surveys.  To increase our participation rate, we will set up a parent survey station on campus during the survey period so that parents may have a convenient opportunity to participate in the survey when dropping off or picking up students to remove barriers to providing input and participation.  We also encourage participation from a variety of community members on our school Site Council in order to have a voice in the decision making process including EL, Special Education, and Native American committee members.	Strengths in this area include offering several scheduled opportunities each year to provide information to families such as Back to School Night, Parent Conferences, and Open House as well as online access for parents to view their student's attendance, progress reports, and report cards.	Student outcomes will be addressed and progress will be monitored using multiple metrics in Goal 1 of our LCAP.  As an area of improvement, teachers through the collaboration process, will review parent conference schedules, progress monitoring in ELA and math, at risk conference communications and graduation criteria to be certain this information is clear for parents and teachers have an understanding of academic timelines and procedures.  Our teachers assess students four times throughout the year and analyze results to better identify individual student needs.  Through this process, our goal is to be sure no student slips through the cracks and parents will be kept fully informed throughout the school year of their child's progress.	The district will improve engagement of underrepresented families by providing teachers with adequate time to evaluate student progress and opportunities to meet with parents and support staff to implement differentiated strategies that will encourage improved academic outcomes for students.	Our strengths include incorporating advisory committee groups such as EL/Title I, Safety, and Health and Wellness groups into our monthly Site Council meetings.  Parents, guardians, teachers, and administrator attend and participate in these monthly meetings to review reports and provide input.  Additional pathways for family engagement are monthly PTC meetings, our school website, and our LCAP and CHKS survey as well as Google forms for quick input and feedback on sudden new developments.	As part of our desire to improve, the District prioritizes increasing the number of parents participating in our Site Council meetings.  Increasing participation improves the discussion and decision making process at all levels of the school.	The district will strive to improve engagement with underrepresented families by incorporating committee discussions on potential barriers to the input and decision making process for families.  Once potential barriers are identified, we can seek solutions that will encourage increased communication and participation.	4	4	4	3	4	4	4	5	5	5	5	5	Met		2024-06-18	2024
29663320000000	Grass Valley Elementary	3	We work to ensure inclusive policies and practices to help make learning connections between school and home. District school sites hold events that build meaningful connections. We traditionally hold annual events as well as our traditional Back-to-School Night and Open House events. These events celebrate literacy, hard work, and the importance of being a learning community. Staff share materials openly with families to allow additional time to work on skills in reading and math. Often, these materials include a way for staff to communicate expectations to parents and, conversely, a space for parents to respond and ask questions. Further, our middle school students and families have access to the online Parent Portal that allows students and parents to get up-to-date scores and grades. Teachers and parents meet formally each year in the Fall for conferences to discuss student progress and/or challenges in a variety of areas and to set goals. Additionally, staff and parents may request a Student Success Team Meeting or progress check if they have concerns. Currently, consistent parent education is in place for the parents of English Learners and the parents of students in special education. Accommodations will continue to support student growth at all levels.	Maintaining and developing relationships with families is critical to our success.  Recent feedback at our district advisory committee expressed the importance of holding events that start after the traditional work day ends.  Also providing food and childcare where appropriate allows for families with younger children to participate.	We will continue to do our best to remain open to feedback and opportunities that engage and support our families. With our recent approval for the California Community Schools Grant we will be adding several new support structures including parent and family liaison staff to help us with this work.	Based on the analysis of educational partner input and local data, briefly describe the LEA’s current strengths and progress in Building Relationships Between School Staff and Families. 
Maintaining trusting relationships between families and school staff is a core value of the Grass Valley School District. We continue to implement a variety of means for 2-way communication between schools and families that include use of technology (both email and texting apps), phone calls, classroom and school newsletters, parent-teacher conferences, and committees.
	Our focus for improvement is to see an increase in parent and family involvement as measured by attendance at our school and districtwide events.	This area is something that takes continued support to develop and maintain a balance and partnership. Further, district-wide and school-wide communications are sent out in both English and Spanish. We will continue to improve the engagement of underrepresented families by conducting ongoing outreach including the creation of parent resource centers at each campus. We will also continue to support our Spanish speaking families through our ELAC and DELAC meetings. We also provide translation and interpretation services as needed for meetings and parent-teacher conferences.	We also employ ongoing outreach efforts to ensure that parents have access to information including how they can participate in decision-making. The administrative cabinet team regularly discusses best practices for engaging parents. Each year, the Superintendent holds at least 3-sessions of the District Advisory Committee or DAC. This group includes stakeholders from around the district and community. The purpose of the group is to work together to analyze survey data, California Dashboard data as well as other local measures to determine the LCAP goals for the coming year.	A Focus Area for Improvement continues to be identifying the best way to welcome parents from all groups within our schools with proportional representation. Though we have made some progress in this area our data does not match our demographics, particularly those of English Learner families and families from low socioeconomic backgrounds.	Currently, GVSD has a number of ways to encourage the participation of underrepresented families. Our district hosts a community DELAC and our Bell Hill campus also supports at site ELAC. These meetings allow us to make connections with our EL families. We have also added several site and district events including; french-toast with families, coffee with the principal and others. We are implementing the use of Parent and Family Liaisons at two of our sites using support from the California Community Schools resources as well as district grant resources. We work closely as a staff time to find creative ways to engage parents.	4	4	3	4	3	4	4	4	4	4	4	4	Met		2024-06-18	2024
29663326111140	Grass Valley Charter	3	The GVCS mantra is, “We Are Crew, Not Passengers.” The philosophy behind this mantra is that we’re all on the same course, pitching in, rowing in the same direction. No one gets to just “go along” for the ride and we also don’t leave our Crew behind. We assist them, advocate for them, and support them. This is established through regular crew circles, training for certificated and classified staff, open doors to volunteerism in the classroom and open communications with families.	GVCS has several structures that support community building and purposefully creating welcoming environments. GVCS has Crew 24, The Parent Crew which hosts monthly meetings tasked with planning engaging activities for families to participate in. The Grass Valley Charter Foundation hosts meetings and organizes fundraisers to support students in a variety of different ways. Both of these are open to all parents. GVCS hosts a back to school BBQ in the beginning of the school year to bring families together. In the beginning of each school year teachers host Share & Care meetings where families come in to meet with teachers to share about their family dynamics as well as the child's strengths and areas of growth. GVCS institutes 2-year loop cycles in grades K-5 so parents stay with one another and with their teacher for two years in a row. In January every student in Transitional Kindergarten through 8th grade hosts a student-led conference explaining to their parents and teacher how they’ve grown as a student. Lastly, parents are highly encouraged to volunteer on a variety of different platforms conducive to their home schedule.
Each year GVCS conducts surveys to certificated staff, classified staff, and families allowing an opportunity for feedback, input, and ideas. Teachers maintain emails to families on a weekly basis and are available to text, email, talk on the phone, or meet in person as needed. Every week a school newsletter is electronically sent updating parents on past, current, and upcoming school happenings.
	Our goal is to continue to work collaboratively and transparently as a GVCS “Crew” to ensure the very best teaching, learning, and growth as a learning community can happen.  We are committed to continue reflection and transformation.	At Grass Valley Charter we use the term “Crew” to identify our classroom teams and partnerships. The crew includes our staff, students and families. We value partnership and engagement and make this paramount to how we operate all school programs. We will continue to strengthen our Crew relationships.	Our focus as a GVCS “Crew” is to continue to operate in a shared leadership and team oriented process. 
	We will continue to focus on ensuring our school learning model and programs are accessible and supportive of all families with a focus on the needs of our underrepresented families.	GVCS operates in a shared leadership structure clearly identifying stakeholder groups and decision topics highlighting which stakeholder groups are responsible for different decision-making processes. The decision-making matrix outlines for leadership which stakeholders to confer with when making school wide decisions. Additionally, the annual parent survey which allows parents the opportunity to rate their engagement, provide feedback on current structures and give input to new ideas is shared with the Grass Valley Charter Council as well as with the Grass Valley School District Board.
	Focusing on the needs expressed in our annual parent survey will allow us to ensure we are serving and meeting the needs of our learning community. 
	Maintaining transparency with our engagement partner groups and committing publicly to make improvements when and where needed. 
	5	4	4	4	5	4	4	4	5	5	5	4	Met		2024-06-18	2024
29663400000000	Nevada City Elementary	3	The district has strong partnerships and support of staff and community to improve student outcomes. They provide feedback and support for academics, enrichment, and attendance. The district has especially made recent progress in developing partnerships for improving chronic absenteeism. Collaoboration through increased support for school counseling, school community officers, and classroom and school incentive plans developed by teams at each school. The Nevada County Office of Education also has supported regular seminars, along with the CDE, in best practices of improving student engagement and attendance. In addition to positive reinforcements, the district has partnered with law enforcement and the District Attorney's office to create attendance review teams working with other local agencies to address barriers and support families with chronic absenteeism.	Our primary focus is attendance. With the support of our staff and community partners, NCSD is developing a plan for improved attendance with incentives, support, and consequences for extremely chronically absent students. Our staff partners with the Nevada County Superintendent of Schools, CDE, parents, Nevada County Sheriff's Office and Probation, and the Nevada City Police Department.  The district has created its own School Attendance Review Board to meet with families to provide support and accountability. The District SARB team includes an NCSD Board member, superintendent, Principal, Counselor and School Resource Officer.	The district will improve student attendance rates and address chronic absenteeism for all students including students with disabilities, low socioeconomic, English Learners, and all unduplicated students through the following actions: 

1. Continue a .40 FTE school counselor for the 2024-25 school year. 
2. Increase support and accountability for students who are chronically absent through the following (Items below are funded through multiple revenue streams)  

A. Site-level teams meet regularly to support and track progress
B. District attendance review team with School Resource Officer, Counselor, Principal, Superintendent, other district staff and outside agencies 
C. Review Interdistricts and hold meetings with district staff regarding chronic absenteeism, recommending school of residence with possible denial of transfers. 
D. District School Attendance Review Board 
E. County School Attendance Review Board 
F. Increase student support and incentives for attendance 
G. Parent notification and acknowledgment of student attendance policy through the Student Information System 
H. Recieve continued support as needed from the Nevada County Superintendent of Schools for Differentiated Assistance for students with disabilities. 
Unduplicated students will receive services and support to address barriers to school engagement through the following actions: 
1. Dean of Students (.67 FTE).
2. Student Assistance Program Coordinator at Seven Hills (1.0 FTE).
3. Site Principals will meet with parents/families and develop actionable plans to remove barriers to school attendance and address chronic absenteeism.	Our district uses the California Healthy Kids Survey as a consistent survey tool. We open the survey each year in November and December to all parents, in all grade levels. Teachers encourage parent participation in the survey at Parent/Teacher Conference meetings. Key findings include parents from Deer Creek reporting high levels of parent participation, and parents from Seven Hills desiring more opportunities for involvement at the middle school level. An overwhelming majority of parents felt they have a voice in district decision-making through input via the surveys, LCAP committee, School Site Councils, availability of staff, and monthly feedback meeting opportunities with the Superintendent.	Building relationships between school staff and families is an ongoing focus and strength. Locally administered Climate Survey and Healthy Kids Survey indicate that the overwhelming majority feel safe and connected to their school.
Students in NCSD feel safe and connected in their learning environments:
80% Students
94.4% Parents
There have been inprovements over the years. In the 2021-22 School Climate and Healthy Kids Surveys the following percentages of educational partners feel safe and connected to their school environments as per recent surveys:
-Student connectedness to school increased from 81.65% to 83% from 2021-22 to 2022-23
-Parents 93.85%
In 2023-2024, local survey results measuring parent input and involvement at Deer Creek School 97% local survey results measuring parent input and 96.5% involvement at Seven Hills School.	Seven Hills Middle School will implement an Advisory period for all students in 4th-8th grade to address 5 key areas of need including: Promoting Positive School Culture, Improved Behavior/SEL, Suicide Prevention/Mental Wellness, Academic/Social/Lifelong Success Skills, Attendance/Engagement
The advisory class will be based on the following: 
1. “Advisory” is a class that focuses on social-emotional learning and building community
2. Implement Research-Based Best Practices to improve school culture and student outcomes
3. Utilize CASEL 3 Signature SEL Practices for structure: Inclusive Welcome, Engaging Strategies and Instruction, Intentional Close
4. Intent is to leverage our existing PBIS Framework and Campus Culture Committee work to Integrate Community, Behavioral Health, Restorative Practices & Social Emotional Learning

The district will improve student attendance rates and address chronic absenteeism for all students including students with disabilities, low socioeconomic, English Learners and all unduplicated students through the following actions: 

1. Continue a .40 FTE school counselor for the 2024-25 school year. 
2. Increase support and accountability for students who are chronically absent through the following (Items below are funded through multiple revenue streams)  

A. Site-level teams meet regularly to support and track progress
B. District attendance review team with School Resource Officer, Counselor, Principal, Superintendent, other district staff and outside agencies 
C. Review Interdistricts and hold meetings with district staff regarding chronic absenteeism, recommending school of residence with possible denial of transfers. 
D. District School Attendance Review Board 
E. County School Attendance Review Board 
F. Increase student support and incentives for attendance 
G. Parent notification and acknowledgment of student attendance policy through the Student Information System 
H. Recieve continued support as needed from the Nevada County Superintendent of Schools for Differentiated Assistance for students with disabilities. 

The district will provide individualized services to address barriers to regular school attendance and behavioral needs that may lead to suspensions for students with disabilities.
1. Maintain a .20 FTE Board Certified Behavior Analyst (BCBA) 
2. Maintain staffing of Registered Behavior Technicians (RBT)
3. Conduct empathy interviews for students with disabilities who are at risk of chronic absenteeism or suspension	Engagement will improve through increased focus on student attendance and support, especially for chronic absenteeism. This will be accomplished through increased support of school counseling, school community officers, and classroom and school incentive plans developed by teams at each school. In addition to positive reinforcements, the district will create attendance review teams working with local agencies, including local law enforcement to address and support families with chronic absenteeism and student social emotional well-being.	Input from our educational and community partners is strong. Members of the School Site Councils, LCAP Committee, Public Board meetings, and offering of coffee with the Superintendent to review student assessment and attendance data, California Healthy Kids Survey data, and other sources provide a strong framework for bringing input on our schools and district's strengths and areas of need.	Our site-level teams such as Student Study, PBIS, Attendance Review, and other teams meet regularly to review, reflect, and plan strategies and events to improve the engagement of underrepresented families.  In the 2024-2025 school year, teachers will be provided time during student Early Release days to review and collaborate over attendance and engagement data and onnect with students and families to find root causes of absences.  Needs are identified of families who are underrepresented. These families are supported in turn by our staff and community partners.
Master Schedules, Special Education Billback, Staffing Reports, and Service Tracking will measure programs and services developed and provided to unduplicated students and students with disabilities.	5	5	5	5	4	5	4	5	5	5	5	5	Met		2024-06-18	2024
29663570000000	Nevada Joint Union High	3	"The annual LCAP survey, which goes out in early spring indicated the following. 
-83.6% of parents or guardians feel that their student is ""involved and engaged in their school culture"", down slightly from 2022-23 which was 84.2%. 
-73.9% of parents or guardians feel they are ""encouraged to provide input on and to participate in decision making at the school"", compared to the 2022-23 data, which was 74.7%. 
-81.8% of parents or guardians feel that they are ""well informed of education services and changes at the school"", also down from 2022-23 which was 82.3%. 
This feedback is an indicator that generally speaking, parents and guardians have relatively positive relations with schools and the larger district, but the slight downward trend means this should be an area of focus for the 2024-25 academic year."	"As noted in the data above, parents and guardians feel more positive about both their students' level of engagement, as well as being informed than they feel about being active participants in the decision-making process. Since ""relationship"" implies a connection that is mutual, opportunities for families to not just receive information, but also be in a place to communicate feelings and concerns, should be more readily available."	The district exercises a multitude of processes for creating opportunities for families to participate in meaningful ways. In addition to the typical student and family events (Back to School Nights, school site councils, EL parent nights, advisory committees, etc.) school sites also offer 8th-grade student preview days, incoming 9th-grade parent evenings, cash for college events, career nights, International Parent Night, as well as other program specific events that are open to families. Additionally, the district facilitates a robust educational partner engagement process as a part of the LCAP development process. This includes equal representation from the following groups; students, parents, teachers, classified staff, community members, and site and district administrators (40+ participants in total) over three full days.  That being said, underrepresented populations, such as EL, foster youth, and the homeless often don’t respond to calls to participate and will be a focus for future years.	Faculty and staff are encouraged to develop appropriate avenues for two-way communication between families/students, and staff.  Progress has been made in this area over the last 5 years through the use of a common Learning Management System (Schoology) which has strengthened two-way communication between faculty, students, and parents. Despite not meeting the required threshold for translated communication, messages are translated for the small population of Spanish-speaking families.  Through the use of Catapult EMS, beginning in the 2022-23 year, staff can push out emergency messages and alerts. Students and staff can report suspicious or concerning activity through the same system. All students have district email accounts and are a part of our email directory for staff to access. Students also have access to teacher email addresses through the active directory. Families of underrepresented students are sought out for participation in school site council groups, as well as the district LCAP/educational partner engagement committee.  Additionally, student services staff (counselors, admin) have received additional training surrounding the 504 process and school counseling services in general (through Hatching Results), which has led to the development of a counselors handbook that makes counseling best practices accessible and transparent to all.

Restorative practices have been an initiative in the district since 2021-22, which has provided explicit training and coaching for teachers interested in incorporating restorative classrooms into their daily structures. Wellness centers have been established at nearly every site in the district, offering a host of services, including drop-in support and access to mental health services. Staff are trained annually on identifying students who may qualify for homeless services and all sites have liaisons who connect eligible students with resources. Silver Springs Continuation School also hosts a full-time social worker. Our school counselors serve as a hub for student services and often support referrals for students or families who experience needs that go beyond the scope of the school counselor's office. Collaboration with outside agencies, such as What's Up Wellness and the Nevada County Health Department. SMART (Special Multi-Agency Resource Team) consists of  Child Protective Services, CalWORKs, Public Health, Juvenile Probation, Behavioral Health, Victor Community Support Services, EMQ Families First, Sierra Forever Families, and the School. SMART referrals play a critical role in the collaboration throughout the county that benefits our students and families related to the services available to them.	An area of identified need is related to providing professional learning and support to teachers and principals to improve a school's capacity to partner with families. In the past professional training such as Trauma Informed Practices and Capturing Kids Hearts, has been offered to staff who are interested, but it has not been required. More intentional support and professional development in this area is a future focus and will be fostered through a PD plan that incorporates culturally sensitive practices, planned for the 2024-25 year.	The annual LCAP survey, which goes out in early spring to students, families, classified and certificated staff, as well as community members and administration, did garner for 2024 the input of 30 foster youth, 37 homeless students, and the version sent in Spanish received 12 responses. While the responses on the LCAP survey are representative of historically underrepresented families, it has been much more difficult to gain participation from underrepresented families in the District's LCAP Committee, School Site Council, and even representation for the English Learner Advisory Committee (ELAC), despite specific outreach to these populations. We will again provide specific outreach to these populations for the 2024-25 year and try to gather feedback on specific factors that could be mitigated for participation (i.e. time of day, availability of food, child care, etc).	The 2024 LCAP survey saw an increase in LCAP survey participation for the second year in a row as 2022 saw 938 total responses. 2023 increased to 2,034 total responses, and 2024 reflected 2,162 total responses. Roles represented in the LCAP survey include students, parent/guardian, certificated and classified staff, as well as community members. Responses are gathered on a number of topics, ranging from both physical and social-emotional safety to academics and access to materials. Responses are sortable by respondent group, site, and individual question and this is a major data point for review by our LCAP Committee and administrative teams, which drives a variety of decision-making forums, including the development of our LCAP.	"73.9% of parents or guardians feel they are ""encouraged to provide input on and to participate in decision making at the school"", compared to the 2022-23 data, which was 74.7%. Sites have expressed a more difficult time recruiting and retaining family members to engage in advisory groups, such as the School Site Council (SSC) and the English Learner Advisory Committee (ELAC)."	Underrepresented student groups such as foster, homeless and EL have been represented relative to the population size on LCAP survey participation; however, this is far less accurate when considering participation in advisory groups. The LEA will work with sites to continue to seek out greater family engagement, particularly from underrepresented families, in advisory groups and will extend specific invitations for representative individuals.	4	4	3	5	2	3	3	4	5	4	4	4	Met		2024-06-20	2024
29663570124834	Sierra Academy of Expeditionary Learning	3	"SAEL has strengths in connecting with families, providing opportunities for connection about student progress in the form of biannual Student Led Conferences, the online JumpRope Mastery Based Grading portal, and responsiveness on email with appropriate school personnel. The Charter School has a great deal of connection with our families in the community. We have an ""open door"" policy which has meant all families have the opportunity to connect with staff, teachers, guidance, character, and administrative members of our staff community. Our strength is that the Crew or Advisory model already has a 1:1 student / family to staff Advisor approach which has allowed connection, support, two-way communication, and a strengths-based approach to this work. SAEL has a strong, welcoming environment. We celebrate our traditions and connections to support how we create a holistically, intersectionally, equitably welcoming environment."	The Charter School will continue to focus on improvement in Building Relationships Between School Staff and Families through the focus on outreach to families with access social media on current events and happenings.	"The Charter School will continue to focus on improving the engagement of underrepresented families in relation to Building Relationships Between School Staff and Families. The Charter School will continue to focus on parent education and having parents reach parents to empower families through the Parent-Teacher Crew (""PTC""). The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services to parents who are English Learners. The Charter School will continue to host events for parents at various times throughout the day to ensure that families can actively participate in the school community. To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. For parents of migrant students, the Charter School will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Charter School will meet with the family when they return to incorporate any interventions needed. The process of addressing requests from parents of Title I students for additional supports includes a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs and developing an Individualized Learning Plan to support the student."	"SAEL works continuously on building staff capacity in engaging with all families and students in our community. This means staff engage in professional development and are provided resources about student and family engagement. Staff are trained in how best to support all families from daily interactions to having a trauma-informed, compassionate approach to working with students and families in general. Our Special Education Coordinator regularly leads professional development and is continually available for staff consultation as well. Students are placed in a ~15:1 student to teacher ratio in Crew or Advisory class and this allows for families to have a ~15:1 ratio with their Crew Advisor for questions, concerns, check-ins, and the biannual Student Led Conference (""SLC""). This allows for regular two-way communication to happen more directly with teaching staff. Our Character Dean and Guidance Counselor are also available with an ""open door"" policy in order to ensure all students and families have access to proactive and reactive wellness, college and career, socioemotional, and character supports. SLCs allow parents to engage in two 30-minute presentations led by their student each year with their Crew Advisor. This allows face to face, one on one check-ins to occur in addition to All Family Meetings, SAEL Survey, CHKS survey, Parent Teacher Crew (""PTC"") Meetings, Senior Character Focus Group, WASC Committees, and Charter Renewal Groups. In general, all staff are trained and supported in welcoming all families and learners to our school as well as how best to do this through the research-based, nationally recognized Expeditionary Learning Education model. The learning model values both Diversity and Inclusion and this is written into our Charter documents, WASC report, LCAP, etc. as well as seen in practice. We are a Charter School with representative student subgroup percentages that match and sometimes exceed our County. The Charter School will continue to engage in targeted outreach for recruitment to ensure a diverse group of learners continues to attend the school. Ensuring all staff continues to be trained in culturally responsive interactions, teaching, and learning. This also looks like info sessions provided to students who engage in the local Friendship Club as well as ensuring community support agencies are aware of our program so they will continue to recommend our program. Representative bodies will continue to be representative of the community, but this takes continual attention to ensure it continues. Currently students of color, students with special learning needs, students identifying as LGBTQIA, and socioeconomically disadvantaged students are represented through our official decision making bodies and this must be ensured every year and in every opportunity."	Based on the analysis of educational partner input and local data, SAEL's focus areas for improvement in Building Partnerships for Student Outcomes are ensuring the Character Dean and Guidance Counselor positions continue to support students, focus on EL learning, professional development on standards-aligned curriculum with project-based learning and Expeditionary Learning, and hiring a part-time parent outreach coordinator to improve chronic absenteeism.	The Charter School will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes will continue to build trusting relationships with families. For families of English Learners, the Charter School will continue to provide translation services, invite families to better understand the acquisition of the English language, and how to engage with the school. For families of students with disabilities, the Charter School will engage with families during IEP meetings and in planning activities and programs for students.	Decisions are made at SAEL through a shared leadership approach. This means the administration works closely with the Parent Teacher Crew to advise the representative SAEL Board of Directors on how best to achieve the goals as outlined in our LCAP, Charter, and WASC report. The Crew Council leadership group as well as the GSA Club and Equity Club support student leadership and the using of student voice in leadership at SAEL. Our goals are directly in line with our budget and decisions made about the budget. There are representatives on our DELAC and Board with students of color, students who identify as LGBTQIA, students eligible for free and reduced lunch, and students with special learning needs. There are approximately 1-2% of students and families identified as foster youth or experiencing homelessness at the school and these families are reached out to for connection, feedback, and support. This takes a concerted effort to ensure all families are included and supported to engage with the school to provide feedback on how best the school can support all learners and to have this feedback incorporated into decision making. The DELAC has representatives from student leadership, staff leadership, teacher leadership, PTC leadership, and Administration. Every LCAP, Charter Renewal, and WASC visit, there are representative groups contributing to the work and feedback. It is an ongoing process that needs constant attention to ensure there is representation on policy-making and influencing groups as well as in the annual surveys, All Family Meetings, Student Led Conferences, and PTC meetings to ensure that underrepresented groups are heard from, welcomed, actively encouraged to attend, recruited, retained, and supported to be heard equitably.	The Charter School’s focus area for improvement in Seeking Input for Decision-Making will include programmatic decisions through the Professional Learning Communities in regard to instructional strategies, curriculum, timing of events and assessments. Furthermore, the families will have additional opportunities to share information through monthly Board meetings and PTC.  The Board is a representative group across stakeholders and community members. The PTC, also a representative group, supports with the LCAP processes, budget input, and overall school climate development. Hiring is also completed with input from staff, students, and teachers (as well as families for administrative positions specifically). The PTC is also regularly consulted as well as the Crew Council, our student leadership group. The Core Council, or instructional leadership team, and Character Working Group are all representative bodies on staff that support leadership and decision-making.  The Charter School will continue to build the capacity of the PTC and the Character Working Group.	The Charter School will improve engagement of underrepresented families in relation to Seeking Input for Decision-Making will meeting for parents of English Learners and parents of Students with Disabilities to provide information about the programs provided to the students as well as develop leadership positions for these parents.  The Charter School addresses the concerns of individual families.	5	5	5	5	5	4	5	4	5	5	5	5	Met		2024-06-18	2024
29663730000000	Pleasant Ridge Union Elementary	3	PRUSD is intentional in engaging parents in the academic growth of all students. Every year begins with 1st-day packets, which include the school's handbook. PRUSD provides time for staff to communicate each student's academic and behavioral growth through the Student Information System (Power School) parent portal and annual parent-teacher conferences.  Teachers communicate with parents through their teacher pages, weekly informational folders, social media posts, parent-teacher conferences, and Back-to-School/Open House nights. More formalized meetings like Student Study Teams and Individual Education Plan meetings address students' needs to ensure behavioral and academic expectations.  Each school has a proactive and engaging parent-teacher club supporting teachers and enrichment opportunities like field trips.  Parents often support staff by volunteering in the classrooms or the main office.	Parent surveys that were sent home report that parents were overall satisfied with the communication between parents and the teachers or school.  Some outlier parents provided feedback that teachers and the school need to improve their communication by using different communication methods.  Parents reported that texting or email was the best way to communicate with parents.  PRUSD will be working on a campaign to have parents sign up for Edlio News.  Edlio News is an app that provides all communication via push notices so parents can be notified on their devices. PRUSD will do this at the beginning of the school year.	Pleasant Ridge Union School District (PRUSD) continues to improve parent engagement and communication.  PRUSD uses multiple ways to communicate to the learning community members through telephone, texts, emails, and social media about opportunities to address students' needs, school volunteer opportunities, school events, and other important messaging for parents to make informed decisions.  PRUSD works collaboratively with the Parent-Teacher Clubs (non-profit) to support teachers within their classrooms, provide field trips, and guest speakers or enrichment classes for students. PRUSD continues to reach out to our population that is most at risk to help the community prepare better and support their children's learning.  The District Advisory Committee was an opportunity for school stakeholders to provide information on how to improve or recommend new services for students who struggle with behavioral and academic growth.	"PRUSD continues to work with families that need support for their children. PRUSD offers parenting classes that support parents with strategies to support students' growth, socially and emotionally.  Also, parents can meet with teachers annually during parent-teacher conferences in a formal setting. Parents can meet with the teachers anytime to discuss their child's progress or concerns.  Student Study Teams are formed when students need intervention or to address any concern that could impact the student's learning growth.  At the beginning of each school year, students and parents are provided with documents describing their rights as students.   Parents of students with disabilities or a 504 plan receive a copy of their rights before each IEP/504 meeting. Teachers receive an ""At a Glance"" document that explains each student's IEP goals and objectives each year so they can support students with disabilities in achieving each annual goal."	PRUSD will continue to develop a better process for communicating and reporting to parents when their children are not performing at the expected academic performance level. This process will be done through the Student Study Team. Communication must be timely and thorough.  PRUSD staff must contact parents within 24 hours of the request to talk or meet.  This will be done through forms on the parent portal so parents will see their child's progress behaviorally and academically.  Students can receive extra help in math and ELA during the expanded learning opportunities program.  Summer school (RISE) will be offered for students needing intensive help during the 2024 summer session for 5th through 7th-grade students.  PRUSD will offer Expanded Learning Opportunity Summer camps during the 2024 summer.	PRUSD will analyze data weekly to make necessary changes and revisions for each student.  Identified underrepresented families such as Hispanic students, students with disabilities, and socio-economically students will be identified weekly in the data analysis review; decisions will be made during these weekly meetings and communicated to parents. Based on the 2023-2024, CaASPP data will determine if other student sub-groups will be identified for intensive support.  Site leaders will have weekly conversations with the superintendent to provide weekly updates.  During monthly board meetings, the superintendent will report to the Board of Trustees on the academic growth of each student's sub-group.	Based on the annual Student, Parent, and Staff surveys, all stakeholders were given the opportunity for input and feedback on the progress of our Local Control Accountability Plan.  Over 40% of all potential respondents responded to the annual survey. Parents responded that all students were successful this year and that the schools supported children's growth.  70% of the stakeholder groups determined that parents can contribute to planning this year.  PRUSD works diligently to provide an opportunity for all members of the learning community to provide ongoing, relevant feedback.	PRUSD values and welcomes all feedback from members of the learning community.  PRUSD established an education advisory to engage all members in feedback with the local plan updates.  Each site has a school site council and a parent group that gives site feedback throughout the school year.  The feedback is for school activities and academic and social-emotion growth.  PRUSD parents are involved in all aspects of the students' learning process.  Students have a voice through the associated student body, the annual Healthy Kids Survey, and the PRUSD annual student survey, which provides an opportunity to advocate for change or improvement areas.	All families are invited to provide input during site and district parent meetings, through surveys, and scheduled education advisory committee meetings and monthly PTM meetings.  As everyone is invited to these meetings, PRUSD intentionally invites members of the learning community of the unrepresented class of learners.  Teachers, Principals, and other staff are always engaging with parents in inquiring about what is working well and what needs to change.	4	4	4	5	4	3	3	5	4	4	3	4	Met		2024-06-18	2024
29663730136424	Arete Charter Academy	3	Arete is a school that recognizes the value of each child. We strive to inspire students to learn and grow to their full potential by providing a quality education through positive learning experiences. We work in partnership with the home and community to meet the individual needs of the student and to develop the academic and social skills necessary for maximizing lifelong learning potential. 96% of parents agreed or strongly agreed in the 2023-2024 school year that Arete provides a safe and supportive environment for their child.	Arete will focus on establishing a positive rapport and school climate with new families. We will also strive to have more families participate in family engagement events.	Arete will continue to reach out to underrepresented families to improve their engagement at Arete on parent committees. Staff will continue to receive training that will focus on building trust and effective communication strategies to ensure families feel valued and heard.	Arete had no students who dropped out or were ineligible to participate in the 8th grade promotion. All families meet monthly with an Arete teacher to discuss their students strengths and progress. At Enrollment Meetings, families were given guidelines about the instructional minutes needed daily at each grade level. They were also provided with state standards for math and language arts. Three times a year, Arete teachers discuss district benchmark assessments with parents for math and language arts.	Arete will continue distributing educational packets to parents at monthly meetings. This year we focused on opinion and informational writing. Next year we will add narrative writing and performance tasks for language arts and math.	To improve the engagement of underrepresented families identified during the self-reflection process, the Local Educational Agency (LEA) will implement several strategic initiatives focused on Building Partnerships for Student Outcomes. We will focus on
targeted outreach. Arete will enhance communication channels to ensure they are accessible and inclusive. Several staff members will receive training to understand and respect the cultural backgrounds of underrepresented families. 

	48% of parents completed the parent survey.	Arete will focus on increasing our parent participation in the parent survey so we have more data from which to analyze and draw conclusions.	Arete will develop and support programs that directly involve families in the educational process. Workshops, family nights, and community events designed to educate families on how to support their children’s learning will be integral to these programs.	5	5	5	5	4	4	4	3	4	4	3	3	Met		2024-06-18	2024
29664070000000	Union Hill Elementary	3	Our parents have provided overall feedback on Union Hill's goals utilizing the California Health Kids Survey and the School Site Council's parent survey.  Much of our parent feedback supported the need to strengthen and/or expand our social-emotional support. The SEL Advisory period supports the data from our staff and families. Half of our parents surveyed were supportive of creating a parent education program, while over 85% of our parents supported the need for our teachers to receive professional learning as well as time to collaborate to support the teaching and learning process. Overall, our parents were very positive about the direction of Union Hill School District.  Additionally, a survey was sent out to all unduplicated student's families, the Family Connections Survey.  Survey results indicated that 93% of parents and students feel welcome on campus, 98% of families feel informed, and 94% feel that teachers communicate regularly.	Union Hill has developed a robust Extended Learning Opportunity Program which supports building stronger relationships with both our families and staff members. Moreover, as discussed in Union Hill's LCAP, we are developing an engaging and interactive Virtual Professional Learning portals and developed powerful parent, staff and student engagement tools and practices.	During the 2023-2024 school year, Union Hill engaged our families and community partners. We were able to achieve reciprocal communication for the purpose of decision-making on health and safety measures as well educational outcomes and scheduling students. Parents are strongly encouraged to participate in their child’s education through the many activities and virtual communication. We have a very strong parent and community base. Each classroom has the opportunity to help with the student learning process and to connect with the teachers. All grades promote early communication through parent/teacher conferences and regular conversations about student progress. In order to increase parent participation and communication, including our underrepresented families, we have hired a parent liaison-communication specialist for the 2023-2024 school year. This additional staff member supports our new families as well as staff with appropriate communication and engagement. 

Our data suggests that: 

1. Parents feel welcome at Union Hill School District.
2. Parents feel well-informed at Union Hill School District.
3. Parents feel that the school district promptly responds to their needs.	Local surveys as well as the Healthy Kids Survey indicates that our parents and community partners feel very positive about Union Hill School District. For example, our Parent Local Control Accountability survey states the following:

1. Positive relationships with their teachers.
2. Union Hill School District communicates effectively.
3. Over 80% responded positively about classroom instruction and support.	Union Hill School District developed a robust LCAP Goal 3 to further engage and support our parents and community partners including a new communication structure and a Parent-Liaison-Communication Specialist structure who supports our three web portals and a parent online education portal.	Union Hill will analyze the membership of our School Site Council to ensure underrepresented participation in the decision-making process. Moreover, as mentioned above, we have a Title 1 funded Parent-Liaison-Communication Specialist who creates systems that encourages and supports our underrepresented families.	"Currently, our School Site Council (SSC) is the primary vehicle for seeking input. However, we survey our educational partners through the SSC and through the California Healthy Kids Survey. The principal facilitates regular ""Coffee with the Principal"" meetings that further engages our parents and involves them in the decision-making process. Moreover, the offices of the superintendent, principal, Director of Special Education, our Dean of Students and our counselor are engaged with parent communication, support and receiving feedback from our educational partners."	The district has a strong Site Council and strong leadership in the Parent Teacher Club and boosters. All of our parent groups communicate through a system of surveys, meetings, emails and phone calls. Surveys include: annual parent survey (Site Council), annual student survey (Site Council), and annual student athletic interest survey. Many of parents shared that the school allows input and welcomes contributions although some parents feel the school should seek additional parent input before making important decisions. The district will focus on recruiting underrepresented parents to participate in committees that make recommendations to the principal and superintendent.	As previously stated, Union Hill will analyze the membership of our School Site Council to ensure underrepresented participation in the decision-making process. Moreover, as mentioned above, we will have a Title 1 funded Parent-Liaison-Communication Specialist who will create a system that encourages and supports our underrepresented families to ensure equitable access to our educational system,	4	4	3	4	5	5	4	4	4	4	4	5	Met		2024-06-18	2024
29664076027197	Union Hill Elementary	3	According to the California Healthy Kids Survey, 66% of students feel that school staff care about them, while 71% of students report that adults at school encourage them to work hard so they can be successful in life. Overall, 74.2% of 6th-grade students feel connected to school.  Most Union Hill students feel that school staff have high expectations for them, which results in 94% of students saying these high expectations result in academic motivation. Union Hill staff report that they believe students are hopeful for the future (91%), and 100% of staff believe that Union Hill provides instructional help to build social-emotional competencies. The Family Connections Survey of Unduplicated Students showed that 93% of parents and students feel welcome on campus, 98% of the families feel informed, and 94% feel teachers communicate regularly.	As stated in Union Hill's Local Control Accountability Plan, Union Hill will focus on improving communication through our new systems in our Student Information System, our new communication system, and our new web portal. Secondly, Union Hill will develop a parent university portal where our community members can build their capacity to understand Multi-Tiered Systems of Support and other learning modes to support their students. We have developed a robust Extended Learning Opportunity Plan to support and strengthen our relationships with staff and families. We are developing Virtual Professional Learning Portals for families and staff to support communication, education, and relationships with our stakeholders. Last, due to our data analysis, we added a new position for the 2023-2024 school year: Parent-Liaison-Communication Specialist. This position will strengthen our relations with educational partners and build relationships as outlined in Goal 3 of our Local Control Accountability Plan (LCAP).	During the 2023-2024, Union Hill has worked to support all families with an emphasis on our underrepresented families. As stated above, Union Hill has added a position for the 2023-2024 school year, a Parent-Liaison-Communication Specialist funding through Title 1 to focus on equitable access for our underrepresented families and to strengthen building relationships with our educational community. 

The 2023-2024 Healthy Kids Survey states the following:

1. Parents feel welcome at Union Hill School District.
2. Parents feel well-informed at Union Hill School District.
3. Parents feel that they encourage participation in their child's education.
4. Parents feel Union Hill has caring teachers and high expectations for their student's learning outcomes.
5. Parents feel that the school district takes their concerns seriously.
6. Parents feel that Union Hill has a positive learning environment.

The California Health Kids Survey suggests that an identified need is that 67% of students have no opportunity for input on school activities/rules, while 51% report no opportunity for input on class activities/rules. This indicates a lack of opportunities for involvement and meaningful participation. Furthermore, only 46% of 6th-grade students feel they have a voice. While 82% of students feel accepted at Union Hill a staggering 81% have reported feeling lonely. Our parents report that bullying is at least a small problem (77%), while 73% of parents believe that the school takes concerns seriously.	We survey all families, students, and students to guide our decision-making with building partnerships that support student learning outcomes. The results of both surveys are analyzed and presented to the board annually as well as to develop our Local Control Accountability Plan. The district evaluates the surveys and adjusts its focus each year based on responses from parents. Building a positive environment with regard to student behavior has been the identified focus for 2023-2024. Parents feel that negative student relationships are causing distress and a lack of focus on learning. The district has focused on strengthening Positive Behavior Interventions and Supports as well as Social Emotional Learning strategies during the 2023-2024 school year. Moreover, our data suggests that community partnerships as well to support both academic and social-emotional student outcomes. We currently have community partnerships including Sierra Harvest, Nevada County Food Bank, the Nevada County Superintendent of Schools, Wiess Brothers Landscaping, Parent-Teacher Committee, Bright Futures, and additional community partnerships that support student outcomes when needed.	The strategies and focus areas for 2023-2024 has been to improve building partnerships is enhancing communication within our community through our new outreach systems and web portal, including the principal developing a community outreach plan. Secondly, strengthen and expand our partnerships in the community through our Extended Learning Opportunity Plan. This will includes before and after school as well as summer programming with our community partners that will directly impact student outcomes. We have implemented a Joint Powers Agreement with the Nevada County Superintendent of Schools, all school districts in Nevada County, the Chef Ann Foundation and Sierra Harvest to implement a Farm Fresh nutrition program to provide health meals to our students.	Our underrepresented families have had the opportunity to provide feedback on our Extended Learning Opportunity Plan as well as our Local Control Accountability Plan through the School Site Council and parent surveys. Many components, including tutoring, homework help, visual and performing arts, STEM, field trips and other enrichment activities has been offered at no cost for our underrepresented students and families. Our underrepresented families also have access to attend all of our after-school informational activities and our School Site Council to receive information and provide input to Union Hill's programs.	The district has a strong Site Council and strong leadership in the Parent Teacher Club and booster organizations. All of our parent groups communicate through a system of surveys, meetings, emails, and phone calls. Surveys include an annual parent survey (Site Council), an annual student survey (Site Council), and an annual student athletic interest survey. Many (92%) of parents shared that the school allows input and welcomes contributions, although only 74% of parents feel the school seeks parent input before making important decisions. This year we added monthly Coffee and Connections with the Principal.  The new Family Connections Survey results indicate that 98% of families feel Union Hill provides opportunities for involvement.	The district needs to strengthen communication and focus on recruiting underrepresented parents to participate in committees that make recommendations such as student conduct code/behavior, dress code, and support services. With our new web portal, we will focus on providing additional parent education opportunities and communicate more effectively regarding Board meetings and Local Control Accountability feedback for programmatic decision-making. The District intends to establish a Community Council.	In addition to the items discussed above, Union Hill will improve engagement of underrepresented families through our decision-making with our Expanded Learning Opportunity Plan (ELOP) and creating explicit information and engagement strategies through our Parent Information portal and our School Information System (SIS). Moreover, we will improve communication with our foster youth and homeless students by ensuring these families have appropriate information for our decision-making groups and appropriate access to our web services.	4	4	3	3	3	3	3	3	4	4	4	4	Met		2024-06-18	2024
29664150000000	Twin Ridges Elementary	3	Twin Ridges has the advantage of being very small. Nearly every staff knows every students and parent/guardian
name and background. Some staff, like office and admin, but also staff that are local to the San Juan Ridge, know
everything about families, extended, history, and otherwise. Many students are the children and/or neighbors of staff
members. Building relationships with families happens both on and off campus. Grizzly Hill and Little Acorns, the
LEAs two sites, are hubs (indeed really the only thing) in their respective communities outside a market and a gas
station. Building these relationships, through shared childcare, many school events, connections, playdates, sports,
community events and more, is a natural strength of the LEA.	"A focus area for improvement in building relationships with families is based on communicating school progress in
ways that are understandable to parents, as well as engaging in problem solving with student discipline issues,
restorative approaches between students, and navigating co-parenting issues. The school is instituting a ""traumainformed"" lens or focus starting in 22.23 but extending into 23.24 with targeted professional development for staff.
Unconditional positive regard and understanding (as much as possible) of student home lives is a key feature of this
effort. The school has doubled down on this effort moving toward a full implementation of Community Schools
Framework as an planning and implementation CCSPP grantee"	Twin Ridges is focused on increasing communication from school to home, in terms of quantity, precision, mode, and
frequencies. Twin Ridges is located in a geographic area where communication is more complicated than most, as
connectivity is poor. Moreover, with high SED status for many students and families, many do not have a phone, or
an operating phone. TRESD is focused on customized approaches for some of our families, including returning to
flyers and notes in backpacks, home visits, and communicating with neighbors and/or landlords of student families
(whatever it takes).	Twin Ridges has 6 identified calendar days for parent-teacher conferences. One set of three at the end of trimester
one and one at the end of trimester two. Additional space and time are structured in at the end of the trimester three
as well. Back to School, Open House, and several other classroom-specific events play a part in these partnerships
for student outcomes. Most teachers are in constant contact with student families at the classroom level regarding
student outcomes, as our self-enclosed classrooms are all combination grades and relatively small class sizes.	Professional development in the area of building capacity to partner with families is underway as described in section
one. Marked improvements have been noted with special education / resource students this years.	TRESD is instituted iReady Learning software / diagnostic screeners this year. This tool has effectively provided
novel information and support to student learning and development at home. It has improved engagement of
underrepresented families (SED). TRESD instituted Professional Development at the start of the school year for this
platform, and adopted a policy of commitment to its use and implementation from staff. We successfully deployed
three diagnostics, as well as the committment of 40 minutes of guided instruction on the platform per subject (ELA &
Math) per week. Additionally, this tool will continue to play a part in an organized MTSS intervention approach on a
weekly basis in both ELA and Math five days a week next year in classrooms.	TRESD (Grizzly Hill) has a strong Site Council, that acts as its LCAP committee. This meeting is well organized,
chaired by a parent, and involves staff. Grizzly Hill also has a robust Student Council for its size. These bodies,
along with several surveys and the constant communication described in section one, play into the effectiveness of
engaging families in advisories and decision-making. Participation has markedly increased in 23-24.	Areas of continued improvement include increased participation with advisories and councils (tends to be the same
families and students). Surveys could be more frequent, and data collected by these surveys could be more explicitly
shared in the input process (a work in progress).	"As described in section 2, TRESD is currently employing a ""trauma-sensitive"" approach for our entire school body --
moving towards a so-called ""trauma-sensitive community school"". This effort started with attendance and chronic
absenteeism, but it extends to PBIS, student progress, discipline, school-home communication regarding events, etc,
and reaches its highest form in shared, community-involved school decision making."	4	4	4	4	4	3	4	3	4	4	4	4	Met		2024-06-18	2024
29768770000000	Penn Valley Union Elementary	3	This is an area of strength.  We recently changed our communication format based on our educational partners' input.  Families are invited to return to the school sites and participate in events.  We have high engagement with Back to School Night and Open House.  Student Study Team meetings and Individual Education Plan are conducted to address students' individual needs.	"Parent surveys indicated there was overall satisfaction with the communication between families and our schools.  Our feedback did indicate that parents wanted communication through ""texting"" and ""emailing"" versus lengthy phone messages. A new program was purchased to allow all staff to communicate with their families utilizing the upgraded technology."	PVUESD uses many ways to communicate to improve parent engagement and communication.  Each school site and the District utilizes the telephone, texts, emails, and different social media platforms.  Each site collaborates with the Parent Teacher Clubs and Organizations.  Site based opportunities are developed for families to meet with the principal and superintendent monthly	PVUESD continues to work with families to enhance student outcomes.  Teachers and principals meet with families and students as necessary to help student success.  Valuable information is distributed to all families at the beginning of the year at Back to School Nights.	PVUESD will continue to develop an effective process for communicating with families when their children are struggling in academics and/or social emotionally.  This is a District-wide goal for all our staff.	Underrepresented families for our Hispanic students, students with disabilities, and socio-economically challenge students will be identified so a systematic approach can be taken to enhance engagement.	All educational partners were allowed an opportunity for input and feedback on our Local Control Accountability Plan.  Multiple opportunities were given to reach as much input back from our partners.	The sites do a great job of creating multiple avenues for parent participation through PTC/PTO, SSC, and family nights.  Our biggest challenge is getting parents to engage on a regular basis.	All our families are invited and encouraged to attend parent meetings, participate in surveys, and are offered multiple platforms to engage with the district and school site.  An interpreter can be used when necessary, along with form translation when appropriate.	4	4	4	5	4	4	4	4	4	4	4	5	Met		2024-06-12	2024
29768776111371	Vantage Point Charter	3	Vantage Point is notorious for developing relationships with their students and families.  Having the one-on-one opportunity to meet with students and families individually allows for strong relationship-building opportunities.  Our families attend promotion and graduation events is large numbers.  We have a great participation with Back to School Night and Open Houses.	This is an area to bring back to focus for our families.  Although we had strong participation during the previous year, we continue to be sensitive to families who are concerned with attending in person.	Staff go above and beyond to support families and their students. Family events are held throughout the year to encourage parent engagement and input.  Charter Advisory Council meetings are held and open to all parents wishing to attend.  Because parents have weekly meetings with staff, attendance at family events tends to be low. However, 1:1 meetings are a huge success as parents wish to connect with staff on a regular basis.  Teachers, administrators and classified staff all have open door policies that encourage consistent communication with families and community members. An area of focus going forward is to encourage and increase engagement in CAC meetings.	With two teachers, Vantage Point will focus on helping staff partner with families regularly outside of 1:1 meetings. Trauma informed practiced is an area we will continue to focus on.  Teachers will continue to make the weekly connections with students and evaluate their progress to discuss strengths and areas of concern.	Vantage Point will focus on student engagement to ensure students are meeting their attendance and weekly meeting requirements.  Enrichment opportunities will be provided through tutoring and elective opportunities.	Meeting with families and students one-on-one is the most effective way to improve engagement with underrepresented families.  It allows for specific designated weekly time to meet with the student without interruption.	Opportunities are provided consistently throughout the year for educational partners to participate in providing input for Vantage Point.  We do struggle for attendance for our families during opportunities for input.  We will continue to offer Zoom as an option for our partners to participate if in person meetings do work.	The VP staff does an excellent job at creating multiple avenues for parent participation. Our biggest challenge is getting parents to engage on a regular basis outside of 1:1 meetings. One area that has been successful is utilizing online meeting platforms such as Zoom to engage parents.	During our one-on-one meetings teachers and the staff will encourage participation and solicit input on how Vantage Point can make the engagement opportunities more available.	4	4	4	4	4	4	3	4	4	4	4	4	Met		2024-06-12	2024
30103060000000	Orange County Department of Education	3	Building authentic, trusting relationships has been identified as the most effective strategy for increasing engagement
among underserved families by Harvard researcher Dr. Karen Mapp. Feedback from recent LCAP surveys and input
from parent advisory groups continues to affirm that the school’s Family and Community Engagement Team is a
strength for the LEA in this area. Serving as a bridge between families, school, and community, bilingual Family
Community Liaisons and Community Resource Specialists reach out to each family when they enroll to welcome
them to the school community, build trust, and establish two-way communication. We recognize the importance of
each family’s cultural and linguistic assets and welcome and invite their contributions to the ACCESS school
community. Building upon each family’s strengths, the team connects families to resources within the school as well
as in the community to help families support their child’s educational journey. Monthly parent support meetings, or
“cafecitos” provide a comfortable space where families can connect with school staff to strengthen relationships,
build community, and increase capacity to work together to support learning.	Following the best practices outlined in Mapp’s Dual Capacity Building Framework, the LEA will focus on training
families and school staff to create welcoming environments where cultural wealth and linguistic knowledge are
valued assets in the school community. To build this capacity, teams of parents and school staff participate in state
and local conferences, regional collaborative meetings, and a variety of workshops to learn techniques and
strategies that are effective for building relationships across diverse cultural, linguistic, and economic backgrounds.
In addition, the LEA sponsored a cohort of school teams to attend a four-day Family and Community Liaison
Certificate Training. Evaluations from this training affirmed its value in providing tools and strategies for dual capacity
building.	Input from parent advisory groups and data from recent LCAP surveys indicate a need for more Spanish language
support for families. To assure equity and access for all students and families, LEA and school-level staff have
collaborated to develop a Language Access Plan for Orange County. The LEA will also hire additional bilingual staff
to provide language support during school meetings and events, as well as increase utilization of services currently
available through the LEA’s Language Services Unit. School staff who provide language support will continue to
receive extensive training on protocols and best practices for interpreting and translating, as well as the opportunity
to share locally-developed tools and resources and network with other professionals through monthly Multilingual
Consortium meetings.	In alignment with Multi-Tiered Systems of Support (MTSS), the LEA utilizes a community-based partnership model to
support the needs of the whole child. Together with families, Teachers, School Counselors, Clinicians, Transition
Specialists, and key community partners, we work together to identify strengths, assess student needs, and develop
individual student plans to support academic growth, college and career goals, and social-emotional needs. The LEA
partners with a wide range of public agencies and community-based organizations to address basic needs such as
food and housing, support mental health and wellness, provide guidance for college and career pathways, and offer
job skills training. This collaborative approach continues to be validated by data from LCAP surveys and input from
parent advisory groups.	On LCAP surveys, parents and caregivers express the need for more information on supporting their child’s
academic progress and social-emotional growth at home. To provide requested resources and tools, the LEA will increase the number of virtual and in-person workshops to share techniques and materials families can use to help
their children with goal setting, study skills, and time management. These parent workshops will build on each
family’s strengths and assets, and provide a supportive setting in which parents and caregivers feel comfortable to
share strategies and problem-solve. According to researcher Joyce Epstein’s typology, these types of “Learning at
Home” activities have the greatest impact on student academic achievement. The LEA will also share curriculum
information, learning resources, and tutorials online.	On LCAP surveys and in Parent Advisory Committee meetings, families share that they would like more
communication from the school regarding student needs and progress. To respond to this need, the LEA will
transform the parent-teacher conference model by empowering students to lead meetings, engaging parents in
setting goals with their children, and inviting community partners to share information and resources, creating
opportunities for students, families, and school staff to work together as partners to support student learning. The
LEA will also increase the capacity of its Parent Portal and increase the frequency of electronic communications to
provide more real-time information on student attendance, grades, test scores, and credits.	Strong parent participation in the District English Learner Advisory Committee (DELAC) continues to affirm its effectiveness for seeking input for decision-making. The LEA has exceeded its LCAP goal for participation and regional representation in monthly meetings, and parents from throughout the county are now represented. The meetings are planned and conducted by parent leaders serving on the DELAC Board using the Title III Federal Program Monitoring Tool and input from families. In addition, parents and caregivers participate in All Hands on Deck, a quarterly shared decision-making meeting in which families, students, school staff, and community partners collaborate to shape and implement the community school's vision for the LEA.	As a recipient of the California Community Schools Partnership Program planning grant, the LEA’s focus area for
improvement is developing shared leadership opportunities and co-governance structures to enable families, school
staff, and community members to contribute their knowledge and expertise to a shared vision that will guide the
school’s continuous improvement process. The LEA will establish a two-tiered shared decision-making structure that
will provide opportunities for families to engage at both the school site as well as the LEA level. In addition, teams of
parents and school staff will participate in the LEA’s Community Schools Network meetings, and also attend state
and local conferences, workshops, and trainings to learn techniques and strategies that are effective for collaborative
school decision-making processes.	Engaging underrepresented families in school decision-making requires a focused effort on empowering parents to
become leaders in the school community. Input from parents and caregivers who attend DELAC meetings,
participate in LCAP Parent Advisory Committee meetings, and serve on School Site Council indicates strong interest
in building their leadership capacity, knowledge, and skill sets in order to participate fully in these decision-making
groups. To help build and sustain parent leadership, the LEA will provide training on topics such as school funding,
curriculum, instruction, and assessment, college and career readiness, and community schools through a “parent
university” model. In addition, teams of school staff and parents will attend conferences and workshops to further
enhance leadership capacity.	4	4	4	5	4	4	5	4	4	4	5	4	Met		2024-06-18	2024
30103060126037	Samueli Academy	3	The school supports staff members individually in growing their capacity to partner with families through weekly professional development.
The Parent/Caregiver Advisory Committee has strengthened the partnership with families by providing critical feedback before and after each program.
The school has provided simultaneous translation opportunities in Spanish for parent and caregiver events and has widely used ParentSquare as a communication tool allowing users to choose the language they wish to receive communication. 
This year, the school added a Community Schools Coordinator who works closely with parents and caregivers to provide access to resources. 
	The school is committed to fostering a welcoming and inclusive environment for all students and their families. To achieve this goal, we strive to ensure adequate representation of our student population's diversity on our Parent-Community Advisory Committee (PCAC) and other opportunities for parent involvement. We believe involving parents from different backgrounds and perspectives is essential to creating a supportive and equitable learning community.
	The school aims to enhance parental involvement in the education of English Learner students by conducting targeted outreach to parents and caregivers. We plan to communicate directly with families through our Community Schools Coordinator and EL Instructional Aid. We intend to use events with a high level of family involvement, such as our first community night of the year, to engage EL parents. Additionally, we will continue providing in-person and virtual options for parents to participate.	At our school, we believe that building strong partnerships with families is crucial to our students' success. That's why we hold monthly caregiver meetings, which are now virtual, to connect with families and share resources and information. Our meetings focus on our common goals to help students achieve their greatest potential, and we actively seek input from families to include them in our plans to support students.

Our monthly meetings cover a range of important topics, such as how to be eligible for a four-year university, support your student around AI, social-emotional learning, mental health support, and parenting teens in a digital world. We are committed to providing families with the resources and support they need to help their students succeed.
	Based on input from our current PCAC, we plan to begin talking about eligibility for a four-year university earlier and more continuously, using data from where their student currently stands academically. We will then use this common understanding to introduce our support for students to reach their greatest potential through tutoring, office hours, and credit recovery options.	The school will provide parents and caregivers multilingual access to materials and information. It will also continue to seek support from community partners and utilize the Community Schools Coordinator to disseminate information.	The school regularly collects information from our partners, including our families. This helps us understand their experiences, expectations, and what they want for their students. We also share local student performance data to get feedback on decisions. 

Our Parent/Caregiver Advisory Committee (PCAC) provides input on our LCAP during development and our mid-year report. They ultimately approve the LCAP to present to our board. 

We also use advisory committees for our CTE Pathways to improve the program through their feedback and expertise.
	The school effectively shares information and data with parents to make informed decisions and seeks input to ensure their voices are heard and valued. We aim to provide families with a clear illustration of how their feedback influenced decisions.	The school will ensure that we advertise that translation services will be available for meetings and opportunities for discussion and feedback. We will ensure that the communication is culturally sensitive and inclusive. The Community Schools Coordinator will serve as a liaison between the school, community partners, and parents.
	4	5	5	5	4	4	4	5	5	4	4	5	Met		2024-06-26	2024
30103060132613	Vista Heritage Global Academy	3	Parent-teacher conferences were scheduled two times during the 22-23 school year. These meetings proved to be effective in providing a platform to engage parents and families in discussing student progress and collaborating on ways to enhance student achievement. Additionally, three iReady Diagnostic Family Data Chat events were held to provide teachers, students, and their families a platform to analyze iReady Diagnostic Data and discuss student plan goals and plans of action.
Additionally, each teacher utilizes ParentSquare to communicate with parents and families. The use of Class Dojo has also supported in establishing ongoing communication with parents and families relative to each classroom. Here, parents are able to receive updated academic progress, remain connected to classroom teachers and are informed of important dates and deadlines relative to each class.
Vista Heritage parents and families are encouraged to play an active role in the school and are frequently invited to attend school wide events and activities such as field day, Vista Family Nights, and Coffee with the Principal.	Vista Heritage parents and families are encouraged to play an active role in the school and are frequently invited to attend school wide events and activities such as Vista Family Nights, and Coffee with the Principal.	The implementation of parent classes and workshops will support Vista Heritage families by directly impacting student outcomes. Workshops conducted by the school’s intervention teacher, administrative and teaching staff will aim to enhance the direct support to families on how to actively engage students to drive data and increase academic achievement.	Vista Heritage is committed to fostering positive and productive relationships between the school and its educational partners including, but not limited to, staff, families, students, in addition to the larger community. The school employs multiple means of communication between school and its school families. ParentSquare continues to serve as a central means of communication between enrolled families and the school. This serves to channel direct communication 24/7 between families and the school. In this manner, families feel connected and the school provides a sense of community. Additionally, all teachers maintain a class communication platform, via ClassDojo, which serves as a platform for teachers to directly communicate information relative to parents and families of their students.
Monthly parent meetings are held to communicate various information to families. Areas of topic include updates regarding academic achievement, student led data driven events, family events, as well as collaborative meetings to discuss school wide initiatives and upcoming events.
The school endorses an open-door policy in which parents and families are encouraged and welcomed to volunteer and actively participate in various activities and events.	The Vista Heritage staff remains invested in fostering strong relationships between staff and families. In the 2023-24 school year all teachers will continue to maintain active communication via Parentsquare. Additionally, teachers will communicate weekly class information and updates regarding class activities and schoolwide events via a weekly newsletter. Newsletters will be distributed to families, weekly. Soft copies will be emailed to parents and families by Sunday evening, and a hard copy will be sent home to families on the first week upon return from the weekend. To increase communication with parents and families, a monthly newsletter will be sent home to highlight schoolwide initiatives and provide updates on varying schoolwide events and activities.
In June of 2023 Vista Heritage dedicated a full-time position to its first Community Schools Coordinator. This position will serve as a bridge between the school and external community partners to ensure the coordinator of programs, services and resources to improve the academic and social – emotional outcomes for students. This position will strive to manage existing partnerships, identify new partners, and monitor program quality and impact by using a data and results driven approach.	Vista Heritage will continue to connect to all families through parent classes and workshops aimed to address various topics. Parent interest surveys will be administered to gauge the interest of parents and families. Supporting families of English language learners and students with disabilities remains a high priority.
The Community Coordinator will remain committed to connecting the families within Vista Heritage to the larger Santa Ana community. Parent workshops encompassing topics on ways to support students with disabilities and English language learners will remain a priority.	Parents and families are highly encouraged to join monthly parent and board meetings. Surveys continue to remain a best practice at Vista Heritage when making decisions impacting the school. The administration and staff also continue to endorse an open door policy and welcome parent and family input as part of the collaboration process.	Vista Heritage strives to incorporate all parent and families’ input when creating decisions that directly impact student learning. Monthly parent meetings will also be held throughout the school year to ensure ongoing communication and partnership among all educational partners. Varied parent meeting sessions will be offered to allow all families to participate. Morning, afternoon, and evening sessions will be offered via zoom and/or in person.
Maintaining a parent input corner in the front office and on the school’s website will serve as a means to encourage parent involvement. The Community Schools Coordinator will maintain an office space in the front office to allow for easy access to communicate with parents and families.
The school’s website will maintain a parent and family feedback and suggestion portal that will allow for 24/7 communication between the school and its community partners.	The Culture and Community Coordinator will aim to create opportunities for families to provide input and engage in the planning of school wide initiatives. Administering parent and family surveys will become common practice and will be used to drive any and all decision making.
In the summer of 2023 families will be welcomed to gather as a school community for informal meetings to collaborate on 2024 planning. Parent and family orientations will be held in August for all families. Meet and Greet will also serve as a positive launch to the school year in an effort to establish a strong partnership at the onset of the school year.	4	4	4	4	4	3	3	5	4	4	4	3	Met		2024-06-10	2024
30103060132910	College and Career Preparatory Academy	3	The primary strength of our program lies in the strong relationships between teachers and students. These relationships, developed in one-on-one settings, enable informal assessments that allow students to open up and discuss their academic and personal needs and goals. By building these relationships, teachers gain valuable insights into students' needs, helping to alleviate barriers and allowing students to focus on their academic endeavors. This relationship is vital for the success of our students moving forward.

To further support students in overcoming barriers that hinder their academic achievement, the Community Resource Specialist (CRS) works closely with both students and teachers. The CRS has created and accessed regional networks of resources throughout Orange County, enabling students to meet their basic needs and connect with community resources. Through referrals from teachers and staff, the CRS connects CCPA students with community partners, ensuring they utilize available resources and monitoring the increased usage of these services. The CRS tracks student needs and effectiveness by gathering data on student attendance rates.

To enhance support for adult students' well-being and achievement, CCPA plans to increase staff and services, providing individualized, triaged resources. The creation of Multi-Tiered System of Supports (MTSS) Tiered Intervention matrices with a licensed clinician will offer specialized mental health and social-emotional support. Instructional and behavioral interventions will address critical needs, facilitating educational attainment and smooth transitions into the community, secondary education, and the workforce. Implementing MTSS, which begins at enrollment and addresses the academic and social-emotional needs of all adult students as they progress through our program and continues after graduation, will ensure comprehensive and sustained support.	Based on the analysis of educational partner input and local data, CCPA's focus areas for improvement in building relationships between school staff and families include creating inviting spaces for student learning and developing resource centers at each site for family and student use. The Community Resource Specialist has identified regional networks of resources throughout Orange County to help students meet their basic needs, connect with community resources, and monitor their participation at each school site.

Continuing to focus on student and family needs, CCPA is organizing a new food pantry at the regional office. While some supplies such as hygiene kits and diapers are already provided, the dry goods portion of the pantry is still a work in progress and will be opened soon. This initiative aims to build relationships with students and their families by breaking down barriers and enhancing student academic achievement.

CCPA's teaching staff, with 18-25 years of experience working with at-promise students, are trained in best practices for creating a welcoming and inclusive school environment. To foster authentic relationships with families from diverse backgrounds, CCPA has increased opportunities for parent and family participation throughout the school year. Parents and families can attend School Advisory Committee meetings, DELAC/ELAC meetings, open houses, financial aid workshops, and College and Career Week. In collaboration with the Orange County Youth Center, services are provided on-site at three CCPA school locations, further enhancing family engagement and support.	To improve the engagement of underrepresented families, CCPA will align family engagement activities with culturally proficient practices and increase outreach efforts to underserved populations. A major concern expressed by our educational partners is the social-emotional well-being of our students. Consequently, CCPA will focus on providing resources, strategies, and interventions to support engagement in learning and offer social-emotional consultation through the Multi-Tiered System of Supports (MTSS) to bolster student achievement.

To meet the needs of students and their families, funding will continue to be allocated for a Community Resource Specialist. Additionally, CCPA will allocate funding to hire a part-time clinician to support students' mental health and wellness, thereby promoting student academic achievement. This approach will ensure that underrepresented families receive the necessary support to enhance their engagement and participation in the school community.	To build effective partnerships for student outcomes, CCPA provides regular opportunities for students and families to meet with teachers to discuss academic progress and ways parents can support their children's academic success at home. The School Counselor meets with students one-on-one to ensure they are on track to graduate and provides support in choosing a career pathway and planning for college. CCPA creates an Individualized Career Education Service Plan (IECSP) that identifies student needs and sets goals to support student success. As a focus for improvement, CCPA will provide staff development to train teachers in best practices for working effectively with underrepresented families.

CCPA's participation with educational partners has led to an increase in school events and higher student attendance at these events throughout the year. These events are designed to prepare students for college, careers, and life, while also breaking down barriers to support student achievement. Collaborating with educational and federally-funded workforce partners continues to meet the needs of the young adult student population, strengthening relationships among partners.

A notable strength of the program is the partnerships developed in collaboration with the California National Guard, Orange County Youth Center’s Ready S.E.T. Go program, and Long Beach City College. These partnerships provide educational services for young adults participating in the California Job ChalleNGe program. Students in this program are dual enrolled in classes at Long Beach City College and CCPA. With enhancements to online classes through the LMS platform, Imagine Learning, CCPA has been able to provide positive outcomes and educational support to meet the needs of these students. Upon successful completion of both programs, students earn their high school diploma and a certificate from Long Beach City College.	"Based on identified student data, local indicators, assessment testing, and feedback from staff and educational partners, CCPA has pinpointed several major student learner needs, with a significant emphasis on enhancing mental health services to address social-emotional needs. The key focus areas for improvement include:

•	Improving student attendance/capture rate
•	Supporting all students' academic and social-emotional needs
•	Increasing student academic growth

By focusing on these key identified student learner needs, we believe it will strengthen the overall program and increase student academic achievement. Addressing barriers to success, emphasizing academic growth, supporting students' emotional well-being, and effectively marketing the program will not only enhance overall performance but also expand the total population of students we can serve, thereby transforming more lives.

The effectiveness of these goals and actions, derived from data-driven decision-making, is evident in improved student growth in academic areas as measured by adopted assessment tools, attendance rates, ADA capture rates, school climate surveys, and graduation rates. These examples demonstrate that staff, community partners, students, and educational partners are making effective shared decisions and recommending appropriate curriculum, educational services, goals, and actions that support positive student outcomes. As a result, CCPA students are better prepared for college and career paths, supporting the Orange County Workforce Plan."	Historically, 100% of CCPA students are credit deficient, leading to a non-stability rate of 81%, with 91% of students classified as socio-economically disadvantaged (Data Source: DataQuest 2022-2023). To address this, all CCPA students will benefit from expanded learning opportunities aimed at helping them attain their educational goals. Funding will be used to retain staff with extra duty hours and hire additional support to provide direct services to students. CCPA will offer expanded learning opportunities through the Imagine Learning recovery program for the 2024-25 school year, as identified in the A-G Grants. To increase instructional learning time, CCPA will provide more one-on-one support with educational paraeducators and offer tutoring options through Tutor.com, giving students 24/7 access to tutors. This support will allow students to engage with tutors both within CCPA and through virtual sessions, covering over 250 subjects, during evenings and weekends.

The Community Resource Specialist (CRS) will continue to work with all students to break down barriers and support their social-emotional well-being, thus increasing their academic achievements. The CRS identifies regional networks of resources throughout Orange County for students to access, connects them with community resources, and monitors their participation. While all CCPA students receive information and resources weekly, evaluations and assessments from the CRS and teacher feedback indicate that more students could benefit from individualized triaged resources provided by a licensed clinician. Mental health services will offer a range of school-based wellness support services, including assessing and evaluating student behavior related to academic success and personal well-being, developing placements for the social and educational welfare of students, and providing crisis response as needed. The mental health service provider, in collaboration with the CRS, will monitor student needs and effectiveness by gathering data on student attendance rates and the usage of services utilized by CCPA students.

Additionally, CCPA’s marketing plan will aim to increase awareness of the program among underrepresented families. Marketing initiatives will include direct mailers to qualified households throughout Orange County, a redesigned website for easier access to information, and social media ads targeting potential students and families in the area.	CCPA values and actively seeks the input of students and parents on the school's continuous improvement efforts. One of the strengths of CCPA is its encouragement of family participation in advisory committees such as the ELAC/DELAC meetings, School Advisory Committee meetings, and LCAP surveys. The accessibility of these meetings is a notable strength, with efforts made to facilitate participation by underrepresented families. Advisory group meetings are held at times and locations preferred by students and parents, with options for live-streaming and call-ins available. To further improve, CCPA will continue to use the LCAP educational partner surveys to identify student needs and increase participation in these events.	The School Advisory Committee continues to provide input, support, and recommendations for the growth of the program, career preparation of students, and opportunities for workforce training. To improve in seeking input for decision-making, CCPA aims to increase collaboration meetings with partners. The School Advisory Committee will seek more input from community partners, local business executives, CCPA staff, students, and parents. This focus on increased collaboration will ensure a broader range of perspectives and stronger involvement of educational partners. By actively engaging a diverse group of stakeholders, CCPA will enhance its decision-making process, ensuring it meets the needs of all students and maintains a successful educational program.	"To improve engagement of underrepresented families in seeking input for decision-making, CCPA has implemented various strategies and will continue to enhance these efforts. The School Advisory Committee, which represents the diverse interests of the school community, plays a crucial role in attaining input from educational partners. To gather meaningful input from all stakeholders, CCPA employs multiple methods, including web-conferencing, phone calls, and online and phone surveys in multiple languages.

Feedback is also collected during OCBE board meetings where CCPA’s LCAP is presented, allowing community members and staff to provide input either virtually or through written comments. These methods ensure broad participation and diverse perspectives, contributing to informed decision-making.

Moving forward, CCPA will enhance engagement with underrepresented families through the following methods:

•	CCPA School Advisory Committee meetings held for public hearings and open to public comments, available through web-conferencing and phone call-in.
•	DELAC meetings held for parent and student questions and feedback.
•	Online surveys conducted to gather feedback from students, teachers, staff, educational partners, and parents.
•	Email and text surveys sent to parents in English and Spanish.
•	Phone surveys conducted in English and Spanish for parents.
•	Ongoing meetings with staff to discuss the Local Control and Accountability Plan (LCAP).
•	Surveys, phone calls, and meetings with educational partners from school administration, Project Liaison, SRTs, and the Counselor on a weekly basis.
•	Student Intervention Team (SIT) meetings to address individual student needs and gather input from families.

These efforts will ensure that CCPA continues to effectively engage underrepresented families, attaining diverse input to support informed decision-making and the continuous improvement of the educational program."	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
30103060133785	Oxford Preparatory Academy - Saddleback Valley	3	Oxford Preparatory Academy (OPA) has focused on building strong parent relationships at our
schools.. We utilize technology to engage our students and families in 2-way communication for many
events and to establish a welcoming environment for all of our families. When surveyed, 84% of our
families agreed that OPA creates parent involvement opportunities and over 64% are aware of our
parent education opportunities.	The focus area for improvement is continuing to provide parent education opportunities and making those opportunities well-known to families.	OPA will continue to focus with intention on building collaborative partnerships with all families, including those who are underrepresented, through personalized outreach efforts.	Oxford Preparatory Academy (OPA) has been focusing on partnering with families for many years.
In-person meetings are now often held with a virtual component to allow access to more families.	OPA will continue to focus with intention on building collaborative partnerships with all families, including those who are underrepresented.	OPA will continue to focus with intention on building collaborative partnerships with all families, including those who are underrepresented, through personalized outreach efforts.
	When surveyed, 79% of parents of Oxford Preparatory Academy (OPA) agreed that their input was
sought for decision-making. OPA families participate in PTO ( Honour Society), School Site Council,
and DELAC (District English Language Advisory Committee). By using a digital platform in tandem
with in-person meetings, we have continued to see an increase in participation for most of our parent engagement events. Additionally, OPA leadership continues to hold Town Hall Meetings to give families an opportunity to share their feedback in many areas	OPA has identified the following focus areas: 1.  Increase ways for meaningful participation including subgroup populations (EL, SED, SWD), 2. Continue expansion of parent education opportunities, 3. Increase DELAC attendance, 4. Examine ways to communicate parent volunteer opportunities more effectively.
	OPA will improve engagement of underrepresented families through individualized communication efforts.
	4	5	4	5	4	5	5	4	5	4	5	4	Met		2024-06-28	2024
30103060133959	Unity Middle College High	3	A goal for the 24-35 school year will be to continue to build relationships with our school staff and families while creating opportunities for involvement and participation.	Our goal is to have every parent log into our Student Information system AND our family communication system so that we are able to accurately and effectively communicate with parents.	Working with our families and staff we will build in opportunities for families to participate that include their students such as Homecoming Events, Back to School Extravaganza, etc.	We have successfully partnered with several local businesses that include Santiago Canyon College, Youth Centers of Orange, and The Boys and Girls Club of Central Orange Coast Region.	Continue to grow and build on our partnerships.  Layering on participation opportunities and increasing the number of students participating.	Unity will implement strategies to include underrepresented families that benefit the academic and social development of our students.  Tapping into our family resources to include them in building our school community.	We successfully sent out onesurvey this year and will build in multiple surveys for the 24-25 school year and create a goal for a 85% participation rate families, students and staff.	Increase attendance to our monthly parent meetings, share information more deliberately during our School Site Council meetings and provide support during our ELAC meetings.	We need to adequately communicate that we are having above meetings and encourage parent participation so that parents are clear about the relationship that we are trying to build.	3	3	3	3	3	2	3	2	2	2	2	2	Met		2024-06-27	2024
30103060133983	Ednovate - Legacy College Prep.	3	Legacy College Prep has continued to leverage its now Parent Advisory Committee (PAC), English Language Advisory (ELAC), and Coffee with the Principal to engage our parents as partners this year. Elected members and involved parents meet quarterly and formally to provide important input and feedback on the governance and operation of Legacy College Prep and participate in school decisions through the PAC, and ELAC. These councils' agenda consists of analyzing data (academics, attendance, school budget implementation, English learner support and student wellness) and making recommendations to the school’s leadership for improving school-wide performance in the key indicators. In addition to these formal structures, all families continue to engage through monthly Coffee with the Principal meetings and provide their input at least quarterly, through our parent surveys. These councils provide an ongoing opportunity for two-way communication, engaging our parents as partners and consistent feedback between families and the school, including processes for parents to initiate desired activities, plan events, and provide input to the school’s leadership. 
Our PAC continues to play a pivotal role in the school’s accountability to our students, families, and community. The PAC contributed to our Wellness Policy this year, reviewed Student Performance Data, and continues to review and provide guidance on where funds are needed. 
Legacy College Prep English Learner Advisory Committee (“ELAC”) continues to provide input in advising Legacy College Prep and collaborating with the PAC on programs and services for English learners. The ELAC acts in an advisory capacity to advocate and ensure our ELL students' needs are met and supported. It is not a decision making body, but it is the voice of the English Learner community. This year our ELAC has provided feedback thus far on ELPAC data, our EL Needs assessment, Student Performance data, and LCAP. 
Parents continue to be eager to engage and discuss the topics and information in our PAC/ELAC agendas and use this space to build their community, foster connections, and share their ideas and feedback with our school to make decisions.
Communication with families has always been and continues to be a strength of Legacy College Prep. To date, monthly Coffee with the Principal's has an average of 50 or more families in-person and virtual attendance. We have also had an average of 95% attendance at Report Card Pick- Up this year. Furthermore, we launched our workshops for parents to learn more about topics such as mental health and drug awareness at a time that is more convenient for them	Legacy College Prep has made significant strides in building relationships between school staff and families. Legacy College Prepis constantly working to improve and continuously grow. Some of the areas to improve are parent engagement and attendance. Parents are eager to engage in discussions and share their ideas and feedback with the school. Programs like the Parent Advisory Committee ( PAC), and English Language Advisory ( ELAC) have encouraged parents to build community, foster connections, and learn more about relevant topics. A priority is to enhance Legacy College Prep translation services during in-person meetings to encourage parent participation. 

Additionally, Legacy College Prep plans to include testimonials and quotes from current parents who have found value in Legacy College Prep PAC & ELAC community spaces. Finally, Legacy College Prep aims to provide more specific details on the topics covered during Parent Workshops to entice more parents to attend these informative workshops. Lastly, we look to continue to expand the Parent Ambassadors Group to learn, and participate in community as well as civic engagement in the coming year. 
	At Legacy College Prep,, we are committed to creating a supportive and inclusive environment where everyone feels respected and valued. To achieve this goal, we always seek ways to engage with underrepresented families and make them feel like they are an integral part of our community. For instance, we offer a range of options to ensure that all families have equal access to our resources and services, such as resource/community fairs, wellness fairs, and easy accessibility to resources via text, email, or phone. Effective communication is vital to fostering stronger family-school partnerships, which, in turn, can lead to improved student outcomes. By prioritizing communication and taking extra steps to engage underrepresented families, we are working towards building a more inclusive and welcoming school community. We continue to grow in looking for consistent translation services for all meeting spaces, and continue to provide parent workshops in topics such as ELPAC testing, Financial Aid, College 101, and Mental Health Topics.	At Legacy College Prep we have created a school culture where parents and families are embraced as partners in the education of their children. East College Prep holds mandatory parent-teacher conferences every quarter. Legacy College Prep  communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of Legacy College Prep student information system, Illuminate, and  behavior information through Dean’s List. Additionally, we solicit regular feedback from families and students through bi-weekly network-wide check-in and satisfaction surveys. Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of the Student/Parent Handbook: Guide to Thrive, indicating that they understand the Legacy College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”:
- Attend parent-teacher conferences every ten weeks
- Monitor homework assignments daily. 
- Provide time and space for their child to do homework each night
- Talk with their child about school
- Support the code of conduct, the dress code, and the homework policy of Legacy College Prep 
- Treat Legacy  College Prep School faculty and staff with respect
	At Legacy College Prep, the school is working hard to ensure that students have the support and services they need to succeed. These resources include tutoring, counseling, and mentoring programs for students needing extra help. Through the 1:1 Chromebook program, students can also benefit from additional support, such as personalized tutoring opportunities, instructional aides, credit recovery and summer programs. Students can achieve their outcomes with these resources. Legacy College Prep continues to grow in providing diverse opportunities through clubs, sports, and events for each student. Legacy College Prep continues to expand its community partnerships to expand services, resources, and opportunities to achieve a wraparound approach for each student.	Through Legacy College Prep self-reflection, we have identified areas to support underrepresented families better and significantly impact student outcomes, particularly our low-income English learners and foster youth. To this end, Legacy College Prep has developed a culture team to provide further assistance and mental health support for all students experiencing trauma, grief, or other mental health issues. We recognize the importance of increasing student services and building awareness among our community. To achieve this, Legacy College Prep plans to continue to host student and parent workshops, events, and resource/wellness fairs to promote services and programs for our families. Our teachers also focus on strengthening social-emotional support strategies to ensure students have the safest and most supportive environment.	Legacy College Prep encourages parents to participate in school decisions through the Parent Advisory Council (PAC) and the English Language Advisory Committee (ELAC). Both groups offer continuous two-way communication and feedback opportunities between parents and the school to improve school-wide performance. The PAC and ELAC analyze dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership. For example, the PAC allows parents to initiate desired activities and plan events. Parents need to stay informed about ELAC and PAC meetings and processes, and Legacy College Prep staff ensures timely communication in both English and Spanish to maximize participation and involvement from parents. 

Parents are also encouraged to:
- Attend parent workshops.
- Serve as volunteers.
- Assist in planning school events, and attending community events on behalf of the school.
- Meet with teachers as questions and concerns arise and attend student parent conferences.
- Attend monthly Coffee with the Principal meetings.
- Participate in our quarterly surveys
- Participate in our annual wellness survey
- Participate in our LCAP Public Hearing
- Participate in our English Learner Survey
	Legacy College Prep believes that it is important to consider the areas where students may need continuous intervention or face unique circumstances impacting their academic performance. Legacy College Prep strongly believes in a collaborative approach that involves students, parents, teachers and school administrators to ensure everyone in the school community is involved in the school decision-making process. By working together in spaces like the Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals we can determine the best ways to support and help students achieve their goals. We are looking to expand on our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.	As Legacy College Prep student population is mostly English Learners, Low Income, Foster Youth, and underrepresented communities our aspired improvements of working together in spaces of Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals determine the best ways to support our students achieve their goals. We look to expand our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-13	2024
30103060134056	Orange County Academy of Sciences and Arts	3	The Charter School’s strengths and progress in Building Partnerships for Student
Outcomes are developing a strong and supportive school culture through a Positive Behavior Intervention and Support (“PBIS”) program and restorative practices, family communication through Parent Square, the website, the newsletters, and partnerships through conferences, parent workshops, and family events. The Charter School has developed partnerships with the PTSA, Beyond the STARS, and the Segerstrom Center for the Arts to include field trips to their theater as part of Inquiry Arc. Students have enjoyed Things in Motion when the Segerstrom dancers came to OCASA.
OCASA’s PTSA runs Science Night, Literacy Night, Movie Night, End of Year Picnic, and Field Day. The after-school program Beyond the Stars has clubs like Robotics, Garden Club, Nature Club, Science Club, as well as Music Classes, Strings, Piano, Drums, Choir, Band, and Guitar.	The Charter School’s focus area for improvement in Building Partnerships for Student Outcomes includes building more formal partnerships as part of our Inquiry Arc Expos. For example, related to the content area the areas of inquiry arc and academic standards, like innovation, it would be nice to have someone from Space Hubble come to review students’ proposals.	The Charter School’s will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes will continue to build trusting relationships with families. For families of English Learners, the Charter School will continue to provide translation services, invite families to better understand the acquisition of the English language, and how to engage with the school. For families of students with disabilities, the Charter School will engage with families during IEP meetings and in planning activities and programs for students.	The Charter School’s strengths and progress in Building Relationships Between School Staff and Families include:
• Student Led Conferences are held twice a year to ensure families can fully understand their students’ progress and how parents can support student outcomes (translation is available).
• Administer annual survey to parents, staff, and students.
• ParentSquare, a messaging tool is used to frequently with families to build support for positive student outcomes and to encourage families to attend school events.
• Host Coffee with the Principal and Parent Education once per month.
• School Tours hosted twice per month.
• Host meetings for families of students with disabilities with special education team, school psychologist, and school counselor who build partnership with families to ensure goal attainment.
• Provide consistent communication through Parent Square email, phone calls, and text notification. Send weekly announcements. Post notification on Facebook. Send newsletters home every other week.
• Host family events like Meet Your Teacher, Back to School Night, Science Night, Literacy Night, Movie Night .
• Parents participate on the School Site Council (SSC) to advise the Board.
• Parents participate on the Parent Teacher Student Association (PTSA), the Multi-Tier System of Supports (MTSS) Site Leadership Team, and School Safety Committee.
• Teachers send a newsletter to families every week.
• Parent opportunities to volunteer at the Charter School or on field trips.
• Monthly Parent Training on Volunteerism by Principal.
• The Charter School’s website will be updated regularly, including the school’s calendar.
• School Counselor to meet with students and families.
• Charter School provides parent workshops on Understanding State Standards and assessments including SBAC and ELPAC, Title I Parent Rights Meetings, How to Help your Child be Successful, How to Prepare for Parent Conferences, How to be an Educational Partner, Literacy Night, Math Night, Using Educational Technology, and Transition to MS and HS Night. Charter School provides materials during parent workshops in English and Spanish.
• The parents celebrate the presentations (Expos, Awards Assemblies, Inquiry Arc Night, Performing Arts Night, etc.) to witness their child sharing their academic hard work and achievement.
• Parents also serve on committees, lead community activities and initiatives throughout the year, and parents serve on the Charter School Board of Directors.	The Charter School’s focus areas for improvement in Building Relationships Between School Staff and Families include:
• Work with parents to encourage stronger communication to ensure that the above strategies are effective.
• Ensure parents understand that discipline outcomes are private and cannot be shared by law.
• Encourage parents to take leadership roles on various committees.
• Ensure advertising about parent workshops on Understanding State
Standards and assessments including SBAC and ELPAC, Title I Parent Rights Meetings, How to Help your Child be Successful, How to Prepare for Parent Conferences, How to be an Educational Partner, Literacy Night, Math Night, Using Educational Technology, and Transition to MS and HS Night. Charter School provides materials during parent workshops in English and Spanish.	The Charter School will continue to focus on improving the engagement of underrepresented families in relation to Building Relationships Between School Staff and Families. The Charter School will continue to focus on having parents reach parents to empower families. The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services to parents who are English Learners in Spanish, Farsi, and Russian. The Charter School will continue to host events for parents at various times throughout the day to ensure that families can actively participate in the school community. To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. For parents of migrant students, the Charter School will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Charter School will meet with the family when they return to incorporate any interventions needed. The process of addressing requests from parents of Title I students for additional supports includes a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs and developing an Individualized Learning Plan to support the student.	The Charter School’s strengths and progress in Seeking Input for Decision-Making are seeking input from educational partners through an annual survey, monthly community meetings, PTSA Executive Board, one parent serving on the Board of Directors, and overall climate development. Hiring includes several educational partners to ensure that future employees meet the qualifications and align to the Charter School’s mission. Being able to gather that information in families' home language strengthens our work in this area.	The Charter School’s focus area for improvement in Seeking Input for DecisionMaking will include programmatic decisions through the Professional Learning Communities in regard to instructional strategies, curriculum, timing of events and assessments. Furthermore, the families will have additional opportunities to share information through monthly Coffee with the Principal community meetings.	The Charter School’s will improve engagement of underrepresented families in relation to Seeking Input for Decision-Making will be meeting for parents of English Learners and parents of Students with Disabilities to provide information about the programs provided to the students.	5	5	5	5	5	5	5	4	4	4	5	4	Met		2024-06-25	2024
30103060134239	Epic California Academy	3	Based on the analysis of educational partner input and local data, EPIC’s current strengths and progress in building relationships between school staff and families starts with the individualized learning plan meeting at the beginning of the school year. Supervising teachers meet with each student and their parent/guardian to personalize a learning plan that fits the student’s learning style and academic achievement goals. EPIC teachers and staff are accessible to each student and family for support all throughout the school year. The personalization of learning and availability of support is a key strength in EPIC’s progress in building relationships between school staff and families.	Based on the analysis of educational partner input and local data, EPIC's focus area for improvement in Building Relationships Between School Staff and Families is to increase communications to families through emails, newsletters, and social media. EPIC will also increase the number of school information webinars families can view or/or attend.	Based on the analysis of educational partner input and local data, EPIC will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families by increasing the touchpoints with identified families. EPIC will reach out to identified families more often to inform them of opportunities for engagement.

	Based on the analysis of educational partner input and local data, EPIC’s current strengths and progress in building relationships between school staff and families starts with the individualized learning plan meeting at the beginning of the school year. Supervising teachers meet with each student and their parent/guardian to personalize a learning plan that fits the student’s learning style and academic achievement goals. EPIC teachers and staff are accessible to each student and family for support all throughout the school year. The personalization of learning and availability of support is a key strength in EPIC’s progress in building relationships between school staff and families.	Based on the analysis of educational partner input and local data, EPIC's focus area for improvement in Building Relationships Between School Staff and Families is to increase communications to families through emails, newsletters, and social media. EPIC will also increase the number of school information webinars families can view or/or attend.	Based on the analysis of educational partner input and local data, EPIC will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families by increasing the touchpoints with identified families. EPIC will reach out to identified families more often to inform them of opportunities for engagement.	Based on the analysis of educational partner input and local data, EPIC’s current strengths and progress in seeking input for decision-making is working together as a team and providing the opportunity for all employees to have a voice in the operations of the school.	Based on the analysis of educational partner input and local data, EPIC's focus area for improvement in Seeking Input for Decision-Making is to increase opportunities for educational partners to provide feedback for improvement. EPIC will implement additional information gathering surveys and analyze data for ways to improve student outcomes.	Based on the analysis of educational partner input and local data, EPIC will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by providing additional ways for underrepresented families to provide feedback. EPIC will do a better job of proactively identifying these families and providing various engagement channels.	4	4	4	3	4	4	4	4	4	4	4	4	Met		2024-06-06	2024
30103060134288	Scholarship Prep - Orange County	3	Building relationships with families is a definite strength for Scholarship Prep. Attendance rates at major events are very high, family education classes have strong turnout, and our advisory groups are fully implemented. We have made progress through offering more relevant family trainings, providing more flexibility in scheduling major events, expanding our advisory groups’ roles, and offering more opportunities for families to be a part of the educational process (especially through now offering virtual attendance at most events).	An area of focus for us will be in engaging reciprocal relationships with our families to actively identify their cultures for more inclusion in the classroom. The process of engaging families will be done through the annual survey, providing explicit time during conferences to discuss culture and background, and providing culturally relevant training to staff members. There will be a specific focus on underrepresented families who traditionally have not engaged in the feedback loop. We will elicit their input through offering relevant meeting topics, direct phone calls, and home visits as needed. The expected outcomes of these efforts are to see higher levels of parental engagement and attendance, more culturally relevant texts, and student projects and presentations that are infused with cultural currency.	We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach.	The only way Scholarship Prep has been able to achieve the scores we have so far is through collaborative partnership with our families.  Our student outcomes, from CAASPP performance to attendance rate, have only been possible because of the partnership. Therefore, it is self-evident that strong partnerships have been built. Key among our strengths in this area are our programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. This is embedded in our calendar and procedures, from discussing ELPAC scores and reclassification with every English Learner’s family, promoting active parent attendance and input at multiple school events, and holding regular ELAC and Pep Squad meetings.	The focus area for this component is married to the focus area for Building Relationships. We need to ensure that all staff members are appropriately trained and supported to engage in reciprocal relationships with our families despite language, background, ethnic, and other differences. These trainings will be especially vital for supporting connections to our underrepresented families who are often years into a disenfranchisement process with the public education system. We will continue to build those partnerships through offering relevant meeting topics, direct phone calls, and home visits as needed.	We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach.	We have been able to engage our core families in advisory groups and decision making. Our ELAC, Pep Squad, and key parent groups meet frequently and discuss pertinent, high-level, engaging items. Members from the respective groups also engage with our governance body at the Board meetings as applicable.	The focus area for this component is that we must ensure that we engage all families in the decision making process. We need to focus on expanding our pool of families that are serving on or interested in advisory groups. We will be intentional in identifying underrepresented families for participation and supporting their participation through direct phone calls and home visits as needed.	We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach.	4	5	4	5	4	5	4	4	4	4	4	4	Met		2024-06-20	2024
30103060134841	Orange County Workforce Innovation High	3	Continued consistency and growth in educational partner engagement is a priority at Orange County Workforce Innovation High School (OCI). A strong sense of community remains a strength of OCI, with students and parents alike reporting feeling safe, informed, and connected. A student commented the school “ encourages me to do better in school and life”. Regular parent meetings include Back to School Night, Parent-Teacher Conferences, and quarterly Parent Advisory Committee and English Learner Advisory Committee meetings. Additionally, Awards Night and other student and family celebrations are held each year such as Trunk-or-Treat and Community School Coffee Hour. Communication is regularly shared with families through L4L Connect and Data+Design platforms in addition to the direct contact made by staff. During Parent Advisory and English Learner Advisory Committee meetings, local data is shared, input is requested, and vital educational partner feedback is obtained to drive important school decisions around services and programs. Students had the following to say about our school’s efforts to build engagement  and maintain connection: “All the school staff are very helpful and encouraging. I am very grateful for them” and “All staff and teachers are nice, and my school has a lot of opportunities. I love talking to my teachers, and I love student council”. 97% of students who took our Annual Survey stated they have an adult at the school they can turn to for help. Similarly, a parent shared that “I am grateful for all the extra support the school has shown my student”. 100% of families who took our Annual Survey stated they feel connected to the school, and 96 % feels the school welcomes and seeks out input from parents.	Based on input and data analysis OCI would like to continue to improve the number of participants who attend PAC and ELAC meetings, and also increase continuity and consistency of attendees. In order to provide accessible, sustained, and meaningful engagement opportunities for educational partners, we plan to have focused topics such as college and career planning, mental health and social-emotional wellness, workforce readiness and job placement, and school action plans and shared decision-making. Suggestions for ways to improve in building relationships included “more group work and project based learning” and  “more social activities for students to connect during the learning day”.	OCI continues to focus on improvement and increased engagement for underrepresented families. To engage underrepresented families, OCI plans to make additional contacts home in the form of L4L Connect posts, phone calls, e-mails, text messages, and home visits. OCI has seen when families are reached out to in multiple formats and a personal connection is built between home and school, student attendance improves. We expect to reach a higher percentage of families by increasing educational partner meetings, having a dedicated Parent Engagement Liaison, and fostering a strong sense of community through awards and recognitions, community dinners, and celebrations.	Through the analysis of input from OCI’s educational partners, the strengths include students feeling safe and connected within the school community, individualized support and a flexible educational program, and increased opportunities for meaningful learning opportunities. Student relationships are built through one-on-one learning appointments and academic support, Small Group Instruction and virtual classroom experiences, and through extracurricular learning experiences. OCI’s network of community partnerships continues to grow, with new partnerships with HopeBuilders and Paws-to-Share offering an expansion of workforce readiness and therapeutic services respectively.  A parent suggested that “more connection between curriculum and hands-on, real life learning experiences” while students expressed suggestions such as “more opportunities for eSports”  and “more social activities for students to connect during the learning day”.	Based on input and analysis of feedback data, OCI would like to improve the number of students who participate in Small Group Instruction classes, one-on-one tutoring, workforce readiness opportunities especially with WIOA partners, and college and career events. Increasing the participation in these academic and extracurricular opportunities will increase student academic progress and student-school connection. While academic progress remains the paramount priority, we recognize the importance of building a sense of community and belonging for our students, and designing activities that allow for this connection to take place such as Fall Social, Just Because Day, and Spirit Week is essential to ensuring a well-rounded educational experience for students. Recognition and rewards for important academic milestones like NWEA testing, ELPAC testing, and Graduation are also a cornerstone of our incentive program.	Based on analysis of educational partner input and local data, OCI will improve engagement of underrepresented families by increasing educational partner engagement opportunities and eliminating barriers to access and participation. Schoolwide communication and delivery of information will be reinforced with direct contact for historically underrepresented families through the added support of a Parent Engagement Liaison. OCI recognizes that trust and rapport between school and home is a strong predictor of student success, and by actively engaging families in the educational process, schools can build trust, strengthen relationships, and empower parents to become equal partners. Through coordination of integrated services, ensuring professional development of staff on culturally responsive practices, and expanding community partnerships OCI aims to break down barriers and address various challenges that families may face, such as language barriers, economic hardship, cultural differences, and lack of access to resources.	Deep and authentic educational partner engagement is a priority. OCI engages educational partners in a number of different ways. First, regular meetings such as quarterly PAC and ELAC meetings, Parent Teacher Conferences, and Back to School Night allow important opportunities for families to meet, provide input, and participate in shared decision-making. A comprehensive Annual Survey is also delivered each year to students, parents, and staff, providing educational partners an avenue to provide feedback on school climate and instructional programs. Regular school communication is delivered through multiple methods and platforms such as phone calls, text message, e-mails, L4L Connect messages, and updates posted in the school lobby.  As part of our Community Schools mode, OCI is focused on expanding educational partner opportunities for shared decision-making and collaborative leadership: to this end, OCI has started a new meeting platform for families called Community Schools Coffee Hour. By fostering meaningful collaborations with educational partners, OCI seeks to enrich the educational experience, broaden students' horizons, and strengthen ties with the broader community, ultimately contributing to improved student outcomes and holistic development. 
Students stated that OCI’s strengths in regards to seeking input for decision-making include allowing students “ to participate in any and all opportunities that are offered” and the school “takes into account mental health, and that is awesome”. Another student stated “they provide resources and care for the students while also engaging with the students both socially and academically”. A parent stated strengths to be “It’s always nice to attend open house and inform parents on all the resources and events happening around the school”.	Based on input and analysis, OCI will continue to focus on increasing consistency of participation for students and families during PAC and ELAC meetings, as well as continue to make improvements on student and parent completion rates for the Annual Survey. OCI increased Annual Survey participation for students this year to 181 students completing the survey, or 85% of the student body, and increased participation for parents to 66, up from 39 last year. While we are extremely proud of this improvement, we recognize that comprehensive representation of student and family voices is essential to ongoing school improvement of programs, services, courses, and academic support. Student’s suggestions for improvement in seeking input for decision-making included “more groups for students not involving academics” and “a way to get more events for students to interact”.	To improve engagement of underrepresented and historically marginalized families, we have made substantial investments to both resources and personnel. We have increased the number of educational partner meetings to provide more opportunities for families to stay connected and participate in shared decision making, and continue to make improvements to delivery of information and presentation materials by ensuring parent-friendly language and presentation content and providing professional translation services. We have hired a Parent Engagement Liaison as a dedicated staff member for direct support to families. We will continue to improve engagement through our Community Schools model, with goals for ensuring an authentic Needs and Assets Assessment process and increasing shared-decision making among educational partners, especially our English Learners, special education, low-income, homeless and foster youth families.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-04	2024
30103060134940	Citrus Springs Charter	3	In the spring of 2024, parents were surveyed to collect perception data on the school's practices of building relationships
between school staff and families. Families responded overwhelmingly well, with 92% reporting that they have experienced
school staff building trusting and respectful relationships with families. While the school leadership is pleased with this
report, we understand that efforts must continue to focus on prioritizing relationships, especially with new staff members
and leaders. 94% of families report that the school has created welcoming environments, and 85% of parents report that
administrators encourage staff to learn about families' strengths, cultures, and languages. The school continues to work
toward developing fully inclusive learning environments and providing staff training that includes addressing unconscious
bias. Finally, 97% of parents report that school communication uses language that is accessible to families.
One of the charter school's pillars of personalized learning is to create a caring community. This is an area of strength for
the school, and we prioritize creating welcoming environments and open communication with all of our educational

partners. We believe it is essential to know the whole child, and this includes knowing and supporting their families.
Teachers and leaders use a variety of assessments and assignments to help us do so. For example, parents and students are
given learning/educating strengths finders assessments, and learning styles assessments, along with other ways to evaluate
and identify interests, strengths, and areas of need. We provide opportunities for families across programs to engage in the
school community in a multitude of ways such as math nights, parent education, field trips, and school site council; these
opportunities are clearly communicated to families through Parent Square and newsletters.	Our focus area continues to help staff learn more about every student's whole family, including cultures and languages, to
ensure that there are ample opportunities for celebrating varied cultures, traditions, and rituals. We have also focused our
belonging committee on educating Springs employees regarding different cultures and languages as well as celebrating
differences. We provide opportunities for parents and families to connect with school leaders and other families through
targeted events including our Parent Ignite Conference.	Our commitment to inclusivity extends to creating welcoming environments for all families in our community. By hosting
regular community events such as cultural fairs and open houses, we've ensured that every family feels valued and
embraced within our educational community.
In line with our dedication to cultural proficiency, we've prioritized enhancing training and support for English Language
Learners (ELLs). Our LEA has implemented a variety of channels to facilitate 2-way communication between families and
educators. Leveraging platforms like ParentSquare, we've established accessible channels for families to engage with school
updates, announcements, and educational resources in languages they understand. Additionally, feedback mechanisms
such as surveys and parent-teacher conferences ensure that voices from both sides are heard and valued in shaping our
educational practices.
Focus Areas for Improvement: Moving forward, our LEA remains dedicated to continuous improvement in building
relationships between school staff and families. Based on the analysis of educational partner input and local data, our
primary focus areas include further enhancing cultural competency training for staff, expanding outreach efforts to
underserved communities, and fostering deeper collaboration between families and educators in the decision-making
process. By addressing these areas, we aim to strengthen our bonds with families and create a more inclusive and
supportive educational environment for all.	In the spring of 2024, parents were surveyed to collect perception data on the school's practices of building partnerships
for positive student outcomes. 89% of parents responded that staff were actively improving their capacity to partner with
families. 90% of parents reported that they have resources to support student learning in the home. 91% of parents
reported that they meet with teachers to discuss student progress and improvement. 82% of parents reported that they
feel the school empowers them to understand their legal rights and opportunities for student advocacy.
The school's pillars of personalized learning and core values are embedded in the school culture, which supports family
relationships. The school mission centers on the belief that the community is the classroom, and we partner with parents in
the education of their students. The school has fully implemented practices to support and train families in strategies to
support student learning through professional development opportunities, parent/student education workshops, and our
parent education courses and student center signature events. Information is provided through parent information
handbooks, online platforms, weekly updates, and newsletters. All caregivers are invited to take part in the charter
network's annual conference, Parent Ignite!, in which breakout sessions are offered on a variety of topics of interest.
Personalized learning goals for every student are established in partnership with their families so that students work on
goals in the school and home settings. Local student facilities have open forums such as coffee with the principal, open
house, email, and newsletter communication in place to provide parent input and access to resources for home-to-school
connections. The school policies and procedures are outlined in our Springs parent handbook, and parents are made aware
of their legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in
surveys that are given two times a year. Survey data is used to make positive changes in our learning communities. We
provide ongoing professional learning and support to strengthen teachers' and leaders' abilities to partner with families.	Our area of focus remains in the area of continuing to improve the development of teachers and leaders in understanding
specific ways to engage families including underrepresented families. We have made strides in this with specific training
offered by outside consultants as well as implementing a Belonging Committee, led by an assistant superintendent focused
on this goal. Our focus will be to continue providing training and support for understanding social and emotional needs and
the increased need for support in this post-pandemic time. Supporting healthy SEL in the home and the school is essential
to learning.	Areas of need are more prevalent in underrepresented families, and school leaders are increasing support in those areas of
the school. Professional development will include understanding how to create more opportunities for underrepresented
families to participate in the learning community, whether online or at a student center. We continue to seek input from
our leaders who are doing this well.	In the spring of 2024, parents were surveyed to collect perception data on the school's practices of seeking input for
decision making. 79% of parents report that principals/directors engage families in decision-making. 83% of parents report
that the school encourages families to engage in advisory groups and decision making (school site council, DELAC, Special
Education Parent Collaboration, etc.). 81% of parents report that families have opportunities to provide input on policies
and programs, and the school specifically seeks input from underrepresented groups. 83% of parents report that staff and
families work together to plan, implement, and evaluate family engagement opportunities.
The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities
at the school and district levels. We involve families in our WASC visits as well as in visits from our authorizers. We included
parents on our literature review committees and those groups included parents of underrepresented students from within
the school community. Advisory groups have been established to expand opportunities for parent input. Student centers
and online programs host various parent-teacher events, provide parent courses (based on parent-designated needs), and
host monthly parent forums.	The identified area of focus in seeking input for decision-making centers on expanding efforts to engage typically
underrepresented groups. See below for details.	We have improved the engagement of underrepresented families by increasing opportunities for families to work in
advisory groups including DELAC and School Site Council to collaborate with leadership for decision-making. We have had
consistency with our increased opportunities for family members to engage in advisory groups and decision-making 
especially in seeking input from underrepresented groups in the community. In part, we will ensure that parent
forums/town hall meetings include topics that will be geared toward underrepresented families and ensure that they have
a voice in decision-making. We have worked with staff in the area of providing diverse curriculum, newsletters that can be
disseminated in the language of our school population, and in schoolwide data analysis practices. We have furthered our
collaboration with our Student Services team and Homeless Youth Liaison to develop this plan.	5	4	4	5	4	4	5	4	3	4	4	4	Met		2024-06-04	2024
30103060137000	Vista Condor Global Academy	3	Vista Condor Global Academy is committed to fostering positive and productive
relationships between the school and its educational partners including, but not
limited to, staff, families, students, in addition to the larger community. The school employs multiple means of communication between school and its school families. ParentSquare continues to serve as a central means of communication between enrolled families and the school. This serves to channel direct communication 24/7 between families and the school. In this manner, families feel connected and the school provides a sense of community. Additionally, all teachers maintain a class communication platform, via ClassDojo, which serves as a platform for teachers to directly communicate information relative to parents and families of their students.	Monthly parent meetings are held to communicate various information to families. Areas of topic include updates regarding academic achievement, student led data driven events, family events, as well as collaborative meetings to discuss school-wide initiatives and upcoming events.	The school endorses an open-door policy in which parents and families are encouraged and welcomed to volunteer and actively participate in various activities and events.	The Vista Condor staff remains invested in fostering strong relationships between staff and families. In the 2023-24 school year all teachers will continue to maintain active communication via Class Dojo and Parentsquare. Teachers communicate weekly class information and updates regarding class activities and schoolwide events via a weekly newsletter. Newsletters will be distributed to families, weekly. Soft copies will be emailed to parents and families by Sunday evening, and a hard copy will be sent home to families on the first week upon return from the weekend. To increase communication with parents and families, a monthly newsletter will be sent home to highlight schoolwide initiatives and provide updates on varying school-wide events and activities.	Vista Condor is dedicating a full-time position who will serve as its first Community Schools Coordinator. This position will serve as a bridge between the school and external community partners to ensure the coordinator of programs, services and resources to improve the academic and social – emotional outcomes for students. This position will strive to manage existing partnerships, identify new partners, and monitor program quality and impact by using a data and results driven approach.	Vista Condor will continue to connect to all families through parenting classes and workshops aimed to address various topics. Parent interest surveys will be administered to gauge the interest of parents and families. Supporting families of English language learners and students with disabilities remains a high priority.
The Community Coordinator will remain committed to connecting the families within Vista Condor to the larger Santa Ana community.	Parents and families are highly encouraged to join monthly parent and board meetings. Surveys continue to remain a best practice at Vista Condor when making decisions impacting the school. The administration and staff also continue to endorse an open door policy and welcome parent and family input as part of the collaboration process.	Vista Condor strives to incorporate all parent and families’ input when creating decisions that directly impact student learning. Parents participate in School Site Council and Coffee with the Principal meetings in order to provide their input on school wide decisions as well.
Monthly parent meetings will also be held throughout the school year to ensure ongoing communication and partnership among all educational partners. Varied parent meeting sessions will be offered to allow all families to participate.
Morning, afternoon, and evening sessions will be offered via zoom and/or in person.

Maintaining a parent input corner in the front office and on the school’s website will serve as a means to encourage parent involvement. The Community Schools Coordinator will maintain an office space in the front office to allow for easy access to communicate with parents and families.
The school’s website will maintain a parent and family feedback and suggestion portal that will allow for 24/7 communication between the school and its community partners.	The Culture and Community Coordinator will aim to create opportunities for families to provide input and engage in the planning of school wide initiatives. Administering parent and family surveys will become common practice and will be used to drive any and all decision making.
In the summer of 2023 families will be welcomed to gather as a school community for informal meetings to collaborate on 2024 planning. Parent and family orientations will be held in August for all families. Meet and Greet will also serve as a positive launch to the school year in an effort to establish a strong partnership at the onset of the school year.	4	5	5	4	4	4	5	5	5	4	4	4	Met		2024-06-10	2024
30103060137976	Tomorrow's Leadership Collaborative (TLC) Charter	3	School staff maintains regular communication and contact with families through multiple means: Aeries messages sent to all, monthly and weekly “newsletters” sent by teachers, software and digital classroom communication tools (e.g. SeeSaw, Class Dojo, ParentSquare), frequent and regular social media posts (Instagram, Facebook), parent-teacher conferences, scheduled Team Meetings (on-demand meetings with co-teachers and parents), school-wide events and celebrations, and classroom presentations and activities. Parents are encouraged to participate in community-building events such as Winter Program and Spring Jam performance celebrations, Coffee with the Principal, local events (e.g., Orange May Parade), the TLC Community Association, and as volunteers for the TLC Community Library, recess/lunch social support, and campus beautification workdays. To ensure all families are welcomed and able to participate, all meetings and notices are presented in Spanish and English, and on-site translators are also available. Meetings, workshops, and activities are scheduled with working families in mind, with options for morning, afternoon, evening, and asynchronous opportunities made available to all.
	Our LEA will continue to focus on families as partners in ensuring student academic success moving forward. Input and survey data from families indicate that parents want to be a part of their students’ learning success and growth and support their social-emotional development and success. Providing regular updates on academic progress, sharing strategies for supporting literacy and reading development, and offering opportunities for extended learning and intervention are areas for improvement. With the opening of the TLC Community Library in the 2023-24 school year, our LEA can also provide workshops for families on topics of interest, including planning for college access, digital literacy, and social media, managing stress in parenting, and reading foundations for elementary students.  In addition, our LEA has been providing individual counseling to students as needed and plans for ongoing training to staff on trauma-informed practices throughout the upcoming school year.	Our LEA will improve the engagement of underrepresented families through school programming designed with the needs of families and students in mind.  For example, TLC will offer parent workshops on literacy development and home learning support. Families will be offered opportunities to engage with school staff in English or Spanish at meetings and events. Supplemental family supports such as regular food bank distribution, mental health resources and referrals, and support coordination led by the TLC Community Schools Coordinator (CSC) will improve engagement by addressing the most pressing issues families face as barriers to engagement. TLC will expand these opportunities as the CSC continues to develop partnerships with local partner organizations. In particular, TLC will continue working closely with our faculty partners at Cal State Fullerton to expand the research work on family engagement using technology and centering student voices.
	TLC provides ongoing professional development to all staff to ensure teachers are prepared to address the learning needs of students – including those with disabilities, English learners, and those facing learning challenges due to school disruptions over the last several years. In addition to daily reflection meetings with co-teachers, service providers, and paraprofessional support staff, all staff receive training in trauma-informed practices, inclusion, and universal design for learning strategies and approaches to instruction. Students are offered multiple opportunities to address learning challenges throughout the school day through extended learning opportunities and daily intervention structures. In the 2023-24 school year, TLC introduced a schoolwide literacy initiative through a partnership with Just Right Literacy! to ensure all students can make progress in reading.	Our LEA will build upon our current strengths in engaging families in decision-making, including parent voices and involvement in our literacy initiatives. Regular communication with parents regarding student progress along literacy benchmarks is provided through trimester report cards, internal benchmarks (i-Ready), and annual state testing. Moving forward, our LEA will work with parents to identify additional opportunities to bring parents in as partners in student learning through an understanding of literacy development, progress monitoring, and strategies for support at home and at school. TLC will continue working closely with our faculty partners at Cal State Fullerton to expand the research work on family engagement using technology and centering student voices. Finally, TLC will continue working with the Mariposa Women & Family Counseling Center to counsel students as needed.
	All families are included in surveys, meetings, and opportunities to engage at school, with full access to participation being ensured through Spanish language translation, scheduling for working parents, and multiple means for engagement with school staff and leadership. Current committees (ELAC, PAC, CCSPP Steering Committee) will continue, and our LEA will work with families to introduce additional workshops and committees for parents focused on literacy development, learning, and supporting academic success at home moving forward.	Our LEA seeks input through multiple means regularly throughout the school year through surveys, parent meetings and workshops, Coffee with the Principal presentations, invitations for meetings with teachers and administrators, and volunteer opportunities on-site. The TLC Board of Directors includes an additional Parent Representative as of Spring 2024, with two parents currently engaged as board members. To ensure parents’ voice is included in decision-making, in addition to the ELAC committee, Community Schools steering committee, and the Parent Advisory Council committee, parents will be regularly contacted to join family workshops and trainings seeking parent input for school programming focused on intervention and enrichments.	Our LEA will build upon our current strengths in engaging families in decision-making to include parent voices and involvement in our literacy initiative and all other initiatives moving forward. Regular communication with parents regarding student progress along literacy and math benchmarks is provided through trimester report cards, internal benchmarks (iReady), and annual state testing. Moving forward, our LEA will work with parents to identify additional opportunities to bring parents in as partners in student learning through an understanding of literacy development, progress monitoring, and strategies for support at home and school. Based upon input from parents in Spring 2024, our LEA will also continue inviting parents for formal and informal opportunities to volunteer and participate in activities, meetings, and workshops in the TLC Community Library.	All families are included in surveys, meetings, and opportunities to engage at school, with full access to participation being ensured through Spanish language translation, scheduling for working parents, and multiple means for engagement with school staff and leadership. Current committees (ELAC, PAC, CCSPP Steering Committee) will continue, and our LEA will work with families to introduce additional workshops and committees for parents focused on literacy development, learning, and supporting academic success at home moving forward. In addition, our Community Schools Coordinator will continue working with individual “hard to reach” families using their preferred method of communication (e.g., in-person, phone, email) to ensure all voices are heard and considered throughout the decision-making process.	4	5	4	5	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
30103060138800	Suncoast Preparatory Academy	3	"At Suncoast we have made excellent progress in building our relationships between staff and families. In our LCAP
input survey one of our teachers reported ""As an Education Specialist I would like to share that my experience with
Suncoast has been positive. The collaboration and support of the team is phenomenal. Education Specialist who are
supported and well informed are able to be more effective and efficient in their interactions with their families.""
Families consistently reported that ""Love and appreciate the family oriented environment and relationships. We feel
well supported and encouraged."" and ""Thank you for being a family friendly staff! We appreciate all the care that
goes into building the families and this school up and making it an enjoyable experience to learn in ways that best
suit our family."" The consistent feedback that relationships are valued and create a strong foundation for learning
makes our culture and climate one to be proud of, and an area we are always monitoring so we can continue to
maintain our strong values."	Our feedback indicated that our partners and families would like us to focus on our on series style classes and would
appreciate more direct communication to help them understand benchmark testing and monitoring growth for their
students.	This year we implemented a more robust survey process to engage with families and solicit feedback. This next year
we will expand that survey process to include targeted requests for feedback from our underrepresented populations.	At Suncoast our biggest strength is our focus on our students' needs and engaging parents as full partners in their
child's education.	An area we would like to work towards improving is our assessment data. One of our action steps is to help parent-teachers strengthen their informal assessment skills through offering targeted classes. We are also planning to
purchase a data analysis platform to help us utilize formal assessment, informal assessment, and street level data to
reflect on learner's outcomes to target learning gaps.	We are working to leverage the flexibility of our model to help families reach their educational goals by increasing the
frequency of personalized attention from teachers and staff. We are working to create multiple pathways to
engagement that ensure that families can access the information they need to be full partners in student outcomes.	We increased the use of surveys, regularly scheduled informal virtual meetings with the director to solicit parent
stakeholder opinions, revised our process such as the SST to better reflect our model and integrate parent
involvement from the bottom up, and finally we increased opportunities for staff to pass on opinions from families in
small working groups.	We would like to work on tracking, organizing, and comparing the data we reflect to better utilize in the decision
making process.	We increase our engagement with individual families to solicit their opinions and on-board educational partners that
match their needs.	5	5	4	5	3	5	4	5	4	4	5	5	Met		2024-06-26	2024
30103060139352	Sycamore Creek Community Charter	3	The Charter School’s strengths and progress in Building Relationships Between School Staff and Families include: 
-Parent Teacher Conferences are held twice a year to ensure families can fully understand their students’ progress and how parents can support student outcomes (translation is available). 
-Administer annual survey to parents, staff, and students. 
-Messaging tools are used to frequently with families to build support for positive student outcomes and to encourage families to attend school events. 
-Host meetings for families of students with disabilities with special education team, school psychologist, and school counselor who build partnerships with families to ensure goal attainment. 
-Provide consistent communication through email, phone calls, and text notification. Send weekly announcements. Post notifications on Facebook. Send newsletters home every other week. 
-Host family events like Orientation, Curriculum Night, and Parent Education Workshops. 
-Parents participate on the Parent Community Council to advise the Board. 
-Teachers will utilize an application for daily/weekly to communicate with parents about their child. 
-Opportunities to volunteer at the Charter School or on field trips. 
-The Charter School’s website will be updated regularly that will include the school’s calendar. 
-Counselor (Intern) to meet with students and families. 
-The parents celebrate the presentations and Festivals (Project Presentations, Music Assembly, etc.) to witness their child sharing their academic hard work and achievement. Parents also serve on committees, lead community activities and initiatives throughout the year, and parents serve on the Charter School Board of Directors.	The Charter School’s focus areas for improvement in Building Relationships Between School Staff and Families include improving Parent Education Workshops to include topics like child development, Waldorf education, self-harming behavior, technology safety, and others.  Charter School provides materials during parent workshops in English and Spanish.	The Charter School will continue to focus on improving the engagement of underrepresented families in relation to Building Relationships Between School Staff and Families. The Charter School will continue to focus on ELAC with training and having parents reach parents to empower families. The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services to parents who are English Learners. The Charter School will continue to host events for parents at various times throughout the day to ensure that families can actively participate in the school community. To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. For parents of migrant students, the Charter School will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Charter School will meet with the family when they return to incorporate any interventions needed. The process of addressing requests from parents of Title I students for additional supports includes a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs and developing an Individualized Learning Plan to support the student.	The Charter School’s strengths and progress in Building Partnerships for Student Outcomes are developing a strong and supportive school culture through a Positive Behavior Intervention and Support (“PBIS”) program and restorative practices, family communication through an application, the website, and the newsletter, and partnerships through conferences, parent workshops, and family events and festivals. Our strengths in building relationships between school staff and families stem from open two-way communication. For families, being able to comfortably interact with our staff and other families helps strengthen our relationships. Finally, we host many events for families to connect with school such as monthly workshops, project presentation nights, and fairs. We are constantly striving to build relationships between school staff and families.	The Charter School’s focus area for improvement in Building Partnerships for Student Outcomes includes increasing our test scores to include tutoring and intervention programs. Also, we will continue to increase our attendance and reduce our chronic absenteeism rate by building partnerships with families to support the school community with the counselor intern, participation in activities and reaching out to families.	The Charter School’s will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes will continue to build trusting relationships with families. This will require direct contact either in-person or via telephone.  For families of English Learners, the Charter School will continue to provide translation services, invite families to better understand the acquisition of the English language, and how to engage with the school. For families of students with disabilities, the Charter School will engage with families during IEP meetings and in planning activities and programs for students.	The Charter School’s strengths and progress in Seeking Input for Decision-Making are seeking input from educational partners through an annual survey, monthly community meetings, Parent Community Council, and overall climate development. Hiring includes several educational partners to ensure that future employees meet the qualifications and align to the Charter School’s mission.	The Charter School’s focus area for improvement in Seeking Input for Decision-Making will include programmatic decisions through the Professional Learning Communities in regard to instructional strategies, curriculum, timing of events and assessments. Furthermore, the families will have additional opportunities to share information through parent workshops, Parent Community Council, and Board of Director meetings.	The Charter School’s will improve engagement of underrepresented families in relation to Seeking Input for Decision-Making will be through direct contact of meeting for parents of English Learners and parents of Students with Disabilities to provide information about the programs provided to the students.	5	4	5	4	4	4	5	4	4	4	4	4	Met		2024-06-25	2024
30103060139469	International School for Science and Culture	3	ISSAC provides diverse opportunities for educational partners to be part of the ISSAC community. At the beginning of the school year, ISSAC hosted two welcome parent events for the new and returning families to learn more about our teachers and socialize with the families. ISSAC also continued to work with Parent Teacher Organization which aims to support and strengthen the relationship among parents, teachers, and staff to best support student’s development. The PTO was crucial in establishing key fundraising events as well as monthly conference calls to discuss the needs and projects for the school. ISSAC’s main communication platform is through weekly newsletters and Class Dojo, where parents are assigned to each of their student’s classrooms and they can receive direct communication from teachers and staff. ISSAC also utilized Google Classroom to send assignments and other online resources for students who had to work from home.	After the initial survey conducted by the Board of Directors, ISSAC recognized the need to increase its communication strategies to facilitate the communication among school staff and families. ISSAC implemented an individual school year planner for each student to facilitate the communication between teachers and families regarding school events, behavior, and academic progress made by our students. ISSAC continued with the weekly newsletter to share and gather important information regarding next school events, important dates and PTO communication. ISSAC purchased a new platform Constant Contact to create the newsletter in the body of the email instead of a PDF file. ISSAC can track how many families have opened the communication and reach out to the families who have not.	With the surveys conducted by the Board of Directors, ISSAC recognized the need to identify inclusive ways to communicate with families whose first language is different from English. The majority of our family population speaks Spanish so ISSAC is recommitting to providing all the school information in English and Spanish.	ISSAC conducted an initial testing analysis and identified the needs of English Learners to provide free tutoring on specific English language skills. ISSAC also received the WASC Accreditation for the first 3 years to confirm our commitment for ongoing improvement.	ISSAC recognizes the need to identify unique testing strategies to fully understand the academic development of students. For the last school year, ISSAC utilized NWEA Map and IXL as part of the local indicators.	ISSAC is recommitting to the full engagement of underrepresented families in the full development of students. Therefore, ISSAC has implemented the student planner to facilitate the communication among teachers and parents for any important information, which should be shared in both English and Spanish. Moreover, during Parent teacher conferences, ISSAC provide translators for families who feel more comfortable speaking in a different language to better discuss academic results and behavior opportunities.	ISSAC established the Parent Teacher Organization in Fall 2021, which enabled families to further engage in the school’s decision-making process in school events. The school also works with the English Learner Advisory Committee to receive feedback and inputs from parents to ensure the English Learner Development plan is efficiently implemented into the school. In addition to the PTO, ISSAC hosts monthly Chat with the Chief meetings where all parents, teachers and staff are invited for a zoom meeting with the central leadership team to hear news and share their questions and concerns for the school. Last, due to the several school events that happen throughout the year, ISSAC welcomes parent volunteers in classrooms and events, forming committees to provide additional decision-making process spaces for parent volunteers. ISSAC administrators meet regularly with parents to discuss their concerns and discuss potential solutions together.	ISSAC Board of Directors conduct two surveys throughout the year to collect feedback and listen to the voices from the parents in several areas of the school. The survey also has an option for families who would like to meet 1:1 with a board member to further discuss any questions they might have it. ISSAC also conducts parent meetings regularly with the administrators to address any concerns and implementation that the parents may suggest.	To facilitate a higher input from underrepresented families in the decision-making process, ISSAC conducts all surveys, school information and important meetings in English and Spanish. Most of the school staff informally speak and interact with families in both Spanish and English. We would like to extend the invitation for those conversations to also happen during PTO meetings as well as Chat with the Chief so their voice can be heard in the decision-making process of the school.	4	4	5	4	3	4	4	4	4	4	5	4	Met		2024-06-30	2024
30103060139964	Orange County Classical Academy	3	OCCA has succeeded in cultivating parental involvement in the school community in a multitude of ways. OCCA has a large variety of different committees which parents and family members may choose to participate in, such as, the Academic Advisory Council, Academic committee, Safety committee, Playground committee, Property committee, Fundraising committee, the Room Parents committee for Lower School and Parent Steering committee for Upper School. This allows families to be engaged in the school community in their areas of interest. Communications to parents include translations as needed. In addition, current parent surveys and responses have shown that families are very satisfied with how OCCA has realized its mission for its students, its academic program, and the opportunities it provides for parental involvement. Other forms of communication that allow families to stay involved are through the monthly Coffee with the Headmaster, which is recorded and shared with all families, as
well as the weekly Eagle News which lists important dates and announcements.
	From our surveys and outreach to parents there is an opportunity to improve clarity of communications to our parent community. Much of that improvement has already taken place as we are refining the informational format of the Eagle News, clarifying policy on use of our parent communications platform, ParentSquare, and including more regular communications from our School Board to the parent community via ParentSquare. Going forward, we plan to better leverage the features of our existing communications platform, ParentSquare, to design more effective and efficient communications to parents so they will be able to more easily survey updates on weekly topics and events and click to that information that is most relevant to them. We believe this will dramatically advance our efficiency and clarity of communications to families.
	In addition to providing parent training in our curriculum and the classical education philosophy, we offer supports on how to better assist students at home and we plan on building further on that program. In addition, we continue to receive specific feedback from SPED Parent Engagement Meetings and the EL Parent Engagement Meetings so that we can inform future year planning to continually improve our programs and supports.	OCCA’s current strengths in this area of building partnerships include having an “open door policy” for all parents and families to address concerns or to ask questions. We have been very prompt in responding to any parent concerns or questions, and this timeliness of response has been beneficial in the development of trusting partnerships with families. OCCA has a very
robust family handbook, and the policies are also located on the website so families can reference these at any time. OCCA provides its entire staff with multiple professional development opportunities to further develop and maintain goals around family engagement, as well as how to hold difficult conversations when required with our parent stakeholders. We hold regular
parent conference meetings and maintain more IEP-related meetings than would typically be considered necessary to further support our Special Education students.	Parental education in classical education continues to be an area of growth for us, to better connect our parents to our Mission and Vision, and to better equip them to support their children at home. Last year we found the highly interactive format of Socratic seminars on important educational topics with our parents proved very successful, and we hope to build on that success next
year. As we continue this parent education, we look for more resources to provide our families with, so they can continue to support the success of their child.
	We continue to provide opportunities for specific feedback from our SPED and EL parent community, through venues such as SPED and EL Parent Engagement committees and plan on continuing to build on the success of those programs.	Among OCCA’s strengths are the many different parent committees we offer for family members to join and to provide their input. This includes AAC, our Upper School Parent Steering Committee, Coffee with the Headmaster, Board Meetings and ELAC which is a part of AAC. In all of the committee meetings mentioned previously, family members are able to voice their ideas and
address concerns directly with our leadership team. This is also supported by our “open door policy,” and we make sure parents and families know they can address their concerns and questions with us at any time. Parents have also taken surveys throughout the year based on their satisfaction and understanding of our policies and Mission/Vision. We also provide specific meetings for underrepresented groups of students and families to get their input through our SPED parent engagement meeting and EL parent
engagement meeting.	We continue to focus on areas for improvement such as dedicating more attention to effective communications and resources to obtaining more specific parental feedback. This year, we implemented an all-encompassing parent survey that specifically requested ideas for improvement specifically from those parents who felt OCCA was not meeting any of the areas covered in the survey. Moving forward, we plan to continue to explore further opportunities to engage parents through group-specific surveys within the school community and also in parental committees, so that we have more specific information about what parents think and actionable ideas for continual improvement.	Through our continuing out-reach through our SPED and EL Parent Engagement committees and ELAC, we plan to formulate that feedback into actionable goals going forward with the objective to continually improve and effectively sustain our SPED and EL student supports.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-13	2024
30103060140822	Irvine International Academy	3	The school has made progress in developing the capacity of staff (i.e., administrators, teachers, and classified staff) to build trusting and respectful relationships with families. Here are some ways the school has achieved this:

1. The school provides ongoing professional development opportunities for administrators, teachers, and classified staff, focusing on effective family engagement strategies. These training sessions cover topics such as communication skills, cultural sensitivity, and building trust with families.

2. Staff members receive training on cultural competency to better understand and appreciate the diverse backgrounds and experiences of the families they interact with. This training helps staff members approach interactions with families in a more inclusive and respectful manner.

3. Language support services, such as interpreters or translated materials, are available to assist staff members in overcoming language barriers when communicating with families who have limited English proficiency. This ensures effective and meaningful communication between staff and families.

4. The school implements specific programs or initiatives to foster family engagement, including family workshops, parent-teacher conferences, and family learning opportunities. These events provide platforms for staff and families to interact, share information, and build relationships.

5. Families are involved in decision-making processes, with parents invited to serve on committees or advisory boards, provide input on school policies and programs, and actively participate in the development and review of the school's goals and plans.

6. Staff members are trained on effective communication strategies that promote positive and respectful interactions with families. This includes active listening, maintaining clear and open communication channels, and providing regular updates on students' progress and school activities.

7. The school organizes events or activities to bring staff and families together in a relaxed and informal setting, fostering positive relationships, trust, and mutual understanding.	Our school can improve in how we communicate students' current level of performance by implementing a comprehensive and easily understandable progress reporting system. Here are some steps we are taking:

1. Develop clear and concise progress reports: We will create a standardized format that clearly communicates each student's current level of performance in key subject areas or skill areas. We will use straightforward language, avoiding jargon or technical terms that may confuse parents.

2. Provide individualized feedback: We will offer personalized feedback for each student, highlighting their strengths, areas for improvement, and specific actions parents can take to support their child's learning and development. This feedback will be specific, actionable, and focused on the individual needs of the student.

3. Implement interactive online platforms: We will introduce an online platform or student information system that allows parents to access their child's academic information, including grades, assignments, and progress reports, in real-time. This will promote transparency and enable parents to track their child's performance regularly.

4. Ensure language accessibility: We will provide progress reports and communication materials in languages that are accessible to all families. We will translate important information into languages spoken by the diverse communities within our school population to foster inclusivity and effective communication.

5. Organize parent education workshops: We will arrange workshops or training sessions for parents to help them understand how to interpret progress reports, monitor their child's academic progress, and support their learning at home. These workshops will empower parents to actively engage in their child's education.

By implementing these strategies, our school can improve the clarity, accessibility, and effectiveness of communicating students' current level of performance, fostering stronger partnerships between educators and families.	Improving the engagement of underrepresented families is a priority for our school, and we are committed to creating an inclusive and welcoming environment for all families. Here are some of the strategies we are implementing to achieve this goal:

1. **Culturally Relevant Communication:** We understand that effective communication is essential. We will make efforts to communicate with underrepresented families in ways that are culturally sensitive and relevant. This might include translating important documents into different languages, using visual aids, and employing diverse communication channels such as text messages, emails, and phone calls.

2. **Family Liaisons:** We are appointing family liaisons who will serve as points of contact for underrepresented families. These liaisons will facilitate communication between the school and families, helping to bridge any language or cultural gaps. They will also ensure that families are aware of important events, workshops, and resources.

3. **Inclusive Curriculum and Events:** We are committed to integrating diverse perspectives into our curriculum and school events. By incorporating materials and activities that celebrate different cultures and backgrounds, we aim to make underrepresented families feel valued and represented within the school community.

4. **Family Workshops and Events:** We will organize workshops and events specifically designed to involve underrepresented families in their children's education. These sessions might cover topics like navigating the education system, providing academic support at home, and understanding college and career pathways.

5. **Feedback Mechanisms:** We value input from all families and will establish channels for feedback and suggestions. By actively seeking input from underrepresented families, we can continuously adapt our strategies to better meet their needs.

6. **Celebrating Diversity:** We will celebrate the diversity of our school community through events like cultural festivals, heritage months, and international days. These celebrations will provide opportunities for families to share their traditions and learn from one another.

Improving the engagement of underrepresented families is an ongoing process, and we are committed to working collaboratively with all families to create a school environment that embraces diversity, fosters meaningful connections, and supports the success of every student.	At IIA family and parental involvement are crucial for the well-rounded development of children. Our families are engaged and actively participate in their children's education through Parent Teacher Organization (PTO), monthly meetings with the principal, through ParentSquare and Class Dojo, regular parent teacher conferences, and parent workshops. All these things create a positive impact on the overall school climate and lead to improved academic outcomes. Recognizing the importance of family involvement, IIA acknowledges that families, particularly those who are first-generation Chinese immigrants, may face language barriers when interacting with the school.

A focus area for improvement is parent participation in these offerings.  Currently, the average attendance of parents at school and family meetings stands at 30-40 parents. However, IIA aims to enhance this number significantly in order to foster a strong sense of community where families actively participate and learn alongside their children. By increasing family engagement, we can build a collaborative environment that empowers parents to be actively involved in their children's educational journey.	At IIA family and parental involvement are crucial for the well-rounded development of children. Our families are engaged and actively participate in their children's education through Parent Teacher Organization (PTO), monthly meetings with the principal, through ParentSquare and Class Dojo, regular parent teacher conferences, and parent workshops. All these things create a positive impact on the overall school climate and lead to improved academic outcomes. Recognizing the importance of family involvement, IIA acknowledges that families, particularly those who are first-generation Chinese immigrants, may face language barriers when interacting with the school.

A focus area for improvement is parent participation in these offerings.  Currently, the average attendance of parents at school and family meetings stands at 30-40 parents. However, IIA aims to enhance this number significantly in order to foster a strong sense of community where families actively participate and learn alongside their children. By increasing family engagement, we can build a collaborative environment that empowers parents to be actively involved in their children's educational journey.	Improving the engagement of underrepresented families is a priority for our school, and we are committed to creating an inclusive and welcoming environment for all families. Here are some of the strategies we are implementing to improve our efforts in building partnerships for student outcomes:

1. **Culturally Relevant Communication:** We understand that effective communication is essential. We will make efforts to communicate with underrepresented families in ways that are culturally sensitive and relevant. This might include translating important documents into different languages, using visual aids, and employing diverse communication channels such as text messages, emails, and phone calls.

2. **Family Liaisons:** We are appointing family liaisons who will serve as points of contact for underrepresented families. These liaisons will facilitate communication between the school and families, helping to bridge any language or cultural gaps. They will also ensure that families are aware of important events, workshops, and resources.


3. **Family Workshops and Events:** We will organize workshops and events specifically designed to involve underrepresented families in their children's education. These sessions might cover topics like navigating the education system, providing academic support at home, and understanding college and career pathways.

4. **Feedback Mechanisms:** We value input from all families and will establish channels for feedback and suggestions. By actively seeking input from underrepresented families, we can continuously adapt our strategies to better meet their needs.


Improving the engagement of underrepresented families is an ongoing process, and we are committed to working collaboratively with all families to create a school environment that embraces diversity, fosters meaningful connections, and supports the success of every student.	"Our school involves families in decision-making through various avenues, including:

1. Coffee with the Principal: We organize regular ""Coffee with the Principal"" sessions where families have the opportunity to meet with the principal in an informal setting. These sessions provide a platform for open dialogue, allowing parents to voice their opinions, ask questions, and provide input on school-related matters.

2. Parent-Teacher Organization (PTO): Our school has an active Parent-Teacher Organization that serves as a channel for parents to contribute to decision-making processes. The PTO organizes meetings, events, and fundraisers, fostering collaboration between families and educators. Through the PTO, parents have the opportunity to provide feedback, suggest ideas, and actively participate in shaping school policies and programs.

3. Open Door Policy: The principal maintains an open-door policy, welcoming families to meet with him at any time. This accessibility allows parents to share their concerns, provide suggestions, or seek clarification on school-related matters. The principal's willingness to listen and engage in conversations with families promotes a sense of partnership and inclusivity.

4. Parent Surveys through ParentSquare: We use the ParentSquare platform to conduct regular parent surveys, seeking feedback on various aspects of school operations, policies, and initiatives. These surveys provide an opportunity for families to express their opinions, preferences, and concerns, enabling them to play an active role in decision-making processes.

5. Annual Family Surveys: Our school conducts annual family surveys to gather comprehensive feedback from parents. These surveys cover a wide range of topics, including academic programs, extracurricular activities, communication methods, and overall school climate. The input collected from these surveys informs decision-making processes and helps us better meet the needs and expectations of our families.

By involving families in decision-making through platforms such as Coffee with the Principal, the Parent-Teacher Organization, the principal's open-door policy, and parent surveys conducted via ParentSquare and annual family surveys, our school fosters a collaborative and inclusive environment where parents have a voice in shaping the educational journey of their children."	"Our school involves families in decision-making through various avenues, including:

1. Coffee with the Principal: We organize regular ""Coffee with the Principal"" sessions where families have the opportunity to meet with the principal in an informal setting. These sessions provide a platform for open dialogue, allowing parents to voice their opinions, ask questions, and provide input on school-related matters.

2. Parent-Teacher Organization (PTO): Our school has an active Parent-Teacher Organization that serves as a channel for parents to contribute to decision-making processes. The PTO organizes meetings, events, and fundraisers, fostering collaboration between families and educators. Through the PTO, parents have the opportunity to provide feedback, suggest ideas, and actively participate in shaping school policies and programs.

3. Open Door Policy: The principal maintains an open-door policy, welcoming families to meet with him at any time. This accessibility allows parents to share their concerns, provide suggestions, or seek clarification on school-related matters. The principal's willingness to listen and engage in conversations with families promotes a sense of partnership and inclusivity.

4. Parent Surveys through ParentSquare: We use the ParentSquare platform to conduct regular parent surveys, seeking feedback on various aspects of school operations, policies, and initiatives. These surveys provide an opportunity for families to express their opinions, preferences, and concerns, enabling them to play an active role in decision-making processes.

5. Annual Family Surveys: Our school conducts annual family surveys to gather comprehensive feedback from parents. These surveys cover a wide range of topics, including academic programs, extracurricular activities, communication methods, and overall school climate. The input collected from these surveys informs decision-making processes and helps us better meet the needs and expectations of our families.

By involving families in decision-making through platforms such as Coffee with the Principal, the Parent-Teacher Organization, the principal's open-door policy, and parent surveys conducted via ParentSquare and annual family surveys, our school fosters a collaborative and inclusive environment where parents have a voice in shaping the educational journey of their children."	These are our next steps to improve the engagement of underrepresented families:

1. Conduct an assessment: Assess the current level of engagement and representation of underrepresented families within the school community to identify specific areas that require improvement.

2. Develop an action plan: Create a comprehensive action plan that outlines specific goals, strategies, and timelines for enhancing the engagement of underrepresented families. Assign clear responsibilities and establish accountability for the implementation of these strategies.

3. Provide professional development: Offer professional development opportunities to staff members focused on cultural competency, effective communication strategies, and engaging underrepresented families. This will equip staff with the necessary skills and knowledge to foster meaningful connections.

4. Enhance communication channels: Evaluate and improve existing communication channels to ensure they are accessible, culturally sensitive, and responsive to the needs of underrepresented families. Consider diverse formats such as multilingual newsletters, text messaging services, or social media platforms.

5. Monitor and evaluate progress: Regularly monitor and evaluate the effectiveness of the implemented strategies to gauge their impact on the engagement of underrepresented families. Collect feedback from families, measure participation rates, and make adjustments as necessary to continuously improve engagement efforts.

By taking these next steps, your school can make significant progress in enhancing the engagement of underrepresented families, creating an inclusive and supportive educational environment for all students and their families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
30103063030723	OCSA	3	OCSA has a culture of ongoing reflection - this manifests in frequent surveying of families, especially in Spring of each year to survey effectiveness in learning achievement and student support. OCSA uses the data collected in the annual Spring survey to inform decisions related to the LCAP, Local Indicators, and school initiatives. 

Due to the complexity of the organization, OCSA remains mindful of the frequency of communication and what is communicated. The school has created guidelines and communication platforms for staff so parents are not inundated with communication from the school. Furthermore, many of these platforms allow families to select preferred language for their communication from the school.	OCSA continues to see modest increases in families that need language support with school communication, or desire to receive communication in a preferred language. Efforts are underway to increase participation in the ELAC Committee, and offer school materials in languages other than English and Spanish.	Efforts are underway to increase participation in the ELAC Committee, and offer school materials in languages other than English and Spanish. This parallels the steps already taken to conduct the annual admission lottery in four languages based on student enrollment data (English, Spanish, Mandarin, and Korean). Lastly, translation services and the manner in which families request this support is being incorporated into all school materials.	OCSA partners closely with parent organizations to solicit input on focused topics throughout the year, and more broadly each Spring as part of our annual parent survey. Specifically, the People Supporting OCSA (PSO) maintains a good relationship with school leaders to implement parent education, staff grants, and staff appreciation. The PSO is a key partner in the annual LCAP development to solicit direct parent feedback outside of the annual survey. 

Beyond PSO, OCSA also utilizes President's Circle for school initiative feedback, and each conservatory maintains a Parent Arts Council (PAC) to have localized support and feedback on conservatory-specific needs and topics.	Although each conservatory maintains a PAC Committee, there is not a standardized manner in which that is conducted and regulated. Some PACs meet on a set schedule, while others exist in only a virtual space. OCSA would like to refine and maintain parent engagement guidelines that create a more consistent experience in the PAC space, regardless of the conservatory.	Efforts are underway to increase participation in the ELAC Committee, and offer school materials in languages other than English and Spanish. This parallels the steps already taken to conduct the annual admission lottery in four languages based on student enrollment data (English, Spanish, Mandarin, and Korean). Lastly, translation services and the manner in which families request this support is being incorporated into all school materials.

For individual conservatories, steps are being taken to present conservatory specific materials in languages other than English.	The answers provided for Student Outcomes mirrors the response for Decision-Making:

OCSA partners closely with parent organizations to solicit input on focused topics throughout the year, and more broadly each Spring as part of our annual parent survey. Specifically, the People Supporting OCSA (PSO) maintains a good relationship with school leaders to implement parent education, staff grants, and staff appreciation. The PSO is a key partner in the annual LCAP development to solicit direct parent feedback outside of the annual survey. 

Beyond PSO, OCSA also utilizes President's Circle for school initiative feedback, and each conservatory maintains a Parent Arts Council (PAC) to have localized support and feedback on conservatory-specific needs and topics.	The answers provided for Student Outcomes mirrors the response for Decision-Making:

Although each conservatory maintains a PAC Committee, there is not a standardized manner in which that is conducted and regulated. Some PACs meet on a set schedule, while others exist in only a virtual space. OCSA would like to refine and maintain parent engagement guidelines that create a more consistent experience in the PAC space, regardless of the conservatory.	The answers provided for Student Outcomes mirrors the response for Decision-Making:

Efforts are underway to increase participation in the ELAC Committee, and offer school materials in languages other than English and Spanish. This parallels the steps already taken to conduct the annual admission lottery in four languages based on student enrollment data (English, Spanish, Mandarin, and Korean). Lastly, translation services and the manner in which families request this support is being incorporated into all school materials.

For individual conservatories, steps are being taken to present conservatory specific materials in languages other than English.
	5	4	4	3	4	3	4	4	4	4	4	4	Met		2024-06-26	2024
30647660000000	Lowell Joint	3	The analysis of the LCAP Parent Survey data indicates several strengths and progress in building relationships between school staff and families. One of the key strengths is the high level of respect reported by parents, with 92% of parents agreeing or strongly agreeing that school staff treat students, parents, and other staff members with respect. This positive perception is crucial for fostering a welcoming and inclusive school environment. Additionally, parents have highlighted effective communication as a significant strength. About 93% of parents agree or strongly agree that school staff communicate clearly, and 93% agree or strongly agree that they receive adequate and timely information about school events and their children's academic progress through various communication channels, including emails, report cards, and parent conferences. This clear and consistent communication helps build trust and ensures that parents are engaged and involved in their children's education. The district has also made progress in maintaining visibility and accessibility of school staff, with 90% of parents agreeing or strongly agreeing that school administrators and teachers are approachable and available for addressing concerns. This accessibility is vital for resolving issues promptly and collaboratively, further strengthening the partnership between families and school staff. Moreover, the district has taken proactive steps to enhance its support services by hiring additional counselors, psychologists, and a behavioral specialist. These additions have increased the capacity to provide personalized support to students and families, contributing to a more supportive school climate. Overall, the survey data reflects that the district's efforts in fostering respectful interactions, effective communication, and accessibility are paying off, resulting in stronger relationships between school staff and families. Continuous efforts to engage families, address their concerns, and provide timely information will further enhance these relationships and support student success.	There continues to be a desire to support students with resources with well over 55% continuing to qualify for Free/Reduced lunch. Food insecurities, loss of employment, and other issues related to the pandemic continue to fuel a desire to understand trauma-informed care as it relates to our staff and working with students and families along with additional strategies for behavioral issues in the classroom. This will be an area of focus as the District continues to add to overall supports around Social Emotional Learning and mental health. For the coming year, this includes the hiring of three counselors and an additional psychologist. It’s clear that families feel welcomed by staff, and this added layer will hopefully move families to deeper levels of involvement. Survey data from preschool families indicates that 30% have been able to accept a job with 50% being able to keep a job because their child is able to attend preschool. This also helps to create a strong foundation in connectedness for families as they first enter the school system.	The District has small pockets of languages other than Spanish, so we are exploring tools to better survey families in their native language where possible to determine strategies to increase overall engagement for our non or limited English families. he use of AI has supported this greatly in terms of accessing languages that we are not able to hire personnel to translate for since they are in such small numbers. The increased offerings for before and after school provide additional avenues to connect with parents around family needs that can support decisions about programming since ELOP targets our Unduplicated Pupil count (English Learners, Foster Youth, and Free/Reduced Lunch). We purchased additional headsets to provide in-time translation for families at parent meetings and are working with bilingual aides in capitalizing on their relationships with families to provide additional assistance at meetings.	A key strength is the collaborative problem-solving approach adopted by the school staff, with 90% of parents agreeing or strongly agreeing that staff work collaboratively to solve problems. This collaborative approach is essential for addressing student needs effectively and ensuring that parents are partners in the educational process. Effective communication is another significant strength highlighted by the survey, with 93% of parents agreeing or strongly agreeing that they receive clear communication from the school. This includes timely updates about their children's academic progress, school events, and other important information. Consistent and transparent communication ensures that parents are well-informed and can actively support their children's learning at home. Additionally, the district's commitment to accessibility and visibility has been recognized, with 90% of parents agreeing or strongly agreeing that school administrators and teachers are approachable and available. This accessibility allows for the quick resolution of concerns and fosters a sense of partnership between parents and school staff. Regarding academic outcomes, 96% of parents agree or strongly agree that Lowell Joint provides a strong core academic instructional program. Furthermore, 95% of parents agree or strongly agree that the program is balanced in terms of core course offerings, including language arts, mathematics, science, social studies, art, music, and physical education. Both these percentages are slightly higher than last year, indicating continuous improvement and parent satisfaction with the academic programs provided. 95% of parents agree or strongly agree that they receive adequate and timely information about their children's academic performance. This indicates that parents feel well-informed and involved in their children's education, which is crucial for supporting academic success. Additionally, 92% of parents feel that school staff assist effectively with the resolution of any academic concerns, reinforcing the collaborative effort to enhance student outcomes. The district has also made substantial progress in providing adequate resources and support to both students and families. The recent hiring of additional counselors, psychologists, and a behavioral specialist has expanded the capacity to offer personalized support services. These efforts are complemented by the ongoing partnership with Care Solace, which helps families navigate the healthcare system to access mental health services. Overall, the survey data reflects that the district's efforts in fostering collaborative problem-solving, effective communication, and accessible support services are yielding positive results. These strengths contribute significantly to building partnerships that support student outcomes, ensuring that students receive the comprehensive support they need to succeed academically and personally.	An area for continued growth, confirmed by both survey data and in input meetings, is supporting enrichment and rigor for our GATE students. We are finishing the certification of all teachers in GATE with only about 30 teachers left across the district for the 2023-2024 school year. All 2nd graders were given a universal screener as one measure in identifying giftedness, and we added a 4th grade screener this year. As teachers increase focus on depth and complexity in the classroom, additional enrichment opportunities are being developed to address this need. When asked about opportunities for students to work above grade level, 65% of respondents Agree/Strongly Agree (up 2%) with an additional 25% responding that they didn't know. This speaks to the need to both increase opportunities and communicate with parents around services in support of our gifted and talented students.	The Educational Services department has worked diligently to ensure that the identification process for gifted and talented services is all-inclusive. Using multiple measures with an opt out model for universal screening ensures access for all students as a baseline. Nonverbal elements to the assessment will help control for language issues in our English learners. Measures for creativity and leadership will also help widen the net for including students in the identification process. Training all teachers has been a vital part of the overall plan to ensure that teachers recognize the elements of giftedness regardless of formal identification. This includes our primary teachers in grades TK-2nd before students are even formally assessed as well as upper grade teachers for those students who demonstrate giftedness after formal identification. A Universal Screener for 4th grade was added this year for students entering the district after 2nd grade and for those not identified initially.  All of this is designed to ensure that students traditionally underrepresented in GATE programs are having their needs met through a robust system of support.	Each year, a Parent Survey is conducted in the spring to monitor parent engagement and obtain feedback from parents related to state priorities and local indicators as they align with both district and school goals within the Local Control Accountability Plan (LCAP) at the district level and the School Plan for Student Achievement (SPSA) at the site level. The survey was created to align with state and local priorities in six areas: Student Achievement/Course Access, Student Engagement, School Climate, Basic Services, Implementation of State Standards, Parent and Family Engagement. There is a section specific to parents of English Learners, and the survey is provided in both Spanish and English. While it is sent electronically, hard copies are always available on site for a family if needed. In addition to the LCAP Parent Advisory Committee, district personnel attended PTA meetings for each site to review the LCAP and ask for input from parents for determining actions and priorities in meeting the needs of students in Lowell Joint. The Superintendent meets regularly with the PTA as well. A section of the Parent Survey targets Parent and Family Engagement specifically. Over 99% have electronic devices to receive digital communication with 98% who Agree or Strongly Agree that the schools provide a variety of ongoing communication to inform parents about their student’s academic progress. The survey was designed by LJSD to align with specific areas of the Local Control Accountability Plan (LCAP) to measure progress on both state priorities and District goals. Results of the Parent Survey are shared with the Board annually in September, and the Principals are given site specific data to plan for parent and family engagement. There is an open-ended section on the survey for input related to the goals within the LCAP in addition to the face-to-face opportunities for parents to speak into the decision making process at both the site and district levels.	When asked if parents and families are aware of and have multiple opportunities to be involved in their child's educational experience, 96% of respondents Agree or Strongly Agree. This is up 1% from the 2023 survey. There were 638 responses to the survey in addition to input from various Engaged Partner meetings. We had fewer parents attend the LCAP Advisory and Parent Advisory Committee meetings although we had high numbers for the PTA meetings in terms of getting parental input. As we have added elements to the LCAP around increased parent training opportunities, a piece of this will be to continue to solicit input during these times where we may have parents or guardians present that would not otherwise be at a PTA or committee meeting. The goal is to continue to foster relationships with parents to encourage them to participate in the decision-making process.	"As mentioned above, the District has focused on reaching out to families above and beyond the general lines of communication to ensure input in the decision-making process. The goal continues to be to work collaboratively with engaged parents and staff members to identify ways to increase involvement and encourage partnership with our underrepresented families. For example, the District has small pockets of languages other than Spanish, so we are working on ways to survey families in their native language where possible to determine strategies to increase overall engagement for our English learners. The increased offerings for before and after school provide additional avenues to connect with parents around family needs that can support decisions about programming. The pilot of ""Love and Logic"", a six-week training for parents, was very successful with parents asking for additional follow-up and future trainings. Through these types of trainings, we can encourage feedback and input to inform the Goals and Actions within the LCAP."	5	5	3	3	3	4	5	4	3	3	4	3	Met		2024-06-17	2024
30664230000000	Anaheim Elementary	3	Strengths & Progress: Parents reported feeling that the district is always working and improving in helping staff and families understand all cultures and abilities. SEL team of supports at sites and supports in place.	Focus Area for Improvement: An area of improvement would be to strengthen and bridging all staff as seeing parents as assets. Administrators help strengthen the support, connection and collaboration between families, leaders and parent engagement staff at school sites. Communication and collaboration between all staff to work together to build capacity.  For continuous relationship building and connection it is important to engage teachers more in programs and events with families.	How AESD will Improve Engagement of Underrepresented Families: LEA can continue to offer multiple ways of accessing school programs and services for families. Offering technical support and resources to support families in primary language.	Strengths & Progress: LEA offers various opportunities and resources to support student learning and development at home. There are numerous parent workshops and resources shared with families throughout the school year.	Focus Area for Improvement:  LEA and schools sites need to continue strengthening their communication and outreach efforts to families. Increase engagement at workshops and venues where parents are provided with resources.	How AESD will Improve Engagement of Underrepresented Families: Offering various venues for parent engagement programming. Some families will need different times for opportunities offered for parents that can not attend in the morning.	Strengths & Progress: Parent leaders have the capacity and tools to be involved in various decision making venues.	Focus Area for Improvement:  Include more teachers in committees where they can collaborate with parents in the decision making process at school and district level.	How AESD will Improve Engagement of Underrepresented Families: LEA and school sites need to work on having more parents of underrepresented families be involved in the decision making process by offering more training and tools to help get different parents involved.	4	3	4	4	4	5	4	4	4	3	4	3	Met		2024-06-12	2024
30664230131417	Vibrant Minds Charter	3	"Because enrolling a scholar at Vibrant Minds Charter School is a parent choice, there is a strong bond between the school staff and families. Parents need to discover our school, enroll their scholars, and remain on the waiting list until called upon. Our current waiting list includes 350+scholars, and this contributes to the parents' appreciation when their scholars are selected to attend our school based on a randomized drawing system. This extra effort from parents results in a naturally higher level of family engagement. Additionally, many of the staff members are also parents/relatives of scholars attending our school currently or in the past. In 2023-2024, 20 staff members played this dual-role. Therefore, the separation of school staff and parents is nonexistent, which is a healthy model for an authentic collaboration between school and home.

Beginning in the 2023-2024 school year, Vibrant Minds Charter School was awarded the California Community Schools Partnership Program (CCSPP) Planning Grant. Having the support of our Coordinator for the CCSPP PlanningGrant, as well as a bilingual community liaison, has enhanced our strengths and progress in building relationship between the school staff and families. This has permitted our school to explore and pilot additional workshops and events for parents. Parents provided input for workshops through a series of interviews and surveys. Parents expressed an interest in developing specific skills, so classes in CPR and first aid were offered in English and Spanish. Parents also wanted support in how to help their scholars self-regulate at school and home, so parenting classes and coaching sessions have been coordinated for implementation in the 2024-2025 school year. Additional community partnerships have been formed to support families in areas such as childcare during off-track time (YMCA), English as a Second Language, health care (dental, hearing, and vision),and volunteer opportunities. Many school-wide events beyond Back-to-School Night and Open House also occurred during the school year, which strengthened our school's sense of community. Examples include a Family Kick-Off Event, three Lunch with a Loved One events, Snow Day, Project-Based Learning Showcase, Color Run, Talent Show, End-of-Year Carnival, TK Bridge Ceremony, K Celebration, Grade 6 Promotion, and Family Camp Out. Because we are a school of choice, VMCS is cognizant that our parents have the potential to ""vote"" with their feet. It is important that we have positive relationships with all parents so they continue to have their scholars attend our school. Attrition of scholars from year-to-year is minimal, and it is typically the result of moving out of the area due to the high cost of living in Orange County, California. We are proud to be known as a school that families love. And, as far as the recruitment of scholars, word-of-mouth endorsements from our families are our most powerful tool."	While we have built strong relationships between our school staff and families, we are continuously seeking ways to improve. The following areas of growth will be our focus for the 2024-2025 school year:

* We want our parents to more fully understand the negative impact of inconsistent attendance at school, including tardies, early releases, and absences. We also want to convey that a short-term Independent Study Contract is not the same as in-person instruction and should be requested judiciously and completed conscientiously. It is our hope that an increase in an understanding of the importance of consistent attendance will result in positive changes in attendance behaviors. And, in partnership with parents, we want to help them overcome any familial barriers to exemplary attendance. Dialogues with the School Attendance Review Team (SART)and School Attendance Review Board (SARB) will be be more consistently scheduled, with a follow-up protocol in place.

* We want to more clearly share with families how we address the challenging behaviors of some scholars. Although we have a sound philosophy and solid plan in place when it comes to our Behavioral Support Plan with an emphasis on social justice (own it, fix it, learn from it, and move on), the parents have occasionally expressed that more needs to be done to curtail challenging behaviors. In truth, behavioral issues on our campus are minimal. But, there are a few highly visible scholars on campus who continue to have difficult social-emotional needs and a high level of impulsivity. Behavioral issues associated with these Tier 3 scholars are addressed in a timely and effective manner. But, parents are not always privy to what consequences and interventions have occurred due to confidentiality. We need to build trust with the parents that all behavioral issues are being addressed.

* We want to offer more strategies and resources to parents for supporting their scholars' academic growth at home. This includes motivating scholars to read as a leisure activity, as well as offering guidance when scholars are solving mathematical problems. And, we want parents to anticipate their scholars' educational trajectory beyond elementary school, including junior high school, high school, apprenticeships, vocational schools, and universities. The university system can be especially difficult to navigate successfully, and parent workshops in this area will be offered.

• We want to increase our fathers' level of engagement so we have more male role models on campus, which is a definite area of need with a predominantly female staff. We are initiating a program in which fathers sign-up for a day of service and support at our school, with a goal of recruiting 180 fathers for our 180-day school year. This will be our new Guard D.O.G.S (Dads of Great Scholars) Program.	It is a quantifiable strength that the parents of English Learners are strong participants in various school activities and events at Vibrant Minds Charter School, as well as volunteering. However, they have not been as engaged in decision-making groups such as the School Site Council (SSC) and the English Learner Advisory Committee (ELAC). We will continue to refine how we recruit the parents of English Learners into these groups because their voice is important. We may need to continue to seek alternative times, days, and venues to meet. There may also be an initial need for support and incentives, including child care, food, academic resources for home use, family games, specialized workshops, etc.	Because parents have taken the initiative to enroll their scholars in VibrantMinds Charter School rather than their neighborhood schools, they tend to be more engaged in their scholars' education than is typical in traditional school settings. We need to capitalize on this initial decision to enroll in our school to ensure strong school/home partnerships are built to support the scholars' academic growth. This is where the concept of a co-created school comes to play. Parents need to understand that the school cannot effectively educate our scholars without home support. This appears to be in place.

For the most part, our parents are cognizant of their scholars' successes and challenges in school. In some cases, parents enrolled their scholars in our school because they did not feel their scholars' academic or social-emotional needs were being addressed in other school settings. To support scholars' positive academic outcomes, our Back-to-School Night is focused on providing parents with skills and resources to support scholars academically at home. Then, parents have ongoing access to their scholars' academic progress through the Parent Portal on Aeries, as well as ongoing in-person and on-line communication with the teachers. During Parent/Teacher Conferences, which occur at the end of the first and second trimesters, parents are provided with information about their scholars' progress. Then, at the PBL Showcase and Open House, the parents have a first-hand glimpse into their scholars' level of academic performance.

We believe we have many strengths is the area of building partnerships with parents for scholar academic outcomes. And, we will continue to refine practices in this area.	Because many of our scholars' parents work long and hard to meet their financial obligations, they do not always have the time to support their scholars academically at home. Instead, they tend to trust the school to educate their scholars. However, forming an authentic school/home partnership with a reliable network of support for scholars and parents is the ideal.

Many scholars attend our school from 7:30 a.m. (earliest drop-off time) to 6:00 p.m. (conclusion of after-school programming) due to child care needs. There is very little time at home for scholar/parent bonding and/or academic support. If the parents are not fully engaged in their scholars' academic progress due to insufficient time, lack of academic confidence, and/or English Learner status, scholars do not receive the encouragement and 1:1 academic support at home that only parents can provide. And, this is a difficult obstacle to overcome since it has such strong economic roots and is also fueled by many single-parent homes. However, through ongoing dialogues with families, we will be able to identify the barriers parents need to overcome with or without our support. Through parent training, resources, and support, we hope to improve the level of the parents' engagement in their scholars' academic growth.	Parents of English Learners need to understand that if they cannot directly provide academic support to their scholars, there are many other ways that they can contribute to their scholars' academic growth. The parents can consistently ask their scholars how they are doing in school, as well as advocate for their scholars if they hear about academic struggles. They can create a home environment in which leisure reading is supported by having a home library, which can also be supplemented by the school or supported through the public library system. They can tap into after-school resources so their scholars receive academic tutoring and homework support. They can ensure their scholars' basic needs are met by having them sleep sufficiently, eat nutritiously, and exercise regularly. They can also monitor the scholars' access to inappropriate content on electronic devices. Lastly, parents of English Learners need to prioritize their scholars' education and ensure they come to school daily and on time.	Vibrant Minds Charter School has a strong and consistent School Site Council (SSC), which is one forum for providing input for decision-making.The SSC meets monthly and is composed of seven elected representatives and the founding/executive director (i.e., four parents, two teachers, one classified staff member, and the director). We also have monthly English Learner Advisory Committee (ELAC) Meetings, during which parents of English Learners are engaged in topics related to their scholars' quest for redesignation. On the VMCS Board, one of the parents is recommended for inclusion on the Board for a two-year term
(no term limits) based on a school-wide election process. This model ensures that the voices of parents are heard. Also, on a consistent basis through ParentSquare, parents' input is requested and analyzed using a computerized survey approach. Both the Assistant Director and Founding/Executive Director also have an open door approach to dialogues with parents who want to provide input.	While the majority of parents consistently provide input into decision-making processes, there are always a few who are not engaged. They may be better reached personally rather than through a computerized survey. Additionally, less formal Cafecito Sessions with a question/answer format may be effective, which will be hosted by teachers, TOSAs, and the leadership team. There will be a concerted effort to ensure input from all parents rather than the vocal few.	The foundational pieces that need to be in place so underrepresented families will become engaged in decision-making processes include a primary contact person (i.e., community liaison -- in place), translation support for non-English speaking parents (in place), and accessibility to decision-making opportunities (in place).

While the parents of English Learners are strong participants in various school activities and events, they have not been as engaged in decision-making groups such as the School Site Council (SSC) and the English Learner Advisory Committee (ELAC). We will continue to refine how we recruit the parents of English Learners into these groups because their voices are important. We will continue to seek alternative times, days, and venues to meet. There may also be an initial need for support and incentives, including child care, food, academic resources for home use, family games, specialized workshops, etc.	5	5	5	5	4	4	5	5	4	4	5	5	Met		2024-06-12	2024
30664236027379	Palm Lane Global Academy	3	Palm Lane prioritizes to foster strong collaborative partnerships with parents and families, staff, in addition to the larger community. The school continues to employ multiple means of consistent communication between the school and its families as well as the larger community. School wide communication platforms, including ParentSquare and Class Dojo allow for daily communication regarding class and school wide information and current events. Monthly parent and family calendars are distributed to families, in advance, aimed to increase parent and family involvement. Additionally, mass robo calls regarding varying information including but not limited to, school wide events and important news as well as unexpected emergencies such as school wide lockdowns. Palm Lane also manages social media platforms, including Facebook and Instagram in an effort to engage with current parents, students, and families as well as community partners.
Palm Lane also utilizes a marquee, located at the front of the school, that is used to regularly mass communicate school wide news and upcoming events. The aforementioned approaches to maintain strong communication with parent, family, and the larger community have guaranteed a direct channel to communicate with Palm Lane's stakeholders 24/7. This allows for Palm Lane stakeholder to feel connected to the school and continually informed of important school wide news and current events.
Moreover, Palm Lane welcomes parents, families, and the larger community to engage with administration and staff during monthly parent meetings and school wide events including iReady Data Chat Family Nights, Monthly Student of the Month Assemblies, as well as monthly general parent meetings. In an effort to increase attendance, monthly parent meetings are held in the mornings as well as after school to increase parent and family options to attend.	Palm Lane aims to increase communication with parents and families of newcomer status where often times language barriers are deterrents to active participation and/or attendance at school wide activities and events.
Although monthly parents meetings are held to communicate various information to families, overall parent attendance is low. To increase channels of mass communication, Palm Lane strives to increase touch points with parents and families via social media platforms, as well as class communication platforms.	Palm Lane will continue to enhance opportunities to further strengthen partnerships with parents and families by intentionally planning for activities and events that will strengthen global competency among students, staff, and families. When planning school-wide events and activities, Palm Lane will be more deliberate to plan events that are hosted during after school hours that will allow for an increase in attendance and participation.
When hosting family events, Palm Lane will aim to minimize language barriers to ensure that all families are able to receive and deliver communication in their native language(s).
At the onset of the school year, Palm Lane will strive to connect all parents and families via their child(ren)'s classroom ClassDojo platforms in addition to social media.
Communicating mass messages, in languages, of all our families will serve as a starting point to effectively communicating with parents and families in an effort to minimize the language barriers within the Palm Lane school community.	Palm Lane strives to foster strong and collaborative partnerships, between the school and its educational partners including, but not limited to, staff, families, students, in addition to the larger community. The school employs varied means of messaging school wide and community relevant information to families.
This school year, Palm Lane created a community schools coordinator which aimed to increase parent awareness of resources available to them and facilitated partnerships between families and the larger community.
Additionally, as part of its commitment to endorse a holistic approach to serving students and families, Palm Lane secured a weekly partnership with Catarina's Club and Mary's Kitchen which ensured delivery of hot pasta meals twice a week and plentiful boxed of fresh groceries, each Friday.
Throughout the school year, parents and families were invited and encouraged to attend varying events to engage parents and families in discussing student progress and increase collaboration with enhancing student achievement. Parents and Family engagement opportunities included 3 iReady Family Data Chat Events, Open House, Writers' Workshop celebrations, Student Global Projects Showcases, in addition to parent-teacher conferences held twice a year.
Teachers maintain strong communication by utilizing Class Dojo, weekly, to communicate important classroom information in addition to providing parents and families weekly newsletters that highlight the upcoming important dates, events, and news for the upcoming week.	Palm Lane aims to increase communication with parents and families of newcomer status where often language barriers are deterrents to family involvement and active participation during school wide activities and events. Teachers will continue to enhance academic discourse through the deliberate planning and implementation of differentiated strategies when working with students.	The implementation of parent workshops and family events during after school hours will allow for increased direct support to families. Workshops developed and presented by the school's ILTs' will enhance parent familiarity of signature practices of Vista. The school psychologist will deliver workshops, each trimester, centered on varied topics deemed relevant and most needed for parents and families.	Parents and families are provided with morning and afternoon options to attend monthly parent meetings. This aims to ensure all families are able to attend a session most convenient for their schedules.
Palm Lane administration endorses an open door policy whereby parents and families are encouraged and welcomed to engage in open dialogue in regards to any questions and/or questions that may arise. The principal promotes a collaborative approach when making decisions and upholds a solution-oriented approach when addressing school needs and/or concerns.
When considering community partnerships both students and families are surveyed to gauge interest and determine the level of interest among stakeholders.	Palm Lane strives to increase parents and family attendance during monthly parent meetings. The school will utilize ParentSquare to communicate mass robo calls and text messages regarding school wide news and events. The community coordinator will enhance opportunities to receive parent and family feedback during various times of the school year.	In the summer of 2024, the community coordinator and administration will seek partnership with parents and the larger community with those who can commit to serving underserved parents and families in their native languages. Increasing dialogue with all families will be a priority to ensure a strong launch into the 24-25 school year. In August 2024, Palm Lane will host a Meet-and Greet Parent & First Annual Welcome BBQ to serve as the kickoff to the 24-25 school year.	5	5	5	5	5	4	5	4	5	4	4	5	Met		2024-06-10	2024
30664310000000	Anaheim Union High	3	AUHSD has created sustainable systems and structures that are designed to promote equitable opportunities for engagement that foster positive relationships with all educational partners. The continued support of Family Resource Centers across the district and the addition of Community Schools staff at 15 of our campuses have further strengthened these relationships. Through the comprehensive community schools assets and needs assessment, as well as the LCAP survey, we have been able to collect input and data that demonstrates our community feels connected and included at our schools and district. AUHSD has made it a priority to promote welcoming and inclusive environments. Having said that, we could improve in the area of staff professional learning around the effective usage of our communication platform, ParentSquare to ensure there is two-way communication happening at all sites, as well as the implementation of the Dual Capacity Building Framework to help our staff better understanding of how to engage in meaningful ways with families.	Based on the variety of asset and needs assessment data that is collected throughout the year, there’s a recognition that there’s a lack of staff professional learning time dedicated to ensure family and community engagement is a priority for staff in and out of the classroom. There’s a systemic/structural flaw in being able to ensure teachers are meeting with families and students to discuss student progress and ways to work together to improve student outcomes. Thus, our focus areas will include 1) Intentional staff professional learning on best practices for Family and Community Engagement; 2) Designing structures to ensure that teachers are able to meet with families and students to review student outcome progress.	There is a significant challenge to engage ALL families in AUHSD. The majority of responses we get when surveying families, whether it's through actual surveys, interviews, focus groups, or community voice circles, are typically from the same parents that already engage with our schools. One our gaps has been connecting with disengaged students and their families, especially those that do not attend any campus activities  Identifying students that are struggling to attend class on a regular basis early in the school year and scheduling home visits will provide our staff with an opportunity to triage this group of students and their families and be able to address barriers to attendance. We also have partnered with the Parent Teacher Home Visit (PTHV) team to focus on a proactive approach to home visits, focusing on building relationships with families in their homes and understanding what their hopes and dreams are. Home visits will also give us an opportunity to engage with families that otherwise would not attend school events due to various reasons.	There are currently a plethora of services, workshops and activities to build our partnership with families to support student outcomes. Tier I services are promoted for all families across AUHSD schools. These include activities such as Parent Leadership Academy, Parent Learning Walks, Wellness Workshops, and Coffee with principal chats to name a few Tier I services. Tier II & III services are designed to address interest or needs that, based and asset and needs assessments, families would benefit from. These services include things like the Educational Technology Platform Workshops, Positive Discipline workshops, and Social Service assistance. Regarding Staff Engagement in order to build partnerships with families and students, we have improved our intentional professional learning around building capacity of all staff on customer service, effective two-way communication, and use of technological tools to support student outcomes.	Based on the variety of asset and needs assessment data that is collected throughout the year, there’s a recognition that there’s a lack of staff professional learning time dedicated to ensure family and community engagement is a priority for staff in and out of the classroom. There’s a systemic/structural flaw in being able to ensure teachers are meeting with families and students to discuss student progress and ways to work together to improve student outcomes. Intentional focus on building knowledge of Special Education students and their families is lacking. Thus, our focus areas will include 1) Intentional Staff professional learning on best practices for Family and Community Engagement; 2) Designing structures to ensure that teachers are able to meet with families and students to review student outcome progress; 3) Greater access and participation with the GASELPA Community Advisory Committee (CAC).	There is a significant challenge to engage the disengaged students and their families, especially those that do not attend any on campus activities.  Identifying students that are struggling to attend class on a regular basis early in the school year will provide our Family and Community Engagement staff with an opportunity to triage this group of students and their families and be able to address barriers to attendance. With an intentional focus on staff’s time to provide outreach support, resolve barriers to attending school will become more attainable and thus improve student outcomes. We also have partnered with the Parent Teacher Home Visit (PTHV) team to  focus on a proactive approach to home visits, focusing on building relationships with families in their homes and understanding what are their hopes and dreams.	As a community school district, one of AUHSD’ strengths is the collaborative leadership and shared leadership practices, specifically where collective trust, and a shared responsibility for outcomes in a manner that includes students, families, and community members. This is exemplified in structures such as our LCAP, the Community Schools Site Team, ELAC, School Site Council. Additionally, AUHSD is continuously seeking community input via our comprehensive multilayered Community Schools Assets and Needs Process which consists of surveys, community voice circles, and individual empathy interviews.	AUHSD’s LCAP Educational Partner Engagement process serves as an example of AUHSD’s desire and ability to effectively engage all educational partners, specifically our students, families, community members and staff. This gives our community a space to provide input to decisions that are being made that will directly impact our students. Our district community schools steering committee has become a model to engage all partners in decision-making processes, and will serve as a model for all school sites to include the voice of all partners in the decision-making process as one of our focus areas. Another area of focus is to implement community voice circles at all sites, since these also serve as a space for families and community members to share their concerns and give input on various topics.	One of the recommendations from our LCAP Educational Partner Engagement Process that came out of the Parent Involvement  is to develop a Special Education Advisory group. This is due in large part to requests from parents of students with special needs to build their collective understanding about all the resources available to them and their students. Parent leaders have advocated for a more comprehensive system to ensure that all resources are shared widely with the AUHSD community, and that these resources can be available to our students and families if and when they are needed.	3	4	4	4	3	4	2	3	4	4	4	3	Met		2024-06-13	2024
30664490000000	Brea-Olinda Unified	3	BOUSD believes in a philosophy of Distributive Leadership that empowers site leaders to drive success at their school sites. The district strives to build the capacity of school administrators, their respective staffs, and families to develop positive relationships in a shared vision of support for all students. BOUSD's current strengths in this area lie heavily in forming authentic and honest partnerships with PTA/PTO entities, the district's 501(c)(3) Foundation and its leadership, as well as partner agencies in the community. The district is actively engaged with local service organizations like the Rotary and Kiwanis Clubs of Brea, and the Superintendent and her Cabinet have built strong relationships with the Brea Police and Fire Departments. The District has also leveraged social media platforms managed by its Public Information Officer to communicate through multiple forms of media. The District's leadership team opened the 2023-2024 school year with an emphasis in increasing authentic engagement and connectedness with all educational partners and this will be continued into the 2024-2025 school year. This focus will build a foundation from which our decision-making and actions will emerge. In 2023-2024, BOUSD offered more opportunities for parents to provide feedback, and will use this information as we develop approaches that make our work to be as inclusive with our outreach and community-building as possible.	The district is committed to a sustained effort to improve the relationships between staff and families. The following areas of focus will be priorities for BOUSD in the 2024-2025 school year to foster collaboration and create a positive educational experience for all students: 

- More Accessibility to School and District Climate & Culture Data: This will include the publication of district and school climate data on the district’s website, as well as parent education nights that focus on responsive strategies to the data and the stories it tells about our schools and the district as a whole.

- Clear Communication Channels: The District will ensure that there are clear and effective channels of communication in place between the district and school sites through the district website, school websites, and avenues for access to site administrators and district leaders. This will include regular meetings for parents, newsletters, email updates, or online platforms to share important information (Parent Square, Aeries, Google Classroom, etc.), updates, and resources.

- Ongoing Supportive Leadership: District leaders will continue to demonstrate supportive and approachable leadership styles. They will foster a positive working environment that values input from school sites and families. District administrators will visit school sites regularly, engage in conversations with staff and families, and address concerns or challenges promptly and effectively.

- Professional Development Opportunities: The district will provide professional development opportunities for school site staff that align with their needs and aspirations. Training sessions, workshops, and conferences that focus on improving teaching strategies, classroom management, parent engagement, or other relevant topics will be considered in the 2024-2025 school year. 

- Collaborative Decision-Making: The district will Involve school site leaders and staff in decision-making processes that affect their school communities. It will seek their input on matters such as curriculum development, resource allocation, or policy changes. To the extent necessary, the District will establish committees or task forces composed of representatives from school sites to facilitate collaboration and shared decision-making.

- Recognition &  Appreciation: The district will continue to acknowledge and appreciate the hard work and dedication of school site staff and families. Celebrate successes, achievements, and milestones through recognition programs, awards, or public acknowledgments.

- Parent Education & Engagement: The district will offer workshops, seminars, or resources to help parents support their child's learning at home. It will engage families through volunteer opportunities, parent-teacher conferences, and school events. There will be encouragement to maintain two-way communication by actively seeking input and feedback from families and incorporating it into decision-making processes.	To improve the engagement of underrepresented families the efforts at systematizing and scaling must take into account the specific needs of student/family groups. The district has used the analysis of educational partner input and local data to realize that there are areas of growth to improve engagement of underrepresented families. Toward that end the district is committed to the following initiatives and actions in the 2024-2025 school year: 

- More Outreach and Engagement: This includes the establishment of multiple channels for communication, such as email, phone calls, newsletters, and social media in the home language of underrepresented groups.  Parent Square, a robust information platform that will engage all education partners, will be put into place in the 2024-2025 school year. The district's Public Information Officer will also encourage families and members of the community to solicit questions, concerns, and feedback. 

- Family Involvement Events: The District will host events that encourage underrepresented families to actively participate in their child's education. These will include back-to-school nights, curriculum showcases, STEM and STEAM Nights, and sports events at the junior high and high school. 

- Parent Education Workshops: The district will offer workshops and training sessions for underrepresented parents on topics such as parenting skills, educational strategies, and supporting children's learning at home. 

- Home visits: The district will revive home visits by site and district staff members to build relationships with families in their own environment. The intention will be to enhance understanding, strengthen trust, and provide insights into students' home lives, which can be valuable in tailoring educational approaches.

- Parent Advisory and District English Learner Advisory Committees: The district will be establishing a parent advisory committee to involve underrepresented families in decision-making processes. This will also include a sustained support for the District's English Learner Advisory Committee and the school sites' English Learner Advisory Committees. 

- Recognition of Cultural Celebrations and Events: The district will continue to recognize and celebrate the diversity within its school communities by recognizing and, in some cases, organizing and promoting, cultural events and celebrations. The goal will be to foster inclusivity and allow families to share their traditions, strengthening the bond between staff and underrepresented families. 

- Family Support Services: The district will Identify and provide resources or referrals to support families facing challenges such as housing, healthcare, or financial issues, demonstrating a commitment to the overall well-being of underrepresented families in order to create trust and engagement with our underrepresented families. A school social worker will be employed in the 2024-2025 school year along with wrap services for families in need.	The district is proud of the many ways it has built partnerships with all stakeholder groups to promote the highest levels of student learning. Strong and meaningful relationships exist between site leaders and district administrators and the engagement of local agencies and state level departments. The district’s relationship with the local police and fire command staff, as well as the county office of education allow it to amplify its effectiveness with this additional support from local and state agencies. The district’s Educational Services Department has developed programming, supports and interventions that offer an array of tools and resources to support student learning. Efforts are aligned with other district initiatives in the areas of MTSS, SEL, Bullying Prevention, and Positive Attendance to ensure a holistic perspective in addressing student outcomes. In addition to the success of these co-curricular programs there are several areas the district would like to highlight as strengths: 

- Parent Education Nights (PEN) - PEN is a series of workshops. Throughout the school year, parents/guardians can learn about a variety of topics that are timely and consequential to their child’s learning. Key topics in the series include the core aspects of the educational system and factors that lead towards developing students at the highest levels of their abilities.

- Coffees with Site Principals and the Superintendent: These events bring together parents, BOUSD staff, community organizations, and community-based partners to share and discuss programs/services available for families. 

- Use of Partner Agencies: The School Resource Officer for the District, paid by the Brea Police Department, and meetings with police and fire command staff, will continue to be a priority. 

- Care Solace: Care Solace is a mental health care navigation platform that connects individuals, including students and their families, with local mental health care resources. Its services are designed to support students, families, and staff members who may be in need of mental health care resources. The centralized platform streamlines the process of finding mental health care resources for families and has been a resounding success for families in need. The district adopted Care Solace in response to concerns that there was a need to address the challenges individuals face in accessing appropriate care who did not know where to turn to for support and who may be intimidated or uneducated on the process to access low cost or no cost mental health and drug intervention/education services in their community.	The district is committed to enhancing its partnerships for the purpose of improving student outcomes. This will occur through the following: 

- Amplification of District Goals and Priorities: Taking the goals and objectives of the school district and sharing them with partners whose missions align with those goals. The results of this action will be to enhance the passion for education in the community, develop a shared pride for the district and all it accomplishes, and the overall support for students. 

- Focused and Sustainable Professional Development: Aligning the districts Mission, Vision and Goals to the sustainable use of professional development funds that will give the district the highest return on its investment of resources for the professional growth of teachers and staff. This will assist with the amplification of the district’s goals and priorities in the community. 

- Ongoing Analysis of Data: Assess the specific needs of students and the district as a whole. Identify areas where partners and partnerships can contribute their expertise, resources, or support. 

- Networking and Outreach: Engage in networking and outreach efforts to connect with partners and partnerships. This includes attendance at community events, business association meetings, and chamber of commerce gatherings by site and district leaders to establish relationships and promote collaboration. It also offers district leadership the opportunity to share the district's vision, goals, and the potential benefits of partnering with schools.

- Recognition and Visibility for Partners in the District: Recognize and showcase businesses and agencies that support student success. This includes highlighting their contributions through newsletters, social media, websites, and local media outlets.

- Collaborative Projects and Programs: Examples of this include partners that will provide internship opportunities, career mentoring, guest speakers, or workplace visits. The district will also be seeking out agencies that can offer tutoring, counseling services, health and wellness programs, and community service projects aligned to the overall inspirational programs established within the district.	A key improvement in engaging underrepresented families will be increased and improved outreach/communication. The district continues to support the presence of an intervention counselor at the secondary level and will be hiring a social worker for its secondary schools in the 2024-2025 school year. The primary roles of these people will be to support underrepresented students, help meet the district’s graduation requirements and to support their overall wellbeing. The social worker will also assist students and families by providing counseling, resources, and referrals to services such as housing and healthcare. The district will be committed to ongoing contact and relationships with BOUSD families through personal phone calls, Zoom parent chats and its Parent Education Nights, emails and texts. The ability of the Parent Square platform to engage parents in their home language is a tool to engage unrepresented families. These methods of communication and outreach will prove invaluable in identifying areas of need and challenge, so that site and district leaders can provide appropriate and timely support and referrals.	BOUSD has always valued educational partner input when making program decisions and considers the voice of parents/guardians and other stakeholders to be critical to this process. A strength of the district is the ongoing effort to broaden and deepen the range of opportunities for parents/guardians have to provide input toward decision making. The use of the California Healthy Kids Survey Parent and Staff Modules, the use of the Qualtrics Survey Platform, and the use of the Panorama SEL Survey Platform are testaments to the district’s commitment to seeking input for depiction making. All school sites also operate formal School Site Councils (SSCs) and, where required, English Learner Advisory Committees (ELACs). The district maintains open campuses at all its schools, and school sites are staffed with friendly employees who are committed to the highest standards of customer service. Open Houses and Back to School Nights encourage engagement and participation by families in the education of their children. The district also supports active PTO and PTA organizations and a district level PTA Council. These entities were engaged to assist in the feedback and communication loops necessary to complete the district’s LCAP. The district is also engaged with its Special Education Local Plan Area (SELPA) and encourages participation of parents who have students with special needs in its Community Advisory Committee (CAC). In addition, the district has begun its process to identify the root cause of its Significant Disproportionality as it relates to the overidentification of Hispanic Students with Specific Learning Disabilities. This will include stakeholder input so decisions can be made to determine how to best support students short of assessment.	While the district is proud of the many opportunities exist for building capacity and directly engaging in decision-making with stakeholders, there is always room for improvement. Focal areas for improvement include the following: 

- Establishment of permanent Advisory Committees at the parent, certificated employee, classified employee, and student levels.

- Continuing Coffees with the Principals and attended by district leaders. 

- Use of the Qualtrics survey platform for more ongoing and focused feedback from educational partners. 

- Providing additional parent trainings specific to the work of BOUSD advisory committees at both the site and district level and ongoing collaboration with Community Based Organizations (CBOs) to increase outreach and engagement when seeking input.

- Establishment of sustainable site based English Language Advisory Committees as school sites. 

- Feedback surveys to educational partners on the effectiveness of district professional development and trainings.	The district is committed to a cycle of continuous improvement as it relates to seeking input and feedback to improve the execution of its mission, vision and goals (especially as it relates to seeking input from underrepresented families). This is because the district is committed to improving its input mechanisms so that there can be the overall enhancement of transparency, inclusivity, and stakeholder engagement. Thusly, the district will be engaging in the following actions and activities to improve engagement of underrepresented families: 

- Encouraging Greater Diversity in Representation: The district will actively seek input from underrepresented educational partners so that it can create avenues for each group to contribute their perspectives and insights. This will include more direct engagement of underrepresented families through the District ELAC, its Advisory Committee related to Significant Disproportionality, and its Parent Advisory Committee.

- Examining Existing Feedback Mechanisms: The district will continue to sustain multiple channels for soliciting feedback from underrepresented educational partners but examine ways it can improve communication. This may include online surveys in home languages identified by the district, suggestion boxes, public forums, town hall meetings, focus groups, and advisory committees.

 - Providing Timely and Accessible Information: The district will endeavor to provide clear and timely information about upcoming decisions or changes to underrepresented educational partners in ways that effectively explain the context, rationale, and potential impacts of the decisions to facilitate informed input. Using various communication channels, such as newsletters, websites, social media, and direct emails, to keep underrepresented stakeholders informed will be a priority. 

- Providing Inclusive and Accessible Formats: the District will ensure that the methods used to seek input are inclusive and accessible to all educational partners. It will provide options for online and offline participation to accommodate different preferences and access limitations. Conveying important priorities using plain language, providing translation services, and offering alternative formats, such as audio or video recordings, to make information accessible to diverse and underrepresented audiences will be focuses for the 2024-2025 school year.	4	4	4	5	3	4	4	4	3	3	3	4	Met		2024-06-27	2024
30664560000000	Buena Park Elementary	3	The Buena Park School District is dedicated to strengthening strong partnerships and meaningful engagement with parents. This commitment is rooted in our ongoing efforts to enhance and strengthen these relationships. A notable strength of our district is the parent-teacher conferences, which provide an opportunity for teachers and parents to collaborate in support of student needs. Another key strength is the continued use of a unified communication platform known as ParentSquare, which serves as a centralized hub for district-wide communication. Through ParentSquare, district officials, teachers, and families seamlessly connect, sharing important announcements, event details, participation registrations, and crucial safety updates. Moreover, ParentSquare offers translation options, ensuring inclusivity and accessibility for all families. In addition to ParentSquare, families benefit from the Aeries Parent Portal, providing easy access to grades, test results, and essential documents, cultivating transparency and collaboration. Middle school families use Canvas LMS. 

Another area of strength lies in our vibrant community events, which have seen a significant increase across the District. From SPED Galas to movie nights, color runs, and academic theme days, these events offer families a firsthand experience of their child's learning environment while fostering a sense of belonging and community. Furthermore, we prioritize the holistic development of students by measuring social-emotional learning (SEL) through comprehensive surveys administered to students from kindergarten to eighth grade in both fall and spring. These surveys not only gauge SEL levels but also inform the district about necessary support systems, ensuring the well-being of every student.

Continuing our commitment to parental involvement, the District continually expands its offerings of parent workshops and training sessions covering a wide spectrum of topics. From supporting English language learners to utilizing educational apps and promoting fitness and wellness for SEL and growth mindset, these workshops empower parents with valuable knowledge and resources to support their child's educational journey effectively.	In the Buena Park School District, building strong connections between school staff and families stands as a paramount objective. We recognize the crucial role of deliberate and trusting partnerships in cultivating a nurturing learning environment for every student. Effective communication serves as a pivotal element in nurturing these relationships. According to the 2023-24 LCAP survey, nearly 96% of surveyed families affirmed receiving documents and communications from their school in their preferred language, underscoring our commitment to linguistic inclusivity. Utilizing learning management systems like Canvas, particularly in middle schools, ensures that students and families remain closely linked to academic content, promoting ongoing engagement.

The District actively maintains both a website and social media channels as platforms for disseminating information to our community, as well as sharing the amazing programs, events and activities occurring on a daily basis. Impressively, 90% of surveyed families expressed satisfaction with the communication channels between school and home, as well as between teachers and home. To further support linguistic diversity, our team of Bilingual Service Providers offers translation and interpretation services, primarily in Spanish and Korean, reflecting the linguistic diversity of our community.

Parent meetings and surveys are thoughtfully conducted in multiple languages to assess school climate and gather valuable input and feedback, informing the identification of LCAP priorities. Encouragingly, 93% of our families reported feeling that there is someone at the school with whom they can easily converse in their preferred language, demonstrating our commitment to accessible communication. The Educational Services Department plays a pivotal role in organizing parent training and meetings along with providing a wealth of academic and social-emotional resources. Translation services are readily available at board meetings, informational sessions, and parent training, ensuring equitable access to information for all families.

The invaluable feedback received through the LCAP survey guides our efforts to enhance communication, thereby fortifying the relationships between schools and families. This feedback serves as a compass, guiding us towards more effective communication strategies and heightened parent and family engagement, enriching the educational experience for every student.	As part of our commitment to encouraging engagement, the Buena Park School District offers a multitude of avenues for parents to provide feedback, shape decisions regarding District services and programs, and actively participate in initiatives. This inclusive approach encompasses various platforms such as the LCAP Survey, Focus Group interviews, and collaborative involvement in crafting the LCAP plan through engagement with the LCAP Steering Committee.

Parents also play a vital role in our English Learner Advisory Committee (ELAC and DELAC), serving as forums for parental input directed to Principals, the Superintendent, and the District Governing Board regarding programs for English Learners (ELs). Additionally, parents are encouraged to engage in their child's education through participation in each school's site council, comprised of teachers, parents, and classified employees. These councils collaborate with the principal to develop, review, and evaluate the efficacy of school programs.

Another essential facet in fostering relationships and engagement, particularly with underrepresented families, is our Student and Family Services Department. Dedicated to supporting students experiencing homelessness and foster youth, this department plays a pivotal role in addressing the unique needs of these populations.

In all these endeavors, the District remains committed to expanding outreach efforts to connect with underrepresented families through various means, including in-person meetings, phone calls, and messaging platforms. This ongoing commitment to engagement ensures that all voices are heard and valued in the collective effort to enhance educational experiences and outcomes for every student.	"A fundamental asset of the Buena Park School District lies in its implementation of a Multi-Tiered System of Supports (MTSS), seamlessly integrating academic, behavioral, and social-emotional learning to aid struggling students. Leveraging evidence-based Universal Design for Learning (UDL) instructional strategies, coupled with tiered interventions, the District ensures a first-best instruction approach tailored to diverse student needs. Students receive targeted support through i-Ready Reading and Math diagnostic assessments, complemented by instructional lessons, bolstering academic growth. 

Comprehensive student well-being is further reinforced by dedicated counseling support available at all school sites. For more intensive services, strategic partnerships with outside agencies to provide additional counseling and wrap-around support, ensuring holistic student care.

A notable initiative is the implementation of the California Community Schools Partnership Program Implementation Grant, embodying a ""Whole-Child"" school improvement approach. Collaborating closely with teachers, students, and families, this grant fosters community partnerships with agencies and local government to align resources towards enhancing student outcomes. The District's strength is further amplified through year-round partnerships with external organizations. Through our Expanded Learning Opportunities Program academic support and enrichment opportunities are offered beyond the traditional school day in partnership with community agencies.

During summers, students benefit from the S.O.A.R.S Summer Intersession Camp, where academic intervention is seamlessly interwoven with passion program activities, promoting holistic student development. For 7th and 8th graders requiring academic support, the ACCESS program, in collaboration with the Orange County Department of Education, provides targeted assistance. Continuing our commitment to community welfare, resources are provided to families in need in partnership with local organizations."	Looking forward to the 2024-25 school year, the Buena Park School District continues to pursue building student/family and school supportive relationships through offering parent workshops, family events at school sites and within the school community. In addition, the District has added the position of Community Outreach Supervisor who will be connecting with families, building relationships and ensuring they have what they need so that students are attending school and actively engaged. We will continue fostering our relationships with our current partners and actively seek new partnerships to help support our families. 

Starting this school year, Student Engagement and Outreach Clerks were added to each school site to build relationships with families and provide resources to improve attendance and reduce chronic absenteeism rates. 

The District MTSS plan has been updated to streamline Tier I, II, and III interventions. Part of the plan includes the addition of instructional and learning coaches at each elementary school site. The purpose of the instructional coach is to support teachers and learning coaches to provide Tier 3 interventions.	For the 2023-24 school year, the Buena Park School District offered numerous parent engagement opportunities to support all families, including those from underrepresented communities. The District provided PK-8 grade workshops and trainings covering topics such as Early Childhood Literacy, Preparing Your Child for Middle School, and Looking Forward to University. Along with those, a series of District workshops were designed for English Learner families, focusing on the English learner process from initial identification to program exit monitoring. Additionally, parents contributed their voices by participating in School Site Council and LCAP (Local Control and Accountability Plan) meetings.

Looking ahead to the 2024-25 school year, the District will maintain its commitment to offering workshops and trainings both online and in-person, with live translation and childcare services provided for in-person sessions. Families may also attend free English classes provided by Fresno Pacific University in the fall and spring semesters. The District will continue to hold ELAC (English Learner Advisory Committee) and DELAC (District English Learner Advisory Committee) meetings at all school sites and the District Office. These regular meetings ensure active engagement and provide a platform for families to voice their concerns. Childcare will be available to support families with young children. Additionally, the District's ELAC and DELAC leaders will have the opportunity to participate in leadership training provided by the Orange County Department of Education and attend the CABE conference.	The Buena Park School District is dedicated to actively engaging educational partners in the decision-making process, ensuring that diverse perspectives shape district-wide initiatives. Each year, the District fosters participation in the Local Control and Accountability Plan (LCAP) surveys and focus groups, extending invitations to all stakeholders, including students, parents, teachers, and staff at both the site and district levels.

Within school sites, parents and families have many opportunities to contribute to decision-making processes through various committees. These include the School Site Council, English Language Advisory Committees (ELAC), Parent-Teacher Associations, GATE parent advisory group, and SELPA (Special Education) parent advisory groups. These committees serve as platforms for dialogue, enabling stakeholders to voice their perspectives and provide valuable input.

At the district level, we have established a strong District English Language Advisory Committee (DELAC), which not only offers insights for decision-making but also provides growth opportunities for participants through conferences and workshops. This committee serves as a conduit for collaborative discussions, ensuring that the voices of all stakeholders are heard and considered in shaping district policies and practices.
	The Buena Park School District is dedicated to cultivating inclusivity by actively seeking input from all voices within our community. Recognizing that various factors may hinder participation for some parents and families, we are dedicated to removing barriers and ensuring equitable access to engagement opportunities.

To accommodate diverse schedules and circumstances, the District maintains hybrid and recorded meeting formats, enabling flexibility for attendance. Additionally offered are childcare services and schedule meetings at different times throughout the day and evening, meeting the needs of working families. By embracing these practices, the intention is to create an environment where every member of our community feels empowered to contribute and engage.

Furthermore, the District prioritizes linguistic accessibility by providing interpretation services at all district and site meetings, facilitating meaningful communication for non-English speaking participants. In addition, materials are translated into multiple languages to provide access to information, ensuring that language is not a barrier to engagement. Through these initiatives, the Buena Park School District remains steadfast in our commitment to amplifying diverse voices and fostering an inclusive culture of collaboration and participation within our community.	The Buena Park School District is committed to fostering deeper engagement with 
all students and families. Recognizing the importance of improving engagement of underrepresented families, the District will prioritize incorporating questions in surveys that specifically address the unique needs and perspectives of underrepresented families. This targeted approach will ensure that programs and resources are effectively tailored to the diverse student body we serve.

In conjunction with developing targeted survey questions, there are several approaches the Buena Park School District uses to increase inclusivity: 

- Community Outreach and Relationship Building: Proactively reaching out to underrepresented families through community events, home visits, and partnerships with local organizations. Building trusting relationships foster a sense of belonging and encourages participation.
- Culturally Responsive Communication: Ensure communication materials are culturally sensitive and accessible in multiple languages through diverse communication channels such as social media, newsletters, and Parentsquare.
- Representation and Empowerment: Ensure diverse representation on decision-making committees and advisory groups, including underrepresented families. Empower these families by providing opportunities for leadership development and decision-making roles within the district.
- Providing Resources and Support: Continue to offer childcare services during DELAC and Parent Training meetings, giving families the opportunity to participate.
- Continuous Feedback and Evaluation: Regularly solicit feedback from underrepresented families to assess the effectiveness of engagement efforts and identify areas for improvement. Use this feedback to adapt and refine strategies over time.

By implementing these strategies, the District is able to be more inclusive and have an equitable decision-making process that values and amplifies the voices of underrepresented families.	4	5	4	5	4	4	4	4	4	4	5	4	Met		2024-06-24	2024
30664640000000	Capistrano Unified	3	Strengths and progress in Building Relationships Between School Staff and Families include increasing the number of school site bilingual community services liaisons to support translation and interpretation and parent communication and outreach, maintaining the many advisory committees including CUCPTSA, Community Advisory Committee (CAC), LCAP Parent Advisory Committee, Early Childhood Parent Advisory Committee, school site English Learner Advisory Committees, and District English Learner Advisory Committee, and having a structured complaint process.	Some focus areas for improvement in Building Relationships Between School Staff and Families is to continue to provide important communication in English and Spanish (translation of documents and websites, and interpretation at parent conferences and meetings), and to continue cultural proficiency and SEL site and District goals and actions. Webinars (math plan, CUSD Cares, mental health) were provided where families provided feedback and translation was provided. Also, continue to scale up the messaging program to continue to provide two-way communication in the family's preferred language.	A Board-approved multi-year cultural proficiency plan was adopted in December 2020 to increase learning outcomes for all students and ensure an inclusive environment. The plan continues to be refined and implemented. A focus will be on developing the essential elements of cultural proficiency. Regular updates to the Board and community on the progress will continue with semi-annual reports. The engagement of underrepresented families will also improve through continuing to scale up the Talking Points messaging program with ongoing staff training and support which will support communication between teachers and parents in over 100 languages. Each school has a cultural proficiency plan and progress reports are shared with the Board of Trustees.	All schools implemented support and intervention through a variety of ways including parent conferences, Student Success Team meetings, progress monitoring, a summer program, a MTSS/PLC Specialist to support intervention, and a school cultural proficiency/SEL goal. The District's Family Resource Center also conducted over 16 parent education presentations on a variety of topics and the Parent Institute for Quality Education (PIQE) program was held at multiple school sites across the district.	A focus area is strengthening connections, a sense of school community, and regular opportunities for celebration for staff and students through the development of the CUSD Cares multi-tiered system a support plan. The plan was approved at the May 17, 2023 Board meeting and continues to be refined and implemented.	Input for the CUSD Cares plan was gathered from students, staff, PTSA Presidents and District management. Focus groups were held and two community webinars were held to share the concepts, answer questions and solicit feedback on the tiered plan. The plan continued to be implemented in the 2024-2025 school year.
The Parent Institute for Quality Education (PIQE) parent education program will continue in 2024-2025 at school sites across the District.
Staff will also continue to outreach to parents of students, including these from low-income families, foster youth, English learners, living in homeless situations, and children of migrant workers to inform them of programs and services to support their child to address barriers.	The District and school sites have maintained various advisory groups to support input and decision-making, including CUCPTSA/PTSA, Community Advisory Committee (CAC), District English Learner Advisory Committee (DELAC)/ELAC, School Site Councils, Early Childhood PAC, LCAP PAC, No Place for Hate, and Advisory Councils in alignment with the American School Counselor Association. Meetings have continued virtually and in person to maximize participation. Translation of documents and interpretation is offered at many meetings. District documents (eg. Board agenda items, Board Policies, Insider Stories, Website pages, general messages, and PTSA newsletters) are consistently translated.	ThoughtExchange was purchased to increase the engagement of parents, students, and staff. During the next year, staff will continue to focus on increasing the access to information for Spanish-speaking families through an the translation of Board items, website pages, interpretation services, and the messaging program.	Staff will continue to offer meetings in person and virtually, as well as provide translation and interpretation services. Professional learning will continue to be offered to bilingual staff in the area of effective interpretation skills to support proficiency in this area. Talking Points messaging will continue to be utilized to outreach and communicate with parents in their preferred language. Futureology Counselors have implemented an Advisory Council. ThoughtExchange will continue to be used to increase engagement. Staff will continue to survey parents about presentation topics and provide information about how parents can support their child.	4	4	3	4	3	4	4	4	4	4	4	4	Met		2024-06-12	2024
30664640106765	California Online Public Schools Southern California	3	We are very proud of our weekly contact rate with our students and their families and the progress we have made to
ensure all students are building relationships with our teachers and school.	We will continue to increase our efforts in our weekly contact rate. This is an area we are dedicated to continuing and
improving for students and families.	We will continue to find ways to better communicate with our families in their home language through verbal and
written communication.	We are pleased with the rate at which we are able to provide families with information and resources to support
student learning in the home.	We work hard to partner with caretakers and assist them in taking an active role in their students’ education.	We will continue to seek better ways to include and inform our families in their home languages at all levels of our
program and school.	We are a very collaborative organization. This is exemplified in this area by the fact that we rate high for seeking
input for decision making.	It is important to us that our staff and families know they have a voice, are heard, and actions are taken as a result of
their input. We will continue to seek and encourage families and staff to provide us with input.	We are dedicated to engaging all of our families in our school, including our underrepresented families. We take
great care to ensure we are providing all of our families with tools and resources that will encourage them to be
heard in our school. We will continue to improve these efforts with all of our families, especially our underrepresented
students and families.	4	5	4	4	4	4	5	4	4	4	4	4	Met		2024-06-04	2024
30664640123729	Community Roots Academy	3	Overall, Community Roots Academy’s families and staff report a strong sense of community. We have an active and engaged parent community and have very strong participation in our school-wide events. Parents were on site throughout the year participating in Back-to-School Night, project presentations, Family Fun nights, Expo Night, and other events. Families engaged with staff through various opportunities the school provided, such as Director meetings, guest speakers, and parent book clubs.  

We had strong participation rates for families, staff, and students on our school climate survey. 93% of CRA families that responded to the survey did so with favorable results. Across the board, families, students, and staff reported that our students have all the academic resources they need to do well at school. Our community members view the school as welcoming, a physically safe place with caring staff and teachers. 98% of parents responded that their child feels safe at school, and 85% responded that their child feels emotionally safe.  99% of parents reported that their child has friends at school. Of the students that responded, 85% of elementary students and 80% of middle school students responded that they receive support from their teachers when needed with schoolwork.
	Based on our analysis and our climate survey results, Community Roots Academy has identified focus areas for improvement. Directors will update our school-wide behavior framework for the 2024/25 school year. In addition to providing additional training to staff on the behavior framework, students will engage students and families in understanding the framework, systems, and structures. Staff and parents wanted to better understand the tiered ladder of support, restorative practices, and consequences. In addition, we are expanding our SEL instruction and programs from Kindergarten through eighth grade and increasing parent communication and engagement in this area.

The climate survey results identified increased leadership opportunities for all elementary and middle school students. We will expand our K-8 Buddy Program and bring the school’s Elementary Junior Coach program back in the 2024/25 school year. Launch Lab, initiated this year to select grade levels, successfully provided students with individualized strengths-based learning opportunities and leadership development. Next year, it will be expanded to include all grades. 

Overall, we would like to intentionally interweave parent communication and engagement into all aspects of our school-wide focus areas for the 2024/25 school year. Directors will add a monthly topic to kick off the PPO meetings. This will give parents additional insight into ELPAC testing ELOP programs, PBL, CRA Values, school safety, services, and supports. This should also increase participation at our PPO meetings and provide more opportunities for parents to engage with each other on important child-centered topics.  Parents have asked for more opportunities to connect with teachers. Directors are reevaluating how we do Back to School nights, Parent-teacher conferences, and Town Halls to meet this need.
	For the 2024/25 school year, we will increase communication to Our ELAC team generated areas we could focus on, which include connecting with any parent at the beginning of the year to learn more about them, connecting them to someone on site, and learning about any needs we may be able to support them with. For example, connecting them to another parent who can assist with answering questions or translating, carpooling, etc., if needed. We will also provide parents with an option to participate in an ELPAC conference, specifically to explain Initial ELPAC assessments, review the student results, and the resources we have available with parents. We will continue to expand tier 2 and tier 3 services and our afterschool programs to ensure we meet the needs of our underrepresented students and families.	At CRA, we continue to provide teachers with the training resources and support they need to maximize student outcomes. This year, we have a robust MTSS-tiered approach to academic and social-emotional student support. We trained and added additional staff to support targeted tier 2 interventions in reading, math, and writing in all grade levels, collected student data, and successfully graduated many students out of tier 2 intervention. We incorporated multiple afterschool ELOP programs to provide additional opportunities for math and reading clubs. Through this process, we have been able to increase collaboration among our general education staff, special education staff, and our specialists, which means we can distribute personnel resources to maximize student support in all areas. Grade level bi-weekly MTSS meetings are held to ensure student data is used to determine who needs tiered intervention, identify the intervention, timeline, and progress monitoring. Our data demonstrates the positive impact especially in phonics, reading fluency, and handwriting. 
By increasing the interventions and related services, we have built stronger home-school connections. Through these regular MTSS meetings, we have been able to identify students’ needs, create a larger team of professionals to support students at all levels, and bring awareness to parents earlier. Communications include resources to support parents and students at home.	Based on data analysis and local indicators, the directors are working to maximize school resources to improve student outcomes. We have identified climate and culture, curriculum, and instruction as areas for improvement.  To improve student outcomes in the area of climate and culture, we are committed to revamping our Behavior Framework and creating a robust Social Emotional Learning (SEL) school-wide plan that includes staff, students, and parents. 

We have identified instruction goals and committed to professional development for staff in mathematics, phonics/reading development, and writing. The Directors are streamlining the Tier 2 referral process and are ready to implement Tier 2 intervention at the start of the 2024/25 school year. Our work within our grade-level PLCs and teacher observation and feedback will continue to be critical to monitoring growth and outcomes. 
	For the 2024/25 school year, we will increase communication to Our ELAC team generated areas we could focus on, which includes connecting with any parent at the beginning of the year to learn more about them, connecting them to someone on site, and learn about any needs we may be able to support them with—for example, connecting them to another parent who can assist with answering questions or translating, carpooling, etc., if needed. We will also provide parents with an option to participate in an ELPAC conference, specifically to explain Initial ELPAC assessments and review the student results and the resources we have available with parents. We will continue to expand tier 2 and tier 3 services and our afterschool programs to ensure we meet the needs of our underrepresented students and families.	"Community Roots Academy has actively solicited input from various stakeholders, such as parents, students, educators, and community members, and incorporated their feedback into key decisions. Stakeholders communicate openly with teachers and administration and reach out regularly when needed. This was evident in our climate survey results, which demonstrated a proactive approach to engaging stakeholders, fostering open communication channels, and implementing feedback to ensure diverse perspectives are considered in decision-making processes. Many parents commented that they felt heard when contacting teachers and administrators. Most stakeholders had no comment or responded “not that I am aware of “ when asked if there were additional ways the school could foster a greater sense of connectedness. An overwhelmingly positive message was expressed via the comments provided, such as the following: ""CRA has done a great job with building a community that is engaged and cares. Thank you for involving the families as you move forward in your development.”"	Based on educational partner input and local data analysis, the LEA (Local Education Agency) prioritizes improvement in Seeking Input for Decision-Making. Key focus areas for the 2024/25 school year are more frequent stakeholder engagement strategies and streamlining feedback collection processes. Families and staff have shared that communications from the school can be overwhelming at times and through various platforms, which is challenging for some. Ensuring that we provide consistent ways they can provide input would be beneficial, as well as providing a visual of emails and phone numbers parents can reach out to regarding items of the classroom teacher.  In addition, implementing mechanisms for sharing the results from the feedback along with actionable items would increase clarity on what steps the school is taking based on our stakeholders’ input and increase the community’s overall connectedness and effectiveness.	Community Roots Academy will extend additional yearly surveys on topics specific to our underrepresented families. This will allow us to collect input more frequently and use it to determine our community’s needs. 

Additionally, the LEA will establish channels for ongoing dialogue, ensuring these families have a voice in decision-making processes. We will provide specific informational meetings for parents of students with disabilities and neurodivergence. We will also increase the number of parents representing our ELAC committee and provide a translator at these meetings when needed. Regular feedback loops will be instituted to assess the effectiveness of these initiatives and make adjustments as needed.
	5	5	4	5	5	5	5	5	5	5	4	5	Met		2024-06-10	2024
30664640124743	Oxford Preparatory Academy - South Orange County	3	Oxford Preparatory Academy (OPA) has focused on building strong parent relationships at our
schools.. We utilize technology to engage our students and families in 2-way communication for many
events and to establish a welcoming environment for all of our families. When surveyed, 84% of our
families agreed that OPA creates parent involvement opportunities and over 64% are aware of our
parent education opportunities.	The focus area for improvement is continuing to provide parent
education opportunities and making those opportunities well-known to families.	OPA will continue to focus with intention on building engagement with all families, including those who are underrepresented, through personalized outreach efforts.
	Oxford Preparatory Academy (OPA) has been focusing on partnering with families for many years.
In-person meetings are now often held with a virtual component to allow access to more families.	OPA will continue to focus with intention on building collaborative partnerships with all families,
including those who are underrepresented.	OPA will continue to focus with intention on building collaborative partnerships with all families, including those who are underrepresented, through personalized outreach efforts.
	When surveyed, 79% of parents of Oxford Preparatory Academy (OPA) agreed that their input was
sought for decision-making. OPA families participate in PTO ( Honour Society), School Site Council,
and DELAC (District English Language Advisory Committee). By using a digital platform in tandem
with in-person meetings, we have continued to see an increase in participation for most of our parent engagement events. Additionally, OPA leadership continues to hold Town Hall Meetings to give families an opportunity to share their feedback in many areas.	OPA has identified the following focus areas: 1.  Increase ways for meaningful participation including subgroup populations (EL, SED, SWD), 2. Continue expansion of parent education opportunities, 3. Increase DELAC attendance, 4. Examine ways to communicate parent volunteer opportunities more effectively.
	OPA will improve engagement of underrepresented families through individualized communication efforts.	4	5	4	5	4	5	5	4	5	4	5	4	Met		2024-06-28	2024
30664640140061	OCASA College Prep	3	The Charter School’s strengths and progress in Building Partnerships for Student Outcomes are developing a strong and supportive school culture through a Positive Behavior Intervention and Support (“PBIS”) program and restorative practices, family communication through Parent Square, the website, and family events. The Charter School has developed partnerships with Saddleback Community College to offer concurrent enrollment opportunities for the students. OCASA College Prep has a partnership with the Fiesta Day Club for the Swallows Day Parade and has a partnership with Laguna Playhouse.	The Charter School’s focus area for improvement in Building Partnerships for Student Outcomes includes building educational partnerships for STEAM and for Visual and Performing Arts in the community. OCASA College Prep needs to establish relationships with key individuals to build these educational partnerships.	The Charter School’s will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes will continue to build trusting relationships with families. For families of English Learners, the Charter School will continue to provide translation services, invite families to better understand the acquisition of the English language, and how to engage with the school. For families of students with disabilities, the Charter School will engage with families during IEP meetings and in planning activities and programs for students.	Administer annual survey.
ParentSquare, a messaging tool is used to frequently with families to build support for positive student outcomes and to encourage families to attend school events.
School Tours hosted twice per month.
Host meetings for families of students with disabilities with special education team, school psychologist, and school counselor who build partnership with families to ensure goal attainment.
Provide consistent communication through Parent Square email, phone calls, and text notification.
Host family events like Back to School Night, Fall Comet Expo and Spring Comet Expo	Work with parents to encourage stronger communication to ensure that the above strategies are effective.
Encourage parents to take leadership roles on various committees.
Ensure advertising about parent workshops on Understanding State Standards and assessments including SBAC and ELPAC, Title I Parent Rights Meetings, How to Help your Child be Successful, How to Prepare for Parent Conferences, How to be an Educational Partner, Literacy Night, Math Night, Using Educational Technology, and Transition to MS and HS Night. Charter School provides materials during parent workshops in English and Spanish.	Work with parents to encourage stronger communication to ensure that the above strategies are effective.
Encourage parents to take leadership roles on various committees.
Ensure advertising about parent workshops on Understanding State Standards and assessments including SBAC and ELPAC, Title I Parent Rights Meetings, How to Help your Child be Successful, How to Prepare for Parent Conferences, How to be an Educational Partner, Literacy Night, Math Night, Using Educational Technology, and Transition to MS and HS Night. Charter School provides materials during parent workshops in English and Spanish.	The Charter School’s strengths and progress in Building Partnerships for Student Outcomes are developing a strong and supportive school culture through a Positive Behavior Intervention and Support (“PBIS”) program and restorative practices, family communication through Parent Square, the website, and family events. The Charter School has developed partnerships with Saddleback Community College to offer concurrent enrollment opportunities for the students. OCASA College Prep has a partnership with the Fiesta Day Club for the Swallows Day Parade and has a partnership with Laguna Playhouse.	The Charter School’s focus area for improvement in Building Partnerships for Student Outcomes includes building educational partnerships for STEAM and for Visual and Performing Arts in the community. OCASA College Prep needs to establish relationships with key individuals to build these educational partnerships.	The Charter School’s will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes will continue to build trusting relationships with families. For families of English Learners, the Charter School will continue to provide translation services, invite families to better understand the acquisition of the English language, and how to engage with the school. For families of students with disabilities, the Charter School will engage with families during IEP meetings and in planning activities and programs for students.	2	3	4	4	3	3	3	4	2	2	2	4	Met		2024-06-25	2024
30664646117758	Journey	3	-Clear and regular communication using ParentSquare 
-Regular class meetings (all parents) and individual parent teacher conferences (1:1 meetings)
-Looping model: teachers spend multiple years with a self-contained group of students
-Increasing student support staff
-Access to free parent education opportunities	-Professional development opportunities principally directed on serving the needs of English learners and ELD strategies to employ in the classroom. 
-Expanding ELO-P programming and participation.	-Directed communication using Parent Square as a communication tool.
-Increased communication via Social Media and Newsletters
-Creation of adult education classes for families	Journey provides all teachers free access to a Waldorf certification program, a training focused on supporting a developmentally appropriate curriculum focused on relationship driven education and parent partnership.

Volunteerism is supported in all classrooms.

An active Parent Cabinet (or PTA) regularly meets with administration and teacher representatives to provide feedback and input regarding programming and partnership opportunities.	Increase frequency of communication and further develop a Parent Advisory Committee.	Increasing the frequency of communication and outreach from all teachers to families, via newsletters from teachers over-viewing accomplishments, plans and expectations.	Administration regularly meets with PLCs and other committees on campus to seek input for decision making.  Administration regularly meets with parent groups and the PTA (Parent Cabinet) to seek input for decision making.  Administration hosted monthly coffee talks (town halls) on pertinent subjects.  Alumni surveys have been developed and distributed.	-Accreditation process through the Alliance for Public Waldorf Education
-Support and partner with the Parent Advisory Committee.	"-Administration will continue to host a variety of ""coffee talks"" throughout the school year.  These informal town-hall sessions will help improve engagement and gathering input for decision-making. 

-Professional development offerings and breakouts focused on these efforts will be a a focus of attendance during the California Charter School Conference held in Sacramento, mid-March"	5	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-25	2024
30664646120356	Opportunities for Learning - Capistrano	3	Based on the analysis of educational partner input from the 23-24 School Climate Survey and Fall/SpringSurveys, families highlighted teacher-student relationships as a notable strength for OFL Capo,contributing to a positive classroom atmosphere.Students identified a sense of physical security as an area of strength for the school, while staff identified respect for diversity as another strength. Additionally,survey results indicated that parents recognized and appreciated the school's efforts to create a safe learning environment, noting effective intervention options in place to support student well-being. Positive student experiences with school activities and interventions underscore the school's dedication to fostering academic success and overall student welfare. Notably, 88.24% of students reported feeling safe and not experiencing online bullying. Educational partners have indicated their support for ongoing efforts to strengthen our school community, ensuring it remains safe and positive. These
results speak to the school’s continued efforts to build positive relationships to ensure that families feel connected to the school community as it is an integral part of OFL Capo’s school culture. Additionally, OFL Capo’s strength in building relationships lies in the fact that it serves a small student population, allowing for more focused and intentional interactions with its students and their families, specifically able to target its unduplicated subgroups. The small student population enables teachers and staff to know students and families well and understand their needs. Daily, weekly, and monthly interactions with families throughout the academic school year are common practice among staff. To continue making progress in the area of Building Relations Between School Staff and Families, OFL Capo has incorporated the following in its LCAP: Goal 3 Action 1 Social Emotional Development and Goal 3 Action 2 Educational Partner Engagement.	After reviewing feedback from educational partners and school climate survey results, several areas requiring additional attention have emerged. These include improving peer-to-peer relationships, as highlighted in both student and family survey responses, and addressing online safety concerns, as indicated by staff survey results. Additionally, the staff survey revealed a
need for more focus on student enjoyment in school, fostering positive staff-staff relationships, enhancing student-staff relationships with an emphasis on respect, and promoting innovation in professional development. To address these identified areas, OFL Capo has included LCAP Goal 1 and 2, with a specific emphasis on Goal 3: to foster a secure and collaborative learning environment that optimizes the collective expertise of all educational partners, thereby enhancing capacity-building initiatives for continuous improvement. The associated Actions under Goal 3, which include Social Emotional Development, Educational Partner Engagement, and School Climate Survey, further underscore the school’s commitment to improvement in
these areas. These actions provide engagement opportunities, resources to address online safety concerns, and ongoing monitoring of the school climate to address evolving needs.	OFL Capistrano, students can access an English Language Specialist, Special Education Specialists, a Post-Secondary Counselor, and a Psychologist. Additionally, towards the end of the Spring semester, students could access an Associated Marriage and Family Therapist, alongside their instructional staff. The school team collaborates to build strong relationships
with students and their families. According to the 2023-24 School Climate Survey, Teacher-Student relationships were identified as an area of strength among families. In
addition, staff identified Respect for Diversity as an area of strength within this same survey. In the Fall Survey, 90.54% of parents indicated that staff created a safe and comfortable environment for students. In the Spring Survey, 69.56% of respondents (parents, students, and
staff) felt they were part of the school community. While these percentages are promising, OFL Capistrano aims to increase participation rates, particularly among duplicated families, to ensure their voices are included in school decisions. Professional development opportunities will continue to be offered to empower and develop staff, helping them engage with students'
languages, backgrounds, and cultures. These efforts are outlined in the LCAP under Goal 2-Action 3, and Goal 3-Actions 1-3.	OFL Capo’s strength in building partnerships for student outcomes lies in its ability to provide the necessary training and resources for educational partners to actively participate in the decision-making process. OFL Capo is committed to enhancing partnerships that drive positive student outcomes by increasing the capacity of its various educational partners (LCAP Goal 3).
Currently, OFL Capo’s leadership and staff attend professional development sessions to better understand how to partner and engage with families. During weekly meetings, all school staff collaborate and share strategies to improve OFL Capo’s instructional program and support students who may be struggling academically. Regular communication with parents ensures that families are involved in creating monthly academic plans for each student. Parents and families
are also given additional opportunities to engage with the school. The PAC provides families with training and information to understand data-driven decisions incorporated into the LCAP, Restrictive Fund spending plans, and the SPSA/CSI. Throughout the school year, families are offered multiple opportunities to provide input and feedback through surveys, conferences, and other engagement events. Additionally, school leadership and staff participate in external conferences focused on creating a culture of learning, positive school climate, differentiated instruction, collaboration, and engagement of educational partners. To continue building on progress towards partnerships to drive positive student outcomes OFL Capo has included Goal 3 and its associated actions into the 24-25 LCAP.	OFL Capistrano actively supports and provides opportunities for families to get involved in decision- making and supporting positive student outcomes. The school recognizes that these opportunities help parents understand their rights and roles in the process. OFL Capistrano is committed to building parent capacity in areas such as academic requirements, LCAP, SPSA,
restrictive funding, IEPs, and 504s. This knowledge empowers parents and students to advocate for themselves now and in the future. OFL Capistrano has seen the benefits of creating a strong school-home partnership, as this collaboration fosters authentic communication between the school and parents. However, an area for improvement is increasing the number of parents and families, especially those of unduplicated students, willing to participate in formal input and engagement opportunities such as the Parent Advisory Committee, parent focus groups, workshops, and surveys. For the 2023-24 school year, OFL Capistrano had the following participation rates:Fall Survey: Parents 34%, Students 58%, Staff 100%, School Climate Survey: Parents 44.4%, Students 61.73%, Staff 100% and Spring Survey: Parents 22%, Students 63%, Staff 100%. OFL Capistrano aims to continue building strong partnerships with students and their families to drive positive outcomes. To support this focus area, it has included Actions 2 and 4 under Goal 3 of the 2024-25 LCAP.	OFL Capistrano will continue using platforms such as the Remind app, emails, newsletters, phone calls, school planners, surveys, public board meetings, PAC meetings, and social media to engage families and students. Beginning in the 2024-25 school year, the charter will also utilize Parent Square to enhance communication with students and their families. The charter will continue to hold parent-teacher conferences and student-led conferences once each semester to facilitate collaboration between teachers, students, and parents in discussing academic progress, assessment results, graduation data, and coursework, aiding in the development of individual academic plans. OFL Capistrano will maintain its translation services and provide support from the English Language Specialist for EL students, the Foster/Homeless Liaison for foster and homeless students, intervention services for socioeconomically disadvantaged students, and Special Education Specialists for the special education population. The school will also offer activities and events geared at promoting social-emotional learning to support students at home and promote learning. OFL Capistrano is committed to investing resources and providing training to ensure access to materials needed for the development, implementation, and monitoring of school plans. These efforts are detailed in the LCAP under Goal 3 and its associated actions.	A strength of OFL Capo in seeking input for decision-making is in the various opportunities it offers for students and their families to participate. These include but are not limited to the Parent Advisory Committee, focus groups, safety committee, WASC focus groups, and Student Council. Input and feedback are often gathered through surveys, needs assessments, and one-on-one communication between teachers and parents, with daily, weekly, and monthly interactions providing multiple touchpoints. To maximize engagement, OFL Capistrano’s leadership and staff attend professional development on effective engagement and communication strategies. This includes training on conducting parent meetings and
presenting information, such as through the Parent Advisory Committee (PAC). Administrators and charter leaders learn how to incorporate educational partner input into school improvement plans (LCAP and SPSA/CSI). In the PAC, staff, parents, and students collaborate to understand school data, build parent capacity, and make decisions to improve student performance, well-being, learning environment, and safety. The leadership, parents, and students work together to create meaningful engagement opportunities. Materials and translators are provided to support parents and students who need them. PAC agendas are created and posted in accordance with the Green Act for transparency and accessibility, while board items follow the Brown Act requirements. Goal 3, specifically Action 2, captures the charter’s efforts to enhance resources and build on educational partner input.	School staff and leadership at OFL Capistrano recognize the significant value of input and feedback from families, particularly concerning its most vulnerable student populations. However, more work is needed in this area to ensure that families fully understand their role and impact in the decision-making process. Encouraging greater active participation in formal feedback and input opportunities would bring forth diverse viewpoints, thus enabling continuous improvement efforts for positive student outcomes.	OFL Capistrano will improve engagement with underrepresented families by enhancing its communication efforts beyond the usual surveys, social media, flyers, phone calls, workshops, achievement chats, public meetings, and parent committees. Recognizing that more students and families engage in one-on-one settings, OFL Capistrano leadership is working on streamlining feedback from these interactions and replicating this casual tone in more formal settings, such as the Parent Advisory Committee, to encourage greater parent involvement. Additionally, OFL Capistrano is increasing efforts to ensure that Fall and Spring educational partner surveys are accessible to the entire school community, including unduplicated student populations. For the 2024-25 school year, it will implement a new communication platform, Parent Square, to enhance overall engagement efforts.	5	5	5	4	4	5	5	5	4	4	4	4	Met		2024-06-24	2024
30664720000000	Centralia Elementary	3	"Centralia Elementary School District (CESD) staff continues to build strong relationships focused on increasing student outcomes through clear communication and partnerships with our families and community, and continues to seek input from parents/community for decision-making. Based on our annual LCAP Parent/Community Survey, 97% indicated that they were informed of the various ways they can be involved at school (PTA/PTSO, SSC, ELAC, school/district events, etc.) and  agreed that the school makes efforts to keep all families informed about important issues and events.  This was an increase from previous years' responses and reflects the numerous opportunities that parents have to engage with the district, which include participation in SSC, PTA, PTSO, DELAC, ELAC, LCAP, GATE, focus groups, Superintendent's Forum, and site Coffee Chats/Parent Meetings.  The District has committed to providing learning opportunities for parents and families including Parent Leadership Academies, parenting classes on learning how to read with their children at home, mental health/social emotional learning, attendance workshops in support of students’ academic and social-emotional development, and more.  These opportunities have been provided to families across the district as a means of building relationships between staff and families with the ultimate goal of supporting the varied needs of students.  District-funded Social Workers, Community Liaisons, Clerical Specialists, and Health Clerks work daily with parents to support students’ welfare, health, and/or behavior.  In addition, CESD provides translators to assist with home to school communication. CESD centers on the ""whole child” and believes in working closely with teachers, students, and families to improve student outcomes. The District has a tradition of developing community partnerships through our established Centralia Community Collaborative (CCC) including our District Neighborhood Resource Center (NRC) to provide necessary resources to families. The collaboration between schools within our District, our institutions of our educational agency and their larger communities are used as a platform for all parties to mutually benefit and exchange knowledge and resources in partnership and reciprocity, integrating resources to support families with developmental screenings and access to community services, ultimately to ensure that we can build upon our core values of collaboration to improve student outcomes. CESD participates in the California Community School Partnership Program (CCSPP) to implement community school initiatives at four of the eight District schools (Centralia, Danbrook, Raymond Temple, and San Marino). The CCSPP supports schools’ efforts to partner with community agencies and local government to align community resources to improve student outcomes."	Centralia Elementary School District (CESD) seeks input from parents/guardians through the annual LCAP Educational Partner Survey. The key findings from the survey provide the district feedback around the three LCAP Goal Areas and embedded State priorities: 1) Conditions for Learning 2) Pupil Outcomes 3) Engagement. The District annually conducts a survey for parents/community, students and staff. The parent/community responses are reviewed to determine next steps in increasing parent engagement across all school sites within the district. In the survey, 97% of the parents noted that they strongly agree or agree that the schools make an effort to keep them well informed about important issues and events as well as the ways they can get involved in the school. Based on the analysis of educational partner input and local data, CESD is focused on continuing to grow relationships between school staff and families of students that are Chronically Absent. CESD continues an attendance initiative where the site and district teams monitor attendance and re-engage students and families to improve student attendance. Social Workers and school teams provide support to families with frequent absences, and work together with site teams through a pro-active approach, including the site principal, mental health professional, the students, and their families. CESD implements tiered reengagement strategies and interventions for students not meeting compulsory education requirements, and continues to work on strengthening the relationships with these families and providing supports and resources that are identified as barriers to the frequent absences.	Centralia Elementary School District is building strong partnerships with underrepresented families through clear communication and partnerships with our community. Based on our annual Stakeholder Engagement survey, 97% of our parents felt that our schools are making efforts to keep all families informed about important issues and events as well as how they can be involved at school.  Areas of need communicated by parents included the following: Reading, Writing, Math, and Social Emotional Support.  To improve engagement of underrepresented families, the district will continue to offer meetings in both in-person and virtual format with interpretation available during meetings, including Spanish, Korean, and ASL upon request.  All communications are translated in Spanish and Korean, and childcare is provided when applicable.  In addition, our four Title I schools are now Community Schools, receiving funds, services, and supports through the state’s Community Schools Partnership Program with the goal of partnering with community agencies and local government to assign community resources that will improve student outcomes. Efforts are made to ensure that on-site support is provided to underrepresented families that need assistance in finding resources, completing school forms, or needing support.	Centralia Elementary School District is building strong relationships focused on increasing student outcomes through clear communication and partnerships with our families and community. Based on our annual Stakeholder Engagement  survey, 97% of our parents felt that our schools are making efforts to keep all families informed about important issues and events. In addition, 98% of families reported that they understand how good attendance impacts their children’s learning.  CESD has a long tradition of working with local agencies through its Centralia Community Collaborative (CCC). The Centralia Community Collaborative, a strong interagency collaboration over the past 20 years results in ongoing partnerships between agencies and organizations that serve the community. The Collaborative is composed of school, community representatives, and agency representatives and works to support programs that meet the needs of students and their families within the CESD and surrounding areas. CESD participates in the California Community School Partnership Program (CCSPP) to implement community school initiatives at four of the eight District schools (Centralia, Danbrook, Raymond Temple, and San Marino). The CCSPP supports schools’ efforts to partner with community agencies and local government to align community resources to improve student outcomes. These partnerships provide an integrated focus on academics, health and social services, youth and community development, and family/community engagement. Community school strategies is an effective approach to mitigate the academic and social impacts of emergencies that affect local communities, improve school responsiveness to student and family needs, and to organize school and community resources to address barriers to learning.	CESD is committed to engaging parents, staff, and the community to promote stellar educational opportunities for all students.  To this end, CESD offers social emotional learning and pro-social skills support for students, and staff have been given training focused on topics such as instructional support, social-emotional learning, positive behavior intervention and support, and Restorative Practices.  In addition, the district has hired translators, bilingual community liaisons, clerical specialists, Health Clerks, and full-time social workers to help support parent outreach and engagement.   Parent education is provided based on input and these opportunities are designed to meet the needs of families to build partnerships for student outcomes. Workshops around safety, academics, and social emotional well-being have been deemed a priority, and funding is allocated to ensure there are multiple opportunities for parents to access these workshops.  Services are also offered to families through the District’s Neighborhood Resource Center and Community Schools resources. CESD continues to build partnerships for student outcomes through increased work with community agencies and cities.	Building capacity among all the stakeholders is a focus area for Centralia Elementary School District. The annual Stakeholder Engagement survey is a critical process that engages all stakeholders to provide our district with input. This information is analyzed at all levels and action plans are created both at the sites and district level. School sites evaluated the input they received from their community partners. The district values the advisory committee process and ensures that all school sites and district level staff are provided the support needed to implement successful groups. The LCAP Advisory Committee is composed of English learner, Foster Youth, and low-income families that represent our district families and convenes throughout the year to obtain feedback and build partnerships for student outcomes. The committee reviews academic and survey data, instructional programs, and participates in discussions about high priority programs that impact our underrepresented students. In addition, the District English Learner Advisory Committee (DELAC) collaborates around the English learner programs and provides input to the LCAP Advisory Committee on a regular basis. This work is intended to help build partnerships between the district and families with the ultimate goal of helping to improve outcomes for students.	Centralia Elementary School District seeks input from our parents/guardians, staff, and students through the annual Stakeholder Engagement survey and uses this information to drive decision-making. The key findings from the survey provide the district feedback around the three LCAP Goal Areas and embedded State priorities: 1) Conditions for Learning 2) Pupil Outcomes 3) Engagement. The Centralia School District conducted a survey for parents, students and staff. The parent responses are reviewed and analyzed to determine next steps in increasing parent engagement across all school sites within the district. The district’s survey is the self reflection tool that is used to gauge parent engagement. All schools were included in the survey process. There were 1,648 responses collected, which is a slight decrease from the 22-23 school year and represents 55% of all CESD families. From these responses, it was determined that parents felt that there is strong parent engagement/involvement and that schools make efforts to keep all families informed about important issues and events. In the survey, 97% of the parents noted that they strongly agree or agree that the schools make an effort to keep them well informed, which is an increase when compared to previous years. Parents had numerous opportunities through multiple committees (I.e. SSC, PTA, PTSO, DELAC, ELAC, LCAP, GATE, focus groups, Superintendent's Forum, and site Coffee Chats) to provide input and get involved in the school. The general information collected from the survey indicated what specific programs were of most importance to the parents, such as having a strong academic program and a strong science and technology program. Parents have also been continuously actively participating in DELAC, actively exchanging ideas, analyzing data and programs, and celebrating student success. The district has committed to providing learning opportunities for parents, which include parenting classes, workshops to assist with challenging behaviors, learning how to read with their children at home and attendance. This survey will be repeated yearly with a focus on the same topics to allow for comparisons to show continuous improvement. Hard copies of the survey (when applicable and necessary) will continue to be provided to each family household across the district in addition to providing links for the online version.	CESD is focused on building partnerships with all community partners and using their insight and input to support shared decision-making.  To further this effort, CESD will continue to grow participation in parent advisory groups for school governance (i.e. DELAC, ELAC, SSC, LCAP Advisory Committee, etc.).  Professional developments will also be provided to principals and there will be an investment in parenting support to assist parents in becoming educational advocates for their children.  CESD’s Community and Student Engagement Team of Social Workers and Community Liaisons will collaborate with nonprofit groups, consultants, and/or programs to support this effort. Additional efforts have been made to provide on-site support as well as in-person and virtual options to obtain input for decision-making.	Based on the analysis of educational partner input and local data, CESD strives to improve engagement of underrepresented families by increasing the District’s Translators workdays to year round support. Interpretation is available during all meetings, including Spanish, Korean, and ASL as needed, and many district meetings are provided in virtual and in-person format as a means of helping families to participate in and provide input. In addition, a mental health professional has been hired for each school site to engage with underrepresented families, with plans to provide an additional Social Worker to support the Community Schools.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-12	2024
30664800000000	Cypress Elementary	3	"Each school site continues to actively promote and welcome parents to participate in activities and events throughout the school year. Additionally, all schools have processes in place to foster open communication between families and teachers, using a variety of methods and platforms, to discuss student progress and ways to work together to support improved student outcomes. 	
"	"An area for improvement that the district continues to focus its efforts toward is effectively sharing targeted information and resources with families, supporting all families, and helping them understand and exercise their legal right to advocate for their students.	
"	"One of the goals of our Local Control and Accountability Plan (LCAP) highlights the commitment to family involvement through communication and building strong relationships with our underrepresented families and families of unduplicated students. Cypress School District has a rich history of active engagement, providing families with resources and information about ways they can be engaged with the school community. As appropriate, this information is provided to families using interpretation and translation communication methods. The district's goal is to continue to refine and maintain events, resources, and tools to partner with our families supporting engagement in their child's education.	
"	"Districtwide, our staff strives to build strong relationships with our families. Teachers continue to create welcoming environments for not only their students but continue to build open communication with their students’ families through a variety of methods and platforms. Families are welcomed and encouraged to connect with their child’s teacher or principal at any time. To assist Korean speaking families, the district has a Korean translator who assists with providing interpretation for the family and document translations. For families who request assistance in languages other than English or Korean, the district contracts with multiple resources to provide on-demand interpretation services and document translation. 	
"	"The district continues to focus on improving its efforts of helping staff learning about family’s strengths and cultures, and has identified this as an area of improvement.	
"	Families expressed that they felt the district is currently meeting the needs of all of our students, including underrepresented students. Families noted that academic support for at-risk students and social and emotional support for all students as critical priority areas. To address engagement with our families, the district is working to engage families by connecting them to internal and external resources and supports. Additionally, staff will provide support and communication for families regarding student progress and outcomes.
	"The Cypress School District continues to seek input for decision-making in various ways. At the district level, we actively seek members and input on our District Advisory Council and our District English Language Advisory Committee. We promote our annual Local Control and Accountability Plan (LCAP) surveys and encourage sites to host focus groups for input. At the school sites, parents are welcome to participate as members of their School Site Councils, English Language Advisory Committees, and Parent Teacher Associations as parent representatives. As needed, interpretation services are made available for the meetings, as well as the translation of documentation. 	
"	"Seeking input and engagement from stakeholders such as staff, students, families, and community members continues to be a priority for the Cypress School District when making decisions.	
"	In order to increase family input on decision-making, the district performs targeted outreach to ensure we are capturing input from all families, including our underrepresented families. Outreach and engagement are further fueled by providing communication to families in a variety of modalities, such as emails, phone calls, social media, and school and district newsletters. All information communicated is made available to families in their preferred home language through the use of document translation as well as on-demand interpretation, as appropriate.
	5	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
30664980000000	Fountain Valley Elementary	3	"Fountain Valley School District is deeply committed to building relationships between school staff and families. Parent engagement remains a focus of the school district, as evidenced by the fact that one of the District's LCAP goals is completely focused on this aspect of programming. In addition, ""increasing communication with staff, families, and community members to enhance engagement"" has been one of five FVSD District Priorities established by the Board of Trustees since the inception of the LCAP in 2013-14. FVSD continues to re-engage its educational partners in meaningful ways to help support its recovery from the pandemic-impacted years of 2019-20 and 2020-21 and has implemented increasing community engagement activities. FVSD continues to strengthen outreach to families who have home languages other than English by providing community translators, digital access tools to translate communications into a preferred language and the production of flyers and social media posts in multiple languages. In addition, interpreters are available upon request for meetings, activities and site events.

Each FVSD campus hosts traditional parent involvement events annually such as Back-to-School Night and Open House events, conducts monthly PTA/PTO parent group meetings, dedicates early-release days in the Fall and the Spring to accommodate parent-teacher conferences and hosts numerous arts-related performances, athletics competitions, and parent education nights throughout the school year. Principals, teachers, staff, and parents play complementary roles in building a sense of community at each school site throughout the school year. FVSD engages in extensive outreach to parents in developing the 2024-25 Local Control Accountability Plan, including the administration of an LCAP Input Survey (705 responses) and conducting numerous in-person meetings including the LCAP Leadership Team (one parent representative from each school site), District English Learner Advisory Committee (DELAC), District Advisory Council (DAC), Superintendent's Parents Council (SPC), and School Site Councils from each campus."	Based on the analysis of educational partner input and local data, FVSD recognizes that building relationships with families is ongoing work and remains a continual area of focus. Specifically, input from families gathered to support the development of the LCAP highlights the need to continue to engage in structured outreach to families from the District's special populations groups including families with students identified as English learners, low-income students, students experiencing homelessness, Foster Youth, and students with disabilities. Educational partners also reiterate the focus to work in partnership with parent groups (PTAs/PTOs) to establish systems of outreach to engage families that are new to the school district.	"FVSD continues to improve the engagement of underrepresented families by working with parent groups (PTAs/PTOs) to engage in targeted outreach to welcome new families to the school district, continue to provide interpretation support for parent meetings, continue to translate documents into targeted languages (LCAP Actions 2.1, 3.1, 3.2, and 3.3), and continue to educate parents as to the ""language selection"" capabilities of the ParentSquare platform to engage in more meaningful communication with families that have primary/home languages other than English (LCAP Action 3.2). In addition, FVSD is staffed with a Teacher on Special Assignment (TOSA) focused on supporting the District's program for English learners that works with school leadership teams to develop and host parent engagement events at each school site throughout the year (LCAP Action 2.5). FVSD continues to promote parent engagement activities designed for parents of students with disabilities including district programming as well as SELPA programming (LCAP Actions 3.1 and 3.4)."	Each of FVSD's ten schools have well-established School Leadership Teams that are supported by funding specifically allocated to promote their professional development in the District's LCAP. The school leadership teams play a central role in developing parent outreach activities related to academic and social emotional programming at the school site. In addition to support for the School Leadership Team, each site receives a significant allocation of funding each year through the LCAP that is designated for the development and promotion of parent engagement activities. FVSD utilizes multiple technology platforms including Aeries Gradebook (middle schools), Report Card Maker (elementary schools), parent conference weeks, progress reports, and report cards to communicate the academic and developmental progress of students throughout the school year.	FVSD recognizes that building relationships with families from the District's special populations groups including families with students identified as English learners, low-income students, students experiencing homelessness, Foster Youth, and students with special needs must remain an area of focus for the upcoming 2024-25 school year. FVSD acknowledges that a combined effort involving district staff, school site staff, and PTA/PTO leadership groups holds the most promise for continuing to improve partnerships with families, and specifically, to engage in targeted outreach to the District's special populations groups.	Based on the analysis of educational partner input and local data, FVSD continues to improve the engagement of underrepresented families by leveraging the combined efforts of district staff, school site staff, and PTA/PTO leadership groups to engage in targeted outreach to parents. In addition, the District continues to support the work of School Leadership Teams (LCAP Action 4.1) and continue providing ongoing funding to support the development and promotion of parent engagement activities at school campuses throughout the 2024-25 school year (LCAP Actions 3.1, 3.2, 3.3 and 4.7). In addition, FVSD continues to provide bilingual translators available during, and outside of, the school day, to promote the engagement of families with primary languages other than English (LCAP Actions 2.1, and 3.3).	Fountain Valley School District places great value on involving parents/guardians in decision-making and takes significant measures to provide families with opportunities to participate in both district-level and site-level decision-making. Site leaders engage in significant efforts to encourage parents to become involved in the work of School Site Councils, leadership roles with parent groups (PTAs/PTOs), and English Learner Advisory Committees (ELACs). In addition, district and site-level leadership engage in outreach to parents to encourage participation in district-level parent groups such as the Superintendent's Parents Council, LCAP Leadership Team, District Advisory Committee, and District English Learner Advisory Committee. Both the school district and each school conduct annual surveys of parents including the LCAP Input Survey, English Learner Program Survey, Title I Parent Survey, and school-specific surveys to gain insight into parents' perspectives on the effectiveness of the District's programs. Based upon LCAP Input survey responses, families feel welcome at school campuses, and family events are well attended by all family groups especially families representing the FVSD special populations.The FVSD community continues to grow in rich cultural diversity, prompting principals and staff to continually provide outreach to families to participate in the opportunities of decision making.	FVSD is appreciative of the significant levels of input that parents share related to numerous district initiatives including the development of the LCAP, English Learner Program, Title I program, and input shared by parents through school-specific surveys. The District recognizes the importance of continuing to engage in structured outreach to underrepresented families including those with students identified as English learners, low-income students, students experiencing homelessness, Foster Youth, and students with disabilities. The District has increasing success in gathering input from these families through phone outreach translated digital resources and the distribution of hard copies of materials. In addition, numerous District outreach events are hosted each year in the areas of English Learner parents, special education and cultural celebration. FVSD hosts parent education events for developing parenting and skill development for student success. Parent outreach events are well attended and FVSD provides translators for parents who request support in their primary language.	Based on the analysis of the educational partner input and local data, FVSD continues to improve the engagement of underrepresented families in relation to seeking input for decision-making by engaging in targeted outreach to parents of students from the District's special populations student groups (LCAP Action 3.1) and partner with PTAs/PTOs to recruit parents from underrepresented families into leadership roles within the parent group (PTA/PTO), at the site-level (School Site Council and ELAC), and at the District-level (LCAP Leadership Team, DELAC, and Superintendent's Parents Council). In addition, the District continues outreach efforts through both print and digital resources made available in languages other than English (LCAP Action 3.2 and 4.7).	5	5	4	4	4	5	5	5	5	4	5	4	Met		2024-06-20	2024
30665060000000	Fullerton Elementary	3	The Fullerton School District shows notable strengths in fostering school-family connections. They prioritize family engagement and partner with WestEd for feedback and enhancement. Surveys reveal positive perceptions, with 95% of schools scoring 3+ on parent welcoming, up 9% from last year. Families also rated relationships and partnerships favorably (95% of schools scoring 3+). The district's focus on resource availability, continuous collaboration beyond parent-teacher meetings, and efforts to include underrepresented families highlight a proactive strategy to build strong educator-family partnerships. This approach creates an inclusive and supportive learning environment, emphasizing the district's commitment to meaningful family involvement in education.	The Fullerton School District has identified critical areas for improving school-family relationships based on partner feedback and local data analysis. While the district demonstrates strengths in family engagement and positive survey results, there is a particular focus on enhancing parent participation in substantial decision-making at both school and district levels. The district has shown progress in reducing the percentage of families who do not consistently feel welcome at their child's school from 14% to 10.5%. Nonetheless, efforts will persist in addressing the concerns of parents who still feel unwelcome, with the aim of cultivating a more inclusive environment. Despite these advancements, the district acknowledges the ongoing necessity to ensure that all families feel esteemed and actively engaged in their children's education.	The Fullerton School District is dedicated to enhancing engagement with underrepresented families by allocating specific resources and personnel to strengthen connections and support. Their outreach efforts will be tailored to accommodate diverse linguistic and cultural backgrounds, as well as varying living situations. The district seeks to empower these families through workshops, information sessions, and support networks, while also implementing regular feedback mechanisms for timely adjustments. These initiatives aim to ensure equal educational opportunities for all students, bridging gaps and fostering an inclusive educational environment. Ultimately, the district aspires to create a more supportive community for all students and families.	The Fullerton School District (FSD) has identified areas od strenghth in building partnerships for student outcomes, based on educational partner input and local data. FSD is committed to enhancing program efficacy through ongoing staff training in asset-based practices that prioritize the strengths and goals of families. The district emphasizes engaging families in their children's education, aiming to reduce the number of at-risk students and foster a nurturing environment for academic success. A positive trend in family engagement is evident, with ratings increasing from 3.25 to 3.29. Additionally, Social Service Assistants are dedicated to improving communication and building relationships with underrepresented families and the wider community.	To tackle these important challenges, FSD is dedicated to working closely with families. By strengthening partnerships with parents and guardians, particularly those of vulnerable student groups, FSD seeks to develop more effective strategies for enhancing student outcomes. This renewed emphasis on family engagement is anticipated to promote positive change and foster a more inclusive educational environment for all students.
To support this initiative, FSD will implement a series of targeted programs and initiatives aimed at increasing parent involvement. These efforts will include regular parent workshops, community forums, and online resources to provide parents with the tools and information they need to actively participate in their child's education. By empowering parents to be advocates for their children, FSD is confident that we can create a stronger partnership between home and school, ultimately leading to improved student success.
	The Fullerton School District is dedicated to enhancing engagement with underrepresented families, recognizing that strong partnerships are essential for driving student success. To achieve this, the district has outlined several key strategies. First, it will enhance communication by improving outreach efforts ensuring resources are available in multiple languages and accessible formats. Social service assistants will be instrumental in fostering relationships between these families, the broader community, and schools. Additionally, ongoing staff training will focus on asset-based practices, highlighting the strengths and aspirations of underrepresented families in supporting their children's education. The district aims to create more effective and inclusive partnerships that benefit all students by addressing existing gaps. These initiatives are designed to bridge communication barriers, promote cultural understanding, and cultivate a supportive educational environment. Ultimately, by prioritizing the needs of underrepresented families and valuing their unique perspectives, the Fullerton School District aspires to build a stronger, more inclusive community that empowers every student to reach their full potential.
	"The Fullerton School District (FSD) has made significant strides in fostering a culture of inclusion and enhancing decision-making through active parent engagement. The recent FSD Champions for Children Block Party, which attracted 1,200 attendees and garnered 590 feedback cards, exemplifies the district's commitment to community involvement. While some metrics from the LCAP parent survey indicate a need for improvement, particularly in decision-making among junior high parents, the district has proactively implemented initiatives to bridge this gap. Programs such as 'Coffee with the Principal,' advisory committee meetings, and the Parent Education Series have created valuable platforms for parents to voice their opinions and contribute to the decision-making process. Additionally, the School Smarts Parent Academy and the ""10 Education Essentials for Families"" sessions empower parents with essential knowledge and skills, enabling them to effectively advocate for their children and engage in meaningful dialogue about educational policies. These efforts not only enhance connectedness and engagement but also ensure that parents feel heard and valued in shaping their children's educational experiences."	"The recent LCAP parent survey has shown that FSD is dedicated to improving community engagement. The survey suggests a slight decrease in parents' perceived influence in making important decisions at both the school and district levels. The average rating has dropped from 2.99 last year to 2.96 this year and from 3.05 two years ago. This trend presents an opportunity for us to take proactive steps to enhance parent involvement and collaboration going forward. Despite many metrics from the survey showing decreases in values, it's important to note that most ratings are still above 3 ""most of the time,"" which is the desired goal of FSD. However, the specific metric of Decision-Making remains below the desired goal of at least a ""3"" among junior high parents. To increase parent engagement and support for student success, FSD has implemented several initiatives, including sharing testing tips, promoting the 40-day reading challenge, and providing Digital Wellness tips. Additionally, individual schools have hosted interactive events such as 'Coffee with the Principal', advisory committee meetings, 'Champions for Learning’ gatherings, and the Parent Education Series, which includes sessions like the ABCs of IEPs. These efforts have led to high levels of connectedness, engagement, and decision-making among parents, meeting the district's goal of ratings of 3 or above on these dimensions in the LCAP survey, except for decision-making scores from junior high parents."	In the pursuit of enhancing underrepresented families' decision-making opportunities, several impactful strategies emerge as vital components. First, empowerment through education plays a crucial role. Programs like Champions for Learning and Words Alive Advocates for Reading equip parents with essential knowledge, enabling them to make informed decisions regarding their children's education. Moreover, the influence on policies cannot be overlooked. The LCAP Advisory Committee serves as a platform for parents to voice their opinions, allowing them to shape educational policies. Resource accessibility is another key element. By providing tools such as the 10 Education Essentials for Families, schools help families navigate the complexities of the school system. Skill development is equally important. Targeted workshops focus on improving parents' communication strategies, empowering them to engage more effectively with educators. Inclusive communication further strengthens these efforts. Finally, community integration is fostered through these strategies, creating a stronger connection between schools and families. By implementing these strategies, families are not only better equipped to participate actively in their children's education but also empowered to contribute meaningfully to the school community.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
30665140000000	Fullerton Joint Union High	3	The District has made strong gains in developing the capacity of staff in building trusting and respectful relationships
with families. Each school site encourages parents to participate in various volunteer opportunities to provide support
to students and to develop parent leaders through PTSA, Booster clubs, School Site Council, ELAC, and others.	The District continues to encourage and develop parent input through various District parent groups including
DELAC, the District Advisory Committee, the La Habra PTSA Collaborative, the Buena Park PTSA Collaborative,
and the Fullerton PTSA Collaborative.	Based on input from educational partners, the District will continue to utilize translation and interpretation services at
DELAC, ELAC, DAC, and other parent group meetings in an effort to better communicate with families of English
Learners. The District will reach out to and train parent leaders to increase parent knowledge and boost parent
engagement, with emphasis on parents of EL, foster, homeless, low income, and students with disabilities.	There are at least four areas of strength and progress in Building Partnerships for Student Outcomes. The first is the full implementation of one-to-one Chromebooks for all District students and staff for the past 10 years. The one-to-one devices have all the tools and resources students utilize in their learning at school to access when they are home. The District has also ensured that all students have WiFi access at home with the availability of WiFi hotspots for students without home internet access. This equips all students with access to their learning materials, support resources, social/emotional resources, and teacher contacts right at their fingertips at home. The District has invested in Tutor.com, a 24/7 tutoring service that lets students access a subject-specific expert tutor in nearly every subject area and at all levels of rigor. The District has also invested resources in developing partnerships with local community colleges to increase dual enrollment/concurrent enrollment opportunities for students.	The District is working with local community colleges to increase concurrent and dual enrollment opportunities so that students may receive college credit while attending high school.

The District will continue to work with our partners at North Orange County Regional Occupation Program to enhance Career Technical Education partners by supporting them with industry-standard equipment and curriculum, which include industry-recognized certifications and articulation with local community colleges.

The District will continue to work with our partners who provide mental health and social/emotional support to students who are struggling.	Based on educational partner input and local data, the District will improve engagement of underrepresented families in building partnerships through dedicated staff who are tasked with engaging underrepresented families in school parent leadership committees, school-sponsored college and career events, parent information and parent institutes, and other connective activities. These dedicated staff include the EL Family Liaisons, the Assistant Principal of Student Support Services, the District Community Liaison, the Director of Student Support Services, Guidance Technicians at each District school, and other administrative support staff. The focus will be on building parent leaders from among the families of underrepresented students. Parent leaders have been found to have a high degree of success in getting other parents to engage in school programs and leadership.	The District has successfully engaged educational partners in seeking their input into the decision-making processes of the District. This is evidenced by the large number of stakeholders who respond to the annual LCAP survey, participate in focus groups, serve on School Site Council, lead in PTSA at school sites, lead in DELAC, participate in ELAC, and who serve on community oversight committees. Over 9,000 stakeholders responded to the most recent LCAP survey. The District's strengths are grounded in the site-level participation in various volunteer opportunities to provide support to students and to develop parent leaders through PTSA, Booster clubs, School Site Council, ELAC, and others. The District continues to encourage and develop parent input through various district parent groups including DELAC, the District Advisory Committee, the La Habra PTSA Collaborative, the Buena Park PTSA Collaborative, and the Fullerton PTSA Collaborative.	Increasing DELAC and ELAC membership will continue to be a focus area moving forward as well as increasing parent participation in DAC.	Based on feedback, continuing the translation and interpretation services from outside agencies in selected meetings will be a focus for improving engagement for families of EL. FAFSA and other college admissions services dedicated to increasing the number of homeless, low income, foster, and English learners, as well as students with disabilities will also be a focus, based on feedback from educational partners.	4	5	4	4	5	5	5	4	5	4	5	5	Met		2024-06-11	2024
30665220000000	Garden Grove Unified	3	Each year GGUSD administers the Annual Strategic Plan Survey to parents/guardians of students in grades PreK-12, students in grades 3-12 and all staff members.  This survey is framed around our three district goals: (1) Academic Skills, (2) Personal Skills, and (3) Lifelong Success. 
To ensure transparency for all stakeholders and accountability for progress toward goals, the district has committed to preparing an annual report that summarizes the yearly data related to our goals. The survey contains items that help us measure how well we are doing as a district in areas related to our Strategic Plan, such as improving scholarly habits, motivation, well-being, and school climate. The survey also ensures all stakeholders have an opportunity to provide input that affects school and district decision making by allowing for open response comments to address both school-level and district-level strengths and areas of need.  
	"Family-school partnerships are important to the success of our district.  The Strategic Plan Survey also measures climate at the school and district-level, including asking parents to respond to items that measure their perceptions about parental participation.  Key findings from the 2023-24 survey include:
?	Parents felt welcome at their child’s school. (98% agree/neutral)
?	Parents feel that they are kept informed (communication). (97% agree/neutral)
?	Schools provide translation/interpretation to families who need it. (98% agree/neutral)
?	Schools offer opportunities for parents to be involved. (97% agree/neutral)
?	Parents feel that the school promotes parent participation in programs. (97% agree/neutral)
?	Schools give parents information about joining parent committees. (99% agree/neutral)
?	The school district seeks parent input. (97% agree/neutral)
"	The key findings from parent/guardian input compiled from the Strategic Plan Survey have been discussed with district leadership. Several district initiatives, projects, and programs have been focused on the topics discussed above and/or are a part of ongoing district initiatives.
In addition to the survey, parents/guardians are invited to participate in district-level governance committees where they are provided opportunities to participate in the decision-making process.  These committees include District English Learner Advisory Committee (DELAC), Parent Task Force, GATE Advisory Committee, Community Advisory Committee for Special Education, and the District Council of PTAs.  GGUSD also hosts various parent night events to engage families and promote parental participation in programs.  District and school staff have implemented outreach activities in a live streaming platform format to increase parent/guardian engagement in a home-school-community partnership.  In addition, translation and childcare is available at parent education events to promote in-person attendance of our underrepresented families.
	GGUSD has a notable reputation for providing outstanding instructional programs to a diverse student population. GGUSD prides itself on being innovative, fiscally responsible, and committed to providing a safe learning environment with a high level of support for all students and their parents. Students receive a robust academic experience at our award-winning schools. GGUSD is a leader in college and career readiness with a greater number of students meeting rigorous college entrance exams than other districts in the state or county. With all our successes, however, we know that academics is just one element of a successful education, and we work to nurture the whole child. The key to our success is treating all students as if they were our own children and providing them all the academic and personal skills for lifelong success.	"2023-24 Strategic Plan Survey key findings used to impact school and district-level decision making for improvement in building partnerships for student outcomes include: 
?	Goal 1 (Academic Skills): extended learning opportunities/tutoring before and after school, Boys and Girls Club afterschool programs, instructional aide support especially for Special Education and academic counselors.
?	Goal 2 (Personal Skills): socio-emotional/mental health supports, scholarly habits as a motivation for students to achieve their potential, consistent discipline at across school sites and art/music to promote positive mental health. 
?	Goal 3 (Lifelong Success): College and Career Mentor Program (CCMP) and peer mentors for students, AVID programs beginning at elementary school, and college and career counseling and resources.
"	Educational Partners specifically discussed the need for continuing or adding interventions and tutoring to assist students who are struggling or who are below grade level. To address this area of need, the district will continue to provide high quality professional development supporting teachers with implementation of research-based strategies.  All school sites will provide a variety of opportunities for extended day and extended year programs to include large group instruction, small group remediation, and one-on-one tutoring. Increased opportunities for credit recovery at the high school level will also be provided during the school year and during summer school.  
Another key theme was the need for increased support with scholarly habits. Parents, students, and staff identified that students need help with knowing how to study for tests, organizing and completing assignments on time, and asking for help when not understanding. To address this need, teachers will continue to receive professional development and resources focused on building scholarly habits and the district will continue the use of college mentors and tutors.  AVID strategies will be consistently implemented at all elementary schools.  
Mental health and wellness support continue to be a recurring theme. Additional school community liaisons, instructional aides, school psychologists, and social workers were prioritized. GGUSD has six Paraprofessionals on Special Assignment (POSA), and ten Teachers on Special Assignment (TOSA) to provide training and support for instructional aides and other paraprofessionals across the district who support direct instruction in the classroom. Two of the TOSAs were added this year.   In addition, the district has hired seven additional mental health therapists and social workers (59 total) to assist sites with addressing student mental health and wellness.
	GGUSD has coordinated a comprehensive process of educational partner engagement around seeking input for decision-making. The district involves parents, community members, students, local bargaining units, administrators, other school personnel, and other partners invested in the success of our students. The superintendent along with representatives from K-12 Educational Services organized and delivered a series of presentations to generate feedback. Each meeting emphasized the need for all community partners to be engaged in the LCAP process. Data relevant to the district goals were shared, and time was provided for group discussion, which was focused on generating community partners’ ideas related to what they viewed as keys to student success and challenges that needed to be addressed.	District and school staff will implement outreach activities to engage the parents/guardians in a home-school-community partnership. These efforts will address identified barriers to participation and provide increased opportunities for parent/guardian participation. Activities to improve participation will include translation, childcare, live-streaming of in-person meetings, district-provided transportation to events and meetings offered at various times of the day to accommodate working parents.	"GGUSD has committed to the following efforts to improve engagement of identified underrepresented families:
?	Ensure the provision of translation and interpretation services for groups of parents whose primary correspondence language exceeds 15% of the school/district population. 
?	Engage the community and provide information about school activities and topics (including outreach meetings, radio show, and other special outreach activities). 
?	Increase bilingual support personnel to enhance translation/interpretation services provided for parents with language needs other than English. 
?	Support primary language literacy to enhance cross-language transfer of language and literacy skills, fostering biliteracy and developing comprehension skills. 
?	Continue to support our family resource centers to provide access to community agencies, services and resources.  GGUSD is excited to currently offer five Family Resource Centers, one in each Board Trustee area.  
?	Maintain a Parent and Community Outreach office to serve as a link to community resources and to provide guidance, support, and training to parents/guardians, teachers, administrators, and support staff. 
?	Coordinate parent education and community outreach meetings, develop and encourage high-quality parent programs and parental involvement opportunities at school sites, and provide professional development opportunities in parent education programs.
"	5	5	5	5	4	5	4	4	5	4	4	4	Met		2024-06-18	2024
30665300000000	Huntington Beach City Elementary	3	In the Huntington Beach City School District, we recognize the value that all families bring to our  diverse community. Our staff (i.e. administrators, teachers, and classified staff) are encouraged to build  trusting relationships and build welcoming environments for all families in the community. We ensure  that all schools have a system in place to engage in regular two-way communication with parents and  community members on a regular basis. Within our district, we have an interactive website, availability  of interpretation/translation services, and parent surveys to measure school climate and provide  feedback on LCAP priorities and district initiatives.	We are working with our professional learning department to provide more staff training on specific strategies for parent/ family engagement and building upon our success with parent workshops to offer additional opportunities for 2-way communication and decision making.
	We continue to work with our site administrators, community liaisons, DAC and DELAC, and ELAC committees to provide parent education workshops to increase parents' knowledge about the school system as well as have focus group meetings to listen to and learn about the needs of our underrepresented families.	The Huntington Beach City School District  provides all families with the opportunity to attend workshops to learn about district programs  and child development. These workshops help parents and families better understand our district  programs, adopted curriculum, child development milestones, and ways to support learning at home for  the whole child. Sites also offer family nights, parent organizations (i.e. Parent-Teacher Association (PTA)  and cultural groups), and conduct other activities to encourage and support parents. Additionally, sites conduct parent teacher conferences, host English Language Advisory Committees (ELACs), and utilize a  wide array of parent surveys in order to gather feedback from their local communities. 
	Overall, HBCSD will continue to work with principals and teacher leaders to improve their capacity to  collaborate with families for better student outcomes. This will include professional learning and providing training for parents concerning specific skills or  curricular targets.	HBCSD will continue to engage with underrepresented families with the help of community liaisons to provide direct outreach.  Additionally, the 2024-2025 LCAP has specific actions to provide parent education and outreach services to improve outcomes for students.  These include providing literacy resources to use at home.	Within Huntington Beach City School District, we offer parents and families the opportunity to be a  part of many advisory committees through the district, both at the site and district levels. Parents are  also encouraged to join the School Site Council or attend Principal’s meetings at the site. Parents  provide input on the Local Control and Accountability Plan through the annual survey, committee work,  and participation in site-level activities. At the district level, we provide families with multiple  opportunities to provide input on policies and programs, including underrepresented groups within the  community. When providing these opportunities at the district level, we provide translation services so that all families know their voice is valued.  
	Many departments within HBCSD are working with families to establish and sustain strong advisory  committees. These advisory committees are supporting families to understand their legal rights and  advocate not only for their own students, but for all students. Furthermore, the HBCSD Community Liaisons are working to provide opportunities to have families, staff, and other district  administrators come together to design, implement, and evaluate family engagement activities at all  levels. 
	HBCSD will continue to engage with underrepresented families with the help of community liaisons to provide direct outreach.  Additionally, the 2024-2025 LCAP has specific actions to provide parent education and outreach services to increase parent engagement.	4	4	3	3	3	5	4	4	4	4	4	4	Met		2024-06-18	2024
30665300134221	Kinetic Academy	3	Kinetic prides itself on the strength of building relationships between the school and families.  Our Parent Square platform is the main tool that is used to communicate with all parents/families to help keep them informed.  We host many events that include parents to celebrate their students' successes as well as spend time with their students and help build the school community.  
We have worked on putting a system in place for transitioning new families into the school culture and building relationships even prior to student enrollment through parent information sessions, community preview nights and school tours.
Based on discussions throughout this academic year, many staff members have remarked on the challenges with maintaining a cohesive program while we operate on two sites. As families have students at both locations, we seek to find a way to either consolidate our operations on a single site or find ways to continue to build relationships with families across the two sites.	Kinetic is focused on continual improvement with building relationships between the school and our families.  We seek to keep lines of communication open and encourage families to increase participation in monthly Principal Coffee Chats and Local Site Council meetings. We believe greater participation will lead to an increase in shared-decision making.  We have put a lot of effort into increased communication around the importance of attendance as well as chronic absenteeism.  Kinetic Academy is a community school.  Our goal is to build relationships with our parents through many events, our KPO, our administration and teachers to keep the focus of the community as a high priority.	Kinetic is committed to improving strategies and structures that will result in increased engagement of underrepresented families.  Kinetic holds numerous community forums to garner input from families related to school improvement, as well as extended intentional invitations to underrepresented families to be members of various site committees related. Kinetic will continue to engage with and build relationships with individual families and provide necessary, personalized supports that will foster strong relationships between school staff and underrepresented families.	All teachers and office staff frequently conduct direct outreach to encourage families to attend various events and/or discuss their child’s academic progress. Students may participate in the After School Homework Club for assistance with homework completion and tutoring led by a teacher. Additionally, teachers provide families with resources to prevent learning slide over the summer months, and ensure that students’ core skills are maintained.	Balancing student privacy when examining school data: Since Kinetic’s underrepresented student populations are often small, it is an ongoing challenge to conduct in depth public analysis on the achievement of these students as we value their privacy.  However, Kinetic regularly reviews local data and assessments to determine which students are in need of academic interventions and which students are in need of academic enrichment.	Kinetic conducts a minimum of two parent conferences each year with all families, and a third conference is optional. Parents are encouraged to request a conference if they have any questions or concerns regarding their child’s behavioral and/or academic needs. For our underrepresented student populations, teachers and/or parents may request additional progress conferences throughout the academic year, and request guidance on how to best assist the child in growth of their academic skills.	Kinetic regularly surveys families throughout the school year. The California Healthy Kids Survey was administered to parents and students in April of 2024 to obtain feedback on a range of areas including satisfaction with input for decision-making. 
Based on the surveys administered in 2024, 97% of parents surveyed either “agreed” or “strongly agreed” with questions around communications, 94% with questions around promotion of parental involvement, and 85% with questions regarding opportunities for input.	Parents and staff have expressed the need for more social-emotional supports in various forums/formats for feedback. We continue to seek community-wide input throughout the year, and strive to increase participation rates for students.	Kinetic’s unduplicated pupil percentage has always hovered around 20%, yet this does not preclude our responsibility to fully engage with our underrepresented families in seeking input for decision-making. A calendar of all events (e.g., councils, board meetings, surveys) for the year is provided to all families and maintained on the school website which connects to Parent Square, as well as frequent electronic “reminders” of upcoming events via ParentSquare.  Additionally, we send hard copy calendars home each month to families.	5	5	4	5	4	4	4	5	4	4	4	4	Met		2024-06-13	2024
30665480000000	Huntington Beach Union High	3	"Huntington Beach Union High School District (HBUHSD) recognizes the importance of building relationships between school staff and families. The district analyzes strengths and progress through input collected from educational partners and the Annual Parent Survey.  The Annual Parent Survey measures parent perceptions related to family-school partnerships, welcoming environments, asset-based approaches, and home-school communication. Some key findings from the 2023-24 survey include:
•	97% of parents agree that their school delivers communications in their preferred language. (+1%)
•	93% of parents agree that they are kept informed about district and/or school activities and events. (+2%)
•	90% of parents agree that schools provide a wide array of academic, cultural, and personal experiences to engage students. (+6%)
•	89% of parents agree that they are greeted with courtesy and respect. (+7%)
•	87% of parents agree their school has a welcoming culture that encourages parent participation. (+6%)
(Change from prior year is referenced in parentheses.)
"	HBUHSD has identified focus areas related to “building relationships between school staff and families.” Schools will continue to prioritize maintaining a welcoming environment for all students and families.  Included in these efforts, schools will consider effective methods for communication about academic progress and performance and promote opportunities for parent/family involvement at the school. The district will also aim to increase the rate of participation in the parent survey, particularly for those schools with the greatest number of underrepresented families.	Considering the feedback of educational partners, the district will strengthen efforts around promotion, recruitment, and retention of parents and family in engagement opportunities and school committees. Parent Square, social media, and other technology tools are utilized to reach families, including emergency notifications, event notifications, and attendance calls.  Schools prioritize relationships with families by greeting all families with courtesy and respect to maintain a welcoming culture.  Schools shall continue to provide parent communication in multiple languages and in a timely manner.	"Huntington Beach Union High School District (HBUHSD) recognizes the importance of building partnerships for student outcomes.  The Annual Parent Survey measures parent perceptions related to information and resources to support student learning, information regarding college and career pathways, and student programs contributing to student success. Some key findings from the 2023-24 survey include:
•	93% of parents agree that their school provides resources, materials, and programs to help their children succeed. (+4%)
•	89% of parents are aware of the coursework necessary to meet graduation requirements and ‘A-G’ completion requirements. (+0%)
•	88% of parents agree that their school sets clear expectations for student performance. (+3%)
•	87% of parents agree that students are provided opportunities to receive tutoring or intervention support when needed. (+3%)
•	85% of parents are aware of the wellness supports available to their students. (+7%)
•	84% of parents know who to contact for help when they have questions or concerns. (+4%)
•	73% agree that their school communicates in a timely manner about grades, assignments, and academic performance. (+4%)
(Change from prior year is referenced in parentheses.)"	HBUHSD has identified focus areas related to “building partnerships for student outcomes.” According to the survey results and other input from educational partners, the district will continue to maintain a focus on promoting the availability of wellness resources.  The home-school partnership should be emphasized as an important factor in improving student outcomes.	To maintain positive outcomes, schools will continue to provide resources, materials, and programs to help all students succeed.  Schools will also increase the information and communication to families regarding wellness supports, as well as college and career planning, options, and pathways.	"Huntington Beach Union High School District (HBUHSD) recognizes the importance of seeking input for decision-making.  The Annual Parent Survey measures parent perceptions related to engagement of families in advisory groups and decision-making. Some key findings from the 2023-24 survey include:
•	92% of parents agree that they are notified of opportunities to join district or school committees. (+6%)
•	87% of parents agree their school has a welcoming culture that encourages parent participation. (+6%)
•	82% of parents agree that their school seeks parent input to support decision-making. (+6%)
(Change from prior year is referenced in parentheses.)"	HBUHSD has identified focus areas related to “seeking input for decision-making.”  According to the survey results, one continuing area of focus is to increase communication around opportunities for parents to provide input into site or district decision-making.	Parents are encouraged to participate in site-level committees such as PTSA/PTSO, School Site Council (SSC), Community Advisory Committee, and/or English Learner Advisory Committee (ELAC). Our District English Learner Advisory Committee (DELAC) continues to grow in membership and provide valuable insight into our educational programs and services for English learners. The LCAP Planning Committee, which includes parents and guardians, meets throughout the school year to annually review and revise the District LCAP.	5	5	4	5	5	5	4	4	5	5	5	4	Met		2024-06-25	2024
30665550000000	Laguna Beach Unified	3	"Laguna Beach Unified values strong, collaborative partnerships with our families. One of our core guiding principles is ""relationships matter."" Parent advisory groups, including the LCAP Advisory Committee, Community Advisory Committee, Early Learning Task Force, School Site Councils, and District English Learner Advisory Committee meet regularly to engage in collaborative conversations around district goals, services, programs, and support offerings. Parents are regularly offered opportunities to attend parent education workshops throughout the year, including offerings specially designed for Spanish-speaking parents and guardians. Annual events include Back to School Night, goal-setting conferences, and Open House, wherein parents interact with teachers, review subject area or course content expectations, discuss student progress, or view student work. 
Relationships with families are fostered through ongoing communication via coffee talks, PTA meetings, ParentSquare messages, social media posts, podcasts, and weekly newsletters. Parent input is routinely solicited via community partner meetings, focus groups, and surveys. School counselors and student support specialists, along with the district community liaison, are in regular contact with families of at-promise youth via personal phone calls, email communication, conferences, or home visits, in order to provide individualized outreach and support. The LBUSD Family Resource Center opened its doors in fall of 2023, serving as a hub for Laguna Beach families to connect with community resources, programs, and parent education opportunities. 
"	

The district-wide focus for improvement includes ongoing staff professional development in the area of equity, in order to continue to ensure school environments are inclusive and welcoming for all students and families. Based on 2024 LCAP survey data, 88% of parents indicated satisfied or neutral feelings regarding district communication. A continuing goal is to maintain positive parent perceptions in this area through collective continuous improvement efforts and ongoing collaborative discourse.
	

Based on the analysis of educational partner input and local data, Laguna Beach Unified will improve the engagement of underrepresented families by continuing to streamline and enhance translation and interpretation services for families who speak a language other than English in order to ensure access to school and district-based educational opportunities. The LBUSD community liaison will also engage directly with families through personal phone calls and outreach efforts to provide information about upcoming district parent education and engagement events to elevate awareness of these valuable opportunities.  
	Professional learning in Laguna Beach Unified is designed in collaboration with educators and school leaders in order to support areas of need related to student learning and core competencies, instructional practices, and family engagement. Additional professional development opportunities are focused on designing and implementing multi-tiered systems of support to address individual student academic, behavioral, social-emotional, and college and career readiness needs. School Site Councils, composed of teachers, parents, administrators, and support staff meet regularly to engage in collaborative discourse around how to improve outcomes for historically marginalized student groups and to promote inclusion for all students. Specific action steps in this area are integrated within all LBUSD School Plans for Student Achievement. Professional development focused on equity helps school teams to identify and address areas of need in this realm through actionable goals. 
Schools in LBUSD continue to share information and resources with families via parent education and workshop opportunities, goal-setting conferences, social media posts, podcasts, ParentSquare messages, and weekly newsletters. Additional resources to support student learning and development in the home are presented to parents via community educational partner meetings, including District English Learner Advisory Council and School Site Council.  The LBUSD Parent Mentor Program provides peer support to parents of learners with exceptionalities, including collaboration with educational teams. The LBUSD Leadership Team convenes regularly to discuss topics including best practices for home-school communication and encouraging parent participation in school advisory groups. LBUSD site principals regularly solicit parent and student input as a component of comprehensive needs assessments, in order to identify school focus areas and drive annual goals and actions. 
	The District area of focus for improvement includes continuing to engage staff, students, parents, and community members in collaborative conversations around best practices for supporting underrepresented families via the LCAP Committee, DELAC, Community Advisory Committee, District and school leadership team meetings, and additional community partner convenings. An additional goal is to maintain or increase the number of annual parent survey respondents indicating satisfaction with parent education opportunities, currently at 83% (11% indicated neutral responses).
	Based on the analysis of educational partner input and local data, LBUSD will improve the engagement of underrepresented families in relation to building partnerships to enhance student outcomes by actively eliciting participation and input in this area through involvement in educational partner committees and parent advisory groups. School site teams will also conduct additional outreach to encourage participation in focus groups or surveys designed to ultimately promote and strengthen home-school partnerships. 
	LBUSD actively solicits parent input through an ongoing strategic and comprehensive community educational partner engagement process, in order to inform district goals, actions, programs, and expenditures. School Site Councils, composed of parents, certificated and classified staff members, and school administrators work collaboratively to develop annual School Safety Plans and School Plans for Student Achievement based on the unique context and needs of their school communities.  The LCAP Advisory Committee convenes multiple times throughout the year to review and discuss LCAP goal progress and metrics, ideate student core competencies and graduate profile work, as well as to analyze student, staff, and parent stakeholder survey results. This community group also engages in conversation around district priorities, successes, and challenges, to drive potential future actions to improve outcomes in the LCFF State Priority Areas. The District English Learner Advisory Committee also provides input essential for the development of the annual LCAP. Additionally, DELAC oversees the development of an annual needs assessment specifically for the parents and guardians of students who are English Learners, in order to provide feedback and recommendations regarding district English Learner programs, services, and support, as well as parent education and engagement. 
Additional parent groups within LBUSD include school-level PTAs, as well as the District PTA Executive Council, in addition to the School Power Foundation Board. District and school site leaders regularly engage in collaborative discourse with parent representatives from these groups to address topics of interest related to enhancing academic, social-emotional, and college and career readiness programs. Students, staff, and parents are surveyed multiple times throughout the year to gather qualitative data used to drive conversations around continuous improvement with the site and district leadership teams, as well as parent stakeholder groups.
 School Site Councils, composed of both staff and parents, continue to plan for increasing equity and access for our most vulnerable student groups. The Parent Mentor Program and Community Advisory Committee continue to promote communication, education, and awareness for parents of students with exceptional needs. The District Coordinator of Family Engagement and Community Liaison provide ongoing specific and targeted outreach to families from economically disadvantaged homes, foster youth, and families experiencing homelessness.  
	A focus area for Laguna Beach Unified is the continued collective effort to improve the engagement of underrepresented families through providing meaningful parent education opportunities on topics of interest, providing home-school communication through a variety of platforms and modalities, and encouraging attendance at parent advisory group meetings and school events. 
	An additional goal is to maintain the number of annual parent survey respondents indicating satisfaction with opportunities for input from a baseline of 69% positive responses (12% indicated neutral responses). 


	4	4	4	5	4	4	5	4	4	4	5	4	Met		2024-06-10	2024
30665630000000	La Habra City Elementary	3	LHCSD will continue to provide families with meaningful opportunities to support and celebrate student learning. The District annually trains administrators and teachers on best practices for family engagement, and each site and the district provide multiple opportunities for families to engage with their school community.

LHCSD ensures that students and families have access to curriculum resources at home to support their learning. The annual family survey results indicate that 83% of our families agree or strongly agree that their school provides resources for families to support their child’s learning at home.	Building Partnerships for Student Outcomes is pivotal for the success of La Habra City School District. Improving this aspect can positively affect student achievement and the overall school climate. LHCSD has developed a data-driven culture that reflects on both strengths and areas for growth. Professional learning is coordinated based on the needs of teachers and includes building capacity within core content areas and promising practices that support student learning outcomes. LHCSD also has robust feedback mechanisms where parents, students, and community partners can share their insights and suggestions about the educational process and partnerships.	LHCSD strives to strengthen mechanisms to involve parents in the learning process, from understanding curriculum goals to offering resources to help them support their child's education at home. The idea is to create a holistic support network around students, encompassing academics and extracurricular and real-world opportunities. Furthermore, district and site staff created structures that provide support for students, especially those at risk. The LEA can build strong, sustainable partnerships that directly impact positive student outcomes by concentrating on these focus areas.	LHCSD implements Home/School Contracts at each site to clearly communicate expectations for families, students, and school staff. LHCSD also schedules two conference weeks where families have opportunities to meet with their child’s teacher. The annual family survey results indicate that 87% of families attended their child’s conference and 88% indicate that school staff works with families to ensure the success of all students.

LHCSD annually sends a Handbook informing parents and guardians of their rights. Families who serve on School Site Council and the English Language Advisory Committees at the site level or Parent Advisory Committee, LCAP Committee, and District English Language Advisory Committee are actively involved in advocating for all students.	La Habra City School District involves authentic and deliberate dialogue across a cross-section of our population to gather input from students, families, staff, and other educational partners. LHCSD staff serves every family in our community with respect. The annual family survey results indicate that 92% of our families feel that families and staff members treat each other with respect. There are strong and lasting relationships between LHCSD and the families we serve. Also, district and school sites create welcoming environments for their students and family members. The annual family survey results indicate that 93% of our families feel welcomed at their school.	LHCSD recognizes that strong family/school partnerships are needed to maximize student success. LHCSD will continue to involve underrepresented families in school decision-making processes, ensuring their voices are heard and considered. Additionally, the district will continue to use Family and Community Engagement Liaisons to work with underrepresented families, bridging the gap between them and the school and assisting in communication and engagement. The district will also set up avenues for families to provide feedback on their experiences with the school and regularly review and act upon this feedback. By implementing these strategies, the district can enhance engagement with underrepresented families, ensuring that all families, irrespective of their background, feel valued, heard, and connected to the school.	LHCSD receives Title I and Title III funds and consistently trains principals and staff in effective engagement and decision-making. The District provides families with many opportunities, such as traditional surveys and the use of “Thought Exchange” and “Let’s Talk” to solicit input from families. In addition, each school site employs a Family and Community Engagement Liaison who focuses on reaching out to families of English Language Learners and any other students from underrepresented groups. The annual family survey results indicate that 72% agree or strongly agree that they know their liaison and how he/she supports parents. Also, 75% of our families indicate that their school uses family input to improve instruction.

Site Parent Teacher Association, School Site Council, and English Language Advisory Committees regularly meet to discuss family engagement activities. In addition, the Parent Advisory Committee and LCAP committee involve families in reviewing and improving engagement activities.	LHCSD seeks input for decision-making by ensuring that the perspectives and concerns of all relevant parties are considered. Communication mechanisms like Let's Talk are implemented as efficient feedback tools such as surveys and other platforms where stakeholders can voice their opinions, concerns, and suggestions.	LHCSD will continue to make effective communication a priority. The district will continue to enhance transparency by sharing decision-making processes, rationales, and potential implications with the learning community to ensure everyone is informed. It is vital that the district establishes and maintains a system to collect, analyze, and present data that can guide discussions and decisions. It is also important to ensure stakeholders understand how their feedback contributes to the data-driven decision-making process.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-27	2024
30665890000000	Magnolia Elementary	3	MSD works with all staff to build trusting and respectful relationships and to create welcoming environments by supporting various opportunities to engage families in the educational process and school events. Administrators, teachers, and school staff welcome parents to the campus and assist with hosting various school level events and services. Administrators host “Coffee with the Principal” at various times during the year in order to build connections with families in a less formal setting. Teachers provide parents various ways for communication regarding their child’s progress. Parent-teacher conferences are held at the beginning of the year. They also use tools such as “Class Dojo” and other communication tools to maintain contact with parents regarding school day events and their students' successes. Bilingual Parent Involvement Liaisons (PIL) are at every school site to support parent outreach and to develop personal connections to learn about each family’s strengths and needs. All Magnolia School District staff have focused on creating “E-ticket experiences” for families as a result of a specific focus by the superintendent, which began in 2017. Multiple forms of 2-way communications are established in both English and Spanish, including electronic communications, telephone conversations, written messages, and in-person meetings with groups and individuals as needed. Interpreters are available for all major events, parent conferences, and upon request. In addition to a bilingual Spanish-speaking PIL at every school, two District Vietnamese interpreters provide family support, translation, and interpretation services as needed. Parents also participate in an annual survey. A total of 1,748 parents participated in the LCAP survey. This is an increase of 513 parents as compared to the 2022-23 school year. The surveys provide extensive feedback, thanks to tremendous outreach efforts by school teams. Parent Involvement Liaisons work with school staff to make computers available for parents to complete surveys electronically, paper copies are provided for those who prefer them, and additional comments are transcribed by staff as needed to ensure that all input is collected and valued. Results of the parent survey administration during the 2023-24 school year showed high levels of positive feedback from parents regarding building relationships with parents:
91% of parent responses indicate that the school staff builds a trusting and respectful relationship with families. This is a 2% decrease as compared to the 22-23 school year. 93% of parent responses indicate that the school creates a welcoming environment for all families in the community. This scored maintained from the 22-23 school year. 97% of parent responses indicate that the school provides multiple opportunities to engage in two-way communication with their child’s teacher in an understandable and accessible language. This scored maintain from the 22-23 school year.	Based on analysis from local data and educational partner input the District will continue to monitor how we build trusting and respectful relationships with our families. There was a slight decrease of 2% as compared to the previous year. Schools will evaluate their school site data and target areas for improvement and include these actions in their School Plan for Student Achievement. As a District, 93% of parents indicated that their school creates a welcoming environment for all families in the community. Although there was no decrease as compared to the previous year, the District strives to increase this percentage to 95% or higher for the 2024-25 school year. Magnolia School District has maintained a high score of 97% of parents who indicate that their school provides multiple opportunities to engage in two-way communication with their child's teacher in an understandable and accessible language and will continue to monitor so this does not decrease.	The District will continue to improve engagement of underrepresented families through ongoing outreach to those who have special needs. Magnolia School District has a Project HERO (Homeless Education Renewing Opportunities) office specifically designated to support and engage the numerous homeless families in the community.
Trusting, supportive relationships are formed between struggling families and District staff, who are then able to connect families with medical/dental/vision services, housing support, financial literacy assistance, food pantry assistance, and much more. Parent Involvement Liaisons are working with site administrators, classroom teachers, and office staff to identify families for additional outreach efforts. District team members will work with parents through District Parent Advisory Committee to identify additional strategies for learning more about family strengths, cultures, and languages. The District team will also work with schools to ensure that ample opportunities for engagement are offered at times that are accessible both during the day and evenings to meet the needs of working parents.	MSD provides Parent Involvement Liaisons with professional learning and support in order to improve schools’ capacities to partner with families. Throughout the district, schools provide families with information and resources to support student learning and development in the home though a variety of parent education and school-level engagement programs, including family literacy and math nights, parenting classes, and language classes. The District has created minimum-day schedules for 7 days, twice per year, in order to allow teachers to meet with parents to inform them of their students’ progress and ways to work to support improved outcomes. Parents are provided with information regarding legal rights through the distribution of an Annual Parents’ Rights and Responsibilities Handbook and during information meetings conducted throughout the year at District and site levels. Strong community partnerships and resources are in place to provide parents with learning opportunities, information, and resources to support student learning and development in the home; including Rosetta Stone online learning opportunities for parents supported in learning groups with Parent Involvement Liaisons; Financial Literacy classes provided by SparkPoint Orange County through the United Way; Parenting Classes provided by school teams trained through Parenting Partners; Dental services provided by Project Ayuda and Healthy Smiles; Medical services provided by Children’s Hospital Orange County (CHOC) and Central City Mobile Health Clinic; Food Pantry by Second Harvest Food Bank; Clothing and supplies by Assistance League Operation School Bell. Parent workshops and classes are offered at every school site at least once per trimester. Trainings are conducted for Parent Involvement Liaisons (PILs) and other team members as needed to support delivery of parent education classes. During the 2023-24 school year, numerous parent involvement activities were offered via Zoom and in-person, including health classes, collaboration meetings, school-level assemblies, and student recognition events. Parents were included in various family activities to support their students during distance learning. Results of the most recent parent survey administration showed high levels of positive feedback from parents regarding building partnerships with parents: 91% of parent responses indicate that the school provides information and resources to support their child(ren)’s learning at home. This is a 4% decrease as compared to the 22-23 school year results; 83% of parent responses indicate that their child's school provides opportunities for families and school staff to work together to plan, design, implement and evaluate family engagement activities. This is a 4% increase as compared to the 22-23 school year results; 87% of parent responses indicate that the school supports families in understanding their legal rights and advocate for their child(ren).	The District will continue to work to expand professional learning opportunities specifically for teachers and principals on strategies for strengthening home-school partnerships and maximizing opportunities for parents to meaningfully engage in discussions related to student progress and improving outcomes during District staff development days and opportunities to attend professional conferences.	Magnolia School District will monitor and provide support underrepresented families to improve engagement and continue to build partnerships for student outcomes. The District was awarded the Community Schools Grant and seven schools will implement Community Schools. Underrepresented families will receive additional supports that will assist them in ensuring their children have the necessary tools and resources to be successful in school.	Magnolia School District team members recognize that parent and student engagement is a foundational component of a high-quality educational program. We know that parents significantly impact their child's learning and educational experience when they take an active role in monitoring their progress, attendance, and activities. Parent involvement helps keep students on track, which results in better attendance, fewer missed assignments, and higher academic achievement. They play an important role as decision-makers related to the best educational services for their children, and are integral to the District collaborative decision-making process.
All Magnolia School District schools and the central office have an “open door” policy that allows for both formal and informal input by staff, parents and community members related to District programs and services. School principals participate in annual training and support related to management of School Site Councils and English Learner Advisory Councils. Training is also provided to families at the site level through Advisory Council presentations and at the District level at monthly District Parent and English Learner Advisory Council meetings.
In addition to parent involvement programs provided by PILs, District and school-level staff conducted specialized meetings during the 2023-24 school year, including District English Learner Advisory and Parent Advisory Committees (DELAC/DPAC) and LCAP committee. Input was gathered from these committees through the annual process of developing the Local Control Accountability Plan (LCAP). DELAC/DPAC and LCAP Committee meetings were conducted in-person and were well-attended.
Representation included parents from all school sites, as well as parents of English learners (EL), low-income students (LI), and Foster Youth (FY) to ensure specialized services and supports are included in plans. District Committee membership (DELAC/DPAC and LCAP Committee) is reviewed annually to ensure that EL, LI, FY, and students with exceptional needs are represented and that these families have input in the decision-making process.	Results of the most recent parent survey administration showed high levels of positive feedback from parents regarding building partnerships with parents:
•
88% of parent responses indicated that their child’s school provides parents with opportunities to be involved in advisory groups and decision-making. This is a 2% decrease as compared to the 2022-23 school year.
•
83% of parent responses indicate that their child’s school provides opportunities for families and school staff to work together to plan, design, implement, and evaluate family engagement activities. This is a 5% decrease as compared to the 2022-23 school year.
As a result of the slight decreases in both survey responses, the District will continue to work to expand professional learning opportunities for teachers and principals on strategies for increasing meaningful participation of families in the program design and evaluation process. District team members will also work with Parent Involvement Liaisons, school administrators, and parents to refine key questions used in District surveys and during parent meetings to strengthen the input gathering process, particularly from underrepresented groups in the school community.	Each of our schools has a Parent Involvement Liaison that works in ensuring there is a strong home-to-school connection between families and the school. In addition, seven of our nine schools will have Community Schools and a Community Schools Liaison that will work to support underrepresented families and gather input to support the schools in decision-making. The District will continue to work on building a bridge with all families particularly from underrepresented groups in the school community.	5	4	4	4	4	5	4	4	5	5	5	5	Met		2024-06-27	2024
30665970000000	Newport-Mesa Unified	3	Strengths include creating welcoming environments and multiple opportunities for two-way communication. Welcoming environments at the school site level are created by teachers, office staff, School Community facilitators, and administrators. School Community Facilitators, in particular, are valued members of school communities. Their presence at high-impact schools and at the district level helps families make meaningful home-school connections. In recognition of this important role, six positions were created in 2022-23 bringing the total to 28.  These positions were filled as of the end of the 2023-24 school year. Effective communication channels include email, text messages, voice messages, apps, and personal phone calls from site staff. The district continues to refine communication standards and streamline the number of district platforms, enhance the use of the Aeries student information system, continue to leverage social media, and enhance use of both digital and print communications. There is plentiful information provided in English, Spanish, and Russian (where required) and twice-yearly opportunities for elementary parents to participate in face-to-face parent-teacher conferences. Additionally, the district strives to provide high quality forums for working collaboratively between parents and site/district staff.  District-provided parent education sessions are provided in-person and virtually throughout the year. In keeping with the NMUSD framework of inclusive practices, families of general education and special education students are invited to learn together at these sessions. For 2024-25 the sessions will continue.	A focus area is to provide professional learning and opportunities to enhance staff capacity in building relationships and learning about families’ goals for their children, especially within the context of linguistic and cultural assets. This benefits all families while also aiming to improve the engagement of underrepresented families. The DELAC Board recommends sites incorporate topics related to cultural awareness and parent involvement in the ELAC (English Learner Advisory Committee) meeting agendas, fostering an appreciation of diversity. Other recommendations include training on understanding developmentally appropriate expectations and how to communicate with families when students are struggling or challenged with academics or behavior.	The district will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families by actively engaging with English Learner Advisory Committees to gauge progress in its efforts to provide resources to its families. A series of focus groups will be held to address the unique challenges of families of emerging biliterate students.	A district strength in the area of building partnerships for student outcomes is in providing information and resources to support student learning and development in the home. When responding to the 2023-24 LCAP Survey, parents responded to the prompt, “Parents are given the resources and support they need to support their child’s learning in… core subject areas,” 79% agreed or strongly agreed in the area of reading, 83% in English language development, 68% in the area of English language arts, 66% in mathematics, 57% in history/social science and 57% in science. 
There are a variety of site- and district-based resources for families to extend their support for their children, including elementary site based ELA/ELD, math, science and SEL parent education events, the district Parent Education Series, and Pursuing Victory with Honor. Parent tools will be provided to sites to support the first-year implementation of new elementary math curriculum.	A focus area is to provide professional learning and opportunities to enhance staff capacity in building relationships and learning about families’ goals for their children, especially within the context of linguistic and cultural assets. This benefits all families while also aiming to improve the engagement of underrepresented families. An additional focus is to implement processes to minimize barriers to volunteering, based on recommendations from the DELAC Board to simplify the process for parents to become volunteers by providing clear instructions, online resources, and dedicated support staff to guide them through the steps.	The district will improve engagement of underrepresented families by actively engaging with English Learner Advisory Committees to gauge progress in its communication efforts. A series of focus groups will be held to address the unique challenges of families of emerging biliterate students.	Strengths in the area of seeking input for decision-making include the advisory committee structure at school site and district levels. For the 2023-24 school year, all 32 school sites convened School Site Council meetings. English Learner Advisory Committees were required at 25 school sites, as dictated by student enrollment figures. Each of these groups is responsible for providing input on school programs in order to support student academic achievement. In addition to fulfilling an advisory role, each School Site Council has a decision-making function relative to conducting an annual evaluation of programs within the Single Plan for Student Achievement, and approving the School Plan for Student Achievement and the Comprehensive School Safety Plan. 

The English Learner Advisory Committees send representatives to monthly District English Learner Advisory Committee meetings, which provides input on district-level programs for English learners. Sites provide documentation to the district regarding the election, composition, schedule, attendance, agenda, and outcomes of these site meetings, and district staff compiles the same documentation for the district meetings.  District staff monitors these compliance items throughout each year.  

At the school level, there are Parent Teacher Associations or Parent Teacher Organizations at each school, as well as a School Site Council and English Learner Advisory Committees (when 21 or more English learner students are enrolled). District-level advisory committees meet regularly throughout the year. These include the Superintendent’s Parent Advisory Council, the District English Learner Advisory Committee, and the Community Advisory Committee for parents of students with an Individualized Education Program (IEP). The district also provides AM and PM online forums and school-based forums for site-specific topics such as electives.	An area of focus is to provide opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement, and evaluate family engagement activities at school and district levels. DELAC Board recommends sites recognize and celebrate the contributions of parents through public acknowledgments, certificates, or special events, fostering a sense of appreciation and motivation. Another recommendation is to extend invitations to a broader range of parents, utilizing various communication channels to reach diverse communities and encourage widespread participation in meetings and events. The district aspires to enhance the quality of its two-way communication with clarity and consistency in quantity and quality of messaging through standard platforms, and the accessibility of information electronically and with hard copies (when needed).	The district will improve engagement of underrepresented families in seeking input for decision making by actively engaging with English Learner Advisory Committees to gauge progress in its collaborative efforts. A series of focus groups will be held to address the unique challenges of families of emerging biliterate students.	3	4	2	4	2	4	3	2	3	3	4	3	Met		2024-06-25	2024
30666130000000	Ocean View	3	Each year, OVSD administers an LCAP Parent/Guardian survey as part of our continuous improvement model.  Parent/guardian experiences were overall positive with 89% of respondents indicating they know whom to share concerns with at school, 85% indicating they feel their input is listened to, and 95% feeling welcome at their child’s school.  Parents/guardians also reported positive experiences for their children with 93-95% feeling respected by teachers, administrators, and other staff. OVSD will continue to build upon established relationships to ensure the sustainability of two-way communication and family engagement.	While LCAP and Title I survey results were strong, there is always a need to continue to collaborate with families to ensure they feel welcome, respected, and valued for their partnership. To support this school principals will participate in professional learning to build their knowledge and skill to ensure relationships are at the cornerstone of family engagement and efforts are tailored to address all families at each unique school community within the District to ensure all learners are successful.	State and federal funds (both ongoing and one-time) will continue to be utilized to foster engagement, with a particular emphasis on underrepresented groups, to support parents/guardians as their children’s first teachers.	The District has created strong systems and structures to engage families and gather input regarding district goals, program initiatives, and priorities for funding that positively affect student achievement. The partnerships have been strengthened through the development and participation in Focus Groups, School Site Councils, English Learner Advisory Committees, District English Learner Advisory Committee (DELAC), and Parent Forums, with representation from each school PreK-8, including representatives from Special Education and the Community Advisory Committee. In addition, OVSD will continue to foster two-way communication through consistent messaging on ParentSquare, social media outlets, and parent surveys.	OVSD parent feedback continues to stress the desire for parent involvement and the need for parent education.  A focus on strengthening parent engagement will continue through increased school-to-home communication, as well as District and site parent workshops and training, parent participation on the School Site Council, English Language Advisory Committee, and District English Learner Committee.  The District will continue to engage educational partners to receive feedback regarding LCAP goals, priorities, and expenditures for the use of one-time funds (Instructional Materials Discretionary Block Grant, etc.) that directly impact student outcomes.	Efforts will continue to focus on providing interpretation and translation to ensure parents are able to communicate with staff, access information regarding their child’s academic and social-emotional needs and progress, and support parent information meetings and parent education workshops.  The District English Learner Advisory Committee (DELAC) will include parent representatives from each site to engage and support parents of Emerging Bilinguals across the District. OVSD will continue to make progress with the recruitment of Parent Liaison Instructional Assistant Bilingual support and focus on improving communication and engagement with our underrepresented families to increase Home-School connections.	In OVSD, the Educational Services Division works directly with principals and staff to support their efforts to engage families in advisory groups and with decision-making.  They hold regular meetings throughout the year with principals to review training, ensuring all required topics are covered, and that the School Plan for Student Achievement is aligned with the LCAP.  They coach principals and maintain a commitment to seek parent input in District and school decisions through the District English Language Advisory Committee (DELAC), the Community Advisory Committee (CAC), the site English Language Advisory Committees (ELACs), and the School Site Councils (SSCs).	OVSD parent feedback continues to stress the desire for parents to be included in decision-making.  A focus on strengthening it will continue through site parent workshops and training, parent participation on the School Site Council, English Language Advisory Committee, and District English Learner Committee.  The district will continue to engage educational partners to receive feedback regarding LCAP goals, priorities, and expenditures for the use of one-time funds (Arts, Music, and Instructional Materials Discretionary Block Grant, etc.) that directly impact student outcomes.	To ensure parents/guardians who are unable to participate on committees have a voice, the District administers an annual LCAP survey in English, Spanish, and Vietnamese for all parents to provide feedback on District and site activities, programs, and curricula; services for low-income, English Learners, and students with disabilities; and school safety and connectedness. Title I sites conduct additional stakeholder input to inform decisions on how best to use their Title I Parent and Family Engagement funds. These surveys and committees include parents of low-income, foster youth, English Learners, and students with disabilities, as well as parents of a variety of ethnic and cultural backgrounds.	5	5	4	4	5	5	4	4	5	5	5	5	Met		2024-06-25	2024
30666210000000	Orange Unified	3	Orange Unified educates teachers, support personnel, administrators, and other staff in the value and utility of contributions from parents and families, specifically, how to reach out to, communicate with, and work alongside parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. Training is provided to administrators on supporting strong parent involvement at the school sites.  Tools and resources ar provided  for them to use with their staff to develop their ability to build strong connections between home and school. Further, efforts to build relationships with parents are evident in parent and family participation in district and site advisory groups. Cultural proficiency learning is built into professional development workshops for site and district leaders and teachers.  The purpose is to increase awareness of one’s own cultural identity and views about difference, and to learn and build on the varying cultural and community norms of staff and families, with the intention of building stronger relationships with staff and families.  This year, there was increased support for the Community Leads to build on the foundation of the Community Schools grant at certain schools.  This grant enhances the connection of families and the community to the school.
Strong relationships with families are evidenced by: active PTAs, SSCs, and ELACs, the high frequency of volunteers, and significant participation in school events across the district.  We continue to strengthen participation in our DAC and DELAC.  Effectively communicating with and engaging our families in district initiatives and in decision-making is critical to the success of our students, schools, and families. Many of our actions and services addressed in our LCAP focus on investing in our families.	Based on the Self-Reflection Tool, we have identified “developing multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families” as a focus. Although rating a 5, OUSD will continue to encourage families and school sites to engage in productive communication.  Every effort is made to provide interpretation at school events, conferences, and meetings so that parents can fully understand and be a participant in the education of their child.  Additionally, OUSD provides interpretation at Board meetings so that the community can engage in and give feedback.  Translation is provided at school sites and at the district office for major written communications.  Community aides are offered valuable training in interpretation to be able to provide service to the parents using rigorous academic language.   Even though we are at Full Implementation, OUSD continues to seek opportunities to engage all of our students and families and provide a welcoming, transparent environment.	Building relationships begins with welcoming all families.  The goal is to support families to actively engage with their school community.  We strive to help everyone feel welcomed, valued and connected to each other, to school staff, and to what students are learning in the classroom.  Communication is two-way and on-going; we work to provide oral and written dialogue in the language of the parent.  Our experience shows that an increase in student and family engagement leads to increased attendance, higher graduation rates, and higher rates of reclassification of English learners. Our LCAP supports building relationships through funding a TOSA who focuses on supporting the needs of parents throughout our district.  The LCAP also includes funds for our Language Assessment Center and the district interpreter.  OUSD provides families with a variety of resources to be used at home to support student achievement.  The Learning Link program supports children from birth to five to support kinder readiness early on.  These include technology such as apps for tutorials, devices and hot spots to provide access to students who might need these to reinforce what they have learned in class and to conduct further research. Additionally, lists and links to grade-level appropriate resources are shared via workshops and presentations as requested by parents to enable them to support student achievement at home.  The OUSD webpage has recorded sessions and other links to resources within the community. Our Title I schools are required to complete a School-Parent Compact and Parent-Family Engagement Policy. These documents require collaboration between home and school and provide information on family engagement activities that impact student learning and social-emotional growth and development. At every site, teams of educators collaborate to develop activities to support school goals geared to engage all families. School Site Councils and English Learner Advisory Committees, provide input and feedback on the activities that are supported by the School Plan for Student Achievement (SPSA) and Local Control Accountability Plan (LCAP).  OUSD demonstrates its strength in building partnerships for student outcomes based on a plethora of resources such as AVID parent nights, parent workshops, parent-teacher conferences, and intervention supports and personnel to provide service to underrepresented students. The TOSA for Parent and Family Engagement works with community liaisons and Leads to provide tools and other resources to support school sites to increase and sustain family engagement.	Orange Unified provides materials and training to help parents work with their children to improve their academic achievement. The recent inclusion of Learning Link is vital in supporting children before they enter our TK programs. The District also provides parent trainings online, at the district office and at different sites locations on topics to help their child succeed. The topics for workshops are based on input from parents and staff and have included technology, English Language Development, digital citizenship, academic and college preparation, health, nutrition, internet safety, reading literacy and positive discipline.  OUSD utilizes both in-person and virtual formats to allow for maximum participation. 
Current strengths and progress in building partnerships result from the success of school site Community Advisory and School Site Council groups as well as our school site English Learner Advisory Committees. OUSD annually provides professional learning for the engagement of these advisory groups and support in seeking input for the development of School Plans for Student Achievement and the District Local Control Accountability Plan. OUSD continues to focus on reaching and seeking input from underrepresented groups as we build greater partnerships within the school community with the support from our Office of Accountability.	An area of continued growth focuses on educating families in understanding and exercising their legal rights and acting as advocates for their children.  Empowering parents is essential in building understanding of the vital role they play in the education of their children.  OUSD continues to offer workshops on a variety of topics that provide families with information to navigate the public school system, including workshops on college eligibility and financial aid, effective parenting strategies, and supporting the well-being of the whole family.  Additionally, OUSD focuses on increasing participation in both ELAC and DELAC meetings so that parents of English learners can provide input and feedback on strategies and actions to support this unduplicated group of students.  With the addition of Community Leads at many sites, we are making great strides in providing resources and information to our families.	OUSD provides numerous opportunities for parents and families to be involved at school, including serving on SSC and ELAC, and parents are encouraged to participate on district level on committees like DAC and DELAC. We are committed to communicating and engaging parents as partners in education and obtaining community resources for our schools.  The Office of Accountability offers workshops to build skills, knowledge and relationships in order for families to fully participate in the academic learning process.  All schools in OUSD are required to complete a School-Parent Compact and Parent-Family Engagement Policy. These documents involve collaboration between home and school and provide information on family engagement activities that impact student learning and social-emotional growth and development. OUSD provides families with a variety of resources to support student achievement. Some of these resources include technology designed to supplement instruction at home, electronic devices for access to students who might need these to reinforce what they have learned in class and to conduct further research. Lists and links to grade-level appropriate resources are available on the website, as well as, recordings of parent and family engagement workshops. The Community Liaisons, Leads and TOSA for Parent and Family Engagement collaborate monthly to share ideas to increase parent participation at the school sites. Community liaisons and leads are essential in providing resources, activities, and guidance to increase academic and social-emotional growth for students.  OUSD demonstrates its strength in building partnerships for student outcomes based on events such as Back to School Nights, Family Math/Science Nights, parent workshops, and parent/teacher conferences.  Multi-Systems of Support and intervention teachers provide additional service to underrepresented students. Other opportunities for site teams to engage and support underrepresented families who are struggling with academics or need additional social-emotional resources include Student Attendance Review Team, Student Study Team, and Individualized Educational Plan meetings.	OUSD recognizes the value that families add to our collective success. Families engage their existing leadership talents in dialogue with personnel when making decisions on policies and programs for schools.   Our focus is providing families with opportunities to give input on policies and programs, and implementing strategies to seek input from underrepresented groups.  Our goal is to ensure that every school site has a representative from their School Site Council that attends regular District Advisory Committee meetings and a representative from each site’s English Learner Advisory Committee  that attends the District English Learner Advisory Committee. At site SSCs and ELACs, as well as at the DELAC and DAC, parents are trained in their roles and responsibilities as parent members on these important teams. OUSD continues to improve on established feedback communication loops so that all families in all committees share information and collect input to inform district decision making. 
Reaching families without internet access can be challenging.  To remedy this, OUSD continues to devote resources to develop ways to communicate and interact with members of our community who lack internet and digital resources. OUSD has a large geographical area that can be challenging for our parents without transportation. We are working to add parent workshops at different locations to meet the needs of all families.	OUSD recognizes the value that families add to our collective success. Families engage their existing leadership talents in dialogue with personnel when making decisions on policies and programs for schools.   Our focus is providing families with opportunities to give input on policies and programs, and implementing strategies to seek input from underrepresented groups.  Our goal is to ensure that every school site has a representative from their School Site Council that attends regular District Advisory Committee meetings and a representative from each site’s English Learner Advisory Committee  that attends the District English Learner Advisory Committee. At site SSCs and ELACs, as well as at the DELAC and DAC, parents are trained in their roles and responsibilities as parent members on these important teams.  OUSD continues to improve on established feedback communication loops so that all families in all committees share information and collect input to inform district decision making. 
Reaching families without internet access can be challenging.  To remedy this, OUSD continues to devote resources to develop ways to communicate and interact with members of our community who lack internet and digital resources.  OUSD has a large geographical area that can be challenging for our parents without transportation. We are working to add parent workshops at different locations to meet the needs of all families. This may expand the participation of parents who traditionally are not involved in school activities or attend district meetings.	The Language Assessment Center and Office of Accountability are the central location for parents, families, staff, and community members to participate in workshops for the purpose of learning how to engage in the decision-making process at the school site and district level. The primary focus of the professional development and trainings is to build relationships with parents and families. All educational partners should feel they are welcomed and encouraged by principals and staff to advocate for all students by participating in a decision-making committee. Schools offer parents multiple opportunities to participate in leadership roles such as SSC, PTA, District English Language Advisory Committee and English Language Advisory Committee, District Advisory Committee, and GATE Advisory committee. Translation and interpretation services are provided to encourage parents to attend these decision-making forums and be active participants. By offering a variety of platforms for meetings and workshops in a comfortable risk-free environment, parents can share concerns, make suggestions, and ask questions. District leaders attend, participate, and present at meetings and facilitate the engagement of parents and families, which sends the message to parents that home-to-school partnerships is a priority in OUSD. Interactive strategies are utilized during this meeting to seek input on policies and programs such as School Plan for Student Achievement, Local Control Accountability Plan Actions and Services, District Annual Survey, CDE Dashboard data and any other data related to the progress of underrepresented students. All families are provided the opportunity to give input on topics related to the academic achievement of underrepresented students.   OUSD has a history of building capacity including open dialogue and collaboration with parents, staff and administration to guide the decisions for student achievement. Areas for improvement in increasing participation include decision-making advisory school site committees and the English Learner Advisory Committee to strategically plan and hold meetings virtually or in-person based on parent input. OUSD’s Chief Business Officer and staff provide families with a Budget Overview for Parents to ensure they are informed about the financial budgets of the district. During School Site Council, English Learner Advisory Committee, District Advisory Committee, as well as Board of Education meetings, families can make public comments to express concerns and opinions.  As we strive to expand the ways in which we work within our district to strengthen our engagement of underrepresented families, OUSD will continue to incorporate family input and feedback received to develop an LCAP, site SPSAs, and daily engagement programs that are inclusive of all families and are responsive to their needs.	5	5	5	5	4	5	5	5	5	5	5	5	Met		2024-06-26	2024
30666216085328	Santiago Middle	3	Santiago's primary strength, as identified in community surveys, is engagement of students and families. Overwhelmingly, families feel excited to be a part of Santiago and trust that Santiago will be the best fit for their student(s).	Santiago Charter Middle School has a consistent positive feedback from the community and families of Santiago. The LCAP Survey indicates 96% of the families feel that Santiago is a safe place that promotes the best education and experience for their student(s).	Santiago Charter Middle School will improve engagement of underrepresented families through continuing outreach activities in the local community.	Based on the LCAP Survey, 98% of stakeholders believe Santiago provides a good education for their student and puts the needs of students first.	Santiago will focus on continued development of partnerships with community higher education schools to engage  students with innovative college and career readiness opportunities.	Santiago will continue to provide underrepresented families the opporuntiy to partner with Santaigo to improve engagement for all stakeholders through the ELAC, PTSA, and annual community outreach events.	Santiago has a great relationship with the families of Santiago. Based on recent LCAP feedback, families, overwhelmingly, feel a part of Santiago and know where to go if they have feedback or need support.	Santiago will continue to promote the importance of stakeholder input for decision-making through the Charter Board, ELAC, and PTSA.	Santiago will continue to promote the importance of stakeholder input for decision-making through the Charter Board, ELAC, and PTSA as well as outreach to our underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
30666216094874	El Rancho Charter	3	Communication has increased over the past four years starting with our weekly newsletter. We provide weekly information regarding school announcements, upcoming events, as well as student and staff celebrations. In addition, our back to school nights and open house has provided an opportunity for parents to meet the teachers on campus. Throughout the year, we give guided tours of campus to prospective parents to familiarize themselves with the campus, see our many electives, and view the facilities. This gives an opportunity to ask any questions they may have prior to the start of school.	We have continued to refine our communication and continue to inform our families on an ongoing basis.	We will continue using various means of communication in order to engage our underrepresented families.	El Rancho's primary focus has always been in academics, therefore most decisions are made considering the academic needs of students. Professional development in the area of ELA, math and reading occurred in August 2021 to determine how to use data as a measure of student success and reteaching.	El Rancho will continue refining strategies and reviewing data in math and ELA as well as implement supports to address the needs of students.	We will continue using various tools/data to target student outcomes of our underrepresented families.	El Rancho sends out surveys throughout the year on various topics to all parents. In addition, input is gathered from various parent groups and staff to help guide the educational goals for our students.	El Rancho will continue to gather input from our educational partners in areas to improve student achievement.	El Rancho will continue to reach out to underrepresented families to gather data to improve the quality of our programs.	5	5	5	5	5	5	5	5	5	4	5	5	Met		2024-05-29	2024
30666470000000	Placentia-Yorba Linda Unified	3	This year, 88% of parent respondents agree that school staff show a caring and supportive attitude toward their students. Additionally, 86% of parents report that staff respond in a timely and courteous manner and 88% of parents report that the school creates a welcoming environment. Parents also reported that the schools and district engage in two way communication in a language that is understandable and accessible with 89% of parents agreeing or strongly agreeing with this sentiment. Student progress reporting increased this year to ensure updates occurred every two weeks as another means to increase communication between schools and families.	A focus moving forward will be on the improvement in building meaningful relationships between schools staff and families. A new Title 1 Parent advisory group has been formed, Parent University has been revived, and after school parent workshops will continue in order to maintain and improve these relationships. The number of parent respondents reporting they had opportunities to volunteer at their student's campus declined by 6% noting another focus area for improvement.	Placentia-Yorba Linda Unified School District will improve engagement of underrepresented families through the continuation of family literacy and math nights at our Elementary schools, AVID family nights at our secondary schools, Preschool parent workshops, Love and Logic parent workshops, and Disciplina Positiva sessions at select schools. The addition of a Title 1 Parent Advisory group will also substantially improve engagement. Parent University has also been revived and will offer regionalized opportunities for parents.	Our district has shown several strengths in building partnerships for student outcomes. These include the engagement of educational partners through mechanisms such as our English Learner Advisory Committees, School Site Councils, and the District English Learner Advisory Committee. These forums allow for diverse perspectives to contribute to decision making, particularly in areas that impact English Learners. Significant strides have also been made to foster strong school and family partnerships through parent nights, Parent University, and events at school sites to increase family engagement.	Based on the analysis of educational partner input and local data, PYLUSD has identified the following focus areas for improvement in building partnerships for student outcomes: 

1. Enhanced Communication - continue to increase the frequency of communication between sites and families to ensure families are well informed of their student's academic progress and resources available to them and gather their input for decision making at both the site and district levels. 

2. Workshops and Training - continue to develop and offer workshops and training for parents to build their capacity in supporting their student's education. 

By addressing these areas, PYLUSD aims to strengthen the home-school connection and enhance student learning and development.	Based on the analysis of educational partner input and local data, PYLUSD will improve engagement of underrepresented families identified during the self-reflection process by implementing targeted strategies. These strategies aim to foster inclusive and supportive environments for all families, ensuring they can effectively participate in their student's education. Key initiatives include:

Increased Family Math and Literacy Nights: PYLUSD will organize more family math and literacy nights, providing interactive and engaging opportunities for families to learn alongside their students. These events will focus on essential skills and offer practical strategies that parents can use at home to support academic growth.

Preschool Parent Workshops: To engage families early in their student's educational journey, PYLUSD will conduct workshops for parents of preschool-aged students. These workshops will cover foundational topics such as early literacy, numeracy, and developmental milestones, equipping parents with the knowledge and tools to foster early learning.

Building Blocks of Success Campaign: Expanding the successful Building Blocks of Success Campaign from math to include reading, PYLUSD will promote comprehensive support for both numeracy and literacy. This campaign will provide resources, tips, and activities that families can integrate into their daily routines to reinforce learning at home.

By focusing on these initiatives, PYLUSD aims to enhance engagement among underrepresented families, ensuring they have the resources and support needed to contribute effectively to their student's educational outcomes.	PYLUSD has demonstrated several strengths and progress in seeking input for decision making. A robust Local Control Accountability Plan input process ensures a wide range of educational partners have the opportunity to provide input on district focus areas. The Superintendent's advisory groups are also instrumental in maintaining open lines of communication between administration and parents, allowing for continuous and meaningful dialogue on important issues. Additional advisory groups such as the District English Learner Advisory Committee (DELAC), site English Learner Advisory Committees (ELAC), and School Site Councils (SSC) also play a critical role in representing the interests of different student groups and ensuring their voices are heard in the decision making process. PYLUSD also maintains strong partnerships with labor groups (APLE and CSEA), facilitating regular collaboration and ensuring that the perspectives of teachers and staff are considered in policy and program decisions.	Based on the analysis of educational partner input and local data, PYLUSD has identified a key focus area for improvement in seeking input for decision-making: fostering collaborative planning and evaluation of family engagement activities. This involves creating more opportunities for families, teachers, principals, and district administrators to work together in planning, designing, implementing, and evaluating these activities. By involving all educational partners at both school and district levels, PYLUSD aims to ensure that family engagement initiatives are more effective, inclusive, and aligned with the needs and priorities of the community. This collaborative approach will enhance the overall impact of family engagement efforts and strengthen partnerships between the district and its educational partners.	Based on the analysis of educational partner input and local data, PYLUSD will enhance the engagement of underrepresented families in seeking input for decision-making by implementing several key strategies identified during the self-reflection process. These strategies include participating in the Community Engagement Initiative, which aims to foster more inclusive and effective community involvement. PYLUSD will also strengthen Title I advisory groups and host regional community education meetings to ensure that diverse voices are heard and considered. Additionally, the district is considering adding an engagement goal to each sites' School Plan for Student Achievement (SPSA) to prioritize family involvement. Furthermore, there are plans to host District English Learner Advisory Committee (DELAC) meetings at Title I sites, making it more accessible for families of English learners. These initiatives will create more opportunities for underrepresented families to contribute to decision-making processes, ensuring their perspectives and needs are addressed.	5	5	5	5	4	4	5	5	4	5	5	4	Met		2024-06-18	2024
30666700000000	Santa Ana Unified	3	Progress is achieved by multi-tiered areas of support across all SAUSD departments. SAUSD prioritizes collaboration between staff and families, valuing families as educational partners.	SAUSD has developed a strong focus on building capacity within historically marginalized communities and on valuing cultural wealth. The District’s DAC, DELAC, and CAC committees serve to empower, inform, gather input, and provide valuable resources for dissemination to all school sites. The AIPAC has been developed to include the voices of our Native American families and provide critical resources. The LCAP PAC reviews educational feedback and student outcomes to inform the LCAP development and provide cross-communication between parent leadership groups. Collaborative Education Liaisons work with newcomer, migrant, and foster students and their families to ensure access to resources, connection to networks of support, and understanding of the school system.	In collaboration with district departments, 55 FACE liaisons support family and community engagement at the site level, creating welcoming environments for families, staff, and community partners to engage in building networks of support to empower, build capacity, and bridge access and information to internal and external resources.	SAUSD has two FACE areas of focus to improve outcomes for students: 1) building capacity for families to support their students within the educational system and 2) working with community partners to provide focused support and resources to our families.	FACE Liaisons and counselors provide individualized support to families. Workshops for special education parents have increased awareness of their rights and responsibilities. School Site Councils and English Learner Advisory Committees along with District advisory committees allow for representation of the families of our student groups and provide pathways for input from the community so that we can authentically meet the needs of parents and students	Our SAELI Parent Leadership Teams focus on early learning, civic engagement, and advocacy. SAUSD has increased the interdepartmental collaboration of our students and families by evaluating assets and needs.	SAUSD’s commitment to seeking input for decision-making reflects its dedication to inclusivity, transparency, and collaborative decision-making. By actively engaging educational partners and leveraging tools such as Thought Exchange, data analysis, and site and district advisory committees, SAUSD ensures that its actions are informed by a wide range of perspectives, data-driven insights, and input from educational partners and families.	SAUSD hosted LCAP feedback sessions across 54 sites and with all partner groups. SAUSD’s LCAP Task Force and LCAP Parent Advisory Committee provided input into programs, services, parent engagement strategies, and the LCAP self-reflection tool. The superintendent's advisory committee incorporated parent and community partners' input and perspectives ensuring that all voices are heard and considered when making important decisions that affect the students and the community.
	Educational partners including parents have been actively involved in the development of the district; core values, vision and mission, and the Framework for the Future.	3	3	3	3	3	3	2	3	2	3	3	2	Met		2024-06-25	2024
30666700101626	Edward B. Cole Academy	3	"The LEA has several strengths in building relationships between school staff and families. Open communication is facilitated through ParentSquare, and administration is accessible with a ""door always open"" policy. Bi-monthly Parent Learning Opportunities (PLOs) were created due to parent demand, and multiple open forums allow parents to voice ideas and concerns. These initiatives collectively enhance parent engagement and support."	The LEA's focus areas for improving relationships between school staff and families include increasing teachers' trust in parents, improving accessibility, and prioritizing parent volunteering to integrate parents into the fabric of the school community.	The LEA will improve the engagement of underrepresented families by increasing intentional and consistent outreach to SWD and EO families. Although SWD parents are highly represented in PLO, the LEA aims to ensure their voices are consistently heard. The same targeted outreach approach will be applied to EO families.	EBCA adopted the Leader In Me curriculum and fundamentally changed the mindset and language used to build partnerships for student outcomes.	Based on the analysis of educational partner input and local data, the LEA's focus on improving partnerships for student outcomes includes offering Parent Help Study Hall sessions in both English and Spanish in 24-25 to empower parents in supporting their students.	The LEA will improve engagement and underrepresentation among SWD and EO families by offering a series of SWD and EO-focused parent nights throughout the 24-25 school year. Specifically, the LEA will offer SWD and EO nights once a quarter. The EBCA leadership team will host these events.	The LEA’s current strengths in seeking input for decision-making include gathering parent feedback through ELAC and PAC and collecting staff survey feedback.	The LEA’s focus areas for improvement in seeking input for decision-making include increasing the frequency of parent surveys to maintain a constant pulse on feedback and enhancing the availability of administration by holding more frequent and recurring town hall meetings, including monthly sessions and Coffee with Admin, alongside PAC and ELAC meetings.	The LEA will create and send specific surveys to EO and SWD families.  Additionally, the LEA will better identify and support Foster/Homeless Youth with wrap-around services that offer weekly food donation boxes, free uniforms, etc.	3	3	3	4	3	3	3	3	3	3	3	3	Met		2024-06-17	2024
30666700106567	Nova Academy Early College High	3	LEA strengths in the area of “Building Relationships Between School Staff and Families” include a wide variety of opportunities for school staff and parent engagement, including Parent University, ELAC, School Site Council, and Wellness Committee meetings, as well as consistent communication regarding campus activities and events via weekly newsletters.	An area of potential improvement within this category is the percentage of parents participating in school events and attending meeting opportunities with faculty.	LEA efforts to continue improvement in this focus area will include providing additional parent meeting opportunities, such as Parent/Teacher conferences, as well as expanded outreach and greater flexibility to encourage participation among non-English speaking parents, parents of EL and SPED students, and other underrepresented families.	LEA strengths in the area of “Building Partnerships for Student Outcomes” include: campus-wide implementation of Visible Learning strategies; regularly scheduled professional development meetings and faculty collaboration time; Social-Emotional Learning exercises in Family class (homeroom); and ongoing use of Renaissance Star benchmark assessments to evaluate student progress.	An area of potential improvement within this category is the reinforcement of key ELA and Math skills within other classes. Due to the impact that proficiency in the core skills of these subjects has on success within other fields of study, inter-departmental collaboration in supporting these skills is crucial to student success.	LEA efforts to continue improvement of student outcomes and engagement with underrepresented families will include: additional counseling department supports (college pathways, SEL, and grade-level presentations); collaboration among faculty in the review of benchmark assessment results; campus-wide student engagement events (multicultural day, red ribbon week, family feast, spring fiesta, etc.) and school activities (spirit & academic assemblies); and seeking additional opportunities for stakeholder partnerships at student and parent events.	LEA strengths in the area of “Seeking Input for Decision-Making” include an exceptionally high participation rate among students for annual feedback surveys, as well as the offering of numerous input opportunities throughout the year, such as Parent University events and meetings of the SSC, ELAC, and PAC.	An area of potential improvement within this category is the number of parents participating in feedback opportunities, with only a small portion of parents regularly attending campus events and the majority of parents not completing the Family-School Relationship Survey.	LEA efforts to continue improvement in this focus area will include: expanded outreach efforts and participation incentives for Parent University meetings, SSC, ELAC and PAC; providing additional opportunities for educational partners to provide input via flexible meetings, online surveys, opinion/feedback cards at events, and direct follow-up outreach; and exploring more personalized approaches for seeking stakeholder input, especially when inviting underrepresented families to participate.	5	5	4	5	4	4	4	4	5	5	5	5	Met		2024-06-26	2024
30666700109066	Orange County Educational Arts Academy	3	Based on the analysis of educational partner input and local data, the LEA has demonstrated significant strengths and progress in building relationships between school staff and families. An internal school-wide needs assessment revealed that an overwhelming majority of parents feel welcomed by reception staff, teachers, and administration (86%).
This year, we expanded our initiatives to enhance parent engagement and strengthen relationships further. We introduced more opportunities for parents to participate actively in the school community through regular parent-teacher meetings, workshops, and informational sessions. Additionally, we hosted communal meals where parents, teachers, and administrators could share a meal and engage in open discussions. These events provided a relaxed setting for conversations about the school's strengths and allowed parents to share ideas for new programs and improvements.
Our efforts have led to increased parental involvement and a deeper sense of community. Parents appreciate these opportunities, feeling more connected to the school and confident in contributing to their children's education. The communal meals, in particular, have been successful in breaking down barriers and building trust.
Overall, our initiatives have been highly effective, as evidenced by positive feedback and growing parent participation. We remain committed to maintaining this momentum and exploring new ways to engage parents and foster a supportive school environment.
	Focus area(s) for improvement in Building Relationships Between School Staff and Families are additional opportunities for parents to work alongside school administration in decision making processes. Other areas for improvement are providing quality parent education on topics of interest, adding opportunities for Health Education, and improving contact between teachers and families for Middle School Students. The final area of improvement is to add an opportunity of a creation of an advisory parent panel that can meet monthly and provide feedback.	In an effort to support  and engage underrepresented families, OCEAA will continue to provide translation support (live and written form), continue to explore other communication approaches to ensure families receive timely & consistent communications and increased community engagement opportunities. Part of data-analysis was to design a system to work on disaggregated data that will be implemented in the next year. This year a big focus was technology support and training to ensure parents had access to the appropriate technologies of communications.	As a Two Way Bilingual Immersion school with a staff that is over 95% bilingual, OCEAA naturally engages parents in both Spanish and English. Our Needs Assessment Survey data indicate that an overwhelming majority of parents (88%) agree and strongly agree that OCEAA creates a welcoming environment. ParentSquare is used to communicate regularly with parents. Parent feedback is welcome through formal and informal stakeholder engagement activities, and participation in organizations such as Families Supporting OCEAA (FSO), School Coordinating Council (SCC), ELAC and coffee chats. Parent coffee chats and meetings are in-person and live streamed and archived on social media to increase access. To further explore these areas OCEAA is engaged in a four year partnership with EL Education to increase sociocultural competence across stakeholders through Crew/character development and social justice oriented curricula.	In an effort to continue to improve Building Partnerships for Student Outcomes, OCEAA leadership will continue to enhance timely, consistent and more frequent communications. More opportunities to train families on different topics of interest is an area of growth.  A monthly panel with families is planned for 24/25.	In an effort to support  and engage underrepresented families, OCEAA will continue to provide translation support (live and written form), and continue to explore other communication approaches to support student outcomes.	Based on the analysis of educational partner input and local data, the LEA has demonstrated significant strengths and progress in seeking input for decision-making. OCEAA has active educator partner representation on the School Coordinating Council (SCC), ELAC, the OCEAA Board of Directors, and Families Supporting OCEAA (FSO). This diverse representation ensures various perspectives are included in decision-making.
To support these members, OCEAA provides annual training to enhance their participation and engagement, ensuring their input is informed and constructive. Additionally, OCEAA conducts ongoing school-wide surveys on key initiatives that require a collective decision-making approach. The recent Needs Assessment Survey revealed that a majority of parents feel included (98%), and 74% informed to be involved or really involved.
This school year, OCEAA made a concerted effort to listen to parents, students, and staff, adapting to meet their needs through regular feedback sessions, focus groups, and open forums. These initiatives allowed us to respond more effectively to community concerns and suggestions.
These efforts have cultivated an inclusive and collaborative environment at OCEAA, where stakeholders feel valued and heard. The positive feedback from parents, students, and staff, along with their active participation, underscores OCEAA's commitment to participatory decision-making.
	OCEAA leadership will continue to enhance timely, consistent and more frequent communications to provide families with opportunities to collaborate in decision-making opportunities .	In an effort to support  and engage underrepresented families, OCEAA will continue to provide translation support (live and written form), and continue to explore other communication approaches to create decision-making opportunities.	4	4	4	4	3	4	4	4	4	4	3	4	Met		2024-06-12	2024
30666700135897	Advanced Learning Academy	3	Progress is achieved by multi-tiered areas of support across all SAUSD departments.
Advanced Learning Acadmy prioritizes collaboration between staff and families, valuing families as
educational partners.
Advanced Learning Acadmy has developed a strong focus on building capacity within historically
marginalized communities and on valuing cultural wealth. ALA participates in SAUSD's DAC, DELAC,
and CAC committees that serve to empower, inform, gather input, and provide valuable
resources for dissemination to all school sites. The AIPAC has been developed to
include the voices of our Native American families and provide critical resources. The
LCAP PAC reviews educational feedback and student outcomes to inform the LCAP
development and provide cross-communication between parent leadership groups.
Collaborative Education Liaisons work with newcomer, migrant, and foster students and
their families to ensure access to resources, connection to networks of support, and
understanding of the school system. ALA has 2 FACE
liaisons, one at each school site, to support family and community engagement, creating welcoming
environments for families, staff, and community partners to engage in building networks
of support to empower, build capacity, and bridge access and information to internal and
external resources.	Advanced Learning Academy's FACE will work in the community to bring programs that represent cultures as well as inform and educate families.	Advanced Learning Academy will continue to monitor families and when needed do a home visit to help assess what the families's needs are. The FACE will do surveys to see what topcs are important and needed and then work with community partners to bring in the training.	Advanced Learning Academy has two FACE areas of focus to improve outcomes for students: 1) building
capacity for families to support their students within the educational system and 2)
working with community partners to provide focused support and resources to our
families. FACE Liaisons and counselors provide individualized support to families.
Workshops for special education parents have increased awareness of their rights and
responsibilities. School Site Councils and English Learner Advisory Committees along
with participation in SAUSD District advisory committees allow for representation of the families of our student
groups and provide pathways for input from the community so that we can authentically
meet the needs of parents and students. SAUSD has increased the
interdepartmental collaboration of our students and families by evaluating assets and
needs.	FACE will conduct workshops to help families connect with the school. Collaboration among FACE, counselors, teachers, and family is key to success.	FACE will work with underrepresented families and involve them in opportunities such as principal meetings, SSC, parent teacher conferences.	Advanced Learning Academy’s commitment to seeking input for decision-making reflects its dedication to
inclusivity, transparency, and collaborative decision-making. By actively engaging
educational partners and leveraging tools such as Thought Exchange, data analysis,
and site and participating in SAUSD district advisory committees, Advanced Learning Academy ensures that its actions are informed
by a wide range of perspectives, data-driven insights, and input from educational
partners and families. Educational partners including parents have been actively
involved in the development of the district; core values, vision and mission, and the
Framework for the Future.
Advanced Learning Academy hosted LCAP feedback sessions at the school as well as participated in SAUSD district ones.
SAUSD’s LCAP Task Force and LCAP Parent Advisory Committee provided input into
programs, services, parent engagement strategies, and the LCAP self-reflection tool.	Our LCAP process allows for feedback. Monthly meetings with the principal allow for input and feedback from families as well.	Our FACE will work with our underrepresented families and inform them of opportunities at both the school site as well as at SAUSD district opportunities such as CAC for parents of families with disabilities.	3	3	3	3	3	3	2	3	2	3	3	2	Met		2024-06-27	2024
30666706119127	El Sol Santa Ana Science and Arts Academy	3	El Sol Academy continues to progress significantly in strengthening relationships between the school, staff, and families. More than two-thirds of our school staff and families report feeling welcomed and cared for; we continue implementing various strategies to enhance collaboration and support learning. These initiatives include behavioral support, parent education courses, and flexible and ongoing communication. Moreover, we have a full-time counselor and behavioral aide who works with students on coping strategies in the classroom. In addition, the behavioral aide partners with parents and teachers to provide resources and support. Parents are invited to attend 8-week sessions to learn about the educational system and how to support their children’s academic and socio-emotional development. Our school’s policy also allows parents to request conferences anytime during the school year. Although teachers and parents meet every 6-weeks, parents can request to meet as needed. Teachers use a variety of ways to communicate with families, including phone calls, emails, zoom, and home visits. Teachers who have difficulty reaching a family contact our community liaison for support.	Improving relationships between school staff and families is crucial for creating a positive and supportive educational environment.  Continuing to provide social events, parent workshops, parent learning walks, and volunteer opportunities are excellent ways to foster these relationships. Here’s how each of these initiatives can contribute to building stronger relationships with parents and teachers.  

Social Events: Organizing social events such as back-to-school nights, family picnics, or cultural celebrations allows families and staff to come together in a relaxed and informal setting.  These events allow parents, teachers, and other school staff to interact with each other and build trust.  It also allows families to feel comfortable approaching school staff with any concerns or questions.

Parent workshops: Hosting workshops designed for parents and caregivers can empower them to support their children’s education effectively.  Using parent feedback, some topics will include strategies for helping with homework, effective communication with teachers, promoting positive behavior at home, or reading strategies.  

Parent Learning Walks: Inviting families to visit the classrooms and learn from teachers, as well as all the teaching strategies, state standards, and behavior accommodations, will allow parents to have a better understanding of the school system.  These visits will foster transparency and build trust between parents and families.

Volunteer Opportunities: Encouraging parents to volunteer in various school activities creates a sense of ownership and involvement.  Parents can contribute their skills and expertise in areas such as assisting in the library, organizing extra-curricular events, chaperoning field trips, and participating in classroom activities.  Having parents volunteer will provide interactions between parents and staff, leading to stronger relationships.

Active roles in committees: Encouraging parents to take an active role in school site council committees, the English Language Advisory Committee, the Special Education Committee, and the Parent Group Committee.  Their engagement in these committees will allow parents to help make decisions for the betterment of the students. 
	To improve the engagement of underrepresented families identified during the self-reflection process in building relationships between school staff and families, the LEA will focus on several key initiatives. We will continue to provide social events, parent workshops, parent learning walks, and volunteer opportunities to foster these relationships. Crucially, all information will be provided in families' home languages to ensure inclusivity. Additionally, we will offer clear and comprehensive information to help parents understand expectations. Building trust through collaboration and strong communication with families will be central to making them feel included and supported as part of the school community.	Over the years, we have developed various strategies to partner with parents and support student learning collaboratively. El Sol Academy is dedicated to a whole-child approach, with programs supporting students at home and on campus. Our comprehensive support system and wrap-around services enable us to identify and assist at-risk students early on. Our full-time behavioral aide assists students with coping strategies in the classroom and partners with parents and teachers to provide resources and support. Parents are invited to attend 8-week sessions to learn about the educational system and how to support their children’s academic and socio-emotional development. Our policy allows parents to request conferences at any time during the school year, in addition to the regular six-week meetings. Teachers communicate with families through phone calls, emails, Zoom, and home visits. If a teacher has difficulty reaching a family, they seek assistance from our community liaison.	Effective communication between teachers and parents is crucial for better-serving students. Teachers must understand each child's background and whole story before making assumptions. This requires ongoing, structured communication where teachers and parents can learn from each other. Creating regular opportunities for teachers and parents to meet and discuss the student's needs and progress is essential for fostering a supportive and collaborative educational environment.	Based on the analysis of educational partner input and local data, El Sol Academy will enhance engagement with underrepresented families to strengthen partnerships for student outcomes using the following strategies: Continue to monitor ongoing communication between parents and teachers, which is key to building these partnerships. Parents requiring translation or other accommodations will be identified and supported by the parent liaison to ensure inclusivity. Providing a safe platform for feedback enables parents to actively participate in school decisions, fostering a sense of inclusion and collaboration within the school community. This will include offering direct access to administrators, feedback and suggestions boxes around campus, and routine surveys and focus groups.	Based on the analysis of educational partner input and local data, El Sol Academy demonstrates notable strengths and progress in seeking input for decision-making processes. One of our key assets is the School Site Council group, which serves as a vital channel for ongoing feedback and guidance. Comprising representatives from various stakeholders, including parents, teachers, and community members, this council plays a pivotal role in supporting all learners and advocating for the diverse needs of our student body. The School Site Council ensures that decisions align with our overarching goals and priorities through regular meetings and collaboration, reflecting our commitment to inclusive and responsive governance.	Based on the analysis of educational partner input and local data, El Sol Academy acknowledges the importance of enhancing collaboration with parents and integrating their perspectives into decision-making processes for student achievement. Recognizing that some parents may require additional support to engage effectively, a key focus area is developing a comprehensive plan to involve families in school activities throughout the year. This includes establishing committees that welcome parental involvement and support the school community. To further bolster family engagement, dedicated staff members have been identified and funded to facilitate workshops for parents throughout the academic year, aiming to equip them with the necessary skills and resources to shape their children's educational experience actively.	Based on the analysis of educational partner input and local data, El Sol Academy is committed to enhancing engagement with underrepresented families in the decision-making process. We have implemented a multifaceted approach that prioritizes inclusivity and responsiveness to achieve this. Throughout the school year, parents are given various opportunities to provide feedback via surveys, ensuring their voices are heard and valued. Working closely with our community liaison and community lead, underrepresented families are approached with care and respect to solicit specific feedback tailored to their needs and perspectives. In response to identified needs, resources and supports are allocated accordingly, fostering a collaborative and equitable environment where all stakeholders play a vital role in shaping our educational initiatives.	4	5	4	4	4	4	4	4	4	4	3	3	Met		2024-06-13	2024
30666960000000	Savanna Elementary	3	The Savanna School District has consistently prioritized building partnerships to enhance student outcomes. Following a review of self-assessment results, it was found that while we are fully implementing initiatives across the board, there is always room for improvement. To support this, we continue to offer professional development to teachers, emphasizing the importance of forming genuine and personal connections with students and their families. All communications to families are provided in both English and Spanish. We offer numerous opportunities for teachers to engage with families and students to discuss progress and collaborative support strategies, including two parent-teacher conferences as well as 504, IEP, and SST meetings for eligible students. Parents can also request additional meetings if necessary. Furthermore, we encourage parents to give feedback and suggestions on how the district can better support families, helping them understand and exercise their legal rights and advocate for their children.	The Savanna School District recognizes the critical importance of strong relationships between school staff and families in fostering a supportive and inclusive educational environment. To enhance these relationships, the Savanna School District has identified the following key focus areas for improvement:
*Enhanced Communication Channels: We aim to maintain consistent and transparent communication through newsletters, emails, and a dedicated parent portal to keep families informed about school events, policies, and student progress.

*Community-Building Events: At the school site levels, we will host events such as family nights, festivals, and open houses to foster a sense of community and belonging among families and school staff.

*Inclusive Decision-Making: We will provide opportunities for parents to be part of the decision-making process through school and district committees, ensuring their voices are heard and considered in the development of school policies and programs.

*Regular Feedback Collection: Implementing regular surveys will help gather input from families on their needs, concerns, and suggestions for improvement.

By focusing on these areas, we aim to build stronger, more collaborative relationships between school staff and families, ultimately enhancing the educational experience and success of all students.	Based on the analysis of educational partner input and local data, the Savanna School District has identified several strategies to enhance the engagement of underrepresented families in building stronger relationships between school staff and families. The self-reflection process highlighted specific needs and barriers faced by these families, and the Savanna School District is committed to addressing them through the following targeted initiatives:
*Personalized Support: Our community liaisons will connect families with essential resources, such as counseling services, academic support, and community programs, ensuring personalized assistance tailored to their needs.

*Multilingual Communication: To ensure all families have access to important information, we will offer multilingual support, accommodating various primary languages spoken within our community.

*Parent Workshops and Classes: We will organize workshops and classes covering topics like parenting strategies, academic support, and mental health, empowering families with the knowledge and skills necessary to support their children's education.

*Flexible Meeting Times: To accommodate diverse schedules, we will host meetings, workshops, and events at various times, including evenings and weekends, making it easier for underrepresented families to participate.

By implementing these strategies, the Savanna School District aims to improve the engagement of underrepresented families, ensuring they have the support and opportunities needed to actively participate in their children's education and school community.	The Savanna School District has made significant strides in forging partnerships aimed at boosting student outcomes. According to our self-assessment, we have fully implemented strategies across all areas, yet we remain committed to continuous improvement. We provide ongoing professional development for teachers, highlighting the crucial role of fostering authentic relationships with both students and their families. We facilitate numerous opportunities for teachers, students, and families to collaborate on enhancing student outcomes, including two scheduled parent-teacher conferences, as well as 504, IEP, and SST meetings for eligible students. Additionally, parents have the option to request extra meetings as needed. Throughout the year, teachers work together to establish data-driven S.M.A.R.T. goals to monitor progress and improve student outcomes. Small group instruction is frequently used to personalize and tailor teaching to meet the academic needs of our students.	To enhance partnerships for better student outcomes, the district will keep encouraging staff to cultivate genuine and personal relationships with students and their families. Additionally, the district will offer various opportunities for teachers to meet with families and students to discuss progress and collaborate on strategies for improvement. Parents will also continue to have the chance to provide feedback and suggestions during meetings and through surveys.	Being mindful of our underrepresented families, we will maintain translation services for all communications and meetings. Additionally, we will provide various opportunities for teachers to connect with families and students to discuss progress and collaborate on strategies to enhance student outcomes.	While we have achieved full implementation in all categories, this remains a focus area for us. The Savanna School District continues to actively involve stakeholders in the educational process of our students. During the 2023-2024 school year, we conducted a survey to further shape and refine our priorities related to LCAP goals and to identify the actions and services that would best meet the needs of students in the Savanna community. From this survey, we gained the following insights regarding the importance of seeking input for decision-making:
*94% of parents feel the school keeps them well informed about school activities.
*94% of parents feel the school encourages them to be an active partner with the school in educating their child.
*94% of parents feel welcome to participate at school.

This data highlights our strengths with parents feeling welcome and encouraged to participate and provide input in their child's education.	While scoring at the 94th percentile is commendable, there is still room for improvement. We will continue to provide parents with opportunities to participate in school and District committees such as School Site Council Meetings, English Learner Advisory Committee meetings, District Advisory Committee meetings, District English Learner Advisory Committee meetings, and PTA meetings. Participation in these committees are crucial as parents bring diverse perspectives and ensures the school's actions align with community needs, fostering a supportive educational environment.	Based on the analysis of educational partner input and local data, the Savanna School District will improve the engagement of underrepresented families by actively promoting participation in various school committees such as the School Site Council, Parent Teacher Associations, Title-1 Committees, and English Language Advisory Committees. We will continue to seek input for parent engagement activities and encourage involvement in district-level councils like the District Advisory Council and District English Language Advisory Committee. To ensure accessibility, we will offer surveys in English and Spanish through multiple channels and provide translators at meetings. Professional development for teachers will focus on building genuine relationships with students and families, and we will maintain multiple methods for partner input throughout the year.	5	5	5	5	5	5	5	4	4	4	4	4	Met		2024-06-04	2024
30667460000000	Westminster	3	Westminster School District has made stakeholder involvement a priority.  This has resulted in districtwide systems to involve parents, conduct meetings, provide support, and ensure our parents are valued.  In addition, WSD has systems in place to ensure all stakeholders have an opportunity to provide input in regards to LCAP, instruction, and resources.  A special focus has been placed on engaging underrepresented families using site level community liaisons, District translators, and District community liaison.	Westminster School District emphasizes building relationships between school staff and families by promoting goal-setting conferences, community events, back to school nights, and open communication between all educational partners.	Westminster School District ensures that our underrepresented families are connected to our schools by providing additional resources such as bilingual community liaisons at each school site, centralized translation services, and additional support staff.	Westminster School District main focus is to increase student achievement.  Data shows that educational partners value the diversified instructional offerings and support that is provided to students.	Westminster School District will focus on providing professional development to all educational partners (administrators, certificated staff, classified staff, and parents/guardians) to promote student learning and building partnerships that focus on student outcomes.	Westminster School District ensures that our underrepresented families are connected to our schools by providing additional resources such as bilingual community liaisons at each school site, centralized translation services, and additional support staff.   Additionally, school sites can request further assistance to ensure underrepresented families have equitable access to resources.	Westminster School District has made educational partner input a priority.  This has resulted in districtwide systems to involve parents, conduct meetings, provide support, and ensure our parents are valued.  WSD has systems in place to ensure all community partners have an opportunity to provide input in regards to LCAP, instruction, and resources.  Educational partners can provide input through formal meetings (SSC, DELAC, conferences, and committees) and surveys.  A special focus has been placed on engaging underrepresented families using site level community liaisons, District translators, and District community liaison.	Westminster School District main focus are for improvement in seeking input for decision making is to provide access to all educational partners.   We continue to use a variety of strategies such as social media, email, letters, and phone calls to advertise and recruit educational partners to provide input.	Westminster School District ensures that our underrepresented families have the ability to provide input by providing additional resources such as bilingual community liaisons at each school site, centralized translation services, and additional support staff.   Additionally, school sites can request further assistance to ensure underrepresented families have equitable access to resources.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-13	2024
30736350000000	Saddleback Valley Unified	3	In the 2023-24 school year, our team has made significant strides in strengthening the relationships between our school staff and families. Educators across the district engaged in numerous training sessions on culturally proficient practices, social-emotional learning, and addressing the unique needs of all students. These trainings were part of our professional learning community (PLC) and various district-wide educational enhancements.

At the elementary level, we continue to offer parent-teacher conferences twice a year. Notably, some of our schools have moved their fall conferences earlier in the academic year. This change aims to focus these meetings on setting positive goals for students right from the start, rather than solely discussing grades.

We've also emphasized the importance of the AERIES Family Portal, an essential resource for parents to stay informed about their child's academic progress. Additionally, we introduced ParentSquare, a communication platform that allows us to reach out to families in their preferred languages, ensuring everyone stays connected and informed about their child's schooling experience.	"While SVUSD's self-reflection showed improvement in all areas, partners rate ""progress in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children"" lower than other areas. In combination with the open-ended responses and the SVUSD Parent Survey, it emphasizes the desire of our educational partners for a more welcoming and inclusive district and school climate."	"To better engage underrepresented families and build strong relationships between families and our school staff, we are implementing several strategies:
• Convenient Meeting Options: We will offer both Zoom and in-person options for our meetings to make participation easier for everyone.
• Enhanced Communication: Using the ParentSquare platform, we will ensure all school communications are accessible in the languages our families prefer. We are also improving our translation and interpreting services to improve communication.
• Community Liaisons: Our Community Liaisons are increasing their direct outreach, adding a personal touch to our communication efforts, especially during events like English Learner Advisory Committee (ELAC) meetings.
• Inclusive Language: We are shifting our terminology from ""English learners"" to ""multilingual learners"" to reflect our commitment to inclusivity.
• Positive Interactions: We are encouraging our staff to make more positive phone calls home to celebrate students' successes and provide regular parent workshops every year.
• Child Supervision: To further support our families, we will explore offering child supervision during events like Back to School Night.
• Thoughtful Scheduling: We will be mindful of when we schedule our meetings to make participation easier for everyone.

Additionally, we will continue using the Title-I Parent Survey to identify key areas for growth and improvement. Through these efforts, we hope to make every family feel valued and connected to our school community."	SVUSD is making significant strides in fostering strong partnerships with families to support student success. We are pleased to share that many of our schools host parent education evenings, covering a wide range of topics, with presentations available in both English and Spanish to accommodate our diverse community. To keep our families well-informed and engaged, we utilize various communication tools. These include our eNewsletter and School News, along with a robust social media presence that highlights activities and news from both the district and individual schools.

Additionally, we employ the ParentSquare platform to send out timely announcements and correspondence in English and Spanish, and it can also translate messages into any preferred language to ensure all families have access to important information.

Our schools boast active Parent Teacher Associations (PTAs) or similar organizations, which play a crucial role in connecting parents with the happenings at their children's schools. Recognizing the importance of early engagement, several of our elementary schools have shifted from traditional end-of-trimester parent conferences to Goal Setting Conferences held earlier in the year. The adjustment allows parents and teachers to discuss and set achievable goals for students right from the start of the term.	"During 2023-24, site leadership teams continued studying, reflecting, and planning school strategies using the tools of Cultural Proficiency in order to build a school climate that is welcoming and inclusive. The District will continue to establish communication protocols and systems. In 2023-24, SVUSD launched the use of the ParentSquare platform as a way to reach families in their preferred language. Supporting families to ""understand and exercise their legal rights and advocate for their own students"" lag behind measurement for building partnership. This is an area for improvement in 2024-25."	Based on feedback from our community and local data, we have identified several ways to improve engagement with underrepresented families and build strong partnerships for student success:
• School Supplies: We are committed to ensuring all students have the necessary school supplies, so no child is left without what they need to succeed.
• Family Nights: We host engaging family nights centered around programs like AVID and IB. To make it easier for all parents to participate, we offer childcare during these events as much as possible.
• Overcoming Barriers: We are actively seeking new ways to overcome common obstacles such as transportation, scheduling conflicts, technology, and communication challenges to make family involvement more accessible.
• Teacher Involvement: Our teachers are encouraged to attend family events to build stronger connections between families and schools.
• Flexible Meeting Options: For families unable to attend important meetings, like goal-setting conferences, we provide multiple options to accommodate different schedules and needs.
• Appealing Workshops: We are making our parent workshops more appealing by incorporating them into community nights filled with enjoyable activities.
• Community Liaisons: Our school community liaisons play a crucial role in connecting families with essential district and community resources, ensuring that every family has the support they need to thrive.	SVUSD offers many ways for parents to get involved and have a say in school decisions. Each school has a PTA/PTO/PTSO where parents can help make decisions that affect their child's school. Schools also have a School Site Council, and those with more than 15 English learners have special committees for parents to provide input.

At the district level, our superintendent meets several times a year with a Parent Advisory Group that helps shape the direction of our schools. Additionally, the District English Language Advisory Committee welcomes parent feedback to help improve programs for English learners. For families with children in special education, the South Orange County SELPA Community Advisory Committee is a valuable resource for contributing to and understanding our special education efforts.	To enhance the ways we seek input for decision-making, we're focusing on making it easier for families to participate in important advisory groups such as the School Site Council, District English Learner Advisory Committee (DELAC), and Special Education Local Plan Area (SELPA) Community Advisory Committee. We aim to improve how we communicate about the roles and activities of each group, ensuring that all parents understand the valuable work being done. Additionally, we are working to expand our recruitment efforts for these groups and plan to offer more flexible meeting times and dates to accommodate the diverse schedules of our community members. This initiative will support and strengthen our commitment to inclusive and effective family engagement in our schools.	In response to the goal of enhancing engagement with underrepresented families, we are committed to continuously celebrating students who have achieved Reclassified Fluent English Proficient (RFEP) status through special recognition events and ceremonies. To ensure that these events are accessible to everyone, we will offer them at various times and provide multiple options for family participation.

Additionally, we have utilized the ParentSquare platform to facilitate communication in languages preferred by our families, which has proven effective. Our school community liaisons have also played a crucial role in connecting underrepresented families with our schools and district resources. By increasing our investment in these liaisons, we aim to strengthen these vital connections and support our ongoing engagement efforts.	4	4	3	4	4	4	4	3	4	3	4	4	Met		2024-06-13	2024
30736430000000	Tustin Unified	3	Tustin Unified is proud of our efforts in building relationships for student outcomes. Our district departments work closely with our schools to offer professional learning and support sites in improving each school's capacity to serve families. In addition to site support, Tustin Unified shares resources through our district website, providing families with information and resources to support student learning and development in the home, and all required postings are posted so parents understand their legal rights and advocate for their own students and all students. School sites and teachers provide opportunities for parents and families to meet and discuss student progress and ways to work together to support improved student outcomes during Fall and Spring conferences, SST Meetings, ongoing communication, and support as needed.	The focus area for TUSD will be: “Providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.” In supporting district staff’s capacity to partner and support all families, and increase the engagement of underrepresented families.	The TUSD Annual Parent survey, Title 1 Family survey, and ELAC Need Assessments surveys included key questions that help us measure how well we are doing as a district. The surveys provide parents/guardians an opportunity to provide input into school and district decision-making, allowing for open-response comments to address the strengths and areas of need. Findings from the various surveys were analyzed alongside state and local metrics, which drive the development and improvement of various LEA plans, programs for students and families, staff professional development plans/support, and ongoing LEA initiatives to support continuous improvement. 

To support Tustin Unified's ongoing commitment to increasing student and parent engagement, the following supports and services will be implemented: 

• Continue Mental Health provider and counseling support at all schools
• Continue to implement parent and community engagement efforts through increasing usage of parent communication platforms like Parent Square, site-based Community Liaisons/Counselors, on-call interpreters/translators      
• Provide ongoing professional learning opportunities for staff specifically supporting Social and Emotional Learning, Wellness, Trauma-Informed Practices, Diversity, and Inclusion  
•  Staff training in engaging students and their families
•   Staff training in Student Wellness
•   Leadership training and support for the development of strong and inclusive school-wide cultures  
•   Continue support for families to increase engagement with LEA Attendance Clerk and OLA Staff
•   Create strong community support by adding Title 1 Community School Specialists at all Title 1 Schools. 

The above actions will support administrators and staff, further developing their understanding and knowledge of supporting underrepresented families best, ultimately increasing and improving services for students and their families.	Tustin Unified prioritizes parent and family engagement, focusing on our work with families to build strong and effective partnerships to help all children realize their potential and achieve growth. These partnerships are critical to student success, and Tustin Unified is committed to the ongoing development of engagement strategies that strengthen partnerships. 

Some of the LEA strengths (+) and areas of focus (-) in Building Partnerships highlighted in the various surveys are:

TITLE 1  Survey (% of participants selecting favorable responses) 

+ I feel welcome in my child’s school = 98.86%
+ I feel comfortable communicating with school staff =  94.88%
- I am aware of the school's extra support services (school counselors, mental health specialists, etc.) = 88.09%

ENGLISH LEARNERS NEES ASSESSMENT  (% of participants selecting favorable responses) 

+ My child made progress during the 23-24 school year in English Language Development = 87.2%
+ I know what my child should know and be able to do to make growth in ELD, Reading, and Mathematics for the grade level they are in =86.2 %
- I understand the TUSD reclassification criteria and what my child needs to reclassify= 74.1%	"After an analysis of the outlined relationship-building goals and LEA survey data, the identified focus area of improvement will continue to be priority 8. ""Rate the LEA’s progress in supporting families to understand and exercise their legal rights and advocate for their own students and all students."" The focus will work to improve access and engagement in parent educational opportunities so that families can better understand the access they have to information and the process they can engage in with school staff and teachers so they can better learn how to support their students and impact learning outcomes."	Based on the analysis of educational partner input and local data, the LEA will improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes through the following actions:

- Professional Development for Administrators and Staff
- Dedicated staff to support parent engagement and student support (community liaisons and the addition of Title 1 Community School Specialist) 
- MTSS Development
- Intervention Support TOSAs
- Content Area Specialist Teachers
- Intervention Teachers
- Supplemental funding to school sites to support parent/family engagement opportunities

The above actions will focus on strengthening site-based MTSS systems, which respond to student needs in academics, behavioral/social-emotional needs, and engagement. With increased practice, school-based systems for communicating policies or programs for school and home partnerships to support improved student outcomes will reach full Implementation and sustainability.	Based on the analysis of educational partner input and local data, the LEA has made growth in the area of Seeking Input for Decision-making, as evidenced by the following: 

ENGLISH LEARNERS NEEDS ASSESSMENT SURVEY  (% of participants selecting favorable responses) 
+ I am encouraged to engage in my child's education. 92%

TITLE I SCHOOLS SURVEY  (% of participants selecting favorable responses) 
+ I feel comfortable communicating with my child's teacher(s) about their education. 98.51%
+ I am encouraged to engage in my child's education. 97.88%

23-24 SURVEY PARTICIPATION
+ English Learners Survey 571 participants.
+ LCAP Survey 6,247 participants. 
+ Title I Survey 1,745 participants.

The identified strengths are communication systems to ensure regular communication in a language that parents understand and creating inclusive environments where parents feel encouraged to engage.	TUSD is making a great effort to re-engage stakeholders through increased community school efforts. The identified focus area of improvement will be priority 1, Rate the LEA’s progress in building the capacity of and supporting principals and staff to engage families in advisory groups and with decision-making effectively. The LEA will work with staff and train school teams on effective practices designed to improve and increase parent engagement.	Districts are required to form an English Learner Parent Advisory Committee and a Parent Advisory Committee to seek input from stakeholders. In addition to the required committees, TUSD seeks input from other district-established committees to ensure input from ALL stakeholders. The input gathered from the various committees/advisories influences the development of LCAP goals and planned actions around student learning, alignment of actions, planned services, and allocation of budgets to support overall and individual student needs. 

Additional engagement opportunities for seeking input: 

-Annual Parent Surveys
-LCAP Survey
-Title 1 Parent Survey
-Annual Needs Assessment Survey
-Board of Education/Board Meeting 
-GATE CAC
-Special Education CAC
-Community/Student Advisory
-Superintendents Advisory Council 
-School Site School Site Council Meetings
-School Site ELAC Meetings
-District ELAC Meetings

The LEA will work with schools to gather feedback from underrepresented families on effective approaches to engagement and refine how and when opportunities are offered, maximizing participation as much as possible.	4	4	3	4	4	4	4	4	4	4	4	4	Met		2024-06-24	2024
30736500000000	Irvine Unified	3	IUSD has made notable progress in establishing strong connections between school staff and families. The District has appointed site liaisons at 11 IUSD schools, along with six more at the district level. To accommodate the growing enrollment of Russian families, a part-time Russian liaison has been utilized. The commitment to maintaining open and transparent communication with families is evident through the use of various tools such as Parent Square and parent newsletters. Additionally, IUSD actively gathers and analyzes parent inquiries to customize parent classes and outreach efforts. The IUSD parent center provides a welcoming space for parents to access support and resources. Furthermore, the home visit protocol has been adjusted to include a site representative, enhancing school-based relationships.

In addition, IUSD adopts a comprehensive approach to supporting families by utilizing various departments and community liaisons, as well as partnering with organizations such as the Boys and Girls Club, California Youth Services, and Western Youth Services. IUSD has identified obstacles for families and students through surveys and discussions, implemented suitable interventions, and provided resources, including transportation services. Moreover, IUSD highly values the collaborative nature of its work and hosts a district-wide parent engagement night, aligning with practices implemented at Title I schools in the district. This event offers sites the opportunity to gather feedback from their education partners, ensuring that parent engagement initiatives are effectively aligned with the community's needs and expectations.

The Mental Health and Wellness department has taken proactive steps to meet the needs of our McKinney-Vento/Foster Youth families. In January, we welcomed a McKinney-Vento/Foster Youth Liaison, who has conducted training sessions for selected school staff. This training is part of our ongoing efforts to eliminate the stigma associated with being unhoused or lacking stable housing. It also involves identifying families who may qualify for McKinney-Vento assistance and sharing district and community resources available to support eligible families, including foster youth. We are dedicated to expanding this training to encompass all site staff members, ensuring a comprehensive approach to providing support. To further minimize attendance barriers, IUSD covers the cost of transportation to and from school or offers mileage reimbursement for families benefiting from the support. Our Mental Health Specialists and Elementary Resource Counselors collaborate closely with families of students who require additional support beyond the school-based mental health model. This illustrates our commitment to reducing the stigma surrounding mental health and our unwavering dedication to student well-being and inclusivity.	IUSD places significant emphasis on fostering strong connections between school staff and families by offering resources and support directly at the schools. The district assists school sites in providing tailored parent classes and equips them with the necessary tools, resources, and interventions to engage with families at the local level.

As part of the School Plan for Student Achievement (SPSA) process, school sites actively seek input from educational partners such as staff, school site councils, and Parent Teacher Associations (PTAs). With the collaboration of these partners, school leaders develop and finalize the school site plan, ensuring that it aligns with the LEA focus areas and addresses the community's needs, thereby making the audience feel valued and involved in the decision-making process.

In addition to the collaborative nature of the SPSA, IUSD offers district-wide initiatives to strengthen relationships between schools and families. Our Community Support Mental Health Specialists organize regular parent groups for our Black/African American and LGBTQ+ communities at the parent center. These groups provide valuable resources for parents, students, and staff. Moreover, our secondary sites have student-led groups to address site-specific issues and provide support and advocacy.

At the district level, our Continuous Improvement Council has initiated a two-year Listening Tour to gather individual family stories. These tours have provided valuable insight into the unique experiences of families, guiding our efforts to better support our communities. This ongoing support aims to offer reassurance and assistance to everyone within IUSD.

Furthermore, IUSD has established a new liaison position dedicated to providing personalized care and support to our McKinney-Vento and Foster youth families. One of the main objectives of this role is to help school sites foster stronger, more supportive partnerships with families, positioning schools as a valuable resource for those in need. A significant focus area is expanding the existing training to involve a wider range of school staff, aiming to enhance understanding and empathy for our McKinney-Vento and Foster youth families.	Irvine Unified School District (IUSD) collaborates with various departments to establish and maintain robust advisory committees that support families. These committees help families understand their legal rights and advocate for their children and IUSD students. The District Parent and Family Engagement team facilitates opportunities for families, staff, and other district administrators to develop, implement, and assess family engagement activities at all levels. The team also guides Equity, Excellence, Diversity, and Inclusion (EEDI) efforts for underrepresented families and students, offering strategies and best practices for engaging with culturally and linguistically diverse families.

The IUSD Parent Center assists parents in navigating district and site programs. It offers translation support in their native languages through our district translators and translation services/technology. If the Parent Center staff identifies a family that may qualify as McKinney-Vento or is associated with the Foster Youth system, they contact the district liaison. The district liaison collaborates with the Parent Center, school sites, and individuals to provide personalized attention and necessary support to families and students in need. They also assist McKinney-Vento/Foster Youth students and families in understanding the IUSD systems and advocate for them to ensure they receive the appropriate support, information, and education. Additionally, the liaison partners with and equips site staff with resources and support to foster better collaboration with the identified families.

Recognizing the importance of cultural comprehension, IUSD organizes cultural panels in collaboration with school sites and liaisons. These panels provide a platform for staff to gain insights into cultural perspectives and acquire practical methods for connecting and communicating with families. Furthermore, IUSD is utilizing available data, such as attendance and student discipline data, to identify and rectify disparities with underrepresented families and students, ensuring equitable support and interventions.

Our Black/African American and LGBTQ+ communities hold monthly meetings to gather input and provide support and specific tools for the community's self-identified needs. These meetings are facilitated in person and led by our Community Support Mental Health Specialists. All parents and staff who identify with the specific community are encouraged to attend. The community plays a crucial role in setting the agenda, organizing guest speakers, and providing mutual support. These meetings have a considerable outreach and draw significant attendance.	IUSD has been investing in communication platforms to better connect with and support our families. Over the past two years, the website has been upgraded to enhance accessibility and usability. Additionally, IUSD has expanded the use of ParentSquare, a platform for communication between home and school that includes texts, surveys, email messages, and app-based alerts for students and their families. Teachers now have access to ParentSquare, providing families with a unified communication experience with IUSD.

In addition to general communications, IUSD continues to use the Canvas Learning Management System and Aeries Parent Portal to provide students and families with ongoing information about academic progress and expectations. Academic support programs, including online tutoring and educational software, are available to students throughout the school year and summer.	ParentSquare has been expanded to include teacher-classroom messaging and communication with student groups. This expansion strengthens partnerships with parents to improve student outcomes. The District will continue to provide access to online educational platforms, devices, and the internet at home to ensure students and their families have access to the information and support they need. 
	IUSD values and acknowledges the contributions of all families in our diverse community. We expect all staff members to build trusting relationships with students and families and create inclusive school environments. The district is committed to maintaining open, two-way communication with parents and community members in all schools. To measure school climate and gather feedback on LCAP priorities and district initiatives, the district provides an interactive website, interpretation/translation services, and conducts parent surveys. Continuous staff training on cultural responsiveness and specific strategies for engaging with parents and families is a priority. The District Parent and Family Engagement team consistently supports the IUSD Parent Center, providing families with access to resources within IUSD and the broader community. These efforts are aimed at positively influencing family dynamics and relationships, ultimately fostering hope and optimism for improved student achievement and behavior.

The strategic introduction of a monthly Professional Learning Community (PLC) aims to enhance the comprehensive engagement of underrepresented families. This initiative involves key stakeholders, including coordinators of Parent Engagement, Attendance, and Mckinney-Vento/Foster Youth, as well as mental health specialists representing Black/African American and LGBTQ+ students/families. The district team is committed to achieving full implementation and sustainability by the 2024-25 school year once district progress monitoring practices and protocols are in place.

School sites and liaisons are leading cultural panels to help staff gain a better understanding of diverse perspectives and improve communication with families. IUSD is taking a data-driven approach, utilizing attendance and student discipline data to examine disproportionality with underrepresented families and students, with the aim of identifying the root causes and providing necessary support and interventions. The Mental Health and Wellness team has collaborated with Student Services, Special Education, and the Equity and Diversity Department to review discipline, attendance, and disproportionality data for underrepresented families. These partnerships are geared towards equipping sites with the essential resources and support for restorative practices and behavior consultation, in order to reduce Special Education referrals through early intervention.

Our primary goal is to achieve a significant improvement in our annual survey results regarding the support and inclusion of underrepresented groups. This sustained support should be evident across all levels of the organization, from individual school sites to the various departments within IUSD. By consistently implementing district-wide Indicators for Educational Equity, we have asked each school and department to address their self-identified needs. These indicators have been integrated into the SPSA and individual staff goals,	IUSD offers a range of opportunities for everyone to participate in decision-making processes. These opportunities are designed to be inclusive, aiming to listen to and value every voice. To achieve this, IUSD consistently seeks and gathers input from staff, students, and community members through leadership training that emphasizes inclusive practices, clear communication, and stakeholder involvement. Examples of such training and software include Interest-Based Decision Making Protocols, Continuous Leadership Academy (which focuses on effective communication practices and understanding stakeholder needs), and various survey tools such as Google Forms, Survey Monkey, and Thought Exchange. Additionally, IUSD has multiple input and advisory groups that support the mission and improvements. District groups, such as the Educational Advisory Committee (board-appointed), Student Advisory Committee, Career Technical Education (CTE) Advisory Committee, Continuous Improvement Council (CIC), District English Language Advisory Council (DELAC), and the Ethnic Studies Committee, actively seek input from a wide range of stakeholders, representing the perspectives of administrators, teachers, parents, and students.

Many of these practices are also used at the site level through the PTA, School Site Council, ELAC, and various student council groups. As local leaders gather information and voices, IUSD provides time during regularly scheduled principal meetings to clarify stakeholder common interests.	With a strong commitment to inclusivity, the district actively utilizes diverse groups, activities, and surveys to seek input from all education partners. This ensures that their voices are not just heard but are an integral part of our decision-making process. The district has provided the following opportunities for education partners to participate in the LCAP process: 

1. Education/Engagement of education partners on LCFF, LCAP, and reviewing current LCAP actions
2. Annual district-wide climate survey administered to students, parents, and staff 
3. Education partner input activity for the Local Control and Accountability Plan (LCAP)

Educational partner's input plays a crucial role in shaping the LCAP-aligned School Plan for Student Achievement (SPSA) planning and developing measurable goals for continuous improvement. For the 2023-24 school year, valuable input has led to the identification of the following themes: 

1. Student mental health and social-emotional learning: This includes Elementary Resource Counselors, Mental Health Specialists, and School Counselors 
2. Direct Site Support: This includes class size reduction, instructional assistants, health services, and language development support
3. Intervention Support: Includes graduation support, intervention classes, and PLC Release days	Many departments within IUSD work with families to establish and sustain strong advisory committees. These committees help families understand their legal rights and advocate for all students.

The IUSD Parent and Family Engagement team provides opportunities for families, staff, and other district administrators to collaborate on designing, implementing, and evaluating family engagement activities at all levels.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-25	2024
30739240000000	Los Alamitos Unified	3	The District is always looking for ways to engage parents and provide them with an opportunity for input.  Currently each school site has a School Site Council, various community events, parent organizations as well as an English Language Advisory Committee.  School administrators also use Parent Square to communicate with families in addition to a weekly newsletter that includes a calendar of events for the site and provides highlights in the areas of academics, athletics, arts and activities.  Every year District employees attend a district wide welcome back staff meeting that allows all employees to learn about district initiatives.  The District sends out an annual survey to all educational partners and uses the results to identify needs within the district.	A focus area for the District to improve relationships between staff and families is part of our annual survey and is something that is reviewed yearly as there area always changes and new needs for both staff and families.  The District will continue to provide opportunities for parent education as well as resources and information to support parents both in the home and with thier student(s) at school.  With a variety of communication tools, this is always a focus area to make sure we are reaching all families.  Communication comes in a variety of different methods.  The District has increased communication with social media and the Wrap Up in partnership with our Public Information Officer.  The District is committed to continuous improvement in all areas of communication to make sure were supporting families and staff.	The District is committed to the inclusion of all families and active engagement from underrepresented families.  This has been done, and will continue to be done, through making meetings, parent information nights and access to resources available at a variety of times and through different channels.  This could include meetings at time more convenient for working families, information in multiple languages, devices available to participate in electronic surveys to name a few.	The District is committed to ongoing professional development for teachers and administrators.  Administrators attend biweekly meetings that provide them with professional development and collaboration with other administrators about best practices.  The District provides a wealth of parent information nights that include a variety of topics and are offered to all families in the district.  Teachers engage parents in fall and spring parent conferences to learn about student progress and address any concerns in addition to ongoing communication with parents and teachers via email and phone.  With the addition of teleconferencing, such as Zoom and Google Meet, it has made conferencing with parents much easier.	A students educational journey is a partnership between the home and school.  As a District we focus on providing families with resources to support students both academically as well as social-emotionally this in turn will help to improve student outcomes.  With a focus on student well being and mental health, the District is continuously looking for additional ways to provide families with supports and resources.  The goal is to build a strong partnership with families to support students at home and at school to improve students outcomes.	The District is committed to the inclusion of all families and active engagement from underrepresented families.  This has been done, and will continue to be done, through making meetings, parent information nights and access to resources available at a variety of times and through different channels.  This could include meetings at time more convenient for working families, information in multiple languages, devices available to participate in electronic surveys to name a few.	The District provides a variety of opportunities for input on decision making throughout the year.  These opportunities include the District Advisory Committee (DAC), District English Language Advisory Committee (DELAC), School Site Council (SSC), Annual Parent and Staff Engagement Survey, Operation Steering Committee and Safety Committee.  The District takes input from all of these advisory groups and surveys when developing the Local Control Accountability Plan (LCAP) each year.	The District's focus is on providing an opportunity for all educational partners to have input on decision making.  This includes the avenues by which parents can have a voice.  Currently, the District is mindful of meeting times and the platform for meetings where parent input is needed.  In addition, surveys are sent out seeking input on various items and District staff is available directly for input.	The District is committed to the inclusion of all families and active engagement from underrepresented families.  This has been done, and will continue to be done, through making meetings, parent information nights and access to resources available at a variety of times and through different channels.  This could include meetings at time more convenient for working families, information in multiple languages, devices available to participate in electronic surveys to name a few.	5	5	4	4	5	5	5	4	5	5	4	5	Met		2024-06-25	2024
30768930130765	Magnolia Science Academy Santa Ana	3	This year we we have a bilingual Parent and Community Engagement Liaison and a Community School Coordinator. These positions allows for our school and families to build relationships within our community.  Based on our surveys given to our families, staff, and students we have added additional meetings with parents such as Coffee with Admin, Parent Check ins, Parent College; these are added to our regular PAC/PTF, and ELAC committee  gatherings. In addition to these meetings, we have increased the quality and quantity of the communication tools with parents. Social media (Facebook, Twitter, Instagram), our weekly bilingual newsletter the Hook, Leave a Message form (bilingual), and a suggestion box. These are all located in the main office. Magnolia wide we are using the MSA mobile application for our families. We have started to use the Parent Square software which allows us to communicate to our families without any language barriers.   Our traditional gatherings with parents such as Parent Orientation, Back to School Night, Fall/ Spring Parent teacher conferences, Open House, Home visits, and grade level informational meetings. Fall/ Winter, Cinco de Mayo festivals and volunteer appreciation day.	MSASA  will be ensuring that all Educational Partners have a voice. By doing this, we aim to allow for an open door policy during our weekly Coffee with Principals and Educational Partner surveys. In addition to ensuring there is voice, we will continue to strengthen our community partnerships by continuing free breakfast and lunch to all students regardless of income status, school supply drives, and a referral network that provides mental health supports for all educational partners.	Based on our surveys given to our families, staff, and students, we have added additional meetings with parents such as Coffee with the Principal, Parent Check-ins, and Parent College; these are added to our regular PAC/PTF, and ELAC committee gatherings. In addition to these meetings, we have increased the quality and quantity of the communication tools with parents. Social media (Facebook, Twitter), Leave a Message form (bilingual), and a suggestion box. These are all located in the main office. Magnolia wide we are using the MSA mobile application for our families. We have started to use the Parent Square software, which allows us to communicate with our families without language barriers. Our traditional gatherings with parents such as Parent Orientation, Back to School Night, Fall/ Spring Parent-teacher conferences, Open House, Home visits, and grade-level informational meetings. Fall/ Winter, Cinco, and volunteer appreciation day.	Strengths are PAC/Coffee with Principal meetings. This is an opportunity to introduce MTSS support for SEL to the parents.  Parent College  and third party  partnerships  like  parenting classes through Santa Ana College and AltaMed, PBS SoCal, CHOC, StartWell, OC Mix Academy, and OCDE. Grade level college counseling meetings with our parents and students for supporting and informing parents and students  for a University-going  culture.  For example, 8th grade high school transition meetings, college signing day, FAFSA meetings.  As we establish our parent outreach and provide meetings to involve all our families, building Parent attendance is a focus for us.	At MSASA we will strive to improve our partnerships for student outcomes by making connections with our local city council, congressman, as well as local businesses to strengthen the collaboration among all our educational partners. A focus area will be our mental health/SEL supports as well as the quality of the food that is being served to our students breakfast and lunch.	At MSASA we will continue to promote our home visits so that all families' voices are heard, ideas are met, and that everybody feels included. We will also offer Parent College classes like EL classes, computer skills, and child development classes. We will continue to offer weekly Coffee with Principal sessions in English and Spanish.	At MSASA our current strengths  include  partnerships with the surrounding community to support families in ac academic, behavioral, and social emotional success for their children, letting the parents bring up all concerns in the weekly Coffee with Principal, and sending multiple surveys home throughout the course of the year.	We value our educational partners and are using their feedback to strengthen the upcoming school year. Schoolwide instant surveys from  staff provide input for a positive and supportive school climate.  Parent check-in meetings allow for decision making to become ongoing.   Surveys are designed to support all academics, behavioral, and social-emotional needs of the whole child.	MSASA will improve engagement of underrepresented families by using Parent Square as an active two way tool of engagement. We will ensure that we have a Community Schools Coordinator and a Community Schools Liaison  who are a reflection of our current school community.	4	4	4	5	4	4	4	3	4	4	4	4	Met		2024-06-17	2024
31103140000000	Placer County Office of Education	3	PCOE is committed to engaging parents and guardians and incorporating their feedback in decision-making, and PCOE is particularly strong in connecting families/guardians with community partners and services. The addition of a Student Support Practitioner has aided in this work. The position will continue to expand in connecting families and students with resources as they prepare to transition out of court school. 

As a result, PCOE has established various programs tailored to the unique challenges of our students and families, including academic counseling sessions provided during daily advisory periods, opportunities for students to self-refer for social-emotional counseling supports, prevention of Commercially Sexually Exploited Children (CSEC) workshops, and Free Application for Federal Aid (FAFSA) workshops for parents and guardians. In addition, when supporting probation staff as guardians for short-term students, PCOE provides resources related to evidence-based practices that support student behavior across all settings. These offerings are designed to meet students and families “where they are,” with one-on-one conversations scheduled during convenient times for parents via online video calls and individualized phone calls from a dedicated Bilingual Parent Liaison. Establishing these connections and developing trusting relationships has increased parent/guardian involvement.	An area for continued growth is to increase the involvement of the Student Support Practitioner before transition to ensure connections are made to a wider variety of community resources before students exit.	PCOE will continue leveraging Student Support practitioner referrals.	PCOE is committed to engaging parents, guardians, and other educational partners and incorporating their feedback in decision-making. When supporting student needs, clinical support staff and site administrators ask families and guardians about their family or living dynamics, strengths, barriers, and what works for them. An area of strength and progress in building relationships is frequent individual guardian contact from site leadership, support staff, and special education staff.	PCOE is dedicated to offering a wider variety of opportunities to engage with families and guardians and direct connections to community-based services to remove barriers to learning, support academic achievement, and facilitate successful transitions.  Along with scaling up the Community Schools model at the Placer County Court School, PCOE is increasing Student Support Practitioner outreach for students enrolled for 20 days or more to ensure they are connected with the necessary community resources and transition supports.  In addition, a metric has been added to track the success of this action.	Although PCOE currently supports staff in learning about student groups and their cultures, languages, and goals, it is committed to extending this work to all students by increasing Tier I support related to successful transitions from the court school setting.	Families and guardians can provide meaningful input and contributions to decision-making when serving on committees such as the Parent Advisory Committee. PCOE also employs a Bilingual Parent Liaison to provide translation and support for families with a primary language other than English. Parent/Guardian input contributed to revisions of the School Site Safety Plan. Family/guardian feedback is regularly collected via electronic surveys, hard copy surveys, one-on-one phone calls, and virtually facilitated conversations.	PCOE is committed to increasing its recruitment of a wide range of families to participate in schoolwide PBIS meetings and the Parent Advisory Committee, including families and guardians of unduplicated students.	PCOE will continue to seek family input using the bilingual support staff during IEP meetings.  The Student Support Practitioner will continue building relationships with underrepresented families to create opportunities for families to provide input.	4	4	3	4	4	4	5	4	4	4	4	5	Met		2024-06-13	2024
31103140126904	Placer County Pathways Charter	3	Pathways Charter is committed to engaging parents and other educational partners and incorporating their feedback in decision-making.  Frequent formal and informal communication with individual parents and families from site leadership, support staff, and special education staff is an area of strength.  Pathways Charter offers various opportunities to engage with families, including videos, newsletters, ParentSquare posts and alerts, family feedback sessions, and increasing parent information and engagement events.  Pathways Charter has a referral system in place for families to access the Student Support Practioner for resources, and this position has been integral in providing a bridge between home and school.	A focus area for improvement is for classroom teachers to initiate more proactive communication with families. Although Pathways Charter supports staff in learning about each family's strengths, cultures, languages, and goals for under-represented students, it is committed to extending this work to all students by recruiting a more diverse range of families to share their voices and ideas at PBIS meetings, Parent Advisory Committee meetings, and the Parent Teacher Organization.	Pathways Charter sends targeted correspondence and makes one-on-one phone calls to underrepresented families offering an invitation to engage in specific activities.	"Pathways Charter shows particular strength in connecting families with community partners and services.  The addition of a Student Support Practioner has aided in this work.  At least monthly, a digital newsletter is shared with families, connecting them with available community resources such as mental health education opportunities, recreational sports leagues, and parent training classes.  In addition, Pathways Charter has established programs tailored to the unique challenges of our students and families, including academic counseling sessions, Free Application for Federal Aid (FAFSA) workshops for parents and guardians, and enrichment opportunities for students and families in areas such as study skills, organization, and work completion.  In addition, the orientation process for Independent Study and the Come Back Program includes preventative instruction on success in the program.  

These offerings are designed to meet families ""where they are,"" with one-on-one conversations or workshops scheduled during convenient times for parents via video calls, face-to-face meetings, and individualized phone calls from a dedicated Bilingual Parent Liaison.  Establishing these connections and developing trusting relationships has led to greater parent involvement and collaboration."	A focus area for improvement is Pathways Charter's Independent Study program and its support of parents as teachers.  As such, Pathways Charter is expanding resources to help families build their skills related to instruction and curriculum.  Examples include an ongoing video series with instructional practices for parents and streamlined documents to help parents and students navigate various online platforms.  These resources will be built into the orientation process.	Pathways Charter will leverage targeted strategies from the Community Schools model, continue to support Student Support Practitioner referrals, and continue to offer parent engagement opportunities including online Office Hours.	Families can provide meaningful input and contributions to decision-making when serving on committees such as the Parent Advisory Committee and the Parent Teacher Organization and participating in a menu of Local Control and Accountability Plan (LCAP) Advisory feedback sessions.  PCOE also employs a parent Bilingual Parent Liaison to provide translation and support for families with a primary language other than English.  Data and updates related to Positive Behavioral Interventions and Support (PBIS) are shared with parents at Parent Advisory Committee meetings. 

Pathways Charter collects family feedback via in-person feedback sessions, electronic surveys, hard copy surveys, one-on-one phone calls, and virtual conversations.	Pathways Charter is committed to increasing its recruitment of a wide range of families to participate in schoolwide PBIS meetings and the Parent Advisory Committee, including parents of English Learners, Students with Disabilities, and Low Income families.	Pathways Charter will continue to seek family input using the bilingual support staff during meetings.  The Student Support Practitioner will continue building relationships with underrepresented families to create opportunities for families to provide input.	4	4	4	4	4	4	5	5	5	5	5	5	Met		2024-06-13	2024
31667610000000	Ackerman Charter	3	ACSD continues to build programs that include our families in their child's education. Starting with Literacy and Math Family nights, Back to School information nights, parent conferences, classroom volunteers, field trip chaperones, open house and our Intervention processs families are informed and encouraged to be involved in their child's learning journey. Families also have the opportunity to participate in the Parent Teacher Organization and the Bowman Education Foundation and their endeavors to support students at Bowman. 82% of families surveyed agreed/strongly agreed their child(ren) feels connected to his/her school. 79% of families surveyed felt that their child's social/emotional needs are addressed at school. These results do not come without much hard work from our staff to build and implement programs that address students needs and individual learning growth. Staff
2024-25 Local Performance Indicator Self-Reflection for Ackerman Charter School District Page 10 of 17
communicates early and often with parents on their student's progress and offers Tier 1 interventions if needed. Approximately 55% of our families participated in our annual Parent Survey.	Although we fully encourage parent support, like many schools we tend to seem the same families doing most of the work, whether volunteering or organizing PTO. Our focus this year is to cast a wider net to include more families throughout the year. We will continue to have parent receptions at the beginning of the year, and communicate opportunities to be involved. For the first time we have hired a bilingual paraprofessional that will help us to communicate with our growing Spanish speaking population.	Having a bilingual paraprofessional allows ACSD to better communicate with this growing population. Moving into the next school year, our staff will focus on reengaging our community to support our students, classrooms and teachers to develop strong academic, social emotional, and extracurricular activities. Our focus will be to build partnerships with our families by encouraging parent participation in a wide variety of activities. We will continue to build inclusion for our students by providing opportunities to engage in events such as Family Math and Literacy Nights, providing our documents in multiple languages, and seeking feedback from all members of our community using surveys, emails, school messaging systems, etc. Our SPED team will continue to build positive relationships with our students with IEPs by building an informational packet intended to make parents feel included in the process and bulid an understanding of the purpose of special education.	ACSD has a well defined path for students that are underperforming academically, social emotionally, or behaviorally starting with tiered interventions both in the general education classroom and accessing the Title 1 program. Students will have access to interventions that are researched based and targeted to close learning gaps. When these targeted interventions are not enough to close learning gaps, the Student Success Team process is initiated . This process engages parents, teachers and students (when appropriate) in problem solving discussions that support student success. Our MAP data provides relevant information on student progress. Accommodations, interventions and remediation are discussed and implemented within the general classroom setting. Parents, teachers, or administration can request an SST at anytime, and once the process has been started, check-ins, revisions, and updates are made as needed or yearly. When typical progress is not made by a student, and multiple tiers of interventions have not been successful, families, teachers and/or administration are encouraged to further investigate the needs of the student through special education assessment. All legal processes and protocols are adhered to so that families are supported and educated of their legal rights.	In the coming year ACSD will work to grow the mindset of access and equity for all students. This includes both staff and families to participate in the closing of learning gaps. As we identify students that are below grade level and even far below grade level, the entire team and family must work together to change the trajectory of the student's learning progression. By addressing students needs in multiple ways both at home and in the classroom we can close the gaps more quickly. To do this we need to provide parents with resources and materials to work on at home, this goes beyond or in place of homework. We will continue to provide materials, curriculum, and training for staff on meeting student needs within the classroom setting, as well as designing programs that give students access to the support they need.	As our population of underrepresented families continues to grow, ACSD continues to seek ways to support their education. This includes offering before/after school care and tutoring using ELOP funding. Our communications are sent in native language to better help families be informed of the happenings at school. We have also started an English Language Advisory Committee consisting of EL students.	The 2023-24 school year has provided a variety of formats for the entire community to input their opinions and thoughts on many issues. We have a Parent Advisory Committee that we meet with regularly to gather input on the creation of surveys, analyzing the data, and providing feedback on our LCAP. We have invited parents from across our grade spans, and from all student groups to participate in these groups. As with many committees attendance starts out strong and wanes over the course of the year, however this year the attendance although lower remained higher than in past years. We continue to offer virtual meetings for parent conferences, IEPs and other meetings. Over the course of the year we complete three surveys annually including a parent, student and staff survey. All of the information gathered is used to build more inclusive LCAP goals and systems for our students.	As stated in other areas, casting a wider net to reach more families and continued communication with our educational partners will be an area of focus. We also will focus on providing more access to families with offering online meetings and public relation documents to promote our school and the strong programs we offer and to create engagement as well.	By providing publications, information and meetings in the native languages of our EL students ACSD with work to improve the engagement of these families. We will also provide surveys, support and resources for families that are clear and inviting to them.	5	4	4	5	4	4	5	5	5	4	5	5	Met		2024-06-20	2024
31667616031009	Bowman Charter	3	ACSD continues to build programs that include our families in their child's education. Starting with Literacy and Math Family nights, Back to School information nights, parent conferences, classroom volunteers, field trip chaperones, open house and our Intervention processs families are informed and encouraged to be involved in their child's learning journey. Families also have the opportunity to participate in the Parent Teacher Organization and the Bowman Education Foundation and their endeavors to support students at Bowman. 82% of families surveyed agreed/strongly agreed their child(ren) feels connected to his/her school. 79% of families surveyed felt that their child's social/emotional needs are addressed at school. These results do not come without much hard work from our staff to build and implement programs that address students needs and individual learning growth. Staff
2024-25 Local Performance Indicator Self-Reflection for Ackerman Charter School District Page 10 of 17
communicates early and often with parents on their student's progress and offers Tier 1 interventions if needed. Approximately 55% of our families participated in our annual Parent Survey.	Although we fully encourage parent support, like many schools we tend to seem the same families doing most of the work, whether volunteering or organizing PTO. Our focus this year is to cast a wider net to include more families throughout the year. We will continue to have parent receptions at the beginning of the year, and communicate opportunities to be involved. For the first time we have hired a bilingual paraprofessional that will help us to communicate with our growing Spanish speaking population.	Having a bilingual paraprofessional allows ACSD to better communicate with this growing population. Moving into the next school year, our staff will focus on reengaging our community to support our students, classrooms and teachers to develop strong academic, social emotional, and extracurricular activities. Our focus will be to build partnerships with our families by encouraging parent participation in a wide variety of activities. We will continue to build inclusion for our students by providing opportunities to engage in events such as Family Math and Literacy Nights, providing our documents in multiple languages, and seeking feedback from all members of our community using surveys, emails, school messaging systems, etc. Our SPED team will continue to build positive relationships with our students with IEPs by building an informational packet intended to make parents feel included in the process and bulid an understanding of the purpose of special education.	ACSD has a well defined path for students that are underperforming academically, social emotionally, or behaviorally starting with tiered interventions both in the general education classroom and accessing the Title 1 program. Students will have access to interventions that are researched based and targeted to close learning gaps. When these targeted interventions are not enough to close learning gaps, the Student Success Team process is initiated . This process engages parents, teachers and students (when appropriate) in problem solving discussions that support student success. Our MAP data provides relevant information on student progress. Accommodations, interventions and remediation are discussed and implemented within the general classroom setting. Parents, teachers, or administration can request an SST at anytime, and once the process has been started, check-ins, revisions, and updates are made as needed or yearly. When typical progress is not made by a student, and multiple tiers of interventions have not been successful, families, teachers and/or administration are encouraged to further investigate the needs of the student through special education assessment. All legal processes and protocols are adhered to so that families are supported and educated of their legal rights.	In the coming year ACSD will work to grow the mindset of access and equity for all students. This includes both staff and families to participate in the closing of learning gaps. As we identify students that are below grade level and even far below grade level, the entire team and family must work together to change the trajectory of the student's learning progression. By addressing students needs in multiple ways both at home and in the classroom we can close the gaps more quickly. To do this we need to provide parents with resources and materials to work on at home, this goes beyond or in place of homework. We will continue to provide materials, curriculum, and training for staff on meeting student needs within the classroom setting, as well as designing programs that give students access to the support they need.	As our population of underrepresented families continues to grow, ACSD continues to seek ways to support their education. This includes offering before/after school care and tutoring using ELOP funding. Our communications are sent in native language to better help families be informed of the happenings at school. We have also started an English Language Advisory Committee consisting of EL students.	The 2023-24 school year has provided a variety of formats for the entire community to input their opinions and thoughts on many issues. We have a Parent Advisory Committee that we meet with regularly to gather input on the creation of surveys, analyzing the data, and providing feedback on our LCAP. We have invited parents from across our grade spans, and from all student groups to participate in these groups. As with many committees attendance starts out strong and wanes over the course of the year, however this year the attendance although lower remained higher than in past years. We continue to offer virtual meetings for parent conferences, IEPs and other meetings. Over the course of the year we complete three surveys annually including a parent, student and staff survey. All of the information gathered is used to build more inclusive LCAP goals and systems for our students.	As stated in other areas, casting a wider net to reach more families and continued communication with our educational partners will be an area of focus. We also will focus on providing more access to families with offering online meetings and public relation documents to promote our school and the strong programs we offer and to create engagement as well.	By providing publications, information and meetings in the native languages of our EL students ACSD with work to improve the engagement of these families. We will also provide surveys, support and resources for families that are clear and inviting to them.	5	4	4	5	4	4	5	5	5	4	5	5	Met		2024-06-20	2024
31667790000000	Alta-Dutch Flat Union Elementary	3	"Alta-Dutch Flat Elementary maintains an open environment for Educational Partners exhibited by our many parents and. community members on campus on a daily basis. As the heart of the community, our school serves as a center for parent activities and those that assist the community as a whole. One example of this includes the establishment of a bi-weekly bookmobile from our county library that serves the entire community. A recent survey included the responses that the school has created a ""sense of community."" Our Parent Club held an event at least every month that invited the community to our school."	The focus for next year will be building upon our newly-implemented communication technology to reach all parents. The school will continue to implement direct messaging, online volunteer sign-up opportunities, and direct posts for the school and classrooms using Parent Square technology.	The school implemented a systemic attendance support system and will continue to reach out to each family in which students are experiencing challenges at school. The school  provides additional supports through our County Office of Education and #211 facilitation.	Alta-Dutch Flat Elementary implemented multiple supports for families and students this year including student counseling, academic assessment, and academic intervention. Our school profits through numerous educational partners on campus on a daily basis.	This year will be spent on refining each of the support areas with additional outreach to families during implementation.	Special attention and focus is paid for underrepresented families and a targeting of services to ensure students are served.	The district uses surveys, Parents' Club input, and the Parent Advisory Committee for input. As a small school, we are in the unique position to have the pulse of our families and their needs in a unique way.	The Parent Advisory Committee will be strengthened this year with more frequent, quarterly meetings.	Continued surveys and inclusion of families on the Parent Advisory Committee will assist this goal.	4	5	4	4	3	4	4	4	4	4	4	5	Met		2024-06-26	2024
31667870000000	Auburn Union Elementary	3	Strengths and progress:

AUSD has experienced an increase in community partnerships due to a variety of outreach at the district and site level, including but not limited to parent-teacher clubs, community service organizations, and foundations.  AUSD Community Liaisons provide a direct link between the district and the community. AUSD's itinerant community liaison positions serve all three schools in the district and provide coordination and promotion of community services, increased access and implementation of services between district personnel, students, parents, public agencies, community agencies, and groups. AUSD's Wellness center partnerships provide families and staff with connections to resources and support within the community. 

Training on conducting regular English Language Advisory Committee (ELAC) and District English Language Advisory Committee (DELAC) meetings as well as School Site Council (SSC) allowed meeting coordinators to provide structure and outcomes.  Meetings were scheduled back to back with Coffee with the Principal events which increased attendance at ELAC meetings. As a result, meetings were more attended than in prior years.  In our meetings, families were provided training and support on schoolwide assessments, initiatives, and resources.    Families were also given opportunities to provide input on the English Learner Master plan and the LCAP through Community Engagement and Parent Advisory Committee (PAC) meetings .  Student Voices met several times during the year to provide input on a variety of topics including but not limited to academics, sports, clubs and enrichment activities.	Auburn Union School District is committed to developing effective programs and services for all students.  The district partners with families to build collaborative communities that ensure student success.  We recognize the need for continued improvement in this area.  Progressing toward our goal, AUSD increased opportunities for our educational partners to provide feedback and input on our Local Control Accountability Plan (LCAP), Roadmap, Strategic Plan, School Site plans, safety plans, and budget meetings, by creating a Gifted and Talented Education (GATE) committee, a Parent Advisory Committee and a student advisory committee in addition to our current groups and committees. 
AUSD will build on this foundation, as we continue outreach at the district level and the school site level by focusing on communications via newsletters, community outreach through our community liaison program, growing our Parent Teacher Committees, utilizing our websites, social media, and the above-mentioned committees and input meetings.  
Site administrators from each of our sites will provide more opportunities and a wider range of classes through Family University, parent classes, after-school activities, and events to build community, enhance partnerships and create a culture of involvement.  Principals will continue to poll their families to ensure their requests and needs are being met.
AUSD recognizes the need for interpreters at all events and is responding to this need by contracting with interpreter services.	Based on the need for removing barriers for families and students, AUSD will increase and improve access and engagement for families by:

--Ensuring there is interpretation and translation for families in need of these services
--Continuing to work with our Placer County Office of Education (PCOE) partners to secure resources and services for our Foster Youth and Homeless families
--AUSD's Community Liaison program
--AUSD's Foster Youth and Homeless Liaison
--School Counselors
--District Mental Health Specialist
--Wellness Centers
--Health Service Coordinator
--Handle with Care Program
--Transportation vouchers and/or reimbursement
--Community Schools planning and professional development
--AUSD Principals will poll families to ensure Family University and schoolwide events are of interest to our families	AUSD maintains partnerships that involve certificated and classified staff members, families, and students.   

The Latino Leadership Council, the Lions, Kiwanis Club, Sight Word Busters, Auburn Assistance League, Lighthouse Counseling, Care Solace, Community Liaisons, Placer County Office of Education, Wellness Centers, Positive Behaviors Interventions and Supports, Auburn Interfaith Food Closet, AUSD Family University, Chapa De, Granite Wellness, One Pill Can Kill, and School Resource Officers through Auburn Police Department also partner with AUSD school sites in a variety of ways to ensure families have a direct link to their school and resources in their community.	AUSD will continue to focus on involving families in committees such as the Gifted and Talented Education Committee, English Language Advisory Committee, District English language Advisory Committee, School Site Council, LCAP Advisory Student/Parent Advisory Committee, Community Showcases, community partner feedback forums such as LCAP community meetings and Placer County Community Advisory Committee.	Through continued input surveys and conversations in the abovementioned variety of community meetings regarding school functions and outputs, partnerships with community partners, and our Community Liaison program, AUSD will monitor and adjust systems and programs within a shared leadership model to assess the assets and needs of the district to improve student outcomes.	AUSD is committed to seeking input from our partners to inform our decision-making.  We collect input through advisory committees, surveys, community engagement meetings, and through digital feedback on our website and a community email account.	AUSD's focus is to offer a large variety of options for stakeholders to participate in providing input and feedback as we design programs and services for our students.  AUSD takes pride in reaching our underrepresented families to improve their opportunities to engage in student success.  Opportunities include but are not limited to District English Learner Advisory Committee (DELAC) meetings, Site English Learner Advisory Committee (ELAC), School Site Council (SSC) Coffee with the Principal, Family University, comprehensive district website with active links for easy access to information, calendared events and videos, monthly Education Services Newsletter for AUSD families, monthly AUSD Update with information about district events and an update on the most recent board meeting, district-wide communication, surveys,  engagement meetings to discuss and gather input on a variety of issues, multiple committees such as health curriculum, technology, curriculum advisory, LCAP Student/Parent Advisory, LCAP stakeholder meetings, Continuous Improvement meetings, etc.	Through continued input surveys and conversations in committee meetings, interpretation, and translation services, parent conferences, and through consistent communication, families will feel their input is welcomed and valued.  AUSD will strengthen our use of digital platforms that support accessibility options when communicating with our families.	4	5	4	5	5	5	5	4	5	5	5	5	Met		2024-06-18	2024
31667950000000	Colfax Elementary	3	The primary driver for fostering positive relationships with families is creating an inviting atmosphere for parents. This welcoming environment allows parents to actively engage in school activities. Furthermore, regular, consistent, two-way communication builds the trust essential for positive home-school relationships. According to the California Healthy Kids Survey, 91% of parents felt that Colfax Elementary School District makes them feel welcome to participate in the school community. The Colfax Elementary school staff fosters this inviting atmosphere in various ways. For instance, they actively encourage parents to volunteer daily in classrooms and throughout the school campus. Parents serve as Art Docents, assisting teachers in providing Fine Arts education, and as Sight Word Busters, helping primary grade students master high-frequency word recognition. Additionally, parents are invited to participate in evening events sponsored by the PTA, such as the Fall Festival and the Spring Fling. These events encourage extended family members to join the community, promoting school pride and friendships. Families also contribute during annual beautification days, volunteering to improve playgrounds, play fields, and campus landscaping.
Communication with parents is a top priority at Colfax Elementary School District. 89% of families agreed that school staff promptly respond to their calls, messages, or emails, and 96% of parents stated that school staff treat them with respect. Colfax Elementary has taken several steps to establish strong communication methods to keep parents informed. Throughout the school year, school staff host events to provide information on early education programs, district goals, activities, and student enrichment opportunities. The school district regularly shares updates on afterschool programs, bus transportation, and community resources such as food assistance and summer learning programs. This year, Colfax ESD hosted two rounds of Parent-Teacher conferences in both the Fall and Spring to discuss each student’s academic strengths and needs, as well as their social and emotional development. By offering involvement opportunities and maintaining consistent communication, positive relationships between school staff and parents continue to flourish.	Colfax Elementary School District will concentrate on strengthening positive relationships with families by offering more opportunities for family visits throughout the school year. Parents will be invited to attend live, grade-level performances, theatrical productions, and student talent shows. Funds will also be allocated to improve and enhance the play fields, track, and baseball facilities, creating opportunities for local non-profit organizations to practice after school. Additionally, Colfax Elementary will provide more chances for families to volunteer on campus. The Art Docent and Sight Word Buster programs will continue, and CESD will explore the potential to introduce a Watch DOGS program, allowing dads, grandfathers, uncles, and other male role models to actively participate in classrooms, on the playground, and during dismissal times. By offering more campus visit opportunities and additional volunteer roles, Colfax Elementary aims to further strengthen positive relationships with families. For the 2024-2025 school year, Colfax Elementary School District will initiate Love and Logic Parenting Workshops. In collaboration with the Placer County Office of Education, CESD will provide workshops for parents to learn about promoting online safety and healthy media use for young people.	At Colfax Elementary, economically disadvantaged families and families of students with disabilities are two underrepresented groups. To better engage with these families, Colfax Elementary will continue to hold weekly meetings to formulate support and communication plans. Each week, the Wellness Center staff, school psychologist, and administration will continue to collaborate to address students' social and emotional needs. This often involves assisting families with transportation, securing housing, and providing food assistance. CESD staff will also make home visits to strengthen relationships with economically disadvantaged families and reduce barriers to student learning. For the 2024-2025 school year, CESD special education staff and administration will work individually with families of students with disabilities to provide detailed information on special education identification, learning accommodations, parent and student rights, and available services. The school district will ensure these parents have representation on the School Site Council, the PTA, and the District Community Leadership Team. Through direct contact and comprehensive support, Colfax Elementary aims to improve its relationships with these underrepresented groups.	Fostering strong partnerships with families focused on student academic success is a key priority at Colfax Elementary School District. According to the California Healthy Kids Survey, 93% of school staff believe the school encourages parents to be active participants in their child's education, and 91% of parents agreed. This solid partnership has resulted in high levels of parent engagement throughout the school year. Notably, 86% of parents reported attending a school or class event, 91% attended a general school meeting, 60% volunteered in their child's classroom or elsewhere in the school, and 84% participated in a school fundraiser. Additionally, 88% of parents attended a regularly scheduled parent-teacher conference.
Colfax Elementary offers numerous opportunities for school staff to collaborate directly with parents to support student learning and development. Twice a year, the school hosts parent-teacher conferences to discuss student progress, providing parents with valuable information and opportunities to ask questions. The school district also organizes regular Student Success Team meetings with parents to develop plans aimed at enhancing academic achievement, behavioral support, and strengthening the home-school connection. Furthermore, counseling support is available through the Wellness Center for both students and families. In various ways, Colfax Elementary actively works to partner with families to promote their children's growth.	In the upcoming 2024-2025 school year, Colfax Elementary is poised to enhance its partnerships with families, as highlighted in the California Healthy Kids Survey. Parents expressed a clear desire for more information about their students' additional intervention and support needs, as well as guidance on supporting homework. Only 49% of parents felt they fully understood why their child was placed in a specific group or class. To address these concerns, Colfax Elementary has maintained an intervention block, where students engage in small group sessions with school staff to enhance reading skills such as decoding, fluency, and comprehension, based on individual needs. Moving forward, the district aims to improve communication with families regarding how students are selected for various reading instruction groups. Similarly, CESD will increase efforts to equip families with strategies to bridge classroom learning with home environments. Currently, only 40% of families feel adequately informed about supporting their children with homework. In the upcoming school year, CESD will prioritize providing families with comprehensive guidance on supporting student learning at home, particularly with homework. The Wellness Center staff and administration will lead multiple workshops aimed at empowering parents to extend student learning beyond the classroom and reinforce skills acquired during school hours.	Some families at Colfax Elementary face economic challenges, often leading parents to juggle non-traditional work schedules with multiple jobs. Many families also work 30 to 45 minutes from home and the school. To better engage these underrepresented families, our district will conduct surveys to determine the most convenient times to schedule school activities, events, and parent workshops. In the upcoming 2024-2025 school year, our focus will be on enhancing communication by providing families with comprehensive updates on their students' progress toward Essential Learning Objectives. This initiative includes the introduction of a new report card format, which will track student mastery of Essential Learning Objectives in ELA and Math throughout the year.
Our special education team and administration will leverage Individualized Education Program (IEP) meetings to ensure families receive detailed information about the assessment process, available accommodations, and the range of support services offered to foster student growth. Moreover, we are committed to ensuring that parents from economically disadvantaged backgrounds and parents of students with disabilities are represented on critical decision-making bodies such as the School Site Council, the PTA, and the District Community Leadership Team. They will also be encouraged to participate in volunteer opportunities on campus, fostering a collaborative and inclusive school community.	In the 2023-2024 academic year, Colfax Elementary implemented proactive strategies to enhance parent involvement in the evaluation, revision, and development of the school district’s LCAP and Single Plan for Student Achievement. Parents were engaged during multiple School Site Council meetings, District Community Leadership Team meetings, and a local community gathering with the Colfax City Council to review the LCAP. During these sessions, parents and community members were encouraged to reflect on the district’s achievements, identify areas for improvement, and propose suggestions for future actions. They acknowledged the district’s efforts to expand student access to a broader curriculum through the introduction of after-school clubs and increased opportunities in visual and performing arts education. Additionally, parents recommended revamping the middle school instructional program to incorporate a rotational schedule of five classes delivered by teachers specializing in single subjects. Responding to this feedback, CESD will transition to this model in the 2024-2025 school year, which includes hiring an additional middle school teacher and starting an agriculture program. Families also suggested enhancing supervision and ensuring consistent behavioral expectations across the school. In response, CESD will maintain funding for a fifth campus supervisor to assist with playground and cafeteria supervision.
Furthermore, Colfax ESD organized a Town Hall meeting during the 2023-2024 school year, where families previewed prospective Social Studies curricula. Parents were invited to offer feedback on the curriculum choices and participate in the Curriculum Selection Committee. The district also continued utilizing the California Healthy Kids Survey, providing parents with a research-based tool to evaluate instructional programs and support for their children. In the 2023-2024 survey, 85% of parents agreed that the school promotes academic success, 75% felt the school is a supportive and inviting learning environment, and 80% believed the school provides high-quality instruction. However, only 62% of parents felt the school consistently enforced rules, highlighting a need for increased implementation of Positive Behavior Intervention and Support. Additionally, just 49% of parents agreed that the school offered quality programs for their child’s talents, gifts, or special needs, suggesting a need for growth in enrichment and intervention programs. Overall, Colfax Elementary significantly increased family input during the 2023-2024 school year by involving more parent groups in the LCAP revision process and continuing to use effective survey tools to gather detailed feedback on improving student programs.	Despite increased efforts to involve parents in decision-making, many parents still expressed a desire for more opportunities to collaborate on program and policy decisions within the school district. Only 54% of parents felt that the school and district actively sought their input before making significant decisions, while 7% of families were unsure if parents were included in the decision-making process. In the 2023-2024 school year, Colfax Elementary School District will emphasize providing a structured and consistent process to enhance parental input on school decisions. Only 16% of parents reported having participated on a school committee. To address this, Colfax Elementary will actively encourage greater parental participation on committees such as the School Site Council and the District Community Leadership Team. The school will also increase the frequency of these meetings and schedule them at times that are more convenient for families to attend.	In the 2024-2025 school year, Colfax Elementary School District will enhance the involvement and decision-making of underrepresented families through several initiatives. CESD will actively invite parents from economically disadvantaged backgrounds and parents of students with disabilities to join the School Site Council and the District Community Leadership Team, both of which will review and support the implementation of Integrated PBIS in the district. Individualized Education Programs (IEPs) will serve as a platform for families to provide feedback on school programs tailored for students with special needs. Additionally, the Wellness Center staff will collaborate directly with families in need to gather input on programs offering clothing, transportation, and food assistance. Through these efforts, CESD will ensure that underrepresented families have meaningful opportunities to contribute to school and district programs.	4	4	3	4	4	2	4	2	4	4	4	4	Met		2024-06-20	2024
31668030000000	Dry Creek Joint Elementary	3	Dry Creek demonstrates strengths and progress in Building Relationships Between School Staff and Families.
District-wide, diverse family engagement opportunities, including Back-to-School Night, Open House, and various
orientation events, foster a welcoming school environment. Moreover, engagement opportunities such as World Fair,
Math Night, and Family Literacy Night facilitate meaningful interactions between staff and parents, nurturing positive
relationships and promoting two-way communication.	The LEA has made notable strides in increasing support for English Learners (EL's), evident through initiatives like
translated materials, a dedicated newcomer page on the website, and the provision of translated school newsletters.
Additionally, Language Line services, interpreter iPads, and translators for meetings ensure accessibility and
inclusivity for families with diverse linguistic backgrounds. Through these comprehensive efforts, the LEA continues
to strengthen the bond between school staff and families, fostering a collaborative partnership that supports student
success and enhances the overall school community.	Each school site will work with their leadership and intervention teams to identify families’ needs and develop a
course of action to best engage, connect, and build relationships with them. District level teams will also support sites
with identifying resources to best meet the needs of their underrepresented families.	Each school site within the district operates with functional English Language Advisory Committees (ELAC),
convening three times annually. The ELAC plays a pivotal role in guiding the English Language program and
reviewing key documents such as the Single Plan for Student Achievement (SPSA), LCAP, and school goals.
Additionally, each ELAC reviews program information, testing documents, parent involvement opportunities, and
policies. Similarly, the School Site Council (SSC) at every site contributes valuable input and feedback concerning
both school and district plans, LCAP implementation, parent involvement, and various programs. Annually, sites
actively solicit ideas and feedback from the committee regarding enhancing parent involvement and supporting
student success. At the district level, the LCAP Parent Advisory Committee (PAC) and the District English Language
Advisory Committee (DELAC) convened two and three times this school year, respectively. Both committees provide
invaluable guidance and input on program components, parent engagement and involvement strategies, and LCAP
goals and services. Moreover, the District ensures ongoing communication and collaboration with parents through
various avenues, including student progress reports every six weeks, report cards every twelve weeks, parent
conferences during the first trimester and as needed throughout the year, student success team meetings,
Individualized Education Program (IEP) meetings, parent volunteer programs, at-risk meetings, and round-the-clock
access to the online parent portal. These engagement opportunities foster a culture of collaboration and partnership
between schools and families, ultimately supporting student achievement and well-being.	Our District's focus is on providing parent education regarding educational processes, engagement opportunities,
and how to participate in their child(ren)’s education. To ensure parents have access to our schools and events, the
District continues to provide translation services for both in-person and written communication as needed.	"Each school site is committed to hosting parent education sessions focusing on topics relevant to engagement and
active participation in their child's educational journey. Example sessions include, ""Effective Reading Practices at
Home"" and ""Understanding Math Skills Progression and Supporting Your Child's Learning."" Working in tandem with
their leadership and intervention teams, each school will identify families, assess their needs, and determine the
most suitable course of action to foster partnerships that bolster positive student outcomes. At the district level, our
focus extends to providing diverse educational opportunities that accommodate various family schedules. This
includes offering both in-person workshops and webinar sessions. To ensure broad accessibility, these opportunities
will be communicated through multiple channels and prominently featured on our Parent Academy webpage.
Translation services and interpreters will be readily available to facilitate engagement and participation for all
families. In addition to traditional formats, we are committed to developing a video series aimed at empowering
parents with a deeper understanding of how to collaborate with the school. Topics will include navigating the IEP
process, engaging with Student Success Team meetings, volunteering opportunities, and accessing technology
programs vital for their and their children's success. Through these initiatives, we aim to strengthen the partnership
between families and schools, ultimately fostering a supportive environment conducive to student achievement and
well-being."	Each year, our District administers an LCAP-aligned survey to both parents and staff, aimed at gathering crucial
feedback. The survey's specific questions serve as invaluable tools for shaping our strategies for parent participation
and engagement. Through active involvement from our School Site Councils, ELACs, and District ELAC, we
incorporate input and feedback into essential plans such as the Single Plan for Student Achievement, Local Control
Accountability Plan, School Safety Plans, Parent Involvement and Engagement Rubrics, and various program plans.
This collaborative effort ensures that decisions regarding instructional programs and support for students and
families are informed and reflective of our community's needs across the District. In line with our commitment to
enhancing parent involvement and engagement, the District is dedicated to expanding opportunities for family
education events, committees, and volunteer programs. We strongly encourage parents to actively participate in
committees such as the School Site Council, ELAC, School Health and Wellness Committee, LCAP PAC, and CAC.
Notably, Goal 3 within the LCAP underscores our focus on strengthening parent engagement and involvement. It's
heartening to note that our efforts are yielding positive results. Last year, 82% of parents reported feeling that both
the school and District value their participation and input in engagement opportunities—a notable 7% increase from
the previous year. This upward trend speaks volumes about our collective dedication to fostering a collaborative
partnership between families and our educational community.	Drawing upon the analysis of educational partner input and local data, the LEA has identified key focus areas for
improvement in Seeking Input for Decision-Making. A primary focus will be on enhancing parent participation in
school site ELAC, SSC, and educational activities, recognizing the critical importance these committees and
offerings play in connecting with families, forming partnerships, and providing support. Additionally, we aim to
increase opportunities for gathering feedback from families by implementing post-activity surveys after school-based
educational events. These surveys will serve as valuable tools for assessing what the school is doing well in supporting family engagement and identifying areas for improvement. Through these efforts, we are dedicated to
fostering a collaborative relationship with families and ensuring their voices are heard in shaping decision-making
processes that impact our school community.	Informed by educational partner input and local data analysis, the LEA is committed to enhancing the engagement of
underrepresented families, aligning with the Seeking Input for Decision-Making initiative. Each school site will
collaborate with its leadership and intervention teams to identify families, assess their needs, and develop tailored
strategies to effectively engage them in school and District events, communications, and educational opportunities.
Additionally, district-level teams will provide support to sites to identify resources and implement support to better
meet the need of engaging underrepresented families. This collaborative effort ensures that all families, regardless of
background or circumstance, are included and empowered to actively participate in decision-making processes that
impact their children's education. By fostering a culture of inclusivity and responsiveness, we strive to create
meaningful partnerships that promote student success and well-being across our educational community.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
31668290000000	Eureka Union	3	EUSD has strengths in finding creative ways to engage parents, families and community members. Besides surveys, EUSD implemented Coffee Chats, informal opportunities for parents to drop in and have conversations about various topics - e.g. instructional programs, enrichment opportunities, attendance, transportation, etc. These were very well attended. Our DELAC/ELAC meetings have been very well attended as well. One other project EUSD implemented was Family STEAM Night where over 200 families (parents, students, etc) participated. Local organizations supported this endeavor. EUSD has highly engaged families who welcome opportunities to participate in partnerships. EUSD also utilized its PAC - Parent Advisory Council - to provide feedback on district goals and actions and services.  Students were also consulted through surveys and focus groups. 
Staff were engaged through site meetings and consultations with bargaining groups. 
Teachers and staff have built meaningful relationships with parents and the school community.  Site-based family nights are well attended and all sites have high volunteerism rates.  Most parents volunteer to help teachers in the classroom. Additionally, Back to School Nights and Open Houses manifest high participation rates.	EUSD’s focus area for improvement remain:
timely communication with all educational partners
accessibility to communication tools (e.g. translations)
leveraging community strengths for improving/strengthening district and school-based programs.	EUSD will continue to engage underrepresented families in various ways: 
(1) timely communication that is accessible to all families
(2) events that are accessible to underrepresented communities. Example: timing of event after school to allow working families to participate, translations of fliers and communication tools, provision of childcare
(3) utilization of various opportunities to engage community/educational partners: drop off/pick up times, Back to School Nights, ELOP	One of EUSD’s strengths is its varied approaches to engaging families and the community. The district prides itself in its unwavering focus in securing input from its stakeholders multiple times throughout the year. This includes formal meetings (e.g. ELAC, DELAC), family nights, information events, phone calls, focus groups, coffee chats, home visits,and surveys. Coffee chats were implemented for the first time in 22-23, with great success as Cabinet members and parents held informal dialogues about families’ areas of concerns, as aligned to EUSD’s LCAP goals. EUSD has calendared dates for Fall and Spring conferences to engage with families of all students and academically at-risk students. Parents may also request for a Student Study Team meeting with administrators, counselors, and teachers to discuss concerns about progress in academic and socio-emotional development outcomes. Teachers make regular phone calls home for struggling students as well as initiate timely meetings when necessary.	timely communication with all educational partners
accessibility to communication tools (e.g. translations)
leveraging community strengths for improving/strengthening district and school-based programs.	EUSD will utilize multiple means of engaging our underrepresented families with an emphasis on increasing accessibility.  As stated above, timeliness of communication will be a focus area as well as ensuring that families have access to the communication methods used and to the events themselves.	EUSD engages the help of parents, students, staff and other stakeholders in developing actions and services, making policy and program decisions, including the development of the Local Control Accountability Plan. Annually, parents are surveyed for LCAP and invited to participate in LCAP meetings. Parents also serve in multiple advisory groups (e.g. GATE, Eureka Programs Initiatives Committee-EPIC) and task forces when necessary (e.g. COVID Task Force). In addition, EUSD provides informal opportunities such as coffee chats. Parents have been very participatory and have actively engaged in these multiple opportunities.	EUSD will improve the following:
Community outreach methods - EUSD will commit to utilizing multiple modes of communication.
Language access - EUSD will ensure EL families can access communication tools as well as provide input in their primary language.
Flexible scheduling - events that involve input gathering will be made as flexible as possible 
	EUSD plans on improving its community outreach efforts by utilizing multiple ways of communicating.  It will also remove as many barriers as possible for engaging parents, e.g. providing opportunities to provide input via primary language.  Additionally, when hosting events for seeking feedback, EUSD will utilize flexible scheduling.	3	4	4	4	3	4	4	4	4	3	4	4	Met		2024-06-12	2024
31668370000000	Foresthill Union Elementary	3	FUSD's capacity to build trusting and respectful relations with families has improved over the last three years from initial implementation levels to full implementation.  We attribute this growth to the time, focus, and resources invested in increased and improved school-home 2-way communications, proactive and positive outreach, and timely sharing of critical information.	While improvements have been made, the district acknowledges that we have not achieved sustainability in relationship-building one-to-one communications with families. Data and input reflect that opportunities for improvement in initiating timely, thoughtful, multi-directional communications by teachers and administration with students and their families remain.  This will be an area of focus for the district in 2024/25.	As mentioned above, initiation of one-to-one communications with families is not yet consistent among teachers and administration.  This is particularly true among underrepresented families who often do not engage in surveys, conferences, and other collective communications. In seeking to identify and improve on initiating timely, thoughtful, multi-directional communications by teachers and administration with underrepresnted students and their families, the district has designed a schedule that provides teachers with non-instructional time for such connecting with families on a regular basis.  To this end, the PR/Community Liaison role will also be expanded in the 2024/25 year.  This subject will continue to be integrated into all staff and PLC meetings until it is established as a core element of the district's culture.	FUSD partners with parents/families through annual events including Back to School Night, fall and spring conferences, student performances, honors assemblies, Spring Open House, weekly updates, postings to the website and in the local newspaper, and periodic family workshops to explore perspectives, resources, and opportunities with our educational partners. Teachers establish communication systems between their respective classrooms and home on grade-specific and individual student matters and opportunities. District-level communications have included monthly coffee-chats with the superintendent and increased participation in local community organization meetings. The feedback from our educational partners is that they appreciate these additional opportunities to learn more about the district and share their ideas and concerns.  Participation levels at events and with School Site Council and PTO meetings increased significantly in 2023/24.	The district is exploring a shift in standard from reactive to proactive strategies to build partnerships with educational partners. 
This proactive approach to seeking input from a wide range of educational partners, particularly from students included a more functional and user-friendly website and social media presence, hiring a community liaison to manage the district's website/social media as well as for direct and personal outreach to families who appear to be struggling with consistent attendance or other factors which are limiting students' access to learning. Looking forward, the district will establish consistent site-level communication platforms, offering real-time, multi-directional individual and group communications between school and home and has built into the master schedule non-instructional time for teachers to reach out to families.	Data reflects that underrepresented families are more likely to have students struggling with grade-level proficiency, consistent attendance, and behavior challenges.  Data suggests that when direct and consistent communication is initiated by a teacher, administrator of the community liaison, improvements in one or more of these areas follows.  The district has established non-instructional time for teachers with the intention that proactive, one-to-one communications, particularly with underrepresented families, will increase.  The district will be collecting data on this throughout the 2024/25 academic year as a means of strengthening its overall multi-tiered system of supports for students.	The district has built momentum in cultivating meaningful engagement and input opportunities among the district's educational partners, including monthly coffee-chats with the superintendent, presentations at local organizational meetings, school events and assemblies.  PTO and School Site Councill membership has grown and now includes more representatives from historically underrepresented groups. Students represent the largest educational partner group, and can be overlooked as educational partners when it comes to their agency in the decision-making process.  To build students' capacity to make meaningful contributions in this regard, FUSD continues to proactively engage students in leadership opportunities, including the Mountain Lion Academy Cadets, the Junior National Honor Society, Project SAVE, and Governing Board participation.	The district continues to shift its reactive approach to decision-making to a more proactive model which provides the time to engage educational partners in the process of decision-making, collect input, share information and resources, and consider short and long-term factors and goals.	Data and input from educational partners suggest that a shift from reactive to proactive decision-making, paired with a shift from one-direction to multi-direction communication, and adding individualized communication to our collective communication practices will have a positive impact in connecting with, understanding, and establishing agency among underrepresented families who may not even be aware that their input is valued by the district.  The district is establishing time in the contract day for teachers to increase individualized communication with families who are less inclined to initiate contact, to share opportunities and extend invitations to participate.  This personalized outreach will also help the district better understand how its decision-making processes might be adjusted to better accommodate underrepresented families.	4	4	3	4	3	3	4	3	4	4	3	4	Met		2024-06-20	2024
31668450000000	Loomis Union Elementary	3	Throughout the school year staff are offered professional development focused on building relationships with students and families and each school has structures in place to ensure regular school-to-home communication.  In addition, LUSD schools that receive Title I funding abide by a School-Parent Compact which is provided to families and staff annually.  

LUSD holds at two District English Learner Advisory Committee (DELAC) meetings held each year.  During DELAC meetings information on the LCAP and other parent engagement items are discussed and feedback is collected.  In order to increase participation at DELAC meetings, LUSD’s English Learner teacher has sent information home to families, provides information at parent-teacher conferences, and makes personal contact with families whenever possible.

During the 2023-2024 school year a Local Control and Accountability Plan (LCAP) Parent Advisory Committee (PAC) was selected to include representation from all school sites and representative demographic groups.  Through the LCAP PAC and other school and district parent involvement opportunities, such as Parent-Teacher Club, School Site Council, and DELAC meetings, parents often share areas where they could use support or additional resources to support their children.  The feedback provided informs LUSD's future decision making including the Local Control and Accountability Plan (LCAP).	Educational partner feedback is collected annually through a survey.  The survey collects participant data in three main areas: Learning Environment and Culture, Communication, and Student Achievement and Instruction.  While typically favorable, this data is used to drive actions and services targeting improvement district-wide.  

As a result of feedback from educational partners LUSD has implemented a number of new or improved supports for families.  For example, community surveys indicated that a common communication for all classroom, school, and district communication that could be accessed via an app and through text messaging would be beneficial.  As a result, LUSD piloted Parent Square during the 2023-2024 school year with a plan for full implementation in August 2024.

All LUSD schools utilize dedicated collaboration time during which teachers and administrators discuss student data, progress, and action plans for student support.  Based on these discussions, teachers are then better prepared to have meaningful dialogue with families about their children’s progress, strengths, and areas for growth.  While these conversations happen throughout the year informally, there are also formal structures in place such as Student Study Teams (SST), Individualized Education Plan (IEP), and 504 meetings, Academic Conferences, and parent-teacher conferences.

To best support teams in productive conversations and relationship building professional development as been provided in a number of areas including, but not limited to, meaningful IEP team participation, additional annual notifications, updated Board Policy, and a structured district-wide system to request assistance within a multitiered system of support (MTSS).
	LUSD’s Foster and Homeless Youth Liaison (Assistant Superintendent, Educational Services), in conjunction with the English Learner Teacher provide individualized outreach and support for underrepresented families.  Feedback provided by families is used to provide convenient collaboration opportunities such as flexible DELAC meeting options (in-person and virtual) as well as times of day (during and/or after school).  Underrepresented families are also chosen as LCAP PAC members to increase engagement and feedback.  Additionally, at some school sites, principals reach out to underrepresented families to personally invite them to attend school site committees.  In this way, schools are working to increase the participation of underrepresented groups.	As mentioned previously, LUSD collects feedback from district families through multiple avenues.  LUSD utilizes LCAP survey feedback, PTC president’s meetings, LCAP PAC and other parent committees, such as DELAC and School Site Council, to allow parents the opportunity to meaningful participate in their children’s education.  Additionally, families are given two opportunities for structured conversations with their child's teacher(s) during October and March parent-teacher conferences.  While staff are willing to meet at any time, these scheduled conferences focus on student data review and home to school collaboration.

Through varied and personalized methods of communication, LUSD continues to explore avenues we can use to increase the participation and engagement of our underrepresented families.  Additionally, parent feedback is continually utilized to modify the types of information we share with families based on areas of interest.  Parent feedback drove the decision to relaunch LUSD’s social media platforms in 2023-2024.  LUSD plans to continue these efforts in the year to come in order to improve the engagement of all families.	Educational parenter survey data was collected district-wide in fall 2023.  This ongoing data, as well as annually collected student survey data (from 5th-8th grade students) completed each spring is used to determine the best strategies for building partnerships with our community.  Survey questions were modified in 2023-2024 so that questions for all surveyed groups aligned.  This provides an additional layer of educational partner input as staff can determine where parents, students, and staff rate LUSD in the same targeted areas.

LUSD has improved communication through a streamlined system that allows for text messaging platforms as requested in the fall 2022 survey.  LUSD has also secured grants that allow the district to partner with the Placer County Office of Education and to provide additional mental health/social emotional supports to students.  Lastly a mental health provider matching services called Care Solace was rolled out in fall 2023 to improve community access to mental health care as this has been an area that families have reported difficulty navigating outside of the school setting.	LUSD’s Foster and Homeless Youth Liaison (Assistant Superintendent, Educational Services), in conjunction with the English Learner Teacher provide individualized outreach and support for underrepresented families.  Feedback provided by families is used to provide convenient collaboration opportunities such as flexible DELAC meeting options (in-person and virtual) as well as times of day (during and/or after school).  Underrepresented families are also chosen as LCAP PAC members to increase engagement and feedback.  Additionally, at some school sites, principals reach out to underrepresented families to personally invite them to attend school site committees.  In this way, schools are working to increase the participation of underrepresented groups.	LUSD currently offers varied opportunities for educational partner input.  For example, DELAC meetings, School Site Council, PTC meetings, PTC President meetings, the LCAP PAC and community partnership meetings are all ways that input can be provided—particularly input around LCAP goals and action items.  These opportunities exist at each school site and district wide through various in-person and virtual options.	During the 2023-2024 school year a DELAC and LCAP Parent Advisory Committee (PAC) was identified in the early fall and began providing input to LUSD staff during schedule, posted, and agendized meetings.  Feedback from these PACs drove future decision making as outlined in LUSD's LCAP.  LUSD plans to continue these avenues in outgoing years.  Additionally, given a growing English Learner population there will be an English Learner Advisory Committee (ELAC) added at Loomis Grammar school in 2024-2025.
	LUSD's best strategy for increasing underrepresented family participation has traditionally been individual outreach.   LUSD’s Foster and Homeless Youth Liaison (Assistant Superintendent, Educational Services), in conjunction with the English Learner Teacher provide this individualized outreach and support for underrepresented families.  Additionally, at some school sites, principals reach out to underrepresented families to personally invite them to attend school site committees.  In this way, schools are working to increase the participation of underrepresented groups.	5	5	5	5	4	4	4	4	3	4	3	3	Met		2024-06-13	2024
31668450117150	Loomis Basin Charter	3	Throughout the school year staff are offered professional development focused on building relationships with students and families and each school has structures in place to ensure regular school-to-home communication.  In addition, LBCS abides by a School-Parent Compact which is provided to families and staff annually.  

In  conjunction with LUSD, LBCS holds at two District English Learner Advisory Committee (DELAC) meetings held each year.  During DELAC meetings information on the LCAP and other parent engagement items are discussed and feedback is collected.  In order to increase participation at DELAC meetings, LUSD’s English Learner teacher has sent information home to LBCS families, provides information at parent-teacher conferences, and makes personal contact with families whenever possible.

During the 2023-2024 school year a Local Control and Accountability Plan (LCAP) Parent Advisory Committee (PAC) was selected to include representation from all school sites including LBCS and representative demographic groups.  Through the LCAP PAC and other school and district parent involvement opportunities, such as Parent-Teacher Club, School Site Alliance, International Baccalaureate Parent Survey and DELAC meetings, parents often share areas where they could use support or additional resources to support their children.  The feedback provided informs LUSD's future decision making including the Local Control and Accountability Plan (LCAP).
	As a result of feedback from educational partners LUSD and LBCS have implemented a number of new or improved supports for families.  For example, community surveys indicated that a common communication for all classroom, school, and district communication that could be accessed via an app and through text messaging would be beneficial.  As a result, LUSD piloted Parent Square during the 2023-2024 school year with a plan for full implementation in August 2024.

All LUSD, including schools, including LBCS,  utilize dedicated collaboration time during which teachers and administrators discuss student data, progress, and action plans for student support.  Based on these discussions, teachers are then better prepared to have meaningful dialogue with families about their children’s progress, strengths, and areas for growth.  While these conversations happen throughout the year informally, there are also formal structures in place such as Student Study Teams (SST), Individualized Education Plan (IEP), and 504 meetings, Academic Conferences, and parent-teacher conferences.

To best support teams in productive conversations and relationship building professional development as been provided in a number of areas including, but not limited to, meaningful IEP team participation, additional annual notifications, updated Board Policy, and a structured district-wide system to request assistance within a multi-tiered system of support (MTSS).
	LUSD and LBCS’ Foster and Homeless Youth Liaison (Assistant Superintendent, Educational Services), in conjunction with the English Learner Teacher provide individualized outreach and support for underrepresented families.  Feedback provided by families is used to provide convenient collaboration opportunities such as flexible DELAC meeting options (in-person and virtual) as well as times of day (during and/or after school).  Underrepresented families are also chosen as LCAP PAC members to increase engagement and feedback.  Additionally, at some school sites, principals reach out to underrepresented families to personally invite them to attend school site committees.  In this way, schools are working to increase the participation of underrepresented groups	As mentioned previously, LUSD collects feedback from district families through multiple avenues.  LUSD utilizes LCAP survey feedback, PTC president’s meetings, LCAP PAC and other parent committees, such as DELAC and School Site Alliance, to allow parents the opportunity to meaningfully participate in their children’s education.  Additionally, families are given two opportunities for structured conversations with their child's teacher(s) during October for  parent-teacher conferences and in November for Student Led Conferences.   While staff are willing to meet at any time, these scheduled conferences focus on student data review and home to school collaboration.

Through varied and personalized methods of communication, LUSD continues to explore avenues we can use to increase the participation and engagement of our underrepresented families.  Additionally, parent feedback is continually utilized to modify the types of information we share with families based on areas of interest.  Parent feedback drove the decision to relaunch LUSD and LBCS’ social media platforms in 2023-2024.  LUSD and LBCS plan to continue these efforts in the year to come in order to improve the engagement of all families.  
	Educational parenter survey data was collected district-wide in fall 2023.  This ongoing data, as well as annually collected student survey data (from 5th-8th grade students) completed each spring is used to determine the best strategies for building partnerships with our community.  In addition, an SSA IB Parent Survey is given in the spring.  Survey questions were modified in 2023-2024 so that questions for all surveyed groups aligned.  This provides an additional layer of educational partner input as staff can determine where parents, students, and staff rate LUSD in the same targeted areas.

LUSD and LBCS have improved communication through a streamlined system that allows for text messaging platforms as requested in the fall 2022 survey.  LUSD has also secured grants that allow the district to partner with the Placer County Office of Education and to provide additional mental health/social emotional supports to students.  Lastly a mental health provider matching services called Care Solace was rolled out in fall 2023 to improve community access to mental health care as this has been an area that families have reported difficulty navigating outside of the school setting.
	LUSD’s Foster and Homeless Youth Liaison (Assistant Superintendent, Educational Services), in conjunction with the English Learner Teacher provide individualized outreach and support for underrepresented families.  Feedback provided by families is used to provide convenient collaboration opportunities such as flexible DELAC meeting options (in-person and virtual) as well as times of day (during and/or after school).  Underrepresented families are also chosen as LCAP PAC members to increase engagement and feedback.  Additionally, at some school sites, principals reach out to underrepresented families to personally invite them to attend school site committees.  In this way, schools are working to increase the participation of underrepresented groups.  

	LUSD currently offers varied opportunities for educational partner input.  For example, DELAC meetings, School Site Alliance, PTC meetings, PTC President meetings, the LCAP PAC and community partnership meetings are all ways that input can be provided—particularly input around LCAP goals and action items.  These opportunities exist at each school site and district wide through various in-person and virtual options.	During the 2023-2024 school year a DELAC and LCAP Parent Advisory Committee (PAC) was identified in the early fall and began providing input to LUSD staff during schedule, posted, and agendized meetings.  In addition, LBCS began meetings with the School Site Alliance(SSA) to review survey data and feedback from parent and student surveys. Feedback from these PACs drove future decision making as outlined in LUSD's LCAP.  LUSD plans to continue these avenues in outgoing years.	LUSD and LBCS’ best strategy for increasing underrepresented family participation has traditionally been individual outreach.   LUSD’s Foster and Homeless Youth Liaison (Assistant Superintendent, Educational Services), in conjunction with the English Learner Teacher provide this individualized outreach and support for underrepresented families.  Additionally, at some school sites, principals reach out to underrepresented families to personally invite them to attend school site committees.  In this way, schools are working to increase the participation of underrepresented groups.	5	5	5	5	4	4	5	4	3	4	3	5	Met		2024-06-13	2024
31668520000000	Newcastle Elementary	3	Newcastle Elementary has experienced positive growth in the area of school and home relationships. Teachers have always been the heart of the school and their relationships and communication with families is the cornerstone of making families feel connected to the school. Based on parent survey responses, this is a strength area for Newcastle. PTC has also provided a complete year of events and activities that reinforce the home/school connection, including family dances, community nights, and schoolwide fundraisers. A new superintendent has also increased communication and visibility with families, leading to more parent ownership of the school.	During Site Council meetings and during LCAP development, a list of relationship building activities and events was collected. These ideas focused on connecting home and school in meaningful and joyful ways. They ranged from family picnic days throughout the year, to informational nights or videos on hot topics for parents, to a career day at school for the older students, etc. A goal was written in LCAP to implement at least one of these ideas each year. That will be the focus for continuing to grow relationships between the school and families for the next three years, or for as long as it is working.	Newcastle has a small population of underrepresented families, so ensuring their voices are head is an important part of culture and climate development and is a focus for improvement. First, the district will work to ensure families of unduplicated pupils sit on all committees and decision making teams and are represented in these discussions. This will extend beyond the minimum mandates for parent involvement. Second, the Director of Student Services will begin to host listening groups from families of unduplicated pupils throughout the year to collect feedback that is specific to these families, and hopefully ensuring these opinions and voices can stand alone outside the collective feedback of all families.	In the annual parent survey, 95% of families who responded had attended a parent-teacher conference during the school year. This participation rate is a strength for Newcastle and has increased from prior rates closer to 70-75% attendance rates, showing progress in the number of families coming to the school to learn about their student's academic progress.	The focus area for the next year is to increase communication from the classroom, the school, and the district around data and student results during diagnostics and assessments throughout the year and not just at conference time. This would include celebrations for students making significant growth, iReady diagnostic results, and internal assessment data. The second focus area is around intervention. The school will work to identify barriers to students attending after school intervention sessions and then work to remove those barriers in an attempt to work directly with families and increase the number of students participating in intervention.	Underrepresented families have been strong participants and strong partners with the school while working together to improve student outcomes. These identified students will have data reviewed separately by the school and district. One way of meeting that goal is to utilize the features of iReady that allow for student data input, which then will run more specific results and allow for analysis of unduplicated pupils specifically. This will take time to input student demographics at the beginning of the school year to add this data to iReady accounts, but will show its effectiveness after the first diagnostic.	Parent participation has increased in all events and activities at Newcastle within the last year, including parents and family members serving on committees and participating in data collection events. This growth in involvement can be seen across the board from an increase in PTC membership and officers, to board meeting participation in the hybrid format, to growth of Site Council membership. This growth has been organic and parent feedback on the annual survey indicated 15% of families who responded have participated in a school meeting or committee which focused on gathering input and feedback. This has increased from previous participation rates below 10%.	One of Newcastle's greatest obstacles is that it is a small school, comprising mostly of 2 classrooms at each grade level in grades TK-8. This can impact the number of families who have the ability or desire to participate in information seeking activities and committees. One area for improvement to bring more families in to partner with the school is to increase communication of opportunities. This would include sending the message out multiple times to families when committees are formed, surveys are open, and meetings are taking place. This may also include a personalized phone call to families who may want to be involved but are hesitant or uncertain to encourage participation.	Underrepresented families tend to not be as involved in decision making, meetings, or committees as the rest of the school population. To encourage more participation, a separate distribution list will be created to email families of unduplicated pupils directly with information of upcoming events and opportunities to become involved. Data will be tracked throughout the year to see if the strategy is effective in reaching families who may otherwise not access the Parent Week Ahead or may not have feelings of belonging in these events and activities.	5	4	5	4	3	3	5	4	4	4	4	4	Met		2024-06-26	2024
31668520109827	Newcastle Charter	3	Newcastle Charter has experienced positive growth in the area of school and home relationships. Teachers have always been the heart of the school and their relationships and communication with families is the cornerstone of making families feel connected to the school. Based on parent survey responses, this is a strength area for Newcastle. PTC has also provided a complete year of events and activities that reinforce the home/school connection, including family dances, community nights, and schoolwide fundraisers. A new superintendent has also increased communication and visibility with families, leading to more parent ownership of the school.
	During Site Council meetings and during LCAP development, a list of relationship building activities and events was collected. These ideas focused on connecting home and school in meaningful and joyful ways. They ranged from family picnic days throughout the year, to informational nights or videos on hot topics for parents, to a career day at school for the older students, etc. A goal was written in LCAP to implement at least one of these ideas each year. That will be the focus for continuing to grow relationships between the school and families for the next three years. 
	Newcastle Charter has a small population of underrepresented families, so ensuring their voices are heard is an important part of culture and climate development and is a focus for improvement. First, the district will work to ensure families of unduplicated pupils sit on all committees and decision making teams and are represented in these discussions. This will extend beyond the minimum mandates for parent involvement. Second, the Director of Student Services will begin to host listening groups from families of unduplicated pupils throughout the year to collect feedback that is specific to these families, and hopefully ensuring these opinions and voices can stand alone outside the collective feedback of all families.
	In the annual parent survey, 95% of families who responded had attended a parent-teacher conference during the school year. This participation rate is a strength for Newcastle and has increased from prior rates closer to 70-75% attendance rates, showing progress in the number of families coming to the school to learn about their student's academic progress.	The focus area for the next year is to increase communication from the classroom, the school, and the district around data and student results during diagnostics and assessments throughout the year and not just at conference time. This would include celebrations for students making significant growth, iReady diagnostic results, and internal assessment data. The second focus area is around intervention. The school will work to identify barriers to students attending after school intervention sessions and then work to remove those barriers in an attempt to work directly with families and increase the number of students participating in intervention.	Underrepresented families have been strong participants and strong partners with the school while working together to improve student outcomes. These identified students will have data reviewed separately by the school and district. One way of meeting that goal is to utilize the features of iReady that allow for student data input, which then will run more specific results and allow for analysis of unduplicated pupils specifically. This will take time to input student demographics at the beginning of the school year to add this data to iReady accounts, but will show its effectiveness after the first diagnostic.
	Parent participation has increased in all events and activities at Newcastle within the last year, including parents and family members serving on committees and participating in data collection events. This growth in involvement can be seen across the board from an increase in PTC membership and officers, to board meeting participation in the hybrid format, to growth of Site Council membership. This growth has been organic and parent feedback on the annual survey indicated 15% of families who responded have participated in a school meeting or committee which focused on gathering input and feedback. This has increased from previous participation rates below 10%. 
	One of Newcastle's greatest obstacles is that it is a small school, comprising mostly of 2 classrooms at each grade level in grades TK-8. This can impact the number of families who have the ability or desire to participate in information seeking activities and committees. One area for improvement to bring more families in to partner with the school is to increase communication of opportunities. This would include sending the message out multiple times to families when committees are formed, surveys are open, and meetings are taking place. This may also include a personalized phone call to families who may want to be involved but are hesitant or uncertain to encourage participation. 
	Underrepresented families tend to not be as involved in decision making, meetings, or committees as the rest of the school population. To encourage more participation, a separate distribution list will be created to email families of unduplicated pupils directly with information of upcoming events and opportunities to become involved. Data will be tracked throughout the year to see if the strategy is effective in reaching families who may otherwise not access the Parent Week Ahead or may not have feelings of belonging in these events and activities.
	5	4	5	4	3	3	5	4	4	4	4	4	Met		2024-06-26	2024
31668520120105	Creekside Charter	3	This is a focus and a pillar of Creekside.  On our annual survey, 91.9% of respondants say that they feel their child is emotionally safet at school. We believe this is indicative of having strong relationships..   Families have incredible access to our teachers. If parents elect to, they can connect everyday with their child's teacher.  For next year, we will launch quartery whole class parent meetings in addition to our parent/teacher conferences, thus further developing connection points between parents and students.	We do have a LCAP goal 3 that focuses on further community development.  Please see our LCAP @ www.creeksidetahoe.org/governance	Creekside's foundational pillar is relationships.  Our number one focus is making sure teachers, parents and students are known and valued.  Our underrepresented families tend to be our households with two working family members.  It would be important to find forums other than touching base with them at drop off and pick up to connect on a greater level.  We do end of the year surveys to gauge engagement, but allowing for a beginning of the year in take form would allow us better answers on how to connect with families.  Overall, our success hinges on our community relationships and we are doing 5's in this area.	"Our focus is partnerships.  We create open relationships to allow for families to easily communicate.  We hold workshops for teachers to talk about the fundamentals of building partnerships with families.  Our focus, as we put it is on ""small batch"" education.  This places those partnerships, as a priority to a student's education.   We are looking to improve our communication on curriculum and our LCAP reflects this change."	We continued to offer a counselling to further increase relationships.  People choose this school because of our focus on community and relationships with others.  This continues to be one of Creekside's strengths.	We do not have this as a need.  Our underrepresented families ranked us at 93% for agreeing or highly agreeing.  This is higher than our general population.	"We hold several LCAP parent meetings, surveys, student groups, and teacher groups to better support voice in the creation of our LCAP.  We rank parent input in decision making as ""extremely high""."	This year we took extra care to invite parents to our LCAP meeting and additionally provided more open ended response items on our LCAP survey to allow a great voice to occur.	This is not an area of need we have at our school.  Underrepresented families report just as high on our annual surveys as traditional families.	5	5	5	5	5	4	4	5	5	5	5	5	Met		2024-06-17	2024
31668520121608	Harvest Ridge Cooperative Charter	3	Harvest Ridge maintains strong school/family relationships in both the on-campus and home study programs.
Parents are encouraged to be part of their students day to day learning, and we often see parents involved in on
campus activities.	Based on feedback from local school surveys, including the LCAP surveys, there is room for improvement in
communicating field trip information to parents as well as chaperone/volunteer requirements. Improvements in these
areas will allow families to better prepare with their schedules and finances to be present, as well as ensure the
families we have present have met all the necessary background checks.	Harvest Ridge administration and staff keep an open flow of communication with parents regarding their student's
progress and with supporting student outcomes. Regular use of Google Classroom gives a forum for parents to
monitor daily classroom assignments and assessments and provides students with a platform to organize classroom expectations and communicate with their teacher regarding their current progress. The school has also switched to
Parent Square as the main platform for communicating with families. This allows for language translation for families
that have different native languages the option to have posts translated. Parent Square also offers numerous ways
for families to access information as well as numerous ways to receive information. The staff works closely through
the Student Intervention Team committee and with the Special Education team to support families with their legal
rights and advocate for their own students. The school has also placed an emphasis on onboarding new families with
the expectations for the school and how all families can be engaged in their students' academic progress.	Harvest Ridge Cooperative Charter School puts a great emphasis on building relationships with families and
students. As a small school, staff has the ability to connect with families on a personal level. In addition to fall and
spring conferences, parents meet an additional three times per year on campus or via video calls with teachers for
Learning Conferences. Teachers send out monthly newsletters, and staff uses email, Google Classroom, and Parent
Square, to communicate with students and parents on a daily and weekly basis. Parents are encouraged to volunteer
in classrooms and be part of committees, where collaboration is fostered and community is built.	There continues to be a general pushback from families regarding standardized testing, especially with the home
study program. HRCCS does i-Ready testing as well as participates in the state assessments for ELA, Math,
Science, and PE. Building more of a capacity for students to participate successfully in these assessments is a focus
for the program. Creating parent awareness and easing anxiety regarding what the tests are and how they are used
will be a focus, as well as interim assessments so that students will have exposure to the rigor and project
requirements of the assessments as well.	HRCCS continues to be a safe place for all students, including underrepresented families. Parents report that their
students are excited about coming to school, especially students that have transferred from other programs. Our new
Home Study campus has allowed us to offer more enrichment sessions at different times during the week, which
allows for more students to attend. This also allows the ability to build separate enrichment programs with our on
campus program due to the freed up space.
Our teachers do a fantastic job with consistent communication with families, as well as providing safe spaces for
students to participate in their education. The school also provides free lunch and breakfast for all students, so that
every child has the opportunity to have a meal while on campus.	During the 2023-24 school year, the school continued to make strides in creating more opportunities to express their
opinions and learn about the program as a whole. There were School Calendar meetings, Campus improvement
committee meetings, and a LCAP Community meeting, on top of the regularly scheduled PTO meetings and Board
meetings. Parents were also given surveys regarding the school calendar, field trips, and LCAP community
engagement. There were also multiple new family orientation meetings where families that are new to our program
were able to learn more about how the program works and how they could get involved with different parent groups,
including being on the board, PTO, and other ways to provide input.	Harvest Ridge Cooperative Charter has made great efforts to seek input from multiple stakeholder groups, especially
parents. Parent involvement in school programs is important to the fluid operation of the school, but participating in
the local governing board and advisory committees is key for providing critical feedback to the school and programs.
Parents are welcomed and encouraged to be members of as well as attend board meetings, PTO meetings, Town
Hall meetings, and to also be a part of advisory committees for the school. Parents/guardians have also had
opportunities to attend workshops that are linked to both student learning and development and growth. Throughout
the school year, parents were provided weekly updates on school events, educational programs, parent meetings,
student activities, school policies and procedures, and important announcements. Parents serve in different
capacities including volunteering in the classroom, Board of Directors, Safety Committee, Parent Teacher
Organization, and also a variety of other school committees.	"One focus for the school moving forward is the families that are not able to participate regularly due to conflicting
work schedules. While the school is strong in providing information to all families, some families feel like since they
cannot be present, they don't have a say in decision making. Strides have been made such as having a designated
classroom parent who is able to be an additional point of contact for families, and reach out to receive input on
different ideas in order to create more involvement. This has resulted in many ""remote"" volunteer opportunities for
parents to get involved in assisting teachers and/or helping with school fundraising efforts."	5	5	5	5	5	5	5	5	5	4	5	5	Met		2024-06-27	2024
31668520127928	Rocklin Academy Gateway	3	At Rocklin Academy Family of Schools, we have worked hard to build relationships between our school staff and families. We begin by creating a welcoming environment for all, starting before students step through the doors. Onboarding for both new and returning students and families was revamped to ensure students, families, and staff had ample opportunities to connect with each other and begin to establish relationships. Every family received a greeting card in the mail before the start of the school year, welcoming students’ families into a relationship with their teacher.  In a variety of ways, families were represented in classrooms, such as families sharing their hopes and dreams for their students or sharing a photo or other representation of their family’s tradition or heritage. Throughout the year staff greets students and families each morning at drop-off and continues to foster relationships throughout each day through informal conversations, more formalized meetings, phone calls, and emails. On a weekly basis, our teachers and staff share news and information through weekly classroom and school newsletters. Additionally, we schedule several
opportunities throughout the year for our families to engage with our staff, including Back to School Night, Coffee Chat-type events with the Principal, parent/teacher conferences, LCAP engagement workshops, participating in surveys, committee work, Parent School Partnership (PSP) meetings, family nights, budget/facilities meetings, etc. 

This year ateam of administrators, staff, parent leaders, a student leader, and County Office of Education staff has been working with the California Collaborative for Educational Excellence’s Community Engagement Initiative, learning best practices to enhance family engagement focused on effective and equitable two-way communication. To that end, family onboarding and Parent/Teacher conference practices were shifted to maximize the opportunity to engage in authentic two-way communication with families.  Additionally, teachers engaged in professional learning sessions throughout the year focused on family engagement and two-way communication. Time was built into teachers’ work days to provide opportunities for teachers to connect with their students’ families to continue to open lines of communication. Coffee Chats, Lunch and Zoom, and Parent Night sessions were focused on listening to families’ experiences, gathering their input, and building community through relationships.

Rocklin Academy Family of Schools is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. A variety of programs and events have been planned to initiate outreach and make connections with parents, including Core Knowledge Night, Family Nights, docent programs, performances, etc. Opportunities such as these are an effective way of developing relationships which leads to a higher level of parent involvement. Because of the COVID-1	Based on the analysis of educational partner input, below are areas we intend to focus on for improving relationships between school staff and families:
-Continue to increase opportunities for volunteering, and educate families on the benefits of family engagement on student learning and school climate
-Increased community resources to be made available to families
-Increasing the effectiveness and equity in the two-way communication between families and teachers
-Establish a collective definition of “effective communication” and ensure that it is understood by staff and families	Building relationships between school staff and our families is a top priority at Rocklin Academy Family of Schools.  Our focus as a school is to provide more opportunities for authentic two-way communication. As an example, our family onboarding process now includes small group meetings and multiple opportunities to engage with school leaders and other families as they acclimate to the school. Our Back to School events for all families at the school have also been tailored in a way to allow teachers and families to connect more intentionally as the school year begins. We continually work to improve engagement and have identified areas of opportunity to strengthen these relationships, especially with our underrepresented families.  We will continue to focus on strengthening family engagement opportunities for our English learners and students with disabilities through increased frequency of outreach through email communication and meeting opportunities.  We will also continue to reach out to low-income families with increased frequency to see if there is any additional support we may be able to provide or direct them toward.

We are utilizing the resource “Language Line Solutions” to communicate with families in their primary language for meetings, as well as Parent Square, a communication application that will translate weekly newsletters and school communication. Currently, this tool is only used for schoolwide communication to home, and we plan to train teachers in this tool so their newsletters and communication can also be translated into families’ home languages.  Our ELO-P offering of after-school care and Summer Academy has provided additional support and campus access to our multilingual learners and socio-economically disadvantaged students.  

As part of the California Collaborative on Educational Excellence Community Engagement Initiative, consisting of admin, teachers, parents, and county office of ed staff, we are working to increase opportunities for staff and families to engage in authentic communicative interactions that lead to trusting relationships.	At Rocklin Academy Family of Schools, we believe that our educational program is strengthened by strong partnerships with families.  Communication is key to this being a success.  Based on the analysis of educational partner input, the following were identified as strengths in building partnerships for student outcomes.
-Communication from teachers, principal, and superintendent
-Parent/teacher conferences or other collaborative meetings

This year, teachers engaged in professional learning sessions around family engagement, learning research behind the benefits of family engagement, ways to ensure families are represented in their classrooms, and focused on two-way communication. Best on families’ input at Coffee Chat and Lunch and Zoom sessions with the Principal, Parent/Teacher Conferences were restructured to allow for two-way communication and relationship building. 98% of families indicated their relationship with their teacher was strengthened as a result of their conference. Teachers had time built into their workdays to communicate with their families, either through writing notes to send home or making a positive phone call home. This encouraged open lines of communication between school and home.

In addition to weekly communication to all families as a way of keeping them informed of what is going on in the classrooms and on campus, we invited families to Coffee Chats, Lunch and Zooms, and Family Nights with the Principal covering specific topics to support our families in supporting their students, and to gather input from families to drive decisions. Our superintendent also provides a monthly update, sharing important information and highlights across all sites.  We also host several collaborative workshops and meetings throughout the year focused on student outcomes.  Other, more individualized work is accomplished through SST, IEP, and LTEL meetings with teachers, principals, and families to review data and set student goals.  Finally, our parent portal provides access to families on their child’s academic progress and other important information, and in 7th and 8th grades, teachers work with students to complete weekly grade checks and goal-setting protocols requiring parent signatures to ensure students and their families have an opportunity to discuss academic progress and goals throughout the year.	Based on the analysis of educational partner input, we have identified some areas for improvement in building partnerships for student outcomes.   In the 2024-25 school year we will continue to improve or increase the following areas to rebuild partnerships for student outcomes.
-Continuing to offer LiveScan onsite during Meet the Teacher/Orientation
-Providing additional family nights and events to support families in supporting their students.
-Utilizing our PSP to do active outreach throughout the year with opportunities for families to participate in volunteering for school family events
-Volunteering opportunities on field trips
-Volunteering opportunities in the classroom, maximizing parents’ and families’ expertise
-Authentic two-way communication
-Continue use of the Parent Square platform for school-to-home information dissemination
The RAFOS mission states, “Rocklin Academy Family of Schools provides a distinct educational program strengthened by community and parent partnerships to achieve high standards, rich core content, and innovative learning.”  This partnership is critical to the success of our students and we are committed to strengthening it.	Based on the analysis of educational partner input our school plans to improve the engagement of underrepresented families to build stronger partnerships for student outcomes by:
-Increasing outreach for participation in  workshops/meetings intended to support, inform, and collaborate with our families of English learners
-Continue to provide family events that are cost-free to our families and are designed to welcome and celebrate all.
-Continuing to build upon the resources provided to support families
-Continue to reach out to our foster youth and low-income families more intentionally to determine what additional supports they need that we may be able to provide or help to identify assistance with
-Continue to provide staff to support and address chronic absenteeism and support families in school attendance
	Based on the analysis of educational partner input and local data, current strengths for seeking input for decision-making that have been identified include the following:
-Strategic Planning Committee
-Community Engagement Initiative Committee
-Opportunities to provide input through surveys
-Discussions with classroom teachers or other school staff
-Opportunities to attend meetings such as board meetings, PSP meetings, Coffee Chats with the Principal, EL meetings, etc. 
-LCAP engagement meetings with various educational partners
-Opportunities to participate and provide input at meetings
Although several strengths have been identified in the way we seek input from our educational partners for decision-making we are always working to improve this process.	Based on the analysis of educational input and local data, we have identified the following trends as areas of  improvement for seeking input for decision-making:
-Increase the number of face-to-face interactions focused on two-way communication 
-Define and improve two-way communication
-Build on new Student Impact Committee to additional grade levels, ensuring participation in underrepresented student groups
Families are incredibly eager and willing to participate in the decision-making process and as an organization, we know that their input is crucial to the success of our students and schools.	We are always seeking ways to improve engagement with our underrepresented families.  Areas identified that we are further looking into include the following:
-Ensure that all groups are represented across committees
-Consistently offer and utilize Language Line as a translation service to improve communication with families.
-Continue to encourage and support the use of Parent Square for school-to-family communication to increase translated communication. multiple times (morning/afternoon/evening) for families to engage
-Ensure that students from underrepresented families are included in the Student Impact Committee
	5	5	5	5	5	5	5	4	4	4	4	4	Met		2024-06-17	2024
31668860000000	Placer Hills Union Elementary	3	PHUSD utilizes a district wide communication platform that has a high usage and response rate. Staff and families can instantly message each other and communicate about students' progress towards goals and events, and at the same time administration can communicate site and district wide. All sites put on community events to celebrate students, and the community. Additionally, evening parent/guardian information events were held on a variety of topics.	Based on information received through School Site Council Surveys and LEA LCAP surveys, the area that was identified for improvement was parent education/ support for academic information.  PHUSD plans to address this area of improvement through actions within the LCAP and site based direction.  Proposed ideas would be to expand on past topics, surveys for additional topics, and expanding our reach.	PHUSD works strategically to include the the input of underrepresented families and this year had a proportional amount of families with ELD students engage in activities.  For the first time our multilingual communication had responses.	PHUSD consistently uses assessments throughout the school year to determine intervention needs for students and adjusts student learning opportunities accordingly. PHUSD works collaboratively with families and connects families with the resources that are needed for student success through parent teacher conferences, SST’s, local organizations, and the Wellness Center. Use of the districtwide communication platform has also increased communication and the ability to partner with families and community partners.	Based on the LCAP survey that was available to all of our community partnerships, there was a strong desire to build our school and parent relationships in order to provide  stronger academic student support.  The LEA will work to understand barriers and needs to provide this enriched academic support.  Initial steps to be taken are adding informational meetings to support guardian access to curriculum, grading systems, differentiated teaching strategies and support tools.	PHUSD will strategically seek out underrepresented families to identify barriers to partnering for student outcomes.  Through direct contact, surveys, and parent education opportunities, we believe we will see our underrepresented families student’s outcomes improve.	PHUSD seeks input on decision making and reaches out to educational partners regularly to ensure a variety of perspectives are considered. Parent/Teacher clubs, school site councils, local educational foundation, surveys,  and cabinet meetings are a sample of methods that PHUSD seeks input for decision making.	PHUSD will be updating the governance, assessment, and survey calendars to not only gather data sooner, but to align processes to reduce survey repetition.	PHUSD will continue to purposely seek out underrepresented families to identify barriers to expressing their input for decision-making.  This year we have seen more families use our multilingual digital communication to share input with the district.  Through direct contact, individual contact, variations in time, and parent education opportunities, we believe we will continue to see our underrepresented families provide more input for district decisions.	5	5	4	4	4	5	5	5	5	4	4	4	Met		2024-06-26	2024
31668940000000	Placer Union High	3	Placer Union High understands the importance of building and maintaining relationships with students, parents, staff, and the community. Moreover, PUHSD takes great pride in creating a culture of involvement and cooperation.  PUHSD is continuously looking for ways to improve communication, trust, and relationships between our schools and our communities. To achieve all of this, PUHSD utilizes a variety of different strategies to build these relationships. All of our school sites have many ways to involve our parents, including School Site Councils, Parent Clubs, LCAP meeting nights, Back to School nights, and Parent Information Nights. PUHSD also provides staff training and professional development to our staff on topics related to student emotional health, communication with parents and community via technology, and utilizing resources to support students and parents. PUHSD has increased its effective communication by utilizing weekly and monthly newsletters, publishing on information on social media, making podcasts regarding important school info, and using different computer based applications.  PUHSD has been responsive to the needs identified by our parents and community.  PUHSD has added positions, courses, and activities based on input from our parent communities. We have continued to livestream our board meetings and archive them for easier access to the public.	While PUHSD does communicate often, we have relied on email and websites but also have started utilizing social media more often.  Our parents have mentioned a need to be more deliberate and articulate in our communication regarding our initiatives and ensuring transparency and access to information.   Our focus is to have consistent and timely information that parents can have access to, especially in regards to new initiatives.	PUHSD's new communication tool, Parent Square, has helped us communicate more effectively with non-English speaking families.  We will also continue to utilize our student support staff to help us reach all of our students and their families.	Student learning and achievement are key areas of focus for PUHSD. More importantly, PUHSD understands and appreciates the many different variables that impact student achievement and has attempted to develop initiatives, programs, and systems that enhance our student outcomes. Perhaps the most important of these initiatives is the individualized academic planning and guidance our students receive at each site. PUHSD expectations is that all students will be considered College, Career, and Life ready upon graduation form PUHSD. Counselors work with both students and parents to ensure that they are taking courses that will promote college and career readiness. PUHSD is also transitioning to Competency-Based Education which places a primary focus on student learning.  PUHSD also provides professional development to our staff that addresses student learning and outcomes. PUHSD utilizes a variety of outside resources and agencies to help provide important information to parents regarding their students academic, social, and emotional well being. These include county and state agencies, non-profit entities and other partners that allow us to provide strategic programs. These deliberate and strategic partnerships have allowed us to support all of our students. All of our sites have Parent Information nights that provide timely and important information regarding academics, social/emotional health, college admissions and financial aid workshops.
	An area of focus will be a communication plan to our stakeholders as we transition to Competency Based Education, the use of Proficiency Scales, and newly adopted Board Policy on grading.  We will need a multiple pronged approach that includes websites, videos and podcast.	PUHSD will continue to use our Communications Officer to strategically communicate to our foster youth, English learners, and low-income students.  We have also created a new Guidance Counselor position who will work with foster youth, English learners, and low-income students and families.	PUHSD has made a concerted effort to ensure our students and parents have the opportunity to be involved in the decisions being made at both the site and district level. All of our sites have School Site Councils, LCAP meetings, and Parent Clubs that play a vital role in the decision making process. Deliberate effort is made to include our foster youth, socioeconomically disadvantaged students, students with disabilities, minority students, and our English Learners. The past four years, PUHSD has utilized student board members who play an important role at our board meetings and work with our board to ensure their voice is heard. They are tasked with going out in their school sites to get student concerns and perspective on a variety of issues at their campus, and report back to the board. Moreover, PUHSD employs Student Voice meetings which give students the opportunity to provide feedback to site and district administration. District administration also holds Student Engagement visits at all of the sites in which students get an opportunity to discuss their issues and concerns. PUHSD also spends a considerable amount of time analyzing student and parent surveys to identify needs and concerns that need to be addressed. All of our schools utilize site-based student councils to receive feedback and input from students.	An area of focus will be to continue our efforts to reach out to all student groups and ensure their voice is being heard. Although we do this for all of our LCAP meetings, we still get lower turnout than we would like. We are working on different strategies to try and gain more attendance and participation of all groups.	PUHSD utilizes Communications Officer to strategically target communication to our foster youth, English learners, and low-income students.  We have also created a new Guidance Counselor position who will work with foster youth, English learners, and low-income students and families.	5	5	5	5	4	4	4	4	5	5	5	5	Met		2024-06-18	2024
31668940138081	Maidu Virtual Charter Academy	3	Maidu Virtual Charter Academy (MVCA) understands the importance of building and maintaining relationships with students, parents, staff, and the community.  Moreover, MVCA takes great pride in creating a culture of involvement and cooperation.  Key to this endeavor is the foundational philosophy of Quality Schools which attempts to  create a needs satisfying environment for staff and students.  MVCA is continuously looking for ways to improve communication, trust, and relationships between our school and our families.  To achieve all of this, MVCA utilizes a variety of different strategies to build these relationships.  In the beginning of the year we host an orientation for all parents and students to help them get familiar with the technology, meet their instructors and advisors, and review important aspects of the school.  MVCA also holds 2-3 Parent/Student Advisory meetings a year to discuss the school’s progress and concerns.  We publish monthly newsletters that are emailed out to parents through ParentSquare and provide them with important information.  MVCA’s teachers and staff make use of different technologies to facilitate communication and interaction with our families.  MVCA also provides staff training and professional development to our staff on topics related to student emotional health, communication with parents and community, and utilizing resources to support students and parents.  MVCA has increased its effective communication to parents via ParentSquare, social media, Google apps for education, and different computer based applications.  MVCA provides multiple opportunities for meet-ups and staff coordinated activities such as hikes, picnics, and coffee.	MVCA recognizes the need to continually improve our relationships, especially with our foster youth, English learners, and low-income student body, and is an area of focus.  MVCA reaches out specifically to parents of our foster youth, English learners, and low-income students.  MVCA also includes different state and county organizations along with community groups to be involved in our site and district meetings.  We are hoping to get more involvement from our parents in all aspects.	MVCA has implemented a tiered reengagement plan that promotes different strategies to elicit and ensure engagement.	Student learning and achievement is a key tenet in MVCA’s flexible approach to education.  More importantly, MVCA understands and appreciates the many different variables that impact student achievement and has attempted to develop methods and strategies to meet their needs.  Perhaps the most important of these initiatives is the individualized academic planning and guidance our students receive.  Our counselor works with both students and parents to ensure that they are enrolled in the right program and courses that meet their individual needs.  We place a high emphasis in attempting to get our students the flexibility they need.  MVCA also  provides professional development to our staff that addresses student learning and outcomes.  MVCA utilizes a variety of outside resources and agencies to help provide important information to parents regarding their students academic, social, and emotional well being. These include county and state agencies, non-profit entities and other partners that allow us to provide strategic programs. These deliberate and strategic partnerships have allowed us to support all of our students. MVCA partners with the comprehensive schools in Placer UHSD to ensure students have access to services, programs, and activities.	An area of focus will continue to be achievement gaps and continue to implement reengagement plan.  We realize that our socio-economic disadvantaged students and our students with disabilities are behind their peers and we are working to address those through these partnerships.  We will continually solicit support, input, and involvement of our parents, partners, and communities.	MVCA has implemented a tiered reengagement plan that promotes different strategies to elicit and ensure engagement.	MVCA has made a concerted effort to ensure our students and parents have the opportunity to be involved in the decision making process.  We hold quarterly parent/student advisory meetings in which we discuss the progress and concerns of our school.  Deliberate effort is made to include our foster youth, socioeconomic disadvantaged students, students with disabilities, minority students, and our English Learners.  We have an open door policy and parents are always welcome to discuss any concerns with administration.	An area of focus will be to continue our efforts to reach out to all student groups and ensure their voice is being heard.  Although we do this for our LCAP meetings, we still get lower turnout than we would like.  We are working on different strategies to try and gain more attendance and participation of all groups.  We have also attempted and will continue to try and include MVCA students in student voice meetings held by the PUHSD.	MVCA uses the PUHSD Communications Officer to strategically target communication to our foster youth, English learners, and low-income students along with the additional support staff will help facilitate more outreach.	5	4	3	4	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
31669100000000	Roseville City Elementary	3	Consistent feedback from parents and staff underscores the effectiveness of our school's communication with families and the promotion of parental involvement. At RCSD, we are unwavering in our commitment to nurturing strong connections with families and offering supplementary resources to enhance student success. Our dedicated counselors and social workers prioritize families' academic and socio-emotional well-being, reflecting our holistic approach to support.

Among the strengths identified are using positive postcards, PBIS training, active engagement on social media platforms, weekly school blogs and newsletters, Family Nights, Positive Phone Calls Home, and other on-campus outreach efforts by our staff.

Transparency and community engagement are core values at RCSD. We ensure that all families, especially those from underrepresented backgrounds, feel valued and essential to their children's educational journey. We foster a supportive environment tailored to each student's unique needs. Our steadfast commitment to building relationships and promoting effective communication is foundational to delivering a high-quality education.

Families have reported increased communication touchpoints with school personnel, including community liaisons, psychologists, counselors, our district's social worker, teachers, and administrators. This has led to a greater understanding of school dynamics and improved student support strategies.

Many parents actively participate in family and community events hosted by RCSD throughout the year, feeling acknowledged for their involvement. These events often focus on topics directly relevant to their children or classrooms, such as Parent-Family Conferences, Coffee with the Counselors, PTC Events, Open Houses, back-to-school Nights, PBIS Family Nights, Grade-Level Family Events, TK/K Orientations, and Family Nights with Placer County Health and Human Services.

Furthermore, our initiatives have significantly benefited parents and guardians of English learner students. They have expressed gratitude for feeling supported and have noticed improvements in welcoming new families, enhancing communication, and expanding opportunities for involvement in school activities. The capacity of English Learner Advisory Committees (ELAC) has increased at the campus and district levels, focusing on academic support for English learners with professional development opportunities.

Our communication channels include traditional methods like email and teacher newsletters, modern platforms, texting, and social media to keep families informed about all school events and initiatives. We also highlight staff members through staff spotlights and maintain an open-door policy to encourage ongoing dialogue between families and school staff. Additionally, we offer Volunteer Opportunities to engage parents in the school community further.
	Based on the analysis of educational partner input and local data, the RCSD has identified critical areas for improvement in Building Relationships Between School Staff and Families. While parents appreciate the effective communication regarding students' progress and involvement encouragement, there is a perceived lack of understanding regarding the available academic and social-emotional support, particularly in the middle grades. To address this, RCSD commits to enhancing communication strategies to keep parents informed about student progress, student academic standards, and the availability of support services.

Specifically, the district will focus on better training parents of transitioning elementary to middle school students to utilize online tools to monitor their child's academic and behavioral performance across multiple classes. Moreover, RCSD will implement various initiatives to meet students and parents at key points, such as the gate and classroom door, ensuring a welcoming environment. This includes office staff greeting all visitors, having bilingual staff assisting families, and hosting events like ELAC meetings and Latino Leadership Committee gatherings.

Additionally, the district will leverage counseling resources and partnerships, such as with the Placer County food bank, to provide holistic support. Initiatives like the sharing cart for food distribution at dismissal, maintaining a clean school site, and organizing gardening days contribute to fostering a sense of community and support. Furthermore, RCSD will host family events like Bayside Service Day, St. Rose, St. Anna, and Hillcrest activities, alongside educational opportunities such as site family nights, book fairs, and parent information sessions.

By implementing these commitments, including monthly check-ins for McKinney-Vento families and involving RJUHSD Athletic Teams in campus events, RCSD aims to strengthen relationships between school staff and families, ensuring holistic support for student success.
	Based on an analysis of educational partner input and local data, RCSD is actively pursuing strategies to enhance engagement with underrepresented families, as identified during our self-reflection on Building Relationships Between School Staff and Families.

RCSD is prioritizing the development of more robust two-way communication channels, moving beyond one-way communication efforts that primarily promote district programs. Recognizing the significance of fostering genuine dialogue, RCSD aims to bolster interactions with all stakeholders, particularly underrepresented families, throughout 2024-2027. RCSD will implement a comprehensive three-year communication and community engagement plan to achieve this.

Central to our commitment to educational equity is employing seven dedicated community liaisons focusing predominantly on supporting underrepresented families. These liaisons play a vital role in providing resources, disseminating school-related information, and fostering an environment where families feel empowered to engage with school staff.

Furthermore, RCSD has invested in professional development initiatives to equip staff with inclusive practices for effectively collaborating with families. We recognize the importance of ongoing feedback mechanisms to ensure our strategies align with the needs of our diverse family base.

RCSD has introduced the Student Support Protocol (SSP) across all school sites as part of our efforts. Formerly known as the Student Study Team, this protocol ensures comprehensive support for students' academic, social-emotional, and behavioral needs. Notably, the SSP process has been designed to be collaborative, valuing parents' input and participation in decision-making.	Families perceive schools as welcoming environments, providing a range of engagement opportunities. The staff shares this sentiment, fostering an inclusive atmosphere by implementing the Multi-Tiered Systems of Support (MTSS) to address student needs effectively. Elementary school parents report a strong awareness of their child's progress, benefiting from consistent communication and fall conferences. Community Liaisons play a pivotal role in supporting parents, particularly those from English Learner families, by offering guidance on homework assistance, study skills, translation services, and facilitating home visits. These efforts contribute to families feeling welcomed and empowered to support their children's learning. Additionally, our district social work clinician collaborates closely with families to connect them with community resources such as tutoring programs and assistance with housing needs, ensuring that every family's ongoing needs are met and that children can focus on their education without disruptions.
	Three large themes:
1. More social-emotional and academic resources for families, especially middle school parents and guardians.
2. Online training that is saved so that parents could have some resources such as i-Ready and ESGI to look at any time.
3. Provide strategies for parents to use at home and maybe do school activity nights rather than plays or movie nights.	Parents and guardians have expressed a desire for increased participatory activities. Additionally, staff members seek ongoing district training to support our diverse learners better. This summer, the website will be updated to help parents and guardians more easily navigate resources. Parents have shared that, although they know available resources, finding them regularly can be challenging. The district will also work on providing bridging resources for families transitioning from fifth to sixth grade. The online and app-based grading information can be difficult to manage. So, videos and training sessions will help parents better understand their children's academic progress in middle school, along with some technology training.	Based on the analysis of educational partner input and local data, RCSD demonstrates commendable strengths and significant progress in Seeking Input for Decision-Making. RCSD has showcased excellence in gathering input at the site level through structured parent-group meetings, such as the PTOs, English Language Acquisition Committees (ELAC), and School Site Councils (SSC). Additionally, the district regularly solicits feedback from labor groups and staff during monthly meetings and post-professional learning sessions. This commitment extends to enhancing opportunities for parental feedback following activities, discussions, and site-wide events. These initiatives underscore RCSD's proactive approach to inclusivity and engagement, ensuring that decision-making processes are enriched by diverse perspectives and informed by direct stakeholder input.	Based on the analysis of educational partner input and local data, RCSD aims to enhance communication within Individualized Education Programs (IEPs) to foster better collaboration and understanding among stakeholders. Feedback from the 2024 LCAP Parent Survey highlighted the need to address the transition of grading platforms from elementary to middle school for parents and guardians. There is a noted gap in the amount of academic information available at the middle school level compared to elementary, emphasizing the need for improved communication and support during this transition. The online app can also provide parents and guardians with readily available information.

Every site collects feedback from School Site Councils, the English Language Acquisition Committee (ELAC), student listening groups, and the School Climate Survey to develop their Site Plans for Student Achievement (SPSA). These feedback groups, which are also decision-making bodies, have a significant impact at the local level, using the most relevant data and site budgets to address specific needs.	Effective communication, especially with underrepresented families, is paramount. We aim to ensure all families feel valued and essential to their child's education. By fostering inclusive dialogues, we create a nurturing environment that addresses the unique needs of each student. Our commitment to strong relationships and efficient communication forms the foundation of a high-quality education. Feedback from educational partners highlights our efforts to involve more parents and guardians, particularly those new to our schools.

Additionally, our data underscores the necessity of engaging students with disabilities and their families. Decision-making at the site level, including through PTOs, English Language Acquisition Committees (ELAC), and School Site Councils, facilitates activities and funding to support the inclusion of students with disabilities. We remain dedicated to incorporating input and decision-making opportunities to serve this student population across our campuses better. Newer activities have included sensory time at PTO events, smaller group areas for SWD, etc., where families have been more active with peers because they have been included in the dialogue of the overall school activity. Our preschool also started Special Olympics, two middle schools have community physical education courses, and we are in the planning stages for unified sports in our elementary schools.	4	4	4	4	4	4	4	4	4	4	3	4	Met		2024-06-20	2024
31669280000000	Roseville Joint Union High	3	RJUHSD perception data shows that staff feel they make connections with students and that strong positive relationships with students increase student achievement. Parents/guardians and students feel welcome and safe at school. Students report teachers care about them but could do a better job knowing them as individuals and understanding their individual needs.	Current efforts to improve are a larger, more involved group of educational and community partners including parents/guardians, students, and staff. These partners will have a more direct role and impact on the review of data and recommendations for improvement. RJUHSD is increasing efforts to directly connect with students and parents/guardians of underrepresented groups to increase their involvement and awareness of school programs and opportunities.	The district has fully implemented ParentSquare which is synced with our student information system and allows the schools and district to be able to send emails and text messages to students and families in an easy format. Additionally, ParentSquare has a built in translation tool which allows easy access to our families in numerous different languages. The district is using Remind as an additional two-way communication tool for teachers to be able to communicate with students and parents via text messaging. The Curriculum Instruction Leadership Team (CILT) had a reboot and includes consistent parent representation from across all of the schools in the district who give feedback on the curriculum. The district is engaging a variety of educational and community partners through the LCAP Advisory Committee meetings to gather input on how to attain more involvement of parents/guardians in participating in surveys, family nights, and other educationally related activities that the school or district might offer. One area of focus for improvement would be to offer more family engagement nights where families learn to support their children more at home or provide more opportunities to volunteer at the school site.	The strengths include the district including parents/guardians in a variety of district committees to attain their feedback. RJUHSD shares information to parents and students regarding options for attending college after graduation and events at the school. Parents/guardians, students, and staff are invited to attend districtwide meetings and participate in a variety of ways.	The focus areas for improvement include helping parents/guardians and students to have more information regarding career and other options after graduation and information on volunteering at school.	To improve the engagement of underrepresented families, RJUHSD will continue to intentionally invite educational partners in multiple ways. Educational partners may not be able to attend all meetings; however, we will tailor the engagement opportunities using a variety of strategies regarding time, location, purpose, etc. with the goal of engaging them in one or more ways. The use of Zoom has helped tremendously with family communication. We will continue to use this tool as a way to communicate with parents/guardians, especially for those who do not have transportation or may have to take a meeting at work RJUHSD is partnering with community groups and parents to increase the awareness of high school to career options and increasing efforts to market and inform parents of the programs at our high schools. Parents/guardians report that they support their children at home, and we could do more to help them understand how to support their student’s learning at home. The district will increase communication with parents and students with the use of ParentSquare and Remind. School staff will share information on the website, Canvas courses, and class syllabus on ways in which parents/guardians can access the teacher for additional questions and support. The annual District College Fair incorporates Career pathways as well. This year’s fair will showcase a variety of careers, apprenticeship opportunities, and other related options for after graduation.

The staff works in partnership with the Director of Career Technical Education to showcase pathways that are available at the school sites and internship opportunities. Each school’s college and career office will host mini-college and career fairs in the spring to give students more access to information. We will be starting a marketing campaign for CTE Pathways in 2024-2025 as this was one of the requests from the LCAP Advisory Committee student and parent participants. To increase participation for our English Learner students in College and Career, the District English Learner Advisory Committee (DELAC) will hold their meeting at the College and Career Fair with interpreters to help guide and answer questions members may have.	Strengths include educational partners being invited to and participating in district and school activities such as LCAP Advisory Committee, ELAC, DELAC, Curriculum Instruction and Leadership Team (CILT), and other committees.	Streamlining and building the capacity of each School Site Council and its alignment with the district Curriculum and Instruction Leader Team (CILT), as well as intentional relationship-building through monthly district LCAP Advisory Committee meetings has been a focus area for improvement in Seeking Input for Decision-Making. Staff have intentionally invited parents and students to the table, valued and responded to their feedback, and continue to seek out ways to involve interested partners to provide input. Continuing with this desire to bring in more partners, we are planning for less formal family engagement meetings next year where even more time can be spent in conversation.	We use our Family and Community Liaisons, ELD Coordinator, and Learning Support Specialists to intentionally invite underrepresented families to our Family Engagement evenings so that they feel welcomed and valued for what they contribute. As we did with LCAP Advisory Committee meetings, we will have babysitters and interpreters on-hand to ensure that everyone's voice can be heard. The theme of each meeting will vary according to current issues, and the purpose of each evening will be to have respectful dialogue in a safe and supportive environment.

The District currently has all five Title I schools engaging with their families to co-create an engagement policy which utilizes suggestions from the stakeholders to have more underserved families participate in their child’s school. The district is engaging a variety of stakeholders through the LCAP Advisory Committee meetings to gather input on how to attain more involvement of parents/guardians in participating in surveys, family nights, and other educationally related activities that the school or district might offer. One area of focus for improvement would be to offer more family engagement nights where families learn to support their children more at home or provide more opportunities to volunteer at the school site. Our Continuous School Improvement sites (CSI: Adelante and Independence) and our Additional Targeted Support and Improvement schools (ATSI: Woodcreek, Oakmont, Roseville) will engage their families through surveys, school site council, ELAC, and additional at-large meetings to gather input from families on how to increase graduation rates, lower suspension rates, and increase academic achievement.	3	4	2	3	2	2	3	2	3	3	4	3	Met		2024-06-11	2024
31669280121418	John Adams Academy - Roseville	3	"John Adams Academy has shown notable strengths and progress in fostering strong relationships between school staff and families, a key element of the educational experience. This progress is underpinned by comprehensive input from educational partners and a careful analysis of local data. 
Strengths: Active parent involvement and Parent Engagement Partner Groups. The academy's parent advisory committee and various parent involvement groups are pivotal. These groups actively collaborate with school staff, providing valuable input om school policies, programs, and improvement plans. Regular Communication: There is a consistent effort to maintain open lines of communication between staff and families. This includes newsletters, email updates, and the use of digital platforms for real time information sharing and feedback collection. Effective communication Channels Weekly Updates and Meetings: The administration ensures parents are kept informed through regular updates and meetings, including Coffee with the Principal"" sessions. These forums encourage dialogue and allow families to stay informed and involved in the school's activities and decisions. Responsive Feedback Mechanisms: The school has implemented responsive feedback systems where parent input is solicited and visibly acted upon, fostering a sense of partnership and trust. Cultural and Community Events Family-Centric Events: Events such as family nights, cultural; celebrations, and volunteer opportunities create spaces for families and staff to connect outside of the traditional classroom setting. These events help build a sense of community and mutual respect. Language and Accessibility Support: Recognizing the diversity in its community, the academy provides language supports as well as English Language Advisory Committees."	One of the unique elements of our program is our mission and our 10 Core Values, which drive the culture of our
school. In order to support positive school culture, the school utilizes positive behavior supports which incorporate
our core values. However, our data analysis shows that some of our engagement indicators, such as chronic absenteeism, have room for growth. With our growth and continued expansion, John Adams Academy intends to refocus on following our school culture routines and procedures with fidelity in order to improve the overall school climate.
	Through our data analysis, we have seen a rise in the number of EL scholars we are serving. While we have strengthened our processes for identifying, enrolling and supporting ELs over the past three years, we have grown considerably. In order to improve engagement of underrepresented families, JAA will continue to provide staff development for cultural competency and continue to grow our ELAC. ELAC (English Language Advisory Committee) helps to foster parental engagement of English Language Learners. It is important because it recognizes the diverse experiences, creates connections, and encourages more parental involvement, which leads to greater academic success.	At John Adams Academy, we believe that all scholars can achieve and we are committed to engaging scholars at all levels of learning. Through strong first instruction, with curriculum aligned to CCSS, the Academy provides instruction in core academic skills with a focus on classical education. In the classroom, teachers implement multiple instructional strategies and methods including small groups, guided instruction, modeling, questioning, Socratic discussion, independent and supported practice and one-on-one academic conferences to meet the needs of all learners. A strong MTSS program provides responsive, targeted interventions provided by the classroom teacher, instructional aides and other support personnel. Designated intervention and support times allow for implementation of targeted intervention supports. When additional supports are required, an SST process ensures partnership with the scholar, instructional team and parents. Additionally, parent surveys are sent out routinely to get partner input on any number of different areas of growth and/or concern. These results are then shared with partners and decisions
are made based on the feedback received.	John Adams Academy is a servant leadership institution and the most visible sign of servant leadership is parent involvement. Through the actions of each John Adams Academy family being actively involved, many of the core principles of the Academy are modeled and reinforced within the scholar. As we partner in the education of our children, parents demonstrate their role as the primary and fundamental teachers by exemplifying public and private virtue. This pattern fosters creativity in identifying ways to serve, models what we teach, and helps to create abundance within the John Adams Academy community. It is only through the active participation of all of our families, dedicated to these core values that we are able to build a culture of greatness. While parents are not required to participate in the Academy, it is highly encouraged. Parents are provided an extensive amount of
opportunities to be involved and engaged in their scholar’s education and academic outcomes. Parents are an integral partner in the performance and success of academic programs in their children's school. As such, parents are given opportunities throughout the year to provide insight, feedback, and recommendations on Academy programming and school-wide plans. An academy-wide communication tool is used to connect administrators, parents, and teachers along with a grading portal that that allows parents real-time access to monitor their scholar's progress. Parents and scholars have access to their teachers through various forms of communication including but not limited to Parent Square, Google Classroom, email, phone calls & conferences. Parents have opportunities to volunteer in class, help with after-school activities, and serve as mentors. The Parent Service Organization (PSO), is
a fundamental driver of a parent's experience at the Academy. Parent teams support classroom teachers, are involved in the day to day operations that include traffic docents, fundraising, and hospitality. Parents play a significant role in creating the uniqueness of our community. The PSO's primary objective focuses on our Academy’s 7th Core Value: Modeling what we Teach. As they strive to develop servant leaders, they set an example for our children through the offering of meaningful service, there by putting into practice the very values we uphold, strengthening bonds between scholars, teachers, and families. As our academy grows we will continue to focus on growing our PSO & ELAC memberships.	Through our data analysis, we have seen a rise in the number of EL scholars we are serving. While we have strengthened our processes for identifying, enrolling and supporting ELs over the past three years, we have grown considerably. In order to improve engagement of underrepresented families, JAA will continue to provide staff development for cultural competency and continue to grow our ELAC. ELAC (English Language Advisory Committee) helps to foster parental engagement of English Language Learners. It is important because it recognizes the diverse experiences, creates connections, and encourages more parental involvement, which leads to greater academic success. However, our data analysis shows that some of our engagement indicators, such as
chronic absenteeism, have room for growth. With our growth and continued expansion, John Adams Academy intends to re-focus on following our school culture routines and procedures with fidelity in order to improve the overall school climate.	John Adams Academy has high levels of family engagement, and it is the Academy’s belief that a continued partnership with families is critical to our mission of Restoring America’s Heritage by Developing Servant Leaders. The Academy will continue pursuing practices that support family and school collaboration. Two-way communication between families and the Academy is fostered using surveys, and formal and informal parent input meetings, such as Parent Service Organization (PSO) meetings, English Language Advisory Committee meetings, and Town Hall meetings.	JAA will continue to focus on seeking to grow participation in surveys along with input meetings for decision making.	JAA will continue to focus on growing our English Language Advisory Committee and before and after school
programs to improve engagement of underrepresented families.	4	4	3	4	3	3	4	4	3	3	4	4	Met		2024-06-27	2024
31669280141622	New Pacific School - Roseville	3	Based on the spring 2024 survey results from our families, 83% of families feel informed about decision making at New Pacific Roseville and 86% felt that the school communicates with them regularly.	We want to increase parent communication and opportunities for families to collaborate with us at school and with their students at home. Given this goal the Kelvin survey tool was implemented in the 2023 school year to allow us to take frequent surveys of students, parents, and teachers to better understand and meet all of our educational partners' needs. Based on feedback from educational partners New Pacific Roseville is expanding its use of social media and improving the school website. Both of these actions will allow parents greater access to information regarding school events and meetings and clarify the decision making process.	We plan to improve our engagement of underrepresented families by first understanding their hopes and aspirations for their children at our school. Classroom teachers will be seeking to understand this perspective and designing opportunities to engage these families.	The frequent communication with families and the planned student presentations of learning were two of our strengths in this area.	We plan to collaborate with parents to discuss and first understand the academic outcomes and academic goals of their students. Second, we will build a plan with the families to support their students in those specific academic areas.	We plan to collaborate with parents to discuss and first understand the academic outcomes and academic goals of their students. Second, we will build a plan with the families to support their students in those specific academic areas.	The school provided multiple opportunities and methods for families to communicate their thoughts about the school and sought their opinions for the school decision making process through LPAC surveys, PAC meetings, and informal events.	We hope to create more formal opportunities to engage families in the decision making process.	We want to personally seek out the input of underrepresented families at the school.	4	4	4	4	4	4	4	4	3	3	3	4	Met		2024-06-13	2024
31669440000000	Tahoe-Truckee Unified	3	Overall, families believe they are a partner with the school in their child's education. Also, families feel well informed about school and district events as well as parent education opportunities.	The district is revising the volunteer clearance process to ensure all families have the opportunity to volunteer and participate in their child's education.	TTUSD is participating in the Community Engagement Initiative's Cohort III RFA. This process helps TTUSD identify goals and create plans to increase the engagement of underrepresented families. A committee has been formed to continue exploring how to best engage all families.	Overall, parents feel well informed by their child's teacher(s) in relation to their child's progress and needs. In addition, families believe they are a partner with the school in their child's education	Based on parent and community feedback, TTUSD revised the volunteer clearance process.	TTUSD is returning to the in-person August Parent Workshops (data confirmation/food/transportation). In addition, the recommended strategies from the district's participation in the 2022-23 COMMUNITY ENGAGEMENT INITIATIVE (CEI) will be implemented. The actions tested at North Tahoe Middle and High Schools will be scaled district-wide if the trial actions get the desired outcomes. This will be ongoing learning during the 2024-2025 school year.	The school sites have active School Site Councils and an English Learner Advisory Committee. The Superintendent has a parent advisory group, and the district has a District English Learner Advisory Committee. All of these groups are provided with opportunities to give stakeholder input.	The focus area for improvement is to increase participation of a more diverse group of parents and community members in these groups. Our survey data shows that about half (54%) of parent respondents feel that TTUSD offers parents a say in the decision-making process at school, and about two-fifths (51%) feel involved in the district-level decision-making process.	TTUSD has created a committee to explore how to best engage our underrepresented families. This committee will seek input from families and provide recommendations to all school sites and district departments.	5	5	5	4	5	4	5	5	4	4	4	5	Met		2024-06-26	2024
31669440121624	Sierra Expeditionary Learning	3	Multiple avenues exist for communication between staff and families, both in direct communication (with translation if needed) and in school events that include families. Volunteerism is encouraged and school information is readily available. Families and staff are in on-going contact about student performance throughout the academic year.	We are working on improving staff family relationships through building on and increasing positive interactions and contact, especially regarding student performance.	We have staff who maintain consistent contact with underrepresented families, checking in regularly for feedback and ideas to improve their families' educational experiences.	Staff are consistently in communication with both students and families about academic and character performance. The school also has numerous events/traditions that highlight student outcomes.	Based on family feedback, we continue to tweak events/traditions to improve attendance and availability for those who have difficulty with timing.	We continue to reach out for feedback and ideas to help families feel more connected and informed.	Depending on what is needed, partners/families are contacted directly or part of surveys to help provide input and ideas.	Working on being more consistent with large-scale surveys to gather input and ideas to improve our program and gain insight in families' overall educational experiences.	Continue to gather large-scale survey data.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-10	2024
31669510000000	Western Placer Unified	3	"Over 200 staff members have been trained in the Youth Development framework, which provides tools and practices to help youth become productive adults. This program, along with PBIS (Positive Behavior Support) and Love & Logic (an approach to working with youth that focuses on care, compassion, and empathy), gives us strategies to build strong relationships with students and their families.  In addition, school sites offer back to school nights, open house events, and events that bring families onto campus.  These include, but are not limited to dances, festival nights, sporting events, student senate, high school rollouts (open house for incoming students and families), parent advisory committee (PAC), English learner advisory committee,  and parent informational nights.  

All K-8 families are given an opportunity to meet with teachers twice a year during parent conference weeks. Secondary families (grades 6-12) utilize an online platform called Schoology to communicate regularly with their children’s teachers. Regular school and district communications are sent via ParentSquare (ParentSquare translates into multiple languages for families). Additional two-way communication between families and educators is encouraged via surveys, and various formal and informal parent input meetings (i.e. – PTAs, School Site Councils, English Learner Advisory Committees, “meetings with the principal”). We truly make an effort to be transparent in our communications with families, and we value the input we receive.

Recognizing that speaking another language can be a barrier that inhibits parent participation, WPUSD has hired four bilingual parent liaisons to help facilitate meaningful participation from Spanish-speaking families and from other families who struggle to access school/district services. Our liaisons are invaluable to our families and create a trusted relationship between our English learning families and the school system.  Additionally, sites have access to a language line to provide translations to multiple languages that are spoken across the district.  

Our Dual Language Immersion (DLI) classes allow Spanish speaking students and families to learn both formal Spanish and English.  This program connects our Spanish speaking families to school sites through family nights and teaching Spanish culture.  

We have added the ""Youth Truth"" survey this school year to better go input from students, staff, and family."	"WPUSD worked on portrait of a learner.  This was a process to reach out to families to create a picture of what skills students should acquire before graduation.  This information creates our goal for what learners need and drives decisions in the district.  

WPUSD continues to train staff and prioritize education from the Youth Development framework. Our summer trainings are already all the way full and we have new administrators coming this school year to build plans for their respective sites. With the addition of student senate, parents have another opportunity to engage schools by being active with senators and specific site plans to increase relationships. 

From out ""Youth Truth"" feedback we have clear trends in out district.  At the secondary level our staff rates us the highest, followed be parents, and students giving the lowest rating.  We need to continue to work to close these gaps and connect better with out students overall. At the elementary level students and staff rate very similar, with parents having slightly lower scores."	During the 2023-24 school year, WPUSD continued to see reported bullying and harassment related to race and ethnicity.  It is evident that we need to ensure all of our programs and practices affirm, value, and uplift all groups represented at our schools.  We plan to address this by offering professional development for all staff that specifically addresses cultural safety at school.  We will also continue investigating all reports of unlawful discrimination, including discriminatory harassment, intimidation, and bullying.

Additionally, WPUSD has created procedures for front office staff to better orient families who are enrolling their children in school and are also new to the United States. We will continue to train office staff on these new procedures and ensure these procedures are followed.  We will also continue to host English Learner family nights. These create opportunities for families of English Learners to come together and learn about either child’s education.  

Parents have attended meetings (LCAP) and asked about bullying/racist issues at sites.  WPSUD will continue to meet with these families to come up with possible solutions to these issues. 

At Lincoln High School and Glen Edwards Middle School we currently offer wellness centers to support students.  We plan to add a wellness center to Twelve Bridges High School this upcoming school year.	"According to our ""Youth Truth"" data, WPUSD's strengths are different for each grade span, results are the following:
Elementary - Our scores are the highest overall for our Elementary Schools. For all family surveys we rate average to above average in engagement, relationships, culture, communication, and school safety.  Our highest rated area is school safety, this has been a district priority over the past few years and we have made a lot of improvements in this area. Elementary parents report that their student is safe at school overall and they report relatively low amounts of bullying. 
Middle - Our families report that our schools run smoothly, engagement with communication and feedback also score well.
High - Our families report that school safety and resources available are strong at our secondary levels.  

As mentioned in the prompt above, parents are given the opportunity to meet with their children's teacher(s) twice yearly during parent conference weeks to learn about their children's academic achievement and to receive suggestions for working with their children at home.  Back to School Nights are used as a forum to explain content standards and assessments to parents.   In the 2021-2022 school year, we opened College and Career Centers at each of our comprehensive high schools; they will continue to serve as a resource for high school families."	"According to our ""Youth Truth"" data, WPUSD's focus are different for each grade span, results are the following:
Elementary - Scored the lowest in engagement and culture. Though we scored average or above average in these categories, we still have work in these areas.  At certain sites we need to increase communication so parents are more aware of important decisions, families report having less of a voice in important decisions, and are not represented. 
Middle -Scored the lowest in relationships and school safety 
High - Scored the lowest in relationships and engagement.

Continuing to build on the YDI platform we plan to foster improvements in relationships and increase meaning engagement.  This will lead to better student outcomes and increased safety on our campuses. 

Partnerships available across the district:
•	School Site Council, boosters, ELAC, and PTC's 
•	Parent Advisory Committee (PAC), District English Language Advisory Committee (DELAC), Early Literacy, and curriculum teams (Social Studies, Ethnic Studies, World Language, and Physics) 
•       Meeting with parent racist issues at sites
•	Continuing education classes (ESL & CTE), offered in partnership with Placer School of Adults
•	Adult ESL offered at Glen Edwards middle School
•	Love & Logic Classes
•	Latino Literacy Project
•	Kids First Training
•	SARB Information Nights
•	Drug and Alcohol Awareness
•	Student Senate


We also offer a host of topic-specific information nights throughout the school year (i.e. – AVID Parent Nights, English Learner Parent Nights, Science Nights, Math Nights, Literacy Nights), and we plan to focus on providing additional support for our high school parents who need more support related to college admissions, financial aid, and job opportunities for their children after graduation"	Our quarterly DELAC meetings average 40-50 participants, so we feel like we have a good understanding of the needs/concerns of our Spanish-speaking families.  Our quarterly PAC meetings are much more sparsely attended, so our knowledge of the needs/concerns of our English-speaking families is much less.  Going forward, we hope to meet with schools’ School Site Councils (SSC) to meet with more parents and to gain a broader understanding of the diversity of needs across our district; our priority will be meeting with parents at our lower-income schools.  

For the 2024-2025 school year we will begin to implement a more structured DELAC. We will have representatives from each school who will be present at all DELAC meetings. These members will then take the information back to the ELAC.	"WPUSD has added the ""Youth Truth"" survey to get in-depth information for each site from the student, parent, and staff perspective.  This is in addition to the California Healthy Kid Survey that is given every other year.  Our newly added Student Senate also gives us in-depth information from the students point of view on how schools are going and ways to improve them from the student perspective.  We also have 3 students (one from each High School), that are student board members.  These students give input on information presented to the school board at meetings. 

WPUSD values parent input on funding and programmatic decisions. Parents serve on district and/or school committees (i.e. – School Site Councils, English Learner Advisory Committees, the District Advisory Committee/District English Learner Advisory Committee, and Parent-Teacher Associations, to name a few), participate in multiple surveys, and are encouraged to communicate with school and district staff regularly.  

Parent input is woven directly into the LCAP stakeholder engagement process.  The district's PAC/DELAC parent group serves as an advisory group to the district's LCAP team (made up of certificated staff, classified staff, and administration).  Agendas for PAC/DELAC and the LCAP Committee are planned at the same time; requests for input/feedback are planned, intentional, and valued.  Spanish interpreting services are always provided at district committee meetings to ensure full access for all parents."	"We need to continue to get input from our parents. At the elementary level we tend to get high levels of input from our parents.  As students move onto middle school and high school we get less input from parents.  We saw this trend continue with the addition of the ""Youth Truth"" survey and our most recent California Healthy Kids Survey.  To improve on this information, we are hoping to leverage our Student Senate.  This group of students will use this data for their site plans and supporting improvements at there sites. Student Senate will therefore help gather increased student and parent feedback to get better information to help there site."	Our quarterly DELAC meetings average 40-50 participants, so we feel like we have a good understanding of the needs/concerns of our Spanish-speaking families.  Our quarterly PAC meetings are much more sparsely attended, so our knowledge of the needs/concerns of our English-speaking families is much less.  Going forward, we hope to meet with schools’ School Site Councils (SSC) to meet with more parents and to gain a broader understanding of the diversity of needs across our district; our priority will be meeting with parents at our lower-income schools.  

For the 2024-2025 school year we will begin to implement a more structured DELAC. We will have representatives from each school who will be present at all DELAC meetings. These members will then take the information back to the ELAC.	3	4	3	4	4	4	4	4	3	4	4	4	Met		2024-06-18	2024
31669510135871	John Adams Academy - Lincoln	3	"John Adams Academy has shown notable strengths and progress in fostering strong relationships between school staff and families, a key element of the educational experience. This progress is underpinned by comprehensive input from educational partners and a careful analysis of local data. Here are the key areas highlighting the academy's successes:
Strengths: Active parent involvement and Parent Engagement Partner Groups. The academy's parent advisory committee and various parent involvement groups are pivotal. These groups actively collaborate with school staff, providing valuable input om school policies, programs, and improvement plans. Regular Communication: There is a consistent effort to maintain open lines of communication between staff and families. This includes newsletters, email updates, and the use of digital platforms for real time information sharing and feedback collection. Effective communication Channels Weekly Updates and Meetings: The administration ensures parents are kept informed through regular updates and meetings, including Coffee with the Principal"" sessions. These forums encourage dialogue and allow families to stay informed and involved in the school's activities and decisions. Responsive Feedback Mechanisms: The school has implemented responsive feedback systems where parent input is solicited and visibly acted upon, fostering a sense of partnership and trust. Cultural and Community Events Family-Centric Events: Events such as family nights, cultural; celebrations, and volunteer opportunities create spaces for families and staff to connect outside of the traditional classroom setting. These events help build a sense of community and mutual respect. Language and Accessibility Support: Recognizing the diversity in its community, the academy provides language supports as well as English Language Advisory Committees."	One of the unique elements of our program is our mission and our 10 Core Values, which drive the culture of our school. In order to support positive school culture, the school utilizes positive behavior supports which incorporate our core values. However, our data analysis shows that some of our engagement indicators, such as chronic absenteeism, have room for growth. With our growth and continued expansion, John Adams Academy intends to refocus on following our school culture routines and procedures with fidelity in order to improve the overall school climate.	Through our data analysis, we have seen a rise in the number of EL scholars we are serving. While we have strengthened our processes for identifying, enrolling and supporting ELs over the past three years, we have grown considerably. In order to improve engagement of underrepresented families, JAA will continue to provide staff development for cultural competency and continue to grow our ELAC. ELAC (English Language Advisory Committee) helps to foster parental engagement of English Language Learners. It is important because it recognizes the diverse experiences, creates connections, and encourages more parental involvement, which leads to greater academic success.	At John Adams Academy, we believe that all scholars can achieve and we are committed to engaging scholars at all levels of learning. Through strong first instruction, with curriculum aligned to CCSS, the Academy provides instruction in core academic skills with a focus on classical education. In the classroom, teachers implement multiple instructional strategies and methods including small groups, guided instruction, modeling, questioning, Socratic discussion, independent and supported practice and one-on-one academic conferences to meet the needs of all learners. A strong MTSS program provides responsive, targeted interventions provided by the classroom teacher, instructional aides and other support personnel. Designated intervention and support times allow for implementation of targeted intervention supports. When additional supports are required, an SST process ensures partnership with the scholar, instructional team and parents. Additionally, parent surveys are sent out routinely to get partner input on any number of different areas of growth and/or concern. These results are then shared with partners and decisions are made based on the feedback received.	John Adams Academy is a servant leadership institution and the most visible sign of servant leadership is parent involvement. Through the actions of each John Adams Academy family being actively involved, many of the core principles of the Academy are modeled and reinforced within the scholar. As we partner in the education of our children, parents demonstrate their role as the primary and fundamental teachers by exemplifying public and private virtue. This pattern fosters creativity in identifying ways to serve, models what we teach, and helps to create abundance within the John Adams Academy community. It is only through the active participation of all of our families, dedicated to these core values that we are able to build a culture of greatness. While parents are not required to participate in the Academy, it is highly encouraged. Parents are provided an extensive amount of opportunities to be involved and engaged in their scholar’s education and academic outcomes. Parents are an integral partner in the performance and success of academic programs in their children's school. As such, parents are given opportunities throughout the year to provide insight, feedback, and recommendations on Academy programming and school-wide plans. An academy-wide communication tool is used to connect administrators, parents, and teachers along with a grading portal that that allows parents real-time access to monitor their scholar's progress. Parents and scholars have access to their teachers through various forms of communication including but not limited to Parent Square, Google Classroom, email, phone calls & conferences. Parents have opportunities to volunteer in class, help with after-school activities, and serve as mentors. The Parent Service Organization (PSO), is
a fundamental driver of a parent's experience at the Academy. Parent teams support classroom teachers, are involved in the day to day operations that include traffic docents, fundraising, and hospitality. Parents play a significant role in creating the uniqueness of our community. The PSO's primary objective focuses on our Academy’s 7th Core Value: Modeling what we Teach. As they strive to develop servant leaders, they set an example for our children through the offering of meaningful service, there by putting into practice the very values we uphold, strengthening bonds between scholars, teachers, and families. As our academy grows we will continue to focus on growing our PSO & ELAC memberships.	Through our data analysis, we have seen a rise in the number of EL scholars we are serving. While we have strengthened our processes for identifying, enrolling and supporting ELs over the past three years, we have grown considerably. In order to improve engagement of underrepresented families, JAA will continue to provide staff development for cultural competency and continue to grow our ELAC. ELAC (English Language Advisory Committee) helps to foster parental engagement of English Language Learners. It is important because it recognizes the diverse experiences, creates connections, and encourages more parental involvement, which leads to greater academic success. However, our data analysis shows that some of our engagement indicators, such as chronic absenteeism, have room for growth. With our growth and continued expansion, John Adams Academy intends to re-focus on following our school culture routines and procedures with fidelity in order to improve the overall school climate.
	John Adams Academy has high levels of family engagement, and it is the Academy’s belief that a continued partnership with families is critical to our mission of Restoring America’s Heritage by Developing Servant Leaders. The Academy will continue pursuing practices that support family and school collaboration. Two-way communication between families and the Academy is fostered using surveys, and formal and informal parent input meetings, such as Parent Service Organization (PSO) meetings, English Language Advisory Committee meetings, and Town Hall meetings.	JAA will continue to focus on seeking to grow participation in surveys along with input meetings for decision making.	JAA will continue to focus on growing our English Language Advisory Committee and before and after school
programs to improve engagement of underrepresented families.	4	4	3	4	3	3	3	3	3	3	4	4	Met		2024-06-27	2024
31669513130168	Horizon Charter	3	Strengths:
Daily and weekly live interactions and engagement sessions
Parent mentor and TOSA interactions and support for families
Created formal structures for communication
Increased Committee Advisory Network meetings and attendance
Improved the family HUB and family awareness regarding engagement opportunities
Increased student and family social engagement opportunities and participation	Goals:
Expand the use of social emotional assessments and data to provide timely support and develop programs
Create a family engagement, continuity and recruitment plan
Improve direct support for families
Increase communication methods to align with student, family preferences
Diversify, improve and promote engagement opportunities for students 
Improve data collection around engagement and participation mindful of equity objectives
Improve communication of family and student engagement opportunities
Increase family participation in school planning, shared decision making	Relationships have always been a core focus for Horizon Charter Schools. Feedback from families has indicated a high satisfaction in response to the strength of their relationships with their Supervising Teacher. Specific efforts have been made to address a focus of exceptional customer service both internally and externally. Survey results have indicated that families feel welcomed at Horizon Charter School. Specific efforts have been made and are continuing in order to better meet the needs of families preferred methods of communication.	"The parent educator mentors roles evolved over the course of the past two years to not only engage with our current families but with our potential families in an effort to facilitate informed choices to enroll with Horizon Charter Schools as well as to assist in the transition from one grade level to the next. A focus on ""feedback for learning"" is being supported by the use of Google Classrooms for grades Kindergarten through Eighth Grade. This platform gives the ability for teachers to provide standards, pacing guides, and immediate feedback to inform learning on assignments that are turned in virtually. Parent interview surveys are conducted to determine if the programs and communication methods are working. Teachers on Special Assignment have dedicated weekly time to support families in technology, program, curriculums, and assessments. They also attend multiple key family events and display curriculum to help parents understand material and support equitable access."	Goals:

Create a family engagement, continuity and recruitment plan
Improve direct support for families
Increase communication methods to align with student, family preferences
Diversify, improve and promote engagement opportunities for students 
Improve data collection around engagement and participation mindful of equity objectives
Improve communication of family and student engagement opportunities
Increase family participation in school planning, shared decision making	Increase communication methods to align with student, family preferences mindful of equity objectives
Diversify, improve and promote engagement opportunities for students mindful of equity objectives
Improve data collection around engagement and participation mindful of equity objectives
Improve communication of family and student engagement opportunities mindful of equity objectives
Increase family participation in school planning, shared decision making mindful of equity objective	Survey data suggests students and families feel strongly connected and have supportive relationships with their assigned Supervising Teacher. Horizon has made significant progress in developing effective communication to further engage the school community and is developing a marketing strategy to improve external communication.	While survey data suggests students and families feel strongly connected and have supportive relationships with their assigned Supervising Teacher, Horizon needs to continue to maintain and improve strategies for family and community engagement school-wide and to improve overall retention of students and improve the stability rate. HCS has made significant progress in developing effective communication to further engage the school community and is developing a marketing strategy to improve external communication. 

There are three key objectives moving forward to improve input for decision making.

Develop a Communication Plan including assessing how current methods are working
Create a Comprehensive participation and Engagement Survey Plan to inform participation rates and diversity and to continuously improve program development
Increase communication methods to align with student, family preferences	Horizon recognizes the need to improve the diversity of family participation and input. All three key objectives have an equity goal in mind.

Develop a Communication Plan including assessing how current methods are working
Create a Comprehensive participation and Engagement Survey Plan to inform participation rates and diversity and to continuously improve program development
Increase communication methods to align with student, family preferences	4	4	4	4	4	4	4	3	4	3	4	4	Met		2024-06-05	2024
31750850000000	Rocklin Unified	3	Rocklin Unified School District has continued to focus on building and sustaining relationships with our families and community.  During the 2023-24 school year, the District maintained previous efforts to engage families through the LCAP development process and continued the Homeless and Foster Youth Advisory Committee and District English Language Advisory Committee to strengthen our practices and outreach for and of underrepresented groups.	Recommendations from these groups around engagement of educational partners included the following: 1) increase family engagement activities with all families, 2) create opportunities for District and school personnel to engage in dialogue, and 3) increase communications in home languages of families and provide support for bilingual staff. Additionally, the District sustained outreach efforts, including parent information sessions at all school sites, Parent University (parent education nights), district-level parent information sessions, and increased communication from school to home via the new ParentSquare communication platform.	A continued area for growth during the 2024-25 school year is in the area of communication regarding school programs and resources.  Increased communication will impact all levels - staff to staff, staff to students, students to students, school to family and family to school.  The District will also continue the outreach efforts through our partnerships in education program and ongoing parent outreach conducted at each of our schools and from our Communications Department.  Additionally, increased outreach to families of underrepresented students will happen throughout the year, beginning with a Back to School Fair, specifically for these families to provide opportunities to connect directly with school staff and District departments and receive information and supplies.	Rocklin Unified School District strives to build and maintain strong partnerships with families and community members in order to positively impact student outcomes.  During the 2023-24 school year, school staff regularly communicated and engaged with families through parent teacher conferences, family nights, school site council meetings, back to school nights, open house/showcase nights, and ongoing verbal and written communication between school and home.  Additionally, the District maintains high involvement from teacher and staff groups in determining areas of focus in district programs and services.	Recommendations from these groups around engagement of educational partners included the following: 1) increase family engagement and learning activities with all families around district priorities (ie, math and social emotional learning), 2) create opportunities for district and school personnel to engage in dialogue, and 3) increase communications in home languages of families.  RUSD plans to maintain existing outreach efforts, including parent information sessions at all school sites, District-level parent information sessions, increased communication from school to home, and increasing opportunities for parent education through Parent University and District-sponsored parenting series.  Additionally, the District is continuing to work on partnerships with parents and guardians of students with disabilities.	A continued area for growth for our District during the 2024-25 school year is communication, specifically with families of socioeconomically disadvantaged students, students living in homelessness, foster youth, and English learner students.  RUSD will continue advisory committees representing these families and will increase targeted outreach beginning with a Back to School Fair specifically for these families to provide opportunities to connect directly with school staff and district departments.	During the 2023-24 school year, Rocklin Unified School District continued to invest in outreach efforts with our parents and guardians.  In addition to home to school and school to home communication happening at school sites, multiple advisory and parent engagement groups existed across the district including: LCAP parent/guardian advisory groups, parent teacher clubs, school site councils, boosters, English Language Advisory Committee, District English Language Advisory Committee, Gifted and Talented Education Advisory Committee, Homeless and Foster Youth Advisory Committee, and the Equity and Inclusivity Events Team.  As part of the LCAP development process, three teams (one parent/guardian, one staff, and one district team) met multiple times to review student achievement and wellness data and provide input on services and programs for our students.	Annually, all families and staff have the opportunity to participate in an annual LCAP survey to share their perspectives about services and supports in the District to address the state priorities.  LCAP advisory groups participated in authentic experiences, including analyzing student achievement data, data to inform local indicators, student forum information, and staff and parent/guardian survey results.  Increasing participation in all of these outreach efforts remains a focus area.	Although significant progress was made in this area during the 2023-24 school year, a continued area for growth during the 2024-25 school year is ensuring parent/guardian participation is inclusive of the groups in our district, including families of socioeconomically disadvantaged students, students living in homelessness, foster youth, and English learner students.  RUSD will continue advisory committees representing these families and will increase targeted outreach beginning with a Back to School Fair specifically for these families to provide opportunities to connect directly with school staff and district departments.	4	4	3	4	4	4	5	5	5	4	3	4	Met		2024-06-20	2024
31750850117879	Maria Montessori Charter Academy	3	Doing goal-setting based P-T Conferences early in the school year, vs. waiting for a report card interval to engage parents, helps regarding student outcomes. Regular P-T communication, including weekly progress reports, promotes partnership engagement for student outcomes.	Still working on filling the COVID-19 learning gaps, particularly of students that have transferred into our school post COVID, is the current priority.	Utilizing a general education based credentialed Intervention Teacher to reach out to parents of below grade level performing students to collaborate and potentially provide on-site intervention services. Have likewise provided a COVID learning loss focused summer school for the past three years.	MMCA is a small, community-based charter school. It's one of the few charters to have a Board of Directors comprised of elected parents and teachers. The school has a very active Parent - Teacher Association. The School has 1000's of hours of parent volunteerism annually, including programs like WatchDOGS, which has a volunteer dad on campus each school day. The primary strategy with building relationships within our community is communication-based, with regular emails, web posts and social media promoting engagement opportunities within the school community.	Maintaining a shared Google Calendar on the school website to further promote school-related activities and events.	Shorter, more frequent emails to families, including targeted communication where appropriate. Mandating early in the school year Goal setting based P-T conferences for all families is another engagement opportunity for all families.	Parents have many opportunities for input, including Survey Monkey based surveys, Google Forms-based surveys, and more formal opportunities via participation with our Board of Directors or Parent-Teacher Association.	Looking to add a few more parent representatives to our Board of Directors.	Sending home information electronically and in print, and where appropriate, following up with a phone call to make sure the family receives it.	5	5	5	4	5	4	4	4	5	5	5	5	Met		2024-06-24	2024
31750850119487	Western Sierra Collegiate Academy	3	At Rocklin Academy Family of Schools, we have worked hard to build relationships between our school staff and families. We begin by creating a welcoming environment for all, starting before students step through the doors. Our staff greets students and families each morning at drop-off and continues to foster relationships throughout each day through informal conversations, more formalized meetings, phone calls, and emails.  Teachers continuously provide updates to students about classroom assignments and projects and invite parents to join this platform so they can stay informed as well.  On a weekly basis, our staff share news and information through our weekly newsletter. Additionally, we schedule several opportunities throughout the year for our families to engage with our staff, including Back to School Night, Parent University, parent/teacher conferences, LCAP engagement workshops, participating in surveys, committee work, Parent School Partnership (PSP) meetings, family nights/performances, budget/facilities meetings, etc.

When surveying parents through our annual Intent to Return survey, 100% of families participated. It revealed that 94% of WSCA families strongly agreed or agreed that they would recommend Rocklin Academy Family of Schools to their family or friends, 94% indicated that they were very satisfied or satisfied with WSCA and 98% indicated that they plan to return to WSCA  next year.	Based on the analysis of educational partner input, below are areas we intend to focus on for improving relationships between school staff and families:
-Increasing the effectiveness and equity in the two-way- communication between families and teachers
Establish a collective definition of “effective communication” and ensure that it is understood by staff and families	Building relationships between school staff and our families is a top priority at Rocklin Academy Family of Schools.  We continually work to improve engagement and have identified areas of opportunity to strengthen these relationships, especially with our underrepresented families.  We will continue to focus on strengthening family engagement opportunities for our English learners and students with disabilities.  We will also continue to reach out to low-income families with increased frequency to see if there is any additional support we may be able to provide or direct them toward.  

Additionally, we are seeking to find a better messaging system to communicate with families.  We are looking for one that is more user-friendly, well accessible by phones, and would allow families to select automatic translations.

We have begun using Language Line this year. Our counselors, administrators, and English Language coordinator have used Language Line this year and found it accessible and a great tool to better communicate with our EL families. We will continue to use this. 

We are hoping to increase opportunities for staff and families to engage in authentic communicative interactions that lead to trusting relationships. This year we have increased our parent outreach through PSPs Walking Wolves, informal coffee chats with the principal, college information nights, and other outreach through social media. We hope to grow in this area in the coming year. California Collaborative on Educational Excellence Community Engagement Initiative made up of admin, teachers, parents, and county office of education staff is working to support sites to provide those opportunities.	At Rocklin Academy Family of Schools, we believe that our educational program is strengthened by strong partnerships with families.  Communication is key to this being a success.  Based on the analysis of educational partner input, the following were identified as strengths in building partnerships for student outcomes.
-Communication from teachers, principal, and superintendent
-Parent/teacher conferences or other collaborative meetings
We send home weekly communication to all families as a way of keeping them informed of what is going on in the classrooms and on campus.  Our superintendent also provides a monthly update, sharing important information and highlights across all sites.  We also host several collaborative workshops and meetings throughout the year focused on student outcomes.  Other, more individualized work is accomplished through SST, IEP, and LTEL meetings with teachers, principals, and families to review data and set student goals.  Finally, our parent portal provides families with access to their child’s academic progress and other important information.	At Rocklin Academy Family of Schools, we believe that our educational program is strengthened by strong partnerships with families. Communication is key to this being a success. Based on the analysis of educational partner input, the following were identified as strengths in building partnerships for student outcomes.
• Communication from teachers, principal, and superintendent
• Parent/teacher conferences or other collaborative meetings
We send home weekly communication to all families as a way of keeping them informed of what is going on in the classrooms and on campus. Our superintendent also provides a monthly update, sharing important information and highlights across all sites. We also host several collaborative workshops and meetings throughout the year focused on student outcomes. Other, more individualized work is accomplished through SST, IEP, and LTEL meetings with teachers, principals, and families to review data and set student goals. Finally, our parent portal provides access to families on their child’s academic progress and other important information.

The RAFOS mission states, “Rocklin Academy Family of Schools provides a distinct educational program strengthened by community and parent partnerships to achieve high standards, rich core content, and innovative learning.”  This partnership is critical to the success of our students and we are committed to strengthening it. Based on the analysis of educational partner input, we have identified some areas for improvement in building partnerships for student outcomes. In the 2023-24 school year we will continue working to improve or increase the following areas to rebuild partnerships for student outcomes.
• Volunteering opportunities on field trips
• Volunteering opportunities on campus with the support of a volunteer coordinator 
• Career Fair with parents 
• Authentic two-way communication communication	Based on the analysis of educational partner input our school plans to improve the engagement of underrepresented families to build stronger partnerships for student outcomes by:
• Continue to provide family events that are cost-free to our families and are designed to welcome and celebrate all.
• Increasing outreach for participation in  workshops/meetings intended to support, inform, and collaborate with our families of English learners
• Continuing to build upon the resources provided to support families and support access to those resources through direct and supportive communication
• Continue to reach out to our foster youth and low-income families more intentionally to determine what additional supports they need that we may be able to provide or help to identify assistance with 
• Continue to provide staff support to address chronic absenteeism and support families in school attendance	Based on the analysis of educational partner input and local data, current strengths for seeking input for decision-making that have been identified include the following:
• Strategic Planning Committee
• LCAP engagement meetings with various stakeholder groups
• Opportunities for students to provide input through the Principal’s Student Forum 
• Opportunities to provide input through surveys
• Discussions with classroom teachers or other school staff
• Opportunities to attend meetings such as board meetings, PSP meetings, EL meetings, etc. 
• Opportunities to participate and provide input at meetings
Although several strengths have been identified in the way we seek input from our educational partners for decision-making we are always working to improve this process.	Based on the analysis of educational input and local data, we have identified the following trends as areas of  improvement for seeking input for decision-making:
• Increase the number of face-to-face interactions 
• Improve communication
Families are incredibly eager and willing to participate in the decision-making process and as an organization, we know that their input is crucial to the success of our students and schools.	We are always seeking ways to improve engagement with our underrepresented families.  Areas identified that we are further looking into include the following:
•Ensure that all groups are represented across committees
•Provide an increase in the number of translated materials for our EL families
•Provide multiple times (morning/afternoon/evening) for families to engage	4	4	4	4	4	5	5	4	4	4	4	4	Met		2024-06-17	2024
31750856118392	Rocklin Academy	3	At Rocklin Academy Family of Schools, we have worked hard to build relationships between our school staff and families. We begin by creating a welcoming environment for all, starting before students step through the doors. Our staff greets students and families each morning at drop-off and continues to foster relationships throughout each day through informal conversations, more formalized meetings, phone calls, and emails. On a weekly basis, our teachers and staff share news and information through our weekly newsletter. Additionally, we schedule several opportunities throughout the year for our families to engage with our staff, including Meet the Teacher, Back to School Night, parent/teacher conferences, LCAP engagement workshops, participating in surveys, committee work, Parent School Partnership (PSP) meetings, family nights, budget/facilities meetings, etc.

Rocklin Academy Family of Schools is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. A variety of programs and events have been planned to initiate outreach and make connections with parents, including Core Knowledge Night, Family Nights, docent programs, performances, etc. Opportunities such as these are an effective way of developing relationships which leads to a higher level of parent involvement. Other ways of providing meaningful input in the decision-making process for families have been serving on or participating in committee meetings or workshops such as the Parent School Partnership
(PSP), Finance Committee, Board of Directors, Local Control Accountability Plan (LCAP) workshops, and English Learner family (ELC) meetings. 

Taking what we learned from the COVID-19 pandemic experience, many of our meetings involving parents have become a hybrid offering of both in-person and virtual participation.  Having a combination of options has increased our engagement and attendance at many of the meetings noted above.

When surveying parents through our annual Intent to Return survey, 100% of families participated. It revealed that 97% of Rocklin Academy families strongly agreed or agreed that they would recommend Rocklin Academy Family ofSchools to their family or friends, 96% indicated that they were very satisfied or satisfied with Rocklin Academy and 98% indicated that they plan to return to Rocklin Academy next year.

We have worked diligently to provide opportunities for our families and other educational partners to continue to participate and engage with us. Both our staff and families are committed to working together to improve student outcomes.	Based on the analysis of educational partner input, below are areas we intend to focus on for improving relationships between school staff and families:
-Increase opportunities for volunteering 
-Increased community resources to be made available to families
-Increasing the effectiveness and equity in the two-way communication between families and teachers
-Establish a collective definition of “effective communication” and ensure that it is understood by staff and families	Building relationships between school staff and our families is a top priority at Rocklin Academy Family of Schools.  We continually work to improve engagement and have identified areas of opportunity to strengthen these relationships, especially with our underrepresented families.  We will continue to focus on strengthening family engagement opportunities for our English learners and students with disabilities through increased frequency of outreach through email communication, meeting opportunities, and face-to-face connection on campus.  We will also continue to reach out to low-income families with increased frequency to see if there is any additional support we may be able to provide or direct them toward.  We are utilizing the resource “Language Line Solutions” to communicate with families in their primary language for meetings, as well as utilizing Parent Square, a communication application that will translate weekly newsletters and school communication.  Our ELO-P offering of after-school care and Summer Academy has provided additional support and campus access to our multilingual learners and socio-economically disadvantaged students.	At Rocklin Academy Family of Schools, we believe that our educational program is strengthened by strong partnerships with families.  Communication is key to this being a success.  Based on the analysis of educational partner input, the following were identified as strengths in building partnerships for student outcomes.
-Communication from teachers, principal, and superintendent
-Parent/teacher conferences or other collaborative meetings
We send home weekly communication to all families as a way of keeping them informed of what is going on in the classrooms and on campus.  Our superintendent also provides a monthly update, sharing important information and highlights across all sites.  We also host several collaborative workshops and meetings throughout the year focused on student outcomes.  Other, more individualized work is accomplished through SST, IEP, and LTEL meetings with teachers, principals, and families to review data and set student goals.  Finally, our parent portal provides families with access to their child’s academic progress and other important information.	Based on the analysis of educational partner input, we have identified some areas for improvement in building partnerships for student outcomes.   In the 2024-25 school year, we will continue to improve or increase the following areas to rebuild partnerships for student outcomes.
-Offering LiveScan onsite during Meet the Teacher/Orientation
-Providing additional family nights and events to support families in supporting their students.
-Utilizing our PSP to do active outreach throughout the year with opportunities for families to participate in volunteering for school family events
-Volunteering opportunities on field trips
-Volunteering opportunities in the classroom
-Authentic two-way communication
-Continue use of the Parent Square platform for school-to-home information dissemination
The RAFOS mission states, “Rocklin Academy Family of Schools provides a distinct educational program strengthened by community and parent partnerships to achieve high standards, rich core content, and innovative learning.”  This partnership is critical to the success of our students and we are committed to strengthening it.	Based on the analysis of educational partner input our school plans to improve the engagement of underrepresented families to build stronger partnerships for student outcomes by:
-Continuing to provide family events that are cost-free to our families and are designed to welcome and celebrate all.
-Increasing outreach for participation in  workshops/meetings intended to support, inform, and collaborate with our families of English learners
-Continuing to build upon the resources provided to support families and support access to those resources through direct and supportive communication
-Continue our efforts to provide increased support to foster youth and low-income families by reaching out to determine what additional supports they need that we may be able to provide or help to identify assistance with
-Continue to staff positions to  address chronic absenteeism and support families in school attendance	Based on the analysis of educational partner input and local data, current strengths for seeking input for decision-making that have been identified include the following:
-Opportunities to provide input through surveys
-Discussions with classroom teachers or other school staff
-Opportunities to attend meetings such as board meetings, PSP meetings, EL meetings, etc. 
-Opportunities to participate and provide input at meetings such as LCAP engagement meetings
Although several strengths have been identified in the way we seek input from our educational partners for decision-making we are always working to improve this process.	Based on the analysis of educational input and local data, we have identified the following trends as areas of  improvement for seeking input for decision-making:
-Continue to increase the number of face-to-face interactions 
-Define and Improve two-way communication
-Increase collaboration with student leadership groups
Families are incredibly eager and willing to participate in the decision-making process and as an organization, we know that their input is crucial to the success of our students and schools.	We are always seeking ways to improve engagement with our underrepresented families.  Areas identified that we are further looking into include the following:
-Provide a variety of times for families to engage (morning/afternoon/evening) to better accommodate schedules and offer in-person and virtual options when able
-Consistently offer and utilize Language Line as a translation service to improve communication with families.
-Continue to encourage and support the use of Parent Square for school-to-family communication to increase translated communication.
-Ensure that all groups are represented in committees	4	4	4	4	4	5	5	4	4	4	4	4	Met		2024-06-17	2024
32103220000000	Plumas County Office of Education	3	NA	NA	NA	NA	NA	NA	NA	NA	NA	3	3	3	3	3	3	3	3	3	3	3	3	Met		2024-06-21	2024
32669690000000	Plumas Unified	3	Based on the analysis of educational partner input and local data, our LEA's current progress in building relationships
between school staff and families shows some areas of strength but also significant areas for improvement. While we
have made strides in establishing open communication channels, fostering collaborative partnerships, and
implementing parent engagement initiatives, there is a pressing need to enhance our outreach to underrepresented
families and improve two-way feedback mechanisms. By acknowledging these shortcomings and prioritizing inclusivity, effective communication, and meaningful engagement, we aim to address these challenges and create a more cohesive and supportive educational community for all students.	Based on the analysis of educational partner input and local data, our LEA's current progress in building relationships
between school staff and families shows some areas of strength but also significant areas for improvement. While we
have made strides in establishing open communication channels, fostering collaborative partnerships, and
implementing parent engagement initiatives, there is a pressing need to enhance our outreach to underrepresented
families and improve two-way feedback mechanisms. By acknowledging these shortcomings and prioritizing inclusivity, effective communication, and meaningful engagement, we aim to address these challenges and create a more cohesive and supportive educational community for all students.	Based on the analysis of educational partner input and local data, our LEA has identified the need to improve
engagement with underrepresented families in relation to Building Relationships Between School Staff and Families.
To address this, we will implement targeted strategies aimed at fostering inclusivity and strengthening connections. Firstly, we will enhance our outreach efforts by actively reaching out to underrepresented communities through culturally sensitive and tailored communication channels. Secondly, we will invest in professional development opportunities for our school staff to increase their understanding and appreciation of diverse cultural backgrounds. This will enable them to better engage with and support families from different ethnicities and socioeconomic backgrounds. Lastly, we will establish a feedback mechanism that actively seeks input from underrepresented families, providing them with opportunities to voice their concerns and contribute to decision-making processes. By implementing these measures, we are committed to creating an inclusive and supportive environment that ensures
the active involvement of all families in their child's education.	Based on the analysis of educational partner input and local data, the LEA has shown some strengths and progress in Building Partnerships for Student Outcomes, as indicated by the respondents' feedback. While there is room for improvement, it is essential to acknowledge the positive aspects and areas of growth within our school and district. Among the respondents, 63% agreed or strongly agreed that our school and district has a talented, student-centered staff, demonstrating the dedication and expertise of our educators. Additionally, 60% expressed pride in the way our school and district look, reflecting the efforts made to maintain an inviting and conducive learning environment. Furthermore, 51% of respondents believe that our school and district leadership provides excellent service to our communities, indicating a level of satisfaction with the support and guidance offered by our leaders.	However, it is crucial to address the areas where improvement is needed. For instance, 43% of respondents agreed or strongly agreed that students graduate with the knowledge and skills for college and/or career, indicating a need to enhance our efforts in preparing students for post-secondary success. Similarly, only 38% agreed or strongly agreed that our school and district spend money and resources appropriately, suggesting the need for greater transparency and accountability in financial decision-making. Moreover, 40% of respondents felt included in decision-making at our school and district, signaling the importance of increasing opportunities for stakeholder engagement and collaboration.	Based on this feedback, our LEA will focus on enhancing student outcomes by further developing college and career readiness programs, ensuring prudent allocation of resources, fostering inclusive decision-making processes, and promoting greater community involvement. By addressing these areas for improvement and building upon our strengths, we will work towards creating a more effective and student-centered educational environment that benefits all members of our school and district community.	Based on the analysis of educational partner input and local data, the LEA has made notable strides in seeking input for decision-making, demonstrating its commitment to inclusivity and collaboration. Through the feedback received, several strengths and progress indicators have emerged. Firstly, a significant percentage of respondents (63%) agreed or strongly agreed that they feel included in decision-making at our LEA. This signifies that efforts have been made to foster an environment where stakeholders have a voice and their perspectives are valued.
Furthermore, the analysis reveals that our LEA has successfully established channels and mechanisms for soliciting input. These include surveys, town hall meetings, and focus groups, which allow diverse stakeholders to contribute their insights and opinions. The presence of these engagement opportunities indicates progress in actively seeking
input from various members of our educational community.	However, it is important to acknowledge the areas where improvement is needed. Despite the positive response regarding feeling included in decision-making, there is still a considerable portion of respondents (37%) who did not strongly agree or agree with this statement. This suggests the need for ongoing efforts to enhance inclusivity and ensure that all voices are heard and considered.	To build upon our strengths and address the areas for improvement, our LEA will continue to prioritize inclusive decision-making processes. We will seek ways to expand and diversify the avenues for stakeholder input, ensuring that traditionally underrepresented groups have a platform to share their perspectives. Additionally, we will work towards increasing transparency and communication regarding how input is utilized and integrated into decision-making.
By leveraging our current strengths, actively addressing areas for improvement, and fostering a culture of shared decision-making, our LEA will continue to enhance its effectiveness in seeking input for decision-making. We remain dedicated to creating an inclusive environment where all stakeholders have meaningful opportunities to contribute to the betterment of our educational community.	4	4	4	4	3	3	3	3	3	2	2	3	Met		2024-06-21	2024
32669693230083	Plumas Charter	3	PCS works diligently to ensure open communication with each and every family served. Administration has an open
door policy for easy and regular communication with families, and teachers are available during non-teaching times.
We make every effort to reach out to parents for both positive student reports and any disciplinary related reports.	The school needs to prioritize more face-to-face meetings with parents, both one on one and in a whole school group
manner.	This will be met by encouraging and offering more face to face meetings.	The school holds midyear meetings with families around student academic progress, regularly emails parents about
student progress and holds end of year meetings. In the event a student is struggling, many more meetings will be
held to determine the best supports for the student.	Students need to be more invested in their own progress. The school is constantly working on ways to improve this.	The school will ensure two way communication with underrepresented families.	The school offers a variety of ways for educational partners to be involved in the decision making of the school. These
include monthly meetings of the Mountain Valley Parents Club, the Board of Directors; weekly meetings with site
level staff, tri-annual meetings with all school staff, and annual school surveys.	The school needs to reinvigorate the face-to-face whole site parent meetings that provide dinner and childcare to
encourage attendance.	Continue to publicize all opportunities for these opportunities, and offering childcare and dinner at meetings.	4	4	4	4	4	4	4	4	4	3	4	4	Not Met			2024
33103300000000	Riverside County Office of Education	3	RCOE uses this self-reflection tool to review its progress, successes, needs and areas of growth in fostering partnerships. This tool will enable RCOE to engage in continuous improvement and determine next steps to make improvements in the areas identified.	RCOE uses this self-reflection tool to review its progress, successes, needs and areas of growth in family engagement policies, programs, and practices. This tool will enable RCOE to engage in continuous improvement and determine next steps to make improvements in the areas identified	RCOE uses this self-reflection tool to review its progress, successes, needs and areas of growth in family engagement policies, programs, and practices. This tool will enable RCOE to engage in continuous improvement and determine next steps to make improvements in the areas identified.	RCOE uses this self-reflection tool to review its progress, successes, needs and areas of growth in fostering partnerships. This tool will enable RCOE to engage in continuous improvement and determine next steps to make improvements in the areas identified.	RCOE uses this self-reflection tool to review its progress, successes, needs and areas of growth in family engagement policies, programs, and practices. This tool will enable RCOE to engage in continuous improvement and determine next steps to make improvements in the areas identified	RCOE uses this self-reflection tool to review its progress, successes, needs and areas of growth in family engagement policies, programs, and practices. This tool will enable RCOE to engage in continuous improvement and determine next steps to make improvements in the areas identified.	RCOE uses this self-reflection tool to review its progress, successes, needs and areas of growth in family engagement policies, programs, and practices. This tool will enable RCOE to engage in continuous improvement and determine next steps to make improvements in the areas identified.	RCOE uses this self-reflection tool to review its progress, successes, needs and areas of growth in family engagement policies, programs, and practices. This tool will enable RCOE to engage in continuous improvement and determine next steps to make improvements in the areas identified.	RCOE uses this self-reflection tool to review its progress, successes, needs and areas of growth in family engagement policies, programs, and practices. This tool will enable RCOE to engage in continuous improvement and determine next steps to make improvements in the areas identified	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-05	2024
33103300110833	River Springs Charter	3	In the spring of 2024, parents were surveyed to collect perception data on the school's practices of building relationships between school staff and families. Families responded overwhelmingly well, with 92% reporting that they have experienced school staff building trusting and respectful relationships with families. While the school leadership is pleased with this report, we understand that efforts must continue to focus on prioritizing relationships, especially with new staff members and leaders. 94% of families report that the school has created welcoming environments, and 85% of parents report that administrators encourage staff to learn about families' strengths, cultures, and languages. The school continues to work toward developing fully inclusive learning environments and providing staff training that includes addressing unconscious bias. Finally, 97% of parents report that school communication uses language that is accessible to families.

One of the charter school's pillars of personalized learning is to create a caring community. This is an area of strength for the school, and we prioritize creating welcoming environments and open communication with all of our educational partners. We believe it is essential to know the whole child, and this includes knowing and supporting their families. Teachers and leaders use a variety of assessments and assignments to help us do so. For example, parents and students are given learning/educating strengths finders assessments, and learning styles assessments, along with other ways to evaluate and identify interests, strengths, and areas of need. We provide opportunities for families across programs to engage in the school community in a multitude of ways such as math nights, parent education, field trips, and school site council; these opportunities are clearly communicated to families through Parent Square and newsletters.	Our focus area continues to help staff learn more about every student's whole family, including cultures and languages, to ensure that there are ample opportunities for celebrating varied cultures, traditions, and rituals. We have also focused our belonging committee on educating Springs employees regarding different cultures and languages as well as celebrating differences. We provide opportunities for parents and families to connect with school leaders and other families through targeted events including our Parent Ignite Conference.	Our commitment to inclusivity extends to creating welcoming environments for all families in our community. By hosting regular community events such as cultural fairs and open houses, we've ensured that every family feels valued and embraced within our educational community.
In line with our dedication to cultural proficiency, we've prioritized enhancing training and support for English Language Learners (ELLs). Our LEA has implemented a variety of channels to facilitate 2-way communication between families and educators. Leveraging platforms like ParentSquare, we've established accessible channels for families to engage with school updates, announcements, and educational resources in languages they understand. Additionally, feedback mechanisms such as surveys and parent-teacher conferences ensure that voices from both sides are heard and valued in shaping our educational practices.
Focus Areas for Improvement: Moving forward, our LEA remains dedicated to continuous improvement in building relationships between school staff and families. Based on the analysis of educational partner input and local data, our primary focus areas include further enhancing cultural competency training for staff, expanding outreach efforts to underserved communities, and fostering deeper collaboration between families and educators in the decision-making process. By addressing these areas, we aim to strengthen our bonds with families and create a more inclusive and supportive educational environment for all.	In the spring of 2024, parents were surveyed to collect perception data on the school's practices of building partnerships for positive student outcomes.  89% of parents responded that staff were actively improving their capacity to partner with families. 90% of parents reported that they have resources to support student learning in the home. 91% of parents reported that they meet with teachers to discuss student progress and improvement. 82% of parents reported that they feel the school empowers them to understand their legal rights and opportunities for student advocacy.

The school's pillars of personalized learning and core values are embedded in the school culture, which supports family relationships. The school mission centers on the belief that the community is the classroom, and we partner with parents in the education of their students. The school has fully implemented practices to support and train families in strategies to support student learning through professional development opportunities, parent/student education workshops, and our parent education courses and student center signature events. Information is provided through parent information handbooks, online platforms, weekly updates, and newsletters. All caregivers are invited to take part in the charter network's annual conference, Parent Ignite!, in which breakout sessions are offered on a variety of topics of interest. Personalized learning goals for every student are established in partnership with their families so that students work on goals in the school and home settings. Local student facilities have open forums such as coffee with the principal, open house, email, and newsletter communication in place to provide parent input and access to resources for home-to-school connections. The school policies and procedures are outlined in our Springs parent handbook, and parents are made aware of their legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in surveys that are given two times a year. Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers' and leaders' abilities to partner with families.	Our area of focus remains the area of continuing to improve the development of teachers and leaders in understanding specific ways to engage families including underrepresented families. We have made strides in this with specific training offered by outside consultants as well as implementing a Belonging Committee, led by an assistant superintendent focused on this goal. Our focus will be to continue providing training and support for understanding social and emotional needs and the increased need for support in this post-pandemic time. Supporting healthy SEL in the home and the school is essential to learning.	Areas of need are more prevalent in underrepresented families, and school leaders are increasing support in those areas of the school. Professional development will include understanding how to create more opportunities for underrepresented families to participate in the learning community, whether online or at a student center. We continue to seek input from our leaders who are doing this well.	In the spring of 2024, parents were surveyed to collect perception data on the school's practices of seeking input for decision-making.  79% of parents report that principals/directors engage families in decision-making. 83% of parents report that the school encourages families to engage in advisory groups and decision-making (school site council, DELAC, Special Education Parent Collaboration, etc.). 81% of parents report that families have opportunities to provide input on policies and programs, and the school specifically seeks input from underrepresented groups.  83% of parents report that staff and families work together to plan, implement, and evaluate family engagement opportunities. 

The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities at the school and district levels. We involve families in our WASC visits as well as in visits from our authorizers. We included parents on our literature review committees and those groups included parents of underrepresented students from within the school community. Advisory groups have been established to expand opportunities for parent input. Student centers and online programs host various parent-teacher events, provide parent courses (based on parent-designated needs), and host monthly parent forums.
	The identified area of focus in seeking input for decision-making centers on expanding efforts to engage typically underrepresented groups. See below for details.	We have improved the engagement of underrepresented families by increasing opportunities for families to work in advisory groups including DELAC and School Site Council to collaborate with leadership for decision-making. We have had consistency with our increased opportunities for family members to engage in advisory groups and decision-making, especially in seeking input from underrepresented groups in the community. In part, we will ensure that parent forums/town hall meetings include topics that will be geared toward underrepresented families and ensure that they have a voice in decision-making. We have worked with staff in the area of providing diverse curricula, newsletters that can be disseminated in the language of our school population, and in schoolwide data analysis practices. We have furthered our collaboration with our Student Services team and Homeless Youth Liaison to develop this plan.	5	4	4	5	4	4	5	4	3	4	4	4	Met		2024-06-06	2024
33103300125237	Leadership Military Academy	3	Building relationships is a key tenet of LMA and the entire staff strives to create a welcoming, safe environment. Our current strength is in the ability of LMA staff at all levels to be open and available for multiple means of communication with families. Each year we conduct an annual survey to solicit parent feedback on the school’s program, activities, and culture. We also host ongoing parent-community workshops and monitor metrics such as the number and percentage of parents with access to our parent communication tool, Parent Portal, and are attending our parent council meetings throughout the year. We spoke with our staff at a March staff meeting about their perception of our current strengths and progress in building relationships between school staff and families.
In the most recent survey with stakeholders, 88% of parents reported that they feel welcome at the school. Similar to prior years, parents have indicated that communication via phone, text, and email were preferred over mail and social media/webpage. As a result, LMA uses both text messaging and emails as the primary means of sending information out to families. Direct calls are made to parents about their specific student by teachers, office staff, and administrators. Students and their families can also initiate communication with teachers and staff through email, Google Classroom, the Aeries portal, and the website.
	We continue to work to ensure that all families report high rates of engagement and involvement at the school. Our most recent survey results indicate that while 71% of parents said they feel included in school advisory committees, only 50% of all respondents think that the school hosts family activities. Therefore we see there is a need to further promote these opportunities among our families. We will work to ensure that all families know about the ongoing family events and feel welcome to participate.
	We intentionally build our engagement efforts to ensure we are reaching all of our families by listening to their needs and addressing them head-on, in the forms of communication they have indicated are best (phone and email). Translation services also remain key to engaging underrepresented families whose home language is not English.  As a result of our efforts in this area, our annual survey from 2024 indicated that only 4% of parents disagreed with the statements that LMA regularly communicates with families in their home language and that LMA provides translation services at parent events and meetings. This is a strong signal to us that our efforts are working and are noticed by parents from these underrepresented backgrounds. 
	At LMA, prioritize building partnerships with students and families during the very first informational meeting with parents, when student goals are discussed and families are oriented to the culture and environment at LMA. This establishes the partnership between the school and the family in order to support the student’s success. We meet with families one-on-one before enrollment and focus on that student’s specific circumstances, including how many credits they currently have, their personal goals, any questions from the student or family, along with supports provided by the school. Parents and students create portal accounts so they can access student scores and grades, attendance, and class links. In our most recent survey, 84% of parents agreed that they have access to student grades and attendance in real time. Another area of strength for us this year is in initiating a partnership with IEHP in order to provide medical resources for students and families.
	Just under 70% of our survey respondents (including families, staff, and students) report that LMA provides parents with opportunities to discuss student advocacy and educational priorities. Therefore this is another area we can continue to develop, potentially by partnering with community organizations to discuss advocacy topics and other resources or information to support student development outside of the school.
	One way we are working on improving engagement of underrepresented families in building partnerships for students outcomes is by seeking their input on our Equity Multiplier Goal for this year’s LCAP. We met in March 2024 to discuss potential partnerships to address key focus areas and performed an analysis of our survey data that evaluated themes across underrepresented subgroups. We will continue to engage with these families to better understand how we can forge partnerships to support their students.
	91% report that the school provides some or plenty of opportunities to share ideas and provide input for school plans and decisions.
	Our most recent survey results indicate that while 71% of parents said they feel included in advisory committees such as the School Site Advisory Council and English Learner Advisory Council, the remaining 29% weren’t sure or felt they weren’t included enough. Therefore we see that there is a need to further promote this opportunity among our families, particularly since these councils involve multiple staff members, so it encourages stronger and wider connections between our parents and staff. We will work to ensure that all families know about these meetings and feel encouraged to attend and participate.	LMA will improve engagement of underrepresented families by increasing their representation in advisory committees like the ELAC and School Site Council.  We will do so by making sure all families are aware of these committees at the start of the school year and feel empowered to participate.
	3	4	4	4	5	5	4	5	5	4	4	4	Met		2024-06-20	2024
33103300125385	Imagine Schools, Riverside County	3	"Imagine Schools Riverside (ISRC) excels in fostering relationships between school staff and families through active parental involvement, effective communication, and inclusive activities. Families participate in key school committees like the Parent Teacher Organization (PTO), the English Learner Advisory Committee (ELAC), and the School Site Council (SSC), contributing to decision-making processes. We survey families multiple times throughout the school year. Parents volunteer regularly, assisting teachers, organizing events, and fundraising, which strengthens the school community. Family-centered activities and cultural events engage families and celebrate diversity, promoting inclusion and community spirit. ISRC maintains robust communication with families through safety updates, twice-monthly ""coffee and donuts with the principal"" sessions, monthly meetings, and special events like drive-thru celebrations. Communication channels such as Class Dojo, Google Classroom, robocalls, and ParentSquare ensure timely updates, with the school website providing an accessible information resource. These strong relationships help address the educational needs of individual students through cultural events and evening activities, enhancing the overall educational experience for students and their families. ISRC has made significant progress in building relationships with families through active involvement, effective communication, and inclusive activities, creating a supportive school community dedicated to student success."	Imagine Schools Riverside (ISRC) has made significant strides in building relationships between school staff and families, but there are areas for improvement. Targeted efforts, such as personalized invitations, translated materials, and increasing culturally relevant events, can ensure all families feel included. Enhancing two-way communication by creating more opportunities for feedback and meaningful dialogue beyond formal meetings would strengthen relationships. This can include enhancements to our regular surveys, suggestion boxes, and informal gatherings. Flexible meeting times and formats would also serve as beneficial. Offering more flexible and virtual options for parent meetings and events would allow more parents to participate despite work or other commitments. Additionally, providing parent education and training programs on topics like helping with homework, understanding the curriculum, and navigating school systems could empower families to support their children’s education more effectively. Stronger collaboration with community organizations could provide additional support and resources for families, addressing broader social and economic challenges that impact student learning and engagement. Establishing a structured feedback mechanism to assess the effectiveness of family engagement strategies can help ISRC adapt and improve its approaches. Regular evaluations and incorporating parent and staff feedback into planning family engagement activities will be key. By focusing on these areas, ISRC can continue to build and strengthen its relationships with families, ensuring a more inclusive, communicative, and supportive school community.	To improve engagement of underrepresented families, Imagine Schools Riverside (ISRC) will introduce several targeted initiatives. Family liaisons will build trust with underrepresented families, offering personalized support and facilitating communication between home and school. ISRC will create community forums and listening sessions to provide a safe space for parents to share experiences and voice concerns, ensuring their perspectives are included in decision-making. To address barriers to participation, ISRC will offer childcare during school events and meetings. A culturally relevant outreach campaign will use social media, community radio, and local organizations to disseminate information and promote engagement opportunities effectively. ISRC will establish mentorship programs where experienced parents guide and support new or less involved families, fostering community and mutual support. Regular surveys and feedback sessions will monitor and evaluate the effectiveness of these initiatives, ensuring strategies remain responsive and effective.	"Imagine Schools Riverside County (ISRC) has made significant strides in building partnerships that enhance student outcomes, reflecting its commitment to community engagement and student development. This year, ISRC Coachella was honored as the Non-Profit of the Year by the Coachella Chamber of Commerce, highlighting its impact and leadership within the community. The school’s efforts to foster community connections were evident in the hosting of two community festivals, which drew over 2,000 attendees. These events, alongside multiple ""literacy"" nights sponsored in collaboration with the Parent Teacher Organization, underscore the school’s dedication to promoting educational and social engagement. The Associated Student Body’s collaboration with the Desert Recreation District on community service projects in Coachella, Mecca, North Shore, and Oasis further exemplifies ISRC's commitment to civic responsibility and local improvement. Additionally, the partnership with The Boys and Girls Club of Coachella Valley Indio has been pivotal in offering extended learning opportunities, social-emotional support, and extracurricular activities, ensuring a safe and supportive environment beyond regular school hours. ISRC Hemet has demonstrated progress by expanding afterschool clubs, establishing a Parent Teacher Organization, and increasing community events. Collaborations with the Salvation Army, various universities, and the implementation of academic programs like AVID illustrate the school's proactive approach to enhancing educational opportunities and support systems for students. Through these initiatives, Imagine Schools Riverside County has effectively leveraged partnerships to create enriching experiences, promote student well-being, and foster academic success, making substantial progress in building a supportive and engaged educational community."	One crucial area for improvement at Imagine Schools Riverside County is the expansion of mental health resources. This includes increasing access to counseling services, which are vital for addressing the emotional and psychological needs of students. Additionally, offering stress management workshops can equip students with techniques to handle academic and personal pressures effectively. Peer support groups can also play a significant role in creating a supportive community where students feel understood and less isolated in their experiences. Another key focus should be on enhancing academic tutoring and mentoring programs. By increasing the availability of these services, the school can provide essential support to students who require additional help with their studies. This targeted assistance can help bridge learning gaps, boost confidence, and improve overall academic performance, ensuring that every student has the opportunity to succeed. Developing sustainability initiatives within the school is another promising area for improvement. Implementing programs such as recycling initiatives, school gardens, and comprehensive environmental education projects can teach students about the importance of environmental stewardship. These hands-on experiences can foster a sense of responsibility and empower students to make environmentally conscious decisions, both within and outside the school setting. To enhance the effectiveness of its programs and partnerships, Imagine Schools Riverside County should focus on implementing robust tracking and evaluation systems. By systematically collecting and analyzing data, the school can make informed decisions and continuously refine its initiatives. This approach ensures that resources are used efficiently and that programs are meeting their intended goals. Transparency is equally important in this process. Regularly sharing progress and outcomes with the community can build trust and demonstrate the tangible impacts of the school’s efforts. Open communication about successes and areas for improvement can foster a collaborative environment where all stakeholders feel involved and invested in the school’s mission. By prioritizing these strategies, Imagine Schools Riverside County can continue to enhance its educational environment and better support the needs and aspirations of its students and community.	Imagine Schools Riverside County that importance of decreasing communication barriers. To address this, materials will be translated into multiple languages, and various platforms such as text messages, social media, and community bulletin boards will be used to ensure all families receive and understand important information. The self-reflection process highlighted that underrepresented families may feel disconnected from the school, so establishing family liaisons will provide personalized support and improve communication between the school and these families. By incorporating cultural traditions and values into school activities, such as multicultural nights and cultural competency workshops, the school aims to make all families feel welcomed and valued. ISRC will continue to streamline regular feedback loops through surveys, focus groups, and town hall meetings to ensure that their voices are heard and considered in school decisions. ISRC will offer workshops and training sessions on topics such as navigating student data, supporting homework, and understanding curriculum standards which will empower parents to be active partners in their children’s education. Providing childcare and meals during these events can increase participation. ISRC values collaboration with community organizations that serve underrepresented populations. Strengthening these partnerships with local non-profits and social service agencies will help the school reach more families and provide comprehensive support. Creating a welcoming and inclusive school environment is a priority for ISRC. Training staff on cultural competence, displaying diverse student work, and celebrating various cultural holidays and events will help ISRC continue to build a more inclusive school community. ISRC's continuous cycle of self-reflection and improvement will help build stronger partnerships and better support student outcomes.	Based on the analysis of educational partner input and local data, Imagine Schools Riverside County (ISRC) has demonstrated significant strengths and progress in seeking input for decision-making. Our Shared Values surveys, which highlights Imagine's Shared Values of Justice, Integrity, and Fun, with participation rates of 91% and 98%, highlight our commitment to ensuring everyone has a voice in shaping the school's direction. This high level of engagement underscores our dedication to inclusivity and collaboration. A key strength in our decision-making process is the establishment of formal structures such as inclusive committees, robust educational partnerships, and Professional Learning Communities (PLCs). These structures facilitate empowered decision-making and ensure a broad group of stakeholders are involved in significant decisions. This inclusive approach fosters trust and transparency within our community. We prioritize seeking advice during decision-making processes, encouraging leadership and staff to seek input from diverse perspectives, including those who might disagree. This fosters a more comprehensive and robust decision-making environment. This approach aligns with our Shared Value of FUN, which encompasses the opportunity to be decision-makers and engage in collaborative processes. The positive feedback from our community highlights the progress we have made in understanding and applying our Shared Values. Intentional educational partnerships have led to a strong grasp of Shard Values within our staff. Staff members recognize the importance of Integrity in their work, the need for Justice in both academic and behavioral contexts, the value of Fun and empowerment in decision-making. Our community’s commitment to focusing on the whole child and embracing diversity and cultural differences through strategic partnerships is another strength. The team has provided authentic examples of meeting the unique needs of our scholars, both academically and in character development. This holistic approach ensures that all scholars have access to a quality education and feel valued and supported. ISRC is making significant strides in engaging our educational partners in decision-making. We remain dedicated to further enhancing these processes to ensure all voices are heard and valued.	Based on the analysis of educational partner input and local data, Imagine Schools Riverside County (ISRC) has identified several key focus areas for improvement in seeking input for decision-making. One primary area is the need to formalize decision-making structures by developing clear protocols for tracking decisions and ensuring they are reported by decision-makers. This approach aims to empower a broader group of stakeholders to participate meaningfully in significant decisions, fostering greater trust and transparency. Additionally, there is a need to deepen the understanding and application of our Shared Values across the campus, creating a common language and reinforcing these principles through practices such as shared values journals. Improving communication and launch processes is also a priority, ensuring educational partners integrate seamlessly and contribute effectively to decision-making. Regular listening tours can help identify misconceptions and areas needing additional support. ISRC aims to continue to enhance its decision-making processes to be more inclusive, effective, and supportive of our educational partners and the entire school community.	Based on the analysis of educational partner input and local data, Imagine Schools Riverside County (ISRC) recognizes the need to enhance engagement with underrepresented families to build stronger partnerships for student outcomes. To achieve this, we are implementing several targeted strategies. Firstly, we will continue to enhance culturally responsive communication methods to ensure all families feel respected and understood. This includes translating materials into multiple languages, providing interpreters at meetings, and using various accessible communication platforms. Additionally, we will establish community liaisons and parent ambassadors who share the cultural and linguistic backgrounds of our underrepresented families, serving as bridges between the school and the community. To accommodate different schedules and transportation needs, we will offer meetings and events at various times and locations, including virtual meetings, home visits, and gatherings at community centers. We will also provide workshops and resources to educate and empower parents to support their children’s education, covering topics such as navigating the school system and advocating for their child's needs. We will continue to expand our PTO and ensure representatives from underrepresented groups to provide direct feedback on school policies and initiatives. We will continue to collaborate with local community organizations to extend our reach and engage more families effectively. We will continue to implement regular feedback mechanisms, such as surveys and focus groups, to gather input from underrepresented families, ensuring their voices are heard and their feedback is acted upon. We will also increase the visibility and accessibility of school leadership through open-door policies, parent and partner meetings, and informal chats. To address specific barriers, we will offer tailored support services, such as providing childcare during school events and transportation assistance. ISRC will continue to host cultural events and celebrations to honor the diverse backgrounds of our school community, fostering a sense of belonging and unity.	5	5	5	5	5	5	5	5	4	4	5	5	Met		2024-06-13	2024
33103300128397	CBK Charter	3	CBK Charter uses this self-reflection tool to review its progress, successes, needs and areas of growth in fostering partnerships. This tool will enable CBK Charter to engage in continuous improvement and determine next steps to make improvements in the areas identified. Respondents have found our organization to be in full implementation in this area.	Many of our focus areas are the behavioral health needs of our students. Our LEA has brought in partner agencies and hired internal providers to come together to focus efforts through CAREspace facilities, Hazel Health, Hop Skip Drive, and online support providers.	CBK Charter will be focusing heavily this year on supporting the needs of English Learners, socio-economically disadvantaged youth, homeless youth, and their families as part of our differentiated assistance work with other county office of education partners. We plan on leveraging our technology partners and educational partners to support this work.	CBK Charter uses this self-reflection tool to review its progress, successes, needs and areas of growth in family engagement policies, programs, and practices. This tool will enable CBK Charter to engage in continuous improvement and determine next steps to make improvements in the areas identified. A group of stakeholders have responded and responded to indicate a recognition that CBK Charter is at full implementation.	CBK Charter is continuing to improve the building of relationships with families through the use of communication technologies that will eliminate language barriers as an obstacle to parental involvement in supporting learning.	CBK Charter has developed a communications toolkit to aid in assistive technologies that will reduce communication barriers and have simplified portal access to support single sign on technology.	CBK Charter uses this self-reflection tool to review its progress, successes, needs and areas of growth in our decision making. This tool will enable RCOE to engage in continuous improvement and determine next steps to make improvements in the areas identified. We have noted progress in growth towards full implementation status.	CBK Charter will focus heavily in using our communication platforms in a way that shifts organization focus from one way communication, to two way collaborative spaces.	CBK Charter is continuing to improve the building of relationships with educational partners through the use of communication technologies that will eliminate language barriers as an obstacle to parental involvement in supporting learning.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-14	2024
33103300128777	Gateway College and Career Academy	3	GCCA's strength in this area comes from a commitment to function as a small school with an outsized counselor team. Given our small student-to-counselor ratio, we are able to communicate frequently with parents and supporters. Aside from the counseling team, teachers, staff, and administrators also routinely make themselves available to reach out to families and accommodate their requests for communication.	GCCA is investing resources in facilitating the connection between families and local resources. Our recent award of the state's Community Schools Planning Grant will support our efforts to engage parents in a needs assessment so the school can focus on providing access to the resources most needed by our school community.	Partner input and local data have indicated that increasing opportunities for in-person campus based events will help better engage underrepresented families and build stronger relationships with school staff. The recent addition of an Assistant Director of Family and Community Partnerships is an additional commitment to further improving in this area. Additional focus will be given to providing opportunities for families to participate in on-campus events and provide feedback in focus group settings.	As an early college high school located on a community college campus, our major strength is our relationship with Riverside City College. Access to the wide range or courses and career technical education programs offered by the college gives us the ability to both engage and challenge our students. Moving forward, through the implementation of our K12 Strong Workforce Grant we are offering students the opportunity to complete a career technical education certificate while earning their diploma. Additionally, the process of executing the Community School Planning Grant workplan and the Community School Implementation Grant workplan has allowed us to complete a full community/stakeholder needs assessment with planned annual updates.	Ensuring that significant progress is made in our CTE programs so students can enter a career ladder upon graduation. We believe that improvements in this area will help improve engagement and academic achievement while students are completing their general high school diploma requirements. This effort will require closer partnerships with college CTE departments, regional apprenticeship programs, and local employers.	As anticipated, the the Community Schools planning grant and the Community Schools implementation grant have allowed us to closely consider and take stock of how we can improve engagement of underrepresented families. We have completed a thorough needs assessment with significant input from families (as well as all other stakeholders) which will be utilized for the implementation phase of the conversion to the Community School model.	Our strength has been the development of a consistent process for collecting partner input through our LCAP development process. Our process includes opportunities to provide input during all board meetings, during selected staff meetings, leadership team meetings, and several stakeholder surveys throughout the year.	The school will be focusing on collecting more input through small focus group sessions. The Community School work has led to the establishment of several standing committees tasked with providing input. This input has been incorporated into the school's cycle of continuous improvement.	As anticipated, the the Community Schools planning grant and the Community Schools implementation grant have allowed us to closely consider and take stock of how we can improve engagement of underrepresented families. We have completed a thorough needs assessment with significant input from families (as well as all other stakeholders) which will be utilized for the implementation phase of the conversion to the Community School model.	5	4	3	4	4	3	4	3	3	3	3	3	Met		2024-06-27	2024
33103300136168	Temecula International Academy	3	Temecula International Academy has been successful in building relationships between school staff and families. Due to the community being smaller, an emphasis is placed on staff and families having opportunities to connect with different events throughout the year. The Falcon Parent Committee (FPC) was revamped with this current school year, partnering with the School Culture Committee to enrich the student’s experience. The FPC is the platform in which parents and educational partners have a voice and choice in school culture. Parents and staff alike have volunteered numerous hours in enriching the student’s lives at TIA. This includes programs such as clubs, festivals, and cultural celebrations to name a few. We will continue to improve through feedback we receive this year.	Through educational partner input and local data, some areas of improvement have been highlighted. There needs to be more aligned communication between the Falcon Parent Committee (FPC) and through a newly formed School Culture Committee (SCC). This would allow for more consistent planning and less hiccups throughout the year. Additionally, parents would like to come in and volunteer more in classrooms to better support staff. This concern is being addressed with the adoption of the Raptor system. Having this will allow for parents to easily come in and be vetted to enter the classrooms and support teachers in their daily instruction.	Temecula International Academy recognizes the need to find more initiatives to involved underrepresented families throughout the school year. Through a survey sent out to families regarding attendance concerns, some responded that transportation can be an issue for families to get their students to school on time. TIA plans to look into alternative methods to see how best to support families with transportation issues, since the school does not have its own bus system. Additionally, the school would like to ensure that underrepresented families have a voice in school decisions, so an invitation to the Falcon Parent Committee will be sent out so an opportunity is available for families to participate. Lastly, plans are in place for the upcoming school year to train staff in more culture and diversity training to allow for a culturally responsive environment.	Temecula International Academy (TIA) demonstrates notable strengths and progress in building partnerships for student outcomes through various initiatives.

Parent/Teacher Conferences are held regularly to facilitate direct communication between parents and teachers, allowing for personalized discussions about student progress and areas for improvement. This consistent engagement helps build strong, collaborative relationships focused on student success.

Weekly newsletters and updates are sent out from teachers and administration. TIA's commitment to sending out weekly newsletters and updates ensures that parents and guardians are well-informed about school events, important dates, and student achievements. This regular communication helps keep the community connected and engaged with the school’s activities and initiatives. TIA uses a variety of communication methods, including phone calls and face-to-face meetings, to ensure that parents have multiple ways to stay informed and involved in their child’s education. This flexibility accommodates different preferences and schedules, making it easier for parents to participate actively. Semester report cards are regularly issued report cards to keep parents informed about their child’s academic progress, strengths, and areas needing improvement. This transparency is crucial for maintaining an open line of communication between the school and families.

The formation of student study teams (SST’s) allows for a collaborative approach to addressing academic and behavioral challenges. By involving teachers, parents, and specialists, these teams can develop and implement tailored support plans that enhance student outcomes. These meetings help the personalized learning approach to encompass all students learning styles and abilities. 

TIA offers multiple opportunities for families to view student work; back to school night and open house offer parents a chance to meet teachers, tour the school, and learn about the curriculum and classroom expectations. The science fair and spelling bee provide students with opportunities to showcase their talents and hard work, fostering a sense of achievement and school pride. They also encourage parental involvement and community engagement, as families come together to celebrate student accomplishments. In addition, Middle Schooler for a Day is an initiative that helps ease the transition for students moving from elementary to middle school by allowing them to experience a day in the life of a middle school student. Celebrations recognize and honor the achievements and growth of students over the school year. They provide an opportunity for parents, teachers, and students to come together to celebrate successes and reflect on progress.

Through these initiatives, the LEA has made significant strides in building strong partnerships with parents and the community, ultimately supporting and enhancing student outcomes.	Based on the analysis of educational partner input and local data, the LEA has identified several focus areas for improvement in building partnerships for student outcomes. First, there is a need to enhance two-way communication by ensuring that feedback from parents and students is actively solicited, heard, and acted upon. This can enhance trust and collaboration. Additionally, increasing parent involvement in decision-making processes, such as through parent advisory councils or committees, can empower parents and ensure their voices are included in shaping school policies and practices. Expanding efforts to reach and engage parents and guardians from diverse backgrounds, including non-English speakers and those from underrepresented communities, is crucial. Offering translated materials, multilingual support, and culturally responsive engagement strategies can help bridge gaps and ensure all families feel included and valued.

Providing regular workshops and training sessions for parents on topics such as navigating the school system, supporting student learning at home, and understanding academic standards can equip parents with the knowledge and skills they need to support their children’s education effectively. Ensuring that school events and meetings are accessible to all parents, including those with work or other commitments, by offering flexible scheduling, virtual participation options, and childcare during events, can increase parent participation and involvement. Building stronger partnerships with local community organizations, businesses, and resources can provide additional support and opportunities for students and their families. Collaborating with these entities can enhance the educational experience and provide holistic support for student success. Lastly, establishing a system for continuous feedback and improvement can help the LEA to regularly assess the effectiveness of their engagement strategies and make necessary adjustments. Surveys, focus groups, and regular check-ins with parents and students can provide valuable insights for ongoing improvement. By focusing on these areas, the LEA can enhance its partnerships with parents and the community, leading to better support for student outcomes and overall school improvement.	Based on the analysis of educational partner input and local data, the TIA has identified several strategies to improve the engagement of underrepresented families in building partnerships for student outcomes. Firstly, the TIA plans to enhance outreach efforts by providing translated materials and multilingual support to ensure that language barriers do not hinder communication. This includes offering translation services during meetings and events and ensuring all written communications are available in the primary languages spoken by families.

Secondly, the TIA will implement culturally responsive engagement strategies to make underrepresented families feel more welcome and included. This involves training staff on cultural competency, recognizing and celebrating diverse cultural events within the school community, and creating a more inclusive environment where all cultural backgrounds are respected and valued.

Additionally, the TIA will offer flexible scheduling for meetings and events to accommodate the diverse work schedules of underrepresented families. This may include holding meetings at various times throughout the day, offering virtual participation options, and providing childcare during events to make it easier for parents to attend.

The TIA will also establish parent liaison roles or parent advisory committees specifically focused on representing the needs and voices of underrepresented families. These roles will help ensure that these families have a direct line of communication with school leadership and that their concerns and suggestions are taken into account in decision-making processes.

Furthermore, the TIA plans to partner with local community organizations that serve underrepresented populations; Boy’s and Girls Club, YMCA, and other community groups. These partnerships can provide additional resources and support for families, such as access to social services, educational workshops, and community events. By leveraging these partnerships, the TIA can better connect with and support underrepresented families.

Finally, the TIA will implement a continuous feedback loop to regularly assess the effectiveness of its engagement and attendance strategies. This will involve conducting surveys, focus groups, and regular check-ins with underrepresented families to gather their input and make necessary adjustments. By actively seeking and responding to feedback, the TIA can ensure that its efforts to engage underrepresented families are effective and continuously improving.	Temecula International Academy (TIA) demonstrates several strengths and notable progress in seeking input for decision-making. The academy actively encourages participation from parents, teachers, and students through regular surveys, feedback forms, and in-person meetings, ensuring that a diverse range of perspectives is considered. TIA also holds open parent group meetings with our Falcon Parent Committee and Coffee Chats where community members can voice their opinions and concerns directly to school leadership and administration.

The school’s establishment of the Falcon Parent Committee, the School Culture Committee and student leadership (4th/5th grades and middle school) provides structured avenues for ongoing input and collaboration. TIA’s transparent communication practices, such as sharing meeting minutes and decision-making outcomes with the community, foster trust and accountability. Student Additionally, the academy’s use of digital platforms for virtual meetings and online feedback collection has increased accessibility and participation, allowing more stakeholders to engage in the decision-making process. Overall, TIA’s commitment to inclusivity and transparency in seeking input has strengthened its community partnerships and enhanced the decision-making process, leading to more informed and representative outcomes.	Based on the analysis of educational partner input and data, Temecula International Academy (TIA) will focus on several key areas for improvement in seeking input for decision-making. First,TIA will enhance the methods and frequency of engaging with educational partners, including teachers, parents, support team members and the community. This will involve creating more structured and accessible opportunities for all educational partners to provide meaningful feedback. Additionally, TIA will work on better integrating input data into its decision-making processes, improving how feedback is analyzed and used to inform policy and practice changes. Another important area for improvement will be the development of clearer and more transparent communication channels to share how input is utilized in decisions, which will help build trust and encourage more active participation. By focusing on these areas, Temecula International Academy will enhance the effectiveness and inclusivity of its decision-making processes.	Temecula International Academy will continue to improve the engagement of underrepresented families identified during a self-reflection process by analyzing data, evaluating and implementing targeted strategies. TIA will establish dedicated outreach initiatives to ensure that families have more opportunities to participate in decision-making processes. This will include organizing community forums and workshops at times and locations that are convenient for underrepresented families, as well as providing translation services and support to overcome language barriers. Additionally, Temecula International Academy will develop partnerships with local community organizations to better reach and engage these families, fostering a more inclusive environment for feedback, input, and open discussions. Regular surveys and feedback will be put in place to capture the perspectives of underrepresented families, and TIA will ensure that their input is effectively integrated into policy and practice decisions. By focusing on these strategies, TIA aims to enhance the representation and involvement of all families, specifically underrepresented, in its decision-making processes.	5	5	4	5	3	4	4	4	4	3	3	3	Met		2024-06-27	2024
33103300137836	Pivot Charter School Riverside	3	Building relationships is at the core of Pivot Charter School. Our goal at Pivot is to use these relationships to transform student’s experience in education. Training for Pivot staff centers on building consensus and culture around the belief that developing meaningful relationships with students and their entire support team is the most impactful action an educator can take. Pivot also focuses on helping our educators to continually develop tools to support in fostering these relationships. Teachers communicate weekly with parents and meet each month with the parents and students.  Feedback from parents and guardians consistently highlights the strong relationships that staff are able to build with their students and families. These relationships are built with constant and honest communication, as well as trust, respect, and flexibility in how education is delivered to the students.	Pivot Charter School is working on getting more communications and documents translated into languages other than English. Many Spanish-speaking families are assigned a Spanish-speaking Educational Coordinator but not all are, so it’s important that communication is always provided in the primary language as quickly as possible, whether it be in written or verbal form. Additionally, several staff development sessions have focused on themes of diversity, equity, and inclusion (DEI). A focus area has been increasing awareness of diverse backgrounds and identities, with the aim of improving the cultural inclusivity of relationships between families and school staff.  Additionally, Pivot is creating a Community Liaison position to support in connecting families to local resources and better understand their needs.	Recently Pivot Charter School designated specialized Educational Coordinators for underrepresented families. Many students who were identified as homeless or foster youth, along with students who were identified as English Learners, were assigned an Educational Coordinator that has knowledge and skills that could most benefit these groups. Pivot will continue to build off of these positions so that families of these underrepresented students can build a stronger relationship on understanding and trust. Pivot has launched a new program called Pivot P.R.I.D.E. that is focused on building culture and community for all students. This includes a monthly inclusive “caregiver” newsletter that provides a school-to-community connection surrounding Pivot’s core values and actionable steps that caregivers can take to support their students outside of school. These outreach efforts include various resources and Spanish translation.	This year, Pivot has worked to expand communication and collaboration between entire student teams. These teams may include combinations of the following: the student, parents or guardians, other family members that support the student, general education teachers, an administrator, special education teachers, school counselors, education advocates, and/or social workers. Pivot knows that when all educational partners are on the same page and working as a team to support the student, outcomes improve. Through group texts, emails, and meetings Pivot teachers and staff communicate regularly to student teams about progress and areas of need  to support improved student outcomes. Expectations related to the independent study program are communicated to student’s teams prior to enrollment, during enrollment, and after enrollment. Student teams meet at minimum once per month to discuss the student’s progress. Educational Coordinators (general education teachers) meet with students weekly, at minimum, to discuss the student’s progress. In addition to regular meetings, focused SST (Student Support Team) meetings are often scheduled with students identified through Pivot’s Multi-Tiered System of Support (MTSS) process. These additional meetings bring together the student’s team to help support the student who may be struggling in Pivot’s independent study program.	In the past school year, the LEA developed a staff training focused specifically on the philosophies related to the connection between partnerships and student outcomes. This effort will be continued through the development of instructional materials and shared resources around the best practices in this area. Administrators will continue to take an active role in supporting teachers during the Student Support Team process. Furthermore, systems will be put in place to facilitate teacher self-assessment, shared goal setting, observations and feedback between administrators and teachers. The LEA will also continue to improve communication and outreach efforts in order to increase the level of partner engagement.	The LEA will improve engagement of underrepresented families in partnerships by expanding the members of a student’s team to include their English Language Development teacher and Community Liaison, where applicable. The LEA will also continue to expand the connection of multilingual Educational Coordinators to families that can benefit from a teacher who speaks their home language. Parent/Guardian support will also be expanded in an ongoing skills program in multiple languages.

Pivot Charter School will also seek ways to improve how families can be provided with information and resources to support student learning and development in the home. Especially in an independent study program, it is essential that families thoroughly know how they can support their students. Communication is often directed toward the student first, and parents or guardians second, but addressing it as a team approach earlier upon enrollment at the school can make students feel vastly more supported in their education.	Pivot works to engage families and student’s teams primarily through the regular communication by Educational Coordinators (general education teachers), which typically includes all members of a student’s team on a weekly and sometimes daily basis. Pivot also communicates through Parentsquare, a schoolwide communication system that uses email, phone and text.  To keep students and families/guardians aware of school events, policies, and to ask for their feedback through surveys.  Parents also have the ability to attend every Governing Board meeting from the comfort of their own home through the online live feed of every Board meeting. Or, if they are unable to access the technology to do so, they may attend at the school site where staff will facilitate the streaming of the Governing Board meeting and allow for anyone to participate. However, regardless of the multiple ways Pivot provides for families and partners to engage with the decision making, very few engage. We have low survey response rates and minimal participation in Governing Board meetings. 
Families attend their students meeting with teachers so we continue to rely on these meetings for primary feedback and communication. Next year, Pivot will expand monthly Homerooms by creating a meeting for caregivers, in which we will seek their input on the program and provide training on ways to support students in independent study.	The LEA has struggled to engage students, families, and/or guardians in input for decision making, due to low engagement at the many events planned for their participation, including Governing Board meetings. The LEA needs to focus on local communication from teachers when disseminating surveys rather than school wide technology to elicit greater participation.	The LEA will improve by sending out more regular surveys for feedback, instead of feedback being limited to the end of the year. The LEA also plans to create monthly sessions for parents, guardians, or other team members to attend continued training for supporting their students and to provide input on program needs.	5	5	4	4	4	3	4	4	3	3	3	3	Met		2024-06-20	2024
33103300137851	Julia Lee Performing Arts Academy	3	JLPAA has established regular communication channels between school staff and families. Which
includes newsletters via parent square, class dojo, emails, phone calls, or a school app. Parent-teacher
conferences, meetings, or workshops are held to discuss student progress and share information
about school programs and policies. JLPAA recognizes and respects families' cultural and linguistic
diversity and ensures that communication is accessible to all, including providing translation services
or bilingual staff to bridge language barriers. JLPAA has other forms of parent/family involvement with
our Cafe with the principal, EL meetings, and other areas to support all students. JLPAA also provides
information about community resources to help families with various needs, such as counseling
services or tutoring programs. JLPAA ensures that the school environment is welcoming and inclusive
for families. Display welcoming signage and provide comfortable spaces for meetings and events as
needed. We also offer flexible meeting times and locations to accommodate working parents
schedules. JLPAA addresses conflicts and concerns promptly and professionally. Establish clear
procedures for resolving issues. JLPAA keeps parents informed about their child's academic and
behavioral progress. Share both positive and areas for improvement and provide suggestions for how
parents can support their child's growth and development. JLPAA also collaborates with local
community organizations to offer families support services, workshops, or resources.	JLPAA has established regular communication channels between school staff and families. Which includes newsletters via parent square, class dojo, emails, phone calls, or a school app. Parent-teacher conferences, meetings, or workshops are held to discuss student progress and share information about school programs and policies. JLPAA recognizes and respects families' cultural and linguistic diversity and ensures that communication is accessible to all, including providing translation services or bilingual staff to bridge language barriers. JLPAA has other forms of parent/family involvement with our Cafe with the principal, EL meetings, and other areas to support all students. JLPAA also provides information about community resources to help families with various needs, such as counseling services or tutoring programs. JLPAA ensures that the school environment is welcoming and inclusive for families. Display welcoming signage and provide comfortable spaces for meetings and events as needed. We also offer flexible meeting times and locations to accommodate working parents' schedules. JLPAA addresses conflicts and concerns promptly and professionally. Establish clear procedures for resolving issues. JLPAA keeps parents informed about their child's academic and behavioral progress. Share both positive and areas for improvement and provide suggestions for how parents can support their child's growth and development. JLPAA also collaborates with local community organizations to offer families support services, workshops, or resources. We will continue to provide resources to our families so that the school can foster strong partnerships between staff families, leading to improved student outcomes and a more supportive and inclusive learning environment	Professional Development: • Offer professional development opportunities for teachers and staff on how to engage families and collaborate with community partners effectively. Community Partnerships:• Collaborate with local community organizations, such as libraries, museums, sports clubs, and nonprofits, to provide students with access to resources and extracurricular activities. • Develop partnerships that offer students mentoring, tutoring, or career exploration opportunities. Student-	JLPAA has established regular communication channels between school staff and families. Which
includes newsletters via parent square, class dojo, emails, phone calls, or a school app. Parent-teacher
conferences, meetings, or workshops are held to discuss student progress and share information
about school programs and policies. JLPAA recognizes and respects families' cultural and linguistic
diversity and ensures that communication is accessible to all, including providing translation services
or bilingual staff to bridge language barriers. JLPAA has other forms of parent/family involvement with
our Cafe with the principal, EL meetings, and other areas to support all students. JLPAA also provides
information about community resources to help families with various needs, such as counseling
services or tutoring programs. JLPAA ensures that the school environment is welcoming and inclusive
for families. Display welcoming signage and provide comfortable spaces for meetings and events as
needed. We also offer flexible meeting times and locations to accommodate working parents
schedules. JLPAA addresses conflicts and concerns promptly and professionally. Establish clear
procedures for resolving issues. JLPAA keeps parents informed about their child's academic and
behavioral progress. Share both positive and areas for improvement and provide suggestions for how
parents can support their child's growth and development. JLPAA also collaborates with local
community organizations to offer families support services, workshops, or resources.	JLPAA has established regular communication channels between school staff and families. Which
includes newsletters via parent square, class dojo, emails, phone calls, or a school app. Parent-teacher
conferences, meetings, or workshops are held to discuss student progress and share information	Professional Development: • Offer professional development opportunities for teachers and staff on how to engage families and collaborate with community partners effectively. Community Partnerships:• Collaborate with local community organizations, such as libraries, museums, sports clubs, and nonprofits, to provide students with access to resources and extracurricular activities. • Develop partnerships that offer students mentoring, tutoring, or career exploration opportunities. Student-Centered Programs: • Design programs and initiatives that focus on the specific needs and interests of students. Engage students in the decision-making process when possible.	Assessment and Feedback: • Regularly assess the effectiveness of partnerships and gather feedback
from all stakeholders. Use this feedback to make improvements and adjustments to the partnership
programs. Resource Sharing: • Share resources, such as facilities, equipment, and expertise, with
community organizations. This can help extend the reach of available resources for students. Cultural
Sensitivity and Inclusivity: • Recognize and respect the cultural and linguistic diversity of families and
community members. Ensure that partnership efforts are inclusive and accessible to all. Celebrate
Achievements: • Recognize and celebrate the achievements and contributions of all stakeholders in
supporting student success. This builds enthusiasm and commitment to the partnership. Regular
Evaluation and Adjustment: • Continuously evaluate the effectiveness of the partnership in improving
student outcomes. Be willing to adapt and refine strategies as needed.	Cultural Sensitivity and Inclusivity: • Recognize and respect the cultural and linguistic diversity of
families and community members. Ensure that partnership efforts are inclusive and accessible to all.
Celebrate Achievements: • Recognize and celebrate the achievements and contributions of all
stakeholders in supporting student success. This builds enthusiasm and commitment to the
partnership.	Cultural Sensitivity and Inclusivity: • Recognize and respect the cultural and linguistic diversity of families and community members. Ensure that partnership efforts are inclusive and accessible to all. Celebrate Achievements: • Recognize and celebrate the achievements and contributions of all stakeholders in supporting student success. This builds enthusiasm and commitment to the partnership. Regular Evaluation and Adjustment:	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-14	2024
33103300137869	Excelsior Charter School Corona-Norco	3	The educational team meetings that support family relationship building also carry over to building partnerships for student outcomes. The incorporation of the family, teachers, administration and counselor in academic planning meetings provides an opportunity to tailor the student's academic plan for their future goals. Their academic plan is built upon enrollment and continuously reviewed and maintained to ensure positive student focused outcomes towards success at graduation.  Also, Principals host and engage in school and community events for families to participate in to build relationships inside and outside the school grounds.  

  

Excelsior Charter School Corona-Norco have also created strong relationships with community colleges such that many students in grades 7-12 are now completing college credit classes both on campus and online. Community college classes are taught at the Excelsior Charter School Corona-Norco campus with both college and Excelsior staff. These courses provide high school credit towards graduation and college credit towards their academic major. The participation in these classes has continued to grow year over year.	Excelsior Charter School Corona-Norco revised its instructional models within the prior LCAP cycle to better serve the needs of all students as academics demonstrated improvement when students had higher levels of accountability with in-person or synchronous instruction. However, the school climate and involvement of families decreased according to survey data under this change as the school’s prior model included a requirement for all students to come to campus once per unit to meet with their assigned teacher. The new requirement of meeting with a non-credentialed staff member to meet with families did not provide the same level of service that families were accustomed to, and family involvement lessened.  Adding Independent Studies teachers to meet frequently with students will help increase communication and accountability.	Reviewing semester enrollment and completion data by student group and demographic is the primary focus to ensuring equitable access and success within college classes. Targeted support for underrepresented families through frequent check-ins and monitoring of attendance and grades happens throughout each academic college term. Reviewing this data alongside the students’ academic performance with their Excelsior Charter School Corona-Norco courses ensures the students are successful within both sets of courses.	Excelsior Charter School Corona-Norco works together to provide the best education for the student. Excelsior offers a variety of methods for accomplishing this task. Students benefit most from having the entire family and school, working together for the student’s education. 

Educational Team meetings consist of the student, parent/guardian and the counselor or Independent Studies teacher and are held based upon individual student needs. The goals of these educational team meetings are to first and foremost establish a professional and meaningful relationship and rapport with the student and their family. Educational team meetings also consist of reviewing academic progress, goal setting, Personal Life Plan driven focus, and facilitation of resources for both academic and social emotional support.	Educational team meetings have evolved due to a transition in staffing.  Excelsior Charter School Corona-Norco has moved towards dedicated Independent Studies teachers to monitor and represent those students and families who choose a fully independent study method of instructional delivery while students receiving instruction from in-person teachers receive the daily support and communication while attending classes.  All students also receive a counselor for both academic and social and emotional needs and supports.  The intent of these actions and each role is to ensure clear and constant communication amongst all stakeholders.	Excelsior Charter School Corona-Norco requires all students and guardians to participate in educational team meetings throughout the academic school year. Additional targeted meetings are increased for any students or student populations where monthly meetings are not enough. Flexibility for these meetings can occur through teleconference but only as a last resort. Additional support is available through dedicated support staff, translation, focus group meetings, and small-group focused workshops.	Excelsior Charter Schools Corona Norco (Riverside County) and Excelsior Charter Schools (San Bernardino County) conducted a collaborative and inclusive WASC self-study process during the Spring and Fall of 2021 to prepare for the WASC visit in February of 2022. This process ensured a quality self-study involving all stakeholders to equitably support high quality student achievement, evaluate the effectiveness and measurement of the Schoolwide learner outcomes, ensure safety, analyze the California Dashboard and local indictors to impact the alignment of the schoolwide action plan, SPSA, LCAP and WASC goals. 

Excelsior Charter School Corona-Norco has a strategic advantage when conducting self-study due to our strong, annual Strategic Planning Process. Under new leadership, Excelsior Charter School Corona-Norco conducted our strategic planning process with the addition of Formal Site visits. These visits are the vessel to ensure inclusion and participation of all stakeholders in the strategic planning, LCAP, SPSA and WASC self-study process, simultaneously. Each school site receives two Formal Site visitations annually (one per semester). The Excelsior’s Formal Site visit team comprises the Assistant Superintendents, Area Director(s), and the Principal. The formal visitation team can also include Teachers, Cabinet members, Community members, Board members, Parents and other staff as appropriate. 

During the Fall of 2023 and Spring of 2024 Visits, the team conducted classroom and campus observations and formalized the feedback using DigiCoach. DigiCoach allows documentation of observable student/teacher behaviors and the ability to give timely, written feedback to the observed teacher to support effectiveness and job satisfaction. The Formal Visits were used to discuss Excelsior’s school program effectiveness, schoolwide learner outcomes, preliminary student learner needs, site safety, teaching/learning, professional development and overall strengths and areas of growth. The Formal Visits ended with asking each stakeholder to complete their respective survey (certificated, classified, student/parent). The surveys were sent to all stakeholders, even those not attending the formal visit focus group meetings. This ensured equitable access and participation in the surveys among as many stakeholders as possible.	The frequency of formal visits by site were appropriate, but the number of staff members in the visiting team were too many.  This created a disruption and distraction in the learning environment.  Splitting up the team in the new year will be necessary to minimize the distraction in the classrooms.	Frequent review of student achievement data is disaggregated to ensure equitable inclusion of all student group stakeholders.  

Targeted advertising and recruitment of underrepresented families is a primary focus to ensure equitable participation in relation to Seeking Input for Decision-Making.	5	5	5	5	5	4	4	5	4	4	4	4	Met		2024-06-27	2024
33103300138024	Journey	3	"At Journey School, we believe in creating a positive and welcoming environment from the very start of the school year. To ensure students begin with a great first impression, we host a ""Meet the Teacher Night"" before school starts. This special event allows students to meet their new teachers, explore their classrooms, and connect with new classmates. They can take photos with our mascot, meet the counselor and PE teacher, receive free books and supplies, and participate in fun family activities. This event is designed to motivate and excite students, setting a positive tone for the year ahead.
Understanding that clear communication and orientation is crucial for a smooth transition, Journey School also organizes grade-level and afterschool program/extended enrichment academy orientations. These sessions provide families with essential information about school policies, logistics, events, and the academic calendar. We make it a priority to answer any questions families may have, ensuring they feel informed and supported.
Parental communication is pivotal at Journey School. We keep families updated through monthly parent newsletters and utilize Class Dojo and Parent Square for regular communication about important events and school updates. These tools help us maintain a strong connection with our families and keep them engaged in their children’s education.
Our commitment to family involvement is further exemplified through our School Site Council, African American Parent Advisory Council, and English Language Advisory Council. These councils provide a platform for collaboration and feedback from parents, enabling us to continuously improve our school environment and educational offerings.
In addition to these efforts, Journey School hosts monthly Family Night Events that focus on literacy and family connection. Events such as Literacy Night, the Princess Ball, and Son Plus One are designed to strengthen family relationships and foster a love of learning.
We have also been expanding our connections with community partners and agencies to provide additional services and support for our families. Some of our valued partners include Too Rise Up non-profit, The United States Army, DARE, and Moreno Valley High School. These partnerships allow us to offer a wider range of resources and opportunities to our students and their families.
At Journey School, our goal is to create a nurturing and supportive community where students can thrive academically, socially, and emotionally. We are dedicated to working collaboratively with families, staff, and community partners to ensure every student receives the best possible education and support."	"Based on an analysis of educational partner input and local data, Journey School has identified the need to enhance our efforts in building relationships between school staff and families, particularly by improving the capacity of our classified staff. While our administration and teachers excel in maintaining effective communication and being responsive to parent concerns, we recognize that classified staff also play a crucial role in fostering strong, trusting relationships with our school community.
Our administration and teachers engage in regular, open communication through monthly newsletters, Class Dojo, and Parent Square, ensuring parents are well-informed about school events, policies, and their children’s progress. They are highly responsive to parent concerns, creating a foundation of trust and partnership. However, classified staff, including office personnel, paraprofessionals, and support staff, interact with parents and students daily and need more support and training to develop their skills in building and maintaining these essential relationships.
To address this, Journey School is implementing ongoing professional development and coaching for classified staff. These initiatives will enhance their communication skills, cultural competency, and understanding of family engagement strategies. Professional development sessions will cover key topics such as active listening, effective communication techniques, conflict resolution, and the importance of empathy and cultural awareness. By equipping our classified staff with these tools and knowledge, we aim to foster a more inclusive and supportive environment for all families.
Additionally, we are introducing coaching and mentorship programs where classified staff can receive guidance and support from experienced colleagues and administrators. These programs will provide opportunities for classified staff to practice new skills in real-world scenarios and receive constructive feedback, building a sense of community and shared purpose among staff.
We are also creating more opportunities for classified staff to interact with families in positive and meaningful ways. This includes their active participation in school events, such as ""Meet the Teacher Night,"" family nights, and parent advisory council meetings. By being more visible and engaged in these events, classified staff can build stronger connections with families, contributing to a more cohesive and supportive school community.
Regular check-ins and feedback mechanisms will be established to assess the progress of our initiatives and make necessary adjustments. Gathering input from families, classified staff, and other school partners will ensure our efforts are effective and aligned with the needs of our community."	Based on the analysis of educational partner input and local data, Journey School has identified several strategies to improve the engagement of underrepresented families. One key approach is the incorporation of Solutions Teams, which target specific areas of need to enhance family engagement and build partnerships for student outcomes.
Journey School's Solutions Teams consist of dedicated staff members focused on four main areas: Attendance, Cooperative Culture, Family Involvement, and Community Involvement. Each team works towards providing families with the resources needed to support their students effectively. The Family Involvement Committee, in particular, aims to improve communication with families and increase parental participation within our school community.
In addition to the Solutions Teams, Journey School hosts monthly family night events, each with a different focus and consistently high turnout. These events serve as a platform to relay important updates and information about the school to parents, ensuring they are well-informed and actively engaged in their children’s education.
To further enhance family engagement, we plan to introduce additional meeting opportunities throughout the year. These will include events such as Coffee with the Principal and Second Cup of Coffee sessions, providing informal settings for parents to discuss their concerns and receive updates directly from school leadership. Additionally, we aim to establish a parent group or parent representatives to foster a more collaborative culture between school staff and families.
By implementing these strategies, Journey School is committed to creating a more inclusive and supportive environment for all families, particularly those who are underrepresented. Through targeted efforts by the Solutions Teams, regular family events, and new meeting opportunities, we aim to build stronger relationships and ensure that every family feels connected and valued within our school community.	Based on the analysis of educational partner input and data, Journey School has identified several strategies to improve the engagement of underrepresented families and build stronger relationships between school staff and families. Our current strengths and progress in building partnerships for student outcomes provide a solid foundation for these efforts.
Strengths and Progress in Building Partnerships for Student Outcomes:
At Journey School, teachers conduct quarterly ongoing assessments to continuously identify student needs. This data-driven approach enables teachers to plan lessons tailored to address specific areas of need. Parents and families are kept informed about their children’s progress and growth through regular updates, and resources are provided to help support student learning and development at home.
We support student learning through best practices aimed at improving literacy and math skills. This includes parent training at family nights, where we conduct walkthroughs of various platforms families can use to support their students at home, such as iXL Reading and Math, and the Swun Math fact fluency platform. Additionally, Journey employs SFA and Swun Math, comprehensive school curricula that are evidence-based and focused on improving student literacy and math levels.
Teachers at Journey engage in ongoing professional development throughout the year, including two weeks of training before the school year starts, weekly and monthly professional development days, and a Winter Institute Professional Development. These sessions are specifically focused on enhancing teaching and learning practices to help students achieve their academic goals.
Strategies for Improving Engagement of Underrepresented Families:
To further enhance engagement with underrepresented families, Journey School has established Solutions Teams. These teams, composed of staff members, focus on key areas such as Attendance, Cooperative Culture, Family Involvement, and Community Involvement. Each team aims to provide families with the necessary resources to support their students. The Family Involvement Committee specifically targets improving communication with families and increasing parental involvement within the school community.
Journey School also hosts monthly family night events, which consistently see high turnout. Each event has a different focus and serves as a platform to communicate important updates and information to parents. These events are designed to foster a sense of community and keep families engaged in their children’s education.
By leveraging our existing strengths and implementing these targeted strategies, Journey School is committed to creating a more inclusive and supportive environment for all families, particularly those who are underrepresented. Our goal is to build strong, trusting relationships that ensure every family feels connected and valued within our school community, ultimately leading to improved student outcomes.	Based on the analysis of educational partner input and local data, Journey School has identified key focus areas for improvement in building partnerships for student outcomes and engaging underrepresented families. Our current strengths, along with targeted strategies for enhancement, are crucial for achieving these goals.
Strengths and Progress in Building Partnerships for Student Outcomes:
Journey School has a strong foundation in using data to inform teaching and engage parents. Teachers conduct quarterly assessments to identify student needs and use this data to plan targeted lessons. Parents and families are kept continuously informed about their children’s progress, and resources are provided to support learning at home.
We utilize best practices to support literacy and math skills, including parent training sessions at family nights. These sessions offer walkthroughs of platforms like iXL Reading and Math and the Swun Math fact fluency platform, helping parents to support their children's learning outside of school. Additionally, Journey employs evidence-based curricula such as Success for All (SFA) and Swun Math to improve student literacy and math levels.
Our teachers participate in ongoing professional development, which includes two weeks of training before the school year starts, as well as weekly and monthly professional development sessions throughout the year. These sessions are designed to enhance teaching practices and improve student outcomes.
Focus Areas for Improvement:
To further enhance engagement and support student outcomes, Journey School aims to expand our outreach to the broader community. This involves building relationships with local businesses and county organizations that can provide additional resources to support our families, students, and staff. We recognize that community involvement is crucial for addressing various needs beyond the classroom.
Currently, we have established partnerships with IEHP Navigators, Too Rise Up Non-Profit, and SBX Youth and Family Services. These partnerships have been instrumental in providing support and resources to our school community. Moving forward, our goal is to branch out to more local agencies that can assist with a wider range of needs, such as health services, employment support, and social services, to improve the overall well-being of our students and families.
Strategies for Improving Engagement of Underrepresented Families:
Journey School has implemented Solutions Teams to target specific areas of need and enhance family engagement. These teams focus on Attendance, Cooperative Culture, Family Involvement, and Community Involvement. The Family Involvement Committee, in particular, aims to improve communication with families and increase parental participation in school activities.
	Based on the analysis of educational partner input and local data, Journey School has identified several strategies to improve engagement with underrepresented families, thereby enhancing our efforts in building partnerships for student outcomes. Our commitment to fostering a supportive and inclusive school environment is reflected in our structured approach, leveraging the strengths of our staff and community resources.
Strengths and Progress in Building Partnerships for Student Outcomes:
Journey School has a robust system in place for using data to inform instruction and engage parents. Teachers conduct quarterly assessments to identify student needs and use this data to tailor lessons accordingly. Parents are regularly informed about their children's progress and provided with resources to support learning at home.
We employ best practices to enhance literacy and math skills, including parent training sessions at family nights. These sessions guide parents through various educational platforms such as iXL Reading and Math and the Swun Math fact fluency platform, enabling them to better support their children's education outside of school. Additionally, our curriculum includes evidence-based programs like Success for All (SFA) and Swun Math, which are designed to improve student literacy and math levels.
Teachers participate in ongoing professional development throughout the year, including intensive training before the school year starts, and regular sessions aimed at improving teaching practices and student outcomes.
Focus Areas for Improving Engagement of Underrepresented Families:
Journey School has established Solutions Teams to specifically target areas of need and enhance family engagement. These teams focus on four key areas: Attendance, Cooperative Culture, Family Involvement, and Community Involvement. Each team works to provide families with the resources necessary to support their students effectively.
The Family Involvement Committee, a part of the Solutions Teams, is dedicated to improving communication with families and increasing parental participation within the school community. This committee focuses on understanding the unique challenges faced by underrepresented families and developing strategies to address these challenges.	Based on the analysis of educational partner input and local data, Journey School has identified its current strengths and progress in seeking input for decision-making. Our commitment to engaging families and incorporating their feedback into our decision-making processes is a cornerstone of our approach to continuous improvement.
Current Strengths in Seeking Input for Decision-Making:
Journey School excels in regularly seeking input from families through a variety of methods. This multi-faceted approach ensures that we capture a broad spectrum of perspectives and ideas, which are crucial for informed decision-making.
1. Parent Academy Groups:
- School Site Council (SSC): This group meets monthly to discuss school initiatives, review policies, and provide feedback on school operations. The SSC includes parents, teachers, and community members, ensuring diverse input.
- African American Parent Advisory Council (AAPAC): The AAPAC focuses on issues specifically affecting African American students and their families, providing a platform for targeted discussions and feedback.
- English Language Advisory Council (ELAC): This council addresses the needs of English Language Learners (ELL) and their families, offering insights and suggestions on how to improve ELL programs and support.
2. Surveys and Feedback During Events:
During family events and parent-teacher conferences, we distribute surveys to gather immediate feedback from attendees. These surveys cover various topics, including school climate, academic programs, and family engagement practices. This timely feedback allows us to make adjustments and improvements swiftly.
3. Regular Communication:
Journey School maintains consistent communication with families through newsletters, Class Dojo, and Parent Square. These platforms not only disseminate information but also invite parents to share their thoughts and suggestions on current and upcoming initiatives.
Progress and Implementation:
The input gathered through these channels has led to several improvements and initiatives at Journey School. For instance, feedback from the SSC has influenced the development of our after-school programs and enrichment activities, ensuring they meet the needs and interests of our students. Insights from the AAPAC have guided our efforts to create a more inclusive and culturally responsive school environment. Meanwhile, suggestions from the ELAC have been instrumental in enhancing our ELL support services, helping students achieve better academic outcomes.
By consistently involving families in the decision-making process, Journey School fosters a sense of community and shared responsibility. This collaborative approach ensures that our policies and programs are reflective of the needs and aspirations of our school community.
	Based on the analysis of educational partner input and local data, Journey School has identified key focus areas for improvement in seeking input for decision-making. While we have made significant progress in engaging families and incorporating their feedback into our processes, there are specific areas where we aim to enhance our efforts.
Current Strengths in Seeking Input for Decision-Making:


Journey School employs a variety of methods to engage families and gather their input. These include our monthly Parent Academy Groups—School Site Council (SSC), African American Parent Advisory Council (AAPAC), and English Language Advisory Council (ELAC). These groups provide platforms for discussing school initiatives, gathering feedback, and identifying areas of need. Additionally, we collect feedback through surveys distributed during family events and parent conferences, and we maintain regular communication through newsletters, Class Dojo, and Parent Square.
Focus Areas for Improvement:
1. Identifying Alternate Opportunities for Input:
- To ensure broader participation and inclusivity, we aim to create additional opportunities for families to provide input on policies and programs. This includes leveraging digital platforms for virtual meetings, which can accommodate families who may not be able to attend in-person sessions due to scheduling conflicts or other barriers.
- We will also explore asynchronous methods for gathering feedback, such as online suggestion boxes and interactive forums, allowing families to contribute their ideas at their convenience.
2. Increased Participation in Council Meetings:
- Consistent attendance at our school-wide council meetings is essential for meaningful decision-making. To address this, we plan to implement strategies to boost participation, such as offering varied meeting times and providing childcare during meetings.
- We will actively promote these meetings through multiple channels to ensure all families are aware of the opportunities to participate. Personal invitations and reminders can also help encourage attendance.
3. Higher Completion Rates of Parent Surveys:
- To gather comprehensive and representative feedback, we need to improve the completion rates of our parent surveys. We will streamline our survey process to make it more user-friendly and accessible, ensuring surveys are concise and available in multiple languages.
- Incentives for completing surveys, such as entry into a raffle or providing small rewards, can also motivate more parents to participate. Additionally, we will emphasize the importance of these surveys and how the feedback directly influences school decisions and improvements.
4. Engaging Underrepresented Families:
- Targeted outreach to underrepresented families is crucial for inclusive decision-making. We will develop specific strategies to engage these families, such as partnering with community organizations and providing tailored support to address their unique needs.	Based on the analysis of educational partner input and local data, Journey School has devised strategies to enhance engagement with underrepresented families in seeking input for decision-making.
To increase family participation, we will introduce incentives such as raffles for completing surveys, encouraging higher response rates. Additionally, we will recognize students whose families attend events or council meetings, fostering a culture of involvement.
Moreover, Journey will launch a Parent Volunteer System, inviting parents to contribute their time and support in classrooms and events, promoting a sense of ownership and collaboration within our school community. Through these initiatives, we aim to amplify the voices of underrepresented families and ensure their perspectives are integral to our decision-making processes.	5	5	5	5	5	5	5	5	4	4	4	4	Met		2024-06-27	2024
33103300138602	JCS - Pine Hills	3	"Our school staff is strong in developing relationships with families and understanding their goals for their children. This is a core strength of our school as we strive to personalize education. On a parent survey given in Spring of 2024, 95% of parents and 92% of students agreed that teachers care about their students and are available to them. On a staff survey given in the spring of 2024, a majority of staff cited ""building and maintaining relationships with families through the years"" as a highlight of their jobs."	To continue to build our relationships with families, we should focus on increasing participation in family engagement activities that we host at our locations. We would also like to increase the amount of parent engagement we receive on surveys, at our School Site Council meetings, at board meetings, and other decision-making opportunities. On a parent survey given in Spring 2024, we received 128 responses, representing approximately 17% of our parent population.	We can improve the engagement of underrepresented families by decreasing the roster size of the teachers with the highest rosters so they have a larger capacity for personalizing education and providing support to those teachers in identifying strategies to engage families. For our EL home study population, we plan to designate Educational Facilitators (EFs) with specialized skills and experience in working with EL families to support this population of students. We hope these identified EFs will be able to use their skills and experiences to build deep relationships with EL students and families and increase engagement and student support.	"Our school provides the capacity for teachers to partner with families through our hybrid model, where teachers can personalize communication to families one to two days per week, or our home study model where teachers meet individually with families once every 20 days. Our school also provides high-quality resources for learning and development in the home. On a parent survey given in the spring of 2024, 93% of parents agreed that the curriculum being taught is high quality and engaging for students. Staff have cited ""creating engaging ways for students to learn"" as one of the best parts of the work they do."	Our school can focus on continuing to improve and update resources to support student learning at home; this is an ongoing focus, especially for our home study program. Parents, students, and staff continue to provide feedback that they value choice and want more curriculum options to attend to the personalized needs and approaches of homeschooling. Additionally, our staff recognizes the need for curriculum options that are rigorous, more closely aligned to standards, and engaging.	We can improve the engagement of underrepresented families by decreasing the roster size of the teachers with the highest rosters so they have a larger capacity for personalizing education. Additionally, our SED, EL, and FHY families in the Home Study program have expressed the need for more structured and straight-forward curricula, allowing for more student learning independence since many underrepresented families consist of two working parents. We look forward to aligning our Home Study program in the future with the goal of evaluating recommended curriculum options and creating the capacity for more synchronous support opportunities with staff and tutoring with educational enrichment partners.	Our school actively recruits participants in our School Site Council and promotes meetings for the public to attend. We often survey our families to seek feedback. Since this year was an LCAP development year, we launched a two-minute conversation campaign and encouraged staff to have short, focused conversations with parents, students, and colleagues between January and April. Using questions of the month, we received 260 responses that elicited school improvement feedback. The campaign produced some of the most authentic and engaged feedback we have ever received from partners.	As an area of focus, our school can work more collaboratively with partners when implementing and evaluating family engagement activities. On a parent survey given in the spring of 2024, only 59% of parents responded that they believe the school includes them in decision-making. 19% did not think the school included them in decision-making and 22% were unsure.	To improve the engagement of underrepresented families, we plan to develop small group and individual meeting times to plan for individual student needs for our ELs and Homeless/Foster Youth. Additionally, we will continue our two-minute conversation campaign and release a question of the month each month while challenging staff to engage with parents for feedback and share it with leadership through a Google form.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-14	2024
33103300139428	Garvey/Allen Visual & Performing Arts Academy for STEM	3	The Charter School’s strengths and progress in Building Relationships Between School Staff and Families include:
-Parent Teacher Conferences are held twice a year to ensure families can fully
understand their students’ progress and how parents can support student outcomes
(translation is available).
-Administer annual survey to parents, staff, and students.
-Messaging tools are used to frequently with families to build support for positive student outcomes and to encourage families to attend school events.
-Host meetings for families of students with disabilities with special education team, school psychologist, and school counselor who build partnership with families to ensure goal attainment.
-Provide consistent communication through email, phone calls, and text notification. Send weekly announcements. Post notifications on Facebook. Send newsletters home every other week.
-Host family events like Orientation, Curriculum Night, and Parent Education Workshops.
-Parents participate on the School SIte Council to advise the Board.
-Teachers will utilize an application for daily/weekly to communicate with parents about their child.
-Opportunities to volunteer at the Charter School or on field trips.
-The Charter School’s website will be updated regularly that will include the school’s calendar.
-The parents celebrate the presentations and Festivals (Project Presentations, Music Assembly, etc.) to witness their child sharing their academic hard work and achievement. Parents also serve on committees, lead community activities and initiatives throughout the year, and parents serve on the Charter School Board of Directors.	The Charter School’s focus areas for improvement in Building Relationships Between
School Staff and Families include improving Parent Education Workshops to include topics like attendance, self-harming behavior, technology safety, and others. Charter School provides materials during parent workshops in English and Spanish.	The Charter School will continue to focus on improving the engagement of underrepresented families in relation to Building Relationships Between School Staff and Families. The Charter School focuses on student learning, individual goals for the
students, and investing in families to include translation services to parents who are English Learners. The Charter School will continue to host events for parents at various times throughout the day to ensure that families can actively participate in the school community. To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. For parents of migrant students, the Charter School will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Charter School will meet with the family when they return to incorporate any interventions needed. The process of addressing requests from parents of Title I students for additional supports includes a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs and developing an Individualized Learning Plan to
support the student.	The Charter School’s strengths and progress in Building Partnerships for Student Outcomes are developing a strong and supportive school culture through a Positive Behavior Intervention and Support (“PBIS”) program and restorative practices, family communication through an application, the website, and the newsletter, and partnerships through conferences, parent workshops, and family events and festivals. Our strengths in building relationships between school staff and families stem from open two-way communication. For families, being able to comfortably interact with our staff and other families helps strengthen our
relationships. Finally, we host many events for families to connect with school such as monthly workshops, project presentation nights, and fairs. We are constantly striving to build relationships between school staff and families.	The Charter School’s focus area for improvement in Building Partnerships for Student Outcomes includes increasing our test scores to include tutoring and intervention programs. Also, we will continue to increase our attendance and reduce our chronic
absenteeism rate by building partnerships with families to support the school community with the counselor intern, participation in activities and reaching out to families.	The Charter School’s will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes will continue to build trusting relationships with families. This will require direct contact either in-person or via
telephone. For families of English Learners, the Charter School will continue to provide translation services, invite families to better understand the acquisition of the English language, and how to engage with the school. For families of students with disabilities,
the Charter School will engage with families during IEP meetings and in planning activities and programs for students.	The Charter School’s strengths and progress in Seeking Input for Decision-Making are seeking input from educational partners through an annual survey, monthly community meetings, School Site Council, and overall climate development. Hiring includes several educational partners to ensure that future employees meet the qualifications and align to the Charter School’s mission.	The Charter School’s focus area for improvement in Seeking Input for Decision-Making will include programmatic decisions through the Professional Learning Communities in regard to instructional strategies, curriculum, timing of events and assessments.
Furthermore, the families will have additional opportunities to share information through parent workshops, School Site Council, and Board of Director meetings.	The Charter School’s will improve engagement of underrepresented families in relation to Seeking Input for Decision-Making will be through direct contact of meeting for parents of English Learners and parents of Students with Disabilities to provide
information about the programs provided to the students.	5	4	5	4	4	4	5	4	4	4	4	4	Met		2024-06-27	2024
33103300140780	Audeo Valley Charter	3	"The school has made significant progress in building strong relationships between school staff and families: key strengths and progress in this area include:
•	High-quality Teachers: Each student is assigned a high-quality Teacher who is responsible for supervising all subjects and providing personalized attention. This close relationship ensures teachers can adjust assignments to meet student needs and goals and facilitates timely communication with parents.
•	Parental Involvement: The school emphasizes the importance of parental involvement in student success. Parents are encouraged to set high expectations, talk about school daily, monitor schoolwork, establish daily homework routines, stay aware of test schedules, and maintain regular contact with teachers. This partnership approach helps in creating a supportive environment for students.
•	Family Resources: The school provides extensive resources for families, including financial aid information, standardized testing support, and help with college admissions. These resources are designed to assist families in navigating the academic landscape and supporting their children’s educational journey.
•	Personalized Learning Environment: The school operates with a low student-to-teacher ratio, allowing for personalized attention and the ability to build strong, individualized relationships. Teachers are deeply familiar with their students' academic levels and progress, which fosters a more tailored and supportive learning experience.
•	Regular Communication: The school ensures regular communication through weekly conferences where parents receive updates on their child’s progress, attendance, behavior, and upcoming events. This continuous engagement keeps parents informed and involved in their child's education.
These efforts collectively enhance the relationship between school staff and families, ensuring that students receive the support they need to succeed both academically and socially. Parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 100% of parents report being able to provide input and feedback to the school through multiple ways. The school values the partnership between school staff and families as the foundation of parent and family engagement. Over 97.2% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 100% of parents report that the school provides innovative and engaging learning environments. 
"	Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community The school regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed.
The LEA’s focus areas for improvement in building relationships between school staff and families include increasing parental participation in the Family Learning Series to foster a deeper engagement with their children’s education. They aim to encourage parents to support their students in excelling in mathematics by providing resources and strategies to reinforce learning at home. Another focus is to gather more input from parents on specific needs such as language development and mental health, ensuring that the school’s programs are tailored to address these critical areas. These efforts are designed to create a more collaborative and supportive environment for students and their families.
	To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated, and interpreters have been made available for calls and meetings. The school will issue continue to Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Parent Square further provides communication and engagement opportunities between the educational partners and the school.	The LEA’s current strengths and progress in building partnerships for student success include providing a highly personalized academic experience through one-on-one instruction and small group sessions. The school emphasizes rigorous academic standards and regular assessments to ensure students meet or exceed expectations. The school offers various opportunities such as college courses, career technical education, internships, and leadership roles through programs like the California Cadet Corps. Additionally, the school engages students, parents and community partners in creating Pathways Personalized Education Plans to support individual student goals and needs. 
The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and support for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and support to families throughout the school year.
	The LEA’s focus areas for improvement in building partnerships for student outcomes include enhancing math resources and instructional support to boost student proficiency in mathematics. They also aim to strengthen college and career planning and guidance to ensure students are well-prepared for post-secondary education and career paths. Additionally, a focus is placed on improving strategies to help students graduate on time by providing targeted interventions and personalized support. These efforts are designed to create a more robust support system for student success.
Based upon information collected from students, the school will maintain or expand Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA.
	Audeo Valley is fully committed to continuously improving the engagement of underrepresented families with our partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical, and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals. To better facilitate school to home two-way communication and input with English Learner households, school materials will be translated as translators provided when needed. Demographically, the LEA is majority-minority, majority SED, and a higher percentage of students with disabilities than the surrounding community. All students have full access to the courses and opportunities offered at the school.  The school continues to solicit input from educational partners to identify and address student and family needs and to break down barriers to success.	The LEA’s current strengths and progress in seeking input for decision-making include actively involving teachers, principals, administrators, school personnel, parents, and students through diverse engagement methods. Teachers contribute via the Staff LCAP Engagement Survey, ELAC Instructional Meetings, and professional learning sessions. Principals and administrators provide input through team huddles, SSC meetings, and strategic planning sessions. Parents participate in surveys, Open House, and Senior Night events, while students share their perspectives through surveys, School Site Council meetings, and various school events that focus on family engagement and provide opportunities for input into the school’s programs. This inclusive approach ensures the LCAP reflects the needs and priorities of all stakeholders, fostering a collaborative environment for student-centered actions and priorities.

The school engages educational partners in its processes for continuous improvement and prioritizes building the capacity of staff and families to engage in advisory groups and decision making. The school provides training for SSC members annually and holds regular meetings to develop, refine, and update the LCAP. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides training, resources, support, and feedback opportunities throughout the school year. In 2023-2024 the school received input from students and parents and used the results in the development of the 2023-2024 LCAP.
	The LEA’s focus areas for improvement in seeking input for decision-making include increasing parent and student participation in surveys, increasing attendance for the Family Learning Series, College/Career week, and engaging more in Open House and other school events. By enhancing these engagement methods, the LEA aims to gather more comprehensive and diverse feedback from parents, ensuring that their perspectives are effectively incorporated into the decision-making process. This approach is intended to create a more inclusive and responsive environment that better supports the needs and priorities of students and their families.	School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff utilize ParentSquare to engage in two-way communication with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive English Learners Advisory Committee (ELAC) meetings will seek to increase parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will continue to provide translated materials and resources for parents and family members of English Learners.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
33669770000000	Alvord Unified	3	In our ongoing journey to strengthen the connections between families and schools, we have continued to revamp our communication strategies over the past year. This effort began with a renewed commitment to consistency in our parent communication systems, centering on the adoption of a single platform: ParentSquare.

To ensure that both parents and staff felt confident and empowered in using ParentSquare effectively, we continued comprehensive support and training. This is part of ongoing sustainability to provide training to newly onboarded staff and families new to the district.  
Awareness was equally crucial. We continue spreading the word about its potential to bridge the gap between home and school. The objective is clear: continue making ParentSquare a familiar and indispensable tool for every family.

In our parent engagement meetings, specifically within the District English Learner Advisory Committee (DELAC), the focus remained on valuing parent input and communication. Parents were not just invited to participate; their voices were actively recorded in real time, ensuring their insights and concerns were not lost or forgotten. Even questions that arose during these meetings found a place in the spotlight, getting answered either right then and there or carried over to the next gathering.

Further fortifying our commitment to relationship-building, we continued our community partnership in the Community Engagement Initiative. This initiative focused on bolstering the capacity of our staff and community partners alike. Through workshops and peer learning networks, we embarked on a collective journey to improve communication. The team assembled for this initiative was a diverse group, comprised of site staff, parents, and community partners, all working in harmony towards a common goal.

In addition, we have introduced the Community Schools Initiative. This new program aims to create a holistic educational environment by integrating academics, health and social services, youth and community development, and community engagement. By establishing community schools, we strive to address the broader needs of students and their families, reinforcing the bond between home and school.

To ensure parents have a say in what matters most to them, we continued to initiate parent workshops, driven by topics carefully chosen in consultation with advisory groups like DELAC and site-based parent organizations such as Parent University. These workshops provided a valuable platform for parents to not only learn but also actively engage within the educational community, reinforcing our commitment to nurturing strong family-school relationships.	In Alvord's ongoing commitment to strengthening the connections between families and schools, we are focusing on key areas to nurture more robust relationships and increase parent and student participation. Over the past year, we have identified areas of opportunity for growth, particularly in amplifying the voices of parents and students in forums where their insights can be heard and valued.

First and foremost, our primary objective will revolve around amplifying the voices of parents and students. This emphasis on voice will be a central pillar of our efforts. Parent and student voices will be prioritized in our committees and forums, ensuring that they are not only heard but deeply valued and actively involved in shaping their educational journeys.

Recognizing the profound importance of cultivating partnerships that transcend conventional boundaries, we will focus on forging genuine connections between our dedicated staff and engaged parents. 

Our endeavors extend beyond the boundaries of our school premises. Leveraging the benefits of our grant awards, including the Community Engagement Initiative (CEI), we aim to strengthen our connections with the community. Our journey will take us deep into the heart of our community, propelled by the determination to fully grasp its distinct needs and aspirations. These initiatives empower us to uncover the concealed strengths within our community, ensuring that our relationships with families are firmly rooted in trust, empathy, and a profound appreciation for the available resources.

To further increase parent and student participation, we will identify specific areas for growth:
1. Enhanced Communication Channels: We will create more accessible and diverse communication channels to ensure all parents and students can easily participate in discussions and decision-making processes.
2. Increased Visibility of Forums: We will increase the visibility and accessibility of forums where parents and students can voice their opinions, ensuring these opportunities are well-publicized and convenient for all.
3. Incentivizing Participation: We will explore ways to incentivize participation, such as offering childcare, translation and interpretation services, or other supports that make it easier for parents and students to attend meetings and forums.
4. Feedback Loops: We will establish clear feedback loops so that parents and students see the tangible impact of their contributions, fostering a sense of ownership and involvement.

In these pursuits, our core focus areas—amplifying parent and student voices and nurturing staff-parent partnerships through enhancing community engagement activities and training—will serve as the driving force behind Alvord's commitment to establishing enduring and meaningful connections between families and schools. Equity and inclusivity will remain at the forefront of our mission, ensuring that every family feels valued and empowered in our educational community.	Over the past year, Alvord Unified School District has intensified its efforts to enhance connections between underrepresented families and schools. Several key focus areas have emerged, each playing a pivotal role in our commitment to fostering stronger relationships.

We continued on a journey of collaboration, working closely with our existing parent advisory groups and proactively establishing the African American Parent Advisory Committee (AAPAC). This initiative underscores our determination to ensure that the voices of underrepresented families are not only heard but also actively engaged in shaping the educational journey of their children.

Additionally, we have undertaken a series of community engagement activities, including in-person listening campaigns and diversifying our communication options. By doing so, we aim to break down access barriers that may have hindered underrepresented families from fully participating in the educational dialogue.

Our journey also extends beyond the confines of our district. We have forged partnerships with organizations such as the California Association for Bilingual Education (CABE) to provide comprehensive support for both parents and staff members. Through PIQE workshops and training, we are equipping our educational community with the tools and knowledge needed to bridge gaps, strengthen relationships, and ensure that every child's potential is nurtured and realized.

The focus areas outlined in this narrative are the cornerstones of Alvord Unified School District's unwavering commitment to fostering lasting and meaningful connections between underrepresented families and schools.	"Alvord Unified School District recognizes the crucial role of partnerships in enhancing student outcomes. Our parent training workshops, led by school site personnel and the Family Engagement Office, cover topics essential for supporting student learning and development both at home and in school. These workshops include training on using learning tools to communicate directly with teachers about student progress.

To accommodate diverse needs, we now offer many virtual options alongside traditional in-person sessions. Through our committees and councils, parents engage in dialogues that enhance their understanding of their legal rights and build their capacity to advocate for all students in the district. Additionally, parents have multiple opportunities to share their perspectives on improving our district and to ask questions about supporting student learning.

Our commitment to student success is further demonstrated through several key programs and initiatives. The Alternative to Suspension (ATS) program and the Youth Court program provide students with constructive alternatives to traditional disciplinary measures. We have also added two Social Workers and a Coordinator of At-Promise Youth to support the social and emotional well-being of our students.

The ""Family is All That Matters"" (FIATM) initiative underscores our belief in the importance of family involvement in education. This initiative, alongside our other efforts, ensures that every family feels supported and empowered to contribute to their child's educational journey."	Alvord Unified School District (AUSD) has embarked on a mission to enhance student outcomes through targeted improvements in partnership collaboration and student engagement. Recognizing the critical role of student agency and involvement in their own education, AUSD aims to empower students to take ownership of their learning journey. Concurrently, the district is determined to tackle the issue of chronic absenteeism, understanding its detrimental impact on academic progress and overall student success.

Through careful analysis of educational partner input and local data, AUSD has identified key areas for improvement. Central to their efforts is the commitment to foster an environment where students feel empowered and engaged in their educational pursuits. By amplifying student voice and choice, implementing innovative teaching methodologies, and nurturing extracurricular opportunities, AUSD endeavors to cultivate a culture of active participation and enthusiasm for learning.

Moreover, the district is steadfast in its resolve to address chronic absenteeism district-wide. Recognizing that regular attendance is foundational to academic achievement, AUSD is implementing targeted interventions and support systems to mitigate absenteeism rates. By engaging families, leveraging community resources, and implementing early intervention strategies, the district aims to remove barriers to attendance and create a supportive environment conducive to student success.

In essence, AUSD's strategic focus on decreasing chronic absenteeism and increasing student agency and engagement reflects its unwavering commitment to fostering a thriving learning community where every student has the opportunity to flourish academically, personally, and socially. Through collaborative partnerships and a student-centered approach, AUSD endeavors to unlock the full potential of its students and pave the way for a brighter future.	Alvord Unified School District (AUSD) is dedicated to strengthening partnerships with underrepresented families, identified through a rigorous self-reflection process aimed at enhancing student outcomes. Understanding the vital role of family engagement in student success, AUSD is committed to fostering a culture of inclusivity and collaboration.

Through targeted outreach efforts, culturally responsive communication strategies, and tailored support services, AUSD seeks to build trust and rapport with underrepresented families. By actively involving families in decision-making processes, providing opportunities for meaningful involvement in their children's education, and ensuring access to resources and support networks, AUSD aims to bridge the gap and create a more equitable educational experience for all students.

Moreover, AUSD is leveraging community partnerships and resources to address systemic barriers and create an inclusive environment where underrepresented families feel valued, respected, and empowered. By promoting cultural competency among staff, implementing culturally relevant programming, and facilitating open dialogue and feedback mechanisms, AUSD is paving the way for deeper, more meaningful engagement with underrepresented families.

In essence, AUSD's commitment to improving engagement with underrepresented families underscores its dedication to fostering a supportive and inclusive educational ecosystem where every student and family has the opportunity to thrive. Through collaborative partnerships and a concerted focus on equity and inclusion, AUSD is poised to build stronger, more resilient communities and drive positive student outcomes for generations to come.	Alvord Unified School District, under Superintendent Dr. Alvord's leadership, has made significant strides in seeking input for decision-making processes, fostering a culture of collaboration and inclusivity. 

Utilizing various avenues, Alvord has enhanced community engagement and participation. The Parent-Teacher Associations (PTA) and Parent-Teacher Organizations (PTO) at each school site serve as crucial platforms for parents and educators to voice their opinions and contribute to decision-making. These groups provide valuable insights into the needs and concerns of both students and parents, ensuring that decisions are reflective of the community's desires.

Furthermore, Alvord has bolstered its efforts by actively involving the English Learner Advisory Committee (ELAC) and the School Site Council (SSC). ELAC represents the interests of English language learners and their families, ensuring that their unique perspectives are considered in district decisions. SSC, comprising parents, teachers, and community members, collaborates on matters related to school improvement plans, budget allocations, and curriculum choices, amplifying stakeholder voices in key decisions.

At the district level, Alvord has established the Local Control and Accountability Plan (LCAP) Advisory Committee, which plays a pivotal role in shaping the district's goals and priorities. Comprised of parents, staff, and community members, this committee provides feedback on the LCAP, ensuring that it aligns with the needs of students and families across the district.

Moreover, Alvord has actively engaged with the District English Learner Advisory Committee (DELAC), the Parent Advisory Committee (PAC), and the African American Parent Advisory Committee (AAPAC). These committees focus on issues pertinent to specific demographic groups, ensuring that their voices are heard and their needs are addressed in district-wide decision-making processes.

Alvord Unified School District's commitment to seeking input from diverse stakeholders, through various channels such as site PTA/PTO, ELAC, SSC, LCAP Advisory Committee, DELAC, PAC, and AAPAC, reflects its dedication to fostering transparency, inclusivity, and collaboration in shaping the educational experience for all students. Through these efforts, Alvord continues to strengthen its connection with the community and enhance the quality of education it provides.	While Alvord Unified School District has made commendable progress in seeking input for decision-making, there are areas for improvement, particularly in effectively marketing existing opportunities to families to ensure robust participation.

One focus area for enhancement lies in improving communication channels and outreach strategies. While Alvord offers various avenues for community engagement, such as PTAs/PTOs, ELAC, SSC, LCAP Advisory Committee, DELAC, PAC, and AAPAC, there may be instances where families are unaware of these opportunities or do not fully understand their significance. Strengthening communication efforts through multiple platforms, including social media, newsletters, school websites, and direct outreach to families, can increase awareness and participation.

Additionally, Alvord could benefit from tailoring its outreach strategies to reach a wider audience and address the specific needs of diverse communities within the district. This may involve translating materials into multiple languages, conducting outreach events in culturally relevant settings, and collaborating with community organizations to amplify outreach efforts.

Furthermore, providing training and support for parent and community leaders involved in these decision-making bodies can empower them to effectively engage with their peers and advocate for the needs of their respective communities. Workshops on effective communication, leadership development, and understanding educational policies and procedures can equip stakeholders with the knowledge and skills necessary to actively participate in decision-making processes.

By focusing on improving communication, tailoring outreach efforts to diverse communities, and providing support for parent and community leaders, Alvord Unified School District can enhance participation in existing decision-making opportunities and ensure that the voices of all stakeholders are heard and valued in shaping the district's policies and initiatives.	Alvord Unified School District is committed to enhancing the engagement of underrepresented families identified during the self-reflection process in relation to seeking input for decision-making. Recognizing the importance of inclusivity and diversity in decision-making processes, Alvord has developed a targeted approach to address this issue.

Firstly, Alvord is implementing proactive outreach strategies to connect with underrepresented families. This includes conducting targeted outreach campaigns through culturally relevant channels and partnering with community organizations to reach families who may not traditionally participate in school-related activities. By meeting families where they are and understanding their unique needs and concerns, Alvord aims to build trust and foster meaningful relationships with underrepresented communities.

Moreover, Alvord is prioritizing language accessibility to ensure that language barriers do not hinder engagement. Translation services are being expanded to provide information and resources in multiple languages, making it easier for non-English-speaking families to access and understand important information about decision-making opportunities within the district.

Additionally, Alvord is investing in capacity-building initiatives to empower underrepresented families to actively participate in decision-making processes. This includes providing workshops, training sessions, and resources to equip families with the knowledge and skills needed to engage effectively with school leadership and advocate for their interests.

Furthermore, Alvord is creating inclusive spaces where underrepresented families feel valued and respected. By promoting diversity and inclusivity in all decision-making bodies and ensuring that underrepresented voices are heard and valued, Alvord is working to create a more equitable and representative decision-making process.

Through these targeted efforts, Alvord Unified School District is committed to increasing the engagement of underrepresented families in decision-making processes, ensuring that all voices are heard and valued as the district works towards its goals of equity and excellence for all students.	4	4	3	5	4	3	3	3	4	4	4	4	Met		2024-06-20	2024
33669850000000	Banning Unified	3	Banning Unified has strengthened relationships with the families of our students through several initiatives, including 
social media posts several times a week and regular podcasts. BUSD strives to make families feel welcome at the 
school sites. Principals and parent liaisons have been trained with Riverside County Office of Education (RCOE) 
Family Engagement Network (FEN). FEN has provided strategies that have helped increase family engagement 
within our school district.
Banning Unified has begun improving relationships by providing staff with professional development on working with 
the emotional needs of the students and their families. Teachers communicate with families and welcome their 
participation in the schools. Meetings with parents are an opportunity for the staff to connect available resources with 
the parents on whatever things they may need, be it health care, counseling, or basic needs like food.
Parents of English Learners are supported at District and all school sites in that all communications with parents are 
in English and Spanish, including Parent Square messages. In addition, the district has expanded opportunities for 
parent participation through the expansion of virtual meeting options for parents. A number of services are now 
available in a virtual format to accommodate families. These include virtual tutoring, virtual parent conferences, 
virtual IEP participation, virtual home instruction service, and more.
Additionally, we have expanded participation in before and after school programs, providing more opportunities for 
students to engage in learning and enrichment activities outside of regular school hours. We have also added 
personnel whose primary duties are parent and community outreach, ensuring continuous support and engagement 
with our families and the broader community.
	Banning Unified has identified parent engagement as a critical factor in addressing chronic absenteeism. As a result, 
we will be focused on engaging parents with their child’s school and promoting daily attendance.
Based on the analysis of educational partner input and local data, Banning Unified’s focus areas for improvement in 
building relationships between school staff and families include:
Enhanced Communication: Strengthening the communication channels between school staff and families to ensure 
parents are well-informed and involved in their child's education. This includes regular updates on attendance, 
academic progress, and school activities through multiple platforms such as emails, phone calls, text messages, and 
school apps.
Parent Involvement Programs: Creating opportunities for parents to actively participate in school activities and 
decision-making processes. This can include inviting parents to join school committees, attend workshops, and 
volunteer in school events.
Supportive School Environment: Building a welcoming and supportive school environment where parents feel valued 
and respected. This involves training school staff on cultural competency, effective communication skills, and the 
importance of building positive relationships with families.
	Recognizing that underrepresented families may face unique challenges and barriers, Banning Unified is committed 
to implementing targeted strategies to ensure these families are engaged and supported effectively.
Identifying and Addressing Barriers
Language Support: Providing translation and interpretation services to ensure non-English speaking families can fully 
participate in their child's education. This includes translating school communications, offering bilingual workshops, 
and having interpreters available for meetings.
Cultural Competency: Training school staff to understand and respect the diverse cultural backgrounds of 
underrepresented families. This training will help staff build trust and effectively communicate with families from 
different cultural and socio-economic backgrounds.
Accessible Meeting Times: Scheduling parent meetings, workshops, and events at various times to accommodate 
working parents and those with irregular schedules. Offering virtual options can also help increase accessibility for 
families who cannot attend in person.
	Based on the analysis of educational partner input and local data, the Banning Unified School District has 
demonstrated significant strengths and progress in building partnerships for student outcomes. One notable strength 
is the district's proactive approach in reaching out to parents and guardians when their child is struggling, ensuring 
timely intervention and support. Regular Student Study Team meetings are held across all schools to address 
individual student needs.
Elementary report cards have been revised to provide clearer information on student progress, enhancing parental 
understanding and involvement. The creation of a Differentiated Assistance Team, which includes all stakeholder 
groups, is another strength. This team is tasked with collecting and analyzing student achievement data, identifying 
root causes of academic issues, and developing targeted actions to improve student outcomes. The effectiveness of 
these actions is continuously monitored and adjusted as needed.
Additionally, many schools host curriculum-based family nights, such as Math, ELA, and AVID nights, which help 
parents understand current standards and teaching methods, fostering a collaborative environment for student 
learning. The district has also increased parent engagement through the formation of a separate District English 
Language Learner Advisory Committee and expanded opportunities for parent participation by offering virtual 
meeting options.
Furthermore, the district now provides parent communications in three additional languages and has improved 
communication frequency through regular updates and social media posts, facilitated by the new communications 
department.
However, an area for improvement is providing more staff training on conducting successful meetings with parents, 
focusing on students' needs and strengthening school-home partnerships to support academic and social success.	Based on the analysis of educational partner input and local data, the Banning Unified School District has identified 
several focus areas for improvement in building partnerships for student outcomes. One primary area for 
enhancement is the need for more comprehensive training for staff on how to conduct effective meetings with 
parents. These meetings should emphasize collaboration and focus on addressing students’ academic and social 
needs, aiming to create stronger partnerships between school and home.
Additionally, while the district has made strides in communication and parent engagement, there is room for 
improvement in ensuring that all parent groups, especially those who speak languages other than English, are fully 
integrated and supported in the communication process. This includes further expanding translation services and 
culturally responsive outreach efforts.
Another focus area is the refinement of the Differentiated Assistance Team’s processes. While the team is already 
actively collecting and analyzing data, there is a need to ensure that the actions developed to address academic 
issues are consistently effective and that their impact is rigorously evaluated. Continuous feedback loops and 
adjustments based on data-driven insights will be crucial.
Finally, the district aims to increase the frequency and depth of curriculum-based family nights and other 
engagement events, ensuring they are accessible to all families. Providing more interactive and hands-on 
opportunities for parents to engage with the curriculum and school activities will help strengthen the connection 
between home and school, ultimately supporting student success.	Based on the analysis of educational partner input and local data, the Banning Unified School District plans to 
improve engagement of underrepresented families identified during the self-reflection process through several 
targeted strategies.
Firstly, the district will expand its translation and interpretation services to ensure all communications are accessible 
in the primary languages spoken by underrepresented families. This includes not only translating written 
communications but also providing real-time interpretation during meetings and events.
Secondly, the district will enhance its outreach efforts by employing culturally responsive strategies to connect with 
underrepresented families. This includes partnering with community organizations and leaders who have established 
trust within these communities to facilitate communication and engagement.
Thirdly, the district will increase the availability and accessibility of virtual meeting options, which have been shown to 
significantly improve participation rates among families who may face barriers to in-person attendance. Offering 
flexible scheduling and multiple formats for engagement opportunities will further support this effort.
Additionally, the district will provide training for staff on cultural competency and effective communication strategies 
with diverse families. This training will equip staff with the skills needed to build stronger, more inclusive relationships 
with all families.
The district also plans to create more family engagement events that are specifically designed to meet the needs and 
interests of underrepresented families. These events will focus on fostering a welcoming and inclusive environment 
where families feel valued and heard.
Lastly, the district will establish a feedback loop with underrepresented families to continuously assess and respond 
to their needs and concerns. This will involve regular surveys, focus groups, and direct feedback mechanisms to 
ensure that the district’s engagement strategies are effective and responsive to the community’s evolving needs.	Banning Unified provides opportunities for parents to be involved in decision-making at the site and district levels. 
Opportunities for involvement are available at the school sites, which include School Site Council, English Language 
Advisory Council, and interactions with the principal during coffee sessions. These events allow parents to give their 
input on what is happening at the sites. At the district level, parents can be involved in the District Parent Advisory 
Committee (DPAC). Every year in the fall, the district Parent Involvement Policy is reviewed and updated at DPAC 
and at each site’s School Site Council meeting. After the review, and if revisions are made, the district sends out a 
district text and email messages to all parents with the attached policy.
The district also holds annual meetings where stakeholders can give their input on the LCAP expenditures. Banning 
Unified has expanded the number of parent engagement groups through the addition of a separate District English 
Language Learner Advisory Committee. Furthermore, the district has increased opportunities for parent participation 
by expanding virtual meeting options for parents.
In addition, there has been a significant increase in the number of opportunities and formats for stakeholders to 
provide input into the LCAP. This expansion of engagement opportunities reflects the district’s commitment to 
ensuring diverse and inclusive participation in decision-making processes, ultimately supporting more effective and 
responsive educational planning and policy development.	Firstly, there is a need to increase the diversity of parent and community participation in decision-making processes. 
While there are existing opportunities for involvement, the district recognizes the importance of ensuring that all 
voices, especially those from underrepresented and marginalized groups, are heard. This includes actively recruiting 
and encouraging participation from families who may not traditionally engage with school decision-making 
processes.
Secondly, the district aims to improve the transparency and accessibility of the decision-making process. This 
includes providing clear, timely, and easily understandable information about upcoming meetings, agendas, and the 
outcomes of those meetings. Ensuring that all parents and community members have access to this information, 
regardless of their preferred language or technological capabilities, is a priority.
Thirdly, the district seeks to enhance the effectiveness of feedback mechanisms. While opportunities for input are 
available, there is a need to ensure that the feedback collected is systematically analyzed and incorporated into 
decision-making. This involves creating more structured and consistent processes for collecting, reviewing, and 
acting on stakeholder input.
Additionally, there is a focus on increasing the frequency and variety of engagement opportunities. This includes 
offering more flexible meeting times and formats, such as virtual meetings, to accommodate different schedules and 
preferences. The district also plans to provide more training and support for parents and community members to 
effectively participate in these processes.
Lastly, the district recognizes the importance of building trust and relationships with the community. This involves 
ongoing efforts to demonstrate that stakeholder input is valued and has a tangible impact on decisions made at both 
the site and district levels. By addressing these focus areas, Banning Unified aims to create a more inclusive, 
transparent, and responsive decision-making process that better reflects the needs and priorities of its diverse 
community.	Based on the analysis of educational partner input and local data, Banning Unified School District plans to improve 
the engagement of underrepresented families in seeking input for decision-making through several targeted 
strategies.
Firstly, the district will increase outreach efforts to ensure that underrepresented families are aware of and feel 
welcome to participate in decision-making processes. This includes leveraging community organizations, local 
leaders, and culturally relevant communication channels to reach these families effectively.
Secondly, the district will provide translation and interpretation services for all meetings and communications to 
ensure that language barriers do not hinder participation. This includes offering real-time interpretation during 
meetings and ensuring that all written materials are available in the primary languages spoken by underrepresented 
families.
Thirdly, the district will offer more flexible meeting times and virtual options to accommodate the schedules and 
needs of all families. By providing multiple ways to participate, the district aims to make it easier for 
underrepresented families to engage.
Additionally, the district will create targeted engagement events specifically designed to address the interests and 
concerns of underrepresented families. These events will provide a platform for these families to share their input in 
a comfortable and supportive environment.
Training and support will also be provided to both staff and families to build capacity for effective participation. Staff 
will receive training on cultural competency and effective communication strategies, while families will be offered 
workshops and resources to help them understand the decision-making process and how they can contribute.
Furthermore, the district will establish a feedback loop to ensure that the input from underrepresented families is 
actively considered and acted upon. Regular updates will be provided to these families on how their feedback has 
influenced decisions, demonstrating that their participation is valued and impactful.
Finally, the district will continuously monitor and evaluate the effectiveness of these strategies through regular 
surveys and feedback mechanisms, making adjustments as needed to ensure ongoing improvement in engagement.
By implementing these strategies, Banning Unified aims to create a more inclusive and responsive decision-making 
process that fully engages underrepresented families and reflects the diverse needs of its community.
	4	4	4	4	4	5	4	4	4	4	4	4	Met		2024-06-26	2024
33669930000000	Beaumont Unified	3	Throughout the 2023-24 school year, the Beaumont Unified School District has advanced its capacity to cultivate meaningful relationships with school staff, students, and educational partners. A core strength of the District remains the active engagement and structured family involvement facilitated through various platforms.

Each school in the District continues to engage parents and guardians through well-established School Site Councils (SSC), English Learner Advisory Committees (ELAC), and annual Title I parent meetings. These forums ensure that families have significant opportunities to contribute to discussions shaping their children’s educational experiences.

On a broader scale, the District has enhanced its engagement mechanisms. Regular sessions of the District English Learner Advisory Committee (DELAC) and the instructional material review meetings have been instrumental in gathering parent input. Additionally, the District maintains diverse advisory groups, which are crucial in capturing a wide range of perspectives on student education.

This year, the District has increased the frequency of interactions with educational partners and expanded the scope of these engagements. The District convened additional sessions with existing groups such as the Family and Community Engagement (FACE) Committee, the District African American Parent Advisory Committee (DAAPAC), and the Local Control Accountability Plan (LCAP) Advisory Committee. New advisory bodies complemented these efforts, including expanding Special Education advisory groups, the Career Technical Education Advisory Committee (CTEAC), and student advisories.

Feedback from these community activities has directly influenced the development and refinement of the LCAP. This feedback loop ensures that strategic initiatives reflect our community's needs and aspirations, thereby enhancing student achievement and well-being.

By intensifying engagement with educational partners, the District has reinforced its commitment to building robust relationships that support a collaborative and inclusive educational environment.	The District remains committed to enhancing strategies for building strong relationships between school staff and families. Based on educational partner input and local data, this year's focus areas for improvement center on deepening collaborative engagements and increasing the accessibility of participation for all family members.

Recognizing the importance of continuous communication, the District aims to provide more structured and frequent opportunities for parental input. This includes expanding the existing framework of District surveys and in-person meetings to encompass a broader range of topics and accommodate varying schedules, ensuring that all voices have the opportunity to be heard.

Efforts are underway to innovate new ways for engagement. The District is exploring technology-based solutions that allow educational partners to stream remotely, broadening the scope of participation and making it more convenient for busy families to engage with the school's initiatives.

The Parent Community Engagement Coordinator focuses on conducting regular (monthly) meetings with parents and students, strategically addressing specific areas of need, and providing timely support.

The District is committed to training staff to better recognize and respond to the diverse needs of our community. This training aims to improve our schools' cultural competency and communication skills, ensuring that interactions with families are respectful, inclusive, and effective. In response to insights from the California School Dashboard (Dashboard), the District prioritizes increased conversations and feedback mechanisms specifically targeting low performing student groups.	The District continuously seeks effective strategies to engage underrepresented families, including those of English Learners (EL), Foster Youth, Homeless, and Socioeconomically Disadvantaged (SED) students. In the 2023-24 school year, the District remains proactive in creating opportunities for these families to express their needs while ensuring timely and appropriate responses.

The District utilizes multiple channels to maintain open lines of communication with families, including email, ParentSquare, surveys, in-person events and activities, social media, home visits, and phone calls. The District utilizes a survey tool called Panorama in order to gather family feedback. The 2023-24 results indicate improved parental responses from Fall to Spring concerning barriers to engagement, school climate, safety, and family engagement.

In response to these insights, the District has increased outreach efforts, specifically targeting Foster Youth, Low-income families, and families of English Learners (EL). Additionally, special attention is being given to families whose students are performing at the Very Low and Low performance levels on the Dashboard in areas such as Suspension, Chronic Absenteeism, English Language Arts (ELA) and Mathematics, College and Career Readiness, and English Learner (EL) Progress.  

These targeted efforts are designed to address the unique challenges faced by these groups while fostering a more inclusive and supportive school environment. By focusing on these critical areas, the District is committed to enhancing every student's educational experience and success, particularly those most at risk of being left behind.	The District has made it a priority for educational partners to understand and engage in their students' growth. Specifically, the District makes student academic data available to parents in the Student Information System (SIS), Aeries. District schools provide meetings for family members to review student academic growth on a school-wide and individual basis. Parent and family conferences are available for students in grades Transitional Kindergarten (TK)-5 in the fall and spring of each year. Parents of secondary students schedule teacher conferences on an as-needed basis.	The District provides parents with opportunities to partner with schools to improve student outcomes by providing a Parent Community Engagement Coordinator who schedules regular meetings for parents to give input on supporting their children. The District works to provide support for parents to understand ways to help their students through parent trainings, parent university, parent events, and creating welcoming school sites with a positive school culture.	The District will improve engagement with underrepresented families through outreach via ParentSquare, phone calls, home visits, and in-person. Beaumont Unified School District is committed to providing opportunities for parents and educational partners to connect with schools and teachers. Through these outreach efforts, more parents and family members will be able to share their concerns and have the concerns addressed.	The District uses online surveys via Google Forms, Panorama, and ThoughtExchange to give families and educational partners the opportunity to provide input and rate the input of others. Additionally, families have the opportunity to provide input at school sites via School Site Council (SSC) meetings, parent events, parent trainings, and informative workshops. Educational partners also have the opportunity to engage in online video conferencing and in-person. In the past, families would only be able to engage in dialogue or in person.	The District has established several parent advisory committees to seek input for decision-making. These advisories include the Family and Community Engagement (FACE) Committee, District African American Parent Advisory Committee (DAAPAC), District English Learner Advisory Committee (DELAC), Special Education Advisory, student advisory, and the Career Technical Education Advisory Committee (CTEAC). District and site leaders attend these advisories to seek out and gather input.	The District has created more parent advisory committees to address underrepresented families and educational partners. These parent engagement opportunities allow underrepresented families to engage, provide input, and feel like they are part of the decision-making process.	4	4	3	4	4	4	3	3	4	4	4	3	Met		2024-06-11	2024
33669930127142	Highland Academy	3	An analysis of educational partner input and local data paints a promising picture of Highland Academy’s progress in fostering strong relationships between school staff and families. This collaborative effort is demonstrably paying off, with a significant increase in family attendance at school activities, meetings, assemblies, and sporting events – a clear sign of a more engaged and supportive school community. 

Our school is taking this momentum a step further by actively improving communication channels between teachers and families, ensuring everyone is on the same page and working towards shared goals for student success. We are actively seeking innovative ways to integrate parents into their children's education, both within the classroom and beyond. This includes exploring volunteer opportunities that leverage parents' unique skill sets to benefit classroom learning, while simultaneously developing engaging programs and events outside the classroom that cater to diverse family schedules and interests. We are prioritizing laying the groundwork for a thriving school environment where strong family-school partnerships pave the way for student success.
	While our school has seen positive growth in family engagement through increased attendance at events and improved communication, there's a continued focus on ensuring all families feel welcome and supported. One key area for improvement is ensuring all class and school materials and communication are translated into the family's primary language. This will bridge any language barriers and empower families to be fully informed participants in their child's education. Additionally, the LEA is committed to ongoing staff development that educates teachers and administrators on the diverse cultural backgrounds of our students. By fostering a deeper understanding of cultural norms and values, staff can better connect with families and create a more inclusive learning environment where all students feel valued and can thrive.	Highland Academy is prioritizing strategies to bridge the gap and build stronger relationships with underrepresented families. Our EL Coordinator is playing a crucial role in developing and leading cultural competency trainings for teachers and administrators. These trainings will equip staff with a deeper understanding of the diverse backgrounds our students represent, allowing them to better connect with families and celebrate their unique traditions. Additionally, we'll explore targeted activities specifically designed to engage at-risk students and their families. This could involve after-school programs, workshops, or cultural events that cater to their interests and needs. We aim to create a welcoming and inclusive environment where all families feel valued and empowered to support their child's success.	Data indicates a positive trend in family engagement, evidenced by increased communication and collaboration. One key strength lies in the established procedures for supporting students with diverse needs. SST, 504, and IEP meetings provide a platform for open communication between families, teachers, and specialists, ensuring all voices are heard when crafting individualized support plans. Our 7th period intervention program goes beyond academics, offering targeted remediation and homework help, a valuable resource for students who need additional support. 
	Data analysis reveals specific areas where additional support is needed.  Math, language arts, and student attendance have been identified as key focus areas. Our school will prioritize strategies that foster closer collaboration between families and educators. This may involve targeted communication regarding specific learning goals and challenges in math and language arts. Additionally, exploring ways to engage families in supporting their child's attendance, such as workshops or incentives, could be beneficial. By working together, the LEA, educators, and families can create a more comprehensive support system, ultimately leading to improved student outcomes in these critical areas.	Since we're a small charter school, our approach to improving engagement with underrepresented families can be nimble and responsive. We are prioritizing open communication with families in their preferred language. This can be achieved through translated newsletters, offering parent-teacher conferences in multiple languages, and utilizing phone calls or video chats to ensure everyone feels comfortable participating.

We are also developing activities and events that resonate with the diverse cultures represented in our school community. This might involve potlucks celebrating family traditions, hosting guest speakers who share relevant career paths, or even creating after-school programs that incorporate cultural art or music.
	Our school is making significant strides in fostering a culture of open communication and seeking diverse input for its decision-making processes. LCAP parent meetings provide a valuable platform for direct dialogue with families, allowing them to voice their concerns and priorities. Bi-annual stakeholder surveys offer a broader perspective, capturing input from a wider range of community members. Finally, our Board meetings ensure transparency and accountability, keeping everyone informed about the LEA's self-reflection process and the data-driven approach used to inform critical decisions.	While we have aimed to establish strong channels for gathering input through LCAP meetings, stakeholder surveys, and meetings, there's always room for improvement. Here are some focus areas:

Our school will continue analyzing data to identify if certain demographics are underrepresented in current input channels. Targeted outreach efforts, such as translated surveys or meetings held at convenient times, could ensure a more inclusive feedback loop.

While stakeholder surveys offer a broad perspective, the school is incorporating more open-ended questions or focus groups to gather in-depth feedback on specific topics. This will provide a richer understanding of stakeholder concerns and priorities.	By tailoring outreach efforts and removing accessibility barriers, Highland Academy aims to create a more inclusive environment where underrepresented families feel empowered to share their perspectives. This will ensure critical decisions are informed by a more diverse range of voices, ultimately leading to a stronger and more responsive school community.	5	5	4	3	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
33669930139360	Mission Vista Academy	3	We have established positive and fruitful relationships with families and staff. Our yearly family and staff engagement survey results demonstrate positive relationships with both families and staff.	We have a positive relationship with our non-English-speaking parents/guardians, and we continue to focus on refining our communication/support infrastructure for them.	We will continue to analyze the results of family engagement surveys to identify areas of focus and discuss improvement strategies with them. Beyond that, we will continue to explore areas of needed improvement with our underrepresented families during various engagement meetings, including our Title 1 meeting and English Learner and LCAP Advisory Committees.	We assign each family an appropriately credentialed Home School Teacher (HST). The HST meets with families to collaboratively create an individual education that reflects a combination of optimal learning approaches. Their role is similar to that of a case manager teacher within an exceptional needs education environment. During regularly scheduled meetings, HSTs collaborate with families to provide needed support and review student performance and progress. HSTs also schedule additional appointments and support as needed. We ensure students are engaged in appropriate educational activities on instructional days and assess independent work quality and time value.	More than anything, we have focused on communicating to families and students the importance of participating in and making an earnest effort in state assessments.	We will continue to analyze the results of family engagement surveys to identify areas of focus and discuss improvement strategies with them. Also, we will continue to explore areas of needed improvement with our underrepresented families during various engagement meetings, including our Title 1 meeting and English Learner and LCAP Advisory Committees.	Appropriately credentialed home school teachers (HST) assigned to each family facilitate direct communication of opportunities to participate in LEA decision-making. Additionally, we regularly communicate input opportunities such as our LCAP Advisory Committee meetings electronically.	We are focusing on improving input from families related to participation in state assessments.	We regularly strive to reach out to and include underrepresented families in our LEA wide-decision making. For example, we communicate opportunities to participate in decision-making in our parent communications, our Title 1 meetings, and our English Learner Advisory Committee.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-13	2024
33670330000000	Corona-Norco Unified	3	Based on feedback from our educational partners and local data, CNUSD continues to move forward in creating transparent communication pathways for all.  Weekly communication to parents is sent in English and Spanish and includes a link that will translate into other languages found in our diverse community.  These community newsletters help to promote district initiatives, programs, and provide timely updates to our staff and all CNUSD families. Our Communications Office also continuously promotes school programs and information across our social media channels including a CNUSD TV Video Production YouTube channel.  Additionally, to increase community involvement and transparency, we are committed to livestreaming our Board of Education Meetings onto YouTube.
	CNUSD values the input of our educational partners and continues to improve systems to meet the needs of our community. Data gathered through a variety of systems from our Educational Partners have indicated tools that are working and should be both sustained and scaled to be:
1.Consistent and open dialogue between Advisory Groups and CNUSD to provide critical feedback about successes and areas of improvement.
2. District level communication from our Communications Office to both staff and community through the bi-monthly newsletter.
3. The CNUSD Parent Center, located in the heart of the district boundaries, provides another vehicle for families to connect with CNUSD to support student achievement both academically and social emotionally.
4. All support and outreach is provided in English and Spanish with easy translation to the other preferred languages within our diverse community.
	Engaging underrepresented families is of the highest importance to the district. CNUSD provides communication through multiple mediums such as newsletters that can be accessed through a click on their phone as well as access to paper copies. The Parent Center has been present with a table at school sites for Back-to-School nights to provide outreach to families and connect them to services and events. The Parent Center hosts events and outreach at the local apartment complexes and motels to support our families in connecting with the schools. Through this outreach the district is also able to gather input from these families to guide decision making. Growth in the level of support we offer to families continues to be a goal, through increased services at both the Parent Center and each local CNUSD school.	CNUSD values high-quality communication with all of our educational partners including students and their families, our valued staff, as well as our community and business partners. As such, our District's Communications Office utilizes industry standards and strategic communication tactics across various modes and messaging platforms. The District provides information on upcoming events, student program opportunities, and critical information to our staff and community through bi-weekly newsletters. We also regularly produce high-quality videos, news articles, and social media stories to highlight the District's priorities and the many success stories of our students and educators. The District's commitment to transparency and excellence in communications has garnered award recognition and honors at both the state and national levels, including Emmy-Nominated video productions and various National School Public Relations Association Awards of Excellence and Golden Achievement.
	Data gathered through a variety of systems from our Educational Partners have indicated various strengths to support increasing student outcomes such as:
1. Academic Interventions
2. Opportunity for Credit recovery
3. Paraeducator support for Transitional Kindergarten & Kindergarten classrooms
4. Parent Center - including tutors, academic events
5. Supports for Advanced Placement and International Baccalaureate students
6. Opportunities for students to take Dual enrollment classes	Engaging underrepresented families is of the highest importance to the district. CNUSD provides communication through multiple mediums such as newsletters that can be accessed through a click on their phone as well as access to paper copies. The Parent Center has been present with a table at school sites for Back-to-School nights to provide outreach to families and connect them to services and events. The Parent Center hosts events and outreach at the local apartment complexes and motels to support our families in connecting with the schools. Through this outreach the district is also able to gather input from these families to guide decision making.	Corona-Norco Unified values the relationships and partnerships it holds with the school staff and families. CNUSD has put into place systems to ensure timely and ongoing educational partner feedback that can be used for both validation and improvement. Feedback is gathered through empathy interviews at various parent advisory groups, as well as the community engagement survey. These groups include a sampling of partners that represent the diverse make up of our district. Family events such as back-to-school night, Open House and on-site Parent education nights have been offered to build and strengthen relationships with our educational partners to seek input for decision-making, as well as School Site Councils, active and engaged Parent Teacher Association at sites and district wide.	Engaging underrepresented families is of the highest importance to the district. CNUSD provides communication through multiple mediums such as newsletters that can be accessed through a click on their phone as well as access to paper copies. The Parent Center has been present with a table at school sites for Back-to-School nights to provide outreach to families and connect them to services and events. The Parent Center hosts events and outreach at the local apartment complexes and motels to support our families in connecting with the schools. Through this outreach the district is also able to gather input from these families to guide decision making.  CNUSD seeks to continue growing in engaging all community partners with decision-making through active recruitment to engage in opportunities and seeking out voices not commonly heard. 
	Corona-Norco Unified values the relationships and partnerships it holds with the school staff and families. CNUSD has put into place systems to ensure timely and ongoing educational partner feedback that can be used for both validation and improvement. Feedback is gathered through empathy interviews at various parent advisory groups, as well as community engagement surveys. It is our desire to ensure our data collection includes all voices in our community, with representatives from all parts of our district engaged in contributing feedback.  As such, we seek to increase the rate of survey responses for all schools in the district with a special effort to engage our parents of our smallest student groups. Increasing survey accessibility, languages, frequency and method will help allow more participants to engage.  Efforts to engage those most hesitant will be made from the site level, through personal interactions and empathy interviews. 

	5	5	4	4	4	4	4	4	5	5	5	3	Met		2024-06-18	2024
33670410000000	Desert Center Unified	3	Eagle Mountain School is a single site school for Desert Center Unified School District. It has about twelve (12) families that make up the approximate number of twenty-eight (28) students that are enrolled during the school year. This small group of parent allows the staff and administration the ability to formally develop strong partnerships with the families of the school. Supporting this endeavor are multiple opportunities for families to be involved in school activities/events during the school year. These activities/events include the following: Back to School Night, Fall Festival, Turkey Trot, Winter Program, Lake Tamarisk Library events, school field trips, science fair, parent/teacher conferences, the annual Lions Club Peace Poster Contest, weekly check-ins, the annual spelling bee, trimester awards assemblies, and the several parent breakfasts/luncheons. Annual surveys allow parents to respond on their ability to attend these events and to what degree they believe that they are connected to school activities that occur during the year.	A review of the school's student's information system demonstrates that our students are still depicting an above average of absences during the school year. High absences from school can be impactful in a student's mastering of grade level standards. The LEA will need to be focused on the reduction of absences school wide. This will require parent support as family situations appear to be a foundational factor contributing to high absence rates of the school. If the school and families are able to work together to decrease the number of absences overall, then it will have a positive impact with the relationship between school staff and families.	"The school has a strong bond with ""all"" families and especially with the underrepresented families of the school. Regardless of this strength the school will continue to be inclusive of “all” families"	The school continues to build partnerships for student outcomes. These partnerships include the ongoing work/collaboration with Riverside County Office of Education, Riverside County Library, the community's Lions Club organization, Riverside County Fire Department, Riverside County Sherriff, Metropolitan Water District, local solar companies and the neighboring community programs in Blythe (Blythe Archery) and the Coachella Valley (Family YMCA of Palm Desert). Each of the respective agencies has provided a variety of supports in meeting the academic and social & emotional needs of students.	"Eagle Mountain Elementary will focus on improvement of parent attendance and involvement with its school site council. Site council has the foundation where ""all"" staff can meet with ""all"" parents on a regular basis. There are times that the participation rate of parents is good but this number will fluctuate during the year's regular monthly meetings. The school can be more active with regular communications to parents that depict the many good things that are happening in the classroom. At times, communications to parents occur more on the need to be aware of incidences involving students' behavior. Getting to the aspect of making four positive communications for each not so positive communication will be impactful in building partnerships for student outcomes. The school's student information system's ""Parent Portal"". Increasing the number of parents using Parent Portal will support a more current awareness of how students are doing in the classroom. Communication to families in their home language is continuing to increase. This enhanced communication assures that all parents are aware of upcoming events for greater participation at these events. Parents are provided with report cards and conference reports in their home language. Language translators are available for all parent/teacher meetings."	The advantage of a small single school district allows the school to be inclusive of “all” represented families of the district. Programing allows access for “all” students, including all those underrepresented families of the district. With school initiatives, including the after-school program options, allows the district to include all students specifically those from underrepresented subgroups. It should be noted that the school typically gets 100% of its students and parents to the annual parent teacher conferences.	The school uses a variety of groups that seeks input for decision making. The school meets with all instructional staff and key classified staff on a weekly basis. The majority of these meeting focus on decision making regarding school operations and procedures supporting students. In addition, the school uses its school site council as a platform to communicate to parents the events within their classroom and at the school. This group will review and approve key components that make its way to the governing board. Both platforms allow for participants to have a voice in with feedback and decision making.	The school will continue to use a variety of resources to provide for staff, parent, and student voice in decision making. This includes the ongoing use of surveys, student council work, staff meetings and the ongoing work in creating an all-inclusive and active school site council.	"Creating an ""all inclusive"" school site council will be the best platform to support full engagement of the underrepresented families within the district. This is absolutely doable for a school district that comprises approximately twelve families. The only challenges is ensuring maximum attendance at our monthly school site council meetings."	5	5	4	4	5	5	4	4	4	4	4	4	Met		2024-06-26	2024
33670580000000	Desert Sands Unified	3	We are proud that our rubric rating improved in each area of building relationships, based on ThoughtExchange Feedback. Opportunities for families, teachers, and school staff to interact are appreciated, including back-to-school nights, parent conferences, parent nights, ParentVue, Class Dojo, emails, phone calls, and newsletters. Our educational partners commend Desert Sands for good communication through Peachjar, School Messenger, and newsletters. Families of our English learners express appreciation for multiple informative opportunities to engage in their child’s education, including ELPAC Awareness nights and engaging with nationally recognized guest speakers Erica Alfaro, author of Harvesting Dreams,  and David Ramos, Family Engagement Specialist. Our educational partners expressed that schools are trying their best to meet the needs of their communities and schools are now a hub for a greater range of services than ever before. Teachers are working hard to reach all students to fill the gaps all while creating a positive and safe environment. Parents appreciate  i-Ready  as a great opportunity to get involved in their child’s education.	Our teachers expressed that they would like more communication to keep up with changes and to better support their families. Families would like more opportunities for parents and educators to interact outside of advisory groups. DSUSD is working on creating a family leadership program to help build the capacity of our families to lead our parent groups. Our Coordinator of Equity, Diversity and Parent Engagement continues to engage with Riverside County Office of Edcuation’s Family Engagement Network. 
	Our Coordinator of Equity, Diversity and Parent Engagement continues to work with students, families and schools, as does our Coordinator of Multilingual Programs to better address the needs of our students and families. A great focus has been given to our families of English learners to engage them in their child’s education. These efforts continue to grow.	Our Superintendent continues her Listen to Learn Campaign with the community and Lunch and Learn with teachers, providing opportunities for all educational partners to share, collaborate, and build relationships. Teachers express a perception that students are not held accountable for their actions and additional behavior supports are needed. Our educational partners commend the continued implementation of our Multi-tiered System of Support and believe this is a step in the right direction of improving partnerships with families, especially for students with academic or behavioral challenges. 
	Support for students' emotional health has increased and our educational partners are appreciative of this. All of our schools now have support from Certified Mental Health Therapists to support the needs of our students with all secondary schools having a full time mental health therapist and elementary schools sharing a higher concentration of mental health support therapists to meet ongoing needs. Our educational partners expressed that our school staff would benefit from professional learning to improve communication and a school’s capacity to partner with families. DSUSD implemented an equity dinner series focused on building awareness and celebrating the diversity in our community. 
	Desert Sands is committed to ensuring families of all students, especially our underrepresented students, are involved in their child’s education. With the leadership of our Coordinator of Multilingual Programs and Coordinator of Equity, Diversity and Parent Engagement and Coordinator of Multilingual Programs, we are committed to engaging our underrepresented families.
	Our educational partners believe our advisory groups are a strength, providing opportunities for families to be part of the decision-making process. Desert Sands does  a wonderful job supporting families, bringing in guest speakers, providing data, and gathering input from our advisory district level groups. The Parent Institute for Quality Education (PIQE) is a strength for our district and should continue to expand. Our assistant principals are provided with professional development monthly to build their capacity. Parents appreciate the opportunity to engage through CABE and the BEST program. Additionally, the Desert Sands Leadership Academy provides all certificated staff with leadership training.
	Parents have been invited to engage in many parent nights, including STEM night and family math night. Our Transitional Kindergarten parents participated in a TK registration night to offer more support for our new families. Our families are craving opportunities to be a partner with their child's school. For many families, the timing of the meetings often means they can not be involved. Just because a family does not engage does not mean they don’t care; we just need to be more creative in our efforts to engage. It was suggested that our school leaders could benefit from collaborative time to share best practices to build relationships, and reach out to families to bring our underrepresented families into the school community.	Although a strength, more work is needed to engage our families in multiple ways, especially from our unduplicated and Special Education populations. 
	4	4	4	4	4	4	3	3	4	4	4	4	Met		2024-06-18	2024
33670586031959	George Washington Charter	3	"Building relationships is at the core of who we are and what we believe in. Washington Charter School is committed to providing families a welcoming and nurturing school. When a parent calls the school they are greeted with a welcoming and respectful voice. The staff at Washington Charter School focuses on providing excellent customer service to each person we come in contact with. When a parent or student is valued, appreciated, and feels that their voice is heard, optimal learning occurs and educational partners are comfortable sharing their thoughts and opinions. As a Charter School, parents and staff are integral to the success of the school. Administration and staff have an open door policy. WCS has built trusting and respectful relationships by regularly communicating with parents, making it possible to volunteer on campus and in the classroom, greeting educational partners with a can do attitude, translating communication that is sent home, doing videos on important topics for families, responding to phone calls and emails in a timely manner and showing students and parents through our actions how much we care about their child. Parents have an opportunity to be involved at the school in a number of ways including:

  •	Serving on Governance Council
  •	Attending PCF meetings or serving on the board
  •	Attending ELAC meetings or serving on the committee
  •	Volunteering in the classroom or other school settings

The 2023-2024 school year continued to build on the successes of previous years  Building meaningful relationships has been key as educational partners have navigated through the school year. Building , nurturing and sustaining trust has been important this year. Staff and families continue to face many challenges.  Having open lines of communication is so important. As a school we still have room for growth. This year, we are keenly aware of the need to reach out to families, community members along with school and district personnel as we strive for a more diverse and inclusive school that embraces individuality and tolerance. The school hosted an Open House for families on March 7,2024. Attendance was excellent as students and staff showcased the school and program offerings.  
"	For the 2023-24 school year an increased number of parents were approved to volunteer on campus and or go on fieldtrips with fingerprint clearance. Washington Charter kept in place a policy that was implemented previously that required parents to be approved volunteers to be on campus. This year, to allow for a smooth transition from the playground to the classroom at the beginning and end of the school day the school continued its policy of welcoming volunteers in the classroom at 9 am and having them complete their volunteering in the classroom by 2:30 pm. We felt it was important for teachers to have time at the beginning and end of the school day to build relationships with their students and have closure. Some parents were initially disappointed, but the feedback  is now positive and all parties have adjusted. The Governance Council and staff know the importance of families feeling connected to the school so there are times throughout the school year that individuals who have not been volunteer approved can participate in school activities.	Having a multitude of opportunities for families to be involved will translate into a higher level of engagement. It is also important to survey families as to what they are interested in and would like to be a part of. Having events where there is little to no cost is important. It is also important that documents are translated and questions can be answered when a call comes in or an email arrives. Having a variety of activities is also beneficial when working toward a higher level of parent involvement and engagement. This year, we had a multitude of activities that allowed for parents to be onsite. Having a welcoming front office team is also beneficial.	TEAM - Together Everyone Achieves More

The collaborative spirit at WCS enables us to best meet the academic and SEL needs of our students. We effectively work together so that student success is maximized. Policies and procedures are in place so students can learn in a safe and secure environment. The WCS handbook is available on the school website and in print (if requested). The first week of school the principal meets with each grade level in the MPR to review school expectations. At the initial staff meeting in August and throughout the school year we discuss the importance of relationships and ways in which home and school can work together. The school regularly communicates with families. We include information and resources to support student learning. An example is the monthly letter our school counselor sends home. The principal's newsletter and informational videos often has links for families. WCS staff and administration use data from Panorama Education Surveys to guide decision making. Surveys continue to show a high level of parent satisfaction. Parents and staff comprise the majority of the WCS Governance Council. The council is the policy setting arm of the school.	Home and school working as one will yield favorable results. Some of our families are not engaged. It is important that we connect with these families and provide support and or services as needed. Once this occurs our educational partners will be more engaged which will lead to a favorable student outcome. The school continues to strive to provide excellent customer service. Ensuring that all communication for the school is translated has been helpful. If information presented via video was translated, it would be beneficial.	As noted previously, we need to break down barriers. Doing so successfully will lead to desired student outcomes. For the 2024-2025 school year WCS will continue its outreach to underrepresented families. One example will be to reach out in a variety of ways to families so they have an opportunity to provide input with regard to school operations, student performance and ways to close existing learning gaps. For the 2023-24 school year there was a significant increase in parent participation on the annual Panorama Education survey. Through outreach including personal contact we anticipate participation growing even more.	As a Charter school this is an area of strength for WCS. Parents and staff are active participants in the decision making process. It begins with engagement. Parents have multiple ways and opportunities to share their thoughts, opinions and ideas. Administration has an open door policy and welcomes feedback from parents, community members, and staff. Students and parents are encouraged to let Mr Lehmann know how they feel. Mr. Lehmann makes it a priority to return emails and phone calls in a timely manner. The decision making body of WCS is the Governance Council. Parents are members of the council. They serve a two-year term and comprise three of the voting members. The Council meets monthly or as needed. As a governmental agency the council follows all provisions of the Brown Act, as such parents and community member are encouraged and have an opportunity to address board members on any topic in open session. Having warm and welcoming personnel opens up dialogue between families and staff. With bi-lingual staff members we are able to engage and meet the needs of families who speak a language other than English. School surveys, greeting families at exterior gates, being visible and approachable are ways in which underrepresented groups are more comfortable sharing their thoughts and viewpoints.	Gathering information and input from educational partners is important and necessary. Parents feeling welcome on campus, opens lines of communication and an open door policy all contribute to stakeholder input. With COVID this was more challenging. Panorama surveys are also key. I am heartened that 140 parents responded. Multiple outreach efforts were made so that parents would respond to the Panorama Education Parent Survey.	Engaging underrepresented families can be tough. It is important to have a multitude of options for families to provide input and share their thoughts. As noted above parents do respond to surveys, but there is always room for improvement. One option being considered for next year is an incentive for participation.	5	4	4	5	4	5	4	4	4	4	4	4	Met		2024-06-17	2024
33670586031991	Palm Desert Charter Middle	3	PDCMS receives tremendous support from families.  We have an active PTO, PDCMS Foundation, Band Boosters, Latino Literacy, and ELAC groups.  Plus, we have high attendance at all school activities, such as concerts, performances, and games.	Continue with Friday letter outreach, increase social media presence, be present at all events, encourage volunteers, and use POSSIP to get bi-monthly feedback from all families.	PDCMS has a culture where collaboration between families and teachers is emphasized.  Counselors go beyond school time to reach out to families in need.  A focus area for next year is targeting underrepresented families and inviting them to participate in a collaborative school success program such as the Latino Literacy program, Reclassification ceremonies, Coffee with the Counselors, ELAC meetings, and POSSIP.	PDCMS offers faculty multiple opportunities to attend professional development workshops covering various topics such as SEL, technology, and diversity. In addition, counselors and faculty frequently meet with parents to offer support as needed. This year, we offered extended learning opportunities such as summer school and after-school enrichment activities. We plan to continue iReady's individualized pathways.	To help improve building relationships that affect student outcomes, PDCMS plans to continue Homework Help, provide an Intervention Counselor, institute ELOP, and teach mindfulness practice.	PDCMS plans to continue the positive steps to build an ELAC committee by offering online and in-person meetings.  In addition, the ELAC President is active at Back to School Night and other events where parents are on campus.  In addition, the use of the texting program POSSIP allows all families to give us feedback.	PDCMS continues to hold regularly scheduled Governing Council Meetings and PTO meetings to encourage parents and community members an opportunity to participate in decision planning.	PDCMS's strength areas include communication between parents, teachers, and counselors, a strong PTO program, and a desire to include parents in the triad to student success.  PDCMS launches a Parent/Family Panorama survey to gather a large sample size of feedback on school programs.   We implemented POSSIP and plan to form a parent advisory group to look at the data for planning.	A Middle School Facilitator was hired to spearhead programs to reach out to our under representative groups via zoom, phone, in-person meetings, and celebrations.	4	5	4	4	5	5	5	5	5	4	4	5	Met		2024-06-12	2024
33670820000000	Hemet Unified	3	Parents and educational partners see strength in the extent to which parents feel welcomed at schools and student sense of connection to schools (70% and 76% respectively). The District sees an opportunity to grow in the sense of inclusion in decision-making opportunities.	The District has placed Parent Liaisons at all elementary and middle schools, and Community Outreach Liaisons at each high school, including our continuation school. All liaisons have been trained through the Riverside County Office of Education’s Family Engagement  Network where they were able to expand their knowledge of effective family engagement strategies, obtain free or low-cost parent resources, and share ideas with others actively working in the area of family engagement. Additionally, our Liaisons were trained through Riverside University Health Systems with Parent Engagement Training which provided our liaisons with knowledge about individual support to parents/caregivers, assistance for families in finding Behavioral Health & community resources, Community Outreach, County-wide resources, and more.  These trainings were offered to ensure that our schools had the tools to build relationships with families.	The Family Engagement Network was built around Equity Partnerships: A Culturally Proficient Guide to Family, School, and Community Engagement the intent behind using this book is to train liaisons to support underrepresented families, bridge cultural barriers and make warm, inviting schools.  The liaisons learned new concepts and strategies to engage families and communities-and reduce, if not eliminate, barriers--through four essential principles: communication, connection, collaboration, and community.  They also engaged in frequent opportunities to reflect on their own assumptions and values, then collaborated with colleagues to co-create systemic practices and policies for devising, implementing, and assessing family and community engagement actions in our schools.	The district celebrates the continued expansion of the District Wellness and Community Outreach Center as a key structure in facilitating partnerships for supporting student outcomes. This district-level structure integrates with site-based parent liaisons to conduct outreach and facilitate improved parent interactions with sites.	The Wellness and Community Outreach Center has been working diligently with families to expand community partnerships to meet the needs of our community.  Our focus is improving partnerships for student outcomes to ensure the sustainability of our programs and outreach efforts.  Our services are tied to improving student outcomes, in particular in the area of student attendance.  Our goal is to remove barriers to learning and involvement in Hemet Unified, meeting families where they are at, providing direct service, and connecting families with resources within the community. We have created partnerships with more than 40 community partners to support our families in the area of basic needs, health needs, and engagement needs.	The District has a commitment to improving the engagement of underrepresented families through building partnerships which have been demonstrated by changing the types of engagement events offered, with the primary purpose of improving relationships and supporting their needs.  We offer skate nights, movie nights, parenting education, family outreach events (Resource Fair, Back to School Fair), Science Saturdays, Nature Days, and more.	The District identifies increased alignment of the district LCAP process with the site-based School Site Plan development process as a tangible structure where in student needs and related allocation of resources are collectively considered in the development of the LCAP. This systemic approach underpins an LCAP-delivered site allocation of resources. Additionally, the District has implemented Student, Parent and Staff Experience surveys that inform the district on numerous points of engagement but also provide open-ended feedback for the district regarding what the district should focus on improving.	The District plans to expand the footprint of the LCAP Parent Advisory Group to include statutory positions for high school students with leadership positions at their respective schools.  In specific relation to the District LCAP goal regarding addressing disproportionate student outcomes, the District added and will continue to expand the input structures for student groups identified for Differentiated Assistance.  This would augment a pre-existing parent advisory group for English Learners as well as students with disabilities.	In addition to the current LCAP Parent Survey that seeks student groupspecific feedback, the District plans to (re)develop or maintain parent focus groups specific to student groups that have ongoing disproportionate outcomes.  These focus groups augment the LCAP Parent Advisory Committee, the District English Learner Advisory Committee, and the District Advisory Committee which are intended to be fully representative of the District’s Student body.	4	5	5	5	4	5	5	5	4	4	4	4	Met		2024-06-18	2024
33670820120675	Western Center Academy	3	We have made great strides this year in proactively communicating with parents on issues of discipline and academics. We’re making more phone calls to parents than ever before. We are continuing all of our previous advances in communicating with parents, contact us form, social media, parents square, etc. We continue to have parent meetings, family STEM activities, family STEM night, and parent information nights. We also added a Parent Advisory Committee meeting monthly.	We will continue to improve the Parent Advisory Committee meetings with questions related to LCAP, WASC, and general school improvement. We will continue to collect data to further improve our communications and opportunities for partnerships.	Our two biggest unduplicated groups are those who qualify for free and reduced price lunch and Hispanic families. We continue to provide translation of documents and meetings. We provide free breakfast and lunch for our families as well as before and after school programs for working families. We have reduced any costs (AP exams) and provide many items for free (college courses, college textbooks, letterman jackets, etc.).	We have many opportunities for parents to partner with the school through focus group meetings, being a representative on our Governing Council, speaking at a Governing Council meeting, responding to surveys, parent meetings, chaperoning school events, and participating in PTSA as some examples. We are included in district LCAP parent meetings happening regularly as well.	Based upon feedback from parents, we will continue to improve our communication to parents in regards to school events, academic struggles, and behavioral issues. We are working with teachers, supervisors, and administrators to improve in this area.	We are putting processes in place to proactively communicate with parents when their child begins to struggle academically. We have added accountability for contacting parents with each behavioral intervention written. We are sending out announcements and bulletins more frequently and regularly.	We have added formal Parent Advisory Council meetings to our Governing Council meetings and multitude of parent surveys that we use to collect data to improve our practices on top of all of the methods reported previously. We also use survey data to see how these changes are working.	Our focus will be on increasing opportunities for parents to provide feedback and give input into school programs. We are still reaching too small of an audience with our current methods and there could be a variety of reasons for that (location, time, agenda, communication about the event, etc.).	Our data shows lower participation rates than would be our goal. We will continue to find the right dates and times to make the meetings as convenient as possible for our parents to increase attendance. We will continue to work to get a higher response rate on our parent surveys. We will continue to modify our methods of communication to ensure that all parents are aware of these opportunities.	4	4	3	4	4	4	4	3	4	4	4	3	Met		2024-06-03	2024
33670900000000	Jurupa Unified	3	Jurupa Unified thrives on collaboration! Our staff across schools and the district office work tirelessly to create welcoming environments where all educational partners feel valued, building strong relationships based on trust and respect. This dedication is evident by the high attendance at conferences and advisory committees and the enthusiastic volunteer participation throughout our schools.

School leaders consistently emphasize the importance of partner involvement, modeling this behavior, and providing ongoing guidance to staff.  We go beyond simple communication, actively seeking to understand each family's unique strengths, cultures, languages, and goals for their children. New staff receive training that prioritizes building meaningful relationships with families, including strategies for creating culturally responsive learning environments.

The District partners with parent groups to foster two-way dialogue, ensuring we understand families' needs, preferred communication styles, and the valuable insights they bring to the educational process. We host events that celebrate diversity and provide opportunities for families to share their cultural heritage. We gather information on each family's aspirations for their child through surveys and individualized conversations.

By working together, we ensure that all educational partners have the knowledge and a sense of belonging, empowering them to support students successfully.	At JUSD, we understand the power of strong partnerships between families and school staff. Our goal is to ensure all families feel connected, informed, and empowered to participate actively in their child's education. We recognize challenges exist, including limited internet access or a lack of devices in some homes—issues we're actively addressing through various initiatives.

Our LCAP Parent survey highlighted that busy schedules are a major barrier to parent involvement.  To address this, we're committed to providing flexible and varied options for families to engage with their child's school. Here's how we're aiming to make a difference:
-Diverse Communication Channels: Besides published communications, we'll use a mix of methods—phone calls, text messages, email, and even home visits when feasible—to ensure information reaches every family, regardless of their preferred communication style.
-Flexible Event Scheduling: School events won't be limited to traditional school hours. We'll offer varied options and virtual participation possibilities to accommodate diverse family schedules.
-Opportunities for Meaningful Input: We'll provide a range of ways for parents to offer feedback and shape school decisions, from online surveys to focus groups, ensuring everyone has a voice.
-Support for Engagement: We'll offer resources and support to help families navigate school systems and feel confident in advocating for their child's education.

JUSD believes that by listening, adapting, and providing multiple pathways for involvement, we can create a truly inclusive environment where all families feel valued and empowered to contribute to their child's success.	JUSD is dedicated to ensuring all families, especially those from underrepresented communities, feel connected and engaged in their children's education. We recognize that busy schedules and technology barriers can limit involvement. Here's how we're working to overcome these challenges:
-Reaching Everyone: We'll move beyond standard communications, using phone, text, email, and even home visits to tailor outreach to underrepresented families.
-Flexibility: Providing varied times and virtual options will cater to diverse schedules.
-Targeted Support: Resources and workshops will help underrepresented families feel confident navigating school systems and participating in decision-making.
-Listening and Learning: Surveys and educational partner groups specifically targeted at underrepresented families will help us understand their needs and preferences.

JUSD believes inclusivity is key. By being proactive, flexible, and actively seeking input from underrepresented communities, we'll build trust and empower all families to be strong partners in their children's educational journey.	Jurupa Unified proactively addresses barriers to learning by building robust partnerships with diverse organizations. Here's a snapshot of our focus areas:
-Health Access: We partner with multiple health providers to address the lack of access to care that can impact attendance and achievement. This includes vaccination events, mobile clinics, and school-based dental programs.
-Behavioral Health: A strong referral system and partnerships with multiple non-profit providers offer extensive mental health services to students. We have also expanded our partnerships with county health providers to increase the support available.
-Mental Health Service Act: We leverage services provided through this act and receive direct funding to address the impact of student trauma.
-Parent and Early Childhood: Grant funding enables partnerships with organizations focused on early childhood development. This provides services like home visitation, center-based programs, and infant mental health consultations to nurture healthy family dynamics.

Jurupa Unified will continue to expand our partnerships. Our goals include:
-Increased funding for mental health services
-Implementation of evidence-based programs targeting students and parents
-Continued expansion of services for ages 0-5

These partnerships demonstrate our commitment to comprehensive student support, empowering every learner to overcome obstacles and reach their full potential.	Jurupa Unified recognizes families' crucial role in supporting student success, and we're dedicated to enhancing our partnerships for an even greater impact. Here are our key focus areas for improvement:
-Empowering Parents as Partners: We want to provide parents/guardians with the tools and knowledge to effectively support their child's academic and social-emotional well-being at home. This means accessible and relevant workshops, resources, and guidance.
-Addressing Critical Issues:  We'll offer timely information and resources on pressing topics such as fentanyl awareness, vaping prevention, and mental health support, creating safe spaces for open dialogue.
-Training for Effective Engagement:  Teachers and school staff will receive ongoing training on family engagement strategies. This will help them build meaningful relationships and collaborate with families in a culturally responsive way.
-Support for Advocacy:  We want to work with families to develop clear policies and processes that empower them to advocate for their student's needs. This may include navigating school systems, understanding special education rights, and accessing resources.

JUSD believes that by strengthening our partnerships and focusing on these key areas, we can provide every student with a comprehensive support system that promotes academic achievement and overall well-being.	Jurupa Unified is committed to fostering a truly inclusive environment where all families, especially those from underrepresented communities, feel empowered to partner in their children's education. We actively seek their participation through several strategies:
-Multilingual Outreach: JUSD provides translated communication and documents to ensure information reaches all families, regardless of language barriers.
-Flexible Engagement: We go beyond traditional meetings, offering personal invitations, adjusting meeting times and locations, and exploring varied options like virtual meetings or online surveys to accommodate diverse schedules and preferences.
-Targeted Strategies: We continuously develop new strategies to improve engagement with underrepresented families. This may involve collaborating with community organizations they trust or creating focus groups tailored to their needs.

Through these efforts, JUSD aims to build strong partnerships with all families, fostering a collaborative environment where everyone's voice is heard and valued. This collaborative approach ensures the best possible learning outcomes for all students.	Jurupa Unified recognizes the importance of collaborating with educational partners in decision-making. We've established a strong foundation for gathering input through various channels:
-Site-Level Engagement: Each school boasts active School Site Councils (SSCs), English Learner Advisory Councils (ELACs), and Parent Boosters/PTAs, which offer opportunities for focused discussions and input on school-level decisions.
-District-Wide Collaboration: At the district level, we leverage advisory groups like the District Advisory Council (DAC), District English Learner Advisory Council (DELAC), Educational Partners Equity Committee, Parents for Inclusive Education (PIE), African American Parent Advisory Council (AAPAC), and the Special Education Advisory Committee. These diverse groups provide valuable insights on district-wide policies and initiatives.
-Feedback Mechanisms: We actively solicit input through surveys and other feedback mechanisms, ensuring all educational partners have a voice in shaping the educational experience for our students.

JUSD remains committed to continuous improvement in partner engagement. We value the perspectives of families and community members and strive to create a truly collaborative decision-making environment.	Focus Areas for Improvement
-Targeted Training: Continue providing administrators with comprehensive training on advisory committee regulations, decision-making processes, and effective use of survey results to inform choices.
-Data Utilization: Prioritize data analysis from the LCAP and Community Schools surveys to pinpoint areas for improvement and guide future strategies.
-Broadening Community Awareness: Expand efforts to promote awareness of decision-making channels and opportunities for participation, particularly among underrepresented families.

Initiatives for Progress
-Enhanced Communication: Develop targeted communication strategies to better reach underrepresented communities and increase their participation in decision-making processes.
-Accessibility: Ensure meeting materials, surveys, and resources are available in multiple languages and accessible formats.
-Outreach & Support: Collaborate with community partners to provide workshops and resources that help families understand and navigate decision-making processes, empowering them to participate fully.

JUSD is committed to a culture of collaboration. By actively seeking and incorporating diverse perspectives, we ensure our decisions align with the needs and aspirations of our students and the entire Jurupa community.	-Targeted Training:  Extend training opportunities for staff and administrators to include a strong focus on cultural responsiveness and strategies for engaging underrepresented communities.
-Data Utilization: Disaggregate survey data to analyze responses from underrepresented families specifically. Prioritize issues and areas they identify as crucial to their involvement.
-Broadening Community Awareness: Partner with community organizations trusted by underrepresented families as distribution channels for information about decision-making opportunities.
-Enhanced Communication:  Translate all key materials into languages spoken by underrepresented families. Tailor outreach methods (e.g., home visits) to meet their preferences.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-24	2024
33671160000000	Menifee Union	3	Educational partner feedback and local data indicate that the Menifee Union School District has made notable strides
in building relationships between school staff and families, primarily through the deliberate implementation of high impact practices within a Multi-tiered System of Support framework. To further cultivate strong and positive school
cultures, we have identified various approaches to ensure that all staff members can contribute effectively.

Educational partners have expressed gratitude for the assistance provided by community liaisons, site and district
administrators, counselors, and teachers in connecting families with resources and school events aimed at bolstering
their children's academic success and overall well-being. Notably, there has been an uptick in attendance at our
Special Education Parent Advisory Committee, District African American Parent Advisory Committee, and District
English Learner Parent Advisory Committee meetings. This increased participation reflects a growing commitment to
fostering more inclusive and culturally responsive learning environments district-wide.

Furthermore, results from the MUSD Climate and Culture Survey demonstrate a 5-percentage-point increase in
family involvement and interaction with their child's school compared to the previous school year. Of the 972
responses collected in the spring survey, 80% expressed satisfaction with the school's efforts to create a welcoming
environment. Educational partners have also noted improvements in communication, particularly through platforms
like Parent Square and the enhanced connectivity provided by virtual meetings, which have contributed to increased
parent involvement.	Following an analysis of input from educational partners and local data, the Menifee Union School District has
pinpointed the perception of school climate by families as an area requiring improvement in fostering stronger
relationships between school staff and families. Out of 972 family responses in the School Climate and Culture
Survey, 56% expressed favorable sentiments regarding the extent to which the school values the diversity of
children's backgrounds.

Additionally, feedback from educational partners obtained during the LCAP (Local Control and Accountability Plan)
annual update process highlighted the necessity of recognizing the wealth of knowledge originating from diverse
cultural backgrounds. This recognition is deemed essential to enhance student engagement and improve academic
outcomes.	"The Menifee Union School District aims to enhance engagement among underrepresented families by expanding
professional development opportunities for staff. These opportunities will focus on integrating inclusive student and
family events and improving communication channels that honor the strengths, cultures, and languages of all
families. The goal is to increase the level of participation in two-way communication between families and educators.

To achieve this, the Menifee Union School District Equity Committee is currently developing an Equity Playbook. This
resource will equip staff with the skills to navigate conversations about race, ethnicity, and culture, and provide
guidance on fostering strong relationships with families. Additionally, the Equity Committee is in the initial stages of
developing a plan to train all staff on the ""Speak Up at School Initiative."" This initiative will equip staff with a
guidebook containing tools and strategies to empower both staff and students to address prejudice and stereotypes
within the school environment, thereby promoting safe and inclusive school climates.

Furthermore, the district is committed to identifying and supporting areas for parent education to enhance
opportunities for parental involvement in decision-making processes. This includes providing training sessions on
various topics such as navigating the Parent Portal, understanding Individualized Education Programs (IEPs) and
educationally related services, participating in the District English Language Learners Advisory Committee Book
Club, raising awareness about drug and gang prevention, promoting healthy relationships, ensuring internet safety,
preventing bullying, fostering positive parenting practices, strengthening family dynamics, and promoting mental
health and social skills development.
"	The Menifee Union School District has established a Multi-Tiered System of Support (MTSS) facilitated by the MTSS
District Leadership Team (MTSS DLT), comprising of both classified and certificated staff. The team formulated a
preliminary MTSS statement emphasizing responsiveness to individual student needs through data-driven decision-making, consideration of diverse experiences, and the cultivation of trusted relationships with all stakeholders to
address barriers to success.

At the school level, administrators, in collaboration with leadership teams and school site councils, devised and
communicated site-specific MTSS plans to address the academic, behavioral, and social requirements of students
across various tiers of support. These plans were presented during School Spotlights at board meetings.

The concerted efforts of the Educational Services Department, Office of Communications, Site Administration, and
Community Liaisons are directed towards facilitating family engagement in the MTSS framework. Information
dissemination, resource provision, and engagement activities are facilitated through platforms such as Parent
Square, social media channels, and the district website throughout the academic year, fostering partnerships aimed
at improving student outcomes. Parent Rights and Parent Involvement Policies are communicated at both site and
district levels through parent meetings and the district website.

To enhance communication and collaboration between teachers, families, and students, various avenues are
employed, including student, parent, and teacher conferences, Back to School Night, Open House events, School
Site Councils, Parent Advisory Committees, and communication channels like Parent Square, social media, and the
Superintendent's Bulletin. A revised system for Student Success Team (SST) meetings has been implemented,
prioritizing teacher engagement and amplifying their voice in discussions surrounding student outcomes.

The School Climate and Culture Survey revealed positive feedback, with 87% of family respondents expressing
satisfaction with conversations about their child's learning. However, teacher survey responses indicated a 3%
decline in perceptions of faculty and staff relationships with families compared to the previous year.	The findings from the School Climate and Culture Survey have highlighted a need for increased involvement of
families in supporting the academic success of their children. Only 10% of family responses indicated frequent
meetings with their child's teacher, while 53% reported meeting once or twice per year, and 22% indicated almost
never meeting with teachers. Teacher survey responses corroborate the infrequency of in-person visits with families.

Despite this, a significant portion of family responses (65%) stated that they assist their children in understanding
school content, and 63% reported engaging their children in educational activities outside the home. However,
2024-25 Local Performance Indicator Self-Reflection for Menifee Union School District Page 12 of 20,
chronic absenteeism remains a concern, with a rate of 24.8% in 2023, although there was a 4.3% reduction from the
previous year. This underscores the ongoing need to strengthen partnerships for student success.

In light of these findings, the Menifee Union School District is committed to enhancing the frequency and
effectiveness of collaboration among site administrators, educators, counselors, and families to improve student
engagement and outcomes	The Menifee Union School District remains committed to aiding site administrators in establishing thorough school
attendance teams aimed at dissecting the underlying causes of chronic absenteeism. Through collaborative efforts
with families, practical solutions will be identified to enhance student attendance and engagement, recognizing
parents as vital partners in driving student success.

Furthermore, the Educational Services Department will broaden its collaboration with site administrators, community
liaisons, external partners, and educators to expand the scope of Family Education Events. These events will focus
on fostering stronger partnerships between families and schools, particularly in core subjects such as math, science,
and English Language Arts. By coordinating and providing resources, these events will contribute to advancing
student outcomes.

Continuous analysis of feedback from educational partners will be conducted to refine strategies and maximize our
impact on student achievement, ensuring that parents are fully engaged as partners in the educational journey.	"The Menifee Union School District offers numerous avenues for families to participate in advisory groups and
decision-making processes. These include involvement in Strategic Planning Committees, Parent Advisory
Committees, Listening Sessions with the Governing Board and Superintendent, and forums like ""Moving Forward
Together: A Conversation with the Superintendent,"" which features guest speakers addressing pertinent topics such
as school safety, mental health, drug abuse, and cyber security based on input from our educational partners.

Notably, there has been a notable increase in attendance at our Special Education Parent Advisory Committee and
our District African American Parent Advisory Committee meetings. Feedback from our District English Learner
Parent Advisory Committee has proven invaluable in fostering more inclusive and culturally responsive learning
environments district-wide."	"The Menifee Union School District offers numerous avenues for families to participate in advisory groups and
decision-making processes. These include involvement in Strategic Planning Committees, Parent Advisory
Committees, Listening Sessions with the Governing Board and Superintendent, and forums like ""Moving Forward
Together: A Conversation with the Superintendent,"" which features guest speakers addressing pertinent topics such
as school safety, mental health, drug abuse, and cyber security based on input from our educational partners.

There has been a notable increase in attendance at our Special Education Parent Advisory Committee and our
District African American Parent Advisory Committee meetings. Feedback from our District English Learner Parent
Advisory Committee has proven invaluable in fostering more inclusive and culturally responsive learning
environments district-wide.

The Menifee Union School District actively facilitates four or more meetings annually with key advisory committees,
including the District English Language Learner Advisory Committee, Parent Advisory Committee, District African
American Parent Advisory Committee, and Special Education Advisory Committee. These gatherings serve to
cultivate partnerships aimed at enhancing student outcomes and soliciting input for decision-making processes.

Educational partners are also encouraged to participate in four structured opportunities designed for reflecting upon
district data, providing feedback, and pinpointing high-impact actions for the upcoming school year.

Additionally, at the site level, site administrators organize four or more School Site Council Meetings and English
Learner Advisory Committee Meetings. These meetings offer opportunities for stakeholders to contribute to site-specific decision-making, focusing on initiatives such as continuous improvement for unduplicated students, site
safety plans, and parent involvement policies and practices.

While commendable progress has been made, there remains room for growth, particularly in increasing participation
rates for the aforementioned parent advisory committees. Enhanced participation will bolster our effectiveness in
fostering partnerships for student success and gathering valuable input for decision-making processes.

To address this opportunity for growth, coordinated data analysis involving school site and district leadership teams
will be instrumental in identifying targeted interventions. These interventions will be informed by educational parent
feedback, specifically identifying barriers to increased involvement with their child's school or district."	The Menifee Union School District is dedicated to enhancing the involvement of underrepresented families through various initiatives. This includes organizing Parent Orientation Events at school sites to encourage participation in Parent Advisory Committees. Furthermore, professional development opportunities will be offered to site administration and staff to equip them with effective strategies for engaging families in advisory groups, thus enabling ongoing feedback for decision-making processes throughout the academic year.

Additionally, the Educational Services Department will maintain its support for site administrators and staff in
collaboratively designing and assessing family engagement activities at both the school and district levels. These
efforts will be closely aligned with feedback received from educational partners, ensuring that initiatives are tailored
to meet the needs and preferences of our diverse community.
	4	4	4	4	3	3	4	3	3	3	3	3	Met		2024-06-13	2024
33671160109843	Santa Rosa Academy	3	Santa Rosa Academy offers many opportunities for parents to communicate with teachers regarding student progress and improvement of student outcomes. All K through 12th grade teachers have email and respond to parents within 24 hours of the work week. Teachers in the full-time site-based program (Blue Track) K-8th grade, offer parent-teacher conferences twice a year. In the partial-site homeschool program (White Track) parents and
teachers meet monthly, and in the full homeschool program (Red Track) parents meet with their educational advisor weekly to support student learning and discuss student progress.	The LEA's focus area of improvement building stronger relationships between staff and families in the area of student interventions. The LEA continues to monitor students through Safety Net and Student Study Team Meetings which occur monthly and involve parents, teachers, and other support staff when a need is identified for more intense
strategies to improve student outcomes. Parent training is offered and provides parents with resources for school readiness.	An area identified to improve is communication with our middle and high school families. We continue to use Parent Square as a means of communication. Parent Square allows teachers and staff to create classroom posts, newsletters, and reminders of upcoming events.	Based on the analysis of educational partner input and local data, the LEA has made significant progress in Building Partnerships for Student Outcomes. One notable strength is that more families feel welcomed on campus, creating a sense of inclusivity. Students also perceive that they have a platform to voice their ideas and suggestions, which enhances the school's programs and procedures. this increased engagement empowers students and contributes to a positive school environment where their input is valued and heard.	The LEA has shown improvement in Building Partnerships for Student Outcomes. One notable improvement is the increased focus on providing more opportunities for educational partner involvement. Families have multiple occasions throughout the year to meet with the Principals, Counselors, teachers, and other support staff. This enhanced accessibility fosters stronger connections between families and the school, leading to improved student outcomes.	"The LEA has identified the need to improve the engagement of underrepresented families concerning Building Partnerships for Student Outcomes. To address this, the LEA has developed a plan to create more opportunities for these families to actively participate in school events. Examples of these initiatives include re-organizing events such as, ""Coffee with the Principals,""
""Doughnuts with Counselors,"" and parent workshops that aim to foster a welcoming environment for underrepresented families on campus. By providing these opportunities, the LEA is working towards building stronger partnerships with underrepresented families and ensuring their active involvement in their children's education."	The LEA is doing a good job of Seeking Input for Decision-Making. Over 90% of students, families, and staff feel their input is valued and their voices are heard.	To ensure ongoing engagement and collaboration with educational partners, the LEA recognizes the importance of fostering opportunities for feedback and input in various aspects of school operations. To achieve this, the LEA will continue open communication channels through multiple platforms. These include Town Hall meetings, as well as dedicated meetings with key educational partners such as Principals, Counselors, and Directors. By maintaining these avenues for dialogue, the LEA aims to create an inclusive environment where educational partners feel valued and have the opportunity to contribute their insights and perspectives to enhance the overall school experience.	The LEA is committed to employing various communication strategies. These strategies include utilizing platforms such as Parent Square and email to effectively reach out to parents and guardians. Additionally, the LEA will continue to organize academic and social events that aim to create a welcoming environment for all families to participate in. By implementing these initiatives, the LEA aims to establish meaningful connections with underrepresented families and promote their active involvement in the school community.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-10	2024
33671240000000	Moreno Valley Unified	3	- Continue Community and Content Circles at site, department, and community meetings as a means of strengthening connections between all educational partners and enhancing professional development
- Continue to participate in the Community Engagement Initiative through CCEE to develop connection and understanding of community engagement
- Participants to include: county office, district staff, administrators, site staff, community members, parents and students 
- Use Smore for increased communication
- Continue to revamp District and School websites
- Comply with the state and federal accessibility requirements
- Increase social media communication
- Continue Head Start Parent Policy Council for increased parent engagement
- Continue CTE Advisory Council which includes educational partners
- Hold monthly parent trainings for parents of students with disabilities
- Provide Summer Family Camps for families of English Learners 
- Continue to make copies of all flyers, presentations, other documents for our DELAC representatives once per month to share at their respective school sites
- Hold data chats and bootcamps for students and parents of English Learners
- Hold progress meetings with students and parents of Dual Immersion Students
- Continue sending the Superintendent’s weekly message to promote virtual and in-person workshops and events for families (Health and Resource Fair, Trunk or Treat, Bountiful Harvest for Thanksgiving, Spring Fest, vaccination clinics, etc.)
- On the District website, link “Parent Workshop” under the Wellness and Community Outreach tab promoting workshops
- Send information regarding meetings via ParentSquare which allows options such as email, texts, phone messages etc. 
- Disseminate information in various languages to support our diverse community
- Distribute bi-weekly food boxes to help support the nutritional needs of families
- Continue the Weekend Meal Program for our McKinney-Vento students
- Continue the Parent Ambassador Program to assist in identifying needs of families within the school community. Support includes: helping to access the Wellness Center Resources, understanding various curricular programs to assist in answering questions, and participating on various school and district committees 
- All schools will continue to inspect their facilities using the FIT to guarantee they are in good repair for students and families
- Continuously update our parents and community in regards to all matters of college and career readiness (AP, AVID, CTE, Dual Enrollment, scholar program, Middle College, CALKIDS etc.)
- Continue growing dedicated parent advisory groups including: DELAC for parents of EL students, CAC for parents of students with disabilities, and AAPAC for parents of African American students, and PAC
- Continue to recognize and engage parents
- Dedicate funding for conference attendance of parents
- Utilize Parent Square application to send messages to parents	Our lowest area on the Safety and Culture survey indicated families don’t feel connected to other families to support one another.	Offer focused and intentional cross-cultural parent/guardian workshops that specifically address areas of support for student achievement in the areas of academics, behavioral, mental health, and social-emotional learning.  Additionally, MVUSD will:
- Provide opportunities for parents to volunteer at schools or district events
- Send parent surveys to ensure we are meeting the needs of parents
- Continue Hearts YOUnited program to interface with community partners
- Provide Counseling and support to parents and students in the afterschool and Saturday Innovation Camps towards student attendance and achievement.  
- Offer after school hours and support to parents towards improved engagement in school
- Increase cross cultural activities throughout District and school events
- Offer activities/clubs that promote academic achievement 
	We will capitalize on our positive growth in this area by focusing on improving/increasing the frequency of the following engagement strategies:
- Incorporate Mental Health Symposium over the summer
- Continue with quarterly Parent Advisory Committee (PAC) meetings
- Continue to send ongoing communication on the following resources: 
- Paper
- FEV Tutoring
- Shmoop
- Freckle
- Imagine Learning
- Footsteps2Brilliance
- Reading Challenge
- Continue encouraging Community and Content Circles to be practiced at site, department, and community meetings as a means of strengthening connections between all educational partners and enhancing professional development. 
- Provide information at district events for underrepresented families
- Send parents information regarding all meetings and events of specific interest to parents via weekly Superintendent’s messages
- Attend and host clergy events (Hearts YOUnited)
- Provide Chromebooks for all TK-12 students to support learning at home continuity from school to home
- Provide professional development opportunities for parents
- Hold Wellness Center Events
- Continue to provide opportunities for parents to join literacy/book clubs at district and site level
- Continue our Yearly Book Club Celebration
- Participate in the Family Engagement Network through RCOE
- Participate in the Community Engagement Initiative through CCEE to develop   connection and understanding of community engagement. Participants included: county office, district staff, administrators, site staff, community members, parents and students 
- Participate in parent English classes taught by MVUSD certificated staff
- Provide Rosetta Stone licenses to parents seeking to learn English or Spanish to better connect with schools
- Continue to utilize Parent Square which allows two way communication between families and school 
- Conducted a “Director’s Panel” where families of struggling students were invited to engage in shared resources and Q&A about how the District can better support their child
- Progress letters were sent to families on academic achievement and attendance
- Letters to families as it pertains to Community Service Learning Hours  for the graduating Class of 2025.
- Engaged parents in annual multicultural events such as Dia de Fiesta, Black History Month Celebrations, SoulFest, AAPAC End of Year BBQ, and more.
- Continue the Parent Ambassador Program to disseminate information to families
	Families need support to become strong advocates for their child and other children.  Our Parent Ambassadors can assist with this goal also.	- Additional training for principals on how to engage families and help them become advocates for their child and other children
- Additional training for Parent Ambassadors
	Moreno Valley Unified School District is committed to seeking input for decision making from parents and families, especially those that are underrepresented with a focus on providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement, measure/track, and evaluate family engagement activities at school and district levels.  

87% of families responded favorably when asked about their school’s climate on the Spring 2024 School Safety & Culture survey.

92% of families indicated the school provides communication that is easy to understand.	57% of families indicated they are connected to other families at their school and they support each other.	We will improve this rate by:

- Analyzing and acting on results from the Fall/Spring 2024-25 School Safety & Culture Survey to monitor growth.
- Facilitating relationships between and among families of students during school site and district-wide meetings.
- Increasing communication and parent engagement through our Parent Ambassadors.
- Increasing parent engagement opportunities at the site and district level. 
- Continuing to facilitate family input through District hosted LCAP Meetings (PAC)
- Providing opportunities for families to provide input through school site meetings (SSC, ELAC, AAPAC)
- Continuing to engage and connect parents through District Meetings (DELAC, AAPAC, LCAP, CAC, PAC)	3	4	3	5	3	5	4	3	5	5	5	3	Met		2024-06-25	2024
33671570000000	Nuview Union	3	Nuview Union School District has implemented effective communication channels, such as regular newsletters, parent-teacher conferences, and digital platforms, which have improved the flow of information between school staff and families. Our current goals and actions are to increase the amount of opportunities that parents of unduplicated students and community members can participate in district and school events.  Our Community Engagement Specialist and site Community Liaisons support our sites to assist in communication with parents.  

	Nuview Union School District  intends to develop and expand family engagement programs and initiatives. These efforts will encourage active participation from parents and guardians in their child's education, including workshops, events, and opportunities for input into school decision-making processes. We will continue the  parent education series based on educational partner survey input. Parents will be surveyed at the beginning of the year regarding topics that they feel most pertain to them and to their children.   
	Nuview Union School District will continue to employ community liaisons who share cultural and linguistic backgrounds with underrepresented families. These liaisons will bridge communication gaps, build trust, and act as a direct link between families and the school. Furthermore, we have introduced a Parent Education Series tailored to the specific needs and preferences of underrepresented families. This series includes workshops, seminars, and events scheduled at convenient times and locations. Families have been surveyed to determine the best days/times to meet and the best mode to meet.  Translators have been provided  to remove the barrier of language.   All communications, such as newsletters, emails, and school notices, will be available in multiple languages to ensure language barriers do not impede engagement.	Building strong relationships and fostering trust is a priority for Nuview Union School District, starting with effective communication processes. Each principal sends an update every weekend to communicate important campus events and provide school-specific information. NUSD recognizes the critical role of parents in students' education, the LEA intends to implement strategies to increase parental involvement in school activities and decision-making processes.  We partnered with a company to provide a more comprehensive educational partner survey and have increased the number of surveys sent as they relate to different topics. In addition, we will continue to hold multiple committee meetings to engage our educational partners.  
	NUSD aims to enhance its engagement with the local community, including parents, community organizations, and businesses, to foster a more collaborative and supportive environment for student success.  NUSD recognizing the critical role of parents in students' education, the LEA intends to implement strategies to increase parental involvement in school activities and decision-making processes.  We have partnered with a company to provide a more comprehensive educational partner survey. In addition, we will continue to hold multiple committee meetings to engage our educational partners.   We continually strive to try new ideas that will increase the number of participants and further engage parents in their child's learning.   

	To boost engagement with underrepresented families identified during the self-reflection process on Seeking Input for Decision-Making, Nuview plans to use culturally sensitive outreach methods. This includes enhancing our translated materials and having our community engagement specialist continue reaching out to families in their native languages. In addition, we are creating a Community Resources Center to provide students with needed items that will encourage school attendance.  Nuview is dedicated to equity-focused decision-making, allocating resources for outreach and staff training, and ensuring transparent communication about decision outcomes. These efforts aim to foster an inclusive environment and improve educational outcomes for all students.





	Educational partners are provided with an annual survey to provide input on each of the eight state priorities.  This year at the direction of the Board, we worked to increase the number of responses to surveys.  We more than tripled the surveys received.  In addition, we created a LCAP Parent Advisory Committee and a separate Student Advisory Committee to ensure we are receiving input from more educational partners for decision making.	NUSD is working to increase the number of parent, student and staff participants in meetings.  We increased the number of survey responses, but would like to hear input from families in person.     We added a Parent Advisory Group and a Student Advisory Group.  We are implementing news ways to engage these groups to increase the number of participants.	To enhance engagement with underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making, Nuview to employ culturally sensitive outreach methods, including improving our translated materials and continuing with our community engagement specialist reaching out directly to families in their home language. Nuview commits to equity-focused decision-making, allocates resources for outreach and staff training, and maintains transparent communication on decision outcomes, fostering an inclusive environment to improve educational outcomes for all students.
	3	4	3	4	4	3	5	4	5	4	3	4	Met		2024-06-13	2024
33671573331014	Nuview Bridge Early College High	3	Input provided by educational partners as part of the LCAP process indicated that families felt supported by the school and that the school was providing opportunities for engagement. Families have multiple opportunities to engage in with the school including Advisory Council meetings, Summer Bridge (new student orientation), and evening parent events throughout the school year. Families are also engaged in supporting their individual students through meetings associated with the SST, 504, IEP, academic probation, and academic planning processes. A new Family Engagement Center has been designed and will be completed early in the 2024-25 school year, and will facilitate expanded parent engagement and volunteer opportunities.	Input provided by educational partners as part of the LCAP process indicated a need to expand opportunities for parent engagement events throughout the school year. As a result, a Family Engagement Center has been developed and will host parent events as well as serve as a facility from which to develop a parent volunteer program.	In response to educational partner input, the LEA has identified resources including funding, facilities, and staff to support and expand opportunities for family engagement for all families, including underrepresented families. This will involve an increase in family engagement evening events throughout the school year as well as opportunities to develop and support a parent volunteer program to engage more families in school activities during the school day.	Our LEA’s strength relies heavily on the partnerships built with our community college partners. Through these partnerships in particular, we are able to offer our students extensive early college/post-secondary opportunities while also creating a rigorous system of support for their secondary educational opportunities. Our efforts to develop an extensive and multi-tiered system of mental health support also relies heavily on community partnerships to provide both school-based and community-based resources to support all students.	As we continue to pursue our goals related to CTE education, we will continue to explore community partnerships that relate to our students’ interests in CTE related fields. To expand our support of students’ mental health, we will continue to strengthen and expand our relationships with community-based organizations as well as local universities who provide resources in this area. Our development of a new Family Engagement Center early in the 2024-25 school year is meant to help us make progress creating stronger partnerships directly between the school and the families and community we serve.	Increasing family engagement of all families, including underrepresented families, will be a significant area of focus during the 2024-25 school year. Input provided by educational partners during the 2023-24 school year indicated that parents largely felt positively about existing opportunities for representation and inclusion in the LEA. However, the data still indicated a desire for increased engagement with both students and families. Increasing the number of family centered events during and after the school day is meant to meet this expressed need.	The LEA's Advisory Counsel is a highly collaborative body of students, staff, parents, and community that regularly considers, debates, and makes recommendations related to important elements of the LEA's governance and decision making. Aside from this body, leadership processes throughout the LEA are highly inclusive and involve input and decision making from multiple bodies of various staff including classified and certificated staff, department chairs, and academic departments.	Especially through the LCAP process throughout the 2023-24 school year, many teams of educational partners were engaged in LEA decision making including Advisory Council, parent meetings, and staff Leadership Team. This process of using opportunities with staff-centered and family/community-centered teams and meetings to drive decision-making processes will continue moving forward in order to ensure that educational partner engagement is active, as opposed to passive, and that it involves participation in actual decision-making processes as opposed to only receiving information about the LEA.	Similar to the previous response, active participation of all educational partners, including students, families, and community, in LEA decision-making processes will continue to be an area of focus throughout the 2024-25 school year. This will include proactive recruitment of parents and families, including those of our underrepresented students, through the establishment of the LEA’s Family Engagement Center.	4	4	3	4	4	4	5	4	5	5	4	4	Met		2024-06-04	2024
33671730000000	Palm Springs Unified	3	PSUSD continues to prioritize parent engagement, improving relationships through evolving relationship-building practices and resources. The PSUSD Family Center provides a wide variety of workshops and resources for parents and families, adjusting content based on educational partner feedback and input. Family Center outreach spans multiple channels, including newsletters, direct connection at district events, and informal sessions for information sharing and input collection. Family and Community Engagement (FACE) Specialists provide services at the school level, promoting active school engagement with parents through direct outreach and school based events. The Diversity and Racial Equity (DRE) team promotes equitable practices and encourages active engagement from educational partners via a culturally responsive methodology. Spanish translation services are provided during meetings and workshops, removing a communication barrier and increasing participation opportunities for Spanish-speaking parents. IEP Specialists at each school site provide improved translation services for technical IEP content and direct support to parents of students with IEPs. Educational partner input and feedback has been positive regarding building relationships with families, specifically noting Family Center offerings and the efforts of the FACE Specialists across multiple settings. 2023-24 family survey data (2,775 responses) indicates high ratings of school connectedness in topics including school staff treating families with respect (95% favorable), responding to needs in a timely manner (93%), and that staff takes family concerns seriously (92%). Participants also indicated that they feel welcome to participate at their child’s school (93%) and that their child’s background (race, ethnicity, economic status, etc.) is valued at school (94%). PSUSD continues to solicit parent input regarding district and school relationship building and encourages parents to connect with their child’s school in as many ways as possible.	PSUSD continues to work to improve systems related to building relationships between school staff and families. Quality two-way communication between families, schools, and the district continues to be a focal point, with improvement being acknowledged by educational partners. The addition of the Digital Media Specialist has improved the district’s communication through social media channels, while the ParentSquare program has provided a unified platform for school to home communication throughout the district. Relationship-building systems have been received positively per parent and family feedback, including the Family and Community Engagement (FACE) Specialists, programs operated through the Family Center, and the district’s parent advisory committee structures among other highlights. Although these systems have been positively received, continued focus on being responsive to addressing changing needs is an ongoing priority for these teams. High survey ratings related to providing welcoming environments at schools (93% favorable) continue to be counterbalanced with narratives from educational partners of interactions where families could be better welcomed and supported upon entering schools. The district will continue to refine systems to provide all families with a welcoming environment at all district locations, attending to each family's needs in a positive and timely manner.	As part of PSUSD’s ongoing commitment to community and family engagement, district teams consistently work toward developing collaborative and inclusive relationships with all members of our diverse local community.  The district continues to leverage efforts in engaging and building relationships with underrepresented families, including the efforts of the Family Center team and the significant number of Parent Advisory Committees (PACs) across the district. Winter 2024 family survey results indicate a continuation of high ratings of family backgrounds being valued at schools (94% favorable; 2,775 responses), maintaining results within one percentage point compared to the prior year’s survey results. These strong survey results combined with educational partner feedback indicate that overall efforts in engaging and supporting underrepresented families are having a positive effect. Continuing efforts to support parent voice and collaboration continue to be a focal point within the district.  The district’s African American Parent Advisory Committee (AAPAC), Native American Parent Advisory Committee (NAPAC), and Latino Parent Advisory Committee (LPAC) and other district PACs continue to build relationships between families and the district through promoting equitable practices and providing input from various perspectives. Positively received actions which continue to promote student successes will be refined, adjusted, and expanded to bring awareness to the needs and successes of underrepresented students across the district. The district’s second annual Equity Conference was a success, creating a forum for discussions around equity and providing opportunities for underrepresented families to further connect with the district.  Each school has an Equity Lead Teacher working to build capacity in relationship-building with underrepresented families at each school site.  Continued services for English Learner families will continue to be provided based on educational partner input, including but not limited to English as a Second Language (ESL) classes and citizenship classes.	PSUSD continues to develop and improve practices related to family partnerships in improving student outcomes. The district’s Family Center supports Parent Advisory Committees (PACs), providing forums for families to learn about district services and provide input and feedback regarding possible improvements to district programs that would aid in supporting their children’s success in school. The Family Center also supports school efforts building capacity in partnering with families through systems such as parent nights, PTA/PTG/PTO training, and parent workshops on topics focused on improving outcomes for students. The highly successful Parent Academy program continues to be provided through the Family Center, providing parent leaders an opportunity to better understand the workings of schools and the district, how to support learning at home, and ways to aid other families in locating and accessing resources within the school community that lead to student success in school. Offerings take place both virtually and in-person, allowing multiple access points for family attendance. Schools host parent-teacher conferences multiple times during the year to facilitate discussions around student progress and performance. Both in-person and virtual meeting platforms for parent conferences are provided, increasing parent engagement rates and generating positive feedback from educational partners who benefit from the accessibility that multiple meeting formats provide. Tutoring and intervention services are available at both the district and school level, including using online tools and applications for improving student academic performance while at home. Educational partner input drives service adjustments in order to better address the needs of students and families. Expanded learning programs have provided students with a wide variety of enrichment and academic support opportunities after school and during school breaks.	PSUSD continues to refine and improve systems related to building partnerships with families to improve student outcomes. Family Center workshops, trainings, and conference offerings are adjusted based on student performance measures and educational partner input to provide information and resources directed at improving student outcomes. The Family Center provides a wide variety of resources related to academic support, improving parent understanding of school resources and learning strategies, and topic-specific workshops designed to promote improvement of student outcomes. Workshops and resources related to parent legal rights and advocacy in the school setting have been provided to a variety of groups, allowing for partnerships to develop for these purposes across the district. PTA, PTO, and PTG groups participated in training as part of the Parents In Action group. Feedback from the sessions and analysis of the topics covered indicate that although most content is directly aligned with group needs, additional topics are needed to address the needs of each of these parent organization structures. Systems continue to be refined to better support each of these groups in interacting with schools and collaborating on improving student outcomes.  Adjustments are being planned to increase participation in the PAC structure, create additional parent workshops for education related topics, and continue to strengthen family partnerships in supporting student learning both in school and at home.	PSUSD has many advisory groups and committees designed to promote underrepresented parent and family advocacy with a focus on improving outcomes for students. These groups include the African American Parent Advisory Committee (AAPAC), Native American Parent Advisory Committee (NAPAC), Latino Parent Advisory Committee (LPAC), LGBTQIA+ Family Advisory, Special Education Parent Advisory Committee (SEPAC), and District English Learner Advisory Committee (DELAC) among others. The Diversity and Racial Equity (DRE) team works to promote equitable practices throughout the district, including training and services designed to increase access and success in school for all learners. The Family Center, in collaboration with many other district departments, helps to support parents and families through the PAC meeting structures by providing content of interest and supporting discussions about district efforts in improving student outcomes. Educational partner input continues to be positive regarding these structures, and the district continues to review and refine practices for partnering with underrepresented families in improving outcomes for students. Family and Community Engagement (FACE) Specialists engage with families to improve student outcomes and provide resources for families to support learning needs at home.  The district’s Historically Black Colleges and Universities (HBCU) tour program continued to increase awareness of the need for improved student outcomes and college access for African American students, receiving very positive feedback from both students and educational partners. The Hispanic Serving Institutions (HSI) college tour provides a similar service to Latinx students in the district.  Both of these experiences were implemented due in large part to parent and family feedback and in an effort to increase A-G completion rates and college readiness within the district.	PSUSD offers many opportunities for parent and family input on programs, policies, and plans. Committee structures such as AAPAC, DELAC, SEPAC, and the Superintendent’s Parent Meetings continue to provide forums through which input is collected representing various perspectives that drive district decision-making. The LCAP input process for 2024-25 included input sessions with every district PAC group, including DELAC, and opportunities for all School Site Councils to provide input into the district plan. This process received positive feedback from educational partners in both current and previous school years, indicating that participating families felt that their input was being heard and added to district plans. Similarly, family survey results in 2023-24 indicate high favorability rates in school staff welcoming parent suggestions (91% favorable; 2,775 responses). Access to these sessions has been provided through a combination of in-person and virtual meeting opportunities, providing families with the opportunity to attend sessions that may not be accessible through solely one meeting structure. District parent support sessions are driven by the family engagement plan, monitored and adjusted through the work of the Family Engagement District Advisory Committee (FEDAC).  FEDAC functions as a collaborative structure between parents, family members, administrators, and teachers using educational partner input to drive changes in the engagement plan. School sites have multiple input groups meeting regularly each year that provide input and participate in evaluating school level systems.  These groups include School Site Councils, English Learner Advisory Committees, and Parent-Teacher groups (PTA, PTG, etc.). The district’s Family and Community Engagement (FACE) Specialists assist their assigned schools in this work, often helping to connect parents with SSC, ELAC, and parent-teacher groups and clarifying how those groups function as part of school and district decision-making structures.	PSUSD continues to increase and improve opportunities to connect with families as part of collecting input for decision-making processes. Survey participation in 2023-24 increased from the prior year even with declining enrollment across the district. This increase is a positive indication of the connectedness between families and the district, and PSUSD will continue to work to further increase participation moving forward. Two-way communication and input systems is a continuing area of development for the district, ensuring families have access to information and pathways to provide feedback. The launch of a new districtwide communications system has been successful, with educational partners commenting about the accessibility of the information provided through the system. Adjustments in the district’s use of social media is also assisting in creating improved two-way communications structures that are accessible by families. The PAC structure provides a valuable avenue for two-way communication with parents across the district. Attendance in district PACs varied from meeting to meeting in 2023-24, providing an opportunity for the Family Center to work with families to refine interactions resulting in higher rates of consistent participation throughout the year. The district’s Family Center continues to offer workshops and training opportunities regarding advocating for student needs, with additional opportunities related to English learners and students with disabilities in response to educational partner input. The district will continue efforts related to building site capacity in the engagement of families to participate in decision-making in order to best serve the needs of families in the school community.  This includes working to increase participation in School Site Council meetings and English Learner Advisory Committees (ELAC).	PSUSD offers many opportunities for input on programs and policies specifically promoting the needs of underrepresented families and students.  Committee structures such as AAPAC, NAPAC, DELAC, SEPAC, and the Superintendent’s Parent Meetings continue to provide forums through which discussions are held across various perspectives to drive district decision making. These advisory groups assist in reviewing and providing input regarding multiple district plans and structures including the district’s Local Control Accountability Plan (LCAP) and the district’s family engagement policy.  Input from each PAC regarding training requests, discussion topics, and input collection is used to drive agendas and provide opportunities to inform district decision-making processes.  A mix of in-person and virtual meeting formats have been received well by parents. Parents in various advisory groups and committees have also participated in training provided through the Family Center across a variety of topics. The district’s Diversity and Racial Equity team continues to promote equity-related practices and aids parents in providing input for district decision making through an equity lens. School sites have various decision-making input groups meeting regularly, including School Site Councils, English Learner Advisory Committees, and Parent-Teacher groups (e.g. PTA, PTG).  The district’s Family and Community Engagement (FACE) Specialists assist parents in engaging in these school site level decision-making structures as part of supporting parent and family needs.	4	3	3	3	3	4	4	3	4	4	4	4	Met		2024-06-25	2024
33671736032411	Cielo Vista Charter	3	Strengths: As a school site, we have a thriving Class Dojo community in which 95% of our parents are connected to. The site administrators post messages on an on-going basis and communicate with all parents/families. Each teacher hosts their own page in which they share important updates, classroom pictures, and homework help. CVC continues to build trust and respectful relationships with families by regularly communicating with parents, students, and other educational partners through one-on-one meetings, personal and frequent check-ins by staff members, emails, and monthly letter, which are written in English and Spanish. Our Parent Engagement Specialist has strengthen our relationships with our parents by consistently reaching out, bringing outside resources to our ELAC meetings and coffee chats. We have hosted special family nights and cultural festivals in which we are building community within our school.	Improvement: Continue to build a robust school website and continue to improve and provide multiple methods of family involvement. We need to improve in building the capacity of our families in regards to Leader In Me and the new House System.	Area of Focus: Focus on our families assets, cultures and goals by providing opportunities for our underrepresented families to take on leadership roles within the school community. Our focus will be to identify the barrier for specific families and put a system in place in order  to strengthen relationships and build trust.	Strengths: Focus on our families assets, cultures and goals by providing opportunities for our underrepresented families to take on leadership roles within the school community. Our focus will be to identify the barrier for specific families and put a system in place in order to strengthen relationships and build trust.	Improvement: An increase of our families are on and regularly using ParentVue to progress monitor as well as communicate with teachers. An increase in parent support with our House System events and cultural festivals.	Area of Focus: CVC will focus on reaching, communicating, supporting, and working with our underrepresented families that we are not currently reaching. Personal phone calls and an increase in opportunities for our most vulnerable educational partners to be on campus learning while in the meantime, the school will gain their trust. CVC will focus on building an inclusive community by building partnerships with our parents via the House System.	Strengths: CVC calendars monthly events in which our educational partners are provided opportunities to provide input on policies and programs. These events are calendared and sent out to families via a variety of communication platforms. Some examples of a wide variety of how our community gives input is:
CVC Coffee Chats
CVC ELAC Meetings
CVC PTG Meetings
LIM Parent MRA (Measurement Results Assessment)
LIM Student MRA (Measurement Results Assessment)
Panorama Survey
LCAP Survey	Improvement: CVC new Advisory Board, which includes two parents, two staff members, and three community members met every other month to share updates and ask for feedback. These meetings are open to the public and will continue to happen the following school year.	Area of Focus: Continue to consult with parents on LCAP actions and services; broaden the focus of these meetings to include more student data, especially for our underrepresented families. Ensure that our advisory board represents the families of our school.	5	4	4	5	4	4	4	4	4	4	4	4	Met		2024-06-25	2024
33671810000000	Palo Verde Unified	3	Based on data reviewed from LCAP input from various educational partner groups, PVUSD finds its strength is in implementing programs that allow teachers to meet with families to discuss student progress and ways to work together to support improved student outcomes.	PVUSD continues to find that its weakness is in supporting families in understanding and exercising their legal rights and advocating for their own children and all children.  PVUSD continues to explore opportunities for student engagement to improve attendance and suspension rates.	PVUSD will be offering monthly parent / guardian  informational nights to address this area and other areas to educate and inform the families and the community.

	Based on data reviewed from LCAP input from various educational partner groups, PVUSD finds its strength is in implementing programs that allow teachers to meet with families to discuss student progress and ways to work together to support improved student outcomes.  This area will be strengthened even more in the upcoming year.	PVUSD will continue to add multiple opportunities for the District and the school sites to engage in two way conversation in language that is accessible to all families.  All messages sent home by school sites and the District Office will be sent in English and translated into Spanish.	PVUSD will continue to reach out to all families, including and especially those from underrepresented families, to receive their input through our self-reflection process.  PVUSD will ask school sites to personally invite those from underrepresented families to the 2024-25 monthly parent / guardian informational nights.	PVUSD finds its strength is in building the capacity of its principals in effectively engaging families in advisory groups with decision-making. PVUSD finds that its weakness is in providing opportunities to have various educational partners work together to plan, design, implement, and evaluate family engagement activities at school and district levels.	PVUSD is making a concerted effort for the 2024-25 school year to offer more opportunities to allow educational partners to work together to plan and evaluate family engagement activities.	PVUSD will continue to reach out to all families, including and especially those from underrepresented families, to receive their input through our self-reflection process.  PVUSD will ask school sites to personally invite those from underrepresented families to engage in site decision making processes.	3	3	3	3	3	3	3	3	3	3	3	2	Met		2024-06-25	2024
33671810138610	Scale Leadership Academy - East	3	"SCALE Leadership Academy-East consistently excels in fostering a nurturing and supportive learning environment, as highlighted by the positive feedback from parents. One of the most notable strengths is the quality of communication and respect between the staff and parents. Families report strong, positive interactions that are both respectful and supportive, contributing to a trustful and collaborative school community.

Additionally, the school creates an empowering educational environment that promotes student engagement and critical thinking. Teachers are commended for their dynamic teaching approaches, often asking thought-provoking questions such as ""What are you thinking?"" and ""Explain your work,"" which encourage students to delve deeper into their learning processes. This method not only supports academic growth but also helps students develop important critical thinking skills that are essential for lifelong learning.

The accessibility and responsiveness of the teachers also stand out as a significant strength. Parents appreciate the professionalism and kindness shown by staff members, emphasizing that educators are not only accessible but also genuinely committed to supporting each student’s educational journey. This responsiveness ensures that parents feel involved and informed about their children's education, further strengthening the partnership between home and school. These qualities collectively enhance the overall effectiveness of the educational programs at SCALE Leadership Academy-East, making it a model of excellence in fostering an inclusive and supportive educational atmosphere."	At SCALE Leadership Academy-East, while many strengths significantly enhance the learning environment, there are also areas identified for improvement that can further enrich the educational experience. One key area is the inclusivity in activities. Feedback from the community indicates a need for more culturally relevant and diverse activities that not only engage all racial and ethnic groups but also effectively include special education students in all school activities. This would not only enrich the school's cultural tapestry but also ensure that every student, regardless of their background or abilities, feels valued and involved.

Additionally, there is a notable desire among parents for enhanced engagement opportunities. Although many parents express satisfaction with the current level of involvement, there is a growing demand for more structured opportunities for parental engagement.  By creating more accessible and varied channels for parental involvement, SCALE Leadership Academy-East can further strengthen the bonds between the school and home, fostering a community where parents feel even more connected and engaged in their children's educational journeys.

	To improve engagement for underrepresented families at SCALE Leadership Academy-East, the LEA plans to implement several targeted initiatives that address the unique needs and preferences of these groups, as identified through recent surveys. 

Firstly, the LEA will introduce initiatives around Diversity and Inclusion that celebrate cultural diversity by organizing multicultural festivals and events. These gatherings will feature guest speakers from diverse backgrounds and showcase cultural performances, providing a platform for all community members to feel represented and valued. This initiative aims to educate and foster a deeper appreciation and understanding among students and parents of different cultural heritages.

Secondly, recognizing the diverse schedules of our families, the LEA will offer more flexible options for parent involvement. Meetings, conferences, and school events will be scheduled at varying times and available in different formats, not limited to virtual options. This flexibility ensures that more parents have the opportunity to engage with the school, participate in discussions, and support their children’s education in a manner that fits their availability.

Furthermore, the LEA will employ Targeted Communication strategies to ensure that families of underrepresented groups receive personalized and relevant information. This approach includes multilingual communications and outreach efforts that are specifically designed to engage these groups, ensuring they are fully informed about and feel welcome at all school activities and opportunities for engagement.

Lastly, there will be initiatives for our Special Education population to ensure that students with special needs are more effectively integrated into all school activities. This will involve additional training for teachers and the provision of necessary resources to facilitate inclusive education practices. By improving support for special education, the LEA aims to foster an environment where all students, regardless of their educational needs, can participate more and benefit equally from their schooling experience.

These planned improvements reflect the LEA's commitment to fostering an inclusive and supportive educational environment where every family feels engaged and valued.	SCALE Leadership Academy East has made commendable progress in building partnerships that significantly enhance student outcomes, demonstrating a strong commitment to community engagement and inclusivity. A key strength of the LEA is its robust engagement with diverse educational partners, including parents, students, the governing board, the district, and community organizations. This broad collaboration enriches the educational experience and opens up wider opportunities for student learning and development.

The LEA has established highly effective communication channels that have significantly increased the involvement of educational partners. Regular updates and responsive feedback mechanisms have not only maintained transparency but also fostered a strong sense of community and belonging among participants. This open line of communication has been instrumental in the success of educational partnerships and the integration of community resources into the school environment.

Additionally, the LEA recognizes the pivotal role of skilled and well-prepared educators in fostering effective partnerships. To this end, it invests in ongoing professional development focused on enhancing teachers' abilities to engage with the community and collaborate effectively. These training opportunities equip staff with the tools necessary to build strong partnerships that support student success.

Overall, SCALE Leadership Academy East's proactive efforts in building and maintaining strong partnerships reflect its dedication to creating a collaborative and supportive educational environment that values and leverages community involvement to improve student outcomes.
	SCALE Leadership Academy East is committed to enhancing its strategies for building partnerships that effectively support student outcomes, focusing on specific areas for improvement. One key focus area is to increase the diversity of activities offered, ensuring they are culturally relevant and engage all racial and ethnic groups within the school community. This initiative aims to make every student and family feel represented and valued, fostering a sense of belonging and engagement.

Moreover, the LEA is dedicated to improving parental engagement by adapting the scheduling and format of meetings and events to accommodate the diverse schedules of families. By providing participation options that are not limited to virtual settings and scheduling events at various times, SCALE Leadership Academy East is demonstrating its commitment to meeting the needs of all parents, regardless of their schedules, thereby fostering a stronger partnership between the school and the families that effectively support student outcomes.

Additionally, the LEA is significantly increasing resources and training for educators, demonstrating its commitment to ensuring these students are included and have equal opportunities to succeed in a supportive learning environment. This initiative is a testament to our dedication to providing the best possible education for all students.

These focused improvements underline SCALE Leadership Academy East's commitment to strengthening its partnerships and ensuring that all members of its community are actively involved and supported in achieving successful student outcomes.
	SCALE Leadership Academy East is committed to improving the engagement of underrepresented families as part of its strategy to strengthen partnerships to enhance student outcomes. Recognizing the importance of inclusive participation, the LEA plans to implement tailored communication strategies to reach these groups. This initiative will involve multilingual communications and materials that are culturally relevant, ensuring that all families receive information that is accessible and resonant with their cultural backgrounds.

Recognizing that traditional meeting times may not suit the varied schedules of all families, the LEA is planning to offer more flexible engagement opportunities. By scheduling meetings at different times and providing virtual options, SCALE Leadership Academy East aims to break down barriers to participation, enabling more families to engage without the constraints of physical attendance. This approach will not only increase participation but also foster a more inclusive and diverse school community.

As part of our commitment to inclusivity, the LEA will focus on community-building activities that celebrate diversity. These activities, such as hosting cultural events and workshops, will provide opportunities for families to share their cultural heritage while learning about others. The aim is to enhance cultural appreciation within the school community and create a more welcoming environment for all families, fostering a sense of belonging and community.

By implementing these strategies, SCALE Leadership Academy East aims to foster a stronger sense of community and belonging among underrepresented families, ensuring their voices are heard and valued in the educational process. This focused approach will help build stronger partnerships that contribute to positive student outcomes across the diverse school community.
	Based on the analysis of the uploaded document, SCALE Leadership Academy East demonstrates significant strengths and progress in seeking input for decision-making through a structured and comprehensive approach. A key strength is the annual surveys distributed to parents schoolwide and students in specific grade levels across elementary, middle, and high school cohorts. These surveys capture a wide range of insights and feedback, guiding strategic decisions and identifying areas for improvement.

Additionally, the LEA holds monthly School Site Council meetings, which provide a consistent platform for parents, students, and staff to engage in meaningful dialogue about school policies and initiatives. These meetings enable educational partners to voice their opinions, share concerns, and contribute to developing school strategies.

Furthermore, school administrators present monthly updates at governing board meetings, a practice that is not just a formality but a commitment to transparency and accountability. These updates, which include findings and feedback from various sources, ensure that the board is well-informed about the community's needs and perspectives, making them an integral part of the decision-making process.

The LEA's approach to involving educational partners in decision-making reflects a commitment to inclusivity and collaboration. By actively seeking input from parents, students, and staff, SCALE Leadership Academy East ensures that its policies and initiatives are responsive to the needs of its community. The proactive use of annual surveys, monthly School Site Council meetings, and regular presentations at governing board meetings underscores the LEA's dedication to engaging its community meaningfully.
	Based on the analysis of educational partner input and local data, SCALE Leadership Academy East has identified several focus areas for improvement in seeking input for decision-making. One primary focus is enhancing SCALE Leadership Academy East feedback mechanisms' inclusivity and reach. Although the annual surveys and monthly School Site Council meetings have been effective, there is a need to ensure that all educational partners, particularly those from underrepresented groups, are actively engaged and feel their voices are heard. 

To address this, the LEA is planning to implement more targeted outreach strategies, such as multilingual communications and culturally relevant engagement practices, to better connect with our diverse community members. Moreover, by increasing the frequency and variety of feedback opportunities beyond the annual surveys and monthly meetings, we can gain more timely and comprehensive insights, leading to more informed decision-making.

Another area of improvement is the accessibility and convenience of engagement opportunities. We understand and respect the varied schedules of our parents and guardians. Therefore, the LEA is committed to offering more flexible meeting times and virtual participation options to ensure broader participation. By accommodating the different needs of our educational partners, we can gather more diverse and representative input, fostering a more inclusive decision-making process.

Finally, the LEA seeks to improve the feedback loop by clearly communicating how input from educational partners influences decision-making and results in concrete actions. This involves regularly updating the community on their contributions' outcomes and demonstrating their feedback's impact on school policies and initiatives. By enhancing transparency and accountability, SCALE Leadership Academy East aims to build greater trust and foster a more collaborative environment for decision-making.
	SCALE Leadership Academy East is committed to improving the engagement of underrepresented families in the decision-making process, as identified during the self-reflection process. To achieve this, the LEA will implement targeted outreach strategies that include multilingual communications and culturally relevant engagement practices. These efforts will ensure that families from diverse backgrounds receive information in their preferred languages and in ways that resonate with their cultural contexts.

Furthermore, the LEA will extend its inclusivity by offering more flexible meeting times, not limited to virtual participation options. This is a testament to our commitment to accommodating the varied schedules of underrepresented families, removing barriers to their participation, and making it easier for all families to engage in the decision-making process.

The LEA will seek to build stronger relationships with underrepresented communities by hosting specific events and workshops. These platforms are designed to address their unique needs and concerns, fostering open dialogue and providing an opportunity for these families to share their perspectives and feedback more freely, thereby ensuring their voices are heard and understood.

Finally, SCALE Leadership Academy East will ensure that the input from underrepresented families is visibly incorporated into decision-making outcomes. By regularly updating the community on how their feedback has influenced school policies and initiatives, the LEA will enhance transparency and build trust, demonstrating that the voices of all families are valued and impactful in shaping the educational environment.
	5	4	4	4	4	3	5	4	5	5	5	5	Met		2024-06-22	2024
33671990000000	Perris Elementary	3	Based on the educational partner data analysis, improvements have been made in building partnerships to improve student outcomes. LCAP survey results indicated that 86% of parents feel their school is a welcoming environment for all families in the community. 89.6% of parents and community members feel that they are treated with respect and are encouraged to participate in their child’s education. 86% of parents and community members are welcomed and greeted with respect in our front offices.	Upon reflection, the district recognized that there is new administration at most school sites. This has led to decreased and inconsistent implementation of FIAT practices which had been in place in prior years. The district TOSA will provide FIAT professional development to administrators and site teams at the beginning of the 2024-2025 school year.	Six percent of students in the district are African American, the key underrepresented group.  89% of whom felt respected and encouraged to participate in their child’s education. The district will strive to continue improving African American families' engagement through African American Parent Advisory Committees (AAPACs) and other similar groups and activities.	LCAP survey results indicated that 96% of the overall (parents, classified staff members, teachers, and administrators) respondents feel it is important for schools to offer opportunities for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes (parent conferences/communication).	96% of all respondents feel it is important for schools to offer opportunities for teachers to meet with families and students to discuss student progress. However, the parents rated this at only 95%, meaning this is an area for continued improvement. We will continue to work with our educatioanl parnters to strenthen.	Based on the analysis of educational partner input and local data, the LEA will enhance engagement of underrepresented families by implementing targeted outreach programs and community events designed to build stronger connections and foster collaboration between schools and families. These initiatives will focus on providing resources, support, and opportunities for meaningful participation in their children's education to improve student outcomes.	Strengths in seeking input for decision-making include holding regular DPAC and DELAC meetings at the district levels, SSC and ELAC meetings at all school sites, AAPAC meetings at most sites and at district level, and surveying educational partners regularly, including LCAP, Title I, and DELAC surveys, and district and site workshop surveys.	The district will continue to provide opportunities for seeking input for decision-making via DPAC, DELAC, SSC, AAPAC, and various surveys. The district will provide refresher training that includes strategies for engaging in advisory groups and decision-making.	Six percent of students in the district are African American, the key underrepresented group. The district will strive to continue improving African American families' engagement in the decision-making process through African American Parent Advisory Committees (AAPACs) and other similar groups and activities	4	4	4	4	4	4	4	5	4	4	4	4	Met		2024-06-13	2024
33671996105571	Innovative Horizons Charter	3	At IHCS we continue to provide consistent opportunities to work with our students, with our families, and listen to our parents and staff as each group continues to collaborate around additional opportunities to build relationships to support all students and families academically and social emotionally. Our current strengths include consistent surveying of parents and consistent forums and a consistent line of communication for parents and all educational partners to provide input to enhance student outcomes.	Based on the analysis of educational partner input and local data, IHCS has identified the need to strengthen relationships between school staff and families as a key focus area for improvement. This focus stems from a recognition of the critical role that strong partnerships between educators and families play in student success. The following areas have been prioritized:

Enhanced Communication Channels: Feedback indicated that both families and school staff desire more effective and transparent communication. IHCS will implement multiple communication platforms, including regular newsletters, social media updates, and a user-friendly parent portal, to ensure timely and accessible information sharing.

Increased Family Engagement Opportunities: Data revealed a need for more inclusive and diverse opportunities for family involvement in school activities. IHCS plans to host a variety of events, such as workshops, cultural nights, and volunteer opportunities, tailored to engage families from all backgrounds and create a more welcoming school community.

Professional Development for Staff: There is a need for staff training focused on cultural competency, communication skills, and family engagement strategies. IHCS will provide professional development programs to equip teachers and staff with the tools and knowledge needed to build stronger, more empathetic relationships with families.

Feedback and Input Mechanisms: IHCS will establish regular surveys, focus groups, and feedback sessions to actively involve families in decision-making processes and ensure their voices are heard and valued in the development of school policies and programs.

Support Services for Families: Recognizing that some families face barriers to engagement, IHCS will offer resources such as translation services,  and flexible meeting times to accommodate diverse needs and ensure equitable access to school involvement.

By focusing on these areas, IHCS aims to create a more collaborative and supportive environment that fosters mutual respect and partnership between school staff and families, ultimately enhancing student outcomes and community well-being.	Based on the analysis of educational partner input and local data, IHCS has identified several strategies to improve the engagement of underrepresented families in building relationships between school staff and families. These strategies are designed to address the specific barriers and needs identified during the self-reflection process. The key focus areas include:

Targeted Outreach and Communication:

Language Accessibility: Providing translation and interpretation services to ensure all communications are accessible to non-English speaking families.
Culturally Relevant Communication: Tailoring messages to be culturally sensitive and relevant to the diverse backgrounds of underrepresented families.
Inclusive Family Engagement Programs:

Community Liaisons: Employing community liaisons or cultural brokers who share the cultural and linguistic backgrounds of underrepresented families to facilitate communication and trust-building.
Flexible Meeting Times and Locations: Offering meetings and events at various times and locations, including virtual options, to accommodate the diverse schedules and transportation needs of families.
Building Trust and Relationships:

Home Visits: Implementing home visit programs where teachers and staff visit families in their homes to build trust and establish personal connections.
Personalized Outreach: Developing individualized engagement plans for families who are less involved, including regular check-ins and personalized invitations to school events.
Empowering Family Voices:

Family Advisory Committees: Establishing advisory committees composed of parents and guardians from underrepresented groups to provide input on school policies and programs.
Feedback Mechanisms: Creating regular opportunities for families to provide feedback through surveys, focus groups, and informal conversations, ensuring their voices influence school decisions.
Capacity Building for Staff:

Cultural Competency Training: Providing ongoing professional development for school staff focused on cultural competency, implicit bias, and effective family engagement practices.
Strengthening Relationship Skills: Training staff in effective communication and relationship-building skills to better connect with families from diverse backgrounds.
Providing Support Services:

Resource Centers: Establishing family resource centers that offer information and support on a range of issues, including navigating the education system, accessing community services, and supporting student learning at home.
Workshops and Training for Families: Offering workshops that help families understand the school system, support their children's education, and engage in meaningful ways.
By implementing these strategies, the LEA aims to create a more inclusive and supportive environment that actively engages underrepresented families, fostering stronger relationships between school staff and families and ultimately enhancing student success.	Based on the analysis of educational partner input and local data, IHCS  has identified several strategies to improve the engagement of underrepresented families in building relationships between school staff and families. These strategies are designed to address the specific barriers and needs identified during the self-reflection process. The key focus areas include:

Targeted Outreach and Communication
Language Accessibility: Providing translation and interpretation services to ensure all communications are accessible to non-English speaking families.
Culturally Relevant Communication: Tailoring messages to be culturally sensitive and relevant to the diverse backgrounds of underrepresented families.
Inclusive Family Engagement Programs
Community Liaisons: Employing community liaisons or cultural brokers who share the cultural and linguistic backgrounds of underrepresented families to facilitate communication and trust-building.
Flexible Meeting Times and Locations: Offering meetings and events at various times and locations, including virtual options, to accommodate the diverse schedules and transportation needs of families.
Building Trust and Relationships
Home Visits: Implementing home visit programs where teachers and staff visit families in their homes to build trust and establish personal connections.
Personalized Outreach: Developing individualized engagement plans for families who are less involved, including regular check-ins and personalized invitations to school events.
Empowering Family Voices
Family Advisory Committees: Establishing advisory committees composed of parents and guardians from underrepresented groups to provide input on school policies and programs.
Feedback Mechanisms: Creating regular opportunities for families to provide feedback through surveys, focus groups, and informal conversations, ensuring their voices influence school decisions.
Capacity Building for Staff
Cultural Competency Training: Providing ongoing professional development for school staff focused on cultural competency, implicit bias, and effective family engagement practices.
Strengthening Relationship Skills: Training staff in effective communication and relationship-building skills to better connect with families from diverse backgrounds.
Providing Support Services
Resource Centers: Establishing family resource centers that offer information and support on a range of issues, including navigating the education system, accessing community services, and supporting student learning at home.
Workshops and Training for Families: Offering workshops that help families understand the school system, support their children's education, and engage in meaningful ways.
By implementing these strategies, IHCS aims to create a more inclusive and supportive environment that actively engages underrepresented families, fostering stronger relationships between school staff and families and ultimately enhancing student success.	Based on the analysis of educational partner input and local data, IHCS has identified several key focus areas for improvement in building partnerships for student outcomes. These areas aim to enhance collaboration between the school, families, and the community to support student success. The focus areas include:

Strengthening Family-School Partnerships
Enhanced Communication: Improving the frequency, clarity, and accessibility of communication between families and schools. This includes regular updates on student progress, school events, and opportunities for involvement.
Family Education and Support: Providing workshops and resources to help families support their children's learning at home, including literacy programs, homework assistance, and digital literacy training.
Community Engagement and Collaboration
Partnerships with Local Organizations: Establishing and strengthening partnerships with local businesses, nonprofits, and community organizations to provide additional resources and support for students. This includes mentorship programs, internships, and after-school activities.
Community Resource Integration: Integrating community services within the school to address students' holistic needs, such as mental health support, healthcare, and nutrition programs.
Professional Development for Educators
Training on Family Engagement: Offering professional development for teachers and staff on effective family engagement strategies, cultural competency, and building strong, collaborative relationships with families.
Collaboration Skills: Training staff on how to work effectively with community partners and leverage external resources to enhance student learning and well-being.
Student-Centered Initiatives
Personalized Learning Plans: Developing and implementing personalized learning plans that involve input from students, families, and teachers to tailor educational experiences to individual needs and goals.
Extracurricular and Enrichment Opportunities: Expanding access to extracurricular activities, clubs, and enrichment programs that align with students' interests and talents, fostering a well-rounded educational experience.
Feedback and Continuous Improvement
Regular Feedback Mechanisms: Creating channels for regular feedback from families and community partners to ensure their voices are heard and their insights inform school policies and practices.
Data-Driven Decision Making: Using local data to monitor the effectiveness of partnership initiatives and make informed decisions to continually improve student outcomes.
By focusing on these areas, IHCS aims to build robust partnerships that support students academically, socially, and emotionally, leading to improved student outcomes and a stronger school community.	Based on the analysis of educational partner input and local data, IHCS has identified several strategies to improve the engagement of underrepresented families in building partnerships for student outcomes. These strategies address specific barriers and needs identified during the self-reflection process. The key focus areas include targeted outreach and communication, ensuring all communications are accessible to non-English speaking families through translation and interpretation services. Messages are tailored to be culturally sensitive and relevant to the diverse backgrounds of underrepresented families, ensuring they feel included and respected. Inclusive family engagement programs involve employing community liaisons who share the cultural and linguistic backgrounds of underrepresented families to facilitate communication and trust-building. Meetings and events are offered at various times and locations, including virtual options, to accommodate the diverse schedules and transportation needs of families. To build trust and relationships, IHCS implements home visit programs where teachers and staff visit families to establish personal connections and develop individualized engagement plans for less-involved families, including regular check-ins and personalized invitations to school events. Empowering family voices involves establishing advisory committees composed of parents and guardians from underrepresented groups to provide input on school policies and programs, and creating regular opportunities for families to provide feedback through surveys, focus groups, and informal conversations. Capacity building for staff includes ongoing professional development focused on cultural competency, implicit bias, and effective family engagement practices, as well as training in effective communication and relationship-building skills to connect better with families from diverse backgrounds. Support services are provided through family resource centers that offer information and assistance on navigating the education system, accessing community services, and supporting student learning at home, along with workshops to help families understand the school system and support their children's education. Community partnerships involve collaborating with local organizations to provide resources and support for underrepresented families, such as mentorship programs, after-school activities, and family support services, while integrating community services within the school to address students' and families' holistic needs, such as mental health support, healthcare, and nutrition programs. By implementing these strategies, IHCS aims to create a more inclusive and supportive environment that actively engages underrepresented families, fostering stronger partnerships that enhance student outcomes and contribute to a more equitable and thriving school community.	Based on the analysis of educational partner input and local data, IHCS current strengths and progress in Seeking Input for Decision-Making are evidenced by consistent parent meetings, staff meetings, parent, student and staff surveys throughout the school year.  
IHCS has made significant strides in seeking input for decision-making, demonstrating several key strengths and notable progress in this area. These include:
Current Strengths
Structured Feedback Mechanisms:
Surveys and Polls: Regularly distributing surveys and polls to gather input from students, parents, and staff on various school matters, ensuring diverse perspectives are considered. Title I parent engagement surveys, LCAP surveys, staff and student surveys allow educational partners to give specific feedback on issues. 
Transparent Communication Channels:
Accessible Communication Platforms: Utilizing various communication platforms such as newsletters, social media, and school websites to keep the community informed and engage educational partners.  
Inclusive Decision-Making Bodies:
Advisory Committees: Establishing advisory committees that include parents, students, teachers, and community members to participate in the decision-making process, ensuring that decisions are reflective of the community's needs and desires. Advisory committees such as ELAC, SAC, African American Parent Advisory Committee, Title I meetings,  Coffee with the Principal meetings, staff meetings,   to delve deeper into specific issues and gather detailed feedback.
Data-Driven Decisions: Utilizing the feedback collected to make data-driven decisions that align with the needs and priorities of the school community.
Feedback Integration: Demonstrated progress in integrating educational partner feedback into policy and program adjustments, leading to more effective and responsive school management.
These strengths and progress points highlight the LEA’s commitment to fostering an inclusive, transparent, and responsive decision-making environment, ultimately leading to better educational outcomes and a stronger school community.	Based on the analysis of educational partner input and local data, IHCS has identified several key focus areas for improvement in seeking input for decision-making. These areas aim to enhance the inclusivity, effectiveness, and responsiveness of the feedback processes. The focus areas include:

Expanding and Diversifying Engagement
Broader Outreach: Increasing efforts to reach a wider and more diverse group of educational partners particularly those who are underrepresented or less likely to participate in traditional feedback mechanisms.
Targeted Communication Strategies: Implementing targeted communication strategies to ensure all voices are heard, including multilingual communications and culturally relevant outreach.
Enhancing Feedback Mechanisms
More Frequent and Varied Feedback Opportunities: Offering a variety of feedback opportunities throughout the year, such as regular surveys, suggestion boxes, and interactive digital platforms, to capture ongoing input.
Interactive and Engaging Methods: Utilizing more interactive and engaging methods for gathering input, such as workshops, focus groups, and community forums, to encourage active participation and deeper discussions.
Building Trust and Transparency
Clear Communication of Impact: Providing clear communication about how educational partner feedback is used in decision-making, including specific examples of changes made as a result of input, to build trust and demonstrate the value of participation.
Regular Updates and Follow-Ups: Establishing a system for regular updates and follow-ups on the status of initiatives and decisions influenced by educational partner input, ensuring ongoing transparency.
Strengthening Capacity for Data Use
Training and Support for Staff: Providing additional training and support for staff on effective methods for collecting, analyzing, and utilizing educational partner feedback to inform decisions.
Improved Data Analysis Tools: Investing in improved tools and technologies for analyzing feedback data to identify trends, insights, and areas for action more effectively.
Ensuring Inclusivity and Equity
Equitable Participation: Ensuring that feedback processes are designed to be accessible and inclusive for all educational partners, including those with disabilities, language barriers, or limited access to technology.
Bias Reduction: Implementing strategies to reduce bias in feedback collection and analysis, ensuring that all voices are given equal weight in the decision-making process.
By focusing on these areas, IHCS aims to create a more inclusive, effective, and responsive approach to seeking input for decision-making, ultimately enhancing the quality of decisions and fostering greater trust and collaboration within the school community.	Based on the self-reflection process and analysis of educational partner input and local data, IHCS has identified several strategies to improve the engagement of underrepresented families in seeking input for decision-making. These strategies address the specific barriers and needs of these families to ensure their voices are heard and considered. The key focus areas include:

Targeted Outreach and Communication
Language Accessibility: Providing all communications in multiple languages and offering translation and interpretation services to ensure non-English speaking families can participate fully.
Culturally Relevant Communication: Tailoring communication to be culturally sensitive and relevant to the diverse backgrounds of underrepresented families, making them feel more included and respected.
Flexible and Inclusive Feedback Opportunities
Flexible Feedback Channels: Offering various feedback channels such as online surveys, in-person meetings, virtual town halls, and focus groups at different times to accommodate diverse schedules and preferences.
\
Building Trust and Relationships
Community Liaisons: Employing community liaisons or cultural brokers who share the cultural and linguistic backgrounds of underrepresented families to build trust and facilitate communication.
Home Visits and Personalized Outreach: Conducting home visits and personalized outreach efforts to engage families who may be less likely to participate in traditional school meetings.
Empowering Family Voices
Advisory Committees: Creating advisory committees composed of parents and guardians from underrepresented groups to provide direct input on school policies and programs.
Leadership Training: Offering leadership training for parents to empower them to take active roles in school decision-making processes.
Regular and Transparent Communication
Clear Communication of Impact: Providing regular updates on how family input has been used to make decisions, ensuring families see the impact of their participation.
Follow-Up Mechanisms: Establishing mechanisms for follow-up communication to keep families informed about ongoing developments and how their feedback is being implemented.
Capacity Building for Staff
Training on Family Engagement: Offering professional development for school staff on effective family engagement practices, cultural competency, and strategies to build stronger relationships with underrepresented families.
Bias Reduction Training: Providing training to reduce biases in feedback collection and analysis, ensuring that all family voices are valued equally.
Leveraging Technology
Digital Platforms: Utilizing digital platforms to facilitate easier and more frequent communication with families, including mobile apps, social media, and online portals that allow for real-time feedback and engagement. By implementing these strategies IHCS aims to create a more inclusive, responsive, and equitable environment for all students, parents, and school community.	5	5	4	5	3	4	5	5	5	5	5	5	Met		2024-06-06	2024
33672070000000	Perris Union High	3	Perris UHSD annually conducts stakeholder surveys and evaluations to determine effectiveness of outreach efforts to build capacity with our parents/community and parent involvement programs. The following activities are designed and evaluated to ensure the effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement.	Perris UHSD offers trainings/workshops/courses for parents/community members to build capacity and connections that will empower, engage, and connect parents to support student academic achievement. Under the auspice of Parent University, parents will be recognized for their participation and completion of volunteer hours, Parent Pathway Leadership Series, and any completed trainings/conferences/courses.	The LEA has an active District English Learner Advisory Committee, District African American Advisory Committee, and a Local Control Accountability Plan Parent Advisory Committee that analyzes student achievement data and self reflects to improve the relationships with School Staff and families.	The LEA has an active District English Learner Advisory Committee, District African American Advisory Committee, and a Local Control Accountability Plan Parent Advisory Committee that analyzes student achievement data and self reflects to improve partnerships for student outcomes.	Perris UHSD offers trainings/workshops/courses for parents/community members to build capacity and connections that will empower, engage, and connect parents to support student academic achievement. Under the auspice of Parent University, parents will be recognized for their participation and completion of volunteer hours, Parent Pathway Leadership Series, and any completed trainings/conferences/courses.	The LEA has an active District English Learner Advisory Committee, District African American Advisory Committee, and a Local Control Accountability Plan Parent Advisory Committee that analyzes student achievement data and self reflects to improve the relationships with School Staff and families.	Perris UHSD annually conducts stakeholder surveys and evaluations to determine effectiveness of outreach efforts to build capacity with our parents/community and parent involvement programs. The following activities are designed and evaluated to ensure the effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement.	Perris UHSD annually conducts stakeholder surveys and evaluations to determine effectiveness of outreach efforts to build capacity with our parents/community and parent involvement programs. The following activities are designed and evaluated to ensure the effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement.	The LEA has an active District English Learner Advisory Committee, District African American Advisory Committee, and a Local Control Accountability Plan Parent Advisory Committee that analyzes student achievement data and self reflects to improve the engagement of underrepresented families.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-12	2024
33672070101170	California Military Institute	3	California Military Institute annually conducts stakeholder surveys and evaluations to determine effectiveness of outreach efforts to build capacity with our parents/community and parent involvement programs. The following activities are designed and evaluated to ensure the effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement.	California Military Institute offers trainings/workshops/courses for parents/community members to build capacity and connections that will empower, engage, and connect parents to support student academic achievement. Under the auspice of Parent University, parents will be recognized for their participation and completion of volunteer hours, Parent Pathway Leadership Series, and any completed trainings/conferences/courses.	California Military Institute annually conducts stakeholder surveys and evaluations to determine effectiveness of outreach efforts to build capacity with our parents/community and parent involvement programs. The following activities are designed and evaluated to ensure the effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement	Focus groups that were created specifically to provide feedback such as WASC Focus Groups comprising of parents, students, certificated and classified staff	California Military Institute offers trainings/workshops/courses for parents/community members to build capacity and connections that will empower, engage, and connect parents to support student academic achievement. Under the auspice of Parent University, parents will be recognized for their participation and completion of volunteer hours, Parent Pathway Leadership Series, and any completed trainings/conferences/courses.
	California Military Institute annually conducts stakeholder surveys and evaluations to determine effectiveness of outreach efforts to build capacity with our parents/community and parent involvement programs. The following activities are designed and evaluated to ensure the effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement

	California Military Institute annually conducts stakeholder surveys and evaluations to determine effectiveness of outreach efforts to build capacity with our parents/community and parent involvement programs. The following activities are designed and evaluated to ensure the effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement.	1. Stronger engagement with our parents by encouraging more robust partnerships with our parents through parent groups such as: African American Parent Advisory Council, English Language Advisory Council, Military Advisory Council, School Site Council as well as events such as Coffy with a Principal, Open House, Back to School Night and other parent events.
2. More frequent surveys that include all staff, students and parents. An example is the Healthy Kids Survey and other internal surveys and post-meeting surveys.
3. Focus groups that were created specifically to provide feedback such as WASC Focus Groups comprising of parents, students, certificated and classified staff.	California Military Institute annually conducts stakeholder surveys and evaluations to determine effectiveness of outreach efforts to build capacity with our parents/community and parent involvement programs. The following activities are designed and evaluated to ensure the effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-12	2024
33672150000000	Riverside Unified	3	Riverside Unified School District (RUSD) truly values family and community participation in the educational process. Strong, respectful relationships between the school sites, district office, and families are crucial in cultivating effective partnerships. In conjunction with its core mission, RUSD provides district leadership, principals, assistant principals, and staff from multiple departments across the organization with training and opportunities to advance their abilities in developing meaningful relationships. These administrators are provided with proven management tools to help them further develop their own skills as well as share these tools at school and department-level staff meetings. This format then allows all employees  to learn how to use these same relationship-building skills with their students, families, staff members, and with a variety of educational partners. 
RUSD  has also organized collaborative working groups representing 5-6 elementary schools that meet 6 times a year. Additionally, there is one middle school collaborative of 8 schools, as well as a high school collaborative of 8 schools. The principals of the schools meet 5 times annually to share strategies and build capacity for utilizing a Multi-Tiered System of Support. The desired outcome of this work is to provide the necessary tiered resources and universal services to all students.  
The RUSD Family Resource Center offers a yearly Family Engagement Institute that provides school site front office staff, community assistants, translators, instructional assistants, noon duty staff, and other classified personnel with positive work-based skills. These include research-based practices for creating welcoming environments, increasing effective communication, building relationships with parents/guardians, and supporting student achievement. This important asset for employees directly responds to  Educational Partner feedback from family forums and survey data.
	RUSD utilizes the Family Engagement Framework from the California Department of Education, and The  Parent Teacher Association (PTA) National Standards for Family-School Partnerships as vital roadmaps for how we can work together with families, and the community to support student success.  In conjunction with these guidelines, the district is currently working to establish a baseline measurement for family engagement practices. We believe that having a yearly measure to meet and exceed in this area will motivate staff and administrators to see the value in consistently improving relationships with families and the community.  Moreover,  RUSD’s Division of Equity, Access, and Community Engagement regularly conducts multiple outreach efforts in collaboration with the district’s Family Resource Center to ensure all students, parents/guardians have a voice regarding district issues.  Opportunities for family engagement include multicultural celebrations, achievement recognitions, student performances, informational meetings, family forums, parent discussion groups, school site events teacher conferences, and workshops to support learning and wellness.
	Through results from the annual Culture and Climate Survey, the LCAP family forums, and various parent advisories, RUSD has done an initial appraisal of family engagement activities to determine what resources are needed at school sites and at the district level in order to provide equitable family engagement practices.  Therefore, based on the Educational Partner feedback, the district has developed a goal to systematize family engagement practices and is committed to alleviating any barriers that may prevent access to resources for families. Currently, schools will develop site goals to create campus climates that welcome all families into the school community, foster communication with students, parents, and family members effectively, and consistently support student success.  While RUSD has some in-house training, the district is also partnering with the Riverside County Office of Education to coordinate additional professional development opportunities for administrators, teachers, and classified staff to learn how to create welcoming school climates for families and communities, build relationships with students and families, and communicate effectively out to the community.  These professional development opportunities are offered through in-person and/or synchronous online training. Since 75% of our families represent Low Income, Foster Youth, and English learner populations, Riverside Unified is fully committed to a continuous cycle of improvement in building relationships between school staff and families.
	The RUSD Coordinator of State and Federal Programs provides site-level teams with guidance and training for increasing family engagement about student outcomes.  As part of RUSD equity efforts and input from parent-led groups, an expanded focus has been placed on providing sites with training to increase the participation of families of underrepresented students. This includes family visits, attendance incentives for parents, and better efforts to introduce parents/guardians to the district’s Family Resource Center.  RUSD utilizes the district-wide Culture and Climate survey where the results are used to identify growth opportunities as they relate to family engagement, a sense of belonging, building relationships, and providing a positive school climate.  Since student outcomes are directly related to “sense of belonging” the district is restructuring its Local Control Accountability Plan to advance more actions for students and families to become involved at school and participate more regularly in activities such as Back to School Night, Open House, site-level family education nights, family forums and showcase events for arts, athletics and STEM.  All of this is done in a concerted effort to create opportunities that will open our doors to families and build relationships, leading to increased family engagement.	Based on valuable educational partner input, RUSD is committed to connecting with our families through our Family Resource Center (FRC), housed at multiple locations across the district. The FRC connects families to the support and services provided by the district and a host of community organizations.  The FRC team develops meaningful partnerships with parents and caregivers to support student well-being, student learning, and pathways to college and career. With their mission to “improve student learning and development, strengthen family practices, and leverage school programs by integrating resources and services from the community,” the FRC provides comprehensive services for students and families to address and remove barriers to learning.  A whole-child approach ensures that schools, families, and communities work in partnership to support the health, safety, and engagement of students.  Parent workshops and family engagement academies are designed to empower families to access community resources and feel supported while navigating the school system and are scheduled regionally throughout the district.	All schools and district departments develop goals that are focused on creating welcoming school climates, building respectful and inclusive school communities, sharing information between schools and families, and supporting student success by sharing information about student progress and supporting learning by engaging families.  Through these actions, RUSD schools are increasing their capacity to partner with families to support student learning and development, increase communication to discuss student progress and support families in understanding their rights and becoming advocates for their student(s) and schools.	RUSD values parents and other partners as a vital part of the decision-making process.  The District is proud to partner with many parent committees such as the Riverside Council Parent Teacher Association (RCPTA), District African American Parent Advisory Committee (DAAPAC), Special Education Community Advisory Committee (SECAC), District English Language Advisory Council (DELAC), RUSD Equity Task Force, and the LCAP Parent Advisory Committee. School sites partner with Parent Advisory Committees (PAC), and School Site Councils (SSC). These groups have continued to be an important part of the decision-making process in RUSD.	One major area of focus is increasing the voice of parents of underrepresented students through enhanced, targeted communication about parent/community services and decision-making opportunities. RUSD conducted in-person and virtual sessions with families and communities to gather input in addition to feedback via surveys. These were improved practices from the previous year and continue to reflect and gather feedback to improve the engagement of families.	RUSD regularly reflects and adjusts its efforts to engage underrepresented families. Based on feedback from families, the district began the process of transitioning to a comprehensive communication platform, Parent Square, to increase two-way communication, and foster improved collaboration, engagement, and real-time analytics for reflection and consistency. This shift to ParentSquare implementation in the 2024-25 school year and training this year is intended to empower both families and employees to communicate and collaborate effectively, ultimately contributing to student success. As data is collected regularly, with increased access to families by delivering content in the families’ home language, the district can adjust efforts to maximize communication and collaboration between families and schools, in particular with underrepresented families. Additionally, communication toolkits and resources are delivered and used as training for school sites to maximize their efforts to engage with families.
	3	3	3	3	2	4	3	2	4	3	3	3	Met		2024-06-27	2024
33672150126128	REACH Leadership STEAM Academy	3	The LEA currently offers school-wide activities and support groups that promote family engagement: (1) Parents meet the teachers, support staff, and administration the week before school starts in our annual Meet and Greet, and again during Parent-Teacher conferences in the fall.  During these events families also learn about REACH’s program and extracurricular activities; (2) Communication updates are sent via ClassDojo which allows parents to translate postings into other languages. REACH also communicates via ParentSquare. ClassDojo has allowed the administration to collect feedback on school policies and procedures that otherwise might not have been brought to their direct attention. (3) The governing board and parent committees, i.e., School Site Council, African American Parent Advisory Committee (AAPAC), and English Language Advisory Committee (ELAC), are spaces for parents to connect with school administration and leadership.	Our African American student population is currently orange on the CA Dashboard for performance levels in English language Arts and Mathematics. Our Hispanic/Latino population is currently orange on the CA Dashboard for performance levels in Mathematics. To increase participation and awareness from these parent groups, (1) The LEA currently has an African American Parent Advisory Committee (AAPAC) composed of a diverse and dedicated group of parents that are concerned with the narrative data depicted; (2) School Site Council (SSC)  is another means by which parents are able to participate in school governance and decision making; (3) Parents of students who are learning English as a second language are invited to participate in quarterly ELAC meetings as a means to get connected, stay informed, and to voice concerns about their unique experiences in accessing teachers, school personnel and academic materials.	As mentioned above, the LEA has parent engagement committees that aim to authentically engage all parents in the academic and social-emotional development of their children. The School Site Council (SSC) is currently in its fourth year of implementation and its primary focus is to engage their parent peers. The school administration has presented local assessment data, Local Control and Accountability Plan and LCFF funds, and a School-wide Action Plan. As a committee composed of a parent majority, the SSC (1) aims to utilize its public meetings as a space for parents to address the LEA’s academic offerings and progress towards goals; (2) brainstorm school-wide activities that support all students especially our underrepresented/unduplicated population; and (3) brainstorm ways on how to support other committees.	The LEA has created platforms for our families to receive the resources, support, and necessary information to help our scholars progress in academics. Throughout the year, there are opportunities for our families to be involved in the educational process for their children. The LEA holds math nights for families and scholars, parent-teacher conferences, a STEAM Expo, and informational meetings (SSC, LCAP)  throughout the year to help support improved student outcomes. We want all parents, regardless of their background, to feel heard and supported. The LEA currently has a homeless liaison that provides identified families with community resources and supplies families need, including but not limited to, nonperishable food items and clothing.	The LEA has several events and activities designed to effectively and authentically improve parent relationships, partnerships, communication and access to information. As a general rule, all on-site activities are well-attended by families. Two-way parent-to-school communication is regular and continuous. The LEA gathers parent feedback annually as a means to improve and strengthen ties. However, one identified area of improvement is parent involvement in the evolution and continuous improvement loop of the Local Control and Accountability Plan (LCAP) and its service to our student population. Parent feedback is solicited each year. Parents are strongly encouraged to attend planning meetings and to participate in surveys related specifically to LCAP goals, action, and service, yet the LEA continues to receive a minimal and tepid response from parents in comparison to other school-wide events, activities and initiatives. With a focus on equitable access, the goal in the 2024-25 school year shall be to continue to improve parent participation by sharing LCAP goals on all communication channels, including social media, sharing meeting dates well in-advance of planned meetings, providing incentives for attending, as well as communicating information around the significance of the LCAP in more parent-friendly terms, reaching out to parents directly emphasizing the importance of their attendance drawing the correlation between individual parent involvement and its influence in how money is allocated within the organization.	An identifiable area of growth would be for staff to continue to seek opportunities to learn about the cultures of our families, especially since the school has attracted a large number of immigrant families. These families represent countries in Asia/Southeast Asia and the Middle East, which make up a small number of our minority demographics. We have honored and celebrated many cultures during designated months. However, we can improve in advertising and showcasing the many things we do to celebrate different cultures throughout the school year. In this coming school year, the LEA has marked on the calendar monthly cultural celebrations to continue to be inclusive as it relates to highlighting the unique contributions that every culture adds to our school community and beyond. We will also update our families on the events and outcome of the events highlighting each cultural celebration by posting on our school website and social media pages.	The LEA currently has parents on its governing board which adds knowledge and perspective to the decisions that impact our families. Other parent committees (SSC, AAPAC, & ELAC) also allow opportunities for parent voice and choice related to key financial decisions around curriculum and material purchases as well as other actions and services offered to students. The LEA also sends annual climate surveys to parents, staff, and students. The sections and questions have remained relatively unchanged in the last few years so that the administration can draw longitudinal conclusions for the Local Control and Accountability Plan and other plans.

The LEA understands that ample notice is needed for parents to secure time and childcare. Our event calendar is posted during the summer so parents can look at a glance and anticipate events. As the event gets closer, flyers and digital reminders are sent home. 
	The LEA shall continue to seek input for decision-making as identified in the sections above. The LEA is committed  to its education partners having a strong voice and taking part in the decision-making. We have solicited input from our SSC as it relates to our LCAP goals and budget. In the upcoming school year, we would also like to include the AAPAC (African American Parent Advisory Committee) and ELAC (English Language Advisory Committee) committees in the decision-making for our school in relation to the LCAP. As previously mentioned, the LEA will also commit to improving our attendance at informational meetings that will allow our families to have a voice in how the school is governed and how funds are allocated to improve student outcomes.	To improve engagement for underrepresented families, the LEA shall continue with its outreach to homeless and foster youth families -starting with identifying families in need at the start of each school via survey response data. In addition, the ELAC, AAPAC and School Site Council (SSC) Committees are intended to provide a platform for all parents to be heard and to disseminate data in formats that are more accessible to the different cultures that are represented. The LEA shall continue to use translation services to ensure all parents can access school information and shall provide information and training intended to develop parent knowledge and skills related to methods for working together in ways that benefit underrepresented students in particular. Our homeless liaison reaches out to families directly informing them of ways in which the LEA can provide support and assistance in areas of need. The committees, in particular, are designed to seek input from families that would not otherwise participate in open forums. The LEA shall continue to seek ways to make information more readily available to underserved families by assisting them in making their presence and voices heard in ways that are productive to improve student outcomes.	4	5	4	4	4	4	4	4	4	4	4	4	Met		2024-06-25	2024
33672310000000	Romoland Elementary	3	The district conducts annual professional development with all staff on the topic of parent/guardian and family engagement, which emphasizes an asset-focused approach, positive relationship development, and the benefits of strong school-community partnerships. Each school has a Parent/Guardian Engagement Plan that is reviewed and revised annually by the School Site Council. Each school offers parent/guardian and family engagement opportunities based on parent/guardian feedback and needs. The district has invested in School Site Community Engagement Clerks to assist with communication and connecting families with resources. The district has additionally invested in communication upgrades, including website, mass communication methods, and digital marquees. A Communications Coordinator supports parent/guardian and community outreach and engagement. There is also a new Parent Ambassador program for developing positive school-family partnerships.	Areas for growth as identified by education partners are to offer more parent and family learning events in the areas of academics, social-emotional learning and behavior, safety information, and attendance.	The district will offer childcare (for school-age children) for a variety of parent learning events offered outside of school hours.	Each school offers a variety of parent/guardian workshops and resources focused on improving student outcomes. The district and schools use a combination of in-person and virtual parent-teacher conferences, parent/guardian meeting options, and community engagement events. Parents have access to an online portal for viewing their student’s achievement, attendance, and other records. The district conducts annual professional development with all staff on the topic of parent/guardian and family engagement, which emphasizes an asset-focused approach, positive relationship development, and the benefits of strong school-community partnerships.	The district and schools use a combination of in-person and virtual parent-teacher conferences, parent/guardian meeting options, and community engagement events. Educational partners expressed that the virtual options were beneficial since they provided families with flexibility for engagement, and thus, virtual options for parent/guardian and family engagement should continue.	Educational partners expressed a need to provide more professional learning opportunities for staff on the topic of parent engagement and partnerships.	The district has an active District Advisory Committee (DAC), District English Learner Advisory Committee (DELAC), and Local Control and Accountability Plan (LCAP) school and district teams. All of these committees include parent/guardian members who provide input on the direction of the district LCAP annually. All schools have active School Site Councils (SSCs) and English Learner Advisory Committees (ELACs) with parent/guardian members who provide input on the direction of the School Plans for Student Achievement. The district and schools use a combination of in-person and virtual sessions for LCAP teams, councils, and advisory committees.	The district and schools use a combination of in-person and virtual sessions for LCAP teams, councils, and advisory committees.	Education partners expressed that the virtual options were beneficial since they provided families with flexibility for engagement, and thus, virtual options for parent/guardian engagement on LCAP teams, councils, and advisory committees should continue to be integrated into meeting options for participation.	3	3	3	4	4	4	5	4	5	3	4	4	Met		2024-06-18	2024
33672490000000	San Jacinto Unified	3	San Jacinto USD currently has 7 different family advisory groups that include Foster Youth/McKinney Vento, Native American, African American, Latino, Special Education, English Learner and LCAP. The family advisory groups are very active and meet at least three times per year to review student data and provide feedback for improvement.	While some of our family advisory groups are currently led and facilitated directly by parents, our focus area is to support our families in a way that allows both increased participation and leadership of each meeting. This is combined with a common goal of improving student outcomes based on dashboard data.	Our District will continue to offer multiple opportunities for underrepresented families to participate in our annual surveys, various family advisory groups and our LCAP Family Advisory Council. Our District also has provided funding for each of our family advisory groups to support activities that will directly impact our students.	According to our most recent survey data with 785 families, 98% of families responded favorably to feeling welcomed at the school and 96% responded favorably that their school keeps them regulary informed of important dates and events.  Between our fall and spring surveys, the results showed growth in families feeling welcomed at school and at teachers regularly communicates about their child's academic levels and progress.	Our focus area for improvement is to increase the overall percentage of our families that complete our fall and spring surveys. This will allow us to have more accurate data about what is working and what areas we need to improve in to build relationships between school staff and families.  Based on our most recent survey data, our area for improvement is asking and encouraging families to participate in advisory groups or decision making at school or the district, which only 82% responded favorably.	Based on our analysis, our District is committed to continue engaging our families that are underrepresented by intentionally reaching out for participation in our parent advisory groups and councils and to offer support to complete our survey for both fall and spring. Based on our current feedback, we plan to continue to offer both in person and hybrid options for the various parent engagement opportunities.	Our strength is that we solicit feedback through a variety of family engagement activities. We also summarize the feedback that we receive from educational partners and identify the specific areas that are included in our LCAP based on their feedback.	Our focus area is to continue to increase educational partner participation and input, as well as improve relationships with our current partners so the input they provide is authentic. We also intend to go beyond student focus groups and increase student voice by incorporating our students into our LCAP Advisory Council.	One of our efforts to improve the engagement of underrepresented families is to establish a target percentage of surveys to be completed by specific student groups so that our data is more accurate.	4	4	4	3	2	3	3	3	3	3	3	3	Met		2024-06-17	2024
33672496114748	San Jacinto Valley Academy	3	SJVA has a Learning Partnership Agreement in place for all students in grades TK-12. The LPA specifically states the expectations for staff, students, and parents/guardians in creating a shared responsibility for educational outcomes. SJVA also includes parents in all school wide events by allowing parents to volunteer by helping oversee projects, activities and supervise. We also encourage our parents to become parent volunteers on field trips to help chaperone small groups. Weekly and monthly newsletters are also sent home to our families with current events taking place and highlights throughout the month. SJVA provides multiple layers of support to promote the success of all students. SJVA has employed additional instructional aides and tutors to support struggling students. SJVA provides enrichment opportunities during and after school to ensure students are meeting and exceeding academic standards. SJVA conducts regular Student Success Team meetings to customize instruction and support to meet the needs of all students. SJVA has been active in expanding its Career Technical Education offerings to provide more education opportunities for students.	At San Jacinto Valley Academy, we actively involve and seek input from all stakeholders in school decision making by appointing representatives to our governing board, advisory committees, and a School Leadership Team. We currently have three parent representatives on our governing school board. The parent representatives attend all school board meetings and provide effective and meaningful input in the decision-making process. Parent representatives are also part of our Site Advisory Committee (SAC) and Parent Advisory Committee (PAC). These representatives provide input and feedback on multiple subjects including, effective school-to-home communication processes, school website and calendar, upcoming events, and updates on the LCAP goals and metrics. Parent representatives are appointed each school year to both the school board and advisory committees through an application and interview process. We believe the active involvement of parents is critical to student and school success. Our School Leadership Team is made up of administration, deans, learning community coordinators, grade level and department leads, counselors, and support staff. The Leadership team helps guide and direct the overall direction of the school and while also focusing on pedagogical leadership of the academy. Parents may also provide input and feedback through the annual LCAP survey. Parents participate in surveys to determine their contentedness and overall perception of the school.	SJVA will continue to reach out to parents and families in their native language, invite them to school events, and provide them with additional resources to help ensure they have the knowledge and access to help support their students' success.	SJVA has a Learning Partnership Agreement in place for all students in grades TK-12. The LPA specifically states the expectations for staff, students, and parents/guardians in creating a shared responsibility for educational outcomes. In addition to the LPA, SJVA’s Student Success Team (SST) process includes all areas of concern: attendance, academic, social, and behavioral. The team includes, but is not limited to the following: counselors, teachers, parents/guardians, students (if appropriate), and administrators. To best support students who are in need of academic support in grades 6-12, SJVA has a designated staff member to work with students who have missing assignments or those who have a grade of D or F. Our staff member contacts the student and parents to discuss how we can best support the student to make up missed assignments and/or to retake a test. Elementary students who are identified as being at risk and not meeting grade level standards are invited to attend after school intervention. They also receive targeted intervention throughout the school day in the form of small group instruction and working with instructional aides. Enrichment: At the end of each school day, students are invited to attend Enrichment classes with teachers and/or tutors. Enrichment is an opportunity to work on missing assignments, work on projects with assistance, study for a test, or to retake a test.	SJVA will continue provide a variety of opportunities and resources to help improve student outcomes through interventions, accelerations, and a various pathways and options.	SJVA will continue improve communication, utilize the counseling department for supports and resources, and continue to provide offerings to these student groups.	At San Jacinto Valley Academy, we actively involve and seek input from all stakeholders in school decision making by appointing representatives to our governing board, advisory committees, and a School Leadership Team. We currently have three parent representatives on our governing school board. The parent representatives attend all school board meetings and provide effective and meaningful input in the decision-making process. Parent representatives are also part of our Site Advisory Committee (SAC) and Parent Advisory Committee (PAC). These representatives provide input and feedback on multiple subjects including, effective school-to-home communication processes, school website and calendar, upcoming events, and updates on the LCAP goals and metrics. Parent representatives are appointed each school year to both the school board and advisory committees through an application and interview process. We believe the active involvement of parents is critical to student and school success. Our School Leadership Team is made up of administration, deans, learning community coordinators, grade level and department leads, counselors, and support staff. The Leadership team helps guide and direct the overall direction of the school and while also focusing on pedagogical leadership of the academy. Parents may also provide input and feedback through the annual LCAP survey. Parents participate in surveys to determine their contentedness and overall perception of the school.	SJVA will continue to offer a variety of surveys, advisory committees, and meeting with stakeholders to receive feedback leading to the decision making process of the school.	SJVA will continue to offer a variety of surveys, advisory committees, and meeting with stakeholders to receive feedback leading to the decision making process of the school. Communication and translators will be made available to help increase access to all students.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-06	2024
33736760000000	Coachella Valley Unified	3	CVUSD invited parents/families to participate in a local LCAP Survey, to determine what are our strengths in building relationships between school staff and families, and what are some areas for improvement. There were 8,809 participants who responded to the family survey. The following questions are from the LCAP Survey: 1. My student’s teachers communicate their academic progress to their students and their families regularly. 93% agreed /strongly agreed. 2. My culture, opinions, and input are valued at my student’s school.  95% agreed /strongly agreed. 3) As a parent/guardian, I feel welcomed visiting my student’s school.  95% agreed/strongly agreed. 

In analyzing individual response from parents/families, the following areas of strength were noted: Participants expressed gratitude for being kept informed about their children's progress and school activities. This indicates that regular updates and transparency in communication are valued Effective Use of Technology: Some participants mentioned the use of apps like Class Dojo as an effective way to stay updated about their children's activities and progress. This suggests that leveraging technology can enhance communication between the school and parents. Some participants expressed a desire for more communication, particularly regarding their children's academic progress and any incidents at school. This shows that parents value frequent and detailed communication.	Based on data from the LCAP Survey, some participants expressed a desire for more opportunities for parent involvement in the school. This could include workshops, parent-teacher meetings, or opportunities to participate in school events.  4% of participants disagreed and 1% strongly disagreed that they consistently receive information and updates from the school. Effective communication between parents and schools is crucial for supporting student learning and addressing any issues promptly.  Some participants expressed a desire for more communication, particularly regarding their children's academic progress and any incidents at school. This shows that parents value frequent and detailed communication. Improving communication with parents could lead to stronger parent-school partnerships, which could support student success and well-being.	Based on the educational partner's local data, CVUSD will continue actions newly implemented 2023-24, as well as new actions for the 2024-25 school year. In 2023-24, CVUSD implemented the ParentSquare App, which provides the opportunity for immediate, focused district-wide messaging which can be utilized by school and district staff. Another communication system that was implemented in 2023-24 is the Raptor system which allows for real-time communication with parents in the event of a school incident or emergency. In addition, each school will have a full-time parent liaison to assist and support parents as needed. The district and school sites will continue to offer parent workshops, training, resource fairs and more. One area of improvement that CVUSD is focusing on is securing translation services for a segment of our parent community who speak Purepecha.	CVUSD invited parents/families to participate in a local LCAP Survey, to determine what are our strengths in building relationships between school staff and families, and what are some areas for improvement. The following questions are from the LCAP Survey: 1. My student’s teacher creates a positive change in my child’s learning. 96%  agreed/strongly agreed. 2. I consistently receive information and updates from the school/district: 95%  agreed/strongly agreed. In addition, the launch of the ParentSquare App during the 2023-24 school year, has vastly improved the schools’ and the district’s ability to communicate regularly with parents and staff, and will soon be expanded to include students.	CVUSD was successful in providing families with the information and resources they needed to support student learning. Many departments worked collaboratively to ensure that students and parents had the tools they needed for students to be successful. Our Parent Community Liaisons were changed from part-time to full-time positions, so they were more available to family members seeking assistance with school, district and community resources, and also provide parent workshops on various topics requested by parents.	CVUSD will continue and improve upon providing all families with opportunities to provide input on policies and programs, and seek input from any underrepresented groups in the school community.  Through the LCAP Family Survey, we were able to get feedback from 8,809 parents in April 2024, compared to 1,946 parents in 2023.	CVUSD invited parents/families to participate in a local LCAP Survey, to determine what are our strengths in building relationships between school staff and families, and what are some areas for improvement. The following questions are from the LCAP Survey: 1. The school/district provides opportunities for parent involvement and to provide input for decision making. 93%  agreed/strongly agreed. 2. My culture, opinions, and input are valued at my student’s school. 95%  agreed/strongly agreed.	Building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision making will continue to be a focus area in the coming year. We have made progress in this area by providing workshops at the school and district level, as well as LCAP sessions where participants are encouraged to provide feedback in person, in writing, or in response to a survey.

Building the capacity of and supporting family members to effectively engage in advisory groups and decision-making. CVUSD will continue to reach out to parents and community members to include them in advisory committees at the school (SSC and ELAC) and district level (District English Learner Advisory Council (DELAC),  Indian Ed Parent Advisory (IEPAC), District PAC, Special Education PAC, LCAP Advisory Committee, and more.
	CVUSD will continue and improve upon providing all families with opportunities to provide input on policies and programs, and seek input from any underrepresented groups in the school community.  Through the LCAP Family Survey, we were able to get feedback from 8,809 parents in April 2024, compared to 1,946 parents in 2023. Additionally, CVUSD will improve upon building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision making. CVUSD’s Parent and Community Engagement Manager will work closely with site administrators and site Parent Liaisons to develop opportunities for parents to provide input for decision making.	4	4	4	5	4	5	5	5	4	4	4	4	Met		2024-06-27	2024
33736760121673	NOVA Academy - Coachella	3	LEA strengths in the area of “Building Relationships Between School Staff and Families” include a wide variety of opportunities for school staff and parent engagement, including Parent University, ELAC, School Site Council, and Wellness Committee meetings, as well as consistent communication regarding campus activities and events via weekly newsletters.	An area of potential improvement within this category is the percentage of parents participating in school events and attending meeting opportunities with faculty.	LEA efforts to continue improvement in this focus area will include providing additional parent meeting opportunities, such as Parent/Teacher conferences, as well as expanded outreach and greater flexibility to encourage participation among non-English speaking parents, parents of EL and SPED students, and other underrepresented families.	LEA strengths in the area of “Building Partnerships for Student Outcomes” include: campus-wide implementation of Visible Learning strategies; regularly scheduled professional development meetings and faculty collaboration time; Social-Emotional Learning exercises in Family class (homeroom); and ongoing use of Renaissance Star benchmark assessments to evaluate student progress.	An area of potential improvement within this category is the reinforcement of key ELA and Math skills within other classes. Due to the impact that proficiency in the core skills of these subjects has on success within other fields of study, inter-departmental collaboration in supporting these skills is crucial to student success.	LEA efforts to continue improvement of student outcomes and engagement with underrepresented families will include: additional counseling department supports (college pathways, SEL, and grade-level presentations); collaboration among faculty in the review of benchmark assessment results; campus-wide student engagement events (multicultural day, red ribbon week, family feast, spring fiesta, etc.) and school activities (spirit & academic assemblies); and seeking additional opportunities for stakeholder partnerships at student and parent events.	LEA strengths in the area of “Seeking Input for Decision-Making” include an exceptionally high participation rate among students for annual feedback surveys, as well as the offering of numerous input opportunities throughout the year, such as Parent University events and meetings of the SSC, ELAC, and PAC.	An area of potential improvement within this category is the number of parents participating in feedback opportunities, with only a small portion of parents regularly attending campus events and the majority of parents not completing the Family-School Relationship Survey.	LEA efforts to continue improvement in this focus area will include: expanded outreach efforts and participation incentives for Parent University meetings, SSC, ELAC and PAC; providing additional opportunities for educational partners to provide input via flexible meetings, online surveys, opinion/feedback cards at events, and direct follow-up outreach; and exploring more personalized approaches for seeking stakeholder input, especially when inviting underrepresented families to participate.	4	4	4	4	4	4	3	2	5	3	4	5	Met		2024-06-26	2024
33751760000000	Lake Elsinore Unified	3	According to the 2024 LCAP annual survey, 64% of staff indicate that LEUSD is at full implementation or full
implementation with sustainability as it relates to creating welcoming environments for families and the community.
LEUSD increased its ability to build relationships in the 2023-2024 school year by providing multiple opportunities to
engage with LEUSD and the community through the Halloween costume exchange, Winter Fest, Parent Summit and
multiple advisory and input opportunities for parents and families.	According to the 2024 LCAP annual survey, 55% of staff indicate that LEUSD is at full implementation or full
implementation with sustainability as it relates to building relationships between school staff and families. The LCAP
community forums reinforced the desire to build strong relationships between LEUSD and its community. The
Superintendent's Advisory Committee was formed in the 2023-2024 school year to encourage student voice among
the high school students on matters of importance in LEUSD. Informed decision making between LEUSD and its
educational partners continues to be a focus in the school district.	According to the 2024 LCAP annual survey, 48% of staff indicate that LEUSD is at full implementation or full
implementation with sustainability as it relates to engaging parents and families strengths, cultures, languages and
goals for their children. Several advisory groups help parents/families to be engaged with their children as well as
their families needs such as the District English Language Advisory Council, the Foster Youth Parent Advisory Council, the African American Parent Advisory Council, the District Advisory Council as well as the Parent Power Network (sponsored by the Special Education Department), to name a few.	"Strengths: Lake Elsinore USD values the relationships and partnerships it continues to hold with students, families,
and staff members. Feedback was gathered through the LCAP survey, committee involvement, and the
Superintendent’s Listening Tour. Parents rated the highest involvement statements having to do with ""Keeping the
school updated on contact changes"" (89%), ""Monitoring Parent Square"" (80%) and ""Monitoring grades online"" (81%).
While parents rated their involvement on committees much lower (19%), involvement takes many forms and thus
their commitment to keep the school up to date and monitor communication is noteworthy. Seventy-six percent
(76%) of parents believe trusting relationships are created between staff and their student). And eighty-six percent
(86%) of parents believe trusting relationships are created between staff and parents/guardians. LEUSD has
continued to offer the Student and Families Essential Resources (SAFER) program which helps students and
families in need – specific to homelessness and poverty."	Focus Areas: LEUSD has continued to recognize the need to provide professional learning to teachers and principals
on how to improve the school’s ability to partner with families – to provide information and resources to aid student
learning at home, and how to support families in their understanding of how to exercise their legal rights to advocate
for their students. To increase engagement with underrepresented families, six areas have been identified by the
Superintendent’s Listening Tour which has resulted in the following District Priorities: Academic Excellence, Student
Well-Being, Empower Staff, Family/Community Engagement, Effective Governance and Educational Environment.	To increase engagement with underrepresented families, six areas have been identified by the Superintendent’s
Listening Tour which has resulted in the following District Priorities: Academic Excellence, Student Well-Being,
Empower Staff, Family/Community Engagement, Effective Governance and Educational Environment.	Strengths: In 2023/24, LEUSD continued its partnership with advisory groups: PTSA, the SPED Parent Power
Network, the African American Parent Advisory Committee (AAPAC),the English Learner Advisory Committee
(ELAC)/District English Learner Advisory Committee (DELAC), Foster Youth Parent Advisory Council (FYPAC) and
Title I parent meetings at all school sites to provide District staff the input from various groups, inclusive of
underrepresented groups, in the school community. Internal partnerships with District administrators were also
fostered in 23/24; specifically, to build their capacity on the knowledge and use of the LCAP Goals and Actions. By
building capacity in these groups, a better understanding of how parent advisory groups, district departments, and
district sites can be more in alignment to the goals and actions outlined in Goal One: Academic Excellence.	Focus Areas: Even though there has been a commitment to regularly engage with these groups, there remains much
work in the areas of supporting principals to support underrepresented groups, supporting families to actively engage
and participate in advisory groups, supporting families to become involved in policy making, and supporting school
sites to partner with families to offer additional family engagement activities. These areas will be addressed next year
specifically by District staff to not only offer professional learning support, but also to survey families in these specific
areas on progress made by the district.	In order to address the need of improving engagement of underrepresented families, District staff will offer
professional learning support and will also survey families in specific areas on progress made by the district.	4	4	4	4	3	3	4	3	3	3	3	3	Met		2024-06-13	2024
33751760120204	Sycamore Academy of Science and Cultural Arts	3	Based on the analysis of educational partner input and local data, the LEA (Local Education Agency) demonstrates several strengths and significant progress in building relationships between school staff and families. Key strengths include proactive communication strategies that foster mutual understanding and collaboration. The LEA has implemented regular outreach initiatives such as townhalls, family engagement events, and accessible communication channels, enhancing transparency and trust. Moreover, the LEA shows a commitment to inclusivity by valuing diverse perspectives and ensuring culturally responsive practices in its family engagement efforts. These efforts have resulted in increased parental involvement, positive feedback from families, and a supportive environment conducive to student success and well-being.	Based on the analysis of educational partner input and local data, the LEA has identified several focus areas for improvement in building relationships between school staff and families. Key areas include enhancing outreach efforts to reach more diverse communities within the educational community.

Additionally, there is a recognized opportunity to strengthen communication channels by improving the use of technology platforms. Feedback suggests that clearer and more consistent communication methods would improve family engagement and satisfaction. Furthermore, the analysis highlights a desire for increased training and professional development opportunities for staff to enhance their skills in family communication and collaboration.

Overall, these focus areas represent opportunities for Sycamore Academy to deepen its relationships with families, thereby fostering a more inclusive and supportive educational environment for all students.	Based on the analysis of educational partner input and local data, Sycamore has developed a strategic plan to improve the engagement of underrepresented families identified during the self-reflection process in relation to building relationships between school staff and families.

Firstly, Sycamore will implement targeted outreach initiatives tailored to the specific needs and preferences of underrepresented families. This includes culturally responsive communication strategies and translated materials to bridge language barriers effectively.

Secondly, Sycamore will enhance accessibility to information and involvement opportunities through diversified communication channels. This may involve utilizing social media platforms, mobile apps, and community forums to reach families who may not traditionally engage through conventional means.

Thirdly, Sycamore plans to offer more inclusive and welcoming environments during school events and meetings, ensuring that underrepresented families feel valued and respected. This may involve providing interpreters, culturally sensitive signage, and activities that celebrate diverse cultural backgrounds.

Finally, Sycamore aims to provide ongoing training and professional development for staff to enhance their understanding of the unique challenges faced by underrepresented families. This will empower staff to build trust and establish meaningful connections with all families within the school community.

By focusing on these strategies, Sycamore aims to create a more inclusive and supportive environment where all families feel empowered to participate actively in their children's education and school life.	Based on the analysis of educational partner input and local data, Sycamore demonstrates several strengths and significant progress in building partnerships for student outcomes. Key strengths include robust collaborations with community organizations and businesses. These partnerships provide resources that enrich student learning experiences and provide real-world, hands-on learning opportunities.

Additionally, Sycamore excels in fostering relationships with parents and guardians, actively involving them in decision-making processes and educational planning through School Site Council, the Sycamore Foundation, Board representation, and feedback mechanisms such as town halls and surveys. This collaborative approach ensures alignment between home and school environments, ultimately supporting improved student engagement and academic achievement.  Sycamore shows strong leadership in leveraging partnerships to address equity gaps and promote inclusivity. Data indicates targeted initiatives that support various student population have been improving student outcomes, ensuring equitable access to resources and opportunities for all learners.

Overall, these strengths underscore Sycamore's commitment to enhancing student outcomes through effective partnerships, ensuring a holistic approach to education that benefits the entire school community.	Based on the analysis of educational partner input and local data, Sycamore has identified several focus areas for improvement in building partnerships for student outcomes.

One significant focus area is enhancing the sustainability and depth of existing partnerships. The analysis indicates a need for more structured and long-term collaborations with community organizations and local businesses. 

Another area for improvement highlighted by the data is increasing the diversity of partnerships. While current partnerships are strong, there is a recognized opportunity to engage with a wider range of stakeholders, including grassroots organizations, non-profits addressing specific student needs, and industries relevant to emerging career pathways.

Additionally, Sycamore aims to improve the evaluation and assessment of partnership effectiveness. By collecting and analyzing data on the outcomes and impact of collaborations, Sycamore can better understand what works best for enhancing student outcomes and adjust strategies accordingly.

Lastly, the analysis emphasizes the importance of professional development for staff involved in partnership activities. This includes training on effective collaboration strategies, cultural competency, and communication skills to foster stronger relationships and maximize the benefits of partnerships for student success.

By focusing on these improvement areas, Sycamore seeks to strengthen its partnerships, broaden its impact on student outcomes, and create a more inclusive and supportive educational environment for all students.	Based on the analysis of educational partner input and local data, Sycamore has outlined a strategic plan to improve the engagement of underrepresented families identified during the self-reflection process in relation to building partnerships for student outcomes.

Firstly, Sycamore will prioritize outreach efforts specifically tailored to underrepresented families. This includes conducting targeted communication campaigns that address cultural and linguistic barriers, utilizing translated materials and culturally sensitive messaging to ensure inclusivity.

Secondly, Sycamore plans to enhance accessibility to partnership opportunities by providing clear information about available resources and programs through multiple channels. This may involve utilizing community networks, social media platforms, and local events to reach families who may not traditionally engage with school-based initiatives.

Thirdly, Sycamore aims to foster a welcoming and inclusive environment during partnership activities and meetings. This includes providing accommodations such as interpretation services, culturally relevant materials,  and scheduling events at times convenient for diverse family schedules.

Moreover, Sycamore will continue to collaborate with community organizations and stakeholders that have established trust and relationships within underrepresented communities. This partnership approach will help bridge gaps and ensure that initiatives are responsive to the unique needs and perspectives of these families.

By implementing these strategies, Sycamore aims to strengthen relationships with families, increase their participation in partnership activities, and ultimately improve student outcomes through collaborative efforts that reflect the diversity and richness of the community.	Based on the analysis of educational partner input and local data, Sycamore demonstrates several strengths and significant progress in seeking input for decision-making processes.

Firstly, Sycamore excels in fostering a culture of inclusivity and transparency. Stakeholders, including parents, community members, and educational partners, report feeling valued and actively engaged in discussions that shape policies and initiatives.

Secondly, Sycamore utilizes a variety of effective communication channels to gather input. This includes surveys, focus groups, town hall meetings, and advisory committees, which ensure diverse perspectives are heard and considered in decision-making.

Furthermore, Sycamore demonstrates responsiveness to feedback by implementing changes based on stakeholder input. This iterative process not only strengthens trust but also enhances the relevance and effectiveness of educational programs and policies.

Overall, these strengths underscore Sycamore's commitment to collaborative decision-making, ensuring that decisions reflect the needs and aspirations of the entire school community while fostering a supportive environment for student success.	Based on the analysis of educational partner input and local data, Sycamore has identified several focus areas for improvement in seeking input for decision-making processes.

One key focus area is enhancing outreach efforts to engage a broader spectrum of stakeholders. The analysis indicates a need for more proactive strategies to reach diverse communities, ensuring all voices are included in decision-making discussions.

Additionally, Sycamore aims to improve the transparency and clarity of communication regarding decision-making processes. Stakeholders have expressed a desire for clearer information on how input is gathered, considered, and utilized in shaping policies and practices.

Furthermore, there is an opportunity to enhance the accessibility of input mechanisms. The analysis suggests a need for more user-friendly platforms and varied formats to accommodate diverse stakeholder preferences and accessibility needs.

Sycamore intends to strengthen the capacity for meaningful dialogue and collaboration with stakeholders. This includes providing training and resources for both staff and community members to facilitate constructive discussions and ensure that input is effectively translated into actionable decisions.

By focusing on these improvement areas, Sycamore will foster a more inclusive, transparent, and participatory decision-making process that reflects the diverse perspectives and needs of the entire school community.	Based on the analysis of educational partner input and local data, Sycamore has developed a strategic plan to improve the engagement of underrepresented families identified during the self-reflection process in relation to seeking input for decision-making.

Sycamore will implement targeted outreach strategies. This includes conducting outreach through community organizations, faith-based groups, and cultural centers that have established trust within the community. By partnering with organizations, Sycamore aims to facilitate dialogue and encourage participation in decision-making processes.

Sycamore plans to enhance communication channels and accessibility options. This involves providing clear information about how families can provide input, utilizing multiple languages, and ensuring that communication materials are easy to understand.

Sycamore intends to create opportunities for more inclusive and welcoming environments during input sessions. This may include offering virtual participation options, providing interpretation services, and scheduling meetings at times convenient for diverse family schedules.

Sycamore will invest in training and capacity-building efforts for staff to facilitate productive and respectful dialogue. This includes training on cultural competency, effective communication strategies, and the importance of listening to diverse perspectives.

By implementing these strategies, Sycamore aims to strengthen engagement with families in the decision-making process, ensuring that their voices are heard, valued, and integrated into the development of policies and initiatives that affect their children's education and well-being.
	4	4	4	5	4	4	5	5	4	5	5	5	Met		2024-06-25	2024
33751920000000	Temecula Valley Unified	3	Based on parent/guardian survey results, 74% of TVUSD families believe the district builds trusting and respectful relationships, 75% believe TVUSD is creating environments that help children learn, while 70% believe TVUSD values the diversity of children's backgrounds. Parents responded favorably to the multiple platforms of communication the district uses: newsletters (district and site), social media, websites, and email/text.	TVUSD is working to improve the provision and accessibility of information and resources by improving the district and school site websites. Through the use of a newsletter platform all information sent to parents can be translated into most languages. Our survey identified family engagement as an area of need. To address this ongoing need, TVUSD will continue to increase opportunities for family engagement at both the district and site level. The district is working to better market and advertise ways parents can be involved in school decision making.	TVUSD intends to address the needs that have been identified to increase family involvement for the benefit of low-income students, foster youth, and English Learners. To encourage participation and parent connection to school as revealed in the Family Survey of Safety, Climate, and Connectedness and the Family Survey of Engagement, Support, and Efficacy, K-12 Insight will continue to be utilized to encourage families of unduplicated pupils to communicate with school sites and with the school district by providing them with an easy-to-access platform that can be found on the district's webpage and the webpages of every school site.	TVUSD’s current strengths and progress in this area can be attributed to the multiple opportunities that families have to interact with and provide input to site and district staff. Families are invited to participate in the site and district-level committees such as District English Learner Advisory Committee (DELAC) and English Learner Advisory Committees (ELAC); District Title I Advisory Committee (TAC), and School Site Councils; Community Advisory Committee (CAC); and Community Advisory Partners (CAP). PTAs are active in every school throughout the district. PTA regularly hosts family events at the elementary schools, and student programs at the middle and high schools. Each school site provides regular communication through newsletters which include embedded translations for over 100 languages. The Let’s Talk platform also provides access for individuals to contact site and district staff directly to provide ease of access to engage in 2-way communication.	TVUSD continues its commitment to building relationships with the LCAP goal to increase family engagement with all educational partners, and ongoing professional development and site-specific support is provided by the district Coordinator of Equity, Access, and Inclusion as district and site staff continue to learn about each family’s culture, language, and goals for their children. TVUSD continues to promote opportunities for parent involvement at both the district and site level through family engagement nights, Parent University, and student co-curricular activities.	TVUSD utilizes Bilingual Clerks and District Translators to support families of English Learner students. Through interpretation and translation services, families have greater access to participate in their children's education. Parent meetings are scheduled at flexible times to coordinate with a variety of family schedules, and many meetings are offered via Zoom to maximize involvement. This will increase family engagement at meetings and activities across the district. TVUSD will promote parental participation in programs for all students through both translation services and the TK-12 Insight web-based communication program. TVUSD foster and homeless youth liaison meets with every new family upon enrollment. SEL team member conduct a empathy interview with all new student to ensure SEL needs are being met.	TVUSD’s current strengths and progress in this area result from the success of school site Community Advisory and School Site Council groups as well as our school site English Learner Advisory Committees. TVUSD annually provides professional learning for the engagement of these advisory groups and support in seeking input for the development of site allocation expenditure plans, School Plans for Student Achievement, and the District Local Control Accountability Plan. TVUSD continues to focus on reaching and seeking input from underrepresented groups as we build greater partnerships within the school community with the support of our Coordinator of Equity, Access, and Inclusion, as well as our Homeless/Foster Youth Liaison.	TVUSD will work to achieve the goal of encouraging families and educational partners to participate in meaningful ways.  Multiple platforms will be offered to parents to allow them to give valuable input and feedback in the decision-making process, such as, committees, surveys, and parent-teacher conferences.	TVUSD recognizes the importance of parental involvement and the positive effects it has on a student’s academic performance and language development. It is also essential for high achievement in all students, especially English Learners, that families be active partners in support of their students. TVUSD seeks the input of underrepresented families through the Title I School Site Councils, the school site English Learner Advisory Committees, the District Title I Advisory Committee, and the District English Learner Advisory Committee.	4	5	4	5	4	4	5	5	5	4	4	5	Met		2024-06-13	2024
33751923330917	Temecula Preparatory	3	Temecula Preparatory School prides itself on the strong relationships that have been built with parents, which have developed through frequent communication and numerous parent engagement events. In particular, families have expressed appreciation for the opportunities to talk and share their ideas with the school’s administration during monthly parent meetings, LCAP/strategic planning meetings, and at other school events. Families report feeling informed through the school’s weekly newsletter, frequent communication from teachers, and the text messages sent for important reminders. Communications are translated to each family’s language preference and the school offers strong support for EL students and families whose primary home language is not English.
Consequently, the school enjoys a very high level of parent involvement, with parent volunteers active every day of the school year - helping in classrooms, chaperoning field trips, and providing extensive support to students and teachers. The school’s parent volunteer group, PATS, is extremely active and organizes highly successful and highly attended school events that showcase student learning and help bring our school community together.	Based on input and local data, we will be focussing on how to more fully utilize our communication systems (email, text messaging, phone, postal mail, etc.) to communicate with parents, especially with regard to positive instances of student academic learning/achievement and social development.	Parents of underrepresented families have expressed that they like the school’s virtue education and PBIS program that recognizes students' positive behaviors at school. Consequently, we believe that increasing the frequency of these positive communications with parents will further help improve the engagement of underrepresented families.	Based on the input of the school’s educational partners, Temecula Preparatory School provides frequent and welcoming opportunities for parents to understand their student’s progress. We enjoy high participation rates at back-to-school night, our spring showcase, and parent-teacher conferences. Through these events we actively inform parents how they can best support their students and connect them with helpful resources. In addition, our SST, 504, and IEP meetings have been praised by parents for being welcoming, well-organized, and clearly communicated. 

In addition, parents who seek more information enjoy our “open door” policy. We encourage parents to meet with the administration, counselors, and teachers, to get all of their questions answered and ensure they have all the information they need to support their children’s learning.	As the world evolves, so must our role in supporting parents. Based on input, we are considering new parent information sessions to discuss the role of technology. In particular, parents have expressed a desire for more information for understanding the growing role of artificial intelligence and also strategies for preventing cyberbullying.	In order to improve the engagement of underrepresented families, Temecula Preparatory School is in the process of increasing and diversifying the days and times of our parent meetings. For example, rather than just holding a parent meeting in the morning or in the evening, we have begun offering some of our meetings both in the morning and in the evening, which has helped further increase our parent participation rate. This strategy has been especially well received by families with two working parents.	TPS seeks input on decision-making using a variety of strategies. Our annual stakeholder surveys, for example, allow us to gather input from our teachers, staff, students and parents. In-person events, including our monthly “coffee with parents” as well as board meetings allow parents and community members to engage with our school leadership and learn about the direction of the school. This year, we did a major rewriting of the school’s strategic plan and hosted additional parent meetings to gather input and feedback to inform the goals and priorities to be included in the strategic plan. Our parent volunteer group (PATS) also holds monthly meetings for any parents interested in attending and the school’s administration coordinates with PATS regarding school needs and student events/activities.	TPS generally enjoys a strong level of stakeholder input and involvement. Nevertheless, as we examine where the school could improve, we have identified the TPS Foundation as one such area. Getting more feedback and increased involvement in the Foundation’s initiatives would help ensure that the Foundation’s efforts continue to align with school needs and the values of our school community.	TPS will continue to ensure that surveys and other communications are translated as necessary to reach our diverse population of families. In addition, we will continue to have our bi-lingual staff serve as translators so that language is not a barrier to parent participation at meetings and events. Perhaps most importantly, TPS will continue its classical education tradition of providing a safe, welcoming environment for our students and their families so that everyone feels a strong sense of belonging.	4	4	4	5	4	4	5	5	4	4	3	4	Met		2024-06-19	2024
33751926112551	Temecula Valley Charter	3	TVCS has a high-level of parent engagement including 60-70% of our TVCS parents completing volunteer certification and regularly engaging in volunteering in classrooms, serving as field trip chaperones, assisting in fundraising, coaching/supporting athletics and supporting grade-level enrichment and school-wide family engagement events.	Based on our local data, focus areas of improvement include on-going engagement with parents/families of ELL students. Additionally, parent surveys identified a need for parent education nights in areas such as assisting their child academically, social-emotional learning, and social media use.	Historically, TVCS has had a very small number of English Language Learners (5-10 students). As our population of ELL students grows, intentional outreach in the form of ELL Parent meetings and school communication are targeting these families for engagement.	TVCS has a high level of parent involvement in volunteering in classrooms, educational fieldtrips and academic enrichment events.	TVCS needs to work with families to build a sense of parent-school collaboration with regards to attendance, homework completion and how to support school-based interventions in the home.	TVCS will quarterly meetings with our parents/guardians of our English Language Learners.	"TVCS has parents involved in all school committees including Educational Foundation, Safety and Wellness, and aCT (LCAP) committee. Additonally, parents attend month ""Tea with the ED"" events to provide feedback to the Executive Director."	TVCS would like to expand the diversity of our school committees and advisory groups particularly as it relates to underrepresented student groups.	TVCS has learned that we have many families who are willing to get involved if personally asked to participate as opposed to respond to group emails or Parent Square communications.	5	5	5	5	4	4	4	5	5	4	5	5	Met		2024-06-10	2024
33752000000000	Murrieta Valley Unified	3	Murrieta Valley Unified School District makes intentional efforts to authentically engage our educational partners including parents/guardians, students, staff, and community members. Our schools provide a foundation for strong relationships between school staff and families. Schools host events that welcome families onto sites and showcase student work and extracurricular activities, building school community. When students have additional needs, school staff meet individually with families to develop plans of support together, building the relationship between home and school.

The district’s advisory groups are a strength of our district. We have developed numerous advisory groups including Council PTA, Special Education Parent Advisory Council (SEPAC), District English Learner Advisory Council (DELAC), African American Parent Advisory Council (AAPAC), Latino Parent Advisory Council (LPAC), Military Support Advisory, CTE Advisory, the LCAP Advisory Council, and Student LCAP Advisories. Murrieta Valley Unified has also developed an umbrella organization called Partnership for Thriving Students and Families (PTSF) to bridge and assist with the collaboration amongst all these organizations to better serve our students and families.

There are regular meetings hosted by all the advisories that facilitate communication from the district and feedback from members of these groups. The advisories also host larger community events such as a Black History Month Celebration, a Special Education Resource Fair, and a Day of the Child Fair. These groups have now been in place for many years, and parent leaders have begun to lead the work. The advisories serve to build strong relationships between school staff and families by sharing information, addressing areas of concern, and partnering in the celebration of our students.

This school year, our district merged our LCAP Advisory with the Partnership for Thriving Students and Families (PTSF) to engage one representative group around the topic of family engagement and the development of the LCAP, as well as other district initiatives. This was a diverse group which brought together a variety of perspectives and led to thoughtful reflections about how to support our families, students, and classrooms.	The district recently took part in the state’s Community Engagement Initiative (CEI) where we learned about ways to enhance relationships between school staff and families. As part of this work, the district will be piloting a model of parent liaisons at four schools to explore how this can enhance relationships with families. Additionally, the district is developing a formal parent center, to provide easier access to resources and learning opportunities for families. The district intends for these new initiatives to enhance the relationships that families have with staff and their engagement in their student’s learning experiences.	The district will improve engagement of identified underrepresented families in order to build relationships between school staff and families through the continued enhancement of district parent advisories and through the development of more site-based parent advisories. There will be continued training of school leadership regarding the importance of this work and best practices for becoming more inclusive and hearing the voices of all families. The district will determine if the parent liaison positions are able to engage more underrepresented families and will expand the program to other sites if so. The Partnership for Thriving Students and Families (PTSF) team will continue to study and reflect on this topic and will make recommendations based on our findings.	Our educational partners share that our strengths in building partnerships for student outcomes include our district’s communication tools and quality of communication. There is also a lot of positive feedback regarding individual experiences with teachers, counselors, and administrators, including engaging with them and getting support from them. Educational partners also share that our staff is effective in working with families of students who have IEP’s and partnering to support these individuals.

The district continues to prioritize partnerships with parents and works to continuously enhance these efforts. The district’s parent advisories are the key initiative to support this, but we build on this foundation each year. Current plans to pilot parent liaisons, create a district parent center, and enhance parent education opportunities are examples of how the district continues to look at new ways to support partnerships with families. Additionally, by merging the LCAP Advisory and the Partnerships for Thriving Students and Families committees, the district has emphasized our commitment to developing more effective and meaningful spaces for these partnerships to occur.	The district acknowledges the need to continue building partnerships for student outcomes. While parent engagement in our schools is strong, we can continue to grow in our ability to bring parents alongside us as we support student achievement and growth. The district’s involvement in the Community Engagement Initiative has allowed us to reflect on this need and develop structures to support better partnerships, such as practices for transitioning new students, particularly English Learners, into our schools.

Additionally, our educational partners continue to identify key areas for focus in their input. While the district’s communication tools are identified as a strength, we also receive input regarding the need for the grade communication tools to be updated more regularly. Focusing on improving this will allow our families to partner with us more effectively for student outcomes. Another area of focus identified by our educational partners is supporting students in math. Parents are concerned about how their students are doing in math and their own struggle to support them in this subject area. We need to develop ways to address this and provide more accessible systems of support for learning in math. Finally, our educational partners share that they do not always know the variety of program offerings that their students can take part in and how to make decisions around course offerings, particularly as students transition from one school level to the next. There needs to be a focus on strong communication regarding our district’s programs and opportunities, as well as how to access them, and this needs to be emphasized during transitional years.	The district will improve engagement of identified underrepresented families in order to build partnerships for student outcomes through the continued enhancement of district parent advisories and through the development of more site-based parent advisories. There will be continued training of school leadership regarding the importance of this work and best practices for becoming more inclusive and hearing the voices of all families. The district will determine if the parent liaison positions are able to engage more underrepresented families and will expand the program to other sites if so. The Partnership for Thriving Students and Families (PTSF) team will continue to study and reflect on this topic and will make recommendations based on our findings.	The district makes intentional efforts to authentically engage our educational partners and get their input for decision-making. The parent and student advisory groups are authentic opportunities for staff to collaborate with educational partners and get their input on current initiatives, as well as their overall needs. This feedback has led to the development of many district decisions and new services for our students. We continue to look for ways to maximize the opportunities to hear the voices of our educational partners and develop systems to respond to them. The development of site parent advisories is one way that we are seeing progress with this goal.

Another strength of our district when it comes to seeking input for decision-making is the active engagement of PTA/PTSA/PTO/PTC organizations and School Site Councils (SSCs) at all our school sites. These teams provide a means for administrators and staff to work directly with families, hear their needs and ideas, and collaborate around solutions. This year, district staff visited School Site Councils as part of the LCAP engagement process in order to gain input regarding future decisions as a new LCAP plan was developed. This was a highly effective practice, as it brought more voices to the table and gave district staff an understanding of the individual needs of school sites.

Lastly, our educational partners report that our special education parents are very involved in their students’ IEP development and services. They identify this as a strength because parents are brought fully into the process and asked to contribute to decisions for their student’s success.	The district needs to expand opportunities for educational partners to provide input for decision-making. While there are structures in place, they are limited in terms of the scope of input and the structures for integrating the input into decision-making practices. The district’s participation in the Community Engagement Initiative has provided us with ideas for ways to enhance these practices in our district. Additionally, the district needs to continue emphasizing the importance of this with our school leaders and providing them with support in developing this practice for their schools. Based on survey results, only 51% of our families feel that the school strongly values their opinions. While this rating increased 3% from the prior year, it still indicates a need to improve our efforts to seek input into school-based decisions.	The district will improve engagement of identified underrepresented families in order to seek input for decision-making through the continued enhancement of district parent advisories and through the development of more site-based parent advisories. There will be continued training of school leadership regarding the importance of this work and best practices for becoming more inclusive and hearing the voices of all families. The district will determine if the parent liaison positions are able to engage more underrepresented families and will expand the program to other sites if so. The Partnership for Thriving Students and Families (PTSF) team will continue to study and reflect on this topic and will make recommendations based on our findings.	3	3	3	3	3	3	3	3	3	4	4	3	Met		2024-06-13	2024
33752420000000	Val Verde Unified	3	Our district continues to be committed to ensuring our families’ voices are heard by establishing clear and appropriate channels for communication. The voices of families are heard and valued; ideas that are shared are implemented.  We continue building strong, meaningful relationships based on trust. The district ensures that parent leaders have a seat on districtwide advisory committees as well as oversight committees. Our school administrators, teachers, and classified team members value our families and recognize that our parents/guardians are key partners in our concerted efforts to improve student outcomes. Our district works from a strength-based perspective, making sure our families feel supported, affirmed, valued, and know they belong. Their rich cultures and languages are honored and celebrated. Our district’s efforts to increase support staff at sites (site-based community liaisons, field supervisor, athletic tech, bilingual clerk) have proven to be a well-accepted and successful means to increase outreach and support and most importantly, strengthen our relationships with our families.	Our district consistently looks to eliminate barriers to participation not only by offering traditional in person events but also by providing hybrid sessions (virtual and in-person) to increase accessibility for all. We provide interpretation/translation services for all our offerings and have created culturally affirming committees and focus groups, in addition to legally required committees, such as DELAC. We continuously seek new ways to improve family engagement and encourage families to participate in the planning and leading of meetings, events, and co-champion their children’s educational journey.	Our District takes pride in strengthening the connection between school staff and families and continues to use many different tools to optimize communication between parents and teachers regarding student progress. In addition, parent/guardians’ input will continue to be encouraged during group meetings as well as committee meetings. Both surveys, as well as voice forms, will continue to be provided so parents can make their concerns and/or priorities heard and addressed. We will continue to encourage our families to make their voices heard at Local Control Accountability Plan (LCAP) informational meetings, Parent/Teacher Conferences as part of our ongoing effort to work together with families to improve student outcomes. VVUSD will continue to provide information at the beginning of the school year to parents, i.e., Foster Families and families with children with exceptional needs. Informational sessions will be offered throughout the year. Important information on rights and responsibilities will continue to be made available at informational sessions for Special Education and Foster families as well as meetings for families with English Learners. In addition, the District will continue to share information about its Uniform Complaint Policy on a regular basis. This information is disseminated via parent notifications that are mailed out in both English and Spanish, as well as at parent advisory committee meetings, and are easily found on the District’s website. The District will continue offering events that strengthen relationships and connections with families of diverse cultural backgrounds, i.e., events that commemorate Black/African American History, Asian American Native Hawaiian Pacific Islander Heritage, English Learner Listening Sessions, Day of the Dead, and the Family Reading Festival. The District will continue to offer informational sessions on creating safe and inclusive environments for our LGBTQ+ students, informational sessions for families experiencing houselessness, and will continue to encourage direct engagement and access of administrators with families.	Val Verde’s school sites continue to develop ongoing relationships with families where both teachers and administrators view parents as experts and partners in improving student outcomes. The District encourages parents/guardians to visit schools and observe their children’s educational program. Our district continues to make it a point to offer quality professional development throughout the year to ensure that our VVUSD team members are committed to celebrating our families’ strengths and are working side-by-side to promote educational equity and success for our students. When our teachers are out for conferences, trainings, or any type of professional development, the District provides quality substitute teachers for students as to not compromise student learning in their absence. The District continues to offer quality translation and interpretation services to our families at every site, which enables open and meaningful collaboration with mutual understanding. Our district also offers early literacy collaboration sessions to support family reading at the elementary level which are aimed at enhancing the success of learning at home and promoting literacy. This goes hand in hand with our District’s Reading by 3rd Grade Initiative, which has seen impressive success in improving students’ reading levels. In addition, other ongoing events are offered to support middle and high school-aged students such as the Family Math Night and the Explore Fair which showcases STEAM projects. VVUSD also offers a College Kickoff event, a Family Engagement Symposium, a Reading Festival and other educational district-wide events available to families. In addition, the district has supported attendance to an HBCU college recruitment fair. VVUSD offers Free Application for Federal Student Aid (FAFSA) and California Dream Act workshops and informational sessions to assist our families in supporting their children in their postsecondary educational journey. VVUSD offers many events throughout the year to empower our families with the necessary tools and resources to assist their students’ learning and development at home.	It is our district’s desire to further improve the engagement of all families to not only strengthen existing partnerships but build new ones to boost student outcomes. Our district will continue to do this by continuing to make relevant and useful materials available for at-home learning to support families with their students’ outcomes. The District plans to continue to offer Free Application for Federal Student Aid (FAFSA) and California Dream Act workshops and informational sessions to assist our families in supporting their children in their postsecondary educational journey. VVUSD will continue to host various events throughout the year to ensure our families have the necessary resources to assist their students’ learning and development at home. These include informational sessions on the California Assessment of Student Performance and Progress (CAASPP), English Language Proficiency Assessment (ELPAC), and the California School Dashboard, among others; as well as the Local Control Accountability Plan (LCAP) in order for families to help the district prioritize budgetary actions needed for improving student outcomes.	Our district will continue to work on expanding our efforts to engage our underserved populations, i.e., families and students who identify as African American, LGBTQ+, Asian American Native Hawaiian and Pacific Islander (AANHPI); as well as local indigenous communities such as Q’anjob’al speakers. The District is committed to bringing all underrepresented populations into the fold and developing strong partnerships to improve student outcomes. To achieve this, the District has partnered with professional language service providers to facilitate a 2-way communication system with our families regardless of their cultural or linguistic background. In addition to improving services for marginalized communities, we are also growing our Community Schools approach and services to better meet the needs of the “whole learner.” This includes providing these families access to basic services such as a laundromat and community store, as well as a healthcare clinic to lessen the barriers to participating in their child’s educational experience.	Our district continues to implement a strong system to effectively support and build the capacity of our principals and VVUSD team members in engaging families in the decision-making process throughout the year. Ongoing and regular principal meetings are offered in the school year. Principals and school sites periodically receive training and materials to aid in the facilitation of their parent advisory committees, such as School Site Council (SSC) and English Learner Advisory Committee (ELAC), and are able to successfully train their advisory committees officials and participants. In addition, clear and concise information continues to be available for sites (i.e. ELAC handbook and resources available on our VVUSD English Learner Program website). The District continues to strengthen advisory committee meetings in such a way that principals, support personnel, and parents are collaborating to create agendas and facilitate meetings in unison as equal partners focused on improving student achievement.

Our District has sought to maintain its commitment to implement a unique model that strives to build family leadership and provide a voice to our community. At our African American Parent Advisory Council (AAPAC) and our DELAC and PAC meetings, parents’ voices continue to be encouraged, valued, respected, and celebrated. Resources are invested in powerful research-based leadership programs to empower and equip parents/guardians with the leadership skills and expertise they need to pass along tools and information to other families to support improved student outcomes. The District continues to provide numerous opportunities for all families to provide input on policies and programs and implement strategies to seek input from underrepresented groups. At our advisory committee meetings such as DELAC and AAPAC meetings, not only are parent/guardian surveys provided, but voice forms as well, where parents can share their personal ideas, questions, and priorities and receive a personalized response. 

In addition, our Special Education Informational Sessions, our LCAP discussion forums, and Parent Focus Groups continue to stand out by always encouraging input from our community. Our site leaders continue to take full advantage of our resources by reaching out to our Family Engagement Center to meet the local needs of the community and schedule classes or services from a wide array of options made available to them. For district-based events, courses, and services are centered on feedback provided on surveys and voice forms. Based on our families’ input, a variety of classes have been created and offered throughout the year. This process is reflected on our List of Course and Service Offerings which is continuously updated to include new offerings. Input from the community has consistently been the driving force in determining our offerings and services as well as the allocation of funds for our LCAP adoption process.Our families feel empowered and heard.	Our District will continue to make concerted efforts to encourage and increase participation at our various meetings and events. Our focus remains on facilitating access, enhancing, and innovating the tools to encourage decision-making opportunities in every level of parent participation, whether it be at a single event or a parent committee. Translation and interpretation services are always made available to the families to facilitate participation of the families that need them. These efforts include surveys, voice forms, personalized emails and phone calls, as well as specialized focus groups and listening sessions.	Our District has made significant strides in seeking our underrepresented families’ input and will continue to improve efforts to strengthen relationships with such families and increase their participation in focus groups, site and district level parent advisory committees. The District will continue to ensure that our underrepresented families are engaged and moreover participate as change agents during decision-making opportunities in their students’ academic journey. Furthermore, our district will continue to expand event offerings that specifically speak to our underrepresented populations to encourage their participation and provide opportunities to make their voice heard and implement their ideas and priorities.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
34103480000000	Sacramento County Office of Education	3	The SCOE student programs have continuously invested in hiring employees who excel in building relationships with students and families and in on-going family and community engagement professional development for those employees. Our schools and programs are welcoming places for all parents. Each student and family participate in an enrollment meeting, where strengths, goals and the family culture are discussed and understood by our team. The detailed enrollment process ensures appropriate wrap-around services are assigned prior to the first day of attendance. Families are also connected with community resources to further support their needs and parents are actively engaged in the decision-making process through IEP meetings, student study team meetings, student-led conferences, and site council meetings. Students in our court school participate in a new student interview and families are invited to call or visit with school staff in the visitor center on any school day and on our formal visitation evenings once per month. During the academic year, SCOE invites families to campus to view exhibition projects, and for cultural celebrations.	SCOE's transition specialists (two per campus) engage in frequent outreach to families. Based on need, the initial outreach is often related to attendance, but these staff continue to build strong relationships as the year progresses. Students frequently express appreciation for the connection with transition specialists.

The enrollment of English learners, including some refugee students whose first language is other than English, is increasing for SCOE schools. While SCOE has a contracted translation agency and a master list of interpreters that work across our organization, we strive to recognize and understand the cultures and languages of our students.	Developing multiple opportunities for authentic two-way communication between families and school staff is ongoing. To improve engagement of underrepresented families, it is important that communication is systematic so that it includes everyone.	SCOE provides a Family and Community Engagement professional development program, which our administrators and staff participate in and we support all staff participation in additional outside professional development sequences. In 2021-22, a new position of Vice Principal for Family and Community Engagement was initiated for Colley and Hickey, and a second position added in 2022-23 to serve families at El Centro. The Community Schools Partnership Program grant will enable the COE to add a Coordinator of Family Engagement in 2024-25.

SCOE is in contract with multiple non-profit agencies that partner with our administration and staff to engage families with resources to support student learning and development in the home. Our teams consistently participate in student study team meetings with families and set goals and expectations for continued student success. Each family receives transition support and information for their student's transition back to mainstream, high quality school district programs and we ensure all families understand their right for legal representation, as we provide information on free legal services. Our teams are committed to advocating for our students and helping families develop advocacy skills as well.	To build partnerships with families of underrepresented students, when many families are disengaged and unhappy with the student's placement, consistency in communication is important. Every family and student should be informed about SCOE's academic programs, career preparation, credit recovery options, and the student's transition plan.	The Family and Community Engagement team will continue to make connections with families at enrollment and throughout the student's term. SCOE leaders are researching the options for app-based communication to simplify engagement in a non-intrusive way. SCOE plans to implement relational home visits in the 2024-25 year following voluntary training by Parent Teacher Home Visits.	Leadership is invested in developing parent capacity. SCOE leadership is seeing growing participation in advisory committees. SCOE's progress towards seeking input from parents/guardians in decision making and efforts to promote parental participation in programs is measured through a consistent annual survey that is translated for our non-English speaking families and administered electronically. The survey is designed to be accessible and specific to the issues that are most relevant to our non-traditional student populations. The survey included an assessment of whether parents feel their child's school offers activities to bring families onto campus, and whether parents would recommend SCOE’s programs.	A focus area is to sustain and grow participation in advisory committees.	Key to improving engagement of underrepresented families is systematic outreach and reflection of the needs communicated. The Community Schools model can help to remove barriers that prevent underrepresented families from engaging fully.	4	4	4	3	4	3	5	4	3	3	4	3	Met		2024-06-25	2024
34103480136275	Fortune	3	At Fortune, we have built strong connections between our school staff and families.   We held our Parent Academy, which gives parents an opportunity to interact with many Fortune staff and learn about how they can partner with us to help their scholars.  We also held multiple Parent Cafes, which create spaces for families to interact with one another and build skills that increase their resilience.	In past years, teachers were less likely than non-teachers to report feeling very safe on campus as well as connected to our school. We hope to improve in this area so that all staff feel similarly safe and connected.	At Fortune, we will continue to reach out to our families of English Learners and students with disabilities to ensure that they feel safe and connected to our school.	At Fortune, we have robust partnerships with local organizations such as the Sacramento Observer, the NAACP Sacramento branch, and the National Action Network Sacramento branch. These partnerships enable us to teach scholars how to advocate for themselves as they navigate the world outside our schools.	We had a dramatic reduction in suspensions this year, but we still had too many scholars fight with one another.  We continue to work with partners to fine-tune our discipline policy and make our campus a safe place for everyone to learn.	At Fortune, we will continue to reach out to our families of English Learners and students with disabilities to ensure that they feel safe and connected to our school.	At Fortune, we have a robust School Site Council and English Learner Advisory Committee that enable staff and families to join our decision-making processes. They learn about our LCAP and provide input for each annual update.	We hope to have more parent participation in our School Site Council and English Learner Advisory Committee. It is difficult for parents to make the time to join the meetings given their jobs, children, and other commitments.	At Fortune, we will continue to reach out to our families of English Learners and students with disabilities to ensure that they feel safe and connected to our school.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-11	2024
34103480140160	American River Collegiate Academy	3	At American River Collegiate Academy we have worked hard to build relationships between our school staff and families.  We begin by creating a welcoming environment for all, starting before students step through the doors.  Our staff greets students and families each morning at drop-off and continues to foster relationships throughout each day through informal conversations, more formalized meetings, phone calls, and emails.  On a weekly basis, our teachers and staff share news and information through our weekly newsletter.  Additionally, we schedule several opportunities throughout the year for our families to engage with our staff, including Back to School Night, parent/teacher conferences, LCAP engagement workshops, participating in surveys, committee work, Parent School Partnership (PSP) meetings, family nights, budget/facilities meetings, etc.

Rocklin Academy Family of Schools’ mission is to provide a distinct educational program strengthened by community and parent partnerships to achieve high standards, rich core content, and innovative learning.  Focusing on this mission, American River Collegiate Academy encourages families and community members to participate in supporting students in a variety of ways which may include volunteering, participation on committees, providing input on surveys, attending field trips, school events, and various meetings. 

American River Collegiate Academy is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. A variety of programs and events have been planned to initiate outreach and make connections with parents, including Core Knowledge Night, Family Nights, docent programs, performances, etc. Opportunities such as these are an effective way of developing relationships which leads to a higher level of parent involvement.  Other ways of providing meaningful input in the decision-making process for families have been serving on or participating in committee meetings such as the  Parent School Partnership (PSP), Finance Committee, Board of Directors, Local Control Accountability Plan (LCAP) Committee, and English Learner Committee (ELC) meetings.  

When surveying parents and guardians in the 2023-24 school year, 100% of American River families participated.  Of those, 90% indicated an overall high level of satisfaction, 85% believe RAFOS seeks their input on decisions, 97% indicated that they have participated in school-related activities this year, and 99% intend to return in the 2024-25 school year.	Based on the analysis of educational partner input, below are areas we intend to focus on for improving relationships between school staff and families:
-Increase opportunities for volunteering 
-Increased community resources to be made available to families
-Increasing the effectiveness and equity in the two-way communication between families and teachers
-Establish a collective definition of “effective communication” and ensure that it is understood by staff and families	Building relationships between school staff and our families is a top priority at Rocklin Academy Family of Schools.  We continually work to improve engagement and have identified areas of opportunity to strengthen these relationships, especially with our underrepresented families. We will continue to focus on strengthening family engagement opportunities for our English learners and students with disabilities through increased frequency of outreach through email communication, meeting opportunities, and face-to-face connection on campus.  We will also continue to reach out to low-income families with increased frequency to see if there is any additional support we can provide or direct them toward.  

We are utilizing the resource “Language Line Solutions” to communicate with families in their primary language for meetings.

California Collaborative on Educational Excellence Community Engagement Initiative, comprised of administrators, teachers, parents, and county office of education staff, has been working to support sites to provide opportunities for authentic communicative interactions that lead to trusting relationships.	At Rocklin Academy Family of Schools, we believe that our educational program is strengthened by strong partnerships with families.  Communication is key to this being a success.  Based on the analysis of educational partner input, the following were identified as strengths in building partnerships for student outcomes.
-Communication from teachers, principal, and superintendent
-Parent/teacher conferences or other collaborative meetings
We send home weekly communication to all families as a way of keeping them informed of what is going on in the classrooms and on campus.  Our superintendent also provides a monthly update, sharing important information and highlights across all sites.  We also host several collaborative workshops and meetings throughout the year focused on student outcomes.  Other, more individualized work is accomplished through SST, IEP, and LTEL meetings with teachers, principals, and families to review data and set student goals.  Finally, our parent portal provides families with access to their child’s academic progress and other important information.	Based on the analysis of educational partner input, we have identified some areas for improvement in building partnerships for student outcomes.   In the 2024-25 school year, we will continue to improve or increase the following areas to rebuild partnerships for student outcomes.
-Increasing ease of access to completing volunteer requirements
-Structuring family nights and events to respond to the needs of our community.
-Utilizing our PSP to do active outreach throughout the year with opportunities for families to participate in volunteering for school family events
-Authentic two-way communication
-Continue to use Parent Square school-to-home information dissemination and help parents build familiarity with the platform
The RAFOS mission states, “Rocklin Academy Family of Schools provides a distinct educational program strengthened by community and parent partnerships to achieve high standards, rich core content, and innovative learning.”  This partnership is critical to the success of our students and we are committed to strengthening it.	Based on the analysis of educational partner input our school plans to improve the engagement of underrepresented families to build stronger partnerships for student outcomes by:
-Continuing to provide family events that are cost-free to our families and are designed to welcome and celebrate all.
-Increasing outreach for participation in  workshops/meetings intended to support, inform, and collaborate with our families of English learners
-Continuing to build upon the resources provided to support families and support access of those resources through direct and supportive communication
-Continuing our efforts to reach out to our foster youth and low-income families more frequently to determine what additional supports they need that we may be able to provide or help to identify assistance with	Based on the analysis of educational partner input and local data, current strengths for seeking input for decision-making that have been identified include the following:
-Strategic Planning Committee
-LCAP engagement meetings with various education partner groups
-Opportunities to provide input through surveys
-Discussions with classroom teachers or other school staff
-Opportunities to attend meetings such as board meetings, PSP meetings, EL meetings, etc. 
-Opportunities to participate and provide input at meetings
Although several strengths have been identified in the way we seek input from our educational partners for decision-making we are always working to improve this process.	Families are incredibly eager and willing to participate in the decision making process and as an organization, we know that their input is crucial to the success of our students and schools. Based on the analysis of educational input and local data, we have identified the following trends as areas of  improvement for seeking input for decision-making:
-Define and improve two-way communication
-Continue to implement and strengthen the Principal-Student Forum	
We are always seeking ways to improve engagement with our underrepresented families.  Areas identified that we are further looking into include the following:
-Continue to make efforts to involve families from underrepresented groups in all committees
-Continue to use Parent Square to ensure that all communication is easily translated for our MLL families
-Ensure that students from underrepresented families are included in the principal student forum	4	4	4	4	4	4	5	4	4	4	4	4	Met		2024-06-17	2024
34672800000000	Arcohe Union Elementary	3	As a single, small-school district, Arcohe maintains excellent relationships with families and staff. The district currently utilizes many different types of communication devices such as face to face interactions, Parent Square, social media, newsletters and an electronic marquee in both English and Spanish.  The district has a strong relationships with the Arcohe Parent Club (APTC), Herald Community Club, and neighboring districts. The district actively seeks input from these various sources to be an active educational partner for the betterment of the students, staff and families of Arcohe.	With any organization, no matter how much communication takes place, there is always the need to expand and provide as much timely information as possible. As issues arise, the district analyzes ways to improve communication and break down barriers. Moving into this next academic year, the district is exploring the need for a school bond to build additional facilities on the campus. To make this a successful campaign, the district partners will have to work closely with the community to gather the support needed to pass the measure.	Over the past ten years, the district has made a major effort to increase access to all families. Some of the outreach has been done with the language needs of families considered, while others include finding ways to remove other barriers some families struggle with. This effort include providing after school care, summer school, transportation, no-cost internet service, access to mental health supports and a variety of other ways to build relationship through trust and caring.	Part of the outreach is to provide parents information and resources to be educational partners with the school. The school often holds Family Learning Nights and hosts discussions on such topics as the dangers of social media and drugs and alcohol. The district has explored different ways to reach families through their preferred method including social media, emails, phone calls and direct conversations. The district bilingual staff has strong relationships with families to give them information in their native languages as well.	In 2024-25, the district looking at hosting monthly Parent Academies to talk about such topics as Special Education, educational supports, mental health, and the importance of reading in the home. This informal classes will take place at the school and will feature educational experts, both within the district and from the surrounding community.	In addition to the Parent Academies listed above, the district is going to partner with Jump Into English to provide educational classes for our bilingual families. Prior to the pandemic, the district used this organization to successfully bring classes to 35 bilingual parents.	In the spirit of creating a collaboration system of support, the district has invested in curriculum and instructional supports by creating a new Director of Instruction and Student Support. This position will work directly with classroom teachers, intervention specialists and special education to enhance the current MTSS for the district. This relationship between partners allows open dialogue about students and what will be most effective.  

Beyond the classroom, the avenues the district has established with families allows for access to key personnel to share ideas and thoughts regarding academic issues.  In addition to the ways listed previously, the district often sends out parent surveys to gather further information.	As the district sees a number of veteran teachers move into retirement, the established leadership on the staff has started to change. Consequently, the needs and priorities of staff members has started to change a bit and a focus has been on creating new teacher leaders.  In this transition, it is important to honor the past and traditions while recognizing the differences in who is taking their places.	All community and parent outreach has underrepresented families directly in mind. Great care is taken to make information open and accessible to all families, no matter their background. When issue do arise, the district reacts quickly to rectify situations.	5	5	5	5	5	3	3	3	5	5	5	5	Met		2024-06-27	2024
34673140000000	Elk Grove Unified	3	The district continues to believe that trusting and respectful relationships between the home and school serve as the foundation for shared learning and responsibility and is a key factor for student success. Parent Survey results show that 92% of parents agree that their school has been effective in providing a respectful and welcoming environment. The Department of Family and Community Engagement (FACE) provides trainings and resources to help schools build trust, create welcoming environments, and develop two-way interactive communication. The FACE department works closely with site leaders to ensure that all families feel seen and heard, and that sites are welcome and inclusive places for all families. FACE also works closely with the Department of English Learner Services to ensure interpretation and translation are available for families at various events.	Elk Grove Unified is dedicated to improving relationships between school staff and families. FACE will continue to offer a wide variety of professional development opportunities for administrators, teachers, and classified staff to support and enhance communication and partnering with families. In addition, EGUSD continues to implement the nationally recognized model of Parent/Teacher Home Visits and results show the relationship building strategy is helping families and students feel more connected and attend school on a regular basis. EGUSD offers both virtual bridge visits via Zoom as well as in person visits. During the summer of 2023, teachers conducted 4,319 positive relationship building bridge visits between June and September to welcome students and families to the new school year. In 2024-25, FACE will support wider implementation of this effective model.	Elk Grove Unified has adopted several different strategies to improve engagement of underrepresented families. The district purchased TalkingPoints, a two-way communication tool that allows home-school communication in over 100 different languages. TalkingPoints has allowed families who were disengaged due to language barriers to become connected to their teachers and schools. EGUSD continues to create welcoming environments for all families, especially those that are underrepresented. With recent additional staffing, FACE now has the capacity to provide support to all schools to ensure that families feel a part of the decision-making process and feel welcomed on all school campuses. EGUSD continues to develop parent affinity groups. These affinity groups, like Families of Black Students United and Santuario de Mariposas, allow caregivers to build community, make connections, and increase capacity to be advocates for change in their community and schools.	Many of EGUSD’s departments and offices partner to provide a seamless array of trainings to improve a school’s capacity to achieve effective family-school partnerships for student outcomes. Trainings on cultural awareness and implicit bias support educators in better connecting with students and families. Trainings on social and emotional development are also supportive of and foundational to students’ academic success. Based on stakeholder requests, workshops in the Family and Staff Wellness Series include topics such as parenting while navigating social media, healthy behaviors, managing angst, and stress and resilience. The FACE Department hired two Mental Health Therapists who are creating tools and connecting families to resources to support their student's mental health and wellness. In Spring 2023, Parent Survey results showed that 92% of parents agreed that their school has been effective in providing parent involvement and parent education opportunities.	Parent survey data showed that parents were less satisfied with ideas and tips on how to support academics in the home. Based on this data, the FACE Department has hired three Family Resource Teachers to create tools, resources, and training to help school staff improve partnerships with families and the community to help enhance learning at home. The FACE Department is also collaborating closely with both the Curriculum and Professional Learning Department and the English Learner Services Department to ensure high quality instruction includes tools for families to help enhance learning in the home.	EGUSD site staff often begin fostering engagement with underrepresented families by conducting relationship-building home visits and using the two-way communication tool, TalkingPoints. These serve as the building blocks for successful ongoing relationships, deeper engagement and partnership for student success. The district will continue to provide training and support for wider implementation of these strategies to foster positive and effective connections with underrepresented families to support stronger student outcomes.	EGUSD understands the importance of parent and community feedback and continues to make progress in seeking input for decision-making. Through various parent committees, such as the District Advisory Committee, the District English Learner Advisory Committee, the Community Advisory Committee, Families of Black Students United, Latina Madres, and the Superintendent’s Parent Advisory Committee, parents routinely provide feedback and recommendations to district leaders in making decisions, including school and district LCAPs. On a wider scale, the district annually seeks parent/community feedback through a LCAP Needs survey and Parent survey. Survey responses inform efforts to improve instructional programs and engagement efforts. In Spring 2023, Parent Survey results showed that 87% of parents agreed that the school has been effective in providing opportunity for parent input in making decisions for the school or district.	One focus area for improvement is making sure all principals have the opportunity to understand how to plan, design, implement, and evaluate family engagement activities in collaboration with their families. Efforts to systematically measure and monitor welcoming environments and family engagement activities are currently under review, with an eye toward revisions for improvement. The goal is to have accurate measures of FACE program implementation at each site, which will then support continuous improvement.	The district continuously seeks input on policies and programs, including the best way to reach and hear from underrepresented groups in our school communities. One approach is to directly ask families that are both new to the district and the country, what they need to support their transition, and the best ways to communicate with them. The district also utilizes other opportunities when parents are in the district office, for example during immunization clinics, to interact and obtain information on needed support. Information from these sources help staff identify additional support that could be provided through the district’s Newcomer and Refugee program. The district will continue to engage underrepresented families through the work of the Families of Black Students United, which focuses on improving school experiences of African American students and families. This group builds capacity of parents, employees and allies providing targeted supports for African American students.	5	4	4	5	4	4	4	3	3	5	5	4	Met		2024-06-25	2024
34673140111732	California Montessori Project - Elk Grove Campus	3	The CMP community encourages direct communication through regular parent-student- teacher conferences. CMP also holds regular “Principal Cafes” and “Campus Advisory Committee” meeting opportunities to learn about and provide input into school activities. 

In addition, the school utilizes a Parent Communication app, ParentSquare, which reaches 99% of families as a vehicle to share information and respond to inquiries/requests between all parents and staff. Through ParentSquare, the school can message families through a preferred phone number, email, etc.

CMP administration meets with students, families and staff each year to inform the LCAP. Through an open discussion format, educational partners are encouraged to share feedback, ask questions and make suggestions for improvement regarding any school related topic. CMP also provides an online survey available to all families and staff to share feedback on LCAP. The LCAP process provides for the opportunity to practice a shared level of decision making, increasing the voice of all partners.

The CMP-Elk Grove Campus holds community events to engage our parents into the school community.	CMP is working with families on improving student attendance practices post-pandemic.	CMP's website and Parent Communication system allows parents to translate content to a preferred language to ensure effective communication.

During the LCAP engagement process, CMP administration met with its English Language Advisory Committee with the intention to gather input through the lens of our English Learners to help guide future decisions.

In alignment with its Strategic Plan, CMP partnered with Sacramento State University to provide Diversity, Equity, Inclusion, and Belonging professional development to all CMP schools.	Based on the educational parnter feedback, CMP's current strengths are around parent engagement, safe and orderly school and classroom environments and community members feeling safe and accepted at school.	CMP has placed a focus on increasing effective communication between the parent/guardian and teaching/administrative communities. Teachers meet with parents multiple times throughout the school year (Initial Parent Meetings and Parent/Teacher Conferences) to provide an opportunity to discuss goals, objectives, progress on academic plans and discuss any issues or concerns that may be present. To ensure parents stay informed of their child’s progress throughout the school year, CMP regularly communicates via ParentSquare, email and phone calls. Parents can log in to Aeries and/or Google Classroom to see student work and grades. Campus administration will send home campus and classroom newsletters as another means of communication for families who prefer to not receive electronic communications.	CMP seeks to engage underrepresented families by first being present and visible in the school community. If campus administration feels that a family is not being reached through the normal modes of communication, direct phone calls, in-person meetings, and/or home visits will be made to ensure the family is receiving the support that is needed. CMP also provides on campus services for families in need, including computer access, translators, meals, etc.	CMP encourages parent participation at school and sees parents as educational partners in their child’s learning.

CMP continuously seeks input from various groups of educational partners, especially as it relates to the LCAP process. LCAP meetings are held at each school, where students, staff, and families are encouraged to provide input as a guide to help set goals and priorities.	The California Montessori Project (CMP) seeks to improve and promote partner involvement and collaboration through various pathways. For our families, CMP hosts regularly scheduled “Parent Cafes” in order to facilitate communication between families and school administration as well as an established Campus Advisory Council (CAC) composed of parent, teacher and administrative representation that is designed to provide a forum for stakeholder input. Additionally, CMP embraces an “Open Door Policy” in order to develop a culture of collaboration and common purpose.	The CMP campuses have fully implemented the communications tool, ParentSquare. Through ParentSquare, CMP administration is able to reach 99% of the family community. CMP wants to ensure that communication is readily available to all families, including underrepresented families without access to computers and/or the internet.

In alignment with its Strategic Plan, CMP partnered with Sacramento State University to provide Diversity, Equity, Inclusion, and Belonging professional development to all CMP schools.	4	5	4	5	5	5	5	5	4	5	5	4	Met		2024-06-10	2024
34673140137281	SAVA - Sacramento Academic and Vocational Academy - EGUSD	3	SAVA is dedicated to fostering a positive, welcoming, and supportive school culture where staff strive to be significant figures in their students' lives. Our mission is to help students meet and exceed academic standards while preparing them for college and careers. However, we understand that many students face challenging life circumstances that can make it difficult to stay focused on academics. Acknowledging this reality, SAVA has developed a clear intervention process and systems of support across all campuses to assist students before academic failure occurs.
Our support model at SAVA offers comprehensive wraparound services involving counselors, student support specialists, school social workers, RSP teachers, teachers, paraeducators, campus principals, and principals. These professionals work collaboratively to address students' needs, ensuring they receive the support necessary to achieve academic success. Recognizing that many students lack a stable connection with an adult, SAVA is committed to building mentoring relationships with each student, providing them with the guidance and support they need.
In the 2011-2012 school year, SAVA began implementing the Capturing Kids' Hearts (CKH) model, developed by The Flippen Group. CKH is central to our approach, transforming our schools by fostering trusting relationships among teachers, staff, families, and students. All staff members are trained in CKH upon employment, and the principles of CKH are practiced consistently in all classes, meetings, and events. This program equips staff with tools to build meaningful relationships, create a safe learning environment, and develop team-building dialogues. At its core, CKH aims to create self-managing systems that enable students to confidently apply the skills they learn both in and outside of school.
In addition to CKH, SAVA is committed to promoting equity and continuous improvement. Each year, the school and district identify an equity goal and participate in professional development to address it. We have developed Professional Learning Communities (PLCs) in which all staff focus on data and continuous improvement, viewing their work through an equity lens. Each PLC targets specific sub-groups where potential inequities have been identified, aiming to decrease gaps and promote equity. Furthermore, equity and data discussions are incorporated into our School Improvement Plan (SIP) work, cycles of inquiry, site-based meetings, and in-house professional development.
At SAVA, we believe that all students can learn, achieve, and thrive when they are loved, taught effectively, and guided appropriately. This belief drives our commitment to creating a supportive and equitable educational environment, ensuring that every student has the opportunity to succeed.	The preliminary student learner need for SAVA is to increase student attendance and engagement by increasing parent involvement and creating relevant, hands-on curriculum. This major student learner need is based on SAVA’s families high percentage of low socioeconomic families and the continued focus on engaging families and guardians in the school. This will also continue to decrease SAVAs drop out rate and increase the graduation rate. The area within the LCAP that needs to be addressed is goal 3 to increase engagement with all stakeholders and the area within the School Improvement Plan (SIP) plan that needs to be addressed are the student and teacher learner needs to support engagement and professional development for teachers.	SAVA  aims to enhance engagement among underrepresented families by implementing targeted family engagement initiatives, primarily focusing on 9th-grade, seniors and transfer students. To achieve this, SAVA will introduce specialized outreach programs, such as orientation sessions and workshops tailored to the unique needs of these students and their families. These activities will provide essential information and support during a critical transition period, fostering a stronger sense of belonging and connection within the school community.
Additionally, SAVA will expand its Career and Technical Education (CTE) offerings across campuses. Research indicates that CTE programs can significantly increase student engagement and attendance. This will give options for underrepresented students opportunity the to launch into careers that they may not have known about or seen themselves in, such as Green Energy.
Furthermore, SAVA will provide a variety of field trips and college tours to expose underrepresented students to real-life experiences and higher education opportunities. These experiences can be transformative, offering insights into potential career paths and motivating students to pursue higher education. By offering these opportunities, SAVA aims to inspire and engage underrepresented students, empowering them to envision brighter futures and take proactive steps toward achieving their goals.
As part of the SAVA commitment to enhancing engagement among underrepresented students, SAVA will provide students with the opportunity to participate in dual enrollment programs. By offering this option, we empower underrepresented students to experience higher education firsthand, breaking down barriers and demystifying the college experience. 
	At SAVA, parents/guardians are involved from the minute a student enrolls in the program. SAVA enrollment personnel meet with each family and explain the program and also provide a site tour. SAVA staff work diligently to keep parents and guardians informed of their student’s progress and to involve families in any behavior, attendance, and academic intervention meetings that are held. Parents/ guardians are also invited to attend all SST, 504, and IEP meetings. Every parent/ guardian is invited to be a member of their site’s School Site Council/ELAC, which allows them to have an active voice in the direction of the school. Parents/guardians are apprised of their student’s progress on a regular basis; school personnel are in contact with parents/guardians on a weekly basis, at minimum. 

Parents are invited to several school events each year, including Orientations, Back to School Night, College and Career Fair, CTE Showcase, Student Appreciation events, and promotion/graduation. Parent workshops are offered to assist families in the financial aid process as well as to share CAASPP assessment information and other relevant topics, as needed. 

School site newsletters are mailed home to inform parents of important school dates and events and to celebrate student and school successes. Each site utilizes the ParentSquare application which connects to student and parent emails and phones to communicate regular updates. SAVA also has a website where parents/guardians can access information about all of SAVA’s programs, events and information, they can even use the “Let’s Talk”/Contact Us feature on the website to ask questions or get more information. Mailers and all-calls are used to inform parents/guardians of important programs, dates and testing information and all standardized test results and report cards are mailed home as well.	In order to be highly effective, SAVA must continue to find ways to reach out to parents, community members and key stakeholders and increase support at  school events.	"SAVA will improve building partnerships of underrepresented families by:
•	Continuing to do home visits
•	Providing resources and support for obtaining those resources
•	Making sure that families know that they can request and have interpreters for any meetings held"	SAVA has built up the capacity of families and staff to engage in School Site Council, we have seen an increase in parents/ guardians who want to attend and participate in SSC and ELAC. When we do have the opportunity to have advisory groups that involve our families, we always have a solid turn out to give input and talk about areas of strength and opportunities of our programs. 

Student voice and choice are a very important part of the success of our program. Students are involved in planning events such as graduation and CTE Showcase. There is student inclusion in SST, 504, and IEP meetings, student participation in clubs, workshops, and School Site Council. We also have a student-led support group overseen by our school social worker, and weekly student participation in community time in their cohorts. Most importantly, many of our current live classes and clubs have been developed as a direct result of student interest and advocacy.	SAVA families will give great input and feedback through targeted advisory groups and phone calls/ zoom. We do need to improve upon the participation in surveys that are sent out out and that require feedback.	"SAVA will improve seeking input for decision making of underrepresented families by:
•	Targeting parent/guardians of underrepresented families for school advisory groups and decision making
•	Send surveys out in multiple languages that represent the SAVA demographic
•	Have staff attend targets PD around ELL students and supporting families to effectively engage in decision-making"	4	4	3	4	4	4	4	4	3	3	4	4	Met		2024-06-18	2024
34673146112254	Elk Grove Charter	3	The school’s structure for independent study requires all students and their parents/guardians to attend face-to-face meetings upon enrollment and the school’s Master Agreement defines that parents/guardians may be required to attend monthly upon request. EGCS has implemented multiple communication platforms that include email, phone, text. More specifically, Talking Points (a 3rd party communication tool) allows for translation into multiple languages. As a small school site, EGCS teachers and staff are more accessible to families and students and the one-on-one nature of independent study allows for greater connection between not only the teacher and student, but also the teacher and parents.	Parent/guardian connection to the school’s information system including the electronic gradebook (Synergy). Also, EGCS needs to build the capacity of staff to perform student intervention and include all education partners in the process and to effectively communicate and understand the array of challenges of our students and families. Building the capacity of teachers and staff to communicate with parents regarding areas of concern and commendations is essential to student and teacher success.	EGCS will work to provide more activities for students on campus. EGCS historically offers limited activities as students/families participating in non-classroom-based programs typically do not participate in schoolwide activities. EGCS will assign a staff member to coordinate activities and promote activities to underrepresented families. EGCS will work to normalize the use of the Talking Points application for translation for those families who need it and increase communication from all EGCS departments (Admin, Counseling, ISP, Workshop) to build relationships. Also, EGCS will work to increase connection/log-in to Synergy by all families through standardized protocols and procedures.	EGCS has a strong onboarding and initial appointment process for all students and families. Families meet with the front office staff during the onboarding process to receive foundational information about the school and programs. Then families meet individually with the teacher during their initial appointment. Transcript evaluation and course planning are paramount in the process. All students are informed of past and present progress. The evaluation and planning process through the school’s Master Agreement development builds connections between students, staff, and families. All 11th/12th graders are scheduled in and informed of grade level meetings with the counselor and complete college/career modules as part of the curriculum. EGCS also has an intervention process that develops success plans for struggling students to prevent low performance and Master Agreement non-compliance. This process has reduced the number of involuntary transfers over the years.	College and career planning for both students and teachers are an identified area of need. College preparatory (a-g courses) completion and college application requirements need to be addressed with students and staff. Primarily, work needs to be done to develop improved understanding of potential options for college acceptance by both students, parents, and teachers. Training is needed for staff so they can accurately promote and provide options for students to increase the school’s college-going rate.	EGCS has a small number of underrepresented families and students but will continue to improve communication with families through the use of the Talking-Points application for translation services. Also, schoolwide documents and communications will be translated into the school’s primary languages. EGCS will also continue to work with district level support for foster, homeless, and economically disadvantaged students to provide support to inform and improve student outcomes. As well, the school has 2 EL coordinators who will receive training and then train the staff through the teacher-of-teacher model to identify and address the needs of EGCS small EL population.	EGCS conducts weekly staff/department meetings where staff are engaged in decision making activities. Students are engaged in decision making opportunities through a bi-weekly leadership class and monthly principal advisory committee. However, the primary vehicle for student/parent input is through the school’s ISP program. Students and parents are able to connect 1x1 with their teacher and provide input on school programs and student progress. Lastly, EGCS has an advisory committee that meets quarterly. This committee is primarily responsible for providing input on the school’s various continuous improvement plans.	EGCS’s advisory committee is organized, but has low involvement and struggles to create effective succession of members. The purpose of the council and format of meetings needs to be addressed to attract more participants and engage families in the schools overall decision-making process. As well, areas for improvement include building stronger connections with new and current families to promote stronger public relations and branding of the school’s programs. Administration needs to improve opportunities for students to engage in leadership opportunities through both formal and informal means. Over the years, EGCS has had inconsistent participation in the Principal’s Student Advisory committee. The development of formal student leadership and government positions would aide in the student involvement in school programs and decisions.	EGCS has small numbers of underrepresented families and students but increasing awareness of decision-making opportunities is needed to improve both their connection with the school and the school’s ability to meet their needs. Specifically in regards to students/parents who are learning English, the school’s English development program would benefit from a focus on not only increased student access to the curriculum/content, but also on parent/guardian access to school programs and services. EGCS has a small number of currently identified EL students, but a large number of redesignated students and parents who are English Learners. Other underrepresented groups (ie. foster, homeless) have small enrollment, but EGCS transient population makes planning and engagement activities difficult. Improving the school’s on-boarding process will assist in greater engagement and participation of underrepresented families.	5	5	4	5	5	4	4	4	4	3	4	4	Met		2024-06-25	2024
34673220000000	Elverta Joint Elementary	3	As a school district, the Elverta Joint Elementary School District (Elverta JESD) keeps a clear vision on our mission and goals that work towards developing and implementing a culture that is welcoming, transparent, and supportive of families. Through open door policies provided by administration, teachers, and staff, families have the opportunities to connect with staff. This relationship building offers an open and collaborative environment that fosters communication and trust.	The Elverta JESD strives to identify and improve in all areas. Additional relationship building opportunities are focused upon and as a staff, we continue to work towards meeting the needs of families and their students. As the district continues to grow, our desire is to become a destination school district that provides value, support, social and emotional growth, and is welcoming to all families.	"The Elverta JESD continues to invest in the relationships between school staff and families. As the Spanish speaking population continues to grow within the district, meetings take place to offer support for the Spanish speaking families. This outreach demonstrates support and a welcoming environment that works to establish a collaborative environment. Also, newsletters, emails, voicemails and ""Red Folders"" that provide English and Spanish versions of communication, go out weekly to families."	The Elverta JESD works to identify opportunities that are specific to building partnerships with staff and families that provide academic and social-emotional supports for students. Administration and instructional staff work together with families to invest into identifying each student's needs for social-emotional and academic growth. Conferences, 1:1 check-ins, and additional supports from staff all work towards meeting student needs and increasing outcomes.	The Elverta JESD strives to identify improvement opportunities in partnering with families for increased student outcomes. To this end, the district invests into each student early on in the school year, the establishment of academic and social-emotional benchmarks. These benchmarks are revisited throughout the school year. Families are brought into to the process with the sharing of information, observations, and intended outcomes that can be achieved with a collaborative approach from staff and families.	As the Elverta JESD continues to grow, the needs of the community change. The staff at the district takes an assertive effort to identify needs of families as they enroll in the district. The district continues to invest in bilingual staff that support the communication process in a welcoming manner. Additionally, opportunities are identified and take place that work towards making productive relationships of caring and understanding towards the underrepresented families. For example, this takes place with townhall meetings for Spanish speaking  families and individual meetings that support and encourage communication and meeting the academic and social-emotional needs of students.	The Elverta JESD will work to identify opportunities to accelerate a robust communication, collaborative, and support environment between staff and families. A district-wide open door policy takes place to where educational partners can discuss decision-making and works towards better meeting the needs of all students. Additionally, a School Site Council has been established to garner support and influence from parents, staff, and community.	The Elverta JESD has focused on communication home to families that presents an open and willing-to-listen culture. Families are often times welcomed into the classrooms or administrative offices for discussions on ideas, opinions, and identifying opportunities for improvements. The district's goal of increased communication and involvement with families will make the organization better and more represented of the immediate needs of families and the community.	The underrepresented families are a focal point for the staff of the Elverta JESD. Seeking a higher level of understanding of the needs of these families and how the district can better support the students is a cornerstone of the continued success of the district. Being assertive early-on in the school year towards welcoming and meeting with the underrepresented families individually or in small group settings will set a tone of caring, relevance, and trust in wanting to include these families in our district culture and family.	4	4	4	4	4	4	5	5	4	4	4	4	Met		2024-06-19	2024
34673300000000	Folsom-Cordova Unified	3	Strengths:
As an LEA, our strengths include the establishment of Parent Summits, School Site Council (SSC), English Learner Advisory Committee (ELAC), and District Advisory Committee (DAC) which have provided a space for
parental/guardian voice. Additionally, we have facilitated multiple Data Walks and have an active parent involvement program.

FCUSD provides many opportunities for families, schools, departments, and the community to build collaborative and trusting relationships together to support student success. The district offers three Parent Summits as well as family engagement workshops and educational classes every month to help families and staff build their skills and knowledge around effective school-home partnerships and best practices to help support students. Topics include, but aren’t limited to: Family Literacy, ESL, Strengthening Families, cultural diversity and responsiveness, college career readiness, positive behavior supports for home and school, social-emotional health, academic learning resources, and more. These workshops are presented in a variety of languages, as well as days and times to better support the varying schedules of families. Additionally, workshops are offered both in-person and virtual so that families can have a preference to choose what is safest and easiest for them. Communication to families is sent in multiple languages and multiple ways (phone, email, text, social media, websites, flyers).

Progress:
It has been made in seeking authentic feedback from marginalized family groups. FCUSD held a series of Parent Summits and received positive feedback. There is a strong interest in continuing the Parent Summits and the Data Walks for thoughtful and informed engagement.	Focus areas:
Our progress in this area includes continuing to find ways to further connect with our underrepresented families and hiring staff that are culturally and linguistically diverse to help meet the diverse needs of our families.

For improvement, FCUSD will include empowering the voice of parents and students with adverse educational
experiences. This will be done by hosting ongoing parent summits, encouraging parents/families to engage at
school sites, student fishbowls, and empathy interviews. Our progress in this area includes continuing to find ways to further connect with our underrepresented families and hiring staff that are culturally and linguistically diverse to help meet the diverse needs of our families.	Improve:
Continue to provide direct outreach to underrepresented groups, meet them where they are and build trust, allow authentic feedback, and create a safe space for honest dialogue and exchange of ideas through Parent Summits, ELACs, SSC, DAC, and CAC. Create a welcoming learning environment and provide translations and childcare as needed.

As we continue to build greater collaboration between district and community teams, while also strengthening our engagement with historically underrepresented and marginalized populations, our focus for improvement this next year is to help sites create systems that are welcoming to families, leverage family engagement opportunities, and provide more trauma-informed, culturally-responsive training and professional development to support families and staff.	Strengths:
Minimum day provided for teachers to have Parent-Teacher Conferences centered on student progress. Parents and staff review standards and progress or needs to be met for their child. Additionally, sub-time and translation are provided to support bilingual parent conferences. Another strength next year will be the Community Schools Grant to nine schools, an effort that gets school and district staff out into the school communities and brings local community partners, district departments, and academic/social-emotional resources to students and families. The partnership across departments and with community agencies will strengthen the supports provided to sites and families in an effort to better meet student outcomes.

Progress:
Renewed focus on ELAC and SSC parent participation. Make sure parents and staff understand the role and
purpose of each committee.	Focus Area:
Increasing opportunities for students and their families to understand their legal rights and develop advocacy
strategies to support their children's success. Not all families check email, have phones, or are on social media.
Schools have been impacted by a multitude of additional duties and less available staff at their sites, which has
made communication with families from schools a challenge. The Categorical Programs team is continuing to work closely with our Communications team to address communication challenges.	Improve:
Continue focused and active participation in ELAC and SSC to build trust and understanding with the school and
families. Develop ongoing training to build capacity and integrate resources and support to encourage active
participation and meaningful engagement. As we continue to expand our communication outreach and develop new systems for informing families, FCUSD has redesigned our website and social media channels as well as broadening the reach of our events, resources, and district highlights. We also will expand our partnership reach and will be broadening our partnerships with culturally diverse district and community partners to specifically address the needs of specific, underrepresented, and marginalized groups at school sites, including African American, English Learners, Homeless, Foster Youth, LGBTQ+, Refugees, and more.
	Our district seeks the input of families through the use of surveys, Thought Exchanges, Data Walks, and focus group meetings. We have a strong, ongoing commitment to seeking input from families and involving them in the decision-making processes, especially through opportunities to serve on formal and informal site and district committees. In partnership with parent advisory committees (DELAC, DAC), FCUSD has increased the number of opportunities for families to participate in LCAP Data Walk sessions and focus groups, including intentionally partnering with diverse community partners to lead culturally and linguistically diverse input gathering.

Strengths:
In order to reach hard-to-reach families, direct outreach using translated email and text, as well as personal
invitations were used to encourage families to participate in ELAC, DELAC, Parent Summits, DAC, and School Site Council meetings.

Progress:
Increased attendance from many stakeholders when provided with hybrid (both in-person and virtual). Previous
barriers, such as transportation and childcare were taken into parent barriers to participate.	Areas of Focus:
Increase opportunities for families to become engaged through targeted outreach and recruitment for participating in the School Site Council, District Advisory Committee, ELAC, and DELAC. We are looking forward to expanding and designing family engagement plans to better support schools and departments.	Improve:
Focused outreach and creating space for equity-focused dialogue. Bridge resources and have staff go to parents. Provide data and create opportunities to show the progress their students have made. Identify with families what they think works, what doesn't, and what next steps make sense.

This upcoming school year, we will continue to create opportunities for families, school staff, and district departments to collaborate together on designing, planning, implementing, and evaluating family engagement plans for the school year. We will be providing opportunities for families to learn about the importance of being engaged in site and district-level decision-making as well as provide workshops and trainings for families to learn more and join various decision-making committees. Lastly, we will be working closely with our schools and departments to help evaluate current family engagement practices and determine ways to level up their offerings to better support students and families while also providing multiple opportunities to seek input and involve families in decision-making.	4	4	3	3	4	4	4	4	4	3	3	5	Met		2024-06-20	2024
34673300106757	Folsom Cordova K-8 Community Charter	3	Due to being a homeschool program, teachers naturally build strong working relationships with families, meeting with them every 10 to 20 school days for an extended period of time, typically one hour, to discuss student progress and academic and socio-emotional needs. In order to continuously improve our program through family engagement, parents and guardians are invited to participate in an annual survey rating the support they receive and providing input on areas that may need improvement, monthly coffee time with the principal to ask questions and hear about school plans, and parents and guardians are invited to join the School Advisory Council meetings and share their voice during the public comments. An exit survey is sent to all families leaving our program to capture perspectives and insights on reasons for exiting.	Areas of improvement will be actively seeking parent/guardian input in decision making processes and in building trusting and respectful relationships with families. Since families only come to the campus once every one to two weeks, increased effort can be made to communicate with families via mass communication texts and emails. Increased effort to communicate that our school values cultural diversity can be made so families feel a greater sense of belonging.	1. Increase participation of parents and guardians at School Advisory Council meetings by increased messaging and personal invitations.
2. Invite a parent or guardian to participate in the process of developing a new school logo and a marketing plan and use images that reflect the cultural diversity of the student populations in order to attract diversity in student enrollment.
3. Seek parent and guardian input when selecting new curriculum adoptions.
4. Include links to monthly cultural calendar in weekly FCCC News and Updates emails sent to families to encourage inclusivity and project that we value diversity in our school community.
5. Promote a warm welcoming office and campus culture so all families feel valued and a sense of belonging.
6. Provide additional support for our parents and families in the form of Parent Back-to-School workshops about teaching math and reading along with basic homeschool success tips. 
7. Continue monthly Coffee and Convos with families on workshop mornings as a way to capture informal parent/guardian perceptions and ideas about school plans.	As a homeschool charter, our educational consultants work closely with each parent/guardian homeschool teacher to tailor the curriculum to meet the individual student's academic and socio-emotional needs. Tailoring the curriculum and pacing to meet individual academic and socio-emotional needs positively impacts student outcomes. The strong partnerships teachers and staff build with our families is key to successfully navigating the homeschool program for our students. We are messaging out earlier about the rationale and schedule for CAASPP testing and Renaissance Star assessments to increase participation rates.	1. One area of focus is building the teaching capacity of our parent/guardian homeschool teachers, especially in the area of teaching math and reading instruction. Based on our assessment data, and parent surveys, math is an area of focus for all of our students, but especially for our underrepresented students. We are offering more math intervention workshops, and hiring an intervention teacher to provide support for parent/guardian homeschool teachers and for students.
2. More training can be done for our newest teachers to strengthen family partnerships and especially for building relationships with our underrepresented families.
3. We plan to increase participation rates in state and local assessments to gather more data to track student populations progress and how to use the data to guide instructional plans and lessons. This requires improved parent/guardian communication and more advanced school wide planning that includes parent input.	All parents/guardians are invited to participate in an annual survey, includingunderrepresented students by making the workshops more accessible in terms of locations, times and duration.	Our School Advisory Council meets 5 times each school year and includes 7 members, 3 of which are elected parent/guardian members, 2 educational consultants, 1 administrator and 1 district designee. The School Advisory Council meets to discuss policies, and seeks input from staff and parents. We send out parent surveys about our program offerings, as well as, parent exit surveys to understand why parents disenroll. The principal holds monthly Parent Meet & Greets to build family connections and discuss school issues directly with parents.	More can be done to advertise more opportunities for parents to have input in our program and especially for underrepresented families. We can offer translated messaging, and communicate with families on a variety of platforms, text messages, email and phone calls.	We can find ways to improve engagement of underrepresented families by making all families believe that their input is valued and by reaching out to all families to invite their participation. One way we plan to improve engagement of underrepresented families is by utilizing a variety of messaging platforms like flyers which provide translation, in person invitations to provide input and through parent surveys. This year, areas of focus will be focusing on and seeking parent/guardian input are on charter petition revisions and the family handbook.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-04	2024
34673480000000	Galt Joint Union Elementary	3	"2024 Districtwide CalSCHLS Parent Survey: 
Percentage responding ""STRONGLY AGREE"" or ""YES"" 

Elementary parent responses: 202 
Middle School parent responses: 50 

1. Indicators on the CalSCHLS survey identified the following areas of strength: 
Elementary: Goal=50% 
Parental involvement in school=56% 
School is a safe place for my child=47% 
School has adults who really care about students= 51% 
Communication with parents about school= 52% 
School staff treat parents with respect=54% 

Middle School: Goal 50% 
Parental involvement in school=44% 
Communication with parents about school= 41% 
School keeps me well informed about school activities=48% 
School treats all students with respect=44% 
School provides parents with advice and resources to support my child's social and emotional needs=51%

Current strengths district-wide in the area of Building Relationships Between School Staff and Families include:
• Every school has a Social Worker or Counselor that performs daily outreach and regular home visits for students and families.
• Bilingual Community Outreach Assistants have supported communication at all schools.
• Every school site includes bilingual office staff to welcome families upon arrival to the office.
• Grades PreK-8 meet with parents for individual conferences one or more times per year.
• All communications are sent home in both English and Spanish. Interpreters are provided at all parent meetings.
• The District website is available in multiple languages.
• The District supports the funding of a full time School Resource Officer dedicated to its schools. The resource officer promotes safe positive safe school environment; meeting with parents and students.
• Bilingual staff are available at each school to support great family engagement and increase two-way communication between teachers and parents.
• Family engagement activities are implemented at all sites: School Picnics, Literacy Nights, Science Nights, Math Nights, Back-to School Nights, Open House, Fall Festivals, Movie Nights, Color Runs, etc."	The focus area for the District to improve is to continue developing staff capacity to learn about each family’s strengths, cultures, languages and goals for their children. Strengths-based practices, goal setting with students and families, and building a positive school climate will continue to be strengthened at each school site.	To improve engagement of underrepresented families in Building Relationships Between School Staff and Families, the District will continue to improve the outreach to families by:
• utilizing bilingual assistants, bilingual staff and the Bilingual Community Outreach Coordinator to provide interpretation and translation at parent meetings/events
• have an outreach table at school and community events
• making personal phone calls to families for attendance at parent advisory committee meetings
• maintain the School Readiness parent center at Fairsite with resources and services
• provide parent education classes in English and Spanish: nutrition series, english classes, wellness groups	Current strengths district-wide in the area of Building Partnerships for Student Outcomes include:
• ParentVUE in the District's student information system for parents to have daily access to student progress.
• Technology trainings and live tech support for students and parents.
• Parent Advisory Committees at the site and district levels (ELAC/DELAC, DAC, Migrant PAC, Special Education PAC, Preschool Advisory).
• The examination of state and local data are presented at the site and district stakeholder meetings.
• Bilingual Community Outreach Coordinator to strengthen services for our migrant families.

1. Indicators on the CalSCHLS survey identified the following areas of strength: 

Elementary: Goal = 50%
• Teachers communicate with parents about what students are expected to learn in class: 48%
• School encourages me to be an active partner with the school in educating my child: 43%
• School promptly responds to my phone calls, messages, or emails: 55%

Middle School: Goal = 50%
• Letting you know how your child is doing in school between report cards=50%
• School keeps me well-informed about school activities=48%
• Communication with parents about school: 41%	The focus area for the District to improve is to continue developing staff capacity by providing additional professional learning to teachers and principals to improve their schools’ capacity to partner with families. The role of the Bilingual Community Outreach Coordinator, counselors and social workers is being expanded to provide support to families afterschool, into the evenings and through home visits.	To improve engagement of underrepresented families in Building Partnerships for Student Outcomes, the District will continue to improve the outreach to families by
• utilizing bilingual assistants, bilingual staff and the Bilingual Community Outreach Coordinator to provide interpretation and translation at parent meetings/events
• have an outreach table at school and community events
• making personal phone calls to families for attendance at parent advisory committee meetings
• maintain the School Readiness parent center at Fairsite with resources and services
• provide parent education classes in English and Spanish: nutrition series, english classes, wellness groups	Indicators on the CalSCHLS survey identified the following areas of strength:
• Parental Involvement in schools: Elementary: 56% Middle: 44%

Indicators on the CalSCHLS survey identified the following areas of improvement needed:
• School actively seeks the input of parents before making important decisions. Elementary: 28% Middle: 32%

Current strengths in the area of Seeking Input for Decision Making include:
• Numerous Stakeholder Feedback sessions annually provide direction and feedback for the district to incorporate into the LCAP; sessions are presented in English and Spanish.
• Numerous parent advisory groups include: District Advisory Committee (DAC), District English Learner Advisory Committee (DELAC), School Site Council (SSC), English Learner Advisory Committee. (ELAC), Special Education Parent Advisory Committee(PAC). Parents actively play a role in the decision-making process at the site and district levels. The groups include information shared in English and Spanish.
• Principals and teachers attend the District Advisory Committee meetings with parent representatives from each site.
• LCAP progress updates and the examination of state and local data are included in quarterly District Advisory Committee (DAC) and District English Learner Advisory Committee (DELAC) meetings.
• The annual CalSCHLS survey is conducted with families to provide feedback in the following areas: Parent engagement, Communication, Facilities and School Safety.
• Principals actively work alongside their Parent Clubs at each site to plan, design and implement a wide variety of family engagement activities.	The focus area for the District to improve is to continue encouraging school district administration to engage more families to provide input on policies and site decision-making processes. Increasing the number of families that participate in the English Learner Advisory Committees at schools will provide parents a greater voice. Increasing the informal parent- principal meetings or special school-wide events will also keep parents better informed and more able to participate in the decision making process.	To improve engagement of underrepresented families in Seeking Input for Decision-Making, the District will continue to improve the outreach to families by
• utilizing bilingual assistants, bilingual staff and the Bilingual Community Outreach Coordinator to provide interpretation and translation at parent meetings/events
• have an outreach table at school and community events.
• making personal phone calls to families for attendance at parent advisory committee meetings
• maintain the School Readiness parent center at Fairsite with resources and services
• provide parent education classes in English
• increase attendance at parent advisory committee meetings
• offer virtual meeting options to families	4	5	4	5	4	4	5	5	5	5	5	5	Met		2024-06-18	2024
34673550000000	Galt Joint Union High	3	The district has been promoting ParentSquare and text messaging through our 8x8 phone system as the primary means to send and receive communications between school and families.  Both families and staff have embraced these platforms and use them frequently to exchange important information.  These platforms have proved an invaluable resource to communicate with families regarding important news, updates, and upcoming events in the schools and across the district.  These platforms have also increased two-way communication between teachers and parents. 

Most families report that they feel welcomed on our campuses and that they are respected and valued by staff.	The district needs to improve its efforts to recognize and honor the diverse cultures represented on our campuses and to encourage families to be active participants in school events and activities.	This year, the district and school sites will focus on recognizing and celebrating the diverse cultures represented on our campuses.  Many teachers and administrators will participate in professional learning around cultural experiences and ethnic studies.  We also will work to increase the number of events that celebrate the diverse cultures in our community and encourage families to visit our campuses and participate in the culture of the school. 

The district will continue efforts to hire more staff who are bilingual and/or are familiar with the diverse cultures that make up the Galt community to better support the students and families of the district.	The district partnered with Paper Tutoring this year to provide 24/7 access to online tutors in all subject areas and in multiple languages and provided information to parents about how to promote use of this service with their students. Teachers use a variety of modes of communication to keep parents apprised of their child’s progress in class, including ParentSquare, 8x8 text messaging, PowerSchool, Canvas, email, and phone calls.  In addition, parents or teachers can request a parent-teacher conference before or after school.  The District also has a strong counseling and support staff that frequently reaches out to families about student progress and ways to support the student in the home, including specific staff to support foster youth, homeless youth, students with disabilities, English learners, and migrant students. Finally, the Multi-Tiered Systems of Support Team at each site meets weekly to review the needs of at-risk students.  This team is responsible for reaching out to the families of these students to discuss the student’s progress and possible supports that are available to the student.	Feedback from parents suggests that the district needs to improve some systems, like discipline and grading, to be more consistent and equitable for students. Also, administration needs to better support our teachers with providing consistent communication with families about their students.  
	District staff will focus on clarifying discipline policies and developing appropriate interventions to identify and address inappropriate student behaviors proactively.   Administration will work with teachers and departments to evaluate and align grading practices across the school sites and to develop clear expectations around communication with families. Staff will improve outreach to families of underrepresented students to partner around improving outcomes for these students, with a focus on math.	District and Site Administration have worked hard to get input from our families in the decision-making processes of the District.  The school sites have very strong advisory committees for the Agriculture Career Technical Education pathway.  The English Learner Advisory Committees (ELAC) at the sites and the District English Learner Advisory committee (DELAC) , as well as the School Site Councils (SSC) and the District Advisory Committee, are given the opportunity to provide input into School Plans for Student Achievement and the Local Control and Accountability Plan, however, low participation from families in these advisory groups limits the input received.  Annually, the District conducts family surveys using the Panorama Survey platform to provide another avenue through which families can inform the decisions made by the District.	District staff will focus on increasing participation in the various committees mentioned above to ensure that the voices of all stakeholder groups are being heard before decisions are made.	Specific efforts will be made to encourage underrepresented families to participate in committees and advisory groups and/or to provide input through surveys and other means as to decisions that are made at the district and in the schools.  
District staff are working to hire a bilingual front office clerk for the district office to provide more immediate translation and interpretation services to help increase engagement with our Spanish-speaking families.	3	4	3	4	2	4	2	3	2	2	3	3	Met		2024-06-20	2024
34674130000000	River Delta Joint Unified	3	RDUSD was able to successfully partner with families to improve student outcomes. Families of students were provided many opportunities to be involved in their child’s education including: School Readiness Home Visits,  the utilization of the First 5 Family Resource Center, Migrant Education Parent Advisory Council Parent Conference, Family Education Nights, Family Arena Nights, Senior Parent Nights and Financial Aid Information & Assistance Nights. Additionally, sites offered less formal opportunities for families to come together with school leadership at “donuts for grown-up” style events. LCAP stakeholder feedback meetings were well attended in the 2023-24 school year but not as well as the previous year.	Our educational partner input and data have helped RDUSD know that more opportunities for two-way communication would improve the strength and number of positive school to family relationships. RDUSD is fully invested in understanding the needs and goals of our school community and partnered with CalSCHLS and completed the California Healthy Kids Survey, California School Staff Survey, California Parent Surveys to gather information from our school community. Currently, we are using our established practices of engaging our community by inviting them to ELAC/DLAC, School Site Council, Board of Trustee's, Parent Advisory Committee, LCAP, and Bond Initiative meetings. Additionally, RDUSD implemented information sessions for parents to meet new Principals and facilitate question and answer sessions. RDUSD will continue to provide opportunities for our community to provide input on district initiatives and long-term plans.	RDUSD will continue to reach out to underrepresented groups and invite them to participate in the district and school governance processes and advisory groups.  We will use multiple modes to communicate with underrepresented groups including technology, paper flyer distributions and personal outreach by staff members to engage with our community.	RDUSD will continue to build partnerships with families to help them be a strong support for their students. Based on California Schools Parent Survey data 85% of respondents report being well informed about school activities, 80% report having attended a school or class event, 81% have attended a general school meeting, 59% have participated in school fundraising, and 51% have participated in a parent organization. However, parents who report having served on a school governance committee is only 16%.  Additionally, 78% of parents have received information about the role they can play at school but only 63% have received information about why their students is placed in a specific class.  Ninety percent of elementary parents reported that the participated in a parent teacher conference but only 37% high school parents have met with a counselor. Based on these data RDUSD parent participate at a high level in many activities that directly benefit their student and the greater school community.	Families expressed interest in having training on how to use technology.  Currently the community is able to participate in dialog at District Language Acquisition Committee meetings (DLAC), site English Language Acquisition meetings (ELAC), Migrant Education Parent Advisory Counsel (PAC), and School Site Counsel (SSC) meetings.  The Board of Trustees regularly interacts in dialog with their constituents and receives public input at every School Board meeting. We will focus on leveraging our internal systems to better publicize opportunities for dialog and provide information to parents on the impact of committee participation.	RDUSD will publicize opportunities to engage in our LCAP local indicator reflection process at our PAC, DLAC, ELAC and SSC meetings and push information out to families via our information systems.  We will continue to provide in-person and remote engagement opportunities to address our unique geographic barriers to participation. RDUSD provides translation in Spanish for our families at our community information gathering events.	RDUSD is effectively using technology tools to gather stakeholder input for decision making. The district continues to facilitate hybrid Board of Trustee meetings to allow community members to view the meetings where they are most comfortable. Twenty percent of parents responding to the CSPS report serving on a school committee. Fifty-eight percent of parents reported that the school seeks input about important decisions. The average number of school governance opportunities offered at each site is 16. 
RDUSD continues to gather community input offering engagement opportunities such as our District English Language Advisory Committee meeting, English Language Advisory meetings, Meet the Principal events, Migrant Education Parent Advisory Council, Site Council meetings, and LCAP community input sessions.	RDUSD is committed to providing an opportunity for families and the community to provide input to help inform decision making.  The community expressed that surveys are an easy way for them to provide input on a variety of topics.  RDUSD will employ the use of surveys to gather information. Additionally, the community indicated that they would like more input on bond funded improvement projects in the district. The community attended site tours and information sessions to provide input on projects and the district will continue this strategy. We will focus on leveraging our internal systems to better publicize opportunities for dialog and provide information to parents on the impact of committee participation.	The district will continue to reach out to the community and invite them to provide feedback.   Sessions will be planned at times when our community can attend and be translated to allow all community members to participate. School site leadership with leverage their relationships with their school communities to encourage underrepresented families to participate. RDUSD will publicize opportunities to engage in our LCAP local indicator reflection process at our PAC, DLAC, ELAC and SSC meetings and push information out to families via our information systems.  We will continue to provide in-person and remote engagement opportunities to address our unique geographic barriers to participation. The RDUSD Board of Trustees holds its regular monthly meetings at a different school site each year to provide an opportunity for members of the geographically broad region to attend meetings.	4	4	4	3	4	4	4	4	4	3	4	4	Met		2024-06-25	2024
34674130114660	Delta Elementary Charter	3	Delta Elementary Charter has a strong PTC. Parent volunteers help with centers and read with students. ELAC and room parents are very involved. Communication through Parent Square and the Weekly Classroom Newsletter keeps families informed and connected to the school site.	All families feel welcome and feel their voices are represented.	Events are held during times of the day (before/after school as well as during the school day) so that families can 
attend and give input.	"Parents attend ""Back to School Night"", and Parent/Teacher conferences. Teachers meet with parents if they have 
concerns; SSTs are held as needed"	There is a need to provide professional development for teachers to assist families with information and resources to 
support learning and development in the home.	There is a need for translation. Hiring a translator to attend meetings, send information home via Parent Square and 
flyers, and who can hold school information sessions/meetings before, during and after school is a needed support.	Parents feel very connected with daily events through Parent Square messages. Many families feel comfortable with 
sharing their feedback.	DECS continues to develop opportunities for all families to provide input.	DECS will provide more opportunities throughout the day for families to participate. Possibly add a 
comments/feedback 'box' , amd more surveys.	3	5	4	3	2	2	4	2	3	3	3	3	Met		2024-06-24	2024
34674210000000	Robla Elementary	3	Robla School District is striving to provide an environment where parents and families feel welcome. We understand that parents play a vital role in theirs child's education. We provide a number of services to parents to involve them actively in their child's education and to provide then with the knowledge and understanding they need to support their child. We have been successful in engaging parents in discussions on understanding the challenging state academic standards, state and local academic assessments and how to monitor their child's progress through yearly, in-person parent conferences. We have expanded our parent/family outreach by growing our Thursday morning walking program to include meal distribution and informational presentations.	We are committed to expanding our capacity for building relationships between school staff and families. Robla is working to transform how we interact with parents, specifically interacting with families of underrepresented students. We have embarked on a comprehensive professional learning plan for all staff with the goal of building a better response and understanding of our communities’ colors, cultures, and belief systems. We continue to work with educational partners to provide professional learning for all district staff on identifying cultural barriers and racial bias, building cultural understanding and identifying inequities.	As a district we will continue to strive to provide highly qualified personnel that is also representative of the community that we serve. We work with local educational partners to bring the existence of the Robla School District to the public and to potential personnel. We will continue to provide parent dinners that celebrate prominent cultural groups within our community as well as expand our staffs knowledge and understanding of diverse cultural and ethnic backgrounds through curricular materials, celebration events and integration into our art and music curriculum. We are expanding the parent professional learning events we offer to include more opportunities for the parents of students with disabilities and to address the social emotional needs of students and families.	Robla School District administered the Panorama Education Parent-School Relationship Survey. The parent survey measured school climate, school safety and how well the district engages with parents. Seventy-six percent of parents responded favorably in regards to their perceptions of the overall social and learning climate of the school. Seventy-eight percent of the parents responded favorably on their perceptions of student physical and psychological safety at school.	The Robla School District has recommitted itself to the implementation of Positive Behavior Intervention & Support (PBIS) district wide. The broad purpose of Positive Behavior Intervention & Support (PBIS) is to improve the effectiveness, efficiency, and equity of schools and other agencies. It improves social, emotional, and academic outcomes for all students, including students with disabilities and students from underrepresented groups. We continue our work with district staff on cultural sensitivity and awareness in an effort to build a culturally responsive environment for our students and their families. We continue to strive to make our school campuses inviting and welcoming to all parents and guardians. The utilization of bilingual community outreach assistants, technological resources that provide translation to all school communications, social media to highlight positive school experiences and introduction to staff are all ways in which we are working to break down barriers and to promote a positive environment for parents and staff alike.	The Robla School District takes every effort to insure that all families, no matter their home language, racial or ethnic background feel welcome and supported. The district utilizes a yearly parent survey as well as School Site Council, ELAC and district parent committee meetings to seek input for providing other reasonable support for parent/guardian activities as parent/guardians shall request. We welcome and encourage family participation in our decision making process. We continually seek parent and staff input on ways to increase parent and family engagement in participating in decision making bodies. Community outreach assistants and bilingual personnel, are an integral piece of providing outreach and support to our families and helping us to bridge language barriers so all students and families can be a part of our community engagement.	The Robla School District current operates an active District Parent Advisory Committee and District English Language Advisory Committee. We hold at least three community events in which we invite our educational partners to participate on district level decision making committees as well as site level committees. We utilize our Title I Parent Meeting and Back to School Night events inform parents of their right and opportunity to participate on these committees. We also utilize our parent communication portal, Parent Square and social media to keep parents abreast of school and district events as well as committee convening’s. In an effort to seek input and participate in decision making, each school site conducts a parent survey on school climate, school safety and barriers to engagement each academic year with the opportunity for participants to write in comments and give feedback.	When we asked parents about the barriers they faced in becoming involved with their child’s school, parent’s responded favorably with 90% felt they did not have a sense of belonging and/or felt culture and language was not a barrier. Parents having a busy schedule and/or childcare needs were the most commonly indicated barriers to engaging more actively with their child’s school. In response to analysis of educational partner input and local data collected the Robla School District has determined that flexibility in setting meeting days and times could help increase family engagement. Additionally, we will work to provide more opportunities for childcare or engagement of children in family activities to promote participation and a family focus. We will continue to focus our efforts on bridging cultural barriers and providing positive school experiences for our community is essential in bridging social and cultural gaps.	We will continue to provide outreach to our community through positive school experiences: site based family events, parent empowerment dinners, walking club and other welcoming events. The district will partner with community based organizations to provide resources to our families. The inclusion of community outreach and bilingual outreach personnel has been an effective program for addressing underrepresented families. We will continue to seek opportunities to expand in this area.	4	5	4	5	5	4	5	5	5	5	5	5	Met		2024-06-27	2024
34674210132019	Paseo Grande Charter	3	Paseo Grande recognizes that the support from educational partners is foundational to the success of students and the school. Some of the ways we communicate with our ed partners include sending school newsletter updates, holding student recognition ceremonies quarterly, having bi-annual parent/teacher conferences, holding weekly appointments with students, and providing community resources for our families on a regular basis through the student’s Academic Adviser, through our counseling department, and through mass messaging. Parents, guardians, and community mentors are invited to small group advisory meetings, as well as quarterly English Learner Advisory and Parent Advisory Town Hall meetings. At these times, we formally request feedback, but parents, caregivers, and guardians consistently provide feedback to our teachers and staff through text messages and video conferences.	Paseo Grande  will continue to solicit education partner input via surveys, and student/parent/caregiver conferences, and through PAC and ELAC. As the school grows, we will continue to make informed decisions as a result of feedback from educational partners and in partnership with educational partners. One parent of a graduate recently requested that we involve parents further in post-secondary planning for students. While students may have one idea of what they’d like to do after graduation, parents may have another. It is important to work together with all of our ed partners to make sure the student finds post-secondary success.	Paseo Grande will continue to strive to improve educational partner relationships for underrepresented families. One way we will do this is by continuing to utilize our translation services for families who speak a language other than English. We are also working on a student information dashboard that would disaggregate data to identify academic areas of need for underrepresented families.	Paseo Grande maintains an ongoing collaborative effort with families and communities to offer comprehensive support to every student. Through close coordination with our community liaisons, tutoring staff, counselors, and community partners, we ensure access to pertinent local and state resources. These resources empower families and students with the necessary knowledge and rights for academic achievement.	Paseo Grande has made significant progress in fostering partnerships within our communities. Our dedicated counselors and community liaisons will persist in their efforts to boost engagement in workshops and community events. Our overarching objective is to foster collaborative relationships with our educational partners ultimately enhancing student participation and advancing student achievement. Our Community Liaison made contact with a police officer to establish a connection with a students who expressed interest in pursuing a career in law enforcement.	In response to feedback from our educational partners and insights gained from local data analysis, we are steadfast  in our dedication to identifying pertinent information and delivering essential resources to our underrepresented families. This ongoing endeavor will involve continuous analysis of data and the collection of targeted feedback directly from these communities ensuring that our efforts remain focused an defective in meeting their needs.	Engagement in our ELAC, PAC, and Annual Surveys has empowered  families to offer valuable input, enriching our decision-making process. While the LEA has dedicated resources to equip staff for effective family engagement in Advisory groups and Parent Conferences, our school has seen increased participation numbers in our PAC and ELAC meetings allowing our families to be more well-informed to make informed decisions for our school. Based on our annual survey 95% of families believe that our school offered opportunities for their input on policies.	Paseo Grande  is committed to ongoing improvements in this domain. Throughout our ELAC, PAC, and parent conferences, our families have offered suggestions and shared insights regarding our school and services. This year, we seized the opportunity to gather input and feedback from our families during the transition to our new Learning Management System. Parents highlights during our PAC meeting expressed how their children demonstrated increased engagement while using our new StrongMind curriculum.	Paseo Grande  is dedicated to improving support for our underrepresented families by expanding data analysis to target our special populations. Additionally, we are using translation services to provide additional support and hired bilingual support staff to directly engage with our underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-24	2024
34674210137950	Marconi Learning Academy	3	Marconi Learning Academy (MLA) takes prides in building positive and lasting relationships with the community. The connection with our Educational Partners continues to be a priority at MLA. Through regular Parent Meetings, including our Parent Advisory Committee and English Learner Advisory Committee, Parent Teacher Conferences, student and family celebrations and weekly communication through our Data + Design system our families express a sense of feeling highly connected to the school and their student’s progress as evidence by our data results, engagement at events and feedback received. MLA Families appreciate the open communication and monthly updates. 

Data from our annual Survey shows that 100% of our parents feel the school is safe, 97% feel they are connected to the school and pleased with their student’s progress. In addition, 97% state that the school communicates clearly and effectively. Data collected from other engagement events and feedback received confirms our school continues to build relationships and in many cases strengthening them. One of our parents recently commented, “Everything is going well” and thanked all the teachers.  Another parent commented, “ Thank you for everything you do and may you prosper in everything.” One other parent said, “Thank you for your support. I love this school .”	MLA has gone to great effort encouraging Educational Partnership participation and engagement at every school meeting, event or activity. However, we understand that not all Educational Partners will be able to attend every event. Therefore the school planned and scheduled events throughout the year at different times of the day for anyone to attend.
Based on input and data analysis, from feedback and surveys, the school noted they would like to increase the number of participants who attend the PAC/ELAC meetings including 2-way communication with all Educational Partners using language accessible to families. The school wholeheartedly believes that Educational Partner feedback and input is a valuable part of the school's improvement process. The school also is aware that having planned school meetings and activities is crucial for engagement opportunities.
A challenge parents have shared is understanding the complexities of our school program, more notably, attendance requirement, credit completion and school policy, in addition to parent and student responsibilities. In response the school aimed to improve the onboarding process and maintain ongoing dialogue with parents while students remain enrolled in our program.
In addition, MLA understands that having an open line of 2-way communication will provide clarity and opportunity for students and families to access everything the school has to offer.	MLA staff is well aware of the various needs of the community especially the underrepresented families. MLA will improve engagement of underrepresented families at every event by providing staff to communicate in the parent’s preferred language or provide translation services for educational partner communications. The school will also offer multiple opportunities for participation both virtually and in-person, and provide classes/workshops based on educational partner needs/requests.
We are confident that the evolving methods of communication will help underrepresented educational partners remain connected to the school. Through increasing opportunity and access, more families will be able to actively participate and impact their child’s education.	A strength of the school is having a diverse and knowledgeable staff that meets the needs of each student. From the day of enrollment staff assess students to measure their current level of performance and plan a program that meets their academic needs. Students have access to a plethora of support staff such as tutors, counselors or retention support specialists. Parents are included in every aspect of the students activities through various communications tools including but not limited to emails, text and social media.
Input received from our Educational Partners identifies our area of strength is creating a welcoming environment for all families in the community and our flexibility in providing opportunities for families to receive support. Staff is available to students between morning and afternoon for live instructional support, weekly progress summaries and a variety of services. Students and parents can access the tools for educational success at any time of the day.	Input and data analysis, confirm that the MLA would like to improve the number of students who participate in small group instruction classes, counseling events, and workforce partner workshops and receive mental health/social-emotional services. Increasing the number of students participating in the above events will improve the student-school relationships and increase student achievement.	An area of focus continues to be to increase our Educational Partners of underrepresented families. Though parents have expressed a strong confidence in service and support to our students, there is more we can do. We will continue in our commitment to provide partnership and accessibility in services as our students continue on their educational journey.	The last few years our school experienced a time of change, we learned from our current practices how effective or ineffective some of our practices were. However, an area of strength we recognized was how quickly we adapted from in-person meetings to virtual meetings for all our educational partners. Without missing a beat MLA was able to provide information and solicit feedback from our Educational Partners in multiple platforms and spaces that work for our parents' needs. The school was able to provide flexible hour options for connection to the school. As a result of this there was more participation and engagement with our Educational Partners. Parents were able to log in from their own devices and join the discussions.
Although parents attend meetings and events, an area of improvement for MLA is to find a way to actively engage families in the planning and implementation of programs. While we go to great lengths to promote and invite Educational Partners to our public meetings and events, our progress in building the capacity of staff to effectively engage families in the decision-making is an ongoing process. Through professional developments, we will learn better ways to connect with families and draw out feedback and input in order to make more communal decisions. MLA plans to continue these efforts in the upcoming year and will continue finding topics of interest to present to our families.	MLA will continue to engage our underrepresented families through personal phone calls in their primary language, like Spanish, that invite them to meaningful school decision-making events such as ELAC meetings and LCAP Educational Partner meetings. Relevant documents will be translated and made available to all families and meetings will have live, real-time translation options to allow for ease of access. We will also continue to provide classes/workshops based on parent interests/requests to better engage our underrepresented Educational Partners. Additionally, with an increase in staff members, particularly Paraprofessionals, Social Workers, and Counseling staff, we will be able to provide more layers of support so that we can bring more families into the active community.
In the Annual School survey, parents responded favorably that the school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings. This is evident through the attendance of diverse families at school events. This is key in providing an inclusive forum for all Educational Parents to share input and feedback.	Our underrepresented families of MLA are in need of translation in Spanish. We will improve services by hiring certified, bilingual staff with a focus on increasing our recruitment to members of the community to join our team and where our community needs exceed staff availability, we will partner with outside organizations to provide excellent service to our students and families.
One key finding from the local survey was from parent/guardian responses. When asked in the last school survey if they felt that their school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings, 88% responded that they agreed and strongly agreed. The school also continues to implement parent engagement activities like PAC/ELAC, student recognition days, open houses, back-to-school nights, and parent-teacher-student conferences.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-24	2024
34674210140178	New Hope Charter	3	We continue to see significant increases in parent engagement and involvement during our first three years of operation .  NHCS has worked intentionally to build relational trust with each student and family. We are very pleased with the level of family engagement and in-person communication that took place this year.  
We successfully held our first ??Parent Empowerment Workshops that provided families with a rich evening of learning about how to support their scholar both in academics and through cyber safety. We continue to communicate with families in multiple ways to meet the needs of all our families. While we are happy with the increasing levels of communication, there are areas of improvement that we will continue to focus on for next school year.	Next year, we will focus on increasing our attendance for families at the various events throughout the year, inclusive of our Parent Empowerment Workshop, as well as our School Site Council (SSC) and English Learner Advisory Committee (ELAC).  We know the importance of high engagement and the impact it has on each student’s academic performance and sense of belonging at school.	Improving the engagement of underrepresented families in our school is crucial for building strong relationships and fostering a supportive educational environment. For the school year 2024-25, we will continue to focus our efforts on Culturally Responsive Communication.  This will include more intention around language accessibility for our families. We will ensure that all communication materials, including newsletters, emails, and school websites, are available in multiple languages spoken by the diverse families in our school community. This can help non-English-speaking parents or guardians feel more included and informed. Additionally, we will include more personalized outreach.  This will look like tailored communication strategies to meet the needs and preferences of individual families. Some parents may prefer face-to-face meetings, while others may prefer digital communication. By adapting our approach, we can make parents feel more valued and heard.	As we continue to build upon successes of this year in ensuring our families feel welcomed and involved in the school community, we heard from staff and families to continue our focus on establishing Family Engagement Committees and focus on our School Site Council and English Learner Advisory Committee.  By forming committees of parents, educators, and community members to collaborate on strategies and activities to increase family engagement allows families to provide insights into the unique needs of families and can help create a welcoming and inclusive school environment.	Next year, we will continue our focus on increasing our attendance for families at the various events throughout the year, inclusive of our Parent Empowerment Workshop, as well as our School Site Council (SSC) and English Learner Advisory Committee (ELAC).  We know the importance of high engagement and the impact it has on each student's academic performance and sense of belonging at school. In addition to focusing on building greater attendance at our family events and meetings, we will increase our focus during the SSC and ELAC meetings on student academic data and include more opportunities for viewing and interpreting data, while also creating enough space for families and school leadership to discuss strategies for improvement.	Improving the engagement of underrepresented families in our school is crucial for building strong relationships and fostering a supportive educational environment. For the school year 2024-25, we will focus our efforts on Culturally Responsive Communication.  This will include more intention around language accessibility for our families. We will ensure that all communication materials, including newsletters, emails, and school websites, are available in multiple languages spoken by the diverse families in your school community. This can help non-English-speaking parents or guardians feel more included and informed. Additionally, we will include more personalized outreach.  This will look like tailored communication strategies to meet the needs and preferences of individual families. Some parents may prefer face-to-face meetings, while others may prefer digital communication. By adapting your approach, you can make parents feel more valued and heard.	New Hope Charter School’s leadership team has created a timeline to address the development and implementation of the 2024-2027 LCAP and to ensure all educational partners have the opportunity to engage in the development process. Our LCAP serves as our primary planning document and outlines our school’s goals, strategies, and budget, and including our educational partners in this process is our focus to ensure all families are included in the decision making process. The process has been designed to allow time for each advisory group (parent/community, advisory councils, English learner committee, special education advisors, teachers, principal, administrators and students) to provide input, review and approve the plan. This timeline includes a scheduled public hearing at least 30 days prior to the regular Board Meeting in which the Board of Trustees adopts the LCAP and school budget.
In February, NHCS administrators began engaging stakeholders, including parent /community meetings to provide LCAP updates and current financial data.  The Executive Director and School Director will attend these meetings to address stakeholder questions and provide any additional clarification sought. Parent advisory committee meetings will be provided in English and in Spanish with Russian and Hmong translators available, as needed. Public meeting announcements are sent out via email and text messages to all staff and families and posted on the school website. Access to the meetings are provided through a link made available in the announcement and on the NHCS website.
Stakeholders are encouraged to provide feedback and comments regarding specific actions and expenditures at these meetings. In addition they can submit their comments and concerns via an email link provided on the NHCS website. Comments and concerns are responded to by the NHCS Executive Director.	Next year, we will continue to focus on increasing our attendance for families at the various events throughout the year, inclusive of our Parent Empowerment Workshop, as well as our School Site Council (SSC) and English Learner Advisory Committee (ELAC).  We know the importance of high engagement and the impact it has on each student’s academic performance and sense of belonging at school. In addition to focusing on building greater attendance at our family events and meetings, we will increase our focus during the SSC and ELAC meetings on student academic data and include more opportunities for viewing and interpreting data, while also creating enough space for families to provide their input and feedback and school leadership to discuss strategies for improvement.	Improving the engagement of underrepresented families in our school is crucial for building strong relationships and fostering a supportive educational environment. For the school year 2024-25, we will focus our efforts on Culturally Responsive Communication.  This will include more intention around language accessibility for our families. We will ensure that all communication materials, including newsletters, emails, and school websites, are available in multiple languages spoken by the diverse families in your school community. This can help non-English-speaking parents or guardians feel more included and informed. Additionally, we will include more personalized outreach.  This will look like tailored communication strategies to meet the needs and preferences of individual families. Some parents may prefer face-to-face meetings, while others may prefer digital communication. By adapting your approach, you can make parents feel more valued and heard.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-24	2024
34674390000000	Sacramento City Unified	3	SCUSD strives to build the capacity of both school staff and families to develop positive relationships and collaboratively support the success of students. A number of ongoing district efforts reflect strengths in this area. The district’s Parent Teacher Home Visits (PTHV) is a model program that, beginning in 1998 as a pilot project, catalyzed the growth of a national network. There are now approximately 35 schools participating in PTHV. This research-based practice aligns to other SCUSD efforts to address chronic absenteeism, improve academic performance, and shift mindsets of both staff and families. Visits are voluntary on the part of staff and families and staff are provided training and compensated for their time. More information about the program can be found at pthvp.org.	While the above strengths are important to note, the district is aware that significant improvement is needed in this area. A focal area for improvement is the systematizing and scaling of efforts that are currently operating in isolation or in the early stages. At the school site level, administrators, staff, and parents need to be collectively supported in identifying key needs in the area of relationship building and translating these needs into actionable goals. These goals in turn need to be aligned to specific, district-supported strategies that will be effective in improving the quality of the overall relationship building on a district-wide scale. Opportunities to address this focus include multiple school site leadership structures such as School Site Councils, Parent Teacher Associations, and English Learner Advisory Committees. To increase the effectivity of any efforts in this area, SCUSD staff can benefit from additional parent engagement training. Such training should be aligned to both the State and National Parent Empowerment Dual Capacity Framework. An ongoing challenge in this area is the limited time in which professional development can be provided and the multiple forms of professional development of high priority.	To improve the engagement of underrepresented families the efforts at systematizing and scaling must take into account the specific needs of student/family groups. These needs might include translation, location/format of after school events, and efforts of staff that span multiple school sites. Individual school sites must balance the dual demands of districtwide initiatives with the specific needs assessed/identified in their local context.	SCUSD’s Family and Community Empowerment team works in partnership with various departments to provide parents/guardians an array of tools and resources to support student learning. Efforts are aligned with other district initiatives in the areas of SEL, Bullying Prevention, and Positive Attendance to ensure a holistic perspective in addressing student outcomes. In addition to the success of the PTHV program, there are several areas the district would like to highlight as strengths. The Parent Empowerment Pathway (PEP) Program is a site-based series of workshops. Key topics in the series include the core aspects of the educational system and factors that lead towards developing the skills to become leaders within their school community. Another strength of the district is the range of events/opportunities to educate and connect parents/guardians to community and post K-12 resources. The Parent Information Exchange brings together monthly parents, SCUSD staff, community organizations, and community-based partners to share and discuss programs/services available for families.	Efforts to build and engage in partnership with parents/guardians for student outcomes have yielded successes, but significant room for improvement had been indicated. To increase and improve communication about the available partnership, engagement, and support opportunities, FACE focused department efforts to ensure that messaging from the district and school site levels was accessible to all. As result, many SCUSD departments and programs work with the FACE department to create parent friendly, understandable materials and messaging in predominant languages with easy to understand visuals. Sites are provided individual support by FACE staff to identify and address specific parent engagement opportunities/activities in their parent engagement policies and other school plans. FACE supports district departments and parent advisory committees through outreach, workgroup participation and trainings. Examples include the Local Control and Accountability Plan Parent Advisory Committee (LCAP PAC), Community Advisory Committee (CAC), District English Learner Advisory Committee (DELAC), site-based English Learner Advisory Committees (ELACs), School Site Council (SSC) trainings, and Scholarship Committee.	A key improvement in engaging underrepresented families will be increased and improved outreach/communication. This will ensure that underrepresented families can be fully included in capacity building opportunities and partnerships for improved student outcomes. FACE maintains ongoing contact and relationships with our SCUSD families through personal phone calls, parent chats, emails and texts. These prove invaluable in identifying areas of need and challenge, so that FACE could provide appropriate and timely supports and referrals. In addition, the weekly parent workshops (PEP) provide increased connection by creating a network of parent-to-parent contact and support.	SCUSD highly values stakeholder input when making program decisions and considers the voice of parents/guardians to be critical within this process. A strength of the district is the ongoing effort to broaden and deepen the range of opportunities parents/guardians have to providing input toward decision- making. All school sites operate formal School Site Councils (SSCs) and, where required, ELACs. The district maintains active groups including the LCAP PAC, DELAC, and CAC that acts in an advisory capacity to the Special Education Local Plan Area (SELPA). Task Forces have been commissioned specific to identified issues or student groups. In 2017-18, the Graduation Task Force was created to study the impacts of low graduation rates on the Sacramento community and develop recommendations for improvement. In 2018-19, The African American Achievement Task Force (AAATF) was commissioned to create recommendations to significantly improve the student achievement and social emotional outcomes for African American students in SCUSD K-12. This taskforce is now a districtwide Black/African American Advisory Board (B/AAAB).	Though many opportunities exist for building capacity and directly engaging in decision-making, there is always room for improvement. Focal areas for improvement include: providing additional parent trainings specific to the work of SCUSD advisory committees at both the site and district level and ongoing collaboration with Community Based Organizations (CBOs) to increase outreach and engagement when seeking input.	In both of the above areas (training and collaboration with CBOs), an additional emphasis must be placed on outreach to, inclusion of, and capacity building for parents/guardians of underrepresented and marginalized families. Highlighting CBOs that currently work with and have connections to underrepresented student groups will increase the district’s ability to engage these families in the decision- making process. Focusing trainings to groups that represent school sites with high numbers of underrepresented groups will increase the capacity of such groups to engage in critical decision-making that impacts their students	4	3	4	3	3	4	3	3	3	3	3	3	Met		2024-06-20	2024
34674390101048	St. HOPE Public School 7	3	We have established many activities that encourage families to come on campus and really be a part of the PS7 family. These include events such as: Summer Orientation for all families, Back to School Night, Fall and Spring Parent/Student/Teacher Conferences, and events such as Literacy Night, award ceremonies, and promotion ceremonies. These events are well attended.

In addition, we communicate with families regularly and through a variety of methods such as: email/text blasts, ClassDoJo, auto-calls, weekly communication packets, online grades and attendance via the school’s student information system, and parent-teacher conferences. 

In the 2023-24 review of the LCAP/SPSA, the School Site Council (SSC) discussed family engagement and reflected that the school provides ample opportunities for family engagement through events as well as ongoing, consistent communication.

In 2023-24 we added Dragon’s Closet, a program to provide scholars with resources to ensure they have what they need to attend school.  Through Dragon’s Closet, scholars are able to get school and hygiene supplies and even do laundry.	In reviewing the LCAP/SPSA, the SSC reported that we do a good job of planning and holding engagement events throughout the school year.  The SSC did note that teachers would like more time with families in formal conferences throughout the year and that new teachers/staff could use support in working with families.  In addition, we are exploring a series of workshops for the 2024-25 school year for parents/guardians/families to engage them in the school community and provide tools for parenting, working with their scholars and more.	To improve engagement of underrepresented families, We will improve on existing strategies by:
- Continuing to utilize the school’s Homeless Liaison to engage homeless families and implement more options for identifying homeless youth,
- Engaging staff and teachers in working with homeless youth through professional development,
- Providing translations of key documents and working to implement more translations as necessary and requested (i.e., the parent survey),
- Engaging teachers in English Learner development through professional development,
- Holding online or phone meetings with families that are not able to participate in-person for a variety of reasons.
	We focus on partnering with families to support positive scholar outcomes. We frequently and consistently communicate with parents via a number of methods and offer multiple opportunities for regular parent engagement including parent-teacher conferences and on-campus events such as Back to School Night.  Part of this is giving parents the tools to support their scholar’s learning and development at home.  

Teachers receive professional development on analyzing data and making data-driven decisions and utilize this information directly with scholars, but also when communicating with parents on areas of strength and development.  Every year, PS7 teachers receive professional development about the importance of communicating strengths and areas of growth with families and how to build relationships with students and families.  

PS7 teachers have also received specific PD around how to create strong relationships with families and on parent/guardian communication methods.  This is revisited throughout the year, and practiced with managers.	To continue to build partnerships for student outcomes we will continue multiple modes of communication with families, whether en masse or to address individual scholar needs.  Professional development on working with families will continue to be a focus as will addressing the challenges of communication such as finding ways to work with families that have difficulty meeting in-person or need translations to facilitate communication. We are exploring a series of workshops for the 2024-25 school year for parents/guardians/families to engage them in the school community and provide tools for parenting, working with their scholars and more.	To improve engagement of underrepresented families, we will build on existing strategies by:
- Continuing to utilize the school’s Homeless Liaison to engage homeless scholars,
- Engaging staff and teachers in working with homeless youth through professional development,
- Engaging teachers in EL development through professional development,
- Meeting with teachers, staff, administrators, scholars and parents/guardians to target specific scholar challenges in behavior, attendance and academics.
- Holding online or phone meetings with families that are not able to participate in-person for a variety of reasons.
	We have an active School Site Council (SSC) that meets regularly and actively participates in a variety of activities aimed at assisting the school in making decisions regarding the school.  This group serves as the primary means for input from a variety of educational partners including administrators, staff, teachers, parents/guardians and students.  The SSC regularly looks at school data and outcomes as it reviews policies (i.e., the Parent Involvement Policy) and planning tools (i.e., the LCAP/SPSA) towards improving scholar and school success.  The SSC also serves as the schools DELAC/ELAC (District/English Learner Advisory Council) as necessary to ensure English Learner families are represented in schoolsite review and planning.	We will continue to utilize the School Site Council and parent/guardian focus groups in order to gather input and continue to grow.  The annual parent survey is a valuable tool that has had moderate success in gathering responses from families.  We will continue to revise our survey process to garner valuable feedback from parents.	To improve engagement of underrepresented families, we will build on existing strategies by:
- Continuing to utilize the school’s Homeless Liaison to engage homeless scholars,
- Engaging staff and teachers in working with homeless youth through professional development,
- Engaging teachers in EL development through professional development,
- Meeting with teachers, staff, administrators, scholars and parents/guardians to target specific scholar challenges in behavior, attendance and academics.
- Holding online or phone meetings with families that are not able to participate in-person for a variety of reasons.
- Translating more documents into Spanish for families that do not speak English.	5	5	4	4	4	5	5	4	4	4	4	4	Met		2024-06-27	2024
34674390101295	Sol Aureus College Preparatory	3	S.A.C. Prep staff builds positive relationships with families, and the community using multiple methods and opportunities to engage in two-way communication including but not limited to school-wide events, parent-teacher conferences, etc.  The school is adapting and improving the communication and messaging system and infrastructure established during the COVID period to fit and work in the post-COVID era. The School develops the capacity of staff to establish trusting and respectful relationships with families through professional development that emphasizes the importance of parents in the education process.	A focus area for continued improvement is to learn more about our families’ strengths, cultures, languages and goals for their students.  The school is also working to increase the rate of participation and contact incidence between families and the school in general, and specifically with teachers to ensure relevant information from the school reaches all parents in a timely manner.	The school will ensure inclusiveness and equity in its communications, contacts and provision of services so that those families on the margins due to their economic, social and cultural situations have access and are full participants in all activities of the school. This will come in the form of support to encourage participation.	S.A.C. Prep’s strength is in building partnerships for positive student and family outcomes for conditions of learning and engaging our community partners for student success. Our school meets with all families prior to the start of the school year during parent/student orientation, and during the school year in parent/teacher conferences and back-to-school nights. These meetings are critical to discussions of student progress and methods by which the school and families can support improved student outcomes.	A focus area for improvement is in providing professional learning and support to teachers and school leadership to improve the school’s capacity to partner with families and support families.	The school will be deliberate in ensuring inclusiveness and equity in its communications, contacts and provision of services so that those families on the margins due to their economic and cultural situations have access and are full participants in all activities of the school.	S.A.C. Prep seeks and promotes meaningful partnerships with parents and other educational partners using a variety of platforms and means. Regular Parent meetings, surveys, newsletters, Open Board meetings and school updates via the school webpage, newsletters and Parent Square are all used to engage, receive, and provide updates to parents and other educational partners.	S.A.C. Prep will use an array of strategies to engage and raise the participation of parents in school decision making. The LCAP provides a frame for areas of focus for inputs by parents and educational partners.  S.A.C. Prep seeks to raise parent and other educational partners’ participation levels in the LCAP process.	To enhance family engagement and participation of underrepresented families the school will engage in outreach to provide incentives and remove or ease barriers that usually prevent such families from participation. The school will focus on such areas as providing translations, designating staff to work with families in need and encouraging such families to fully participate in Parent Meetings and any other school improvement input meetings or forums.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-26	2024
34674390101881	New Technology High	3	New Tech's current strengths and progress in building relationships between school staff and families can be highlighted through several key areas:

1. Effective Communication: New Tech has established multiple communication channels, ensuring that parents and families are regularly updated on their children's progress and school events. This includes newsletters, emails, parent-teacher conferences, and social media updates. The accessibility and transparency of information have been well-received by parents.

2. Inclusive School Culture: The school fosters an inclusive culture where all families feel welcomed and valued. Events and activities that celebrate diverse cultures and backgrounds are regularly organized, promoting a sense of community and belonging among students and their families.

3. Parental Involvement Programs: New Tech actively encourages and facilitates parental involvement through various programs and initiatives. Workshops, volunteer opportunities, and parent advisory councils are some ways in which parents can engage with the school and contribute to its development.

4. Responsive Support Systems: The school has put in place responsive support systems to address the needs and concerns of families promptly. Dedicated staff members are available to assist with academic, social, and emotional issues, ensuring that parents feel supported and heard.

5. Collaborative Decision-Making: New Tech involves its teachers, students, parents and community members in the decision-making process, particularly on issues that directly impact students. This collaborative approach has strengthened trust and partnership between the school and families.

6. Positive Feedback Loop: Regular feedback from parents and the community is solicited and acted upon. This ongoing dialogue helps the school to continuously improve its practices and maintain a positive relationship with families.

These strengths illustrate New Tech's commitment to building and maintaining strong, positive relationships between school staff and families, contributing to a supportive and cohesive school environment.	New Tech's focus areas for improvement in building relationships between school staff and our underrepresented families can be summarized as follows:

1. Culturally Responsive Communication: Enhancing communication strategies to be more culturally responsive and tailored to the unique needs and preferences of underrepresented families. This includes training staff to understand and effectively engage with cultural nuances.

2. Increased Representation and Inclusion: Actively working to increase representation of underrepresented families in school activities, decision-making processes, and leadership roles. This involves creating more opportunities for parents of underrepresented students to participate and ensuring their voices are heard and valued.

3. Targeted Outreach Programs: Implementing targeted outreach programs aimed at engaging underrepresented families, addressing barriers to involvement, and providing support resources specific to their needs. This may include community liaisons, support groups, and educational workshops.

4. Building Trust and Collaboration: Focusing on building trust and collaboration through consistent and meaningful engagement with underrepresented families. This involves listening to their concerns, addressing issues promptly, and creating a welcoming and inclusive school environment.

5. Professional Development for Staff: Providing ongoing professional development for school staff on cultural competency, anti-racism, and effective family engagement practices. This ensures that all staff members are equipped to build strong, respectful relationships with students of underrepresented families.

These focus areas reflect the LEA’s commitment to improving relationships with students of underrepresented families, fostering an inclusive community, and ensuring equitable support for all students.	New Tech plans to improve the engagement of underrepresented families, as identified during the self-reflection process, through the following strategies:

1. Enhanced Communication Channels: Develop more inclusive and accessible communication methods tailored to the needs of underrepresented families. This includes multilingual resources, user-friendly platforms, and regular updates to ensure all families are well-informed and can easily participate.

2. Cultural Competency Training: Provide ongoing cultural competency training for staff to better understand and address the unique needs of diverse families. This training will help staff build stronger, more respectful relationships with underrepresented communities.

3. Targeted Outreach Programs: Implement targeted outreach initiatives to actively involve underrepresented families in school activities and decision-making processes. These initiatives may include home visits, community events, and partnerships with local organizations to build trust and engagement.

4. Parent Advisory Councils: Establish parent advisory councils that specifically include representatives from underrepresented groups. These councils will provide a platform for these families to voice their concerns, share their perspectives, and contribute to school policies and programs.

5. Resource and Support Centers: Create resource and support centers within the school that offer assistance with language barriers, educational resources, and other needs specific to underrepresented families. These centers will act as a hub for family engagement and support.

6. Feedback Mechanisms: Develop robust feedback mechanisms to continuously gather input from underrepresented families. Regular surveys, focus groups, and open forums will be used to understand their experiences and improve engagement efforts based on their feedback.

By implementing these strategies, New Tech aims to foster a more inclusive environment that actively engages and supports underrepresented families, ensuring their voices are heard and valued in the school community.	New Tech's current strengths and progress in building partnerships for student outcomes can be summarized as follows:

1. Strong Community and Industry Connections
2. Collaborative Learning Environment
3. Family and Community Involvement
4. Supportive Student Services
5. Innovative Use of Technology
6. Positive Feedback from Stakeholders

These strengths demonstrate New Tech's commitment to building and maintaining effective partnerships that contribute to the academic, social, and emotional success of its students.	New Tech’s focus areas for improvement in building partnerships for student outcomes include:

1. Expanding Industry Partnerships
2. Enhanced Family Engagement
3. Strengthening Higher Education Connections
4. Improving Communication and Collaboration
5. Resource Allocation and Support
6. Evaluating Partnership Impact
By focusing on these areas, New Tech aims to strengthen its partnerships, thereby enhancing student learning experiences and outcomes.	New Tech will improve the engagement of underrepresented families in building partnerships for student outcomes through the following strategies:

1. Culturally Relevant Outreach Programs
2. Inclusive Communication Strategies
3. Family Liaison Roles
4. Partnership Advisory Committees
5. Flexible Involvement Opportunities
6. Empowerment and Capacity Building
7. Continuous Feedback and Improvement
By implementing these strategies, New Tech aims to create a more inclusive and participatory environment where underrepresented families feel valued and empowered to contribute to student outcomes through strong partnerships.	New Tech's current strengths and progress in seeking input for decision-making include:

1. Inclusive Decision-Making Processes: New Tech has established inclusive processes that actively involve a wide range of stakeholders, including students, parents, teachers, and community members, in decision-making. This approach ensures diverse perspectives are considered.

2. Regular Feedback Mechanisms: The school regularly solicits feedback through surveys, focus groups, and suggestion boxes. These mechanisms provide ongoing opportunities for stakeholders to share their insights and concerns.

3. Transparent Communication: New Tech maintains transparency in its decision-making processes by clearly communicating how input is gathered and used. This transparency builds trust and encourages more stakeholders to participate.

4. Parent and Community Councils: The school has established parent and community advisory councils that meet regularly to discuss school policies, programs, and initiatives. These councils provide a structured platform for stakeholders to contribute to school decisions.

5. Student Voice Initiatives: New Tech actively promotes student voice initiatives, such as student councils and leadership programs, allowing students to have a direct impact on school decisions and policies.

6. Effective Use of Technology: The school leverages digital tools and platforms to facilitate communication and gather input efficiently. Online surveys, virtual meetings, and digital suggestion boxes make it easier for stakeholders to participate.

These strengths demonstrate New Tech’s commitment to fostering a collaborative environment where input from all stakeholders is valued and integrated into the decision-making process.	New Tech's focus areas for improvement in seeking input for decision-making include:

1. Enhanced Outreach to Underrepresented Groups
2. Improved Feedback Loops
3. Increased Transparency
4. Utilizing Advanced Analytics
5. Expanding Participation Platforms
6. Regular Stakeholder Training
By focusing on these areas, New Tech aims to enhance the inclusivity, effectiveness, and transparency of its decision-making processes, ensuring that all stakeholders have a meaningful impact on school policies and initiatives.	New Tech will improve the engagement of underrepresented families in seeking input for decision-making through the following strategies:

1. Targeted Outreach Initiatives
2. Culturally Relevant Communication
3. Flexible Participation Options
4. Family Liaisons and Advocates
5. Inclusive Advisory Committees
6. Capacity Building Workshops
7. Regular Feedback Mechanisms
By implementing these strategies, New Tech aims to create a more inclusive environment where underrepresented families feel valued and empowered to actively participate in the decision-making process.	4	5	4	5	4	4	5	5	5	5	5	5	Met		2024-05-23	2024
34674390101899	George Washington Carver School of Arts and Science	3	The principal, one -two teacher representatives and one -two students meet with the Parent Guild the first
Wednesday of every month. All educational partners work together to send out a weekly newsletter and plan community events. The school offers translation services through the district.	Our focus area will continue to be communication.	We need a parent liaison or volunteer to assist in reaching out to our underrepresented families.	Absent students receive assignments and communication through Google Classroom and emails. Staff offer Zoom and in-person meetings for IEPs, 504s, SST, PTC and community meetings. The school newsletter and parent meetings provide information and opportunities to answer parent questions. We are currently in the process of updating our school website to assist with building more partnerships.	We are working to gain more parent engagement.	Have a parent liaison or parent volunteer on site to communicate with parents.	Through The Parent Guild and various committees, parents are informed of policies and programs. Parents provide input, volunteer their time and resources in researching, exploring strategies for implementation of projects and policies.	We are creating a School Site Council in addition to The Parent Guild to improve parent input.	We are inviting a parents of various underrepresented communities to participate in School Site Council.	4	3	3	3	3	4	4	3	4	4	4	4	Met		2024-06-20	2024
34674390101907	The MET	3	Teachers receive professional development on analyzing data and making data-driven decisions and utilize this information directly with scholars, but also when communicating with parents on areas of strength and development.	Overall, the LEA's focus areas for improvement in building relationships between school staff and families revolve around communication, outreach and engagement, cultural competence, parental involvement in education, and providing family support services. By prioritizing these areas, the LEA aims to create a more collaborative and inclusive educational environment that promotes student success and well-being.	The goal is to ensure that these families feel valued, respected, and included in their children's education, leading to improved academic outcomes and overall student success.	The Met focuses on partnering with families to support positive scholar outcomes. The school frequently and consistently communicates with parents via a number of methods and offers multiple opportunities for regular parent engagement including parent-teacher conferences and on-campus events such as Back to School Night. In addition, families receive regular communication from teachers and the school. Part of this is giving parents the tools to support their scholar’s learning and development at home. Teachers receive professional development on analyzing data and making data-driven decisions and utilize this information directly with scholars, but also when communicating with parents on areas of strength and development.	Parent and Family Engagement: Recognizing the crucial role of parents and families in a student's educational journey, we will prioritize strategies to increase parent and family engagement. This may involve hosting workshops, parent-teacher conferences, and creating communication channels that foster meaningful dialogue between educators and families.Overall, the focus is our commitment to building robust partnerships that can provide students with a comprehensive support network, engage families, facilitate college and career readiness, empower educators, leverage technology, and utilize data effectively to drive improvements in student outcomes.	We will implement targeted communication and outreach initiatives to actively engage underrepresented families. This may involve utilizing various channels such as multilingual materials, translated documents, and culturally appropriate communication methods. Special attention will be given to reach families who have limited English proficiency or face other communication barriers.We plan to focus on improving the engagement of underrepresented families and build strong partnerships that contribute to positive student outcomes. The ultimate goal is to ensure that every family, regardless of their background, feels valued, supported, and actively involved in their children's education.	The Met has an active School Advisory Board (SAB) that meets regularly and actively participates in a variety of activities aimed at assisting the school in making decisions regarding the school. As a single school LEA, this group serves as the primary means for input from a variety of stakeholders. The SAB regularly looks at school data and outcomes as it reviews policies (i.e, the Parent Involvement Policy) and planning tools (i.e., the LCAP/SPSA) towards improving scholar and school success. The SAB also serves as the schools DELAC/ELAC (District/English Learner Advisory Council) as necessary to ensure English Learner families are represented in school site review and planning. The school has implemented a variety of other, less formal, parent/family groups to provide input into school planning as necessary, including focus groups.	We are committed to continuously improving its practices in seeking input for decision-making. It aims to regularly evaluate the effectiveness of its strategies, solicit feedback from stakeholders on their experiences with the input process, and make necessary adjustments. This iterative approach will ensure that the LEA's decision-making processes are responsive, inclusive, and reflective of the evolving needs of the educational community.	We will establish clear and accessible feedback mechanisms to collect input from underrepresented families. This could include online surveys, suggestion boxes, or designated staff members available to listen to concerns, suggestions, and feedback from families. This will contribute to more inclusive and equitable decision-making, ultimately leading to better educational outcomes for all students within the community.	4	4	4	4	4	4	4	4	4	3	3	4	Met		2024-06-20	2024
34674390102038	Sacramento Charter High	3	We have many opportunities that encourage families to come on campus and be a part of the Sac High family. These include Summer Orientation for all families, a Back to School Night, college going activities such as events to support families in completing the FAFSA, and parent conferences throughout the school year.  We also hold events such as Awards Ceremony, Signing Day and Graduation to celebrate the accomplishments of our senior class. 

We communicate with parents regularly and through a variety of methods including: email/text blasts, auto-calls, weekly communication emails, online grades and attendance via the school’s student information system, and parent-teacher conferences as necessary.  

The School Site Council (SSC) discussed family engagement as part of the review of the Local Control and Accountability Plan/School Plan for Student Achievement (LCAP/SPSA) in the spring of 2024.  The council noted that we offer a wide-range of opportunities throughout the year for engagement with families from events to ongoing and consistent communication.  The SSC also noted that they feel that more individual contact with families would build better relationships, particularly for scholars who need additional academic and behavioral support.  

In addition, SCHS provides individualized supports from multiple team members.  11th graders meet with the College Counselor to ensure they are on track to meeting their goals, identifying their dreams and next steps after high school, and securing the different items they need to get into the college of their choice.  The Student Services Coordinator provides support to those students who may be struggling to keep up with curriculum, or having external challenges.  These team members communicate closely with families to ensure the home-school connection and build strong supports for students and families.	In the SSC’s LCAP/SPSA review they noted  that areas of growth in building relationships include targeting families that have not historically engaged and having more individual contacts.  In addition, we are exploring a series of workshops for the 2024-25 school year for parents/guardians/families to engage them in the school community and provide tools for parenting, working with their scholars and more.	To improve engagement of underrepresented families, we will improve on existing strategies by:
- Engaging staff and teachers in the MTSS process to identify interventions for  targeted  students needs.
- Continuing to utilize the school’s Homeless Liaison to engage homeless families and implement more options for identifying homeless youth,
- Engaging staff and teachers in working with homeless youth through professional development,
- Providing translations of key documents (i.e., the SARC, assessment notices) and working to implement more translations as necessary and requested (i.e., the parent survey),
- Engaging teachers in English Learner development through professional development.
- Holding online or phone meetings with families that are not able to participate in-person for a variety of reasons.
	We focus on partnering with families to support positive scholar outcomes. We frequently and consistently communicate with parents via a number of methods and offer multiple opportunities for regular parent engagement including parent-teacher conferences and on-campus events such as Summer Orientation, Back to School Night, and Open House/Family Conferences.   In addition, families receive regular communication from teachers and the school. Part of this is giving parents the tools to support their scholar’s learning and development at home.  

Teachers receive professional development on analyzing data and making data-driven decisions and utilize this information directly with scholars, but also when communicating with parents on areas of strength and development. Teachers receive professional development on communicating with families to support partnerships with our families. 

In 2023-24 we added Dragon’s Closet, a program to provide scholars with resources to ensure they have what they need to attend school.  Through Dragon’s Closet, scholars are able to get school and hygiene supplies and even do laundry.	To continue to build partnerships for student outcomes we will continue multiple modes of communication with families, whether en masse or to address individual scholar needs.  Professional development on working with families will continue to be a focus as will addressing the challenges of communication such as finding ways to work with families that have difficulty meeting in-person or need translations to facilitate communication. The addition of two  student services coordinators has increased the ability of the school to work with scholars and their families to address individual needs academically, behaviorally and in terms of attendance. We are exploring a series of workshops for the 2024-25 school year for parents/guardians/families to engage them in the school community and provide tools for parenting, working with their scholars and more.	To improve engagement of underrepresented families, we will build on existing strategies by:
- Engaging staff and teachers in the MTSS process to identify interventions for  targeted  students needs
- Continuing to utilize the school’s Homeless Liaison to engage homeless scholars, as well as providing resources for scholars through Dragon’s Closet.
- Engaging staff and teachers in working with homeless youth through professional development,
- Engaging teachers in EL development through professional development,
- Meeting with teachers, staff, administrators, scholars and parents/guardians to target specific scholar challenges in behavior, attendance and academics.
- Holding online or phone meetings with families that are not able to participate in-person for a variety of reasons.
	We have an active School Site Council (SSC) that meets regularly and actively participates in a variety of activities aimed at assisting the school in making decisions regarding the school.  This group serves as the primary means for input from a variety of educational partners including administrators, staff, teachers, parents/guardians and students.  The SSC regularly looks at school data and outcomes as it reviews policies (i.e, the Parent Involvement Policy) and planning tools (i.e., the LCAP/SPSA) towards improving scholar and school success.  The SSC also serves as the schools DELAC/ELAC (District/English Learner Advisory Council) as necessary to ensure English Learner families are represented in schoolsite review and planning.  The school always considers the option of less formal focus groups as needs arise.  In addition, our open door policy allows families to come on campus to connect with teachers, staff and administrators.  Our policy is that all staff respond to incoming communication within 24 hours so that all educational partners feel heard.	Sac High will continue to utilize the School Site Council and parent/guardian focus groups in order to gather input and continue to grow.  The school has successfully utilized parent focus groups for specific issues and areas of concern in the past and plans to implement these as necessary in the future.  We continue to struggle in obtaining parent input through the annual survey and will continue to revise our processes for this valuable input tool.	To improve engagement of underrepresented families, we will build on existing strategies by:
- Continuing to utilize the school’s Homeless Liaison to engage homeless scholars, as well as providing resources for scholars through Dragon’s Closet,
- Engaging staff and teachers in working with homeless youth through professional development,
- Engaging teachers in EL development through professional development,
- Meeting with teachers, staff, administrators, scholars and parents/guardians to target specific scholar challenges in behavior, attendance and academics.
- Holding online or phone meetings with families that are not able to participate in-person for a variety of reasons.
	5	5	4	4	5	5	5	5	4	4	5	5	Met		2024-06-27	2024
34674390102343	Aspire Capitol Heights Academy	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase the engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	3	3	3	3	2	2	2	2	3	3	3	2	Met		2024-06-20	2024
34674390106898	The Language Academy of Sacramento	3	During the mandated school closures and implementation of full distance learning and into FY22/FY23/FY24 in-person return, LAS depended on its existing strong, well-established relationship with students and their families to keep the teaching and learning momentum. 

	Constant bilingual communication via: on-going surveys, REMIND app, LAS newsletters, daily 360 family outreach to ensure attendance, regular material distributions dates, and parent ZOOM meetings/orientation, families felt welcomed and connected during the year despite the distance learning context. 
	Families who needed an extra outreach received it in conjunction with the MTSS/IPT and office support and administrative staff. Lastly, LAS continues to develop its Anti-Racist professional development implementation where staff and families received on-going interactive workshop on the subject, including within the context of socio-emotional learning.	There is always room for improvement in ensuring families and students have functioning understanding of the basic metrics of student learning and effective strategies to implement in school and at home. 
	LAS ensured that it had a fully functioning Parent Council who reviewed the Parent Involvement Policy during the year and who was fully aware of the rapid changes in teaching and learning. Moreover, LAS utilized LLMF monies in the fall FY21 and additional ARPA funds in FY22 to develop concurrent teacher and parent professional development workshops via the Parents as Partners	Program on the expectations of learning priority standards via various digital platforms: ZOOM, SeeSaw, Google Classroom, etc. as well as the importance of socio-emotional learning and parenting in the midst of a pandemic. Participation of families, particularly those at risk of disengagement, were prioritized.
	LAS conducts annual stakeholder surveys: staff, families, and students. This system allows for constant system of triangulated reflection on what's working and what needs to be improved, including the lines of communication and connections among all members of the LAS community. (Refer to relevant data provided)	PARENT INVOLVEMENT AND ITS ROLE IN SUPPORTING THE FULFILLMENT OF LAS MISSION Survey Data 1 (May, 2024): 93% of families completed the annual school survey. Survey Data 2: 97% of families stated that they would recommend the school to others. PARENT VOLUNTEER HOURS (Pre-COVID closures, June, 2018): 4930.50 hrs/yr with 62% of families participating. GOVERNING BOARD ELECTIONS VOTER PARTICIPATION: FY15: 8/2015: 69% 10/2015: 47% FY16: Improved 5/2016: 70% 6/2016=74% FY17: 6/2017 = 62% FY18: 5/2018 = 57%, FY21: 10/2020 = *29% (Lowest Record due to COVID-19 Closure) 11/2021 = 80%, FY22: 11/2022: 82% (*Highest record), and FY24: 10/2023: 79%.	PARENT VOLUNTEER HOURS (Pre-COVID closures, June, 2018): 4930.50 hrs/yr with 62% of families participating. GOVERNING BOARD ELECTIONS VOTER PARTICIPATION: FY15: 8/2015: 69% 10/2015: 47% FY16: Improved 5/2016: 70% 6/2016=74% FY17: 6/2017 = 62% FY18: 5/2018 = 57%, FY21: 10/2020 = *29% (Lowest Record due to COVID-19 Closure) 11/2021 = 80%, FY22: 11/2022: 82% (*Highest record), and FY24: 10/2023: 79%.	5	4	4	4	4	4	4	4	5	4	4	5	Met		2024-06-27	2024
34674390111757	California Montessori Project - Capitol Campus	3	The CMP community encourages direct communication through regular parent-student- teacher conferences. CMP also holds regular “Principal Cafes” and “Campus Advisory Committee” meeting opportunities to learn about and provide input into school activities. 

In addition, the school utilizes a Parent Communication app, ParentSquare, which reaches 99% of families as a vehicle to share information and respond to inquiries/requests between all parents and staff. Through ParentSquare, the school can message families through a preferred phone number, email, etc.

CMP administration meets with students, families and staff each year to inform the LCAP. Through an open discussion format, educational partners are encouraged to share feedback, ask questions and make suggestions for improvement regarding any school related topic. CMP also provides an online survey available to all families and staff to share feedback on LCAP. The LCAP process provides for the opportunity to practice a shared level of decision making, increasing the voice of all partners.

The CMP-Capitol Campus holds community events, inlcuding a parent volunteer fair with the intent of supporting families in obtaining their volunteer requirements (TB, Livescan, etc.) and to proactively recruit parent volunteers in to campus level roles. The campus also recently held a visioning session that was attended by both staff and families where the campus community discussed their future goals for the school.	CMP is working with families on improving student attendance practices post-pandemic.	CMP's website and Parent Communication system allows parents to translate content to a preferred language to ensure effective communication.

During the LCAP engagement process, CMP administration met with its English Language Advisory Committee with the intention to gather input through the lens of our English Learners to help guide future decisions.

In alignment with its Strategic Plan, CMP partnered with Sacramento State University to provide Diversity, Equity, Inclusion, and Belonging professional development to all CMP schools.	Based on the educational parnter feedback, CMP's current strengths are around parent engagement, safe and orderly school and classroom environments and community members feeling safe and accepted at school.	CMP has placed a focus on increasing effective communication between the parent/guardian and teaching/administrative communities. Teachers meet with parents multiple times throughout the school year (Initial Parent Meetings and Parent/Teacher Conferences) to provide an opportunity to discuss goals, objectives, progress on academic plans and discuss any issues or concerns that may be present. To ensure parents stay informed of their child’s progress throughout the school year, CMP regularly communicates via ParentSquare, email and phone calls. Parents can log in to Aeries and/or Google Classroom to see student work and grades. Campus administration will send home campus and classroom newsletters as another means of communication for families who prefer to not receive electronic communications.	CMP seeks to engage underrepresented families by first being present and visible in the school community. If campus administration feels that a family is not being reached through the normal modes of communication, direct phone calls, in-person meetings, and/or home visits will be made to ensure the family is receiving the support that is needed. CMP also provides on campus services for families in need, including computer access, translators, meals, etc.	CMP encourages parent participation at school and sees parents as educational partners in their child’s learning.

CMP continuously seeks input from various groups of educational partners, especially as it relates to the LCAP process. LCAP meetings are held at each school, where students, staff, and families are encouraged to provide input as a guide to help set goals and priorities.	The California Montessori Project (CMP) seeks to improve and promote partner involvement and collaboration through various pathways. For our families, CMP hosts regularly scheduled “Parent Cafes” in order to facilitate communication between families and school administration as well as an established Campus Advisory Council (CAC) composed of parent, teacher and administrative representation that is designed to provide a forum for stakeholder input. Additionally, CMP embraces an “Open Door Policy” in order to develop a culture of collaboration and common purpose.	The CMP campuses have fully implemented the communications tool, ParentSquare. Through ParentSquare, CMP administration is able to reach 99% of the family community. CMP wants to ensure that communication is readily available to all families, including underrepresented families without access to computers and/or the internet.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-10	2024
34674390121665	Yav Pem Suab Academy - Preparing for the Future Charter	3	Through the analysis of the 2023-24 annual school climate survey, which includes the responses of 28.6% of participants who were parents 60% shared that they feel that the school’s engagement with parents is most important and 90% shared that the etiquette of staff members is most important. 70% of parents shared that Back-to-School night and parent teacher conferences is an item they enjoy and 90% of parents strongly believe that the study trips are most valuable experiences for their scholars and that technology, course materials, and an HET environment should be made available to 100% of scholars. They enjoy the school’s emphasis on study trips. These survey results are indicators that the school staff has a strong working relationship with parents and families. Currently parents are connected through our School Messenger system and receive regular updates about school events, programs, and services provided at our site. All parents are provided access to the school’s LEA parent teacher portal on PowerSchool where they have access to up-to-date information on their child’s assignments and current academic standing. Up to date, 454 parents are connected and active in the Class Dojo application and have direct access or contact through the school through its website.	Based on the analysis of educational partner input and local data, the LEA’s focus area(s) would be to coordinate more school school-related events for families. In particular, these events would be in the form of Math and Literacy nights, gallery walks, and performances.	Underrepresented families, such as English learners and students with special needs, are a part of the overall general communication (emails, automated messengers, notes and fliers, phone calls, and face-to-face). The Class Dojo platform also allows parents to have access to translation features in over 35 languages.
Additionally, parents of students with special needs are on-boarded with a pre-briefing and post briefing before and after each IEP meeting and provided access to interpreter if needed.
	One of the current strengths of the school is its implementation and practice of the Lifelong Guidelines and LIFESKILLS that align directly with the vision of the school.  Teachers use target talk and focus on strengthening the use of the 19 LIFESKILLS by intentionally teaching, practicing, and reflecting on each of the LIFESKILLS.  Furthermore, in Townhall Meetings, LIFESKILLS are used to create common ground, build a sense of belonging, and to empower students to come up with actionable ideas that can be implemented for change and growth.  The LIFESKILLS are an integral part of the school because they are used in every lesson and activity throughout the day.  85.7% of staff has been observed to consistently model the use of Lifelong Guidelines and LIFESKILLs.  
Additionally, grade level planning and teaching is based on a conceptual curriculum that integrates the four subject content areas. Instructional materials are ordered based on teachers’ conceptual curriculum maps to ensure that instruction is supported with materials.  85.51% of teachers and staff attended all of the professional development training throughout the year. 100% of Teachers surveyed indicated that curriculum materials, instruction, and assessments are aligned with teaching objectives.   
The principal and teachers hold bi-weekly collaborations and use data to drive planning and instruction, including instructional strategies.  
	An analysis of educational partner input and local data of the teacher-created assessments indicate 73% of students meeting grade level expectations and 27% not meeting expectations.  Further analysis of school programs shows that the Individual Learning Plan (ILP) process for students at Tier 2 and Tier 3 is also not fully implemented during the school year.  The implementation of the ILP needs to be a focus area between parents and teachers in the upcoming year with an emphasis on planning and design, collaboration between parents and teachers, follow-up meetings to review progress, and recalibration of strategies to meet the needs of students.	"An analysis of educational partner in put indicates 0.4% of parents feel that the school needed cultural competency training courses as the school has a significantly homogenous learning community. 66.7% of all participants in a survey felt that intercultural competency is most important. 31% are teachers, 35.7% are classified staff, 2.4% are administrators, 4.8% are governance members, 28.6 are parents and 7.1% are community members.
Based on this information, next school year’s focus is set to include an emphasis on the invitations to underrepresented families for the following parent engagement/educational nights:
- Literacy, Math, and Science Night
- Multicultural Gallery/Performances
- School Informational Workshops
	- Attendance
	- Discipline
	- HET
	-Charter Petition
"	Based on the local data, the school is in good standing with parents as 95.9% (454/473) families are connected directly to the school’s Class Dojo account. 
In addition, survey results show that 90% of parents feel included and heard when providing inputs to the school.  The school plans to identify and work with the remaining 10% of parents to include their input.
	The focus area for the 2023-24 school year includes sending recordings home in English, Hmong, and Spanish as compared to English only messages this school year. In addition, the school plans to ensure that website content offers translation services for viewers.	YPSA plans to include automated telephone and written communication messages in Hmong and Spanish, in addition to English only.	3	4	3	4	3	3	4	3	4	4	3	2	Met		2024-06-10	2024
34674390123901	Capitol Collegiate Academy	3	During the 2023-2024 school year, we opened access to the Student Information System for students and families (in middle school) to check academic progress information. We engaged with our 7th and 8th grade families and students regularly around high school matriculation for their student; hosting information nights, coordinating school visits, and providing individual student and family support for the high school application process. All families (TK-8) have access to the parent resources aligned with our ELA and math curricula. We also use Parent Square, Family Conferences, New Family Orientation, Back-to-School Night, Home Visits, and have an Open Door Policy,	We seek to re-envision and increase engagement in our English Language Advisory Committee (ELAC). With a significant increase in our student population of language learners, and a shared desire to even further develop our existing ELD programming, the input and deep engagement of our families here is critical.	It is a priority that we engage the ~ 12-15% of percentage of families who don’t regularly use these tools. To do so, we are refining our systems and timelines / frequency for capturing this data from teachers. Having a clear picture, using multiple data points, of which families are least engaged is a critical first step. With this data, the school’s leadership team, which meets weekly, creates plans for specific outreach, leveraging adults in the school community who can best reach and engage the family (e.g., Expanded learning staff, school nurse, counselor, coach, club leader etc.). Having a weekly data-driven ‘pulse’ on family engagement, and a structure by which to review and problem-solve (leadership team), has increased our intentionality and ability to reach some of our historically least engaged families.	Capitol Collegiate created a set of priorities and aligned strategies for how to increase three key areas aligned with our research-based 5Essentials school climate survey:
o Parent Connectedness: Parents feeling their voice is valued and that they are an important part of improving the school
o Parent-Teacher Interactions: The degree to which teachers interact with parents to support their child's learning and development.
o Parent Assessment of Teacher Trust: The relationship parents feel they have with teachers in improving student learning.	A primary focus area is to continue rebuilding opportunities (post-pandemic) for formal and informal parent leadership. Our families have long shown they are willing to get involved, and eager to help, and something we can even further leverage for the benefit of our students and school community. This includes opportunities to lead or co-lead events, athletics, clubs, or to volunteer their time in a variety of ways. It also includes re-envisioning and developing a more formal parent leadership body (e.g., a PTO).	Capitol Collegiate uses several tools to communicate and engage with all families. We consistently use Parent Square, a text-based app allowing families to communicate daily with teachers and staff in their home language, and to get reminders about classroom and schoolwide events and activities. We have ongoing, regular, data points to show families actively use this tool. Parents also have access to LiveSchool, an online platform where they can view their student’s behavior, and in-the-minute access via cellphone and Parent Square to the school’s two Deans. Finally, families have access to the school’s Student Information System to check their student’s academic progress. Over 85% of families attend our required ‘Welcome Back’ event (August), ‘Back to School Night’ (October) and Parent Conferences (November, March) where technical support in using all three of the above platforms is provided.
It is a priority that we engage the ~ 12-15% of percentage of families who don’t regularly use these tools. To do so, we are refining our systems and timelines / frequency for capturing this data from teachers. Having a clear picture, using multiple data points, of which families are least engaged is a critical first step. With this data, the school’s leadership team, which meets weekly, creates plans for specific outreach, leveraging adults in the school community who can best reach and engage the family (e.g., Expanded learning staff, school nurse, counselor, coach, club leader etc.). Having a weekly data-driven ‘pulse’ on family engagement, and a structure by which to review and problem-solve (leadership team), has increased our intentionality and ability to reach some of our historically least engaged families.	Capitol Collegiate administers the 5Essentials School Climate survey annually to all families and use the data as a critical part of our annual strategic planning process. We also administer project-specific surveys around to get specific input on significant school initiatives, such as Expanded Learning or facility projects. We host regular open meetings with the Principal (and other school staff) to elicit input and feedback on issues that staff and families share, often related to our students’ social-emotional well-being.	While we make the above opportunities available, we would like to see a significant increase in the number of parents who participate. As we continue to put a significant amount of capacity toward building relationships with families and providing opportunities for their involvement (per our Family Engagement Plan), we create the trust and deeper engagement that will support parent’s desire to be part of decision-making.	We now offer all of our surveys in every home language and have an interpreter for all the home languages represented by our families present at all input sessions, conferences, and meetings. We have begun explicitly promoting this to our families who speak languages other than English or Spanish.	4	3	4	4	5	4	5	4	3	3	4	2	Met		2024-05-20	2024
34674390131136	New Joseph Bonnheim (NJB) Community Charter	3	Communication is the key to building relationship. As the 2023-2024 school year came to a close, administration with the support of staff made a concerted effort to provide direct, frequent, and two-way communication to families in both English and Spanish. Over half of the New Joseph Bonnheim students come from homes where English is the second language and a majority speak Spanish. To ensure families feel welcome and can communicate in their home language, an effort has to made to have the staff reflect the student population. Both the Office Manager and Attendance tech speak Spanish to provide quick and direct communication open. The EL Resource teacher hosts monthly ELAC meetings which bring in speakers and organizations that provide information on topics important to families of immigrants: immigration, health care, and college and career readiness. In addition, the school transitioned to a new principal who is partnering with PTA, ELAC, and Steering Committee to provide regularly scheduled meetings at different times as a way for parents to provide input and feedback on policies, procedures,
and events. As the school year wound to a close, efforts were made to educate the school community on the role of the Steering Committee who is responsible for approving the three year LCAP plan and budget which reflects the priority of the school community followed by a nomination and election process to encourage more families to participate in the process and create a directing body which reflected the student population and interests of their families.	1. Communication: Utilize district tools for communication to home which translates in all language and provides updates on attendance, school and district communication, and allows families easy access school portal and contact information
2. Create a Family Center on campus for families to have access to information for school and district services, meet with administration and staff, and participate in the decision making process on campus
3. Connectivity and Attendance: Increasing FTE of office tech to provide better outreach to families to overcome attendance challenges and build a relationship with families so trust is built and solutions can occur to why a child is not attending school
4. Kelvin Data: While the data from students reflected trusting relationships with adults on campus and feelings of safety, students did not feel they had the tools to identify emotions and feelings and thus express them. NJB is adopting and receiving training in the Leader in Me as a way to create shared language and dialogue around thoughts, feelings, actions, and one's ability to have control over their thoughts, feelings, and actions. This SEL program is centered around morning conversations to set the tone, open dialogue, community circles, restorative practices, and the ability of each individual to be a leader on their own life.	In 2024, NJB partnered with the district's SEL team to have a school wide audit to identify the strengths and
challenges of the culture as it is seen through the family and student's perspective. In 2024-2025, a training specialist will support NJB's effort to use that data to find opportunities to engage better with students of color who according to the Kelvin Survey, feel pride in their culture but are not comfortable with sharing it with peers and staff. A Site Instructional Coordinator has been added to the staff to collaborate with teachers to ensure standards based instruction is happening in the classroom but also to provide guidance on how to embed culturally responsive lessons, literature, and conversation into the instruction. Students who feel safe, valued, and heard are better able to focus on instruction and develop a joy for learning. In addition, the focused engagement with students will extend to families. Using the same data, NJB will begin reaching out directly to families to have have individual and small group conversations to find out not only their immediate needs but also how to have policies, procedures, and communication which does not turn them away from the school setting and break down trust but provides opportunities for engagement, learning, and partnership. In addition, NJB is creating a parent center, developing a Cultural Corner in the library to feature all cultures, and showcase those items, literature, cultural relics, and art, which makes students proud of their heritage and family.	NJB is a collaborative site where teachers and staff come together to share data to better understand students' academic progress. NJB has student conferences three times a year for families to meet directly with teachers. NJB has a school counselor, RSP teacher, Speech and Language Therapist, and a Site Instructional Coordinator. For a school of 265, there is a higher level of support than other sites in the community.	1. Site Instructional Coordinator will collaborate with staff to use regular assessments for ELA and Math, use the data to drive instruction, create intervention, and communicate with students and families on students progress and opportunities to improve
2. Data is not used to identify areas where students are falling behind and then provide targeted intervention. In 2024-2025, NJB will use common assessments to drive instruction and create opportunities for Tier 2 instruction in the classroom. In addition, specified time will be allocated on the daily schedule to provide very specific and targeted instruction in ELA and Math.
3. Data from state testing and I-Ready reflect a gap in student learning, especially in foundational reading skills which impacts students ability in all content areas. A goal has been set to provide all teachers with professional learning in LETRS, SIPPS, LEXIA and DIBELS and where there is a gap, provide direct instructional support in these programs which support academic progress in foundational reading skills and for EL students, the acquisition of language.	The return of student celebrations will be critical invitations for our families to be active participants in celebrating their student or school programs. At the end of 2024, events such as Morning Movement, Family Dinner in February, Bingo Night, and Science Fair proved effective in engaging diverse groups of families. Using site funds and in partnership with PTA, NJB will ensure supplies needed school supplies are available for all parents. Schools can provide theme parent night based on school priorities. . During events, ensure that there are childcare options that are available to all families, so that childcare is not a barrier for parent participation. For families with transportation issues, ensure bus vouchers are readily available without feelings of shame or guilt. Continue a high level of participation in Student-Parent Home Visit with an effort to prioritize families who have identified needs. Ensure schools follow up with families who don't attend schedule a meeting and provide multiple ways/times to meet. Use a Coordination of Services Team, COST, with the GOAL of communicating the importance of regular on time attendance with families. When possible, combine parent workshops with Community Nights and Fun Activities.	NJB has multiple opportunities for parents to provide input for decision making. At the school site level, the Steering Committee members provide direct input from their constituents. The PTA works tirelessly to engage and involve parents. All schools have a School Site Council and NJB has more than 15 English learners so the English Language Advisory Committees works to engage parents within those specific subject matter jurisdictions. At the district level, the Superintendent has convened a Superintendent's Parent Advisory group to provide input and a voice directly with our superintendent. The District English Language Advisory Committee is actively seeking parent input through the committee’s work	An area of focused improvement would be to increase parent participation in all parent input/participation avenues like Steering Committee, PTA, DELAC and SELPA Community Advisory. To grow and enact the charter, parent participation in PTA, Steering Committee and ELAC meetings. In addition, improved and more communication to increase parent understanding of each advisory group and the work that is being done. Increase recruitment for all groups and provide regular/flexible meeting times and dates. Ensure an interpreter is available to provide translation services.	We need promote celebration Reclassified Fluent English Proficient (RFEP) students. While NJB does have a higher percentage of Spanish speaking students, it needs to celebrate all cultures with events that also educate the entire school community. Ensure that events are scheduled with flexible time and options so that they are open for all. Consider developing a parent/community newsletter site as a central repository for parent information.	3	4	4	4	3	4	4	3	3	4	3	3	Met		2024-06-20	2024
34674390135343	Growth Public	3	We have spent the last few years redefining our relationships with families. We held family update meetings, and requested families’ input throughout the year by using surveys for different decisions we have made. There is school wide communication that goes out weekly to all of the families to keep them aware of current and future events and changes. Through this communication and our invitation for family input, we have an overall positive community and a good amount of engagement.
	We will continue to focus on building relationships with and increasing engagement of non-native English speaking families.	We will continue to focus on building relationships with and increasing engagement of non-native English speaking families through more community building events with families and more opportunities for non-native English speaking families to provide input in a more intentional manner that meets their needs.	This year, families received weekly communication from both the Principal for schoolwide communication and updates, as well as weekly newsletters or emails from their child’s classroom teacher. This kept families informed on the weekly instruction that was taking place within each class. Families were also given progress reports in the middle of each semester and report cards at the end of each semester to reflect the students’ work and grades.	We will continue to focus on providing more teacher engagement with families about student progress, especially in the upper grades.	We will improve engagement of underrepresented families by providing parent workshops on topics such as how to help their students at home and understanding progress reports and report cards.	The administrative team was able to gather input from a diverse representation of our families before presenting information, changes, or surveys to the whole school. This was helpful in developing plans and processes. Family input was also requested any time GPS planned to make a change that would affect them.  This year, GPS has more than doubled the response rate on the annual family survey ensuring that the majority of families are providing their input to support school decision-making.	We will continue to focus on getting more underrepresented families to participate in decision-making and planning to be more intentional about the best ways to gather input from families of underrepresented students.	We will continue to focus on getting more underrepresented families to participate in decision-making and planning to be more intentional about the best ways to gather input from families of underrepresented students.	4	4	4	3	3	3	3	3	3	3	3	3	Met		2024-06-25	2024
34674390137406	SAVA - Sacramento Academic and Vocational Academy - SCUSD	3	SAVA is dedicated to fostering a positive, welcoming, and supportive school culture where staff strive to be significant figures in their students' lives. Our mission is to help students meet and exceed academic standards while preparing them for college and careers. However, we understand that many students face challenging life circumstances that can make it difficult to stay focused on academics. Acknowledging this reality, SAVA has developed a clear intervention process and systems of support across all campuses to assist students before academic failure occurs.
Our support model at SAVA offers comprehensive wraparound services involving counselors, student support specialists, school social workers, RSP teachers, teachers, paraeducators, campus principals, and principals. These professionals work collaboratively to address students' needs, ensuring they receive the support necessary to achieve academic success. Recognizing that many students lack a stable connection with an adult, SAVA is committed to building mentoring relationships with each student, providing them with the guidance and support they need.
In the 2011-2012 school year, SAVA began implementing the Capturing Kids' Hearts (CKH) model, developed by The Flippen Group. CKH is central to our approach, transforming our schools by fostering trusting relationships among teachers, staff, families, and students. All staff members are trained in CKH upon employment, and the principles of CKH are practiced consistently in all classes, meetings, and events. This program equips staff with tools to build meaningful relationships, create a safe learning environment, and develop team-building dialogues. At its core, CKH aims to create self-managing systems that enable students to confidently apply the skills they learn both in and outside of school.
In addition to CKH, SAVA is committed to promoting equity and continuous improvement. Each year, the school and district identify an equity goal and participate in professional development to address it. We have developed Professional Learning Communities (PLCs) in which all staff focus on data and continuous improvement, viewing their work through an equity lens. Each PLC targets specific sub-groups where potential inequities have been identified, aiming to decrease gaps and promote equity. Furthermore, equity and data discussions are incorporated into our School Improvement Plan (SIP) work, cycles of inquiry, site-based meetings, and in-house professional development.
At SAVA, we believe that all students can learn, achieve, and thrive when they are loved, taught effectively, and guided appropriately. This belief drives our commitment to creating a supportive and equitable educational environment, ensuring that every student has the opportunity to succeed.	The preliminary student learner need for SAVA is to increase student attendance and engagement by increasing parent involvement and creating relevant, hands-on curriculum. This major student learner need is based on SAVA’s families high percentage of low socioeconomic families and the continued focus on engaging families and guardians in the school. This will also continue to decrease SAVAs drop out rate and increase the graduation rate. The area within the LCAP that needs to be addressed is goal 3 to increase engagement with all stakeholders and the area within the School Improvement Plan (SIP) plan that needs to be addressed are the student and teacher learner needs to support engagement and professional development for teachers.	SAVA  aims to enhance engagement among underrepresented families by implementing targeted family engagement initiatives, primarily focusing on 9th-grade, seniors and transfer students. To achieve this, SAVA will introduce specialized outreach programs, such as orientation sessions and workshops tailored to the unique needs of these students and their families. These activities will provide essential information and support during a critical transition period, fostering a stronger sense of belonging and connection within the school community.
Additionally, SAVA will expand its Career and Technical Education (CTE) offerings across campuses. Research indicates that CTE programs can significantly increase student engagement and attendance. This will give options for underrepresented students opportunity the to launch into careers that they may not have known about or seen themselves in, such as Green Energy.
Furthermore, SAVA will provide a variety of field trips and college tours to expose underrepresented students to real-life experiences and higher education opportunities. These experiences can be transformative, offering insights into potential career paths and motivating students to pursue higher education. By offering these opportunities, SAVA aims to inspire and engage underrepresented students, empowering them to envision brighter futures and take proactive steps toward achieving their goals.
As part of the SAVA commitment to enhancing engagement among underrepresented students, SAVA will provide students with the opportunity to participate in dual enrollment programs. By offering this option, we empower underrepresented students to experience higher education firsthand, breaking down barriers and demystifying the college experience. 
	At SAVA, parents/guardians are involved from the minute a student enrolls in the program. SAVA enrollment personnel meet with each family and explain the program and also provide a site tour. SAVA staff work diligently to keep parents and guardians informed of their student’s progress and to involve families in any behavior, attendance, and academic intervention meetings that are held. Parents/ guardians are also invited to attend all SST, 504, and IEP meetings. Every parent/ guardian is invited to be a member of their site’s School Site Council/ELAC, which allows them to have an active voice in the direction of the school. Parents/guardians are apprised of their student’s progress on a regular basis; school personnel are in contact with parents/guardians on a weekly basis, at minimum. 

Parents are invited to several school events each year, including Orientations, Back to School Night, College and Career Fair, CTE Showcase, Student Appreciation events, and promotion/graduation. Parent workshops are offered to assist families in the financial aid process as well as to share CAASPP assessment information and other relevant topics, as needed. 

School site newsletters are mailed home to inform parents of important school dates and events and to celebrate student and school successes. Each site utilizes the ParentSquare application which connects to student and parent emails and phones to communicate regular updates. SAVA also has a website where parents/guardians can access information about all of SAVA’s programs, events and information, they can even use the “Let’s Talk”/Contact Us feature on the website to ask questions or get more information. Mailers and all-calls are used to inform parents/guardians of important programs, dates and testing information and all standardized test results and report cards are mailed home as well.	In order to be highly effective, SAVA must continue to find ways to reach out to parents, community members and key stakeholders and increase support at  school events.	"SAVA will improve building partnerships of underrepresented families by:
•	Continuing to do home visits
•	Providing resources and support for obtaining those resources
•	Making sure that families know that they can request and have interpreters for any meetings held"	SAVA has built up the capacity of families and staff to engage in School Site Council, we have seen an increase in parents/ guardians who want to attend and participate in SSC and ELAC. When we do have the opportunity to have advisory groups that involve our families, we always have a solid turn out to give input and talk about areas of strength and opportunities of our programs. 

Student voice and choice are a very important part of the success of our program. Students are involved in planning events such as graduation and CTE Showcase. There is student inclusion in SST, 504, and IEP meetings, student participation in clubs, workshops, and School Site Council. We also have a student-led support group overseen by our school social worker, and weekly student participation in community time in their cohorts. Most importantly, many of our current live classes and clubs have been developed as a direct result of student interest and advocacy.	SAVA families will give great input and feedback through targeted advisory groups and phone calls/ zoom. We do need to improve upon the participation in surveys that are sent out out and that require feedback.	"SAVA will improve seeking input for decision making of underrepresented families by:
•	Targeting parent/guardians of underrepresented families for school advisory groups and decision making
•	Send surveys out in multiple languages that represent the SAVA demographic
•	Have staff attend targets PD around ELL students and supporting families to effectively engage in decision-making"	4	4	3	4	4	4	4	4	3	3	4	4	Met		2024-06-18	2024
34674396033799	Bowling Green Elementary	3	Bowling Green has invested money into the Student Support Center to keep full time Social Worker available for the increasing need of our students' social and emotional health needs. These investments have shown extreme value for our students, particularly following the return to school from closures during the pandemic. Students are receiving SEL curriculum as well as one on one supports through the center. Many others are receiving connections to counseling and community supports with the aide of our SSC.	Administration worked closely with staff, community, Steering and ELAC to elicit feedback on prioritization of funding. Feedback overwhelmingly showed a need for increased instructional aides, full Student Support Center at each SLC, class size reduction to address learning needs, and materials and technology to support student learning in a more robust classroom environment.	Community events have enabled staff to have increased personal interactions with families, assisting with seeking input.	Not Updated	Not Updated	Not Updated	Not Updated	Not Updated	Not Updated	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
34674470000000	San Juan Unified	3	San Juan’s Family and Community Engagement (FACE) team works with schools, departments, and community partners to provide multiple ways for families to engage by offering a variety of family engagement opportunities. These opportunities include an increase in family education workshops, two family conferences, community outreach events, and staff professional development focused on supporting the whole child and family on a wide range of topics that include academic and social-emotional support as well as family enrichment opportunities. 

Some of the specific initiatives include a Family Leadership Camp, two Families Matter conferences, and FACE Mobile outreach events. Virtual, in-person, and hybrid options were created for all workshops so that families can participate and learn together. San Juan Unified also increased the number of virtual and in-person professional development opportunities focused on creating a welcoming school environment, strengthening the school-home partnership, and partnering with families as an asset to support student achievement. This year, we launched Parent Teacher Home Visit Project training for any staff who was interested in becoming trained in this highly-effective family engagement strategy. Furthermore, the implementation of the Talking Points two way communication platform has been an excellent tool for school staff and families to communicate effectively and support a partnership between school and home. Through the use of Talking Points, staff can better communicate with families through text messaging and class announcements, which serves as a valuable way to update families on their student’s progress and invite communication, even in different home languages. 

Another strength this year has been the continuation of the Neighborhood Learning Project to schools, which brings school and district staff, local community partners, district departments, academic and social-emotional resources to students and families. This partnership, across departments and with community agencies, has helped San Juan continue to strengthen the support provided to schools and families in order to improve student outcomes.

One of our greatest accomplishments in the area of Building Relationships Between School Staff and Families has been this first full year of implementation of our FACE Mobile, a mobile family resource center on wheels that travels to all schools and helps connect families to their school, district departments, and community resources. By partnering with schools and community partners, we’ve been able to effectively help build and rebuild relationships between families and staff, while also building the capacity of school staff to help become more knowledgeable and aware of ways to provide support for families. 
	San Juan Unified’s key areas of improvement in Building Relationships Between School Staff and Families consist of continuing to offer staff development opportunities that assist in building capacity of staff to create a welcoming school environment and creating ways for family and student voices to be elevated. Offering a variety of professional development workshops to various staff roles such as classified support staff, front office staff, administrators, certificated staff, and new teachers will serve as a support for staff to gain knowledge and critical tools to help create a strong foundation in the school-home partnership, which will positively impact the building of relationships between school staff and families.  

Additionally, during our FACE Mobile visits, we work closely with schools to involve them in the visit, learn about ways to support families with community and district resources, and help them to proactively build relationships with their families. This includes having them identify and personally invite specific families who may need additional support to the FACE Mobile visit. One specific area of focus that we are planning to improve upon is partnering with schools to build their site team’s capacity to create, plan, and implement site based family education and outreach opportunities. By helping build the capacity of staff and connecting families with specific staff from the school, bridges are being built between the school, home, and community which positively support our students and help continue to build relationships.  
	Identifying barriers and creating opportunities for increased access to supports and resources is key to improving the engagement of underrepresented families. One idea to guide this work is to continue providing ways for families to receive school and district information in their native language, provide opportunities for families to have two way communication with their child’s school staff, and support school sites in creating ways to invite families of diverse backgrounds on campus for events, volunteer opportunities, or participating in school meetings. Additionally, continuing to work with local community partners and organizations allows us to create an environment that is culturally responsive and welcoming for underrepresented students and families.	San Juan Unified family engagement efforts strongly support an authentic partnership between school, home, and community. Our district provides many opportunities for families, schools, district departments, and the community to build collaborative and trusting relationships in order to support student success. San Juan’s Family and Community Engagement (FACE) department offers family engagement workshops and educational classes every month to help families and staff build their skills and knowledge around effective school-home partnerships and best practices to support students. Topics include, but are not limited to: understanding the U.S. school system, effective two-way communication, cultural diversity and responsiveness, college-career readiness, positive behavior supports for home and school, social-emotional health and wellness, and academic learning resources. These workshops are offered both in-person and on Zoom so that families can choose what is safe and accessible for them and are presented in a variety of languages, days, and times to support the varying schedules of families. This year, we launched a “graduate” cohort of Family Leadership Academy, one of our series workshops focused on helping parents/guardians learn about the school system and build their leadership skills as partners in education. This graduate cohort then had the opportunity to dive deeper into their leadership and advocacy by partnering with their school sites, district departments, and community organizations to help improve their schools and their partnership.  Another strength of the work to build partnerships for student outcomes is the implementation of two Families Matter conferences, which is an opportunity for families to participate in informative workshops, explore district and community resources, and learn ways in which they can be an involved partner in supporting positive student outcomes. 

Similarly, professional development opportunities are offered to district staff to help support progress in this area. Some of the professional development workshop topics that are available for staff include creating a welcoming school environment, engaging diverse populations, asset-mapping community resources, creating and maintaining partnerships with community based organizations, and ways to implement high impact family engagement events. Through these monthly professional development opportunities, staff in the district are able to build their knowledge and learn strategies to strengthen partnerships to support student outcomes. Additionally, staff members are also offered the opportunity to be part of ongoing staff book clubs for professional development options that focus on problem resolution, effective communication, and best practices for family engagement. 

	Supporting the facilitation and increased access for two-way communication between families and school staff is an area of focus to support the improvement in Building Partnerships for Student Outcomes. Through staff development training focused on school-home communication, valuing families as assets to support student learning, and providing families with ongoing opportunities to be engaged in their student’s education are all examples of ways to support this effort. We also want to continue building capacity with schools to co-lead their own family education workshops, as well as increase participation in the Neighborhood Learning Project and Parent Teacher Home Visit Project. Additionally, we intend to continue our targeted site family engagement pilot program, which is a program that was created to support school teams with ongoing support of family engagement training and practices.	Increasing targeted efforts and communication is one way to help improve the engagement of underrepresented families in the district. Through the use of surveys, listening circles, and family education workshops facilitated in different languages, we can create an environment where underrepresented families feel included. Increased opportunities for families to learn about the education system, how to support their students learning at home, and about resources and programs in the community are also key to improving the engagement of underrepresented families.	San Juan is committed to seeking ongoing input and involving families in the decision-making process, especially through opportunities to serve on school and district committees. In partnership with parent advisory committee leadership, the FACE department and Equity department have helped increase the number of opportunities for families to participate in educational partner listening sessions, focus groups, Thought Exchanges, and surveys. Additionally, San Juan has been intentional in increasing engagement with diverse community partners to lead culturally- and linguistically- diverse input gathering sessions. One way in which this is done is through the Family Leadership Academy and Level Up Your Leadership programs, which are leadership development family education class series that give families the knowledge and skills to learn about the education system, being actively engaged in decision making, and being a part of school or district-based committees. 

Another way that we seek input for decision-making is through the FACE Mobile survey, which families, staff, and community members can anonymously complete when they visit the FACE Mobile. Their feedback helps us determine what strengths and areas of opportunity exist to strengthen our supports for families, as well as what types of resources and supports are being requested and utilized. Furthermore, there have been a variety of initiatives that consisted of family and community input gathering, such as the creation of the district’s Strategic Plan, student dress code revisions, and facilities master planning. Additionally, community partners have also been engaged in input and decision making as part of our newly-launched Partnership Connection collaborative, which is a quarterly collaboration that invites all of our community partners into one space so that they can learn more about our district, discuss goals and outcomes, review data, brainstorm ideas to support the needs of our students, families and schools, and network with other community partners. 
	A key area of focus to support the improvement in seeking input for decision making is creating ongoing communication to various audiences about the importance of family engagement and providing opportunities for families to share input in school and district plans. Specifically, working closely with school site teams to create family engagement teams will help build capacity of staff to better align family engagement strategies with student achievement goals. An area of focus to improve Seeking Input for Decision Making is ongoing data review and analysis to determine which voices or groups are not participating or are harder to reach in input gathering efforts.	Creating communication materials available in different languages and in terminology that is understandable can support the improvement of engagement of underrepresented families in relation to seeking input for decision making. Additionally, creating opportunities for families to learn about school and district committees, how they can increase their knowledge of ways to participate in decision making, and who they can contact to get more involved are key strategies to increasing engagement of underrepresented families. Lastly, implementing different ways to communicate and seek feedback from diverse families will help ensure that families have multiple ways to access information.	5	4	5	4	5	5	4	4	4	4	4	4	Met		2024-06-25	2024
34674470112169	California Montessori Project-San Juan Campuses	3	The CMP community encourages direct communication through regular parent-student- teacher conferences. CMP also holds regular “Principal Cafes” and “Campus Advisory Committee” meeting opportunities to learn about and provide input into school activities. 

In addition, the school utilizes a Parent Communication app, ParentSquare, which reaches 99% of families as a vehicle to share information and respond to inquiries/requests between all parents and staff. Through ParentSquare, the school can message families through a preferred phone number, email, etc.

CMP administration meets with students, families and staff each year to inform the LCAP. Through an open discussion format, educational partners are encouraged to share feedback, ask questions and make suggestions for improvement regarding any school related topic. CMP also provides an online survey available to all families and staff to share feedback on LCAP. The LCAP process provides for the opportunity to practice a shared level of decision making, increasing the voice of all partners.

The CMP-San Juan Campuses holds community events to engage our parents into the school community.	CMP is working with families on improving student attendance practices post-pandemic.	CMP's website and Parent Communication system allows parents to translate content to a preferred language to ensure effective communication.

During the LCAP engagement process, CMP administration met with its English Language Advisory Committee with the intention to gather input through the lens of our English Learners to help guide future decisions.

In alignment with its Strategic Plan, CMP partnered with Sacramento State University to provide Diversity, Equity, Inclusion, and Belonging professional development to all CMP schools.	Based on the educational parnter feedback, CMP's current strengths are around parent engagement, safe and orderly school and classroom environments and community members feeling safe and accepted at school.	CMP has placed a focus on increasing effective communication between the parent/guardian and teaching/administrative communities. Teachers meet with parents multiple times throughout the school year (Initial Parent Meetings and Parent/Teacher Conferences) to provide an opportunity to discuss goals, objectives, progress on academic plans and discuss any issues or concerns that may be present. To ensure parents stay informed of their child’s progress throughout the school year, CMP regularly communicates via ParentSquare, email and phone calls. Parents can log in to Aeries and/or Google Classroom to see student work and grades. Campus administration will send home campus and classroom newsletters as another means of communication for families who prefer to not receive electronic communications.	CMP seeks to engage underrepresented families by first being present and visible in the school community. If campus administration feels that a family is not being reached through the normal modes of communication, direct phone calls, in-person meetings, and/or home visits will be made to ensure the family is receiving the support that is needed. CMP also provides on campus services for families in need, including computer access, translators, meals, etc.	CMP encourages parent participation at school and sees parents as educational partners in their child’s learning.

CMP continuously seeks input from various groups of educational partners, especially as it relates to the LCAP process. LCAP meetings are held at each school, where students, staff, and families are encouraged to provide input as a guide to help set goals and priorities.	The California Montessori Project (CMP) seeks to improve and promote partner involvement and collaboration through various pathways. For our families, CMP hosts regularly scheduled “Parent Cafes” in order to facilitate communication between families and school administration as well as an established Campus Advisory Council (CAC) composed of parent, teacher and administrative representation that is designed to provide a forum for stakeholder input. Additionally, CMP embraces an “Open Door Policy” in order to develop a culture of collaboration and common purpose.	The CMP campuses have fully implemented the communications tool, ParentSquare. Through ParentSquare, CMP administration is able to reach 99% of the family community. CMP wants to ensure that communication is readily available to all families, including underrepresented families without access to computers and/or the internet.

In alignment with its Strategic Plan, CMP partnered with Sacramento State University to provide Diversity, Equity, Inclusion, and Belonging professional development to all CMP schools.	4	5	4	5	5	5	5	5	4	5	5	4	Met		2024-06-10	2024
34674470114983	Golden Valley River	3	The school demonstrates commendable strengths and progress in building robust relationships between school staff and families. Teachers initiate individualized connections with parents and students. This personalized approach is rooted in understanding each student's strengths, areas for improvement, learning goals, and interests. The school's commitment to fostering strong relationships is evident in its diverse curricular options, addressing the varied needs of students. Social-emotional learning (SEL) support is a notable strength, acknowledging the importance of holistic student development. The school actively engages the community, providing numerous opportunities for student and family participation in school activities, extracurriculars, and engagement. The emphasis on creating an environment where students and families feel genuinely supported is a significant achievement. The school's curriculum allows students to explore and develop their interests. The community engagement initiatives further strengthen bonds within the school community. Comprehensive student support mechanisms are a key feature, addressing individual challenges to ensure every student receives the necessary assistance. This holistic approach reflects the dedication to creating a connected and supportive school environment. Through these collaborative efforts, the school aims to cultivate a sense of belonging and success for each member of its school community, marking significant progress in building relationships between school staff and families.	Based on the thorough examination of feedback from educational partners and localized data, the school has identified pivotal areas for enhancing relationships between school staff and families. By fostering open lines of communication, the school aims to ensure that parents and guardians are informed about their child's progress, upcoming events, and any pertinent school-related matters. Additionally, the school is dedicated to the continued enhancement of personalized interactions between school staff and families. This personalized approach allows for a deeper understanding of students' strengths, areas for improvement, learning goals, and interests, ultimately strengthening the bond between home and school. Moreover, the school is committed to providing opportunities for family involvement in school activities and decision-making processes. By actively engaging families in school events, extracurricular activities, and parent-teacher conferences, parent enrichment offerings, and parent meetings, festivals, and community events, the school seeks to create a sense of belonging and ownership within the school community. Additionally, involving families in decision-making processes allows them to contribute valuable insights and perspectives, fostering a collaborative approach to student education and well-being. Furthermore, the school recognizes the importance of strengthening collaboration between the home and school environments to support student success. By fostering a culture of partnership and collaboration, the school aims to create a supportive ecosystem where students feel valued, supported, and empowered to reach their full potential. Through joint efforts between school staff and families, the school seeks to create a nurturing and inclusive educational environment that fosters student growth and achievement. In summary, the school's focus areas for improvement in building relationships between school staff and families revolve around enhancing communication channels, fostering personalized interactions, promoting family involvement, and strengthening collaboration between the home and school environments. By prioritizing these key areas, the school aims to create a supportive and inclusive educational community where every student has the opportunity to thrive.	Based on the analysis of educational partner input and local data, the school acknowledges the need to enhance engagement with underrepresented families as part of building relationships between school staff and families. In response to the self-reflection process, the school has devised strategic measures to bolster support for underrepresented families. To address the specific needs of underrepresented families, the school has implemented a range of initiatives to broaden support. The school prioritizes academic and social-emotional learning (SEL) interventions and supports to foster the holistic development of underrepresented students and their families. By integrating SEL components into the curriculum and support services, the school aims to nurture emotional resilience, interpersonal skills, and a sense of belonging among underrepresented families. In summary, the school's endeavors to enhance engagement with underrepresented families encompass a range of initiatives focused on communication, instructional support, and social-emotional learning. Through these efforts, the school aims to forge stronger connections between school staff and underrepresented families, fostering equity, inclusion, and academic success for all students.	Partnerships are the cornerstone of our educational philosophy. At our school, we believe that working collaboratively with parents is essential to student success. Every decision made on behalf of the student is a result of thoughtful collaboration between educators and parents. This collaborative effort occurs during various meetings, including learning period meetings, Individualized Education Program (IEP) meetings, Student Success Team (SST) meetings, and parent/teacher/admin conferences. This personalized approach ensures that every student receives the support and resources they need to thrive academically. Through these collaborative efforts, we strive to create a supportive and inclusive learning environment where parents are valued partners in their child's education. By working together, we can effectively address the individual needs of each student and empower them to reach their full potential.	Our primary objective is to ensure that effective teaching takes place in the classroom in an age-appropriate manner. To support this goal, we offer various opportunities for parent education, including workshops and informational sessions so that families are able to support the efforts of the school at home. Additionally, we provide professional development opportunities for our teachers, specifically focused on enhancing their teaching and learning practices.	To improve the engagement of underrepresented families we will facilitate parent/family advisory committees to address the unique needs of underrepresented students in order to better support their academic and social emotional achievement.	The school has many groups of parents to engage with in the area of governance and community goals. Parent surveys and meetings are held regularly to gain parent input and guide school priorities and decision-making. 
Based on the analysis of educational partner input and local data, the LEA demonstrates notable strengths and progress in seeking input for decision-making. The LEA conducts surveys for both staff and families multiple times a year to gather feedback on the school's success in meeting student needs and achieving its mission and vision. These initiatives reflect a proactive approach to engaging educational partners and incorporating their input into decision-making processes, highlighting the LEA's commitment to collaborative decision-making and continuous improvement.	Based on the analysis of educational partner input and local data, the LEA's focus areas for improvement in seeking input for decision-making include enhancing parent involvement and plans to create Parent Advisory Committees. This year, efforts have been made to increase support from parents by communicating opportunities to be part of the decision-making process to the school community. The goal is to further grow parent involvement and address their requests and concerns, demonstrating the LEA's commitment to listening to families and valuing their feedback.	Based on the analysis of educational partner input and local data, the LEA is committed to improving the engagement of underrepresented families in decision-making processes.  The LEA ensures that all families, including underrepresented ones, have access to opportunities to ask questions and receive support. Additionally, the school has designated a foster and homeless youth liaison who provides free resources, social-emotional learning (SEL) support, and access to the student's curriculum, thereby addressing the unique needs of these vulnerable populations. These initiatives demonstrate the LEA's commitment to fostering inclusivity and ensuring that the voices of underrepresented families are heard and valued in the decision-making process.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-05	2024
34674470120469	Aspire Alexander Twilight College Preparatory Academy	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase the engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	3	3	3	3	2	2	2	2	3	3	3	2	Met		2024-06-20	2024
34674470121467	Aspire Alexander Twilight Secondary Academy	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase the engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	4	4	4	4	2	2	2	2	3	3	3	2	Met		2024-06-20	2024
34674470128124	Gateway International	3	The Capturing Kids' Hearts program has been instrumental in guiding GIS to foster strong relationships with families. Throughout the school year, we hosted various events at different times of the day, providing families with multiple opportunities to engage in ways that best suited their schedules. Each grade level organized at least one field trip for all students, the school held special assemblies, and parents were welcomed to visit the campus. Additionally, GIS offered an online MTSS training for all certificated and classified staff, further enhancing our commitment to building relational capacity among all stakeholders.	The communication between staff and families is an area that continually benefits from refinement. To strengthen these essential connections, we have begun encouraging teachers to engage with families more frequently and proactively. Rather than reaching out solely when concerns arise, we are fostering a culture of regular, positive communication. Teachers are now prompted to share students' achievements, progress, and classroom activities, creating a more comprehensive and supportive dialogue. This approach not only helps in building trust and rapport but also ensures that families are more actively involved in their children's education, contributing to a more cohesive and collaborative school community.	GIS is committed to staff diversity to better serve our students, including those from underrepresented families. Our Parent Liaison plays a crucial role in this effort, actively reaching out to all families, including those of refugees, to ensure they feel welcomed and supported. To further aid underrepresented families, GIS has delivered learning materials tailored to their needs, facilitating their children's academic success.

Our Counselor provides vital social-emotional support to all students, with a particular focus on those from underrepresented backgrounds, helping them navigate the unique challenges they may face. Additionally, the administration addresses issues of chronic absenteeism by reaching out to affected families, discussing the importance of attendance, and connecting them with community resources to support their specific needs. This comprehensive approach ensures that GIS is not only inclusive but also proactive in fostering an environment where every student can thrive.	GIS has a clear process in place to communicate with families. GIS utilizes the Parent Square app to send out all necessary information via phone calls, text messages, and emails.  Other forms of communication includes GIS social media apps such as Facebook, Twitter, and Instagram. GIS sends home a mid-trimester progress reports and trimester report cards. At the end of first and second trimester trimester, parent and teacher conferences are done to go over student progress. GIS supports struggling students with Student Study Team (SST) meetings, 504 evaluations, and IEPs.	GIS would like teachers to communicate more regularly with the students about their progress and reach out to families on a more regular basis. GIS has academic conferences with students to discuss student learning outcomes through goal setting for 3rd-8th grade.	Having a diversified staff allows students to relate to people from similar backgrounds.  This allows them to feel comfortable to attend school or ask for support when needed.  This also serves as reflection of our school to families as they see diversity in staff on campus.	"GIS has a strong SSC and DELAC committee.  All of the members are very engaged and involved in the decisions made for student learning.  GIS added ""Pastries with the Principal"" monthly and it was well attended and received by families to provide input. During this time, we focused on certain topics but also opened the room up for families to ask questions and give input."	As a LEA, GIS could work more on inviting the families to attend the board meetings, school site council meetings, District English Learners Advisory Committee meetings, and parent workshops offered by the school. A future goal is to improve parent participation by offering more workshops around how parents can support student at home and connect them to local resources.	We would like to be able to offer more parent workshops around supporting students with academics, social emotional, and physical well being.	4	5	4	5	4	4	5	4	4	4	4	4	Met		2024-06-18	2024
34674470132399	Golden Valley Orchard	3	The school demonstrates commendable strengths and progress in building robust relationships between school staff and families. Teachers initiate individualized connections with parents and students. This personalized approach is rooted in understanding each student's strengths, areas for improvement, learning goals, and interests. The school's commitment to fostering strong relationships is evident in its diverse curricular options, addressing the varied needs of students. Social-emotional learning (SEL) support is a notable strength, acknowledging the importance of holistic student development. The school actively engages the community, providing numerous opportunities for student and family participation in school activities, extracurriculars, and engagement. The emphasis on creating an environment where students and families feel genuinely supported is a significant achievement. The school's curriculum allows students to explore and develop their interests. The community engagement initiatives further strengthen bonds within the school community. Comprehensive student support mechanisms are a key feature, addressing individual challenges to ensure every student receives the necessary assistance. This holistic approach reflects the dedication to creating a connected and supportive school environment. Through these collaborative efforts, the school aims to cultivate a sense of belonging and success for each member of its school community, marking significant progress in building relationships between school staff and families.	Based on the thorough examination of feedback from educational partners and localized data, the school has identified pivotal areas for enhancing relationships between school staff and families. By fostering open lines of communication, the school aims to ensure that parents and guardians are informed about their child's progress, upcoming events, and any pertinent school-related matters. Additionally, the school is dedicated to the continued enhancement of personalized interactions between school staff and families. This personalized approach allows for a deeper understanding of students' strengths, areas for improvement, learning goals, and interests, ultimately strengthening the bond between home and school. Moreover, the school is committed to providing opportunities for family involvement in school activities and decision-making processes. By actively engaging families in school events, extracurricular activities, and parent-teacher conferences, parent enrichment offerings, and parent meetings, festivals, and community events, the school seeks to create a sense of belonging and ownership within the school community. Additionally, involving families in decision-making processes allows them to contribute valuable insights and perspectives, fostering a collaborative approach to student education and well-being. Furthermore, the school recognizes the importance of strengthening collaboration between the home and school environments to support student success. By fostering a culture of partnership and collaboration, the school aims to create a supportive ecosystem where students feel valued, supported, and empowered to reach their full potential. Through joint efforts between school staff and families, the school seeks to create a nurturing and inclusive educational environment that fosters student growth and achievement. In summary, the school's focus areas for improvement in building relationships between school staff and families revolve around enhancing communication channels, fostering personalized interactions, promoting family involvement, and strengthening collaboration between the home and school environments. By prioritizing these key areas, the school aims to create a supportive and inclusive educational community where every student has the opportunity to thrive.	Based on the analysis of educational partner input and local data, the school acknowledges the need to enhance engagement with underrepresented families as part of building relationships between school staff and families. In response to the self-reflection process, the school has devised strategic measures to bolster support for underrepresented families. To address the specific needs of underrepresented families, the school has implemented a range of initiatives to broaden support. The school prioritizes academic and social-emotional learning (SEL) interventions and supports to foster the holistic development of underrepresented students and their families. By integrating SEL components into the curriculum and support services, the school aims to nurture emotional resilience, interpersonal skills, and a sense of belonging among underrepresented families. In summary, the school's endeavors to enhance engagement with underrepresented families encompass a range of initiatives focused on communication, instructional support, and social-emotional learning. Through these efforts, the school aims to forge stronger connections between school staff and underrepresented families, fostering equity, inclusion, and academic success for all students.	Partnerships are the cornerstone of our educational philosophy. At our school, we believe that working collaboratively with parents is essential to student success. Every decision made on behalf of the student is a result of thoughtful collaboration between educators and parents. This collaborative effort occurs during various meetings, including learning period meetings, Individualized Education Program (IEP) meetings, Student Success Team (SST) meetings, and parent/teacher/admin conferences. This personalized approach ensures that every student receives the support and resources they need to thrive academically. Through these collaborative efforts, we strive to create a supportive and inclusive learning environment where parents are valued partners in their child's education. By working together, we can effectively address the individual needs of each student and empower them to reach their full potential.	Our primary objective is to ensure that effective teaching takes place in the classroom in an age-appropriate manner. To support this goal, we offer various opportunities for parent education, including workshops and informational sessions so that families are able to support the efforts of the school at home. Additionally, we provide professional development opportunities for our teachers, specifically focused on enhancing their teaching and learning practices.	To improve the engagement of underrepresented families we will facilitate parent/family advisory committees to address the unique needs of underrepresented students in order to better support their academic and social emotional achievement.	The school has many groups of parents to engage with in the area of governance and community goals. Parent surveys and meetings are held regularly to gain parent input and guide school priorities and decision-making. 
Based on the analysis of educational partner input and local data, the LEA demonstrates notable strengths and progress in seeking input for decision-making. The LEA conducts surveys for both staff and families multiple times a year to gather feedback on the school's success in meeting student needs and achieving its mission and vision. These initiatives reflect a proactive approach to engaging educational partners and incorporating their input into decision-making processes, highlighting the LEA's commitment to collaborative decision-making and continuous improvement.	Based on the analysis of educational partner input and local data, the LEA's focus areas for improvement in seeking input for decision-making include enhancing parent involvement and plans to create Parent Advisory Committees. This year, efforts have been made to increase support from parents by communicating opportunities to be part of the decision-making process to the school community. The goal is to further grow parent involvement and address their requests and concerns, demonstrating the LEA's commitment to listening to families and valuing their feedback.	Based on the analysis of educational partner input and local data, the LEA is committed to improving the engagement of underrepresented families in decision-making processes.  The LEA ensures that all families, including underrepresented ones, have access to opportunities to ask questions and receive support. Additionally, the school has designated a foster and homeless youth liaison who provides free resources, social-emotional learning (SEL) support, and access to the student's curriculum, thereby addressing the unique needs of these vulnerable populations. These initiatives demonstrate the LEA's commitment to fostering inclusivity and ensuring that the voices of underrepresented families are heard and valued in the decision-making process.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-05	2024
34674473430691	Options for Youth-San Juan	3	For the 23-24 school year, our dedicated staff has diligently focused on our school community with an increase in educational partner events, activities, and traveling on our pathways trips.  In surveys, 70% of students feel welcome at our school sites and 81% of students say that they feel connected to their teacher.  Additionally, 90% of parents state that staff and teachers ensure students feel safe and supported.  The charter has continued to disseminate monthly newsletters through our comprehensive school communication system, providing crucial information on events, important dates, and resources.The preference of 76% of our families for email communication is preferred for general school information but 76% prefer text in regards to updates about their students' academics.
OFY San Juan has actively created opportunities for educational partners to engage in our school community through center events, awards nights, sports  and charter-wide events throughout the year. Feedback from hosted events has been overwhelmingly positive, with families and students enjoying opportunities to interact with staff and celebrate student achievements. One significant barrier to participation has been busy schedules, cited by 83% of families. In response, we solicited input on desired events for the upcoming year, with the highest percentage of families wanting to participate in awards night (70% and College and Career Faire (58%). For students, they want to participate in Movie Nights (52%) and Family BBQ (43%).  (Goal 4 Action 2- Educational Partner Connectedness)
Staff members have actively participated in Professional Learning Communities (PLCs) to develop workshops, resources, or training programs for students and colleagues. These initiatives are designed to address areas of need identified by educational partners. Increased engagement and positive feedback have been observed from students participating in workshops. Moving forward into the 24-25 School Year, new initiatives will be developed based on new goals and metrics developed around our areas of need and growth.	Options for Youth San Juan, has two areas of focus for building meaningful relationships between school staff and families.  One of the focus areas is to determine what populations are participating in school community events and learn how to diversify offerings to increase participation from all of our community (LCAP Goal 4 Action 2).  
Our second area of focus is increasing participation in our DELAC, PAC, and surveys to increase feedback and collaboration in charter wide goals and supports provided.  Overall, the charter sees low student and parent participation in advisory committees and has adjusted time and dates based on feedback. Feedback surveys are presented to our educational partners via email, text, and in person and are translated for ease of access.	OFY-SJ has identified multiple areas for enhancing relationships between staff and families, particularly those from underrepresented backgrounds. Firstly, there is a focus on ensuring all communication sent via our school-wide messaging system is translated into English and Spanish, with access to translation support in various other dialects. Staff are encouraged to utilize tools like Google Translate to facilitate language accessibility. OFY San Juan recognizes the need to extend translation support to cater to its diverse newcomer population (Goal 1 Action 5).
Another area of improvement is to create opportunities for our special populations to create mentorship or community among the students. Our DELAC and PAC both commented on the importance of shared experiences among our students and finding support and encouragement in building positive meaningful relationships. Through partnerships with families, the community and staff, the school can create events and activities that celebrate our diverse population and increase engagement in our school. 
Lastly, our foster youth and homeless populations have continued to grow over the last year.  The charter advertises our care closets and resources available to families who are struggling but we can improve on accessibility to these resources and support that the school does provide and build connections and partnerships with local resources (Goal 3 Action 2).	OFY-SJ has many different platforms for families to track, monitor, and communicate student outcomes. Families can track and monitor student outcomes through our online curriculum platform and student information system.  Through these platforms, parents can check in on how much time students are working on their academic units and what progress they have made towards graduation.  Teachers also regularly check in with families if a student is excelling in their school work or if they are falling behind in their academic goals set forth in the achievement chats each semester.  43% of families stated they received enough communication about their student's progress while 19% stated they would like more frequent communication. At the achievement chats, families also have an opportunity to talk about how they can support their students at home and make goals for their students. Ultimately the goal is that partnership with all families is ongoing and does not just take place at any one event, but is constant and in both directions. 61% of students enjoy having one to one conversations with staff  and 46% stated their individual learning plan was the most effective intervention/ support available to them. One of the ways the school encourages communication is through every staff member having a google voice number so families and students can text and call and get in direct contact with the teacher.  We also have all staff on site with center phone numbers for general information.	OFY San Juan has identified several key areas for enhancing partnerships to improve student outcomes. Firstly, there is a strong emphasis on regularly examining student data and continuously monitoring the progress of LCAP metrics and goals throughout the academic year. This ongoing monitoring allows the charter to adjust and refine implementation strategies as needed. Additionally, our Professional Learning Community (PLC) groups are consistently collaborating to develop workshops, resources, and support systems tailored to address the specific needs of the charter.
In the upcoming year, the charter aims to broaden its impact to reach more students. Based on feedback, students would like more support in college (33%)  and career (45%) preparedness but struggle with how busy their schedule is. The increased focus this next year for college and career preparedness will support the enhancement of college and career opportunities the charter presents to support students. (LCAP Goal 3 Action 1 and 3) 
Lastly, our Parent Advisory Committee (PAC) and  District English Learner Advisory Committee (DELAC) , we seek to enhance participation in our parent advisory groups. Efforts will be made to improve advertisement and provide clear information about the purpose and activities of these groups. Increased participation in our parent groups will ensure that a wider range of voices and perspectives are heard, directly informing and guiding our LCAP goals and actions.	OFY San Juan is dedicated to enhancing engagement and fostering partnerships to improve student outcomes, particularly for underrepresented families. This is achieved through various initiatives, including Achievement Chats aimed at developing academic learning plans for English language learners and semester plans for special populations, meetings with students and families with Individualized Education Plans (IEPs), and the creation of specific events and workshops targeting barriers faced by underrepresented families.
Achievement Chats serve as forums for educational partners to collaboratively discuss strategies for enhancing student outcomes. During these sessions, academic learning plans and semester plans are crafted to facilitate effective communication and collaboration among all educational stakeholders. These gatherings also provide an opportunity for partners to familiarize themselves with the tools and resources offered by the school to support student success.
Families of students with IEPs are encouraged to actively engage in the process, exercising their rights and advocating for their students' needs. Ongoing communication with Special Education Specialists allows families to discuss accommodations, additional support, and available resources tailored to their students' individual requirements.
Following the development of plans during Achievement Chats, staff members closely monitor progress and goals throughout the semester. This enables them to identify effective interventions and supports to further enhance student outcomes.
Furthermore, our District English Learner Advisory Committee (DELAC) and Parent Advisory Committee (PAC) convene throughout the school year to address LCAP development, monitor the Single Plan for Student Achievement (SPSA), make spending recommendations, and review data to inform instructional practices. Both of these parent advisory groups include members from underrepresented families, providing them with opportunities to voice concerns and provide feedback based on their experiences.	Engagement with educational partners serves as a cornerstone for the Charter, offering valuable feedback that shapes our practices and guides adjustments to meet the diverse needs of all stakeholders throughout the 2023-2024 school year. Seeking insights into LCAP goal development, the Charter actively solicited feedback from partners.
Virtual District English Learner Advisory Committee (DELAC) meetings, comprising EL parents, students, and staff members, addressed EL needs and learning outcomes through data analysis and discussions on improving the Bilingual Scholars Program. Participants received updates on progress towards LCAP and Comprehensive Support and Improvement (CSI) goals and provided input for future LCAP and CSI plans. Parents were encouraged to propose strategies to enhance partner engagement in school community events for the upcoming 2024-2025 school year, aiming to boost parent participation in DELAC and other school activities.
The Parent Advisory Committee (PAC), comprising students, parents, staff, teachers, and community members, convened to review and analyze data, discuss budget allocations, and receive updates on LCAP and SPSA. Feedback from members informed agenda items and plan development. 
Feedback was gathered through anonymous surveys during Fall semesters, as well as during Achievement Chats, DELAC meetings, PAC Meetings, and informal conversations.
Staff participated in quarterly in-services tailored to their feedback from previous sessions. Teachers contributed to DELAC and PAC, offering insights on upcoming initiatives and LCAP goals. Center and leadership meetings provided all staff with updates on charter-wide goals, fostering collaboration to optimize student support.
Parent feedback was collected through anonymous surveys in both English and Spanish, accessible from home. Informal feedback was also gathered during Achievement Chats, DELAC meetings, PAC meetings, and other interactions throughout the school year.	OFY-SJ aims to further enhance the involvement of educational partners in decision-making processes. Engagement surveys serve as the primary avenue for soliciting input from educational partners. Among the families who completed the survey, 86% indicated that they had never been invited to any parent advisory meetings, and 29% expressed a lack of interest. This underscores the need for improvement in informing families about the purpose of the Parent Advisory Committee (PAC) and District English Language Advisory Committee (DELAC), and fostering consistent engagement in meetings. Many educational partners are unfamiliar with the roles of PAC and DELAC in informing school decisions and providing feedback on initiatives and goals. Efforts will be made to enhance understanding of these parent advisory groups throughout the next school year.	OFY-SJ aims to enhance the feedback from underrepresented families through surveys and parent groups.
Firstly, all communication and surveys are translated to accommodate families whose primary language is not English. Additionally, families and students were contacted via email and text messages through our school messaging system and staff emails to encourage participation in survey completion. We requested student and family demographics to gauge the representation of underrepresented families and students providing feedback. Parent demographics revealed 39% participating in the Free and Reduced Meal Program (FRMP), 5% English Learners (EL), 27% students with special needs (SPED), 3% foster youth, and 2% homeless individuals. This breakdown enables the charter to target specific population needs and feedback.
Regarding parent groups, the charter aims to increase representation of educational partners from underrepresented populations.  The PAC includes parents of students with Individualized Education Plans (IEPs) and an SES teacher on the committee. Efforts will continue to ensure underrepresented communities are informed about and participate in parent advisory groups, allowing their voices to be heard. This will be achieved through mailers, emails, one-on-one conversations, and mass marketing initiatives.	4	4	4	4	4	4	5	4	3	3	3	3	Met		2024-06-21	2024
34674473430717	Visions In Education	3	"Based on the analysis of educational partner input and local data, Visions has demonstrated significant strengths and progress in building relationships between school staff and families. This is evidenced by the results of the LCAP survey, where 97% of parents responded with ""strongly agree"" or ""agree"" to statements indicating they feel cared about, listened to, respected, have trustworthy people at Visions, and have opportunities to connect. These high levels of parental satisfaction reflect the Vision's commitment to fostering a supportive and inclusive school community. Initiatives such as regular communication, family engagement events, and responsive support systems have been instrumental in achieving this positive feedback, highlighting the successful efforts of Visions in strengthening school-family partnerships.	"	"The primary focus will be on increasing educational partner engagement and improving communication. Efforts will include implementing more frequent and varied opportunities for parents and guardians to participate in school activities, decision-making processes, and feedback sessions. Additionally, Visions plans to enhance communication channels, ensuring timely and transparent information sharing. These initiatives aim to create a more inclusive environment where all educational partners feel valued and actively involved in the school community.	"	"Visions will improve engagement of underrepresented families through several targeted initiatives. The Office of our Associate Director of Equity and Student Engagement will continue to play a central role, with the new Associate Director of State and Federal Programs assisting. Together, these positions will leverage all Title funding, including Title I, II, III, and IV, to serve underrepresented students who constitute a significant portion of our student population. In the coming year, the focus will be on enhancing resources for to connect with families of under represented student groups. These efforts aim to create a more inclusive and supportive environment, ensuring that all families feel valued and engaged in the school community.	"	"Visions In Education has demonstrated significant strengths and progress in building partnerships for student outcomes. Visions values educational partner input and engagement, actively supporting student progress through various collaborative efforts. The continued implementation of an English Language Advisory Committee and School Advisory Board, as well as Visions joining a Charter Special Education Local Plan Area highlight our commitment to these partnerships. Two-way communication with our partners is vital, and we provide numerous opportunities for engagement and feedback through diverse forums, ensuring that all voices are heard and considered in our continuous improvement efforts.	"	"Visions In Education has identified key focus areas for improvement in building partnerships for student outcomes. The primary focus will be on enhancing internal and external communication channels to increase engagement among staff, parents/guardians, and other educational partners. By improving these communication channels, Visions aims to foster collaborative partnerships that support student success and promote a culture of transparency, trust, and shared responsibility. This includes implementing more effective communication tools, offering regular updates and opportunities for feedback, and creating more accessible platforms for all educational partners to engage in meaningful dialogue and collaboration.	"	"Visions will improve engagement of underrepresented families identified during the self-reflection process through several targeted initiatives. The Office of our Associate Director of Equity and Student Engagement will continue to play a central role, with the new Associate Director of State and Federal Programs assisting. Together, these positions will leverage all Title funding, including Title I, II, III, and IV, to serve underrepresented students who constitute a significant portion of our student population. In the coming year, the focus will be on enhancing resources for multilingual learners by developing a more robust ELD program that leverages the strengths, cultures, and languages of each family as foundational elements. These efforts aim to create a more inclusive and supportive environment, ensuring that all families feel valued and engaged in building partnerships for student outcomes.	"	"Visions In Education has demonstrated significant strengths and progress in seeking input for decision-making. The School's Advisory Board plays a crucial role in this process, providing a platform for stakeholders to voice their opinions and contribute to school policies and initiatives. The English Language Advisory Committee (ELAC) ensures that the perspectives of multilingual families are represented and considered. Additionally, the annual LCAP Survey and Employee Experience Survey gathers comprehensive feedback from parents, students, and staff, which is critical for informed decision-making. Complementing this, LCAP listening sessions are held to engage directly with the community, allowing for real-time feedback and discussions. These efforts collectively ensure that Visions maintains a transparent and inclusive approach to decision-making, fostering a collaborative environment where all educational partners feel heard and valued.	"	"Visions In Education has identified key focus areas for improvement in seeking input for decision-making, with a particular emphasis on increasing parent engagement. To achieve this, Visions will implement strategies to make participation more accessible for parent/guardians. Additionally, Visions will enhance communication efforts to ensure parents are well-informed about opportunities to provide input and understand how their feedback influences decisions. By creating more inclusive and flexible engagement opportunities, Visions aims to foster a stronger partnership with parents, ensuring their voices play a pivotal role in shaping the educational experience and outcomes for all students.	"	"Visions is committed to enhancing engagement of underrepresented families in seeking input for decision-making, particularly by increasing parent engagement opportunities. The Office of our Associate Director of Equity and Student Engagement, in collaboration with the new Associate Director of State and Federal Programs, will take a central role in these efforts. Leveraging all Title funding resources, including Title I, II, III, and IV, we will prioritize serving underrepresented students who constitute a significant portion of our student population. In the upcoming year, our focus will be on expanding parent engagement initiatives through diverse and accessible opportunities. These efforts aim to ensure that the voices of underrepresented families are heard and valued in the decision-making process, contributing to a more inclusive and representative school community.	"	4	3	4	4	4	5	5	4	4	4	4	4	Met		2024-06-27	2024
34674473430758	San Juan Choices Charter	3	Families of students at Choices understand that their participation in their partnership with the school is essential to their students' success. Upon enrollment, they learn to navigate the online curriculum and to support their students in meeting school requirements and deadlines. Parents and students feel included and involved at Choices. School survey data demonstrates that Choices families are highly satisfied with the partnership that they share with the school and the outcomes that the partnership produces.

School-developed satisfaction surveys are administered annually to all parents and students who were enrolled the previous year in grades 6-11. Graduates complete an internally developed exit survey, reporting about their experiences while enrolled at Choices. These surveys have been administered for several years, allowing for the identification of trends in data over time. Student and parent satisfaction with the Choices program has been consistently strong.

In 2023:

95% of students felt that their experience at Choices was positive during the previous year.
98% of students felt safe at Choices.
93% of students stated that their feelings about their education had become more positive since enrolling at Choices.
97% of students felt that the staff is caring and responsive to student needs.
95% of students stated that the CCS program serves all students in an equitable fashion.
94% of students felt accepted and included.

96% of parents stated that they have had opportunities to provide input about the school program.
100% of parents were satisfied with how the school keeps them informed about their students' academic progress. (This percentage is an all-time high.)
100% of parents felt that the educational program at Choices met their expectations.
96% of parents stated that their student had made satisfactory progress in learning during the previous year.
100% of parents felt that Choices provides a positive educational experience.

91% of Students with Disabilities felt safe at Choices.
56% of Students with Disabilities reported that they have experienced less anxiety since attending Choices.

100% of graduates stated that they would recommend Choices Charter to other students.
52% of graduates reported that they believe that they would not have graduated if they had not attended Choices.
100% of graduates felt that there was a teacher or some other adult who really cared about them, listened to them when they had something to say, and wanted them to do their best.	At Choices, strong partnerships between students, parents, and staff are essential to students' success. These partnerships are established and strengthened through frequent communication and the availability of supports. During Information Sessions and again during the enrollment process, families are advised that their students' success depends largely on parent supervision of and involvement in the learning process. The Master Agreement signed by families upon enrollment informs families of the rights and responsibilities involved in becoming a student at Choices. Both students and parents are given login credentials for the online curriculum and receive demonstrations about navigating the system. How-to videos reside on the school website and serve as resources when families feel unsure. A Community Outreach Worker guides new families as they acclimate to the independent study model. Advisory Teachers serve as main points of contact for the families in their care. Parents are encouraged to contact the Advisory Teacher or classroom teachers with any concerns that they have. Teachers and tutors support students on campus and from a distance and communicate with parents when students are struggling. The Assistant Director and Counselor provide intervention services from an administrative point of view, modifying student schedules and providing counseling, when appropriate. Choices will continue to refine its intervention process to respond to struggling students even more rapidly and consistently, preventing learning loss that can occur when students fall behind.	Choices is able to effectively support a wide variety of students and families through its highly customizable educational program and thanks in large part to its dedicated Special Education Department, English Language Development team, and close working relationship with the on-site SJUSD Foster Youth Department. School Satisfaction Survey data demonstrates that nearly all students at Choices feel that the program serves students in an equitable fashion (95%) and feel accepted and included (94%). Communication with families occurs frequently and feedback is welcome; nearly all parents (96%) state that they have had opportunities to provide input about the school program.

The Advisory Council highlights the voices of students, parents, and community members. An annual Family Focus Group meeting allows families to advise the staff on ways to most effectively meet their students' and families' needs. The CCS staff will continue to communicate with families through a variety of means and venues, requesting frequent feedback. Technology resources will be provided to students/families in need to ensure access to curriculum and student data. Translation of online curriculum and phone communications will support students and families who speak languages other than English. Regularly scheduled IEP and 504 meetings will provide an opportunity for educational partners to communicate and carry out formal learning plans.	Students feel safe, supported, and included at Choices. Parents feel satisfied with their students' experiences and academic progress. Survey data demonstrates that relationships between school staff and families are positive and strong.

School-developed satisfaction surveys are administered annually to all parents and students who were enrolled the previous year in grades 6-11. An internally developed attitude survey is administered each year to Students with Disabilities. Graduates complete an internally developed exit survey, reporting about their experiences while enrolled at Choices. These surveys have been administered for several years, allowing for the identification of trends in data over time. Student and parent satisfaction with the Choices program has been consistently strong.

In 2023:

95% of students felt that their experience at Choices was positive during the previous year.
98% of students felt safe at Choices.
93% of students stated that their feelings about their education had become more positive since enrolling at Choices.
97% of students felt that the staff is caring and responsive to student needs.
95% of students stated that the CCS program serves all students in an equitable fashion.
94% of students felt accepted and included.

96% of parents stated that they have had opportunities to provide input about the school program.
100% of parents were satisfied with how the school keeps them informed about their students' academic progress. (This percentage is an all-time high.)
100% of parents felt that the educational program at Choices met their expectations.
96% of parents stated that their student had made satisfactory progress in learning during the previous year.
100% of parents felt that Choices provides a positive educational experience.

91% of Students with Disabilities felt safe at Choices.
56% of Students with Disabilities reported that they have experienced less anxiety since attending Choices.

100% of graduates stated that they would recommend Choices Charter to other students.
52% of graduates reported that they believe that they would not have graduated if they had not attended Choices.
100% of graduates felt that there was a teacher or some other adult who really cared about them, listened to them when they had something to say, and wanted them to do their best.	Choices will continue to serve families effectively with its flexible personalized learning program, which meets each student where they are and guides them towards their long-term goals through consistent academic, technology, and social-emotional support. Advisory Teachers introduce themselves as the family's main point of contact at school and provide assistance, as needed. A Community Outreach Worker position supports new students and their families as they transition to the independent study model. The Assistant Director and Counselor work in tandem to provide intervention communication and services when students are struggling. Free on-campus support classes, tutoring, and counseling provide students with additional help when needed. School events, recognition programs, and extracurricular activities enhance relationships between staff and family, engaging students in their education at Choices.	Choices is able to effectively support a wide variety of students and families through its highly customizable educational program and thanks in large part to its dedicated Special Education Department, English Language Development team, and close working relationship with the on-site SJUSD Foster Youth Department. School Satisfaction Survey data demonstrates that nearly all students at Choices feel that the program serves students in an equitable fashion (95%) and feel accepted and included (94%). Communication with families occurs frequently and feedback is welcome; nearly all parents (96%) state that they have had opportunities to provide input about the school program.

The Advisory Council highlights the voices of students, parents, and community members. An annual Family Focus Group meeting allows families to advise the staff on ways to most effectively meet their students' and families' needs. The CCS staff will continue to communicate with families through a variety of means and venues, requesting frequent feedback. Technology resources will be provided to students/families in need to ensure access to curriculum and student data. Translation of online curriculum and phone communications will support students and families who speak languages other than English. Regularly scheduled IEP and 504 meetings will provide an opportunity for educational partners to communicate and carry out formal learning plans.	At Choices, all educational partners are involved in reviewing student data and providing insights and recommendations based on the data. Data-based feedback from educational partners is the foundation on which school decisions are made.

Student data analysis is built into bi-weekly staff meetings and monthly collaboration meetings to help identify areas of strength, areas for improvement, and possible solutions. Staff members frequently meet in departments, as well as in focus groups, to review data and make recommendations. The Advisory Council, comprised of students, parents, community members, staff, and a district representative meet three times a year to review data and all official school reports. All school community members are welcome to attend Advisory Council meetings. An annual Family Focus Group meeting provides additional insight. Families are invited to ask questions and provide feedback at any time.

Nearly all parents (96%) stated in 2023 that they have had opportunities to provide input about the school program. This figure has grown gradually since 2020, when just 91% of parents reported the same.	In 2024-25, a new Student Leadership club will enhance the student voice in decision-making processes. A Family Focus Group meets each spring and will provide new ideas about ways that Choices can more effectively meet the specific needs of its families. In the spring of 2024, a visiting committee from the Western Association of Schools and Colleges (WASC) observed and evaluated the program. In preparation for this visit, Choices conducted a thorough and extensive self-study that involved input from all educational partners. WASC's visiting committee issued a 6-year accreditation (the highest possible rating) and we look forward to continuing to grow and improve based on their recommendations.	Nearly all parents (96%) state that they have had opportunities to provide input about the school program. Choices will continue to communicate with all families frequently and through a variety of methods to ensure that all families are well-informed and feel welcome to provide feedback.	4	4	4	4	4	4	4	4	4	4	5	5	Met		2024-06-25	2024
34739730000000	Center Joint Unified	3	At CJUSD, students are provided with a comprehensive support system through the MTSS Blueprint, which offers a range of academic and social-emotional programs tailored to enhance student outcomes. Moreover, the District engages parents through conferences, Student Study Team and IEP meetings, data sharing via Aeries Parent Portal, involvement in PTA and Booster Clubs, as well as Back to School and Open House Nights. Continuous communication channels such as Catapult, Panorama surveys, and the dedicated Student and Family Support Services office further contribute to a holistic approach towards student success.	The District's commitment to fostering a more inclusive and equitable environment is reflected in its latest initiative to hire a Communications Director dedicated to enhancing community communications. As the District enters its third year of collaborative work with West Ed on inclusion and equity issues, this strategic move will further amplify the impact of ongoing efforts. A strong and effective communicator at the helm will not only strengthen relationships with the community but also ensure transparent and meaningful dialogues that promote understanding, unity, and progress towards a more inclusive future for all stakeholders.	The District's commitment to fostering a more inclusive and equitable environment is reflected in its latest initiative to hire a Communications Director dedicated to enhancing community communications. As the District enters its third year of collaborative work with West Ed on inclusion and equity issues, this strategic move will further amplify the impact of ongoing efforts. A strong and effective communicator at the helm will not only strengthen relationships with the community but also ensure transparent and meaningful dialogues that promote understanding, unity, and progress towards a more inclusive future for all stakeholders.	In the realm of building partnerships for improved student outcomes, the Center Joint Unified School District implements a variety of initiatives. These include hosting family events, maintaining active PTAs at sites, engaging with ELAC participants, organizing the Back to School Bash, establishing Site Councils, providing student and parent advisories, fostering communication via social media, offering interpreting services, and extending support to homeless and foster families. Furthermore, the pivotal role played by the Student and Family Support Services in nurturing healthy relationships among families underscores the district's dedication to fostering a supportive and inclusive community.	The CJUSD is committed to improving student outcomes by prioritizing effective communication among all partners. With the introduction of a dedicated Communications Director, the district aims to foster better collaboration between teachers, parents, administrators, and the community at large.	The District's commitment to fostering a more inclusive and equitable environment to improve student outcomes is reflected in its latest initiative to hire a Communications Director dedicated to enhancing community communications. As the District enters its third year of collaborative work with West Ed on inclusion and equity issues, this strategic move will further amplify the impact of ongoing efforts. A strong and effective communicator at the helm will not only strengthen partnerships with the community but also ensure transparent and meaningful dialogues that promote understanding, unity, and progress towards a more inclusive future for all partners.	Students, parents, and staff members can actively participate and voice their opinions through a diverse range of platforms such as Panorama Surveys, the District Advisory Committee, the English Language Advisory Committee (site-based), District English Language Advisory Committee, PTA, Booster Club, LCAP surveys, Superintendent's Advisory Committee, and Community Comments during Board meetings. Embracing these opportunities not only fosters a sense of inclusivity but also empowers all partners to contribute meaningfully to the decision-making processes.	The goal for improvement is to increase family participation in school activities such as Panorama surveys, school site councils, ELAC, DELAC, and Booster meetings. By taking part in these initiatives, families have the opportunity to provide valuable input and contribute to decision-making processes on important issues that directly impact the education and well-being of students.	The District's commitment to fostering a more inclusive and equitable environment to improve student outcomes is reflected in its latest initiative to hire a Communications Director dedicated to enhancing community communications. As the District enters its third year of collaborative work with West Ed on inclusion and equity issues, this strategic move will further amplify the impact of ongoing efforts. A strong and effective communicator at the helm will not only strengthen partnerships with the community but also ensure transparent and meaningful dialogues that promote understanding, unity, and progress towards a more inclusive future for all partners.	4	4	4	4	4	5	5	5	4	4	5	5	Met		2024-06-12	2024
34752830000000	Natomas Unified	3	NUSD implemented a robust family engagement plan to strengthen the relationships between school staff and our families. One of the key elements that was used was the launch of ParentSquare, a multilingual communication platform that allows staff and families to connect and to stay updated about students, and district/school information. The app translates more than 100 languages, providing greater access to families. With this implementation, staff was able to provide professional development to help families and staff understand the importance of family engagement. In addition to ParentSquare and Parent University offerings, we also implemented ThoughtExchange, an survey tool with multiple languages accessibility for families to provide feedback to their schools/district and to rate what others have said. This was another way that we have been able to strengthen building relationships between school staff and families.	We are working closely with departments that serve our Foster Youth and Unhoused students and families to leverage opportunities to improve family engagement with these families in particular. We are utilizing engaging events that are fun for families to attend to also provide important content that they need to know or to get their input on needs and desires. We provide opportunities to engage with families eligible for free and reduced meals before and after school.	We have learned that families will more than likely come to events where their students are performing or receiving an award or participating in some form of a celebration. We noticed that our participation was lower for meetings and informational sessions, so we are incorporating the things that parents need to know within celebrations and events. We recognize our families are there and we can utilize those opportunities to conduct surveys, gain their feedback, and share important information that they need to know. We are also focusing on bringing the resources and programs to build and strengthen relationships to where those families are located or where events are already happening.	We continue to utilize our communication tools and our Communication and Family Engagement Department to engage with families to build partnerships for student outcomes. We launched ParentSquare at the beginning of the 2023-2024 school year to streamline communications to be more effective. With the ability to send videos and photos, families can now visually view resources and opportunities for engagement. We utilized the ParentSquare platform to recognize families whose student’s had good attendance by sending them a certificate recognizing their role in getting their students to school on time. We also utilize it to share important information and news that can help families to be partners in the success of their students. We offer family engagement nights throughout the year in different modalities to get the greatest participation. Whether it’s virtual, in-person, during the lunch hour, or in the evening, families have an option to be engaged for the benefit of student outcomes. Each elementary and K-8 school hosts diversity literacy nights where families come and enjoy reading with their students. This has been a well-attended event at our schools. We offer multiple Parent University topics that build partnerships with our families for student outcomes such as topics on understanding A-G courses, public vs. private universities, Historically Black College options, impacts of social media on our children, and diverse conversations where we intentionally reach out to families in underrepresented groups.	Our focus area for improvement in building partnerships for student outcomes is increased family engagement among our diverse groups including foster families, unhoused families, underrepresented (Black/African American, Hispanic/Latino, Native American, etc.), EL families, and families at our Title 1 schools. We will do this with more opportunities for families to get engaged at their school sites through in-person, virtual, and a variety of opportunities at times that best fit the families needs. We will look at developing existing parents at schools to be parent ambassadors to help assist with increasing family engagements. During celebrations and other events that bring families out, there will be dedicated time to educate and share opportunities to partner with the school for the success of student outcomes.	We will continue to host diverse conversations as a way to hear more perspectives from families from underrepresented groups but we will maximize our efforts with site-based diverse conversations. We will continue to use ParentSquare and personal phone calls as a way to focus our efforts on underrepresented groups with invitations to engage with their student’s school for the benefit of their student’s outcomes. We will also leverage opportunities with our Foster and Homeless staff to provide resources, Parent University workshops, and materials to those families during meetings and events. There is a permanent motel in our community for families that were unhoused. Our plan is to provide quarterly engagement sessions at their place of living to make it easier for families to attend. Incentives will be offered throughout the year to reinforce the importance of family engagement and to recognize those families who have made progress in this area.	This year, we opted to provide shorter surveys to gain input and for them to be sent by our school principals. We saw an increase in responses when we employed this strategy. We also used a new format called Thought Exchange that allowed families to be more engaged with other people’s responses. Families were able to see what others thought and rated them. We shared the results with our families. We also hosted in-person meetings to obtain feedback from families on our LCAP and Forward 5 Strategic Plan. While we didn’t have the response in person as we would have hoped, we did have more increased awareness of how families can be involved in providing their input in the decision-making process. We also utilized our existing parent groups, student groups, and groups that aimed to reach underrepresented families to provide input. We will continue to use our cycle of continuous learning and improvement to see how we can get better in this area.	Utilizing our cycle of continuous learning and improvement, we will continue to use our existing groups and communication tools such as Thought Exchange to facilitate interactive input. We will also look for ways to engage directly with parents at events and at the school sites during drop off and pick off to connect with families. We started a practice called Coffee with CAFE that involves members of our Communication and Family Engagement Team going out and talking to families during events and during drop off and pick ups. This allows staff to seek input on the spot or encourage families to provide it.  We will continue to look for creative ways to improve in this area to seek input for decision-making.	We will continue to host diverse conversations as a way to hear more perspectives from families from underrepresented groups but we will maximize our efforts with site-based diverse conversations. This will help us to reach more families and improve in this area.

We will continue to use ParentSquare and personal phone calls as a way to focus our efforts on underrepresented groups with invitations to engage with their student’s school for the benefit of their student’s outcomes. To improve, we will provide training sessions and support to ensure families know how to access the information on their devices to stay informed, which will support their engagement for opportunities to provide their input for decision-making.

We will leverage opportunities with our Foster and Homeless families when they are already going to be at an event or meeting to share resources and to seek their input for decision-making. Our motto is to go where they are, rather than wait for them to come to us. This could include having a presence at sporting events, student performances, and other activities that families may support. 
	4	4	4	4	3	4	3	4	3	4	3	4	Met		2024-06-26	2024
34752830108860	Westlake Charter	3	WCS leverages multiple measures to build relationships between school staff and families. The school’s mission opens with, “We demonstrate what is possible when school and community collaborate.” A portion of this opening phrase, “...when school and community collaborate,” is also the framework for Goal Area 2 in the school’s strategic plan. Goal Area 2 has five corresponding objectives, each of which is mirrored in the LCAP and each speaks directly to Building Relationships between school and community. School leadership regularly reports progress made on each strategic objective. The school’s strategic goal dashboard shows that 148 narrative reports have been made regarding the five objectives aligned with building relationships between school staff and families. This demonstrates fully implemented and sustainable practices in this category.	In response to stakeholder feedback, the school has sought new ways to increase volunteer opportunities across both campuses. Three new board members have joined this year as well as several new committee members. This expansion of volunteer opportunities at the board level was in direct response to stakeholder feedback indicating a desire for more representation on our board and committees.	During the 2023-2024 school year, the school leadership team engaged in conversations regarding the relationship between school personnel and the incredibly diverse community which we serve. The district within which we serve has been ranked as the most diverse school district in the state of California, and second most in the nation. In an effort to increase culturally and linguistically responsive communication practices, the leadership team has contracted with Dr. Sharroky Hollie to begin working with staff in the fall of 2024. This work is in response to conversations held with stakeholders including parents, service providers, advocates, teachers, classified staff members and administrators.	As a Tier I universal practice, the communication streams designed to create access for all families are well established. While these are typically one-way communication streams, they are incredibly consistent, reliable, and set families up to successfully collaborate with the school in discussing student outcomes. The family survey indicates that communications is one of our highest scoring area. In March of 2024, the Executive Director reported to the Board of Directors, the results from the Winter, 2023 Family Survey. In response to the question, “How would you rate Westlake’s efforts to include your family through regular communications,” the mean scaled score on a scale of 1 to 10, with 10 being excellent, was a 9.2. Furthermore, the results in response to the question, “Rate Westlake’s efforts to create opportunities for your family to collaborate with the school,” produced a mean score of 9.2. 
To foster authentic 2 way communication, Westlake hosts conferences for Kindergarten families in the first week of school, then again for all families in the fall, then again for all families again in the spring. During conferences, families are engaged in 2 way communications about student outcomes and progress. When in-class, teacher-designed, Tier II interventions are utilized with limited results, the school’s MTSS team assigns a case manager to the student and this case manager engages with the family as well as the teacher. As a team, the teacher, case manager, and family members work together to monitor progress. These partnerships are perpetual, ongoing, and can be leveraged for both academic and social-emotional outcomes. According to parent survey results, families indicate that the partnership and supports offered by the school regularly exceed expectations.	The LEA is actively seeking constituents who are interested in serving on the WCS Board and Board Committees. The 2023-2024 Board Goal #3 is: The WCS Board will continue to invest in the recruitment, retention, and onboarding of committee and board members to ensure the long-term stability of the Governing Board and improve public access through greater involvement at WCS. This goal is contextualized by the strategic plan Goal 2, Objective 2:” The WCS Board of Directors will seek to recruit directors and committee members who better reflect the diversity of the community in an effort to prioritize equity and access.” These two areas of focus are critical because as the school grows, it is important to include more stakeholders in the oversight process. Ensuring that the members who sit on the WCS Board and Board Committees reflect the diversity of the community will create representation of multiple stakeholders when analyzing student outcome data. Furthermore, the 2023-2024 Executive Director Goal #1 reads, “Analyze available academic and social emotional data with regular reports to the Board of Directors on student outcomes in alignment with the Graduate Profile.,” which will assist the board in meeting its Goal #1: Regularly receive analysis regarding K-12 student outcomes and support initiatives which are in alignment with the Graduate Profile in preparation for future reauthorization of the school's charter.
The collection of goals described above demonstrates a commitment by the LEA to broaden representation and deepen the commitment of the organization to analyzing outcomes through partnerships and participation with stakeholders. The one year board and executive director goals, in conjunction with the multi-year strategic plan goals, represent the LEAs commitment to a cycle of continuous improvement as well as building partnerships for student outcomes.	Each of the goals described above speaks to deepening the engagement of underrepresented families. Therefore, the LEA seeks to improve engagement of underrepresented families by, “recruit[ing] directors and committee members who better reflect the diversity of the community in an effort to prioritize equity and access,” while simultaneously, “monitor[ing] and analyze[ing] student outcomes through the lenses of diversity, equity, and inclusion.” These two goals are intentionally designed to work in partnership in an effort to engage families for historically underrepresented communities. Furthermore, these two goals are intended to help meet the LEAs Strategic Goal 2, Objective 4, “WCS will include student, staff and parent voices as key elements in strategic decision making.”	Each year the LEA sends out three family surveys. These surveys are aligned to the LCAP and Strategic Plan. Families are asked to quantitatively rank the school’s progress in each of the overarching strategic areas. Families rank the school’s performance on a scale of 1 to 10, with 10 being excellent. Furthermore, families are asked to offer narrative feedback in each area by responding to a prompt which reads, “How can we improve in this area?” This question is intentionally designed to imply that there is always room for improvement, demonstrating the school’s commitment to a cycle of continuous improvement. These qualitative responses are coded and reported to the board, along with the quantitative scores, then used to help shape the goals, practices, and indicators aligned with the LCAP and strategic plans. 
Each month, the school hosts Coffee Talks with the parent community. These coffee talks are utilized as a two-way communication opportunity to include family input into decision-making. These meetings are hosted in person, and have also been broadcast on youtube in an effort to create equitable opportunities for all families to participate. Several key improvements and decisions have been made due to the input offered at these parent meetings. 
According to the bylaws which govern the LEA, the Board of Directors is made up of 7 - 11 directors and at least one must be a parent of a current student. Currently, six of  nine have students served by the school, and two of the directors are also teachers at the school. The recruitment of parents to serve as board members is done by first asking if parents would like to serve on one of the four board committees. These committees act as advisory committees to the board in the areas of finance, governance, development, and academic impact. There are eight committee positions, across the four committees that are held by parents. Furthermore, the LEA advertises its board, and committee meetings through all channels of communication in advance of the meetings. Board meetings are held in person, but simultaneously broadcast through youtube. These practices help offer access to all stakeholders and allow for public comment to be made in person or virtually which opens another form of 2-way communication and shared decision-making.	In alignment with Board Goal #3, “The WCS Board will continue to invest in the recruitment, retention, and onboarding of committee and board members to ensure the long-term stability of the Governing Board and improve public access through greater involvement at WCS,” and strategic plan Goal 2, Objective 2, “The WCS Board of Directors will seek to recruit directors and committee members who better reflect the diversity of the community in an effort to prioritize equity and access,” the LEA will focus on recruiting more board and committee members from the families that are served by the school. These efforts will continue to empower families from a broad range of stakeholder groups to become a part of the shared leadership structures which make decisions at the LEA. These recruitment efforts will place stakeholders into committees which will discuss academic and social emotional student outcomes intentionally seeking out gaps in performance between groups. This analysis will be improved when the committees are staffed with a diverse group of stakeholders. Furthermore, shared decision-making will be better performed by committees that reflect the diversity of the community which the LEA serves.	In conjunction with Board Goal 3 described above, strategic plan Goal 2, Objective 2, “The WCS Board of Directors will seek to recruit directors and committee members who better reflect the diversity of the community in an effort to prioritize equity and access,” intentionally addresses recruitment to shared decision-making bodies through an equity and access paradigm. This goal will guide the school in recruiting stakeholders and partners that reflect the broad diversity of the LEA. These diversities include, but are not limited to, ethnic, racial, linguistic, cultural, intellectual, and socio-economic. According to a 2024 report published by the CDE, the district in which the LEA is housed is ranked as the most diverse in the state. It is for this reason that the school must continually strive to recruit shared decision-makers that represent the diversity of the community it serves.	4	5	4	4	5	4	5	4	4	4	4	4	Met		2024-06-13	2024
34752830112425	Natomas Pacific Pathways Prep	3	NP3 is committed to professional development and understands the critical role families play in the education of their children. NP3 teachers and staff have attended workshops and engaged in professional development around Professional Learning Communities, Trauma Informed Schools, and Restorative Justice. In all of these trainings, the importance of communication between home and school is stressed.	NP3 communicates often with families to encourage continued student learning at home. Student-led conferences are held twice a year to review and update progress on learning goals and advisory teachers reach out at least monthly to provide information about student learning. In addition, weekly messages are sent home and our website is updated with resources for parents and students. Parents also have access to our student information system to track grades and attendance. In addition to our student-led conferences, our counselors regularly meet with parents.	Our counselors and teachers also coordinate Academic Intervention Conferences for students who need assistance. As a school we host an annual Academic Planning Night and College Fair, which allows parents to be actively involved in their student’s course selection. Families at NP3 also know their legal rights and are always provided with these rights during our IEP meetings. We have structures in place that allow parents the opportunity to address concerns with the principal, executive director, and board if necessary.

This year’s survey showed that 79% of families felt like their ideas are valued and included in school plans.  In addition, 79% of staff and 89% of students also agreed with that statement.  Nearly all NP3 families (89%) feel confident that the school provides adequate support to students’ families to help their students succeed, with 86% of staff agreeing and 99% of students agreeing.	NP3 staff greatly values relationships with their students and families. We believe communication and interactions are the basis of forming relationships and allows for the opportunity of shared understanding for student learning, celebrations, areas of growth, and more. Likewise, both the amount of communication and how NP3 communicates is highly valued by the parent community. Partnerships between school and home are carried out both formally and informally at NP3.
	Examples of informal communication include regular contact between Advisors and Advisee families and volunteer opportunities. Formal communication includes: student-led conferences, evening events, parent nights, academic planning evenings, celebrations, and parent surveys. In all communications and parent events, NP3 strives to create a welcoming environment for all families.

	NP3 has many staff members who are bilingual and we are able to reach out to our non-English-speaking families and include them in events. Our front office staff speaks five different languages and frequently translates information for our families. Our staff and teachers are very familiar with our family's languages, cultures and educational goals for their children. Regular parent conferences and counselor check-ins allow our staff to keep in contact with families and build strong and lasting relationships.

	NP3 values our parent community and conducts surveys to ensure parent input in decision making and processes. NP3 allows opportunities for parents to address our Board at our regularly scheduled Board meetings. Parent advisory groups are gathered to discuss policy decisions and changes and the advisory groups reflect the diversity of the school. When planning and implementing family engagement activities, NP3 considers the makeup of our school community and works to create events that are meaningful to our families.

	An area for improvement is increased participation at student-led conferences, evening events, parent nights, academic planning evenings, celebrations, and parent surveys. In all communications and parent events, NP3 strives to create a welcoming environment for all families.

	We have many staff members who are bilingual and we are able to reach out to our non-English-speaking families and include them in events. Our front office staff speaks five different languages and frequently translates information for our families. Our staff and teachers are very familiar with our family's languages, cultures and educational goals for their children. Regular parent conferences and counselor check-ins allow our staff to keep in contact with families and build strong and lasting relationships.

	5	5	5	4	4	5	5	5	4	4	4	4	Met		2024-06-04	2024
34752830120113	Natomas Pacific Pathways Prep Middle	3	Natomas Pacific Pathways Prep (NP3) greatly values relationships with their students and families. NP3 believes communication and interactions are the basis of forming relationships and allows for the opportunity of shared understanding for student learning, celebrations, areas of growth, and more. Likewise, both the amount of communication and the way in which NP3 communicates is highly valued by the parent community.	Partnerships between school and home are carried out both formally and informally at NP3. Examples of informal communication include regular contact between Advisors and Advisee families and volunteer opportunities. Formal communication includes: student-led conferences, evening events, parent nights, Leadership Day, celebrations, and parent surveys. The parent survey began seven years ago and the intention was to vary ways in which feedback was gathered. NP3 uses the information to reflect and improve upon practices and programs. The parent survey covers topics such as school safety, communication, environment, and learning.	This year’s survey showed that 82% of families felt like their ideas are valued and included in school plans.  In addition, 97% of staff and 93% of students also agreed with that statement.  Nearly all NP3 families (90%) feel confident that the school provides adequate support to students’ families to help their students succeed, with 97% of staff agreeing and 96% of students agreeing.	NP3 greatly values relationships with their students and families. NP3 believes communication and interactions are the basis of forming relationships and allows for the opportunity of shared understanding for student learning, celebrations, areas of growth, and more. Likewise, both the amount of communication and the way in which NP3 communicates is highly valued by the parent community. Partnerships between school and home are carried out both formally and informally at NP3.

	Examples of informal communication include regular contact between Advisors and Advisee families and volunteer opportunities. Formal communication includes student-led conferences, evening events, parent nights, academic planning evenings, celebrations, and parent surveys. In all communications and parent events, NP3 strives to create a welcoming environment for all families.

	We have many staff members who are bilingual and we are able to reach out to our non-English-speaking families and include them in events. Our front office staff speaks five different languages and frequently translates information for our families. Our staff and teachers are very familiar with our family's languages, cultures, and educational goals for their children. Regular parent conferences and counselor check-ins allow our staff to keep in contact with families and build strong and lasting relationships.

	Natomas Pacific Pathways Prep (NP3) greatly values communication with and input from their students, families, and the surrounding community. NP3’s relationships with their community, as well as opportunities to participate in various events and with different groups, allow for the community to share their ideas about celebrations, areas of growth, needs, suggestions and more. Feedback and communication is highly valued and it has a special role within the reflection and decision-making process of practices and programs of the school. NP3 embeds opportunities for such input and feedback, in more formal settings such as: Back to School Night, parent surveys, family conferences, newsletters, and events such as Health and Wellness.

	The NP3 Board also represents its families and community members with a parent of a student as one of the Board Members. There is also an active parent volunteer group, Boosters, whose mission is to support students and brainstorm different ways to support those needs. Many of Booster's ideas and actions are in the realm of helping create and contribute to the needs for a family-engaging school activity. NP3 also encourages and ensures community members who participate in these events and opportunities represent the diversity of our school community. 
	NP3 has several processes in place that are dedicated to reflecting on the effectiveness of practices, input from the community and changes the school might benefit from. These processes are integrated into school-wide discussions and focused team meetings annually.

	5	5	5	5	5	5	5	5	3	3	3	3	Met		2024-06-04	2024
34752830126060	Leroy Greene Academy	3	Leroy Greene Academy continues to have strong support from families for academic programs. We have an Advisory program, where teachers work with students and families surrounding academics, and setting up plans for the student to be successful. Advisory teachers also work to support the whole student and provide additional social-emotional support when necessary. We are working as a school site to find more dynamic ways to engage all educational partners, including parents, which continues to be an area that needs improvement.	This area continues to be a challenge for LGA.  The staff have plans to continue the new parent engagement opportunities created in 2023-2024. The use of technology for parent engagement continues to be a strong engagement effort, but more is still needed.	According to a recent survey for all stakeholders, 94% of parents feel welcomed at school and 81% feel their ideas are valued and included in school plans.  More than ?  feel their input is respected, valued, and reflected in school plans.  A continued focus area for the next few years centers on developing the capacity of staff to build trusting and respectful relationships with families. An important vehicle for this push will be through our Advisory program, where each teacher has the opportunity to get to know a small group of families on a more personal level, and can team with families to provide the needed support. These groups are created purposefully and will continuously and proactively reach out to all families, including underrepresented families, for support.	According to a recent survey for all stakeholders, 94% of parents feel welcomed at school and 81% feel their ideas are valued and included in school plans.  More than ?  feel their input is respected, valued, and reflected in school plans.  A continued focus area for the next few years centers on developing the capacity of staff to build trusting and respectful relationships with families. An important vehicle for this push will be through our Advisory program, where each teacher has the opportunity to get to know a small group of families on a more personal level, and can team with families to provide the needed support. These groups are created purposefully and will continuously and proactively reach out to all families, including underrepresented families, for support.	Leroy Greene Academy continues to have strong support from families for academic programs. We have an Advisory program, where teachers work with students and families surrounding academics, and setting up plans for the student to be successful. Advisory teachers also work to support the whole student and provide additional social-emotional support when necessary.	We are working as a school site to find more dynamic ways to engage all educational partners, including parents, which continues to be an area that needs improvement.
	Parents have various opportunities to be involved with LGA’s school site council, ELAC, PTSA, and Executive Council. Within these groups, parents can seek input and help with decision-making.
	Messaging goes out to all families during the summer, start of school, and throughout the school year regarding participation in parent groups at LGA. Even with consistent messaging, parent input is minimal.
	LGA will continue to find different avenues to seek parent input on decision-making that impacts the education of students at LGA.
	4	4	4	4	4	4	4	3	3	3	3	4	Met		2024-06-13	2024
34752830134049	Natomas Pacific Pathways Prep Elementary	3	NP3 Elementary welcomes the school year with a Meet the Teacher Day. During this time, families are encouraged to meet their next year's teachers. New NP3 Families participate in a New Family Orientation. During this orientation, the principal welcomes the new families and shares pertinent school information. Every homeroom teacher calls their students before school. Not only does this help build a relationship, it allows families to start the year off in a positive direction. Within the first couple of weeks, NP3 will hold Back to School Night. During this time, the principal will share new school business with families. After, teachers will share the year-long plan for teaching, essential grade level standards, school-wide social and emotional supports, and field trips.

	NP3 provides additional family support in a variety of ways. NP3's counselor works with families on a variety of issues. Counseling is provided for individuals or groups. Parents can request counseling for their children (or families) at any time. Students who need more instructional support may work with an instructional assistant to fill gaps or to even extend their learning. Student Success Team Meetings are held for students who need more specialized instruction. The student's learning team comes together to identify ways to assist the student meet their learning targets. Kindergarten families participate in Kindergarten Round-Up. Teachers work with students to assess their school readiness. Classes are created to ensure balance and equity. NP3 encourages families to participate in their students' classrooms and in the school. Although many parents get involved, there are parents who are not able to participate at school. One area NP3 would like to improve on is in our ability to include our working parents. NP3 is going to livestream and record P3 Booster Parent Meetings. Meetings can be posted to the school website. We are hopeful this will bridge any gap in communication those families might feel

	Annually, NP3 Elementary's Leadership Team will identify school-wide academic and school-community goals. These academic and school community goals drive the year-long focus. Quarterly, NP3 students participate in student-led conferences. Students share learning goals and progress with families. They also set home goals and share with families how they can support their attainment. This allows families to work closely with NP3 Elementary. During these conversations, teachers share with families any important changes to academics or information that would assist a family's understanding of school and education. The year culminates with two NP3 traditions. Open House and Leadership Day are a time to learn more about NP3 and to celebrate learning.

	NP3 Elementary greatly values relationships with students and families. NP3 believes communication and interactions are the basis of forming relationships and allows for the opportunity of shared understanding for student learning, celebrations, areas of growth, and more. Likewise, both the amount of communication and the way in which NP3 communicates is highly valued by the parent community. Partnerships between school and home are carried out both formally and informally at NP3. Examples of informal communication include regular contact between classroom teachers with families and various volunteer opportunities. Emails, phone calls, and home visits occur regularly.

	Our front office is able to speak, read, and write five prominent languages used by NP3 Families. Parents and students who need translation are provided a translator whenever possible. Formal communication includes monthly principal communications, quarterly counseling newsletters, weekly grade-level communications, student-led conferences, evening events, parent nights, Leadership Day, celebrations, parent surveys, Friday take home folders. A weekly school-wide communication, The Matey Message is delivered to each family electronically and in a hard copy. The NP3 Boosters are an integral part of our learning community. Families are encouraged to participate in community-building activities. For example, our NP3 Booster organization hosts an annual Multicultural Fair for the Natomas community. This brings our diverse population together in a celebratory way. Our families are also responsible for the creation and the administration of our school library.

	A parent survey is administered annually with the intention to gather feedback about NP3 Elementary Educational Programs, student learning, and family communication. NP3 uses the information to reflect and improve upon practices and programs. The parent survey covers topics such as school safety, communication, environment, and learning. The survey also provided details on volunteer and school activity interests and feedback on other school opportunities. The survey questions are directly related to NP3’s LCAP goals, which directly impact the school and grade level goals. NP3 Staff has participated in professional development that supports the understanding of their diverse learning population. Guest parent speakers, book talks, and student perspectives are a regular part of weekly Professional Development meetings.

	NP3 Elementary's consistent and ongoing communication encourages families to feel that they are part of the process. NP3 asks for and encourages parents to assist in their student's learning. Teachers encourage parents to come in and work with the students in a variety of ways. For example, families may assist in the classroom by working with small groups, teaching a lesson of expertise, eating lunch with their student, working in the library, chaperoning field trips, or working in the school garden.

	Twice a year families are asked to complete a survey about school academics, social and emotional supports, teacher instruction, administrative support, and school safety. The NP3 Leadership Team uses the survey findings to inform instruction and to make change. Every other month the P3 Parent Booster group meets to discuss ways in which families can support and participate in their students' school experience. Bi-weekly, NP3 Elementary Administration meets with the P3 Booster Vice Presidents to discuss family wants and needs. This communication helps NP3 Elementary identify what is important to families. All families are welcome to join P3 and all families are encouraged to be a part of the learning community.

	NP3 has offered free fingerprinting to families in need. Whenever possible, NP3 Administration seeks input from the learning community. At the end of the school year, NP3 administers a survey to parents about family engagement opportunities. NP3 Administration and P3 work to identify ways that we can foster community. There are a couple of community-building events that parents help to organize. The annual Multicultural Fair is an opportunity to celebrate all cultures and to foster relationships. Students count on the Book Fair twice a year. Parents work with teachers to ensure students are able to build their love of reading by providing books that are aligned with student interests and abilities. When NP3 opened in August of 2016 curriculum choices had been made. With the changes to the Science and Social Studies Standards, the curriculum will be revisited for effectiveness. NP3 Elementary will reach out to the parent community to assist in those decisions.

	5	4	5	4	5	5	5	4	4	4	4	4	Met		2024-06-04	2024
34752833430659	Natomas Charter	3	Natomas Charter School demonstrates continued strength in the collaborative relationships we build with all parents. Teachers at the school use websites and the school’s learning management system as tools for communicating resources and information for parents to use in supporting their student’s learning and development. NCS continues to hold monthly board meetings, academy and whole school parent meetings to allow parents a venue for making community connections and sharing feedback. NCS continues to expand parent and student participation through our Parents United English Learner Advisory Committee (ELAC).	All academies hosted on-site open houses and parent orientations with the goal of providing families the tools and information they need to adequately support students. The Student Services department held parent education sessions and shared many resources to support students in their social emotional development at home. For the 2024-2025 school year, NCS continues to refine its own independent special education department by providing greater opportunities for parents to be included in the decision making for students with exceptional needs as one of the outcomes.	While building partnerships is a strength of Natomas Charter School, the school community continues to refine its practices by ensuring all families are fully engaged in these partnerships and looking for opportunities to incorporate more parental decision making. A decrease in student and family connectedness resulted from previous pandemic and the community's hesitancy to attend in person meetings in 2023-2024. The focus for 2024-2025 is belonging and is steeped in rebuilding relationships and developing healthy social emotional learning strategies for students and staff. Families have indicated through our parent surveys that the most significant barrier to being fully engaged in school activities is their own personal schedules. Using this information, staff and administrators have been exploring different models for providing information, such as online videos and creating events that are more focused on specific topics or areas of interest. Overall, parents reported on surveys that they feel the communication level has been high over the course of the past year.	Natomas Charter School demonstrates continued strength in the collaborative relationships we build with all parents and students. The development of our multi-tiered systems of support (MTSS) over the past seven years has grown to be a strength for building partnerships for student outcomes. MTSS has been a focus of professional development over the past years with a specific focus on using the Plan Do Study Act (PDSA) process in teams. The MTSS strategies result in data focused discussions with staff as they focus on struggling students and partnering with families for student success. Through student success team meetings families partner with staff to support students in success strategies. In addition, the student services department holds Parent University nights to teach parents about common parenting and educational hurdles and how to support students at home.	For the 2024-2025 school year, NCS continues to refine developing the NCS community and rebuilding it after the pandemic. While we were able to reach many parents through the use of virtual meetings and live streaming board of directors meetings on YouTube, our goal is to get more parents back on campus to be a part of the community. Staff and parent groups have been working extra hard to bring families back on campus and communicating about how families can volunteer and support the work at the school. Parent feedback shows growth of parent community and a desire for more community connection.Examples of this include the Welcome Back Family Picnic, Family Math Night, Back to School Night, and a school team for the local Race for the Arts 5K.	Based on the analysis of educational partner input and local data, briefly describe how the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes. *

Building partnerships is a strength of Natomas Charter School. The pandemic decreased overall parent engagement. However, the school continues to place a focus on community development through more on campus activities and opportunities for parent involvement. Examples of this are the Open House, NCS Multicultural Celebration, LGBTQ+ Pride Conference, Black History Month Celebrations, and performances on campus. Each academy parent group (P4A, LEAP, EPIC, etc.) ramped up events in the past year. The school also hosted multiple formal and informal parent groups including the English Learner Advisory Committee (ELAC) and African-American parent affinity group. Staff-led parent groups continue in the coming school year: Overall, parents reported on surveys that they feel the communication level has been high over the course of the past year. In the 2024-25 school year the school will continue to partner with parents and families to build stronger parent groups including relaunching our community advisory council for special education.	Natomas Charter School demonstrates continued strength in the collaborative relationships we build with all parents and students. A strength is in our awareness that students and parents should have a voice in the process of decision making. Students are encouraged and educated on the proactive strategies to be active participants in the educational process and in sharing input through clubs, ASB, leadership, and senior projects. Students are encouraged to gather student voices and ideas to make changes to policies and procedures at the school. Parent committees are focused on gathering feedback and sharing ideas and planning for policies and procedures for the coming school year. Each year families, staff, and students are surveyed on school climate, academics, culture, and current topics. In 2023-2024, ten student, staff, and parent feedback sessions were held to follow up on survey data.  Surveys and feedback sessions are used as a part of the data to determine the direction of policies and procedures.	For the 2024-2025 school year, NCS continues to ensure that a diverse cross section of the community is attending meetings and sharing input with the school. Ensuring all voices are heard is important to a healthy community and culture at NCS. A focus area is increasing the diversity and numbers of stakeholders that are engaged in sharing input and a part of the decision-making process.	The school’s three way compact with the family, student, and school has been a strength since the beginning in 1993.  The school is in the mid cycle review for Western Association of Schools & Colleges (WASC) accreditation process, which engages all stakeholders in reflective conversations and a review of goals, action plans, and data. The end goal is to revise strategic goals for success in the next two years.  In addition, in an effort to further this communication and reflect on needs for the coming years, NCS participated in strategic planning (2022-2023) to reinvigorate the discussions around the mission, vision, and action plan for the coming years. This includes inviting community members from all groups to be a part of this discussion. The strategic plan is used to inform LCAP development at NCS in 2023-2024 and for years to come.	5	5	4	4	5	5	5	5	3	3	4	4	Met		2024-06-13	2024
34765050000000	Twin Rivers Unified	3	Twin Rivers has a strong community across very diverse neighborhoods in the district boundaries. The greatest strengths are the community involvement with enrichment programs and attendance at events such as athletics, arts, academic recognition, etc. There is a growing group of parents and community members that is expanding organically to be involved in decision making input, learning about creating model parent engagement plans, and how to support district goals at home and in the community.	The focus of the coming years are rooted in our new Equity and Inclusion department. A cohort of community members was built this year to study and create more effective models of parent engagement across the district. The inclusion of new Family Liaisons committed to outreach for underserved or non-attending families in the district includes education for families regarding involvement opportunities including School Site Council, ELAC, Family and Community Engagement meetings and more. The team is working with sites on a data driven model to improve quality and quantity of engagement.	The 2022-23 school year continued to address the need to engage underrepresented families. Our Family and Community Engagement (FACE) department hosted a number of events and formed new groups of parents and community members with students in these subgroups. The 2023-24 school year has an expansion of events tailored for families of underrepresented groups as well as a Community Liaison and site based initiatives based on local data to increase parent involvement amongst all groups. Use of our improved communication tools have provided more families access to sharing input and partnering with the LEA to inform decision-making. Twin Rivers developed a parent cohort to attend training and create a district plan for the Community Engagement Initiative.	During the 2020-21 school year, parent access expanded with the implementation of 1:1 student: device ratio and emerging platforms for meeting with and engaging parents. The 2021-22 school year showed the continued benefit for 1:1 Chromebook access. Attendance at SST and IEP meetings was enhanced by technology, allowing for the more equitable distribution of information and resources. Professional learning was expanded across the year with a comprehensive menu of topics to meet the academic, social emotional and data monitoring needs of teachers and staff. Staff engaged in academies that consisted of multiple days of training. Providing staff with more in-depth professional development over multiple days help teachers plan for the implementation and develop greater expertise. The process and content will continue in subsequent years in order to maintain a robust professional learning catalog and the further development of high performing teachers.	Twin Rivers implemented additional training for families included modules that help families support the social and emotional learning of their students and others that help families navigate math curriculum and standards. There were multiple offerings of family and community learning sessions that ranged across topics such as technology, supporting early literacy, and more.	The district has identified the need to support sites in providing more family engagement centered around student outcomes and a system to track and improve the implementation of family and community engagement. This system will begin implementation in the 2023-24 school year and will include incentivizing families and reporting and sharing promising practices. The Community Engagement Cohort will support the implantation of an evaluation tool to look at the qualitative measures of family engagement at the district level and the site level as it applies to student outcomes.	During the pandemic, Twin Rivers made gains in the number of community and family members being reached. The connection to technology made a large increase across 2020-2023. This increase seemed to plateaued in 2022-23, so a review of advisory and input meetings was done to provide a more streamlined but predictable schedule for advisory and input meetings. The strength of the district was that there were many departments improving the inclusion of community and family members in decision making input. Re-structuring and collaborating across departments is a new strength of the district. The results were an increase in input for decision making.	Throughout the 2023-24 school year, Educational Partner input processes (such as LCAP)  were able to capture the ideas of 7,887 people including 3,886 unique parents, 4,076 thoughts, and 70,457 ratings. From this feedback we were able to successfully identify critical trends, ratings, and input necessary to guide and support our District LCAP work.

Parents, staff and community members want the best for their children, and they value the learning opportunities and partnership that our school district provides.
Parents value the hard-working staff and their dedication to helping students learn. 
Parents and community members appreciate the participation opportunities at the school site and district level and want us to continue to push for high levels of engagement.
Parents, staff and community members want to be involved and they know that working together makes a positive difference for everyone.

We will continue to provide numerous opportunities at the school site and district level to facilitate and support the engagement of our parents, staff and community. We will also continue to collect and analyze the attendance and participation data to ensure we are reaching and supporting underrepresented families. We will create systems to support the engagement of parents, staff, and community members throughout our school district.	Twin Rivers has a new parent engagement plan and calendar that will involve multiple departments collaborating around the goal of gathering more input together. This will include the Equity Department, Family and Community Engagement Department, Budget and Fiscal Services, and Special Projects. 2023-24 was a better year for collaborating around parent engagement. Our Equity, Diversity, and Inclusion Department has made great strides in developing a plan to increase family engagement and the capacity of our families to collaborate in decision making. Additional planning with sites is the next focus area for family engagement in the coming year.	2	3	2	2	3	3	3	3	2	2	3	2	Met		2024-06-25	2024
34765050101766	Community Outreach Academy	3	"Community Outreach Academy prides itself on student-parent-staff connection. The charter of the school was written and the school was opened based on the needs of the community. COA is a tuition-free public charter, a school of choice, that families continue to enroll their students into because parents feel heard and feel like a part of the COA family. COA's team consisting of a Community Engagement Specialist and Parent Liaisons at the elementary school site and middle school site, as well as the entire administration team, continuously work to maintain and improve student-parent-staff connections and address community needs on a daily basis. We provide regular parent workshops/""universities"", offer volunteer opportunities, put out an educational and informational weekly radio program as well as a monthly newsletter for parents. COA partners with community organizations and local businesses to disseminate information via local newspapers, partner with and provide resources for families in need of any additional support, hold monthly School Site Council and DELAC meetings with parents, rely heavily on continuous parent survey results in decision making, and so much more. We deeply believe we are stronger together, so we continue to work together and grow together."	We recognize that no matter how much we do, there is always a way to do more and be better. In light of the recent war in Ukraine and the influx of refugees that have come to our school, we have put in more efforts into helping our students and families who need the additional support. We will continue to seek out additional community resources and build connections with organizations who can support us in this endeavor.	COA administration and staff have formed a committee and continuously gather information from all stakeholders to create an atmosphere of inclusiveness, diversity, and equity for all families and staff. The committee developed a Diversity and Equity plan, and has been working on the implementation of the steps decided upon. We will continue to watch closely for those families who can be overlooked and do our best to address their needs and engage them.	COA administration works together with teachers to make sure that parents are made aware of every event, opportunity, educational process, homework assignment, etc. that will help the students succeed. Teachers educate parents on how to track their child's progress online, actively communicate with parents via apps/messaging/emails about their students' progress, and hold parent-teacher conferences 3 times a year. The intervention team, which consists of parents, homeroom teachers, intervention teachers, specialists, counselors, and school administration, addresses the needs of students who need additional support and connects parents and teachers to work together. Parent workshops help educate parents and give them resources to support their children.	The school's charter was initially written with an emphasis on serving socioeconomically disadvantaged and underserved families, including refugees and students who speak little to no English. Since the opening of the school and still today, COA has a big emphasis on helping English Learners as well as providing the opportunity to grow in their native language through our World Language program. The ELD implementation at COA includes one on one support, small groups, additional bilingual paraeducators in every classroom, and more.	COA administration and staff work together with parents to support students using parent and student survey input. COA Site Managers, Community and  Parent Liaisons, and teachers work together to address underserved and underrepresented families. The Student Support Specialists work at the elementary school site and middle school site to address social-emotional learning for students and staff. We will continue to watch closely for students who can be overlooked and do our best to address their needs and engage them.	Through regular parent communication via social media, communication apps, events, regular School Site Council meetings, District English Learners Advisory Committee meetings, annual district-level meetings, bi-monthly district board meetings, and surveys, COA administration has a wealth of input from students, staff, parents, and the community in decision-making.	COA has been working on and aims to increase parental involvement on a district level, including more parent representation and input at School Site Council and DELAC meetings and district board meetings	COA  Administration, including Site Managers, Community Engagement Specialist, and Parent Liaisons on site, watch attentively for underrepresented families and students to engage them. Teachers and admin send home letters and utilize phone calls when ever needed. Additionally, the school holds monthly bilingual meetings with the Principal and school administration team to allow for deeper and more effective communication.	5	5	4	5	5	5	4	4	5	4	4	5	Met		2024-06-18	2024
34765050101832	Futures High	3	LEA has a strong focus on creating a positive culture at the school for all students, parents, and staff.  The school has fully implemented Capturing Kids Hearts program and aligned policies, procedures, and instruction to ensure equitable and inclusive practices.  Regular feedback and input are sought from all stakeholders.	Based on our local data, families indicated a need for our school to continue to work on developing a welcoming environment for all families in our community.	To improve engagement for our underrepresented families we will be holding parent family workshops, including adding a parent freshman orientation. In addition we will be intentionally inviting families to take an active role in school events, such as family nights, multi-cultural fairs, and sporting events.  Finally, we are in the beginning stages of exploring a booster option for our parents.	LEA uses multiple platforms to communicate with families and provide resources to support students’ learning and engagement.  Policies and procedures are established to help families understand and exercise their legal rights and advocate for their children.  Regular professional development opportunities are provided for the staff to increase their understanding of the families’ needs.	Based on our local data, families indicated that there was not a need for our school to continue to work on meeting with families to discuss student progress and ways to work together to support improved student outcomes, however, the there were very few families who completed the survey. Based on teacher input and conversations with parents throughout the year, this is an area we need to to continue to improve upon.	To improve partnerships with families, we will implement trainings to give parents the tools they need to access their students portal. In addition, teachers will regularly communicate to families on student progress and teacher parent conferences will be held.  Finally, the school is exploring a weekly student check-in to assist students with self-advocacy and management of their progress.  Students will be encouraged to share this information with their families.	LEA has established mechanisms and opportunities for the families and other stakeholders to be involved in decision making and evaluation.  SSC, ELAC, DELAC, leadership advisory committee, parent-teacher committee are meeting regularly and are given opportunities for multiple input and feedback on the school’s program improvement, progress, and areas of strengths and weaknesses.  Regular two-way communication is utilized through various online platforms as well as in-person availability of the administration and staff to meet with parents, students, and community members.  Surveys are administered several times a year to gather additional feedback from the students and parents.	Based on our local data, families indicated a need for our school to continue to work on engaging families in advisory groups and with decision-making.	To improve on engaging underrepresented families in this area we will actively seek feedback by using different means of communication, including email, flyers, phone calls and teacher contact.	3	4	3	4	4	4	4	3	4	3	3	3	Met		2024-06-18	2024
34765050108415	Heritage Peak Charter	3	Heritage Peak Charter School understands the importance of feedback from educational partners. Teachers meet regularly with families establishing trusting, respectful relationships beginning on the first day of school. Families are invited and encouraged to attend ongoing community building events. During individual family meetings, teachers engage with families to learn about their unique culture, as well as the family's academic and social emotional goals for every child. Notes are kept by each teacher in a family communication log for reference. Heritage Peak has an active website and social media that are used to 
communicate with families. All families have access to their teacher and school administration via email, text and phone.	Based on feedback the analysis of educational input and local data guided the LEA in the decision to add a K-2 math assessments during the 22-23 school year to increase knowledge of math standards and increase the use of math interventions.  HPCS is expanding its use of social media and committed to improving the school website. Both of these actions will allow parents greater access to information regarding school focus areas, events, and other valuable information including opportunities for participating in the decision-making process.  During the 2023-2024 school year we implemented the Kelvin survey tool to allow easier and more frequent access to student, parent, and teacher concerns.	Reclassification ceremonies are hosted to acknowledge and celebrate our redesignated students and their families for their accomplishment in attaining an academic level of English equal to their English only counterparts.  Additionally, regular awards are given to highlight students making progress in specific content areas and are publicly recognized.  Our Outreach Coordinator has made countless connections to community resources for our families in need of basic needs such as food, shelter, and transportation.	Heritage Peak Charter School teachers and administration work to provide support and partnership for all families in part by using professional development to train teachers to work with parents on all academic programs including, but not limited to: Exact Path, IXL, Edmentum, Reading Eggs, Math Seeds, and Lexia. Parents/guardians are given access to curriculum to use in their homes to support continual improvement of academic growth. 2-3 times per year, all students K-11 are assessed using DIBELS (K-2) and mClass (K-2) or NWEA/MAP. These scores are reviewed and discussed with families. These conversations are used to align learning goals and progress on previous goals.	Teachers are being trained on how to share student data in a manner that helps families understand where there child is and where they need to be by the end of the school year without casting judgement or blame.  This is being modeled during our PLCs.	With the model of education set forth by HPCS, all families are met face-to-face in an equal and fair manner.  Student computers and Internet access are provided to help ensure that barriers are removed to access materials and support for all families.	Parents/guardians are asked to provide feedback on coursework and field trips. Families are encouraged to attend education nights and other community opportunities. Meetings are held prior to these events for parents/guardians to provide input on policies and procedures. Annually, parents/guardians are asked to participate in an annual satisfaction survey. The results from the survey are used to make local school-wide decisions.	Based on feedback from educational partner input HPCS is expanding its use of social media and is improving parental access to the school website. Both of these actions will allow parents greater access to information regarding school events and meetings and clarify the decision-making process.	HPCS will improve engagement of underrepresented families by increasing staff training for the impacted groups, has hired an EL teacher and will continue professional development of the counseling team.	5	5	5	5	5	5	5	5	4	4	4	4	Met		2024-06-17	2024
34765050108795	Creative Connections Arts Academy	3	Based on the analysis of educational partner input and local data, Creative Connections Arts Academy (CCAA) in Sacramento has demonstrated significant strengths and progress in building relationships between school staff and families.

CCAA has made notable strides in developing the capacity of its staff, including administrators, teachers, and classified staff, to build trusting and respectful relationships with families. The school recognizes the crucial role of strong partnerships with families in supporting student success and has provided professional development opportunities focused on family engagement strategies and cultural competency. As a result, staff members have shown increased sensitivity and responsiveness to the diverse needs, cultures, and goals of families, fostering an environment of trust and respect.

THe school has also made remarkable progress in creating welcoming environments for all families in the community. CCAA has implemented inclusive practices that prioritize equity and embrace the diverse backgrounds and experiences of its students' families. Efforts have been made to ensure that school facilities, events, and communication materials reflect the cultural and linguistic diversity of the community, making families feel valued, respected, and comfortable in engaging with the school.

CCAA has shown commitment in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children. The school recognizes that meaningful engagement requires an understanding of the unique backgrounds and aspirations of families. Through ongoing professional development, staff members have gained knowledge and skills in culturally responsive practices, actively seeking to build relationships that honor and leverage the assets and perspectives of each family.

CCAA has made significant strides in developing multiple opportunities for two-way communication between families and educators using language that is understandable and accessible to families. CCAA has implemented various communication channels, such as parent-teacher conferences, newsletters, digital platforms (Parent Square and Aeries), and community events, to facilitate open and transparent dialogue. Efforts have been made to ensure that communication is not only informative but also inclusive, considering diverse linguistic needs and providing interpretation and translation services when necessary.	Based on the analysis of educational partner input and local data, the focus areas for improvement in building relationships between school staff and families at Creative Connections Arts Academy (CCAA) in Sacramento have been identified. These areas require attention and targeted efforts to enhance the existing practices and further strengthen the partnerships with families.

One focus area for improvement is increasing the frequency and depth of engagement with families. While CCAA has made progress in establishing communication channels and facilitating two-way communication, there is room for improvement in the consistency and regularity of these interactions. The school could work towards returning to more frequent opportunities for family engagement, such as workshops, parent forums, or family events, to foster ongoing dialogue and collaboration.

Another area of focus is enhancing cultural competency among staff members. Although CCAA has made efforts to support staff in learning about each family's strengths, cultures, languages, and goals, there is a need for continuous professional development to deepen this understanding. The school can provide additional training and resources to ensure that staff members have the necessary knowledge and skills to effectively engage with families from diverse backgrounds and effectively address their unique needs.

Additionally, there is a need to improve accessibility and inclusivity in communication. While CCAA has taken steps to make communication understandable and accessible, there may be opportunities to further enhance these practices. The school could consider implementing strategies to ensure that communication materials are available in multiple languages, providing interpretation services during important school events, and exploring innovative ways to reach families who may face barriers to communication.

Finally, it is important to strengthen partnerships with families who are historically underrepresented or less engaged. CCAA could focus on targeted outreach efforts to ensure that all families feel welcomed and included in school activities. This may involve building relationships with community organizations or leaders who can help reach out to these families, as well as considering strategies to address any specific barriers to engagement they may face.	2021-22 school year presented great challenges. Improving communication using new tools, providing additional expanded learning opportunities, and providing the access to the arts daily for students. Parent and family engagement has been a cornerstone of CCAA and began to return to prior levels when the restrictions of COVID-19 began to ease. In-person services and opportunities for families will be the focus for continued improvement.	Relationship building and parent and family connection was a priority for CCAA in 2021-22. The challenges of the year shifted to more virtual engagement and less in-person. Partnering with families is a part of the culture with volunteer hours and opportunities advertised and emphasized. Based on educational partner input and local data, Creative Connections Arts Academy (CCAA) in Sacramento has shown strengths and progress in building partnerships for student outcomes. Key areas of strength include:

Professional Learning: CCAA provides teachers and principals with professional development to enhance their ability to partner with families effectively.

Information and Resources: CCAA equips families with information and resources to support student learning at home through workshops, newsletters, online resources, and family centers.

Collaborative Discussions: CCAA has implemented policies and programs for teachers to meet with families and students to discuss student progress and work together to improve outcomes.

Empowering Families: CCAA supports families in understanding and exercising their legal rights and advocating for their students and all students.

Overall, CCAA's efforts in professional learning, providing information and resources, promoting collaboration, and empowering families contribute to successful partnerships for student outcomes.	Based on educational partner input and local data, CCAA's focus areas for improving partnerships for student outcomes are:

Enhancing professional learning and support for teachers and principals in family partnerships.
Improving accessibility and dissemination of information and resources to families.
Increasing the frequency and quality of collaborative discussions between teachers, families, and students.
Strengthening efforts to empower families to understand and exercise their legal rights and advocate for their students.
Addressing these areas will enhance CCAA's partnerships and positively impact student outcomes.	To improve engagement of underrepresented families in building partnerships for student outcomes, CCAA will:

Implement targeted outreach efforts through community partnerships to reach underrepresented families.

Improve language accessibility by providing interpretation and translation services and offering communication materials in multiple languages.

Provide tailored workshops and resources addressing the specific needs and interests of underrepresented families.

Create welcoming and inclusive environments that respect and value the diversity of underrepresented families.	Based on educational partner input and local data, CCAA's strengths and progress in seeking input for decision-making are:

Building capacity of principals and staff to engage families in advisory groups and decision-making.
Empowering and supporting family members to participate effectively in advisory groups and decision-making.
Providing opportunities for all families to provide input on policies and programs, including underrepresented groups.
Facilitating collaborative planning, implementation, and evaluation of family engagement activities.	Parents, staff and community members want the best for their children, and they value the learning opportunities and partnership that our school district provides.
Parents value the hard-working staff and their dedication to helping students learn.
Parents and community members appreciate the participation opportunities at the school site and district level and want us to continue to push for high levels of engagement.
Parents, staff and community members want to be involved and they know that working together makes a positive difference for everyone.
We will continue to provide numerous opportunities at the school site and district level to facilitate and support the engagement of our parents, staff and community. We will also continue to collect and analyze the attendance and participation data to ensure we are reaching and supporting underrepresented families. We will create systems to support the engagement of parents, staff, and community members throughout our school district.	To improve engagement of underrepresented families in decision-making, CCAA will:

Conduct targeted outreach to reach underrepresented families.
Provide language accessibility through interpretation and translated materials.
Adopt culturally responsive approaches to engage underrepresented families.
Build trust through active listening and valuing their input.
Empower family leaders from underrepresented communities.
Establish convenient feedback mechanisms for input.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-25	2024
34765050108837	Community Collaborative Charter	3	CCCS works to engage parents and families in many capacities towards facilitating building relationships between staff and families. According to results from our current year parent survey, When asked whether or not students are safe at school - 78% Strongly Agree/Agree, 17% neutral & 11% Disagree/Strongly Disagree. When asked if students feel comfortable talking to school staff - 79% Strongly Agree/Agree, 14% neutral & 8% Disagree/Strongly Disagree. When asked whether or not students receive the resources needed - 81% Strongly Agree/Agree, 13% neutral & 6% Disagree/Strongly Disagree. When asked a question about whether or not the school encourages parent involvement - 69% Strongly Agree/Agree, 17% neutral & 14% Disagree/Strongly Disagree. Lastly when asked whether or not the school offers parents a say in the decision-making process - 72% Strongly Agree/Agree, 15% neutral & 13% Disagree with zero responses to strongly disagree. In addition, CCCS was recognized as a CKH National Showcase School for the past eighth consecutive year. As part of the process required to determine if a school should be recognized for this honor, a survey of parents, students, and staff was done which indicated that each group has a strong desire and commitment to work together to create a school culture and climate that allows optional learning and social experiences for each group. For general school-to-home communication, our school uses Classdojo and Aeries Parentsquare to maintain regular communication with parents. Parents can message a teacher, the office, or school administrator with a need or question on each of these platforms.	CCCS needs to increase the volume of activities and work more strategically to connect parents to events throughout the year. We are also looking forward to more opportunities becoming available for the school to have parents and community members volunteer on-campus and specifically in classrooms and during events.	CCCS will improve parent engagement by increasing the number of parent engagement events and by having our Parent Liaisons, Student Support Advisors and Student Support Specialist reach out to families to encourage participation. We are also working to increase the percentage of staff who speak languages other than English in order to better support these families while on campus.	CCCS works to prioritize building partnerships with parents and community partners to increase access to resources needed for students to achieve educational goals.	CCCS has a goal to increase the volume of opportunities for parents to engage with our school in the areas of community building, student recognition and professional school to home educational opportunities for parents. These events will be structured to provide resources and learning opportunities for families in important ways they can help their student academically and social-emotionally at home. School leadership and Gateway Community Charters leadership will work to increase engagement with community partners and outside agencies to bring additional resources to students and families as well as to enhance student and family experiences during on-campus events.	Based on input from parent and student surveys, the school needs to help parents understand and connect with a wider variety of opportunities for school engagement both during and after the school day. Also, the school can improve by working to increase the number of parents who are able to engage in support roles during events.	For the past two years, CCCS continued to implement parent surveys to solicit feedback on the LCAP, school culture, academic programs, and other areas identified as a need within our student population. Our School Site Council//DELAC meet six times this year and provided input on all important decisions and documents produced by CCCS, including the Parent Involvement Policy, SPSA, CCCS Safety Plans, and LCAP.	CCCS will continue to encourage parents to respond to Classdojo and Parent Square surveys, as this is the best way to gather data from families and the community.	Based on input from parent and student surveys, the school needs to help parents understand and connect with a wider variety of opportunities for school engagement both during and after the school day. Also, the school can improve by working to increase the number of parents who are able to engage in support roles during events.	3	4	3	3	3	3	4	3	3	3	3	3	Met		2024-06-18	2024
34765050113878	Higher Learning Academy	3	We have a very strong Parent Faculty Organization.  They work hard to support our goals and visa versa.  They are strong advocates for the school and at the same time push us to constantly improve.	We use translation services to make sure our educational partners are all being engaged.  We will continue our multi-cultural events but bring in more academics to educate our families about our IB programs as well as celebrate student work.	To build relationships with underrepresented families, HLA is planning a number of initiatives.  We believe that increasing our translation services, both in print and in-person will help our engagement with our EL families.  We are also implementing a more systematic and supportive student attendance review process.  We are confident this will better support our foster youth, homeless, and low SES students.	We have increased parent engagement by hosting multiple multicultural events.  We have also moved to standards-based grades and report cards at the elementary level, which has helped us give more actionable information to those families about their scholars' progress.	As we continue our work around essential standards and further clarify what students absolutely must know, we can give more focused and thorough information to parents about theirs scholars' progress.  Now that we have made progress in implementing tier I and II interventions, we will be able to offer targeted supports as well let families know how they can help.	ELPAC data can be a good starting point to communicate with our ELs around academic outcomes and English proficiency progress, but ongoing communication and assessment tools will be used as well.  Our low SES students will benefit the most from report cards with clearer learning targets and progress information.	HLA always seeks input for decision making from educational partners, but we can do a better job of analyzing the barriers for families that do not engage and breaking down those barriers in an effort to engage all partners.	Higher Learning Academy will be increasing translation services to reach more EL families and boost DELAC participation.	Higher Learning Academy will conduct home-visits in an effort to engage more underrepresented families.	3	4	3	4	2	2	4	2	2	2	2	2	Met		2024-06-18	2024
34765050114272	SAVA - Sacramento Academic and Vocational Academy	3	SAVA is dedicated to fostering a positive, welcoming, and supportive school culture where staff strive to be significant figures in their students' lives. Our mission is to help students meet and exceed academic standards while preparing them for college and careers. However, we understand that many students face challenging life circumstances that can make it difficult to stay focused on academics. Acknowledging this reality, SAVA has developed a clear intervention process and systems of support across all campuses to assist students before academic failure occurs.
Our support model at SAVA offers comprehensive wraparound services involving counselors, student support specialists, school social workers, RSP teachers, teachers, paraeducators, campus principals, and principals. These professionals work collaboratively to address students' needs, ensuring they receive the support necessary to achieve academic success. Recognizing that many students lack a stable connection with an adult, SAVA is committed to building mentoring relationships with each student, providing them with the guidance and support they need.
In the 2011-2012 school year, SAVA began implementing the Capturing Kids' Hearts (CKH) model, developed by The Flippen Group. CKH is central to our approach, transforming our schools by fostering trusting relationships among teachers, staff, families, and students. All staff members are trained in CKH upon employment, and the principles of CKH are practiced consistently in all classes, meetings, and events. This program equips staff with tools to build meaningful relationships, create a safe learning environment, and develop team-building dialogues. At its core, CKH aims to create self-managing systems that enable students to confidently apply the skills they learn both in and outside of school.
In addition to CKH, SAVA is committed to promoting equity and continuous improvement. Each year, the school and district identify an equity goal and participate in professional development to address it. We have developed Professional Learning Communities (PLCs) in which all staff focus on data and continuous improvement, viewing their work through an equity lens. Each PLC targets specific sub-groups where potential inequities have been identified, aiming to decrease gaps and promote equity. Furthermore, equity and data discussions are incorporated into our School Improvement Plan (SIP) work, cycles of inquiry, site-based meetings, and in-house professional development.
At SAVA, we believe that all students can learn, achieve, and thrive when they are loved, taught effectively, and guided appropriately. This belief drives our commitment to creating a supportive and equitable educational environment, ensuring that every student has the opportunity to succeed.	The preliminary student learner need for SAVA is to increase student attendance and engagement by increasing parent involvement and creating relevant, hands-on curriculum. This major student learner need is based on SAVA’s families high percentage of low socioeconomic families and the continued focus on engaging families and guardians in the school. This will also continue to decrease SAVAs drop out rate and increase the graduation rate. The area within the LCAP that needs to be addressed is goal 3 to increase engagement with all stakeholders and the area within the School Improvement Plan (SIP) plan that needs to be addressed are the student and teacher learner needs to support engagement and professional development for teachers.	SAVA  aims to enhance engagement among underrepresented families by implementing targeted family engagement initiatives, primarily focusing on 9th-grade, seniors and transfer students. To achieve this, SAVA will introduce specialized outreach programs, such as orientation sessions and workshops tailored to the unique needs of these students and their families. These activities will provide essential information and support during a critical transition period, fostering a stronger sense of belonging and connection within the school community.
Additionally, SAVA will expand its Career and Technical Education (CTE) offerings across campuses. Research indicates that CTE programs can significantly increase student engagement and attendance. This will give options for underrepresented students opportunity the to launch into careers that they may not have known about or seen themselves in, such as Green Energy.
Furthermore, SAVA will provide a variety of field trips and college tours to expose underrepresented students to real-life experiences and higher education opportunities. These experiences can be transformative, offering insights into potential career paths and motivating students to pursue higher education. By offering these opportunities, SAVA aims to inspire and engage underrepresented students, empowering them to envision brighter futures and take proactive steps toward achieving their goals.
As part of the SAVA commitment to enhancing engagement among underrepresented students, SAVA will provide students with the opportunity to participate in dual enrollment programs. By offering this option, we empower underrepresented students to experience higher education firsthand, breaking down barriers and demystifying the college experience. 
	At SAVA, parents/guardians are involved from the minute a student enrolls in the program. SAVA enrollment personnel meet with each family and explain the program and also provide a site tour. SAVA staff work diligently to keep parents and guardians informed of their student’s progress and to involve families in any behavior, attendance, and academic intervention meetings that are held. Parents/ guardians are also invited to attend all SST, 504, and IEP meetings. Every parent/ guardian is invited to be a member of their site’s School Site Council/ELAC, which allows them to have an active voice in the direction of the school. Parents/guardians are apprised of their student’s progress on a regular basis; school personnel are in contact with parents/guardians on a weekly basis, at minimum. 

Parents are invited to several school events each year, including Orientations, Back to School Night, College and Career Fair, CTE Showcase, Student Appreciation events, and promotion/graduation. Parent workshops are offered to assist families in the financial aid process as well as to share CAASPP assessment information and other relevant topics, as needed. 

School site newsletters are mailed home to inform parents of important school dates and events and to celebrate student and school successes. Each site utilizes the ParentSquare application which connects to student and parent emails and phones to communicate regular updates. SAVA also has a website where parents/guardians can access information about all of SAVA’s programs, events and information, they can even use the “Let’s Talk”/Contact Us feature on the website to ask questions or get more information. Mailers and all-calls are used to inform parents/guardians of important programs, dates and testing information and all standardized test results and report cards are mailed home as well.	In order to be highly effective, SAVA must continue to find ways to reach out to parents, community members and key stakeholders and increase support at  school events.	"SAVA will improve building partnerships of underrepresented families by:
•	Continuing to do home visits
•	Providing resources and support for obtaining those resources
•	Making sure that families know that they can request and have interpreters for any meetings held"	SAVA has built up the capacity of families and staff to engage in School Site Council, we have seen an increase in parents/ guardians who want to attend and participate in SSC and ELAC. When we do have the opportunity to have advisory groups that involve our families, we always have a solid turn out to give input and talk about areas of strength and opportunities of our programs. 

Student voice and choice are a very important part of the success of our program. Students are involved in planning events such as graduation and CTE Showcase. There is student inclusion in SST, 504, and IEP meetings, student participation in clubs, workshops, and School Site Council. We also have a student-led support group overseen by our school social worker, and weekly student participation in community time in their cohorts. Most importantly, many of our current live classes and clubs have been developed as a direct result of student interest and advocacy.	SAVA families will give great input and feedback through targeted advisory groups and phone calls/ zoom. We do need to improve upon the participation in surveys that are sent out out and that require feedback.	"SAVA will improve seeking input for decision making of underrepresented families by:
•	Targeting parent/guardians of underrepresented families for school advisory groups and decision making
•	Send surveys out in multiple languages that represent the SAVA demographic
•	Have staff attend targets PD around ELL students and supporting families to effectively engage in decision-making"	4	4	3	4	4	4	4	4	3	3	4	4	Met		2024-06-18	2024
34765050130757	Highlands Community Charter	3	"98% of students report that ""my teachers really care about me and respect me.""

97% of students reported that ""students from different backgrounds and countries are treated kindly.""

94% of students reported that ""all students from different cultural backgrounds, races, or ethnicities respect each other at school.""

91% of students report, ""My counselor really cares about me and respects me""

Services provided affecting student families:
The Highlands Early Childhood Education Center—Students with children between 18 months and 5 years of age can enroll their children in our Highlands Early Childhood Education Center.
Summer Camp - Students with children ages 2.5 - 6 can enroll their children in a summer camp program.
Summer Slide - Students with children 7 - 14 can enroll their children in a summer camp program.
Scrub Hub - Students have a self-service laundry service available to them.
Operation Elf - Highlands provides gifts during winter to students and their children.
Backpack giveaway - Highlands provides backpacks and school supplies to our students' children.
CTE Fun Fairs - Students are welcome to bring their families to our CTE Fun Fair events
Around the World Event - Face painting, dancing, exposure to multiple cultures
Clothing Closet - Students have access to donated clothing and household items
Mobile Library - Students can borrow books that are appropriate for their level and their children's reading level
Transportation - Students have access to bus passes


The student survey data and service provided reflects a very strong relationship and sense of trust between the school staff and school families. There is always room for improvement, and we strive for excellence. We will continue to educate our students on the importance of remaining active advocates in their children's education and promote continued improvement within our school community."	Based on the analysis of educational partner data and local data, HCCS will focus on providing additional opportunities. HCCS will expand its community and student engagement events.	At HCCS more than 97% of our students are from socio-economically disadvantaged families. HCCS will focus on providing additional opportunities to engage these underrepresented families. HCCS will expand community engagement and student events. We will continue to provide additional opportunities for in-person engagement.	One-on-one counselor and teacher meetings to discuss student rosters every four to six weeks, focusing on supporting improved student outcomes. 
Coffee with counselors where students are invited to meet with the counseling team and discuss academic and non-academic information. 
The wellness center promotes health and wellness by advertising physical fitness to our students. 
Staff professional development is held twice per year with continuous training to help teachers better serve their students. 
Principal professional development brings in presenters from outside the organization who specialize in their respective fields and roles to help improve the principal's capacity and role. 
Host stakeholder feedback luncheons to identify strengths and areas for growth. 
Provide lead teachers and admin support training to include professional development and/or one-on-one coaching. 
Offer tutoring through paraeducators and third-party contractors to meet the needs of students. 
Host CTE fun fairs to promote community and student engagement and CTE participation.	HCCS is focused on continuous improvement. We will continue to seek opportunities to promote student outcomes. HCCS is deeply rooted in community partnerships and through community partnerships we will build new legacies, leading to self-sufficiency and generational change. Based on educational partner feedback, the opportunities for improvement include: 

1. Increase access to student services such as the clothing closet, eye glasses, and food
2. Offer additional CTE programs 
3. Increase support for students who are parents 
4. Increase access to mental health support in-person and online	More than 90% of our Highlands students speak a language other than English at home. Considering the number of English language learners we serve, we distribute the student climate survey in 12 languages and provide language support at all educational partner events. Through language support, we are able to collect valuable student information to continue improving our academic programs and student services. Highlands will continue to provide services for students with socio-economically disadvantaged families.	This year we sent out staff surveys in October and student surveys in February. We also hosted 15 educational partner events throughout the school year. We had 346 staff participate in staff surveys and 3,740 students complete surveys in 12 languages. We provided language support in: 

English
Spanish
Russian
Ukrainian
Dari
Pashto
Arabic
Chinese
Armenian
Hmong
Turkish
Vietnamese

At the 15 educational partner events, we asked our students, staff, and partners to provide specific feedback on our LCAP goals and actions. The feedback we received from staff and student surveys as well as the feedback from the educational partner events was very consistent and provided us meaningful information about our areas for improvement. Our strength in seeking input is that between surveys and the events, we collected data from over 4,500 educational partners.	Our areas of focus to improve are divided into two categories: student-facing improvements and staff-facing improvements. For our students, we want to improve in the following ways: 

Ensure that students know how to use the technology they have
Continue to expand CTE programs to create more access for HCCS students 
Continue to expand our student services including early learning centers and mental health support
Improve student engagement through things like field trips and student celebrations

For staff, we want to improve the following: 
New teacher onboarding and training practices
All-day staff professional development
Communication	In the 2023-2024 school year, we were very happy with our events, but we look forward to expanding our educational partner engagement events at multiple times throughout the year. We also want to build out improved student leadership teams where students are more engaged in this process throughout the year.	4	5	5	5	4	4	4	5	5	5	5	5	Met		2024-06-27	2024
34765050139584	California Innovative Career Academy	3	"97% of students reported that ""students from different backgrounds and countries are treated kindly.""

96% of students reported that ""all students from different cultural backgrounds, races, or ethnicities respect each other at school.""

98% of students report that ""my teachers really care about me and respect me.""

92% of students report ""My counselor really cares about me and respects me""

The student survey data reflects that there is a very strong relationship and sense of trust between the school staff and school families. There is always room for improvement and we strive for excellence, we will continue to not only educate our students on the importance of remaining active advocates in their children's education, we will also promote the continued improvement within our school community."	Based on the analysis of educational partner data and local data, CICA will focus on providing additional opportunities. CICA will expand on its community and student engagement events, including opportunities for in-person engagement.	At CICA, 97% of our students are socio-economically disadvantaged families. CICA will focus on providing additional opportunities. CICA will expand on its community and student engagement events.	At CICA, we:

Hold Counselor/Teacher Meetings to discuss student roster every 4-6 weeks focusing on supporting improved student outcomes

Provide Coffee with Counselors where students are invited to meet with the counseling team and discuss academic and non-academic information

Have two wellness centers where our school promotes health and wellness by advertising physical fitness to our staff and students

Hold all-staff Professional Development twice a year with continuous trainings included to help teachers better serve their students

Hold Principal Professional Development where we bring in presenters outside of the organization who are specialized in their respective fields and roles to help improve the Principal's capacity and role

Provide stakeholder feedback  to identify strengths and areas of growth

Lead teachers and administrative support for training and implementation whether it be Professional Development or one-on-one coaching

Offer tutoring services to meet the needs of students	CICA is focused on continuous improvement. We will continue to seek opportunities to promote student outcomes. CICA is deeply rooted in community partnerships and through community partnerships we will build new legacies leading to self sufficiency and generational change. 
Based on educational partner feedback the opportunities for improvement include: 
1. Increased access to student services such as the clothing closet, glasses, and food. 
2. Additional CTE Programs
3. Increased support for parents with children
4. Increased access to mental health support in person and online	97% of our students are from underrepresented families. More than 90% of our CICA students speak a language other than English at home. Considering the number of English language learners we serve, we distribute the Student Climate Survey in 12 languages and provide language support at all educational partner events. Through language support, we are able to collect valuable student information to continue improving our academic programs and student services. Highlands will continue to provide services for students with socioeconomically disadvantaged families.	This year we sent out the staff survey in October and the student survey in February. We also hosted five educational partner events on Zoom throughout the school year. We had 112 staff members who participated in our survey and 1654 students who completed it in 12 languages. We provided language support in:

English
Spanish
Russians
Ukrainian
Dari
Pashto
Arabic
Chinese
Armenian
Hmong
Turkish
Vietnamese


At the five educational partner events, we asked our students, staff, and partners to provide specific feedback on our LCAP goals and actions. The feedback we received from staff and student surveys as well as the feedback from the educational partner event was very consistent and provided us meaningful information about our areas for improvement. Our strength in seeking input is that between surveys and the event we collected data from more than 2000 partners.	Our areas of focus to improve are divided into two categories: student facing improvement and staff facing improvements. For our students we want to improve in the following ways: ensure that students know how to use the technology they have, continue to expand CTE programs to create more access for CICA's students, and continue to expand our Student Services including early learning centers and mental health support, and improve student engagement through things like field trips and student celebrations. For staff we want to improve new teacher onboarding and training practices, all day staff professional development, and communication.	In the 2023-2024 we were very happy with our events, but we look forward to expanding our educational partner engagement events at multiple times throughout the year. We also want to build out improved student leadership teams where students are more engaged in this process throughout the year.	4	5	5	5	4	4	5	5	5	5	5	5	Met		2024-06-27	2024
34765056033336	Smythe Academy of Arts and Sciences	3	Dedicated school site staff that works directly with families across multiple languages. Communications sent home in family's preferred language choice. Multiple family/community nights and meets with administrative teams. SSC, ELAC, and LCAP Input Meetings.	Increase the number of families who regularly communicate and participate in school/community events. Increase participation across all subgroups. Increased collaboration between the Twin Rivers FACE Department and school site to align district resources with family needs.	Continue staffing for the 24-25 school year to include bilingual support staff to improve communications with Smythe families. Increase capacity of Family and Community Liaison to promote communication between non-English speaking families.	Smythe will continue to develop partnerships with families, local organizations, and Twin River resources to support student outcomes. Administration has identified needs, resources, and multiple ways to advertise.	Continue to build partnerships with local organizations and promote involvement to families.	Target specific underrepresented subgroups with direct communication in preferred home language. Continue to promote two way school and home communication with all families and advertise local resources.	Established plan to seek feedback from community members and stakeholders.	Throughout the 2024-25 school year, Educational Partner input processes (such as LCAP) were able to capture the ideas of parents and stakeholders through meetings and surveys. From this feedback we were able to successfully identify critical trends, ratings, and input necessary to guide and support our District LCAP work.
Parents, staff and community members want the best for their children, and they value the learning opportunities and partnership that our school district provides.
Parents value the hard-working staff and their dedication to helping students learn.
Parents and community members appreciate the participation opportunities at the school site and district level and want us to continue to push for high levels of engagement.
Parents, staff and community members want to be involved and they know that working together makes a positive difference for everyone.
We will continue to provide numerous opportunities at the school site and district level to facilitate and support the engagement of our parents, staff and community. We will also continue to collect and analyze the attendance and participation data to ensure we are reaching and supporting underrepresented families. We will create systems to support the engagement of parents, staff, and community members throughout our school district.
	Target specific underrepresented subgroups with direct communication in preferred home language.	4	4	3	5	4	4	4	3	5	5	3	3	Met		2024-06-25	2024
34765056112643	Westside Preparatory Charter	3	The LEA has made great progress over the years in building relationships between school staff and families. Through the implementation of several initiatives, such as parent engagement surveys, parent-teacher conferences, and home visits, the LEA has made efforts to foster positive working relationships between staff and families. Additionally, the LEA provides professional development on the importance of family engagement, ensuring that staff are equipped with the skills and knowledge needed to effectively engage and build relationships with families. These initiatives have resulted in more open and trusting staff-parent collaborations and partnerships that promote success in the classroom.	The LEA's focus area for improvement in Building Relationships Between School Staff and Families includes creating family-centric education, increasing family engagement strategies in schools, and embracing a shared understanding of cultural backgrounds and home languages. These focus areas emphasize developing an understanding of the importance of a school-family partnership, building trust among families and school staff, and developing policies and practices to support and strengthen family relationships. They also work to develop effective communication between school staff and families through strengthening administrative and classroom practices, utilizing technology, and providing culturally relative resources and supports.	Westside Prep is utilizing tools such as Parent Portal to connect with and build strong relationships with community and families. We have utilized tools such as Kelvin to monitor the progress of our site, staff and parent connection to school. Favorability rating this year as a whole community is 74.2% positive.	Westside continues to develop partnerships with the community with a goal of increasing the effectiveness of these partnerships. 2021-22 was a challenging year to engage with community partners due to the continuing restricts around COVID-19. In 2022-2023 WPCS reached out to families via parent square, provided opportunities for families to join either on zoom or in person, so it was at the families convenience. WPCS created a partnership with families through PBIS. A Parent from one campus was asked to join as a PBIS team member to discuss the needs of the site and provide parent feedback.  Parents were also encouraged to participate in school site council and the behavioral committee team. In 2023-2024 a continued effort is being maintained to effectively communicate with our families through newsletters and Parent Square.	WPCS plan to have a parent representative from each campus on their PBIS Tier 1 team in the 2024-2025 school year. Parents will also have the opportunity to chat with administrators more often with Principal Coffee and chats which will happen bi-monthly next school year. This will help build communication as well as a partnership amongst schools and families.	The LEA's plan to improve engagement of underrepresented families will include several initiatives. First, create a parent and family advisory board to ensure that representatives of all backgrounds are able to weigh in on goals and improvements. The LEA could also provide training to staff in order to help build relationships with underrepresented families and understand their particular needs. Finally, the LEA could explore additional resources such as hosting family events and providing access to organizations and services that could better assist underrepresented families on a amore regular basis. Additionally, the use of data and research can help the LEA to identify areas in which they need to focus their attention, and create programs that target the specific issues facing underrepresented families. By making sure these initiatives address the specific needs of underrepresented families, the LEA will be able to ensure that everyone's voices are being heard in the school community.	Throughout the 2023-2024 school year, Educational Partner input processes (such as LCAP) engaged with 236 unique participants. From this feedback we were able to successfully identify critical trends, ratings, and input necessary to guide and support our  LCAP work.	Parents, staff and community members want the best for their children, and they value the learning opportunities and partnership that our school district provides.
Parents value the hard-working staff and their dedication to helping students learn.
Parents and community members appreciate the participation opportunities at the school site and district level and want us to continue to push for high levels of engagement.
Parents, staff and community members want to be involved and they know that working together makes a positive difference for everyone.
	We will continue to provide numerous opportunities at the school site and district level to facilitate and support the engagement of our parents, staff and community. We will also continue to collect and analyze the attendance and participation data to ensure we are reaching and supporting underrepresented families. We will create systems to support the engagement of parents, staff, and community members throughout our school district.	4	4	4	4	3	4	4	3	3	3	3	3	Met		2024-06-25	2024
35103550000000	San Benito County Office of Education	3	75% of families felt the school prioritized physical safety and social emotional safety for their child. 56% of parents shared that their are several ways for them to be involved at their child's school. 75% of parents are able to speak with their child's teachers when needed. 75% of parents are able to speak with an administrator when needed. 75% of parents feel that their child is seen as a valued member of the SBCOE community. The Wellness Center is viewed as a positive resource on campus and parents shared that staff is always encouraging and supportive. The teachers made individual phone calls home to parents to discuss student attendance and this helped create a better relationship between staff and parents. Parents realized that teachers really cared about their child. The LEA is making progress in this area, but much work is still needed.	"Ensuring through parent/student community nights that students are recognized is one strategy that gets parents to attend after school events and provide their input. When students are recognized, parents enjoy seeing their child be successful and are more willing to show up. There will be additional outreach opportunities that may include but not limited to home visits, ""Good News"" cards sent home and parent classes and or workshops. Opportunities for family therapy will also be available for students and families."	By providing personalized individual invitations to parents and recognizing students at evening celebrations that include food, the LEA has improved the engagement and input with families.	During the 2023–24 school year the San Benito County Office of Education Alternative Education Programs administered one Parent Survey to parents of students at each alternative education site (grades 7-12). The survey included questions about engaging families and providing high quality teaching. 69% of parents that their child receives rigorous academic instruction at school, 88% parents feel their child is progressing academically, 75% parents feel their child has access to high quality learning materials. Parent feedback also included incorporating more hands on learning. These are strengths of our efforts and shows
progress in this area.	Continuing to offer opportunities for parents and students to engage in the academic progress of the students was important, as well as providing career exposure and job opportunities for students was important to parents. Finding the right time to communicate and engage parents is critical, especially parents working multiple jobs.	The LEA uses Aeries Parent Square to communicate information about the school as well as individual phone calls are made to parents to keep parents informed and connected. We have proposed to have additional
parent/community nights to better engage parents throughout the year. Asking parents when and how they want to be communicated with has made a difference in the communication and engagement.	One of the strengths is that 75% of parents felt that they could speak to a teacher or administrator if needed. If additional input is needed personalized phone calls asking them to complete a short survey or to provide input on any school concerns takes place. The parents are willing to provide feedback, although attending a meeting may be more challenging, but they will provide time over the phone when it is convenient for them. I would say that progress has been made in when to contact parents for their input and how to reach them.	Increasing the percent of parents who we get input from for decision-making.	Combining student recognition programs with topics at meetings that parents are interested in continues to improve the attendance and input received from parents.	4	4	3	4	4	3	3	4	4	4	4	4	Met		2024-06-27	2024
35674540000000	Bitterwater-Tully Elementary	3	One strength is that our school provides a warm and welcoming environment to all students.  Having a student in our class for multiple years, allows teachers to have a better understanding of a students' strengths and weaknesses.  We are still working on increasing home-school communication.	Our focus area is to increase parental involvement in our PTF Meetings, and school functions.  We are looking into the availability of having a translator attend meetings and offering food to increase attendance.  We are continuing to offer meetings both virtually and in-person.	We will continue to offer a variety of communication methods such as: Sign-up Genius, Remind app, Google Classroom, email, phone calls, and informal check-ins during community events, drop off and pick up.	One strength we have is that we meet with parents on a regular basis.  We have parent-teachers conferences twice a year and monthly hot lunches where we can have informal conversations  and discuss students' progress.  An area that we are continuing to promote is parents education events to support our parents and students.	Our focus area is to continue to improve our Literacy events and STEAM events engaging students and families.	By promoting our Literacy events and STEAM events, we will provide make-and-take home activities.	We have multiple meetings throughout the school year where our stakeholders can discuss different aspects of school.  From School Board, PTF, SSC, Staff Meeting, Surveys, Parent-Teacher Conferences, and monthly hot lunches, our stakeholders have several opportunities to express their concerns and suggestions.	Our focus area will be offering a variety of incentives to get more parental input for decision-making.	We are looking into providing translators at meetings to improve engagement of underrepresented families and possibly food to encourage families to attend these meetings and provide input.	3	4	4	3	3	3	4	3	4	3	3	4	Met		2024-06-26	2024
35674620000000	Cienega Union Elementary	3	Due to Cienega's size, we are at a great advantage to learn about our families and get to know them on a personal basis. We also survey our families every year to see how they feel about safety and connectivity to our school site. We also meet with parents in the fall for parent-teacher conferences. We also hold special events throughout the year where families can come and celebrate their students as well as help their school community. In the fall we have a Halloween festival and haunted house. In the Spring we had a campus clean-up day. Both of these events were successful. In the upcoming year, we are planning to implement new opportunities to build our community by having an open house event for our families at the beginning of the school year. We are also planning to add spring conferences in addition to our fall conferences. This will serve as a means to build goals for student success at the beginning of the year and then measure growth at the end of the school year.	Based on the data that we have received from our educational partners, it is important that we continue to make families feel safe sending their children to school as well as making sure they feel connected and heard when they come to us with concerns that they may have in regard to the school climate, education, or any other issues.	It is important that we take steps to make sure that all families at Cienega feel that their voice is being heard.  We will continue to grow our outreach of communication with families in different formats.  We currently have an in-print and electronic newsletter that is weekly.  We are attempting to develop a website, as well as using different applications to communicate, including texting to reach out to the families.  Due to our size, we are also able to meet with families at their cars at pick up and drop off to communicate immediately needed topics.	The LEA continues to grow in the area of building partnerships for Student Outcomes.  Currently, we hold parent-teacher conferences in the fall to show the parent a baseline in the student's skill sets.  With the addition of spring conferences in the 2024-2025 school year, parents will have a new opportunity to see measured growth in their students over the school year.  Parents and teachers will also come together to discuss issues that need immediate resolution as needed, including academic concerns.  LEA will continue to cultivate positive working relationships with families and parents to help discuss, set, and help students achieve goals.	One area that continues to be a topic of conversation with some of our families is while they feel safe sending their children to school, there is a concern surrounding student behavior and the effect that this is our could be having on student performance and outcomes.  We continue to work with our families and students in a proactive way to ensure all behavior issue are resolved quickly and equitably for all involved.	As stated above, the LEA uses multiple modes of communication with families to help insure that family needs are being met as well as ensuring that all students are reaching their desired outcomes.	Given the analysis of educational partner input and local data, the LEA currently is doing a great job in seeking input for decision making from families and staff.  One of the great strengths that the LEA has is its ability to communicate with the families, due to its small population size.  The LEA continues to try to find new ways to communicate with its families.  The LEA also has a strong connection with its families with its Site Council, which is comprised of two staff members, and two parents.  This council meets three times a year to discuss issues at the school and to view important documents such as the SARC and LCAP before they are presented to the Board of Directors.	Due to our rural nature, we need to explore better ways to communicate with families.  Many times emailing families is not enough.  Resources such as print, calling, and texting are other options we have to communicate with families.  When we survey our families, we will share this survey electronically through Google Forms, and in person for those with limited internet access in our rural community.  This is an area in which we can improve. The school also needs to work on its interpersonal communication.	According to our spring survey, most of our families felt connected to the school and felt that there was at least someone that they could reach out to if they needed assistance or help with any issue that may arise at the school.  Staff could benefit from professional development or a meeting about the importance of communication.  Before the beginning of 2024-2025, staff will meet to discuss the importance of communication as it pertains to the LCAP, and how it can best serve the community.  The school will also continue to develop new and improve upon existing means of communicating with families.	4	3	4	3	3	3	4	3	4	4	4	4	Met		2024-06-13	2024
35674700000000	Hollister	3	The district has made significant strides in fostering strong relationships between staff and families through a range of initiatives. To facilitate open dialogue and collaboration, community forums were organized at each school site throughout the year, bringing together students, parents, staff, and community members. These forums served as valuable platforms for engaging in discussions pertaining to student outcomes and exchanging ideas and information. Furthermore, school and district committee meetings, including DELAC, SSC, and PAC, were convened to solicit input from these educational partners. These efforts underscore the district's commitment to inclusive decision-making and partnership-building as it continues to prioritize the well-being and success of its students.	In response to the expressed interest of our educational partners, the district is dedicated to strengthening relationships and fostering increased engagement opportunities between schools and families. This commitment will be realized through the enhanced implementation of programs like Capturing Kids Hearts, which focuses on creating positive school environments, as well as the introduction of monthly parent engagement activities. Furthermore, to facilitate closer connections, each of the five community schools will have a full-time parent liaison dedicated to supporting family involvement.

Moreover, the district will organize monthly family education nights to align families and staff in their collaborative efforts and partnerships. These events will provide valuable opportunities for students, parents, staff, and community members to interact and collaborate. Additionally, a range of activities will be offered, including forums, surveys, site and district committee meetings, parent nights, and a comprehensive parent communication platform. Through intentional communication efforts aimed at promoting parent awareness, the district aims to create a supportive and inclusive environment where all stakeholders are empowered to contribute to the success of our students.	The district is poised to capitalize on resources provided by the Community Schools grant and other funding sources to bolster efforts in recruiting and engaging underrepresented families. With a focused approach, outreach initiatives will be conducted at both the site and district levels, specifically targeting this demographic. The primary objective is to cultivate meaningful relationships between underrepresented families and staff members.
To achieve this goal, a multifaceted approach will be adopted, encompassing various activities and initiatives. One key strategy involves organizing parent education nights, designed to empower families with valuable insights and resources to support their children's educational journey. Additionally, community meetings will be convened to provide platforms for open dialogue and collaboration between families and district stakeholders.
Moreover, underrepresented families will be actively encouraged to participate in advisory committees, ensuring their voices are heard and their perspectives are valued in decision-making processes. By fostering inclusive environments and actively involving underrepresented families in school and district initiatives, the district aims to forge strong partnerships that ultimately contribute to the academic success and well-being of all students.	Hollister School District conducts various surveys and hosts numerous forums to gather input from families and students regarding student outcomes. This well-received process enables the district to capture the voices of educational partners and incorporate their feedback when updating programmatic plans. Additionally, input is collected from school and district committees, including the District English Learner Advisory Committee (DELAC), School Site Councils (SSC), and the Migrant Parent Advisory Committee (PAC). These efforts ensure that a diverse range of perspectives are considered in decision-making processes, fostering a more inclusive and responsive educational environment.	Hollister School District has identified key areas of focus to enhance partnerships for student outcomes. The district aims to maintain active membership in school and district committees, ensuring consistent and diverse representation. Additionally, the district is committed to further promoting educational partnerships through community meetings, boosting survey response rates, and closely monitoring the effectiveness of school and district communication platforms. These efforts are designed to foster stronger collaboration and engagement between all educational partners, ultimately contributing to improved student success.	To enhance the engagement of underrepresented families and strengthen partnerships for student outcomes, the district will implement and strategically monitor participation in surveys, attendance at community events, and access to the district communication platform. Parent education forums will be thoughtfully organized to inform and educate underrepresented parents about available programs, services, and curricula, while also inviting their feedback on student-related topics. These initiatives aim to ensure that underrepresented families are well-informed and actively involved in the educational process, fostering a more inclusive and supportive community.	The district excels in gathering a wide array of input from diverse groups. This input plays a crucial role in the planning and development of programs, including the Local Control Accountability Plan (LCAP). Both the district and individual schools actively recruit and elect parent representatives to serve on essential input committees, such as the School Site Council (SSC), English Learner Advisory Committee (ELAC), and District English Learner Advisory Committee (DELAC). These diverse committees provide valuable oversight and guidance, ensuring informed decision-making and effective program implementation.	The district will enhance the input collection process by offering multiple platforms and avenues for educational partners to provide feedback. This effort will include more intentional monitoring of responses and participation. Additionally, the use of the ParentSquare communication platform and a dedicated communication liaison is expected to significantly increase parent and family awareness of opportunities to influence decision-making. These measures aim to broaden engagement and ensure that all voices are heard in shaping district programs and policies.	Underrepresented families are a key focus in gathering decision-making input. The district will leverage resources from the Community Schools grant, utilize parent liaisons, conduct community outreach, and host parent education nights and other engagement activities to solicit input from all educational partners, with a particular emphasis on underrepresented families. These efforts aim to ensure diverse perspectives are included in shaping district decisions.	5	5	4	5	5	4	5	5	5	5	5	5	Met		2024-06-25	2024
35674700127688	Hollister Prep	3	The last few years have provided numerous challenges for students, families, and staff including pandemic related losses, weather related damages and issues, and long term social emotional learning and academic losses.  To address these hurdles and to provide necessary support to the greater Navigator family, numerous programs have been put into place with others ongoing.  
Support has included resources for flood victims, resource fairs, assistance for food and housing insecure families, after school intervention for students, home visits for chronically absent students, community events, and active ParentSquare communications. 
This multi-pronged system of support has evolved since students have returned to in person learning but the foundation of these relationships has led to families feeling more connected to the schools and organization.   
	Having community and family involvement back on campus has and continues to be an area of focus.  An acknowledged area of growth is the expansion of community celebrations and opportunities to highlight the incredible contributions, both current and historically, of our local community members.  Navigator needs to be able to create pathways for simultaneous educational excellence and family engagement and support.	In addition to expanding outreach efforts to recruit more students who qualify for Free and Reduced Lunch,  Navigator Schools prioritized providing additional resources for families, especially underrepresented families.  This process will allow Navigator to truly engage the community in efforts to provide extra services and support they need.   
	Students at Navigator schools are as committed to achieving their goals as their teachers. Students track their progress on blended learning programs, are celebrated for growth and achievement, and stay for academic intervention programs if they are not reaching their goals. Families have access through the Illuminate Parent Portal to immediately access their child's academic progress. Parents also complete an annual family engagement survey which gauges, among other things, their understanding of their child's academic goals.	Ensuring students are ready for the rigors of high school after they leave Navigator schools is an area of growth. In order for this activity to be successful, families, staff, and students will need to work together on a path forward.  Site staff will work closely with the local high schools to provide reciprocal opportunities for students to both explore what is in store in high school while also continuing to access support from Navigator staff.	Ensuring all sites have numerous bilingual staff members available to answer parent questions and provide important updates ensures students and families feel supported and able to access the support they need.  Navigator will continue to provide home visits for students who are not staying engaged or needing additional support.  
The community schools coordinator/attendance specialist will also work with partners to create tutoring centers, after school support services, and college counseling services for students.  These activities will help to engage scholars and families. 
	Navigator has consistently been proactive in obtaining stakeholder input through surveys, family town hall meetings, staff meetings, Director and Chiefs weekly meetings, cross site meetings, and daily site huddles.  Between formal feedback surveys to quick poll everywhere check-ins, Navigator employs numerous tools to solicit input.	Formalizing a plan for how to formally collect and share data with the leadership team is an area to improve.	Spelled out in the various site charters is the number of ways families can be involved in the governance of the school. These include, but are not limited to: parent representative seat on the Navigator Schools Board of Directors, School Site Councils, parent coffees, LCAP advisory meetings, and parent club. Additionally, annual engagement surveys are conducted with any satisfaction score under 80% being highlighted for action steps. These surveys are reviewed by the directors to enable an organizational lens on parent voice and engagement.	3	3	3	4	4	4	4	5	5	5	3	4	Met		2024-06-26	2024
35674880000000	Jefferson Elementary	3	On the yearly surveys, 100% of parents and students rate Jefferson as a safe place to learn and that the teacher creates a welcoming environment at the school. This is due, in part, because the Teacher/Principal has completed five years of service at Jefferson, and she continues to teach the same group of students year after year in our small, multi-grade setting. She has in depth knowledge of the needs, strengths, and challenges of each family. The Teacher/Principal uses Google translate, bilingual students, and bilingual parents to communicate with parents in their home language, but speaks limited Spanish herself. To that end, she participates in a daily language study to build her proficiency in Spanish.  100% of students and families are currently proficient in English.	The Teacher/Principal will provide additional support and communication to the new families that move to the area to help them acclimate to the unique needs of the rural setting and give them a voice in school decisions.	A focus area of improvement is to ensure that the progress made with previous families under the administrator’s guidance continues. With new parents who are not as familiar with the background and needs of the bilingual and homeless families, the administrator will be working to find ways to assist the total parent population in continuing the engagement of underrepresented families.	"Due to the small enrollment, regular one-on-one communication occurs between 100% of families and the Teacher/Principal through texts, phone calls, ""parking lot chats,"" formal meetings, and Parent Teacher Conferences. The Teacher/Principal regularly assesses the communication, student outcomes, etc. and adjusts practice as part of a ""continuous improvement"" model."	One focus area for improvement relates to the loss of enrollment and the Instructional Aide. The Jefferson School Board is working to find opportunities for the students to interact with same age peers through field trips and collaboration with a neighboring rural school, as well as providing additional support to the Principal/Teacher to complete all instructional and administrative needs through funding a weekly substitute on the students' minimum days or hiring an Instructional Aide should attendance increase.	A focus area of improvement is to ensure that the progress made with previous families under the administrator’s guidance continues. With new parents who are not as familiar with the background and needs of the bilingual and homeless families, the administrator will be working to find ways to assist the total parent population in continuing the engagement of underrepresented families.	Parents are given regular opportunities to offer input for decisions made by the district. Input is sought through formal and informal means and every parent is given an opportunity to express their opinions and recommendations that impact decisions made by the schools. For example, parents offered input into ways to overcome the weather emergencies and their voice was utilized in planning for new playground to be purchased over the summer. While the parents often express satisfaction and appreciation for the education their children receive, when they do make such requests, the School Board diligently strives to utilize their input into decisions that are made.	The LEA's focus area for improvement in seeking input for decision-making is to continue the formal parent meetings at least 2-3 times each year for the purpose of planning, sharing information, and including parents in the decision making process.	Because Jefferson has only 2-3 families with students enrolled for the 2023-2024, the Teacher/Principal is able to directly communicate with every parent, including underrepresented families, in the decision-making process. The goal will be to provide additional support and time for any new families that might move into the area.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-19	2024
35675040000000	North County Joint Union Elementary	3	Based on staff input, the LCAP survey, School Site Council and the English Language Advisory Committee, strengths include the following:
Community events- Back to School Night, Open House, 6th grade orientation event, New Student welcome, TK/K Meet and Greet, Parent/Teacher Conferences 2 times per year, Winter Program, Fall Festival, PTO activities, Parentsquare communication, class events with parents, field trips, classroom volunteers, ABC readers, and the 8th grade graduation.	Based on staff input, the LCAP survey, School Site Council and the English Language Advisory Committee, strengths include the following:
Community events- Back to School Night, Open House, 6th grade orientation event, New Student welcome, TK/K Meet and Greet, Parent/Teacher Conferences 2 times per year, Winter Program, Fall Festival, PTO activities, Parentsquare communication, class events with parents, field trips, classroom volunteers, ABC readers, and the 8th grade graduation.	Based on feedback from the educational partners these are ways to improve engagement of underrepresented families:
translation at all meetings
all parent information translated
Parent education nights	Based on feedback from the educational partners these are ways to improve engagement of underrepresented families:
translation at all meetings
all parent information translated
Parent education nights	Areas of improvement include:
More parent education events to train and support parents
Addition of an Intervention Teacher
Professional development ongoing to staff 
More data sharing of student progress and needs
	To improve engagement of underrepresented families-
Phone calls to encourage engagement and participation
Parent education events
Parent/Teacher conferences	The District has created small content area groups to support:
Math
Science
Writing
Professional development offered to support the Science of Reading and executive functioning
School Site Council participation in reviewing data from i-Ready, phonics assessments, and CAASPP assessments has resulted in input and decision making	Continue to consult with educational partners.
Continue to educate educational partners and share data.	Continue to consult with educational partners.
Continue to educate educational partners and share data.	5	5	5	5	5	4	5	4	5	4	4	4	Met		2024-06-20	2024
35675200000000	Panoche Elementary	3	During the 2023-2024 school year Panoche School administered a Parent Survey to parents of all students.  The survey included questions regarding the level to which parents felt encouraged to become involved in school-related activities, their satisfaction with school/campus safety, and the extent to which they felt the learning needs of their child were being met. Panoche’s very small enrollment allows for daily interaction between the teacher/principal and parents, increasing the strength of the relationship between parents and staff. 100% of families attended the Fall 2024 'Back to School Night'. The reluctance of underrepresented families to engage is often informally reported as having to do with a language barrier.	Based on the analysis of educational partner input and local data, Panoche School should focus on the following areas to improve relationships between school staff and families:

Address language barriers:

Provide translation services at school events
Offer multilingual communication materials
Organize language support for parents


Diversify engagement opportunities:

Offer virtual meeting options
Provide flexible scheduling for parent-teacher conferences
Organize informal meetups like coffee mornings


Implement targeted outreach:

Send personalized invitations to school events
Schedule one-on-one meetings to discuss student progress
Create a family mentorship program


Enhance feedback mechanisms:

Conduct regular focus groups
Set up anonymous suggestion boxes
Use digital platforms for ongoing feedback


Provide cultural competency training:

Train staff in cultural sensitivity and inclusive practices
Focus on understanding diverse family needs



These focus areas aim to build on Panoche School's strengths, such as its small size and high parent attendance at events like 'Back to School Night', while addressing challenges in engaging underrepresented families. The school's small enrollment allows for daily interaction between staff and parents, which can be leveraged to strengthen relationships.
By implementing these strategies, Panoche School can work towards:

Increasing involvement of underrepresented families
Improving communication with all families
Ensuring all parents feel their child's learning needs are being met
Maintaining and enhancing the strong school-family relationships already in place

The school should regularly assess the effectiveness of these initiatives through surveys, direct feedback, and monitoring of parent engagement levels. This ongoing evaluation will allow for adjustments to the approach as needed, ensuring continuous improvement in building and maintaining strong relationships between school staff and families.	Address language barriers:

Implement a comprehensive language support system, including translation services for all school events and communications.
Offer bilingual or multilingual materials for all school-related information.
Consider providing language classes or conversation groups for parents to help bridge the communication gap.


Personalized outreach:

Leverage the school's small size to conduct targeted, personalized outreach to underrepresented families.
Assign staff members to act as liaisons for specific families, ensuring consistent communication and support.
Conduct home visits or one-on-one meetings to build trust and understand individual family needs.


Culturally responsive engagement:

Provide cultural competency training for all staff members to better understand and respect diverse family backgrounds.
Organize cultural events or celebrations that recognize and value the diversity within the school community.
Ensure school policies and practices are inclusive and respectful of all cultural backgrounds.


Flexible engagement opportunities:

Offer a variety of engagement formats, including virtual options, to accommodate different family schedules and preferences.
Provide childcare during school events to make it easier for parents to attend.
Schedule meetings and events at various times to accommodate different work schedules.


Empower parent voices:

Create a parent advisory committee with representation from underrepresented groups.
Implement a system for regular feedback from all families, ensuring that the voices of underrepresented families are heard and valued.
Act on feedback received and communicate changes made as a result of parent input.



By implementing these strategies, Panoche School can work towards more inclusive and effective engagement of underrepresented families, strengthening relationships between school staff and all families in the school community.	1. High parent engagement: The 100% attendance at the Fall 2024 'Back to School Night' demonstrates a strong foundation of parent involvement and interest in their children's education. This high level of participation indicates that parents are eager to partner with the school for student success.

2. Small school advantage: Panoche's very small enrollment allows for daily interaction between the teacher/principal and parents. This frequent, personal contact provides an excellent opportunity for building strong partnerships and keeping parents informed about their child's progress and needs.

3. Strong school-family relationships: The daily interactions facilitated by the small school size have likely contributed to strengthening the relationships between parents and staff. These strong relationships form a solid base for collaborative efforts to support student outcomes.

4. Proactive communication: The school's ability to maintain daily interactions with parents suggests a proactive approach to communication, which is crucial for building effective partnerships.

5. Parent feedback mechanism: The administration of a Parent Survey indicates that the school values parent input and is actively seeking feedback to improve its practices. This demonstrates a commitment to continuous improvement in partnership building.

6. Focus on key areas: The survey's focus on parent involvement, school safety satisfaction, and meeting learning needs shows that the school is prioritizing critical areas that directly impact student outcomes.

7. Inclusive approach: The school's awareness of the language barrier for some underrepresented families indicates a recognition of diversity and a desire to include all families in the educational process.

These strengths and progress indicators suggest that Panoche School has established a solid foundation for building partnerships that support student outcomes. The school's small size and high level of parent engagement provide unique advantages that can be leveraged to further strengthen these partnerships and ensure all students receive the support they need to succeed.	Language barrier resolution:

Implement comprehensive language support services to address the reported reluctance of underrepresented families to engage due to language barriers.
Provide multilingual communication materials and translation services for all school events and communications.


Diversify engagement strategies:

While maintaining successful events like 'Back to School Night', introduce a variety of engagement formats to cater to different family needs and schedules.
Consider virtual options, flexible timing for meetings, and alternative formats for parent-teacher interactions.


Targeted support for underrepresented families:

Develop specific strategies to increase engagement of underrepresented families, leveraging the school's small size for personalized outreach.
Create mentorship or buddy programs pairing new or underrepresented families with more established ones.


Enhanced feedback mechanisms:

Expand on the existing Parent Survey by implementing more frequent and diverse ways to gather parent input.
Consider regular focus groups, suggestion boxes, or digital platforms for ongoing feedback.


Parent education and empowerment:

Offer workshops or resources to help parents better understand the education system and how to support their child's learning at home.
Provide information sessions on curriculum, assessment methods, and college and career readiness.


Collaborative goal-setting:

Involve parents more directly in setting and monitoring academic and developmental goals for their children.
Ensure regular communication about student progress and collaborative problem-solving when challenges arise.


Community partnerships:

Explore partnerships with local organizations or businesses to provide additional resources and opportunities for students and families.
Leverage these partnerships to offer expanded learning experiences or support services.



By focusing on these areas, Panoche School can build upon its existing strengths to create more robust and inclusive partnerships that effectively support student outcomes for all learners, including those from underrepresented families.	Based on the analysis provided, here's how Panoche School can improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes:

1. Address language barriers:
   - Implement comprehensive translation services for all school communications and events.
   - Provide bilingual or multilingual materials for all school-related information.
   - Offer language classes or conversation groups for parents to improve communication.

2. Personalized outreach:
   - Leverage the school's small size to conduct targeted, one-on-one outreach to underrepresented families.
   - Assign staff members as dedicated liaisons for specific families to ensure consistent support and communication.
   - Conduct home visits or individual meetings to build trust and understand unique family needs.

3. Flexible engagement opportunities:
   - Offer a variety of engagement formats, including virtual options, to accommodate different family schedules.
   - Provide childcare during school events to facilitate parent attendance.
   - Schedule meetings and events at various times to suit different work schedules.

4. Cultural responsiveness:
   - Provide cultural competency training for all staff to better understand and respect diverse family backgrounds.
   - Organize cultural events or celebrations that recognize and value the community's diversity.
   - Ensure school policies and practices are inclusive and respectful of all cultural backgrounds.

5. Empower parent voices:
   - Create a parent advisory committee with representation from underrepresented groups.
   - Implement a system for regular feedback from all families, ensuring underrepresented families' voices are heard.
   - Act on received feedback and communicate changes made as a result of parent input.

6. Tailored academic partnerships:
   - Develop individualized student success plans in collaboration with families, addressing specific needs and goals.
   - Offer workshops on supporting learning at home, tailored to the needs of underrepresented families.
   - Provide resources and guidance on navigating the education system and accessing additional support services.

7. Community connections:
   - Partner with local community organizations that serve underrepresented groups to provide additional resources and support.
   - Facilitate connections between families and community services that can support student success.

By implementing these strategies, Panoche School can work towards more inclusive and effective engagement of underrepresented families, strengthening partnerships that directly contribute to improved student outcomes.	Stakeholder surveys and monthly board meetings were used as the main venue to solicit parent input for decision-making. In addition, Back to School Night was held to review school and LCAP goals and seek input from parents about the actions in the LCAP to meet those goals. Continuous outreach continues through daily conversation and bilingual home-school communication.	Focus areas for improvement in Seeking Input for Decision-Making at Panoche School:

Diversify input gathering:

Ensure all family groups, especially underrepresented ones, are included.
Create multiple channels for input to overcome language barriers.


Improve language accessibility:

Provide translation services for all input-seeking activities.
Make all documents available in multiple languages.


Expand feedback mechanisms:

Implement more frequent and diverse ways to gather input.
Consider focus groups, suggestion boxes, and digital platforms.


Increase transparency:

Clearly communicate how parent input is used in school decisions.
Provide regular updates on how feedback influences policies.


Foster collaborative decision-making:

Encourage more parents to join school committees.
Provide training on school governance processes.


Leverage small school advantages:

Use daily interactions to gather informal input regularly.
Create opportunities for in-depth discussions.


Target underrepresented families:

Develop specific strategies to seek input from less engaged families.
Consider personal invitations or one-on-one meetings.


Improve data use:

Enhance analysis of data from parent surveys and feedback.
Share data insights with the school community.


Enhance accessibility:

Offer input opportunities at various times and through different mediums.
Consider both in-person and virtual options.



These focus areas aim to create a more inclusive and effective process for seeking input, ensuring all families have a voice in shaping the school's direction.	Here's a concise version of how Panoche School can improve engagement of underrepresented families in Seeking Input for Decision-Making, within 3000 characters:

1. Address language barriers:
   - Provide comprehensive translation services for all decision-making processes and communications.
   - Offer documents in multiple languages and interpreters at meetings.

2. Personalized outreach:
   - Use the school's small size for targeted, one-on-one outreach to underrepresented families.
   - Assign staff liaisons to ensure families are informed about and included in decision-making opportunities.
   - Conduct home visits or individual meetings to gather input from families who may not attend school events.

3. Diverse input channels:
   - Offer multiple ways for families to provide input: in-person meetings, written surveys, digital platforms, and phone calls.
   - Implement both physical and digital suggestion boxes for anonymous input.
   - Create a dedicated phone line or text service for easy sharing of thoughts.

4. Cultural responsiveness:
   - Provide cultural competency training for staff.
   - Ensure decision-making processes respect all cultural backgrounds.
   - Organize focus groups specific to underrepresented communities.

5. Empowerment and education:
   - Offer workshops on school decision-making processes.
   - Create a mentorship program pairing new or less engaged families with experienced ones.

6. Flexible scheduling:
   - Offer input opportunities at various times, including evenings and weekends.
   - Provide virtual options for families who cannot attend in-person meetings.

7. Feedback loop:
   - Regularly communicate how input from underrepresented families is used in decision-making.
   - Follow up with families who provide input to show their voices are valued.

8. Representative committees:
   - Ensure school committees include representatives from underrepresented families.
   - Create specific committees focused on the needs of underrepresented groups if necessary.

Implementation strategies:

1. Conduct a needs assessment to identify specific barriers for underrepresented families.

2. Develop a comprehensive engagement plan with clear goals and timelines.

3. Train staff on new engagement strategies and cultural competency.

4. Launch a communication campaign to inform families about new input opportunities.

5. Start with small-scale initiatives and gradually expand based on feedback and success.

6. Regularly evaluate the effectiveness of new strategies and adjust as needed.

7. Celebrate and publicize instances where input from underrepresented families led to positive changes.

8. Foster a school culture that values and actively seeks diverse perspectives in all decision-making processes.

By implementing these strategies, Panoche School can create a more inclusive environment where all families, especially those previously underrepresented, feel empowered to participate in school decision-making.	4	4	3	4	4	3	4	4	4	3	4	4	Met		2024-06-17	2024
35675380000000	San Benito High	3	Based on the analysis of educational partner input and local data, San Benito High School District (SBHSD) has demonstrated significant strengths and progress in fostering relationships between school staff and families.

Community Engagement and Collaboration: SBHSD has actively engaged with local community members and educational partners through our Strategic Plan Meetings and community walkthroughs at Hollister High School (HHS). These events provide a platform for families and community members to become more acquainted with the school environment, curriculum offerings, and support services available at HHS. The walkthroughs specifically help demystify the school experience, allowing parents and community members to observe classes, meet teachers, and understand the various academic and extracurricular opportunities offered to students.

Access and Communication: One of our notable achievements is enhancing family access to school resources and information. During the community walkthroughs, we educate families on how to navigate Aeries, our student information system, which is crucial for tracking student progress, attendance, and communication with teachers. We have also streamlined pathways for families to reach counselors, ensuring that support is easily accessible and that parents feel equipped to advocate for their children's needs.

Regular Information Sessions: Our student services team is pivotal in maintaining ongoing communication with families. We host grade-level information nights, providing targeted insights into academic expectations, college readiness, and social-emotional support tailored to each grade's specific needs. 

Monthly Engagement Opportunities: These informal gatherings encourage parents to engage directly with our counseling staff in a relaxed setting, promoting open conversations about student well-being, academic planning, and any concerns families might have. This regular interaction strengthens the relationship between staff and families and builds a community network of support and understanding.

Through these initiatives, SBHSD is committed to creating a welcoming and inclusive environment where families feel valued and supported. Our ongoing efforts to build strong, collaborative relationships between school staff and families are integral to our mission of supporting student success and well-being.	Based on the comprehensive analysis of educational partner input and local data, San Benito High School District (SBHSD) has identified several key focus areas for enhancing relationships between school staff and families. While our current initiatives have established a solid foundation, we recognize the need for continuous improvement in the following areas:

Expanding Outreach to Underserved Families:
Despite our efforts, feedback indicates that some families, particularly those of English Learners (ELs), Socioeconomically Disadvantaged (SED) students, and Students with Disabilities (SWD), may not feel as connected or informed as others. To address this, we plan to expand our outreach programs to ensure that these families receive tailored communication and support. This includes:

Cultural and Linguistic Accessibility: Enhancing the availability of bilingual resources and interpreters at all school events, ensuring that language is never a barrier to engagement.

Community Liaisons: Strengthening the role of community liaisons to actively reach out to underserved families actively, providing personalized support and facilitating their involvement in school activities and decision-making processes.

Enhancing Digital Communication and Accessibility: As digital tools become increasingly important, ensuring that all families can access and navigate these platforms is essential. 

Digital Literacy Workshops: Offering training sessions for parents on how to use digital platforms like Aeries and Google Classroom, enabling them to monitor their children’s academic progress and communicate with teachers effectively.

Increasing Frequency and Diversity of Engagement Opportunities: To foster a more inclusive community, we aim to offer a wider range of engagement opportunities that cater to different interests and schedules. This includes:

Flexible Meeting Times: Providing multiple time slots for events and meetings to accommodate working parents and those with varied schedules.

Diverse Event Formats: Incorporating virtual options and hybrid formats for school events and meetings, allowing families who cannot attend in person to participate and stay informed.	San Benito High School District (SBHSD) has identified key areas where we must enhance our efforts to engage underrepresented families. These families, including those of English Learners (ELs), Socioeconomically Disadvantaged (SED) students, and Students with Disabilities (SWD), often face unique challenges that can hinder their full participation in the school community. SBHSD is committed to implementing targeted strategies to foster a more inclusive and supportive environment. 

Personalized Outreach and Support: Recognizing that a one-size-fits-all approach may not meet the needs of all families, we will implement personalized outreach strategies to engage underrepresented families more effectively.

Enhanced Communication Channels: Effective communication is crucial for meaningful engagement. We will improve our communication methods to ensure they are accessible, clear, and responsive to the needs of underrepresented families.	San Benito High School District (SBHSD) is committed to establishing a collaborative environment where families play a pivotal role in educational decision-making. Our district has made significant strides in creating multiple avenues for family engagement, ensuring that their voices are integral to shaping student educational pathways and school policies. Here are our key strengths and progress in seeking family input for decision-making:

Personalized Academic Planning: SBHSD places a high value on individualized student planning, actively involving both students and their families in this process.  Counselors engage with students one-on-one to develop their personalized 4-year Academic Plans. These sessions are about selecting courses and aligning students' academic journeys with their long-term goals and aspirations.

Parent Information Nights: These events are designed to equip families with critical knowledge about their student's education. During these sessions, families receive detailed information on topics such as college preparation, financial aid (FAFSA), and post-secondary planning. They also receive direct contact details for counselors, fostering ongoing communication and support.

Inclusive and Diverse Engagement Platforms: Recognizing the diverse needs of our community, SBHSD offers various platforms for family input, ensuring that all voices are heard and valued (DELAC, Migrant PAC, School Site Council).

Resource-Rich Workshops and Training Sessions: We offer workshops that cover a wide range of topics, from navigating the college application process to understanding special education services. These sessions are designed to empower families with the information they need to make informed decisions.
	San Benito High School District (SBHSD) has identified several key focus areas for improvement in building effective partnerships. These areas are crucial for ensuring every student receives the support they need to succeed academically, socially, and emotionally.

Strengthening Collaboration with Community Organizations: While SBHSD has established some community partnerships, there is room to expand and deepen these relationships to better support student outcomes.

Enhancing Family-School Engagement: Effective partnerships begin at home. We recognize the need to better engage families as active partners in their children's education.

Expanding Extracurricular and Enrichment Opportunities: Recognizing the importance of a well-rounded education, we will focus on enhancing extracurricular and enrichment programs through partnerships.	San Benito High School District (SBHSD) is dedicated to ensuring that all families, especially those from underrepresented groups, are actively engaged in building partnerships that support student outcomes. SBHSD has identified several strategies to enhance the engagement of these families:

Tailored Communication and Outreach: Effective communication is fundamental to engaging underrepresented families. We will enhance our communication strategies to be more inclusive and accessible.

Empowering Families Through Education and Support: Providing families with the knowledge and resources they need to support their children’s education is crucial for meaningful engagement.

Facilitating Active Family Participation in Decision-Making: Involving underrepresented families in decision-making processes helps ensure that their perspectives are included in shaping student outcomes. We will actively recruit underrepresented families to participate in advisory councils, such as the District English Learner Advisory Committee (DELAC) and the School Site Council. 

	San Benito High School District (SBHSD) excels in engaging families in decision-making through various initiatives. We host personalized academic planning sessions where counselors meet with students and families to create tailored 4-year plans. Our parent information nights offer detailed insights into educational choices and future planning. Additionally, active involvement in DELAC, Migrant PAC, and School Site Council meetings ensures diverse family input shapes school policies and student outcomes.	To enhance input for decision-making, SBHSD aims to expand outreach to underrepresented families and improve communication channels. We plan to offer more flexible meeting times and virtual options to accommodate diverse schedules. Increasing bilingual resources for families and staff will help bridge communication gaps. We will also strengthen feedback mechanisms, ensuring all family voices are heard and integrated into our decision-making processes, fostering a more inclusive environment.	SBHSD is committed to enhancing engagement with underrepresented families. We will implement multilingual communications and expand family liaisons' roles. Flexible event scheduling and virtual options will increase accessibility. Strengthening community partnerships and integrating family feedback into decision-making will empower these families. We aim to create a supportive environment where all voices influence student outcomes and school policies.
	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-25	2024
35675530000000	Southside Elementary	3	Southside's perception data shows that staff feel they made connections with students and that a strong positive relationships with students increases student achievement and supports positive behavior. Parents and students feel welcome and safe at school. Students report positive relationships with teachers and feel safe on campus.	Southside is increasing efforts to directly connect with students and families from all groups. Southside has developed a positive school culture initiative and strives to reach out to underrepresented groups to increase involvement and awareness of school programs and opportunities.	Southside uses both School Messenger and Parent Square to send emails and text messages to parents. Parent Square is synced to our student management system and allows staff members to contact students and families in an easy format. The district is using parent surveys, parent nights, parent conferences, and interviews to gather input on how to attain more parent involvement in school related activities.	The strengths include the district including parents in individual student meetings, parent nights, committees, and weekly communications from the school. The district shares information about opportunities at school and in the community. The district has partnered with local organizations to provide informational nights about community issues, parenting strategies, internet risks, and social emotional learning support.	The focus areas for improvement include more volunteer options, facility improvements, and communication.	To improve the engagement of underrepresented groups, Southside will continue to invite parents to programs and involvement opportunities on the school campus. Some parents cannot attend all meetings, however, the school will continue to identify barriers and challenges for all parents. The district will try to talior opportunities to meet the need of families and engage parents in alternative efforts.	Strengths include educational partners being invited to and participating in school activities such as parent club, PAC, safety committee, school board meetings and community events.	Staff have invited parents and students to participate in school activities, valued and responded to feedback, and continued to seek out ways to involve parents and community to provide input.	The district has surveyed parents to gather suggestions to have more underserved families participate in their child's school.  One area of focus for improvement would be to offer more engagement nights where families would learn about ways to support their student at home and/or provide more opportunities to volunteer at the school site.	4	4	4	4	3	4	4	4	3	3	4	4	Met		2024-06-06	2024
35675610000000	Tres Pinos Union Elementary	3	Tres Pinos Union School has a PTO and Panther Community Schools committee that includes parent involvement 
in the decision making of the school. The Parent Teacher Organization has a monthly meeting the 1st Monday of 
every month and the Principal and staff members attend each meeting to discuss the needs of the school and the areas of the LCAP that have been implemented.	Input from the PTO is that the LEA needs to focus on recruiting participatory parents and families. Holding events with included babysitting was discussed. Encouraging and supporting bilingual families inclusion through use of interpreters and translation services during meetings and events to increase comfort levels and understanding was discussed.	The LEA will actively recruit underrepresented families and provide translation services as needed in flyers, 
meetings, events, and materials.	The LEA is steadily increasing participatory levels in school wide events as evidenced by sign up sheets, sign-in 
sheets, and photographic evidence for said events that improve student mental well being and have a positive effect on student outcomes.	Partner input would like to see more events held at school, participation in County Level events, and more hands-on learning.	The LEA will actively encourage underrepresented families to attend and participate in these events by providing 
translation as needed and bilingual support staff.	The LEA actively encourages through daily conversations, meetings, and surveys input for decision making.	Local data shows a need for a broader cross section of the families to be engaged.	The LEA will actively recruit and encourage participation by holding events on dates that historically have the 
greatest attendance thus opportunity for input and encouraging families to participate through a variety of modes of input; survey, in person interviews, phone interviews, workshops, and school wide meetings.	4	4	4	3	5	4	4	5	4	4	4	4	Met		2024-06-24	2024
35675790000000	Willow Grove Union Elementary	3	Willow Grove U.S.D. encourages open communication between all of the parents, staff, students, community, and School Board. All staff members work with our parents to build a trusting and positive atmosphere where all families are encouraged to come to school activities. Usually, 100% of the parents of our families participate in these special times. The different cultures and languages of the families are taken into consideration and translators provided to assist with communication. Parents are encouraged to join on field trips and to be fingerprinted if they would like to help transport students or participate in the classroom as parent helpers.
The school is fortunate to be small enough that there are optimal opportunities for daily communication throughout the year. As new employees are hired into this small, closely knit community, the other members are able to share in depth knowledge and support that enables the new staff to quickly get to know the needs of the families. Efforts are made to use language that is understandable to all families through the use of formal translation resources (Google translate).	Parents of our students need more translation services. We have received some students this year who have little or no ability to speak or understand English. The parents have asked for a person who can help with translation during meetings and teacher conferences. The administration has worked with the Migrant services to provide these services for parents.	The district has purchased handheld translators for each staff member to use when communicating at anytime with bilingual parents. These will be used during the home visits as well. Furthermore, the Migrant services, who are available in our county, will provide a person to be on site and translate during the parent-teacher conferences, larger parent meetings, and performances at the school.	Parents are seen as an important part in each students’ success and the growth of the school in this rural community. Parent newsletters are sent home monthly as well as any notices explaining upcoming special events or field trips for the students. Parent teacher meetings are held regularly where the needs of the school are discussed with possible solutions. Parent input is also garnered during special school functions as well as individual
conversations with parents during parent conferences, parent pick-up and phone conversations. The principal works with numerous agencies and county education departments to provide additional support.
Parents are very responsive to suggestions by the staff in helping their students at home.	The school will improve engagement of underrepresented families and build on those partnerships through the improved translation efforts by the school. The focus will be communication and individual meetings with parents.	The administrator and teachers meet formally and informally with parents and students for topics related to their school experiences and success.
A focus area of improvement is to ensure that the progress made with previous families under the administrator’s guidance continues. With a new influx of parents who are not as familiar with the background and needs of the bilingual and homeless families. The administrator and staff will be working to find ways to assist the total parent population in continuing the engagement of underrepresented families.	Because of the small size and the varied educational level of parents of the Willow Grove community, paper surveys are not as effective as the parent meetings in which the staff and families are able to engage in two-way communication. There are many one-on-one discussions with parent/teacher/administrator as well to identify needs and discuss opportunities to mitigate those needs. The teachers meet and discuss items appropriate for student decision making and the administrator plans formal one on one meetings with students throughout the year.	Areas for improvement beyond the need for more translation resources are mostly individual in nature for each family. Thus, the staff work with the families regarding their particular needs and how to best address these needs. (Again, because of the very small population of Willow Grove School of less than 25 students, those needs are not addressed online.)	Continuing the many one-on-one discussions with parent/teacher/administrator to identify needs and discuss opportunities to mitigate those needs. (Again, because of the very small population of Willow Grove School, those needs are not addressed online.)	4	4	4	4	4	4	4	4	4	4	4	3	Met		2024-06-11	2024
35752590000000	Aromas - San Juan Unified	3	"The Aromas-San Juan Unified School District (ASJUSD) demonstrates increased strengths and progress in building relationships between school staff and families. Key opportunities for family engagement include Back to School Night, Open House, coffee hours with principals and the superintendent, town hall meetings, and ""dinners for eight"" events. Additionally, ASJUSD effectively utilizes communication applications such as ParentSquare and Class Dojo, enhancing access to school notifications by offering messaging in both English and the family’s native language. The district also ensures English learner parents are reminded about ELAC and DELAC meetings through direct calls. Furthermore, the inclusion of cultural school events and activities reflects the district's commitment to fostering a welcoming and inclusive environment for all families. These efforts collectively contribute to positive student outcomes and a stronger school community."	ASJUSD will focus on building an effective partnership between educators, families, and community members to develop the knowledge and skills to work together, purposefully integrating family and community engagement with student learning goals. The LEA's focus areas are English Learners, improving academics, especially in math, and increasing attendance. One key area is enhancing the timing of scheduled educational partner meetings to ensure maximum attendance, reflecting a need for greater accessibility and convenience for families. The district will continue utilizing ParentSquare and Class Dojo to facilitate communication, while also increasing the use of translation services and allocating resources in the LCAP for professional translation. Additionally, the phone system now includes an option for Spanish-speaking parents, ensuring better support and engagement for non-English-speaking families. These improvements aim to foster stronger connections and more effective communication between school staff and families, ultimately supporting positive student outcomes.	Based on the analysis of educational partner input and local data, the Aromas-San Juan Unified School District (ASJUSD) plans to improve the engagement of underrepresented families by actively involving parents and guardians of English learners (EL), foster youth, and low-income students in designing and developing parent education workshops. These workshops will be held at both school sites and the district office, ensuring accessibility and convenience. Furthermore, a collaborative process will be utilized to write the district's EL Master Plan during the 2024-25 school year, ensuring that the voices of these families are integral to the plan's development. Additionally, the district will implement an EL intervention Teacher on Special Assignment (TOSA) and provide Spanish classes to support multilingualism, further enhancing engagement and support for underrepresented families.	"The district employs various communication methods with families, including ParentSquare and ClassDojo. Family communications are sent out daily, weekly, or as needed, ensuring families are consistently informed. These communications are primarily in English and Spanish, with ParentSquare offering translations in over 100 languages to enhance accessibility for all families. Additionally, the district hosts ""Coffee Hour"" with the Superintendent and Principal monthly, providing a platform for staff, parents, and guardians to engage in two-way communication. This district plans to transparently share data, including disaggregated English learner progress on the CDE Dashboard, and UPP student groups at town hall meetings, ELAC/DELAC, and school site councils. These efforts collectively strengthen the district's partnership with families, improving student outcomes."	ASJUSD will focus on building an effective partnership between educators, families, and community members to develop the knowledge and skills to work together, purposefully integrating family and community engagement with goals for students' learning. The LEA's focus areas are English Learners, improving academics, especially in math, and increasing attendance.	To enhance engagement of underrepresented families identified during the self-reflection process, the district will continue outreach using multiple methods. In 2024-25, the district plans to implement a series of family workshops focused on understanding legal rights, supporting student outcomes, and learning about available resources. Additionally, the administrative team will collaborate with school site leadership to build engagement processes for use in the upcoming year.	The Aromas-San Juan Unified School District (ASJUSD) actively seeks input for decision-making from educational partners and the community. The district uses several tools, including Parent Square and other applications, to communicate with families and community members. Information and data are regularly shared at various community meetings, such as school coffee hours, District English Language Advisory Committee (DELAC) meetings, School Site Council meetings, and Board of Education meetings, all of which provide opportunities for community input. While progress is ongoing, the district is committed to welcoming students, families, and the community into school facilities and recognizes the need to build the capacity of faculty and staff to engage, support, and welcome families effectively.	The Aromas-San Juan Unified School District (ASJUSD) is committed to improving its processes for seeking input for decision-making. While the district values and actively seeks input from educational partners through surveys, town halls, and board meetings, there is a recognized need for further improvement. To enhance engagement, ASJUSD formed a facilities planning committee that included parent participation in planning activities and analysis for long-range planning. Moving forward, the district aims to continue and expand this engagement, focusing on increasing opportunities for family involvement and ensuring that all voices are heard in the decision-making process. However, ASJUSD acknowledges that more work is needed in this area to achieve its goals.	The Aromas-San Juan Unified School District (ASJUSD) plans to improve engagement of underrepresented families by being intentional about outreach and creating a welcoming environment for input in decision-making. To achieve this, the district will focus on strengthening participation at both ELAC and DELAC meetings during the 2024-25 school year. Enhancing engagement is a priority and a key focus area in the district's LCAP Goal 2. By implementing these strategies, ASJUSD aims to ensure that the voices of underrepresented families are heard and considered in the decision-making process.	3	3	2	2	2	3	3	2	3	2	2	1	Met		2024-06-20	2024
36103630000000	San Bernardino County Office of Education	3	The LEA establishes effective communication channels, such as newsletters, emails, and online platforms, to keep families informed about school activities, policies, and student achievements. Transparent communication fosters trust and encourages family involvement.  

The LEA organizes large-scale events where school staff and families can come together, interact, and build connections. These events may include back-to-school jams, family meetings, cultural celebrations, or workshops. The LEA ensures that schools create a warm and welcoming atmosphere. Friendly front office staff, inviting bulletin boards, and positive interactions contribute to a sense of belonging for families. When families feel comfortable, they are more likely to engage with the school community	By creating opportunities, the LEA encourages dialogue, mutual understanding, and trust between families and educators. The LEA offers workshops and trainings for parents on topics like supporting learning at home, understanding curriculum, and navigating educational resources. Empowering families with knowledge enhances their engagement and collaboration with the school.	The LEA understands the challenges with supporting families from potentially short-term programs. The LEA plans to ensure that regular parent-staff orientations are held. These meetings provide a platform for staff to discuss student goals, address concerns, provide resources, and collaborate with families. By actively involving parents in their child’s education, the LEA strengthens the partnership between home and school.	The LEA actively engages with school principals and staff members. Regular meetings provide a platform for collaborative discussions, alignment of goals, and sharing best practices. By fostering strong relationships within the school community, the LEA ensures effective communication and coordination. The LEA conducts site visits to schools within its jurisdiction. These visits allow LEA representatives to observe classroom environments, interact with teachers, and understand the unique needs of each school. By being present on-site, the LEA demonstrates its commitment to supporting student success.	The LEA organizes parent meetings and workshops. These gatherings serve multiple purposes: disseminating important information, addressing parents’ concerns, and providing opportunities for parents to connect with each other and school staff. Topics may include curriculum updates, student well-being, and college readiness. The LEA conducts regular surveys to gather feedback from both staff and families. Staff surveys assess job satisfaction, professional development needs, and collaboration opportunities. Family surveys gauge satisfaction levels, communication effectiveness, and areas for improvement. The LEA uses this data to refine its practices and address any gaps.	Recognizing the importance of representation and cultural responsiveness, the LEA establishes an African American Parent Advisory group. This group collaborates with school leaders, shares insights, and advocates for equitable opportunities for African American students. Their input informs decision-making processes. The LEA actively participates in DLAC meetings. These gatherings focus on English learners’ needs, language acquisition programs, and family engagement strategies. By involving parents of English learners, the LEA ensures that diverse perspectives are considered in shaping educational policies. The LEA creates easy-to-read policies and guidelines. These documents are designed to be parent-friendly, avoiding jargon and complex language. By promoting transparency and clarity, the LEA empowers families to understand their rights, responsibilities, and available resources.	The LEA actively seeks input from parents and builds strong relationships between school staff and families. Examples include: 

Conducting staff, student, and parent surveys to gather insights and feedback on programs, policies, and decision-making processes. 

Hosting LCAP (Local Control and Accountability Plan) meetings with interactive feedback activities, ensuring parents’ voices are heard during planning and resource allocation. 

Facilitating DAC (District Advisory Council), DELAC (District English Learner Advisory Committee), and AAPAC (African American Parent Advisory Committee) meetings. These forums provide opportunities for underrepresented families to share perspectives and influence decisions. 

Offering hybrid meetings that accommodate both in-person and virtual participation, making it easier for families to engage. 

Providing multilingual communication to ensure all families receive information in their preferred language. 

Offering free Rosetta Stone subscriptions for English Learners, enhancing language skills and promoting family involvement.	The LEA aims to increase participation from underrepresented families. This includes families from diverse cultural backgrounds, low-income households, and those facing language barriers. The LEA seeks to involve families in decisions related to curriculum, budget, and school policies through School Site Council, LCAP, DAC/DELAC, and AAPAC meetings. Ensuring that underrepresented voices are heard is a priority. The LEA recognizes the importance of providing essential resources to families. This includes actively providing sustainable food access, dental services, and additional support as needed.	Implementing a sustainable food delivery system to ensure all families have access to nutritious meals. This initiative supports families facing food insecurity. Collaborating with local dental clinics to offer free dental check-ups and treatments for students and their families. Oral health impacts overall well-being. Creating a resource hub on site and virtually that connects families with community services, mental health support, and educational materials. Families can access these resources easily.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-10	2024
36103630115808	Norton Science and Language Academy	3	Norton Science & Language Academy has made strides in building relationships between school staff and families. Through regular communication channels such as social media, messaging, email, direct mail, and face-to-face, the school ensures all educational partners have access to information.	NSLA's focus area for improvement in Building Relationships Between School Staff and Families centers on fostering strong partnerships and open communication channels to promote collaboration and support between the school and families. The four goals are:
Enhancing Family Engagement: Implement strategies to increase family involvement in school activities, events, and decision-making processes, fostering a sense of ownership and investment in the school community.
Improving Communication: Enhance communication between school staff and families through regular updates, newsletters, and technology platforms, ensuring timely and transparent information sharing about school events, policies, and student progress.
Providing Support Services: Expand access to support services and resources for families, such as counseling, parent education workshops, and community referrals, to address the diverse needs and challenges faced by students and their families.
Strengthening Partnerships: Cultivate partnerships with community organizations, businesses, and stakeholders to provide additional resources and opportunities for students and families, promoting holistic support and positive outcomes for all members of the school community.	To improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families, NSLA will focus on three key goals:
Culturally Responsive Communication: Develop and implement culturally responsive communication strategies that cater to the diverse linguistic and cultural backgrounds of underrepresented families. This includes providing translated materials, hosting bilingual events, and utilizing culturally relevant communication channels to ensure all families feel included and valued.
Family Support Services: Expand access to family support services and resources that address the unique needs and challenges faced by underrepresented families. This may include offering parent workshops on topics such as navigating the education system, accessing community resources, and supporting student success at home.
Relationship Building: Strengthen relationships between school staff and underrepresented families through personalized outreach, home visits, and family engagement events. By building trust, rapport, and a sense of belonging within the school community, we can foster meaningful partnerships that support student success and well-being.	NSLA's demonstrates several strengths and notable progress in Building Partnerships for Student Outcomes:
Collaborative Culture: The LEA fosters a collaborative culture that values partnerships between schools, families, community organizations, and stakeholders. This collaborative approach allows for shared decision-making, collective problem-solving, and mutual support in advancing student success.
Strong Community Connections: The LEA has established strong connections with community organizations, businesses, and stakeholders, leveraging external resources and expertise to support student learning and development. These partnerships enhance students' access to additional educational opportunities, support services, and enrichment programs.
Family Engagement Initiatives: The LEA has implemented effective family engagement initiatives that promote meaningful involvement of parents and guardians in their child's education. These initiatives include parent workshops, family literacy programs, and community events, creating opportunities for families to actively participate in their child's learning journey and contribute to student outcomes.	NSLA's focus area for improvement in Building Partnerships for Student Outcomes centers on enhancing collaboration and coordination among stakeholders to maximize support for student success. The three goals are:
Strengthening Community Partnerships: Expand and deepen partnerships with community organizations, businesses, and stakeholders to provide comprehensive support services, resources, and opportunities for students. This includes fostering mutually beneficial relationships, coordinating efforts, and aligning resources to address the diverse needs of students and families.
Increasing Family Engagement: Implement strategies to increase family engagement in student learning and school activities, promoting collaboration between families and schools to support student success. This includes providing opportunities for meaningful involvement, empowering families as partners in decision-making processes, and enhancing communication and outreach efforts to ensure all families feel welcome and valued.
Enhancing Professional Collaboration: Foster collaboration and coordination among educators, support staff, and external partners to maximize the impact of support services and interventions on student outcomes. This includes promoting interdisciplinary teamwork, sharing best practices, and providing professional development opportunities to strengthen partnerships and improve collective efficacy in meeting the needs of all students.	NSLA aims to improve the engagement of underrepresented families by implementing targeted strategies to address barriers and increase participation. The three goals are:
Culturally Responsive Outreach: Develop and implement culturally responsive outreach strategies to actively engage underrepresented families, including translated materials, culturally relevant events, and community liaisons to bridge language and cultural barriers.
Family Empowerment Programs: Provide family empowerment programs and resources that equip underrepresented families with the knowledge, skills, and support needed to advocate for their children's education, navigate school systems, and actively participate in decision-making processes.
Relationship Building: Strengthen relationships between school staff and underrepresented families through personalized communication, home visits, and family-centered events to build trust, rapport, and a sense of belonging within the school community.	NSLA demonstrates several strengths and notable progress in Seeking Input for Decision-Making:

Stakeholder Engagement: The LEA actively seeks input from diverse stakeholders, including parents, students, teachers, staff, and community members, ensuring that decisions reflect a broad range of perspectives and priorities.

Transparent Communication: The LEA maintains transparent communication channels, providing timely and accessible information about decision-making processes, opportunities for input, and outcomes, fostering trust and accountability among stakeholders.

Collaboration and Collaboration: The LEA fosters a collaborative approach to decision-making, encouraging teamwork, consensus-building, and shared ownership of outcomes among stakeholders. This collaborative culture promotes innovation, creativity, and collective problem-solving in addressing complex challenges and achieving shared goals.
	NSLA's focus areas for improvement in Seeking Input for Decision-Making center on enhancing stakeholder engagement, fostering transparency, and promoting inclusivity in the decision-making process. Three areas for improvement include:

Diverse Representation: Increase representation of diverse stakeholders, including parents, students, teachers, staff, and community members, in decision-making bodies and processes to ensure that a wide range of perspectives and voices are heard and considered.

Proactive Outreach: Implement proactive outreach strategies to solicit input from underrepresented or marginalized groups, including culturally and linguistically diverse families, low-income communities, and students with special needs, to ensure their needs and priorities are effectively addressed in decision-making processes.

Feedback Mechanisms: Establish clear and accessible feedback mechanisms, such as surveys, focus groups, and town hall meetings, to gather input from stakeholders on key decisions, policies, and initiatives, and ensure that their feedback is carefully considered and integrated into decision-making processes.	To improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making, NSLA will focus on three key goals:

Culturally Responsive Outreach: Develop and implement culturally responsive outreach strategies tailored to the needs and preferences of underrepresented families, including translated materials, culturally relevant communication channels, and targeted outreach efforts to bridge language and cultural barriers.

Family Empowerment Workshops: Offer family empowerment workshops and training sessions designed to equip underrepresented families with the knowledge, skills, and resources needed to effectively participate in decision-making processes, advocate for their children's needs, and engage with the school community.

Community Partnerships: Forge partnerships with community organizations, cultural associations, and grassroots groups representing underrepresented families to leverage their expertise, networks, and resources in reaching and engaging with these communities, fostering trust, collaboration, and mutual support in decision-making processes.	4	4	4	4	3	3	4	4	4	3	4	4	Met		2024-06-10	2024
36103630139147	Sycamore Academy of Science and Cultural Arts - Chino Valley	3	Based on the analysis of educational partner input and local data, the LEA(Local Education Agency) demonstrates several strengths and significantprogress in building relationships between school staff and families. Keystrengths include proactive communication strategies that foster mutualunderstanding and collaboration. The LEA has implemented regularoutreach initiatives such as townhalls, family engagement events, andaccessible communication channels, enhancing transparency and trust.Moreover, the LEA shows a commitment to inclusivity by valuing diverseperspectives and ensuring culturally responsive practices in its familyengagement efforts. These efforts have resulted in increased parentalinvolvement, positive feedback from families, and a supportive environmentconducive to student success and well-being.	Based on the analysis of educational partner input and local data, the LEAhas identified several focus areas for improvement in building relationshipsbetween school staff and families. Key areas include enhancing outreachefforts to reach more diverse communities within the educationalcommunity. Additionally, there is a recognized opportunity to strengthencommunication channels by improving the use of technology platforms.Feedback suggests that clearer and more consistent communicationmethods would improve family engagement and satisfaction. Furthermore,the analysis highlights a desire for increased training and professionaldevelopment opportunities for staff to enhance their skills in familycommunication and collaboration. Overall, these focus areas representopportunities for Sycamore Academy to deepen its relationships withfamilies, thereby fostering a more inclusive and supportive educationalenvironment for all students.	Based on the analysis of educational partner input and local data, Sycamorehas developed a strategic plan to improve the engagement of underrepresented families identified during the self-reflection process in relation to building relationships between school staff and families. Firstly,Sycamore will implement targeted outreach initiatives tailored to the specificneeds and preferences of underrepresented families. This includes culturallyresponsive communication strategies and translated materials to bridgelanguage barriers effectively. Secondly, Sycamore will enhance accessibilityto information and involvement opportunities through diversifiedcommunication channels. This may involve utilizing social media platforms,mobile apps, and community forums to reach families who may nottraditionally engage through conventional means. Thirdly, Sycamore plansto offer more inclusive and welcoming environments during school eventsand meetings, ensuring that underrepresented families feel valued andrespected. This may involve providing interpreters, culturally sensitivesignage, and activities that celebrate diverse cultural backgrounds. Finally,Sycamore aims to provide ongoing training and professional developmentfor staff to enhance their understanding of the unique challenges faced byunderrepresented families. This will empower staff to build trust andestablish meaningful connections with all families within the schoolcommunity. By focusing on these strategies, Sycamore aims to create amore inclusive and supportive environment where all families feelempowered to participate actively in their children's education and schoollife.	Based on the analysis of educational partner input and local data, Demonstrates several strengths and significant progress in building partnerships for student outcomes. Key strengths include robust collaboration with community organizations and businesses. Thesepartnerships provide resources that enrich student learning experiences and provide real-world, hands-on learning opportunities. Additionally, Sycamoreexcels in fostering relationships with parents and guardians, actively involving them in decision-making processes and educational planning through the School Site Council, the Sycamore Foundation, Board representation, and feedback mechanisms such as town halls and surveys. This collaborative approach ensures alignment between home and school environments, ultimately supporting improved student engagement and academic achievement. Sycamore shows strong leadership in leveraging partnerships to address equity gaps and promote inclusivity. Data indicates that targeted initiatives that support various student populations have been improving student outcomes, ensuring equitable access to resources and opportunities for all learners. Overall, these strengths underscore Sycamore'scommitment to enhancing student outcomes through effective partnerships, ensuring a holistic approach to education that benefits the entire school community.	Based on the analysis of educational partner input and local data, Sycamorehas identified several focus areas for improvement in building partnerships for student outcomes. One significant focus area is enhancing the sustainability and depth of existing partnerships. The analysis indicates a need for more structured and long-term collaborations with community organizations and local businesses. Another area for improvement highlighted by the data is increasing the diversity of partnerships. While current partnerships are strong, there is a recognized opportunity to engage with a wider range of stakeholders, including grassroots organizations, non-profits addressing specific student needs, and industries relevant to emerging career pathways. Additionally, Sycamore aims to improve the evaluation and assessment of partnership effectiveness. By collecting and analyzing data on the outcomes and impact of collaborations, Sycamore can better understand what works best for enhancing student outcomes and adjust strategies accordingly. Lastly, the analysis emphasizes the importance of professional development for staff involved in partnership activities. This includes training on effective collaboration strategies, cultural competency, and communication skills to foster stronger relationships and maximize the benefits of partnerships for student success. By focusing on these improvement areas, Sycamore seeks to strengthen its partnerships, broaden its impact on student outcomes, and create a more inclusive and supportive educational environment for all students.	Based on the analysis of educational partner input and local data, Sycamorehas developed a strategic plan to improve the engagement of underrepresented families identified during the self-reflection process in relation to building relationships between school staff and families. Firstly, Sycamore will implement targeted outreach initiatives tailored to the specific needs and preferences of underrepresented families. This includes culturally responsive communication strategies and translated materials to bridge language barriers effectively. Secondly, Sycamore will enhance accessibility to information and involvement opportunities through diversified communication channels. This may involve utilizing social media platforms, mobile apps, and community forums to reach families who may not traditionally engage through conventional means. Thirdly, Sycamore plans to offer more inclusive and welcoming environments during school events and meetings, ensuring that underrepresented families feel valued and respected. This may involve providing interpreters, culturally sensitive signage, and activities that celebrate diverse cultural backgrounds. Finally, Sycamore aims to provide ongoing training and professional development for staff to enhance their understanding of the unique challenges faced by underrepresented families. This will empower staff to build trust and establish meaningful connections with all families within the school community. By focusing on these strategies, Sycamore aims to create a more inclusive and supportive environment where all families feel empowered to participate actively in their children's education and school life.	Based on the analysis of educational partner input and local data, Sycamore demonstrates several strengths and significant progress in seeking input for decision-making processes. Firstly, Sycamore excels in fostering a culture of inclusivity and transparency. Stakeholders, including parents, community members, and educational partners, report feeling valued and actively engaged in discussions that shape policies and initiatives. Secondly, Sycamore utilizes a variety of effective communication channels to gather input. This includes surveys, focus groups, town hall meetings, and advisory committees, which ensure diverse perspectives are heard and considered in decision-making. Furthermore, Sycamore demonstrates responsiveness to feedback by implementing changes based on stakeholder input. This iterative process not only strengthens trust but also enhances the relevance and effectiveness of educational programs and policies. Overall, these strengths underscore Sycamore's commitment to collaborative decision-making, ensuring that decisions reflect the needs and aspirations of the entire school community while fostering a supportive environment for student success.	Based on the analysis of educational partner input and local data, Sycamorehas identified several focus areas for improvement in seeking input for decision-making processes. One key focus area is enhancing outreach efforts to engage a broader spectrum of stakeholders. The analysis indicates a need for more proactive strategies to reach diverse communities, ensuring all voices are included in decision-making discussions. Additionally, Sycamore aims to improve the transparency and clarity of communication regarding decision-making processes. Stakeholders have expressed a desire for clearer information on how input is gathered, considered, and utilized in shaping policies and practices. Furthermore, there is an opportunity to enhance the accessibility of input mechanisms. The analysis suggests a need for more user-friendly platforms and varied formats to accommodate diverse stakeholder preferences and accessibility needs. Sycamore intends to strengthen the capacity for meaningful dialogue and collaboration with stakeholders. This includes providing training and resources for both staff and community members to facilitate constructive discussions and ensure that input is effectively translated into actionable decisions. By focusing on these improvement areas, Sycamore will foster a more inclusive, transparent, and participatory decision-making process that reflects the diverse perspectives and needs of the entire school community.	Based on the analysis of educational partner input and local data, Sycamore has developed a strategic plan to improve the engagement of underrepresented families identified during the self-reflection process in relation to seeking input for decision-making. Sycamore will implement targeted outreach strategies. This includes conducting outreach through community organizations, faith-based groups, and cultural centers that have established trust within the community. By partnering with organizations, Sycamore aims to facilitate dialogue and encourage participation in decision-making processes. Sycamore plans to enhance communication channels and accessibility options. This involves providing clear information about how families can provide input, utilizing multiple languages, and ensuring that communication materials are easy to understand. Sycamore intends to create opportunities for more inclusive and welcoming environments during input sessions. This may include offering virtual participation options, providing interpretation services, and scheduling meetings at times convenient for diverse family schedules. Sycamore will invest in training and capacity-building efforts for staff to facilitate productive and respectful dialogue. This includes training on cultural competency, effective communication strategies, and the importance of listening to diverse perspectives. By implementing these strategies, Sycamore aims to strengthen engagement with families in the decision-making process, ensuring that their voices are heard, valued, and integrated into the development of policies and initiatives that affect their children's education and well-being.	4	4	4	5	4	4	5	5	4	5	5	5	Met		2024-06-25	2024
36103630140012	Entrepreneur High Fontana	3	LEA has directed schools to send monthly newsletters to parents informing them of all activities and school updates. The school has monthly activities to build relationships with parents and students.	The current focus area for improvement is the sustainability of the monthly newsletter, activities, and communication with parents.	The school facilitates monthly and quarterly educational partner meetings specifically for our African American (AAPAC) and Latino (ELAC) parents - our largest demographic. During these meetings, the council/committee reviews student achievement data and makes decisions and recommendations to improve practices. The LEA has implemented the following based on meeting outcomes:
Adoption and implementation of Ellevation a software program that will allow for greater support and teaching learning strategies to improve language acquisition and development of EL students. 
Adoption and implementation of student organizations that will focus on student leadership, SEL supports, and college and career readiness activities and events.
Adoption and implementation of test preparedness course offerings during non-instructional blocks.	79% of students passed all of their classes in the 23-24 school year, this is evidence that our strategy and attention to this outcome is primary in our focus. Parents primary concern is that their students are successfully passing their classes.	We are constantly improving protocols for reaching the “unmotivated” student. We have many clubs and sports which students and parents attend. We have significantly improved the number of mental health professionals.	Through our communication protocols - newsletters, parent meetings, texting with parents when students do not complete an assignment have proven fruitful. 79% of all students passed all of their classes during the 23-24 school year and we expect the same or better for the 24-25 school year.	Administrators meet once to twice per month as a whole including weekly check-ins with LEA to gather data and include all in the decision-making process.	Improvement is made through our weekly check-ins and monthly meetings, principals are always asked, ‘What can we do better?”	The majority of our demographics are underrepresented families, attention to this group is always first and foremost in our strategic planning. We include our educational partners in decision-making processes within the LEA through various committees and councils. We also held our first Town Hall meeting this school year in which parents provided detailed feedback in areas of strength, areas of growth, and goal setting (LCAP).	4	4	3	4	3	3	4	3	4	4	3	4	Met		2024-06-27	2024
36103633630761	Excelsior Charter	3	The educational team meetings that support family relationship building also carry over to building partnerships for student outcomes. The incorporation of the family, teachers, administration and counselor in academic planning meetings provides an opportunity to tailor the student's academic plan for their future goals. Their academic plan is built upon enrollment and continuously reviewed and maintained to ensure positive student focused outcomes towards success at graduation.  Also, Principals host and engage in school and community events for families to participate in to build relationships inside and outside the school grounds.  

  

Excelsior Charter Schools have also created strong relationships with community colleges such that many students in grades 7-12 are now completing college credit classes both on campus and online. Community college classes are taught at specific Excelsior 
campuses with both college and Excelsior staff. These courses provide high school credit towards graduation and college credit towards their academic major. The participation in these classes has continued to grow year over year.	Excelsior revised its instructional models within the prior LCAP cycle to better serve the needs of all students as academics demonstrated improvement when students had higher levels of accountability with in-person or synchronous instruction. However, the school climate and involvement of families decreased according to survey data under this change as the school’s prior model included a requirement for all students to come to campus once per unit to meet with their assigned teacher. The new requirement of meeting with a non-credentialed staff member to meet with families did not provide the same level of service that families were accustomed to, and family involvement lessened.  Adding Independent Studies teachers to meet frequently with students will help increase communication and accountability.	Reviewing semester enrollment and completion data by student group and demographic is the primary focus to ensuring equitable access and success within college classes. Targeted support for underrepresented families through frequent check-ins and monitoring of attendance and grades happens throughout each academic college term. Reviewing this data alongside the students’ academic performance with their Excelsior courses ensures the students are successful within both sets of courses.	Excelsior Charter Schools works together to provide the best education for the student. Excelsior offers a variety of methods for accomplishing this task. Students benefit most from having the entire family and school, working together for the student’s education. 

Educational Team meetings consist of the student, parent/guardian and the counselor or Independent Studies teacher and are held based upon individual student needs. The goals of these educational team meetings are to first and foremost establish a professional and meaningful relationship and rapport with the student and their family. Educational team meetings also consist of reviewing academic progress, goal setting, Personal Life Plan driven focus, and facilitation of resources for both academic and social emotional support.	Educational team meetings have evolved due to a transition in staffing.  Excelsior has moved towards dedicated Independent Studies teachers to monitor and represent those students and families who choose a fully independent study method of instructional delivery while students receiving instruction from in-person teachers receive the daily support and communication while attending classes.  All students also receive a counselor for both academic and social and emotional needs and supports.  The intent of these actions and each role is to ensure clear and constant communication amongst all stakeholders.	Excelsior Charter Schools requires all students and guardians to participate in educational team meetings throughout the academic school year. Additional targeted meetings are increased for any students or student populations where monthly meetings are not enough. Flexibility for these meetings can occur through teleconference but only as a last resort. Additional support is available through dedicated support staff, translation, focus group meetings, and small-group focused workshops.	Excelsior Charter Schools (San Bernardino County) and Excelsior Charter Schools Corona Norco (Riverside County) conducted a collaborative and inclusive WASC self-study process during the Spring and Fall of 2021 to prepare for the WASC visit in February of 2022. This process ensured a quality self-study involving all stakeholders to equitably support high quality student achievement, evaluate the effectiveness and measurement of the Schoolwide learner outcomes, ensure safety, analyze the California Dashboard and local indictors to impact the alignment of the schoolwide action plan, SPSA, LCAP and WASC goals. 

Excelsior has a strategic advantage when conducting self-study due to our strong, annual Strategic Planning Process. Under new leadership, Excelsior conducted our strategic planning process with the addition of Formal Site visits. These visits are the vessel to ensure inclusion and participation of all stakeholders in the strategic planning, LCAP, SPSA and WASC self-study process, simultaneously. Each school site receives two Formal Site visitations annually (one per semester). The Excelsior’s Formal Site visit team comprises the Assistant Superintendents, Area Director(s), and the Principal. The formal visitation team can also include Teachers, Cabinet members, Community members, Board members, Parents and other staff as appropriate. 

During the Fall of 2023 and Spring of 2024 Visits, the team conducted classroom and campus observations and formalized the feedback using DigiCoach. DigiCoach allows documentation of observable student/teacher behaviors and the ability to give timely, written feedback to the observed teacher to support effectiveness and job satisfaction. The Formal Visits were used to discuss Excelsior’s school program effectiveness, schoolwide learner outcomes, preliminary student learner needs, site safety, teaching/learning, professional development and overall strengths and areas of growth. The Formal Visits ended with asking each stakeholder to complete their respective survey (certificated, classified, student/parent). The surveys were sent to all stakeholders, even those not attending the formal visit focus group meetings. This ensured equitable access and participation in the surveys among as many stakeholders as possible.	The frequency of formal visits by site were appropriate, but the number of staff members in the visiting team were too many.  This created a disruption and distraction in the learning environment.  Splitting up the team in the new year will be necessary to minimize the distraction in the classrooms.	Frequent review of student achievement data is disaggregated to ensure equitable inclusion of all student group stakeholders.  

Targeted advertising and recruitment of underrepresented families is a primary focus to ensure equitable participation in relation to Seeking Input for Decision-Making.	5	5	5	5	5	5	5	5	4	4	4	4	Met		2024-06-27	2024
36103636111918	Desert Trails Preparatory Academy	3	Based on the 2023-2024 DTPA School Quality Parent Survey, the majority of parents of DTPA are satisfied with the educational program provided to their children. In accordance with the information gathered from the survey, DTPA will continue to provide high-quality instruction to all students in a well-maintained and safe environment. In order to keep a safe and healthy campus, we are slowly allowing parents to volunteer on campus even though we are a closed campus. We do consider that parents would like to be involved in their child’s learning and therefore provide a number of activities and parent conference opportunities throughout the school year for parents to attend.
Desert Trails will work with families of Students with Disabilities who are chronically absent to identify and address the obstacles of regular attendance, which may include health concerns and family needs. The school will provide families with targeted interventions and support to Students with Disabilities who are chronically absent, including but not limited to check-ins with family to ensure that students are coming to school on a regular basis.	DTPA has taken strong consideration of the recommendations made by our educational partners for improving student learning, social emotional support, and educational opportunities. Based on the analysis of the feedback from the surveys, DTPA will be focusing on the following aspects to improve the school climate and academic achievement to ensure students come to school on a regular basis. These goals include providing high quality education and interventions, regular monitoring and analysis of data, regular monitoring and analysis of the student information system, ensuring a safe and welcoming learning environment, and supporting social-emotional needs of all learners.	The plan to improve engagement will be to provide additional opportunities for families to engage in their student's learning by participating in parent workshops, back to school events, parent-teacher conferences, and other various activities provided on campus. Families will be notified of the opportunities of engagement to volunteer and participate through school newsletters and teacher communication apps.	As we work towards closing achievement gaps, DTPA has continued to provide training for administration, teachers, and office staff on topics that support student academics and behavioral concerns. Increasing student access to counselors and support services has proven to be beneficial in supporting scholars to excel in their academics.  Parents are involved in the processes of identifying student needs and desired outcomes through regular communication with teachers and administration.	DTPA, in collaboration with educational partners, has developed and implemented a school-level plan for addressing student performance and improving student outcomes. The plan is based on indicators in the statewide accountability system and informed by all indicators, including student performance against long-term goals; include evidence-based interventions; and identify resource inequities, which include a review of LEA- and school-level budgeting, to be addressed through implementation of the school improvement plan. The first objective of the plan is to increase academic achievement in ELA and Math for Students with Disabilities. This will be achieved through the implementation of evidence-based interventions such as differentiated instruction, small group instruction, and teacher professional development on effective strategies for teaching students with disabilities. the plan is to increase academic achievement in ELA and Math for Students with Disabilities. This will be achieved through the implementation of evidence-based interventions such as differentiated instruction, small group instruction, and teacher professional development on effective strategies for teaching students with disabilities.	In order to improve engagement of underrepresented families in  regards to student outcomes, DTPA will provide additional opportunities for families to engage in their student's learning by participating in parent workshops, parent-teacher conferences, and other various activities provided on campus. Teacher will continue to reach out to parents to communicate often to keep them informed of their child's progress.	DTPA has regularly involved and engaged educational partners in our school’s improvement efforts. DTPA conducts a variety of surveys to gain insight and feedback from parents (School Quality Survey) and scholars (School Climate Survey). A focus group is held with staff members representing teachers, student support services, classified employees, and administration. All of their input is vital to the planning and the development of goals for the school.	Focus groups will be created and will include certificated and classified staff member, administration, and parents/guardians. This will provide educational partner to contribute to the decision making processes.	Beyond surveys, ongoing and regular communication between educational partners will consistently take place. This will serve to increase parent engagement in the decision making process. Teachers will be required to engage in three formal parent-teacher conferences per school year. In addition, teachers will utilize Class Dojo, Class Tag, Bloomz, and/or Remind apps to foster regular and open lines of communication with parents. Some teachers will check in weekly with parents, especially in the case of our most at-risk students.	5	5	5	5	5	5	5	5	4	4	5	4	Met		2024-06-27	2024
36675870000000	Adelanto Elementary	3	The Adelanto Elementary School District's commitment to fostering strong relationships between school staff and families is evident through its effective communication, inclusive programs, and continuous efforts to understand and meet the needs of our diverse family communities. These efforts demonstrate progress that reflects a positive trajectory towards a more collaborative and supportive educational environment. We have worked to implement effective communication channels including ParentSquare (text, emails and calls), newsletters, emails, school websites, and social media platforms, ensuring families receive timely and relevant information. We will continue to work on increasing engagement through regular updates and interactive platforms where parents can provide feedback and ask questions. AESD implementation of parent involvement programs such as PIQUE, Parent-Teacher Associations (PTAs), workshops, and family nights has resulted in increases in parent engagement across the district. 
 Progress will continue to be attained through higher attendance and active participation in school events and decision-making processes, fostering a collaborative school environment. The Adelanto Elementary School District will provide training for staff on cultural competence and sensitivity to better understand and engage with families from diverse backgrounds. We continue to focus on improved relationships and trust between school staff and families, particularly those from minority and underserved communities. The development of our Climate and Culture team provides personalized support systems, such as family liaisons and counseling services, to address the specific needs of students and their families. We will continue to enhance support for families in navigating educational challenges and accessing resources, leading to better student outcomes. Scheduled parent-teacher conferences conducted twice yearly provide opportunities for meaningful dialogue about student progress and needs.
Through strengthening partnerships and shared accountability for student success, parents feel more informed and involved in their children's education. Collaboration with community organizations to provide additional resources and support for families.
AESD will continue to expand the network of support services available to families, addressing broader needs beyond academics.
Regular feedback forums, such as surveys and focus groups, to gather parent input on school initiatives and policies.

	The Adelanto Elementary School District aims to build more substantial, inclusive, and trusting relationships between school staff and families, ultimately contributing to a more supportive and effective educational environment. 
While there are multiple communication channels, feedback indicates that some parents feel their voices are not always heard or responded to promptly. We aim to develop more robust two-way communication systems that allow real-time feedback and ensure that parents' concerns and suggestions are addressed efficiently. Engagement efforts have been successful in many areas, but some minority and underserved families still feel marginalized. AESD will implement targeted strategies to engage these families more effectively, including translation services, culturally relevant events, and outreach through trusted community leaders. Outreach efforts vary in consistency and effectiveness across different schools and grade levels. We are working to standardize outreach practices to ensure all families receive consistent and comprehensive information about school activities, policies, and opportunities for involvement through districtwide Educational Partner Meetings. While parent involvement programs exist, participation can be lower sometimes, with some families feeling disconnected from the school community. Our district aims to create more opportunities for meaningful family engagement in school governance and decision-making processes, ensuring all families feel valued and included. Additionally, an increase in transparency regarding school policies and decisions by regularly updating families, holding open forums, and involving parents in critical discussions to build trust. We also want to provide additional support and resources for families, such as flexible meeting times, transportation assistance, and access to community resources to facilitate their involvement. Another goal to enhance professional development programs to include continuous training on effective family engagement strategies and cultural competence to support diverse family needs better.	To improve the engagement of underrepresented families, the Adelanto Elementary School District will implement several targeted strategies based on educational partner input and local data analysis. First, targeted outreach programs will be developed to personally invite underrepresented families to school events and collaborate with trusted community organizations, ensuring these families feel welcomed and valued. Language and cultural support will be enhanced by providing translation and interpretation services at all school events, meetings, and communications, as well as hiring bilingual staff and cultural liaisons to bridge language gaps and offer culturally relevant assistance. Flexible meeting times and locations will be scheduled to accommodate diverse schedules and transportation needs, removing logistical barriers to participation. Family resource centers or family wellness centers will be established within schools or community hubs, offering services such as parenting workshops, homework help, and access to social services, creating a centralized location for support and fostering a sense of connection to the school community.

Additionally, parent leadership programs will be created to empower underrepresented parents to take on leadership roles within the school, ensuring their voices are heard in decision-making processes and building trust. Regular feedback mechanisms, including surveys, focus groups, and feedback sessions, will be implemented to gather input from underrepresented families on school policies, programs, and engagement practices. This will allow the schools to adapt their strategies to support them better. Cultural competence training for staff will be provided on an ongoing basis to help them understand and effectively engage with their students' and families' diverse cultural backgrounds, improving interactions and creating a more inclusive environment.

The Adelanto Elementary School District is focused on communication strategies that will utilize multiple platforms such as phone calls, text messages, social media, and community radio to reach underrepresented families with important information and invitations to participate. This ensures that information reaches all families regardless of their preferred communication channels. By implementing these strategies, AESD aims to create a more inclusive and supportive environment that encourages the active participation of underrepresented families in the school community, ultimately fostering stronger relationships between school staff and families and improving overall engagement.	The Adelanto Elementary School District has demonstrated significant strengths and progress in building partnerships for student outcomes through various initiatives and collaborative efforts. Teachers regularly collaborate to share best practices, analyze student data, and plan instruction alongside administrators. This collaborative approach has allowed focus on instructional practices that will enhance student outcomes through shared expertise and continuous professional growth. Additionally, AESD has cultivated strong community partnerships with local businesses, higher education institutions, and community organizations. These partnerships have provided students with valuable resources, counseling, mentorship opportunities, and real-world learning experiences that enhance their educational and career readiness. 

Parent and family engagement is another area of highlight for AESD. Effective programs, including regular parent engagement meetings, parent workshops, family nights, and parent-teacher organizations (PTO), have increased parent participation and engagement in school activities. This involvement has contributed to a supportive home environment for students, positively impacting their academic performance and well-being. We offer comprehensive support services, such as counseling, health services, and academic interventions, to address the diverse needs of our students. We continue to improve student attendance, reduce behavioral issues, and provide better educational outcomes, as students receive the necessary support to thrive in school.

Data-driven decision-making is a key practice within our organization. It is utilized to identify student needs, monitor progress, and adjust instructional strategies. This approach has resulted in targeted interventions and personalized learning plans that have effectively addressed learning gaps and improved student achievement. AESD's commitment to inclusive practices and equity initiatives ensures all students have access to high-quality education and opportunities. Efforts to promote equity have fostered a more inclusive school culture, higher academic achievement for historically underserved students, and a reduction in achievement gaps.

	Based on the analysis of educational partner input and local data, the Adelanto Elementary School District has identified several focus areas for improvement in building partnerships for student outcomes. One key area is enhancing communication and collaboration between schools and families. While current efforts have shown an increase in engagement, there is a need for more consistent, two-way communication that ensures parents feel heard and their input valued. AESD aims to implement more robust feedback mechanisms and provide timely responses to parent concerns and suggestions.

Another focus area is increasing engagement with underrepresented families. Despite existing efforts, some minority and underserved families still feel disconnected from the school community. AESD plans to develop targeted outreach programs, provide better translation and interpretation services, and create more culturally relevant events to bridge this gap and foster a more inclusive environment. There is a need to strengthen partnerships with community organizations and local businesses. While current collaborations have been beneficial, expanding these partnerships can provide students with even more supports, resources, mentorship opportunities, and real-world experiences. AESD intends to actively seek new partnerships and strengthen existing ones to support student learning and career readiness.

Professional development for staff is also a focus area, particularly in cultural competence and family engagement strategies. AESD recognizes the importance of ongoing training to help staff effectively engage with diverse families and create a supportive school environment. Enhanced professional development programs will equip teachers and administrators with the skills to build stronger relationships with all families. Finally, improving data-driven decision-making processes is crucial. While AESD currently uses data to inform instruction and interventions, there is room for improvement in how data is collected, analyzed,communicated, and used to drive decisions. AESD aims to implement more sophisticated data systems and provide staff training on data analysis and application. This will ensure that interventions are targeted and effective, ultimately improving student outcomes.
AESD aims to create a more inclusive, supportive, and effective educational environment for all students by addressing these areas.	Based on the analysis of educational partner input and local data, the Adelanto Elementary School District will implement several strategies to improve the engagement of underrepresented families in building partnerships for student outcomes. AESD will develop targeted outreach programs that include personalized invitations to school events and collaboration alongside trusted community organizations, ensuring that these families feel welcomed and valued. To bridge language barriers, AESD will enhance its language support services by providing translation and interpretation at all school events, meetings, and communications, and translators and others to offer culturally relevant assistance.

Meeting times and locations will be more flexible to accommodate underrepresented families' diverse schedules and transportation needs, removing logistical barriers to participation. All meetings will continue to be presented in a hybrid manner with access in-person or online. AESD will also aim to establish family resource centers within schools or community hubs, offering services such as parenting workshops, homework help, and access to social services, thus creating a centralized location for support and fostering a stronger connection to the school community.

To empower underrepresented parents and ensure their voices are heard in decision-making processes, AESD will create parent leadership opportunities, such as the District Advisory Committee, English Learner Advisory Council, Local Control and Accountability Stakeholder Meetings, or School Site Councils. Additionally, AESD will implement regular feedback mechanisms, including surveys, focus groups, and feedback sessions specifically targeted at underrepresented families to gather their input on school policies, programs, and engagement practices. This feedback will inform adjustments and improvements to better support our families.

Ongoing cultural competence training for staff will be provided to help all understand and effectively engage with their students' and families' diverse cultural backgrounds, improving interactions and creating a more inclusive environment. Enhanced communication strategies will utilize multiple platforms, such as phone calls, text messages, social media, and our local community radio, to reach underrepresented families with important information and invitations to participate, ensuring that information is accessible to all families.
	Based on the analysis of educational partner input and local data, AESD has demonstrated significant strengths and progress in seeking input for decision-making. One major strength is the establishment of ParentSquare, which facilitates regular and transparent interactions between the district and its stakeholders at the teacher-parent level. Other channels include surveys, town hall meetings, focus groups, and online platforms, ensuring a wide range of voices are heard. AESD has also made significant strides in involving parents, students, teachers, and community members in the decision-making process by forming advisory councils and committees. These groups provide valuable insights and recommendations directly influencing district policies and initiatives.

Additionally, AESD has proactively ensured that feedback mechanisms are inclusive and accessible to all community members, particularly those from underrepresented groups. This has been achieved by offering translation services and holding meetings at various times and locations to accommodate different schedules. The district’s commitment to cultural competence and sensitivity training for staff has further enhanced its ability to engage meaningfully with diverse communities.

AESD’s use of data-driven decision-making is another key strength. The district regularly collects and analyzes data from various sources, including academic performance metrics, attendance records, and community feedback, to inform its decisions. This approach has led to more targeted and effective policies and programs that address the specific needs of students and families.	Based on the analysis of educational partner input and local data, AESD has identified several focus areas for improvement in seeking input for decision-making. One primary area for improvement is enhancing the inclusivity and reach of its feedback mechanisms. While AESD has made efforts to engage a broad range of stakeholders, there is a need to better reach and involve underrepresented groups. This includes providing more translation services, culturally relevant communication strategies, and flexible meeting times to accommodate the diverse schedules of families.

Additionally, the decision-making process needs to be responsive and transparent. Stakeholders have expressed a desire for more timely and clear communication regarding how their feedback is used and what decisions are made. AESD aims to implement a more transparent feedback loop where stakeholders can see the impact of their input and understand the rationale behind decisions.

Another focus area is increasing the use of technology to gather and analyze feedback. While traditional methods like surveys and meetings are effective, leveraging digital tools and platforms can enhance data collection, allow for more dynamic interaction, and reach a wider audience. AESD plans to invest in new technologies and train staff to use these tools effectively to streamline the feedback process and improve data analysis.

Additionally, there is a need to foster a more collaborative environment within the district where teachers, students, and parents feel empowered to contribute to the decision-making process. This involves seeking input and creating opportunities for meaningful involvement in the planning and implementation stages of policies and programs. AESD aims to build stronger partnerships by increasing the frequency and depth of collaborative engagements and ensuring that all voices are genuinely considered.

Finally, improving professional development for staff in stakeholder engagement is crucial. Providing ongoing training on effective communication, cultural competence, and community engagement strategies will equip staff to better connect with and involve all stakeholders in decision-making. By addressing these focus areas, AESD aims to create a more inclusive, transparent, and effective decision-making process that truly reflects the needs and aspirations of its entire community.	Based on the analysis of educational partner input and local data, AESD will implement several strategies to improve the engagement of underrepresented families in seeking input for decision-making. To enhance inclusivity and reach, AESD will develop targeted outreach programs that include personalized invitations to school events and meetings, and collaborate with trusted community organizations to build trust and rapport with underrepresented families. Translation and interpretation services will be expanded to ensure all communications and meetings are accessible to non-English speaking families, and culturally relevant communication strategies will be employed to make these families feel more connected and understood.

AESD will also schedule meetings at various times and locations to accommodate the diverse schedules of underrepresented families, removing logistical barriers that might prevent their participation. Establishing family resource centers within schools or community hubs will provide a centralized location where families can access support services, such as parenting workshops, homework help, and social services, fostering a stronger connection to the school community.

To empower underrepresented parents and ensure their voices are heard in the decision-making process, AESD will create parent leadership programs, such as Parent Advisory Councils or School Site Councils. These programs will provide platforms for parents to take on leadership roles and actively participate in school governance. Additionally, regular feedback mechanisms, including surveys, focus groups, and feedback sessions, will target underrepresented families to gather their input on school policies, programs, and engagement practices. This feedback will be used to inform adjustments and improvements to better support these families.

Ongoing cultural competence training for staff will help them understand and effectively engage with the diverse cultural backgrounds of their students and families, improving interactions and creating a more inclusive environment. Enhanced communication strategies will utilize multiple platforms, such as phone calls, text messages, social media, and community radio, to reach underrepresented families with important information and invitations to participate, ensuring that information is accessible to all families.

By implementing these strategies, AESD aims to create a more inclusive and supportive environment that encourages the active participation of underrepresented families in the decision-making process. This will foster stronger relationships between school staff and families, ensuring that all voices are heard and considered in developing and implementing policies and programs, ultimately improving student outcomes and community engagement.

	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-25	2024
36675870128462	Taylion High Desert Academy/Adelanto	3	Taylion High Desert Academy believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families with letters and orientations before the start of the school year to welcome them back or to welcome them for the first time. Throughout the school year, families have several formal and informal opportunities to engage in conversations with teachers regarding their child’s progress, strengths, and areas of need. Meetings with families and parents are translated when needed as are written communications. Additionally, Taylion has hosted various school events during which family input and engagement has been successful.  These events include a Back to School Family Fun Night, a Trunk or Treat celebration, a Skating Rink Family afternoon to mention a few. Monthly Taylion newsletters which include information about school events, student accomplishments, and academic updates are shared with families using Remind and Parent Square apps. Administrators and teachers also consistently use these apps to relay school information, reminders, and useful suggestions including Social/Emotional health ideas, college information, and field trip updates.	Efforts to build and engage in partnership with parents/guardians for student outcomes have yielded successes, but there is room for improvement. To increase communication with families, Taylion intends to continue to invite parents/guardians to participate in parent/guardian Taylion Action Committee (TAC) meetings.  Additionally, Taylion will be hosting various awards ceremonies and other family events with the intention of engaging a stronger bond between all educational partners.	Taylion High Desert Academy is taking several steps to engage underrepresented families.  A closer look at Taylion’s website has been taken and upgrades are being done to provide a more user-friendly enrollment platform for all applicants.   Within the hiring process, bi-lingual applicants are being hired to ensure translators on site for EL families. A wider variety of field trips will be planned to offer students experiences not otherwise available.	Taylion’s staff has a deep appreciation for the importance of parent involvement. Opportunities for engagement occur at orientations, parent conferences, Back to School Night, as well as monthly meetings with all homeschooled families. Staff at each of our school sites provide welcoming environments for all families in our community. Student Success Coaches (SSC), teachers, administrators, and enrollment team staff communicate regularly with families. Parents/guardians are encouraged to ask questions they may have regarding specific ways they can help support their children. Student Study Team meetings provide support for children who are not meeting expected goals. These meetings include parents/guardians and recommendations are provided to both the teachers and the parents/guardians for support strategies specific to the demonstrated need. IEP meetings are held for students who have assessed learning disabilities. Parents are provided information specific to their legal rights and are encouraged to ask any questions they may have. Whenever needed, translators are provided to ensure parents have a clear understanding of the information being shared. Additionally, Taylion celebrates its students and families with Kindergarten and 8th grade promotions as well as High School Senior graduation.	Taylion High Desert Academy will continue to expand connection with educational partners by providing additional student recognition celebrations providing encouragement and incentives both academically and socially. Additionally, experiences within the community will continue to be organized offering volunteering and community involvement opportunities to enhance Taylion students’ familiarity with and understanding of their local surroundings.	Feedback specific to underrepresented families is sought out via parent surveys. To ensure their active engagement, care is taken to ensure there is representation on the Taylion Advisory Committee (TAC). 
During the past 2023-24 school year, Taylion has established various events focusing on its students ethnic background providing celebration and education of their cultures and history.  Taylion’s student council organized a Black History Day and a Cesar Chavez Day events resulting in strong student involvement. 
Throughout the 2024-25 school year, Taylion High Desert Academy will focus on increasing opportunities to gain more general input with a focus on family feedback.
	Educational partners including teachers, students, parents, leadership, and board members engage in meaningful dialogue and provide input to Taylion’s strategic planning through groups including Board Meeting, Taylion Action Committee, staff meetings, and student government meetings. Parent input and involvement in the development and annual review of school wide objectives occurs via participation in scheduled meetings and surveys as well as focus group sessions. During WASC reviews, parents/guardians provide valuable input and support.	During the 2024-25 school year, Taylion High Desert Academy will be engaging its educational partners as a new long-range strategic plan of inclusion and input is developed. During this process, Taylion will ensure feedback from all groups, including those that are underrepresented to inform the development of this plan.	Taylion High Desert Academy works with leadership and staff to discuss the purpose of advisory groups, topics to cover, and ways to empower families to be active participants in these decision making groups. Opportunities to give input on policies and programs will be provided to all families through meetings such as general parent meetings, school events, and committees. Taylion will continue to work on creative strategies to include parents and families directly to understand their role in decision making and school governance while also striving to increase the quantity of underrepresented families that engage in this important feedback. These opportunities will be offered at both on site and virtual meetings as well as through surveys. Feedback from parents will be continue to be solicited early in the school year to develop plans that best fit the needs and ability of parents to be involved in their children's education.	4	4	3	4	4	5	5	5	4	4	5	5	Met		2024-06-20	2024
36675950000000	Alta Loma Elementary	3	The Alta Loma School District (ALSD) has a rich history of strong partnerships with families, local businesses, and faith-based organizations. The District and school sites provide various opportunities to engage with parents and highlight students and families through parent engagement activities, social media shout-outs, Back to School Night, Coffee with the Principal, parent conferences, and Open House. Nine of the school sites have a strong and active Parent Teacher Association (PTA), and one school site partners with a Parent Faculty Student Association (PFSA). These parent organizations actively seek community partnerships to support fundraisers and provide various student and family activities throughout the year.
In the summer, the District provided expanded learning opportunities and partners with local agencies to integrate extracurricular activities such as art, dance, and music. For families experiencing financial struggles or basic care needs,  the District provides a parent resource center that is manned by our parent ambassadors and stocked with donations from our clothing and food drive year around. Additionally, the District partners with various community groups and local non-profit organizations to support students and families experiencing financial struggles or basic care needs. Together, we provide additional essential resources such as access to food banks, shelters, clothing closets, health services, and transportation.
Nevertheless, improvements in these areas are constantly reviewed based on feedback provided. One area of need is engaging our underrepresented families. The District and our schools are continuously looking for ways to involve these families more effectively. To increase outreach, the District is providing a new forum called Community Connection Forum. Underrepresented families will be personally invited to share their experiences in the District and provide insight in areas for improvement. 
	Building relationships between school staff and families is a top priority for the Alta Loma School District (ALSD). To foster these connections, the District will continue to provide various opportunities for school staff and families to engage in relationship-building activities. These opportunities will be enhanced through increased and expanded communication and participation in areas such as Board highlights, the Superintendent’s Weekly Newsletter, the Superintendent Community Cabinet, the Parent Leader Group, the LCAP Advisory Committee and DELAC, State of the District community events, the Student Advisory, and the Family Engagement Series.
At the school sites, staff will focus on increasing engagement with parents and the community through events such as Back to School Night, School Site Council meetings, Coffee with the Principal, parent conferences, GATE parent meetings, Family Nights, and PTA/PFSA events. The District will also continue to provide parent ambassadors at Title 1 sites to support families.
	The Alta Loma School District's (ALSD) goal is to ensure all families feel welcomed, with a particular focus on improving the engagement of underrepresented families. The District provides both in-person and virtual opportunities, and information is sent home via email and text. As part of our continuous improvement process and ongoing efforts to increase family and parent engagement, the District reviews state and local data, as well as input from our families. If an area of need is identified or a trending request arises, the District will make all efforts to adjust and address the need or request.
School sites are also expected to review local data and input and to reach out and invite all families, particularly those who are underrepresented, to engage in school activities and forums. Site PTA and PFSA also play a supportive role, extending efforts to invite all families to join and engage in PTA and school-sponsored events.
	The Alta Loma School District (ALSD) Board of Trustees and District leadership have established expectations and provide guidance in building partnerships to improve student outcomes. The District and school sites value and rely on educational partner relationships to meet students' needs and nurture learning environments where students feel welcome and safe. The District and schools offer many opportunities for collaboration to enhance student outcomes.
At the District level, these opportunities include LCAP Community Engagement, the District English Language Advisory Committee (DELAC), and the Superintendent Community Cabinet, and parent leadership committees. Our schools take pride in working together to create family-friendly monthly activities that build a positive culture and climate within their communities. At the school site level, these opportunities include School Site Council (SSC), English Language Advisory Committee (ELAC), Parent Teacher Association (PTA), Individualized Education Plan (IEP) meetings, Back to School Night, Coffee with the Principal, and student-led committees, clubs, and organizations. Additionally, parent ambassadors at each school campus are provided to strengthen partnerships.
	Improving engagement of underrepresented families is a priority for the Alta Loma School District (ALSD). The District strives to have all families engaged and involved in our schools. The District and sites consistently review data from surveys and open-door conversations to determine areas of need. When trends, concerns or behaviors arise, a deeper analysis is conducted, and solutions are created, such as improved communication, new school activities, or the addition of advisory committees.
The District and schools take extra steps to reach out to families who seem disconnected, inviting them to participate in committees and parent engagement activities. For example, the District parent liaison works with our Title I ambassadors to ensure that families, particularly our foster youth and homeless, are provided with additional support and have access to resources such as clothing, shelter, and food. In terms of areas for improvement, several parents noted this past year that meeting the needs of high-achieving students was lacking. As a result, the District is working with teachers to develop a common understanding and effectively differentiate learning opportunities to meet the needs of all students in the classroom. Additionally, it was brought to the District’s attention that some families felt cultural awareness and responsiveness were lacking, and that students did not have access to extracurricular activities. In response, the District created a Community Connections Forum in conjunction with our Superintendent Community Cabinet as an outreach opportunity for our diverse families. The District also expanded extracurricular opportunities and will make a concerted effort to invite our underrepresented students to participate.
	The Alta Loma School District (ALSD) takes great pride in maintaining positive and strong working relationships with staff, students, parents/guardians, and the community. Data is collected and reviewed through one-on-one conversations, community forums, and surveys. Although survey results indicate that our educational partners are satisfied with the District’s efforts in building partnerships for student outcomes, the District strives to ensure all families, regardless of race, religion, or background, feel part of the school community.
For example, the District provides a District Language Advisory Committee (DLAC) to ensure our English learner families have a forum to receive information and provide input.  One area that rose as a concern was the lack of cultural proficiency and respect for our African-American families. To learn more and hear from these families, the District developed a community forum for African-American families to share their thoughts and concerns. Based on the positive feedback, the District will continue to provide this forum. Additionally, we also noticed safety protocols and the well-being of students were a concern. As a result, the District enhanced safety protocols, provided school counselors and re-established Positive Behavior and Intervention Supports (PBIS) programs at every site. 
	The Alta Loma School District (ALSD)  has established expectations and provides guidance on the importance of involving educational partners in District and site-based decision-making processes. The District and school sites value the opinions of students, parents, educators, and the community, offering a variety of ways, including in-person and virtual, to engage educational partners in the decision-making process and ensure all members from our diverse community are represented and have input.
District-level opportunities include in-person and virtual LCAP Community Engagement meetings, the District English Language Advisory Committee (DELAC), the Superintendent Community Cabinet, the Student Advisory, and digital surveys. This year, ALSD received 3,297 responses, the largest number of responses to date. At the site level, the leadership team provides opportunities for input through the School Site Council (SSC), the English Language Advisory Committee (ELAC), the Parent Teacher Association (PTA), Back to School Night, Coffee with the Principal, family nights and student-led committees, clubs, and organizations.
	Although the Alta Loma School District (ALSD) works diligently to ensure all educational partners have an opportunity to provide input and voice into our decision-making process, the District recognizes there are gaps. As part of Alta Loma School District’s continuous improvement process, the District and sites continuously review local data and reach out to families, particularly those who demonstrate less engagement and/or belong to student groups in need. The District and sites encourage educational partners to attend forums for input, engage in one-on-one conversations, email their thoughts, questions, or concerns, and complete the yearly District and site surveys.
This past year, the District observed rising concerns from families.  In response, the District developed a Community Connection Forum, particularly for our underrepresented families to have an open discussion and share any questions and/or concerns they had about the District and/or school sites.  As a result of the feedback and conversations, the forum will continue in 2024-25. 
	Based on the analysis of 2024 educational partner input and local data, Alta Loma School District (ALSD) has identified several key strategies to improve the engagement of underrepresented families in the decision-making process the following we be priorities:
1. As a response to the educational partner feedback, the District will continue to place communication and opportunities for engagement and input as a top priority.  The District will continue to provide communication via email, text, website, superintendent weekly newsletter and various District and school forums throughout the year.  Additionally,  the District has upgraded to a more friendly and easier to navigate website called Apptegy and translated services will continue to be provided for multilingual families. As for engagement and opportunities for input, The District will continue to focus on providing parent forums in person and virtual, surveys that are translated in the languages spoken by our families and  provide inclusive decision-making committees and advisory councils to represent our diverse community, particular our English Learners, Foster Youth, Homeless, low socio-economic and special education. 
2. The District will continue to develop outreach opportunities to build trust and relationships with underrepresented families and provide personal invites to the Superintendent Cabinet, the new Community Connections Forum and school-based activities.  
3. In order to ensure the District and school staff is culturally responsive and has a deep understanding of our diverse population, culturally relevant training will be provided. This training will equip educators and administrators with the skills to effectively engage with families from diverse backgrounds, ensuring cultural competence, sensitivity and understanding of their unique needs and perspectives.
4 Family engagement events, such as family nights, informational sessions and open forums giving the opportunities for families to connect with school staff and engage in discussions about school policies and programs will continue. These events will be scheduled at various times and locations to accommodate family schedules. By implementing these strategies, the District aims to create a more inclusive and participatory environment that values the input of all educational partners, particularly those from underrepresented groups particularly English learners, Foster Youth, Homeless and low socio-economic and special education.  

	5	5	5	5	5	5	5	5	5	5	4	5	Met		2024-06-12	2024
36676110000000	Barstow Unified	3	The strengths BUSD enjoys that are related to building partnerships for student outcomes include a robust Local Control Accountability plan that focuses heavily partnerships for student outcomes as well as fully functioning school site councils at all school sites along with free standing English Language Learner Advisory councils that each meet 5 times a year. These meetings consist of allocation of funds tied directly to student achievement, recognition of student achievement, parent/staff/student input on programs and long range planning, etc. BUSD schools have made steady progress in building these partnership with a renewed focus that is centered on data, program alignment, and accountability. Through the data disaggregation our educational partners have expressed a need for our district to focus on the needs of the whole child. This means that developing a fully functioning multi-tiered support system (MTSS) at all school sites is paramount. Because the MTSS model focuses on behavioral, academic, and social-emotional student progress, schools will begin developing the tools necessary to support the whole child during their learning experience at BUSD.	"BUSD's focus areas for improving Building Relationships Between School Staff and families includes Fall and Spring parent nights to invite parents to the school, Community building events through the Superintendent's office to highlight student achievement and solicit parent input, increased public information sharing through the Public Information office, and a new ""Parent Square"" software application that will enable increased communication across the entire district."	"The superintendent's office will hold regularly scheduled parent input meeting targeting at risk groups such as foster youth, African American, and low-socio-economic student groups. School sites will utilize the ""Parent Square"" software application to communicate directly via a phone app to our underrepresented families with important student progress information, attendance information, and important dates at the school sites."	Barstow Unified School District's commitment to building relationships starts with a concerted effort to increase communication and transparency with the community. BUSD's has experienced progress in this area with the inception of our Public Information Officer position that can be noted in the LCAP. The PIO is tasked with maintaining all district-wide communications about school events, district news, and happening. This information is shared via social media, website postings, e-mails, phone calls, etc. Each school site is required to hold school site council meetings, English Language Learner Advisory council meetings, back to school nights, and other various family activities throughout the year. Each school has achieved each of the required metrics in this area as noted in the LCAP.	BUSD is committed to partnering with parents and guardians to ensure students are achieving and feel safe and comfortable in our school environments. We will engage in many opportunities to support student outcomes such as parent conferences, student study teams , Individualized Educational Plan meetings, School site councils, English Language Learner committees, School Attendance Review Board Meetings, School attendance review team meetings, live and automated phone calls home and utilization of Parent Square. Parent Square is a one stop shop for all important information as it relates to school happenings, individual student progress, attendance, 2-way communication between school and home, and much more.	BUSD and each of its schools are launching district and school-wide Multi-Tiered Systems of Support (MTSS) models to support students in academic, behavioral, and social-emotional growth at school. Through the MTSS process the district and each of the schools will look at data to make informed decisions about 3 levels of intervention that will be needed to address student outcomes. Tier I supports which includes 85% of the student population will be addressed with interventions that will have an affect on most of the the student population achievement. Tier II supports which includes 10% of the student population will be addressed with interventions that will have an affect on a smaller student group with more intense support. Finally, Tier III supports will be addressed with interventions that will affect a very small group of students with individualized supports. For the underrepresented families, the students who fall in one of the three categories of support, the MTSS team will design opportunities for input and collaboration on the types of supports that will best meet the needs of students. The MTSS teams will include a parent representative to ensure decision for intervention supports include their input.	BUSD and each of its schools are launching district and school-wide Multi-Tiered Systems of Support (MTSS) models to support students in academic, behavioral, and social-emotional growth at school. Through the MTSS process the district and each of the schools will look at data to make informed decisions about 3 levels of intervention that will be needed to address student outcomes. Tier I supports which includes 85% of the student population will be addressed with interventions that will have an affect on most of the the student population achievement. Tier II supports which includes 10% of the student population will be addressed with interventions that will have an affect on a smaller student group with more intense support. Finally, Tier III supports will be addressed with interventions that will affect a very small group of students with individualized supports. For the underrepresented families, the students who fall in one of the three categories of support, the MTSS team will design opportunities for input and collaboration on the types of supports that will best meet the needs of students. The MTSS teams will include a parent representative to ensure decision for intervention supports include their input.	BUSD's focus to improve seeking input for decision-making begins with a renewed effort to communicate with our families at opportune times during the school year. These opportune times would include the early winter release of the California dashboard that launches the collaborative work of reviewing the current district LCAP and beginning conversations to develop the next LCAP. At this time a parent survey will be released to all parents asking for input related to the 8 state outcomes required in the development of the LCAP. Also. at the school level each site leadership team will solicit partner input to develop the Single School Plan for Achievement (SPSA) in late Spring. The SPSA is required to address specific student needs at the school but also align with the goals and actions found in the district LCAP. As the implementation  of the 2024-2027 LCAP ensues, BUSD will be required to ensure that a goal for each school site, specific to its students is included in the plan. As part of the SPSA development and Title I requirements, each school will administer a Title I survey to solicit partner input as well as hold an annual Title I parent meeting to inform partners of the results of student achievement for the previous year, the SPSA for the current year, and other pertinent information.	"Barstow Unified School District will improve the process for seeking input from underrepresented educational partners by revamping the parent advisory committee to include representatives from this group. This parent group is vital to the development and monitoring of the BUSD Local control accountability plan. This is a year long effort that includes educational partners from the district, each school site, and the community. Also, this group includes student representatives from the secondary school sites. Through a process of collaboration and data disaggregation, the LCAP is formed by addressing ""all student"" needs and ""unduplicated count"" student needs. By reviewing Title I survey data, and LCAP survey data, this group will engage in discussion and decision-making activities to ensure underrepresented educational partners' voices are represented."	5	5	5	5	3	3	3	3	3	3	3	3	Met		2024-06-25	2024
36676370000000	Bear Valley Unified	3	It is imperative to the District that we maintain constant communication with all Educational Partners throughout the year. Multiple Educational Partner meetings were held throughout the 2023-2024 school year in order to share student successes and challenges and to gather input as to assist with the development of the 2024-2025 LCAP. 
BVUSD's current strengths are related to the openness of communication between all Educational Partners. Parent Conferences are held annually, TK - 8th grades to further communication. In addition, School Site Council, District and Site English Learner Advisory Committee meetings also provide opportunities for input. And in order to gather input from educational partners that may have been unable to attend any of the meetings, a Parent and Family Engagement survey (both English and Spanish) was sent out. 
	BVUSD continues to strive for engagement with Educational partners throughout the year. As with all LEAs, a challenge remains with trying to re-engage our partners. The focus is to provide opportunities for partnerships with families with Quarterly English Learner Advisory Committee, District English Learner Advisory Committee meetings, and School Site Council Meetings at each site. Each site also has a Booster club made up of volunteer parents. District level input is gathered at the annual Local Control Accountability meetings. BVUSD continues to focus on the full return of educational and community partners to the campus for traditional site activities and events. 
	To improve engagement of underrepresented families as we continue to rebuild partnerships, we have two District English Learner Coordinators and English Learner site coordinators at each school. As well, we are hiring an English Learner Parent Community Liaison to address our increased enrollment of English Learners. We are working on creating opportunities for English Learner parents to attend evening meetings to facilitate the navigation of their child(ren)'s educational progress. For our Students with Disabilities, we have two District Psychologists, a counselor dedicated to each school site, and continual support from our Special Education Local Plan Area (SELPA) organization. For our Foster Youth/Homeless population, the District Liaison works directly with the families to make sure their needs are being met, school supplies provided if needed, and children are being supported in their educational needs.	BVUSD offers multiple opportunities for partnerships with families to ensure positive student outcomes while giving families information and resources to support student learning at home. Quarterly English Learner Advisory Committee, District English Learner Advisory Committee meetings, and School Site Council Meetings are held at each site. Each site also has a Booster club made up of volunteer parents. At BBHS, there are two groups of parents, Parents in Support of Academics, and Bear Backers who support students on all athletic teams. On Financial Aid Night, scholarships, college finances, and the college application process are discussed to facilitate the partnership between counselors and students as they look at post secondary education.  BBHS also offers “Freshman Orientation” to familiarize incoming freshmen with the staff and logistics of navigating high school. In the fall, Elementary and Middle School sites hold parent conferences to discuss the academic progress of students. These opportunities and support for our students serve to strengthen the parent and BVUSD staff partnership.	A challenge regarding parent involvement continues as many of our parents work outside the home and many jobs in Big Bear are seasonal causing certain levels of transiency within local families as well as several families having had difficulty maintaining their jobs and housing during COVID. To continue to build these partnerships, teachers utilized Google Classroom to keep parents and students informed; parents can access a parent portal in our student information system, and many teachers use additional apps that communicate with parents online. Additionally, BVUSD has an app that can be downloaded on a cell phone for site and district updates. The app currently has 4733 users who use the app for information on a regular basis.
In addition, a focus area continues to be the building of community partnerships to provide opportunities for students to interact with and learn about various community entities that are directly related to the Career Technical Education program at BBHS
	BVUSD continues to seek input on educational decisions made. To improve engagement, the communication tools will be used to inform and celebrate student achievement via District Facebook, Website, phone App, emails, and dial outs. All communication is distributed in Spanish and English. Parent conferences are held annually from TK - 8 grades and teachers stay in touch with students through Google Classroom and the Remind App. As well, annual Local Control Accountability Plan (LCAP) meetings are held several times a year to gather input for student programs. Our underrepresented students are supported by the District and Site English Learner Coordinators as well as the English Learner Parent Community Liaison . For our Students with Disabilities, we have two District Psychologists, a counselor dedicated to each school site, and continual support from our Special Education Local Plan Area (SELPA) organization. For our Foster Youth/Homeless population, the District Liaison works directly with the families to make sure their needs are being met, school supplies provided if needed, and children are being supported in their educational needs.	BVUSD values the input of all Educational Partners. Multiple decision making meetings were held with parents, including LCAP meetings, Parent Advisory, School Site Council, and Parent Booster clubs. Administrators, Teachers, Staff, Parents (including parents of English Learners and parents of students with disabilities), Credentialed/Classified Staff Association Representatives, Child Welfare and foster youth representatives, and community members were in attendance at the LCAP meetings. All meeting announcements are sent via Facebook, emails, dial outs, and posted on the district website. BVUSD also uses the district-wide app to enhance communication. 
Areas of strength remain our open communication and welcoming of educational partner input.
	A challenge continues to be the direct involvement of parents in decision making. A focus will be the inclusion of community partners to gather input into how to best provide opportunities to gain authentic work experience and develop employable skills for life after graduation. Another area of focus has been to work with multiple service organizations to determine local student needs and provide opportunities for parent/student/community education in these areas.	
 A challenge continues to be the direct involvement of parents in decision making, more specifically our underrepresented families. To ameliorate these challenges, meetings are scheduled at various times and days, Chromebooks are provided on-site for parents to respond to surveys, and hard copies are available. District English Learner Advisory committee and Site English Learner Advisory committees are now meeting on the same night to alleviate the need for parents to be out of the home two nights instead of one. Personal phone calls are made with parents of Students with Disabilities to ensure attendance and input at Individual Educational Plan (IEP) meetings and to offer support when needed. Personal contact is also made with Foster Youth/Homeless by the District Liaison to provide needed support to these students as well. In addition, childcare, food, and a link to the live presentations are provided. 
	3	4	3	3	4	3	3	3	3	3	3	3	Met		2024-06-17	2024
36676450000000	Central Elementary	3	Based on educational partner input and local data, the district demonstrates significant progress in building partnerships for student outcomes. Recent survey results reflect parents' high satisfaction, with over 95% of respondents strongly agreeing or agreeing that they have multiple opportunities to be involved in their child's education.

The district has fostered effective collaboration with parents, community organizations, and local educational partners, creating a supportive network focused on enhancing student outcomes. This network is characterized by active parental involvement, with the district engaging parents and families in their children's educational journeys, offering multiple opportunities for involvement, and ensuring that parent input is valued. Additionally, the collaboration with community organizations has been strengthened, contributing to a holistic approach to education.

Data analysis informs decision-making processes, allowing the district to tailor strategies and initiatives to meet the unique needs of students. This approach ensures that the district remains responsive and adaptive to the changing educational landscape.

The district has implemented Multi-Tiered Systems of Support (MTSS) to provide comprehensive academic and behavior/social-emotional assistance to all students. This framework ensures equitable opportunities for academic success by providing targeted support at varying levels based on student needs and addressing both academic and social-emotional aspects of student development.

These efforts underscore the district's dedication to fostering robust partnerships for the benefit of student outcomes. By engaging with educational partners and utilizing data-driven strategies, the district is committed to creating an environment where every student can succeed.	Based on the analysis of educational partner input and local data, the district has identified several key focus areas for improvement in building partnerships to enhance student outcomes.

The district aims to develop more effective engagement strategies to better involve parents, community organizations, and educational partners in supporting student success. This involves creating meaningful opportunities for collaboration and involvement.

Improving communication channels is another priority. The district seeks to ensure that all relevant parties are well-informed about educational initiatives and can provide valuable input, fostering a more transparent and inclusive environment.

Strengthening the use of data for decision-making is also crucial. By utilizing data more effectively, the district can enable more targeted interventions and support for students, ensuring that resources are directed where they are most needed.

Offering continued professional development to educators and staff is essential to improve their capacity to partner effectively with families and community entities. This training will help educators and staff develop the skills necessary to build strong, supportive relationships with parents and community partners.	The district has established a comprehensive team to support this initiative, including a Director of Student and Family Engagement and dedicated Parent Involvement Coordinators. These individuals work together to bridge the gap between the school system and underrepresented families, facilitating communication, building trust, and providing necessary support. 

The strategies include dedicated homeless student support, foster youth guardian support, and English learner parent support. By implementing these strategies, the district aims to create a more inclusive and equitable partnership between the school system and underrepresented families, ultimately enhancing student outcomes and fostering a more welcoming educational environment.	In 2024, the district's engagement with educational partners, LCAP surveys, and the CDE self-reflection tool has been thoroughly analyzed to assess the current stage of implementation in 'Building Partnerships for Student Outcomes.' The analysis revealed that parents and families are increasingly provided with multiple opportunities to be involved in their child's educational experience, reflecting significant progress in promoting family engagement within the district.

Parents have also reported that their input is welcomed and respected at Central Schools, highlighting the district's commitment to creating an inclusive and respectful environment where parents' perspectives are valued and integrated into decision-making processes. These positive trends indicate ongoing efforts to strengthen the partnership between school staff and families, ultimately benefiting the educational outcomes of students.

Moreover, the district is actively engaging in outreach and collaboration with city partners to further support these efforts. By working closely with community organizations and local resources, the district is expanding its support network and ensuring that decisions are well-informed by both evidence and community feedback. This multifaceted approach underscores the district's dedication to making well-informed decisions that benefit all educational partners.	In 2024, to improve communication channels and strategies between school staff and families, the district will focus on several key areas to strengthen relationships and enhance student outcomes.

Parental involvement will be increased in school activities and decision-making processes to foster a sense of ownership and collaboration. Family support services will be identified and addressed to meet specific needs, such as access to social services, counseling, or academic support, creating a holistic approach to supporting students and their families.

A data-driven approach will be employed, using student data and parent feedback to continually assess the effectiveness of family engagement efforts, allowing the district to adjust strategies and initiatives as needed. Community partnerships will be expanded by collaborating with local organizations, community leaders, and resources to provide additional support for families beyond the school environment.

Parent education will be enhanced by offering resources to help parents and caregivers understand their child's educational journey, academic expectations, and how to support learning at home.

By focusing on these areas, the district aims to build stronger and more effective relationships between school staff and families, ultimately benefiting the educational experience and outcomes for all students.	Based on the analysis of educational partner input and local data, the district plans to improve the engagement of underrepresented families identified during the self-reflection process by implementing several strategies.

The district will provide administrators with training to enhance their understanding of the backgrounds, values, and needs of underrepresented families. Interpreter services will be offered to facilitate communication between school staff and families facing language barriers, ensuring that important information is conveyed accurately. Schools will host inclusive community events and workshops that invite underrepresented families to participate and interact with school staff in positive settings, promoting relationship-building. Regular feedback mechanisms, such as surveys, parent meetings, and advisory committees, will be established to solicit input from underrepresented families about their experiences and concerns. This feedback will guide ongoing improvements in engagement strategies.

By implementing these strategies, the district aims to create a more inclusive and welcoming environment for underrepresented families, strengthening the relationships between school staff and these families, and ultimately enhancing the educational experience for all students.	The district's analysis of educational partner input, LCAP surveys, and the CDE self-reflection tool guides its decision-making practices. In 2024, an increasing number of parents reported feeling valued in providing input, reflecting positive trends that show parent input is actively sought and respected throughout the Central School District.

The district is dedicated to equipping school staff and parents/community members with the necessary training and support for School Site Council (SSC) responsibilities. Collaboration between SSCs and English Learner Advisory Committees (ELACs) at each school plays a crucial role in shaping the educational program. These groups inform the development of the Schoolwide Plan for Student Achievement (SPSA) and support English learner programs, ensuring that initiatives meet students' needs.

In accordance with federal and state law, district-level advisory committees, such as the District Advisory Committee (DAC) and the District English Learner Advisory Committee (DELAC), are actively engaged in the decision-making process, contributing to comprehensive planning.

Additionally, the district and school staff recognize the importance of gaining insights directly from students. By working with 5th and 7th-grade students, they ensure that young learners have a voice in shaping programs that support their academic progress and social-emotional development.

The district's commitment to inclusivity extends to the LCAP Family Survey process, where the input of foster youth, English learners, and low-socioeconomic families is actively considered. This multifaceted approach to seeking input underscores the district's dedication to making well-informed decisions that benefit all educational partners.	Based on the analysis of educational partner input and local data, the district has identified key areas for improvement in seeking input for decision-making. The district is enhancing communication channels through Parent Square, making it easier for parents, community organizations, and educational partners to provide input and stay informed about decisions and policies. This approach ensures that decisions are well-informed by both evidence and community feedback.

Additionally, the district is focused on providing family resources to support school climate and attendance. Multiple opportunities are being created at both the site and district levels for families to offer input. A monthly newsletter and short survey are sent to all parents, offering ways to support their child and become involved in their child's education. This year, each school is collaborating with their School Site Councils and parent groups to review and update the Parent Involvement Policy, ensuring that parents feel engaged in the decision-making process.

These efforts reflect the district's commitment to inclusive and informed decision-making that benefits the entire educational community.	Based on the analysis of educational partner input and local data, the district has developed a comprehensive strategy for 2024 to enhance the engagement of underrepresented families identified during the self-reflection process for decision-making. District and school-level staff and administrators actively participate in meetings, ensuring their valuable input is incorporated into the development of programs that support students and families. This collaborative effort enhances the decision-making process. Families with students in Special Education and English learner programs are consulted throughout the year to gather insights and perspectives, informing how these students can be better served.

In 2024, parent respondents reported strong agreement that they are provided multiple opportunities to be involved in their child's educational experience, underscoring the district's commitment to inclusive decision-making. The Director of Student and Family Engagement collaborates with Parent Involvement Coordinators at each school to enhance outreach efforts to underrepresented groups, including English learners, foster youth, homeless, and low-socioeconomic status families. This collaboration ensures these families are well-informed and engaged.

Administrators receive ongoing training, resources, and support to improve the engagement of underrepresented families at their schools. The District Advisory Committee and District English Learner Advisory Committee consist of parents and community members representing the diverse cultural, racial, ethnic, and linguistic backgrounds of student groups. These committees contribute to a more inclusive decision-making process.

By improving the engagement of underrepresented families, the district aims to create a more inclusive and equitable decision-making process, where the voices of these families are heard and valued, ultimately benefiting the entire educational community.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-13	2024
36676520000000	Chaffey Joint Union High	3	The District maintains policies and practices that invite and support parent engagement. Currently, Board Policy 1090.1 School/Community Relations serves as the District’s parent and family engagement policy. These policies lay the foundation for family and community engagement on all sites. To ensure that the District continues to fulfill its vision in ensuring all students graduate college and career ready, it collects valuable data and feedback from its community through a variety of measures. This data helps drive and inform all practices implemented on its sites in order to more effectively develop the capacity of staff, including administrators, teachers, and classified staff, to build trusting and respectful relationships with families, to foster supportive and inclusive school communities, and to create welcoming environments for all families in the community. The District intends for all its schools to embrace diversity and provide inclusive spaces where families from various backgrounds feel valued and comfortable. The District commits to supporting staff to learn about each family's strengths, cultures, languages, and goals for their children, and to develop multiple opportunities for two-way communication between families and educators, using language that is understandable and accessible to families. The District is committed to enhancing these communication channels to ensure that all families can engage effectively with the schools.
	Based on the analysis of educational partner input and local data, the primary focus area for improvement in building relationships between school staff and families centers on supporting staff to learn about each family's strengths, cultures, languages, and goals for their children. While progress has been made, there is recognition of the importance of deepening the understanding of the diverse backgrounds and needs of families.
To address this focus area, the District has implemented a District-wide Family and Community Engagement (FACE) Committee, led by the Director of Community Engagement, to expand the District’s understanding of engaging with its educational partners and creating communities on campus that reflect and value the diverse student populations it serves. The District is committed to equipping staff with the knowledge and skills necessary to forge meaningful connections with all families. Additionally, resources are being invested in facilitating ongoing family engagement and communication. This includes translation services, culturally sensitive materials, and workshops designed to empower families in supporting their children's education. Through these efforts, the District aims to bridge the gap in this crucial aspect of family-school relationships.
	The District is fully committed to improving the engagement of underrepresented families identified during the self-reflection process in relation to building relationships between school staff and families. All families, regardless of background or circumstance, deserve to be active participants in their children's education. To address this, the District is taking several proactive steps.
First, the disaggregation of feedback is crucial to understanding which groups are underrepresented in the feedback. Understanding which families and community groups the District is not yet reaching in its efforts to solicit feedback is critical to developing targeted actions.
Additionally, outreach efforts will be conducted specifically targeting underrepresented families. This includes personalized invitations to school events, culturally relevant workshops, and dedicated support staff to facilitate communication. There is an understanding that meaningful engagement requires a deep understanding of the unique needs and concerns, and the District is committed to listening and responding effectively. 
Furthermore, continuous assessment of policies and practices is necessary to identify and eliminate any barriers that may hinder the engagement of underrepresented families. 
The goal is to create an inclusive and equitable environment where every family feels valued and empowered to actively participate in their child's education journey. Through these efforts, the District aims to ensure that all families have a voice in shaping the educational experience for their children.
	The District remains committed to improving its partnerships for improving student outcomes – it recognizes that student achievement is most effectively impacted by a reciprocity between its schools and the families and communities they serve. In terms of providing professional learning and support to teachers and principals to enhance their capacity to partner with families, the District is committed to equipping educators with the skills needed to foster stronger connections between schools and families. The District continues to make strides in providing families with information and resources to support student learning and development in the home to ensure that families have access to valuable tools and knowledge that contribute to students' success.
Finally, the District desires to support families in understanding and exercising their legal rights to advocate for their students and all students. The District seeks to empower families with the information they need to actively engage in their children's education.
Currently, the District provides academic counselors for every student, with specific counselors targeted at supporting student groups who need specialized support, such as English Learners. Additionally, the Assistant Principal of Achievement on campus oversees parent training and information sessions to further enhance partnerships for student achievement. The District provides further trainings and workshops for parents centered on supporting students’ mental health and academic success. The District employs additional outreach staff to provide mentorship and support to foster students, students and families that are unhoused, and unaccompanied youth. The Director of Special Education works closely with families of students with IEPs to ensure that campuses are meeting effectively with these students and their families to ensure alignment of services and supports.
	Based on the analysis of a variety of sources of data, the District 's primary focus area for improvement in building partnerships for student outcomes centers on implementing policies or programs on ways to collaborate for improved student outcomes. While the District has taken great strides in that there are ample trained personnel to help bridge these connections as a foundation, there is an acknowledgment of the need for growth in creating structured opportunities for meaningful communication between educators, students, and families.
The District holds regular meetings, both in-person and virtually, with EL Families through various trainings held during ELAC, DELAC and school site meetings to provide families support to understand and exercise their legal rights and advocate for their own students and all students.  Topics include School Site Council, ELAC, DELAC bylaws, responsibilities and procedures, ELPACs, CA EL RoadMap Principles, EL Master Plan, Reclassification criteria, Newcomer Program, Path of the EL student, and digital-based parent communication platforms available to support their students, all with the goal of improving student outcomes for EL students.

To further address this focus area, the District is developing strategies and training staff to improve opportunities for outreach, communication, and collaboration across all student groups to ensure that students and their families are informed of how students achieve academically and the systems of support in place. The desire is to create a more collaborative approach to education, ensuring that all stakeholders are actively engaged in the student's growth and success.
	Recognizing the importance of ensuring that all families, regardless of their background or circumstances, are active partners in their children's education, the District is fully committed to improving the engagement of underrepresented families identified during the self-reflection process in relation to building partnerships for improving student outcomes.
The District aims to build trust and establish connections with these families, understanding that meaningful engagement requires a deep understanding of their unique needs and concerns. It will rely on its FACE Committee and other parent groups to further enhance its understanding and gather meaningful data that will allow the District to adapt its practices to more proactively target and engage with underrepresented groups.
Furthermore, the District is working to identify and eliminate any barriers that may hinder the engagement of underrepresented families. The District utilizes language services and employs translators to ensure school personnel are equipped to communicate with families and partners. The District employs Community Health Education Workers to target students and families where community barriers are hindering students’ capacity to access the full scope of the educational resources provided. 
The goal is to create an inclusive and equitable environment where every family feels valued and empowered to advocate for their students and all students. Through these efforts, the District intends to ensure that all families, especially those who have been underrepresented, have a voice in shaping positive outcomes for students.	The District has made notable progress in seeking input for decision-making. The District has focused on building the capacity of and supporting principals and staff to engage families in advisory groups and decision-making, underscoring the commitment to ensuring that school staff actively involve families in critical decision-making processes. There has been progress in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making to empower families to take an active role in shaping educational decisions. Finally, the District seeks to provide all families with opportunities to provide input on policies and programs and in implementing strategies to reach and seek input from underrepresented groups in the school community. The District  is actively working to foster inclusivity and gather diverse perspectives in order to provide opportunities for families, teachers, principals, and district administrators to collaborate on planning, designing, implementing, and evaluating family engagement activities at both school and district levels.
	Using data across a variety of local sources, the District’s primary focus area for improvement in seeking input for decision-making centers on enhancing the capacity of and support for family members to effectively engage in advisory groups and decision-making. The District is wholeheartedly committed to expanding training and resources to support family members in understanding and navigating advisory groups and decision-making structures. With the arrival of a new LCAP and increased opportunity for comprehensive community engagement, the District aims to provide families with the knowledge and tools needed to contribute meaningfully to educational decisions. Thus, the District is focusing on outreach and communication strategies to ensure that all families, especially underrepresented groups, are aware of and encouraged to engage in advisory groups and decision-making processes.
	Improving the engagement of underrepresented families in the collection of feedback is crucial for creating inclusive and equitable educational systems.  The District intends to take a variety of steps to foster engagement across all student groups, but particularly to seek out voices and input from underrepresented families:
 
Understand the Value of Diverse Input: The District will continue to develop its understanding of the diverse backgrounds and needs of its community, recognizing that different communities have unique cultural norms, languages, and communication preferences.
Cultural Competency Training: The District will continue to provide cultural competency training to help build trust and improve communication.
Language Access: The District will continue to provide communication materials and feedback mechanisms available in multiple languages to facilitate communication.
Multiple Feedback Channels: The District will continue to offer a variety of feedback channels to accommodate different preferences, including meetings, online platforms, and inclusive surveys that are culturally sensitive and inclusive.
Personalized Outreach: The District will continue to reach out to families individually through personalized communication, phone calls, or home visits.
Inclusive Meetings: The District will continue to host meetings and events at times and locations that are convenient for underrepresented families.  
Family and Community Engagement Events and Committees: The District will expand the FACE Committee’s outreach to host events, assist with communication, provide support, and advocate for the families' needs.
Feedback Action Plans: The District is committed to acting on the feedback received by sharing the results of surveys and feedback with the community and outline concrete steps the district plans to take in response.
Celebrate Diversity: Celebrate and acknowledge the diversity within the district through cultural events, heritage months, and activities that promote inclusivity and respect for all backgrounds.
Feedback Loop: The District will annually evaluate engagement efforts and make adjustments based on feedback and changing community needs.
 
High school districts have unique challenges with improving engagement with all community partners; the District recognizes, however, it is an ongoing process that requires dedication and a willingness to adapt. By taking these steps, the District will work toward creating an educational environment that welcomes and values the voices of all its educational partners. 
	3	4	2	3	3	3	2	3	4	3	3	3	Met		2024-06-12	2024
36676780000000	Chino Valley Unified	3	Chino Valley Unified School District (CVUSD) has created a strong connection with parents and families based on the results from the School Quality Survey. 74% of the families indicated that their school offers opportunities for family members to learn about programs and additional learning support for students. The Family Engagement Center (FEC) aligns its practices with Dr. Joyce Epstein’s Six Keys of Involvement and Karen Mapp’s Dual Capacity Framework. The FEC provides information and resources on the developmental stages of learning, and the academic expectations for students in order to support parents at home. Support through the FEC includes workshops focused on transitions between milestone grade levels, early literacy, foundational skills, and accessing technology websites that support reading comprehension, writing, and math skills. Each school site has an Action Team for Partnership (ATP) composed of parents, teachers, and administrators. The ATP meets with other school sites 3 times per year to continue the development of parent engagement and to evaluate the effectiveness of the family engagement programs.	Based on the 2023-2024 School Quality Survey results, 85% of families agreed or strongly agreed that their school creates a welcoming environment for all families in the community. Chino Valley Unified School District will continue to focus on developing the capacity of staff to build trusting and respectful relationships with families by improving avenues to offer two-way communication through interactive committees which also incorporate student voices.	To ensure increased opportunities to engage with underrepresented families, bilingual support is utilized in both written and oral communication across the district. Additionally, Bilingual Clerks, Community Liaisons, and HOPE Center staff engage with underrepresented families to support access to positive educational outcomes for all students. Through numerous district wide and site based collaborative sessions with educational partners, feedback is collected, and recommendations for the LCAP are provided to meet the needs of underrepresented students.	CVUSD continually builds partnerships to strengthen student outcomes, providing families with information and resources to support student learning and development in the home. According to the 2023-2024 School Quality Survey, 87% of parents agreed that our schools inform families about school-sponsored activities, such as tutoring, after-school programs, and student performances. 92% of the parents agreed or strongly agreed that families are encouraged to attend school sponsored activities and 87% of the parents agreed or strongly agreed that their school keeps families informed of their student’s academic progress, such as using the CVUSD Aeries Parent Portal. 84% of the parents agreed or strongly agreed that the district provides multiple opportunities to engage in 2-way communication between families and educators using language that is understandable and accessible to families.

Additionally, Chino Valley Unified School District continues to increase the number of campus-based bilingual clerks and community liaisons on a yearly basis. Action Teams for Partnerships (ATPs) provide additional collaborative opportunities for educational partners. ATP are formed at each school site and consist of families and school staff with a focus shared learning and creation of the yearly Home-School Compact, the Family Engagement Policy. Furthermore, School Plans for Student Achievement (SPSA) are created based upon multiple data points and outline a shared vision for student success. School Site Councils monitor and provide feedback on the SPSA, Home-School Compact, and Family Engagement Policy, to ensure the goals are aligned with the Local Control Accountability Plan.	Based on the 2023-2024 School Quality Survey, 74% of parents agreed or strongly agreed that students receive the support they need to prepare for the next grade level/life after high school, which represents year after year gains over the past three years. District wide CVUSD continues to implement policies/programs for family and staff engagement with a focus on supporting students’ academic outcomes.	The District will continue to offer families workshops that support transitions between grades. Additionally, District wide ATP meetings continue to collaborate across the district to increase our capacity to build upon our already strong partnerships and communication. Furthermore, a continued emphasis will be placed on additional strategies to support our homeless and foster youth student groups and their families.	Chino Valley Unified School District continually seeks feedback and input from educational partners in decision making. 69% of parents surveyed on the School Quality Survey agreed or strongly agreed that their school offers opportunities for families to participate in advisory groups or decision-making committees (SSC, ELAC, LCAP, etc.) Additionally, CVUSD’s Family Engagement Center is the central location for parents, families, staff, and community members to participate in training and workshops for the purpose of supporting engagement in the decision-making process at the school site and District level. In CVUSD, educational partners are welcomed and encouraged by principals and staff to advocate for all students by participating in a decision-making committee. School sites offer parents multiple opportunities to participate in leadership roles such as School Site Council, PTA/PTO/PFA, District English Language Advisory Committee and English Language Advisory Committee, Local Control Accountability Plan Advisory Committee, Positive Behavior Intervention System parent representative, District Parent Advisory Committee, and Gifted and Talented Education Advisory committee. During the 2023-2024 school year, the Family Engagement Center offered 42 workshops for parents, staff, and administrators to build skills, knowledge, and relationships to fully participate in the decision-making process. Through numerous committees, families provide valuable input regarding best practices across the district.	Based on the 2023-2024 School Quality Survey, 69% of parents agreed or strongly agreed that schools offer opportunities for families to participate in advisory groups on decision making committees. CVUSD continues to focus on building the capacity of school site leadership and staff to effectively engage families in advisory groups in decision-making and implementation strategies to seek input from underrepresented groups in the school community.	The District will continue to provide school sites with School Site Council training and materials to support building the capacity for engaging families in decision-making committees. Materials and resources such as interpreters and translation services will be provided to ensure that language is not a barrier to participation in committees. School sites will use multiple platforms and translation services to seek input for decision-making committees. Additionally, school principals will continue to focus attention on selection of underrepresented groups when selecting representatives to participate in committees.	4	4	4	4	4	5	4	4	4	4	4	5	Met		2024-06-20	2024
36676780137547	Allegiance STEAM Academy - Thrive	3	"ASA Thrive has made significant strides in building strong relationships between school staff and families, creating a supportive and collaborative educational environment.

Open and Consistent Communication
ASA Thrive excels in maintaining open lines of communication with families through regular newsletters, emails, and the Parent Portal, which keeps them informed about school activities and student progress. Bilingual staff also support non-English-speaking families, ensuring that communication barriers are minimized and families feel connected to the school community.

Inclusive Engagement Activities
The school has organized a range of inclusive events that encourage interaction between staff and families. Activities such as ""Howling with the Principal,"" parent-teacher conferences, and family engagement nights provide platforms for open dialogue and collaboration, helping families feel welcomed and involved in their children’s education.

Emphasis on Family Involvement
ASA Thrive places a high priority on family involvement in school decision-making processes. Families are actively invited to participate in the School Site Council and English Learner Advisory Council (ELAC), giving them a voice in shaping school policies and programs. This involvement fosters a sense of ownership and partnership, enhancing the connection between school and home.

Personalized Support and Outreach
The school is committed to providing personalized support and outreach to families, including home visits, one-on-one meetings, and individualized support sessions. These efforts help build strong, trusting relationships, especially with families who might feel less connected to the school community.

Celebrating Diversity
ASA Thrive recognizes and celebrates the diverse cultural backgrounds of its students and families. The school hosts events and activities that honor various cultures, fostering an environment of mutual respect and understanding. This celebration of diversity strengthens the bond between staff and families by acknowledging and valuing their unique perspectives.

Commitment to Continuous Improvement
ASA Thrive regularly evaluates its practices to improve family engagement and relationships. The school seeks feedback from families and staff to refine its approaches, ensuring that relationship-building efforts are effective and inclusive. This commitment to continuous improvement highlights the school's dedication to creating a positive, collaborative community."	ASA Thrive has identified key focus areas for improving relationships between school staff and families, aiming to create a more inclusive and engaged school community.

Enhancing Communication Consistency
ASA Thrive will focus on improving the consistency and transparency of communication. There is a need for more regular updates on student progress and school activities. The school plans to implement structured communication protocols, using the Parent Portal and regular updates across multiple platforms to ensure families receive timely information.

Increasing Accessibility of Information
Improving the accessibility of information for all families, particularly those with language or technological barriers, is a priority. ASA Thrive will translate communications into multiple languages and provide user-friendly digital platforms and printed materials. Bilingual resources and support will be available at all school events and meetings to assist non-English-speaking families.

Expanding Personalized Outreach
The school will expand personalized outreach efforts to connect better with less engaged families. This includes increasing one-on-one meetings, home visits, and personalized communication to build stronger relationships. These targeted efforts will ensure that all families feel valued and included in the school community.

Building Trust Through Regular Feedback
To build trust, ASA Thrive will create a robust feedback loop to show how family input influences decisions. The school will gather input through more frequent surveys and feedback sessions, followed by clear communication on the actions taken based on this input. This transparency will strengthen trust between families and the school.

Strengthening Community and Cultural Connections
ASA Thrive will host more culturally inclusive events and activities to celebrate the diverse backgrounds of its families. Recognizing and valuing different cultures will help create a more welcoming environment and foster deeper connections between staff and families.

Enhancing Family Involvement Opportunities
Finally, ASA Thrive aims to increase opportunities for family involvement in school activities and decision-making. The school will offer flexible meeting times, virtual options, and more volunteer opportunities to accommodate various schedules, making it easier for all families to participate actively.	ASA Thrive has identified several strategies to improve engagement with underrepresented families and strengthen relationships between school staff and families. The self-reflection process highlighted the need for more inclusive and targeted approaches to ensure all families feel valued and connected to the school community.

Expanding Multilingual Communication
ASA Thrive will enhance its multilingual communication efforts to engage underrepresented families better. This includes translating all key communications such as newsletters, emails, and school updates into multiple languages spoken within the community. The school will also increase the availability of bilingual staff and provide interpretation services at meetings and events. This ensures that non-English-speaking families can fully understand and participate in school activities and communications.

Personalized Outreach Initiatives
The school plans to implement personalized outreach initiatives to build stronger connections with families who may feel marginalized or less engaged. This includes conducting home visits, organizing one-on-one meetings with teachers, and reaching out through phone calls and personalized messages. ASA Thrive will also offer tailored support to help families navigate school systems and access resources, which will foster trust and deeper relationships with underrepresented families.

Creating Accessible Engagement Opportunities
ASA Thrive will provide more accessible engagement opportunities for underrepresented families by offering flexible meeting times and virtual participation options. The school will also organize events that accommodate different schedules and needs, such as weekend gatherings and community-specific activities. These measures are designed to make it easier for all families, regardless of their circumstances, to attend and participate in school events and decision-making processes.

Strengthening Community Partnerships
The school will strengthen its partnerships with local community organizations to improve outreach and support for underrepresented families. Collaborating with these organizations, which have established trust within the community, will help ASA Thrive reach more families and provide additional resources and support. These partnerships will facilitate better communication and engagement with families who might otherwise be difficult to reach through traditional school channels.

Enhancing Feedback and Follow-Up Processes
To ensure that underrepresented families feel their voices are heard and valued, ASA Thrive will improve its feedback and follow-up processes. The school will regularly seek input from these families through surveys and direct communication and provide clear updates on how their feedback has influenced school decisions and actions. This transparency will help build trust and encourage ongoing engagement.	"Based on the analysis of educational partner input and local data, Allegiance STEAM Academy (ASA) Thrive has made significant strides in building partnerships for student outcomes. One of the key strengths of ASA Thrive is its strong commitment to engaging educational partners through a variety of channels and events. Regular interactions such as School Site Council meetings, English Learner Advisory Council (ELAC) meetings, ""Conversations with the Community,"" and consistent board meetings have fostered a culture of collaboration and inclusivity. These efforts are complemented by educational partner surveys, which ensure continuous feedback and responsiveness to community needs.

ASA Thrive’s commitment to providing real-time, relevant information about school operations, finances, and student learning has strengthened its relationship with educational partners. The implementation of the Parent Portal and frequent updates via email, social media, and community meetings have empowered parents with the information they need to actively participate in their children's education. The ""Howling with the Principal"" sessions are particularly noteworthy, as they offer a platform for direct interaction between parents and school administrators, fostering a sense of community and shared purpose.

Furthermore, ASA Thrive has shown remarkable progress in student performance metrics. The school's focus on a rigorous STEAM-aligned curriculum has led to significant academic gains. Data indicates that students who have been enrolled for multiple years perform better than those in their first year, with socioeconomically disadvantaged students and English learners demonstrating notable improvements in standardized assessments??. This reflects the school's effective use of targeted interventions and continuous improvement strategies.

Overall, ASA Thrive’s inclusive approach to engaging educational partners and its dedication to transparent communication have been pivotal in driving student success and strengthening community ties. These efforts highlight ASA Thrive's commitment to fostering a supportive and thriving educational environment."	"Based on educational partner input and local data, Allegiance STEAM Academy (ASA) Thrive has identified several key focus areas for improving partnerships for student outcomes. These areas include enhancing family engagement, improving communication, supporting diverse learners, and increasing survey participation.

Enhancing Family Engagement
ASA Thrive aims to increase family involvement in school activities and decision-making processes. Despite existing initiatives like ""Howling with the Principal"" and the School Site Council, there is a need to make engagement activities more accessible and inclusive for all families, particularly those from diverse backgrounds. This includes creating more volunteer opportunities and ensuring that all families feel welcomed and valued in the school community.

Improving Communication
Improving communication with families, especially regarding student progress and available support services, is another critical focus area. While ASA Thrive provides various updates through email, social media, and the Parent Portal, there is a recognized need for more consistent and detailed information about student learning and support services. Parents have requested more frequent updates and clearer information about the resources and interventions available to support their children’s success.

Supporting Diverse Learners
There is also a focus on enhancing support for diverse learners, including students with disabilities, English learners, and those from socioeconomically disadvantaged backgrounds. Educational partners have highlighted the need for more tailored interventions and better access to resources that address the unique needs of these students. Ensuring that all students, regardless of their background, receive the necessary support to thrive academically is a priority.

Increasing Survey Participation
Finally, increasing participation in educational partner surveys is essential to gather comprehensive feedback. Current participation rates are lower than desired, limiting the effectiveness of input-driven initiatives. ASA Thrive plans to offer surveys in multiple languages and explore new methods to engage more families, ensuring that a wider range of perspectives are considered in school decision-making.

These focus areas reflect ASA Thrive’s commitment to building stronger partnerships and ensuring that all students have the support they need to succeed."	??ASA Thrive has identified several strategies to improve engagement of underrepresented families and build stronger partnerships for student outcomes. The self-reflection process highlighted a need to reach out more effectively to families from diverse linguistic and socioeconomic backgrounds, ensuring that every family feels included and empowered to participate in their child's education.

Multilingual Communication and Resources
To engage underrepresented families, ASA Thrive will expand multilingual communication efforts. This includes translating all communications, such as newsletters, emails, and school updates, into the primary languages spoken at home. Additionally, bilingual staff will be available at parent meetings and events to facilitate better understanding and interaction. By removing language barriers, ASA Thrive aims to ensure that all families can access and understand important information about their child’s education and school activities.

Personalized Outreach and Support
The school will implement personalized outreach efforts to connect with families who may feel disconnected from the school community. This includes home visits, one-on-one meetings with teachers, and targeted communication to families who have been less engaged. ASA Thrive will also provide support services, such as assistance with navigating school systems and accessing resources, to help families feel more comfortable and supported in their involvement with the school.

Increased Opportunities for Engagement
ASA Thrive will increase opportunities for underrepresented families to participate in school activities and decision-making processes. This includes creating flexible meeting times, offering virtual participation options, and organizing events that accommodate different schedules and needs. The school will also actively seek input from these families through surveys and focus groups, ensuring their voices are heard and considered in school decisions.

Collaboration with Community Organizations
ASA Thrive will partner with community organizations to reach underrepresented families more effectively. Collaborating with local groups that already have established relationships with these families will help the school build trust and facilitate greater involvement. These partnerships will also provide additional resources and support to families, enhancing their ability to engage with the school and contribute to their children's educational success.

By implementing these strategies, ASA Thrive aims to create a more inclusive and engaging environment for all families, fostering stronger partnerships that contribute to positive student outcomes.	"ASA Thrive has demonstrated significant strengths and progress in seeking input for decision-making. The school’s commitment to inclusivity and transparency has been instrumental in fostering a collaborative environment where the voices of students, families, staff, and the broader community are valued and influential.

Regular and Inclusive Engagement Activities
ASA Thrive excels in organizing regular engagement activities that encourage broad participation from educational partners. The school consistently holds School Site Council meetings, English Learner Advisory Council (ELAC) meetings, and ""Conversations with the Community."" These platforms provide diverse opportunities for stakeholders to share their perspectives and contribute to the decision-making process. The inclusion of both regular and special board meetings ensures that all voices are heard and that there is ample opportunity for feedback and discussion.

Effective Use of Surveys
A notable strength of ASA Thrive is its effective use of surveys to gather input from educational partners. The school conducts regular surveys to collect feedback on various aspects of the educational experience, from academic programs to community engagement initiatives. This input directly informs the development and refinement of the school’s Local Control Accountability Plan (LCAP) and other critical decisions. The high response rates and diverse participation in these surveys reflect the community’s trust and engagement with the school’s decision-making processes.

Transparent Communication Channels
ASA Thrive’s commitment to transparent communication is evident in its multiple channels for sharing information and soliciting feedback. The Parent Portal provides real-time updates on student performance and school operations, while regular newsletters and emails keep families informed and engaged. The school’s proactive approach to communication ensures that educational partners are well-informed and able to participate meaningfully in decision-making.

Collaborative Partnerships
The school has made significant progress in fostering collaborative partnerships with community organizations and stakeholders. These partnerships have enhanced the school's ability to gather diverse input and address the needs of the community effectively. By working closely with local groups, ASA Thrive has been able to build trust and create a more inclusive and responsive decision-making process.

Commitment to Continuous Improvement
ASA Thrive’s ongoing commitment to continuous improvement is reflected in its regular review and refinement of engagement strategies. The school actively seeks to identify and address any gaps in stakeholder input, ensuring that all voices, especially those of underrepresented groups, are considered in decision-making. This dedication to inclusivity and responsiveness has strengthened the school’s ability to make well-informed and effective decisions that support student success."	ASA Thrive has identified several key areas for improvement in seeking input for decision-making. These focus areas are vital for ensuring an inclusive and responsive decision-making process that reflects the needs of all educational partners.

Increasing Survey Participation
A primary area for improvement is boosting participation in educational partner surveys, particularly among underrepresented groups. Survey response rates have been lower than desired. To address this, ASA Thrive plans to offer surveys in multiple languages and various formats, including online and paper options. This approach aims to gather more comprehensive feedback from a broader segment of the community.

Enhancing Feedback Loop Transparency
ASA Thrive seeks to improve transparency regarding how stakeholder input is used in decision-making. There is a need for clearer communication about the impact of feedback. The school will provide detailed updates on how community input has influenced policy and program changes. This effort aims to reinforce the value of stakeholder engagement and encourage continued participation.

Engaging Underrepresented Groups
Improving engagement with underrepresented groups, such as non-English-speaking families and those from lower socioeconomic backgrounds, is another critical focus. ASA Thrive will implement targeted outreach strategies, including culturally relevant communication and personalized support. These efforts will ensure that all community members have opportunities to participate in decision-making processes.

Strengthening Community Partnerships
ASA Thrive plans to enhance partnerships with community organizations to gather diverse perspectives and support engagement efforts. Collaborating with local groups will help the school reach more community members and ensure decision-making is aligned with broader community needs.

Increasing Access to Decision-Making
Finally, ASA Thrive aims to increase access to decision-making opportunities by offering flexible meeting times and virtual participation options. The school will streamline communication channels to make it easier for all stakeholders to contribute their input and stay informed about decisions.	ASA Thrive has identified several strategies to improve the engagement of underrepresented families in seeking input for decision-making. The self-reflection process has highlighted the need to connect more effectively with families from diverse cultural, linguistic, and socioeconomic backgrounds to ensure they have a voice in the school's decisions.

Expanding Multilingual Communication
ASA Thrive will enhance its multilingual communication efforts to ensure all families can participate fully in decision-making. This includes translating surveys, newsletters, and important updates into the primary languages spoken by families. Additionally, bilingual staff will be available at meetings and events to provide interpretation services. This approach aims to remove language barriers and make it easier for non-English-speaking families to share their input and stay informed.

Personalized Outreach and Support
The school will implement personalized outreach strategies to better connect with families who may feel isolated or less involved. This includes conducting home visits, organizing one-on-one meetings with parents, and reaching out through phone calls or personal messages. ASA Thrive will also offer support in navigating school systems and provide resources to help families engage more actively. These personalized efforts aim to build stronger relationships and trust with underrepresented families.

Creating More Accessible Engagement Opportunities
ASA Thrive plans to create more accessible opportunities for underrepresented families to participate in school activities and decision-making processes. This includes scheduling meetings and events at various times, providing virtual participation options, and organizing events that accommodate different work schedules and family commitments. By offering flexible options, the school aims to make it easier for all families to attend and contribute their perspectives.

Strengthening Partnerships with Community Organizations
ASA Thrive will strengthen its partnerships with community organizations to enhance its outreach and engagement efforts. Collaborating with local groups that have established relationships with underrepresented families will help the school better understand and meet their needs. These partnerships will also provide additional support and resources to help families engage more effectively with the school.

Improving Feedback and Follow-Up
To ensure that underrepresented families feel their input is valued, ASA Thrive will improve its feedback and follow-up processes. The school will provide clear communication on how family input has influenced decision-making and what actions have been taken as a result. This transparency will help build trust and encourage ongoing participation from all families.	4	4	4	4	4	4	4	4	3	4	4	4	Met		2024-06-26	2024
36676860000000	Colton Joint Unified	3	Based on the analysis of educational partner input and local data, CJUSD demonstrates several strengths and significant progress in building relationships between school staff and families.
First, CJUSD offers a diverse range of real-life elective classes, fostering student engagement and preparation for practical situations. Moreover, initiatives promoting kindness, responsibility, and multicultural engagement contribute to a positive school culture, enhancing relationships between staff, students, and families. The provision of after-school tutoring and online assistance further underscores the commitment to academic support, strengthening ties between the school and families by ensuring students receive necessary assistance beyond the classroom.
Additionally, CJUSD shows a commendable openness and willingness among key stakeholders, including the superintendent, school principals, and district staff, to collaborate with parents. Communication channels like Parent Square and email facilitate effective interaction between families and staff, fostering a sense of inclusion and responsiveness within the district.
Furthermore, CJUSD’s engagement efforts extend to meaningful involvement of parents in decision-making processes, as evidenced by the inclusive approach to District meetings. Meetings conducted in multiple languages, structured activities for active participation, and invitations sent through various platforms demonstrate a commitment to ensuring diverse voices are heard and valued. The increased participation in LCAP surveys reflects growing community engagement and input, reinforcing the collaborative relationship between the LEA and families.
	Based on the analysis of educational partner input and local data, the LEA's focus areas for improvement in building relationships between school staff and families include enhancing communication and engagement strategies, addressing concerns regarding cultural inclusivity and representation, and prioritizing mental health support.
Feedback from parents and stakeholders indicates a need for improved communication channels and more frequent opportunities for dialogue between schools and families. While resources like Parent Square and email are available, efforts should be made to ensure that all parents feel welcomed and informed about school events and meetings.
Cultural inclusivity and representation emerged as important concerns, particularly among the African-American subgroup. There is a desire for greater representation of diverse backgrounds among school staff, as well as more exposure to cultural events and curriculum. Improving the execution of events like Black History Month and implementing culturally-targeted initiatives can help foster a sense of belonging and acceptance among all students and families.
Furthermore, prioritizing mental health support emerged as a critical area for improvement, as highlighted by both parents and students. Enhancing access to mental health resources, ensuring timely responses to referrals, and incorporating mental health metrics into the LCAP can better address the emotional well-being of students and families.
	To improve engagement with underrepresented families, the LEA will continue offering diverse real-life elective classes, emphasizing multicultural engagement and celebrating diversity. These initiatives foster inclusivity and respect for all cultures, addressing the need for representation and cultural awareness expressed by underrepresented families.
Secondly, the LEA will enhance communication channels and accessibility for parents. Recognizing the importance of open dialogue, the LEA will prioritize regular meetings between school staff and families, promoting active participation and feedback. Utilizing platforms like Thought Exchange, Parent Square and email, the LEA will ensure clear, understandable communication, and foster a welcoming environment for all families.
Moreover, the LEA will strengthen parental involvement in decision-making processes, particularly through meetings and surveys. By conducting meetings in multiple languages and providing structured activities for participation, the LEA will encourage underrepresented families to voice their opinions and contribute to the district's initiatives. Additionally, the LEA will prioritize concerns raised by underrepresented families, such as the need for more funding for field trips, access to special education services, and cultural representation in school staff and curriculum.
Furthermore, the LEA will prioritize mental health support and equitable access to resources and opportunities for all students, addressing concerns raised by both parents and students. By focusing on these key areas identified through the self-reflection process, the LEA aims to build stronger relationships between school staff and underrepresented families, ultimately fostering a more inclusive and supportive school community.
	CJUSD promotes building partnerships for student outcomes through various programs and opportunities available to parents and students on sites and through district meetings and events.  CJUSD is in it’s second year of implementation of our design plan which includes opportunities for parents and the community to participate on the Parent Professional Learning team, provides for parent workshops at the district and site level that support positive student outcomes.  
In addition CJUSD has supported work on cultural competency which included interviewing our African American students and reporting out findings to parents through AAPAC meetings and developing an action plan to support increased outcomes.  This year we are going through that same process with our English Learner students and will be reporting out the results in the fall.  
CJUSD has an extensive college and career readiness program which includes career pathways and AVID which are focused on student success in school and into their futures.  This year we have begun an Early College program with San Bernardino Valley College that will support students graduating in four years with both their high school diploma and an Associate of Arts (AA) degree.  This program will be expanded to include all comprehensive high schools next year. We continue to promote pathways and the middle school and elementary levels with career exploration activities and field trips.  
CJUSD continues to host several district events each year to provide opportunities for students and parents to engage in the educational program.  These include college and career fairs, Pencil Pen and Brush, Science Fair, Tomorrow’s Leaders and student recognitions.  The district provides an expanded learning program which includes before and after school enrichment and learning, as well as 30 extra days during the year during non-school days where we support learning.  In addition, this year we have piloted high dosage tutoring at our elementary schools to provide support for increased student outcomes.  Finally, parents and community members participate in quarterly Community Cabinet meetings where we highlight programs throughout the district.
	Based on the analysis of educational partner input and local data, areas of focus for  improvement are school climate, attendance, English Language Arts and Mathematics and a focus on differentiated instruction for all learners but specifically targeting English Learners and Special Education students.  Continued improvement of implementing PBIS across the 3 tiers is critical to addressing a positive school culture.  School sites are focused on implementing restorative practices to help support student success.  We will continue to work with school sites on communication with parents and community partners to improve relationships and understand resources and support available to students and families.  CJUSD will continue to provide support for students on school sites with Teachers on Assignment, after-school tutoring, high-dosage tutoring, reading specialists, enrichment teachers and wellness staff to support increased student outcomes.	Based on the analysis of educational partner input and local data, CJUSD will work to improve engagement of underrepresented families to build partnerships for student outcomes by working to improve attendance and engagement at our English Language Advisory Committee (ELAC) meetings, establishing additional African 
American Parent Advisory Committees (AAPAC) at the site level, increasing participation in DPAC and AAPAC at the district level and increasing partnerships with our local community partners at Community Cabinet meetings.  Additionally, CJUSD will continue to work on increased communication to increase the number of parents participating in site and district workshops to increase parent’s ability to maneuver through the school system to effectively support their student’s success.
	CJUSD promotes seeking input from educational partners for decision making through our different parent and community committees.  Parent committees at the district level include the District Parent Advisory Committee (DPAC), LCAP Parent Committee, District English Language Advisory Committee (DELAC), African American Parent Advisory Committee (AAPAC), Dual Immersion Parent Network (DIPN), and Community Cabinet. Additionally, we have GATE and Special Education Nights to support these programs.  Each site has School Site Councils and English Language Advisory Committees (ELAC).
CJUSD exhibits openness and collaboration, with the superintendent, school principals, and staff being receptive to meeting and collaborating with parents. Various communication channels like Parent Square, Class Dojo, Thought Exchange and email facilitate interaction. Despite challenges at some schools, efforts are made to improve decision making.
CJUSD conducts many of these meetings in a hybrid format, ensuring accessibility for all parents/guardians, including those of low income, English Learners, and Foster Youth students. Structured activities and multiple communication avenues encourage active participation and feedback.
Furthermore, the LCAP survey, distributed widely through email, website, and social media, reflects increased participation, indicating enhanced educational partner input. The district's commitment to transparency is evident through public hearings and posting Superintendent's responses online.
Lastly, educational partners' contributions shape decision-making processes. Committees review data, determine goals, and suggest metrics, ensuring a comprehensive approach. Equity-focused plans address diverse student needs, ranging from academic support to mental health services and cultural representation.
Overall, the LEA's strengths lie in its inclusive approach to seeking input, utilizing various channels, fostering collaboration, and prioritizing diverse perspectives to drive meaningful decision-making.
	Based on the analysis of educational partner input and local data, the LEA's focus areas for improvement in seeking input for decision-making include enhancing communication and engagement with parents, ensuring equitable representation and participation across all schools, and refining metrics to capture a more comprehensive understanding of student needs and experiences.
A focus area for improvement is to improve participation on district communication devices, such as Q Communique and parent portal.  Secondly, there's a need to ensure equitable representation and engagement of all stakeholders, including parents/guardians of diverse backgrounds.
Refining metrics used for decision-making is crucial. While some metrics like the Dashboard, school climate and chronic absenteeism are valued, there's a need to include additional metrics that capture student experiences comprehensively, such as mental health indicators, staff connectedness, and student surveys on various aspects of their school environment and support services.
Furthermore, addressing specific needs identified by educational partners, such as enhancing parent and family engagement, supporting staff training and professional development, improving access to mental health support can further strengthen the LEA's efforts in seeking input for decision-making and promoting student success.
	To improve engagement of underrepresented families in seeking input for decision-making, the LEA will implement several strategies based on partner input and local data. Firstly, recognizing the importance of effective communication, the district will enhance outreach efforts, ensuring families are informed about events and meetings through multiple channels like Q Communique, email, and social media. 
Secondly, the LEA will prioritize accessibility and inclusivity in decision-making processes. By conducting meetings in both English and Spanish and inviting participation from diverse parent groups like DELAC and AAPAC, the district aims to ensure underrepresented families have a voice in shaping policies and programs.
Additionally, the district will refine its metrics to better capture the experiences and needs of underrepresented students and families. This may involve incorporating new metrics related to mental health, staff connectedness, and student perceptions of support and inclusion.
Overall, by prioritizing effective communication, inclusivity, tailored programming, and refined metrics, the LEA aims to improve engagement and representation of underrepresented families in decision-making processes, ultimately fostering a more equitable and supportive educational environment.
	3	4	3	4	3	3	3	2	3	4	3	3	Met		2024-06-25	2024
36676940000000	Cucamonga Elementary	3	We continue to provide in school solution advisors at each of the school sites to help students create plans for improvement as necessary. Our district also provides parent liaisons that support our sites with connecting families in need of resources that impact our students educational and emotional success.	CSD continues to work with parents to support student and family needs.  We continue to identify our families needs and areas of support through various meetings and surveys.  We are streamlining and strengthening the use of our Parent Portal and Parent Square to enhance communication with our families and community.	CSD provides various opportunities for our families to participate in classroom and school site events that is responsive to the diverse communities we serve within our community.	We continue to provide In School Solution (ISS) advisors at each of the school sites to help students create plans for improvement as necessary. Our district also provides parent liaisons that support our sites with connecting families in need of resources that impact our students educational and emotional success.	CSD uses various methods of gathering input from our educational partners via online and paper surveys and in-person meetings. Our methods of communication are improving as we continue to use Parent Square and enhance our Parent Portal.	CSD provides various opportunities for our families to participate in classroom and school site events that is responsive to the diverse communities we serve within our community.	CSD continues to work with parents to to receive input on how parents can support our student and provide input as decision makers for our schools and district.  We continue to identify our families needs and areas of support through various meetings and surveys.  We are streamlining and strengthening the use of our Parent Portal and Parent Square to enhance communication with our families and community.	CSD uses various methods of gathering input from our educational partners via online and paper surveys and in-person meetings. Our methods of communication are improving as we continue to use Parent Square and enhance our Parent Portal.	We are streamlining and strengthening the use of our Parent Portal and Parent Square to enhance communication with our families and community.   All of our Parent Portal communications are available in the families language.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-13	2024
36677020000000	Etiwanda Elementary	3	The Etiwanda School District (ESD) places great importance on nurturing positive relationships between our schools and families. Through feedback from educational partners and our own reflective practices, highlights of our strengths in creating welcoming, communicative environments that foster mutual trust and respect include:
- Creating Welcoming Schools: ESD excels in making our schools welcoming for all families. We have consistently maintained and improved these environments, achieving the highest level of success in our evaluations reflected in the level 5 score on the Self-Reflection Tool. Our schools are recognized as inclusive spaces where every family feels valued and connected.
- Building Trust and Respect: Our school staff, including administrators, teachers, and classified personnel, have successfully established deep, respectful relationships with families. Through various communication methods such as emails, our district app, school websites, parent-teacher conferences, and other platforms, we ensure that families are well-informed and actively engaged in their children's education.
- Effective Two-Way Communication: ESD has made significant progress in facilitating effective two-way communication utilizing a new communication platform. We prioritize clear, regular, understandable, and accessible communication, making it easy for families to exchange information with educators. This effort ensures that every family can fully participate in and contribute to their children’s educational experience.
- Respecting Family Backgrounds: We have a robust framework in place to understand and respect the unique cultural, linguistic, and personal backgrounds of our families. This understanding enriches our school culture and enhances the educational experience for all students by ensuring that our practices are inclusive and reflective of our community's diversity.

In summary, ESD is proud of the strides we have made in building and sustaining strong relationships with our families. Our schools are welcoming, our communication is effective and inclusive, and our respect for each family’s unique background strengthens our community. These efforts emphasize our commitment to providing a supportive and engaging educational environment for every student and their family.	While the Etiwanda School District (ESD) has made commendable progress in building positive relationships with families, our ongoing assessments and feedback have highlighted specific areas where further development is needed. Focused efforts on enhancing cultural awareness and responsiveness among our staff are essential to ensure that our services are fully equitable and inclusive.

Key Areas for Development:
- Deepening Cultural Awareness: The need to increase our staff's understanding of the diverse cultural backgrounds, languages, and family aspirations within our community is clear. While we are making progress, currently rated at Level 3, there is considerable opportunity to advance our practices. This involves more comprehensive training and professional development that equips our staff with the skills to engage effectively with all cultural groups and to recognize the unique strengths and needs of each family. Additionally, Etiwanda is currently advancing a multi-year initiative focused on Culturally Responsive Teaching and Learning, with the second of two cohorts set to begin their training next year.
- Enhancing Responsiveness to Family Backgrounds: Alongside increasing cultural awareness, there is a need to improve how our staff incorporate this understanding into their daily interactions and decision-making processes. This requires not only training but also ongoing support and resources to ensure that our practices are consistently inclusive and responsive.
- Expanding Two-Way Communication: Our progress in developing robust two-way communication is ongoing, also rated at Level 3. Enhancing this area involves ensuring that communication methods are not only accessible but also truly responsive to the preferences and needs of our diverse families. This means expanding language options, using culturally relevant communication strategies, and providing more opportunities for families to share their feedback and insights.

By prioritizing these areas for improvement, ESD can further strengthen our commitment to creating an educational environment where every family feels understood, respected, and fully included. Our aim is to ensure that all interactions and services reflect the cultural richness of our community, thereby fostering an even stronger partnership between school staff and families.	The Etiwanda School District (ESD) has identified a need to enhance engagement with underrepresented families based on insights from educational partner input, attendance rates, CA State Dashboard results, LCAP surveys, Thought Exchanges, Community Forums, Advisory Committees, and other documents reviewed during our self-reflection process. Recognizing the critical role that family engagement plays in student success, ESD is committed to implementing several strategic initiatives to strengthen connections with these families.

Strategies for Improvement:
- Targeted Outreach Events: ESD will organize special events specifically designed to engage underrepresented families. These district and school events will focus on understanding their unique needs and concerns, providing a platform for open dialogue, and ensuring their voices are heard and valued within our school community. To support our growing English Learner (EL) population specifically, the district will host an EL Parent Night featuring in-person translators to ensure all attendees can fully understand the material presented.
- Personalized Outreach Efforts: In addition to group events, ESD is committed to more personalized strategies to engage underrepresented families. These strategies will include home visits to provide direct support, communication in families' preferred languages to ensure understanding and comfort, and regular school and district meetings designed to encourage ongoing participation. Additionally, we will establish dedicated family engagement roles within our staff, tasked specifically with supporting and maintaining continuous dialogue with underrepresented families.
- Culturally Responsive Practices: Building on our existing efforts rated at Level 3 for understanding each family’s cultural background, we will deepen our culturally responsive practices. This will involve training our staff to better understand and integrate the cultural, linguistic, and personal backgrounds of our diverse families into daily school activities and communications.
- Enhanced Two-Way Communication Channels: Improving our current two-way communication, also rated at Level 3, is essential. This year, we introduced a new platform that has successfully engaged 92% of our parents. We will keep refining this platform and our district app to enhance usability and accessibility. Additionally, we are dedicated to developing communication channels that are responsive to the diverse linguistic and cultural needs of underrepresented families, ensuring they can effectively participate in school activities and governance.

By prioritizing these initiatives, ESD aims to significantly improve the engagement of underrepresented families, thereby fostering stronger relationships that contribute to enhanced educational outcomes for all students.
	The Etiwanda School District has demonstrated strong commitment and significant progress in partnering with families to enhance student outcomes, as evidenced by the feedback from educational partners and local data analyses. Our efforts focus on engaging families actively in the educational process and empowering them with the necessary tools and information to support their children's learning and development.

Current Strengths and Progress:
- Professional Learning for Educators: Etiwanda is highly effective in providing professional learning and support to teachers and principals, focused on improving our schools’ capacity to partner with families. With a rating of 4, we are at full implementation, ensuring our educators are well-equipped to engage with families constructively and collaboratively.
- Resources for Families: Our district excels in supplying families with the information and resources they need to support student learning at home, rated at the highest level of 5. This indicates full implementation and sustainability, reflecting our success in delivering continuous, comprehensive support that enhances the home learning environment. Furthermore, feedback from our LCAP survey reinforces this achievement with 98% of families agreeing they receive the necessary resources to support their children’s success at school. This high level of satisfaction highlights our effective approach in equipping families to actively participate in their children’s education.
- Family Meetings on Student Progress: Etiwanda has fully implemented and sustained policies and programs that facilitate regular meetings between teachers, families, and students to discuss student progress and cooperative strategies for improvement, also rated at 5. This high level of implementation is complemented by positive feedback from our LCAP survey, where 95% of families expressed satisfaction with the accessibility and responsiveness of teachers and school staff. These interactions are key to developing shared goals and strategies for supporting student achievements.
- Supporting Legal Rights and Advocacy: We are rated at 4 for our progress in helping families understand and exercise their legal rights and advocate effectively for their students. This reflects our near-full implementation of initiatives that ensure families are knowledgeable and confident in their roles as advocates within the educational system.

In summary, the Etiwanda School District places a high priority on fostering productive partnerships with families and providing extensive support and resources to enhance family involvement in education. Our comprehensive approach ensures that families are well-informed, actively engaged, and fully empowered to contribute to the educational success of their children.	The Etiwanda School District is dedicated to empowering families to be actively involved in their children’s education. To achieve this, we are enhancing our efforts to reach families through multiple channels. We will host engaging campus events and maintain ongoing communication, using a variety of methods designed to accommodate the busy schedules and diverse needs of our families. These initiatives are focused on ensuring that all family members are well-informed about processes and resources available to them. The goal is to enhance family engagement further and increase attendance at these events, maximizing the positive impact of the information shared and the support provided.	The Etiwanda School District is dedicated to enhancing our partnerships with underrepresented families to boost student outcomes. Insights from surveys, Thought Exchanges, and other documents reviewed through our self-reflection process highlight the importance of these partnerships in our educational community.

Survey results show that 97% of families view school staff as friendly, helpful, and caring towards students from diverse backgrounds. This positive feedback is foundational as we seek to deepen our engagement with underrepresented families. Importantly, all areas evaluated by our self-reflection tool have achieved full implementation standards or higher, demonstrating our commitment to continuous improvement across the board.

To build on this success, we will focus on the following strategies:
- Expanding Targeted Outreach: Increasing targeted programs and events that cater specifically to the needs and concerns of underrepresented families, including multilingual communication and culturally relevant activities.
- Enhancing Accessibility: Making sure that all communication and engagement strategies are accessible and responsive, to facilitate easier participation for all families in school activities.
- Providing Supportive Resources: Continuing to offer and enhance resources that enable underrepresented families to actively participate in their children’s education, such as workshops, informational sessions, and support services that empower parents and guardians.

By concentrating on these areas, the Etiwanda School District hopes to create a more inclusive and supportive environment that fosters active engagement from all families, particularly those who are underrepresented, leading to better academic outcomes for all students.	The Etiwanda School District has made substantial progress in involving families in school decisions, as shown by recent evaluations. The district is proud to have reached a high level of implementation in all key areas.

School leaders and staff have been trained to better engage families, ensuring that parents feel supported and capable of participating in advisory groups and decision-making processes. Proactive outreach to all families, especially those from underrepresented groups, ensures that everyone has a chance to voice their opinions on school policies and programs.
A cooperative environment has been created where families, teachers, school leaders, and district administrators work together to develop and assess family involvement activities. This teamwork makes educational efforts more inclusive and effective.

The foundation of success is the strong, respectful relationships staff have built with families, based on open and honest communication. Various events such as parent-teacher conferences and family nights, along with online platforms, and streamlined communication pathways keep the dialogue ongoing. These efforts ensure that every family feels listened to, valued, and connected to the schools.

Overall, the approach to involving families and the community in decision-making has been comprehensive and highly effective, laying the groundwork for ongoing improvement and success.	Based on the ratings from the self-reflection tool, which consistently score at '4 - Full Implementation,' it is evident that Etiwanda has been effective with engaging families in decision-making processes across various domains. However, the findings from surveys and feedback from educational partners have highlighted an opportunity for further improvement within the Etiwanda community.

To enhance our current efforts, the district is committed to further expanding methods used for planning and designing family engagement activities and advisory meetings. This will include a broader range of platforms to accommodate different family preferences and logistical needs, ensuring that participation is feasible for all families, regardless of their circumstances.

Additionally, the district recognizes the importance of continuing to refine our approach to actively involve families in their children’s education. Strengthening this collaboration can further enhance academic achievement and contribute to a positive school culture. Moving forward, the focus will be on not only maintaining the current level of implementation but also on identifying and implementing strategies to reach our diverse community more effectively.	Based on input from educational partners, surveys, and self-reflection documents, the Etiwanda School District recognizes the need to enhance engagement with underrepresented families in decision-making processes. Acknowledging this gap, the district is committed to adopting proactive strategies to ensure all families are not only welcomed but also feel involved and supported in their children's education.

To address this, targeted outreach and personalized engagement strategies will be implemented to enhance inclusivity at our district-level and school-level events including advisory groups. Specifically, the district plans to organize engagement events tailored to meet the needs of underrepresented families. These events will serve as platforms for open dialogue, allowing the district to better understand their unique circumstances and needs. The focus will be on collaborating closely with these families to develop resources and programs that directly impact and improve their children’s educational experiences.

Additionally, through personalized outreach efforts, the district hopes to establish and deepen trusting relationships with these families. This approach will ensure that underrepresented families are not only informed but also empowered to actively participate in shaping their children's academic pathways. Intensifying our efforts to connect with every family, especially those who have historically been less involved, will foster a truly inclusive school community where every voice contributes to our collective goals.	4	5	3	3	4	5	5	4	4	4	4	4	Met		2024-06-13	2024
36677100000000	Fontana Unified	3	The LCAP Educational Partner Committee has recognized the district’s efforts around DEI initiatives as a strength, including teacher trainings and a DEI committee to advise on future strategies. The district’s commitment to building positive and respectful relationships with families is apparent. 
Furthermore, the committee has commended the district for its ongoing efforts to establish stronger connections with the community through 2-way communication. Building robust community relationships is pivotal in ensuring that the school district remains a trusted and integral part of the neighborhoods it serves. Through various communication initiatives, such as city hall meetings, open forums, and outreach programs, the district has been successful in bridging the gap between school and community.
Moreover, the district has employed multiple approaches to community involvement, leveraging technology to keep parents and community informed about school events, updates, and opportunities for involvement. The committee noted that tools like Parent Square are better facilitating teacher-parent communication. By embracing modern communication tools, the district has made it easier for parents to stay engaged and connected.	While the start of DEI training with teaches was noted as a strength, the LCAP Educational Partner Committee has recognized the need for a systematic plan for all staff to understand family cultures. This area of improvement highlights the importance of creating an inclusive environment that is reflective of the diverse backgrounds and perspectives within the community.
Additionally, while the district employs many tools to facilitate two-way communication, messaging lacks clarity with too many acronyms and complex language that make it difficult to engage families and ensure shared understanding. 
The committee also noted that physical barriers and lack of a consistent staff presence in front offices hinders parent engagement as the environment is less welcoming and not conducive to drawing families into the school community.
Lastly, customer service practices, processes for creating welcoming environments, and communication methods vary widely from school to school. This lack of consistency across the system results in varied experiences for parents. Ensuring that all families feel welcome to participate in the school community and develop positive relationships with all school staff is key to successful parent engagement.	The district recognizes the need to prioritize safe and welcoming school environments, parent collaboration, and effective communication to ensure student success. Through data analysis and reflection, FUSD believes that enhancing parent and community engagement is crucial for improving students' academic and social achievements.
To achieve these objectives, FUSD will enhance districtwide two-way, proactive communication systems to keep staff, families, and the community informed. The district is committed to fostering a sense of belonging, celebrating diversity, and engaging families and community members through meaningful, culturally affirming, and enriching activities and experiences. Additionally, FUSD will provide ongoing professional development for employees and stakeholders to ensure the continuous enhancement and quality of family engagement. These efforts are integral to creating a supportive, inclusive, and connected school environment that promotes the success and well-being of all students.
To improve engagement of underrepresented families in relation to building relationships between school, staff, and families, FUSD will strengthen connections through family-focused events and workshops. The district will continue to foster a sense of belonging, celebrate diversity, and engage families and community members through culturally affirming activities, enhancing educational outcomes for all students. This will include cultural celebrations with community organizations during events like Black History Month, Hispanic Heritage Month, and Multicultural Celebrations
To support sites with improving engagement of underrepresented families, the district will provide professional development to employees and stakeholders in order to maintain a quality Family and Community Engagement program for our targeted student groups through conferences, workshops, trainings, activities, recognition events, and auxiliary items to support these events.	The LCAP Educational Partner Committee determined that the availability of resources and outreach for students and families are areas of strength in Fontana Unified School District. This highlights the district's commitment to providing support for our students and their families. Additionally, it also reflects that all members of the school community have access to the tools and assistance they need to thrive.
FUSD’s commitment to supplying students with the necessary learning materials, textbooks, and technology demonstrates a dedication to equitable education. The outreach initiatives signify a proactive stance in ensuring that families are well-informed about school programs, services and opportunities. 
The district outreach efforts include partnerships with local community organizations and resources, such as after-school programs, counseling services, and health clinics. By collaborating with external entities, FUSD provides a holistic support system that addresses students’ academic, social, and emotional needs.	An identified area of need for building stronger partnerships with families included more relevant workshops on how to use the resources available to support student learning at home. Parents want more knowledge and tailored support to better help their children succeed academically, particularly related to English Learners, Students with Disabilities, College preparation, and social-emotional learning.

Additionally, they noted that support for families in not integrated into school culture and varies widely from school to school. There is a need for consistent practices across all schools when it comes to strategies for developing partnerships with families.	FUSD will improve partnerships with underrepresented families by offering alternate learning programs for students, providing materials and support with basic needs, and offering a wide array of parent workshops with childcare services to increase participation. The district will provide childcare for parents to attend workshops that will help them be effective partners in helping to increase students’ attendance, engagement, and achievement. 

By continuing to engage families in meaningful learning experiences, FUSD aims to empower parents and guardians as active partners in their children's education, enhancing student learning and well-being. FUSD will develop workshops on literacy, math, digital literacy, and social-emotional learning to support families in assisting students at home. Collaborations with community organizations will expand the impact of these initiatives. The district will provide resources in multiple languages to ensure inclusivity and continually refine programs based on feedback. To remove barriers, sessions will be offered at various locations, times, and formats, including in-person and virtual options, with childcare provided. Through these efforts, FUSD seeks to create a supportive environment that actively involves families in education. Additionally, funds will be allocated to ensure translation services to facilitate active parent involvement in the educational process.	The LCAP Educational Partner Committee noted the number of advisory opportunities as an area of strength. Advisory group meetings and other platforms like Coffee with the Principal allow for parent voice to be heard and valued. Some expressed the outreach to parents and community members to participate in school and district decisions demonstrates the district’s commitment to the value of inclusivity and shared decision-making within the educational community.	Although, the LCAP Educational Partner Committee highlighted FUSD’s strength in providing multiple advisory opportunities for parents, they also noted and expressed concerns about the low attendance at meetings and the need to remove barriers for parent participation. The committee expressed a need for increased opportunities for working parents to provide input for decisions and strengthening communications between families and school. Meeting times are often not conducive to broad participation.  The committee also noted that efforts to involve students in decision-making varies across schools.  Additionally, there was an identified need to develop a comprehensive plan for building parental capacity to support informed decision-making and to better understand their role in that process.	FUSD recognizes the importance of parent participation for effective collaboration with the school. To improve engagement in decision-making processes, FUSD will continue to provide extensive translation services to support communication with parents and other community educational partners. This highlights the importance of involving parents to be effective partners in helping to increase student attendance, engagement, and student achievement. 
Additionally, FUSD will review communication processes to increase outreach to a broader range of families about opportunities for providing input. It is important that FUSD offers working parents other avenues to provide input for decision making. Outreach protocols will be established or refined to specifically engage underrepresented families.  Improving family engagement, particularly from underrepresented families will serve to enhance the quality of each student’s educational experience.	3	3	2	3	2	2	3	2	3	3	3	3	Met		2024-06-19	2024
36677360000000	Helendale Elementary	3	Invitation for all stakeholders to be active in roles such as site council, school board committees, ASB, CSF, Site Governance, and Fund Raising.	The focus areas for improving partnerships are site council, school board meeting attendance, volunteering, and fund raising. These areas help many different aspects of student outcomes.	The LEA is always looking to improve partnerships with underrepresented families. Requesting feedback on the process, timing, and format from these groups is part of how the LEA is working to improve access for underrepresented families.	Working hard on building relationships by regularly inviting parents to events at schools. Teachers regularly reach out to parents to update them on student progress. Parents also have access to see their student's grades online to find out how their student is performing.	The LEA is monitoring its current communication process with parents and students to work on best practices. Increasing the messaging coming from the schools, teachers, and district office through various channels to improve the ways parents and families can access the information.	The LEA is working to reach out more often to underrepresented families and have various ways they can connect through in person, phone, and teleconnection options.	Invitation for all stakeholders to be active in roles such as site council, LCAP Construction, school board committees, ASB, CSF, Site Governance, and Fund Raising.	The LEA is working to find new ways to communicate the desire for input from the community. Social media, local marquees, school and district websites, and Aeries communications are some of the ways that the LEA is working to improve on gathering input.	Increasing the forms, placement, and timing of communication that goes out while seeing input on how best to connect with underrepresented groups is how the LEA is working to improve engagement with these families.	4	3	4	4	4	4	4	3	3	3	3	4	Met		2024-06-26	2024
36677360116723	Academy of Careers and Exploration	3	By working with the community, volunteerism and community service are a component of the report card. Students must show progress in their school work before advancing to the next level or being able to provide community service.	A focus on continuing the existing partnerships while improving on the number of volunteer hours from students, the number of students participating, and working to grow the number of community partnerships.	Reaching out to underrepresented families on an individual basis will help bridge direct connections between the families and the schools, teachers, and staff.	Through Annual surveys it was determined that the current strengths are a centralized curriculum where parents are aware of what the curriculum is. The LEA is building a stronger Site Council this year with parent and student input opportunities happening on a monthly basis. Additionally, the LEA is focused on PBIS and connecting with families to support their child's success.	ACE will continue to reach out to parents to attend or give input on site council and school board issues. Parents will continue to be encouraged to attend meetings, give input to members of site councils and school boards. ACE is also working on improving PBIS implementation this school year in an effort to better connect with students and to connect with families on a consistent basis through the PBIS data.	In an effort to improve any feelings of detachedness that may have occurred ACE will continue to reach out to families to ask for input on how it can improve. ACE will be sending out additional communications to find way to connect with more families and build relationships between them and the school staff. All staff have been empowered to use the PBIS model of supporting students through positive reinforcement with the goal of communicating more positive messaging home to families. ACE hopes that this will help build relationships especially with the most underrepresented families.	ACE reaches out to parents to attend or give input on site council and school board issues. Parents are encouraged to attend meetings, give input to members of site councils and school boards in an effort to improve any feelings of detachedness that may have occurred.	ACE is looking at ways it can improve in engagement of parents for decision-making. Looking at the times of meetings for input and ways to give input. Additionally, looking at messaging and how it is going out to maximize the ways the information is delivered to help increase participation.	When it comes to underrepresented families, ACE is looking at ways it can improve communication to those families specifically. Seeking feed back on meeting times and dates to see if there are challenges with schedules and having more one-on-one communication with families to find out more of their needs.	4	3	4	4	4	4	3	4	4	4	4	4	Met		2024-06-26	2024
36677360128439	Empire Springs Charter	3	In the spring of 2024, parents were surveyed to collect perception data on the school's practices of building relationships between school staff and families. Families responded overwhelmingly well, with 92% reporting that they have experienced school staff building trusting and respectful relationships with families. While the school leadership is pleased with this report, we understand that efforts must continue to focus on prioritizing relationships, especially with new staff members and leaders. 94% of families report that the school has created welcoming environments, and 85% of parents report that administrators encourage staff to learn about families' strengths, cultures, and languages. The school continues to work toward developing fully inclusive learning environments and providing staff training that includes addressing unconscious bias. Finally, 97% of parents report that school communication uses language that is accessible to families.

One of the charter school's pillars of personalized learning is to create a caring community. This is an area of strength for the school, and we prioritize creating welcoming environments and open communication with all of our educational partners. We believe it is essential to know the whole child, and this includes knowing and supporting their families. Teachers and leaders use a variety of assessments and assignments to help us do so. For example, parents and students are given learning/educating strengths finders assessments, and learning styles assessments, along with other ways to evaluate and identify interests, strengths, and areas of need. We provide opportunities for families across programs to engage in the school community in a multitude of ways such as math nights, parent education, field trips, and school site council; these opportunities are clearly communicated to families through Parent Square and newsletters.	Our focus area continues to help staff learn more about every student's whole family, including cultures and languages, to ensure that there are ample opportunities for celebrating varied cultures, traditions, and rituals. We have also focused our belonging committee on educating Springs employees regarding different cultures and languages as well as celebrating differences. We provide opportunities for parents and families to connect with school leaders and other families through targeted events including our Parent Ignite Conference.	Our commitment to inclusivity extends to creating welcoming environments for all families in our community. By hosting regular community events such as cultural fairs and open houses, we've ensured that every family feels valued and embraced within our educational community.
In line with our dedication to cultural proficiency, we've prioritized enhancing training and support for English Language Learners (ELLs). Our LEA has implemented a variety of channels to facilitate 2-way communication between families and educators. Leveraging platforms like ParentSquare, we've established accessible channels for families to engage with school updates, announcements, and educational resources in languages they understand. Additionally, feedback mechanisms such as surveys and parent-teacher conferences ensure that voices from both sides are heard and valued in shaping our educational practices.
Focus Areas for Improvement: Moving forward, our LEA remains dedicated to continuous improvement in building relationships between school staff and families. Based on the analysis of educational partner input and local data, our primary focus areas include further enhancing cultural competency training for staff, expanding outreach efforts to underserved communities, and fostering deeper collaboration between families and educators in the decision-making process. By addressing these areas, we aim to strengthen our bonds with families and create a more inclusive and supportive educational environment for all.
	In the spring of 2024, parents were surveyed to collect perception data on the school's practices of building partnerships for positive student outcomes.  89% of parents responded that staff were actively improving their capacity to partner with families. 90% of parents reported that they have resources to support student learning in the home. 91% of parents reported that they meet with teachers to discuss student progress and improvement. 82% of parents reported that they feel the school empowers them to understand their legal rights and opportunities for student advocacy.

The school's pillars of personalized learning and core values are embedded in the school culture, which supports family relationships. The school mission centers on the belief that the community is the classroom, and we partner with parents in the education of their students. The school has fully implemented practices to support and train families in strategies to support student learning through professional development opportunities, parent/student education workshops, and our parent education courses and student center signature events. Information is provided through parent information handbooks, online platforms, weekly updates, and newsletters. All caregivers are invited to take part in the charter network's annual conference, Parent Ignite!, in which breakout sessions are offered on a variety of topics of interest. Personalized learning goals for every student are established in partnership with their families so that students work on goals in the school and home settings. Local student facilities have open forums such as coffee with the principal, open house, email, and newsletter communication in place to provide parent input and access to resources for home-to-school connections. The school policies and procedures are outlined in our Springs parent handbook, and parents are made aware of their legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in surveys that are given two times a year. Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers' and leaders' abilities to partner with families.	Our area of focus remains in the area of continuing to improve the development of teachers and leaders in understanding specific ways to engage families including underrepresented families. We have made strides in this with specific training offered by outside consultants as well as implementing a Belonging Committee, led by an assistant superintendent focused on this goal. Our focus will be to continue providing training and support for understanding social and emotional needs and the increased need for support in this post-pandemic time. Supporting healthy SEL in the home and the school is essential to learning.	Areas of need are more prevalent in underrepresented families, and school leaders are increasing support in those areas of the school. Professional development will include understanding how to create more opportunities for underrepresented families to participate in the learning community, whether online or at a student center. We continue to seek input from our leaders who are doing this well.	In the spring of 2024, parents were surveyed to collect perception data on the school's practices of seeking input for decision-making.  79% of parents report that principals/directors engage families in decision-making. 83% of parents report that the school encourages families to engage in advisory groups and decision-making (school site council, DELAC, Special Education Parent Collaboration, etc.). 81% of parents report that families have opportunities to provide input on policies and programs, and the school specifically seeks input from underrepresented groups.  83% of parents report that staff and families work together to plan, implement, and evaluate family engagement opportunities. 

The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities at the school and district levels. We involve families in our WASC visits as well as in visits from our authorizers. We included parents on our literature review committees and those groups included parents of underrepresented students from within the school community. Advisory groups have been established to expand opportunities for parent input. Student centers and online programs host various parent-teacher events, provide parent courses (based on parent-designated needs), and host monthly parent forums.	The identified area of focus in seeking input for decision-making centers on expanding efforts to engage typically underrepresented groups. See below for details.	We have improved the engagement of underrepresented families by increasing opportunities for families to work in advisory groups including DELAC and School Site Council to collaborate with leadership for decision-making. We have had consistency with our increased opportunities for family members to engage in advisory groups and decision-making, especially in seeking input from underrepresented groups in the community. In part, we will ensure that parent forums/town hall meetings include topics that will be geared toward underrepresented families and ensure that they have a voice in decision-making. We have worked with staff in the area of providing diverse curricula, newsletters that can be disseminated in the language of our school population, and schoolwide data analysis practices. We have furthered our collaboration with our Student Services team and Homeless Youth Liaison to develop this plan.	5	4	4	5	4	4	5	4	3	4	4	4	Met		2024-06-06	2024
36677360130948	Independence Charter Academy	3	By working with the community, documentation of work permits are a strength of the school. Students must show progress in their school work before being able to work outside the school in a job.	A focus on continuing the existing partnerships while improving on the number of volunteer hours from students, the number of students participating, and working to grow the number of community partnerships.	Reaching out to underrepresented families on an individual basis will help bridge direct connections between the families and the schools, teachers, and staff.	Through Annual surveys it was determined that the current strengths are a centralized curriculum where parents are aware of what the curriculum is. The LEA is building a stronger Site Council this year with parent and student input opportunities happening on a monthly basis.	A Stronger School Site Council is one of the ways the LEA is improving relationships between school staff and families. This will allow for increased communication between both parties. The LEA is also working to increase connections between parents and teachers.	To improve engagement from underrepresented families the LEA is making sure to reach out to those parents more often.	ICA reaches out to parents to attend or give input on site council and school board issues. Parents are encouraged to attend meetings, give input to members of site councils and school boards in an effort to improve any feelings of detachedness that may have occurred.	ICA is looking at ways it can improve engagement of parents for decision-making. Looking at the times of meetings for input and ways to give input. Additionally, looking at messaging and how it is going out to maximize the ways the information is delivered to help increase participation.	ICA is looking at ways it can improve communication to underrepresented families specifically. Seeking feed back on meeting times and dates to see if there are challenges with schedules and having more one-on-one communication with families to find out more of their needs.	4	3	4	4	4	4	4	4	3	3	3	4	Met		2024-06-26	2024
36677360136069	Sage Oak Charter	3	The school excels in fostering strong relationships between school staff and families. Frequent communication through regular in-person and virtual meetings ensures alignment between home and school. Parental input is valued through regular surveys, empowering them to shape the educational experience. Engagement opportunities like the Parent Advisory Committee and English Learner Advisory Committee facilitate active involvement. Additionally, monthly board meetings promote transparency and collaboration in decision-making. Such initiatives signify Sage Oak's commitment to facilitate 2-way communication between families and educators.	The school aims to enhance relationship-building by focusing on two key areas: increasing awareness of committee opportunities and promoting socio-emotional health resources. Efforts will include targeted communication campaigns to inform families about committee roles and encourage participation. Additionally, the school plans to amplify outreach efforts to highlight existing socio-emotional health resources, ensuring families are aware of available support services. By addressing these areas, the school aims to strengthen connections between the school and families, fostering a more engaged and supportive educational community.	The school is committed to enhancing engagement among underrepresented families by implementing targeted strategies. This includes proactive parent recruitment efforts for committees like the Parent Advisory Committee and English Learner Committee. Additionally, the school will establish a new Student Advisory Committee to ensure student voices are heard. By actively involving underrepresented families and students in decision-making processes, Sage Oak aims to foster inclusivity and strengthen community bonds.	Bi-monthly teacher PLC meetings offer regular training on fostering partnerships, effective learning period meetings, and supportive communication with parents. Families benefit from frequent access to teachers through learning period meetings and parent-teacher conferences, supplemented by ongoing communication to assess student progress, offer resources, and develop personalized learning goals. The school's website prominently features information on the Title IX Coordinator, student rights, school responsibilities, and how to file complaints. Both the website and parent/student handbook detail the Annual Notice of Uniform Complaint Procedures. Parents of students with IEPs receive the Notice of Procedural Safeguards annually via email, with translators available at IEP meetings for non-English-speaking parents.	A primary goal is to offer 200 synchronous classes by the 2026-27 academic year, providing a more interactive and engaging learning environment for all students. This expansion aims to accommodate diverse learning styles and schedules, promoting more access to quality education across different disciplines. The school is also committed to increasing participation in math intervention programs, especially targeting students with disabilities (SWD), socioeconomically disadvantaged (SED), and English Learners (EL). This initiative is crucial as it addresses the specific needs of these groups, ensuring tailored support to help close achievement gaps. Additionally, the school plans to continue to encourage the participation of EL students in synchronous core classes to support language development and academic achievement simultaneously. By doing so, the school aims to provide EL students with the necessary tools and opportunities to succeed in mainstream education settings, thus fostering an equitable learning environment for all students.	The school is dedicated to enhancing the engagement of underrepresented families by implementing several key strategies. First, there will be an increase in professional development for teachers focused on effective live instruction techniques. This initiative aims to improve the quality of live classes and make them more accessible and beneficial for all students. Additionally, the school will expand live sessions conducted by counselors. These groups will provide support and guidance tailored to the unique needs of underrepresented communities, helping to address specific challenges faced by these families.To ensure families are aware of and utilize these enriched educational opportunities, the school plans to actively promote these resources. Regular discussions between teachers and families, mentions in the weekly newsletter, spotlights on social media, and presentations to both existing and newly forming advisory committees will be employed as communication strategies. These efforts will foster a more inclusive and supportive educational environment, encouraging greater participation from all family backgrounds.
	The school currently has two advisory groups: the Parent Advisory Committee and the English Learner Advisory Committee. These groups meet regularly to focus on making decisions based on the needs of the students and the school. The school also sends out parent feedback surveys throughout the year and hosts live and recorded trainings to seek input from all educational partners. Given the independent study model, teachers and parents work together consistently through academic planning, field trips, Sage Oak socials, college tours, graduation and promotion ceremonies, parent training days, bi-monthly professional learning community (PLC) meetings, and social media and public relations campaigns.	It is the school's goal to further focus on and develop ways to get more parents involved in the PAC and ELAC groups through earlier recruitment and more awareness of the committees.  Additionally, it is the school's desire to further improve upon decision-making opportunities for educational partners by establishing a Student Advisory Committee for 24-25.	The school believes that a continuous, focused effort to keep all families informed of surveys, educational partner meetings, and the Board of Directors’ public meetings through emails, the school website, and other social media outlets is essential. This communication and support encourages students, families, and community members to actively participate in the decision-making process. Through continued effort, the school will further develop the participation and engagement of underrepresented families, thus providing an inclusive environment for all.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-20	2024
36677360136937	Vista Norte Public Charter	3	Overall, Vista Norte Public Charter School (VNPC) is doing well at providing opportunities for parent engagement. The TK-12 school has offered numerous opportunities for the parents to meet virtually (both individually and as a group) with school administration. Throughout the school year, school administrators offered virtual meetings and sent 2-way communication via text, email, and social media. The school also utilized L4L Connect to communicate flyers, notices, and school-wide messages. The connection with our educational partners is a priority at Vista Norte Public Charter School. Through regular Parent Meetings, including our Parent Advisory Committee and English Learner Advisory Committee, Parent Teacher Conferences, student and family celebrations, and weekly communication our families express a sense of feeling highly connected to the school and their student’s progress. This evidenced by our data results, engagement at events and feedback received.	This school year, the school improved parent and student feedback through increased opportunities for feedback. The school held 4 PAC meetings and 4 ELAC meetings that were held in person at the school site. The increased feedback helped the school elicit input on LCAP, field trips, school events, and upcoming school activities. Feedback from one of our parents in Casa Blanca was “The staff is really good about communicating with parents on how our kids are doing and how to help them.” Future topics for PAC meetings will include feedback opportunities from our educational partners on topics such as college planning, English classes for families, gang prevention, drug/alcohol abuse, etc.	VNPC made efforts to improve representation by all educational partners this year and we identified that underrepresented groups needed additional outreach for inclusion in school input and feedback loops. We made efforts to glean feedback in both English and Spanish this year, and 14.20% of our parents chose to complete the annual survey in Spanish form. One of the parents wrote, “Los maestros y los empleados de esta escuela son muu amables con los estudiantes y con nosotros como padres y guardiantes. estoy muy contento en todo lo que asen por los estudiantes para su educacion.” which translates to “The teachers and staff at this school are very kind to the students and to us as parents and guardians. I am very happy with everything they do for the students for their education.”
The school has a robust ELAC that is supported by multiple staff members who believe strongly in the importance of parent feedback as a cornerstone of providing academic support to students. Next school year, we plan to increase the amount of opportunities for educational partner feedback for input at PAC, ELAC, and school-wide meetings. We will also continue to offer meeting agendas and minutes in both English and Spanish with translation available at meetings for
non-native English speakers.
	Vista Norte Public Charter School is an independent study charter school. We work diligently to create positive relationships between the students and their families as a means of encouraging progress toward graduation. This school year, the COVID-19 pandemic waned and VNPC was able to offer more opportunities through in-person campus events and virtually hosted sessions than in prior years. Parents reported that they receive support for their students’ learning through teacher conferences, the personalized learning plan and progress updates. School staff and teachers meet with parents/guardians at the beginning of the year to plan out their students' courses for the year. Teachers communicate academic progress with students and parents monthly. Student participation in dual-enrollment and CTE programs is now on the upswing, as students benefit greatly from in-person instruction and academic support. One of our Rialto location parents noted on a survey, “They provided all the equipment my daughter needed to start classes. We had no chromebooks and they provided her one with hot spot because we had to be away a few days and no reception was available. They made it easy for her to continue school.” From the input received from our educational partners an area of strength is our flexibility in providing opportunities for our families to receive support.	Vista Norte Public Charter aims to improve student outcomes through a regular analysis of the partnerships and educational partners’ feedback. We have improved each year in our ability to gather meaningful feedback as we have provided more opportunities and then provided professional development for staff that interact with students. We have also been mindful of issues in greater society and provided training to our staff in advance of major issues, ranging from SEL crisis, individual crisis, and drug awareness trainings. We also ramped up tutoring supports through the hiring of additional tutors for academic support.	The school has identified underrepresented students in the Foster, African American, homeless, Special Education, and English Learner groups. To increase participation in student and family engagement, the school made efforts to expand our communication efforts. The school’s community liaison personnel continue to investigate community partnerships to increase parents’ knowledge and connection to resources. Educational partners in our underrepresented families have expressed a strong confidence in service and support to our students. One of the participating parents stated, “The front desk person was filled with information about the school. As well, she told me the process of my son [sic] schooling.” We will continue in our commitment to provide partnership and accessibility in services as our students continue on their educational journey.	Our strength at Vista Norte Public Charter School is providing information and soliciting feedback from our educational partners in multiple opportunities and spaces that work with our parents' needs for flexible hour options for connection to the school. We offer PAC and ELAC meetings at different times throughout the school year so that parents and students are more likely to be able to attend. Other school events that we hold are award assemblies, Back to School Nights, Open House events, etc. We also distribute an annual survey to gather input from staff, students, and parents. One important data point from the survey this year is that 98.11% of parents felt that the school utilizes clear and effective communication. The results of that survey are shared at PAC and ELAC meetings near the end of the school year as part of the LCAP process.	Based on input and data analysis, Vista Norte Public Charter School would like to improve the number of students and families who complete the annual survey to help inform the decision-making process. The rate of completion, if improved, would help determine
social-emotional support, new courses, and academic support. This has been a multi-year effort and the extended survey reply window has helped slightly.
The school will continue to benefit from having regular quarterly meetings PAC/Parent Advisory Committee that can support with feedback and improvement of the school model. We have increased the number of meeting opportunities for PAC and ELAC, and also have communicated the meetings in numerous avenues. Our participation numbers have increased slightly.	The school can improve by engaging our underrepresented families through personal phone calls in their primary language, like Spanish, that invite them to meaningful school decision-making events like ELAC and PAC meetings, and LCAP Educational Partner meetings. One key finding from the local survey was from parent/guardian responses. When asked in the last school survey if they felt that their school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings, 81.13% responded that they agreed and strongly agreed. We are also ensuring that translation services are available at meetings, and co-hosting our meetings with remote Zoom or Google Meets so that families with transportation or other issues are still able to participate remotely.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-05	2024
36677360139576	Excel Academy Charter	3	Excel Academy Charter School (EACS) believes in fostering strong educational partnerships between the school, parents, students, and all educational partners through continued communication, collaboration, and transparency. EACS values educational partner input to reflect on the school’s overall progress, successes, continuous improvement, and to identify and establish the next steps to drive instruction, school-wide goals, and student learner outcomes. Building strong connections with students and parents leads to increased student engagement, learning, and achievement. The dedication of the EACS staff has ensured consistent and valued communication between all educational partners. The number one priority of EACS is the success of all students academically, socially, and emotionally. Through our systems in place, all students' individual needs are addressed and supported as each student is encouraged and guided to meet or exceed grade level expectations. Based on the input survey results, parents and students agree that EACS is dedicated to providing an education that denotes excellence.

Overall Satisfaction Report: Based on 351 parent/guardian responses:

98.6% of survey respondents agree that the school has supported students attaining their academic goals. (3% increase from 2023)

98.3% of survey respondents overall agree that the school provides input opportunities for parents/guardians to participate in the school and their child’s education. (2% increase from 2023)

98.6% of survey respondents agree that students have access to rigorous curriculum and resources that allow them to access and master grade level standards in the core content areas. (0.2% increase from 2023)

99.4% of survey respondents agree that EACS clearly communicates academic expectations and encourages academic excellence in all forms of communication. (2% increase from 2023)


Overall Satisfaction Report: Based on 123 student responses (grades 6-12)

96.7% of survey respondents agree that their teacher cares about their education and is committed to helping them succeed.

95.1% of survey respondents agree that the curriculum provides challenging grade level instruction and assessments of their academic progress, and students feel safe and welcome to discuss their progress with their teachers.

95.1% of survey respondents agree that EACS does a great job communicating with students.

Meaning: Overall high satisfaction rate with the school program.

Use: EACS will maintain focus on student progress and success through transparency, consistent communication and collaboration with educational partners, and by providing resources, support, and opportunities for all students to continue to grow as lifelong learners. EACS will survey educational partners for feedback and analyze the areas that can be maintained and improved upon.	Based on the analysis of the positive educational partner feedback and collected data, EACS will continue to implement the proven successful communicative practices in place to keep educational partners informed and connected to student education. EACS is driven to staying on top of the latest trends in education and communication platforms to provide a consistent, open line of communication with all educational partners. EACS is always focused on building participation at SSC, ELAC, and PAC meetings which will remain an area of improvement.	EACS is committed to encouraging parental participation and involvement by providing flexible, personalized learning through a customized course of study that will educate, motivate, and instill a love of learning in each individual student. Parents are provided with training and learning opportunities, in addition to workshops on a variety of topics, for example, EL progress and the reclassification process, parent portal resources, webinars, curriculum menus, Parent Summit informational, Parent Power-Up education events, Back to School events, and teacher/parent training. Teachers and parents work closely to foster a positive relationship that maintains high expectations and promotes academic excellence for all students creating the next generation of leaders. Parents are informed of all communication tools that are available to provide them direct access to their teachers, staff, resources, and all school related meetings. All school related notifications, meeting agendas and minutes, approved policies, informational meetings, and community events are readily made available through Beehively (main platform for communication) and the EACS website and handbook. The LEA’s Title 1 Coordinator, Intervention Coordinator, and school counselors actively continue to reach out to homeless and foster youth, and students needing academic and social emotional support. Parents/guardians are informed well in advance and encouraged to attend all quarterly SSC, ELAC, and PAC meetings. The minutes, agendas, and recordings are posted on the EACS website. EACS is working to find ways to enhance and encourage more parent/guardian participation in SSC, ELAC, and PAC meetings. EACS is moving in the direction of providing parents/guardians and students opportunities to promote and shed light on multicultural awareness by focusing on heritage, customs, and traditions through discussions and presentations that will inspire greater attendance.	EACS' commitment to encouraging parental involvement, by developing a trusting and respectful relationship between the school staff and families, is important to building and sustaining positive relationships. EACS develops a strong school-home partnership through the use of communication tools that provide parents with access to the student's teacher, current information about the school, access to students' academic information through a parent portal, opportunities to participate and provide input in teacher-parent/student meetings, parent meetings, and governing board meetings. All applicable notifications are posted on the school website and in the parent handbook. A part of the role of the counselor includes communicating with educational partners about their legal rights. Our Intervention Coordinator shares Title I and Title III related parent rights, applicable policies, and encourages education partnership participation. In conformity with Senate Bill 1375, the school posts information on the school website identifying the school’s Title IX/Uniform Complaint Procedure Coordinator, the rights of students and the responsibilities of schools, and a description of how to file a complaint. The school website and the parent/student handbooks contain information about the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards is provided to parents of students with an IEP on an annual basis. The notice is provided electronically by email in English or Spanish and is also offered to parents at every IEP meeting. If the parent is a non-native English speaker, a translator is present to provide translation of the document. Parents/guardians have the opportunity to communicate with their students' teachers on a regular basis and are encouraged to reach out through email and by phone to set-up meetings.	Based on the analysis of educational partner input, EACS will continue to focus on partnership and student outcome improvement by offering additional parent education opportunities both in person and virtual, annual surveys, and SSC, ELAC, and PAC meetings.	EACS' LCAP Goal 3 focuses specifically on establishing connections and partnerships with our families and the surrounding community to increase engagement, involvement, and ensure safety and satisfaction to support student learning and achievement for all students including English Learners (EL), other unduplicated student groups, and students with disabilities (SWDs). Effective and meaningful transparent communication will provide all educational partners opportunities for input in decision making for policy and program improvement. The teacher-parent-student relationship is at the core of student success. EACS will provide students with equity based instruction and the necessary individualized resources, interventions, and support that is critical for growth and progress while keeping parents/guardians informed and involved.	Educational Partner Input data:
2020-21: 66 Educational Partner Input Survey Participants
2021-22: 220 Educational Partner Input Survey Participants
2022-23: 304 Educational Partner Input Survey Participants
2023-24: 351 Educational Partner Input Survey Participants

EACS is focused on providing effective and meaningful communication that will provide all educational partners opportunities for input in decision making that concerns the equity based education and instruction of all students, as well as the quality of the school program. Communication about opportunities to provide input is provided through social media platforms, including Beehively, as well as during SSC, ELAC, and PAC meetings. There were 351 participants in the LCAP Parent/Guardian Input Survey and 123 participants in the LCAP Student Input Survey which was a positive increase in survey respondents from the previous school year. EACS shared the survey results with educational partners during the ELAC and SSC meetings and in the monthly newsletters.

Meaning: There has been an increase of survey participants due to the ongoing efforts of the increase communication to educational partners to participate in providing survey input.

Use: EACS will continue to monitor the level of educational partner participation in input opportunities and continue to research strategies to encourage participation.	EACS annually measures growth and progress by seeking input and feedback from all educational partners through annual surveys, teacher/student/parent meetings, board meetings, and through program participation in SSC, ELAC, and PAC meetings. EACS reports the collected results to all educational partners in order to promote transparency and collaboration. Empowering educational partners to provide input and feedback, and participate in decision making, ultimately creates a positive environment where staff, parents/guardians, students, and members of the community and governing board have the opportunity for their voices to be shared and heard. EACS will continue to discuss best practices and train staff on effective strategies for family communication and outreach that ultimately centers around the need for inclusion, building trust, and collaboration. The ultimate goal is for EACS staff to work alongside educational partners in a manner that leads to a positive and successful school environment where students thrive and become lifelong learners.	Although the survey results did not indicate or reveal less engagement from underrepresented families, communication remains a top priority by focusing on strengthening collaboration and participation of all families by providing meaningful in-person and virtual support, guidance, and resources. Through multiple measures of communication, in order to seek input for decision making, EACS will reach out to all parents/guardians with consistent reminders of upcoming events and meetings to attend. All parents/guardians will be notified in a timely manner if there are concerns regarding student social and academic achievement.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-20	2024
36677770000000	Morongo Unified	3	Morongo USD has always been committed to building strong relationships between school staff and families. Recently, the district invested in strengthening the relationships by organizing regular family engagement events that provide a foundation for open communication and collaboration. Events include special education family support and information sessions, college and career information nights, and several school site events ranging from reading and math nights to art shows, carnivals, and family dinners designed to foster community. These events have softened communication barriers and fostered a sense of community between families and staff. In addition to these events, we have also increased our use of social media, updated and streamlined our website, and established regular newsletters for staff and families to keep families informed about important news and events.	Morongo USD is committed to enhancing positive relationships between school staff and families. As a result, the district has recently launched several initiatives to improve communication. One effort is the increased use of social media platforms to share updates and news with parents and other educational partners. Additionally, the district will execute a new district website and school websites that will feature more current information and be easier to navigate. Staff and family newsletters are regularly produced.  The ParentVue and Morongo Unified apps are available for families to access communication and get notifications via mobile devices.	To improve the engagement of underrepresented families in relation to building relationships between school staff and families, MUSD will use professional development to ensure staff members use the appropriate tools and programs to communicate with families. The district has established a committee to examine trauma-informed practices that will help identify and support areas of growth.  We have created a new position, the Director of Equity and Access, that is designed to identify and strengthen relationship-building practices between school staff and families.	MUSD is currently making strides in its progress in Building Partnerships for Student Outcomes. The district’s strengths with regard to those partnerships include our ability to create welcoming environments for parents and community members, as well as our assurance of constant contact with families regarding school events, district events, and community partnership events. The district’s progress includes improving communication across the Morongo Basin by hiring a Public Information Officer, updating the district and school sites’ websites, and improving the messaging service to ensure up-to-date and accurate information is being disaggregated appropriately.	One of the focus areas for improvement in Building Partnerships for Student Outcomes is providing additional academic opportunities for students, including increased CTE courses, early college initiative, additional enrichment opportunities, including art and music, and partnerships with health service providers.   These opportunities are shored up through community partnerships with entities such as Morongo Basin Healthcare, Copper Mountain College, Groundwork Arts, and Harrison House.	MUSD will continue to hold superintendent feedback meetings with different educational partnership groups to improve engagement with underrepresented families, including families, staff, community members, and district leadership.  The district has hosted several outreach events, including backpack giveaways, summer feeding programs, and attendance at community events to foster positive relationships with underrepresented families.  The district has also allocated resources for a homeless/community liaison. To improve engagement, MUSD has made one of the LCAP goals focus on family and community partnerships, which will impact the district’s initiative to integrate community schools into the district’s two comprehensive school sites.	MUSD’s strengths for seeking educational partner input for decision-making include our consistent interaction with social media, a weekly newsletter, and multiple opportunities for feedback through qualitative and quantitative surveys. We value the community’s perspective and ensure that their input regarding policies and programs is reviewed.	To improve our relationships with different educational partners and gather their input for decision-making, the district has set up multiple advisory committees (principals, district, staff, community, and students) that meet regularly regarding important issues.  School sites have participated in professional development to create and implement site leadership teams that establish professional practices via shared decision-making. Responses to our LCAP survey have increased significantly as a result of our intentional efforts to improve educational partners’ input.	The district will improve engagement in relation to seeking input for decision-making by providing professional development and events that families are interested in attending through continuous recommendations via surveys. Surveys will be accessible through multiple modes and languages, including QR codes, flyers, social media, and email.  LCAP survey results indicated that barriers include scheduling conflicts, so the district needs to look for additional times, methods, and means to offer engagement opportunities.	4	4	3	4	3	4	4	4	5	4	4	3	Met		2024-06-25	2024
36677850000000	Mountain View Elementary	3	Based on input from our educational partners, which included the Educational Partner Advisory Committee (EPAC), District English Learner Advisory Committee (DELAC),and the District Curriculum Council (DCC), strengths include the district’s ability to create a welcoming environment for all families in the community.  All groups reported this as a district strength.   Also listed as a strength was the district's progress in developing the capacity of staff to build relationships with families and developing multiple opportunities to engage in two-way communication with families.  Common input included the addition of technology methods that include translation for parents.	Based on input from our educational partners, which included the Educational Partner Advisory Committee (EPAC), District English Learner Advisory Committee (DELAC),and the District Curriculum Council (DCC), an area of focus, or continued implementation, would be in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.
	Based on the analysis of input and data the district will continue opportunities for engagement and involvement in the area of building relationships.

Parents serve on school site committees such as: School Site Council, English Language Advisory Council (ELAC), and Parent Teacher Associations. Parent Training and Workshops are offered such as: West End Counseling Parenting Classes, Back-to-School Night, Family Math Night, Literacy Night, Parent /Teacher Conferences, Coffee/Pastry with the Principal, Parent Seminars on current social issues and supporting/parenting middle school students, Volunteer Classroom Training, and California Schools Dashboard Meeting. Parents serve as volunteers in the following capacities such as: Classroom (instructional, individual tutoring, chaperones), supporting Academic Days (such as 4th Grade Gold Rush Day), Athletic Events, Band/Choir/Drill Team Programs and clubs. Parents are invited to attend various events such as: Back to School Night, Open House, Awards Assemblies, School Board Meetings, Volunteer Tea (volunteer recognition activity), Cultural Events such as Grade Level Programs, Concerts, Performances & Competitions, PTA Family Nights, Student Academic Presentations and PTA Meetings. Parent Communication includes: in-person, phone contact, virtual (via Zoom or Teams), ClassTag (email, SMS and App), School Newsletters /Notifications from the office, Teacher Newsletters, Report Cards/Deficiency Notices, Online grade books, Email, School Website, LCAP Educational Partner Survey and School Banners.

Principals will also be instructed to begin conversations with their staff and School Site Councils and work to insure underrepresented families are included in their committees.  Additional parent communication tools that provide the ability to translate in additional languages have been implemented as additional methods of communicating student progress and goals, specifically in the areas of English Language Arts and Mathematics.

	Based on input from our educational partners, which included the Educational Partner Advisory Committee (EPAC), District English Learner Advisory Committee (DELAC),and the District Curriculum Council (DCC), strengths include the district’s implementation of policies and programs to meet with families and students to discuss student progress, as well as the district's progress in supporting families to understand and exercise their legal rights and advocate for their own student.

	Based on input from our educational partners, which included the Educational Partner Advisory Committee (EPAC), District English Learner Advisory Committee (DELAC),and the District Curriculum Council (DCC), all areas within Building Partnerships, were strengths.  Although groups designate an area as full implementation, two areas were only listed as Full Implementation.  These areas include the district’s progress in providing professional learning and support to teachers and principals to improve a school's capacity to partner with families, and the district's progress in providing families with information and resources to support student learning and development in the home. 
	Based on the analysis of input and data the district will continue opportunities for engagement and involvement in the area of building partnerships.

To target this area the district is increasing methods of communication that allow school-teacher-parent communication that supports multiple languages.  The district has increased the usage of new technology accessible from home. This includes customized learning programs that allow students to work on specific learning objectives.  The district is also improving the availability of data available to parents as well as content standards and resources included on district websites.  In addition, Parent Nights are focused on supporting students both academically and socially.  The district held both Math and Literacy Nights to provide resources to families.	Based on input from our educational partners, which included the Educational Partner Advisory Committee (EPAC), District English Learner Advisory Committee (DELAC),and the District Curriculum Council (DCC), all areas within Seeking Input were strengths for the district and listed as Full Implementation and Sustainability.   This includes the district’s implementation of policies and programs to meet with families and students to discuss student progress, as well as the district's progress in supporting families to understand and exercise their legal rights and advocate for their own student.	Although all areas of Seeking Input were listed as a strength, an area of focus moving forward would be to insure our new families in our new area housing development area receive the high level of collaboration that has been realized at our other sites.  It has, and will be, a multi-year focus to increase stakeholder involvement during a time of geographical growth. 

	Based on the analysis of input and data the district will continue opportunities for engagement and involvement in the area of seeking input.

The district continues to reach out to new families for involvement and feedback.  The district has maintained open lines of communication via meetings, committees, and an available input form.  Methods to increase the number of languages supported is being implemented for district, school, and teacher communication that will increase the opportunity for parents to engage in school and district advisory groups.	4	5	3	4	4	4	5	5	5	5	5	5	Met		2024-06-13	2024
36677930000000	Mt. Baldy Joint Elementary	3	According to our parent climate survey, favorable responses increased by 21% over the 3-year LCAP cycle. An area that we hope to make progress in is school climate. Over the 3-year LCAP cycle, favorable results around questions about school climate went from 85% to 80%. 

25% of our parents attend coffee with the principal and/or parent education nights.	Based on our climate survey data, MBJESD will take action steps toward encouraging, training, and supporting parent/family volunteerism throughout the school year.	We will increase engagement with our parent community through events and other communication platforms allowing parents a simpler path to communicate, and the district will actively seek input from parents of unduplicated pupils and students with disabilities to ensure those students have access to all educational curriculum and programs.	We have developed partnerships with families as measured by our parent engagement percentage of favorable responses. In addition, we have a new partnership with the USFS Visitor's Center that enables each of our students to visit the visitor's center for local environmental programming once a month during the school year.	We are excited and eager to continue to build partnerships throughout our rich community to embed experts in our hyper-local environment to build upon our outdoor education program. We will also consistently seek to encourage and support parent & family volunteerism to continue to build our home-to-school connections for students.	We will increase engagement with our parent community through events and other communication platforms allowing parents a simpler path to communicate, and the district will actively seek input from parents of unduplicated pupils and students with disabilities to ensure those students have access to all educational curriculum and programs.	Currently, we host Parent Advisory Committee meetings three times per year to seek input from all educational partners, and specifically those from underrepresented student populations. 25% of our parents regularly attend monthly Coffee with the Principal and Parent Education nights. In the coming school years, we hope to increase parent/family volunteerism and increase the rigor of our parent education.	We will build capacity among our parent and community leaders in understanding school-wide goals and contexts so that highly relevant and meaningful input and collaboration between educational partners and the LEA can occur.	We will increase engagement with our parent community through events and other communication platforms allowing parents a simpler path to communicate, and the district will actively seek input from parents of unduplicated pupils and students with disabilities to ensure those students have access to all educational curriculum and programs.	3	4	3	3	3	2	2	4	2	3	2	3	Met		2024-06-13	2024
36678010000000	Needles Unified	3	Based on the analysis of educational partner input and local data, briefly describe the LEA's current strengths and progress in Building Relationships between School Staff and Families. We offer back to school nights and provide an all-call system through Parent Square.  Vista Colorado Elementary offers, literacy and math night and Monument Peak School offers a family night.  All schools provide award nights and award assemblies.  Our families are invited to all of the events mentioned.  The district also provides incentives for parents to attend these events as well as sends post cards home with reminders.  We offer surveys for feedback as well. ?	Based on the analysis of educational partner input and local data, briefly describe the LEA's focus area(s) for improvement in building relationships between school staff and families. We would like to provide more parent- based workshops at multiple times instead of one offering at one time.  We will focus on parent involvement on campus.  We seek to increase parent participation on the district advisory committee and on our school site councils.  We seek to increase the number of parents who download parent square so we can increase text message communication to families.  ?	Based on the analyses of educational partner input and local data, briefly describe how the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships between School Staff and Families. We would like to provide more parent-based workshops at multiple times instead of a one offering at one time.  We will focus on parent involvement on campus.  We seek to increase parent participation on the district advisory committee and on our school site councils.  We seek to increase parents the number of parents who download parent square so we can increase text message communication to families. ?	Based on the analysis of educational partner input and local data, briefly describe the LEA's current strengths and progress in Building Partnerships for Student Outcomes.  We have strong relationships with the Fort Mojave Indian Tribe and the Chemehuevi Tribe and work well with the educational liaisons.  We seek parent input through surveys and provide each teacher with a cell phone if requested.  We partner well with the city and parks recreation to support our students in a robust after school program. ?	Based on the analysis of educational partner input and local data, briefly describe the LEA's focus area(s) for improvement in Building Partnerships.  We would like to increase the number of parents who download Parent Square to increase text communication home.  We would like to increase our parent attendance at parent workshops by offering multiple dates and times for the training.  We are going to offer more training to parents on student academic programs. ?	Based on the analysis of educational partner input and local data, briefly describe how the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes.  We would like to increase the number of parents who download Parent Square to increase text communication home.  We would like to increase our parent attendance at parent workshops by offering multiple dates and times for the training.  We are going to offer more training to parents on student academic programs.	Based on the analysis of educational partner input and local data, briefly describe the LEA's current strengths and progress in Seeking Input for Decision-Making.  We offer parent surveys and multiple family nights.  We have a district advisory committee, and school site councils at each school.  Our administrative team is highly visible at extra-curricular and community events. ?

?	Based on the analysis of educational partner input and local data, briefly describe the LEA's focus area(s) for improvement in Seeking Input for Decision-Making.  We will increase our parent workshops/trainings to add multiple date and time options.  To increase participation on our committees, we will educate our families on the importance of our committee work. ?

?	Based on the analysis of educational partner input and local data, briefly describe how the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making. We will increase our parent workshops/trainings to add multiple date and time options.  To increase participation on our committees, we will educate our families on the importance of our committee work. ?

?	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
36678190000000	Ontario-Montclair	3	The District has a Family and Community Engagement Department with the goal of increasing family and community engagement with equitable opportunities for all our educational partners. A Parent Education Center (PEC) is preparing parent leaders to create a bridge between the District and the school sites. Through parenting classes, materials, resources, and training, the center helps parents to work with their children to improve their children’s achievement. The District also provides differentiated training based on school site needs at the Parent Educational Center and at school sites. Some of the topics offered at the PEC are technology, ESL, digital citizenship, academic preparation to support their children, health, nutrition, internet safety, reading literacy, math, positive parenting, social-emotional learning, and wellbeing. An Annual Parent Leadership Conference is provided annually to parents where they attend workshops designed to support them helping their child succeed academically, behaviorally and socially. Family and Community Engagement has two additional district-wide community events, including the Multicultural Family Festival and the Parent Leadership Summit.
25 schools started utilizing a two-way communication platform in 2023-2024 that provides automatic translations in more than 180 languages. All communication and flyers from sites include both English and Spanish translations.	As part of the District Five Year Action Plan, the District is placing a focus on enhancing student, family, and community partnerships through culturally responsive practices. The District is working to develop parent leaders to help bridge the work being done between the school site and district in an effort to prepare parents to support the academic, social emotional, and behavioral needs of students. In addition to providing ongoing training and parent classes, an Annual Parent Leadership Conference is provided annually to parents where they attend workshops designed to support them helping their child succeed academically, behaviorally and socially.	The District has actively engaged in creating multiple engagement opportunities to connect with our underrepresented families. Each site has hired an Outreach Consultant to ensure families are provided with the information and resources they need to support in the academic, behavioral, and social-emotional success of their children. A school site mentor is also available to support the behavior and social-emotional wellbeing of children and connect with families. Additionally, various input platforms such as survey, site and district meetings, and outreach to families has improved the participation and engagement of underrepresented families.	The District educates teachers, specialized instructional support personnel, principals, and other school leaders, and other staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. The district has two Teachers on Assignment (TOA) that provide workshops specific to English Language Arts and Math to provide parents with the tools and strategies they need to support their students at home.	The District provides training to administrators on supporting strong parent involvement at the school sites. The District prepares tools and resources for administrators to use with their staff to develop their ability to build strong connections between home and school. Further efforts to build relationships with parents are evident in parent participation in district and site advisory groups. Cultural proficiency learning is being built into professional development workshops for site and district leaders to increase awareness of one’s own cultural identity and views about difference, and the ability to learn and build on the varying cultural and community norms of staff and families, in order to build stronger relationships with staff and families.	As part of the effort to provide tools and resources to administrators to implement with staff, the Director of Family & Community Engagement Department is working directly with school leaders, staff, and leader parents to design academic workshops and training around site specific needs for our underrepresented groups.	The District has consistency in the LCAP process by providing educational partners with resources, information and
multiple opportunities to engage in the LCAP development process. LCAP resources include presentations, data
sets, surveys, infographics, Superintendent communications, opportunities for engagement, the 'OMSD LCAP
Season’ webpage, written Comments for the Superintendent forms, and meeting agendas are provided to
educational partners and administrators for use in conducting input meetings.	Each year, the District contracts with “Thought Exchange”, a portal designed to provide participants a vehicle to give input and collaborate with one another, as they rate one another’s 'Thoughts.' As a result of this interactive process among educational partners that participate, the highest rated 'Thoughts' are highlighted and themes emerge giving the District critical and relevant information to inform the LCAP. Understanding that some of our families may need varying opportunities to engage in decision-making, other survey opportunities and communication in a variety of ways is being implemented to access more families. Continuing to expand marketing of existing efforts for parent engagement will further increase families’ participation in input for decision-making to be incorporated into advisory groups and LCAP and Schoolwide Plan for Student Achievement (SPSA) processes.	The District ensures it meets its responsibility to provide multiple opportunities to consult with educational partners and engage them in the LCAP development and Annual Update process in a transparent way at both the District and site levels. These meetings include information on the Local Control Funding Formula (LCFF), Local Control Accountability Plan (LCAP), LCAP Federal Addendum, District and Site Level student achievement, student and parent engagement data, and LCAP Annual Update. The District will improve engagement of underrepresented families by continuing to equip families with the tools and resources they need to become leaders and/or active and contributing members.	3	3	2	4	3	4	4	3	5	5	5	5	Met		2024-06-20	2024
36678270000000	Oro Grande	3	Principals hold regular meetings through Coffee with the Principal to build partnerships with parents.	As the LEA expands the available college and career options for students, the LEA needs to ensure that student outcomes are properly communicated to all stakeholders.	The LEA will use the new social workers to improve the engagement of underrepresented families in developing student outcomes.	One of the LEA's primary goals is to build connections between staff, students and families. Sites also developed Plan Do Study Act (PDSA) goals to improve in this area.	The LEA hired school psychologists and social workers to support student and family connections with the school.	One of the district's goals is to have students and parents feel connected to our school. By building this connection, the LEA seeks to foster a positive relationship for all families. The school can also be strategic and intentional in providing special opportunities for underrepresented families to build connections with staff.

	Parents and educational partners participate in decision-making during the development of the LCAP, School Site  Meetings, Other Site Meetings, DELAC Meetings, and Board Meetings.	Getting more constituents to participate in the available decision-making opportunities.	One of the district's goals is to have students and parents feel connected to our school. By building this connection, the LEA seeks to have more involvement from all families. The school can also be strategic and intentional in inviting underrepresented families to remove any hurdles families face in participating in the decision-making process.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-07-12	2024
36678270113928	Riverside Preparatory	3	The LEA scored that there is full implementation of building relationships with students and families. There are clear lines of communication with parents and many opportunities for families and all educational partners to give feedback on school programs.	After the analysis, the biggest areas of concern continues to be participation. The LEA will continue to get feedback from educational partners on how they can participate (times, dates locations, and virtual meetings)	After the analysis, the biggest areas of concern continues to be participation. The LEA will continue to get feedback from educational partners on how they can participate (times, dates locations, and virtual meetings)	One of the LEA's primary goals is to build connections between staff, students and families. Sites also developed Plan Do Study Act (PDSA) goals to improve in this area.	The LEA has hired new school psychologists and social workers to support student and family connections with the school.	One of the district's goals is to have students and parents feel connected to our school. By building this connection, the LEA seeks to foster a positive relationship for all families. The school can also be strategic and intentional in providing special opportunities for underrepresented families to build connections with staff.	Parents and educational partners participate in decision-making during the development of the LCAP, School Site Meetings, Other Site Meetings, DELAC Meetings, and Board Meetings.	Getting more constituents to participate in the available decision-making opportunities.	One of the district's goals is to have students and parents feel connected to our school. By building this connection, the LEA seeks to have more involvement from all families. The school can also be strategic and intentional in inviting underrepresented families to remove any hurdles families face in participating in the decision-making process	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-07-12	2024
36678270137174	Mojave River Academy - Gold Canyon	3	The LEA has strong relationships with students and families, as the most recent student and parent survey indicates. This is achieved through one-on-one student/teacher appointments and ongoing communication with the student throughout the week. The LEA also establishes a warm and welcoming environment. In addition, the LEA has appropriate staff available to meet the needs of students, such as counselors, translators and family engagement specialists, social workers, and the center administrator. The LEA continues to increase opportunities and requests for parents and students to get involved in extracurricular opportunities.
	The LEA has hired new school psychologists and social workers to support student and family connections with the school.  The capacity of the Social Emotional Learning aspects of the LEA via these staff members, as well as increasing opportunities for all stakeholder engagement is improving Relationship-Building.
	One of the district's goals is to have students and parents feel connected to our school. By building this connection, the LEA seeks to foster a positive relationship for all families. The school can also be strategic and intentional in providing special opportunities for underrepresented families to build connections with staff.  The addition of our Connectedness Calendar, Social Network postings, and personal invitations to underrepresented families is increasing their engagement.
	The LEA holds various evening events and meetings, as well as new enrollment parent intake meetings to partner with families to develop and communicate student outcomes. The LEA sends frequent student progress reports home and communicates through our parent communication system. In addition, counselors and teachers work with the student to develop the proper course of study for student success and achieving the established outcomes.	As the LEA expands the available college and career options for students, the LEA needs to ensure that student outcomes are properly communicated to all stakeholders and documented in the LEA Student Information System.
	The LEA will use the school’s social workers, counselors, and translator and family engagement (TFE) specialists to improve the engagement of underrepresented families in developing and reporting student outcomes.
	Parents and educational partners participate in decision-making during the development of the LCAP, ELAC/DELAC Meetings, Other Site Meetings, Surveys and Board Meetings.

	The LEA’s focus area will be getting more stakeholders to attend LEA/site meetings and participate in the available decision-making opportunities.	One of the district's goals is to have students and parents feel connected to our school. By building this connection, the LEA seeks to have more involvement from all families. The school can also be strategic and intentional in inviting underrepresented families to remove any hurdles families face in participating in the decision-making process.
	5	5	5	4	4	4	4	4	4	4	4	4	Met		2024-06-12	2024
36678270137182	Mojave River Academy - National Trails	3	The LEA has strong relationships with students and families, as the most recent student and parent survey indicates. This is achieved through one-on-one student/teacher appointments and ongoing communication with the student throughout the week. The LEA also establishes a warm and welcoming environment. In addition, the LEA has appropriate staff available to meet the needs of students, such as counselors, translators and family engagement specialists, social workers, and the center administrator. The LEA continues to increase opportunities and requests for parents and students to get involved in extracurricular opportunities.
	The LEA has hired new school psychologists and social workers to support student and family connections with the school.  The capacity of the Social Emotional Learning aspects of the LEA via these staff members, as well as increasing opportunities for all stakeholder engagement is improving Relationship-Building.
	One of the district's goals is to have students and parents feel connected to our school. By building this connection, the LEA seeks to foster a positive relationship for all families. The school can also be strategic and intentional in providing special opportunities for underrepresented families to build connections with staff.  The addition of our Connectedness Calendar, Social Network postings, and personal invitations to underrepresented families is increasing their engagement.
	The LEA holds various evening events and meetings, as well as new enrollment parent intake meetings to partner with families to develop and communicate student outcomes. The LEA sends frequent student progress reports home and communicates through our parent communication system. In addition, counselors and teachers work with the student to develop the proper course of study for student success and achieving the established outcomes.
	As the LEA expands the available college and career options for students, the LEA needs to ensure that student outcomes are properly communicated to all stakeholders and documented in the LEA Student Information System.
	The LEA will use the school’s social workers, counselors, and translator and family engagement (TFE) specialists to improve the engagement of underrepresented families in developing and reporting student outcomes.
	Parents and educational partners participate in decision-making during the development of the LCAP, ELAC/DELAC Meetings, Other Site Meetings, Surveys and Board Meetings.

	The LEA’s focus area will be getting more stakeholders to attend LEA/site meetings and participate in the available decision-making opportunities.
	One of the district's goals is to have students and parents feel connected to our school. By building this connection, the LEA seeks to have more involvement from all families. The school can also be strategic and intentional in inviting underrepresented families to remove any hurdles families face in participating in the decision-making process.
	5	5	5	4	4	4	4	4	4	4	4	4	Met		2024-06-12	2024
36678270137190	Mojave River Academy - Oro Grande	3	The LEA has strong relationships with students and families, as the most recent student and parent survey indicates. This is achieved through one-on-one student/teacher appointments and ongoing communication with the student throughout the week. The LEA also establishes a warm and welcoming environment. In addition, the LEA has appropriate staff available to meet the needs of students, such as counselors, translators and family engagement specialists, social workers, and the center administrator. The LEA continues to increase opportunities and requests for parents and students to get involved in extracurricular opportunities.
	The LEA has hired new school psychologists and social workers to support student and family connections with the school.  The capacity of the Social Emotional Learning aspects of the LEA via these staff members, as well as increasing opportunities for all stakeholder engagement is improving Relationship-Building.
	One of the district's goals is to have students and parents feel connected to our school. By building this connection, the LEA seeks to foster a positive relationship for all families. The school can also be strategic and intentional in providing special opportunities for underrepresented families to build connections with staff.  The addition of our Connectedness Calendar, Social Network postings, and personal invitations to underrepresented families is increasing their engagement.
	The LEA holds various evening events and meetings, as well as new enrollment parent intake meetings to partner with families to develop and communicate student outcomes. The LEA sends frequent student progress reports home and communicates through our parent communication system. In addition, counselors and teachers work with the student to develop the proper course of study for student success and achieving the established outcomes.
	As the LEA expands the available college and career options for students, the LEA needs to ensure that student outcomes are properly communicated to all stakeholders and documented in the LEA Student Information System.	The LEA will use the school’s social workers, counselors, and translator and family engagement (TFE) specialists to improve the engagement of underrepresented families in developing and reporting student outcomes.
	Parents and educational partners participate in decision-making during the development of the LCAP, ELAC/DELAC Meetings, Other Site Meetings, Surveys and Board Meetings.
	The LEA’s focus area will be getting more stakeholders to attend LEA/site meetings and participate in the available decision-making opportunities.
	One of the district's goals is to have students and parents feel connected to our school. By building this connection, the LEA seeks to have more involvement from all families. The school can also be strategic and intentional in inviting underrepresented families to remove any hurdles families face in participating in the decision-making process.
	5	5	5	4	4	4	4	4	4	4	4	4	Met		2024-06-12	2024
36678270137208	Mojave River Academy - Route 66	3	The LEA has strong relationships with students and families, as the most recent student and parent survey indicates. This is achieved through one-on-one student/teacher appointments and ongoing communication with the student throughout the week. The LEA also establishes a warm and welcoming environment. In addition, the LEA has appropriate staff available to meet the needs of students, such as counselors, translators and family engagement specialists, social workers, and the center administrator. The LEA continues to increase opportunities and requests for parents and students to get involved in extracurricular opportunities.
	The LEA has hired new school psychologists and social workers to support student and family connections with the school.  The capacity of the Social Emotional Learning aspects of the LEA via these staff members, as well as increasing opportunities for all stakeholder engagement is improving Relationship-Building.
	One of the district's goals is to have students and parents feel connected to our school. By building this connection, the LEA seeks to foster a positive relationship for all families. The school can also be strategic and intentional in providing special opportunities for underrepresented families to build connections with staff.  The addition of our Connectedness Calendar, Social Network postings, and personal invitations to underrepresented families is increasing their engagement.
	The LEA holds various evening events and meetings, as well as new enrollment parent intake meetings to partner with families to develop and communicate student outcomes. The LEA sends frequent student progress reports home and communicates through our parent communication system. In addition, counselors and teachers work with the student to develop the proper course of study for student success and achieving the established outcomes.
	As the LEA expands the available college and career options for students, the LEA needs to ensure that student outcomes are properly communicated to all stakeholders and documented in the LEA Student Information System.	The LEA will use the school’s social workers, counselors, and translator and family engagement (TFE) specialists to improve the engagement of underrepresented families in developing and reporting student outcomes.
	Parents and educational partners participate in decision-making during the development of the LCAP, ELAC/DELAC Meetings, Other Site Meetings, Surveys and Board Meetings.
	The LEA’s focus area will be getting more stakeholders to attend LEA/site meetings and participate in the available decision-making opportunities.	One of the district's goals is to have students and parents feel connected to our school. By building this connection, the LEA seeks to have more involvement from all families. The school can also be strategic and intentional in inviting underrepresented families to remove any hurdles families face in participating in the decision-making process.
	5	5	5	4	4	4	4	4	4	4	4	4	Met		2024-06-12	2024
36678270137216	Mojave River Academy - Rockview Park	3	The LEA has strong relationships with students and families, as the most recent student and parent survey indicates. This is achieved through one-on-one student/teacher appointments and ongoing communication with the student throughout the week. The LEA also establishes a warm and welcoming environment. In addition, the LEA has appropriate staff available to meet the needs of students, such as counselors, translators and family engagement specialists, social workers, and the center administrator. The LEA continues to increase opportunities and requests for parents and students to get involved in extracurricular opportunities.
	The LEA has hired new school psychologists and social workers to support student and family connections with the school.  The capacity of the Social Emotional Learning aspects of the LEA via these staff members, as well as increasing opportunities for all stakeholder engagement is improving Relationship-Building.	One of the district's goals is to have students and parents feel connected to our school. By building this connection, the LEA seeks to foster a positive relationship for all families. The school can also be strategic and intentional in providing special opportunities for underrepresented families to build connections with staff.  The addition of our Connectedness Calendar, Social Network postings, and personal invitations to underrepresented families is increasing their engagement.
	The LEA holds various evening events and meetings, as well as new enrollment parent intake meetings to partner with families to develop and communicate student outcomes. The LEA sends frequent student progress reports home and communicates through our parent communication system. In addition, counselors and teachers work with the student to develop the proper course of study for student success and achieving the established outcomes.	As the LEA expands the available college and career options for students, the LEA needs to ensure that student outcomes are properly communicated to all stakeholders and documented in the LEA Student Information System.
	The LEA will use the school’s social workers, counselors, and translator and family engagement (TFE) specialists to improve the engagement of underrepresented families in developing and reporting student outcomes.
	Parents and educational partners participate in decision-making during the development of the LCAP, ELAC/DELAC Meetings, Other Site Meetings, Surveys and Board Meetings.
	The LEA’s focus area will be getting more stakeholders to attend LEA/site meetings and participate in the available decision-making opportunities.
	One of the district's goals is to have students and parents feel connected to our school. By building this connection, the LEA seeks to have more involvement from all families. The school can also be strategic and intentional in inviting underrepresented families to remove any hurdles families face in participating in the decision-making process.
	5	5	5	4	4	4	4	4	4	4	4	4	Met		2024-06-12	2024
36678270137224	Mojave River Academy - Silver Mountain	3	The LEA has strong relationships with students and families, as the most recent student and parent survey indicates. This is achieved through one-on-one student/teacher appointments and ongoing communication with the student throughout the week. The LEA also establishes a warm and welcoming environment. In addition, the LEA has appropriate staff available to meet the needs of students, such as counselors, translators and family engagement specialists, social workers, and the center administrator. The LEA continues to increase opportunities and requests for parents and students to get involved in extracurricular opportunities.	The LEA has hired new school psychologists and social workers to support student and family connections with the school.  The capacity of the Social Emotional Learning aspects of the LEA via these staff members, as well as increasing opportunities for all stakeholder engagement is improving Relationship-Building.	One of the district's goals is to have students and parents feel connected to our school. By building this connection, the LEA seeks to foster a positive relationship for all families. The school can also be strategic and intentional in providing special opportunities for underrepresented families to build connections with staff.  The addition of our Connectedness Calendar, Social Network postings, and personal invitations to underrepresented families is increasing their engagement.	The LEA holds various evening events and meetings, as well as new enrollment parent intake meetings to partner with families to develop and communicate student outcomes. The LEA sends frequent student progress reports home and communicates through our parent communication system. In addition, counselors and teachers work with the student to develop the proper course of study for student success and achieving the established outcomes.	As the LEA expands the available college and career options for students, the LEA needs to ensure that student outcomes are properly communicated to all stakeholders and documented in the LEA Student Information System.	The LEA will use the school’s social workers, counselors, and translator and family engagement (TFE) specialists to improve the engagement of underrepresented families in developing and reporting student outcomes.	Parents and educational partners participate in decision-making during the development of the LCAP, ELAC/DELAC Meetings, Other Site Meetings, Surveys and Board Meetings.	The LEA’s focus area will be getting more stakeholders to attend LEA/site meetings and participate in the available decision-making opportunities.	One of the district's goals is to have students and parents feel connected to our school. By building this connection, the LEA seeks to have more involvement from all families. The school can also be strategic and intentional in inviting underrepresented families to remove any hurdles families face in participating in the decision-making process.
	5	5	5	4	4	4	4	4	4	4	4	4	Met		2024-06-12	2024
36678270137232	Mojave River Academy - Marble City	3	The LEA has strong relationships with students and families, as the most recent student and parent survey indicates. This is achieved through one-on-one student/teacher appointments and ongoing communication with the student throughout the week. The LEA also establishes a warm and welcoming environment. In addition, the LEA has appropriate staff available to meet the needs of students, such as counselors, translators and family engagement specialists, social workers, and the center administrator. The LEA continues to increase opportunities and requests for parents and students to get involved in extracurricular opportunities.

	The LEA has hired new school psychologists and social workers to support student and family connections with the school.  The capacity of the Social Emotional Learning aspects of the LEA via these staff members, as well as increasing opportunities for all stakeholder engagement is improving Relationship-Building.
	One of the district's goals is to have students and parents feel connected to our school. By building this connection, the LEA seeks to foster a positive relationship for all families. The school can also be strategic and intentional in providing special opportunities for underrepresented families to build connections with staff.  The addition of our Connectedness Calendar, Social Network postings, and personal invitations to underrepresented families is increasing their engagement.
	The LEA holds various evening events and meetings, as well as new enrollment parent intake meetings to partner with families to develop and communicate student outcomes. The LEA sends frequent student progress reports home and communicates through our parent communication system. In addition, counselors and teachers work with the student to develop the proper course of study for student success and achieving the established outcomes.
	As the LEA expands the available college and career options for students, the LEA needs to ensure that student outcomes are properly communicated to all stakeholders and documented in the LEA Student Information System.
	The LEA will use the school’s social workers, counselors, and translator and family engagement (TFE) specialists to improve the engagement of underrepresented families in developing and reporting student outcomes.
	Parents and educational partners participate in decision-making during the development of the LCAP, ELAC/DELAC Meetings, Other Site Meetings, Surveys and Board Meetings.
	The LEA’s focus area will be getting more stakeholders to attend LEA/site meetings and participate in the available decision-making opportunities.
	One of the district's goals is to have students and parents feel connected to our school. By building this connection, the LEA seeks to have more involvement from all families. The school can also be strategic and intentional in inviting underrepresented families to remove any hurdles families face in participating in the decision-making process.
	5	5	5	4	4	4	4	4	4	4	4	4	Met		2024-06-12	2024
36678430000000	Redlands Unified	3	77% of respondents reported that students at school are treated fairly no matter what their race or cultural background. 78% of the families reported that the school's policies and programs reflect respect, and value the diversity of families in the community. 75% of respondents report that they feel the school is inviting and that it is a place where parents are welcome. 82% feel that the school keeps families informed about important issues and events and 80% feel that the school makes it easy for families to communicate with teachers. 83% feel that the school communicates with families in multiple ways.	66% of the families reported that they feel welcome at PTA/PTO parent group meetings. 64% feel that they can talk to the principal when they need to, and 66% of the respondents feel that the teacher communicates on a regular basis.	Policies and broad communication strategies are viewed as effective. However, a more concerted effort to reach out to underrepresented families will be made; especially by the classroom teacher. Additionally, accessibility to talk with a school principal will be worked on.	80% of respondents feel that the school keeps them informed about community resources and services that are available. 86% understand rules and requirements for student dress, language, and behavior; and 84% agree that parental rights are clearly provided and accessible. 88% of families feel that they are empowered to advocate for their child's success in school.	68% of respondents feel that their child's teacher keeps them informed about progress in school 62% feel that their child's teacher provide them useful information about hos to improve their child's progress, and 68% feel that all children are challenged to do their best.	Based on the survey results, parents would like the school to provide them with access to more strategies and tools to help them improve their child's progress. Additionally, they are seeking more regular communication from the teacher and school about their child's progress.	68% of respondents feel the school connects students, families, and staff to expand learning opportunities, community services, and community improvement initiatives.	51% feel the school provides opportunities to be involved in important decisions such as changes in curriculum, school policies, and dress code. 55% feel the school provides opportunities for families to develop relationships and raise concerns with school leaders, public officials, and business & community leaders.	It is clear that many families do not feel they have access to opportunities to be involved, or that their input is sought. The district has employed many communications strategies, has assembled a communications department, and also has hired an Equity Coordinator to help improve public perception in this area.	4	4	4	4	4	4	4	4	3	3	3	3	Met		2024-06-11	2024
36678433630928	Grove	3	89% of Parents/guardians indicated in the 2023-2024 Family Winter Survey (FWS) that they had attended a school event, and 33% percent indicated they had volunteered with the school.  Survey results also indicate that the school was responsive to their students' needs, was doing a good job promoting parent/guardian involvement, and providing social emotional resources for their students.  Grove has a strong partnership with Grove Parent Teacher Group (GPTG) and together the two groups host multiple events throughout the year to encourage educational partnerships with families.	In the FWS parents and guardians indicated that a more direct form of communication and focused messages would be appreciated. Survey data also indicated that there is room for improvement in follow-up to reported incidents. There continues to be an increase in family attendance at Grove events and continuing that trend is always a goal.	Grove continues to reach out to underrepresented families through general means and personal invitations during school events.  Leadership opportunities were presented to underrepresented families by the head of school during meetings and through direct email.	Parents/guardians indicated in FWS that the Grove has high expectations for students, provides a safe environment, and that adults treat students with respect and care. Parent involvement at Grove events was also up when compared to the 2022-2023 school year.  All parents/guardians are invited to attend two Student-Led Conferences annually in which they provide input into students’ progress towards Student Outcomes. If parents/guardians are unable to attend, students may elect to have another adult in their life attend as a family representative.	The FWS indicated that parents whose students have reported an incident to administration would like more feedback and follow-up.  The data also indicates families would like more direct communication from the school beyond email.	Grove will continue to reach out directly to underrepresented families and work with the Parent teacher group to create an environment where families feel more connected and invited to participate.	Grove continues to have strong attendance at and receives input from educational partners through regular scheduled meetings, special events, and online surveys. The FWS of 2024 indicated that educational partners had an overall positive view of Grove's attempts to include them in decision-making and keep them informed of opportunities. 89% of respondents indicated they had attended a school event, and 33% said they had volunteered.	Grove continues to work to include underrepresented families and provide opportunities for educational partners to fill leadership roles through more direct communication.	Grove will continue to reach out to underrepresented families personally through text messaging service and at in-person events, and to offer opportunities for them to participate in leadership roles.  This also includes creating opportunities for underrepresented families at school events such as back to school night and student showcases that include direct asks to participate in decision making.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-27	2024
36678500000000	Rialto Unified	3	Rialto Unified School District continues to strengthen its partnerships for enhancing student outcomes, building on a solid foundation of family and community engagement. Throughout the 2023/2024 school year, the district has maintained and expanded its commitment to providing accessible educational workshops, with over 300 sessions conducted both in person and online. This increase reflects our ongoing efforts to adapt to community needs and leverage technology for broader outreach.

This year, the district successfully launched several new initiatives aimed at deepening community ties and supporting personalized student learning. Notable among these is the expansion of the district-wide Family Institute, which now includes a resource center offering information for families, thus extending learning beyond the classroom. 

By continuously fostering an inclusive environment and providing diverse educational resources, Rialto Unified remains dedicated to building strong, effective partnerships that contribute significantly to student success and community well-being.	Rialto Unified School District acknowledges the need for improvement in our staff's capacity to build trusting and respectful relationships with families, as indicated by the recent family survey results. Recognizing this as a critical area for development, our focus will be on enhancing staff training and support systems to ensure all team members possess the skills necessary for effective, empathetic, and culturally sensitive communication. This includes specialized professional development sessions that cover topics such as understanding diverse family dynamics and needs.

In addition to training, we plan to establish regular feedback mechanisms where families can share their experiences and suggestions related to staff interactions. This feedback will be instrumental in continuously refining our approach and ensuring our staff can engage positively and constructively with all families. By prioritizing these initiatives, we aim to foster a more inclusive and supportive school environment where every family feels valued and heard, significantly strengthening our school-community relationships.	Rialto Unified School District is committed to enhancing the engagement of underrepresented families by implementing targeted strategies that respond directly to the feedback received during our self-reflection process. We recognize the necessity of improving communication channels to ensure clarity, timeliness, and accessibility for all families. This will include multilingual communication options and the use of diverse media platforms to reach families effectively. In response to calls for more parent-student activities, the district will initiate regular events that foster interaction and community building, such as workshops and cultural celebrations. 

To further increase inclusivity and cultural sensitivity, we will conduct bias and inclusivity training for staff, with a particular focus on administrative personnel. The district also plans to continue using open forums and advisory councils that include parent representatives, particularly from underrepresented groups, to ensure their voices are heard and integrated into decision-making processes. Through these measures, Rialto Unified aims to build stronger, more effective partnerships with all families, enhancing student outcomes through a collaborative and supportive educational community.	Rialto Unified School District is proud to have demonstrated considerable strength and progress in building relationships between school staff and families, particularly in providing families with essential information and resources to support student learning and development at home. Our efforts have been consistently recognized by families, as evidenced by the high ratings in our recent family survey. This success is attributed to our comprehensive communication strategy, which ensures that all families receive timely, relevant, and accessible information through various channels, including our updated district website, regular newsletters, and personalized communications from teachers.

We have also made significant strides in expanding the resources available to families. This includes not only academic tools but also guides on social-emotional learning and developmental support that are crucial for holistic student growth. Workshops and parent-teacher meetings have been structured to not only inform but also actively engage parents in the educational process, making them true partners in their children’s education. The positive feedback from our family survey underscores the effectiveness of these initiatives and inspires ongoing efforts to enhance these vital connections.	Rialto Unified School District acknowledges the crucial role of communication in strengthening our partnerships with families, as highlighted in the recent family survey results. While many parents commend the district for maintaining open lines of communication, there remains a segment of our community that feels under-informed and disconnected from school activities and decision-making processes. To address this discrepancy and enhance parent involvement, our focus will be on improving and standardizing communication across all schools within the district.

We plan to implement a more robust communication strategy that includes regular updates and the use of various media to reach all families, including digital platforms, community meetings, and printed materials for those with limited internet access. Additionally, we aim to foster a more interactive dialogue where parents can voice their concerns and provide feedback regularly, ensuring that their input directly influences school policies and practices. By enhancing these communication efforts, we aim to ensure that every family feels equally informed, involved, and invested in their children's education and school community.	Building on the success of last year's targeted community engagement strategies, Rialto Unified School District will continue to focus on improving relationships with underrepresented families, ensuring their active involvement and satisfaction in their children's educational experience. This year, we will enhance our engagement efforts by incorporating feedback from the various parent advisory teams established last year. Our goal is to refine and expand the reach of events and programs that cater specifically to the needs of African-American families, English Learner families, and families of students with disabilities.

To further improve engagement, we will introduce more frequent and varied communication methods to provide families with a platform to voice their concerns and suggestions. Additionally, we plan to offer training sessions for school staff focused on cultural competence and responsive communication practices. These initiatives aim to deepen trust and collaboration between school staff and families, fostering a more inclusive and supportive school environment for all students.	Rialto Unified School District has made significant strides in seeking and integrating input from our community into our decision-making processes, as evidenced by recent data and educational partner feedback. The majority of responses from our family survey reflect a general satisfaction with the level of parent involvement, indicating a strong foundation of trust and collaboration between the district and the families we serve. This positive feedback underscores our commitment to maintaining open channels of communication and actively involving parents in the educational journey of their children.	Despite the above strengths, we recognize areas for improvement highlighted by our community, including the need for better communication about meetings, more accessible contact methods with teachers, and enhanced opportunities for parent volunteering. Additionally, concerns about the responsiveness to parent feedback have been noted. Moving forward, the district plans to address these issues by improving the clarity and frequency of our communications, simplifying the process for parents to engage with school staff, and increasing the visibility of volunteer opportunities. We are also committed to reviewing and refining our approach to parent feedback to ensure that all voices are heard and valued in shaping our educational environment.	In response to valuable feedback from the recent family survey, Rialto Unified School District is committed to enhancing the engagement of underrepresented families in our decision-making processes. We plan to increase the number of in-person parent meetings, offering varied times to accommodate diverse schedules and ensure all voices have the opportunity to be heard. Additionally, we will expand the range of activities that allow for parent involvement, including classroom support, event planning, and participation in special committees. These measures aim to create more inclusive and active channels for parents to contribute meaningfully to their children's educational environment, thereby fostering a deeper partnership and sense of community across the district.	3	5	4	4	3	4	3	3	3	3	3	3	Met		2024-06-26	2024
36678680000000	Rim of the World Unified	3	Rim of the World Unified School District is committed to engaging parents and other educational partners by building meaningful relationships. For the 23-24 school year, in addition to the state rubric, the district chose to administer parent engagement surveys through the Kelvin system. Kelvin’s “pulse” surveys are a quick way to provide teachers and education leaders with actionable data that allows them to understand where their students, parents, and schools are thriving, and what needs work. The “pulses” were administered 4 times throughout the year. These surveys help us measure progress in both state priorities three and six, Parent Engagement and School Climate. In 2023-2024 the district had a 15% parent participation rate with 74% of the results favorable.  The three domains surveyed were: Sense of Safety, Instructional Environment, and School Participation/Relationships. Our strength was identified in the area of instructional environment where 84% of Rim parents indicated a favorable response in this domain. 
	On the KELVIN pulse, school participation/relationship had a lower favorable response percentage of 63%. ROWUSD has reached initial implementation by engaging with families through Parent Square, Class Dojo, Remind, Band, email, and other communication options as well as by supporting families through parent/guardian conferences and communication to support student needs. More opportunities to engage with parents/guardians and families will continue to be discussed with our LCAP Educational Partners, PTA, SSC, and ELAC teams as this is still an area of focus for the district.	The district will continue to focus on engaging parents of underrepresented families and continues the strategic use of personnel to focus on providing programs, support, workshops, and resources to the parents of our foster youth, English learners, and low-income students. Options for families to attend school events virtually are being continued to provide more access to families. Additionally, all school sites provide regular school site updates via Parent Square, inclusive of opportunities for parent/guardian/family participation in PTA, School Site Council, School Safety Committee, and other relevant parent and family engagement meetings. School Site Leadership Teams meet regularly to brainstorm ideas and plan the implementation of programs, policies, and practices that build relationships with our families. This is also achieved on our campuses as a part of our Positive Behavior Interventions and Supports (PBIS) or Mutli-Tiered Systems of Support (MTSS) initiatives on all campuses.	Rim of the World Unified School District is committed to engaging parents and other stakeholders and building partnerships for improving student outcomes. We utilized the state's parent engagement rubric to monitor progress in building partnerships for student outcomes. The self-reflection rubric generated ratings of 3 and 4 in this area. In addition to the state rubric, we utilized Kelvin pulse data. Our area of needed improvement as indicated on the Kelvin family/parent pulses was in the domain of School Participation with a 63% favorable rating. 84% of district-wide parents expressed that schools have a positive instructional environment for their children.	Back to School Nights have been reorganized, based on feedback from parents, to make these events more meaningful and relevant to parent needs. Parent-teacher conferences throughout the year provide parents with information about learning expectations and ways they can support their students. The district also utilizes email, Class Dojo, the Parent Square communication platform, progress reports, report cards, and school committees to engage and inform families about student progress. The high school provides a series of parent workshops to prepare students for post-high school opportunities focused on both college and career. College application and financial aid resources are available to parents with school staff available to answer questions. The intermediate school continues to offer Steps for Success parent and family engagement nights including topics and resources specific to thriving in middle school as well as CAASPP practice and preparation.	In order to continue building partnerships with families, the district will continue to focus on engaging parents of underrepresented families and will continue to acquire feedback to strategically utilize personnel to focus on providing programs, support, workshops, and resources to the parents of our foster youth, English learners, and low-income students.	Rim of the World Unified School District is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. Our data indicated needed improvement in supporting English learners and foster youth parents to be a part of the decision-making process. Although committees and outreach have taken place to include underrepresented parent groups we continue to see low participation rates from these families. We will be looking at comparison data from 2021-22,  2022-23, and 2023-24 to determine areas of strength and needed improvement moving forward.  We have also utilized the state's parent engagement rubric to monitor progress in including parents in the decision-making process. Our scores for this section of the rubric range from 3 to 4 indicating beginning and initial implementation. It is Rim of the World's desire to utilize the information gathered from these parent surveys to focus on the needs and voices of our families and incorporate them into our district's LCAP.	The district has made progress in forming several parent and community forums to encourage parents to be a part of the decision-making process. Although we have created and scheduled these forums we have been struggling with participation rates. One of our barriers is inconsistent attendance which may be impacted by our weather patterns, particularly in fall and winter. As a mountain community, our weather plays a large role in the attendance of both parents and students. We have also seen a more pronounced decline in overall participation since the onset of the COVID-19 pandemic. Attendance continues to be an area of focus for the current year.	During the self-reflection process, we recognized underrepresented families have historically shared a feeling of being disconnected from the educational system. However, the participation rate maintained at 15% in the 22-23 and 23-24 school years, while the favorability rate increased from 69% in the 22-23 school year to 74% in the 23-24 school year. Our focus will continue to be on building relationships and providing more options for families to engage. The district will continue to develop strategies for improving the engagement of our underrepresented families in the decision-making process encouraging participation in site and district committees like SSC, PTA, ELAC, DELAC, LCAP, and others. We are still providing options for in-person or virtual opportunities to attend which has increased participation in some areas.	4	4	3	4	4	4	4	4	4	4	4	4	Met		2024-06-27	2024
36678760000000	San Bernardino City Unified	3	SBCUSD demonstrates strength in building relationships between school staff and families by creating a strong foundation for two-way communication. This is accomplished by providing multiple levels of participation at the school and district levels. Increased participation is encouraged by scheduling meeting options in person, virtually, hybrid, and on various days and times. We offer high-quality interpretation and translation services to ensure our families can participate in a language with which they are most comfortable.  
Parent advisory support is then provided monthly by various District departments, including Categorical Programs’ District Advisory Committee (DAC), Equity Targeted Student Achievement (ETSA) which includes the District African American Advisory Council (DAAAC) and Pacific Islander Advisory (PIA), Family Engagement’s Superintendent’s Parent Advisory Council (SPAC), Multilingual Programs’ District English Learners Advisory Committee (DELAC), and Special Education’s Community Advisory Committee (CAC). Training for each committee and council is provided annually. At the school site level, training for English Learner Advisory Council (ELAC) and School Site Council (SSC) is completed annually at the beginning of the school year. The site and district-level advisory options are designed to improve overall parent involvement and allow parents to provide input into school and district matters. 
The District is committed to building a strong Family Engagement Department staffed to provide professional development and act as a liaison in building relationships between school staff and families. Our Parent Volunteer Workers are housed at each site and represent community members tasked with bridging the gap between home and school and helping families remove barriers. High School Family Engagement Centers, Community Resource Worker II, and Student Services Specialist II help integrate community resources into our robust family engagement program.	2023-24 LCAP Goal 3, Action 1 - Family Engagement was implemented by the Family Engagement Department, which provided training, workshops, and opportunities for parents to get involved in District decision-making processes to build capacity. The Family Engagement Department developed a new Family Engagement plan through their participation in the Community Engagement Initiative (CEI). Throughout the participation, families, school and district leaders, Family Engagement department staff, and community partners completed a root-cause analysis and developed a plan centered on the following priorities: Continue hiring Site Parent Liaisons; Continue Parent Leadership opportunities through the Superintendent Parent Advisory Council (SPAC) and Family Leadership Institute (FLI); Provide professional development to help schools and departments more effectively support families in increasing academic achievement and social/emotional well-being; Collaborate with departments to provide parent perspective and Family Engagement support; Continue to build a community through partnerships; and Support sites with their Family Engagement plans. 
2023-24 LCAP Goal 3, Action 2 - Interpretation and Translation Services was implemented by the Communications Department, which provided supplemental interpretation services and bilingual support to families in their home languages to increase two-way communication between families and the District and engage the community as partners. Funds allowed SBCUSD to increase and improve services by increasing on-demand phone/video services by 110% and increased on-site interpretation services by 93% compared to 2022-23. SBCUSD provided written translations of over 210 documents. Languages we support include Spanish, Arabic, ASL, Chinese, Mandarin, Vietnamese, Russian, Samoan, Japanese, Bengali, Central Khmer, Indonesian, Hmong, Tonga, Thai, and Tagalog. 
2023-24 LCAP Goal 3, Action 3 - Targeted Enrollment Support was implemented by the Enrollment and Placement Services Department, which advertised District programs and Enrollment Fairs to increase student enrollment as described in the approved LCAP. SBCUSD hosted specialized enrollment fairs to support English Learner (EL), Low-Income (LI), and Foster Youth (FY) enrollment in pathway offerings and signature programs such as Gifted and Talented Education (GATE), Science, Technology, Engineering, Art, and Math (STEAM), magnet programs, and Dual Immersion.	SBCUSD will improve the engagement of underrepresented families by integrating the work of various departments into our family engagement program.

The Family Engagement Department will improve the engagement of underrepresented families by working with the district Equity & Targeted Student Achievement (ETSA) and Multilingual departments and various parent advisory groups to gather parent voice and input.

The Multilingual Programs (MLP) Department hosts monthly DELAC meetings that will provide information regarding our English Learner student population. Parent training will include: reclassification criteria, ELPAC Assessment Information, SPSA, ELAC committees, CAASPP state assessments, master plan for educational programs and services for English language (EL) learners. The MLP Department will conduct a needs assessment to ensure parents can share suggested improvements to better support EL learners and students in dual language programs. The MLP department will train the DELAC  and  ELAC committees during the school year to ensure they are compliant with the requirements set forth by California Department of Education. The DELAC meetings will be held in person and virtual. SBCUSD hosted a pathway to Biliteracy Ceremony where students are recognized for being in dual language programs and a Reclassification ceremony. 

The Categorical Programs Department seeks representation of underrepresented families for the District Advisory Council (DAC). The bylaws of the Council are structured to ensure that over 51% of the Council represents parents of EL, LI, and FY children. Input is regularly solicited during DAC meetings to help inform District plans. Regular and ongoing monitoring, data updates, and financial updates are provided to the Council to ensure they have a strong foundation of the district’s work. 

The ETSA Department’s primary focus is to develop effective working relationships, improve achievement, equity, and support college and career readiness. Also, helping staff understand and overcome barriers to collaboration to improve student outcomes. Participation is promoted through the African American Parent Advisory Committee (AAPAC), where parents learn how to best support students, access resources, address school-community barriers, and to share their ideas. ETSA is creating events to increase the engagement of AA students and families by working with district parent advisory groups and collaborating with clubs such as Black Student Unions at schools.
Parents of SWD have the opportunity to participate in the Community Advisory Committee (CAC) to improve communication and understanding between parents and staff of special education and regular education students. Parents help advise the policy and administrative entity of the District regarding the development and review of the local plan.	SBCUSD’s current strength centers on building the capacity of parents and families as partners to improve student outcomes. 

The Family Engagement Department provides opportunities to help build the capacity of families and staff: A-G, ELPAC for parents, Establishing Successful Study Habits, NWEA, Preparing for Parent Teacher Conferences, Scholarships/FAFSA, Test Prep & PSAT/SAT Prep. Family engagement is embedded into the Single Plan for Student Achievement (SPSA) and is a component in evaluating site administrators. Principals have also had the opportunity to analyze the Panorama Family Engagement Survey and created a plan that encompasses their parent engagement goals aligned to student academic achievement as well as actionable items to meet their goals.

The Multilingual Programs Department provides: reclassification criteria, ELPAC Assessment Information, SPSA, ELAC committees, CAASPP state assessments, master plan for educational programs and services for EL learners. Monthly DELAC meetings provide information regarding EL students. The MLP Department  conducts a needs assessment to ensure parents have the opportunity to share what improvements can better support our EL learners and students in dual language programs. The MLP department trains the DELAC and ELAC committees to ensure they are compliant with the requirements set forth by the California Department of Education. 

The Categorical Programs Department provides: School Site Council, Federal Programs, including the Consolidated Application (Title I, Title II, Title III, Title IV, Comprehensive School Improvement, Differentiated Assistance), Attendance including SART and SARB, Bullying Prevention, Scholarships and Financial Aid, Uniform Complaint Procedures, and Local Control and Accountability Plan. 

The Special Education Programs Department provides: SELPA Plan, Local Control and Accountability Plan, Parent Training for Reading and Understanding an IEP, Parents Participation in the IEP, Supporting Improved School Attendance, Dyslexia Task Force and Training, Transition Fair, Parent Training on ABA in School and at Home, Supporting my Student in the Least Restrictive Environment, Employee Parent Liaison. 

The ETSA Department provides: ETSA Gap closing training provides teachers with culturally proficient pedagogy, AA attendance task force workshop, and AAPAC development support to improve engagement of students and families. ETSA and the Family Engagement Department worked with community partners to provide resources, including Low-Income (LI), Students with Disabilities (SWD),  Foster Youth (FY), EL, and African American (AA) students. Survey data and other objective measures are used to evaluate the impact of family engagement on student outcomes.	In order to continue to build partnerships that lead to successful student outcomes, our District will focus on integrated work to improve our partnership with families.

The Family Engagement focus areas for improvement include working with Elementary Instruction to improve early literacy/literacy, writing and early numeracy achievement and understanding with families; with Secondary Education to increase graduation rates and A-G completion; decrease D/F rates in Core subject areas, support on track mastery in ELA/ Math Percent Proficiency and increase English Learner Progress.

The Multilingual Programs Department focus areas include designated and integrated ELD instruction, reclassification of ELs, and the English Learner Progress Indicator.

The Categorical Programs Department focus areas include LCAP Community meetings and District Advisory Council meetings. These meetings are hosted to inform parents, community and staff of the programs and services being offered, provide information on monitoring and evaluation of the programs and seek input from the partners involved to improve programs, services, and outcomes. 

The Special Education Programs Department focus areas include training and workshops to ensure that all individuals with exceptional needs from birth through age 21 are correctly identified, assessed, and provided a free appropriate public education (FAPE) with programs and services designed to meet each student’s unique needs in the least restrictive environment (LRE).	SBCUSD will improve the engagement of underrepresented families by integrating the work of various departments into our family engagement program.

Our Family Engagement department helps engage underrepresented families by collaborating with other district departments to address the needs of our families. The Family Engagement department works across the district to help these families support their students in achieving college, career, and scholarship goals. 

The Categorical Programs Department will engage Low-Income, English Learners, and Foster Youth families by actively working to invite the parents and community members to the LCAP Community meetings and District Advisory Council meetings to build their knowledge of district programs and to seek their input on needs of the students and community.

The ETSA department will continue to connect AA families and parent advisory committees across the district with resources to support their diverse needs, which includes working with school staff and clubs to increase AA engagement. 

The Special Education Department works with families with the support of the CAC to provide education and support to parents, encourage community awareness of children with special needs, improve communication between parents, district administrators, and the Board of Education, and enhance the quality of special education in the SELPA.	SBCUSD’s strengths and progress in seeking input for decision-making include active participation in all district advisory groups such as SSC, SPAC, DAAAC, DAC, CAC, and DELAC, with regular attendance from district departments to listen and respond to families. Parent opportunities designed to build capacity include family engagement events (planning and facilitating), school training, and professional development opportunities, including conference attendance. Feedback received from families is used to create workshops and professional development to support families and staff in collaborating about joint decisions that are in the best interest of students. Surveys provided for educational partners are used to gather information in addition to receiving input through our SSC, SPAC, CAC, DAC, DAAAC, ELAC, DELAC, and Café de Padres meetings. Minutes are taken and shared with the group in order to promote follow through. 

ETSA's strength is providing platforms for families such as DAAAC, Attendance Task Force committee, AAPAC committee, and family engagement events. These platforms allow parents and the community to engage with the district. They are also used to survey our families and staff to gather information and input to better serve our students.	SBCUSD’s overall focus area for improvement in seeking input for decision-making is to increase family participation at the site level which may include input on policies. Our goal is to increase the number of families, including FY, AA, and EL families who are actively participating in their school’s various parent advisory committee meetings and/or visiting our District School Board meetings when possible, to learn more about District governance. Hybrid Parent advisory meetings, including DELAC, DAAAC, DAC and CAC allow parents to receive information from home if they are not able to physically attend these parent advisory meetings. The Family Engagement Department is working with sites on micro-engagements to improve family involvement in decision-making. Micro-engagements are brief, 30-60 second, on-the-fly informational or feedback sessions wherever and whenever district and site staff connect with families in person, online, or over the phone. The SPAC meetings also include various opportunities for interested parties to provide feedback and are able to share in the decision-making process. 

ETSA's overall focus is to receive more input from families through advisory committees and continue increasing family participation at the school site level through developing our site parent AAPAC committees. The ETSA department works with school sites to recruit families and plan advisory committee meetings at the site level. Our ETSA team focuses on increasing opportunities to survey our families to identify attendance barriers and continue collaborating with our Family Engagement and Positive Youth Development departments to improve attendance rates for our students.	The Family Engagement department is seeking to involve underrepresented families in decision-making using creative ways to reach families and collaborating with those most closely connected to those families (pastors, coaches, etc.). The department has partnered with the Loma Linda Health Education Workers (CHEWs) to serve underrepresented families and often seeks input for decision-making using a variety of methods. This work will help to capture family voices and develop relationships, while children are in preschool and Transitional Kindergarten. In doing so families will feel comfortable sharing their views and assisting with making decisions at the site and district level. Additional training for school staff is planned to help school leaders support and engage AA families. The MLP Department will continue to provide multiple ELAC training opportunities and specific Café de Padres meetings for parents. Personal invitations to individual families will also be implemented via ParentSquare. The Special Education Department has monthly CAC meetings where parents are involved in making recommendations and suggestions for annual priorities to be addressed in supporting SWD.	4	4	3	4	4	4	4	3	4	4	3	3	Met		2024-06-18	2024
36678760107730	ASA Charter	3	One strength for ASA Charter is our open-door policy where families have access to admin and teachers as needed. A new area of strength is ASA's newly hired Community Resource Liaison, who has increased parent outreach and communication in both English and Spanish.	One area of focus for ASA Charter is to continue to increase the number of parents consistently involved in our Parent Groups. We are continuing to improve communication between our school and families, such as: maintaining current contact information, and reaching out through multiple media sources.	One action we have taken to improve engagement of underrepresented families is the addition of our new Spanish speaking Parent Group. ASA will continue to develop and maintain a diverse group of staff and School Board members to represent our diverse student population, so that all sub-groups feel included and represented.	ASA's new Community Resource Liaison is a current strength for ASA Charter, linking our school with multiple community resources to increase positive student outcomes. These connections include: community colleges, local universities, and employment opportunities. ASA has also established connections with local drug task force, first responders, and social-emotional wellness providers. We feel that it does take a village to provide our students with the necessary information to make informed life choices.	Our focus areas are to improve communication with our families.  Another focus is to continue to develop the community relationships for our students in the areas of college and career exploration.	One action we have taken to improve engagement of underrepresented families in relation to building partnerships is to create a strong community partnerships through our Community Resource Liaison. Some of these partnerships include: Local colleges/universities, food banks, social services, mental wellness providers, and transportation.	We have hired a new Community Resource Liaison who oversees our parent groups where opportunities are provided for parent input and involvement. ASA continues to hold multiple community surveys to receive educational partner input.	We are going to continue to focus on strengthening the communication between the LEA and the community partners that we currently have, and to expand the amount of community participation.	We are going to focus on attaining new community partners that align with the specific subgroups of our underrepresented families.	5	5	4	4	3	4	5	5	5	4	5	4	Met		2024-06-26	2024
36678760109850	Public Safety Academy	3	Based on educational partner input and local data, staff and families ranked PSA in the top quartile for building relationships (86% and 80% respectively).	Based on information from the local climate survey, PSA sees the need to improve the area of building relationships with students, as students ranked this category in the lowest percentile with a 34% positivity rating.	Educational partner feedback indicates that there is a need to increase building relationships with students.  PSA plans to bring back advisory classes where students have a staff member that acts as their advisor.  This allows underrepresented families to have a contact person for college and career questions, academic concerns, and social and emotional support.	PSA’s current strengths in regard to building partnerships for student outcomes include communication on students’ academic progress with families.  PSA also offers monthly opportunities for families to participate in the decision making processes.	PSA’s focus areas of improvement for building partnerships for student outcomes are to increase the number of families that participate in decision making opportunities and the increase the number of community partners that participate in the development of the public safety pathway offered.	PSA will improve the engagement of underrepresented families in relation to Building Partnerships for Student Outcomes by varying dates and times that accommodate families to be able to participate.	On the local climate survey, families and staff rank PSA in the upper quartile in engagement. The LEA has regularly scheduled parent involvement meetings that parents can participate in as SSC, Pizza with the Principal, and other various parent programs.  Parents and families are also opted into ParentSquare which sends all families school-related notifications.	The LEA understands there is a need to increase opportunities for parent participation so that they are included in the decision making process at PSA.	The LEA will increase the number of opportunities for underrepresented families to participate in and feel included in the school culture and the decision making process.	4	4	4	5	4	4	4	5	4	3	4	4	Met		2024-06-19	2024
36678760117192	SOAR Charter Academy	3	SOAR’s current strengths and Building relationships between school staff and family are: staff introductions at the beginning of the year, new family orientation meetings, grade level informational meetings, monthly newsletters, open house, family engagement nights & workshops, family fun nights, chaperoning school events, Christmas play, volunteer opportunities, parent lighthouse volunteer meetings, Donuts with directors, student-led conferences, fireworks booth, Golf Tournament, restaurant fundraisers, wellness checks, and general parent meetings.
	Focus areas for improvement in building relationships between school  staff and families are: communication about volunteer opportunities, upcoming events, their child(ren)’s progress, resources for supplies and academic support, convenient QR codes for various sign ups for activities, Leader in Me tips for parents, and community service opportunities. Staff at SOAR will communicate via Parent Square, Facebook, and other various ways. Examples include: Remind, Class Dojo, text messages, phone calls, flyers, homework cover page, etc. Mrs. Tamika Thomas, our Community Schools Coordinator, partners with community organizations to help find resources, like clothing, food,dental and mental health resources, housing, and other social services for families. Academic support is offered through after school tutoring,  parent volunteer action team academic support starting in 2024-25, and technology can be checked out through SOAR. Community service opportunities are shared via Facebook, flyers, monthly newsletters, Parent Square, etc.
	To build relationships with under represented families, we will continue to have meetings specific for English Learner parents and parents of African Americans. We will also have meetings for families of SPED students, help support SPED families with needed resources and information through wellness center, &/or workshops, post culturally relevant signs, and developed a DACT team (Differentiated Assistance Conversation Tracking).	SOAR has many current strengths and makes progress in building partnerships for student outcomes. Our staff continues to do a good job using the power of one to identify which students on campus may not have a connection with at least one adult. Teachers keep parents informed about students’ grades through progress reports, aeries, report cards, and student-led conferences. Each middle schooler has a mentor through our mentorship program. Students track their attendance, goals, &/or academic progress in their leadership binders. Get to Know You Days help staff connect with students across campus. 
	Our focus areas for improvement in building partnerships for student outcomes are: continuing cross buddy grade level activities 3 times a year, include a pre-post survey after each SEL lesson, and implementing restorative justice practices. Students take culture monthly surveys which allow the staff to reflect on what we can improve on.   
	We will improve engagement of underrepresented African American, English learner, and SPED families to support in building partnerships for student outcomes by staff members collecting student data via Differentiated Assistance Tracking to better get to know each individual student’s unique story and learning styles. Our resource specialists and Community Schools coordinator will offer various resources families are in need of.
	SOAR Charter Academy is committed to engaging parents and other stakeholders and incorporating their feedback in the decision making process. As a staff, we have Differentiated Assistance Conversation Tracking to help support our African American students. We have Parent Lighthouse Volunteer meetings, and offer encouragement to participate in the School Site council, our board, as well as parent surveys, and general parent meetings. These surveys and their findings do relate to the goals established in our LCAP and drive the development of new actions to address findings. SOAR has taken the CAL-SCHLS surveys for years. We take the student, parent, and staff components. This survey gives a lot of information on many areas in the LCAP. We also give a Stakeholder Survey to parents and staff to gain additional feedback related directly to the 8 State Priorities in our LCAP and Charter. The third survey we give is our Leader in Me MRA. We choose to give these three surveys because they are comprehensive surveys that give us alto of information across all State Priorities and tie to our LCAP planning process very well. All directors have an open door policy for parents when they need to express a concern &/or share ideas.
	Our focus areas for improvement in seeking input for decision making are: continue our differentiated assistance conversations, try to get more feedback via surveys by offering convenient QR codes, and encourage parents to be more involved in all or some parent meetings offered throughout the year, and use school events as a way to promote families to share their input. 
	We will improve engagement of African American, English learner, and SPED families by discussing family needs during IEPs, SSTs, student-led conferences, parent surveys, Donuts with Director meetings, counselor’s workshops, etc. For some of these meetings, we will work on having translators and various ways to join via zoom, phone call, or in person.	4	4	3	3	4	4	4	4	4	4	3	4	Met		2024-06-18	2024
36678760120006	New Vision Middle	3	New Vision Middle School builds strong relationships between school staff and families through well-attended family and community activity nights, parent committees, and communication through text, email, phone calls, and class dojo.	New Vision Middle School’s focus area this year is building broader participation in our parent involvement committees, School Site Council, English Language Learners Advisory Committee, and African American Parent Advisory Committee.	To improve NVMS’s engagement with underrepresented families, we are focused on increasing participation in parent-teacher conferences and parent advisory committees. Furthermore, we continue to aim to provide better service to parents through teacher, admin, and office contacts.	NVMS’s current strengths in building Partnerships for Student Success are parent-teacher conferences, teacher availability, and contact for students and parents. At NVMS, teachers email, text, Parent Square, and meet with parents. During the first quarter, all parents are contacted to meet about their student’s academic performance and behavior. Follow-up meetings and contacts are set up by request from parents and/or teachers.	NVMS is focusing on more regular and meaningful collaboration between families and teachers, through regular contact to address challenges and celebrate student success.	NVMS will focus on underrepresented families through, support training for teachers, in identification, Parent Leadership Teams, Solutions Teams, and academic support.	NVMS currently holds quality activities for families and the community that are well attended.	NVMS needs to develop new ways to engage parents in activities that provide for review of educational plans, and goals. While parent activity nights are well attended, greater participation is needed in committees, we are addressing this need through our Parent Leadership team, and our Director of Parent Engagement and Student Success position.	NVMS will make individual contacts and invitations for underrepresented parents to participate in committees to build voice and representation.	4	5	4	4	4	4	4	4	3	3	3	3	Met		2024-06-27	2024
36678760120568	Options for Youth-San Bernardino	3	OFY San Bernardino actively facilitates multiple avenues for families to connect and participate. Families are welcomed to visit school sites, engaging directly with staff to address queries or gather information. Orientation sessions provide insight into the program and introduce families to key personnel who can assist them throughout their journey with us. During the fall, a back-to-school night invites families to interact with different school departments, familiarizing them with available resources. Biannual parent-teacher conferences are held, offering opportunities for comprehensive discussions about students' progress or any concerns. Bilingual staff stand ready to facilitate communication in Spanish as necessary. Additionally, families can arrange further meetings as needed. Survey data reveals that 80% of parents feel a sense of belonging within the school community, highlighting the impact of these engagement initiatives. Our post-secondary counselors extend involvement opportunities to parents through events such as Senior Signing Night, informational sessions, social gatherings, FAFSA workshops, and more. Special occasions like Bilingual Schools Night and Sports Banquets, along with parent workshops focused on academic support and social-emotional well-being, further strengthen the partnership between parents and the school. These varied engagement opportunities empower parents to actively collaborate with the school in their children's education.  The initiatives aimed at fostering connections between school staff and families are incorporated within our LCAP, particularly under LCAP Goal 1, Action 5 which focuses on Parental Involvement and Educational Partner Engagement.	In the 2023-24 Fall Local Control and Accountability Plan (LCAP) Educational Partner feedback, we learned that 36.7% of parents felt they had the opportunity to engage in significant school decision-making processes. However, 40.8% of parents indicated they had not had such opportunities, and 22.5% were uncertain about their involvement. Additionally, our school’s Connectedness/Engagement score remains consistent with previous years at a level 4, as indicated by our Climate Survey data from 2017, 2019, 2023, and 2024.
To strengthen our community and enhance engagement, we are actively expanding participation in important advisory groups, including the District English Learner Advisory Committee (DELAC) and the Parent Advisory Committee (PAC). To facilitate greater parental involvement and overcome barriers to participation, we are adjusting meeting times to accommodate work and school schedules and providing necessary technology, such as Chromebooks and hotspots. This ensures that all parents can participate virtually if they choose.
This year, we have also increased the number of Educational Partner engagement opportunities by introducing a Foster and Homeless Student Summit and a College and Career Fair. These initiatives aim to enhance our service offerings and deepen relationships with our families.
These ongoing efforts are reflected in our LCAP, specifically under Goal 4, Action 1, which focuses on Parental Involvement and Educational Partner Engagement. Through these actions, we are committed to building a collaborative environment where every family feels connected and empowered to contribute to the educational journey of their students.	According to the 2023-24 Fall LCAP Educational Partner feedback, 85.4% of parents feel consistently welcomed at our school, with a small percentage (10%) remaining neutral. Our Climate Survey data reflects a score of 4 from parents and students in areas of social inclusion, and school connectedness and engagement.
To further enhance our outreach and support, particularly among underrepresented families, the LEA is set to host a range of targeted events. Notably, this year will mark the inaugural Foster and Homeless Youth Summit, a dedicated space for foster, homeless, pregnant and parenting students and their families. Attendees will benefit from the insights of a keynote speaker and have the opportunity to connect with community partners offering vital resources and support.
Additionally, the school is launching a series of eight webinars aimed at strengthening family support systems. These sessions will feature mental health professionals covering crucial topics including depression, substance abuse, grief, social media impact, anxiety, and overall well-being.
These initiatives are key components of our LCAP, specifically under Goal 4, Action 1, which focuses on Parental Involvement and Educational Partner Engagement. Through these efforts, we are committed to deepening the connections between school staff and families, fostering an environment of inclusivity and support.	The LEA is dedicated to forging strong partnerships that support student outcomes. According to the 2023-24 Fall LCAP Educational Partner feedback, 90% of parents and 88% of students agree that the school has a positive culture and environment.

Data from the 2022-23 School Climate Survey corroborates this sentiment, showing that 88% of parents perceive the school as supportive of learning, with a notable rating of 4.1. This support is characterized by the employment of nurturing teaching practices such as encouragement, constructive feedback, diverse ways to demonstrate knowledge, fostering of risk-taking and independent thinking, a dialogue-friendly atmosphere, academic challenge, and personalized attention.

To further support student outcomes, the LEA collaborates with various service providers. For instance, we have partnered with NPA and Special Education Service Provider, Prep for Success, to offer all staff a 6-part Professional Development Series designed to enhance support for our special education population. This series will address topics including IEPs, 504 Plans, Child Find, Behavior Training, Trauma-informed practices, and intervention strategies.

Similarly, we have engaged with service provider,Skyrocket, to provide comprehensive professional development focusing on support for our EL students through a 6-series program on SIOP implementation. Additionally, our partnership with Pathways Travels offers students enriching overnight field trips that promote socio-emotional health. Prep for Success also extends valuable workshops to families on Parent’s Rights, Social-emotional Health, and support for special populations.

The school consistently offers avenues for ongoing communication between staff and families, including bi-semester Parent-Teacher conferences and additional meetings upon request. At orientation, families receive contact details for teachers and post-secondary counselors to facilitate open lines of communication.

Moreover, the LEA cultivates strong family partnerships through regular DELAC and PAC meetings. These gatherings are opportunities to share best practices for supporting student outcomes and achievement, such as time management skills and other supportive strategies.

These initiatives to deepen staff-family relationships are reflected in our LCAP, specifically in Goal 4, Actions 1 (Parental Involvement and Educational Partner Engagement) and 3 (Social-Emotional Learning). Through these efforts, we continue to build an engaged, supportive community focused on the success of every student.	According to the 2023-24 Fall LCAP Survey data, only 36.7% of parents felt that they were actively involved in the School Improvement Development Process. While parents rated the LEA a 4 on the Climate Survey in the area of School Connectedness-Engagement, which is defined as a Positive identification with the school; norms for broad participation in school life for students, staff, and families.

Recognizing the importance of parental involvement in shaping a vibrant school environment, it's evident that participation in advisory committees remains lower than desired. To address this, the school is committed to enhancing engagement strategies. We will utilize parent-teacher conferences not only to discuss student progress but also to gauge and foster interest in joining crucial advisory committees such as DELAC (District English Learner Advisory Committee) and PAC (Parent Advisory Committee).

Furthermore, we will improve our communication efforts by regularly sending updates through the school messenger in both English and Spanish, outlining how parents can engage in the school improvement process. Additionally, in-person events such as Parent-Teacher Conferences, Back-to-School Nights, banquets, and award nights will serve as key opportunities to highlight and discuss these participation events.

These initiatives to deepen partnerships between school staff and families are a cornerstone of our efforts, and are detailed in our LCAP under Goal 4, Action 1: Parental Involvement and Educational Partner Engagement. Through these concerted efforts, we aim to enhance our school community by fostering greater parent participation and engagement in our ongoing development processes.	The LEA has forged a partnership with Mental Health Service Provider, Daybreak, to offer families a series of eight webinars designed to enhance family support systems. These sessions will feature mental health professionals discussing key issues such as depression, substance abuse, grief, the impact of social media, anxiety, and overall well-being, providing crucial support for our community.

Further supporting our families, the LEA has collaborated with the third-party service provider, Prep for Success, to deliver joint parent and staff workshops. Held across all school sites, these workshops focused on Parent's Rights Advocacy for students with IEPs, enhancing Social and Emotional Health support, and aiding our special populations. These professional development sessions and workshops are a vital part of our LCAP, specifically noted under Goal 1, Action 6.

This year marks the inaugural Foster and Homeless Youth Summit, aimed at directly supporting foster, homeless, and pregnant and parenting students and their families. This event will feature a keynote speaker and provide opportunities to connect with community partners who offer essential resources and supports.

Additionally, we are proud to continue our EL Bilingual Scholar Banquet, celebrating the achievements and reclassification of our English Learner population. This event also serves as a platform to encourage participation in our school’s DELAC group, fostering greater involvement from this underrepresented community in the school improvement process.

Our commitment to inclusivity extends to ensuring that all advisory meetings, including DELAC and PAC, are accessible to all families. This includes providing translation services, necessary technology, and internet access to ensure that every family wishing to participate can do so. We also distribute resources related to food banks and mental health services through the school and its partners, as part of our ongoing efforts to support our families, outlined in LCAP Goal 4, Metric 4, and Action 1.

To support our special needs population, the LEA has continued the Supportive Expressive Art Group, led by school psychologists at each site. These 12-week classes, which will continue into the 2024-25 school year, teach students how to use art as a tool for emotional expression, anxiety management, and self-discovery. This program is detailed in our LCAP under Goal 1, Action 2, reinforcing our commitment to providing comprehensive support to all students.	According to the 2023-24 Fall LCAP Feedback, a significant majority of families—87.7%—affirm that the school's improvement goals, metrics, and actions effectively address the achievement gap among socioeconomically disadvantaged students, English learners, and foster youth, with an additional 12.3% expressing moderate agreement. This favorable perception is complemented by the 94.5% of families who believe the school provides ample intervention opportunities for students, including tutoring, small group instruction, additional appointments, student groups, academic planning with counselors, and mental health resources. Additionally, 87.3% of respondents feel that the school offers a sufficient range of student activities such as sports, various groups, mental health support, and field trips, marking a noticeable improvement from the feedback collected in the previous year's LCAP survey.

Furthermore, the 2023-24 Fall LCAP Educational Partner feedback indicates that 85.4% of parents consistently feel welcomed at our school, with only a small percentage (10%) remaining neutral. Our Climate Survey data mirrors this sentiment, with parents and students rating us highly (4 out of 5) in areas of social inclusion, and school connectedness and engagement.

In continuing our commitment to inclusivity, the school regularly communicates with families to encourage their involvement in the school improvement process. We ensure that all advisory meetings, including DELAC and PAC, are accessible to all families by providing translation services, the necessary technology, and internet access. Additionally, we distribute resources related to food banks and mental health services through the school and its partners, reaffirming our dedication to supporting our families. These initiatives are integral to our efforts as detailed in LCAP Goal 4, Metric 4, and Action 1.	The LEA has identified a persistent challenge in enhancing attendance at parent meetings and advisory groups, ensuring that all parents and families receive crucial information and can offer valuable feedback. We actively engage with and survey families to identify optimal days and times that would maximize attendance and participation in these crucial input and decision-making sessions. In the 2023-24 school year, all advisory group meetings remained virtual, scheduling them after typical school and work hours to facilitate greater participation. Furthermore, we provided families in need with laptops and internet access to remove technological barriers to participation. Despite these efforts, average attendance at our DELAC and PAC meetings remained low, with only two parents attending each session. These initiatives are part of our ongoing strategy to strengthen relationships between school staff and families, as detailed in LCAP Goal 4, Action 1. Moving forward, we aim to increase engagement and attendance by continuing to tailor our approaches to meet the diverse needs of our school community.	The LEA is committed to enhancing engagement by capitalizing on existing opportunities such as semesterly Parent-Teacher Conferences, Back-to-School Nights, Banquets, Webinars, and Family College and Career Fairs. These events serve as valuable platforms to recruit families for our advisory committees and encourage participation in completing LCAP and Climate surveys.

To further bolster engagement, the LEA will continue to schedule stakeholder engagement opportunities at times that align with the convenience of families, thereby promoting high attendance rates. Additionally, where technology is a barrier to family engagement, the LEA will provide the necessary resources to overcome this obstacle.

These concerted efforts to strengthen relationships between school staff and families are integral components of our LCAP, specifically outlined in LCAP Goal 4, Action 1. Through these initiatives, we aim to foster a collaborative environment where every voice is heard and valued in shaping the future of our educational community.	5	5	5	5	4	5	5	5	4	4	4	4	Met		2024-06-18	2024
36678760121343	iEmpire Academy	3	Current strengths include ongoing communication with families using tools such as Class Dojo and Parent Square which have been deemed as great methods of communication by our families.  We utilize these tools to communicate information regarding school-wide events, community events, and/or available resources. In addition at the classroom level, teachers utilize this tool to communicate classroom-specific news and events, student celebrations, as well as 1-1 messaging to communicate student-specific information. 

At IEmpire, we create welcoming environments for all families in the community through our monthly family nights as well as through the adoption of our various school councils on campus (i.e. School Site Council, African American Parent Advisory Council, English Learner Advisory Committee.) We know the impact of first impressions. As a school, we set expectations for what our classrooms should look like. When entering classrooms, students are welcomed with a nicely maintained classroom that consists of useful resources for them to be successful.	Our administration and teachers do well with building relationships with parents by maintaining good communication and attending family events that bring the community to our campus. An area for improvement would be to continue to better develop the capacity of our classified staff to build trusting relationships with our families. We attribute this continued weakness to the fact that we continuously have new staff that require ongoing professional development needs.

Another area we would like to improve is to increase the amount of parent participation and attendance on campus in addition to participation in our monthly family nights. Now that we have begun implementing refined systems for collecting and tracking attendance rates of our families, we may now be able to begin to create goals and action steps to foster relationships between our families as a result of increased parent engagement in school events and activities.	Based on analysis of educational partner input and local data, strategies for improving engagement of underrepresented families include surveying our parents to gain a deeper understanding of what types of events would interest them, as well as what factors have impacted their attendance to said events in the past (i.e. day/time of the event, the topic was low interest, etc.). In addition, we have implemented a campaign on our campus aimed at increasing parent volunteerism opportunities on campus (as this has been an area of deficit since the Covid 19 pandemic) which kicked off during Meet the Teacher Night with the support of our Student Success Coordinator. The next step is to revise our parent volunteer packet to ensure it is less comprehensive as many families have expressed the complexity of the packet being a barrier to parent volunteerism.	Based on the analysis of our data, we provide families with information and resources to support student learning and development in the home including but not limited to best practices to support improved literacy and math skills via parent training at previous family nights, as well as walkthroughs of various platforms families can utilize to support their student at home (i.e. Unite for Literacy reading platform, Swun Math fact fluency platform, etc.  

 In addition, we hold parent-teacher conferences each school year where classroom teachers provide detailed information regarding student progress including areas of strength, growth, and possible resources families could utilize with students to improve on areas of growth.	One area for improvement would be to continue to increase the number of community partnerships with our school. To be able to improve this area, we would need to identify how we could create partnerships that are equitable and beneficial to all parties. As a result, we would hope there will be more meaning and impact derived from the school’s relationships with the community.	Based on the analysis of educational partner input and local data, we will continue to work towards improving the engagement of underrepresented families through the efforts of our Parent Involvement and Community Connections site team. Throughout the school year, the team will review goals and action steps aimed towards fostering increased school and parent collaboration, and parent awareness around the information, and resources available to support student learning and development in the home. In addition, the specific policies and programs in place at the school site to support students and the steps families can take to advocate for said support for their student.	The current strengths of iEmpire around seeking input for decision-making is in regards to the frequency and multiple methods we utilize to engage our families and elicit their input and feedback. We regularly send out surveys to families regarding feedback on school-wide initiatives, programs/policies, and the action steps we have put in place to meet our LCAP goals. Requests for information from families are shared on Class Dojo, during family nights, parent-teacher conferences, and school council meetings.	Our area of focus for improvement is to identify alternate opportunities for families to provide input on policies and programs in addition to the planning, design, and implementation of initiatives that require decision-making from all stakeholders. In addition, consistent attendance from families to our school-wide council meeting as well as higher completion rates of parent surveys is also an area of focus for us.	To increase family input and decision-making on campus, we will begin to implement various incentives (i.e. raffles) to foster increased participation in completing surveys. In addition, we will award students of families who attend family events, council meetings, etc., and share input on decision-making initiatives with “points” toward their assigned House.	4	4	4	4	3	4	4	3	3	3	4	4	Met		2024-06-27	2024
36678760122317	Hardy Brown College Prep	3	At Hardy Brown College Prep, we have built strong connections between our school staff and families.   We held our Parent Academy, which gives parents an opportunity to interact with many Fortune staff and learn about how they can partner with us to help their scholars.  We also held multiple Parent Cafes, which create spaces for families to interact with one another and build skills that increase their resilience.	In past years, teachers were less likely than non-teachers to report feeling very safe on campus as well as connected to our school. We hope to improve in this area so that all staff feel similarly safe and connected.	At Hardy Brown College Prep, we will continue to reach out to our families of English Learners and students with disabilities to ensure that they feel safe and connected to our school.	At Hardy Brown College Prep, we have robust partnerships with local organizations such as the NAACP and the National Action Network. These partnerships enable us to teach scholars how to advocate for themselves as they navigate the world outside our schools.  We also partnered with Center for Council to learn how to incorporate restorative practices into our school day.	We had a dramatic reduction in suspensions this year, but we still had too many scholars fight with one another.  We continue to work with partners to fine-tune our discipline policy and make our campus a safe place for everyone to learn.	At Hardy Brown College Prep, we will continue to reach out to our families of English Learners and students with disabilities to ensure that they feel safe and connected to our school.	At Hardy Brown College Prep, we have a robust School Site Council and English Learner Advisory Committee that enable staff and families to join our decision-making processes. They learn about our LCAP and provide input for each annual update.	We hope to have more parent participation in our School Site Council and English Learner Advisory Committee. It is difficult for parents to make the time to join the meetings given their jobs, children, and other commitments.	At Hardy Brown College Prep, we will continue to reach out to our families of English Learners and students with disabilities to ensure that they feel safe and connected to our school.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-11	2024
36678760126714	Woodward Leadership Academy	3	All staff receive training in a data driven Social EMotional Learning Curriculum.  Staff also participate in Professional Development.  Team building events take place which bring staff closer together.  Coffee with the counselor invites parents to interact with staff.  Their voices are heard and suggestions are implemented,  Duirng each field trip the families are invited to to chaperone, and this is a welcomed invitation.  Professional development was offered to staff and families - each family that participated waws able to gain valuable insight and each expressed how they appreciated the oportunity to work along side the staff and experience the processional development.  The families all felt that the things they learned will help them in their every day life at their jobs and home.	Continue to offer Professional Development to staff and families.  Family nights have been a big success.	WLA will continue to reach our parents and stakeholders.  The community schools liaoson will be active in community involvememnt and gathering information that will be bneficial to our parents.	Teambonding was implemented with great success. It is believed that if the staff is on a cohesive level then that will overflow onto the student achievement.	A budget line has been implemented to allow for team building at different times during the year.  The overall school climate will increase and therefore student outcomes will flourish.	Continue the surveys distributed throughout the year.  Implement the suggestions that have been suggested.	The surveys and monthly meetings have proven to be very informative.  Parents are eager to share their concrns, likes and dislikes as well as ways for improvement.	WLA will continue to value the input that is shared and implement it as best as we can.  Parent incentives are given at our monthly student awards.  A parent group will be implemented.	By involving the parents and stakeholders, they feel welcomed and appreciated.  By creating the parent group, parents will be more involved in all aspects of the LEA.	3	3	3	3	3	3	3	3	3	3	3	3	Met		2024-06-24	2024
36678760133892	Ballington Academy for the Arts and Sciences - San Bernardino	3	Building Relationships Dashboard Narrative Boxes (Limited to 3,000 characters)
1. Based on the analysis of educational partner input and local data, briefly describe the LEA’s current strengths
and progress in Building Relationships Between School Staff and Families.
Ballington survey data and feedback during meetings with families demonstrate that caregivers feel
connected and engaged at the school. Administration deliberately chooses to speak informally with
parents and demonstrate care and concern for the entire family. Teachers and the Community School
Coordinator take steps to provide resources to students and family members. The school supports a teacher
to serve as an Activities Coordinator, who creates monthly activities, often based in culture, designed to
engage and honor students and families.	The school continues to struggle with low rates of family involvement. In order to better understand why this
is happening and to increase participation, the school will provide professional development and coaching to
administrators, teachers, and staff on creating welcoming environments for all families in the community.
	The school uses Class Dojo, a two-way communication tool for teachers to be able to communicate with
students and parents via an app, and Textedly for text messaging. The Community Schools Coordinator
strives to include consistent parent representation for all activities.
	The school includes parents in a variety of activities to help them support student learning, such as
parent/teacher conferences and Back to School nights. Ballington shares information with parents and
students regarding options for attending middle school after matriculation and events at the school. Parents,
students and staff are invited to attend a variety of school activities focused on student learning.
	Parents report that they want to support their children at home, and the school can do more to help them with
BAAS - SB 23-24 Local Indicators 7
this. The school will offer more family engagement nights where parents can learn strategies for helping their
students with academics, behavior, and other relevant parenting topics. The school will also provide more
opportunities for parents to volunteer at school, and training for staff on ways to effectively partner with
families to help them support their children’s learning.
	Ballington is partnering with community groups and parents to increase the awareness of strategies to
support students and inform parents of the programs available in the community. The school will increase
communication with parents and students using ClassDojo and Textedly. Staff will take further steps to share
school activities with all Educational Partners.	Strengths include inviting educational partners to participate in school activities such as the Community
Schools Steering, ELAC, PAC, and other committees, as well as parent trainings and social events	The school would like to foster greater participation from parents in surveys, committees, and other
decision-making opportunities that the school offers. In order to encourage this, the school is planning for
less formal family engagement meetings next year, where more time can be spent in conversation and
listening to individual perspectives.
	The Community Schools Coordinator and ELD Coordinator will personally invite underrepresented families
to our family engagement events so that they feel welcomed and valued for what they contribute. The school
will provide interpreters to ensure that everyone's voice can be heard. The theme of each meeting will vary
according to current issues, and the purpose of each evening will be to have respectful dialogue in a safe
and supportive environment.
	5	4	4	5	3	4	5	4	5	5	3	5	Met		2024-05-21	2024
36678760136952	Entrepreneur High	3	Based on the analysis of educational partner input and local data, our LEA’s current strengths and progress in building relationships between school staff and families are:
Emphasizing academic success for all students by providing students with the tools and resources necessary to help them propel their academic careers, graduate, and go to college.
The students are treated with respect by the staff.  Our staff is here because we love and care about our students.  We all make sure to welcome our students by standing at the doors and checking on them and their well-being at all times.  As staff, we like to build relationships with our students to better support them in their journey to success and through high school.
Providing the students with a safe place where the students can learn.  Our teachers are trained regularly to provide an atmosphere with an entrepreneurial mindset where it is ok to make mistakes and learn from them.  By providing this climate and support, students feel comfortable to venture out and learn.
Providing a welcoming environment to parents.  We like to provide our parents with a family-friendly environment.  Everyone from our front office staff to our counselors, to our teachers, create relationships with all of our parents and families by having events such as Back to School Nights, College Kickoff Nights, Open House, School Site Council Meetings, etc. 
This year we have purchased and implemented Parent Square, a new communication extension to PowerSchool. This has made our parent, family and staff communication more efficient and effective. Every Sunday the principal sends out a recap of the activities and events of the prior week and what is happening for the upcoming week. Teachers have used this platform to send newsletters to parents to keep them informed about what is happening in their classrooms. 
To increase family engagement, we have hired a Director of Student Success and Family Engagement. The director will help with parent outreach and creating a family leadership team. The goal is to get more families involved and bring new ideas to the school.
	Based on the analysis of educational partner input and local data, our LEA’s focus area of improvement in building relationships between school staff and families is having more communication with our stakeholders. Our staff has improved in providing families with information about their classes and their learning expectations. However, we would like to increase our in-person family involvement. We would like more parents to be involved in our on-campus activities. We have many events happening that we want more parents engaged in. We can also do a better job in encouraging parents to be more active partners with the school in educating their children by providing more workshops for the parents or hosting town hall meetings in which we can create those moments and that dialogue across all stakeholders.	Based on the analysis of educational partner input and local data, our LEA will improve the engagement of underrepresented families identified during the self-reflection process by building relationships between school and staff through providing more opportunities for us to support the community such as providing a food pantry, or support for our EL students and families to learn how to speak English or provide them with English language support after school for a few hours a week, etc. 
Through our Director of Student Success and Family Engagement we have been able to provide our underrepresented families with the appropriate support. We have been able to create a network of support and have been able to leverage community resources to support our students and families who require assistance.	Based on the analysis of educational partner input and local data, our LEA’s current strengths and progress in building partnerships for student outcomes are:
Our Career and Technical Education Pathways creates relationships with the San Bernardino Chambers of Commerce, along with several other industry partners that help strengthen our student outcomes.
Our Dual Enrollment program through Valley College provides our students with ample opportunities to take advantage of different college courses after school or online.
This year we created a college-bound pathway for our 9th grade students. The students who stay in this program for four years will grade high school with 43 college credits. We have created a strong partnership with Valley College. We have also articulated one course from every one of our CTE pathways.	We need to build more partnerships when it comes to programs that offer programs for our students on how to deal with restorative conversations and conflict resolution.  We also need to build more partnerships with entities that could help mentor our students, our young men and young women here at the school, who can be role models for our students.	Based on the analysis of educational partner input and local data, our LEA will improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes by providing the families with different avenues in which they can share their wants and needs, by implementing town hall meetings, coffee with the principal meetings, etc.	Based on the analysis of educational partner input and local data, our LEA’s strengths and progress in Seeking Input for Decision-Making is collaborating with our different council groups such as School Site Council meetings, group discussions with teachers and staff during our PLC meetings, weekly meetings with our teachers and staff, coffee with the principal, back to school night, college kickoff nights.	Based on the analysis of educational partner input and local data, our LEA’s focus area of improvement in Seeking Input for Decision-Making is creating town hall meetings where parents, students, and teachers can voice their opinions and provide input in the areas that they feel the most passionate about.	Based on the analysis of educational partner input and local data, our LEA will improve the engagement of underrepresented families identified during the self reflection process in relation to Seeking Input for Decision making we will work with our counseling staff to create workshops for our underrepresented families in which they can express and give us their input.	4	4	4	4	3	4	4	4	3	3	3	3	Met		2024-06-27	2024
36678760137935	Savant Preparatory Academy of Business	3	Savant Prep is a small school learning environment that encourages the participation of parents/guardians through regular contact with the teacher, either through attendance at scheduled meetings with a teacher or the student-led Parent-Teacher Conference Weeks, or via progress reports, phone calls and email/other electronic communication systems. The school staff is aware of the full range of social services available in the community and directs families to existing sources of information. School community service projects encourage student responsibility and self-reliance. It is our belief that successful students must be taught a strong set of developmental assets and independent learning skills. A major tenet of Savant Prep is the belief that all students can learn when provided with conditions appropriate to their specific learning needs. In such an environment, students receive specific feedback about their learning progress and parents/guardians are kept informed of student progress at regularly scheduled parent conferences or through weekly data. This feedback helps parents/guardians and students to identify what they have learned well and to target areas where they still need more practice. Students needing assistance in a specific area will receive differentiated instruction in the classroom such as small group instruction. Learning is based on the belief that when given multiple opportunities with the use of varied instructional strategies, all students will be successful.
	Parent and Community Involvement: Plan events and activities for parents and the community to get involved on campus. Engage with community partners and local businesses to provide student services, such as health fairs, screenings (eye, hearing, dental, and scoliosis), fundraising, donations, and grants. Provide recognition of parents, families, and the community for their involvement at SPAB. Provide translation as needed.

Communication with Families and Community: Communicate regularly with parents and families, and our community using a variety of means.

Parent Educator Support: Improve services to purposefully support parents in student learning through improved and intentional communication and collaboration efforts between teachers, students and administration. Increase access for all students through how-to videos and parent knowledge through informational videos.

School-wide professional Development Community: Partner with consultants who will facilitate professional development for staff to develop a culture focused on continuous improvement and improve collaboration and individual and collective efficacy.	We need to continue to improve programs and activities to increase parent engagement. Count all parent volunteer time including donations, chaperoning, prep, classroom time, etc. Grow the parent committee program and get more parents participating in school activities and events. We need to reconnect and continue to develop programs and activities to increase community engagement. We need to continue to get the community more involved in our school and the students more involved with their community. We need to bring a focus back to our service learning and get our families reinvolved. We need to show appreciation to parents and community agencies when they participate in or donate to SPAB events and functions.
	Savant Preparatory Academy of Business will continue previous actions and services, some influenced by educational partners, implementing a meaningful engagement process which solicited input from multiple educational partner groups. Teachers collected input and feedback from students and parents/guardians on an ongoing basis. In addition to the Parent Survey in the Spring of 2024, local surveys were administered to educational partners at two points during the school year; one in the fall of 2023 and the second in the Winter of 2023. The responses from these three surveys were analyzed to inform and develop the LCAP. The administration team participated in multiple training and discussion opportunities to increase understanding of the LCAP process as well as to inform the creation of this LCAP. The entire staff participated in an ongoing engagement process as we conducted our self-study for accreditation. Meetings for this purpose were held once a month, with additional smaller group meetings and work occurring in between. Two LCAP listening sessions were held in March and April. SPAB School Site Council (SSC) met to review and approve this LCAP. Parents/guardians, students, and staff were invited to attend School Site Council meetings and fully participate equitably in the development and oversight process.	Plan events and activities for parents and the community to get involved on campus. Engage with community partners and local businesses to provide student services, such as health fairs, screenings (eye, hearing, dental, and scoliosis), fundraising, donations, and grants. Provide recognition of parents, families, and the community for their involvement at SPAB. Provide translation as needed.	In addressing the need to increase academic outcomes and provide students with access to Common Core aligned curriculum and high-quality instruction that encourages rigor, student engagement, and mastery of grade level content in all subject areas, Savant Prep embarked on a comprehensive analysis of data to prioritize the learning needs and well-being of each student. Staff’s approach to data collection utilized a multifaceted approach from collecting feedback from student, family and staff experiences through surveys and educational partner meetings, to analyzing formative feedback from classroom walkthroughs as well as assessment data. By analyzing this data, Savant Prep identified key areas for improvement and intervention, leading to the development of the goal to maximize academic growth, responsibility and achievement for each student. This goal reflects a strategic response to the collected evidence, aiming to implement practices that not only improve academic achievement but also ensure the holistic development of students in a supportive and responsive educational landscape.	Savant Preparatory Academy of Business will continue previous actions and services, some influenced by educational partners, implementing a meaningful engagement process which solicited input from multiple educational partner groups. Teachers collected input and feedback from students and parents/guardians on an ongoing basis. In addition to the Parent Survey in the Spring of 2024, local surveys were administered to educational partners at two points during the school year; one in the fall of 2023 and the second in the Winter of 2023. The responses from these three surveys were analyzed to seek input for decision making. The administration team participated in multiple training and discussion opportunities to increase understanding of the decision process.	Our focus area is to purposefully support educational partners in student learning through improved and intentional communication and collaboration efforts between teachers, students, and administration. Increase access for all students through how-to videos and parent knowledge through informational videos.
	Plan events and activities for parents and the community to get involved on campus. Engage with community partners and local businesses to provide student services, such as health fairs, screenings (eye, hearing, dental, and scoliosis), fundraising, donations, and grants. Provide recognition of parents, families, and the community for their involvement at SPAB.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-25	2024
36678763630993	Provisional Accelerated Learning Academy	3	PAL Charter Academy (PCA) staff have engaged in Professional Development to learn how to continuously engage with families in order to build relationships. We have many community events such as football games, feed families with our IMPACT Program on Tuesdays, Back to School events that take place both semesters, awards to parents that volunteer their time, Holiday giveaways, IE Live which features local vendors and musical acts. Based on the analysis of educational and local data PCA is engaging parents and building strong relationships with them.	PCA can improve in building relationships between school staff and families by doing a needs assessment for families and creating more engagement opportunities based on the assessment.	PCA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes by monitoring school enrollment data and creating strategies to meet any gaps in this area.	PCA improved in building relationships between school staff and families by creating more engagement opportunities based on the needs assessment. There are multiple options for engagement by school staff and families with the school.	The board and the internal staff of PCA work together to ensure that our students and families are a priority in any decision-making.	Based on the demographics of our student body and families, PCA can create better relationships between staff and families by continuing to hire bilingual teachers.	The board and the internal staff of PCA work together to ensure that our students and families are a priority in any decision-making.	The focus area for improvement in decision making is in creating more opportunities for feedback from all educational partners.	More opportunities are provided for underrepresented groups to share their experiences and needs with staff and counselors.	4	5	5	5	4	4	5	4	4	4	4	4	Met		2024-06-27	2024
36678920000000	Trona Joint Unified	3	TJUSD is a very small school district and the school is the hub of the community. Parents and community members are present in the schools each day and are greeted warmly by staff and students. The small size of TJUSD is an asset in building relationships.	TJUSD is working on improving its outgoing messaging to families and the greater community. Better use of social media, phone communication, and other avenues for written and spoken messages are in the developmental stages.	TJUSD recognizes the need to acknowledge and support all of its constituents. The district vision state indicates TJUSD will educate and empower all students. This is the philosophy being promoted and encouraged by district leadership.	TJUSD is working towards a individualized approach to each child's educational progress. Because TJUSD is a small district, the goal of a customized educational plan with positive educational outcomes for each student is achieveable.	Again, due to its small size, TJUSD can be nimble and responsive to partnerships with the local industry and with other community partners.	Taking advantage of the ability to focus on the needs and unique qualities of each student TJUSD will consider the specialized requirements of its underrepresented families and students.	As previously mentioned the small size of TJUSD allows staff to have in-depth knowledge of students and families. TJUSD takes advantage of this intimate knowledge of its stake-holders to gain input in both formal and informal settings.	TJUSD has contracted with a data collection provider to improve survey processes for the purpose of better collecting relevant data for decision-making.	TJUSD will use its resources and its unique size to carefully review its processes and strategies to better engage all educational partners and stakeholders in the decision-making process.	3	4	3	3	3	3	2	2	4	4	3	3	Met		2024-06-27	2024
36679180000000	Victor Elementary	3	Strengths for relationship building opportunities in VESD include providing  two weeks each year that are dedicated to parent conferences, award assemblies, and whole school events such as back to school nights.  Areas of progress include parent education in attendance, as evidenced by attendance data lagging behind state averages.	Focus area for improvement: Strengthening our School Attendance Review Team (SART) program with families. Our attendance data reflects reductions in Chronic Absenteeism when SART meetings are held with families regularly. VESD will continue to build on the Child Welfare and Attendance Liaison Program, working with school leadership teams to strengthen school-to-home relationships and increase SART opportunities with staff and families.	VESD will improve engagement by increasing site leadership capacity in data analysis to maximize the utilization of district Child Welfare and Attendance Liaisons (CWALs) to best provide information,  resources, and support to underrepresented families to strengthen relationships	VESD has established eight community schools to provide resources and parent training to go alongside our district Family Resource Center. Our district has local community partnerships, including Millionaire Mind Kids, Think Together, and Champions.	Based on feedback from Victor Elementary's Strategic Study, establishing community school committees was a prominent trend in building partnerships for student outcomes from our educational partner input.	VESD will continue to hold monthly Family Resource Center meetings to discuss best practices and how to further engage families.	VESD holds regular LCAP meetings with our stakeholders through 6 committees. Our LCAP committees include the Budget Advisory Committee, District Parent Advisory Committee, District English Language Advisory Committee, African American Engagement Committee, Quality Works, and Foster Youth Committee. Annually, we hold a Strategic Study with representation from the 6 LCAP Committees to provide feedback and collaborate as a team. Our school sites hold School Site Council meetings, Parent Teacher Organization meetings, and English Language Advisory Council meetings to seek input. Meeting minutes are shared with all district employees. Parents are surveyed annually as well and feedback from this survey is considered in decision making.	Educational partner input showed a heavy emphasis on engaging parents through orientations, training, and involvement in school programs.	VESD will continue to survey parents at the district and site level to tailor training opportunities based on parent need and request. School sites set goals to increase parent participation, including volunteer training. VESD schools also host orientation events in the fall, including TK/Kindergarten orientations and back-to-school night events to share school information.	3	4	4	5	5	4	4	5	5	4	4	4	Met		2024-06-26	2024
36679186101927	Sixth Street Prep	3	Strengths for relationship building opportunities in Sixth Street Prep include providing two weeks each year that are dedicated to parent conferences, award assemblies, and whole school events such as back to school nights. Areas of progress include parent education in attendance, as evidenced by attendance data lagging behind state averages.	Focus area for improvement: Strengthening our School Attendance Review Team (SART) program with families. Our attendance data reflects reductions in Chronic Absenteeism when SART meetings are held with families regularly. Sixth Street Prep will continue to build on the Child Welfare and Attendance Liaison Program, working with school leadership teams to strengthen school-to-home relationships and increase SART opportunities with staff and families.	Sixth Street Prep will improve engagement by increasing site leadership capacity in data analysis to maximize the utilization of district Child Welfare and Attendance Liaisons (CWALs) to best provide information, resources, and support to underrepresented families to strengthen relationships	.*
Strengths: Sixth Street Prep has established eight community schools to provide resources and parent training to go alongside our district Family Resource Center. Our district has local community partnerships, including Millionaire Mind Kids, Think Together, and Champions.	Based on feedback from Victor Elementary's Strategic Study, establishing community school committees was a prominent trend in building partnerships for student outcomes from our educational partner input.	Sixth Street Prep will improve engagement by increasing site leadership capacity in data analysis to maximize the utilization of district Child Welfare and Attendance Liaisons (CWALs) to best provide information, resources, and support to underrepresented families to strengthen relationships	.*
Strengths: Seeking input for decision making: Sixth Street Prep holds regular LCAP meetings with our stakeholders through 6 committees. Our LCAP committees include the Budget Advisory Committee, District Parent Advisory Committee, District English Language Advisory Committee, African American Engagement Committee, Quality Works, and Foster Youth Committee. Annually, we hold a Strategic Study with representation from the 6 LCAP Committees to provide feedback and collaborate as a team. Our school sites hold School Site Council meetings, Parent Teacher Organization meetings, and English Language Advisory Council meetings to seek input. Meeting minutes are shared with all district employees. Parents are surveyed annually as well and feedback from this survey is considered in decision making.	Educational partner input showed a heavy emphasis on engaging parents through orientations, training, and involvement in school programs.	Sixth Street Prep will continue to survey parents at the district and site level to tailor training opportunities based on parent need and request. School sites set goals to increase parent participation, including volunteer training. Sixth Street Prep schools also host orientation events in the fall, including TK/Kindergarten orientations and back-to-school night events to share school information.	3	4	4	5	5	4	4	5	5	4	4	4	Met		2024-06-26	2024
36679186118350	Mountain View Montessori Charter	3	Strengths for relationship building opportunities in Mountain View Montessori include providing two weeks each year that are dedicated to parent conferences, award assemblies, and whole school events such as back to school nights. Areas of progress include parent education in attendance, as evidenced by attendance data lagging behind state averages	Focus area for improvement: Strengthening our School Attendance Review Team (SART) program with families. Our attendance data reflects reductions in Chronic Absenteeism when SART meetings are held with families regularly. Mountain View Montessori will continue to build on the Child Welfare and Attendance Liaison Program, working with school leadership teams to strengthen school-to-home relationships and increase SART opportunities with staff and families.	Mountain View Montessori will improve engagement by increasing site leadership capacity in data analysis to maximize the utilization of district Child Welfare and Attendance Liaisons (CWALs) to best provide information, resources, and support to underrepresented families to strengthen relationships	Strengths: Mountain View Montessori has established eight community schools to provide resources and parent training to go alongside our district Family Resource Center. Our district has local community partnerships, including Millionaire Mind Kids, Think Together, and Champions.	Based on feedback from Victor Elementary's Strategic Study, establishing community school committees was a prominent trend in building partnerships for student outcomes from our educational partner input.	Mountain View Montessori will improve engagement by increasing site leadership capacity in data analysis to maximize the utilization of district Child Welfare and Attendance Liaisons (CWALs) to best provide information, resources, and support to underrepresented families to strengthen relationships	Strengths: Seeking input for decision making: Mountain View Montessori holds regular LCAP meetings with our stakeholders through 6 committees. Our LCAP committees include the Budget Advisory Committee, District Parent Advisory Committee, District English Language Advisory Committee, African American Engagement Committee, Quality Works, and Foster Youth Committee. Annually, we hold a Strategic Study with representation from the 6 LCAP Committees to provide feedback and collaborate as a team. Our school sites hold Advisory Council meetings, Parent Teacher Organization meetings, and English Language Advisory Council meetings to seek input. Meeting minutes are shared with all district employees. Parents are surveyed annually as well and feedback from this survey is considered in decision making.	Educational partner input showed a heavy emphasis on engaging parents through orientations, training, and involvement in school programs.	Mountain View Montessori will continue to survey parents at the district and site level to tailor training opportunities based on parent need and request. School sites set goals to increase parent participation, including volunteer training. Mountain View Montessori schools also host orientation events in the fall, including TK/Kindergarten orientations and back-to-school night events to share school information.	3	4	4	5	5	4	4	5	5	4	4	4	Met		2024-06-26	2024
36679340000000	Victor Valley Union High	3	Victor Valley Union High School District (VVUHSD) is committed to fostering strong family and community engagement through the establishment of Parent Centers at each school site. Each center is staffed with a dedicated Family Engagement Liaison (FEL). This initiative aims to provide comprehensive support for all student families, with a particular focus on underrepresented groups such as foster, homeless, incarcerated, and migrant students and their families.

Key responsibilities of the FELs include building relationships with community organizations to form valuable partnerships. These partnerships enable the FELs to bring guest speakers to schools and host workshops and informational meetings for families, community members, and staff. These events cover a range of topics including DayBreak mental health support, PIBE and PIQE,  college and career awareness, FAFSA completion, bilingual book clubs, effective use of technology, and community safety.

One of the district’s significant strengths is the relentless effort of the FELs to bridge the gap between schools and families, ensuring clear and effective communication. This initiative has been recognized as a winner of the 2022 CSBA Golden Bell Award, highlighting its impact and success. 

Additionally, VVUHSD is proud of its strong partnership with Victor Valley Community College (VVC). This collaboration includes a growing Dual Enrollment (DE) program and an articulated credits program through Career and Technical Education (CTE) courses with aligned syllabi. Both institutions are active members of the Mountain Desert College Partnership (MDCP), which boasts the highest number of industry partners in California. These partnerships facilitate advisory meetings where new business partners are introduced, providing students with valuable industry connections and practical learning opportunities.

The district's continuous efforts in building and nurturing these relationships exemplify its commitment to enhancing educational opportunities and support for all students and their families.	Based on the analysis of educational partner input and local data, Victor Valley Union High School District (VVUHSD) has identified several focus areas for improvement in building relationships between school staff and families. To enhance communication, the district has begun to create and disseminate a quarterly newletter to staff and families. This will contine to grow to include school events and resources available to the community.  Additionally, the district seeks to increase family involvement by expanding engagement programs, including workshops and informational meetings covering college and career planning and community safety. To facilitate meaningful collaboration, VVUHSD will contiue with and increase LCAP and community advisory meetings with further outreach to increase attendance and engagement allowing families to share their perspectives and inform school policies. The District has added a DAAPAC (District African American Parent Advisory Committee) and re-imagined and improved the District Advisory Committee (DAC). Furthermore, targeted support will be provided to underrepresented students and their families, with Family Engagement Liaisons (FELs) playing a crucial role in connecting these families with community resources and encouraging their active participation in the school community. Through these initiatives, VVUHSD is committed to improving the supportive relationships between school staff and families, creating an inclusive and engaging educational environment for all students.	Based on the analysis of educational partner input and local data, the LEA has identified several strategies to improve the engagement of underrepresented families, particularly in building relationships between school staff and families. VVUHSD will continue to emply a Foster Youth counselor dedicated to addressing the unique needs of foster youth and their families. This counselor will attend professional development to increase their capacity to serve as a bridge, facilitating better communication and support between the school and foster families.
Additionally, the VVUHSD will increase professional development opportunities for Family Engagement Liaisons (FELs). This will equip FELs with the necessary skills and knowledge to effectively engage underrepresented families and ensure that their voices are heard and their needs are met. Our needs assessment, including parent participation data revealed that we are not reaching all demographics when we hold community or family events. The LEA will also provide PD on cultural competency for all school staff. Understanding and respecting the diverse cultural backgrounds of families is crucial for building trust and fostering meaningful relationships. This training will help staff to better appreciate and respond to the cultural nuances and needs of the families they serve. Furthermore, the LEA will organize community-based activities designed to bring together school staff, students, and families in informal and welcoming settings. These activities will create opportunities for building relationships and trust outside the traditional school environment, making families feel more connected and engaged with the school community. The District facilited a Belive Youth Conference for all students. In 2024-25 school year, the District will have a Special Education Parent Forum. Through these targeted efforts, the LEA aims to create a more inclusive and supportive environment for underrepresented families, enhancing their engagement and strengthening the overall school community.	VVUHSD is committed to building trust and respectful relationships with families by enhancing staff capacity and providing various opportunities for engagement. We actively involve staff, families, students, and community members in meaningful dialogues to gather feedback and input. These opportunities include multiple stakeholder engagement meetings, which are both informational and formal. Key meetings encompass the LCAP Advisory Committee, District English Learner Advisory Committee (DELAC), English Learner Advisory Committee (ELAC), DAAPAC (metnioed above) Superintendent Student Advisory Committee, School Site Council (SSC), Coffee with the Principal, and LCAP advisory meetings at each school site. Our goal is to increase family participation, thereby strengthening the academic achievement of underrepresented students.
One of VVUHSD’s strengths is our Student Services Department, which includes Family Engagement Liaisons at every school site and a dedicated homeless and foster youth counselor. The Director of Student Services collaborates with the Family Engagement Liaisons to enhance our comprehensive parent education program. 
Additionally, for the 2023-24 school year, we have staffed a mental health clinician (MHC) at every school, with larger comprehensive schools having two. These clinicians support students and families through a referral process, offering both individual and small group counseling sessions. They also provide awareness and training on suicide prevention, coping strategies, appropriate technology use, and environmental awareness. Furthermore, our district foster youth counselor ensures that foster youth receive the support they need to succeed academically.
These initiatives reflect our ongoing commitment to fostering strong, supportive relationships between school staff and families, with a particular focus on enhancing the academic success of all students, especially those who are underrepresented.	VVUHSD continues to have limited involvement from African American parents. In the 2023/24 school year, the district added the Heritage Program to the two comprehensive high schools which did not already offer it. This targeted support and engagement opportunity will continiue to build the partnership with our community and specifically our AA families. The monthly meetings include information on how to complete college applications, the FASFA, career opportunities, completing course work and more.	VVUHSD has a strong focus on engaging our educational partners. As mentioned above, we will continue with the newly formed DAAPAC. We are also adding the Special Education Parent Advisory Committee.	Based on the analysis of educational partner input and local data, Victor Valley Union High School District (VVUHSD) demonstrates significant strengths and progress in seeking input for decision-making. The district is dedicated to involving all educational partners in the decision-making processes at both site and district levels. This commitment is evident in the development of the Local Control and Accountability Plan (LCAP) which reflects creativity, diversity, and a strong commitment to enhancing student achievement. Opportunities for feedback include site and district based meetings, in-person and virtual and surveys. 

A notable strength of VVUHSD is its effective engagement with families through the District English Learner Advisory Committee (DELAC). These meetings are conducted in a hybrid format, allowing families to participate either in-person or virtually, which has significantly increased accessibility and attendance. DELAC meetings often see upwards of 60 participants, demonstrating the district's success in fostering a collaborative environment where families feel valued and empowered to contribute their insights. This inclusive approach ensures that the voices of parents and the community are integral to the district's decision-making processes.  Additionally, the newly formed DAAPAC has about 150 participants at each meeting. This has developed into a community forum to meets once a month and includes participation with the NAACP and National Council of Negro Women.
Additionally we have added district level department meetings, technology, Ethnic Studies, AVID and AI committee meetings.	Based on the analysis of educational partner input and local data, Victor Valley Union High School District (VVUHSD) has identified key focus areas for improvement in seeking input for decision-making. One primary area of focus is increasing attendance at our meetings. Although there has been progress, there is a need to engage more families and community members to ensure diverse perspectives are represented. The District needs to improve the outreach to move community partners.

To address this, VVUHSD aims to implement additional systemic meetings around policy and services. These meetings will be structured to provide more opportunities for educational partners to participate and share their feedback. By expanding the scope and frequency of these engagements, the district seeks to create a more inclusive and comprehensive decision-making process. This approach will help to ensure that all educational partners have a voice in shaping policies and services that impact student achievement and well-being.	Based on the analysis of educational partner input and local data, Victor Valley Union High School District (VVUHSD) is committed to improving the engagement of underrepresented families, including Foster Youth (FY), African American (AA), and Low-Income (LI) families, in the decision-making process.

To achieve this, VVUHSD will implement several targeted strategies:

Enhanced Outreach and Communication: We will utilize multiple communication channels, including social media, newsletters, and community events, to reach underrepresented families. This will ensure they are informed about opportunities to participate in decision-making processes.
Dedicated Support Roles: The district will strengthen the roles of Family Engagement Liaisons and the Foster Youth counselor. These staff members will focus on building relationships with underrepresented families, understanding their needs, and encouraging their participation in meetings and feedback sessions.
Culturally Responsive Practices: VVUHSD will provide professional development for staff on cultural competency to better engage and support diverse families. Understanding cultural nuances will help in creating a welcoming environment for all families to voice their opinions.
Flexible Meeting Options: To accommodate different schedules and increase accessibility, we will continue offering hybrid meeting formats (in-person and virtual). This approach has already shown success in increasing participation and will be expanded to more meetings.
Focused Engagement Activities: We will organize specific events and focus groups for Foster Youth, African American, and Low-Income families. These sessions will be designed to address their unique concerns and gather targeted feedback to inform district policies and programs.
Collaboration with Community Organizations: Partnering with local community organizations that serve underrepresented groups will help us reach and engage these families more effectively. These organizations can act as trusted intermediaries to facilitate communication and participation.

Through these strategies, VVUHSD aims to create a more inclusive and participatory environment, ensuring that the voices of underrepresented families are heard and considered in the decision-making process. This will help in developing policies and programs that truly meet the needs of all students and their families.	5	5	4	5	5	4	4	4	4	5	5	4	Met		2024-06-27	2024
36679343630670	Options for Youth-Victor Valley Charter	3	OFY-VV offers a variety of resources and chances for families to get involved at the school level, as well as numerous opportunities for two-way communication. Families are always welcome to drop by, gather information, or speak with a staff member who can assist them during school hours.
According to Actions 2 through 5 of Goal 4, OFY-VV needs to enhance our interpersonal relationships with students. Our climate survey indicates that 65% of students and 62% of parents have a positive perception of our school’s social support for students. However, there is a discrepancy between the scores given by students and parents compared to the staff’s score (84% positive). As a result, OFY-VV gave themselves a rating of 4 for “building relationships” 1 and 2.
OFY-VV has excelled in ensuring two-way communication (“building relationships” 4) by thoroughly explaining educational terminology in PAC, DELAC, ALP (Academic Learning Plan for ELL students), and IEP meetings to both students and parents. Furthermore, administrators make a concerted effort to explain the OFY-VV student handbook, which outlines school policies and expectations, to both students and parents.
Throughout the year, OFY-VV teachers have been observed multiple times in both semesters, with a particular focus on “student talk versus teacher talk” to ensure students feel listened to and supported. This has also allowed students to collaborate in groups, enhancing their interpersonal skills with each other using various teacher strategies designed to encourage more student conversation in the classroom. These actions were also inspired by OFY-VV’s PLC on “Best Practices”, where teachers collaborated on strategies they were already using and learned new strategies focusing on student talk and collaboration during the PLC.
OFY-VV offers translation services through our Skyrocket ELD department to facilitate effective communication between the school and families. Families and students are encouraged to participate in District English Learner Advisory Committee meetings, which are conducted in both Spanish and English. Additionally, the school communicates with families via School Messenger, which sends an email and robo call for any major announcements. Teachers also communicate with both students and parents about assignments and attendance via the Remind 101 application.	The LEA plans to continue fostering relationships with staff and families by keeping them updated on their students’ progress through the Renaissance assessments. As part of Goal 4 and actions 2 and 4, the LEA will organize educational workshops for parents, covering topics such as academic support strategies, understanding the education system, interpreting standardized testing, and enhancing parent-child communication. These workshops aim to equip parents with the knowledge and skills necessary to actively support their child’s academic and socio-emotional growth.
Moreover, Students with Disabilities (SWDs), Parents/Guardians, and OFY Staff will increase their collaborative efforts through the IEP process, with the goal of increasing student and family involvement and participation in the IEP process and fostering positive perceptions of OFY as a school.
OFY-VV also organizes events such as Back-to-School Nights, Achievement Chats, Senior Socials, and Pathways Trips Orientations to keep parents and families informed. Furthermore, both Direct Instruction and Independent Study Teachers have set protocols for communicating with parents about student progress and attendance issues. Studenttrac continues to be used to meet AB130 requirements, necessitating that teachers communicate with parents and students about their attendance and ensuring that students fulfill physical in-class time requirements.	The charter organization remains committed to fostering strong connections between parents, guardians, and educational partners. To achieve this, we will continue hosting various engagement events specifically tailored for unduplicated students, those with disabilities, and the general student population. These events serve as opportunities to gather feedback on the ongoing development and growth of our educational programs.
Additionally, the LEA will persist in organizing College Information Nights, with a particular focus on addressing underrepresented families. These informative sessions aim to empower parents and guardians with essential knowledge about college pathways (LCAP goal 2 actions 2 and 5). 
At each school site, cultural awareness is celebrated through a dedicated cultural awareness board. This board highlights occasions such as Dia de Los Muertos, Black History Month, and AAPI Month, fostering an inclusive environment (LCAP goal 4 actions 2 and 3). 
For Parents/Guardians of English Language Learners (ELLs), active participation in DELAC meetings is encouraged. These meetings provide a platform for advising the LEA on effective ways to support ELL students.
Furthermore, OFY-VV recognizes the importance of involving families of Students with Disabilities (SWDs). We encourage their increased participation in their child’s IEP. By collaborating with parents/guardians and the IEP team, SWDs can enhance their self-advocacy skills, deepen their understanding of IEP goals and services, and strengthen their connections within the OFY school community (LCAP goal 4 action item 4).	At present, we receive support and supervision from the Victor Valley Union High School District (VVUHSD) to ensure our instructional program caters to our students’ needs. The district conducts biannual observations, the results of which are discussed in our leadership meetings. This feedback is vital for implementing effective teaching methods and strategies in the classroom. Teachers and other instructional staff receive this feedback and are given support during the Professional Learning Communities (PLCs) to ensure the feedback is addressed correctly.
We also have partnerships with other organizations, such as the Amgen Foundation, which provides science teachers with lab training, consumables, and equipment to conduct biotech labs with students. The data gathered from students is then given to Amgen to support and fund their grant further.
Moreover, English teachers receive comprehensive training in the English Language Arts (ELA) curriculum called Expository Reading and Writing Course (ERWC) from the California State Universities. This training equips students with the tools and resources they need to enhance their writing skills.
Furthermore, OFY-VV receives professional development through their curriculum and PD support provider, Skyrocket. This professional development and support cover areas such as equity, curriculum, classroom observations, Special Education (SPED), and English Language Development (ELD) guidance. These actions reflect LCAP goal 1 action items 5 and 6.	OFY-VV looks to improve Student Outcomes by Building Partnerships throughout the community of Victor Valley.  The LEA has had success by holding a Career Fair by inviting different organizations and businesses to foster a post secondary career mindset for students.  OFY-VV is also looking to address the needs for students to improve Health and Wellness.  The LEA will build relationships with community Health and Wellness organizations to give students an opportunity to explore ways to improve their health and well-being.  OFY-VV will continue to look to collaborate with other community organizations to host joint events to bring families together. These actions reflect LCAP goal 4 and action items 2 and 3. To address Goal 1 Actions 1 and 4 OFY-VV is looking into curriculum programs to specifically support the needs of LTELs.In order to build partnerships for student improvement for specifically our LTEL students, OFY-VV plans to hold a PD specific to the LTEL populations for Teachers and EL Specialists related to LTEL best practices that are differentiated from the ELL population.	OFY-VV plans to engage underrepresented families by offering opportunities for educational partner participation through Parent Advisory Committee and District English Learner Advisory Committee, allowing families to provide the charter with their own insights, preferences and review of student data.  The LEA is looking to offer College information Nights to specifically address the unique needs of English learners, SWD, and other underrepresented families.  OFY-VV will explore the possibility of inviting parents to local educational conferences such as CABE in order to give parents the tools to support their students at home. These actions reflect  LCAP goal 4 action items #’s 2 and 4 regarding parental involvement and engagement.	OFY-Victor Valley remains dedicated to collaborating with families to ensure that school plans and initiatives align with the needs of all students. The School Leadership team actively participates in monthly professional development (PD) meetings alongside the school improvement team. These meetings serve to ensure compliance with the operation of our Parent Advisory Council (PAC) and District English Language Advisory Committee (DELAC)
During PAC meetings, members receive training to enhance their understanding of our school and stay informed about voting and recommendations made by the council. Meanwhile, the DELAC committee analyzes data related to English Language Learners, identifying areas for improvement and providing valuable recommendations to our charter administrators and staff. These actions reflect LCAP goal 4 action items 2, 3, and 4.	OFY-VV will persist in arranging well-structured and specific Professional Learning Communities (PLCs) for different staff members of the school, under the guidance of our Coaches. This arrangement provides a substantial amount of time and opportunity for the school staff to unite and collaborate, enabling them to make informed decisions that positively affect our students. The Victor Valley Union High School District (VVUHSD) offers valuable feedback that aids our school leaders and staff in enhancing areas such as curriculum and teaching methods. Their supervision assists in influencing decisions related to classroom resources, PLC subjects, school initiatives, and textbook selections.
The Local Education Agency (LEA) plans to seek input for decision-making in other ways as well, including LCAP goal 4 action #4: Organizing parent education workshops that cover topics like academic support strategies, understanding the education system, interpreting standardized testing, and fostering positive parent-child communication. An example of an event that OFY-VV will host annually is the Wellness Fair, which is designed to encourage parent participation and promote community resources. These workshops aim to equip parents with the knowledge and skills needed to actively support their child’s academic and socio-emotional growth.
Additionally, LCAP goal 4 action #4 states that Students with Disabilities (SWDs) will enhance their involvement and participation in the IEP process and improve their perceptions of OFY as a school. This will be done in collaboration with their parent(s)/guardian(s) and the IEP team of teachers/staff to increase their self-advocacy, overall understanding of their IEP goals and services, and interpersonal relationships with OFY. This will be measured by the School Climate Survey. Moreover, decision-making by various educational partners, including parents, will be facilitated through DELAC meetings and the sharing of LCAP goals and actions.	According to the School Climate Survey, 84% of parents rated OFY-VV on a positive scale on School Connectedness and Engagement. To improve engagement of underrepresented families the LEA currently offers parents an opportunity for input and decision making during PAC and DELAC meetings. The DELAC offers opportunities for parents and guardians of EL students to advise the LEA on processes and actions related to supporting ELs. Parents of EL students are invited to their student’s Academic Learning Plan (ALP) meeting in order to have input on and supports their EL student needs in progressing towards reclassification.  
OFY-VV also provides educational partners the opportunity for feedback by using LCAP surveys. 
The Special Education Specialists (SES) and Paraprofessionals provide Specialized Academic Instruction (SAI) to students with disabilities as well as providing accommodations as determined in each student’s individual IEP. The IEP process is designed to be a collaborative effort between the SES, Para, OFY Teachers, Education Partners, and Families of SWDs to develop an individualized plan for each student with a disability to support in their academic success and provide educational benefit in the least restrictive environment within our charter.	4	4	4	5	4	4	5	3	4	3	4	3	Met		2024-06-28	2024
36679590000000	Yucaipa-Calimesa Joint Unified	3	YCJUSD fosters strong relationships with families through a commitment to increased communication and fostering opportunities for parent involvement. By prioritizing clear and consistent communication channels, such as ParentSquare, newsletters, and social media, the district keeps families informed and engaged.  Furthermore, YCJUSD empowers parents through involvement opportunities like PTA memberships, classroom volunteering, advisory committees.  This two-pronged approach fosters a collaborative spirit where families feel valued and informed, strengthening the overall school community.	Leveraging data analysis, YCJUSD has identified a key area for growth: building stronger relationships with our English Learner (EL) families. While we strive to connect with all families, the data suggests that engaging EL families requires a more focused approach. This analysis highlights the potential for improved communication and collaboration, ultimately fostering a more supportive learning environment for our EL students. By prioritizing this area, YCJUSD can ensure all families feel valued partners in their child's education.	Building strong relationships with all families is a cornerstone of YCJUSD's mission. However, we recognize that some families, due to various factors such as language barriers, work schedules, or lack of familiarity with the education system, might struggle to engage with school activities and communication channels.

To bridge this gap, YCJUSD will focus on developing strategies that:

Increase Accessibility: We will explore alternative communication methods like translated newsletters, phone calls in multiple languages, and simplified online resources to ensure information reaches all families.
Targeted Outreach: We will identify families who might benefit from additional support and conduct targeted outreach programs. This could involve home visits from bilingual staff, workshops on navigating the school system, or creating culturally relevant volunteer opportunities.
Building Trust: We will prioritize building trust with families who may have had negative experiences with schools in the past. This could involve creating culturally sensitive spaces for open communication and fostering partnerships with community organizations that families already trust.
By acknowledging these challenges and implementing focused strategies, YCJUSD can ensure all families feel welcome, informed, and empowered to participate in their child's education. This will ultimately lead to a more inclusive and supportive school community for everyone.	YCJUSD prides itself on clear and effective communication of student performance.  We understand the importance of keeping families informed about their child's progress.  Our district utilizes a multi-faceted approach that goes beyond traditional report cards. This includes regular progress reports, easily accessible online portals for viewing grades and assignments, and informative parent-teacher conferences. Additionally, YCJUSD prioritizes open communication channels, allowing parents to reach out to teachers and administrators for clarification or to discuss their child's learning journey. This transparency fosters a collaborative environment where families feel empowered to support their child's academic success.	While YCJUSD excels at communicating student performance, we recognize the need to provide additional support for students who are identified as struggling.  To address this, our district will implement a multi-tiered approach. Tier 1 will focus on universal supports,  benefiting all students,  such as strong core curriculum and differentiated instruction in classrooms. Tier 2 will offer targeted interventions for students who require additional help,  potentially including after-school tutoring programs, small group instruction, or individualized learning plans. Finally, Tier 3 will provide intensive support for students with significant academic challenges,  which could involve collaboration with special education specialists or external educational therapists.  By acknowledging the diverse needs of our learners and offering a range of support options, YCJUSD can ensure all students have the opportunity to reach their full potential.	Here are some strategies YCJUSD can employ to engage with underrepresented families:
Increase Accessibility: Break down communication barriers by offering translated materials (newsletters, websites, reports) in the primary languages spoken by families. Utilize phone calls in multiple languages and consider offering simplified online resources to ensure information reaches everyone.
Targeted Outreach:  Proactively identify families who might benefit from additional support. This could involve analyzing data on participation or conducting surveys to understand preferred communication methods and areas of interest.
Culturally Responsive Engagement:  Develop culturally relevant events, workshops, and volunteer opportunities that resonate with underrepresented families. Partner with community organizations they already trust to co-host events and translate information.

Build Trust and Relationships:  Focus on fostering trust with families who may have had negative experiences with the school system in the past. Create culturally sensitive spaces for open communication,  like designated parent lounges with translators available. This can help families feel comfortable raising concerns or asking questions.
Two-Way Communication:  Move beyond simply sending information.  Host forums or focus groups specifically for underrepresented families to gather feedback and suggestions.  This demonstrates a commitment to two-way communication and values their unique perspectives.	Our district offers a variety of avenues for parent involvement, including accessible communication channels like translated newsletters and online portals. We also encourage participation through events like open houses, parent-teacher conferences, and volunteer opportunities. However, we acknowledge that some families may face challenges in engaging due to factors like work schedules, language barriers, or unfamiliarity with the education system. YCJUSD is committed to continuously improving our outreach and support systems to ensure all families, regardless of background or circumstance, have the opportunity to meaningfully connect with their child's school site.	Break down language barriers: Provide translated newsletters, websites, and reports in the primary languages spoken by families. Offer phone calls and in-person meetings with translators available.
Simplify online resources: Ensure online portals for grades and communication are user-friendly and accessible on various devices.
Flexible scheduling: Offer evening events, weekend workshops, and virtual options for meetings and conferences to accommodate busy schedules.
Two-way communication: Move beyond just sending information. Host forums and focus groups to gather feedback and suggestions from families.
Targeted outreach: Identify families who might benefit from additional support and tailor communication methods to their preferences (text messages, phone calls, social media).
Utilize multiple channels: Utilize a variety of communication channels like newsletters, online portals, social media, and community radio announcements to reach a wider audience.
Develop culturally relevant programs: Offer workshops and volunteer opportunities that resonate with diverse family backgrounds. Partner with community organizations to co-host events and translate information.
Mentorship programs: Implement programs where experienced parents mentor newcomers, providing guidance and fostering a sense of community.
Support groups: Create parent support groups for families facing similar challenges, fostering a sense of belonging and shared experiences.
Culturally sensitive spaces: Create designated parent lounges with translators available to facilitate open communication and address concerns.
Acknowledge challenges: Acknowledge that some families may have had negative past experiences. Actively work to rebuild trust and create a welcoming environment.
Showcase student and family achievements: Organize multicultural events and highlight the richness of the student body. This fosters a sense of belonging and encourages participation.
Recognize parent contributions: Publicly acknowledge and celebrate the various ways parents support their children and the school community.
By implementing these strategies, YCJUSD can create a more inclusive environment where all families feel welcome, informed, and empowered to be active participants in their child's education.	Data-Driven Approach: Analyze data on current participation and identify underrepresented groups. Tailor outreach methods and communication channels to their preferred modes (phone calls, SMS, social media platforms used within their communities).
Partnership with Community Organizations: Collaborate with trusted community organizations that already have established relationships with underrepresented families. They can serve as bridges for communication and encourage participation.
Multilingual Communication: Ensure all communication materials are translated into the primary languages spoken by underrepresented families.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
36679590114256	Inland Leaders Charter	3	Student feedback has been very strong with positive responses to curriculum/instructions questions, culture/safety questions and overall experiences in school as averaging in the 90% to  93% satisfied range. In 1st through 6th grades, 86% of students feel “engaged in the class lessons.” 81% of students like coming to school. 89% feel there is an adult they trust to help them with any issues. 89% feel the teachers treat them with respect. 94% agree that the adults at the school care about them. 90% feel school is a friendly place for them.	Educational partners’ survey data indicates strong relationships between families and school staff. Survey results indicate very positive results. 98% of parents feel welcome at ILCS. 99% of parents are happy their child/ren attend ILCS. Current strengths include a trust from parents in regards to their student’s safety at school and the efforts the school makes in creating an orderly environment. In addition, parents are extremely satisfied with the level of instructional quality delivered. Other strengths include the intentional positive leadership culture that parents feel are of great significance in the development of their student’s social-emotional skills.
	ILCS has relied heavily on the feedback provided by our educational partners. Our spring season surveys demonstrate that 93% of responding parents feel “my voice or input matters at ILCS.” 90% of parent responders agreed that “ILCS does a good job with community building activities.93% indicated, “ILCS gives me the opportunity to voice ideas that will enhance my child’s success.” Staff surveys also demonstrate a strong sentiment that they are involved in decision-making at most levels and that their voices are valued.	Student outcomes reveal strengths of the school in building partnerships in the area of communication and opportunities for parents to be involved in the education of their students during the school day.  The school’s philosophy of “parents as partners” is evident through the various survey data.  In addition, parents indicated their “voice” in the decision making process.	The focus areas determined from educational partner input and local data include a need to support parents with their own education to support their students with literacy, math and writing skills. Individual teachers provide support for parents through parent nights and other events. The school has also introduced more parent literacy nights through the Title 1 program.	ILCS will work to engage underrepresented families through the use of our Title 1 coordinator and more frequent family events that provide relevant topics of interest for families to engage with. With the inception of ELOP, underrepresented families are provided with extended 9 hour school days, enrichment, and summer/intersession opportunities.	ILCS has relied heavily on the feedback provided by our educational partners. Our spring season surveys demonstrate that 93% of responding parents feel “my voice or input matters at ILCS.” Over 90% of parent responders agreed that “ILCS does a good job with community building activities.” Over 90% indicated, “ILCS gives me the opportunity to voice ideas that will enhance my child’s success.” Staff surveys also demonstrate a strong sentiment that they are involved in decision-making at most levels and that their voices are valued.	The most critical area of focus for ILCS to improve educational partner input is to implement a more effective School Site Council at each of our school sites.	ILCS will start the School Site Council recruitment efforts early in the new school year and will specifically recruit families of underrepresented students. In addition, the SSC will be provided with student outcome data to determine services and actions to support student needs.	5	5	5	5	5	4	5	5	5	4	4	5	Met		2024-06-24	2024
36679590124032	Competitive Edge Charter Academy (CECA)	3	CECA fosters strong relationships with families through a commitment to increased communication and fostering opportunities for parent involvement. By prioritizing clear and consistent communication channels, such as ParentSquare, newsletters, and social media, the district keeps families informed and engaged.  Furthermore, CECA empowers parents through involvement opportunities like PTA memberships, classroom volunteering, advisory committees.  This two-pronged approach fosters a collaborative spirit where families feel valued and informed, strengthening the overall school community.	CECA fosters strong relationships with families through a commitment to increased communication and fostering opportunities for parent involvement. By prioritizing clear and consistent communication channels, such as ParentSquare, newsletters, and social media, the district keeps families informed and engaged.  Furthermore, CECA empowers parents through involvement opportunities like PTA memberships, classroom volunteering, advisory committees.  This two-pronged approach fosters a collaborative spirit where families feel valued and informed, strengthening the overall school community.	Building strong relationships with all families is a cornerstone of CECA's mission. However, we recognize that some families, due to various factors such as language barriers, work schedules, or lack of familiarity with the education system, might struggle to engage with school activities and communication channels.

To bridge this gap, CECA will focus on developing strategies that:

Increase Accessibility: We will explore alternative communication methods like translated newsletters, phone calls in multiple languages, and simplified online resources to ensure information reaches all families.
Targeted Outreach: We will identify families who might benefit from additional support and conduct targeted outreach programs. This could involve home visits from bilingual staff, workshops on navigating the school system, or creating culturally relevant volunteer opportunities.
Building Trust: We will prioritize building trust with families who may have had negative experiences with schools in the past. This could involve creating culturally sensitive spaces for open communication and fostering partnerships with community organizations that families already trust.
By acknowledging these challenges and implementing focused strategies, YCJUSD can ensure all families feel welcome, informed, and empowered to participate in their child's education. This will ultimately lead to a more inclusive and supportive school community for everyone.	CECA prides itself on clear and effective communication of student performance.  We understand the importance of keeping families informed about their child's progress.  Our district utilizes a multi-faceted approach that goes beyond traditional report cards. This includes regular progress reports, easily accessible online portals for viewing grades and assignments, and informative parent-teacher conferences. Additionally, YCJUSD prioritizes open communication channels, allowing parents to reach out to teachers and administrators for clarification or to discuss their child's learning journey. This transparency fosters a collaborative environment where families feel empowered to support their child's academic success.	While CECA excels at communicating student performance, we recognize the need to provide additional support for students who are identified as struggling.  To address this, our district will implement a multi-tiered approach. Tier 1 will focus on universal supports,  benefiting all students,  such as strong core curriculum and differentiated instruction in classrooms. Tier 2 will offer targeted interventions for students who require additional help,  potentially including after-school tutoring programs, small group instruction, or individualized learning plans. Finally, Tier 3 will provide intensive support for students with significant academic challenges,  which could involve collaboration with special education specialists or external educational therapists.  By acknowledging the diverse needs of our learners and offering a range of support options, CECA can ensure all students have the opportunity to reach their full potential.	Here are some strategies CECA can employ to engage with underrepresented families:
Increase Accessibility: Break down communication barriers by offering translated materials (newsletters, websites, reports) in the primary languages spoken by families. Utilize phone calls in multiple languages and consider offering simplified online resources to ensure information reaches everyone.
Targeted Outreach:  Proactively identify families who might benefit from additional support. This could involve analyzing data on participation or conducting surveys to understand preferred communication methods and areas of interest.
Culturally Responsive Engagement:  Develop culturally relevant events, workshops, and volunteer opportunities that resonate with underrepresented families. Partner with community organizations they already trust to co-host events and translate information.

Build Trust and Relationships:  Focus on fostering trust with families who may have had negative experiences with the school system in the past. Create culturally sensitive spaces for open communication,  like designated parent lounges with translators available. This can help families feel comfortable raising concerns or asking questions.
Two-Way Communication:  Move beyond simply sending information.  Host forums or focus groups specifically for underrepresented families to gather feedback and suggestions.  This demonstrates a commitment to two-way communication and values their unique perspectives.	Our district offers a variety of avenues for parent involvement, including accessible communication channels like translated newsletters and online portals. We also encourage participation through events like open houses, parent-teacher conferences, and volunteer opportunities. However, we acknowledge that some families may face challenges in engaging due to factors like work schedules, language barriers, or unfamiliarity with the education system. YCJUSD is committed to continuously improving our outreach and support systems to ensure all families, regardless of background or circumstance, have the opportunity to meaningfully connect with their child's school site.	Break down language barriers: Provide translated newsletters, websites, and reports in the primary languages spoken by families. Offer phone calls and in-person meetings with translators available.
Simplify online resources: Ensure online portals for grades and communication are user-friendly and accessible on various devices.
Flexible scheduling: Offer evening events, weekend workshops, and virtual options for meetings and conferences to accommodate busy schedules.
Two-way communication: Move beyond just sending information. Host forums and focus groups to gather feedback and suggestions from families.
Targeted outreach: Identify families who might benefit from additional support and tailor communication methods to their preferences (text messages, phone calls, social media).
Utilize multiple channels: Utilize a variety of communication channels like newsletters, online portals, social media, and community radio announcements to reach a wider audience.
Develop culturally relevant programs: Offer workshops and volunteer opportunities that resonate with diverse family backgrounds. Partner with community organizations to co-host events and translate information.
Mentorship programs: Implement programs where experienced parents mentor newcomers, providing guidance and fostering a sense of community.
Support groups: Create parent support groups for families facing similar challenges, fostering a sense of belonging and shared experiences.
Culturally sensitive spaces: Create designated parent lounges with translators available to facilitate open communication and address concerns.
Acknowledge challenges: Acknowledge that some families may have had negative past experiences. Actively work to rebuild trust and create a welcoming environment.
Showcase student and family achievements: Organize multicultural events and highlight the richness of the student body. This fosters a sense of belonging and encourages participation.
Recognize parent contributions: Publicly acknowledge and celebrate the various ways parents support their children and the school community.
By implementing these strategies, CECA can create a more inclusive environment where all families feel welcome, informed, and empowered to be active participants in their child's education.	Data-Driven Approach: Analyze data on current participation and identify underrepresented groups. Tailor outreach methods and communication channels to their preferred modes (phone calls, SMS, social media platforms used within their communities).
Partnership with Community Organizations: Collaborate with trusted community organizations that already have established relationships with underrepresented families. They can serve as bridges for communication and encourage participation.
Multilingual Communication: Ensure all communication materials are translated into the primary languages spoken by underrepresented families.	4	4	4	4	5	5	4	4	5	5	4	5	Met		2024-06-18	2024
36738580000000	Baker Valley Unified	3	The LEAs meets all families and daily student drop off and student pickup;
The LEA uses numerous tools to contact parents and families, phone, email, SMS communication, text messaging and social media announcements;
The LEA hosts Parent Teacher conferences; School Site Council, LCAP strategic planning.	Continue to assist parents in all communication features the school offers and assisting families with technology.	The LEA will continue to work closely with county and state organizations to assist families in all means to ensure success for all.	The LEA monitors students grading by the day and shares student progress with parents;
The LEA is implementing more parent/teacher meeting times to report progress to build stronger partnerships with families.	The LEAs focus is to work closely with parents and families to assist with all areas of contact from the school so families can have up to date progress to ensure improvement in student outcomes.	The LEA will work closely with parents and families to assist with all areas of contact from the school so families can have up to date progress to ensure improvement in student outcomes.	LEA uses School Site Council and LCAP strategic planning for seeking input for decision making.	LEA uses School Site Council and LCAP strategic planning for seeking input for decision making.	LEA works closely with SBCSS to ensure available resources are implemented for families.  LEA uses School Site Council and LCAP strategic planning for seeking input for decision making.	4	4	5	4	3	4	5	5	4	4	4	4	Met		2024-06-18	2024
36738900000000	Silver Valley Unified	3	SVUSD school sites engage parents and families in many different ways. At the sites, teachers and administrators
work with parents in one-on-one meetings all the time. These meetings are held to discuss student interventions,
strategies to support academics and behavior, concerns and success, and any other topic as needed. School sites
also provide parents and families opportunities to be involved through Site Strategic Planning meetings, School Site
Council, ELAC, PTO/PTA meetings and family nights. Site Family Nights cover many different topics that include, but
are not limited to, Math, ELA, STEM, technology and Social Emotional well being. This allows parents to ask
questions and give input for other topics to be explored.	Based on input from our families, SVUSD will focus on improving the methods and timeliness of our communications.
Making sure we use multiple forms of communication to notify parents/families of upcoming school events, deadlines
and general information. As well as employing a marketing strategy to share the good things going on in our schools
to parents within and outside our community. Provide parents/families with multiple opportunities to receive
information and give feedback. Improve parent/family recruitment by consistently sharing opportunities to be involved
at the school sites and increase the number of family events at the sites.	SVUSD and its schools will prioritize advertising and communicating with underrepresented families. This effort may
include phone calls and emails, translated communications, letters and flyers, or home visits.	"SVUSD provides numerous opportunities for parents and families to support student success. Twice a year,
elementary schools and high schools hold parent-teacher conferences. These sessions allow parents and guardians
to ask questions, offer suggestions, and collaborate on support plans for their students. Additionally, parents and
guardians can schedule appointments with teachers or administrators throughout the school year to discuss any
concerns.
SVUSD ensures that parents are aware of their rights regarding their children's education through the Uniform
Complaint Procedures (UCP), Title IX, the Military Interstate Children's Compact Commission (MIC3), and the
IEP/Section 504 Plan Process. Information on these rights is available on the district website and in parent
handbooks. District and site administrators are responsive to parent requests for information and concerns.
Furthermore, SVUSD hosts various ""Family Nights"" to support parents in areas such as Math, English Language Arts
(ELA), STEM, and technology, providing strategies for home support. The district also offers a parent class called
""Preparing Your Kids for Success,"" which emphasizes the importance of regular school attendance and provides
strategies for extending support at home."	Based on feedback from our families, it is essential to provide more comprehensive information about our district's
instructional and intervention programs, such as Read 180/System 44, PBIS, i-Ready and other online
instructional/tutorial programs, and how parents can utilize these resources to support their children at home.
Additionally, offering meaningful opportunities for intervention in reading, math, and social-emotional skills will be a
priority to enhance student support and success.	"Directly contacting families through phone calls, emails, or letters to invite their input and feedback, and to inquire if
they have any questions or need assistance, is crucial. This outreach effort will include the use of translators to
ensure effective communication. Additionally, holding ""Town Hall"" events will provide parents with the opportunity to
receive information and ask questions in an open forum."	Parents are encouraged and invited to participate in the site's PTO/PTA, School Site Council, English Learner
Advisory Committee (where applicable), district strategic planning, and site strategic planning teams. Throughout the
year, these meetings are held to gather parent input, helping shape and direct school resources. Parents are also
invited to provide input on the school's vision and mission through the site strategic planning process.
Each year, individual sites invite parents and students to provide feedback on the past year’s progress and offer
input on the next steps the sites will take to meet the needs of all students. These meetings inform the district
strategic planning meetings, held twice a year, to ensure the overall goals of the district are being met. Training
sessions are conducted throughout the school year.	"Based on feedback from our families, SVUSD will prioritize improving the methods and timeliness of our
communications. Using up-to-date technology and computer programs/apps to allow more avenues for
2024-25 Local Performance Indicator Self-Reflection for Silver Valley Unified School District Page 12 of 15
communication and feedback will be implemented. Additionally, we aim to engage parents by participating in local
events and hosting gatherings within the community, beyond the school site. This includes holding ""Town Hall""
events in community locations to facilitate broader parent participation."	A key focus for SVUSD and its schools will be specifically advertising and communicating with underrepresented
families. This may involve phone calls, emails, translated communications, letters, flyers, and home visits to ensure
effective outreach and engagement.	5	5	4	4	4	4	5	4	5	5	5	5	Met		2024-06-18	2024
36739570000000	Snowline Joint Unified	3	According to the Hanover Research Local Control and Accountability Plan (LCAP) Survey Analysis, 72.0% of parents feel welcome at district schools; 64.0% believe that the teaching staff builds positive relationships with families; 62.0% also think that they have good working relationships with school staff and problems are resolved collaboratively. Regarding communication, 69.0% of parents feel that school staff provides consistent and accurate information (e.g., school events, announcements, policies) to all families; 68.0% believe that school staff listens to their concerns; 73.0% are satisfied with the responsiveness of school staff.	Building and promoting positive school climates remains a high priority within the District. Although the level of customer service continues to improve in all schools and departments, more work is needed to ensure that all families' needs are addressed and met whenever possible.	"Increase parents' engagement in parent or community activities by providing more information on the opportunities via emails and text messages. Parents have participated in more activities in 2022-23 but indicated ""scheduling conflict"" as the main reason for not participating. Schools will use the methods most parents selected to increase involvement, including providing more information on involvement opportunities, more communication between schools and parents, more information on how to support students at home, more convenient times for participation, and more participation opportunities at the school level to encourage more parents to engage in parent and community activities. Specifically, the schools will use text messages and emails, the two most preferred communication methods, to provide information."	According to the Hanover Research Local Control and Accountability Plan (LCAP) Survey Analysis, 65.0% of all parents understand what types of academic support are available to students; 62.0% of parents believe that students receive the resources and support they need; 62.0% of parents understand what types of social-emotional support are available to students. 

English Learners: 81.0% of parents believe that schools provide enough academic support, while 78.0% feel that enough social-emotional support is offered. Special Education: 62.0% of parents state that enough academic support is provided, and 58.0% believe that enough social-emotional support is given to students. Foster Youth: There is not a valid data sample to quantify. Low Income: 69.0% of parents believe there is enough academic support, and 64.0% feel there is enough social-emotional support.	The district and school sites will collaborate to empower parents and guardians to participate actively in decision-making through enhanced outreach and frequent communication. By improving parent engagement, all student groups will benefit, as parents will stay informed and have opportunities to influence the district's actions related to academic and social-emotional needs. 

The district will facilitate DELAC and PAC meetings to enhance student achievement and educational experience. This initiative will also improve parents' and guardians' perceptions and involvement. 

The district and schools will also leverage the public relations department to communicate consistently with educational partners and promote the Snowline JUSD brand. By increasing and enhancing communication about district and school events, opportunities, and other relevant information, all student groups will benefit, enriching their educational experience.	The district will implement strategies to engage underrepresented families identified during self-reflection. These strategies include culturally responsive outreach, translation, and interpretation services. Each school will have family liaisons to provide personalized support and direct communication between families and staff. By removing participation barriers and creating an inclusive environment, the district aims to empower all families to actively participate in their children's education actively, fostering a stronger and more equitable school community.	Based on the analysis of educational partner input and local data, the LEA has made significant progress in seeking input for decision-making. According to the Hanover Research Local Control and Accountability Plan (LCAP) Survey Analysis, 58.0% of parents and guardians believe they are given a say in the decision-making process at their child's school, and 51.0% feel they have a voice at the district level. These figures indicate a strong foundation and a growing trust in the LEA's efforts to include community educational partners in crucial decisions.	Based on the analysis of educational partner input and local data, the district's focus areas for improvement in seeking input for decision-making include enhancing and expanding current parent involvement forums to solicit feedback more effectively. Additionally, the district aims to create more opportunities for parental input when applicable. Furthermore, district and school site leadership will work together to improve departmental and school strategic planning alignment through increased collaboration and partnership.	Based on educational partner input and local data, the district will enhance the engagement of underrepresented families by addressing critical barriers identified during the self-reflection process. To overcome scheduling conflicts and uncertainty about participation, schools will increase communication through preferred methods like emails and text messages, ensuring timely and accessible information. Flexible scheduling, including evening, weekend, and virtual options, will accommodate diverse parent schedules. Additionally, detailed guidance and resources, including step-by-step instructions and workshops, will empower parents to participate effectively in school activities and decision-making. These strategies aim to increase parental involvement significantly, ensuring that underrepresented families have a stronger voice and fostering a more inclusive and collaborative school environment.	4	4	4	5	4	4	4	4	4	4	4	4	Met		2024-06-25	2024
36750440000000	Hesperia Unified	3	The Educational Services Division developed modules focused on strengthening our Integrated Multi-Tiered System of Supports (iMTSS) in all areas, including family engagement. These modules were conducted with site administrators and support staff throughout the school year. In addition, a Family and Community Engagement (FACE) team, composed of Family Community Liaisons, met regularly to share best practices and identify ways to increase family engagement at their school sites.	As a result of the comprehensive needs assessment, it was identified that we need to have Family Community Liaisons at every school site. Therefore, all school sites have hired a Family Community Liaison funded through the LCAP to ensure that all school sites have a staff member leading the work on family engagement across our entire district.	During our Family and Community Engagement (FACE) collaboration meetings, members continuously look for ways to reach all families in an equitable manner. They share best practices and resources to support their respective communities. Following the iMTSS framework, a tiered level of support for family engagement is being developed in order to grow the home-school partnership.	Schools have identified a specific goal on their school plans focused on increasing family engagement. They strive to provide meaningful two-way communication with parents through various platforms. Feedback from our educational partners has indicated that there is a need to continue to increase family engagement at all school sites by adding a Family Community Liaison at every school site in order to empower our parents to partner with us. As a result, this action was added to the LCAP and school with a coherent framework to support family engagement efforts districtwide. This is being accomplished through our Family and Community Engagement (FACE) team, which meets on a monthly basis with the purpose of implementing the National Standards for Family Engagement.	Now that the district has hired Family Community Liaisons at every school site, a focus area will be to continue to provide  professional development to increase family engagement at each school site. The FACE team will meet regularly throughout the school year to share best practices and resources. Another area of focus will be to ensure that all staff members at the school site level understand what family engagement entails and have the necessary tools to implement the National Standards for Family Engagement.	District and school site staff will make a concerted effort to reach out to families in an equitable manner. This means that schools will specifically target underrepresented families in order to build diverse advisory and decision-making bodies. Schools will also make meetings and documents more accessible to families by providing translation and interpretation services. In order to increase in-person engagement, the district and schools will consider offering child care to families to make it easier for them to attend meetings. In order to make meetings more accessible and convenient for families, some school sites have offered livestreaming and other virtual options to increase engagement and participation.	All school administrators have received ongoing training on the importance of including various educational partners in the decision-making process. Schools have established school site councils, English Learner Advisory Committees, and other parent decision-making groups. These groups are continuously involved in receiving information and providing input on school and district level decisions.	During our needs assessment process, it became evident that the district needed to increase student voice in the decision-making process. As a result, one area of focus for the district was to include student voice in our district-wide committees, such as our District Advisory Committee. This has now been accomplished and we look forward to continuing this practice in the future.	As we seek input from educational partners through surveys and committees, the district will make a concerted effort to disaggregate data by subgroups in order to ensure that the specific input from each subgroup is heard.	4	4	4	5	3	5	5	5	5	5	5	5	Met		2024-06-10	2024
36750440107516	Summit Leadership Academy-High Desert	3	SLA utilizes the text, call, and email functions in ParentSquare to communicate information about school matters and upcoming events to parents. SLA hosted multiple events to engage with partners, such as Back to School Night, cultural celebrations, and the graduation ceremony. The school site council and other parent meetings were also held on campus in which staff and parents discussed areas of growth and celebrated successes.	SLA will improve two-way communication between parents and teachers enhancing features in ParentSquare and providing additional training for staff on these functions. SLA will also schedule regular parent involvement meetings on set days to increase attendance.	SLA will provide a virtual link to all campus meetings to include families who lack the resources and/or availability to attend in-person. SLA will also designate an employee to manage and host community events and act as a single point of contact to liaise between families and staff.	SLA designated an intervention specialist in 2022-23 to provide professional development to improve MTSS tier 1 strategies which includes building partnerships with families. SLA also has multiple staff members who are bilingual to remove communication barriers for families.	SLA will provide additional professional development to teachers on Google Classroom and Aeries to increase utilization to provide real-time data to families and administrators. SLA will create more opportunities for formal and informal interactions between families and educators.	SLA will hire a social worker, or similar, to identify academic and non-academic barriers to learning, and put systems in place to improve student outcomes. The community school coordinator will also collaborate with the social worker to host parent nights in which parents are provided resources and information to support their students at home.	SLA hosted multiple parent meetings, administered surveys, and held individual meetings with family members to solicit input to improve school programs. SLA also attended workshops provided by SBCSS to identify root causes and seek collaborative solutions. SLA holds regular board meetings that are broadcasted virtually.	SLA will provide reference materials with instructions (i.e. flyers and infographics) to increase utilization of communication platforms, meeting and event attendance, and volunteer participation. These materials will be made available online and in hard copy.	The community school coordinator and social worker will target underrepresented families to solicit feedback.	4	3	4	3	2	3	2	3	3	3	4	4	Met		2024-04-23	2024
36750440112441	Pathways to College K8	3	Pathways to College K8 has just completed the CA-ISP component related to family engagement. Pathways provides a solid base from which to work from in developing these kinds of relationships. Parent input on surveys indicates that a strong majority agree or strongly agree with the fact that PTC provides a warm safe and welcoming environment.	PTC will continue to provide a warm safe and welcoming environment and will promote this to parents as well so that they know we are working towards full implementation and sustainability and can provide even better input regarding our strategies.	PTC will improve engagement of underrepresented families identified during the self-reflection process by first providing more translation for families who speak Spanish. This will be provided to all parents in need to better access their thoughts and ideas regarding the school. PTC will also implement a DELAC meeting that will be better representative of families who have language needs.	PTC participates as a pilot school in implementing the CA-ISP of which one of the components recently completed had to do with family engagement. PTC works hard to engage and partner with families. The most important of the various strategies that PTC employs are as follows: SST meetings, weekly newsletters, flyers, ClassConnect/Classtag announcements and individualized notes, bi-annual parent/teacher conferences, back to school night, open house, report cards, trainings etc. all of which are translated into Spanish. Information is shared with families regarding student outcomes and how to improve them in each of the three areas of academics, social-emotional learning and behavior.	PTC will focus on at least two major items to build partnerships for student outcomes in the following year. The first of these has to do with the District English Learner Advisory Committee or DELAC. The School Site Council (SSC) in conjunction with the school’s administrative team will enhance operations of the committee through vigorous recruitment of additional person(s) to participate in the meetings which are held each month. PTC will promote participation in the meetings as one of many avenues for building the home school connection especially with speakers of other languages. The second major item for building relationships will be a focus on recruiting school volunteers from family and community members. These volunteers will be trained to offer various types of support in the classroom to students and teachers that include: conducting small group activities; reading to students; managing clerical and other classroom related tasks; providing intervention, etc.	The underrepresented groups include families of African-American and Latin-American heritage. Relationships with these families will be built through enhancing operations of the existing African-American Parent Advisory Committee and the DELAC. Special invitations will be sent out to these parents inviting them to participate in committee meetings and to provide input as to actions the school can take to further build these important relationships.	PTC provides multiple avenues for parents to provide input for decision-making processes. A good example of this is the LCAP and how parents were sought out to provide input in its development. The school site council was the first avenue through which the school sought input from parents. Several meetings were held in the spring to which all parents were invited at which time the principal presented information regarding the LCAP and enlisted support from attendees in prioritizing budgetary expenditures. The same activity, was held at the informal Coffee and Tea with the Principal. The end result of these activities was a prioritized list of expenditures that was presented to the Board. Parents were also invited via the weekly newsletter to provide input, and an LCAP survey was given out to all parents. In order to increase response rates on the survey, administration walked the car line at dismissal with QR codes to the survey. Parents were invited to complete the survey while they were waiting to pick up their children after school. The end result of this was that PTC had the highest percentage of parents responding than at any other time the survey was presented to parents.	PTC will continue to provide surveys to families including parents and students that will seek input on a variety of topics, not just the LCAP. These other various topics will include selection of meal vendors, hiring of selected staff members, board policies, uniform policy, and fundraising activities, etc. Results of the surveys and their impact on the decisions that are to be made will be outlined/described in the weekly newsletters so that parents understand how/why their input is valued.	Engagement of underrepresented families will follow formats heretofore described as it relates to translation of all materials/surveys into Spanish; making personal invitations to attend committees such as the AAPAC, and DELAC; and to walk the car pick up line at dismissal with QR codes and/or mini-survey questions that parents can answer quickly from the convenience of their cars while they wait. PTC will also seek out community organizations that represent these underrepresented groups to partner with the school to provide services in which our families would be interested. One group that we have sought out has been the Desert Pearls, an extension of the AKA (Alpha Kappa Alpha) a sorority group composed of African-American wormen who volunteer their services at local schools in the high desert.	4	3	4	4	5	3	4	4	4	3	2	2	Met		2024-06-18	2024
36750440114389	Mirus Secondary	3	"The school has made significant progress in building strong relationships between school staff and families: key strengths and progress in this area include:
•	High-quality Teachers: Each student is assigned a high-quality Teacher who is responsible for supervising all subjects and providing personalized attention. This close relationship ensures teachers can adjust assignments to meet student needs and goals and facilitates timely communication with parents.
•	Parental Involvement: The school emphasizes the importance of parental involvement in student success. Parents are encouraged to set high expectations, talk about school daily, monitor schoolwork, establish daily homework routines, stay aware of test schedules, and maintain regular contact with teachers. This partnership approach helps in creating a supportive environment for students.
•	Family Resources: The school provides extensive resources for families, including financial aid information, standardized testing support, and help with college admissions. These resources are designed to assist families in navigating the academic landscape and supporting their children’s educational journey.
•	Personalized Learning Environment: The school operates with a low student-to-teacher ratio, allowing for personalized attention and the ability to build strong, individualized relationships. Teachers are deeply familiar with their students' academic levels and progress, which fosters a more tailored and supportive learning experience.
•	Regular Communication: The school ensures regular communication through weekly conferences where parents receive updates on their child’s progress, attendance, behavior, and upcoming events. This continuous engagement keeps parents informed and involved in their child's education.
These efforts collectively enhance the relationship between school staff and families, ensuring that students receive the support they need to succeed both academically and socially. Parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 98.5% of parents report being able to provide input and feedback to the school through multiple ways. The school values the partnership between school staff and families as the foundation of parent and family engagement. Over 100% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 98.5% of parents report that the school provides innovative and engaging learning environments. 
"	Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community The school regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed.
The LEA’s focus areas for improvement in building relationships between school staff and families include increasing parental participation in the Family Learning Series to foster a deeper engagement with their children’s education. They aim to encourage parents to support their students in excelling in mathematics by providing resources and strategies to reinforce learning at home. Another focus is to gather more input from parents on specific needs such as language development and mental health, ensuring that the school’s programs are tailored to address these critical areas. These efforts are designed to create a more collaborative and supportive environment for students and their families.
	To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated, and interpreters have been made available for calls and meetings. The school will issue continue to Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Parent Square further provides communication and engagement opportunities between the educational partners and the school.	The LEA’s current strengths and progress in building partnerships for student success include providing a highly personalized academic experience through one-on-one instruction and small group sessions. The school emphasizes rigorous academic standards and regular assessments to ensure students meet or exceed expectations. The school offers various opportunities such as college courses, career technical education, internships, and leadership roles through programs like the California Cadet Corps. Additionally, the school engages students, parents and community partners in creating Pathways Personalized Education Plans to support individual student goals and needs. 
The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and support for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and support to families throughout the school year.
	The LEA’s focus areas for improvement in building partnerships for student outcomes include enhancing math resources and instructional support to boost student proficiency in mathematics. They also aim to strengthen college and career planning and guidance to ensure students are well-prepared for post-secondary education and career paths. Additionally, a focus is placed on improving strategies to help students graduate on time by providing targeted interventions and personalized support. These efforts are designed to create a more robust support system for student success.
Based upon information collected from students, the school will maintain or expand Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA.
	Mirus is fully committed to continuously improving the engagement of underrepresented families with our partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical, and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals. To better facilitate school to home two-way communication and input with English Learner households, school materials will be translated as translators provided when needed. Demographically, the LEA is majority-minority, majority SED, and a higher percentage of students with disabilities than the surrounding community. All students have full access to the courses and opportunities offered at the school.  The school continues to solicit input from educational partners to identify and address student and family needs and to break down barriers to success.	The LEA’s current strengths and progress in seeking input for decision-making include actively involving teachers, principals, administrators, school personnel, parents, and students through diverse engagement methods. Teachers contribute via the Staff LCAP Engagement Survey, ELAC Instructional Meetings, and professional learning sessions. Principals and administrators provide input through team huddles, SSC meetings, and strategic planning sessions. Parents participate in surveys, Open House, and Senior Night events, while students share their perspectives through surveys, School Site Council meetings, and various school events that focus on family engagement and provide opportunities for input into the school’s programs. This inclusive approach ensures the LCAP reflects the needs and priorities of all stakeholders, fostering a collaborative environment for student-centered actions and priorities.

The school engages educational partners in its processes for continuous improvement and prioritizes building the capacity of staff and families to engage in advisory groups and decision making. The school provides training for SSC members annually and holds regular meetings to develop, refine, and update the LCAP. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides training, resources, support, and feedback opportunities throughout the school year. In 2023-2024 the school received input from 142 students and parents and used the results in the development of the 2023-2024 LCAP.
	The LEA’s focus areas for improvement in seeking input for decision-making include increasing parent and student participation in surveys, increasing attendance for the Family Learning Series, College/Career week, and engaging more in Open House and other school events. By enhancing these engagement methods, the LEA aims to gather more comprehensive and diverse feedback from parents, ensuring that their perspectives are effectively incorporated into the decision-making process. This approach is intended to create a more inclusive and responsive environment that better supports the needs and priorities of students and their families.	School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff utilize ParentSquare to engage in two-way communication with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive English Learners Advisory Committee (ELAC) meetings will seek to increase parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will continue to provide translated materials and resources for parents and family members of English Learners.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
36750440116707	Encore Jr./Sr. High School for the Performing and Visual Arts	3	Encore has demonstrated a commitment to building partnerships for student outcomes, as indicated by its progress in several key areas. While rated a 3, signifying beginning development, Encore has shown efforts in providing professional learning and support to teachers and principals to enhance their capacity to partner with families. Additionally, although rated a 2, progress has been made in providing families with information and resources to support student learning at home. We have developed a parent engagement center on campus that is currently being used by our ELL department. We are in the planning stages to develop this resource for our families to include various classes that will help with challenges here at school and beyond. Examples of these classes include immigration advocacy, nutrition, finance, understanding attendance/academic reporting, and physical/mental wellness awareness. These initial steps reflect our dedication to fostering collaboration between schools and families to promote student success. The family engagement center will also house a pantry and a clothing rack to support families in need.	Despite some progress, there are notable areas where Encore can enhance its efforts in building partnerships for
student outcomes. Although we encourage our teachers to communicate with families as much as possible, we
need to focus on implementing more intentional policies and platforms for teachers to meet with families and
students to discuss student progress and ways to work together effectively. Similarly, supporting families to
understand and exercise their legal rights and advocate for their students requires further development.
Strengthening these areas will contribute to more robust partnerships and improved student outcomes. The school administration also meets with families whose students are chronically absent to work on a plan to improve student attendance and academic outcomes.	Encore recognizes the importance of improving the engagement of underrepresented families in building
partnerships for student outcomes. To achieve this, we will continue to prioritize culturally responsive practices,
targeted outreach efforts, and increased accessibility of information and resources. The ELAC parent group meets regularly to discuss important issues around multilingual learners. The School Site Council, where families have full voting rights in the decision-making process is also fully functional at Encore. By actively involving underrepresented families in decision-making processes, providing tailored support, and fostering a welcoming and inclusive environment, we aim to empower all families to advocate for their students and contribute to positive student outcomes.	Encore has demonstrated a commitment to building partnerships for student outcomes, as indicated by its progress in several key areas. While rated a 3, signifying beginning development, Encore has shown efforts in providing professional learning and support to teachers and principals to enhance their capacity to partner with families. Additionally, although rated a 2, progress has been made in providing families with information and resources to support student learning at home. We have developed a parent engagement center on campus that is currently being used by our ELL department. We are in the planning stages to develop this resource for our families to include various classes that will help with challenges here at school and beyond. Examples of these classes include immigration advocacy, nutrition, finance, understanding attendance/academic reporting, and physical/mental wellness awareness. These initial steps reflect our dedication to fostering collaboration between schools and families to promote student success. The family engagement center will also house a pantry and a clothing rack to support families in need.	Despite some progress, there are notable areas where Encore can enhance its efforts in building partnerships for
student outcomes. Although we encourage our teachers to communicate with families as much as possible, we
need to focus on implementing more intentional policies and platforms for teachers to meet with families and
students to discuss student progress and ways to work together effectively. Similarly, supporting families to
understand and exercise their legal rights and advocate for their students requires further development.
Strengthening these areas will contribute to more robust partnerships and improved student outcomes. The school administration also meets with families whose students are chronically absent to work on a plan to improve student attendance and academic outcomes.	Encore recognizes the importance of improving the engagement of underrepresented families in building
partnerships for student outcomes. To achieve this, we will continue to prioritize culturally responsive practices,
targeted outreach efforts, and increased accessibility of information and resources. The ELAC parent group meets regularly to discuss important issues around multilingual learners. The School Site Council, where families have full voting rights in the decision-making process is also fully functional at Encore. By actively involving underrepresented families in decision-making processes, providing tailored support, and fostering a welcoming and inclusive environment, we aim to empower all families to advocate for their students and contribute to positive student outcomes.	Encore has demonstrated significant strengths and progress in seeking input for decision-making, as evidenced by ratings of 4 across all key areas. We effectively built the capacity of our staff to engage families in advisory groups and decision-making processes. Additionally, family members have been empowered and supported to actively participate in advisory groups and decision-making, reflecting a collaborative approach to governance within the school community. Furthermore, Encore has provided ample opportunities for all families to provide input on policies and programs, with strategies in place to reach and seek input from underrepresented groups. These include School Site Council, Breakfast with the Principal, ELAC, and monthly parent volunteer meetings. Encore has effectively fostered collaboration among families, teachers, principals, and district administrators in planning, designing, implementing, and evaluating family engagement activities. We are constantly evaluating our practices and looking to improve our inclusive decision-making processes that honor the voices and perspectives of all education partners.	While Encore has made significant progress in seeking input for decision-making, some areas warrant further
attention. One focus area for improvement could be enhancing the depth of opportunities for underrepresented families to participate in advisory groups and decision-making processes. With the changing demographics of our school, we have noticed that some of our students feel somewhat disconnected from our school. We are concerned that this is the feeling of their families as well. The underrepresentation of our new demographic at school functions and parent engagement platforms evidences this. Encore is committed to exploring ways to ensure that input from underrepresented groups is effectively incorporated into decision-making processes, thus promoting equity and inclusion in governance practices.	To improve the engagement of underrepresented families in seeking input for decision-making, Encore will employ targeted outreach efforts, culturally responsive practices, and increased accessibility of engagement opportunities. In addition to providing translation services, Encore plans to offer alternative formats for participation and create welcoming environments that honor diverse perspectives. Additionally, we will actively seek feedback from underrepresented families to identify barriers to engagement and implement strategies to address them effectively. Encore aims to promote equity, inclusion and shared ownership of educational outcomes by fostering meaningful partnerships with underrepresented families and valuing their contributions to decision-making processes.	4	4	3	5	3	2	3	2	4	4	5	4	Met		2024-06-25	2024
36750440118059	LaVerne Elementary Preparatory Academy	3	Based on the 2023-2024 LEPA School Quality Parent Survey, the majority of parents of LEPA are satisfied with the educational program provided to their children. In accordance with the information gathered from the survey, LEPA will continue to provide high quality instruction to all scholars, in a well-maintained and safe environment. In order to keep a safe and healthy campus, we are slowly allowing parents to volunteer on campus even though we are a closed campus. We do consider that parents would like to be involved in their child’s learning and therefore provide a number of activities and parent conference opportunities throughout the school year for parents to attend.	LEPA has taken strong consideration of the recommendations made by our educational partners for improving scholar learning, social-emotional support, and educational opportunities. Based on the analysis of the feedback from the surveys, LEPA will be focusing on the following aspects to improve the school climate and academic achievement to ensure scholars come to school on a regular basis. These goals include providing high quality education and interventions, regular monitoring and analysis of data, regular monitoring and analysis of the scholar information system, ensuring a safe and welcoming learning environment, and supporting social-emotional needs of all learners.	In order to improve engagement of underrepresented families, we will be providing additional opportunities for these families to engage in their child's learning by providing reading workshops, Back-to-School events, parent-teacher conferences, and a variety of other activities. Parents will be notified of opportunities to volunteer and participate in school activities through monthly newsletters and teacher communication apps.	As we work towards closing achievement gaps, LEPA has continued to provide training for administration, teachers, and office staff on topics that support scholar academics and behavioral concerns. Increasing scholar access to counselors and support services has proven to be beneficial in supporting scholars to excel in their academics. Parents are involved in the process of identifying student needs and desired outcomes through regular communication with classroom teachers and administration.	LEPA, in collaboration with educational partners, has developed and will implement a school-level plan for addressing scholar performance and improving scholar outcomes. The plan is based on indicators in the statewide accountability system and informed by all indicators, including scholar performance against long-term goals; include evidence-based interventions; and identify resource inequities, which include a review of LEA- and school-level budgeting, to be addressed through implementation of the school improvement plan. The first objective of the plan is to increase academic achievement in ELA and Math for scholars with Disabilities. This will be achieved through the implementation of evidence-based interventions such as differentiated instruction, small group instruction, and teacher professional development on effective strategies for teaching scholars with disabilities. The second objective of the plan is to decrease chronic absenteeism among all scholars, especially scholars with Disabilities. LEPA will analyze chronic absenteeism data to identify trends and patterns among this group. The school will work with families and caregivers to identify and address barriers to regular attendance, including health concerns and family needs.	In order to improve engagement of underrepresented families with regards to scholar outcomes, LEPA will be providing additional opportunities for these families to engage in their child's learning by providing reading workshops, parent-teacher conferences, and a variety of other activities. Teachers will continue to communicate with parents often to keep them informed of their child's progress.	LEPA has regularly involved and engaged educational partners in our school’s improvement efforts. LEPA conducts a variety of surveys to gain insight and feedback from parents (School Quality Survey) and scholars (School Climate Survey). Focus groups are held representing teachers, scholar support services, classified employees, scholars, parents, and administration. All of their input is vital to the planning and the development of goals for the school. 

Teachers are also provided the opportunity to meet with administration and the leadership team. One hour weekly is set aside for staff meetings, professional development, and/or grade-level collaboration. During these meetings, teachers address their concerns with administration. It is during these meetings that school-wide data is analyzed and addressed (including surveys) and strategic plans are established.	Focus groups will be created which include certificated and classified staff members, administration, and parents/guardians. This will provide educational partners with additional opportunities to contribute to the decision-making process.	Beyond surveys, ongoing and regular communication between educational partners will consistently take place, this will serve to increase parent engagement in the decision-making process. Teachers will be required to engage in three formal parent-teacher conferences per school year. In addition, teachers will utilize Class Dojo, ClassTag, Bloom's, and/or Remind apps to foster regular and open lines of communication with parents. Some teachers will check in weekly with parents, especially in the case of our most at-risk scholars.	5	5	5	5	5	5	5	5	4	4	5	4	Met		2024-06-26	2024
36750510000000	Lucerne Valley Unified	3	The district utilized a survey in the LCAP to gather parent input for decision making in the schools and help set direction for district goals.	The schools are expanding trainings or workshops for parents/guardians to include, science nights, math nights, college financial aid planning, high school graduation nights, etc.	Engaging parents at the site and district level is a key to future success. We recognize the importance of their input and will continue to work to gain their input.	The district utilized a survey in the LCAP to gather parent input for decision making in the schools and help set direction for district goals.	The schools are expanding trainings or workshops for parents/guardians to include, science nights, math nights, college financial aid planning, high school graduation nights, etc.	Engaging parents at the site and district level is a key to future success. We recognize the importance of their input and will continue to work to gain their input.	The district utilized a survey in the LCAP to gather parent input for decision making in the schools and help set direction for district goals.	The schools are expanding trainings or workshops for parents/guardians to include, science nights, math nights, college financial aid planning, high school graduation nights, etc.

	Engaging parents at the site and district level is a key to future success. We recognize the importance of their input and will continue to work to gain their input.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-13	2024
36750510115089	Sky Mountain Charter	3	We continually strive towards building valuable relationships with families. Goal 3 of our LCAP states “our stakeholders will be connected and engaged with their community.” In our independent study model of education, our teachers make home visits at least once every 20 school days. Relationship building is a strength of our school, and we have excellent two-way communication. We personalize the education for each of our students, and our staff work with enrolled families in a one-on-one setting to ensure each family is supported and working together towards academic goals. We have a parent council and a governing board which are open to the public. Our administration regularly surveys our parents, asking for feedback to help inform decision making. Because each family has an assigned teacher, families have direct access to make recommendations to school staff and communications are tailored for each family. 
	An area of improvement is to increase participation in our ELAC and our communication with families whose primary language is other than English. We are directing some Title 1 funding to increase our EL support staffing in an effort to work more closely with these underrepresented families. Another area we are addressing based on educational partner feedback relates to mental health support. We continue to increase supports within our SEL program, while increasing our mental health staffing. Our families consistently ask for more in person opportunities and have addressed this through offering more events such as family days, park days, field trips, etc.
	Due to the personalized nature of our school, our underrepresented families are engaged in the learning of their child and have strong relationships where all families are involved in decision making related to their child’s education. We seek to bring their engagement to a school-wide level through participation in ELAC and parent council, as well as soliciting input from them on school-wide surveys and educational partner meetings. We are focusing our hiring efforts on increasing the diversity of our certificated staff so that students can see school staff that reflect their own unique characteristics.
	We use Title II funding to support teachers with personalized professional development, school-wide training, adding single subject matter credentials, and through the teacher induction program. During our regular learning record meetings, teachers support parents in providing what their individual child(ren) need to be academically successful. Additionally, the school provides virtual parent trainings on a regular basis, including a highly attended virtual Curriculum Conference. We have a goal setting program as part of a personalized student success plan for each student. This involves the parent, teacher, and student setting goals based on a student's area of need as determined by our internal assessment. The school operates with a high consideration on parental input where parents are empowered to make educational decisions for and with their children with the support of credentialed staff. This parent choice philosophy is a key component of what makes our school attractive for parents who want a greater say in their child’s education.
	The school provides all required legal notifications either on our website (which can be translated to a language of a parent's choosing) or through the annual student agreement, but we are not strong at ensuring families understand and exercise those rights. Additionally, significant numbers of our educational partners fail to see the value in standardized assessments which leads to opt outs on testing which leads to penalization for the school. An area of improvement is to improve the understanding of the need for and benefit of standardized testing.	The school will support underrepresented families to exercise their legal rights to advocate for their own students and all students through the legislative and public advocacy process. We will also monitor test participation rates and test outcomes by student subgroups. We also proactively direct our families to A.P.P.L.E., Alliance for Parents of Personalized Learning Education to help improve parent-driven advocacy for their students.
	In our unique personalized learning independent study model of education, parents and teachers are deeply involved with decision making on behalf of their children. Parent engagement in our school model is strong when it comes to educational issues surrounding their children. We provide school wide opportunities for parents to serve on the parent council or our governing board, where we discuss key initiatives and policy changes. One of the key areas parents provide input into school wide decisions is identifying community service providers who provide academic enrichment for our students. Our staff consult with parents at monthly learning record meetings, and we host department-specific office hours and content area parent trainings where parents can speak with a school administrator. We regularly survey families and staff to get their feedback on ways to improve what educational programs and services the school offers.
	Parents are heavily involved in their child’s individualized learning plan. However, through thoughtful planning and increased opportunities for our families, this has led to more interest in school-wide decision making. Through our efforts, we have made some improvements in this area with more interactive and engaging sessions in an effort to gather more input from our educational partners.
	An area of improvement in our school is to better target underrepresented groups to ensure that they provide school level feedback. We continue to work towards our goal to improve parent participation in the ELAC by regularly asking for input surrounding curriculum and EL program development. Additionally, we are increasing our targeted supports for our homeless families through personalized support from our McKinney-Vento liaison.
	5	4	4	3	5	4	4	3	4	4	3	3	Met		2024-06-04	2024
36750510136432	Alta Vista Innovation High	3	Overall, the school is doing well at providing opportunities for parent engagement. The school has offered numerous opportunities for the parents to meet virtually (both individually and as a group) with school administration. Throughout the school year, school administrators offered virtual meetings and sent 2-way communication via text, email, and social media. The school also utilized L4L Connect to communicate flyers, notices, and school-wide messages. The connection with our educational partners is a priority at Alta Vista Innovation High School. Through regular parent meetings, including our Parent Advisory Committee and English Learner Advisory Committee, Parent Teacher Conferences, student and family celebrations, and weekly communication our families express a sense of feeling highly connected to the school and their student’s progress. This is evidenced by our data results, engagement at events and feedback received.	This school year, the school improved parent and student feedback through increased opportunities for feedback. The school held 5 PAC meetings and 5 ELAC meetings that were remotely broadcast and also held simultaneously in person at multiple school sites. The increased feedback helped the school elicit input on LCAP, field trips, school events, and upcoming school activities. Feedback from one of our parents in Apple Valley was “I really appreciate the quarterly meetings talking [sic] about the school's goals and I also appreciate [sic] the text messages.” Future topics for PAC meetings will include feedback opportunities from our educational partners on topics such as college planning, English classes for families, gang prevention, drug/alcohol abuse, etc.	AVIHS made efforts to improve representation by all educational partners this year and we identified that underrepresented groups needed additional outreach for inclusion in school input and feedback loops. We made efforts to glean feedback in both English and Spanish this year, and 14.20% of our parents chose to complete the annual survey in Spanish form. One of the parents wrote, “La escuela es muy buena en tener comunicacion con migo. La señorita de enfrente mi ayuao mucho y la maestra de mi hiko lo adua a mejorar.” which translates to “The school is very good at having communication with me. The lady across the street [sic] helped me a lot and my son's teacher helped him improve.”
The school has a robust ELAC that is supported by multiple staff members who believe strongly in the importance of parent feedback as a cornerstone of providing academic support to students. Next school year, we plan to increase the amount of opportunities for educational partner feedback for input at PAC, ELAC, and school-wide meetings. We will also continue to offer meeting agendas and minutes in both English and Spanish with translation available at meetings for
non-native English speakers.	Alta Vista is an independent study charter school. We work diligently to create positive relationships between the students and their families as a means of encouraging progress toward graduation. This school year, the COVID-19 pandemic waned and AVIHS was able to offer more opportunities through in-person campus events and virtually hosted sessions than in prior years. Parents reported that they receive support for their student’s learning through teacher conferences, the personalized learning plan, and progress updates. School staff and teachers meet with parents/guardians at the beginning of the year to plan out their students' courses for the year. Teachers communicate academic progress with students and parents monthly. Student participation in dual-enrollment and CTE programs is now on the upswing, as students benefit greatly from in-person instruction and academic support. One of our parents noted on a survey, “I love that my child has the opportunity to do other training outside the school in learning a trade.  She enjoys the EMT training she's receiving.” From the input received from our educational partners an area of strength is our flexibility in providing opportunities for our families to receive support.	Alta Vista aims to improve student outcomes through a regular analysis of the partnerships and educational partners’ feedback. We have improved each year in our ability to gather meaningful feedback as we have provided more opportunities and then provided professional development for staff that interact with students. We have also been mindful of issues in greater society and provided training to our staff in advance of major issues, ranging from SEL crisis, individual crisis, and drug awareness trainings. We also ramped up tutoring supports through the hiring of additional tutors for academic support.	The school has identified underrepresented students in the Foster, African American, homeless, Special Education, and English Learner groups. To increase participation in student and family engagement, the school made efforts to expand our communication efforts. The school’s community liaison personnel continue to investigate community partnerships to increase parents’ knowledge and connection to resources. Educational partners in our underrepresented families have expressed a strong confidence in service and support to our students. One of the participating parents stated, “The school works diligently to provide supports for families and students.” We will continue in our commitment to provide partnership and accessibility in services as our students continue on their educational journey.	Our strength at Alta Vista Innovation High School is providing information and soliciting feedback from our educational partners in multiple opportunities and spaces that work with our parents' needs for flexible hour options for connection to the school. We offer PAC and ELAC meetings at different times throughout the school year so that parents and students are more likely to be able to attend. Other school events that we hold are award assemblies, Back to School Nights, Open House events, etc. We also distribute an annual survey to gather input from staff, students, and parents. One important data point from the survey this year is that 98.38% of parents felt that the school utilizes clear and effective communication. The results of that survey are shared at PAC and ELAC meetings near the end of the school year as part of the LCAP process.	House events, etc. We also distribute an annual survey to gather input from staff, students, and parents. One important data point from the survey this year is that 98.38% of parents felt that the school utilizes clear and effective communication. The results of that survey are shared at PAC and ELAC meetings near the end of the school year as part of the LCAP process.	The school can improve by engaging our underrepresented families through personal phone calls in their primary language, like Spanish, that invite them to meaningful school decision-making events like ELAC and PAC meetings, and LCAP educational partner meetings. One key finding from the local survey was from parent/guardian responses. When asked in the last school survey if they felt that their school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings, 85.14% responded that they agreed and strongly agreed. We are also ensuring that translation services are available at meetings, and co-hosting our meetings with remote Zoom or Google Meets so that families with transportation or other issues are still able to participate remotely.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-04	2024
36750510136960	Elite Academic Academy - Lucerne	3	At Elite, we deliver a tailored educational experience to every student, achieved through the cultivation of strong bonds with both families and students. The significance and potency of these connections are interwoven into the very fabric of our program, influencing every facet of our approach.

Strength 1: Integration of Connection into Staff Onboarding
As part of our commitment to fostering strong connections within our organization, we prioritize staff onboarding. Each year, staff contracts are renewed, and every staff member receives a comprehensive Staff Handbook outlining the school's safety protocols and expectations. Similar to the staff handbook, students and parents also receive their respective handbooks. These handbooks articulate the shared responsibilities of parents, teachers, and students to maintain regular communication. Furthermore, we facilitate both in-person and virtual professional development sessions for new staff, emphasizing relationship-building skills.
Strength 2: Personalized Connection in Student/Family Onboarding
Our Admission staff collaborates closely with our Onboarding team to ensure families receive personalized attention from the very beginning. Each new family is assigned an Onboarding coach who serves as their point of contact until they are matched with a Teacher of Record. The Onboarding coach guides them through the enrollment process, addresses inquiries, facilitates introductions to relevant staff members, and ensures they feel informed and supported. Families are equipped with an Onboarding packet to navigate our school and a link to a Welcome Survey, which is shared with the appropriate Elite team members for personalized engagement.

Strength 3: Diverse Communication Channels
We provide families with a multitude of communication avenues to connect with our Elite staff and offer feedback. These channels include email, the Parent Square application, Zoom meetings, scheduled appointments with teachers, phone calls, monthly newsletters, live synchronous sessions with teachers, LCAP workshops, Family Empowerment workshops, Parent Academy, ELPAC meetings, and our website. To accommodate diverse language needs, translators are readily available.

Strength 4: Resources for Relationship Development
Throughout the year, we offer webinars on relationship building and guidance on effectively supporting student development for both families and staff. Additionally, our Student Support Team is accessible to teachers, staff, and families, providing training, workshops, and valuable resources aimed at strengthening relationships.

Strength 5: Ongoing In-person and Online Connection Opportunities
Our commitment to fostering connections begins with the initial contact made with our Admissions office and the Onboarding Team. Once families are introduced to their teachers, they have the flexibility to schedule phone or Zoom appointments as needed. We also host an array of workshops, field trips, and school events.	We have identified several areas in which we aim to make improvements:
Enhancing our online presence: We are committed to continuously revamping and maintaining our website and social media platforms to better serve our community.
Strengthening parent engagement: We plan to increase our efforts in providing support and training to parents through Parent Square, our primary platform for disseminating schoolwide information to parents.
Expanding community partnerships: Elite Academic Academy is dedicated to expanding its network of high-quality community partners across all counties we serve. These partnerships are carefully selected to offer enrichment services and products that align with our mission of personalized education. All partnerships are thoroughly vetted to ensure compliance with the California Education Code and Common Core Standards.
Identifying and reaching out to support military and homeless families.	In order to enhance the interaction between our personnel and underrepresented families, we will undertake the following initiatives:
Ongoing training for our educators and staff in effectively collaborating with diverse communities.
Enhancing and expanding the provision of translated resources.
Continuously educating teachers and staff on providing assistance to students with IEPs, 504 plans, and those who are English Language Learners.
Organizing in-person gatherings at diverse public venues to broaden our outreach and accessibility. Hosting events at various time frames to accommodate working parents and coordinating transportation to events. 
Support services will contact military and homeless families to get feedback and provide support. 
	Collaboration between educators, families, students, support services and administration have resulted in the development of many effective programs and services that are contributing to the success of our students. 
Adaptive online/traditional content from a variety of curriculum options - Hired a Curriculum and MTSS Coordinator to review courses to identify patterns where students are struggling and revise courses as needed. This is a multi-year project which focused on English courses for year 1
 College & Career Readiness courses/curriculum from A-G Curriculum providers or Elite’s own adopted A-G course catalog 
Increased access to technology equipment to support unduplicated pupils 
Added additional courses to engage students with various interests so that they stay committed to their academic experience. 
 Implemented two benchmark assessment programs; one that can be administered online and one offline. This gives teachers the flexibility to assess students in a format that works best for the student. We also provided professional development on the use of programs and data interpretations from these two systems. 
Created project-based learning opportunities for additional hands-on learning. It is critical that connections be made between what a student is learning and what they experience. These experiences make learning more relevant. 
Implemented a comprehensive curriculum for ELL learners, including two support courses for our ELL students 
Increased Learning Lab tutoring and intensive intervention support for unduplicated pupils who are struggling, in an effort to close the achievement gap. Our Learning Lab/tutoring sessions give students another opportunity to build relationships and connect with a supportive adult. Not only do the Learning Lab coaches teach specific skills, but they also monitor progress, collaborate with parents and hold students accountable for their learning. 
Teacher MTSS Lead Positions, an MTSS Instructional Aide, and a Coordinator of Schoolwide Systems and Support position are focused on helping unduplicated pupils close the achievement gap 
Added more CTE pathways to support students and give hands-on real-world experiences for learning. 
Counseling team streamlined the process to identify and support military and homeless students. 

Engagement with Families: Our staff host informative parent workshops focused on math and writing. Each academy provides monthly newsletters, offering parents practical tips for optimizing their child's independent study experience. All students meet with their teachers on a weekly basis. Furthermore, formal learning period meetings occur at least every 30 school days, involving parents, students, and teachers.
	Increase community partnerships that allow us to provide a Year-round track of 200 days to increase the academic days and reduce the summer slide for low-income, EL, Foster Youth students that allow for credit recovery, CTE pathway discovery, reviewing of essential
skills, and the opportunity for students to get ahead.

Increase CTE partnerships and develop a wider range of course options for our students. 

The Student Services team will build systems to connect with homeless and military families so that their specific needs and concerns are addressed. 
	Upon enrollment, students and their families convene either in person or via Zoom to discuss the school's expectations and devise a plan for the student's academic success. Student progress is meticulously tracked and thoroughly reviewed with families at regular intervals, approximately every 30 days. During these sessions, teachers equip families with tools and guidance to bolster their students' learning experience.
Every student must undergo a reading and math diagnostic assessment to identify their strengths and areas in need of improvement. This data is presented to both the student and their family, and together, they establish and oversee academic objectives. Families are equipped with resources and workshops to help them decipher the data and effectively utilize progress monitoring tools to align with their individual academic goals for their student.
In cases where a student encounters academic challenges, the Student Support Department collaborates with teachers to provide additional assistance. Our Multi-tiered System of Support (MTSS) team engages with educational partners to orchestrate comprehensive student support, encompassing social services, counseling, intervention strategies, 504 plans, Student Success Team (SST) interventions, Learning Lab (comprising tutoring and skill development programs), and Parent Empowerment workshops. These workshops empower parents by elucidating the support tools and school programs available, including graduation pathways, 504 accommodations, English Language Learners (ELL) support, LCAP (Local Control and Accountability Plan), career planning, and tutoring options.
To address barriers hindering students from fully engaging in their educational journey, our social work and counseling departments establish multiple access points to their resources and services. Easily accessible phone, email, and calendar appointments are provided through email signature lines and our public-facing school website.
We maintain a comprehensive array of resources to bolster our families' mental health, facilitate access to housing, provide food services, offer LGBTQ+ support and information, and deliver academic assistance. Elite's social worker and school counselor diligently update these resources each year, ensuring virtual accessibility to all staff and families. Families and students can arrange individual meetings with the social worker or school counselor for personalized support spanning course selection, college and career planning, mental health needs, and life skills development. Furthermore, we collaborate with CareSolace to connect families with external mental health support.
We host workshops in English and Spanish that foster an inclusive and welcoming environment for families, promoting connections among families and offering practical tips to enhance overall well-being and support their students' academic endeavors. 
	Parents/Families
We actively encourage and appreciate feedback from parents and partners. Parents have direct channels for communication with teachers and school leadership, including email, the school's website, social media, and our Parent-Square app. Families are also encouraged to participate in LCAP meetings and Parent Workshops, providing valuable input on school goals and interests.
To enhance transparency, we hold monthly board meetings that are open to the public and prominently posted on our website. We employ various means to reach out to families, such as text messages, phone calls, Academy newsletters, and social media updates. Additionally, we distribute a monthly Elite-wide newsletter to all families, containing information about upcoming events and available services.
Throughout the year, Elite hosts multiple Family Nights where students and their families can engage in enjoyable and meaningful projects while receiving important updates from the institution. We actively seek family feedback during these events and share surveys to gather insights.
We utilize Panorama surveys for formal family surveys annually which focus on school culture, engagement, and identifying barriers to engagement. In addition to these formal surveys, we regularly distribute brief check-in Elite Cares or Learning Period surveys to gauge the immediate needs of our families. As part of the onboarding process, new families are invited to complete a survey to ensure their voices are heard.
Students
For our students, we distribute brief check-in Elite Care surveys to gauge their well-being and promptly address any concerns. We also established an Elite Student Leadership team, offering students the opportunity to provide feedback and actively participate in school meetings and activities. 

Teachers and Staff
Monthly board meetings are held to maintain transparency, open to the public, and accessible through our website. Formal Panorama surveys are administered annually to allow staff to provide feedback. As part of the formal evaluation process, staff are encouraged to suggest areas of improvement within the organization to their supervisors.
Furthermore, we collect feedback through surveys at the conclusion of staff and professional development meetings. To address specific school-related issues or concerns, we form focus groups consisting of teachers and staff.
	Diverse Feedback Channels for Parents/Families: While EAA offers multiple channels for parent and family feedback (email, website, social media, app), it's important to ensure that these channels are user-friendly and easily accessible for all demographics, including those with limited technology access or language barriers. 

Staff Feedback Integration: To improve staff engagement and satisfaction, not only should feedback be collected but there should be transparent mechanisms for addressing concerns and implementing actionable changes based on staff input. We regularly share updates on how staff feedback has influenced decision-making and improvements within the organization. Many committees, clubs or special programs have been created based on staff feedback. 

Inclusivity: Strive to make all engagement efforts inclusive and accessible to diverse cultural and socioeconomic backgrounds. This includes translating materials into multiple languages, considering various time zones for meetings, and providing support for families and students with special needs.

Data Utilization: Surveys are conducted regularly to ensure that the data collected is effectively analyzed and acted upon in department tactical planning. We use the feedback received to drive meaningful changes in school culture, engagement, and the removal of barriers to engagement.
	By strengthening our bonds with underrepresented families, we aim to enhance their engagement. To achieve this goal, we have expanded our in-person interaction opportunities for families and are hosting events in multiply locations to provide more accessibility,, facilitating connections with our staff and fellow families. We will harness the potential of our upgraded website, social media platforms, and an array of in-person events to foster these connections and extend invitations to parents and guardians for participation in workshops and advisory groups. We will also employ multiple concise surveys, easily accessible to all families, to gather valuable feedback and suggestions. These survey findings will serve as discussion points in our monthly meetings with families, which will be scheduled at various times throughout the day to accommodate different schedules. Our commitment to promoting equity and inclusiveness will persist as our MTSS staff and teachers continue their professional development in this crucial area.
	4	3	3	3	4	2	4	3	3	2	4	4	Met		2024-06-11	2024
36750510137794	Gorman Learning Center San Bernardino/Santa Clarita	3	According to the GLCN Satisfaction Survey, 97% of parents state that Gorman provides a welcoming environment for all parents.  In addition to this, 95% state that the concerns they share with their student’s teacher is heard and receives an appropriate response.	The focus area for improvement is increasing parent seminars and trainings throughout the year. In addition to this, we are providing digital libraries for families to access throughout the year. We are continuing to gather meaningful input from parents and guardians of students in underserved groups, including homeless and foster youth and English Learners.	Our homeless and Foster Youth have a liaison that provides services and resources to this population. The advisory council consists of parents and students who work closely with staff to offer feedback on programs offered to students. Translating services have been provided for EL parents to support the relationship between our staff and parents.	93.5% of parents who participated in the Satisfaction Survey state that Gorman has clear supports in place to support students who are struggling behaviorally.  95% of parents indicate that they are satisfied with their student’s learning at Gorman.  Key strengths of the program are continued parent seminars, increased Title I Targeted Services, and providing synchronous instruction opportunities.	The focus area for improvement continues to be supporting PLTs and parents in assessing student progress based on the state standards and making changes to personalized learning plans to address needs in terms of progress towards mastery. LEA will also continue to focus on educational partner engagement in Advisory Council and parent seminars. We continue to improve our MTSS program by targeting synchronous instruction opportunities to address the academic needs of all students.	Continue to provide professional development and training to teachers, parents, and staff in regard to our UP population. Use data to reflect on areas of need and growth. Continue to implement a multiple-tiered support system for all students to provide instructional strength.	Satisfaction Survey participation rate reached nearly 1,600 participants network-wide.  The school's Advisory Council continued to collaborate with educational partners to provide valuable insights into the direction and goals of the school. Gorman’s Homeless and Foster Youth Liaison has brought support to this population of students and families. Parents of SPED students were invited to participate in regular parent seminars.	Increased parent awareness of and engagement with the Council and ELAC. Based on the feedback provided by parent members of the Advisory Council/ELAC, the LCAP will address student in-person learning opportunities as a Focus Goal, Student Achievement, Parent Engagement, and other pupil outcomes, Implementation of Standards, School Climate and Course Access and Maintenance Goals. Based on the feedback of educational partners broadly, the school is continuing to address and add options for college- and career-readiness together with academic achievement through multiple services and actions.	Continue Parent Engagement Councils, events, surveys and collaboration with staff, teachers, students, and administrators.	5	5	5	5	5	5	5	5	5	4	4	4	Met		2024-06-27	2024
36750510138107	Southern California Flex Academy	3	Southern California Flex Academy reviewed feedback from 488 respondents across all students and parents/guardians. The response rate was 50%.

Building relationships between school staff and families is one of the main focuses within Southern California Flex Academy. As a fully remote, independent study charter school, having strong relationships between our families and our staff is key to student success. 

Teachers and staff are expected to cultivate positive and meaningful relationships with their students and families within our programs. Regular communication from our teachers and staff helps to facilitate a trusting and collaborative environment for our students and families. 

Our 2023-2024 Survey of Connectedness showed that parents/guardians and students feel they have developed strong relationships with the school staff at SCFA. 

Parent/Guardian Feedback:
- 98% of parents/guardians surveyed report that they feel welcome at the school
- 98% of parents/guardians surveyed report that their student feels welcome at the school
- 95% of parents/guardians surveyed report that they feel their opinions and feelings are heard by teachers, staff, and administrators

Student Feedback:
- 98% of students surveyed report that they believe students feel respect for the teachers and staff at the school
- 97% of students surveyed report that they feel encouraged by the teachers and staff at the school	"Based on the 2023-2024 ""Survey of Connectedness"", Southern California Flex Academy will prioritize actions directed at improving the following items: 

Student Feedback:
- 81% of students surveyed feel there is a teacher or counselor they can talk to about personal problems/concerns. 

Teacher/Staff Feedback: 
- 87% of teachers and staff surveyed feel they received adequate professional development opportunities around building relationships with students and families."	Southern California Flex Academy will improve the engagement of underrepresented families in relation to building relationships between school staff and families as follows :

- Expand the MTSS program
- Provide additional professional development opportunities to teachers and staff
- Continue to offer access to a Mental Health Counselor
- Continue to offer access to Student Success Coaches	At Southern California Flex Academy, we have two skilled teams whose purpose is to make sure that students experience both academic and social-emotional success. Our student success coaches track student's social and emotional success and provide resources as necessary. Our intervention team tracks students' academic progress and provides tiered support as needed. 

Results from the 2023-2024 Climate Survey report the following strengths:

Student Feedback:
- 98% of students surveyed feel that the teachers at SCFA created a safe environment in which to learn. 
- 98% of students surveyed feel that the school has guidelines in place that create a safe online environment in which to learn
- 100% of students surveyed feel that their teacher provides them extra help when asked
- 99% of students surveyed report that the courses they take are interesting and engaging	Southern California Flex Academy has analyzed the survey data from the 2023-2024 Climate Surveys. The following are areas of improvement. 

Student Feedback:
- 88% of students feel they are challenged by the curriculum and coursework

Teacher/Staff Feedback:
- 54% of teachers and staff surveyed feel that the curriculum can be improved	Southern California Flex Academy will improve engagement of underrepresented families in relation to building partnerships for student outcomes as follows: 

- Provide additional professional development opportunities to teachers and staff around resources to support the curriculum
- Continue to provide students with multiple options for additional academic resources	At Southern California Flex Academy, we encourage our families and our staff to actively participate in the decision-making of our school. We have bi-yearly climate surveys that are administered to our teachers, students, and families to gather decision-making input. We hold a space for public discussion and input at each monthly board meeting, and administrators host public Town Hall meetings periodically throughout the school year.  

An analysis of the 2023-2024 Climate Surveys report the following: 

Teacher and Staff Feedback:
- 87% of teachers and staff surveyed feel that the administrative team is accessible and open to feedback

Student Feedback:
-89% of students feel that they can give and receive feedback to and from their teacher

Parent/Guardian Feedback:
-95% of parents/guardians surveyed feel that their feelings and opinions are heard by administrators and teachers	Southern California Flex Academy has analyzed the feedback received from educational partners following the Town Hall meeting. The following are areas of improvement. 

Parent//Guardian Feedback: 
- Parents/guardians who provided feedback stated that they would like Town Hall meetings to be recorded so they can view them on their own time. 

Teacher and Staff Feedback:
- Teachers and staff who provided feedback stated that they would like to see more Town Hall meetings throughout the school year	Southern California Flex Academy will improve engagement of underrepresented families in relation to seeking input for decision-making as follows: 
- Provided recording of the Town Hall meetings
- Alternate the timing of the Town Hall meetings
- Increase the number of Town Hall meetings throughout the school year	5	5	5	5	5	3	5	5	4	4	4	4	Met		2024-06-12	2024
36750510139188	Granite Mountain Charter	3	GMCS continues to maintain a welcoming environment for our educational partners and seeks to elicit feedback throughout the year to ensure we are meeting the needs of those we serve. We maintain a variety of educational platforms and interventions that cater to the needs of our diverse population, including sub-groups and underrepresented families. At GMCS, we strongly believe in nurturing relationships between staff members and families. To ensure we are meeting their needs effectively, we frequently seek feedback through surveys and parental groups such as our ELAC meetings,  Parent University meetings, and TrailBlazer Community Group meetings to name a few. Our Regional Teams hold regular meetings with students and learning coaches to assist in student success. Our teachers create Academic Learning Plans for all students after assessing students' strengths and learning styles. Each high school student has a Four Year Plan created with the student, learning coach, and a high school expert. These plans serve as a framework for teachers, students, and families to review progress and set individualized goals during each learning period. Through these plans and goal setting, our staff engages in detailed discussions about students' strengths, areas of improvement, and overall development. All student’s progress is closely monitored and aligned with students' learning objectives. Student data is analyzed and shared at learning period meetings and with our regional teams to make sure each student receives the support needed. Students who may need additional support are referred to our student support teams and all students are provided with tier 1 intervention opportunities. These channels ensure that we address students' needs effectively and provide comprehensive support.	Granite Mountain has made strides in strengthening relationships between school staff and families, guided by educational partner feedback and our WASC action plan. GMCS has expanded and improved its parent engagement initiatives by hosting additional community days, field experiences, workshops, and information sessions. These efforts have empowered parents to support their child's learning at home and foster meaningful conversations with teachers. We have also implemented new surveys and focus groups, allowing families to express their opinions and suggestions regarding the school's practices and policies. By actively seeking and incorporating feedback, we have demonstrated our commitment to continuous improvement, and building trust between staff and families. We recognize that increased participation in these offerings will further strengthen the relationships between school staff and families, leading to increased collaboration, and support, and ultimately, enhanced student success. Looking forward we plan to offer more community events and service learning opportunities to continue to build and grow these relationships.	GMCS continues to work toward improving engagement and building personal relationships with a special effort toward our unduplicated students.To create a presence among our students, we have increased regular communication of county resources and support through emails and the school’s weekly Trailblazer newsletter. Unduplicated students have received priority enrollment for our intervention classes.  Our Student Support Administrator has redirected efforts in meeting with and connecting with students. These meetings focus on academic achievement, community resources, SEL support, and relationship building. Our Multilingual Destination Days serve as opportunities for our Multilingual students to continue learning while connecting with staff, GMCS peers, and community. This connection is also enhanced through our English Language Development classes where students receive personalized instruction, build relationships with the ELD teacher and paraprofessional, and with one another. EL families are invited to attend ELAC meetings where student success is highlighted through student presentations and achievement recognition.  ELAC meetings serve as another platform to enhance relationships among all educational partners.  Moving forward, Granite Mountain desires to take our offerings and increase participation in building relationships through individual invitations to events, programs, classes etc, and to streamline our tracking efforts in participation.	GMCS has several strengths in the area of building partnerships for student outcomes. We strive to analyze educational partner input from surveys, focus groups, meeting discussions, and local data. This past year we initiated focus groups that focused on achievement, assessment, and curriculum, we increased participation at our Parent Community groups and LCAP surveys, and we engaged educational partners in a series of reflective questions regarding our school and programs to analyze our programs and offerings. Our staff and families completed various surveys throughout the year to target specific programs we offer families, our LCAP goals, and our wellness survey to ensure they are meeting the needs of all educational partners, our staff and students feel safe at our school, and our LCAP goals have been realigned to drive our school. We strive to provide an environment centered on collaboration and assure our educational partners that their voices are heard. This year we continued our Parent University workshops for families and Trailmixer staff training to ensure our educational partners are equipped with the skills to be successful in assisting students in their academic journeys. We have grown our positive school culture and special populations departments to specifically focus on the needs of our educational partners and have targeted academic supports for students in their various content areas as Tier 1 intervention opportunities. We have grown our high school support division to ensure the resources are available to support these students before there is a drop in achievement. Our goal is to ensure students are supported and that these support sessions engage, connect and serve our various educational partners by meeting their specific needs throughout the year. In an effort to provide targeted instruction and academic learning plans for all students and ensure the learning plan is specifically designed to meet the students’ individual needs, we have placed a strong emphasis on academic achievement. GMCS teachers create learning plans that utilize a variety of curriculum, tutoring support, intervention classes, and support groups to meet our student personalized needs. The learning plans allow us to target the needs of each student so we can focus on their specific academic achievement. It is then through a series of local benchmarks assessments and the SBAC assessment that we then utilize data to inform our instruction. Data conversations have been at the forefront of our monthly staff Professional Learning Communities and we allow staff a forum to identify student needs and work together to provide support to all students.  This year we have also engaged in data centered focus groups to analyze our achievement data, sub group populations, and curriculum. Data is shared with learning coaches, and together with their HSTs students needs are evaluated and action plans are formed.	After analyzing various assessment,  survey, and focus group data, we have identified some areas of improvement in building partnerships for student outcomes. GMCS staff believe in the importance of meeting the needs of our students and seek to see increased student achievement outcomes. Some areas in which we wish to expand are to continue to offer more virtual and in person opportunities to increase student outcomes. We are revisiting previous programs such as GAME time and seeking ways to improve these programs to increase student attendance and see more growth. Through the analysis of our educational partner feedback through local LCAP and Wellness survey data, we have seen there is a continued need to improve participation in many of our offerings, programs, and surveys. We strive to grow these areas school wide, and have a plan in place to expand and streamline our communication efforts to target outreach for all educational partners with the use of the Parentsquare communication tool. With an emphasis in targeting families and staff needs, the use of Parentsquare is designed to increase awareness of our programs, offerings, and surveys to all educational partners. It is our hope that by increasing awareness, we will in turn, increase our participation rates in all areas as well. We understand that our educational partners' voice will allow us to build effective partnerships, as well as target critical growth areas for our school.  We strive to maintain an honest temperature assessment of the needs of all educational partners so that we can align our programs to meet their needs.	To increase student outcomes, GMCS plans to prioritize engagement with underrepresented families.  Our Student Support Division works closely with county representatives and programs to improve student outcomes. A number of families have utilized a rental assistance program that can address the needs of our McKinney Vento population. This program has prevented homelessness and in so doing has improved student outcomes. Our Student Support Division also assists with oversight of our unduplicated students in order to increase academic student outcomes. We have created a data discrepancy survey for teachers to complete when a student’s test scores do not coincide with the student’s daily work. This data discrepancy is analyzed and supports are put in place to increase student outcomes. Furthermore, our EL students receive EL Development and 1:1 tutoring to increase outcomes. With a student-centered approach, GMCS has several departments that collaborate to target the outcomes of our unduplicated students. These departments include Social Emotional Learning, Student Support, Positive School Culture, Community Engagement, and Achievement and the Regional teams. Moving forward, the desire is that the supports provided will cater to the needs of the whole child in our underrepresented students and we will see student outcomes rise.	Granite Mountain has demonstrated growth in eliciting educational partner feedback through meetings and surveys.  We have maintained a strong focus on gathering data and educational partner feedback to drive continuous improvements. By utilizing this shared data, we have enhanced our decision-making processes, underscoring GMCS's commitment to valuing educational partner input. To continue to enhance the success of our programs, we have actively sought input from all educational partners. We recognize the importance of the voices behind our surveys, and we have worked to increase the participation of our educational partners. Throughout the year, we have consistently provided educational partner surveys, ELAC meetings, parent community groups, and Parent University workshops to engage our community and solicit their feedback. We have placed an emphasis on ensuring the presence of unduplicated families at all these meetings, recognizing the importance of addressing their unique needs to better serve these students and families. Our efforts have led to steady increased attendance and participation across all areas, reflecting our dedication to continually improving our engagement with educational partners.	Overall, we have seen a small increase in parent participation in our programs and within our survey completion rates and we recognize how vital it is to receive their input. We feel we need to continue to work on engaging our educational partners along with increasing attendance and survey completion in all areas to get a more comprehensive picture of the needs of our school. The current response from our wellness surveys and LCAP surveys reflect an overall high satisfaction rate for GMCS.	GMCS continues to seek feedback from all educational partners to provide input for decision-making that affects our underrepresented families. To better support our students, we have created a McKinney Vento Focus group made up of GMCS staff members. This focus group gathered to look at data, offer feedback and share ideas on better supporting our McKinney Vento, English Learner, and Low SES students. This feedback has led to our 2024-25 vision of further supporting these students and the students’ HSTs.   We will continue to offer opportunities for engagement through 1:1 meetings with Foster Youth, English Language Learners, McKinney Vento and Military.  Our ELAC is a platform for EL families to participate and collaborate with staff. This year, we responded to ELAC member feedback by adopting an EL curriculum that offers workbooks and increasing in person learning opportunities. We continue to seek valuable feedback through surveys that help us fine tune our supports and programs.	4	5	5	4	5	4	5	4	4	4	4	4	Met		2024-06-27	2024
36750690000000	Upland Unified	3	Based on feedback from our educational partners the district has several
strengths as they relate to building partnerships for student outcomes.
Some of these strengths include regular communication with families about school activities and student academic progress, opportunities for families to be involved, and full access to a standards-based curriculum and supplemental materials. One additional highlight that has arisen is that our families feel they have someone they can reach out to at the moment they might have a concern about something.	From our educational partners we have learned that a focus are for us as a school district is to increase student access to counseling services at the secondary level.	To improve engagement of our underrepresented families our efforts have been focused on increasing our family participation in ELAC at the school sites and parent/family advisory groups (i.e., DFAC and DELAC) at the LEA level. These are important committees that give families a platform to express both concerns and ideas about how to best serve our students and families. UUSD will also collaborate more closely with our county office of education to seek new and improved ways to accomplish increasing our family partnerships.	Upland Unified School District has fully implemented Wednesday Webinars that occur 2 to 3 times a month for the entire school year focused on a variety of topics and providing families with tools to support their students at home both academically and social-emotionally. Some key topics related to social-emotional learning, differentiated instruction, and future college and career options, which included sessions on how to apply for the FAFSA and the Dream Act options were enjoyed by families throughout the district. Additionally, through family advisory committees (DELAC and DFAC) the district keeps families apprised on the progress of our LCAP goals by both sharing data and soliciting their feedback on our goals and actions as we develop our LCAP. Every school in the district operates a functioning School Site Council, PTA, and where applicable, an ELAC to foster strong home-to-school partnerships. UUSD will partner with our county office of education to explore additional ways to improve our family and community partnerships.	Based on feedback from our educational partners, there is one focus area that has emerged: opportunities for students to get involved after school. In response to this feedback, the district has expanded our after school athletics program for both elementary and junior high schools to include cross country, as well as increased access to after school visual and performing arts programs such as folklorico and theater.	To improve engagement of our underrepresented families our efforts have been focused on increasing our family participation in ELAC at the school sites and parent/family advisory groups (i.e., DFAC and DELAC) at the LEA level. These are important committees that give families a platform to express both concerns and ideas about how to best serve our students and families. UUSD will also collaborate more closely with our county office of education to seek new and improved ways to accomplish increasing our family partnerships.	The district's strength in seeking educational partner input for decision-making is that every school site and the district office have at least two groups of family/community members that allow for a genuine dialogue around decision-making as it relates to student support and learning outcomes, whether that be in regards to the SPSA, LCAP, or English Learners. During the LCAP feedback process, each site facilitates three sessions for families, one for students, and one for staff.	To increase the input we receive from our educational partners the district has increased outreach efforts to increase participation in committees both at the site level and at the LEA level. This includes improved communication with our families, especially those of underrepresented student groups.	To improve engagement of our underrepresented families our efforts have been focused on increasing our family participation in ELAC at the school sites and DFAC/DELAC at the LEA level. These are important committees that give families a voice to express both concerns and ideas about how to best service our students.	4	4	3	4	3	4	4	4	5	4	4	4	Met		2024-06-25	2024
36750770000000	Apple Valley Unified	3	Current strengths in this area include the addition of counselors to each school site which allows for more frequent communication and parental contact.  We are seeing increased numbers of parent volunteers, guest speakers, and other important connections that allow for relationships.  Our need for progress in this area is a symptom of the return from the pandemic closure and the loss of institutional trust.	Our educational partners have asked that we hold more frequent school site sessions for parents to meet with school administration to get updated information and ask questions.  Apple Valley Unified School District will be explicitly monitoring the success of all outreach with focused attention to survey data regarding parent and family relationships with the school. Educational partners asked that we gather comparable data to track the impact.	Apple Valley Unified will improve the engagement of underrepresented families by building and maintaining strong networks where families are invited, heard, and given opportunities to give input.  We will grow our District English Language Advisory Committee, District African American Parent Advisory Committee, and reach out directly to Foster parents.	The strengths of Apple Valley Unified School District in this area include the creation of several new parent groups during the 2023-24 school year that allows for input and discussion at the district level. This input has helped to identify needed trainings and priority metrics for parents.  Parents were instrumental in the development of the LCAP and the Ethnic Studies recommendations presented to the board for consideration for the graduation requirement of 2030.	The parents in these sessions have requested that we make progress in continuing to expand these offerings at the school site level. To that end, we will be scheduling more frequent school site parent sessions for input, celebration, and shared planning.	Key input from our District English Language Advisory Committee included a call for more accessible translation at parent events which we will provide.	Survey data from parents suggests that 41% of our elementary families and 42% of high school families feel empowered to play a meaningful role in decision-making at school.  While not the majority of families, this is a 5% increase over the previous year.	This survey question has become a priority metric for the district and school sites which will shift the focus on removing barriers so that families feel heard and valued.	By increasing access to all parent meetings by offering translation, child care, and other support, all parents, including those from underrepresented groups will have input in decision-making.	4	4	3	3	4	3	4	4	3	3	3	4	Met		2024-06-13	2024
36750773631207	Academy for Academic Excellence	3	AAE boasts a parent volunteer force of 400. Parents volunteer in classrooms, at field trips, in our local outreach endeavors, and our playgrounds. We communicate weekly with families via email with news, updates, and important dates. Each month, the AAE hosts a parent meeting to provide updates in sports, counseling, academics, facilities, and PTC endeavors. Individual teachers also communicate weekly with their families over email.	Our goal is to increase our use of translated materials sent out to families. We also aim to provide translators in our quarterly lottery and new families orientation.	AAE will improve the engagement of underrepresented families identified during the self-reflection process by implementing targeted strategies focused on building stronger relationships between school staff and families. Strategies include professional development for school staff on cultural awareness and sensitivity to better understand and respect diverse backgrounds, leverage staff who share cultural or linguistic backgrounds to liaise with families, and ensure communication is accessible for all including two-way communication. 

	AAE has created a school site council/ELAC that meets 9 times a school year. This council consists of parents, staff members, students, admin and community members that work together to guide the direction of our decision making. There are also monthly meetings called Parents and Pastries the provides valuable information to all of our attendees from our counselors, athletic director and administrators. This meeting provides a forum to give information and answer questions of any parent or community member in attendance. This meeting is also broadcasted live through Facebook where participants can watch and also ask questions. AAE works to be available every day with friendly staff to help address the needs of all of our visitors, parents and students. Each year, AAE also provides surveys to our staff, parents and students to acquire data from each group in regards to what they believe will benefit our school. This data is reviewed and studied so that we can make decisions that take into consideration what many of our participants desire to change. In addition to the mentioned modes of communication, AAE conducts a town hall/community voice meeting at our school with food provided. At this meeting, parents and community members are given data about our dashboard and LCAP and then they are put into groups to develop ideas on what they believe will create impactful change at our school. We work hard to create many different opportunities for our students, staff, parents and community members to have a voice in guiding the direction of AAE.	Despite the many ways in which AAE reaches out to gain insight into what all of our parents and community members feel, need, and want, we often receive little input from these venues. The number of surveys, participants at Parents and Pastries, Town Hall/Community Voice, volunteer opportunities, etc. are small in number and participation. There is information that is advertised, food provided, teacher requests, and flyers that attempt to increase participation, but many parents do not take the initiative to provide their insight.	There are many ways in which our school reaches out to our community and collaborators, but the number of participants does not meet our expectations or capacities of availability. AAE needs to utilize newer social media methods of advertisement to reach a greater number of participants. Through the Remind app, AAE will attempt to reach out and advertise to our parents the need for their input and guidance as we make decisions to improve our school and its policies. Further attempts to make the manner in which our community and collaborators are able to participate must be taken into consideration so that there is convenience and ease for them to provide feedback and input. There must also be more interaction between our staff and our parents to create interest in providing feedback. We as a school will work to provide more convenient and various opportunities to create interest in our community partners investing in the decisions that are made to help AAE evolve and grow.	AAE has created a variety of opportunities to get input from our community partners. Surveys are provided each year to our staff, students, and parents that allow for input to be made into how we direct decision making. Monthly Parent and Pastries meetings are conducted on our campus that provide valuable information and allow participants to ask questions. This meeting is also projected online through Facebook so that community members can participate from home. Our School Site Council/ELAC committee is composed of staff members, administrators, students, parents, and community members. This council meets 9 times a school year and allows for our community partners to receive information and participate in decision-making for our school. AAE also provides a Town Hall/Community Voice meeting that allows all who attend to learn more about our LCAP and dashboard results so that they can provide input in policy forming. AAE provides many different ways in which we can receive feedback from our community partners.	More efforts need to be made to advertise these opportunities so that we can reach a larger number of possible participants in our efforts to get input. Information must also be provided in Spanish to accommodate our increasing number of English Language Learning families. The location and times of the different ways that AAE works to gain insight from our community partners must be varied and made convenient to open opportunities for additional participation.	AAE will strive to make accommodations that meet the needs of all of the community partners. By providing translators and information that is given in Spanish and English, we can ensure that the information reaches the vast majority of our partners. We must also develop convenient locations and times for our input to be gathered in order to gain insight from all of our community partners.	5	5	3	4	4	5	5	5	5	5	5	5	Met		2024-06-10	2024
37103710000000	San Diego County Office of Education	3	Parent and Family Liaisons (PFL), staff, and administrators worked jointly to support families with multiple learning
opportunities, social emotional supports and hybrid options for parent involvement. The Student & Family
Engagement (SAFE) team meets monthly and includes School Counselors, School Social Workers, PFLs, Student
Transition, and interns. Listening circles with the parents of English Learners supported deeper staff understanding
of the strengths and representation of languages and cultures. Parent involvement and participation is a standing
agenda item and is discussed at every meeting. Parent involvement is also discussed at monthly leadership team
meetings, where opportunities and initiatives are reviewed for further dissemination throughout our schools.
Trainings are provided to the following teacher/staff committees: Special Education, Independent Study teachers, English Language Development Assistants, Attendance Clerks, Registrars, Student Support Specialists, and Office
Assistants. Expansion of resources in regional office Parent Centers will extend to all school sites.	A focus for improvement will be to continue to explore multiple methods of family involvement based on family feedback while also expanding opportunities for on-site resource opportunities and community events that include participation by teachers and other school staff. More Social Emotional Learning (SEL) and Restorative Practice (RP) opportunities have been requested by families, and we will continue to expand these offerings. School social workers and school counselors closely collaborate with parent and family liaisons to develop SEL/RP workshop content for families. School exhibitions provide spaces for family engagement with school staff and other educational partners. We will continue to expand our exhibitions and other extended learning opportunities. Families are viewed as a
resource to our schools, and we are working collaboratively to develop learning options taught by parents with families and schools staff as the learners.	The Student and Family Engagement team, along with our leadership and District Equity Leadership Team will analyze regional, program wide, and county data to inform our planning and educational partner development. Through continued responsiveness to requested resources, support, and trainings with information gathered through enrollment surveys, parent leader feedback, and community school event evaluations, we will plan engagement
opportunities that reflect expressed needs. We will continue to offer in-person, virtual, and hybrid events to create flexibility for family participation as parents have indicated that while they enjoy gathering at school sites and engaging in restorative field trips, virtual events can be easier to join. Community schools will continue to expand supports available at school sites and identify key partners to incorporate into our school communities in order to provide our families with the resources they need to support student success.	"Ongoing phone calls, school-based events, student led conferences, ""Design Jams"" and school reports provide opportunities for Parent Engagement and discussion of student progress. Additional opportunities for discussion of
student progress occur via transition planning, IEP meetings and teacher calls to parents.
Both in-person and virtual workshops and trainings are available during the day and evening. Parent support, including translation and information, is provided for IEPs, transition meetings (both from a custodial setting to home
and from community schools to home district), parent-teacher conferences, student exhibitions of learning and school open houses.
Specific activities, workshops, training opportunities, and “Coffee with the Principal” meetings included topics such
as: academic success (A-G Requirements, graduation requirements, and local and state assessments among others), transition opportunities, attendance, financial aid and scholarships, restorative practices, human trafficking and CSEC, drug, tobacco use and vaping, use of technology, Career Readiness and Technical Education (CRTE), Visual and Performing Arts (VAPA) information was provided."	A focus area will be to increase communication on Parent Engagement activities, student progress, current research,
available resources, in-person and distance opportunities. Implementation of improvements to the student information system and related training materials and workshops will provide families with the tools to access the
parent portal, further increasing accessibility of information on student progress. Improvement of our notification system through daily reports and staff training will support increased accuracy and will alert staff when further outreach is required. Updating and expanding resources on our website will allow for further dissemination of
information and resources. We will also continue to expand opportunities for student exhibitions of learning through Student Led Conferences and Design Jams which include our educational partners in the development and execution of events that highlight student growth in academics, Career Technical Education, and Visual and Performing Arts.	"We will continue to engage our families via our identified areas of strength: school engagement activities, student led conferences, ""Design Jams"" and school reports provide opportunities for Parent Engagement and discussion of
student progress. Additional opportunities for discussion of student progress occur via transition planning, IEP meetings and teacher calls to parents. Our further work will include expanding opportunities for shared experiences
through student exhibitions, community school events, and student/family feedback on the opportunities that are most engaging and successful from their perspective."	Parent trainings and workshops shifted to a hybrid format with offerings provided both in-person and virtually based on parent request. Parent feedback at outreach events, LCAP Community Forums & stakeholder surveys were used to guide the creation of the 2023-24 LCAP Goals & actions and services which align with our SPSAs goals WASC action plans and CCSPP implementation. DPAC & DELAC members have been active leaders in contributing to the
engagement of additional parents. Information regarding the PFEP is continuously provided via workgroups, at parent meetings & via the district website. Parent feedback on SPSA development and LCAP goals is solicited, encouraged & has been a key element in the development of our LCAP. Parents provided feedback and planning
support for the development of workshops, parent trainings, Social Emotional Learning activities, educational book clubs and needs & assets to shape our growing partnerships via surveys, request at district meetings, feedback
during “Coffee with the Principal” and small group discussion.	A focus area will be to increase communication on community school implementation, parent involvement activities, student progress, current research, available resources, in-person and distance opportunities. Implementation of a
new student information system and related training materials and workshops will provide families with the tools to access the parent portal, further increasing accessibility of information on student progress. Improvement of our
notification system through daily reports and staff training will support increased accuracy and will alert staff when further outreach is required. Expansion of the notification system to include additional texting features will improve
communication with our parents in their preferred method of outreach. Updating and expanding resources on our website will allow for further dissemination of information and resources. We will also continue to expand opportunities for student exhibitions of learning through Student Led Conferences and Design Jams which include
our educational partners in the development and execution of events that highlight student growth in academics, Career Technical Education, and Visual and Performing Arts.	The Parent and Family Liaisons, in collaboration with the Student and Family Engagement team along with our
leadership and District Equity Leadership Team will continue to engage our families via multiple opportunities for input and feedback. Surveys upon enrollment will provide us information on immediate family needs. Continuing opportunities for discussion and input will be available via community school advisory, School Site Council, district
and school specific English Learner Advisory Councils, and our District Parent Advisory Council. We will continue to utilize empathy interviews to provide more in-depth responses to guide and shape our decision-making. Data will be provided to families to assist in our cycle of continuous improvement.	5	5	4	4	4	5	4	4	4	4	4	4	Met		2024-06-12	2024
37103710108548	Iftin Charter	3	Iftin Charter School (ICS) is deeply committed to building meaningful relationships between school staff and families, essential for creating an inclusive and supportive educational environment. ICS has identified several key strengths and progress areas in fostering these relationships:

Effective Communication: ICS has established multiple channels for communication, including regular newsletters, parent-teacher conferences, and digital platforms, ensuring families stay well-informed about their child's progress, school events, and updates.

Parental Involvement Programs: ICS offers various programs such as workshops, volunteer opportunities, and family engagement nights, helping parents become more involved in their children's education while fostering a sense of community and partnership.

Cultural Competency Training: Recognizing the diverse backgrounds of our student population, ICS has implemented training for staff on cultural competency and sensitivity, helping them build respectful and understanding relationships with families from different cultural backgrounds.

Accessible Support Services: ICS provides accessible support services, including language translation, counseling, and resource referrals, ensuring all families can effectively engage with the school and support their children's education.

Valuing Family Feedback: ICS actively seeks and values feedback from families through surveys, suggestion boxes, and focus groups, using this input to continuously improve engagement strategies and address any concerns or suggestions from the community.

Inclusive School Climate: Efforts to create a welcoming and inclusive school climate have been successful, evidenced by positive feedback from parents and increased participation in school activities. School events are designed to be inclusive and celebrate the diversity of our school community.

These strengths highlight ICS’s dedication to fostering strong, positive relationships between school staff and families, ultimately contributing to a supportive and collaborative educational environment.	Iftin Charter School (ICS) is committed to strengthening relationships between school staff and families. Feedback has highlighted the need for more effective engagement with new families and underrepresented communities.

Enhancing Communication: While existing channels are in place, ICS aims to strengthen two-way communication to ensure family voices are actively integrated into decision-making. This includes creating more opportunities for dialogue and feedback.

Personalized Engagement: Responding to requests for more personalized meetings, ICS will focus on engaging families from underrepresented and marginalized communities. This involves identifying barriers to participation and developing targeted strategies to ensure these families feel welcome and involved. To accommodate varying schedules, ICS will offer more flexible meeting and event times, including virtual options, ensuring greater participation in school activities and meetings.

Professional Development: ICS will provide ongoing professional development to equip staff with advanced skills in family engagement, particularly in understanding diverse family dynamics and effective communication techniques. This training will help staff build meaningful and supportive relationships with all families.

Support for Non-English Speakers: Providing additional resources and support for non-English speaking families is crucial. ICS will ensure the availability of translation and interpretation services at all school events, meetings, and in all communications.

Building Trust and Transparency: To build greater trust and transparency, ICS will consistently share information about school policies, decisions, and student progress. Ensuring families feel their input is valued and acted upon is a priority.

Community Partnerships: ICS will continue to strengthen partnerships with community organizations to provide families with access to additional resources and support services, including health, social services, and extracurricular opportunities.

By focusing on these areas, ICS aims to create a more inclusive, responsive, and supportive environment that fosters stronger relationships between school staff and families, ultimately enhancing student outcomes.	Iftin Charter School (ICS) has developed a strategic plan to enhance the engagement of underrepresented families in building relationships with school staff:

Culturally Responsive Outreach: ICS will implement culturally responsive outreach strategies to connect with underrepresented families. Three parent liaisons who speak the families' languages and understand their cultural backgrounds will facilitate communication and build trust.

Accessible Communication: ICS will ensure all communications are accessible and comprehensible to underrepresented families. This includes translating materials into multiple languages, using visual aids, and employing various media platforms to reach families in their preferred formats.

Community Partnerships: ICS will strengthen partnerships with local community organizations that already have established trust with underrepresented families. These partnerships will help bridge the gap between the school and the families, providing additional support and resources.

Empowerment Programs: ICS will offer programs that empower underrepresented families by providing leadership training, advocacy workshops, and opportunities to participate in school decision-making bodies. By involving families in leadership roles, ICS will ensure their voices are heard and their perspectives are valued.

Regular Feedback Mechanisms: ICS will establish regular feedback mechanisms such as surveys, focus groups, and suggestion boxes specifically targeting underrepresented families. This feedback will be used to adjust and refine strategies to better meet their needs.

Support Services: ICS will provide additional support services to underrepresented families, including access to interpreters, counseling, and workshops on navigating the educational system. These services will help families feel more confident and capable of engaging with the school.

Cultural Celebration Events: ICS will host events and activities that celebrate the cultural diversity of its student population. These events will provide opportunities for families to share their cultural heritage, fostering a sense of belonging and community.

By implementing these strategies, ICS aims to create a more inclusive and engaging environment for underrepresented families, enhancing their involvement in their children's education and strengthening the overall relationship between school staff and families.	At Iftin Charter School (ICS), forming strong partnerships with families is key to our goal of improving student outcomes. Our comprehensive approach includes providing educators with the resources to effectively engage with families, empowering parents to support their children's learning at home, fostering meaningful communication between teachers and families. This is an area of strength for Iftin, as evidenced by the following initiatives and achievements:
The Outreach Coordinator and Parent Liaison play pivotal roles in encouraging parents to participate in all meetings and conferences. This proactive approach ensures that parents are consistently involved in their children's education.
ICS held eight parent conferences this year. This regular interaction allows for ongoing dialogue between parents and teachers, fostering a collaborative approach to student progress and addressing concerns promptly.
Bi-weekly report cards are sent home, keeping parents up-to-date with student achievement and progress. This frequent communication helps parents stay informed and engaged in their children's academic journey.
The PowerSchool parent portal and Class DOJO are effectively used to send special invites, messages, and updates from both classrooms and the school. These digital tools enhance communication and make it easier for parents to stay connected with the school.
ICS regularly scheduled parent education events cover topics selected by both parents and staff. These events address areas such as common core standards, homework help, technology use, home/school communication, digital programs to support student learning, school procedures, safety, and LCAP goals. The positive feedback from these events indicates strong connections and trust between the school and families.
ICS focal point for the 2024 LCAP is to enhance efforts to increase parent engagement and participation. This includes offering training to staff to support this goal and actively seeking input from parents to identify their areas of interest. This targeted approach demonstrates a commitment to continuous improvement and responsiveness to parent needs.
These strengths highlight Iftin’s commitment to building robust partnerships with parents and families, ensuring they are integral to the educational process and student success.
	Based on feedback from educational partners and local data, Iftin Charter School (ICS) has identified key areas for enhancing its partnerships with families, particularly in accommodating diverse family schedules to boost participation. To better understand the most convenient times for family involvement, we are launching a survey to collect detailed feedback from all our families. This initiative is essential to aligning our event scheduling with the community’s availability, thereby promoting greater attendance and engagement.
These improvements will create a more inclusive and supportive school environment, leading to better educational outcomes for our students. Our clear goal is to ensure every family is actively involved and informed, paving the way for successful and collaborative educational experiences.
	At Iftin Charter School (ICS), we are committed to improving engagement with our historically underrepresented families, especially parents of English Learners and working parents who have faced challenges in participating in school activities. By recognizing the unique needs and barriers these groups encounter, we are proactively taking steps to ensure their involvement in our school community.
ICS will implement culturally responsive outreach strategies to better connect with underrepresented families. This includes employing bilingual community liaisons who understand the cultural contexts and languages of these families to facilitate communication and build trust.
	At Iftin Charter School (ICS), we prioritize community engagement in our decision-making processes. Understanding the value of diverse perspectives in shaping our educational environment, we have implemented strong mechanisms to ensure that all voices are heard. Based on the analysis of educational partner input and local data, the LEA has several strengths and has made significant progress in seeking input for decision-making:
ICS has established and maintains active committees, such as the School Site Council (SSC) and the English Learner Advisory Committee (ELAC). These committees are instrumental in linking student learning and development with school culture and decision-making processes. Notably, both committees are comprised of 50% parent members and 50% staff, ensuring balanced representation and diverse perspectives.
These committees play a crucial role in reviewing new or revised plans, policies, and procedures before they are adopted by the Board. This includes critical areas such as budget development and the Local Control and Accountability Plan (LCAP), ensuring that stakeholder input is considered in financial and strategic planning.
ICS regularly conducts surveys to gather input from parents, staff, and students. This practice ensures that the voices of all key stakeholders are heard and considered in major decisions and issues facing the school and Board. The introduction of student surveys this year further enhances this inclusive approach by capturing student perspectives directly.
Parents and guardians have multiple opportunities to engage with the school and provide input through various committees and meetings. This ongoing engagement helps build a collaborative school environment where stakeholders feel valued and heard.
ICS maintains transparent communication channels with parents and the broader school community. This openness fosters trust and encourages more active participation in decision-making processes.
ICS demonstrates a commitment to integrating feedback from all stakeholders into its decision-making processes. This responsive approach ensures that the school's policies and initiatives are aligned with the needs and preferences of its community.
These strengths highlight the ICS's commitment to a collaborative and inclusive approach to decision-making, ensuring that the voices of parents, staff, and students are integral to shaping the school’s policies and programs.
	"Iftin Charter School (ICS) understands the significance of improving our decision-making processes to ensure every family's voice is heard. Based on community feedback, we have identified critical areas for enhancement in seeking input for decision-making include:
•	Broadening representation within committees.
•	Implementing more inclusive engagement strategies.
•	Ensuring accessibility of feedback mechanisms.
•	Increasing student engagement.
•	Enhancing transparent communication.
•	Providing training and capacity building.
•	Establishing evaluation mechanisms for continuous improvement.
By focusing on these areas for improvement, ICS aims to create a more inclusive and participatory decision-making process, where the voices of all stakeholders are valued and considered in shaping the direction of the school community.
"	At Iftin Charter School (ICS), we are committed to increasing the involvement of underrepresented families, specifically working families and families of English Learners (EL), in our decision-making processes. Our recent analysis has underscored the specific challenges faced by these groups, notably their limited availability due to demanding work schedules that often involve holding multiple jobs.
ICS parent liaisons play a central role in bridging the communication gap between the school and our underrepresented families. This position is pivotal in comprehending and addressing the unique needs and challenges of these families, thereby facilitating more personalized communication and engagement strategies.
Understanding the scheduling obstacles our families encounter, ICS is crafting a Parent Calendar that will detail all family-oriented events throughout the year. This initiative aims to give families early notice of upcoming events, enabling them to plan ahead and enhance their opportunities for participation. By catering to the busy schedules of our working families, our goal is to promote increased engagement in school governance.
ICS is committed to creating a more inclusive and participatory environment, ensuring that our decisions reflect the diverse needs of our entire school community.
	5	5	5	5	5	5	5	5	4	4	4	4	Met		2024-06-14	2024
37103710124321	Howard Gardner Community Charter	3	Parental safeguards are always offered to parents, multiple opportunities for parents to learn of the academics at HGCS, two weeks of parent conferences	Providing more ways for parents and families to be involved in their child's learning.	Continue with the staffing of Parent Liaison and continue to create and solicit feedback from families	Parental safeguards are always offered to parents, multiple opportunities for parents to learn of the academics at HGCS, two weeks of parent conferences	Providing more ways for parents and families to be involved in their child's learning.	Continue with the staffing of Parent Liaison and continue to create and solicit feedback from families	Commitment to a Parent Liaison, issuance of parent survey feedback	Offer more opportunities for guardians to become engaged	Continue to Parent Liaison and surveys	3	3	3	4	2	4	4	4	2	2	2	4	Met		2024-06-20	2024
37103710134577	Audeo Charter II	3	"The school has made significant progress in building strong relationships between school staff and families: key strengths and progress in this area include:
•	High-quality Teachers: Each student is assigned a high-quality Teacher who is responsible for supervising all subjects and providing personalized attention. This close relationship ensures teachers can adjust assignments to meet student needs and goals and facilitates timely communication with parents.
•	Parental Involvement: The school emphasizes the importance of parental involvement in student success. Parents are encouraged to set high expectations, talk about school daily, monitor schoolwork, establish daily homework routines, stay aware of test schedules, and maintain regular contact with teachers. This partnership approach helps in creating a supportive environment for students.
•	Family Resources: The school provides extensive resources for families, including financial aid information, standardized testing support, and help with college admissions. These resources are designed to assist families in navigating the academic landscape and supporting their children’s educational journey.
•	Personalized Learning Environment: The school operates with a low student-to-teacher ratio, allowing for personalized attention and the ability to build strong, individualized relationships. Teachers are deeply familiar with their students' academic levels and progress, which fosters a more tailored and supportive learning experience.
•	Regular Communication: The school ensures regular communication through weekly conferences where parents receive updates on their child’s progress, attendance, behavior, and upcoming events. This continuous engagement keeps parents informed and involved in their child's education.
These efforts collectively enhance the relationship between school staff and families, ensuring that students receive the support they need to succeed both academically and socially.  Parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 100% of parents report being able to provide input and feedback to the school through multiple ways. The school values the partnership between school staff and families as the foundation of parent and family engagement. Over 100% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 100% of parents report that the school provides innovative and engaging learning environments. 
"	Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community The school regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed.
The LEA’s focus areas for improvement in building relationships between school staff and families include increasing parental participation in the Family Learning Series to foster a deeper engagement with their children’s education. They aim to encourage parents to support their students in excelling in mathematics by providing resources and strategies to reinforce learning at home. Another focus is to gather more input from parents on specific needs such as language development and mental health, ensuring that the school’s programs are tailored to address these critical areas. These efforts are designed to create a more collaborative and supportive environment for students and their families.
	To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated, and interpreters have been made available for calls and meetings. The school will issue continue to Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Parent Square further provides communication and engagement opportunities between the educational partners and the school.	The LEA’s current strengths and progress in building partnerships for student success include providing a highly personalized academic experience through one-on-one instruction and small group sessions. The school emphasizes rigorous academic standards and regular assessments to ensure students meet or exceed expectations. The school offers various opportunities such as college courses, career technical education, internships, and leadership roles through programs like the California Cadet Corps. Additionally, the school engages students, parents and community partners in creating Pathways Personalized Education Plans to support individual student goals and needs. 
The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and support for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and support to families throughout the school year.
	The LEA’s focus areas for improvement in building partnerships for student outcomes include enhancing math resources and instructional support to boost student proficiency in mathematics. They also aim to strengthen college and career planning and guidance to ensure students are well-prepared for post-secondary education and career paths. Additionally, a focus is placed on improving strategies to help students graduate on time by providing targeted interventions and personalized support. These efforts are designed to create a more robust support system for student success.
Based upon information collected from students, the school will maintain or expand Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA.
	Audeo Charter II is fully committed to continuously improving the engagement of underrepresented families with our partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical, and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals. To better facilitate school to home two-way communication and input with English Learner households, school materials will be translated as translators provided when needed. Demographically, the LEA is majority-minority, majority SED, and a higher percentage of students with disabilities than the surrounding community. All students have full access to the courses and opportunities offered at the school.  The school continues to solicit input from educational partners to identify and address student and family needs and to break down barriers to success.	The LEA’s current strengths and progress in seeking input for decision-making include actively involving teachers, principals, administrators, school personnel, parents, and students through diverse engagement methods. Teachers contribute via the Staff LCAP Engagement Survey, ELAC Instructional Meetings, and professional learning sessions. Principals and administrators provide input through team huddles, SSC meetings, and strategic planning sessions. Parents participate in surveys, Open House, and Senior Night events, while students share their perspectives through surveys, School Site Council meetings, and various school events that focus on family engagement and provide opportunities for input into the school’s programs. This inclusive approach ensures the LCAP reflects the needs and priorities of all stakeholders, fostering a collaborative environment for student-centered actions and priorities.

The school engages educational partners in its processes for continuous improvement and prioritizes building the capacity of staff and families to engage in advisory groups and decision making. The school provides training for SSC members annually and holds regular meetings to develop, refine, and update the LCAP. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides training, resources, support, and feedback opportunities throughout the school year. In 2023-2024 the school received input from students and parents and used the results in the development of the 2023-2024 LCAP.	The LEA’s focus areas for improvement in seeking input for decision-making include increasing parent and student participation in surveys, increasing attendance for the Family Learning Series, College/Career week, and engaging more in Open House and other school events. By enhancing these engagement methods, the LEA aims to gather more comprehensive and diverse feedback from parents, ensuring that their perspectives are effectively incorporated into the decision-making process. This approach is intended to create a more inclusive and responsive environment that better supports the needs and priorities of students and their families.	School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff utilize ParentSquare to engage in two-way communication with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive English Learners Advisory Committee (ELAC) meetings will seek to increase parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will continue to provide translated materials and resources for parents and family members of English Learners.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
37103710136085	Scholarship Prep - Oceanside	3	Building relationships with families is a definite strength for Scholarship Prep. Attendance rates at major events are very high, family education classes have strong turnout, and our advisory groups are fully implemented. We have made progress through offering more relevant family trainings, providing more flexibility in scheduling major events, expanding our advisory groups’ roles, and offering more opportunities for families to be a part of the educational process (especially through now offering virtual attendance at most events).	An area of focus for us will be in engaging reciprocal relationships with our families to actively identify their cultures for more inclusion in the classroom. The process of engaging families will be done through the annual survey, providing explicit time during conferences to discuss culture and background, and providing culturally relevant training to staff members. There will be a specific focus on underrepresented families who traditionally have not engaged in the feedback loop. We will elicit their input through offering relevant meeting topics, direct phone calls, and home visits as needed. The expected outcomes of these efforts are to see higher levels of parental engagement and attendance, more culturally relevant texts, and student projects and presentations that are infused with cultural currency.	We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach.	The only way Scholarship Prep has been able to achieve the scores we have so far is through collaborative partnership with our families.  Our student outcomes, from CAASPP performance to attendance rate, have only been possible because of the partnership. Therefore, it is self-evident that strong partnerships have been built. Key among our strengths in this area are our programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. This is embedded in our calendar and procedures, from discussing ELPAC scores and reclassification with every English Learner’s family, promoting active parent attendance and input at multiple school events, and holding regular ELAC and Pep Squad meetings.	The focus area for this component is married to the focus area for Building Relationships. We need to ensure that all staff members are appropriately trained and supported to engage in reciprocal relationships with our families despite language, background, ethnic, and other differences. These trainings will be especially vital for supporting connections to our underrepresented families who are often years into a disenfranchisement process with the public education system. We will continue to build those partnerships through offering relevant meeting topics, direct phone calls, and home visits as needed.	We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach.	We have been able to engage our core families in advisory groups and decision making. Our ELAC, Pep Squad, and key parent groups meet frequently and discuss pertinent, high-level, engaging items. Members from the respective groups also engage with our governance body at the Board meetings as applicable.	The focus area for this component is that we must ensure that we engage all families in the decision making process. We need to focus on expanding our pool of families that are serving on or interested in advisory groups. We will be intentional in identifying underrepresented families for participation and supporting their participation through direct phone calls and home visits as needed.	We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach.
	4	4	4	5	4	5	4	4	3	3	4	3	Met		2024-06-20	2024
37103710137695	Community Montessori	3	From a Montessori perspective, our LEA has exhibited significant strengths and progress in fostering relationships between school staff and families, emphasizing collaboration, respect, and mutual learning. Key areas of strength include:

Respectful and Individualized Communication: Communication strategies are tailored to meet the unique needs and preferences of each family. This involves personalized updates on student progress and invitations to engage in their child's learning journey, reflecting the Montessori emphasis on individual development and community collaboration.

Community Integration: Our Montessori schools regularly organize community-based learning events and social gatherings that encourage families to actively participate in the educational environment. These events serve as platforms for parents and guardians to connect with one another and with educators, promoting a unified educational community.

Parent Education and Engagement: We offer workshops and seminars that help parents understand the Montessori method and the educational philosophies we follow. This education empowers parents to extend Montessori principles into the home, fostering consistency in the child’s learning environment and deepening the partnership between school and family.

Inclusive Decision Making: Families are invited to be part of decision-making processes concerning curriculum and school policies. This inclusion is central to the Montessori philosophy of collaborative learning and community responsibility.

Support for Whole Family: Recognizing the holistic approach of Montessori education, our schools provide support not just for students but for the entire family. This includes resources for parental well-being, family counseling, and community support services, ensuring that the family unit is nurtured and supported, which in turn enhances student success.

These strengths reflect our dedication to maintaining strong, supportive, and collaborative relationships with families, which are crucial in the Montessori educational model for fostering environments where children can thrive academically and personally.






	Based on the insights gathered from educational partners and local data, our LEA has identified several focus areas for improvement in building stronger relationships between school staff and families, particularly through a Montessori lens:

Enhanced Cultural Competence: Recognizing the diversity within our community, there is a need to further develop cultural competence among staff. This involves training programs that deepen understanding and appreciation of different cultural backgrounds, ensuring that all family interactions are respectful and inclusive.

Consistent Communication: While communication has been a strength, there is room for making these interactions more consistent and regular. This includes establishing a routine that ensures all families receive timely updates and information, which is crucial for maintaining engagement and trust.

Expanded Parent Involvement Opportunities: We aim to broaden opportunities for parental involvement beyond traditional roles. This could include more varied roles in classroom activities, governance, and extracurricular programs, allowing parents to contribute in ways that align more closely with their skills and interests.

Feedback Mechanisms: Improving the mechanisms for collecting and responding to feedback from families is crucial. We plan to implement more robust systems that not only gather feedback more effectively but also show families how their input has led to tangible changes.

Accessibility and Support: There is a need to enhance the accessibility of our educational environments for all families, particularly those who may face barriers to participation due to language, work schedule, or transportation issues. Providing flexible meeting times, translation services, and virtual engagement options are among the improvements considered.

Focusing on these areas will support our LEA's goal of strengthening partnerships with families, fostering an educational community that is inclusive, responsive, and supportive of every student’s growth and development.	Based on insights from educational partners and local data, our LEA is committed to improving the engagement of underrepresented families in building relationships between school staff and families. Here’s how we plan to address this:

Individualized Outreach: We will tailor our outreach efforts to meet the unique needs and circumstances of underrepresented families. This might involve personalized communication and home visits, ensuring that families feel seen and valued as crucial members of the school community.

Cultural Relevance and Inclusion: Understanding and integrating the cultural backgrounds of all families into the school's curriculum and events is vital. This includes celebrating a variety of cultural traditions within the school and incorporating multicultural education that reflects the diversity of the student body.

Flexible Participation Opportunities: We acknowledge that different families have different availability. To accommodate this, we will offer varied engagement times and virtual options for participation, ensuring that every family has the opportunity to be involved in a way that suits them.

Empowering Parent Roles: We will create more roles for parents and guardians that allow them to contribute their strengths and interests. This could be through parent-led workshops, community garden projects, or participation in classroom activities, fostering a deeper connection with the school.

Enhanced Communication Tools: Implementing communication tools that cater to various languages and literacy levels is essential. Visual aids, translated materials, and technology-supported communication (like apps that provide real-time translation) will be used to ensure clarity and accessibility.

Community Building Events: Regular community events that encourage interaction and bonding among families, staff, and students will be crucial. These events will be designed to be welcoming and inclusive, emphasizing shared experiences and mutual learning.

Feedback and Improvement Mechanisms: Establishing clear, respectful, and responsive channels for feedback from underrepresented families will help adapt practices to better meet their needs. This continuous loop of feedback and action is a cornerstone of the Montessori approach, emphasizing ongoing growth and adaptation.	Based on the feedback from educational partners and analysis of local data, our LEA has demonstrated considerable strengths and made significant progress in building partnerships for student outcomes. Here are some key areas of strength:

Collaboration with Local Organizations: We have established strong partnerships with local businesses, higher education institutions, and community organizations. These collaborations provide students with real-world learning opportunities, internships, and community service projects that enhance their educational experience and prepare them for future careers.

Family Engagement: We've developed effective strategies for involving families in the educational process, which has been instrumental in improving student outcomes. Regular workshops, parent-teacher conferences, and digital platforms for communication ensure that families are well-informed and actively engaged in supporting their children’s learning.

Professional Development: Our LEA has prioritized professional development to ensure that teachers and staff are equipped to work collaboratively with partners and leverage these relationships to enhance student learning. This includes training in data analysis, culturally responsive teaching, and collaboration techniques.

Data-Driven Initiatives: We use data effectively to identify areas for partnership development, monitoring the impact of these collaborations on student outcomes. This approach allows us to tailor our strategies to meet specific educational goals and adjust practices based on measurable results.

Community-Based Learning: Initiatives that integrate community resources and local expertise into the curriculum have been expanded, providing students with comprehensive learning experiences that connect classroom learning with real-world applications.

These strengths highlight our LEA’s commitment to fostering robust partnerships that contribute significantly to enhancing educational outcomes for all students.	Through a Montessori lens, our LEA has identified several key focus areas for improvement in building partnerships that enhance student outcomes. These improvements emphasize holistic education, community involvement, and the individual potential of each student, core principles of Montessori education:

Expanding Community-Based Learning: While we already integrate local resources into our learning models, there is room to deepen these connections. We aim to increase partnerships with local arts organizations, environmental groups, and science institutions to provide students with hands-on, experiential learning opportunities that are seamlessly integrated into the Montessori curriculum.

Enhancing Real-World Applications: We plan to further bridge classroom learning with real-world applications by creating more student internships and project collaborations with local businesses and professionals. This will provide practical experiences that are critical for nurturing self-directed learning and problem-solving skills.

Inclusive Partnership Development: Recognizing the diversity of our student body, we seek to broaden our network of partners to include more culturally diverse organizations and community groups. This will ensure that our partnerships reflect the multicultural values of our community and provide a more inclusive range of perspectives and learning opportunities.

Parent and Family Integration: To strengthen the triangular relationship between students, schools, and families, we will develop more structured programs that facilitate direct family involvement in educational partnerships. This includes parent-led initiatives and workshops that leverage the unique skills and knowledge of our families.

Professional Development Focused on Collaboration: We will enhance professional development for staff focused on collaborative skills and partnership management. By equipping our educators with better tools to initiate, manage, and benefit from partnerships, we can ensure these collaborations have a more significant impact on student learning.

Feedback Mechanisms for Partnership Efficacy: Implementing more robust systems to gather feedback from all stakeholders involved in partnerships will be crucial. We aim to establish clear metrics to assess the effectiveness of partnerships in real time, allowing for timely adjustments that align with our educational goals.

Data-Driven Partnership Development: We will intensify our use of data to evaluate and shape our partnership strategies. This will involve collecting and analyzing data from partnership activities to identify what impacts student outcomes most effectively. By understanding these trends, we can tailor our partnerships to better meet the educational and developmental needs of our students.	To improve the engagement of underrepresented families in relation to building partnerships for student outcomes, our LEA plans to implement several targeted strategies, emphasizing inclusivity and accessibility, which are central to the Montessori philosophy:

Targeted Outreach Initiatives: We will launch outreach initiatives specifically designed to connect with underrepresented families. This will include community meetings held in accessible locations, direct home communications, and engagement through trusted community leaders and organizations.

Culturally Responsive Partnerships: We will form partnerships with organizations that have a strong presence and trust within underrepresented communities. These partnerships will help deliver culturally relevant programming and support, making our educational efforts more inclusive and effective.

Flexible Engagement Opportunities: Recognizing the varied schedules and responsibilities of families, we will provide multiple and flexible engagement opportunities. This includes offering meetings at different times of the day and week, as well as virtual options to ensure that all families have the opportunity to participate in a manner that suits their circumstances.

Language and Communication Accessibility: We will enhance communication accessibility by providing materials and support in multiple languages and using clear, jargon-free language. Additionally, interpreters will be available during meetings and events to facilitate full participation.

Empowerment through Education: We will offer Montessori centered workshops and resources to educate underrepresented families on how they can effectively support their children’s education and engage with the school system. These will cover topics such as navigating the educational landscape, advocating for their children, and understanding the benefits of various partnerships.

Feedback Systems for Continuous Improvement: To ensure that our efforts are meeting the needs of underrepresented families, we will establish robust feedback systems. These will collect insights directly from these families to continually adapt and improve our engagement strategies.

By focusing on these areas, our LEA aims to create a more inclusive and supportive environment that not only reaches but also genuinely engages underrepresented families in meaningful ways that enhance student outcomes.	Based on educational partner feedback and local data, our LEA has demonstrated several strengths in seeking input for decision-making, which is vital for creating an inclusive and responsive educational environment. Here’s a brief overview of our current strengths and progress:

Diverse Stakeholder Engagement: We have successfully established forums and committees that include a broad range of stakeholders—parents, students, teachers, and community members. These groups provide valuable perspectives that inform our decision-making processes, ensuring that multiple viewpoints are considered.

Use of Technology for Feedback Collection: Our use of digital platforms to collect feedback has significantly improved the breadth and efficiency of our engagement. Online surveys, feedback forms, and virtual town halls have made it easier for stakeholders to contribute their insights conveniently.

Regular Community Meetings: We hold regular meetings with stakeholders to discuss key issues, gather input, and communicate decisions. These meetings are well-attended and structured to encourage open dialogue, fostering a transparent decision-making process.

Data-Driven Decisions: Our decision-making process is strengthened by a robust data analysis system that evaluates the effectiveness of policies and initiatives. This approach allows us to make informed decisions that are backed by concrete evidence, enhancing the overall educational strategy.

Responsive Action: Feedback from stakeholders is not only gathered but also actively used to shape policies and practices. This responsiveness demonstrates our commitment to valuing and incorporating community input into our decision-making framework.

These strengths highlight our LEA’s dedication to an inclusive decision-making process that actively seeks and respects the input of our educational community, contributing to more effective and equitable educational outcomes.	Based on the insights from educational partner input and local data, our LEA has identified several key areas for improvement in our process of seeking input for decision-making:

Enhanced Inclusion of Diverse Voices: We will strive to include a wider array of perspectives, particularly from underrepresented groups. This reflects the Montessori value of respecting each individual's voice. Efforts will be made to ensure these groups are not only invited to share their views but are also provided with platforms that are accessible and welcoming.

Clear and Accessible Communication: Communication will be more intentionally designed to be clear and accessible to all families and community members, respecting the Montessori principle of prepared environments that facilitate easy access to necessary resources. This includes providing information in multiple languages and formats that are easy to understand.

Responsive Feedback Mechanisms: To better embody the Montessori ethos of following the child, we will develop more responsive mechanisms for feedback that allow us to quickly adapt to the needs and inputs of our community. This will involve more immediate reflections and modifications to policies and practices based on stakeholder input.

Facilitation Training Focused on Montessori Principles: Training for those facilitating decision-making sessions will emphasize Montessori principles such as respect, observation, and individual attention. This will help ensure that all sessions are conducive to open and productive dialogue, where every participant feels valued and heard.

Diverse and Integrated Feedback Channels: We will expand our feedback channels to include more interactive and integrative methods, such as community workshops and student-led conferences. These methods align with the Montessori approach of hands-on learning and active participation.

Regular Evaluation of Engagement Practices: Our LEA will implement a continuous evaluation process for our engagement strategies, mirroring the Montessori practice of ongoing observation and adjustment. This will help us ensure that our methods remain effective and truly reflective of our community's needs.

By focusing on these areas, our LEA aims to refine our approach to seeking input for decision-making, ensuring that it aligns with Montessori values and effectively serves our diverse educational community.	To improve the engagement of underrepresented families in relation to seeking input for decision-making, our LEA plans to implement several strategic initiatives, guided by Montessori principles that emphasize respect, inclusivity, and community engagement:

Targeted Outreach Initiatives: We will develop targeted outreach programs that focus specifically on connecting with underrepresented families. This will include hosting meetings in community centers within their neighborhoods, providing transportation to school events, and using community liaisons who share cultural and linguistic ties with the families.

Culturally Relevant Communication: To ensure that all communications are inclusive and accessible, materials will be available in multiple languages and formats. We will also employ culturally relevant symbols and narratives that resonate with different community groups, respecting the Montessori value of preparing an environment that meets the needs of its inhabitants.

Flexible and Varied Engagement Opportunities: Recognizing the diverse needs and schedules of underrepresented families, we will offer various times and formats for engagement, including evenings and weekends, online platforms, and phone-in options. This flexibility ensures that all families have the opportunity to participate regardless of their time constraints.

Empowerment through Education: We will provide workshops and resources that empower underrepresented families to understand and navigate the decision-making processes. These resources will help them effectively voice their needs and suggestions, reflecting the Montessori emphasis on fostering independent, confident participants.

Enhanced Feedback Systems: We will establish robust feedback systems that are easy to use and provide timely responses. This includes digital feedback tools, suggestion boxes at school, and regular community feedback sessions, ensuring that families know their input is valued and taken seriously.

Ongoing Evaluation and Adjustment: In true Montessori spirit of following the child, we will continuously evaluate the effectiveness of our engagement strategies with underrepresented families and adjust our approaches based on what we learn. This ongoing evaluation will help us remain responsive to the needs of these families and improve our practices over time.

By focusing on these strategic areas, our LEA aims to enhance the engagement of underrepresented families in decision-making processes, ensuring that their voices are heard and valued in shaping the educational experiences of their children.	5	5	5	4	4	5	4	4	4	5	5	4	Met		2024-06-21	2024
37103710137752	Dimensions Collaborative	3	Dimensions Collaborative School (DCS) has demonstrated strong progress in building relationships between school staff and families, a key aspect of its educational model. This progress is rooted in the school’s commitment to personalized education and community involvement, which naturally fosters close connections between educators and family members.

Current Strengths and Progress:

Personalized Learning Plans: DCS emphasizes the development of personalized learning plans in partnership with parents and students. This approach requires frequent communication and collaboration between families and Educational Facilitators (EFs), helping to build trust and mutual understanding. By involving parents in the educational process, DCS ensures that families are not just informed but are active participants in shaping their children's learning experiences.

Community-Based Learning: The school’s model extends the classroom into the community, involving families in various educational activities like field trips, project-based learning experiences, and community service projects. This inclusion helps families feel connected to the school’s mission and practices, enhancing the relational ties between staff and families.

Regular Workshops and Meetings: DCS regularly hosts workshops and meetings that are not only educational but also designed to involve families in the school community. These include Positive Parenting workshops, which align with the school’s Positive Discipline approach. Such events provide a platform for staff and families to interact in meaningful ways, share insights, and engage in the educational development of students.

Responsive Communication Channels: The school maintains open and responsive communication channels that allow for continuous feedback and dialogue between families and school staff. This responsiveness is crucial for addressing concerns, sharing achievements, and adapting to the evolving needs of students and their families.

Through these strategies, Dimensions Collaborative School has effectively strengthened the relationships between its staff and the families it serves, ensuring a supportive and inclusive educational environment. These efforts are vital for the school’s mission to develop self-directed learners who are prepared to thrive in diverse settings.






	While Dimensions Collaborative School has made significant strides in fostering relationships between school staff and families, there are focus areas for further improvement identified through feedback from educational partners and analysis of local data:

Enhanced Cultural Competency Training: Although the school excels in personalized interactions, there is an opportunity to deepen understanding and responsiveness to the diverse cultural backgrounds represented within the student body. Providing ongoing cultural competency training for staff can enhance communication and ensure that all families feel equally respected and understood.

Streamlining Communication for Non-English Speaking Families: To improve inclusivity, the school could develop more robust systems for communicating with non-English speaking families. This could involve offering translated materials more consistently and employing multilingual staff or interpreters to ensure that all communications are accessible to every family.

Expanding Family Engagement Opportunities: Feedback indicates a desire for more varied opportunities for family involvement that go beyond academic support to include governance and decision-making processes. Increasing the ways families can contribute to school policy and program development may strengthen their investment in the school community.

Regular Feedback Mechanisms: Implementing more structured and regular feedback mechanisms can help the school gauge the effectiveness of its relationship-building efforts. Regular surveys, suggestion boxes, and community forums could provide ongoing insights into family needs and perceptions, facilitating continuous improvement.

These focus areas are intended to build on existing strengths and address gaps, ensuring that family-school relationships continue to grow stronger and more collaborative, supporting the overall mission of fostering self-directed learners.	Dimensions Collaborative School, as an independent study charter school, has developed several effective strategies for building relationships between school staff and families, which are integral to its mission and operational approach. These strategies leverage the school's strengths in providing support for student learning and development, particularly within the home environment.

Current Strengths and Progress:

Parenting Classes and Positive Discipline:
Dimensions Collaborative offers parenting classes that focus on positive discipline techniques. These classes are designed to help parents manage the home-based learning environment more effectively, ensuring that discipline supports educational outcomes rather than detracting from them. This approach aligns with the school's philosophy of fostering a supportive and constructive home learning atmosphere.

Regular Meetings with Teachers:
Teachers meet with students and their parents every 20 school days. These meetings are crucial for maintaining open lines of communication and for allowing teachers to provide personalized support based on the student's academic performance and personal development needs. This regular interaction helps to foster a collaborative relationship between the school and families, which is key to enhancing student outcomes.

Proactive Support for Underrepresented Families:
The school administration has placed a strong emphasis on identifying and proactively supporting underrepresented families. By ensuring that these families receive the attention and resources they need, the school aims to create a more inclusive educational environment where every student has the opportunity to succeed.

Educational Workshops for Parents/Guardians:
Dimensions Collaborative offers workshops that cover a range of topics crucial for successful independent study, including technology use, curriculum understanding, and more. These workshops are designed to empower parents and guardians by providing them with the tools and knowledge necessary to support their children’s education effectively.

Staff Training in Learning Styles and Social Emotional Learning:
The school invests in comprehensive training for staff on various learning styles, positive discipline, and social-emotional learning standards. This training ensures that all staff members are equipped to meet the diverse needs of their student population, supporting all families regardless of their background or the specific challenges they face.

Through these focused and well-implemented strategies, Dimensions Collaborative School continues to build strong, effective relationships with families, enhancing its educational model and ensuring that all students have the support they need to thrive.	Dimensions Collaborative School has made substantial progress in building partnerships aimed at enhancing student outcomes, drawing on its strong community ties and diverse educational programs. These partnerships are integral to the school's mission to provide personalized, holistic education that prepares students for a variety of life paths. Here are some of the key strengths and areas of progress in this regard:

Community and Educational Partnerships:
The school has established robust partnerships with local businesses, educational institutions, and community organizations. These collaborations provide students with access to a wide range of learning experiences beyond the traditional classroom setting, such as internships, workshops, and community service projects, which are tailored to meet the diverse needs and interests of the students.

Integration of Real-World Learning Opportunities:
Through its partnerships, Dimensions Collaborative integrates real-world problems and scenarios into the curriculum, allowing students to apply their learning in practical, meaningful contexts. This approach not only enhances student engagement and learning outcomes but also helps students develop critical life skills such as problem-solving, leadership, and teamwork.

Focus on STEAM and Project-Based Learning:
The partnerships also support the school’s strong emphasis on STEAM (Science, Technology, Engineering, Arts, and Mathematics) and project-based learning. Collaborative projects with local tech companies, arts organizations, and science labs enable students to engage deeply with these fields, fostering a passion for learning and innovation.

Parent and Family Engagement:
The school actively involves parents and families in its partnership programs, recognizing their crucial role in the educational process. This includes opportunities for parents to participate in workshops and activities, which strengthens the community and enhances the educational experience for students.

Educational Facilitator (EF) Network:
Dimensions Collaborative employs a network of Educational Facilitators who play a key role in nurturing these partnerships. EFs work closely with students and partners to tailor educational experiences that align with individual student goals and learning plans, ensuring that every student benefits optimally from these partnerships.

By continually expanding and deepening these partnerships, Dimensions Collaborative School enhances its educational offerings and supports its students in achieving outstanding outcomes, preparing them for success in an ever-changing global landscape.	Based on feedback from educational partners and analysis of local data, Dimensions Collaborative School has identified several key focus areas for improvement in building partnerships aimed at enhancing student outcomes:

Broader Industry Engagement:
While existing partnerships have provided valuable opportunities, there is a need to broaden engagement with a wider range of industries, particularly in emerging fields such as green technologies and digital media. Expanding these partnerships will ensure that students have access to cutting-edge learning opportunities and are prepared for the jobs of the future.

Systematic Evaluation of Partnership Impact:
Another area for improvement is the development of a systematic approach to evaluate the impact of these partnerships on student outcomes. Implementing robust metrics and regular evaluation processes will help the school understand the effectiveness of each partnership and adjust strategies as necessary to maximize benefits for students.

Increased Community Involvement:
There is also a need to enhance community involvement in the school’s partnership programs. This could include more community-based projects and collaborations with local non-profits, which would not only enrich the students' learning experiences but also strengthen the school’s ties with the surrounding community.

Enhanced Communication and Coordination:
Improved communication and coordination between the school, students, families, and partners could further enhance the effectiveness of partnerships. Ensuring that all parties are well-informed and actively involved in the planning and execution of partnership activities will lead to more aligned and successful outcomes.

Sustainability and Long-Term Planning:
Finally, there is a need for more strategic long-term planning to ensure the sustainability of partnerships. This includes securing ongoing funding, resources, and commitment from partners, as well as adapting to changing educational and industry landscapes to keep the partnerships relevant and beneficial.

By focusing on these areas, Dimensions Collaborative School can strengthen its partnership programs, thereby enhancing educational experiences and outcomes for all students.






	Based on the insights gathered from educational partner input and local data, Dimensions Collaborative School has developed a strategic plan to improve the engagement of underrepresented families in building partnerships for student outcomes. Here are the key initiatives planned:

Targeted Outreach Programs:
The LEA plans to implement targeted outreach programs specifically designed to connect with underrepresented families. These programs will focus on understanding the unique challenges and needs of these families and providing tailored support to integrate them more effectively into the school community.

Cultural Competency Training:
Recognizing the importance of cultural sensitivity, the school will enhance training for teachers and staff in cultural competency. This training will help ensure that all interactions with families are respectful and inclusive, fostering a welcoming environment that encourages participation.

Multi-Language Support:
To improve communication and ensure that all families have access to important information, the school will expand its multi-language support. This will include translating essential documents and communications into the primary languages spoken in the student community and providing interpretation services at key school meetings and events.

Inclusive Decision-Making:
The LEA will involve underrepresented families more actively in decision-making processes. This could be facilitated through the creation of advisory panels that include representatives from these families, ensuring their voices are heard and considered in school policy and program development.

Community Partnership Development:
The school will also focus on developing partnerships with community organizations that have strong connections to underrepresented groups. These partnerships can help bridge gaps between the school and these communities, improving trust and collaboration.

Feedback and Continuous Improvement:
Finally, the school will establish mechanisms to regularly collect and analyze feedback from underrepresented families. This feedback will be crucial for assessing the effectiveness of the engagement strategies and for making ongoing improvements.

By implementing these strategies, Dimensions Collaborative School aims to enhance the engagement of underrepresented families, ensuring that all students benefit equally from the educational partnerships and opportunities provided by the school.






	Dimensions Collaborative School has demonstrated effective practices in seeking input for decision-making, leveraging its collaborative and inclusive educational model. The local educational agency (LEA) emphasizes active participation from a diverse group of stakeholders to ensure that decisions are well-rounded and represent the interests and needs of the entire school community. Here are some of the strengths and areas of progress in this domain:

Community Forums and Surveys:
The school routinely uses surveys and community forums to gather feedback from parents, students, and teachers. This approach helps the school to collect a broad range of perspectives and to ensure that the voices of all community members are considered in the decision-making process.

Parent-Teacher (EF) Meetings:
Regular PTA meetings serve as a critical platform for discussing school policies, programs, and initiatives. These meetings allow parents to directly engage with school administrators and staff, providing a space for open dialogue and input.

Student Councils:
Involvement of students in decision-making is a key strength of Dimensions Collaborative School. Student councils play an active role in representing the student body's interests, contributing ideas and feedback that directly influence school operations and academic programs.

Advisory Panels:
The school has set up advisory panels consisting of educators, community members, and industry experts. These panels assist in evaluating the school's strategic direction and curriculum, ensuring that the school stays aligned with both educational best practices and community needs.

Transparent Communication:
Dimensions Collaborative maintains transparent communication channels that keep all stakeholders informed about how their input influences decisions. Regular updates via newsletters, the school website, and social media ensure that the community is kept in the loop regarding outcomes and developments.

By continually refining these processes and maintaining a high level of stakeholder engagement, Dimensions Collaborative School ensures that its decision-making is inclusive and reflective of its diverse community's values and needs.	Based on educational partner input and local data, Dimensions Collaborative School has identified several areas for improvement in seeking input for decision-making. These areas are aimed at enhancing inclusivity and the effectiveness of the feedback mechanisms already in place:

Increasing Representation from All Groups:
Although the school has mechanisms to gather community input, there is a need to ensure that all demographic groups are adequately represented. This includes increasing efforts to engage underrepresented groups such as non-English speaking families and those from various socioeconomic backgrounds to ensure their voices are heard equally in the decision-making processes.

Improving the Use of Technology for Feedback:
While the school uses traditional methods like surveys and meetings for feedback, there is a potential to enhance the use of technology to facilitate more frequent and convenient feedback. Implementing digital tools and platforms that are accessible and user-friendly can help gather more comprehensive input from the community.

Streamlining Feedback Processes:
There is an opportunity to streamline the feedback process to make it more efficient and effective. This includes establishing clear guidelines and timelines for how feedback is collected, analyzed, and incorporated into decision-making, ensuring that all input is timely and leads to actionable outcomes.

Enhancing Communication on Impact:
The community needs better communication regarding how their input has impacted school decisions. Improving transparency around decision outcomes and the rationale behind decisions can foster greater trust and encourage more active participation from stakeholders.

Training and Development for Effective Facilitation:
Investing in training for staff members who facilitate input sessions can improve the quality of these interactions. Effective facilitation skills can lead to more meaningful discussions and richer insights, which are crucial for informed decision-making.

By focusing on these areas, Dimensions Collaborative School aims to strengthen its decision-making processes, ensuring they are more inclusive, effective, and transparent. This commitment to continuous improvement reflects the school's dedication to its community-centered educational model.	Dimensions Collaborative School, guided by the insights from educational partners and local data, has developed strategies to improve the engagement of underrepresented families in the decision-making process. Here are the steps the LEA plans to take:

Enhanced Multilingual Communication:
Recognizing the language barriers that may prevent some families from participating fully, the school will provide all communication regarding decision-making—including surveys, meeting invites, and informational materials—in multiple languages. This approach will ensure that non-English speaking families are well-informed and can contribute their perspectives effectively.

Outreach and Community Building Activities:
To build stronger relationships with underrepresented families, the school plans to host community-building activities that are culturally relevant and accessible. These activities will not only serve as engagement platforms but also as opportunities for these families to express their needs and concerns in a welcoming and inclusive environment.

Flexible and Varied Feedback Channels:
Understanding that different families may prefer different modes of communication, the school will offer various channels for providing input, such as online platforms, phone calls, and in-person meetings. This flexibility will help accommodate families' varying schedules and preferences, making it easier for them to engage.

Targeted Training for Staff:
Staff members will receive training focused on cultural competence and engagement strategies to better connect with and support underrepresented families. This training will emphasize the importance of understanding and respecting cultural differences in the way families might perceive and interact with the school.

Establishment of Family Advisory Boards:
The school will create advisory boards that include family members from underrepresented groups, giving them a formal role in the school’s governance and decision-making processes. This initiative will empower these families and ensure their ongoing involvement in shaping the educational experience at Dimensions Collaborative School.

Through these targeted improvements, Dimensions Collaborative School aims to enhance the inclusivity and effectiveness of its decision-making processes, ensuring that all voices within the school community are heard and valued.






	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-21	2024
37103710138016	Pacific Springs Charter	3	In the spring of 2024, parents were surveyed to collect perception data on the school's practices of building relationships between school staff and families. Families responded overwhelmingly well, with 92% reporting that they have experienced school staff building trusting and respectful relationships with families. While the school leadership is pleased with this report, we understand that efforts must continue to focus on prioritizing relationships, especially with new staff members and leaders. 94% of families report that the school has created welcoming environments, and 85% of parents report that administrators encourage staff to learn about families' strengths, cultures, and languages. The school continues to work toward developing fully inclusive learning environments and providing staff training that includes addressing unconscious bias. Finally, 97% of parents report that school communication uses language that is accessible to families.

One of the charter school's pillars of personalized learning is to create a caring community. This is an area of strength for the school, and we prioritize creating welcoming environments and open communication with all of our educational partners. We believe it is essential to know the whole child, and this includes knowing and supporting their families. Teachers and leaders use a variety of assessments and assignments to help us do so. For example, parents and students are given learning/educating strengths finders assessments, and learning styles assessments, along with other ways to evaluate and identify interests, strengths, and areas of need. We provide opportunities for families across programs to engage in the school community in a multitude of ways such as math nights, parent education, field trips, and school site council; these opportunities are clearly communicated to families through Parent Square and newsletters.	Our focus area continues to help staff learn more about every student's whole family, including cultures and languages, to ensure that there are ample opportunities for celebrating varied cultures, traditions, and rituals. We have also focused our belonging committee on educating Springs employees regarding different cultures and languages as well as celebrating differences. We provide opportunities for parents and families to connect with school leaders and other families through targeted events including our Parent Ignite Conference.	Our commitment to inclusivity extends to creating welcoming environments for all families in our community. By hosting regular community events such as cultural fairs and open houses, we've ensured that every family feels valued and embraced within our educational community.
In line with our dedication to cultural proficiency, we've prioritized enhancing training and support for English Language Learners (ELLs). Our LEA has implemented a variety of channels to facilitate 2-way communication between families and educators. Leveraging platforms like ParentSquare, we've established accessible channels for families to engage with school updates, announcements, and educational resources in languages they understand. Additionally, feedback mechanisms such as surveys and parent-teacher conferences ensure that voices from both sides are heard and valued in shaping our educational practices.
Focus Areas for Improvement: Moving forward, our LEA remains dedicated to continuous improvement in building relationships between school staff and families. Based on the analysis of educational partner input and local data, our primary focus areas include further enhancing cultural competency training for staff, expanding outreach efforts to underserved communities, and fostering deeper collaboration between families and educators in the decision-making process. By addressing these areas, we aim to strengthen our bonds with families and create a more inclusive and supportive educational environment for all.	In the spring of 2024, parents were surveyed to collect perception data on the school's practices of building partnerships for positive student outcomes.  89% of parents responded that staff were actively improving their capacity to partner with families. 90% of parents reported that they have resources to support student learning in the home. 91% of parents reported that they meet with teachers to discuss student progress and improvement. 82% of parents reported that they feel the school empowers them to understand their legal rights and opportunities for student advocacy.

The school's pillars of personalized learning and core values are embedded in the school culture, which supports family relationships. The school mission centers on the belief that the community is the classroom, and we partner with parents in the education of their students. The school has fully implemented practices to support and train families in strategies to support student learning through professional development opportunities, parent/student education workshops, and our parent education courses and student center signature events. Information is provided through parent information handbooks, online platforms, weekly updates, and newsletters. All caregivers are invited to take part in the charter network's annual conference, Parent Ignite!, in which breakout sessions are offered on a variety of topics of interest. Personalized learning goals for every student are established in partnership with their families so that students work on goals in the school and home settings. Local student facilities have open forums such as coffee with the principal, open house, email, and newsletter communication in place to provide parent input and access to resources for home-to-school connections. The school policies and procedures are outlined in our Springs parent handbook, and parents are made aware of their legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in surveys that are given two times a year. Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers' and leaders' abilities to partner with families.	Our area of focus remains the area of continuing to improve the development of teachers and leaders in understanding specific ways to engage families including underrepresented families. We have made strides in this with specific training offered by outside consultants as well as implementing a Belonging Committee, led by an assistant superintendent focused on this goal. Our focus will be to continue providing training and support for understanding social and emotional needs and the increased need for support in this post-pandemic time. Supporting healthy SEL in the home and the school is essential to learning.	Areas of need are more prevalent in underrepresented families, and school leaders are increasing support in those areas of the school. Professional development will include understanding how to create more opportunities for underrepresented families to participate in the learning community, whether online or at a student center. We continue to seek input from our leaders who are doing this well.	In the spring of 2024, parents were surveyed to collect perception data on the school's practices of seeking input for decision-making.  79% of parents report that principals/directors engage families in decision-making. 83% of parents report that the school encourages families to engage in advisory groups and decision-making (school site council, DELAC, Special Education Parent Collaboration, etc.). 81% of parents report that families have opportunities to provide input on policies and programs, and the school specifically seeks input from underrepresented groups.  83% of parents report that staff and families work together to plan, implement, and evaluate family engagement opportunities. 

The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities at the school and district levels. We involve families in our WASC visits as well as in visits from our authorizers. We included parents on our literature review committees and those groups included parents of underrepresented students from within the school community. Advisory groups have been established to expand opportunities for parent input. Student centers and online programs host various parent-teacher events, provide parent courses (based on parent-designated needs), and host monthly parent forums.	The identified area of focus in seeking input for decision-making centers on expanding efforts to engage typically underrepresented groups. See below for details.	We have improved the engagement of underrepresented families by increasing opportunities for families to work in advisory groups including DELAC and School Site Council to collaborate with leadership for decision-making. We have had consistency with our increased opportunities for family members to engage in advisory groups and decision-making, especially in seeking input from underrepresented groups in the community. In part, we will ensure that parent forums/town hall meetings include topics that will be geared toward underrepresented families and ensure that they have a voice in decision-making. We have worked with staff in the area of providing diverse curricula, newsletters that can be disseminated in the language of our school population, and schoolwide data analysis practices. We have furthered our collaboration with our Student Services team and Homeless Youth Liaison to develop this plan.	5	4	4	5	4	4	5	4	3	4	4	4	Met		2024-06-06	2024
37103710138404	Classical Academy Vista	3	As an Independent Study program, parent engagement is key to the success of the student. Since partnering with parents is a key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents.
Also, as an Independent Study program, parents provide weekly instruction within the home environment. Our LMS system gives Parents the resources they need to meet those academic goals. At Classical Academy Vista, teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well-being in the school environment.
Parents' concerns about the school are directed to the school site principal, who works to resolve the issues. All school administrators are well versed in the processes that parents use to advocate for their students' rights.
	Classical Academy Vista measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board. In the 2023-2024 school year, the following questions were asked on the annual survey.  
Please rate your overall satisfaction with Classical Academy Vista:  For the 23-24 school year, parents gave us an overall satisfaction rating of 96%. 
Please rate your overall satisfaction with the academic program at Classical Academy Vista: For the 23-24 school year, parents gave us an overall satisfaction rating of 95%. 
Please rate your overall satisfaction with Classical Academy Vista customer service: For the 23-24 school year, parents gave us an overall satisfaction rating of 97%. 
Parents' concerns about the school are directed to the school site principal, who works to resolve the issues.  All school administrators are well-versed in the processes that parents use to advocate for their students' rights. 
	Classical Academy Vista measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board. 
Our website translates into every language to keep all families engaged, especially our underrepresented families.  Additionally, we deliver new student information to the local Boys and Girls Clubs, public libraries across North County, and YMCA's annually. All of our marketing covers a wide net of individuals, and all of our digital advertising is translated into every language. 
We also offer frequent school tours, with informed staff available to answer questions at any time. We have engaged a translation service (on-call) to provide services in-person, over the phone, and virtually.  Finally, we offer a podcast with diverse topics available to all families. 
When parents have concerns about the school, they are directed to the school site principal, who works to resolve the issues.  All school administrators are well versed in the processes that parents use to advocate for their students' rights.  We will continue to survey parents to make sure we are aware of the needs in our community.
	As an Independent Study program, parent engagement is key to the success of the student. Since partnering with parents is a key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents.
Also, as an Independent Study program, parents provide weekly instruction within the home environment. Our LMS system gives Parents the resources they need to meet those academic goals. At Classical Academy Vista, teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well-being in the school environment.
Parents' concerns about the school are directed to the school site principal, who works to resolve the issues. All school administrators are well versed in the processes that parents use to advocate for their students' rights.
	Classical Academy Vista measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board. In the 2023-2024 school year, the following questions were asked on the annual survey.  
Please rate your overall satisfaction with Classical Academy Vista:  For the 23-24 school year, parents gave us an overall satisfaction rating of 96%. 
Please rate your overall satisfaction with the academic program at Classical Academy Vista: For the 23-24 school year, parents gave us an overall satisfaction rating of 95%. 
Please rate your overall satisfaction with Classical Academy Vista customer service: For the 23-24 school year, parents gave us an overall satisfaction rating of 97%. 
Parents' concerns about the school are directed to the school site principal, who works to resolve the issues.  All school administrators are well-versed in the processes that parents use to advocate for their students' rights. 
	Classical Academy Vista measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board. 
Our website translates into every language to keep all families engaged, especially our underrepresented families.  Additionally, we deliver new student information to the local Boys and Girls Clubs, public libraries across North County, and YMCA's annually. All of our marketing covers a wide net of individuals, and all of our digital advertising is translated into every language. 
We also offer frequent school tours, with informed staff available to answer questions at any time. We have engaged a translation service (on-call) to provide services in-person, over the phone, and virtually.  Finally, we offer a podcast with diverse topics available to all families. 
When parents have concerns about the school, they are directed to the school site principal, who works to resolve the issues.  All school administrators are well versed in the processes that parents use to advocate for their students' rights.  We will continue to survey parents to make sure we are aware of the needs in our community.
	As an Independent Study program, parent engagement is key to the success of the student. Since partnering with parents is a key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents.
Also, as an Independent Study program, parents provide weekly instruction within the home environment. Our LMS system gives Parents the resources they need to meet those academic goals. At Classical Academy Vista, teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well-being in the school environment.
Parents' concerns about the school are directed to the school site principal, who works to resolve the issues. All school administrators are well versed in the processes that parents use to advocate for their students' rights.
	Classical Academy Vista measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board. In the 2023-2024 school year, the following questions were asked on the annual survey.  
Please rate your overall satisfaction with Classical Academy Vista:  For the 23-24 school year, parents gave us an overall satisfaction rating of 96%. 
Please rate your overall satisfaction with the academic program at Classical Academy Vista: For the 23-24 school year, parents gave us an overall satisfaction rating of 95%. 
Please rate your overall satisfaction with Classical Academy Vista customer service: For the 23-24 school year, parents gave us an overall satisfaction rating of 97%. 
Parents' concerns about the school are directed to the school site principal, who works to resolve the issues.  All school administrators are well-versed in the processes that parents use to advocate for their students' rights. 
	Classical Academy Vista measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board. 
Our website translates into every language to keep all families engaged, especially our underrepresented families.  Additionally, we deliver new student information to the local Boys and Girls Clubs, public libraries across North County, and YMCA's annually. All of our marketing covers a wide net of individuals, and all of our digital advertising is translated into every language. 
We also offer frequent school tours, with informed staff available to answer questions at any time. We have engaged a translation service (on-call) to provide services in-person, over the phone, and virtually.  Finally, we offer a podcast with diverse topics available to all families. 
When parents have concerns about the school, they are directed to the school site principal, who works to resolve the issues.  All school administrators are well versed in the processes that parents use to advocate for their students' rights.  We will continue to survey parents to make sure we are aware of the needs in our community.
	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-05-20	2024
37103710138594	Dual Language Immersion North County	3	The school has identified this as an area of strength, and the Western Association of Schools and Colleges has verified it through rigorous interviews with students, parents and staff. The school has developed a system and practice of identifying what needs to be communicated, crafting the message, and delivering the message across stakeholder groups in a timely manner. Most months, we begin a cycle of stakeholder communications with teacher gatherings on Wednesday afternoon. This is followed by mini-assemblies of grade level clusters on Thursday, Coffee with the Principal on Friday, and a DLINC board meeting on Monday. In this way, we are able to determine common themes of things that matter to all groups.  We are also able to ensure that any messages or areas of concern reach all groups. Additionally, we have conducted several parent surveys this year. The collection of this feedback has served a dual purpose, as we have also used the feedback from the meetings to write our WASC Self-study.  
Our Parent Teacher Organization is a huge support in the area of relationship building, hosting community events that enable staff and families to come together throughout the school year. There are many opportunities for parents to participate in school activities such as field trips, classroom events, Lunch with a Loved One, sports, PTO meetings, Board Meetings and Coffee with the Principal.	In an effort to instill the practice and reinforcement of executive functioning in students, our teachers in grades 5-8 developed a system to keep parents informed of student progress. They hosted an orientation and showed parents how to log into PowerSchool to check their children's assignments and implemented a daily planning sheet for students to use. Middle school teachers also held conferences twice throughout the school year. Even so, parent feedback suggested that more direct communications with individual parents were needed. Therefore, the school is working to develop a schedule that will provide teachers more time for individualized communications. The school knows that executive functioning is very important for students and is seeking to create a balance between adequate parent communications and student independence.	Our school is small. All student groups are well represented at Coffee with the Principal, PTO events, and student activities. Our best means of improving this is to continue to provide ample opportunities for participation. Opportunities include volunteering for field trips, classroom events, Lunch with a Loved One, sports, PTO meetings, Board Meetings and Coffee with the Principal.  Additionally, the school has had difficulty in garnering participation in formal committees such as ELAC and SSC. This year the school will provide a stipend for an ELAC coordinator. The coordinator will implement targeted, individual outreach to endure parent participation.	Our strongest efforts in building partnerships have come with the implementation of our ELOP before and after school programs as well as our spring break camp. We partnered with a local dance studio, Lovely Leaps, to provide dance classes for our students after school, in addition to intervention reading and math classes and other enrichment classes such as cooking and gardening. We also partnered with Vista Athletic Club, a local small business, to hold a youth day camp during spring break. Stakeholder feedback revealed that these activities were impactful for families. They were free of cost to low income students and very low cost to students not classified as low income. We look forward to expanding offerings with both organizations.	DLINC employs a full time school counselor who teachers a full SEL curriculum, meets with students individually and in small groups. However, counseling services are in high demand from the students themselves, as well as requests from parents that their students be seen. Therefore, we are looking for community organizations with whom we can partner in order to increase our counseling offerings.	The school will continue to emphasize a more fully functioning ELAC. The school also plans to expand and diversify offerings from its current partners, Vista Athletic Club and Lovely Leaps.	DLINC has difficulty in garnering participation in formal committees which meet regularly, aside from the PTO and the DLINC board. We acknowledge that wellness committees, School Site Council and ELAC are important components of a high functioning school, but busy parents are wary of overcommitting themselves.  However, parents will attend Coffee with the Principal very regularly. Therefore, we typically discuss matters that would normally be discussed in those groups at Coffee with the Principal, and we have been successful in gathering data in that setting. At least 3 of 6 Coffees with the Principal are dedicated to the LCAP and the eight state priorities. Our strengths lie in regular offerings and good parent participation. However, the school recognizes that more structure and formalized committees are needed. The school's goal is to implement a fully functioning ELAC in the 2024-2025 school year.	DLINC had an ELAC in the early pandemic which met several times in the 2020-2021 school year. However, as COVID19 numbers rose, fell, and rose again, parents were reticent to commit their time to any regular meeting. This is a reflection of the absenteeism we have experienced in the last two years. The 2023-2024 P2  numbers showed that we are once again trending upward with 93.72% ADA. As ADA improves, so then will community members' willingness to participate in formal committees. The composition and implementation of an ELAC is a realistic and important  goal for DLINC.	English Learners make up about 18% of the student population at DLINC. As mentioned, the formation of an ELAC is a priority. DLINC has an implementation plan which begins with selecting a coordinator. This summer the school will reach out to families of English Learners to solicit participation. Follow up phone calls to each individual family are not unrealistic, and we are confident that parents now have the space and time to participate in a structured group such as ELAC.	5	5	5	5	2	2	4	4	3	3	5	4	Met		2024-06-03	2024
37103710138792	JCS - Manzanita	3	The LEA partners with parents to build relationships focused on the support and success of students. This is a core strength of our school as we strive to personalize education. On a parent survey given in Spring 2024, 100% of parents agreed that teachers care about their students are are available to them. We care about providing opportunities for families to feel connected to the community through social gatherings and school events. In the Home Study program, teachers, students, and parents create personalized learning profiles (PLPs) that outline learning targets, goals, strengths, challenges, and interests. Within the Academy, teachers see their students regularly for instruction and facilitate interest and personality inquiries to get to know them better. Staff also meet with parents and build authentic relationships at school events, field trips, parent-teacher conferences, daily drop-off and pick-up, IEPs, and other meetings based on request. Communication among the school staff and parents is facilitated via weekly newsletters, phone calls, emails, text messages, in-person conversations, and meetings.	Via survey, parent partners have expressed appreciation for community events facilitated by the school. In general, parents would like more opportunities to socialize with the community and build quality relationships that would result in higher retention from year to year. To continue to build our relationships with families, we should focus on increasing participation in family engagement activities that we host at our locations. We would also like to increase the amount of parent engagement we receive on surveys, at our School Site Council meetings, at board meetings, and other decision-making opportunities. On a parent survey given in Spring 2024, we received 30 responses, representing approximately 14% of our parent population.	The LEA utilizes ParentSquare for communication to build relationships with families, along with weekly newsletters, student-led goal-setting conferences, conferences throughout the year, and project week presentations of learning. We try to engage underrepresented families through in-person conversions at pick-up/drop-off, personal phone calls, and personal emails. We can improve the engagement of underrepresented families by decreasing the roster size of the teachers with the highest percentage of students with unique needs and supporting teachers in identifying strategies to engage those families. When language is a barrier between the school and the parent, the school will utilize bilingual features of communication channels (ex. ParentSquare, Google Docs, etc.) and Spanish-speaking members of our school staff to translate when possible.	The LEA provides professional learning opportunities to teachers and principals such as formative assessment and data analysis training, researched-based reading practices, MTSS and tiered interventions, and the Leader in Me SEL & culture enhancing program. The staff regularly meets with families & students to discuss progress during student-led goal-setting conferences, parent-teacher meetings, and project presentations. The school provides a Parent Handbook that addresses their legal rights and how to advocate for their children. Our school provides the capacity for teachers to partner with families through our hybrid model, where teachers can personalize communication with families up to four days per week, or our home study model where teachers meet individually with families once every 20 days. Our school also provides high-quality resources for learning and development in the home.	The LEA will continue to provide professional learning opportunities for using data and formative assessment in ELA and Math to drive lesson design and student learning activities. In our home study program, we will increase the standards-based curriculum options for middle school core subject areas. Our school can focus on continuing to improve and update resources to support student learning at home; this is an ongoing focus, especially for our home study program. Parents, students, and staff continue to provide feedback that they value choice and want more curriculum options to attend to the personalized needs and approaches of homeschooling. Additionally, our staff recognizes the need for curriculum options that are rigorous, more closely aligned to standards, and engaging. Additionally, we can improve our partnership with parents for student outcomes by providing increased training for new home study students and parents to help them understand the intricacies of learning at home (ex. videos to help families access the essential and supplemental platforms and websites available to them).	We can improve the engagement of underrepresented families by decreasing the roster size of the teachers with the highest rosters so they have a larger capacity for personalizing education. Additionally, our SED, EL, and FHY families in the Home Study program have expressed the need for more structured and straightforward curricula, allowing for more student learning independence since many underrepresented families are non-traditional homeschoolers. We look forward to aligning our Home Study program in the future to evaluate recommended curriculum options and create the capacity for more synchronous support opportunities with staff and tutoring with educational enrichment partners.	"We have a robust School Site Council that includes parents in our home study program and high school students who provide excellent feedback and input. We seek the opinions of all of our families through surveys and an ""open door policy."" Since this year was an LCAP development year, we launched a two-minute conversation campaign and encouraged staff to have short, focused conversations with parents, students, and colleagues between January and April. Using questions of the month, we received 59 responses that elicited school improvement feedback. The campaign produced some of the most authentic and engaged feedback we have ever received from partners."	In a parent survey given in the Spring of 2024, only 63.3% of parents responded that they believe the school includes them in decision-making. 10% did not think the school included them in decision-making and 26.6% were unsure. As an area of focus, our school can work more collaboratively with partners when implementing and evaluating family engagement activities. We would like to increase the number of parent partners who complete school surveys and attend school meetings, such as the School Site Council meetings. We will attempt to do this with direct messaging from teacher to parent or by incentivizing participation.	To improve the engagement of underrepresented families, we plan to develop small group and individual meeting times to plan for individual student needs for our ELs and Homeless/Foster Youth. Additionally, we will continue our two-minute conversation campaign and release a question of the month each month while challenging staff to engage with parents for feedback and share it with leadership through a Google form. The school will utilize bilingual features of communication channels such as ParentSquare or Google Docs when language is a barrier between the school and the parent. We will also utilize Spanish-speaking members of our school staff to translate when possible. Teachers will identify individuals on their rosters who represent marginalized populations and increase communication with them. The school principal will recruit School Site Council members who represent underrepresented students including those representing our communities of students with disabilities, low-income students, and English language learners.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-14	2024
37103716119119	Literacy First Charter	3	LFCS values connecting with our parents. bimonthly a school wide newsletter K12 goes out to all families with school information that impacts the community as a whole. At the K8 level each teacher/grade level send out a weekly communication to keep parents informed of the class or grade level events and expectations. Class dojo is also used to communicate quickly when necessary. Additionally, at Literacy First, we provide  information to our families that support student learning which include educational articles, current research on timely topics, a school wide podcast and video parent conversations. This also might include resources such as sight word lists, websites, educational games, reading and homework support, both in school and at home. Our language support programs, progress reports and student-led parent conferences inform parents of their child's progress and how they will work together to support the needs of the child. Our events, such as math nights, read the night away, standards based field trips, and parent connections bring our parents into our community and inform them of ways to support their student both in and out of school. Social media informs parents of the political climate, which provides them with information regarding their rights as parents and the need to be advocates for their children. The notice of Parental rights regarding their role in decision making on behalf of their student are also presented at every IEP meeting. Our second language families have the option to have any items translated as needed. We encourage and give opportunities for parents to be active in their child's education and our school community. DELAC targets our second language families  providing support and translation to every family. Similarly, our Parent Team Leadership Council (PTLC) and Patriot Legacy Education Foundation (PLEF) boards were established to support the needs of our students and their families.
	Based on the input from our educational partners, our focus area for improving relationships between staff and families is engaging parents to be involved in their child's education. We have seen improvement in this area since COVID, however, we value our parents and desire to continue to grow in this area.
	We are continually working to engage our second language families at LFCS. From emails, to phone calls and in person meetings, we work to assure that they are informed about what is happening around school and in the classrooms. We also rely on our DELAC committee to connect with these families in translation services, as well as in planning the DELAC Tea at the beginning of every year, and the multicultural fair for all families to attend. We will continue with these tried and true strategies to improve engagement with our underrepresented families.

	At Literacy First, weekly communication is sent home via classroom newsletters as well as a school newsletter bi-weekly. This includes dates, and information on current deadlines, sporting events, breakfast and lunch menus and any other special school events. Our classroom teachers provide information to their families and help support student learning by providing resources such as sight word lists, websites, educational games, reading and homework support, both in school and at home. Our language support programs, progress reports and student-led parent conferences inform parents of their child's progress and how they will work together to support the needs of the child. Our events, such as math nights, read the night away, standards based field trips, and parent connections bring our parents into our community and inform them of ways to support their student both in and out of school. Social media informs parents of the political climate, and provides them with information regarding their rights as parents and the need to be advocates for them. The notice of Parental rights regarding their role in decision making on behalf of their student are also presented at every IEP meeting. At LFCS, we believe parents must be advocates for their children, so we empower them to be a part of all of these opportunities. 

	Communication is key in any partnership, and especially when it comes to student outcomes. This is a constant focus area as we team with families in their child's education. From phone communication, to emails and in person conferences, these are just some of the ways we partner with our families. We work to build relationships and get to know our families aside from academics, by means of family movie nights and family- school events. This relationship really aids in connecting with families when hard conversations for student outcomes are had. We will continue to build communication skills that aid in partnerships for student outcomes.
	Our second language families, if needed, have the option to have any items translated as needed. They are encouraged and given opportunities to be active in their child's education and our school community. DELAC targets our underrepresented families, providing support and translation to every family. Similarly, our Parent Team Leadership Council (PTLC) and Patriot Legacy Education Foundation (PLEF) boards were established to support the needs of our students and their families.
	Our parents are our strength. They are actively engaged and on campus daily. Our volunteer hours are great each year because every culture and every economic group is welcomed and encouraged to participate in school. Our parents know that they can visit any of the administrator's offices with concerns they have at any time. Our PTLC- supports and encourages parent engagement, the DELAC committee's specific mission is to make sure we are serving the needs of the underrepresented families and PLEF exists to raise funding for our students and their programs specifically.
	Our parents are an important part in the decision making of a school of choice. For this reason, they will always be our focus area. We continually take their feedback into consideration when making decisions.
	The DELAC committee's specific mission is to make sure we are serving the needs of the underrepresented families. Our translators help these families communicate their needs or concerns for their child, as well as share the opportunities available to them around campus and in the classroom. We intentionally provide translation or translate videos and educational information so everyone has full access to vital information. 
	5	5	4	4	4	4	5	4	4	4	4	4	Met		2024-06-11	2024
37679670000000	Alpine Union Elementary	3	Alpine Union School District aims to actively involve all of its Educational Partners in decisions at both the District and site levels. Each school site achieves this through a variety of meetings, forums, and communications. Some of these include Parent Teacher Association (PTA) meetings, school site council (SSC) meetings, Safety Plan meetings, Title 1 parent meetings, Principal's Coffee, and English Language Advisory Committee (ELAC) meetings. At the District level, educational partners are engaged through the Parent Advisory Committee (PAC), District English Language Advisory Committee (DELAC), American Indian Parent Committee (AIPC), and Alpine Education Foundation (AEF). The District also focuses on engaging educational partners from various subgroups in the community, including parents of our Unduplicated students (English Language Learners, socio-economically disadvantaged, and foster students), American Indian students, and students with disabilities. 70.45% of parents feel that their student’s school values them as an important partner in their child’s education.

In addition to various meetings, school sites hold events to engage parents such as Back to School Night, Open House, the Fall Festival, and lunch on the lawn, just to name a few. Attendance at these events remains high as many of our families participate. Almost 90% of parents state that they feel welcome on their student’s school campus.

Communication continues to be a top priority in Alpine School District. Each school sends out a weekly newsletter with details of school events and other important issues. A variety of forms of social media are used to ensure that all families have access to the information. The District also publicizes a monthly or bi-monthly student-led video called “Around Alpine Union.” These videos highlight events and happenings across the District. This year, the District also used these videos to communicate our newly adopted Portrait of a Learner attributes. Recent District survey data shows that 93% of our parents agree that the District uses a variety of ways to communicate.	"AUSD acknowledges the importance of parental engagement and sense of school community across all campuses. This has been echoed by our Parent Advisory Committee, which emphasizes the need for the District to proactively involve more parents, particularly those from underrepresented groups, in our schools. A survey revealed areas for improvement: 33.7% of respondents indicated a need to expand parent education offerings, 29.87% highlighted the necessity of enhancing parent involvement in committees such as PTA, SSC, ELAC, and DELAC, 63.64% stressed the importance of improving parent communication, and 45.45% expressed a desire for increased parent volunteer opportunities. To help the District build stronger relationships between schools and families, the District has created an LCAP goal to address parent engagement across all school sites. Embedded in this goal are action steps to help parents feel more connected to schools. Some of these action steps include increasing the number of family events at school sites and at the District level. This includes increasing the number of ""Coffee with the Principal"" (or similar events).

The District will be using grant funds to employ a Community Engagement Specialist to work with school staff, students and families to strengthen the home school connection.  The Community Engagement Specialist will facilitate increased participation from parents and guardians in school activities, provide communication between the school and the home, and will collaborate with teachers and administrators to provide resources, workshops, and programs. During times of crisis or conflict, School Community Engagement Specialists serve as mediators and facilitators, helping to address concerns and maintain open lines of communication between all parties involved. 

Recent survey data also shows that only 50% of our families are provided with opportunities to give input on decisions despite the District offering multiple opportunities. The District will explore ways to engage more parents in these meetings so that a higher percentage of parents have the opportunity to give input into decision-making."	The District will continue its focus on engaging parents from our various subgroups, including the parents of English Language Learners, students with disabilities, American Indian students, and socio-economically disadvantaged students. While the district has seen an increase in the number of parents attending DELAC meetings, we are struggling to engage our American Indian families in American Indian Parent Committee meetings. The District acknowledges the input of these parents is critical to the success of the students and will work closely with our local tribes to engage more parents in these meetings.

Using grant funds, the District will employ a Community Engagement Specialist who will also promote diversity and inclusion and work with all families, including those from underrepresented or marginalized communities, to ensure they feel welcomed and included in the school community. They will implement strategies to bridge cultural or language barriers, thereby promoting diversity and fostering a sense of belonging for all families. Additionally, the District will use grant funds to employ an American Indian Parent liaison. This person will work with American Indian students and families at all school sites to support their social-emotional and academic needs.

Other strategies to engage parents from underrepresented groups include translating all school communications, including reports on student achievement, for our English Language learner parents and providing educational opportunities for English Language parents at DELAC meetings.	AUSD utilizes a wide variety of methods to ensure that parents have a solid understanding of academic expectations and outcomes. Principals at all school sites present schoolwide data, outcomes, and expectations to their Educational Stakeholders at meetings such as Title 1 Parent Meetings, School Site Council meetings, PTA meetings, staff meetings, and Back to School Night. District-wide, data, outcomes, and expectations are presented to various committees such as the Parent Advisory Committee, Board Meetings, DELAC meetings, and American Indian Parent Committees.

Schools also provide individual opportunities for parents to learn about their own students' academic outcomes. This is accomplished through report cards, parent conferences, assessment reports such as i-Ready and CAASPP, and through Student Study Team meetings. Teachers are encouraged to communicate with parents on a consistent basis to update them on their child's achievements.	In response to feedback from our educational partners, the Alpine Union School District has identified several areas that need improvement for building partnerships in student outcomes. Of high priority is ensuring that parents of underrepresented groups are aware of student outcomes. While parents do attend school events where data, expectations, and outcomes are relayed to parents, we aim to increase the attendance at these events so that all parents are aware of how the students at school are progressing and have the opportunity to give their input.	AUSD continues to be committed to enhancing the engagement of our underrepresented families. While we saw improvement in the 2023-2024 academic year, especially in DELAC attendance, we would like to see more involvement. With the help of the Community Engagement Specialist(s), school sites will extend personal invitations for parents to attend events and participate in committees where student outcomes data and expectations are presented.

The District will also be translating all parent communication, including report cards, for the first time in the 2024-2025 school year and will ensure that ELL families receive test scores reports in their native language. Additionally, during DELAC meetings, parents will be presented with a variety of learning strategies to help their students learn at home.
	To gather input for decision-making, AUSD schools use a variety of strategies. Some of these include parent committees such as SSC and PTA, surveys, and Principal Coffees. The subjects covered span a diverse array of areas, including the goals and actions outlined in the LCAP (Local Control and Accountability Plan), curriculum, and test scores. In addition to school-level committees, the District also uses DELAC, AIPC, and PAC meetings to gather parent input.	While AUSD offers parents an extensive amount of opportunities to give input, survey data indicates that some parents feel they do not have input into decision-making. Taking this into account, school sites and the District need to improve communication of these opportunities so that parents are aware of the chance to attend and provide input towards decision-making.	While the District did see improvements in attendance at DELAC meetings during the 23-24 school year, parents still seemed reluctant to freely give input. The District will continue to work on ensuring that parents attending DELAC meetings feel welcomed and supported so they feel comfortable providing input to the District.

With the help of the Community Engagement Specialist, school sites will make an effort to recruit more parents from underrepresented groups to join various school committees where they can have input into decision-making. The Community Engagement Specialist will also work with parents to recruit them for District-level advisory committees such as the PAC and AIPC.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
37679830000000	Borrego Springs Unified	3	The 23-24 school year held an emphasis of parent communication. Being a small school, teachers get to know parents well, developing strong relationships over multiple years. The district uses multiple communication platforms, such as class dojo, to stay in constant communication.	Improvement for next year will be based in not the amount of communication, but the content. Staff will be trained in what types of communications parents are seeking and the best medium to use for such communication. The district is also using the Community Schools grant to strengthen its relationships with families and provide multiple activities for parents and families.	The District will continue to serve all families of the district. According to the data, there are no 'underrepresented' families based on any factor as measured by the district. 89% of families are FRPM, and the district uses strategies to engage this, our largest population.	Borrego Springs Unified School District excels in building strong community partnerships and maintaining effective communication channels, which foster a supportive environment for student success. The district's progress is evident in increased parental involvement, enhanced support services, and a commitment to inclusivity and continuous improvement based on stakeholder feedback.	Based on the data, the district will focus on increased community and family events where parents will have time to mingle with staff and teachers in an informal environment.	Based on educational partner input and local data, Borrego Springs Unified School District aims to improve outreach and engagement with underserved families by utilizing the community schools grant, community coordinators, and home visits for the 2024-25 school year. These initiatives will focus on building stronger connections with families, addressing barriers to participation, and ensuring all students receive comprehensive support.	Based on educational partner input and local data, Borrego Springs Unified School District’s strengths in seeking input for decision-making include strong relationships across all staff levels and active focus on parent groups like the Parent Advisory, Site Council, and DELAC. In this small community, collaboration among parents, staff, and the broader community is a key element in implementing effective strategies for student success.	Based on educational partner input and local data, Borrego Springs Unified School District’s focus areas for improvement in seeking input for decision-making for the 2024-25 school year include encouraging greater parent and community involvement in the district's active parent councils and gathering more genuine feedback on important initiatives.	Based on the analysis of educational partner input and local data, Borrego Springs Unified School District will improve engagement of underrepresented families identified during the self-reflection process by encouraging greater involvement in the district's active parent councils and seeking more genuine feedback on important initiatives. The focus for the 2024-25 school year will be on enhancing outreach efforts and fostering a more inclusive environment to ensure all families have a voice in decision-making.	4	4	3	3	3	3	4	4	5	4	4	4	Met		2024-06-20	2024
37679830134890	San Diego Workforce Innovation High	3	San Diego Workforce Innovation High School (SDWIHS) engages its educational partners during the quarterly PAC and ELAC, where feedback is garnished, local data is shared, and input is requested. In addition, the communication between the staff and educational partners is continuous by the use of multiple communication platforms such as parent-teacher-student conferences, L4L Connect Posts, phone calls home, text messages, emails, Data and Design, and updates posted in the school lobby.	Based on input and data analysis, SDWIHS would like to improve the number of participants who attend the ELAC meetings. One way this can occur is by providing educational partners with focused topics such as college planning, English classes for families, gang prevention, drug/alcohol abuse, etc.	To engage underrepresented families, SDWIHS plans to make additional contacts home in the form of L4L Connect Posts, phone calls, emails, text messages, Data and Design, and home visits.
SDWIHS has seen when families are reached out to in multiple formats, their attendance at school events increases, and the school-home relationship improves.	Through the analysis of input from SDWIHS's educational partners, the strengths include students being supported in rigorous coursework, encouraged to graduate, and feeling connected to the staff. Student relationships are built on face-to-face interactions, virtual classroom experiences, and during small group instruction classes.	Based on input and data analysis, SDWIHS would like to improve the number of students who participate in small group instruction classes, counseling events, and workforce partner workshops and receive mental health/social-emotional services. Increasing the number of students participating in the above events will improve the student-school relationships and increase student achievement.	To engage underrepresented families and students, SDWIHS plans to make additional contacts home in the form of L4L Connect Posts, phone calls, emails, text messages, Data and Design, and home visits. SDWIHS has seen when students are continuously engaged with communication from school-home, they are more engaged in their coursework, their attendance improves, and student-school relationships are strengthened.	SDWIHS engages its educational partners during the quarterly PAC and ELAC, annual surveys, and parent-teacher conferences where feedback is garnished, and local data is shared, and input is requested. In addition, the communication between the staff and educational partners is continuous by the use of multiple communication platforms such as parent-teacher-student conferences, L4L Connect Posts, phone calls home, text messages, emails, Data and Design, and updates posted in the school lobby.	Based on input and data analysis, SDWIHS would like to improve the number of students and families who complete the annual survey to help inform the decision-making process. The rate of completion, if improved, would help determine social-emotional support, new courses, and academic support.	To engage underrepresented families, SDWIHS plans to make additional contacts home in the form of L4L Connect Posts, phone calls, emails, text messages, Data and Design, and home visits.
SDWIHS has seen when families are reached out to in multiple formats, their attendance at school events increases, and the school-home relationship improves. Based on a family's preferred form of communication, SDWIHS will seek input for the decision-making process.
One key finding from the local survey was from parent/guardian responses. When asked in the last school survey if they felt that their school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings, 84% responded that they agreed and strongly agreed. The school also continues to implement parent engagement activities like PAC/ELAC, student recognition days, award nights, open houses, back-to-school nights, and parent-teacher-student conferences.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-04	2024
37679910000000	Cajon Valley Union	3	The Cajon Valley Union School District (CVUSD) Family and Community Engagement (FACE) Department formally began in the Fall of 2015. Our diverse district serves students with over 40 primary languages from 88 different counties. Our bilingual liaisons speak English, Arabic, Spanish, Farsi, and Pashto, which are the primary languages in the district. Our FACE department is a vital support in ensuring that the needs of our families are met.

The departmental mission of the FACE team is focused on helping school staff and families build meaningful, authentic relationships with one another to improve students’ academic and social-emotional well-being, ensuring that every student is happy, in healthy relationships, and on a path to gainful employment. 

In 2023/2024, family liaisons facilitated 139 parent education workshops in our four primary languages spanning from “ how to access email” to “ understanding district assessments.”  

Based on a local survey provided to families during the 2023/2024 school year, an area of strength for Cajon Valley is the ability to create welcoming environments for all families in the community. This is a continued strength from the previous school year.	Based on a local survey provided to families in the 2023/2024 school year, an area of focus continues to be building the capacity of staff to build trusting and respectful relationships with families. As a result, strategies that Cajon Valley has in place that we would like to enhance and sustain at all sites include targeted site FACE professional development, family teacher teams, and positive home visits.

Targeted Site FACE Professional Development 
We set FACE goals with all site principals throughout the year. We would like to broaden these meetings to include site staff to help establish a FACE committee to help further FACE at our sites. The FACE Department can provide multiple FACE Professional Development based on the listed strategies above. However, we would like to focus our support on three FACE Professional Development opportunities:

Family Teacher Teams 
This is an opportunity to repurpose three traditional school events: Open House, Parent-Teacher Conferences, and Back to School Night. Utilizing these pre-existing structures, our goal is to build relationships with parents by asking them to share their hopes and dreams for their children with all the parents in the room. The teacher then shares academic data about the student with the parent. Finally, the teachers show the parent one activity to do at home to improve that data point. 

Positive Home Visits 
The purpose of Home Visits is to develop meaningful relationships between teachers, parents, and students.  Hopes, dreams, and aspirations are discussed in every home visit, leading to parents being more open to working with schools in a way that best supports their children. Each site has a Home Visit Teacher Lead that encourages other teachers to make positive home visits.  Visits are conducted after school or during summer in teams of two, and a cross-section of students is selected.  As necessary, visits include FACE Community Liaisons for interpretation service and building upon the trust they have already developed with parents.	The goal of our FACE department is to serve all families. However, the department was initially created and funded to serve our underrepresented families who arrived as Newcomers from the Middle East. The strategies we provide, the training we offer, and the staff we hire serve all families with a focus on our underrepresented populations. With over 40 languages and 88 countries represented in our district’s demographics, there are always continued efforts to ensure that all families have the ability to and support in accessing resources and opportunities to partner with the school. In addition to the 17 community bilingual liaisons, we are onboarding translation services that will allow us to connect with even more families.	Based on a local survey provided to families in the 2023/2024 school year, building partnerships for student outcomes had the highest overall score. A particular strength of Cajon Valley, based on this survey, is providing families with information and resources to support student learning and development in the home. In order to support this area, Cajon Valley works on the following:

Newcomer Welcome Meetings 
Our FACE Community Liaisons meet with families who are newcomers to the United States. With over 700 families new to the US enrolling during the 2023/2024 school year, this was a monumental task for our community liaison team. We continue to be dedicated in ensuring our new families have the support needed to assist in a smooth transition into our schools. Beyond creating a smooth transition, a goal of these welcome meetings is to build relationships and connections between our school staff and our families and students.

Parent University/Reading Roads 
Reading Roads is a no-cost, reading and literacy skill-building class offered to parents that include weekly parent group sessions, and each session is approximately two hours. Groups are provided home or dual-language books and activities in one of our four primary home languages: English, Spanish, Arabic, and Farsi. Parents are provided with culturally and linguistically responsive materials within each language group. Parents are taught strategies for building specific literacy skills at home, such as story re-telling and making inferences. Parents also learn about positive reinforcement as a technique for creating stronger bonds and relationships with their children.	Based on our 2023/2024 local survey provided to parents, an area of continued growth for Cajon Valley is supporting families to understand and exercise their legal rights and advocate for their own students and all students. To continue growing in this area, FACE Community Liaisons provide hour-long workshops throughout the day for parents in Arabic, Spanish, Farsi, and English. These workshops offer a variety of subjects that were generated from parent input.  Liaisons receive training on various school-based and community-based initiatives to support these workshops, such as Positive Discipline, Social and Emotional Learning, World of Work, Strength Assessments, and working with community organizations, such as the San Diego Career Center, Barrio Logan College Institute, Rady Children’s Hospital, the San Diego Police Department Task Force, and others. We partner with Child Protective Services and our Special Education Department to train and provide additional workshops on these topics.	The goal of our FACE Department is to serve all families. However, the department was created and funded to serve our underrepresented families first. Every strategy we provide, every meeting we offer, and every staff we hire is done to serve our underrepresented populations. 

Through the Family Teacher Team (FTT) experience, the expectation is that all students and families attend. School staff go above and beyond to invite parents with personal invitations from the teachers and students. Reminder phone calls from the teacher and Community Liaisons are conducted as well. Electronic invitations using ParentSquare are regularly sent out. As always, all communication is distributed in multiple languages. Sites also utilize their marquees to advertise. Finally, our Community Liaisons host multiple Pre-FTT meetings with parents to help prepare them for the event and explain the purpose and expectations. Most importantly families attend because teachers that host FTT’s have authentic relationships with their parents and their parents want to attend based on those relationships.	Based on the 2023/2024 local survey, an area of strength for Cajon Valley is building the capacity of principals and staff to effectively engage families in advisory groups with decision-making. Over the past three years, we have worked to empower our DELAC parent group. Our goal is to help the committee see themselves as an example of parent empowerment so that they can lead the ELAC parent groups at the site to do the same. Our DELAC board members have taken an active leadership role in and out of the DELAC meetings. They are active ELAC members at their sites. They have discussed how they will go out to support other ELAC committees that are less involved. They set the DELAC agenda based on their needs and frequently, the required agenda items are tabled for later meetings so that we can meet their requests.	Based on the 2023/2024 local survey, an area of continued growth for our district is a continued need to provide opportunities for families to co-design and implement family engagement activities as well as continuing to help families understand how to advocate for their students in a school setting.	The goal of our FACE department is to serve all families. However, the department was created and funded first to serve our underrepresented families. Every strategy we provide, every meeting we offer, and every staff we hire is done to serve our underrepresented populations. 
 
 Our goal is to make sure we directly involve our unrepresented families through advisory committees: site ELACs, DELAC, and LCAP. Additionally, we do this by making sure the Principal and Community Liaisons invite underrepresented families to our “Coffee with the Principal,” where they build authentic relationships, hear from, and communicate with our parents. 
 
These more frequent, less formal events are where real relationships with parents are forged, and genuine information facilitates real change. The deeper the relationship between home and school becomes, the research shows that student achievement and outcomes are directly affected.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-25	2024
37679910108563	EJE Elementary Academy Charter	3	Parents have shared their appreciation and gratitude for how we are constantly doing what can we do to keep them updated on school events and their child’s progress. They primarily receive this information at Coffee with the Principal, our school’s
monthly newsletter, grade-level weekly newsletters, Parent Teacher Conferences through ParentSquare and PowerSchool. Parents have also expressed their appreciation of the community school coordinator and parent liaison and their work connecting them to resources, classes, and PIQE through our new community center. This year, parents also appreciated that we held Coffee with the Principal in the morning and evenings to accommodate the varying schedules. We also get to know our families through home visits, orientations for each grade level, back-to-school, and open house nights. 
	Based on the success and positive feedback with PIQE, we will focus on partnering with PIQE next school year to continue offering various courses, including a family engagement course, a literacy course, and a parent leadership course. These courses support parents in learning how to advocate for their child and how to partner with the school and staff to form strong relationships to increase students' achievement collaboratively. We will also continue to focus workshops on ways for parents to support at home and ways to strengthen parents' understanding of their child’s academic success. Parents would also like to know more about the standards by the end of the year or be able to set up in-person meetings more frequently with their child’s teacher(s).	We recognize that many of our families cannot come in during the school day to support or even participate in school-wide events. We want to engage our families by giving them multiple ways to access meetings in person or virtually and at different times of the day (morning/evening) and having access to daycare to attend these meetings. We also want to ensure all information is accessible on our school website and sent through ParentSquare promptly. 
	Our school has been able to build strong partnerships with local organizations that support the academic and well-being of our students. Our school has partnered with Barrio Logo College Institute, Atlético, UCSD Extension, Naturally Well, Bastyr University, and San Ysidro Health Clinic. We are also in the initial stages of collaborating with parents/teachers to understand standards, using PowerSchool for student mastery, and expectations for grade-level outcomes.	We will continue to strengthen our Community Schools model and MTSS framework to identify the specific student and family needs and appropriately match the community resources to fulfill those needs. 

Parents have also communicated that while they appreciate the various workshops and opportunities for involvement, we need to try to weave the information, workshops, and meetings together so it doesn’t feel overwhelming. 
	Based on feedback from parents, our goal is to streamline the events and opportunities to get involved to avoid parents feeling like there are too many events, workshops, etc. to attend. We plan to coordinate the days and times of Coffee with the Principal to align with the information and learning happening with EL-PAC, PAC, and the steering committee. We also plan on reaching out to more families by directly inviting them and welcoming them into different spaces where they can engage in these conversations.	As a school, we have Staff PD and parent meetings at least once a month to ensure we have opportunities for staff and parents to share their input through surveys. Parents have shared that they can share their thoughts through Coffee with the Principal, EL-PAC, and Parent committees. Since we have an open-door policy, they feel they can get a hold of someone quickly to resolve things. Teachers are given opportunities to share their input every trimester as well. PIQE has also provided a space where parents can ask questions of the school leadership and has provided a way of finding strong structures for eliciting parent input. 
	We will continue to find ways to get families' input, such as making parent surveys accessible during parent-teacher conferences and/or other events where more parents attend. We also want to continue to find other methods and ways of getting their input periodically.	To meet the time needs of our families, we will work towards ensuring we have a representation of our underrepresented families on our parent committees so that we can regularly seek their input. We will also think of ways in which we can reach
more families in the decision-making process through other highly attended school events such as family nights and parent conferences.
	5	5	5	5	5	5	4	5	5	5	5	5	Met		2024-06-18	2024
37679910119255	EJE Middle Academy	3	Parents have shared their appreciation and gratitude for constantly doing what we can to keep them up to date with school events and their children’s progress. They primarily receive this information at Coffee with the Principal, our school’s
monthly newsletter, grade level weekly newsletters, and Parent Teacher Conferences through ParentSquare and PowerSchool. Parents have also expressed their appreciation of the community school coordinator and parent liaison and their work connecting them to resources, classes, and PIQE through our new community center. This year, parents also appreciated that we held Coffee with the Principal in the morning and evenings to accommodate the varying schedules. We also get to know our families through home visits, orientations for each grade level, back-to-school, and open house nights. 
	Based on the success and positive feedback with PIQE, we will focus on partnering with PIQE next school year to continue offering various courses, including a family engagement course, a literacy course, and a parent leadership course. These courses support parents in learning how to advocate for their child and how to partner with the school and staff to form strong relationships to increase students' achievement collaboratively. We will also continue to focus workshops on ways for parents to support at home and ways to strengthen parents' understanding of their child’s academic success. Parents would also like to know more about the standards by the end of the year or be able to set up in-person meetings more frequently with their child’s teacher(s).	We recognize that many of our families cannot come in during the school day to support or even participate in school-wide events. We want to engage our families by giving them multiple ways to access meetings in person or virtually and at different times of the day (morning/evening) and having access to daycare to attend these meetings. We also want to ensure all information is accessible on our school website and sent through ParentSquare promptly. 
	Our school has been able to build strong partnerships with local organizations that support the academic and well-being of our students. Our school has partnered with Barrio Logo College Institute, Atlético, UCSD Extension, Naturally Well, Bastyr University, and San Ysidro Health Clinic. We are also in the initial stages of collaborating with parents/teachers to understand standards, using PowerSchool for student mastery, and expectations for grade-level outcomes.	We will continue to strengthen our Community Schools model and MTSS framework to identify the specific student and family needs and appropriately match the community resources to fulfill those needs. 

Parents have also communicated that while they appreciate the various workshops and opportunities for involvement, we need to try to weave the information, workshops, and meetings together so it doesn’t feel overwhelming.
	Based on feedback from parents, our goal is to streamline the events and opportunities to get involved to avoid parents feeling like there are too many events, workshops, etc. to attend. We plan to coordinate the days and times of Coffee with the Principal to align with the information and learning happening with EL-PAC, PAC, and the steering committee. We also plan on reaching out to more families by directly inviting them and welcoming them into different spaces where they can engage in these conversations.	As a school, we have Staff PD and parent meetings at least once a month to ensure we have opportunities for staff and parents to share their input through surveys. Parents have shared that they can share their thoughts through Coffee with the Principal, EL-PAC, and Parent committees. Since we have an open-door policy, they feel they can get a hold of someone quickly to resolve things. Teachers are given opportunities to share their input every trimester as well. PIQE has also provided a space where parents can ask questions of the school leadership and has provided a way of finding strong structures for eliciting parent input. 
	We will continue to find ways to get families' input, such as making parent surveys accessible during parent-teacher conferences and/or other events where more parents attend. We also want to continue to find other methods and ways of getting their input periodically.	To meet the time needs of our families, we will work towards ensuring we have a representation of our underrepresented families on our parent committees so that we can regularly seek their input. We will also think of ways in which we can reach
more families in the decision-making process through other highly attended school events such as family nights and parent conferences.
	5	5	5	5	5	4	5	5	4	4	4	4	Met		2024-06-18	2024
37679910139394	Kidinnu Academy	3	Kidinnu Academy has the following strengths:
-Schoolwide communication systems that allow parents to directly communicate with their child's teacher and site leadership.  This system also allows staff to share community events and classroom lessons/work which allows parents to be more involved with what is happening on campus.
-Both fall and spring parent conferences are well liked and helps parents understand how their child is performing on grade level standards
-Family events included Literacy Events, Robotics Showcase, and our annual Winter Show
-Monthly parent coffees
-All classrooms have an instructional aide and most of our aides are bilingual or multilingual and support home/school communication
-Our office staff is welcoming, kind, and always willing to assist parents/families
-Parents are well known at our schools.  Our daily drop off and pick up systems help staff build relationships and trust with families.	This year we would like to increase parent education and purchase more resources to support learning at home.  We are also planning to provide 100% of Kidinnu Academy South with home devices to access blended learning programs.  We will continue to get parent feedback on desired trainings and community engagement events.	-100% of our families were connected to our school's communication system.  Continue to use multiple preferred methods of communication to ensure that we are in contact with all families, including parents of underrepresented families. 
-Over 90% of our families home languages include Arabic, Chaldean, and/or English.  Our staff is representative of this community and nearly 50% of our staff are fluent in these languages.  This year we had the opportunity to employ individuals who were also fluent in Spanish and Kurdish.  This helps us ensure that we are able to clearly communicate with parents in informal school settings.	-Over 90% of parents/guardians shared that they learned new skills, strategies, or approaches to support their children this year.
-100% of our families engaged with their child's teacher via Class Dojo
-Over 95% of our families participated in Fall Parent Conferences--accommodations were made if parents were unable to attend in person, all parents who needed an interpreter were provided with one
-Systems and schedules are in place that allow all families to get support and maintain contact with their child's teacher	This year we would like to increase parent education and purchase more resources to support learning at home.  We are also planning to provide 100% of Kidinnu Academy South with home devices to access blended learning programs.	Our data did not show that underrepresented families were less engaged.  Our parent conference and annual survey data showed that over 90% of our families were involved.	96% of our students' parents provided us with input on various multiple choice questions as well as provided narrative to open-ended questions about our schools strengths and next steps.  Additionally, our parent coffees and parent leadership team groups had great attendance and participation.	Next year we would like to continue to host monthly parent coffee meetings.  This is an excellent way to get ongoing feedback from parents.	All families, including underrepresented families, are very important in helping us make informed decisions about next steps for the school.  To continue supporting their involvement, we will employ various communication systems and provide multiple opportunities for parents to get involved at the school.	5	5	5	5	4	4	5	5	4	4	5	4	Met		2024-06-11	2024
37679910140558	Bostonia Global	3	"As an in-district charter, Bostonia Global is supported by the Cajon Valley Union School District (CVUSD) Family and Community Engagement (FACE) Department. Our diverse school community, comprising over 40 languages, is supported by bilingual liaisons fluent in English, Arabic, Spanish, Farsi, and Pashto, which are the primary languages within the district. Additionally, we are guided by an advisory council that includes a CVUSD school board member, a school principal, a school counselor, a representative from the San Diego County Office of Education, a community member, and a parent.
The FACE team's mission is centered on fostering meaningful and authentic relationships between school staff and families to enhance students' academic and social-emotional well-being. We aim to ensure that every student is happy, in healthy relationships, and on a path to gainful employment.
In the 2023/2024 school year, family liaisons facilitated 139 parent education workshops in our four primary languages, covering topics ranging from ""how to access email"" to ""understanding district assessments."" This initiative was instrumental in creating welcoming environments for all families, a continued strength from previous years, as highlighted in a local survey conducted during this period.
The FACE Department has been proactive in supporting the community, having been acknowledged on state, national, and global platforms over the past years. Notably, the CVUSD FACE Department was one of six school districts in California chosen to participate in a 5-year legislated initiative funded by a $15 million grant. This initiative aims to build Family and Community Engagement Learning Networks across California. Additionally, we were recently awarded a Community School planning grant for the next two years, allowing us to collaborate with the local community, school staff, families, and students to develop a vision for bringing the Community School concept to life, further enhancing our already robust FACE Department.
The heart of our FACE Department lies in our 17 community liaisons from diverse backgrounds, including Iraq, Syria, Afghanistan, Puerto Rico, Mexico, and the United States. Their primary responsibility is to build authentic relationships between school staff and our families, going beyond merely providing translation and interpretation services. Their goal is to integrate the community into our schools and facilitate strong, supportive connections that enhance the educational experience for all students.
The FACE Department's work, including over 530 virtual workshops and extensive outreach efforts, reflects our commitment to engaging with and supporting over 1,700 families, ensuring that our community feels welcomed and valued within the school environment."	Based on a local survey provided to families in the 2023/2024 school year, an area of focus continues to be building the capacity of staff to build trusting and respectful relationships with families. As a result, strategies that Cajon Valley has in place that we would like to enhance and sustain at all sites include targeted site FACE professional development, family teacher teams, and positive home visits.

Targeted Site FACE Professional Development 
We set FACE goals with all site principals throughout the year. We would like to broaden these meetings to include site staff to help establish a FACE committee to help further FACE at our sites. The FACE Department can provide multiple FACE Professional Development based on the listed strategies above. However, we would like to focus our support on three FACE Professional Development opportunities:

Family Teacher Teams 
This is an opportunity to repurpose three traditional school events: Open House, Parent-Teacher Conferences, and Back to School Night. Utilizing these pre-existing structures, our goal is to build relationships with parents by asking them to share their hopes and dreams for their children with all the parents in the room. The teacher then shares academic data about the student with the parent. Finally, the teachers show the parent one activity to do at home to improve that data point. 

Positive Home Visits 
The purpose of Home Visits is to develop meaningful relationships between teachers, parents, and students.  Hopes, dreams, and aspirations are discussed in every home visit, leading to parents being more open to working with schools in a way that best supports their children. Each site has a Home Visit Teacher Lead that encourages other teachers to make positive home visits.  Visits are conducted after school or during summer in teams of two, and a cross-section of students is selected.  As necessary, visits include FACE Community Liaisons for interpretation service and building upon the trust they have already developed with parents.
	The goal of our FACE department is to serve all families. However, the department was initially created and funded to serve our underrepresented families who arrived as Newcomers from the Middle East. The strategies we provide, the training we offer, and the staff we hire serve all families with a focus on our underrepresented populations. With over 40 languages and 88 countries represented in our district’s demographics, there are always continued efforts to ensure that all families have the ability to and support in accessing resources and opportunities to partner with the school. In addition to the 17 community bilingual liaisons, we are onboarding translation services that will allow us to connect with even more families.	Based on a local survey provided to families in the 23/24 school year, a strength of Cajon Valley is implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. In order to support this area, Cajon Valley works on the following:
Newcomer Welcome Meetings 
Our FACE Community Liaisons meet with every family who are newcomers to the United States. Our Liaisons learn about the student and their family through a casual and welcoming conversation. Liaisons share with the student's teacher or other school personnel information to assist in making the student’s and family’s transition as smooth as possible. Our goal is to welcome each family by ensuring they have an initial point of contact who speaks their language. The Community Liaison develops a relationship with the family, provides each family with school and community resources, and encourages them to participate in Parent University, parent workshops and Parent Leader groups. 

Parent University
Bostonia Global provides parents with parent universities focused on teaching strategies for building specific literacy skills at home, such as story re-telling and making inferences. Parents also learn about positive reinforcement as a technique for creating stronger bonds and relationships with their children. Sessions are co-facilitated by our curriculum-trained Community Liaisons and school site teachers.  During sessions, babysitting and a light meal are provided to parents and their children. 
Additionally, an area of continued growth for Cajon Valley is Supporting families to understand and exercise their legal rights and advocate for their own students and all students. To continue growing in this area, FACE Community Liaisons provide hour-long workshops throughout the day for parents in Arabic, Spanish, Farsi, and English. These workshops offer a variety of subjects that were generated from parent input.  Liaisons receive training on various school-based and community-based initiatives to support these workshops, such as Positive Discipline, Social and Emotional Learning, World of Work, Strength Assessments, and working with community organizations, such as the San Diego Career Center, Barrio Logan College Institute, Rady Children’s Hospital, the San Diego Police Department Task Force, and others. We partner with Child Protective Services and our Special Education Department to train and provide additional workshops on these topics.	Based on a local survey provided to families in the 2023/2024 school year, an area of focus continues to be building the capacity of staff to build trusting and respectful relationships with families. As a result, strategies that Cajon Valley has in place that we would like to enhance and sustain at all sites include targeted site FACE professional development, family teacher teams, and positive home visits.

Targeted Site FACE Professional Development 
We set FACE goals with all site principals throughout the year. We would like to broaden these meetings to include site staff to help establish a FACE committee to help further FACE at our sites. The FACE Department can provide multiple FACE Professional Development based on the listed strategies above. However, we would like to focus our support on three FACE Professional Development opportunities:

Family Teacher Teams 
This is an opportunity to repurpose three traditional school events: Open House, Parent-Teacher Conferences, and Back to School Night. Instead of parents attending Back to School Night and listening to the teacher talk “at” them for 30 minutes, we desired to build relationships with parents by asking them to share their hopes and dreams for their children with all the parents in the room. The teacher then shares academic data about the student with the parent. Finally, the teachers show the parent one activity to do at home to improve that data point. The teacher holds a similar event during Parent Conferences and at Open Houses to include a celebration centered around data growth. 

Positive Home Visits 
The purpose of Home Visits is to develop meaningful relationships between teachers, parents, and students.  Hopes, dreams, and aspirations are discussed in every home visit, leading to parents being more open to working with schools in a way that best supports their children. Bostonia Global encourages teachers to make positive home visits.  Visits are conducted after school in teams of two, and a cross-section of students is selected.  As necessary, visits include FACE Community Liaisons for interpretation service and building upon the trust they have already developed with parents.	The goal of our FACE Department is to serve all families. However, the department was created and funded to serve our underrepresented families first. Every strategy we provide, every meeting we offer, and every staff we hire is done to serve our underrepresented populations. 

Through the Family Teacher Team (FTT) experience, the expectation is that all students and families attend. School staff go above and beyond to invite parents with personal invitations from the teachers and students. Reminder phone calls from the teacher and Community Liaisons are conducted as well. Electronic invitations using ParentSquare are regularly sent out. As always, all communication is distributed in multiple languages. Sites also utilize their marquees to advertise. Finally, our Community Liaisons host multiple Pre-FTT meetings with parents to help prepare them for the event and explain the purpose and expectations. Most importantly families attend because teachers that host FTT’s have authentic relationships with their parents and their parents want to attend based on those relationships.	We have worked diligently in these past few years to empower our DELAC parent group. Our goal is to help the committee see themselves as an example of parent empowerment so that they can lead the ELAC parent groups at the site to do the same. Our DELAC board members have taken an active leadership role in and out of the DEALC meetings. They are in the process of creating a parent involvement video to inspire other parents to become engaged. They are active ELAC members at their sites. They have discussed how they will go out to support other ELAC committees that are less involved. They set the DELAC agenda based on their needs and frequently, the required agenda items are tabled for later meetings so that we can meet their requests.
 
To increase parent engagement and empower our parents that attend our LCAP meetings. We started a Pre-LCAP meeting before the official LCAP meeting. We found that many parents were frustrated coming to the LCAP meeting because they either did not get their needs met, understood the content, or did not feel heard. By holding a meeting two days before the meeting, we provided opportunities for our parents to provide as much feedback on the topics they felt they needed to provide. This helped to address the three main concerns.
	Based on the 2023/2024 local survey, an area of continued growth for our district is a continued need to provide opportunities for families to co-design and implement family engagement activities as well as continuing to help families understand how to advocate for their students in a school setting.	The goal of our FACE department is to serve all families. However, the department was created and funded first to serve our underrepresented families. Every strategy we provide, every meeting we offer, and every staff we hire is done to serve our underrepresented populations. 
 
 Our goal is to make sure we directly involve our unrepresented families through advisory committees: site ELACs, DELAC, and LCAP. Additionally, we do this by making sure the Principal and Community Liaisons invite underrepresented families to our “Coffee with the Principal,” where they build authentic relationships, hear from, and communicate with our parents. 
 
These more frequent, less formal events are where real relationships with parents are forged, and genuine information facilitates real change. The deeper the relationship between home and school becomes, the research shows that student achievement and outcomes are directly affected.	5	5	5	5	4	4	5	3	4	5	4	5	Met		2024-06-25	2024
37680070000000	Cardiff Elementary	3	Cardiff Schools believes that successful collaborative relationships with students and families have a positive impact on student learning and achievement. A portion of our start up meetings each year is dedicated to the value and importance of parent participation and engagement in our academic and social emotional programs. All teachers and staff complete online training modules including anti-biased training during the first weeks of school. 

Cardiff Schools is fortunate to have a supportive and engaged community of active parent and community involvement. Our parent advisory group, The Cardiff SEA, welcomes incoming kindergarten families throughout the summer with a series of playdates and a kinder parent night event.  Office managers at both sites welcome new families with tours of the school and teacher/staff introductions. Cardiff School and Ada Harris Elementary host Back to School Nights and have close to 100% attendance each year.  Cardiff Schools, in collaboration with the Cardiff SEA hosts several parent engagement and family friendly events including monthly SEA meetings, Family Fit Night, Science Night, Ocean Night, Family Art Night, Monster Dash and After Bash, Ice Cream Social, and movie nights.  

Cardiff Schools hosts Cardiff Way Awards Assemblies each month and parents are always invited to attend.  Each class seeks parent volunteers to help with reading and math groups, art lessons, field trips, garden activities, cultural events and class celebrations.  We seek parental support for the jog-a-thon, read-a-thon, book fairs and the family events listed above.  Each grade level invites parents and community members to partake in and observe student projects, reports, performances, speeches and other culminating student works. Our two schools held approximately 75 family friendly special events and/or activities. 
	Each school sends out a weekly electronic newsletter to parents and guardians called The Wednesday Wave.  The newsletter was recently reformatted to increase reader engagement, highlight upcoming events and includes a principal’s message.  The Wednesday Wave also includes a rotating segment from each of the specialty teachers (science, PE, library, Spanish, garden and music) and there is a section devoted to Social Emotional Learning (SEL) as well.  Both school principals work in conjunction with our shared counselor to create the SEL content which includes each month's focus area and things families can do at home to build capacity in the given area.  The principal’s message relays site specific information to families,  highlights safety concerns, ways to improve attendance and puts a spotlight on the nice things happening around campus.  After school enrichments and our breakfast and lunch menu is also included in The Wednesday Wave.  We are continually working on building community and The Wednesday Wave is our main source of communication to our families.  We have also focused on sending stand alone emails and making personal phone calls to families in English and Spanish to keep parents and guardians informed about field trips, special events and class or grade specific needs.  We have found that adding a personal touch whenever possible greatly improves our relationships with our families.
	Our bilingual office assistants serve as the direct liaison to our Spanish speaking families, offering support, assistance and translation.  Our bilingual office assistants collaborate with the office team to provide outreach to families of chronically absent students which has led to improved attendance rates. Our attendance clerks and classroom teachers have gone through training to implement Independent Study Contracts when a family knows their child will be absent for more than three days. Principals will do home visits and also create attendance contracts to provide incentives for students to improve attendance.  Implementing these practices has increased engagement with underrepresented families.

This was our third year of having a Social Emotional Learning (SEL) and Cultural Awareness committee with representatives from each grade level.  This committee developed a monthly focus area and grade appropriate lessons and activities that support each focus area. We are now at full implementation of teaching SEL lessons in class, having the focus areas as part of our school wide assemblies and also as a segment in The Wednesday Wave with links and ideas for families to build capacity in these areas at home.  This wrap around focus of SEL has increased engagement with our underrepresented families.

We have five ELAC/DELAC meetings per year and parents/guardians of English Learners are always invited.  We send out emails in English and Spanish, hang up agendas in front of the school and send out a  reminder phone call in our families primary language.  Each meeting includes our bi-lingual office assistant and in addition to required agenda items, we always have time for site reports and questions from families.  These meetings provide an opportunity for the school to build relationships with our multilingual families and  increase participation and engagement.
	All classroom teachers communicate and share classroom activities with parents and guardians using a Learning Management System. K-2 families are able to view their students weekly assignments or activities via video communications through SeeSaw. Grades 3-6 families  are able to view students' current assignments and monitor their progress through Google Classroom and Schoology. We are fortunate to serve a close knit community with low student attrition, which allows us the opportunity to build strong connections with families over time. Therefore, teachers (including intervention and impact teachers) provide ongoing direct communication with families on a consistent basis. The Learning Center (grades 3-6) and the Learning Lab (grades k-2) send out progress reports with each report card so families are informed on their child’s academic progress towards grade level standards as well as their progress with specific reading interventions.

The district provides a bilingual office assistant at each school site to support English Learner families in their understanding of achievement data, intervention services and home school connections and communications.

Parents were invited to participate in parent teacher conferences twice during the school year and 99% of parents of English Learners, students with disabilities, and unduplicated students participated in parent teacher conferences.
	65% of The Districts families and staff provided input on district priorities through the annual Cardiff SEA survey.  Our educational partner feedback indicated the continued  importance of our specialty programs of PE, science, music and garden.  There was a strong interest in growing our art program and parents and staff feedback showed support for adding an art teacher to be shared by the two schools.  Feedback continued to support the need for our SEL counselor supporting both schools with classroom lessons, small group support and counseling services. 

Based on feedback from our educational partners, we are in the process of selecting an art teacher to be shared between the two sites and will continue with all specialty classes and SEL support with our full time counselor.
	During the self reflection process in relation to building partnerships for student outcomes we found that we continue to need improvement in increasing attendance at ELAC/DELAC meetings and creating opportunities for non English speaking parents to learn how to navigate classroom Learning Management Systems especially in the upper grades.  In order to meet this need, Cardiff Schools will reach out to multilingual families and  parents of English Learners in an effort to determine the best day and time for DELAC/ELAC meetings. We will ask our regular attendees to share the importance with their friends and connections in an effort to increase attendance.  While we intended to provide a Learning Management System training opportunity for parents of English Learners in the 23-24 school year, it did not happen.  This continues to be a goal area for us as we work to improve engagement of underrepresented families.	A LCAP Survey Link to collect input on District Priorities was sent to all educational partners, including certificated and classified staff and all parents, including parents of students with disabilities and ELL students. Student focus groups were conducted at both sites and input was collected and is reflected in our LCAP. Feedback was collected and reflected in the LCAP. A LCAP draft was sent to all parents, classified staff and certificated bargaining unit (CETA) members and posted on the website. Feedback was collected and input responded to. In addition, the following groups were provided opportunities to provide LCAP input:

School Site Council was consulted and reviewed the LCAP Draft
The local SELPA (NCCSE) discussed the LCAP and the LCAP process
District English Language Advisory Committee was consulted and reviewed LCAP draft
District Parent Advisory (SEA)/Community was consulted and reviewed the LCAP draft
Certificated Staff was consulted and reviewed LCAP draft
Classified Staff was consulted and reviewed LCAP draft
Administrative Leadership were consulted and reviewed LCAP draft
Board of Trustees was consulted and reviewed LCAP draft
Public Hearing was held on June 6, 2024
Board Approval on June 11, 2024
	During the self reflection process in relation to seeking input for decision making we found that improvement was needed in increasing input from parents of English Learners.  We will continue our efforts to send all surveys and communication seeking input in both English and Spanish. In addition, our bilingual office assistants will reach out to families personally to let them know their input is requested.  Being a small district, focusing on personal outreach to gain input for decision making is an option we will improve upon.
	Cardiff Schools will move the DELAC/ELAC meetings to a preferred day and time so that decision making input can be provided by more families. We will reach out to parents of ELL students in an attempt to determine the best day and time for ELAC/DELAC meetings.  At these meetings we will continue to seek input from underrepresented families.
	5	5	5	5	5	5	5	5	5	4	4	5	Met		2024-06-11	2024
37680230000000	Chula Vista Elementary	3	Yearly, CVESD engages educational partners through various feedback meetings in an effort to understand their perceptions and opinions about District decision making. Many parent are involved in school governance opportunities that contribute to the school culture and student outcomes by joining site specific councils and advisory groups.   A major strength of CVESD is the use of DAC/DELAC meetings to educate the learning community.  CVESD continues to build partnerships through our Safety Committee, Budget Advisory Council and School Site Councils (SSC) which are all in support of positive student outcomes.	Chula Vista Elementary School District is committed to seeking additional ways to engage parents and families to maximize positive impacts on our learning community.  These areas include but are not limited to family engagement programs, community partnerships, feedback mechanisms, and support for diverse needs. Additionally, CVESD established an LCAP goal to cultivate and increase engagement among educational partners to foster a sense of shared responsibility and accountability in supporting the home-school connection and high-quality learning experiences for all students. CVESD is focusing on community outreach and engagement, parent leadership and education opportunities, and advancing digital engagement.  By focusing on these areas, CVESD aim to foster a welcoming and inclusive school environment where families feel valued, respected, and actively engaged in their children's education.	CVESD is enhancing engagement of underrepresented families by organizing Community Expos, expanding our Communications Department, and establishing a new position of Parent Engagement Liaison. The community expos bring families, school staff, and community partners together, fostering interaction and offering workshops and resources tailored to diverse needs. The expanded communication department ensures information reaches underrepresented families through multilingual newsletters, social media, and targeted outreach efforts. The Parent  Engagement Liaison increases Districtwide and school-specific parent and family engagement by serving as a communication bridge; collecting and disseminating parenting information, resources, and services; coordinating parent education; consulting with schools; and conducting parent/community outreach. These efforts aim to create a more inclusive and supportive environment where all families feel valued and connected to CVESD schools.	Chula Vista Elementary School District has a long-standing history of building strong relationships with our parent community. Educational partners report that CVESD schools are welcoming environments, and staff and teachers are friendly and supportive. Based on the Hanover Survey, parent participation in parent-teacher conferences is high, and parents are aware that they can be elected to advisory councils such as School Site Council (SSC) and English Learner Advisory Committee (ELAC). Continuous progress in building positive home-school relationships include ensuring that parent leaders from across the District provide input into the District Parent and Family Engagement Policy. This policy is jointly developed with parents and reviewed and updated annually. Specifically, our District Advisory Council (DAC) parents and District English Learner Advisory Committee (DELAC) collaborate with each other and with school leaders to provide input into this policy.	Chula Vista Elementary School District is continually working  to enhance partnerships with local organizations and agencies to improve student outcomes.  This includes a strategic partnership with the National Center for Urban School Transformation (NCUST), aimed at implementing proven practices to boost student achievement and school effectiveness through shared resources and research-based strategies. CVESD is dedicated to enhancing strategic and differentiated support initiatives that are customized to address the specific needs identified at individual school sites. CVESD is cultivating partnerships with local Institutes of Higher Learning (IHL). The Aspire Teacher Residency Program at National University is designed to have National University prepare classroom teachers for our district. This program makes students eligible for a stipend from our district, scholarships from National University, and a teaching position in CVESD. The goal is to improve student achievement for K-12 through an innovative, cutting-edge cohort teacher preparation program and significant professional support. CVESD recognizes that military families face unique challenges related to school enrollment, transfers, placement, and graduation due to frequent relocating in service to our country. To ensure that our military families have the support they need, the schools with the highest enrollment of military-connected students have access to Military Family Life Counselors to help guide them and connect them to various resources available to them. The district also works directly with a naval base liaison officer to continue to develop ways to support our military families.	CVESD is committed to expanding collaboration opportunities to strengthen student outcomes, specifically unduplicated student groups,  which is reflected throughout our LCAP. CVESD's Parent  Engagement Liaison increases Districtwide and school-specific parent and family engagement by serving as a communication bridge; collecting and disseminating parenting information, resources, and services; coordinating parent education; consulting with schools; and conducting parent/community outreach. These efforts aim to create a more inclusive and supportive environment where all families feel valued and connected to CVESD schools. In addressing attendance, CVESD is employing a Director of Attendance, Wellness, & Student Supports to monitor student attendance closely. This proactive approach aims to reduce absenteeism, enhance student engagement, and improve overall academic performance.  The Director of Attendance, Wellness, & Student Supports collaborates with support staff and families to ensure that attendance is not a barrier to positive student outcomes. Our ILT (Instructional Leadership Team) structure directly supports each school site by tailoring leadership and instructional strategies to meet specific student needs. By customizing the ILT composition and focus at each school, CVESD ensures that local challenges and opportunities are addressed effectively. This approach allows for targeted interventions and supports that are responsive to diverse student demographics, academic performance data, and community dynamics unique to each school site. These differentiated resources play a crucial role in supporting underrepresented families in Chula Vista Elementary School District and promotes positive student outcomes for all students.	Collaboration with staff, parents and community is a critical component of our District’s Decision-Making process, which is outlined on our District’s website along with our vision. CVESD annually surveys and engages parents and family members to gather feedback necessary for the development and revision of the LCAP, the LCAP Federal Addendum, and other state and federally funded programs. At each of our schools, Educational Partner feedback is also gathered at SSC and ELAC meetings for the development of the school SPSA. This collaborative effort ensures that all educational partners have a voice when it comes to how funds are spent to support students at both the District and school level. CVESD has a strong DAC/DELAC and Executive Board, and parent leaders from across the District gather in person monthly to participate in meetings around topics relevant to their child’s learning, engage with other parents, and collaborate with their site principal on how to how to increase parent engagement and input around school plans and policies that impact their child’s education and learning.	CVESD is focused on cultivating and increasing engagement among educational partners to foster a sense of shared responsibility and accountability in supporting the home-school connection and high-quality learning experiences for all students. A focus will continue to be on 2-way communication, feedback opportunities, and improving communication channels including strategic enhancements to the district and school websites.	CVESD will improve engagement of underrepresented families by focusing on the following actions which are outlined in our LCAP: Community Outreach and Engagement, Parent Leadership and Education Opportunities, Advancing Digital Engagement.  These actions will ensure that more voices are represented in district-wide initiatives and plans such as the LCAP, Parent and Family Engagement Policy, etc.	5	5	4	4	4	4	4	4	4	4	4	4	Met		2024-06-12	2024
37680230119594	Leonardo da Vinci Health Sciences Charter	3	LdVCS offers consistent and multiple opportunities for families to meet with teachers to discuss student's progress and outcomes through Back to School Night, English Learner Language Conferences, and Trimester Parent/Teacher Conferences.   LdVCS has focused on building stronger ties between all educational partners by focusing on consistent clear communication, meaningful events, and purposeful committees. LdVCS promotes gathering all educational partners' input through our Parent Advisory Council (PAC), English Learner Advisory Council (ELAC), Governance Committees, and the Board of Trustees. These councils and committees meet publicly and monthly and all educational partners are encouraged to attend.  Parents are also encouraged to volunteer in the classroom.	LdVCS has worked hard to strengthen our Parent Advisory Council (PAC) membership and presence within our school community.  All voices are encouraged to give feedback in order to provide a higher quality experience for all families. An additional area of growth is to add a Community Outreach Spokesperson to continue to build rapport and relationships between school staff and families.	The goal is to get more parents to join our Parent Advisory Council (PAC) meetings and provide more opportunities for parents to become aware of all the ways they can be involved.  LdVCS will be hosting a beginning of the year orientation for parents that will explicitly explain how to get more involved.  There will be information booths available for parents to come over to learn more.  LdVCS plans to add a Community Outreach Spokesperson to our team to continue this work.	LdVCS has started a partnership with UCSD to bring FREE parent education workshops to provide meaningful and relevant education for parents.  This partnership for student outcomes reflects a commitment to collaboration, resource sharing, targeted interventions, data-driven decision making, and community engagement. These efforts have already contributed to improved student outcomes and a more comprehensive and holistic approach to education within the community.	By continuing to address equity and inclusion, improve stakeholder engagement, align goals and strategies, enhance data sharing and analysis, and invest in capacity building, LdVCS aims to foster stronger partnerships that positively influence student success. LdVCS plans to add on more information webinars/meetings to make sure all information is communicated to parents.	Through culturally responsive practices, effective outreach and communication, meaningful involvement, community partnerships, and tailored support services, LdVCS seeks to foster a more inclusive and equitable educational environment where underrepresented families are actively engaged in their child's education and have a voice in shaping the outcomes for all students.  LdVCS plans to recruit at least one parent representative from every grade to increase equity.	LdVCS demonstrates a commitment to collaboration, transparency, data-informed practices, continuous improvement, and educational partner empowerment during our Board meetings, committee meetings, and advisory councils. These efforts have resulted in more inclusive and informed decision-making processes that consider a wide range of perspectives and ultimately contribute to positive student outcomes.  LdVCS is always looking for ways to improve and engage with more educational partners.	LdVCS seeks to enhance the effectiveness and inclusivity of its processes for seeking input in decision-making. LdVCS is working on ensuring diverse representation, improving outreach and engagement strategies, utilizing stakeholder feedback, enhancing communication and transparency, and investing in capacity building.	LdVS is working on developing culturally responsive outreach, creating targeted engagement initiatives, supporting family empowerment and capacity building, and promoting a culture of honesty and transparency to improve engagement with underrepresented families.	4	4	5	4	4	4	5	4	5	5	5	5	Met		2024-06-27	2024
37680230138073	Learning Choice Academy - Chula Vista	3	Parents and guardians are encouraged and welcomed to become involved in the formal education of their children. Educational research validates that support at home is critical to a child’s academic success. TLC provides numerous opportunities for families to be involved at school, including serving on the: governance committees, special events, fundraising events, parent organizations, in classrooms, and by participating in advisory committees, and special events. Parents are encouraged to support their children at home by making their expectations about school clear and creating a positive learning environment at home.	We are committed to communicating with and engaging parents as partners in their children’s education. Most communication to parents and families is in the family’s primary language. However, we are working diligently to make sure all forms and communications are transcribed. We are also committed to obtaining community resources for our school and invite all members of our community to assist us in the education of our students	Parents have many opportunities to be involved at their children’s school site (i.e., school site council, special events, fund raising events, field trips, and in classrooms). We encourage parents to support their children at home by making their expectations about school clear and creating a positive homework and learning environment.	The mission of The Learning Choice Academy focuses on building relationships with students and parents. The Learning Choice Academy works hand in hand with parents, teachers and students on an ongoing basis. Parents have ample opportunities to participate in school programs through surveys, School Site Council (SSC), ELAC, parent workshops and monthly meetings with teachers.	A focus area for improvement for Learning Choice Academy is the need to increase school to family’s communication through the Parent Square app to increase the various methods on how we communicate to families. Another focus area for improvement is to support families to understand and exercise their legal rights and advocate for their own child(	The Learning Choice Academy will continue to engage the underrepresented families through personal phone calls in their primary language and invite families to meaningful decision-making events such as the ELAC and LCAP stakeholder meetings.	The Learning Choice Academy has a Family and Parent Engagement policy. The policy has been developed jointly with, and agreed on with, parents, family members, SSAs, teachers, administration, and community stakeholders at The Learning Choice Academy. Parents have many opportunities to be involved at their children’s school site (i.e., advisory committees, special events, fund raising events, parent organizations, and in classrooms).	A focus area for improvement is that TLC would like to see an increase of parents attend and participate in the School Site Council (SSC), and English Language Advisory Committee (ELAC) as well as continue to grow our partnerships in the community. The SSC and ELAC meet quarterly.	The Learning Choice Academy will continue to engage the underrepresented families through personal phone calls in their primary language and invite families to meaningful decision-making events such as the ELAC and LCAP stakeholder meetings.	5	5	5	4	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
37680236037956	Feaster (Mae L.) Charter	3	Feaster Charter School perception data shows that staff connect with students and that strong positive relationships with students increase student achievement. Parents/guardians and students feel welcome and safe at school. Students report teachers care about them but could do a better job knowing them as an individual and understanding their individual needs. Data results from our last Hanover survey in particular with our stakeholders shows that 88% of respondents agree that school rules and expectations keep kids safe at school. Close to eighty percent of respondents also share that there area abundant school supplies and classrooms are set up a comfortable learning environments.	Current efforts to improve are a larger, more involved group of educational and community partners, includes parents/guardians, students, and staff. Through these partnerships, teamwork is created to support students and families on all fronts; academic, social-emotional, and physical and health needs. Feaster Charter School is increasing efforts to directly connect with students and parents/guardians of underrepresented groups to increase their involvement and awareness of school programs and opportunities.  This is done through Resiliency meetings, Coffee with Admin., PTO, parent-teacher conferences, parent education classes, School Attendance Review Board, etc. Feaster will continue to engage staff and families in learning experiences that support our school vision and mission.	Feaster has migrated to PowerSchool and Jupiter, which is synced with our student information system and allows the school to send emails and text messages to students and families in an accessible format. PowerSchool, Jupiter, and ClassDojo have built-in translation tools that will enable easy access to our families in numerous languages. The school uses ClassDojo as a two-way communication tool for teachers to communicate with students and parents via text messaging. The Lead Team, one teacher per grade level and department, with representation from across the school, gives feedback on the curriculum and professional development needed for our underrepresented students and families. The school is engaging various educational and community partners through our community school's parent outreach efforts and parent steering committee meetings to gather input on how to attain more involvement from parents/guardians.  The goal is more participation in surveys, parent educational workshops, and other educationally related activities that the school or district might offer. One area of focus for improvement would be to provide more family engagement nights where families learn to support their children more at home or offer more opportunities to volunteer at the school site.	The strengths: Including parents/guardians in various school committees such as DELAC,, Parent-Teacher Organization, Community School Parent Steering Committee, Feaster Charter Board, etc., to attain feedback.  Parents are also encouraged to join our Coffee with Administration meetings held once a month, and parent workshops throughout the year on: ESL, technology, dance, and academics. Feaster Charter shares information with parents and students regarding options for attending college and/or being career ready after high school graduation; such information is disseminated at the annual Middle School Career Fair. Parents/guardians, students, and staff have quarterly parent-teacher meetings to address student academic, social-emotional, and physical and health needs; at the request of a staff or parent, a meeting can also be held as needed throughout the school year.	Areas of improvement being targeted in order to better assist parents/guardians and students in acquiring information are on early literacy, career and college readiness, post-graduation options, and opportunities for volunteering at school. The California Community Schools Partnership Program has successfully launched a Community School program with the primary objective of offering services and support to enhance learning opportunities for students, staff, and community members. Ultimately, the goal is to improve differentiated learning experiences in the classroom, expand parent workshops, and provide tailored professional development for our staff.	To enhance the involvement of underrepresented families, Feaster Charter School is committed to actively engaging educational partners in various ways. While partners may not be able to attend all meetings, we will customize engagement opportunities by considering factors such as timing, location, and purpose to ensure participation in some capacity. The utilization of Zoom has proven to be a valuable tool for communicating with families, particularly those facing transportation or scheduling challenges. All meetings are recorded and shared in our weekly online updates to parents.
Feaster Charter School is collaborating with community organizations and the Parent Teacher Organization to promote awareness of educational pathways and opportunities at our school, spanning from elementary to post-secondary education and careers. We acknowledge the importance of supporting parents in facilitating their child's learning at home and are actively working to improve communication channels through our website, social media, and platforms like ClassDojo and email.
Our annual Career Fair, which includes information on college pathways, will continue to showcase a range of career options, apprenticeships, and post-graduation opportunities. Staff will collaborate with partners like the Linda Vista Innovation Center at the SDCOE to highlight available pathways and resources for students. Based on feedback from the LCAP process, efforts will be made to expand College and career pathway opportunities in the coming years.
To ensure our underrepresented students and parents are well-informed about College and Career pathways, Feaster will make it a goal to disseminate such information during their meeting opportunity with our families. Feaster Charter School is dedicated to empowering all students and families with the knowledge and resources needed to make informed decisions about their educational and career paths.	Strengths include educational partners being invited to and participating in Feaster Charters school activities such as Coffee with Administration meetings and Parents Advisory Committee (DELAC), steering committees, the Feaster Charter Board, and other ad-hoc committees. Based off the data from the current year, 2023-2024 Hanover Survey of Staff and Parents, eighty one percent of respondents stated that they contribute to overall students related decision making.  This same data also confirms that sixty percent of staff and parents feel they have access to and active participation in school leadership.	Building the capacity of our Feaster Charter School Board and each of its members with the goal of developing intentional cooperative relationships  through monthly Board Meetings has been a focus area for improvement in seeking input for decision-making from Educational Partners. Staff have intentionally and continually supported us in inviting parents and students to complete school-wide surveys to garner feedback so we may be valued and respond to their feedback. By hiring an Innovation Coordinator we continue to seek mediums to involve interested partners to provide additional input. Continuing with this desire to bring in more partners, we plan for increased family engagement next year through our recent grant to start our California Community School Program.	We plan to use our Community School Coordinator, ELOP Coordinator, and Principals to intentionally invite underrepresented families to our Family Engagement events here at school so that they feel welcomed and valued for what they contribute. As with our parent advisory committee meetings and parent workshops, we will have daycare and interpreters to ensure everyone's voice can be heard. The theme of each meeting will vary according to current issues, and the purpose of each evening will be to have respectful dialogue in a safe and supportive environment. Feaster Charter School currently ensures parents of  Title I students are being engaged to co-create an engagement policy that utilizes suggestions from the stakeholders to have more underserved families participate in their child’s school. The school has and will be engaging various stakeholders for LCAP feedback to gather input on how to attain more involvement of parents/guardians in participating in surveys, family events, and other educationally related activities that the school might offer. One area of focus for improvement would be to offer more family engagement nights where families learn to support their children more at home on academics or provide more opportunities to volunteer at the school site. Our Continuous School improvement efforts will engage their families through surveys, the School Board, ELAC, PTO, and additional at-large meetings to gather input from families on how to increase graduation rates, lower suspension rates, and increase academic achievement.	4	4	4	4	4	3	4	3	4	4	3	4	Met		2024-06-04	2024
37680236037980	Mueller Charter (Robert L.)	3	Mueller Charter School has an established history of developing and sustaining partnerships between staff and students’ families to ensure every student experience success. Home visits are conducted by teachers for every student at the beginning of each school year; release time is provided by the school to give staff and families the opportunity to connect. In addition to home visits teachers conference with all families two additional times throughout the year to provide updates on student progress. Workshops, trainings, community events, and family nights are provided throughout the year to give staff and families a variety of opportunities to build relationships, ultimately ensuring overall student success.	Mueller Charter School is committed to creating strong home and school connections with our students and their families. An area identified as needing improvement is having a broader representation of parents and guardians participating in governance, planning, and input opportunities. A focus for Mueller is to expand number of trusting relationships staff have with families. Working with parents and guardians on planning engagement activities to involve more families in building a culture of community.	In addition to Home Visits and Student-led conferences Mueller Charter School believes that ongoing, two-way communication with all educational partners is critical. Important school information is sent weekly to parents through Peachjar, an online forum to post flyers and school-related information, a digital marquee, the Remind 101 app, and our websites. Mueller continues to identify additional ways to communicate with families to ensure all educational partners are informed and given opportunities to provide input. As part of the Community School implementation Mueller plans to establish a parent/community outreach role at each site.	Our commitment to serving students from a holistic approach is rooted in our collective work as a Charter Organization for 30 years. The Resiliency Monitoring Process is our school-wide approach to comprehensive student monitoring that assures that we address barriers to learning and develop interventions for our highest need student groups including socioeconomically disadvantaged students, Multilingual Learners and Homeless/Foster Youth.This approach takes into account academic measures, attendance, behavior, health, social/emotional needs and outside factors that may be impacting students. It is implemented TK-12 and is directly connected to improving student outcomes on the Dashboard & local measures. Our commitment to staffing support services includes counselors, psychologists, nurses, Dean/Associate Principal, Coordinator Student Support Services, College and Career Project Specialist and Community Schools Program Manager. We have identified 2 Homeless and FY Youth Liaisons that work in collaboration with the school counseling departments to provide supports and referrals to families experiencing housing instability.We staff a Community Schools Program Manager, who manages the community schools resource room, providing a space for the community with resources for emergency food, referrals, clothing and a space for community engagement. As part of this initiative, we continue to leverage community partnerships such as: Boys to Men, HERE Now, South Bay Community Services, San Ysidro Health Services, Mobile Clinic, WAHUPA Educational Services, Living Coast Discovery Center, Nueva Vista Family Services, A Reason to Survive( ARTS), Cesar Chavez Service Learning Club, COTA, Lions Club, Southbay Sustainable Communities, and Rensol.Bayfront, we have continued a college-going culture as well as career exploration and preparation opportunities. Through our partnership with Southwestern College we increased dual enrollment courses with 7 this year We are projected to offer 12 courses during the 24-25 school year. We received the dual enrollment, CCAP/MCEC grant to support this initiative and fund staffing for a College and Career Program Specialist to strengthen the dual enrollment program. In effect, we were able to increase the percentage of students who applied to a 4-year university. We also strengthened transitional supports for community college-bound students by supporting 100% of our students to apply to Southwestern College with their outreach program. We continued to invest in successful online platforms to support summer school program as well as support students towards their progress toward graduation. College and career exploration activities continued to be an intentional action in grades 7-12. We continue to offer a robust athletics program, clubs and after school enrichment programs through partnerships with YMCA, ARC, and AthLead. Bayfront went through WASC accreditation this academic year and received a 6 year accreditation.	Mueller/Bayfront Charter School is committed to developing and sustaining partnerships with families to ensure student success. Home visits are conducted by teachers for every student once each year and staff conferences with families two additional times throughout the year to provide updates on student progress. Student Led Conferences have been increased at Bayfront for students in need of academic support. Additional communication through messaging, websites, social media, school messenger, and text messaging will be increased to help recruit parent participation.	Mueller/Bayfront Charter School is committed to creating strong home and school connections with our students and their families. Home visits are conducted for every student at the start of every school year. Workshops, trainings, and family nights are provided throughout the year for families to learn more about supporting their children’s school success. Mueller Charter School believes that ongoing, two-way communication with all educational partners is critical. Important school information is sent weekly to parents through Peachjar, an online forum to post flyers and school-related information, a digital marquee, the Remind 101 app, and our websites. Mueller continues to identify additional ways to communicate with families to ensure all educational partners are informed and given opportunities to provide input.	Opportunities for parent and family input are designed into Mueller/Bayfront systems of governance. Parent Advisory Council/s LCAP Input Sessions are held to gather input. Information is shared about LCAP, data trends, goals and a facilitated conversation to gather input towards actions and metrics. Family Community Surveys are sent out in English and Spanish. The LIM Family Survey is sent out annually. DELAC/ELAC provided input and consultation during their meetings. Community Schools Advisory Council met and provided input regarding Community Schools within the context of LCAP overarching goals. A community schools survey was also collected to provide additional needs assessment information. Collected data informs LCAP development and schoolwide decision-making. In addition, empathy interviews and data trends are gathered from conferences, home visits and parent engagement opportunities including parent nights, workshops and events. Parent Advisory Councils meet consistently throughout the school year and providing on-going consultation	Mueller Charter School knows that ongoing, two-way communication with all educational partners is critical. Mueller is committed to creating strong home and school connections with our students and their families. A focus area for Mueller is to recruit additional parents and guardians to participate in governance opportunities, input sessions, and the decision-making process by having increased outreach and communication. We continue to identify additional ways to communicate with families to ensure all educational partners are informed and given opportunities to provide input.	Mueller is dedicated to developing strong home and school relationships with our students and their families. A focus area for Mueller is to recruit parents and guardians who are traditionally underrepresented to participate in governance opportunities, input sessions, and the decision-making process. There is a focus on further developing a welcoming and comfortable environment for families to participate on campus. We continue to identify additional ways to have specific communication outreach to underrepresented families to ensure all educational partners are informed and given opportunities to provide input.	4	4	4	4	4	4	4	3	4	4	4	4	Met		2024-06-06	2024
37680236111322	Discovery Charter	3	Admin meets regularly with parents in various formats, such as Coffee with Admin meetings, DELAC meetings, in person office meetings, and informally either before or after school or at school events.  Teachers communicate with parents regularly through class dojo. Relationships are established before and after school at pick up and drop off as well as when parents meet with teachers a few times a year, such as at Discover Discovery Night, Curriculum Night, parent conferences, and at meetings requested by the parent.	To increase 2 way communication frequency and to improve the consistency among all teachers' communications with parents either through class dojo or report cards.	Being available at different times and in different ways depending on parents' availability.  Surveying families of their needs and interests in being a part of our school community.  Providing more meetings in families' home language of Spanish.	We communicate with all of our educational partners seeking their input, their support, and their feedback.  Depending on the student's needs, this helps us determine what next steps are to improve student outcomes.  We are surveying our students to understand their social-emotional needs, academic needs, and extra-curricular interests.	Surveying our students and families sooner and multiple times throughout the year to determine their needs and wants.	We will reach out more to underrepresented families to understand better how to best support the student and the family by giving them information, supports, services, and access to their child's education.	Discovery actively seeks input from our educational partners for decision making when possible through our monthly Board meetings, regular Coffee with the Admin meetings, PTC meetings and DELAC meetings.  We are transparent about our data, our budget, our thought process in developing new plans and their implementation.	Discovery is trying to reach more of our underrepresented families to get their input as well. We recognize that not all of our families attend our regular parent meetings to give input, so we are trying to find other ways to reach out to them.	Discovery will seek their input whenever we see them, for example at drop off and at pick up before and after school.  We will offer them multiple ways to give us their input.  We will give teachers more PD on building relationships with these families and on getting to know their cultures.	4	4	4	5	3	4	5	5	5	5	5	5	Met		2024-06-11	2024
37680236115778	Chula Vista Learning Community Charter	3	The Chula Vista Learning Community Charter School promotes parent engagement by providing a robust learning experience related to language development, social justice, global perspectives and community engagement. Parallel articulation with all educational partners builds strong relationships that center on student academic outcomes and social emotional learning practices.	The Chula Vista Learning Community Charter School continues to focus on building educational partnerships to support student outcomes through community service projects and career pathway internships.	The Chula Vista Learning Community Charter School continues to implement advisory committees and councils for all underrepresented families to actively engage in the process of planning, designing, implementing, and evaluating structures that increase family engagement and student academic achievement.	The Chula Vista Learning Community Charter School strongly believes in the full potential of each and every individual within the organization and values their integrity to create their own knowledge to transform their current community. Therefore, strong professional development in thinking and learning is essential to meet our vision. By engaging all educational partners in the process, we establish the foundations to improve conceptual development, meta-cognitive skills, and multimodal awareness.	The Chula Vista Learning Community Charter School continues to focus on building relationships with families by increasing the amount of in-person meetings and events at each school site.	The Chula Vista Learning Community Charter School continues to implement advisory committees and councils for all underrepresented families to actively engage in the process of planning, designing, implementing, and evaluating structures that increase family engagement and student academic achievement.	The Chula Vista Learning Community Charter School through its annual needs assessment identifies key components in strengthening input for decision-making. The school has created and implemented advisory committees and councils for all targeted and underrepresented subgroups (this includes families) to actively engage in the process of planning, designing, implementing, and evaluating structures that increase family engagement and student academic achievement.	The Chula Vista Learning Community Charter School continues to focus on improving educational partner input for decision-making by providing in-person, virtual and electronic communication opportunities for family and community members to share their thoughts and opinions on social-emotional, academic and enrichment programs.	The Chula Vista Learning Community Charter School continues to implement advisory committees and councils for all underrepresented families to actively engage in the process of planning, designing, implementing, and evaluating structures that increase family engagement and student academic achievement.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-10	2024
37680236116859	Arroyo Vista Charter	3	Arroyo Vista Charter Staff communicates regularly with our families to inform them of academic and social-emotional standards and goals for students at each grade level.  Conferences are held each September and March to provide collaboration between school and home on goals for students and to celebrate student success.	As Arroyo Vista Charter grows our Expanded Learning Opportunity Program, we will survey students and families on a quarterly basis for their input on after-school program options.  The school team will survey students and families each semester to determine continued areas of strength, current needs and areas of improvement.	The Arroyo Vista Charter school team will continue to reach out to our underrepresented families to learn how we can provide ongoing support and services. Members of the team will contact families prior to school and PTA events to encourage participation.	"School administration meets with families in a variety of settings: Principal Chat events, office meetings when requested, before and after school as students arrive and are dismissed and at school and PTA events. Teachers communicate weekly with families to provide a ""week at a glance"" with regards to academics, social-emotional lessons and special classroom activities and events. Conferences are held twice a year with families to discuss and celebrate student progress."	Arroyo Vista Charter has seen an increase in family attendance at Principal Chat events and PTA events, however, our participation rate needs to continue to improve so we have representation from all grades and demographic groups.  Our focus will continue to be on outreach to families to encourage participation at ELAC meetings, Charter rewrite meetings and Family Academic Nights.	Extend personal invitations by email or phone from school staff to underrepresented families to encourage participation at meetings.  Explore the possible need for childcare to support family attendance.	Arroyo Vista Charter gathers input from surveys, Principal Chat events, Parent-Teacher Conferences and informally at schoolwide PTA events.	The school team needs to explore new ways to encourage greater family participation in school surveys and decision-making committees.	The school team will explore ways to have additional support staff reach out to underrepresented families to seek their input and to provide information on supports and services provided by the school.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-06	2024
37680310000000	Coronado Unified	3	CUSD staff has deep appreciation for the high levels of educational partner involvement. Staff at every school site and our district office contribute to warm, welcoming environments dedicated to providing exceptional customer service to all educational partners. High levels of attendance at teacher conferences, principal coffees, and other school and district events, as well as high numbers of parents/guardians volunteering at school sites each day, provide evidence of the effectiveness in this area. Regular communication from school and district leaders reinforce the importance of educational partner involvement. CUSD leaders continually model and provide ongoing messaging regarding actions needed to support active educational partner involvement. This messaging begins intentionally during orientation for new staff regarding parent/guardian communication. Additionally, site and district leadership partner with our parent/guardian groups to educate staff regarding specific parental/guardian needs, preferred modes of communication, critical information that educational partners want to know, etc. This information is shared with staff in order to improve educational services for all students.	CUSD is committed to continuing to improve relationships with school staff and families in order to ensure all families are connected to published school communications and have internet and/or a device at home. One focus area is streamlining and communicating expectations for staff regarding timely communication and the format of communication with families about educational progress of students, especially when there is a concern about student progress. CUSD will be entering year 3 of a newly adopted LMS - Canvas. Canvas has supported
2024-25 Local Performance Indicator Self-Reflection for Coronado Unified School District Page 10 of 18
streamlining individual class pages through the use of an universal template and foundational expectations for course learning pages, making it easier for students and families to access and digest the information.	CUSD is committed to improving strategies and structures that will result in increased engagement of underrepresented families. CUSD has held numerous community forums to garner input from families related to school improvement, as well as extended intentional invitations to underrepresented families to be members of various site and district committees related to MTSS and the CUSD Portrait of a Graduate initiative. CUSD will continue to engage with and build relationships with individual families and provide necessary, personalized supports that will foster strong relationships between school staff and underrepresented families.	CUSD provides assistance to our families in understanding academic expectations through several strategies. These include regular principal coffees at all school sites and district community forums. These meetings address various topics to help parents in understanding state academic standards, the instructional program, and the ways they can best support their children's achievement in school. Classroom-specific information is provided via Back-to-School night and individually during parent-teacher conferences. The LCAP process also provides many opportunities at the site and district level to assist parents/guardians with understanding expectations for their children. Additionally, collaboration through the LCAP process and through numerous parent/guardian advisory committees provide valuable information regarding how to best support our families in continuing to be involved at high levels. Technology is also used to both communicate information and request feedback about LCAP goals from
2024-25 Local Performance Indicator Self-Reflection for Coronado Unified School District Page 11 of 18
the community. Information and questionnaires are posted on the district and school websites. Annual surveys for educational partners are given throughout the year via ThoughtExchange software. Requests for feedback and participation is sought through email communications and newsletters.	Educational partner input shows a desire to have more in depth knowledge of the local assessments, curriculum and instructional strategies utilized to improve and accelerate student learning. CUSD has provided numerous reports at board meetings and workshops surrounding these topics and the local improvement cycles used to ensure all students are at or above grade level. CUSD is continuing to implement and refine a comprehensive, balanced assessment plan.	Participation from all parents is solicited, including the engagement of underrepresented families. CUSD has continued to translate communications and documents to make information more accessible to our multilingual families, even though CUSD does not meet the 15% threshold to make this a requirement. CUSD will continue to develop strategies to improve engagement of underrepresented families, including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual options.	Referring to CUSD Board Policy and Administrative Regulation 6020, CUSD recognizes that parents/guardians are their child's first and most influential teachers and that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment. Additionally, CUSD ensures that parents/guardians and family members participating in Title I programs are provided with opportunities to be involved in their child's education. CUSD works with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in district and school activities, advisory, decision-making, advocacy roles and activities to support learning at home. This is achieved through regularly scheduled PAC, DELAC, LCAP, SSC meetings, surveys and numerous advisory committees where parent/guardian involvement policies are shared and jointly developed. CUSD communicates with families on an annual basis regarding the CUSD Parent Involvement Policy at the beginning of each school year. The policy is included in the CUSD Registration Handbook.	CUSD has continued to increase the number of opportunities, using a variety of engagement tools, for educational partners to provide input. An area of focus is to evaluate what tools successfully engaged families at the school and district levels and what steps CUSD can take to improve the design and implementation of engagement activities.	CUSD ensures ALL families receive communications and invitations to participate on committees and in forums, through communication accommodations, such as translation, interpreters, scheduling individual meetings at a convenient time for individual families, home visits, etc. CUSD closely monitors student attendance on a daily basis and communicates with families in a timely manner, especially families of migratory, foster or homeless youth, in order to minimize disruptions to educational services. CUSD has seen an increase in student absences as a result of the pandemic and will focus on improving efforts to communicate with and engage students and families.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
37680490000000	Dehesa Elementary	3	Dehesa maintains current community partnership (i.e., Sycuan Learning Center and San Diego Sheriff Department) and seeks new opportunities that will motivate and engage our unduplicated students. Cultural awareness and connectedness help embrace and target unduplicated students to the school and community. Through our various committees (safety committee and instructional leadership team) as well as the feedback our parents provide in our climate survey, Dehesa strengthens their relationship between school staff, teachers and students.	In focusing on building strong relationships between school staff and families, Dehesa needs more parent participation in school events and involvement in decision making meetings.	Dehesa will continue to focus on improving engagement of underrepresented families through better communication venues and continuing to invite parents to school events as well as involvement with sub committees, etc.	Dehesa continues to work with the Sycuan Learning Center and Education Department in building relationships and identifying student needs so we can collaborate student services. Students with IEPs and underrepresented or at risk students continue to be a focus.	Additional culture climate surveys, parent meetings, and teacher continue to collaborate with parents on student progress.	Additional engagement activities are planned with the Sycuan learning center, cultural center and other student programs we currently have, ensuring students with special needs, at risk, and English Learner students are included.	Dehesa maintains current community partnerships (i.e., Sycuan Learning Center) and seeks new opportunities to motivate and engage unduplicated students. The site continues to invite, share and engage parents in being involved in the sub-committees (i.e., Safety committee, PBIS/MTSS committee) so they can provide feedback. All stakeholders are given many opportunities to provide feedback through surveys, forms, and open communication.	Dehesa continues to want to increase parent involvement and participation.	Dehesa will implement more community events targeted to underrepresented families.	4	4	3	4	4	4	4	4	3	3	4	4	Met		2024-06-26	2024
37680490127118	The Heights Charter	3	Ongoing school/family engagement events
Site and classroom teacher emails/bulletins/newsletters/event calendars sent home to families
Parents feel welcome when visiting onsite	Developing multiple opportunities for the school to engage in two-way communication between families.
Making sure that positive communication about students goes home, not just when corrective action is needed.	Providing families with information and resources to support student learning and development in the home.
Supporting families to understand how to advocate for their own students and all students.	Ongoing school/family engagement events and family/student/staff field trips
Site and classroom bulletins/newsletters sent home to families
Fall and Spring Back to School and Open House Events
Parent Association Meetings	Phone calls and emails home to reinforcement the positive things the students are accomplishing, not just when corrective actions are needed.
Continue to encourage volunteer activities and input.	rain teachers to work with underrepresented families.
Reduce distrust and cultural barriers.
Address language barriers.
Evaluate parents' needs.
Accommodate families' work schedule.
Use technology to link parents to the classroom.
Make school visits easier.	All families are provided with opportunities to give input on policies and programs as well as feedback regarding school activities. Our parent association meetings are offered during the day and also during the evening to help encourage working parents' participation. We respect the varying opinions of all the educational partners.	Continue to provide opportunities to obtain input from educational partners to plan, design, implement, and evaluate families engagement activities at school.	Continually encourage communication with underrepresented families and foster two-way communication. Using multiple modes of communication, let these families know that we value their input while we make a concerted effort to understand the views from all families on involvement.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-17	2024
37680490129221	MethodSchools	3	"Based on the survey data from Method Schools, there are several indications of the school's strengths and progress in building relationships between school staff and families:
High Levels of Parental Support:
A significant 67.95% of parents feel ""definitely supported"" in their role as learning coaches??.
Communication Satisfaction:
Parents rated their inclusion in the school community with an average score of 4.31 out of 5, which underscores strong communication and community engagement efforts by the school??.
Inclusion in the School Community:
The data shows that 56.41% of parents responded that they feel ""definitely yes"" included in the Method Schools community, highlighting a strong sense of belonging and inclusion promoted by the school??.
These statistics underline the school's commitment to fostering supportive relationships with families and demonstrate their effectiveness in communication and inclusion efforts."	From the data gathered in the parent and student surveys at Method Schools, several areas for improvement in building relationships between school staff and families can be identified:
Enhancing Responsiveness and Communication: Although overall satisfaction with communication is high, some parents have noted challenges.  Method is building systems to better streamline communication and ensure uniform messaging comes from all staff including improving internal communication and the manner in which communication is handled to students and families.
Clarity in Administrative Processes: Parents expressed concerns about administrative aspects such as grading systems, which some found confusing. This indicates a need for clearer communication regarding academic policies and more transparent administrative procedures??.  Additional work and training will be provided to staff and families on grading practices to better understand the competency based learning model that Method is implementing. 
Technological Support and Resources: Both surveys highlight a significant demand for better technology and resources. About 21.43% of parents identified enhancing technology resources as a critical area for resource allocation. This suggests a need for improved technological infrastructure to facilitate better interaction and communication between families and school staff??.
Addressing these areas could significantly enhance the effectiveness of the relationships between school staff and families at Method Schools, fostering a more supportive and transparent educational environment.	Based on the stakeholder surveys and internal staff feedback, the following will improve engagement of underrepresented families. 


1.  Targeted feedback and inclusion initiatives - Method will set up regular feedback loops through increased surveys, focus groups, and parent interviews to help gather input directly from underrepresented families about their needs and experiences.  
2.  Targeted Outreach Programs: Method Schools will target and outreach specifically aiming at increasing the involvement of underrepresented families in our existing programs including parent advisory committee and student groups like Hope Squad, Associated Student Body, and Hope Squad. 
3. Professional Development Training - To improve relationships with families from diverse backgrounds and with diverse needs, Method has developed a structured professional development program that includes Multi-Tiered System of Supports framework, cultural competency, and competency-based learning trainings.	Based on the analysis of educational partner input and local data, Method Schools is proud of the following strengths:
Active Parent Advisory Committee: Method has strong involvement of parents in the Parent Advisory Committee.  Parent Success Managers facilitate Parent Advisory Committees to garner input from parents and update parents of upcoming school initiatives and events. 
High Satisfaction Rate: Local surveys indicate an overall positive perception among families and educational partners.  This shows Method has been successful in creating an environment that fosters collaboration and trust. 
Parent Workshops: Parent Workshops are provided several times a year to help educate parents on ways to better support their students. Topics included: Motivating your student and Navigating Social Media with your Student.	Based on the analysis of local survey data and internal staff discussions, the following focus areas of improvement were identified. 
- Grading system and feedback
- MTSS Framework practices
- Parent Support Offerings	Method will improve engagement of underrepresented families by doing the following: 


1. Increased educational partner training on Competency Based Learning:  Local survey data indicated confusion and inconsistency in the grading and feedback.  Further training will be provided to all educational  partners (staff, students, and parents) on competency based learning grading practices and providing effective feedback. 
2. Refining MTSS Framework practices: In order to develop instructor abilities to instruct students with supplemental and intensified supports, a renewed effort to develop instructional staff on analyzing, reviewing, and discussing student progress, ways to work together to support improved student outcomes, and solidify their foundational knowledge of the MTSS framework. 
3. Build upon Parent Support offerings:  Capitalizing on the initial success of parent workshops and the active Parent Advisory Committee, Method plans to continue providing opportunities for parents to participate in PAC, parent workshops, and add in-person opportunities to gather as parents. 
	Method provides a number of channels of communication to seek input for decision-making.  In addition to weekly individual check in meetings between homeroom teachers and students, Method also regularly shares feedback and satisfaction surveys, holds regular Parent Advisory Committee meetings, and the Chief Academic Officer holds listening tours with a random sampling of parents.	The following are Method’s focus areas for improvement in seeking input for decision-making:
- Ensure Parent Advisory Committee’s makeup is reflective of the student population that Method serves increasing the representation of underrepresented populations.
- Increase frequency and opportunities for feedback loops including listening tours, surveys, and focus groups.	Method wants to continue to grow its Parent Advisory Committee to include parents of underrepresented families including Special education and English Learner Students. 
Method further wants to increase the frequency of variety of the manner we receive input including the implementation of smaller and more focused surveys on specifics to have a better understanding of stakeholders wants and needs especially in the identified areas of improvement such as improving technology resources and feedback/grading practices.	5	5	4	5	4	4	3	5	5	5	5	5	Met		2024-06-13	2024
37680490132506	Cabrillo Point Academy	3	We have established positive and fruitful relationships with families and staff. Our yearly family and staff engagement survey results demonstrate positive relationships with both families and staff.	We have a positive relationship with our non-English-speaking parents/guardians, and we continue to focus on refining our communication/support infrastructure for them.	We will continue to analyze the results of family engagement surveys to identify areas of focus and discuss improvement strategies with them. Beyond that, we will continue to explore areas of needed improvement with our underrepresented families during various engagement meetings, including our Title 1 meeting and English Learner and LCAP Advisory Committees.	We assign each family an appropriately credentialed Home School Teacher (HST). The HST meets with families to collaboratively create an individual education that reflects a combination of optimal learning approaches. Their role is similar to that of a case manager teacher within an exceptional needs’ education environment. During regularly scheduled meetings, HSTs collaborate with families to provide needed support and review student performance and progress. HSTs also schedule additional appointments and support as needed. We ensure students are engaged in appropriate educational activities on instructional days and assess independent work quality and time value.	We have focused on communicating to families and students the importance of participating in and making an earnest effort in state assessments.	We will continue to analyze the results of family engagement surveys to identify areas of focus and discuss improvement strategies with them. Also, we will continue to explore areas of needed improvement with our underrepresented families during various engagement meetings, including our Title 1 meeting and English Learner and LCAP Advisory Committees.	Appropriately credentialed Home School Teacher (HST) is assigned to each family facilitate direct communication of opportunities to participate in LEA decision-making. Additionally, we regularly communicate input opportunities such as our LCAP Advisory Committee meetings electronically.	We are focusing on improving input from families related to participation in state assessments.	We regularly strive to reach out to and include underrepresented families in our LEA wide decision making. For example, we communicate opportunities to participate in decision-making in our parent communications, our Title 1 meetings, and our English Learner Advisory Committee.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-21	2024
37680490136416	Pacific Coast Academy	3	We have established positive and fruitful relationships with families and staff. Our yearly family and staff engagement survey results demonstrate positive relationships with both families and staff.	We have a positive relationship with our non-English-speaking parents/guardians, and we continue to focus on refining our communication/support infrastructure for them.	We will continue to analyze the results of family engagement surveys to identify areas of focus and discuss improvement strategies with them. Beyond that, we will continue to explore areas of needed improvement with our underrepresented families during various engagement meetings, including our Title 1 meeting and English Learner and LCAP Advisory Committees.	We assign each family an appropriately credentialed Home School Teacher (HST). The HST meets with families to collaboratively create an individual education that reflects a combination of optimal learning approaches. Their role is similar to that of a case manager teacher within an exceptional needs’ education environment. During regularly scheduled meetings, HSTs collaborate with families to provide needed support and review student performance and progress. HSTs also schedule additional appointments and support as needed. We ensure students are engaged in appropriate educational activities on instructional days and assess independent work quality and time value.	More than anything, we have focused on communicating to families and students the importance of participating in and making an earnest effort in state assessments.	We will continue to analyze the results of family engagement surveys to identify areas of focus and discuss improvement strategies with them. Also, we will continue to explore areas of needed improvement with our underrepresented families during various engagement meetings, including our Title 1 meeting and English Learner and LCAP Advisory Committees.	An appropriately credentialed Home School Teacher (HST) is assigned to each family facilitate direct communication of opportunities to participate in LEA decision-making. Additionally, we regularly communicate input opportunities such as our LCAP Advisory Committee meetings electronically.	We are focusing on improving input from families related to participation in state assessments.	We regularly strive to reach out to and include underrepresented families in our LEA wide decision making. For example, we communicate opportunities to participate in decision-making in our parent communications, our Title 1 meetings, and our English Learner Advisory Committee.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-27	2024
37680490136614	Diego Hills Central Public Charter	3	Diego Hills Central (DHC) engages its educational partners during the quarterly PAC and ELAC, where feedback is garnished, local data is shared, and input is requested. In addition, the communication between the staff and educational partners is continuous using multiple communication platforms such as parent-teacher-student conferences, L4L Connect Posts, phone calls home, text messages, emails, Data and Design, and updates posted in the school lobby.	Based on input and data analysis, DHC would like to improve the number of participants who attend the ELAC meetings. One way this can occur is by providing educational partners with focused topics such as college planning, English classes for families, gang prevention, drug/alcohol abuse, etc.	To engage underrepresented families, DHC plans to make additional contacts home in the form of L4L Connect Posts, phone calls, emails, text messages, Data and Design, and home visits. DHC has seen when families are reached out to in multiple formats, their attendance at school events increases, and the school-home relationship improves.	Through the analysis of input from DHC's educational partners, the strengths include students being supported in rigorous coursework, encouraged to graduate, and feeling connected to the staff. Student relationships are built from face-to-face interactions, virtual classroom experiences, and during small group instruction classes.	Based on input and data analysis, DHC would like to improve the number of students who participate in small group instruction classes, counseling events, and workforce partner workshops and receive mental health/social-emotional services. Increasing the number of students participating in the above events will improve the student-school relationships and increase student achievement.	To engage underrepresented families and students, DHC plans to make additional contacts home in the form of L4L Connect Posts, phone calls, emails, text messages, Data and Design, and home visits. DHC has seen when students are continuously engaged with communication from
school-home, they are more engaged in their coursework, their attendance improves, and student-school relationships are strengthened.	DHC engages its educational partners during the quarterly PAC and ELAC, annual surveys, and parent-teacher conferences where feedback is garnished, local data is shared, and input is requested. In addition, the communication between the staff and educational partners is continuous by the use of multiple communication platforms such as parent-teacher-student conferences, L4L Connect Posts, phone calls home, text messages, emails, Data and Design, and updates posted in the school lobby.	Based on input and data analysis, DHC would like to improve the number of students and families who complete the annual survey to help inform the decision-making process. The rate of completion, if improved, would help determine social-emotional support, new courses, and academic support.	To engage underrepresented families, DHC plans to make additional contacts home in the form of L4L Connect Posts, phone calls, emails, text messages, Data and Design, and home visits. DHC has seen when families are reached out to in multiple formats, their attendance at school events increases, and the school-home relationship improves. Based on a family's preferred form of communication, DHC will seek input for the decision-making process.
One key finding from the local survey was from parent/guardian responses. When asked in the last school survey if they felt that their school encourages parents/guardians’ participation and input in activities, events, parent workshops, and meetings, 91% responded that they agreed and strongly agreed. The school also continues to implement parent engagement activities like PAC/ELAC, student recognition days, award nights, open houses, back-to-school nights, and parent-teacher-student conferences.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-03	2024
37680560000000	Del Mar Union Elementary	3	At DMUSD, we deeply value our relationships with families and recognize the importance of these partnerships in ensuring children's success. We are fortunate to have a high level of parent participation in school-related activities, such as parent conferences, principal coffees, and various school and district events. Many parents also volunteer at our schools daily, demonstrating the effectiveness of our efforts in building and maintaining positive relationships.

New staff, including administrators, teachers, and support staff, are provided with professional learning opportunities aligned with our district’s commitment to involving parents as equal partners in their children’s education. These sessions encourage staff to adopt an assets-based perspective and appreciate the strengths each family brings. Effective communication methods are emphasized as a critical component in developing strong home-school partnerships.

Each school fosters a welcoming and nurturing environment for students and parents. Our front office staff maintains a customer service approach when supporting families. They receive training to assist parents efficiently and can seek help from others in our district when needed. We prioritize ongoing two-way communication with our community through activities like parent education evenings, strategic plan development, surveys, principal coffees, and site and district committee meetings. Principals use the Smore platform for weekly communication, which includes translation tools to ensure clear communication with non-English-speaking family members.

Our superintendent shares information through regular videos called Take 2, highlighting district-wide information supporting student learning and school experiences. Additionally, quarterly Superintendent's Messages and the DMUSD Annual Report provide a comprehensive overview of the instructional program, student performance, capital projects, and other significant activities. The superintendent and executive cabinet members conduct open discussions through focus group sessions, allowing for valuable insights that identify strengths and areas needing attention. These insights, combined with other methods of gathering information, enable our district to collaborate effectively with parents and directly influence decision-making.

We assist parents in understanding academic expectations through various strategies. Principal coffees at school sites and district-level parent education evenings offer opportunities to share strategies for supporting children's educational achievement and emotional well-being. Information is also provided via Back-to-School Sessions, Open Houses, and one-on-one conferences with parents held twice yearly. Parents receive a report card companion that uses parent-friendly language to describe the academic goals for each trimester in English language arts and mathematics.	A focus for the upcoming 2024-25 school year will be to maintain opportunities for all educational partners, including parents, to contribute their input regarding the support they require to ensure success. These efforts will build upon the existing positive relationships between school staff and families.	The district remains committed to diversity, equity, and inclusion efforts. This commitment includes the ongoing implementation of priority actions informed by a district-level advisory committee. Site-level diversity, equity, and inclusion teams will continue to provide professional learning opportunities to staff and community members at each site. Every member of our district from every department has been included in diversity, equity, and inclusion learning. These initiatives aim to promote equity and inclusion for all students and their families, including those who are underrepresented.	Our robust and positive relationships with families play a crucial role in ensuring the academic success of our students. Teachers and site administrators communicate regularly with families, fostering a collaborative partnership. Principals at each school send out weekly communications and organize regular principal coffees and parent education sessions. These sessions provide valuable opportunities for parents to stay informed and engage with the school community. Additionally, welcome events are organized for incoming kindergarten students, creating a warm and inclusive atmosphere from the start of a child’s school experience.

Back-to-school sessions allow teachers to outline grade-level goals and provide guidance on how parents can support their children throughout the year. Parent conferences are held twice a year, offering dedicated time for teachers to share specific information about each child's academic progress and social-emotional well-being at school. These meetings also encourage parents to ask questions and seek guidance on how they can best support their child's development.   Translation support is available to help support effective communication with families who speak another language than English. The principal's newsletters include monthly counselor communication via the Counselor Corner, where parents find resources and strategies to support their children's social-emotional wellness.  

For students who require additional support, Student Study Team meetings are held. These meetings involve parents and provide recommendations for the classroom teacher and the parent on strategies to address the identified needs. In the reclassification process for English learners, parents are actively consulted for their input as to their readiness for their students to be considered English proficient. IEP meetings are held for students with assessed learning disabilities, where parents are informed about their legal rights and encouraged to be active IEP team members. Translators are provided to ensure clear communication and understanding of shared information.

Overall, we strive to create an inclusive and supportive environment where parents are actively involved in their child's education and provided with the necessary resources and opportunities to contribute to their success.	We will maintain and build upon the effective strategies we have in place to foster strong partnerships for student success. Based on parent feedback, we recognize the need to provide more detailed information on specific curricular programs to support student learning better. In response, we will offer parent information sessions focusing on how parents can best support the conceptually based mathematics instruction students experience in class and how we support the learning for students at all levels of mathematic understanding. In addition, sessions will be offered, providing information about our district’s partnership with Ron Ritchhart in developing a Culture of Thinking and how it connects to the rigorous instructional program each child experiences where they develop critical thinking and communication skills. The goal is to empower parents with knowledge and strategies to enhance their involvement in their child's education.
 
Furthermore, we understand the importance of nurturing the home-school connection to support student well-being. We will work with our teachers to utilize the home-school connection resources available through the Second Step program to serve as a bridge between home and school, equipping parents with tools and insights to reinforce social-emotional learning at home.

Chronic absenteeism rates continue to be a concern for our students, particularly among some of our most vulnerable populations. Like most districts across the state and the nation, we have experienced significant increases in the number of chronically absent students due to the COVID-19 pandemic. Strategies will be implemented to reduce the number of students demonstrating chronic absenteeism:

-Each school will conduct a root-cause analysis of students experiencing chronic absenteeism and establish site-specific goals in the School Plan for Student Achievement to support students in improving attendance.
-Schools will regularly use the Synergy Chronic Absenteeism Report to monitor student absences. The principal, counselor, health technician, teacher, and school nurse will collaborate with parents and students to identify and assist with resolving barriers to attending school regularly. 
	We take special care to promote their active engagement by ensuring representation on various district advisory committees, including the District Equity Advisory Committee, site-based equity teams, District English Learner Committee, and site-based English Learner Advisory committees. In addition, we disaggregate community survey data via demographic data, ensuring diverse perspectives are considered in the decision-making processes.
 
The district will offer adult English language development classes at two schools. These classes will provide valuable support to parents learning English, helping them navigate the education system and actively engage in their children's education.
 
In addition, we are updating our English Learner Family Support Handbook, a comprehensive resource that offers helpful information about our district and contacts for families. We plan to include a description of various activities families can anticipate throughout the school year.   
This handbook supports students' transition into our schools, facilitates active parent engagement, and is a valuable tool for families as they navigate a school system that may be unlike what they have experienced previously.	Stakeholders, including students, parents, and district staff, engage in meaningful dialogue and provide input to the district strategic planning through formal groups such as the School Board, Parent-Teacher Association (PTA), PTA President's Advisory Council, English Language Advisory Committee (ELAC), District English Language Advisory Committee (DELAC), School Site Council (SSC), North Coastal Consortium for Special Education Community Advisory Committee, Del Mar California Teachers Association (DMCTA), Classified Advisory Committee, Destination 2028! Strategic Plan community input meeting, World Language Advisory Committee, District Leadership Group, District Cabinet, and District Equity Advisory Committee. These groups serve as important channels for collaboration and decision-making.

Focus group sessions were conducted at each school site and with every employee group in the district. The superintendent and other executive cabinet members facilitated these sessions to engage with the community and collect diverse perspectives on various topics related to the district's plans and initiatives. The information provided unique insight and helped to inform strategic planning.  

During the 2022-23 school year Destination 2028, the district strategic plan was developed with extensive input from a robust and diverse group of individuals representing all student groups. By actively involving our school community, seeking input, and engaging in a collaborative planning process, the district created a strategic plan that reflects all community members' needs, values, and aspirations. During the 2023-24 school year, the district shared an open invitation with the community to provide input to help inform the next steps for Destination 2028.	We will create a step-by-step sequence of actions to support and integrate new families from other countries. This process will inform them about how our school system operates, including key policies, procedures, and resources available to support their children's education. By focusing on increasing engagement and communication with our newest families, we aim to foster a sense of belonging and empower them to participate actively in their children's educational experiences.	We will continue existing practices that have effectively ensured we receive input from under-represented families to inform decision-making.	5	5	5	5	5	4	5	5	5	5	5	5	Met		2024-06-26	2024
37680800000000	Encinitas Union Elementary	3	Engaging parents, staff, and the community fosters better communication, innovation, support, solutions, and cross-industry partnerships that enhance our students' learning experiences. EUSD has always valued communication through various methods, which has been especially important for transparency and clarity over the past four years. Our community appreciates regular communication from both the district and school sites.

Feedback from educational partners via surveys, superintendent and principal chats, newsletter responses, and individual communication highlights the value our community places on regular updates. Staff and parents have expressed appreciation for the Superintendent's newsletter updates, weekly PTA and principal newsletters, and the regular principal chats held this year. Many parents have found access to activities such as Parent/Teacher Conferences, Principal Chats, and IEP meetings via Zoom to be invaluable.

Additionally, school and district leaders continue to develop new strategies to engage underrepresented families through SSC, ELAC, PTA, and EEF. Last year, EUSD added three community liaison positions, bringing the total to four. These liaisons, assigned to two school sites each, actively communicate and build relationships with families and school staff members, bridging communication gaps. The addition of community liaisons has significantly strengthened the relationships between teachers and families.	An area of concern continues to be Chronic Absenteeism. While the district was rated a yellow (3 out of 5) on the CA Dashboard, individual subgroups that were in the Red (1 out of 5) level for the district or individual schools include: Homeless, Students with Disabilities, English Learners, Hispanic, Socioeconomically Disadvantaged, White, and Two or More Races. As a system, EUSD continues to discuss attendance concerns with individual families and school communities, analyzing our Independent Study contract data as well as monitoring illnesses and other reasons for absences. Additionally, we continue to work with school sites and communities to prioritize attendance, through DBCI student monitoring and individual family supports with our Community Liaisons.	Our community liaisons will support efforts to enhance engagement with underrepresented families identified during the self-reflection process on building relationships between school staff and families. By taking a personal approach, the liaisons will reach out to families to understand their needs and ideas, then relay this information to site leadership. Additionally, school leadership teams will continuously reflect on which families are missing from various committees and feedback opportunities, and devise strategies to better engage them.	EUSD hosted a Community Resource Fair with over 20 community organizations in attendance to share information about their services with families. Families received information on educational support, housing, healthcare, legal aid and enrichment opportunities. Over 200 hundred people attended the event.
This year all nine schools presented the “Parenting in a Digital World” workshop. At this workshop parents and caregivers learned about the positives and risks of various digital  tools and social media. They learned how to talk about this with their children and how to set expectations and consequences.
Additionally, EUSD has built strong partnerships with various community organizations in order to provide support and services to students and families.	Based on the analysis of educational partner input and local data, our LEA has identified a need to enhance the inclusion of underrepresented voices in decision-making processes as a focus area for improvement in building partnerships for student outcomes.
Local data indicates that participation rates in parent-teacher committees and school events from underrepresented communities are significantly lower compared to other groups.	To address these issues, our focus area is to actively bring in more underrepresented families through several strategic actions:
Parent Workshops: Organize workshops specifically designed to address the unique challenges and needs of underrepresented parents. These workshops will provide a platform for parents to voice their concerns, share their experiences, and contribute to the decision-making process.
Greater Representation on Committees: Ensure that our school committees and advisory boards include a diverse representation of parents and community members. This will be achieved by actively recruiting and encouraging participation from underrepresented groups.	Families have opportunities to serve on formal committees, to participate in informal opportunities such as Principal/ Superintendent Chats, to participate with our PTA, Encinitas Educational Foundation, ELAC and School Site Council. In addition, families are invited to attend parent workshops. Underrepresented families are invited personally by school principals, teachers and community liaisons. EUSD engages with our educational partners in the following outreach efforts:
- Management Team (principals and district leadership/ administrators) and Board
- Parent Advisory Committee meetings
- Local Bargaining Units (TOE and COE) - regular informal meetings, formal negotiations
- PTA Presidents' meetings
- Encinitas Educational Foundation (EEF) meetings
- DELAC meetings
- Equity Committee meetings
- Special Education Parent Advisory Meetings
- EUSD Green Team meetings
- Principal meetings
- PTA, SSC, and ELAC meetings at sites
- SELPA - monthly collaboration
- Superintendent's weekly podcast to the Board
- Regular Board and Executive Cabinet classroom walkthroughs
- Regular Superintendent newsletter to staff and community and biannual Superintendent chats for each school and family community
- Educational Services staff newsletter
- Weekly Principal/ PTA newsletters
- Emails, phone calls, and individual meetings with staff members, parents, and community members
- Social Media updates
- Community partnerships and meetings (i.e., Green Schools Network, North Coastal district collaborations)	Through comprehensive surveys, focus groups, and interviews with parents, teachers, and community stakeholders, we discovered a recurring theme: the voices of underrepresented families are not adequately heard or represented.
We will continue to enhance the support provided by community liaisons who collectively support all 9 schools and any district-wide events, to provide more direct support where it is needed in our school communities.	We will improve engagement of underrepresented families by enhancing community liaison support. Through implementing regular feedback mechanisms such as phone calls, in-person feedback when families are on campus and at ELAC and PTA meetings the community liaisons will help to gather input from underrepresented communities. This feedback will be integral in shaping policies and practices that better reflect the needs of all students and families.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
37680980000000	Escondido Union	3	The Escondido Union School District (EUSD) staff prioritize building relationships with our families throughout the year. 

To encourage connections between families and school and community staff/resources, the district utilizes LCAP funding to support the placement of a full time Family Liaison at each of our 24 school sites.  Each school family liaison operates an onsite Family Engagement Center as a space for families to convene, connect, learn, and lead together – offering programs such as Coffee with the Principal, Family Days at Lunch and Learn, Latino Literacy, and year long events to encourage open dialogue, collaborative learning, and the celebration of the cultural heritage of students and families at the school.  In addition, Family Liaisons work collaboratively with teachers, student support staff, and administrators to connect with families on a regular basis through phone calls, text messages, emails, meetings at school, and home/porch visits.
	EUSD recognizes the need to offer multiple opportunities to build relationships with and offer programs to families who are experiencing barriers to attending on campus programs and events. 
	EUSD staff will utilize additional strategies to connect and offer programs and support with families through making welcome phone calls, completing start of the year empathy interviews, offering online family workshops, and completing home/porch visits for students/families who are disconnected from the school.
	The Escondido Union School District strives to build strong partnerships between students, families, school staff, and community members in the vision of actualizing the potential of every learner.  

To ensure school staff are engaging with parents as partners, the Coordinator of Community Outreach provides regular training to administrators and provides ongoing support and oversight of the development and implementation of a menu of family activities, leadership, and educational opportunities to meet the school’s diverse family needs. The Coordinator provides updates on best practices in family engagement at administrator meetings and works with school principals, family liaisons, and site team members to identify and monitor site specific annual family engagement goals and activities.

In addition to training on a district-level, principals and family liaisons share information on family engagement with staff at their school sites at least annually. Family liaisons provide an overview of the services offered through their family engagement program at the beginning of the year, and communicate on an ongoing basis with staff about upcoming meetings and events. The family liaisons also share how they can best be utilized to foster better communication and relationships between school staff and parents.

All EUSD families are sent a weekly family message at the district level via phone/email. Ongoing communication is also provided on a regular basis at the school site and classroom level (in English and/or Spanish) through the district’s communication platform, Thrillshare.
	EUSD recognizes that many family members who want important information to support their child’s success are unable to participate in regular workshops and on campus training, and they may not receive communication from the district and school through email communication.  
	To address these barriers, EUSD family liaisons work with school staff to provide information to families in easy to access formats via handouts/web-based resources and will provide as much information as possible to families during times a parent/family member is already on the school campus. In addition to on campus classes, the site will offer virtual classes, share information via text, and provide essential information via handouts and as short presentations during existing family activities such as Family Days at Lunch and evening events.
 
	The Escondido Union School District provides multiple avenues for parents/ family members to provide input into district and school-level decision making throughout the school year.  

At the district-level, the district’s District Advisory Committee and District English Language Advisory Committee, with parent representatives from each school site, meet multiple times throughout the year as a means for gathering feedback on district wide programming. Parents/family members also serve on the district’s Design Team, a collaborative decision making committee which includes parents/families, school staff, school/district leadership, and community agency representatives.  The Design Team meets throughout the year to help define the district’s focus goals and develop operational practices to ensure student success.  On an annual basis, in addition to feedback gathered during these district level leadership meetings, the district administers a districtwide LCAP survey and facilitates LCAP community meetings to specifically gather input on program and funding priorities for the following school year.

In addition to opportunities for input at the district level, all EUSD school sites continually obtain input from parents/family members on school goals, programs, and services through the school’s School Site Council and English Language Advisory Committee as well as through the hosting of Coffee with the Principal input sessions throughout the year.  Each school also administers an annual Family Engagement Survey to gather specific input into parent programming at the school.
	The Escondido Union School District will continue to work to increase the number of families providing input through surveys and input sessions offered at the district and school site level.
	The Escondido Union School District will expand strategies used to gather input from underrepresented families throughout the school year such as administering quick surveys at events, after family meetings, and after home/porch visits using QR codes and simple exit tickets, sending out quick surveys via text message, facilitating listening sessions during Back to School Night and existing family events, and offering virtual listening/feedback sessions throughout the year.   
	5	5	3	5	5	5	4	5	5	5	5	5	Met		2024-06-20	2024
37680980101535	Heritage K-8 Charter	3	Heritage K-8 Charter School (HK8) consistently works to build trusting and respectful relationships with its students and their families. The school recognizes the importance of timely and relevant communication in fostering an atmosphere of openness and inclusiveness within the school community. To achieve this, HK8 uses various communication methods.

Heritage Elementary Notes, Heritage Junior High Notes, and Heritage Flex Notes, distributed via email, serve as primary communication channels. These notes keep families informed about upcoming events, essential activities, and important messages related to their students' experiences at school. For special or time-sensitive communications, HK8 uses the Constant Contact platform to quickly reach all parents via email.

To give parents a comprehensive understanding of their students' educational journey, the school encourages them to attend Back-to-School night. This event allows parents to meet teachers and understand academic expectations for the upcoming year. In addition to one-way communication, there is strong encouragement for teachers to maintain regular contact with parents to provide updates on their students' progress. This proactive approach involves the use of emails and phone calls to keep parents well-informed and to foster a robust partnership between home and school.

HK8's administrative personnel are also available during morning drop-off and afternoon pick-up times for any necessary discussions with parents. They actively engage with parents by personally greeting students in the morning and being present as students depart in the afternoon. Furthermore, the school works closely with parent volunteers to advance its mission, emphasizing collaboration as a fundamental aspect of the community.

Dedication to creating a welcoming environment is evident through practices such as maintaining small class sizes (with no more than 26 students per class) and ensuring clean and inviting classrooms. The school also offers campus tours to parents considering enrolling their students. Additionally, a variety of enjoyable activities, including Family Fun Day at Heritage Elementary and dances for students at Heritage Junior High and Heritage Flex Academy, are organized to enhance the overall school experience.

At HK8, there is a strong commitment to engaging families through clear, impactful, and family-friendly means. Parent Education Seminars empower parents by providing insights into how they can actively participate in their students' education. Informal Coffee Chats offer parents the opportunity to meet with educators in a relaxed and friendly setting, facilitating open communication. The school also employs a safety text messaging system to ensure swift communication with all families via cell phone in the event of a safety issue occurring on campus.	Heritage K-8 Charter School (HK8) has identified specific areas of focus for enhancing relationships between school staff and families. These areas include hosting Parent Education Seminars to empower parents with insights into actively participating in their students' education and continually improving the school's foreign language support services to ensure effective communication.

Moving forward, HK8 will continue to invest energy in gaining deeper insights into its families. This includes understanding their unique strengths, embracing diverse cultures, and collaborating to better realize their aspirations for their students' educational journey.	At HK8, the commitment to enhancing engagement with underrepresented families remains strong. The school dedicates significant energy and resources to understanding families, including their unique strengths, diverse cultures, and aspirations for their students.

Current engagement initiatives at HK8 include hosting informative Parent Education Seminars to empower parents with insights into actively participating in their students' education. Additionally, the school continually improves its foreign language support services to ensure effective communication.

As Heritage K-8 Charter School moves forward, it remains dedicated to fostering an environment of openness, cultural sensitivity, and collaboration. The school aims to build stronger and more meaningful relationships between the dedicated staff and the diverse family community, aligning with families' aspirations for their students' educational journey.	At HK8, the belief is that parents are the primary educators of their children, and the school partners with them to provide quality teachers, materials, and resources. This partnership ensures that parents feel confident in helping their students grow in heart and mind. The school continually seeks ways to strengthen partnerships with families and help them find the best learning options for their students. The school offers a full range of educational choices, from the Traditional Learning Option at Heritage Elementary and Heritage Junior High to the Flex Learning Option at Heritage Flex Academy.

Through various policies and programs, HK8 equips families with information and resources to facilitate student learning and development within the home environment. Students receive planners at the start of each school year, and all homework assignments are posted online and updated daily, ensuring clarity for parents and students alike.

Heritage Junior High School offers academic tutorials after school for students who need additional support, enhancing their learning experience. At Heritage Flex Academy, Academic Advisers collaborate with student services, students, and parents to develop and implement tailored educational plans that align with state requirements and family goals. All Independent Study curriculum is accessible online, enabling remote learning opportunities.

HK8 promotes meaningful interactions between teachers, families, and students by providing multiple avenues for discussing student progress and enhancing learning together. These avenues include New Parent Orientation meetings, parent/teacher conferences (mandated at Heritage Flex Academy), and online access to the school's real-time grade book system. The grading system, which includes three periods each semester, enables parents to monitor student progress and address potential issues proactively.	As HK8 aims to enhance collaboration with parents and improve student outcomes, its communication framework will continuously evolve to ensure exceptional parent-school connections. The school plans to use interpreting services as needed to facilitate clear communication. Additionally, HK8 is actively developing extended tutorial and enrichment options before and after school to further support student growth. The school is also in the planning stages for expanding the Wooden Wins initiative, which targets character development and the development of students’ emotional intelligence.	As the school seeks to improve its partnerships with parents and improve student outcomes, the communications framework will continue to evolve to provide exceptional parent/school communications, inclusive of all. An area of emphasis, designed to support underrepresented families, will include hosting community events for parents on topics of interest to the school’s families.	HK8 is currently implementing strategies to seek input from all families, including underrepresented groups in the school community. The school utilizes online parent surveys to gather information and feedback on issues throughout the year. Additionally, the communications team plans to continue and expand the use of social media to reach all families, including underrepresented groups.

The school involves families through various advisory bodies and parent representation on the school’s Governing Board. Parent volunteers collaborate with the school’s administration to provide input on activities and projects. During the development of the Local Control Accountability Plan (LCAP), parents serve on a committee to review the draft document and make recommendations. The draft LCAP is available to all families online and in print upon request. Parents are encouraged to submit comments before the public hearing and can also provide input directly at the hearing or at the board adoption meeting.

Over the past two years, HK8 has placed significant emphasis on providing timely communications to parents and guardians whose primary language is not English. These efforts have increased access and input for these families. The school aims to create more opportunities for families to engage with the administrative team through mini presentations, coffee talks, and other small-group activities.

At Heritage Flex Academy, parents are fully involved in the decision-making progress. As an independent study program, parents participate in all decisions about their student’s education program. They also provide input on the types of enrichment activities they would like to see the school offer, and they work hand-in-hand with their student’s academic advisors.

Hk8 collaborates with parents to plan, implement, evaluate, and improve family engagement opportunities. The school remains dedicated to consistently seeking input from parents on methods to enhance current activities, expand the array of activities, and ensure inclusivity, especially for the underrepresented population.

Moving forward, HK8 will continue to focus on ways to make it easier for family members to engage in advisory groups and the decision-making process, particularly those from underrepresented families.	Heritage K-8 Charter School (HK8) is currently implementing strategies to seek input from all families, including underrepresented groups in the school community. The school utilizes online parent surveys to gather information and feedback on issues throughout the year. Additionally, the communications team plans to continue and expand the use of social media to reach all families, including underrepresented groups.

The school involves families through various advisory bodies and parent representation on the school’s Governing Board. Parent volunteers collaborate with the school’s administration to provide input on activities and projects. During the development of the Local Control Accountability Plan (LCAP), parents serve on a committee to review the draft document and make recommendations. The draft LCAP is available to all families online and in print upon request. Parents are encouraged to submit comments before the public hearing and can also provide input directly at the hearing or at the board adoption meeting.

Over the past two years, HK8 has placed significant emphasis on providing timely communications to parents and guardians whose primary language is not English. These efforts have increased access and input for these families. The school aims to create more opportunities for families to engage with the administrative team through mini presentations, coffee talks, and other small-group activities.

At Heritage Flex Academy, parents are fully involved in the decision-making process. As an independent study program, parents participate in all decisions about their student’s education program. They also provide input on the types of enrichment activities they would like to see the school offer and work hand-in-hand with their student’s academic advisors.

HK8 collaborates with parents to plan, implement, evaluate, and improve family engagement opportunities. The school remains dedicated to consistently seeking input from parents on methods to enhance current activities, expand the array of activities, and ensure inclusivity, especially for the underrepresented population.

Moving forward, HK8 will continue to focus on ways to make it easier for family members to engage in advisory groups and the decision-making process, particularly those from underrepresented families.	The school is dedicated to thoughtfully planning, executing, evaluating, and enhancing family engagement initiatives. HK8 uses a variety of strategies, including language translation services, targeted surveys to reach underrepresented populations, and a welcoming approach by administrators who greet everyone as they enter and exit the campus before and after school. The school cultivates a collaborative environment for planning, implementing, evaluating, and enhancing its family engagement activities. Continuous improvement remains the objective, with an active commitment to seeking parental input to refine current activities, diversify offerings, and ensure inclusivity, particularly for the underrepresented population.

The Heritage Flex Academy program (HFA) exemplifies this collaborative ethos. HFA parents play a significant role in the decision-making process, a vital component of the independent study program. Parents are actively engaged in all decisions related to their students' education programs, effectively mitigating factors that might lead to underrepresentation. HFA families also contribute their perspectives on the enrichment activities they wish to see the school offer, collaborating closely with their students' academic advisors.

HK8 actively seeks input from parents to refine existing activities and expand the range of offerings available to its diverse community. The goal is to ensure inclusivity for underrepresented populations. Looking ahead, the school will continue to streamline the process for family members to participate in advisory groups and the decision-making process. This emphasis is particularly crucial for individuals from underrepresented families, as the school aims to further facilitate their involvement in shaping the educational community.	5	5	4	5	4	5	5	4	4	4	4	4	Met		2024-06-12	2024
37680986116776	Classical Academy	3	As an Independent Study program, parent engagement is key to the success of the student. Since partnering with parents is a key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents.
Also, as an Independent Study program, parents provide weekly instruction within the home environment. Our LMS system gives parents the resources they need to meet those academic goals. At The Classical Academy, teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well-being in the school environment.
Parents' concerns about the school are directed to the school site principal, who works to resolve the issues. All school administrators are well versed in the processes that parents use to advocate for their students' rights.
	The Classical Academy measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board. In the 2023-2024 school year, the following questions were asked on the annual survey.  
Please rate your overall satisfaction with The Classical Academy. For the 23-24 school year, parents gave us an overall satisfaction rating of 96%. 
Please rate your overall satisfaction with the academic program at the Classical Academy. For the 23-24 school year, parents gave us an overall satisfaction rating of 95%. 
Please rate your overall satisfaction with the Classical Academy customer service: For the 23-24 school year, parents gave us an overall satisfaction rating of 97%. 
Parents' concerns about the school are directed to the school site principal, who works to resolve the issues.  All school administrators are well-versed in the processes that parents use to advocate for their students' rights. 
	The Classical Academy measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board. 
Our website translates into every language to keep all families engaged, especially our underrepresented families.  Additionally, we deliver new student information to the local Boys and Girls Clubs, public libraries across North County, and YMCA's annually. All of our marketing covers a wide net of individuals, and all of our digital advertising is translated into every language. 
We also offer frequent school tours, with informed staff available to answer questions at any time. We have engaged a translation service (on-call) to provide services in-person, over the phone, and virtually.  Finally, we offer a podcast with diverse topics available to all families. 
When parents have concerns about the school, they are directed to the school site principal, who works to resolve the issues.  All school administrators are well versed in the processes that parents use to advocate for their students' rights.  We will continue to survey parents to make sure we are aware of the needs in our community.
	As an Independent Study program, parent engagement is key to the success of the student. Since partnering with parents is a key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents.
Also, as an Independent Study program, parents provide weekly instruction within the home environment. Our LMS system gives parents the resources they need to meet those academic goals. At The Classical Academy, teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well-being in the school environment.
Parents' concerns about the school are directed to the school site principal, who works to resolve the issues. All school administrators are well versed in the processes that parents use to advocate for their students' rights.
	The Classical Academy measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board. In the 2023-2024 school year, the following questions were asked on the annual survey.  
Please rate your overall satisfaction with The Classical Academy. For the 23-24 school year, parents gave us an overall satisfaction rating of 96%. 
Please rate your overall satisfaction with the academic program at the Classical Academy. For the 23-24 school year, parents gave us an overall satisfaction rating of 95%. 
Please rate your overall satisfaction with the Classical Academy customer service: For the 23-24 school year, parents gave us an overall satisfaction rating of 97%. 
Parents' concerns about the school are directed to the school site principal, who works to resolve the issues.  All school administrators are well-versed in the processes that parents use to advocate for their students' rights. 
	The Classical Academy measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board. 
Our website translates into every language to keep all families engaged, especially our underrepresented families.  Additionally, we deliver new student information to the local Boys and Girls Clubs, public libraries across North County, and YMCA's annually. All of our marketing covers a wide net of individuals, and all of our digital advertising is translated into every language. 
We also offer frequent school tours, with informed staff available to answer questions at any time. We have engaged a translation service (on-call) to provide services in-person, over the phone, and virtually.  Finally, we offer a podcast with diverse topics available to all families. 
When parents have concerns about the school, they are directed to the school site principal, who works to resolve the issues.  All school administrators are well versed in the processes that parents use to advocate for their students' rights.  We will continue to survey parents to make sure we are aware of the needs in our community.
	As an Independent Study program, parent engagement is key to the success of the student. Since partnering with parents is a key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents.
Also, as an Independent Study program, parents provide weekly instruction within the home environment. Our LMS system gives parents the resources they need to meet those academic goals. At The Classical Academy, teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well-being in the school environment.
Parents' concerns about the school are directed to the school site principal, who works to resolve the issues. All school administrators are well versed in the processes that parents use to advocate for their students' rights.
	The Classical Academy measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board. In the 2023-2024 school year, the following questions were asked on the annual survey.  
Please rate your overall satisfaction with The Classical Academy. For the 23-24 school year, parents gave us an overall satisfaction rating of 96%. 
Please rate your overall satisfaction with the academic program at the Classical Academy. For the 23-24 school year, parents gave us an overall satisfaction rating of 95%. 
Please rate your overall satisfaction with the Classical Academy customer service: For the 23-24 school year, parents gave us an overall satisfaction rating of 97%. 
Parents' concerns about the school are directed to the school site principal, who works to resolve the issues.  All school administrators are well-versed in the processes that parents use to advocate for their students' rights. 
	The Classical Academy measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board. 
Our website translates into every language to keep all families engaged, especially our underrepresented families.  Additionally, we deliver new student information to the local Boys and Girls Clubs, public libraries across North County, and YMCA's annually. All of our marketing covers a wide net of individuals, and all of our digital advertising is translated into every language. 
We also offer frequent school tours, with informed staff available to answer questions at any time. We have engaged a translation service (on-call) to provide services in-person, over the phone, and virtually.  Finally, we offer a podcast with diverse topics available to all families. 
When parents have concerns about the school, they are directed to the school site principal, who works to resolve the issues.  All school administrators are well versed in the processes that parents use to advocate for their students' rights.  We will continue to survey parents to make sure we are aware of the needs in our community.
	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-05-20	2024
37681060000000	Escondido Union High	3	EUHSD's educational partners and local data highlight several strengths, including effective parent communication, a welcoming environment for educational partners, and teacher accessibility. Other strengths encompass diverse engagement strategies like surveys, AVID programs, counselor support, and parent workshops, alongside initiatives such as Coffee with the Principal and student celebrations. Additionally, supportive measures like notifications, newsletters, and personalized phone calls enhance parent-school collaboration, as evidenced by the district's commitment to fostering a cohesive educational community.	EUHSD's educational partners have identified several key areas for improvement in fostering stronger relationships between school staff and families. These include providing more opportunities for feedback through surveys, increasing awareness and participation in important parent meetings such as LCAP, ELAC, and SSC, and offering additional support in math education. Ensuring consistent communication with families is also highlighted as a priority, alongside efforts to build capacity and inclusivity for parental involvement. Moreover, there is a recognized need for developing staff expertise in engaging with parents and conducting workshops to educate families about their rights. It's suggested to widen the advertising of involvement opportunities and to enhance the functionality of the school/district website. Finally, improving the frequency and accessibility of grade updates on a single platform is seen as important for strengthening the connection between schools and families.	In response to feedback from EUHSD’s educational partners and local data, several strategies have been suggested to engage underrepresented families in building partnerships for student success. These include increasing the visibility of student work through showcases to actively involve families in their children's educational experiences. Additionally, targeted messaging tailored to the specific needs and interests of underrepresented families can enhance communication and collaboration. Providing additional opportunities to celebrate students' achievements not only recognizes their successes but also strengthens family engagement in the educational process. Moreover, extending targeted invitations for participation in key advisory committees such as LCAP Educational Partners, ELAC, and SSC ensures that underrepresented voices are heard in decision-making processes. Lastly, organizing community celebrations fosters inclusive environments where all families feel valued and welcomed, encouraging their active involvement in supporting student outcomes.	EUHSD’s Educational Partners have acknowledged several strengths and advancements in fostering partnerships for student success. These include the implementation of initiatives like the Freshman Academy aimed at supporting the transition into high school. The use of intermittent assessments such as Renaissance has provided valuable insights into student progress. Offering Saturday school opportunities and after-school programs, including tutoring, demonstrates a commitment to providing additional academic support outside regular hours. The AVID program and its associated activities have proven beneficial in preparing students for college and career readiness. Effective communication channels, including personal phone calls and school events, facilitate meaningful engagement between school staff and families. Moreover, the willingness of teachers to collaborate with parents underscores a collaborative approach to supporting student outcomes within the district.	EUHSD’s Educational Partners have highlighted specific areas for improvement in enhancing partnerships for student success. Firstly, there's a recognized need to increase mentoring opportunities for struggling students, providing them with tailored support to overcome academic challenges. Secondly, efforts to help families better understand and exercise their rights within the educational system are deemed essential, fostering a more informed and empowered parent community. Additionally, providing professional learning opportunities to staff members on effectively building and nurturing partnerships with families is seen as crucial in creating a collaborative and supportive educational environment for all students.
	In response to feedback from Educational Partners and local data, EUHSD remains committed to several initiatives aimed at enhancing parental engagement and student success. This includes ongoing support for parents to participate in critical school advisory groups such as ELAC, SSC, and the LCAP educational partners advisory committee, ensuring their voices are heard in decision-making processes. Home visits will continue to facilitate meaningful connections between school staff and families, fostering stronger partnerships and addressing individual student needs. Spirit and pride events will be organized to instill a sense of belonging and community among students and families. Additionally, interventions such as LEAP and the Freshman Academy will be maintained to provide targeted support for freshmen transitioning into high school. Targeted messaging will be employed to effectively communicate important information to families. School events will be designed to include and celebrate alumni, fostering a sense of continuity and pride within the school community. Furthermore, EUHSD will strengthen its presence in the elementary district, ensuring seamless transitions for students and families from elementary to high school.	EUHSD Educational Partners and Local data have recognized several strengths and advancements in the district's efforts to seek input for decision-making processes. Firstly, the presence of LCAP meetings at both the site and district levels provides platforms for collaborative discussions and strategic planning. Additionally, opportunities for parents to join decision-making committees at both levels ensure diverse perspectives are considered in important matters. The existence of Parent Clubs and Parent Liaisons further facilitates communication channels between families and the school administration, enhancing engagement and involvement. ELAC (English Learner Advisory Committee) plays a crucial role in representing the needs of English learner students and their families. Utilizing survey data enables the district to gather feedback and insights from stakeholders effectively. Regular communication through weekly principal newsletters and other channels ensures transparency and keeps families informed about key developments. Providing amenities such as food and childcare at meetings promotes inclusivity and accessibility, while scheduling evening meetings accommodates the availability of working parents, enhancing participation opportunities. These collective efforts signify the district's commitment to inclusive decision-making processes that prioritize the voices and needs of its diverse community.	Based on feedback from EUHSD Educational Partners and local data, there are specific areas identified for further development in seeking input for decision-making processes. Firstly, increasing participation in LCAP survey responses is highlighted as essential to gather comprehensive feedback from stakeholders. Secondly, there is a need to focus on building capacity and inclusivity to ensure all families have opportunities to provide input, thereby representing diverse perspectives effectively. Additionally, advertising efforts should be expanded to reach a broader audience, ensuring that a wide range of voices are heard in decision-making processes. Moreover, there is a suggestion to redesign school events such as Back To School night to create a more inclusive and personal atmosphere, fostering stronger connections between families and the school community. These recommendations underscore the district's commitment to enhancing engagement and collaboration with educational partners to inform decision-making and improve overall outcomes.
	In response to feedback from Educational Partners and local data, the district is committed to furthering the engagement of underrepresented families in the decision-making process. To achieve this, personalized invitations will be extended to encourage participation in key parent advisory groups, ensuring that their voices are heard in shaping educational policies and initiatives. Community celebrations will be organized to create inclusive spaces where underrepresented families feel welcomed and valued, fostering a sense of belonging within the school community. Targeted messages will be employed to effectively communicate with these families, addressing their specific needs and concerns. Additionally, presentations at events such as Back To School Night will emphasize the importance of parental involvement in education, reinforcing the value of their input and encouraging active participation in decision-making processes. These initiatives underscore the district's commitment to promoting equity and inclusivity in its engagement efforts with all members of the school community.	3	4	3	3	3	4	3	3	4	3	4	4	Met		2024-06-18	2024
37681060111195	Classical Academy High	3	As an Independent Study program, parent engagement is key to the success of the student. Since partnering with parents is a key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents.
Also, as an Independent Study program, parents provide weekly instruction within the home environment. Our LMS system gives parents the resources they need to meet those academic goals. At Classical Academy High School, teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well-being in the school environment.
Parents' concerns about the school are directed to the school site principal, who works to resolve the issues. All school administrators are well versed in the processes that parents use to advocate for their students' rights.
	Classical Academy High School measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board. In the 2023-2024 school year, the following questions were asked on the annual survey.  
Please rate your overall satisfaction with Classical Academy High School:  For the 23-24 school year, parents gave us an overall satisfaction rating of 96%. 
Please rate your overall satisfaction with the academic program at Classical Academy High School:  For the 23-24 school year, parents gave us an overall satisfaction rating of 95%. 
Please rate your overall satisfaction with Classical Academy High School customer service: For the 23-24 school year, parents gave us an overall satisfaction rating of 97%. 
Parents' concerns about the school are directed to the school site principal, who works to resolve the issues.  All school administrators are well-versed in the processes that parents use to advocate for their students' rights.  
	Classical Academy High School measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board. 
Our website translates into every language to keep all families engaged, especially our underrepresented families.  Additionally, we deliver new student information to the local Boys and Girls Clubs, public libraries across North County, and YMCA's annually. All of our marketing covers a wide net of individuals, and all of our digital advertising is translated into every language. 
We also offer frequent school tours, with informed staff available to answer questions at any time. We have engaged a translation service (on-call) to provide services in-person, over the phone, and virtually.  Finally, we offer a podcast with diverse topics available to all families. 
When parents have concerns about the school, they are directed to the school site principal, who works to resolve the issues.  All school administrators are well versed in the processes that parents use to advocate for their students' rights.  We will continue to survey parents to make sure we are aware of the needs in our community.
	As an Independent Study program, parent engagement is key to the success of the student. Since partnering with parents is a key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents.
Also, as an Independent Study program, parents provide weekly instruction within the home environment. Our LMS system gives parents the resources they need to meet those academic goals. At Classical Academy High School, teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well-being in the school environment.
Parents' concerns about the school are directed to the school site principal, who works to resolve the issues. All school administrators are well versed in the processes that parents use to advocate for their students' rights.
	Classical Academy High School measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board. In the 2023-2024 school year, the following questions were asked on the annual survey.  
Please rate your overall satisfaction with Classical Academy High School:  For the 23-24 school year, parents gave us an overall satisfaction rating of 96%. 
Please rate your overall satisfaction with the academic program at Classical Academy High School:  For the 23-24 school year, parents gave us an overall satisfaction rating of 95%. 
Please rate your overall satisfaction with Classical Academy High School customer service: For the 23-24 school year, parents gave us an overall satisfaction rating of 97%. 
Parents' concerns about the school are directed to the school site principal, who works to resolve the issues.  All school administrators are well-versed in the processes that parents use to advocate for their students' rights.  
	Classical Academy High School measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board. 
Our website translates into every language to keep all families engaged, especially our underrepresented families.  Additionally, we deliver new student information to the local Boys and Girls Clubs, public libraries across North County, and YMCA's annually. All of our marketing covers a wide net of individuals, and all of our digital advertising is translated into every language. 
We also offer frequent school tours, with informed staff available to answer questions at any time. We have engaged a translation service (on-call) to provide services in-person, over the phone, and virtually.  Finally, we offer a podcast with diverse topics available to all families. 
When parents have concerns about the school, they are directed to the school site principal, who works to resolve the issues.  All school administrators are well versed in the processes that parents use to advocate for their students' rights.  We will continue to survey parents to make sure we are aware of the needs in our community.
	As an Independent Study program, parent engagement is key to the success of the student. Since partnering with parents is a key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents.
Also, as an Independent Study program, parents provide weekly instruction within the home environment. Our LMS system gives parents the resources they need to meet those academic goals. At Classical Academy High School, teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well-being in the school environment.
Parents' concerns about the school are directed to the school site principal, who works to resolve the issues. All school administrators are well versed in the processes that parents use to advocate for their students' rights.
	Classical Academy High School measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board. In the 2023-2024 school year, the following questions were asked on the annual survey.  
Please rate your overall satisfaction with Classical Academy High School:  For the 23-24 school year, parents gave us an overall satisfaction rating of 96%. 
Please rate your overall satisfaction with the academic program at Classical Academy High School:  For the 23-24 school year, parents gave us an overall satisfaction rating of 95%. 
Please rate your overall satisfaction with Classical Academy High School customer service: For the 23-24 school year, parents gave us an overall satisfaction rating of 97%. 
Parents' concerns about the school are directed to the school site principal, who works to resolve the issues.  All school administrators are well-versed in the processes that parents use to advocate for their students' rights.  
	Classical Academy High School measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board. 
Our website translates into every language to keep all families engaged, especially our underrepresented families.  Additionally, we deliver new student information to the local Boys and Girls Clubs, public libraries across North County, and YMCA's annually. All of our marketing covers a wide net of individuals, and all of our digital advertising is translated into every language. 
We also offer frequent school tours, with informed staff available to answer questions at any time. We have engaged a translation service (on-call) to provide services in-person, over the phone, and virtually.  Finally, we offer a podcast with diverse topics available to all families. 
When parents have concerns about the school, they are directed to the school site principal, who works to resolve the issues.  All school administrators are well versed in the processes that parents use to advocate for their students' rights.  We will continue to survey parents to make sure we are aware of the needs in our community.
	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-05-20	2024
37681060137034	Altus Schools North County	3	"The school has made significant progress in building strong relationships between school staff and families: key strengths and progress in this area include:
•	High-quality Teachers: Each student is assigned a high-quality Teacher who is responsible for supervising all subjects and providing personalized attention. This close relationship ensures teachers can adjust assignments to meet student needs and goals and facilitates timely communication with parents.
•	Parental Involvement: The school emphasizes the importance of parental involvement in student success. Parents are encouraged to set high expectations, talk about school daily, monitor schoolwork, establish daily homework routines, stay aware of test schedules, and maintain regular contact with teachers. This partnership approach helps in creating a supportive environment for students.
•	Family Resources: The school provides extensive resources for families, including financial aid information, standardized testing support, and help with college admissions. These resources are designed to assist families in navigating the academic landscape and supporting their children’s educational journey.
•	Personalized Learning Environment: The school operates with a low student-to-teacher ratio, allowing for personalized attention and the ability to build strong, individualized relationships. Teachers are deeply familiar with their students' academic levels and progress, which fosters a more tailored and supportive learning experience.
•	Regular Communication: The school ensures regular communication through weekly conferences where parents receive updates on their child’s progress, attendance, behavior, and upcoming events. This continuous engagement keeps parents informed and involved in their child's education.
These efforts collectively enhance the relationship between school staff and families, ensuring that students receive the support they need to succeed both academically and socially. Parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 100% of parents report being able to provide input and feedback to the school through multiple ways. The school values the partnership between school staff and families as the foundation of parent and family engagement. Over 100% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 100% of parents report that the school provides innovative and engaging learning environments. 
"	Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community The school regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed.
The LEA’s focus areas for improvement in building relationships between school staff and families include increasing parental participation in the Family Learning Series to foster a deeper engagement with their children’s education. They aim to encourage parents to support their students in excelling in mathematics by providing resources and strategies to reinforce learning at home. Another focus is to gather more input from parents on specific needs such as language development and mental health, ensuring that the school’s programs are tailored to address these critical areas. These efforts are designed to create a more collaborative and supportive environment for students and their families.
	To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated, and interpreters have been made available for calls and meetings. The school will issue continue to Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Parent Square further provides communication and engagement opportunities between the educational partners and the school.	The LEA’s current strengths and progress in building partnerships for student success include providing a highly personalized academic experience through one-on-one instruction and small group sessions. The school emphasizes rigorous academic standards and regular assessments to ensure students meet or exceed expectations. The school offers various opportunities such as college courses, career technical education, internships, and leadership roles through programs like the California Cadet Corps. Additionally, the school engages students, parents and community partners in creating Pathways Personalized Education Plans to support individual student goals and needs. 
The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and support for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and support to families throughout the school year.
	The LEA’s focus areas for improvement in building partnerships for student outcomes include enhancing math resources and instructional support to boost student proficiency in mathematics. They also aim to strengthen college and career planning and guidance to ensure students are well-prepared for post-secondary education and career paths. Additionally, a focus is placed on improving strategies to help students graduate on time by providing targeted interventions and personalized support. These efforts are designed to create a more robust support system for student success.
Based upon information collected from students, the school will maintain or expand Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA.
	Altus Schools North County is fully committed to continuously improving the engagement of underrepresented families with our partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical, and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals. To better facilitate school to home two-way communication and input with English Learner households, school materials will be translated as translators provided when needed. Demographically, the LEA is majority-minority, majority SED, and a higher percentage of students with disabilities than the surrounding community. All students have full access to the courses and opportunities offered at the school.  The school continues to solicit input from educational partners to identify and address student and family needs and to break down barriers to success.	
The LEA’s current strengths and progress in seeking input for decision-making include actively involving teachers, principals, administrators, school personnel, parents, and students through diverse engagement methods. Teachers contribute via the Staff LCAP Engagement Survey, ELAC Instructional Meetings, and professional learning sessions. Principals and administrators provide input through team huddles, SSC meetings, and strategic planning sessions. Parents participate in surveys, Open House, and Senior Night events, while students share their perspectives through surveys, School Site Council meetings, and various school events that focus on family engagement and provide opportunities for input into the school’s programs. This inclusive approach ensures the LCAP reflects the needs and priorities of all stakeholders, fostering a collaborative environment for student-centered actions and priorities.

The school engages educational partners in its processes for continuous improvement and prioritizes building the capacity of staff and families to engage in advisory groups and decision making. The school provides training for SSC members annually and holds regular meetings to develop, refine, and update the LCAP. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides training, resources, support, and feedback opportunities throughout the school year. In 2023-2024 the school received input from students and parents and used the results in the development of the 2023-2024 LCAP.
	The LEA’s focus areas for improvement in seeking input for decision-making include increasing parent and student participation in surveys, increasing attendance for the Family Learning Series, College/Career week, and engaging more in Open House and other school events. By enhancing these engagement methods, the LEA aims to gather more comprehensive and diverse feedback from parents, ensuring that their perspectives are effectively incorporated into the decision-making process. This approach is intended to create a more inclusive and responsive environment that better supports the needs and priorities of students and their families.	School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff utilize ParentSquare to engage in two-way communication with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive English Learners Advisory Committee (ELAC) meetings will seek to increase parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will continue to provide translated materials and resources for parents and family members of English Learners.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
37681063731023	Escondido Charter High	3	Escondido Charter High School (ECHS) consistently works to build trusting and respectful relationships with our students and their families. We recognize the importance of timely and relevant communication in fostering an atmosphere of openness and inclusiveness within our school community. To achieve this, we use various communication methods.
Charter Notes, distributed via email, serve as one of our primary communication channels. These notes keep families informed about upcoming events, essential activities, and important messages related to their students' experiences at school. For special or time-sensitive communications, ECHS uses the Constant Contact platform to quickly reach all parents via email. Additionally, many of our dedicated teachers provide families with informative class newsletters to ensure a steady flow of information.

We understand the importance of strong relationships among teachers, parents, and students for both academic success and personal development. We encourage our teachers to regularly engage with parents to keep them informed about their students' progress. This commitment to communication includes regular emails and phone calls, fostering a productive relationship between home and school.

To give parents a comprehensive understanding of their students' educational journey, we encourage them to attend Back-to-School night. This event allows parents to meet teachers and understand academic expectations for the upcoming year. Our administrative personnel are also available during morning drop-off and afternoon pick-up times for any necessary discussions with parents. Additionally, we work closely with the Parent Volunteer Organization to involve parents in advancing our school's mission.

At ECHS, we go beyond traditional communication methods by organizing user-friendly special events. Our Parent Education Seminars help parents understand how to be actively involved in their students' education. These seminars cover timely topics such as social and emotional counseling, vaping, substance abuse, addictive behaviors, and age-appropriate active shooter training.

We also host on-campus events to encourage family involvement. History Night showcases student work and engaging historical presentations, while our Arts Festival celebrates students' artistic talents and achievements. These special events strengthen our school community and enhance family engagement in our mission.	Current areas of focus for the school include holding parent education seminars and continued improvement of the school’s foreign language support. Moving forward, Escondido Charter High School will continue investing energy to learn more about our families, including their strengths, cultures, and goals for their students.	ECHS is committed to continuing its investment of energy and resources to learn more about our families, including their strengths, cultures, and goals for their students. Current engagement efforts include holding parent education seminars and continued improvement of the school’s foreign language support.	At ECHS, we believe that parents are the primary educators of their children, and we partner with them to provide quality teachers, materials, and resources. This partnership ensures parents feel confident in helping their students grow in heart and mind. The school continually seeks ways to strengthen partnerships with families and help them find the best learning options for their students. We offer a full range of educational choices, from the Traditional Learning Option to the Flex Classical Learning Pathway and Personalized Learning Pathway Options.

Through various policies and programs, we provide families with the information and resources they need to support student learning and development at home. Before students enter Escondido Charter High School, we hold New Parent Orientation meetings to inform parents about academic expectations, current policies, and to answer any questions they might have. The week before school starts, new students attend a New Student Orientation, where they tour the campus, check out books, and locate their lockers. Each student receives a daily planner, and all homework assignments are posted online and updated daily so parents and students can stay informed about due dates. Students who need extra help can attend academic tutorials for an hour after school with their regular classroom teachers.

Our Student Services Department provides valuable guidance to students and their families. Counselors meet individually with students each year to develop personalized educational plans. Additionally, the school offers several college seminars for students and parents to help them understand post-secondary options and develop strategies for success. We have recently expanded these seminars to include community colleges. New seminars have been added to assist students with college, scholarship, and financial aid applications. Colleges are also invited to visit our campus and provide updated information on their programs.

In addition to face-to-face communication, parents can access the school’s online grade book system to receive real-time data on student performance. There are three grading periods each semester to help parents gauge student progress and address any potential issues early.	As ECHS seeks to improve our partnerships with parents and improve student outcomes, we plan to continue to strive to communicate as clearly as possible, using interpreting services, as needed, for parent/school communications. In addition, the school is in the planning stages for expansion of the Wooden Wins initiative that targets character development and the development of students’ emotional quotient.	As the school seeks to improve its partnerships with parents and improve student outcomes, the communications framework will continue to evolve to provide exceptional parent/school communications, inclusive of all. An area of emphasis, designed to support underrepresented families, will include hosting community events for parents on topics of interest to the school’s families.	ECHS involves families through various advisory bodies and parent representation on the school’s Governing Board. The Parent Volunteer Organization collaborates with the school’s administration to provide input on activities and projects. During the development of the Local Control Accountability Plan (LCAP), parents serve on a committee to review the draft document and make recommendations. The draft LCAP is available to all families online and in print upon request. Parents are encouraged to submit comments before the public hearing and can also provide input directly at the hearing or at the board adoption meeting.

The school is currently implementing strategies to seek input from all families, including underrepresented groups in the school community. Over the past two years, a significant emphasis has been placed on providing timely communications to parents and guardians whose primary language is not English. These efforts have increased access and input for these families. As part of its ongoing partnership with parents, ECHS utilizes online surveys to gather information and seek feedback on issues throughout the year. The communications team plans to continue and expand the use of social media to reach all families, including underrepresented groups. Additionally, the school aims to create more opportunities for families to engage with the administrative team through mini presentations, coffee talks, and other small-group activities.

At ECHS, we work together to plan, implement, evaluate, and improve our family engagement activities. We continually seek input from parents on how we can enhance our current activities, increase the variety of activities, and ensure inclusivity for our underrepresented population.
	The school is currently implementing strategies to seek input from all families, including underrepresented groups in the school community. Over the past two years, a significant point of emphasis has been the availability of timely communications with parents and guardians whose primary language is other than English. These efforts have provided additional access and input for these families. As part of its continued partnership with parents, ECHS utilizes online parent surveys to provide information and seek feedback on issues throughout the year. The communications team plans to continue and expand its use of social media to reach all families, including underrepresented groups in the school community. In addition, the school would like to create more opportunities for families to engage with the administrative team in meaningful ways through several different means including mini presentations, coffee talks, and other activities in small groups.

Moving forward, our efforts will continue to focus on ways to make it easier for family members to engage in advisory groups and the decision-making process, particularly those from underrepresented families.
	At ECHS, we are dedicated to thoughtfully planning, executing, evaluating, and enhancing our family engagement initiatives. We use a variety of strategies, including language translation services, targeted surveys to reach underrepresented populations, and a welcoming approach by our administrators who greet everyone as they enter and exit the campus before and after school.

We actively seek input from parents to refine our existing activities and expand the range of offerings available to our diverse community. Our goal is to ensure inclusivity for our underrepresented populations.

Looking ahead, we will continue to streamline the process of involving families in advisory groups and the decision-making process. We are particularly committed to increasing the involvement of underrepresented families in shaping our educational community.	5	5	5	5	4	5	5	4	4	4	4	4	Met		2024-06-12	2024
37681140000000	Fallbrook Union Elementary	3	"Fallbrook Union Elementary School District annually surveys all TK-8th grade parents.  The survey assesses seven criteria and includes an open-ended comment section.  Key findings from the survey include input on school climate and culture, parent engagement and communication, parent education topics, and parent perception of the academic program and school safety.  FUESD's analysis of survey results highlighted the following, which were commensurate with LCAP Parent Forum input: 
There was an 13% increase in feelings of having a voice and input, 72% of families acknowledged that workshops of interest were offered for parents, an increase in positive feelings related to sufficient instruction in math, reading, writing, science, history/social science, English language development, and physical education, and 96% of parents reported students feeling safe at school, an increase of 3%.  Overall, our parents and community felt ""welcome on campus.""  The increase in survey responses and attendance at school events and workshops has demonstrated progress in building relationships between schools and our families."	FUESD's self analysis suggested we continue our efforts to build relationships among the school community through supporting leadership opportunities at the school sites, such as organized volunteering and being inclusive of culturally responsive practices.	The District has identified staff training as our area of focus to support relationship building.  FUESD identified a need to support our staff with learning more about our families and our community.  We would like to focus on leveraging family's strengths, cultures, and languages to support students, as well as helping to understand parents' goals for their children.  We believe continuing the focus of creating supportive and positive school cultures and climates, along with providing our staff with additional training and support in understanding families, we will improve the engagement of underrepresented families.	FUESD's continues to be building partnerships with parents through regular communication, inviting parents to participate in leadership roles at our sites and the district level, as well as providing parents with learning opportunities through parent nights and family workshops.  Annually, all schools provide families with a calendar of workshops and events included within their Parent-Family Engagement Policies.  Parent advisory committees make recommendations as to events and recommendations that would benefit parents.  Annually, the district has two designated Parent-Teacher-Student Conference windows for review of student progress, as well as provide other means for regular communication between home and school including, but not limited to, Teacher Classroom Google Sites, and access to staff email addresses and work phone numbers.  Back to School Night and Open House are well attended.  We want to expand beyond these foundational practices to build stronger two way communication practices.	While our schools and district have strong committees and offer a variety of workshops and events for families, we did identify that building partnerships that focus on student outcomes beyond individual committees (ELAC, SSC, PTA, Lighthouse Teams) is an area of growth.  We would like to see cross participation among our committees, higher attendance with academic topic focused education opportunites, and greater voice when sharing ideas of how to improve student outcomes.  We look forward to inviting parents to serve as partners.	An area of improvement will be providing professional learning that supports teachers and administrators to improve the schools' capacity to partner with families.  While we have systems that support regular communication, support with a variety of parent committees, we believe professional development is how to connect and build trust with our underrepresented families would support stronger partnerships.	"Our school sites and district offer a variety of ways to engage families in advisory groups and with decision-making.  Active advisory groups include Parent Advisory Councils at our district preschool center and for our districtwide Migrant Education Program, school Lighthouse teams, PTA/PTSO at all of our school sites, including the preschool, School Site Councils (all school sites), English Learner Advisory Committees at all in-town school sites, as well as a District Advisory Committee and District English Learner Committee made up of teacher and parent representatives from all schools sites.  Each year our Director of Curriculum and Instruction hosts individual advisory group boot camps to review with principals and staff ""how to involve families in advisory groups and decision making"" at the site and provides training materials for SSC/ELAC.  In addition, we illicit parent feedback in an Annual Needs Assessment developed by DELAC/DAC, offering other Parent Surveys through Panorama and Google forms and offering multiple dates and times for parent input into the district LCAP.  The schools/district ensures that all meetings (committee/engagement activities) are provided in both English/Spanish and that meeting times vary to support the engagement of working families.  Outreach for activities is done in various ways; for example, all-calls, texts, emails, paper flyers, digital flyers, and personal phone calls to ensure that all families, including our underrepresented families, are notified.  Finally, parent committees use the data and feedback from parent surveys and the Needs Assessment to plan, implement, and evaluate family engagement activities.  As a district, we are committed to ensuring high levels of involvement and communication. We will continue to improve participation levels by recruiting various parents to participate in leadership roles and committees.  FUESD has active parent committees that participate in providing authentic input."	As we continue to look to improve our seeking input for decision-making, we will be seeking ways to increase parent participation and engagement at the school sites, specifically in the area of LCAP Input sessions and our Title Parent Information Nights.  This year, we experienced low attendance at the school sites for these two input events.  While our parent committees are strong, we would like to broaden involvement and input beyond committees.	As we continue to look to improve our seeking input for decision-making, we will be exploring ways to increase parent engagement at school sites for the purpose of increasing outcomes for students.  We want to create schools that foster inclusion, promote shared decision making, and empower our families to be partners in shared decision making.  We want to personalize interactions as to include our underrepresented.	3	5	3	4	3	4	3	3	4	4	3	3	Met		2024-06-27	2024
37681220000000	Fallbrook Union High	3	"One of the LEA's areas of strength is the employment of a district bilingual liaison and college and career liaison each who serve as a parent and community liaison for the school site; additionally, the addition of a K-14 counselor is a position of strength to build relationships between staff and families. The bilingual liaison works in the Parent Welcome Center, where parents can come and access computers to look up students' grades, confirm and check their data in the system, inquire about resources, and have a workspace if they are parent volunteers. Our bilingual liaison also runs a parent leadership workshop every other year in which he provides support and education to parents who want to learn how to navigate the school system.  The bilingual College and Career Liaison position coordinates with Spanish speaking students and families and provides an additional layer of support to the LEA's existing District Career/Vocabulary Education Coordinator.

New to the LEA is a K-14 counseling position to support students with planning through high school and into college and/or career.  This position has facilitated position relationships between school staff and families by providing information on dual enrollment and coordinating meetings with students and parents to develop four and six-year plans for students. 

Annually new staff members are required to participate in a two-day ELD Standards training in which they participate in a student panel to learn more about students and their experiences within the educational system.  Participants also engage in either home visits or parent empathy interviews to learn more about families in the district.


Additionally, the LEA also has a strong PTSA that works with families through a variety of different programs such as the Global Village, CTE, Band, ASB, and athletics.  DELAC, ELAC, and School Site Council are also committees in which parents can engage to influence the LEA's trajectory.  Principal's also offer opportunities such as ""Coffee with the Principal"" or ""Dinner with the Counselor"" to develop relationships with students and parents."	The LEA has demonstrated progress with a strong ELAC and DELAC committee who inform strong School Site Councils at school sites. Additionally underrepresented parents are supported through the Saturday Academy and through the Parent Leadership Workshops, Mano a Mano Parent Workshops, and PIQE workshops offered by the LEA. Parents are also involved in individual school sites through Coffee with the Principal, Coffee with the Counselor, the Global Village, ASB, band, and athletics.


A focus area for improvement would be providing opportunities for families, teachers, principals and district administrators to work together to plan, design and implement family engagement activities in which teachers and counselors can engage with parents.
	One of the LEA's strengths in this area is the Mano a Mano and/or PIQE Parent Workshop and the parent leadership workshops that are offered to parents throughout the course of the school year. 
There will also be college and career readiness workshops provided to both English and Spanish speaking families in regard to College and Career Ready Milestones to adequately prepare students for either Career and/or College.  At DELAC Committee meetings and LCAP Parent Input meetings, yearly calendars of parent engagement opportunities have been requested; thus, the LEA will be developing a yearlong parent engagement calendar 

The LEA offers a Saturday Academy in which both represented and underrepresented parents have access to courses such as computers, ESL, Citizenship, Ballet Folklorico, and INEA. Parent Leadership and the Saturday Academy both serve all parents but focus on underrepresented parents.

Other areas of strength are the School Site Councils, Coffee with the Principal, Dinner with the Counselor, ASB, Band, Dual Immersion, and athletics. Parents are interested, involved, and invited to support these programs on school sites.

The LEA will focus on continuing to refine and improve communication to engage parents in the various opportunities offered on the campuses.	The LEA’s strength’s for building partnerships for student outcomes are the implementation of ELAC, DELAC, School Site Council, Coffee with the Principal, and Local Control Accountability Plan Educational Partner meetings, and Freshmen Showcase. Parents during the 2023-2024 school year were continuously invited to participate in a variety of ways at the school site. 

Mano a Mano was well attended with 85 parents participating in the workshops in 2021-2022.  PIQE was well attended with 20 parents duringt he 2022-2023 school year.  Mano a Mano was offered again during the 2023-2024 school year and was well attended with 45 parents participating.   Saturday Academy is also an excellent opportunity within the LEA for parents to be involved at the school and participate in classes alongside their student.  The inclusion of a Bilingual College and Career Community Liaison, the Bilingual Parent Liaison, and the K-14 Counselor further strengthens and expands the partnerships being built between schools and parents.	The LEA continues to focus on a variety of ways in which parents and educational partners can provide input and support student outcomes.  The district has implemented a ThoughtExchange platform for parents to voice thoughts and ideas on topics of interest.  This has given voice to a new and wider demographic of parents.   A focus area for the LEA in the future is strategically offering parent workshops and feedback meetings and committees during times when parents would also be on campus for events such as games, academic competitions, and award ceremonies.	The LEA currently engages underrepresented families during ELAC and DELAC meetings and via Thought Exchange. The LEA is looking at opening the Parent Welcome Center to more parents who would like to serve as volunteers.  Similar efforts are occurring during Saturday Academy as the LEA identifies community partnerships and additional classes that can be added for students and parents.	The LEA has a process in place to seek input for decision making via a variety of methodologies. All ELAC, DELAC, School Site Council, Coffee with Principal meetings provide input in decision making and information shared is disaggregated and considered in the development of the LCAP.  In addition to committees, parents are also offered the opportunity to provide input via Thought Exchange.   In person and virtual meetings are also offered to parents to engage in the LCAP development and provide input.  School Site Council runs at Fallbrook High School and Ivy High School and principals work with educational partners within the LEA and out in the community to recruit members for the School Site Council.	The LEA continues to focus on a variety of ways in which parents and educational partners can provide input and support student outcomes.  The district has implemented a ThoughtExchange platform for parents to voice thoughts and ideas on topics of interest.  This has given voice to a new and wider demographic of parents.   The LEA continues to look at creative ways to increase the number of parents who are providing input by aligning meetings with other high interest parent engagement opportunities such as award ceremonies and athletic events.	The LEA currently engages underrepresented families during ELAC and DELAC meetings and via Thought Exchange.  The LEA is also looking at opening the Parent Welcome Center to more parents who would like to serve as volunteers.  Similar efforts are occurring during the Saturday Academy as the LEA identifies community partnerships and additional classes that can be added for students and parents.	3	4	3	4	3	2	2	4	4	4	4	3	Met		2024-06-26	2024
37681300000000	Grossmont Union High	3	One of the biggest areas of improvement in the District’s progress at building partnerships is the adoption, integration, and use of Schoology. Schoology is a web-based learning management system (LMS) that allows teachers to create and assign tasks. This provides parents and students with a robust connection to classroom assignments, homework, and course content. This past year four district schools became recipients of Community Schools grants which had led to several schools hiring Community Liaisons to further the the community/school relationship building.	The GUHSD is focused on expanding opportunities for partnership building and increasing parent involvement in events such as school site council meetings, advisory meetings, and events that promote parent engagement.	"The GUHSD is focused on expanding efforts to involve students and parents/guardians of underrepresented groups to increase involvement and awareness of school programs that affect student outcomes. During the 2024-2025 school year the District will partner with its County Office of Education in a ""Portrait of a Graduate"" development process to which will actively seek input from historically underrepresented families."	The Grossmont Union High School District (GUHSD) maintains a variety of ways to build productive relationships with students and their families. The GUHSD has conducted training for teachers, administrators, and staff on multiple online platforms (for example: ThoughtExchange and Talking Points) to provide two-way, multi-lingual options for parent and family communication. The District regularly holds public meetings and forums on everything from grant opportunities and initiatives to strategic planning to IEP nights, CTE career fairs, career webinars, and advisory meetings.	The Grossmont District continually reviews options for improving the school-family relationship. We are continuing to build the infrastructure needed to communicate with parents in real-time. One area of targeted improvement is in increasing the use of Parent Portal. In 2022, the Parent Portal became our primary means of delivering CAASPP and ELPAC test scores.	The Grossmont District has expanded its ability to provide translations for school-generated correspondence and documents in addition to in-person events and meetings. Language support is available by District translators in Spanish and Arabic. Translation services are provided for other languages. Support for underrepresented families is a central item to the District’s LCAP plan and a variety of options are available for families with English Learners (EL), students with disabilities (SWD), as well as foster and homeless youth.	The District maintains a number of avenues for parents to get involved in decision-making. These include: school site councils, parent nights, IEP nights, Parent Access nights, the English Learner Advisory Council (ELAC), the District English Learner Advisory Council (DELAC), the District Advisory Committee (DAC), school site council meetings, APT meetings, Community Advisory Committee (CAC) offered through the SELPA, multiple opportunities to participate in WASC accreditation, the Parent Teacher Student Association (PTSA), booster clubs, the CTE Advisory Committee, and various community-based strategic planning sessions. We have used ThoughtExchange to gain insight from our students, parents, and community members in District decision-making.

As well, each school site offers a number of opportunities for parents to get involved.	The GUHSD continues to work on increasing parent and community engagement by expanding access and opportunities for involvement in district decision-making.	The District has more broadly advertised the availability of parent involvement forums and has made specific requests for getting parents more involved. Combined, these efforts correspond to the priorities contained in the District’s Local Control and Accountability Plan (LCAP) where parent engagement is a high priority.	3	3	2	3	2	3	3	3	4	4	3	3	Met		2024-06-13	2024
37681300139063	The Learning Choice Academy - East County	3	Parents and guardians are encouraged and welcomed to become involved in the formal education of their children. Educational research validates that support at home is critical to a child’s academic success. TLC provides numerous opportunities for families to be involved at school, including serving on the: governance committees, special events, fundraising events, parent organizations, in classrooms, and by participating in advisory committees, and special events. Parents are encouraged to support their children at home by making their expectations about school clear and creating a positive learning environment at home.	We are committed to communicating with and engaging parents as partners in their children’s education. Most communication to parents and families is in the family’s primary language. However, we are working diligently to make sure all forms and communications are transcribed. We are also committed to obtaining community resources for our school and invite all members of our community to assist us in the education of our students.	Parents have many opportunities to be involved at their children’s school site (i.e., school site council, special events, fund raising events, field trips, and in classrooms). We encourage parents to support their children at home by making their expectations about school clear and creating a positive homework and learning environment.	The mission of The Learning Choice Academy focuses on building relationships with students and parents. The Learning Choice Academy works hand in hand with parents, teachers and students on an ongoing basis. Parents have ample opportunities to participate in school programs through surveys, School Site Council (SSC), ELAC, parent workshops and monthly meetings with teachers.	A focus area for improvement for Learning Choice Academy is the need to increase school to family’s communication through the Parent Square app to increase the various methods on how we communicate to families. Another focus area for improvement is to support families to understand and exercise their legal rights and advocate for their own child(ren).	The Learning Choice Academy will continue to engage the underrepresented families through personal phone calls in their primary language and invite families to meaningful decision-making events such as the ELAC and LCAP stakeholder meetings.	The Learning Choice Academy has a Family and Parent Engagement policy. The policy has been developed jointly with, and agreed on with, parents, family members, SSAs, teachers, administration, and community stakeholders at The Learning Choice Academy. Parents have many opportunities to be involved at their children’s school site (i.e., advisory committees, special events, fund raising events, parent organizations, and in classrooms).	A focus area for improvement is that TLC would like to see an increase of parents attend and participate in the School Site Council (SSC), and English Language Advisory Committee (ELAC) as well as continue to grow our partnerships in the community. The SSC and ELAC meet quarterly.	The Learning Choice Academy will continue to engage the underrepresented families through personal phone calls in their primary language and invite families to meaningful decision-making events such as the ELAC and LCAP stakeholder meetings.	5	5	5	5	5	4	5	5	5	5	5	5	Met		2024-06-26	2024
37681303731262	Steele Canyon High	3	Steele Canyon provides families with information and resources to support student learning and development in the home through events like Cougar Parent 101, Math Night for freshmen, and Curriculum Nights hosted each term. Steele Canyon has SST meetings for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. The Steele Canyon Parent Handbook is designed to communicate policies and procedures to all of our families and is included in the enrollment process. It is updated annually and can be found on our website at all times. Additionally, Steele Canyon provides information to our families regarding their legal rights at 504 meetings, IEP meetings, expulsion referrals, and formal complaints to understand and exercise their legal rights and advocate for their students.	Steele Canyon prides itself on establishing positive relationships with our families. We invite our families on campus throughout the year to make them feel welcome, showcase our programs, and provide information. Steele Canyon staff is accessible to our families through email and phone calls, and grades are communicated regularly through our student information system. We regularly keep families informed through website updates and Parent Square communications.  As our demographics shift we continue to focus more on educating our staff about each family's strengths, cultures, and languages. As an area of focus, we will continue to increase opportunities for our community to provide feedback (in multiple languages) on how we can best meet the needs of our students and we are doing this through regularly scheduled Coffee with the Principal events both in-person and virtually.
	Steele Canyon provides multiple opportunities to include families in the decision-making process including Cougar Council, School Site Council, ELAC, PIQUE, Si Se Puede, interviewing potential staff members, and the governing board. We have plenty of events and opportunities to communicate with families and we will make a greater effort to solicit their input at these events to use when making site-based decisions. Our area for improvement is to build the capacity for our families to engage in the decision-making process.  Our school site council and LCAP process are standout opportunities to engage our educational partners. 
	Steele Canyon provides families with information and resources to support student learning and development in the home through events like Cougar Parent 101, Math Night for freshmen, and Curriculum Nights. Steele Canyon has SST meetings for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. The Steele Canyon Parent Handbook is designed to communicate policies and procedures to all of our families. It is updated annually and can be found on our website. Additionally, Steele Canyon provides information regarding their legal rights at 504 meetings, IEP meetings, expulsion referrals, and formal complaints to understand and exercise their legal rights and advocate for their students. Our focus area of improvement is to provide professional learning and support to staff to improve our school’s capacity to partner with families.
	Steele Canyon provides multiple opportunities to include families in the decision-making process including Cougar Council, School Site Council, ELAC, interviewing potential staff members, and governing board. We have plenty of events and opportunities to communicate with families and we will make a greater effort to solicit their input at these events to use when making site-based decisions. Our area for improvement is to build the capacity for our families to engage in the decision-making process and our focus area for improvement is to host our Monthly Coffee with the Principal both in-person and virtually for easy access for our families. 
	Steele Canyon prides itself on establishing positive relationships with our families. We invite our families on campus throughout the year to make them feel welcome, showcase our programs, and provide information. Steele Canyon staff is accessible to our families through email and phone calls, and grades are communicated regularly through our student information system. As our demographics are shifting, we need to focus more on educating our staff about each family's strengths, cultures, and languages. Additionally, we plan to continue to increase opportunities for our community to provide feedback (in multiple languages) on how we can best meet the needs of our students.  The LCAP process also provides many opportunities to assist parents with understanding expectations for their students. Participation from all parents is solicited, including parents of English Learners, students receiving Special Education services, foster children, and families whose children receive free or reduced-price lunch.  Technology is a tool often used to both communicate information and request feedback about the LCAP goals and actions. Annual surveys will be administered to interact with various stakeholders. 
	Steele Canyon recognizes that parents and guardians are the most influential educational partner in a student’s life.  SCHS seeks to partner with our parents and guardians and provides multiple opportunities to include families in the decision-making process including Cougar Council, School Site Council, ELAC, interviewing potential staff members, and governing board.
	Steele Canyon High School has numerous events and opportunities to communicate with families, and we will make a greater effort to solicit their input at these events to use when making site-based decisions. Our area for improvement is to build the capacity for our families to engage in the decision-making process.  
	SCHS also closely monitors student attendance daily and communicates with families in a timely manner, especially families of migratory, foster, or homeless youth, in order to minimize disruption to educational services. 
	4	4	3	4	3	4	4	4	4	3	3	3	Met		2024-06-26	2024
37681303732732	Helix High	3	At Helix, our staff is dedicated to creating a welcoming environment for all families in our community. Teachers, Student Support, and Administrators maintain regular communication with families. Grade Level Teams (GLTs) send frequent updates and host monthly events such as Grade Level Coffee Talks and Family First parent education sessions.

We host Back-to-School Nights twice a year, providing teachers an opportunity to outline course goals and discuss how parents can collaborate with them throughout the year. Summer Conferences are held annually, offering the Grade Level Team a platform to discuss academic progress, four-year plans, and students' social-emotional status. Parents are encouraged to ask questions and learn specific ways to support their child.

For students who are not meeting expected goals or face attendance or behavior challenges, Student Intervention Team (SIT) meetings are organized. These meetings allow GLTs to collaborate with parents, teachers, and students to develop and implement strategies and accommodations for student success in all classes.

Students with an Individualized Education Plan (IEP) have annual meetings to review their progress and plan. Parents receive detailed information about their legal rights and are encouraged to ask questions. Translators are provided whenever necessary to ensure that all parents clearly understand the information being shared.	We will continue to implement the effective strategies listed to support partnerships that enhance student outcomes. This school year, we are focusing on proactive, early interventions by the Grade Level Teams. Additionally, we are refining and communicating our Multi-Tiered System of Supports (MTSS) and Multi-Tiered Multi-Domain Supports to the entire school community.	We actively seek feedback from underrepresented families through parent surveys and ensure their voices are heard by including representation on Advisory Committees. Our Multi-Tiered System of Supports (MTSS) and Multi-Tiered Multi-Domain Supports (MTDS) are designed to ensure no subgroups of students fall through the cracks. We are excited to reinstitute Family First parent information meetings, which will provide an opportunity to connect more closely with our underrepresented families.	At HCHS, we deeply value parent involvement, recognizing its critical role in student success. The strong attendance at Summer Conferences, Back-to-School Nights, Parent Shadow Days, and other school events underscores the effectiveness of our efforts in this area. Each staff member is dedicated to including all parents and guardians as equal partners in their children's education. Effective communication is pivotal in building and sustaining positive and productive relationships between families and our school.

This year, our Community Relations and Event Coordinator has bolstered communication and community engagement through Family First events, an updated website, and active social media channels. Additionally, the Grade Level Principal on Special Assignment focuses on improving community feedback, particularly on items such as the Local Control Accountability Plan.

Helix takes pride in our collaborative relationship with families, striving to cultivate a welcoming and supportive environment for students and their families. We engage in ongoing two-way dialogue through parent education evenings, strategic plan development, surveys, and a mix of on-site and virtual activities. Our Leadership Team ensures continuous updates through our InTouch phone caller system, monthly newsletters highlighting student learning and activities, and direct email communication.

To aid parents in understanding academic expectations, we offer various strategies, including Summer Conferences, Monthly GLT meetings, and Family First Thursday Info Nights. These events provide opportunities for parents to learn strategies for supporting their children's academic achievement and emotional well-being. Further information is disseminated through Back-to-School Nights, Open House events, and quarterly Progress Reports on academic progress.	In addition to maintaining the effective elements in place to sustain the positive relationships between school staff and families, the focus area for the 2024-25 school year will be the implementation of an ongoing Family Engagement Council. This council will monitor the effectiveness of existing communication structures and refine them as necessary to ensure continuous improvement.

Helix has expanded its administrative team by adding roles such as the Community Relations and Engagement Coordinator (CREC) and a Grade Level Principal (GLP) on Special Assignment. These additions have assisted in expanding parent outreach and communication efforts. The CREC has focused on optimizing the Helix website and social media channels as primary methods of communication. Meanwhile, the GLP on Special Assignment supports various behind-the-scenes programs on campus, thereby freeing up Grade Level Principals to dedicate more time to students.	Helix is committed to advancing diversity, equity, and inclusion initiatives. Recently, we completed the third and final year of our partnership with the San Diego County Office of Education and the National Center for Urban School Transformation. This collaboration has been pivotal in crafting a multi-year equity plan aimed at ensuring the inclusion of all students and their families, particularly those who are underrepresented.

As part of our ongoing efforts to enhance accessibility, our parent email software now enables families to select from ten different home languages. We believe this feature will greatly improve accessibility and communication with our diverse community.	Stakeholders, including students, parents, and staff, actively participate in meaningful dialogue and contribute input to Helix's strategic planning process through various formal groups. These include the Charter Board, Parent-Teacher Student Association (PTSA), English Language Advisory Committee (ELAC), Helix Teachers Association (HTA), Helix Classified Association (HCA), Restructuring Committee, Department Chair Council, Leadership Team, Professional Development Team, and Staff Equity Team.

Parent involvement in the development and annual review of schoolwide objectives is facilitated through participation in scheduled meetings, surveys, and focus group sessions. These sessions provide opportunities for parents to understand the expectations of the plans and how they impact their children.

To ensure authentic stakeholder input, including from students and families from underrepresented groups, the focus group sessions are continuously refined. Efforts are made to include methods for participation among families who speak languages other than English, fostering a more inclusive and comprehensive planning process.	During the 2023-24 school year, Helix will actively engage our educational partners as we refine our strategic plan, the Local Control Accountability Plan, based on our latest findings. Throughout this process, we are committed to ensuring input from all groups, particularly those that are underrepresented, to inform the development of this plan. We will implement methods to facilitate participation among families who speak languages other than English, fostering a more inclusive and representative planning process.	We are committed to maintaining the effective practices that ensure the input from underrepresented families is included and informs decision-making processes. Additionally, we will ensure their active participation in the strategic planning process.

The Community Relations and Engagement Coordinator (CREC) has been instrumental in optimizing the Helix website and social media channels as primary methods of seeking input from our diverse community. Meanwhile, the Grade Level Principal on Special Assignment (GLP) plays a crucial role in supporting various behind-the-scenes programs on campus, which will aid in gathering input from underrepresented families.	5	5	5	5	5	4	4	5	5	4	4	5	Met		2024-06-24	2024
37681550000000	Jamul-Dulzura Union Elementary	3	Based on the analysis of educational partner input and our local data, JDUSD’s current strengths and progress focus around the rejuvenation of our on campus Family Nights.  JDUSD hosts our traditional Family Nights such as Family Financial Literacy Night which was sponsored by the San Diego Council of Economic Education, PTO events, and other opportunities for parents and the community to come to our campuses to celebrate student learning. A Dance Team recital, National History Day, Open House, Back to School Nights, leadership Day, Science Fair, musical theater productions, and McTeachers Night are a few of the opportunities.

JDUSD has also ensured that families are involved in our Strategic Planning, School Site Councils, ELAC/DELAC, and Parent Advisory Groups.

JDUSD will continue to host a Parent IEP Education and Networking event with the East County SELPA. We have also begun planning our annual Family Literacy Night, Pi Night, Movie Night, Night at the Museum (for National History Day), and other community events. In addition the Jamul Community Church brought their Common Threads clothing exchange to the elementary school Back to School Night.	Based on the analysis of educational partner input and our local data, our focus for improvement is to ensure that we have representation from all our student groups when our parents are involved. This means that we actively seek out parents that represent our unduplicated pupils along with our largest racial groups in order for everyone's voice to be heard.	Based on the analysis of educational partner input and our local data, during the 2023/24 school year we focused on improving representation on our Strategic Planning team of families of students with disabilities, low social economic, and homeless youth. We had concentrated in the past on including families who represented English Learners and continue to do so. We will continue to strive to include homeless families as this was the groups that we did not successfully have represented on the team.	Based on the analysis of educational partner input and our local data, JDUSD’s strengths for building partnerships for student outcomes are that we have multiple committees for families to serve on, that we offer as many meetings as possible at multiple times in order to facilitate participation, we translate meetings and materials, and we offer parent/teacher conferences to all families twice a year.	Based on the analysis of educational partner input and our local data, our focus for improvement is to ensure that we have representation from all our student groups when our parents are involved. This means that we actively seek out parents that represent our unduplicated pupils along with our largest racial groups in order for everyone's voice to be heard.	Based on the analysis of educational partner input and our local data, during the 2022/23 school year we focused on improving representation on our Strategic Planning team of families of students with disabilities, low social economic, and homeless youth. We had concentrated in the past on including families who represented English Learners and continue to do so. We will continue to strive to include homeless families as this was the groups that we did not successfully have represented on the team.	Based on the analysis of educational partner input and our local data, JDUSD has multiple strengths for seeking input for decision making. Frist we have a strong Strategic Planning Team made up of staff, school board, families, and community members. The Strategic Planning Team is the group who looks at data and gives direct input to the LCAP. In addition, JDUSD offers multiple opportunities for other groups to give feedback for decision making by having meetings take place at different times throughout the day, by offering the option to zoom in, and by having translators available for input meetings throughout the year.	Based on the analysis of education partner input and our local data, our focus area for improvement in Seeking Input to to find a way to ensure that all families realize that they are being given the opportunity to give input and that they then take that opportunity to do so.	Based on the analysis of educational partner input and local data, we will continue to work to improve engagement of underrepresented families through the use of our website, social media, principal all calls, emails, personal phone calls, teacher communications, committees, survey and events where families want to be on campus and then we ask them for their input while they are here.	4	4	3	4	4	4	4	4	5	4	4	5	Met		2024-06-20	2024
37681556117303	Greater San Diego Academy	3	Due to the nature of GSDA's personalized learning homeschool program, the area of building partnerships for 
student outcomes is an overall strength. Educational consultants meet monthly with parents to discuss student 
progress and provide information and resources to support student learning and development at home. GSDA 
educational consultants communicate with families via email and text regularly to support student learning and 
address family needs. GSDA office staff also engage in regular communication with current and prospective families to provide support regarding the GSDA program.	Overwhelming feedback from parents showed that they are happy with the personalization, flexibility, and support provided by GSDA teachers. GSDA continues to brainstorm opportunities to create community. This includes work on enhanced schoolwide events, schoolwide literacy and math themes, and improving communication via email, text, and social media.	GSDA has had limited success in engaging underrepresented subgroups. GSDA will continue to offer parent 
meetings via Zoom and in-person to encourage participation. GSDA plans to improve engagement through a multi-modality approach including offering a variety of formats and times for parent meetings, enhanced marketing of schoolwide events, and opportunities to provide feedback via surveys.	As a homeschool program that focuses on personalized education, GSDA's foundation is built on the ability of staff to build relationships with families. Monthly professional development builds on the staff's capacity for fostering strong relationships with the families they support. GSDA administers parent surveys for students in grades TK-12 annually. As part of our school mission, we seek to provide a safe and supportive learning environment for all students. Offering a variety of opportunities for feedback from parents and students including meetings and surveys helps to ensure that we are succeeding in providing that environment. In addition to our school mission, our annual LCAP also seeks to provide a safe and supportive learning environment for all students. Many of the specific steps taken each year as listed in our annual LCAP were derived from suggestions and feedback from our annual parent and student surveys.	Based on educational partner feedback, GSDA's focus area for improvement is in offering expanded student class days and enrichment opportunities. Overall students are satisfied with the level of support they receive and the resources provided by GSDA.	Since all teachers meet parents and students at least monthly to discuss academic progress, social-emotional 
supports, and available resources, all families are equally represented in regards to building partnerships for student outcomes.	GSDA provides regular opportunities for parents to provide input through parent meetings, ELAC & Charter Council advisory groups, and surveys. Additionally, parents have the opportunity to provide feedback during their monthly meetings with their Educational Consultant.	GSDA recognizes that an area for improvement is in parent involvement for English Learners and families that are participating in our primarily virtual program. The population of English Learners has grown this year at GSDA. While new opportunities for engagement have been developed with the creation of the ELAC advisory group, more work needs to be done on the overall involvement of parents of English Learners in the school community. Input from students that primarily engage with GSDA via virtual curriculum and virtual meetings is also an area that needs improvement. GSDA seeks to include representatives from these populations through invitations to participate on Charter Council , ELAC, and to attend schoolwide events.	During recent educational partner meetings, we received feedback that offering both virtual and in-person options for all parent meetings may result in a higher participation rate. It was also noted that offering food at the in-person meetings is a big draw. GSDA plans to increase communication via email and text to send reminders, links, and invitations.	5	5	5	5	5	5	5	5	3	3	4	3	Met		2024-06-20	2024
37681630000000	Julian Union Elementary	3	We have Julian Pathways on our campus to work with families and provide outreach and support.	We plan to increase our communication with all our families.	Attendance seems to be an area of concern for our underrepresented families, so more support for families with students attendance.	We have a strong social emotional program that supports all students grades TK - 8th.	Communication and connection with families to help improve attendance will be an area of focus.	Attendance has been a real area of concern which will include support for families, through Pathways, with health resources and outreach.	We have a very supportive core of parents who participate in decision making and support school programs.	Our district is very large geographically, so getting parents to participate can be difficult.  We will continue to look at alternative ways to include all our parents including:  social media, Zoom meetings, email contacts, vary meeting times, vary meeting locations, etc.	Many of our underrepresented students live a long distance from their school site.  Alternate opportunities listed above will allow more of these parents to participate.	4	4	4	3	4	3	4	4	4	4	4	4	Met		2024-06-12	2024
37681630128421	Harbor Springs Charter	3	In the spring of 2024, parents were surveyed to collect perception data on the school's practices of building relationships between school staff and families. Families responded overwhelmingly well, with 92% reporting that they have experienced school staff building trusting and respectful relationships with families. While the school leadership is pleased with this report, we understand that efforts must continue to focus on prioritizing relationships, especially with new staff members and leaders. 94% of families report that the school has created welcoming environments, and 85% of parents report that administrators encourage staff to learn about families' strengths, cultures, and languages. The school continues to work toward developing fully inclusive learning environments and providing staff training that includes addressing unconscious bias. Finally, 97% of parents report that school communication uses language that is accessible to families.

One of the charter school's pillars of personalized learning is to create a caring community. This is an area of strength for the school, and we prioritize creating welcoming environments and open communication with all of our educational partners. We believe it is essential to know the whole child, and this includes knowing and supporting their families. Teachers and leaders use a variety of assessments and assignments to help us do so. For example, parents and students are given learning/educating strengths finders assessments, and learning styles assessments, along with other ways to evaluate and identify interests, strengths, and areas of need. We provide opportunities for families across programs to engage in the school community in a multitude of ways such as math nights, parent education, field trips, and school site council; these opportunities are clearly communicated to families through Parent Square and newsletters.	Our focus area continues to help staff learn more about every student's whole family, including cultures and languages, to ensure that there are ample opportunities for celebrating varied cultures, traditions, and rituals. We have also focused our belonging committee on educating Springs employees regarding different cultures and languages as well as celebrating differences. We provide opportunities for parents and families to connect with school leaders and other families through targeted events including our Parent Ignite Conference.	Our commitment to inclusivity extends to creating welcoming environments for all families in our community. By hosting regular community events such as cultural fairs and open houses, we've ensured that every family feels valued and embraced within our educational community.
In line with our dedication to cultural proficiency, we've prioritized enhancing training and support for English Language Learners (ELLs). Our LEA has implemented a variety of channels to facilitate 2-way communication between families and educators. Leveraging platforms like ParentSquare, we've established accessible channels for families to engage with school updates, announcements, and educational resources in languages they understand. Additionally, feedback mechanisms such as surveys and parent-teacher conferences ensure that voices from both sides are heard and valued in shaping our educational practices.
Focus Areas for Improvement: Moving forward, our LEA remains dedicated to continuous improvement in building relationships between school staff and families. Based on the analysis of educational partner input and local data, our primary focus areas include further enhancing cultural competency training for staff, expanding outreach efforts to underserved communities, and fostering deeper collaboration between families and educators in the decision-making process. By addressing these areas, we aim to strengthen our bonds with families and create a more inclusive and supportive educational environment for all.	In the spring of 2024, parents were surveyed to collect perception data on the school's practices of building partnerships for positive student outcomes.  89% of parents responded that staff were actively improving their capacity to partner with families. 90% of parents reported that they have resources to support student learning in the home. 91% of parents reported that they meet with teachers to discuss student progress and improvement. 82% of parents reported that they feel the school empowers them to understand their legal rights and opportunities for student advocacy.

The school's pillars of personalized learning and core values are embedded in the school culture, which supports family relationships. The school mission centers on the belief that the community is the classroom, and we partner with parents in the education of their students. The school has fully implemented practices to support and train families in strategies to support student learning through professional development opportunities, parent/student education workshops, and our parent education courses and student center signature events. Information is provided through parent information handbooks, online platforms, weekly updates, and newsletters. All caregivers are invited to take part in the charter network's annual conference, Parent Ignite!, in which breakout sessions are offered on a variety of topics of interest. Personalized learning goals for every student are established in partnership with their families so that students work on goals in the school and home settings. Local student facilities have open forums such as coffee with the principal, open house, email, and newsletter communication in place to provide parent input and access to resources for home-to-school connections. The school policies and procedures are outlined in our Springs parent handbook, and parents are made aware of their legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in surveys that are given two times a year. Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers' and leaders' abilities to partner with families.	Our area of focus remains in the area of continuing to improve the development of teachers and leaders in understanding specific ways to engage families including underrepresented families. We have made strides in this with specific training offered by outside consultants as well as implementing a Belonging Committee, led by an assistant superintendent focused on this goal. Our focus will be to continue providing training and support for understanding social and emotional needs and the increased need for support in this post-pandemic time. Supporting healthy SEL in the home and the school is essential to learning.	Areas of need are more prevalent in underrepresented families, and school leaders are increasing support in those areas of the school. Professional development will include understanding how to create more opportunities for underrepresented families to participate in the learning community, whether online or at a student center. We continue to seek input from our leaders who are doing this well.	In the spring of 2024, parents were surveyed to collect perception data on the school's practices of seeking input for decision-making.  79% of parents report that principals/directors engage families in decision-making. 83% of parents report that the school encourages families to engage in advisory groups and decision-making (school site council, DELAC, Special Education Parent Collaboration, etc.). 81% of parents report that families have opportunities to provide input on policies and programs, and the school specifically seeks input from underrepresented groups.  83% of parents report that staff and families work together to plan, implement, and evaluate family engagement opportunities. 

The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities at the school and district levels. We involve families in our WASC visits as well as in visits from our authorizers. We included parents on our literature review committees and those groups included parents of underrepresented students from within the school community. Advisory groups have been established to expand opportunities for parent input. Student centers and online programs host various parent-teacher events, provide parent courses (based on parent-designated needs), and host monthly parent forums.	The identified area of focus in seeking input for decision-making centers on expanding efforts to engage typically underrepresented groups. See below for details.	We have improved the engagement of underrepresented families by increasing opportunities for families to work in advisory groups including DELAC and School Site Council to collaborate with leadership for decision-making. We have had consistency with our increased opportunities for family members to engage in advisory groups and decision-making and especially in seeking input from underrepresented groups in the community. In part, we will ensure that parent forums/town hall meetings include topics that will be geared toward underrepresented families and ensure that they have a voice in decision-making. We have worked with staff in the area of providing diverse curricula, newsletters that can be disseminated in the language of our school population, and in schoolwide data analysis practices. We have furthered our collaboration with our Student Services team and Homeless Youth Liaison to develop this plan.	5	4	4	5	4	4	5	4	3	4	4	4	Met		2024-06-06	2024
37681630137109	Diego Valley East Public Charter	3	Diego Valley East (DVE) engages its educational partners during the quarterly PAC and ELAC, where feedback is garnished, local data is shared, and input is requested. In addition, the communication between the staff and educational partners is continuous by the use of multiple communication platforms such as parent-teacher-student conferences, L4L Connect Posts, phone calls home, text messages, emails, Data and Design, and updates posted in the school lobby.	Based on input and data analysis, DVE would like to improve the number of participants who attend the ELAC meetings. One way this can occur is by providing educational partners with focused topics such as college planning, English classes for families, gang prevention, drug/alcohol abuse, etc.	To engage underrepresented families, DVE plans to make additional contacts home in the form of L4L Connect Posts, phone calls, emails, text messages, Data and Design, and home visits. DVE has seen when families are reached out to in multiple formats, their attendance at school events increases, and the school-home relationship improves.	Through the analysis of input from DVE's educational partners, the strengths include students being supported in rigorous coursework, encouraged to graduate, and feeling connected to the staff. Student relationships are built on face-to-face interactions, virtual classroom experiences, and during small group instruction classes.	Based on input and data analysis, DVE would like to improve the number of students who participate in small group instruction classes, counseling events, and workforce partner workshops and receive mental health/social-emotional services. Increasing the number of students participating in the above events will improve the student-school relationships and increase student achievement.	To engage underrepresented families and students, DVE plans to make additional contacts home in the form of L4L Connect Posts, phone calls, emails, text messages, Data and Design, and home visits. DVE has seen when students are continuously engaged with communication from
school-home, they are more engaged in their coursework, their attendance improves, and student-school relationships are strengthened.	DVE engages its educational partners during the quarterly PAC and ELAC, annual surveys, and parent-teacher conferences where feedback is garnished, local data is shared, and input is requested. In addition, the communication between the staff and educational partners is continuous by the use of multiple communication platforms such as parent-teacher-student conferences, L4L Connect Posts, phone calls home, text messages, emails, Data and Design, and updates posted in the school lobby.	Based on input and data analysis, DVE would like to improve the number of students and families who complete the annual survey to help inform the decision-making process. The rate of completion, if improved, would help determine social-emotional support, new courses, and academic support.	To engage underrepresented families, DVE plans to make additional contacts home in the form of L4L Connect Posts, phone calls, emails, text messages, Data and Design, and home visits. DVE has seen when families are reached out to in multiple formats, their attendance at school events increases, and the school-home relationship improves. Based on a family's preferred form of communication, DVE will seek input for the decision-making process.
One key finding from the local survey was from parent/guardian responses. When asked in the last school survey if families felt welcomed in the school environment, 85% responded that they favorably. The school also continues to implement parent engagement activities like PAC/ELAC, student recognition days, award nights, open houses, back-to-school nights, and parent-teacher-student conferences.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-03	2024
37681630138156	JCS - Mountain Oaks	3	"In 23/24, JCS-Mountain Oaks came under new leadership, and building relationships between school staff and families has been a priority. The school has continued to utilize ParentSquare for communication to build relationships with families, along with weekly newsletters, student-led goal-setting conferences, conferences throughout the year, and end-of-the-year Scholarly Presentations of learning. Parents are strongly encouraged to attend the School Site Council and JCS-Inc. Board meetings throughout the year and participate in surveys that elicit feedback aligned to school improvement and decision-making. This year, the school also initiated monthly Principal Chats, allowing parents to be present to discuss topics with the school principal. The principal has established an ""open door"" policy and welcomes parents to approach her and share their concerns, suggestions, and appreciation. Staff is also making increased efforts to build relationships by being present at drop-off and pick-up times to engage in face-to-face contact with parents. On a survey given in the Spring of 2024, 93% of parents indicated they believe that teachers care about their students and are available to them. Additionally, parents cited that ""partnering with families"" was one of the top reasons they chose JCS-Mountain Oaks."	"With the recent leadership change at JCS-Mountain Oaks, it became clear that families felt disconnected from school leaders and did not believe their voices/opinions were important to school planning. We are making sustained efforts to shift this perception but challenges still exist. On a survey given in the Spring of 2024, 20% of students disagreed with the statement ""The leaders at my school listen to students and care about their opinions."" We would like to see this improve and plan to lift student voices in decision-making and school culture as we implement the Leader in Me Program over the next 3 years. We will also continue improving relationships between staff and families by setting communication protocols and norms (ex. email response time expectations), hosting inclusive events, and being more present to greet students and families each day."	The LEA utilizes ParentSquare for communication to build relationships with families, along with weekly newsletters, student-led goal-setting conferences, conferences throughout the year, and project week presentations of learning. We can improve the engagement of underrepresented families by decreasing the roster size of the teachers with the highest rosters and supporting teachers in identifying strategies to engage those families. Additionally, we will try to engage underrepresented families through in-person conversions at pick-up/drop-off, personal phone calls, and personal emails. Our two-minute conversation campaign in Spring 2024 was effective in gathering partner feedback for the 24/25 LCAP development and we will continue to identify a question of the month and challenge staff to engage with families by asking it. When needed, directors will take time to meet with families in need and provide assistance personally. We will also recruit representatives from underrepresented populations to be members of our School Site Council. For our EL population, we will utilize bilingual features of communication channels such as ParentSquare or Google Docs when language is a barrier between the school and the parent. We will also utilize Spanish-speaking members of our school staff to translate when possible.	JCS-Mountain Oaks focuses on building partnerships for student outcomes by providing the capacity for teachers to partner with families through our hybrid model, where teachers can personalize communication with families one day per week, or our home study model where teachers meet individually with families once every 20 days. Our school provides high-quality resources for learning and development in the home. Additionally, we facilitate student-led conferences each fall and communicate with parents regularly about student progress. Staff uses data from the NWEA MAP assessment and iReady progress to inform parents about their students' areas of strength and improvement. When students require additional support, staff and parents work together through the MTSS process to provide the needed support, reflect on intervention efforts and consider their effectiveness. Staff is regularly engaged in professional learning opportunities to increase student outcomes such as Nancy Fetzer writing training, GATE training, and Cognitively Guided Instruction in mathematics training. JCS Mountain Oaks provides a Parent Handbook that addresses their legal rights and how to advocate for their children.	JCS-Mountain Oaks plans to increase parent engagement with the desired impact of improving student outcomes by establishing communication protocols and norms, increasing in-person contact with parents at drop-off and pick-up times, and providing monthly Principal Chats. We also plan to create the capacity for more reflective parent-teacher conferences by calendaring half-days in the fall, increasing the length of conferences, and shifting the format from all student-led to partially student-led and partially teacher/parent-led. This is a result of a strong request from families to provide more parent-teacher talk time during conferences without the presence of the student.	We can improve the engagement of underrepresented families by decreasing the roster size of the teachers with the highest count of high-needs students. This will allow staff to focus on the personalization of instruction, resources, and support, resulting in improved student outcomes. By identifying our underrepresented families early, we can also make increased efforts to understand their needs and remove learning/achievement barriers.	Our school actively recruits participants in our School Site Council and promotes meetings for the public to attend. We often survey our families to seek feedback. Since this year was an LCAP development year, we launched a two-minute conversation campaign and encouraged staff to have short, focused conversations with parents, students, and colleagues between January and April. Using questions of the month, we received 55 responses that elicited school improvement feedback. The campaign produced some of the most authentic and engaged feedback we have ever received from partners. We also encourage educational partners to attend the monthly JCS-Inc. Board Meetings and our local PTO meetings. On a parent survey given in Spring 2024, 100% of staff who responded said that they believe the school includes them in decision-making.	As an area of focus, our school can work more collaboratively with educational partners when seeking input for decision-making. On a parent survey given in the Spring of 2024, only 75% of parents responded that they believe the school includes them in decision-making. 7% did not think the school included them in decision-making and 18% were unsure.	We can improve the engagement of underrepresented families in relation to seeking input for decision-making by identifying our underrepresented families early and making increased efforts to understand their needs and remove communication barriers. Teachers will identify individuals on their rosters who represent marginalized populations early and increase communication with them. We plan to develop small group and individual meeting times to plan for individual student needs for our ELs and Homeless/Foster Youth. Additionally, we will continue our two-minute conversation campaign and release a question of the month each month while challenging staff to engage with parents for feedback and share it with leadership through a Google form. The school will utilize bilingual features of communication channels such as ParentSquare or Google Docs when language is a barrier between the school and the parent. We will also utilize Spanish-speaking members of our school staff to translate when possible. The school principal will recruit School Site Council members who represent underrepresented students including students with disabilities, low-income students, and English language learners.	4	4	4	4	3	4	3	3	4	3	4	4	Met		2024-06-14	2024
37681630138628	JCS - Cedar Cove	3	JCS-Cedar Cove partners with parents to build relationships focused on the support and success of students. We also care about providing opportunities for families to feel connected to the community through social gatherings and school events. In the Home Study program, teachers, students, and parents create personalized learning profiles (PLPs) that outline learning targets, goals, strengths, challenges, and interests. Within the Academy, teachers see their students regularly for instruction and facilitate interest and personality inquiries to get to know them better. Academy teachers also meet with parents via a before-school Meet & Greet event, Back-to-School night, parent- teacher conference in the fall and the spring, daily at-school pick-up, coffee chats, IEPs, and other meetings based on request. Communication among the school staff and parents is facilitated via weekly newsletters, phone calls, emails, text messages, in-person conversations, and meetings. Authentic relationships are also built via field trips and family events at the school.	Via survey, parent partners have expressed appreciation for community events facilitated by the school and organizations affiliated with the school (ex. PTO). In general, parents would like more opportunities to socialize with the community and build quality relationships that would result in higher retention from year-to-year. Additionally, some parent partners want to see more consistency among staff members for communicating about ongoing student learning in our Academy program. This will be addressed with staff collaboration and agreement around clear and consistent communication protocol. As needed, staff may focus on areas of need through SMART goals.	The school utilizes ParentSquare for communication to build relationships with families, along with weekly newsletters, student-led goal-setting conferences, conferences throughout the year, and project week presentations of learning. We tried to engage underrepresented families through in-person conversions at pick-up/drop-off, personal phone calls, and personal emails. Our school staff is strong in developing relationships with families and understanding their goals for their children. This is a core strength of our school as we strive to personalize education. We can improve the engagement of underrepresented families by decreasing the roster size of the teachers with the highest rosters and providing support to those teachers in identifying strategies to engage those families.	The school provides professional learning opportunities to teachers and principals such as formative assessment training, writing PLCs, Leader in Me, and researched-based reading practices. Regarding resources for parents, teachers provide curriculum, activities, and lessons to be worked on at home on home study days. The staff regularly met with families & students to discuss progress during student-led goal-setting conferences, regular parent-teacher meetings, and project Presentations. The school provides a Parent Handbook that addresses their legal rights and how to advocate for their children. Our school provides the capacity for teachers to partner with families through our hybrid model, where teachers can personalize communication with families up to four days per week, or our home study model where teachers meet individually with families once every 20 days. Our school also provides high-quality resources for learning and development in the home.	JCS-Cedar Cove will continue to provide professional learning opportunities for using data and formative assessment in ELA and Math to drive lesson design and student learning activities. In our home study program, we will increase the standards-based curriculum options for middle school core subject areas. In our Academy program, we will create a system for utilizing outdoor learning and Spanish immersion and enrichment to enhance learning opportunities.	JCS-Cedar Cove will ensure members of the next school site council group represent underrepresented students including students with disabilities, low-income students, and English-language learners.	The school has regularly scheduled School Site Council meetings composed of parents, classified staff, and certificated staff. During these meetings, stakeholders provide input on the development of policies and programs. JCS-Cedar Cove actively engages the whole community by surveying all partners. Quarterly Coffee Chats with the principals are also offered. Our school actively recruits participants in our School Site Council and promotes meetings, including meetings of the JCS-Inc. Board of Directors, for the public to attend.	JCS-Cedar Cove would like to increase the number of parent partners who complete school surveys and attend school meetings, such as the School Site Council meetings. We will attempt to do this with direct messaging from teacher to parent or by incentivizing participation.	The school will utilize bilingual features of communication channels such as ParentSquare or Google Docs when language is a barrier between the school and the parent. We will also utilize Spanish-speaking members of our school staff to translate when possible. Teachers will identify individuals on their rosters who represent marginalized populations and increase communication with them. The school principal will recruit School Site Council members who represent underrepresented students including students with disabilities, low-income students, and English language learners.	4	4	4	4	3	4	4	3	3	3	3	3	Met		2024-06-14	2024
37681630139402	Brookfield Engineering Science Technology Academy	3	We pride ourselves on our strong commitment to building positive and collaborative relationships between school staff and families. Through analysis of educational partner input and local data, several strengths and areas of progress have emerged in this crucial aspect of our educational community.  We have established open and transparent communication channels between school staff and families, facilitating ongoing dialogue and information sharing. Our local assessment data demonstrates growth in academic learning once the individual monthly meetings were established.  All teachers meet with every student on their advisory roster once per month.  The meeting is with the student and family to discuss current achievement data, curricular progress, social-emotional status, reading progress, and engagement in the program.	While academic achievement data is moving in the right direction, active parent engagement in surveys is low.   To address low participation in surveys, we will implement targeted outreach efforts, including multiple reminders through various communication channels, to encourage families to provide input. Additionally, we will explore alternative survey formats and platforms that may better accommodate the preferences and needs of our diverse parent community.	We recognize the importance of culturally responsive communication in engaging underrepresented families. We will develop communication materials, including newsletters, flyers, and emails, that reflect the cultural and linguistic diversity of our school community. Translation services will be provided for families who speak languages other than English, ensuring that information is accessible to all.  We will offer parent education workshops on topics of interest to underrepresented families, such as navigating the education system, understanding academic standards, and advocating for their children's success. These workshops provide valuable information and empower families to engage actively in their children's education and school community.	Through analysis of educational partner input and local data, BEST Academy has identified several strengths and areas of progress in building partnerships for student outcomes. These strengths highlight our commitment to collaboration, innovation, and student success.  Monthly individualized and personalized student and teacher meetings have shown success academically and in developing trusting and caring partnerships with the faculty and students.  Students communicate that they feel their teachers care and personalize their experience based on their needs.	After analyzing educational partner input and local data, BEST Academy has identified key focus areas for improvement in building partnerships for student outcomes. While we have made significant progress in fostering collaboration and innovation, there are areas where additional attention and resources are needed to enhance the impact of our partnerships on student success. The following focus areas have been identified for improvement.  Two counselors have been hired to create opportunities for engagement for all stakeholders.  They will seek community partnerships to enhance the educational experience for parents and students alike.  Building effective partnerships requires capacity-building efforts to empower stakeholders with the knowledge, skills, and resources needed to contribute meaningfully to student success. We will invest in professional development opportunities for school staff, educational partners, and community members to enhance their capacity to collaborate effectively and drive positive outcomes for students.	After analyzing educational partner input and local data, BEST Academy has identified key focus areas for improvement in building partnerships for student outcomes. While we have made significant progress in fostering collaboration and innovation, there are areas where additional attention and resources are needed to enhance the impact of our partnerships on student success. The following focus areas have been identified for improvement.  It is essential to ensure that all students have equitable access to partnership opportunities and resources, regardless of background or socioeconomic status. We will prioritize efforts to identify and address barriers to participation, particularly for underrepresented student groups, to ensure that partnership initiatives benefit all students equally.  Community partnerships are established to provide professional development for staff and learning opportunities for families.	Through analysis of educational partner input and local data, BEST Academy has identified several strengths and areas of progress in seeking input for decision-making. These strengths reflect our commitment to inclusivity, collaboration, and continuous improvement.  Teachers can gather immediate data and feedback from families every month in their one-on-one meetings.  This data is discussed in weekly Professional Learning Communities and relayed to the administration.  The school can analyze the data and make informed decisions regarding systems and procedures.  The school has established advisory groups that provide timely feedback on academic data, policies, procedures, and budget.	Following an analysis of educational partner input and local data, BEST Academy has identified key focus areas for improvement in seeking input for decision-making. One notable area for enhancement is increasing parent participation in advisory committees and surveys. Low parent participation in advisory positions and surveys signals a need for targeted efforts to improve engagement and ensure that diverse perspectives are represented in decision-making processes. The following focus areas have been identified for improvement.  We will implement targeted outreach efforts to increase awareness and encourage parents to participate in advisory roles. This may include personalized communication, informational sessions, and promotional materials highlighting the importance of parent involvement in decision-making processes.  We understand the effectiveness of a quality social media presence, so the school will invest in creating a solid and consistent message and information through social media.	Following an analysis of educational partner input and local data, BEST Academy has identified key focus areas for improvement in seeking input for decision-making. One notable area for enhancement is increasing parent participation in advisory committees and surveys. Low parent participation in advisory positions and surveys signals a need for targeted efforts to improve engagement and ensure that diverse perspectives are represented in decision-making processes. The following focus areas have been identified for improvement.  We will implement targeted outreach efforts to increase awareness and encourage parents to participate in advisory roles. This may include personalized communication, informational sessions, and promotional materials highlighting the importance of parent involvement in decision-making processes.  We also will strategically utilize teacher relationships with families to reach out to underrepresented families to gather data and input.	4	4	4	3	4	3	4	4	4	3	4	3	Met		2024-06-11	2024
37681633731239	Julian Charter	3	We have an established Parents as Partners group to bridge the gap between school and parent communication. Participation in Parents as Partners has increased by 80% this year and the parents who participate report that they have found the workshops and community involvement very helpful. We intend to continue with our efforts to build a strong community through Parents as Partners. Our Parent Teacher Organization is also trying to assist us in building a strong culture. They have held some great events for our scholars and parents, and we hope to see membership grow next year.	Since we are a fully virtual school, it can be challenging to build an active and engaged parent community. We have attended forums with other virtual schools to get ideas on how to strengthen this area for JCS-LIVE. On surveys, parents and students indicated that they would like more activities both in person and virtually. During the 2023-24 school year, we planned many field trip opportunities and virtual events. To continue to build our relationships with families, we should focus on increasing participation in family engagement activities. We intend to work harder to understand and remove the barriers preventing parents and families from attending school events and we will develop a calendar of events at the start of the school year so parents can mark their calendars early. We would also like to increase the amount of parent engagement we receive on surveys, at our School Site Council meetings, at board meetings, and other decision-making opportunities. On a parent survey given in Spring 2024, we received 43 responses, representing approximately 22% of our parent population.	The LEA utilizes ParentSquare for communication to build relationships with families, along with weekly newsletters, student conferences, and project presentations. We try to engage underrepresented families through in-person conversions, personal phone calls, text messages, and personal emails. When language is a barrier between the school and the parent, the school will utilize bilingual features of communication channels (ex. ParentSquare, Google Docs, etc.) and Spanish-speaking members of our school staff to translate when possible.	The LEA provides professional learning opportunities to teachers and principals such as formative assessment and data analysis training, researched-based reading practices, MTSS and tiered interventions, and the Leader in Me SEL & culture enhancing program. Additionally, JCS-LIVE maintains that all teachers participate in leading-edge certification relating to teaching online and supporting all students and families. In the past, we have also attended the DLAC Conference to glean information from other digital schools on best practices in this area and we found the experience valuable. We maintain an updated parent and student handbook to help all parents and students understand their role and how to advocate for themselves within the learning environment.	The LEA will continue to provide professional learning opportunities for using data and formative assessment in ELA and Math to drive lesson design and student learning activities. Our staff also recognizes the need for more engaging curricula and rigorous, formative assessments that are closely aligned to standards. To improve student outcomes, we are also focused on increasing college and career readiness opportunities and broadening our scope of internship opportunities for high school students outside of the virtual setting. Additionally, more SEL support is needed to ensure students can reach their full potential.	"We desire to engage parents as much as possible since they are our partners in education. We currently receive very little feedback from our underrepresented parents, which makes it difficult to discern what they truly need in this area. We will utilize our FHY liaison and EL Coordinator to improve the engagement of underrepresented families through direct communication and we will identify a ""Question of the Month"" and challenge our staff to ask for specific feedback monthly. We would also like to create the capacity for more synchronous support opportunities with staff and tutoring with educational enrichment partners."	The school has regularly scheduled School Site Council meetings composed of parents, classified staff, and certificated staff. During these meetings, partners provide input on the development of policies and programs. Our school actively recruits participants in our School Site Council and promotes meetings, including meetings of the JCS-Inc. Board of Directors, for the public to attend. The school engages the whole community by surveying all partners. Since this year was an LCAP development year, we launched a two-minute conversation campaign and encouraged staff to have short, focused conversations with parents, students, and colleagues between January and April. Using questions of the month, we received 203 responses that elicited school improvement feedback. The campaign produced some of the most authentic and engaged feedback we have ever received from partners.	In a parent survey given in the spring of 2024, only 77% of parents responded that they believe the school includes them in decision-making. 2% did not think the school included them in decision-making and 21% were unsure. Overall, the responses indicate a desire for streamlined and efficient communication channels that prioritize convenience and responsiveness. As an area of focus, our school can work more collaboratively with partners to when implementing and evaluating family engagement activities. We would like to increase the number of parent partners who complete school surveys and attend school meetings, such as the School Site Council meetings. We will attempt to do this with direct messaging from teacher to parent or by incentivizing participation.	To improve the engagement of underrepresented families, we plan to develop small group and individual meeting times to plan for individual student needs for our ELs and Homeless/Foster Youth. Additionally, we will continue our two-minute conversation campaign and release a question of the month each month while challenging staff to engage with parents for feedback and share it with leadership through a Google form. The school will utilize bilingual features of communication channels such as ParentSquare or Google Docs when language is a barrier between the school and the parent. We will also utilize Spanish-speaking members of our school staff to translate when possible. Teachers will identify individuals on their rosters who represent marginalized populations and increase communication with them. The school principal will recruit School Site Council members who represent underrepresented students including students with disabilities, low-income students, and English language learners.	4	5	4	4	4	4	4	4	4	4	3	4	Met		2024-06-14	2024
37681710000000	Julian Union High	3	JUHSD continue to improve Parental participation. Parents feel more welcomed on campus and feel that there input is valued. JUHSD continues to build strong relationships with all of our educational partners.	The Superintendent has implemented monthly townhall meetings including coffee with the Superintendent during the morning and desserts with the superintendent in the evenings to accommodate parents that work during the day.	JUHSD has made it our responsibility to meet with our underrepresented families in the areas where they reside. The administration meets quarterly with our families that live in areas that are quite a distance away from the school. Our goal is to ensure that all families have equal access to our leadership team throughout the year.	The administration has established a partner with a local nonprofit to support school activities and clubs. Opportunities for parent connections have increased with opportunities for School Site Council input.	Parent participation has improved significantly over the past year. We have created incentives for parents to participate in most of our activities. Parents are feeling more welcomed on campus and are involved in decision making at a much higher level than in previous years.	Parents have asked for more resources for parents to support their students learning and use of technology, an increased connection to staff and peers and sense of belonging at school.	The JUHSD LCAP is a plan that is strengthened by the input of all educational partners, most importantly, students. The LCAP helps concentrate everyone's attention to the achievement and well-being of all students. It also helps provide a target for improvement. The parents attending the meeting suggested that more parents need to get involved in the LCAP process.	In Parent Surveys, 84% indicated that “the school encourages parental involvement and participation.” Parents report that their opinions and input are valued. A clear indicator of parent connectedness to the school is the number of generations of families who have graduated or currently send their children to JUHS. These invested parents see a positive change in the new superintendent/principal, and have expressed that they now will keep their children in Julian for high school rather than send to Ramona High School, a larger comprehensive high school.	Parents and community members report many ways to be involved at JUHS, including cheer, fundraising, booster clubs, scholarships, and supporting class field trips. However, parents and teachers report that the relationship with the feeder school is improving. The School Site Council is vital and necessary in the development and approval of the Local Control Accountability Plan and Annual Update. The administration and counselor meet regularly with parents, to review college and career information and answer any questions about below “C” notices or Drug Education, attends 504’s and IEP meetings, and they have a drop-in open-door policy. Parents are also provided a FAFSA Parent Information and Assistance Night. In addition, teachers encourage parents to contact them with questions and concerns about their student(s).	5	5	5	5	5	4	5	4	5	5	4	4	Met		2024-06-13	2024
37681890000000	Lakeside Union Elementary	3	LUSD staff are engaging in both virtual and in-person professional learning sessions with SDCOE and other organizations to build their capacity around areas such as trauma-informed practices, restorative practices, social emotional well-being and mental health of both staff and students, as well as managing behavior in the classroom to help them work more effectively with students and their families to build trusting and respectful relationships with them.	LUSD will continue to partner with community organizations (i.e. Alliance for African Assistance) to assist with providing translation services in various languages as the District continues to observe an increase in the newcomer student population the last few years. We will also continue to offer parent education workshops with the Parent Institute for Quality Education (PIQE).	Work more closely with the community to develop an understanding of diversity and all families. Utilize technology to provide more avenues of access for all families. Organize family nights, and community resource fairs that occur on campus and during after school hours to provide information and the necessary resources to increase engagement of underrepresented families in the district. LUSD has also assigned three (3) community liaisons to different school sites to assist school staff in supporting families with various needs.	Teachers and administrators have participated in professional learning opportunities around the alignment of Math units to academic standards, continued implementation of the newly adopted Science curriculum, focused ELD instruction, Equity, high-quality instructional strategies, MTSS, student engagement, and development of performance tasks to assess student learning. 
In addition, teachers and administrators have also engaged in the Kidwatch process which entails identifying students who need additional support and/or interventions in the classroom based on academic, behavioral, and SEL data. The District has also made great progress in its efforts to engage with families, such as back-to-school nights, opens houses, curriculum nights, and other community events.
	Continue to provide information in multiple languages to overcome language barriers, focus on increasing staff diversity, and provide more staff training around building partnerships with families. Provide more parent training around supporting Special Education and EL students at home.	Reinstate parent education classes that leverage positive relationships with families, and implement more student advocacy. Encourage parents from underrepresented families to join parent advisory committees such as SSC, ELAC, and PAC to provide input on how to improve student outcomes.	DPAC/DELAC meetings occurred on a quarterly basis that welcomed input from staff, and parent/guardians.  SSC/ELAC meetings were also conducted at the site level to obtain input in developing goals for their SPSAs.  
Management meetings composed of district and site administrators were held on a weekly basis to obtain input regarding policies and programs before they were implemented districtwide.  
Various advisory committees composed of students, staff, parents and/or administrators met throughout the school year to provide input/feedback on the new 3-year LCAP, district wide initiatives and policies to improve student outcomes and achievement. 
	More focus on parent involvement that emphasizes the importance of the school-to-home connection and the development of strong partnerships with families. Taking into consideration that some families may have difficulty attending input sessions at the site and district level due to both personal and professional obligations outside of school.	Establish family engagement events at the site level and increase the use of community liaisons and counselors to help ensure more engagement of underrepresented families. It is also important to take into consideration that some families may have difficulty attending input sessions at the site and district level due to full-time work commitments. Lastly, consider providing more resources for these families to use at home at their own convenience.	4	5	3	4	4	4	4	4	3	3	3	3	Met		2024-06-20	2024
37681893731072	River Valley Charter	3	River Valley Charter School is successful in providing opportunities for families and staff to collaborate in all aspects of school life. From serving on our school board or participating in our PTO, the families have opportunities to connect with school staff. While the opportunities exist, though, increasing the participation in these opportunities is a continual work in progress. We continually work to find new and innovative ways to reach our families. Based on educational partner input, RVCS hosts multiple community building events throughout the school year. School administration and the PTO spent time collaborating to ensure opportunities exist for families and staff to interact, mingle, and spend time together. Community (internal and external) events are one of the strengths of RVCS, as students, educators, and families work together toward the common goal of providing the best possible education for students, as well as a positive experience for the all educational partners.	Based on the analysis of educational partner data gathered from the local climate/LCAP perspective survey administered in May of 2024, RVCS sees the most immediate need/ocus area for building relationships between School Staff and Families to be a more robust accountability and monitoring system to ensure equitable access and involvement in school events.  It was noted that although RVCS offers events and encourages involvement, not all families are aware of the events, their focus, and how best to build relationships between the Families and School Staff at and after such events. For the 2024/25 school year, RVCS will explore protocols for creating and following up on events and opportunities for improving the relationships between School Staff and Families.	Improved engagement for underrepresented families in Building Partnerships for Student Outcomes will be accomplished through teacher requested parent-teacher conferences for all students, grade level informational meetings for families held on campus and through online platforms, and through a multi-tiered re engagement plan that both teachers and support staff will implement when it is felt that there is a risk that the student is not receiving the necessary support for success.	Through educational partner input and local data, RVCS has identified more efficient communication of school wide events such as community engagement activities, athletic events, on campus non-academic activities, and off campus educational activities as a priority for improving and building relationships between school staff and families.	River Valley Charter School’s focus areas for improvement in Building Partnerships for Student Outcomes are centered on two main points. First, RVCS aims to improve understanding of secondary and post-secondary graduation requirements and learning outcomes for both students and parents. An example of implementation of this improvement is a new graduation plan template and meeting schedule that educational partners will have access to upon enrollment, and throughout their high school experience at River Valley. The second main area of focus for improvement comes at the course level, as RVCS instructors and support staff continually
reevaluate teaching methods and the rigor of courses available both through on-campus and online courses, as well as available Community College courses for our students to attend via dual enrollment.	River Valley Charter School strives to engage all students and families in the educational and relationship building process. Based on the self-reflection process, and input from educational partners, RVCS is strengthening outreach to underrepresented families through access to on campus resources (personnel, technology, and counseling), as well as through more accessible and open lines of communication about school-wide events, academic concerns and accolades, and general community activities. By providing free counseling with a licensed MFT, River Valley has already seen enhanced engagement of underrepresented students, and increased engagement in underrepresented families through resources that specifically benefit underrepresented families in the school community.	RVCS is strong when it comes to informing stakeholders of information and seeking feedback, but families have stated that they receive so many emails from the school that it makes it difficult to stay on top of the information that comes to their inboxes. Email is the main method of communication for the school, and as an independent study school, email is relied upon to convey important information, upcoming events, and general school notifications since students do not attend school every day.
	Based on the analysis of educational partner input and local data via the local climate/LCAP survey administered in May of 2024, RVCS will focus on a more widespread information access and decision making plan for the 2024/25 school year. This plan entails, but is not limited to increased in-person group information meetings for all educational partners, targeted meetings and open round table discussions for families, and time allocated for staff meetings to discuss the outcomes of such discussions.	The primary step RVCS will take this year to improve engagement of underrepresented families as it relates to Seeking Input for Decision-Making is to work on building relationships between the school and families. One way the school has increased the communication home is by having teachers and staff members call families as this is not only a more immediate opportunity to reach out to families, but it is more personable than other means of communication. RVCS employees have also made a concerted effort to also ensure that these phone calls are not only occurring during the scope of the work day. Staff members make phone calls in the evening and on weekends as it is recognized that families are not always available to talk during school hours. Additionally, staff members make home visits, and these visits have helped to open lines of communications between home and school.	4	4	5	5	4	4	5	5	5	4	4	4	Met		2024-06-10	2024
37681896120901	Barona Indian Charter	3	Building strong partnerships between our school and student outcomes is crucial for fostering academic success and personal growth. At BICS, all of our teachers and staff prioritize nurturing positive relationships with all of our students. Teachers are very familiar with the individual needs of each of their students, and work to create an individual pathway for academic success. In addition, our school participates in a leadership program, called Leader in Me. This program trains both students and staff to develop skills to become leaders at school and in the community. This year BICS will complete our Core 3 (Year 3) training. We have already witnessed the confidence and growth of our students and the team building approach in the school at large. While leadership training is essential for the personal growth of our students, we have also added extra-curricular activities. BICS provides a variety of after-school activities to spark the interest and creativity of all of our students.	Building strong partnerships between our school and student outcomes is crucial for fostering academic success and personal growth. At BICS, all of our teachers and staff prioritize nurturing positive relationships with all of our students. Teachers are very familiar with the individual needs of each of their students, and work to create an individual pathway for academic success. In addition, our school participates in a leadership program, called Leader in Me. This program trains both students and staff to develop skills to become leaders at school and in the community. This year BICS will complete our Core 3 (Year 3) training. We have already witnessed the confidence and growth of our students and the team building approach in the school at large. While leadership training is essential for the personal growth of our students, we have also added extra-curricular activities. BICS provides a variety of after-school activities to spark the interest and creativity of all of our students.	Building strong partnerships between our school and student outcomes is crucial for fostering academic success and personal growth. At BICS, all of our teachers and staff prioritize nurturing positive relationships with all of our students. Teachers are very familiar with the individual needs of each of their students, and work to create an individual pathway for academic success. In addition, our school participates in a leadership program, called Leader in Me. This program trains both students and staff to develop skills to become leaders at school and in the community. This year BICS will complete our Core 3 (Year 3) training. We have already witnessed the confidence and growth of our students and the team building approach in the school at large. While leadership training is essential for the personal growth of our students, we have also added extra-curricular activities. BICS provides a variety of after-school activities to spark the interest and creativity of all of our students.	BICS recognizes that building relationships between school staff and families is crucial for a positive educational experience. Effective communication is key to achieving this. BICS staff reaches out to families with a multi-prong approach. Teachers connect with parents through our Infinite Campus software and other teacher -to-parents apps. Parents and teachers can communicate one-on-one or to classes as a whole. Parents can get information about curriculum and student progress. The school office communicates with families about various family events or important school-wide information in several ways: all-school messages (emails, voice calls and text messages) are utilized. In addition, printed newsletters keep families and students informed on a monthly basis. Finally, BICS holds family information events, such as Back-to-School Night, parent-teacher conferences and monthly “Coffee with the Principal” meetups, which give parents face-to-face opportunities to get information, ask questions or share concerns with the BICS Staff. Parents deserve the opportunity to be involved and knowledgeable about their child’s learning environment. BICS will continue to build this partnership between our school and our families.	There is always room for improvement when seeking to build relationships between school staff and families. A challenge that many families face is time. Most of the families at BICS are working families. This is a challenge when trying to balance the availability of staff and parents. BICS will try to bridge this gap by offering a variety of times for events, and teacher meetings, to accommodate our working families. In addition, we will work towards increasing fun, family-centered activities for the whole school	BICS recognizes and respects the diverse cultural backgrounds of our students and families. We strive to make sure our communication and events are respectful of various cultural traditions. BICS is unique in that it is located on a Native American Indian reservation. It is important that our school staff is knowledgeable of different perspectives and traditions of our native families in both their communication and actions. BICS holds cultural training each year for all staff, led by the curator of the Barona Indian Cultural Center. We are extremely grateful for the special perspective and great contributions of the native people to our school and community	Seeking input from educational partners such as teachers, parents, students and community members, is a valuable approach to making informed and inclusive decisions in education. BICS has worked hard toward increasing the involvement of stakeholders, specifically parents. Monthly gatherings with administration and parents give a platform for questions to be answered and trust to be built. We work hard to include stakeholders input through various stakeholder surveys and open forums.	BICS will continue to build trust and improve accountability to include stakeholders more when making decisions. When there is greater accountability, and increased input, the responsibility for student success is shared.	BICS will continue to create opportunities for inclusivity. Engaging a broad range of stakeholders ensures decisions consider the needs of all students, including those from underrepresented groups.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-24	2024
37681970000000	La Mesa-Spring Valley	3	The teaching, classified, and administrative staff in La Mesa-Spring Valley, along with parents, provide a vital support system to help students flourish. When parents and school staff communicate and work together effectively, building long-lasting partnerships, it can significantly impact each student’s long-term success.

On the district level, we offer many resources to families to support student learning and development in the home. We continue to focus on addressing chronic absenteeism to help parents understand the importance of daily attendance. This year we had two parent-community liaisons. Our liaisons specifically support families of our unduplicated students (English Learners, Foster Youth and low income students), connecting with them to provide training, conduct home visits, and help families navigate the school system. We also continue to offer support and education to parents through our district-led workshops and meetings on special education topics and English learner trends, and through our annually distributed Parent Handbook. 

Our district website has additional resources and updated information for parents, as does our parent portal, available through the student information system. Translated fliers, available in Spanish, and a translation function on the district website provide assistance for parents who speak languages other than English. We have increased our use and access of Lingualinx, an on-demand translation service, to help facilitate communication for all staff members and families, and hope to continue to expand its use in the future.  

Social workers at each school site do outreach to all parents, but focus on the needs of unduplicated pupils (English learners, Foster Youth, and low-income students). The social workers assist parents in navigating the school system. These employees also support parents to find community resources, hold parent workshops, and gather information about community needs.

Each of our 21 schools offer parent education workshops, specifically requested by the parents in the community. Topics include social and emotional needs of children, bullying prevention, and math and reading development strategies. Teachers and staff often attend parent meetings and district-sponsored parent training as partners, learning alongside one another.

La Mesa-Spring Valley has implemented policies and programs for teachers and school staff to meet with families to discuss student progress and ways to work together to support improved student outcomes. Examples include our yearly parent-teacher conferences, home visit protocols, and the student study team process.

Our continued partnership with NCUST supports our work around evaluating and ensuring equitable practices for instruction and increasing access for our students and their families.	We continue to build upon and improve our relationships between school and family that were affected during the pandemic. In 2023-24 we connected and reconnected our families with their school campuses and staff, through the lens of continuing to open doors for all students and families. Our expansion of our Newcomer supports and parent liaisons allowed us to break down language barriers when they arose. In 2024-25, we are excited to begin implementing our Community Schools at 13 of our schools district-wide. We are hoping through this grant-funded work, we will continue to build bridges and partnerships between our district and families.	While district teachers and administrators regularly attend staff development which often focuses on best practices for building relationships and working as partners with parents, we want to scale up and strengthen this work to enhance our educators’ knowledge and skills. In addition, the district will continue to develop resources and to build the capacity of teachers and staff in strengthening trusting and respectful relationships with families, specifically with our underrepresented families. We will also continue to provide professional development for all staff, certificated and classified staff, on social emotional strategies to connect with students and families. Our Social Workers at each school site will continue to support this work in the coming year. At the district level, we will continue to examine systems and practices that might be barriers in this process, and will work to address those barriers collectively with our district and community partners.	Employees of La Mesa-Spring Valley are dedicated to building positive partnerships with our students’ families. As we have worked to build the capacity of our staff, we conducted numerous professional learning sessions for both our classified and certificated staff to help them work more effectively with students and their families and to build trusting and respectful relationships with them. Such opportunities for 2023-24, include both district-led and web-based (Insights to Behavior) instruction/information on trauma-informed care, restorative practices, and mental health. 

We offer a robust selection of professional learning opportunities for all employees. In the coming year we intend to offer even more opportunities to help develop our staff as they learn about each family’s strengths, cultures, and languages. As our educators work to ensure each and every student reaches high levels of achievement, they will engage in critical dialogue regarding race and social justice for historically marginalized groups. We are eager to continue our professional learning focused on equity.  

We firmly believe that strong two-way communication between families and schools is necessary for students' success. The more parents and teachers share relevant information with each other about a student, the better equipped both will be to help that student thrive. Some avenues for two-way communication include:
• Parent conferences (in-person or virtually via Zoom, based on parent preference)
• Parent Communication Portals
• Teacher communication systems
• Parent-teacher organizations and school community committees

Although the district translates district-wide notices for events into Spanish, as required, notices are also translated into other languages when needed. We have partnered with LinguaLinx, a company which completes translations for families in real-time into any language. This has helped with communication to all parent groups who speak another language. When other barriers to informed participation exist, the district provides childcare, transportation, sign language, and other support services, as needed.	The district will continue to leverage the Parent Portal at the beginning of the year to update emergency information and residency verification.  Parent Portal will also be used to share statewide assessment results. Over 23-24, we have worked to build our parent groups. Groups such as LINK and DPAC, allow parents to learn about district initiatives and provide valuable input that supports the work. With the Community Schools grant, we hope to expand partnership opportunities so the district and parent partners work together to support student outcomes.	To improve the engagement of our underrepresented families in relation to building partnerships for student outcomes, we are engaging in ongoing collaboration specifically with families of students with disabilities (Special Education Parent Advisory Committee), families of English learners (District Parent Advisory Committee), those representing the needs of the students in our district experiencing homelessness and in foster care (SchoolLink committee meetings), and our underserved students (Spring Valley Collaborative, SAY San Diego); these are the organizations present and partnering with our district in service of our students. 

While past and current efforts have yielded success in building positive partnerships between our staff and families, room for improvement remains. To increase and improve communication about the available partnerships, engagement, and support opportunities, we will ensure that messaging from the district and school site levels is accessible to all. This includes collaboration to create parent friendly, understandable materials and messaging in predominant languages with easy to understand visuals.	The La Mesa-Spring Valley School District seeks parent and guardian input into school and district decision-making throughout the year. Our parents are surveyed and brought together regularly for input on community priorities and decision-making in the school district, including the development of the LCAP, in the following ways through the following groups:
• Superintendent’s District Parent Advisory Group (DPAC) which includes our District English Learner Advisory Committee meets six times per year
• English Learner Advisory Committees meet four times per year at schools
• SELPA Community Advisory Committee meets five times per year to advise the East County SELPA
• School Site Councils (SSC) meet five times per year at each school
• School Safety Committees meet two to four times per year at each school to revise their safety plans
• PTA Boards meet monthly and provide principals with input
• PTA Presidents meet monthly with the Superintendent and School Board representative

Parent members of advisory committees (ie: ELAC, SSC) annually receive training on their roles and responsibilities as members, and their suggestions are always considered and incorporated into our plans whenever possible.  We also gain valuable input from our District Parent Advisory Committee (DOAC), which is composed of one to two parent representatives from every school site, including one parent of an English Learner.

Amongst the different parent surveys we conduct throughout the year, there is one that is specifically aimed at soliciting feedback to help direct the district and schools sites related to the goals outlined in the LCAP. This survey is offered annually to all parents and guardians. The survey is translated into Spanish and was designed to include a range of questions to provide insight outside our traditional parent meetings including SSC, ELAC, DELAC, parent-teacher conferences and various action committees. We partner with Qualtrics - an industry-standard platform that specializes in creating and distributing surveys that make it easy to analyze results and increase responsiveness.	La Mesa-Spring Valley recognizes the need to increase the collaboration and communication between families and schools in order to effectively make an impact in our student’s lives. Although the district continues to prioritize increasing parents’ capacity to participate in decision making pertaining to their child’s education, we know that we must continually work on effectively engaging families in our school programs, councils, and family events.	Though many opportunities exist for building capacity and directly engaging families in decision-making, there is always room for improvement. Providing additional parent training, specific to the work of our advisory committees at both the site and district level may be pursued. In addition, collaboration with our community-based partner organizations will continue, but an additional emphasis will be placed on increasing outreach to, inclusion of, and capacity building for parents/guardians of underrepresented and marginalized families. Highlighting the support that our community-based partner organizations can offer will increase the district’s ability to engage families, specifically from our underrepresented student group families, in the decision-making process. Focused training provided to groups that represent school sites with high numbers of underrepresented groups will increase the capacity of such groups to engage in critical decision-making that impacts their students.	4	5	4	4	4	5	4	5	5	5	3	3	Met		2024-06-25	2024
37681970136408	Sparrow Academy	3	Based on the annual climate surveys, Sparrow Academy's current strengths in this area include: parents feel welcome and respected on campus; parent meetings and trainings are useful to parents; and communication with parents is satisfactory. An area needing progress in this realm include: communication regarding students learning expectations.	Based on the climate survey results, Sparrow Academy's focus area for improvement is to improve communication of students learning expectations. There is a need to educate parents on what is means to be a Waldorf-inspired public charter school.	Based on the climate survey results, Sparrow Academy needs improvement in the area of identifying, education about, and celebrating the variety of cultures represented at Sparrow. This includes increased classroom instruction tailored to the class representation of cultures.	Based on the climate survey results, Sparrow Academy excels at provide learning opportunities for staff to improve the capacity to work with parents. Areas where growth is anticipated include supporting families to understand their legal rights, teaching families to support student learning and development at home, and developing programs to facilitate parents and teachers working together toward expected student outcomes.	Based on the climate survey results, Sparrow Academy will focus on developing programs to facilitate parents and teachers working together toward expected student outcomes.	Based on the climate survey results, Sparrow Academy will offer more targeted surveys that better engage underrepresented families.	Based on educational partner input and local data, shared decision-making is an area of growth needed for Sparrow Academy.	Based on educational partner input and local data, Sparrow Academy's focus will be in increasing shared decision-making.	Based on educational partner input and data, Sparrow Academy will offer more targeted surveys that better engage underrepresented families, as well as more targeted outreach to ensure underrepresented families are encouraged to participate in the shared decision-making.	4	4	3	3	4	3	3	3	3	3	3	3	Met		2024-06-13	2024
37682050000000	Lemon Grove	3	In order to build relationships between school staff and families, the Lemon Grove School District continues to use various avenues to keep families informed about the school/district community and their children. Families receive written communication in various formats through letters, emails and texts via the SIS system, voice messaging, family newsletters, and Class Dojo posts from the school and the teachers. The District also has a Family and Community Engagement (FACE) team consisting of the Community Schools Director, School Site Community Liaisons and Parent Volunteer Coordinators (PVCs, part-time classified staff), and some sites also have Parent Engagement Leads (PEL, stipend role for teachers). The District comprises eight brick and mortar schools. In addition, each school is also equipped with a Parent Center with resources for parents such as computers, internet access, printing access, parenting and children’s books, child’s play area, seating/lounge area, coffee-makers, desks, and a smart board. Families are welcomed to the parent centers where they can receive assistance with creating their Infinite Campus Parent Portal, online registration, access to local resources like Cal-Fresh, Medical, etc. The Parent Centers are staffed by the PVCs. 
PVCs play an integral role in family outreach and recruitment. They phonebank to invite families to parent committee meetings such as the School Site Council (SSC), English Learner Advisory Committee (ELAC), Parent Teacher Association (PTA), etc. They also assist their site with family engagement based on the school’s needs. They also do outreach/marketing for school events. PVCs are an integral part of building relationships at their school. They meet with the assistant principal to plan workshops and events for families. Some of the events they organized this year include Lunch with a Loved One, Family Bingo Night, STEAM Night, toy drives, Cinco de Mayo Celebration, Day of the Dead Celebration, Color Run, Math Nights, Literacy Nights, and more. To strengthen relationships with families, PVCs and principals work together to offer a gratitude/recognition event for parents/guardians that volunteer throughout the school year. Families are usually served breakfast or lunch at these events. 
PELs focus on the classroom aspect of family engagement. They draft messages for all staff to share with families via Class Dojo and also attend PTA meetings. Some of the projects PELs have completed are Culturally and Historically Responsive Teaching Showcases for each grade level, Open House Activities, Spring Festivals, Parent Nights to learn more about the 7 Habits of Highly Successful Families, 8th Grade Parent Night, and more. The Community Schools Director oversees the PVCs and PELs and provides support to each school with family engagement. The director also leads trainings on engagement strategies with assistant principals, and supports the LEA and school sites with the Parent and Engagement policies.	One main area of improvement is to focus on recruitment and retention for parent committees. Membership in SSC, ELAC, DELAC, and District Advisory Committee (DAC) has been lower than desired. A focus is for PVCs and PELs is to build relationships with families and make phone calls to invite them to the various committees. The District was
able to meet its goal of increasing participation in the DELAC, and District Advisory Committee (DAC). DELAC participation went up by 94.74% (from 19 to 37 parents, and DAC by 128.57% (from 7 to 16 parents)

Some of the feedback we received from families was that they would like to see an improvement in parent/guardian workshops. Families voiced wanting workshops that teach them how to use technology, how to implement SEL strategies at home, and how to help their MLL children and non-Spanish speaking children in our dual immersion program. Families have also suggested that more extracurricular activities be available for students such as art, dance, STEAM opportunities, etc.	In order to improve engagement with underrepresented families, schools in the district offered more in-person events for families to play and learn with their children. This included Back to School Nights, Open House, Math Nights, Literacy Nights, STEAM Night, field trips to museums and the zoo, Spring Festivals, and more. This year, the Expanded Learning Program offered a music program for students. Students borrowed musical instruments at no cost to their family. Various music concerts were performed for families.

Additionally, the district provides simultaneous interpretation during DAC & DELAC meetings in Spanish, Somali, Vietnamese and Creole. Written information is shared in English, Spanish, Somali, Vietnamese and Creole for DAC & DELAC meetings. Moreover, families can translate communication with teachers into their native language throughout the Class Dojo app.

The district continues to hold meetings for the Committee on African American Student Achievement and Success (CAASAS, district committee composed of elected parents, teachers, staff, and admin), Black and Pan-African Student Excellence (B&PASE, committee of parents/guardians of children who identify as Black, African-American, or Pan-African), and the District SPED Advisory committee. This year, we held the second annual Shaw-CAASAS Awards Ceremony which recognized Black, African-American, and Pan-African students for their genius and excellence inside and outside of the classroom. We also held our first Lemon Grove Family Multicultural Fair event that had over 1500 families in attendance.	Building partnerships for student outcomes is one of the District’s priorities. To do so, the district continues to implement Culturally and Historically Responsive Teaching (CHRT) in all classrooms. Teachers and classroom staff are coached and trained by site leaders, instructional coaches, and the district to create environments and lessons
that are inviting and inclusive of our diverse students. Other initiatives include having a Multi-tiered System of Support (MTSS) Team at the district-level and at each school site. The District MTSS Team created an MTSS Playbook in order to guide and support all sites in the development of a 3 tiered system to support student outcomes. This plan also includes accommodations for students who are MLL and/or have an IEP.

The District also provides various opportunities for professional development within the district, and also shares information about workshops offered outside the district, for administrators, teachers, and staff that help them grow and better support families. In addition, families receive direct support from teachers/staff through events like Math
Night, Literacy Night, STEAM Night, parent workshops, Coffee with the Principal, Parent-Teacher Conferences,CHRT Showcases, meetings with social workers and PVCs, and more. When creating school events, the principal and assistant principal work in collaboration with the school’s PTA (parent/guardian input/engagement) and PVC to organize and make each event happen.

Schools provide parent conferences at least twice a year to discuss student progress and ways to work together to support improved student outcomes. Families are encouraged to do book check-ins with their teacher throughout the school year.

Lastly, the district adopted new science curriculum for the 2023-24 school year. Letters about this update and contact information was shared with families to support transparency and two-way communication with families.	In response to teacher/staff input, the District plans to strengthen its support of staff, especially with MTSS strategies, by providing more site and district-level trainings. Moreover, instructional coaches and social workers will be trained to better support teachers/staff with implementing MTSS, SEL, and restorative practices at their site. Furthermore, school sites will receive more direct support from members on the district MTSS Team.

The District understands that supporting the whole child results in improved student outcomes. Any interventions and support given to students will be recorded through the Panorama (SEL Survey tool) website and will also be communicated with families. The District understands that transparent communication between school and home results in better outcomes for students.	This year, sites were able to provide more in person support for families in order to support student outcomes. At events such as Math Night, Literacy Night, STEAM Night, Spring Festivals, and, 7 Habits of Highly Successful Families, and others, families were taught games and activities that they can implement directly with students at home. At each site PVCs and the Engagement TOSA teamed up to provide in-person workshops to families on the following topics why attendance matters (info about ADA), creating strong school-home relationships, what constitutes bullying, and a community circle for African-American families during Black History Month. In addition, the district offered a no-cost English as a Second Language (ESL) course to families in conjunction with the local community college. The District SPED Advisory Committee continues to run Parent Nights on various topics that inform parents to understand and exercise their legal rights and advocate for their own students and all students.

In person and virtual meetings provided simultaneous interpretation for non-English speaking families. To improve engagement with underrepresented families, the District will continue to work with the organizations above and will increase efforts of outreach and recruitment with African-American, Multilingual, and SPED families, in particular.	A series of LCAP Listening Session (entitled Taco'bout LGSD) and an accompanying LCAP survey was sent districtwide to families to receive feedback/input on various topics and decision making to help improve engagement and student outcomes. The data was used to inform the districts Local Control Accountability Plan (LCAP).

Assistant principals were given a training on how to better support outreach and recruitment for parent committees at their site. In SSC meetings families give input on various decisions made by the school such as the budget, engagement policies, events, and more.

Throughout the year various surveys are sent home to gain families’ input regarding events, academic programs, needs, school performance, LCAP, etc. Families are also welcomed and encourage to provide feedback at the various parent committees, workshops, events, and through their child’s teacher.	One of the focus areas for seeking input for decision-making is to ensure that there is consistent attendance and membership in parent committees (SSC, ELAC, DELAC, DAC, CAASAS, etc.). Families gave feedback that incentives would encourage them to participate.	In order to improve engagement of underrepresented groups in relation to seeking input for decision making, all communication is offered in both English and Spanish. Creole, Vietnamese, Tagalog, and Somali interpretation is also offered when needed. Teachers and staff are also aware of the translation services the District has access to through African Alliance. Whenever needed, teachers/staff can dial a number and get a live interpreter on the phone to help support families.

The District will increase communication about parent committees and the importance of family engagement and involvement in their child’s school.	4	4	3	4	4	3	3	3	4	4	4	3	Met		2024-06-25	2024
37682130000000	Mountain Empire Unified	3	Through educational partner input and local data analysis, Mountain Empire Unified School District (MEUSD) has identified significant strengths in building relationships between school staff and families. Families have highlighted MEUSD's commitment to fostering supportive relationships built on trust and commitment, essential for holistic community development. This recognition underscores MEUSD's dedication to transparent engagement and cultivating strong community connections. MEUSD's efforts have laid a solid foundation for collaborative decision-making and effective educational outcomes, reflecting the district's proactive approach to building partnerships with families.	During the educational partner engagement process, families provided valuable input that has shaped Mountain Empire Unified School District's (MEUSD) goals for improvement in building relationships between school staff and families. Families emphasized the need for MEUSD to expand its efforts in effectively communicating and operationalizing the unified district strategic vision. This feedback has prompted MEUSD to focus on enhancing transparent engagement and cultivating stronger community connections by 2029. These areas for improvement highlight MEUSD's commitment to addressing community concerns and strengthening educational partnerships through increased transparency and collaborative decision-making.	MEUSD recognizes the diversity within the community and will implement culturally sensitive outreach programs. This involves hiring community liaisons who understand the cultures and languages of underrepresented families. These liaisons will facilitate communication, ensuring that all families feel heard and understood. To bridge the communication gap between schools and underrepresented families, MEUSD will organize workshops and training sessions to educate parents about the educational system but also provide them with tools to support their children's learning at home. Topics will include navigating the curriculum, homework assistance, and understanding the college application process. Additionally to foster parent teacher collaboration and open communication, online platforms and regular newsletters will be employed to keep parents informed about classroom activities and academic expectations. Lastly, through the Community Schools programs MEUSD will foster collaboration with local community organizations, religious institutions, and non-profits will be fostered. By working together, these entities can provide additional resources and support to underrepresented families, creating a network of assistance beyond the school environment.	MEUSD provides opportunities for parent/guardians to engage in trainings, workshops and activities related to student learning and social-emotional development and growth and continues to seek ways to involve families of underrepresented students.	Based on the analysis of educational partner input and local data, it is evident that there is a critical need for improvement in the areas of culturally inclusive communication to address families from diverse backgrounds may not feel fully included or understood within the school environment. Additionally, MEUSD will continue to work on resource sharing and support services by improving the dissemination of this information through school websites, pamphlets, or outreach events to ensure families can access the support they need. Many families are unaware of the various resources and support services available within the community and school.	MEUSD understands from the local educational partner input and data, that effective feedback mechanisms are vital for continuous improvement. We will continue to create avenues for parents to provide feedback on their experiences with school staff and the education system. Regular surveys and focus groups can be utilized to collect this valuable input.	MEUSD seeks opportunities for parents to provide input on policies and programs, and implements strategies to reach and seek input from underrepresented groups in the school, through both school based committees, union representation, English Learner Advisory Committees, Title VI Indian Education Advisory Committees, Special Education Local Plan Area (SELPA) committees, and district advisory committees.	Many families expressed a desire to have a more active role in school decision-making processes. To improve relationships, the LEA should explore ways to involve parents and guardians in committees, advisory boards, or surveys that inform important decisions about curriculum, policies, and school improvements.	To ensure that parents are well-prepared to participate in decision-making processes, the LEA can offer training sessions on relevant topics. This may include workshops on school governance, policy analysis, and effective advocacy. By building the capacity of parents, they can engage more meaningfully in discussions. Additionally, MEUSD is committed to ensuring that parent advisory committees and boards are diverse and inclusive, reflecting the demographics of the student population. Encourage the participation of parents from various cultural, linguistic, and socio-economic backgrounds to ensure a broad spectrum of perspectives. Lastly, by increasingly recognizing and appreciating the contributions of parent volunteers and representatives. Celebrate their efforts through events or awards, and publicly acknowledge their valuable role in shaping the school community.	4	4	4	4	3	3	3	3	4	4	4	4	Met		2024-06-25	2024
37682130123224	San Diego Virtual	3	The Annual Parent and Student Survey found that over 94% of students and families were satisfied with the amount of academic support the students were given in their classes. With the amount of engagement the teacher provides for both students and families, over 97% felt that communication and interactions were safe and effective. Furthermore, the survey found that students were provided opportunities to make connections with the real-world based on information learned in their classes. The survey also demonstrated that students and families felt SDVS clearly explained and outlined the expectations for learning in an online environment. Students and families felt that social interactions were appropriate and that they were given opportunities to participate in decision making regarding events. SDVS chose this survey based on areas that need focus which were identified by test results, demographics of our students, and environment.
	SDVS feels that the results from the survey shows growth in the school, as well as satisfaction among parents and students schoolwide. Results from this survey also helped guide future events and opportunities for students and families, such as educational field trips, parent workshops, and student-led clubs and activities. Lastly, it provided feedback that helped our highly qualified teachers make modifications and revisions to the curriculum to better meet the needs of each student. Although the results proved excellent and students and families seem satisfied, SDVS is always striving to provide the best educational experience possible and align its goals to the LCAP.

San Diego Virtual is striving to provide its parents and families with as much information and resources as possible, in regards to post graduate plans, the health and safety of its students, mental health resources, and other curricular needs. 

WIth this in mind, San Diego Virtual School primary focus on building relationships between school staff and family includes providing a monthly Coffee with the Principal event, monthly Family workshops that empower parents with their children in the areas of mental health and well being, college and career awareness, as well as resources that will help their student more while learning from home.


	n terms of  improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families, San Diego Virtual School will meet with families to address the improvements of instructional materials, instruction, and meeting and serving the needs of our English Language Learners more effectively. San Diego Virtual School will also ensure that all families can access materials in their home language where appropriate.	San Diego Virtual has made a conscious effort these past few years to truly build partnerships for student outcomes. As the Covid-19 pandemic is behind us, more and more opportunities for connection are provided for students. Social Clubs and field trips have allowed students to interact and engage with their peers, providing opportunities to work on their mental health and wellbeing. 
San Diego Virtual has provided online workshops to support learners with their post graduate plans, learn about trades or careers of interest, FASFA applications, work and study skills, as well as curricular opportunities to learn and grow within academics. 
	San Diego Virtual is always seeking to improve partnerships with our students and families. One area in the survey that was collected in terms of partnering, was to provide more in person events. San Diego Virtual School is able to offer in person events, whether it is a Field Trip, CTE Awareness Trips, a community event such as volunteering, or social clubs getting together. San Diego Virtual School recognizes the need for students to interact, engage, and communicate with their peers, and have made improvements this school year to better serve our students with more in person events.
	San Diego Virtual is continually striving to engage underrepresented families. In doing so, San Diego Virtual School hosts several webinars and events for families and connects resources from the community to better serve our students. San Diego Virtual will continue to seek out opportunities that represent all families, and provide as much support and resources as possible to its families.



	San Diego Virtual makes many attempts to reach out and partner with our stakeholders to seek input. At this time, surveys are sent to families, workshops, Coffee with the Principals, emails, monthly fliers and newsletters are distributed, and daily/weekly communication with individual families are present throughout the days. One of the biggest strengths of San Diego Virtual is the personalization it brings to families as we approach each student with their own individualized learning plan.
	San Diego Virtual School’s main focus on improvement is more family participation for decision-making. Unfortunately, with many outlets to invite and have families participate in the decision process, the participation rate is very low. San Diego Virtual School would like to provide more access to our families to receive information and help us make decisions based on data collected from our school.	San Diego Virtual School will continue to partner with underrepresented families identified during the self-reflection process, through finding ways to address information in their home languages, provide opportunities to speak with staff in their home language, as well as provide written material in their home languages. San Diego virtual prides itself on ensuring that it meets the needs of ALL students, providing access to resources, materials, and help when needed. 

	5	5	5	5	4	4	4	4	4	3	4	4	Met		2024-05-16	2024
37682130127084	Compass Charter Schools of San Diego	3	Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council reviewed the questions for the
annual survey and added questions that they felt were important to scholars and parents. Compass conducted a
schoolwide annual planning survey in February and March in order to ensure input from all groups of scholars,
families, and staff, as well as our authorizers, Board of Directors, and the community at large. The survey results
provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of
opportunity to explore for the upcoming school year. In reviewing the results, Compass demonstrated strengths and
great progress in the following areas: flexibility (flexibility that’s available for scheduling, pacing, curriculum, ways to
meet state standards, and the ability to complete school work from home), supportive teachers (teachers'
understanding, helpfulness, guidance, communication, and availability), independence (being able to work
independently and at one's own pace), online nature/ease of use (convenience of online learning, absence of travel,
and ease of using the online platform), individualized/personalized learning (ability to tailor education to individual
needs, learn in preferred ways, and pursue personal interests), positive learning environment (positive attitudes of
teachers, an enjoyable learning experience, as well as a supportive, non-judgmental, inclusive environment),
resources/availability of resources (appreciation for the availability and providing of resources, curriculum support,
and access to online resources as well as subscriptions), extracurricular/enrichment programs (clubs, field trips,
diverse extracurricular activities, and access to enrichment programs along with additional classes), community and
family orientation (family-oriented atmosphere, caring community, sense of community, and engagement events),
and special education support (positive experiences and support for special education needs were noted).
Further, our tiered re-engagement process focuses on restorative practices that solicit collaboration between families
and the LEA to further support scholars academic progress and engagement.	Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent
surveys in January. In addition, Compass itself conducted a schoolwide annual planning survey in February and
March in order to ensure input from all groups of scholars, families, and staff, as well as our authorizers, the Board of
Directors, and the community at large. The survey results provided qualitative and quantitative information on our
Compass experience as well as areas of focus and areas of opportunity to explore for the upcoming school year.
In reviewing the results, Compass identified the following as focus areas for improvement in building relationships
between school staff and families: streamlining material and educational resource ordering process, addressing
issues with semester limits and deadlines), curriculum and instruction (adding more creative, hands-on projects, less
rigidity, more recorded classes, and improving video quality in courses), social interaction (increased opportunities
for social interaction, including more field trips and real-life activities), language electives (a broader range of
language electives for all grades), support and resources (enhancing support for special needs students and
increasing local staff and events), communication (improved communication regarding deadlines), workload
awareness (concern about the overall workload and the pace of the online curriculum), local availability and vendor
variety (more local vendors and services, especially in rural or remote areas as well as easier vendor approval
processes), and zoom and online classes (opinions varied on the frequency of online classes and Zoom meetings,
with some preferring more regular sessions).	Compass Charter Schools has identified and implemented early stage implementation on the work to increase trust
with all educational partners. This work includes building trust within the staff, scholars, parents, and community,
guided by professional development initiatives. Compass’ engagement efforts have received high satisfaction, and
the engagement and marketing teams are applying data to develop plans to increase engagement in
underrepresented communities.	Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent
surveys in January. In addition, Compass itself conducted a planning survey in February and March in order to
ensure input from all groups of scholars, families, and staff, as well as our authorizers, the Board of Directors, and
the community at large. The survey results provided qualitative and quantitative information on our Compass
Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. Compass
Charter Schools demonstrated strengths and great progress in the following areas for scholar outcomes: Multi-Tiered
System of Support (MTSS), English Learner Support, Tutoring, Social Emotional Learning and Well Being, and our
synchronous and asynchronous instruction.	Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent
surveys in January. In addition, Compass itself conducted a planning survey in February and March in order to
ensure input from all groups of scholars, families, and staff, as well as our authorizers, the Board of Directors, and
the community at large. The survey results provided qualitative and quantitative information on our Compass
Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. In reviewing
the planning survey results, Compass Charter Schools identified the following areas for improvement in building
partnerships for scholar outcomes: Summer Session availability, and curriculum options, more Community Provider
options for the Options Learning Program.	Compass Charter Schools now offers a summer session that utilizes online courses and a supplemental curriculum
to increase scholar engagement and outcomes. Compass will also ensure all scholars can access A-G approved
courses through board-approved curricula and vendors.	Compass Charter Schools takes great pride in our ongoing process for seeking input for decision-making. Compass
collaborates with all of our educational partners consistently throughout the year via monthly Leadership Team
meetings, Scholar Leadership Council meetings, and Staff Advisory Committee meetings; quarterly Parent Advisory
Council meetings; and Parent Town Halls and survey administrations throughout the year. During these
opportunities, all educational partners review and discuss the progress we are making, make recommendations for
improvements, and are equally involved in the decision-making progress.	Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent
surveys in January. In addition, Compass conducted a planning survey in February and March in order to ensure
input from all groups of scholars, families, and staff, as well as our authorizers, the Board of Directors, and the
community at large. The survey results provided qualitative and quantitative information on our Compass Experience
as well as areas of focus and areas of opportunity to explore for the upcoming school year. Compass Charter
Schools identified the following areas for improvement in seeking input for decision-making: a need for an increase in
participation in state and local assessments.	Based on input and local data, we will continue to work on providing opportunities for engagement that are
accessible to our underrepresented families. The addition of a full-time McKinney-Vento Liaison provides a conduit
for ensuring that some of the most underrepresented families have a voice. We are also looking at our engagement
activities for our scholars and looking to find additional in-person opportunities in accessible areas. We continue to
refine our live learning sessions to provide meaningful educational content. Additionally, we partnered with Wellness
for Educators to offer wellness resources for our scholars, families, and staff. These live workshops are recorded and
made available asynchronously for those who are unable to attend them live. We continue to refine our supplemental
subscription offerings, such as Freckle, for example, for academic support in addition to expanding our Multi-Tiered
System of Support tutoring hours.	4	4	4	4	4	5	4	4	4	4	4	4	Met		2024-06-22	2024
37682130129668	Motivated Youth Academy	3	MY Academy has made significant progress in building strong relationships between school staff and families. Our key strengths lie in several strategic areas:

One-on-One Student and Family Meetings: We prioritize personalized interactions through weekly one-on-one meetings, ensuring that every student's needs are addressed in collaboration with their families. These meetings foster a deeper understanding and stronger connection between the school staff and the families, promoting student success.

Open Houses: Our open houses provide an opportunity for families to engage directly with teachers, school staff, and school administrators. These events facilitate open communication, allowing families to gain insights into their children's educational experiences and fostering a sense of community and trust.

Culturally Appropriate and Responsive Input: We actively seek and incorporate input from our educational partners, ensuring that our approaches are culturally appropriate and responsive. This commitment helps us to better understand and meet the diverse needs of our student population, creating a more inclusive and supportive educational environment.

By focusing on these strengths, MY Academy has made notable progress in enhancing the relationships between school staff and families, contributing to a more cohesive and supportive community.	Due to the challenge of participation in SSC and EPAC meetings throughout the past school year, MY Academy is committed to continuing the goal of connecting with families and the community to support student learning and achievement. To address this, we will focus on building and cultivating relationships with educational partners from the start of the upcoming academic year. This proactive strategy aims to facilitate stronger collaborations and encourage active involvement in crucial decision-making processes, ultimately fostering a more cohesive and supportive educational environment for all stakeholders. While our survey results have been positive, we've encountered challenges in engaging parents in virtual meetings, underscoring the importance of enhancing teacher-parent relationships.	Based on the analysis of educational partner input and local data, MY Academy will improve the engagement of underrepresented families identified during the self-reflection process by leveraging a partnership with PARSEC Reel. This collaboration will enable us to gather qualitative data from all student groups, including those that are underrepresented. Additionally, we have made a concerted effort to hire staff from diverse backgrounds, including bilingual employees, ensuring that our team better reflects the diversity of our student population. This will assist us in communicating with students and educational partners in their home language. These initiatives are aimed at fostering stronger connections and more meaningful engagement between school staff and all families.	Based on the analysis of educational partner input and local data, MY Academy's current strengths and progress in Building Partnerships for Student Outcomes are evident in our focus on reflective processes. We actively guide students towards expressing their and their families' voices, taking into account their lived experiences, unique needs, strengths, and interests. This approach ensures that our partnerships are not only inclusive but also tailored to support the diverse aspirations and potentials of our student body, thereby enhancing overall student outcomes.	Based on the analysis of educational partner input and local data, the LEA’s focus areas for improvement in Building Partnerships for Student Outcomes include meeting with students in person to foster deep and meaningful rapport with both students and educational partners. Additionally, we are concentrating on creating collaborative project-based learning opportunities for students within their local communities. These efforts aim to enhance engagement, relevance, and the practical application of learning, thereby strengthening the partnerships that support student success.	Based on the analysis of educational partner input and local data, MY Academy will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes by providing school documents and resources in home languages. Additionally, our student success coordinators will play a crucial role in connecting all students, including underrepresented students, with the community resources necessary for their continued engagement and success. These efforts aim to ensure that all families have the support and information they need to actively participate in their children's education.	Based on the analysis of educational partner input and local data, MY Academy’s current strengths and progress in Seeking Input for Decision-Making are evident through our fully functioning School Site Council (SSC) and Educational Partner Advisory Committee (EPAC). Additionally, we have achieved robust participation in our educational partner surveys. These strengths enable us to gather comprehensive and diverse input, ensuring that our decision-making processes are well-informed and reflective of our community's needs and perspectives.	Based on the analysis of educational partner input and local data, MY Academy's focus areas for improvement in Seeking Input for Decision-Making include increasing regular participation in SSC and EPAC meetings where decision-making input is needed. By fostering greater engagement in these meetings, we aim to ensure that a broader range of voices and perspectives are included in our decision-making processes.	Based on the analysis of educational partner input and local data, MY Academy will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by utilizing PARSEC Reel to gather feedback in students' home languages. Additionally, we will send out meeting invitations in students' home languages and provide support through our student success coordinators. These efforts are aimed at ensuring that all families have the opportunity to participate in and contribute to our decision-making processes.	4	5	4	4	5	4	4	4	4	3	3	4	Met		2024-06-20	2024
37682130136978	Elite Academic Academy - Mountain Empire	3	At Elite, we deliver a tailored educational experience to every student, achieved through the cultivation of strong bonds with both families and students. The significance and potency of these connections are interwoven into the very fabric of our program, influencing every facet of our approach.

Strength 1: Integration of Connection into Staff Onboarding
As part of our commitment to fostering strong connections within our organization, we prioritize staff onboarding. Each year, staff contracts are renewed, and every staff member receives a comprehensive Staff Handbook outlining the school's safety protocols and expectations. Similar to the staff handbook, students and parents also receive their respective handbooks. These handbooks articulate the shared responsibilities of parents, teachers, and students to maintain regular communication. Furthermore, we facilitate both in-person and virtual professional development sessions for new staff, emphasizing relationship-building skills.
Strength 2: Personalized Connection in Student/Family Onboarding
Our Admission staff collaborates closely with our Onboarding team to ensure families receive personalized attention from the very beginning. Each new family is assigned an Onboarding coach who serves as their point of contact until they are matched with a Teacher of Record. The Onboarding coach guides them through the enrollment process, addresses inquiries, facilitates introductions to relevant staff members, and ensures they feel informed and supported. Families are equipped with an Onboarding packet to navigate our school and a link to a Welcome Survey, which is shared with the appropriate Elite team members for personalized engagement.

Strength 3: Diverse Communication Channels
We provide families with a multitude of communication avenues to connect with our Elite staff and offer feedback. These channels include email, the Parent Square application, Zoom meetings, scheduled appointments with teachers, phone calls, monthly newsletters, live synchronous sessions with teachers, LCAP workshops, Family Empowerment workshops, Parent Academy, ELPAC meetings, and our website. To accommodate diverse language needs, translators are readily available.

Strength 4: Resources for Relationship Development
Throughout the year, we offer webinars on relationship building and guidance on effectively supporting student development for both families and staff. Additionally, our Student Support Team is accessible to teachers, staff, and families, providing training, workshops, and valuable resources aimed at strengthening relationships.

Strength 5: Ongoing In-person and Online Connection Opportunities
Our commitment to fostering connections begins with the initial contact made with our Admissions office and the Onboarding Team. Once families are introduced to their teachers, they have the flexibility to schedule phone or Zoom appointments as needed. We also host an array of workshops, field trips, and school events.	We have identified several areas in which we aim to make improvements:
Enhancing our online presence: We are committed to continuously revamping and maintaining our website and social media platforms to better serve our community.
Strengthening parent engagement: We plan to increase our efforts in providing support and training to parents through Parent Square, our primary platform for disseminating schoolwide information to parents.
Expanding community partnerships: Elite Academic Academy is dedicated to expanding its network of high-quality community partners across all counties we serve. These partnerships are carefully selected to offer enrichment services and products that align with our mission of personalized education. All partnerships are thoroughly vetted to ensure compliance with the California Education Code and Common Core Standards.
	In order to enhance the interaction between our personnel and underrepresented families, we will undertake the following initiatives:
Ongoing training for our educators and staff in effectively collaborating with diverse communities.
Enhancing and expanding the provision of translated resources.
Continuously educating teachers and staff on providing assistance to students with IEPs, 504 plans, and those who are English Language Learners.
Organizing in-person gatherings at diverse public venues to broaden our outreach and accessibility. Hosting events at various time frames to accommodate working parents and coordinating transportation to events. 
Support services will contact military and homeless families to get feedback and provide support. 
	Collaboration between educators, families, students, support services and administration have resulted in the development of many effective programs and services that are contributing to the success of our students. 
Adaptive online/traditional content from a variety of curriculum options - Hired a Curriculum and MTSS Coordinator to review courses to identify patterns where students are struggling and revise courses as needed. This is a multi-year project which focused on English courses for year 1
 College & Career Readiness courses/curriculum from A-G Curriculum providers or Elite’s own adopted A-G course catalog 
Increased access to technology equipment to support unduplicated pupils 
Added additional courses to engage students with various interests so that they stay committed to their academic experience. 
 Implemented two benchmark assessment programs; one that can be administered online and one offline. This gives teachers the flexibility to assess students in a format that works best for the student. We also provided professional development on the use of programs and data interpretations from these two systems. 
Created project-based learning opportunities for additional hands-on learning. It is critical that connections be made between what a student is learning and what they experience. These experiences make learning more relevant. 
Implemented a comprehensive curriculum for ELL learners, including two support courses for our ELL students 
Increased Learning Lab tutoring and intensive intervention support for unduplicated pupils who are struggling, in an effort to close the achievement gap. Our Learning Lab/tutoring sessions give students another opportunity to build relationships and connect with a supportive adult. Not only do the Learning Lab coaches teach specific skills, but they also monitor progress, collaborate with parents and hold students accountable for their learning. 
Teacher MTSS Lead Positions, an MTSS Instructional Aide, and a Coordinator of Schoolwide Systems and Support position are focused on helping unduplicated pupils close the achievement gap 
Added more CTE pathways to support students and give hands-on real-world experiences for learning. 
Counseling team streamlined the process to identify and support military and homeless students. 

Engagement with Families: Our staff host informative parent workshops focused on math and writing. Each academy provides monthly newsletters, offering parents practical tips for optimizing their child's independent study experience. All students meet with their teachers on a weekly basis. Furthermore, formal learning period meetings occur at least every 30 school days, involving parents, students, and teachers.
	Develop community partnerships that allow us to provide a Year-round track of 200 days to increase the academic days and reduce the summer slide for low-income, EL, Foster Youth students that allow for credit recovery, CTE pathway discovery, reviewing of essential
skills, and the opportunity for students to get ahead.

Increase CTE partnerships and develop a wider range of course options for our students. 

The Student Services team will build systems to connect with homeless and military families so that their specific needs and concerns are addressed. 
	Upon enrollment, students and their families convene either in person or via Zoom to discuss the school's expectations and devise a plan for the student's academic success. Student progress is meticulously tracked and thoroughly reviewed with families at regular intervals, approximately every 30 days. During these sessions, teachers equip families with tools and guidance to bolster their students' learning experience.
Every student must undergo a reading and math diagnostic assessment to identify their strengths and areas in need of improvement. This data is presented to both the student and their family, and together, they establish and oversee academic objectives. Families are equipped with resources and workshops to help them decipher the data and effectively utilize progress monitoring tools to align with their individual academic goals for their student.
In cases where a student encounters academic challenges, the Student Support Department collaborates with teachers to provide additional assistance. Our Multi-tiered System of Support (MTSS) team engages with educational partners to orchestrate comprehensive student support, encompassing social services, counseling, intervention strategies, 504 plans, Student Success Team (SST) interventions, Learning Lab (comprising tutoring and skill development programs), and Parent Empowerment workshops. These workshops empower parents by elucidating the support tools and school programs available, including graduation pathways, 504 accommodations, English Language Learners (ELL) support, LCAP (Local Control and Accountability Plan), career planning, and tutoring options.
To address barriers hindering students from fully engaging in their educational journey, our social work and counseling departments establish multiple access points to their resources and services. Easily accessible phone, email, and calendar appointments are provided through email signature lines and our public-facing school website.
We maintain a comprehensive array of resources to bolster our families' mental health, facilitate access to housing, provide food services, offer LGBTQ+ support and information, and deliver academic assistance. Elite's social worker and school counselor diligently update these resources each year, ensuring virtual accessibility to all staff and families. Families and students can arrange individual meetings with the social worker or school counselor for personalized support spanning course selection, college and career planning, mental health needs, and life skills development. Furthermore, we collaborate with CareSolace to connect families with external mental health support.
We host workshops in English and Spanish that foster an inclusive and welcoming environment for families, promoting connections among families and offering practical tips to enhance overall well-being and support their students' academic endeavors. 
	Parents/Families
We actively encourage and appreciate feedback from parents and partners. Parents have direct channels for communication with teachers and school leadership, including email, the school's website, social media, and our Parent-Square app. Families are also encouraged to participate in LCAP meetings and Parent Workshops, providing valuable input on school goals and interests.
To enhance transparency, we hold monthly board meetings that are open to the public and prominently posted on our website. We employ various means to reach out to families, such as text messages, phone calls, Academy newsletters, and social media updates. Additionally, we distribute a monthly Elite-wide newsletter to all families, containing information about upcoming events and available services.
Throughout the year, Elite hosts multiple Family Nights where students and their families can engage in enjoyable and meaningful projects while receiving important updates from the institution. We actively seek family feedback during these events and share surveys to gather insights.
We utilize Panorama surveys for formal family surveys annually which focus on school culture, engagement, and identifying barriers to engagement. In addition to these formal surveys, we regularly distribute brief check-in Elite Cares or Learning Period surveys to gauge the immediate needs of our families. As part of the onboarding process, new families are invited to complete a survey to ensure their voices are heard.
Students
For our students, we distribute brief check-in Elite Care surveys to gauge their well-being and promptly address any concerns. We also established an Elite Student Leadership team, offering students the opportunity to provide feedback and actively participate in school meetings and activities. 

Teachers and Staff
Monthly board meetings are held to maintain transparency, open to the public, and accessible through our website. Formal Panorama surveys are administered annually to allow staff to provide feedback. As part of the formal evaluation process, staff are encouraged to suggest areas of improvement within the organization to their supervisors.
Furthermore, we collect feedback through surveys at the conclusion of staff and professional development meetings. To address specific school-related issues or concerns, we form focus groups consisting of teachers and staff.
	Diverse Feedback Channels for Parents/Families: While EAA offers multiple channels for parent and family feedback (email, website, social media, app), it's important to ensure that these channels are user-friendly and easily accessible for all demographics, including those with limited technology access or language barriers. 

Staff Feedback Integration: To improve staff engagement and satisfaction, not only should feedback be collected but there should be transparent mechanisms for addressing concerns and implementing actionable changes based on staff input. We regularly share updates on how staff feedback has influenced decision-making and improvements within the organization. Many committees, clubs or special programs have been created based on staff feedback. 

Inclusivity: Strive to make all engagement efforts inclusive and accessible to diverse cultural and socioeconomic backgrounds. This includes translating materials into multiple languages, considering various time zones for meetings, and providing support for families and students with special needs.

Data Utilization: Surveys are conducted regularly to ensure that the data collected is effectively analyzed and acted upon in department tactical planning. We use the feedback received to drive meaningful changes in school culture, engagement, and the removal of barriers to engagement.
	By strengthening our bonds with underrepresented families, we aim to enhance their engagement. To achieve this goal, we have expanded our in-person interaction opportunities for families and are hosting events in multiply locations to provide more accessibility,, facilitating connections with our staff and fellow families. We will harness the potential of our upgraded website, social media platforms, and an array of in-person events to foster these connections and extend invitations to parents and guardians for participation in workshops and advisory groups. We will also employ multiple concise surveys, easily accessible to all families, to gather valuable feedback and suggestions. These survey findings will serve as discussion points in our monthly meetings with families, which will be scheduled at various times throughout the day to accommodate different schedules. Our commitment to promoting equity and inclusiveness will persist as our MTSS staff and teachers continue their professional development in this crucial area.
	4	3	3	3	4	2	4	3	3	2	4	4	Met		2024-06-11	2024
37682130138636	JCS - Pine Valley	3	The LEA partners with parents to build relationships focused on the support and success of students. This is a core strength of our school as we strive to personalize education. We care about providing opportunities for families to feel connected to the community through social gatherings and school events. In the Home Study program, teachers, students, and parents create personalized learning profiles (PLPs) that outline learning targets, goals, strengths, challenges, and interests. Within the Academy, teachers see their students regularly for instruction and facilitate interest and personality inquiries to get to know them better. Staff also meet with parents and build authentic relationships at school events, field trips, parent-teacher conferences, daily drop-off and pick-up, IEPs, and other meetings based on request. Communication among the school staff and parents is facilitated via phone calls, emails, text messages, in-person conversations, and meetings.	Via survey, parent partners have expressed appreciation for community events facilitated by the school. In general, parents would like more opportunities to socialize with the community and build quality relationships that would result in higher retention from year to year. To continue to build our relationships with families, we should focus on increasing participation in family engagement activities that we host at our locations. We would also like to increase the amount of parent engagement we receive on surveys, at our School Site Council meetings, at board meetings, and other decision-making opportunities. On a parent survey given in Spring 2024, we received 19 responses, representing approximately 11% of our parent population.	The LEA utilizes ParentSquare for communication to build relationships with families, along with student-led goal-setting conferences, conferences throughout the year, and project week presentations of learning. We try to engage underrepresented families through in-person conversions at pick-up/drop-off, personal phone calls, and personal emails. We can improve the engagement of underrepresented families by ensuring small class sizes and capping class enrollment at 15 students per grade level at the Academy. We will also support teachers in identifying underrepresented students and increasing strategies to engage their families. For our EL home study population, we plan to designate Educational Facilitators (EFs) with specialized skills and experience in working with EL families to support this population of students. We hope these identified EFs will be able to use their skills and experiences to build deep relationships with EL students and families and increase engagement and student support. When language is a barrier between the school and the parent, the school will utilize bilingual features of communication channels (ex. ParentSquare, Google Docs, etc.) and Spanish-speaking members of our school staff to translate when possible.	The LEA provides professional learning opportunities to teachers and principals such as formative assessment and data analysis training, researched-based reading practices, MTSS and tiered interventions, and the Leader in Me SEL & culture enhancing program. The staff regularly met with families & students to discuss progress during student-led goal-setting conferences, regular parent-teacher meetings, and project Presentations. The school provides a Parent Handbook that addresses their legal rights and how to advocate for their children. Our school provides the capacity for teachers to partner with families through our hybrid model, where teachers can personalize communication with families up to four days per week, or our home study model where teachers meet individually with families once every 20 days. Our school also provides high-quality resources for learning and development in the home.	Our school can focus on continuing to improve and update resources to support student learning at home; this is an ongoing focus, especially for our home study program. Parents, students, and staff continue to provide feedback that they value choice and want more curriculum options to attend to the personalized needs and approaches of homeschooling. Additionally, our staff recognizes the need for curriculum options that are rigorous, more closely aligned to standards, and engaging.	We can improve the engagement of underrepresented families by maintaining small class and roster sizes so teachers have a larger capacity for personalizing education. We will improve the access to hot spots so this is not a barrier to accessing learning materials for underrepresented families. Additionally, our SED, EL, and FHY families in the Home Study program have expressed the need for more structured and straightforward curricula, allowing for more student learning independence since many underrepresented families and non-traditional homeschoolers. We look forward to aligning our Home Study program in the future to evaluate recommended curriculum options and create the capacity for more synchronous support opportunities with staff and tutoring with educational enrichment partners.	The school has regularly scheduled School Site Council meetings composed of parents, classified staff, and certificated staff. During these meetings, stakeholders provide input on the development of policies and programs. Our school actively recruits participants in our School Site Council and promotes meetings, including meetings of the JCS-Inc. Board of Directors, for the public to attend. The school actively engages the whole community by surveying all partners. Since this year was an LCAP development year, we launched a two-minute conversation campaign and encouraged staff to have short, focused conversations with parents, students, and colleagues between January and April. Using questions of the month, we received 106 responses that elicited school improvement feedback. The campaign produced some of the most authentic and engaged feedback we have ever received from partners.	In a parent survey given in the spring of 2024, only 79% of parents responded that they believe the school includes them in decision-making. 5% did not think the school included them in decision-making and 16% were unsure. Open response items on the survey told us that parents prefer various methods of communication for engaging in two-way communication with the school. Phone calls and emails are commonly preferred, with some expressing a preference for virtual or Zoom meetings. However, there are concerns about the frequency of emails with login links, which can be overwhelming for busy parents. Overall, a combination of phone calls, emails, and virtual meetings appears to be the most effective approach to accommodate different preferences and schedules.

As an area of focus, our school can work more collaboratively with partners to implement and evaluate family engagement activities. We would like to increase the number of parent partners who complete school surveys and attend school meetings, such as the School Site Council meetings. We will attempt to do this with direct messaging from teacher to parent or by incentivizing participation.	To include underrepresented families, we will provide transportation if needed, and offer childcare and virtual options. We also plan to develop small group and individual meeting times to plan for individual student needs for our ELs and Homeless/Foster Youth. Additionally, we will continue our two-minute conversation campaign and release a question of the month each month while challenging staff to engage with parents for feedback and share it with leadership through a Google form. The school will utilize bilingual features of communication channels such as ParentSquare or Google Docs when language is a barrier between the school and the parent. We will also utilize Spanish-speaking members of our school staff to translate when possible. Teachers will identify individuals on their rosters who represent marginalized populations and increase communication with them. The school principal will recruit School Site Council members who represent underrepresented students including students with disabilities, low-income students, and English language learners.	5	5	4	4	4	4	4	4	4	4	4	4	Met		2024-06-14	2024
37682210000000	National Elementary	3	During the 2023-2024 school year, the National School District strengthened relationships between the schools and families by offering a variety of family-school engagement activities. Schools held events such as Back to School Night, Open House, monthly Coffee with the Principal, and curriculum mornings and nights. Parent turnout at these events grew over the course of the year especially for events that involved their child(ren) such as fall festivals and winter performances. Parent-teacher conferences were well attended this year as well. In addition, the District held four parent forums on Special Education and three forums for parents of English language learners.

Based on the data, there are a few steps that the National School District will implement to increase family engagement and relationships with staff.  Families would like to have the opportunity to learn more about topics such as identification and reclassification of English learners, state and local assessments, social-emotional learning, content areas such as reading, math and science and how to support their child(ren) at home. In addition, families shared that they would like meetings at both the school and district level, that meetings be hybrid, and that meetings are held in the mornings and evenings to accommodate working parents’ schedules.
	Family and community partnerships continue to be a priority for the National School District.  The District has not reached the same level of family engagement as prior to the pandemic; thus, the District continues to improve communication with families and plan for meaningful parent events. These events include key roles such as membership and participation in SSC, ELAC, DPAC and DELAC regarding school and district-level input and decision-making. These committees are essential to development and implementation of the SPSA and LCAP.

The district goal is to have an increase in the number of parents regularly attending committee meetings, workshops and school events including consistent attendance at SSC, ELAC, DPAC and DELAC. In addition, the district would like to see an increase in the number and type of family activities offered at the school sites, such as literacy, math and science days or nights, student performances and class presentations.  Finally, the PTA at each school also holds family engagement events such as fall festivals, winter celebrations, family dances and athletic events such as jog-a-thons. Through these activities, our district is committed to building relationships between families and school staff.
	The district is committed to engaging all of our families, especially underrepresented families in school and district activities and will continue to work to improve their participation in school. One action the district will implement is to continue to host forums for families to learn about Special Education and the English language learner processes. Another step the district will take  to engage underrepresented families is through collaboration with outside agencies. One partnership is with SBCS (formerly known as South Bay Community Services) that oversees the district Family Resource Center.  Not only do they provide services to families that help with their daily living, but they also stress how important it is for families to be engaged with their child’s school.  

In addition, the district has employed a family engagement resource teacher to focus on this goal. The resource teacher coordinates workshops, resources, events, and home-school communication with a specific focus on attendance, supporting student achievement including English learners and students with disabilities. Furthermore, the district continues to offer translation services to all of our families regardless of their primary language in order to allow them full participation in family events. As stated in the LCAP, resources will be principally directed to support the specific needs of unduplicated students and their families.
	Research over the past five years concludes that parents are the most influential factor on their child’s academic success and social achievement in school. High parent involvement is associated with increased school performance in school. The National School District is committed to empowering parents with participation opportunities aligned to meet parent needs and interests, with particular emphasis on supporting parents of unduplicated students and special education needs. 

A continued strength of the district is the employment of a family engagement district resource teacher who provides opportunities for families to learn more about supporting their child’s academic and social-emotional achievement. There is a section of the district website dedicated to parents that can be translated into the majority of languages spoken by families. In addition, during the 2023-2024 school year, NSD offered a number of workshops to build parents’ capacity in these areas including the following: UC San Diego Parent University, Olivewood Gardens Kitchenistas, and the Parent Summit.  This year many of these events were offered both in person and online, during different times, and in different languages to engage the greatest number of parents possible. In addition, each month a Family Empowerment Newsletter is sent to our families via the school’s messaging systems providing tips for building a strong family and for ways to support children’s development in academics, social-emotional health and behavior.
	NSD is committed to building the capacity of parents to be able to support their children academically and socially.  This year, we were able to hold meetings in person and we saw an increase in the percentage of parents, including underrepresented parents, in school and district committees, workshops, and school events. Parents participated in all types of meetings, but were the most active in meetings at their schools with topics such as learning about how to support their child in reading, math and science. NSD’s Educational Services held a series of evening forums to address topics concerning students with disabilities and another forum to engage parents of students who are English language learners. 

The district has additional plans to address this goal.The district is a recipient of the Community Schools Grant and is collaborating with grant partners to provide resources to improve educational outcomes for students. The district and each school has established a parent engagement plan outlined in each school’s School Plan for Student Achievement.  Finally, there is a focus on building outreach programs and communication with the parents of students enrolled in the district preschool program to ensure smooth transitions to the TK through sixth grade setting. NSD is also developing a process to support students and families who are recent arrivals to the U.S.
	NSD is invested in the engagement of underrepresented families in school meetings, committees, and events. The district is cognizant of the effects of parent involvement on the academic achievement of students and therefore has actions in place to address the representation of all families in school events. 53% of the district’s students are English learners. Therefore, in order to engage parents who may have limited English skills, the district will continue to offer translation at all parent meetings and offer workshops in Spanish and English. Furthermore, the district translates all school/district-home communication into Spanish so that parents can access the information regarding workshops or meetings. For families whose primary language is not Spanish or English, the district retains a translation service and also shows families how to translate pages on the web.

On the district website, there is a section for Parent and Community Resources.  There are a variety of academic resources and wellness resources for families along with engagement activities for parents.  The site and all resources are available in English and Spanish. Furthermore, there is a video to show parents ways to access websites in a variety of languages. 

The superintendent has a parent roundtable with representatives from underrepresented families. This group offers input into the needs of families and how to engage more families in school. They speak to the specific needs of underrepresented parents and specific actions the district can take to engage them in school and district events.
	The district values the input of families and community partners in decision-making including: 
Superintendent Parent Roundtable with representatives from underrepresented families, which meets monthly during the school year and allows for diverse representation from the district to offer insights and suggestions directly to the superintendent. 
Parent Leadership Committees (SSC, ELAC, DPAC, DELAC) at all sites and District level focused on student achievement through categorical funding and policy implementation.
Stakeholder Survey and Town Halls are held where ideas for decision making at the district level provide input into the LCAP and other community issues.
All of these meetings have been on-going for a number of years which is a strength of the district.  Parents and community members have provided input every year on the LCAP.  There was an increase in parent turnout this year due to increased communication about the event.
	The focus of the district continues to be an increase in the engagement of families at meetings and events to get input for school and district plans. The parent engagement resource teacher and principals hold meetings at the schools to welcome families back to campus and to encourage participation in school and district level meetings during the year. Principals and teachers also encourage parents to get involved at school committees and to join meetings such as Coffee with the Principal and to volunteer at the school as a way to provide meaningful feedback.  

The district will continue to hold in-person meetings for district level committees.  The site principals, the district parent engagement teacher and the district leadership team will continue to communicate and invite all stakeholders to join meetings.  In addition, the district will offer online surveys to families so they may provide input to decisions even if they are unable to attend in-person meetings.  Furthermore, there will be opportunities for parents to participate in hybrid meetings to provide favorable options for our parents and maximize parent engagement for input.
	The voice of underrepresented families is important to the district and parents are therefore encouraged to attend meetings where they will be able to give input. By way of ELAC and DELAC, the district ensures that parents of English learners are on committees that give input regarding school and district plans and budgets.  Parents of students in special education are also part of the SSCs, Parent Roundtable and the District Parent Advisory committee where input is given for the LCAP, SPSA and increasing inclusionary practices. NSD will continue to engage parents on these committees whether in person, virtually or via surveys to ensure they can provide input regarding decisions.
	4	5	3	4	3	5	4	4	4	3	4	4	Met		2024-06-26	2024
37682210101360	Integrity Charter	3	Per our parent LCAP survey, given twice this school year, families feel engaged in the school community. 96% of families feel their children receive a good education at Integrity. 89.3% of families said that Integrity works with them to support their children. 85.3% of families attended our Family Friday meetings which consisted of community resources, school information, feedback sessions, and classroom visitations which is up from last year's 70.1%. Our parent group continued to grow in numbers. 
Other data shows 76% of families attended Back to School Night which is up from last year's 60.9%; 89.3% of families attended Parent/Teacher conferences which is up from last year's 87.4%; 76% attended Fall Festival which is up from last year's 62.1%; and 69.3% attended the Winter Concert.	Based on input we've received this school year, we believe that having a room parent would be a benefit for families and staff to coordinate communication and events. We are going to add more parenting classes next school and find more connections with community services for our families.	We will make every effort to reach out to all families that we do not receive input from. We will continue to offer a variety of ways to gather information/input that include: classdojo with survey links and information, paper surveys and posters with event information, texts/emails, phone calls, online surveys and information, and will post Family Friday meetings on the website for families who were not able to attend.	Per our survey and input from stakeholders, Integrity offers many opportunities to build partnerships. Our Family events and meetings grew in the percentage of participation which signals that we are having more families attending to give feedback and are engaged in the learning of students. We had many families attend Parent/Teacher conferences, IEP, and SST meetings to discuss progress of student learning. Therefore a strength would be that families feel connected to their child's learning. We will continue being transparent about the academic and social emotional growth and needs of students.	89.3% of families say that Integrity works with them to help their children do their best at school. Also, 93.4% of families believe that staff communicate with them about their child's progress. This is slightly down from the previous year. Therefore, it signals to us that we have room for improvement to reach all families.	We will work to ensure that all families have the same opportunities for parent conferences, ways to communicate academic information through various means including parent meetings, videos, offerings of parent classes, information in preferred languages, and various means of reaching out.	A strength of our LEA in seeking input from families is that we have family surveys at least twice a year, elicit feedback from families during Family Friday and after school wide events, during Integrity Parent Committee meetings, School Site Council meetings, and English Learner Advisory Committee meetings.	A focus area for improvement is reiterating the Local Control Accountability Goals consistently throughout all meetings with families to gather in the moment feedback.	A goal for the LEA will be to do more targeted outreach for feedback from families that represent underrepresented groups. That will look like personal phone calls to those families, in person communication during arrivals/dismissal, etc.; communications in various ways.	5	5	4	5	4	4	4	4	4	4	4	4	Met		2024-06-10	2024
37682960000000	Poway Unified	3	"Poway Unified School District is dedicated to fostering strong, enduring relationships between school staff and families. To capture parent perspectives on our schools and district, we use data from the WestEd 2022 District Parent Perception Survey. This survey, aligned with the Student California Healthy Kids Survey, enables us to compare parent and student viewpoints. According to the survey, 87% of parents feel that Poway Unified encourages their active involvement in their child’s education, and 85% believe their schools welcome their participation.

In February 2024, we expanded our outreach by using ThoughtExchange to collect feedback from both parents and staff. A total of 6,808 adults (79% of whom were parents) and 744 students contributed their thoughts in response to the question: ""What existing or additional programs or supports should we prioritize to ensure our students' future success?"" The insights gained help shape our goals and priorities, as reflected in the LCAP reports and the District’s goals, which in turn influence our budgeting decisions for the school year.

Additionally, feedback was gathered from various educational partners representing specific student groups, including families of English learners, foster youth, low-income students, and students with disabilities. This feedback was collected through the Community Advisory Committee (for students with disabilities), the District English Learner Advisory Committee, the District Advisory Committee, and School Site Councils. Further engagement opportunities were offered through our District's Safety Summits, Equity Advisory Committee, and its subcommittees."	Addressing Unconscious Bias: We are prioritizing efforts to help school staff recognize and mitigate unconscious biases that may affect their interactions with families, fostering a more inclusive and understanding environment.

Enhancing Student Attendance: We aim to proactively collaborate with families to identify and address barriers to regular student attendance. This includes developing supportive and positive attendance plans, connecting families with local resources, and leveraging community partnerships.

Expanding Restorative Practices: We are committed to broadening our use of Restorative Practices to ensure effective communication and support for all students. This involves working closely with parents to ensure that students feel heard and supported, thereby strengthening family-school relationships.	Equity Teams and Liberatory Design Process: Each school will have an Equity Team that will use the Liberatory Design Process to develop actions aimed at promoting equity. This process will actively include historically underrepresented students and their families to ensure their perspectives are represented in decision-making.

Diverse Student Involvement:  Student teams will intentionally include voices from historically underrepresented groups to ensure their input is central to the equity initiatives.

Expanded Outreach:  We will seek additional methods to engage underrepresented families through various channels such as the Family Learning Center, Community Advisory Committee, Youth in Transition programs, and events supporting immigrant families.

Improved Communication: We will evaluate and enhance our communication systems to ensure effective translation services are available, facilitating better engagement and understanding for all families.
	Welcoming School Environments: Poway Unified School District excels in creating inviting school environments and positive climates. We actively engage families through various strategies and programs, encouraging them to be involved in their child’s education. Parent volunteers are regularly seen supporting schools, and we provide information through multiple channels, including emails, social media, school and district websites, principal chats, and phone calls.

Feedback and Communication: We value family input and use the ThoughtExchange platform annually to gather and prioritize feedback, ensuring that the most important concerns of our families are addressed.

Professional Development: We are committed to enhancing staff interactions with families through targeted professional development, equipping staff with strategies to improve family engagement.

Response to Intervention: Our robust Response to Intervention program includes Student Success Strategies teams that actively involve parents in identifying needs and developing action plans for individual students.

Caring Connections Center: This districtwide resource provides essential support, including counseling, family action plans, and a variety of parent workshops based on community feedback. The Center also houses the Youth in Transition homeless program and supports newly immigrated families through the Family Learning Center.

Parent Ambassador Program: Established in the 2021-22 school year, this program strengthens connections between schools and parents of students in special education. Additionally, our District Advisory Council and District-level English Learner Advisory Committee play a crucial role in creating and approving School Plan for Student Achievement (SPSA) and categorical funding plans.	Enhancing Family Belonging: We aim to foster a sense of belonging for all families at every school site. This involves training administrators and staff to design family events with a focus on equity and inclusion, ensuring that every family feels valued and supported.

Parent Education and Engagement: Local data will guide the development of targeted parent education events, such as 'Safety Summits' and 'What I Wish My Parents Knew.' We will also continue to engage parents through their participation in School Site Councils, District-level English Learner Advisory Committee, and various advisory groups at the district and site levels.

Building a Robust Multi-Tiered Systems of Support (MTSS): We plan to enhance our MTSS processes at each site.  Related to the MTSS work are the site Student Success Strategies teams, which actively involve parents in collaborative efforts to support student success.

Improving Attendance Communication: We will further refine our Attendance Campaigns at the district and site level to emphasize the importance of regular school attendance and expand resources and strategies to support families facing attendance challenges.
	Identifying and Addressing Barriers: We will focus on uncovering and addressing barriers that hinder participation by intentionally reaching out to underrepresented families. This includes organizing district-sponsored events tailored for these families, where we will actively listen to their experiences and gather feedback on initiatives and new policies.

Targeted Outreach: The Youth in Transition staff will lead efforts to remove barriers and facilitate engagement with site staff, ensuring more effective communication and support for underrepresented families.

Scholarships for Parent Education: We will offer scholarships for Parent Education courses to families identified as low-income, making it easier for them to access valuable resources and support.

Engagement Through Committees: We will continue to engage underrepresented families through key district committees such as the Community Advisory Committee, District-level English Learner Advisory Committee, College Bound, and the Equity Advisory Committee, providing platforms for their voices to be heard and valued.
	Our district places high importance on seeking and valuing parent input, actively involving families in decision-making processes at both the district and site levels.

Parents have the opportunity to participate in various site-level advisory committees, including the School Site Council, Safety Committee, and English Learner Advisory Committee, which contribute to shaping school policies and programs.

Each year, as part of our Local Control Accountability Plan (LCAP) process, we use the ThoughtExchange platform to gather input from parents, students, staff, and community members. This platform helps us refine our district goals and initiatives by addressing critical questions such as, “What existing or additional school programs or specific supports should we prioritize to ensure our students’ future success?”  Identified Themes that emerged during our last ThoughtExchange survey: a need for specialized programs and personalized learning, increased emotional support including counseling and mental health services, and a focus on enhancing curriculum and instruction. 

We conduct surveys with students experiencing homelessness and reach out to families with children in foster care multiple times a year to identify needs and provide support, ensuring that their feedback also informs our LCAP decisions.	Enhancing Parent Input Opportunities: We are examining our district systems and structures to increase opportunities for parent input. For example, we moved the Single Plan for Student Achievement (SPSA) process from fall to spring to provide more time for School Site Councils to thoroughly analyze data and set goals, thereby allowing for more meaningful parental involvement.

Building on Equity Recommendations: We will build upon the recommendations of the Equity Advisory Committee to enhance our District’s Racial Equity and Inclusion Plan. This includes improving our methods for gathering and utilizing data to better guide our equity-related decisions and actions.

Universal Transitional Kindergarten (UTK) Expansion: As we prepare for the full implementation of Universal Transitional Kindergarten by the 2025-26 school year, we are focusing on gathering input from families of younger students to address their needs and ensure a smooth transition as we expand eligibility to all four-year-old children.	Intentional Outreach: We will increase the participation of underrepresented families in representative bodies such as School Site Councils and PTA organizations by implementing targeted outreach and personalized invitations.

Opportunities for Dialogue: We will create dedicated opportunities for underrepresented families to share their unique needs and perspectives. This will involve engaging them through College Bound, various parent advisory committees, and Safety Summits to better understand their input and incorporate it into our systems and practices.

Enhanced Translation Services: We will continue to improve translation services for our families, similar to the support provided by the ThoughtExchange platform, which offers over 100 languages. This will help ensure that feedback from diverse educational partners is collected effectively.

Expanded Access and Awareness: We will enhance our outreach efforts to ensure that underrepresented families are aware that their voices are valued and that they are encouraged to participate in feedback opportunities.	4	4	4	4	4	5	5	5	4	5	4	3	Met		2024-06-13	2024
37683040000000	Ramona City Unified	3	Building positive and meaningful partnerships and relationships between school staff and families is a general strength for our district based on our LCAP Survey. According to the 2024 LCAP Parent/Family Survey, 88% of all families believe we are building trusting and respectful relationships well or very well. 90% of all families believe we provide a welcoming school environment well or very well. Approximately 90% of both Certificated and Classified staff feel schools provide a welcoming environment and staff build trusting and respectful relationships well or very well with families.	Dashboard and LEA data that includes our LCAP Survey indicate we had high rates of suspension and absenteeism in our schools in the 2022-23 and 2023-24 school years. To address these concerns, we continue to focus on building meaningful and positive relationships with students, families, and between staff members/teammates. We continue to develop our Collective Teacher/Staff Efficacy district-wide. This is evident in our LCAP actions, district leadership collaborations, within site collaborations, and with our school and district advisory groups.	"For years, parents and families provided feedback in our annual LCAP survey asking we hire biligual staff to facilitate and foster building parnterships with our families requiring a langauge other than English. It has been a challenge to hire biligual staff. To be responsive, in the 2023-2024 school year, RUSD paid 50 Title I school staff members to take a  ""Conversational Spanish"" course. This course is paid and outside of the work day to not impact regular school operations. RUSD has also transitioned the Bilingual Parent Liaison from part time to full time status. Additionally, we ensure representation of all student groups in School Site Councils and our District Advisory Committee. We call all new English learner families and personally invite them to our DELAC to encourage their participation and engagement."	According to our parents/families on the 2024 LCAP Surveys, 74.53% of parents thought schools provided them with information and resources to support their child's learning and development at home well or very well. Additionally, 80.55% of families felt schools provided opportunities for family and student conference to discuss students' progress and goals well or very well.  Overall, at least 3/4 of our families feel that RUSD partners with families to improve student outcomes at school and in the home.	Our parents asked for more parent-centered learning opportunities for them to help their students learn from home. As a learning partner with our families, we want to respond in a way that is effective and helpful. For a third consecutive year, we have partnered with Fresno State University to offer our families courses that improve parent skills around how to support Social- Emotional Wellness, Health and Well-being, Digital Literacy, Conversational English or Spanish, Financial Literacy, Pathway to College,and Small Business Development, all accessible virtually. Over the four years, 178 parents earned course completion certificates from FSU, no small task considering each course consists of 16 hours of learning! This was previously offered to Title I school families only, and now this will be offered to all families within the school district in the 2024-2025 school year.	We bring our district data, including our local measures to our District English Learner Advisory Committee (DELAC) and District Advisory Committee (DAC) which consists of parents/families from every school in our district, and we ensure there is representation from our EL, Students with Disabilities, Socio-economically Disadvantaged, White and Hispanic ethnic groups. We also will seek feedback from our Homeless and Foster Youth student groups through surveys, sharing ratings, and regular meetings to gain insight and to offer support.	School Site Councils (SSC) consist of parents/families that mirror that of the school's make-up within our district, and this flows into our District Advisory Committee (DAC) including students. In our DAC collaborations, we hold a SSC training annually so that representatives can take this information back to SSCs. Our District LCAP Committee consists of no less than 50% Parent/Student/Community member participation that reflects the demographic make-up of our school district.  This committee reviews the comprehensive needs assessments for our district, reviews our goals, actions, and services for how we spend our funding to support students, families, and staff to improve student outcomes, making final recommendations to our district governing board after input from our DAC and DELAC has been gathered. We feel our community and family engagement in decision-making is a relative strength. Data from our DAC surveys also support this conclusion.	Our focus will continue to be gathering feedback and input from all families within Ramona Unified. Whether it is through School Site Councils, School directed ELACs, or our district led DAC,  DELAC, and LCAP Committee, we offer access on our district website, we actively recruit, and we call families to ask the for their engagement.	Our now full-time family liaison is very impactful, personally calling and making connections with parents of our English learner student population and our homeless student population. During our LCAP Survey time, she calls and encourages our families to participate. In our DELAC meetings, we consistently have 20-30 families represented and she takes time to show families how to access and take our survey in a language they can understand EL families are encouraged to be part of our DELAC leadership as well. To improve connectedness to schools and improve financial consistency for families, our family liaison has held over 15 parents apply and navigate our employment process with a 67% successful hire rate. This work will continue, as this win-win for families and our school district to fill positions with our invested parent-community members.	5	5	4	5	3	4	3	3	4	4	4	4	Met		2024-06-27	2024
37683120000000	Rancho Santa Fe Elementary	3	"Rancho Santa Fe School District has made significant progress in fostering a supportive and inclusive environment for collaboration between the board, school staff and families. Communication channels are open, leading to increased engagement. The addition of staff representative meetings, parent forums, and an ""open door policy"" have played a crucial role in ensuring that stakeholder voices are heard. These initiatives have created opportunities for meaningful dialogue and collaboration between school staff, parents, and community members. These efforts have resulted in improved trust , creating a positive impact on student development, academic achievement and staff morale. Overall, the Rancho Santa Fe School District has successfully established strong relationships between school staff and families, driving continuous progress and success in the educational community."	Rancho Santa Fe School District will continue to focus on areas of improvement in building relationships between school staff and families include enhancing communication strategies, fostering a culture of collaboration, promoting inclusion, implementing family engagement initiatives, and providing resources and support for families. In addition, we have identified a need to provide more opportunities for parents to learn about and experience the District's curriculum and instruction in order to support their children with academic and social and emotional needs. The District will promote parental participation in programs for unduplicated pupils and individuals with exceptional needs. By prioritizing these focus areas, we aims to strengthen partnerships between school staff and families, ultimately enhancing student success and overall school community cohesion.	Rancho Santa Fe School District  will implement targeted strategies to improve engagement of underrepresented families.  The District will identify families of unduplicated students, ensure that we are communicating with them in their preferred method of communication, and that they are personally invited to participate in programs and opportunities at the school and district level. The district will increase outreach efforts by organizing culturally inclusive events, parent forums that address concerns of underrepresented students and accessible communication channels to foster positive connections between school staff and underrepresented families	The district has initiated a collaborative approach that fosters strong relationships with various community stakeholders, resulting in more enhanced educational programs for our students. The district has begun seeking input from parents and teaching staff regarding the different programs offered in both our elementary and middle schools. These partnerships have contributed significantly to the improved programs for our students and a positive climate and culture for our community. This collaborative approach has paved the way for a more holistic and inclusive educational environment, benefitting all stakeholders involved in our district.	The district will continue to focus on enhancing stakeholder engagement strategies, fostering collaborations with parents, teachers and the board.  By focusing on these key areas, the district aims to strengthen partnerships that will positively impact student outcomes and create a more inclusive and supportive learning environment for all students. The commitment to collaboration and engagement reflects the district's dedication to transparency, accountability, and student.	The District will identify families of unduplicated students, ensure that we are communicating with them in their preferred method of communication, and that they are personally invited to participate in programs and opportunities at the school and district level. The parents of unduplicated students will also be given opportunities to offer input on curriculum, programs, and district initiatives. The District will run special programs and services for families of students with exceptional needs and will ensure that all families are personally invited to participate.	Rancho Santa Fe School District effectively engaged with stakeholders, including parents, staff, teachers, and community members, to gather diverse perspectives and insights. The District has shown a commitment to transparency and accountability by regularly seeking input through surveys, meetings, and other channels, and incorporating this feedback into their strategic planning and initiatives. In addition the district re established its safety committee and implemented a staff representative committee that allowed for voices to be heard.  The District also provided opportunities for parental participation in parent education programs and parent coffee forums. These efforts in seeking input have enhanced communication, trust, and engagement among all stakeholders, contributing to a more inclusive and successful educational environment.
	The district will continue to  focus on improvement in seeking input for decision-making include enhancing stakeholder engagement strategies, improving communication channels with parents, students, and community members, and increasing transparency in decision-making processes. The districts aims to create a more inclusive and collaborative decision-making framework through surveys, parent forums, and community meetings that ensures the voices of all stakeholders are heard and considered in shaping educational policies and initiatives	The district aims to enhance underrepresented parental involvement by integrating parents of English learners, low-income families, students with disabilities, and those at risk of not meeting academic standards in various committee work. By incorporating their perspectives and contributions, we can create a more inclusive and supportive educational community that prioritizes the holistic development and academic success of all students.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-25	2024
37683380000000	San Diego Unified	3	Current Strengths: SDUSD is committed to partnering with families through engagement opportunities aligned to student learning and development goals in the home by elevating family engagement as a core lever for student achievement and school improvement. We continue to nurture parent leadership across our system that is responsive to individual student populations. The Family Engagement Team has collaborated with educators in San Diego Unified to build the capacity of school and district leaders for reframing family engagement as an instructional strategy and for sustaining effective home-school partnerships. The emphasis is on strengthening the relationship between the teacher, parent/caregiver, and student. 

In addition, family leadership opportunities and ongoing communication/information has been provided to families regarding instructional supports, access to technology, basic needs, community resources, instructional strategies as well as health and safety guidelines. The Family Engagement Department encourages schools to use the Unified Operations Communication tool which allows students to send an immediate message to all parents in their preferred language in PowerSchool. In turn, parents can send a response in their native language and the school will receive it in English. 
	An area of improvement to focus on in this area would be building and enhancing the capacity of educators and families in the “4 C” areas, i.e., Capabilities (skills + knowledge), Connections (networks), Cognition (shifts in beliefs and values) and Confidence (self-efficacy) to improve student academic outcomes. The plan of implementation is to build opportunities with schools to meaningfully engage families as equal partners in their child’s learning and to collaborate with schools to examine student progress alongside family engagement.	Parent trainings will include school-based programs (e.g., the Integrated Multi-Tiered System of Supports or other options for academic support based on students’ learning goals, student data, families’ feedback, and district initiatives). In addition, the Family Engagement team will continue to update the list of curated resources that can assist students’ academic growth and social emotional wellness with support for the whole child.	San Diego Unified School District (SDUSD) currently has strengths in the areas of creating welcoming environments for all our families in the community. The district has made extensive efforts for all schools and site personnel to create environments that are friendly and welcoming. Schools typically host various events to welcome and involve parents in aspects of the school culture. SDUSD understands the importance of including families as an essential part of the education process, establishing a welcoming environment to build a learning culture, and ensuring all staff receive the necessary training, support, and resources to engage families in meaningful partnerships. The Family Engagement Department collaborated with Dr. Karen Mapp and Scholastic FACE to build the capacity of educators to understand the link between family engagement and student achievement, prioritizing family engagement as an instructional strategy, and aligning partnership practices to school and district goals to improve student academic achievement. 

Another strength is the Family Engagement team working alongside administrators and educators to provide professional learning, coaching, and curated resources for supporting engagement in inclusive family activities. The team has a clear vision for elevating family engagement, which includes the culture shifts necessary for lasting change (beliefs and mindsets) and in providing structures for sustaining the change.	An area for improvement would be to support families to understand and exercise their legal rights and advocate for their
own students and all students, specifically our families with students who receive specialized education and/or services.
	An area for improvement would be to create culturally responsive trainings. Cultural trainings would include collecting data from families about key aspects to highlight their culture, cultural contributions, and identify key figures that are known. Other improvements include meeting with community partners to engage in learning, collaboratively develop and design trainings (establish process, structures), and facilitate training sessions for and seek feedback from parent groups.	The Family Engagement Team effectively supports participation and capacity building with a cohort of schools, district leadership, district advisory groups, and families in school communities. We hold monthly meetings with the Advisory chairs to build capacity, engage in effective decision-making regarding LCAP, and to seek input to inform our next steps collaboratively. The team ensures that a Family Engagement representative attends each meeting and provides families with updates on academic strategies, resources for parents, and school/community events. In addition, the Family Engagement team supports school teams in Site Governance Team (SGT), School Site Council (SSC), Parent Teacher Association (PTA), Grandparents Raising Grandchildren (GRG), Family Circles, and site-based leadership teams in outreach, planning, learning sessions, and resources.	Our improvement plan will include developing an annual program evaluation survey. The survey will allow families, teachers, principals, and district administrators the opportunity to evaluate the activities provided for parents at school and the Neighborhood Centers. The data gathered from the evaluations will guide decisions for adjusting and refining the work of the Family Engagement Team.	The development of an annual program evaluation survey that collects information from families will enable us to identify underrepresented families. The survey will allow families, teachers, principals, and district administrators the opportunity to evaluate the activities provided for parents at school and the Neighborhood Centers.	3	3	3	3	3	3	3	2	3	3	3	2	Met		2024-06-25	2024
37683380101204	High Tech Middle	3	Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.  
HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2023/24  school year indicated deep relationships between students and teachers. HTH schools were at the 80th national percentile for families believing teachers and students care about each other according to this survey. 
One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events. 


Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2023/24 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey which represented a 10 percentage point improvement from the prior year.	HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools: 


HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning. 


Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.
	HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students.
Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.  
Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2023/24 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2023/24 school year indicated that HTH schools were at the 84th national percentile for families believing that families and teachers care about each other.
	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2023/24 school year indicated significant growth in family engagement. HTH schools were at the 81st national percentile for families being engaged in school according to this survey. As compared to the 61st percentile in the 2022/23 school year.	HTH will participate in the Cohort V of the Community Engagement Initiative, beginning in fall 2024. The goal of the initiative is to, “Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California.
	HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 23/24 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 23/24 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP.
Additional opportunities for family involvement at HTH schools include:
-ELAC and DELAC meetings
-Monthly coffee and conversation events with directors 
-Volunteer opportunities available in classrooms and buildings
-Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards
-Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child
In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.	HTH families completing the Youth Truth family survey during the 23/24 school year indicated an opportunity for stronger family engagement programs. 
	HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.

HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.
	4	5	4	4	4	4	5	4	4	4	4	4	Met		2024-06-18	2024
37683380101345	KIPP Adelante Preparatory Academy	3	At KIPP SoCal, nurturing strong relationships between our staff and families is a cornerstone of our approach across all our schools. Throughout the school year, we continue to strengthen these relationships through a variety of engagement opportunities, both virtual and in-person. For instance, we've hosted mental health workshops and community health fairs to provide families with essential resources. These events not only foster connections but also ensure our families have the support they need to thrive.

Additionally, we are excited to announce that KIPP SoCal has been awarded a new Community School grant, enabling us to hire a dedicated Community School Manager for KIPP Adelante. This role will be instrumental in leading the Community School Advisory Council, engaging families and community members in school activities and decision-making processes, organizing family nights and community forums, and collaborating with local organizations to provide workshops on parenting skills, financial literacy, and health and wellness.

While recognizing that relationships can vary across different school sites, we provide organization-wide professional development focused on enhancing our ability to connect with families. This training equips our team members with strategies to effectively identify and address family needs, thereby boosting engagement and improving relationships with all members of our diverse community.	At KIPP SoCal, we've launched the Family Leadership Academy, a region-wide parent advisory group at each school. This academy serves as our School Site Council, where families engage in learning about charter school operations, reviewing and providing feedback on plans and policies, and receiving training on effective advocacy for their students and school.

In conjunction with this initiative, we're excited to introduce our new Community Schools Manager, who will play a pivotal role in supporting the Family Leadership Academy. This position will collaborate closely with families to enhance their leadership skills and engagement within the school and broader community.

By empowering families to take on leadership roles and actively participate in decision-making processes, we aim to strengthen the bond between school staff and families. Looking ahead to the upcoming school year, we are committed to expanding opportunities for Family Leadership Academy participants to make meaningful contributions. Together with our Community Schools Manager, we will build upon this foundation of active family involvement, fostering a stronger partnership between our schools and the communities we serve.
	At KIPP SoCal, we are committed to meeting the diverse needs of our underrepresented families by providing resources such as immigration rights information and access to mental and physical health services. These resources are made available in languages that are accessible to our families.

In addition, we have established a Change Team composed of staff members, families (including those from underrepresented backgrounds), and students. This team is dedicated to reviewing and implementing diversity, equity, and inclusion initiatives across our organization.

By offering a variety of engagement opportunities such as leadership roles, Family Leadership Academy meetings, coffee chats with administrators, and workshops with community agencies, we aim to empower parents and families to play a more active role in their children's education. These events are strategically designed and scheduled at convenient times to maximize participation and attendance.

Moreover, these opportunities are provided on an LEA-wide basis to ensure that all families across our district have equitable access to resources and support that foster meaningful engagement. This approach not only strengthens the partnership between schools and families but also promotes a collaborative environment where families feel valued, informed, and empowered to support their children's academic success and holistic development.

Our Change Team developed KIPP SoCal's Anti-Racist Standards. These standards were shared across our regional and school networks to gather feedback and comments from team members and all school families. This input was instrumental in refining our guidelines and values as we continue to advance our journey towards becoming a more anti-racist organization.
	KIPP SoCal recognizes the critical role of family partnerships in enhancing student outcomes. To foster strong connections, our schools have established regular communication channels with families, including both virtual and in-person family-teacher conferences throughout the school year. These conferences serve as opportunities to share student progress and maintain two-way communication. Discussions cover student work and ways parents can collaborate effectively to support their children's academic journey.
In addition, KIPP SoCal has implemented a Family Ambassador program in collaboration with our Family Leadership Academy to support families across all schools. Each Family Ambassador undergoes training on legal rights, develops leadership skills through self-agency, and learns about state and federal accountability programs relevant to their school. This empowers them to advocate effectively for all students and their community. Bi-monthly meetings are held to address essential topics identified by parents, offering workshops, tools, and resources tailored to meet the needs of families. These sessions are designed by parents for parents, ensuring relevance and providing opportunities for input into school decision-making and events.

Looking forward, we are actively exploring ways to expand and integrate the Family Ambassador program into our overall family engagement efforts, aiming to reach more families with valuable resources and knowledge.

Furthermore, KIPP SoCal educates families on strategies and resources to support students during learning through initiatives like the English Learner Advisory Committee and Family Leadership Academy meetings. These forums review each school's instructional programs and offer strategies for families to enhance their support of student learning, including specific resources for English Learners to build proficiency in English.

We are committed to strengthening family partnerships as a catalyst for accelerating student learning. By continuing to educate families and empowering them with the tools to support their students beyond the classroom, we ensure every child has the opportunity to thrive.	KIPP SoCal's Advocacy and Community Engagement team is committed to championing families and connecting them with essential resources that significantly impact student outcomes, including physical health, mental health, financial stability, and more. Recognizing the importance of these resources, we have substantially expanded the size of our regional Advocacy and Community Engagement team. These team members are strategically allocated to clusters of KIPP SoCal schools based on geographic regions, enhancing our ability to deliver high-quality services.

In addition to our advocacy efforts, KIPP SoCal's incoming Community School Managers will play a crucial role in supporting our students' holistic well-being. They will collaborate closely with school counselors, social workers, and support staff to identify students who may benefit from additional assistance. By coordinating with community partners, these managers ensure that integrated support services are readily available to meet the diverse needs of our students.

Moreover, our Community School Managers will monitor student progress closely and adjust support services as necessary, ensuring that every student has equitable access to the resources they need to thrive academically and personally.

Looking ahead, our team is dedicated to expanding and enhancing these initiatives to serve an even greater number of families in the upcoming school year. Through ongoing programming and collaboration, we strive to strengthen our support network and empower families to actively engage in their children's educational journey.	KIPP SoCal remains dedicated to providing resources and fostering engagement opportunities that cater to the needs of our underrepresented families. Initiatives such as the English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin are offered in languages accessible to all school families.

In addition, KIPP SoCal has established a Change Team composed of staff members, families (including those from underrepresented backgrounds), and students. This committee is actively engaged in reviewing and implementing diversity, equity, and inclusion initiatives.
	At KIPP SoCal, we value family input and engagement through our family advisory groups, such as the English Learner Advisory Committee and Family Leadership Academy, both held to high standards of compliance. These groups focus on developing members so families can provide informed and impactful input. Topics covered include the California School Dashboard, Local Control and Accountability Plan (LCAP), EL Master Plan, and Reclassification Policy. Our structured programs aim to enhance families' knowledge of our school's programs across successive meetings, enabling them to contribute meaningfully during our spring LCAP development meeting. Meetings are inclusive and open to the public.

The Family Leadership Academy, functioning as our School Site Council, empowers families and team members by educating them on charter school operations, advocating for their school and community, and understanding school and student group outcomes under state and federal accountability. Participants actively provide input on school initiatives, programs, and decision-making, and are informed about opportunities within the school and community to apply what they've learned.

To ensure the highest quality of engagement, KIPP SoCal provides comprehensive regional training, resources, and technical support to the leaders of these advisory groups. We are committed to engaging underrepresented families by reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, materials for the English Learner Advisory Committee are available in multiple languages as needed, meetings are offered in a virtual format for increased accessibility, and we advertise meetings and family engagement activities through various channels such as bulletins, emails, and phone calls.	To enhance and expand opportunities for educational partner input, We have continued our region-wide parent advisory group at each school known as the Family Leadership Academy, which serves as our School Site Council. In these meetings, families gain insights into charter school operations, review and offer feedback on plans and policies, and receive training on effective advocacy for their students and school. By empowering families to take on leadership roles within their school and community, we aim to strengthen the relationships between school staff and families.	KIPP SoCal is dedicated to fostering engagement with underrepresented families by removing barriers to participation. We offer flexible meeting times and dates to accommodate diverse family schedules. The English Learner Advisory Committee's meeting materials are available in multiple languages as needed, and meetings are conducted virtually to enhance accessibility. Additionally, we promote our meetings and family engagement activities through various channels such as bulletins, emails, and phone calls to ensure broad awareness and participation.

Furthermore, KIPP SoCal has an established Change Team of staff, family members , and students. This team actively works on reviewing and implementing diversity, equity, and inclusion initiatives.	4	4	4	4	4	4	4	4	4	4	3	3	Met		2024-06-21	2024
37683380106732	High Tech High International	3	Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.  
HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2023/24  school year indicated deep relationships between students and teachers. HTH schools were at the 80th national percentile for families believing teachers and students care about each other according to this survey. 
One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events. 


Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf
	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2023/24 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey which represented a 10 percentage point improvement from the prior year.
	HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools: 


HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning. 


Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.


	HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students.
Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.  
Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2023/24 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2023/24 school year indicated that HTH schools were at the 84th national percentile for families believing that families and teachers care about each other.
	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2023/24 school year indicated significant growth in family engagement. HTH schools were at the 81st national percentile for families being engaged in school according to this survey. As compared to the 61st percentile in the 2022/23 school year.
	HTH will participate in the Cohort V of the Community Engagement Initiative, beginning in fall 2024. The goal of the initiative is to, “Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California.
	HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 23/24 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 23/24 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP.
Additional opportunities for family involvement at HTH schools include:
-ELAC and DELAC meetings
-Monthly coffee and conversation events with directors 
-Volunteer opportunities available in classrooms and buildings
-Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards
-Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child
In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement. 
	HTH families completing the Youth Truth family survey during the 23/24 school year indicated an opportunity for stronger family engagement programs.	HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.

HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.
	4	5	4	4	4	4	5	4	4	4	4	4	Met		2024-06-18	2024
37683380106799	Learning Choice Academy	3	Parents and guardians are encouraged and welcomed to become involved in the formal education of their children. Educational research validates that support at home is critical to a child’s academic success. TLC provides numerous opportunities for families to be involved at school, including serving on the: governance committees, special events, fundraising events, parent organizations, in classrooms, and by participating in advisory committees, and special events. Parents are encouraged to support their children at home by making their expectations about school clear and creating a positive learning environment at home.	We are committed to communicating with and engaging parents as partners in their children’s education. Most communication to parents and families is in the family’s primary language. However, we are working diligently to make sure all forms and communications are transcribed. We are also committed to obtaining community resources for our school and invite all members of our community to assist us in the education of our students.	Parents have many opportunities to be involved at their children’s school site (i.e., school site council, special events, fund raising events, field trips, and in classrooms). We encourage parents to support their children at home by making their expectations about school clear and creating a positive homework and learning environment.	The mission of The Learning Choice Academy focuses on building relationships with students and parents. The Learning Choice Academy works hand in hand with parents, teachers and students on an ongoing basis. Parents have ample opportunities to participate in school programs through surveys, School Site Council (SSC), ELAC, parent workshops and monthly meetings with teachers.	A focus area for improvement for Learning Choice Academy is the need to increase school to family’s communication through the Parent Square app to increase the various methods on how we communicate to families. Another focus area for improvement is to support families to understand and exercise their legal rights and advocate for their own child(ren).	The Learning Choice Academy will continue to engage the underrepresented families through personal phone calls in their primary language and invite families to meaningful decision-making events such as the ELAC and LCAP stakeholder meetings.	The Learning Choice Academy has a Family and Parent Engagement policy. The policy has been developed jointly with, and agreed on with, parents, family members, SSAs, teachers, administration, and community stakeholders at The Learning Choice Academy. Parents have many opportunities to be involved at their children’s school site (i.e., advisory committees, special events, fund raising events, parent organizations, and in classrooms).	A focus area for improvement is that TLC would like to see an increase of parents attend and participate in the School Site Council (SSC), and English Language Advisory Committee (ELAC) as well as continue to grow our partnerships in the community. The SSC and ELAC meet quarterly.	The Learning Choice Academy will continue to engage the underrepresented families through personal phone calls in their primary language and invite families to meaningful decision-making events such as the ELAC and LCAP stakeholder meetings.	5	5	5	5	5	4	5	5	5	5	5	5	Met		2024-06-26	2024
37683380107573	High Tech Middle Media Arts	3	Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.  
HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2023/24  school year indicated deep relationships between students and teachers. HTH schools were at the 80th national percentile for families believing teachers and students care about each other according to this survey. 
One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events. 


Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2023/24 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey which represented a 10 percentage point improvement from the prior year.
	HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools: 


HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning. 


Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.
	HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students.
Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.  
Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2023/24 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2023/24 school year indicated that HTH schools were at the 84th national percentile for families believing that families and teachers care about each other.
	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2023/24 school year indicated significant growth in family engagement. HTH schools were at the 81st national percentile for families being engaged in school according to this survey. As compared to the 61st percentile in the 2022/23 school year.	HTH will participate in the Cohort V of the Community Engagement Initiative, beginning in fall 2024. The goal of the initiative is to, “Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California.
	HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 23/24 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 23/24 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP.
Additional opportunities for family involvement at HTH schools include:
-ELAC and DELAC meetings
-Monthly coffee and conversation events with directors 
-Volunteer opportunities available in classrooms and buildings
-Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards
-Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child
In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.	HTH families completing the Youth Truth family survey during the 23/24 school year indicated an opportunity for stronger family engagement programs. 
	HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.

HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.
	4	5	4	4	4	4	5	4	4	4	4	4	Met		2024-06-18	2024
37683380108787	High Tech High Media Arts	3	Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.  
HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2023/24  school year indicated deep relationships between students and teachers. HTH schools were at the 80th national percentile for families believing teachers and students care about each other according to this survey. 
One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events. 


Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2023/24 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey which represented a 10 percentage point improvement from the prior year.
	HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools: 


HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning. 


Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.
	HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students.
Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.  
Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2023/24 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2023/24 school year indicated that HTH schools were at the 84th national percentile for families believing that families and teachers care about each other.
	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2023/24 school year indicated significant growth in family engagement. HTH schools were at the 81st national percentile for families being engaged in school according to this survey. As compared to the 61st percentile in the 2022/23 school year.	HTH will participate in the Cohort V of the Community Engagement Initiative, beginning in fall 2024. The goal of the initiative is to, “Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California.	HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 23/24 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 23/24 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP.
Additional opportunities for family involvement at HTH schools include:
-ELAC and DELAC meetings
-Monthly coffee and conversation events with directors 
-Volunteer opportunities available in classrooms and buildings
-Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards
-Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child
In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.	HTH families completing the Youth Truth family survey during the 23/24 school year indicated an opportunity for stronger family engagement programs.	HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.

HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.
	4	5	4	4	4	4	5	4	4	4	4	4	Met		2024-06-18	2024
37683380109033	King-Chavez Arts and Athletics Academy	3	KCAA administered surveys to stakeholders from all grade levels. An area of strength is that 100% of parents and 100% of school staff feel the school has adults who really care about students. These high rates have been consistent year over year.	"The Healthy Kids Student Survey indicates 69% of students report high degrees of caring adults at school. This is a focus area due to this indicator’s connection with our mission statement “We seek excellence in Academics, the Arts and Athletics from the Foundation of Love.""  The school has offered daily mindfulness practices, after school programming, and class meetings (i.e. Restorative Circles) to promote this feeling of care.  Staff was trained in trauma-informed practices to further connect with all students, especially those undergoing challenges in and out of school."	We build relationships and promote home/school communication through multiple strategies.  The school continues to make progress in leveraging the increased availability and usage of technology to promote 2-way communication between home and school.  This includes the King-Chavez website, social media, our learning platform,  phone calls, and paper notices to engage families and keep them informed about upcoming school events and opportunities for participation.  Face-to-face interactions help staff to learn about each family’s strengths, challenges and goals/expectations for their children. Practices include conferences, home visits, and Coffee with the Principal meetings.  We have expanded evening parent offerings to accommodate working families. We also provide parent training opportunities, as well as referrals for services based on the needs of students and their families.	KCAA prides itself on serving our families. Surveys show 94% of parents feel staff go out of their way to help students.  94% of parents agree the school provides parents with advice and resources to support their child’s social and emotional needs. 100% of staff agree the school encourages parents to be active partners.  KCAA will continue to build partnerships with families by scheduling regular events where parents and teachers can discuss academic progress and ways to collaborate. These include parent conferences, Student Success Team meetings, and teacher professional learning community meetings.	A focus area for improvement is to work with community organizations to offer additional academic programming and enrichment opportunities. We have identified high-value community partnerships and resources that meet the needs of our families through the California Community Schools Partnership Program (CCSPP) planning grant.  We are moving towards implementation by formalizing and expanding relationships with community partners.	KCAA will reach out to underrepresented families to highlight on-campus partnership opportunities, ways to support student learning, and available resources in the community.  We have also refined communication procedures between classroom teachers and intervention staff in support of student outcomes.  These include efficient scheduling, use of data and technology, and regular opportunities for collaboration.  The school will continue to work with external organizations, including other King-Chavez Academies and the County Office of Education, to provide additional staff development to improve a school’s capacity to partner with families.	Educational partners have multiple opportunities to provide input on policies and programs.  These include a team-based organizational structure: teams include partner teachers, grade levels, support staff, enrichment and RTI teachers, assessments, and instructional leadership. The school also supports advisory groups composed of families, administrators, and teachers in the development of the school plan and programs. 94% of parents agree the school seeks input before making decisions.	A focus area for improvement is to provide additional, relevant training for members of advisory groups so they can more effectively participate in decision-making.	KCAA makes efforts to reach and seek input from all parents, and especially underrepresented families.  Information is disseminated through electronic and written means, and translated whenever possible. The LEA will improve engagement by discussing opportunities to provide input and collaborate on family initiatives during regular meetings with parent groups. Many of these meetings will be held and/or broadcasted virtually, as well as scheduled at different times, to remove some of the barriers that may prevent parents from attending.	4	4	4	5	4	4	4	4	4	3	4	3	Met		2024-06-05	2024
37683380109157	Magnolia Science Academy San Diego	3	MSA-San Diego fosters trusting and respectful relationships with parents through various activities and events, such as the Summer Welcome Back Picnic, Student/Parent Orientation, Back to School Night, home visits, parent dinner nights, and student-led conferences to encourage parental involvement in programs. Administrators greet all students and parents during morning drop-off and maintain an open-door policy for parents. Our staff connects with families through home visits, learning about students' interests, family dynamics, and home routines to build meaningful, individualized connections that contribute to creating happier, healthier, and more successful students. Home visits are a key component of our education program to enhance student and school performance. The school also holds regular meetings to gather input from families, including PAC/PTF meetings, coffee with admin meetings, and parent workshops.	MSA-San Diego conducts a family and student experience survey, focusing on areas such as safety, school connectedness, culture, climate, and other aspects of school improvement. The survey feedback highlighted strong relationships between school staff and families. In response to the survey results and input from educational partners, the school has offered additional parent workshops to provide tools for supporting students both academically and socio-emotionally. However, despite the numerous workshop opportunities, participation levels were lower than expected. The new focus area is to increase parent participation in these workshops.	The school staff engages with families through home visits, discovering students' outside interests, family dynamics, and home routines. This information is then used to establish meaningful, personalized connections that significantly contribute to creating happier, healthier, and smarter students. Home visits are a key element of the school's educational program aimed at enhancing student and school performance. Additionally, the school holds regular meetings to gather feedback from families, including student-led conferences, PAC/PTF meetings, coffee with the administration, and parent workshops.	MSA-San Diego staff receive training on MTSS expectations and the school culture model during summer inservice. As part of our program, MSA-San Diego enhances student learning through multi-tiered support systems, parent meetings, online tools shared by teachers weekly, newsletters, voice messages, and grade-specific communications. Additionally, student-specific feedback and resources are provided to parents during home visits, student-led conferences, and parent meetings.

MSA-San Diego's communication system, Parent Square, ensures continuous communication between parents and staff through various mediums, including texts, private messages, and voicemail. Parent Square also helps bridge language barriers with its automatic translation feature. Lastly, our teachers use the Kickboard positive behavior point system and Infinite Campus SIS to share students' academic and socio-emotional progress and successes on a daily basis.	The school conducts a family and student experience survey with specific questions on Climate of Academic Learning and Knowledge and Fairness of Discipline, Rules and Norms. 96% of the families shared that they are in favor of the academic learning opportunities and outcomes and 95% of the families shared that they are in favor of the systems in place when it comes to  social emotional learning  and behavior support systems.	MSA San Diego's communication system, Parent Square, maintains constant communication between parents and staff through various mediums, including texts, private messages, and voicemail. Parent Square also overcomes language barriers between staff and families with its automatic translation feature. To ensure active parental involvement in their students' education, teachers offer both in-person and virtual meetings.	MSA-San Diego regularly holds meetings to collect input from families, including PAC/PTF meetings, MTSS meetings, and community meetings. During these sessions, parents can review and provide feedback on the school's draft budget, MTSS plan, LCAP, WASC, Health and Wellness plan, and Safety plan. Additionally, the school conducts a family and student experience survey, focusing on aspects such as safety, school connectedness, culture, climate, and other areas for school improvement.	Based on the survey results educational partners confirm that they are part of the decision making process through surveys and various meeting. 95 % of the families stated that school staff welcomes their suggestions. 98% of the families stated that school staff treats them with respect.	All the families are offered translation services and virtual/in person meeting accommodations to ensure that they are part of the decision making process. The school shares all the resources through the student/ parent handbook and weekly communications.	5	5	5	5	5	5	5	5	5	4	4	5	Met		2024-06-17	2024
37683380111898	Albert Einstein Academies	3	Creating home/school relationships is essential to the success of AEA and is an evident piece of our school culture. Staff understand expectations around family communication, volunteering, and participation opportunities through an annual review of our mission, norms, and practices at the start of every school year. AEA continues to increase the number of in-person events and volunteer opportunities. Parent/teacher conferences are held twice a year across our two sites. Although not required, AEA invites all families to volunteer to support their child's learning in the classroom, at running club, middle school athletics, field day, field trips, or other opportunities created to support our IB PYP & MYP Units of Inquiry. Schools work closely with the parent organization Friends of AEA to create multiple parent engagement opportunities, including regular meetings and many family events throughout the year. DELAC and SSC groups provide additional opportunities for staff and families to collaborate on meaningful work that impacts the programs that support our most vulnerable students. AEA is committed to delivering live Spanish and ASL interpretation for all community groups and events. DELAC meetings are hosted in Spanish, and live English interpretation is available.	Some areas of improvement include understanding each family's specific needs. AEA must onboard families as effectively in the middle of the year as at the start of the year. Some ideas to achieve this include having multiple orientations throughout the year and encouraging new families to watch past Parent University events. A strong connection to every family will improve student attendance. AEA is working to improve how families learn about student-created goals through regular communication with their student’s teachers. In addition, AEA is developing strategies to increase parent participation that represents our community. AEA works to analyze any cultural divide our non-native English-speaking families may feel and provide a plan to ensure they feel supported and included. Families will have more opportunities to visit the campus for student-led events such as IB Units of Inquiry and the annual IB Showcase, where students present their IB projects.	To improve the engagement of underrepresented families, AEA is increasing the frequency and fidelity of parent surveys to collect input and determine critical interests. One example is DELAC parent surveys that guide the topics for meetings throughout the school year. Another example is the variety of Parent University offerings that allow parents to engage with the academics and culture of AEA. These Parent University events include Supporting Your Beginning Reader, Safety Net (Internet Safety), AEA School Safety, Social Conflict (Bullying), Behavior Management During School Breaks, WASC Overview for Parents, Basic German Class for Grown-Ups, and Sexual Health Education: What students learn. All events provide Spanish and ASL interpretation. Events are available in a hybrid format, both in-person and virtually via Zoom, which increases access, participation, and accessibility. All are on our website for parents to access anytime or place. We provide dinner and childcare, wheelchair-accessible locations, and special accommodations for families attending in-person events.	Assessment data and input received from various educational partners serve to align our school’s WASC, LCAP, and IB Self Study, all of which primarily focus on improving student achievement. AEA provides Professional Development for teachers on intervention strategies and instructional practice for 21st Century Learners. Student-led conferences create opportunities for student agency and goal setting. Benchmark assessments throughout the school year ensure high-quality teaching and learning. Students are monitored in the SST process and through MTSS intervention, contributing to a learning-centered culture. AEA has many partnerships, including the SDSU nursing department that develops grade-appropriate sexual education for our students, the SDCOE for MTSS implementation, Cornerstone and Logan Heights CDC for free family counseling services on and off school sites, and local community organizations to provide extracurricular activities. AEA has expanded after-school and school break learning opportunities with SummerStein, AfterStein, and SpringStein.	Although AEA has significantly improved event accessibility through live Spanish interpretation and hybrid formats, it is still an area of improvement to make all families feel welcome, supported, and connected. AEA is working on a systemized approach to ELD by incorporating designated ELD instruction for ELL students.	AEA’s latest initiatives to improve the engagement of underrepresented families include: creating staff positions such as the Community Coordinator and Student Advocate, purchasing a sprinter van to support chronic absenteeism by offering pickup and drop off of students to and from school, and holding DELAC meetings in Spanish with English interpretation available.	AEA allows for input on decision-making through many avenues. Families are updated weekly by teachers and monthly by the administration through an email newsletter called the “AEA Monthly Leadership Message” which is provided in three languages (English, Spanish, and German). Monthly board meetings provide public comment opportunities for all stakeholders. DELAC and SSC groups provide additional opportunities for staff and families to collaborate on important work that impacts the programs that support AEA’s most vulnerable students. AEA implemented a new survey platform and sends several community-wide surveys to seek feedback on a variety of AEA services and programs.	One growth area is to ensure the School Site Council has a fair representation of members that reflect our diverse community. Another growth area is to continue the development of the survey system so progress can be accurately measured.	To improve the engagement of underrepresented families, AEA will need to ensure technology is provided as needed so all can access school-related content. There is a need to survey families after events to get direct feedback on what needs improvement, what works well, etc. Multiple modes of engagement must be used, such as using phone banks to make personalized, individual phone calls to parents to invite them to events.	5	5	4	5	5	5	5	5	5	5	4	4	Met		2024-06-25	2024
37683380111906	King-Chavez Preparatory Academy	3	KC Prep administered surveys to educational partners from all grade levels. An area of strength is that 96% of parents and 100% of staff indicated that adults at the school really care about students. This represents an increase over last year when only 81% of parents agreed with the statement.	"Healthy Kids Student Survey rates around caring relationships increased from last year, but remains an area of growth due to this indicator’s connection with our mission statement, “We seek excellence in Academics, the Arts and Athletics from the Foundation of Love."" The school has offered a variety of parent engagement opportunities, including monthly “Coffee with the Director” meetings, PTO meetings, Open House nights, school carnivals. award ceremonies, parent-teacher conferences, and various fundraising events. Staff will continue to be trained on culturally responsive family communication and engagement practices to make more families feel supported by the school community."	We build relationships and promote home/school communication through multiple strategies. The school continues to make progress in leveraging the increased availability and usage of technology to promote 2-way communication between home and school. This includes the King-Chavez website, social media, our learning management system, phone calls, School Messenger, and paper notices to engage families and keep them informed about upcoming school events and opportunities for participation. Face-to-face interactions help staff to learn about each family’s strengths, challenges, and goals/expectations for their children. Practices include parent-teacher conferences and Coffee with the Director meetings. We have expanded evening parent offerings to accommodate working families. We also provide parent workshops, as well as referrals for outside services based on the needs of students and their families.	KC Prep prides itself on serving our families. Surveys show 85% of parents feel staff go out of their way to help students. 84% of parents agree the school provides parents with advice and resources to support their child’s social and emotional needs. 92% of staff agree the school encourages parents to be active partners. All of these ratings represent an increase over last year.

KC Prep will continue to build partnerships with families by scheduling regular opportunities for parents and teachers to discuss academic progress and ways to collaborate. These include parent/family conferences, Student Success Team meetings, and teacher professional learning community meetings.	A focus area for improvement is to work with community organizations to offer additional academic programming and enrichment opportunities. We have identified high-value community partnerships and resources that meet the needs of our families through the California Community Schools Partnership Program (CCSPP) planning grant. We are moving towards implementation by formalizing and expanding relationships with community partners.	KC Prep will reach out to underrepresented families to highlight on-campus partnership opportunities, ways to support student learning at home, and available resources in the community. We have also refined communication procedures between the school and families in support of student outcomes. These include the use of educational platforms that provide translation for linguistically-supportive communication with families and the support of bilingual staff. The school will continue to work with external organizations, including other King-Chavez Academies and the County Office of Education, to provide additional staff development to improve the school’s capacity to partner with families, including training opportunities for improving translation and communication services.	Educational partners have multiple opportunities to provide input on policies and programs. These include a team-based organizational structure: teams include Professional Learning Communities for grade levels, content areas, school committees, the School Leadership Team, the administrative and office staff, the School Support Services team, and enrichment and RTI teachers. The school also supports advisory groups composed of families, administrators, and teachers in the development of the school plan and programs via the School Site Council and English Learner Advisory Committee. 85% of parents agree the school seeks input before making decisions.	A focus area for improvement is to provide additional, relevant training for members of advisory groups so members can more effectively participate in decision-making.	KC Prep makes efforts to reach and seek input from all parents, especially underrepresented families. Information is disseminated electronically and in writing and is translated into Spanish. The LEA will improve engagement by discussing ways to improve family participation and collaborate with more families during regular meetings with families. Many of these meetings will be held in person and/or broadcast virtually to remove some of the barriers that may prevent families from attending.	4	4	3	4	3	3	4	4	3	3	3	3	Met		2024-06-05	2024
37683380114462	Health Sciences High and Middle College	3	Based on input from our educational partners one of our strengths is the HSHMC Parent Advisory Group. To ensure stakeholder presence in decision making, outreach for membership in the Principal's Parent Advisory Group is conducted using a variety of social media forms such as phone calls, emails, texts, and mailings. All communications are offered to parents in a format and language they are able to understand. The Parent Advisory Group meets at least quarterly each school calendar year to review the school’s budget and progress towards LCAP goals, objectives, activities and expenditures. Parents are encouraged and invited to attend quarterly School Board meetings to offer feedback and provide input. Resources, trainings, and materials are offered to families related to academic standards, state and local academic assessments, monitoring student progress and communicating with teachers. The group goal is improve achievement and attendance, college and career readiness, and provide other parent training opportunities.
In addition, HSHMC is committed to effectively communicating with families in a multitude of ways, such as a weekly voice bulletin sent out to families in multiple languages with the same information about what is happening at school each week posted on our website and on our Parent Portal through PowerSchool. Our new Parent Liaison is focused on building relationships and gathering critical information from parents to better serve our students. To further maximize parental involvement and participation, school meetings are arranged at a variety of times, or home visits are conducted, to accommodate working parents or other limitations that may prevent families from involvement. Staff reaches out, communicates, and works with parents as equal partners to build ties between parents and the school, and encourages involvement in parent programs and activities. Our new Kippy's outdoor space is used to host numerous community events, including Family Nights and our annual Symposium, bringing more neighborhood families to our school. HSHMC is also reaching out to students and the community through murals that are inclusive and celebrate diversity.	HSHMC will continue to build connections between school staff and families. Workshops and trainings will be available to staff on how to work effectively with parents, and why doing outreach can have a positive impact on school culture and student achievement. Staff time and resources will be available to reach out and connect with families through emails, phone calls and possibly home visits.	A variety of communication processes are already in place to reach out to families (see #1 above), and we do so in a variety of languages and hold meetings at various times to give parents options for attending. Our hope is that the additional work in this area that will happen as part of both the CSI process and the implementation of the California Community School Partnership (CCSP) grant will generate new ideas and strategies for building even stronger relationships among all our educational partners. Currently the role of parent liaison is growing and will be gathering more information in the coming year to provide more needed services, and build relationships between staff and families.	HSHMC has built strong and effective partnerships with many community partners to provide positive outcomes for students. The health sciences program provides both motivation and training to our students to prepare them to be successful in world of health care. These partnerships with Sharp Healthcare and local community colleges give students real life experiences and a strong foundational knowledge that will allow them to be successful in joining that career field, or in continuing their education in that area. The same is true for our relationships in area of Fire Sciences. Teachers help students to see the relevance of what they are learning in high school to their future path to a related career in health or fire science. The same is true for the families of our students who have requested
2024-25 Local Performance Indicator Self-Reflection for Health Sciences High and Middle College Page 10 of 15
additional information on they support their children in both being successful and school and preparing for the next steps on their college/career path. HSHMC is now providing more information to families on the college application process, and the financial-aid opportunities available.	HSHMC already has a strong culture of restorative practices and a Social Emotional Learning (SEL) lens that helps staff communicate more effectively with students and families, while also creating more empathy. We now need to build on that strength to engage families and students more effectively as systems designers invested in how services are prioritized, how best practices are shared and how our efforts are evaluated. This is our current focus and it will be supported by the CCSPP grant, and by our on-going work on Multi-Tiered Systems of Support (MTSS) trainings and planning.	Family outreach communication is organized with the intent to remove as many barriers to family involvement in the schools as possible. Multiple forms of communication through a variety of media, in several languages is a starting point. Meetings and trainings for families are usually offered at different times of the day, and when possible may be available virtually. And we have a parent liaison that focuses on getting to know the families and determining how to best meet their needs and connect with them so they feel comfortable coming to meetings and events.	HSHMC measures parent participation and input in school decision making with the LCAP family survey. The survey indicated that parents are included in school decision making through the Principal's Parent Advisory Group and two parent trustee positions on the HSHMC governing board. In addition, parents are invited and encouraged to attend quarterly School Board meetings to offer feedback and provide input. The parent leadership team meets formally, no less than quarterly, to increase parent voice and participation. Additionally there is a ELAC/DELAC that meets to support the English Learner students and programs at the school
Activities include providing input and review school calendar; reviewing and expanding parent engagement strategies and opportunities; reviewing and providing input on LCAP goals, objectives, activities and expenditures. HSHMC has established and met goals in our LCAP that includes increased parent participation and capacity by continued development, planning, and advertising a year- long, school-wide calendar of events and activities that includes parent academies, volunteer opportunities, special events, and board meetings.	Continue outreach to families and establish stronger connections with the community to ensure that parents, students and community partners know their input is valued and respected.	Among other things a focus on including reflection and feedback at every event or meeting, and reminding all partners of the importance of providing feedback through the annual surveys. The parent liaison will be focusing on ensuring this happens and following up with parents with any questions or responses to their feedback.	4	5	4	5	5	4	5	5	4	4	4	4	Met		2024-06-12	2024
37683380118083	Innovations Academy	3	Our educational partners express satisfaction with our progress towards building relationships through a variety of methods including open house, conferences, exhibition nights, invitation to parents to volunteer, activities, invitations to free parent education and open office hours. We respect them as the primary educators of their children who have delegated some of this responsibility to us. Our director’s weekly communication and teachers’ weekly communications are both informative and contain education and information that includes parents/guardians and other family members in their child(ren)’s education. We continue engage parents in evaluations of schoolwide events that contribute towards our goal of building relationships between school staff and families as well as the development of the school calendar each year. We were able to host the following in-person events this year: back to school night/open house, 6th week conferences, Halloween carnival, the book fair, high school information event, our parent middle school redesign, two Exhibition Nights, two school drama performances, family opportunities to perform with their child(ren), the talent show and promotion ceremonies. Throughout the year we were able to experience monthly field trips and utilized both our school bus and parent drivers for these, which also contributed to strengthening relationships between staff and families.	Ongoing efforts are made to support parents and build relationship. Our open campus policy allows them to visit the school and participate in a parent reading volunteers program, as chaperones in field trips, by attending supporting parents of anxious children education opportunities and a parenting workshop. We have committed to providing education about our program, our philosophical perspectives and expected parent involvement and commitment to education. We continue to remain open as a campus so parents can actively participate in their child's education. We continue to maintain open communication so parents can reach out and access the information they need to continue to support their child's learning.	Through multiple surveys we have welcomed parent input. We redesigned our middle school for the 24-25 school year based on input from parents who expressed a need for more class switching and improved teacher retention. We specifically reached out to parents of EL and Title 1 students, one family at a time, to invite them to participate or provide information in ways that were accessible to them. We will continue to display special effort (targeted invitations and phone calls) to involve underrepresented families to strengthen their participation in our school community and in our relationships with them. We will also commit to helping our families realize the importance of attendance and encourage them to actively participate in their child(ren)'s education.	Our school communicates frequently and regularly with families about their student’(s) progress towards expected outcomes. Teachers are in constant communication with families (a minimum of one communication per week), and also communicate through more formal avenues throughout the school year such as conferences and report cards. All families participate in student-led conferences, two exhibition nights and experience an open door meeting policy. We have an application specifically designated to parent/guardian communication that allows them to decide how they receive information. Our director also takes a very hands-on approach to partnering with our families to elevate student outcomes. One area she has targeted is meeting with all families of students with chronic absences to see how we can support these students in attending school.	We share assessment data with parents. Our experience is that parents simply having assessment data does not necessarily impact their ability to support their child academically. We plan to alter our report card based on that information. Assessment data is just a snapshot of a student in time. We are seeking a way to best communicate about student progress with families, that includes a portfolio based approach, perhaps in place of a traditional report card. We believe that in-person meetings may be more effective to communicate student progress rather than the traditional report card. The challenge is the time this approach takes. A new report card based on portfolio work and parent educational opportunities may address this best.	We will continue to fund a designated staff position for tracking challenges with specific students. This person will also support staff to make plans that will support those students to improve academically.  We will communicate with underrepresented families about their needs and provide support strategies.	Our strengths include being able to respond to educational partner input rapidly, reminding parents that their engagement has led to their decision to choose our school and providing a variety of ways to give input (in person, surveys, attendance at school events, open office hours).  Families send their children to our school because they support our pedagogy and philosophy, so they often don’t have as much input when we send out surveys regarding school changes. With that being said, the director makes herself very available to anyone with questions or feedback. She provides weekly education information as well as information about upcoming decisions in our weekly e-mails and gives her cell phone number for those who are interested in giving feedback. Parents participate actively by chaperoning numerous field trips, helping organize school social events and volunteering in classrooms.	Our focus area for improvement is increasing the number of responses to surveys and education opportunities.	We have found that an effective way to connect with underrepresented families is in-person at times like after-school pick-up, at the end of after care and when those parents check in with the teacher about a student issue. Our designated staff member specifically reaches out to these families to invite them to events and to solicit their input. This has helped us gather information from a variety of our internal communities. We will also continue to communicate by telephone when we are not receiving responses via other mechanisms.	4	5	5	5	5	4	5	5	5	4	5	5	Met		2024-06-25	2024
37683380118851	King-Chavez Community High	3	KCCHS administered surveys to stakeholders from all grade levels. An area of strength is that 94% of parents and 100% of school staff feel the school has adults who really care about students. These high rates have been consistent year over year.	"The Healthy Kids Student Survey indicates 56% of students report high degrees of caring adults at school. This is a focus area due to this indicator’s connection with our mission statement “We seek excellence in Academics, the Arts and Athletics from the Foundation of Love.""  The school has offered intentional mindfulness practices, after school programming, and class meetings to promote this connection.  Staff was trained in trauma-informed practices to further connect with all students, especially those undergoing challenges in and out of school."	We build relationships and promote home/school communication through multiple strategies.  The school continues to make progress in leveraging the increased availability and usage of technology to promote 2-way communication between home and school.  This includes the King-Chavez website, social media, our learning platform,  phone calls, and paper notices to engage families and keep them informed about upcoming school events and opportunities for participation.  Face-to-face interactions help staff to learn about each family’s strengths, challenges and goals/expectations for their children. Practices include conferences and home visits.  We have expanded our evening parent offerings to accommodate working families. We also provide parent training opportunities, as well as referrals for services based on the needs of students and their families.	KCCHS prides itself on serving our families. 93% of staff agree the school encourages parents to be active partners.  KCCHS will continue to build partnerships with families by scheduling regular events where parents and teachers can discuss academic progress and ways to collaborate and celebrate student learning/achievement. 

KCCHS prides itself on serving our families. Surveys show 88% of parents feel staff go out of their way to help students.  79% of parents agree the school provides parents with advice and resources to support their child’s social and emotional needs. 93% of staff agree the school encourages parents to be active partners.  KCCHS will continue to build partnerships with families by scheduling regular events where parents and teachers can discuss academic progress and ways to collaborate. These include parent conferences, Student Success Team meetings, and teacher professional learning community meetings.	A focus area for improvement is to work with community organizations to offer additional academic programming and enrichment opportunities. We have identified high-value community partnerships and resources that meet the needs of our families through the California Community Schools Partnership Program (CCSPP) planning grant.  We are moving towards implementation by formalizing and expanding relationships with community partners.	KCCHS staff will reach out to underrepresented families to highlight on-campus partnership opportunities, ways to support student learning, and available resources in the community.  The school has provided a variety of different survey opportunities to parents to gather their input, including one to determine the topics families would be most interested in for workshops for the following school year. We have also refined communication procedures between classroom teachers and intervention staff in support of student outcomes.  These include efficient scheduling, use of data and technology, and regular opportunities for collaboration.  The school will continue to work with external organizations, including other King-Chavez Academies and the County Office of Education, to provide additional staff development to improve a school’s capacity to partner with families.	Educational partners have multiple opportunities to provide input on policies and programs.  These include a team-based organizational structure: teams include partner teachers, grade levels, lead teachers, support staff, enrichment and RTI teachers, assessments, and instructional leadership. The school also supports advisory groups composed of families, administrators, and teachers in the development of the school plan and programs. 82% of parents agree the school seeks input before making decisions.	A focus area for improvement is to provide additional, relevant training for members of advisory groups so members can more effectively participate in decision-making.	KCCHS makes efforts to reach and seek input from all parents, and especially underrepresented families.  Information is disseminated through electronic and written means, and translated whenever possible. The LEA will improve engagement by discussing opportunities to provide input and collaborate on family initiatives during regular meetings with parent groups.  Many of these meetings will be held and/or broadcasted virtually, as well as scheduled at different times, to remove some of the barriers that may prevent parents from attending.	4	3	4	5	4	4	3	3	3	3	3	4	Met		2024-06-05	2024
37683380119610	Gompers Preparatory Academy	3	Gompers Preparatory Academy is committed to communicating with and engaging parents as partners in education. Parents have many opportunities to be involved at GPA. GPA parents are active members in the mission to accelerate academic achievement. Involvement opportunities included the following: Parent Student Teacher Connections (PTSC) meetings, English Language Advisory Committee (ELAC), School Site Council (SSC), academic events: open house, book fairs, financial aid workshops, AP course information sessions, financial aid trainings, presentations of learning, parent education courses, and student assessment data presentations.
Additionally, GPA offers “Coffee with the Director” events every year where parents can learn about and give input on school programs, take campus tours, and engage in the mission/vision of GPA. These parent meetings are heavily promoted via autodialer, parent emails, website announcements, and GPA social media, and are very well attended by our families. GPA holds week-long parent teacher conferences two times per year which provides more time for connecting with families and working as a team for student success. In addition, parents are surveyed annually to provide feedback on our schoolwide programs. Data from surveys are used to help develop our LCAP goals.
Parents also have access to our Family Support Center that includes counseling support, health support and additional wrap-around services.
23/24 parent survey data reports the following:
97.7% Strongly Agree/Agree - Parents feel that teachers listen to them
96.9% Strongly Agree/Agree - Parents feel that leadership listens to them	Relationships between school staff and our families has always been part of our school’s mission and is a founding principle for GPA. Improvements in this area include continuing to ensure this critical foundation to our work is implemented in a culturally responsive manner. GPA’s continued goal is that our families receive timely, thoughtful, accurate information, have access to their child’s teachers, have access to the learning environment their child
engages in, and feel their voices are heard in through meetings, surveys, and ongoing school-wide events.
23/24 parent survey data reports:
76.1% Strongly Agree/Agree - GPA encourages parent involvement

GPA is committed to working on increasing this number by providing more opportunities for parents and families to share their feedback, by promoting school events in additional ways, and by encouraging more participation in our parent surveys to ensure we are hearing from more families.	As a school that serves many students whose parents/guardians are primarily Spanish speakers, Spanish translation is provided for all parent communication and events, including but not limited to: auto-dialer messages to parents/guardians, print material sent home, parents/ teacher conferences, trainings/ workshops for parents/ guardians that are linked to student learning and/or socio-emotional development/ growth, etc. GPA staff receive numerous informal
and formal training on effective parents/ guardian engagement as part of our ongoing professional development. In an effort to improve engagement for our underrepresented families, GPA staff will continue to make direct contact with those affected through phone calls, teacher-parent conferences, emails, and auto-dialers to increase their participation in our school community.	Collaborating with our educational partners has been at the core of the decision-making process and growth for Gompers Preparatory Academy (GPA). The Board of Directors for Gompers Preparatory Academy is composed of several members of each of the following educational partner groups: teachers, staff, parents, leaders from our community, local businesses, and education. The Board of Directors meets every other month, with an active Finance subcommittee to fulfill goals that have been designed by parents, students, teachers, staff, Board of Directors and school leadership. The school implements strategies and processes for the regular involvement of parents and the community, including being active partners in the teaching/learning process. Additionally, GPA
cultivates community partnerships with organizations such as: Union of Pan Asian Communities (UPAC), MCC - Multicultural Community Counseling, Rhombus Education (Former New Vision), Logan Heights SDC, Vista Hill, Care center, San Diego Youth Services, Kickstart, San Ysidro Health, Manhood Adolescent Behavior Challenge, Kaiser Permanente, Urban Collaborative Project, SafetyNet, and San Diego County Office of Education.	GPA is focusing on moving forward with its educational partners through increased communication, increased surveys to gauge current needs, and increased focus on learning loss as well as social emotional needs of our students, families, and staff. Based on the results, additional community partnerships will be cultivated to create more resources to fill the ongoing needs of our learning community with a focus on SPED, EL, Discipline, Attendance, ELA and Math achievement.	GPA will continue to engage with our underrepresented families through ongoing communication, increased surveys to gauge current needs, home visits when needed, empathy interviews, auto-dialer, phone calls, emails, and parent conferences.	Shared decision-making opportunities were evident through Parent Student Teacher Connections (PTSC) meetings, English Language Advisory Committee (ELAC), School Site Council (SSC), parent conferences, academic events: open house, AP course information sessions, financial aid trainings, presentations of learning, parent education courses, student assessment data presentations. Additionally, GPA offers “Coffee with the Director” events where
parents learn about and provide input on school programs, take school tours, and share feedback. These parent meetings are heavily promoted via auto-dialer, parent emails, and GPA social media, and are very well attended by our families.	GPA conducts annual surveys regarding various programs in order to gauge the ongoing needs of students, families, staff and the greater community. Survey data is analyzed to determine areas of need and current goals are evaluated and aligned accordingly with a focus on SPED, EL, Discipline, Attendance, ELA and Math achievement.
Our most recent 2024 survey data from our parents show the following as their top 3 areas of focus:
Retain and Recruit High Quality Staff (60%)
Student Achievement (53%)
High Graduation Rate (50.8%)
GPA is currently working on street data through interviews of students, and looks to expand this work to include families in 24/25.	GPA will continue to assess our processes and procedures for communicating, providing access, and culturally responsive approaches to ensure our underrepresented families have ample opportunities for providing their valuable input. GPA staff will seek information directly from this target group. GPA will analyze parent surveys to determine who is most commonly responding and who needs additional outreach.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
37683380121681	San Diego Global Vision Academy	3	Current strengths include empathy interviews with parents/guardians, the ability to demonstrate all parents/guardians attend two conferences each school year to review academic and leadership report cards, utilize ParentSquare for two-way communication between home and school, increased attendance at Parent Advisory Committee (PAC) principal-led meetings,
8
parents/guardians invited for Learning Showcase, Open House, STEAM Night, virtual Parent University sessions, host Family Fun weekend events and Family Dinner nights, 100% family participation in SST and IEP meetings, provide translated documents and translators during meetings, ELAC biannual meetings, communication to families of students enrolled in RTI program, increased family engagement in Intramural programs through game attendance.	Areas for improvement based on empathy interviews include inviting parents/guardians to classroom events to gain insight into the daily school schedule and routines and offering ways for parents/guardians to volunteer in a myriad of options that fit their needs as working families.	Continue efforts to communicate in multiple methods such as email, ParentSquare, and printed paper copies; personally reach out to underrepresented families to ensure communication is received; ensure families of English Learners understand how to read and interpret ELPAC scores and EL program logistics; ensure families of Students with Disabilities receive continued progress monitoring reports throughout the year, to offer variety of options for Parent-Teacher conferences in terms of choice for in-person, virtual or phone format to review academic and leadership progress, review academic and SEL/behavior data and communicate with school staff and families regarding how best to support the students’ growth and progress in MTSS sessions with team. Continue to take attendance at meetings, family events, etc. to track which groups are attending and which groups need additional communication or access to events.	Professional Learning sessions offered to general educators on how best to facilitate report card conferences, including differentiated support for emerging educators, offering Chromebooks for families with students who need additional support at home, offering online programs like IXL and Imagine Learning for home practice, continued practice of the Student Success Team (SST), sharing procedural safeguards before IEP meetings, sharing yearly EL program updates and policies, providing multiple ways in which families can provide feedback like Google Surveys, Healthy Kids survey, ParentSquare, and in-person/virtual at Parent-Advisory Committee (PAC) meetings. We have improved the relationship and connection between English Language
10
Development (ELD) teachers and families, including EL Teachers, in SST meetings and report card conferences. We implemented Parent University sessions to understand the connection between executive functioning and behavior leadership development and to understand CAASPP testing for families. Teachers also participate in PD sessions focusing on strengths-based assessments and language, which aid in productive and positive discussions with families regarding student progress.	We will continue to monitor our collaborative weekly sessions, which are designed to connect General Educators with English Language Development (ELD) teachers, the Social-Emotional Learning Team, Counselors, and Education Specialists (Special Education Team) to review data on student achievement in terms of both academic and behavioral outcomes. These ongoing collaborative meetings throughout the year provide systematic opportunities for changes in our academic and social-emotional lessons to ensure we meet student needs.	Utilize data collected from empathy interviews this year to implement suggestions from underrepresented families, to offer translated documents and meetings for multilingual families, community outreach via Administration, General Educators, Education Specialists, and Office Team representatives to our underrepresented families to ensure survey completion, invitations to Parent Advisory Committee (PAC), and to ensure communication is received, inviting parents/guardians to facilitate activities in the classroom.	Strengths include feedback from families at our Student Success Team (SST) sessions, continued success in including intake of family feedback during Parent-Teacher conferences, at Parent Advisory Committee (PAC) meetings (coffee with the principal), during ELAC meetings, hosted meetings to review Individualized Education Plans (IEPs), analyzing data from yearly family surveys, input is taken during 1:1 family meeting with the executive director, SDGVA administrators targeted surveys for families of students ELs and families of Students with Disabilities.	Regularly elicit feedback from families at the classroom and school level throughout the year regarding empathy interviews, focus groups, and continued efforts to increase the number of families that complete the family feedback surveys.	SDGVA can track family engagement and conduct empathy interviews to underrepresented families, offer a variety of ways for families to share input, ensure translated materials and representatives are available. SDGVA can implement immediate feedback tools following meetings like an IEP or SST meeting.	5	4	5	5	4	5	5	4	4	4	4	4	Met		2024-06-19	2024
37683380122788	School for Entrepreneurship and Technology	3	SET High uses technology as a tool to connect with students and families, through Core Competency, a full-service portal that allows parents to stay abreast of all things happening at school.  They can check their student's assignments and grades, input community service hours, reserve school lunches, view grad plan progress, see how their student's passion project is outlined and so much more. This aids our teachers in building trusting relationships with students and their families.  To keep parents in the loop about all school activities, the Principal sends out a bi-weekly informational email that also points them to our Master Calendar.  That calendar is on our website and contains all school activities, athletic games, meetings, etc., with details for each event.  In place of the SET Connect events, which were sparsely attended and placed an additional burden on staff, SET has started the Nicky & Me podcast.  This is a podcast series consisting of conversations between Neil McCurdy, Principal and Executive Director, and Ms. Geis, Assistant Principal of SET High.  In these conversations, they discuss everything from the importance of making the right choice for college to the mental health of our students and how we can better address the issues with which they struggle.  These podcast recordings are available on our website and Spotify and allow parents to listen in on these informative and enriching conversations whenever it is convenient for them.  We’ve already been getting enthusiastic feedback and have seen an improved connection to our community.

Finally, our SET Parent Association is going strong and had a very successful fundraising campaign this year, mostly stemming from the Spring Soiree they hosted that brought all the SET parents together with teachers and staff.  With the money raised they were able to fund numerous teacher projects, providing more engaging and immersive experiences in every classroom.  They were also able to host another SET Family Picnic as well as provide delicious food for our Exhibitions, further strengthening our sense of community.

SET High will continue to use and improve CoreCompetency, our online portal that provides a parent view into everything that happens at SET.  This especially helps the parents who may be working multiple jobs stay connected with their student’s education. We will continue to provide laptops to all students that the students can keep in their possession for their entire time at SET.  This evens the playing field for all families, ensuring that all students have access to the tools they need to be successful at SET.

All of our board meetings are public and agendized in compliance with the Brown Act.  In addition we engage with parents, staff, and community partners throughout the year to help us determine the funding priorities described in the LCAP.  We have an open-door policy for parents at the school, in the classrooms, and with administration.  We have a new SET Parent	In our recent parent survey, families requested more direct communication from teachers so we are planning to implement an automatic messaging system.  Emails will be automatically sent from teachers to parents when a student's grade falls below a certain point or when a big project is not turned in on time.  This will be in addition to the normal emails that teachers send home at various intervals throughout the year.	To improve engagement with underrepresented families, we will be strategic with our use of communication platforms like Zoom, to allow those families to more easily connect, communicate and engage.	SET High's teachers and staff work in concert with the SPED department to try to assess and help every student, on an individual level.  This includes connecting students and their families with programs like DOR, to assist in finding jobs, and partnering with SAY San Diego to utilize their aid and services.  Additionally, SET is pleased to welcome NAMI (National Alliance on Mental Illness) on campus every Friday to help address the mental health needs of our students.  SET also has an agreement with Mesa College, part of the San Diego Community College District, through which students can take up to 3 college classes per semester, for free as a senior, and up to 2 classes per semester as a junior.  We help our students through that registration and selection process, thus providing a head start on their higher education.
	Parents and students have been frustrated with the difficulty of enrolling in Mesa classes.  We do not have control of the process, but we are working to provide as much support for the students as we can and are hopeful that we can help Mesa streamline their processes.	Our CTE teachers are working to increase the number of underrepresented individuals who enter into the engineering field.  The Computer Science and Engineering courses we offer are specifically designed to help excite our underrepresented students about the engineering field.	SET has always strived to be ultra transparent to all stakeholders and we feel we have been very successful in that capacity.  All of the school's goals are informed by the LCAP and the LCAP is informed, in part, by the Parent LCAP Advisory Committee, which is open to any parent who wants to be a part of it.  That committee meets several times per year to discuss the school's priorities and give feedback.  Update emails are sent to the community at large on a weekly basis and any responses are always read, considered and responded to. At the end of the year, surveys are sent to parents and students and that feedback is considered in everything from the LCAP to our California Dashboard information.  Finally, our monthly board meetings are open to anyone who wants to attend and there is space in every meeting for public comment.

We have started a SET Senate to help give students voice.  They have been very productive this year and we have adjusted our lunch policies, streamlined access to microwaves, and now provide a free assortment of teas to students.  All of this was instituted at the urging of the SET Senate after soliciting input from student groups and bringing workable solutions to the staff.

We also now have a student representative on the Board of Directors.

SET High board meetings are public and students and their families are encouraged to attend.  Agendas are made public 72 hours in advance so families can assess if they'd like to attend to give input on the slated topics.  We have events regularly, such as Exhibition, Back to School Nite and the SET Family Picnic, where students and parents can engage in open dialog with teachers, staff and administration. The SET PA has a standing agenda item on the SET Board of Directors to provide parent input to the board.	We need to do more to actually get input from parents.  Only a small number of parents actually participate in things like the LCAP Advisory Committee, and only a third of our parents respond to the parent survey.	To improve engagement with underrepresented families, we will be strategic with our use of communication platforms like Zoom, to allow those families to more easily connect, communicate and engage.	5	5	5	4	5	4	4	5	5	4	5	5	Met		2024-06-12	2024
37683380123778	Old Town Academy K-8 Charter	3	Although bettering educational partnership relationships is always a goal, OTA has implement a sustainable number of channels for strengthening the relationship between staff and families that includes scheduled conferences, weekly class announcements, emails, and before and after school virtual or in person availability. Additionally, OTA held monthly tow hall style meetings for parent input and monthly LCAP meeting that included members from all educational partner groups.	OTA seeks to continue building a relationship of transparency between all educational partners
while maintaining a level of healthy professionalism.	OTA will actively seek out educational partnerships with families from the underrepresented
community.	After reflecting on the data, we recognized that professional development is a key part of building
relationships for student outcomes.	Again, increased focus on professional development will help strengthen and build these vital
partnerships.	OTA has identified a need for increased professional development in improving the engagement with
underrepresented families.	OTA’s community as a whole currently has a high level of involvement through the parent
foundation and room parents.	A structured committee or advisory group would provide a more purposeful and structured
collection of data and the ability to provide meaningful input.	OTA will set aside a representative percentage of this committee or group for seeking to build
relationships and increasing engagement of underrepresented communities.	4	4	4	4	4	3	4	3	4	3	4	3	Met		2024-06-03	2024
37683380124347	City Heights Preparatory Charter	3	City Heights Prep demonstrates a major strength in building relationships through effective communication between
administrators, teachers, and families regarding student progress and behavior. Utilizing a translation app that
provides instant access to translators in over 120 languages ensures meaningful conversations with all families.
Additionally, partnerships with local nonprofits offer in-person translation services and community resources. The
school benefits from a diverse staff, many of whom speak the major languages of the students and families. Since
the 2022-23 school year, City Heights Prep has expanded opportunities for parent involvement, including various

events such as the Parent Institute for Quality Education, Lunch with your Panther, Parent Panel with Staff, School-
Wide Potluck, Coffee with the Director, Back to School Night, Parent-Teacher Conferences, and a Parent Support

Group aimed at building resilience during challenging times. This year, the adoption of the CHPrep app further
enhances communication between the school and parents, providing a user-friendly platform tailored specifically for
parent needs. The overarching goal is to create a safe and welcoming school environment for all parent/guardians.	The language barriers present challenges in effectively communicating across all languages. To foster better
relationships with our families, our goal is to partner with various community organizations. This collaboration will
facilitate translation services for families, thereby enhancing interactions and relationships between school staff and
families.This initiative aims to help families better understand school matters, thereby increasing engagement,
fostering stronger relationships, and enabling the school to provide better support to families. Additionally, we strive
to maintain open communication with families, actively seeking feedback on areas of improvement and collaborating
with them to meet their needs. It's crucial for our families to understand that we consider ourselves partners in their
children's academic journey.	Regarding areas of improvement, our focus lies on addressing the language barrier between staff and families,
ensuring consistent access to translation services, and enhancing parent involvement. To achieve this, our goal is to
strengthen our relationship with various community organizations to facilitate translation services for families in need
of enhanced communication support. By ensuring all staff members consistently reach out to families and utilize
translators for effective communication, we aim to increase parent engagement. We will also continue to seek input
from families regarding the types of parent engagement activities they would like to see at school.	City Heights Prep has shown strengths in providing families with resources to support student learning at home. This
includes providing students with materials such as laptops, portable wifi’s, and any other school supplies needed.
Other resources given out to families often include mental health resources, hygiene products, community medical
assistance, parent support services, and multiple student learning platforms. We partner with various community
organizations such as Kupanda Kids, Karen Organization, IRC, UPAC Family Services, United Women of East Africa
Support Team, Reality Changers and CareSolace. Each one of these organizations have assisted our families with
housing, citizenship, medical, mental health, and basic needs (food, tax, etc.). We also collect parent contact
information so they can be added to our LMS, parent communication app and behavior tracking system. This year,
we have adopted a new and innovative platform to enhance communication between our school and parents. As a
part of this initiative, we are proud to present the CHPrep app, a dedicated space designed specifically for our
parents. This user-friendly app will serve as your go-to resource for staying up to date with everything related to our
school and your child's education. We have a IEP/504 process that allows parents and teachers to recommend
services to students in need. We post our student handbook, with policies and notices, and community/mental health
resources on our parent communication app. Our goal will be to continue our parent/teacher engagement with
partnerships in our community.	To enhance student outcomes, school staff can collaborate with other educators, administrators, organizations, and
engage in professional development opportunities focused on creating supportive academic learning experiences.
This collaboration may involve local community organizations that align with our student demographics who can
provide valuable insights on how we can better support students.
Additionally, improving student outcomes can be achieved by soliciting input from families and students regarding
areas where they perceive gaps and how they would like the school to address them. This collaborative approach
encourages joint efforts between school staff, families, and students to enhance student outcomes.	By continuing to ensure that families have access to a translators upon request, understand the forms provided, and
are aware of their rights as parents, so that parents can continue to actively partner in their child's educational
experience with the support of the school.	City Heights Prep's strength in seeking input for decision-making lies in the implementation of parent advisory groups
such as the School Site Council, the LCAP committee, and the Community School Advisory. These groups ask for
input about school policies, money allocation, areas of improvement, parent engagement opportunities, and student
success discussions. Additionally, school staff provides families updates from board meetings, including general and specific funding updates on educational learning platforms and general school updates. We also seek input on areas
where parents would like to be involved.
We are currently collecting emails from parents to increase communication and add parents to our various
communication apps and LMS. We make families aware that they can schedule a meeting with the staff anytime they
want to speak to them. Staff hosted a parent panel during professional development to learn about parent
experiences and gain input on parent engagement and communication. In the fall of 2023, the school sent out a
parent survey to receive input on parents' needs for the upcoming school year.	The school staff should survey parents to determine the most convenient times of day for families to attend family
meetings. Additionally, the school can explore the option of gathering feedback through online survey databases to
enhance family involvement in decision-making processes.	The staff could meet more regularly to discuss improvements and evaluate family engagement activities at the
school level. The staff could review data on how many and which families attended to strategize ways to get more
families to attend future events. This way, we continue to reach all families, including those who are
underrepresented.	5	5	4	4	3	4	3	4	3	3	3	3	Met		2024-06-07	2024
37683380126730	Kavod Charter	3	Kavod families proactively engage with school staff to create opportunities to be more involved in creating community. Opportunities initiated by school staff are usually run by parent volunteers as a means to work side by side in promoting a safe and inclusive environment.	Families have expressed concern for campus safety due to world events and overall school safety as well as continuing to provide elective opportunities within the instructional program; these are two active focus areas moving into the next school year.	Kavod will continue to improve engagement of underrepresented families through the parent-elected Board Parent Representative, Homeless Liaison, Counselor and Director of School Culture. 

We have included Board Parent as a constant presence in school-sponsored events to encourage parents to engage and have their voices heard by the governing board. The Homeless Liaison engages with new families upon enrollment and throughout the year to ensure all families have whatever supports they need to encourage student success. The school counselor has set up parent-specific meetings on topics to support them at home and the Director of School Culture has increased outreach with families of relevant concerns by increasing the number of home visits. Additionally, administration has provided contact information and access to the organization chart every year to encourage parents to connect with appropriate contact.	As a language school, one thing that families often express is their desire to have more activities and connections to culture; not only for educational purposes but to also encourage and celebrate cultural diversity. One area of strength is meeting that desire and building on it to further include opportunities that promote connections to culture and language. With the help of parent committees and parent volunteers, Kavod works alongside families to establish annual events that promote global awareness that serve as staple events that align with our mission. As such, we often work alongside community partners to further enhance said opportunities.	A concern by families for campus safety has been identified as a focus area. Alongside the Kavod Parent Committee, staff and families have engaged in several fundraising campaigns to implement improvements that would mitigate parent concerns. As a result, Kavod staff has more prominently begun to establish stronger partnerships in the area of School Threat Assessment.	A multi-system approach in the form of increased engagement opportunities, cohort-specific events, additional check in times and weekly admin check-ins, and robust parent committee will help more quickly flag and support underrepresented families.	Parent and student surveys help inform areas of focus for the following year. Concurrently, the Instructional Leadership Liaison Committee (ILLC) help voice staff concerns and needed areas of focus moving forward. We are confident this is an area of strength as staff collaborate with administration when adjustments are necessary so that no one individual is more heavily impacted than others.	A continuous area of improvement is educating families who key staff contacts and their responsibilities are. Many families still have challenges with this.  We believe that the clearer they are on this matter not only can their concerns can more quickly be addressed, but feel confident the school is taking their concerns seriously.	Kavod has provided opportunities for key events to have several time slots to enable more parent participation. We have also led smaller cohort-specific meetings to get to better know our families and their needs.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-20	2024
37683380127647	e3 Civic High	3	e3 Civic High is completely committed to building positive, interdependent, and lasting relationships between school staff and families. It is through these relationships that our scholars achieve their greatest success. Each stakeholder contributes a special type of resource, encouragement and level of support, be it mental, emotional, social, academic, financial or physical. Relationships are fostered by means of constant and dynamic two-way communication from e3 Civic High: weekly electronic and phone messages; invitations to participate in school and community committees like DELAC/ELAC, SAC/SSC, Coffee with the Principal, California Community School Partnership Program (CCSPP) Steering Committee and other special forums and events; systematic and scheduled outreach events like Data Days, Scholar Led Conferences (SLCs), Presentations of Learning (POLs) and Annual Home Visits.

Furthermore, another strength is that e3 parents, teachers, school staff and community partners were intimately involved in the development of 2024-25 Local Control and Accountability Plan (LCAP) and WASC Self-Study (2024-2030) through a series of stakeholder meetings, surveys, and interviews. Each meeting was grounded in a clear agenda and vision, presentation slides, breakout sessions for small group discussion, and actions developed using shared files of Google Docs and Sheets. The use of special federal and state funds were also reviewed and determined through these partner stakeholder meetings to help with implementation of the LCAP.	e3 Civic High has reviewed and analyzed its educational partner input and local data, and areas of our LEA's focus for improvement in continuing to build relationships between school staff and families are the following: (1) Increase family attendance to school events and activities through customization of programs and schedules, (2) Learning facilitators (LFs) to keep their home contact log updated with the expectation of making home calls, holding meetings with families, and sending messages regularly, and (3) the creation of dedicated family space on the e3 campus where parents can meet, work, and learn (with the support and guidance of the CCSPP coordinator and steering committee).	e3 Civic High regularly consults with our educational partners, which consists of families (including those that speak languages other than English and those of underserved backgrounds), students, school administrators (including special education), teachers, other educators, school staff for their input and feedback into the direction of the e3’s Mission and Vision and the use of federal, state and special funds. Throughout the planning and decision-making process we have engaged with our educational partners and this continues to be an on-going practice as a part of LCAP planning. Additionally, the CCSPP community coordinator and steering committee is brainstorming new ways of engaging our families, including those traditionally underrepresented, in ways that are meaningful and add value to them. They will share this insight with administration for implementation.	e3 Civic High's current strength is the ability to work hand in hand with our educational partners to develop and implement actionable schoolwide plans, both the LCAP and WASC interrelated strategic plans, that focus on rigorous yet achievable student outcomes in the areas of academics, college and career readiness, and social-emotional wellbeing. We are open to feedback and suggested priorities, are transparent with our current reality and educational landscape, and value the differing voices in shaping our direction, use of resources and actions. Our school administration is committed to connecting our educational partners to our school vision and mission centered on real-world attainable outcomes for scholars. As a Community School, our steering committee is highly engaging our education partners to strengthen relationships between school staff and families in pursuit of our shared goals.	e3 Civic High has strong partnerships in place for ensuring positive student outcomes. We work with over 100 organizations to provide our scholars with opportunities for internships, job shadowing, mentoring, mental health and wellness resources, tutoring, and more. We will continue to add to our growing list of partners based on needs and opportunities as they arise. We will be expanding our design thinking and workforce partnerships including mentorships through the CCSPP initiatives as represented in our Implementation Plan.	e3 Civic High is committed to the quality engagement of our traditionally underrepresented families. We hold various parent engagement meetings and committees (SSC, ELAC, CCSPP, Coffee with the Principal) where scholar outcome data is shown at the schoolwide, department, and subgroup level and input and suggestions are elicited from our education partners in response. Our families enjoy the opportunity to discuss this data in small groups and to learn each other's perspectives on these topics.	e3 Civic High believes in shared decision-making. As such, our strength is that we elicit feedback in multiple modes and at different times in order to gather as much information as possible from our diverse learning community about how best to address our current and future challenges and opportunities. We offer multiple opportunities during the school year for students and staff to provide formative feedback and input through surveys and focus group interviews. This is one of our schoolwide LCAP goal/actions to improve stakeholder input and feedback on a continuous basis. All education partners also participate in our comprehensive annual school climate survey.	Based on the analysis of educational partner input and local data, e3 Civic High will focus on increasing by 25% the following: (1) the number of parent participants at committee meetings and (2) the number of parents/guardians who complete the Climate Survey.	e3 Civic will improve the engagement of underrepresented families by enlisting key parents from these target groups to serve as leaders and liaisons to other peer parents. Our e3 Library & Wellness Community Coordinator will support the facilitation of these renewed efforts and invite more participants to our CCSPP Steering Committee.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-06	2024
37683380129387	Empower Language Academy	3	Data from stakeholder surveys indicate that Empower has built strong relationships with families. 98% of parents reported they were treated with respect.  94% indicated the school communicates the importance of respecting all cultural beliefs and practices.	Although 92% of parents say the school keeps them informed about school events, an ongoing area of improvement is to maintain personal connections with students and families who do not regularly attend school functions.	We will continue to offer flexible communication options based on their preferences and availability. These include ParentSquare notices and flexible meeting times, as well as social media posts and video conferencing to keep all families connected via 2-way communication.  Educational partner input also indicated the need to offer additional parent workshops and opportunities to visit the campus in order to strengthen the relationship between home and school.	Empower builds partnerships by providing clear, consistent communication to families about school events and ways to become involved in their children’s education.  The data shows these efforts are successful.  98% of parents report the school encourages them to be active partners.	A focus area for improvement is to work with community organizations to offer additional academic programming and enrichment opportunities. We have identified high-value community partnerships and resources that meet the needs of our families through the California Community Schools Partnership Program (CCSPP).  We are moving towards implementation by formalizing and expanding relationships with community partners.	Empower will reach out to underrepresented families to highlight opportunities provided by our community partners.  Teachers will also facilitate sessions to help parents understand the academic program and how to support their students. The school will host regular events and meetings where parents and teachers can discuss academic progress and ways to collaborate.	Empower has established advisory committees made up of families, administrators, and teachers in the development of the school plan and programs. Family engagement opportunities are discussed at regular meetings with parent groups. Information is disseminated through electronic and written means, and translated whenever possible. These meetings are held during days and times that a majority of parents (including underrepresented families) indicated they were available.  96% felt welcome to participate at the school.	An ongoing focus area of improvement is the recruitment and training of parent advisory committee members. We will also continue to promote consistent attendance at Parent/Teacher Organization meetings.	The Parent/Community Liaison is responsible for conducting parent and community outreach and coordinates school events and distribution of school news/school data to all stakeholders. This outreach aspect is a critical piece of ensuring that underrepresented families are engaged in decision-making opportunities at the school.	5	5	5	5	5	4	5	5	5	4	5	4	Met		2024-06-18	2024
37683380129395	Elevate	3	Elevate has created a welcoming environment where all families are welcome and encouraged to be involved in their child’s school experience. We encourage parent participation through Classroom Community Builders, Coffees and Desserts with the Directors, conferences in all grades, Military Coffees, and many other opportunities. This year, we increased the number of evening family activities in response to families indicating a desire to do them. These events were well attended and had high participation from all demographic groups. 

We value the many cultures represented at Elevate and listen to parents when they have concerns and/or differences of opinion. We strive to ensure that all voices are heard. 
	An area to grow in communication with families, especially at the middle school level. As families transition to upper grades, parents feel less connected to what is going on in their child’s schooling. We will also add a parent resource night for middle school parents, continue with our parent workshops for all grades, and continue building on our Classroom Community Builders program.	Our families who are second language learners with IEP students would like more relationship-building opportunities with their child’s case managers and the special education department in general. We will provide opportunities for families to meet their Education Specialists at the beginning of the school year. 

Our EL families have shown interest in hosting a cultural event with the rest of our families so that we will work towards that in the 24-25 school year. We will also work with our EL families to ensure active participation by providing personal invitations to ELAC and other parent meetings so they feel welcome and want to participate.
	We believe that parent partnerships are key to a child’s success in school. We value partnerships with families and provide families with resources to encourage and support their child’s learning. Our student-led parent conferences encourage students to personally share their goals and levels of learning with parents, and parents are proactive in reaching out to teachers at any time if they have concerns. We encourage parents to be involved in the classroom through volunteer opportunities, and various families participate in these opportunities. 

Student Exhibition Nights and Presentations of Learning are well attended by families, allowing students to show their learning and have real-world experience.
	We are developing an appendix for families to help them access support for their children when there are academic concerns. This document will help parents better understand the process of supporting their child, the next steps when there are concerns, and resources that they can use to help their child at home in partnering with the school. 

We will also increase the number of Parent Workshops, especially for our middle school parents, to allow them to deepen their understanding of their student’s needs and resource them in transitioning from elementary to middle school grades. We will also increase our communications to include what students are working on in class, various learning platforms, and homework. 
	For our Hispanic students who are chronically absent, we will have early contact with families to develop relational capital. Helping them understand the importance of attendance, providing incentives, and learning what needs the families have that impact attendance will benefit student attendance and ultimately increase student learning. Providing additional opportunities for after-school learning will also strengthen their academics while providing opportunities for further connection in a small group setting.	We have multiple touchpoints for educational partners to be involved and share their input with the school. We hold monthly coffees with the directors, classroom community builder meetings, parent advisory committee meetings, and ELAC meetings, where we listen to parents and allow families to ask questions. We also send out surveys to families a few times per year to receive input from our families and learn more about their needs. We also sent surveys to teachers to receive input on their professional growth needs to help guide our PD for next year.	For the next school year, we are adding more middle school teachers to our Instructional Leadership Team. This will provide more teacher input and data analysis to help guide our academic program and increase teacher leadership opportunities.	Our EL families are involved in our family events. However, we want to increase the involvement of our underrepresented families who are new to Elevate. We will add additional ELAC meetings and include more opportunities during our meetings for parent input by posing specific questions that will give feedback and input.	4	5	5	4	4	4	4	4	4	5	4	4	Met		2024-06-24	2024
37683380131565	High Tech Elementary	3	Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.  
HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2023/24  school year indicated deep relationships between students and teachers. HTH schools were at the 80th national percentile for families believing teachers and students care about each other according to this survey. 
One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events. 


Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2023/24 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey which represented a 10 percentage point improvement from the prior year.
	HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools: 


HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning. 


Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.
	HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students.
Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.  
Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2023/24 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2023/24 school year indicated that HTH schools were at the 84th national percentile for families believing that families and teachers care about each other.
	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2023/24 school year indicated significant growth in family engagement. HTH schools were at the 81st national percentile for families being engaged in school according to this survey. As compared to the 61st percentile in the 2022/23 school year.	HTH will participate in the Cohort V of the Community Engagement Initiative, beginning in fall 2024. The goal of the initiative is to, “Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California.	HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 23/24 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 23/24 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP.
Additional opportunities for family involvement at HTH schools include:
-ELAC and DELAC meetings
-Monthly coffee and conversation events with directors 
-Volunteer opportunities available in classrooms and buildings
-Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards
-Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child
In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.	HTH families completing the Youth Truth family survey during the 23/24 school year indicated an opportunity for stronger family engagement programs.	HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.

HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.
	4	5	4	4	4	4	5	4	4	4	4	4	Met		2024-06-18	2024
37683380131979	Ingenuity Charter	3	The LEA partners with Harmonium and other community organizations to provide wrap around services to families. Counseling services are provided, including mental health services, and assistance with resources, such as food, to families in need. Teachers meet with the student and parents/guardians at least once a year to discuss academic progress. If the student is falling behind, additional meetings are held with the family to discuss strategies to help the student succeed. Students are informed of their legal rights and how to advocate for their own students with information provided on the LEA’s website. The LEA can improve on the area of student achievement by increasing the amount of interventions held with struggling students, academic goal setting based on MAP testing, and increased family meetings.

The school provides professional development to all staff systematically each school year. Professional development is provided to staff on conducting these meetings and strategies to communicate effectively with families. At these meetings, a family needs assessment is conducted and both socio-emotional and academic support plans are written for students and carried out with responsibilities on the school, family, and student. Teachers meet quarterly (or more often, as needed) with students considered to be “at risk” to create supportive learning plans with them and their families. Progress is monitored throughout the remainder of the school year.	The LEA is focused on ensuring strong relationships with all families, especially those who have had negative experiences with school, and can appear disengaged.  Outreach efforts, personalized meetings, and other communication strategies have be developed and employed.  Additional opportunities for family involvement such as dinner with the principal, family events, and outreach efforts have taken place this year and have resultd in increased numbers of families being involved.	The LEA hosts Family Forums several times per year.  These meetings are held to build connections with all families. These meetings serve as both family education and opportunities for family voice.  Topics for these events will be generated through feedback from students and families.	"The LEA provides parent workshops and Family Forums annually to increase the number of parents trained in academic initiatives and student support. The LEA also implements parent nights focused on academics, college preparatory advising, and access to post secondary options (including HiSET Study Prep books, AP Prep Guides, and ASVAB Test Prep Guides). In addition, a focus on families of seniors is aimed to improve graduation rate. The LEA subscribes to a Learning Management System that helps to implement a text alert/reminder system for upcoming events to increase communication with parents. 

The LEA has identified ""two-way communication between families and educators"" as a focus area for improvement. The LEA creates its family engagement policies in conjunction with families, holds meetings in English and Spanish, and asks for parental input at stakeholder meetings, but can do a better job at facilitating an exchange of dialogue between school staff and families during meetings. The LEA wishes to create an environment in which parents feel equipped with the knowledge to provide regular input and fully participate through two-way communication and planning with staff. The LEA will work on facilitating small group review sessions during stakeholder meetings to discuss programmatic recommendations and to review and revise school documents.

In addition, at all IEP and 504 meetings, parents are given and explained their rights as they pertain to educational access for their child. At SST meetings, parents are asked to discuss their concerns for their children and to be a part of the problem-solving discussion for students if/when they demonstrate need. An LCAP advisory group is made up of parents and staff members, which meets monthly to review and provide input on the LEAs LCAP."	The LEA can improve by increasing the number and content of parent workshops, and Family Fourums, to reach more families. These events should also be culturally relevant and responsive.	The LEA holds monthly School Site Council and District English Language Advisory Committee meetings, and all students and parents are invited to attend to share any thoughts and ideas they would like to see at the school. During these meetings, there have been several suggestions and feedback provided about school improvement including creating engaging and relevant learning opportunities, small content area workshops, and a focus on building relationships.  Also during these meetings, parents review the school's LCAP and provide educational partner input.  These documents are summarized and presented in “parent friendly language” at the next meeting and through school communication tools. Parent education is included as a vital part of these events, so parents can understand the school's programs and give input about their implementation and success.	Staff are fully supported by the LEA to hold meetings and create structures that enhance communication between families and the school that result in decision making. The LEA engages families and staff regularly in advisory groups. Survey data is used to gauge the effectiveness of programs, and programs are discussed at meetings. Recommendations for policy revisions are made, shared out with all educational partners, and staff.

The LEA provides all family correspondence in English and Spanish and provides translation services at all parent meetings. Family outreach includes phone calls to personally invite families to attend DELAC, SSC, and LCAP advisory meetings. Dial outs and text messages are also sent to all families prior to meetings and events.

The LEA provides opportunities for this at all family meetings and advisory committee meetings, which occur on a monthly basis. At the start of the academic year, the LEA conducts a needs assessment with families to evaluate areas of need and develop its family engagement activities for the school year. Teachers, principals, and families discuss activities openly at stakeholder meetings and notes are archived for future reference.	The LEA has worked this year to increase and improve family involvement in decision making groups.  Family engagement has risen significantly and attendance at SSC and DELAC meetings has increased.  Families are providing input that directly impacts decision making. 

In addition, at all IEP and 504 meetings, parents are given and explained their rights as they pertain to educational access for their child. At SST meetings, parents are asked to discuss their concerns for their children and to be a part of the problem-solving discussion for students if/when they demonstrate need. An LCAP advisory group via School Site Council,  is made up of parents and staff members, which meets monthly to review and provide input on the LEAs LCAP.
The LEA educates its parent groups (DELAC, SSC) on budgetary and programmatic initiatives at the school.	To improve the engagement of underrepresented families, the LEA will provide additional professional learning to administrators/staff on how to actively engage non-English speaking parents and underrepresented families. The LEA will then, in conjunction with community organizations, sustain several family friendly meetings and activities throughout the school year to involve parents at school and in its decision-making processes.	4	5	4	4	5	4	4	4	4	4	5	4	Met		2024-06-10	2024
37683380135913	Urban Discovery Academy Charter	3	This year, the school made much progress in the area of Building Relationships Between School Staff and Families. Although the percentage of families completing the school climate survey was only around 10%, over 90% of families responded favorably when asked if they feel welcome to participate at the school. Feedback during School Advisory Council meetings, ELAC meetings, and during monthly family Fridays from families indicated that the school feels completely different than this school year with regards to family participation, particularly since distance learning associated with the COVID-10 pandemic; families have expressed repeatedly this school year that they feel more connected to the school and that they are excited to be able to participate in more events and in more decision-making opportunities. Regular school field trips were also greatly enhanced this school year, with full volunteer participation is hoped for. Attendance has been very strong at SAC meetings,
ELAC meetings, and Parent Volunteer Network meetings, with over 40 participants at our relaunch of the PVN meeting at the beginning of the school year. The school also supported the families in obtaining their livescan to help more families be able to volunteer. Weekly communications are also more consistent and thorough this school year.	Based on participation rates, volunteer rates, and parent/teacher feedback, the school would like to see a greater number of volunteers across the grade levels. The school is working on enhancing these efforts and the resulting participation. The school would also like to see a greater and more consistent number of volunteers participating on our ELAC committee; we have stable numbers now but would like to grow and strengthen this committee even further, particularly as we strive to enhance our EL support efforts in this next LCAP cycle. The school is also working to rebuild its full parent education series of workshops in collaboration with UCSD Extension and Reality Changers, in the hopes of better and more consistently supporting and educating our families.	As described above, it is our hope to continue to grow and strengthen our ELAC committee and our family engagement/workshops which will be specifically designed to address the interests and needs of our underrepresented families. Once we fully expand our parent education workshops, we would like to add specific interest group workshops for like groups of families (based on identified subgroups of interest and/or need). Additionally, the school would like to continue to provide livescan services for our volunteers to best support our families in need in being active participants in our school.	The school provides parent conferences twice per school year for our elementary school students and student-led conferences at least once per year (more for students at risk) for our middle and high school families. Our resiliency monitoring system (implemented this year at our secondary school) has had a significant impact in supporting teachers and staff to best support our students and families.	The Resiliency Monitoring program has had an impact on our secondary students and families, as evidenced by parent conference rates, family referrals, and student outcome data, so the school has planned to expand this program to the elementary school level. The work of the School Advisory Council and ELAC committee have been a tremendous support for family-school collaboration this school year and it is our hope to communicate more regarding this empowering work with families. Expanding our full parent workshop series in collaboration with community partners can help focus on advocacy and legal rights for our families as well.	There needs to be more outreach and on the ground support to garner participation in parent conference meeting, workshop attendance, and other school happenings. There is a low response rate from families on surveys and other school outreach efforts. The school needs to ensure full translation services are available and communicated and that other options to ensure full participation are available, such as: childcare support, food for workshops, polling of best times for families, etc. The school will engage our ELAC parent committee members to communicate with other EL families about participation. The school will also provide more resources for families through our community partnerships.	The school has made tremendous growth this year in involving families and all stakeholders in decision making. On the school climate survey, 95% of families responded positively to the school actively seeking the input of parents before making important decisions (although there is a need to grow the response rate on surveys). The school LCAP process was thorough and involved all stakeholder voices at multiple levels of engagement.	There is a representative group of families that are more involved in committees, communication, and event attendance/participation. It is the hope of the school that a wider span of families will become more involved. The school will continue to encourage families to send out communications to one another through the school and that our grassroots family efforts can encourage other families to become more involved. The SAC and ELAC should focus on sending out regular communications in addition to the agenda/minutes and Parent Volunteer Network communications.	Now that family engagement in decision making has been enhanced, there needs to be a more strategic effort to involve all families, specifically underrepresented families. The school and the committees will focus on more strategic outreach for underrepresented groups of families. This has been a topic of discuss for both the SAC and ELAC committees this year, and will continue to be a focus this school year and beyond.	5	5	4	5	4	4	5	3	5	5	5	5	Met		2024-06-26	2024
37683380136663	America's Finest Charter	3	America’s Finest Charter School (AFCS) is committed to building strong relationships with parents as partners in education. Parents have many opportunities to be involved at AFCS. AFCS has formed a group called “Friends of AFCS” including administrators, teachers, classified staff and parents.
The school has an “Open Door” policy. School administrators meet regularly with parents and encourage feedback during our ELAC and Parent meetings. AFCS families also give feedback when they complete the LCAP survey. AFCS serves many students that have parents/guardians who only speak Spanish, Vietnamese, or Somali. Translation services are provided in all parents communications and events, including on-site translation, monthly newsletters in different languages, Parentsquare - an autodialer messages system to parents/guardians in English and Spanish. Parents fill out volunteer interest forms and are invited to help in the class and with outside class assignments.	According to our population data, we need to reach out more to the Asian families and communities in order to improve their engagement and representation. The school will implement professional development for all staff in order to foster a more welcoming environment for all families.	The school will improve engagement of Asian families by placing ads in the Asian newspapers and inviting more local businesses to our events.	At America’s Finest Charter School, technology is utilized to increase communication by way of Class Dojo. The system provides parents/guardians and students a means of knowing where students are academically. We also have meetings, teachers and parents conferences, and activities include but are not limited to: Curriculum Night/Open House, Math Night, Parent-Teacher Conference, Flyers and School-Related Information, and Monthly Letters Communication.	We will be providing workshops and webinars to teach families how to use the Parent Portal for statewide testing and the school grading system.	The school will survey all families to find out their preferred meeting days, times, and methods, and make follow up calls with families we don't hear from to ensure that more underrepresented families are included.	Parent involvement has been at the core of the decision making for America’s Finest Charter since the school opened in 2011. The Board of Directors for America’s Finest Charter is comprised of several members of each of the following stakeholder groups: staff, parents and leaders from our community. The Board of Directors meets monthly to fulfill the goals of the Board and school leadership. America’s Finest Charter School involves English speaking and non-English speaking parents. Involvement opportunities include: English Learner Advisory Committee (ELAC) parents meetings and School Site Council (SSC). Parents participated in school events: Curriculum Night/Open House, Math Night, International Fair, and Arts in the Afternoon Gala.	AFCS needs to train our parent leaders and will be seeking more opportunities in the community for additional parent engagement trainings.	The school will survey all families to find out their preferred meeting days, times, and methods for joining advisory groups, and make follow up calls with families we don't hear from to ensure that more underrepresented families are included.	5	4	4	3	3	3	3	4	3	3	3	3	Met		2024-06-24	2024
37683383730959	Altus Schools Charter School of San Diego	3	"The school has made significant progress in building strong relationships between school staff and families: key strengths and progress in this area include:
•	High-quality Teachers: Each student is assigned a high-quality Teacher who is responsible for supervising all subjects and providing personalized attention. This close relationship ensures teachers can adjust assignments to meet student needs and goals and facilitates timely communication with parents.
•	Parental Involvement: The school emphasizes the importance of parental involvement in student success. Parents are encouraged to set high expectations, talk about school daily, monitor schoolwork, establish daily homework routines, stay aware of test schedules, and maintain regular contact with teachers. This partnership approach helps in creating a supportive environment for students.
•	Family Resources: The school provides extensive resources for families, including financial aid information, standardized testing support, and help with college admissions. These resources are designed to assist families in navigating the academic landscape and supporting their children’s educational journey.
•	Personalized Learning Environment: The school operates with a low student-to-teacher ratio, allowing for personalized attention and the ability to build strong, individualized relationships. Teachers are deeply familiar with their students' academic levels and progress, which fosters a more tailored and supportive learning experience.
•	Regular Communication: The school ensures regular communication through weekly conferences where parents receive updates on their child’s progress, attendance, behavior, and upcoming events. This continuous engagement keeps parents informed and involved in their child's education.
These efforts collectively enhance the relationship between school staff and families, ensuring that students receive the support they need to succeed both academically and socially.
Parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 88.7% of parents report being able to provide input and feedback to the school through multiple ways. The school values the partnership between school staff and families as the foundation of parent and family engagement. Over 99.1% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 98.6% of parents report that the school provides innovative and engaging learning environments. 
"	Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community The school regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed.
The LEA’s focus areas for improvement in building relationships between school staff and families include increasing parental participation in the Family Learning Series to foster a deeper engagement with their children’s education. They aim to encourage parents to support their students in excelling in mathematics by providing resources and strategies to reinforce learning at home. Another focus is to gather more input from parents on specific needs such as language development and mental health, ensuring that the school’s programs are tailored to address these critical areas. These efforts are designed to create a more collaborative and supportive environment for students and their families.
	To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated, and interpreters have been made available for calls and meetings. The school will issue continue to Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Parent Square further provides communication and engagement opportunities between the educational partners and the school.	The LEA’s current strengths and progress in building partnerships for student success include providing a highly personalized academic experience through one-on-one instruction and small group sessions. The school emphasizes rigorous academic standards and regular assessments to ensure students meet or exceed expectations. The school offers various opportunities such as college courses, career technical education, internships, and leadership roles through programs like the California Cadet Corps. Additionally, the school engages students, parents and community partners in creating Pathways Personalized Education Plans to support individual student goals and needs. 
The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and support for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and support to families throughout the school year.
	The LEA’s focus areas for improvement in building partnerships for student outcomes include enhancing math resources and instructional support to boost student proficiency in mathematics. They also aim to strengthen college and career planning and guidance to ensure students are well-prepared for post-secondary education and career paths. Additionally, a focus is placed on improving strategies to help students graduate on time by providing targeted interventions and personalized support. These efforts are designed to create a more robust support system for student success.
Based upon information collected from students, the school will maintain or expand Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA.
	CSSD is fully committed to continuously improving the engagement of underrepresented families with our partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical, and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals. To better facilitate school to home two-way communication and input with English Learner households, school materials will be translated as translators provided when needed. Demographically, the LEA is majority-minority, majority SED, and a higher percentage of students with disabilities than the surrounding community. All students have full access to the courses and opportunities offered at the school.  The school continues to solicit input from educational partners to identify and address student and family needs and to break down barriers to success.	The LEA’s current strengths and progress in seeking input for decision-making include actively involving teachers, principals, administrators, school personnel, parents, and students through diverse engagement methods. Teachers contribute via the Staff LCAP Engagement Survey, ELAC Instructional Meetings, and professional learning sessions. Principals and administrators provide input through team huddles, SSC meetings, and strategic planning sessions. Parents participate in surveys, Open House, and Senior Night events, while students share their perspectives through surveys, School Site Council meetings, and various school events that focus on family engagement and provide opportunities for input into the school’s programs. This inclusive approach ensures the LCAP reflects the needs and priorities of all stakeholders, fostering a collaborative environment for student-centered actions and priorities.

The school engages educational partners in its processes for continuous improvement and prioritizes building the capacity of staff and families to engage in advisory groups and decision making. The school provides training for SSC members annually and holds regular meetings to develop, refine, and update the LCAP. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides training, resources, support, and feedback opportunities throughout the school year. In 2023-2024 the school received input from over 530 students and parents and used the results in the development of the 2023-2024 LCAP.
	The LEA’s focus areas for improvement in seeking input for decision-making include increasing parent and student participation in surveys, increasing attendance for the Family Learning Series, College/Career week, and engaging more in Open House and other school events. By enhancing these engagement methods, the LEA aims to gather more comprehensive and diverse feedback from parents, ensuring that their perspectives are effectively incorporated into the decision-making process. This approach is intended to create a more inclusive and responsive environment that better supports the needs and priorities of students and their families.	School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff utilize ParentSquare to engage in two-way communication with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive English Learners Advisory Committee (ELAC) meetings will seek to increase parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will continue to provide translated materials and resources for parents and family members of English Learners.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
37683383731189	Preuss School UCSD	3	The Preuss School UC San Diego excels in creating partnerships that enhance scholar outcomes by effectively engaging with families and the community. It provides strong support systems for socioeconomically disadvantaged scholars and significantly emphasizes college and career readiness. These collaborative efforts and targeted interventions have resulted in high graduation rates and outstanding college/career readiness outcomes, demonstrating the school's dedication to fostering an environment that promotes scholar success.	The Preuss School UC San Diego has identified key focus areas for improving partnerships to enhance scholar outcomes. One priority is addressing chronic absenteeism by implementing more effective strategies to reduce absenteeism rates. Another critical area is enhancing mathematics performance through targeted interventions, particularly for English learners. Additionally, the school aims to support English learners in English Language Arts by strengthening support systems and instructional strategies. These focus areas have been identified based on input from educational partners and local data analysis, ensuring a collaborative approach to addressing these challenges.	The Preuss School UC San Diego plans to improve the engagement of underrepresented families through several key strategies. First, the school aims to enhance communication by utilizing multiple platforms and languages to reach diverse families. Increasing involvement opportunities is another focus, with flexible meeting times and virtual options to accommodate different schedules. The school will also provide support resources, such as workshops and materials, to help families support their children's education. Building trust and relationships through regular and meaningful family interactions is also a priority. These strategies are designed to create more inclusive and effective partnerships for scholar success.	The Preuss School UC San Diego has demonstrated strengths in building relationships between school staff and families through consistent communication, strong family engagement programs, and collaborative events. By maintaining open lines of communication and providing regular updates on scholar progress, the school has fostered trust and a sense of community. Additionally, the school organizes various workshops and events to involve families in the educational process, contributing to a supportive and collaborative environment for scholar success.	The focus areas for improvement at The Preuss School UC San Diego in building partnerships for scholar outcomes include enhancing engagement with underrepresented families by implementing more effective communication strategies and support resources. The school also aims to improve academic performance in mathematics, focusing on English learners. Reducing chronic absenteeism is also a priority, with strategies being developed and implemented to decrease absenteeism rates. These focus areas are based on analysis of educational partner input and local data, aiming to create a more inclusive and supportive environment for all scholars.	To improve engagement with underrepresented families, The Preuss School UC San Diego will enhance communication by using multilingual platforms to ensure accessibility. The school will increase involvement opportunities by scheduling flexible and virtual meetings. It will also provide resources by offering workshops and support to help families engage with their children's education. Additionally, the school aims to build trust by fostering relationships through regular, meaningful interactions.	The Preuss School UC San Diego has made significant progress in seeking input for decision-making by establishing effective communication channels and creating inclusive advisory groups. Our efforts to involve families, teachers, principals, and administrators in collaborative planning and evaluation of family engagement activities reflect our commitment to inclusivity and responsiveness. We have successfully built the capacity of both staff and families to engage in decision-making processes, ensuring diverse perspectives are considered in shaping policies and programs. This ongoing commitment has led to a shared responsibility and a culture of continuous improvement.
	Based on the analysis of educational partner input and local data, our focus areas for improvement in seeking input for decision-making at The Preuss School UC San Diego include broadening participation by engaging a wider range of voices from underrepresented groups to ensure diverse perspectives. We aim to enhance feedback mechanisms by developing more effective ways to collect and respond to family and community feedback. Additionally, we will strengthen communication to ensure that information about opportunities for input is accessible to all families. These focus areas aim to enhance inclusivity and responsiveness in our decision-making process.	We will implement several key strategies to improve the engagement of underrepresented families identified during our self-reflection process. First, we will establish diverse communication channels, including bilingual newsletters, social media platforms, community meetings, and home visits, to ensure that all families receive important information and have opportunities to provide input. We will provide cultural competency training for our staff to understand better and address the unique needs and perspectives of underrepresented families, fostering a more inclusive environment. Additionally, we will form parent advisory committees that include representatives from underrepresented groups to ensure their voices are heard, and their perspectives are considered in decision-making processes.
To further enhance engagement, we will implement regular surveys, suggestion boxes, and forums where underrepresented families can share their thoughts and feedback on school policies and practices. We will also partner with local community organizations with established trust and relationships with underrepresented families to facilitate better engagement and participation. Organizing events such as family nights, workshops, and cultural celebrations that cater specifically to the interests and needs of underrepresented families will encourage their active participation. We will provide translation and interpretation services during meetings, events, and written communications to ensure that language barriers do not hinder participation. Lastly, we will ensure that decision-making processes are transparent and inclusive, with clear pathways for underrepresented families to contribute and influence outcomes.
By implementing these strategies, we aim to create a more inclusive environment that encourages active and meaningful participation from underrepresented families in decision-making.
	5	5	5	5	4	4	4	5	4	4	3	4	Met		2024-06-20	2024
37683383731247	High Tech High	3	Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.  
HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2023/24  school year indicated deep relationships between students and teachers. HTH schools were at the 80th national percentile for families believing teachers and students care about each other according to this survey. 
One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events. 


Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf
	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2023/24 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey which represented a 10 percentage point improvement from the prior year.	HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools: 


HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning. 


Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.
	HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students.
Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.  
Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2023/24 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2023/24 school year indicated that HTH schools were at the 84th national percentile for families believing that families and teachers care about each other.
	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2023/24 school year indicated significant growth in family engagement. HTH schools were at the 81st national percentile for families being engaged in school according to this survey. As compared to the 61st percentile in the 2022/23 school year.


	HTH will participate in the Cohort V of the Community Engagement Initiative, beginning in fall 2024. The goal of the initiative is to, “Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California.
	HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 23/24 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 23/24 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP.
Additional opportunities for family involvement at HTH schools include:
-ELAC and DELAC meetings
-Monthly coffee and conversation events with directors 
-Volunteer opportunities available in classrooms and buildings
-Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards
-Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child
In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement. 
	HTH families completing the Youth Truth family survey during the 23/24 school year indicated an opportunity for stronger family engagement programs.	HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.

HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.
	4	5	4	4	4	4	5	4	4	4	4	4	Met		2024-06-18	2024
37683383731395	Altus Schools Audeo	3	"The school has made significant progress in building strong relationships between school staff and families: key strengths and progress in this area include:
•	High-quality Teachers: Each student is assigned a high-quality Teacher who is responsible for supervising all subjects and providing personalized attention. This close relationship ensures teachers can adjust assignments to meet student needs and goals and facilitates timely communication with parents.
•	Parental Involvement: The school emphasizes the importance of parental involvement in student success. Parents are encouraged to set high expectations, talk about school daily, monitor schoolwork, establish daily homework routines, stay aware of test schedules, and maintain regular contact with teachers. This partnership approach helps in creating a supportive environment for students.
•	Family Resources: The school provides extensive resources for families, including financial aid information, standardized testing support, and help with college admissions. These resources are designed to assist families in navigating the academic landscape and supporting their children’s educational journey.
•	Personalized Learning Environment: The school operates with a low student-to-teacher ratio, allowing for personalized attention and the ability to build strong, individualized relationships. Teachers are deeply familiar with their students' academic levels and progress, which fosters a more tailored and supportive learning experience.
•	Regular Communication: The school ensures regular communication through weekly conferences where parents receive updates on their child’s progress, attendance, behavior, and upcoming events. This continuous engagement keeps parents informed and involved in their child's education.
These efforts collectively enhance the relationship between school staff and families, ensuring that students receive the support they need to succeed both academically and socially. Parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 97.3% of parents report being able to provide input and feedback to the school through multiple ways. The school values the partnership between school staff and families as the foundation of parent and family engagement. Over 100% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 97.2% of parents report that the school provides innovative and engaging learning environments. 
"	Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community The school regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed.
The LEA’s focus areas for improvement in building relationships between school staff and families include increasing parental participation in the Family Learning Series to foster a deeper engagement with their children’s education. They aim to encourage parents to support their students in excelling in mathematics by providing resources and strategies to reinforce learning at home. Another focus is to gather more input from parents on specific needs such as language development and mental health, ensuring that the school’s programs are tailored to address these critical areas. These efforts are designed to create a more collaborative and supportive environment for students and their families.
	To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated, and interpreters have been made available for calls and meetings. The school will issue continue to Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Parent Square further provides communication and engagement opportunities between the educational partners and the school.	The LEA’s current strengths and progress in building partnerships for student success include providing a highly personalized academic experience through one-on-one instruction and small group sessions. The school emphasizes rigorous academic standards and regular assessments to ensure students meet or exceed expectations. The school offers various opportunities such as college courses, career technical education, internships, and leadership roles through programs like the California Cadet Corps. Additionally, the school engages students, parents and community partners in creating Pathways Personalized Education Plans to support individual student goals and needs. 
The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and support for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and support to families throughout the school year.
	The LEA’s focus areas for improvement in building partnerships for student outcomes include enhancing math resources and instructional support to boost student proficiency in mathematics. They also aim to strengthen college and career planning and guidance to ensure students are well-prepared for post-secondary education and career paths. Additionally, a focus is placed on improving strategies to help students graduate on time by providing targeted interventions and personalized support. These efforts are designed to create a more robust support system for student success.
Based upon information collected from students, the school will maintain or expand Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA.
	Audeo is fully committed to continuously improving the engagement of underrepresented families with our partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical, and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals. To better facilitate school to home two-way communication and input with English Learner households, school materials will be translated as translators provided when needed. Demographically, the LEA is majority-minority, majority SED, and a higher percentage of students with disabilities than the surrounding community. All students have full access to the courses and opportunities offered at the school.  The school continues to solicit input from educational partners to identify and address student and family needs and to break down barriers to success.	The LEA’s current strengths and progress in seeking input for decision-making include actively involving teachers, principals, administrators, school personnel, parents, and students through diverse engagement methods. Teachers contribute via the Staff LCAP Engagement Survey, ELAC Instructional Meetings, and professional learning sessions. Principals and administrators provide input through team huddles, SSC meetings, and strategic planning sessions. Parents participate in surveys, Open House, and Senior Night events, while students share their perspectives through surveys, School Site Council meetings, and various school events that focus on family engagement and provide opportunities for input into the school’s programs. This inclusive approach ensures the LCAP reflects the needs and priorities of all stakeholders, fostering a collaborative environment for student-centered actions and priorities.

The school engages educational partners in its processes for continuous improvement and prioritizes building the capacity of staff and families to engage in advisory groups and decision making. The school provides training for SSC members annually and holds regular meetings to develop, refine, and update the LCAP. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides training, resources, support, and feedback opportunities throughout the school year. In 2023-2024 the school received input from 129 students and parents and used the results in the development of the 2023-2024 LCAP.
	The LEA’s focus areas for improvement in seeking input for decision-making include increasing parent and student participation in surveys, increasing attendance for the Family Learning Series, College/Career week, and engaging more in Open House and other school events. By enhancing these engagement methods, the LEA aims to gather more comprehensive and diverse feedback from parents, ensuring that their perspectives are effectively incorporated into the decision-making process. This approach is intended to create a more inclusive and responsive environment that better supports the needs and priorities of students and their families.	School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff utilize ParentSquare to engage in two-way communication with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive English Learners Advisory Committee (ELAC) meetings will seek to increase parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will continue to provide translated materials and resources for parents and family members of English Learners.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
37683386039457	Darnall Charter	3	Darnall Charter School fosters strong connections with families and the community. We employ a variety of strategies to encourage two-way communication, including:
? School-wide events: These gatherings create opportunities for families and the community to connect and engage.
? Parent-teacher conferences: Regular conferences allow parents and teachers to discuss student progress and collaborate on learning goals. ? The parent group activities include
? Fundraising: They organize events and activities to raise money for school programs, resources, and special projects that benefit the students.
? Events and Activities: They plan and host family-friendly events that promote school spirit and community engagement.
? Volunteer Coordination: They recruit and coordinate volunteers to support teachers and staff in various areas.
? Communication Bridge: They act as a bridge between parents, teachers, and the school administration by facilitating communication and collaboration.
? Advocacy: They may advocate for policies and initiatives that benefit students and their education.
? Teacher Support: They may organize teacher appreciation events and provide support to teachers in various ways
? School Leadership Committee: This committee fosters collaboration between parents, staff and teachers on school improvement initiatives.	Darnall Charter School is committed to strengthening its partnerships with families. Key Initiatives:
? Understanding Our Families: We're actively seeking to learn more about our families' unique strengths, cultural backgrounds, preferred languages, and their aspirations for their children's education. Additionally, we're interested in their perspectives on emerging issues or areas for improvement at Darnall Charter School.
? Enhanced Communication & Collaboration: We're dedicated to increasing family engagement with the school and fostering stronger connections with teachers. This includes ensuring timely and relevant information reaches all parents through effective communication channels.	Darnall Charter School prioritizes inclusive communication, engagement, and services for all families.
We are committed to ensuring that every family, regardless of economic, social, or cultural background, feels welcome and empowered to participate fully in the school community.
Here's how we'll achieve this:
? Accessible Communication: We will utilize diverse communication channels and translated materials to ensure all families receive timely and relevant school information in their preferred language.
? Supportive Engagement: We will offer various opportunities for family involvement and provide support to help all families feel comfortable and confident participating in school activities.
? Equitable Services: We will strive to ensure all families have access to the resources and support services they need to advocate for their children's success.	We believe this collaboration is essential for student success, as outlined in the LCAP: Foundation for Success:
? New Student Orientation: DCS connects with new students through a dedicated student orientation. This provides an opportunity for families to get acquainted with Darnall and ask questions.
? Ongoing Communication: Throughout the year, we foster communication through regular touchpoints:
? Parent-Teacher Conferences: Scheduled meetings allow teachers and families to discuss student progress, learning goals, and strategies for
collaboration.
? Back-to-School Nights: These events provide a platform for families to learn more about the school's curriculum, programs, and resources.
Impactful Collaboration:
These meetings are more than just information sessions; they are vital opportunities for open communication and shared decision-making. By working together, families and the school can create a supportive environment that promotes student growth and academic achievement.	Darnall Charter School is committed to strengthening our ability to partner effectively with families. Key Initiatives:
? Empowering Educators: We're investing in professional learning opportunities for teachers and school leaders. This will equip them with the skills and knowledge to build strong connections with families and create a collaborative learning environment for all students.
? Supporting Family Advocacy: We're dedicated to supporting families in understanding and exercising their legal rights to advocate for their children's success. This may include workshops, resource materials, and opportunities for open communication with school leadership.	Darnall Charter School is dedicated to creating a welcoming and inclusive environment where all families feel empowered to participate fully in their child's education. Our Commitment to Equity:
We believe that every family, regardless of background, deserves equal access to information, resources, and opportunities to engage with the school community. To achieve this, we will:
? Prioritize Inclusive Communication: We will utilize diverse communication methods and translated materials to ensure all families receive timely and relevant school information in their preferred language.
? Provide Equitable Support: We will offer a variety of family engagement opportunities with varying levels of commitment, making participation accessible for all families.
? Offer Targeted Supports: We will identify and remove any barriers that may hinder a family's involvement, such as childcare needs or transportation limitations.
? Incentivize Participation: We will explore creative ways to encourage participation, focusing on the value families bring to the school community.	Darnall Charter School prioritizes building strong partnerships with families and the community. We believe in open communication and collaboration, and we utilize a variety of platforms to engage with stakeholders.
Here's how we connect:
? Two-Way Communication:
? Surveys: We conduct surveys to gather feedback and input from families and the community.
? Newsletters: We publish regular newsletters with school news, upcoming events, and important information.
? Collaborative Engagement:
? School Leadership Committee Meetings: This council brings together parents, staff and teachers to collaboratively discuss school improvement
initiatives.
? Accessibility and Transparency:
? Open Board Meetings: All are welcome to attend our Board meetings, which are open to the public.
? School Website & Dojo: We keep our school website and Dojo platform updated with current information and school announcements.	Darnall Charter School Leverages Lessons Learned to Enhance Parent Engagement in Decision-Making
The Local Control and Accountability Plan (LCAP) provides a framework for key focus areas where parent and stakeholder input is crucial. We are actively seeking to increase participation levels throughout the LCAP process, with a specific focus on the Budget Overview for Parents.	Darnall Charter School is committed to creating a truly inclusive school community where all families feel empowered to participate, regardless of background.
Fostering Participation:
We are actively seeking to increase engagement and participation among underrepresented families. To achieve this, we will:
? Proactive Outreach: We will engage in targeted outreach efforts to ensure all families feel welcomed and informed about school activities and decision-making processes.
? Removing Barriers: We will identify and address any barriers that may prevent families from participating, such as childcare needs, transportation limitations, or language difficulties. This may include offering translation services, providing childcare options for meetings, or scheduling meetings at convenient times.
? Meaningful Representation: We will encourage all families, including those who may be underrepresented, to actively participate.	3	3	3	5	4	4	5	5	2	2	2	2	Met		2024-06-25	2024
37683386039812	Keiller Leadership Academy	3	KLA’s self-study indicates various activities, events, and committees provide 
opportunities for parent and community engagement. Such activities include: relevant Parent
Series meetings, highly attended Student led Parent Conferences, ELAC Parent Group, highly attended and engaging Open Houses (Fall and Spring), and the
Parent Volunteer Team (PVT). Parents also volunteer in a variety of ways: school functions, chaperoning field trips, fundraising. KLA maintains and sustains a variety of modes of communication to engage all families.
	KLA will continue to build relationships between the school staff and families by sustaining the communication platforms utilized. ParentSquare is the platform used to communicate electronically all general information between the school, staff, and families.  Powerschool is used to communicate academic progress.  KLA will continue to survey families and staff on the effectiveness and efficacy of communication.	KLA has sustained its’ ability to maintain positive relationships between staff and families because of the wrap around restorative practice and pedagogy of all KLA staff members.  In addition, KLA uses a variety of means to communicate with all families.  KLA will continue to improve engagement of underrepresented families through town hall meetings, exploring outreach community services, and sustaining the Wellness Leadership Team- a committee that progress monitors the culture, climate, and social emotional well being of all students.
	KLA’s current strengths and progress in Building Partnerships for Student outcomes is based on the effective practices and protocols.  The Instructional Leadership Team (ILT) identifies a schoolwide focus for student outcomes each year and then develops a Professional development plan based on the the needs of the school program.  Throughout the year, teachers collaborate and participate in professional learning aligned with the schoolwide focus.
	KLA’s focus area for improvement in building partnerships for Student Outcomes is based on bridging the gap between families and teachers to better support student learner outcomes. This includes parent series sessions that include topics related to math, social emotional learning, and literacy.
	KLA will improve engagement of underrepresented families by sustaining and maintaining the annual practice of providing the opportunity for all families to give feedback using our LCAP survey.
	The KLA Action Plan/SPSA is driven by the analysis of student achievement data. School leadership and staff and families demonstrate shared-decision making and self-reflection and accountability for programs that support student learning.
	KLA will continue to maintain and sustain the process it follows to ensure the effectiveness of seeking input for decision-making.
	Community partners are involved in the review of the long-range financial plan and that the school engages in a yearly audit of its finances to ensure appropriate and legally required reserves are in place. KLA has contracted with a 3rd party organization to manage its financial reporting to the Board of Directors and to track the fiscal health of the school in coordination with the Board of Directors.
	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-11	2024
37683386040018	Harriet Tubman Village Charter	3	Harriet Tubman Village Charter School is proud of the strong relationships we have built with families. The Administration team has successfully built relationships with families this year. The school events and activities include parent meetings, 2 Leader in Me parent workshops, military families breakfast, regular coffee with the principal, resources for families who experienced hardships with flooding, a haircut event, and toys for tots helping families around the holidays.
	Administration team will continue to be built upon in the coming year with the maintenance of existing family relationships and by building new relationships. The school will be part of the Improving Chronic Absence Network (ICAN). This is a year-long network facilitated by the San Diego County Office of Education (SDCOE) to create a plan to improve chronic absence with measurable and improveable practices. 
Our intervention team reaches out to the family and schedules home visits to determine how to best support the student. The wrap-around service of Tubman staff/parent/student home visits are a necessary replicable strategy for engaging families, educators and students as a team that coincides with our Village mentality. These home visits have been successful at maintaining student engagement, but we need to be able to increase the number of these visits to ensure all students/families get the support they need.
	We held a Focus Group meeting with families in June to discuss the needs of the school community.  The Administration Team will develop and maintain partnerships with families with focus on improving the engagement of underrepresented families.
The school will schedule smaller focused events alongside larger events. For example, when families come for assemblies, and are already on campus, a “lunch with the ELPAC team” will also be scheduled after. 
	HTVCS purchased and implemented the Leader in Me program to address the development of student leaders and engagement in the school community. The need for social and emotional well-being is unprecedented. HTVCS has resumed the Leader in Me program to engage families and students in successful leadership strategies.  There have been a lot of staff collaborations about development of best practices for partnering with families and our Administration Team (Leader in Me Coordinators) have been building relationships with families in order to create partnerships for student outcomes.
The school hosts a number of opportunities for families to learn about the progress of their child and how to support their child’s learning at home.  The school hosts parent and teacher conferences twice a year, a Back to School Night,  Literacy and Math Nights, in addition to Read Across America Week and College and Career Readiness Week.
	The Administration Team (Leader in Me Coordinators) will continue to work to build partnerships with families next year and ensure those partnerships are maintained and solidified over the course of the school year.
	We have frequently communicated with parents over the course of the past year to ensure they were informed about programmatic updates and available resources. We utilized School Messenger, Class Dojo, and PowerSchool’s parent portal to provide regular communication with parents about school events, information, opportunities to provide feedback, and student progress.Social media outreach and engagement have also increased for all families. We surveyed families and had regular meetings where all stakeholders could receive information and provide feedback on our plans. All communications and parent resources are provided in the appropriate language.
	Harriet Tubman Village Charter School values the input of all educational partners in the decision-making process. Our School Site Council met regularly throughout the year with a high number of parents participating in these groups and providing valuable feedback this year. Leader-in-me breakfasts include opportunities for families to provide feedback as well. Volunteer opportunities also provided an avenue for families to provide informal feedback and communications with the school and school leaders.	The school will continue to encourage family participation in the School Site Council meetings. The school will provide food for family members who attend these meetings. Next year, the school will also tie larger events, such as school assemblies, to smaller, more focused events (such as the ELAC) to maximize the time that families may need to be on campus - this is especially important for working families; Coffee with the Principals have also occurred regularly and the school plans to do a better job promoting those meetings next year to encourage more parents to attend and provide feedback.
	A component of our Leader in Me program is about engaging families in the process of creating student leaders and we are looking forward to continuing our focus on this work next year. Additional surveys will be administered to gather input.
	4	4	3	4	3	3	3	3	4	3	4	3	Met		2024-06-18	2024
37683386040190	King-Chavez Primary Academy	3	A key finding from educational partner surveys was that 95% of parents feel the school has adults who really care about students.  89% of school staff agree that adults who work at this school really care about every student.  These high positivity rates for parent and staff responses have been consistent year over year.  The school continues to make progress in leveraging the increased availability and usage of technology to promote 2-way communication between home and school.  We have also expanded our evening parent offerings to accommodate working families.	"The Healthy Kids Student Survey indicates that 67% of students report high degrees of caring adults at school. This is a focus area due to this indicator’s connection with our mission statement “We seek excellence in Academics, the Arts and Athletics from the Foundation of Love.""  The school has offered daily mindfulness practices, after school programming, and class meetings (i.e. Restorative Circles) to promote this connection.  Staff was trained in trauma-informed practices to further connect with all students, especially those undergoing challenges in and out of school."	We build relationships and promote home/school communication across a variety of media: the King-Chavez website, social media, learning platform,  phone calls, conferences, Coffee with the Directors meetings, and paper notices to engage families and keep them informed about upcoming school events and opportunities for participation. Face-to-face interactions help staff to learn about each family’s strengths, challenges and goals/expectations for their children.  Since the pandemic restrictions have eased, the school has resumed in-person parent meetings and home visits to underrepresented families. We also provide various parent training opportunities, as well as referrals for services based on the needs of students and their families.	KCPA prides itself on serving our families. Surveys show 100% of parents feel staff go out of their way to help students and 94% of parents agree the school provides parents with advice and resources to support their child’s social and emotional needs.  94% of parents agree the school encourages parents to be active partners.  KCPA will continue to build partnerships with families by hosting regular events where parents and teachers can discuss academic progress and ways to collaborate. These include parent conferences, Student Success Team meetings, and teacher professional learning community meetings.	A focus area for improvement is to work with community organizations to offer additional academic programming and enrichment opportunities. We have identified high-value community partnerships and resources that meet the needs of our families through the California Community Schools Partnership Program (CCSPP) planning grant.  We are moving towards implementation by formalizing and expanding relationships with community partners.	Staff will reach out to underrepresented families to highlight on-campus partnership opportunities, ways to support student learning, and available resources in the community.  We are also refining communication procedures between classroom teachers and intervention staff in support of student outcomes.  This includes new assessment resources, efficient scheduling, use of data and technology, and regular opportunities for collaboration.  The school will continue to work with external organizations, including other King-Chavez Academies and the County Office of Education, to provide additional staff development to improve the school’s capacity to partner with families.	91% of parents feel the school is welcoming to and facilitates parent involvement. Educational partners have multiple opportunities to provide input on policies and programs.  These include a team-based organizational structure: teams include partner teachers, grade levels, lead teachers, support staff, enrichment and RTI teachers, assessments, and instructional leadership. The school also supports advisory groups composed of families, administrators, and teachers in the development of the school plan and programs.	A focus area for improvement is to provide additional, relevant training for members of advisory groups so they can more effectively participate in decision-making.	KCPA makes efforts to reach and seek input from all parents, and especially underrepresented families.  Information is disseminated through electronic and written means, and translated whenever possible. The LEA will improve engagement by discussing opportunities to provide input and collaborate on family initiatives during regular meetings with parent groups.	4	4	4	4	4	3	4	4	3	3	4	3	Met		2024-06-05	2024
37683386061964	The O'Farrell Charter	3	"Each academic year, staff undergo training in effective communication with families and parents through PAL meetings held in September. These are individual conferences with each student and their family in their designated homebase. During these meetings, the student's strengths and background are discussed, and goals are set for the school year. Parents and teachers collaborate to create a plan for the child, sharing the responsibilities for its implementation.  Furthermore, students are assigned a homebase teacher who serves as the main point of contact for the family at school. In secondary schools, this teacher remains with the same students over multiple years to build lasting, positive relationships, which helps them better support the students both academically and socio-emotionally.  The school also organizes several parent meetings, along with parent events and education nights. During PTO, DELAC, and SSC meetings, parents review the school's LCAP, SPSA, and various programs, providing feedback in their preferred language. These documents are then summarized and presented in ""parent-friendly language"" at the next meeting. Parent education is an essential component of these events, enabling parents to understand the school's programs and contribute to discussions about their implementation and success."	"The previous school year, the LEA identified ""two-way communication between families and educators"" as its focus area for improvement. The LEA creates its family engagement policies in conjunction with families, holds meetings in English and Spanish, and asks for parental input at educational partner meetings, but felt that it could do a better job at facilitating an exchange of dialogue between school staff and families during meetings. Thus, the LEA created family advisory committees to ensure that families had a voice and a way to engage in dialogue with school staff.  Built with the need for representation from every student group in mind, these committees met throughout the school year to discuss school issues, programs, and improvement plans.  The LEA saw momentum in this area and has worked to both inform these groups and use input gained from sessions to build its LCAP goals for the next three-year LCAP cycle."	To strengthen relationships between school staff and families, particularly aiming to improve engagement with underrepresented families, the LEA will continue its family advisory committees and has allocated specific funds for this purpose in its LCAP for the upcoming school year. Additional funds have also been designated for professional development in this area.	The LEA has prioritized professional learning for leadership teams and teacher leaders, expecting them to share the acquired knowledge with their respective teams. However, this remains an area for growth for the LEA, and ongoing efforts are being made to provide continuous coaching and development for teachers and administrators to enhance the school's capacity to partner with families.

At the start of the school year, all teachers hold PAL (Partnership for Academic Learning) meetings with families to set goals for students and develop plans to support these goals. Staff receive professional development on conducting these meetings and effective communication strategies with families. During these meetings, a family needs assessment is conducted, and socio-emotional and academic support plans are created for students, involving responsibilities for the school, family, and student. Mid-year, teachers meet with select students to develop supportive learning plans with them and their families, and progress is monitored throughout the rest of the school year.

The LEA organizes educational partner meetings throughout the school year (DELAC, SSC, LCAP Advisory Committee, etc.), where school topics and programs are discussed. Additionally, at all IEP and 504 meetings, parents are informed and explained their rights concerning their child's educational access. During SST meetings, parents are invited to discuss their concerns and participate in problem-solving discussions for students demonstrating need. The LCAP advisory group, consisting of parents and staff members, meets monthly to review and provide input on the LCAP.	The LEA will enhance support and professional learning for staff in the area of family partnership for the upcoming school year. Although ongoing and targeted professional development in relationship building and communication will persist, the LEA is striving to provide training that will significantly boost parental involvement and engagement from educational partners in advocating for and planning students' education and school programs.	To enhance the engagement of underrepresented families, the LEA will maintain robust communication protocols in its family advisory committees. This approach includes fostering a safe and inclusive environment to build strong partnerships by utilizing translation services, conducting focus groups, and holding regular meetings and workshops with parents and administrators to establish trust and collaboration.	"Principals and staff receive full support from the LEA to hold meetings and establish structures that enhance communication between families and the school, resulting in collaborative decision-making. The LEA regularly engages families and staff through family advisory committees, utilizing survey data to assess the effectiveness of programs throughout the year. Programs and recommendations for policy revisions are discussed at family and staff meetings, shared with all educational partners, and provided to school leadership teams.  The LEA educates its parent groups (DELAC, SSC, PTO, LCAP Advisory) on budgetary and programmatic initiatives at the school. Input is sought from parents throughout the school year, and LCAP documents are presented in small, easily understandable segments, with summaries provided in ""parent-friendly language.""  All parental correspondence from the LEA is available in English and Spanish, and translation services are provided at all parent meetings. To engage parents of ELL students, ELL assistants and the ELL coordinator personally invite families to attend DELAC, SSC, and LCAP advisory meetings. Additionally, dial-outs and text messages are sent to all families prior to meetings and events.  The LEA offers opportunities for developing and planning family engagement activities at parent meetings and advisory committee meetings, which occur monthly (DELAC meetings are held every other month). At the start of the academic year, the LEA conducts a needs assessment with families to identify areas of need and develop family engagement activities for the school year. Teachers, principals, and families openly discuss these activities at educational partner meetings."	The LEA maintained it focus area of creating family advisory committees to enhance two way communication with families and hopes to continue this valuable work in the upcoming school year as well.  To build on this focus area, the school will also work toward providing professional learning for families participating in these groups, so that they are fully equipped to become partners in the planning process with school personnel.	Members of the advisory committee are encouraged to reflect and collaborate with school staff, participating actively in decision-making processes. The LEA intends to enhance professional learning for members of its family advisory committees to foster effective practices within the group and to strengthen their influence and effectiveness.	5	5	5	5	4	5	5	5	5	5	5	5	Met		2024-06-10	2024
37683386113211	McGill School of Success	3	To build a sustainable bridge between the parents and the school, McGill hired a parent liaison to help ensure that our parents have access to in  school resources, to help with ELAC, to engage parents and teachers in conferences, to convey important information to them on a regular basis, and to help them with access to community resources as well. McGill has continued to inform parents of  engagement opportunities through flyers, email, website, social media, texts, A-Frame posts, parent bulletin board, a Parent Kiosk Computer, and by word of mouth. McGill has ensured that parents are given access to ongoing parent/teacher  conferences and provides translation support if needed. McGill has provided access to the before and after school programs, known as Sunrise to Sunset program, so that they can have a safe and adequate place to  bring their children for enrichment opportunities. Parents have the opportunity to serve on school based committees and also to serve on the school Board. Parents are always encouraged to attend school wide performances, awards assemblies, special occasions, coffee with the principal, and their child’s promotion. Parents are also encouraged to read or ask questions regarding the parent/student handbook. McGill gives parents the opportunity to attend new school year orientations and a welcome back to school open house. Parents are given the opportunity to speak to office personnel and to the principal by keeping an open door policy.	McGill will implement ongoing surveys/questionnaires, give them the opportunity to attend committee meetings, continue to be a part of family activities during the ELOP summer camps, to give them the opportunity to give us feedback about what the school can do to improve communication with them. McGill will continue to create ongoing opportunities for parent/teacher conferences, access to math  nights, open houses, continue to ensure that staff is sending out daily, weekly, monthly  correspondence to the families via email, flyers, report cards, progress reports, voice mails,  etc. The opportunity to create a PTO is still a goal for McGill to give parents the opportunity to help fundraise and to take part in their student’s academic growth.	McGill will continue to ensure that we have a bridge/parent liaison on staff to help with ensuring  that our parents have access to in school resources and community resources as well. Foster youth, and unhoused students will continue to have access to services that our provided through the San Diego County of Ed such as bus tickets, meal information, etc. McGill will  continue to inform parents of engagement opportunities through flyers, email, website, social media, and word of mouth. McGill will also commit to provide access to before and after school  programs so that they can have a safe and adequate place to bring their children for enrichment  opportunities.	McGill’s current strengths include developing a family engagement committee to address, welcome and sustain underrepresented  families. Our office staff works directly with the families to ensure that they have access to medical care, clothing, and or any other service necessary to assist with the well being of the student. Our advancement in technology has helped improve our communication with the families drastically. It has helped us send out electronic messengers, update the website, send out monthly  newsletters and updated calendar of events, provide staff/parent conferences, coffee with the  principal, school wide performances, special events e.g., coffee with the principal, open house, family days through our Sunrise to Sunset program, muffins with mom and donuts with dad.	McGill has been committed to continuing to build partnerships with our parents by informing them about the implications of ongoing assessments, their meaning and future implications of the results. We provide progress reports and semester report  cards to inform parents of their student’s progress and invite them to parent/teacher conferences to discuss any concerns or questions that the parents may have about their student’s progress. Our parents are also invited to attend McGill’s monthly academic awards assembly where students are acknowledged for their great academic work, music acuity, and physical education participation. We added a new component to our awards to tie our Character Award to one of the pioneer founders of McGill School of Success.  We also give parents and students the opportunity to conference with the teachers and a big part of our conferences is to allow students to present how they are currently doing and what  their goals are to improve.	McGill has gotten closer to  creating a PTO where families can be a part of the bigger school  picture and developing programs that impact their students in a positive way in their academics,  social emotional development. McGill families are eager to help out in any way that they can to maintain the financial sustainability of the school so it can continue to offer the programs that make a big difference in their children’s lives. McGill is committed to continuing to open the  doors for board positions and or other school governing committees as well.	McGill currently has 2 parents who serve on the school board, the ELAC (English  Language Acquisition Committee has 5 officers and has grown in membership, and the SSC (School Site Council) committee also has 3 parents who serve as co-chair and voting members. Our goal is to  continue to grow the number of families who represent our school in various capacities.	McGill will continue to seek to engage more families in our decision-making process by properly  informing them of these opportunities in a timely and accessible manner. Mcgill will inform the community of when nominations can be made, how they can nominate a parent representative, etc. They will have access to the process via our website or in written form. Our word of mouth recommendations are also very helpful, but having access via their mode of technology would make it that much easier for parents to possibly become more involved in the seeking for input and decision making process.	McGill is open to holding town hall meetings to give parents the training and awareness of what it  takes to become a part of the decision-making process.	5	5	4	5	4	5	5	5	5	5	4	5	Met		2024-06-13	2024
37683386115570	Museum	3	As a small charter, Museum School has thrived through parent engagement and collaboration. Communication from the school to the community has increased in a variety of manners aiming to keep parents informed of activities, decision-making opportunities, and ways to support their child in school and at home. Parents play a key role in the school's activities through volunteering as well as school fundraising thanks to the non-profit Friends of Museum School (FOMS). The staff knows students on a first-name basis, creating a familial atmosphere for children and stakeholders. Teachers and administrators engage students and parents in pick-up and drop-off hours to maintain friendly connections and regularly participate in community events. 
The school encourages and supports volunteers by subsidizing LiveScan costs for parents and the utilization of volunteer coordinators, or Room Parents to facilitate opportunities to work with students in the classroom or chaperone the many field trips throughout the year. The school has developed a wellness and family engagement position. The Museum School also has a Special Education Parent Advisory Committee (SEPAC) to engage families with exceptional children.  Parent surveys were also sent to gather data regarding parent opinions and suggestions regarding the school's programming, safety, and culture, updated student information, and LCAP goals.	Three years of administrative changes had created a challenge in maintaining the Museum School culture of open and trusting relationships. Greater communication was needed to rebuild confidence and trust with the administration. In response, SchoolMessenger was implemented as a communication tool, and weekly or bi-weekly whole-school emails were enacted throughout the 2023-24 school year. This has resulted in greater parent satisfaction with communication. There was also a need to reestablish and increase activities that engage parents on campus to rebuild the solid relationship that has exemplified Museum School. As such, the school held a variety of community events to invite families to participate including a Move-a-Thon, Inclusion Activities, a 25th Anniversary Block Party, an Art Auction, Department Presentations, Drama Performances, Poetry Readings, and field trips. Parents were also involved in the interview and hiring process for some key positions at the school, including Special Education staff and the ongoing search for an Executive Director.	Museum School recognizes the importance of engaging underrepresented families. Having Spanish-speaking staff in the office has been of great assistance in supporting our Spanish speaking families. The school also utilizes the translation tools available in SchoolMessenger, and can deliver messages in multiple languages to families. The school has a homeless and foster child liaison to engage with families who may need services and support. We currently do not have Foster Students, and our Title I demographic is low. To increase economic diversity, the Museum School is publicizing enrollment in communities with a high number of underrepresented families in our region to increase the number of families we serve.	The Museum School has a long history of building positive partnerships with parents and community members. The Museum School has an over 20-year partnership with the Center for World Music to support its music programs. Likewise, the Museum School has been a part of the El Dorado SELPA for over 10 years and utilizes the staff, training, and support systems to strengthen teacher training and provide direct and indirect support to families. The School's Special Education Parent Advisory Committee collaborated with teachers to develop a variety of school-wide inclusion activities. The Friends of the Museum School parent group organized a variety of activities as referenced above, and also organized volunteers to support classrooms and field trips. The School also engaged with B3 Performance Partners to provide individual and group professional development in the areas of Special Education, Mathematics, and Leadership. The School also has several younger teachers who are in the second year of clearing their credentials through the induction program at High Tech High.	The school community is interested in strengthening its partnerships within the museums and institutions of Balboa Park with a focus of art and science. The school will also continue to develop and strengthen the partnerships mentioned above.	During the 24-25 school year, Museum School will utilize grants toward the Multi-tiered System of Support certification that supports staff in building positive supports and engagement of all parties to improve student outcomes. The school will maintain its Homeless and Family Liaison to engage fmailes who need further support.	The Museum School has incorporated various opportunities to capture input on school-wide decisions. As mentioned previously, there are monthly opportunities to provide input on school decisions during the Board of Directors meeting, staff meetings, staff and family surveys, etc. Parents also have the opportunity to contact the Director and meet about their concerns/recommendations.	There has been a noted improvement in communication and during the 2023-2024 school year as well as parent and staff involvement in decision-making. Nevertheless, an area of improvement will be addressed through seeking input earlier and more frequently from stakeholders via multiple surveys including a fall and spring set of surveys.	To improve engagement of underrepresented families, Museum School will utilize SchoolMessenger to seek family input in communication in their native language, initiate a site-run ELAC in the event of more than 21 students in the EL program, and build the capacity of family representatives via parent training opportunities.	4	5	4	3	3	4	4	4	4	3	3	3	Met		2024-06-10	2024
37683386117279	Holly Drive Leadership Academy	3	Holly Drive Leadership Academy views parents as partners in the education process.  We are a small school and strive to create a welcoming environment where parents can actively participate in the school, help celebrate our cultural diversity, and be part of the decision-making process.  More specifically, parents are involved in their student’s learning by volunteering in student classrooms, acting as a resource for projects, joining field trips, presenting during career day, and attending SSTs when applicable.  We communicate with parents specifically about their student’s progress with monthly, sometimes weekly, updates, parent conferences, and report cards/progress reports throughout the year.

We celebrate the cultures of our mostly African American and Latino students through our educational program and invite parents to participate in our culminating cultural celebration.  In addition, we also bring parents together for fun family events (e.g., trunk a treat, winter wonderland, and boxcar movie nights).  We had three fun family engagement activities in 23-24.

We ask for parent feedback and receive that informally as well as formally through our parent-teacher organization and school committees.  We are proud to say that 92% of our families gave HDLA an A or a B on our spring 23-24 LCAP survey.  100% of parents agreed or strongly agreed that the school keeps parents informed of pupil progress and school activities.
	Based on our parent feedback at the events and in our annual parent and community survey, parents are big fans of the school's three family fun nights (e.g. trunk a treat, winter wonderland, cultural celebrations, and boxcar movie nights).  We have included the metric of having at least 3 yearly family fun nights in our LCAP.	Almost all of Holly Drive's students are non-white and qualify for free or reduced-price lunch.  As a result, our engagement efforts are the same for everyone.  We celebrate the cultures of our mostly African American and Latino students through our educational program and invite parents to participate in our culminating black history and Hispanic heritage events.  In addition, we also bring parents together for fun family events (e.g., trunk a treat, winter wonderland, boxcar movie, and family game nights).	Parents are involved in their student’s learning by volunteering in student classrooms, acting as a resource for projects, joining field trips, presenting during career day, and attending SSTs when applicable.  We communicate with parents specifically about their student’s progress with monthly, sometimes weekly, updates, parent conferences, and report cards/progress reports throughout the year.  

Holly Drive Leadership Academy focused on improving its math performance in the 23-24 school year.  We implemented a new math curriculum in 23-24 and worked to make sure parents understood our new curriculum. 

100% of parents agreed or strongly agreed that Holly Drive keeps parents informed of pupil progress and school activities.
	Holly Drive will continue to educate parents about its relatively new i-Ready Classroom Mathematics program to ensure they understand not only what their students are doing in math, but also why they are doing it.  We will also implement Curriculum Assoicates' Magnetic ELA program in 24-25 and will share information with parents both about the science of reading and the new curriculum.	All of Holly Drive's students are non-white and qualify for free or reduced-price lunch.  As a result, our engagement efforts are the same for everyone.	Given its small size, Holly Drive does an excellent job engaging its teachers in decision-making.  Last year, the school created a teacher-driven CSI improvement plan where they set the priorities, and the strategies were primarily based on their input.  Teachers will help monitor the implementation and provide feedback on the school's improvement strategies over the next two years.	Parents are very active in the school and their children's education at Holly Drive.  The school has several teachers who are also parents of students who attend the school.  The school has found it challenging to get non-teachers to participate regularly in the school's decision-making bodies.  The school will do a better job in 24-25 of providing advanced notice and proactively communicating when key decision-making bodies are meeting.	"Almost all of Holly Drive's students are non-white and qualify for free or reduced-price lunch.  As a result, our engagement efforts are focused on improving the engagement of ""underrepresented families""."	4	4	4	4	4	4	4	2	3	3	3	3	Met		2024-06-24	2024
37683386117683	High Tech Elementary Explorer	3	Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.  
HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2023/24  school year indicated deep relationships between students and teachers. HTH schools were at the 80th national percentile for families believing teachers and students care about each other according to this survey. 
One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events. 


Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf
	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2023/24 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey which represented a 10 percentage point improvement from the prior year.
	HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools: 


HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning. 


Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.
	HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students.
Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.  
Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2023/24 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2023/24 school year indicated that HTH schools were at the 84th national percentile for families believing that families and teachers care about each other.




	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2023/24 school year indicated significant growth in family engagement. HTH schools were at the 81st national percentile for families being engaged in school according to this survey. As compared to the 61st percentile in the 2022/23 school year.
	HTH will participate in the Cohort V of the Community Engagement Initiative, beginning in fall 2024. The goal of the initiative is to, “Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California.	HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 23/24 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 23/24 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP.
Additional opportunities for family involvement at HTH schools include:
-ELAC and DELAC meetings
-Monthly coffee and conversation events with directors 
-Volunteer opportunities available in classrooms and buildings
-Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards
-Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child
In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement. 
	HTH families completing the Youth Truth family survey during the 23/24 school year indicated an opportunity for stronger family engagement programs.	HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.

HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.
	4	5	4	4	4	4	5	4	4	4	4	4	Met		2024-06-18	2024
37683386119168	San Diego Cooperative Charter	3	San Diego Cooperative Charter school is dedicated to fostering strong partnerships with parents and building meaningful relationships between school staff and families. We believe that collaboration and open communication are essential components for creating a thriving educational environment.

We recognize that parents play a crucial role in their child's education, and we actively seek their involvement and input. Through regular meetings, workshops, and parent-teacher conferences, we provide opportunities for parents to actively engage in their child's learning journey. We value their perspectives and insights, as they have a unique understanding of their child's strengths, needs, and interests.

At San Diego Cooperative Charter, we strive to create a welcoming and inclusive atmosphere where all families feel valued and respected. We understand that each family is unique, with its own cultural, linguistic, and socio-economic background. We celebrate this diversity and work to ensure that all families feel represented and included.

Our dedicated staff members actively build relationships with families, taking the time to listen, understand, and address their concerns. We believe that open lines of communication between teachers, administrators, and families are vital for fostering trust and cooperation. We encourage feedback and welcome suggestions from parents, recognizing that their insights are invaluable for continuous improvement.

Through regular parent-teacher collaborations, we aim to create a strong support system for our students. By involving families in their child's education, we enhance the learning experience both inside and outside the classroom. We provide resources and tools to help parents actively participate in their child's learning, offering guidance on how to reinforce lessons at home and engage in meaningful educational activities.

San Diego Cooperative Charter school believes that when parents and school staff work together as partners, the students benefit greatly. We are committed to nurturing these partnerships and building lasting relationships that contribute to the success and well-being of every child in our school community. Together, we can create an enriching educational experience and empower our students to reach their full potential.	At San Diego Cooperative Charter Schools, we highly value and actively encourage parents' involvement in our school community through volunteering. We firmly believe that parents play a crucial role in their children's education, and their active participation fosters a strong sense of belonging and support. Our commitment to cultivating a vibrant and engaged school environment extends to providing various opportunities for parents to volunteer and contribute their time and talents.

We recognize that parents have diverse skills, interests, and schedules. To accommodate these differences, we offer a wide range of volunteer opportunities that cater to various preferences. Whether it's assisting in the classroom, organizing extracurricular activities, or participating in fundraising events, there is a role for every parent to contribute meaningfully. By doing so, parents become active participants in their child's educational journey and establish a strong partnership with our dedicated faculty and staff.

Volunteering at our school is not only about fulfilling necessary tasks; it is an expression of our shared commitment to the holistic development of our students. Through volunteering, parents have the opportunity to model the values of service, responsibility, and community engagement for their children. By witnessing their parents' involvement, students gain a deeper understanding of the importance of giving back, empathy, and the power of collective action.

To further reinforce the significance of parents' involvement, we provide ongoing education and resources on the benefits of parental engagement in their child's education. We organize workshops, seminars, and informational sessions to empower parents with the knowledge and tools to actively support their child's academic and social growth. These initiatives strengthen the parent-school partnership and create a collaborative environment where everyone's contribution is valued.

At San Diego Cooperative Charter Schools, we are committed to removing barriers to parental involvement. We understand that balancing work, personal commitments, and volunteering can be challenging. Therefore, we offer flexible scheduling options, remote volunteering opportunities, and diverse roles that accommodate the unique circumstances of our parents. By fostering an inclusive and accessible volunteer program, we strive to ensure that all parents can actively participate in our school community.

In conclusion, parents volunteering at San Diego Cooperative Charter Schools is not only encouraged but celebrated. We deeply value their contributions, recognizing the vital role they play in enhancing our students' educational experience. Through diverse opportunities, ongoing support, and a shared commitment to the growth of our students, we create a collaborative environment that nurtures academic success, social-emotional development, and community engagement. Together, we build a strong foundation for lifelong le	San Diego Cooperative Charter School is committed to enhancing the engagement of underrepresented families identified during the self-reflection process. Recognizing the importance of Building Relationships Between School Staff and Families, we have implemented strategies to foster meaningful connections and celebrate their involvement.

Firstly, we actively reach out and invite participation from underrepresented families. We understand that these families may face barriers to engagement, and we strive to create a welcoming environment that encourages their involvement. By extending personal invitations, providing clear information about school activities and events, and demonstrating genuine interest in their perspectives, we aim to bridge the gap and foster trust.

Moreover, we acknowledge the significance of language in effective communication. To address this, we prioritize multilingualism within our school community. By hiring staff members who are fluent in the native languages of underrepresented families, we ensure that communication is not a hindrance to engagement. We also offer translation services for important documents and utilize interpreters during meetings and events to facilitate meaningful conversations.

Furthermore, we celebrate the involvement of underrepresented families to recognize their unique contributions. We organize cultural events and celebrations that showcase their heritage, traditions, and experiences. By highlighting their presence and valuing their input, we promote a sense of belonging and pride within our school community.

To ensure the success of these initiatives, we continuously evaluate and improve our practices. We gather feedback from underrepresented families through surveys, focus groups, and individual conversations. This feedback helps us identify areas for growth and tailor our engagement strategies to meet their specific needs.

At San Diego Cooperative Charter School, we firmly believe that every family's engagement is essential for the success of our students. Through proactive outreach, inclusive communication, and the celebration of diversity, we are dedicated to improving the engagement of underrepresented families and building strong, collaborative relationships that benefit the entire school community.	San Diego Cooperative Charter School exemplifies unwavering dedication and a strong work ethic. With an unyielding commitment to student success, the school focuses on Building Partnerships for Student Outcomes. Through collaborative efforts with parents, educators, and the community, they create a nurturing environment that fosters growth and achievement. By leveraging these partnerships, the school capitalizes on diverse resources, tailoring education to meet individual student needs. This synergy enhances academic performance, promotes holistic development, and prepares students for a future full of possibilities. San Diego Cooperative Charter School's strength lies in their ability to forge connections that empower students to thrive.	San Diego Cooperative Charter School is dedicated to continuously enhancing student outcomes through a focused effort on building partnerships with our parent community. To achieve this, we recognize the need to prioritize and improve our approach to educating parents about the crucial impact of school volunteerism on student development. By strengthening our communication channels, organizing informative workshops, and fostering a culture of active involvement, we aim to empower parents with the knowledge and understanding of how their engagement can positively influence their child's educational journey. Through this collaborative effort, we strive to cultivate a supportive environment that maximizes student potential and fosters a sense of community within our schools.

At San Diego Cooperative Charter Schools, we are committed to removing barriers to parental involvement.  This is an area of continuous focus and growth. We understand that balancing work, personal commitments, and volunteering can be challenging. Therefore, we offer flexible scheduling options, remote volunteering opportunities, and diverse roles that accommodate the unique circumstances of our parents.	The San Diego Cooperative Charter School is committed to improving the engagement of underrepresented families through various strategies identified during the self-reflection process. Here's how the school plans to enhance engagement and build partnerships for student outcomes:

Direct Communication: The school will implement a proactive approach to communicate with all parents, including underrepresented families. This may involve regular newsletters, emails, phone calls, and text messages to keep parents informed about school activities, events, and important updates. Clear and consistent communication will ensure that parents feel connected and involved in their child's education.

Inclusive Invitations: The school will make a deliberate effort to invite all parents, including underrepresented families, to participate in school activities, parent-teacher conferences, workshops, and events. By extending inclusive invitations, the school aims to create a welcoming and inclusive environment that encourages active involvement from all parents.

Strengthening Teacher-Parent Relationships: The school recognizes the importance of strong teacher-parent relationships in fostering engagement. Teachers will be encouraged to establish open lines of communication with parents, providing opportunities for regular dialogue and feedback. This may include scheduled parent-teacher meetings, conferences, or even informal check-ins to address any concerns or questions.

Valuing Parent Contributions: The school will actively acknowledge and appreciate the contributions of parents, ensuring that they feel valued and respected. This can be done through recognizing parent volunteers, involving them in decision-making processes, and seeking their input on school policies or initiatives. By valuing and respecting parents' perspectives, the school aims to build a sense of ownership and shared responsibility for student success.

Culturally Responsive Practices: The school will strive to adopt culturally responsive practices that recognize and honor the diverse backgrounds and experiences of underrepresented families. This may include incorporating culturally relevant curriculum, celebrating diverse holidays and traditions, and providing language support or interpreters when necessary. Such practices help create an inclusive learning environment where families feel recognized and appreciated.

By implementing these strategies, the San Diego Cooperative Charter School aims to improve engagement and build strong partnerships with underrepresented families. Through direct communication, inclusive invitations, strong teacher-parent relationships, valuing parent contributions, and culturally responsive practices, the school seeks to create an inclusive and supportive educational community where every family feels involved, valued, and empowered to contribute to their child's success.	San Diego Cooperative Charter school has made remarkable strides in seeking input for decision-making, leveraging educational partner input and local data. This approach has proven to be one of its key strengths. The school recognizes that collaborative decision-making ensures a more comprehensive and representative perspective. By actively engaging educational partners, including parents, students, teachers, and community members, the school has fostered an inclusive environment where everyone's voice is heard and valued.

Through extensive data collection and analysis, the school has demonstrated a commitment to evidence-based decision-making. Local data on student performance, community needs, and educational trends are meticulously examined to inform strategic choices. This data-driven approach has helped the school identify areas of improvement, tailor instructional practices, and allocate resources effectively.

Furthermore, the school's emphasis on seeking input has resulted in increased transparency and accountability. Educational partners are regularly invited to participate in decision-making processes, such as advisory committees, surveys, and town hall meetings. This collaborative approach has not only strengthened the school's relationships with stakeholders but has also empowered them to actively contribute to the school's direction.

By valuing input from a diverse range of perspectives, the San Diego Cooperative Charter school has fostered a culture of shared responsibility and ownership. This approach has led to the development of innovative initiatives, such as community-based projects, interdisciplinary learning opportunities, and student-centered programs. The school's commitment to seeking input for decision-making has resulted in a more inclusive and responsive educational environment.

San Diego Cooperative Charter school has made significant progress in seeking input for decision-making. Its strengths lie in its collaborative approach, data-driven practices, transparency, and accountability. By valuing the input of educational partners and leveraging local data, the school has created an inclusive environment that fosters innovation and empowers all stakeholders. Moving forward, this commitment to seeking input will continue to drive the school's success and positively impact the educational experiences of its students.	San Diego Cooperative Charter Schools (SDCCS) is committed to continuous improvement and values the input of all stakeholders in decision-making processes. As part of our ongoing efforts, we are seeking input to identify our focus areas for improvement. We aim to enhance student achievement, foster a positive learning environment, and promote community engagement. By actively involving students, parents, teachers, and community members, we aspire to address areas such as curriculum development, instructional practices, student support services, and school-wide initiatives. Your valuable input will guide us in shaping a brighter future for our students and ensuring their success. Together, we will create an inclusive, equitable, and dynamic educational experience at SDCCS.	San Diego Cooperative Charter School is committed to enhancing the engagement of underrepresented families identified during the self-reflection process, particularly regarding seeking input for decision-making. By implementing various strategies, we aim to foster an inclusive and participatory environment. We will actively reach out to underrepresented families, listen to their perspectives, and provide multiple avenues for input, such as surveys, orientations, and advisory committees such as ELAC. By valuing and incorporating their input, we will ensure that decisions reflect the diverse needs and experiences of our community, creating a more equitable and empowering educational environment for all.	5	5	5	5	5	5	5	5	5	4	5	5	Met		2024-06-11	2024
37683386119598	King-Chavez Academy of Excellence	3	KCAE administered surveys to stakeholders from all grade levels. An area of strength is that 100% of parents and 100% of school staff feel the school has adults who really care about students. These high rates have been consistent year over year.	"The Healthy Kids Student Survey indicates 69% of students report high degrees of caring adults at school. This is a focus area due to this indicator’s connection with our mission statement “We seek excellence in Academics, the Arts and Athletics from the Foundation of Love.""  The school has offered daily mindfulness practices, after school programming, and class meetings to promote this connection.  Staff was trained in trauma-informed practices to further connect with all students, especially those undergoing challenges in and out of school."	We build relationships and promote home/school communication through multiple strategies.  The school continues to make progress in leveraging the increased availability and usage of technology to promote 2-way communication between home and school.  This includes the King-Chavez website, social media, our learning platform,  phone calls, and paper notices to engage families and keep them informed about upcoming school events and opportunities for participation.  Face-to-face interactions help staff to learn about each family’s strengths, challenges and goals/expectations for their children. Practices include conferences, home visits, and Coffee with the Principal meetings.  We have expanded our evening parent offerings to accommodate working families. We also provide parent training opportunities, as well as referrals for services based on the needs of students and their families.	KCAE prides itself on serving our families. Surveys show 97% of parents feel staff go out of their way to help students.  90% of parents agree the school provides parents with advice and resources to support their child’s social and emotional needs. 100% of staff agree the school encourages parents to be active partners.  KCAE will continue to build partnerships with families by scheduling regular events where parents and teachers can discuss academic progress and ways to collaborate. These include a monthly Coffee with the Principal meeting, parent conferences, Student Success Team meetings, and teacher professional learning community meetings.	A focus area for improvement is to work with community organizations to offer additional academic programming and enrichment opportunities. We have identified high-value community partnerships and resources that meet the needs of our families through the California Community Schools Partnership Program (CCSPP) planning grant.  We are moving towards implementation by formalizing and expanding relationships with community partners.	KCAE staff will reach out to underrepresented families to highlight on-campus partnership opportunities, ways to support student learning, and available resources in the community.  The school has provided a variety of different survey opportunities to parents to gather their input, including one to determine the topics families would be most interested in for workshops for the following school year. We have also refined communication procedures between classroom teachers and intervention staff in support of student outcomes.  These include efficient scheduling, use of data and technology, and regular opportunities for collaboration.  The school will continue to work with external organizations, including other King-Chavez Academies and the County Office of Education, to provide additional staff development to improve a school’s capacity to partner with families.	Educational partners have multiple opportunities to provide input on policies and programs.  These include a team-based organizational structure: teams include partner teachers, grade levels, lead teachers, support staff, enrichment and RTI teachers, assessments, and instructional leadership. The school also supports advisory groups composed of families, administrators, and teachers in the development of the school plan and programs. 91% of parents agree the school seeks input before making decisions.	A focus area for improvement is to provide additional, relevant training for members of advisory groups so members can more effectively participate in decision-making.	KCAE makes efforts to reach and seek input from all parents, and especially underrepresented families.  Information is disseminated through electronic and written means, and translated whenever possible. The LEA will improve engagement by discussing opportunities to provide input and collaborate on family initiatives during regular meetings with parent groups.  Many of these meetings will be held and/or broadcasted virtually, as well as scheduled at different times, to remove some of the barriers that may prevent parents from attending.	4	5	4	5	3	5	5	3	4	4	4	4	Met		2024-06-05	2024
37683460000000	San Dieguito Union High	3	SDUHSD educational partners report that SDUHSD is committed to supporting all students and continues to focus on providing a positive school climate where students feel that they belong, are included, and are supported in academic learning. SDUHSD administers the CALSCHLS suite of surveys for all educational partners on an annual basis, providing an opportunity for continued feedback on the district’s current progress related to building relationships between school staff and families.

All SDUHSD schools actively promote family involvement at school through weekly updates, family nights, committee work, and opportunities for volunteering. One measure of those efforts is the CA School Parent Survey. 

The 2024 CA School Parent Survey results show that the majority of families feel safe, connected, welcomed, and valued at school.

-90%, Parents feel their school is a safe place for their child.
-78%, Parents feel welcome to participate at this school.
-89%, School staff treat parents with respect.
-72%, School staff take parent concerns seriously.
-80%, School promptly responds to my phone calls, messages, or emails
-82%, School encourages parents to be an active partner with the school in educating their child
	The 2024 CA School Parent Survey showed that parents feel positive about the district as a whole. SDUHSD partnered with the San Diego County Office of Education (SDCOE) and the National Conflict Resolution Center (NCRC) to host listening sessions at various schools to better understand the experiences of our diverse communities. While many parents shared that they feel invited and included, our multilingual families shared that they would be appreciative of additional support in accessing school activities. To that end, SDUHSD employs three Bilingual Community Liaisons (Spanish, Russian, and Mandarin) to support our multilingual families. There are opportunities to continue to provide outreach to historically underserved families. 

Educational partners report that SDUHSD should focus efforts on creating consistency across schools in parent engagement opportunities, communication systems, and outreach. SDUHSD has worked in recent years to systematically take parent and community feedback in conjunction with school staff to create systems that work for all families including the Special Education Parent Advisory Committee, Safety and Wellness Committee, as well as parent and community forums run at all schools.	As previously mentioned, partnerships with SDCOE and NCRC continue to support our school and district leaders on how to best support all families within the San Dieguito Union High School District. District Leadership will also continue to work with school teams to administer school climate surveys to evaluate the experience of our families, students, and staff at school. District leaders will provide professional learning and training for school leaders on how to analyze school climate data and use the findings to enhance relationships and partnerships with our families and implement evidence based practices.	Parents/Families reported that SDUHSD schools provide positive and supportive learning environments. All school and District leaders will continue to participate in training with the National Conflict Resolution Center through the One San Dieguito Initiative on effective communication and support strategies to enhance positive relationships and partnerships within our school communities. 

2024 CA School Parent Survey data shows that the majority of families feel their school has high expectations, appropriately supports their students, and keeps families informed. 

-87% Parents feel their school provides provides high quality instruction to my child.
-80%, has high expectations for all students.
-93%, keeps me well-informed about school activities.
-86%, promotes academic success for all students. 
-88%, treats all students with respect
-79%, gives all students opportunities to “make a difference” by helping other people, the school, or the community. 
-76%, teachers communicate with parents about what students are expected to learn in class. 
-78%, lets you know how your child is doing in school between report cards.
-71%, provides information about how to help your child with homework	SDUHSD will continue efforts to celebrate the diversity and involvement of our families. Additionally, parents/families and staff expressed a need to continue to communicate with families on multiple platforms. Communication includes information on the District and school websites, social media accounts, phone calls/text messages, emails, translation support to make information accessible to multilingual learners, as well as on site meetings and events. There is an opportunity for better communication about supporting children with homework and activities at home.	SDUHSD will work to improve the engagement of underrepresented families by providing information and outreach in multiple languages, offering meetings at a time of day and format that is more convenient for families, and focusing on improving culturally and linguistically responsive practices across all district schools.	SDUHSD continues to partner with parents and families in decision-making by leveraging various advisory committees including: Parent Curricular Advisory Committee (PCAC), Superintendent's Parent Advisory Committee, School Site Councils (SSC), English Learner Advisory Committees (ELAC), District English Learner Advisory Committee (DELAC), Special Education Parent Advisory Committee. Families can also get involved by attending school activities and meetings, including Principal's Coffee. SDUHSD will continue to seek participation from underrepresented families to ensure membership on advisory committees more closely reflects the district's demographics. Yearly empathy interviews have been implemented where school social workers speak directly with students and families experiencing homelessness so that SDUHSD can provide support and remove any boundaries to their education. This year, the district has hosted Parent / Family Listening Circles as a component of the Culturally Sustaining ELD Collaborative to increase participation from multilingual learner families.	2024 CA School Parent Survey data shows that 57% of parents feel that their school actively seeks the input of parents before making important decisions. This represents an opportunity for improvement. SDUHSD will continue to focus on increasing parent participation/input in both the English Learner Advisory Committee and the District English Learner Advisory committees through targeted outreach by our community bilingual liaisons as well as promotion through district and site communication.   Finally, providing translation services to allow for all educational partners to have an opportunity to provide feedback.	
SDUHSD will continue to seek input from educational partners and provide district-wide support for families. Each SDUHSD Title I school as well as the District revised the Title I Parent and Family Engagement Policy to improve the engagement of underrepresented families. SDUHSD will further utilize school based advisory committees and parent information events to gather targeted input on priorities to inform the development of the Local Control and Accountability Plan as well as other District strategic plans and grant plans.	5	4	4	4	4	4	4	3	4	3	3	3	Met		2024-06-20	2024
37683530000000	San Pasqual Union Elementary	3	"The District has strong relationships with families and the community.  Per the 2024 California Healthy Kid Survey, 97% of parents (+4 from prior year) and 100% of staff (no change from prior year) ""agree"" or ""strongly agree"" that the school promotes and encourages meaningful parent involvement.  Similarly, 90% of parents are ""satisfied"" or ""very satisfied"" with school communications (+4 from prior year) while 74% (-1 from the prior year) served as a school volunteer."	The District intends to extend its positive social media presence while improving upon communications with Spanish-speaking families.	San Pasqual Union School prides itself on building positive relationships with parents and guardians.  Parent-teacher conferences provide time for parents and teachers to converse about the students' strengths, needs, culture, and goals.  Teachers work with students to set individual learning goals and maintain open communication with parents on progress toward those goals.    

San Pasqual Union School also sustains great strides in two-way communication with plans to upgrade the school website in the summer of 2024.  The new website will translate content into multiple languages and integrate with a mass communications system.  Additionally, the PeachJar flyer system makes it easier for parents to access relevant school and community information from various platforms in multiple languages.       

As reflected in the 2024 LCAP, a full-time EL/Intervention Teacher leads efforts to engage with Spanish-speaking families.  Additionally, for the upcoming school year, the District plans to reinstate programs to further engage and connect with non-English speaking families.	Engaging with families and community partners remains one of the District's top priorities.  As reflected in the District's 2024 LCAP, Goal #4 specifically seeks to Promote Family and Community Partnerships that Enhance Student Outcomes and Opportunities.  Part of this work focuses on the engagement of key parent groups, including the Parent-Teacher Organization (PTO), SP School Foundation, School Site Council (SSC), Red Barn Arts (RBA), and the District English Language Advisory Committee (DELAC).  Additionally, the District maintains its focus on initiatives that improve upon community partnerships, including those established with the San Diego Zoo Safari Park, and California State University-San Marcos.	During the 2023/24 school year, the District will re-assess exploratory course offerings to more closely align with career pathways and increase financial literacy.	The District will continue to expand outreach efforts through the District English Language Advisory Committee (DELAC) to build partnerships in support of positive outcomes for students.	During the 2023-24 school year, the District engaged in extensive efforts to engage all educational partners.  

Engagement meetings were conducted as follows: 

Staff (certificated, classified, administrative, San Pasqual Elementary Teachers' Association, Principal, Assistant Principal)
In-person meetings on 2/7/24 & 3/5/24.  California Healthy Kids Survey (41 responses) and local LCAP Survey (37 responses) were administered.

School Site Council
In-person meetings on 10/3/23, 12/5/23, & 2/6/24

District English Learner Advisory Committee
In person meetings on 9/6/23, 11/6/23, 12/12/23, 1/29/24, & 3/4/24.  Surveys were administered at 1/29/24 and 3/4/24 meetings (included in parent totals below) 

Parent/Community Input Meetings 
in-person meetings on 10/26/23, 1/25/24, & 3/5/24.  California Healthy Kids Survey (101 responses) and local LCAP Survey (52 responses) were administered.

Students
In-person meetings on 3/5/24 & 3/7/24.  California Healthy Kids Survey (169 responses) and local LCAP Survey (169 responses) were administered.

As set forth below, stakeholder input was key in determining progress toward goals and refining action steps.	"Since the San Pasqual Union School District is a single-school school district, all decisions are made on the school site.  The school actively engages parents in the decision-making process.  As reflected in the 2024 California Healthy Kids Survey, 90% of parents (+5 from prior year) reported that the school actively seeks the input of parents before making important decisions.  Further, in that same survey, 94% of parents (+4 from prior year) agree that school staff takes parent concerns seriously.  As noted above, the principal/superintendent facilitates multiple survey opportunities and hosts frequent parent engagement sessions, including meetings with the Parent Teacher Organization, School Site Council, SP School Foundation, and ""Coffee with the Principal"" sessions."	The District will continue to expand outreach efforts through the District English Language Advisory Committee (DELAC) to build partnerships in support of positive outcomes for students.  As requested by DELAC, updates on the progress of DELAC are provided to the school board at monthly Governing Board meetings.	5	5	4	4	4	4	5	4	5	4	4	4	Met		2024-06-25	2024
37683610000000	Santee	3	The Santee School District works to communicate effectively with parents and families in order to build long-lasting partnerships and increase each student’s chance for success. We have continued to work on addressing chronic absenteeism, to reinforce the importance of daily attendance. We continue to offer support to parents through district-led workshops and meetings on special education issues and Multilingual Learner program updates, and through our Parent Handbook. Our district website has additional resources and up-to-date information for parents, and schools regularly send updates and newsletters by email. A translation function on the district website provides assistance for parents who speak languages other than English. School sites have held Math and Literacy Nights for parents to learn how to support their children’s academic work. These trainings have also been offered virtually for parents who were not able to attend in person.
The District's measures of parent involvement continue to improve after the disruption of the pandemic. While parent involvement on site and district committees has not yet returned to pre-pandemic levels, the number of volunteers on campus has been increasing. The District began a Community Partner Survey through Panorama in the Fall of 2023. This survey indicated that 82% of parents felt that students were respected by teachers and staff at their school, 87% of parents thought that students felt safe at school, and 78% of parents felt that their school was a good fit for the child’s cultural background.	The District’s focus on building relationships with families will shift with the adoption of the new LCAP. In addition to encouraging and promoting volunteering on campus and on committees, we are also working to engage parents online or to bring back parents who have been disengaged, based on the families’ preferences and capabilities (access? availability?). Professional development and training on building a welcoming and affirming school environment will be provided for public-facing staff at school sites. Additionally, in order to help support our teachers with Social-Emotional learning, Santee School District has implemented a research-based curriculum, and teachers are engaged in on-going professional learning on trauma-informed care and other engagement practices to support the campus culture and climate for students. 
To strengthen relationships between staff and families, the District employs a Director of Community Collaborative to focus on helping parents to support their children’s learning and well-being. The Director provides parent workshops and serves as a liaison to inform and connect parents to various community and school resources. Also, the Director of Communication and Community Engagement works to increase and improve communication with parents and the community.	District teachers, administrators, and office staff regularly participate in staff development which often focuses on best practices for building relationships and working as partners with parents. We intend to increase this work to enhance our staff members’ knowledge and skills. We are developing a program specifically for students who are newly arrived in the country, to support them and their families as they become accustomed to Santee schools. A social worker employed by the district supports students and families by identifying families’ needs and connecting them with community resources. This staff also puts on a Resource Fair during the back-to-school orientation for low-income families of preschool students.
The District will continue funding the Director of Pupil Services, counselors, and paraeducators for multilingual learners. The District and sites will ensure that all official communications are translated into families’ home languages, as practical. We will continue to monitor and support Foster Youth, Homeless, Multilingual Learners, socio-economically disadvantages students, and students with disabilities, looking to identify barriers to success and to address those barriers collectively with our family and community partners.	Staff at Santee School District are dedicated to building positive partnerships with families and community members. We have conducted numerous professional learning sessions for classified and certificated staff to help them work more effectively with students and their families to build trusting and respectful relationships. Such opportunities include information on trauma-informed instruction, restorative practices, and mental health and wellness. We intend to continue these offerings, and to expand to include workshops on diversity, equity, and inclusion, and on building welcoming school environments.	The district intends to focus on ensuring that all families and community members feel welcomed at each school site, through training for public-facing office staff members. In addition, we will be expanding our outreach and communication in families’ home languages wherever possible.	To improve the engagement of underrepresented families, we are engaging in ongoing collaboration with families of students with disabilities (through the Special Education Advisory Committee) families of Multilingual Learners (through site English Learner Advisory Committees and District English Learner Advisory Committee), and homeless students and foster youth (through our District Liaison). A particular focus will be on increasing and strengthening participation in school site ELACs; district staff have prepared and distributed instructions and resources to guide site staff in building these teams as effective collaborative partnerships.	The Santee School District seeks parent and family input into school and district decision-making throughout the year. Parents are surveyed and collaborate to provide input on community priorities and decision-making, including the development of the LCAP, through the District Advisory Committee, the District English Learner Advisory Committee, English Learner Advisory Committees at school sites, Special Education Advisory Committee, School Site Councils, and PTA meetings, among others. We gather input from surveys as well, including the Community Partner Input delivered through Panorama, our State Preschool Parent Survey, LCAP surveys, and (beginning in 2024-25), our Community Engagement Initiative Cohort Grant Survey.	One focus for the District this year will be increasing participation and strengthening the processes of site English Learner Advisory Committees. Site administrators have been provided with needed resources and guidelines for improving ELAC meetings and will use those to ensure that these teams continue to be vehicles for authentic parent and community input. Another focus is on broadening the methods and channels we use to gather input from parents, making sure that parents who are not able to attend meetings during the workday or on particular evenings, for example, can still have their voices heard and their input valued.	The focus areas listed above do address underrepresented families, and their success relies upon active outreach from district and site staff. We will ensure that we are proactively soliciting input from all educational partners and from all student groups, especially Multilingual Learners, students with disabilities, homeless and foster youth, and socio-economically disadvantaged families, instead of simply waiting for those families to contact us. This past school year, parents formed a Black Excellence Committee to celebrate diverse cultures in Santee and to provide suggestions on how to support the community’s needs. Using this as a model, next year parents are planning to form a Hispanic/Latinx Excellence Committee. Input from both committees will continue to inform LCAP actions and metrics.	3	3	3	2	3	4	4	4	3	3	3	2	Met		2024-06-18	2024
37683790000000	San Ysidro Elementary	3	California Healthy Kids Parent Survey and parent advisory committee feedback revealed that parents are satisfied with the school providing advice and resources to support their child's social and emotional needs and school-home communication.  There is a clear need to increase parent learning opportunities to help their children navigate to A-G completion when they enter high school from our district.	"SYSD Focus area of improvement:
1.  Offering more parent training and education opportunities with varied presentation methods and flexible times to accommodate working families.
2. Empowering parents to advocate for their students as they progress through the grades, ensuring they are prepared for college and career readiness.
3. Continue with current ""Parent University"" offerings at all 7 district schools.  
4. Organize district and school events where staff and families can celebrate student success.
5. Continue offering professional development for staff focused on equitable and inclusive practices.
"	As the district transitions to the Community Schools Model, the parent educational partners will play a vital and significant role as we identify support and services that align with our Multi-Tiered Systems of Support. We will continue to commit to parent engagement development to further identify systems of support in both academic, social, and emotional Tiers.  We will partner with Community Partners and contracted parent education professional development service providers.  We will also focus on staff professional development around equitable and inclusive practices for our underrepresented families.  We have included this action in our California Community Schools Implementation Grant.	"Our metrics include the California Healthy Kids Survey, the Parent Survey, and the student survey gathered through School Site Councils, Student Leadership/Council, District Parent Advisory Committees, and District English Language Advisory Committees.
The Parent Survey Indicates the following data points:
""Teachers responsive to child's social and emotional needs"" - Strongly Agree/Agree 88%
""School provides students with advice and resources to support their child's social and emotional needs. "" Strongly Agree/Agree 81%
The Student Survey indicates the following data points:
""Academic Motivation"" - Strongly Agree/Agree 86%
""High expectations from adults in school"" - Strongly Agree/Agree 89%
""Students treated with respect"" -Strongly Agree/Agree  89%"	"Educational Partner ""Street Data"" surveys and feedback indicate the following areas for growth:
1. Need for additional support for after school
2. Expanded arts/music programs after school
3. Build strong Tier 1 academic support for all students 
4. Mental health support for students in Tiers 2 and 3"	"SYSD has recently received a California Community Schools Implementation Grant. This opportunity will require us to find many different ways to engage parents and staff :
1. Expand family mental health services at our prospective community school sites.
2. Offer training to families on the importance of ""balanced literacy"" and show families how to help develop reading foundations and vocabulary building
3. Offer training in mathematical concept fundamentals
4. Expand our district events to include all underrepresented families
5. Offer wrap-around services for our families 
6. Work with our staff to service the whole child and develop equitable and inclusive strategies to support their needs
"	"The CHKS Parent Survey indicates the following parent/caregiver responses:
""Schools actively seek the input of parents before making important decisions Strongly Agree/Agree 30%
Parents in advisory groups have indicated that they would like to see our district find different ways to reach out to parents who cannot always participate. They would like to see more opportunities and options for participation in parent advisory groups.   SYSD included parents in our District Task Forces for Dual Language and Multilingual Learner Master Plan.  We have also increased our attendance in all district meetings and events."	SYSD focus areas for improvement in Seeking Input for Decision-Making:
1. Solicit feedback through Google Surveys
2. Conducting empathy interviews with different cross sections of the parent population
3. Administer the CHKS Parent Survey earlier in 2024 to seek more participation
4. Offer other options for parent advisory groups.	In addition to our parent surveys and the CHKS Parent Survey, we will conduct more empathy interviews and schedule more home visits to improve parent voice and increase meaningful participation. We will also continue to personally invite our families to our district and school events.	5	5	4	4	5	5	5	5	4	4	4	4	Met		2024-06-20	2024
37683870000000	Solana Beach Elementary	3	Solana Beach School District (SBSD) recognizes and values the relationships between parents/families and staff to support positive outcomes for students. Areas of strength include: opportunities for two-way communication and venues to engage families across different platforms (e.g. Parentsquare (email or text), in-person meetings, or virtually). In addition, regular communication with families around school or classroom events is provided, as well as opportunities for support within the school. SBSD also has two District Community Liaisons that support communication and outreach to families. According to our LCAP data, 86% of families reported that communication between families and school is “just right”. SBSD has also been intentional about building systems of support for students and families within the schools and connecting families to outside resources as well.
	SBSD continues to refine communication systems to support all families. SBSD Special Education Parent Advisory Council has provided input and feedback on ways to continue to strengthen communication with families of students with IEPs, such as not only connecting families to school and district resources but to outside resources as well.	SBSD utilizes a platform for communication that supports the English translation to the home language of choice. In addition, SBSD established Parent Advisory groups specific to student groups that may be underrepresented, such as special education, and English learners. SBSD also has a full-time LCSW and district community liaisons to continually gather input and feedback to improve our engagement efforts for underrepresented families.	SBSD’s two-way communication with families is a strength that fosters positive student outcomes. Having consistent venues for communication such as progress updates on student performance, Family/Teacher conferences, and when needed individualized conferences strengthens the partnership for positive student outcomes. In addition, there are multiple venues where educational partner input occurs, inclusive of families of underrepresented student groups. Examples are: School Site Council meetings, PTA/PTO meetings, ELAC, and opportunities where families can volunteer within the school. SBSD has also established systems of support through our staff to further positive student outcomes and communication with families: LCSW, District Community Liaison, Teacher Specialists, and Support staff.
	Areas to continue to focus on are how SBSD can partner with families when there are unexpected behaviors that occur with students. Continuing to work together with families on strategies that support students inside and outside of the classroom, so there is consistency and continuity.
	SBSD will continue efforts to gather specific feedback from underrepresented families through direct communication from the classroom teacher and other SBSD staff through multiple communication venues (phone, email, letter, potential visitation). In addition, SBSD will continue to gather feedback on optimal meeting time(s), format(s), and location(s) for families to match the needs of families to the degree possible. District Community Liaisons will also continue to provide outreach to families in the family’s primary language whenever possible and support families in connecting to resources that may support their child. In addition, SBSD’s LCSW, and other support staff will continue proactive communication to connect families to resources.	Solana Beach School District (SBSD) recognizes and values the relationships between parents/families and staff to support positive outcomes for students. Areas of strength in seeking input for decision-making include: two-way communication with educational partner groups, opportunities for participation in school and district committees (e.g., PTA/PTO/School Site Council, DELAC, ELAC, Parent Advisory Roundtable, Parent Advisory Council for Special Education), participation in site-specific events that promote community, staff meetings, and access to board meetings with opportunities at every board meeting for general public comment. In addition, there are site and district surveys administered to gather a broader range of input from staff and families, with translation options in Mandarin and Spanish. SBSD also has two District Community Liaisons that support communication and outreach to families. Internally, SBSD also has regular opportunities to engage with staff and gather input. These different venues of educational partner input, support the development of school site plans and our District LCAP.	SBSD is continually seeking to refine opportunities for input with educational partners. One area we would like to continue to focus on is increasing the number of families and staff that will provide input and identifying the best venues to support two-way communication. One challenge that we face is the saturation of emails or other venues of communication that flood families or staff, so optimizing how to engage families and staff on platforms they are likely to be most responsive with.	SBSD will continue to utilize the support of our Community Liaisons, LCSW and support staff to engage all families, and specifically underrepresented families. SBSD will continue to offer options for families to provide input, whether virtual or in-person meetings and written or oral input.	5	5	4	5	4	4	5	5	4	2	3	3	Met		2024-06-20	2024
37683950000000	South Bay Union	3	Our district has made significant strides in building relationships between school staff and families. We have implemented various engagement initiatives that facilitate meaningful interactions between school staff and families. Robust communication channels were also established, ensuring that families are kept informed about school activities, policies, and student progress. These channels are accessible and tailored to meet the diverse needs of families, including multilingual resources and technology-based platforms. These initiatives include workshops, family nights, and community events aimed at fostering collaboration and communication. Our educational social workers, our Family Engagement and Support Liaisons and our Parent Engagement and Support Coordinator have been instrumental in creating and strengthening relationships between staff and families. Community partnerships have also provided additional support services and resources, enhancing the overall educational experience for students. We have also had students and families participate in street data through fish bowls and empathy interviews which helped collect the qualitative piece to ensure that we were connecting with families and not solely focusing on a number through the quantitative piece but focusing more importantly on humanizing the process of connecting and interacting with families.  Our goal is to continue to build on our strengths through relationship building which will create a supportive and inclusive environment conducive to student success.	While communication channels exist, there's a need to enhance outreach strategies to ensure that all families, including those from marginalized communities or with limited access to resources, are effectively engaged. Our area of improvement is to increase the number of participants at both site and district level committees to ensure representation of all student groups and to gain perspectives from different families that will help support decisions moving forward.  This may involve targeted outreach efforts, culturally sensitive communication, and leveraging community resources to reach underserved families. Our district aims to improve its mechanisms for gathering feedback from families and evaluating the effectiveness of its engagement efforts. This includes soliciting feedback through multiple channels, such as surveys, focus groups, and advisory committees, and using data to inform continuous improvement efforts in building relationships between school staff and families.	Our district will implement culturally responsive outreach strategies to better connect with underrepresented families. This may involve translating communication materials into multiple languages, conducting outreach through community organizations that serve underrepresented populations, and hosting events and workshops tailored to the specific needs and preferences of these families. We need to make sure that we survey families with not only topics that they would like to learn more about or partner on but also what form of delivery they would like to receive communication. It is equally important that we survey our families through various forms to gather data on the day of the week or time of the day that works best for our families. Offering multiple opportunities in person or zoom, mornings, and evenings for example would help us serve more families.  It is also important that our family liaisons help address concerns, and facilitate communication between school staff and families, particularly those who may face language or cultural barriers.	Our district has established collaborative planning processes that involve educational partners, including educators, administrators, community organizations, and families. This collaborative approach ensures that all partners are actively involved in setting goals, designing initiatives, and monitoring progress toward improving student outcomes. Our families can participate in DELAC, ELAC, SSC, Multilingual Learner Committee, Diversity, Inclusion, Equity and Belonging Committee, our LCAP Advisory Committee, as well as our Superintendent’s Advisory Committee to discuss our needs and goals for student outcomes.  Our administrators this year have started to organize equity walks that staff and parents can participate in while visiting classrooms and discussing academic goals for their children. We also have students, administrators, staff and families participating in street data through the organization of student empathy interviews and fish bowls that were focused on instruction and how to ensure that our students are heard, valued and seen.	There is a recognized need to ensure that partnership efforts prioritize equity and inclusion, particularly in addressing the needs of marginalized and underrepresented student populations. Our district seeks to develop initiatives that promote equitable access to resources, opportunities, and support services, while also addressing systemic barriers that may hinder student success.	Our district will offer parent leadership development programs to empower underrepresented families to become active partners in shaping student outcomes. These programs may include workshops, training sessions, and networking opportunities designed to build parents' skills, knowledge, and confidence in advocating for their children's education. Recognizing the importance of language access, our district will continue to provide interpretation and translation services to ensure that language barriers do not hinder the engagement of our families. This includes continuing to offer materials and communications in multiple languages and providing interpretation support during meetings and events both at site and district level.	South Bay Union School District has established collaborative decision-making structures that involve educational partners in key decision-making processes at various levels, including school-level, district-level, and community-level decision-making bodies. This may include school leadership teams, district advisory councils, and community task forces that provide opportunities for educational partners to collaborate on important issues. We have several committees that have solicited educational partner feedback to help determine next steps and decisions for our district and our students. These committees include: DELAC, ELAC, SSC, Multilingual Learner Committee, Diversity, Inclusion, Equity and Belonging Committee, our LCAP Advisory Committee, as well as our Superintendent’s Advisory Committee.  We recently developed our Mission, Vision and Values for our district and provided opportunities for feedback so that it was co-created by all.	South Bay Union School District aims to increase participation and engagement in decision-making processes, particularly among underrepresented educational partners such as families from marginalized communities and students. This may involve implementing strategies to overcome barriers to participation, such as language barriers, childcare concerns,  scheduling conflicts, or lack of awareness about opportunities to provide input. It is important that through street data cycles we seek to listen and understand what are the reasons for our families not participating or not participating on a continuous basis.	It is important that we have representation from all schools at district level initiatives and that all student groups are represented as well at the site level. This will help to create a well rounded viewpoint and perspective when we take into consideration the diverse groups that our students belong to which bring in cultural richness, background knowledge, their expertise and experiences which will help guide us in the decision making process taking into account all aspects of what contributions our educational partners are sharing with us. Providing multiple channels for input, including virtual forums, multilingual materials, and in-person meetings held at convenient times and locations to accommodate diverse schedules and preferences will help to increase participation from all families.	5	5	4	4	4	5	5	4	4	4	4	4	Met		2024-06-20	2024
37683956040505	Imperial Beach Charter	3	The school site has been able to increase communication to families through various mediums. There has been an increase in social media presence, weekly newsletters, and up-to-date website, and handouts to inform families of different events and happenings on campus. The families have provided feedback where this is recognized as one of our strengths.	The identified need has been to create opportunities for families to have access to different resources and supports on campus. The largest need that families identified was for parent workshops in family health, mental health supports for the family, and how to navigate the educational system.	We will increase the number of PTA sponsored events, which are highly attended, and provide workshops and information through these avenues. We will also increase the number of home visits to connect families to the school, and events that are both informational and fun to entice families to take part of the resources and supports we provide at the school.	There are opportunities for families to meet with teachers and administration in order to get support for their students while at school. This is done in conjunction with our stakeholders to ensure student success.	We will be incorporating different opportunities for resources, supports, and connecting them to the community through events and partnering with the city and other businesses to support the growth of our community school initiative.	Providing these opportunities in conjunction with fun events on campus with free resources, will provide some enticement for families to participate. Providing these resources, lessons, and workshops in different languages will also be key in connecting them to the school.	Through the beginning of the community school initiative, we have begun to actively recruit families for their input. We have worked to get their responses on surveys to provide us with a clear path towards our community school efforts and streamline the data collection process.	We will try different ways to gain more responses from our families. Currently, we are under 7% response rate, and through our continued efforts we are looking to increase that by reaching to families in different ways. This will be through collection of residency documents, and events on campus.	We will continue to reach out through home visits, and community events to ensure that we reach out underrepresented families through this process.	4	4	4	5	4	3	5	4	4	4	4	4	Met		2024-06-20	2024
37683956040513	Nestor Language Academy Charter	3	We have implemented a variety of committee meetings that gives staff and parents the space to communicate and collaborate on variety of topics such as parent engagement, student support and community resources. Some of the meetings we have held are the English Learner Advisory Committee, Coffee with the Principal, School Site Council, social events through the PTA, open house and back to school night.	Staff hold 1 open house and back to school night event per school year. We also hold parent conferences and participate in PTA lead social events.	We have added parent engagment within our LCAP for accountability and ensure there is an ongoing to space to engage underrepresented families through consistent communication through a variety of platforms (email, phone, social media, class dojo, home visits, etc.) to invite parents to participate.	We have a variety of events and strategies to engage parents/families to participate in their child's academic and school experience such as orientation nights, back to school night, open house, parent conferences and consistent communication through class dojo from the classroom teacher and site principal.	We are focused on partnering with parents/families to ensure they are aware of their child's academic experience and data at the beginning of the year through the end. We are focused on implementing a welcoming environment through establishing authentic caring relationships and consistent communication.	We have added parent engagment within our LCAP for accountability and ensure there is an ongoing to space to engage underrepresented families through consistent communication through a variety of platforms (email, phone, social media, class dojo, home visits, etc.) to invite parents to participate.	Our strengths regarding seeking input from educational partners is to always be open to feedback through a variety of avenues: in person, email, annual LCAP input process, school site council meetings, coffee with the principal meetings, English Learner Advisory Committee, school board site visits and consistent open invitations and visits from the San Diego County Office of Education.	We are focused on seeking input in 3 areas: Parent Engagement, Academic Achievement and maintaining and Safe and Welcoming Learning Environment.	We have added parent engagment within our LCAP for accountability and ensure there is an ongoing to space to engage underrepresented families through consistent communication through a variety of platforms (email, phone, social media, class dojo, home visits, etc.) to invite parents to participate.	5	5	4	4	4	4	4	4	5	5	5	5	Met		2024-06-20	2024
37684030000000	Spencer Valley Elementary	3	Monthly Educational Partner meetings were scheduled fore the 23-24 school year beginning in October.  Our first meeting had 12 participants and then we slowly ended up with only 3-4 participating regularly.  Spencer Valley surveys families every year and families usually participate better through surveys.  The majority of our families participated in our climate survey  Our climate survey provided valuable information to help inform our LCAP.	Spencer Valley finds family involvement to be a challenge.  Through Educational Partner meetings, participating parents brainstormed ways to get more families involved.  In th 2024-25 school year, there will be many different avenues to get families involved at Spencer Valley. Spencer Valley will also be involved in the Community Engagement Initiative in order to learn and find other strategies for relationship building and parent involvement.	Spencer Valley will continue to offer ways for all families to participate in the language that they are most comfortable using. All information is sent out in English and Spanish and families and community members will be able to participate in either language.

	Spencer Valley currently offers many different family activities in order for families to participate with staff in th evenings.  For the 2-25 school year, with the support of the newly formed PTO we will be looking for different ways to get families involved.  Currently communication with families is great.  A weekly newsletter is sent out every Monday and an all call with important upcoming dates is created and sent out every Sunday evening.	During the 24-25 school year, Spencer Valley found it challenging to get our families and community members at school for Educational Partner meetings and for other community events. All meeting and community events were poorly attended even with the ways that the information was communicated. For the 24-25 school year, from Educational Partner input a school PTO was formed in order to get more parents involved, Spencer Valley will also send out volunteer opportunities that families can sign up for throughout the school year.	Spencer Valley will continue to communicate and offer different ways to participate in the languages spoken by all of our families.  We currently send all information out in 2 languages.  We will continue to strive for ways to make everything accessible to our families who do not speak English.	Monthly meetings were scheduled for the 23-24 school year and an interpreter was available.  The climate survey was snt out in both languages and most parents participated.   The majority of our families participated in our climate survey which provided valuable input into our new LCAP.	Spencer Valley's focus will continue to be on the best ways to get families and the community to participate with the school in order to receive input from them but also in order to build better partnerships.

	Spencer Valley will continue to offer ways for all families to participate in the language that they are most comfortable using. All information is sent out in English and Spanish and families and community members will be able to participate in either language.	5	5	5	5	2	5	5	1	5	1	3	3	Met		2024-06-17	2024
37684030125401	Insight @ San Diego	3	Met: Academic Advisors make Cougar Connections with families every month to learn about each family/student and provide any additional supports needed.  The increased attendance rates and satisfaction rates from our students and families are due to the relationships built by the staff at Insight.	Learning Coach University sessions are held monthly with families and each session visits topics that support parents and students.  Insight created a peer support group for new families to be linked with a successful Learning Coach/parent who provides additional support for questions and concerns. Insight contracted with the Cook Center to provide families supports with difficult topics/situations that they may be experiencing with their high school students. These sessions were offered in both English and Spanish and were scheduled on a monthly basis. Monthly newsletters are sent to families with updates and information from the school, they also include videos on multiple topics throughout the year and student celebrations.

The English Language Development Coordinator held school ELAC meetings and provided additional supports for our EL student and family population. The program will continue to grow and provide additional resources based on need for the 2024-2025 school year. 
	Insight will be providing support sessions for students and families that assist with accessing our platforms to ensure that families and students have a clear understanding of our virtual programs. 

Social media platforms such as Facebook, Instagram, and Tik-Tok continue to be a highlight.  Insight continues to receive wonderful feedback from staff, families and students regarding these platforms. The student and teacher of the month, honor roll and perfect attendance recognition on these platforms has had positive reviews.
	Met: Insight holds professional development as well as attends conferences with staff to learn new strategies in working with families and students who are at-risk.	The school utilizes its Academic Advisors, RAISE Team, Family and Student Champion and a Trauma Counselor to support student learning and development in the home as well as address family needs.	Insight has also increased its counseling staff in order to lower ratios and ensure that all students feel supported.	Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety.  The virtual aspect of our school allows for students to feel safe within their homes while completing their school day.  This is noticeable throughout our surveys.  While the virtual environment allows for students to feel safe, it makes school connectedness difficult.  Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization.	The consistency in the live session scheduled continues to be successful based on our live session attendance as compared to previous years.  Our attendance in live sessions continues to be higher than previous years without the consistent schedule. Special education support classes, intervention and ELD support sessions are provided to students who are in need of additional support.	Insight will continue to offer both virtual and in-person outing opportunities for students. The outings include college/vocational school tours and community service projects that the students are able to participate in as a high school group.  Insight provides times for clubs to be included within the school day on a weekly basis, where the club does not interfere with any live session courses.  This has allowed for more students to have the ability to attend.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-17	2024
37684036120893	California Virtual Academy @ San Diego	3	The school is dedicated to cultivating trusting and respectful relationships with families to ensure student success in the virtual learning environment. Upon enrollment approval, families receive personalized onboarding support from their designated onboarding coach. This support begins with a warm welcome - an intentional and welcoming inclusion activity, routine, or ritual that builds community and connects to the work ahead. Families receive clear guidance on program expectations, communication channels, and navigating the online platform and resources efficiently. Newly enrolled students and parents experience at least three personalized interactions with their onboarding coach, ensuring a sense of belonging from the start. Spanish-language onboarding support is available for Limited English Proficient (LEP) students and families whose primary language is Spanish.

Teachers proactively connect with families through welcome calls, monthly check-ins, Enduring Connection Calls, academic conferences, and provide live instruction aligned with the California content area standards. 

Teachers and staff prioritize student relationships through daily face-to-face interactions. Additionally, we support student and adult resilience with intentional social-emotional learning practices. We have identified the importance of self-awareness, self-management, and executive function in our unique setting – and work to foster these skills among students, teachers, and families.

In addition to classroom interactions, the school offers in-person and virtual activities, clubs, and support sessions. Continuous support is provided to families year-round, including during the summer.

School leaders facilitate regular feedback sessions involving parents, students, and staff, utilizing surveys to gather input and identify areas needing additional support. Special programs, like the Compass program, cater to MKV, Foster youth, and other underrepresented families, focusing on providing resources and supplies, engagement support, and coaching for students and parents, including bilingual engagement and translation services.

The school actively involves parents, students, and staff in planning processes through various channels, ensuring that their voices are heard and valued. Feedback and collaboration happen in Title I meetings, English Learner Advisory Committee (ELAC), and Partner Engagement Sessions, which include priority opportunities for parents, staff, and students to review Local Control and Accountability Plan (LCAP) goals, actions, and services and provide input and suggestions. LCAP feedback informs decision-making and drives programmatic adjustments to ensure that programs offered reflect the priorities of the learning community and that all students are learning.
	We will continue to refine the Enduring Connection Calls between teachers and students. We plan to implement a schoolwide practice of 3 Signature Practices across all departments. Our school will focus on training and Professional Development for staff based on trauma-informed practices to support trusting and respectful relationships with families. We plan to provide additional training for all staff on accessing the primary and preferred language of Limited English Proficient (LEP) families. We will continue to refine the Language Access Plan - a resource that outlines ongoing efforts to improve access for limited English proficient (LEP) individuals – people whose primary language is not English and who have limited ability to read, speak, write, or understand English. Our school will continue to develop the Newcomer instructional and family support services provided by the English Language Development (ELD) Department to meet the needs of students in kindergarten through grade twelve (K–12) who were born outside the United States (U.S.) who have arrived in the U.S. in the last three years and who also are still learning English.	Solid relationships and research-based support/services improve outcomes for underrepresented students. The school provides engagement, attendance, academic, and SEL support for families, including English Learners, Students with Disabilities, and Socioeconomically Disadvantaged (SED) students. Support includes removing barriers and providing school supplies and resources, as well as academic support, to help them succeed in the virtual learning environment. 

The school has added additional bilingual engagement staff for Spanish-speaking families to provide support throughout the calendar year to expand opportunities for the LEP families in the 23-24 SY and provide an increased level of translation and interpretation support from a live school staff member. Additionally, schoolwide forms and documents have been translated into Spanish, and the school’s website now includes a language toggle feature so that families can change the presentation of all information on the site to Spanish with a single click. In addition, the school contracts with an over-the-phone interpreting service, Certified Languages International (CLI), which provides interpreters in over 200 languages, allowing for teachers and other staff to communicate with LEP parents during real-time phone calls or video conferences in their preferred language. In order for Limited English Proficient (LEP) families who speak a language other than English or Spanish to access school information, resources are included with school communication for seamless translation on demand. All parents and guardians of students may request free language translation services in their preferred language at any time, and staff members can request document translation for LEP families’ preferred languages at any time as well. 
The school seeks the participation of unduplicated students by offering specific onboarding follow-up for SED families who are not meeting designated engagement metrics, an internet subsidy so families can engage and connect with the school community, and the Compass team reaches out to parents and families when SED students are not engaged. We offer workshops to support resilience, specifically designed to support SED parents and families. This series focuses on skills to manage stress, solve problems, reflect on reactions in different situations and practice new ways to respond when facing challenges.
For our Students with Disabilities, GE teachers and Education Specialists do additional outreach and seek their active participation in their child's education. Case Managers ensure families attend Individualized Educational Plan (IEP) meetings, specifically parents/guardians are invited to attend 30-day, annual, and triennial IEPs, evident in Team Meeting Notices.  An ongoing area of improvement for the school is to continue analyzing parental engagement data to ensure consistent and significant participation from parents and students in unduplicated groups.
	The school fosters strong partnerships with families to ensure student success. Recognizing parents' crucial role in education, particularly in an independent study charter school, the school actively engages parents by providing them with comprehensive information, resources, training, and opportunities to collaborate with other parents to better support their children's learning journey. Regular teacher-family conferences inform parents about their child's progress and academic expectations, while accessible systems grant them access to student grades, assessments, and online activities.

Dedicated engagement and attendance support teams work to keep students involved in their education, focusing on educating parents about school expectations and strategies to remain engaged in their child's daily schooling. The presence of graduation coaches facilitates better understanding among students and parents regarding graduation requirements, progress tracking, and ensuring timely graduation. This information is shared through various channels, including school assemblies, homeroom meetings, and individual conferences.

The school has committed to being a Professional Learning Community (PLC) and strives to incorporate the Three Big Ideas of the PLC process: focus on learning, a collaborative culture, and results orientation.  As a result of this work, the school has refined professional development, prioritized collecting evidence of mastery, and created clear communication regarding our school priorities and goals. The collaboration among staff members focuses on discussing student progress and working together to support improved student outcomes. This collaborative work, in turn, allows for strengthened communication of outcomes and progress with students and families during individualized onboarding sessions, monthly Enduring Connection Calls, weekly academic support sessions, and ongoing Academic Conferences. 

Dual enrollment programs such as CAVA2College and Stride Career Prep (SCP) provide high school students valuable opportunities to explore career pathways, earn certifications, and prepare for college and career. Middle school students benefit from career exploration and technology courses and earn high school credit.

To ensure effective communication and engagement, the school utilizes various platforms such as ParentSquare, social media, LC Community (a school-based social media platform for parents/learning coaches), and the school website. These offer the family’s essential information and opportunities to build relationships and advocate for their children. The Family Teacher Organization (FTO) further strengthens student support by facilitating collaboration between home and school through regular meetings and shared goals.
	We will create more opportunities for students to engage with SEL assembly topics by incorporating content into the older grades' homeroom courses and supporting the Elementary Staff with resources to share during our younger students' morning meetings. We will provide training and Care Solace access for administrators, who can support families by initiating a warm handoff when identified.  Continue to create understanding with staff around the difference between a “warm handoff” and “anonymous search” and how we can better support resource connection when we start a “warm handoff” for a family or student. We will Increase the translation and interpretation services and documents provided in Arabic, an increasing primary language amongst Limited English Proficient (LEP) families at our school.
Our schools plan to expand our video conferencing translation capabilities to provide real-time translation in multiple languages to ensure parents/guardians can meaningfully participate and advocate for their students in educational partner meetings.
	The school's Attendance Advocates proactively address student absences daily, collaborating with students to overcome any obstacles they may face. They assist parents in completing surveys for any offline assignments completed by students. In continued absences, additional meetings are scheduled with parents and students to identify underlying issues and support overcoming them, ultimately guiding families toward academic success.

To ensure MKV students are engaged and learning, the school has increased the resources, referrals, and support, which include Food and Housing Resources, Health Services, Mental Health and Crisis Support, and Internet/Hot Spots.

Regarding training and support for teachers, all staff undergo continuous, high-quality training and professional development sessions throughout the year. Additionally, new teachers benefit from immersive, hands-on training provided by department trainers to ensure a comprehensive understanding of schoolwide vision, properties, goals, departmental policies, procedures, and ways to support students and families. New hires are assigned a dedicated support teacher during their inaugural year.
	"Survey questions and data collection methods are tailored for the virtual school environment and align with LCAP objectives and strategies. The leadership team conducts quarterly reviews of feedback, which lead to adjustments in schoolwide and departmental plans and enhancements in family engagement initiatives. This feedback, along with student engagement and achievement data, informs the development and monitoring of LCAP initiatives.

The following presents a synopsis of trends and feedback from various parent surveys conducted during the 23-24 SY, including responses from the LCAP survey, Title I feedback survey, and feedback surveys from Fall and Winter Partner Engagement Meetings. 

Ranking of LCAP Priorities/Goals 
Top Priorities: 
(83%) Ensure Students Will Graduate from High School
(76%) Providing Internet reimbursement for low-income families.
(74%) Ensure Students Attend School
(68%) High School Career and Technical Education
(67%) High School Students Complete all courses (A-G) to be eligible to attend a CA state college or a University of California
(67%) Support for Students with Disabilities

In addition:
(83%) Agree / Strongly Agree: ""I have been given opportunities to participate in decision-making regarding my student's education.""
(88%) Agree / Strongly Agree: ""The school has created a welcoming environment for all families in the community.”

In addition, parents, families, students, and staff provide feedback and direction to the school through a variety of opportunities, including:
•	ELAC Meetings
•	EL Needs Assessment Annual Survey
•	School Climate Survey
•	Parent Connections, including coffee chats and parent training.
•	Student Government 
•	Family Teacher Organization (FTO)
•	Student and Teacher Pulse Checks 

Two-way communication between parents/families and school includes:
•	ParentSquare
•	LC Community
•	Emails
•	Connection Calls
•	Academic Conferences
•	Student Support Sessions
•	Sharing of Student's Individualized Learning Plans (ILP)
•	Student Support Team (SST) Meetings
•	Individual Educational Program (IEP) Meetings
•	English Language Development (ELD) Program Meetings
•	Bear Tracks weekly community newsletter highlights events and activities.
"	"Based on parent feedback the school 
•	will continue to administer surveys and offer Partner Engagement Meetings to share goals and actions, collect feedback, and measure parental participation in decision-making.
•	will increase opportunities for parental involvement, and message to families/staff the impact that feedback has on school-based decisions.
•	will offer parents support in increasing LC capacity, including time management tools, technology training, and other available resources and support. 
•	has identified the following barriers and will reduce those to ensure the participation of parents, including:
•	Lack of time
•	Prioritizing meetings
•	Streamlining communication to parents 
•	will increase the number of families participating in feedback opportunities and will reach out to families who did not provide feedback to ask them what barriers keep them from giving feedback. 
•	will continue to develop and implement the SEL plan. To increase awareness all teachers/staff, students, and parents will be included in the collaboration and development. 
•	will continue to provide training and support for administrators, teachers, parents, and students, specifically reaching underrepresented and underserved families.
•	increase opportunities for peer-to-peer interaction and connection in Class Connect (CC) sessions, clubs, K12 Zone, and other activities, including in-person outings and events.
•	messaging and support to ensure families are aware and supported with low cost/internet options in addition to policy for internet reimbursement.
"	Parents generally convey satisfaction with the school, which positively impacts all students. They value the assistance teachers and staff provide and the school's efficient communication with students and families. Daily prompts regarding class attendance and assignments help students stay focused. Parents appreciate the chance to monitor their child's progress and access educational materials in advance to address any academic hurdles. They appreciate the school's diverse and extensive curriculum, which offers numerous courses and effective teaching. Additionally, parents welcome the various opportunities for high school students and socialization activities available at all grade levels. Furthermore, the staff dedicated to supporting Spanish-speaking parents is positively acknowledged.	4	5	4	5	5	5	5	5	4	4	4	4	Met		2024-06-17	2024
37684110000000	Sweetwater Union High	3	For the 2023-2024 school year Sweetwater leadership is focused on improving relationships. While we are proud of the historical connections between Sweetwater staff and the community, the pandemic and distance learning have increased the distance both literally and figuratively between our school communities and the families we serve.	Every school is focused on developing stronger ties with families through improved communication and flexible meetings. Parents have consistently asked that parent meetings continue to be offered in both in person and video conference format and we are adhering to those requests. Parents also explained that communication needs to be tailored to the specific channels of communication favored by parents.	While some families are immersed in email and text communication, others still rely on the mail, therefore our schools should be sure to include elements of all of these different avenues to stay connected to the families we serve.	Based on the feedback from parent groups such as DPAC and DELAC, we have provided training from our Chief Compliance Officer, Bob Hughes, to underscore the processes that exist to address concerns and the legal safeguards that all parents and students enjoy. These presentations have been very well received. Another repeated request from parents is that we provide more frequent and higher quality training to all teachers. The pandemic and distance learning environment made this task difficult as substitutes were in short supply. However, the 2023-2024 school year finds us with many more opportunities to provide the training that teachers need to better serve students’ social, emotional, and academic needs.	Training around textbook adoption, and literacy (writing) are the primary initial focus for this school year.	Finally, parents have stated that they strongly support the hybrid option for all meetings, whenever possible. We eagerly agree and have ensured that school leaders include a hybrid
option for meetings and that schools vary their meeting times to accommodate the variety of family schedules.	Sweetwater has strong parent leadership in our DPAC and DELAC committees and the partnerships forged through those committees has helped the district modify and adapt practices to better serve all Sweetwater families, including those that are typically underrepresented.	Parent concerns this year have focused on alternatives to suspension and our District and site teams are working to implement Multi Tiered Systems of Support (MTSS) which consider ways to support all students with a welcoming and supporting school climate as well as diverse responses to student misbehavior that don’t include suspension. Each school partners with their staff and community to develop a behavior plan that is differentiated to that school community.
	Also, last year, parents requested tutoring, a service that we invested in during the 2022-2023 school year and will augment in 2023-2024 as it has been well received by students and parents and evidence is that student learning outcomes are positively impacted by the tutoring programs that have been provided.	4	4	3	4	4	5	4	4	4	5	4	4	Met		2024-06-24	2024
37684110126086	Hawking S.T.E.A.M. Charter	3	According to input from our parents (PAC, Coffee with the Principal & Friday engagement events), as well as from survey results and input from Parent Teacher Home Visits - PTHV, we have strengthened and made progress towards building relationships between school staff and parents by our gradual increase of school-wide events where we invite our families to attend. In addition, our PTHV has increased our outreach efforts and allowed our teachers to build relationships in the comfort of our student’s homes. These direct interactions and opportunities have solidified our commitment to the importance of strengthening relationships, beginning with the critical Parent-Teacher relationship.	According to our latest Family-School Relationships survey, engagement is an area of need. Providing opportunities for families and community members to come together and participate in the learning process with their students has been a focus. Our schools will increase the frequency of events like Coffee with the Principal, Fabulous Fridays, Family Days, SLCs, Expos, and Fall Festival to provide opportunities for families to engage with the school. Additionally, greater participation and recruitment of parents to engage in site committees like DELAC, PAC, and Safety & Wellness Committees will continue to be a priority.	We have initiated increasing direct outreach with our individual students from underrepresented groups who have also demonstrated a need to improve chronic absenteeism. We understand that there is a need to vary the means of communication in order to meet the needs of all students, most especially our underrepresented groups of students, like our White and African American groups, who represent minority groups in our schools.	We are partnered with the San Diego County Office of Education to continue the important work around creating a Multi-Tiered System of Support (MTSS).  This is helping us work toward aligning our many systems into one that helps us meet the needs of our students.  The increasing levels of alignment and progress monitoring, as well as the process for continuous improvement, are helping us become more cohesive and ultimately meet the needs of our staff and students. 
As part of our MTSS communication protocol, Hawking distributes annual staff surveys to determine teacher interests and needs regarding professional learning needs. We have created processes that allow teachers to request needed professional development. Additionally, we have offered various learning opportunities geared towards equipping teachers to address our students' academic and social-emotional needs.
	As our staff grows, Hawking will continue to monitor professional learning needs and strengthen our partnership with SDCOE. This year, our focus will continue to be on implementing the CA-MTSS framework through an academic collaborative process, where we systematically work to improve the delivery of instruction through PDSA cycles (Plan Do Study Act). In addition, we will continue offering training for Parent Teacher Home Visits and engagement strategies for all students, including English Learners and Students with Disabilities.	We partner with South Bay Community Services to ensure that our unduplicated pupils, including our most vulnerable and underrepresented families, are provided opportunities to participate in extended learning opportunities such as Summer School, Spring Expanded Learning Opportunities, and after-school programs.  We also required parent participation in student-led conferences and beginning-of-year orientations, which allowed us to engage with underrepresented families and provide resources and tools for families to support their students throughout the school year. In addition, we provide bilingual interpretive services as needed.	We continue to seek parent input through in-person meetings and survey data collection. We continue to involve parents as our education partners by ensuring their voices are represented in our governing board and other campus decision-making committees. This year, our Parent-Teacher Home Visits have allowed us to gather input and information from parents who provide it from the comfort of their homes.  They have shared direct needs with teachers and then shared with our leadership team through required reflections. The input from these reflections helps inform the next steps and helps us better understand our students' needs.	The implementation of Panorama Family and Student Surveys provides us with detailed and regular feedback regarding our school needs. Planned parent meetings will help families better understand the purpose and function of these surveys and the steps we are taking to meet those needs. These survey results also allow parents to provide input on solutions. Parent feedback on PTHVs reflects the positive impact these visits have had on parent-school relationships and school climate. It indicates a desire to continue having these opportunities.	Hawking will focus on improving communication regarding survey timelines and important parent meetings through mass and teacher-parent communication channels. These include Messenger, the Edlio Hawking app and website, and ClassDojo.	4	5	5	4	4	4	5	4	4	4	4	4	Met		2024-06-26	2024
37684113731304	MAAC Community Charter	3	MCCS has taken every step to make sure that any handouts or communications are shared with families in both English and Spanish. We use Infinite Campus regularly to make phone calls and send home emails and notices about school events, opportunities for parent and family participation, testing, and other communications. We hosted several Cafecitos in the fall to continue in person communications with our families. Teachers and staff are also in communication with families about student progress and those needing extra support are contacted weekly regarding attendance, academics, behavior and mental health through phone calls and emails.	MCCS consistently continues to try to find more support for our students who are struggling with their mental health and are abusing substances to cope. Staff is working on creating more open communication with student’s families to provide services both on site and off site. Substance abuse through the use of vape pens has become a huge issue this year, and more work needs to be done towards forming relationships with parents which will support our efforts in solving this issue.	MCCS will provide more frequent communications of upcoming opportunities for involvement with multiple communications with partners through multiple means including phone calls, emails and flyers going home with students. School will use social media (Facebook and Instagram to communicate and advertise opportunities for involvement.	MAAC has been able to partner with stakeholders to develop a comprehensive and Multi-tiered System of Supports and a successful Student Success Team (SST) system to monitor student outcomes and provide communication throughout the school community and with educational partners. Issues that present in regard to student progress or outcomes can be addressed daily in the classroom through core instruction, differentiated learning, student-centered learning, individualized student needs, and the alignment of systems necessary for all students’ academic,
behavioral, and social success. In addition, the SST team consisting of Administrators, counselor, psychologist, SPED teacher and department heads, meets weekly to address additional resources, services and supports that support student success in the classroom (Psychological Therapy, counseling, groups, community services, substance abuse programs) based on input and information from all classroom teachers. There is weekly communication with families of students to provide information on how families can best provide support for
students at home.	Focus on providing Quarterly and weekly communication to all families and not just families of students requiring extra services and support	MCCS will provide more frequent communications of upcoming opportunities for involvement with multiple communications with partners through multiple means including phone calls, emails and flyers going home with students. School will use social media (Facebook and Instagram to communicate and advertise opportunities for involvement.	MCCS strength is in seeking input continuously from staff and students. When we are looking at schedule changes to better accommodate students or curriculum purchases, we always seek input before moving forward with these big decisions.	MCCS biggest focus area for improvement for Seeking Input for Decision-Making is getting even more parent and family input. We have traditionally struggled to get more than a handful of parents to participate in the decision-making process.	MCCS will add a parent to our Steering Committee that will meet bimonthly to provide input on our program.	3	3	4	4	4	4	4	4	4	4	4	4	Met		2024-06-25	2024
37684370000000	Vallecitos Elementary	3	Vallecitos School District has made significant strides in building relationships between school staff and families, showcasing our dedication through a variety of engagement opportunities. This year, we hosted numerous events, including orientation sessions, substance abuse awareness trainings, multi-cultural celebrations, back-to-school night, spring open house, lunch on the lawn, movie night, and the Rainbow Run. These activities have not only fostered a sense of community but also provided platforms for meaningful interactions between families and school staff. Our team remains committed to enhancing these relationships, recognizing the vital role they play in student success.

Despite these strengths, we acknowledge areas for improvement, particularly in expanding our capacity and enhancing communication from classroom to home. While our events have been well-received and have increased parental involvement, we aim to ensure that every family feels connected and informed about their child's educational journey. Strengthening these communication channels will help us build even more robust relationships, ultimately supporting our goal of fostering a collaborative and inclusive school environment.	Vallecitos School District is dedicated to sustaining and expanding our current engagement opportunities, which have successfully brought families and school staff closer together. Our primary focus area for improvement is enhancing and increasing communication between classrooms and homes. We recognize that consistent and clear communication is essential for building stronger relationships between teachers, students, and their families.

To achieve this goal, we plan to implement several strategies.  One goal is to ensure that our faculty are utilizing all available communication platforms to seamlessly interact with parents, ensuring that important information is easily accessible and regularly updated.  Available platforms include 1:1 meetings/phone calls, Blackboard Connect for mass and personalized messaging, Class Dojo, and email communications.  We will encourage our faculty to get to know each parent's preferred method(s) of communication and strive to communicate with them in the ways that are most comfortable and convenient and ensure that no family is left out of the loop.

During 2023-2024, we partnered with SDCOE to provide professional development for our teachers to equip them with effective communication skills and strategies. This training focused on creating positive and proactive communication habits, personalized feedback, and tactful ways to maintain a learning environment that prioritizes the connections between teachers, students, and families.

We also intend to increase opportunities for face-to-face interactions through regular parent-teacher conferences, home visits, and family workshops.  By fostering a culture of open dialogue and collaboration, we can create a more supportive and inclusive environment for our students.

These efforts will not only improve classroom-to-home communication but also strengthen the overall relationships within our school community, ultimately contributing to the academic and social-emotional success of our students.	During the 2024-25 school year, Vallecitos School District is committed to enhancing the engagement of underrepresented families as identified during our self-reflection process. To achieve this, we are partnering with CSU Fullerton to implement a GED program for our community, providing valuable educational opportunities for families seeking to further their education. Additionally, we are also working to collaborate with Palomar College to offer ESL and citizenship classes, which will support our non-English speaking and immigrant families in becoming more active and informed participants in their children’s education.

We will continue to promote various workshops aimed at improving family and community engagement. These workshops will cover topics such as substance abuse awareness, digital citizenship, and other areas of interest identified by our families. Our monthly Coffee and Donuts with the Principal events will remain a cornerstone of our engagement strategy, providing a casual and welcoming environment for families to interact with school leadership and voice their concerns and suggestions.

Moreover, we plan to use our campus events as opportunities to seek input and feedback from our parents. By creating multiple touch points for engagement, we aim to ensure that all families, especially those who have been underrepresented, feel heard and valued in our school community. These efforts will not only help us build stronger relationships with our families but also enable us to tailor our programs and initiatives to better meet their needs, fostering a more inclusive and supportive educational environment for all our students.	Vallecitos School District has demonstrated significant strengths and progress in building partnerships for student outcomes, underpinned by a highly dedicated faculty and staff team committed to earning and maintaining the trust of our parents. We have consistently provided numerous opportunities for family engagement, fostering strong connections that support student success. Our ongoing efforts include a variety of initiatives designed to involve families in meaningful ways, ensuring that they are active participants in their children's educational journey.

One of the most significant improvement efforts in this area for 24-25 includes the implementation of regular home visits, aimed at connecting with our more disengaged students and their families. This initiative, included in our most recent LCAP, reflects our commitment to reaching out and building trust with all families, particularly those who may feel disconnected from the school community. These home visits will allow our staff to better understand the unique challenges and needs of each family, providing tailored support that can enhance student outcomes.

Through these ongoing and expanded efforts, we look forward to further strengthening our partnerships with families, creating a more inclusive and supportive environment for all students. By fostering trust and collaboration, we aim to ensure that every student has the opportunity to succeed academically and socially, supported by a strong network of engaged and empowered families.	Vallecitos School District is committed to improving and increasing collaboration with our most disenfranchised families as part of our focus on building partnerships for student outcomes.  Our goal is to create a more inclusive and supportive environment for all students by ensuring that every family feels heard, valued, and involved in their child's education.  By focusing on these key areas, we aim to strengthen our partnerships with families, improve student outcomes, and foster a community where every student can thrive. 

Through sustained efforts and strategic collaborations, Vallecitos School District is dedicated to building a network of support that empowers all students and their families.  One of our primary focus areas for the 2024-25 school year is the implementation of regular home visits.  These visits are designed to connect with students and families who may feel disconnected from the school community, offering personalized support and fostering stronger relationships.  By meeting families in their own environments, we can better understand their needs and challenges, ultimately enhancing our ability to support student success.

In addition to home visits, we are partnering with the Mano-a-Mano foundation to build capacity in this critical area. This partnership will provide valuable resources and expertise, helping us develop effective strategies for engaging with disenfranchised families.  Their experience in community outreach and family engagement will help us develop effective strategies for connecting with disenfranchised families. They can offer training for our staff on best practices for conducting home visits, facilitate workshops to build cultural competency, and provide materials to support our outreach efforts. By leveraging their knowledge and resources, we can create a more robust and impactful program that ensures all families feel supported and involved in their children's education.The foundation's support will enable us to expand our outreach efforts and create more meaningful connections with those who need it most.	Vallecitos School District is dedicated to improving the engagement of underrepresented families as part of our commitment to building partnerships for student outcomes. To achieve this, we are implementing several key initiatives based on input from educational partners and local data.

One of our primary strategies is to conduct regular home visits. These visits will allow us to connect with disengaged families in a more personal and supportive manner, helping us understand their unique needs and challenges. This approach aims to build trust and foster stronger relationships between families and the school, ensuring that every student has the support they need to succeed.

Additionally, we are partnering with the Mano-a-Mano foundation to enhance our capacity in this area. The foundation will provide resources, training, and expertise to help us develop effective strategies for engaging underrepresented families. This partnership will enable us to create more meaningful and impactful outreach efforts, ensuring that all families feel valued and involved in their children's education.

We are also expanding our engagement opportunities by continuing to promote and offer workshops on substance abuse awareness, digital citizenship, and other relevant topics. These workshops, along with events like Coffee and Donuts with the Principal, provide platforms for families to voice their concerns and offer feedback.

By combining these efforts with our ongoing commitment to family engagement, Vallecitos School District aims to create a more inclusive and supportive environment. Through sustained outreach and strategic partnerships, we will ensure that underrepresented families are actively involved in their children's educational journey, leading to improved student outcomes.	Vallecitos School District has demonstrated strong capabilities in seeking input for decision-making, leveraging the dedication of our principal, faculty, and staff.  During the development of our Local Control and Accountability Plan (LCAP), we actively sought input from all faculty members and approximately 80% of our classified staff.  This inclusive approach ensured that diverse perspectives from our personnel team were considered in shaping our educational strategies and goals.

Additionally, we provided multiple avenues for parents to share their feedback, including surveys, direct communication, and both formal and informal engagement opportunities. These efforts have facilitated meaningful participation from families and helped us address their needs and concerns effectively.

While our current practices are robust, we recognize the need to improve our outreach to all educational partners, especially those who are less engaged or on the periphery.  For the upcoming year, we will focus on enhancing our strategies to reach these partners, ensuring that every voice is heard and considered in our decision-making processes.  This commitment will strengthen our ability to make informed decisions that reflect the diverse needs of our entire school community.	Vallecitos School District is focused on a few key areas for improvement in seeking input for decision-making.  To enhance engagement, we plan to expand our informal opportunities for interaction with families.  Initiatives such as Coffee and Donuts with the Principal, casual conversations with parents in parking lots or at the school entrance, and other informal settings will help us connect with a broader range of community members and gather valuable feedback in a relaxed atmosphere.

We will also continue to integrate surveys into our engagement events to ensure that we collect diverse input systematically. These surveys will be strategically timed to coincide with various events, maximizing participation and relevance.  We will also seek feedback from our advisory committees (DELAC, School Site Council, and PTO) to improve the level of collaboration and ownership that our community has over the school program. 

Additionally, our home visit program will play a crucial role in this improvement effort. By engaging with families in their own environments, we aim to identify and address barriers to engagement. These visits will provide us with direct insights into the challenges families face, allowing us to tailor our strategies to better meet their needs and encourage their participation in school activities.

Through these focused efforts, we aim to create a more inclusive and responsive approach to decision-making, ensuring that all voices are heard and that our strategies effectively address the diverse needs of our school community.	To enhance engagement of underrepresented families in seeking input for decision-making, Vallecitos School District is implementing targeted strategies to promote engagement.  We recognize the importance of reaching out to these families in more accessible and meaningful ways, and our approach will focus on both broadening engagement opportunities and addressing specific barriers.

We will increase informal engagement opportunities and casual interactions in school-related settings. These settings offer relaxed environments where families may feel more comfortable sharing their thoughts and feedback.  Additionally, we will focus on ensuring that our underrepresented families are responding to our engagement efforts and follow-up when we don't receive their input so they know that it is valuable to us.  We will take advantage of our on-campus events to systematically collect input from all families, including those who are underrepresented.

As mentioned previously, our home visits will also be pivotal in improving engagement.  Direct interaction with families in their home environments will allow us to identify obstacles to participation and gain insights into their unique needs and perspectives.  This personalized approach will help us tailor our engagement strategies and make necessary adjustments to better support these families.

Furthermore, partnering with organizations like Mano-a-Mano will enhance our outreach capabilities, providing additional resources and support to engage underrepresented families effectively.  By combining these efforts, Vallecitos School District aims to ensure that all families have the opportunity to contribute to decision-making processes, ultimately fostering a more inclusive and collaborative school community.	4	4	3	3	4	4	3	3	4	4	4	4	Met		2024-06-18	2024
37684520000000	Vista Unified	3	Based on the analysis of our educational partner input and local data, Vista Unified has made significant strides in building relationships between school staff and families through several key initiatives.  Following is a breakdown of the measures that have been implemented and their impact:

Transparent Communication:
Superintendent's Community Update:
Regular updates are provided to parents and families about district-wide initiatives, achievements, and challenges.  This fosters transparency and keeps the community informed.

Family Involvement in Decision-Making:
Parent Advisory Councils and Committees: Families are actively involved in decision-making processes through participation in councils and committees.
Forums and Surveys: Feedback is solicited from families through forums and surveys to inform district policies and practices.

Engagement Events:
Family Events: Back-to-School Nights and Open Houses -These events facilitate direct interaction between families and school staff.
Family Math/STEM Nights and Vista Unified Festival of the Arts: These provide educational and cultural engagement opportunities that bring families together and allow them to explore the district's programs and initiatives.

Educational Workshops and Training:
Parent Workshops and Training Sessions - Workshops are provided on various topics such as understanding the curriculum, supporting learning at home, and navigating educational resources.  These sessions empower parents and enable them to actively participate in their child’s education.

Technology Integration:
Aeries Student Information System: Mobile Applications - These tools facilitate communication by providing easy access to student progress reports, assignments, and school site information.
Enhanced Communication: The use of technology ensures convenient information sharing, thus strengthening connections between school staff and families.

Vista Unified’s commitment to transparency, family involvement, engagement events, educational workshops, and the use of technology demonstrates a comprehensive approach to building and maintaining strong relationships between school staff and families. These efforts are crucial in creating a supportive and collaborative educational environment that benefits the entire community.

	Based on the analysis of educational partner input, Vista Unified has identified a key focus area for improvement in strengthening relationships between school staff and families.  Although workshops and training sessions are already in place, there is a need to target specific areas where parents could benefit from additional resources and guidance.  The focus will be on providing targeted support on topics such as navigating the education system, understanding assessments, and supporting special education needs.  This targeted approach aims to create new avenues for engagement, enhancing the connection between school staff and families.	Recognizing the importance of inclusion and equitable participation, Vista Unified is committed to addressing the specific needs and challenges faced by underrepresented families. To enhance engagement, the district will focus on fostering cultural responsiveness among school staff. This will involve providing opportunities for staff to enhance their cultural competency and understanding of diverse backgrounds, ensuring they can effectively communicate and engage with underrepresented families in an inclusive manner.	Vista Unified utilizes data-driven decision-making to identify and address disparities in student outcomes. By analyzing local data with educational partners, particularly parents and families of underrepresented students, the district gains insights into areas of potential inequity and targets efforts to provide additional support and resources to students facing barriers to success. This data-driven approach ensures that educational partnerships are tailored to promote equitable outcomes for all students, close opportunity gaps, and foster an inclusive learning environment.	Vista Unified recognizes the importance of understanding students' cultural backgrounds, languages, and experiences and is developing an initiative to support culturally responsive teaching and learning. The goal is to incorporate diverse perspectives, promote cultural understanding, and ensure that instructional practices are inclusive and meaningful for all students. These efforts aim to create avenues for meaningful participation with families, strengthening the connection between home and school, and promoting equitable student outcomes.	Vista Unified has developed strategies to improve the engagement of underrepresented families, guided by principles of equity and inclusion. These strategies aim to address the unique needs and challenges faced by these families, creating an environment where their voices are heard, valued, and included. The district utilizes multiple communication channels, including translated materials, multilingual staff, community liaisons, and culturally sensitive messaging, to ensure that information and resources are accessible and relevant to the diverse backgrounds of our families.	
Vista Unified has made significant strides in seeking input from educational partners for the review and development of federally, state, and locally funded programs and initiatives, including the 2024-25 Local Control and Accountability Plan (LCAP). The district actively involves parents of English learners, foster youth, students with disabilities, and students from socio-economically disadvantaged backgrounds in these processes.

To ensure diverse perspectives are included, Vista Unified offers various engagement opportunities such as focus groups, surveys, and presentations. These opportunities involve a broad range of participants, including students, parents and families, community members, teachers, and administrators. Recently, each school conducted student focus groups led by a team of educators—including teachers on special assignment (TOSA), district coordinators, and directors—over a span of three weeks. This effort resulted in valuable feedback from students, providing meaningful insights into the district’s programs and initiatives. These actions reflect the district's commitment to inclusive decision-making and responsiveness to the needs of its diverse community.	Based on the analysis of educational partner input, Vista Unified has identified a key focus area for improvement in seeking input for decision-making: increasing the frequency at which input is gathered. This initiative underscores the district's commitment to making decision-making processes more responsive to the evolving needs of the educational community, ensuring timely and relevant feedback from all stakeholders.	Based on the analysis of educational partner input and local data, Vista Unified will enhance engagement with underrepresented families by implementing more frequent opportunities for them to provide input in decision-making processes. This includes introducing community forums specifically tailored to underrepresented families, offering regular opportunities for open dialogue where they can share their perspectives, concerns, and suggestions. Additionally, Vista Unified will establish an ongoing feedback system using digital platforms to allow underrepresented families to contribute their input at their convenience. By increasing the frequency and accessibility of these input-gathering activities, the district aims to capture a broader range of perspectives, ensuring that the voices of underrepresented families are consistently heard and valued.	4	4	4	5	4	4	4	4	5	5	5	4	Met		2024-06-20	2024
37684520106120	SIATech	3	SIATech strives to include families and community partners in the decision-making process. SIATech solicits input from families and community partners to develop programming for students and families in the continuous improvement process. SIATech formed its DELAC and ELAC committee in the 2020-21 school year. The DELAC and the ELAC steering committee include parents, adult students, community partners, teachers, principals, and district leaders. SIATech’s DELAC and ELAC meetings are held quarterly to address mandated requirements and updates and showcase EL student outcomes.	SIATech established its Family and Community Engagement (F&CE) Steering Committee in the 2020 -21 school year. The F&CE Steering Committee utilized numerous data sources (i.e., equity audit, parent survey, staff survey, & asset mapping) to assess and determine areas of improvement. Based on the qualitative and quantitative data, the F&CE Steering Committee determined that establishing school-to-home connections is essential to student development.

In the 2023-24 school year SIATech will establish a Parent Advisory Committee to work alongside the F&CE committee to connect families to community resources that support their students' goals, interests, and needs.

In the 2022 -2023 school year SIATech developed a Mental Health & Wellness Resources website to provide students and families with support and resources to address food assistance, housing, mental health and wellness, and other support services. SIATech will adopt Edgenuity in the 2023-24 school year. From this platform, families can access current information about their student's progress and performance and communicate with school staff.	SIATech is committed to improving strategies and structures to increase underrepresented families' engagement. SIATech has held advisory committee meetings to garner input from families related to school improvement and extended intentional invitations to underrepresented families to be members of various site and district committees. SIATech will continue to engage with and build relationships with individual families and provide necessary, personalized support to foster strong relationships between school staff and underrepresented families.	SIATech assists our families in understanding academic expectations through several strategies. These include mentor-teacher meetings at all school sites to discuss student progress and support needed to ensure success. These meetings address various topics to help parents understand state academic standards, the instructional program, and how they can best support their student’s achievement in school. The LCAP process also provides many opportunities at the site and district level to assist parents/guardians with understanding expectations for their students. Technology is also used to communicate information and request feedback about LCAP goals from the community. Information is posted on the district and school websites. Annual surveys for educational partners are given throughout the year. Requests for feedback and participation are sought through surveys.	Recent educational partner (DELAC/ELAC) input shows a desire for more in-depth knowledge of the local assessments, curriculum, and instructional strategies to improve and accelerate our EL student learning. SIATech developed the Wellness Industry School Home (WISH) comprehensive framework to assess and implement an action plan to build and strengthen partnerships that we anticipate will lead to greater student outcomes and provide students with educational stability.	Participation from all parents is solicited, including the engagement of underrepresented families. SIATech has continued translating communications and documents to make information more accessible to our multilingual families. SIATech will continue developing strategies to improve underrepresented families' engagement, including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual options.	Referring to the SIATech Strategic Plan, SIATech recognizes that parents/guardians are their student's first and most influential teachers and that sustained parent/guardian involvement in the education of their students contributes greatly to student achievement and a positive school environment. Additionally, SIATech works with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in district and school activities, advisory, decision-making, advocacy roles, and activities to support learning at home. This is achieved through regularly scheduled DELAC/ELAC meetings, surveys, and numerous advisory committees where parent/guardian involvement policies are shared and jointly developed.	SIATech increased the number of opportunities, using various engagement tools, for educational partners to provide input. In 2023- 2023 SIATech began using the Panorama platform to gather educational partner input. An area of focus is to evaluate what tools successfully engage families at the school and district levels and what steps SIATech can take to improve the design and implementation of engagement activities.	SIATech ensures all families receive communications and invitations to participate on committees and forums through communication accommodations, such as translation, interpreters, scheduling individual meetings at a convenient time for individual families, home visits, etc. SIATech monitors student attendance daily and communicates with families in a timely manner, especially families of migratory, foster, or homeless youth, to minimize disruptions to educational services. SIATech partnered with Wellness Together and Justice for Youth (JU4Y) programs to improve attendance and address students' mental health and wellness needs.	3	3	3	3	3	3	3	3	3	3	3	3	Met		2024-06-18	2024
37684520114264	North County Trade Tech High	3	Multiple opportunities are provided for families to participate in the school community including both formal (conferences) and informal (community events). Individual staff reach out directly to families and make themselves available weekly through regularly scheduled office hours. School staff also solicit family input in the decision making process through both surveys and meetings.	The school will focus on increasing the number of families who participate in school events and who utilize opportunities to communicate with their student's teachers. The school will also focus on increasing the types of events that families are invited to participate in.	School staff will reach out directly to underrepresented families to attempt to connect them to the school and invite them personally to participate in a variety of events. School staff will also ask for their input into ways to better meet their needs and make them feel welcome and included in the school community.	The school shares diagnostic information and recommendations for supporting student growth with all families. The school operates an Advisory program that assigns every student to an Advisor, with whom they meet every day. This Advisor also acts as the primary point of contact with families to keep them involved and informed regarding their student's progress.	The school will focus on increasing communication about and resources for student growth, this may include workshops for families to assist them in utilizing online tools to monitor student progress and/or accessing resources to support a student based upon their individual areas of need.	School staff will reach out directly to underrepresented families in an effort to demystify the diagnostic results and increase access to resources.	The school provides regular opportunities for families to participate in the decision making process.	Despite the provided opportunities, few families regularly participate in the decision making process.	The school will reach out directly to underrepresented families to determine the best ways to invite them into the decision making process. The school will emphasize the importance of their voice in shaping programs and priorities for their students.	4	4	4	4	3	3	4	3	3	3	3	3	Met		2024-06-11	2024
37684520124917	Guajome Learning Centers	3	Families have become more active as it relates to supporting their students academic progress and their mental health.	Finding more opportunities for students to participate in on campus activities.	Continuing to look at different ways to provide support for families in their native language.	Weekly in person meeting with students and families.	Communicating with families in their native language.	Utilizing different communication techniques to engage our families.	We have strong strategies for reaching all of our families.	Increasing family responses	Utilizing the families' native language to communicate home	4	4	4	4	4	5	5	4	4	4	4	3	Met		2024-06-11	2024
37684520128223	Bella Mente Montessori Academy	3	The LEA has many opportunities for School Staff and Families to build relationships: Parent Teacher conferences multiple times per year, Coffee Mingle with Leadership and parents once a month, Sneak Peek for all families to attend before school begins, Back to School Night after school begins, Winter Spectacular annual performance, Open House for all families in the Spring, Parent Education Nights, Game Nights, Movie Nights and other events where siblings are welcome to attend. Our events which encourage families to be part of their scholar's education are a strength.	The LEA will continue to offer events which draw a larger number of families to the campus. Some of the LEAs events are less well attended. The school's bilingual community liaison's will continue to help build the relationship with families to encourage attendance at events.	The LEA has continued employment in the 2024-25 school year, of two Spanish bilingual community liaisons. These LEA partners will continue to build relationships with our underrepresented families.	The LEA has a robust program which ensures our staff and teachers build partnerships with families to ensure positive student outcomes. When a teacher's partnership with a family is not leading to a desired outcome, other staff members are trained to be involved including Community Liaisons, Counselor, Social Worker, Assistant Principal, Director of Compliance, Director of Student Services or the Executive Director.	The LEA will continue to train all staff to ensure best practices are followed to build partnerships for student outcomes.	The LEA has continued employment in the 2024-25 school year, of two Spanish bilingual community liaisons. These LEA partners will continue to build relationships with our underrepresented families to increase engagement.	The LEA ensures the entire leadership team is available to families once a month to answer questions and provide input during our monthly Coffee Mingle gatherings. In addition, Leadership attends all DELAC meetings to encourage communication with stakeholders. In addition, the LEA sends home multiple digital surveys to families throughout the school year to gain valuable feedback on the LCAP and other items of importance to the LEA and student success.	The LEA produces multiple surveys throughout the school year to seek input. These surveys have seen an increase in responses from stakeholders. The LEA is focusing on different ways to survey families to ensure families are able to provide valuable input for decision-making.	The LEA will improve engagement of underrepresented families by encouraging bilingual staff to directly contact families in other modalities such as WhatsApp to ensure their voice is heard.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
37684523730942	Guajome Park Academy Charter	3	We have made dramatic progress in the promotion of parental participation in school programs. Parents are now notified of upcoming events via email, text message, and mobile app in their preferred language through ParentSquare. Families can also access information and events through weekly newsletters, automated calls, flyers, the school website, Guajome’s social media (Facebook, Twitter, Instagram), and the school marquee. All notifications are available in English and Spanish.
 
Parents are offered classes through our Parent University. Our Parent University includes multiple offerings for parents and classes are provided in English and Spanish. Parents are informed about all classes via email, personal calls home, automated calls, and the weekly parent newsletter. All information on parent classes is also posted on our website and in the main office. 

Guajome Park Academy has created a Family and Community Resource Center on campus and a corresponding web page. The purpose of this center is to provide information for parents about upcoming parent events, as well as provide academic, safety, and community resource information for parents and families. Our Family and Community Resource Center on campus provides access to computers, flyers on school and community resources, as well as bilingual books for parents and families. 


We have also implemented the Guajome Home Visit Project. Working with the Sacramento Home Visit Project, we identified a team of teacher leads and began working with those leads to implement home visits. In the Spring of 2019, the Sacramento Home Visit Project lead a training for our Home Visit Leadership team. Since 2019, we have been conducting home visits with all of our incoming kindergarten students. Going forward we continue to look to expand home visits to other grade levels.  
	As our student population continues to shift to have greater number of multi-language learners, higher demographics of low socio-economic students, and greater special education needs, we need to continue to prioritize engagement of those parent groups to make sure that their voices are heard and represented to help continue to guide and support those students.  

Guajome continues to look for ways to partner with the community to help support student outcomes. One of the key areas of focus has been supporting our English Language Learners and low income students. We have developed partnerships with MANA, the Vista Community Clinic, the Mexican Consulate, Vista Teen Outreach, and other organizations that help provide economic, educational, and social emotional support for families that reduce barriers to students' basic needs and help them to access their expected outcomes.	Guajome Schools has made dramatic progress in the promotion of parental participation in school programs. Parents are now notified of upcoming events via email, weekly newsletter, automated calls, flyers, website, social media (facebook, twitter, instagram), and the school marquee. All notifications are available in English and Spanish.
 
Parents are also invited to attend monthly Coffee Talks on campus where we present and discuss different topics to help support families and students.  Topics for the 1st semester include: How to have a successful school year, Navigating the Guajome Website, Healthy eating, Tips to help students improve academically, Keeping kids busy over winter break. Beginning September 2018, parents will be able to view Coffee Talk on Facebook Live
 
Guajome Park Academy has created a Family and Community Resource Center on campus and a corresponding web page. The purpose of this Center is to provide information for parents about upcoming parent events, as well as provides academic, safety, community resource information for parents and families. Our Family and Community Resource Center on campus provides access to computers, flyers on school and community resources, as well as bilingual books for parents and families. 
	We have made dramatic progress in the promotion of parental participation in school programs. Parents are now notified of upcoming events via email, text message, and mobile app in their preferred language through ParentSquare. Families can also access information and events through weekly newsletters, automated calls, flyers, the school website, Guajome’s social media (Facebook, Twitter, Instagram), and the school marquee. All notifications are available in English and Spanish.

Parents are offered classes through our Parent University. Our Parent University includes multiple offerings for parents and classes are provided in English and Spanish. Parents are informed about all classes via email, personal calls home, automated calls, and the weekly parent newsletter. All information on parent classes is also posted on our website and in the main office.

Guajome Park Academy has created a Family and Community Resource Center on campus and a corresponding web page. The purpose of this center is to provide information for parents about upcoming parent events, as well as provide academic, safety, and community resource information for parents and families. Our Family and Community Resource Center on campus provides access to computers, flyers on school and community resources, as well as bilingual books for parents and families.	As our student population continues to shift to have greater number of multi-language learners, higher demographics of low socio-economic students, and greater special education needs, we need to continue to prioritize engagement of those parent groups to make sure that their voices are heard and represented to help continue to guide and support those students.	Parents are offered classes through our Parent University. Our Parent university includes multiple offerings for parents. Parenting Partners is an 8 week program where parents learn how to be active participants in their child’s education. Parents build parenting skills, explore ways to better communicate with their child, and learn how to become more engaged in their child’s academic success. English and Spanish classes are available. The Latino Literacy Elementary Program is a 10 week program where parents and their children learn how to read together as a family. Books are provided in English and Spanish. In our Latino Literacy Middle School/High School Program parents and their children read Graciela’s Dream to learn how to prepare for college while building English language skills. In addition, we offer Computer Classes every Monday in October. Parents are taught basic computer skills such as how to send an email, how to navigate the Guajome website, and how to navigate the internet. Classes are provided in English and Spanish. Parents are informed about all classes via email, personal calls home, automated calls, and the weekly parent newsletter. All class information is also posted on our website and in the main office.
	We continue to grow in our focus in engaging the parents of Guajome Park Academy both in the offerings of programs that are available to them as well as the decision making processes within the school.
Parents are a key stakeholder group within GPA, and their involvement within the organization is highly encouraged. Parent’s feedback is key and sought after in analysis of the climate and culture of the school through parent surveys, as well as through LCAP surveys to create a voice in the direction of the organization. In addition, the makeup of our Governing Board specifically includes Parent Representatives in establishing parent voice in the decision making of the organization. Parents have the opportunity to be a part of the Friends of Frogs, the PTA-like group of Guajome Schools. Parents of elementary students are encouraged to join the Friends of Tadpoles, a support organization tailored towards the elementary program.
 
Our School Site Council has been established for the purpose of ensuring GPA is meeting the needs of all populations, including under-represented students, by looking at assessment data and developing a plan to address the needs/gaps identified by the data. ?They review the budget and programs provided to students.  After implementation, they look at student achievement to determine if the programs are effective.  They also develop ideas for future programs that could better benefit the student populations who are underachieving. Our Community Advisory Committee also has provided parent education opportunities that focus on student and family wellness. 

In addition, GPA has an established ELAC committee. ELAC responsibilities include: advising administration and school staff on the programs and services provided to English Learners, advising SSC on the development of the school plan, assist the organization's needs assessment, assisting with the school's annual language census, and assisting the school's effort to make parents aware of the importance of regular school attendance. 
 
The Guajome Schools Foundation serves as a parent and community organization designed to coordinate fundraising and volunteer efforts to further the school’s vision and purpose. The Foundation is governed by a volunteer Board of GPA parents and community members. All GPA parents are encouraged to attend the monthly Foundation meetings.
	As our student population continues to shift to have greater number of multi-language learners, higher demographics of low socio-economic students, and greater special education needs, we need to continue to prioritize engagement of those parent groups to make sure that their voices are heard and represented to help continue to guide and support those students.	We continue to grow in our focus in engaging the parents of Guajome Park Academy both in the offerings of programs that are available to them as well as the decision making processes within the school.
Parents are a key stakeholder group within GPA, and their involvement within the organization is highly encouraged. Parent’s feedback is key and sought after in analysis of the climate and culture of the school through parent surveys, as well as through LCAP surveys to create a voice in the direction of the organization. In addition, the makeup of our Governing Board specifically includes Parent Representatives in establishing parent voice in the decision making of the organization. Parents have the opportunity to be a part of the Friends of Frogs, the PTA-like group of Guajome Schools. Parents of elementary students are encouraged to join the Friends of Tadpoles, a support organization tailored towards the elementary program.
 
Our School Site Council has been established for the purpose of ensuring GPA is meeting the needs of all populations, including under-represented students, by looking at assessment data and developing a plan to address the needs/gaps identified by the data. ?They review the budget and programs provided to students.  After implementation, they look at student achievement to determine if the programs are effective.  They also develop ideas for future programs that could better benefit the student populations who are underachieving. Our Community Advisory Committee also has provided parent education opportunities that focus on student and family wellness. 

In addition, GPA has an established ELAC committee. ELAC responsibilities include: advising administration and school staff on the programs and services provided to English Learners, advising SSC on the development of the school plan, assist the organization's needs assessment, assisting with the school's annual language census, and assisting the school's effort to make parents aware of the importance of regular school attendance. 
 
The Guajome Schools Foundation serves as a parent and community organization designed to coordinate fundraising and volunteer efforts to further the school’s vision and purpose. The Foundation is governed by a volunteer Board of GPA parents and community members. All GPA parents are encouraged to attend the monthly Foundation meetings.
	4	5	4	5	3	5	5	4	4	4	5	5	Met		2024-06-13	2024
37735510000000	Carlsbad Unified	3	Carlsbad Unified schools hold various events to engage families in the educational process. This includes informal coffee with the principal, family information nights,  parent-teacher conferences, and other activities. In addition, families are invited to participate on site/district committees and are asked to provide feedback and input on a variety of topics through surveys. CUSD uses a home-school communication tool, which allows families to select their preferred language and method for receiving messages.	Families indicated it was important to continue to provide interpretation and translation services. There is also a need to continue to offer Parent University workshops on various topics, based on family interest.	Continue the Community Liaison position to connect families with the school.	CUSD continues to provide information and resources to families to assist them with helping their students at home. This includes information on the website, ideas shared at parent conferences, and access to online learning platforms throughout the year and summer. Information is also provided through a variety of Parent University workshops offered during the year based on parent/family interest and requests.	Continue to provide parents/families with ideas on how to help their students at home, including how to support academic and social emotional development. Topics are offered through Parent University workshops, site-based meetings and activities, as well as topics and resources posted on the websites.	Utilize the Community Liaisons to assist with outreach to underrepresented families.	Carlsbad Unified offers multiple avenues for parents/family members to provide feedback and input on decision-making throughout the school year, including families of English Learners and Students with Disabilities, through informational meetings, district/site parent advisory committees, and surveys, including the annual LCAP survey.	Providing interpretation and translation services as needed, sharing information in family-friedling language, offering topics and workshops of interest to families, and utilizing Community Liaisons to connect with and support families.	Support sites with strategies for engaging families of English Learners and Students with Disabilities, including utilizing the Community Liaisons for family outreach.	4	4	4	5	4	4	4	5	4	5	5	4	Met		2024-06-26	2024
37735690000000	Oceanside Unified	3	OUSD provides multiple opportunities throughout the year for staff and families to work together, both at the site and district levels. Interpretation is provided for Spanish speaking families during all district engagement opportunities. 

Engagement activities were held virtually and in person.

 These include:

-Parent Academies: Multiple sessions offered throughout the year on various topics. Each session was recorded and posted on the district website for families unable to attend in person.

-Mano a Mano parenting workshops (presented in Spanish w/English interpretation available).

-Love and Logic Parenting classes offered to families/parents/guardians in English and Spanish.

-Monthly newsletters for elementary, middle school, and high school families, focused on age-appropriate topics. Available in both English and Spanish.

-Community Outreach;

-Parent/teacher conferences at elementary schools;

-Back to School Night;

-Open House;

-Opportunities for families to connect with school staff over video chat. (OUSD returned to in-person meetings, but we continued to offer virtual-options.)

-Oceanside created six Community Schools to build stronger relationships with the community and community resources. Maximize community strength and improve accessibility to site-based leadership.
	Our aim is to further utilize the Community Schools strategy to increase and model engagement for parents/guardians and families. We hope to offer more opportunities for families to engage in a hybrid option. Additionally, we want to increase parent/guardian involvement and understanding of their student’s mental health needs and will do so through a partnership with the Cook Center for Human Connection, which will also include on-demand parent/guardian coaching.	Our aim is to further utilize the Community Schools strategy to increase and model engagement for parents/guardians and families. We hope to offer more opportunities for families to engage in a hybrid option. Additionally, we want to increase parent/guardian involvement and understanding of their student’s mental health needs and will do so through a partnership with the Cook Center for Human Connection, which will also include on-demand parent/guardian coaching.	-Contacting families of students who were not present for learning
-Ensuring all students had a computer and wifi
-Providing staff to support families and foster the school home relationship including:
Bilingual office assistants at all sites; 
School Community Advisor at all sites; 
Access to counselors at every school;
Increased assistant principal staffing at elementary sites; 
Six Community Schools
-Family Engagement Teacher on Special Assignment to coordinate events and share information with the community
-Community Relations Liaison
-Translation and interpretation offered at educational partner meetings
-Learning opportunities offered to our families
-Community Schools Coordinators	Our aim is to further utilize the Community Schools strategy to increase and model engagement for parents/guardians and families. We hope to offer more opportunities for families to engage in a hybrid option. Additionally, we want to increase parent/guardian involvement and understanding of their student’s mental health needs and will do so through a partnership with the Cook Center for Human Connection, which will also include on-demand parent/guardian coaching.	Our aim is to further utilize the Community Schools strategy to increase and model engagement for parents/guardians and families. We hope to offer more opportunities for families to engage in a hybrid option. Additionally, we want to increase parent/guardian involvement and understanding of their student’s mental health needs and will do so through a partnership with the Cook Center for Human Connection, which will also include on-demand parent/guardian coaching.	There are many committees across the district which seek family and educational partner input/feedback for decision making. 
These include:
-District Parent Advisory Committee (DPAC)
-District English Learner Advisory Committee (DELAC)
-Special Education Task Force
-Preschool Parent Advisory Committee
-Migrant Parent Advisory Committee
-CTE Advisory Board
-Wellness Committee
-Local Control and Accountability Plan Committee
-School Site Councils (school level)
-English Learner Advisory Committees (school level)
-Listening circles	Our aim is to further utilize the Community Schools strategy to increase and model engagement for parents/guardians and families. We hope to offer more opportunities for families to engage in a hybrid option. Additionally, we want to increase parent/guardian involvement and understanding of their student’s mental health needs and will do so through a partnership with the Cook Center for Human Connection, which will also include on-demand parent/guardian coaching.	Our aim is to further utilize the Community Schools strategy to increase and model engagement for parents/guardians and families. We hope to offer more opportunities for families to engage in a hybrid option. Additionally, we want to increase parent/guardian involvement and understanding of their student’s mental health needs and will do so through a partnership with the Cook Center for Human Connection, which will also include on-demand parent/guardian coaching.	3	3	3	4	3	4	4	4	4	4	4	4	Met		2024-06-11	2024
37735690136267	Coastal Academy Charter	3	As an Independent Study program, parent engagement is key to the success of the student. Since partnering with parents is a key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents.
Also, as an Independent Study program, parents provide weekly instruction within the home environment. Our LMS system gives parents the resources they need to meet those academic goals. At Coastal Academy, teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well-being in the school environment.
Parents' concerns about the school are directed to the school site principal, who works to resolve the issues. All school administrators are well versed in the processes that parents use to advocate for their students' rights.
	Coastal Academy measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board. In the 2023-2024 school year, the following questions were asked on the annual survey.  
Please rate your overall satisfaction with Coastal Academy. For the 23-24 school year, parents gave us an overall satisfaction rating of 96%. 
Please rate your overall satisfaction with the academic program at Coastal Academy: For the 23-24 school year, parents gave us an overall satisfaction rating of 95%. 
Please rate your overall satisfaction with Coastal Academy customer service: For the 23-24 school year, parents gave us an overall satisfaction rating of 97%. 
Parents' concerns about the school are directed to the school site principal, who works to resolve the issues.  All school administrators are well-versed in the processes that parents use to advocate for their students' rights. 
	Coastal Academy measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board. 
Our website translates into every language to keep all families engaged, especially our underrepresented families.  Additionally, we deliver new student information to the local Boys and Girls Clubs, public libraries across North County, and YMCA's annually. All of our marketing covers a wide net of individuals, and all of our digital advertising is translated into every language. 
We also offer frequent school tours, with informed staff available to answer questions at any time. We have engaged a translation service (on-call) to provide services in-person, over the phone, and virtually.  Finally, we offer a podcast with diverse topics available to all families. 
When parents have concerns about the school, they are directed to the school site principal, who works to resolve the issues.  All school administrators are well versed in the processes that parents use to advocate for their students' rights.  We will continue to survey parents to make sure we are aware of the needs in our community.
	As an Independent Study program, parent engagement is key to the success of the student. Since partnering with parents is a key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents.
Also, as an Independent Study program, parents provide weekly instruction within the home environment. Our LMS system gives parents the resources they need to meet those academic goals. At Coastal Academy, teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well-being in the school environment.
Parents' concerns about the school are directed to the school site principal, who works to resolve the issues. All school administrators are well versed in the processes that parents use to advocate for their students' rights.
	Coastal Academy measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board. In the 2023-2024 school year, the following questions were asked on the annual survey.  
Please rate your overall satisfaction with Coastal Academy. For the 23-24 school year, parents gave us an overall satisfaction rating of 96%. 
Please rate your overall satisfaction with the academic program at Coastal Academy: For the 23-24 school year, parents gave us an overall satisfaction rating of 95%. 
Please rate your overall satisfaction with Coastal Academy customer service: For the 23-24 school year, parents gave us an overall satisfaction rating of 97%. 
Parents' concerns about the school are directed to the school site principal, who works to resolve the issues.  All school administrators are well-versed in the processes that parents use to advocate for their students' rights. 
	Coastal Academy measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board. 
Our website translates into every language to keep all families engaged, especially our underrepresented families.  Additionally, we deliver new student information to the local Boys and Girls Clubs, public libraries across North County, and YMCA's annually. All of our marketing covers a wide net of individuals, and all of our digital advertising is translated into every language. 
We also offer frequent school tours, with informed staff available to answer questions at any time. We have engaged a translation service (on-call) to provide services in-person, over the phone, and virtually.  Finally, we offer a podcast with diverse topics available to all families. 
When parents have concerns about the school, they are directed to the school site principal, who works to resolve the issues.  All school administrators are well versed in the processes that parents use to advocate for their students' rights.  We will continue to survey parents to make sure we are aware of the needs in our community.
	As an Independent Study program, parent engagement is key to the success of the student. Since partnering with parents is a key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents.
Also, as an Independent Study program, parents provide weekly instruction within the home environment. Our LMS system gives parents the resources they need to meet those academic goals. At Coastal Academy, teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well-being in the school environment.
Parents' concerns about the school are directed to the school site principal, who works to resolve the issues. All school administrators are well versed in the processes that parents use to advocate for their students' rights.
	Coastal Academy measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board. In the 2023-2024 school year, the following questions were asked on the annual survey.  
Please rate your overall satisfaction with Coastal Academy. For the 23-24 school year, parents gave us an overall satisfaction rating of 96%. 
Please rate your overall satisfaction with the academic program at Coastal Academy: For the 23-24 school year, parents gave us an overall satisfaction rating of 95%. 
Please rate your overall satisfaction with Coastal Academy customer service: For the 23-24 school year, parents gave us an overall satisfaction rating of 97%. 
Parents' concerns about the school are directed to the school site principal, who works to resolve the issues.  All school administrators are well-versed in the processes that parents use to advocate for their students' rights. 
	Coastal Academy measures parent engagement by seeking input from parents through an annual survey and frequent parent meetings at each school campus. The annual survey results are reported to the school community and local governing board. 
Our website translates into every language to keep all families engaged, especially our underrepresented families.  Additionally, we deliver new student information to the local Boys and Girls Clubs, public libraries across North County, and YMCA's annually. All of our marketing covers a wide net of individuals, and all of our digital advertising is translated into every language. 
We also offer frequent school tours, with informed staff available to answer questions at any time. We have engaged a translation service (on-call) to provide services in-person, over the phone, and virtually.  Finally, we offer a podcast with diverse topics available to all families. 
When parents have concerns about the school, they are directed to the school site principal, who works to resolve the issues.  All school administrators are well versed in the processes that parents use to advocate for their students' rights.  We will continue to survey parents to make sure we are aware of the needs in our community.
	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-05-20	2024
37735693731221	Pacific View Charter	3	Relationship building is a key to success at Pacific View Charter School. The weekly meetings between student, parent and teacher provide a designated time for families to engage with the school directly and build a strong partnership to ensure student progress through the curriculum. Each year, survey results indicate that parents of PVCS students continue to be satisfied with the education that their child is receiving. In the Spring 2024 survey 99% of parents rated themselves as satisfied and very satisfied with the school in general and 96% rated their child’s experience with their Supervisory Teacher as Good or Great.90% of families who responded to the survey believe that PVCS is preparing their students for life beyond high school.	An area of focus for the school would be the engagement of Spanish speaking families and the school has targeted actions in the current LCAP to address this including increasing translation services.
	It is our Spanish speaking families that are underrepresented in this area, so an area of focus for the school would be the engagement of Spanish speaking families and the school has targeted actions in the current LCAP to address this including increasing translation services.	The personalized learning model at Pacific View requires that teachers meet weekly or biweekly with parents and students to track progress, review grades and conduct assessments. Families are supported in aiding their childs’ progress through courses during these meetings and this is also an opportunity for families to voice suggestions and concerns with the program. Parents are also encouraged to review student grades and assignments in real time through their parent accounts in the school’s learning management system, Schoology. Families are supported in the knowing of their legal rights through the IEP and 504 processes. Further, all families are informed of their due process rights at enrollment.  In addition, the school has a robust set of interventions when students struggle, including an SST process that requires meetings between administration, teachers, parents and students to help students get back on track. The school is also open for any and all students who choose to enroll and no family is discouraged from enrollment or turned away.	A focus for improvement in building partnerships with parents is the need for additional training for teachers to engage Spanish speaking families in weekly meetings using the school’s translation services. The school is also working on expanding designated ELD courses to provide additional language support to students. Both of these items are addressed in 2024-2027 LCAP.	See above	Parent input is sought in a variety of ways. Parents are encouraged to serve as school board members, bi-annual surveys for families are conducted and a variety of social activities are offered to encourage family participation including: Winter festival, Back to School Night, Open House, and the newly established Family Resource Fair. Parents have also been essential in helping to get the school club sports teams operational. In the spring 2024 survey, 99% of parents rated their overall satisfaction with the school  as great. For improvement suggestions, parents requested more information on college and financial aid applications, personal finance courses and continued support with social/emotional health. 
	An area of focus is to encourage more families to serve on the school board and additional advisory committees and focus groups	It is our Spanish speaking families that are underrepresented in this area, so an area of focus for the school would be the engagement of Spanish speaking families in participating in school governance and decision making committees and the school has targeted actions in the current LCAP to address this including increasing translation services.	5	5	4	5	5	5	5	5	4	3	4	4	Met		2024-06-18	2024
37737910000000	San Marcos Unified	3	Based upon 2023-24 locally administered surveys, SMUSD has demonstrated strength and progress in building relationships between school staff and families in the following areas:
88% -I feel that the school and/or district valued my participation or input in the Parent-teacher conference with my child's teacher. 
88% - I feel that the school and/or district valued my participation or input in volunteering at my child's school
80% - I feel that the school and/or district valued my participation or input in school committees or councils.
82%  -I feel that the school and/or district valued my participation or input in booster committees
84% - I feel that the school and/or district valued my participation or input in Parent Teacher Association
79% - I feel that the school and/or district valued my participation or input in school or class events, such a play, sport events, or science fair.
76% - I feel that the school and/or district valued my participation or input in back to school night or open house. 
77% - I feel that the school and/or district valued my participation or input 
88% - I have participated in 1 or more activities at my child's school (%Agree/Strongly Agree)
81% - I feel welcome at my child's school	Based upon 2023-24 locally administered surveys, areas for improvement are identified as: 
64% - My child's school offer valuable workshops and trainings for parents 
56% - I have participated in a parent-teacher conference with my child's teacher. 
39% - I have participated in volunteering at my child's school.
67% - Teachers keep me well informed about my child's progress 
50% - I receive most of my information about my child's school through communication with my child's teacher.	Based upon an analysis of educational partner feedback, SMUSD has prioritized the following in the 2024-27 LCAP.
- Implement a continuum of services that supports the comprehensive wellness of all staff, students and community.
- Through the SMUSD Community Liaison, the District shall offer a variety of parent training and professional development for families.
- For families experiencing homelessness, SMUSD shall provide a continuum of services through the McKinney Vento/Foster Youth Liaison
- Regular communication shall be provided to the community on opportunities to get involved in school through the Chief Information Officer of the Superintendent’s office. 
- SMUSD shall continue to provide electronic communication services such as ParentSquare and ParentVue to ensure parents are kept informed of student progress and school events and engagement opportunities.	Based on the analysis of local data, current strengths and progress in Building Partnerships for Student Outcomes include:
81% - I feel welcome at my child's school
77% - I feel that the school and/or district valued my participation or input 
88% - I have participated in 1 or more activities at my child's school (%Agree/Strongly Agree)
84% - I feel that the school and/or district valued my participation or input in Parent Teacher Association
79% - I feel that the school and/or district valued my participation or input in school or class events, such a play, sport events, or science fair.
76% - I feel that the school and/or district valued my participation or input in back to school night or open house. 
88% -I feel that the school and/or district valued my participation or input in the Parent-teacher conference with my child's teacher. 
88% - I feel that the school and/or district valued my participation or input in volunteering at my child's school
80% - I feel that the school and/or district valued my participation or input in school committees or councils.
82%  -I feel that the school and/or district valued my participation or input in booster committees	Based on the analysis of local data, areas of need in Building Partnerships for Student Outcomes include:
67% - Teachers keep me well informed about my child's progress 
50% - I receive most of my information about my child's school through communication with my child's teacher.
64% - My child's school offer valuable workshops and trainings for parents 
56% - I have participated in a parent-teacher conference with my child's teacher. 
39% - I have participated in volunteering at my child's school.	The district shall improve the engagement of underrepresented families through:
- Dissemination of LEA and school wide information through the ParentVue, StudentVue, and ParentSquare software.
- The Office of the Superintendent shall send out monthly messages in which news of the district, as well as Governing Board decisions, are disseminated to Parents, Families, and Educational Partners of SMUSD. 
- One full time, District Community Liaison to coordinate parent training and professional development for school community members based upon areas of need and interests. The SMUSD Community Liaison shall also host regular site community liaisons to support professional development and to distribute resources. 
- SMSUD shall continue to implement a variety of academic and social emotional learning surveys to seek input from community partners. 
- To ensure that all students and their families and guardians are heard, SMUSD shall continue to employee one full time Foster & Homeless Youth Liaison. This individual shall conduct home visits and provide support and workshops to both students and families. These workshops will provide families with much needed resources and information, and also provide opportunities for SMUSD to receive feedback from our community. 
	Based on the analysis of educational partner input and local data, areas of strength in seeking input for decision-making, include:
1,449 parents/guardians completed the 2023-24 SMUSD LCAP Survey.
74% Parents responded that their child’s school effectively communicates with parents regarding their child's progress.
72% Parents responded that their child’s school encourages parental involvement.
88% of Parents responded to the LCAP survey question, 
I feel that the school and/or district valued my participation or input in the Parent-teacher conference with my child's teacher.”
88% of parents  have participated in 1 or more activities at my child's school 
88% I feel communication is timely and up-to-date
80% of parents indicated he/she is  satisfied with general communication from the district.	Based on the analysis of educational partner input and local data, ares of continued improvement include:
56% of parents indicated he/she has  participated in a parent-teacher conference with the child's teacher. 
2% of parents indicated he/she has  participated in a District Committee or council. 
46% of parents indicated that the reason they don’t participate in school activities is due to scheduling conflicts. 
 67% agreed that Teachers keep me well informed about my child's progress	SMUSD shall work to improve engagement in seeking input for decision-making through:
- The SMUSD shall  provide regular newsletters to SMUSD parents, families, and guardians through the online SMORE digital program. 
- SMUSD principals shall be trained  in the legal obligations and requirements of the School Site Council and English Language Advisory Committee (ELAC) to support more community input and say in school and district governance. 
- Electronic resources such as ParentSquare and ParentVue shall continue to be provided to sites to support parent and community involvement and input. 
- To ensure appropriate SSC composition, all school sites are required to submit sample ballots and election results for parent, classified, and certificated membership. 
- To increase parent participation in SSC decision making, all SMUSD schools must hold a minimum of 11 committee meetings a year. 
- The District Parent Advisory Committee meets monthly with the SMUSD Superintendent to provide feedback and input related to District and school policies. This committee consists of representative members from each school site. 
- All SMUSD middle and high schools have implemented Student Advisory Committees that meet monthly to provide a forum for student input and feedback on school governance, programs, and culture. 
- SMUSD maintains monthly District English Language Advisory Committee (DELAC) meetings that include representatives from all SMUSD schools. 
- SMUSD shall administer the LCAP Survey yearly in order to solicit parent feedback and input on ways to improve student outcomes.	4	4	3	4	3	4	3	4	4	5	4	4	Met		2024-06-20	2024
37737910138222	Pivot Charter School - San Diego II	3	Building relationships is at the core of Pivot Charter School. Our goal at Pivot is to use these relationships to transform student’s experience in education. Training for Pivot staff centers on building consensus and culture around the belief that developing meaningful relationships with students and their entire support team is the most impactful action an educator can take. Pivot also focuses on helping our educators to continually develop tools to support in fostering these relationships. Teachers communicate weekly with parents and meet each month with the parents and students.  Feedback from parents and guardians consistently highlights the strong relationships that staff are able to build with their students and families. These relationships are built with constant and honest communication, as well as trust, respect, and flexibility in how education is delivered to the students.	Pivot Charter School is working on getting more communications and documents translated into languages other than English. Many Spanish-speaking families are assigned a Spanish-speaking Educational Coordinator but not all are, so it’s important that communication is always provided in the primary language as quickly as possible, whether it be in written or verbal form. Additionally, several staff development sessions have focused on themes of diversity, equity, and inclusion (DEI). A focus area has been increasing awareness of diverse backgrounds and identities, with the aim of improving the cultural inclusivity of relationships between families and school staff.  Additionally, Pivot is creating a Community Liaison position to support in connecting families to local resources and better understand their needs.	Recently Pivot Charter School designated specialized Educational Coordinators for underrepresented families. Many students who were identified as homeless or foster youth, along with students who were identified as English Learners, were assigned an Educational Coordinator that has knowledge and skills that could most benefit these groups. Pivot will continue to build off of these positions so that families of these underrepresented students can build a stronger relationship on understanding and trust. Pivot has launched a new program called Pivot P.R.I.D.E. that is focused on building culture and community for all students. This includes a monthly inclusive “caregiver” newsletter that provides a school-to-community connection surrounding Pivot’s core values and actionable steps that caregivers can take to support their students outside of school. These outreach efforts include various resources and Spanish translation.	This year, Pivot has worked to expand communication and collaboration between entire student teams. These teams may include combinations of the following: the student, parents or guardians, other family members that support the student, general education teachers, an administrator, special education teachers, school counselors, education advocates, and/or social workers. Pivot knows that when all educational partners are on the same page and working as a team to support the student, outcomes improve. Through group texts, emails, and meetings Pivot teachers and staff communicate regularly to student teams about progress and areas of need  to support improved student outcomes. Expectations related to the independent study program are communicated to student’s teams prior to enrollment, during enrollment, and after enrollment. Student teams meet at minimum once per month to discuss the student’s progress. Educational Coordinators (general education teachers) meet with students weekly, at minimum, to discuss the student’s progress. In addition to regular meetings, focused SST (Student Support Team) meetings are often scheduled with students identified through Pivot’s Multi-Tiered System of Support (MTSS) process. These additional meetings bring together the student’s team to help support the student who may be struggling in Pivot’s independent study program.	In the past school year, the LEA developed a staff training focused specifically on the philosophies related to the connection between partnerships and student outcomes. This effort will be continued through the development of instructional materials and shared resources around the best practices in this area. Administrators will continue to take an active role in supporting teachers during the Student Support Team process. Furthermore, systems will be put in place to facilitate teacher self-assessment, shared goal setting, observations and feedback between administrators and teachers. The LEA will also continue to improve communication and outreach efforts in order to increase the level of partner engagement.	The LEA will improve engagement of underrepresented families in partnerships by expanding the members of a student’s team to include their English Language Development teacher and Community Liaison, where applicable. The LEA will also continue to expand the connection of multilingual Educational Coordinators to families that can benefit from a teacher who speaks their home language. Parent/Guardian support will also be expanded in an ongoing skills program in multiple languages.

Pivot Charter School will also seek ways to improve how families can be provided with information and resources to support student learning and development in the home. Especially in an independent study program, it is essential that families thoroughly know how they can support their students. Communication is often directed toward the student first, and parents or guardians second, but addressing it as a team approach earlier upon enrollment at the school can make students feel vastly more supported in their education.	Pivot works to engage families and student’s teams primarily through the regular communication by Educational Coordinators (general education teachers), which typically includes all members of a student’s team on a weekly and sometimes daily basis. Pivot also communicates through Parentsquare, a schoolwide communication system that uses email, phone and text.  To keep students and families/guardians aware of school events, policies, and to ask for their feedback through surveys.  Parents also have the ability to attend every Governing Board meeting from the comfort of their own home through the online live feed of every Board meeting. Or, if they are unable to access the technology to do so, they may attend at the school site where staff will facilitate the streaming of the Governing Board meeting and allow for anyone to participate. However, regardless of the multiple ways Pivot provides for families and partners to engage with the decision making, very few engage. We have low survey response rates and minimal participation in Governing Board meetings. 
Families attend their students meeting with teachers so we continue to rely on these meetings for primary feedback and communication. Next year, Pivot will expand monthly Homerooms by creating a meeting for caregivers, in which we will seek their input on the program and provide training on ways to support students in independent study.	The LEA has struggled to engage students, families, and/or guardians in input for decision making, due to low engagement at the many events planned for their participation, including Governing Board meetings. The LEA needs to focus on local communication from teachers when disseminating surveys rather than school wide technology to elicit greater participation.	The LEA will improve by sending out more regular surveys for feedback, instead of feedback being limited to the end of the year. The LEA also plans to create monthly sessions for parents, guardians, or other team members to attend continued training for supporting their students and to provide input on program needs.	5	5	4	4	4	3	4	4	3	3	3	3	Met		2024-06-20	2024
37754160000000	Warner Unified	3	We have historically sought out parent feedback to ensure student success through meetings, surveys and individual conversations and relationships. We have expanded our opportunities for Parent Engagement on Campus, with the intent of fostering the relationships between staff and families.  This year we held our back to school night for the first time in many years which was well attended and will become the new path forward.  In addition to 8 Parent Lunch events. We have more work to do to encourage families to participate in education. In the 2024-25 year we will offer more opportunities to our families on campus.	Based on survey data that showed 37.5% of parents were satisfied or very satisfied with communications from the district, while 75.3% were satisfied or very satisfied with communications from school staff, our focus for 2023-24 will be improving communications from the district.	Whatever plans are made to improve district communications will take into account barriers that families may have to receiving communication, such as not having internet at home.  These barriers disproportionately affect families of underrepresented students.	Warner has an open-door policy. We encourage parents and students to come to us with their issues and needs. We plan to increase and reformat our surveys to gather more parent input.  Last year we conducted a Transportation Survey and an MTSS Parent Satisfaction survey.  We also do an annual facilities survey for staff to identify issues with their workspaces. Warner USD is supporting our local Community Center as they expand their offerings to include added food deliveries, cultural courses, and a community garden through a building lease.	The District is taking a new approach to our management and administration structure.  As the administrative and compliance burden on the Superintendent role has grown exponentially over the past decade, the time and attention available for the Principal portion of the Super/Principal position has lessened. The District is working to refocus attention on academics and instruction as evidenced by our Dashboard and Parent and Staff Satisfaction surveys.  Moving forward, the goal of the District’s full time Principal with the intention of improving our Academic Results, student engagement, and staff coaching/mentoring.	The District continues to engage the Native American Community through liaison and the Indian Advisory Council.  We have a full scale communication plan in which Native Families and the tribes are provided opportunities to weigh in on school academic matters.  
The District has had a tougher time engaging ELL families and will put better effort into dual language communications and engagement moving forward.  This year we have added a stipend position of ELL Coordinator whose job is to increase parent participation in meeting ELL goals set for the students.
	The administration seeks to include input from all stakeholders involved. At times a decision needs to be made with urgency and the input will need to come later to adjust the decision. Input is always sought.
	The district’s new Principal will have a primary goal of encouraging engagement and input from parents.  We believe this increase in visibility and time and attention to these matters will help the district move in a positive direction.	With an Unduplicated Count of nearly 78%, most of our families fall into the category of potentially underrepresented in decisions that affect the Academic environment.  It is the district’s responsibility to reach out to these families and to facilitate engagement and input.  We have been successful with two way communication with our Native American community, but we need to do better with other groups.	3	3	3	3	4	4	4	3	4	4	4	4	Met		2024-06-11	2024
37754160122796	All Tribes Elementary Charter	3	ATAICS has created effective communication channels using multiple platforms. ATAICS utilizes emails, newsletters, social media, a dedicated parent portal, and the school app to ensure families receive timely and relevant information. Family engagement programs, workshops, and trainings are offered to train parents on topics such as academic support, digital literacy, and social emotional learning. Empowering them to support their children's education effectively. Family nights and events are regularly scheduled and combined with cultural events in the tribal communities. Counselors and social workers are on campus weekly or as needed. Their time is provided through an MOU with the local Indian health center.

ATAICS has made significant strides in building relationships with parents, families, and guardians.  Parent conferences have increased from 1 to 4 regularly scheduled meetings throughout the school year. All conferences are provided in a very flexible scheduling format, ensuring parents are able to attend their students conference without missing work. Through the school app surveys and feedback forms are a way parents and guardians can share their thoughts, and feel their input is heard by the school. ATAICS is continually building community partnerships and collaborative initiatives with stakeholders. The use of technology has grown and become embedded not only at ATAICS but within the homes of all our students and their families. Digital tools for communication are provided to each student and training for parents and guardians is provided in the form of workshops so parents and guardians can be their students hero when they need help.
	To address these focus areas the ATICS will implement the following actions

Communication Enhancement Initiative: Develop a comprehensive plan to improve two way communication, including regular surveys, feedback sessions, and the use of technology to facilitate easier communication.

Cultural Competency Training; Roll out a series of training sessions for school staff on cultural competency, diversity, and inclusion.

Technology and Resource Accessibility; Increase investment in technology support services and work with community partners to provide families with the technology and resources they need.

Family Engagement Programs: Design and implement new family engagement programs that offer varied and flexible ways for families to get involved with a focus on inclusivity and accessibility.

Targeted Support for At-Risk Families: Collaborate with tribal family services and community organizations to offer targeted support and resources to families facing significant challenges.

By focusing on these areas, ATAICS aims to strengthen the relationships between schools, staff, and families, ensuring a more supportive inclusive and collaborative educational environment for all students.

	"To address these focus areas ATAICS will implement the following focus strategies

1.	Enhanced communication strategies:
•	Two way communication: this involves creating more opportunities for parents to share their feedback and concerns ensuring their voices are actively heard and addressed.
•	Efforts will be made to ensure that communication from school is consistent and coordinated and ensure that all families receive the same information in a timely manner.
2.	Increase cultural competency:
•	ATAICS recognizes the importance of cultural competency, and will focus on providing diversity and inclusion training for school staff.
•	Developing culturally relevant engagement strategies to connect with families from diverse backgrounds ensuring that all families feel valued and included in the school community.
3.	Improved accessibility:
•	Ensure that all families have access to necessary resources including technology and Internet access, and the ability to participate in virtual meetings and online platforms.
4.	Strengthening family engagement:
•	Create more engagement opportunities that meet the specific needs and preferences of different family groups. 
•	Encourage and support the development of parent leadership roles within the school community.
5.	Support for at risk families:
•	Identify and provide targeted or support services for at risk families who may face barriers to engagement.
6.	Strengthen partnerships with community organizations to provide additional support and resources for at risk families, helping to address challenges that may impact their ability to engage with schools.
"	"ATAICS Current Strengths

1.	Strong community partnerships:
•	Local businesses and organizations:  ATAICS has established robust partnerships with local businesses and community organizations, which provide valuable resources, mentorship, and real world learning opportunities for students.
•	Higher education institutions: collaborations with local colleges and universities have facilitated dual enrollment programs, college readiness workshops, and access to advanced academic resources.
2.	Active parental involvement:
•	Parents and teachers work together to support student learning and school improvement initiatives. 
•	ATAICS has a strong volunteer program that engages parents and community members in various school activities, enhancing the educational experience and providing additional support to students.
3.	Effective use of technology:
•	ATAICS utilizes digital platforms to facilitate communication and collaboration with educational partners, ensuring that information is shared officially and partnerships are well coordinated.
•	Access to online resources and tools has been provided to students, teachers, and parents, supporting the academic achievement and enabling remote learning when necessary.
"	"1.	Enhanced collaborative initiatives:
•	ATAICS has developed joint programs with community organizations and businesses that offer internships, apprenticeships, and hands on learning experiences, preparing students for future careers.
•	Extracurricular activities and partnerships with Intertribal sports, cultural institutions, Future Farmers of America, and tribal education agencies, have expanded the range of extracurricular activities available to students, fostering well-rounded development..
2.	Family Engagement Programs:
•	ATA ICS offers workshops and training sessions for parents on various topics including academic support strategies, mental health awareness, and effective parenting practices, strengthening the home-school connection.
3.	Professional development:
•	Collaborative training: joint professional development opportunities with community partners have enabled teachers and staff to enhance their skills and knowledge, particularly in areas such as culturally responsive teaching and community engagement.
•	Peer learning networks:
establishing peer learning networks has facilitated the sharing of best practices and innovative approaches among educators creating a culture of continuous improvement.

"	"1.	ATA ICS conducts regular assessments of partnership programs to evaluate their effectiveness and impact on student outcomes the state of driven approach ensures that initiatives are aligned with students needs and educational goals.
2.	Feedback from students, parents, teachers, and community partners is actively sought and incorporated into the planning and refinement of partnership programs, ensuring that they remain relevant and responsive
"	ATAICS currently demonstrates strength in collaborative decision making by actively seeking input from various stakeholders, including teachers, parents, students, and community members. They utilize surveys, community meetings, advisory committees, in parent groups together diverse perspectives, ensuring that decisions are well informed and inclusive. Their progress is marked by increased engagement and transparency leading to more effective and responsive educational policies and practices.	Based on the analysis of educational partner input and local data, ATAICS focus areas for improvement include enhancing communication channels to ensure all voices are heard, particularly those from underrepresented groups. They aim to implement more frequent and varied methods of collecting feedback such as digital platforms and in person focus groups. Additionally, ATAICS seeks to improve the timeliness and transparency of sharing how input is used in decision making, fostering greater trust and engagement within the community.	To improve the engagement of underrepresented families, ATAICS plans to implement several targeted strategies based on insights from the self-reflection process. These include localized outreach, flexible engagement opportunities, community liaisons, and feedback mechanisms. Through these efforts, ATAICS aims to create a more inclusive and equitable environment for decision making by better integrating the voices of all community members, particularly those who have been historically underrepresented.

	5	5	5	5	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
37754160132472	California Pacific Charter - San Diego	3	CPCS successfully engages in pupil and family outreach. CPCS offers two way communication via the school's website, email, phone, text, Parent Square messaging, School Site Council (Parent Advisory Committee), and virtual meetings are held with pupils and families throughout the school year. Based on education partner survey feedback, parents agree that the school communicates community resources that are available to their family. In data collected from education partner surveys, 95.8% of parents feel satisfied with opportunities to provide input and participate in their child's education. 91.7% of parents indicate that they feel their input is valued. 100% of students agreed that their teacher is available to them when they need help and support with their schoolwork. 100% of students agree that their teacher cares about their education and helps them succeed. 93.8% of parents are satisfied with their child's school overall. 97.8% of students express an overall satisfaction with their school.	CalPac plans to continue to expand the parent university program which provides resources and information to parents on various educational, social emotional, academic, and safety topics regarding supporting their children and their children's best interests.	To the greatest extent possible, CPCS would like to focus on paring families whose primary language is a language other than English with a bilingual homeroom teacher that can facilitate meetings and support meaningful communication with parents in their primary language. CPCS will continue to offer two way communication opportunities and opportunities to participate in the school community for all education partners, including families whose primary language may be a language other than English. The school is piloting a program that will provide real time translation services in Zoom for improved communication between the school and pupils/families whose primary language is a language other than English.	CPCS assigns each pupil to a homeroom teacher. The primary role of the homeroom teacher is to work with each student and family in an effort to develop a personalized learning plan and success plan for each student. Homeroom teachers use student interest surveys in an effort to better understand student strenths and weaknesses and to gain a clear understanding of what resources and supports could best serve in supporting individual students in the independent study program. Homeroom teachers partner with parents in providing information and support that can assist their chilld in successfuly engaging in school and reaching success. In data collected from education partner surveys, 100% of parents stated that they feel welcome to participate in meetings with their child's teacher to discuss and set education goals for their child. 100% of students responded that they agree that their teacher is available to help them and support them with their school work. 100% of students stated that their teacher cares about their education and helps them to succeed. 93.4% of students stated that if they have a problem, they know they have someone at school that they can talk to for support and 97.8% of students stated that overall, they are satisfied with their school. CPCS is consistent in supporting families to understand their legal rights and advocate for their children. Parent rights are reviewed in IEP and 504 plan meetings. CPCS maintains a uniform complaint policy and makes the unform complaint form available to education partners.	"CPCS launched a Parent University program in the 22-23 school year. Parent University is used as for parent education, resources, and support in areas that can help support their students socially, emotionally, and academically. CPCS plan to continue to expand this program with additional resources to better support student outcomes. Additionally, CalPac launched a ""know your score"" campaign. Teachers meet with families at least twice per year to review individulal student outcome data and set goals for student engagement and academic growth."	CPCS plans to further develop the homeless youth program by providing additional training for the homeless youth coordinator and holding regular meetings with students and families to ensure this student population is engaged in school and has every opportunity to be successful.	CPCS is currently engaged in this work. CalPac provides all education partners opportunities for input in decision making at the program and charter levels.  Parents and students provide input through homeroom meetings, back to school nights, surveys, virtual events, public meetings, School Site Council meetings, club meetings, WASC focus groups, and other methods of 2-way communication with the school. Based on an education partner survey, parents indicated that they feel satisfied with the school in providing input opportunities for them to participate in the school and their child's education.	The school will continue to work closely with the School Site Council members (SSC serves as Parent Advisory Committee) to seek input regarding decision-making.	CPCS plans to enhance the engagement of underrepresented families by implementing targeted outreach initiatives, including multilingual communication resources and community liaison roles to facilitate more inclusive participation. We will also establish regular, accessible forums and workshops designed to educate and empower these families, ensuring their voices are integral in our decision-making processes.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
37754160138651	San Diego Mission Academy	3	San Diego Mission Academy recognizes that the support from educational partners is foundational to the success of students and the school. Some of the ways we communicate with our ed partners include sending school newsletter updates, holding student recognition ceremonies quarterly, having bi-annual parent/teacher conferences, holding weekly appointments with students, and providing community resources for our families on a regular basis through the student’s Academic Adviser, through our counseling department, and through mass messaging. Parents, guardians, and community mentors are invited to small group advisory meetings, as well as quarterly English Learner Advisory and Parent Advisory Town Hall meetings. At these times, we formally request feedback, but parents, caregivers, and guardians consistently provide feedback to our teachers and staff through text messages and video conferences. Our teachers also recount inspiring success stories  of students who demonstrate resilience and maintain motivation despite facing challenging circumstances.	San Diego Mission Academy will continue to solicit education partner input via surveys, and student/parent/caregiver conferences, and through PAC and ELAC. As the school grows, we will continue to make informed decisions as a result of feedback from educational partners and in partnership with educational partners. One parent of a graduate recently requested that we involve parents further in post-secondary planning for students. While students may have one idea of what they’d like to do after graduation, parents may have another. It is important to work together with all of our ed partners to make sure the student finds post-secondary success.	San Diego Mission Academy will continue to strive to improve educational  partner relationships for underrepresented families. One way we will do this is by continuing to utilize our translation services for families who speak a language other than English. We are also working on a student information dashboard that would disaggregate data to identify academic areas of need for underrepresented families. Our school celebrates in the triumphs of our students, regardless of their magnitude, ensuring that every step forward is recognized and celebrated.	San Diego Mission Academy maintains an ongoing collaborative effort with families and communities to offer comprehensive support to every student. Through close coordination with our community liaisons, tutoring staff, counselors, and community partners, we ensure access to pertinent local and state resources. These resources empower families and students with the necessary knowledge and rights for academic achievement.	San Diego Mission Academy has made significant progress in fostering partnerships within our communities. Our dedicated counselors and community liaisons will persist in their efforts to boost engagement in workshops and community events. Our overarching objective is to foster collaborative relationships with our educational partners ultimately enhancing student participation and advancing student achievement. Our Community Liaison made contact with a police officer to establish a connection with a students who expressed interest in pursuing a career in law enforcement.	In response to feedback from our educational partners and insights gained from local data analysis, we are steadfast  in our dedication to identifying pertinent information and delivering essential resources to our underrepresented families. This ongoing endeavor will involve continuous analysis of data and the collection of targeted feedback directly from these communities ensuring that our efforts remain focused and effective in meeting their needs.	Engagement in our ELAC, PAC, and Annual Surveys has empowered  families to offer valuable input, enriching our decision-making process. While the LEA has dedicated resources to equip staff for effective family engagement in Advisory groups and Parent Conferences, our school has seen increased participation numbers in our PAC and ELAC meetings allowing our families to be more well-informed to make informed decisions for our school.	San Diego Mission Academy is committed to ongoing improvements in this domain. Throughout our ELAC, PAC, and parent conferences, our families have offered suggestions and shared insights regarding our school and services. This year, we seized the opportunity to gather input and feedback from our families during the transition to our new Learning Management System. Parents highlights during our PAC meeting expressed how their children demonstrated increased engagement while using our new StrongMind curriculum.	San Diego Mission Academy is dedicated to improving support for our underrepresented families by expanding data analysis to target our special populations. Additionally, we are using translation services to provide additional support and hired bilingual support staff to directly engage with our underrepresented families.	5	5	5	4	5	5	5	4	5	5	4	4	Met		2024-06-05	2024
37754160139378	Sage Oak Charter School - South	3	The school excels in fostering strong relationships between school staff and families. Frequent communication through regular in-person and virtual meetings ensures alignment between home and school. Parental input is valued through regular surveys, empowering them to shape the educational experience. Engagement opportunities like the Parent Advisory Committee facilitate active involvement. Additionally, monthly board meetings promote transparency and collaboration in decision-making. Such initiatives signify Sage Oak's commitment to facilitate 2-way communication between families and educators.	The school aims to enhance relationship-building by focusing on two key areas: increasing awareness of committee opportunities and promoting socio-emotional health resources. Efforts will include targeted communication campaigns to inform families about committee roles and encourage participation. Additionally, the school plans to amplify outreach efforts to highlight existing socio-emotional health resources, ensuring families are aware of available support services. By addressing these areas, the school aims to strengthen connections between the school and families, fostering a more engaged and supportive educational community.	The school is committed to enhancing engagement among underrepresented families by implementing targeted strategies. This includes proactive parent recruitment efforts for committees like the Parent Advisory Committee. Additionally, the school will establish a new Student Advisory Committee to ensure student voices are heard. By actively involving underrepresented families and students in decision-making processes, Sage Oak aims to foster inclusivity and strengthen community bonds.	Bi-monthly teacher PLC meetings offer regular training on fostering partnerships, effective learning period meetings, and supportive communication with parents. Families benefit from frequent access to teachers through learning period meetings and parent-teacher conferences, supplemented by ongoing communication to assess student progress, offer resources, and develop personalized learning goals. The school's website prominently features information on the Title IX Coordinator, student rights, school responsibilities, and how to file complaints. Both the website and parent/student handbook detail the Annual Notice of Uniform Complaint Procedures. Parents of students with IEPs receive the Notice of Procedural Safeguards annually via email, with translators available at IEP meetings for non-English-speaking parents.	.A primary goal is to offer 200 synchronous classes by the 2026-27 academic year, providing a more interactive and engaging learning environment for all students. This expansion aims to accommodate diverse learning styles and schedules, promoting more access to quality education across different disciplines. The school is also committed to increasing participation in math intervention programs, especially targeting students with disabilities (SWD), socioeconomically disadvantaged (SED), and English Learners (EL). This initiative is crucial as it addresses the specific needs of these groups, ensuring tailored support to help close achievement gaps. Additionally, the school plans to continue to encourage the participation of EL students in synchronous core classes to support language development and academic achievement simultaneously. By doing so, the school aims to provide EL students with the necessary tools and opportunities to succeed in mainstream education settings, thus fostering an equitable learning environment for all students.	The school is dedicated to enhancing the engagement of underrepresented families by implementing several key strategies. First, there will be an increase in professional development for teachers focused on effective live instruction techniques. This initiative aims to improve the quality of live classes and make them more accessible and beneficial for all students. Additionally, the school will expand live sessions conducted by counselors. These groups will provide support and guidance tailored to the unique needs of underrepresented communities, helping to address specific challenges faced by these families.To ensure families are aware of and utilize these enriched educational opportunities, the school plans to actively promote these resources. Regular discussions between teachers and families, mentions in the weekly newsletter, spotlights on social media, and presentations to both existing and newly forming advisory committees will be employed as communication strategies. These efforts will foster a more inclusive and supportive educational environment, encouraging greater participation from all family backgrounds.	The school currently has one advisory group: the Parent Advisory Committee. This group meets regularly to focus on making decisions based on the needs of the students and the school. The school also sends out parent feedback surveys throughout the year and hosts live and recorded trainings to seek input from all educational partners. Given the independent study model, teachers and parents work together consistently through academic planning, field trips, Sage Oak socials, college tours, graduation and promotion ceremonies, parent training days, bi-monthly professional learning community (PLC) meetings, and social media and public relations campaigns.	It is the school's goal to further focus on and develop ways to get more parents involved in the PAC group through earlier recruitment and more awareness of the committee.  Additionally, it is the school's desire to further improve upon decision-making opportunities for educational partners by establishing a Student Advisory Committee for 24-25.	The school believes that a continuous, focused effort to keep all families informed of surveys, educational partner meetings, and the Board of Directors’ public meetings through emails, the school website, and other social media outlets is essential. This communication and support encourages students, families, and community members to actively participate in the decision-making process. Through continued effort, the school will further develop the participation and engagement of underrepresented families, thus providing an inclusive environment for all.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-20	2024
37754160139386	Excel Academy Charter	3	Excel Academy Charter School (EACS) believes in fostering strong educational partnerships between the school, parents, students, and all educational partners through continued communication, collaboration, and transparency. EACS values educational partner input to reflect on the school’s overall progress, successes, continuous improvement, and to identify and establish the next steps to drive instruction, school-wide goals, and student learner outcomes. Building strong connections with students and parents leads to increased student engagement, learning, and achievement. The dedication of the EACS staff has ensured consistent and valued communication between all educational partners. The number one priority of EACS is the success of all students academically, socially, and emotionally. Through our systems in place, all students' individual needs are addressed and supported as each student is encouraged and guided to meet or exceed grade level expectations. Based on the input survey results, parents and students agree that EACS is dedicated to providing an education that denotes excellence.

Overall Satisfaction Report: Based on 351 parent/guardian responses:

98.6% of survey respondents agree that the school has supported students attaining their academic goals. (3% increase from 2023)

98.3% of survey respondents overall agree that the school provides input opportunities for parents/guardians to participate in the school and their child’s education. (2% increase from 2023)

98.6% of survey respondents agree that students have access to rigorous curriculum and resources that allow them to access and master grade level standards in the core content areas. (0.2% increase from 2023)

99.4% of survey respondents agree that EACS clearly communicates academic expectations and encourages academic excellence in all forms of communication. (2% increase from 2023)


Overall Satisfaction Report: Based on 123 student responses (grades 6-12)

96.7% of survey respondents agree that their teacher cares about their education and is committed to helping them succeed.

95.1% of survey respondents agree that the curriculum provides challenging grade level instruction and assessments of their academic progress, and students feel safe and welcome to discuss their progress with their teachers.

95.1% of survey respondents agree that EACS does a great job communicating with students.

Meaning: Overall high satisfaction rate with the school program.

Use: EACS will maintain focus on student progress and success through transparency, consistent communication and collaboration with educational partners, and by providing resources, support, and opportunities for all students to continue to grow as lifelong learners. EACS will survey educational partners for feedback and analyze the areas that can be maintained and improved upon.	Based on the analysis of the positive educational partner feedback and collected data, EACS will continue to implement the proven successful communicative practices in place to keep educational partners informed and connected to student education. EACS is driven to staying on top of the latest trends in education and communication platforms to provide a consistent, open line of communication with all educational partners. EACS is always focused on building participation at SSC, ELAC, and PAC meetings which will remain an area of improvement.	EACS is committed to encouraging parental participation and involvement by providing flexible, personalized learning through a customized course of study that will educate, motivate, and instill a love of learning in each individual student. Parents are provided with training and learning opportunities, in addition to workshops on a variety of topics, for example, EL progress and the reclassification process, parent portal resources, webinars, curriculum menus, Parent Summit informational, Parent Power-Up education events, Back to School events, and teacher/parent training. Teachers and parents work closely to foster a positive relationship that maintains high expectations and promotes academic excellence for all students creating the next generation of leaders. Parents are informed of all communication tools that are available to provide them direct access to their teachers, staff, resources, and all school related meetings. All school related notifications, meeting agendas and minutes, approved policies, informational meetings, and community events are readily made available through Beehively (main platform for communication) and the EACS website and handbook. The LEA’s Title 1 Coordinator, Intervention Coordinator, and school counselors actively continue to reach out to homeless and foster youth, and students needing academic and social emotional support. Parents/guardians are informed well in advance and encouraged to attend all quarterly SSC, ELAC, and PAC meetings. The minutes, agendas, and recordings are posted on the EACS website. EACS is working to find ways to enhance and encourage more parent/guardian participation in SSC, ELAC, and PAC meetings. EACS is moving in the direction of providing parents/guardians and students opportunities to promote and shed light on multicultural awareness by focusing on heritage, customs, and traditions through discussions and presentations that will inspire greater attendance.	EACS' commitment to encouraging parental involvement, by developing a trusting and respectful relationship between the school staff and families, is important to building and sustaining positive relationships. EACS develops a strong school-home partnership through the use of communication tools that provide parents with access to the student's teacher, current information about the school, access to students' academic information through a parent portal, opportunities to participate and provide input in teacher-parent/student meetings, parent meetings, and governing board meetings. All applicable notifications are posted on the school website and in the parent handbook. A part of the role of the counselor includes communicating with educational partners about their legal rights. Our Intervention Coordinator shares Title I and Title III related parent rights, applicable policies, and encourages education partnership participation. In conformity with Senate Bill 1375, the school posts information on the school website identifying the school’s Title IX/Uniform Complaint Procedure Coordinator, the rights of students and the responsibilities of schools, and a description of how to file a complaint. The school website and the parent/student handbooks contain information about the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards is provided to parents of students with an IEP on an annual basis. The notice is provided electronically by email in English or Spanish and is also offered to parents at every IEP meeting. If the parent is a non-native English speaker, a translator is present to provide translation of the document. Parents/guardians have the opportunity to communicate with their students' teachers on a regular basis and are encouraged to reach out through email and by phone to set-up meetings	Based on the analysis of educational partner input, EACS will continue to focus on partnership and student outcome improvement by offering additional parent education opportunities both in person and virtual, annual surveys, and  SSC, ELAC, and PAC meetings.	EACS' LCAP Goal 3 focuses specifically on establishing connections and partnerships with our families and the surrounding community to increase engagement, involvement, and ensure safety and satisfaction to support student learning and achievement for all students including English Learners (EL), other unduplicated student groups, and students with disabilities (SWDs). Effective and meaningful transparent communication will provide all educational partners opportunities for input in decision making for policy and program improvement. The teacher-parent-student relationship is at the core of student success. EACS will provide students with equity based instruction and the necessary individualized resources, interventions, and support that is critical for growth and progress while keeping parents/guardians informed and involved.	Educational Partner Input data:
2020-21: 66 Educational Partner Input Survey Participants
2021-22: 220 Educational Partner Input Survey Participants
2022-23: 304 Educational Partner Input Survey Participants
2023-24: 351 Educational Partner Input Survey Participants

EACS is focused on providing effective and meaningful communication that will provide all educational partners opportunities for input in decision making that concerns the equity based education and instruction of all students, as well as the quality of the school program. Communication about opportunities to provide input is provided through social media platforms, including Beehively, as well as during SSC, ELAC, and PAC meetings. There were 351 participants in the LCAP Parent/Guardian Input Survey and 123 participants in the LCAP Student Input Survey which was a positive increase in survey respondents from the previous school year. EACS shared the survey results with educational partners during the ELAC and SSC meetings and in the monthly newsletters.

Meaning: There has been an increase of survey participants due to the ongoing efforts of the increase communication to educational partners to participate in providing survey input.

Use: EACS will continue to monitor the level of educational partner participation in input opportunities and continue to research strategies to encourage participation	EACS annually measures growth and progress by seeking input and feedback from all educational partners through annual surveys, teacher/student/parent meetings, board meetings, and through program participation in SSC, ELAC, and PAC meetings. EACS reports the collected results to all educational partners in order to promote transparency and collaboration. Empowering educational partners to provide input and feedback, and participate in decision making, ultimately creates a positive environment where staff, parents/guardians, students, and members of the community and governing board have the opportunity for their voices to be shared and heard. EACS will continue to discuss best practices and train staff on effective strategies for family communication and outreach that ultimately centers around the need for inclusion, building trust, and collaboration. The ultimate goal is for EACS staff to work alongside educational partners in a manner that leads to a positive and successful school environment where students thrive and become lifelong learners.	Although the survey results did not indicate or reveal less engagement from underrepresented families, communication remains a top priority by focusing on strengthening collaboration and participation of all families by providing meaningful in-person and virtual support, guidance, and resources. Through multiple measures of communication, in order to seek input for decision making, EACS will reach out to all parents/guardians with consistent reminders of upcoming events and meetings to attend. All parents/guardians will be notified in a timely manner if there are concerns regarding student social and academic achievement.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-20	2024
37754160139451	Pathways Academy Charter School - Adult Education	3	To create a positive and supportive partnership with our families of minor students, PACSAE has developed opportunities for two-way communication for parent support and student learning. To expand and enhance connectedness, our teachers partner with our minor families to guide and support the academic development and learning of students. Opportunities for students and families to participate and provide input is communicated and available through surveys, parent meetings, board meetings, and teacher/student/parent meetings. In conformity with Senate Bill 1375, PACSAE posts information on the school website identifying the Title IX Coordinator, the rights of students and the responsibilities of schools, and instruction on how to file a complaint. The school website and the parent/student handbooks contain information pertaining to the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards are provided to parents of students with an IEP on an annual basis. This notice is provided electronically by email in English or Spanish and is also offered to parents at every IEP meeting.  A translator is present for non-English speakers as needed.	Our focus on continuing the improvement of the engagement and the building of relationships of our educational partners for improvement is reflected in the growth of the number of participants, over time, in our school input opportunities:
LCAP Annual Review Input Survey Participation: 
2019-20 -   7 participants
2020-21-  19 participants (171% increase)
2021-22 - 35 participants (84% increase) 
2022-23-  63 participants (80% increase)
2023-24 - 122 participants (93.6% increase)
	2023-24 Input participant data: Educational Partner Participation
Educational Partner Participants by %:
2023-24 Total Input Survey Participants: 122 (93.6% increase)
Survey participants in student groups that participated in the input survey: English Learner: 9.8%
Students With a Disability: 11.5%
Low Socioeconomic: 6.6%
Foster Youth: 3.3%
Homeless: 4.1%
Student of PACSAE: 63.9%
Community Member (i.e. WIOA): 10.7%
To continue to support and engage all of our students and families, and include all of our student groups, we will continue to ensure access and engagement through teacher meetings, teacher training/professional development, provision of wifi access as needed, and translation as needed in communication.
	PACSAE strengths in building partnerships:
97.5% feel safe and welcome to meet with the teacher to discuss their progress
97.5% feel their input is valued and respected when collaborating with the teacher or school staff and administration
97.5% feel their input and welcome to meet with the teacher to discuss their progress and that their input is valued and respected when collaborating with the teacher or school staff and administration.
93% reported that their teacher inquired about their well-being and provided information on accessing community coordinator services (health, mental health, public assistance, housing).
Meaning: Overall high satisfaction rate with their partnership with the school.
Use: Continue the teacher collaboration and training to maintain and continue to improve the overall satisfaction with the school educational program.  
	We will continue to seek educational partner input and assess our level of engagement through community participation and WIOA and/or other supported partnerships. We will identify our level of meaningful and transparent communication through direct community engagement, regular input meetings, and surveys. Notices, reports, statements or records sent to a student, parent or guardian will be translated as needed. Support provided by Classified staff to increase student engagement and performance; and, parent involvement.	Input Survey participants: English Learner (EL) 9.8%, Low Socioeconomic (LI) 6.6%, Student with Disability (SWD) 11.5%,  Homeless 44.1%, Foster Youth 3.3%, Parent 4.1%, Student 63.9%, PACSAE team member 13.1%, Educational Partner/Community Member 10.7%, American Indian 1.6%, Af Am 4.9%, Hispanic/Latino 39.3%, Pacific Islander 0.8%, Asian, 0.8%, Filipino 1.6%, White 31.1%, Two or More Races 18%, Declined to State 1.6%
97.5% of our input survey participants noted that they feel safe and welcome to meet with their teacher and that their input is valued and respected when collaborating with the teacher or school staff and administration. 
95.9% noted that they feel a genuine connection with the teacher and that the teacher really cares about their success in school.
93% noted that during teacher meetings, the teacher inquired about the student's well-being and provided student with support/information. 
To continue to support and engage all of our students and families in the input process, we will continue to communicate input opportunities through teacher/student/parent meetings and our school social media and school website
There is a strong focus by administration, teachers, and staff to encourage and provide opportunities for all educational partners to participate in school input opportunities.  Meetings are shared with all students during teacher meetings, and on the school Instagram page.
	2023-24 Input participant data: Educational Partner Participation: 122
English Learner (EL) 9.8%, Low Socioeconomic (LI) 6.6%, Student with Disability (SWD) 11.5%,  Homeless 44.1%, Foster Youth 3.3%, Parent 4.1%, Student 63.9%, PACSAE team member 13.1%, Educational Partner/Community Member 10.7%
There is a strong focus by administration, teachers, and staff to encourage and provide opportunities for all educational partners to participate in school survey and the Educational Partner meeting.  Meetings are shared with all students during teacher meetings, and on the school Instagram page. As a result, a steady increase in participation, over time, has been noted: 
2019 - 7 input participants
2020 - 19 input participants (171% increase)
2021 - 35 input participants (84% increase) 
2022 - 63 input participants (80% increase)
2023 - 122 input participants (93.6% increase)
To continue to support and engage all of our students and families in the input process, we will continue to communicate input opportunities through teacher/student/parent meetings, our school social media and school website. 

Meaning: Overall high satisfaction rate with their partnership with the school and the opportunity to provide input. 

Use: Continue to develop opportunities for student-teacher collaboration to encourage rewarding educational outcomes for students.
Continue to offer multiple avenues for educational partners to provide relevant input and participate in decision making.
Continue the educational partner meetings to provide our educational partners with current school information, school data, and an opportunity to gain input into school planning.
	The educational partner input survey participation rate has steadily increased throughout the years demonstrating a remarkable increase in parent engagement, partnership, and participation in the Pathways Academy school program.
We will continue to focus on effective and timely communication to ensure all educational partners have an opportunity to participate and provide their input in school planning including the use of social media as a method to reach and engage our adult students and parents.
	Input participant data: Educational Partner Participation: 122
Educational Partner Participants by %:
English Learner (EL) 9.8%, Low Socioeconomic (LI) 6.6%, Student with Disability (SWD) 11.5%,  Homeless 44.1%, Foster Youth 3.3%, Parent 4.1%, Student 63.9%, PACSAE team member 13.1%, Educational Partner/Community Member 10.7%
American Indian 1.6%, Af Am 4.9%, Hispanic/Latino 39.3%, Pacific Islander 0.8%, Asian, 0.8%, Filipino 1.6%, White 31.1%, Two or More Races 18%, Declined to State 1.6%

There is a strong focus by administration, teachers, and staff to encourage and provide opportunities for all educational partners to participate in school input opportunities.  Meetings are shared with all students during teacher meetings and on the school Instagram page. As a result, a steady increase in our input survey participation has been noted: 
To continue to support and engage all of our students and families in the input process, we will continue to communicate input opportunities through teacher/student/parent meetings and on our school social media and school website.
	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-04	2024
37754166119275	All Tribes Charter	3	ATAICS has created effective communication channels using multiple platforms. ATAICS utilizes emails, newsletters, social media, a dedicated parent portal, and the school app to ensure families receive timely and relevant information. Family engagement programs, workshops, and trainings are offered to train parents on topics such as academic support, digital literacy, and social emotional learning. Empowering them to support their children's education effectively. Family nights and events are regularly scheduled and combined with cultural events in the tribal communities. Counselors and social workers are on campus weekly or as needed. Their time is provided through an MOU with the local Indian health center.

ATAICS has made significant strides in building relationships with parents, families, and guardians.  Parent conferences have increased from 1 to 4 regularly scheduled meetings throughout the school year. All conferences are provided in a very flexible scheduling format, ensuring parents are able to attend their students conference without missing work. Through the school app surveys and feedback forms are a way parents and guardians can share their thoughts, and feel their input is heard by the school. ATAICS is continually building community partnerships and collaborative initiatives with stakeholders. The use of technology has grown and become embedded not only at ATAICS but within the homes of all our students and their families. Digital tools for communication are provided to each student and training for parents and guardians is provided in the form of workshops so parents and guardians can be their students hero when they need help.
	To address these focus areas the ATICS will implement the following actions

Communication Enhancement Initiative: Develop a comprehensive plan to improve two way communication, including regular surveys, feedback sessions, and the use of technology to facilitate easier communication.

Cultural Competency Training; Roll out a series of training sessions for school staff on cultural competency, diversity, and inclusion.

Technology and Resource Accessibility; Increase investment in technology support services and work with community partners to provide families with the technology and resources they need.

Family Engagement Programs: Design and implement new family engagement programs that offer varied and flexible ways for families to get involved with a focus on inclusivity and accessibility.

Targeted Support for At-Risk Families: Collaborate with tribal family services and community organizations to offer targeted support and resources to families facing significant challenges.

By focusing on these areas, ATAICS aims to strengthen the relationships between schools, staff, and families, ensuring a more supportive inclusive and collaborative educational environment for all students.
	"To address these focus areas ATAICS will implement the following focus strategies

1.	Enhanced communication strategies:
•	Two way communication: this involves creating more opportunities for parents to share their feedback and concerns ensuring their voices are actively heard and addressed.
•	Efforts will be made to ensure that communication from school is consistent and coordinated and ensure that all families receive the same information in a timely manner.
2.	Increase cultural competency:
•	ATAICS recognizes the importance of cultural competency, and will focus on providing diversity and inclusion training for school staff.
•	Developing culturally relevant engagement strategies to connect with families from diverse backgrounds ensuring that all families feel valued and included in the school community.
3.	Improved accessibility:
•	Ensure that all families have access to necessary resources including technology and Internet access, and the ability to participate in virtual meetings and online platforms.
4.	Strengthening family engagement:
•	Create more engagement opportunities that meet the specific needs and preferences of different family groups. 
•	Encourage and support the development of parent leadership roles within the school community.
5.	Support for at risk families:
•	Identify and provide targeted or support services for at risk families who may face barriers to engagement.
6.	Strengthen partnerships with community organizations to provide additional support and resources for at risk families, helping to address challenges that may impact their ability to engage with schools.

"	"ATAICS Current Strengths

1.	Strong community partnerships:
•	Local businesses and organizations:  ATAICS has established robust partnerships with local businesses and community organizations, which provide valuable resources, mentorship, and real world learning opportunities for students.
•	Higher education institutions: collaborations with local colleges and universities have facilitated dual enrollment programs, college readiness workshops, and access to advanced academic resources.
2.	Active parental involvement:
•	Parents and teachers work together to support student learning and school improvement initiatives. 
•	ATAICS has a strong volunteer program that engages parents and community members in various school activities, enhancing the educational experience and providing additional support to students.
3.	Effective use of technology:
•	ATAICS utilizes digital platforms to facilitate communication and collaboration with educational partners, ensuring that information is shared officially and partnerships are well coordinated.
•	Access to online resources and tools has been provided to students, teachers, and parents, supporting the academic achievement and enabling remote learning when necessary.

Progress in Building Partnerships

1.	Enhanced collaborative initiatives:
•	ATAICS has developed joint programs with community organizations and businesses that offer internships, apprenticeships, and hands on learning experiences, preparing students for future careers.
•	Extracurricular activities and partnerships with Intertribal sports, cultural institutions, Future Farmers of America, and tribal education agencies, have expanded the range of extracurricular activities available to students, fostering well-rounded development..
2.	Family Engagement Programs:
•	ATA ICS offers workshops and training sessions for parents on various topics including academic support strategies, mental health awareness, and effective parenting practices, strengthening the home-school connection.
3.	Professional development:
•	Collaborative training: joint professional development opportunities with community partners have enabled teachers and staff to enhance their skills and knowledge, particularly in areas such as culturally responsive teaching and community engagement.
•	Peer learning networks:
establishing peer learning networks has facilitated the sharing of best practices and innovative approaches among educators creating a culture of continuous improvement.

	Monitoring and evaluation
	
1.	ATA ICS conducts regular assessments of partnership programs to evaluate their effectiveness and impact on student outcomes the state of driven approach ensures that initiatives are aligned with students needs and educational goals.
2.	Feedback from students, parents, teachers, and community partners is actively sought and incorporated into the planning and refinement of partnership programs, ensuring that they remain relevant and responsive
"	"Focus areas for improvement

1.	Expanding partnership networks:
ATAICS and aims to engage wide range of community organizations, local tribes, and higher education institutions to provide diverse opportunities and resources for students. Strengthening outreach efforts to establish new partnerships, particular with organizations that can offer unique learning experiences and support services.
2.	Enhance coordination between schools and partners to ensure that initiatives are well organized and aligned with student needs and educational goals. Develop more effective communication channels to keep all stakeholders informed and engaged, ensuring transparency and collaboration.
3.	Enhance program evaluation and feedback by implementing a more robust evaluation system to assess the effectiveness and impact of partnership programs, using data to drive continuous improvement.
4.	Ensure partnership programs are accessible to all students, particularly those from underrepresented native and disadvantaged backgrounds, to promote equity and inclusion.
5.	Build capacity and sustainability through providing professional development for staff to build their capacity to effectively engage with partners and manage partnership programs. Develop long term plans and secure funding to maintain and expand successful partnership programs.
6.	Invest in digital tools and platforms to facilitate communication and collaboration with partners and expand actual engagement opportunities for students.

By focusing on these areas ATAICS aims to strengthen its partnerships, enhance student outcomes, and create a more inclusive and supportive educational environment.
"	To meet these focused goals:

ATAICS will launch a targeted outreach and engagement campaign to connect with underrepresented families and ensure they are aware of available resources and opportunities.

ATAICS will invest in and utilize communication tools and platforms that support tribal communities and culturally sensitive engagement.

ATAICS will provide professional development for staff, focused on cultural competency implicit bias, and effective family engagement practices.

A TA ICS will strengthen existing partnerships and form new ones with community organizations that serve underrepresented populations to provide comprehensive support and resources.

A TA ICS will establish regular feedback mechanisms together input from underrepresented families, monitor engagement levels, and make necessary adjustments to strategies and programs.

By focusing in these areas AT AIS aims to create a more inclusive and supportive environment that actively engages underrepresented families, fostering stronger partnerships and improving student outcomes.
	ATAICS currently demonstrates strength in collaborative decision making by actively seeking input from various stakeholders, including teachers, parents, students, and community members. They utilize surveys, community meetings, advisory committees, in parent groups together diverse perspectives, ensuring that decisions are well informed and inclusive. Their progress is marked by increased engagement and transparency leading to more effective and responsive educational policies and practices.	Based on the analysis of educational partner input and local data, ATAICS focus areas for improvement include enhancing communication channels to ensure all voices are heard, particularly those from underrepresented groups. They aim to implement more frequent and varied methods of collecting feedback such as digital platforms and in person focus groups. Additionally, ATAICS seeks to improve the timeliness and transparency of sharing how input is used in decision making, fostering greater trust and engagement within the community.	To improve the engagement of underrepresented families, ATAICS plans to implement several targeted strategies based on insights from the self-reflection process. These include localized outreach, flexible engagement opportunities, community liaisons, and feedback mechanisms. Through these efforts, ATAICS aims to create a more inclusive and equitable environment for decision making by better integrating the voices of all community members, particularly those who have been historically underrepresented.	4	4	4	5	4	5	5	4	4	4	4	5	Met		2024-06-20	2024
37756140000000	Valley Center-Pauma Unified	3	Family engagement is an essential strategy for building pathways to college and career readiness for all students and is an essential component of a systems approach to improving outcomes for all students.  VCPUSD reflects on its progress in (1) building relationships with parents and families (2) building partnerships with parents and families for student outcomes, and (3) seeking input from parents and families in decision making.  The measures for this include the data obtained from local surveys, communication with families, participation in parent workshops and site events, and participation in parent advisory meetings.

The analysis of the LCAP Parent Survey data indicates several strengths and progress in building relationships between school staff and families. The district has made progress in all areas related to the relationships between staff and families.  One of the key strengths is the agreeing or strongly agreeing that school staff treat students, parents, and other staff members with respect.  90% of families feel that their student’s school is welcoming and inclusive.  This positive perception is crucial for fostering and building on the relationships that exist. 91% of parents feel their school keeps them well informed about school activities. This response was a strength in which growth has occurred.  The goal is to continue this week and respond to those parents are looking for more proactive communication regarding their children’s progress and safety, as well as more inclusive and diverse opportunities for student engagement and support. The community values the current communication methods but also sees room for improvement in the consistency and effectiveness of these tools.  The district has taken proactive steps to continue its support services available at each school site through counselors, psychologists, and a behavioral specialist. These have increased the capacity to provide personalized support to students and families, contributing to a more supportive school climate. Overall, the survey data reflects that the district's efforts in fostering respectful interactions, effective communication, and accessibility are having a positive effect resulting in stronger relationships between school staff and families. Continuous efforts to engage families, address their concerns, and provide timely information will further enhance these relationships and support student success.

VCPUSD staff sees the value for the high levels of educational partner involvement. Staff at every school site and our district office contribute to welcoming environments dedicated to serving to all educational partners. Participation at teacher conferences, parent workshops, and other school and district events, provide evidence of the effectiveness in this area. Regular communication from schools and district reinforce the importance of educational partner involvement. We continually model and provide ongoing messaging regarding actions needed	While parents who are actively involved feel like there is good relationships, they also shared that an area of growth is to implement a strategy where even parents who might not be a part of an advisory group, DELAC, or School Site Councils can receive information and provide input.  VCPUSD is committed to continuing to improve relationships with school staff and families in order to ensure all families are connected to published school communications and have internet and/or a device at home. One focus area is streamlining and communicating in a timely way and a focus on the format of communication with families about educational of students, especially when there is a concern about student progress in the areas of attendance, behavior, and academics.  There continues to be a desire to support students with resources that can be utilized outside of the school environment but directly connected to the learning that is taking place in the classroom each day.	VCPUSD is committed to improving strategies and structures that will result in increased engagement of underrepresented families. Parent advisory meetings are clearly communication so that input from families related to school improvement can be gathered. VCPUSD will continue to engage with and build relationships with individual families and provide necessary, personalized supports that will foster strong relationships between school staff and underrepresented families.

The increased offerings  after school provide additional avenues to connect with parents around family needs that can support decisions about programming since ELOP targets our Unduplicated Pupil count (English Learners, Foster Youth, and Low Income). We have added additional resources to support translation for families at parent meetings and are working with staff in capitalizing on their relationships with families to provide additional assistance at meetings and in general school related communication.	VCPUSD provides assistance to our families in understanding academic expectations through several strategies. These include a high level of access to administrators and staff at all school sites. This access addresses various topics to help parents in understanding state academic standards, the instructional program, and the ways they can best support their children's achievement in school. Classroom-specific information is provided via Back-to-School night and individually during parent-teacher conferences. The LCAP development process also provides many opportunities at the site and district level to assist parents/guardians with understanding expectations for their children. Additionally, collaboration through the LCAP process and through numerous parent/guardian advisory committees provide valuable information regarding how to best support our families in continuing to be involved at high levels. Technology is also used to both communicate information and request feedback about LCAP goals from the community. Information and questionnaires are posted on the district and school websites.

Overall, the survey data reflects that the district's efforts in fostering collaborative problem-solving, effective communication, and accessible support services are yielding positive results. These strengths contribute significantly to building partnerships that support student outcomes, ensuring that students receive the comprehensive support they need to succeed academically and personally.  84% of parents feel their school welcomes parents to participate in school activities.   Community feedback includes requests for the school to provide more programs to welcome parents and allow for volunteer opportunities.  The feedback indicates a community engaged in the school’s communication efforts and supportive of additional resources and programs to enhance student learning and well-being.  The feedback reflects a community that values a well-rounded education with real-life applications, diverse course offerings, and a supportive learning environment. There is a strong emphasis on individualized student support, proactive communication, and preparing students for a  variety of post-graduation paths.	Recent educational partner input shows a desire to have more in depth knowledge of the curriculum and instructional strategies utilized to improve student learning. VCPUSD has been increasing its number of parent workshops and learning nights surrounding these topics.  Work will continue to bridge curriclum materials to the home so that parents feel confident in supporting their children.  For the 24-25 school year at the elementary level this will target mathematics and at the secondary level college and career readiness.  An area for continued growth, confirmed by both survey data and in input meetings, is  better communication from teachers and administrators, particularly regarding class assignments, assessments, and overall student progress.	Participation from all parents is solicited, including the engagement of underrepresented families. VCPUSD has continued to translate communications and documents to make information more accessible to our multilingual families.  VCPUSD will continue to develop strategies to improve engagement of underrepresented families, including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual options.   Training all teachers has been a vital part of the overall plan to ensure that families are engaged are feel like they are a partner in the learning of their child.  Accessible information through digital tools such as our district website and student information systems will improved this level of engagement.  VCPUSD will be monitoring engagement through the LCAP metrics but looking at parent participation in school events and the overall use of tools provided to parents to monitor their child’s progress.	VCPUSD recognizes that parents/guardians are their child's first and most influential teachers and that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment. The district and school sites ensures that parents/guardians and family members work with staff to develop meaningful opportunities at all grade levels for parents/guardians to be involved in district and school activities, advisory, decision-making, advocacy roles and activities to support learning. This is achieved through regularly scheduled DELAC/ELAC meetings, Title VI Advisory meetings, SSC meetings, surveys and numerous advisory committees where parent/guardian involvement is discussed and jointly developed. School sites communicates with families at the beginning of the school year and throughout on how they can be actively involved at the school site and provide input for decision-making.

Each year, a Parent Survey is conducted to monitor parent engagement and obtain feedback from parents related to state priorities and local indicators as they align with both district and school goals within the Local Control Accountability Plan (LCAP) at the district level and the School Plan for Student Achievement (SPSA) at the site level. The survey was created to align with state and local priorities  and the survey is provided in both Spanish and English. While it is sent electronically, hard copies are always available on site for a family if needed. In addition to advisory committees and input meetings, district personnel attended meetings for each site to review the LCAP and ask for input from parents for determining actions and priorities in meeting the needs of students. Results of surveys and collective feedback are shared with the school board annually, and principals are given site specific data to plan for parent and family engagement. There is an open-ended section on the survey for input related to the goals
within the LCAP in addition to the face-to-face opportunities for parents to speak into the decision making process at both the site and district levels.  77% of parents feel that their school seeks parent input which demonstrates that this work needs to continue moving into the coming 24-25 school year.	VCPUSD has worked to increase the number of opportunities, using a variety of engagement tools, for educational partners to provide input. An area of focus is to evaluate what tools successfully engaged families at the school and district levels and what steps can be taken to improve the design and implementation of engagement activities.  As we have added elements to the LCAP around increased parent workshops and learning night opportunities, a piece of this will be to continue to solicit input during these times where we may have parents or guardians present that would not otherwise be at a school site or attend an advisory committee meeting. The goal is to continue to foster relationships with parents to encourage them to participate in the decision-making process.	VCPUSD ensures all families receive communications and invitations to participate on committees and in meetings, through communication accommodations, such as translation, interpreters, scheduling individual meetings at a convenient time for individual families, home visits, etc. VCPUSD closely monitors student attendance on a daily basis at each school site and those sites communicate with families in a timely manner, especially families of migratory, foster or homeless youth, in order to minimize disruptions to educational services. VCPUSD has seen an increase in student absences as a result of the pandemic and will focus on improving efforts to communicate with and engage students and families. As mentioned, VCPUSD has focused on reaching out to families above and beyond the general lines of communication to ensure input in the decision-making process. The goal continues to be to work collaboratively with parents and staff members to identify ways to increase involvement and encourage partnership with our underrepresented families.	4	4	3	3	4	3	4	4	4	4	4	4	Met		2024-06-20	2024
37764710000000	SBC - High Tech High	3	Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.  
HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2023/24  school year indicated deep relationships between students and teachers. HTH schools were at the 80th national percentile for families believing teachers and students care about each other according to this survey. 
One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events. 


Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf
	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2023/24 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey which represented a 10 percentage point improvement from the prior year.	HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools: 


HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning. 


Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.
	HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students.
Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.  
Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2023/24 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2023/24 school year indicated that HTH schools were at the 84th national percentile for families believing that families and teachers care about each other.
	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2023/24 school year indicated significant growth in family engagement. HTH schools were at the 81st national percentile for families being engaged in school according to this survey. As compared to the 61st percentile in the 2022/23 school year.
	HTH will participate in the Cohort V of the Community Engagement Initiative, beginning in fall 2024. The goal of the initiative is to, “Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California.


	HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 23/24 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 23/24 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP.
Additional opportunities for family involvement at HTH schools include:
-ELAC and DELAC meetings
-Monthly coffee and conversation events with directors 
-Volunteer opportunities available in classrooms and buildings
-Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards
-Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child
In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.	HTH families completing the Youth Truth family survey during the 23/24 school year indicated an opportunity for stronger family engagement programs. 
	HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.

HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.
	4	5	4	4	4	4	5	4	4	4	4	4	Met		2024-06-18	2024
37764710114678	High Tech High Chula Vista	3	Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.  
HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2023/24  school year indicated deep relationships between students and teachers. HTH schools were at the 80th national percentile for families believing teachers and students care about each other according to this survey. 
One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events. 


Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf
	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2023/24 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey which represented a 10 percentage point improvement from the prior year.


	HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools: 


HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning. 


Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.
	HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students.
Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.  
Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2023/24 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2023/24 school year indicated that HTH schools were at the 84th national percentile for families believing that families and teachers care about each other.
	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2023/24 school year indicated significant growth in family engagement. HTH schools were at the 81st national percentile for families being engaged in school according to this survey. As compared to the 61st percentile in the 2022/23 school year.	HTH will participate in the Cohort V of the Community Engagement Initiative, beginning in fall 2024. The goal of the initiative is to, “Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California.
	HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 23/24 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 23/24 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP.
Additional opportunities for family involvement at HTH schools include:
-ELAC and DELAC meetings
-Monthly coffee and conversation events with directors 
-Volunteer opportunities available in classrooms and buildings
-Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards
-Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child
In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement. 
	HTH families completing the Youth Truth family survey during the 23/24 school year indicated an opportunity for stronger family engagement programs.	
HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.

HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.
	4	5	4	4	4	4	5	4	4	4	4	4	Met		2024-06-18	2024
37764710114694	High Tech High North County	3	Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.  
HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2023/24  school year indicated deep relationships between students and teachers. HTH schools were at the 80th national percentile for families believing teachers and students care about each other according to this survey. 
One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events. 


Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf
	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2023/24 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey which represented a 10 percentage point improvement from the prior year.


	HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools: 


HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning. 


Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.
	HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students.
Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.  
Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2023/24 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2023/24 school year indicated that HTH schools were at the 84th national percentile for families believing that families and teachers care about each other.
	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2023/24 school year indicated significant growth in family engagement. HTH schools were at the 81st national percentile for families being engaged in school according to this survey. As compared to the 61st percentile in the 2022/23 school year.
	HTH will participate in the Cohort V of the Community Engagement Initiative, beginning in fall 2024. The goal of the initiative is to, “Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California.


	HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 23/24 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 23/24 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP.
Additional opportunities for family involvement at HTH schools include:
-ELAC and DELAC meetings
-Monthly coffee and conversation events with directors 
-Volunteer opportunities available in classrooms and buildings
-Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards
-Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child
In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.	HTH families completing the Youth Truth family survey during the 23/24 school year indicated an opportunity for stronger family engagement programs. 
	HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.

HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.
	4	5	4	4	4	4	5	4	4	4	4	4	Met		2024-06-18	2024
37764710119271	High Tech Middle North County	3	Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.  
HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2023/24  school year indicated deep relationships between students and teachers. HTH schools were at the 80th national percentile for families believing teachers and students care about each other according to this survey. 
One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events. 


Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2023/24 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey which represented a 10 percentage point improvement from the prior year.
	HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools: 


HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning. 


Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.
	HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students.
Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.  
Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2023/24 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2023/24 school year indicated that HTH schools were at the 84th national percentile for families believing that families and teachers care about each other.
	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2023/24 school year indicated significant growth in family engagement. HTH schools were at the 81st national percentile for families being engaged in school according to this survey. As compared to the 61st percentile in the 2022/23 school year.	HTH will participate in the Cohort V of the Community Engagement Initiative, beginning in fall 2024. The goal of the initiative is to, “Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California.
	HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 23/24 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 23/24 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP.
Additional opportunities for family involvement at HTH schools include:
-ELAC and DELAC meetings
-Monthly coffee and conversation events with directors 
-Volunteer opportunities available in classrooms and buildings
-Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards
-Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child
In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.	HTH families completing the Youth Truth family survey during the 23/24 school year indicated an opportunity for stronger family engagement programs.	HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.

HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.
	4	5	4	4	4	4	5	4	4	4	4	4	Met		2024-06-18	2024
37764710123042	High Tech Middle Chula Vista	3	Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.  
HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2023/24  school year indicated deep relationships between students and teachers. HTH schools were at the 80th national percentile for families believing teachers and students care about each other according to this survey. 
One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events. 


Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2023/24 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey which represented a 10 percentage point improvement from the prior year.	HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools: 


HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning. 


Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.


	HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students.
Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.  
Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2023/24 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2023/24 school year indicated that HTH schools were at the 84th national percentile for families believing that families and teachers care about each other.
	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2023/24 school year indicated significant growth in family engagement. HTH schools were at the 81st national percentile for families being engaged in school according to this survey. As compared to the 61st percentile in the 2022/23 school year.
	HTH will participate in the Cohort V of the Community Engagement Initiative, beginning in fall 2024. The goal of the initiative is to, “Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California.
	HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 23/24 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 23/24 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP.
Additional opportunities for family involvement at HTH schools include:
-ELAC and DELAC meetings
-Monthly coffee and conversation events with directors 
-Volunteer opportunities available in classrooms and buildings
-Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards
-Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child
In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.	
HTH families completing the Youth Truth family survey during the 23/24 school year indicated an opportunity for stronger family engagement programs. 
	HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.

HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.
	4	5	4	4	4	4	5	4	4	4	4	4	Met		2024-06-18	2024
37764710123059	High Tech Elementary Chula Vista	3	Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.  
HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2023/24  school year indicated deep relationships between students and teachers. HTH schools were at the 80th national percentile for families believing teachers and students care about each other according to this survey. 
One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events. 


Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf
	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2023/24 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey which represented a 10 percentage point improvement from the prior year.


	HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools: 


HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning. 


Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.
	HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students.
Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.  
Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2023/24 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2023/24 school year indicated that HTH schools were at the 84th national percentile for families believing that families and teachers care about each other.
	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2023/24 school year indicated significant growth in family engagement. HTH schools were at the 81st national percentile for families being engaged in school according to this survey. As compared to the 61st percentile in the 2022/23 school year.	HTH will participate in the Cohort V of the Community Engagement Initiative, beginning in fall 2024. The goal of the initiative is to, “Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California.	HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 23/24 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 23/24 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP.
Additional opportunities for family involvement at HTH schools include:
-ELAC and DELAC meetings
-Monthly coffee and conversation events with directors 
-Volunteer opportunities available in classrooms and buildings
-Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards
-Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child
In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.	HTH families completing the Youth Truth family survey during the 23/24 school year indicated an opportunity for stronger family engagement programs.	HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.

HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.
	4	5	4	4	4	4	5	4	4	4	4	4	Met		2024-06-18	2024
37764710127605	High Tech Elementary North County	3	Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.  
HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2023/24  school year indicated deep relationships between students and teachers. HTH schools were at the 80th national percentile for families believing teachers and students care about each other according to this survey. 
One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events. 


Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2023/24 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey which represented a 10 percentage point improvement from the prior year.	HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools: 


HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning. 


Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.
	HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students.
Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.  
Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2023/24 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2023/24 school year indicated that HTH schools were at the 84th national percentile for families believing that families and teachers care about each other.
	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2023/24 school year indicated significant growth in family engagement. HTH schools were at the 81st national percentile for families being engaged in school according to this survey. As compared to the 61st percentile in the 2022/23 school year.	HTH will participate in the Cohort V of the Community Engagement Initiative, beginning in fall 2024. The goal of the initiative is to, “Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California.	HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 23/24 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 23/24 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP.
Additional opportunities for family involvement at HTH schools include:
-ELAC and DELAC meetings
-Monthly coffee and conversation events with directors 
-Volunteer opportunities available in classrooms and buildings
-Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards
-Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child
In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.
	HTH families completing the Youth Truth family survey during the 23/24 school year indicated an opportunity for stronger family engagement programs.	HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.

HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.
	4	5	4	4	4	4	5	4	4	4	4	4	Met		2024-06-18	2024
37764710137067	High Tech High Mesa	3	Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.  
HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2023/24  school year indicated deep relationships between students and teachers. HTH schools were at the 80th national percentile for families believing teachers and students care about each other according to this survey. 
One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events. 


Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2023/24 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey which represented a 10 percentage point improvement from the prior year.
	HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools: 


HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning. 


Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.
	HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students.
Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.  
Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2023/24 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2023/24 school year indicated that HTH schools were at the 84th national percentile for families believing that families and teachers care about each other.


	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2023/24 school year indicated significant growth in family engagement. HTH schools were at the 81st national percentile for families being engaged in school according to this survey. As compared to the 61st percentile in the 2022/23 school year.
	HTH will participate in the Cohort V of the Community Engagement Initiative, beginning in fall 2024. The goal of the initiative is to, “Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California.	HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 23/24 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 23/24 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP.
Additional opportunities for family involvement at HTH schools include:
-ELAC and DELAC meetings
-Monthly coffee and conversation events with directors 
-Volunteer opportunities available in classrooms and buildings
-Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards
-Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child
In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement. 
	HTH families completing the Youth Truth family survey during the 23/24 school year indicated an opportunity for stronger family engagement programs. 

	HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.

HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.
	4	5	4	4	4	4	5	4	4	4	4	4	Met		2024-06-18	2024
37764710138768	High Tech Middle Mesa	3	Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.  
HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2023/24  school year indicated deep relationships between students and teachers. HTH schools were at the 80th national percentile for families believing teachers and students care about each other according to this survey. 
One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events. 


Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2023/24 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey which represented a 10 percentage point improvement from the prior year.
	

HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools: 


HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning. 


Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.
	technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students.
Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.  
Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2023/24 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2023/24 school year indicated that HTH schools were at the 84th national percentile for families believing that families and teachers care about each other.
	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2023/24 school year indicated significant growth in family engagement. HTH schools were at the 81st national percentile for families being engaged in school according to this survey. As compared to the 61st percentile in the 2022/23 school year.	HTH will participate in the Cohort V of the Community Engagement Initiative, beginning in fall 2024. The goal of the initiative is to, “Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California.
	HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 23/24 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 23/24 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP.
Additional opportunities for family involvement at HTH schools include:
-ELAC and DELAC meetings
-Monthly coffee and conversation events with directors 
-Volunteer opportunities available in classrooms and buildings
-Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards
-Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child
In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.	HTH families completing the Youth Truth family survey during the 23/24 school year indicated an opportunity for stronger family engagement programs.	HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.

HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.


	4	5	4	4	4	4	5	4	4	4	4	4	Met		2024-06-18	2024
37764710138776	High Tech Elementary Mesa	3	Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.  
HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2023/24  school year indicated deep relationships between students and teachers. HTH schools were at the 80th national percentile for families believing teachers and students care about each other according to this survey. 
One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available, and some students complete their SLC in their home language. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events. 


Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf
	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2023/24 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey which represented a 10 percentage point improvement from the prior year.	HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools: 


HTH schools engage families through exhibitions of student learning. At biannual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning. 


Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.
	HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students.
Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.  
Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2023/24 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2023/24 school year indicated that HTH schools were at the 84th national percentile for families believing that families and teachers care about each other.
	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2023/24 school year indicated significant growth in family engagement. HTH schools were at the 81st national percentile for families being engaged in school according to this survey. As compared to the 61st percentile in the 2022/23 school year.	HTH will participate in the Cohort V of the Community Engagement Initiative, beginning in fall 2024. The goal of the initiative is to, “Increase the ability and capacity to implement effective, equitable and culturally responsive community engagement practices.” HTH is eager to engage in the work of improving engagement with families who speak languages other than English, along with partners from across the state of California.	H schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 23/24 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 23/24 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP.
Additional opportunities for family involvement at HTH schools include:
-ELAC and DELAC meetings
-Monthly coffee and conversation events with directors 
-Volunteer opportunities available in classrooms and buildings
-Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards
-Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child
In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.	HTH families completing the Youth Truth family survey during the 23/24 school year indicated an opportunity for stronger family engagement programs.	HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.

HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback. Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.
	4	5	4	4	4	4	5	4	4	4	4	4	Met		2024-06-18	2024
37768510000000	Bonsall Unified	3	Community and educational partner engagement is a high priority for the Bonsall Unified School District. We strive to create mutually respectful, supportive, and collaborative environments for ongoing dialogue to achieve academic success for all students. Strengths relate to the willingness between our staff and our families to create partnerships in support of student learning. Each school ensures we hold evening events to educate parents on each teacher's and the school’s plan to improve learning for all students, in addition to programs and resources available for all families. School sites communicate on a weekly basis with newsletters (with translation available). Sending weekly newsletters to student families provides an effective means of communication, keeping parents informed about school events, activities, and important updates, fostering a strong school-home partnership. These newsletters also serve as a valuable resource, offering parents insights into their child's academic progress, achievements, and opportunities for involvement in the school community. BUSD schools administer a climate survey to students, staff, and families three times per year to gain valuable insights into student well-being and family engagement. Site and district administration also foster strong relationships through our parent/guardian groups and committees, such as ELAC, DELAC, SSC, PTA, BUSD Design Team, Superintendent's Advisory Committee, etc.  This year our team formed a Native Learner Advisory Committee (NLAC) that has met throughout the year in Pala. Our goals are to increase communication, build opportunities for listening, and collaborate about how we can best support the needs of our Native American students and their families. Through these methods and more, school sites and the district utilize input to enhance student success and create a more inclusive and supportive educational environment.	The Bonsall Unified School District prioritizes building strong relationships and actively engaging educational partners. We are continually enhancing our frameworks and systems to support family engagement and involvement within both the school and district communities. An area of improvement relates to further developing the collective capacity of teachers and staff to utilize best practices in soliciting and incorporating parent input and in effectively partnering with our families. Site and district administration, the BUSD ELD Team, and the BUSD Equity Team have continued to take action, including further training for ELAC and DELAC members and school staff, the formation of a Native Learner Advisory Committee, and the development of a professional development plan that includes an emphasis on culturally responsive instruction and practices.	The BUSD Family and Community Liaison continues to increase communication and engagement with families in our community. Our Family and Community Liaison provides individual parent-to-parent support, parent workshops, bilingual newsletters, support with ELAC, DELAC, and NLAC, and assistance with referrals and requests for resources. The formation of a Native Learner Advisory Committee and increased professional development on culturally responsive practices has improved engagement with our underrepresented families, along with continued personalized supports and outreach from our school sites.	Strengths relate to a strong commitment to two-way communication using a variety of communication methods. Bonsall is continuing to engage all educational partners meaningfully and regularly. In addition to various methods of communication, Bonsall affords parents the opportunity to give input through school and district committees, such as SSC, PTA, ELAC, DELAC, NLAC, BUSD Design Team, and other parent advisory committees. These opportunities foster meaningful dialogue that helps us to collectively determine goals and actions that lead to academic success for all students. Parents are encouraged to offer parent input on the LCAP goals and actions. Site and district administrators offer numerous opportunities for families to gain further understanding of student progress and to learn new methods for supporting students at home. These include Coffee with the Principal, Back-to-School Night, Open House, parent-teacher conferences, Lunch on the Lawn, and informational evening events. BUSD schools administer a climate survey three times per year to students, staff, and families. Analysis of this survey data, including narrative responses, guides site leadership teams in identifying strengths and areas for improvement for strengthening partnerships with our families.	Areas of Improvement relate to seeking more input from families and community members and providing more support for our underrepresented groups. Bonsall has one community liaison this year who is Spanish speaking, and has developed an Equity Team with teachers, district admin, parent, and student representatives to deepen understanding of the needs of our underrepresented families and to develop strategies to maximize outreach, engagement, and support for our families.	BUSD is committed to creating a welcoming and inclusive environment that respects and celebrates diverse backgrounds. We will continue to focus on establishing effective communication channels, such as translated materials and interpreters, to ensure information is accessible to all families. Additionally, we will continue to build strong partnerships with local community organizations and further implement family engagement programs that can empower underrepresented families to actively participate in their child's education and contribute to school improvement efforts. We are strengthening systems for outreach and engagement for our ELAC, DELAC, NLAC, and DPAC to increase committee involvement. In addition, we are developing a TK-12 Native Learner Outcomes Team to develop plans for improving academic and student engagement outcomes for our Native American students.	The Bonsall Unified School District places a high priority on engaging educational partners. Continuous engagement is essential for creating respectful, supportive, and collaborative environments. This engagement promotes meaningful dialogue, enabling us to collectively determine goals and actions that drive academic success for all students. A significant effort this year to increase educational partner engagement and to deepen communication and collaboration has been the continuation of the work of our BUSD Design Team. The BUSD Design Team, a diverse group of educational partners, collaborated during the 2022-2023 school year to begin the work of developing our BUSD Framework for the Future. The Framework for the Future provides a north star that defines the learner outcomes, learning experiences, and enabling conditions that inform decision-making and prioritization and that communicate where we are headed as a unified district. Educational partner engagement for this work began with student forums conducted at each school site in September of 2022. Following these forums, the Design Team met during the 2022-2023 school year to reflect on student voice and learner experience, define learner profile outcomes, finalize the BUSD Learner Profile, and prototype the BUSD Learning Model. Feedback sessions were held at each school site to gather more input. During the 2023-2024 school year, the Design Team continued collaboration to further define our vision, mission, core values, and learner profile. BUSD provided numerous public venues for educational partners to convene and provide additional input, and educational partners were invited to participate in various surveys. In addition, educational partners were invited to complete LCAP surveys and attend LCAP forums to provide feedback on LCAP goals and actions and on school site plans. These efforts highlight our district's strengths in fostering an inclusive decision-making process. They also demonstrate significant progress in ensuring that a broad range of perspectives are considered in shaping the district's future and direction.	BUSD will maintain an intentional focus on supporting all students, parents, and staff through improved engagement and involvement so that we can seek more meaningful input for decision-making. An area of improvement is further implementing inclusive and transparent processes that encourage diverse perspectives. BUSD administers regular surveys and offers opportunities for families, students, and community members to voice their opinions, concerns, and suggestions. Participation in these opportunities should be more reflective of all of our underrepresented families and student groups. Increasing the response rate and participation of all families is crucial to ensure that the input we receive is representative and balanced. This will help us make more informed decisions that truly reflect the needs and priorities of our entire community.	BUSD has continued the work of our Equity Team to increase our collective understanding of cultural diversity and issues of equity that our students are facing. We aim to determine steps we can take together to mitigate these equity issues and ensure that all students are included, valued, and supported. In addition to attending the SDCOE Equity Conference, our Equity Team has met to reflect on data and the impact of belonging on our students and our culture. Bonsall Unified is honored to serve a significant population of English Learner students and Native Learner students from the Pala Band of Mission Indians. BUSD continues to foster a strong relationship with tribal leadership and with our families and students from our native population and with the families of our English Learner students. This year we further collaborated with Tribal Council, SDSU, SDCOE, and CSUSM to seek new ways to support our American Indian students. Our team began implementation of a professional development plan for our staff and formed both a TK-12 Native American Student Success PLC and a Native Learner Advisory Committee, in partnership with representatives from Pala Tribal Council, to support us in investigating equity perspectives for continuous improvement. In addition, each school site has an active and engaged English Learner Advisory Committee that helps to shape the goals and actions of school site plans and the BUSD LCAP.	4	4	4	5	3	4	4	4	4	3	4	4	Met		2024-06-26	2024
37768516113468	Vivian Banks Charter	3																						Not Met For Two or More Years			2024
37770990000000	SBE - Altus Schools East County	3	"The school has made significant progress in building strong relationships between school staff and families: key strengths and progress in this area include:
•	High-quality Teachers: Each student is assigned a high-quality Teacher who is responsible for supervising all subjects and providing personalized attention. This close relationship ensures teachers can adjust assignments to meet student needs and goals and facilitates timely communication with parents.
•	Parental Involvement: The school emphasizes the importance of parental involvement in student success. Parents are encouraged to set high expectations, talk about school daily, monitor schoolwork, establish daily homework routines, stay aware of test schedules, and maintain regular contact with teachers. This partnership approach helps in creating a supportive environment for students.
•	Family Resources: The school provides extensive resources for families, including financial aid information, standardized testing support, and help with college admissions. These resources are designed to assist families in navigating the academic landscape and supporting their children’s educational journey.
•	Personalized Learning Environment: The school operates with a low student-to-teacher ratio, allowing for personalized attention and the ability to build strong, individualized relationships. Teachers are deeply familiar with their students' academic levels and progress, which fosters a more tailored and supportive learning experience.
•	Regular Communication: The school ensures regular communication through weekly conferences where parents receive updates on their child’s progress, attendance, behavior, and upcoming events. This continuous engagement keeps parents informed and involved in their child's education.
These efforts collectively enhance the relationship between school staff and families, ensuring that students receive the support they need to succeed both academically and socially. Parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 98.1% of parents report being able to provide input and feedback to the school through multiple ways. The school values the partnership between school staff and families as the foundation of parent and family engagement. Over 100% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 100% of parents report that the school provides innovative and engaging learning environments. 
"	Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community The school regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed.
The LEA’s focus areas for improvement in building relationships between school staff and families include increasing parental participation in the Family Learning Series to foster a deeper engagement with their children’s education. They aim to encourage parents to support their students in excelling in mathematics by providing resources and strategies to reinforce learning at home. Another focus is to gather more input from parents on specific needs such as language development and mental health, ensuring that the school’s programs are tailored to address these critical areas. These efforts are designed to create a more collaborative and supportive environment for students and their families.
	To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated, and interpreters have been made available for calls and meetings. The school will issue continue to Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Parent Square further provides communication and engagement opportunities between the educational partners and the school.	The LEA’s current strengths and progress in building partnerships for student success include providing a highly personalized academic experience through one-on-one instruction and small group sessions. The school emphasizes rigorous academic standards and regular assessments to ensure students meet or exceed expectations. The school offers various opportunities such as college courses, career technical education, internships, and leadership roles through programs like the California Cadet Corps. Additionally, the school engages students, parents and community partners in creating Pathways Personalized Education Plans to support individual student goals and needs. 
The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and support for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and support to families throughout the school year.
	The LEA’s focus areas for improvement in building partnerships for student outcomes include enhancing math resources and instructional support to boost student proficiency in mathematics. They also aim to strengthen college and career planning and guidance to ensure students are well-prepared for post-secondary education and career paths. Additionally, a focus is placed on improving strategies to help students graduate on time by providing targeted interventions and personalized support. These efforts are designed to create a more robust support system for student success.
Based upon information collected from students, the school will maintain or expand Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA.
	ASEC is fully committed to continuously improving the engagement of underrepresented families with our partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical, and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals. To better facilitate school to home two-way communication and input with English Learner households, school materials will be translated as translators provided when needed. Demographically, the LEA is majority-minority, majority SED, and a higher percentage of students with disabilities than the surrounding community. All students have full access to the courses and opportunities offered at the school.  The school continues to solicit input from educational partners to identify and address student and family needs and to break down barriers to success.	The LEA’s current strengths and progress in seeking input for decision-making include actively involving teachers, principals, administrators, school personnel, parents, and students through diverse engagement methods. Teachers contribute via the Staff LCAP Engagement Survey, ELAC Instructional Meetings, and professional learning sessions. Principals and administrators provide input through team huddles, SSC meetings, and strategic planning sessions. Parents participate in surveys, Open House, and Senior Night events, while students share their perspectives through surveys, School Site Council meetings, and various school events that focus on family engagement and provide opportunities for input into the school’s programs. This inclusive approach ensures the LCAP reflects the needs and priorities of all stakeholders, fostering a collaborative environment for student-centered actions and priorities.

The school engages educational partners in its processes for continuous improvement and prioritizes building the capacity of staff and families to engage in advisory groups and decision making. The school provides training for SSC members annually and holds regular meetings to develop, refine, and update the LCAP. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides training, resources, support, and feedback opportunities throughout the school year. In 2023-2024 the school received input from 118 students and parents and used the results in the development of the 2023-2024 LCAP.
	The LEA’s focus areas for improvement in seeking input for decision-making include increasing parent and student participation in surveys, increasing attendance for the Family Learning Series, College/Career week, and engaging more in Open House and other school events. By enhancing these engagement methods, the LEA aims to gather more comprehensive and diverse feedback from parents, ensuring that their perspectives are effectively incorporated into the decision-making process. This approach is intended to create a more inclusive and responsive environment that better supports the needs and priorities of students and their families.	School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff utilize ParentSquare to engage in two-way communication with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive English Learners Advisory Committee (ELAC) meetings will seek to increase parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will continue to provide translated materials and resources for parents and family members of English Learners.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
37771070000000	SBE - Altus Schools South Bay	3	"The school has made significant progress in building strong relationships between school staff and families: key strengths and progress in this area include:
•	High-quality Teachers: Each student is assigned a high-quality Teacher who is responsible for supervising all subjects and providing personalized attention. This close relationship ensures teachers can adjust assignments to meet student needs and goals and facilitates timely communication with parents.
•	Parental Involvement: The school emphasizes the importance of parental involvement in student success. Parents are encouraged to set high expectations, talk about school daily, monitor schoolwork, establish daily homework routines, stay aware of test schedules, and maintain regular contact with teachers. This partnership approach helps in creating a supportive environment for students.
•	Family Resources: The school provides extensive resources for families, including financial aid information, standardized testing support, and help with college admissions. These resources are designed to assist families in navigating the academic landscape and supporting their children’s educational journey.
•	Personalized Learning Environment: The school operates with a low student-to-teacher ratio, allowing for personalized attention and the ability to build strong, individualized relationships. Teachers are deeply familiar with their students' academic levels and progress, which fosters a more tailored and supportive learning experience.
•	Regular Communication: The school ensures regular communication through weekly conferences where parents receive updates on their child’s progress, attendance, behavior, and upcoming events. This continuous engagement keeps parents informed and involved in their child's education.
These efforts collectively enhance the relationship between school staff and families, ensuring that students receive the support they need to succeed both academically and socially. Parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 97.6% of parents report being able to provide input and feedback to the school through multiple ways. The school values the partnership between school staff and families as the foundation of parent and family engagement. Over 100% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 98.8% of parents report that the school provides innovative and engaging learning environments. 
"	Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community The school regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed.
The LEA’s focus areas for improvement in building relationships between school staff and families include increasing parental participation in the Family Learning Series to foster a deeper engagement with their children’s education. They aim to encourage parents to support their students in excelling in mathematics by providing resources and strategies to reinforce learning at home. Another focus is to gather more input from parents on specific needs such as language development and mental health, ensuring that the school’s programs are tailored to address these critical areas. These efforts are designed to create a more collaborative and supportive environment for students and their families.
	To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated, and interpreters have been made available for calls and meetings. The school will issue continue to Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Parent Square further provides communication and engagement opportunities between the educational partners and the school.	The LEA’s current strengths and progress in building partnerships for student success include providing a highly personalized academic experience through one-on-one instruction and small group sessions. The school emphasizes rigorous academic standards and regular assessments to ensure students meet or exceed expectations. The school offers various opportunities such as college courses, career technical education, internships, and leadership roles through programs like the California Cadet Corps. Additionally, the school engages students, parents and community partners in creating Pathways Personalized Education Plans to support individual student goals and needs. 
The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and support for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and support to families throughout the school year.
	The LEA’s focus areas for improvement in building partnerships for student outcomes include enhancing math resources and instructional support to boost student proficiency in mathematics. They also aim to strengthen college and career planning and guidance to ensure students are well-prepared for post-secondary education and career paths. Additionally, a focus is placed on improving strategies to help students graduate on time by providing targeted interventions and personalized support. These efforts are designed to create a more robust support system for student success.
Based upon information collected from students, the school will maintain or expand Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA.
	ASSB is fully committed to continuously improving the engagement of underrepresented families with our partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical, and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals. To better facilitate school to home two-way communication and input with English Learner households, school materials will be translated as translators provided when needed. Demographically, the LEA is majority-minority, majority SED, and a higher percentage of students with disabilities than the surrounding community. All students have full access to the courses and opportunities offered at the school.  The school continues to solicit input from educational partners to identify and address student and family needs and to break down barriers to success.	The LEA’s current strengths and progress in seeking input for decision-making include actively involving teachers, principals, administrators, school personnel, parents, and students through diverse engagement methods. Teachers contribute via the Staff LCAP Engagement Survey, ELAC Instructional Meetings, and professional learning sessions. Principals and administrators provide input through team huddles, SSC meetings, and strategic planning sessions. Parents participate in surveys, Open House, and Senior Night events, while students share their perspectives through surveys, School Site Council meetings, and various school events that focus on family engagement and provide opportunities for input into the school’s programs. This inclusive approach ensures the LCAP reflects the needs and priorities of all stakeholders, fostering a collaborative environment for student-centered actions and priorities.

The school engages educational partners in its processes for continuous improvement and prioritizes building the capacity of staff and families to engage in advisory groups and decision making. The school provides training for SSC members annually and holds regular meetings to develop, refine, and update the LCAP. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides training, resources, support, and feedback opportunities throughout the school year. In 2023-2024 the school received input from 175 students and parents and used the results in the development of the 2023-2024 LCAP.
	The LEA’s focus areas for improvement in seeking input for decision-making include increasing parent and student participation in surveys, increasing attendance for the Family Learning Series, College/Career week, and engaging more in Open House and other school events. By enhancing these engagement methods, the LEA aims to gather more comprehensive and diverse feedback from parents, ensuring that their perspectives are effectively incorporated into the decision-making process. This approach is intended to create a more inclusive and responsive environment that better supports the needs and priorities of students and their families.	School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff utilize ParentSquare to engage in two-way communication with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive English Learners Advisory Committee (ELAC) meetings will seek to increase parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will continue to provide translated materials and resources for parents and family members of English Learners.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
37771560137323	Vista Springs Charter	3	In the spring of 2024, parents were surveyed to collect perception data on the school's practices of building relationships between school staff and families. Families responded overwhelmingly well, with 92% reporting that they have experienced school staff building trusting and respectful relationships with families. While the school leadership is pleased with this report, we understand that efforts must continue to focus on prioritizing relationships, especially with new staff members and leaders. 94% of families report that the school has created welcoming environments, and 85% of parents report that administrators encourage staff to learn about families' strengths, cultures, and languages. The school continues to work toward developing fully inclusive learning environments and providing staff training that includes addressing unconscious bias. Finally, 97% of parents report that school communication uses language that is accessible to families.

One of the charter school's pillars of personalized learning is to create a caring community. This is an area of strength for the school, and we prioritize creating welcoming environments and open communication with all of our educational partners. We believe it is essential to know the whole child, and this includes knowing and supporting their families. Teachers and leaders use a variety of assessments and assignments to help us do so. For example, parents and students are given learning/educating strengths finders assessments, and learning styles assessments, along with other ways to evaluate and identify interests, strengths, and areas of need. We provide opportunities for families across programs to engage in the school community in a multitude of ways such as math nights, parent education, field trips, and school site council; these opportunities are clearly communicated to families through Parent Square and newsletters.	Our focus area continues to help staff learn more about every student's whole family, including cultures and languages, to ensure that there are ample opportunities for celebrating varied cultures, traditions, and rituals. We have also focused our belonging committee on educating Springs employees regarding different cultures and languages as well as celebrating differences. We provide opportunities for parents and families to connect with school leaders and other families through targeted events including our Parent Ignite Conference.	Our commitment to inclusivity extends to creating welcoming environments for all families in our community. By hosting regular community events such as cultural fairs and open houses, we've ensured that every family feels valued and embraced within our educational community.
In line with our dedication to cultural proficiency, we've prioritized enhancing training and support for English Language Learners (ELLs). Our LEA has implemented a variety of channels to facilitate 2-way communication between families and educators. Leveraging platforms like ParentSquare, we've established accessible channels for families to engage with school updates, announcements, and educational resources in languages they understand. Additionally, feedback mechanisms such as surveys and parent-teacher conferences ensure that voices from both sides are heard and valued in shaping our educational practices.
Focus Areas for Improvement: Moving forward, our LEA remains dedicated to continuous improvement in building relationships between school staff and families. Based on the analysis of educational partner input and local data, our primary focus areas include further enhancing cultural competency training for staff, expanding outreach efforts to underserved communities, and fostering deeper collaboration between families and educators in the decision-making process. By addressing these areas, we aim to strengthen our bonds with families and create a more inclusive and supportive educational environment for all.	In the spring of 2024, parents were surveyed to collect perception data on the school's practices of building partnerships for positive student outcomes.  89% of parents responded that staff were actively improving their capacity to partner with families. 90% of parents reported that they have resources to support student learning in the home. 91% of parents reported that they meet with teachers to discuss student progress and improvement. 82% of parents reported that they feel the school empowers them to understand their legal rights and opportunities for student advocacy.

The school's pillars of personalized learning and core values are embedded in the school culture, which supports family relationships. The school mission centers on the belief that the community is the classroom, and we partner with parents in the education of their students. The school has fully implemented practices to support and train families in strategies to support student learning through professional development opportunities, parent/student education workshops, and our parent education courses and student center signature events. Information is provided through parent information handbooks, online platforms, weekly updates, and newsletters. All caregivers are invited to take part in the charter network's annual conference, Parent Ignite!, in which breakout sessions are offered on a variety of topics of interest. Personalized learning goals for every student are established in partnership with their families so that students work on goals in the school and home settings. Local student facilities have open forums such as coffee with the principal, open house, email, and newsletter communication in place to provide parent input and access to resources for home-to-school connections. The school policies and procedures are outlined in our Springs parent handbook, and parents are made aware of their legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in surveys that are given two times a year. Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers' and leaders' abilities to partner with families.	Our area of focus remains the area of continuing to improve the development of teachers and leaders in understanding specific ways to engage families including underrepresented families. We have made strides in this with specific training offered by outside consultants as well as implementing a Belonging Committee, led by an assistant superintendent focused on this goal. Our focus will be to continue providing training and support for understanding social and emotional needs and the increased need for support in this post-pandemic time. Supporting healthy SEL in the home and the school is essential to learning.	Areas of need are more prevalent in underrepresented families, and school leaders are increasing support in those areas of the school. Professional development will include understanding how to create more opportunities for underrepresented families to participate in the learning community, whether online or at a student center. We continue to seek input from our leaders who are doing this well.	In the spring of 2024, parents were surveyed to collect perception data on the school's practices of seeking input for decision-making.  79% of parents report that principals/directors engage families in decision-making. 83% of parents report that the school encourages families to engage in advisory groups and decision-making (school site council, DELAC, Special Education Parent Collaboration, etc.). 81% of parents report that families have opportunities to provide input on policies and programs, and the school specifically seeks input from underrepresented groups.  83% of parents report that staff and families work together to plan, implement, and evaluate family engagement opportunities. 

The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities at the school and district levels. We involve families in our WASC visits as well as in visits from our authorizers. We included parents on our literature review committees and those groups included parents of underrepresented students from within the school community. Advisory groups have been established to expand opportunities for parent input. Student centers and online programs host various parent-teacher events, provide parent courses (based on parent-designated needs), and host monthly parent forums.	The identified area of focus in seeking input for decision-making centers on expanding efforts to engage typically underrepresented groups. See below for details.	We have improved the engagement of underrepresented families by increasing opportunities for families to work in advisory groups including DELAC and School Site Council to collaborate with leadership for decision-making. We have had consistency with our increased opportunities for family members to engage in advisory groups and decision-making, especially in seeking input from underrepresented groups in the community. In part, we will ensure that parent forums/town hall meetings include topics that will be geared toward underrepresented families and ensure that they have a voice in decision-making. We have worked with staff in the area of providing diverse curricula, newsletters that can be disseminated in the language of our school population, and schoolwide data analysis practices. We have furthered our collaboration with our Student Services team and Homeless Youth Liaison to develop this plan.	5	4	4	5	4	4	5	4	3	4	4	4	Met		2024-06-06	2024
37771640137356	College Preparatory Middle	3	Building trusting relationships with our students and their families is just as important as building an effective academic program. Now more than ever, instruction should also focus on building connections and avenues for student and family engagement. When schools and families work together-students achieve! We fully believe it is the relationships that we have with our families that make our school so successful, and we are focused on fostering opportunities for meaningful engagement. 87% of our families state that they feel welcomed and known on campus and 88% state they are invited/encouraged to attend school activities and functions. 88% view themselves as partners with CPMS in their child's education.
(Data: Parent Survey May 2024)	We continue to look for ways to by which families can become actively engaged in their student’s educational progress and support their academic learning at home. Our goal is to establish opportunities to foster communication, strengthen the home-school connection, and create opportunities for meaningful family engagement. We plan to develop more avenues to increase communication and parent participation in our school activities in the coming school year. We have purchased a new parent communication tool (Parent Square) that will improve our ability to communicate with our families. We are looking forward to training our staff and utilizing this new tool in the 24-25 school year.	"Early outreach in the summer, refinement of our Back to School Night to include more time for parent engagement and parent/teacher activities planned for each quarter. A special Back To School  ""Tiger University""  for all new parents."	"Parent Surveys reflect a parent community that feels a strong sense of ""connectedness"" to our campus (87%) (Data:Parent Survey May 2024). The addition of our School Counselor has enabled us to offer more opportunities for parent engagement this year. Monthly ""parent connection"" meetings as well as our active PTSA offer regular monthly opportunities for families to engage with the school program. 88% of our parents would recommend CPMS to other families (Data: Parent Survey May 2024)."	"We continue to explore ways to increase our engagement with our families and will strive in the 24-25 year to offer more opportunities for parents to become engaged in their student’s learning and get to know teaching staff better. Back to school nights will be redesigned, along with the addition of a ""Tiger University"" for new parents.
"	Our goals and actions are aimed toward increasing the academic achievement of all CPMS students and engaging parents and community partners through education, communication and collaboration that promote student success. We will continue to develop ways to deliver meaningful engagement activities, including via personal family invitation, to promote increased participation.	"89% of our families believe their student is receiving a quality education at CPMS (Data: May 2024) . 87% of our parents feel they are ""partners with CPMS staff in their child's education"" (Data: May 2024). We meet monthly with our parent advisory committee (PTSA) and look for their input/opinions on how to best serve the needs of all students on campus. Our Counselor hosts monthly ""Parent Connection"" meetings to speak about topics that have come up at school and to solicit parent input about our school program. We run a quarterly ELAC parent committee with our language learner families. Through every parent interaction on campus (IEP, 504, SST, parent conference, monthly PTSA, monthly Parent Connection meetings, ELAC meetings, phone calls, etc.), we  inform our LCAP goals and identify areas of need."	"We are always exploring ways to increase participation from our families. Life is busy these days! We continue to develop creative and imaginative avenues to determine how to collect the most input from our families in those times that are already embedded in the school day . This gives us a great opportunity to gather data quickly-without asking for any ""extra"" time from families. We will continue to build on these ideas for gathering input from our families in the coming school year."	Early outreach is key. It is important that we personally invite our families to attend all school functions and have staff focus on making those contacts. For the 2024-2025 school year, we have purchased a new parent communication platform that will expand our staff's ability to reach parents, via text, email and phone.	5	5	4	5	4	4	4	5	5	5	5	5	Met		2024-06-12	2024
37771720138099	Baypoint Preparatory Academy - San Diego	3	Looking holistically, BPA-SD’s educational model and its educational programs allow instructional staff to be involved in a targeted investigation of each student’s immediate and long-term needs, this provides instructional staff the opportunity to address individual student needs, leaving no margin for inequality amount students' subgroups, including at-risk students. BPA-SD actively partners with educational partners to support students' academic success and personal goals.

BPA-SD has adopted and implemented processes and procedures to involve staff in shared decision-making and self-reflection and has encouraged staff to take accountability for supporting student learning throughout all programs. This involves staff meetings, training sessions, and professional development. Instructional staff qualifications are further developed through ongoing professional development. Feedback from staff regarding professional development and the effectiveness of the training further provides the administration with valuable insights to best assist instructional staff in catering to the BPA-SD students and families' diverse populations.	BPA-SD improvement in Building Partnerships for Student Outcomes is ongoing. BPA-SD strives to ensure that students and staff have a clean, safe, and positive learning environment. Of equal importance is the growth and support of students' social and emotional skills as they matriculate various grade levels. While the blended learning model stresses individualized student growth, the engagement with the entire school allows for prolonged student success. The commitment to promoting the entire school community as a whole provides advancement to students beyond the borders of the school.	BPA-SD leadership and instructional staff continually examined quantitative and qualitative assessment data to drive and improve the instruction aligned with the CCSS. Blended Learning models and station rotations were developed to ensure individualized learning paths and outcomes for at-risk students.

BPA-SD has an effective system to determine and monitor at-risk students’ growth and progress where instructional staff, with the support of academic coaches, implements targeted intervention time. Instructional staff members have weekly meetings to verify student progress in the standards taught, in order to ensure that all grade levels are working towards meeting their targeted goals. Instructional staff used rubrics from the published curriculum programs and online resources, which play a role in the teachers’ determination of the student’s progress toward mastering the CCSS. Throughout the year, benchmark student achievement data is analyzed among the instructional staff during meetings and professional development days. Analysis of assessment results assists instructional staff in providing a personalized education experience, communicating effectively with underrepresented families, and providing resources to meet the set goals for their students.	To build relationships between school staff and families, BPA-SD elicits substantial representation and meaningful members’ engagement of all educational partners to communicate in a variety of ways, including surveys, text messaging, school website posting, and on-site/video conferencing meetings throughout the academic year.

Resources are introduced and communicated in English and Spanish to all families during student orientation. Invitations and notifications to school and local community events are sent out in both languages throughout the year and are communicated through various methods, including email, social networking sites, class/school website postings, monthly newsletters, phone calls, etc.

Communication with families is timely and clear throughout the year to provide resources, elicit feedback, and share further improvements. Each communication method invites families to reach out and/or schedule an appointment to address any concerns they may have in addition to regularly scheduled Student/Parent/Teacher Conferences.	BPA-SD references the California Dashboard and internal i-Ready results to address areas needing improvement per Local Control and Accountability Plan goals (LCAP). All data gathered is used to inform educational partners of student progress and shared during parent/teacher conferences.

Further, the Parent Advisory Committee (PAC), as well as the Educational Partners Committee: School Site Council, Wellness Committee, English Learners Advisory Committee, and District English Learner Advisory Committee (ESWED), meet monthly/quarterly to work collaboratively with school staff to review, develop and recommend new strategies in support of students’ academic goals and students’ social-emotional well-being. Further, BPA-SD educational partners engage and collaborate to cultivate academic and social experiences (educational school events on and off campus: cultural events, parent workshops, etc.).

It is a joint effort of educational partners to build and shape working relationships among the
community members to ensure that all students succeed.	BPA-SD designated PAC and ESWED committees to build educational partners' knowledge on all aspects of BPA-SD programs to provide meaningful input. These committees support BPA-SD to establish a strong partnership and foster empathetic, transparent, and resilient relationships with families. BPA-SD continuously strives to establish trust by maintaining positive communication to create an environment for underrepresented families so that all students have an opportunity to thrive academically and socially.	Families and school community engagement and progress in seeking input for decision-making are vital to the success of all students. BPA-SD is committed to shaping authentic family-school partnerships in meaningful ways that systemically involve families across all grade levels. This partnership requires the commitment of all educational partners to contribute to the success of the organization. The accountability of all members increases BPA-SD students’ performance in the area of test scores, building self-esteem, and consistent daily student attendance and families’ attendance and participation at PAC and ESWED meetings and school events.

Further, full attendance for each instructional day is vital to student academic success. BPA-SD strives to unify students, families, and instructional staff to support student learning. To achieve this, BPA-SD leadership offers support and resources to students and families to eliminate obstacles and ensure that students are engaged and meeting academic goals.	BPA-SD leadership provides students, staff, families, and the community with the opportunities for engagement that is essential to the success of all students, including at-risk students. Welcoming environment, volunteering opportunities, classroom culture, extracurricular activities, school-wide projects, and school events are ongoing and encouraged to contribute to BPA-SD students’ performance in the area of test scores, building self-esteem, and consistent daily attendance.	The school-wide implementation of revised and additional programs, services, and staff professional learning opportunities are intended to, and will continue to, foster a positive and inclusive learning environment, especially for at-risk students. Further, the data and feedback on programs and services from underrepresented families increase educational partners’ knowledge and opportunities to engage in decision-making (Parent/Teacher conferences, Surveys, PAC and ESWED meetings, etc.).

To help identify students’ areas of need, all educational partners are given an opportunity to engage in discussions to help identify support strategies for all BPA-SD students, including at-risk students. BPA-SD students, underrepresented families, and staff conveyed that social-emotional well-being, opportunities for school-wide engagement, the need for targeted academic support in the area of foundational skills as well as innovative and engaging curriculum are vital to students’ success.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-25	2024
38103890000000	San Francisco County Office of Education	3	A district wide Coordinated Care Team implementation guide was co-created with students and families through an advisory group model. The training and support for school sites to launch their coordinated care teams began in September 2021 and schools have been supported since then in developing and supporting their coordinated care team to include participation by families. The Family Partnership Team has developed Toolkits, which include checklists, rubrics, and tipsheets to support school sites in having effective Family Teacher Conferences. The toolkits are accessible through the SFUSD website. The SFUSD Family Partnership Planning & Implementation Process best practice area of Support Navigating SFUSD provides families with resources to advocate for their children. Participation and use is not mandatory. Lunch and Learn sessions for school site administrators Coordinated Care for Truancy helped build capacity for Tier 3 focused supports for families.	Communication is a cornerstone of effective education. When communication channels are predictable and reliable, they can help create a collaborative learning environment with parents, caregivers and educational partners. Open and effective communications promotes positive behavior in students, builds trust, supports transitions, and encourages students to become lifelong learners. Families' and the community's perceptions about our schools matter-- for enrollment, for school morale, for loving and fair treatment, and for a parent’s/caregiver’s peace of mind that our schools are providing the best education possible in safe and  nurturing environments. 
SFUSD uses the following platforms/channels to communication with parents and caregivers:
School Messenger: a comprehensive communication platform designed for K-12 schools to streamline communication between educators, parents, and students. It is widely used to enhance engagement, ensure the timely dissemination of information, and improve overall school community interaction.
SFUSD OASIS: San Francisco Unified School District Online Accessible Student Information System (OASIS) is a web-based platform that provides students, parents, and guardians with access to important information regarding their education, namely to inform our community of events and connect them to resources.
ParentVUE: an online platform provided by the San Francisco Unified School District (SFUSD) that allows parents and guardians to access important information about their child’s education. It is part of the Synergy Student Information System (SSIS), designed to enhance communication and engagement between schools and families, namely around student academic information, attendance records and class schedules amongst other features.
SFUSD Family Announcement Bulletin (FAB): communication tool used to keep families informed about important news, updates, events, and resources related to the school district. 
SFUSD Family Newsletter: designed to keep parents, guardians, and students informed about important district news, events, and resources in addition to celebrations and achievements.
School Site Newsletters: designed to keep the school community—students, parents, guardians, and staff—up-to-date with important information and events happening at their specific school, featuring a principal’s message, upcoming events and important dates, academic information, student achievements and recognition and parent and community engagement.	LCAP Goal 3 Strategic Partnerships is intended to engage parents/caregivers as partners and collaborate with the City of San Francisco, state and federal agencies, community-based organizations, philanthropic organizations, and the business community to advance the District’s goals and values. 
LCAP Action 3.02 Strengthen Partnership with Parents/Caregivers: Improve communication channels. 
Differentiated outreach for focal populations to ensure participation.
Improve districtwide public information and family communications channels (e.g OASIS, The Family Bulletin, Parent newsletters, bulletins, website, ParentVue) was specifically developed to address this priority recommendation. 

Staff professional development on topics like Implicit Bias had historically been led centrally and held by the Student and Family Services Division (SFSD). Over the past six school years, significant budget cuts have been made to this division and the district’s ability to develop materials, train and coach site staff centrally has since diminished. In school year 2023-2024, this division was integrated into the Schools Division, inclusive of LEAD, which has trained and supported administrators around anti-racist and implicit bias training, specifically in serving to increase students’ and staff sense of belonging. In the school year 2024-2025, this work will be supported under the Ed Services division and aligned to the district’s plan for professional learning. Site leaders and staff can access asynchronous resources to develop their staff to do the necessary “inside out” work in order to truly become an anti racist school district. Coordinated Care Team (members will engage in Professional Learning Communities (PLCs) to deepen their understanding of this work, collaborate across school teams to share resources and learn from what is working and turn key those materials to school site educators and staff (see LCAP Action 2.03: Safe & Supportive Schools-Coordinated Care Team:
Strengthen and institutionalize CCTs to provide coordinated experience at school sites to students and families, specifically with an asset-based and anti-racist lens).

Further, LCAP Action 3.05, Community Schools will help build the capacity of staff to develop, implement, and sustain the community school model which is rooted in anti-racist practices. 
	Based on 13,617 responses to our Panorama family survey, 95% parents and caregivers reported a positive sense of being accepted, valued, and included, by others (teacher and peers) in all school settings. 
Improved partnering with parents and caregivers, community members and community based organizations in service of improving the outcomes and experiences of our students has been crucial work this past school year. We have made improvements to actively involve parents and families in the educational process through better communication channels and deepened partnerships with community to support students' academic and social-emotional development. We launched a Fall School Site Council Summit for parent leaders to engage with and learn best practices for advocacy and build the capacity of our parents and caregivers to engage in the School Planning process. SFUSD has also launched two new parent advisory committees- The Latinx Community Council and the Asian American Parent Advisory Committee and Queer & Trans Parent Advisory Council is in development and set to launch at the beginning of the 24-25 school year.	LCAP Goal 3, Strategic Partnerships aims to improve community Engagement for effective decision making, 
improve communication channels, strengthen parent & student advisory committees and continue to build the capacity of parents and caregivers as partners in service of achieving our collective vision and goals. We will continue to improve our communication channels not only in the myriad of languages that are representative of our district and school communities, we will also ensure that our partnership fosters a deep sense of belonging for our students. We aim to ensure that every school is a place where students form meaningful connections and feel like they belong, every school fosters strong relationships among families, teachers, and students and every school offers comprehensive services through a Coordinated Care Team approach to serving the whole child. 
	SFUSD is committed to working in partnership with our families, our community, and our city government, and we develop the systems and structures needed to build trust, listen deeply, craft shared goals and collaborate to attain them. We will continue to build the capacity of SSC/ELAC members, strengthen engagement throughout our ten parent advisory committees and two student advisory committees. We will conduct targeted listening sessions with historically underrepresented communities and at schools identified for comprehensive support and improvement.	The Board of Education drafted Effective-Decision Making as our Guardrail to ensure that the superintendent will not make major decisions without utilizing a process – that includes meaningful consultation with the parents/guardians, students, and staff who will be impacted by those decisions – at the inception, adoption, and review. Those major decisions for the 23-24 school year included, the High School Task Force: Adopting and implementing September 2023 recommendations, Secondary Math Policies: Reviewing and revising math programs, Resource Alignment: Identify the ideal staffing model for each grade band, Budget Prioritization Process: Including aligning staffing with enrollment and developing a Two-year Calendar. In the past school year, we have established consistent engagement processes and practices, identified the decision-making model (Hierarchical, Consultative, Consensus,  Majority) upfront for clarity and transparency, closed the feedback loop with educational partners, linked the decision process with the input/engagement process and used inclusive engagement activities that ensure equity of voice. We will sustain and deepen these practices in the school year ahead.	"Continued work to facilitate two-way community engagement is an ongoing area for improvement. As we work to build parent and caregiver partnership, we must also follow the dual capacity framework by focusing on building the capacities of both school staff and families. As we implement our approach, we will use an implementation rubric to ensure we are inclusive by asking, ""Who are we engaging?"", create channels for two-way engagement and are intentional in our timing and cadence of communication."	SFUSD is committed to working in partnership with our families, our community, and our city government, and we develop the systems and structures needed to build trust, listen deeply, craft shared goals and collaborate to attain them. We will continue to build the capacity of SSC/ELAC members, strengthen engagement throughout our ten parent advisory committees and two student advisory committees. We will conduct targeted listening sessions with historically underrepresented communities and at schools identified for comprehensive support and improvement.	3	3	3	3	3	3	3	3	3	3	3	3	Met		2024-06-25	2024
38684780000000	San Francisco Unified	3	A district wide Coordinated Care Team implementation guide was co-created with students and families through an advisory group model. The training and support for school sites to launch their coordinated care teams began in September 2021 and schools have been supported since then in developing and supporting their coordinated care team to include participation by families. The Family Partnership Team has developed Toolkits, which include checklists, rubrics, and tipsheets to support school sites in having effective Family Teacher Conferences. The toolkits are accessible through the SFUSD website. The SFUSD Family Partnership Planning & Implementation Process best practice area of Support Navigating SFUSD provides families with resources to advocate for their children. Participation and use is not mandatory. Lunch and Learn sessions for school site administrators Coordinated Care for Truancy helped build capacity for Tier 3 focused supports for families.	Communication is a cornerstone of effective education. When communication channels are predictable and reliable, they can help create a collaborative learning environment with parents, caregivers and educational partners. Open and effective communications promotes positive behavior in students, builds trust, supports transitions, and encourages students to become lifelong learners. Families' and the community's perceptions about our schools matter-- for enrollment, for school morale, for loving and fair treatment, and for a parent’s/caregiver’s peace of mind that our schools are providing the best education possible in safe and  nurturing environments. 
SFUSD uses the following platforms/channels to communication with parents and caregivers:
School Messenger: a comprehensive communication platform designed for K-12 schools to streamline communication between educators, parents, and students. It is widely used to enhance engagement, ensure the timely dissemination of information, and improve overall school community interaction.
SFUSD OASIS: San Francisco Unified School District Online Accessible Student Information System (OASIS) is a web-based platform that provides students, parents, and guardians with access to important information regarding their education, namely to inform our community of events and connect them to resources.
ParentVUE: an online platform provided by the San Francisco Unified School District (SFUSD) that allows parents and guardians to access important information about their child’s education. It is part of the Synergy Student Information System (SSIS), designed to enhance communication and engagement between schools and families, namely around student academic information, attendance records and class schedules amongst other features.
SFUSD Family Announcement Bulletin (FAB): communication tool used to keep families informed about important news, updates, events, and resources related to the school district. 
SFUSD Family Newsletter: designed to keep parents, guardians, and students informed about important district news, events, and resources in addition to celebrations and achievements.
School Site Newsletters: designed to keep the school community—students, parents, guardians, and staff—up-to-date with important information and events happening at their specific school, featuring a principal’s message, upcoming events and important dates, academic information, student achievements and recognition and parent and community engagement.	LCAP Goal 3 Strategic Partnerships is intended to engage parents/caregivers as partners and collaborate with the City of San Francisco, state and federal agencies, community-based organizations, philanthropic organizations, and the business community to advance the District’s goals and values. 
LCAP Action 3.02 Strengthen Partnership with Parents/Caregivers: Improve communication channels. 
Differentiated outreach for focal populations to ensure participation.
Improve districtwide public information and family communications channels (e.g OASIS, The Family Bulletin, Parent newsletters, bulletins, website, ParentVue) was specifically developed to address this priority recommendation. 

Staff professional development on topics like Implicit Bias had historically been led centrally and held by the Student and Family Services Division (SFSD). Over the past six school years, significant budget cuts have been made to this division and the district’s ability to develop materials, train and coach site staff centrally has since diminished. In school year 2023-2024, this division was integrated into the Schools Division, inclusive of LEAD, which has trained and supported administrators around anti-racist and implicit bias training, specifically in serving to increase students’ and staff sense of belonging. In the school year 2024-2025, this work will be supported under the Ed Services division and aligned to the district’s plan for professional learning. Site leaders and staff can access asynchronous resources to develop their staff to do the necessary “inside out” work in order to truly become an anti racist school district. Coordinated Care Team (members will engage in Professional Learning Communities (PLCs) to deepen their understanding of this work, collaborate across school teams to share resources and learn from what is working and turn key those materials to school site educators and staff (see LCAP Action 2.03: Safe & Supportive Schools-Coordinated Care Team:
Strengthen and institutionalize CCTs to provide coordinated experience at school sites to students and families, specifically with an asset-based and anti-racist lens).

Further, LCAP Action 3.05, Community Schools will help build the capacity of staff to develop, implement, and sustain the community school model which is rooted in anti-racist practices. 
	Based on 13,617 responses to our Panorama family survey, 95% parents and caregivers reported a positive sense of being accepted, valued, and included, by others (teacher and peers) in all school settings. 
Improved partnering with parents and caregivers, community members and community based organizations in service of improving the outcomes and experiences of our students has been crucial work this past school year. We have made improvements to actively involve parents and families in the educational process through better communication channels and deepened partnerships with community to support students' academic and social-emotional development. We launched a Fall School Site Council Summit for parent leaders to engage with and learn best practices for advocacy and build the capacity of our parents and caregivers to engage in the School Planning process. SFUSD has also launched two new parent advisory committees- The Latinx Community Council and the Asian American Parent Advisory Committee and Queer & Trans Parent Advisory Council is in development and set to launch at the beginning of the 24-25 school year.	LCAP Goal 3, Strategic Partnerships aims to improve community Engagement for effective decision making, 
improve communication channels, strengthen parent & student advisory committees and continue to build the capacity of parents and caregivers as partners in service of achieving our collective vision and goals. We will continue to improve our communication channels not only in the myriad of languages that are representative of our district and school communities, we will also ensure that our partnership fosters a deep sense of belonging for our students. We aim to ensure that every school is a place where students form meaningful connections and feel like they belong, every school fosters strong relationships among families, teachers, and students and every school offers comprehensive services through a Coordinated Care Team approach to serving the whole child. 
	SFUSD is committed to working in partnership with our families, our community, and our city government, and we develop the systems and structures needed to build trust, listen deeply, craft shared goals and collaborate to attain them. We will continue to build the capacity of SSC/ELAC members, strengthen engagement throughout our ten parent advisory committees and two student advisory committees. We will conduct targeted listening sessions with historically underrepresented communities and at schools identified for comprehensive support and improvement.	The Board of Education drafted Effective-Decision Making as our Guardrail to ensure that the superintendent will not make major decisions without utilizing a process – that includes meaningful consultation with the parents/guardians, students, and staff who will be impacted by those decisions – at the inception, adoption, and review. Those major decisions for the 23-24 school year included, the High School Task Force: Adopting and implementing September 2023 recommendations, Secondary Math Policies: Reviewing and revising math programs, Resource Alignment: Identify the ideal staffing model for each grade band, Budget Prioritization Process: Including aligning staffing with enrollment and developing a Two-year Calendar. In the past school year, we have established consistent engagement processes and practices, identified the decision-making model (Hierarchical, Consultative, Consensus,  Majority) upfront for clarity and transparency, closed the feedback loop with educational partners, linked the decision process with the input/engagement process and used inclusive engagement activities that ensure equity of voice. We will sustain and deepen these practices in the school year ahead.	"Continued work to facilitate two-way community engagement is an ongoing area for improvement. As we work to build parent and caregiver partnership, we must also follow the dual capacity framework by focusing on building the capacities of both school staff and families. As we implement our approach, we will use an implementation rubric to ensure we are inclusive by asking, ""Who are we engaging?"", create channels for two-way engagement and are intentional in our timing and cadence of communication."	SFUSD is committed to working in partnership with our families, our community, and our city government, and we develop the systems and structures needed to build trust, listen deeply, craft shared goals and collaborate to attain them. We will continue to build the capacity of SSC/ELAC members, strengthen engagement throughout our ten parent advisory committees and two student advisory committees. We will conduct targeted listening sessions with historically underrepresented communities and at schools identified for comprehensive support and improvement.	3	3	3	3	3	3	3	3	3	3	3	3	Met		2024-06-25	2024
38684780101337	KIPP Bayview Academy	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy,
recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and
knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.

We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.
KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth.

Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to
assist with any projects and to ensure alignment between the school and the community.
KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.

The school hosted 20+ virtual and in-person events (when health and safety allowed) where all families were invited.

In an annual family survey, 70% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.	KIPP believes that relationship building with the community and families is a key component to opening and
operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):

• Assume good intentions, and approach all families as partners who want the best for their children.
• Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.
• Invite parents or guardians to share information about family cultures and traditions.
Recognize and respect differences in family structures.
• Recognize the role that identity and background may play in shaping relationships between teachers and
families.
• Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.
• View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were
invited. In an annual family survey, 70% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school
communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.

Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home
languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.

KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.

KIPP will continue to assess the language needs of families to ensure that materials and presentations are being
made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council
(SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	Parent involvement in decision making at KIPP is demonstrated in multiple ways.

The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents.
KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family
engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.

The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.

KIPP will continue to assess the language needs of families to ensure that materials and presentations are being
made available in an accessible way.	KIPP supports family engagement and decision making through the School Site Council (SSC) and the English
Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs	4	4	4	3	3	3	4	3	3	3	3	2	Met		2024-06-11	2024
38684780101352	KIPP San Francisco Bay Academy	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well,
creating lasting change that will stay with them throughout their experiences, at our school and beyond.

We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with
parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.

KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.

KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff
members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and
their families.

The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 72% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms
of contact to engage all parents/guardians.	KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):

• Assume good intentions, and approach all families as partners who want the best for their children.
• Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.
• Invite parents or guardians to share information about family cultures and traditions.
• Recognize and respect differences in family structures.
• Recognize the role that identity and background may play in shaping relationships between teachers and families.
• Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.
• View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 81% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.

Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school
and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent
nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language
Advisory Committee.

KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.

KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more
actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings
KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.	Parent involvement in decision making at KIPP is demonstrated in multiple ways.

The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.

The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.

KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other
school sponsored events are always created considering the unique needs of the community.

KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	4	4	3	4	3	3	4	3	3	2	3	3	Met		2024-06-11	2024
38684780101774	Five Keys Charter (SF Sheriff's)	3	Students and families regularly state that the staff’s focus on relationship-building is one of the overall strengths of the program as a whole. Everyone who works for Five Keys is committed to creating a welcoming environment for all students and families.	Where Five Keys can improve is around 2-way communication, making sure to provide access to all students and families in their native languages.  Additionally, to move from full implementation to sustainability, Five Keys needs to ensure that all practices are implemented equitably across all sites and for all students.	To improve the engagement of underrepresented families, Five Keys will be more explicit with outreach to these families, using multiple modes of communication to ensure they are receiving the information.  Additionally, Five Keys will improve the site culture by making the signage more welcoming and inclusive of all families.	Five Keys has made progress in supporting school staff with developing and managing partnerships that support the whole student, including, but not limited to, parents.  As many of our students are their own parents/stakeholders, it is important that the partnerships that are built are done with with the needs of our students in mind.  This year, we have expanded our formal partnerships to include food banks, organizations that provide needed resources for babies and children, and many informal referral partners.	Building partnerships is a continued focus for Five Keys.  As a school that started serving adults, many of these practices are in place for working with our adult students but need to be better implemented in working with our minor and TAY students and their families.	To improve the engagement of underrepresented families in relation to building partnerships for student outcomes, Five Keys will be more explicit with outreach to these families, using multiple modes of communication to ensure they are receiving the information.  Additionally, Five Keys will improve the site culture by making the signage more welcoming and inclusive for all families.	This year, Five Keys greatly expanded the number of stakeholders who responded to surveys and other requests for feedback. By making the opportunities for feedback available in multiple languages and modalities (i.e. paper and online, more educational partners were able to provide their input.	To improve input for decision making, the input that is requested needs to be done on a more regular basis, rather than only 1-2 times a year.  This will ensure that Five Keys is getting educational partner feedback in more real time to allow for more timely adjustments to the program.	To improve engagement with underrepresented families, Five Keys needs to continue to expand the ways that stakeholders can provide feedback.  Additionally, while continuing to allow people to provide feedback anonymously, we do need to collect demographic information to get a better understanding of who is responding and how the underrepresented are represented within the feedback	4	4	4	3	4	3	3	4	3	3	3	3	Met		2024-06-27	2024
38684780107300	City Arts & Leadership Academy	3	
We work to create inclusive environments where students can be successful and parents know that we see them as critical partners in their child’s educational journey. From monthly parent meetings, including school-site and ELAC meetings, to trimester parent conferences led by their students, and advisor communication to parents throughout the school year, we keep parents informed about their child’s progress and events happening at school.
	CAL has engaged families in regular conferences, portfolio defenses, and demonstrations of learning. Families have also been invited to analyze student outcomes data and share priorities.
	Almost all of our students and families come characterized as underrepresented (e.g. non-white and qualifying for free or reduced price lunch).  We will continue to engage in our proactive strategies to build relationships with our families. 
	CAL has engaged families in regular conferences, portfolio defenses, and demonstrations of learning. Families have also been invited to analyze student outcomes data and share priorities.
	SCHOOL is focused on increasing family participation, in particular for English Learners, Special Education, and unduplicated student groups.
	SCHOOL will increase targeted outreach to underrepresented families.	CAL's families have been invited to analyze student outcomes data and share priorities, during regular family and advisory council meetings.
	CAL is focused on increasing family participation, in particular for English Learners, Special Education, and unduplicated student groups.
	CAL will increase targeted outreach to underrepresented families.
	4	4	4	4	4	3	4	3	3	3	4	3	Met		2024-06-13	2024
38684780118141	Five Keys Independence HS (SF Sheriff's)	3	Students and families regularly state that the staff’s focus on relationship-building is one of the overall strengths of the program as a whole. Everyone who works for Five Keys is committed to creating a welcoming environment for all students and families.	Where Five Keys can improve is around 2-way communication, making sure to provide access to all students and families in their native languages.  Additionally, to move from full implementation to sustainability, Five Keys needs to ensure that all practices are implemented equitably across all sites and for all students.	To improve the engagement of underrepresented families, Five Keys will be more explicit with outreach to these families, using multiple modes of communication to ensure they are receiving the information.  Additionally, Five Keys will improve the site culture by making the signage more welcoming and inclusive of all families.	Five Keys has made progress in supporting school staff with developing and managing partnerships that support the whole student, including, but not limited to, parents.  As many of our students are their own parents/stakeholders, it is important that the partnerships that are built are done with with the needs of our students in mind.  This year, we have expanded our formal partnerships to include food banks, organizations that provide needed resources for babies and children, and many informal referral partners.	Building partnerships is a continued focus for Five Keys.  As a school that started serving adults, many of these practices are in place for working with our adult students but need to be better implemented in working with our minor and TAY students and their families.	To improve the engagement of underrepresented families in relation to building partnerships for student outcomes, Five Keys will be more explicit with outreach to these families, using multiple modes of communication to ensure they are receiving the information.  Additionally, Five Keys will improve the site culture by making the signage more welcoming and inclusive for all families.	This year, Five Keys greatly expanded the number of stakeholders who responded to surveys and other requests for feedback. By making the opportunities for feedback available in multiple languages and modalities (i.e. paper and online, more educational partners were able to provide their input.	To improve input for decision making, the input that is requested needs to be done on a more regular basis, rather than only 1-2 times a year.  This will ensure that Five Keys is getting educational partner feedback in more real time to allow for more timely adjustments to the program.	To improve engagement with underrepresented families, Five Keys needs to continue to expand the ways that stakeholders can provide feedback.  Additionally, while continuing to allow people to provide feedback anonymously, we do need to collect demographic information to get a better understanding of who is responding and how the underrepresented are represented within the feedback	4	4	4	3	4	3	3	4	3	3	3	3	Met		2024-06-27	2024
38684780123265	Gateway Middle	3	At Gateway Middle School, all faculty and staff participate in professional development related to better engaging our families and building strong relationships with them.  Families report that teachers and staff are responsive, supportive, and actively seek to partner in support of students.

In order to ensure that all families experience Gateway as welcoming and inclusive, we have increased interpretation at family events, as well as for materials that we send home.  

We also hold for our students and families aimed at ensuring that families feel welcomed, valued, and safe in our school community, as well as ensuring they feel effective as partners on behalf of their students.  
	Family engagement and relationship building continues to be a school priority.  Pandemic restrictions strained engagement and we have been focused on how to facilitate increased opportunities to build connections with families.  In particular, we are focusing on building school-family relationships with underrepresented families.	In a heterogeneous school setting like ours, it is important to specifically set goals related to better engaging families of historically marginalized students.  We have established and are continuing to build parent affinity groups, such as AAPAC, and we have prioritized targeted outreach to Black and Latine families to participate in family events and to provide input.	At Gateway Middle School, all staff participate in professional development related to better engaging our families and building strong partnerships with them on behalf of student learning.  To build effective partnerships for student learning, we continue to focus on opportunities to communicate about student progress and areas for growth (e.g. text/phone and email communications;conferences multiple times per year), targeted outreach to families regarding additional academic or social-emotional supports, and opportunities for families to see their students’ learning (e.g. student exhibitions of learning; events highlighting successes of student affinity groups).	One area we are focusing on is expanding and deepening engagement and communication strategies with underrepresented families.  This includes targeted outreach and recruitment of families to participate in events, committees and opportunities for family input; and intentional school-wide events highlighting underrepresented groups.  We have also sought to increase engagement in conferences and meetings focused on students’ academic progress, through professional development for staff and targeted outreach to increase access for all families.	See #2	At Gateway Middle School, we continue to work on creating spaces for all families to provide input in decision making.  We consistently seek family input through family meetings that are open and accessible to all, surveys to families about the school and student progress, and through family input on advisory groups related to topics such as school program advancement and hiring. In addition, we have grown the participation and connection of underrepresented families through student conferences, exhibitions, and events highlighting the successes and experiences of affinity groups.

	We plan to build on this work by continuing to focus on providing more spaces for families to provide input on school goals and decision making, and by prioritizing seeking input from underrepresented families.  We are planning to invest in growing family affinity groups, so that families can feel empowered to provide input on school goals and improvement both in affinity and in school-wide spaces.	See #2	4	4	4	4	4	3	4	4	4	3	3	3	Met		2024-05-22	2024
38684780123505	Mission Preparatory	3	Relationships between teachers and parents are critical to our work. Mission Preparatory School actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. The school doubled the number of parent engagement opportunities this year.  Back to School Night was able to be resumed this year fostering the development of relationships between teachers and families at the beginning of the school year.  Virtual and in-person talks with the Executive Director have been held all year.  Our family engagement committee has met every month and we have held a State of the Union address each quarter.  We have hosted four parenting classes as well and provided meal boxes for families to address food scarcity in our community.  We have been able to have parents join classrooms for additional field trips this year and many parents volunteer in classrooms and for school events.	Mission Preparatory School has very strong relationships between school staff and families.  In terms of areas for improvement, we will continue to focus on providing more opportunities for two-way communication between the school and the families to ensure we understand their needs.	In order to improve engagement of underrepresented families, MIssion Preparatory School staff will prioritize parent advocacy and outreach. As part of the Community Schools grant, we will continue our outreach to underrepresented families to ensure we understand their needs.  In response to feedback already received, we have taken several steps to improve the engagement of underrepresented families.  We have an EL Parent Coordinator and we added awards specifically for our English learners who reclassify.  We added cultural events for Black History and the AAPI community to bring more cultural awareness and a sense of belonging to our school community.  We will continue to seek and respond to feedback as we seek to engage all of our families.	Mission Preparatory School has developed multiple practices that foster partnerships between families and staff in support of student growth. We have also been able to connect with organizations in the community to offer additional support for parents.  Our Community and Extended Learning Time Liaison conducts family outreach and supports families with information and support completing applications for after-school and summer programs. We also share school-based, standardized, and state assessment data as part of individual student progress discussions with parents at parent-teacher conferences.  We held three parent-teacher conference events in 2024-25, and all had over 90% attendance.
The school made progress in supporting families to understand and exercise their legal rights and advocate for their students this year by providing workshops for parents of English learners and students with disabilities.  We also supported by partnering with Innovate Schools to provide a workshop about understanding whether your child qualifies for special education and the process for qualification.	In terms of building partnerships for student outcomes, Mission Preparatory School will continue to focus on providing learning and engagement opportunities, information, and resources for our families in support of the school-family partnership for student outcomes. We supported families through family orientation. We held a Step Up Ceremony celebrating student success and introducing the focus for summer studies.  We also offer our parents the option of after-school and summer opportunities for our students.  
We are using technology and iReady to track student progress through the summer.  Parents get a weekly report through the summer that shows student progress.  We also provide 1:1 math tutoring with Step Up for any student 2 or more levels below grade level in math.	Mission Preparatory School plans to improve communication with underrepresented families by continuing to strengthen its outreach by increasing the amount of information we provide, expanding how we communicate, and adding staff to conduct outreach. In addition to our messaging systems which are provided in parents’ preferred language, we are using more flyers and conversations at car lines and during drop-off and pick-up. Some parents, even with translation, may struggle to understand the messages, so these in-person opportunities help.  We also added a Community Liaison (for a total of two) to our staff to support our parents.	Mission Preparatory School values family input in decision-making about policies, programs, and events.  Each year, parent representatives are elected to our School Board and we have parent representation on our School Site Council.  We also administer a family survey each Spring to solicit feedback from families.  There is a high level of parent participation in these events and many parents are vocal about their preferences.  
The school supported parents to attend the national Community Schools conference, as well as the Region 4 conference on expanding opportunities. There they received information and resources on engagement and advocacy.  We added two more parent/caregiver positions on our Board for a total of 4 in 2023-24. We added a student council position as an advisor on our Board for 23-24.	Mission Preparatory School is a small charter school, and as such does not have many formal advisory councils or systems in place.  There are many informal opportunities for parents to provide feedback before and after school events, during pick up and drop off, or through response to email communication from the school.  We will continue to focus on building out our advisory groups and committees.  We are working with Innovate Education to provide professional development for parent advocacy.	To meet the needs of parents who are not as vocal, we will prioritize providing many and varied opportunities for engagement.  We have held our meetings at differing times and via Zoom as well as in person.  We have increased advertising of engagement opportunities.  We have also applied some practices gleaned from our work with Innovate, including leading small discussion groups, “Listen and Learn” opportunities, with some led by parents. We plan to continue these engagement efforts.	4	5	4	4	4	4	5	4	4	4	4	4	Met		2024-06-06	2024
38684780127530	KIPP San Francisco College Preparatory	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well,
creating lasting change that will stay with them throughout their experiences, at our school and beyond.

We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are
encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school
and start a successful year.

KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.

KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and
their families.

The school hosted 17 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 56% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.	KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and
cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):

• Assume good intentions, and approach all families as partners who want the best for their children.
• Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.
• Invite parents or guardians to share information about family cultures and traditions.
• Recognize and respect differences in family structures.
• Recognize the role that identity and background may play in shaping relationships between teachers and families.
• Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.
• View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other
school sponsored events are always created considering the unique needs of the community.

The school hosted 17 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 56% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school
communications and will continue to use surveys, conferences, regular phone communication and other forms of
contact to engage all parents/guardians.

Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent
nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.

KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.

KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more
actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other
school sponsored events are always created considering the unique needs of the community.

KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	Parent involvement in decision making at KIPP is demonstrated in multiple ways.

The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.

The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent- teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.

KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other
school sponsored events are always created considering the unique needs of the community.

KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	3	3	3	3	3	3	3	4	2	2	2	2	Met		2024-06-11	2024
38684783830429	Life Learning Academy Charter	3	Current Strengths- Frequent communication between the Principal, Dean, and head of Workforce Development and families with regards to attendance, employment, and general well being. Consistent communication between families of students living in the dorm in all areas. We started a Family Advisory Committee this year that met regularly and helped establish increased engagement from families. We also started implementing an intake survey about communication preferences and a quarterly newsletter.
	Focus area of growth is continuing our commitment to a shared decision making model where families are more engaged in leadership decisions about the future of the school. We plan on using parental and student leadership to help with the engagement of underrepresented families.	Focus area of growth is continuing our commitment to a shared decision making model where families are more engaged in leadership decisions about the future of the school. We plan on using parental and student leadership to help with the engagement of underrepresented families.	Current Strengths: Continued to provide individualized levels of familial support, while also starting the Family Advisory Council to help foster familial leadership and input on programming at LLA. 

We increased communication with families regarding educational opportunities, access to therapeutic services, and drug counseling.  

Additionally we revised our attendance policy and intervention plan to help support students and their families with improving attendance and academic achievement. This included hiring an intervention specialist who can support students afterschool with their assignments.
	Areas of improvement/Plan for improvement:
Use the community schools model to increase parental engagement and better communicate the options of support available to families.
	We will utilize parent leaders to help with outreach to underrepresented families.	Current Strengths: We hired a community liaison to help support authentic parent engagement and to support students and families engage with the decision making processes at LLA and provide input on policies and programming. The Family Advisory Council was formed and met consistently to help improve school climate and give feedback/input on programming. We have hired some family members to help support transportation and dormitory supervision and look forward to finding more ways to hire family members.
	Areas of improvement/Action Plan:
To develop a formalized process for shared decision making that engages families, community members, staff, and students. 

	Areas of improvement/Action Plan:
To develop a formalized process for shared decision making that engages families, community members, staff, and students. 

	4	4	4	4	4	4	4	4	3	3	2	2	Met		2024-06-25	2024
38684783830437	Gateway High	3	At Gateway High School, all faculty and staff participate in professional development related to better engaging our families and building strong relationships with them.  Families report that teachers and staff are responsive, supportive, and actively seek to partner in support of students.

In order to ensure that all families experience Gateway as welcoming and inclusive, we have increased interpretation at family events, as well as for materials that we send home.  

We also hold for our students and families aimed at ensuring that families feel welcomed, valued, and safe in our school community, as well as ensuring they feel effective as partners on behalf of their students.  
	Family engagement and relationship building continues to be a school priority.  Pandemic restrictions strained engagement and we have been focused on how to facilitate increased opportunities to build connections with families.  In particular, we are focusing on building school-family relationships with underrepresented families.

	In a heterogeneous school setting like ours, it is important to specifically set goals related to better engaging families of historically marginalized students.  We have established and are continuing to build parent affinity groups, such as AAPAC, and we have prioritized targeted outreach to Black and Latine families to participate in family events and to provide input.	At Gateway High School, all staff participate in professional development related to better engaging our families and building strong partnerships with them on behalf of student learning.  To build effective partnerships for student learning, we continue to focus on opportunities to communicate about student progress and areas for growth (e.g. text/phone and email communications;conferences multiple times per year), targeted outreach to families regarding additional academic or social-emotional supports, and opportunities for families to see their students’ learning (e.g. student exhibitions of learning; events highlighting successes of student affinity groups).	One area we are focusing on is expanding and deepening engagement and communication strategies with underrepresented families.  This includes targeted outreach and recruitment of families to participate in events, committees and opportunities for family input; and intentional school-wide events highlighting underrepresented groups.  We have also sought to increase engagement in conferences and meetings focused on students’ academic progress, through professional development for staff and targeted outreach to increase access for all families.	See #2	At Gateway High School, we continue to work on creating spaces for all families to provide input in decision making.  We consistently seek family input through family meetings that are open and accessible to all, surveys to families about the school and student progress, and through family input on advisory groups related to topics such as school program advancement and hiring. In addition, we have grown the participation and connection of underrepresented families through student conferences, exhibitions, and events highlighting the successes and experiences of affinity groups.

	We plan to build on this work by continuing to focus on providing more spaces for families to provide input on school goals and decision making, and by prioritizing seeking input from underrepresented families.  We are planning to invest in growing family affinity groups, so that families can feel empowered to provide input on school goals and improvement both in affinity and in school-wide spaces.	See #2	4	4	4	4	4	3	4	4	4	3	3	3	Met		2024-05-22	2024
38684786040935	Thomas Edison Charter Academy	3	TECA staff have developed the capacity to build relationships with our community and continue to make this a priority, and to sustain this engagement organization. The vast majority of parents (98%) feel welcome at the school and believe it to be a safe place for their family as indicated by our most recent Family Survey.	The school will be focusing on improving current efforts to better communicate with families after recently reviewing family survey data and noticing this as a need. We will be moving towards ensuring there are multiple opportunities and sources for families to learn about upcoming school meetings, new information, and ways to make sure their opinions are heard. With parents back on campus throughout the year we are also utilizing other forms of communication including morning meetings and announcements to ensure more families are reached at in person opportunities.	TECA launched a new Student Information System (SIS) in the past school year, which contains new methods to communicate with both families and students. We hope to expand communication through these new services and hope to reach more families and increase our capacity to communicate quickly. Additionally, with the identification of community needs and assets from the Community Schools development process, TECA is reviewing community partner input to identify additional needs that can be supported with changes to current programing.	Our Parent Liaison has developed great resource collections for families to support student learning at home and general local resources, however these have mostly been utilized by our Spanish-speaking families. We are learning how to expand the offerings available to parents, and how to support all our families in accessing these resources. Our parent resource center has welcomed groups of families in the 2023-24 school year and offers a great place for parents from all backgrounds to work together, learn together, and support each other and the school. Teachers conference with families twice a year to share student progress and achievement, in addition to other school academic events where parents can see their child’s work and hear from their teacher and the student themselves about their projects, which are now presented in person following a period of remote gatherings due to the pandemic. Parent committees are active and liaise with administration to ensure their goals align with the overarching goals of the school.	As part of our continued work in becoming a Community School and utilizing data provided from the deeper-level needs assessment process, TECA staff will be working on new learning in the area of family partnerships, where we look forward to improving even further in this area that is already a strength for our community. In addition, as mentioned above our texting system has already been successful in providing families with information on demand, however some families have additional feedback on how this communication can continue to improve and we look forward to making more improvements with our new SIS. We would also like to look at how our parent committees can work together more. Each have wonderful events, meetings, and leadership opportunities, however we would love to see an annual collaboration to bring together all family groups in a joint effort towards a common goal.	Our focus on continuing to develop our Parent Center’s in-person services and the continued work of becoming a Community School will allow TECA to continue to forge strong relationships with our community and provide wrap- around services to those in need to become partners with our families in their success, health, and overall well-being. Finally, we intend to better support parents in sustaining an active PAC for shared-decision making processes, with outreach to underrepresented family groups to ensure a varied perspective is shared at meetings.	Shared decision-making remains a vital component of TECA’s systems. Quarterly parent meetings are held to update parents on district news, student data, and other relevant information, while also seeking their input on new decisions. Besides these community sessions, parents can join active groups such as the ELAC, PAC, and the African American Parent Advisory Committee (AAPAC). They can also attend scheduled Principal Chat and Parent Café sessions and maintain regular communication with the principal, superintendent, and parent liaison, all of whom are committed to engaging and empowering TECA parents.
Our Parent Cafés serve as a community resource where the Parent Liaison provides information and resources on housing, food scarcity, diet and wellness, and immigration. The ELAC committee, fully autonomous in organization, has become a decision-making body supporting EL students. Committee members enthusiastically take on leadership roles, analyzing data trends to inform budgetary decisions for the benefit of TECA students. The African American Parent Advisory Council (AAPAC) is a dynamic organization that continues to offer valuable feedback to the school and organize school-wide events to foster community development.	We are working to increase the participation of our PAC and will be actively recruiting additional members to commit for the 24-25 school year in order to have a sounding board with various perspectives to provide feedback on school plans, new procedures, and general operations. While we are very proud of the opportunities provided for parent information, communication, and decision-making powers, as previously mentioned TECA would like to expand the reach of these meetings and advisory groups. Currently we have a very active body of participants, however this doesn’t always reflect our entire community’s thoughts and needs and communication between the groups doesn’t always exist. This is where we would like to go next in our development of parent involvement.	To improve engagement of underrepresented families, TECA will increase outreach efforts through multilingual communication channels, ensuring all families have access to important information and know they have an open invitation for participation in various committees. We will work with the Parent Liaison to meet with families who don’t typically participate in events or committees to understand their specific needs and preferences for involvement in decision-making. Additionally, we will continue to offer culturally relevant workshops and events to foster a sense of belonging and community and relationship building between parent groups.	5	4	4	4	4	5	5	4	4	4	4	3	Met		2024-06-18	2024
38684786112601	Creative Arts Charter	3	Creative Arts Charter School provides multiple opportunities to build partnerships with families and guardians to ensure positive student outcomes. Some traditional methods of communicating about the classroom include Back to School Night and Family/School conferences. Trying to meet the needs of all families, we offered a choice of many events in-person and through Zoom such as our Back to School Night and Family/School conferences. Those in-person and virtual options were appreciated by families who could attend one or the other more easily. Our teaching staff posted biweekly curriculum updates so that families knew and understood specifically what their students were learning about in different subject areas. Families receive progress reports if their child is not meeting standards in a particular subject area, and report cards are sent home to all families twice per academic year. We ran in-person Community Meetings by grade level from the start of the school year.  We also held in-person Fall and Spring Exhibition of Learning, 5th grade step-up and 8th grade graduation in-person because students and families have shared those are important traditions that everyone looks forward to.	Creative Arts continued to implement a weekly newsletter to families that seemed to support communication more than in previous years. Our goal is to continue to consolidate the number of messages coming through multiple mediums, and this was a response to community feedback that our messages were coming from too many sources. The school would like to explore options for a similar platform that can streamline communication going forward.
Families/Guardians asked us for more workshops and we held both in-person and Zoom workshops this year. The workshop topics included learning about our C.A.R.E.S. Values and Gender Identity.	The Creative Arts leadership team continued to use the essential question developed in 20-21 in an attempt to close the achievement gap for our Black & African American students and our students who qualify for IEPs. Our EQ is, “What will it take for us – individually and collectively - to remain urgently, relentlessly committed to interrupt adult-centered and Eurocentric (or white supremacy cultural) practices in our school and hold ourselves and each other accountable for anti-racist, art-centered classrooms rooted in love that insist on the success and sense of belonging of our black students and our students with IEPS?” The EQ is used alongside our Mission and our Portrait of a Graduate to guide our work. This includes curriculum development, schedules, professional development, family education, social-emotional learning, arts integration, hiring, and both short and long term planning. During the 2023-24 school year, Creative Arts offered regular translation services at Family/School conferences and Board meetings. We also started sending notices home in three languages: English, Spanish, and Vietnamese. All our written communication on our internal school learning management platform is written in both English and Spanish.

In 2023-24, the Director of the African American Achievement led the school’s anti-racist work and supported staff with practicing Anti-Racism in the classroom and we believe those practices support building positive relationships with families.	Creative Arts Charter School provides multiple opportunities to build partnerships with families and guardians to ensure positive student outcomes. Some traditional methods of communicating about the classroom include Back to School Night and Family/School conferences. In addition, families receive progress reports if their child is not meeting standards in a particular subject area, and report cards are sent home to all families twice per academic year.	Creative Arts plans more targeted work in communicating with families of students with IEPs, 504’s, and going through the Student Success Team (SST) process. We provided a family education night about tiered levels of support for students both academically and social-emotionally. We want families to be aware of the support that is available for students at school.	The Creative Arts leadership team developed an essential question for 20-21 that we will carry on through the coming years until we close the achievement gap for our Black & African American students and our students who qualify for IEPs. Our EQ is, “What will it take for us – individually and collectively - to remain urgently, relentlessly committed to interrupt adult-centered and Eurocentric (or white supremacy cultural) practices in our school and hold ourselves and each other accountable for anti-racist, art-centered classrooms rooted in love that insist on the success and sense of belonging of our black students and our students with IEPS?”
The EQ is used alongside our Mission and Portrait of a Graduate to guide our work. This includes: curriculum development, schedules, professional development, family education, social-emotional learning, arts integration, hiring, and both short and long term planning.	Creative Arts regularly asks families, staff, and students for feedback to guide decision-making. Below are some of the opportunities for input:
-  Family Association (our version of a PTA) leadership roles
-  Board membership
-  Participation in a family survey each year
-  Participation at Board Meetings each month 
-  LCAP public hearing participation
-  Executive Director Weekly Office Hours
- Monthly Director’s Coffee	The school would like to do more to promote the engagement of families of students with IEPs, 504’s, and going through the Student Success Team (SST) process. We recently hired a Director of Inclusion and Student Services to support this work.

We resumed Director’s Coffees and Executive Director Office Hours to provide families with additional opportunities to provide feedback.	The 2023-24 school year was focused on recruiting Board Members and FA leadership with an emphasis on trying to recruit a diverse group of volunteers to ensure we capture the perspectives and voices of our under-represented families.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-25	2024
38769270000000	SBE - The New School of San Francisco	3	Building strong relationships between school staff and families is crucial for fostering a supportive and collaborative educational environment. The New School of San Francisco has made family engagement a priority and strength, despite recent challenges. The school’s move to North Beach in 2020, coupled with pandemic restrictions, initially strained engagement efforts. However, the school has focused on building connections with families within this new context.

Key indicators highlight the success of these efforts from our Spring Family Climate are:
- Family-Teacher Conferences: Impressively, 100% of families attended at least two family-teacher conferences this year, underscoring their commitment to supporting their child's growth and the school's proactive communication efforts.

-Vision and Leadership: A majority of families surveyed believe in the vision and leadership of the school, reflecting trust and confidence in the school's direction and management.
Feeling Valued: A majority of surveyed families feel valued at the New School of San Francisco, indicating a positive and inclusive school climate.

- Under-Represented Families: Notably, families of color and lowest-income groups reported some of the highest scores in the climate survey:
- 92% believe in the school's mission and vision.
- 93% feel valued within the school community.

For the 2023-2024 school year, family involvement increased from the previous year with greater volunteerism on campus, attendance at family meetings, and participation in school-wide events. Communication efforts in both English and Spanish were implemented to ensure family involvement with a total of 29 events per the below:
Weekly school-wide communications.  
Family/student orientation prior to the beginning of the school year. 
2 Back to School Nights 
2 6-8 Family Conferences 
3 K-5 Family Conferences 
3 ELAC meetings
2 AAPAC meetings 
5 Family Communications meetings
5 Family Facilities meetings
4 Home & School Council Meetings 
3 Coffee chats with leadership

Additionally, we have a continued focus on a strong (>80%) retention rate of families and students who are low-income, English Language Learners, and students with IEP’s.	We continue to focus on the following:

- Ensuring all families have opportunities to participate in their student’s school experience, with a focus on an increased understanding of academic and socio-emotional progress.

- Creating spaces for families to come together in both formal (sports, traditions, celebrations) and informal (family organized activities) ways in order to build trust and relationships.

-Improvement of school facilities to enrich programming and improve climate;
Broad representation of families in all committees focused on school improvement.	The LEA is continuing to focus on improving the engagement of underrepresented families: 

- Establishment of parent advocacy and affinity groups, including AAPAC.
- Targeted outreach and recruitment of families to join and lead schoolwide committees.
- Intentional school-wide events highlighting underrepresented groups. 
- Hiring and retaining staff of color and bilingual staff members to ensure strong connections and communication with families.	We provided 3 family-teacher conferences for K-5 students and 2 family conferences for middle school students in the 2022-2023 school year. These serve as touchpoints for families and teachers to set student goals and review progress and outcomes. Individual Learning Plans (ILP) are created for all students at the beginning of the year and reviewed twice with families. ILPs are translated into the home language of the family and interpretation is provided when needed to ensure families are able to access conferences. 

In the 2023-2024 school year, the LEA continued to hold spaces for monolingual Spanish-speaking families to come together, receive information, and ask questions, in their home language rather than in an interpreted environment. This has led to increased trust (and some of the highest climate survey scores) amongst Spanish-speaking families. 

An area of growth for the school would be to provide regular and frequent information and resources regarding student progress, school curriculum, and social emotional learning, with a particular focus on being culturally responsive. Resources will be provided in families’ home language in order to be most impactful in the home.	Focus areas for improvement as as follows; 

- Creation of accessible resources for families to both understand student academic and socio-emotional progress and support their children at home in core content areas;

- Family education on parent rights in the public education system, the process of identifying different learning needs in students, the COST [Coordination of Services Team] process.	The LEA will improve the engagement of underrepresented families in the following ways: 

- Ensuring underrepresented families understand their rights within the public education system;
- Accessible materials on core content areas for families to support student learning at home; 
- Provide interpretation and translation during family-teacher conferences to ensure two-way communication between families and school staff.	The New School of San Francisco has both family and staff, school-wide committees including but not limited to: 
- Room Parents 
- Staff Sustainability 
- Emerging Bi-Linguals and Literacy
- Inquiry
- School Culture and Climate
- Family Communications 
- Fundraising 
- Latino Family Affinity Group 
- African American Parent Advisory Council 

During the 2022-2023 school year, the New School of San Francisco engaged committees and hosted several all-school forums to review our priorities and budget with staff and families. Feedback from our committees, climate surveys, coffee chats, staff office hours, and family conferences were used to inform priorities and budget. All materials were made available in English and Spanish, in both electronic and hardcopy formats.	The focus area for the 2023-2024 school: 
- Increasing the Sustainability and Effectiveness of Our Team
- Improving School Community & Culture
- Addressing Disparities in Academic Outcomes
- Addressing the Increase in Students’ Academic, Emotional and Behavioral needs	NSSF will continue to improve engagement of underrepresented families through the below strategies:

- Set and communicate explicit intentions and goals around underrepresented groups and school performance;
- Continue to create spaces of trust and safety for families to feel empowered to provide input in decision-making (spaces will be created both in affinity and across difference); 
- Ensure that both in person and virtual meetings regarding school priorities and budget are widely communicated, and accessible for underrepresented families. This is included but not limited to: 
- meeting times 
- materials 
- interpretation and translation
- recording and posting of meetings for all families to access frequently.	4	4	4	4	3	3	4	3	4	3	3	4	Met		2024-06-25	2024
38771310137307	KIPP Bayview Elementary	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.

We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are
encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior
to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.

KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth.

Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.

KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors,
including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.

The school hosted 12 virtual and in-person events (when health and safety allowed) where all families were invited.

In an annual family survey, 45% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.	KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid
communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):

• Assume good intentions, and approach all families as partners who want the best for their children.
• Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.
• Invite parents or guardians to share information about family cultures and traditions.
• Recognize and respect differences in family structures.
• Recognize the role that identity and background may play in shaping relationships between teachers and families.
• Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.
• View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

The school hosted 12 virtual and in-person events (when health and safety allowed) where all families were invited.
In an annual family survey, 45% of families indicated that they were satisfied with the opportunities to get involved on campus. 

KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.

Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.

KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the
development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.

KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more
actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings
KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	Parent involvement in decision making at KIPP is demonstrated in multiple ways.
The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents.

KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as
well as distributed and discussed at an early School Site Council meeting.

The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-
teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.

KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	4	4	4	4	3	3	4	2	3	1	3	3	Met		2024-06-11	2024
39103970000000	San Joaquin County Office of Education	3	"Based on the California Healthy Kids Survey (CHKS), 58% of students reported “Pretty much true” or “Very much true"" when asked whether there is a promotion of parental involvement in school, which was a 12% decrease from the 2021-22 school year. 48% of English learner students reported “Pretty much true” or “Very much true"" when asked whether there is a promotion of parental involvement in school, which is a 10% less compared to all students responding to this question. Based on the California School Staff Survey (CSSS), 43% of staff responded that they agree that there is a promotion of parental involvement, which is an 8% increase from the CSSS in 2021-22. This indicates a difference in perspective from students compared to staff on the promotion of parent involvement."	The one.Program will improve its implementation of family engagement activities and means of communication to strengthen the school community, including frequent newsletters to inform families of school-related events, updates, and deadlines. The one.Program will improve its communication with parents/guardians about their child's academic and attendance progress.	The one.Program will continue to use home visits as a way to connect with underrepresented families. Staff will continue to be trained on how to utilize Language Link as a resource to communicate with parents/guardians who do not speak English. The one.Program will increase education on the importance of English learner reclassification and the importance of local assessment participation.	The one.Program provides quarterly parent conferences to ensure there is an opportunity for parents/guardians to engage with teachers in understanding student academic progress. The Family engagement team consistently provides resource for families. School site staff are responsive in providing supports to families when needed.  Based on the LCAP feedback survey, 84% of parents stated that site teams respond in a timely manner if they have concerns about their child and 80% of parents receive information on services to meet the needs of their families	The one.Program will continue to focus on improving site-based events and program-wide opportunities that engage families as educational partners in their child's learning. The one.Program will enhance its ability to communicate attendance and academic progress to families using online platforms that can be accessible to parents/guardians.	The one.Program will provide tiered support and outreach to underrepresented families to ensure they have the resources needed to support their child's learning. This includes ensuring families have hotspots so students can access their online curriculum, providing outreach to families from the Family Engagement team, outreach specialist, clinicians, and counselors to ensure families have the resources to support their child's learning at home. Family engagement specialist will continue to conduct positive home visits, to share with parents/guardians when their child has demonstrated academic growth or behavior improvement. The Family Engagement team has also established a partnership with a local food bank to provide a food pantry for families.	The one.Program administers LCAP surveys to solicit feedback from students and parents/guardians on how services and supports can be improved. The one.Program uses the weekly enrollment process to make a connection with each family and the Family Engagement Team provides a brief in-person survey and interview to obtain feedback on how students and their families can better be supported.	The one.Program will coordinate and support the School Site Council (SSC), English Learner Advisory Committee (ELAC), Parent Advisory Council (PAC), and Student Advisory Council (SAC) in ensuring they carry out their roles and responsibilities to make informed decisions and provide feedback to improve school systems and practices. The Family Engagement Team will continue to communicate with advisory council members, ensure interpretation services are provided at meetings, and that parents/guardians have an opportunity to review data, Parent Compact and board-related policies, SPSA, and LCAP.	Staff at enrollments will ensure that each underrepresented family connects with each booth at enrollment, including the mental health clinicians, the foster youth and homeless services staff, 654 Team, and the health services staff.  This direct and immediate connection will provide underrepresented families with a positive interaction with staff, and an invitation to participate in advisory councils to participate in the decision-making process.	3	3	3	3	3	3	3	3	3	3	3	3	Met		2024-06-20	2024
39103970120717	one.Charter	3	one.Charter staff and family strongly believe there is a process in place that allows for trusting and respectful relationships to be built. This belief is based on the use of strategies such as PBIS and Restorative Practices, opportunities to meet individually with staff and families, and the overall commitment to helping students and their families be successful. 96% of respondents on a survey given to students and parents state they feel welcomed at the school site. 90% state they have a trusting relationship with staff and 94% responded that they are happy with how the school communicates with them.	The main area of focus for one.Charter in regards to building relationships between school staff and families is providing more direct mental health services to our students. This area of focus will help students learn skills that will help them grow social-emotionally and then feel more confident and safe when interacting with staff and their own families. The following information is from the most recent CHKS and is the main reason for this focus: 37% of students reported feeling chronically sad or hopeless, 20% seriously though about suicide, 53% of students are dissatisfied with their lives, 30% of students are dissatisfied with themselves, 40% have a hard time relaxing, 40% feel sad or down. Anecdotally, when our teachers are engaging with students, they report they have to support students with social-emotional issues before beginning instruction in academic content. This is another reason for this focus on mental health.	one.Charter staff are in a district improvement process that has as part of the focus, developing and creating more meaningful relationships with families. Part of the training will directly involve staff and administration on the “how-to” of doing this. There is a fundamental belief amongst staff that this work is critical as is the desire to help the student and families improve their overall access to learning opportunities. Given that over 90% of our students report as low socio-economic income students, this approach will benefit all of our students.	In regards to current strengths in seeking feedback and input to improve partnerships for improving student outcomes, from a recent parent/student survey, 80% said I attended at least one family/teacher conference this year. 94% said they receive information on what I can do at home to help my student improve and/or advance their learning. one.Charter believes strongly in seeking input from their educational partners and our level of direct communication with them is strong.	An area of focus is our continued need to develop formal educational partner meetings with parents/students. This need was called out specifically in the recent WASC review.	Based on feedback that was solicited from direct questioning of students and staff, the decision to hire an Outreach Specialist to support home visits to underrepresented families was made. The early feedback and other engagement data shows it has made a strong impact on supporting student learning outcomes and additional Outreach Specialists will be hired. To date, eight outreach specialists have been hired.	From a recent student/parent survey, 95% of respondents stated I am invited to meetings (in person or virtual/online) so that I can learn more about what is going on at the school. 80% said they attended at least one family/teacher conference this year. This is a reflection of staff making a concerted effort to communicate directly with our parents and students.	Staff at one.Charter have a fundament belief that working with students and families is critical to the overall success of the student. The logistics of creating opportunities for families to engage in effective planning meetings on a continual basis has been the challenge. Multiple opportunities for families to engage with staff are offered in LCAP
2024-25 Local Performance Indicator Self-Reflection for one.Charter Page 12 of 17
meetings and surveys, but there has been limited participation. Barriers to this have included transportation issues, schedules, and “faith” in the system. An area of focus will be to continue creating effective opportunities for families to meet with the school staff so they can help us design family engagement activities.	Based on feedback that was solicited from direct questioning of students and staff, the decision to hire an Outreach Specialist to support home visits to underrepresented families was made. The early feedback and other engagement data shows it has made a strong impact on supporting student learning outcomes and additional Outreach Specialists will be hired. To date, there are now eight Outreach Specialists. Additionally, the Charter Board made the decision to hold two board meetings at local school sites for the 2024-25 school year to make it easier for parents and other educational partners to attend these meetings.	5	5	4	5	4	4	5	4	4	4	4	4	Met		2024-06-18	2024
39103970124958	TEAM Charter	3	TEAM understands that training all staff to work collaboratively with parents is essential. TEAM has established
multiple communication channels, including regular newsletters, social media updates, a parent communication app,
and dedicated parent-teacher conferences. This ensures that families are well-informed about school activities,
policies, and their child's progress. School staff are approachable and responsive to parents' concerns and queries.
TEAM has dedicated staff members such as the school office clerks, counselors, clinicians, parent and community
outreach specialists, and a homeless liaison, who help to facilitate communication and support. These dedicated
staff members reach out to targeted populations (special needs, bilingual, low-income, homeless, and foster youth)
through phone calls and home visits. TEAM partners with local community agencies to offer extra support to parents
who need mental health support. TEAM also hosts a parent class, Parent Café, with a parent specialist from the
Child Abuse Prevention Center. The school clinician meets with families one-on-one with special circumstances or
needs to ensure access to school. TEAM staff members also meet with families when they are leaving and returning
to school to help provide transportation, translation, basic school supplies, and other needs as they arise. TEAM has
feedback mechanisms, such as surveys and focus groups, to gather family input. This feedback is used to inform
decision-making and improve school policies and practices.	Based on the analysis of educational partner input and local data, TEAM’s focus areas for improvement in building
relationships between school staff and families include enhancing the consistency and quality of communication to all
families, increasing the accessibility of engagement opportunities, and providing targeted support for families facing
socio-economic challenges. Additionally, there is a need to strengthen staff training in cultural competence and
effective communication strategies to better address the diverse needs of the community. Improving the systematic
collection and use of family feedback to inform decision-making processes is also a key focus area.	Based on the analysis of educational partner input and local data, briefly describe how the LEA will improve
engagement of underrepresented families identified during the self-reflection process in relation to Building
Relationships Between School Staff and Families. Based on the analysis of educational partner input and local data,
TEAM will improve engagement of underrepresented families by implementing targeted outreach initiatives, such as
personalized communication and home visits, to build trust and rapport. The LEA will provide translation and
interpretation services to ensure non-English-speaking families can fully participate in school activities and
communications. Additionally, TEAM will offer flexible meeting times and virtual engagement options to
accommodate different schedules and increase accessibility. The LEA will continue collaborating with parents
through the established parent advisory committees such as, DELAC, PTO, Parent Advisory Council, that include
representatives from underrepresented groups to ensure their voices are heard in decision-making processes.
Furthermore, TEAM will collaborate with community organizations to provide resources and support tailored to the
unique needs of these families, fostering a more inclusive and supportive school environment. TEAM uses the
Measurable Results Assessment (MRA) to survey staff, parents, and students on how to improve leadership, culture,
and academics within our school.	TEAM recognizes the importance of building partnerships to better our student outcomes. The LEA has actively
engaged stakeholders, including parents, teachers, administrators, and community members, in the process of
building partnerships for student outcomes. The LEA has utilized partnerships to implement targeted interventions
aimed at improving student outcomes. These interventions may include tutoring programs, in-school intervention, or
specialized services for students with specific needs. By analyzing student achievement data, attendance rates, and
other relevant metrics, the LEA has been able to identify areas of improvement and target partnerships accordingly.	TEAM aims to broaden its partner network by seeking out new collaborators, including organizations, businesses,
and community groups that can contribute valuable resources and expertise. This expansion will allow for a more
diverse range of partnerships and increased opportunities for student success. The LEA recognizes the importance
of improving communication and collaboration among partners. This includes establishing regular communication
channels, promoting information sharing, and fostering a culture of collaboration. By enhancing these aspects, the
LEA aims to strengthen the coordination and effectiveness of partnerships. The LEA aims to ensure that the goals
and strategies of partners align with the overall mission and vision of the district. This involves clarifying
expectations, establishing shared objectives, and aligning resources to maximize the impact of partnerships on
student outcomes.	Based on the analysis of educational partner input and local data, TEAM will improve the engagement of
underrepresented families in building partnerships for student outcomes by implementing targeted outreach
initiatives that respect and celebrate diverse cultural backgrounds. TEAM will enhance communication by providing
culturally relevant materials and translation services as needed, ensuring that all families can participate fully.
Flexible meeting times and virtual engagement options will be offered to accommodate diverse schedules and
increase accessibility. TEAM will establish parent advisory committees that include representatives from various
cultural groups to ensure their voices are included in decision-making processes. Collaborations with community
organizations will be strengthened to provide tailored resources and support to families from different cultural
backgrounds. Additionally, TEAM will offer culturally responsive workshops and training sessions to help families
understand and navigate the educational system, empowering them to support their children's academic success
more effectively.	Based on the analysis of educational partner input and local data, TEAM's current strengths and progress in seeking
input for decision-making include the implementation of multiple feedback mechanisms such as surveys, focus
groups, and community forums, ensuring diverse voices are heard. TEAM has developed strong parent
organizations like the African American Engagement Club and Hispanic Heritage Club, as well as the parent advisory
committee, fostering a collaborative environment where community input is highly valued. Effective communication
channels facilitate regular and transparent updates on school policies and decisions. Additionally, TEAM's
commitment to inclusivity is evident in their efforts to engage underrepresented groups, ensuring that decisionmaking processes reflect the needs and perspectives of the entire school community. These efforts have led to more
informed and responsive policy decisions, enhancing the overall educational experience for students and families.	Based on the analysis of educational partner input and local data, TEAM's focus areas for improvement in seeking
input for decision-making include enhancing diversity and inclusivity, increasing participation, improving accessibility,
and streamlining feedback processes. While parent organizations like the African American Engagement Club and
Hispanic Heritage Club exist, efforts should be made to further diversify representation and actively engage with
other underrepresented groups within the community. Despite the presence of feedback mechanisms, broader
participation from parents and community members is needed to ensure a comprehensive range of perspectives.
Ensuring accessibility to all members of the community, including those with language barriers or limited access to
technology, is crucial. Simplifying and streamlining feedback processes can also make it easier for stakeholders to
provide input, ultimately leading to more informed and equitable decision-making processes within the LEA.	Based on the analysis of educational partner input and local data, TEAM will improve the engagement of
underrepresented families in seeking input for decision-making by implementing targeted outreach initiatives and
creating more inclusive opportunities for involvement. TEAM will enhance communication by providing culturally
relevant materials, translated resources, and interpretation services as needed, ensuring that all families can
participate fully regardless of language or cultural background. Additionally, flexible meeting times, virtual
engagement options, and alternative feedback methods will be offered to accommodate diverse schedules and
preferences. TEAM will also establish parent advisory committees that include representatives from
underrepresented groups to ensure their voices are included in decision-making processes. Collaborations with
community organizations will be strengthened to provide tailored resources and support to families from different
backgrounds. By actively engaging underrepresented families and creating an inclusive environment, TEAM aims to
ensure that decision-making processes reflect the needs and perspectives of the entire school community.	4	4	4	5	4	5	5	5	4	4	4	4	Met		2024-06-26	2024
39103973930476	Venture Academy	3	"Analysis of educational partners input and local data point to the effort made by the LEA to increase communication and relationships with our second language student's families, specifically Venture Academy's Spanish speaking population. Venture Academy's regularly reaches out to these families and has multiple community meetings to encourage parent participation. This was noted by many parents that they felt there was attempts to engage this specific population. A large percentage of Venture Academy's clerical staff is bilingual, specifically Spanish speaking. Parents noted that they felt they always had someone to communicate with when they had questions or needed information in their home language. Communication was sent home regularly using the School Messenger system, survey results noted that educational partners felt that the amount information coming home was 'consistent"". Venture Academy's ASC and ELAC committees have both increased in size this past year and all positions have been filled."	Venture Academy needs to provide more opportunities for parents to be involved in the activities of the school. Survey results showed a desire for educational partners to be more active in the school's activities and felt that it had decreased in recent years. Much of this can be attributed to COVID-19 and the restrictions placed on parent volunteers and guests coming onto campus, and large community events, such as the Fall Festival, were placed on hold. Venture Academy began to offer these opportunities and events this past school year and are looking to increase them even more in the upcoming year.	Venture Academy teachers act as Teacher of Record (TOR) for a group of students enrolled in their academy.  Their responsibilities include ongoing communication with students and their parents/guardians regarding students' academic progress, emotional well-being, and behavior.  Survey data indicates that this has been an effective tool for building positive, trusting relationships with families.  Venture Academy plans to further develop the TOR role to provide consistent services for all students and families, regardless of the individual TOR.  Venture Academy will continue to improve development of accessible two-way communication with families through collaboration with the School Advisory Council in their outreach strategies to engage underrepresented families.	Teachers in Venture Academy communicate regularly with parents regarding student progress and performance, and provide resources to support learning in the home.  Teachers use a learning management system, which includes a gradebook, to assist families with supporting their students with work completion and motivation to improve grades.  Additionally, Venture Academy offered systemized parent/teacher conferences twice this past school and parent(s)/guardian(s) felt that was a supportive action on the part of the school.  Venture Academy will continue to improve parent partnerships to collaborate to support student outcomes. Venture Academy will continue to provide outreach to all families, with an emphasis on EL families, to encourage participation, with our active parent groups.	Educational partner and local data demonstrate a continued need for Venture Academy to provide resources to parents to understand how to use our learning management systems to best support their students' learning outcomes.  Parent/Guardian input indicated that pursuing a texting service to communicate with parents would help increase communication between families and the school.	Venture Academy will continue to reach out and provide engagement opportunities for underrepresented families through parent contact meetings, home visits, and other planned actions. Venture Academy will look to implement an exit survey for all students withdrawing from the school to better ascertain any concerns by parents who might not have felt comfortable coming onto campus to express concerns. Surveys will continue to be sent out in as many home languages as possible to offer opportunity for underrepresented families to provide input.	Venture Academy consistently seeks input from educational partners through multiple formats such as surveys, ASC and ELAC meetings, and informal conversations.  Venture Academy also utilizes the Advisory School Council parent group to advise and make decisions on allocating resources to students, school safety, and the LCAP and they are operating as the school site council.  The feedback from the ELAC and ASC groups is positive in that the families feel their opinions are being solicited in decision making.	Venture Academy will continue increase participation in the ASC and ELAC groups by providing information and outreach to families.  Venture Academy needs to seek out additional ways to solicit student and family input and ideas for what they would like to see improved or built upon at the school.	Venture Academy will continue to actively seek out input from underrepresented families by advertising opportunities specifically to our EL parents and parents of foster youth and homeless youth. Parent surveys and outreach through school counselors and site administrators will be used to try to engage these families throughout the school year.	4	3	3	4	3	3	4	3	3	3	3	3	Met		2024-06-20	2024
39685020000000	Escalon Unified	3	EUSD is committed to building strong relationships between staff, families, and students.  The district and site’s primary mode of communication is through the utilization of Parent Square.  The Parent Square communication platform allows communication with families via multiple means including phone calls, text messages, emails, and alerts.  It provides the ability to communicate in multiple languages including Spanish and English (the two primary languages spoken within EUSD).  The district continues to utilize social media platforms such as Facebook and Instagram in addition to district and school site webpages.  The utilization of these platforms has contributed to increasing family participation in parent nights such as math, literacy, and science nights as well as school performances and award ceremonies.  These events coupled with other family-oriented events such as music concerts, sporting events, and family fun nights promote school community.  Additionally, targeted events also provide families with information on best instructional practices and available supports they can utilize for their student’s success.  When these means are added to communication strategies employed by individual classroom instructors the result is stronger relationships and families that are more aware of student academic, behavioral, and social-emotional progress.  Advisory committees, such as English Learner Advisory Committee (ELAC), School Site Council (SSC), District English Learner Advisory Committee DELAC), Parent Advisory Committee (PAC), and LCAP town halls, provide input that validates these efforts as important.	Although educational partners reported satisfaction with the use of the Parent Square communication platform, several suggestions were provided for improved relationships. Some educational partners shared a desire to see improved communication regarding upcoming events. Some educational partners shared concerns about information not being shared regarding upcoming events from specific school sites in a timely manner.  Suggestions to improve this included better use of the school site and district calendars which indicate details of future events. 
On a positive note, almost 75% of the parent responders in the LCAP survey indicate that they understand what the school expects of their child.  Additionally, 90.8% state that they are able to communicate with teachers and staff when they need to.	The district maintains the goal of building capacity to create and maintain stronger partnerships with our families.  The need to focus on engaging our historically underrepresented families, such as families of poverty and second language learner families remains a top priority. The district will continue to provide supports that facilitates active parent and family participation.  An example is access to translators during educational partner events, ELAC and DELAC committees and the like.  The district will continue to communicate with families in multiple languages to build relationships and encourage parent and family involvement.  Relatedly, the district will continue to seek input from educational partners who comprise underrepresented families to better determine their needs.	As part of its efforts to build stronger school-family relationships, the district routinely seeks parent and educational partner input through various means including surveys, input from school site meetings such as English Learner Advisory Committees (ELAC), School Site Council (SSC) meetings, and Parent Teacher Organization (PTO) meetings; as well as through other committees, such as District Learner Advisory Committee, Parent Advisory Committee, and Wellness Policy Committee.  The district uses various forms of communication linked to Parent Square including phone calls, emails, and text messages.   Posts on school and district websites, as well as posts on social media outlets (including Facebook and Instagram) also facilitate communication.  The use of social media outlets has been well received, especially when used to share relevant information.  The district will continue to use all means of communication and will maximize the functionality of Parent Square to better communicate and engage with educational partners.  Strong communication is important as it will ultimately support strong partnerships which lead to better student outcomes.
The district has continuously sought input from educational partners to support improved student outcomes.  Input provided by our educational partners has been instrumental in developing targeted programming which supports the needs of our community.  This has included access to intervention teachers who can assist in supporting individual student needs, broader access to mental health supports and services, and access to additional credit recovery opportunities.	The district continues to seek increased participation of educational partners in events intended for improved student outcomes.  This may include creating opportunities for input during well-attended school events.  The district will continue to monitor student academic, behavioral, and social-emotional progress and will work with families to improve student outcomes.  This may include holding Student Study Team (SST) meetings as appropriate and involving families in the decision-making process to support individual student needs.  The district School Attendance Review Board (SARB) works collaboratively with families of chronically absent students to support improved attendance.  School sites will continue working with advisory committees and parent-teacher organizations (PTO's) to determine individual school site needs and subsequently develop action plans which support the unique needs of each school site.	The district will continue to implement strategies that support improved engagement of underrepresented families in relation to building partnerships that support student outcomes.  One way the district will accomplish this, is by offering parent information meetings on relevant topics including post-secondary planning, a-g requirements, the impact of summative state assessments on overall school performance and an in-depth review of reclassification criteria (for English learners).	The district obtains parent and stakeholder input while also providing opportunities for advisory and decision-making.  All school sites within the district facilitate parent meetings and committees (ELAC, SSC, PTO etc.) that not only provide information but also empower families to make informed decisions (re: academic, behavioral, and social-emotional programming).  The district office facilitates meetings and committees (DELAC, PAC, Wellness Committee, LCAP town hall meetings etc.) that involve families and engage them in the decision-making process (e.g., LCAP actions, expenditures, Title III expenditures, policies etc.)
The district’s mission is to: serve and connect with all students.  This can be accomplished by meeting the needs of the whole child while seeking input from parents and educational partners, which ultimately helps shape program offerings.  Therefore, the district will continue to actively seek input and participation from all educational partners with an additional focus on underrepresented families.  Current efforts to increase participation and engagement include personal invitations to attend meetings and join committees, as well as offering meetings during the most convenient times for educational partners  In addition, results from needs assessments are used to create and offer training specific to identified areas of need in order to increase participation.	The district will work on improving increased participation in the advisory and decision-making process.  This action will be supported by providing increased opportunities to build capacity within principals, staff, and family members to engage in advisory groups and decision-making.  The district will continue to provide training for site administration on the rights and responsibilities of advisory groups.  This training will include explaining these roles and responsibilities to respective educational partners.  A goal of the district will be to expand on these opportunities.  Relatedly, the district will support school sites in their efforts to recruit members of underrepresented families to join advisory groups both at the site and district levels.	As noted above, the district will work with school sites to facilitate and support in the recruitment of members of underrepresented families for advisory groups and relatedly to engage them within the decision-making process.  This will be supported by early and improved communication, individual and personal outreach, as well as through the use of translators as needed and appropriate.	4	3	3	3	3	3	4	3	3	3	3	3	Met		2024-06-20	2024
39685020126011	Escalon Charter Academy	3	A key component of the ECA program is the need to establish positive and meaningful relationships with our families and is paramount to the success of our students and school. We provide a collaborative team of highly specialized educators to support our families and if the school is unsuccessful in establishing and maintaining these relationships it will cease to exist. Based on feedback from the 2023-24 parent survey, 90% of respondents agreed or strongly agreed with their satisfaction on the support they receive from their consulting teacher. The charter maintains a Parent Leadership Team to serve as parent representatives of the school community and provide input and feedback on school program and policy. Our community outreach events have been tremendously successful as evidenced by the 320+ attendees at the annual end of year Family Fun Day versus the 250 or so who attended last year. Additionally, ECA enrollment in 2024-25 has grown to nearly 350 students, a 60+ increase over prior year.Taken collectively, building relationships with our families is an identified area of program strength.	Although educational partners reported a high level of satisfaction with their consulting teacher and the overall school program, several suggestions were received about creating a more connected parent community beyond the school. Specifically, how ECA could help facilitate more school community events/activities for ECA parents and families that were more social in nature rather than school focused. In response, for the 2024-25 school year, in partnership with the parent leadership team, this will be an area of focus for ECA. Educational partners also shared a desire for improved communication regarding upcoming events (both at the charter and school site levels). A handful of our educational partners also shared concerns about information not being received regarding upcoming events in a timely manner. Beginning in 2024-25 ECA will include it's annual activity calendar in each family folder on our shared network drive, make better use of the school website, with calendars, social media updates and upcoming events and activities are more prominent and readily accessible. An additional area of improvement identified by staff and ECA families was working more effectively with underperforming students and their families to ensure that their home based, Tier 1 instruction is appropriate. This area also included the need to provide specific support on instructional practices and tools (e.g. pacing guides, use of formative assessments, learning environment, etc.). In response, beginning in 2024-25 all new families will participate in parent orientation/training to better understand how to create and implement an appropriate instructional environment. Additional content specific trainings (e.g. elementary math, writing strategies) will continue to be provided to all families.	ECA has always maintained a goal on developing staff capacity to create and maintain stronger partnerships with our families. The need to focus on engaging our historically underrepresented families, such as families of poverty and second language learner families remains a top priority. The inherent design of the ECA program, provides all enrolled families equal access to instructional supports and guidance. Teacher caseloads are assigned by family rather than grade-levels and the consulting teacher works with the entire family, students and parents, to provide needed support and resources for each student, with the intent of eliciting full engagement and cooperation from all participants. In this design, all families are an engaged partners, including ECA's underrepresented families. ECA recognizes this area as another program strength and data collected from educational partners supports this contention; A 90% satisfaction rating regarding consulting teacher support and a 100% rating on having a sense of connectedness to the school program. Lastly, our largest underrepresented group socially-economically disadvantaged students bettered all students in ELA and were ranked comparably in math.	CA continues to invest energy and resources into building stronger school-family relationships. Throughout the year the charter routinely collects parent and educational partner feedback and input through various means including surveys, and input from school site meetings such as Parent Leadership Team, PLC committees, and various parent/educational partner meetings. Additional input and feedback is also generated through consulting teachers monthly meetings with their students/families, various parent trainings, and site leadership and staff meetings. The collected data is reviewed and analyzed for trends and patterns to provide direction for the school's continuous improvement process and guide the development of ECA's LCAP. In reviewing the data, the above practices reflect an area of strength for the program as evidenced by 90% of responding parents expressing their satisfaction with the support provided by their consulting teacher. The charter uses various forms of communication including robo-dialer calls, emails, text messages, and posts on the ECA's website, and social media outlets. A small number of respondents (<2%) on our annual parent survey shared concerns about receiving information consistently.Overwhelmingly, the preferred method of communication was through phone calls, text messages, and emails. The use of social media outlets has also been well received, especially when used to share relevant information.The charter will continue to use all means of communication and will maximize the functionality of Parent Square to better communicate and engage with ECA's educational partners. Strong communication is important as it contributes to ECA's ability to support strong partnerships and by extension better student learning outcomes. Input from educational partners and staff identified a need to better support improved student outcomes, especially for struggling students. With the input and feedback provided over the spring term ECA designed a targeted intervention program for implementation in 2024-25. This will include not only access to intervention teachers in supporting individual academic needs, but also access to health and mental health supports and services as needed.	ECA has seen an increase in the participation of educational partners inevents that seek input for improved student outcomes within the LCAPprocess, but there is still room for improvement. The charter will focus onidentifying additional means of obtaining educational partner input thatsupports improved student outcomes. This may include creatingopportunities for input during well attended school events. In addition, thecharter will continue to monitor student academic, behavioral, and social-emotional progress and work with families to improve student outcomes.This may include Student Study Team (SST) meetings as appropriate as wellas ensuring family involvement in the decision-making process so they canbetter support their students' needs. The charter will use the SchoolAttendance Review Board (SARB) to work collaboratively with families ofchronically absent students to support improved attendance when needed.
The charter will continue working with advisory committees and parent teacher organizations (PTO's) to determine individual school site needs and subsequently develop action plans which support the unique needs of each school site.
	ECA has always maintained a goal on developing staff capacity to create and maintain stronger partnerships with our families. The need to focus on engaging our historically underrepresented families, such as families of poverty and second language learner families remains a top priority. The inherent design of the ECA program, provides all enrolled families equal access to instructional supports and guidance. Teacher caseloads are assigned by family rather than grade-levels and the consulting teacherworks with the entire family, students and parents, to provide needed support and resources for each student, with the intent of eliciting full engagement and cooperation from all participants. In this design, all families are an engaged partners, including ECA's underrepresented families. ECA recognizes this area as another program strength and data collected from educational partners supports this contention; A 90% satisfaction rating regarding consulting teacher support and a 100% rating on having a sense of connectedness to the school program. Lastly, our largest underrepresented group socially-economically disadvantaged students bettered all students in ELA and were ranked comparably in math.	As a homeschool program, this is what we do. Working directly with families and students to guide and support decisions affecting their student’s educational growth. Educational partner feedback consistently identifies the focus on each individual student and their specific learning needs as a strength of the program. The charter also receives educational partner input through the school's parent leadership, especially as it relates to homeschool specific program needs and concerns. The charter will continue to actively seek input and participation from all educational partners with an additional focus on underrepresented families. Current efforts to increase participation and engagement include parent training, outreach events, fieldtrips and similar activities.	The charter will work on improving increased participation in the program's advisory and decision-making process. This action will be supported by providing increased opportunities to build capacity of the staff, students and family members to engage in decision-making regarding student needs and programming. The charter has facilitated training for all staff on shared decision making and organizational health, as well as PLCs to better understand the dynamics of collaboration and shared decisions. This model of decision making will continue to be an ongoing emphasis, because for many, it remains an unfamiliar approach in organizational practice and is something they are not necessarily familiar or comfortable with.	As noted above, the charter will work with our families and educational partners to facilitate and support in the recruitment of members of underrepresented families for advisory groups and relatedly to engage them within the decision-making process.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-20	2024
39685440000000	Jefferson Elementary	3	"Based on the analysis of educational partner input and local data, participating families responded that they are able
to communicate with teachers and staff when they need to. A high percentage of families indicated the emails and
text messages from Parent Square communication from the district and schools was ""just right"" and many
appreciated the weekly school newsletter communication. Using Aeries Parent Square allows families to select their
message preferences and language settings. Second Step SEL curriculum program and Peaceful Playgrounds are
also utilized to encourage positive behavior and interactions."	While survey data shows families feel welcome and have positive relationships with school and district staff, a focus
area is to provide educational partners more opportunities to be involved in the site/district decision making process.	JESD administers the CA Healthy Kids Survey to parents biannually and added an additional survey for all families to
complete to increase participation this year. The survey data is used to complete this self-reflection tool to reflect on
progress, successes, needs and areas of growth in family engagement policies, programs, and practices. This tool
will enable the district to engage in continuous improvement and determine next steps to make improvements in the
areas identified. JESD will share the results with all educational partners to inform the LCAP and the development
process, to assess prior year goals, actions and services as well as to plan or modify future goals, actions, and
services in the LCAP.	JESD current strengths include PBIS Training for school teams. Staff engage students and families with lessons on
preventing bullying and harassment behaviors early on in the school year to make schools a welcoming place where
all students know their rights and how to help others.	Parents would appreciate more information on how to help their child at home, more information on their expected
role. Families would also like to see increased programs for children with special talents, gifts, or special needs. A
focus area of improvement would be to continue to increase communication regarding all of the programs and
training in place at the school and increase opportunities for teachers and principals to partner with families.	JESD will continue to work on building partnerships with diverse families. The LEA will engage and encourage
families to participate in the self-reflection process in order to ensure input from all groups of families, staff and
students in the LEA, including families of unduplicated students and families of individuals with exceptional needs as
well as families of underrepresented students.	JESD current strengths include family participation in established advisory groups: LCAP Parent Meetings, School
Site Council, ELAC, DELAC, and GATE Parent Advisory. The District will focus on increasing diversity and
participation from unduplicated student groups.	The JESD continues to explore ways of improving parent input for decision making. A focus area of improvement is
to increase participation on all groups.	JESD will continue to work on improving engagement with diverse families. The LEA will engage and encourage
families to participate in the self-reflection process in order to ensure input from all educational partners are
represented: families, staff and students in the LEA, including families of unduplicated students and families of
individuals with exceptional needs as well as families of underrepresented students.	4	3	4	4	3	3	4	5	4	4	4	5	Met		2024-06-20	2024
39685690000000	Lincoln Unified	3	Lincoln Unified excels at fostering positive relationships between school staff and partners, as evidence by input from educational partners and local data analysis. Feedback from the YouthTruth survey and Educational Partners input highlight the friendly demeanor of teachers and staff, and the diverse family engagement and extracurricular programs available at Lincoln further support this strength.	Despite Lincoln Unified's strengths in building relationships between school staff and partners, educational input and local data analysis suggest some areas for improvement. Specifically, Educational Partners have suggested that Lincoln consider diversifying their communication methods beyond digital correspondence, with a desire for more phone communication and print notices to better engage with parents.	Lincoln Unified's Educational partners expressed desire to improve engagement of families and students where Spanish is the primary home language. Specifically, the request was for all infographics shared by the district and school sites to be shared in Spanish and English. The district is working with our Media Communications Specialist to make that happen. Educational partners also expressed interest in forming parent programming specifically for parents of African American students and for students with disabilities. Data shows that both subgroups need additional support and the district will be looking for additional ways to engage them.	Lincoln Unified Schools provide a myriad of parent engagement and school community activities. Many on-campus events such as Family math Nights and Literacy Fairs are aimed to support families with helping their students learn thereby boosting student outcomes.	The main focus for improvement is attendance. The district and sites are working to improve partnerships and provide supports to ensure all students come to school each and every day.	Attendance is lowest amongst out underrepresented families. the district will be providing more home-to-school transportation to support student attendance. We will also be continuing the social-emotional supports and restorative justice practices on our campuses.	All Lincoln Unified Schools have fully functioning School Site Cuncils and PTA groups for parents to participate in decision making. Each site has an active English Language Advisory group and the District facilitates a Districtwide English Language Advisory group. Each school has a leadership class. all of the aforementioned organizations encourage educational partner participation in the decision-making process. 
Lincoln Unified participates annually in the YouthTruth survey to obtain insight and input from our educational partners:Staff, Students, and Families.	Educational Partners asked for advertisement for parent group meetings to more consistently be available in both English and Spanish.	In order to maximize Educational Partner input and opportunities for participation in school-related events and decision making, all publicity and invitations will be made available in both English and Spanish . In addition, YouthTruth survey administration will become part of the mid-year Parent-Teacher Conference check-ins to further increase participation in the annual survey.	4	4	4	4	4	4	4	5	4	5	5	5	Met		2024-06-26	2024
39685690132415	John McCandless Charter	3	John McCandless excels at fostering positive relationships between school staff and partners, as evidenced by input from educational partners and local data analysis.  Feedback from the YouthTruth survey and stakeholder input highlight the friendly demeanor of teachers and staff, and the diverse family engagement and educational programs available at John McCandless further support this strength.	Despite John McCandless's strengths in building relationships between school staff and partners, educational partner input and local data suggests some areas of improvement.  Specifically, stakeholders have suggested that John McCandless hold more evening events for families to mingle and get to know each other.  This would allow parents to play a more meaningful role in educational decisions made at John McCandless.	John McCandless's educational partners expressed desire to improve engagement of families and students where Spanish is the primary home language.  To meet this goal, John McCandless has hired a bilingual interpreter for Spanish translation for events such as Board Meetings and PTSA Association Meetings.  Additionally, the John McCandless Administration has been actively encouraging participation in our ELAC group that meets once a trimester.  Lastly, John McCandless will focus on strengthening our efforts to recruit a more diverse staff when employment decisions are made.	John McCandless Charter School has resumed its practice of providing in-person parent engagement activities such as Tie-Dye Night, STEM Fest, Owl-o-ween, many volunteer opportunities, Force Museum, and Field Day.  These events, in combination with the activities sponsored by our PTSA, School Site Council, and ELAC, are helping students learn thereby boosting student outcomes.	The main focus for improvement is attendance.  John McCandless is working to improve partnerships and provide supports to ensure all students come to school each and every day.	Attendance is lowest amongst our underrepresented families.  John McCandless is increasing its support for high-engagement strategies such as Project-Based Learning and Technology Integration in order to increase student motivation for daily attendance.  John McCandless will also be continuing the social-emotional supports and restorative justice practices on our campuses. Attendance will be a focus for parent education moving forward through informative meetings and outreach efforts.	John McCandless has a fully functioning School Site Council and PTSA group for parents to participate in decision making.  Additionally, we have an active English Language Advisory Group which collaborate with Lincoln Unified's Districtwide English Language Advisory Group.  John McCandless has a Leadership class.  All of these organizations encourage educational partner participation in the decision-making process. 
John McCandless also participates annually in the Youth Truth survey to obtain insight and input from our educational partners: Staff, Students, and families.	John McCandless Educational Partners have asked for more activities such as Coffee with the Principal and more evening events for students and families.	In order to maximize Educational Partner input and opportunities for participation in school-related events and decision-making, all publicity and invitations will be made available in both English and Spanish.  In addition, YouthTruth survey administration will become part of the second Academic Parent-Teacher Team Conference to further increase participation in the annual survey.	4	5	4	4	4	4	3	3	5	5	5	5	Met		2024-06-25	2024
39685770000000	Linden Unified	3	School cultures are strengthening relationships with parents through various ways of communication and technology.  School site staff are building trusting and respectful relationships with families through various family activities.	Progress in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.  Continue to conference with families regarding student goals and supports.	Progress in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.  Continue to conference with families regarding student goals and supports.  Utilize our translator and school social worker positions for family outreach.	We have systems in place for families to meet with teachers to discuss student progress (parent/teacher conferences, SSTs).  Communication providing resources and information through technology, parent nights, English Learner Advisory Committee, School Site Council is another strength.  We have parent education nights at each site to educate parents on how to advocate and empower students.  In addition, our parents are active participants in developing the 4-year student academic plans.	More specialized professional learning and support to teachers and principals to improve a school's capacity to partner with families.  Opportunity to provide families with more focused parent events and parent education to promote partnerships for student success.	Building partnerships with our underrepresented families will include utilizing the Bilingual Paraeducators and Translators at every site to support academic outcomes for English Learners, after school and summer school opportunities focusing on academic outcomes for low-socioeconomic students, and focusing parent universities on how to support families to support their children.	School sites provide collaborative opportunities to implement and evaluate family engagements events through School Site Councils, Parent Teacher Clubs, English Learner Advisory Committees, and various parent nights.  In addition, this year the district developed a District Advisory Committee to seek input for decision making.	Providing all families opportunities to seek input on policies and programs through in person, virtual, surveys, and social media.	LEA will continue implement strategies through Bilingual Paraeducators, Translators, and Social Workers to improve engagement of underrepresented families.  The LEA will be forming a District Advisory Committee that will include underrepresented groups, family representation from all school sites, including teachers, administrators, and classified staff to provide opportunities for feedback to the district Local Accountability Plan.	4	5	4	5	4	5	5	5	5	5	4	5	Met		2024-06-21	2024
39685850000000	Lodi Unified	3	Communications are provided in parents’ primary languages for the groups which represent 15% or more of the district’s total population. Communication is provided in other languages when possible. Care is taken to make the language understandable and accessible to families. In addition to traditional forms of communication, i.e., flyers and newsletters, the district uses several new applications to support two-way communication with parents. Some examples include email, Smore Newsletters, and Aeries parent portal.	The District continues to abide by its communication plan, which is posted online. The purpose of the plan is to present a clear and concise framework for engaging and communicating with both external and internal audiences within the school communities, incorporating new social media channels to reach the public.	The district is working hard to improve the engagement of our underrepresented families through activities such as Parenting Partners, Jump Into English, and Parent Project. School sites are seeing improved parent involvement in site-based activities, such as the District English Learner Advisory Committee, School Site Council, and other similar site meetings. District staff is working collaboratively with site staff to encourage those parents to participate in district-level parent involvement opportunities. Foster Youth/ Homeless liaisons work with those community groups to maintain positive relationships with these families. The English Learner Department has been working with families whose primary language is not English to foster and develop relationships with these families. The district is also currently implementing Comprehensive Coordinated Early Intervening Services (CCEIS) plan to strengthen relationships with its African American communities.	The district supports parents in the knowledge of their rights and advocating for their students through the site and district committees, School Site Council (SSC), Student Advisory Committee (SAC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC) and Local Control Accountability Plan (LCAP). The district is in the third year of implementation of Parenting Partners. Parents and staff work together to provide classes to other parents at each school site. Sites offer these classes at least twice a year. Workshop topics include Positive Parenting- Success Starts at Home, Creating Confident Kids, Communications that Works, Creating Structure for Achievement, Discipline- Practice for Success, and What Children and Teens Need to Succeed. English learner parents have requested classes on learning English. The district has been very successful with Jump Into English. This program continues to grow by parent request. The district has also provided a Trainer of Trainer series of Parent Project, which is geared towards high school students that are challenged by their lack of school attendance. In addition, teachers and parents meet at least once a year to discuss every student in their class and share strategies parents can use to help support their child in all academic content areas and other areas.	The district has redesigned its administrative structure and hired additional staff to support the facilitation of committee meetings such SAC, SSC, DELAC, ELAC mentioned previously. The district has reorganized into two regions to better serve the communities, which involves the increase in staffing to better meet the needs of the school sites and the families they serve in those regions.	The district has begun its implementation of locally developed data visualizations allowing district and site administrators the ability to easily disaggregate student enrollment into various groups to better address specific needs of underrepresented students and communicate accordingly to parent/guardians of those specific groups as needed. Foster Youth/ Homeless liaisons work with those community groups to maintain positive relationships with these families. The English Learner Department has been working with families whose primary language is not English to foster and develop relationships with these families. The district is also currently implementing Comprehensive Coordinated Early Intervening Services (CCEIS) plan to rebuild relationships with its African American communities.	Parents are encouraged to participate in site and district level advisory committees such as School Site Council (SSC), Student Advisory Committee (SAC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC) and its yearly School Climate Parent Survey for parent/guardians of all students in grades TK/K-12.  Parents are asked to provide input and recommendations on the Parent Compact and Parent Involvement Policy at both the site and district level. The district, along with parents, uses the district level committee as a vehicle to communicate successes and challenges parents encounter at the site or district office.  Jump Into English workshops are another way the district encourages and provides parents with information on district policies and encourages their input. Workshop topics include Positive Parenting- Success Starts at Home, Creating Confident Kids, Communications that Works, Creating Structure for Achievement, Discipline- Practice for Success, and What Children and Teens Need to Succeed.  Parent Project provides highly effective, affordable strategies for parents raising children with challenging behavioral issues. Its mission is to change destructive adolescent behavior.	The district has redesigned its administrative structure and hired additional staff to support the facilitation of committee meetings such SAC, SSC, DELAC, ELAC mentioned previously. The district has reorganized into two regions to better serve the communities, which involves increases in staffing to better meet the needs of the school sites and the families they serve in those regions.	The district also continues utilizing technology such as Blackboard Connect to target communication to specific groups as needed, as well as the ThoughtExchange program which facilitates online community forums for qualitative input. Foster Youth/ Homeless liaisons work with those community groups to maintain positive relationships with these families. The English Learner Department has been working with families whose primary language is not English to foster and develop relationships with these families. The district is also currently implementing Comprehensive Coordinated Early Intervening Services (CCEIS) plan to rebuild relationships with its African American communities.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
39685850101956	Aspire Benjamin Holt College Preparatory Academy	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase the engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	3	3	3	3	2	2	2	2	3	3	3	2	Met		2024-06-20	2024
39685850122580	Rio Valley Charter	3	At Rio Valley Charter School, our teachers and administration are dedicated to providing unwavering support and establishing collaborative partnerships with all families. One of our primary approaches is through comprehensive professional development programs designed to equip our educators with the skills necessary to effectively engage parents in all academic programs, encompassing but not limited to Exact Path, IXL, Edmentum, CTE, Reading Eggs, Math Seeds, PLATO, and Rosetta Stone.

We prioritize fostering a strong home-school connection by ensuring parents have access to curriculum materials that can be utilized at home to continually enhance academic growth. To assess student progress and facilitate meaningful discussions with parents, we administer NWEA/MAP assessments twice a year for students aged 3-11, while students in grades K-2 undergo reading assessments (Dibels) and math assessments (mClass) three times per year. These assessment scores are thoroughly reviewed and thoughtfully discussed with parents, enabling us to align learning goals and monitor progress in relation to previous objectives.

In our independent study model, where teachers regularly meet with each family and student, we strive to actively engage all stakeholders. These ongoing conversations and collaborative efforts ensure that all parties are fully involved in the educational journey, promoting a comprehensive and holistic approach to student development.	Rio Valley Charter School places great significance on receiving feedback from our educational partners, recognizing its crucial role in our planning and decision-making processes. To establish a foundation of trust and respect from the very first day of school, our teachers regularly meet with families on a weekly, bi-monthly, or monthly basis, fostering strong and meaningful relationships.

We extend a warm invitation to families to attend our Back to School events, as well as science, math, and ELA showcase nights, where we showcase the accomplishments and progress of our students. Through individual family meetings, our teachers actively engage with parents and students, gaining valuable insights into each family's unique culture, as well as their academic and socio-emotional goals for their children. To ensure effective communication and documentation, teachers diligently maintain a family communication log, where detailed notes are recorded for future reference.

This year we introduced the Kelvin survey tool to allow us to easily and frequently survey students, staff, and parents to better understand their needs and concerns.

Rio Valley Charter School maintains an active website and Facebook page, serving as essential platforms for transparent and timely communication with our families. We firmly believe in accessibility and provide all families with the means to contact their teachers and school administration through email, text, and phone, ensuring open lines of communication at all times.	With the model of education set forth by RVCS, all families are met with face to face in an equal and fair manner. Student computers and internet access are provided to help ensure that all engaged families, even those in underrepresented sub-groups are properly	Rio Valley Charter School teachers and administration work to provide support and partnership for all families in part by using professional development to train teachers to work with parents on all academic programs including, but not limited to: Exact Path, IXL, Edmentum, CTE, Reading Eggs, Math Seeds, PLATO and Rosetta Stone. Parents are provided with access to curriculum to use in their homes to support continual improvement of academic growth. All students 3-11 are assessed twice per year through NWEA/MAP, while those in grades K-2 are assessed  three times per year through DIBELS. These scores are reviewed and discussed with parents. These conversations are used to align learning goals and progress on previous goals. In this model of independent study, where teachers meet with every family/ student regularly, all stakeholders are actively engaged.	The analysis of educational input and local data guided the LEA in the decision to add a K-2 math assessment during the 22-23 school year to increase parent knowledge of math standards and increase the use of math interventions.  In addition during the 2024-2025 school year parent access to trainings and academic resources will be increased.	With the model of education set forth by RVCS, all families are met with face to face in an equal and fair manner. Student computers and internet access are provided to help ensure that all families, even those in underrepresented sub-groups are properly engaged.	Parents are asked to provide feedback on coursework, field trips, and community opportunities. Families are encouraged to attend parent education nights and an annual student showcase. Meetings are held prior to these events for parents to provide input on policies and procedures. Annually, parents are asked to participate in an annual satisfaction survey. The results from the survey are used to make school wide impact decisions.	Based on feedback from educational partners RVCS is expanding its use of social media and improving their website.  Both of these actions will allow parents greater access to information regarding school events and meetings, and clarify the decision making process.	RVCS will improve engagement of underrepresented families by increasing its services for English Learners, and increasing site hours and availability to school staff.	5	5	5	5	5	5	5	5	4	4	4	4	Met		2024-06-17	2024
39685850133678	Aspire Benjamin Holt Middle	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase the engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	3	3	3	4	2	2	2	2	3	3	3	2	Met		2024-06-20	2024
39685856116594	Aspire Vincent Shalvey Academy	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase the engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	3	3	3	3	2	2	2	2	3	3	3	2	Met		2024-06-20	2024
39685856117675	Joe Serna Jr. Charter	3	"Joe Serna Jr. Charter School (JSJCS) does provide regular communication with parents to ensure they are being informed of essential activities that enhance building relationships between the staff and families. All communications are provided in English and Spanish. Care is taken to make the language understandable and accessible to families. In addition to traditional forms of communication including flyers, monthly newsletters, weekly updates via Smore. In alignment with the district, we use several applications to support two-way communication with parents. Examples include weekly updates via Smore, email, robo calls, and text messages via BlackBoard Connect. We also communicate using Class Dojo and Aeries parent portal. For practices 1 and 2, data from the Parent Climate Survey indicated that 92% of families agree and strongly agree that ""School administrators and staff are responsive when I have questions or concerns""; 87% of families agree and strongly agree that ""The school staff (front office, teachers, support personnel, and administration) treats me in a fair and respectful manner.""; and 72% of families agree and strongly agree that ""Overall, how satisfied are you with the educational programs at your child's school?"" For Practice 3, data from the Parent Climate Survey indicated that 75% of families agree and strongly agree that ""My child's teacher(s) recognize(s) and build(s) on my child's interests, abilities, and strengths."" For practice 4, data from the Parent Climate Survey indicated that 88% of families agree and strongly agree that ""My child’s teacher effectively communicates with me about the meaning of my child's grades, report cards, test scores, and other progress reports."""	JSJCS is working hard to improve the engagement of our underrepresented families through activities such as recruitment and participation in PTA, Jump Into English, ELAC meetings, Principal Chat with Parents, PTA meetings, parent engagement activities such as Fall Festival, promotion activities, tamale making, and many more offered throughout the year. We also invite parents to attend winter performances, Club Folklorico, quarterly Awards assemblies, Honor Roll assemblies, and Pathway to Seal of Biliteracy awards Assemblies. Bringing back science, math and reading nights with parents. We will also host on site events to build relationships with parents and staff which include the Fall Festival, Family Movie night, student dance performances, and many more. Additionally, we will continue to encourage parent participation in principal meet and greets, Back to School Night, and Open House. Additionally, bringing back 30 hours of volunteer hours per family per year.	JSJCS will work in identifying underrepresented families and encourage participation in meetings and other related activities. We will also look into providing incentives to students and families for their participation in parent engagement events.	"During the 2023-2024 school year, we had 51 out of 253, 20.2%, parents complete the parent survey. JSJCS will continue to focus on communicating and partnering with families to build partnerships for positive student outcomes. Parents participated in parent engagement activities throughout the year along with participating in Advisory Committee meetings, Principal Chat with Parents meeting, ELAC meetings, and PTA meetings which brought events that supported building partnerships on site. Staff reached out to parents to encourage participation in PTA events which included a fall festival, winter parade of lights, Winter Performance, Spring Picnic, and other events. Our English learner parents have requested classes on learning English. We have been very successful with Jump Into English and also providing access to Rosetta Stone. These programs continue to grow by parent request. In addition, teachers and parents met quarterly throughout the year during parent conferences to discuss every student in their class and shared strategies with parents so that they can use to help support their child in all academic content areas and other areas.
For practice 6 and 7, data from the Parent Climate Survey indicated that 88% of families agree and strongly agree that ""My child’s teacher effectively communicates with me about the meaning of my child's grades, report cards, test scores, and other progress reports:"" 86% of families agree and strongly agree that ""Teachers and school staff provide guidance and suggestions on how I can help my child learn at home;"" and 58% of families agree and strongly agree that ""My child has discussed his/her academic goals with at least one of his/her teachers or counselors.""
For practice 8, data from the Parent Climate Survey indicated that 68% of families agree and strongly agree that ""Parents are asked for input about important decisions about the school;"" and 78% of families agree and strongly agree that ""School policies and procedures are clear and well-communicated."""	JSJCS supports parents in the knowledge of their rights and advocating for their students through the site by providing committees for them to join which include the Advisory Committee, PTA, ELAC, and Monthly Principal Chats with the Parents. We will continue to partner with Jump into English to provide families the opportunity to learn English. We will also provide access to Rosetta Stone so that parents can learn English and Spanish. JSJCS will also continue its collaboration with PTA and identify events and activities where we can build partnerships with parents with student outcomes. We must improve on getting more parents to participate in completing the Parent Climate Survey. Additionally, adding a part time community liaison and a full-time vice principal to support families who speak English as a second language to Bridge the family connection and support in parental involvement.	JSJCS will work in identifying underrepresented families and encourage participation in meetings and other related activities. We will also look into providing incentives to students and families for their participation in parent engagement events.	"Parents are encouraged to participate in the Advisory Committees, PTA meetings, ELAC meetings, Principal Chat with Parents meetings, and parent surveys. Parents are asked to provide input and recommendations on the LCAP, School Safety, Parent Handbook and other information. Parents use the advisory committee, Principal Chat with Parents meetings, and monthly PTA meetings to communicate successes and challenges parents encounter at the site. During Principal Chat with Parents meetings, an overview of past and upcoming information was shared, and input was received. Jump Into English workshops are another way JSJCS encourages and provides parents with information on district policies and encourages their input. Data from the Parent Climate Survey indicated that 68% of families agree and strongly agree that ""Parents are asked for input about important decisions about the school."" 70% of parents said they are familiar with PTA, 30% are familiar with English Learner Advisory Committee (ELAC), and 21% are familiar with School Site Council (Advisory Committee)."	Based on educational partner input, JSJCS has increased staffing to serve underrepresented students to achieve proficiency. Also, hiring a for a part time community liaison position to support with improving participation in completing the Parent Climate Survey.	JSJCS will work in identifying underrepresented families and encourage participation in meetings and other related activities. We will also look into providing incentives to students and families for their participation in parent engagement events.	5	5	5	5	4	5	5	5	5	4	5	5	Met		2024-05-15	2024
39685856118921	Aspire River Oaks Charter	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase the engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	3	3	3	3	2	2	2	2	3	3	3	2	Met		2024-06-20	2024
39685930000000	Manteca Unified	3	"Parents who are part of School Site Councils and English learner Advisory committees were given this survey. While the ""rounded-off"" number was 4 in all cases, all of the questions by English-dominant partners a score of 3.56-3.84. Speakers of other languages averages were between 3.72 and 4.12. The greatest strength according to English dominant was creating welcoming environments for all families in the community. For speakers of other languages, the greatest strength was developing the capacity of staff to build trusting and respectful relationships with families."	The lowest score from educational partner input and from this survey indicates that MUSD should focus on learning about each family's strengths, cultures, languages and goals for their children. This is directly in line with our focus on identifying individual needs, and seeing each child/family and what is needed to help attain educational success. Recognizing, welcoming and embracing the unique qualities of each pupil and celebrating those will be a focus in the 24-25 school year.	The department of Equity and Access is constantly helping schools, departments and individuals be aware of disproportional outcomes, and access issues within our district. By working with this department, we will seek and find ways to engage the majority of families, increase the reflective representation of staff and connection to families.	In this strand, both sets of educational partners agreed that the greatest strength was implementing programs for teachers to meet with families and students to discuss progress and ways to work together to support improved student outcomes. Again the scores all rounded off to a 4, but the English dominant range was 3.58-3.73 and the Speakers of other languages range was 3.88-4.17. The focus on goal-setting conferences and the discussion of individual student progress has helped staff, parents, and students to be aware of student mastery of grade level standards, and rates of progress. There has been a slight decline in the percent of K-8 parents attending goal-setting conferences (86 to 81%), but the addition of standards-based reporting will likely aide in improving these meetings. And though this is a relative strength, MUSD continues to focus on this important part of the parent school connection and partnership.	MUSD will continue to focus on finding ways to work together to support improved student outcomes. Working with staff at school sites, we will continue the conversations about student outcomes through goal setting conferences and other mutually attended activities. We will look for ways to increase communication opportunities and reduce barriers to effective understanding.	MUSD's Community Relations and Engagement Department will continue to seek for additional opportunities or methods of communication. There will be a district-wide focus on improving family-school partnerships which will extend to underrepresented families.	Respondents in English and Spanish identified the current strength as supporting family members to effectively participate in advisory groups such as School Site Council, English learner advisory committee, and decision-making. Again, those responding in English had lower average scores (3.61-3.78) than those in Spanish (3.84-4.04). It is logical that the parents participating in these committees would recognize that there is support for the work of parents participating in this way, and how the district seeks their input for decision-making.	In both survey groups, the lowest scoring area was rating the district's progress in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. A continued goal is to bring parents and educators together to have activities which are focused on the three identified targets of Manteca Unified School District: students meeting grade level standards, feeling safe, and achieving individual success. Several district departments devise and carry out family engagement activities, advertised through the Community Relations and Engagement department. Individual site strategic plans, which incorporate educational partner input at the site level, also indicate and respond to needs for effective family engagement activities.	One of the great strides that was made in the 23-24 school year was access to the decision-making process. Meetings, such as the Local Control Accountability Plan input meetings, boundary adjustment, and the Standards-based reporting informational meetings, were not catered to one type of parent. The meetings were held in diverse geographical locations and at different times and via different platforms, allowing all who want to participate to have the venue to do so. We will continue in this process and refine our skills at gathering through all methods: virtual, in person, via meetings, and social platforms.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
39686190000000	New Hope Elementary	3	NHESD takes pride in creating an environment that is welcoming to parents and the community.  Events such as awards assemblies and the Talent Show were attended by approximately 100 family members respectively.  The school community attends the Cinco de Mayo show put on by the After School Program.  All parent meetings were attended with an average of 16 in attendance.  Both sessions of Parent Conferences have above a 95% attendance rate.	Our Stakeholders want to continue to finds way strengthen the partnership with families through developing the capacity of staff.	The majority of our families are underrepresented therefore we will continue to work with all of our families.  We hired a Temporary Bilingual Attendance Secretary.
	Being a small school and many students attend New Hope from Kindergarten until 8th grade, relationships are built and long lasting.  Nevertheless, as a site we can all improve to build stronger relationships with our students and families.	Our focus will continue to strengthen the relationships from staff to students.	We will hold meetings in the morning throughout the school year to build relationships with stakeholders and to answer questions and have topics of interest.	We will hold meetings in the morning throughout the school year to build relationships with stakeholders and to answer questions and have topics of interest.	We will continue to seek input during our community meetings with stakeholders.	We will continue to communicate and invite all families to our monthly meetings and inform them of all opportunities to participate and be involved with their child's education.	5	5	5	5	5	5	5	5	4	3	3	3	Met		2024-06-18	2024
39686270000000	New Jerusalem Elementary	3	New Jerusalem excels in fostering relationships between school staff and families. Throughout the year, New Jerusalem hosts various community events that allow students and staff to form connections, including Meet the Teacher Night, Winter and Spring Programs, the STEAM Event, and Open House. The Parent Teacher Club at New Jerusalem is a platform for building relationships, with monthly meetings focused on discussing fundraisers like the annual Walkathon, organizing enjoyable events such as Boo Bash, Teacher Appreciation Week, and Student College Scholarship, as well as finding ways to use the funds raised to enhance student experiences. Additionally, New Jerusalem boasts an active Multicultural Club and ELAC community, which collaborate with the Parent Teacher organization to organize community events, fundraisers, and enjoyable activities for both staff and students.	New Jerusalem will concentrate on enhancing relationships between school staff and families by continuing to partner, seek input, and offer support through deliberate collaboration opportunities. These will occur during school organization meetings, such as our Parent Teacher Club, Multicultural Club, and ELAC, fostering open and honest dialogue through shared interests and active participation.	New Jerusalem will enhance the engagement of underrepresented families by increasing involvement with our Multicultural Club parents. Staff and administration will actively participate in their meetings and foster parent participation on our campus. We will persist in supporting ELAC and Multicultural Club fundraisers and in promoting their events.	New Jerusalem excels in forging partnerships that enhance student outcomes. The staff and administration participate in numerous professional development sessions annually, bolstering our educators and augmenting our school's ability to collaborate with families. New Jerusalem is committed to translating all communications into the family's native language and disseminates information via ELAC meetings, the site office, and social media to foster student learning and development at home. Additionally, New Jerusalem offers parent-teacher conferences to review student progress and explore collaborative efforts for the betterment of all students multiple times throughout the year, as well as on an as-needed basis to promote improved student achievements.	New Jerusalem is concentrating on enhancing partnerships for student success by offering more chances for families to meet and understand their legal rights and the options they have to support their children. These opportunities could be incorporated into ELAC, Parent Teacher Club meetings, parent-teacher conferences, and 'Coffee with the Principal' sessions through guest speakers.	New Jerusalem is committed to enhancing the engagement of underrepresented families by providing teachers with extra resources to support student learning and development at home. We will also maintain our practice of offering translated materials for parent-teacher conferences, meetings, and other forms of communication.	New Jerusalem has several strengths in seeking input for decision-making. We actively develop the ability of staff to engage with families through advisory groups such as ELAC, Parent Teacher Club, and Multicultural Club. Notices for meetings are publicized and translated, enabling staff and families to participate in and support decision-making processes. Translators are available during meetings to ensure all participants can effectively contribute to the advisory groups. Our Parent Teacher Club, Multicultural Club, and ELAC groups collaborate to plan, design, implement, and evaluate our family engagement activities at school. Their joint efforts have successfully raised funds to support student programs in the arts, music, sports, college scholarships, and STEAM education.	To improve decision-making inclusivity, we aim to create more opportunities for underrepresented groups to contribute their perspectives on policies. We plan to invite guest speakers who will inform and engage families in discussions, thereby gathering their insights during Parent Teacher Club, Multicultural Club, and ELAC meetings for the 2023 Local Performance Indicator Self-Reflection at New Jerusalem Elementary School District.	New Jerusalem is committed to enhancing the engagement of underrepresented families in decision-making processes. This will be achieved by deliberately communicating our programs and policies to families, aiming to gather their input during advisory group meetings, both in-person and via Zoom. Furthermore, we will develop annual surveys about programs and policies, which will be translated to ensure that input is obtained from families unable to attend the meetings.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-25	2024
39686270117796	New Jerusalem	3	New Jerusalem excels in fostering relationships between school staff and families through a variety of community building events and activities. Throughout the year, the school hosts several key events designed to strengthen 
these connections, including Meet the Teacher Night, Winter and Spring Programs, our STEAM Event, and Open 
House.
Additionally, the school actively engages parents and guardians through the Parent Teacher Club, which meets 
monthly. These meetings focus on organizing fundraisers like the annual Walkathon and fun events such as our 
talent show, and carnival. They also discuss ways to use the funds raised to enhance student experiences and 
support academic and extracurricular initiatives. Celebrations like Teacher Appreciation Week and funding Student 
College Scholarships are a testament to the vibrant community spirit cultivated by these efforts.
Furthermore, the involvement of the Multicultural Club and the ELAC community in partnership with the Parent 
Teacher organization enriches our school’s cultural fabric. Together, they host additional community events and 
fundraisers, providing enjoyable activities that benefit both staff and students and promote a dynamic, inclusive 
educational environment.	New Jerusalem is committed to enhancing the relationships between school staff and families by continuing to foster 
partnerships, gather input, and provide support through meaningful collaboration opportunities. Our focus will be on 
engaging staff and families during organizational meetings, such as those held by the Parent Teacher Club, 
Multicultural Club, and ELAC. By creating a space for open and honest dialogue, centered on mutual interests and 
active engagement, we aim to strengthen these vital connections within our school community. This approach will 
further enrich the collaborative atmosphere and ensure that all voices are heard and valued in the ongoing 
development of our educational environment. 
	New Jerusalem is dedicated to enhancing the engagement of underrepresented families by increasing collaboration 
with our Multicultural Club. Staff and administration will actively participate in club meetings and encourage parent 
involvement on campus. Additionally, we will continue to support the fundraisers and promote events organized by 
both the ELAC and the Multicultural Clubs, reinforcing our commitment to fostering an inclusive community.	New Jerusalem excels in building effective partnerships for enhancing student outcomes. Our staff and 
administration actively participate in multiple professional development sessions annually, which are designed to 
bolster our educators' abilities and enhance our school's capacity to collaborate effectively with families.
To ensure clear and accessible communication, all information is provided in the families' home languages. 
Communication channels include ELAC meetings, the site office, and social media platforms, all aimed at supporting 
student learning and development at home.
New Jerusalem holds parent-teacher conferences several times a year to discuss student progress and explore collaborative strategies for supporting all students. Additional meetings are also available on an as-needed basis, ensuring that we maintain a strong partnership with families to foster improved student outcomes.	"New Jerusalem is committed to enhancing its partnerships for student outcomes by offering more opportunities for 
families to understand and exercise their legal rights and advocacy channels. We plan to integrate these 
opportunities into various settings, such as ELAC meetings, Parent Teacher Club gatherings, parent-teacher conferences, and ""Coffee with the Principal"" sessions. This initiative will include presentations from guest speakers, providing families with valuable insights into how they can effectively advocate for their students."	New Jerusalem is committed to enhancing the engagement of underrepresented families by providing teachers with 
additional resources to support student learning and development at home. We will also continue to offer translation services for parent-teacher conferences, meetings, and communications to ensure all families are fully informed and involved.	New Jerusalem currently excels in facilitating input for decision-making by actively empowering staff to engage with 
families through advisory groups such as ELAC, the Parent Teacher Club, and the Multicultural Club. We ensure 
meeting notices are widely advertised and translated, enabling both staff and families to participate fully and support 
decision-making processes. Translators are available during these meetings to guarantee that all participants can 
effectively contribute to the discussions.
Our Parent Teacher Club, Multicultural Club, and ELAC groups collaborate closely to plan, design, implement, and evaluate our family engagement activities at the school. Their joint efforts have successfully raised funds to enhance student programs in various areas, including the arts, music, sports, college scholarships, and STEAM education.	An area targeted for improvement in seeking input for decision-making involves creating more opportunities for underrepresented groups to contribute their perspectives on policies. We plan to invite guest speakers to Parent Teacher Club, Multicultural Club, and ELAC meetings to inform and engage families in meaningful dialogue. This will allow us to gather their insights and input on policymaking, ensuring a more inclusive approach.	New Jerusalem is committed to enhancing the engagement of underrepresented families in decision-making processes by clearly communicating programs and policies. Our goal is to gather their input during advisory group meetings, which are accessible both in person and via Zoom. Additionally, we will develop annual surveys focused on programs and policies, available in translated forms, to ensure that families who are unable to attend meetings can still provide their valuable input. This approach will help us create a more inclusive and responsive decision-making environment.	3	4	3	4	3	3	4	4	4	4	3	4	Met		2024-06-25	2024
39686270126755	ABLE Charter	3	Based on the analysis of educational partner input and local data, ABLE Charter has made significant strides in building robust relationships between school staff and families. A key strength lies in the proactive engagement of various stakeholders through initiatives such as the establishment of a Parent Teacher Club, which fosters active collaboration and communication between parents and educators.

The inclusion of parent and family representation in executive search processes ensures that family perspectives are integral to leadership decisions, enhancing trust and mutual respect. Additionally, ABLE Charter's commitment to gathering input via surveys demonstrates a dedication to understanding and addressing family needs and concerns.

The continuation of coffee hours with principals programs provides informal, accessible opportunities for families to engage with school leadership, fostering a sense of community and openness. The creation of a dedicated physical space for a Parent and Family Resource Center further underscores the LEA's commitment to supporting families, offering resources, and creating a welcoming environment for engagement.	
Based on the analysis of educational partner input and local data, ABLE Charter has identified several focus areas for improvement in building relationships between school staff and families.

Firstly, enhancing the frequency and consistency of communication is crucial. While existing initiatives like surveys and coffee hours have been beneficial, more regular updates and varied communication channels can ensure all families remain informed and engaged.

Secondly, increasing cultural competency among staff is vital. Providing professional development focused on cultural awareness and sensitivity can help staff better understand and meet the diverse needs of the school community.

Additionally, expanding the Parent and Family Resource Center’s services and accessibility can further support families. Offering extended hours, more resources, and additional support services will make it easier for families to engage with and benefit from the center.	Based on the analysis of educational partner input and local data, ABLE Charter plans to improve the engagement of underrepresented families by implementing targeted strategies aimed at fostering inclusivity and accessibility.
1. Language Access Services: ABLE Charter will enhance translation and interpretation services to ensure that non-English speaking families can fully participate in school activities and communications. This includes translating website, newsletters, providing interpreters at meetings, and offering bilingual staff support.
2. Flexible Meeting Options: To accommodate varied schedules and commitments, the school will offer flexible meeting times and virtual engagement options, making it easier for all families to participate in school events and decision-making processes.
3. Inclusive Family Events: Creating inclusive and culturally responsive family events that celebrate the diversity of the school community will encourage greater participation from underrepresented families. These events will be designed to be welcoming and relevant to all cultural backgrounds.
4. Feedback Mechanisms: Establishing continuous feedback mechanisms, such as focus groups and regular surveys specifically aimed at underrepresented families, will help ABLE Charter identify and address specific barriers to engagement.
By implementing these strategies, ABLE Charter aims to create a more inclusive environment where all families feel valued and empowered to contribute to their children's education and the school community.	Based on the analysis of educational partner input and local data, ABLE Charter has demonstrated significant strengths and progress in building partnerships for student outcomes.

Online Access to Assessments: ABLE Charter provides parents and families with online access to their students' quarterly assessments in math and ELA. This transparency allows parents to stay informed about their child's academic progress and identify areas needing improvement in a timely manner.

Teacher/Parent Conferences: The school offers multiple opportunities for teacher/parent conferences throughout the year. These meetings foster direct communication and collaboration between teachers and parents, ensuring that parents are actively involved in their child's education.

Proactive Grade Monitoring: Teachers at ABLE Charter proactively contact parents whenever a student's grade drops to a D or F. This early intervention approach helps address academic issues before they become more serious, providing parents with the opportunity to support their child more effectively.

Access to Adaptive Learning Applications: The school provides online access to various adaptive education and learning applications. These applications, tailored to consider students' quarterly assessments, allow students to continue their learning at home, reinforcing classroom instruction and promoting continuous academic engagement.

These initiatives highlight ABLE Charter's commitment to creating strong partnerships with parents and families, leveraging technology and proactive communication to support student success. The school's focus on transparency, early intervention, and continuous learning opportunities underscores its dedication to improving student outcomes through collaborative efforts with families.	Based on the analysis of educational partner input and local data, ABLE Charter has identified several focus areas for improvement in building partnerships for student outcomes.

Enhanced Communication Channels: While current communication methods are effective, there is room to diversify and improve these channels. Implementing more frequent and varied communication methods, such as mobile apps, social media updates, and multilingual newsletters, can ensure that all parents are consistently informed and engaged.

Increased Parent Training and Support: Providing additional training sessions and resources for parents to better understand and utilize online assessment tools and adaptive learning applications can empower them to more effectively support their children's education at home. Workshops on navigating these platforms and interpreting assessment data would be beneficial.

Expanded Outreach to Hard-to-Reach Families: Targeted outreach programs to engage families who may not be as involved due to language barriers, work schedules, or other challenges need to be strengthened. Creating flexible, accessible engagement opportunities and providing additional support for these families will ensure broader participation.

Feedback and Improvement Loops: Establishing regular feedback loops where parents can provide input on the effectiveness of current partnership initiatives can help identify gaps and areas for improvement. Regular surveys and focus groups specifically aimed at gathering this feedback will be crucial.

Stronger Community Partnerships: Building stronger partnerships with community organizations can provide additional resources and support for students and families. Collaborating with local businesses, non-profits, and community centers can enhance the support network available to students outside of school hours.

Personalized Support Plans: Developing more personalized support plans for students at risk of falling behind can involve parents more deeply in the intervention process. This includes creating detailed action plans that involve both school-based strategies and at-home support, tailored to each student’s specific needs.

Focusing on these areas will help ABLE Charter strengthen its partnerships with parents and families, ultimately leading to improved student outcomes through enhanced collaboration and support.	Based on the analysis of educational partner input and local data, ABLE Charter will improve engagement of underrepresented families in building partnerships for student outcomes through several targeted strategies:

Enhanced Communication and Outreach: ABLE Charter will implement multilingual communication strategies, ensuring that more materials, including wensite, newsletters, and updates, are available in the primary languages of underrepresented families. 

Flexible Engagement Opportunities: To accommodate varying schedules, ABLE Charter will offer flexible meeting times for parent-teacher conferences and workshops via virtual meetings.

Parent Training and Resources: ABLE Charter will provide targeted training sessions to help parents understand and use online assessment tools and adaptive learning applications. Workshops and resource materials will be designed to empower parents to support their children's learning effectively.

Community Partnerships: Collaborating with local community organizations and cultural groups will help ABLE Charter connect with underrepresented families. These partnerships will provide additional support and resources, making the school environment more inclusive and supportive.

Regular Feedback Mechanisms: Establishing regular feedback loops, such as focus groups and surveys specifically for underrepresented families, will allow ABLE Charter to continuously assess and improve engagement strategies. This feedback will be used to tailor programs and initiatives to better meet the needs of these families.

Dedicated Support Services: Expanding the Parent and Family Resource Center to include services specifically tailored for underrepresented families, such as translation assistance, tutoring programs, and cultural events, will provide a welcoming and supportive environment for all families.

By implementing these strategies, ABLE Charter aims to create a more inclusive and supportive community where underrepresented families feel valued, engaged, and empowered to contribute to their children's academic success.	Based on the analysis of educational partner input and local data, ABLE Charter has demonstrated several strengths and made significant progress in seeking input for decision-making.

Parent and Teacher Club: The establishment of parent and teacher club has created structured forums for regular input and feedback. These clubs provide a platform for parents and teachers to voice their concerns, suggest improvements, and actively participate in the school's decision-making processes.

Executive Search Inclusion: By including parent and family representation in the executive search process, ABLE Charter ensures that diverse perspectives are considered when selecting school leaders. This practice highlights the school’s commitment to incorporating family input in critical decisions.

Surveys and Feedback Tools: The school regularly conducts surveys to gather input from parents, students, and staff. These surveys are instrumental in capturing a wide range of opinions and suggestions, which are then used to inform school policies and initiatives.

Coffee Hours with Principals: Regular coffee hours with principals offer an informal setting for parents to engage in open dialogue with school leadership. These sessions help build trust and provide valuable insights into the community’s needs and priorities.

Dedicated Parent and Family Resource Center: The creation of a Parent and Family Resource Center provides a physical space where families can access information, resources, and support. This center also serves as a hub for community engagement and input.

Transparent Communication: ABLE Charter maintains transparent communication channels, keeping families informed about school decisions and inviting their input. This transparency fosters a collaborative environment where families feel their voices are heard and valued.

Through these initiatives, ABLE Charter has established a strong foundation for inclusive and participatory decision-making, reflecting the community's diverse needs and perspectives	Based on the analysis of educational partner input and local data, ABLE Charter has identified several key focus areas for improvement in seeking input for decision-making:

Broader Stakeholder Inclusion: There is a need to engage a more diverse range of stakeholders, particularly underrepresented families, to ensure that all voices are heard. Targeted outreach efforts and creating more inclusive engagement opportunities will help achieve this.

Enhanced Digital Engagement: Increasing the use of digital platforms can facilitate broader and more flexible participation. Implementing online forums, virtual town halls, and interactive surveys will make it easier for families to provide input, regardless of their schedules or physical location.

Consistent Feedback Cycles: Establishing more regular and systematic feedback cycles will ensure continuous and timely input from stakeholders. Regular surveys, focus groups, and community meetings can keep the communication loop active and responsive.

By addressing these focus areas, ABLE Charter aims to strengthen its processes for seeking and integrating input, ensuring a more inclusive, transparent, and effective decision-making framework.	Based on the analysis of educational partner input and local data, ABLE Charter will implement several targeted strategies to improve the engagement of underrepresented families in seeking input for decision-making:

Culturally Responsive Outreach: ABLE Charter will develop culturally responsive outreach initiatives to engage underrepresented families. This includes using culturally relevant communication methods and materials that reflect the diverse backgrounds of the school community.

Language Access Services: To ensure all families can participate, ABLE Charter will enhance language access services by providing translations for all communications, meetings, and materials. Additionally, interpreters will be available at all significant school events and meetings.

Partnerships with Community Organizations: The school will collaborate with local community organizations that already have strong ties with underrepresented families. These partnerships will help bridge gaps and build trust, encouraging more families to engage with the school.

Parent Education and Empowerment: ABLE Charter will provide educational workshops and resources to empower parents with the knowledge and skills needed to effectively participate in the decision-making process. Topics will include understanding school policies, navigating the education system, and effective communication strategies.

Regular Feedback Mechanisms: Establishing continuous and structured feedback mechanisms, such as focus groups and regular surveys specifically designed for underrepresented families, will help identify and address barriers to engagement. The school will use this feedback to adjust strategies and improve inclusivity.

By implementing these strategies, ABLE Charter aims to create a more inclusive and responsive environment where underrepresented families feel valued and empowered to contribute to the school's decision-making processes.	3	4	3	3	4	4	4	3	4	3	3	3	Met		2024-06-17	2024
39686270127191	California Virtual Academy @ San Joaquin	3	The school is dedicated to cultivating trusting and respectful relationships with families to ensure student success in the virtual learning environment. Upon enrollment approval, families receive personalized onboarding support from their designated onboarding coach. This support begins with a warm welcome - an intentional and welcoming inclusion activity, routine, or ritual that builds community and connects to the work ahead. Families receive clear guidance on program expectations, communication channels, and navigating the online platform and resources efficiently. Newly enrolled students and parents experience at least three personalized interactions with their onboarding coach, ensuring a sense of belonging from the start. Spanish-language onboarding support is available for Limited English Proficient (LEP) students and families whose primary language is Spanish.

Teachers proactively connect with families through welcome calls, monthly check-ins, Enduring Connection Calls, academic conferences, and provide live instruction aligned with the California content area standards. 

Teachers and staff prioritize student relationships through daily face-to-face interactions. Additionally, we support student and adult resilience with intentional social-emotional learning practices. We have identified the importance of self-awareness, self-management, and executive function in our unique setting – and work to foster these skills among students, teachers, and families.

In addition to classroom interactions, the school offers in-person and virtual activities, clubs, and support sessions. Continuous support is provided to families year-round, including during the summer.

School leaders facilitate regular feedback sessions involving parents, students, and staff, utilizing surveys to gather input and identify areas needing additional support. Special programs, like the Compass program, cater to MKV, Foster youth, and other underrepresented families, focusing on providing resources and supplies, engagement support, and coaching for students and parents, including bilingual engagement and translation services.

The school actively involves parents, students, and staff in planning processes through various channels, ensuring that their voices are heard and valued. Feedback and collaboration happen in Title I meetings, English Learner Advisory Committee (ELAC), and Partner Engagement Sessions, which include priority opportunities for parents, staff, and students to review Local Control and Accountability Plan (LCAP) goals, actions, and services and provide input and suggestions. LCAP feedback informs decision-making and drives programmatic adjustments to ensure that programs offered reflect the priorities of the learning community and that all students are learning.
	We will continue to refine the Enduring Connection Calls between teachers and students. We plan to implement a schoolwide practice of 3 Signature Practices across all departments. Our school will focus on training and Professional Development for staff based on trauma-informed practices to support trusting and respectful relationships with families. We plan to provide additional training for all staff on accessing the primary and preferred language of Limited English Proficient (LEP) families. We will continue to refine the Language Access Plan - a resource that outlines ongoing efforts to improve access for limited English proficient (LEP) individuals – people whose primary language is not English and who have limited ability to read, speak, write, or understand English. Our school will continue to develop the Newcomer instructional and family support services provided by the English Language Development (ELD) Department to meet the needs of students in kindergarten through grade twelve (K–12) who were born outside the United States (U.S.) who have arrived in the U.S. in the last three years and who also are still learning English.	Solid relationships and research-based support/services improve outcomes for underrepresented students. The school provides engagement, attendance, academic, and SEL support for families, including English Learners, Students with Disabilities, and Socioeconomically Disadvantaged (SED) students. Support includes removing barriers and providing school supplies and resources, as well as academic support, to help them succeed in the virtual learning environment. 

The school has added additional bilingual engagement staff for Spanish-speaking families to provide support throughout the calendar year to expand opportunities for the LEP families in the 23-24 SY and provide an increased level of translation and interpretation support from a live school staff member. Additionally, schoolwide forms and documents have been translated into Spanish, and the school’s website now includes a language toggle feature so that families can change the presentation of all information on the site to Spanish with a single click. In addition, the school contracts with an over-the-phone interpreting service, Certified Languages International (CLI), which provides interpreters in over 200 languages, allowing for teachers and other staff to communicate with LEP parents during real-time phone calls or video conferences in their preferred language. In order for Limited English Proficient (LEP) families who speak a language other than English or Spanish to access school information, resources are included with school communication for seamless translation on demand. All parents and guardians of students may request free language translation services in their preferred language at any time, and staff members can request document translation for LEP families’ preferred languages at any time as well. 
The school seeks the participation of unduplicated students by offering specific onboarding follow-up for SED families who are not meeting designated engagement metrics, an internet subsidy so families can engage and connect with the school community, and the Compass team reaches out to parents and families when SED students are not engaged. We offer workshops to support resilience, specifically designed to support SED parents and families. This series focuses on skills to manage stress, solve problems, reflect on reactions in different situations and practice new ways to respond when facing challenges.
For our Students with Disabilities, GE teachers and Education Specialists do additional outreach and seek their active participation in their child's education. Case Managers ensure families attend Individualized Educational Plan (IEP) meetings, specifically parents/guardians are invited to attend 30-day, annual, and triennial IEPs, evident in Team Meeting Notices.  An ongoing area of improvement for the school is to continue analyzing parental engagement data to ensure consistent and significant participation from parents and students in unduplicated groups.
	The school fosters strong partnerships with families to ensure student success. Recognizing parents' crucial role in education, particularly in an independent study charter school, the school actively engages parents by providing them with comprehensive information, resources, training, and opportunities to collaborate with other parents to better support their children's learning journey. Regular teacher-family conferences inform parents about their child's progress and academic expectations, while accessible systems grant them access to student grades, assessments, and online activities.

Dedicated engagement and attendance support teams work to keep students involved in their education, focusing on educating parents about school expectations and strategies to remain engaged in their child's daily schooling. The presence of graduation coaches facilitates better understanding among students and parents regarding graduation requirements, progress tracking, and ensuring timely graduation. This information is shared through various channels, including school assemblies, homeroom meetings, and individual conferences.

The school has committed to being a Professional Learning Community (PLC) and strives to incorporate the Three Big Ideas of the PLC process: focus on learning, a collaborative culture, and results orientation.  As a result of this work, the school has refined professional development, prioritized collecting evidence of mastery, and created clear communication regarding our school priorities and goals. The collaboration among staff members focuses on discussing student progress and working together to support improved student outcomes. This collaborative work, in turn, allows for strengthened communication of outcomes and progress with students and families during individualized onboarding sessions, monthly Enduring Connection Calls, weekly academic support sessions, and ongoing Academic Conferences. 

Dual enrollment programs such as CAVA2College and Stride Career Prep (SCP) provide high school students valuable opportunities to explore career pathways, earn certifications, and prepare for college and career. Middle school students benefit from career exploration and technology courses and earn high school credit.

To ensure effective communication and engagement, the school utilizes various platforms such as ParentSquare, social media, LC Community (a school-based social media platform for parents/learning coaches), and the school website. These offer the family’s essential information and opportunities to build relationships and advocate for their children. The Family Teacher Organization (FTO) further strengthens student support by facilitating collaboration between home and school through regular meetings and shared goals.
	We will create more opportunities for students to engage with SEL assembly topics by incorporating content into the older grades' homeroom courses and supporting the Elementary Staff with resources to share during our younger students' morning meetings. We will provide training and Care Solace access for administrators, who can support families by initiating a warm handoff when identified.  Continue to create understanding with staff around the difference between a “warm handoff” and “anonymous search” and how we can better support resource connection when we start a “warm handoff” for a family or student. We will Increase the translation and interpretation services and documents provided in Arabic, an increasing primary language amongst Limited English Proficient (LEP) families at our school.
Our schools plan to expand our video conferencing translation capabilities to provide real-time translation in multiple languages to ensure parents/guardians can meaningfully participate and advocate for their students in educational partner meetings.
	The school's Attendance Advocates proactively address student absences daily, collaborating with students to overcome any obstacles they may face. They assist parents in completing surveys for any offline assignments completed by students. In continued absences, additional meetings are scheduled with parents and students to identify underlying issues and support overcoming them, ultimately guiding families toward academic success.

To ensure MKV students are engaged and learning, the school has increased the resources, referrals, and support, which include Food and Housing Resources, Health Services, Mental Health and Crisis Support, and Internet/Hot Spots.

Regarding training and support for teachers, all staff undergo continuous, high-quality training and professional development sessions throughout the year. Additionally, new teachers benefit from immersive, hands-on training provided by department trainers to ensure a comprehensive understanding of schoolwide vision, properties, goals, departmental policies, procedures, and ways to support students and families. New hires are assigned a dedicated support teacher during their inaugural year.
	"Survey questions and data collection methods are tailored for the virtual school environment and align with LCAP objectives and strategies. The leadership team conducts quarterly reviews of feedback, which lead to adjustments in schoolwide and departmental plans and enhancements in family engagement initiatives. This feedback, along with student engagement and achievement data, informs the development and monitoring of LCAP initiatives.

The following presents a synopsis of trends and feedback from various parent surveys conducted during the 23-24 SY, including responses from the LCAP survey, Title I feedback survey, and feedback surveys from Fall and Winter Partner Engagement Meetings. 

Ranking of LCAP Priorities/Goals 
Top Priorities: 
(83%) Ensure Students Will Graduate from High School
(76%) Providing Internet reimbursement for low-income families.
(74%) Ensure Students Attend School
(68%) High School Career and Technical Education
(67%) High School Students Complete all courses (A-G) to be eligible to attend a CA state college or a University of California
(67%) Support for Students with Disabilities

In addition:
(83%) Agree / Strongly Agree: ""I have been given opportunities to participate in decision-making regarding my student's education.""
(88%) Agree / Strongly Agree: ""The school has created a welcoming environment for all families in the community.”

In addition, parents, families, students, and staff provide feedback and direction to the school through a variety of opportunities, including:
•	ELAC Meetings
•	EL Needs Assessment Annual Survey
•	School Climate Survey
•	Parent Connections, including coffee chats and parent training.
•	Student Government 
•	Family Teacher Organization (FTO)
•	Student and Teacher Pulse Checks 

Two-way communication between parents/families and school includes:
•	ParentSquare
•	LC Community
•	Emails
•	Connection Calls
•	Academic Conferences
•	Student Support Sessions
•	Sharing of Student's Individualized Learning Plans (ILP)
•	Student Support Team (SST) Meetings
•	Individual Educational Program (IEP) Meetings
•	English Language Development (ELD) Program Meetings
•	Bear Tracks weekly community newsletter highlights events and activities.
"	"Based on parent feedback the school 
•	will continue to administer surveys and offer Partner Engagement Meetings to share goals and actions, collect feedback, and measure parental participation in decision-making.
•	will increase opportunities for parental involvement, and message to families/staff the impact that feedback has on school-based decisions.
•	will offer parents support in increasing LC capacity, including time management tools, technology training, and other available resources and support. 
•	has identified the following barriers and will reduce those to ensure the participation of parents, including:
•	Lack of time
•	Prioritizing meetings
•	Streamlining communication to parents 
•	will increase the number of families participating in feedback opportunities and will reach out to families who did not provide feedback to ask them what barriers keep them from giving feedback. 
•	will continue to develop and implement the SEL plan. To increase awareness all teachers/staff, students, and parents will be included in the collaboration and development. 
•	will continue to provide training and support for administrators, teachers, parents, and students, specifically reaching underrepresented and underserved families.
•	increase opportunities for peer-to-peer interaction and connection in Class Connect (CC) sessions, clubs, K12 Zone, and other activities, including in-person outings and events.
•	messaging and support to ensure families are aware and supported with low cost/internet options in addition to policy for internet reimbursement.
"	Parents generally convey satisfaction with the school, which positively impacts all students. They value the assistance teachers and staff provide and the school's efficient communication with students and families. Daily prompts regarding class attendance and assignments help students stay focused. Parents appreciate the chance to monitor their child's progress and access educational materials in advance to address any academic hurdles. They appreciate the school's diverse and extensive curriculum, which offers numerous courses and effective teaching. Additionally, parents welcome the various opportunities for high school students and socialization activities available at all grade levels. Furthermore, the staff dedicated to supporting Spanish-speaking parents is positively acknowledged.	4	5	4	5	5	5	5	5	4	4	4	4	Met		2024-06-13	2024
39686270129890	Delta Home Charter	3	Our educators and staff members will persist in their professional development across the diverse curricula offered to 
our families. They are well-versed in all facets of the curriculum, enabling them to effectively facilitate student 
learning at home, bolstered by year-round professional development. The NWEA MAP Test results serve as a tool to 
review students' advancement in English Language Arts and Mathematics. Utilizing this data, teachers can identify 
specific growth opportunities for each learner. We provide additional resources to bolster student support through 
enrichment and advanced activities. Efforts could be enhanced to ensure all families are aware of their rights to 
effectively advocate for their children. Recently, we have incorporated a Spanish-speaking translator into our team, 
strengthening our connection with Spanish-speaking households.	Improving engagement with families of non-native English speakers is a key area of focus. We plan to hold regular 
ELAC meetings, both in-person and via Zoom, to assist our English Language Learner families throughout the next 
school year. Additionally, we will organize a series of support meetings aimed at empowering all families to facilitate 
their children's learning at home. These meetings will provide families with practical tools and educational strategies 
for home use.	Our ELAC meetings will be held periodically to support our English Language Learners. Families of these students 
are welcome to attend and learn about our various programs, sports, and curriculum. Parents are encouraged to 
offer input and feedback during these meetings, which aids us in making informed decisions. Additionally, student data conferences will be provided, enabling students, families, and teachers to review MAP testing results and foster stronger connections with our underrepresented families. 
	Delta Home is committed to enhancing the skills of our staff, administrators, teachers, and classified personnel to 
foster trusting and respectful relationships with families. Effective communication between families and teachers is 
crucial for our program's success. Our teachers meet with families face-to-face monthly, fostering personal 
connections. Weekly check-ins via email, phone, or text with families support ongoing communication, monitor 
progress, and facilitate goal setting. The principal meets with each family upon enrollment and maintains regular 
contact to promote student engagement, establish objectives, and acknowledge student accomplishments. Our 
facilities are clean and welcoming, designed to create a homely atmosphere for family comfort. Recognizing the 
diverse cultures of our families is an area for improvement. Students can visit the site for enrichment and teacher 
assistance. Additionally, we provide weekly tutoring in Math, Science, and ELA.	To enhance student performance, we are introducing periodic data talks and family conferences throughout the 
academic year. These data talks will enable our qualified teachers to identify each student's specific needs, fostering 
improved educational results. Teachers will convene in Professional Learning Communities (PLCs) to deliberate and 
scrutinize student data. Following these PLC sessions, teachers will brief parents on their child's progress during 
student data conferences and offer strategies and resources for home use to bolster student achievement. 
The principal will persist in meeting with all families interested in enrolling at Delta Home. Teachers will consistently 
engage with families throughout each learning period. Additionally, teachers will conduct weekly tutoring sessions 
available for students as required. By utilizing ELAC meetings and parent events, we aim to foster positive 
relationships with our families to positively influence student outcomes.	The principal will persist in meeting with all families interested in enrolling at Delta Home. Teachers will consistently 
engage with families throughout each learning period. Additionally, teachers will conduct weekly tutoring sessions 
available for students as required. By utilizing ELAC meetings and parent events, we aim to foster positive 
relationships with our families to positively influence student outcomes.	Improving family engagement in policy and program decision-making is a key area of focus. Traditionally, there has 
been minimal parental involvement in this domain. School meetings designed to facilitate family input in decision-making processes often suffer from low parent turnout. Efforts to increase participation among underrepresented 
families include ongoing family engagement events. The effectiveness of these events is assessed through parental 
surveys and feedback forms. Delta Home remains committed to discovering innovative strategies to enhance 
parental involvement.	We are initiating a series of parent support meetings and Coffee with the Principal events to involve families actively. 
These gatherings will be instrumental for us to make well-informed decisions, utilizing parent input and feedback to 
enhance our programs. Additionally, we will offer strategies and tools for parents to support their child's learning at 
home. These meetings will also function as an open forum for p	Delta Home aims to enhance the engagement of underrepresented families by utilizing ELAC meetings. These 
meetings serve as a platform to solicit input and apply the feedback received to more effectively support these 
families. Additionally, student data conferences offer an opportunity for parents, students, and teachers to contribute 
their insights to the decision-making process.	5	5	5	5	5	5	5	5	4	5	4	4	Met		2024-06-25	2024
39686270129916	Valley View Charter Prep	3	Valley View Charter Prep understands the importance of feedback from educational partners and utilizes this feedback in planning and decision-making. Teachers meet weekly, bimonthly, or monthly with families establishing trusting, respectful relationships beginning on the first day of school. Families are invited and encouraged to attend Parent Fairs events, as well as Park Day. During individual family meetings, teachers engage with parents and students and learn about the family's unique culture, as well as the family's academic and social emotional goals for every child. Notes are kept by each teacher in a log for reference. Valley View has an active website and Facebook Page that are used to communicate with families. All families have access to their teacher and school administration via email, text and phone.	Based on feedback from educational partners VVCP is expanding its use of social media and improving the school website. Both of these actions will allow parents greater access to information regarding school events and meetings and clarify the decision-making process. In addition during the 2023-2024 school year the use of the Kelvin survey tool was implemented to allow for efficient surveys of students, parents, and staff.	With the model of education set forth by VVCP, all families are met with face to face in an equal and fair manner. Student computers and internet access are provided to help ensure that all families, even those in underrepresented subgroups are properly engaged.	Valley View Charter Prep teachers and administration work to provide support and partnership for all families in part by using professional development to train teachers to work with parents on all academic programs including, but not limited to: Exact Path, IXL. Edmentum, CTE, Reading Eggs, Math Seeds, PLATO, Rosetta Stone and district adopted curriculum. Parents are provided with access to curriculum to use in their homes to support continual improvement of academic growth. All students 3-11 are assessed twice per year through NWEA/MAP, while those in grades K-2 are assessed three times per year through DIBELS. These scores are reviewed and discussed with parents. These conversations are used to align learning goals and progress on previous goals. In this model of independent study, where teachers meet with every family/ student regularly, all stakeholders are actively engaged.	The analysis of educational input and local data guided the LEA in the decision to add a K-2 math assessment during the 22-23 school year to increase parent knowledge of math standards and increase the use of math interventions. 
	With the model of education set forth by VVCP, all families are met with face to face in an equal and fair manner. Student computers and internet access are provided to help ensure that all families, even those in underrepresented sub-groups are properly engaged.	Parents are asked to provide feedback on coursework, field trips, and community opportunities. Families are encouraged to attend parent park days and parent fairs. Meetings are held prior to these events for parents to provide input on policies and procedures. Annually, parents are asked to participate in an annual satisfaction survey. The results from the survey are used to make school wide impact decisions.	Based on feedback from educational partners VVCP is expanding its use of social media and improving the school website. Both of these actions will allow parents greater access to information regarding school events and meetings and clarify the decision making process.	VVCP will continue to improve engagement of underrepresented families by offering Direct Instruction through our K-12 intervention program.	5	5	5	5	5	5	5	5	4	4	4	4	Met		2024-06-13	2024
39686270132050	Astronaut Jose' M. Hernandez Academy	3	Our School, Astronaut Jose M Hernandez is an independent Charter School. We are continuing to develop teacher, student and family surveys which will be updated for the 2024-2025 school year. Our school site council holds monthly meetings. We encourage parents to attend our monthly school site meetings, participating in data review, suggestions. Our families also participate in our bi-annual student led conferences. The student led conferences involve both the parent and student, and it provides an opportunity for families to see the progress of their child(ren) in coordination with their teacher and their child's goals for the year. Quarterly community events are held to promote family engagement such as Literacy night, science night, talent shows, movie nights and field days. The Admin team also implements coffee chats once a month  that allowed parents to address questions and explore topics of interest as well as tour current events happening in the classroom. Teachers, office staff, and administrators interact with parents daily with the use of Parent Square and ClassDojo, where they can record and track student behavior, facilitate classroom activities, curate student profiles and  engage in school/home communication. Parent Square and ClassDojo brings school communities together with one place for all to connect, communicate and share learning experiences. Parents also have access to their child's attendance, report cards, internal assessments, state tests, and grade books through Aeries. Aeries is an easy to use platform for schools to power everything daily operations to student/parent portals to communications.	AJMHA continues to have the focus area for improvement in building relationship between staff and families will be to increase the diversity of parents coming to our events as well as receiving input to create quality school environment. We identified that parents from our unduplicated (EL, foster youth, and low income) students tend to have less representation. We are actively working to increase their voice in our meetings. We plan to hold a parent workshops before the school year begins, at the beginning of the next school year, as wells as in the middle of the school year. We also plan to hold language workshops to support families with communication.	Our LEA worked directly with parents of our students, at Coffee with Admin, parent information meetings, and sought input from the through these meetings. Our school worked with parents and students to develop written family engagement ideas to support our school and community. Our Educators reached out to parents through the Student Led Conferences. These are a series of two weeks throughout the school year where school staff partner with parents on academic, behavioral, and social issues, goals, and improvements so families can gain an understanding of such topics, and how to monitor a child's progress and work with educators to improve the achievement of their children. As an LEA, we provide professional development four to five times per month by having a professional development schedule every Wednesday of the month where students are released early so all staff (teachers, specialized instructional support personnel, principals, other school leaders, and other staff) can work on professional development. A portion of this professional development is dedicated to the effectiveness of parents' contributions and how to reach out to, communicate with, and work with parents as equal partners, implement and organize parent support programs, and build ties between parents and the school. These professional development activities are determined by input from parents and students. Educators reviews state academic standards, state and local academic assessments, and how to monitor a child's progress and work with parents on how to improve their children's achievement during these activities. Parental input is received through discussions on how funds reserved for parental involvement activities should be utilized. In addition, parents are included on our LCAP advisory board, so we can work jointly with them to enhance our family engagement policy. Our LEA provides information and school reports in a language such parents understand by purchasing software that automatically translates messages to the home language identified by the parents on our student information	As an LEA, we recognize the value and need for family engagement. This allows for us to seek feedback and gain insight into the needs of our students outside of the academic perimeter. We use coffee with admin meetings, LCAP meetings, Student Led Conferences, as well as student/staff/parent surveys to pursue feedback about student needs and our academic programs. The LEA has developed a written family and parent engagement policy. Our needs assessment is driven by our family engagement feedback and the California Dashboard. It is very clear to us that our students are struggling with social and emotional issues. We have contracted with an outside counseling agency to provide social and emotional counseling to our families. We are partnered with the El Concilio of Stockton Ca.	Family surveys were very beneficial. Parent feedback indicated they wanted more frequent updates on information and events going on with the school. The preferred method of communication was Parent Square or Class Dojo. Most parents want to be involved, but many are unable do so because of work agenda conflicts. It has been recommended that more opportunities for interacting with the school occur after school is out and during our ASP program for the childcare . The LEA will continue to use feedback from parents, students, and staff to better adapt engagement prospects to best fit the needs of the most parents to the extent possible.	The LEA will continue to discover new advanced methods within Parent Square and Class Dojo to reach all parents, specifically focusing on underrepresented families. This can include engagement opportunities hosted in the community where our families live. Feedback from parents will be collected early in the school year to support developing plans that best fit the needs and capacity of parents to be involved in their child's education.	Our LEA frequently communicate with staff and parents regarding the decision-making that occurs in our schools. We have opportunities in Coffee with Admin meetings, public postings comment on our communication platform. We also have similar opportunities in our school board meeting for parents, teachers, and community members to give feedback on school and district decisions. We welcome input from all educational partners.
Parents were invited to learn about the LCAP, which was delivered in both English and Spanish. Parents gave put on the three broad areas of the LCAP: Learning Conditions, Student Achievement, and Engagement (school culture and parent involvement). Each category was addressed by the parent community	Our LEA worked directly with parents of our students, at Coffee with Admin, parent information meetings, and sought input from the through these meetings. Our school worked with parents and students to develop written family engagement ideas to support our school and community. Our Educators reached out to parents through the Student Led Conferences. These are a series of two weeks throughout the school year where school staff partner with parents on academic, behavioral, and social issues, goals, and improvements so families can gain an understanding of such topics, and how to monitor a child's progress and work with educators to improve the achievement of their children. As an LEA, we provide professional development four to five times per month by having a professional development schedule every Wednesday of the month where students are released early so all staff (teachers, specialized instructional support personnel, principals, other school leaders, and other staff) can work on professional development. A portion of this professional development is dedicated to the effectiveness of parents' contributions and how to reach out to, communicate with, and work with parents as equal partners, implement and organize parent support programs, and build ties between parents and the school. These professional development activities are determined by input from parents and students. Educators reviews state academic standards, state and local academic assessments, and how to monitor a child's progress and work with parents on how to improve their children's achievement during these activities. Parental input is received through discussions on how funds reserved for parental involvement activities should be utilized. In addition, parents are included on our LCAP advisory board, so we can work jointly with them to enhance our family engagement policy. Our LEA provides information and school reports in a language such parents understand by purchasing software that automatically translates messages to the home language identified by the parents on our student information	The LEA will be working with site administration, staff, and families to come back to the accomplishments as well as the desired improvements for including all families in the decision-making process to grow the school. We will be responsible for continuing to  evolve our plan that aligns with the school's specific needs and challenges.	4	4	4	4	3	4	4	4	4	4	3	4	Met		2024-06-11	2024
39686270133116	Insight @ San Joaquin	3	Met: Academic Advisors make Cougar Connections with families every month to learn about each family/student and provide any additional supports needed.  The increased attendance rates and satisfaction rates from our students and families are due to the relationships built by the staff at Insight.	Learning Coach University sessions are held monthly with families and each session visits topics that support parents and students.  Insight created a peer support group for new families to be linked with a successful Learning Coach/parent who provides additional support for questions and concerns. Insight contracted with the Cook Center to provide families supports with difficult topics/situations that they may be experiencing with their high school students. These sessions were offered in both English and Spanish and were scheduled on a monthly basis. Monthly newsletters are sent to families with updates and information from the school, they also include videos on multiple topics throughout the year and student celebrations.
	The English Language Development Coordinator held school ELAC meetings and provided additional supports for our EL student and family population. The program will continue to grow and provide additional resources based on need for the 2024-2025 school year. 

Insight will be providing support sessions for students and families that assist with accessing our platforms to ensure that families and students have a clear understanding of our virtual programs. 

Social media platforms such as Facebook, Instagram, and Tik-Tok continue to be a highlight.  Insight continues to receive wonderful feedback from staff, families and students regarding these platforms. The student and teacher of the month, honor roll and perfect attendance recognition on these platforms has had positive reviews.
	Met: Insight holds professional development as well as attends conferences with staff to learn new strategies in working with families and students who are at-risk.	The school utilizes its Academic Advisors, RAISE Team, Family and Student Champion and a Trauma Counselor to support student learning and development in the home as well as address family needs.	Insight has also increased its counseling staff in order to lower ratios and ensure that all students feel supported.	Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety.  The virtual aspect of our school allows for students to feel safe within their homes while completing their school day.  This is noticeable throughout our surveys.  While the virtual environment allows for students to feel safe, it makes school connectedness difficult.  Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization.	The consistency in the live session scheduled continues to be successful based on our live session attendance as compared to previous years.  Our attendance in live sessions continues to be higher than previous years without the consistent schedule. Special education support classes, intervention and ELD support sessions are provided to students who are in need of additional support.	Insight will continue to offer both virtual and in-person outing opportunities for students. The outings include college/vocational school tours and community service projects that the students are able to participate in as a high school group.  Insight provides times for clubs to be included within the school day on a weekly basis, where the club does not interfere with any live session courses.  This has allowed for more students to have the ability to attend.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-14	2024
39686270136028	Delta Keys Charter	3	The site administrator proactively meets with new families interested in enrolling at the LEA to establish a personal 
connection between school leadership and the community. To foster ongoing relationships, teachers regularly 
engage with families through phone, text, email, and Zoom communications at least twice a week. Additionally, 
families are kept informed and involved through group emails and texts as appropriate.
Every twenty days or sooner, teachers schedule meetings with families to strengthen the bonds between school staff 
and the community. To further involve families in school activities and their children's education, regular ELAC and 
DELAC meetings are held either in person or digitally.
The LEA also maintains a Padlet, which serves as a dynamic resource for families, offering updates on sports, 
academic schedules, support for new students, Edgenuity assistance, field trip details, graduation information, and more. This comprehensive approach ensures continuous engagement and relationship building with all school families.	"Expand on-campus spaces to facilitate in-person meetings between teachers and families. Additionally, host more 
frequent ""Round Ups"" throughout the year, providing opportunities for teachers and administrators to connect with 
families, discuss upcoming school events, and share updates on student progress. Ensure the LEA’s Padlet is 
updated weekly, and post information in multiple languages to accommodate diverse family backgrounds. Also, 
maintain an active and regularly updated Instagram account to enhance communication. Organize regular ELAC and DELAC meetings in-person to actively involve families in school events and keep them informed about their children’s educational progress."	"Based on feedback from educational partners, the site administrator will continue to meet with new families 
interested in enrolling in the LEA to foster strong relationships. The school will maintain dedicated spaces for 
teachers to conduct in-person meetings with families. Regularly scheduled ""Coffee with Administrators"" sessions will 
continue, offering parents insights into upcoming school events and updates on student progress. The LEA’s Padlet 
and Instagram will be updated weekly, with information available in multiple languages to reach all families 
effectively. Regular in-person ELAC and DELAC meetings will be sustained to engage families in school events and 
monitor student progress. The LEA Padlet will consistently feature updates on sports, schedules, resources for new 
students, Edgenuity support, field trips, and graduation details."	Based on feedback from educational partners, the site administrator will continue to engage with new families interested in enrolling at the LEA, setting clear expectations and fostering partnerships aimed at enhancing student outcomes. To support and monitor students both in-person and digitally, parents are registered on the Edgenuity Family Portal, which is available in 28 languages. Additionally, parents receive regular updates on their child's grades and progress through emails in their preferred language.
Teachers maintain frequent communication with guardians about student outcomes through phone, text, email, and Zoom meetings at least twice a week. The school prioritizes professional development (PD) days to focus on areas where staff can enhance their skills to better meet educational needs. The school counselor meets individually with each student to discuss their graduation and post-high school plans, helping to develop a personalized Matriculation Plan.
The LEA Padlet features a 'Shout Out' column to celebrate student achievements, and the school offers a Vendor program and sports activities to further encourage student engagement and recognize their efforts. To assess and improve educational outcomes, Benchmark MAP testing is conducted twice a year, with teachers reviewing results with students, families, and other staff members to identify and implement strategies for improvement.	Surveys of students and staff have been conducted and analyzed to understand their needs for enhancing student 
outcomes. Professional development sessions, organized post-survey, are tailored to the requirements of both staff 
and students. Resources are allocated to enable staff empowerment and foster partnerships that support student 
success. Teachers have created brief videos to bolster student understanding and skills in fundamental math, 
reading, and writing. The expansion of the Vendor program and sports activities aims to recognize a greater number 
of students and cultivate partnerships that contribute to student success. Monthly in-person staff meetings are 
dedicated to discussing and ideating on ways to advance student outcomes.	The site administrator consistently meets with new families interested in enrolling in the LEA to discuss expectations and foster partnerships for student success. Guardians are enrolled in the Edgenuity Family Portal to support and monitor students both in-person and digitally in their preferred language. Parents receive regular updates on student grades and progress through daily or weekly emails. Teachers update guardians on student performance via phone, text, email, and Zoom at least twice a week. Regular surveys from staff and students are conducted to support and provide necessary resources for student success. Professional development sessions for staff are organized to strengthen partnerships for student success. Live workshops, both in-person and digital, are held to build partnerships for student success. Students are recognized on the LEA Padlet through the 'Shout Out' column. The Vendor program and sports activities are expanded to reward more students and enhance partnerships for student 
success. Students undergo benchmark MAP testing twice a year to evaluate their progress. Teachers discuss MAP scores with students, families, and colleagues, continuously seeking ways to enhance student success.	An annual survey gathers insights on the school's vision and mission from students and their families. It allows 
parents and students to voice their preferences on the progression through credits. If advantageous, students may 
tackle one course at a time, tailored to their needs. Climate surveys are conducted among students, guardians, and 
staff to inform decision-making processes. Moreover, parents and guardians contribute feedback during monthly LP 
meetings and provide input at the 30-day, annual, and triennial meetings concerning students with IEPs.	Coffee with Administrators events are designed to foster engagement among families, providing parents with the 
chance to learn about forthcoming school events, monitor student progress, and offer their feedback to enhance the 
Local Education Agency (LEA).	Continue to conduct the annual survey on the school's vision and mission with input from students and families. 
Persist in gathering feedback from parents and students regarding their preferences for credit completion. If 
advantageous, students should be allowed to complete courses individually based on their needs. Maintain the 
practice of administering anonymous Climate Surveys to students, guardians, and staff to inform decision-making 
processes. Consistently seek input from parents and guardians during the monthly Learning Plan meetings, as well 
as during the 30-day, annual, and triennial reviews for students with Individualized Education Programs (IEPs).	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-25	2024
39686270136135	Delta Charter Online	3	The site administrator meets with new families interested in enrolling at the LEA to discuss expectations and establish partnerships aimed at enhancing student outcomes. To facilitate parental support and oversight, whether in-person or digitally, parents are registered on the Edgenuity Family Portal, which is available in 28 languages. This platform enables parents to receive daily or weekly updates on their child's grades and progress in their preferred language. Additionally, teachers maintain regular communication with guardians through phone calls, texts, emails, and Zoom meetings at least twice a week to keep them informed about student performance.

To further support our educational team, regular Professional Development (PD) days are organized, focusing on identified areas of need. Our school counselor engages with each student to discuss their graduation and post-secondary plans, developing a Matriculation Plan as necessary. Our LEA's Padlet features a 'Shout Out' column to recognize and reward student achievements. Moreover, the LEA offers a Vendor program and sports to further encourage student engagement and reinforce partnerships for student success.

Student progress is also evaluated through Benchmark MAP testing conducted twice annually. Teachers review MAP scores with students, families, and colleagues, collaboratively exploring strategies to enhance student performance.	Surveys were conducted among students and staff to identify their specific needs for improving student outcomes. Based on the analysis of these surveys, Professional Development (PD) sessions have been strategically planned to address the needs highlighted by both groups. Resources are allocated to empower staff and foster partnerships that enhance student achievements.
To aid in concept and skill acquisition in fundamental areas such as math, reading, and writing, teachers have created short instructional videos for students. Additionally, we are expanding the Vendor program and sports activities to engage more students and strengthen partnerships that contribute to better student outcomes.
Regular in-person monthly staff meetings provide a platform for discussing and brainstorming strategies to further improve student outcomes, ensuring that all initiatives are aligned with our educational goals.	The site administrator regularly meets with families interested in enrolling in the LEA to discuss expectations and forge partnerships aimed at enhancing student outcomes. Guardians are consistently enrolled in the Edgenuity Family Portal, which supports supervision of student progress either in person or digitally, in their preferred language. Parents receive regular updates on their child's grades and progress through daily or weekly emails.
Teachers maintain communication with guardians about students' outcomes through phone calls, texts, emails, and Zoom meetings at least twice a week. Ongoing surveys from staff and students are conducted to identify and address the resources needed to improve student outcomes.
Professional Development (PD) sessions are routinely organized for staff to strengthen partnerships focused on student achievements. Additionally, live workshops, both in-person and digital, are held to further these partnerships.
The LEA Padlet's 'Shout Out' column continues to recognize and reward student achievements. The Vendor program and sports activities are also being expanded to engage and reward a larger number of students, thereby reinforcing these partnerships.
Benchmark MAP testing is conducted twice a year to assess student progress. Teachers regularly review and discuss MAP scores with students, families, and other staff members, continually exploring strategies to enhance student outcomes.


	"The site administrator holds meetings with families interested in enrolling at the LEA to discuss expectations and foster partnerships aimed at enhancing student outcomes. Parents are registered in the Edgenuity Family Portal, which allows them to support and monitor their children both in-person and digitally. The portal is available in 28 languages, and parents receive regular updates on their child’s grades and progress through daily or weekly emails in their chosen language.

Teachers maintain frequent communication with guardians about student outcomes, reaching out via phone, text, email, and Zoom at least twice a week. To further support the educational team, regular Professional Development (PD) days focus on areas where staff need enhancement.

The school counselor individually meets with students to discuss their post-high school plans and creates a Matriculation Plan as necessary. The LEA Padlet features a 'Shout Out' column to recognize and celebrate student achievements. Additionally, the LEA enhances student engagement and builds partnerships through its Vendor program and sports offerings.

To monitor academic progress, Benchmark MAP testing is conducted twice a year. Teachers review these scores with students, families, and colleagues, collaboratively identifying strategies to improve student outcomes.
The LEA holds ""Round Up"" three times a year to encourage parents and students to come on campus to meet with teachers regarding progress and participate in fun on campus activities."	A student and a staff survey has been done and analyzed to know their respective needs to improve the student outcomes. PDs organized after the survey analysis have been planned keeping the needs of the staff and students in mind. Resources are provided to empower the staff and to build partnerships for student outcomes as needed. Teacher created small videos are provided to students to improve concepts and skills for basic math, reading and writing. Expand the Vendor program and sports to reward more students and build partnerships for student outcomes. The in-person monthly staff meetings discuss and brainstorm on improving the student outcomes.	The site administrator consistently meets with families interested in joining the LEA to set expectations and foster partnerships that support student outcomes. Guardians are regularly enrolled in the Edgenuity Family Portal, which facilitates both in-person and digital supervision of students in their preferred language. Parents continuously receive updates on their child’s grades and progress through daily or weekly emails.

Teachers maintain frequent communication with guardians about students' progress, reaching out via phone, text, email, and Zoom at least twice a week. Surveys are conducted regularly among staff and students to identify and address resource needs that support student outcomes.

Professional Development (PD) sessions are systematically organized to enhance staff capabilities and strengthen partnerships focused on student success. Additionally, both in-person and digital workshops are held to further develop these partnerships.

Students are consistently recognized and rewarded through the 'Shout Out' column on the LEA Padlet. The Vendor program and sports activities are continually expanded to engage more students and reinforce these partnerships.
Benchmark MAP testing is conducted biannually to evaluate student progress. Teachers regularly discuss MAP scores with students, families, and other staff members, actively exploring strategies to improve student outcomes.	An annual climate survey is conducted to gather feedback from students and families on the school's vision and mission. Parents and students are given the opportunity to voice their preferences on how students should progress through their credits. Based on individual needs, students may complete one course at a time if it proves beneficial.
Climate surveys are also collected from students, guardians, and staff to inform decision-making processes. Input from parents and guardians is actively sought during the monthly Local Plan (LP) meetings. Furthermore, during the 30-day, annual, and triennial meetings for students with Individualized Education Programs (IEPs), parents and guardians are encouraged to provide their insights.	Coffee with Administrators are organized to engage families to allow parents the opportunity to learn about upcoming school events, student progress and give their input to improve the LEA.	Keep taking the annual survey about school vision and mission from the students and families. Keep taking parents and students input on how the students want to go through the credits. Based on the needs, students may keep completing one course at a time if its beneficial. Keep taking the anonymous Climate surveys from students, guardian and staff to seek their input for decision making. Keep taking parents and guardian input during the monthly LP meetings. Keep taking parents and guardian input during the 30-day, annual, and triennial meetings for the students with IEP.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-25	2024
39686276119309	Delta Charter	3	Delta Charter School, a public charter school located in Tracy, California, has made significant progress in building 
strong relationships between the school, staff, and families. The school's commitment to promoting collaboration and 
communication among all educational partners has helped to create a supportive and inclusive learning environment.
One of Delta Charter School’s strengths is its emphasis on family engagement. The school recognizes that parents 
and guardians play a critical role in their children's education and has implemented a range of strategies to 
encourage family involvement. For example, the school hosts regular parent-teacher conferences, offers events such 
as Family Literacy Night, Science Night, and provides opportunities to participate in school events. Delta Charter 
School also uses technology to keep families informed about school news and their child's progress, with online 
portals and communication apps that allow parents to easily access information and communicate with teachers.
In addition to its focus on family engagement, Delta Charter School has also prioritized building positive relationships 
between staff and students. The school's faculty and staff work to create a welcoming and supportive atmosphere 
and are committed to getting to know each student as an individual. Teachers use a variety of instructional strategies 
to meet the diverse needs of their students, and regularly communicate with families to ensure that students are 
receiving the support they need to succeed.
Overall, Delta Charter School’s strengths in building relationships between school, staff, and families have helped to 
create a strong sense of community and a culture of collaboration. By working together, the school and its 
stakeholders are able to provide a high-quality education that supports the success of all students.
DCHS staff has deep appreciation for the high levels of educational partner involvement. Staff at every school site 
and our district office contribute to warm, welcoming environments dedicated to providing exceptional customer 
service to all educational partners. High levels of attendance at teacher conferences and other school and district 
events, provide evidence of the effectiveness in this area. Regular communication from school and district leaders 
2024-25 Local Performance Indicator Self-Reflection for Delta Charter School Page 10 of 21
reinforce the importance of educational partner involvement. DCHS leaders continually model and provide ongoing 
messaging regarding actions needed to support active educational partner involvement. This messaging begins 
intentionally during orientation for new staff regarding parent/guardian communication. DCHS uses InTouch to help 
DCHS have a universal template for communication. DCHS also emails and posts a weekly newsletter, making it 
easier for families to access and digest a variety of pertinent school information.	One area of improvement in building relationships between school staff and families is inclusivity. Delta Charter 
School will strive to create a welcoming and inclusive environment for all families, regardless of their background or 
socio-economic status. This includes providing translation services, accommodating cultural differences, and 
ensuring that all families have access to the same opportunities.
Another area of improvement is 2-way communication. Effective communication is key to building strong 
relationships between school staff and families. Delta Charter School will use a variety of communication channels, 
such as email, phone calls, and social media, to keep families informed about school policies, events, and their 
child's progress. We should also be responsive to families' questions and concerns within 24 hours.
Finally, community events can be a powerful tool for building relationships between school staff and families. Delta 
Charter School will organize events that bring families together, such as parent-teacher conferences, open houses, 
and cultural celebrations. These events provide opportunities for families to meet and interact with school staff and 
foster a sense of community within the school.
DCHS is committed to continuing to improve relationships with school staff and families in order to ensure all families 
are connected to published school communications and have internet and/or a device at home. One focus area is 
streamlining and communicating expectations for staff regarding timely communication and the format of 
communication with families about educational progress of students, especially when there is a concern about 
student progress. DCHS hosts a multicultural day for students to create a strong sense of community and build a 
sense of community and acceptance.	To enhance the involvement of underrepresented families, Delta Charter School has devised the following strategy:
1. Carry out a survey to pinpoint the obstacles that hinder the participation of underrepresented families in school 
events.
2. Formulate a communication strategy that is culturally considerate and delivers consistent, clear information to 
families.
3. Organize family events and activities that are culturally pertinent and mirror the community's diversity.
4. Forge partnerships with local organizations that cater to underrepresented families.
5. Educate staff and teachers on cultural responsiveness and the needs and viewpoints of underrepresented 
families.
6. Continuously monitor and assess the strategy's impact, making necessary modifications.
Through this strategy, Delta Charter School aims to bolster the engagement of underrepresented families, fostering a 
more inclusive and supportive educational atmosphere for all pupils.
Delta Charter High School (DCHS) is dedicated to refining approaches and frameworks to boost the engagement of 
underrepresented families. DCHS has conducted numerous community forums to solicit feedback from families on 
school enhancement and has actively invited underrepresented families to join various school and district 
committees related to WASC and DELAC. DCHS is committed to ongoing engagement and relationship-building with 
2024-25 Local Performance Indicator Self-Reflection for Delta Charter School Page 11 of 21
individual families, offering the essential, personalized support needed to strengthen the bonds between school 
personnel and underrepresented families.	Delta Charter Elementary is renowned for establishing partnerships that improve student achievements. The school 
has developed connections with various community groups, businesses, and educational bodies, providing students 
with diverse learning opportunities and resources. For instance, collaboration with the San Joaquin County Office of 
Education has led to scholarships for a Summer Art Camp, promoting creative education. Additionally, a partnership 
with Modesto Junior College offers English language classes to families of EL students, improving their language 
skills. Delta Charter collaborates with the SJCOE to offer specialized support in mathematics and English Language 
Arts.
These partnerships contribute to a holistic educational setting that supports the academic, emotional, and vocational 
development of students. Delta Charter School's commitment to building partnerships is crucial for achieving safe, 
respectful, and fair outcomes.
Delta Charter High School (DCHS) enables families to understand academic standards through initiatives like forums 
with the principal and WASC/LCAP community discussions. These forums address various topics, helping parents 
understand state academic standards, the curriculum, and ways to support their children's education. DCHS excels 
in its comprehensive approach, facilitating family and student discussions about academic progress through regular 
report cards, progress updates, and parent-teacher meetings. Counselors ensure that students and parents are wellinformed about college and career expectations, and parents are kept aware of their rights from the beginning of the 
school year.	Delta Charter Elementary understands the importance of providing inclusive and equitable education for all students. 
To improve services for English Learner students, partnerships can be forged with community organizations, 
businesses, and higher education institutions to provide language development programs, cultural exchange 
opportunities, and mentorship support. Foster Youth may benefit from partnerships with local government agencies, 
non-profits, and private sector companies to provide access to counseling services, tutoring, and financial 
assistance. Integrating Career Technical Education (CTE) opportunities into the curriculum can also be achieved 
through partnerships with industry leaders, and vocational schools. These partnerships can provide students with 
hands-on experience and training, preparing them for future careers while increasing academic performance.
By establishing strong partnerships, we can provide comprehensive support to our students, foster a sense of 
community, and create a more diverse and inclusive learning environment.
DCHS- Recent educational partner input shows a desire to increase rigor in our local assessments, curriculum and 
instructional strategies utilized to improve and accelerate student learning. PLC data cycles are used to ensure all 
students are making progress towards being at or above grade level, especially coming out of the pandemic.	Delta Charter School recognizes the importance of engaging underrepresented families in the education of their 
children. To improve engagement, Delta Charter School plans to implement several strategies that focus on building 
partnerships for student outcomes.
One strategy is to provide more opportunities for families to get involved in their child's education. Delta Charter 
School will organize events such as parent-teacher conferences, open houses, and information sessions to give 
families a chance to connect with teachers and learn more about their child's progress.
Another strategy is to provide resources that are accessible to all families. Delta Charter School will make sure that 
all families have access to important information about the school and their child's education, regardless of their 
language or literacy level. This includes providing materials in multiple languages and offering translation services.
Delta Charter School also plans to partner with community organizations to better understand the needs of 
underrepresented families and to provide support. This includes partnering with organizations that serve immigrant 
families, low-income families, families with disabilities, and our foster youth families.
Finally, Delta Charter School will work to create a welcoming and inclusive environment for all families. This includes 
training staff and teachers to be culturally responsive and creating a school culture that values diversity and 
inclusion.
By implementing these strategies, Delta Charter School aims to build strong partnerships with underrepresented 
families and improve student outcomes.
Participation from all parents at the high school is solicited, including the engagement of underrepresented families. 
DCHS has continued to translate communications and documents to make information more accessible to our 
multilingual families. DCHS will continue to develop strategies to improve engagement of underrepresented families, 
including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual options. In 
addition, we will continue to pursue increasing our A - G completion rate so we can transition more students to 
college upon graduation. Adjustments to our programs are made based on input we receive during our family 
engagement process. We will evaluate the effectiveness of these changes by surveying our students and parents 
and by reviewing National Clearinghouse, California Dashboard and MAP data.	Delta Charter School is a community that initiates educational partner input through a variety of student and parent 
committees. Student government (ASB) is active and provides input and support to school leadership in developing a 
positive culture. The Parent Teacher Club (PTC) meets regularly with teachers and administration to provide 
feedback and support in planning events, fundraisers, academic enrichment, and maintain a safe, kind and fair 
culture. Teachers and staff meet regularly with school administration to plan, and support in decisions made 
regarding best practices regarding curriculum and instruction, any activities that need planning or adjustments to our 
PBIS matrix.
Overall, Delta Charter School’s commitment to involving educational partner in decision-making has been 
instrumental in developing a transparency, which has been essential to its success. With that said, the LEA 
continues to look for ways to improve and grow its inclusivity with regard to decision making.
DCHS that sustained parent/guardian involvement in the education of their children contributes greatly to student 
achievement and a positive school environment. Additionally, DCHS ensures that parents/guardians are provided 
with opportunities to be involved in their child's education via college and career counseling, FAFSA workshops, 
surveys, teacher conferences and a variety of other workshops and meetings. DCHS works with staff and 
parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in 
district and school activities, advisory, decision-making, advocacy roles and activities to support learning at home. 
This is achieved through regularly scheduled DELAC, LCAP, WASC meetings, surveys and numerous advisory 
committees where parent/guardian involvement policies are shared and jointly developed. DCHS has started a 
Booster organization this year as well.	While Delta Charter has made significant strides in involving educational partner in the decision-making process, 
there is still room for improvement. One area that the school is focusing on improving is the diversity of perspectives 
in decision-making. Despite the school’s commitment to democratic decision-making and involving all educational 
partners, there is a recognition that some voices may be underrepresented. As a result, Delta Charter School is 
actively working to increase the diversity of perspectives and voices involved in decision-making. This includes 
efforts to engage with underrepresented communities, as well as providing training and resources to educational 
partners to help them better understand how to effectively participate in the decision-making process. By continuing 
to focus on this area of improvement, Delta Charter School can ensure that educational partners have a voice in 
shaping the school’s direction.
As a result of the pandemic, DCHS increased the number of opportunities, using a variety of engagement tools, for 
educational partners to provide input. An area of focus is to evaluate what tools successfully engaged families at the 
school and district levels and what steps DCHS can take to improve the design and implementation of engagement 
activities.	Delta Charter School is actively working to increase the diversity of perspectives and voices involved in decision-making. This includes efforts to engage with underrepresented communities, as well as providing training and 
resources to educational partners to help them better understand how to effectively participate in the decision-making process. By continuing to focus on this area of improvement, Delta Charter School can ensure that 
educational partners have a voice in shaping the school’s direction. Examples of opportunities include inclusion of 
our ELAC and DELAC, school site council and parent/teacher club input in the development of the LCAP.
DCHS ensures ALL families receive communications and invitations to participate on committees and in forums, 
through communication accommodations, such as translation, interpreters, scheduling individual meetings at a 
convenient time for individual families, home visits, etc. DCHS closely monitors student attendance on a daily basis 
and communicates with families in a timely manner, especially families of migratory, foster or homeless youth, in 
order to minimize disruptions to educational services.	4	4	3	3	3	3	3	4	3	3	3	3	Met		2024-06-25	2024
39686350000000	Oak View Union Elementary	3	The District has strong relationships with families and will continue to provide opportunities to connect with families, seek feedback and share information.	The District will continue to focus on timely communication with families about academic progress, behavior goals as well as communicate about events and activities to families to become involved in their child's educational experience.	The District will continue to communicate with families in multiple forms to reach the underrepresented including providing for translation services.	The District has an SST program to actively engage parents in the process of improving student outcomes.  The District also has 100% participation in student IEP meetings.	The District will continue to focus on increasing participation in Parent Teacher Conferences.	The District will continue to provide translation services, modified scheduling and alternative forms of meetings to engage with underrepresented families.	The District reports that 100% of families are actively connected to the District's communication tool and access it to provide input to surveys and questionnaires that are sent out.	The District will continue to focus on increased participation in the Parent-Student Annual Survey.	The District will continue to provide alternative forms of communication, flexible schedules and translation services to engage underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-27	2024
39686500000000	Ripon Unified	3	Professional learning has been ongoing in the area of reaching all students and families. Relationships continue to grow as programs and services increase for students, such as counselors at each elementary site, and the annual student leadership workshop. Strengths for Ripon Unified include an active parent community. There is good participation in regularly scheduled educational partner meetings. Parents stated how much they enjoy and learn at the Parent Advisory Club and the District English Learner Advisory Committee meetings. The local indicator survey involved 380 parents.	Progress in supporting staff to learn about family's strengths, cultures, languages and goals for their children is an area that needs continued focus. This area has been woven into goal 2 of the LCAP and will continue to be an area we expand.  Progress has been made as a parent noted that lessons including various cultures are being woven into daily class activities and some sites held multi cultural events throughout the school year.	Ripon USD provides multiple ways for parents and schools to communicate. Bilingual staff provide communication assistance on a daily basis. Educational partners take part in ongoing conversations at all the site and district stakeholder meetings and events. A current focus is to increase cultural competence activities at school sites providing more opportunities for families and students to share their assets, backgrounds and cultures. More multi-cultural events have occurred allowing parents to participate, feel welcomed and share their knowledge and experiences.  Harvest High hosts meet and greet times with families, instead of back to school night, creating a more personalized experience.  Outstanding events such as our English Learner Family Night, speech contest, art contest, spelling bee and more, give families an enjoyable and educational experiences filled with lasting memories.	Boxes marked represent the highest percentage of parent responses. 380 parents responded to the LCAP survey. The survey shows teachers meeting with families to discuss student progress supporting student outcomes as a strength. Districtwide, teachers are taking a deep dive into English learner development standards to improve learning for students, and to be able to discuss student strengths and areas for growth with parents.  Each English learner has an ELD standards folder and information that is put into Ellevation that allows teachers to monitor progress and focus on areas for growth. Teachers are focusing on both designated and integrated instruction for English learners, in order to improve learning.  Parent outreach is strong, as is parent participation.	Ripon High School continues to focus on outreach to parents of English learners, low-socio economic students and foster students to achieve better participation in A-G classes with the intent of increasing readiness for college with these student groups.  A multi-cultural lens will be applied to teacher's work with Universal Design for Learning and is making a difference in classroom activities.  Ripon USD has partnered with SJCOE math department for inservice and workshops to improve instruction in math. Ripon USD also did professional development in English Language Development to help support our EL students. We will work with other educational partners to continue to strengthen our programs and improve outcomes for students.	Counselors and/or teachers will be scheduling times to meet with high school parents and students to discuss A-G classes.	Parents are participating and regularly share what they believe is working and what needs improvement.  LCAP input and changes are shared at all meetings and with all stakeholder groups.	380 parents responded to the LCAP survey.  Due to Ripon High School qualifying  for ATSI, and Harvest High receiving Equity Multiplier funding information is shared with educational partners about suspension, chronic absenteeism, and EL progress.  Groups affected are the all student group, English learners, students with disabilities and homeless students. Ideas are brainstormed with stakeholders to help students make improvements in these areas.	Counselors and/or teachers will be scheduling times to meet with high school parents and students. Site administration and bilingual paraprofessionals will reach out to families for site committees and activities. Date taken to local governing board: June 27, 2024	4	5	4	4	4	4	4	4	5	5	5	5	Met		2024-06-27	2024
39686500125849	California Connections Academy Northern California	3	We are very proud of our weekly contact rate with our students and their families and the progress we have made to
ensure all students are building relationships with our teachers and school.	We will continue to increase our efforts in our weekly contact rate. This is an area we are dedicated to continuing and
improving for students and families.	We will continue to find ways to better communicate with our families in their home language through verbal and
written communication.	We are pleased with the rate at which we are able to provide families with information and resources to support
student learning in the home.	We work hard to partner with caretakers and assist them in taking an active role in their students’ education.	We will continue to seek better ways to include and inform our families in their home languages at all levels of our
program and school.	We are a very collaborative organization. This is exemplified in this area by the fact that we rate high for seeking
input for decision making.	It is important to us that our staff and families know they have a voice, are heard, and actions are taken as a result of
their input. We will continue to seek and encourage families and staff to provide us with input.	We are dedicated to engaging all of our families in our school, including our underrepresented families. We take
great care to ensure we are providing all of our families with tools and resources that will encourage them to be
heard in our school. We will continue to improve these efforts with all of our families, especially our underrepresented
students and families.	4	5	4	4	4	4	5	4	4	4	4	4	Met		2024-06-04	2024
39686760000000	Stockton Unified	3	Stockton Unified School District (SUSD) has demonstrated significant strengths and progress in building relationships between school staff and families, reflecting a structured approach as outlined in their Parent and Family Engagement framework. This framework is divided into stages: Beginning, Full, and Full & Sustainable, each stage representing a deeper level of engagement and collaboration.

The progress made by SUSD in building relationships between school staff and families is evident through several key achievements. The establishment of two-way communication channels has facilitated continuous interaction, ensuring that parents are well-informed and can actively participate in their children’s education. Professional development programs have enhanced staff’s ability to engage effectively with families, fostering trust and respect.

Creating welcoming environments through family engagement nights, cultural celebrations, and open house events has further bridged the gap between school staff and families. These initiatives have been instrumental in making families feel included and valued, promoting a sense of community.

The district’s commitment to understanding and valuing family diversity stands out as a significant strength. Practices such as surveys, home visits, and community meetings have allowed school staff to gain deeper insights into the families they serve, enabling more personalized and effective engagement.

Stockton Unified School District has made commendable progress in building relationships between school staff and families. Through a structured approach that emphasizes communication, capacity building, and understanding family diversity, the district has fostered a collaborative and supportive educational environment. These efforts not only enhance educational outcomes but also build a strong, inclusive community. Moving forward, sustaining these engagement efforts and addressing challenges such as consistent district-wide implementation and overcoming language barriers will be essential for continued success.	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has identified several key focus areas for improvement in building relationships between school staff and families. These focus areas are critical to advancing their Parent and Family Engagement framework and ensuring that relationships between families and school staff are not only established but also nurtured and sustained over time.

SUSD has identified several focus areas for improvement in building relationships between school staff and families. By strengthening two-way communication, enhancing professional development, creating consistent welcoming environments, supporting family diversity and inclusion, encouraging family input in decision-making, and addressing language barriers, the district can build stronger, more effective relationships with families. These improvements will not only enhance educational outcomes but also foster a more inclusive and supportive community for all students and their families.
	Stockton Unified School District (SUSD) has pinpointed several critical areas for enhancement in building relationships between school staff and families. By concentrating on these areas, the district aims to foster a more inclusive and supportive community that will enhance educational outcomes for all students.

By focusing on these key areas—strengthening two-way communication, enhancing professional development, creating consistent welcoming environments, supporting family diversity and inclusion, encouraging family input in decision-making, and addressing language barriers—SUSD is poised to build stronger, more effective relationships with families. These improvements will not only enhance educational outcomes but also foster a more inclusive and supportive community for all students and their families. The district’s commitment to these focus areas underscores its dedication to creating an educational environment where every family feels valued and every student can succeed.

	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has shown significant strengths and progress in building partnerships for student outcomes. The district has effectively provided professional learning and support to teachers and principals, enhancing their capacity to partner with families. By offering families valuable information and resources, SUSD supports student learning and development at home. Furthermore, the implementation of policies and programs that facilitate meetings between teachers and families has fostered a collaborative environment focused on student success. This progress highlights SUSD's commitment to creating robust partnerships that positively impact student outcomes through continuous engagement and mutual support.	
Stockton Unified School District (SUSD) has made commendable progress in establishing partnerships for student outcomes by prioritizing professional development for teachers and principals to strengthen their capacity to collaborate with families. By providing families with essential information and resources, SUSD supports student learning and development at home, fostering an environment where educational success is a shared responsibility. The district's efforts to implement policies and programs that encourage regular meetings between teachers, students, and families have further solidified these partnerships, ensuring that all stakeholders work together towards achieving positive student outcomes.	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) plans to improve the engagement of underrepresented families by enhancing professional learning for staff to better understand and address the unique needs of these families. The district will provide targeted support and resources to help these families actively participate in their children's education. Implementing inclusive policies and creating programs that facilitate regular and meaningful interactions between teachers and underrepresented families are key strategies. Additionally, SUSD will offer translation services and bilingual staff to overcome language barriers, ensuring that all families can access information and participate fully in school activities. These efforts aim to build stronger partnerships that support student outcomes by making the engagement process more accessible and inclusive for all families.	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has demonstrated notable strengths and progress in seeking input for decision-making. The district has been successful in supporting principals and staff to effectively engage families in advisory groups and decision-making processes, thereby ensuring that family perspectives are integrated into school governance. SUSD has also facilitated opportunities for family members to contribute their insights on policies and programs through structured platforms like surveys and community meetings. Furthermore, by providing avenues for families, teachers, principals, and district administrators to collaborate, SUSD has fostered a cooperative environment where all stakeholders can work together to plan, design, implement, and evaluate family engagement activities. This inclusive approach ensures that decisions are informed by diverse viewpoints, ultimately enhancing the educational experience for all students.	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has identified several focus areas for improvement in seeking input for decision-making. These include expanding the opportunities for family members to provide input on policies and programs by creating more accessible and varied platforms for engagement, such as virtual meetings and online surveys, to reach a broader audience. Another area for improvement is increasing support for principals and staff to effectively facilitate these engagement opportunities, ensuring they have the necessary training and resources to engage families from diverse backgrounds. Additionally, SUSD aims to enhance the inclusivity of its decision-making processes by specifically targeting the engagement of underrepresented families, ensuring their voices are heard and considered in shaping school policies and programs. By addressing these areas, SUSD seeks to foster a more collaborative and inclusive decision-making environment that benefits all stakeholders.	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) will improve the engagement of underrepresented families in decision-making by implementing targeted strategies to ensure their voices are heard. Firstly, SUSD will enhance outreach efforts by utilizing multilingual communication channels and community liaisons to build trust and facilitate participation among families with diverse linguistic and cultural backgrounds. Additionally, the district will provide training for principals and staff on culturally responsive engagement practices to better support and empower underrepresented families. SUSD plans to offer more flexible and accessible meeting formats, including virtual options and varied meeting times, to accommodate the schedules and needs of these families. Furthermore, the district will establish specific forums and advisory groups for underrepresented families, creating dedicated spaces for their input on policies and programs. By implementing these strategies, SUSD aims to create a more inclusive and participatory decision-making process that reflects the diverse perspectives of all families in the community.	4	4	5	2	4	4	4	4	4	4	4	4	Met		2024-06-25	2024
39686760108647	Aspire Rosa Parks Academy	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase the engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	3	3	3	3	2	2	2	2	3	3	3	2	Met		2024-06-20	2024
39686760111336	Pittman Charter	3	Stockton Unified School District (SUSD) has demonstrated significant strengths and progress in building relationships between school staff and families, reflecting a structured approach as outlined in their Parent and Family Engagement framework. This framework is divided into stages: Beginning, Full, and Full & Sustainable, each stage representing a deeper level of engagement and collaboration.

The progress made by SUSD in building relationships between school staff and families is evident through several key achievements. The establishment of two-way communication channels has facilitated continuous interaction, ensuring that parents are well-informed and can actively participate in their children’s education. Professional development programs have enhanced staff’s ability to engage effectively with families, fostering trust and respect.

Creating welcoming environments through family engagement nights, cultural celebrations, and open house events has further bridged the gap between school staff and families. These initiatives have been instrumental in making families feel included and valued, promoting a sense of community.

The district’s commitment to understanding and valuing family diversity stands out as a significant strength. Practices such as surveys, home visits, and community meetings have allowed school staff to gain deeper insights into the families they serve, enabling more personalized and effective engagement.

Stockton Unified School District has made commendable progress in building relationships between school staff and families. Through a structured approach that emphasizes communication, capacity building, and understanding family diversity, the district has fostered a collaborative and supportive educational environment. These efforts not only enhance educational outcomes but also build a strong, inclusive community. Moving forward, sustaining these engagement efforts and addressing challenges such as consistent district-wide implementation and overcoming language barriers will be essential for continued success.	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has identified several key focus areas for improvement in building relationships between school staff and families. These focus areas are critical to advancing their Parent and Family Engagement framework and ensuring that relationships between families and school staff are not only established but also nurtured and sustained over time.

SUSD has identified several focus areas for improvement in building relationships between school staff and families. By strengthening two-way communication, enhancing professional development, creating consistent welcoming environments, supporting family diversity and inclusion, encouraging family input in decision-making, and addressing language barriers, the district can build stronger, more effective relationships with families. These improvements will not only enhance educational outcomes but also foster a more inclusive and supportive community for all students and their families.	Stockton Unified School District (SUSD) has pinpointed several critical areas for enhancement in building relationships between school staff and families. By concentrating on these areas, the district aims to foster a more inclusive and supportive community that will enhance educational outcomes for all students.

By focusing on these key areas—strengthening two-way communication, enhancing professional development, creating consistent welcoming environments, supporting family diversity and inclusion, encouraging family input in decision-making, and addressing language barriers—SUSD is poised to build stronger, more effective relationships with families. These improvements will not only enhance educational outcomes but also foster a more inclusive and supportive community for all students and their families. The district’s commitment to these focus areas underscores its dedication to creating an educational environment where every family feels valued and every student can succeed.	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has shown significant strengths and progress in building partnerships for student outcomes. The district has effectively provided professional learning and support to teachers and principals, enhancing their capacity to partner with families. By offering families valuable information and resources, SUSD supports student learning and development at home. Furthermore, the implementation of policies and programs that facilitate meetings between teachers and families has fostered a collaborative environment focused on student success. This progress highlights SUSD's commitment to creating robust partnerships that positively impact student outcomes through continuous engagement and mutual support.	Stockton Unified School District (SUSD) has made commendable progress in establishing partnerships for student outcomes by prioritizing professional development for teachers and principals to strengthen their capacity to collaborate with families. By providing families with essential information and resources, SUSD supports student learning and development at home, fostering an environment where educational success is a shared responsibility. The district's efforts to implement policies and programs that encourage regular meetings between teachers, students, and families have further solidified these partnerships, ensuring that all stakeholders work together towards achieving positive student outcomes.	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) plans to improve the engagement of underrepresented families by enhancing professional learning for staff to better understand and address the unique needs of these families. The district will provide targeted support and resources to help these families actively participate in their children's education. Implementing inclusive policies and creating programs that facilitate regular and meaningful interactions between teachers and underrepresented families are key strategies. Additionally, SUSD will offer translation services and bilingual staff to overcome language barriers, ensuring that all families can access information and participate fully in school activities. These efforts aim to build stronger partnerships that support student outcomes by making the engagement process more accessible and inclusive for all families.	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has demonstrated notable strengths and progress in seeking input for decision-making. The district has been successful in supporting principals and staff to effectively engage families in advisory groups and decision-making processes, thereby ensuring that family perspectives are integrated into school governance. SUSD has also facilitated opportunities for family members to contribute their insights on policies and programs through structured platforms like surveys and community meetings. Furthermore, by providing avenues for families, teachers, principals, and district administrators to collaborate, SUSD has fostered a cooperative environment where all stakeholders can work together to plan, design, implement, and evaluate family engagement activities. This inclusive approach ensures that decisions are informed by diverse viewpoints, ultimately enhancing the educational experience for all students.	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has identified several focus areas for improvement in seeking input for decision-making. These include expanding the opportunities for family members to provide input on policies and programs by creating more accessible and varied platforms for engagement, such as virtual meetings and online surveys, to reach a broader audience. Another area for improvement is increasing support for principals and staff to effectively facilitate these engagement opportunities, ensuring they have the necessary training and resources to engage families from diverse backgrounds. Additionally, SUSD aims to enhance the inclusivity of its decision-making processes by specifically targeting the engagement of underrepresented families, ensuring their voices are heard and considered in shaping school policies and programs. By addressing these areas, SUSD seeks to foster a more collaborative and inclusive decision-making environment that benefits all stakeholders.	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) will improve the engagement of underrepresented families in decision-making by implementing targeted strategies to ensure their voices are heard. Firstly, SUSD will enhance outreach efforts by utilizing multilingual communication channels and community liaisons to build trust and facilitate participation among families with diverse linguistic and cultural backgrounds. Additionally, the district will provide training for principals and staff on culturally responsive engagement practices to better support and empower underrepresented families. SUSD plans to offer more flexible and accessible meeting formats, including virtual options and varied meeting times, to accommodate the schedules and needs of these families. Furthermore, the district will establish specific forums and advisory groups for underrepresented families, creating dedicated spaces for their input on policies and programs. By implementing these strategies, SUSD aims to create a more inclusive and participatory decision-making process that reflects the diverse perspectives of all families in the community.	4	4	5	4	4	4	4	4	4	4	4	4	Met		2024-05-20	2024
39686760114876	Aspire Port City Academy	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase the engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	3	3	3	3	2	2	2	2	3	3	2	2	Met		2024-06-20	2024
39686760117853	Dr. Lewis Dolphin Stallworth Sr. Charter	3	The LEA current strengths are the collaborative teacher buy-in for internal and external support for shared decision-making for tracking academic performance.	The LEA focus on improvement rest in the areas of Literacy and English language learning.	The LEA collaboration with families and school staff was developed in response to the
students’ academic and social needs.	The LEA current strengths are the collaborative teacher buy-in for internal and external
support for shared decision-making for tracking academic performance.	The LEA focus on improvement rest in the areas of Literacy and English language
learning.	The PTO collaboration provided feedback in their interest in improving their children's achievement scores.	The LEA seeks input for decision making primarily with the county office of education.	The LEA's focus with the county office of education is literacy, for achievement improvement.	The LEA will strengthen PTO and parent participation with Adult English Classes and event planning.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-19	2024
39686760118497	Aspire Langston Hughes Academy	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase the engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	3	3	3	3	2	2	2	2	3	3	3	2	Met		2024-06-20	2024
39686760119743	Stockton Early College Academy	3	Stockton Unified School District (SUSD) has demonstrated significant strengths and progress in building relationships between school staff and families, reflecting a structured approach as outlined in their Parent and Family Engagement framework. This framework is divided into stages: Beginning, Full, and Full & Sustainable, each stage representing a deeper level of engagement and collaboration.

The progress made by SUSD in building relationships between school staff and families is evident through several key achievements. The establishment of two-way communication channels has facilitated continuous interaction, ensuring that parents are well-informed and can actively participate in their children’s education. Professional development programs have enhanced staff’s ability to engage effectively with families, fostering trust and respect.

Creating welcoming environments through family engagement nights, cultural celebrations, and open house events has further bridged the gap between school staff and families. These initiatives have been instrumental in making families feel included and valued, promoting a sense of community.

The district’s commitment to understanding and valuing family diversity stands out as a significant strength. Practices such as surveys, home visits, and community meetings have allowed school staff to gain deeper insights into the families they serve, enabling more personalized and effective engagement.

Stockton Unified School District has made commendable progress in building relationships between school staff and families. Through a structured approach that emphasizes communication, capacity building, and understanding family diversity, the district has fostered a collaborative and supportive educational environment. These efforts not only enhance educational outcomes but also build a strong, inclusive community. Moving forward, sustaining these engagement efforts and addressing challenges such as consistent district-wide implementation and overcoming language barriers will be essential for continued success.	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has identified several key focus areas for improvement in building relationships between school staff and families. These focus areas are critical to advancing their Parent and Family Engagement framework and ensuring that relationships between families and school staff are not only established but also nurtured and sustained over time.

SUSD has identified several focus areas for improvement in building relationships between school staff and families. By strengthening two-way communication, enhancing professional development, creating consistent welcoming environments, supporting family diversity and inclusion, encouraging family input in decision-making, and addressing language barriers, the district can build stronger, more effective relationships with families. These improvements will not only enhance educational outcomes but also foster a more inclusive and supportive community for all students and their families.
	Stockton Unified School District (SUSD) has pinpointed several critical areas for enhancement in building relationships between school staff and families. By concentrating on these areas, the district aims to foster a more inclusive and supportive community that will enhance educational outcomes for all students.

By focusing on these key areas—strengthening two-way communication, enhancing professional development, creating consistent welcoming environments, supporting family diversity and inclusion, encouraging family input in decision-making, and addressing language barriers—SUSD is poised to build stronger, more effective relationships with families. These improvements will not only enhance educational outcomes but also foster a more inclusive and supportive community for all students and their families. The district’s commitment to these focus areas underscores its dedication to creating an educational environment where every family feels valued and every student can succeed.	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has shown significant strengths and progress in building partnerships for student outcomes. The district has effectively provided professional learning and support to teachers and principals, enhancing their capacity to partner with families. By offering families valuable information and resources, SUSD supports student learning and development at home. Furthermore, the implementation of policies and programs that facilitate meetings between teachers and families has fostered a collaborative environment focused on student success. This progress highlights SUSD's commitment to creating robust partnerships that positively impact student outcomes through continuous engagement and mutual support.	Stockton Unified School District (SUSD) has made commendable progress in establishing partnerships for student outcomes by prioritizing professional development for teachers and principals to strengthen their capacity to collaborate with families. By providing families with essential information and resources, SUSD supports student learning and development at home, fostering an environment where educational success is a shared responsibility. The district's efforts to implement policies and programs that encourage regular meetings between teachers, students, and families have further solidified these partnerships, ensuring that all stakeholders work together towards achieving positive student outcomes.	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) plans to improve the engagement of underrepresented families by enhancing professional learning for staff to better understand and address the unique needs of these families. The district will provide targeted support and resources to help these families actively participate in their children's education. Implementing inclusive policies and creating programs that facilitate regular and meaningful interactions between teachers and underrepresented families are key strategies. Additionally, SUSD will offer translation services and bilingual staff to overcome language barriers, ensuring that all families can access information and participate fully in school activities. These efforts aim to build stronger partnerships that support student outcomes by making the engagement process more accessible and inclusive for all families.	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has demonstrated notable strengths and progress in seeking input for decision-making. The district has been successful in supporting principals and staff to effectively engage families in advisory groups and decision-making processes, thereby ensuring that family perspectives are integrated into school governance. SUSD has also facilitated opportunities for family members to contribute their insights on policies and programs through structured platforms like surveys and community meetings. Furthermore, by providing avenues for families, teachers, principals, and district administrators to collaborate, SUSD has fostered a cooperative environment where all stakeholders can work together to plan, design, implement, and evaluate family engagement activities. This inclusive approach ensures that decisions are informed by diverse viewpoints, ultimately enhancing the educational experience for all students.	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has identified several focus areas for improvement in seeking input for decision-making. These include expanding the opportunities for family members to provide input on policies and programs by creating more accessible and varied platforms for engagement, such as virtual meetings and online surveys, to reach a broader audience. Another area for improvement is increasing support for principals and staff to effectively facilitate these engagement opportunities, ensuring they have the necessary training and resources to engage families from diverse backgrounds. Additionally, SUSD aims to enhance the inclusivity of its decision-making processes by specifically targeting the engagement of underrepresented families, ensuring their voices are heard and considered in shaping school policies and programs. By addressing these areas, SUSD seeks to foster a more collaborative and inclusive decision-making environment that benefits all stakeholders.	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) will improve the engagement of underrepresented families in decision-making by implementing targeted strategies to ensure their voices are heard. Firstly, SUSD will enhance outreach efforts by utilizing multilingual communication channels and community liaisons to build trust and facilitate participation among families with diverse linguistic and cultural backgrounds. Additionally, the district will provide training for principals and staff on culturally responsive engagement practices to better support and empower underrepresented families. SUSD plans to offer more flexible and accessible meeting formats, including virtual options and varied meeting times, to accommodate the schedules and needs of these families. Furthermore, the district will establish specific forums and advisory groups for underrepresented families, creating dedicated spaces for their input on policies and programs. By implementing these strategies, SUSD aims to create a more inclusive and participatory decision-making process that reflects the diverse perspectives of all families in the community.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-05-09	2024
39686760120725	Stockton Collegiate International Elementary	3	Stockton Collegiate offers ongoing access to student progress and performance to students, parents/guardians, teachers, and counselors. In additions, regularly scheduled student-led parent conferences provide a specific time for progress updates. Student Success Teams provide time for assessing progress at any time during the year.	Stockton Collegiate recognizes that families would benefit from informational opportunities throughout the year on academic, mental health, and social-emotional health.	Stockton Collegiate recognizes the opportunity to provide information about programs to underrepresented in multiple languages with personalized follow-up to ensure that messages and invitations are received.	Stockton Collegiate offers multiple avenues for school staff and families to engage in interactions that build understanding of the school's program, mission, and avenues of academic and social-emotional support.	Stockton Collegiate recognizes opportunities to add new and reorganize some existing formats for providing information and building relationships in group settings.	Stockton Collegiate offers multiple avenues for school staff and families to engage in interactions that build understanding of the school's program, mission, and avenues of academic and social-emotional support. Stockton Collegiate will continue to work to engage underrepresented families individually and in groups in order to support underrepresented students.	Stockton Collegiate seeks and gathers input from stakeholders -- staff, families, students -- through avenues such as IB authorization cycles of reflection and action, surveys, conferences, individual meetings, and open-door policies.	Stockton Collegiate recognizes there are additional avenues to utilize that will make all stakeholders aware of the opportunities of involvement.	Stockton Collegiate seeks and gathers input from stakeholders -- staff, families, students -- through avenues such as IB authorization cycles of reflection and action, surveys, conferences, individual meetings, and open-door policies that are designed to meet the needs of all families, including traditionally underrepresented families.	4	4	4	3	4	4	4	3	3	3	3	4	Met		2024-06-27	2024
39686760120733	Stockton Collegiate International Secondary	3	Stockton Collegiate offers ongoing access to student progress and performance to students, parents/guardians, teachers, and counselors. In additions, regularly scheduled student-led parent conferences provide a specific time for progress updates. Student Success Teams provide time for assessing progress at any time during the year.	Stockton Collegiate recognizes that families would benefit from informational opportunities throughout the year on academic, mental health, and social-emotional health.	Stockton Collegiate recognizes the opportunity to provide information about programs to underrepresented in multiple languages with personalized follow-up to ensure that messages and invitations are received.	Stockton Collegiate offers multiple avenues for school staff and families to engage in interactions that build understanding of the school's program, mission, and avenues of academic and social- emotional support.	Stockton Collegiate recognizes opportunities to add new and reorganize some existing formats for providing information and building relationships in group settings.	Stockton Collegiate recognizes the opportunity to provide information about programs to underrepresented in multiple languages with personalized follow-up to ensure that messages and invitations are received.
	Stockton Collegiate seeks and gathers input from stakeholders -- staff, families, students -- through avenues such as IB authorization cycles of reflection and action, surveys, conferences, individual meetings, and open-door policies.
	Stockton Collegiate recognizes there are additional avenues to utilize that will make all stakeholders aware of the opportunities of involvement.
	Stockton Collegiate seeks and gathers input from stakeholders -- staff, families, students -- through avenues such as IB authorization cycles of reflection and action, surveys, conferences, individual meetings, and open-door policies that are designed to meet the needs of all families, including traditionally underrepresented families.	4	4	4	3	4	4	4	3	3	3	3	4	Met		2024-06-27	2024
39686760121541	Aspire APEX Academy	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase the engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	3	3	3	3	2	2	2	2	3	3	3	2	Met		2024-06-20	2024
39686760123802	Health Careers Academy	3	Stockton Unified School District (SUSD) has demonstrated significant strengths and progress in building relationships between school staff and families, reflecting a structured approach as outlined in their Parent and Family Engagement framework. This framework is divided into stages: Beginning, Full, and Full & Sustainable, each stage representing a deeper level of engagement and collaboration.

The progress made by SUSD in building relationships between school staff and families is evident through several key achievements. The establishment of two-way communication channels has facilitated continuous interaction, ensuring that parents are well-informed and can actively participate in their children’s education. Professional development programs have enhanced staff’s ability to engage effectively with families, fostering trust and respect.

Creating welcoming environments through family engagement nights, cultural celebrations, and open house events has further bridged the gap between school staff and families. These initiatives have been instrumental in making families feel included and valued, promoting a sense of community.

The district’s commitment to understanding and valuing family diversity stands out as a significant strength. Practices such as surveys, home visits, and community meetings have allowed school staff to gain deeper insights into the families they serve, enabling more personalized and effective engagement.

Stockton Unified School District has made commendable progress in building relationships between school staff and families. Through a structured approach that emphasizes communication, capacity building, and understanding family diversity, the district has fostered a collaborative and supportive educational environment. These efforts not only enhance educational outcomes but also build a strong, inclusive community. Moving forward, sustaining these engagement efforts and addressing challenges such as consistent district-wide implementation and overcoming language barriers will be essential for continued success.	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has identified several key focus areas for improvement in building relationships between school staff and families. These focus areas are critical to advancing their Parent and Family Engagement framework and ensuring that relationships between families and school staff are not only established but also nurtured and sustained over time.

SUSD has identified several focus areas for improvement in building relationships between school staff and families. By strengthening two-way communication, enhancing professional development, creating consistent welcoming environments, supporting family diversity and inclusion, encouraging family input in decision-making, and addressing language barriers, the district can build stronger, more effective relationships with families. These improvements will not only enhance educational outcomes but also foster a more inclusive and supportive community for all students and their families.	Stockton Unified School District (SUSD) has pinpointed several critical areas for enhancement in building relationships between school staff and families. By concentrating on these areas, the district aims to foster a more inclusive and supportive community that will enhance educational outcomes for all students.

By focusing on these key areas—strengthening two-way communication, enhancing professional development, creating consistent welcoming environments, supporting family diversity and inclusion, encouraging family input in decision-making, and addressing language barriers—SUSD is poised to build stronger, more effective relationships with families. These improvements will not only enhance educational outcomes but also foster a more inclusive and supportive community for all students and their families. The district’s commitment to these focus areas underscores its dedication to creating an educational environment where every family feels valued and every student can succeed.	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has shown significant strengths and progress in building partnerships for student outcomes. The district has effectively provided professional learning and support to teachers and principals, enhancing their capacity to partner with families. By offering families valuable information and resources, SUSD supports student learning and development at home. Furthermore, the implementation of policies and programs that facilitate meetings between teachers and families has fostered a collaborative environment focused on student success. This progress highlights SUSD's commitment to creating robust partnerships that positively impact student outcomes through continuous engagement and mutual support.	Stockton Unified School District (SUSD) has made commendable progress in establishing partnerships for student outcomes by prioritizing professional development for teachers and principals to strengthen their capacity to collaborate with families. By providing families with essential information and resources, SUSD supports student learning and development at home, fostering an environment where educational success is a shared responsibility. The district's efforts to implement policies and programs that encourage regular meetings between teachers, students, and families have further solidified these partnerships, ensuring that all stakeholders work together towards achieving positive student outcomes.	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) plans to improve the engagement of underrepresented families by enhancing professional learning for staff to better understand and address the unique needs of these families. The district will provide targeted support and resources to help these families actively participate in their children's education. Implementing inclusive policies and creating programs that facilitate regular and meaningful interactions between teachers and underrepresented families are key strategies. Additionally, SUSD will offer translation services and bilingual staff to overcome language barriers, ensuring that all families can access information and participate fully in school activities. These efforts aim to build stronger partnerships that support student outcomes by making the engagement process more accessible and inclusive for all families.	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has demonstrated notable strengths and progress in seeking input for decision-making. The district has been successful in supporting principals and staff to effectively engage families in advisory groups and decision-making processes, thereby ensuring that family perspectives are integrated into school governance. SUSD has also facilitated opportunities for family members to contribute their insights on policies and programs through structured platforms like surveys and community meetings. Furthermore, by providing avenues for families, teachers, principals, and district administrators to collaborate, SUSD has fostered a cooperative environment where all stakeholders can work together to plan, design, implement, and evaluate family engagement activities. This inclusive approach ensures that decisions are informed by diverse viewpoints, ultimately enhancing the educational experience for all students.	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has identified several focus areas for improvement in seeking input for decision-making. These include expanding the opportunities for family members to provide input on policies and programs by creating more accessible and varied platforms for engagement, such as virtual meetings and online surveys, to reach a broader audience. Another area for improvement is increasing support for principals and staff to effectively facilitate these engagement opportunities, ensuring they have the necessary training and resources to engage families from diverse backgrounds. Additionally, SUSD aims to enhance the inclusivity of its decision-making processes by specifically targeting the engagement of underrepresented families, ensuring their voices are heard and considered in shaping school policies and programs. By addressing these areas, SUSD seeks to foster a more collaborative and inclusive decision-making environment that benefits all stakeholders.	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) will improve the engagement of underrepresented families in decision-making by implementing targeted strategies to ensure their voices are heard. Firstly, SUSD will enhance outreach efforts by utilizing multilingual communication channels and community liaisons to build trust and facilitate participation among families with diverse linguistic and cultural backgrounds. Additionally, the district will provide training for principals and staff on culturally responsive engagement practices to better support and empower underrepresented families. SUSD plans to offer more flexible and accessible meeting formats, including virtual options and varied meeting times, to accommodate the schedules and needs of these families. Furthermore, the district will establish specific forums and advisory groups for underrepresented families, creating dedicated spaces for their input on policies and programs. By implementing these strategies, SUSD aims to create a more inclusive and participatory decision-making process that reflects the diverse perspectives of all families in the community.	4	4	5	2	4	4	4	4	4	4	4	4	Met		2024-05-16	2024
39686760124248	Pacific Law Academy	3	Stockton Unified School District (SUSD) has demonstrated significant strengths and progress in building relationships between school staff and families, reflecting a structured approach as outlined in their Parent and Family Engagement framework. This framework is divided into stages: Beginning, Full, and Full & Sustainable, each stage representing a deeper level of engagement and collaboration.

The progress made by SUSD in building relationships between school staff and families is evident through several key achievements. The establishment of two-way communication channels has facilitated continuous interaction, ensuring that parents are well-informed and can actively participate in their children’s education. Professional development programs have enhanced staff’s ability to engage effectively with families, fostering trust and respect.

Creating welcoming environments through family engagement nights, cultural celebrations, and open house events has further bridged the gap between school staff and families. These initiatives have been instrumental in making families feel included and valued, promoting a sense of community.

The district’s commitment to understanding and valuing family diversity stands out as a significant strength. Practices such as surveys, home visits, and community meetings have allowed school staff to gain deeper insights into the families they serve, enabling more personalized and effective engagement.

Stockton Unified School District has made commendable progress in building relationships between school staff and families. Through a structured approach that emphasizes communication, capacity building, and understanding family diversity, the district has fostered a collaborative and supportive educational environment. These efforts not only enhance educational outcomes but also build a strong, inclusive community. Moving forward, sustaining these engagement efforts and addressing challenges such as consistent district-wide implementation and overcoming language barriers will be essential for continued success.	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has identified several key focus areas for improvement in building relationships between school staff and families. These focus areas are critical to advancing their Parent and Family Engagement framework and ensuring that relationships between families and school staff are not only established but also nurtured and sustained over time.

SUSD has identified several focus areas for improvement in building relationships between school staff and families. By strengthening two-way communication, enhancing professional development, creating consistent welcoming environments, supporting family diversity and inclusion, encouraging family input in decision-making, and addressing language barriers, the district can build stronger, more effective relationships with families. These improvements will not only enhance educational outcomes but also foster a more inclusive and supportive community for all students and their families.
	Stockton Unified School District (SUSD) has pinpointed several critical areas for enhancement in building relationships between school staff and families. By concentrating on these areas, the district aims to foster a more inclusive and supportive community that will enhance educational outcomes for all students.

By focusing on these key areas—strengthening two-way communication, enhancing professional development, creating consistent welcoming environments, supporting family diversity and inclusion, encouraging family input in decision-making, and addressing language barriers—SUSD is poised to build stronger, more effective relationships with families. These improvements will not only enhance educational outcomes but also foster a more inclusive and supportive community for all students and their families. The district’s commitment to these focus areas underscores its dedication to creating an educational environment where every family feels valued and every student can succeed.	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has shown significant strengths and progress in building partnerships for student outcomes. The district has effectively provided professional learning and support to teachers and principals, enhancing their capacity to partner with families. By offering families valuable information and resources, SUSD supports student learning and development at home. Furthermore, the implementation of policies and programs that facilitate meetings between teachers and families has fostered a collaborative environment focused on student success. This progress highlights SUSD's commitment to creating robust partnerships that positively impact student outcomes through continuous engagement and mutual support.	Stockton Unified School District (SUSD) has made commendable progress in establishing partnerships for student outcomes by prioritizing professional development for teachers and principals to strengthen their capacity to collaborate with families. By providing families with essential information and resources, SUSD supports student learning and development at home, fostering an environment where educational success is a shared responsibility. The district's efforts to implement policies and programs that encourage regular meetings between teachers, students, and families have further solidified these partnerships, ensuring that all stakeholders work together towards achieving positive student outcomes.	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) plans to improve the engagement of underrepresented families by enhancing professional learning for staff to better understand and address the unique needs of these families. The district will provide targeted support and resources to help these families actively participate in their children's education. Implementing inclusive policies and creating programs that facilitate regular and meaningful interactions between teachers and underrepresented families are key strategies. Additionally, SUSD will offer translation services and bilingual staff to overcome language barriers, ensuring that all families can access information and participate fully in school activities. These efforts aim to build stronger partnerships that support student outcomes by making the engagement process more accessible and inclusive for all families.	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has demonstrated notable strengths and progress in seeking input for decision-making. The district has been successful in supporting principals and staff to effectively engage families in advisory groups and decision-making processes, thereby ensuring that family perspectives are integrated into school governance. SUSD has also facilitated opportunities for family members to contribute their insights on policies and programs through structured platforms like surveys and community meetings. Furthermore, by providing avenues for families, teachers, principals, and district administrators to collaborate, SUSD has fostered a cooperative environment where all stakeholders can work together to plan, design, implement, and evaluate family engagement activities. This inclusive approach ensures that decisions are informed by diverse viewpoints, ultimately enhancing the educational experience for all students.	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has identified several focus areas for improvement in seeking input for decision-making. These include expanding the opportunities for family members to provide input on policies and programs by creating more accessible and varied platforms for engagement, such as virtual meetings and online surveys, to reach a broader audience. Another area for improvement is increasing support for principals and staff to effectively facilitate these engagement opportunities, ensuring they have the necessary training and resources to engage families from diverse backgrounds. Additionally, SUSD aims to enhance the inclusivity of its decision-making processes by specifically targeting the engagement of underrepresented families, ensuring their voices are heard and considered in shaping school policies and programs. By addressing these areas, SUSD seeks to foster a more collaborative and inclusive decision-making environment that benefits all stakeholders.	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) will improve the engagement of underrepresented families in decision-making by implementing targeted strategies to ensure their voices are heard. Firstly, SUSD will enhance outreach efforts by utilizing multilingual communication channels and community liaisons to build trust and facilitate participation among families with diverse linguistic and cultural backgrounds. Additionally, the district will provide training for principals and staff on culturally responsive engagement practices to better support and empower underrepresented families. SUSD plans to offer more flexible and accessible meeting formats, including virtual options and varied meeting times, to accommodate the schedules and needs of these families. Furthermore, the district will establish specific forums and advisory groups for underrepresented families, creating dedicated spaces for their input on policies and programs. By implementing these strategies, SUSD aims to create a more inclusive and participatory decision-making process that reflects the diverse perspectives of all families in the community.	4	4	5	4	4	4	4	4	4	4	4	4	Met		2024-05-21	2024
39686760136283	Team Charter Academy	3	TCA has provided seminars and one-on-one meetings with parents on current technology to track student
achievement (Google Classroom), understanding of progress reports, current standards, and assessment. TEAM
staff members reach out to targeted populations (special needs, English language learners, low-income, and foster
youth) through phone calls and home visits. TCA partners with local community agencies to offer extra support to
parents who need mental health support (C.A.R.E.S. program). TCA also hosts a parent class, Parent Café, with a
parent specialist from the Child Abuse Prevention Center. The school counselor meets with families one-on-one with
special circumstances or needs to ensure access to school. TCA staff members also meet with families when they
are leaving and returning to school to help provide transportation (Bus Passes), translation, basic school supplies,
and other needs that may arise.	Areas of Identified Need or Desired Improvements based on recent educational partners' input and feedback for TCA
included more extracurricular activities for students including a coed basketball team. On surveys, and in-person
meetings
parents and students have expressed a desire for after-school activities. We have implemented a plan to increase
the number of activities offered after school for student engagement. Educational partners have requested tutoring to
be expanded from ELA to include math.	The Needs Analysis process showed support for additional resources and wrap-around services for needy students
(homeless, foster, low income, special education). TEAM will continue to employ a school psychologist, school
nurse, and school counselor to work with students with extra needs. We will also expand our partnerships with
community mental health services to provide additional support for students and families.	TEAM Charter Academy (TCA) understands the need for our educational partners to be actively engaged with our
school community. We begin our school year out with each teacher making personal phone calls to each family
introducing themselves to the families and providing contact information for the families to contact them directly. TCA
hosts a Back to School Night early in the year to give our families an opportunity to meet the instructional staff as
soon as possible. Staff at every school site and our district office contribute to warm, welcoming environments that
provide exceptional customer service to all educational partners. Regular communication between school and district
leaders reinforces the importance of educational partner involvement. TEAM leaders continually model and provide
ongoing messaging regarding actions needed to support active educational partner involvement. This messaging
begins intentionally during orientation for new staff regarding parent/guardian communication. Additionally, site and
district leadership partners with our
parent/guardian groups to educate staff regarding specific parental/guardian needs, preferred modes of
communication, critical information that educational partners want to know, etc. This information is shared with staff
to improve educational services for all students. TCA teachers are encouraged to regularly contact their student's
families. Teachers communicate with parents through phone, email, and face-to-face conversations at drop-off and
pick-up.
The school counselor makes personal phone calls to educate parents around the specialized high schools many of
our students attend after middle school. parents to get them involved in the parent groups we have. We are
intentional about developing relationships with community organizations that can support our student population	One area of improvement was having access to students missing assignments/grades at any given time.
TCA had an initial implementation of provided seminars to parents teaching them how to gain and sustain access to
their students missing assignments through Google Classroom. Additionally, TCA has worked to move to a more
streamlined reporting practices that will allow our educational partners access to their students grades at their
requests.	TCA will improve engagement of underrepresented families by offering more opportunities for parents to engage in
school activities. The opportunities for engagement are: Back to School Night, Open House, Math Night, Student
Recognition Ceremonies and parent training/seminars on programs that guide the principles of TCA, such as Leader
in Me and the Ron Clark Academy House System. The engagement that will strengthen relationship between the
school and our families.	TCA administers a local climate survey at least every other year that provides a valid measure of perceptions of
school safety and connectedness, such as the California Healthy Kids Survey, and reports the results to our local
governing board at a regularly scheduled meeting of the local governing board and to educational partners and the
public through the Dashboard. TCA also uses the Measurable Results Assessment (MRA) from our Leader in Me
social emotional learning curriculum, a tool to survey staff, parents, and students on how to improve leadership,
culture, and academics within our school. We receive feedback from parents about TCA programs through surveys
and parent meetings such as School Site Council, DELAC, and advisory committees. TCA communicates with
families annually regarding the Parent Involvement Policy at the beginning of each school year. The policy is
included in the TCA Registration packet and Student-Parent Handbook.	TCA increased the number of opportunities, using a variety of engagement tools, for educational partners to provide
input. An area of focus is to evaluate what tools successfully engaged families at the school and district levels and
what steps TCA can take to improve the design and implementation of engagement activities	TCA ensures that ALL families receive communications and invitations to participate on committees and in forums,
through communication accommodations, such as translation, interpreters, scheduling individual meetings at a
convenient time for individual families, phone conferences, etc. TCA closely monitors student attendance on a daily
basis and communicates with families in a timely manner, especially families of migratory, foster or homeless youth,
in order to minimize disruptions to educational services. TEAM has seen an increase in student absences as a result
of the pandemic and will focus on improving efforts to communicate with and engage students and families.

	4	4	4	5	3	3	4	4	4	3	3	3	Met		2024-06-26	2024
39686760139865	Aspire Stockton 6-12 Secondary Academy	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase the engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	3	3	3	3	2	2	2	2	3	3	3	2	Met		2024-06-20	2024
39686760139907	Voices College Bound Language Academy at Stockton	3	Voices Stockton began the year with a new Principal with 13 years of experience who started the year strong by attending the Character Education for Educational Leaders Academy with other Voices Principals. Voices Stockton has implemented many of the evidence-based strategies covered in the Academy. Additional Professional Development and coaching opportunities were initiated for staff and several activities and events were conducted during the school year to promote staff and family engagement and build greater rapport. In addition, Voices Stockton experienced greater retention this school year resulting in fewer substitutes being needed. This also had a positive impact on school staff building stronger relationships with families.  Throughout the year, Voices Stockton conducted ELAC meetings and Cafecitos, giving parents/guardians a platform to provide input/feedback on LCAP goals, school progress, needs and academics. All materials were provided in English and Spanish.	Voices Stockton will continue to focus on increasing attendance at Cafecito, utilizing ParentSquare, having the Principal and the Dean of Culture make calls home proactively to encourage more relationship building. Additionally, building those relationships with staff and families includes training teachers on parent-teacher conferences and how to communicate with parents to provide regular updates. Voices Stockton will also work to increase the response rate on surveys to ensure all perspectives are recognized in the family-school relationships survey conducted twice a year.  Voices Stockton saw an increase of family participation at events and activities and will continue to promote family participation and further focus on family collaboration and involvement in the planning and facilitation of activities and events.	Voices Stockton will focus on different approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, utilizing Parent Square Messaging, etc.  Voices Stockton will also use these various communication channels to convey information on resources and support families with connecting to these resources. Additionally, Voices Stockton will continue to work with school staff and teachers to understand the importance of accessible and equitable communication with our families.	This year, Voices partnered with Faith In Action Education Services (F.A.C.E.S.) and Art in Action. The F.A.C.E.S partnership allows Voices to receive support with the enrichment block (non instructional hour of the day) and provides an expanded learning opportunity through their after-school program. This enables Voices’ students to build rapport/relationship with the staff, which contributes to greater student outcomes. The Art in Action Program is rooted in the National Core Arts Standards and has been added to the enrichment block.	Voices Stockton will start the year with a Parent/Guardian Education Workshop calendar to provide families with resources and guidance on how to support their student and partner and collaborate with the school. The Dean of Culture attended the EMPOWER summit in June to gather additional learning and resources focused on establishing and implementing  community- based partnerships to promote positive student outcomes.  We look forward to applying this funding in a strategic and impactful way in the coming year.
Families would like more opportunities for enrichment activities outside of what is currently offered. Voices Stockton will continue to focus on student wellbeing by supporting them to build coping skills via SEL curriculum.	In order to improve the engagement of our underrepresented families, we:
- send out communication and materials in both English and Spanish, 
- provide materials digitally and in printed form, 
- make proactive calls when needed, and
- provide office hours for families to receive support from staff.	Voices Stockton’s biggest strength this year has been the ability to cultivate a stronger school and community culture amongst staff, students and families, resulting in stronger parent/guardian engagement and improvement in student behaviors. In addition to increased engagement, Voices conducts Network-wide staff and family surveys utilizing  Panorama, a third party. These surveys are conducted twice a year and are used for planning.	Voices Stockton hosts Cafecitos (Principal’s Coffee) and ELAC meetings throughout the school year, where parents, families, and other stakeholders are able to share feedback, input, and suggestions. In addition, Voices will continue to conduct Network-wide surveys to staff, students, and families twice a year and utilize the feedback and information provided from the surveys for future planning. Voices Stockton will also focus on seeking family input regarding enrichment activities and ways in which parents/guardians can support these activities.	In order to improve the engagement of our underrepresented families, we:
- send out communication and materials in both English and Spanish,
- provide materials digitally and in printed form,
- make proactive calls when needed, and
- provide office hours for families to receive support from staff.	3	3	3	3	3	2	3	4	3	3	3	2	Met		2024-06-25	2024
39686760139923	Aspire Arts & Sciences Academy	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase the engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	3	3	3	3	2	2	2	2	3	3	3	2	Met		2024-06-20	2024
39686760140616	KIPP Stockton	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well,
creating lasting change that will stay with them throughout their experiences, at our school and beyond.

We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are
encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school
and start a successful year.

KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement
special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.
KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and
their families.

The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 95% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.	KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):

• Assume good intentions, and approach all families as partners who want the best for their children.
• Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.
• Invite parents or guardians to share information about family cultures and traditions.
• Recognize and respect differences in family structures.
• Recognize the role that identity and background may play in shaping relationships between teachers and families.
• Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.
• View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other
school sponsored events are always created considering the unique needs of the community.

The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 95% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of
contact to engage all parents/guardians.

Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP will assist parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents will be given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents will be involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school will also be invited to participate in the School Site Council and English Language Advisory Committee.

KIPP will provide parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents will receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.

KIPP will assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more
actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings
KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	Parent involvement in decision-making at KIPP will be demonstrated in multiple ways.

The parent and family engagement policy will be developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents will include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family
engagement policy will be sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.
The parent engagement policy process will be aligned with the school’s LCAP stakeholder involvement process, and the school will make every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader will present to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents will record their feedback on a survey in real time and online. This parent input will influence all aspects of school culture.

KIPP will assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.	The majority of KIPP families qualify as underrepresented. 

Therefore, communication, materials, meetings and other
school sponsored events are always created considering the unique needs of the community.

KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	4	4	4	4	4	4	4	3	4	3	3	3	Met		2024-06-11	2024
39686760141358	KIPP University Park	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.
We will communicate with families regularly through multiple modes including, but not limited to: newsletters, emails,
phone calls, and text messages. Students and families have staff member’s email address and cell phone number to
reach out about homework support or for other concerns or questions. Progress reports and report cards will be sent
home throughout the year to keep families informed about their student’s academic success. Families will be encouraged to set up conferences with teachers and the school will provide multiple opportunities to connect with parents/guardians. Any student who is in danger of retention will be required to meet with teachers and administrators to identify additional supports. Each year the school will begin forming relationships with families during orientation, prior to the start of the new year. This early welcome will allow students and families to feel more
connected to the school and start a successful year.

KIPP’s KFA (KIPP Family Association) will have active families that participate in monthly meetings to plan and
implement special events for students, families and the community, and advocate for the school's continued
academic growth. Parents/guardians will be the primary drivers of KIPP’s KFA. The school leader will meet regularly
with the KFA team to assist with any projects and to ensure alignment between the school and the community.

KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to
communicate and work together as equal partners in some of the following ways: front office and operational staff
members receive professional development on creating a warm and welcoming environment for all school visitors,
including parents/guardians and families, all school staff must have evidence of strong connections with students and
their families.	KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid
communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):

• Assume good intentions, and approach all families as partners who want the best for their children.
• Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.
• Invite parents or guardians to share information about family cultures and traditions.
• Recognize and respect differences in family structures.
• Recognize the role that identity and background may play in shaping relationships between teachers and
families.
• Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.
• View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other
school sponsored events are always created considering the unique needs of the community.

The school hosted 13 virtual and in-person events (when health and safety allowed) where all families were
invited. In an annual family survey, 86% of families indicated that they were satisfied with the opportunities to get
involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.

Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP will assist parents in understanding state standards and assessments, and how to monitor their child’s progress
and work with teachers to improve their child’s achievement through constant communication between the school
and home. Parents will be given their child’s teacher’s cellular phone number to use whenever they need clarification
about an academic assignment or need to talk about their child’s progress. Parents will be involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school will also be invited to participate in the School Site Council and English Language Advisory Committee.

KIPP will provide parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents will receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.

KIPP will assess the language needs of families to ensure that materials and presentations are being made available
in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities
in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability,
ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health
and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other
school sponsored events are always created considering the unique needs of the community.

KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	Parent involvement in decision-making at KIPP will be demonstrated in multiple ways.

The parent and family engagement policy will be developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents will include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy will be sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. 

The parent engagement policy process will be aligned with the school’s LCAP stakeholder involvement process, and the school will make every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader will present to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents will record their feedback on a survey in real time and online. This parent
input will influence all aspects of school culture.	KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. 

The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other
school sponsored events are always created considering the unique needs of the community.

KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	4	4	3	4	3	3	4	4	4	3	3	3	Met		2024-06-11	2024
39686766042725	Nightingale Charter	3	Stockton Unified School District (SUSD) has demonstrated significant strengths and progress in building relationships between school staff and families, reflecting a structured approach as outlined in their Parent and Family Engagement framework. This framework is divided into stages: Beginning, Full, and Full & Sustainable, each stage representing a deeper level of engagement and collaboration.

The progress made by SUSD in building relationships between school staff and families is evident through several key achievements. The establishment of two-way communication channels has facilitated continuous interaction, ensuring that parents are well-informed and can actively participate in their children’s education. Professional development programs have enhanced staff’s ability to engage effectively with families, fostering trust and respect.

Creating welcoming environments through family engagement nights, cultural celebrations, and open house events has further bridged the gap between school staff and families. These initiatives have been instrumental in making families feel included and valued, promoting a sense of community.

The district’s commitment to understanding and valuing family diversity stands out as a significant strength. Practices such as surveys, home visits, and community meetings have allowed school staff to gain deeper insights into the families they serve, enabling more personalized and effective engagement.

Stockton Unified School District has made commendable progress in building relationships between school staff and families. Through a structured approach that emphasizes communication, capacity building, and understanding family diversity, the district has fostered a collaborative and supportive educational environment. These efforts not only enhance educational outcomes but also build a strong, inclusive community. Moving forward, sustaining these engagement efforts and addressing challenges such as consistent district-wide implementation and overcoming language barriers will be essential for continued success.	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has identified several key focus areas for improvement in building relationships between school staff and families. These focus areas are critical to advancing their Parent and Family Engagement framework and ensuring that relationships between families and school staff are not only established but also nurtured and sustained over time.

SUSD has identified several focus areas for improvement in building relationships between school staff and families. By strengthening two-way communication, enhancing professional development, creating consistent welcoming environments, supporting family diversity and inclusion, encouraging family input in decision-making, and addressing language barriers, the district can build stronger, more effective relationships with families. These improvements will not only enhance educational outcomes but also foster a more inclusive and supportive community for all students and their families.
	Stockton Unified School District (SUSD) has pinpointed several critical areas for enhancement in building relationships between school staff and families. By concentrating on these areas, the district aims to foster a more inclusive and supportive community that will enhance educational outcomes for all students.

By focusing on these key areas—strengthening two-way communication, enhancing professional development, creating consistent welcoming environments, supporting family diversity and inclusion, encouraging family input in decision-making, and addressing language barriers—SUSD is poised to build stronger, more effective relationships with families. These improvements will not only enhance educational outcomes but also foster a more inclusive and supportive community for all students and their families. The district’s commitment to these focus areas underscores its dedication to creating an educational environment where every family feels valued and every student can succeed.
	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has shown significant strengths and progress in building partnerships for student outcomes. The district has effectively provided professional learning and support to teachers and principals, enhancing their capacity to partner with families. By offering families valuable information and resources, SUSD supports student learning and development at home. Furthermore, the implementation of policies and programs that facilitate meetings between teachers and families has fostered a collaborative environment focused on student success. This progress highlights SUSD's commitment to creating robust partnerships that positively impact student outcomes through continuous engagement and mutual support.	Stockton Unified School District (SUSD) has made commendable progress in establishing partnerships for student outcomes by prioritizing professional development for teachers and principals to strengthen their capacity to collaborate with families. By providing families with essential information and resources, SUSD supports student learning and development at home, fostering an environment where educational success is a shared responsibility. The district's efforts to implement policies and programs that encourage regular meetings between teachers, students, and families have further solidified these partnerships, ensuring that all stakeholders work together towards achieving positive student outcomes.	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) plans to improve the engagement of underrepresented families by enhancing professional learning for staff to better understand and address the unique needs of these families. The district will provide targeted support and resources to help these families actively participate in their children's education. Implementing inclusive policies and creating programs that facilitate regular and meaningful interactions between teachers and underrepresented families are key strategies. Additionally, SUSD will offer translation services and bilingual staff to overcome language barriers, ensuring that all families can access information and participate fully in school activities. These efforts aim to build stronger partnerships that support student outcomes by making the engagement process more accessible and inclusive for all families.	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has demonstrated notable strengths and progress in seeking input for decision-making. The district has been successful in supporting principals and staff to effectively engage families in advisory groups and decision-making processes, thereby ensuring that family perspectives are integrated into school governance. SUSD has also facilitated opportunities for family members to contribute their insights on policies and programs through structured platforms like surveys and community meetings. Furthermore, by providing avenues for families, teachers, principals, and district administrators to collaborate, SUSD has fostered a cooperative environment where all stakeholders can work together to plan, design, implement, and evaluate family engagement activities. This inclusive approach ensures that decisions are informed by diverse viewpoints, ultimately enhancing the educational experience for all students.	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) has identified several focus areas for improvement in seeking input for decision-making. These include expanding the opportunities for family members to provide input on policies and programs by creating more accessible and varied platforms for engagement, such as virtual meetings and online surveys, to reach a broader audience. Another area for improvement is increasing support for principals and staff to effectively facilitate these engagement opportunities, ensuring they have the necessary training and resources to engage families from diverse backgrounds. Additionally, SUSD aims to enhance the inclusivity of its decision-making processes by specifically targeting the engagement of underrepresented families, ensuring their voices are heard and considered in shaping school policies and programs. By addressing these areas, SUSD seeks to foster a more collaborative and inclusive decision-making environment that benefits all stakeholders.	Based on the analysis of educational partner input and local data, Stockton Unified School District (SUSD) will improve the engagement of underrepresented families in decision-making by implementing targeted strategies to ensure their voices are heard. Firstly, SUSD will enhance outreach efforts by utilizing multilingual communication channels and community liaisons to build trust and facilitate participation among families with diverse linguistic and cultural backgrounds. Additionally, the district will provide training for principals and staff on culturally responsive engagement practices to better support and empower underrepresented families. SUSD plans to offer more flexible and accessible meeting formats, including virtual options and varied meeting times, to accommodate the schedules and needs of these families. Furthermore, the district will establish specific forums and advisory groups for underrepresented families, creating dedicated spaces for their input on policies and programs. By implementing these strategies, SUSD aims to create a more inclusive and participatory decision-making process that reflects the diverse perspectives of all families in the community.	4	4	5	2	4	4	4	4	4	4	4	4	Met		2024-05-31	2024
39754990000000	Tracy Joint Unified	3	The Tracy Unified School District (TUSD) places a high value on fostering positive community relationships. To facilitate communication about the academic and social-emotional resources available for student and family success, TUSD has invested in Parent Liaisons. The TUSD Prevention Services Department collaborates with school staff and directly with students facing homelessness or those in foster care, providing necessary resources to promote success in school. Additionally, school sites engage with their School Site Council and English Learner Advisory Committee (ELAC) to periodically assess and adjust school plans and budgets, ensuring they meet the unique needs of each school and narrow the achievement gap.	The creation of an English Learner Advisory Committee (ELAC) in each school, coupled with the district-wide Student Advisory Committee (SAC) this past academic year, and the active involvement of site leaders, staff, and parent liaisons in organizing engagement events, has resulted in improved interactions between school personnel and families.	TUSD staff are committed to enhancing the engagement of underrepresented families by personally inviting them to parent meetings and school activities. The district has invested in Parent Liaisons to facilitate communication about the academic and social-emotional resources available, aiming to improve student outcomes. These liaisons are frequently seen conversing with families outside the school office or making calls to their homes. Additionally, our prevention services team has expanded its outreach through partnerships within the community, providing individualized support to students and families with specific needs.	The Tracy Unified School District (TUSD) is dedicated to actively engaging with all families, using various communication methods including automated calls/texts, social media, website updates, and the Aeries Parent Portal. TUSD has Bilingual Parent Liaisons for outreach in English and Spanish, and the Prevention Services Department provides individual support to students who are homeless or in foster care. School sites work with their School Site Council and English Learner Advisory Committee (ELAC) to customize school plans to meet specific needs. Feedback indicates that TUSD's efforts to nurture staff-family relationships are acknowledged and valued. The district cherishes these community connections and has invested in Parent Liaisons to educate families about resources, programs, and services. TUSD plans to broaden its parent and community engagement initiatives in the 2023-24 period, including The Latino Literacy Project, College Bound via the Boys & Girls Club, PIQE, Mental Health Workshops, and Educational Nights focusing on STEM, Math, and Literacy. TUSD will maintain a Prevention Services Coordinator to enhance parent outreach, particularly for underrepresented families. Furthermore, TUSD will organize parent workshops to clarify the special education process and parents' rights, as well as continue Title I Parent Advisory Meetings to inform parents about Title I services and contribute to the LCAP.	TUSD remains committed to enhancing the delivery of two-way communication between families and educators, utilizing language that is clear and accessible for all diverse family groups.	Every TUSD school site collaborates with its School Site Council and English Learner Advisory Committee (ELAC) to evaluate and enhance school plans, ensuring they meet the unique needs of each school and its students. In an effort to better involve our underrepresented families and bolster parent participation, each TUSD school will organize an independent ELAC, facilitating greater access to current information and fostering stronger community ties. Moreover, the TUSD Prevention Services Department offers personalized support to students facing homelessness or in foster care, delivering essential resources to their families to promote better student success.	TUSD is expanding the range of opportunities for parent and family involvement in decision-making processes. These opportunities include participation in the School Site Council, District and site ELAC, Title I Parent Advisory Committees, LCAP Surveys, and LCAP Community Engagement Meetings.	The Tracy Unified School District's first district-wide Student Advisory Committee (SAC) was a success, emphasizing ongoing enhancement that bolstered student participation in their educational settings and offered crucial insights for decision-making, as well as feedback for the Local Control and Accountability Plan (LCAP). Furthermore, the LCAP survey data remains an effective method for collecting feedback that informs decision-making processes within TUSD and shapes the LCAP.	TUSD will continue to host an ELAC (English Learner Advisory Committee) at each individual school site to seek more input from underrepresented families. Additionally, in reviewing applications for SAC (Student Advisory Committee), students who represent our diverse population, including those from underrepresented groups at each school site, will be selected.	4	5	4	4	4	5	4	5	5	5	4	5	Met		2024-06-25	2024
39754990102384	Primary Charter	3	Primary Charter School involves families in many ways. Every classroom sends home weekly newsletters which are also posted to the school website. PCS holds parent conference meetings twice a year which provides an opportunity for parents and families to meet directly with their child's teacher. PCS also has a school improvement committee which sends out a monthly newsletter and survey to all educational partners.	Based on feedback from educational partners, Primary Charter will offer more opportunities for family engagement. There will also be more opportunities to celebrate the diversity among our school family.	The English Language Specialist for Primary will continue outreach efforts to engage underrepresented families. Monthly parent cafe meetings as well as farmer's market will continued to be offered.	Primary Charter School will continue to send home regular progress reports as well as report cards every trimester. Weekly assessment results are sent home for parents to review. Regular iReady diagnostic assessment results are also sent home with a parent letter detailing how to interpret the results. Teachers are in constant contact with families and communicate well with them.	Primary Charter School will continue to provide opportunities for improving partnerships and student outcomes. We will take feedback from surveys and implement additional ways to build partnerships based on the feedback.	All correspondence that is sent home as a hard copy or via an electronic format will be translated to meet the needs of our English learner population.	Primary Charter School sends home a monthly newsletter with a survey link for educational partners to provide input for decision making.	Primary Charter will continue to look for ways to reach more educational partners and increase the participation on the monthly surveys.	Primary Charter School's English Language Specialist will continue to provide outreach and support opportunities to underrepresented families in relation to seeking input for decision making.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-10	2024
39754990102392	Millennium Charter	3	Millennium Charter High School has a strong relationship among school staff and families. MHS has an established School Improvement Committee Meeting once a month that involves all educational partners.	MHS is always looking for ways to improve communication between school staff and families. This will continue to be an area of focus.	MHS will continue to work with the English Language Coordinator to improve our outreach effort to English learners and other underrepresented families.	MHS staff keep families well informed of student progress through quarter and semester grade reports. If a student is struggling or needs extra support, the SST grade level coordinator steps in and holds a meeting to discuss progress and goals. The SST coordinator involves teachers, parents and administration in the meetings. Follow up goal progress meetings are scheduled every six weeks until progress is made.	The MHS SST coordinators will implement a new system for tracking progress through the program Beyond SST. This will streamline the process and ensure all parties are aware of the goals and progress made toward the goals.	There will be a more focused effort to contact parents of underrepresented students, especially when setting up SST meetings or when teachers have a concern. The English language coordinator will continue to reach out to families of English learners.	Millennium has a well established School Improvement Committee, made up of staff and educational partners. The SIC committee meets monthly and is well attended.	There will be a more concerted effort to involve more families in the SIC committee meetings.	The English language coordinator will continue monthly parent cafe meetings as well as monthly farmer's market opportunities for underrepresented families to foster the relationship between the families and the school.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-10	2024
39754990139949	Tracy Independent Study Charter	3	Tracy Charter has implemented professional development programs, providing staff with skills to build trusting and respectful relationships with families. Our school has established a welcoming and inclusive environments through family-friendly policies and accessible facilities. We have a monthly community newsletter that goes out with resources for families and a centralized hub of information for upcoming events. Our programs support staff in understanding student goals, allowing for individualized educational experiences. 
Tracy Charter excels in facilitating two-way communication through various accessible channels, ensuring every family can participate in their child's education.	To build relationships between school staff and families, Tracy Charter will continue to work with staff to deepen cultural competency, and expand engagement in-person and virtual opportunities through workshops and events.	Tracy Charter School has a unique advantage with smaller class sizes, allowing teachers to dedicate at least one hour per week for in-person support with each student. This dedicated time fosters strong communication and helps build trusting, respectful relationships between teachers and parents, creating a unified support system for the student. 

In addition to these personalized interactions, Tracy Charter employs various communication methods, such as automated phone calls, text messages, emails, district and site webpages, and the Aeries Parent Portal. These strategies are particularly beneficial for underrepresented families, as they provide multiple avenues to stay informed and engaged, accommodating different preferences and accessibilities.

Moving forward, Tracy Charter will collaborate with families to identify their preferred communication channels and will continue to offer multiple options to ensure effective and inclusive communication for all. By doing so, we aim to enhance engagement with underrepresented families, ensuring they have the support and resources needed to actively participate in their child's education.	Tracy Charter strongly values positive relationships within our school and town communities.  Tracy Charter administrator, academic counselor, teachers, and office staff all to help communicate the resources, programs and services available to students and their families. We contract with the TUSD Prevention Services Department who works individually with our students who are experiencing homelessness and or are foster youth to provide needed resources to the family. Tracy Charter families are invited to attend and participate in parent outreach events, including review and comment for district initiatives. Tracy Charter has an advisory council that reviews data and develops a plan to address the school's needs.	Tracy Charter School will focus on sustaining and advancing its partnerships with our educational partners. We will work on increasing accessibility and providing resources to families can further support student learning at home. We will work to provide more frequent and diverse opportunities for teachers, families, and students to engage in discussions about student progress.	Tracy Charter School will improved the engagement of underrepresented families through a comprehensive approach that fosters positive relationships within the school and community. By ensuring administrators, counselors, teachers, and office staff effectively communicate available resources and by contracting with TUSD Prevention Services to support homeless and foster students, the school addresses specific needs of our underrepresented students. Parent outreach events and an advisory council invite family participation in decision-making, while sustained educational partnerships increase accessibility to resources. Frequent, diverse opportunities for discussions about student progress ensure families stay informed and involved, empowering them to support their children's education.	Tracy Charter School demonstrates strengths in seeking input for decision-making. Tracy Charter parents and students provided input through the TUSD LCAP process, which included multiple opportunities for review and comment. The school builds the capacity of and supports principals and staff to engage families in advisory groups and decision-making processes, fostering a collaborative environment.  Furthermore, Tracy Charter School promotes collaboration between families, teachers, principals, and district administrators in planning, designing, implementing, and evaluating activities at both school and district levels.	Tracy Charter School focuses on improving Seeking Input for Decision-Making by developing multiple, effective communication channels to gather family and community input and establishing regular opportunities for feedback through surveys, meetings, and forums. Additionally, Tracy Charter School aims to increase transparency around how input is used to inform decisions, fostering trust and accountability, and to create collaborative platforms where families, students, and staff can engage in meaningful dialogue about school initiatives and policies.	The school provides all families with opportunities to provide input on policies and programs through the LCAP process, with strategies in place to reach and seek input from underrepresented groups, ensuring inclusivity in decision-making processes.	4	4	4	5	4	4	4	4	5	4	4	4	Met		2024-06-25	2024
39754996118665	Discovery Charter	3	Discovery Charter School has a a strong relationship among staff and families. DCS has an established School Improvement Committee Meeting every month where administration, staff, parents, and board members meet to discuss goals for the year and provide feedback. Educational partners are also encouraged to attend events at school and contact teachers anytime they have a question or concern.	The focus area for improvement in Building Relationships Between School Staff and Families has been to improve communication between staff and educational partners. Along with a weekly electronic newsletter, staff email parents every other week with updated grade reports, they send home important information via a weekly folder system, and they send positive emails every week.	The English Language Specialist will continue to contact parents of English learners directly. The EL Specialist will also continue to translate all written communication for families of English learners. There will be a more concentrated effort to provide curriculum and materials to use at home for underrepresented families.	Educational Partners and staff have a strong relationship when it comes to building partnerships for student outcomes. Educational partners feel comfortable providing feedback and feel that their questions and concerns are addressed in a timely manner.	The focus area will continue to be on improving communication between education partners and staff.	The LEA will continue to provide outreach opportunities to engage underrepresented families including continuing the monthly Parent Cafe workshops and Farmer's Market.	Educational Partners are encouraged to attend monthly School Improvement Meetings, complete surveys, and participate in local events such as parent-teacher conferences. All of these opportunities offer time for educational partners to offer input for decision-making.	The LEA is always looking for opportunities to improve in engaging educational partners in seeking input for decision making. The LEA will focus on increasing participation in School Improvement meetings and involvement in school sponsored activities.	The LEA will continue its outreach efforts to improve engagement of underrepresented families by contacting them directly and providing support as needed, such as child care opportunities during school events.	5	5	5	5	5	4	5	4	5	5	5	5	Met		2024-06-10	2024
39767600000000	Lammersville Joint Unified	3	California Healthy Kids Survey {CHKS} results indicate 82% of 5, 7, 9 and 11 grade parents believe LUSD schools prepare students academically for success. 73.5% of the students in grades 5, 7,9 and 11 believe LUSD sets high standards for academic performance {CHKS}. 77% of families believe school encourages them to be an active partner with the school {CHKS}. 98% of families prefer school and district communications come via email or other digital delivery system. Student progress is communicated to parents via AERIES parent square, Canvas parent portal and reports from the school and Educational Services division.Learning in the home is supported through parent trainings and online opportunities. Students who do not have WiFi in the home are provided WiFi by LUSD. Learning in the home occurs regularly as LUSD is a 1 to 1 District in grades K-12. Counselors at the high school meet with and provide all students/parents with an individualized four-year plan to graduate. Underrepresented families are provided additional academic and social-emotional counseling.	LUSD actively engages the community through established sub-committees, foundations, parent nights, safety meetings, parent portals and other outreach. These activities encompass all schools, with a focus on bridging the gap between academics and student activities.	LUSD actively engages the community through established sub-committees, foundations, parent nights, safety meetings, parent portals and other outreach. These activities encompass all schools, with a focus on bridging the gap between academics and student activities.  Committees that the community can be a part of include District Advisory Committee (DAC), District English Language Advisory Committee (DELAC), District Parent Advisory Committee (DPAC), Wellness Committee, Safety Committee, and Education Committee. Outreach is provided by the Director of Student Services to specific underrepresented students and families, as well as, student services counselors. Additional outreach is provided by site administration personally inviting underrepresented families.	LUSD actively engages the community through established sub-committees, foundations, parent nights, safety meetings, parent portals and other outreach. These activities encompass all schools, with a focus on bridging the gap between academics and student activities.  LUSD Student Services counselors and director reach out to underserved and families with needs.	The primary focus of LUSD is on bridging the gap between academics and student activities to develop well rounded students who are academically and socially prepared.	LUSD actively engages the community through established sub-committees, foundations, parent nights, safety meetings, parent portals and other outreach. These activities encompass all schools, with a focus on bridging the gap between academics and student activities.  LUSD utilizes parent portals, meetings and Parent Square to communicate with parents and educational partners, while the high school supports parent informational meetings for black/African America parents.	LUSD seeks input related to policies, LCAP, expenditures, programs, and parent engagement from stakeholders through DELAC, ELAC, DAC, DPAC, Education Committee, Facilities Committee, Safety Committee, Wellness Committee, Citizens Bond Oversight Committee, parent foundations, booster groups, and open houses. CTE pathway nights and curriculum fairs engage parents in two-way communication about the academic pathway and program. 85% of families feel the school keeps them well informed about school activities {CHKS}.	LUSD seeks input on educational decisions from educational partners, from underrepresented groups and others.	Underrepresented families are specifically encouraged to participate in academic and non-academic committees and parent groups.  The Black/African American parent group meets monthly.  Counselors-academic and social-emotional support mechanisms are reviewed, as are other facets of school access.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
39773880000000	Banta Unified	3	Banta Unified School District was successful in building relationships between school staff and families by improving parent communication which includes two digital marquees, a digital monthly district newsletter (with 500 hits per month), and the parents club has been reorganized with new members bringing in more parent/family participation and input in decision making. New events geared toward community, fun, and volunteering are being created. Communication with families is very frequent, information and resources to support student learning are provided through newsletters, emails, website, parent/teacher conferences, SST and IEP meetings, all communications are provided in both English and Spanish. 90.6% of parents feel the school keeps all families informed about important issues and events and 87.6% of parents feel that the school has made an effort to build a relationship with their family. We have added actions/services in our LCAP that support increasing Parent/Family Engagement.	The district will address parent engagement, focusing on building our Parent Club membership/participation as members tend to be more involved in their child's education by participating in school events and decision making.	The district will improve engagement of underrepresented families with additional support of internet HotSpots, technology support, online technical support, and translators to increase communication throughout the school year. Regular staff development is provided as it relates to both academics, instruction, parent engagement and cultural differences.	Banta Unified School District administration believes children come first and Parent/Family engagement is vital to supporting student learning. We are working as a staff, to include communication and involve staff and parents in decisions that directly impact students, student learning and the Mustang community. We are maintaining a regular, positive presence on Facebook, monthly newsletters go home to parents in English and Spanish, and the district and school website (both in English and Spanish) are updated regularly to keep the community informed of up-coming events and pertinent information related to improving their students well-being and student learning. The school site works closely with the parent's club, English Learner Advisory Committee (ELAC), and the LCAP Advisory Committee to review and refine school plans and budgets to reflect the needs of the school, to improve student outcomes.	Although regular staff development is provided as it relates to both academics, instruction, parent engagement and cultural differences additional information and professional development on family engagement, including supporting families to understand and exercise their legal rights, need to be provided to all administrators, teachers, and staff so they have the capacity to support all students.	The district continues to consider different methods of communicating with underrepresented families when distributing school information concerning student learning and outcomes.	Banta Unified School District is committed to including families in decision-making. Through out the year the district and school annually consulted with parents and families at PFA (Parent/Faculty Association), LCAP Parent Advisory Committee, English Learner Parent Advisory Committee (ELAC), Disability Advisory (DAC), site parent committees, parent surveys in English and Spanish, and through the LCAP stakeholder engagement process to gather input on policies and programs. 90.6% of parents feel they were provided with multiple opportunities to be part of decisions about the school through surveys and advisory groups.	The district's focus is to increase the percentage of parents involved in decision-making so that all of our students benefit from having parent/family input to better support their education.	The district is actively recruiting and seeking parents from all targeted subgroups to be members of committees, including ELAC and DAC, to improve parent and family participation rates in the decision making process.	5	4	4	5	5	4	5	4	3	4	5	5	Met		2024-06-21	2024
39773880127134	River Islands Technology Academy II	3	Building relationships between school and families and community is a priority for River Islands Technology Academy. We work as a staff to learn how to best support students/families and on how best to communicate with families on an on-going, regular basis. We receive formal and informal verbal and written feedback from families on events and programs that they thought were successful or ways they can be improved and use that to tailor future events.	One area that we would like to expand is Parent/Caregiver Education and Community Connectedness through assemblies and cohort gatherings.	We have provided an SEL Assembly for Parents/Guardians to attend but we would like to expand our offerings to support our parents and open the dialog between school staff and families. We also plan to support the implementation of gatherings of cohorts such as grade level communities, ethnic groups, etc. Additionally, it is a goal of our school community to promote and increase participation in our Parent Booster Club. Our Booster Club not only allows opportunities for parents and school staff to build relationships but to plan community building events that allow all to come together.	Parental volunteer participation, including unduplicated student parents and parents of students with exceptional needs, continues to be strong. This is verified by volunteer logs, attendance at school events, Parent Teacher Conferences, and meeting sign-in sheets. The large parent involvement component is vital to our school program. Parents are encouraged to volunteer 5 hours per child, per month at our school. This school year, about 400 parent volunteers were cleared to volunteer in classrooms and/or participate in school field trips. In addition to on-going work in the classrooms, there were many committees and activities where parent involvement plays a large role: Governing Board Meetings, LCAP Advisory Committee, Coffee and Chats, Parent/Teacher conferences, committee meetings, and IEP meetings. Many family events were held throughout the year to encourage parent involvement and participation such as; music concerts, awards ceremonies, sporting events, and Science and Technology Night. Regular emails and monthly newsletters verify ongoing efforts to seek/encourage parent participation in school events and offer input in school decisions.	River Islands Technology Academy is always looking for ways to encourage and increase parental involvement/ participation, creating and modifying events to best meet the needs of our students and families.	From the feedback we received in our survey and during meetings, we will change the times of events in an attempt to increase parent participation and figure out what will work best for a majority of our families.	River Islands Technology Academy provides various ways for parents to provide input and advise administration. School wide meetings, focus groups and committees, and one-one with classroom teachers and administration are just a few ways parents can provide input. Opinions of parents, and feedback is sought through surveys and open forms. Bi-monthly open conversations are held with the community and school administrators where parents are free to provide input, make suggestions for improvement or ask questions. There are advisory groups that are comprised of staff and parents that change annually, giving anyone the opportunity to participate in school planning. Parent/Teacher conferences and IEP meetings are held regularly that involve parents in decision making for their children.	An area that we will continue to explore is providing translation services for all languages spoken by families who attend our school to enable them to better participate in their child's learning and school environment.	One way we have begun to engage the families of students who are English Language Learners is to increase the frequency of our ELAC meetings and use that time to inform parents of events, meetings, and committees that they might not have been aware of. Based on our survey responses to our annual LCAP survey, we will continue our outreach to engage parents in meaningful ways and on a timely basis.	4	4	4	4	4	4	4	4	3	3	3	3	Met		2024-06-20	2024
39773880131789	NextGeneration STEAM Academy	3	Building relationships between school and families and community is a priority for STEAM Academy. We work as a staff to learn how to best support students/families and on how best to communicate with families on an on-going, regular basis. We receive formal and informal verbal and written feedback from families on events and programs that they thought were successful or ways they can be improved and use that to tailor future events.	One area that we would like to expand is Parent/Caregiver Education and Community Connectedness through assemblies and cohort gatherings.	We have provided an SEL Assembly for Parents/Guardians to attend but we would like to expand our offerings to support our parents and open the dialog between school staff and families. We also plan to support the implementation of gatherings of cohorts such as grade level communities, ethnic groups, etc.
Additionally, it is a goal of our school community to promote and increase participation in our Parent Teacher Organization. Our PTO not only allows opportunities for parents and school staff to build relationships but to plan community building events that allow all to come together.	Parental volunteer participation, including unduplicated student parents and parents of students with exceptional needs, continues to be strong. This is verified by volunteer logs, attendance at school events, Parent Teacher Conferences, and meeting sign-in sheets. The large parent involvement component is vital to our school program. Parents are encouraged to volunteer 5 hours per child, per month at our school. This school year, over 200 parent volunteers were cleared to volunteer in classrooms and/or participate in school field trips. In addition to on-going work in the classrooms, there were many committees and activities where parent involvement plays a large role: Governing Board Meetings, LCAP Advisory Committee, Coffee and Chats, Parent/Teacher conferences, committee meetings, and IEP meetings. Many family events were held throughout the year to encourage parent involvement and participation such as; music concerts, awards ceremonies, sporting events, and Science and Technology Night. Regular emails and monthly newsletters verify ongoing efforts to seek/encourage parent participation in school events and offer input in school decisions.	STEAM Academy is always looking for ways to encourage and increase parental involvement/ participation, creating and modifying events to best meet the needs of our students and families.	From the feedback we received in our survey and during meetings, we will change the times of events in an attempt to increase parent participation and figure out what will work best for a majority of our families.	STEAM Academy provides various ways for parents to provide input and advise administration. School wide meetings, focus groups and committees, and one-one with classroom teachers and administration are just a few ways parents can provide input. Opinions of parents, and feedback is sought through surveys and open forms. Bimonthly open conversations are held with the community and school administrators where parents are free to provide input, make suggestions for improvement or ask questions. There are advisory groups that are comprised of staff and parents that change annually, giving anyone the opportunity to participate in school planning. Parent/Teacher conferences and IEP meetings are held regularly that involve parents in decision making for their children.	An area that we will continue to explore is providing translation services for families who attend our school to enable them to better participate in their child's learning and school environment.	One way we have begun to engage the families of students who are English Language Learners is to increase the frequency of our ELAC meetings and use that time to inform parents of events, meetings, and committees that they might not have been aware of. Based on our survey responses to our annual LCAP survey, we will continue our outreach to engage parents in meaningful ways and on a timely basis.	4	4	4	4	3	3	4	3	3	3	3	3	Met		2024-06-20	2024
39773880140392	Banta Charter	3	Banta Charter was successful in building relationships between school staff and families by improving parent communication which includes two digital marquees, a digital monthly district newsletter (with 500 hits per month), and the parents club has been reorganized with new members bringing in more parent/family participation and input in decision making. New events geared toward community, fun, and volunteering are being created. Communication with families is very frequent, information and resources to support student learning are provided through newsletters, emails, website, parent/teacher conferences, SST and IEP meetings, all communications are provided in both English and Spanish. 90.6% of parents feel the school keeps all families informed about important issues and events and 87.6% of parents feel that the school has made an effort to build a relationship with their family. We have added actions/services in our LCAP that support increasing Parent/Family Engagement.	The charter will address parent engagement, focusing on building our Parent Club membership/participation as members tend to be more involved in their child's education by participating in school events and decision making.	The charter will improve engagement of underrepresented families with additional support of internet HotSpots, technology support, online technical support, and translators to increase communication throughout the school year. Regular staff development is provided as it relates to both academics, instruction, parent engagement and cultural differences.	Banta Charter administration believes children come first and Parent/Family engagement is vital to supporting student learning. We are working as a staff, to include communication and involve staff and parents in decisions that directly impact students, student learning and the Mustang community. We are maintaining a regular, positive presence on Facebook, monthly newsletters go home to parents in English and Spanish, and the district and school website (both in English and Spanish) are updated regularly to keep the community informed of up-coming events and pertinent information related to improving their students well-being and student learning. The school site works closely with the parent's club, English Learner Advisory Committee (ELAC), and the LCAP Advisory Committee to review and refine school plans and budgets to reflect the needs of the school, to improve student outcomes.	Although regular staff development is provided as it relates to both academics, instruction, parent engagement and cultural differences additional information and professional development on family engagement, including supporting families to understand and exercise their legal rights, need to be provided to all administrators, teachers, and staff so they have the capacity to support all students.	The charter continues to consider different methods of communicating with underrepresented families when distributing school information concerning student learning and outcomes.	Banta Charter is committed to including families in decision-making. Through out the year the district and school annually consulted with parents and families at PFA (Parent/Faculty Association), LCAP Parent Advisory Committee, English Learner Parent Advisory Committee (ELAC), Disability Advisory (DAC), site parent committees, parent surveys in English and Spanish, and through the LCAP stakeholder engagement process to gather input on policies and programs. 90.6% of parents feel they were provided with multiple opportunities to be part of decisions about the school through surveys and advisory groups.	The charter's focus is to increase the percentage of parents involved in decision-making so that all of our students benefit from having parent/family input to better support their education.	The charter's focus is to increase the percentage of parents involved in decision-making so that all of our students benefit from having parent/family input to better support their education.	5	4	4	5	5	4	5	4	3	4	5	5	Met		2024-06-21	2024
39773880141234	EPIC Academy	3	Building relationships between school and families and community is a priority for EPIC Academy. We work as a staff to learn how to best support students/families and on how best to communicate with families on an on-going, regular basis. We receive formal and informal verbal and written feedback from families on events and programs that they thought were successful or ways they can be improved and use that to tailor future events.	One area that we have not formally created processes or procedures is with families who need support for school/home communication in languages other than English.	We have several staff members who speak Spanish, and are able to translate for staff and families as needed, but we do not necessarily have someone on staff that can assist with every language spoken by families that attend our school. We meet federal/state regulations in terms of translating materials, but we know the importance of school/home relationships and would like to be able to provide translation whenever needed as best as we can. This is an area that we will continue to explore as we grow. Additionally, it is a goal of our school community to increase participation of our new Parent Booster Club to increase opportunities for parents and school staff to build relationships and plan community building events.	Parental volunteer participation, including unduplicated student parents and parents of students with exceptional needs, continues to be strong. This is verified by volunteer logs, attendance at school events, Parent Teacher Conferences, and meeting sign-in sheets. The large parent involvement component is vital to our school program. Parents are encouraged to volunteer 5 hours per child, per month at our school. This school year, over 220 parent volunteers were cleared to volunteer in classrooms and/or participate in school field trips. In addition to on-going work in the classrooms, there were many committees and activities where parent involvement plays a large role: Governing Board Meetings, LCAP Advisory Committee, Coffee and Chats, Parent/Teacher conferences, committee meetings, and IEP meetings. Many family events were held throughout the year to encourage parent involvement and participation such as; music concerts, awards ceremonies, sporting events, and Science and Technology Night. Regular emails and monthly newsletters verify ongoing efforts to seek/encourage parent participation in school events and offer input in school decisions.	EPIC Academy is always looking for ways to encourage and increase parental involvement/ participation, creating and modifying events to best meet the needs of our students and families.	From the feedback we received in our survey and during meetings, we will change the times of events in an attempt to increase parent participation and figure out what will work best for a majority of our families. 
We will also make a greater effort to post opportunities for parents to get involved in common areas like our school website, Facebook page, and app.	EPIC Academy provides various ways for parents to provide input and advise administration. School wide meetings, focus groups and committees, and one-one with classroom teachers and administration are just a few ways parents can provide input. Opinions of parents, and feedback is sought through surveys and open forms. Bi-monthly open conversations are held with the community and school administrators where parents are free to provide input, make suggestions for improvement or ask questions. There are advisory groups that are comprised of staff and parents that change annually, giving anyone the opportunity to participate in school planning. Parent/Teacher conferences and IEP meetings are held regularly that involve parents in decision making for their children.	An area that we will continue to explore is providing translation services for all languages spoken by families who attend our school to enable them to better participate in their child's learning and school environment.	One way we have begun to engage the families of students who are English Language Learners is to increase the frequency of our ELAC meetings and use that time to inform parents of events, meetings, and committees that they might not have been aware of. Based on our survey responses to our annual LCAP survey, we will continue our outreach to engage parents in meaningful ways and on a timely basis.	4	4	4	4	4	4	4	4	4	3	3	3	Met		2024-06-20	2024
39773880141242	River Islands High	3	Building relationships between school and families and community is a priority for River Islands High School. We work as a staff to learn how to best support students/families and on how best to communicate with families on an on-going, regular basis. We receive formal and informal verbal and written feedback from families on events and programs that they thought were successful or ways they can be improved and use that to tailor future events.	One area that we would like to expand on based on local feedback and data is communication with families about what is happening in the classroom.	This upcoming school year we plan to implement a new routine of teachers providing their families with a newsletter once a quarter informing them of important dates, upcoming projects, office hours, standards being covered etc. With this information being available to parents via email and our school app, families are able to connect with their child on what they are doing in school and communicate with staff on how they can support their child.	Parental volunteer participation, including unduplicated student parents and parents of students with exceptional needs, continues to be strong. This is verified by attendance at school events and meeting sign-in sheets. The large parent involvement component is vital to our school program. Parents are encouraged to volunteer 5 hours per child, per month at our school. In addition to on-going work in the classrooms, there were many committees and activities where parent involvement plays a large role: Governing Board Meetings, LCAP Advisory Committee, beginning of the year orientation, planning and executing Homecoming and Spirit Weeks, committee meetings, and IEP meetings. Many family events were held throughout the year to encourage parent involvement and participation such as music concerts and sporting events. Regular emails and monthly newsletters verify ongoing efforts to seek/encourage parent participation in school events and offer input in school decisions.	River Islands High School is always looking for ways to encourage and increase parental involvement/ participation, creating and modifying events to best meet the needs of our students and families.	From the feedback we received in our survey and during meetings, we will change the times of events in an attempt to increase parent participation and figure out what will work best for a majority of our families.	River Islands High School provides various ways for parents to provide input and advise administration. School wide meetings, focus groups and committees, and one-one with classroom teachers and administration are just a few ways parents can provide input. Opinions of parents and feedback is sought through surveys and open forms. Bimonthly open conversations are held with the community and school administrators where parents are free to provide input, make suggestions for improvement or ask questions. There are advisory groups that are comprised of staff and parents that change annually, giving anyone the opportunity to participate in school planning. Parent/Teacher communication and IEP meetings are held regularly that involve parents in decision making for their children.	An area that we will continue to explore is providing translation services for all languages spoken by families who attend our school to enable them to better participate in their child's learning and school environment.	One way we have begun to engage the families of students who are English Language Learners is to increase the frequency of our ELAC meetings and use that time to inform parents of events, meetings, and committees that they might not have been aware of. Based on our survey responses to our annual LCAP survey, we will continue our outreach to engage parents in meaningful ways and on a timely basis.	4	4	4	4	4	4	4	3	3	3	3	3	Met		2024-06-20	2024
40104050000000	San Luis Obispo County Office of Education	3	Over the 2023-24 school year, 100% of families and caregivers had online access to student achievement and attendance data through the LEA student information system, 99.2% of families and caregivers had access to two-way communication through ParentSquare and 100% of the families and caregivers were invited to participate in parent-teacher conferences and/or student meetings.	The school staff is continuing to explore more efficient and effective ways to facilitate ongoing two-way communication between families and staff.	The school sites will ensure they communicate in a mode that works best for each family whether it be personal call, text, email, in-person, virtually or via ParentSquare. Ongoing professional development will be provided to all staff with regard to intentionally building relationships, implicit bias and trauma informed practices.	Over the 2023-24 school year, 100% of families and caregivers were communicated to in their home languages and 100% of parents/guardians, as appropriate, were involved in the IEP/504/SST processes. Staff are explicitly encouraged to prioritize student and family relationships as the foundation for student success. Staff have been trained in building intentional relationships, which includes making contact with each individual family to establish and maintain relationships with the intent of better student outcomes.	Continued implementation of a multi-tiered system of support, including PBIS, with the goal of full and sustainable implementation meeting the needs of all students.	The school sites will ensure they communicate in a mode that works best for each family whether it be personal call, text, email, in-person, virtually or via ParentSquare. Ongoing professional development will be provided to all staff with regard to intentionally building relationships, implicit bias and trauma informed practices.	Over the 2023-24 school year, the School Site Councils have had off and on parent and student representation along with full staff participation. Each year both students and parents are surveyed regarding school climate and LCAP input. While the LEA has been able to receive some input from students, family input remains low. All teachers have been provided cell phones and are encouraged and provided with strategies to seek family input in a communication mode that works best for the family. Families meet with administration at enrollment and are provided opportunities to participate in decision-making through school site council, conferences and surveys. Administration and staff attend training and conferences that specifically address SLOCOE student demographics and school settings.	While the LEA has been able to receive some input from students, family input remains low. Increasing parent engagement remains an ongoing priority.	The school sites will ensure they communicate in a mode that works best for each family whether it be personal call, text, email, in-person, virtually or via ParentSquare. Ongoing professional development will be provided to all staff with regard to intentionally building relationships, implicit bias and trauma informed practices.

	5	5	5	5	5	5	5	5	3	3	4	4	Met		2024-06-20	2024
40104050101725	Grizzly ChalleNGe Charter	3	Parent Engagement at Grizzly is high. While most families live outside the county, we work with all families and gather their input as often as possible. Still, while students are enrolled in the Charter School, the National Guard is their legal guardian. The charter school engages with the National Guard for input in all circumstances including planning/calendaring, health and social-emotional issues, academic needs and students' future needs.	Grizzly Challenge Charter School is working to expand the ability of families and the school to communicate with one another and present information in the users' preferred language using online platforms.	As mentioned above, online platforms with built in translation services are being utilized at GCCS to allow for communication and information presentation in the home languages of our families.	Grizzly has developed strong partnerships with its families, especially in the area of communicating and supporting the future plans of our students once they complete the residential component of the program. Students are given assignments to complete with their families centered around the necessary next steps for students to remain on a path toward achieving their individual goals for a successful future. These assignments and plans are discussed with families and monitored for an additional 24 months after the students complete the residential phase.	Grizzly Challenge Charter School is working to increase the ease and frequency in which it communicates with families and for the families to communicate with the school site.
As mentioned above, online platforms with built in translation services are being utilized at GCCS to allow for communication and information presentation in the home languages of our families. GCCS also invites families to participate in School Site Council and English Language Advisory Committee meetings to share concerns, celebrate successes and gather input.	As previously mentioned, GCCS invites families to participate in School Site Council and English Language Advisory Committee meetings to share concerns, celebrate successes and gather input.	As previously mentioned, GCCS invites families to participate in School Site Council and English Language Advisory Committee meetings to share concerns, celebrate successes and gather input.	As mentioned above, online platforms with built in translation services are being utilized at GCCS to allow for communication and information presentation in the home languages of our families.	The ability to allow families to attend various meetings online and with language support allows for improved engagement of underrepresented families in the decision making process.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-06	2024
40104050125807	Almond Acres Charter Academy	3	"Almond Acres’ educational partner feedback indicates it is returning to practices on campus that engage and build relationships between school staff and families.  The following events were highlighted as events that have helped to further develop the relationships between staff and families:


-   	Meet the Teacher Picnic
-   	Back to School Night and Open House
- 	End of Trimester Awards Assemblies
-	Drama Productions
- 	After School Athletics
- 	Fundraising Events
-   	Parent Volunteer Opportunities on Campus
-   	Parent Participation in Shared Start
-   	Growing Great Families Meetings
-   	Personal Learning and Goal Setting Conferences
-   	Parent Square School to Home Communications"	Almond Acres continuously strives to improve relationships and partner with families.  The school has 100% of families connected to ParentSquare (the online communication portal).  This year, the effort was focused on the consistency of communication. All families are provided with a Google master calendar for the school year.  The office via the Administrative Assistant communicated activities, dates to remember, meetings, and other events in a weekly post.  The Executive Director communicates to families weekly on the school operations, including but not limited to Administration, Finance, Safety, Facilities, and Logistics. The PSC (Parent Site Council) also sent monthly updates. The intent is that families consistently receive information about school life and know who to expect who it is being delivered by.	Almond Acres continuously strives to improve and partner with families.  One area of focus was to improve family engagement through improved participation in Parent Surveys. This was to ensure that the surveys had diverse participation and would better represent the families. Through this process Almond Acres improved participation in the Family Survey by over 50% and increased the diversity of participation across our most significant student groups.  Specifically, AACA increased Hispanic family participation by 200% and White family participation by 16.36%. Further families who designated 2 or more races increased by 137.5%, and families who designated other increased by 650%.  Additionally, Almond Acres staff has been diversified and the 9 staff members are bilingual and able to provide interpreter services for meetings and translation for specialized materials.	Almond Acres’ strengths are building connections between school staff (administration, faculty, and school personnel) and families.  Almond Acres’ staff focuses on relationship building through a variety of avenues: school to home communication, teacher/family goals and personal learning profile conferences with every family, informational events inclusive of Meet the Teacher Picnic, Back-to-School Night, Open House, and Growing Great Families weekly meetings, as well as celebratory events including drama productions, sports banquets, and end of trimester awards assemblies.	The school enrollment has grown significantly and as result, there is a more diverse school community.  One area of improvement is making sure that families understand that home to school communication is available in their home language preferences, along with specifically providing classroom communications, meetings,conferences, and surveys with home home language options. In addition, AACA needs to determine the best way to provide outreach to these families.	Almond Acres uses a school to home communication portal (ParentSquare) that provides families to fluidly determine communication in their home language for each communication at home.  Conferences and meetings have a school provided translator available for families who prefer to communicate in their home language.	Almond Acres seeks to engage all educational partners in the decision-making process.  The areas of strength include multiple avenues to solicit feedback from parents, students, and teachers and an involved and accessible Board of Directors. These educational partner groups are not only accessible but value opportunities to provide input so participation in family surveys, climate surveys, and participation in focus groups are high.  Due to the continued use of Panorama, sending surveys, receiving feedback, and analyzing results has been streamlined this year with all educational partner groups.	While Almond Acres has worked on improving family participation in  surveys this year, it has been determined that by combining the survey with on campus activities like parent teacher conferences and Open House improved survey participation. Therefore, moving forward, surveys will be scheduled during these events annually.  This allows teachers and administrators to support the survey process with families.  While some educational partner groups participated in providing feedback more than once this school year, there still needs to be a consistent schedule, including both the fall and spring, for educational partner feedback that is added to the school’s master calendar.	Almond Acres will specifically seek out underrepresented groups and establish opportunities to solicit feedback directly from them (i.e. focus groups with families of English Learners, surveys and focus groups for students who are English Learners).	5	4	4	4	5	5	5	4	4	4	4	4	Met		2024-06-26	2024
40687000000000	Atascadero Unified	3	Atascadero Unified School District has made great efforts to create a welcoming environment for families and creating 2-way communication between the district and families.  AUSD annually administered a local survey to parents, teachers, and students in grades 4-12.  With the implementation of FranklinCovey’s Leader in Me, the Measurable Results Assessment (MRA) is administered, and results used for these Local Indicator responses. MRA questions are aligned to the Local Indicators and this alignment highlights how the California Local Indicators assess various aspects of family engagement, while the FranklinCovey framework provides a broader structure to evaluate the impact on students, staff, and the overall school environment. Results show a positive perception of all areas surveyed and establish baseline results. The MRA scores on a 0-100 scale, where 0 is not at all effective and 100 is highly effective.	The questions and findings directly relate to the three goals established within our Local Control and Accountability Plan and the data from the survey is represented in the LCAP.  Supporting staff in learning about family’s culture, languages, and goals for their children is an area needing to be developed.	This is information we have not gathered and professional development we have not provided.  AUSD is exploring effective resources to support administrators and staff in this area.	Over recent years AUSD has invested time and efforts to provide multiple parent nights to inform parents about our academic endeavors and provide parents with resources to support their children at home.  We have hosted parent nights around Thinking Maps, Zearn, and multiple Next Generation Science Nights.  Events have been supported for families speaking both English and Spanish, the two primary languages in our community.	Our focus area within building partnerships for student outcomes lies in our need for additional professional development with administrators and teachers.	AUSD is exploring effective resources and programs to support administrators and staff in this area.	AUSD continues to place a high priority on seeking input from parents/guardians in school and district decision making and parental participation in programs. Two parent groups utilized to engage our underrepresented families.  These include our site based English Learner Advisory Committee (ELAC), feeding into our District English Learner Advisory Committee (DELAC), and a district-wide Special Education Advisory Committee (SEAC).  In addition to these committees targeting our underrepresented groups, we have multiple other groups to engage educational partners and seek input. These additional committees include: Budget Advisory, LCAP Steering Committee, PTA/PTO, booster groups, Student Ambassadors, and the Superintendent’s Parent Group.	As we seek to improve in this area, we will be working to better evaluate the success of these groups in staying informed and providing input.	AUSD will focus efforts on increasing participation on mentioned groups and opportunities for input during meetings.	3	3	3	3	3	3	3	3	3	3	3	3	Met		2024-06-11	2024
40687260000000	Cayucos Elementary	3	We are extremely please with our increased educational partnership.  This year we have seen greater attendance at all school events (social, meetings, fundraisers, and student performances), 35% of our LCAP survey from parents returned, more positive staff input on the LCAP survey, and increased parent volunteerism at our school. 98% of parents report their child has at least one caring adult on campus they can go to. (Local Survey Data 2023-24). This data has continued to improve, noting our efforts of increased communication, coffee hours, multiple means of communication, and family social events are working.	Last year we focused on two key areas:  timely response and communication  to behavioral concerns/discipline and communication regarding our counseling services and connections to parents.  91% of parents report CESD maintains, fosters, and strengthens community partnerships.  86.4% of parents report they have been asked about decisions that impact school processes. We will continue to reach out to all parents, and personally connect to families who attendance and response to our events and relationship building has not been positively impacted.	CESD made sure to send the LCAP survey in all identified home languages and continued to use translated parent communication from the school.  CESD also offered varying times for parent meetings including early morning and late evening to accommodate work schedules. We also offered additional video support prior to meetings to help families build background knowledge and feel more comfortable to participate.	Multiple parent and staff surveys were sent throughout the 2023-24 school year. The data is significantly high, with parent attendance increasing for school provided training such as: bullying prevention, safe use of technology and transition to high school.  We now have a monthly newsletter, increased social media presence, increased use of parentsquare communication, greater participation in School Site Council and LCAP committee work, and increased staff and parent attendance a our monthly PTA meetings.  We also have had 3 coffee with the staff events inviting parents to come and connect in a casual setting to our school site.	Our major area of improvement comes in the communication around behavioral expectations and discipline. In 2023- 21% of our parents disagree that CESD handles behavioral issues by addressing them through restorative practices and positive behavioral interventions, and an additional 11% do not know how to answer this survey question.  This data demonstrates to use that we need to further our communication and transparency around behavioral expectations and student discipline.  CESD has committed to and created a behavioral matrix guide and parent partnership manual as well as parent training in this area, we additionally trained staff, students, and parents in the Owlets Anti-bullying program and Positive Behavior Interventions and Supports. (PBIS) Our data for 2024 demonstrates only 3% of parents/staff currently disagree that CESD handles behavioral issues in a less than timely and effective way, this is greatly improved from 21% the year previous. Also, in the 2023-24 school year we noticed greater response to our social media messaging, attendance at school and PTA events, and parent training.  CESD had almost double the responses to the 2023-24 LCAP survey for parents as well.	CESD made sure to send the LCAP survey in all identified home languages and continued to use translated parent communication from the school.  CESD also offered varying times for parent meetings including early morning and late evening to accommodate work schedules.	There are many ways for parents to give input to CESD:  School Site Council/LCAP Advisory, multiple surveys, parent conferences and/or meetings, daily greeting by principal in front of the school, and daily send off, weekly email communication from the superintendent and correspondence, coffee meetings quarterly, and available scheduled meetings. Our data indicates these are successful in seeking input. 96% of parents agree that Cayucos School maintains, fosters, and strengths community partnerships.	We will continue to reach out to all families and make sure all families at CESD feel connected to our school and we are able to seek input for decision making to an even greater percentage than 35%.	Continue to offer varying time and hybrid offerings for meetings and plan development.  Providing of multiple language communication and attendance at community outreach events.	5	5	4	5	5	4	4	5	5	5	4	4	Met		2024-06-18	2024
40687590000000	Lucia Mar Unified	3	California School Parent Survey (CSPS) was given to parents of 6th-12th grade parents in February of 2024. The Local Control Accountability Plan (LCAP) Funding Feedback (2024) surveys was given to parents and staff.

These surveys aim to raise awareness of how well schools are doing in their parent involvement efforts and what are the needs and concerns of parents that should be addressed. The results are used as metrics in the Lucia Mar LCAP. The surveys are a means to confidentially obtain parent perceptions about learning and teaching conditions, school climate, and parent-school involvement and relationships, including whether the school environment is academically challenging, caring and welcoming, participatory, safe, and fair.

Surveys were anonymous, and questions allowed disaggregation by ethnicity and school site/level. 457 responses were collected on the CSPS which is an improvement from past years (2020-261 responses, 2022-389 responses). More information about the CSPS survey is available on its website: csps.wested.org
 The 2024 LCAP survey received 748 parent responses which is a substantial increase compared to the 658 parent responses received in 2023.

Key findings from CSPS survey:
*87% agreed that their school encourages them to be an active partner with the school in educating their child. (+9)
*67% agreed that their school actively seeks the input of parents before making important decisions (+7)
*82% felt welcome to participate at their school (+17)
*95% felt that school staff treats parents with respect. (+9)
*87% felt that school staff takes parent concerns seriously. (+16)

Key findings from LCAP Survey:
*Additional after school or before school options for students, tutoring, enrichment, and counseling support ranked highest among the types of support that would be best to support our struggling students.
*Counseling and therapist intern support ranked highest as the way to strengthen social/emotional wellness for students

	Improving participation rates in district administered surveys continue to be an area of focus and we are proud of the gains seen in this area over the past three years. 
Additionally, anonymous surveys must include additional demographic questions so that data is able to be disaggregated. 
Unfortunately the addition of demographic questions makes for longer surveys that are less likely to be completed.	We will give multiple short surveys throughout the school year instead of long ones to improve participation and give us a better picture of how we are engaging our families.	California School Parent Survey (CSPS) was given to parents of 6th-12th grade parents in February of 2024. The Local Control Accountability Plan (LCAP) Funding Feedback (2024) surveys was given to parents and staff.

These surveys aim to raise awareness of how well schools are doing in their parent involvement efforts and what are the needs and concerns of parents that should be addressed. The results are used as metrics in the Lucia Mar LCAP. The surveys are a means to confidentially obtain parent perceptions about learning and teaching conditions, school climate, and parent-school involvement and relationships, including whether the school environment is academically challenging, caring and welcoming, participatory, safe, and fair.

Surveys were anonymous, and questions allowed disaggregation by ethnicity and school site/level. 457 responses were collected on the CSPS which is an improvement from past years (2020-261 responses, 2022-389 responses). More information about the CSPS survey is available on its website: csps.wested.org
 

The 2024 LCAP survey received 748 parent responses which is a substantial increase compared to the 658 parent responses received in 2023.

*Principals and school leadership teams continue to brainstorm and implement parent education opportunities, including Family Math Nights, various trainings on opioids, vaping, and drug use, evenings focused on appropriate technology use, and more.
*Additionally, the district added a partnership this year with Fresno State University, offering free classes to parents on a variety of topics, including supporting their students in school. All classes are offered in multiple languages, which is a help to our parents.
*We are finishing the second year of utilizing new standards based report cards in elementary schools. Standards based grades give parents a more granular understanding of student strengths and weaknesses in relation to end of year outcomes.	Based on the recent CSPS Survey results where we saw % growth in every question. The lowest of the areas was: 67% agreed that their school actively seeks the input of parents before making important decisions (+7). Although this was an improvement of 7% over the previous survey administration, we will make this a focus area for future years.	We will give multiple short surveys throughout the school year instead of long ones to improve participation and give us a better picture of how we are engaging all of our families.	California School Parent Survey (CSPS) was given to parents of 6th-12th grade parents in February of 2024. 
Key findings from CSPS survey:

87% agreed that their school encourages them to be an active partner with the school in educating their child. (+9)
67% agreed that their school actively seeks the input of parents before making important decisions (+7)
82% felt welcome to participate at their school (+17)
95% felt that school staff treats parents with respect. (+9)
87% felt that school staff takes parent concerns seriously. (+16)

Digging deeper into the survey question, “the school actively seeks the input of parents before making important decisions,” 67% of parents strongly agreed or agreed with this statement. 17% disagreed or strongly disagreed and 15% answered “Don’t know/NA.” In future surveys it would be great to determine what is behind their answers. This is impossible to gain from a likert scale question and can only be uncovered through the use of open ended response style questions.	Improving participation rates in district administered surveys continues to be an area of focus. Additionally we hope to include and expand the opportunity for open ended responses to survey questions and other avenues where parents can provide their input.	Shorter more frequent surveys, open ended response type questions, and targeted surveys to ensure we reach underrepresented families.	4	4	4	4	4	4	5	4	4	4	4	4	Met		2024-06-18	2024
40687910000000	Pleasant Valley Joint Union Elementary	3	Teachers meet with parents formally twice per year to discuss student academic outcomes. For students with IEPs, they meet more often. Teachers and staff often meet with parents as needed to discuss their child's outcome in informal meetings at the end of the school day when the parents come to pick up their children from school. The school community is so small that this is usually the best way to share information for both staff and parents.	A district goal has been to have more attendance at district meetings and workshops. Parent workshops have been offered in the past, but attendance is minimal to none at all. We must find a way to make it easier for parents living in our rural district to attend.	We will need to continue reaching out to families one by one and trying to encourage them to attend meetings and participate in the planning of district programs and policies. Attempts to engage them in the past have had limited success.	The district engaged in several practices to ensure full educational partner involvement, including full involvement between families and staff.
Two surveys are implemented each year. One was designed for parents and staff (classified, certificated, and administrator) and addressed the overall programs and effectiveness of the school's staff and programs. A similar, kid-friendly survey was created for grades two through six students. Communication about these surveys is sent out to staff during our monthly staff meetings and to parents in an email and a ParentSquare post in January and March. In addition, during the January PTA meeting in the principal's report, parents are encouraged to participate in the survey. Both surveys will be posted to the school website beginning in January. The adult survey was offered in both English and Spanish. Based on the feedback from these surveys and from informal conversations with parents during student pickup times, the district is doing a good job using all of its communication tools to reach out to parents and encourage them to participate actively in the school programs and process.	The district shares information with parents using the ParentSquare program and the district website. We also send home paper flyers for some events. Based on feedback from the survey, we have increased the number of events for which we send paper flyers home.	For many underrepresented families, we have to reach out to them on a more personal level as they do not tend to attend the more formal meetings. Teachers and staff take time to talk to individual parents at the end of the day when they come to pick up their children. The school has no transportation, so all parents have to come to the school. The teachers and staff also use the ParentSquare program to reach out to families as well.	This has been an area of growth for many years. With only a small handful of exceptions, the parents have been reluctant to attend any gathering that discusses the district's decision-making. When surveyed, the parents said (70%) that they prefer meetings that occur at the end of the school day so they do not have to drive to the school for a second time. However, unless the meeting is about one of the school's events, attendance to decision-making meetings is minimal.	We need to help more parents understand that their participation in decision-making meetings is very important.	Personal invitations to these families may encourage them to attend.	4	4	5	4	3	3	4	3	3	3	4	3	Met		2024-06-18	2024
40688090000000	San Luis Coastal Unified	3	"One strength to highlight is the district's ongoing Parent Education Series (https://www.slcusd.org/about/parent-education-series), including seminars on Social Media and Anti-Bullying Awareness; Drugs, Sexting, and Human Trafficking; Mental Health, Counseling, Student Privacy Rights, Parent Rights; Windows and Mirrors in San Luis Coastal.  
The district also created a podcast series ""Inside Your Schools"", with 7 different topics (https://www.slcusd.org/about/inside-your-schools-podcast)."	Feedback from educational partners indicated a desire for diversity and equity training and multicultural education.  Through local partnerships and staff training, we will continue to expand and strengthen district equity work by developing and refining equitable and inclusive practices for students, staff, and parents.	Our low-income, foster youth, and English learner student population has a need for additional support to see decreased rates of suspension and chronic absenteeism.  The Parent Equity Task Force will consider strategies for closing the achievement gap, addressing underlying barriers that impact student success, and developing long-term relationships with our typically marginalized parent community. Additionally, the district plans to expand its current parent education opportunities, with specific offerings for families who have students in the identified subgroups.  
	Family communication is a board goal this year. Sites will provide a weekly newsletter to keep parents informed. In addition, the district office provides a community newsletter on an every other week basis for increased communication.	SLCUSD will engage and educate parents about its academic and social-emotional programs through various initiatives. One of the key efforts is the Parent Outreach and Engagement initiative, which includes the formation of a Parent Equity Task Force. Additionally, the district plans to provide parent education opportunities, with a particular focus on outreach EL and LI families.  Research supports the importance of parent engagement and education opportunities in improving student outcomes (Smith & Jones, 2020).	SLCUSD expects all district families to benefit from the formation of a Parent Equity Task Force and participation in parent education opportunities; however, these services are designed to promote family/parent participation of English learners, Foster Youth and low income students. The increased participation by these parents/families will have a greater impact on our student groups.	Current structures and district-wide groups include multiple and diverse student and family voices, including: DELAC, Parent Leader Group, Student Senate.	The formation of a Parent Equity Task Force.	The Parent Equity Task Force will consider strategies for closing the achievement gap, addressing underlying barriers that impact student success, and developing long-term relationships with our typically marginalized parent community.	5	5	5	5	5	5	5	5	5	4	4	4	Met		2024-06-04	2024
40688096043194	Bellevue-Santa Fe Charter	3	The relationship between staff and families was integral to the creation of this school and continues to be what keeps our diverse project-based curriculum alive.	Our focus area is creating full understanding of accommodations and interventions for students with students with special needs.	We will continue to offer focus meetings and one-on-one conversations to improve communication.	Student goal setting conferences are held in the fall in which parents and teachers meet individually to discuss each individual's needs and set goals for success	We continue to grow parent involvement programs through parent meetings with the principal, the PTO and the Parent Square communication system.	All families are met with one on one with teachers.  Administration communicates directly with underrepresented families via email and personal conversations.	BSFCS has a Governing Board with a community member, two staff representatives, an administrative representative, and three parent/guardian representatives. Meetings are held monthly (in accordance to the Brown Act regulations). The agenda items are school focused with community input. A Town Hall meeting is also held. BSFCS supports the PTO through collaboration and communication.	The focus for 2023/2024 and 2024/25 is to help families of students with special needs better understand the IEP and 504 processes, intervention and accommodations.	We will continue to hold focus meetings and engage in personal one-on-one communications with families of students with special needs.	5	5	5	4	5	5	5	3	4	3	4	5	Met		2024-05-28	2024
40688250000000	San Miguel Joint Union	3	Both of our schools have Teacher/Parent Committees on which staff encourages parents and community members to volunteer. We work with our families using surveys and conversations to identify areas of interest as well as how we can best facilitate parental involvement on the committees. We have implemented bi-annual meetings for parents of students with disabilities to increase parental awareness about opportunities both at school and in the community as well as to seek their input on district decision-making. We provide interpreters in Spanish for all meetings as needed. A challenging area at Lillian Larsen is providing interpreters for our Mixteco-speaking families. We were able to find Mixteco interpreters for the 2023/24 school year. They attended our DELAC meetings, Migrant PAC meetings, and Open House. The district will work with the County Migrant Education Department to continue to focus on ways to help our Indigenous parents feel more connected to the school.	The district is working with teachers on best practices for analyzing data and sharing results on our local assessments as well as statewide assessments. Our new Community Schools Coordinator will be an important piece to implement these improvements.	The district ensures that all parents have access to interpreters for parent conferences. We work with families to schedule meetings at times they can attend. This is especially important in the fall as many of our underrepresented families are migrant farm workers in the vineyards and fall is extremely busy for families due to harvest.	The district has developed strong partnerships with community agencies to support student success. We are very proud of our California Wheat Grant project which is bringing hands-on agricultural learning to our students at both of our sites. We have a strong partnership with San Luis Obispo Public Health Department and they provide us with Nutrition Education at Lillian Larsen along with many other services for families and children. We work with the County of San Luis Obispo to provide counselors at both of our sites.	The district is working towards increasing parent involvement on campus. We have opportunities for parents to participate on DELAC, PTO, SSC, and the Wellness Committee. We are working to add parents to our PBIS Tier One teams. We are also back to offering many fun events for families both during the school day, such as family barbeques, as well as in the evening. Both sites are implementing PBIS assemblies to which families will be invited.	The district has Spanish interpretation at all events. We have added Mixteco interpretation to most of all school events. The district has added a Mixteco Family Liaison position for the 2023/24 school year. As we have not filled this position to date, we continue to contract with the County Office of Ed to offer interpreting for Mixteco speaking families.	Our district administers surveys annually for LCAP educational partner input. We receive high marks in the areas of parent communication and opportunities for parents to collaborate. We offer many committees that our educational partners report to be helpful ways to provide input.	The district is working on having more parents sit on our advisory committees such as DELAC, LCAP, and School Site Council. While we receive excellent feedback from our parents on surveys, we would like parents to be a bigger part of the conversation when making decisions that impact students.	The district is exploring holding meetings at a variety of times to help parents who work different schedules. We always make sure that we have interpretation for parents so that they may be fully engaged. We are often combining meetings with other types of assemblies honoring children and show casing their talent because we know parents enjoy seeing their children's successes and are more willing to participate in meetings where their students are being celebrated.	4	3	4	4	3	4	3	3	4	3	3	3	Met		2024-06-27	2024
40688330000000	Shandon Joint Unified	3	All rating scores for Building Relationships are ranked as 4-Full Implementation with the exception of one that was ranked as a 3.   Staff at every school site has contributed to making our schools a warm and welcoming environment for students, families and guests. The district has worked hard to build home to school relationships by providing parent education nights and health and resource fairs. School sites typically have high parent attendance rates at sporting events, parent conferences, back to school night and open house. We have also recently opened a Wellness Center to help support the mental health needs of our students and families and we have hired a new full time elementary school counselor. We work closely with a community advocate to help bridge the gap from school to home and offer valuable resources to families in need. All parent correspondence is done in the families' primary language through an all call system and bilingual support staff. Regular communication from school and district staff.	Shandon Joint Unified School District is committed to improving relationships with staff and families to ensure all families feel connected and supported at our schools. The student population in Shandon is predominantly Hispanic while the teaching staff is predominantly white. Educating staff on cultural and personal bias can help foster a stronger partnership between families and staff. More community outreach needs to be done to better understand the goals that families have for their own children.	Shandon Joint Unified School District is committed to improving strategies and structures that will result in increased engagement of underrepresented families. The district will continue to host community forums to provide opportunities for families to share thoughts on school improvement, as well  as extend personal invitations to underrepresented families to participate in advisory groups such as school Site Council, DELAC, and LCAP committees.  in addition, the district will continue to recruit bilingual staff to improve communication and cultural awareness.	SJUSD understands that training all staff to work collaboratively with parents is essential to building a successful learning environment. The district provides multiple opportunities for families to get assistance in understanding academic expectations, understanding of state standards, adopted instructional programs, and how to best support their students at home. These opportunities are provided through descriptions in the student handbook, back to school night, parent teacher conferences, community forums, and parent education nights.  In addition, parents are encouraged to participate in parent advisory groups, such as WASC, LCAP, DELAC and School Site Council to provide the district with valuable information on how to best support the community and families of Shandon. Annual surveys are conducted yearly and are available in electronic and paper/pencil forms.	Feedback from educational partners has expressed a desire for the district to provide more social emotional supports for the students, and increasing opportunities for students to explore other topics of interest such as culinary skills, art, and music education. The district will continue to offer a free sports program for the community, meet student basic needs through the afternoon snack program and have counselors available through the district wellness center to support student with trauma, anxiety and behavioral challenges. The district will also work to recruit additional staff to provide art and music education at the middle school and high school level.	Participation for all parents, including underrepresented families, is sought through translated communications and documents to make information accessible to our non-English speaking families.  Shandon Joint Unified School District will continue to seek opportunities to improve engagement of underrepresented families, including personal invitations to participate in school and district level events and meetings, adjusting meeting times and locations to meet the needs of working families, and utilizing virtual meeting options.	Research has shown that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment. To foster parent participation the district offers free TB testing to parent who wish to volunteer in the classroom and assists families with completing their yearly volunteer packets. In addition, the district hosts parent nights, community forums, DELAC and ELAC meetings, and distributes surveys designed to gather information relevant to planning and decision making. All meetings and surveys are available in the families primary language to maximize understanding and opportunity to participate.	The district is currently utilizing a variety of engagement tools, and providing multiple opportunities for educational partners to provide input. Next steps for the district is to evaluate which engagement tools were the most successful in eliciting feedback from educational partners and focus on refining and improving those strategies.	Shandon Joint Unified has seen an increase in students with chronic absences since the onset of the COVID pandemic. All school sites closely monitor student attendance and communicate with families in a timely manner to identify barriers to regular attendance and to minimize disruptions in learning. All communication is conducted in the parents primary language through the use of translators and individual meetings are scheduled and planned around the most convenient time for the family to ensure greater success of parent availability and participation.	4	4	3	4	4	4	4	4	4	4	4	4	Met		2024-06-25	2024
40688410000000	Templeton Unified	3	Parents and community members reporting very positive feelings regarding communication with school sites and their communication about their students.	More communication regarding the importance of school attendance, and notifying parents about available resources for student mental health and wellness are top priorities for the coming year.	The district piloted bilingual school board meetings during the 2023-24 school year, and is sending all messages home through the Parent Square system as bilingual messages.  Further DELAC outreach has increased in an effort to bring in EL families and build communication regarding available resources.	The district is in various stages of implementation using PBIS strategies at all four comprehensive school sites.  However, none of the sites are in what we would consider 'Full Implementation' however, two of the four sites are close.  We anticipate that all four sites will reach level 5 by the end of the 2026-27 school year.	Feedback indicates that the district needs to put more emphasis on bullying and other self-esteem/belonging behaviors that cause students to feel unwanted at school.  The district has put significant time and effort into these areas, but consistent parent feedback indicates there is more work yet to be done.	Using bilingual messages and leveraging the district's DELAC committee the district anticipates building more communication regarding student outcomes with underrepresented families.	Based on survey feedback parents/community feels the district is doing very well making students feel safe, appreciated at school and acknowledging student success.  However, survey's also indicate that parents feel the district could do more to support bullying behaviors and providing more/better feedback regarding available SEL services.	The district has been, and will continue to focus on improving bullying behaviors on campus through PBIS, communication, and restorative practices.	In this regard the feedback from underrepresented families mirror those of the district at large. Students are safe, acknowledged, and welcome, but suffer from bullying and lack of awareness or access to SEL resources on campus.	5	5	3	5	3	3	3	3	4	3	3	3	Met		2024-06-27	2024
40754570000000	Paso Robles Joint Unified	3	Our school uses a variety of methods to interact with families including Parent Square, Aeries email systems, PIQE (Parent Institute for Quality Education), the Latino Family Literacy Project, literacy nights, science nights, parent conferences, athletics, parent information nights, and college nights. In order to further involve families, we have increased staff, including counselors, family advocates, and a bilingual Communication Specialist. Additionally, this year we have expanded afterschool care opportunities for unduplicated families in partnership with local organizations such as the Boys and Girls Clubs, YMCA, and People's Self-help Housing. This initiative is funded through the Expanded Learning Opportunities Grant and is available for students in grades TK-6.	PRJUSD continues to gather feedback to improve practices and enhance partnerships for student success by conducting yearly surveys of students, staff, and families.	PRJUSD is seeking to enhance engagement with underrepresented families through the ELAC and DELAC Committees. Additionally, we aim to provide parent education classes based on feedback and requests from our school advisory committees regarding high interest topics including child development. Finally, we are facilitating the Latino Literacy project in our elementary schools to collaborate with families and promote literacy among our students through formal literacy partnerships with families at school. This past year, we hired a Community Engagement Specialist position to help facilitate communication with parents and community partners, particularly our Spanish speaking community.	PRJUSD continues to establish increased partnerships with the community to provide support for schools and students in academic, behavioral, and social-emotional areas. As part of the Expanded Learning Opportunity Program grant, we have teamed up with local Boys and Girls Clubs and YMCA to offer afterschool tutoring and childcare. Additionally, we are in the second year of a Community Schools planning grant and preparing for the first year of implementation.  This process involves significant partnerships with the community and a common interest around student outcomes.  We are also partnering with local agencies to offer anger management and drug/alcohol counseling to students with a demonstrated or communicated need. Lastly, we offer support through the use of our family advocates, counselors, and yard duty staff to ensure a safe environment and foster a strong connection to the school, ultimately aiming to improve student outcomes.	We continue to expand resources and partnerships for translation services at PRJUSD to facilitate better communication between families and school staff and to encourage greater participation in school events. Additionally, we strive to increase involvement in the English Learner Advisory Committee (ELAC) across all our campuses, PTO, Boosters, LCAP Community meetings, DELAC, School Site Council (SSC) and parent conferences by providing open invitations and opportunities to participate.  Additionally, school site leaders continue to provide educational support in areas identified as beneficial by families and organizing cultural events that reflect our community. Multiple events are offered at our school sites to promote parent and family engagement such as Literacy nights, STEAM nights, VAPA performances, and parent participation clubs.  Lastly, we have relaunched a previously successful Parent University this year to ensure a systematic approach to parent education in high-interest areas offered in both English and Spanish.	PRJUSD is taking steps to involve families in school activities by analyzing input from educational partners and local data. We are increasing opportunities for families to participate in campus activities and providing more translation support in Spanish as well as Mixteco through a formal consortium with our County Office and other local districts. Our bilingual family advocates at each school are essential in forming strong connections with families, particularly in meeting students' basic needs to ensure they can access their education and feel more connected to school.  Target populations are encouraged to participate in parent engagement committees such as the LCAP Parent Advisory Committee which included parents of both foster youth and students with exceptional needs.	The 2024-2025 LCAP development was a detailed process. It entailed evaluating data for various subgroups in multiple areas and collecting input from student, teacher, staff, and parent surveys. The feedback gathered from this process helped shape our current LCAP service and expenditure plan as well as district priorities and supports.	PRJUSD plans to continue using various methods to gather input for decision-making including surveys, Parentsquare communication, parent participation records, and committees. One area of focus will be the use of text surveys, in addition to email, as some families have expressed a preference for this method, especially those who may not have computers at home.  Additionally, some school sites are using written feedback by preference of families. With the addition of the Community School at one of our elementary schools this year, we have seen greater than 80% parent participation which is significant at a school with greater than 80% unduplicated students.	PRJUSD aims to utilize family advocates and the Students Engagement Specialists at the site level to engage with underrepresented families and gather their input, which will help inform district decisions, especially regarding the best ways to support students and families. In addition, we will use surveys in both English and Spanish to gather feedback from our  families. We intend to distribute the surveys via email and text, as this was feedback we received this year as a means to increase response rates from families. Lastly, we will continue to offer the Parent Institute for Quality Education (PIQE), Latino Family Literacy Project as well as Parent University in the upcoming school year in direct response to requests from families including our underrepresented families.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-25	2024
40754650000000	Coast Unified	3	"Relationship building between school staff and families continues to be an area of strength for the Coast Unified School District. The CGS PTA and CUHS Boosters are very involved in our schools and have significant, positive parent and staff involvement. School events like parent-teacher conferences, PIQE, sports events, and Open Houses are very well attended. Coast Unified School District has sought parent and educational partner input. The district employs one translator (Spanish) at the district level and the front offices of each school site have bilingual support staff. The CA Healthy Kids Survey was given to parents in our district. The results of Agree or Strongly Agree to the question, ""Does the school encourage me to be an active partner with the school in educating my child?"" were 88% of parents. The results of Agree or Strongly Agree to the statement, ""Parents feel welcome to participate at this school"" were 71%. High approval results were also seen in the areas of the schools responding to emotional needs of students and staff / parent respect. We expect these areas of strength will continue to grow even more now that we have even more family attendance than previous years at school events and more parents interested in volunteering in our classrooms. Our recent PIQE (Parent Institute for Quality Education) series of parent education classes was phenomenally successful.  During April and May, 2024, over 80 parents participated, and over 60 parents completed the courses and graduated from the program.  The classes focused on how to support your child's academic, social, and emotional needs at home as well as giving families information about the college and FAFSA application processes. Parents provided input during and after the classes that they want more of this type of district / family connections.  The classes were delivered in Spanish.  Food and childcare was provided.  
"	Parents have requested more training opportunities (identified through LCAP and EL Needs Surveys) like PIQE. As a result, the district has added more parent training opportunities on campuses on the 2024-25 LCAP. We plan to continue parent forums, parent coffees with administration, and add more school / district to home communication about parent training and involvement opportunities	Coast Unified School District (CUSD) has a high percentage of low socioeconomic students (83%) and English Learners (38%). Almost 21% of the students at CUSD are considered homeless. One of the successful additions to CUSD during the last 2 years was adding the Champions after school care program at no cost to families. This addition was influenced by parent input regarding the need for quality after school care. This not only provides the care families need for their employment, it gives students a place to get homework completed with adult support. Our sites frequently meet with underrepresented families during conferences, DELAC, PTA, and School Site Council. Our last DELAC meeting of the 2023-24 school year had great attendance. DELAC meetings are having an increased level of information regarding outside resources and family advocacy. We offered the LCAP needs survey in multiple formats and in both English and Spanish, and the information gathered from these surveys indicate that our increased level of bilingual staff and enhanced homework club offerings are elements that strongly address needs communicated from underrepresented families. A revised ELD Family Needs Survey was widely distributed and provided the district with valuable input that influenced the LCAP. PIQE had over 80 parents participate. The success of this training (delivered in Spanish) led to more families understanding the college application and FAFSA process. We will continue PIQE next year, addressing supporting language acquisition and reading support at home as well as social / emotional elements.	"An area of strength, based on parent responses on the 2024 CA Healthy Kids Survey, is that the school ""provides high quality instruction to my child."" (Agree or Strongly Agree: 100%). Another area of strength regarding parents perspective on the school: ""motivates students to learn"" (Agree or Strongly Agree: 88%). We expect these results will continue to be high (and improve). Parent-teacher conference attendance at Cambria Grammar School is close to 100% annually. All school sites have bilingual staff in our offices. CUSD employs a full time district translator."	A focus on presenting student data in a clear manner has been successful at school board meetings and LCAP informational sessions. This deeper dive into data and getting input from educational partners (including parents, staff, students, and community members) as to what is working and what needs improving are focus areas. Another focus area is getting more parent attendance at meetings like DELAC, PTA, PIQE, and LCAP input sessions where the data and program discussions are taking place.	Coast Unified School District (CUSD) has a high percentage of low socioeconomic students (83%) and English Learners (38%). Almost 21% of the students at CUSD are considered homeless. Our sites frequently meet with underrepresented families during conferences, DELAC, PTA, and School Site Council. Our last DELAC meeting of the 2023-24 school year had great attendance. DELAC meetings are having an increased level of information regarding outside resources and family advocacy. We improved this attendance through personal invitations to families to come to the meeting, including calling the families directly.  We will continue (and add more) personal invitations to underrepresented families. We will continue the LCAP needs survey in multiple formats and in both English and Spanish. The ELD Family Needs Survey will be continued and will be promoted to families at various meetings throughout the year. PIQE had over 80 parents participate which indicated that parents will attend this type of training. The success of this training (delivered in Spanish) led to more families understanding the college application and FAFSA process. We will continue PIQE next year, addressing supporting language acquisition and reading support at home as well as social / emotional elements.	"Based on the 2024 parent input on the CHKS, 71% of parents Agree or Strongly Agree that ""Parents feel welcome to participate at this school."" Gathering input from families and educational partners is a priority for CUSD. The LCAP development process is an area where the district is string regarding partner input. Multiple meetings involving LCAP discussion and input as well as LCAP, EL Needs, and other surveys were provided to parents and educational partners throughout the year to gather authentic input and guidance from partners.  LCAP is a standing agenda item for discussion and input at DELAC/ELAC meetings (10/24/23, 1/17/24, 5/30/24). LCAP is a standing agenda item for discussion and input at School Site Council meetings (three times a year). The primary LCAP writer presents the LCAP information and solicits input at SSC and DELAC/ELAC.  The monthly CGS PTA meetings included a regular presentation by the principal / primary LCAP writer where she discussed LCAP and gathered parent input for the LCAP.  The LCAP survey was distributed at both PTA and DELAC.  Parents were also invited to and participated in the LCAP Educational Partner Forum. School sites held parent coffees with site principals throughout the year to gather input on services and programs found on the LCAP."	The main focus areas for improvement in seeking input for decision making is increasing attendance at input meetings and improving communication that successfully motivates families to attend input sessions.	We are looking at where we are most successful regarding educational partner input for decision making and will duplicate some of the strategies that worked in the past. This does include making sure we have child care and an interpreter at our input sessions. We plan to include more details about how input sessions work and that parent input actually makes change happen and benefits their students in the communication that advertises the sessions. Parent input surveys will be discussed at and provided at parent meetings like PIQE, parent conferences, PIQE, and DELAC.	4	4	4	4	4	4	5	4	5	4	5	4	Met		2024-06-27	2024
41104130000000	San Mateo County Office of Education	3	The Bilingual Family Counselor at SMCOE assists English Learners and their families as they transition from Court Schools to Community Schools or other district schools. This counselor also provides support to students and their parents at Court Schools, Gateway, and Canyon Oaks by tracking students' progress and addressing any concerns that arise. Acting as a bridge, the Bilingual Family Counselor connects the district, schools, students, parents, guardians, behavioral health providers, and probation staff. She facilitates communication and resolves issues that emerge in the daily functioning of the Court and Community Schools.	To foster greater parental involvement, SMCOE has improved communication and outreach efforts, giving parents the opportunity for more information and input on their child's progress, goals, and social-emotional well-being. While we still use Blackboard Connect, we have also fully adopted the Talking Points Platform to better support multilingual families who prefer texting. Our experience has shown that texting is the most efficient and effective way to reach our families. This platform enables real-time messaging in over a hundred languages, allowing any staff member to communicate with guardians regardless of their home language. It also allows parents to receive announcements and documents through text messages.	SMCOE Schools will keep strengthening relationships with families by providing translation services at events and meetings. We will also use data to track progress in fostering connections between school staff and families. In
2024-25 Local Performance Indicator Self-Reflection for San Mateo County Office of Education addition, we are exploring opportunities to expand engagement opportunities next year, in conjunction with our Bilingual Family Counselor.	The parents and caregivers who responded to our outreach report that the school meets the need for parent/guardian communication. Our administrators and Bilingual Family Counselor reach out regularly to assist parents, get input regarding our school programs, and answer any questions about student transitions to postsecondary opportunities and/or returning to their home district of residence following enrollment in our programs.	SMCOE Schools is developing professional learning programs for teachers and staff to enhance partnerships with families and expand communication opportunities. These programs will provide information and resources to support student learning and development at home. Though we have received positive feedback on our family surveys, we recognize that our response rate isn’t as high as we would like it to be, and are exploring further ways to engage with parents and caregivers.	The strategies that have been working well so far will be continued, including providing translation at meetings and utilizing Talking Points. We would like to increase our educational and support offerings to families by holding additional meetings and events. We will continue to utilize data to monitor progress on building relationships between school staff and families, as well as hold regular ELAC meetings to engage with families of English Learners.	Parents may participate on the School Site Council and/or the English Learner Advisory Committee which both offer regularly scheduled meetings throughout the school year. The Bilingual Family Counselor is available to support bilingual families by bridging families with the school community and with helping families access needed resources. The 17th District PTA provides support to Court and Community students and staff. Effective School Solutions and Behavioral Health Recovery Services offer parent counseling.	SMCOE Schools aims to empower families to play a meaningful role in decision making at their school by encouraging more active participation in ELAC, SSC, and events and activities at the school sites. Increasing engagement and participation will be a priority for the 2024-25 school year, as reflected in our updated LCAP metrics and actions.	The strategies that have been working well so far will be continued, including providing translation at meetings and utilizing Talking Points. We would like to increase our educational and support offerings to families by holding additional meetings and events. We will continue to utilize data to monitor progress on building relationships between school staff and families, as well as hold regular ELAC meetings to engage with families of English Learners.	3	3	4	5	3	3	1	3	3	3	4	2	Met		2024-06-26	2024
41104130135269	Oxford Day Academy	3	Relationships between teachers and parents are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. The school has implemented specific practices to strengthen the relationship between families and the school by providing consistent, frequent communication through regular communication from each student’s Social Emotional Learning Coach (SELC). The SELC is the liaison between parents, teachers, and students to ensure everyone works as a team to ensure students stay on track.  The SELC is pivotal to parent engagement work and parents appreciate this level of support.  The SELC facilitates meetings between teachers and students, and parents often reach out to the SELC as the first point of contact.

The school has made additional progress in this area with the adoption of new communication systems to adapt for parents who don’t read email. The Parent Square application has been used this year to increase the consistency of communication to parents.  The Translation function makes all messages accessible for parents who speak a language other than English.	Oxford Day Academy has very strong relationships between school staff and families.  We will continue to focus on building relationships with families who cannot attend in-person meetings and/or events.	Oxford Day Academy staff will actively reach out to families who are not able to participate in on campus events to build relationships. SELCs continue to focus on increasing engagement with all families.	Oxford Day Academy has developed multiple practices that foster partnerships between families and staff in support of student growth. ODA hosts parent conferences with all its families to inform families of student progress. ODA also hosts parent teacher conferences at any time during the year for students who need additional support, as determined by either the teacher, the parent or the Social Emotional Learning Coach (SELC). 

Oxford Day Academy hosts monthly informational meetings and provides parents with training on the Oxford instructional model to ensure families know what is expected of their student.  Families are invited to observe the Oxford instructional model, especially the tutorials and written information on the model is available upon request.

The school has also strengthened partnerships with parents for Student Outcomes through the formation of community partnerships that provide a continuum of care for students that will enable them to be academically successful, prepared for college and career, and engaged with the community.	Oxford Day Academy is committed to ensuring that students are supported by prioritizing partnerships with families and the local community.  We will continue to focus on expanding parents’ understanding of the college process and courses needed for college eligibility, as well as building family capacity to support students in navigating the college process. We also plan to continue to focus on building parents' understanding of the instructional model, and how to support bilingual students and ensure consistent attendance.	Oxford Day Academy plans to improve communication with underrepresented families by continuing to strengthen its outreach to those who are not able to attend parent conferences or school meetings.	Oxford Day Academy values family input into decision-making about policies, programs, and events.  Each year, parent representatives are elected to our School Board and we have parent representation on our School Site Council.  ODA also administers a family survey each Spring to solicit feedback from families.  

Additionally, ODA has a parent-student-teacher organization that has contributed significantly by fundraising for student activities, field trips, and other events. The Parent Teacher Student organization helps with decision-making and communicating about decisions made.  They also help with recruiting other parents to participate in the group.	Oxford Day Academy is a small charter school, and as such does not have many formal advisory councils or systems in place.  There are many informal opportunities for parents to provide feedback before and after school events, during pick-up and drop-off, or by calling the school.  We will continue to focus on increasing the number of parents to provide input on the decision-making process	To meet the needs of parents who are not as vocal, the Social Emotional Learning Coaches (SELCs) reach out to build relationships and encourage involvement.	4	5	4	5	4	4	4	4	3	3	4	4	Met		2024-06-03	2024
41688580000000	Bayshore Elementary	3	We continue to make strong progress in building staff/family relationships.  Particular highlights are: 1) The principal and PTO president met regularly to align the work and support accomplished this year, 2) the community school coordinator and advisory team increased engagement amongst community partners in order to create and analyze a needs assessment that informed goal work, 3) volunteerism increased in classrooms and at family/school events.	Focus areas for next year are: parent/family education events & communication.Next year we will be providing more opportunities for family education that include translation and child care services.  Families shared that they want more support in knowing how to support their children at home in the area of reading and behavior.  We will also be updating our website so that it is more accessible and informative.	Translation was a big area of need that came up on the family survey.  Families indicated that besides time, child care and translation were barriers to engagement for most people, so these are areas that we will focus on improving next year.	Families indicated that communication with teachers is very strong in elementary but could improve in middle school.  They also indicated that they'd like more family events at the school, as they enjoyed the community building events that did happen this year.  Family education events was also something that was requested more of.	Family events that focus on community building and academic support are a priority next year	Including more translation support, child care for parent education events and better communication between school/home are areas of focus for next year.	Strengths: increase methods were implemented to gain partner input for the family survey, attendance at board meetings and at school events.	Focus area: communication and access to information	We will provide more opportunities for learning and engagement for parents that include translation services and child care.	4	5	4	4	5	4	4	4	4	4	3	4	Met		2024-06-20	2024
41688660000000	Belmont-Redwood Shores Elementary	3	Our families are well informed, but receive a lot of one-way communication.  There is a desire for more frequent in-person opportuntieis to engage at the site level.	Families have asked for more frequent communications regarding academic progress and feedback on homework/tests.  Otherwise, the feedback is consistent that the majority of families and staff feel like they have a strong partnership.	All of our school principals have reviewed the LCAP feedback survey results, as well as their site-specific Youth Truth surveys.  Our school principals will work with their local site councils to increase opportunities, both in frequency and in variety of offering to ensure broad access.  At the District level, we will continue to push out communications in multiple languages, provide support to our sites for translation, and utilize technology to provide more opportunities for families to engage, while simultaneously continuing to provide in-person offerings.	BRSSD has a strong partnership with local care providers to offer ELOP at all of our sites for all eligible students.  Every on-site care provider offers an ELOP-compliant program that extends learning for our most system-dependent students, while also providing for an integrated experience with school peers.  Our ELOP-participants receive the same after-school care options as all other students, and we meet regularly with our providers to ensure consistency of quality programming.  Additionally, we have forged strong relationships with Legarza and the Peninsula YMCA to provide for additional programming through the summer, and at Nesbit where our local provider cannot absorb all eligible participants.	BRSSD will continue to partner with local community agencies and look for outside opportunities to forge strong partnerships in service of our students.	BRSSD will continue to provide a community liaison at Nesbit School to increase outreach to underrepresented families.  We will also continue to send targeted messages, translated into key languages, and host in-person events with translators present.  We rely on our school leaders to build strong relationships at the local level so all voices are heard and included.  Oftentimes, underrepresented families either do not know about District-level meetings, or do not feel comfortable participating because the connection back to the school site is unclear.   By focusing on increasing access at the site-level, we hope to build relationships locally for global impact.	All of our schools operate SSCs and ELACs to include parents and stakeholders at the local level.  The feedback collected at the site levels drive SPSA creation, and subsequently determine local LCAP actions.	It is an ongoing focus to include more voices throughout the process.  Our site principals will continue to recruit SSC/ELAC members that are representative of their school communities to ensure diversity of voice.	BRSSD will continue to provide outreach in multiple languages, host events a varying times of the day, and provide live translation.	3	3	3	3	3	2	3	3	3	3	3	3	Met		2024-06-20	2024
41688740000000	Brisbane Elementary	3	Staff put a lot of energy into building relationships with families. Staff and administration are consistent in communicating with families. Being centered in small communities make it easier to for staff to build relationships with families. Classified staff serve as a bridge between teachers and families.	Finding ways to increase/improve communication with families whose first language is not English.	The District is planning for an increased use of translations and translators.	Teachers and staff actively build & maintain relationships with educational partners. Staff and administration are open to new ideas, including suggestions from educational partners.	Increase number of educational partners and expand opportunities for engagement. Find ways to utilize classified staff as part of the partnerships.	The District will seek educational partnerships with new individuals/agencies that could revitalize our enrichment programs. The District, together with the classified employee union, seek ways to involve more classified staff in building partnerships.	Staff felt that family input IS considered in school decisions and that there is a strong Site Council presence at all schools. There are multiple avenues of communication and all voices are heard.	Need to encourage more parent survey response in order to ensure a representative sample is achieved.	Increase translations to encourage more parent survey responses.	4	4	4	4	4	4	4	4	4	4	3	3	Met		2024-06-26	2024
41688820000000	Burlingame Elementary	3	The Burlingame School District works to be inclusive for each student and their home environment. The elementary level hosts conferences in person twice a year, along with back-to-school nights, open houses, and other on-campus opportunities for direct interaction. BSD also supports direct interaction with families that speak a different home language through a translation service that is available in oral or written format to any staff or community member.
The Burlingame School District engages all educational partners through a wide range of school site and districtwide committees and workgroups on an ongoing basis. For instance, the English Language Advisory Committee (ELAC) assists each school leadership team in making decisions regarding English Language Learners, the Site School Council (SSC) supports and guides the work each school site is implementing for the benefit of all students, and the Student Council (SC) represents the student body and councils the leadership team at the middle school.	Due to the pandemic, in person family affinity nights were suspended. Now that we have had a full year back in school, we have started to ramp up our community engagement events again. We are striving to be more effective at communicating with families, and asking our educational partners for more feedback.
The District now hosts several affinity nights and groups, including LatinX Family Nights (LFN), Families of African American Students Organization, Multicultural Nights, Asian and Pacific Islander (AAPI) nights, Genders and Sexualities Alliances, and more. The District has also started a Mariachi program for both students and parents. The program includes meals, musical instruction, tutoring, as well as learning opportunities for parents.	Based on feedback from our LCAP survey, there is a desire for more high quality staffing, interventions, connections with staff, and support for socioeconomically disadvantaged students.
As part of improving relationship building with school staff and families, the district has hosted our first two bike rodeos since the pandemic, and students and their families showed up to learn how to safely ride their bikes in the community.
This year, district staff attended the Burlingame Fresh Market to meet people in the community and provide information about the district. Fliers for TK registration were also passed out. In attendance were Board members, BCE members, and site and district administrators. Our new administrators will also attend the next Burlingame Fresh Market in order to get to build relationships in the community.	BSD staff has multiple ways to communicate to student caregivers, including conferences, phone, email, US Mail, notes home, and in person. Each caregiver may also have a preferred manner in which to communicate, and the BSD staff work to find the modality that works best to support all students. All legal information is translated into the caregiver's primary language to ensure they have an understanding of the rights of their student.
The district continues to provide many programs and support services that have been developed and implemented with a focus on providing equitable access to learning that is engaging for all students. Districtwide committees and supports include the District Advisory Committee (DAC), Local Control Accountability Committee (LCAC), Principal Leadership Team (PLT), Visual and Performing Arts Committee, Math and Science Committee, and more.	BSD continues to seek out and partner with students and caregivers who are from historically marginalized groups. Although we have had Latinx Family Nights for five years, Special Education District Advisory Council since 2008, Families of African American Students Organization for four years, and Asian and Pacific Islander group for three years, and Genders and Sexualities Alliances for two years, we would like to expand caregiver and student affinity groups in the 2024/25 school year.	During the 2022/23 school year, the district hired a new Student and Community Engagement Coordinator to oversee communication with members of all of our affinity groups, as well as other educational partners and community members. This addition has allowed the district to provide much more robust community outreach during the 2024-25 school year.
The Burlingame School District is now using a new translation service that is powered by artificial intelligence in order to make Board meetings and other community gatherings more accessible to our diverse community. Additionally, staff are now able to leverage other technology, such as the Google Translate app (which can translate worksheets, letters, etc. using the device's camera) by providing all students with a device. Teachers will also receive new MacBook Air laptops to go with their existing iPads at the beginning of the 2024-25 school year.	"The Burlingame School District engaged in three ThoughtExchange surveys asking, ""What are the most important things our district needs to think about in order to support each student over the next three years?"" One survey was for parents/community members/staff, one was provided to students in grades 5-8, and one was given to the our leadership team. We had 1,226 student participants, 216 parent/staff participants, and 10 responses from district and site leaders.
Additionally, the District Advisory Committee, District English Learner Advisory Committee, LCAP Committee, and Special Education District Advisory Council all include caregivers, as well as members of the Burlingame Education Association and the California School Employee Association."	BSD continues to seek out and partner with students and families who are are from historically marginalized groups. Although we have had Latinx Family Nights for five years, Special Education District Advisory Council since 2008 and Families of African American Student Organization for three years we would like to expand caregiver affinity groups in the 2024/25 school year.	During the 2022-23 school year, Burlingame School District hired a new Student and Community Engagement Coordinator, who oversees communication with families of students who are eligible to receive extended learning
 2024-25 Local Performance Indicator Self-Reflection for Burlingame School District Page 12 of 19
opportunities. Additionally, the district added a new administrator to oversee all intersession learning programs throughout the year. These programs are offered to our most underrepresented families free of charge.
As a result of these new hires, the District has been able to offer high quality enrichment programs for students during intercessions, as well as after school tutoring and support. These enrichment programs are offered to our historically underrepresented families, including families of English Learners, Foster Youth, and Socio-Economically Disadvantaged students. The response to these programs has been overwhelmingly positive, and the District will continue to offer them in the 2024-25 school year.	4	4	4	4	4	4	4	3	4	4	4	4	Met		2024-06-18	2024
41688900000000	Cabrillo Unified	3	Cabrillo Unified School District (CUSD) has demonstrated strengths and progress toward building partnerships to support positive student outcomes. At the site level, various parent and staff committees engage in data meetings using a Response To Intervention/Instruction in order to support students with academic and social interventions. As part of our Multi-Tiered System of Support (MTSS) framework, we have engaged in a focus on measuring literacy PreK-12th grade. We review local assessment measures, not limited to Fountas and Pinnell, Dibels 8, Brigance, Literably, and CAASPP Assessments in order to obtain data that will define site and district-based intervention programs. Our data meetings also include a review of our English Learner student data not limited to English Language Proficiency Assessment for California (ELPAC) data and Reclassification data which determines services for our English Learners. These processes are communicated at various educational partner engagements not limited to parent-teacher conferences, 1:1 meetings with parents, PTO meetings, site meetings, and DELAC/ELAC meetings.	Cabrillo Unified School District (CUSD) has defined the following focus areas for improvement in building relationships between school staff and families. During the past year, engaged various educational partners to obtain valuable input that will guide our Local Control Accountability Plan (LCAP) through a thorough Equity Audit process leading to a new Strategic Plan. 

Input included online surveys, in-person focus groups, and remote focus groups. After a thorough analysis of this input, our Strategic Plan Priorities have been defined as follows: Focus on Equity, Academic Improvement, Whole Child, and Sustainability.

Below you will find our 4 Strategic Plan Goals and strategic actions to support improvement efforts to serve all CUSD students:
****************************
ACADEMIC IMPROVEMENT
****************************
College and Career: 
*Improve College and Career readiness and attainment for all students

Early Literacy:
*Expand early literacy efforts for broader academic readiness

Culturally Responsive Classrooms: 
*Promote meaningful, relevant, and respectful instruction for all students

****************
EQUITY FOCUS
****************
Improved Achievement for At-Promise Students:
*Increase academic outcomes using best practice instruction

Fair Practices For All Students: 
*Provide equitable and inclusive access to district programs and pathways

Safe School Environment: 
*Promote positive, safe, and welcoming campuses that engage all learners

***************
WHOLE CHILD
***************
Layers of Support: 
*Continue student wellness strategies and monitor student outcome data to support the needs of the whole child

Social Emotional Support: 
*Provide services that promote social-emotional learning, mental health, and emotional support for students

Family Engagement and Support: 
*Provide culturally competent resources to families by strengthening community partnerships

*****************
SUSTAINABILITY
*****************
Environmental Sustainability: 
*Build on environmental literacy efforts, optimized facilities, and efficient use of resources

Fiscal Sustainability: 
*Align, augment, and monitor fiscal resources to ensure financial stability

Employee Sustainability: 
*Create systems to recruit, retain, and support highly qualified and diverse staff



	After a thorough analysis of educational partner input and local data, Cabrillo Unified School District (CUSD) will improve the engagement of underrepresented families identified during our equity audit and self-reflection process in relation to building relationships between school staff and families. We will increase the engagement of our underrepresented families through additional parent engagement events aligned with topics of interest and increased in-person, phone call, and text outreach.	Cabrillo Unified School District (CUSD) has demonstrated strengths and progress toward building partnerships to support positive student outcomes. At the site level, various parent and staff committees engage in data meetings using a Response To Intervention/Instruction in order to support students with academic and social interventions. As part of our Multi-Tiered System of Support (MTSS) framework, we have engaged in a focus on measuring literacy PreK-12th grade. We review local assessment measures, not limited to Fountas and Pinnell, Dibels 8, Brigance, Literably, and CAASPP Assessments in order to obtain data that will define site and district-based intervention programs. Our data meetings also include a review of our English Learner student data not limited to English Language Proficiency Assessment for California (ELPAC) data and Reclassification data which determines services for our English Learners. These processes are communicated at various educational partner engagements not limited to parent-teacher conferences, 1:1 meetings with parents, PTO meetings, site meetings, and DELAC/ELAC meetings. In addition, CUSD has strong community partnerships with local organizations not limited to our Parent Teacher Organizations (PTO), English Language Advisory Committee (ELAC), Cabrillo Education Foundation (CEF), HMBHS Boosters, Boys and Girls Club of the Coastside (BGCC), Ayudando A Latinos A Sonar (ALAS), Coastside Pride, and Coastside Hope.	Cabrillo Unified School District has defined the following foci for improvement in Building Partnerships for Student Outcomes. Through the development and implementation of our Strategic Planning process, we have engaged various educational partners in order to obtain valuable input that will guide our Local Control Accountability Plan (LCAP). Input included online surveys, in-person focus groups, and remote focus groups. After a thorough analysis of this input, our Strategic Plan Priorities have been defined as follows: Focus on Equity, Academic Improvement, Whole Child, and Sustainability.	After a thorough analysis of educational partner input and local data, Cabrillo Unified School District (CUSD) will improve the engagement of underrepresented families identified during our equity audit and self-reflection process in relation to building relationships between school staff and families. We will increase the engagement of our underrepresented families through additional parent engagement events aligned with topics of interest and increased in-person, phone call, and text outreach.	Cabrillo Unified School District (CUSD) has demonstrated strengths and growth toward seeking input from stakeholders to support decision-making impacting student achievement. Each Title I school site currently has a full-time community liaison to help support the school with effective family engagement efforts that will increase the presence of educational partners within various advisory groups. Community Liaisons support both site and district initiatives to increase parent involvement, which in turn, allows for a community that supports collaborative decision-making.	Cabrillo Unified School District has defined the following focus areas for improvement in building relationships between school staff and families. Through the development and implementation of our Strategic Planning process, we have engaged various educational partners in order to obtain valuable input that will guide our Local Control Accountability Plan (LCAP). Input included online surveys, in-person focus groups, and remote focus groups. After a thorough analysis of this input, our Strategic Plan Priorities have been defined as follows: Focus on Equity, Academic Improvement, Whole Child, and Sustainability.	After a thorough analysis of educational partner input and local data, Cabrillo Unified School District (CUSD) will improve the engagement of underrepresented families identified during our equity audit and self-reflection process concerning building relationships between school staff and families. We will increase the engagement of our underrepresented families through additional parent engagement events aligned with topics of interest and increased in-person, phone call, and text outreach.	3	4	3	3	3	3	3	3	3	3	3	3	Met		2024-06-13	2024
41689080000000	Hillsborough City Elementary	3	HCSD continues to show strength in policies and programs that allow teachers to meet with families and students to discuss progress and work together to support improved student outcomes. HCSD provides two conference periods and three report card periods throughout each school year. Additionally, K-5 students have Personalized Education Plans that help students, teachers, and parents set and track goals for each elementary student. Translation services are provided during conferences and any other meetings (ex. IEP, 504, Child Study Team meetings) where language may be a barrier. Crocker Middle School hosts transition events for elementary parents and students throuhgout the school year. Crocker principals and the counselor visit elementary schools. The RISE and IDEA parent groups, as part of APG, continue to support collaboration across school sites and with the district to highlight the achievements and needs of a wide range of learners.	We continue to work on ways to support staff to learn about each individual family's strengths, cultures, languages, and goals. In some ways, goals are addressed through elementary PEP processes, but we have opportunity to more systemically address this need.	HCSD will continue to reach out directly to families with the support of our strong parent groups and RISE and IDEA groups.	HCSD continues to show strengths and progress in building trusting relationships, creating welcoming environments, and using language that is understandable and accessible to families. HCSD continues to have high levels of family engagement. Many family engagement opportunities are offered, including conferences twice per year, welcome back activities, parent group meetings and coffees, and school-based activities across the year.	One opportunity includes providing professional development on partnering with families.	HCSD will continue reaching out to underrepresented families and consider ways to more systematically ensure involvement.	HCSD continues to show particular strength in supporting principals and staff to engage families in decision making and advisory groups and in providing staff opportunities to work alongside families to plan, design, implement and evaluate family engagement activities at the school and district levels. School sites have robust parent groups and information is shared with families during parent group meetings, principal coffees, and at Board of Trustees meetings. Parents and the community are also engaged in decision-making and planning. Families are also included in school site councils and help in developing the School Plan for Student Achievement.	One area for focus is ensuring we are more fully engaging our underrepresented groups. We are grateful for the RISE parent group and their continued support.	HCSD will continue reaching out to underrepresented families and consider ways to more systematically ensure involvement.	5	5	4	5	3	4	4	4	5	5	3	4	Met		2024-06-18	2024
41689160000000	Jefferson Elementary	3	Jefferson Elementary School District provides several avenues for our stakeholders to engage in dialogue regarding curriculum, instruction, data, and extra supports.  All stakeholders are invited to attend site based meetings such as School Site Council, English Learner Advisory Committee, Parent Teacher Associations and Parent Teacher Organizations.  Schools also provide surveys to stakeholders for the express interest in generating feedback about the school and its communication.  At the District level, there are 3 avenues for our stakeholders to engage - District outreach through organized school site parent groups, the District English Learner Advisory Committee and through the Panorama Survey.  

Prior to this year, JESD facilitated a Parent Involvement Advisory Committee (PIAC) which was comprised of parent representatives from each school site including parents of students with disabilities.  However, since the Pandemic, attendance at those virtual meetings was extremely low - no more than 5 parents in total.  Therefore, in order to increase the number of parents providing feedback, District Administrators pivoted and attended school site parent meetings in person.  This shift allowed JESD to gain a broader parent perspective, engaging over 50 families in the process.  All families, including those who have students with disabilities, were invited and encouraged to attend these district led school site parent meetings.

The District English Learner Advisory Committee is made up of 1-2 English Learner parent representatives from each school site, and any other interested parents.  This committee meets quarterly.  

The Panorama Survey is a survey given once a year to all stakeholders, and then again at the end of the year to the students. The survey provides JESD with feedback from students, staff and parents about curriculum and instruction, communication, social emotional learning, and work satisfaction.  This data is used to determine how to best support our students, staff and families.	Academic Needs: Families expressed that additional academic supports such as tutoring, study halls and mentoring programs paired with dynamic community partnerships with local businesses and universities would be beneficial.  They expressed a desire for small class size, extra-curricular classes such as art, STEAM and dance to provide enrichment activities.  Parents shared that providing instructional materials in home languages would enable families to provide more support at home. 

Social Emotional Needs: A big theme from this category was around recovery and reconnection as we enter post-pandemic times.  Families shared a desire for more opportunities for students to socialize in less structured environments and structures to support students with building healthy relationships. This could be accomplished in clubs, enrichment classes, sports programs and afterschool programming to facilitate wellness.  Paired with this, families acknowledged a need to incorporate instruction of conflict resolution tecniques and supporting students while navigating conflict. Families expressed how valuable school counselors are and a desire to keep counselors at our school sites.  

Families also expressed a need for elementary school to middle school transition support. 

Physical Environments:  Families expressed concerns around traffic, crossing guards and safety as kids walk to and from school as some sites are located in high traffic areas.  They would like to see more safe drop off zones and parking lot systems across all sites in the district. 

Families would like to see schools painted inside and out.  In addition, they would like outdoor spaces such as gardens and fields revived and cared for.	"Parent Engagement: Families expressed a desire for regular events so parents can socialize and connect with each other through socials, picnics, sporting events, and family nights.   They also would like a parent education series on relevant topics like vaping, online behavior and academics. Parents shared they love to see their children perform and would like to see more student performances. When asked what barriers parents faced, many expressed that work often gets in the way and that childcare is beneficial so that ""parents can engage, and kids can have fun"".  Families shared that translation services have been helpful and wish to see them continue."	Improved Learning Outcomes: Staff expressed a need to continue to develop a clear MTSS process with meaningful data points.  They shared the addition of ELD and MTSS teachers has been helpful and would like to see that as a continued service.  Teachers expressed a need for more tools to support newcomers and Multilingual learners.  Staff also thinks smaller classes would better support student learning outcomes. 

Academic Success for Language Learners: A trend in staff feedback shows a focus on and a need for support with newcomer students, ranging from additional people to additional resources, programs and tools. 

Ongoing Staff Development:  Staff provided feedback about our District Collaborative Teams and a desire for additional time.  Teachers also expressed a desire for choice, opportunities to attend sessions outside the district and sessions led by other JESD teachers. 

School Culture and Climate: Staff identified three areas for improvement.  One, the physical environment which includes maintaining and updating playgrounds and fields, murals, and gardens.    The second area, focused on maintaining counselor support at school sites. They would like more opportunities for shared experiences through school assemblies. The third area is more support with Positive Behavioral Intervention and Supports for school teams.	Parent Engagement: Staff would like to see more family and community events at their school sites, such as literacy, science and game nights.  Staff expressed a desire for bilingual staff at each site to help with translation on site.   In addition, they expressed a need for parent ESL classes.	We will continue to offer our school sites with a variety of translation services in order to ensure all of our families are included.  In addition, we will continue to host parent events that target the needs of our underrepresented families such as understanding the public school system, navigating the pressures of social media and other influences on our youth, how to best access transportation and housing resources and  support their child at home with learning objectives.	All our sites host PTA and Site Council meetings.  In addition, sites offer Parent Cafes and other informal opportunities to gather to learn about district and site initiatives and to provide input on relevant local decsions.	We continually work to increase the number of parents/families that actively engage to provide input on decision-making.  Providing options to meet virtually and provide input through surveys has helped.	We continually work to increase the number of parents/families that actively engage to provide input on decision-making.  Providing options to meet virtually and provide input through surveys has helped.	4	4	4	5	4	4	4	4	4	4	4	4	Met		2024-06-26	2024
41689160112284	California Virtual Academy San Mateo	3	The school is dedicated to cultivating trusting and respectful relationships with families to ensure student success in the virtual learning environment. Upon enrollment approval, families receive personalized onboarding support from their designated onboarding coach. This support begins with a warm welcome - an intentional and welcoming inclusion activity, routine, or ritual that builds community and connects to the work ahead. Families receive clear guidance on program expectations, communication channels, and navigating the online platform and resources efficiently. Newly enrolled students and parents experience at least three personalized interactions with their onboarding coach, ensuring a sense of belonging from the start. Spanish-language onboarding support is available for Limited English Proficient (LEP) students and families whose primary language is Spanish.

Teachers proactively connect with families through welcome calls, monthly check-ins, Enduring Connection Calls, academic conferences, and provide live instruction aligned with the California content area standards. 

Teachers and staff prioritize student relationships through daily face-to-face interactions. Additionally, we support student and adult resilience with intentional social-emotional learning practices. We have identified the importance of self-awareness, self-management, and executive function in our unique setting – and work to foster these skills among students, teachers, and families.

In addition to classroom interactions, the school offers in-person and virtual activities, clubs, and support sessions. Continuous support is provided to families year-round, including during the summer.

School leaders facilitate regular feedback sessions involving parents, students, and staff, utilizing surveys to gather input and identify areas needing additional support. Special programs, like the Compass program, cater to MKV, Foster youth, and other underrepresented families, focusing on providing resources and supplies, engagement support, and coaching for students and parents, including bilingual engagement and translation services.

The school actively involves parents, students, and staff in planning processes through various channels, ensuring that their voices are heard and valued. Feedback and collaboration happen in Title I meetings, English Learner Advisory Committee (ELAC), and Partner Engagement Sessions, which include priority opportunities for parents, staff, and students to review Local Control and Accountability Plan (LCAP) goals, actions, and services and provide input and suggestions. LCAP feedback informs decision-making and drives programmatic adjustments to ensure that programs offered reflect the priorities of the learning community and that all students are learning.
	We will continue to refine the Enduring Connection Calls between teachers and students. We plan to implement a schoolwide practice of 3 Signature Practices across all departments. Our school will focus on training and Professional Development for staff based on trauma-informed practices to support trusting and respectful relationships with families. We plan to provide additional training for all staff on accessing the primary and preferred language of Limited English Proficient (LEP) families. We will continue to refine the Language Access Plan - a resource that outlines ongoing efforts to improve access for limited English proficient (LEP) individuals – people whose primary language is not English and who have limited ability to read, speak, write, or understand English. Our school will continue to develop the Newcomer instructional and family support services provided by the English Language Development (ELD) Department to meet the needs of students in kindergarten through grade twelve (K–12) who were born outside the United States (U.S.) who have arrived in the U.S. in the last three years and who also are still learning English.	Solid relationships and research-based support/services improve outcomes for underrepresented students. The school provides engagement, attendance, academic, and SEL support for families, including English Learners, Students with Disabilities, and Socioeconomically Disadvantaged (SED) students. Support includes removing barriers and providing school supplies and resources, as well as academic support, to help them succeed in the virtual learning environment. 

The school has added additional bilingual engagement staff for Spanish-speaking families to provide support throughout the calendar year to expand opportunities for the LEP families in the 23-24 SY and provide an increased level of translation and interpretation support from a live school staff member. Additionally, schoolwide forms and documents have been translated into Spanish, and the school’s website now includes a language toggle feature so that families can change the presentation of all information on the site to Spanish with a single click. In addition, the school contracts with an over-the-phone interpreting service, Certified Languages International (CLI), which provides interpreters in over 200 languages, allowing for teachers and other staff to communicate with LEP parents during real-time phone calls or video conferences in their preferred language. In order for Limited English Proficient (LEP) families who speak a language other than English or Spanish to access school information, resources are included with school communication for seamless translation on demand. All parents and guardians of students may request free language translation services in their preferred language at any time, and staff members can request document translation for LEP families’ preferred languages at any time as well. 
The school seeks the participation of unduplicated students by offering specific onboarding follow-up for SED families who are not meeting designated engagement metrics, an internet subsidy so families can engage and connect with the school community, and the Compass team reaches out to parents and families when SED students are not engaged. We offer workshops to support resilience, specifically designed to support SED parents and families. This series focuses on skills to manage stress, solve problems, reflect on reactions in different situations and practice new ways to respond when facing challenges.
For our Students with Disabilities, GE teachers and Education Specialists do additional outreach and seek their active participation in their child's education. Case Managers ensure families attend Individualized Educational Plan (IEP) meetings, specifically parents/guardians are invited to attend 30-day, annual, and triennial IEPs, evident in Team Meeting Notices.  An ongoing area of improvement for the school is to continue analyzing parental engagement data to ensure consistent and significant participation from parents and students in unduplicated groups.
	The school fosters strong partnerships with families to ensure student success. Recognizing parents' crucial role in education, particularly in an independent study charter school, the school actively engages parents by providing them with comprehensive information, resources, training, and opportunities to collaborate with other parents to better support their children's learning journey. Regular teacher-family conferences inform parents about their child's progress and academic expectations, while accessible systems grant them access to student grades, assessments, and online activities.

Dedicated engagement and attendance support teams work to keep students involved in their education, focusing on educating parents about school expectations and strategies to remain engaged in their child's daily schooling. The presence of graduation coaches facilitates better understanding among students and parents regarding graduation requirements, progress tracking, and ensuring timely graduation. This information is shared through various channels, including school assemblies, homeroom meetings, and individual conferences.

The school has committed to being a Professional Learning Community (PLC) and strives to incorporate the Three Big Ideas of the PLC process: focus on learning, a collaborative culture, and results orientation.  As a result of this work, the school has refined professional development, prioritized collecting evidence of mastery, and created clear communication regarding our school priorities and goals. The collaboration among staff members focuses on discussing student progress and working together to support improved student outcomes. This collaborative work, in turn, allows for strengthened communication of outcomes and progress with students and families during individualized onboarding sessions, monthly Enduring Connection Calls, weekly academic support sessions, and ongoing Academic Conferences. 

Dual enrollment programs such as CAVA2College and Stride Career Prep (SCP) provide high school students valuable opportunities to explore career pathways, earn certifications, and prepare for college and career. Middle school students benefit from career exploration and technology courses and earn high school credit.

To ensure effective communication and engagement, the school utilizes various platforms such as ParentSquare, social media, LC Community (a school-based social media platform for parents/learning coaches), and the school website. These offer the family’s essential information and opportunities to build relationships and advocate for their children. The Family Teacher Organization (FTO) further strengthens student support by facilitating collaboration between home and school through regular meetings and shared goals.
	We will create more opportunities for students to engage with SEL assembly topics by incorporating content into the older grades' homeroom courses and supporting the Elementary Staff with resources to share during our younger students' morning meetings. We will provide training and Care Solace access for administrators, who can support families by initiating a warm handoff when identified.  Continue to create understanding with staff around the difference between a “warm handoff” and “anonymous search” and how we can better support resource connection when we start a “warm handoff” for a family or student. We will Increase the translation and interpretation services and documents provided in Arabic, an increasing primary language amongst Limited English Proficient (LEP) families at our school.
Our schools plan to expand our video conferencing translation capabilities to provide real-time translation in multiple languages to ensure parents/guardians can meaningfully participate and advocate for their students in educational partner meetings.
	The school's Attendance Advocates proactively address student absences daily, collaborating with students to overcome any obstacles they may face. They assist parents in completing surveys for any offline assignments completed by students. In continued absences, additional meetings are scheduled with parents and students to identify underlying issues and support overcoming them, ultimately guiding families toward academic success.

To ensure MKV students are engaged and learning, the school has increased the resources, referrals, and support, which include Food and Housing Resources, Health Services, Mental Health and Crisis Support, and Internet/Hot Spots.

Regarding training and support for teachers, all staff undergo continuous, high-quality training and professional development sessions throughout the year. Additionally, new teachers benefit from immersive, hands-on training provided by department trainers to ensure a comprehensive understanding of schoolwide vision, properties, goals, departmental policies, procedures, and ways to support students and families. New hires are assigned a dedicated support teacher during their inaugural year.
	"Survey questions and data collection methods are tailored for the virtual school environment and align with LCAP objectives and strategies. The leadership team conducts quarterly reviews of feedback, which lead to adjustments in schoolwide and departmental plans and enhancements in family engagement initiatives. This feedback, along with student engagement and achievement data, informs the development and monitoring of LCAP initiatives.

The following presents a synopsis of trends and feedback from various parent surveys conducted during the 23-24 SY, including responses from the LCAP survey, Title I feedback survey, and feedback surveys from Fall and Winter Partner Engagement Meetings. 

Ranking of LCAP Priorities/Goals 
Top Priorities: 
(83%) Ensure Students Will Graduate from High School
(76%) Providing Internet reimbursement for low-income families.
(74%) Ensure Students Attend School
(68%) High School Career and Technical Education
(67%) High School Students Complete all courses (A-G) to be eligible to attend a CA state college or a University of California
(67%) Support for Students with Disabilities

In addition:
(83%) Agree / Strongly Agree: ""I have been given opportunities to participate in decision-making regarding my student's education.""
(88%) Agree / Strongly Agree: ""The school has created a welcoming environment for all families in the community.”

In addition, parents, families, students, and staff provide feedback and direction to the school through a variety of opportunities, including:
•	ELAC Meetings
•	EL Needs Assessment Annual Survey
•	School Climate Survey
•	Parent Connections, including coffee chats and parent training.
•	Student Government 
•	Family Teacher Organization (FTO)
•	Student and Teacher Pulse Checks 

Two-way communication between parents/families and school includes:
•	ParentSquare
•	LC Community
•	Emails
•	Connection Calls
•	Academic Conferences
•	Student Support Sessions
•	Sharing of Student's Individualized Learning Plans (ILP)
•	Student Support Team (SST) Meetings
•	Individual Educational Program (IEP) Meetings
•	English Language Development (ELD) Program Meetings
•	Bear Tracks weekly community newsletter highlights events and activities.
"	"Based on parent feedback the school 
•	will continue to administer surveys and offer Partner Engagement Meetings to share goals and actions, collect feedback, and measure parental participation in decision-making.
•	will increase opportunities for parental involvement, and message to families/staff the impact that feedback has on school-based decisions.
•	will offer parents support in increasing LC capacity, including time management tools, technology training, and other available resources and support. 
•	has identified the following barriers and will reduce those to ensure the participation of parents, including:
•	Lack of time
•	Prioritizing meetings
•	Streamlining communication to parents 
•	will increase the number of families participating in feedback opportunities and will reach out to families who did not provide feedback to ask them what barriers keep them from giving feedback. 
•	will continue to develop and implement the SEL plan. To increase awareness all teachers/staff, students, and parents will be included in the collaboration and development. 
•	will continue to provide training and support for administrators, teachers, parents, and students, specifically reaching underrepresented and underserved families.
•	increase opportunities for peer-to-peer interaction and connection in Class Connect (CC) sessions, clubs, K12 Zone, and other activities, including in-person outings and events.
•	messaging and support to ensure families are aware and supported with low cost/internet options in addition to policy for internet reimbursement.
"	Parents generally convey satisfaction with the school, which positively impacts all students. They value the assistance teachers and staff provide and the school's efficient communication with students and families. Daily prompts regarding class attendance and assignments help students stay focused. Parents appreciate the chance to monitor their child's progress and access educational materials in advance to address any academic hurdles. They appreciate the school's diverse and extensive curriculum, which offers numerous courses and effective teaching. Additionally, parents welcome the various opportunities for high school students and socialization activities available at all grade levels. Furthermore, the staff dedicated to supporting Spanish-speaking parents is positively acknowledged.	4	5	4	5	5	5	5	5	4	4	4	4	Met		2024-06-11	2024
41689240000000	Jefferson Union High	3	Based on the analysis of educational partner input and local data, JUHSD demonstrates progress in building relationships between school staff and families. The district prioritizes creating welcoming environments and has established a welcoming intake process for new students, particularly those learning English. Dedicated bilingual staff assist families with online registration and engage in meaningful conversations to understand students' educational backgrounds, strengths, and needs. This information is then shared with school site staff and teachers to ensure comprehensive support for each student. A family liaison is also available at the school sites to assist families. 

Additionally, the Superintendent’s weekly communications keep families informed about district events and initiatives, while social media posts help promote awareness and engagement with the schools and the district. For the Spanish-speaking community, board meetings are interpreted in Spanish, and one school has piloted using a device that allows for simultaneous translation in multiple languages. In addition, JUHSD has organized an annual Immigration Resource Night, which connected over a hundred families with local service organizations.

At the school level, principals regularly send newsletters to keep families updated, and various school events are organized throughout the year to encourage family involvement and participation. These events provide opportunities for families to engage with the school community and strengthen the bonds between school staff and families.	The District acknowledges the need to enhance professional learning opportunities to improve relationships between school staff and families is crucial. This includes increasing their understanding of diverse family backgrounds and cultures through additional resources and training. Strengthening collaboration with partner organizations is also important, as it allows for better coordination of resources and services that benefit both staff and families.

Furthermore, the District would like to coordinate and facilitate informational events tailored for parents and the wider community, especially in areas such as college and career planning. These events are designed to empower families with the knowledge and guidance needed to navigate the education system and plan for their children's future success. By focusing on these areas, we can improve our support and engagement with families, fostering a more inclusive and supportive educational environment.

Lastly, establishing regular surveys or focus groups with families to gather feedback on their experiences and needs can help the district continually adapt and improve its strategies.	The District plans to improve engagement with underrepresented families by utilizing a variety of strategies such as direct phone calls and outreach. This would allow us to establish personal connections and address any concerns or questions families may have. These phone calls provide an opportunity to listen to their perspectives, understand their unique needs, and build trust.

Additionally, the District has implemented several other methods to enhance engagement. Focus groups offer a valuable platform for open dialogue and collaboration. By bringing together a diverse group of families, we create a supportive environment where they can share their experiences, insights, and suggestions. This approach helps us gain a deeper understanding of their specific challenges and develop targeted solutions that effectively address their concerns.

Surveys are also crucial in engaging underrepresented families. They allow us to collect feedback and input on various aspects of our programs, services, and initiatives. These surveys provide a convenient and accessible way for families to voice their opinions, share their experiences, and contribute to the decision-making process. By analyzing survey data, we can identify trends, preferences, and areas for improvement to better meet the needs of underrepresented families.

Furthermore, in-person meetings offer valuable opportunities for face-to-face interactions. By organizing meetings and gatherings, we create a welcoming space where families can engage directly with school staff, administrators, and other community members. These meetings foster a sense of belonging and enable families to establish connections with each other. They provide an avenue for families to ask questions, receive personalized support, and actively participate in shaping their children's educational experiences.

Combination of direct phone calls, focus groups, surveys, and in-person meetings, could create a comprehensive framework for engaging and involving our underrepresented families. These multifaceted approaches ensure that we reach families through various channels, accommodating different preferences and circumstances. Through these efforts, we strive to build stronger relationships, promote inclusivity, and ensure that the voices and perspectives of underrepresented families are valued and integrated into our decision-making processes.	The District has utilize various communication methods such as emails, texts, newsletters, social media to keep families informed about school activities, events, and student progress and we have provided information in multiple languages to ensure accessibility for all families. In addition, the schools have sent out regular updates from teachers and school administrators to keep families informed about their child's academic performance and school happenings.	Areas of improvement could include professional learning and staff support to enhance the school's capacity for building partnerships that improve student outcome. Offering workshops and seminars to empower parents to support their student's learning and progress at home. Additionally, providing training sessions on navigating the school system, understanding report cards/transcripts, and accessing online resources can further equip parents to engage effectively in their student's education.	Direct phone calls and outreach have helped engage our underrepresented families. Also, providing various ways to engage like focus groups, surveys, in-person meetings, have also been helpful.	One of the District's strengths in seeking input for decision-making is its commitment to gathering feedback directly from students. Recognizing the importance of student voices, the District has implemented student focus groups as a key method for collecting insights and perspectives. These focus groups provide a platform for students to express their opinions, share their experiences, and contribute to the continuous improvement of their schools. By involving students in this process, the District gains valuable firsthand knowledge about what is working well and what areas need enhancement in each school.

In addition to student focus groups, the District seeks input from advisory committees such as the District Advisory Committee, District English Language Advisory Committee, and Special Education Parent Advisory Committee. This inclusive approach ensures that decision-making processes are informed by multiple perspectives, fostering transparency, collaboration, and meaningful participation from various stakeholders. Ultimately, this leads to more informed and student-centered decisions.	Clear, iterative communication and regular updates on changes to accountability measures are crucial. Offering training sessions and opportunities for open dialogue can improve committee members' knowledge and engagement. Additionally, providing regular reports to the community on how their input has influenced decisions and the outcomes of those decisions is an area for improvement.	Direct phone calls and outreach have helped engage our underrepresented families. Also, providing various ways to engage like focus groups, surveys, in-person meetings, have also been helpful.	4	4	4	3	3	3	3	3	3	3	2	2	Met		2024-06-18	2024
41689240127548	Summit Public School: Shasta	3	Summit Shasta has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results. We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold annual evening Town Halls, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit leadership directly through a neutrally facilitated circle discussion.	Focus Area for Improvement: Summit Shasta has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.	As mentioned above, we provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.	By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator.  We examined:
Professional Development structure and survey
Parent newsletters (+language access) (analytics)
Personalized Learning Plan meetings (parents/caregiver:student:mentor)
Policy accessibility on website

Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work.  The school holds a specific tech training for families so they know how to use these resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed.  Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers.  The school is very explicit in all communications the value that parents bring to supporting their child's academic successes.  

Summit Shasta is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners.  During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided.  Prior to 1:1 parent conferences there is specific training for how to hold these meetings in a way that respects parents and encourages their participation.  The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents.

Summit Shasta utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.  

Additionally, the school ensures that parents/caregivers of migratory children are engaged.  This includes meeting with families prior to a departure and then again when they return.  The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.	Summit Shasta continues to utilize a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Additionally, the school continues to ensure that parents/caregivers of migratory children are engaged.	As mentioned above, individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.   Additionally, meeting with families prior to a departure and then again when they return.  The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.	At Summit Shasta, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informating a solution and to understand status, all families, teachers, school leaders, and network team members must contribute. 

In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings.  School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and to plan, design, implement and evaluate family engagement activities.	We will continue to look to our community attendance and participation in engagement events including the Town Hall and board meetings.	As mentioned above, School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and to plan, design, implement and evaluate family engagement activities.	5	4	4	4	4	5	5	4	4	3	4	4	Met		2024-06-13	2024
41689320000000	Pacifica	3	Progress has been made in building relationships between school staff and families due to the increased ways and use of different tools to communicate between school and families. Along with the weakly newsletters from the school and the parent teacher conferences, school admin and staff have utilized parent square and social media platforms to communicate both from the school to families and also from the families to schools. The use of zoom meetings and text alerts has allowed for more engagement both ways. Schools have also put together engagement plans with an academic and or social emotional learning focus that has strengthened relationships between School staff and Families	Focus area of improvement is having data driven community collaboratives to help solve district wide initiatives. An example of this is the District Budget Collabrative group which is an advisement group that is helping come up with ideas to keep the district financial solvent.  Also at a school level where data driven parent teacher conferences in which teacher and families develop plans for improvement based on individual goal setting. The data is drawn from iReady results, classroom performance and individual student progress metrics.	Our underrepresented families will be actively engaged through a collaborative approach that is inclusive, supportive and recognizes and values the diverse contributions of all students and their families. One way will be to organize workshops and training sessions specifically designed for underrepresented families. Topics may include navigating the education system, understanding academic expectations, and supporting their children's learning at home.	Due to the comprehensive academic monitoring system, teachers and school staff have been able to identify progress on student outcomes academically three times a year. It has also allowed teachers to collaborate with families more frequently about student progress. Along with the fully implemented SEL Program that has a family engagement part embedded in the program, families are more frequently and in real time seeing the level of progress their child is making both academically and social emotionally.	Providing multiple opportunities for families and school staff to connect on and partner in the school-wide initiatives. This includes providing parent education meetings around student profiles and desired dispositions, implementing attendance campaigns to improve attendance and reduce chronic absenteeism; and informing around CTC Pathway opportunities.	Through new opportunities for students in underrepresented families to have access to after school enrichment programs, schools will have closer connections and opportunities to engage with these families. School staff will also be reaching out to underrepresented families through wellness checks which will improve relationships between school staff and these families.	Pacifica School District maintains required groups including District English Language Advisory Committee (DELAC), Parent Advisory Committee, Special Education Parent Advisory Committee. In addition, Pacifica School District support sites with guidance to engage families in with their School Site Councils, PTA and othe school based committees	A focus area of improvement is to strive for a diverse membership on these decision making committees/groups and seek input from a wider group of families by providing a more comprehensive survey that focusses on decision around initiatives.	Pacifica School District will improve engagement of underrepresented families by ensuring their representation on decision making groups and seeking input in a way that respects diverse perspectives by conducting surveys and /or forming advisory committees focused on school initiatives.	4	5	4	5	4	4	4	4	2	4	4	4	Met		2024-06-12	2024
41689400000000	La Honda-Pescadero Unified	3	Results from the 2024 California Healthy Kids Survey shows an increase in the percentage of students responding that parents feel welcome to participate in the school (middle school) from 62% in 2022 to 76% in 2024. The state average of this indicator is 59% for CA middle schools. Weekly newsletters, revamped website and use of Talking Points has helped strengthen communication and involve families in the schools.	Suggested improvements for building relationships between school staff and families were noted by both families and staff during the LCAP process. Notably, parents and staff would like more opportunities to interact together and would like us to continue and/or expand opportunities for activities outside of the school day. Family field trips were offered in the fall and spring and families would like them to continue.	During the Community Schools Partnership needs assessment, input meetings were held in areas convenient to parents. Rather than locating meetings at the school, meetings were held in community centers, farms and churches. This allowed meetings to tailor to specific geographical needs and encouraged more to attend as the locations were convenient. LHPUSD will identify other meeting structures which would benefit from this practice particularly to engage underrepresented families.	Systems are in place for parents and teachers to meet together to discuss student outcomes. Parent-teacher conferences are held twice per year with interpretation support from Stanford University. Both evening and afternoon conferences are available to meet the scheduling needs of families. In addition to regular conferences, bilingual community liaison and engagement staff can support families with individual conferences as well which can occur before, during or after school.	Focus areas for 2024-2025 include community building and supporting families to bridge the gaps between our school communities to build a stronger overall school system.	LHPUSD will improve engagement of underrepresented families. In 2024-2025, the Student Study Team (SST) process will be revised and administrators will be trained on the new process. The Student Study Team process is the identification of students performing below grade level followed by notification to families to attend meetings to discuss student progress and identify interventions that will be put in place to support the student. A shared database will be developed to track the SST cadence and monitored at the district level. This structure is in place but not used with uniformity at all schools.	Staff has received professional development through equity PD meetings, which are held every three weeks, to support families and students to engage with our schools and participate in decision making. Recent data from California Healthy Kids Survey shows that 76% of middle school students share that their parents feel comfortable participating in school activities. 
The Community Schools model of holding meetings outside of the school is also a strategy to engage more families in both information dissemination and decision-making.	LHPUSD needs to develop ways to measure needs that families have related to seeking input for decision-making.	LHPUSD will gather data through surveys and focus groups related to parent engagement during the first semester of 2024 to provide district staff with data early in the school year rather than our traditional Spring input calendar. In doing so, this effort can occur in conjunction with other district efforts including community building and communtiy school gap analysis.	3	4	3	3	4	3	4	4	4	3	4	3	Met		2024-06-27	2024
41689570000000	Las Lomitas Elementary	3	In 2022-2023, LLESD strengthened its strategic communications and educational partnership engagement to support student success. All levels of the organization worked to deliver consistent, timely, and culturally responsive communications that promote family and staff engagement. The district continues to build upon the communications plan created in 2022-2023. 
Some highlights of our work this year:
* Maintaining implementation of the communication plan to communicate (via newsletters) to parents on Thursdays, with consistent, bi-weekly, aligned principal newsletters and consistent, monthly, district newsletters distributed on Thursdays
* Offering several opportunities at different times of the day for parents to attend Family Nights centered on Restorative Practices or meetings. 

At Las Lomitas and La Entrada, parent communication was shared with staff first for feedback and input to the degree possible. Principal’s coffees in the spring were held on a dual platform to make them more accessible. New family tours were held in person in the spring to welcome families into the school community. La Entrada prioritized student voice and engagement in developing ways for students, staff, and families to engage with the school community. The format of the 4th and 6th-grade orientations is student-facilitated with the support of the principal vs. adult-oriented and presented by the principal to the parents. The Gay-Straight Alliance Club of middle school students (GSA) hosted multiple school wide events to ensure a sense of belonging and engagement. Working groups such as the PTA, students, parents, and staff partners shared throughout the year to plan and organize events that have benefited the school community.	All levels of the organization worked to deliver consistent, timely, and culturally responsive communications that promote family and staff engagement. A communication plan was created for the school year with an established communication cadence: once monthly from the district and bi-weekly from the schools. The district coordinated schedules with the PTA to ensure alignment and synergies. The PTA messages were shortened based on the district and principal messaging. The District newsletters included updates on strategic goals, events, initiatives, and school board meeting highlights. Spotlight articles highlighted curriculum and programs to increase awareness and connection. Visuals were created to communicate specific issues. The bi-weekly communication at the school sites focused on site-specific programs, schoolwide relevant events, 4th and 6th-grade orientations via Zoom, parent/teacher conferences, and Principal’s Coffees. As a result, there was an increase in students, staff, and families who feel engaged and successful at the school sites, and the communication plan and timing will be continued.

In addition, LLESD partnered with two outside organizations to offer additional afterschool opportunities for students. One of the programs offers afterschool enrichment courses, team sports, and music to our students. Another program is an online tutoring system where students can get assistance in math and English-Language Arts with assistance geared to meet the individual needs of the students.	After assessing our low-income and multilingual families’ needs (English Language Learners families), conditions, and circumstances, we learned that the barriers to engagement of our multilingual families (English Language Learners families) continue to be lower than the other families in K-8. To address this condition of our multilingual families (English Language Learners families), we will continue to implement our inclusive communication platform for the website’s content management system, newsletters, and emergency communications and update the implementation plan for the transition to the new vendor. Each site will continue to ensure we are communicating in a manner that is inclusive of all members of the school community and so that the families have an increased comfort level at the schools and access information. These actions are being provided on an LEA-wide basis, and we expect/hope that all families will benefit. However, because of the higher barriers to engagement of multilingual families (English Language Learners families) and because the actions meet needs most associated with multilingual (English Language Learners) needs, we expect that the engagement data for multilingual learners (English Language Learners) will increase more than the achievement of all other students. 
Increased attention and support for the families of multilingual students (English Language Learners) in 2024-25 is the most effective use of the funds to meet these goals for its unduplicated pupils based on the information gathered through formal and informal focus groups and surveys in 2023-24 and the increased participation by all families in events held in spring 2023-24. LLESD partnership with outside organizations provide outreach and the afterschool opportunities at no cost to our underrepresented families and students. In addition, the district covers the cost of the tutoring program for those underrepresented families who would not normally be able to afford afterschool tutoring services. These services are based on student need and our regular assessment data in math and ELA.	"LLESD connects with all new English Learner Families in the district to understand their needs and expectations. We will continue to provide meaningful and robust Parent Education in core curricular areas, including Social Emotional Learning and Parenting topics. Our goal is to identify the needs of our English Learner Families to develop the best educational program for the children. We also aim to create as many opportunities for parent engagement and events like ""Coffee with the Principal"" to solicit feedback and address concerns our students and their families face. We utilize our registration platform to create a ""family buddies"" bank of parent and student volunteers to help new families assimilate into the school community. Such new families are often English Learners. We hold special lunch gatherings for students to connect with each other and the school.

Parental input is an essential component of the culture of this District. Each site has a PTA and Site Council. A Joint Committee on Priorities (JCOP) serves as the LCAP Parent Advisory Committee (PAC). It comprises representatives from both schools’ PTA leadership and Site Council leadership. Representatives from the foundation leadership, DELAC leadership, parents of students with an IEP, school board members, site administrators, and district administrators also attend monthly meetings. The District English Learner Advisory Committee (DELAC), our LCAP English Learner Parent Advisory Committee (ELPAC), meets throughout the year, with representation from Las Lomitas and La Entrada. All parents were offered multiple opportunities to participate in surveys, focus groups (special education and general education), and interactive video conferences with the teachers, principals, and the superintendent.

As part of our LCAP, the District sought input for the equity audit and from parents on the District decision-making process and how the District has promoted parent participation in programs. The online survey included Parent Engagement, School Climate, and Learning Recovery questions."	LLESD will identify a process to ensure that the District Equity Team (DET) is comprised of key District educational partners at all levels of the organization to co-lead equity work as indicated in the 2024-2025 LCAP. We will continue to use the inclusive communication platform for the website’s content management system, newsletters, and emergency communications. In addition, we will maintain implementation of our communication plan that outlines expectations for consistent implementation at each site to ensure we are communicating in a manner that is inclusive of all members of the school community. Finally, we plan to offer parent involvement opportunities in multiple languages and settings to increase parent engagement as indicated in LCAP Goal 4.	In the 2022-2023 school year, the district conducted an equity audit to determine areas of need, particularly areas of need from our underrepresented students and families. The equity audit results and recommendations are seen throughout the 2024-2025 LCAP. As evidence of our commitment to racial competence, all District and site plans require teachers and leaders to have an asset-based approach to educating and serving students and families of color. This lens means that diversity is viewed as a strength, and individuals are valued for their unique contributions to the school and district Community. 
LLESD is committed to creating a supportive environment focused on equitable experiences and outcomes for all students and a sense of belonging and agency among all educational partners and prioritizes steps to mitigate gaps in experience and sense of belonging between student subgroups. This includes dedicating time to creating a vision, action plan, and accountability process for the implementation of DEIAB in all aspects of the District's work. The District will review processes, policies, and other data revealing disproportionality in students’ opportunities, access, and outcomes and develop specific planning processes at the District office and each site to mitigate the disproportionalities discovered. 
LLESD works with our parent groups to build trusting and respectful relationships. Participation in our Parent Teacher Association (PTA) is an integrated platform for the collaboration between parents, teachers, and site and district administration. The Las Lomitas Education Foundation is another volunteer organization that plans several events throughout the year to build community and increase the parent, teacher, and administration interface. The parents regularly participate in PTA and Foundation events throughout the year. Both parent organizations and the school sites provide transportation to and from school events for underrepresented families as a way to increase participation and strengthen relationships and provide equitable access to parent engagement opportunities. We also reached out to our underrepresented families to serve on a number of Diversity, Equity, and Inclusion workgroups and professional development, notably Courageous Conversations and DEI focus groups.
	LLESD works with our parent groups to build trusting and respectful relationships. Participation in our Parent Teacher Association (PTA) is an integrated platform for the collaboration between parents, teachers, and site and district administration. The Las Lomitas Education Foundation is another volunteer organization that plans several events throughout the year to build community and increase the parent, teacher, and administration interface. The parents regularly participate in PTA and Foundation events throughout the year. In a non-pandemic year, both parent organizations and the school sites provide transportation to and from school events for underrepresented families as a way to increase participation and strengthen relationships and provide equitable access to parent engagement opportunities. We also reached out to our underrepresented families to serve on a number of Diversity, Equity, and Inclusion workgroups and professional development, notably Courageous Conversations and DEI focus groups.

Input received from educational partners through the LCAP development process indicates a desire to improve parent engagement and communication. We plan to improve performance through actions that increase and improve parent engagement and communication and will measure progress towards our goal using the metrics identified below.	"Feedback was provided via discussion, meeting notes, shared Google documents, and survey data. The District used Thought Exchange, a software program, to gather evidence of progress on the LCAP. Thought Exchange allows the district to conduct interactive online ""exchanges,"" where educational partners confidentially share their input. The accumulated evidence was presented to the parent committees and at a school board meeting. In general, the ideas the staff and community provided aligned with the strategic plan's efforts and informed the 2024-2025 LCAP. 
The emphasis on diversity, equity, inclusion, access, and belonging continues the efforts over the last nine years, so there was District-wide support for DEIAB. In 2022-2023, the District gathered baseline data on ""Perceptions of the quantity and quality of equity-focused professional learning opportunities available to faculty and staff."" 57%-67% of the teachers and staff value the equity-focused professional development opportunities offered throughout the summer and year. Although the data shows increased opportunities to learn about, discuss and confront race, ethnicity, and culture issues, the teachers and staff are looking for more opportunities to learn how to promote equity in their practice. 
In 2022-2023, Insight Education Group conducted a comprehensive equity audit in LLESD. The Insight Education team met with educational partners from the district and the larger community to gain as many perspectives as possible and to confirm trends identified by examining multiple data sets. The audit included analyzing district student achievement data, graduation and discipline data, district staffing, professional development, and educational partners’ perceptual data. The equity audit team developed a report in alignment with an Equity Framework. It includes recommendations aligned to each domain in the framework for consideration by the superintendent and her team. This report addresses the current district landscape pertaining to equity. It presents an important opportunity for district leadership to develop a plan to implement the recommendations in an aligned, coherent and intentional manner. We continue to address the recommendations from the audit in our 2024-2025 LCAP."	LLESD has a process to ensure that the District Equity Team (DET) is comprised of key District educational partners at all levels of the organization to co-lead equity work as indicated in the 2024-2025 LCAP. We will continue to use the inclusive communication platform for the website’s content management system, newsletters, and emergency communications and develop a communication plan that outlines expectations for consistent implementation at each site to ensure we are communicating in a manner that is inclusive of all members of the school community. In addition, we will offer parent involvement opportunities in multiple languages and settings to increase parent engagement as indicated in LCAP Goal 4.	5	4	4	4	4	4	5	4	4	4	4	4	Met		2024-06-12	2024
41689650000000	Menlo Park City Elementary	3	MPCSD prides itself on creating multiple opportunities to engage families at the school level and the district level. School sites host community-building events such as science and math nights, multicultural nights, and family picnics to welcome the community. Schools also engage families through opportunities to serve on the School Site Council and PTO.	We have received feedback about two things we can improve in this area.  1) creating parent classes focusing on strategies to support their child academically at home and 2) developing more two-way communication between home and school.	MPCSD will work in collaboration with parent groups to identify and implement ways to more effectively build two-way communication with families.	Our strength as a district in building partnerships for student outcomes comes from our Family Engagement Coordinator. She ensures our focal families have the necessary information and support to engage with the schools. From registering for events to knowing how to prepare for a parent-teacher conference. Our coordinator is well-connected in supporting our families for positive student outcomes.	We can make improvements to collaborate with our parent groups to identify and then implement more effective two-way communication with the schools. Parents have so much to share with our schools about their children and culture. Getting to know our families will strengthen the partnership.	The district will continue its current practices in actively recruiting families to engage in governance opportunities. As mentioned earlier, two way communication is an area of opportunity, not just for our schools, but also at the district level.	This year, in particular, the district was in the process of developing a new mission, vision, core values, and a new LCAP. Surveys, parent meetings, and other feedback-seeking events were held throughout this year. In addition, MPCSD regularly seeks input from school site councils, DELAC, Parent Cafe, and the annual Panorama survey.	Our continued challenge in seeking input from focal student families is participation when feedback opportunities arise.	In order to improve engagement of underrepresented families in decision making is to include questions that ask for decision making input in our annual local surveys so there is opportunity for everyone to contribute input.  In addition, creating ways for parents to attend meetings virtually to provide input is another avenue we are exploring.  Lastly, we will continue to partner with our Family Engagement Coordinator to identify and implement other effective participation methods.	5	5	5	5	4	4	4	5	5	5	5	4	Met		2024-06-13	2024
41689730000000	Millbrae Elementary	3	Millbrae  Elementary School District continues to hold regular coffees with the principal, School Site Council meetings, PTA/PTOs or Parent Teacher Association, ELAC or English Language Advisory Council meetings, parent and family engagement/education meetings and parent-teacher conferences. Principals send weekly communications to their families through Parent Square. Millbrae also continues to welcome volunteers to our campuses. In 2023-24, Millbrae hosted its second annual block party with the majority of families attending. LCAP information, school performances, games, and conversations with district staff were a few of the things offered.	Millbrae Elementary School District continues to focus on anti-bias and culturally responsive environment. Staff and families were invited to an evening with the 2021 National Teacher of the Year, Juliana Urtubey. Ms. Urtubey discussed how joyous learning nurtures a sense of belonging and a just environment helps us recognize and dismantle barriers enabling all of us to better support students to flourish and succeed. A former Millbrae parent and student were part of a panel discussion that followed Julianna’s keynote address.

Staff were provided two days of training with world-renowned educational speaker, Dr. Anthony Muhhamad. The focus of these two professional learning days was anti-bias, equity, and how this ties in with our focus on professional learning communities. 
	Millbrae Elementary School district is doing greater outreach to families rather than relying solely on Parent Square for communication, including personally handing out flyers in a bilingual format while greeting parents in front of schools to advertise events and parent education opportunities. We will be providing translation headsets at our parent meetings. Meetings were offered at two different times, one at night and it was presented in Spanish. The second meeting was offered in the morning following the morning drop-off. Feedback from our educational partners was that they would like to see more meetings offered at various times and in Spanish in the future. The district provided a variety of resources to facilitate and promote learning throughout the summer, through access to online educational materials and suggested activities to keep students active and stimulated. These Summer Learning and Summer Enrichment activities are grouped by grade level. Students are encouraged to work on the grade level they were assigned for the 2023-24 school year or lower to build foundational skills. 
	Millbrae Elementary School District has been historically successful in maintaining partnerships with our local Lions and Rotary clubs, Peninsula Chinese Business Association, the Millbrae Education Foundation, Millbrae Parks and Recreation programs, San Mateo County Office of Sustainability, San Mateo Office of Education, Millbrae Public Library and more.	The Millbrae Elementary School District continues to focus on healthy and welcoming learning environments to support and improve learning for all students. For the second year, Millbrae Elementary School District has partnered with the local County Offices of Education to strengthen our PBIS (Positive Behavior Intervention Strategies) framework implementation. PBIS fosters a safe learning environment for all students where they feel welcomed and valued. A positive climate such as this contributes to the whole child and increases academic achievement. This year, we have also continued our work with Solution Tree to build our capacity to become a professional learning community. Teacher teams within the professional learning community use common formative assessments to monitor student progress and provide timely intervention for students in need.
	As Millbrae Elementary School District continues to maintain existing partnerships and build new partnerships, we prioritize equity and inclusion. Our Millbrae Education Foundation (MEF) continues to support our schools' providing to our general fund to support needs as determined by our state and local data, including our underrepresented students. The MEF is funding educational experiences at each campus. The Pacific Skyline Council of the Boy Scouts of America provides weekly Cub Scout programming for more than 70 second-fourth-grade students at Lomita Park at no cost as part of their ScoutReach program. More than half of these students were not previously part of our after-school programming. 
Additionally, 30% are part of our Comprehensive Coordinated Early Intervening Services (CCEIS) target group. This program gives these students additional opportunities to use academic English, gain valuable background knowledge in a variety of academic areas, and deepen their engagement and connection to school.
	Millbrae Elementary School District has made progress in this area by providing a full-time ELD coordinator who has been actively engaged with our underrepresented families. All school sites and LEA continue to engage in active recruitment of parent participation in established advisory groups. We are translating many of our district documents or providing them in a format that allows the reader to choose the language.	Our meetings with educational partners, especially families, are very informative in nature and input is solicited. Attendees ask questions but very rarely provide feedback, even when asked directly. The district continues to work with our families and partners to create and maintain two-way communication and shared decision-making.
	The district will continue to provide opportunities for parent voice and input through our School Site Council meetings, ELAC or English Language Advisory Council meetings, DELAC which is the District English Language Advisory Council meetings, attendance at school board meetings and our series of parent education nights that provide an opportunity for parent questions and feedback. Additionally, we have been soliciting feedback on district goals and performance through district surveys. Beginning in the 2024-25 year, the district will be using surveys through Panorama to solicit and track data on various data points.
	4	4	4	4	4	4	4	3	3	3	4	3	Met		2024-06-25	2024
41689810000000	Portola Valley Elementary	3	Close collaboration with parents and community members continues to be a big part of PVSD’s success. PVSD has been able to gather input from a variety of Educational Partners through virtual and in-person meetings, chats, and surveys. In addition, parent-teacher conferences that incorporate joint goal setting for students helps to build relationships with families. 

Some highlights with regard to input include: 
End of Year Parent Survey - 
92.5% of parents/guardians feel comfortable communicating with the school district
92.5% of respondents feel well-informed about issues and school news.
	PVSD is grateful to it’s Family and Community members for their high level of engagement and support. The Portola Valley Schools Foundation continues to be a valued partner both in terms of fiscal support and helping enhance access to a wide variety of experiences for our students. PVSD continues to utilize different mediums for communication, including coffee chats, social media such as Instagram and Facebook, and platforms such as Parent Square. During the 2023-2024 school year the District’s website was updated so as to make navigation easier for our educational partners thus improving access to information.
This year the district was fortunate to have a substantial representation of parents from the Voluntary Transfer Program and parents of students with special needs or limited English proficiency on the LCAP advisory committee. District staff met separately with this group of parents (in addition to feedback provided during the whole group meetings) to ensure a safe forum for them to share their thoughts and views. They expressed extremely high satisfaction with the district’s outreach efforts and level of support for underrepresented students and families. 
	Each family identified as unduplicated was personally contacted to encourage participation in expanded learning opportunities. They were also offered transportation for their students to boost attendance. This resulted in strong participation from this cohort. PVSD will continue to reach out to each of these families going forward to maintain engagement. We want to continue to make sure that all our support systems are in place so that all our students and families feel safe and a part of the community. The District will also continue to engage it’s Voluntary Transfer Program families through events such as Family Nights.
As noted above this year the district was fortunate to have a substantial representation of parents from the Voluntary Transfer Program and parents of students with special needs on the LCAP advisory committee. District staff met separately with this group of parents to ensure a safe forum for them to share their thoughts and views. While they expressed high satisfaction with the district’s outreach efforts they also expressed frustration that participation of underrepresented families in these efforts was not at the level they would like. District will continue to work with this group of parents to increase participation. 
	Community Engagement and Feedback Overview
Multiple Communication Forums: Families can communicate with the school district through parent surveys, principal chats, and superintendent chats.
End-of-Year Parent Survey (2023-2024):
95% of respondents are very satisfied with the overall academic achievement of the district.
85.8% feel the students in PVSD are being well prepared for high school and beyond; 10.2% felt unsure about how to respond as their students were too young.
99.4% of respondents responded ‘yes’ to the prompt ‘Our schools have a safe and positive learning environment’
95.2% reported they were satisfied or very satisfied in response to the question, ‘How satisfied are you with your child's engagement in school?’
Priority on Communication and Relationships: The Board and Superintendent prioritize communication and building relationships.
Parent Education: The district partners with Parent Venture to provide education supporting students' social-emotional well-being and academic needs.
Classroom Volunteering: Parents have opportunities to volunteer in classrooms, fostering stronger parent-school connections.
San Mateo County Office of Education Volunteer Transfer Program (VTP):
Successful VTP Family Night in the Fall with productive and informative discussions.
Increased interest from parents in engaging with the district following Family Night.
Increased VTP parent participation in the Superintendent Advisory Committee, which serves as the LCAP Parent Advisory Committee.
	The 2024-2025 Local Control and Accountability Plan (LCAP) for the Portola Valley School District reflects a year of extensive feedback and input from various educational partners. Surveys and discussions have shown a high degree of satisfaction with the district's programs. However, there is an ongoing need to delve deeper into the goals and action items outlined. The district remains committed to delivering high-quality core instruction, providing multiple opportunities for student engagement, and maintaining a safe, healthy, and respectful learning environment. 
On the 2024 End of Year Student Survey 86% of students responded ‘yes’ to the prompt “My teacher(s) works with my parents/guardians to help me do my best in school”. Going forward the partnership lens will be applied to information elicited through student focus groups to gain a better understanding of ways in which this can be increased. 
	The Portola Valley School District (PVSD) will continue to strengthen personal connections with underrepresented families by enhancing communication through phone calls and emails and working with a small group of parents representing this group to enhance participation in district events. Additionally, the district will provide transportation to critical meetings and expanded learning opportunities, ensuring these families have better access and engagement with the school's programs and resources.
	The Portola Valley School District (PVSD) provides numerous opportunities for parents and community members to contribute to decision-making processes. Active participation in the Parent Teacher Organization and the Portola Valley Schools Foundation is a testament to this engagement. The district employs a variety of communication methods to solicit input from educational partners, including:
District website and various social media platforms
Superintendent and Principal Chats
Superintendent Advisory Committee, which also functions as the LCAP Parent Advisory Committee
San Mateo County Special Education Local Plan Area (SELPA) administrators
Safety/Emergency Preparedness Committee
Parcel Tax Advisory Group
Budget Oversight Committee
Technology Advisory Committee
Additionally, PVSD gathers feedback through various surveys, such as:
End of Year Parent Survey
End of Year Student Surveys (grades 2-8)
Staff Professional Development Interest Survey
Student Focus Groups
By utilizing these diverse input sources, PVSD is able to make more informed decisions regarding student achievement, wellness, and parent involvement.
	As noted earlier, PVSD is fortunate to have a high degree of engagement and involvement from our families. In the End of Year survey 92.5% of parents/guardians responded that they feel comfortable communicating with the school district and feel well-informed about issues and school news. PVSD’s focus on seeking input for decision-making needs to include more opportunities for educational partners from the entire community to provide input, especially parents of students with disabilities and English language learners and VTP parents.  Family nights, Back to School night, coffee chats and meet and greet events are ways to create opportunities for educational partners to provide input.	PVSD will continue with VTP family nights which help connect the district to this unique population. PVSD will focus on providing families of English learners and students with disabilities additional opportunities for providing input via specific targeted surveys and focus group meetings.	5	5	4	5	4	4	4	4	4	4	4	4	Met		2024-06-13	2024
41689990000000	Ravenswood City Elementary	3	Overall Ravenswood has made a lot of progress in continuing to build relationships with families, and developing welcoming environments. In general ParentSquare has been extremely valuable for communication, including reminders for completing application documents, the ability to send text messages with auto-translation, and the promotion of school site/district/community events. All of our schools also offer multiple methods and opportunities for communication with teachers, school staff, and administrators. We have Spanish Translator/Interpreters available for our non-Spanish speaking staff, and Outreach Coordinators at each school who are supported by the district Family & Community Engagement Coordinator. Some specific teachers/staff are more engaged with their student’s families, so our Coordinators work to ensure all families are supported. They have found it very valuable to spend time at the gate during pick-up/drop-off times, just connecting with students and families, and answering questions as they come up. Based on data collected from specific schools, we have made progress in building relationships as more families feel comfortable sharing their stories, ideas, and concerns with school staff throughout the week. We hope to encourage more of these interactions system-wide, across the district. Some examples of events or opportunities for relationship building include “Earth Day” activities, “Cafecito”, “Safe Routes to School” partnership with SMCOE, “Parent University”, “SSC/ELAC” or “DAC/DELAC” meetings with our families as community leaders, and “Family Workshops” which often includes content from community organizations. We encourage families to request topics that they are interested in and would like to hear more about. A popular event is when the cafeteria managers share their knowledge with parents, talking about nutritional information, the high quality standards of food preparation, and also sharing what the students enjoy and don’t like! When events are held in-person, there is a high level of interaction between school staff and families, but when events are held virtually it is challenging to connect on a personal level. Ravenswood typically has a relatively high turnover of staff, so it is always challenging for families to continually re-establish new relationships. The ongoing presence of individuals who are committed to improving our school environments and climates is extremely important for the success of improving the wellbeing of our community as a whole. As a district we are working towards increased staff retention, which will hopefully also support long-term relationship building with families.	While we have so far put a lot of effort into ensuring that a range of opportunities are available for engagement, a significant area of improvement for us will be connecting more personally and more individually with our families. Families do respond when it is about their individual student, but we want to work towards creating and developing the community as a whole.  Another key point here is that we need to ensure that all vacancies are filled, having an Outreach Coordinator/Director of Culture, or other similarly student- and family-focused role we have found is beneficial to overall school and community culture. As a district, we also want to identify specific needs for specific families, in order to help overcome these barriers and connect families with relevant support services. For example, there is not always one single reason why students are absent from school. It could be related to transportation, needing to stay home to care for younger children or elders, not having appropriate clothing to wear, or any number of other reasons. We have found that those families who do attend, and who do engage with the school are fully involved and committed to forming strong relationships with school staff. The challenges are focused on those families and individuals who we haven’t yet reached.	Throughout our LCAP engagement and Local Indicator self-reflection processes this year, we have worked to focus on hearing from families who are traditionally underrepresented. In particular, our Outreach Coordinators and Family and Community Engagement Coordinator continue to reach out to families who are struggling, checking in with them regularly, and in some cases specific staff have even made home visits. One way to improve the engagement of our families is by eliminating barriers that limit our families from attending school-wide events, so by identifying those barriers and addressing them, we will likely improve the engagement of underrepresented families. We also want to hold space for events where they can share their own experiences and learn from each other. It’s also important that all school staff notice and identify students and families who need any sort of additional support. We are working at increasing the presence of school staff at after school events such as middle school sports games, and music concerts. By simply increasing the presence of staff in situations where families are already attending and supporting their children, we can increase the interactions and contact points that staff and families have. This allows for more authentic conversations and with more opportunities for relationship building. We also want to encourage and build the capacities of parents to create groups to support each other, leading to stronger relationships between school staff and the families.	Some examples of events or opportunities for partnership building include “Cafecito”, “Parent University”, “SSC/ELAC” or “DAC/DELAC” meetings with our families as community leaders, and “Family Workshops” which often includes content from community organizations. We encourage families to request topics that they are interested in and would like to hear more about, and we emphasize what families can do to support student learning at home. A popular event is when the cafeteria managers share their knowledge with parents, talking about nutritional information, the high quality standards of food preparation, and also sharing what the students enjoy and don’t like! It is very valuable for both teachers and families when they can get to know each other at these events which are focused on student successes. There are always a number of very involved and engaged families who are just amazing, and will show up to everything! We’d like to continue increasing the percentage of our families that fit into this category. We also try to ensure that families have sufficient resources at home to support student learning, particularly in partnership with the Boys & Girls Club of the Peninsula (BGCP) and the 49ers Academy. Both of these community partners support our students and families with tutoring, homework time and space, and case worker support. Many teachers are now providing more regular updates on students' progress throughout the year, instead of waiting for parent-teacher conferences. This has helped to improve the relationship between the school and families, leading to better outcomes for our students. Conferences are still held three times per year, and it is a great opportunity for teachers and families to work together to develop and monitor the plans and actions to support their students. We have found that increased text/ParentSquare communication between families and teachers often leads to increased attendance at these conferences. In some cases, families do not feel confident in approaching the teacher about an issue or to request support, but they have spoken with the site Outreach Coordinator, who has been able to provide assistance in bridging any communication or comfort barriers.	A key focus area for Ravenswood is to truly work together. Building strong, collaborative connections with families has been challenging, particularly during these pandemic-impacted and pandemic-recovery years. We are looking into how we can provide more direct staff support - for example, only having one counselor per school means that we either have to focus on either a shallow breadth of service or narrow depth of service, but not both. It is also challenging to support students and their families, when the solution is unclear. By focusing on more personal conversations and connection points to truly know our families and their students, we hope that some of these challenges can be addressed. We already attempt to convey large volumes of information, but the follow-through and implementation of the actions themselves can sometimes be inconsistent across school sites, or don’t quite meet the actual needs. We need to continue to work on establishing strong feedback loops, and encouraging true engagement from our families, that has a visible impact in our students’ educational experience at Ravenswood. Additionally, we need to show across the board representation of our teachers, district staff, and school staff at events and activities, particularly supporting students outside of the classroom setting, and being present at community meetings and gatherings.	When students and families are not aware of the resources and support available to them, it is extremely difficult for them to request these services. As a district, we are working on ensuring that all families, especially those whose voices and experiences are typically underrepresented, are fully aware of all options. As mentioned previously, additional personal connection, conversations, and interactions are extremely valuable in hearing from our families - and this is extremely important for families and students who are underrepresented in our engagement processes. We are always striving to improve these experiences, knowing that both staff and families are always working towards the same goals of success for all students. We will be placing more emphasis on identifying students who are struggling either academically, or non-academically, and ensure to connect with those families to offer additional support. We will also focus on connecting with those families and truly listening to their concerns and working on a plan from there.	We have been working on building staff skills in building strong relationships with families and students, and also working on developing the capacities and skills of families. We have had some participation from families, but the ongoing impacts of the pandemic have significantly influenced everyone’s capacity for engagement. Providing materials and holding meetings in both English and Spanish is important for our community events to be inclusive. We have also found it useful to go outside of the traditional “meeting” format, to gather input through conversations and at times when families are already interacting with school staff (such as at pick-up and drop-off times). We are starting to have more conversations with families about how activities are prioritized and funded, and hearing what their preferences are for future adjustments.	We would love to receive more input from families, however input thus far has often been relatively minimal, even with many opportunities provided. This is possibly because it is difficult to visibly see the impact that family feedback has at schools and in our processes, or because the ongoing impacts of the pandemic have contributed to decision and engagement fatigue. We are working on improving our feedback and communication, building stronger relationships, and demonstrating that we hear and respond to the requests and suggestions of our families and students. We want to increase family participation in our decision-making processes and opportunities, and also add additional opportunities through multiple different methods of information gathering.	This is an area of development for Ravenswood. We are focusing on hearing from families through more authentic conversations, rather than through manufactured and formal meetings and surveys. This focus on conversational connection certainly includes all families in our community, including those who are typically underrepresented, particularly in decision-making processes. It is important that we reduce any barriers to engagement, and come together as one group, without the traditional hierarchical structures. This might look like involving students and inviting them to share their opinions, or eating together and sharing thoughts over a meal. We want to focus on all people working together for the betterment of our entire community, rather than perpetuate the type of expert participant engagement that continues to exacerbate the underrepresentation of voices from some families and students. Staff at school sites are directed to identify families who have not participated in different engagement opportunities to make sure they are aware that there are options open to them to share their voice. We want to better empower our families to feel capable and prepared to make informed decisions, and to share their diverse backgrounds with each other and staff so that we all have a greater understanding of the various unique life situations people face and reduce assumptions.	4	4	3	4	4	4	4	4	3	3	4	3	Met		2024-06-27	2024
41689990134197	Aspire East Palo Alto Charter	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase the engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	5	5	5	5	5	4	5	4	5	5	5	5	Met		2024-06-20	2024
41689990135608	KIPP Valiant Community Prep	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.

We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are
encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior
to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.

KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.

KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors,
including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.

The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 75% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.	KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid
communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):

Assume good intentions, and approach all families as partners who want the best for their children.
Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.
Invite parents or guardians to share information about family cultures and traditions.
Recognize and respect differences in family structures.
Recognize the role that identity and background may play in shaping relationships between teachers and families.
Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.
View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 75% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of
contact to engage all parents/guardians.

Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.

KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the
development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.

KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and
communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health
and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	Parent involvement in decision making at KIPP is demonstrated in multiple ways.
The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents.

KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as
well as distributed and discussed at an early School Site Council meeting.

The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.

KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and
communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health
and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	4	4	4	4	4	3	4	3	3	3	2	3	Met		2024-06-11	2024
41690050000000	Redwood City Elementary	3	Based on our survey results, parents are often more connected to the school when they do get to speak to school leaders. The transition to community schools at several RCSD sites has brought a lot of services to RCSD campus that help connect the school with families. Principal's Newsletters, teacher & principal emails and strong communication channels with automatic translation help with communicating information to parents. The District has also been successful in having open forum conversations regarding large decisions.	Although we have many strengths in building partnerships with our families, there is always room for improvement. The district collaborates with school leadership to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active partners. Opportunities to provide input on policies and programs are provided to all families through LCAP surveys, School Site Council (SSC) meetings, PTA/PTO meetings, ELAC/DELAC, and a variety of district committees. We send out communication to help families understand their role in the decision making process and school governance as well as to increase the quantity of families that engage in decision-making and input-gathering opportunities. We will continue to offer opportunities for families to participate virtually, when possible, in advisory committees, and general parent meetings.
	To improve engagement of underrepresented families, the Local Education Agency (LEA) will move forward with the following strategies based on analysis of educational partner input and local data: LEA Will continue to iimplement multiple communication channels to ensure all families, especially underrepresented ones, receive timely and relevant information. This includes multilingual newsletters, social media updates, and direct messaging systems. The  LEA will appoint community liaisons who are familiar with the cultural and linguistic backgrounds of underrepresented families. These liaisons will serve as bridges between the school and families, facilitating trust and understanding. The LEA will establish feedback mechanisms that allow underrepresented families to voice their concerns, suggestions, and experiences through in person focused group meetings and surveys.  As well as provide resources and supports to underrepresented families through community services, workshops, and technology access.	RCSD has standards based grading and ask teachers to give evidence for student learning. Teachers communicate the learning progress being made throughout the year and in general have been pretty open to discussion and dialogue.  This school year, parents of students in grades 3 - 8 will have online access to the digital Parent Portal that provides up to date information on student assignments and learning progress.	There is significant outreach to a variety of educational partners in the RCSD extended learning program, DELAC, and LCAP and other plan development.  The RCSD administration is committed to parent and student voice in making decisions.  Due to recent feedback, more emphasis will be placed on building site capacity and opportunities for including parents  in information sharing, school and district leadership, and decision making.	RCSD provides translation for all meetings with parents - both site and district level.  A variety of meeting venues will be explored, both site based, community based and online.  The full time Communication Specialist and an Outreach Coordinator who develop emails, social media pages, in person trainings and materials for the large Spanish speaking community in Redwood City will continue to have focused groups at the sites to help bridge the gap between school and families.  Their efforts have made a difference in involvement and learning opportunities for a significant part of our community.	Positive feedback is given specifically about the team supporting children with special education needs, highlighting their effectiveness and impact.
Appreciation is expressed for the district's inclusive approach by involving parents and caregivers in meetings and considering their input, indicating a positive relationship between the district and the community.
The growth of the MI program and support for underrepresented groups are viewed positively, suggesting recognition of the district's efforts in these areas.
Specific positive experiences are mentioned, such as strong parent involvement at a particular site and principal coffees, indicating successful engagement initiatives.
Some respondents express overall satisfaction and positive evaluations of the district's performance, indicating a generally positive perception of the district's efforts.
Comments express positive opinions and satisfaction, reflecting a similar sentiment of contentment, with mentions of good, very good, excellent, and the district's efforts to bring more programs.	The need for a summer school program that combines academic support and enrichment activities is emphasized, particularly for families facing financial constraints.
Suggestions include focusing on after-school clubs, providing more resources, improving communication with families through various channels, and addressing the needs of language immersion schools.
Concerns are raised about the lack of decision-making abilities for parents and the unclear options for participating in decision-making forums. This suggests a desire for increased involvement and transparency.


Comments generally express satisfaction, highlight the importance of surveys and trainings, and make suggestions related to playground supervision, parking, and addressing the needs of students and the school.
	Translation is offered for all site and district meetings.  Where meetings take place in person, child care and food is provided.  Most district meetings take place virtually, and translation is available for the larger group meetings, with designated Spanish speaking breakout sessions, led by a fluent Spanish speaker, are always offered for small discussions	3	4	3	3	3	3	3	3	3	3	3	3	Met		2024-06-26	2024
41690050127282	Connect Community Charter	3	Connect’s strengths and progress in Building Partnerships for Student Outcomes are developing a strong and supportive school culture through a positive behavioral interventions, a strong school counseling program, family communication through ParentSquare, the website, and the newsletter, and partnerships through conferences, parent workshops, and family events. The Charter School has developed partnerships with Healthy Cities Tutoring, the ASES grant After-School Program where the paraprofessionals work in intervention and homework and STEAM programs, the Public Library that provides library cards, Science from Scientists, and Reading to Shelter Animals. The Charter School also uses buddy teachers, hired a full-time school counselor, gardening, music, and art enrichment, and PBIS. 
Our strengths in building relationships between school staff and families stem from open two-way communication. One characteristic of our LEA that supports communication is our staffing. We have multiple bilingual employees at all levels of our school: administrators, teachers, support staff. This is essential at a school site with a large number of families who have limited English. Our employees help with translation/interpretation of all written material, completing forms, IEPs, community gatherings, curriculum, parent conferences, etc. For families, being able to comfortably interact with our LEA helps strengthen our relationships. Another key element in our communication plan is the use of digital tools such as Google Voice and ParentSquare. Because these tools allow for text messaging, we can deliver important information to parents in their preferred mode, and they can easily communicate with us. Additionally, these tools include translation support, thus making the information accessible. Finally, we host many events for parents to connect with the school such as monthly community meetings, project presentation nights, and a winter craft fair. We are constantly striving to build relationships between school staff and families.
	Connect continues to focus on increasing attendance at DELAC and Community Meetings.  Connect will focus on increasing parent attendance, parent decision-making skills, and opportunities for increased and meaningful participation in the school program.  Connect will continue to push out invites through ParentSquare as well as having the staff make calls home to encourage more relationship building.	The majority of students at Connect are Latino and Low Income.  We are always striving to include underrepresented families in relation to building relationships between school staff and families.  Strong family and school relationships are a strength for Connect, and we will continue to strive for parents and guardians to participate in advisory councils like DELAC.
	The Charter School’s strengths and progress in Building Relationships Between School Staff and Families include: 

- Parent Teacher Conferences are held twice a year to ensure families can fully understand their students’ progress and how parents can support student outcomes (translation is available). 
- Administer annual survey to parents, staff, and students. 
- Messaging tools are used frequently with families to build support for positive student outcomes and to encourage families to attend school events. 
- Host meetings for families of students with disabilities with special education team, school psychologist, and school counselor who build partnership with families to ensure goal attainment. 
- Provide consistent communication through Parent Square email, phone calls, and text notification. Send weekly announcements. Post notification on Facebook. Send newsletters home every other week. 
- Host family events like Project/Presentation Night, Celebrate the Arts, and Back to School Night. 
- Parents participate on the District English Learner Advisory Committee (DELAC) to advise the Board. 
- Teachers will utilize an application like Parent Square for daily/weekly to communicate with parents about their child. 
- Opportunities to volunteer at the Charter School or on field trips. 
- The Charter School’s website will be updated regularly that will include the school’s calendar. 
- School Counselor to meet with students and families. 
- Charter School provides parent workshops. 
- The parents celebrate the presentations (Project Presentations, Music Assembly, etc.) to witness their child sharing their academic hard work and achievement. Parents also serve on committees, lead community activities and initiatives throughout the year, and parents have served on the Charter School Board of Directors.
- More partnerships with community agencies, Sheriff Activities League, Fire Department, local politicians, and public library.  Many of the community agencies have supported project based learning at Connect.
	Connect continues to focus on increasing attendance at DELAC and Community Meetings that will improve partnerships for student outcomes.  Connect will focus on increasing parent attendance, parent decision-making skills, and opportunities for increased and meaningful participation in the school program.  Connect will continue to push out invites through ParentSquare as well as having the staff make calls home to encourage more partnerships for student outcomes.
	In order to improve engagement in relation to building partnerships for student outcomes, Connect will prioritize having the staff make calls home to encourage attendance at DELAC meetings for more greater partnerships for student outcomes.
	The Charter School’s strengths and progress in Seeking Input for Decision-Making are seeking input from educational partners through an annual survey, monthly community meetings, District English Learner Advisory Committee, digital polls, and overall climate development. Being able to gather that information in families' home language strengthens our work in this area.
	The key findings from educational partner input and local data identified that parents are happy their students are learning English, participate in hands-on activities, individualized attention, and their children are cared for by the staff and teachers. Connect will continue to focus on increasing attendance at DELAC and Community Meetings that will improve seeking input for decision-making.  Connect will focus on increasing parent attendance, parent decision-making skills, and opportunities for increased and meaningful participation in the school program.  Connect will continue to push out invites through ParentSquare as well as having the staff make calls home to encourage more partnerships for student outcomes.
	In order to improve engagement in relation to seeking input for decision-making, Connect will prioritize having the staff make calls home to encourage attendance at DELAC meetings for more opportunities to seek input for decision-making in the school program.  Connect will continue to communicate events.
	5	5	5	5	4	5	5	4	4	4	5	4	Met		2024-06-06	2024
41690050132068	KIPP Excelencia Community Preparatory	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.

We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are
encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.

KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.

KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors,
including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.

The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 76% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.	KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid
communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):

• Assume good intentions, and approach all families as partners who want the best for their children.
• Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.
• Invite parents or guardians to share information about family cultures and traditions.
• Recognize and respect differences in family structures.
• Recognize the role that identity and background may play in shaping relationships between teachers and
families.
• Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.
• View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 76% of families indicated that they were satisfied with the opportunities to get involved on campus.  KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.

Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.

KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the
development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.

KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more
actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings
KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	Parent involvement in decision making at KIPP is demonstrated in multiple ways.

The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents.

KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.

The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.

KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	4	4	4	4	4	4	4	3	3	3	2	2	Met		2024-06-11	2024
41690050132076	Rocketship Redwood City	3	In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families. Over the course of 23.24, we continued to strengthen some of our core family engagement and partnership activities including Home Visits, Care Corps and Los Dichos. We focused on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. The Care Corps program significantly expanded its caseload, supporting families experiencing severe hardship and chronic absenteeism. The Los Dichos program, which is a cornerstone of relationship building with families in which families participate in the classroom and read books to students in their home language, saw record participation and engagement from families and staff.

	In order to continue to grow in the area of building relationships between school staff and families, the school will continue to refine communication platforms and systems to deliver two way communication between staff and families in our families’ home language. Additionally, we will increase the frequency of our family survey, so our school can respond to family input in a more continuous cycle.

	The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities.

	Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect. 

Our wellness and care corps coordinators partner together to analyze trends happening in our community and bring corresponding resources for students and families onto campus. Additionally, they supported a series of monthly parent workshops on a range of topics focused on providing opportunities for families to engage in their own learning around practices to support their students in school and at home, engage in their community and understand their rights and ways to advocate for their students. We also partnered with the Rocketship network and Hispanic Foundation of Silicon Valley to continue and strengthen Parent University, which delivered workshops on college readiness, parent and school partnership, positive discipline, parenting and advocacy in the community.

	In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. We will seek to increase the number of academic nights focused on our curriculum over the course of the year, providing families with increased understanding of the curriculum, resources and best practices to support their students.

	The school will invest in the engagement of underrepresented families through specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator. Additionally, the school is investing in a new communication platform that supports direct, two way communication between teachers, staff and families in the home language of the family.

	In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. In order to gain more timely input and feedback from families this year, we increased the frequency of the survey to all families, gathering information about how the school is working well for them and how we can improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.

In addition to SSC and ELAC, our campus has a campus community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.
Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. This plan will guide all Rocketship schools in the Bay Area over the next five years. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.

	In order to continue to improve in seeking input for decision making, the school will increase efforts to better inform all families of the work of our SSC and ELAC and the initiatives they are undertaking. Additionally, we will hold more focus groups with families that receive additional supportive services and have an ongoing dialogue with them to make more timely adjustments to services provided.	The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work by reaching out to engage families of underrepresented groups.

	5	5	5	4	4	4	5	5	4	5	4	4	Met		2024-06-13	2024
41690130000000	San Bruno Park Elementary	3	Based on the analysis of educational partner input and local data, SBPSD has made great progress in creating welcoming and engaging environments.  SBPSD seeks to continue improving and exploring more ways to strengthen the connection between home and school while deepening the understanding of each culture and language.	Based on the analysis of educational partner input and local data, SBPSD will strengthen their connection between home and school via further development of the Community Schools Partnership and the Community Engagement Initiative.  These programs  help support SBPSD by building capacity, developing models of trust, and in identifying effective models of community engagement and metrics to evaluate their work.	Based on the analysis of educational partner input and local data, SBPSD will strengthen their connection between home and school via further development of the Community Schools Partnership and the Community Engagement Initiative.  Through these programs metrics for evaluating partnerships and support include prioritizing underrepresented families.	Based on the analysis of educational partner input and local data, SBPSD has strengthened their partnerships for the successful outcomes of students.   SBPSD has received the Community Schools Partnership Program Grant and the Community Engagement Initiative.  These programs  help support SBPSD by building capacity, developing models of trust, and in identifying effective models of community engagement and metrics to evaluate their work.    The team is in its first year and continues to grow representation of families.	Based on the analysis of educational partner input and local data, the LEA will continue to provide integrated support, after school enrichment programs and support for underrepresented families.	Based on the analysis of educational partner and local data, SBPSD has created several positions (Parent Liaisons, Community Schools Manager and English Learners Support) that will provide outreach and resources for families.	SBPSD meets with various Parent Advisory Committees monthly throughout the school year.  These committees analyze data, learn and provide valuable feedback to ensure continued progress for the district.	Based on the analysis of educational partner input and local data, SBPSD will continue to seek out underrepresented families for valuable input.	Based on the analysis of educational partner input and local data, SBPSD will continue to further develop programs that remove barriers to engagement for underrepresented families.	4	4	3	3	4	3	3	2	3	4	3	3	Met		2024-06-18	2024
41690210000000	San Carlos Elementary	3	Please Note: The responses in the first three narratives in each section are meant to be read as one response that will address all 3 sections that make up the three separate priority areas.

Part 1 of 3: 
SCSD is committed to meaningful stakeholder engagement as an integral part of developing and implementing our vision as described in the SCSD Strategic Plan. A variety of meetings and activities are held to involve all stakeholders in the continuous improvement process. Feedback from the District and site level committees (LCAP Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), Special Education District Advisory Council (SEDAC), School Site Councils and PTA) is incorporated into the development of the District LCAP, Strategic Plan and communications to all stakeholders. To this end, SCSD engaged in a comprehensive LCAP engagement process beginning in January 2023 through Spring 2024. The LCAP provides continuous focus to our district goals, LCAP goals, and efforts to further learning for all students. 
The District’s annual web-based family engagement survey (California School Climate, Health, and Learning Survey) was conducted to gather feedback from students in Grades 3-8, staff/teachers and families during March 2024. The surveys were focused on culture and climate, mental health, resources, and family engagement.
	Overall, 1323 parent and caregiver responses were collected (47%) on the 2024 California School Climate, Health, and Learning Parent Survey. The survey of families revealed a variety of results/needs and actions, which were included in the Annual Update section of the 2024-25 SCSD Local Control Accountability Plan (LCAP), which can be found here: 
https://drive.google.com/file/d/17EDLQ7hTQJRStLrDK-qpy-L4b6vUAeil/view

Goal 3 Metrics and Goal Analysis Section: Pages 16-25 

Goal 4 Metrics Goal Analysis Section: Pages 26-29

Goal 5 Metrics and Goal Analysis Section: Pages 31-36

Additional analysis can be found in the Reflections: Annual Performance section of the 2024-25 LCAP, on pages 41- 47. These analyses and other stakeholder input was used in the development of the goals and metrics for the 2024-25 LCAP, which can be found on pages 54- 91. 

	Please see above	"Part 2 of 3: 
The District’s annual web-based engagement survey (California School Climate, Health, and Learning Survey) was conducted to gather feedback from students in Grades 3-8, staff/teachers and families during March 2024. The surveys were focused on culture and climate, mental health, resources, and family engagement.
					
Overall, 1,357 responses were collected (77%) on the 2024 Student Survey (California Healthy Kids Survey). The survey of students revealed the a variety of results/needs and actions to improve building partnerships for student outcomes, which were included in the following sections of the SCSD 2023 SCSD Local Control Accountability Plan Annual Update (Year 3 outcomes), which can be found here: https://drive.google.com/file/d/17EDLQ7hTQJRStLrDK-qpy-L4b6vUAeil/view.

Goal 3 Metrics and Goal Analysis Section: Pages 16-25 

Goal 4 Metrics Goal Analysis Section: Pages 26-29

Goal 5 Metrics and Goal Analysis Section: Pages 31-36

Additional analysis can be found in the Reflections: Annual Performance section of the 2024-25 LCAP, on pages 41- 47. These analyses and other stakeholder input was used in the development of the goals and metrics for the 2024-25 LCAP, which can be found on pages 54- 91. 

"	Based on data analysis of parent input, there is a need to increase parent education for underrepresented populations in their native language. Parent engagement is also a high priority for the District’s Diversity, Equity, Inclusion, and Belonging (DEIB) Steering Committee, in order for our offerings to fit the needs of our community and be accessible to all caregivers. Analysis of data identifies students and families participating in the Tinsley transfer program as a continued area of need. Therefore, the District will continue holding engagement meetings in East Palo Alto this school year to further engage families in their community. The Community Liaison (described below) has been and will continue to be integral in providing services to families and facilitating engagement activities and opportunities for these families and other high needs families.	Through both qualitative and quantitative data collection and analysis, SCSD has identified areas of need in underrepresented populations and addressed them aggressively over the past two school years. The primary student groups identified as needing further intervention are English Learners, Students Experiencing Poverty, and Students with Disabilities.  Each of these areas has been addressed with the hiring of new staff and increased training for all staff. 

For the 2024-25 school year, SCSD is recruiting for a 0.5 FTE ELD Teacher on Special Assignment to address issues facing students learning English, and to provide increased training and curriculum for English Language Development.  

For the 2024-25 school year, SCSD is recruiting for a Program Specialist to provide further support for Students with Disabilities, and ongoing support and training for teachers working with these students.  Additionally this position will provide support for early intervention in preschool and primary grades.
	Part 3 of 3:
SCSD offers high-interest Parent Information and Engagement (PIE) events to support learning/education for parents around a wide variety of topics related to the Strategic Plan. SCSD partners with The Parent  Venture to offer families high quality parent education in virtual and hybrid formats. Additionally, individual school sites provide regular parent education and information events depending on the needs at each school. These events are very well attended and followed up with links to resources that are housed on the District and or school websites. 

Given the unique structure and configuration of SCSD (schools for grade levels TK-3, 4-5 and 6-8, for just 2,785 students), staff seeks input at the site level (PTA, Site Council, staff meetings, leadership teams, ELAC etc.) as well as from parent partners at both the district level (e.g. DELAC, Foster Youth Liaison, SCTA/CSEA, SEDAC, Wellness Committee, DEIB Committee, etc.). This process is embedded in the day-to-day culture of the District and naturally extends into other district-wide processes for continuous improvement.
	As described previously, SCSD is also well into an initiative in Diversity, Equity, Inclusion and Belonging, and, as part of this effort, has placed increased emphasis on engaging underrepresented families. While there has been some progress in this area with regard to student achievement and chronic absenteeism, there continues to be a need in this area, particularly for students with disabilities, students experiencing poverty and students experiencing homelessness. SCSD’s community liaison will continue to work to provide and strengthen engagement with these families so that the root cause of absenteeism can be identified so that the district can further support all families.	"The awarding of a California Department of Education Antibias grant has provided financial resources that have allowed SCSD to retain a bilingual Community Liaison.  Under the direction of the Director of Student Services, the community liaison works directly with underrepresented families to provide support with reengagement in school, educational and mental health needs, connection with community resources and social services, and other related issues that may affect student achievement and attendance.	"	4	3	4	3	4	4	4	4	4	4	3	3	Met		2024-06-13	2024
41690216112213	San Carlos Charter Learning Center	3	The San Carlos Charter School is committed to a multi-pronged approach when it comes to building partnerships for student outcomes. At the heart of this approach is the empowerment of students through self-advocacy. We believe that when students are given the tools and confidence to advocate for their own needs and goals, they become more engaged in their education and take ownership of their learning journey. In addition, our school fosters strong connections between parents, educators, and learners through individual conferences. These personalized meetings provide a platform for open and constructive communication, ensuring that each student's unique strengths
9
and challenges are recognized and addressed. Moreover, our commitment extends to weekly classroom newsletters that highlight the curriculum work being undertaken. This transparent communication keeps parents informed about classroom activities, enabling them to actively support their child's education. Through these initiatives, San Carlos Charter School is dedicated to nurturing a collaborative environment where every stakeholder plays a vital role in shaping the educational outcomes of our students.	The San Carlos Charter School plans to enhance its focus on culturally responsive training for staff, aiming to bridge communication gaps and foster more inclusive interactions with families. Additionally, the school intends to increase the frequency and variety of family engagement events to ensure they are accessible and welcoming to all families, particularly those who have been underrepresented in past initiatives.	To improve engagement of underrepresented families, San Carlos Charter School will implement targeted outreach programs that include multilingual communication channels and personalized invitations to school events. Furthermore, the school will establish a family advisory council comprising members from diverse backgrounds to ensure their perspectives and needs are directly integrated into school planning and decision-making processes.
These focus areas and improvement plans reflect the school's commitment to fostering stronger, more inclusive relationships with all families, thereby supporting the overall educational experience and outcomes for every student	San Carlos Charter School boasts several current strengths and notable progress in building partnerships for student outcomes. First and foremost, our successful community events have brought together families, educators, and learners, fostering a sense of unity and shared purpose within our school community. Additionally, our dedicated Parent Resource Team (PRT) plays a pivotal role in building community connections at multiple levels throughout the entire school, ensuring that everyone feels included and engaged. Furthermore, our incredibly strong volunteer program has been instrumental in supporting learner success and enriching the overall educational experience. These strengths collectively demonstrate our commitment to collaboration and partnership, which are key drivers in enhancing learner outcomes at San Carlos Charter School.	Based on the analysis of educational partner input and local data, the LEA should focus on enhancing its engagement strategies to ensure they are inclusive and effective in reaching all families. Key areas for improvement include:
? Increasing the frequency and variety of communication channels to better inform and involve families.
? Providing more targeted support and resources for families to assist their children's learning at home.
? Expanding professional development for teachers and principals to strengthen their capacity to build and sustain partnerships with families.	To improve engagement of underrepresented families identified during the self-reflection process, the LEA plans to:
? Develop and implement outreach programs specifically designed to connect with underrepresented groups, including multilingual resources and culturally responsive communication strategies.
? Establish regular feedback mechanisms, such as surveys and focus groups, to gather input from underrepresented families on their needs and preferences.
? Foster community partnerships with local organizations that serve underrepresented populations to provide additional support and resources to these families.
These strategies are aimed at creating a more inclusive and supportive environment that encourages active participation from all family groups in the educational process	San Carlos Charter is governed by a board of directors composed of 5 parent members, 1 staff member and, currently, 1 community member. The Board of Directors votes on school policy presented by the administration of SCC. In addition, the board will have several working groups such as the finance committee and the anti-racism at SCC group. Family participation is a core value of the San Carlos Charter School and as such SCC engages parents in decision making processes.	Based on the analysis of educational partner input and local data, San Carlos Charter School has identified the following focus areas for improvement in seeking input for decision-making:
Enhancing Participation in Decision-Making Processes:
Although there are existing platforms for stakeholder engagement, participation levels, especially from underrepresented groups, need to be increased. This includes involving more families, students, and community members in advisory groups and decision-making processes.
Improving Communication Channels:
Current communication methods may not be effectively reaching all segments of the school community. Enhancing and diversifying communication strategies to ensure that all voices are heard is crucial. This includes leveraging digital platforms, community events, and multilingual communications to broaden outreach.	To improve the engagement of underrepresented families identified during the self-reflection process, the following strategies will be implemented:
1. TargetedOutreachPrograms:
a. Developingandimplementingtargetedoutreachprogramsthat specifically address the needs and preferences of underrepresented families. This could involve home visits, community liaison officers, and partnerships with local organizations to bridge communication gaps.
2. CulturalCompetencyTraining:
a. Providingculturalcompetencytrainingforstafftobetterunderstandand address the diverse backgrounds and needs of the school community. This training will equip staff with the skills to create a more inclusive and welcoming environment for all families.
3. FlexibleEngagementOpportunities:
a. Offeringflexibleengagementopportunitiesthataccommodatethe varying schedules and commitments of families. This includes virtual meetings, after-hours events, and childcare provisions during school meetings to make participation more accessible.
These steps are part of a continuous effort to build a more inclusive and participatory decision-making environment at San Carlos Charter School, ensuring that all voices contribute to the educational process .	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-10	2024
41690390000000	San Mateo-Foster City	3	SMFCSD created an educational partner survey, using the items in this self-reflection tool.  The numbered ratings below are the average of the scores provided by respondents on each item of the survey.	SMFCSD continues to make progress toward strong collaboration and positive relationships with our families, communities, and other key stakeholders--particularly as a result of additional community school specialists, expanded translation services, additional engagements in Spanish, and a greater variety of translated digital communication.  Survey feedback from parents attests to improvements in this work.	The San Mateo Foster City School District must continue to devote special attention to students from underrepresented groups including Spanish-speaking families, English learners, and, in particular, Newcomers.  SMFCSD will continue to improve on and expand these strategies, including implementing SMFCSD’s Community Schools Grant, holding more Spanish-first listening sessions district-wide, placing Community School Specialists at community schools, and providing targeted support and education events.	Educational partners have provided consistent feedback that this is an important area of needed growth for SMFCSD, and the survey data show that these partners think the district is doing a better job.  SMFCSD has implemented in great depth this year a series of Wellness training for all staff that address many of the issues at the core of identified “partnership needs” (e.g., welcoming classrooms, addressing student trauma, improving IEP processes, learning about implicit bias).	The San Mateo Foster City School District has expanded its support staff who play key partnership roles, such as counselors, social workers, and community school specialists.  Attention needs to continue to be paid to building staff capacity for partnerships between schools and families and implementing full-service community school strategies.	This year, using a planning grant received from the state, SMFCSD received a $5 million implementation grant for full-service community programs at 5 schools with the highest percentages of unduplicated students, and this implementation will launch in 2024-25.  SMFCSD’s task forces this year (Multilingual Master Plan; Equity; and Sanctuary) continue to model partnerships between families and the district, support services, and professional learning strategies.	The San Mateo Foster City School District continued to implement its 2022-27 Strategic Plan, developed and adjusted through continued engagement with families, community and staff.  The district expanded its use of Board study sessions and separate community meetings, Superintendent engagements (Café con Diego), podcasts and YouTube Streaming events to communicate and receive feedback on strategic priorities (always with Spanish translation).	The SMFC School District built on the various community engagements held throughout the 2023-2024 school year, with regular input and LCAP processes with the District English Language Advisory Committee, Special Education District Advisory Committee,  Equity Task Force, Sanctuary Task Force, and other district planning groups.  In addition SMFCSD supported sites with guidance to engage families in School Site Council meetings, PTA events, etc.	The feedback from families and staff above shows that Sand Mateo Foster City School District partners think the district is doing a better job, but also identifies the continuing need to be more culturally and linguistically responsive and to have strategies to increase participation, particularly when key fiscal decisions are made. SMFCSD will continue to support sites to strengthen their engagements for site-based input in similar ways and begin to implement systems for monitoring and providing feedback to leaders on the effectiveness of their ongoing engagements.	3	3	3	3	3	3	3	3	4	3	3	3	Met		2024-06-27	2024
41690470000000	San Mateo Union High	3	After reviewing the Panorama Family/Caregiver survey data and based on input from families, the District has identified the following strenths/progress related to building relationships between staff and families:
- Latino Parent meetings held in Spanish
- Other arent groups
- Parent Square as our primary communication platform
- Spanish speaking staff at all school sites
- Family Engagement Coordinators at all school sites
- Parents reported feeling welcomed on our campuses overall
- Good communication about how they are doing in an ongoing way
- There is always someone there to respond/support them
- The Safety of our campuses	The District will continue to invest in Family Engagement coordinators, family engagement events and outreach about everything from communication about grades to information about how to effectively support their students. The District English Learner Advisory was also very clear about the following issues:
- Family Engagement Coordinator (FEC) and Multilingual Learner Specialist (MLS) at each sites specifically implement:
- Yearly meetings with family and student to discuss English progress 
- Support with a special orientation for all new (and returning) ML students before the start of school year
- Host  5-6 year-round Canvas/Aeries sessions, as families come in and need follow up support
- Commit to a yearly calendar of workshops for each site that is published in multiple locations (ie. US education system, postsecondary information, Adelante)
- Communications team work with sites and district office to increase bilingual messaging and posted information; and bring consistency across all sites regarding the enrollment process.
- Create a family/student-centered approach to enrollment 
- 
	Programs and Access: Provide Equitable programs and access to academics, electives and extracurricular activities
Create club sports for male and female students; one sport in 2024-25 SY (ie. intramural sports), including equitable facilities for practice and games
Bridge is serving our most vulnerable students and are in need of additional space so students are able to access services in a space that is intentional for its purpose, ie. wellness center
Provide access to electives without requiring prior experience (ie. music) 
Implement common criteria and sequence for students to be placed in math, science and ELD, across all sites
Ensure students have a 6-7 period day
Hold teachers accountable for welcoming all students to their classes and adjusting instruction to help ML students succeed (ie. remove reading level requirements for classes)

Student Supports: Increase student supports and counseling to increase graduation rate and preparedness for postsecondary options
Invest in Newcomer counselors at each site to specifically provide:
Personalized student and family intake that focuses on the whole child and family
Implement a Newcomer/Incoming 9 ML orientation before the start of school year
Individualized learning plans to ensure students can meet graduation requirements and develop postsecondary goals, including:
Yearly academic and career counseling
Yearly graduation plan review
Postsecondary planning (college and career)  

Family Supports: Increase parent education workshops and communication; consistency across all sites
Family Engagement Coordinator (FEC) and Multilingual Learner Specialist (MLS) at each sites specifically implement:
Yearly meetings with family and student to discuss English progress 
Support with a special orientation for all new (and returning) ML students before the start of school year
Host  5-6 year round Canvas/Aeries sessions, as families come in and need follow up support
Commit to a yearly calendar of workshops for each site that is published in multiple locations (ie. US education system, postsecondary information, Adelante)




District Processes: 
Communications team work with sites and district office to increase bilingual messaging and posted information; and bring consistency across all sites 
Have bilingual messages and postings at all school sites and district offices (ie. main office, attendance office, parent rights, PTSO newsletter, Aeries how to videos) 
Work with sites to translate all family facing documents that English speaking families have access to (ie. all documents linked on websites such as, programming sheets, course offerings handbook, school profile)
Create short videos in Spanish (< 3mins) that families can refer back to when they are trying at home, including but not limited to:
Canvas: How to contact a teacher? How to view the calendar? How to see missing work?
Site Specific Resources and Staff:  Who can help with academic counseling? Where to go for extra help in classes (flex, tut	The addition of the ML (multilingual learner) Club Coordinator has increased opportunities for students to participate in extracurricular activities  and receive additional targeted tutoring support. This provides students an additional space to build community and self agency. Below are some examples of the activities at each Newcomer Program site:
Bridge: ML tutoring, ice skating, bowling, picnic Coyote Point
CHS: movie night, field day, Thanksgiving potluck, game night
HHS: ML tutoring, Life After Hillsdale (support with FAFSA/Drea, registration to Community Colleges, field trips to colleges, assisting with career search), movie night 
SMHS: ML tutoring, Valentines Day, Wellness activity, ML graduation

The addition of a second 1.0 ML social worker has increased the level of tier 2 and 3 support for our most vulnerable students and families. Being able to provide more wrap around services for students who experience trauma is essential to their well being and success.

We commend the board on the approval of the Bridge Program’s petition to become a school.  With the increased interest and enrollment in the Bridge program, it becoming a school of its own will support the needs of the community. The assumption is this will lead to increased facilities and access for students at Bridge..

Continuing to provide food services to students and families that are in need. The efforts of administrators and staff in coordinating the distribution of food is extraordinary.

Supporting teachers with instructional and curriculum to best meet the needs of our newcomer students.

The increase to a full time Manager of Multilingual Learner Programs shows the commitment of the Board and District to the continuous improvement for our multilingual students and families.
	"Improved Bilingual Communication and Family Engagement:
	•	Increase bilingual messaging and posted information at school sites and district offices.
	•	Translate all family-facing documents accessible to English-speaking families.
	•	Create short instructional videos in Spanish for families to refer to for tasks like contacting teachers, viewing calendars, and checking for missing work.
	•	Develop a family/student-centered approach to enrollment:
	•	Welcome families and work with them individually to create a full enrollment plan in their home language.
	•	Support families through the enrollment process with consistent check-ins.
	•	Extend office hours to accommodate working families.
	•	Provide tablets for parents to complete online enrollment with support.
	•	Ensure a clear enrollment link is available on the main district website."	"Enhanced Parent Education Workshops and Communication:
	•	Increase consistency in parent education workshops and communication across all sites.
	•	Employ a Family Engagement Coordinator (FEC) and Multilingual Learner Specialist (MLS) at each site to:
	•	Hold yearly meetings with families and students to discuss English progress.
	•	Support special orientation for new and returning ML students before the school year starts.
	•	Host 5-6 year-round Canvas/Aeries sessions for ongoing support.
	•	Commit to a yearly calendar of workshops published in multiple locations covering topics like the US education system and postsecondary information."	The District continues to see good representation among historically underserved communities on decision-making bodies. There are multiple venues for participation at all levels of the organization.	We continue to engage in outreach and support for families in decision-making.	"Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making through the following strategies:

	1.	Strengthening Communication Channels:
	•	Bilingual Messaging: Increase bilingual communication across all platforms, including school sites, district offices, newsletters, and digital platforms. All family-facing documents will be translated to ensure accessibility for non-English-speaking families.
	•	Short Informational Videos: Create and disseminate short videos in multiple languages that explain how families can engage with the school system, such as understanding their rights, navigating educational platforms, and contacting school staff.
	2.	Enhancing Family Engagement and Support:
	•	Family Engagement Coordinators (FECs) and Multilingual Learner Specialists (MLSs): Assign dedicated FECs and MLSs at each school site to build strong relationships with underrepresented families, facilitate regular communication, and offer personalized support.
	•	Yearly Meetings and Workshops: Conduct yearly meetings with families to discuss student progress, provide guidance, and gather input on educational strategies. Offer a consistent calendar of workshops on topics such as the US education system, college and career planning, and other relevant subjects.
	3.	Inclusive Decision-Making Processes:
	•	Focus Groups and Surveys: Organize focus groups and distribute surveys in multiple languages to gather input from underrepresented families. Ensure that these tools are accessible and culturally relevant.
	•	Advisory Committees: Establish advisory committees that include representatives from underrepresented families to ensure their voices are heard in decision-making processes. These committees will meet regularly to provide feedback and recommendations on district policies and initiatives.
	4.	Targeted Support for Newcomer Families:
	•	Personalized Intake and Orientation: Implement personalized intake processes and orientation sessions for newcomer families, focusing on their unique needs and challenges. This includes providing detailed information about available resources and support services.
	•	Individualized Learning Plans: Develop individualized learning plans for students from underrepresented families to ensure they receive the necessary support to succeed academically and socially.
	5.	Improved Accessibility and Convenience:
	•	Extended Office Hours: Extend office hours to accommodate working families, ensuring they have the opportunity to engage with school staff and participate in decision-making processes.
	•	On-Site and Virtual Support: Offer both on-site and virtual support options for families to participate in meetings, workshops, and other engagement activities. Provide the necessary technology and training to ensure all families can participate effectively."	4	4	3	3	3	3	4	3	4	4	4	4	Met		2024-06-20	2024
41690470129759	Design Tech High	3	We are building out the infrastructure needed for strong relationships. It takes time to build trust in relationships and
given that the leadership team were all in their first year we made progress by providing many opportunities for connections but it will take more time.	Building stronger ties between advisors and student families.	All advisors will connect with all of their advisees families to ensure that all families feel comfortable connecting to someone in the school.	We have created multiple opportunities for families to connect with school leaders both formally and informally and
multiple opportunities for families to visit the school and see student work.	We want to host more events and different hours to allow for broader family participation.	We want to host more events and different hours to allow for broader family participation.	The school director advisory committee made important strides this year in advising on school policy.	Connect the SDAC work more closely to the Board of Directors.	By building relationships among advisors and all families information can be better shared and communication improved.	4	4	4	4	4	4	3	4	4	4	4	4	Met		2024-06-18	2024
41690620000000	Sequoia Union High	3	SUHSD has monthly parent meetings at all sites in English and Spanish. In addition, also in English and Spanish,
parent workshop series are offered throughout the year to further enable families to support their students. Each
comprehensive site has a full time Parent Center Coordinator, and the sites and District regularly communicate with
families via newsletters, email, phone calls and texts. The District also holds community engagement nights to give
families the opportunity to give feedback on our strengths and areas for growth. These inform our LCAP. Annually,
the District surveys parents and guardians to learn what they experience as our strengths and areas for growth in
building positive relations between staff and families. The results of our progress can be found below.	"In 2023-24, 757 parents/guardians responded to the District survey. Below are the findings that emerged:
* There was a slight over-representation of parent/guardian survey takers of students with an IEP. 13.6% of the
District's students are special ed, but 17.2% of survey takers have a student with an IEP.
* There was also an overrepresentation of parents/guardians of Emerging Multilingual (EML) students in the survey.
14.2% of the District's students are EML, but 20.3% of survey takers have an EML student.
* The overrepresentation of parent/guardian survey takers of Sped. Students and EML Students are interesting since
these are groups for whom the District has shown less positive results on the California State Dashboard. This is an
increase in parent/guardian participation over past years on the survey.
* Carlmont High School comprises 27% of students and 20% of parent/guardian survey takers, so they were
underrepresented on the survey by 7%
* East Palo Alto Academy makes up 3.3% of students and 2.5% of parent/guardian survey takers. so they were
within 1% of the corresponding representation on the survey.
* Menlo-Atherton High School represents 24.6% of the District's students and 25.8% of parent/guardian survey
takers, making them 1.2% over in corresponding representation.
*Redwood High School is home to 2.2% of students and 1.3% of parent/guardian survey takers, so they were within
1% of the corresponding representation on the survey
* Sequoia High School makes up 21.8% of the District's students and 19.8% of parent/guardian takers, which is 2%
less than the corresponding representation.
* TIDE Academy represents 2.4% of students and 7.1% of parent/guardian survey takers, so they were the most
over-represented parent/guardian group.
* Woodside High School is home to 18.8% of the District's students and 23.4% of parent/guardian survey takers,
making them the most underrepresented group on the survey, at 4.6% below the student percentile of our
demographic in their parent/guardian survey responses.
It is also worth noting that, in spite of increased notices and advertising, there was a sharp decrease in the number of
parents/guardians choosing to take the survey.
Parents/guardians responded most favorably to the survey statement “My student is safe at school"", with 75.4%
saying they felt their student was ""quite safe or extremely safe.""
Parents responded least favorably to the survey statement “I feel my student is valeed by others at school.” .9% said
they were “not at all valued”, 4% said ""slightly valued"", and 26.6% said ""somewhat valued."	Based on the analysis of educational partner input and local data, the District needs to work on improving the
number of parents/guardians who take the survey in 2024-25. The work done to encourage parents of sped. and
EML students is a positive as these are two student groups where we struggle to make strides in improving student
outcomes, so input from parents/guardians on these efforts is extremely helpful. The work of the District Parent
Community Liaison has done much to improve the number of parents traditionally underrepresented in survey
completion, and so this needs to continue. We need to find ways to engage more parents in taking the survey than
took it this year. Looking at what TIDE did to get such a strong parent survey turnout and how to support Woodside
for more survey turnout will also be important.	This year the district has worked with its community to build a Strategic Plan. Along with other resources, this plan
used Dashboard data, Panorama survey results, community engagement evenings, and community member teams
to build a plan that includes improved communication and participation in the District’s supports and offerings. In
parallel, the LCAP was developed to meet State Dashboard expectations. For both the Strategic Plan and LCAP
some of the actions included the involvement of parents/guardians in partnering in student learning. In addition, next
year, the District will send home reports to all parents/guardians on their student's progress towards graduation and meeting A-G requirements. We will continue our parent ed. series, 9th-grade parent/guardian orientation, grade level
parent/guardian meeting nights, Back to School Night and Open House.	For both the Strategic Plan and LCAP some of the actions included the involvement of parents/guardians in
partnering in student learning. In addition, next year, the District will send home reports to all parents/guardians on
their student's progress towards graduation and meeting A-G requirements. The District will be training all staff at
the start of the school year on positive ways to address parent/guardian concerns.	The District will continue to support the work of the Community and Site Parent Liaisons, as they are producing
favorable parent/guardian engagement outcomes. Reports home to parents on students' progress towards meeting
graduation and A-G requirements will be sent in the student's home language, and parents will be included in the
District's efforts to lower suspensions and increase EL reclassification rates.	In the building of this year's LCAP, Strategic Plan, and School Plans, parent/guardian participation largely reflected
the demographics of our student body. Participant input greatly impacted the content of these documents,
particularly the Strategic Plan and School Plans.	The sheer number of parents/guardians participating in the District's survey this year was lower than in past year.
The District needs to find ways to get the number of parents participating up, though those parents/guardians who
participated did largely reflect district demographics.	The District will continue to support the work of the Community and Site Parent Liaisons, as they are producing
favorable parent/guardian engagement outcomes. It will work with the Public Relations Officer, Principals, PTA and
ELAC to find ways to improve the number of parent/guardian survey takers. In addition, it will follow the goals and
actions set forth in the LCAP and Strategic Plan to further utilize parent/community engagement.	4	4	4	4	4	4	3	4	4	4	4	3	Met		2024-06-26	2024
41690620112722	Summit Preparatory Charter High	3	Summit Prep has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results. 

We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold periodic parent engagement nights throughout our year to collaborate, with simultaneous translation services where families are able to have meaningful engagement with school leaders. Sometimes these are content specific (i.e. teaching families how to use our platform or how to do the FAFSA, exposure to mental health resources for their children) and other times they are purely informal where we have coffee, snacks and chat with our community.  Annually, we pull focus groups together of parents who have students that are diverse learners (have IEPs) and are classified as multi language learners. Monthly, our community engagement manager hosts parent meetings. She also spends time doing small group and 1:1 engagement with families.	Focus Area for Improvement: Summit Prep has made great strides in building strong relationships within our community. We will continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue. To take our work to the next level, we are thinking about Spanish support for teachers who are not native to the language, increasing translation services in our budget, and having designated hours interpreters are on site for easy access of scheduling parent meetings for our mentors and teachers.	As mentioned above, we provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue. To take our work to the next level, we are thinking about Spanish support for teachers who are not native to the language, increasing translation services in our budget, and having designated hours interpreters are on site for easy access of scheduling parent meetings for our mentors and teachers.	By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator.  We examined:
Professional Development structure and survey
Parent newsletters (+language access) (analytics)
Personalized Learning Plan meetings (parents/caregiver:student:mentor)
Policy accessibility on website

Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work.  The school holds a specific tech training for families so they know how to use these resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed.  Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers.  The school is very explicit in all communications about the value that parents bring to supporting their child's academic successes.  

Summit Prep is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners.  During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided.  Prior to 1:1 parent conferences there is specific training for how to hold these meetings in a way that respects parents and encourages their participation.  Prep has developed systems for mentors and teachers to easily book translation services for our conference days throughout the year as well as for in the moment meetings. The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents.

Summit Prep utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.  

Additionally, the school ensures that parents/caregivers of migratory children are engaged.  This includes meeting with families prior to a departure and then again when they return.  The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.	Summit Prep will continue to utilize a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Additionally, the school will continue to ensure that parents/caregivers of migratory children are engaged.	As mentioned above, Summit Prep utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.  

Additionally, the school ensures that parents/caregivers of migratory children are engaged.  This includes meeting with families prior to a departure and then again when they return.  The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.	At Summit Prep, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informing a solution and to understand status, all families, teachers, school leaders, and network team members must contribute. 

In a review of this section, we looked at our community attendance and participation in engagement events including the Town Hall and board meetings.  School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school was more equipped to facilitate connected family engagement events and to plan, design, implement and evaluate family engagement activities. While Prep did not have a Community Engagement Manager in SY24, we continued the progress with other members of the administration.	Post pandemic, it has been more challenging to gather families and guardians in group settings on zoom or in person. We have done a lot more 1:1 outreach to ensure we have a diverse group of parents represented in our decision making. We are continuing to try different strategies that are both sustainable for our operations teams and impactful for these goals.	As mentioned above, while Prep did not have a Community Engagement Manager in SY24, we continued the progress with other members of the administration. We have done a lot more 1:1 outreach to ensure we have a diverse group of parents represented in our decision making.	5	5	4	4	4	5	5	4	4	4	4	4	Met		2024-06-13	2024
41690620119503	Everest Public High	3	Summit Everest has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results. We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold annual evening Town Halls, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit leadership directly through a neutrally facilitated circle discussion.	Focus Area for Improvement: Summit Everest has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.	As noted above, we continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.	By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator.  We examined:
Professional Development structure and survey
Parent newsletters (+language access) (analytics)
Personalized Learning Plan meetings (parents/caregiver:student:mentor)
Policy accessibility on website

Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work.  The school holds a specific tech training for families so they know how to use these specific resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed.  Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers.  The school is very explicit in all communications the value that parents bring to supporting their child's academic successes.  

Summit Everest is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners.  During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided.  Prior to 1:1 parent conferences, there is specific training for how to hold these meetings in a way that respects parents and encourages their participation.  The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents.

Summit Everest utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.  

Additionally, the school ensures that parents/caregivers of migratory children are engaged.  This includes meeting with families prior to a departure and then again when they return.  The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.	One focus area is improving student attendance and reducing truancy, in particular for students from historically marginalized or disadvantaged backgrounds, and specifically how we can build partnerships with families to impact these outcomes.	As noted above, we continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.	At Summit Everest, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informating a solution and to understand status, all families, teachers, school leaders, and network team members must contribute. 

In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings. School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and  to plan, design, implement and evaluate family engagement activities.	Summit Everest has made great strides in seeking input for decision making. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.	As noted above, we continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.	4	4	4	3	4	3	5	4	4	3	3	4	Met		2024-06-13	2024
41690620126722	East Palo Alto Academy	3	EPAA has monthly morning and evening parent meetings. Perhaps more important are the strong relationships
between each student and their Advisor. Advisors are assigned to students and families for two-year intervals. They
meet with families at least two times a year to revisit goals and grades. Additionally, we have annual grade-level
meetings facilitated by the school counselors with support from the administration and advisors. These are meetings
in which we share student progress towards graduation, educational workshops facilitated by our school mental
health team, and updates about resources in our community, often presented by our local CBOs. Workshops include
sleep hygiene, coping with stress, and information about vaping and how addiction can impact the adolescent brain.
Finally, the most exciting events are those in which we celebrate the students’ culture through expressions such as
dance, music, and food. Each year we celebrate Black History Month, Fiestas Patrixs, Asian American, and Pacific
Islander Month, with a culminating event that includes large numbers of parents both helping and in attendance to
celebrate. Throughout the school year we also have events open to the community, such as movie nights, the
annual Goblin Walk (a safe Halloween alternative), the Annual Egg Hunt, and our new Community College and
Career Tech fair open to all ages, where some parents consider adult college and career options, alongside many
students. Finally, we continue to do joint Parent/Guardian classroom visits that are always a highlight.	Building a parent/guardian team to support events, fundraising, and increase visibility on campus. Creating and providing dates for parent/guardian meetings around teacher appreciation days and times that work best for high participation. Improving communication by building a strong communication system (calls and texts). Creating more opportunities for parents/guardians, families, and staff to share meals together. Increasing teacher presence, availability, and visibility during meetings. Encouraging parents/guardians to participate in school volunteer opportunities.	The 2023-2024 was the second year with a full-time bilingual parent liaison. We were so grateful to the many
families, students, and stakeholders who joined us for our regular meetings, whether the monthly morning and 
2024-25 Local Performance Indicator Self-Reflection for East Palo Alto Academy Page 11 of 20
evening meetings, the regular advisory team meetings, or our quarterly charter advisory meetings. We have been
more strategic in our meetings to invite community partners to events where there is already a high percentage of
families in attendance. We have also expanded offerings to include resources for parents, such as access to English
classes for adults, and community college and career options for returning adult learners.
We did improve somewhat in seeing more of our African American Black families involved, of whom we have 5% of
our students. One parent became the girls' basketball coach!	"As mentioned above, we provide various opportunities for teachers and staff to engage regularly with families in
meaningful, student-centered, academic, educational, and celebratory ways. With many families having been with us
for generations, we see expectations for quarterly celebrations, regular annual traditions, and bi-annual student-led
conferences. We also continue to work with several local community-based organizations to ensure our students and
families are aware of available resources. We frequently share monthly meeting times to educate families on topics
such as housing rights, food programs, safe internet use, and accessing tutoring or summer programs to support
students' success.
We have expanded partnerships with local community-based organizations. In addition to participating in our fall club
day and spring ""summer opportunities fair"", they also join career day and table at our cultural celebrations.
Organizations like Live in Peace and BGCP, which provide coaching for students, regularly meet with students
during lunch and Advisory. SVUDL has started incorporating debate into English and Spanish classes in partnership
with another local school, ODA. We are excited about the Road to Legendary program, where several communitybased organizations take over the school for 80 minutes to offer more electives and clubs of interest to our students
seven times a year. These CBOs include YMCA, SVUDL, Street Code, YCS, EPA Center Arts, BGCP, and Live in
Peace."	There continues to be concern about how much students are (or are not) accessing and implementing the available
resources. For this reason, we worked with two POLS students from the Stanford Masters program at the GSE to
investigate further this year. How can we better engage more students and their families in accessing the wealth of
resources available in the College and Career Center? We are very worried about our students' lack of followthrough and commitment to such valuable resources. We are hopeful that the College Information Specialist, who
works most closely with the CBOs and is entering her third year, equipped with the POLS analysis, will find improved
success. Additionally, she will be able to better leverage relationships with students and staff by attending more
advisory classes and engaging through our communication tools, such as Dog City Daily. We are optimistic that
continued relationship-building can better connect students with resources that will be successful and impactful.
We have also started more targeted outreach with our largest feeder school, CCRMS. Students and staff visited and
provided lunch for a Q&A at a recent CCRMS staff meeting. By building stronger relationships, we hope to better
scaffold the academic support and expectations of high school, ensuring more successful transitions to ninth grade.
We hope that departments can visit CCRMS during the monthly Road to Legendary classes, potentially bringing a
team of EPAA students to provide academic support as their Road to Legendary project.	As mentioned above, all EPAA students fall in the category of “underrepresented families” when considering the
number of students who qualify for free or reduced lunch or are first-generation high school students. We have,
however, honed in on finding ways to better support and encourage our students who are not likely going to be A-G
eligible four-year university bound, due to earning a grade of a D or lower in the key A-G courses required for the
CSU and UC admissions. We started a career and community college consortium with local community-based
organizations and various local community colleges. Together we hosted our first Community College and Career
Tech Night, open to all ages. This has allowed us to engage in more direct support of such students. We are
ensuring all of them are enrolled in some sort of program before high school graduation. We are also encouraging
them to attend career and community college field trips, exposing them to the plethora of opportunities available in
our area.	East Palo Alto Academy takes great pride in engaging all of our community members in developing our WASC
Action Plan, Mid Cycle Visit, and annual LCAP. We encourage thoughtful participation through regularly scheduled
meetings and include our plan development and evaluation as part of our routine agenda items when meeting with
colleagues, and a variety of community members.
For example, with parents and guardians, this process is part of our regularly scheduled SSC/ELAC meetings. The
SSC/ELAC team includes classified and certificated staff, parents/guardians, community partners, and students. To
develop our most recent LCAP we reviewed our priorities vis-a-vis student interview data, and parent/guardian in-put.
We then developed together our five LCAP goals that best capture our priorities that align with the state and SUHSD
district goals. We evaluated the current goals and progress one month at a time, allowing for break-out groups
facilitated by EPAA staff, and engaging our parents, guardians, and students in thoughtful dialogue and
collaboration. Below is the outline of the schedule for our thoughtful engagements and collaboration to develop our
LCAP during the 2023-2024 school year.
Throughout the 2023-2024 school year, we had the following meetings to discuss our goals for the LCAP and
WASC:
• Teachers & Administration: The Leadership Team (bi-weekly meetings) and Department Chair Team
(monthly) reviewed our priorities, goals, measures, and actions.
• The Student Advisory Council provided additional feedback during our monthly meetings. We shared
overall LCAP state goals as they relate to our own school goals.
• Parents & Students: School Site Council (SSC) & English Language Advisory Council (ELAC): During the
2023-2024 school year our team met for morning and evening meetings monthly. We looked carefully at
goals 3, 4, and 5.
• Charter Advisory Board (CAB) includes students, parents/guardians, classified and certificated staff,
community partners, a SUHSD representative, and the school administration.	We started the Bulldog Way student recognition program to take place monthly for the morning and evening
meetings. That has introduced 20-40 parents/guardians to our SSC/ELAC meetings on a regular basis. While we
don’t require them to stay, we do invite them through personal phone calls, we also recognize their child with a
certificate and photo, followed by sharing the agenda for the monthly meeting. We always find 1-3 ways we can
engage them to solicit feedback or advice related to the monthly topic. While it has been a great way to encourage
diverse voices and a good volume of new voices regularly, we still need help engaging a small and committed group
of regular attendees who find value in attending our monthly meetings. Thankfully we have ample opportunities for
feedback among our colleagues through our regular meetings.	As mentioned above, all EPAA students fall in the category of “underrepresented families” when considering the
number of students who qualify for free or reduced lunch or are first-generation high school students. We are,
however (also mentioned above) trying to engage more families of the minority groups on campus such as AAPI and
Black/African American families, both of which represent 5-7% respectively of our overall student body that is
predominantly Latine. We have great success when engaging them through the cultural clubs and with the help of
the facilitators of our on-campus, or community-based organizations that engage with these groups whose
representation and voices we value and want more of. We will continue to personally invite these families, building
authentic relationships and therefore engaging them in our important program design and implementation.	4	4	4	5	4	5	4	4	4	4	4	4	Met		2024-06-26	2024
41690620139915	KIPP Esperanza High	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.

We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are
encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior
to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.

KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth.

Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.

KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors,
including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.

The school hosted 12 virtual and in-person events (when health and safety allowed) where all families were invited. 
In an annual family survey, 65% of families indicated that they were satisfied with the opportunities to get involved on campus.

KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.	KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid
communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):

• Assume good intentions, and approach all families as partners who want the best for their children.
• Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.
• Invite parents or guardians to share information about family cultures and traditions.
• Recognize and respect differences in family structures.
• Recognize the role that identity and background may play in shaping relationships between teachers and families.
• Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.
• View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

The school hosted 12 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 84% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians. Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.

KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the
development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.

KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more
actively. 

KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings

KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	Parent involvement in decision making at KIPP is demonstrated in multiple ways.
The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents.

KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as
well as distributed and discussed at an early School Site Council meeting.

The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-
teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.

KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	4	4	3	4	4	3	4	4	3	2	3	3	Met		2024-06-11	2024
41690700000000	South San Francisco Unified	3	SSFUSD continues to focus on providing our educational partners the opportunity to provide input and feedback on district plans and priorities. We have seen an increase in participation of educational partners in surveys. The Student Advisory Committee created in 2021-22 continues to work toward amplifying student voice in SSFUSD. A Family Fellows program was established in 2022-23 to increase the District's engagement with traditionally underrepresented and disenfranchised families; this has led to an increase in diverse voices attending community engagement meetings.  Additional Family Community Liaisons were hired in 2023-24 to increase communication and outreach with families; this team has helped to make connections with families and community and has helped spearhead Parent Cafes and Community Learning Exchanges this school year.	SSFUSD has provided numerous surveys to our educational partners over the past couple of years. in our surveys we often ask open ended questions. We need assistance in analyzing survey responses and using predictive intelligence to assist us in making determinations from the survey data. The introduction of Remind, a communication tool, and Qualtrics, a survey tool, have helped SSFUSD increase survey response rate and community engagement meeting participation from families. Our focus area for the 23 - 24 school year, is to improve our relationships with our non - English speaking families and make them feel more included. SSFUSD hired more Family Community Liaisons to assist in the intake process during registration and provide more outreach to our non - English speaking families. In addition, we partnered with Certified Languages, an organization that provides interpreting services in over 36 different languages. We want to ensure that our staff can speak to our families in the language that they are most comfortable with when having discussions about student progress.	One of our LCAP goals is focused on increasing student, parent and community engagement. SSFUSD has numerous district parent committees (AAPAC - African American Parent Advisory committee), DELAC (District English Learners Advisory Committee, SEPAC (Special Education Advisory Committee - started in 2018), student advisory Committee (started in 2021) and (DEI) Diversity Equity Inclusion Committee - started in 2021. At the site level we have numerous committees such as SSC (School Site Council) , ELAC (English learners Advisory Committee) and PTA (site and district). In addition, SSFUSD provides opportunities to obtain stakeholder input on district plans such as the LCAP and ESSER III plans. So, the number of committees at the site and district level in addition to the surveys provides numerous opportunities for stakeholders to give input. However, our numbers at our meetings tend to be low (less than 50) and for surveys our responses rate is less than 15%. The introduction of Remind, a digital communication tool has helped us make progress in this area, and we continue to explore additional opportunities for stakeholder engagement. Some of the ways were thinking we could improve engagement of underrepresented families is to create additional district/site parent committees, hire multilingual staff such as Community Liaisons, and continue to expand the use of tools such as Remind to provide multiple ways to communicate with our families. In 23 -24, we partnered with Certified Languages to provide more interpretation in multiple languages to support communication between our schools/district and families. Many site leaders use shorter and more frequent communication with their parent communities and with the continue use of virtual meetings we are seeing more parent engagement than in person. Additional feedback from site leaders and families has elevated the need for culturally responsive customer service training for staff; this will be an area of focus for staff development in 24-25 as part of our Strategic Plan and community engagement work.

We will continue to use these strategies and reassess annually.	Professional learning and support to our staff has been an area of focus, and the EDS department and school sites have provided numerous workshops to support student/family use of technology devices, educational online platforms and programs. The EDS department provided numerous trainings on instructional tools such as Nearpod, IXL, Screencastify, SeeSaw, Google Classroom, and Infinite Campus gradebook. Our technology TOSAs and Director of Student performance conducted parent workshops on digital citizenship, social media, and specific online programs. SSFUSD partnered with Air Tutors to provide online tutoring  for our SWD students in grades K - 12. Distance learning over the past few years made school districts look at current practices, policies and procedures and SSFUSD had to make numerous decisions and changes to practices, and procedures to be alignment with new state laws. An area of growth for SSFUSD is to support families to understand their legal rights. However, our Director of Special Education via the SEPAC presented workshops on this topic and created a website which houses numerous resources for parents that have a student that has an individual education plan. Although we've making progress in this area we need to continue to provide opportunities for stakeholder engagement. Some of the ways we could improve engagement of underrepresented families is to create additional district/site parent committees, hire staff such as Community Liaisons, and explore the use of digital communication platforms to provide multiple ways to communicate with our families. In 2022-23, SSFUSD implemented Remind, a tool that facilitates communication via email, mobile application, or text messaging. Using this tool to send out information including announcements about community engagement meetings has helped increase attendance at in-person meetings and participation in online meetings. In addition to an increase in overall numbers, we are noticing a more diverse representation from families and schools at these meetings. A Family Fellows program introduced in 2022-23 has helped increase engagement with traditionally underrepresented and disenfranchised families. Many of site leaders use shorter and more frequent communication with their parent communities and with the continued use of virtual meetings we are seeing more parent engagement than in person. We will continue to use these strategies and reassess annually. SSFUSD has introduced Parent Cafes and Community Learning Exchanges in 2023-24 as additional avenues to engage with families and community in support of students. The SSF Education Foundation introduced a Middle School Education Day in Spring 2024 to educate families of current 5th and 8th graders to help them understand middle and high school and how to support their students in the transition to a new grade level span.	SSFUSD has been focusing on using our current student information system, Infinite Campus, to its fullest capacity in order to provide timely information about student progress. SSFUSD adopted the Infinite Campus gradebook program and uses notifications within Infinite campus to provide direct communication via emails/alerts to parents/guardians regarding missing assignments, when progress reports are available and other timely notifications. Parent webinars and outreach about the Infinite Campus Parent Portal have also helped increase parent/guardian use of the Portal to monitor their students' attendance and academic progress. SSFUSD also implemented an early warning system in IC to assist counselors and staff with early notification based on academic progress, attendance, and behavior to provide another opportunity to monitor and intervene for students needing additional support. Parent webinars related to topics of interest including technology tools, social media, and mental health awareness have been offered throughout the year to support family dialogue with their students about these important topics.	Through the Family Fellows program, cohorts of about 25 families go thru 9 sessions on topics in the educational field (e.g. attendance, special education, assessment data, know your rights) and school officials can attend one or more of these sessions. SSFUSD had two cohorts complete the family fellow program in 22 - 23, and we plan to have multiple cohorts in 23 - 24. Our existing cohort actually recruits new members for the new cohort. For the first two cohorts over 60% of the parents participating are Spanish speaking and 40% of the parents either have a student that is in one of our English Learner or special education programs. Parent Cafes and Community Learning Exchanges offered for the first time in 23-24 have yielded promising results that SSFUSD intends to learn from and build upon. For the end of year Community Learning Exchange held in May 2024, over 200 individuals attended, the majority of whom were Spanish speaking.	"SSFUSD has created numerous documents and has provided training to site leaders to assist them in obtaining input from site committees such as School Site Council. During these meetings our staff builds a shared understanding so parents can provide input. We often include ""input sessions"" at most of our parent and district committee meetings. For those parents that were unable to attend we post the slide deck and often the recording of the meeting in case stakeholders want to watch the meeting. During the 2022-23 school year, SSFUSD began engagement with community groups as part of our process for informing the District's Strategic Plan. Outreach to communities and in particular, with communities that have traditionally had less representation and voice in our district were prioritized through the engagement process which included small and large group meetings, online and in person, throughout the school year. These community meetings were facilitated by members of our Strategic Plan Working Groups, which included community members, parents, students, and staff from across the district. In 23 - 24, SSFUSD conducted 3 meetings at all of our schools to obtain input and feedback on the Strategic plan/LCAP (October, February and April). in May 2024, SSFUSD held a community learning exchange event focused on building purposeful partnerships with our local community partners and families which had over 200 participants."	An area of growth for SSFUSD is to provide input opportunities on all district and site policies. Although we've making progress in this area we need to continue to provide opportunities for stakeholder engagement. Some of the ways were thinking we could improve engagement of underrepresented families is to create additional district/site parent committees, hire staff such as Community Liaisons (we added 3 more Community Liaisons in 23 -24), and the use of other digital communication platforms such as Remind to provide multiple ways to communicate with our families. Many of site leaders use shorter and more frequent communication with their parent communities and with the continued use of virtual meetings we are seeing more parent engagement than in person. We will continue to use these strategies and reassess annually. Site and District leaders have used existing meeting structures such as regularly-held PTSA meetings to engage with educational partners and solicit input on strategic plan, Portrait of a Graduate, and school goals.	SSFUSD continues to work on strategies that will help us improve engagement with traditionally underrepresented families. The Family Fellows program started this year has helped amplify voices and representation from our Hispanic/Latinx community. Site leaders have reached out to families to conduct empathy interviews to learn more about what our families need and what modes of communication work best for them. We will continue to build on these strategies and others, and reassess annually.	2	3	3	2	2	2	2	2	2	2	2	2	Met		2024-06-20	2024
41690880000000	Woodside Elementary	3	We are proud of our continuing high level of family participation in the DELAC committee, with 20% of families of English Learners attending meetings.  We also continue to administer an annual survey that allows for feedback on all educational programs and school climate.  All families are welcome to join Board meeting open sessions, Foundation meetings, PTA, WIDC and Site Council meetings.  There are also robust opportunities for volunteer jobs on the school campus as well as extracurricular and social events  to facilitate relationships between staff and families.	We continue to build relationships with our education partners, including families and community organizations.  This is done through our open invitation to Board meetings, Superintendent chats, parent-teacher conferences, all-school assemblies, and school events.  The District continues to make use of in-person and remote meetings so that all families can access important information.  The District provides translation services for families.	In order to support multilingual learners, principals and the ELD teacher have been holding meetings with every family to discuss each individual student's goals toward reclassification.  The District has also focused on increasing translation services for all families that that all District communications and family meetings are available in a family's language of preference.  Opening lines of communication allows for increased partnership in helping to support student outcomes.	Feedback from our educational partners input suggests that they are informed and heard by the staff at DELAC and School Site Council meetings.  Families are provided opportunities to provide input on the LCAP and school survey, and engage in analysis of the data with school staff.  All families have an opportunity to meet with teachers for parent-teacher conferences, with translation services provided, to ensure the best student outcomes.	Our translation efforts have focused primarily on communications and meetings, but there are other important documents that we will focus on translating moving forward, including report cards and progress reports. Additionally, we will continue to partner with the Foundation and PTA to make sure that all families are welcomed at school events and that scholarships are available for any needs that may prevent families from engaging in important school partnerships.	In coordination with the PTA, Foundation, and Woodside Inclusion and Diversity Committee, we have established outreach activities and events in coordination with our partner communities to better engage all families. 20% of the English learner families at Woodside School participate in the DELAC committee, and we will continue prioritizing active outreach to facilitate these high levels of engagement.	The annual survey provides valuable and quantifiable data from families on their perception of the program at Woodside School. Families can also provide feedback which informs the governance board and staff on instructional improvement efforts. Educational partners provide input on LCAP at SSC and DELAC Meetings.	One area for improvement is increased participation in our annual survey. Approximately 40% of our families completed the annual survey this year and our goal is over 80% participation. We will continue to examine ways to incentivize family participation and to stress the importance of the survey for gathering data in order to facilitate and effect change within the District.	This year’s survey participation rate was low for underrepresented family groups. The survey is translated into Spanish and we provide the opportunity to meet with non-English-speaking families to complete the survey by sitting down with them and completing the survey together. A goal moving forward will be to translate weekly Superintendent communications, where the survey was promoted, so that families can understand the purpose of the survey and feel more comfortable participating.
	5	5	5	4	5	5	5	5	5	5	5	5	Met		2024-06-21	2024
42104210000000	Santa Barbara County Office of Education	3	In 2023-24, JCCS excelled in building relationships between staff and families through effective parent outreach efforts. We organized parent-teacher conferences for students in the fall and spring, offering phone and in-person meetings, achieving an 86.73% parent participation rate. Throughout the year, we maintained regular communication with parents to provide progress updates and schedule meetings as needed.

ParentSquare, an online platform, is a key component of our communication strategy as it allows for real-time interaction with parents/guardians. We are able to share community/school updates, training opportunities, school schedules, and notifications. Currently, 95% of our parents/guardians are reachable through this platform.

JCCS renewed the contract with the Promotores Network to ensure broad participation in our parent/guardian survey. The Promotores assisted by calling parents/guardians and administering the survey verbally, ensuring comprehension. This personal outreach resulted in responses from 79.66% of parents/guardians, providing valuable feedback. The survey revealed that 80.9% of parents/guardians feel the school provides positive support and guidance to their child, and 85% believe the school effectively designs educational plans for their child's success.

Our strong parent/guardian engagement, effective use of communication tools, and proactive outreach have fostered a supportive and collaborative environment for students and their families.	"Upon analyzing attendance at parent/guardian education nights, we found that parents/guardians responded well to one-time training opportunities, with a 44% attendance rate for the ""Mental Health First Aid"" training. However, attendance dropped to 13.64% for the weekly six-part CHARLA'S series. For the 2024-25 school year, we plan to survey parents at the beginning of the year to gather input on preferred training topics. Based on this feedback, we plan to offer more one-time training sessions aligned with the survey responses to better meet the needs of parents/guardians needs increase engagement."	Building relationships with the families of our students is a priority for JCCS. During the enrollment process, teachers make an effort to get to know the entire family. Throughout the school year, teaching staff continue to build relationships by staying in contact with parents/guardians, providing updates on their child's progress, and holding conferences as needed. We schedule formal parent-teacher conferences bi-annually contacting all parents/guardians to provide progress updates. This approach has been well-received, with parents often initiating conversations with school staff for advice on supporting their child.

For our Spanish-speaking families, bilingual office staff and teaching assistants provide interpretation services as needed. ParentSquare, which offers information in both English and Spanish, has significantly enhanced our ability to communicate regularly with families. For our Mixteco speaking families, we use an interpreter provided by a partner district. Through these efforts, we aim to ensure that all families, including those who are underrepresented, are actively engaged in their child's education.	By using the Promotores Network again this year JCCS was able to increase the amount of feedback they received through our Annual Parent Survey. 80.9% of parents reported that the school does a good job evaluating their child's academic needs and creating an educational plan. 76.6% reported that JCCS does a good job evaluating their child's emotional needs and providing positive support and guidance to students. During parent/teacher conferences parents/guardians often report how appreciative they are of the input they receive on their child's progress, one parent stated that we “made her day” when sharing her child’s progress.	Our Court School is located within the Juvenile Justice Center, a Probation facility. It is important for us to work closely together with Probation staff, so we can reach the whole child. Therefore, we attend each other’s meetings. Probation staff attend weekly school meetings. A large part of these meetings are devoted to discussing student progress and/or concerns. School staff also attend Probation convened “Treatment Team” meetings that are held every 30 days for each student, also in attendance are Behavior Wellness and WellPath Medical staff. These meetings are devoted to discussing individual student’s progress while incarcerated.

Our Community School started holding “Intervention Team'' meetings this year. These meetings serve multiple purposes. The first is to review the referral packet and determine appropriate interventions so the student can learn the skills needed to be successful in school.  The second is for the team to monitor the interventions that have been implemented so far and determine if additional supports are needed or if modifications to the current interventions need to be made.	When we initially meet with families of the at-promise students, they are hesitant to trust the school since they have not been connected to their child's school in the past except to deal with behavior issues. Therefore, we first need to establish trust so that families know we are truly available to help. The first step is connecting with parents during the enrollment process. For families of students in the Court School, this means calling home and talking with the parents. During phone calls, we assure parents that their child will attend school while incarcerated. For students attending our Community School, staff make an effort to get to know all members of the family present during the enrollment appointment. Once the paperwork is completed we then take them for a tour of the school. By taking the time during enrollment to connect with the parents/guardians, we have found that our parents/guardians are more willing to discuss issues that may arise later in the year. In order to strengthen trust, JCCS staff frequently call home to update parents/guardians on their child's progress.

Another engagement strategy involves the Multi-Disciplinary Team (MDT). For the past two years we have partnered with Probation to MDT meetings, in attendance are parents/guardians, the student, probation officer, probation supervisor, Behavioral Wellness clinician, WellPath Pediatrician and/or nurse, and school staff. The primary purpose of these meetings is to set goals, discuss progress, and share any concerns that may be getting in the way of the student's success. These meetings have been helpful in getting everyone on the same page in order to help the student achieve their goals.	JCCS takes great pride in working with educational partners and has created multiple ways for partners to provide meaningful contributions to the LCAP process. Starting with our parents who are provided multiple opportunities to provide input throughout the school year including; serving on the School Site Council, attending parent-teacher conferences, completing a parent survey, and using ParentSquare. Since one of our schools is located in a Probation facility, it is vital to have ongoing conversations with our Probation partners who attend weekly staff meetings. In addition to attendance at weekly staff meetings, the JCCS Director and Probation Manager met 11 times throughout the school year. We strongly believe that having regular meetings will further enhance our ability to work together and reach the whole child. 

Since students attending JCCS typically are with us for only a fraction of the school year, 40 days in our Court School and 57 days at the Community School, and then return to their school of residence, we engage with the local school districts throughout the school year. The JCCS Director met with school district representatives 24 times throughout the year to ensure a continuum of services, identify student needs, as well as, evaluate student and program effectiveness. In order to provide a robust education for our students with disabilities, the JCCS Leadership met four times throughout the school year with Special Education Leadership. The SBCEO Special Education Team met regularly with the Santa Barbara SELPA, thereby completing the feedback loop. The JCCS Leadership Team, consisting of management, general and special education teachers, teaching assistants, and a student information specialist met five times to provide input regarding how to address student academic and behavioral needs, professional development, CTE programs, and student achievement.	JCCS believes all parents have the right to provide input on their child’s education, this includes parents from historically underrepresented groups and parents whose child is with JCCS for short-term enrollments (less than 30-days). ParentSquare is the ideal platform to increase our ability to receive input from our parents since it is connected to our student information system which means that regardless of when a student is enrolled the parent and/or guardian receive an invite. Since returning to in-person instruction after the pandemic we noticed a decline in the number of parents who participate in the annual Parent Survey, so we have contracted with the Promotores Network who reviewed the survey through a culturally sensitive and equity lens. Additionally, we contacted the Promotores to call parents and administer the survey over the phone in English or Spanish depending on the parent's preferred language. This allowed for a more personal survey experience and increased the number of parents who participated from less than 10% in 2021-22 to over 85% in 2023-24.	The Promotores Network also increased our outreach to parents/guardians by leading workshops and making personal calls to parents/guardians to invite them to the workshops and school events. We were able to increase our parent information night offerings from one in 2022-23 to seven in 2023-24. In addition, we had the Promotoras call parents to invite them to our Back-to-School night which resulted in 50% of parents attending. Based on our success at Back-to-School we again had the Promotoras call to invite parents to Open House and 33.3% attended. We plan to continue to use the Promotores to engage our families.	5	5	4	4	4	4	5	4	4	4	4	4	Met		2024-06-20	2024
42691040000000	Ballard Elementary	3	Ballard School strives successfully to build trusting and respectful relationships with families. This is evidenced by the high percentage of participation in school-wide events including: parent teacher conferences, back-to-school night, fundraisers and community events. The parent survey data also reflects a high percentage of parents, students and staff feeling connected to the school (97.3%).	The focus areas are to maintain the high levels of participation and connectedness with the school (mentioned above) as well as continue to promote the high level of parent volunteerism in the classrooms. The superintendent will continue to provide Coffee and Conversation meetings with open agendas, send weekly bulletins, and increase opportunities to invite parents onto campus.	BSD will strive to improve engagement of underrepresented families by contacting families directly who are not participating in school-wide events (parent teacher conferences, back-to-school night, fundraisers and community events), to determine and solve any specific barriers to participation.	Ballard School supports the principal/superintendent and teachers in their capacity to partner with families. As evidenced by the parent climate survey, 92% of the parents surveyed reported that the school seeks their input. In addition, the high level of participation in school-wide events (parent teacher conferences, back-to-school night, fundraisers and community events) indicate that parents are in partnership with the school and feel included as partners in their child's education.	One area that could be improved is the number of families participating in the parent climate surveys. The low number (15%) is not reflective of the usual parent participation. The school will work to improve this participation rate and also provide other avenues for feedback which includes continuing regular Coffee and Conversation meetings throughout the year. These meetings have a typical attendance of 12-20 parents which is roughly 20% of the families. Administration will also continue to make progress in providing families with information and resources to support learning and development in the home by providing resources for parents through the weekly bulletin on Parent Square.	In relation to building partnerships for student outcomes, Ballard School will specifically reach out to underrepresented families to determine any specific barriers to their participation and partnership. The superintendent/principal and teachers will work together to address any barriers.	Primarily through the use of Parent Square, where we have 100% of our families who are actively enrolled, Ballard is
able to reach and effectively communicate with all of our families. Teachers, staff and administration use this tool to
communicate with families daily. This allows us to ensure that all families are provided opportunities to provide input.
All parents are invited to Coffee and Conversation meetings, held four times per year as another means of engaging parents in providing input. On the parent survey, 100% parents indicated that felt invited to school meetings and 80% felt that the school seeks input before making important decisions.	One specific area of improvement is to increase the number of families participating in the climate survey. As well, to increase the number of families providing input on the LCAP. While everyone was invited to participate (100% were invited) only a small percentage (15%) took advantage of the opportunity to provide input. We will adjust the approach to seeking input to in-person, before or after parent conferences to increase the responses.	Similar to the response above, Ballard School will attempt to specifically engage underrepresented families in providing input by adjusting the approach to seeking input to in-person, before or after parent conferences. This will increase the percentage of all participants, but will also target our underrepresented families. In addition, directly reaching out to those families to see if there are any barriers to participation that can be solved.	5	5	5	5	4	3	5	4	3	3	4	4	Met		2024-06-27	2024
42691120000000	Blochman Union Elementary	3	Parental involvement was encouraged for parents of all students, including parents of underrepresented pupils and parents of students with exceptional needs. All parents were notified of School Site Council meetings, LCAP meetings, and other school activities through written communications, via our One Call message system, and by posting announcements on the district's website. During LCAP meetings stakeholders including certificated staff, classified staff, administrators, parents, students, and community members are encouraged to provide input for determining what data and information will be considered for analyzing the district’s progress.	. A focus area of improvement would be to improve parent survey participation.	Underrepresented families receive additional communication and outreach, as needed.	Teachers received training in dealing with the social and emotional well being of students. Well-trained teachers are more effective in delivering educational resources to students. Training builds a teacher’s capacity to partner with families. Effective training enables teachers to provide a multi-tiered system of support that focuses on differentiated learning and individualized student needs, including the needs of underrepresented students. Teachers also received training in English Language Arts and Math.

The district provides two opportunities each school year for parents to meet one-on-one with teachers to discuss their student’s progress. These conferences are well attended by parents. The district’s Student Information System provides parents with on-line access to their student’s grades. Parents are encouraged to contact teachers at any time via email or telephone.	As with any system there is always room for improvement. The district will continue to work diligently to build successful partnerships for student outcomes, including engagement for underrepresented students.	As with any system there is always room for improvement. The district will continue to work diligently to build successful partnerships for student outcomes, including engagement for underrepresented students.	Our strengths are that parents are participating in School Site Council meetings. Also, the high rate of attendance at parent/teacher conferences demonstrates that parents are concerned about their children’s education. We are maintaining our progress in seeking input for decision making.	Parental involvement was encouraged for parents of all students, including parents of underrepresented pupils and parents of students with exceptional needs. All parents were notified of School Site Council meetings, LCAP meetings, and other school activities through written communications, via our One Call message system, and by posting announcements on the district's website. During LCAP meetings stakeholders including certificated staff, classified staff, administrators, parents, students, and community members are encouraged to provide input for determining what data and information will be considered for analyzing the district’s progress.	We will continue to encourage our underrepresented families to participate in all school activities.	5	5	5	5	4	4	5	5	5	5	5	5	Met		2024-06-11	2024
42691120111773	Family Partnership Charter	3	Staff builds close connections with students and families throughout their time at FPCS. Teachers in grades 6-12 often serve students for the entirety of their middle school/high school years. In all grades parents are invited to participate in weekly synchronous advisory meetings with students and parents. At the elementary level, parent conferences are held twice yearly in person, to review student progress. Parents actively participate in chaperoning field trips, volunteering in class, and attending school events such as the All School Orientation, STEAM Expo jogathons, school picnics, and promotion/graduation ceremonies.	Survey results from 2023-24, parents provided input on school events and family education topics for 2024-25. Their input along with the staff's input will guide what FPCS offers next year. Topics will include mental health, peer relationships, academic strategies, and many more.	The FPCS Advisory Committee of community members who are representation a of the hispanic student groups. Results of 2023-24 surveys indicate that students in underserved students groups are in agreement the implementation of building relationships are adequate at FPCS. Next year's LCAP goal to provide family education aims to strengthen that connection.	FPCS teachers meet with individual students and parents weekly to discuss academic progress and performance. During the meetings, additional support and intervention is identified and planned if appropriate. Centers actively engage with the student study team process where parents are invited to a multi-disciplinary team meeting to identify areas of support and or intervention for struggling students. The meeting reconvenes after the implementation of the interventions to gauge their effectiveness. Students who are experiencing difficulty with consistent attendance and/or academic performance are provided with a Student Improvement Plan which is developed with parent input. The plan outlines specific requirements necessary for the student to demonstrate adequate engagement . The plan also includes a follow up date, which the parent also is required to attend. Elementary teachers hold parent conferences twice yearly to update parents on overall academic progress. K-12 teachers, coordinators, and administrators regularly send information to parents via Parent Square. Through the PS platform, parents are provided with real time reminders of upcoming events, a need for parent support, and ways to help support their students in our independent study model. Parents are consistently provided with a document outlining their parent rights at the start of the 504 and IEP process. Parent participation is welcomed and encouraged at all conferences, SST, SIP, 504, and IEP meetings where student progress and outcomes are discussed.	FPCS uses the Governing Board approved Independent Study Policy as the foundation for monitoring student engagement and academic progress. Tiered Reengagement strategies are outlined and shared with families to gage whether students are appropriately placed in our independent study program. The Student Improvement Plan (SIP) is a document of jointly agreed upon actions for a student to remain enrolled at the charter if they are failing to attend regularly or complete their work. Student behavior can also be addressed in the SIP. These efforts are all in place to ensure students are being monitored closely for their success.	Selecting an independent study charter school is a choice by families for their child(ren) for personalized learning and schedule flexibility. Therefore, family participation at center activities and events is high and well attended by FPCS families.	Administration holds quarterly FPCS Advisory Committees comprised of parents and staff to gather feedback and provide updates on school performance, policy and procedures. Families also have the opportunity to attend monthly board meetings to voice their opinions on varied issues of concern.	A 2024 survey indicated that 86% of students and families agree that they are involved in making decisions for the school. Our FPCS Advisory Committee meets multiple times throughout the year and accessibility is enhanced through the use of digital media such as Zoom. On an individual student level, upon enrollment parents and teachers discuss students' roadmap to graduation, and information is gathered from the parents on the student's post-secondary plans. Coursework is then adjusted to ensure that students will be able to pursue their post-secondary goals. Ongoing parent conferences at the K-8 level regularly keep parents updated on academic progress and social/emotional development.	The engagement of underrepresented families can be improved by offering family engagement activities at a time that is convenient for working parents. Providing translation services during those events and translated documents utilized in the events will also reach more parents of second language learners.	4	5	3	5	4	4	5	4	4	5	4	4	Met		2024-06-18	2024
42691120124255	Trivium Charter	3	Trivium is built on a family partnership model and works with each family individually. This system allows for a great
relationship between Trivium and families.	The area we are working on is streamlining communication so staff and families can easily access the information
they seek.	Trivium provides additional training, meetings and tech support to help any family who needs any extra assistance.
Trivium utilized platforms that allow for language translation of documents.	We have a quick and thorough response rate to our families and solicit feedback.	We will increase engagement activities for our families back to or exceeding pre-Covid levels.	We will invite and specifically seek out information from underrepresented families.	Trivium provides extensive options for families to communicate their needs and wishes including in-person options,
virtual options, and social media platforms. Trivium staff monitor and respond to inquiries and feedback. Surveys
are also provided each year.	Providing additional synchronous or in-person opportunities to provide feedback.	Specific invitations can be provided to families to certain feedback events or platforms.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-17	2024
42691120137877	Trivium Charter School Adventure	3	Trivium is built on a family partnership model and works with each family individually. This system allows for a great
relationship between Trivium and families.	The area we are working on is streamlining communication so staff and families can easily access the information
they seek.	Trivium provides additional training, meetings and tech support to help any family who needs any extra assistance.
Trivium utilized platforms that allow for language translation of documents.	We have a quick and thorough response rate to our families and solicit feedback.	We will increase engagement activities for our families back to or exceeding pre-Covid levels.	We will invite and specifically seek out information from underrepresented families.	Trivium provides extensive options for families to communicate their needs and wishes including in-person options,
virtual options, and social media platforms. Trivium staff monitor and respond to inquiries and feedback. Surveys
are also provided each year.	Providing additional synchronous or in-person opportunities to provide feedback.	Specific invitations can be provided to families to certain feedback events or platforms.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-17	2024
42691120137885	Trivium Charter School Voyage	3	Trivium is built on a family partnership model and works with each family individually. This system allows for a great
relationship between Trivium and families.	The area we are working on is streamlining communication so staff and families can easily access the information
they seek.	Trivium provides additional training, meetings and tech support to help any family who needs any extra assistance.
Trivium utilized platforms that allow for language translation of documents.	We have a quick and thorough response rate to our families and solicit feedback.	We have a quick and thorough response rate to our families and solicit feedback.	We will invite and specifically seek out information from underrepresented families.	Trivium provides extensive options for families to communicate their needs and wishes including in-person options,
virtual options, and social media platforms. Trivium staff monitor and respond to inquiries and feedback. Surveys
are also provided each year.	Providing additional synchronous or in-person opportunities to provide feedback.	Specific invitations can be provided to families to certain feedback events or platforms.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-17	2024
42691200000000	Santa Maria-Bonita	3	The Santa Maria-Bonita School District (SMBSD) continues to develop the capacity of staff to engage with families through ongoing professional development for all school office staff.SMBSD has worked to create welcoming environments for families through ongoing and varied outreach and engagement activities and by supporting the home to school connection through expansion of our Community Liaison team to include nearly 50 bilingual Community Liaisons at all school sites and the district office. Communication and engagement efforts have included expanded multilingual and multiplatform communication, the development and distribution of materials, digitally and in print, that provide information and context for our work and capacity-building outreach to promote student academic success.	Based on the analysis of our SMBSD educational partner input as well as local data, we have identified the opportunity to increase and improve upon dedicated efforts for positive interactions between staff, families, and the local community through events and celebrations as a focus area in our engagement plan. We have worked to create opportunities for school staff and parents to interact in positive ways through community events and multiple cultural and community celebrations. Additionally, we have worked with school staff to support open communication with families through the expansion and streamlining of interpretation services.	SMBSD continues to refine and innovate in the areas of communication and outreach. The Family Engagement team hosts two monthly community food banks, clothing distributions, hygiene and cold-weather material distributions  and other events designed to support families in the acquisition of basic needs through community partner collaborations. The communication between schools and families is an essential component in our efforts to reach underrepresented families. The Family Engagement team has used audio recordings of district materials, connections with community partners to amplify our messaging, multilingual messaging and community outreach tables in non-school/ community locations to encourage families to interact with school and district staff.	SMBSD is developing ways to continue to support school staff and improve schools’ capacity to expand the implementation of effective strategies for the growth of partnerships with families to improve student outcomes. These activities include, but are not limited to, regularly scheduled School Site Councils (SSC) and English Language Advisory Committee (ELAC) meetings, parent education classes, along with various virtual family educational events and workshops. Enhanced communication of multilingual content includes webpages in English and Spanish, informative and instructional videos, automated phone and text messages, written and email correspondence and individual parent phone calls. In addition, site and district staff have worked with parents to ensure access to and support using the required technology. Learning focused on building the capacity of families to effectively engage with schools and advocate for their students is currently occurring in parent leadership committees including the District English Learner Advisory Committee, LCAP Ed Partner Team, Migrant Education Programs Parent Advisory Committee, and Mixteco Parent Leadership Teams and through informative parent communications. SMBSD continues to partner with community organizations to increase connection and access to resources, build feelings of safety and security, and to ensure we are fostering positive school climates, student engagement, and parent involvement.	Based on the analysis of our SMBSD educational partner input as well as local data, we have identified the opportunity to increase and improve upon dedicated efforts for partnerships to achieve higher student outcomes through the increase of parent education opportunities and expanding significantly. There are standard offerings of parent education programs at all elementary schools and a set of standard offerings at the junior high schools. The parent education programs vary in offerings and formats. All parents are invited to participate. District-wide offerings as well as those at the site focus on providing parents with tools to support their child's learning at home. Additionally, these education opportunities include tools to assist with the interactions between parents and school staff.	The district's family engagement team takes regular input from families and looks for opportunities for feedback from the families the district serves. This has provided the district team with the opportunity to examine processes and improve outcomes for students. Additional outreach to underrepresented groups including parents of students with exceptional needs has begun along with expanded outreach to other underrepresented families. This has included the creation of 3 new family resource centers, community outreach events, topic/group specific parent education efforts, group specific focus groups or advisory committees.	Access to resource toolkits, technical support, and district staff to promote and bolster effective engagement of families in advisory groups continues to be provided to principals and staff. All 21 schools have School Site Councils (SSC) and English Language Advisory Committees (ELAC) that are continuously involved in site-level decisions and planning. SMBSD has prioritized regular leadership opportunities for existing district-level parent committees including District English Learner Advisory Committee (DELAC), LCAP Stakeholder Team, Migrant Education Programs Parent Advisory Committee, Mixteco Advisory Team, and the SMBSD Parent Leadership Team to review data, determine priorities, and assess the implementation of district wide efforts related to our stated goals.	Based on the analysis of our SMBSD educational partner input as well as local data, we have identified the opportunity for parents to receive training to assist in the understanding of their role in the decision making process. There will be efforts to provide additional training as well as additional opportunities to participate in the process. Off-site conference attendance had been a part of our training of parent leaders.	Based on the analysis of educational partner input and our local data, SMBSD will improve engagement of identified underrepresented families through the formation of advisory committees and coordination with the school sites to identify parents belonging to underrepresented groups. Additionally, the district will work to create more opportunities for input as well as receive feedback to refine the process of recruitment and data collection.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-26	2024
42691380000000	Buellton Union Elementary	3	The parents feel empowered to help make decisions and be involved in the school program through the School Site Councils, PTSA, DELAC, and volunteering in the classrooms and special events.	To help increase the quality and fidelity of teacher/school/district communications with parents, the district utilizes an online, mobile communications platform called Parent Square. The district is entering its eighth year of implementation and the feedback has been very positive from the community.	The district continues to hold engagement events both live and virtually with translation available to ensure that all members of the school community are able to be comfortable and fully engaged with the life of the school. As participation in virtual events is waning, the district will continue to consider times that this means of outreach may make it easier for all families to engage and participate.	The parents feel empowered to help make decisions and be involved in the school program through the School Site Councils, PTSA, DELAC, and volunteering in the classrooms and special events. The district has partnered with People Helping People for many years to provide counseling and aid to families in need.	The district is working closely with the DELAC to facilitate parent supports and continually focus on improved engagement. As a recent recipient of the Community Schools Planning Grant, this will be an area of focus as the district plans with community partners for implementation.	To help increase the quality and fidelity of teacher/school/district communications with parents, the district utilizes online, mobile communications platform called Parent Square. Families of students with IEPs are provided with workshops on how to support their students.	BUSD has a strong DELAC which brings in the families of English Learners through community celebration and educational events.	While satisfaction in this area is high, the district will continue to host events in person and virtually with translation services to solicit input for decision-making related to the life of the community and its schools.	Surveys of parents and school community members have been an effective tool utilizing Parent Square. The district will continue to utilize this approach as well as in-person events to engage with all families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-20	2024
42691460000000	Carpinteria Unified	3	88% of parents report that they feel welcome to participate in school events	Families will be encouraged to engage in school events.  Each site will hold monthly coffee with the principal events.  Elementary schools will hold family events throughout the year.
	Increase participation of underrepresented families in school site ELAC and Parent Support Group meetings.  Schools will send out communications in both English and Spanish.
	90% of parents report that schools encourage parents to be an active partner in their child’s education.
	Increase parent participation in Back-to-School Nights, Open Houses, and Parent-Teacher Conferences.
	Schools will reach out to underrepresented families to participate in school events and provide ways that parents can support student learning at home.
	78% of parents report that schools allow and welcome parent input.
	All parents are encouraged to attend parent group meetings.  Schools will send communications in advance in English and Spanish.
	Schools will focus on increasing underrepresented families participation in School Site Councils and Parent Support Groups.  
	5	5	5	4	4	5	5	5	4	4	4	4	Met		2024-06-11	2024
42691610000000	Cold Spring Elementary	3	"According to the LCAP survey, 100% of respondents Strongly Agree/Agree the school is a supporting and inviting place for students to learn. This data strongly aligns with the fact that 100% of respondents agree with the Cold Spring School District Mission Statement which is to educate the whole child. The LCAP survey results were overwhelmingly positive. The Cold Spring community continues to support the direction of the District/School and the educational program. One parent said the following in the comments section, ""We are so grateful for our incredible school and all the hard work the staff provides to make it a school of excellence."""	The Cold Spring School has built strong partnerships for student outcomes. Those partnerships include a strong relationship with families to provide a continuum of support to students to support improved student outcomes. The teachers and school staff rely heavily on regular formative assessments throughout the school year to gauge student learning and student progress towards meeting individual goals and mastering the required state standards. Teachers are encouraged to communicate regularly with their students and families about individual progress towards meeting those goals. The LCAP Survey Results were very positive and either maintained or increased in positivity from the baseline.
*99% of respondents strongly agree/agree that teachers communicate student learning expectations.
*100% Strongly Agree/Agree that parents feel welcomed at school.
*99% Strongly Agree/Agree that staff takes parents' concerns seriously.
*98% Strongly Agree/Agree the information in ParentSquare keeps them informed.
*95% Strongly Agree/Agree the CSSD website is informative.
*98% Strongly Agree/Agree the Superintendent/Principal's leadership engages students and families to promote a positive school climate and culture.
*100% Strongly/Agree the school is a supportive and inviting place for students to learn.	There currently are nine identified low socio-economic, 22 Special Education and zero EL, or Foster youth families. All families have been invited to serve on a school committee via ParentSquare. All stakeholders have an opportunity to give input during monthly Superintendent/Principal's Information meetings, LCAP
Advisory Committee, Parent Club meetings, and Governing Board meetings.	"The District is very student-centered with every goal and action. We are proud to have 131 respondents to the 2023-2024 LCAP survey which showed steady participation from the 2022-2023 LCAP survey with 138 respondents. Results demonstrated the top local priorities remain the same: Teacher Quality, small class size, and specialist program. Parents also value opportunities for Parent Involvement with 101 of respondents reporting serving on a school committee. All parents are encouraged to attend the weekly Monday morning assembly to learn about the school's happenings and student recognition. In addition, the Superintendent/Principal holds monthly parent meetings to solicit input in schoolwide decision-making. The Superintendent/Principal meets with the Cold Spring School District Governing Board at regular monthly public meeting sessions. During these meetings, the Superintendent/Principal works with the Governing Board to meet the LCAP goals and priorities. The Superintendent/Principal solicits input from the community in the following manner: The Cold Spring School Foundation regarding how to enhance the STEAM, Art, Music, Technology and PE programs. In response, the school received additional funds to support these core ""Specialist"" programs from the Cold Spring Foundation. The Superintendent/Principal is active in the Santa Barbara community. She presents monthly to the community through the Montecito Association regarding school data, programs, and events."	"The Cold Spring School District has partnered with Franklin Covey's ""Leader in Me"" professional development in order to build trust and respect amongst staff, families and students. All staff members are committed to the ""7 Habits of Highly Effective People"" by Steven Covey and implementing daily “Leader in Me” lessons into the classroom. The Superintendent/Principal set the tone for the 2023-2024 school year showcasing the following video that highlights the social-emotional learning for the school year: https://youtu.be/cVhv8K4uOac?si=dUqHm6b4uvbH-zuu.
In addition, the Superintendent/Principal shares professional development highlights with parents during her monthly Principal coffees and weekly newsletter. During an all school Friday Zoom assembly, the Superintendent/Principal highlights every student that has a birthday by sharing with the entire school what makes that student special to the community. The Superintendent/Principal also shares video clips weekly from the ""Leader in Me"" library with students to reinforce and support a positive school culture and climate and highlights individual students that have received a “Leader in Me” ticket for their act of service."	The Cold Spring School District has zero English Language Learners and nine low-socioeconomic students. Every effort has been afforded to include the low-socio-economic families on committees and the decision making process. The teachers connect weekly with families via ParentSquare to share out class goals, objectives and student progress. The Superintendent/Principal works beside classroom teachers to support student success by progress monitoring student goals. The Superintendent/Principal shares out student progress toward benchmark standards in ELA and Math at school Board meetings. There are multiple ways parents can connect in-person at Cold Spring School: Monthly Principal Coffee, Monthly Parent Club Meetings, Monday Morning Assemblies, Volunteering in the Classroom and the multiple special events.	There are many opportunities for parents to engage in two-way communication with teachers, staff and administration. The LCAP Advisory Committee met several times throughout the year to review student achievement, provide California Dashboard input and provide input into the draft LCAP goals. In addition, an LCAP community survey was used to solicit stakeholder participation and engagement in the LCAP. The Superintendent/Principal reviewed the draft goals and actions with the community during multiple forums, including Superintendent/Principal's coffees and Community forum. Several Board presentations were conducted throughout the year to review student data outcomes and survey results. All stakeholders agree the “whole-child” approach is the key ingredient to the district's continued success.
The Superintendent/Principal engages all stakeholders into the decision making process through the following: Staff Meeting Presentations, LCAP Advisory Committee, Governance Board Meetings, Monthly Principal’s Coffee, Parent Club Meetings, Cold Spring Foundation meetings, Back to School Night Presentations, Student Council, and weekly in-person and zoom student assemblies.	There are many opportunities for parents to engage in two-way communication with teachers, staff and administration. There currently are nine identified low socio-economic, 22 Special Education and zero EL, or Foster youth families. All families have been invited to serve on a school committee via ParentSquare. All stakeholders have an opportunity to give input during monthly Superintendent/Principal's Information meetings, LCAP Advisory Committee, Parent Club meetings, and Governing Board meetings.	There are many opportunities for parents to engage in two-way communication with teachers, staff and administration. There currently are nine identified low socio-economic, 22 Special Education and zero EL, or Foster youth families. All families have been invited to serve on a school committee via ParentSquare. All stakeholders have an opportunity to give input during monthly Superintendent/Principal's Information meetings, LCAP Advisory Committee, Parent Club meetings, and Governing Board meetings.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-10	2024
42691790000000	College Elementary	3	- Holding parent conferences and SST meetings
- Being present and positive at drop off and pick up.	- Providing a variety of times for family information sessions.
- Working regularly with community partnership programs and organizations.
- Utilizing the community liaison to reach out to underrepresented families
- Providing resources to help families guide their children academically.
- Creating transparent plans for the future of the district / school.	- Continuing to serve underrepresented populations through the adult education program
- Connect families to outside support organizations.
- Providing workshops for parents.	- Communicating with families via ParentSquare.
- Sending updates of classroom occurrences
- Being present and positive at drop off and pick up.
- Hosting family night activities.
- Hosting before and after-school social functions.
- Hiring, training, and retaining staff with the best interests of students and families.
- Providing professional development for all staff.	- Offering more sports activities
- Creating an anti-bullying environment
- Continuing to serve underrepresented populations through the adult education program
- Providing workshops for parents.	- Providing more opportunities for parents to be on campus.	- Providing all written communication in both English and Spanish
- Holding parent conferences and SST meetings	- Providing families with a calendar of district meetings
- Continuing to serve underrepresented populations through the adult education program	- Providing workshops for parents on School Site Council purpose and rules.
- Providing workshops for parents on ELAC and DELAC purpose and rules	4	4	3	4	3	3	4	3	3	4	4	4	Met		2024-06-11	2024
42691796118434	Santa Ynez Valley Charter	3	The involvement of stakeholders within all levels of the school, including governance, planning, and operations is an important founding principle of Santa Ynez Valley Charter School. There are many ways in which parents are involved in decision making activities as well as in programs, events and fundraising. The PTSO is an active partner in the organization of the school community.	The school works closely with the PTSO and creates strategic planning goals for parent engagement. The main area of growth for the school is to provide more opportunities to have families, teachers and admin work together to plan, design, implement and evaluate family engagement activities at the school level.	The school has a system for identifying underrepresented families and for ensuring their needs are met through outreach and by analyzing parent survey data. As part of the school’s strategic planning process, a plan is in place to identify and serve underrepresented students.	The school has a robust system in place for grade reporting and for student conferences on a regular and predictable basis. Communication between teachers and families is strong, and the school uses Parent Square for weekly updates. Survey results show that communication is a strength of the school.	The areas of improvement for the school are a. providing families with more resources to support student learning and development in the home and b. supporting families to understand and exercise their parental rights.
	The school has a system for identifying underrepresented families and for ensuring their needs are met through outreach and by analyzing parent survey data. As part of the school’s strategic planning process, a plan is in place to identify and serve underrepresented students.	The school is focused on achieving its mission to be collaborative among all stakeholders. The school is governed by parents and works closely with the parent-teacher-student organization to effectively engage families in all aspects of the school, including decision-making.	The school has identified two action items in the strategic plan that relate to family engagement. 1. Strengthen PTSO and Parent Involvement, 2. Enhance visibility and knowledge of school mission. Although many of the structures are in place for achieving parent involvement, the school recognizes there is more that we can do as a community.	The school will conduct surveys of all families and conduct outreach to underrepresented families to evaluate the level of engagement and identify areas for improvement.	4	5	4	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
42691950000000	Goleta Union Elementary	3	The staff and leadership of Goleta Union School District strive to ensure that families are well-informed about their child's school progress and understand options for resources to support their child's learning.	Our staff continue to seek opportunities to ensure successful two-way communication between school and home.	As a district, we have received feedback from our families that personal connections and outreach are most successful when communicating about school progress and events. Our school and district leadership support phone calls and direct messages with families regarding important school progress or event information.	Goleta Union School District values providing interpretation and translation that parents can rely on. In addition to community liaisons who support our families, our district is committed to having ample staff trained and available to provide interpretation for parent meetings and school events.	Through our LCAP input process, our families appreciate more opportunities to participate and support their child's learning experience in school.  Families also expressed interest in educational opportunities in the area of supporting safe and appropriate use of technology and social media.	Goleta Union School District values making our schools welcoming for all students and parents. Through our LCAP input process, it was determined that more attention is needed to support all parents with opportunities for involvement in the classroom. Leadership and staff are working together to identify opportunities to support parents to participate in their child's learning in diverse ways.	As a district, we have a strong structure for input using a variety of methods to solicit input from families regarding school programs.	We continue to seek to evaluate and improve the family engagement activities offered to best meet the needs of our community.	We will continue to seek input through personal contact and by offering a variety of methods to communicate to implement family engagement strategies and activities that reflect the needs of our families.	4	4	4	3	4	4	4	4	4	4	3	4	Met		2024-06-05	2024
42692030000000	Guadalupe Union Elementary	3	Strengths include the district's progress in developing the capacity of staff, creating welcoming environments, and developing multiple opportunities to engage in 2-way communications between families and educators.	An area to improve is our progress in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.	Engagement of underrepresented families identified through this self-reflection process will be included in site and district planning conversations, use of resources, and opportunities to find new, successful ways to connect.  Increased communications, new formats for parent information and learning sessions, and continued use of multiple formats and assistive supports will be in place for the coming year.	The district has made progress in implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.
The district works hard to provide multiple formats, languages, assistance, and reporting of results to staff, families, and the larger GUSD school community.	Parents have indicated that they'd like improved personal relationships with teaching staff in order to best stay informed as to student progress and ways to support successful outcomes.  This would be a particular area of improvement given the extensive data and information available to parents and staff.
An increase in parent engagement and family participation in school/district events, information sessions, and input opportunities is a continual area of focus for site and district leadership.	Efforts will continue and increase so that parent participation in opportunities for input will increase:  Parent sessions, varying times and formats of gatherings, serving preferences for availability of parents, and seeking parent input on areas of interest and need.	Progress has been made in building capacity and seeking interest in having input for decision-making from our parents.  Parents participate in SSC, LCAP advisory, Health and Safety, and other committees/opportunities.  All families are providing opportunities to provide input.	Although all families are provided opportunities to share in decision-making processes, we need to improve our efforts and results for our underrepresented groups in the school community.	Increased and coordinated efforts for community outreach, services, and learning opportunities have been influenced by the analysis of this input and will be put into action for the coming year.	3	3	2	3	2	3	4	2	3	3	3	2	Met		2024-06-18	2024
42692110000000	Hope Elementary	3	Hope School District excels at creating a welcoming environment for our students, staff, and families. This is evidenced by the CA Healthy Kids Survey given to 5th and 6th grade students, staff, and families where 97% of parents report feeling welcome at the schools. 1005 of staff respondents also reported feeling welcome at schools.	We continue to strive to ensure that families who do not have English as their primary language have the same access to all information and activities as our native English speaking families do. We strive to increase the offerings of interpretation and ensure that materials are available in English and Spanish.	This is an area of continued focus for our district. Our strengths are that in our small school communities, families can make connections with other school community members and staff. However, language barriers still exist for some families in that we offer English and Spanish for communication, but we do have a small number of families who speak other languages. We continue to identify ways to reach all families.	We had a fairly high response rate to the parent version of this year's CA Healthy Kids Survey with over 250 families responding. Of those respondents, 97% responded feeling welcome at schools. 100% of staff reported that the district actively seeks their input before making decisions.	In the CA Healthy Kids Survey, 78% of parents responded that school actively seeks their input before making important decisions, so this is an area for continued focus.	We sought input in ELAC and DELAC meetings regarding how to improve family engagement. The ideas included providing more interpretation for things like conferences. Input was also sought from the District School Site Council /LCAP Advisory Group. They suggested forming site welcoming committees for each campus to create connections early on.	An area of strength for this priority is that we offer multiple ways for parent and staff to provide input via surveys, town halls, meetings, and advisory groups.	Offering interpretation at meetings where input is sought is one suggestion provided for increasing input for decision making.	We are seeking to build a list of available interpreters for meetings and conferences and hire  more bilingual employees.	5	5	5	4	4	4	5	5	5	5	4	5	Met		2024-06-10	2024
42692290000000	Lompoc Unified	3	In our California Healthy Kids (CHKS) Parent Survey for 2023-2024, 90% of parents indicated they feel respected and 86% feel the schools do a good job informing parents about school activities.  In addition, 82% of parents feel the school is an inviting place that welcomes families, and 88% feel like the schools reach out to parents to help them with students’ learning.  These indicators show progress of at least 10%% gains from 2022-2023 CHKS Parent Survey. 
In addition, Lompoc Unified School District sent out a parent survey from School Communication Performance Evaluation (SCOPE), 81% of parents feel the school informs them of their child’s progress well and believes the information coming to them is easy to understand.  
	Areas for improvement include providing more opportunities for parents to volunteer or participate in students’ classrooms and communicating more frequently with parents about the district's goals and priorities.  Another area of focus is continuing to work in partnership with families to ensure shared governance to make informed decisions.
	LUSD will continue to utilize the site and district outreach consultants to make personal contacts with underrepresented families. The district will continue to provide training to the administrative staff on increasing the engagement of underrepresented families in school and district decisions and activities. LUSD will expand professional development in this area to all school sites where the majority of students live in poverty. Identified areas for improvement are in engaging families with their child’s school and teachers. LUSD will also support families to understand and exercise the legal rights. 
	LUSD’s 2023-2024 parent surveys indicate most parents attend school events and parent-teacher conferences. This is a strength of the District. Each school site provides family nights, principal meetings, parent-teacher conferences two times per year, and monthly School Site Council, English Learner Advisory Committee, and Parent Teacher Association meetings intended to engage the families of all students. The District conducts the Superintendent’s LCAP Advisory Committee meetings, monthly District English Learner Advisory Committee (DELAC) Meetings,  and Superintendent's Equity Committee meetings. The district also invites students to perform at monthly Local Board meetings, conducts parent training, and recognizes students throughout the year.
	After analyzing parent surveys and feedback, LUSD recognizes increasing communication between the district and famlies is an area for improvement. Also bilingual two-way communication is an area for improvement.
	LUSD will continue to use Parent Square, a communication app, to continue to improve communication about school happenings, coordination, and engagement between home and the school community.  LUSD will continue translating our Local Board of Education Agendas into Spanish and providing translation services for our Board Meetings
	The strengths of LUSD is how the district utilizes electronic and paper surveys written in Spanish and English, to gather information. Also, LUSD has an active District English Learner Advisory Committee (DELAC) and LCAP Advisory Committee, who provide different perspectives and insite on planned LCAP actions and school programs for English Language Learners. Additionally, School Site Councils and Leadership Teams have a high level of input into site decision-making, family engagement activities, and celebrating student success.
	LUSD’s focus area for improvement is to increase opportunities for all families, teachers, principals and district administrators to collaboratively plan, design, implement and evaluate family engagement activities at both site and district levels. Additionally, LUSD is working towards including student voice on important topics at both site and district levels.   
	LUSD will improve engagement of underrepresented families by increasing access, such as clear communication and trying to provide translation services at all meetings and committees,  for underrepresented parents groups to participate in policy and program development. Furthermore, we will continue to involve our Outreach Liaisons and School District Social Workers in making lasting and meaningful connections with our families while we transition some of our schools into Community Schools. 
	5	5	5	4	5	5	4	4	5	5	5	5	Met		2024-06-25	2024
42692290116921	Manzanita Public Charter	3	- Communicating with families via ParentSquare.
- Providing families with a calendar of events.
- Communicating non-curricular information to parents.
- Communicating updates on behavior and grades.
- Providing all written communication in both English and Spanish.
- Holding parent conferences and SST meetings
- Setting up open lines of communication with all stakeholders
- Having friendly office staff.
- Being present and positive at drop off and pick up.
- Hosting family night activities.
- Inviting parents to attend and participate in school functions.
- Providing more opportunities for parents to be on campus.
- Providing a variety of times for family information sessions.
- Treating all families’ needs and beliefs with equal care
- Hiring, training, and retaining staff with the best interests of students and families.
- Providing professional development for all staff.
- Creating transparent plans for the future of the district / school.	- Sending updates of classroom occurrences
- Creating an anti-bullying environment
- Continuing to serve underrepresented populations through the adult education program
- Ensuring underrepresented families feel included in district parent activities and decision making
- Providing workshops for parents.	- Sending updates of classroom occurrences
- Creating an anti-bullying environment
- Continuing to serve underrepresented populations through the adult education program
- Ensuring underrepresented families feel included in district parent activities and decision making
- Providing workshops for parents.	- Communicating with families via ParentSquare.
- Providing families with a calendar of events.
- Communicating non-curricular information to parents.
- Sending updates of classroom occurrences
- Communicating updates on behavior and grades.
- Providing all written communication in both English and Spanish.
- Holding parent conferences and SST meetings
- Setting up open lines of communication with all stakeholders
- Having friendly office staff.
- Being present and positive at drop off and pick up.
- Hosting family night activities.
- Hosting before and after-school social functions.
- Inviting parents to attend and participate in school functions.
- Providing more opportunities for parents to be on campus.
- Treating all families’ needs and beliefs with equal care
- Hiring, training, and retaining staff with the best interests of students and families.
- Providing professional development for all staff.
- Creating transparent plans for the future of the district / school.	- Continuing to serve underrepresented populations through the adult education program	- Continuing to serve underrepresented populations through the adult education program	- Providing families with a calendar of district meetings
- Providing all written communication in both English and Spanish
- Holding parent conferences and SST meetings
- Holding regular School Site Council Meetings
- Treating all families’ needs and beliefs with equal care	- Collecting information from families through web surveys	- Ensuring underrepresented families are present at DELAC, SSC and other committee meetings.
- Holding regular DELAC / ELAC Meetings
- Working regularly with community partnership programs and organizations.
- Utilizing the community liaison to reach out to underrepresented families
- Continuing to serve underrepresented populations through the adult education program
- Providing workshops for parents on School Site Council purpose and rules.
- Providing workshops for parents on ELAC and DELAC purpose and rules	5	5	4	5	5	4	4	3	5	5	4	4	Met		2024-06-19	2024
42692450000000	Los Olivos Elementary	3	Los Olivos Schools main focus is on relationship building with all constituents and evidence of that can be seen on how many parent volunteers help out in the classroom, are involved in our PTA called the Spartan Alliance, and our Los Olivos Foundation. The Foundation is the parent led fundraising arm which allows our school to purchase new technology every year, as well as offering elective courses to our elementary and middle school. Lastly, on our LCAP survey, it is documented that 96.83% of families said that they have access to speak with the Principal when they need to. Our SST meetings and reclassification meetings are 100% in terms of parent participation. Parent/teacher conferences are held twice a year for grades TK-5, and once a year for grades 6-8 with 100% parent participation.	Last year we purchased morning meeting books for our teachers to systemically hold morning meetings for social and emotional support and we will continue with these meetings next year. We are fully staffed with a school psycholgist to meet with our special education children, as well as a licensed marriage and family therapist to meet with our general education students if and when social and emotional situations arise. This will be our 5th year partnering with Care Solace, they help our school district provide wraparound support for every student, staff member, and family member in need.	We will continue to use ParentSquare as our mode of communication between school and home. 100% of families have access to ParentSquare and every communication is also translated into Spanish. The principal is bilingual and actviely engages our Hispanic families in their native tongue. Parent/teacher conferences are held twice a year for grades TK-5, and once a year for grades 6-8 with 100% parent participation.	Los Olivos offers professional development in the areas of school safety, the science of reading, and Response to Intervention in Math and English training and mentoring which all lead to improvement of student outcomes.	This past year we sent out monthly Care Solace flyer and newsletter that focused on a different social and emotional topic every month through ParentSquare which was in both English and Spanish. Based on morning meetings, we often inform families of what we are seeing in their children and their needs, and we can offer support through Care Solace as well as referrals through our licensed MFT here on campus	Los Olivos is a small school/community and we know who our underrepresented families are and we reach out to them through ParentSquare, the principal is bilingual and he calls families not only to report negative actions, but also positive ones. We also have changed our parent/student conference so that parents that work will have evening access to to these important conferences, and translators are always available.	The Spartan Alliance offered morning coffee with the principal twice this school year to listen to our families and offer feedback. The principal has an open door policy, and 96.83% of families said that they can communicate with the principal when needed. He also sends out LCAP survey as well as the California Healthy Kids survery for students, staff and families.	The Los Olivos faculty and staff have asked for more communication from the Principal, so we meet every Thursday at the beginning of PLC's to check-in and see what is pressing. There is also an agenda that is available for the first Thrusday of the month whcih serves as our faculty and staff meeting. The Principal will also meet bi-weekly with the office administrative team.	We are offering parent-teacher conference times in the evening which will not interfere wtih families work schedules. We have also secured babysitting during these times for our families. The principal is approachable, he has an open door policy and he is bilingual. Our school secretary sends out weekly ParentSquare posts that are always translated from English to Spanish.	5	4	4	5	4	4	5	4	4	4	4	4	Met		2024-06-24	2024
42692520000000	Montecito Union Elementary	3	Each year Montecito Union School surveys every parent in the district to assess parent satisfaction, parent engagement, and seek input and feedback on the school's direction and decisions. The survey is refined annually to seek information on current and future needs and issues. These results are presented to the school board annually.  There is generally high praise for our academic programs, curriculum, character work, and learning environment.  97% of families agree or strongly agree that they feel invited to be part of the MUS community.  Administration is consistently rated at or near 100% in being approachable and responsive to needs.	"As scores are incredibly high there are not major areas of need to improve relationships with school staff and families.  The survey data indicates fewer ""strongly agree"" responses in questions related to the school board, so that will continue to be an area we focus on.  The Board has made strides through strong digital communication and offering in person office hours"	MUS will continue to offer translation services when needed.  The work of the Diversity Club will also work to to continue to welcome and invite underrepresented families	Each year Montecito Union School surveys every parent in the district to assess parent satisfaction, parent engagement, and seek input and feedback on the school's direction and decisions. The survey is refined annually to seek information on current and future needs and issues. These results are presented to the school board annually.  There is generally high praise for our academic programs, curriculum, character work, and learning environment.	We will continue to work on our world language programs to define expectations and ensure we continue to provide high-quality instruction.  98% of parents are satisfied with their child's education.	MUS will continue to work with the school board, teachers and diversity club to ensure we build partnerships with underrepresented families.	The school follows all required protocols for things like LCAP, etc.  Board meeting agendas and commentaries are emailed to all families in advance of meetings, board office hours are held each month, and the superintendent and principal have monthly office hours to seek input in decision-making.  In addition, specialized committees are created on a regular basis to inform decisions.  The annual survey also provides specific feedback for many school programs	The District currently does this very well according to survey data so will continue the same efforts it has made in the past.	Specific proactive outreach will take place for any families with language barriers.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-11	2024
42692600000000	Orcutt Union Elementary	3	"Relationships between school staff and families are a strength in the Orcutt Union School District. In a parent/guardian survey done for the 2024 LCAP, 89% of respondents characterized communication from the school about school activities as ""excellent"" or ""good,"" and 85% of respondents characterized communication from teachers about their child's academic progress as ""excellent"" or ""good."" Additionally, in a school culture survey of parents done in October 2023, seven of nine schools had over 80% of parent respondents indicating ""agree"" or ""strongly agree"" to the separate survey prompts: ""Parents feel welcome to be involved in the school"" and ""If I have a problem or concern, I have someone at school I can talk to.""

The Parent Square communication platform allows for easier school-home communication because it sends messages in the parent/guardian's preferred format (email, text, or voicemail) and translates messages into Spanish or other language of choice. Principals, teachers, and office staff are well versed in how to post news and announcements on Parent Square, and the platform translates into the recipient’s preferred language. In the past two years schools have been relying more on posts for specific groups and direct messages to parents as opposed to ""blasts"" to the school population at large.

Schools work to create welcoming environments for families. Parent-teacher conferences are held early in the year so teachers and parents can establish rapport. Community liaisons reach out to parents who speak Spanish to offer ongoing support.

School events are well attended. Parents serving as PTA or PTSA presidents report that interest in school and family events is strong but at the same time there are fewer parent volunteers. ""Anything we have offered has had a great turnout, but it is hard to have the same group of parents running events."" So parent leaders are interested in having more family events and showcases on campus so more parents can see school and PTA/PTSA programs and hopefully become more involved."	"The third practice above -- ""supporting staff to learn more about each family's strengths, cultures, languages and goals for their children"" -- is a focus area for our district. For the first time ever over half of our district's students are unduplicated, and we can do more to be sensitive to poverty, language differences, cultural differences, transience, trauma, homelessness, and other conditions our students and families face."	"The Orcutt Union School District has embedded parent engagement in its LCAP in the form of Goal 4: ""Serving as a cornerstone of the greater Orcutt community for generations, Orcutt schools will be a place where each family experiences equity and a sense of belonging and pride in their school."" Applicable LCAP actions include the following:
- Action 4.1 School-Home Communication Platform
- Action 4.2 Improved Marketing and Accessibility of District for Parent and Community Engagement (new action)
- Action 4.3 Community Liaison and Interpreter Support for Non- and Limited-English-Speaking Families
- Action 4.4 Support for Foster/Homeless Families
- Action 4.5 Parent/Family Education Events (new action)"	Parents largely are very appreciative of their children's school and are complimentary of school staff. Parents indicate that teachers and staff at schools are responsive and helpful and will listen to parent concerns. One of the district practices most instrumental in supporting partnerships around student outcomes is the district's fall parent-teacher conferences. All parents/guardians are expected to attend, and the conferences are held early in the school year (in late September) so teachers and parents can review student progress to date and collaborate on goals for the school year.

The district Educational Services and Special Education departments plan trainings and workshops that help parents to support their children's learning and development. During 2023-2024 the Educational Services team planned a series of family math nights -- one at each elementary site -- that engaged students and parents in math games, puzzles, and challenges. The nights were well attended and well received, and many at school sites would like to have them continued in 2024-2025.

At the start of each school year the district distributes to all parents its Annual Notification of Parent and Student Rights and Responsibilities. This outlines parents' legal rights. Each year the district informs parents of its Uniform Complaint Procedures. Parents of Special Education students are notified of their legal rights at IEP meetings and in communication from Special Education providers.	"The second practice above -- ""providing families with information and resources to support student learning and development at home"" is a focus area for the district. The district recognizes that it needs to expand its ways of communicating to parents and prospective parents about available resources. Efforts planned for 2024-2025 include holding more ""showcase"" events that get parents and community members on campuses to see district programs and offerings; videos that highlight district programs from a lens of what parents need to know; publishing a ""family guide to the district"" that parents receive at the outset of each school year; updating the district website; and refreshing the district's logo. The assumption is that communicating in more formats will reach more parents, including parents of unduplicated students and students with disabilities, will help these parents more fully capitalize on available resources."	"As mentioned above, the Orcutt Union School District has embedded parent engagement in its LCAP in the form of Goal 4: ""Serving as a cornerstone of the greater Orcutt community for generations, Orcutt schools will be a place where each family experiences equity and a sense of belonging and pride in their school."" LCAP actions applicable to building partnerships for student outcomes include the following:
- Action 4.2 Improved Marketing and Accessibility of District for Parent and Community Engagement (new action)
- Action 4.3 Community Liaison and Interpreter Support for Non- and Limited-English-Speaking Families
- Action 4.4 Support for Foster/Homeless Families
- Action 4.5 Parent/Family Education Events (new action)"	The district frequently surveys parents to gather input. This typically is done in association with the development of state and federal plans (i.e., LCAP), but the district also has surveyed parents on enrollment preferences, summer programming, and more. Schools also survey parents. As an example, each fall they survey parents and students regarding the level of caring and responsiveness they experience at school.

Parents play a strong role in school and district groups such as School Site Councils, school English Learner Advisory Committees, the District English Learner Advisory Committee, the parent/superintendent group, and the district strategic planning group. The district can generate countless examples of how parent input made an impact on school and district plans.

Finally, student input is valued. In association with the development of the district LCAP, student focus groups were formed that included a range of student perspectives, including those of unduplicated subgroups. Meetings with these focus groups produced important insights and feedback into how the district can improve academic programs, school climate, and services to unduplicated students.	"The first practice above -- ""building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision making"" -- is a focus area for the district. School and district administrators have not participated in training in best practices for engaging parents in advisory groups such as School Site Councils since prior to COVID. The Core Management Team can benefit from a refresher training in the coming year."	"As mentioned above, parent engagement is part of the LCAP in the form of Goal 4: ""Serving as a cornerstone of the greater Orcutt community for generations, Orcutt schools will be a place where each family experiences equity and a sense of belonging and pride in their school."" LCAP actions applicable to seeking input from parents and families in decision making include the following:
- Action 4.2 Improved Marketing and Accessibility of District for Parent and Community Engagement (new action)
- Action 4.3 Community Liaison and Interpreter Support for Non- and Limited-English-Speaking Families
- Action 4.5 Parent/Family Education Events (new action)"	4	4	3	4	3	3	4	4	3	3	4	3	Met		2024-06-18	2024
42692600116434	Orcutt Academy Charter	3	"Relationships between school staff and families are a strength at the Orcutt Academy. In a parent/guardian survey done for the 2024 LCAP, 86% of respondents characterized communication from the school about school activities as ""excellent"" or ""good,"" and 78% of respondents characterized communication from teachers about their child's academic progress as ""excellent"" or ""good."" Additionally, in a school culture survey of parents done in October 2023, 84% of OAHS parents and 76% of OAK-8 parents indicated ""agree"" or ""strongly agree"" to the survey prompt ""Parents feel welcome to be involved in the school"", and 85% of OAHS parents and 76% of OAK-8 parents indicated ""agree"" or ""strongly agree"" to the prompt ""If I have a problem or concern, I have someone at school I can talk to.""

The Parent Square communication platform allows for easier school-home communication because it sends messages in the parent/guardian's preferred format (email, text, or voicemail) and translates messages into Spanish or other language of choice. Principals, teachers, and office staff are well versed in how to post news and announcements on Parent Square, and the platform translates into the recipient’s preferred language. In the past two years OA has been relying more on posts for specific groups and direct messages to parents as opposed to ""blasts"" to the school population at large.

Schools work to create welcoming environments for families. At OAK-8, parent-teacher conferences are held early in the year so teachers and parents can establish rapport. Community liaisons reach out to parents who speak Spanish to offer ongoing support. 

School events are well attended. Parents serving as PTSA presidents report that interest in school and family events is strong but at the same time they would like to have more parent volunteers. Parent leaders are interested in having more family events and showcases on OA sites so more parents can see school and PTSA programs and hopefully become more involved."	"The third practice above -- ""supporting staff to learn more about each family's strengths, cultures, languages and goals for their children"" -- is a focus area for our school. The Academy is becoming more diverse each year, and we can do more to be sensitive to poverty, language differences, cultural differences, transience, trauma, homelessness, and other conditions our students and families face."	"The Orcutt Academy has embedded parent engagement in its LCAP in the form of Goal 4: ""Serving as a cornerstone of the greater Orcutt community for generations, Orcutt schools will be a place where each family experiences equity and a sense of belonging and pride in their school."" Applicable LCAP actions include the following:
• Action 4.1 School-Home Communication Platform
• Action 4.2 Improved Marketing and Accessibility of District and School for Parent and Community Engagement (new action)
• Action 4.3 Community Liaison and Interpreter Support for Non- and Limited-English-Speaking Families
• Action 4.4 Support for Foster/Homeless Families
• Action 4.5 Parent/Family Education Events (new action)"	Parents largely are very appreciative of their children's school and are complimentary of school staff. Parents indicate that teachers and staff at OA are responsive and helpful and will listen to parent concerns. At OAK-8, one of the practices most instrumental in supporting partnerships around student outcomes is fall parent-teacher conferences. All parents/guardians are expected to attend, and the conferences are held early in the school year (in late September) so teachers and parents can review student progress to date and collaborate on goals for the school year.

The district Educational Services and Special Education departments plan trainings and workshops that help parents to support their children's learning and development. During 2023-2024 the Educational Services team planned a series of family math nights -- one at each elementary site -- that engaged students and parents in math games, puzzles, and challenges. The nights were well attended and well received, and many at school sites would like to have them continued in 2024-2025.

At the start of each school year the district distributes to all parents its Annual Notification of Parent and Student Rights and Responsibilities. This outlines parents' legal rights. Each year the district informs parents of its Uniform Complaint Procedures. Parents of Special Education students are notified of their legal rights at IEP meetings and in communication from Special Education providers.	"The second practice above -- ""providing families with information and resources to support student learning and development at home"" is a focus area for the district. The district recognizes that it needs to expand its ways of communicating to parents and prospective parents about available resources. Efforts planned for 2024-2025 include holding more ""showcase"" events that get parents and community members on campuses to see district programs and offerings; videos that highlight district programs from a lens of what parents need to know; publishing a ""family guide to the district"" that parents receive at the outset of each school year; updating the district website; and refreshing the district's logo. The assumption is that communicating in more formats will reach more parents, including parents of unduplicated students and students with disabilities, will help these parents more fully capitalize on available resources."	"As mentioned above, the Orcutt Academy has embedded parent engagement in its LCAP in the form of Goal 4: ""Serving as a cornerstone of the greater Orcutt community for generations, Orcutt schools will be a place where each family experiences equity and a sense of belonging and pride in their school."" LCAP actions applicable to building partnerships for student outcomes include the following:
• Action 4.2 Improved Marketing and Accessibility of District for Parent and Community Engagement (new action)
• Action 4.3 Community Liaison and Interpreter Support for Non- and Limited-English-Speaking Families
• Action 4.4 Support for Foster/Homeless Families
• Action 4.5 Parent/Family Education Events (new action)"	The Academy frequently surveys parents to gather input. This typically is done in association with WASC self-study work and the development of state and federal plans (i.e., LCAP), but the district also has surveyed parents on enrollment preferences, summer programming, dress guidelines, and more. OAHS and OAK-8 also survey parents. As an example, each fall they survey parents and students regarding the level of caring and responsiveness they experience at school.

Parents play a strong role in school and district groups such as the School Advisory Council, the District English Learners Advisory Council (DELAC), the district parent/superintendent group, and the district strategic planning group. The school can generate countless examples of how parent input made an impact on school and district plans.

Finally, student input is valued. In association with the development of the LCAP, two OAHS student focus groups were formed that included a range of student perspectives, including those of unduplicated subgroups. Meetings with these focus groups produced important insights and feedback into how the district can improve academic programs, school climate, and services to unduplicated students.	"The first practice above -- ""building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision making"" -- is a focus area for the school. School and district administrators have not participated in training in best practices for engaging parents in advisory groups such as School Advisory Council since prior to COVID. The Core Management Team can benefit from a refresher training in the coming year."	"As mentioned above, parent engagement is part of the LCAP in the form of Goal 4: ""Serving as a cornerstone of the greater Orcutt community for generations, Orcutt schools will be a place where each family experiences equity and a sense of belonging and pride in their school."" LCAP actions applicable to seeking input from parents and families in decision making include the following:
• Action 4.2 Improved Marketing and Accessibility of District for Parent and Community Engagement (new action)
• Action 4.3 Community Liaison and Interpreter Support for Non- and Limited-English-Speaking Families
• Action 4.5 Parent/Family Education Events (new action)"	4	4	3	4	3	3	4	4	3	3	4	3	Met		2024-06-18	2024
42693100000000	Santa Maria Joint Union High	3	The District administer a social-emotional survey in the Fall of 2023 to parents, students and staff.  The data from the 2023 Fall survey shows an increase in the perceptions of the overall social and learning climate of the school from 36% to 57%.   The past area of focus has been family engagement and from the data from the Fall 2023 survey it shows a growth in the degree to which families become involved with and interact with their child's school from 14% to 15%.  Students favorably responded that school engagement was positive energy of the school has remained steady at 40% with 49% responding favorably to how fair or unfair the rules for students are at their school sites.

The 2023 Fall survey results show an increase in school climate for staff with a favorability from 49% to 54%.   The data reflects favorable responses for positive attitudes (48%), respectful relationships (58%), and a positive work environment (55%).	The district is taking proactive steps to address student engagement and foster better relationships within the school community. By acknowledging the current 40% favorability rate and setting a target for improvement, the district is showing a commitment to enhancing the overall school experience for students. Additionally, the focus on improving school mindset and teacher-student relationships aligns with research indicating that positive relationships are essential for academic success and overall well-being.

Relationships between school staff and families have been improving and will continue to be a priority. This collaboration is crucial for creating a supportive environment where students can thrive. The decision to conduct social-emotional surveys in Fall 2023 and Spring 2024 demonstrates a commitment to gathering data and using it to inform decision-making. This data-driven approach allows the district to identify areas for improvement and implement targeted strategies to build trust and strengthen relationships within the school community.	The Santa Maria Joint Union High School District's capacity to build trust through its relationships with parents/guardians is developed by educational partnership collaboration.  The staff has participated in school-sponsored parent events, parent/guardian conferences, parent advisory meetings, student achievements, and student events.  The Parent Advisory Committee for both English, Spanish, and Mixteco families participated several meetings to discuss the development of the Local Control Accountability Plan 2024-25, and the process for completing the annual updates for families to express their ideas.

The District's Parent Engagement Coordinator coordinated a variety of parent activities. The Parent Engagement Coordinator also implemented the Family Resource Center for the 2023/24 school year.  Parents have participated in a variety of training such as navigating ParentSquare, college and career presentations from AHC, STEM, SEL, PIQE, ESL classes, Parent health night, STEM Program in Spanish and Mixteco and more.  The District developed a Parent Mixteco advisory committee where Mixteco parents learned about safe communities, parent communication, parent advocacy, and mental wellness support.  
  
The District's dedication to creating an inclusive and supportive learning environment where every student and family feels respected, supported, and empowered to succeed. By recognizing and embracing the strengths, cultures, and goals of its community members, the District is laying the foundation for a more equitable and thriving school community.  Some initiatives that have happened during the 2023/24 school year consist of expansion of Ethnic Gender Studies with an introduction course for all current 9th-grade students at each site, expansion of services for Mixteco families and the creation of Wellness Centers that provide students with access to mental health support, resources, and interventions, fostering a positive school climate and promoting academic success.

The District's commitment to effective communication with parents/guardians is done with the utilization of ParentSquare and is a proactive step toward ensuring inclusivity and accessibility.  Providing information and updates in English, Spanish, and Mixteco through ParentSquare ensures that parents/guardians from diverse linguistic backgrounds can access important information. This promotes inclusivity and helps bridge language barriers, allowing all families to stay informed and engaged in their children's education. By inviting parents/guardians to participate in various committees and meetings, such as District Board meetings, English Language Advisory Committee, Migrant Parent Advisory Committee, and Parent Advisory Committee meetings, the District demonstrates a commitment to involving families in decision-making processes. This fosters collaboration, transparency, and partnership between the District and the community.
	The process for monitoring student progress and involving parents/guardians in the education journey is essential for fostering student success and building a strong school community. Providing teachers and administrators with progress monitoring reports throughout the year enables them to track student performance, identify areas of strength and growth, and tailor instruction accordingly. By using data to inform instructional decisions, educators can provide targeted support to meet the diverse needs of students. The District's commitment to supporting parent advocacy and engagement is evident through the various parent meetings held at both the school site and District levels. These meetings, including the English Language Advisory, School Site Council, school-wide meetings, and contracted service parent engagement meetings, provide opportunities for parents/guardians to voice their perspectives, contribute to decision-making processes, and actively participate in the school community. By offering a range of parent meetings and engagement opportunities, the District ensures that parents/guardians can participate in forums that align with their interests, concerns, and language preferences. By working together with parents/guardians as partners in education, the District fosters a shared commitment to student success and well-being.	The data from the Fall 2023 Panorama survey reflects the District's dedication to fostering a positive school climate, supporting students' holistic development, and promoting a growth mindset among students. By continuing to prioritize actions outlined in the LCAP and using data to inform decision-making, the District further enhances the educational experiences and outcomes of all students. Based on the Fall 2023 Panorama survey data, athletic support, activities Support, and visual performing art support, these actions likely contribute to creating a positive school culture and providing students with opportunities for engagement, personal growth, and self-expression outside of the classroom. Participation in extracurricular activities such as sports, clubs, and arts programs can help students develop confidence, leadership skills, and a sense of belonging. The increase in favorable responses across multiple mindset indicators from the Spring 2023 to Fall 2023 surveys indicates a positive trend in students' perceptions of themselves and their learning environments.	The District will continue to administer climate surveys and leverage survey data to inform strategies for improving student outcomes to commitment to continuous improvement. Holding regular advisory committees to solicit input from students and parents/guardians ensures that their voices are heard in decision-making processes. The District's commitment to administering climate surveys, engaging educational partners through advisory committees, and using data to inform decision-making reflects a proactive and collaborative approach to improving student outcomes and supporting an inclusive school community.	The District's approach to seeking input for decision-making is by facilitating engaged dialogue with educational partners, including staff, students, and families.  Conducting surveys in the Fall and Spring each year allows the District to gather feedback from educational partners on various aspects of the school environment, including academic programs, school climate, and family engagement. Holding Parent Advisory meetings to discuss the implementation of the LCAP and collaborate on improvement as well as providing opportunities for students to participate in meetings with the Superintendent to share their input and suggestions for improving school sites. By involving parents/guardians in discussions about school policies, programs, and resources, the District ensures that their voices are heard and valued in shaping the educational experience for all students.	School sites engage families in the decision-making process through school site council, shared decision making, English Language Advisory Committee, and other advisory groups.  

Parents/guardians participate in District advisory groups, such as the Parent Advisory Committee, District English Language Parent Advisory Committee, and the District English Language Advisory Committee.  The District actively engaged parents/guardians in the decision-making process in reviewing goals and actions for the 2024-25 LCAP.  

The District will continue to collaborate with school sites to improve engagement through initiatives like evening meetings led by the Counseling team and other District-run meetings that provide information on community support programs.	The District's will engage underrepresented families through in-person meetings and enriched decision-making processes contribute to a more inclusive, equitable, and responsive educational environment where all students and families have the opportunity to thrive.  In-person meetings provide underrepresented families with a platform to learn about important issues, voice their opinions, and advocate for the needs of their children and communities. These meetings can also serve as platforms for skill development among underrepresented families, equipping them with the knowledge, resources, and tools to advocate for their children's educational rights and navigate the school system more effectively.	4	5	4	5	4	4	5	5	5	5	4	4	Met		2024-06-12	2024
42693280000000	Santa Ynez Valley Union High	3	- Communicating with families via ParentSquare.
- Having friendly office staff.
- Being present and positive at drop off and pick up.
- Inviting parents to attend and participate in school functions.
- Treating all families’ needs and beliefs with equal care	- Providing more opportunities for parents to be on campus.
- Continuing to serve underrepresented populations through the adult education program
- Connect families to outside support organizations.
- Creating transparent plans for the future of the district / school.	- Communicating with families via social media.
- Hosting family night activities.
- Hosting before and after-school social functions.
- Providing workshops for parents.	- Communicating with families via ParentSquare.
- Communicating non-curricular information to parents.
- Having friendly office staff.
- Inviting parents to attend and participate in school functions.
- Offering more sports activities	- Communicating updates on behavior and grades.
- Setting up open lines of communication with all stakeholders
- Hosting before and after-school social functions.
- Working regularly with community partnership programs and organizations.
- Continuing to serve underrepresented populations through the adult education program
- Providing workshops for parents.	- Communicating with families via social media.
- Sending updates of classroom occurrences	- Ensuring underrepresented families are present at DELAC, SSC and other committee meetings.
- Holding parent conferences and SST meetings	- Working regularly with community partnership programs and organizations.
- Continuing to serve underrepresented populations through the adult education program	- Holding regular School Site Council Meetings
- Providing workshops for parents on School Site Council purpose and rules.	4	4	3	4	3	4	4	3	3	3	3	3	Met		2024-06-18	2024
42693360000000	Solvang Elementary	3	"The action of Building Relationships Between School Staff and Families is reflected throughout the district's LCAP. Solvang School meets the standard for building relationships between school staff and families on the Dashboard. Solvang School creates a welcoming environment and builds rapport with families. By ensuring that all families feel welcome and can fully participate,  Solvang School helps families negotiate their roles as ""supporters, encouragers, monitors, advocates, decision-makers, and collaborators within the family school partnership (Dr. Karen Mapp). To achieve meaningful parent-school relationships, the school provides language access to Spanish speaking families through bilingual office staff, interpretation and translation, and continues to work toward greater Language Access. The successes are increased communication to families, improved language access during events, and well attended school wide events. Solvang School is a welcoming environment with opportunities for parents to participate including: the ice cream social, family picnics, the color run, winter and spring concerts, book fairs, and field trips."	Solvang School continuously strives to create more language access and inclusion for our Spanish Speaking Families. As a proud Dual Immersion School we value multilingualism. In order to meet the goal of improving student outcomes, we employ bilingual office clerks, provide interpretation and translation, and have updated our website and launched a new school app. An additional focus area is improving communication with families of students with disabilities to ensure that they understand their child's needs, supports, and individual education plans.	In order to ensure that the school hears from all educational partners, Solvang School provides multiple ways to provide input. Each year the school conducts a climate survey, strategically invites unduplicated families, and provides interpretation. Based on input of the LCAP PAC and DELAC, Solvang School now provides childcare and food at these events to ensure families can attend and offer their input.	"Solvang School strives to cultivate parents as partners. Dr. Karen Mapp asserts that ""strong partnerships between families and education professionals have been linked to increases in literacy and educational achievement."" A success of the LEA is the authentic input gathered as part of the LCAP process. Educational Partners, including the LCAP Parent Advisory Committee and the DELAC, engaged in analyzing achievement, attendance and discipline, and culture data to inform the goals and actions of the LCAP. This type of input builds the capacity of the staff and partners to partner together to improve student outcomes. An additional strength and relationship builder is that the school has increased its parent teacher conference windows, provides language access, and welcomes parent volunteers."	
Throughout the LCAP process in the surveys and in ELAC and LCAP PAC meetings, families were asking for an increase in campus-wide activities celebrating diversity, such as guest speakers, assemblies and increased access to support student learning in the classrooms. They welcome Parent Engagement Opportunities and want to partner with the school. Based on educational partner input, Solvang School will continue to promote input sessions, offer the survey on paper, use robot calls as reminders for meetings and work to hear more from middle school families.	Solvang School will improve engagement of underrepresented families by providing multiple methods for completing the climate survey, varying the times of the meeting, and continuing to provide language access, childcare, and food at input events in order to improve student outcomes.	"A wide variety of research shows that family engagement benefits student learning. According to the Partners in Education: Dual Capacity Framework for Family School Partnerships (SEDL, Dept. of Ed., 2013), ""Over 50 years of research links the various roles the families play in a child's education as supporters of learning, encouragers of grit and determination, models of lifelong learning and advocates for proper programming and placement (p.50)."" As such, Solvang School is seeking to build the capacity for family school partnership by actively cultivating policy and programs that build ""capabilities (skills and knowledge), connections (networks), cognition (belief and values), & confidence (self-efficacy)"" of staff and families. The strength of the Solvang School is the authentic input gained during the LCAP Process. Parents and other educational partners gathered to analyze dashboard, survey, and local data, discuss goals, metrics, and desire outcomes. These conversations informed the District's LCAP."	An area of focus will be to vary the format of the climate survey and seek more student voice. Solvang School values educational input and will focus on hearing from students themselves in order to improve outcomes for students. This will increase the partnership between school and families by making the survey more accessible. Additionally, student voice is imperative for system improvement and Solvang students are more than prepared to contribute meaningfully in this way.	Solvang School District will improve engagement of underrepresented families while seeking input for decisions by offering the climate survey in multiple medias, hosting middle school input classroom sessions, and continuing to hold input sessions with childcare and food provided.	3	4	3	4	4	3	4	4	4	4	4	4	Met		2024-06-26	2024
42693440000000	Vista del Mar Union	3	Family engagement at school events has been high. Parents receive weekly Parent Square updates with
newsletters and classroom-specific information. Teachers meet twice a year in formal parent/teacher conferences and informally as needed. Parents communicate with the office and classroom teachers regularly. Parents are invited to come to the school and often come to volunteer or observe.	We are working on ways to involve the broader community; neighbors, local governmental agencies, to come to
school events and be more aware of the activities happening at Vista.	Continued translation of all documents will occur. Bilingual staff will be present at all events to ensure everyone can access the information. In addition, events that occur after hours will not require any fees that may impeded participation.	Parent teacher conferences are held twice a year with 100% attendance. In addition, SSTs are held to discuss
students who are struggling. Weekly staff meetings allow staff an opportunity to share concerns about student progress and brainstorm how to provide intervention services.	Improving how interventions are being provides will be a focus for the coming school year, 23-24. In addition, having a method in which to capture these and monitor student growth as they are being implemented.	Translation services are provided during Parent/Teacher conferences, IEPs, and SSTs. Close monitoring of
students who are underrepresented ensures that their success or struggles are identified quickly.	Monthly meetings are held with parents to get input on what has happened and how to improve and to plan
upcoming activities. The principal meets with families daily at drop off/pick up to allow for informal discussions about any concerns. Parent meetings are held when more individualized concerns arise to brainstorm, collectively,
solutions to the problems. Surveys are also used to allow those who cannot attend the meetings to provide feedback and suggestions for the future.	The focus area will be on getting input from those families who do not attend Vista and see what we can do to increase the likelihood that they would attend. The first step is to collect contact information and identify the preferred methods of contact for those families.	When asking families for input, we will do so in multiple languages. In addition, we will use various forms of
communication to reach out to families so they are not excluded or missed.	5	5	5	4	4	4	5	5	5	4	4	5	Met		2024-06-13	2024
42750100000000	Cuyama Joint Unified	3	- Providing all written communication in both English and Spanish.
- Being present and positive at drop off and pick up.	- Providing frequent positive communication.
- Inviting parents to attend and participate in school functions.
- Being equitable in holding kids accountable for following school policies.	- Communicating with families via ParentSquare.
- Providing more opportunities for parents to be on campus.
- Continuing to serve underrepresented populations through the adult education program
- Providing workshops for parents.	- Providing all written communication in both English and Spanish.
- Holding parent conferences and SST meetings
- Having friendly office staff.
- Being present and positive at drop off and pick up.	- Communicating updates on behavior and grades.
- Ensuring underrepresented families are present at DELAC, SSC and other committee meetings.
- Creating an anti-bullying environment
- Creating an environment where all students and families feel safe and respected.
- Hiring, training, and retaining staff with the best interests of students and families.
- Providing professional development for all staff.	- Communicating with families via ParentSquare.
- Hosting family night activities.
- Providing more opportunities for parents to be on campus.
- Providing a variety of times for family information sessions.
- Continuing to serve underrepresented populations through the adult education program
- Providing workshops for parents.	- Providing all written communication in both English and Spanish	- Collecting information from families through web surveys
- Providing families with a calendar of district meetings
- Holding regular School Site Council Meetings
- Treating all families’ needs and beliefs with equal care	- Continuing to serve underrepresented populations through the adult education program
- Providing workshops for parents on School Site Council purpose and rules.
- Providing workshops for parents on ELAC and DELAC purpose and rules	4	4	3	4	3	3	3	3	3	3	3	3	Met		2024-06-27	2024
42750100138891	California Connections Academy Central Coast	3	We are very proud of our weekly contact rate with our students and their families and the progress we have made to
ensure all students are building relationships with our teachers and school.	We will continue to increase our efforts in our weekly contact rate. This is an area we are dedicated to continuing and
improving for students and families.	We will continue to find ways to better communicate with our families in their home language through verbal and
written communication.	We are pleased with the rate at which we are able to provide families with information and resources to support
student learning in the home.	We work hard to partner with caretakers and assist them in taking an active role in their students’ education.	We will continue to seek better ways to include and inform our families in their home languages at all levels of our
program and school.	We are a very collaborative organization. This is exemplified in this area by the fact that we rate high for seeking
input for decision making.	It is important to us that our staff and families know they have a voice, are heard, and actions are taken as a result of
their input. We will continue to seek and encourage families and staff to provide us with input.	We are dedicated to engaging all of our families in our school, including our underrepresented families. We take
great care to ensure we are providing all of our families with tools and resources that will encourage them to be
heard in our school. We will continue to improve these efforts with all of our families, especially our underrepresented
students and families.	4	5	4	4	4	4	5	4	4	4	4	4	Met		2024-06-04	2024
42767860000000	Santa Barbara Unified	3	Based on the analysis of educational partner input and local data, Santa Barbara Unified has made significant progress in building partnerships. One key strength lies in the enhanced support for unduplicated students through individualized and engaging educational practices. This includes the implementation of Teachers on Special Assignment (TOSA) as Instructional Coaches and Curriculum Specialists who provide targeted support in Math and ELA across elementary schools to families and staff. The expansion of Math and ELA interventions, both during and outside of school hours, addresses high-priority needs identified by educational partners, significantly enhancing the capacity of instructional staff to strengthen relationships with families.
Another notable strength is Santa Barbara Unified’s commitment to fostering supportive and inclusive school environments between staff and families. This includes a robust expansion of mental health services, employing additional Mental Health Clinicians, and contracting with providers to offer no-cost services to socio-economically disadvantaged students. This prioritization, driven by partner feedback, aims to reduce chronic absenteeism, improve student engagement and provide support to both students and families. Additionally, efforts to cultivate positive, equitable, and inclusive school cultures have been informed by recommendations from various advisory committees and survey feedback. This includes professional learning initiatives focused on creating safe and affirming environments, ultimately aiming to enhance the overall school climate and foster strong relationships among students, staff, and families.
	Based on the analysis of educational partner input and local data, Santa Barbara Unified has identified several focus areas for improvement in building partnerships for student outcomes. A key area for enhancement is the provision of individualized and engaging education for unduplicated students, with a specific emphasis on Math and ELA support. To address this, the District will fund Teachers on Special Assignment (TOSA) as Instructional Coaches and Curriculum Specialists to offer targeted coaching and professional development across elementary schools. Additionally, the expansion of Math and ELA interventions before and after school for secondary students has been prioritized to meet the high demand for these supports as identified by educational partners and the Parent Advisory Committee (PAC).

Another critical focus area is the strengthening of comprehensive mental health services for students. Feedback from educational partners has highlighted the need for increased mental health support, which has been ranked as a high priority by a significant majority of respondents. To address this,Santa Barbara Unified plans to employ additional Mental Health Clinicians and contract with service providers to offer no-cost mental health services to socio-economically disadvantaged students. This initiative aims to reduce chronic absenteeism and improve student engagement by providing essential mental health resources.

Lastly, Santa Barbara Unified is committed to fostering a positive, equitable, and inclusive school culture. Recommendations from various advisory committees emphasize the need for professional learning for staff on working with diverse student populations, including students with varying abilities, emergent multilingual learners (EMLs), and newcomer students. The District will implement professional learning initiatives focused on creating safe and affirming school environments and using evidence-based anti-bias education to promote an inclusive climate. These actions aim to improve the overall school climate and strengthen relationships among students, staff, and families, as reflected in the feedback from the Educational Partners Feedback Survey.
	Santa Barbara Unified has identified several strategies to improve the engagement of underrepresented families in building partnerships for student outcomes. One key focus is creating safe, inclusive, and supportive school environments where students feel welcome and excited to learn. To achieve this, the LEA will implement a Multi-Tiered System of Support (MTSS), utilizing MTSS Specialists to provide tailored and continuous support for students' social, emotional, behavioral, and mental health needs. Additionally, school leaders will collaborate with community partners to implement skill development and Restorative Justice practices as alternatives to suspension, promoting equitable behavior management.

To enhance family engagement, the District will employ Family Engagement Liaisons to provide consistent and meaningful participation opportunities for families, particularly those of unduplicated students, homeless and foster youth. These liaisons will work to remove barriers to attendance and wellness and offer community-building opportunities. Furthermore, Santa Barbara Unified will ensure high-quality language access through the Language Access Unit (LAU), offering interpretation and translation services to support meaningful family participation and learning opportunities in their home language.

The Santa Barbara Unified will also focus on comprehensive capacity building for educators and families to support the academic achievement of Emergent Multilingual Learners (EMLs). This includes foundational training for educators on English Language Development (ELD) practices and professional learning to improve student outcomes in various language programs. The District will enhance EML and RFEP parent engagement and leadership by providing training for parent leadership from each school’s Emergent Multilingual Learner Advisory Committee (EMLAC) and the District Emergent Multilingual Learner Advisory Committee (DEMLAC). These actions aim to foster a more inclusive climate and ensure that all students, particularly those from underrepresented families, have the support needed to succeed academically and personally.
	Santa Barbara Unified is dedicated to creating environments where students feel safe, welcome, and excited to learn. By promoting physical, emotional, and environmental safety, we believe our campuses and classrooms can become inclusive spaces where students realize their full potential. Despite a slight increase in suspension rates from 2.3% to 2.9% during the 2022-23 school year, we are addressing this through a Multi-Tiered System of Support (MTSS), early identification of students' needs, and collaboration with community partners. Our commitment to skill development and Restorative Justice practices has also led to a 33% increase in favorable parent responses regarding school climate. The Family Engagement Liaisons and Family Engagement Unit (FEU) continue to be an effective support system, building partnerships between schools and families by increasing access to community resources such as social services, food security, nutritional programs, academic and after-school programs, internet access, mental health services, housing, and connecting families to their schools and community.

In the 2023-24 school year, 66% of parents had a positive perception of the school's social and learning climate, an increase from the previous year. We are implementing evidence-based anti-bias education to enhance educators' capacity to eliminate bias and improve student well-being, along with continuous self-reflection and identity formation among teachers. Our goal is to strengthen support for Special Education students, including transition support for families and strategies to meet College and Career Readiness Requirements. The FEU also supported and provided training for the District Emergent Multilingual Learner Advisory Committee (EMLAC) and school EMLAC groups, as well as extensive outreach. To ensure engagement of parents, especially those of EML, Special Education, Homeless, and Low-income students, we use the Panorama Parent Survey administered twice a year, helping us assess and enhance our actions throughout the school year.	Santa Barbara Unified aims to improve seeking input for decision-making by actively engaging educational partners and utilizing local data to inform their strategies. By implementing a Multi-Tiered System of Support (MTSS), the district ensures that interventions and supports are tailored to meet diverse student needs across all grade levels. This approach includes redesigning math support sections, developing small instructional strategies, and providing before/after school support based on student IXL diagnostic data. These efforts are designed to strategically target instruction and measure its impact, thereby enhancing decision-making processes through data-driven insights and feedback from educational partners.

To further refine decision-making, Santa Barbara Unified will assess and enhance English Language Development (ELD) curricula and establish systems for monitoring the progress of Emergent Multilingual Learners. This includes training teachers in ELD foundational knowledge and integrating ELD across content areas. Additionally, the district will revise the META Plan to improve the implementation of the EL Master Plan, Dual Language Immersion Pathway, and World Languages programs. By focusing on improving Tier I Instruction and providing ongoing professional learning and coaching for teachers, the district ensures alignment across grade levels and schools. These efforts, combined with increased targeted interventions for unduplicated students and earlier after-school intervention opportunities, reflect a commitment to informed and collaborative decision-making.
	Santa Barbara Unified is focusing on improving the engagement and input process for decision-making by enhancing support systems for Emergent Multilingual Learners (EMLs) and Special Education students. EML Leads will assist school leadership in implementing tiered support systems, monitoring reclassification data, leading professional learning, and supporting communication to families. Additionally, efforts to improve EML and RFEP parent engagement will include leadership training for members of school and district-level Emergent Multilingual Learner Advisory Committees (EMLAC and DEMLAC). The Family Engagement Liaisons will provide consistent and meaningful participation opportunities for families, particularly for those of homeless and foster youth, ensuring access to essential services and community-building initiatives.

For Special Education, the focus is on increasing college and career readiness by building capacity at the school level through professional learning for Special Education Department Chairs and administrators. This training will ensure high-quality instruction, compliant IEPs, and meaningful family participation. Bilingual Senior Office Assistants at high schools will support Special Education families, while an expanded curriculum will offer an Alternative Pathway to Graduation for students with extensive support needs. Monthly professional learning institutes for paraeducators will enhance their classroom support strategies.
	Santa Barbara Unified School District has made progress in seeking input for decision-making through active engagement with educational partners and leveraging local data. One of the district's strengths is the systematic implementation of the Panorama Parent Survey, administered twice a year, to gather formative and summative data on school climate, family engagement, and barriers to participation. This approach ensures that parents, especially those of EML, Special Education, Homeless, and Low-income students, are consistently involved in the decision-making process, helping to refine and improve school actions throughout the year.

Moreover, the district has implemented a robust framework to support family engagement and student success. Family Engagement Liaisons provide consistent participation and learning opportunities for families, particularly targeting unduplicated students, homeless, and foster youth. The district also offers comprehensive language access services through the Language Access Unit, ensuring meaningful participation and clear communication for non-English speaking families. These initiatives demonstrate Santa Barbara Unified's commitment to fostering an inclusive environment where every student can thrive, highlighting significant progress in creating supportive, engaging, and equitable learning spaces.	Santa Barbara Unified has identified areas for improvement in seeking input for decision-making, based on analysis of educational partner input and local data. While the Panorama Parent Survey is already utilized to gather feedback, the district aims to increase the frequency and depth of parental involvement by ensuring that surveys are more accessible and effectively capture diverse perspectives. This includes expanding interpretation and translation services to ensure all families can participate meaningfully in the decision-making process.

Another focus area is strengthening the capacity of educators and staff to support and engage with families and students. This involves providing comprehensive training on Designated and Integrated English Language Development (ELD) practices, Universal Design for Learning (UDL), and anti-bias education. By building these competencies, educators can better address the needs of vulnerable students and foster an inclusive school environment. Additionally, the district plans to enhance its support structures for families by developing strategies to meet College and Career Readiness Requirements and offering targeted professional development for paraprofessionals. Through these efforts, Santa Barbara Unified aims to create a more responsive and inclusive decision-making process that reflects the needs and voices of its diverse community.
	Based on the analysis of educational partner input and local data, Santa Barbara Unified has identified key strategies to improve engagement with underrepresented families in the decision-making process. The district will enhance communication and outreach by expanding interpretation and translation services through the Language Access Unit (LAU), ensuring all families, particularly those of Emergent Multilingual Learners (EML) and Special Education students, can fully participate in discussions and decisions. By providing bilingual communication and support during Individualized Education Program (IEP) meetings, the district aims to foster clearer and more inclusive interactions.

Additionally, the district will strengthen family engagement efforts by deploying Family Engagement Liaisons at schools, focusing on creating meaningful participation opportunities for parents of homeless, foster, and low-income students. These liaisons will support advisory committees such as the District Emergent Multilingual Learner Advisory Committee (DEMLAC) and the Special Education Advisory Committee (SEAC), promoting consistent and effective family involvement. The district will also provide targeted professional learning for educators to enhance their capacity to engage with diverse families, ensuring that all voices are heard and considered in the decision-making process.
	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-25	2024
42767866045918	Peabody Charter	3	Peabody has reached full implementation toward making continual progress in developing staff capacity (i.e., administrators, teachers, and classified staff) to build trusting and respectful relationships with families. This happens using established practices and tools. For example, Kindergarten teachers still perform home visits before the school year starts to introduce themselves, meet the child and their family, share vital school information, and establish a home-school relationship. These visits are conducted in the primary language of the child's home.	Based on the analysis of educational partner input and local data, Peabody Charter's focus area(s) for improvement in Building Relationships Between School Staff and Families include:
1.  Reimagining Back to School Night to increase parent participation and engagement.  The goal is to help parents understand how they can be involved and access the opportunities and resources provided by the school. 
2. Maintain our current high participation rate in teacher-parent conferences 2x per year. 
3. Communicate with families regularly through our electronic communication system. 
4. Provide parent education sessions on topics parents have shared that they would like more support. 
5. Continuing staff development to deepen cultural competencies that can lead to stronger relationships between school staff and families. 
6. Bilingual liaison available to support families and connect them with needed resources. 
7.  Maintain home visits for incoming Transitional-Kindergarten and Kindergarten students. 
	"Throughout the year, parent-led committees deepen the relationship between home and school. Our Parent-Teacher-Staff Organization, our English Language Advisory group called ""Podemos,"" our Foundation, School Board, School Site Council, and Sports Committee are all ways that parents engage with the school, providing support and learning more about how they can be supported."	Founded on an expectation that the school and the families it serves would work together for the betterment of all the children in the school, Peabody has a long history of parent participation and input. With several in-person opportunities - conferences, committees, boards, associations, and school activities - as well as utilizing 21st-century communication tools that are accessible and easy to use, Peabody has many venues for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Peabody has also embraced the collecting and sharing of ongoing formative assessment data that is shared with families regularly, along with suggestions, tools, and resources for parents to support their children at home.

Seeing communication as an essential form of transparency, parents are also aware of and able to exercise their legal rights and advocate for their own students and all students.
	Peabody's focus area(s) for improvement in Building Partnerships for Student Outcomes centers around communicating with families who have historically engaged less frequently with the school for various reasons. This includes families from across our diverse demographics and subgroups.  
	Peabody will improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes by utilizing our bilingual liaison, maintaining translation at all school events, and increasing support services for families that need it.	The membership of Peabody's School Board primarily comprises parents at the school. These members ultimately make the final decisions regarding policy and fiscal issues, among other topics. 

Parents run Peabody's Parent-Teacher-Staff organization and provide a monthly forum to gather input and feedback from the parent body. Staff and parents run Peabody's English Learner Advisory Council, which works with parents to provide parent education, solicit input on school efforts, and identify ways to support the school. 

Peabody's Foundation is run by parents who support the school through grant writing, fundraising, and community development. Put together, these groups ensure that there is a flow of information between the school and the community.  

Peabody's School Site Council has parent representation to ensure that parent input is considered when reviewing the expenditure of state and federal funds.	One of Peabody's focus areas for improvement in Seeking Input for Decision-Making is to review and revise the recruitment processes for the various parent groups to ensure that potential candidates better represent the school's diversity.	Peabody will improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by identifying and establishing volunteer recruitment activities to reach all groups within the larger school community.	5	4	3	4	3	4	4	4	4	4	4	4	Met		2024-06-19	2024
42767866111603	Santa Barbara Charter	3	Building Relationships between School Staff and Families
 
Mission statement: Santa Barbara Charter School creates lifelong learners by cultivating the interest and building the skills of both students and their families in the arts, academics, and relationships.
 
We value and rely on parent participation, both at home and at school. When parents participate in all aspects of the school, it sends a message to the children that education is important and worth the investment.   And the result is, kids buy in. Parent volunteers support classroom, administrative, site, fundraising, community-building, and governance activities. Parents feel empowered at SBCS because they know that they are really making a difference in their child’s education. Participation develops a sense of community.
 
In the 2023-24 school year, parents were instrumental in all areas of school functioning. Parents volunteered in the classrooms, on committees, and participated as chaperones on overnight field trips. Our Parent Alliance offered a plethora of opportunities for parents to connect with one another.  Our community relations need ongoing support to connect the parents even more to one another.

Parent education events
Parent meetings
Providing interpreter during parent meetings, childcare and dinner offered during parent meetings
Dinner prior to fall class meetings for all CB families; monthly Parent Teas for caregivers at HBP
Hallway and informal conversations; rely on After School Program staff to connect with parents who aren't typically seen during the school day.
	Focus areas: 

Capacity-building for school or district staff toward supporting family engagement

Focus on empowering and enabling participants to be confident, active, knowledgeable, and informed;  Bring families and school staff together for shared learning that promotes networking;  Make activities interactive, so participants have an opportunity to try out new skills; don’t limit activities to disseminating information.

Focus group meetings with parents/caregivers of underrepresented families 
Parent education events; Parent meetings
Providing interpreter during parent meetings, childcare and dinner offered during parent meetings
Hallway and informal conversations, rely on After School Program staff to connect with parents who aren't typically seen during the school day.
	

Focus group meetings with parents/caregivers of underrepresented families 
Parent education events
Parent meetings, specifically the DEI Alliance 
Providing interpreter during parent meetings, childcare and dinner offered during parent meetings
Hallway and informal conversations; rely on After School Program staff to connect with parents who aren't typically seen during the school day.
	Santa Barbara Charter School classroom-based teachers worked mightily to build and maintain family/student/school partnerships.

The teachers at SBCS take student opinions and feedback seriously.  Students were surveyed in an ongoing manner through informal methods this year, such as with daily check-ins that were verbal, written, or symbolic.  Teachers met one-on-one with students to check-in and support their well-being, while also gauging overall student emotion and well-being.  Parents also share their child’s perspective with teachers and the SBCS administration. 

SBCS increased the amount of counseling and mental health supports by increasing staffing and continuing the parent liaison position. Staff also were supported and provided training on supporting children with difficult behavior problems.

Independent Study, HomeBased Partnership Families:
Families who seek an independent study schooling experience want to maintain control over their child’s learning plan, and want to oversee the implementation of their child’s education.  
Families choose to homeschool for many different reasons. Some families have shared a desire to keep a strong daily connection to their child as their primary goal, while others homeschool for medical reasons or travel. Some families enroll in our program after discovering that traditional public school was not a good fit for their child. This year, many new families have also noted the desire to have a more consistent routine for their child during otherwise unpredictable times.

	
Continuing to work with families and caregivers:
+Narrative reports and reporting to families–how to ensure the information is received by caregivers
+Improve parent communication and increase parent volunteers in the classroom
+Parent education (reading, ELA, assessment)	Focus group meetings with parents/caregivers of underrepresented families 
Parent education events
Parent meetings, specifically the DEI Alliance 
Providing interpreter during parent meetings, childcare and dinner offered during parent meetings
Hallway and informal conversations; rely on After School Program staff to connect with parents who aren't typically seen during the school day.
	Through electronic surveys and feedback forms, parental input is gathered and used to inform activities and decisions.  The information from parents went directly to Teachers Council and the Budget Advisory Group for inclusion in the budgeting process.
  
Weekly newsletters on topics of importance for parents, such as child development, conflict resolution, culturally responsive teaching, and more are sent to parents from the classroom teachers as well as the Director of Education.  Input from these activities informed the LCAP drafting process. 
 
Parents of Unduplicated Students: This year we continued to offer in-school and after school tutoring for unduplicated students. Full scholarships in our After School Program were, and will continue to be, offered to students with a financial need.
Focus group meetings with parents/caregivers of underrepresented families 
Parent education events
Parent meetings
Providing interpreter during parent meetings, childcare and dinner offered during parent meetings
Hallway and informal conversations; rely on After School Program staff to connect with parents who aren't typically seen during the school day.

 
	Continue with elements listed above.	Focus group meetings with parents/caregivers of underrepresented families 
Parent education events
Parent meetings, specifically the DEI Alliance 
Providing interpreter during parent meetings, childcare and dinner offered during parent meetings
Hallway and informal conversations; rely on After School Program staff to connect with parents who aren't typically seen during the school day.
	4	4	4	3	3	5	5	4	4	3	3	3	Met		2024-06-12	2024
42767866118202	Adelante Charter	3	Adelante Charter School has made significant progress in fostering strong relationships between staff and families, as shown by recent family surveys.
School Effectiveness Survey:
Conducted during March parent-teacher conferences, this survey received 74 English and 42 Spanish responses. Results show 97% of parents are satisfied with their child’s education, with 100% of Spanish-speaking and 97% of English-speaking respondents agreeing that the school is committed to academic excellence. Additionally, 98% of Spanish and 88% of English respondents agree that behavioral expectations are clear and consistent, and 98% of Spanish and 87% of English respondents report their child feels safe from verbal abuse at school.
California School Parent Survey:
With a 24% response rate, the survey showed 93% of parents feel the school promptly responds to communications, 95% believe the school seeks parent input for important decisions, and 95% feel welcome to participate. Additionally, 93% say teachers communicate expectations, 92% believe the school promotes academic success, 95% report all students are treated with respect, 98% feel students are motivated to learn, and 95% say the school is a safe place for their child.
EBAC Survey:
This survey of 90 families of English learner students revealed that 89% agree students are safe at school, 98% feel someone always speaks their language in the office, and 90% are informed about their child’s academic progress. Fostering Two-wayCommunication: Effective communication in families’ home languages is crucial. Adelante is committed to this in the following ways:
• Bilingual Staff and Dual Language Program: Bilingual staff and dual-language communication via Parent Square. Board meetings are bilingual with simultaneous interpretation.
• Parent Workshops: This year we will offer workshops to help parents use Parent Square and stay informed.
• Monthly Café con el Director: Meetings for families to connect with the director and discuss school events.
• Regular Teacher Communication: Frequent communication through Parent Square, weekly bulletins, and three parent-teacher conferences.
• Monthly Newsletters: Highlighting teaching and learning activities at each grade level.
• Simultaneous Interpretation and Translation: Interpretation at in-person gatherings and translation of key documents.
• Soliciting Family Input: Input gathered through surveys, focus groups, and committees such as EBAC, PTSO, SSC, and the new SpEd Advisory Group.
Adelante aims to foster a supportive and inclusive environment, ensuring all families feel valued and informed.	The data underscores the resounding satisfaction of families at Adelante. Across diverse backgrounds, families eagerly embrace opportunities for community engagement. It has taken some time, but the close-knit community feel is returning. Families have asked for more activities to be planned in the evenings or weekends that don't always include fundraising and the pressure to spend money. Our Spanish-speaking families would like more workshops to interpret student outcome data, understand the ELPAC and reclassification process, and enhance support for their children at home. Adelante's School Site Council, Emergent Bilingual Advisory Council (EBAC), and Parent Teacher Staff Organization (PTSO) foster parent leadership and collaboration, enriching school-staff and family relationships. Families are integral partners in Adelante's success, and their unwavering support propels our shared journey forward.	• Workshops to support improved use of Parent Square
• Offer optional paper option for major communication
• Continued support to cultivate parent leadership and collaboration,
• Parent education/ workshops around understanding student outcome data, Star, ELPAC, CAASPP and ways to support children at home,
• Personal invitations and outreach before events, not just Parent Square announcements.	Families are partners at Adelante as we work towards improved student outcomes and that is communicated in the following survey results:
91% of responders say that teachers communicate with parents about what students are expected to learn in class. (unchanged)
98% say that Adelante promotes academic success for all students, (+1%)
99% say that Adelante treats all students with respect (unchanged)
97% report that Adelante motivates students to learn (2% don’t know) 
98% report that Adelante has adults who really care about students. (2% don’t know)	In the coming year Adelante will continue with a focus on family education and outreach to help parents understand student outcome data and ways to support their child's learning at home and understand their rights as families with opportunities for advocacy.	Adelante will continue to support the EBAC and ensure leadership is cultivated. There is strong leadership and the school is committed to seeing the group grow and collaborate with other parent groups like School Site Council/LCAP Parent Advisory Council and PTSO. Adelante plans to bring MALDEF's Parent School Partnership Program to our community to support parent education and involvement in school policy as well as involve families in offerings through CABE.	95% report that the school actively seeks the input of parents before making important decisions.(+6%)
By strengthening EBAC, PTSO and SSC parent leaders are learning about school policies and practices as well as participating in decision-making. These parent leadership groups are committed to reaching out and involving more families in the coming year as well as collaborating together to improve participation school wide.	Adelante will continue to support and partner with the various parent committees in planning and carrying out opportunities for families to provide input for decision-making. These parent committees provide feedback and updates at each Board meeting as well.	This year the EBAC Needs Assessment was completed by the majority of families of EL students. The EBAC committee printed paper surveys and distributed them to classroom teachers and were able to collect 90 surveys. Due to siblings in other grades, this is actually a very high response rate - in the 90+%. The data gathered was extremely helpful. We will continue to engage our EL families this way and provide opportunities throughout the year to give feedback in short surveys as well and in gatherings ensuring we bring their voices and perspectives into the decision-making process.	5	5	4	5	4	3	4	3	5	4	4	3	Met		2024-06-21	2024
42771980138362	Olive Grove Charter - Orcutt/Santa Maria	3	OGCS’s strength lies in the capacity of staff to build trusting and respectful relationships with families. Teachers have contact with students at least weekly, often more, and they hold individual meetings with students once per week to review progress. The expectation is for parents/guardians of elementary and middle school students to participate in every meeting and those of high school students will participate at least monthly. We are making progress in engaging families in person, creating welcoming environments for all, and developing multiple opportunities for 2-way communication in understandable and accessible ways. We are improving in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.	Goal 3 in our 2024-25 LCAP is to foster a welcoming and inclusive environment for all parents/guardians, families, and educational partners in support of all students' personal and academic success. Actions to achieve this goal include events and activities, workshops and trainings, and communication and involvement all specifically geared towards building relationships. We intend to do this through increasing parent/guardian involvement and capacity through events and workshops, as well as input in decision-making and participation through Advisory Council and surveys. Another focus area for improvement includes increasing the use of language that is understandable and accessible to families, particularly non-English speaking families. We have Spanish-speaking staff available to interpret and translate but could improve in providing more written communications in languages other than English.	Due to the personalized nature of our school model our underrepresented families are engaged in the learning of their child and have strong relationships with school staff, as families are integrally involved in their child’s education. We seek to bring their engagement to a school-wide level through participation in our parent/guardian advisory council, as well as soliciting input from them on school-wide surveys.	OGCS teachers work one-on-one with each student/family to design a plan for each student’s learning and to monitor progress. OGCS has a well-defined program for discussing student progress and ways to work together to support improved student outcomes.	Goal 3 in our 2024-25 LCAP is to foster a welcoming and inclusive environment for all parents/guardians, families, and educational partners in support of all students' personal and academic success. We are implementing strategies to enhance our partnership with parents/guardians to promote understanding and involvement. We are doing this by developing resources to support families as they enroll and transition into our school, offering workshops and supports, as well as implementing attendance initiatives designed to remove barriers.	Goal 3 in our 2024-25 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school does this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also designated a parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish. The school could improve in providing more written communications in languages other than English.	OGCS solicits input via the teacher-student meetings, surveys, input sessions, and the school has an Advisory Council but attendance and participation rates are low and irregular. We will continue to find ways to have families participate in advisory groups and decision making.	Though parents/guardians are integrally involved in their child’s education, parents/guardians tend to be less involved in school-wide decision making. This is an area for continued improvement.	Goal 3 in our 2024-25 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school does this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also designated a parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish. The school could improve in providing more written communications in languages other than English.	5	4	3	4	4	5	5	4	4	3	4	3	Met		2024-06-13	2024
42772060138370	Olive Grove Charter - Lompoc	3	OGCS’s strength lies in the capacity of staff to build trusting and respectful relationships with families. Teachers have contact with students at least weekly, often more, and they hold individual meetings with students once per week to review progress. The expectation is for parents/guardians of elementary and middle school students to participate in every meeting and those of high school students will participate at least monthly. We are making progress in engaging families in person, creating welcoming environments for all, and developing multiple opportunities for 2-way communication in understandable and accessible ways. We are improving in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.	Goal 3 in our 2024-25 LCAP is to foster a welcoming and inclusive environment for all parents/guardians, families, and educational partners in support of all students' personal and academic success. Actions to achieve this goal include events and activities, workshops and trainings, and communication and involvement all specifically geared towards building relationships. We intend to do this through increasing parent/guardian involvement and capacity through events and workshops, as well as input in decision-making and participation through Advisory Council and surveys. Another focus area for improvement includes increasing the use of language that is understandable and accessible to families, particularly non-English speaking families. We have Spanish-speaking staff available to interpret and translate but could improve in providing more written communications in languages other than English.	Due to the personalized nature of our school model our underrepresented families are engaged in the learning of their child and have strong relationships with school staff, as families are integrally involved in their child’s education. We seek to bring their engagement to a school-wide level through participation in our parent/guardian advisory council, as well as soliciting input from them on school-wide surveys.	OGCS teachers work one-on-one with each student/family to design a plan for each student’s learning and to monitor progress. OGCS has a well-defined program for discussing student progress and ways to work together to support improved student outcomes.	Goal 3 in our 2024-25 LCAP is to foster a welcoming and inclusive environment for all parents/guardians, families, and educational partners in support of all students' personal and academic success. We are implementing strategies to enhance our partnership with parents/guardians to promote understanding and involvement. We are doing this by developing resources to support families as they enroll and transition into our school, offering workshops and supports, as well as implementing attendance initiatives designed to remove barriers.	Goal 3 in our 2024-25 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school does this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also designated a parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish. The school could improve in providing more written communications in languages other than English.	OGCS solicits input via the teacher-student meetings, surveys, input sessions, and the school has an Advisory Council but attendance and participation rates are low and irregular. We will continue to find ways to have families participate in advisory groups and decision making.	Though parents/guardians are integrally involved in their child’s education, parents/guardians tend to be less involved in school-wide decision making. This is an area for continued improvement.	Goal 3 in our 2024-25 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school does this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also designated a parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish. The school could improve in providing more written communications in languages other than English.	5	4	3	4	4	5	5	4	4	3	4	3	Met		2024-06-13	2024
42772140138388	Olive Grove Charter - Buellton	3	OGCS’s strength lies in the capacity of staff to build trusting and respectful relationships with families. Teachers have contact with students at least weekly, often more, and they hold individual meetings with students once per week to review progress. The expectation is for parents/guardians of elementary and middle school students to participate in every meeting and those of high school students will participate at least monthly. We are making progress in engaging families in person, creating welcoming environments for all, and developing multiple opportunities for 2-way communication in understandable and accessible ways. We are improving in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.	Goal 3 in our 2024-25 LCAP is to foster a welcoming and inclusive environment for all parents/guardians, families, and educational partners in support of all students' personal and academic success. Actions to achieve this goal include events and activities, workshops and trainings, and communication and involvement all specifically geared towards building relationships. We intend to do this through increasing parent/guardian involvement and capacity through events and workshops, as well as input in decision-making and participation through Advisory Council and surveys. Another focus area for improvement includes increasing the use of language that is understandable and accessible to families, particularly non-English speaking families. We have Spanish-speaking staff available to interpret and translate but could improve in providing more written communications in languages other than English.	Due to the personalized nature of our school model our underrepresented families are engaged in the learning of their child and have strong relationships with school staff, as families are integrally involved in their child’s education. We seek to bring their engagement to a school-wide level through participation in our parent/guardian advisory council, as well as soliciting input from them on school-wide surveys.	OGCS teachers work one-on-one with each student/family to design a plan for each student’s learning and to monitor progress. OGCS has a well-defined program for discussing student progress and ways to work together to support improved student outcomes.	Goal 3 in our 2024-25 LCAP is to foster a welcoming and inclusive environment for all parents/guardians, families, and educational partners in support of all students' personal and academic success. We are implementing strategies to enhance our partnership with parents/guardians to promote understanding and involvement. We are doing this by developing resources to support families as they enroll and transition into our school, offering workshops and supports, as well as implementing attendance initiatives designed to remove barriers.	Goal 3 in our 2024-25 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school does this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also designated a parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish. The school could improve in providing more written communications in languages other than English.	OGCS solicits input via the teacher-student meetings, surveys, input sessions, and the school has an Advisory Council but attendance and participation rates are low and irregular. We will continue to find ways to have families participate in advisory groups and decision making.	Though parents/guardians are integrally involved in their child’s education, parents/guardians tend to be less involved in school-wide decision making. This is an area for continued improvement.	Goal 3 in our 2024-25 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school does this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also designated a parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish. The school could improve in providing more written communications in languages other than English.	5	4	3	4	4	5	5	4	4	3	4	3	Met		2024-06-13	2024
42772220138396	Olive Grove Charter - Santa Barbara	3	OGCS’s strength lies in the capacity of staff to build trusting and respectful relationships with families. Teachers have contact with students at least weekly, often more, and they hold individual meetings with students once per week to review progress. The expectation is for parents/guardians of elementary and middle school students to participate in every meeting and those of high school students will participate at least monthly. We are making progress in engaging families in person, creating welcoming environments for all, and developing multiple opportunities for 2-way communication in understandable and accessible ways. We are improving in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.	Goal 3 in our 2024-25 LCAP is to foster a welcoming and inclusive environment for all parents/guardians, families, and educational partners in support of all students' personal and academic success. Actions to achieve this goal include events and activities, workshops and trainings, and communication and involvement all specifically geared towards building relationships. We intend to do this through increasing parent/guardian involvement and capacity through events and workshops, as well as input in decision-making and participation through Advisory Council and surveys. Another focus area for improvement includes increasing the use of language that is understandable and accessible to families, particularly non-English speaking families. We have Spanish-speaking staff available to interpret and translate but could improve in providing more written communications in languages other than English.	Due to the personalized nature of our school model our underrepresented families are engaged in the learning of their child and have strong relationships with school staff, as families are integrally involved in their child’s education. We seek to bring their engagement to a school-wide level through participation in our parent/guardian advisory council, as well as soliciting input from them on school-wide surveys.	OGCS teachers work one-on-one with each student/family to design a plan for each student’s learning and to monitor progress. OGCS has a well-defined program for discussing student progress and ways to work together to support improved student outcomes.	Goal 3 in our 2024-25 LCAP is to foster a welcoming and inclusive environment for all parents/guardians, families, and educational partners in support of all students' personal and academic success. We are implementing strategies to enhance our partnership with parents/guardians to promote understanding and involvement. We are doing this by developing resources to support families as they enroll and transition into our school, offering workshops and supports, as well as implementing attendance initiatives designed to remove barriers.	Goal 3 in our 2024-25 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school does this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also designated a parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish. The school could improve in providing more written communications in languages other than English.	OGCS solicits input via the teacher-student meetings, surveys, input sessions, and the school has an Advisory Council but attendance and participation rates are low and irregular. We will continue to find ways to have families participate in advisory groups and decision making.	
Though parents/guardians are integrally involved in their child’s education, parents/guardians tend to be less involved in school-wide decision making. This is an area for continued improvement.	Goal 3 in our 2024-25 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school does this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also designated a parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish. The school could improve in providing more written communications in languages other than English.	5	4	3	4	4	5	5	4	4	3	4	3	Met		2024-06-13	2024
43104390000000	Santa Clara County Office of Education	3	The Santa Clara County Office of Education (SCCOE) and the Educational Services Division (ESD) prioritize family engagement and relationships with families. Staff members include families in decision-making regarding children and their growth and use various modes of communication to include families in school and after-school activities and to gather input from families as educational partners. Schools offer welcoming climates and prioritize family engagement activities as a means to build relationships, and partner with families to provide high-quality education for all students. Translation and interpretation services ensure two-way communication between staff and families,  and a focus on culturally responsive teaching and learning enables a continuous process of authentic engagement.  Outreach to families in both formal and informal settings is grounded in respecting the value of families as partners and providing support to families according to need. The SCCOE values inclusion and is consistently striving to  increase parent and family engagement in decision-making and outreach activities. The SCCOE knows the impact of relationships with family in supporting students and provides outreach to families in times of need. Findings from: (a) the Local Control Accountability Plan (LCAP) survey, (b) LCAP input sessions held at each school site, and (c)  feedback from the LCAP Parent Advisory Committee and District English Learner Advisory Committee indicate that parents feel comfortable approaching school staff and value the current practices of Cafecito's or Coffee Chats that  principals hold for parents and families. Strengths also include other opportunities for families to engage with school staff to include: (a) School Site Council and English Learner Advisory Committee meetings, (b) parent conferences and annual Individualized Education Plan meetings, (c) intake meetings upon enrollment, and (d) frequency of parent engagement activities to include family nights and family field trips. Families also value parent and family education opportunities that are offered through the special education program and parent education classes that are offered  through other programs. Opportunities for building relationships with families include scheduled meetings and structures as well as family fun nights and enrichment activities. The Parent Advisory Committee provides an opportunity for families to gather monthly and participate in trainings relevant to families and to provide input in the Local Control Accountability Plan processes.	Educational partner input indicates that areas for improvement in building relationships between school staff and families include: (a) continuing current practice of outreach to families, (b) provide opportunities for parents to collaborate and participate with home school districts, (c) continuing to provide field trips and family engagement activities to bring together families and the school, and (d) include families in community activities to support student life skill development. The ESD provides a focus on these areas through the Parent Advisory Committee, the School Site Councils, and associated LCAP goals.	Engaging families is a top priority. The SCCOE Educational Services Division will continue to offer monthly Parent Advisory Committee meetings. This practice continues to be successful in building a cadre of parents who meet monthly and provide valuable input both for the Local Control Accountability Plan (LCAP)  and school to home communication. Monthly topics and trainings enable parents to interact regarding practices relevant to their children. Special Education offers a Parent Education Series, quarterly School Site Council meetings, and an annual open house. The department continues to allocate funding for family engagement and inclusive events and educational excursions. Foster Youth Services continues to support families providing foster youth services with transition of students to include aligning families with opportunities for higher education.  The Community Schools host Cafecito's monthly and counselors provide newsletters monthly for families. Parent engagement is a priority for alternative education during 2024-25 and will include additional parent meetings and training and family educational excursions. The Educational Services Division programs solicit feedback from parents and families frequently during meetings both as decision-makers and advisers for best practices. 75.2% of alternative education families and 49.6% of special education families experience low socioeconomic status and often are underrepresented in school activities. The  ESD includes all parents and families in invitations to activities and shares information in multiple languages.	The Santa Clara County Office of Education (SCCOE) services a diverse group of students and families. Staff members participate in professional learning to enable them to respond to the cultural as well as academic needs of students and families through trainings to include Positive Behavior Intervention Supports and Culturally Responsive Teaching and Learning. An attitude of inclusion guides the culture of the SCCOE. Administrators and staff members collaborate regularly through trainings regarding equity and culture. Families are provided educational opportunities through parent education courses, parent conferences, as well as up-to-date information through language-friendly newsletters and parent resources. Formal and informal structures are in place for families and staff to meet to discuss student progress, and the input of parents is a valued aspect of decision-making and individualized planning for students. Meetings include: (a) traditional parent conferences, (b) intake and transition meetings, and (c) Individual Education Plan (IEP) meetings, as well as: (a) parent English language acquisition classes, (b) frequent phone calls and meetings, and (c) family engagement nights. Families of students receiving English language services are offered opportunities for family educational excursions and educational conferences. Families are also offered weekly American Sign Language acquisition classes. Parents of students experiencing incarceration are offered resources to support students as they transition from facilities. Principals hold coffee chats with parents regularly as a means to gather input and build relationships with families and parents as available. All programs annually provide professional development to staff regarding the value of parent engagement. Parents are advised and trained regarding parent rights and advocacy through: (a) IEP, (b) District English Learner Advisory Committee, (c) intake meetings. The  SCCOE consistently aspires to include more families in engagement activities and this is a continuous goal.  Comments from parent surveys and input sessions indicate that parents feel a partnership with their schools.	An analysis of educational partner input indicates that the Santa Clara County Office of Education and the  Educational Services Division will build partnerships with families and parents by continuing current outreach opportunities to include: (a) surveys, (b) advisory meetings, (c) parent conferences, and (d) update and intake meetings. LCAP Goal Two outlines Actions and Services intended to increase partnerships with parents. Parent input suggests heightened communication between home school districts and county programs, increased opportunities for students to participate in community partnerships, and increased family education and meetings in person.	An analysis of educational partner input and local data indicates that the SCCOE and the Educational Services  Division (ESD) provide a pathway to communication for families. Emphasis on home and school communication will be a continued goal of the Parent Advisory Committee. The ESD will continue outreach to parents and families of students who receive English Learner services through family-focused educational excursions, meetings, and newsletters. Individualized attention to families is a priority for the ESD as we serve a student population of which (a) 53.6% represent a low socioeconomic status, (b) 36.4% of students receive English Learner services, (c) 2.5% of students receive services for housing insecurity and foster youth status, and (d) 87.9% represent as Students with Disabilities. Per CALPADS (1.3) 23-24  the major ethnicity is Latinx at 48.9% and Educational Services serves students who represent at: (a) 4.6% African  American, (b) 26.4% Asian, and (c) 4.6% Filipino (d) 14.4% White. Educational Services continues to improve engagement of families through: (a) personal outreach and input spaces, (b) engaging activities, and (c) a culturally responsive environment.	Educational partner input and local data indicate areas for improvement in building relationships between school staff and families and include: (a) continue current practice of outreach to families, (b) provide opportunity for home-toschool communication with home school districts, (c) continue to train staff members on positive family communication, and (d) provide home learning for students that families can support and engage with in the form of technology applications and software (e) expand practices of outreach such as Parent Square. The ESD provides a focus on these areas through the Parent Advisory  Committee and associated LCAP goals.	The Santa Clara County Office of Education (SCCOE) recognizes the value of family input in decision-making and  governance. Principals and staff are trained annually on strategies to effectively engage families as a means to implement the School Site Council and English Learner Advisory Committee at school sites. These processes are also applied to meetings at the district level to include the District English Learner Advisory Committee and the Local Control Accountability Plan (LCAP) Parent Advisory Committee. Each School Site Council is trained annually regarding engagement processes and as available parents or family members deliver these trainings. Parents provide advisement for budget development for the School Plan for Student Achievement and the Local Control Accountability Plan (LCAP), and the District English Learner Advisory Committee (DELAC) provides advisement for the SCCOE English Learner Master Plan. The DELAC also provides advisement for the Consolidated Application and in particular the Title III budget as it relates to English Learners and reviews the LCAP annually. Parents and families are invited to school site and district meetings through mailings, emails, and personal calls, and all communication is available in three languages: English, Spanish, and Vietnamese. Parent and family participation in meetings is enhanced through a welcoming climate grounded in respect for all opinions and suggestions. SCCOE parents also provide input annually in the LCAP Survey and participate in other surveys as needed at the site and district level. Partner input is valued, and the SCCOE authentically uses this input when making decisions regarding planning,  actions, and budget. A common topic at all meetings is a discussion as to ways to engage more families both formally and informally. The SCCOE values input of families. Family advisement and engagement is a continuous process.	Analysis of educational partner input and local data did not reveal a perception of disproportionality in engagement of underrepresented families in regard to opportunities for decision-making. The SCCOE and the Educational Services Division will continue processes to include all parents in decision-making venues and surveys.	5	5	4	4	4	5	5	4	5	5	5	5	Met		2024-06-12	2024
43104390106534	Bullis Charter	3	Our current strengths include the the Focused Learning Goal process, where families, students, and teachers work together to set personalized goals for each student. We have also broadened the opportunities for parents to be present at school to see students projects, programs, etc. We would like to provide more touch points for families and staff to engage in content-focused sessions/opportunities together during the school year.	We’d like offer more family nights, providing opportunities for families and staff to engage in content together. Some of this is possible at the Makers Faire. We would also like to offer more online information sessions for families to gain context on the school programs and curriculum, as well as learn ways to support their students at home.	Our Director of Community Engagement and Outreach has proven a good liaison between our underrepresented families and our team, making sure our families have what they need to be successful. We'd like to provide more small group/one-on-one meetings with principals next year for all families - especially our new families - to answer questions and provide more context on our school community and how to support students at home.	BCS has a strong partnership with our family community through the parent association on campus (the BBC). Parents have access to many different modalities to receive information on what is happening at school, including a weekly family newsletter, class ambassador emails, curriculum chats, parent coffees, etc. Parent input is gathered via survey (which we anticipate increasing frequency of next year) as well as the opportunity to participate in focus groups and working committees.	We remain focused on finding more opportunities to have touch points with new families to our community, many of whom are joining in TK/K -these are critical years to establish relationships. We would also like to continue engaging our families as they move into middle school, some of whom are moving campuses to join 6th grade.	Our Director of Community Engagement and Outreach has proven a good liaison between our underrepresented families and our team, making sure our families have what they need to be successful. We'd like to provide more small group/one-on-one meetings with principals next year for all families - especially our new families - to answer questions and provide more context on our school community and how to support students at home.	We look for continual opportunities for families to take part in school decision-making. Families have received updates on curriculum this year, including families being offered the opportunity to join working committees for literacy and math. All families are strongly encouraged to take our yearly family survey, and there are additional information gathering opportunities for families throughout the year, including town halls and parent coffees.	We’d like to continue working committees for the 2024-25 school year and provide more frequent opportunities to share feedback through a new survey structure.	Our Director of Community Engagement and Outreach will continue to meet with underrepresented families to gather input, and ensure they continue to be invited to and part of all meetings and working groups moving forward.	5	4	4	5	4	4	5	4	5	4	5	5	Met		2024-06-24	2024
43104390111880	Discovery Charter	3	Discovery Charter School is a parent partnership school. Discovery families volunteer in the school on a regular basis. The school ensures that parents can volunteer in ways that reflect their own skills, interests, talents, and time; as well as, taking into consideration classroom and program needs and the constraints of family, work, and other commitments outside of school. The 2024 annual family survey indicates 95% of families agree that the school provides families the opportunity to be active community members and partners of the school.
Discovery I holds monthly parent support meetings and provides discipline training for newly enrolled families. Educational partner communication tools used in 23-24 include ParentSquare, Padlet newsletter, frequent website updates, a teacher newsletter, two-way communication via the website and Groups.io (schoolwide, grade level and classroom groups). Based on survey results, 98.3% of families feel the school is effective at utilizing a variety of family communication tools to ensure all families are informed about what is happening at the school.	Discovery will strive to continue to strengthen the relationships with families by using ParentSquare to more effectively communicate with parents. The school also has a Parent Liaison to further build relationships with families and determine equitable ways for all families to participate.  Additionally, the Parent Liaison will take on some of the responsibilities that have been previously assigned to parents.	In order to improve engagement of underrepresented families, Discovery will continue to encourage and seek out ways for families to participate in ways that best accommodate their busy schedules. The school has developed a parent partnership committee to determine how the parent partnership model can be equitable and ensure that everyone knows that whatever they can contribute is valuable.	Discovery Charter School is a parent partnership school. Parents continue to be an integral part of our program. Based on the annual survey results, 97.5% of families attended parent-teacher conferences, school workshops, or other school-wide family events in 2023-24. In addition, 85% of families met their volunteer commitments. These engagement opportunities not only help parents become involved within the school community but also provides families an opportunity to become active members in their student’s academic progress. Parents and staff participate together in our positive discipline training to support positive student behavior.	Discovery will continue to focus on ensuring consistent communication from classroom teachers regarding student progress.	We plan to improve engagement of underrepresented families by finding ways for families to participate in a manner that fits their schedules.	"As a parent partnership school, seeking parental input is invaluable to the school’s decision-making process. Based on survey results, 95% of parents report the school is effective in providing opportunities to give input into the decision-making process at the school. Discovery seeks parent input in many ways such as community meetings, parent surveys, Parent Leadership Groups (such as the Program Site Council, English Learner Advisory Committee (ELAC), and Parent Education Team) and Discovery's Board of Director meetings. ""Coffee with Carol"" are regular community meetings with the principal where important topics such as the LCAP and financials are presented and explained. Parent surveys are administered during the school year and give parents an opportunity to give feedback, provide opinions and other input regarding our program. Program Site Council meetings are chaired and run by parent volunteers in conjunction with the principal. This forum offers opportunities for interested parents to share ideas and provide input into the decision-making process at Discovery. Discovery's Board of Directors meets monthly and is another avenue for families and the community to provide input into the decision-making process at the school."	One challenge for the school to address is the same parents taking on many leadership roles. The school will continue to focus on empowering other parents to participate in these leadership roles through communication and outreach methods.	In order to improve engagement of underrepresented families, Discovery will ensure parents who cannot come to campus during the school days are provided opportunities to participate. In addition, ParentSquare, a communication tool that keeps families informed about what is happening at the school, provides the ability of information to be translated in multiple languages for families to choose from.	5	4	4	3	4	4	4	5	5	5	5	5	Met		2024-06-26	2024
43104390113431	University Preparatory Academy Charter	3	"Specific Areas of Success
?	Staff newsletter has helped with communication.
?	Communication from Executive Director to community has helped with providing more information and an open door policy. 
?	Teachers have established grassroots connections with other teachers to develop and implement cross-curricular projects and lessons.
?	Dramatic increase in PD time due to the removal of staff meeting business and the increase in PD days.
?	The role of the English Language Development Coach has shifted from a classroom instruction model to a case management model. The coach meets with teachers, parents and students and shares instructional shifts based on the individual needs of the student and tailored to the specific course.
?	Teachers regularly use scaffolding and checks for understanding throughout the lessons generally.
?	EWS or Early Warning System has been created and is monitored by Administration and key staff.
?	UPA has 3 full-time counselors, and students are able to access the counselors via self-referral, academic counselor referral, staff referral or parent referral.
?	The safety plan is created and monitored/updated every year.
?	A calendar of safety drills is established and practiced.
?	Staff and community have direct input on changes to the bell schedule and school calendar.
?	Staff has appreciated the increase in PD time, especially during the transition from in-class learning to distance learning and then hybrid learning.
?	Staff has successfully adapted their curriculum to be successful for distance learning.
?	Staff works to celebrate the accomplishments of students during distance learning."	"Areas of near or total completion of goals outlined by the 2020 WASC committee
?	Norms need to be established regarding timeliness of all correspondence; including those regarding monitoring school progress, course schedule changes, and educational programs.
?	As school needs are dynamic and changes are inevitable, any communication concerning schedule changes for school activities should be given in a more timely manner to staff and families.
?	The school has begun to develop more cross-curricular units, but teachers would like to have dedicated time to plan for more of these units in all grade levels.
?	Teachers at UPA need more time to develop strong lesson plans including interdisciplinary collaboration.
?	Students' well-being and prevention of academic stress is an area of opportunity.
?	Safety plan needs to be revised and improved.
?	Continue to develop effective communication with students, parents, and staff.
?	Administration and staff implement activities and workshops that improve student well-being in order to balance the academic stress at the school.
?	Administration will work with staff to review the school calendar and bell schedule to create more opportunity for staff collaboration.
?	Administration will evaluate communication systems to improve communication within the school with staff and from school to home with parents.
?	Administration will evaluate current safety plans and improve them to include lockdown procedures, active shooter protocols, name badge security protocols, and visitor protocols to ensure students are in a safe location.
?	Administration will develop a transition plan for leadership to maintain the very unique vision that has been in place for this school.
?	Continue to build a culture of collaboration between staff.
?	Be transparent with the progress.
?	Celebrate in the successes; both new and old.
?	Provide space for stakeholders to build capacity.
?	Stay true to the mission of the school."	"Areas that need to be addressed in the 2022-23 SPSA/LCAP
?	As UPA demographics have changed over the years and as the schools’ graduation requirements remain rigorous, the school needs to develop a more diverse range of methods which allow English Language Learners to access this rigorous curriculum.
?	UPA needs to develop additional strategies that close the achievement gap in all demographics of the school.
?	Teachers can develop more scaffolding when presenting information.
?	State data is used by administration but is not part of instructional planning.
?	While there are many ways for a teacher to check for student learning, much is limited to early adopters.
?	The use of Illuminate data to effectively evaluate NWEA and SBAC is limited to admins and a few faculty members.
?	Administration works with staff to identify areas of academic support to close the achievement gap.
?	Use data to monitor progress.
?	Check in with stakeholders regularly to check understanding.
?	Unduplicated students continue to lag behind their peers.
?	EL students need to move towards redesignation at higher rates.
?	Annual review of vertical alignment of content and skills is developed in all subject areas.
?	Internal pre-, mid-, and post- assessments have been identified or developed and implemented to create a baseline of growth for all students in English, Math, Science, and Social Science.
?	Cycle of inquiry is the primary focus of department chairs and department chair meetings based on internal assessments.
?	Grade Level meetings are focused on best practices based on shared students.
?	Baseline data developed to measure student connection to school"	"Specific Areas of Success
?	Staff newsletter has helped with communication.
?	Communication from Executive Director to community has helped with providing more information and an open door policy. 
?	Teachers have established grassroots connections with other teachers to develop and implement cross-curricular projects and lessons.
?	Dramatic increase in PD time due to the removal of staff meeting business and the increase in PD days.
?	The role of the English Language Development Coach has shifted from a classroom instruction model to a case management model. The coach meets with teachers, parents and students and shares instructional shifts based on the individual needs of the student and tailored to the specific course.
?	Teachers regularly use scaffolding and checks for understanding throughout the lessons generally.
?	EWS or Early Warning System has been created and is monitored by Administration and key staff.
?	UPA has 2 full-time counselors, and students are able to access the counselors via self-referral, academic counselor referral, staff referral or parent referral.
?	The safety plan is created and monitored/updated every year.
?	A calendar of safety drills is established and practiced.
?	Staff and community have direct input on changes to the bell schedule and school calendar.
?	Staff has appreciated the increase in PD time, especially during the transition from in-class learning to distance learning and then hybrid learning.
?	Staff has successfully adapted their curriculum to be successful for distance learning.
?	Staff works to celebrate the accomplishments of students during distance learning."	"Areas of near or total completion of goals outlined by the 2020 WASC committee
?	Norms need to be established regarding timeliness of all correspondence; including those regarding monitoring school progress, course schedule changes, and educational programs.
?	As school needs are dynamic and changes are inevitable, any communication concerning schedule changes for school activities should be given in a more timely manner to staff and families.
?	The school has begun to develop more cross-curricular units, but teachers would like to have dedicated time to plan for more of these units in all grade levels.
?	Teachers at UPA need more time to develop strong lesson plans including interdisciplinary collaboration.
?	Students' well-being and prevention of academic stress is an area of opportunity.
?	Safety plan needs to be revised and improved.
?	Continue to develop effective communication with students, parents, and staff.
?	Administration and staff implement activities and workshops that improve student well-being in order to balance the academic stress at the school.
?	Administration will work with staff to review the school calendar and bell schedule to create more opportunity for staff collaboration.
?	Administration will evaluate communication systems to improve communication within the school with staff and from school to home with parents.
?	Administration will evaluate current safety plans and improve them to include lockdown procedures, active shooter protocols, name badge security protocols, and visitor protocols to ensure students are in a safe location.
?	Administration will develop a transition plan for leadership to maintain the very unique vision that has been in place for this school.
?	Continue to build a culture of collaboration between staff.
?	Be transparent with the progress.
?	Celebrate in the successes; both new and old.
?	Provide space for stakeholders to build capacity.
?	Stay true to the mission of the school."	"Areas that need to be addressed in the 2022-2023 SPSA/LCAP
?	As UPA demographics have changed over the years and as the schools’ graduation requirements remain rigorous, the school needs to develop a more diverse range of methods which allow English Language Learners to access this rigorous curriculum.
?	UPA needs to develop additional strategies that close the achievement gap in all demographics of the school.
?	Teachers can develop more scaffolding when presenting information.
?	State data is used by administration but is not part of instructional planning.
?	While there are many ways for a teacher to check for student learning, much is limited to early adopters.
?	The use of Illuminate data to effectively evaluate NWEA and SBAC is limited to admins and a few faculty members.
?	Administration works with staff to identify areas of academic support to close the achievement gap.
?	Use data to monitor progress.
?	Check in with stakeholders regularly to check understanding.
?	Unduplicated students continue to lag behind their peers.
?	EL students need to move towards redesignation at higher rates.
?	Annual review of vertical alignment of content and skills is developed in all subject areas.
?	Internal pre-, mid-, and post- assessments have been identified or developed and implemented to create a baseline of growth for all students in English, Math, Science, and Social Science.
?	Cycle of inquiry is the primary focus of department chairs and department chair meetings based on internal assessments.
?	Grade Level meetings are focused on best practices based on shared students.
?	Baseline data developed to measure student connection to school"	"Specific Areas of Success
?	Staff newsletter has helped with communication.
?	Communication from Executive Director to community has helped with providing more information and an open door policy. 
?	Teachers have established grassroots connections with other teachers to develop and implement cross-curricular projects and lessons.
?	Dramatic increase in PD time due to the removal of staff meeting business and the increase in PD days.
?	The role of the English Language Development Coach has shifted from a classroom instruction model to a case management model. The coach meets with teachers, parents and students and shares instructional shifts based on the individual needs of the student and tailored to the specific course.
?	Teachers regularly use scaffolding and checks for understanding throughout the lessons generally.
?	EWS or Early Warning System has been created and is monitored by Administration and key staff.
?	UPA has 2 full-time counselors, and students are able to access the counselors via self-referral, academic counselor referral, staff referral or parent referral.
?	The safety plan is created and monitored/updated every year.
?	A calendar of safety drills is established and practiced.
?	Staff and community have direct input on changes to the bell schedule and school calendar.
?	Staff has appreciated the increase in PD time, especially during the transition from in-class learning to distance learning and then hybrid learning.
?	Staff has successfully adapted their curriculum to be successful for distance learning.
?	Staff works to celebrate the accomplishments of students during distance learning."	"Areas of near or total completion of goals outlined by the 2020 WASC committee
?	Norms need to be established regarding timeliness of all correspondence; including those regarding monitoring school progress, course schedule changes, and educational programs.
?	As school needs are dynamic and changes are inevitable, any communication concerning schedule changes for school activities should be given in a more timely manner to staff and families.
?	The school has begun to develop more cross-curricular units, but teachers would like to have dedicated time to plan for more of these units in all grade levels.
?	Teachers at UPA need more time to develop strong lesson plans including interdisciplinary collaboration.
?	Students' well-being and prevention of academic stress is an area of opportunity.
?	Safety plan needs to be revised and improved.
?	Continue to develop effective communication with students, parents, and staff.
?	Administration and staff implement activities and workshops that improve student well-being in order to balance the academic stress at the school.
?	Administration will work with staff to review the school calendar and bell schedule to create more opportunity for staff collaboration.
?	Administration will evaluate communication systems to improve communication within the school with staff and from school to home with parents.
?	Administration will evaluate current safety plans and improve them to include lockdown procedures, active shooter protocols, name badge security protocols, and visitor protocols to ensure students are in a safe location.
?	Administration will develop a transition plan for leadership to maintain the very unique vision that has been in place for this school.
?	Continue to build a culture of collaboration between staff.
?	Be transparent with the progress.
?	Celebrate in the successes; both new and old.
?	Provide space for stakeholders to build capacity.
?	Stay true to the mission of the school."	"Areas that need to be addressed in the 2022-2023 SPSA/LCAP
?	As UPA demographics have changed over the years and as the schools’ graduation requirements remain rigorous, the school needs to develop a more diverse range of methods which allow English Language Learners to access this rigorous curriculum.
?	UPA needs to develop additional strategies that close the achievement gap in all demographics of the school.
?	Teachers can develop more scaffolding when presenting information.
?	State data is used by administration but is not part of instructional planning.
?	While there are many ways for a teacher to check for student learning, much is limited to early adopters.
?	The use of Illuminate data to effectively evaluate NWEA and SBAC is limited to admins and a few faculty members.
?	Administration works with staff to identify areas of academic support to close the achievement gap.
?	Use data to monitor progress.
?	Check in with stakeholders regularly to check understanding.
?	Unduplicated students continue to lag behind their peers.
?	EL students need to move towards redesignation at higher rates.
?	Annual review of vertical alignment of content and skills is developed in all subject areas.
?	Internal pre-, mid-, and post- assessments have been identified or developed and implemented to create a baseline of growth for all students in English, Math, Science, and Social Science.
?	Cycle of inquiry is the primary focus of department chairs and department chair meetings based on internal assessments.
?	Grade Level meetings are focused on best practices based on shared students.
?	Baseline data developed to measure student connection to school"	4	4	3	5	4	5	4	4	5	5	5	5	Met		2024-05-30	2024
43104390113704	Rocketship Mateo Sheedy Elementary	3	In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families. Over the course of 23.24, we continued to strengthen some of our core family engagement and partnership activities including Home Visits, Care Corps and Los Dichos. We focused on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. The Care Corps program significantly expanded its caseload, supporting families experiencing severe hardship and chronic absenteeism. The Los Dichos program, which is a cornerstone of relationship building with families in which families participate in the classroom and read books to students in their home language, saw record participation and engagement from families and staff.

	In order to continue to grow in the area of building relationships between school staff and families, the school will continue to refine communication platforms and systems to deliver two way communication between staff and families in our families’ home language. Additionally, we will increase the frequency of our family survey, so our school can respond to family input in a more continuous cycle.

	The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities.

	Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect. 

Our wellness and care corps coordinators partner together to analyze trends happening in our community and bring corresponding resources for students and families onto campus. Additionally, they supported a series of monthly parent workshops on a range of topics focused on providing opportunities for families to engage in their own learning around practices to support their students in school and at home, engage in their community and understand their rights and ways to advocate for their students. We also partnered with the Rocketship network and Hispanic Foundation of Silicon Valley to continue and strengthen Parent University, which delivered workshops on college readiness, parent and school partnership, positive discipline, parenting and advocacy in the community.
	In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. We will seek to increase the number of academic nights focused on our curriculum over the course of the year, providing families with increased understanding of the curriculum, resources and best practices to support their students.

	The school will invest in the engagement of underrepresented families through specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator. Additionally, the school is investing in a new communication platform that supports direct, two way communication between teachers, staff and families in the home language of the family.

	In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. In order to gain more timely input and feedback from families this year, we increased the frequency of the survey to all families, gathering information about how the school is working well for them and how we can improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.

In addition to SSC and ELAC, our campus has a campus community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.
Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. This plan will guide all Rocketship schools in the Bay Area over the next five years. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.

	In order to continue to improve in seeking input for decision making, the school will increase efforts to better inform all families of the work of our SSC and ELAC and the initiatives they are undertaking. Additionally, we will hold more focus groups with families that receive additional supportive services and have an ongoing dialogue with them to make more timely adjustments to services provided.

	The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work by reaching out to engage families of underrepresented groups.

	5	5	5	4	4	4	5	5	4	5	4	4	Met		2024-06-13	2024
43104390116814	ACE Empower Academy	3	Student-led conferences are one of ACE’s greatest strengths to build community and communication between staff, students, and their families. During the 2023-24 school year, ACE held week-long conferences using a minimum day schedule to provide flexibility to families who may not have otherwise been able to attend.

Cafecito and Parent Leadership Team meetings are held monthly to give families direct access to school leadership where they receive updates on the latest school events and news. These meetings also allow parents and families to raise and address any concerns they see in the ACE community.	The majority of ACE’s low-income families have been historically marginalized and may lack the resources and knowledge to voice their concerns to school leaders or other persons in power. It has always been ACE’s mission and vision to serve families by intentionally building a Culture of Optimism and cultivating a sense of belonging for many of its families that have never felt a part of a school. ACE strives to create strong relationships with those families who cannot attend school events due to their work schedules.	As described above, ACE is working to engage underrepresented populations through its monthly Cafecito meetings, monthly Parent Leadership Team meetings, and student-led conferences. ACE will ensure that each family receives at least two outreach attempts to invite them to participate in school activities that foster strong relationships between the school and families.

ACE also participated in the County’s Project to Inspire cohort where ACE parents and staff had the opportunity to collaborate with other districts and charter school networks in the county to further parent engagement practices. Through this partnership, ACE learned about an opportunity to continue our learnings and was accepted into the Community Engagement Initiative’s Cohort III Peer Leading and Learning Network through California Collaborative for Educational Excellence (CCEE) where we are working on creating a parent engagement plan alongside several other districts. The participants include community engagement staff, parents, students, and county staff members to continue this work of building relationships.

Another way we are working to improve is by making a concerted effort to guarantee that our charter school network is reflective of the communities we serve. Given San Jose’s large Vietnamese population, we have worked to recruit more Vietnamese students at our school sites and make certain that our schools are creating a welcoming environment that is culturally responsive for all of our families. It’s important that all ACE families know and understand that there is someone within their school community who looks like them and can speak their language. Ultimately, we are committed to break cultural and language barriers throughout our network.	Student-led conferences are one of ACE’s greatest strengths to build community and communication between staff, students, and their families. During the 2021-22 school year, ACE held week-long conferences using a minimum day schedule to provide flexibility to families who may not have otherwise been able to attend. Our goal is for students to recognize that they have their own voice and choice in their pursuit of academic success. Students participate in weekly goal setting through their College Seminar course and are encouraged to own their academic growth. Using their goals and other measures of academic success, ACE prepares its students to discuss their growth with their parents. Parents are then able to walk away with a concrete understanding of where their students are and what their growth areas are. We ultimately want to encourage our families to continue these conversations within their home environments and be their biggest supporters throughout their academic career.

Families also learn how to support their child at home during Cafecito meetings. Cafecito agendas include professional development for families to help them understand the academic program, social emotional supports, and Multi-Tiered System of Supports offered at ACE. Other topics covered include school culture, academic progress, ways to support their students, information about resources to support meeting basic needs such as food security, immigration rights, and ELD support. Time at Cafécitos is also devoted to ensuring families understand the importance of goal setting, growth measures, and how these translate into their homes.
	Through annual parent surveys and the pandemic, we have come to realize that many of our families lack the technology and/or digital literacy to access their student’s online platforms, such as Google Classroom for assignments and PowerSchool for grades and attendance. Additionally, we provide opportunities for learning during our orientation, Back to School nights, Cafecitos, handouts, and other communication methods to ensure that our families have the skills to support their student’s academic success.	In 2022-23 ACE modified its approach to student-led conferences to ensure that we achieve our goal of 100% parent and guardian participation. Schools closed for a week to ensure families were available to participate their child's student led conference and that parents have ample time and days to attend conferences. If any families are unable to attend our allotted times, they will receive a home visit at their location and time of choice. We want to guarantee that our families are well-informed about their student’s progress, know how to support at home, and can build a trusting relationship with school staff about student success.	ACE has invested in a broad program to engage and involve families. ACE’s Director of Community Engagement and with the support of the Parent Organizer and Deans of Culture and Community Outreach ensures families have access, input, and space to advocate for student and family needs in Cafécitos, student-led conferences, college readiness workshops, parent panels, family inclusion on hiring and decision-making committees, and continued development of the parent and community ambassador programs. The hope is to lead families of all subgroups to be represented and empowered in being full partners in their child’s education, resulting in higher levels of optimism and college-readiness as expressed in the annual survey. In ACE’s spring 2024 family survey, families overwhelmingly responded favorably to questions related to their school connectedness and sense of belonging. Through ACE’s Community Ambassador program, parent leadership groups, and monthly Cafécitos, ACE provides opportunities for parents and families to access information and provide feedback on key issues to school leadership. ACE’s Community Ambassador and Parent Leadership programs teach and assist parents and families in developing leadership and advocacy skills to ensure schools are meeting the needs of families and students.

Furthermore, our parent leaders are trained to facilitate meetings with administrators when an issue that impacts ACE families arises. Some examples of these issues have been school culture, traffic control, and improving communication. We want our parents to understand that their voices are heard and that they have direct access to any administrator, from the principal to the CEO. Through this intentional work of building relationships, many of our parent leaders have personal relationships with several administrators at their school sites as well as the central office.	ACE Empower would like to increase the number of parents who participate in the annual survey. In 2023-24, 61% of families participated in the survey. Next year, the school will publicize how the feedback from this year’s survey was used to make decisions to let families know that their feedback is truly valuable to the decision-making process.	ACE serves families and students who may be initially resistant and suspicious of partnering with their school and each other. ACE understands that this issue is further exacerbated by language barriers, cultural norms, immigration statuses, etc. that lead to a lack of access to information, including how to get involved with their school communities. We recognize that we must continue to reach out to our most vulnerable and disengaged families to seek input from all of our families and not just the families who are already engaged. We will seek to improve engagement by focusing on home visits, direct one to ones, and utilizing various methods of communication to work towards having 100% parent participation throughout our network.	4	3	5	5	3	2	3	4	4	4	3	3	Met		2024-06-18	2024
43104390119024	Rocketship Si Se Puede Academy	3	In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families. Over the course of 23.24, we continued to strengthen some of our core family engagement and partnership activities including Home Visits, Care Corps and Los Dichos. We focused on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. The Care Corps program significantly expanded its caseload, supporting families experiencing severe hardship and chronic absenteeism. The Los Dichos program, which is a cornerstone of relationship building with families in which families participate in the classroom and read books to students in their home language, saw record participation and engagement from families and staff.

	In order to continue to grow in the area of building relationships between school staff and families, the school will continue to refine communication platforms and systems to deliver two way communication between staff and families in our families’ home language. Additionally, we will increase the frequency of our family survey, so our school can respond to family input in a more continuous cycle.

	The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities.

	Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect. 

Our wellness and care corps coordinators partner together to analyze trends happening in our community and bring corresponding resources for students and families onto campus. Additionally, they supported a series of monthly parent workshops on a range of topics focused on providing opportunities for families to engage in their own learning around practices to support their students in school and at home, engage in their community and understand their rights and ways to advocate for their students. We also partnered with the Rocketship network and Hispanic Foundation of Silicon Valley to continue and strengthen Parent University, which delivered workshops on college readiness, parent and school partnership, positive discipline, parenting and advocacy in the community.

	In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. We will seek to increase the number of academic nights focused on our curriculum over the course of the year, providing families with increased understanding of the curriculum, resources and best practices to support their students.

	The school will invest in the engagement of underrepresented families through specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator. Additionally, the school is investing in a new communication platform that supports direct, two way communication between teachers, staff and families in the home language of the family.

	In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. In order to gain more timely input and feedback from families this year, we increased the frequency of the survey to all families, gathering information about how the school is working well for them and how we can improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.

In addition to SSC and ELAC, our campus has a campus community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.
Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. This plan will guide all Rocketship schools in the Bay Area over the next five years. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.

	In order to continue to improve in seeking input for decision making, the school will increase efforts to better inform all families of the work of our SSC and ELAC and the initiatives they are undertaking. Additionally, we will hold more focus groups with families that receive additional supportive services and have an ongoing dialogue with them to make more timely adjustments to services provided.

	The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work by reaching out to engage families of underrepresented groups.

	5	5	5	4	4	4	5	5	4	5	4	4	Met		2024-06-13	2024
43104390120642	Rocketship Los Suenos Academy	3	In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families. Over the course of 23.24, we continued to strengthen some of our core family engagement and partnership activities including Home Visits, Care Corps and Los Dichos. We focused on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. The Care Corps program significantly expanded its caseload, supporting families experiencing severe hardship and chronic absenteeism. The Los Dichos program, which is a cornerstone of relationship building with families in which families participate in the classroom and read books to students in their home language, saw record participation and engagement from families and staff.

	In order to continue to grow in the area of building relationships between school staff and families, the school will continue to refine communication platforms and systems to deliver two way communication between staff and families in our families’ home language. Additionally, we will increase the frequency of our family survey, so our school can respond to family input in a more continuous cycle.	The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities.	Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect. 

Our wellness and care corps coordinators partner together to analyze trends happening in our community and bring corresponding resources for students and families onto campus. Additionally, they supported a series of monthly parent workshops on a range of topics focused on providing opportunities for families to engage in their own learning around practices to support their students in school and at home, engage in their community and understand their rights and ways to advocate for their students. We also partnered with the Rocketship network and Hispanic Foundation of Silicon Valley to continue and strengthen Parent University, which delivered workshops on college readiness, parent and school partnership, positive discipline, parenting and advocacy in the community.
	In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. We will seek to increase the number of academic nights focused on our curriculum over the course of the year, providing families with increased understanding of the curriculum, resources and best practices to support their students.	The school will invest in the engagement of underrepresented families through specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator. Additionally, the school is investing in a new communication platform that supports direct, two way communication between teachers, staff and families in the home language of the family.

	In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. In order to gain more timely input and feedback from families this year, we increased the frequency of the survey to all families, gathering information about how the school is working well for them and how we can improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.

In addition to SSC and ELAC, our campus has a campus community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.
Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. This plan will guide all Rocketship schools in the Bay Area over the next five years. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.

	In order to continue to improve in seeking input for decision making, the school will increase efforts to better inform all families of the work of our SSC and ELAC and the initiatives they are undertaking. Additionally, we will hold more focus groups with families that receive additional supportive services and have an ongoing dialogue with them to make more timely adjustments to services provided.	The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work by reaching out to engage families of underrepresented groups.	5	5	5	4	4	4	5	5	4	5	4	4	Met		2024-06-13	2024
43104390121483	Alpha: Cornerstone Academy Preparatory	3	We have mutliple spaces for families to be involved in their child's education. Cafecito, Parent Association, Volunteer opportunities, School Site Council, ELAC meetings, parent teacher conferences, Sports, Events on campus, and parent surveys.	We want to continue to improve our volunteer opportunities for families. Increase attendance at parent meetings vs. school events. Increased responses on parent surveys.	We are committed to providing translation on all documents and a translator for different parent meetings. We continue to share survey results with families. Increase attendance to Cafecitos, ELAC and Parent Association Meetings.  Opportunities that engage all families.	We continue to have strong data analysis systems including weekly data meetings for our teaching staffing. This information is shared with families during Cafecitos and parent meetings (PA, conferences), We have three rounds of parent teacher conferences.	We are exploring options of different family events geared to student outcomes (literacy/math night/ career day/ etc.)  Staff are going through professional development on sharing data and creating student led conferences for 2 of our parent teacher conference weeks. Increased representation of all grades in our Parent Association to grade level leads.	Increase representation of all grades in our Parent Association to grade level leads.  Engage families at all parent events with different resources, translators, and uplift voices from parent survey.	SSC, PA, Parent surveys. Parent survey response rates have increased this year. 
Attendance to our events have increased since the pandemic.	We would love to increase the number of parents attending Parent association meetings and cafecitos so that we have more parent voices when sharing data. We also want to increase the number of parents attending our parent advocacy groups.	Targeting certain families, sending materials out in all languages, connecting with our SPED and ELD teams to engage in conversations.	4	4	4	4	3	3	3	3	4	3	4	4	Met		2024-06-18	2024
43104390123257	Downtown College Prep - Alum Rock	3	The current strengths and progress in this area for the LEA include:
Back To School Night where families are invited to the school to experience the students’ daily schedules, meet and chat with teachers, and better understand the many programs and initiatives at the school site.
Advisory program - teachers have one cohort of students daily where the focus is on relationship building, progress monitoring, building a college going culture, and family engagement
Student / Family conferences held twice annually
Monthly Cafecitos where families are invited to spend time chatting with the principal regarding upcoming events, school culture, student academic progress, and the overall school program. Additionally, families have opportunities to ask questions and give input on current and upcoming initiatives and strategies.
Monthly School Site Council and English Language Advisory Committee meetings where families are informed and give input on annual plans, the LCAP, English Language Learner initiatives and budgets, as well as other school wide initiatives and family engagement opportunities
Annual / semi annual family surveys for input on LCAP and other school wide initiatives
Annual Youth Truth surveys for students and families to give input and feedback on the learning model, engagement, academic challenge, school culture, belonging and peer collaboration, relationships, college and career readiness, obstacles to learning, school safety, diversity/equity/inclusion, and areas for improvement
Weekly announcements sent to families regarding upcoming events, important dates, and notable happenings from the site	Focus areas for improvement include:
Events - Increase opportunities and events for families to come together in support of the school’s mission including
Family and community work days
More student recognition events
Cross campus, DCP-wide collaborative events
Workshops and Informational Meetings - Increase the number of and content for family workshops to better meet the needs identified by our educational partners including
Restorative Practices - working with parents to build a better understanding of this work and the why behind it
Academic Rigor - working with families to build a more comprehensive understanding of grade level expectations and the content used at dcp
Wellness - working with families to build our understanding of the needs our students have regarding mental health and wellness as well as strategies for improving our supports at DCP
Continuous Improvement - building an engaging environment where educational partners can provide input and feedback on school programs, environment, and supports
Enhanced Resources - Continue to work closely with the Santa Clara County Children and Family Department to refer families to the Differential Response Program which provides mental-health services and connects families with resources	DCP will work to identify families/family members not yet engaged with the programming offered for support and explicitly create opportunities to bring them into the school environment in ways that are comfortable and meaningful to them:
Creating opportunities to engage with parents and guardians in-person to have meaningful dialogue with the aim of identifying specific needs faced by these partners
Finding resources to meet the needs identified by these partners and offering workshops that are convenient and effective
Developing an on-boarding process for new families to increase the participation of underrepresented families	DCP has worked to develop partnerships with community and professional providers as well as several ‘in-house’ strategies
Partnerships with community and professional groups and providers including
The New Teacher Project to provide coaching and professional development in the areas of
Culture of Learning
Essential Content
Academic Ownership
Demonstration of Learning
School2Home - Providing internet services and hot spots to families
Family and Children’s Services to provide counseling
Santa Clara Behavioral health to provide substance use interventions
Catholic Charities to provide groups for gang prevention
Safe Schools to provide crisis response in the area of gang interventions.
DCP strategies including
Engaging families with Power School and Google classroom to keep them informed on student assignments and progress
Providing Chromebooks to students for use at school and in the home
Student / family conferences held twice annually	Focus areas for improvement include:
Continue exploring / researching strategies that provide professional learning and support to teachers and principals to improve a school’s capacity to partner with families.
Continue exploring / researching strategies that provide families with information and resources to support student learning and development in the home.
Continue exploring / researching strategies for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.
Continue exploring / researching strategies to support families to understand and exercise their legal rights and advocate for their own students and all students.
Continue to work on increasing the number of families and staff who are engaging with the Family Engagement Policy and Parent-School compact
Increase parent awareness of the role and responsibilities of families and staff to effectively work together to support the college success journey	DCP will work to identify families/family members not yet engaged with Building Partnerships for Student Outcomes and explicitly create opportunities to bring them into the school environment in ways that are comfortable and meaningful to them:
Creating opportunities to engage with parents and guardians in-person to have meaningful dialogue with the aim of identifying specific needs faced by these partnersFinding resources to meet the needs identified by these partners and offering workshops that are convenient and effective
Developing an on-boarding process for new families to increase the participation of underrepresented families	The current strengths and progress in this area for the LEA include:
Inviting parents/guardians to participate in the School Site Council
Offering principal-led coffee chats and English Learner Advisory Committee (ELAC) by increasing communication strategies such as weekly newsletters
Providing access to leadership positions for families in the School Site Council and ELAC
Providing opportunities for families to share feedback/input for the LCAP
Providing opportunities for a parent group to seek additional input and offer training in our EL Roadmap	Focus areas for improvement include:
Continuing to build systems of support to help improve School Site Council meetings in order to meaningfully engage parents in decision making
Continuing to build systems of support to help improve ELAC meetings in order to meaningfully engage parents in decision makingContinuing to focus on family communication and increase the percentage of families who receive text messages for alerts on school communication
Exploring more convenient opportunities for bringing educational partners together consistently
Providing more opportunities for parents and guardians to better understand the decisions needing to be made and offering more opportunities for input to be shared and discussed before decisions are made	DCP will work to identify families/family members not yet engaged with decision making and explicitly create opportunities to bring them into the school environment in ways that are comfortable and meaningful to them:
Creating opportunities to engage with parents and guardians in-person to have meaningful dialogue with the aim of identifying specific needs faced by these partners
Finding resources to meet the needs identified by these partners and offering workshops that are convenient and effective
Developing an on-boarding process for new families to increase the participation of underrepresented families	4	4	4	3	2	2	3	2	2	3	3	2	Met		2024-06-18	2024
43104390123281	Rocketship Discovery Prep	3	In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families. Over the course of 23.24, we continued to strengthen some of our core family engagement and partnership activities including Home Visits, Care Corps and Los Dichos. We focused on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. The Care Corps program significantly expanded its caseload, supporting families experiencing severe hardship and chronic absenteeism. The Los Dichos program, which is a cornerstone of relationship building with families in which families participate in the classroom and read books to students in their home language, saw record participation and engagement from families and staff.

	In order to continue to grow in the area of building relationships between school staff and families, the school will continue to refine communication platforms and systems to deliver two way communication between staff and families in our families’ home language. Additionally, we will increase the frequency of our family survey, so our school can respond to family input in a more continuous cycle.

	The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities.	Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect. 

Our wellness and care corps coordinators partner together to analyze trends happening in our community and bring corresponding resources for students and families onto campus. Additionally, they supported a series of monthly parent workshops on a range of topics focused on providing opportunities for families to engage in their own learning around practices to support their students in school and at home, engage in their community and understand their rights and ways to advocate for their students. We also partnered with the Rocketship network and Hispanic Foundation of Silicon Valley to continue and strengthen Parent University, which delivered workshops on college readiness, parent and school partnership, positive discipline, parenting and advocacy in the community.
	In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. We will seek to increase the number of academic nights focused on our curriculum over the course of the year, providing families with increased understanding of the curriculum, resources and best practices to support their students.

	The school will invest in the engagement of underrepresented families through specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator. Additionally, the school is investing in a new communication platform that supports direct, two way communication between teachers, staff and families in the home language of the family.

	In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. In order to gain more timely input and feedback from families this year, we increased the frequency of the survey to all families, gathering information about how the school is working well for them and how we can improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.

In addition to SSC and ELAC, our campus has a campus community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.
Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. This plan will guide all Rocketship schools in the Bay Area over the next five years. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.

	In order to continue to improve in seeking input for decision making, the school will increase efforts to better inform all families of the work of our SSC and ELAC and the initiatives they are undertaking. Additionally, we will hold more focus groups with families that receive additional supportive services and have an ongoing dialogue with them to make more timely adjustments to services provided.

	The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work by reaching out to engage families of underrepresented groups.

	5	5	5	4	4	4	5	5	4	5	4	4	Met		2024-06-13	2024
43104390123794	Summit Public School: Tahoma	3	Summit Tahoma has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results. We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold annual evening Town Halls, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit leadership directly through a neutrally facilitated circle discussion.	Focus Area for Improvement: Summit Tahoma has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services as school events and continue to work on decreasing the disproportionality of our faculty and staff to be more reflective of the community we serve, and this will continue to be a focus area of our school as a major means of direct relationship building among our community.	As mentioned above, we provide interpretation services as school events and continue to work on decreasing the disproportionality of our faculty and staff to be more reflective of the community we serve, and this will continue to be a focus area of our school as a major means of direct relationship building among our community.	By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator.  We examined:
Professional Development structure and survey
Parent newsletters (+language access) (analytics)
Personalized Learning Plan meetings (parents/caregiver:student:mentor)
Policy accessibility on website

Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work.  The school holds a specific tech training for families so they know how to use these resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed.  Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers.  The school is very explicit in all communications the value that parents bring to supporting their child's academic successes.  

Summit Tahoma is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners.  During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided.  Prior to 1:1 parent conferences there is specific training for how to hold these meetings in a way that respects parents and encourages their participation.  The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents.

Summit Tahoma utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.  
Additionally, the school ensures that parents/caregivers of migratory children are engaged.  This includes meeting with families prior to a departure and then again when they return.  The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.	Summit Tahoma continues to utilize a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Additionally, the school continues to ensure that parents/caregivers of migratory children are engaged.	As mentioned above,  individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate. Additionally, this includes meeting with families prior to a departure and then again when they return.  The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.	At Summit Tahoma, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informating a solution and to understand status, all families, teachers, school leaders, and network team members must contribute. 

In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings.  School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and  to plan, design, implement and evaluate family engagement activities.  Despite facility limitations, the school is actively growing capacity to host additional community engagement events, such as a local leaders tour where community stakeholders have the opportunity to deeply engage in the school model and reflect with the school leadership on how to increase this type of access.	We continue to look to our community attendance and participation in engagement events including the Town Hall and board meetings.	As mentioned above, school leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and  to plan, design, implement and evaluate family engagement activities.  Despite facility limitations, the school is actively growing capacity to host additional community engagement events, such as a local leaders tour where community stakeholders have the opportunity to deeply engage in the school model and reflect with the school leadership on how to increase this type of access.	4	4	4	4	4	5	4	4	3	4	4	4	Met		2024-06-13	2024
43104390124065	Sunrise Middle	3	Sunrise Middle has strong bonds with many of its families. We meet regularly with our ELAC and our School Site Council and the parent support group and parent education classes. The parents are active in all our school events. We also have numerous meetings with the parents of struggling students. Two parents are voting members of our school board.	Sunrise would like for all of its families to be heavily involved in school life, as we know this results in more success for the students. We have made plans with our parent leaders to make a greater effort in 2024-2025 to get all parents involved. We're investing in a new parent communications system called Parent Square and are increasing our parent liaison from half-time to full-time employment. She will lead other active parents in setting up more fun events to get everyone involved.	Our parent liaison will conduct parent support classes that focus on issues of prime importance to recently immigrated families- issues such as housing, immigration and health care. Our special education director has already set up meetings with all our SPED families to discuss the program for the coming year and ways in which the school can better assist the parents and their students.	The LEA's strengths lie in the area of forming strong relationships with a core group of active parents. We are showing progress every year in engaging more families who are traditionally underrepresented. We set aside Professional Development time now for parent communication. All 8th graders have someone working with them on their high school applications and financial aide packets. We meet with each parent at least once a year.	"Our active parents have advised us that we could build partnerships with less active parents by engaging them in more fun family nights, providing them food and entertainment, and holding more raffles. Therefore, Sunrise will attempt to introduce more of a ""fun"" element in its activities for parents and guardians in 2024-2025."	In  2024-2025 we have set aside more staff time for conducting home visits to the homes of underrepresented families with struggling  students.  Doing this on a somewhat limited basis has shown the benefits of engaging our families in this manner.	Sunrise Middle offers surveys to its parents and educational partners at various times through the school year in an effort see more input and opinion for decision making. We then analyze this data and hold focus groups to evaluate methods for improvement.	In 2024-2025 we will be holding more one on one meetings with parents in all subgroups and documenting their input in our internal records.	Our parent liaison is leading the effort for more family events and parent meetings designed specifically to empower and fully engage them in the day to day operations of Sunrise Middle School. These meetings are beginning already in Summer 2024 with family fun events open to parents and their children.	4	4	3	5	4	3	4	4	4	4	4	4	Met		2024-06-26	2024
43104390125781	Rocketship Academy Brilliant Minds	3	In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families. Over the course of 23.24, we continued to strengthen some of our core family engagement and partnership activities including Home Visits, Care Corps and Los Dichos. We focused on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. The Care Corps program significantly expanded its caseload, supporting families experiencing severe hardship and chronic absenteeism. The Los Dichos program, which is a cornerstone of relationship building with families in which families participate in the classroom and read books to students in their home language, saw record participation and engagement from families and staff.

	In order to continue to grow in the area of building relationships between school staff and families, the school will continue to refine communication platforms and systems to deliver two way communication between staff and families in our families’ home language. Additionally, we will increase the frequency of our family survey, so our school can respond to family input in a more continuous cycle.	The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities.

	Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect. 

Our wellness and care corps coordinators partner together to analyze trends happening in our community and bring corresponding resources for students and families onto campus. Additionally, they supported a series of monthly parent workshops on a range of topics focused on providing opportunities for families to engage in their own learning around practices to support their students in school and at home, engage in their community and understand their rights and ways to advocate for their students. We also partnered with the Rocketship network and Hispanic Foundation of Silicon Valley to continue and strengthen Parent University, which delivered workshops on college readiness, parent and school partnership, positive discipline, parenting and advocacy in the community.

	In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. We will seek to increase the number of academic nights focused on our curriculum over the course of the year, providing families with increased understanding of the curriculum, resources and best practices to support their students.

	The school will invest in the engagement of underrepresented families through specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator. Additionally, the school is investing in a new communication platform that supports direct, two way communication between teachers, staff and families in the home language of the family.

	In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. In order to gain more timely input and feedback from families this year, we increased the frequency of the survey to all families, gathering information about how the school is working well for them and how we can improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.

In addition to SSC and ELAC, our campus has a campus community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.
Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. This plan will guide all Rocketship schools in the Bay Area over the next five years. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.	In order to continue to improve in seeking input for decision making, the school will increase efforts to better inform all families of the work of our SSC and ELAC and the initiatives they are undertaking. Additionally, we will hold more focus groups with families that receive additional supportive services and have an ongoing dialogue with them to make more timely adjustments to services provided.	The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work by reaching out to engage families of underrepresented groups.	5	5	5	4	4	4	5	5	4	5	4	4	Met		2024-06-13	2024
43104390125799	Rocketship Alma Academy	3	In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families. Over the course of 23.24, we continued to strengthen some of our core family engagement and partnership activities including Home Visits, Care Corps and Los Dichos. We focused on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. The Care Corps program significantly expanded its caseload, supporting families experiencing severe hardship and chronic absenteeism. The Los Dichos program, which is a cornerstone of relationship building with families in which families participate in the classroom and read books to students in their home language, saw record participation and engagement from families and staff.	In order to continue to grow in the area of building relationships between school staff and families, the school will continue to refine communication platforms and systems to deliver two way communication between staff and families in our families’ home language. Additionally, we will increase the frequency of our family survey, so our school can respond to family input in a more continuous cycle.	The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities.	Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect. 

Our wellness and care corps coordinators partner together to analyze trends happening in our community and bring corresponding resources for students and families onto campus. Additionally, they supported a series of monthly parent workshops on a range of topics focused on providing opportunities for families to engage in their own learning around practices to support their students in school and at home, engage in their community and understand their rights and ways to advocate for their students. We also partnered with the Rocketship network and Hispanic Foundation of Silicon Valley to continue and strengthen Parent University, which delivered workshops on college readiness, parent and school partnership, positive discipline, parenting and advocacy in the community.	In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. We will seek to increase the number of academic nights focused on our curriculum over the course of the year, providing families with increased understanding of the curriculum, resources and best practices to support their students.	The school will invest in the engagement of underrepresented families through specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator. Additionally, the school is investing in a new communication platform that supports direct, two way communication between teachers, staff and families in the home language of the family.
	In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. In order to gain more timely input and feedback from families this year, we increased the frequency of the survey to all families, gathering information about how the school is working well for them and how we can improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.

In addition to SSC and ELAC, our campus has a campus community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.
Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. This plan will guide all Rocketship schools in the Bay Area over the next five years. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.
	In order to continue to improve in seeking input for decision making, the school will increase efforts to better inform all families of the work of our SSC and ELAC and the initiatives they are undertaking. Additionally, we will hold more focus groups with families that receive additional supportive services and have an ongoing dialogue with them to make more timely adjustments to services provided.	The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work by reaching out to engage families of underrepresented groups.
	5	5	5	4	4	4	5	5	4	5	4	4	Met		2024-06-13	2024
43104390127969	Discovery Charter II	3	Discovery Charter School II is a parent partnership school. Discovery II families volunteer in the school on a regular basis. The school ensures that parents can volunteer in ways that reflect their own skills, interests, talents, and time; as well as, taking into consideration classroom and program needs and the constraints of family, work, and other commitments outside of school. The 2024 annual family survey indicates 91.3% of families agree that the school provides families the opportunity to be active community members and partners of the school.

Discovery II holds monthly parent support meetings and provides positive discipline training for all families. Educational partner communication tools used in 23-24 include Parent Square, a Padlet newsletter, frequent website updates, a teacher newsletter, two-way communication via the website and Groups.io (schoolwide, grade level and classroom groups). The 2024 annual family survey indicates 92.8% of parents feel the school is effective at utilizing a variety of family communication tools to ensure all families are informed about what is happening at the school.	Discovery II will strive to continue to strengthen the relationships with families by using ParentSquare to more effectively communicate with parents.  The Family Liaison also supports families in identifying meaningful ways for them to partner with Discovery ll.	In order to improve engagement of underrepresented families, the school will continue to encourage all families to participate and seek out ways for families to participate in ways that best accommodate their busy schedules. The Family Liaison will engage with all families and ensure they have equitable ways for all families to engage in the school community.	Discovery Charter School II is a parent partnership school. Parents continue to be an integral part of our program. Based on the annual survey results, 97.4% of families attended parent-teacher conferences, school workshops, or other school-wide family events in 2023-24. In addition, 71% of families met their volunteer commitments. These engagement opportunities not only help parents become involved within the school community but also provides families an opportunity to become active members in their student’s academic progress. In addition, families and staff participate together in positive discipline training to support positive student behavior.	Discovery II will continue to focus on ensuring consistent communication from classroom teachers regarding student progress.	We plan to improve engagement of underrepresented families by finding ways for families to participate in a manner that fits their schedules. The Family Liaison will engage with all families and ensure the school has equitable ways for all families to engage in the school community.	"As a parent partnership school, seeking parental input is invaluable to the school’s decision-making process. Based on survey results, 91.3% of parents provided parental input in decision-making.  Discovery II seeks parent input in the decision-making process in many ways such as community meetings, parent surveys, Parent Leadership Groups (such as the Program Site Council, English Learner Advisory Committee (ELAC), and Parent Education Team) and Discovery II’s Board of Director meetings. ""Coffee with Karla"" are regular community meetings with the principal where important topics such as the LCAP and financials are presented and explained. Parent surveys are administered during the school year and give parents an opportunity to give feedback, provide opinions and other input regarding our programs. Program Site Council meetings are chaired and run by parent volunteers in conjunction with the principal. This forum offers opportunities for interested parents to share ideas and provide input into the decision-making process at Discovery II. In addition, families of English Learners provide input into programs for English Learners during the English Learner Advisory Committee meetings. Discovery II’s Board of Directors meet monthly and is another avenue for parent and community involvement."	One challenge for the school to address is the same parents taking on many leadership roles. The school will continue to focus on empowering other parents to participate in these leadership roles through communication and outreach methods. The school plans on improving how all parents can engage on campus with a participation menu or rubric, so that parents can choose the manner of participation that suits them.	In order to improve engagement of underrepresented families, Discovery II will ensure parents who cannot come to campus during the school days are provided opportunities to participate. In addition, ParentSquare, a communication tool that keeps families informed about what is happening at the school, provides the ability of information to be translated in multiple languages for families to choose from.	5	5	5	4	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
43104390129213	Alpha: Jose Hernandez	3	Current strengths include multiple methods of two way communication by using Deanslist, IC and Konstella and further growth in family programming and volunteer opportunities.	There are opportunities to improve more frequent family communication leading up to conferences, engagement with student data and support of families on how to support student at home.	We will revisit the cadence, promotion and structure of monthly cafecito as well as additional programming. We will also further flesh out communication expectations for all teachers with families and monitor this.	We have quarterly conferences to partner with families in student's strengths, progress and opportunities from quarter to quarter. Our families have access to seeing their student's grades via the parent portal on Infinite Campus (we support with access) and receive weekly progress reports with academic and behavioral updates.	Our focus is 6-8 family engagement due to lower numbers and seeing impact on partnership with behavior and academic goals for students in these grade levels.	More consistent communication leading up to conferences vs. this being the start of grade discussions and more intentionality around weekly reports to ensure all families are viewing them.	We currently saw significant growth in our SSC engagement and role in decision making this year which is a strength that then led to input on nexts steps for renewal preparation, programming and school ops.	ELAC engagement and wider spread with families providing input for decision making with a focus on our 6-8 families.	Improve promotion and explanation of purpose of ELAC from orientation onward and provide additional volunteer/visit opportunities connected to this.	3	4	3	3	3	2	2	2	2	2	2	3	Met		2024-06-18	2024
43104390131110	Rocketship Fuerza Community Prep	3	In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families. Over the course of 23.24, we continued to strengthen some of our core family engagement and partnership activities including Home Visits, Care Corps and Los Dichos. We focused on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. The Care Corps program significantly expanded its caseload, supporting families experiencing severe hardship and chronic absenteeism. The Los Dichos program, which is a cornerstone of relationship building with families in which families participate in the classroom and read books to students in their home language, saw record participation and engagement from families and staff.

	In order to continue to grow in the area of building relationships between school staff and families, the school will continue to refine communication platforms and systems to deliver two way communication between staff and families in our families’ home language. Additionally, we will increase the frequency of our family survey, so our school can respond to family input in a more continuous cycle.	The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities.	Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect. 

Our wellness and care corps coordinators partner together to analyze trends happening in our community and bring corresponding resources for students and families onto campus. Additionally, they supported a series of monthly parent workshops on a range of topics focused on providing opportunities for families to engage in their own learning around practices to support their students in school and at home, engage in their community and understand their rights and ways to advocate for their students. We also partnered with the Rocketship network and Hispanic Foundation of Silicon Valley to continue and strengthen Parent University, which delivered workshops on college readiness, parent and school partnership, positive discipline, parenting and advocacy in the community.

	In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. We will seek to increase the number of academic nights focused on our curriculum over the course of the year, providing families with increased understanding of the curriculum, resources and best practices to support their students.

	The school will invest in the engagement of underrepresented families through specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator. Additionally, the school is investing in a new communication platform that supports direct, two way communication between teachers, staff and families in the home language of the family.

	In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. In order to gain more timely input and feedback from families this year, we increased the frequency of the survey to all families, gathering information about how the school is working well for them and how we can improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.

In addition to SSC and ELAC, our campus has a campus community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.
Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. This plan will guide all Rocketship schools in the Bay Area over the next five years. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.

	In order to continue to improve in seeking input for decision making, the school will increase efforts to better inform all families of the work of our SSC and ELAC and the initiatives they are undertaking. Additionally, we will hold more focus groups with families that receive additional supportive services and have an ongoing dialogue with them to make more timely adjustments to services provided.

	The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work by reaching out to engage families of underrepresented groups.	5	5	5	4	4	4	5	5	4	5	4	4	Met		2024-06-13	2024
43104390131748	Voices College-Bound Language Academy at Morgan Hill	3	Voices Academy at Morgan Hill (Voices MH) started their second year with their school being across three sites.  Despite these challenges, ELAC meetings, workshops, and Cafecitos were conducted giving parents/guardians a platform to discuss input/feedback on LCAP goals, school progress, needs, and academics.  The meetings are hosted by Voices and stakeholder feedback is collected. Additionally, Voices MH hosted a multi-cultural celebration, various performances, and an End of Year Kermes to build stronger relationships between school staff and families. This year, Voices MH surveyed parents in the winter and spring to gather feedback regarding school access, culture, and safety.	Voices MH will continue to focus on increasing attendance at Cafecito, pushing out invites through ParentSquare, having the Principal and the Dean of Culture  make calls home to encourage more relationship building. Additionally, building those relationships with staff and families includes training teachers on parent-teacher conferences and how to communicate with parents regarding updates with regularity. Voices MH will also work to increase the response rate to ensure all perspectives are recognized in the data. Lastly, with the transition into the new facility this next school year, Voices MH will also work to increase the number of in-person events and meetings while also maintaining remote access for families.	Voices MH will focus on different outreach approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging etc.  Voices will also use these various communication channels to convey information on resources and support families with connecting to these resources. Additionally, Voices Morgan Hill will continue to work with school staff and teachers to understand the importance of accessible and equitable communication with our families.	Families are happy with relationships between staff and families due to efforts throughout the year and  feel like they can go to teachers, the Dean of Culture, and the Principal with questions and feedback. This year, the addition of a Student Services Manager at Voices MH also allowed families to build stronger partnerships with the school with respect to students that receive IEP services.	Families would like more opportunities for enrichment activities outside of what is currently offered. Voices MH will continue to focus on student wellbeing by supporting them to build coping skills. We will provide advisory for middle school students and continue to implement an SEL curriculum.
Voices MH will also provide additional academic support for students to mitigate learning loss. Voices MH aims to provide families with more resources to support students with learning at home.	Voices MH will focus on different outreach approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging etc. Voices MH will also use these various communication channels to convey information on resources and support families with connecting to these resources. Voices will also work with teachers and school staff on ensuring they have appropriate lines of communication to build partnerships with parents and families.	In addition to our stakeholder engagement, where feedback is collected, Voices conducts Network-wide staff, student and family surveys utilizing Panorama Education, a third party. These surveys are conducted twice a year and are used for planning. We will continue to use those in 2024-2025 and implement the feedback provided in our academic and culture planning.	Voices MH will focus on seeking family input regarding enrichment activities and ways in which parents/guardians can support these activities. Voices MH will also seek family input in ways to motivate parent/guardian participation and engagement at school including participation in the Family-schools relationship survey conducted twice a year.	Voices MH will focus on different outreach approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging, creating a different schedule for meetings including alternate times.	4	4	5	4	4	3	3	4	4	3	3	3	Met		2024-06-25	2024
43104390132530	Voices College-Bound Language Academy at Mt. Pleasant	3	This year Voices Mount Pleasant started the year with a new Leadership Team including Principal, Dean of Culture, Student Services Manager, Business Manager and Instructional Coach. This new team prioritized relationship building with staff and parents/guardians to promote a more welcoming environment.  Communication to staff and parents/guardians improved significantly.  Throughout the year, Voices MP conducted ELAC meetings and Cafecitos, giving parents/guardians a platform to discuss input/feedback on LCAP goals, school progress, needs and academics. All materials are provided in English and Spanish. The meetings are hosted by Voices MP and stakeholder feedback is collected.   Parents were also involved in planning and volunteering in school fundraising events throughout the year.	Voices Mount Pleasant will continue to focus on increasing attendance at ELAC, Cafecito, and Workshops pushing out invites through ParentSquare as well as having the Principal and Dean of Culture make calls home to encourage more relationship building. Additionally, building those relationships with staff and families includes training teachers on parent-teacher conferences and how to communicate with parents regularly through updates. Voices MP also plans to encourage families to attend Plazas (student assemblies).  Finally, Voices MP will continue to conduct several school-wide events for both students and families to attend with opportunities for families to support in the planning.	Voices Mount Pleasant will focus on different outreach approaches when reaching out to our harder-to-reach families. Approaches include continuing to provide materials in both English, Spanish, and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging, etc.  Voices MP will also use these various communication channels to convey information on resources and support families by connecting to these resources. Additionally, Voices MP will continue to work with school staff and teachers to understand the importance of accessible and equitable communication with our families.	This year, Voices Mount Pleasant partnered with the Boys and Girls Club, Art in Action, and Pacific Clinics. The Boys and Girls Club partnership allows Voices MP to receive support with the enrichment block and provides an expanded learning opportunity through their after-school program. This supports Voices MP students to build rapport/relationship with the staff, which contributes to greater student outcomes. The Art in Action Program is rooted in the National Core Arts Standards. For Voices MP’s enrichment block, we partnered with Pacific Clinics to provide parent workshops and support on-site with small groups. Pacific Clinics also provides a Social Emotional Learning (SEL) advisory to meet with middle school students (6th - 8th grade) once a week.	Voices MP will start the year with a Parent/Guardian Education Workshop calendar to provide families with resources and guidance on how to support their student and partner and collaborate with the school.
Families would like more opportunities for enrichment activities outside of what is currently offered. Voices MP will continue to focus on improvements to enrichment programming possibly including performing arts opportunities and additional partnerships to focus on student wellness. Voices MP will continue to focus on student wellbeing by supporting them to build coping skills by continuing to partner with Pacific Clinics to provide 1:1 support and group support. Voices MP will provide advisory for middle school students and implement an SEL curriculum. Voices MP aims to provide families with more resources to support students with learning at home.	In order to improve the engagement of our underrepresented families Voices MP ensures communication is sent out in both English and Spanish and in both digitally and in printed form.  Voices MP will also work on connecting underrepresented families to needed community resources and make proactive calls when needed.	Voices Mount Pleasant conducts Cafecitos and ELAC meetings throughout the school year, where parents, families, and other stakeholders are able to share feedback, input, and suggestions. In addition to stakeholder engagement, Voices sends out a Network-wide survey to staff, students, and families twice a year and utilizes the feedback and information provided from the surveys for future planning.	Voices MP hosts Cafecitos (Principal’s Coffee) and ELAC meetings throughout the school year, where parents, families, and other stakeholders are able to share feedback, input, and suggestions. Voices MP will work on increasing/improving attendance at these meetings.  In addition to stakeholder engagement, Voices sends out a Network-wide survey to staff, students, and families. We utilize the Panorama platform to conduct the surveys twice a year and utilize the feedback and information provided from the surveys for future planning. Voices MP will work on increasing family participation in the survey to increase response rate in order to gather input from a greater percentage of families.	Voices MP will continue to focus on different approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and other languages as needed, proactive phone calls from the Dean of Culture and Principal, bilingual Parent Square Messaging, conducting parent/guardian meetings at various times to allow for parent/guardian work schedules and offering information and connection to community resources.	2	3	2	3	3	2	3	4	3	3	3	3	Met		2024-06-25	2024
43104390133496	Rocketship Rising Stars	3	In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families. Over the course of 23.24, we continued to strengthen some of our core family engagement and partnership activities including Home Visits, Care Corps and Los Dichos. We focused on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. The Care Corps program significantly expanded its caseload, supporting families experiencing severe hardship and chronic absenteeism. The Los Dichos program, which is a cornerstone of relationship building with families in which families participate in the classroom and read books to students in their home language, saw record participation and engagement from families and staff.

	In order to continue to grow in the area of building relationships between school staff and families, the school will continue to refine communication platforms and systems to deliver two way communication between staff and families in our families’ home language. Additionally, we will increase the frequency of our family survey, so our school can respond to family input in a more continuous cycle.	The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities.	Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect. 

Our wellness and care corps coordinators partner together to analyze trends happening in our community and bring corresponding resources for students and families onto campus. Additionally, they supported a series of monthly parent workshops on a range of topics focused on providing opportunities for families to engage in their own learning around practices to support their students in school and at home, engage in their community and understand their rights and ways to advocate for their students. We also partnered with the Rocketship network and Hispanic Foundation of Silicon Valley to continue and strengthen Parent University, which delivered workshops on college readiness, parent and school partnership, positive discipline, parenting and advocacy in the community.
	In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. We will seek to increase the number of academic nights focused on our curriculum over the course of the year, providing families with increased understanding of the curriculum, resources and best practices to support their students.

	The school will invest in the engagement of underrepresented families through specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator. Additionally, the school is investing in a new communication platform that supports direct, two way communication between teachers, staff and families in the home language of the family.

	In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. In order to gain more timely input and feedback from families this year, we increased the frequency of the survey to all families, gathering information about how the school is working well for them and how we can improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.

In addition to SSC and ELAC, our campus has a campus community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.
Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. This plan will guide all Rocketship schools in the Bay Area over the next five years. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.

	In order to continue to improve in seeking input for decision making, the school will increase efforts to better inform all families of the work of our SSC and ELAC and the initiatives they are undertaking. Additionally, we will hold more focus groups with families that receive additional supportive services and have an ongoing dialogue with them to make more timely adjustments to services provided.

	The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work by reaching out to engage families of underrepresented groups.

	5	5	5	4	4	4	5	5	4	5	4	4	Met		2024-06-13	2024
43104390135087	Opportunity Youth Academy	3	OYA believes that successful collaborative relationships with students and families have a positive impact on student learning and achievement.   Teachers and paraeducators reach out to all students and their families before the start of the school year to welcome them back or to welcome them for the first time.  Teachers hold a Meet and Greet so new students and families can visit their school site and students can meet their support staff.  Throughout the school year, OYA hosts several parent engagement events including back-to-school nights focused on academic and social-emotional learning.	One area of improvement is to continue to work to increase parent participation at School Site Council and ELAC meetings.	OYA staff participate in all day professional development five times a year. A portion of this professional development is dedicated to the value and utility of contributions of parents and adult students, and in how to reach out to, communicate with, and work with them as equal partners, implement and coordinate school programs, and build ties between educational partners and the school. These professional development activities are driven by input from School Site Council meetings, Parent Engagement meetings, and surveys. Additionally, OYA has increased opportunities for the informed participation of educational partners on supporting our students with disabilities, English learners, Foster Youth, and low-income students. Educational partners are invited to collaborate with staff to ensure a full range of services and supports are available to students.	Parents and students have several opportunities in the school year to meet with teachers and discuss student progress.   Quarterly Advisory conferences, at which teachers discuss individual student performance and goals, grades, attendance, and post-secondary plans, are scheduled four times a year with students and parents. Parents and students are welcome to schedule a meeting with their teacher at any time in the year.   Additionally, teacher email and phone contact information are listed on the school website and shared with parents and students.  Additionally, the Student/Parent Handbook is provided at the beginning of the school year and posted on the school website.	An analysis of educational partner input indicates that Opportunity Youth Academy will build partnerships with parents and students by continuing current outreach opportunities to include: (a) surveys, (b) School Site Council meetings, and (c) quarterly advisory conferences.  LCAP Goal Three outlines Actions and Services intended to increase partnerships with parents.	An analysis of educational partner input and local data indicates that OYA provides a pathway to communication for families. Emphasis on home and school communication will be a continued goal of OYA.   Individualized attention to families is a priority for OYA as we serve a student population of: (a) 87% Low Income, (b) 27% English Learner, (c) 5.6% Foster and Homeless youth, and (d) 23% Students with Disabilities. Our major ethnicity is Latinx at 89% .  We will continue to improve engagement of families through: (a) personal outreach, (b) engaging activities, and (c) a culturally responsive environment.	Educational partner input and local data indicate areas for improvement in building relationships between school staff and families and include: (a) continue current practice of outreach to families, (b) continue to train staff members on positive student and family communication, and (d) continue to promote parent participation in school site council and ELAC meetings.	Educational partner input and local data indicate areas for improvement in building relationships between school staff and families and include: (a) continue current practice of outreach to families, (b) continue to train staff members on positive student and family communication, and (d) continue to promote parent participation in school site council and ELAC meetings.	Analysis of educational partner input and local data did not reveal a perception of disproportionality in engagement of underrepresented families in regard to opportunities for decision-making.   OYA will continue processes to include all parents in decision-making venues and surveys.	5	5	5	5	5	5	4	5	4	4	4	4	Met		2024-06-27	2024
43693690000000	Alum Rock Union Elementary	3	Alum Rock Union School District strives to provide a welcoming and collaborative environment for students and families.  Overall, parents in the Alum Rock community feel the district emphasizes the importance of staff working with parents to be partners in their child’s education.

Input from educational partners highlights the district’s strengths in this area. Principal Coffees have become a common practice at district schools.  These parent check-ins provide the opportunity for Principals to develop relationships with their families and time to share information relevant to student development and success. Parents value the Community Liaison role at school sites as a way to access key information and services offered at the school.  Parents also appreciate that the district Interpretation/ Translation services provide access for parents and the community to have information readily available in their primary language. On the same note, the Parent square app provides translation to other languages which helps with communication with teachers. 
	Input from parents identifies the following areas for improvement in building relationships between staff and families.  Training to develop customer service in the school front offices is essential for creating a welcoming environment for parents. Parents also feel that additional methods of communication are necessary to reach parents that are not connected through Parent Square.  There is also an interest in having an alternate time for hosting Principal Cafes for parents that are not able to attend in the morning hours.	In order to have strong parent/staff relationships, ARUSD will continue to strive for quality customer service to promote a welcoming, and inclusive environment when parents and community members visit.  In addition, staff will offer parent workshops and school culture building and community events as a way to strengthen relationships between home and school. Staff will continue to work on establishing methods of communication that are inclusive of all families in our community.	Alum Rock Union School District believes in engaging parents as partners.  Our district works to strengthen staff capacity to partner with families in addition to providing parents with resources and information to advocate for their students.

Overall, parents in the Alum Rock community feel welcomed, respected and encouraged to be partners in their child’s education. Our annual parent survey reports that 96% of parents responded favorably to “feeling welcomed to participate in my child’s school” and 95% of parents responded favorably to “school staff welcomes my suggestions” which is a strong indicator of parents feeling supported to participate in trainings and advocate for their needs.  This data is further strengthened by the fact that over 598 participants attended our Parent University event in the fall which provided education on topics relevant to student success


	Input from educational partners highlights the district’s strengths in this area. Parents believe that our district is on the right track with providing good resources for parents.  Our School Counselors, SLS team and Community Liaisons work in tandem to provide helpful workshops, resources as well as linkage to other community resources, as needed. In addition, our annual Parent University provides helpful information and education for parents on a variety of topics to support student development and success.	In order to improve engagement of underrepresented families,  staff will seek opportunities that align with the needs of the families we serve. Information from input sessions and surveys, identifies the need for regular parent workshops throughout the year similar to what is offered at Parent University (i.e. mini Parent Universities spread out during the school year).  We plan to implement a hybrid model of in person and virtual parent presentations/series. A hybrid model provides more access to those who normally cannot attend due to work schedules and family commitments. Parents also expressed the need to be more informed about the various assessments given to students during the school year and how to understand the results. Lastly, staff will develop a system for gathering attendance to Site/District events to better analyze parent participation by school site and develop outreach strategies to engage underrepresented families.	Alum Rock Union School District believes in building the capacity of parents to effectively engage in advisory groups and decision-making including parents from underrepresented groups in the community.

In our recent parent survey, 95% of parents responded favorably to “school staff welcomes my suggestions”. Every school in Alum Rock School District has a functioning School Site Council and ELAC to encourage parent leadership. This data is supported by parent participation on District committees such as DAC, DELAC and SPARC. Furthermore, our District celebrates the participation of parent leaders by honoring them at the annual Parent Jubilee. 

The following emerge as strengths in the area of Seeking Input for Decision Making. Parents feel strongly that our district encourages involvement and considers parent input when developing district plans such as the LCAP, the facility plans and strategic plan. Furthermore, input from parents highlights the various opportunities for parents to be involved in decision making including surveys, advisory groups and committees, Principals coffees and leadership trainings.

	In order to improve  in the area of Seeking Input for Decision-Making, staff will need to focus on the recruitment and retention of parent advisory leaders during the 2024/2025 school year. Staff will work with site principals to recruit and train parents on their role as advisory group representatives and the importance of regular attendance. Staff will also investigate methods for keeping members motivated to attend regular meetings. Furthermore, staff will need to improve on providing meaningful opportunities for parents to be engaged.  For example, making time to meet with advisory parents so they can share information from advisory meetings	In order to improve the engagement of underrepresented families in decision making opportunities, staff will need to develop a targeted outreach plan to involve a broad range of parent partners. This plan may also include support for transportation, accessibility and flexibility of meetings (virtual/hybrid), etc.	4	4	3	3	4	4	3	2	3	3	2	2	Met		2024-06-27	2024
43693690106633	KIPP Heartwood Academy	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.

We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are
encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior
to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.

KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.

KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors,
including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.

The school hosted 15 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 69% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.	KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid
communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):

• Assume good intentions, and approach all families as partners who want the best for their children.
• Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.
• Invite parents or guardians to share information about family cultures and traditions.
• Recognize and respect differences in family structures.
• Recognize the role that identity and background may play in shaping relationships between teachers and
families.
• Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.
• View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 76% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of
contact to engage all parents/guardians.

Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.

KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the
development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.

KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more
actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings
KIPP aims to share and inform as much as listen and learn from the diverse experiences of 
KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.	Parent involvement in decision making at KIPP is demonstrated in multiple ways.
The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents.

KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.

The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.

KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	4	4	4	4	4	4	5	4	4	4	4	4	Met		2024-06-11	2024
43693690125526	Alpha: Blanca Alvarado	3	ABA has established regular parent engaging events and programs such as Cafecito, SSC, ELAC, Family Conferences along with the information sessions such as Welcome night, Back to School Night, Open house. Through various touch points and connections, parents and teachers are able to make trusting relationships to rely on each other's strengths. We also have additional events that celebrate student successes such as awards days and Winter Fest and Spring Performances. We started using DeansList as our two way communication platform where parents can easily send or receive communications directly from school using their language of choice.	We want to empower our parents to be involved with more fundraising efforts in order to be able to afford 5th grade science camp at Walden West. Also, we are in the process of establishing Parent Association for parents to take ownership and leadership with various execution of school wide events.	"""We need more parents of ELL to voice their opinions and one way we will be approaching strengthening their voices is by strengthening our ELAC meetings and make it more dynamic for parents to be involved. Also, we want to encourage more parents to participate in school surveys to share their input by sending home fliers and providing incentives for the students whom their parents have completed the surveys. 
Once our PA team is established, we would like our families to reach out to their own neighbors and friends to engage more families at the personal level."""	We have family conferences that are taking place three times a year to invite parents to discuss the academic progresses. Then we have the following awards days to recognize students' achievements. While leveraging MTSS, we conduct SST for any students who need additional intervention or support and during this process, we involve parents as one of the most vital members of the team to determine the support plans.	We can work on planning and delivering school wide training to help the staff to approach our families with asset oriented mindset and make the training more consistent and intentional throughout the year before any major interactions.	While leveraging Family conferences, we can provide the needed information for families such as NWEA MAP growth report or STAR reports to help parents understand the data. Also, we need to plan for more robust and comprehensive summer learning plan for all students especially around the language development to reduce the summer learning loss.	We have SSC, Cafecito, and parent survey systems in place for parents to share their inputs and opinions.	We need to determine the ways to involve more families and have them to participate in surveys. Also, we need to build a variety of parent leadership to ensure that multiple perspectives are being heard	We can identify the students that are being underrepresented and reach out to the families directly. Also, we should call or meet in-person rather than via text or email	5	5	2	5	2	3	4	1	1	2	4	1	Met		2024-06-18	2024
43693690129924	Kipp Prize Preparatory Academy	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.

We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are
encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior
to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.

KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.

KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors,
including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.

The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 81% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.	KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid
communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):

• Assume good intentions, and approach all families as partners who want the best for their children.
• Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.
• Invite parents or guardians to share information about family cultures and traditions.
• Recognize and respect differences in family structures.
• Recognize the role that identity and background may play in shaping relationships between teachers and families.
• Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.
• View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 79% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of
contact to engage all parents/guardians.

Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.

KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the
development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.

KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more
actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings
KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	Parent involvement in decision making at KIPP is demonstrated in multiple ways.

The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.

The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-
teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.

KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-11	2024
43693770000000	Berryessa Union Elementary	3	As a district we are making progress in building relationships between school staff and families by engaging in the following areas:  Supporting parents in a series of virtual workshops with Dr. Bacon, Creating opportunities for district staff to listen to students, parents, and staff on what is going well/what areas need improvement; Creating one-hour parent liaison positions to support outreach with families; District parent committees (District English Language Advisory Committees & Berryessa District Advisory Committees); Access to Interpreters
	One of our district’s focus areas in building relationships between school staff and families is the adoption of the Dual Capacity Framework.

The district has adopted the dual capacity framework, recognizing the importance of building the capacity of both school staff and parents to support students' education.
They emphasize a two-way approach where schools and families collaborate as partners in the educational process. Schools are actively working on enhancing their ability to engage with families effectively, and families are being empowered with the skills and knowledge to support their children's learning both at home and at school.
The district has provided professional development opportunities for educators on family engagement strategies and has initiated outreach efforts to involve parents more actively in their child's education.

Another one of our district’s focus areas in building relationships between school staff and families includes offering Parent Workshops.

Parent workshops offered by the district cover a wide range of topics, including effective communication with teachers, understanding curriculum and standards, supporting homework and study habits, and navigating the school system.
These workshops provide valuable opportunities for parents to become more informed and engaged in their child's education.
These efforts reflect a proactive and holistic approach to improving communication, trust, and partnership between the school district and families. By focusing on building the capacity of both educators and parents and providing informative workshops, the Berryessa Union School District is taking significant steps toward creating a more supportive and effective learning environment for students. These initiatives will likely contribute to improved educational experiences and outcomes for the students within the district.
	Berryessa Union School created school liaisons from the Comprehensive Coordinated Early Intervening Services (CCEIS) program to improve engagement with underrepresented families. The school liaison serves as a bridge between underrepresented families and school staff. They focus on outreach, communication, and support for families who may face barriers to engagement.  The liaison works closely with families to identify their specific needs and concerns, helping them access resources and services available through the CCEIS program.
They provide information to families about academic and behavioral support options, ensuring that underrepresented students receive the assistance they require.
By having a dedicated school liaison who can engage underrepresented families, combined with the support of the DELAC and BDAC committees, the Berryessa Union School District can make significant strides in building relationships, enhancing communication, and fostering trust. This approach is likely to lead to more equitable educational experiences and improved outcomes for underrepresented students and their families.
	The Berryessa Union School District (BUSD) has made notable progress in building partnerships for student outcomes through active engagement of educational partners and effective use of local data. Key strengths include:

1. Engagement of Educational Partners: BUSD has strong relationships with parents, community organizations, and local businesses, holding regular meetings and forums for input and feedback.

2. Use of Liaisons: Dedicated liaisons connect schools with the community, facilitating communication and organizing events to enhance family engagement.

3. Inclusion of Interpreters: Interpreters ensure non-English speaking parents can participate in school activities and understand important information.

4. Data-Driven Decision Making: BUSD uses local data to identify needs and track progress, tailoring strategies to support student outcomes.

5. Community Partnerships: Collaborations with local organizations provide additional resources and support services, such as after-school programs and mental health resources.

6. Family Engagement Programs: Workshops, informational sessions, and volunteer opportunities empower parents and guardians to get involved in their children's education.

7. Improved Student Outcomes: These collaborative efforts have led to higher student achievement and well-being.

Overall, BUSD's use of liaisons and interpreters, along with data-driven strategies, has significantly enhanced support for student outcomes.
	Based on the analysis of educational partner input and local data, the Berryessa Union School District (BUSD) has identified key focus areas for improvement in building partnerships for student outcomes:

1. Welcoming Front Offices & District Personnel: 
BUSD aims to create more welcoming and accessible front offices and district personnel. This involves training staff to be more approachable, ensuring that all families feel comfortable and supported when interacting with school and district offices.

2. Support for Newcomers: 
The district recognizes the need for better support systems for newcomers, including new students and their families. This includes providing resources and information to help them integrate smoothly into the school community and access necessary services.

3. Addressing Chronic Absenteeism: 
BUSD is focusing on reducing chronic absenteeism by identifying its root causes and implementing targeted interventions. This involves working closely with families to understand and address barriers to regular school attendance, such as health issues, transportation, and family support.

These focus areas are designed to enhance the overall engagement and support of families, ultimatelycontributing to better student outcomes.	Based on the analysis of educational partner input and local data, the Berryessa Union School District (BUSD) plans to improve engagement of underrepresented families through the following strategies:

1. DELAC Needs Assessment:
   The District English Learner Advisory Committee (DELAC) will conduct a thorough needs assessment to identify the specific challenges and needs of underrepresented families, particularly those of English learners. This assessment will guide the development of targeted support and resources to better engage these families.

2. Survey - Panorama:
   BUSD will utilize the Panorama survey to gather comprehensive feedback from underrepresented families about their experiences and needs. The survey will provide valuable insights into areas where the district can improve its communication and support, ensuring that the voices of these families are heard and considered in decision-making processes.

By leveraging the DELAC needs assessment and the Panorama survey, BUSD aims to develop tailored strategies to enhance the engagement and participation of underrepresented families, ultimately leading to better partnerships and improved student outcomes.	BUSD's strength in decision-making lies in actively seeking input through surveys sent to families and staff. We have various committees comprising staff, parents, union members, and administrators, who attend and contribute valuable input. The input and feedback gathered from surveys and committees in BUSD are directed to the leadership and board members for consideration in decision-making processes	The LEA annually measures its progress in: (1) seeking input from parents in decision making and (2) promoting parental participation in programs; the LEA then reports the results to its local governing board at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard.
	BUSD  will improve the engagement of underrepresented families by cultivating a  welcoming environment.  BUSD ensures that information and communication materials are available in multiple languages to accommodate non-native English Speakers.  

Improving attendance among families with students who have Individualized Education Programs (IEPs) in the Berryessa Union School District (BUSD) is vital for enhancing academic success.  We are training school sites to use Educlimber to identify chronically absent students to address attendance issues among students with (IEPs). We are establishing a system for teachers to maintain ongoing communication to discuss attendance issues and to convey the significance of regular attendance for student success. 
	3	3	2	3	2	4	3	3	2	2	2	2	Met		2024-06-26	2024
43693850000000	Cambrian	3	Cambrian School District has a very involved and dedicated parent community. Many parents generously contribute their valuable time, energy, and financial resources to ensure our district provides a stellar learning environment for our students.Cambrian has made significant strides in building strong relationships between school staff and families. One major strength is the implementation of open communication channels, including regular newsletters, emails, and social media updates, ensuring families are well-informed and engaged. The district has also established robust family engagement programs, such as workshops, family nights, and volunteer opportunities, which help create a sense of community and partnership. Additionally, school staff have undergone cultural competency training to better understand and respect the diverse backgrounds of students and their families, fostering a more inclusive environment. The district has also set up responsive feedback mechanisms to collect and act on family feedback, ensuring their voices are heard in decision-making processes. Furthermore, the district provides support services like counseling and translation to assist families in navigating the education system and overcoming any barriers to their children's success. These efforts have significantly improved trust, collaboration, and mutual respect between school staff and families, contributing to a more supportive and effective educational environment.	The district has identified several areas for improvement in building relationships between school staff and families. One key area is enhancing two-way communication, ensuring that family feedback is collected and acted upon more effectively. Another focus is increasing cultural sensitivity and inclusivity through ongoing professional development for staff, aiming to address the diverse needs of all families better. The district also aims to expand its outreach efforts, particularly to underserved communities, to ensure that all families feel welcome and valued. Additionally, there is a need to provide more accessible support resources and services, such as language assistance and parent education programs, to help families engage more fully in their children's education. These improvements foster stronger, more collaborative relationships between school staff and families, ultimately supporting student success.	The district is committed to engaging all educational partners in developing and implementing the LCAP through a structured, inclusive process. This involves various formal channels such as School Board meetings, the District LCAP Advisory Committee (comprising union representatives, administrators, parent representatives, and students), and the District English Learner Advisory Committee (DELAC) to meet EL student needs. At the school level, administrators engage through School Site Councils (SSC), English Learner Advisory Committees (ELAC), Home & School Clubs (H&SC), and community meetings.

Parent input is crucial and solicited through scheduled meetings, surveys, and the upcoming use of ThoughtExchange, a new platform for real-time engagement. The District Parent Involvement Policy, aligned with Board Policy and regulations, is distributed annually and updated based on feedback from parent advisory groups. Strategies like principal coffees, Back-to-School sessions, and trimester conferences with personalized progress reports aid parents in understanding academic expectations and supporting their children's success.

The LCAP process facilitates ongoing dialogue to help parents understand and engage with educational expectations. Every school and the district office are committed to fostering welcoming environments with high parent involvement, as evidenced by solid attendance at events and volunteerism. Regular communication reinforces the importance of parental engagement in supporting student achievement.	Cambrian has made significant progress in building partnerships to enhance student outcomes. A major strength is the successful collaboration with our families, staff, and the community by providing students with diverse learning opportunities such as arts, music, extended enrichment learning, and numerous intervention programs during and beyond the school day. These partnerships have enabled the district to access additional resources and expertise, enriching the curriculum and supporting student learning inside and outside the classroom. Furthermore, partnerships with educational organizations have facilitated advanced professional development for teachers, improving instructional strategies and boosting student engagement and achievement. The district has also collaborated with community groups, such as the Cambrian Community Foundation, Project Cornerstone, and Health Connected, to develop programs encouraging greater parent and family involvement in education, acknowledging families' crucial role in student success. Additionally, partnerships with research institutions have allowed for data-sharing agreements that enhance the district's ability to track and analyze student performance, leading to more informed decisions and targeted interventions. These efforts have strengthened the district's capacity to provide a supportive and dynamic educational environment, resulting in improved student outcomes and a stronger community network.	The district has identified several key areas for improvement in building partnerships for student outcomes. A primary focus is to enhance project-based learning (PBL) opportunities by collaborating with parents, staff, and community organizations to provide students with real-world, hands-on learning experiences. The district also aims to create more enrichment learning opportunities that cater to at-risk students and those achieving high levels. This includes developing differentiated programs to meet the diverse needs of all students. The district also seeks to strengthen engagement with parents and families by developing more inclusive and accessible programs encouraging active participation in their children's education. Furthermore, there is a need to improve data-sharing practices with educational partners to ensure more effective tracking and analysis of student performance, leading to better-informed decision-making. These improvements foster stronger partnerships that directly contribute to enhanced student outcomes.	The district plans to improve the engagement of underrepresented families by implementing several targeted strategies. A key focus will be operationalizing equity, emphasizing implementing the Multi-Tiered System of Support (MTSS) framework. This ensures that deep, meaningful, and relevant learning is accessible to all students, regardless of their background or circumstances. The district has improved the use of various communication tools to reach English learner families, including a Multilingual Learner Newsletter. Additionally, all students have access to high-quality tier 1 instruction and tier 1 interventions, with support provided within their core classes before referring them for additional services. The district will establish more culturally responsive communication channels to engage underrepresented families further, ensuring all families feel welcomed and understood. This includes providing materials and resources in multiple languages and using various platforms to reach a wider audience. The district will also develop community outreach programs to engage underrepresented families, such as hosting community events and workshops at accessible locations and times.

Moreover, the district will collaborate with local community organizations and leaders to build trust and foster stronger connections with these families. To ensure their voices are heard, and their needs are met, the district will ensure that our advisory councils and focus groups include representatives from underrepresented communities. Professional development for school staff on cultural competency and inclusive practices will enable better support and engagement with all families. This comprehensive approach aims to enhance student outcomes through stronger family and community partnerships, supporting teachers and school sites in accessing reliable and usable data to guide decision-making about instruction, programs, and student services.	CSD has demonstrated several strengths and notable progress in seeking input for decision-making. Inclusive educational partners engagement actively involves a diverse group of parents, students, teachers, and community members, ensuring a broad spectrum of perspectives. The district employs transparent communication channels, such as committee meetings, surveys, and digital platforms, to gather feedback, making the process accessible. A key component of this engagement is the consultation through the LCAP review and development process, providing valuable information on supporting families in maintaining high levels of involvement. For instance, the Educational Services department hosted workshops for English learner parents on topics like Understanding the ELPAC, How to Support Your Child, Language & Literacy using Imagine Learning, Parent Involvement, and Resources for Families of English Learners. These workshops were prompted by the annual DELAC Needs Assessment Survey, demonstrating the district's commitment to data-driven decision-making. The structured process for regular feedback allows continuous improvement based on the community's needs and concerns. Additionally, CSD fosters a collaborative environment where stakeholder input is integral to the decision-making process, promoting a sense of ownership and community involvement. These strengths highlight the district's dedication to creating an inclusive and responsive educational environment.	The district has identified several focus areas for improvement in seeking input for decision-making. While technology effectively communicates information and requests feedback about LCAP goals from the Cambrian community, there is room for enhancement in these processes. Information and questionnaires are posted on the district and school websites, and a survey for educational partners will be posted throughout the year. Increasing engagement with these online resources remains a priority. Requests for feedback and participation are currently sought through email communications schoolwide and districtwide, yet the district aims to improve response rates and ensure comprehensive participation.	Special emphasis is placed on soliciting feedback from all parents, including those of English learners, students receiving Special Education, foster children, and families whose children receive free or reduced lunch. By focusing on these areas, the district seeks to enhance the inclusivity and effectiveness of its decision-making processes. Despite not having any language groups above the 15% threshold for mandatory translation services as specified by the Ed Code, the district ensures that information for families of English learners is communicated in English and other languages. This is achieved through the use of Google Translate. Additionally, the district actively informs parents about various language resources available to help them access critical information. By doing so, the district aims to create a more inclusive environment where all families can effectively participate in decision-making processes, regardless of language barriers. This approach broadens the avenues for seeking input and empowers underrepresented families by providing them with the necessary tools and resources to engage meaningfully.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
43693856046445	Fammatre Elementary	3	Cambrian School District has a very involved and dedicated parent community. Many parents generously contribute their valuable time, energy, and financial resources to ensure our district provides a stellar learning environment for our students.Cambrian has made significant strides in building strong relationships between school staff and families. One major strength is the implementation of open communication channels, including regular newsletters, emails, and social media updates, ensuring families are well-informed and engaged. The district has also established robust family engagement programs, such as workshops, family nights, and volunteer opportunities, which help create a sense of community and partnership. Additionally, school staff have undergone cultural competency training to better understand and respect the diverse backgrounds of students and their families, fostering a more inclusive environment. The district has also set up responsive feedback mechanisms to collect and act on family feedback, ensuring their voices are heard in decision-making processes. Furthermore, the district provides support services like counseling and translation to assist families in navigating the education system and overcoming any barriers to their children's success. These efforts have significantly improved trust, collaboration, and mutual respect between school staff and families, contributing to a more supportive and effective educational environment.	The district has identified several areas for improvement in building relationships between school staff and families. One key area is enhancing two-way communication, ensuring that family feedback is collected and acted upon more effectively. Another focus is increasing cultural sensitivity and inclusivity through ongoing professional development for staff, aiming to address the diverse needs of all families better. The district also aims to expand its outreach efforts, particularly to underserved communities, to ensure that all families feel welcome and valued. Additionally, there is a need to provide more accessible support resources and services, such as language assistance and parent education programs, to help families engage more fully in their children's education. These improvements foster stronger, more collaborative relationships between school staff and families, ultimately supporting student success.	The district is committed to engaging all educational partners in developing and implementing the LCAP through a structured, inclusive process. This involves various formal channels such as School Board meetings, the District LCAP Advisory Committee (comprising union representatives, administrators, parent representatives, and students), and the District English Learner Advisory Committee (DELAC) to meet EL student needs. At the school level, administrators engage through School Site Councils (SSC), English Learner Advisory Committees (ELAC), Home & School Clubs (H&SC), and community meetings.

Parent input is crucial and solicited through scheduled meetings, surveys, and the upcoming use of ThoughtExchange, a new platform for real-time engagement. The District Parent Involvement Policy, aligned with Board Policy and regulations, is distributed annually and updated based on feedback from parent advisory groups. Strategies like principal coffees, Back-to-School sessions, and trimester conferences with personalized progress reports aid parents in understanding academic expectations and supporting their children's success.

The LCAP process facilitates ongoing dialogue to help parents understand and engage with educational expectations. Every school and the district office are committed to fostering welcoming environments with high parent involvement, as evidenced by solid attendance at events and volunteerism. Regular communication reinforces the importance of parental engagement in supporting student achievement.	Cambrian has made significant progress in building partnerships to enhance student outcomes. A major strength is the successful collaboration with our families, staff, and the community by providing students with diverse learning opportunities such as arts, music, extended enrichment learning, and numerous intervention programs during and beyond the school day. These partnerships have enabled the district to access additional resources and expertise, enriching the curriculum and supporting student learning inside and outside the classroom. Furthermore, partnerships with educational organizations have facilitated advanced professional development for teachers, improving instructional strategies and boosting student engagement and achievement. The district has also collaborated with community groups, such as the Cambrian Community Foundation, Project Cornerstone, and Health Connected, to develop programs encouraging greater parent and family involvement in education, acknowledging families' crucial role in student success. Additionally, partnerships with research institutions have allowed for data-sharing agreements that enhance the district's ability to track and analyze student performance, leading to more informed decisions and targeted interventions. These efforts have strengthened the district's capacity to provide a supportive and dynamic educational environment, resulting in improved student outcomes and a stronger community network.	The district has identified several key areas for improvement in building partnerships for student outcomes. A primary focus is to enhance project-based learning (PBL) opportunities by collaborating with parents, staff, and community organizations to provide students with real-world, hands-on learning experiences. The district also aims to create more enrichment learning opportunities that cater to at-risk students and those achieving high levels. This includes developing differentiated programs to meet the diverse needs of all students. The district also seeks to strengthen engagement with parents and families by developing more inclusive and accessible programs encouraging active participation in their children's education. Furthermore, there is a need to improve data-sharing practices with educational partners to ensure more effective tracking and analysis of student performance, leading to better-informed decision-making. These improvements foster stronger partnerships that directly contribute to enhanced student outcomes.	The district plans to improve the engagement of underrepresented families by implementing several targeted strategies. A key focus will be operationalizing equity, emphasizing implementing the Multi-Tiered System of Support (MTSS) framework. This ensures that deep, meaningful, and relevant learning is accessible to all students, regardless of their background or circumstances. The district has improved the use of various communication tools to reach English learner families, including a Multilingual Learner Newsletter. Additionally, all students have access to high-quality tier 1 instruction and tier 1 interventions, with support provided within their core classes before referring them for additional services. The district will establish more culturally responsive communication channels to engage underrepresented families further, ensuring all families feel welcomed and understood. This includes providing materials and resources in multiple languages and using various platforms to reach a wider audience. The district will also develop community outreach programs to engage underrepresented families, such as hosting community events and workshops at accessible locations and times.

Moreover, the district will collaborate with local community organizations and leaders to build trust and foster stronger connections with these families. To ensure their voices are heard, and their needs are met, the district will ensure that our advisory councils and focus groups include representatives from underrepresented communities. Professional development for school staff on cultural competency and inclusive practices will enable better support and engagement with all families. This comprehensive approach aims to enhance student outcomes through stronger family and community partnerships, supporting teachers and school sites in accessing reliable and usable data to guide decision-making about instruction, programs, and student services.	CSD has demonstrated several strengths and notable progress in seeking input for decision-making. Inclusive educational partners engagement actively involves a diverse group of parents, students, teachers, and community members, ensuring a broad spectrum of perspectives. The district employs transparent communication channels, such as committee meetings, surveys, and digital platforms, to gather feedback, making the process accessible. A key component of this engagement is the consultation through the LCAP review and development process, providing valuable information on supporting families in maintaining high levels of involvement. For instance, the Educational Services department hosted workshops for English learner parents on topics like Understanding the ELPAC, How to Support Your Child, Language & Literacy using Imagine Learning, Parent Involvement, and Resources for Families of English Learners. These workshops were prompted by the annual DELAC Needs Assessment Survey, demonstrating the district's commitment to data-driven decision-making. The structured process for regular feedback allows continuous improvement based on the community's needs and concerns. Additionally, CSD fosters a collaborative environment where stakeholder input is integral to the decision-making process, promoting a sense of ownership and community involvement. These strengths highlight the district's dedication to creating an inclusive and responsive educational environment.	The district has identified several focus areas for improvement in seeking input for decision-making. While technology effectively communicates information and requests feedback about LCAP goals from the Cambrian community, there is room for enhancement in these processes. Information and questionnaires are posted on the district and school websites, and a survey for educational partners will be posted throughout the year. Increasing engagement with these online resources remains a priority. Requests for feedback and participation are currently sought through email communications schoolwide and districtwide, yet the district aims to improve response rates and ensure comprehensive participation.	Special emphasis is placed on soliciting feedback from all parents, including those of English learners, students receiving Special Education, foster children, and families whose children receive free or reduced lunch. By focusing on these areas, the district seeks to enhance the inclusivity and effectiveness of its decision-making processes. Despite not having any language groups above the 15% threshold for mandatory translation services as specified by the Ed Code, the district ensures that information for families of English learners is communicated in English and other languages. This is achieved through the use of Google Translate. Additionally, the district actively informs parents about various language resources available to help them access critical information. By doing so, the district aims to create a more inclusive environment where all families can effectively participate in decision-making processes, regardless of language barriers. This approach broadens the avenues for seeking input and empowers underrepresented families by providing them with the necessary tools and resources to engage meaningfully.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
43693856046452	Farnham Charter	3	Cambrian School District has a very involved and dedicated parent community. Many parents generously contribute their valuable time, energy, and financial resources to ensure our district provides a stellar learning environment for our students.Cambrian has made significant strides in building strong relationships between school staff and families. One major strength is the implementation of open communication channels, including regular newsletters, emails, and social media updates, ensuring families are well-informed and engaged. The district has also established robust family engagement programs, such as workshops, family nights, and volunteer opportunities, which help create a sense of community and partnership. Additionally, school staff have undergone cultural competency training to better understand and respect the diverse backgrounds of students and their families, fostering a more inclusive environment. The district has also set up responsive feedback mechanisms to collect and act on family feedback, ensuring their voices are heard in decision-making processes. Furthermore, the district provides support services like counseling and translation to assist families in navigating the education system and overcoming any barriers to their children's success. These efforts have significantly improved trust, collaboration, and mutual respect between school staff and families, contributing to a more supportive and effective educational environment.	The district has identified several areas for improvement in building relationships between school staff and families. One key area is enhancing two-way communication, ensuring that family feedback is collected and acted upon more effectively. Another focus is increasing cultural sensitivity and inclusivity through ongoing professional development for staff, aiming to address the diverse needs of all families better. The district also aims to expand its outreach efforts, particularly to underserved communities, to ensure that all families feel welcome and valued. Additionally, there is a need to provide more accessible support resources and services, such as language assistance and parent education programs, to help families engage more fully in their children's education. These improvements foster stronger, more collaborative relationships between school staff and families, ultimately supporting student success.	The district is committed to engaging all educational partners in developing and implementing the LCAP through a structured, inclusive process. This involves various formal channels such as School Board meetings, the District LCAP Advisory Committee (comprising union representatives, administrators, parent representatives, and students), and the District English Learner Advisory Committee (DELAC) to meet EL student needs. At the school level, administrators engage through School Site Councils (SSC), English Learner Advisory Committees (ELAC), Home & School Clubs (H&SC), and community meetings.

Parent input is crucial and solicited through scheduled meetings, surveys, and the upcoming use of ThoughtExchange, a new platform for real-time engagement. The District Parent Involvement Policy, aligned with Board Policy and regulations, is distributed annually and updated based on feedback from parent advisory groups. Strategies like principal coffees, Back-to-School sessions, and trimester conferences with personalized progress reports aid parents in understanding academic expectations and supporting their children's success.

The LCAP process facilitates ongoing dialogue to help parents understand and engage with educational expectations. Every school and the district office are committed to fostering welcoming environments with high parent involvement, as evidenced by solid attendance at events and volunteerism. Regular communication reinforces the importance of parental engagement in supporting student achievement.	Cambrian has made significant progress in building partnerships to enhance student outcomes. A major strength is the successful collaboration with our families, staff, and the community by providing students with diverse learning opportunities such as arts, music, extended enrichment learning, and numerous intervention programs during and beyond the school day. These partnerships have enabled the district to access additional resources and expertise, enriching the curriculum and supporting student learning inside and outside the classroom. Furthermore, partnerships with educational organizations have facilitated advanced professional development for teachers, improving instructional strategies and boosting student engagement and achievement. The district has also collaborated with community groups, such as the Cambrian Community Foundation, Project Cornerstone, and Health Connected, to develop programs encouraging greater parent and family involvement in education, acknowledging families' crucial role in student success. Additionally, partnerships with research institutions have allowed for data-sharing agreements that enhance the district's ability to track and analyze student performance, leading to more informed decisions and targeted interventions. These efforts have strengthened the district's capacity to provide a supportive and dynamic educational environment, resulting in improved student outcomes and a stronger community network.	The district has identified several key areas for improvement in building partnerships for student outcomes. A primary focus is to enhance project-based learning (PBL) opportunities by collaborating with parents, staff, and community organizations to provide students with real-world, hands-on learning experiences. The district also aims to create more enrichment learning opportunities that cater to at-risk students and those achieving high levels. This includes developing differentiated programs to meet the diverse needs of all students. The district also seeks to strengthen engagement with parents and families by developing more inclusive and accessible programs encouraging active participation in their children's education. Furthermore, there is a need to improve data-sharing practices with educational partners to ensure more effective tracking and analysis of student performance, leading to better-informed decision-making. These improvements foster stronger partnerships that directly contribute to enhanced student outcomes.	The district plans to improve the engagement of underrepresented families by implementing several targeted strategies. A key focus will be operationalizing equity, emphasizing implementing the Multi-Tiered System of Support (MTSS) framework. This ensures that deep, meaningful, and relevant learning is accessible to all students, regardless of their background or circumstances. The district has improved the use of various communication tools to reach English learner families, including a Multilingual Learner Newsletter. Additionally, all students have access to high-quality tier 1 instruction and tier 1 interventions, with support provided within their core classes before referring them for additional services. The district will establish more culturally responsive communication channels to engage underrepresented families further, ensuring all families feel welcomed and understood. This includes providing materials and resources in multiple languages and using various platforms to reach a wider audience. The district will also develop community outreach programs to engage underrepresented families, such as hosting community events and workshops at accessible locations and times.

Moreover, the district will collaborate with local community organizations and leaders to build trust and foster stronger connections with these families. To ensure their voices are heard, and their needs are met, the district will ensure that our advisory councils and focus groups include representatives from underrepresented communities. Professional development for school staff on cultural competency and inclusive practices will enable better support and engagement with all families. This comprehensive approach aims to enhance student outcomes through stronger family and community partnerships, supporting teachers and school sites in accessing reliable and usable data to guide decision-making about instruction, programs, and student services.	CSD has demonstrated several strengths and notable progress in seeking input for decision-making. Inclusive educational partners engagement actively involves a diverse group of parents, students, teachers, and community members, ensuring a broad spectrum of perspectives. The district employs transparent communication channels, such as committee meetings, surveys, and digital platforms, to gather feedback, making the process accessible. A key component of this engagement is the consultation through the LCAP review and development process, providing valuable information on supporting families in maintaining high levels of involvement. For instance, the Educational Services department hosted workshops for English learner parents on topics like Understanding the ELPAC, How to Support Your Child, Language & Literacy using Imagine Learning, Parent Involvement, and Resources for Families of English Learners. These workshops were prompted by the annual DELAC Needs Assessment Survey, demonstrating the district's commitment to data-driven decision-making. The structured process for regular feedback allows continuous improvement based on the community's needs and concerns. Additionally, CSD fosters a collaborative environment where stakeholder input is integral to the decision-making process, promoting a sense of ownership and community involvement. These strengths highlight the district's dedication to creating an inclusive and responsive educational environment.	The district has identified several focus areas for improvement in seeking input for decision-making. While technology effectively communicates information and requests feedback about LCAP goals from the Cambrian community, there is room for enhancement in these processes. Information and questionnaires are posted on the district and school websites, and a survey for educational partners will be posted throughout the year. Increasing engagement with these online resources remains a priority. Requests for feedback and participation are currently sought through email communications schoolwide and districtwide, yet the district aims to improve response rates and ensure comprehensive participation.	Special emphasis is placed on soliciting feedback from all parents, including those of English learners, students receiving Special Education, foster children, and families whose children receive free or reduced lunch. By focusing on these areas, the district seeks to enhance the inclusivity and effectiveness of its decision-making processes. Despite not having any language groups above the 15% threshold for mandatory translation services as specified by the Ed Code, the district ensures that information for families of English learners is communicated in English and other languages. This is achieved through the use of Google Translate. Additionally, the district actively informs parents about various language resources available to help them access critical information. By doing so, the district aims to create a more inclusive environment where all families can effectively participate in decision-making processes, regardless of language barriers. This approach broadens the avenues for seeking input and empowers underrepresented families by providing them with the necessary tools and resources to engage meaningfully.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
43693856046486	Price Charter Middle	3	Cambrian School District has a very involved and dedicated parent community. Many parents generously contribute their valuable time, energy, and financial resources to ensure our district provides a stellar learning environment for our students.Cambrian has made significant strides in building strong relationships between school staff and families. One major strength is the implementation of open communication channels, including regular newsletters, emails, and social media updates, ensuring families are well-informed and engaged. The district has also established robust family engagement programs, such as workshops, family nights, and volunteer opportunities, which help create a sense of community and partnership. Additionally, school staff have undergone cultural competency training to better understand and respect the diverse backgrounds of students and their families, fostering a more inclusive environment. The district has also set up responsive feedback mechanisms to collect and act on family feedback, ensuring their voices are heard in decision-making processes. Furthermore, the district provides support services like counseling and translation to assist families in navigating the education system and overcoming any barriers to their children's success. These efforts have significantly improved trust, collaboration, and mutual respect between school staff and families, contributing to a more supportive and effective educational environment.	The district has identified several areas for improvement in building relationships between school staff and families. One key area is enhancing two-way communication, ensuring that family feedback is collected and acted upon more effectively. Another focus is increasing cultural sensitivity and inclusivity through ongoing professional development for staff, aiming to address the diverse needs of all families better. The district also aims to expand its outreach efforts, particularly to underserved communities, to ensure that all families feel welcome and valued. Additionally, there is a need to provide more accessible support resources and services, such as language assistance and parent education programs, to help families engage more fully in their children's education. These improvements foster stronger, more collaborative relationships between school staff and families, ultimately supporting student success.	The district is committed to engaging all educational partners in developing and implementing the LCAP through a structured, inclusive process. This involves various formal channels such as School Board meetings, the District LCAP Advisory Committee (comprising union representatives, administrators, parent representatives, and students), and the District English Learner Advisory Committee (DELAC) to meet EL student needs. At the school level, administrators engage through School Site Councils (SSC), English Learner Advisory Committees (ELAC), Home & School Clubs (H&SC), and community meetings.

Parent input is crucial and solicited through scheduled meetings, surveys, and the upcoming use of ThoughtExchange, a new platform for real-time engagement. The District Parent Involvement Policy, aligned with Board Policy and regulations, is distributed annually and updated based on feedback from parent advisory groups. Strategies like principal coffees, Back-to-School sessions, and trimester conferences with personalized progress reports aid parents in understanding academic expectations and supporting their children's success.

The LCAP process facilitates ongoing dialogue to help parents understand and engage with educational expectations. Every school and the district office are committed to fostering welcoming environments with high parent involvement, as evidenced by solid attendance at events and volunteerism. Regular communication reinforces the importance of parental engagement in supporting student achievement.	Cambrian has made significant progress in building partnerships to enhance student outcomes. A major strength is the successful collaboration with our families, staff, and the community by providing students with diverse learning opportunities such as arts, music, extended enrichment learning, and numerous intervention programs during and beyond the school day. These partnerships have enabled the district to access additional resources and expertise, enriching the curriculum and supporting student learning inside and outside the classroom. Furthermore, partnerships with educational organizations have facilitated advanced professional development for teachers, improving instructional strategies and boosting student engagement and achievement. The district has also collaborated with community groups, such as the Cambrian Community Foundation, Project Cornerstone, and Health Connected, to develop programs encouraging greater parent and family involvement in education, acknowledging families' crucial role in student success. Additionally, partnerships with research institutions have allowed for data-sharing agreements that enhance the district's ability to track and analyze student performance, leading to more informed decisions and targeted interventions. These efforts have strengthened the district's capacity to provide a supportive and dynamic educational environment, resulting in improved student outcomes and a stronger community network.	The district has identified several key areas for improvement in building partnerships for student outcomes. A primary focus is to enhance project-based learning (PBL) opportunities by collaborating with parents, staff, and community organizations to provide students with real-world, hands-on learning experiences. The district also aims to create more enrichment learning opportunities that cater to at-risk students and those achieving high levels. This includes developing differentiated programs to meet the diverse needs of all students. The district also seeks to strengthen engagement with parents and families by developing more inclusive and accessible programs encouraging active participation in their children's education. Furthermore, there is a need to improve data-sharing practices with educational partners to ensure more effective tracking and analysis of student performance, leading to better-informed decision-making. These improvements foster stronger partnerships that directly contribute to enhanced student outcomes.	The district plans to improve the engagement of underrepresented families by implementing several targeted strategies. A key focus will be operationalizing equity, emphasizing implementing the Multi-Tiered System of Support (MTSS) framework. This ensures that deep, meaningful, and relevant learning is accessible to all students, regardless of their background or circumstances. The district has improved the use of various communication tools to reach English learner families, including a Multilingual Learner Newsletter. Additionally, all students have access to high-quality tier 1 instruction and tier 1 interventions, with support provided within their core classes before referring them for additional services. The district will establish more culturally responsive communication channels to engage underrepresented families further, ensuring all families feel welcomed and understood. This includes providing materials and resources in multiple languages and using various platforms to reach a wider audience. The district will also develop community outreach programs to engage underrepresented families, such as hosting community events and workshops at accessible locations and times.

Moreover, the district will collaborate with local community organizations and leaders to build trust and foster stronger connections with these families. To ensure their voices are heard, and their needs are met, the district will ensure that our advisory councils and focus groups include representatives from underrepresented communities. Professional development for school staff on cultural competency and inclusive practices will enable better support and engagement with all families. This comprehensive approach aims to enhance student outcomes through stronger family and community partnerships, supporting teachers and school sites in accessing reliable and usable data to guide decision-making about instruction, programs, and student services.	CSD has demonstrated several strengths and notable progress in seeking input for decision-making. Inclusive educational partners engagement actively involves a diverse group of parents, students, teachers, and community members, ensuring a broad spectrum of perspectives. The district employs transparent communication channels, such as committee meetings, surveys, and digital platforms, to gather feedback, making the process accessible. A key component of this engagement is the consultation through the LCAP review and development process, providing valuable information on supporting families in maintaining high levels of involvement. For instance, the Educational Services department hosted workshops for English learner parents on topics like Understanding the ELPAC, How to Support Your Child, Language & Literacy using Imagine Learning, Parent Involvement, and Resources for Families of English Learners. These workshops were prompted by the annual DELAC Needs Assessment Survey, demonstrating the district's commitment to data-driven decision-making. The structured process for regular feedback allows continuous improvement based on the community's needs and concerns. Additionally, CSD fosters a collaborative environment where stakeholder input is integral to the decision-making process, promoting a sense of ownership and community involvement. These strengths highlight the district's dedication to creating an inclusive and responsive educational environment.	The district has identified several focus areas for improvement in seeking input for decision-making. While technology effectively communicates information and requests feedback about LCAP goals from the Cambrian community, there is room for enhancement in these processes. Information and questionnaires are posted on the district and school websites, and a survey for educational partners will be posted throughout the year. Increasing engagement with these online resources remains a priority. Requests for feedback and participation are currently sought through email communications schoolwide and districtwide, yet the district aims to improve response rates and ensure comprehensive participation.	Special emphasis is placed on soliciting feedback from all parents, including those of English learners, students receiving Special Education, foster children, and families whose children receive free or reduced lunch. By focusing on these areas, the district seeks to enhance the inclusivity and effectiveness of its decision-making processes. Despite not having any language groups above the 15% threshold for mandatory translation services as specified by the Ed Code, the district ensures that information for families of English learners is communicated in English and other languages. This is achieved through the use of Google Translate. Additionally, the district actively informs parents about various language resources available to help them access critical information. By doing so, the district aims to create a more inclusive environment where all families can effectively participate in decision-making processes, regardless of language barriers. This approach broadens the avenues for seeking input and empowers underrepresented families by providing them with the necessary tools and resources to engage meaningfully.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
43693856046494	Sartorette Charter	3	Cambrian School District has a very involved and dedicated parent community. Many parents generously contribute their valuable time, energy, and financial resources to ensure our district provides a stellar learning environment for our students.Cambrian has made significant strides in building strong relationships between school staff and families. One major strength is the implementation of open communication channels, including regular newsletters, emails, and social media updates, ensuring families are well-informed and engaged. The district has also established robust family engagement programs, such as workshops, family nights, and volunteer opportunities, which help create a sense of community and partnership. Additionally, school staff have undergone cultural competency training to better understand and respect the diverse backgrounds of students and their families, fostering a more inclusive environment. The district has also set up responsive feedback mechanisms to collect and act on family feedback, ensuring their voices are heard in decision-making processes. Furthermore, the district provides support services like counseling and translation to assist families in navigating the education system and overcoming any barriers to their children's success. These efforts have significantly improved trust, collaboration, and mutual respect between school staff and families, contributing to a more supportive and effective educational environment.	The district has identified several areas for improvement in building relationships between school staff and families. One key area is enhancing two-way communication, ensuring that family feedback is collected and acted upon more effectively. Another focus is increasing cultural sensitivity and inclusivity through ongoing professional development for staff, aiming to address the diverse needs of all families better. The district also aims to expand its outreach efforts, particularly to underserved communities, to ensure that all families feel welcome and valued. Additionally, there is a need to provide more accessible support resources and services, such as language assistance and parent education programs, to help families engage more fully in their children's education. These improvements foster stronger, more collaborative relationships between school staff and families, ultimately supporting student success.	The district is committed to engaging all educational partners in developing and implementing the LCAP through a structured, inclusive process. This involves various formal channels such as School Board meetings, the District LCAP Advisory Committee (comprising union representatives, administrators, parent representatives, and students), and the District English Learner Advisory Committee (DELAC) to meet EL student needs. At the school level, administrators engage through School Site Councils (SSC), English Learner Advisory Committees (ELAC), Home & School Clubs (H&SC), and community meetings.

Parent input is crucial and solicited through scheduled meetings, surveys, and the upcoming use of ThoughtExchange, a new platform for real-time engagement. The District Parent Involvement Policy, aligned with Board Policy and regulations, is distributed annually and updated based on feedback from parent advisory groups. Strategies like principal coffees, Back-to-School sessions, and trimester conferences with personalized progress reports aid parents in understanding academic expectations and supporting their children's success.

The LCAP process facilitates ongoing dialogue to help parents understand and engage with educational expectations. Every school and the district office are committed to fostering welcoming environments with high parent involvement, as evidenced by solid attendance at events and volunteerism. Regular communication reinforces the importance of parental engagement in supporting student achievement.	Cambrian has made significant progress in building partnerships to enhance student outcomes. A major strength is the successful collaboration with our families, staff, and the community by providing students with diverse learning opportunities such as arts, music, extended enrichment learning, and numerous intervention programs during and beyond the school day. These partnerships have enabled the district to access additional resources and expertise, enriching the curriculum and supporting student learning inside and outside the classroom. Furthermore, partnerships with educational organizations have facilitated advanced professional development for teachers, improving instructional strategies and boosting student engagement and achievement. The district has also collaborated with community groups, such as the Cambrian Community Foundation, Project Cornerstone, and Health Connected, to develop programs encouraging greater parent and family involvement in education, acknowledging families' crucial role in student success. Additionally, partnerships with research institutions have allowed for data-sharing agreements that enhance the district's ability to track and analyze student performance, leading to more informed decisions and targeted interventions. These efforts have strengthened the district's capacity to provide a supportive and dynamic educational environment, resulting in improved student outcomes and a stronger community network.	The district has identified several key areas for improvement in building partnerships for student outcomes. A primary focus is to enhance project-based learning (PBL) opportunities by collaborating with parents, staff, and community organizations to provide students with real-world, hands-on learning experiences. The district also aims to create more enrichment learning opportunities that cater to at-risk students and those achieving high levels. This includes developing differentiated programs to meet the diverse needs of all students. The district also seeks to strengthen engagement with parents and families by developing more inclusive and accessible programs encouraging active participation in their children's education. Furthermore, there is a need to improve data-sharing practices with educational partners to ensure more effective tracking and analysis of student performance, leading to better-informed decision-making. These improvements foster stronger partnerships that directly contribute to enhanced student outcomes.	The district plans to improve the engagement of underrepresented families by implementing several targeted strategies. A key focus will be operationalizing equity, emphasizing implementing the Multi-Tiered System of Support (MTSS) framework. This ensures that deep, meaningful, and relevant learning is accessible to all students, regardless of their background or circumstances. The district has improved the use of various communication tools to reach English learner families, including a Multilingual Learner Newsletter. Additionally, all students have access to high-quality tier 1 instruction and tier 1 interventions, with support provided within their core classes before referring them for additional services. The district will establish more culturally responsive communication channels to engage underrepresented families further, ensuring all families feel welcomed and understood. This includes providing materials and resources in multiple languages and using various platforms to reach a wider audience. The district will also develop community outreach programs to engage underrepresented families, such as hosting community events and workshops at accessible locations and times.

Moreover, the district will collaborate with local community organizations and leaders to build trust and foster stronger connections with these families. To ensure their voices are heard, and their needs are met, the district will ensure that our advisory councils and focus groups include representatives from underrepresented communities. Professional development for school staff on cultural competency and inclusive practices will enable better support and engagement with all families. This comprehensive approach aims to enhance student outcomes through stronger family and community partnerships, supporting teachers and school sites in accessing reliable and usable data to guide decision-making about instruction, programs, and student services.	CSD has demonstrated several strengths and notable progress in seeking input for decision-making. Inclusive educational partners engagement actively involves a diverse group of parents, students, teachers, and community members, ensuring a broad spectrum of perspectives. The district employs transparent communication channels, such as committee meetings, surveys, and digital platforms, to gather feedback, making the process accessible. A key component of this engagement is the consultation through the LCAP review and development process, providing valuable information on supporting families in maintaining high levels of involvement. For instance, the Educational Services department hosted workshops for English learner parents on topics like Understanding the ELPAC, How to Support Your Child, Language & Literacy using Imagine Learning, Parent Involvement, and Resources for Families of English Learners. These workshops were prompted by the annual DELAC Needs Assessment Survey, demonstrating the district's commitment to data-driven decision-making. The structured process for regular feedback allows continuous improvement based on the community's needs and concerns. Additionally, CSD fosters a collaborative environment where stakeholder input is integral to the decision-making process, promoting a sense of ownership and community involvement. These strengths highlight the district's dedication to creating an inclusive and responsive educational environment.	The district has identified several focus areas for improvement in seeking input for decision-making. While technology effectively communicates information and requests feedback about LCAP goals from the Cambrian community, there is room for enhancement in these processes. Information and questionnaires are posted on the district and school websites, and a survey for educational partners will be posted throughout the year. Increasing engagement with these online resources remains a priority. Requests for feedback and participation are currently sought through email communications schoolwide and districtwide, yet the district aims to improve response rates and ensure comprehensive participation.	Special emphasis is placed on soliciting feedback from all parents, including those of English learners, students receiving Special Education, foster children, and families whose children receive free or reduced lunch. By focusing on these areas, the district seeks to enhance the inclusivity and effectiveness of its decision-making processes. Despite not having any language groups above the 15% threshold for mandatory translation services as specified by the Ed Code, the district ensures that information for families of English learners is communicated in English and other languages. This is achieved through the use of Google Translate. Additionally, the district actively informs parents about various language resources available to help them access critical information. By doing so, the district aims to create a more inclusive environment where all families can effectively participate in decision-making processes, regardless of language barriers. This approach broadens the avenues for seeking input and empowers underrepresented families by providing them with the necessary tools and resources to engage meaningfully.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
43693930000000	Campbell Union	3	Multiple events offered throughout the year bring families, school staff, and administrators together. Math nights, classes, celebrations, fall and spring conferences, and principal coffees are some of the activities that families appreciate in CUSD. Our Community Liaisons play a crucial role in creating a welcoming environment and directly support a positive atmosphere where families feel included and are able to engage with staff. At Rosemary, families appreciate looping, ParentSquare and phone service translation, community events, parent workshops, in school celebration of learning events, student-led conferences, and Community Liaison workshops.	Focal Areas identified by sites were: mediums in addition to Parent Square to connect parents and families, offering English as a Second Language (ESL) classes, holding events and opportunities to participate outside of parent working hours, and continued support for families whose home language is not English. Families also suggest ongoing updates about their student’s progress. At Rosemary, supporting staff in learning about each family’s strengths, cultures, languages, and goals for their children was identified at level 2: Beginning Implementation.	Families cite the need to continue to support staff in inclusive communication and cultural awareness. Suggested strategies include organizing cultural events and recognitions relevant to the community and focusing on specific themes over the course of the school year to foster stronger school and family relationships. Families also suggest involving parents in planning and supporting cultural celebrations, ensuring that communication reaches parents in various languages, and expanded use of ParentSquare for communication. At Rosemary, families would like to have Home and School Club events.	CUSD staff communicate with and seek input from families in a variety of ways to support partnerships for student outcomes. Email, school websites, ParentSquare, family engagement surveys, and conferences are all ways in which staff support outcome focused communication, and families feel that teachers and staff work to establish and maintain friendly interactions. CUSD’s Kinder Readiness and annual orientation events are other ways in which schools and district staff inform families about school expectations, and connect families with community and district resources. Families report that regular updates from teachers and the office support partnerships along with Community Liaisons who assist families by connecting them with resources, suggesting ways to become involved, and providing support in advocating for their students are strengths. At Rosemary, families appreciate parent teacher meetings, student-led conferences, school events that celebrate student learning, parent workshops, and counseling services for students.	Focal Areas identified by sites were: regular newsletters from the school and Parent Teacher Associations (PTAs), providing  information and resources to support student learning at home, offering professional learning and support to teachers and principals for better family-school partnerships, continued use of email, ParentSquare, surveys, and conferences for communication, active outreach to families, and encouraging teachers to connect more with families. At Rosemary, families would like training on systems like PBIS, the computer based programs the school uses, and the continuation of existing workshops for families.	Strategies suggested to improve engagement include increasing the number of parent education meetings, creating a menu of resources such as workshops and language tools for parents and families, and finding ways for families to be involved in supporting students even if they do not speak English. Suggested education topics were: MTSS (Multi-Tiered System of Supports), parent rights, systems to support students, and Special Education. Families also suggest frequent reminders for school events, sending personal invitations to underrepresented families, and making sure parents know about conferences, teacher preferences for communication, and ways to support their child’s learning at home. At Rosemary, families suggest that communication be in Spanish and the use of non-electronic communication in addition to ParentSquare.	CUSD supports two-way communication in a variety of ways and works to ensure that parents' voices are heard. Feedback is collected in multiple ways, providing opportunities for parents to express opinions and provide input including ELAC, SSC, PTA, and surveys to learn more about areas of strength and opportunities for improvement. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. At the school level, families cited an appreciation for the ways in which families, teachers, and the principal work together to foster a collaborative environment. At Rosemary, families appreciate that there are many methods of communication used to support two-way communication, use of translation support services, and that the school takes input from the community into consideration.	Focal Areas identified by sites were: addressing communication challenges, such as learning how to use platforms and supporting learning, building the capacity of parents and guardians to attend and effectively engage as members of  advisory groups such as SSC and ELAC, and providing additional opportunities for collaboration among families, teachers, principals, and district administrators. SSCs and ELACs also call out the importance of ensuring all families have opportunities to provide input on policies and programs. At Rosemary, families identified building leadership capacity with staff support to better engage in advisory groups and decision-making as areas of focus.	Feedback from families to improve engagement of underrepresented families included building community through initiatives like the “buddy family” program, utilizing personal invitations and emphasizing the importance of meetings, creating a calendar with monthly meeting schedules to keep families informed, providing opportunities for student input, adapting meeting times to accommodate parents’ needs, seeking input from families to improve communication and involvement, and actively connecting underrepresented families with resources and committees. At Rosemary, families would like focus groups to better understand parent needs in this area.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
43693930106005	Village	3	Multiple events offered throughout the year bring families, school staff, and administrators together. Math nights, classes, celebrations, fall and spring conferences, and principal coffees are some of the activities that families appreciate in CUSD. Our Community Liaisons play a crucial role in creating a welcoming environment and directly support a positive atmosphere where families feel included and are able to engage with staff.	Focal Areas identified by sites were: mediums in addition to Parent Square to connect parents and families, offering English as a Second Language (ESL) classes, holding events and opportunities to participate outside of parent working hours, and continued support for families whose home language is not English. Families also suggest ongoing updates about their student’s progress.	Families cite the need to continue to support staff in inclusive communication and cultural awareness. Suggested strategies include organizing cultural events and recognitions relevant to the community and focusing on specific themes over the course of the school year to foster stronger school and family relationships. Families also suggest involving parents in planning and supporting cultural celebrations, ensuring that communication reaches parents in various languages, and expanded use of ParentSquare for communication.	CUSD staff communicate with and seek input from families in a variety of ways to support partnerships for student outcomes. Email, school websites, ParentSquare, family engagement surveys, and conferences are all ways in which staff support outcome focused communication, and families feel that teachers and staff work to establish and maintain friendly interactions. CUSD’s Kinder Readiness and annual orientation events are other ways in which schools and district staff inform families about school expectations, and connect families with community and district resources. Families report that regular updates from teachers and the office support partnerships along with Community Liaisons who assist families by connecting them with resources, suggesting ways to become involved, and providing support in advocating for their students are strengths.	Focal Areas identified by sites were: regular newsletters from the school and Parent Teacher Associations (PTAs), providing  information and resources to support student learning at home, offering professional learning and support to teachers and principals for better family-school partnerships, continued use of email, ParentSquare, surveys, and conferences for communication, active outreach to families, and encouraging teachers to connect more with families.	Strategies suggested to improve engagement include increasing the number of parent education meetings, creating a menu of resources such as workshops and language tools for parents and families, and finding ways for families to be involved in supporting students even if they do not speak English. Suggested education topics were: MTSS (Multi-Tiered System of Supports), parent rights, systems to support students, and Special Education. Families also suggest frequent reminders for school events, sending personal invitations to underrepresented families, and making sure parents know about conferences, teacher preferences for communication, and ways to support their child’s learning at home.	CUSD supports two-way communication in a variety of ways and works to ensure that parents' voices are heard. Feedback is collected in multiple ways, providing opportunities for parents to express opinions and provide input including ELAC, SSC, PTA, and surveys to learn more about areas of strength and opportunities for improvement. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. At the school level, families cited an appreciation for the ways in which families, teachers, and the principal work together to foster a collaborative environment.	Focal Areas identified by sites were: addressing communication challenges, such as learning how to use platforms and supporting learning, building the capacity of parents and guardians to attend and effectively engage as members of  advisory groups such as SSC and ELAC, and providing additional opportunities for collaboration among families, teachers, principals, and district administrators. SSCs and ELACs also call out the importance of ensuring all families have opportunities to provide input on policies and programs.	Feedback from families to improve engagement of underrepresented families included building community through initiatives like the “buddy family” program, utilizing personal invitations and emphasizing the importance of meetings, creating a calendar with monthly meeting schedules to keep families informed, providing opportunities for student input, adapting meeting times to accommodate parents’ needs, seeking input from families to improve communication and involvement, and actively connecting underrepresented families with resources and committees.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
43693930137273	Campbell School of Innovation	3	Multiple events offered throughout the year bring families, school staff, and administrators together. Math nights, classes, celebrations, fall and spring conferences, and principal coffees are some of the activities that families appreciate in CUSD. Our Community Liaisons play a crucial role in creating a welcoming environment and directly support a positive atmosphere where families feel included and are able to engage with staff.	Focal Areas identified by sites were: mediums in addition to Parent Square to connect parents and families, offering English as a Second Language (ESL) classes, holding events and opportunities to participate outside of parent working hours, and continued support for families whose home language is not English. Families also suggest ongoing updates about their student’s progress.	Families cite the need to continue to support staff in inclusive communication and cultural awareness. Suggested strategies include organizing cultural events and recognitions relevant to the community and focusing on specific themes over the course of the school year to foster stronger school and family relationships. Families also suggest involving parents in planning and supporting cultural celebrations, ensuring that communication reaches parents in various languages, and expanded use of ParentSquare for communication.	CUSD staff communicate with and seek input from families in a variety of ways to support partnerships for student outcomes. Email, school websites, ParentSquare, family engagement surveys, and conferences are all ways in which staff support outcome focused communication, and families feel that teachers and staff work to establish and maintain friendly interactions. CUSD’s Kinder Readiness and annual orientation events are other ways in which schools and district staff inform families about school expectations, and connect families with community and district resources. Families report that regular updates from teachers and the office support partnerships along with Community Liaisons who assist families by connecting them with resources, suggesting ways to become involved, and providing support in advocating for their students are strengths.	Focal Areas identified by sites were: regular newsletters from the school and Parent Teacher Associations (PTAs), providing  information and resources to support student learning at home, offering professional learning and support to teachers and principals for better family-school partnerships, continued use of email, ParentSquare, surveys, and conferences for communication, active outreach to families, and encouraging teachers to connect more with families.	Strategies suggested to improve engagement include increasing the number of parent education meetings, creating a menu of resources such as workshops and language tools for parents and families, and finding ways for families to be involved in supporting students even if they do not speak English. Suggested education topics were: MTSS (Multi-Tiered System of Supports), parent rights, systems to support students, and Special Education. Families also suggest frequent reminders for school events, sending personal invitations to underrepresented families, and making sure parents know about conferences, teacher preferences for communication, and ways to support their child’s learning at home.	CUSD supports two-way communication in a variety of ways and works to ensure that parents' voices are heard. Feedback is collected in multiple ways, providing opportunities for parents to express opinions and provide input including ELAC, SSC, PTA, and surveys to learn more about areas of strength and opportunities for improvement. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. At the school level, families cited an appreciation for the ways in which families, teachers, and the principal work together to foster a collaborative environment.	Focal Areas identified by sites were: addressing communication challenges, such as learning how to use platforms and supporting learning, building the capacity of parents and guardians to attend and effectively engage as members of  advisory groups such as SSC and ELAC, and providing additional opportunities for collaboration among families, teachers, principals, and district administrators. SSCs and ELACs also call out the importance of ensuring all families have opportunities to provide input on policies and programs.	Feedback from families to improve engagement of underrepresented families included building community through initiatives like the “buddy family” program, utilizing personal invitations and emphasizing the importance of meetings, creating a calendar with monthly meeting schedules to keep families informed, providing opportunities for student input, adapting meeting times to accommodate parents’ needs, seeking input from families to improve communication and involvement, and actively connecting underrepresented families with resources and committees.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
43693936046510	Blackford Elementary	3	Multiple events offered throughout the year bring families, school staff, and administrators together. Math nights, classes, celebrations, fall and spring conferences, and principal coffees are some of the activities that families appreciate in CUSD. Our Community Liaisons play a crucial role in creating a welcoming environment and directly support a positive atmosphere where families feel included and are able to engage with staff.	Focal Areas identified by sites were: mediums in addition to Parent Square to connect parents and families, offering English as a Second Language (ESL) classes, holding events and opportunities to participate outside of parent working hours, and continued support for families whose home language is not English. Families also suggest ongoing updates about their student’s progress.	Families cite the need to continue to support staff in inclusive communication and cultural awareness. Suggested strategies include organizing cultural events and recognitions relevant to the community and focusing on specific themes over the course of the school year to foster stronger school and family relationships. Families also suggest involving parents in planning and supporting cultural celebrations, ensuring that communication reaches parents in various languages, and expanded use of ParentSquare for communication.	CUSD staff communicate with and seek input from families in a variety of ways to support partnerships for student outcomes. Email, school websites, ParentSquare, family engagement surveys, and conferences are all ways in which staff support outcome focused communication, and families feel that teachers and staff work to establish and maintain friendly interactions. CUSD’s Kinder Readiness and annual orientation events are other ways in which schools and district staff inform families about school expectations, and connect families with community and district resources. Families report that regular updates from teachers and the office support partnerships along with Community Liaisons who assist families by connecting them with resources, suggesting ways to become involved, and providing support in advocating for their students are strengths.	Focal Areas identified by sites were: regular newsletters from the school and Parent Teacher Associations (PTAs), providing  information and resources to support student learning at home, offering professional learning and support to teachers and principals for better family-school partnerships, continued use of email, ParentSquare, surveys, and conferences for communication, active outreach to families, and encouraging teachers to connect more with families.	Strategies suggested to improve engagement include increasing the number of parent education meetings, creating a menu of resources such as workshops and language tools for parents and families, and finding ways for families to be involved in supporting students even if they do not speak English. Suggested education topics were: MTSS (Multi-Tiered System of Supports), parent rights, systems to support students, and Special Education. Families also suggest frequent reminders for school events, sending personal invitations to underrepresented families, and making sure parents know about conferences, teacher preferences for communication, and ways to support their child’s learning at home.	CUSD supports two-way communication in a variety of ways and works to ensure that parents' voices are heard. Feedback is collected in multiple ways, providing opportunities for parents to express opinions and provide input including ELAC, SSC, PTA, and surveys to learn more about areas of strength and opportunities for improvement. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. At the school level, families cited an appreciation for the ways in which families, teachers, and the principal work together to foster a collaborative environment.	Focal Areas identified by sites were: addressing communication challenges, such as learning how to use platforms and supporting learning, building the capacity of parents and guardians to attend and effectively engage as members of  advisory groups such as SSC and ELAC, and providing additional opportunities for collaboration among families, teachers, principals, and district administrators. SSCs and ELACs also call out the importance of ensuring all families have opportunities to provide input on policies and programs.	Feedback from families to improve engagement of underrepresented families included building community through initiatives like the “buddy family” program, utilizing personal invitations and emphasizing the importance of meetings, creating a calendar with monthly meeting schedules to keep families informed, providing opportunities for student input, adapting meeting times to accommodate parents’ needs, seeking input from families to improve communication and involvement, and actively connecting underrepresented families with resources and committees.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
43693936046536	Capri Elementary	3	Multiple events offered throughout the year bring families, school staff, and administrators together. Math nights, classes, celebrations, fall and spring conferences, and principal coffees are some of the activities that families appreciate in CUSD. Our Community Liaisons play a crucial role in creating a welcoming environment and directly support a positive atmosphere where families feel included and are able to engage with staff.	Focal Areas identified by sites were: mediums in addition to Parent Square to connect parents and families, offering English as a Second Language (ESL) classes, holding events and opportunities to participate outside of parent working hours, and continued support for families whose home language is not English. Families also suggest ongoing updates about their student’s progress.	Families cite the need to continue to support staff in inclusive communication and cultural awareness. Suggested strategies include organizing cultural events and recognitions relevant to the community and focusing on specific themes over the course of the school year to foster stronger school and family relationships. Families also suggest involving parents in planning and supporting cultural celebrations, ensuring that communication reaches parents in various languages, and expanded use of ParentSquare for communication.	CUSD staff communicate with and seek input from families in a variety of ways to support partnerships for student outcomes. Email, school websites, ParentSquare, family engagement surveys, and conferences are all ways in which staff support outcome focused communication, and families feel that teachers and staff work to establish and maintain friendly interactions. CUSD’s Kinder Readiness and annual orientation events are other ways in which schools and district staff inform families about school expectations, and connect families with community and district resources. Families report that regular updates from teachers and the office support partnerships along with Community Liaisons who assist families by connecting them with resources, suggesting ways to become involved, and providing support in advocating for their students are strengths.	Focal Areas identified by sites were: regular newsletters from the school and Parent Teacher Associations (PTAs), providing  information and resources to support student learning at home, offering professional learning and support to teachers and principals for better family-school partnerships, continued use of email, ParentSquare, surveys, and conferences for communication, active outreach to families, and encouraging teachers to connect more with families.	Strategies suggested to improve engagement include increasing the number of parent education meetings, creating a menu of resources such as workshops and language tools for parents and families, and finding ways for families to be involved in supporting students even if they do not speak English. Suggested education topics were: MTSS (Multi-Tiered System of Supports), parent rights, systems to support students, and Special Education. Families also suggest frequent reminders for school events, sending personal invitations to underrepresented families, and making sure parents know about conferences, teacher preferences for communication, and ways to support their child’s learning at home.	CUSD supports two-way communication in a variety of ways and works to ensure that parents' voices are heard. Feedback is collected in multiple ways, providing opportunities for parents to express opinions and provide input including ELAC, SSC, PTA, and surveys to learn more about areas of strength and opportunities for improvement. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. At the school level, families cited an appreciation for the ways in which families, teachers, and the principal work together to foster a collaborative environment.	Focal Areas identified by sites were: addressing communication challenges, such as learning how to use platforms and supporting learning, building the capacity of parents and guardians to attend and effectively engage as members of  advisory groups such as SSC and ELAC, and providing additional opportunities for collaboration among families, teachers, principals, and district administrators. SSCs and ELACs also call out the importance of ensuring all families have opportunities to provide input on policies and programs.	Feedback from families to improve engagement of underrepresented families included building community through initiatives like the “buddy family” program, utilizing personal invitations and emphasizing the importance of meetings, creating a calendar with monthly meeting schedules to keep families informed, providing opportunities for student input, adapting meeting times to accommodate parents’ needs, seeking input from families to improve communication and involvement, and actively connecting underrepresented families with resources and committees.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
43693936046544	Castlemont Elementary	3	Multiple events offered throughout the year bring families, school staff, and administrators together. Math nights, classes, celebrations, fall and spring conferences, and principal coffees are some of the activities that families appreciate in CUSD. Our Community Liaisons play a crucial role in creating a welcoming environment and directly support a positive atmosphere where families feel included and are able to engage with staff.	Focal Areas identified by sites were: mediums in addition to Parent Square to connect parents and families, offering English as a Second Language (ESL) classes, holding events and opportunities to participate outside of parent working hours, and continued support for families whose home language is not English. Families also suggest ongoing updates about their student’s progress.	Families cite the need to continue to support staff in inclusive communication and cultural awareness. Suggested strategies include organizing cultural events and recognitions relevant to the community and focusing on specific themes over the course of the school year to foster stronger school and family relationships. Families also suggest involving parents in planning and supporting cultural celebrations, ensuring that communication reaches parents in various languages, and expanded use of ParentSquare for communication.	CUSD staff communicate with and seek input from families in a variety of ways to support partnerships for student outcomes. Email, school websites, ParentSquare, family engagement surveys, and conferences are all ways in which staff support outcome focused communication, and families feel that teachers and staff work to establish and maintain friendly interactions. CUSD’s Kinder Readiness and annual orientation events are other ways in which schools and district staff inform families about school expectations, and connect families with community and district resources. Families report that regular updates from teachers and the office support partnerships along with Community Liaisons who assist families by connecting them with resources, suggesting ways to become involved, and providing support in advocating for their students are strengths.	Focal Areas identified by sites were: regular newsletters from the school and Parent Teacher Associations (PTAs), providing  information and resources to support student learning at home, offering professional learning and support to teachers and principals for better family-school partnerships, continued use of email, ParentSquare, surveys, and conferences for communication, active outreach to families, and encouraging teachers to connect more with families.	Strategies suggested to improve engagement include increasing the number of parent education meetings, creating a menu of resources such as workshops and language tools for parents and families, and finding ways for families to be involved in supporting students even if they do not speak English. Suggested education topics were: MTSS (Multi-Tiered System of Supports), parent rights, systems to support students, and Special Education. Families also suggest frequent reminders for school events, sending personal invitations to underrepresented families, and making sure parents know about conferences, teacher preferences for communication, and ways to support their child’s learning at home.	CUSD supports two-way communication in a variety of ways and works to ensure that parents' voices are heard. Feedback is collected in multiple ways, providing opportunities for parents to express opinions and provide input including ELAC, SSC, PTA, and surveys to learn more about areas of strength and opportunities for improvement. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. At the school level, families cited an appreciation for the ways in which families, teachers, and the principal work together to foster a collaborative environment.	Focal Areas identified by sites were: addressing communication challenges, such as learning how to use platforms and supporting learning, building the capacity of parents and guardians to attend and effectively engage as members of  advisory groups such as SSC and ELAC, and providing additional opportunities for collaboration among families, teachers, principals, and district administrators. SSCs and ELACs also call out the importance of ensuring all families have opportunities to provide input on policies and programs.	Feedback from families to improve engagement of underrepresented families included building community through initiatives like the “buddy family” program, utilizing personal invitations and emphasizing the importance of meetings, creating a calendar with monthly meeting schedules to keep families informed, providing opportunities for student input, adapting meeting times to accommodate parents’ needs, seeking input from families to improve communication and involvement, and actively connecting underrepresented families with resources and committees.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
43693936046577	Forest Hill Elementary	3	Multiple events offered throughout the year bring families, school staff, and administrators together. Math nights, classes, celebrations, fall and spring conferences, and principal coffees are some of the activities that families appreciate in CUSD. Our Community Liaisons play a crucial role in creating a welcoming environment and directly support a positive atmosphere where families feel included and are able to engage with staff.	Focal Areas identified by sites were: mediums in addition to Parent Square to connect parents and families, offering English as a Second Language (ESL) classes, holding events and opportunities to participate outside of parent working hours, and continued support for families whose home language is not English. Families also suggest ongoing updates about their student’s progress.	Families cite the need to continue to support staff in inclusive communication and cultural awareness. Suggested strategies include organizing cultural events and recognitions relevant to the community and focusing on specific themes over the course of the school year to foster stronger school and family relationships. Families also suggest involving parents in planning and supporting cultural celebrations, ensuring that communication reaches parents in various languages, and expanded use of ParentSquare for communication.	CUSD staff communicate with and seek input from families in a variety of ways to support partnerships for student outcomes. Email, school websites, ParentSquare, family engagement surveys, and conferences are all ways in which staff support outcome focused communication, and families feel that teachers and staff work to establish and maintain friendly interactions. CUSD’s Kinder Readiness and annual orientation events are other ways in which schools and district staff inform families about school expectations, and connect families with community and district resources. Families report that regular updates from teachers and the office support partnerships along with Community Liaisons who assist families by connecting them with resources, suggesting ways to become involved, and providing support in advocating for their students are strengths.	Focal Areas identified by sites were: regular newsletters from the school and Parent Teacher Associations (PTAs), providing  information and resources to support student learning at home, offering professional learning and support to teachers and principals for better family-school partnerships, continued use of email, ParentSquare, surveys, and conferences for communication, active outreach to families, and encouraging teachers to connect more with families.	Strategies suggested to improve engagement include increasing the number of parent education meetings, creating a menu of resources such as workshops and language tools for parents and families, and finding ways for families to be involved in supporting students even if they do not speak English. Suggested education topics were: MTSS (Multi-Tiered System of Supports), parent rights, systems to support students, and Special Education. Families also suggest frequent reminders for school events, sending personal invitations to underrepresented families, and making sure parents know about conferences, teacher preferences for communication, and ways to support their child’s learning at home.	CUSD supports two-way communication in a variety of ways and works to ensure that parents' voices are heard. Feedback is collected in multiple ways, providing opportunities for parents to express opinions and provide input including ELAC, SSC, PTA, and surveys to learn more about areas of strength and opportunities for improvement. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. At the school level, families cited an appreciation for the ways in which families, teachers, and the principal work together to foster a collaborative environment.	Focal Areas identified by sites were: addressing communication challenges, such as learning how to use platforms and supporting learning, building the capacity of parents and guardians to attend and effectively engage as members of  advisory groups such as SSC and ELAC, and providing additional opportunities for collaboration among families, teachers, principals, and district administrators. SSCs and ELACs also call out the importance of ensuring all families have opportunities to provide input on policies and programs.	Feedback from families to improve engagement of underrepresented families included building community through initiatives like the “buddy family” program, utilizing personal invitations and emphasizing the importance of meetings, creating a calendar with monthly meeting schedules to keep families informed, providing opportunities for student input, adapting meeting times to accommodate parents’ needs, seeking input from families to improve communication and involvement, and actively connecting underrepresented families with resources and committees.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
43693936046601	Lynhaven Elementary	3	Multiple events offered throughout the year bring families, school staff, and administrators together. Math nights, classes, celebrations, fall and spring conferences, and principal coffees are some of the activities that families appreciate in CUSD. Our Community Liaisons play a crucial role in creating a welcoming environment and directly support a positive atmosphere where families feel included and are able to engage with staff.	Focal Areas identified by sites were: mediums in addition to Parent Square to connect parents and families, offering English as a Second Language (ESL) classes, holding events and opportunities to participate outside of parent working hours, and continued support for families whose home language is not English. Families also suggest ongoing updates about their student’s progress.	Families cite the need to continue to support staff in inclusive communication and cultural awareness. Suggested strategies include organizing cultural events and recognitions relevant to the community and focusing on specific themes over the course of the school year to foster stronger school and family relationships. Families also suggest involving parents in planning and supporting cultural celebrations, ensuring that communication reaches parents in various languages, and expanded use of ParentSquare for communication.	CUSD staff communicate with and seek input from families in a variety of ways to support partnerships for student outcomes. Email, school websites, ParentSquare, family engagement surveys, and conferences are all ways in which staff support outcome focused communication, and families feel that teachers and staff work to establish and maintain friendly interactions. CUSD’s Kinder Readiness and annual orientation events are other ways in which schools and district staff inform families about school expectations, and connect families with community and district resources. Families report that regular updates from teachers and the office support partnerships along with Community Liaisons who assist families by connecting them with resources, suggesting ways to become involved, and providing support in advocating for their students are strengths.	Focal Areas identified by sites were: regular newsletters from the school and Parent Teacher Associations (PTAs), providing  information and resources to support student learning at home, offering professional learning and support to teachers and principals for better family-school partnerships, continued use of email, ParentSquare, surveys, and conferences for communication, active outreach to families, and encouraging teachers to connect more with families.	Strategies suggested to improve engagement include increasing the number of parent education meetings, creating a menu of resources such as workshops and language tools for parents and families, and finding ways for families to be involved in supporting students even if they do not speak English. Suggested education topics were: MTSS (Multi-Tiered System of Supports), parent rights, systems to support students, and Special Education. Families also suggest frequent reminders for school events, sending personal invitations to underrepresented families, and making sure parents know about conferences, teacher preferences for communication, and ways to support their child’s learning at home.	CUSD supports two-way communication in a variety of ways and works to ensure that parents' voices are heard. Feedback is collected in multiple ways, providing opportunities for parents to express opinions and provide input including ELAC, SSC, PTA, and surveys to learn more about areas of strength and opportunities for improvement. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. At the school level, families cited an appreciation for the ways in which families, teachers, and the principal work together to foster a collaborative environment.	Focal Areas identified by sites were: addressing communication challenges, such as learning how to use platforms and supporting learning, building the capacity of parents and guardians to attend and effectively engage as members of  advisory groups such as SSC and ELAC, and providing additional opportunities for collaboration among families, teachers, principals, and district administrators. SSCs and ELACs also call out the importance of ensuring all families have opportunities to provide input on policies and programs.	Feedback from families to improve engagement of underrepresented families included building community through initiatives like the “buddy family” program, utilizing personal invitations and emphasizing the importance of meetings, creating a calendar with monthly meeting schedules to keep families informed, providing opportunities for student input, adapting meeting times to accommodate parents’ needs, seeking input from families to improve communication and involvement, and actively connecting underrepresented families with resources and committees.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
43693936046619	Marshall Lane Elementary	3	Multiple events offered throughout the year bring families, school staff, and administrators together. Math nights, classes, celebrations, fall and spring conferences, and principal coffees are some of the activities that families appreciate in CUSD. Our Community Liaisons play a crucial role in creating a welcoming environment and directly support a positive atmosphere where families feel included and are able to engage with staff.	Focal Areas identified by sites were: mediums in addition to Parent Square to connect parents and families, offering English as a Second Language (ESL) classes, holding events and opportunities to participate outside of parent working hours, and continued support for families whose home language is not English. Families also suggest ongoing updates about their student’s progress.	Families cite the need to continue to support staff in inclusive communication and cultural awareness. Suggested strategies include organizing cultural events and recognitions relevant to the community and focusing on specific themes over the course of the school year to foster stronger school and family relationships. Families also suggest involving parents in planning and supporting cultural celebrations, ensuring that communication reaches parents in various languages, and expanded use of ParentSquare for communication.	CUSD staff communicate with and seek input from families in a variety of ways to support partnerships for student outcomes. Email, school websites, ParentSquare, family engagement surveys, and conferences are all ways in which staff support outcome focused communication, and families feel that teachers and staff work to establish and maintain friendly interactions. CUSD’s Kinder Readiness and annual orientation events are other ways in which schools and district staff inform families about school expectations, and connect families with community and district resources. Families report that regular updates from teachers and the office support partnerships along with Community Liaisons who assist families by connecting them with resources, suggesting ways to become involved, and providing support in advocating for their students are strengths.	Focal Areas identified by sites were: regular newsletters from the school and Parent Teacher Associations (PTAs), providing  information and resources to support student learning at home, offering professional learning and support to teachers and principals for better family-school partnerships, continued use of email, ParentSquare, surveys, and conferences for communication, active outreach to families, and encouraging teachers to connect more with families.	Strategies suggested to improve engagement include increasing the number of parent education meetings, creating a menu of resources such as workshops and language tools for parents and families, and finding ways for families to be involved in supporting students even if they do not speak English. Suggested education topics were: MTSS (Multi-Tiered System of Supports), parent rights, systems to support students, and Special Education. Families also suggest frequent reminders for school events, sending personal invitations to underrepresented families, and making sure parents know about conferences, teacher preferences for communication, and ways to support their child’s learning at home.	CUSD supports two-way communication in a variety of ways and works to ensure that parents' voices are heard. Feedback is collected in multiple ways, providing opportunities for parents to express opinions and provide input including ELAC, SSC, PTA, and surveys to learn more about areas of strength and opportunities for improvement. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. At the school level, families cited an appreciation for the ways in which families, teachers, and the principal work together to foster a collaborative environment.	Focal Areas identified by sites were: addressing communication challenges, such as learning how to use platforms and supporting learning, building the capacity of parents and guardians to attend and effectively engage as members of  advisory groups such as SSC and ELAC, and providing additional opportunities for collaboration among families, teachers, principals, and district administrators. SSCs and ELACs also call out the importance of ensuring all families have opportunities to provide input on policies and programs.	Feedback from families to improve engagement of underrepresented families included building community through initiatives like the “buddy family” program, utilizing personal invitations and emphasizing the importance of meetings, creating a calendar with monthly meeting schedules to keep families informed, providing opportunities for student input, adapting meeting times to accommodate parents’ needs, seeking input from families to improve communication and involvement, and actively connecting underrepresented families with resources and committees.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
43693936046627	Monroe Middle	3	Multiple events offered throughout the year bring families, school staff, and administrators together. Math nights, classes, celebrations, fall and spring conferences, and principal coffees are some of the activities that families appreciate in CUSD. Our Community Liaisons play a crucial role in creating a welcoming environment and directly support a positive atmosphere where families feel included and are able to engage with staff.	Focal Areas identified by sites were: mediums in addition to Parent Square to connect parents and families, offering English as a Second Language (ESL) classes, holding events and opportunities to participate outside of parent working hours, and continued support for families whose home language is not English. Families also suggest ongoing updates about their student’s progress.	Families cite the need to continue to support staff in inclusive communication and cultural awareness. Suggested strategies include organizing cultural events and recognitions relevant to the community and focusing on specific themes over the course of the school year to foster stronger school and family relationships. Families also suggest involving parents in planning and supporting cultural celebrations, ensuring that communication reaches parents in various languages, and expanded use of ParentSquare for communication.	CUSD staff communicate with and seek input from families in a variety of ways to support partnerships for student outcomes. Email, school websites, ParentSquare, family engagement surveys, and conferences are all ways in which staff support outcome focused communication, and families feel that teachers and staff work to establish and maintain friendly interactions. CUSD’s Kinder Readiness and annual orientation events are other ways in which schools and district staff inform families about school expectations, and connect families with community and district resources. Families report that regular updates from teachers and the office support partnerships along with Community Liaisons who assist families by connecting them with resources, suggesting ways to become involved, and providing support in advocating for their students are strengths.	Focal Areas identified by sites were: regular newsletters from the school and Parent Teacher Associations (PTAs), providing  information and resources to support student learning at home, offering professional learning and support to teachers and principals for better family-school partnerships, continued use of email, ParentSquare, surveys, and conferences for communication, active outreach to families, and encouraging teachers to connect more with families.	Strategies suggested to improve engagement include increasing the number of parent education meetings, creating a menu of resources such as workshops and language tools for parents and families, and finding ways for families to be involved in supporting students even if they do not speak English. Suggested education topics were: MTSS (Multi-Tiered System of Supports), parent rights, systems to support students, and Special Education. Families also suggest frequent reminders for school events, sending personal invitations to underrepresented families, and making sure parents know about conferences, teacher preferences for communication, and ways to support their child’s learning at home.	CUSD supports two-way communication in a variety of ways and works to ensure that parents' voices are heard. Feedback is collected in multiple ways, providing opportunities for parents to express opinions and provide input including ELAC, SSC, PTA, and surveys to learn more about areas of strength and opportunities for improvement. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. At the school level, families cited an appreciation for the ways in which families, teachers, and the principal work together to foster a collaborative environment.	Focal Areas identified by sites were: addressing communication challenges, such as learning how to use platforms and supporting learning, building the capacity of parents and guardians to attend and effectively engage as members of  advisory groups such as SSC and ELAC, and providing additional opportunities for collaboration among families, teachers, principals, and district administrators. SSCs and ELACs also call out the importance of ensuring all families have opportunities to provide input on policies and programs.	Feedback from families to improve engagement of underrepresented families included building community through initiatives like the “buddy family” program, utilizing personal invitations and emphasizing the importance of meetings, creating a calendar with monthly meeting schedules to keep families informed, providing opportunities for student input, adapting meeting times to accommodate parents’ needs, seeking input from families to improve communication and involvement, and actively connecting underrepresented families with resources and committees.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
43693936046668	Rolling Hills Middle	3	Multiple events offered throughout the year bring families, school staff, and administrators together. Math nights, classes, celebrations, fall and spring conferences, and principal coffees are some of the activities that families appreciate in CUSD. Our Community Liaisons play a crucial role in creating a welcoming environment and directly support a positive atmosphere where families feel included and are able to engage with staff.	Focal Areas identified by sites were: mediums in addition to Parent Square to connect parents and families, offering English as a Second Language (ESL) classes, holding events and opportunities to participate outside of parent working hours, and continued support for families whose home language is not English. Families also suggest ongoing updates about their student’s progress.	Families cite the need to continue to support staff in inclusive communication and cultural awareness. Suggested strategies include organizing cultural events and recognitions relevant to the community and focusing on specific themes over the course of the school year to foster stronger school and family relationships. Families also suggest involving parents in planning and supporting cultural celebrations, ensuring that communication reaches parents in various languages, and expanded use of ParentSquare for communication.	CUSD staff communicate with and seek input from families in a variety of ways to support partnerships for student outcomes. Email, school websites, ParentSquare, family engagement surveys, and conferences are all ways in which staff support outcome focused communication, and families feel that teachers and staff work to establish and maintain friendly interactions. CUSD’s Kinder Readiness and annual orientation events are other ways in which schools and district staff inform families about school expectations, and connect families with community and district resources. Families report that regular updates from teachers and the office support partnerships along with Community Liaisons who assist families by connecting them with resources, suggesting ways to become involved, and providing support in advocating for their students are strengths.	Focal Areas identified by sites were: regular newsletters from the school and Parent Teacher Associations (PTAs), providing  information and resources to support student learning at home, offering professional learning and support to teachers and principals for better family-school partnerships, continued use of email, ParentSquare, surveys, and conferences for communication, active outreach to families, and encouraging teachers to connect more with families.	Strategies suggested to improve engagement include increasing the number of parent education meetings, creating a menu of resources such as workshops and language tools for parents and families, and finding ways for families to be involved in supporting students even if they do not speak English. Suggested education topics were: MTSS (Multi-Tiered System of Supports), parent rights, systems to support students, and Special Education. Families also suggest frequent reminders for school events, sending personal invitations to underrepresented families, and making sure parents know about conferences, teacher preferences for communication, and ways to support their child’s learning at home.	CUSD supports two-way communication in a variety of ways and works to ensure that parents' voices are heard. Feedback is collected in multiple ways, providing opportunities for parents to express opinions and provide input including ELAC, SSC, PTA, and surveys to learn more about areas of strength and opportunities for improvement. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. At the school level, families cited an appreciation for the ways in which families, teachers, and the principal work together to foster a collaborative environment.	Focal Areas identified by sites were: addressing communication challenges, such as learning how to use platforms and supporting learning, building the capacity of parents and guardians to attend and effectively engage as members of  advisory groups such as SSC and ELAC, and providing additional opportunities for collaboration among families, teachers, principals, and district administrators. SSCs and ELACs also call out the importance of ensuring all families have opportunities to provide input on policies and programs.	Feedback from families to improve engagement of underrepresented families included building community through initiatives like the “buddy family” program, utilizing personal invitations and emphasizing the importance of meetings, creating a calendar with monthly meeting schedules to keep families informed, providing opportunities for student input, adapting meeting times to accommodate parents’ needs, seeking input from families to improve communication and involvement, and actively connecting underrepresented families with resources and committees.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
43693936046692	Sherman Oaks Elementary	3	Multiple events offered throughout the year bring families, school staff, and administrators together. Math nights, classes, celebrations, fall and spring conferences, and principal coffees are some of the activities that families appreciate in CUSD. Our Community Liaisons play a crucial role in creating a welcoming environment and directly support a positive atmosphere where families feel included and are able to engage with staff.	Focal Areas identified by sites were: mediums in addition to Parent Square to connect parents and families, offering English as a Second Language (ESL) classes, holding events and opportunities to participate outside of parent working hours, and continued support for families whose home language is not English. Families also suggest ongoing updates about their student’s progress.	Families cite the need to continue to support staff in inclusive communication and cultural awareness. Suggested strategies include organizing cultural events and recognitions relevant to the community and focusing on specific themes over the course of the school year to foster stronger school and family relationships. Families also suggest involving parents in planning and supporting cultural celebrations, ensuring that communication reaches parents in various languages, and expanded use of ParentSquare for communication.	CUSD staff communicate with and seek input from families in a variety of ways to support partnerships for student outcomes. Email, school websites, ParentSquare, family engagement surveys, and conferences are all ways in which staff support outcome focused communication, and families feel that teachers and staff work to establish and maintain friendly interactions. CUSD’s Kinder Readiness and annual orientation events are other ways in which schools and district staff inform families about school expectations, and connect families with community and district resources. Families report that regular updates from teachers and the office support partnerships along with Community Liaisons who assist families by connecting them with resources, suggesting ways to become involved, and providing support in advocating for their students are strengths.	Focal Areas identified by sites were: regular newsletters from the school and Parent Teacher Associations (PTAs), providing  information and resources to support student learning at home, offering professional learning and support to teachers and principals for better family-school partnerships, continued use of email, ParentSquare, surveys, and conferences for communication, active outreach to families, and encouraging teachers to connect more with families.	Strategies suggested to improve engagement include increasing the number of parent education meetings, creating a menu of resources such as workshops and language tools for parents and families, and finding ways for families to be involved in supporting students even if they do not speak English. Suggested education topics were: MTSS (Multi-Tiered System of Supports), parent rights, systems to support students, and Special Education. Families also suggest frequent reminders for school events, sending personal invitations to underrepresented families, and making sure parents know about conferences, teacher preferences for communication, and ways to support their child’s learning at home.	CUSD supports two-way communication in a variety of ways and works to ensure that parents' voices are heard. Feedback is collected in multiple ways, providing opportunities for parents to express opinions and provide input including ELAC, SSC, PTA, and surveys to learn more about areas of strength and opportunities for improvement. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. At the school level, families cited an appreciation for the ways in which families, teachers, and the principal work together to foster a collaborative environment.	Focal Areas identified by sites were: addressing communication challenges, such as learning how to use platforms and supporting learning, building the capacity of parents and guardians to attend and effectively engage as members of  advisory groups such as SSC and ELAC, and providing additional opportunities for collaboration among families, teachers, principals, and district administrators. SSCs and ELACs also call out the importance of ensuring all families have opportunities to provide input on policies and programs.	Feedback from families to improve engagement of underrepresented families included building community through initiatives like the “buddy family” program, utilizing personal invitations and emphasizing the importance of meetings, creating a calendar with monthly meeting schedules to keep families informed, providing opportunities for student input, adapting meeting times to accommodate parents’ needs, seeking input from families to improve communication and involvement, and actively connecting underrepresented families with resources and committees.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
43694010000000	Campbell Union High	3	The District is using ParentSquare for communication of messages consistently from the District Office as well as from each school site, with translation in multiple languages available on the platform. CUHSD has a District English Learner Advisory Council and all comprehensive schools have English Learner Advisory Committees. CUHSD also has five full-time Spanish bilingual Community Liaisons whose primary responsibilities include Spanish-speaking family outreach across all school sites and who assist in gathering input from those communities on district-wide initiatives. All school sites have outreach activities centered around incoming 9th-grade students and orientation. Parent education events include a district-wide college fair and career expo and multiple school-based parent information nights. The learning management system Canvas has enabled teachers to communicate more effectively with families regarding student progress. All school sites utilized the Parent Institute for Quality Education (PIQE) program to provide educational sessions for parents on how to support their students. Parent University is also available to parents for educational opportunities.	CUHSD’s focus area for improvement is expanding resources for in-person opportunities for parent education to meet the growing demand from our families.	The District completed its partnership with The Education Trust-West to conduct an Educational Equity Audit and Blueprint process in 2023 and updated its Multilingual Learner Master Plan, which called out the need for asset-based training to support underrepresented families. The District is working to become more intentional and systematic with communication systems to align with the goals of the Family Engagement Plan.	The District Office engages in multiple forms of communication with families about learning and community resources, including newsletters and targeted communication. Additionally, legal topics including uniform complaint procedures and parent rights were covered in School Site Council and English Learner Advisory Committee meetings, as well as at the District English Learner Advisory Committee. One site held an immigration legal clinic available to all families to cover topics of legal advocacy and immigration policies. All school sites utilized the Parent Institute for Quality Education (PIQE) program to provide educational sessions for parents on how to support their students.	Based on family and community input we are incorporating more parent voices in our Family Engagement Plan development and implementation.	The District is planning to work more closely with Community Liaisons to enhance their role in supporting multiple points of engagement with their family communities. The District was able to slightly improve the parent survey response rate through closer monitoring and collaboration with site staff. The District is also planning to develop a resource guide that will list community resources.	Every comprehensive high school has a parent organization, an English Learners Advisory Committee (ELAC), and a School Site Council (SSC), with at least one parent on the ELAC who is also on the SSC. In addition, CUHSD has several advisory committees at the District level that include parents, including the President’s Council consisting of parent representatives from each site, the Measure AA Citizens’ Oversight Committee, the Local Control and Accountability Plan Committee, an LGBTQIA+ Committee, a District English Learners Advisory Committee, and a Family Engagement Plan Committee. CUHSD is building the capacity of underrepresented families to engage in advisory groups, with an effective example being Padres Unidos at Del Mar High School, a group of over 70 parents that meet regularly to participate in workshops and plan educational events for parents at their sites. Branham and Leigh have also begun to host groups like Del Mar’s Padres Unidos with success. CUHSD also provides all families with opportunities to provide input on policies through regular DELAC meetings, the LCAP Committee, the President’s Council, the use of ThoughtExchange for input on District priorities, and the ability to publicly comment at Board meetings.	A focus area for improvement is for CUHSD to work together with families to co-create and evaluate family engagement activities.	Evaluating family engagement activities will move forward with the development of the Family Engagement Plan. The District will work closely with families and site staff, including community liaisons, to monitor the implementation of the plan. Starting in the 2024-2025 school year, the District will work with the Parent Institute for Quality Education to gather feedback from participating families and to monitor the impacts of the training.	2	3	2	4	3	4	2	4	4	4	3	3	Met		2024-06-20	2024
43694190000000	Cupertino Union	3	4321 parents participated in our 2023-2024 LCAP parent survey. Almost 36% of responses came from parents of English Learners. Our results remain strong in every area of the survey: Culture/Climate, Communications, Involvement, Decision-Making and Resources. 93% of respondents reported a positive climate and culture at their school site; 89% reported favorable communications; 82% reported favorable involvement; 67% reported favorable decision-making opportunities at the school site and District; 82% reported favorable resources to support their child's learning. 

Strengths: Our schools offer welcoming environments and support to foster partnerships with families. On campus parent participation is high in our elementary schools. Communications have improved with the expansion of Parent Square, a new tool under the direction of our Communications Director. This tool allows parents to choose their home language for sending and receiving messages. Parents have stated that we have a variety of ways to communicate, and a variety of resources available. Parent Education opportunities are  regularly provided through our partnership with Parent Venture, and events are cataloged in an online video library for parents to access at any time. A few schools are hosting parent education opportunities such as Latino Literacy. These events build partnerships and provide a network of support to families when navigating the school system. Parents/guardians and staff partner in order to discuss student progress. We are committed to developing these partnerships in support of student learning and well-being. District Priorities include a focus on personalizing learning and supporting the whole child. Site communications, professional development, and parent education are focused on these areas. Based on our LCAP metrics, we see strong participation from parents across school sites.

	"While all areas of our LCAP parent survey yielded strong results, the area of input for decision-making is lower than the others. This is an area for improvement at the site and District levels. Additional information is included below in the section titled ""Seeking Input for Decision-Making""."	Sites will aim to increase the percentage of participants in our annual LCAP survey, with a focus on underrepresented families. With help from our Director of Communications, Principals track percentage of respondents during the survey window. We also will continue to invite families for in-person conversations at the school site to foster dialogue and collaboration opportunities. Our Student Support Services Directors support principals in utilizing resources and methods to improve connections with our families, with a focus on underrepresented families.	On our 2023-2024 parent LCAP Survey, 91% of respondents indicated that their school communicates with families effectively and 83% of respondents indicated that their school communicates effectively about their child's progress. 92% of respondents indicated that they are able to communicate with their child's teacher(s). CUSD uses a variety of tools to support partnerships for student outcomes. These include holding parent-teacher conferences, engaging students in goal-setting, and utilizing collaborative meeting processes such as the Student Study Team protocol to foster dialogue and build action plans to support student progress. Additionally, the District uses ParentVue to post students' results on benchmark assessments so that parents can stay up-to-date on their child's performance. Building partnerships is an ongoing strength for CUSD.	In 2024-2025, CUSD will focus on continued academic excellence as well as strengthening our Portrait of a Learner. This is a set of transferable, durable competencies to prepare students for future success: Critical Thinker, Effective Communicator, Global Contributor, Inclusive Collaborator, Inspired Creator, and Resilient Learner. Each of these competencies is supported by an intentional focus on overall Wellness. In 2024-2025, we will engage our community in dialogue about the importance of future-ready, deeper learning and how these competencies connect to state standards and our long-standing commitment to academic excellence in CUSD.	We will continue to offer 1:1 feedback opportunities to our homeless and foster youth. Additionally, we will place a strong focus on engaging our underrepresented families in our Portrait of a Learner conversations as well as our annual LCAP survey.	Overall, this area is a strength for CUSD. On our annual LCAP survey, 80% of respondents indicated that they feel informed about their school site decisions, and 70% feel informed about district decisions. 87% of respondents indicated that families are involved in their school community. 85% of respondents indicated that staff want families to be involved. Our families are engaged in their schools and in CUSD as a whole, and they want to be active participants in their child's education.	Our area of opportunity lies in developing stronger partnerships between staff and families to work together to plan, design, implement and evaluate family engagement activities at school and district levels. We will engage in dialogue with principals and our PAC/DELAC parent groups to determine how to address this in 2024-2025. Site SPSAs will include a focus on this area, connected to our District Priority of developing a Sense of Belonging for all members or our school communities. This has been a growing strength over the last several years, and we look forward to continued improvement.	Our community liaisons will continue to reach out to our homeless and foster youth families to offer opportunities for 1:1 feedback. We also will continue to strengthen our parent liaison program which has been expanded in recent years to foster a parent-to-parent communication channel. Site principals also will reach out to their underrepresented families as part of their SPSA process. We also will continue to track the percentage of responses coming in on our parent LCAP survey, as this is a metric in our LCAP.	3	5	4	4	4	4	4	3	4	3	3	2	Met		2024-06-13	2024
43694270000000	East Side Union High	3	One of our greatest strengths is our vision to create equitable communities where all educational partners feel welcomed and a valued member of our community. This guides our efforts to improve engagement of our families and in particular, our underrepresented families. 

East Side staff offer informational parent meetings, individual parent meetings, parent teacher student conferences, and monthly meetings with the principal were a wide variety of topics are covered including:
College and Career Readiness, Attendance, Graduation, College Scholarships, Mental Health/Social Emotional resources.
	We have seen an improvement in the area of empowering our families to advocate and deepen their understanding of their educational legal rights yet recognize we still need to improve 2 way communication between parents/guardians and school staff.	Through the use of our Early Warning System site administration will identify students of need and specifically engage with their families to inform and address academic and behavioral progress.	The East Side Union High School District administered a survey to gather input for the LCAP, as well as assess parents’ level of satisfaction with our efforts to engage families. The results showed parents were highly satisfied with the District's work to connect students and families to staff, supports, and options to ensure student success.	The district student achievement data clearly indicates that not all students are performing at high levels, so we must be more strategic and intentional in how we engage with our families.  In particular, we need to provide access to services for our underrepresented families such as mental health and social-emotional support as well as academic interventions. 
	The district provide workshops on graduation and UC/CSU A-G requirements as well as the FAFSA and college application processes. Counselors will focus on students with highest needs prioritizing one to one student-parent conferences to address needed interventions.	East Side continues to fund Parent and Community Involvement Specialists (PCIS)at each school site to support the school sites’ efforts to maintain parents/guardians  informed of their children’s academic progress, and attendance as well as any school events and resources available to them and their families. In particular, they provide support to Low-Income students, Homeless Youth, Students with Disabilities, Foster Youth, and English Learners and their families. Their efforts include, but are not limited to:
-ensuring all parents activate their accounts in the district’s student information system so they can access their students’ grades, assignments and attendance.
-informing parents of school and district informational meetings.
-facilitating conversations between non-English speaking parents and school staff, including teachers.
-referring parents to school and community based resources that support the students’ and families’ needs.
-facilitate and organize parent workshops in English, Spanish and Vietnamese around topics of interest to parents of high school students.
	The district needs to strengthen our parent advisory committees such as ELAC and School Site Counsels. In addition we need to expand opportunities for parents to participate in the decision-making processes.	As part of our goal to expand opportunities for parents to participate in the decision-making processes our Parent and Community Involvement Specialists will to targeted outreach to our under represented families to ensure they have all the information and encouragement to participate.	4	4	4	3	3	3	3	4	3	3	3	4	Met		2024-06-20	2024
43694270107151	Escuela Popular/Center for Training and Careers, Family Learning	3	Escuela Popular CTC is committed to providing students over the age of 18 with opportunities and resources to support student learning at school and at home. Various programs and events take place at a convenient time, to which all students are invited to attend and encouraged to attend, to inform students of the school's goals and priorities as well as gather feedback. The school also convenes quarterly Student Recognition Assemblies where students and teachers recognize students with honor roll, perfect attendance, and showcase class projects. All meetings are geared to the entire family and childcare is provided as needed. Annually, the school holds a Parent Workshop where speakers and training are offered to parents on how to support their student’s academic and social success and well-being. An online educational partners feedback survey is completed by students, parents, and staff twice a year during fall and spring. About 56% of students provided feedback during our 2023-24 feedback survey. 
We continue to use Facebook, and EP’s website as communication platforms, along with three phone lines, to keep students informed about school-wide events and classroom updates. Additionally, an Escuela Popular app was developed to provide students with access to information and services offered by the school. Moreover, a case manager was hired to support the Escuela Popular community.
	Reaching out to all of our students and keeping them informed about their academic progress is our priority. The Student Services Department continues to reach out to students and make themselves available to students who need to be connected with resources. Particular outreach and intervention services will be provided to students who are experiencing chronic absenteeism and/or are not making satisfactory progress towards graduation.	Although the majority of Escuela Popular/CTC students are over the age of 18 years old, the staff is committed to engaging students, and other educational partners and integrating their feedback in the school’s decision-making process. School leaders are trained on how to build trusting relationships with all educational partners. Committees of school leaders and support staff work together to organize and develop activities and training to gather feedback and input from students, teachers and support staff.  We continue develolping a comprehensive tool of resources to support our students in different areas of need such as housing, job, immigration, etc.To ensure they receive support for their basic needs, we have established an assessment needs survey that students can complete. Additionally, Kaiser Permanente has partnered with us to provide workshops for students on stress management and mental health.
	Escuela Popular offers a family learning environment that provides educational opportunities to 9-12 grade to immigrant students. Over 90% of the students are Spanish-speaking with a vast majority also being immigrant households. Some of Escuela Popular’s strengths are the wrap-around services provided on-site at the school to facilitate access to social services such as medical, advocacy, and education to all members of the family. Over 80% of the staff are bilingual and bi-literate removing language barriers to developing relationships with parents to facilitate parent involvement. Administrative support is available to meet the diverse needs of the families and students, such as the Student Support Team. No cost childcare, medical services, referrals to local community-based organizations, and transportation support are provided to families.	Escuela Popular will continue looking for partnerships with organizations that can provide free services to underprivileged students and continue offering the services already provided. In addition, Escuela Popular will continue trying to reach out to unresponsive families to inform them about all of the services available to them.	Outreach and services will be bilingual and at a convenient time and location  for students.	Escuela Popular is committed to engaging students, and other    educational partners and integrating their feedback in the school’s decision-making process. School leaders are trained on how to build trusting relationships with all educational partners. Committees of school leaders and support staff work together to organize and develop activities and training to gather feedback and input from students, teachers, and support staff. LCAP development is reviewed and monitored with a variety of modes for gathering input such as surveys, focus groups, whole school, and community gatherings. Priority areas are developed with goals, actions, and metrics to monitor progress. The school provides meaningful ways for students to provide input in decision making.	Increasing the number of students in providing input is our next area of improvement and how to make engagement meaningful to them within the time constraints many students face. We would like a more efficient way to capture more meaningful feedback from parents and students to develop school priorities and monitor progress. Semiannual feedback surveys are administered every year. During our 2023-24 school year about 56% of students provided feedback during our 2023-24 feedback survey. More efforts will be put on the 2024-25 school year to increase the percentage of participation on our feedback survey.	Outreach and services will be bilingual and at a convenient time and location for families.	5	4	4	5	3	3	4	4	3	3	3	3	Met		2024-06-25	2024
43694270116889	KIPP San Jose Collegiate	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.

We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are
encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior
to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.

KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.

KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors,
including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.

The school hosted 18 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 73% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.	KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid
communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):

• Assume good intentions, and approach all families as partners who want the best for their children.
• Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.
• Invite parents or guardians to share information about family cultures and traditions.
• Recognize and respect differences in family structures.
• Recognize the role that identity and background may play in shaping relationships between teachers and families.
• Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.
• View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

The school hosted 18 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 73% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all
parents/guardians.

Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.

KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the
development of their child’s reading, writing, and mathematical skills at KIPP Family Association meetings.

KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more
actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings
KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement. 

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	Parent involvement in decision making at KIPP is demonstrated in multiple ways.

The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents.

KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.

The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.

KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	4	5	4	4	4	4	4	4	4	4	4	4	Met		2024-06-11	2024
43694270125617	ACE Charter High	3	Student-led conferences are one of ACE’s greatest strengths to build community and communication between staff, students, and their families. During the 2023-24 school year, ACE held week-long conferences using a minimum day schedule to provide flexibility to families who may not have otherwise been able to attend.

Cafecito and Parent Leadership Team meetings are held monthly to give families direct access to school leadership where they receive updates on the latest school events and news. These meetings also allow parents and families to raise and address any concerns they see in the ACE community.	The majority of ACE’s low-income families have been historically marginalized and may lack the resources and knowledge to voice their concerns to school leaders or other persons in power. It has always been ACE’s mission and vision to serve families by intentionally building a Culture of Optimism and cultivating a sense of belonging for many of its families that have never felt a part of a school. ACE strives to create strong relationships with those families who cannot attend school events due to their work schedules.	As described above, ACE is working to engage underrepresented populations through its monthly Cafecito meetings, monthly Parent Leadership Team meetings, and student-led conferences. ACE will ensure that each family receives at least two outreach attempts to invite them to participate in school activities that foster strong relationships between the school and families.

ACE also participated in the County’s Project to Inspire cohort where ACE parents and staff had the opportunity to collaborate with other districts and charter school networks in the county to further parent engagement practices. Through this partnership, ACE learned about an opportunity to continue our learnings and was accepted into the Community Engagement Initiative’s Cohort III Peer Leading and Learning Network through California Collaborative for Educational Excellence (CCEE) where we are working on creating a parent engagement plan alongside several other districts. The participants include community engagement staff, parents, students, and county staff members to continue this work of building relationships.

Another way we are working to improve is by making a concerted effort to guarantee that our charter school network is reflective of the communities we serve. Given San Jose’s large Vietnamese population, we have worked to recruit more Vietnamese students at our school sites and make certain that our schools are creating a welcoming environment that is culturally responsive for all of our families. It’s important that all ACE families know and understand that there is someone within their school community who looks like them and can speak their language. Ultimately, we are committed to break cultural and language barriers throughout our network.	Student-led conferences are one of ACE’s greatest strengths to build partnerships with families to improve student outcomes. During the 2023-24 school year, ACE held week-long conferences using a minimum day schedule to provide flexibility to families who may not have otherwise been able to attend. Our goal is for students to recognize that they have their own voice and choice in their pursuit of academic success. Students participate in weekly goal setting through their College Seminar course and are encouraged to own their academic growth. Using their goals and other measures of academic success, ACE prepares its students to discuss their growth with their parents. Parents are then able to walk away with a concrete understanding of where their students are and what their growth areas are. We ultimately want to encourage our families to continue these conversations within their home environments and be their biggest supporters throughout their academic career.

Families also learn how to support their child at home during Cafecito meetings. Cafecito agendas include professional development for families to help them understand the academic program, social emotional supports, and Multi-Tiered System of Supports offered at ACE. Other topics covered include school culture, academic progress, ways to support their students, information about resources to support meeting basic needs such as food security, immigration rights, and ELD support. Time at Cafécitos is also devoted to ensuring families understand the importance of goal setting, growth measures, and how these translate into their homes.	Through annual parent surveys and the pandemic, we have come to realize that many of our families lack the technology and/or digital literacy to access their student’s online platforms, such as Google Classroom for assignments and PowerSchool for grades and attendance. Additionally, we provide opportunities for learning during our orientation, Back to School nights, Cafecitos, handouts, and other communication methods to ensure that our families have the skills to support their student’s academic success.	ACE has modified its approach to student-led conferences to ensure that we achieve our goal of 100% parent and guardian participation. Schools closed for a week to ensure families were available to participate their child's student led conference and that parents have ample time and days to attend conferences. If any families are unable to attend our allotted times, they will receive a home visit at their location and time of choice. We want to guarantee that our families are well-informed about their student’s progress, know how to support at home, and can build a trusting relationship with school staff about student success.	ACE has invested in a broad program to engage and involve families. ACE’s Director of Community Engagement and with the support of the Parent Organizer and Deans of Culture and Community Outreach ensures families have access, input, and space to advocate for student and family needs in Cafécitos, student-led conferences, college readiness workshops, parent panels, family inclusion on hiring and decision-making committees, and continued development of the parent and community ambassador programs. The hope is to lead families of all subgroups to be represented and empowered in being full partners in their child’s education, resulting in higher levels of optimism and college-readiness as expressed in the annual survey. In ACE’s spring 2024 family survey, families overwhelmingly responded favorably to questions related to their school connectedness and sense of belonging. Through ACE’s Community Ambassador program, parent leadership groups, and monthly Cafécitos, ACE provides opportunities for parents and families to access information and provide feedback on key issues to school leadership. ACE’s Community Ambassador and Parent Leadership programs teach and assist parents and families in developing leadership and advocacy skills to ensure schools are meeting the needs of families and students.

Furthermore, our parent leaders are trained to facilitate meetings with administrators when an issue that impacts ACE families arises. Some examples of these issues have been school culture, traffic control, and improving communication. We want our parents to understand that their voices are heard and that they have direct access to any administrator, from the principal to the CEO. Through this intentional work of building relationships, many of our parent leaders have personal relationships with several administrators at their school sites as well as the central office.	ACE Charter High would like to increase the number of parents who participate in the annual survey. In 2023-24, only 36% of families participated in the survey. Next year, the school will publicize how the feedback from this year’s survey was used to make decisions to let families know that their feedback is truly valuable to the decision-making process.	ACE serves families and students who may be initially resistant and suspicious of partnering with their school and each other. ACE understands that this issue is further exacerbated by language barriers, cultural norms, immigration statuses, etc. that lead to a lack of access to information, including how to get involved with their school communities. We recognize that we must continue to reach out to our most vulnerable and disengaged families to seek input from all of our families and not just the families who are already engaged. We will seek to improve engagement by focusing on home visits, direct one to ones, and utilizing various methods of communication to work towards having 100% parent participation throughout our network.	4	3	5	5	3	2	3	4	4	4	3	3	Met		2024-06-18	2024
43694270130856	Luis Valdez Leadership Academy	3	The LEA and The Foundation for Hispanic Education Schools collaborate to ensure families' assets and input are highlighted and recognized to build our school community. The LEA team includes its School Site Principal, Assistant Principal, Office Manager Attendance Clerk, Community Outreach Team, and Student Life Team Members, Teachers, Counseling Team, and Social-Emotional Wellness Team. Current strengths and areas of impact include stakeholder engagement opportunities such as the School Site Council, English Language Advisory Committee, Parent and Family Town Halls, Monthly Cafecitos, and Attendance Meetings. Additionally, our LEA utilizes various methods of communication to reach families such as Weekly School Newsletters, Monthly Family Workshops, School Bulletins, Social Media postings (Instagram, Facebook, and LinkedIn), website updates, and our Parent Messaging System, Parent Square. Since piloting the Parent Square messaging system, parents, teachers, administrators, and staff have easier access to stay connected with our school community. Parent Square includes a messaging system where parents or teachers may directly message one another outside of email. Each year, the LEA hosts a series of Professional Development days to ensure that classified, and certificated staff have the necessary tools to engage with students, families, and community members.	The LEA’s primary focus areas for this past academic year include increasing the percentage of scholars meeting or exceeding proficiency standards in English Language  Arts (ELA) and Mathematics by 5-10% by the end of the academic year, fostering a college-bound culture by increasing the A-G completion rate by 5% each academic year, and cultivate a positive and welcoming school culture that promotes student learning in an academically and physically safe environment while maintaining a low suspension rate. 

1. Our LEA will focus on improvement in building relationships between school staff and families by assisting families in understanding student outcomes through family engagement opportunities and workshops. Improvements include the development of informative dialogues, workshops, and reading material through familial governance opportunities such as the School Site Council, English Language Advisory Committee, and School Town Halls). Workshops and reading materials will go over statewide testing, understanding our LEA’s dashboard, and understanding their students' individual scores. 

2. By fostering a college-bound culture, our LEA invites families to participate in all workshops pertaining to understanding the college-going experience and ways for the whole family to be college-ready. Course offerings include the Bridge to College program through the Parent Institute for a Quality Education, Cash for College Nights, and Workshops hosted by the LEA’s academic counselors. Each summer, our LEA welcomes families to our school campus for grade-level orientations. The whole family is invited to participate in these orientations where students and families are refreshed on their educational plans and focus on items pertaining to the students’ grade level, and important deadlines. Additionally, the LEA reaches our most underrepresented students by meeting with families on an ongoing basis to ensure that our students are relieved of any barriers they may be facing to be successful in school such as lack of transportation, nutrition services, and learning materials. 

3. Each year, the LEA works towards continuous improvement in cultivating a positive and welcoming school culture and environment while maintaining a low suspension rate. Our LEA maintains a clean and safe school facility to ensure that all instructional spaces are prepared for student and staff use. Following the compliant facility, our schools are equipped with all the necessary learning materials such as Google Chromebooks, books, and furniture as per the William’s Act. Moreover, families are invited to engage with school personnel to promote our familial governance capacity and allow families to build our school culture and environment.	The LEA is committed to working alongside our most underserved identified families to ensure that their students are moving towards meeting their student outcomes and being college-ready students. Engagements include individualized meetings with the student, parent, and student’s teachers. During these individualized engagement meetings, teachers have the opportunity to connect with parents and speak on the student’s assets and areas of support. Teachers, administrators, and parents utilize this scheduled meeting time to identify barriers, and assets, and create an action plan to improve student outcomes. For students and families who are not as actively engaged, our Foundation’s Dean of Attendance and Retention holds monthly Student Attendance Review Board meetings to reduce chronic absenteeism. These monthly engagement meetings are required for parents to engage on the importance of student attendance. Moreover, our LEA’s dean connects with parents to determine barriers and works alongside LEA administrators to alleviate as many barriers as possible to ensure the student comes to school.	The LEA is committed to establishing partnerships that support the current strengths and needs of our students. The LEA in partnership with our foundation (TFHE), has built over 20 local and regional partnerships that support the whole family. Our partnerships include parent development courses and workshops (Parent Institute for a Quality Education, Everyone On Digital Literacy, and a Financial Literacy workshop series ), nutrition services (Loaves and Fishes Dinner Service, Trader Joe’s, and Second Harvest Food Distribution), and Math Enrichment with Silicon Valley Education Foundation. Moreover, our LEA utilizes the assets of our internal team to host professional development for all staff, core subject team meetings, and enrichment opportunities such as student clubs and after-school enrichment programs. Our LEA offers over 12 student clubs and after-school enrichment programs where students can immerse themselves in recreational, artistic, and STEM-related topics. The foundation’s director of After School STEAM enrichment, surveys both students and families to ensure that program offerings align with the students’ needs. Most offerings are programs to which most students wouldn’t have access outside of school.	The LEA’s focus areas for improvement in Building Partnerships for Student Outcomes align with our LCAP goals. The LEA’s LCAP goals include increasing the percentage of scholars meeting or exceeding proficiency standards in English Language  Arts (ELA) and Mathematics by 5-10% by the end of the academic year, fostering a college-bound culture by increasing the A-G completion rate by 5% each academic year, and cultivate a positive and welcoming school culture that promotes student learning in an academically and physically safe environment while maintaining a low suspension rate. 

1. To improve the percentage of scholars meeting or exceeding proficiency standards in English Language Arts (ELA) and Mathematics by 5-10% by the end of the academic year, our LEA utilizes partners Silicon Valley Education Foundation and Santa Clara University to expand our tutoring services. Over the past academic school year, our tutoring services extended its services to four days a week from three days. Additionally, the LEA partners with parents by incorporating an additional tutoring date on Saturdays before the end of each quarterly grading period. Peer mentors, teachers, and volunteer tutors all come together during these Saturday tutoring sessions to provide additional support to the students most in need. 

2. Academic counselors at our LEA are working towards more engagement opportunities with students and families to improve student A-G completion rates at our school site. This previous school year, the LEA introduced A-G and high school graduation requirements to the incoming freshman class starting in April and July, before the start of the academic school year. Our LEA is focusing on engaging our families as early as possible to prepare students for college readiness. Moreover, the academic counselors at our LEA meet with students and their families in a conference setting to go over quarterly progress for our students who are at risk of not passing a course/ fulfilling an A-G requirement. A focus area for this upcoming school year would include seeking additional opportunities for families to engage in their student’s learning, providing lessons on what a high school and college-ready family looks like, and building communication amongst teachers and families. 

3. Our LEA’s work towards cultivating a positive and physically safe environment includes highlighting our students’ assets and identity through multiple projects such as the My Name, My Identity initiative through SCCOE and LION pride showcases. My Name, My Identity, an initiative through SCCOE, encourages scholars to express how their name ties into their identity. At LVLA, students worked on various ways to express their names and identities through art, digital media, and writing. Our LEA was even highlighted by the Santa Clara County Office of Education for their efforts! Moreover, our LEA celebrated students and faculty during LION (Leadership, InLakech, Nice) Pride showcases.	The LEA will improve the engagement of underrepresented families by supporting families with barriers they may be experiencing when it comes to familial governance, understanding student outcomes, and methods to best support their students. Moreover, our LEA will enhance engagement opportunities to build partnerships for student outcomes by connecting with current partners to expand program and resource offerings,  hosting engagement opportunities on multiple dates and times a month to increase participation, and surveying our stakeholders. Additionally, as our LEA pilots the Implementation Plan of the California Community Schools Partnership Program, the LEA will dive into data from the previous school years to measure which programs, offerings, and resources are best aligned with supported student outcomes. Furthermore, in the initial year of implementation, the Community School Coordinator (CSC) will initially conduct a self-study of the gaps in our most underrepresented families.	Current strengths and progress in seeking input for decision-making include our ongoing communication through parent messaging applications, familial governance, and continuous search for feedback and suggestions. Essential areas of impact included our School Site Council, English Learner Advisory Committee, Monthly Cafecito with the Principals, grade-level town halls, and our LCAP forums. This past school year, our LEA engaged all stakeholders for various months to establish our most recent LCAP goals. Efforts included holding space for public comment at all governance opportunities, hosting stakeholder meetings in the evenings, going into advisory classrooms, and providing space for students to participate in LCAP surveys and continuous outreach through our mass messaging platforms. Additionally, our LEA invited students and parents to speak to administrators and personnel on a panel where they provide their input for decision-making.	Families, Students, and Faculty & Staff were primary stakeholders in sharing student experiences, and gaps, and effectively supporting our scholars to reach their high school graduation goals. Focus areas include updating all current school policies, school plans, and upcoming familial/ student governance opportunities on our websites, mass communication tools, and social media. Additionally, we would like to focus on reaching students from unduplicated student groups to assess assets and gaps further.  Finally, we would like to further identify underrepresented families as we welcome new and returning students this upcoming school year.	Our LEA operates with the understanding that teachers, parents, and students must collaborate and work together as partners to uplift the student and ensure the student is receiving a quality education and meeting their educational goals. At the start of each school year, students and families are re-familiarized with student and family expectations as community members at our LEA. Furthermore, our families are expected to be involved and decision-makers in developing the LEA’s strategic plans, expressing student needs, and understanding student progress. Our LEA will improve and reach underrepresented families by inviting families on a 1:1 basis and creating a safe space for them to ask questions, learn about their students’ current academic plans, and be lead agents in their student's academic journey. Our LEA would like to uplift these families to engage and participate in the decision-making process. Finally, the LEA will continue with ongoing duties such as following development plans, monitoring and measuring progress, assessing supplemental services, and soliciting input and feedback from our LEA community.	4	5	4	4	4	4	4	5	4	4	4	4	Met		2024-06-27	2024
43694270131995	B. Roberto Cruz Leadership Academy	3	The LEA and The Foundation for Hispanic Education Schools collaborate to ensure families' assets and input are highlighted and recognized to build our school community. The LEA team includes its School Site Principal, Dean of Students, Office Manager Attendance Clerk, Community Outreach Team, Positive Behaviors and Intervention Supports Coordinator, Student Life Team Members, Teachers, Counseling Team, and Social-Emotional Wellness Team. Current strengths and areas of impact include stakeholder engagement opportunities such as the School Site Council, English Language Advisory Committee, Parent and Family Town Halls, Monthly Cafecitos, and Attendance Meetings. Additionally, our LEA utilizes various methods of communication to reach families such as Weekly School Newsletters, Monthly Family Workshops, School Bulletins, Social Media postings (Instagram, Facebook, and LinkedIn), website updates, and our Parent Messaging System, Parent Square. Since piloting the Parent Square messaging system, parents, teachers, administrators, and staff have easier access to stay connected with our school community. Parent Square includes a messaging system where parents or teachers may directly message one another outside of email. Each year, the LEA hosts a series of Professional Development days to ensure that classified, and certificated staff have the necessary tools to engage with students, families, and community members.	The LEA’s primary focus areas for this past academic year include increasing the percentage of scholars meeting or exceeding proficiency standards in English Language  Arts (ELA) and Mathematics by 5-10% by the end of the academic year, fostering a college-bound culture by increasing the A-G completion rate by 5% each academic year, and cultivate a positive and welcoming school culture that promotes student learning in an academically and physically safe environment while maintaining a low suspension rate.

1. Our LEA will focus on improvement in building relationships between school staff and families by assisting families in understanding student outcomes through family engagement opportunities and workshops. Improvements include the development of informative dialogues, workshops, and reading material through familial governance opportunities such as the School Site Council, English Language Advisory Committee, and School Town Halls). Workshops and reading materials will go over statewide testing, understanding our LEA’s dashboard, and understanding their students' individual scores. 

2. By fostering a college-bound culture, our LEA invites families to participate in all workshops pertaining to understanding the college-going experience and ways for the whole family to be college-ready. Course offerings include the Bridge to College program through the Parent Institute for a Quality Education, Cash for College Nights, and Workshops hosted by the LEA’s academic counselors. Each summer, our LEA welcomes families to our school campus for grade-level orientations. The whole family is invited to participate in these orientations where students and families are refreshed on their educational plans and focus on items pertaining to the students’ grade level, and important deadlines. Additionally, the LEA reaches our most underrepresented students by meeting with families on an ongoing basis to ensure that our students are relieved of any barriers they may be facing to be successful in school such as lack of transportation, nutrition services, and learning materials. 

3. Each year, the LEA works towards continuous improvement in cultivating a positive and welcoming school culture and environment while maintaining a low suspension rate. Our LEA maintains a clean and safe school facility to ensure that all instructional spaces are prepared for student and staff use. Following the compliant facility, our schools are equipped with all the necessary learning materials such as Google Chromebooks, books, and furniture as per the William’s Act. Moreover, families are invited to engage with school personnel to promote our familial governance capacity and allow families to build our school culture and environment. 
	The LEA is committed to working alongside our most underserved identified families to ensure that their students are moving towards meeting their student outcomes and being college-ready students. Engagements include individualized meetings with the student, parent, and student’s teachers. During these individualized engagement meetings, teachers have the opportunity to connect with parents and speak on the student’s assets and areas of support. Teachers, administrators, and parents utilize this scheduled meeting time to identify barriers, and assets, and create an action plan to improve student outcomes. For students and families who are not as actively engaged, our Foundation’s Dean of Attendance and Retention holds monthly Student Attendance Review Board meetings to reduce chronic absenteeism. These monthly engagement meetings are required for parents to engage on the importance of student attendance. Moreover, our LEA’s dean connects with parents to determine barriers and works alongside LEA administrators to alleviate as many barriers as possible to ensure the student comes to school.	The LEA is committed to establishing partnerships that support the current strengths and needs of our students. The LEA in partnership with our foundation (TFHE), has built over 20 local and regional partnerships that support the whole family. Our partnerships include parent development courses and workshops (Parent Institute for a Quality Education, Everyone On Digital Literacy, and a Financial Literacy workshop series ), nutrition services (Loaves and Fishes Dinner Service, Trader Joe’s, and Second Harvest Food Distribution), and Math Enrichment with Silicon Valley Education Foundation. Moreover, our LEA utilizes the assets of our internal team to host professional development for all staff, core subject team meetings, and enrichment opportunities such as student clubs and after-school enrichment programs. Our LEA offers over 12 student clubs and after-school enrichment programs where students can immerse themselves in recreational, artistic, and STEM-related topics. The foundation’s director of After School STEAM enrichment, surveys both students and families to ensure that program offerings align with the students’ needs. Most offerings are programs to which most students wouldn’t have access outside of school.

	The LEA’s focus areas for improvement in Building Partnerships for Student Outcomes align with our LCAP goals. The LEA’s LCAP goals include increasing the percentage of scholars meeting or exceeding proficiency standards in English Language  Arts (ELA) and Mathematics by 5-10% by the end of the academic year, fostering a college-bound culture by increasing the A-G completion rate by 5% each academic year, and cultivate a positive and welcoming school culture that promotes student learning in an academically and physically safe environment while maintaining a low suspension rate. 

1. To improve the percentage of scholars meeting or exceeding proficiency standards in English Language Arts (ELA) and Mathematics by 5-10% by the end of the academic year, our LEA utilizes partners Silicon Valley Education Foundation and Santa Clara University to expand our tutoring services. Over the past academic school year, our tutoring services extended its services to four days a week from three days. Additionally, the LEA partners with parents by incorporating an additional tutoring date on Saturdays before the end of each quarterly grading period. Peer mentors, teachers, and volunteer tutors all come together during these Saturday tutoring sessions to provide additional support to the students most in need. 

2. Academic counselors at our LEA are working towards more engagement opportunities with students and families to improve student A-G completion rates at our school site. This previous school year, the LEA introduced A-G and high school graduation requirements to the incoming freshman class starting in April and July, before the start of the academic school year. Our LEA is focusing on engaging our families as early as possible to prepare students for college readiness. Moreover, the academic counselors at our LEA meet with students and their families in a conference setting to go over quarterly progress for our students who are at risk of not passing a course/ fulfilling an A-G requirement. A focus area for this upcoming school year would include seeking additional opportunities for families to engage in their student’s learning, providing lessons on what a high school and college-ready family looks like, and building communication amongst teachers and families. 

3.  At the start of the academic school year, our LEA piloted the Positive Behaviors and Intervention and Supports (PBIS). PBIS initiatives include grade-level talking circles, an award system highlighting students who demonstrate Jaguar P.R.I.D.E (Pursuit of Excellence, Respect, Innovation, Diversity, and Empathy), reteaching positive behavior, and establishing different tiers for intervention. Additionally, our LEA hosts quarterly Showcases of Learning for all grade levels. Showcase of Learning is an awards ceremony where teachers give accolades and awards to students for their positive behaviors, improvements, and academic achievements.	The LEA will improve the engagement of underrepresented families by supporting families with barriers they may be experiencing when it comes to familial governance, understanding student outcomes, and methods to best support their students. Moreover, our LEA will enhance engagement opportunities to build partnerships for student outcomes by connecting with current partners to expand program and resource offerings,  hosting engagement opportunities on multiple dates and times a month to increase participation, and surveying our stakeholders. Additionally, as our LEA pilots the Implementation Plan of the California Community Schools Partnership Program, the LEA will dive into data from the previous school years to measure which programs, offerings, and resources are best aligned with supported student outcomes. Furthermore, in the initial year of implementation, the Community School Coordinator (CSC) will initially conduct a self-study of the gaps in our most underrepresented families.	Current strengths and progress in seeking input for decision-making include our ongoing communication through parent messaging applications, familial governance, and continuous search for feedback and suggestions. Essential areas of impact included our School Site Council, English Learner Advisory Committee, Monthly Cafecito with the Principals, grade-level town halls, and our LCAP forums. This past school year, our LEA engaged all stakeholders for various months to establish our most recent LCAP goals. Efforts included holding space for public comment at all governance opportunities, hosting stakeholder meetings in the evenings, going into advisory classrooms, and providing space for students to participate in LCAP surveys and continuous outreach through our mass messaging platforms. Additionally, our LEA invited students and parents to speak to administrators and personnel on a panel where they provide their input for decision-making.	Families, Students, and Faculty & Staff were primary stakeholders in sharing student experiences, and gaps, and effectively supporting our scholars to reach their high school graduation goals. Focus areas include updating all current school policies, school plans, and upcoming familial/ student governance opportunities on our websites, mass communication tools, and social media. Additionally, we would like to focus on reaching students from unduplicated student groups to assess assets and gaps further.  Finally, we would like to further identify underrepresented families as we welcome new and returning students this upcoming school year.	Our LEA operates with the understanding that teachers, parents, and students must collaborate and work together as partners to uplift the student and ensure the student is receiving a quality education and meeting their educational goals. At the start of each school year, students and families are re-familiarized with student and family expectations as community members at our LEA. Furthermore, our families are expected to be involved and decision-makers in developing the LEA’s strategic plans, expressing student needs, and understanding student progress. Our LEA will improve and reach underrepresented families by inviting families on a 1:1 basis and creating a safe space for them to ask questions, learn about their students’ current academic plans, and be lead agents in their student's academic journey. Our LEA would like to uplift these families to engage and participate in the decision-making process. Finally, the LEA will continue with ongoing duties such as following development plans, monitoring and measuring progress, assessing supplemental services, and soliciting input and feedback from our LEA community.	4	5	4	4	4	4	4	5	4	4	4	4	Met		2024-06-27	2024
43694270132274	Alpha Cindy Avitia High	3	Use of Dean's List Two-Way Communication platform, scheduled families events throughout the year, Parent Advocacy group	Higher attendance in family engagement meetings (Cafecitos, Family Conferences)	Offer multiple modes to attend (i.e. virtually, different times), review survey data to learn more about what is preventing families to attend different events	Providing Chromebooks for all students to bring home to use to complete school work, supporting families with accessing student grades via Infinite Campus, attendance in IEP meetings	Increasing attendance to give information to all families	Continuous outreach	School Site Council, multiple surveys throughout the year to collect feedback	Higher attendance in events + completion of surveys	Continued outreach	4	4	3	4	3	3	4	4	3	3	4	4	Met		2024-06-18	2024
43694274330668	Latino College Preparatory Academy	3	The LEA and The Foundation for Hispanic Education Schools collaborate to ensure families' assets and input are highlighted and recognized to build our school community. The LEA team includes its School Site Principal, Assistant Principal, Office Manager Attendance Clerk, Community Outreach Team, Positive Behaviors and Intervention Supports Coordinator, Student Life Team Members, Teachers, Counseling Team, and Social-Emotional Wellness Team. Current strengths and areas of impact include stakeholder engagement opportunities such as the School Site Council, English Language Advisory Committee, Parent and Family Town Halls, Monthly Cafecitos, and Attendance Meetings. Additionally, our LEA utilizes various methods of communication to reach families such as Weekly School Newsletters, Monthly Family Workshops, School Bulletins, Social Media postings (Instagram, Facebook, and LinkedIn), website updates, and our Parent Messaging System, Parent Square. Since piloting the Parent Square messaging system, parents, teachers, administrators, and staff have easier access to stay connected with our school community. Parent Square includes a messaging system where parents or teachers may directly message one another outside of email. Each year, the LEA hosts a series of Professional Development days to ensure that classified, and certificated staff have the necessary tools to engage with students, families, and community members.	The LEA’s primary focus areas for this past academic year include increasing the percentage of scholars meeting or exceeding proficiency standards in English Language  Arts (ELA) and Mathematics by 5-10% by the end of the academic year, fostering a college-bound culture by increasing the A-G completion rate by 5% each academic year, and cultivate a positive and welcoming school culture that promotes student learning in an academically and physically safe environment while maintaining a low suspension rate. 

1. Our LEA will focus on improvement in building relationships between school staff and families by assisting families in understanding student outcomes through family engagement opportunities and workshops. Improvements include the development of informative dialogues, workshops, and reading material through familial governance opportunities such as the School Site Council, English Language Advisory Committee, and School Town Halls). Workshops and reading materials will go over statewide testing, understanding our LEA’s dashboard, and understanding their students' individual scores. 

2. By fostering a college-bound culture, our LEA invites families to participate in all workshops pertaining to understanding the college-going experience and ways for the whole family to be college-ready. Course offerings include the Bridge to College program through the Parent Institute for a Quality Education, Cash for College Nights, and Workshops hosted by the LEA’s academic counselors. Each summer, our LEA welcomes families to our school campus for grade-level orientations. The whole family is invited to participate in these orientations where students and families are refreshed on their educational plans and focus on items pertaining to the students’ grade level, and important deadlines. Additionally, the LEA reaches our most underrepresented students by meeting with families on an ongoing basis to ensure that our students are relieved of any barriers they may be facing to be successful in school such as lack of transportation, nutrition services, and learning materials. 

3. Each year, the LEA works towards continuous improvement in cultivating a positive and welcoming school culture and environment while maintaining a low suspension rate. Our LEA maintains a clean and safe school facility to ensure that all instructional spaces are prepared for student and staff use. Following the compliant facility, our schools are equipped with all the necessary learning materials such as Google Chromebooks, books, and furniture as per the William’s Act. Moreover, families are invited to engage with school personnel to promote our familial governance capacity and allow families to build our school culture and environment.	The LEA is committed to working alongside our most underserved identified families to ensure that their students are moving towards meeting their student outcomes and being college-ready students. Engagements include individualized meetings with the student, parent, and student’s teachers. During these individualized engagement meetings, teachers have the opportunity to connect with parents and speak on the student’s assets and areas of support. Teachers, administrators, and parents utilize this scheduled meeting time to identify barriers, and assets, and create an action plan to improve student outcomes. For students and families who are not as actively engaged, our Foundation’s Dean of Attendance and Retention holds monthly Student Attendance Review Board meetings to reduce chronic absenteeism. These monthly engagement meetings are required for parents to engage on the importance of student attendance. Moreover, our LEA’s dean connects with parents to determine barriers and works alongside LEA administrators to alleviate as many barriers as possible to ensure the student comes to school.	The LEA is committed to establishing partnerships that support the current strengths and needs of our students. The LEA in partnership with our foundation (TFHE), has built over 20 local and regional partnerships that support the whole family. Our partnerships include parent development courses and workshops (Parent Institute for a Quality Education, Everyone On Digital  Literacy, and a Financial Literacy workshop series ), nutrition services (Loaves and Fishes Dinner Service, Trader Joe’s, and Second Harvest Food Distribution), and Math Enrichment with Silicon Valley Education Foundation. Moreover, our LEA utilizes the assets of our internal team to host professional development for all staff, core subject team meetings, and enrichment opportunities such as student clubs and after-school enrichment programs. Our LEA offers over 12 student clubs and after-school enrichment programs where students can immerse themselves in recreational, artistic, and STEM-related topics. The foundation’s director of After School STEAM enrichment, surveys both students and families to ensure that program offerings align with the students’ needs. Most offerings are programs to which most students wouldn’t have access outside of school.	The LEA’s focus areas for improvement in Building Partnerships for Student Outcomes align with our LCAP goals. The LEA’s LCAP goals include increasing the percentage of scholars meeting or exceeding proficiency standards in English Language  Arts (ELA) and Mathematics by 5-10% by the end of the academic year, fostering a college-bound culture by increasing the A-G completion rate by 5% each academic year, and cultivate a positive and welcoming school culture that promotes student learning in an academically and physically safe environment while maintaining a low suspension rate. 

1. To improve the percentage of scholars meeting or exceeding proficiency standards in English Language Arts (ELA) and Mathematics by 5-10% by the end of the academic year, our LEA utilizes partners Silicon Valley Education Foundation and Santa Clara University to expand our tutoring services. Over the past academic school year, our tutoring services extended its services to four days a week from three days. Additionally, the LEA partners with parents by incorporating an additional tutoring date on Saturdays before the end of each quarterly grading period. Peer mentors, teachers, and volunteer tutors all come together during these Saturday tutoring sessions to provide additional support to the students most in need. 

2. Academic counselors at our LEA are working towards more engagement opportunities with students and families to improve student A-G completion rates at our school site. This previous school year, the LEA introduced A-G and high school graduation requirements to the incoming freshman class starting in April and July, before the start of the academic school year. Our LEA is focusing on engaging our families as early as possible to prepare students for college readiness. Moreover, the academic counselors at our LEA meet with students and their families in a conference setting to go over quarterly progress for our students who are at risk of not passing a course/ fulfilling an A-G requirement. A focus area for this upcoming school year would include seeking additional opportunities for families to engage in their student’s learning, providing lessons on what a high school and college-ready family looks like, and building communication amongst teachers and families. 

3. At the start of the academic school year, our LEA piloted the Positive Behaviors and Intervention and Supports (PBIS). PBIS initiatives include an award system highlighting students who demonstrate Eagle Warrior values O.R.A.L.E (Orgullo, Respeto, Alianza, Liderazgo, and Educación), reteaching positive behavior, and establishing different tiers for intervention. Additionally, our LEA hosts quarterly Showcases of Learning for all grade levels. Showcase of Learning is an awards ceremony where teachers give accolades and awards to students for their positive behaviors, improvements, and academic achievements.	The LEA will improve the engagement of underrepresented families by supporting families with barriers they may be experiencing when it comes to familial governance, understanding student outcomes, and methods to best support their students. Moreover, our LEA will enhance engagement opportunities to build partnerships for student outcomes by connecting with current partners to expand program and resource offerings,  hosting engagement opportunities on multiple dates and times a month to increase participation, and surveying our stakeholders. Additionally, as our LEA pilots the Implementation Plan of the California Community Schools Partnership Program, the LEA will dive into data from the previous school years to measure which programs, offerings, and resources are best aligned with supported student outcomes. Furthermore, in the initial year of implementation, the Community School Coordinator (CSC) will initially conduct a self-study of the gaps in our most underrepresented families.	Current strengths and progress in seeking input for decision-making include our ongoing communication through parent messaging applications, familial governance, and continuous search for feedback and suggestions. Essential areas of impact included our School Site Council, English Learner Advisory Committee, Monthly Cafecito with the Principals, grade-level town halls, and our LCAP forums. This past school year, our LEA engaged all stakeholders for various months to establish our most recent LCAP goals. Efforts included holding space for public comment at all governance opportunities, hosting stakeholder meetings in the evenings, going into advisory classrooms, and providing space for students to participate in LCAP surveys and continuous outreach through our mass messaging platforms. Additionally, our LEA invited students and parents to speak to administrators and personnel on a panel where they provide their input for decision-making.	Families, Students, and Faculty & Staff were primary stakeholders in sharing student experiences, and gaps, and effectively supporting our scholars to reach their high school graduation goals. Focus areas include updating all current school policies, school plans, and upcoming familial/ student governance opportunities on our websites, mass communication tools, and social media. Additionally, we would like to focus on reaching students from unduplicated student groups to assess assets and gaps further.  Finally, we would like to further identify underrepresented families as we welcome new and returning students this upcoming school year.	Our LEA operates with the understanding that teachers, parents, and students must collaborate and work together as partners to uplift the student and ensure the student is receiving a quality education and meeting their educational goals. At the start of each school year, students and families are re-familiarized with student and family expectations as community members at our LEA. Furthermore, our families are expected to be involved and decision-makers in developing the LEA’s strategic plans, expressing student needs, and understanding student progress. Our LEA will improve and reach underrepresented families by inviting families on a 1:1 basis and creating a safe space for them to ask questions, learn about their students’ current academic plans, and be lead agents in their student's academic journey. Our LEA would like to uplift these families to engage and participate in the decision-making process. Finally, the LEA will continue with ongoing duties such as following development plans, monitoring and measuring progress, assessing supplemental services, and soliciting input and feedback from our LEA community.	4	5	4	4	4	4	4	5	4	4	4	4	Met		2024-06-27	2024
43694274330676	San Jose Conservation Corps Charter	3	Continue to hold events at school both during and after school events. Continue to offer parent engagement and education opportunities. As a school site we have also started to ensure that correspondence and announcements are provided in English, Spanish, and Vietnamese.	Important parent resources will be available in multiple languages. No nonsense nurture processional development opportunities will be continued in the 24-25 school year.	Student celebrations will be key in ensuring we build effective partnerships for student outcomes. Encourage teachers to participate in parent events, which will encourage families and strengthen partnerships.	SJCCCS takes a holistic approach in working with its students. SJCCCS works to build a trusting relationship with students and families first before the student even enrolls in school.

During the 2023-24 school year, staff participated in various trainings including trauma informed teaching and
no nonsense nurture. SJCCCS has stressed the importance of the Infinite Campus Family Portal as a critical tool to monitor student progress.	Continued work to engage parents with additional opportunities for parent education remains a priority. Continuing to implement Multi-Tiered System of Support with inclusive educational policies and procedures is also a priority. Continuing to build a Parent Committee is also a key focus to leverage resources in order to build stronger partnerships with parents and bridging our gaps with underrepresented families.	SJCCCS will ensure translators are available for families that speak English as a second language. Increase our translating and interpreting capabilities to include under-represented languages. Ensuring we provide both in person and online opportunities for engagement for families.	SJCCCS has multiple opportunities for parents to provide input for decision making. The school hosts monthly Parent Engagement Meetings that allow for parent feedback.	An area of focused improvement would be to increase parent participation in all parent input/participation avenues.	Ensure that events are scheduled with flexible time and options so that they are open for all. Consider developing a
parent/community newsletter site as a central place for parent information.	5	5	5	5	4	4	4	3	3	3	3	3	Met		2024-06-27	2024
43694274330726	Escuela Popular Accelerated Family Learning	3	Escuela Popular is committed to providing families with opportunities and resources to support student learning at school and at home. Various programs and events take place at a convenient time, to which all parents of students are invited to attend and encouraged to attend, to inform parents and family members of the school's goals and priorities as well as gather feedback. The school also convenes  Family Nights (5 per year) where students and teachers showcase classroom work and curriculum. Twice a year parents come to the school for Teacher and Parent Conferences in the Fall and Winter to review their student’s academic progress. All meetings are geared to the entire family and childcare is provided as needed. Annually, the school holds a Parent Workshop where speakers and training are offered to parents on how to support their student’s academic and social success and well-being. An online educational partners feedback survey is completed by students, parents, and staff twice a year during fall and spring. About 50% of families and 66% of students provided feedback during our 2023-24 feedback survey. 
We continue to use ParentSquare, Facebook, and EP’s website as communication platforms, along with three phone lines, to keep parents informed about school-wide events and classroom updates. Additionally, an Escuela Popular app was developed to provide students with access to information and services offered by the school. Moreover, a case manager was hired to support the Escuela Popular community
	Reaching out to all of our families and getting them involved in their students’ academic success is our priority. We will continue trying to reach those families with challenges to attend family engagement events.  Home visits will continue to be a practice we use based on family needs. Particular outreach and intervention services will be provided to families who are truant and identified as experiencing chronic absenteeism. During our 2023024 school year, four community presentations were provided by a social worker from truancy court who shared with parents the legal side of being a truant family. This initiative helped maintain connections with families, identify reasons for absences, and facilitate necessary referrals. To further address the issue of truancy, Escuela Popular will be opening a new position dedicated specifically to truancy prevention and support. This role will focus on helping families understand the importance of consistent school attendance and the legal implications of truancy. In addition, the truancy team will attend workshops offered by the Santa Clara of Education.	A process of individual orientation and family welcome sessions has been implemented during the school year. During the orientation process a need assessment tool was created to identify at an earlier time services needed.
This has allowed us to do early assessments of family needs and provide available resources.  A follow-up meeting with families has been implemented to prevent and identify continued needs of support. We have many families who are newcomers to the U.S. from Latin America. To ensure they receive support for their basic needs, we have established a process to connect them with legal, housing, and medical services. Additionally, Kaiser Permanente has partnered with us to provide workshops for students on stress management and mental health.
	Escuela Popular offers a family learning environment that provides educational opportunities to TK-12 grade students and their parents on one campus. Over 90% of the families are Spanish-speaking with a vast majority also being immigrant households. Some of Escuela Popular’s strengths are the wrap-around services provided on-site at the school to facilitate access to social services such as medical, advocacy, and education to all members of the family. Over 80% of the staff are bilingual and bi-literate removing language barriers to developing relationships with parents to facilitate parent involvement. Administrative support is available to meet the diverse needs of the families and students, such as the Student Support Team. No cost childcare, after-school care, medical services, referrals to local community-based organizations, free school meals, and transportation support are provided to families.	Escuela Popular will continue looking for partnerships with organizations that can provide free services to underprivileged students and continue offering the services already provided. In addition, Escuela Popular will continue trying to reach out to unresponsive families to inform them about all of the services available to them.	Outreach and services will be bilingual and at a convenient time and location  for families.	Escuela Popular is committed to engaging students, parents, and other    educational partners and integrating their feedback in the school’s decision-making process. School leaders are trained on how to build trusting relationships with all educational partners. Committees of school leaders and support staff work together to organize and develop activities and training to gather feedback and input from parents, teachers, and support staff. LCAP development is reviewed and monitored with a variety of modes for gathering input such as surveys, focus groups, whole school, and community gatherings. Priority areas are developed with goals, actions, and metrics to monitor progress. The school provides meaningful ways for parents to provide input in decision making when serving on committees such as School Site Council, English Language Acquisition Committee (ELAC/DELAC), LCAP Community Meetings.	Increasing the number of parents in providing input is our next area of improvement and how to make engagement meaningful to them within the time constraints many parents face. We would like a more efficient way to capture more meaningful feedback from parents and students to develop school priorities and monitor progress. Semiannual feedback surveys are administered every year. During our 2023-24 school year about 50% of families and 66% of students provided feedback during our 2023-24 feedback survey. More efforts will be put on the 2024-25 school year to increase the percentage of participation on our feedback survey.	Outreach and services will be bilingual and at a convenient time and location for families.	5	4	4	5	3	3	4	4	3	3	3	3	Met		2024-06-25	2024
43694350000000	Evergreen Elementary	3	The LEA (Local Education Agency) has made significant strides in fostering strong relationships between school, staff and families, leveraging various initiatives and resources. Biliterate Community Liaisons play a pivotal role in bridging communication and cultural gaps between schools and families, ensuring mutual understanding and support. Parent University for Quality Education (PIQE) serves as a platform for empowering parents with essential skills and knowledge to actively engage in their children's education.

The District Advisory Committee and District English Learning Advisory Committee provide avenues for collaborative decision-making, ensuring diverse perspectives are considered in policy formulation and implementation. School Site Councils facilitate grassroots involvement, allowing parents and staff to collaborate on school-specific initiatives and priorities.

The English Learner Advisory Committee champions the needs of multilingual learners and their families, advocating for equitable opportunities and resources. The Reclassification Ceremony celebrates the academic achievements of English learner students, reinforcing a sense of belonging and accomplishment within the school community.

Parent-teacher conferences and student exhibitions of learning offer opportunities for meaningful dialogue and engagement, fostering a deeper understanding of students' progress and achievements. Parent coffees provide informal settings for building relationships and addressing concerns in a relaxed atmosphere.

Overall, these initiatives demonstrate the LEA's commitment to nurturing partnerships between school, staff and families, creating a supportive and inclusive educational environment for all educational partners.
	The LEA has identified several areas for improvement in strengthening relationships between school staff and families. They recognize the need for better support for the Vietnamese-speaking community, including hiring more liaisons to bridge communication gaps. Additionally, they aim to enhance translation and interpretation services, particularly for Individual Education Programs, and expand language support to accommodate a broader range of languages spoken within the community.

Professional development focused on cultural awareness is also a priority to ensure that staff members understand and respect the diverse backgrounds of students and families. The LEA seeks to increase family participation in both school and district events, fostering a sense of belonging and community involvement.

Moreover, they aim to create a more inclusive environment for diverse learners, promoting empathy and understanding among students, staff, and families. This involves fostering mindset shifts that prioritize inclusivity and celebrates differences, ultimately creating a more supportive and welcoming educational environment for all.	The LEA is dedicated to enhancing the engagement of underrepresented families in the process of building relationships between schools, staff, and families. Through analysis of educational partner input and local data, they have identified several strategies to address this:

1. Tailored Support: Recognizing the unique needs of English Language Learners, Special Education Students, Students experiencing homelessness, Socio-Economically Disadvantaged, African American students, and Latinx families, the LEA will provide targeted support and resources to ensure their inclusion and participation in school activities.

2. Response to Intervention: Implementing effective Response to Intervention strategies to address academic challenges among underrepresented students, ensuring they receive the support they need to thrive academically.

3. Community Liaisons: Deploying community liaisons who serve as cultural brokers and advocates for underrepresented families, facilitating communication and collaboration between schools and communities.

4. Holistic Support Services: Utilizing services like Hop/Skip/Drive and Valley Transportation Authority to address transportation barriers, providing programs such as Building Leaders and Activists with Collective Knowledge (B.L.A.C.K. Program) to empower students as advocates, and amplifying student voices and perspectives.

5. Empathy and Understanding: Conducting empathy interviews to better understand the experiences and needs of underrepresented families, fostering empathy and cultural competence among school staff.

6. Wraparound Services: Providing wraparound services such as clothing closets for foster youth and students experiencing homelessness, partnering with organizations like Second Harvest Food Bank to address food insecurity, and collaborating with the First Five Family Resource Center to offer comprehensive support for families with young children.

7. Community Schools and Wellness Centers: Establishing community schools and wellness centers that serve as hubs for resources and support services, promoting holistic well-being and academic success for underrepresented students and their families.

8. Established Evergreen Elementary School District Special Education Advisory Committee to provide a collaborative forum for providing recommendations for improvement to the Board of Education.

Through these initiatives, the LEA aims to create a more inclusive and supportive educational environment where all families feel valued, respected, and actively engaged in their children's education.	The LEA has demonstrated significant strengths and progress in building partnerships for student outcomes through various initiatives and collaborations:

1. SST Handbook: The LEA's Student Study Team (SST) handbook provides a structured approach for identifying and addressing student needs, ensuring early intervention and support for academic and behavioral challenges.

2. Educational Partner Meetings: Regular meetings with educational partners facilitate collaboration and coordination of efforts to support student success, leveraging collective expertise and resources through Comprehensive Coordinated Early Intervening Services (CCEIS)

3. Parent-Teacher/Student-Led Conferences: Ongoing communication between parents and teachers during conferences fosters a shared understanding of student progress and goals, promoting collaborative efforts to support learning.

4. Profile of a Learner: The LEA's Profile of a Learner outlines the skills and attributes students need for success, guiding educational practices and interventions tailored to individual student needs.

5. Multi-tiered Systems of Support: Implementation of multi-tiered systems of support ensures that students receive appropriate interventions and resources at various levels of need, promoting academic and social-emotional growth for all learners.

6. ParentSquare: Utilizing ParentSquare as a communication platform strengthens home-school partnerships, facilitating timely and transparent communication between educators and families.

7. Community Schools and Wellness Centers: Community schools and wellness centers serve as hubs for comprehensive support services, addressing the holistic needs of students and families beyond academics.

8. Crisis Response Teams: The presence of crisis response teams ensures swift and effective support in times of crisis or emergency, prioritizing student safety and well-being.

9. Parent Handbook of Rights and Responsibilities: Providing parents with a handbook of rights and responsibilities promotes transparency and empowerment, fostering informed and engaged participation in their children's education.

10. Community Events: Community events such as reclassification ceremonies, cultural events, open houses, and back-to-school nights provide opportunities for families to engage with the school community, celebrate achievements, and build connections with staff and peers.

These strengths and initiatives demonstrate the LEA's commitment to fostering strong partnerships with educational partners to promote positive student outcomes and holistic development.
	The LEA has identified several key focus areas for improvement in building partnerships for student outcomes, based on the analysis of educational partner input and local data specific to the work completed through Comprehensive Coordinating Early Intervention Services (CCEIS):

1. Addressing Disproportionate Populations: Recognizing significant disproportionate populations within the student body, the LEA aims to implement targeted strategies to address disparities in access, participation, and outcomes for these groups, ensuring equitable opportunities for all students.

2. Professional Development for Special Education Teams: Providing professional development for special education teams in the area of assessment is a priority, aiming to enhance their skills and knowledge in effectively assessing students with diverse needs. This includes reviewing assessment tools to ensure their suitability for the population served by the LEA.

3. Multilingual Assessment: Ensuring that multilingual students are assessed in their primary language with appropriate assessment tools is crucial for accurate evaluation and identification of needs. The LEA will work to develop and implement protocols to ensure that assessments are conducted in the language most appropriate for each student.

4. Special Education Handbook: Developing and implementing a special education handbook will provide comprehensive guidance and resources for educators, students, and families involved in the special education process, promoting clarity and consistency in practices and procedures.

5. Implementing SST Process with Fidelity: Ensuring fidelity in the implementation of the Student Study Team (SST) process is essential for early identification and intervention for students experiencing academic or behavioral challenges. The LEA will focus on providing training and support to ensure that the SST process is effectively utilized across schools.

6. Differentiation between 504 and IEP Plans: Clarifying the differences between students who require a 504 plan and those who need an Individualized Education Program (IEP) is crucial for appropriate support and accommodations. The LEA will work to provide guidance and training to educators and families on the distinctions between these plans.

7. Providing IEP Accommodations: Ensuring that IEP accommodations are provided as written in general education settings is vital for supporting students with disabilities in accessing the curriculum. The LEA will emphasize the importance of implementing accommodations accurately and consistently.

8. IEP File Audits: Continuing to audit IEP files for accuracy ensures accountability and compliance with legal requirements. Regular review of IEP documentation helps identify areas for improvement and ensures that students receive the support they need to succeed.

By addressing these focus areas, the LEA aims to strengthen partnerships among educational partners and improve outcomes for all students, part	Based on the analysis of educational partner input and local data, the LEA has developed strategies to enhance the engagement of underrepresented families in building partnerships for student outcomes:

1. Behavior Matrix: Implementing a behavior matrix that outlines expectations and consequences consistently across schools fosters a positive school climate and encourages family involvement in promoting desired behaviors at home and at school.

2. Restorative Practices: Incorporating restorative practices into disciplinary approaches fosters communication, empathy, and accountability, encouraging underrepresented families to actively participate in conflict resolution and problem-solving processes.

3. Re-engagement Plans: Developing individualized re-engagement plans for students who have disengaged from school helps address underlying barriers and re-establish connections with underrepresented families, involving them in the process of reintegrating students into academic and social environments.

4. Community Schools and Wellness Centers: Establishing community schools and wellness centers as hubs for support services creates accessible spaces where underrepresented families can access resources, build connections, and engage in activities that promote student success.

5. Wraparound Services: Providing wraparound services that address the holistic needs of students and families, such as counseling, healthcare, and social services, ensures that underrepresented families receive comprehensive support to overcome barriers to engagement and student success.

6. Partnerships with School-Linked Services: Collaborating with school-linked services, such as mental health agencies, social service organizations, and community-based nonprofits, strengthens the network of support available to underrepresented families, facilitating access to resources and support tailored to their needs.

By implementing these strategies, the LEA aims to create a more inclusive and supportive educational environment where underrepresented families are empowered to actively participate in building partnerships for student outcomes, ultimately promoting the success and well-being of all students.
	The LEA has made significant strides in seeking input for decision-making processes, leveraging various mechanisms and partnerships:

1. Surveys: Implementing surveys allows for gathering feedback from educational partners, including parents, students, and staff, to inform decision-making across various aspects of education, from curriculum to school climate.

2. District Advisory Committee: The District Advisory Committee serves as a forum for representatives from diverse educational partner groups to provide input and feedback on district-wide initiatives and policies, ensuring that decisions reflect the needs and priorities of the community.

3. District English Language Advisory Committee (DELAC): DELAC specifically focuses on gathering input from English Language Learner families to inform decisions related to language programs, support services, and resources, ensuring that the needs of EL students and families are effectively addressed.

4. Needs Assessment: Conducting needs assessments allows the LEA to systematically identify areas for improvement and allocate resources strategically, ensuring that decisions are data-driven and responsive to the needs of students and families.

5. LCAP Community Engagement Surveys: Engaging the community through LCAP Community Engagement Surveys ensures that the Local Control and Accountability Plan (LCAP) reflects the priorities and aspirations of students, families, and community members, guiding resource allocation and programmatic decisions.

6. Safety Surveys: Administering safety surveys helps gauge perceptions of safety and well-being among students, staff, and families, informing decisions related to school climate, security measures, and support services.

7. Professional Development Surveys: Gathering feedback through professional development surveys allows educators to provide input on their professional learning needs and preferences, ensuring that professional development offerings are relevant and impactful.	The LEA has identified specific focus areas for improvement in seeking input for decision-making processes, particularly regarding input from underrepresented families and conducting comprehensive needs analyses at all sites.

Recognizing the importance of hearing from all segments of the community, the LEA aims to improve mechanisms for soliciting input from underrepresented families. This may involve targeted outreach efforts, culturally sensitive communication strategies, and creating opportunities for meaningful engagement that resonate with diverse cultural backgrounds and language preferences.

Ensuring that needs analyses are conducted comprehensively at all sites is crucial for understanding the unique challenges and priorities of each school community. By analyzing site-specific data, the LEA can tailor decision-making processes and resource allocations to address the specific needs and circumstances of individual schools, fostering equity and effectiveness across the district.

By focusing on these areas for improvement, the LEA aims to enhance the inclusivity, responsiveness, and effectiveness of its decision-making processes, ultimately ensuring that the voices and perspectives of all educational partners, particularly underrepresented families, are heard and valued in shaping policies and initiatives that impact student success.	Based on the analysis of educational partner input and local data, the LEA has outlined strategies to improve the engagement of underrepresented families in the decision-making process, particularly regarding seeking input for decision-making.

The LEA will actively involve underrepresented families in the planning and implementation of family engagement activities. Community liaisons may create committees comprised of diverse educational partners to collaboratively design activities that resonate with the needs and preferences of underrepresented families.

To ensure the effectiveness of family engagement efforts, the LEA will implement robust evaluation mechanisms to assess the impact of activities on underrepresented families. This may involve gathering feedback through surveys, focus groups, or interviews to understand the experiences and perspectives of participating families. Based on this feedback, adjustments and improvements can be made to enhance future engagement activities.

By implementing these strategies, the LEA aims to foster a more inclusive and participatory decision-making process, where underrepresented families have meaningful opportunities to contribute their input and perspectives. This approach not only strengthens family-school partnerships but also ensures that decisions are informed by a diverse range of voices and experiences, ultimately leading to more equitable and effective outcomes for all students.	4	4	4	5	3	4	5	4	4	4	3	2	Met		2024-06-27	2024
43694500000000	Franklin-McKinley Elementary	3	The Franklin-McKinley School District utilized results from the 2023-24  Family LCAP Survey, which had 986 responses to support our self-assessment of building trusting and respectful relationships with families, ensuring they feel welcome in our schools, incorporating practices that include the strengths, cultures, and languages of the families we serve, and opportunities for open communication. Based on 2023-24 LCAP Family Survey Data, the following results provide feedback on Relationship Building from the parents who participated in the survey: 

96% of families responded favorably to feeling welcome 
94% of families responded favorably to school and home communication being helpful and positive
92% of families responded favorably to the principal being available to parents this year

When Relationship Building was discussed at the District Advisory Committee meeting on March 27, 2024, parents and staff discussed current communication tools. Overall they  feel schools are welcoming but feel that we need to identify improved ways to connect with families. 

There is an expectation that our school sites communicate with families in their preferred language and provide various translation tools and processes to do so. We primarily serve English, Spanish, and Vietnamese speaking families across the District. Throughout the school year, the District will encourage school sites to celebrate culturally relevant holidays to build a sense of community for the families they serve (i.e. Lunar New Year Celebrations, Black April, Hispanic Heritage Month, Moon Festivals, etc.).	When Relationship Building was discussed at the District Advisory Committee meeting on March 27, 2024, parents and staff discussed current communication tools. Overall they feel schools are welcoming but feel that we need to identify improved ways to connect with families. 

The Franklin-McKinley School District has identified the following areas to focus on for improvement:

Communication: The analysis has highlighted the need to enhance communication between school staff and families. This includes improving the clarity, frequency, and accessibility of communication channels to ensure that families are well-informed about school activities, policies, and their child's progress.

Cultural Competence: FMSD recognizes the importance of enhancing cultural competence among school staff. Training and professional development programs will be implemented to help staff understand and respect the diverse backgrounds and perspectives of the families they serve.

Language Access: Language barriers continue to be a challenge. FMSD will continue to provide translation and interpretation services to ensure that non-English-speaking families can engage effectively with school staff and participate fully in their child's education.

Inclusive Practices: The LEA aims to promote inclusive practices within schools, ensuring that all families, including underrepresented and marginalized groups, feel welcomed and valued.  Policies and practices will be reviewed and potentially revised to address disparities.

Family Engagement Opportunities: Creating more opportunities for family engagement is a priority. FMSD will continue to organize and expand events, workshops, and activities, in collaboration with school sites, that encourage families to actively participate in school life and build relationships with staff.

Flexible Meeting Times: Recognizing the diverse schedules of families, the LEA will offer flexible meeting times, including evenings and weekends, for parent-teacher conferences and other school-related meetings.

Parent Empowerment Programs: FMSD plans to expand its Partner with Parent Institute for Quality Education (PIQE) Program that empower parents to take an active role in their child's education. This includes training on how to support learning at home and navigate the education system.

By addressing these focus areas, FMSD will build stronger and more collaborative relationships between school staff and families, ultimately creating a more supportive and inclusive educational environment for all students.	Based on the analysis of educational partner input and local data, FMSD has identified several strategies to improve the engagement of underrepresented families in the context of Building Relationships Between School Staff and Families:

Culturally Responsive Training: The FMSD will provide cultural competence and sensitivity training to school staff to ensure they understand and respect the diverse backgrounds and perspectives of underrepresented families. This will foster more inclusive and respectful interactions.

District Liaisons: FMSD employs three Spanish speaking and two Vietnamese Speaking Liaisons who are culturally competent and representative of the underrepresented groups. These liaisons will serve as a bridge between school staff and families, helping to build trust and facilitate communication.

Language Access: Recognizing language barriers, FMSD will continue to provide translation and interpretation services to facilitate communication between school staff and non-English-speaking families, ensuring they can participate fully in school activities.

Community Engagement Events: FMSD will organize community events and workshops designed to engage underrepresented families. These events will provide opportunities for school staff to connect with families in informal settings.

Flexible Meeting Times: To accommodate the diverse schedules of underrepresented families, FMSD will continue to offer flexible meeting times, for parent-teacher conferences and other school-related meetings.

Feedback: Continue to collect regular feedback, through surveys and focus groups, to encourage underrepresented families to share their concerns, suggestions, and needs directly with school staff.

Celebrating Diversity: FMSD will promote a culture of inclusion and diversity within schools, celebrating cultural heritage months and organizing events that highlight the rich backgrounds of underrepresented families.

By implementing these strategies, FMSD will continue to strengthen the relationships between school staff and underrepresented families, improve communication, and create a more inclusive and welcoming school environment. This, in turn, will support better educational outcomes for all students.	The Franklin-McKinley School District utilized results from the 2023-24 Family LCAP Survey, which had 986 responses to support our self-assessment of building trusting and respectful relationships with families, ensuring they feel welcome in our schools, incorporating practices that include the strengths, cultures, and languages of the families we serve, and opportunities for open communication. Based on 2023-24 LCAP Family Survey Data the following results provide feedback on Building Partnerships from the parents who participated in the survey: 

90% families responded favorably to having participated in school activities other than conferences or IEPs
91% of the families responded that they were satisfied with their child’s academic progress.
91% of families responded favorably that the school offers opportunities for families to help them learn how to support their child’s learning.	Based on the analysis of educational partner input and local data, Franklin-McKinley has identified the following focus area(s) for improvement in Building Partnerships for Student Outcomes:

Communication and Outreach: The LEA recognizes a need to enhance its communication and outreach strategies to better engage with families and educational partners. This may include improving the clarity and accessibility of information, addressing language barriers, and ensuring that communication channels are inclusive and responsive.

Cultural Competence and Sensitivity: The analysis has highlighted a need to strengthen the FMSD cultural competence and sensitivity. This includes continuing to provide training and support to staff and educators through districtwide Implicit Bias, FMSD DEIB (Diversity, Equity, Inclusion, and Belonging) Committee and development of the FMSD Ethnic Studies Framework to ensure staff understand and respect the diverse cultural backgrounds and perspectives of students and families.

Family Involvement and Empowerment: FMSD  intends to empower families to become more active participants in their children's education. This includes offering opportunities for family engagement, such as workshops, advisory committees, and decision-making processes. Schools will continue to offer parent education engagement programs such as Cultivating Literacy and the Parent Institute for Quality Education.

Data Utilization and Monitoring: FMSD recognizes the importance of data-driven decision-making. It plans to improve its data collection, analysis, and utilization processes to continually assess the effectiveness of partnership-building efforts and make informed adjustments.

By focusing on these areas for improvement, FMSD aims to create a more inclusive, equitable, and collaborative educational environment that ultimately enhances student outcomes and overall success.	"FMSD has conducted a thorough analysis of educational partner input and local data as part of its self-reflection process regarding ""Building Partnerships for Student Outcomes."" To improve engagement with underrepresented families, the LEA will implement the following strategies:

Culturally Responsive Communication: The LEA will develop and disseminate communication materials that are culturally sensitive and accessible to all families, ensuring that language barriers and cultural differences are addressed to foster inclusivity.

Community Liaisons: FMSD will continue to utilize District Liaisons who are culturally competent and representative of the underrepresented groups. These liaisons will serve as bridges between the school system and families, helping build trust and engagement.

Parent Workshops and Events: FMSD will organize workshops, seminars, and community events specifically tailored to the needs and interests of underrepresented families. These events will promote understanding of educational processes and opportunities for involvement.

Flexible Meeting Schedules: Recognizing the diverse schedules of underrepresented families, FMSD will offer flexible meeting times, including evenings and weekends, to accommodate working parents and guardians.

Accessible Resources: FMSD will ensure that essential resources, such as educational materials, school policies, and support services, are readily available in multiple languages and formats to enhance accessibility.

Feedback: FMSD will continue to administer surveys, to solicit input from underrepresented families, allowing for ongoing dialogue and improvement.

Community Partnerships: Collaborations with local community organizations and leaders will be fostered to create a network of support and resources that can benefit underrepresented families.

Professional Development: Training and professional development opportunities will be provided to educators and staff to enhance their cultural competence, empathy, and ability to engage effectively with underrepresented families.

By implementing these strategies, FMSD aims to build strong partnerships with underrepresented families, promote their active involvement in the education process, and ultimately improve student outcomes through a more inclusive and collaborative approach."	The Franklin-McKinley School District utilized results from the 2023-24 Family LCAP Survey, which had 986 responses, to support our self-assessment of building trusting and respectful relationships with families, ensuring they feel welcome in our schools, incorporating practices that include the strengths, cultures, and languages of the families we serve, and opportunities for open communication. Based on 2023-24 LCAP Family Survey Data, the following results provide feedback on Seeking Input to Decision Making  from the parents who participated in the survey: 

91% of families responded favorably that the school takes parents’ opinions into consideration and 91% felt the district takes parents’ opinions into consideration.
94% of the families responded favorably to being aware of the school’s goals and plans to improve the school.
 
FMSD has various advisory groups where parents have input in budgetary and programmatic decision-making. At the district level: the District English Learner Advisory Committee (DELAC), the District Advisory Committee (DAC), Special Education Workshop and the Citizens’ Bond Oversight Committee. In addition the board of education in partnership with the Superintendent and Cabinet host four Town Halls a year rotating to various sites across the district. At the site level, each school implements the required School Site Council and the English Learner Advisory Committee. In addition, several sites hold parent coffees which are less formal,  but provide parents with the opportunity to ask questions, voice concerns and express needs to the site principal. The DELAC and DAC are especially important in the development of the LCAP. Interpretation and translation is provided in Spanish and Vietnamese.	Based on the analysis of educational partner input and local data, FMSD has identified the following focus area(s) for improvement in Seeking Input for Decision-Making:

Educational Partner Engagement: FMSD recognizes the need to enhance its efforts in actively involving a diverse range of partners in decision-making processes. This includes parents, teachers, students, and community members.

Transparency and Communication: The analysis highlights a need for improved transparency in decision-making processes. FMSD  aims to enhance communication channels to ensure that educational partners are well-informed about upcoming decisions and have access to relevant information.

Equity and Inclusivity: FMSD is committed to addressing disparities in educational partner engagement. Efforts will focus on ensuring that the input of underrepresented groups is valued and that equitable opportunities for participation are provided.

Professional Development: FMSD acknowledges the importance of providing training and professional development opportunities to staff and administrators involved in decision-making to enhance their facilitation skills and ability to engage educational partners effectively.

Community Partnerships: Continue collaborations with local community organizations to strengthen access to additional resources and expertise for informed decision-making.

By focusing on these areas for improvement, FMSD aims to create a more inclusive, transparent, and participatory decision-making environment that reflects the diverse perspectives and needs of the community, ultimately leading to more effective and equitable outcomes in education.	Based on the analysis of educational partner input and local data, FMSD is working to improve the engagement of underrepresented families in the context of Seeking Input for Decision-Making. Some key strategies include:

Targeted Outreach: FMSD will continue to implement targeted outreach efforts to specifically engage underrepresented families. This is implemented by reaching out through culturally sensitive and accessible channels, including community-based organizations, non-English language materials, and neighborhood events, as well as multiple communication outreach tools (text, paper flyers, mailers, website, TV, etc.).

Flexible Engagement Formats: Recognizing the diverse schedules and preferences of underrepresented families, FMSD will continue to offer flexible formats for providing input, such as virtual meetings, surveys, and in-person sessions at various times and locations.

Language Accessibility: To overcome language barriers, FMSD will continue to provide interpretation and translation services as needed to ensure that non-English-speaking families can participate effectively in discussions and provide input.

Resource Allocation: Continue to allocate resources to support outreach and engagement efforts targeted at underrepresented families, ensuring that adequate funding and support are available.

Continuous Evaluation: Regular assessments of the effectiveness of engagement strategies will be conducted through surveys of participants and the community, and adjustments will be made based on feedback.

By implementing these strategies, FMSD aims to create a more inclusive and participatory decision-making process that ensures the voices and perspectives of underrepresented families are heard and valued in shaping educational policies and practices.	3	3	4	4	3	3	3	2	3	3	3	3	Met		2024-06-11	2024
43694500113662	Voices College-Bound Language Academy	3	In the prior year, it was difficult for staff to provide the opportunity for stakeholder engagement due to teacher and administrative vacancies. The focus was on behavior management, student safety, and teacher support. This year, Voices  was able to start the year with a fully staffed administrative team consisting of a Principal, Dean of Culture, Instructional Coach, Business Manager and Student Services Manager. The focus this school year was establishing a strong school culture and relationships with staff, students, and families. As a result, there was more communication between staff and parents about student progress, school events and attendance. The principal held Cafecitos and ELAC meetings to provide updates on the school and upcoming events, discuss LCAP goals, and give parents the opportunity to provide feedback, input, and share any concerns. There were also a variety of school-wide events for families to attend.  With a more consistent staff, parents were also able to have regular communication with teachers and personalized parent/teacher conferences. The success of our achievements can be seen in our Average Daily Attendance (ADA), which was consistently over 90% because of the greater sense of belonging and joy staff and students now feel at school.	In order to continue to build a strong school culture and relationships with staff, students, and families, the school site will focus on increasing students’ daily attendance and increasing family engagement at Cafecitos and ELAC meetings. For the upcoming school year, we have established a procedure to follow up with parents/guardians about student tardies and absences to ensure more consistent communication and provide support, if needed. Voices will also be providing more incentives to engage parents/guardians, providing more hybrid options to accommodate our working families, and providing more workshops directed specifically to parents/guardians based on their input.	In order to improve the engagement of our underrepresented families, we:
- send out communication and materials in both English and Spanish, 
- provide materials digitally and in printed form, 
- make proactive calls when needed, and
- provide office hours for families to receive support from staff. 
When families are required to do any online forms or applications, they often struggle with the language barrier, technology access, or ability to navigate the technology, so the school leadership team will assist families in completing the forms. Voices also provides translations for all of our communication, in-person events, and online events.	This year, Voices partnered with the Boys and Girls Club, Art in Action, Pacific Clinics, and various high schools in the Bay Area. The Boys and Girls Club partnership allows Voices to receive support with enrichment block and provides an expanded learning opportunity through their after-school program. This enables Voices’ students to build rapport/relationship with the staff, which contributes to greater student outcomes. The Art in Action Program is rooted in the National Core Arts Standards. For Voices’ enrichment block, we partnered with Pacific Clinics to provide parent workshops and support on-site with small groups. Pacific Clinics also provides a Social Emotional Learning (SEL) advisory to meet with middle school students (6th - 8th grade) once a week. Lastly, Voices collaborated with local high schools for exiting eighth grade students. We hosted a High School Night, where about 15 high schools tabled at the Voices campus. The event was open to all families, while targeting our graduating 8th grade students and families.	The last quarter of this year, Voices began working on our partnership with Pacific Clinics. In the upcoming school year, Voices is planning a series of parent/guardian workshops based on topics parents/guardians shared the most interest in to support their child. The topics include mental health awareness, substance and drug abuse, internet etiquette, healthy and positive relationships, and various other topics. In addition to parent/guardian workshops, the Voices team will provide families with resources and guidance on supporting their children through academic and education-based workshops. Voices is also exploring partnerships for our students focused on the performing arts.	In order to improve the engagement of our underrepresented families, we:
- send out communication and materials in both English and Spanish, 
- provide materials digitally and in printed form, 
- make proactive calls when needed, and
- provide office hours for families to receive support from staff. 
When families are required to do any online forms or applications, they often struggle with the language barrier, technology access, or ability to navigate the technology, so the school leadership team will assist families in completing the forms. Voices also provides translations for all of our communication, in-person events, and online events.	Voices biggest strength this year has been the ability to cultivate a strong school and community culture amongst staff, students and families. The meaningful relationships that have been established allowed for stronger staff retention, parental engagement, and improvement in student behaviors.	Voices hosts Cafecitos throughout the school year, where parents, families, and other stakeholders are able to share feedback, input, and suggestions. In addition to stakeholder engagement, Voices sends out a Network-wide survey to staff, students, and families. We utilize the Panorama platform to conduct the surveys twice a year and utilize the feedback and information provided from the surveys for future planning.	In order to improve the engagement of our underrepresented families, we:
- send out communication and materials in both English and Spanish,
- provide materials digitally and in printed form,
- make proactive calls when needed, and
- provide office hours for families to receive support from staff. 
When families are required to do any online forms or applications, they often struggle with the language barrier, technology access, or ability to navigate the technology, so the school leadership team will assist families in completing the forms. Voices also provides translations for all of our communication, in-person events, and online events.	3	3	4	3	4	4	4	4	2	2	2	2	Met		2024-06-25	2024
43694500123299	Rocketship Mosaic Elementary	3	In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families. Over the course of 23.24, we continued to strengthen some of our core family engagement and partnership activities including Home Visits, Care Corps and Los Dichos. We focused on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. The Care Corps program significantly expanded its caseload, supporting families experiencing severe hardship and chronic absenteeism. The Los Dichos program, which is a cornerstone of relationship building with families in which families participate in the classroom and read books to students in their home language, saw record participation and engagement from families and staff.

	In order to continue to grow in the area of building relationships between school staff and families, the school will continue to refine communication platforms and systems to deliver two way communication between staff and families in our families’ home language. Additionally, we will increase the frequency of our family survey, so our school can respond to family input in a more continuous cycle.	The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities.

	Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect. 

Our wellness and care corps coordinators partner together to analyze trends happening in our community and bring corresponding resources for students and families onto campus. Additionally, they supported a series of monthly parent workshops on a range of topics focused on providing opportunities for families to engage in their own learning around practices to support their students in school and at home, engage in their community and understand their rights and ways to advocate for their students. We also partnered with the Rocketship network and Hispanic Foundation of Silicon Valley to continue and strengthen Parent University, which delivered workshops on college readiness, parent and school partnership, positive discipline, parenting and advocacy in the community.

	In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. We will seek to increase the number of academic nights focused on our curriculum over the course of the year, providing families with increased understanding of the curriculum, resources and best practices to support their students.

	The school will invest in the engagement of underrepresented families through specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator. Additionally, the school is investing in a new communication platform that supports direct, two way communication between teachers, staff and families in the home language of the family.

	In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. In order to gain more timely input and feedback from families this year, we increased the frequency of the survey to all families, gathering information about how the school is working well for them and how we can improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.

In addition to SSC and ELAC, our campus has a campus community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.
Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. This plan will guide all Rocketship schools in the Bay Area over the next five years. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.

	In order to continue to improve in seeking input for decision making, the school will increase efforts to better inform all families of the work of our SSC and ELAC and the initiatives they are undertaking. Additionally, we will hold more focus groups with families that receive additional supportive services and have an ongoing dialogue with them to make more timely adjustments to services provided.

	The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work by reaching out to engage families of underrepresented groups.

	5	5	5	4	4	4	5	5	4	5	4	4	Met		2024-06-13	2024
43694500128108	Rocketship Spark Academy	3	In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families. Over the course of 23.24, we continued to strengthen some of our core family engagement and partnership activities including Home Visits, Care Corps and Los Dichos. We focused on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. The Care Corps program significantly expanded its caseload, supporting families experiencing severe hardship and chronic absenteeism. The Los Dichos program, which is a cornerstone of relationship building with families in which families participate in the classroom and read books to students in their home language, saw record participation and engagement from families and staff.

	In order to continue to grow in the area of building relationships between school staff and families, the school will continue to refine communication platforms and systems to deliver two way communication between staff and families in our families’ home language. Additionally, we will increase the frequency of our family survey, so our school can respond to family input in a more continuous cycle.

	The school invests in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff identify and directly partner with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities.

	Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, and other interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect. 

Our wellness and care corps coordinators partner together to analyze trends happening in our community and bring corresponding resources for students and families onto campus. Additionally, they supported a series of monthly parent workshops on a range of topics focused on providing opportunities for families to engage in their own learning around practices to support their students in school and at home, engage in their community and understand their rights and ways to advocate for their students. We also partnered with the Rocketship network and Hispanic Foundation of Silicon Valley to continue and strengthen Parent University, which delivered workshops on college readiness, parent and school partnership, positive discipline, parenting and advocacy in the community.

	In order to continue to grow in the area of building partnerships for student outcomes, the school will continue to increase parent understanding of our curriculum and how to best support their students at home. We will seek to increase the number of academic nights focused on our curriculum over the course of the year, providing families with increased understanding of the curriculum, resources and best practices to support their students.

	The school will invest in the engagement of underrepresented families through specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator. Additionally, the school is investing in a new communication platform that supports direct, two way communication between teachers, staff and families in the home language of the family.

	In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. In order to gain more timely input and feedback from families this year, we increased the frequency of the survey to all families, gathering information about how the school is working well for them and how we can improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage in the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.

In addition to SSC and ELAC, our campus has a campus community advisory group, which solicits feedback from the community including students, parents, school staff and school leaders and analyzes data on school academics, culture and student well being. The group identifies trends and gives input and recommendations on potential actions the school may take.
Lastly, we have partnered with the Rocketship network on the Regional Community Advisory Board to engage in decision making, support the creation of, and provide feedback on, Rocketship’s five year plan and annual goals and priorities. This plan will guide all Rocketship schools in the Bay Area over the next five years. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan and priorities.

	In order to continue to improve in seeking input for decision making, the school will increase efforts to better inform all families of the work of our SSC and ELAC and the initiatives they are undertaking. Additionally, we will hold more focus groups with families that receive additional supportive services and have an ongoing dialogue with them to make more timely adjustments to services provided.

	The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work by reaching out to engage families of underrepresented groups.

	5	5	5	4	4	4	5	5	4	5	4	4	Met		2024-06-13	2024
43694500129205	KIPP Heritage Academy	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.

We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are
encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.

KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.

KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.

The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 81% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.	KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid
communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):

• Assume good intentions, and approach all families as partners who want the best for their children.
• Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.
• Invite parents or guardians to share information about family cultures and traditions.
• Recognize and respect differences in family structures.
• Recognize the role that identity and background may play in shaping relationships between teachers and families.
• Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.
• View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 81% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of
contact to engage all parents/guardians.

Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.

KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the
development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.

KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families.
Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	Parent involvement in decision making at KIPP is demonstrated in multiple ways.

The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent
surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.

The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.

KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	4	4	4	4	4	4	4	3	3	3	4	3	Met		2024-06-11	2024
43694500129247	ACE Esperanza Middle	3	Student-led conferences are one of ACE’s greatest strengths to build community and communication between staff, students, and their families. During the 2023-24 school year, ACE held week-long conferences using a minimum day schedule to provide flexibility to families who may not have otherwise been able to attend.

Cafecito and Parent Leadership Team meetings are held monthly to give families direct access to school leadership where they receive updates on the latest school events and news. These meetings also allow parents and families to raise and address any concerns they see in the ACE community.	The majority of ACE’s low-income families have been historically marginalized and may lack the resources and knowledge to voice their concerns to school leaders or other persons in power. It has always been ACE’s mission and vision to serve families by intentionally building a Culture of Optimism and cultivating a sense of belonging for many of its families that have never felt a part of a school. ACE strives to create strong relationships with those families who cannot attend school events due to their work schedules.	As described above, ACE is working to engage underrepresented populations through its monthly Cafecito meetings, monthly Parent Leadership Team meetings, and student-led conferences. ACE will ensure that each family receives at least two outreach attempts to invite them to participate in school activities that foster strong relationships between the school and families.

ACE also participated in the County’s Project to Inspire cohort where ACE parents and staff had the opportunity to collaborate with other districts and charter school networks in the county to further parent engagement practices. Through this partnership, ACE learned about an opportunity to continue our learnings and was accepted into the Community Engagement Initiative’s Cohort III Peer Leading and Learning Network through California Collaborative for Educational Excellence (CCEE) where we are working on creating a parent engagement plan alongside several other districts. The participants include community engagement staff, parents, students, and county staff members to continue this work of building relationships.

Another way we are working to improve is by making a concerted effort to guarantee that our charter school network is reflective of the communities we serve. Given San Jose’s large Vietnamese population, we have worked to recruit more Vietnamese students at our school sites and make certain that our schools are creating a welcoming environment that is culturally responsive for all of our families. It’s important that all ACE families know and understand that there is someone within their school community who looks like them and can speak their language. Ultimately, we are committed to break cultural and language barriers throughout our network.	Student-led conferences are one of ACE’s greatest strengths to build partnerships with families to improve student outcomes. During the 2023-24 school year, ACE held week-long conferences using a minimum day schedule to provide flexibility to families who may not have otherwise been able to attend. Our goal is for students to recognize that they have their own voice and choice in their pursuit of academic success. Students participate in weekly goal setting through their College Seminar course and are encouraged to own their academic growth. Using their goals and other measures of academic success, ACE prepares its students to discuss their growth with their parents. Parents are then able to walk away with a concrete understanding of where their students are and what their growth areas are. We ultimately want to encourage our families to continue these conversations within their home environments and be their biggest supporters throughout their academic careers.

Families also learn how to support their child at home during Cafecito meetings. Cafecito agendas include professional development for families to help them understand the academic program, social emotional supports, and Multi-Tiered System of Supports offered at ACE. Other topics covered include school culture, academic progress, ways to support their students, information about resources to support meeting basic needs such as food security, immigration rights, and ELD support. Time at Cafécitos is also devoted to ensuring families understand the importance of goal setting, growth measures, and how these translate into their homes.	Through annual parent surveys and the pandemic, we have come to realize that many of our families lack the technology and/or digital literacy to access their student’s online platforms, such as Google Classroom for assignments and PowerSchool for grades and attendance. Additionally, we provide opportunities for learning during our orientation, Back to School nights, Cafecitos, handouts, and other communication methods to ensure that our families have the skills to support their student’s academic success.	ACE has modified its approach to student-led conferences to ensure that we achieve our goal of 100% parent and guardian participation. Schools closed for a week to ensure families were available to participate their child's student led conference and that parents have ample time and days to attend conferences. If any families are unable to attend our allotted times, they will receive a home visit at their location and time of choice. We want to guarantee that our families are well-informed about their student’s progress, know how to support at home, and can build a trusting relationship with school staff about student success.	ACE has invested in a broad program to engage and involve families. ACE’s Director of Community Engagement and with the support of the Parent Organizer and Deans of Culture and Community Outreach ensures families have access, input, and space to advocate for student and family needs in Cafécitos, student-led conferences, college readiness workshops, parent panels, family inclusion on hiring and decision-making committees, and continued development of the parent and community ambassador programs. The hope is to lead families of all subgroups to be represented and empowered in being full partners in their child’s education, resulting in higher levels of optimism and college-readiness as expressed in the annual survey. In ACE’s spring 2024 family survey, families overwhelmingly responded favorably to questions related to their school connectedness and sense of belonging. Through ACE’s Community Ambassador program, parent leadership groups, and monthly Cafécitos, ACE provides opportunities for parents and families to access information and provide feedback on key issues to school leadership. ACE’s Community Ambassador and Parent Leadership programs teach and assist parents and families in developing leadership and advocacy skills to ensure schools are meeting the needs of families and students.

Furthermore, our parent leaders are trained to facilitate meetings with administrators when an issue that impacts ACE families arises. Some examples of these issues have been school culture, traffic control, and improving communication. We want our parents to understand that their voices are heard and that they have direct access to any administrator, from the principal to the CEO. Through this intentional work of building relationships, many of our parent leaders have personal relationships with several administrators at their school sites as well as the central office.	ACE Esperanza would like to increase the number of parents who participate in the annual survey. In 2023-24, only 37% of families participated in the survey. Next year, the school will publicize how the feedback from this year’s survey was used to make decisions to let families know that their feedback is truly valuable to the decision-making process.	ACE serves families and students who may be initially resistant and suspicious of partnering with their school and each other. ACE understands that this issue is further exacerbated by language barriers, cultural norms, immigration statuses, etc. that lead to a lack of access to information, including how to get involved with their school communities. We recognize that we must continue to reach out to our most vulnerable and disengaged families to seek input from all of our families and not just the families who are already engaged. We will seek to improve engagement by focusing on home visits, direct one to ones, and utilizing various methods of communication to work towards having 100% parent participation throughout our network.	4	3	5	5	3	2	3	4	4	4	3	3	Met		2024-06-18	2024
43694680000000	Fremont Union High	3	In a community survey conducted in May 2024, the FUHSD continues to be viewed favorably and rated positively by
most, and the high schools’ quality education and reputation remain the District’s top attributes.
Each school site implements parent engagement goals through their WASC Action Plans and increased efforts to
reach out to communities that have traditionally been less engaged.
Each school site and program continues to make progress in developing the capacity of staff (i.e. administrators,
teachers, and classified staff) to build trusting and respectful relationships with families. This includes the importance
of maintaining communication and providing professional development that focuses on building and maintaining
positive relationships.
In support of creating welcoming environments for all families in the community, parent orientation programs are
implemented and Back to School Night activities include an orientation for parents of newcomer English Learners.
Outreach to students and families also occurs through Latino mentor programs, Los Padres, Korean Parent
Association, and Bilingual Committees and English Language Advisory Committees (ELAC) which provide outreach
to families in their native language, including Mandarin, through student and parent mentors.
Students and families who are homeless receive support coordinated by District Office administration and the
Educational Options School Counselor with a connection to each school site/program. Supports for students who are
foster youth are coordinated by the School Counselor at Educational Options with ongoing communication to each
site.

The District continues to provide support staff to learn about each family’s strengths, cultures, languages, and goals
for their children. Programs and practices continue to be viewed through an equity framework that was designed
through coordination with educational partners. Aspects of the framework in support of equity and excellence are:
inclusivity, action for growth, rigor, development and wellness, and empowerment and agency.	Progress is being made in developing multiple opportunities for 2-way communication between families and
educators. This includes an effort to reduce education-ese from communication as well as to provide translation of
school documents. Each site has staff members in place to support verbal and written translation of materials and
presentations in Spanish and Mandarin. A range of events are held for students and families who are new to the
District, in particular for those who are new to the U.S. educational system. Presentations to parents regarding
guidance information including course selection and college planning are held in multiple languages as needs are
identified.
A focus area for improvement is to expand opportunities for staff to learn about each family’s strengths, cultures,
languages, and goals for their children and to strengthen outreach to and input from families of Hispanic and African American background, families and students who may be homeless and students who are foster youth.	During the 2023-24 school year the district will engage in listening sessions including direct outreach to families of
students who are of Hispanic and African-American background, homeless and foster youth.	The FUHSD continues to implement professional learning and support to teachers and principals to improve our
school’s capacity to partner with families and provide them with information and resources to support student
learning and development in the home. Information about student learning is offered through avenues such as
Guidance Nights. Families are invited to events such as a parent panel on post-high school options, financial aid,
and guidance presentations. Development offerings include an 8-week course on Strengthening Families and a oneevening course on substance abuse in both Spanish and English. Through a partnership with Rebekah Children's
Services, the District provides Power of Positive Parenting workshops.
Our PTSAs provide presentations for families in the areas of college planning and parenting supports. The FUHS
Foundation continues to provide a Parent Resource Network. The purpose is to have a centrally located list of
resources and an organized series of parent education offerings, to improve effectiveness and efficiency in parent
education delivery and address equity across the district.
The District is in our sixth full school year of a partnership with Santa Clara County Behavioral Health to implement
School Linked Services. This resource has been particularly helpful in providing support to our underrepresented
students and their families. Funding was provided to purchase books related to parent education in order to create
lending libraries. During the 2023-24 school year, Fremont High School continued for a fifth year in a partnership with
Seneca Center Family of Agencies to provide wraparound service to identified students. Prevention and Early
Intervention services were offered for a third year at Cupertino High School and Homestead High School. Provision
of community-based services such as mental health continue in coordination with Care Solace. Access to live
support is available 24/7 in a variety of languages.
School Linked Services and information about District complaint procedures have provided support to families to
understand and exercise their legal rights and advocate for their own students and all students. The District is
committed to transparency and community input to make sure it is serving as a good neighbor and an involved
community partner. The District believes that the quality of the educational program can improve through listening to
complaints, considering differences of opinion, and resolving disagreements through an established, objective
process. Parents, students, and community members are encouraged to report problems, share concerns, or offer
suggestions to the District.
	The District continues to increase avenues for teachers to meet with families and students to discuss student
progress and ways to work together to support improved student outcomes. Efforts include a Learning Management
System, Schoology, to support the importance of direct communication from teacher to parent, Student Study Team,
and Student Attendance Review Team.
Progress is being made in developing multiple opportunities for 2-way communication between families and
educators. This includes an effort to reduce education-ese from communication as well as to provide translation of
school documents. Each site has staff members in place to support verbal and written translation of materials and
presentations in Spanish and Mandarin. A range of events are held for students and families who are new to the
District, in particular for those who are new to the U.S. educational system. Presentations to parents regarding
guidance information including course selection and college planning are held in multiple languages as needs are
identified.
A focus area for improvement is to expand opportunities for staff to learn about each family’s strengths, cultures,
languages, and goals for their children and to strengthen outreach to, partnership with, and input from families of
Hispanic and African-American background, families and students who may be homeless and students who are
foster youth.	During the 2024-25 school year the district will strengthen outreach to, partnership with, and input from families of
Hispanic and African-American background, families and students who may be homeless and students who are
foster youth.	FUHSD LCAP Goal 4 states that students, parents, staff, and other educational partners will have a variety of
opportunities to learn about and give feedback on school and District priorities, expenditures, and programs. The
District has developed a strength in building the capacity of and supporting principals and staff to effectively engage
families in advisory groups and with decision-making in coordination with supporting family members to effectively
engage in advisory groups and decision-making. Parents and the community are engaged through a variety of
opportunities including Principal coffees, Parent Teacher associations (PTA, PTSA, Los Padres, and Korean Parent
Association), school and District English Language Advisory Committees (ELAC), School Site Council, and booster
clubs. District committees including the Community Advisory Committee on Enrollment, the District Wellness Council,
and the Community Oversight Committee for Bond Programs are additional ways that parents are able to contribute
to District-level discussions and decisions. Parents of students with disabilities are provided opportunities for input
and learning through the Special Education Local Plan Area Community Advisory Committee.
Since the spring of 2017, the Board of Trustees has held Board Office Hours at school sites on a rotating basis in
order to reach further into the community and provide a more informal setting for parents and community members to
speak with them. Trustees are regularly present at community events such as Tournament of Bands, Sunnyvale
State of the City, and Cupertino Fall Festival.
	The District is making progress in providing all families with opportunities to provide input on policies and programs,
and implementing strategies to reach and seek input from any underrepresented groups in the school community.
Examples include the Community Advisory Committee on Enrollment and Community Trustee Area Districting
Committee making recommendations to the Board of Trustees.	The District Family Engagement Committee is comprised of parents, including those who are raising students with
disabilities, and staff representatives from all five school sites and several District administrators. A focus area for
improvement is to continue opportunities for input on policies and programs including efforts to seek input from
families of Hispanic and African-American background, families and students who may be homeless and students
who are foster youth.	4	4	4	4	4	4	4	3	5	5	3	3	Met		2024-06-18	2024
43694840000000	Gilroy Unified	3	School sites have worked to increase family engagement in a variety of ways. GUSD and many school sites held family resource fairs to connect families to District and community resources.   Free fingerprinting services were offered to remove barriers to volunteering opportunities.  Family engagement events such as:  parent workshops, and family art or science nights were offered at most sites. 
Family participation with site and district committees such as: the District English Learner Advisory Committee (DELAC), English Learner Advisory Committee (ELAC), and School Site Council (SSC) has continued to increase slowly.
	For the 2024-2025 school year, there will be increased opportunities  to fully implement parent involvement plans and site activities and events that engage families in the school at all sites in the district.  

In addition, the district will continue to train site staff and all administrators in addressing issues of equity and bias with the goal of establishing a supportive environment for all students and families. 

While the district’s previous  LCAP survey indicated that a high number of parents feel welcome in the school environment, we will continue to focus on creating a sense of welcoming and belonging to ensure that all families, particularly underrepresented groups, feel included in all aspects of their student’s educational program. While survey results were positive, community input sessions indicated that Parents would like to see better customer service, that parents would like to see more workshops on social-emotional learning and other relevant topics throughout the school year, and that parents feel frustration with elementary pick-up/drop-off. 

There is ongoing collaboration between the school district and Community Based Organizations to identify and meet the needs of students/families. Surveys have been shared with students and parents throughout the course of the school year to gather input on the needs of families. 
	While the district’s previous  LCAP survey indicated that a high number of parents feel welcome in the school environment, we will continue to focus on creating a sense of welcoming and belonging to ensure that all families, particularly underrepresented groups, feel included in all aspects of their student’s educational program. There is ongoing collaboration between the school district and Community Based Organizations to identify and meet the needs of students/families. Surveys have been shared with students and parents throughout the course of the school year to gather input on the needs of families.	The district partners with various community agencies to provide direct support to high needs families, including counseling services for students and families, parent workshops, and other health resources. This year, the district partnered with Catholic Charities to conduct outreach and focus group sessions to families of foster, migrant and McKinney Vento students. The families provided input regarding their specific needs, and the district is developing plans to address those needs with resources, linking families to services, and providing workshops.	All elementary and middle schools hold parent conferences every fall to ensure parents and teachers have the opportunity to discuss student progress and ways parents can support their students. 
	There continues to be a need to support schools and teachers to partner authentically with parents, particularly underrepresented families.	The district used a variety of venues and opportunities for families to engage in the decision-making process for the LCAP.  The district made a concerted effort to increase the response rates on the various surveys used. This effort was successful with some schools receiving a response rate of 90% or higher for students and staff and over 60% response rate from parents/guardians. 
	The District and school sites will continue to focus on creating welcoming and accessible committee meetings including the District English Learner Advisory Committee (DELAC), Superintendent/Parent Advisory Committee (SPAC), School Site Councils (SSC), staff and Parent Club groups from each site and Parent Advisory Council (Migrant). These meetings are designed deliberately to encourage families to access and engage in the major points of the LCAP and other funding sources and grants, and reflect on the specific actions the district has taken.	There is still a need to ensure that a larger representation of underrepresented families and groups are involved in these decision-making processes. An additional focus will be placed on increasing family involvement and engagement to support the LCAP input and decision making processes.
	3	3	3	3	3	3	3	3	3	3	3	2	Met		2024-05-30	2024
43694840123760	Gilroy Prep (a Navigator School)	3	The last few years have provided numerous challenges for students, families, and staff including pandemic related losses, weather related damages and issues, and long term social emotional learning and academic losses.  To address these hurdles and to provide necessary support to the greater Navigator family, numerous programs have been put into place with others ongoing. 
Support has included resource fairs, assistance for food and housing insecure families, after school intervention for students, home visits for chronically absent students, community events, and active ParentSquare communications. 
This multi-pronged system of support has evolved since students have returned to in person learning but the foundation of these relationships has led to families feeling more connected to the schools and organization.  

	Increasing community and family involvement has and continues to be an area of focus.  An acknowledged area of growth is the expansion of community celebrations and opportunities to highlight the incredible contributions, both current and historically, of our local community members.  Navigator needs to be able to create pathways for simultaneous educational excellence and family engagement and support.	In addition to expanding outreach efforts to recruit more students who qualify for Free and Reduced Lunch,  Navigator Schools prioritized providing additional resources for families, especially underrepresented families.  This process will allow Navigator to truly engage the community in efforts to provide extra services and support they need.	Students at Navigator schools are as committed to achieving their goals as their teachers. Students track their progress on blended learning programs, are celebrated for growth and achievement, and stay for academic intervention programs if they are not reaching their goals. Families have access through the Illuminate Parent Portal to immediately access their child's academic progress. Parents also complete an annual family engagement survey which gauges, among other things, their understanding of their child's academic goals.	Ensuring students are ready for the rigors of high school after they leave Navigator schools is an area of growth. In order for this activity to be successful, families, staff, and students will need to work together on a path forward.  Site staff will work closely with the local high schools to provide reciprocal opportunities for students to both explore what is in store in high school while also continuing to access support from Navigator staff.	Ensuring all sites have numerous bilingual staff members available to answer parent questions and provide important updates ensures students and families feel supported and able to access the support they need.  Navigator will continue to provide home visits for students who are not staying engaged or needing additional support.  
The community schools coordinator/attendance specialist will also work with partners to create tutoring centers, after school support services, and college counseling services for students.  These activities will help to engage scholars and families. 
	Navigator has consistently been proactive in obtaining stakeholder input through surveys, family town hall meetings, staff meetings, Director and Chiefs weekly meetings, cross site meetings, and daily site huddles.  Between formal feedback surveys to quick poll everywhere check-ins, Navigator employes numerous tools to solicit input.	Formalizing a plan for how to formally collect and share data with the leadership team is an area to improve.	Spelled out in the various site charters is the number of ways families can be involved in the governance of the school. These include, but are not limited to: parent representative seat on the Navigator Schools Board of Directors, School Site Councils, parent coffees, LCAP advisory meetings, and parent club. Additionally, annual engagement surveys are conducted with any satisfaction score under 80% being highlighted for action steps. These surveys are reviewed by the directors to enable an organizational lens on parent voice and engagement.	4	4	4	5	4	3	4	4	5	5	3	4	Met		2024-06-17	2024
43694920000000	Lakeside Joint	3	Lakeside JSD has developed several opportunities to build and maintain strong relationships between families and school staff. The school currently has several successful communication streams that connect families with the school and provide important information about special events, policies, and ways to engage and keep families
included in the school community. The school uses digital translators for our ELL students and provides human translators during parent conferences and meetings between staff and families of ELL students. The LJSD has developed multiple opportunities to engage and include families in school affairs and informational meetings, e.g.: Town Hall meetings, 2nd Cup of Coffee, The Foundation meetings/email/newsletters and flyers, and a newly implemented parent induction program for parent volunteers.	Lakeside school’s primary focus is on improving parent school communications and engagement, especially of the underrepresented families and those heretofore unengaged with the school.	The Lakeside Principal has identified families who are underrepresented as participating in community events and activities and has begun to individually reach out to these families and both invite them to participate more and engage in school events and activities as well creating goal setting conversations with these families with her personally to build connections and develop relationships. Lakeside School developed a voluntary Parent Engagement Coordinator (the specific person had to be relieved of this duty for inappropriate and unprofessional conduct, which led to two parents agreeing to co-lead this role that became known as the FACT: Family And Community Team), position whose primary focus is to effectively connect with the broad parent community, communicate, and create multiple events and opportunities for our parent community to engage directly with the school in general and the classroom level specifically.	The school and district have developed a number of activities to support parent involvement and engagement in the school, beyond just volunteering within the classroom. The parent Induction Program has been very successful in engaging a high percentage of our families in the process of volunteering within the school day and events off site. Weekly School, District, and Foundation email blasts, providing human translators at parent meetings and teacher/parent conferences has been beneficial and supportive of parents who first language is not English. Previous to the Pandemic, the District implemented Classroom Conversations monthly connecting parents with their classroom teacher and principal in conversation about the classroom that also provided parents attending with the opportunity to also ask general or broad questions concerning their students.	Lakeside School will focus on creating consistent and effective communication structures that foster strong home- school connections. Lakeside School will also endeavor to provide more meaningful communication between home- school, specific to student achievement and progress towards goals. Lastly, Lakeside is focused on providing parents opportunities to better understand and familiarize themselves with the CCSS, assessments, and curriculum used throughout the school year.	"Lakeside School Administration is intent upon renewing these conversations between teachers and parents in a group setting with 
 he principal (""Classroom Conversations""). The school continues to be challenged to have more regular engagement and participation within the school and school events by those parents who speak a first language that is other than English. This will be one of the areas of focus and improvement for the voluntary Parent Engagement Coordinator."	Current communication streams and information sharing/gathering\ community events remain very successful with the broader community but is still a challenge to engage more of our ELL families in those events and increase participation. Lakeside School is currently seeking to re-institute a voluntary Parent Engagement Coordinator, or expanding the current FACT leaders scope and capacity for this broader need of engaging parents.	Lakeside school has no plan for changes, additions, or improvement to its current practice of seeking input regarding decision-making other than to create higher engagement or greater numbers of families involved in the existing opportunities to provide decision making input through its voluntary Parent Engagement Coordinator or the FACT leaders.	The school is developing several committees within the community that provide guidance and decision-making to the school and district and seeks to engage a broader membership of the parent community. Lakeside School has for the second year in a row, created a volunteer parent engagement coordinator whose focus, amongst several elements, is to create connections and opportunities for engaging our underrepresented families more effectively and more consistently.	3	3	3	2	2	2	4	4	2	3	3	2	Met		2024-06-27	2024
43695000000000	Loma Prieta Joint Union Elementary	3	"Based on the staff California Healthy Kids Survey (CHKS), the data revealed that our staff feels that their work environment is safe and that they have solid rapport with both their students and families.  The student CHKS survey confirmed the teachers' feelings toward students.  The student data showed that they have a connection with adults on our campus.  In addition, we also annually ensure that each child knows who their ""trusted adult""."	Based on the LCAP listening campaigns, we heard clearly that our district needs to continue to provide parent education events to help info our parents on current trends in our district and education.  To this end, we offered several Parent Ed Nights on topics such as Fentanyl, math placement, and social media awareness.  In the 2023-24 school year, we also offered quarterly Special Education Parent Nights to help provide trainings, create an understanding of SpEd processes, and meet new SpEd staff.  In addition, we were able to provide (on an hourly basis due to budget issues) a bilingual Community Liaison to assist our English Learner families to access school information.  Beginning in 2024, we hired a new school secretary who is bilingual to support our Hispanic families better.	With the introduction of our new Communication Management System and its associated ThirllShare feature, we have been able to push out more immediate notifications of ways for parents to be involved and informed of school activities, volunteer opportunities, student progress reporting, district programs, and student/family support services. This includes, but is not limited to, welcoming new families (including families with limited English proficiency), routine parent education events, and superintendent/Board chats on topics of interest to parents. In addition, we want to continue our Special Education Parent Nights for our SpEd families.  We continue to have much success in building a positive school culture through our district-wide Families Program. The size of our district allows us to provide individualized support for our families and students in each of the areas noted.	Our district continued its partnership with our local county office of education to gain access to DataZone which allows us to routinely monitor multiple indicators of student success. DataZone also allows us to easily disaggregate for under-represented student groups and create intervention groups for students at risk such that we can provide additional time and support for students and make progress information readily available for parents. We have made a concerted effort to partner with all members of our school community – teachers, support staff, administration, parents, and community partners - to build a Mountain Strong community through the use of our new Families model. Our School Site Council and Home and School Clubs are serving as key leaders in identifying parent education needs and opportunities.	Based on LCAP feedback and input from our various parent groups, our community wants us to continue to offer Parent Education events.  In 2023-24, we offered several nights on topics such as Fentanyl use, social media, and math placement process.  In addition, this year, we offered Special Education Parent nights quarterly.   We also continue to offer monthly Board chats in which our parents and staff could meet in a more informal setting with 2 Board members and the superintendent to discuss any topic that they wanted.	We took the opportunity when hiring for a new school secretary to select a bilingual candidate to support our Hispanic families with navigating the school environment.  In addition, we will continue to support our Community Liaison (on an hourly basis) who supports our English Learner families.	Our committees are back to full strength and holding in-person meetings which help to improve the discussions had in these meetings.  We  also offer a hybrid option for those families that need the flexibility to attend these meetings remotely.  We also generally survey parents after our parent education events to help us with our Continuous Improvement cycle.  For staff, we also survey them after PD opportunities to see what we should offer for follow up training.  We created a Staff Professional Development Committee to allow staff voices into the planning process for the subsequent year's PD events.  This creates a higher level of ownership at the time of the PD events.	Our 3-year Strategic Plan for the district includes a Community Engagement area aligned with LCAP State Priority #3 – Parent Involvement. The months-long plan development process and recommendations for improvement included all members of the Loma school community including, but not limited to, parents, teachers, support staff, students, parent groups, key community partners, and administration.  Their feedback provides the rationale for our specific strategic actions which include outreach, parent education, Superintendent chats, etc.  Our success indicators include monitoring parent participation rates in school/district sponsored engagement activities with the goal of increasing meaningful parent participation, including underrepresented families. The Superintendent has convened significant advisory groups which include parent and community representation: Budget Advisory Committee, Bond Advisory Committee, and the Parcel Tax Oversight Committee.	We continue to be deliberate while recruiting for parent/community positions on our various committees that each committee has a diverse and unique group of parents and staff.  We try to ensure that we have EL representation; SpEd representation; and a balance of gender and races inclusive of all voices.	5	5	4	5	4	5	5	5	5	5	5	4	Met		2024-06-12	2024
43695180000000	Los Altos Elementary	3	The LEA has a variety of committees comprised of engaged parents and staff to seek input and build relationships.   Principals and teachers send home regular newsletters and updates and there are a variety of ways parents are welcomed on school sites.	Based on feedback from parents, the LEA could improve communications especially streamlining communication.	The LEA will work with principals and our family engagement coordinator to engage more underrepresented families in our committees and to support them feeling welcomed on campuses.	The LEA views parents as true partners, and communicates regularly about student outcomes, especially on progress and when a student needs additional support.	In the coming year, the LEA will focus on building improved partnerships with families around the issue of reducing chronic absenteeism.	The LEA will utilize our bi-lingual family engagement coordinator to support engaging underrepresented families.  In addition, the LEA is developing tiers of support for students to support student achievement, behavior including attendance and social emotional learning.	The LEA provides a vast number of opportunities for educational partners to provide input. It facilities input sessions and administers surveys. It also utilizes informal communication to check in with parents on concerns.	A goal for the next year is ensuring that we continue to have a cross representation of staff and parents participating on district committees and in school site events.  Our LCAP goals 2 and 3 address this need.	A goal for the next year is ensuring that we continue to have a cross representation of parents including underrepresented families participating on district committees and in school site events.  Our LCAP goals 2 and 3 address this need.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-10	2024
43695260000000	Los Gatos Union Elementary	3	LGUSD offers many opportunities to build relationships between school staff and families. Our active Home & School Clubs, as well as our Education Foundation, serve as a conduit for this relationship building. LG One Community hosts many events at the sites to help families connect to the schools. LGUSD also regularly offers many parent workshops on many topics ranging from drug/alcohol abuse, anxiety, ADHD, and many more. DELAC also offers an opportunity for families of English Learners to connect with each other, as well as for families to learn more about how they can support their children as they learn English.	LGUSD strives to improve relationships between school staff and families. We held several family focus groups this year to learn more about what we could do better. Families shared ways they would like to be included. We will work with our Home/School Clubs to implement some of their ideas. We will also work with site leaders to find ways to be more inclusive of school events.	LGUSD has remained committed to providing professional learning opportunities for staff along with parent education sessions. Focus areas for the district during the past year have been on equity and inclusivity efforts, as well as differentiation and student engagement through project-based learning, STEAM, design thinking, literacy, and social-emotional learning. Professional development opportunities for teachers/staff, as well as parent education, have been provided in these areas.  We will continue to leverage our DELAC meetings to connect with the families of our English Learners. We also launched our Climate and Culture Committee and hope to engage more families, including those of our underrepresented community. In 2022-23, LGUSD launched a Climate and Culture Committee, a group of parents/guardians. community members, and LGUSD staff working to address climate and culture on all five school sites. This group met 4 times during the 2023-2024 school year (11/28, 1/31, 3/27, 5/29). We plan to five meetings during the 2024-2025 school year.	LGUSD is committed to partnering with the community to strengthen student outcomes. Parent conferences are offered twice a year at the elementary sites. During these conferences, parents/ guardians are able to chat with the teacher about their child's progress and academic/ behavioral needs. All of our elementary and middle school sites host an Open House to showcase student progress. Parents/guardians are also able to meet with teachers by request.	We are working to increase and improve our communication utilizing our data reports from Acadience and iReady. This is a focus for us in 2024-2025.	LGUSD plans to utilize the DELAC meetings to provide information to families on how to support their children, as well as how to prepare for the parent conferences. We also plan to provide our families who are SED with additional resources for summer reading. Additionally, we will utilize our ELOP offerings to improve our engagement with our underrepresented families. Finally, we will continue to utilize our Climate and Culture Committee to engage our underrepresented families.	LGUSD has made extensive efforts to seek input for decision making. LGUSD utilizes both surveys and focus group meetings to gather input from the community.  The district views multiple methods for gathering feedback as the most effective way to collect and synthesize information. The same strategies (focus groups meetings and surveys) are used to gather input from the LGUSD staff. The survey results are reviewed by district administration and shared with the Board of Trustees to inform decision making and the district's strategic plan.	The district will continue to improve communication and offer opportunities to contribute to the decision-making process by sending information out in a variety of formats and by specifically reaching out to underrepresented families. LGUSD would like to see an increase in the number of responses to surveys.	LGUSD will do more outreach to encourage participation in DELAC meetings.	5	4	4	5	4	4	4	5	5	5	5	5	Met		2024-06-05	2024
43695340000000	Los Gatos-Saratoga Union High	3	In 2023-24, LGSUHSD conducted parent and staff climate surveys through the California School System for the second time. The district’s response rate and survey results were higher than the Santa Clara County average. At Los Gatos High School (LGHS), 79 percent of parent respondents agreed or strongly agreed with the statement “Parents feel welcome to participate at this school.” At Saratoga High School (SHS), 89 percent of parent respondents agreed or strongly agreed with the same statement.

The district also continued to publish its biannual report to the community, which is mailed to all postal addresses in the district, and to distribute a monthly district email newsletter, which is sent to subscribers and posted on social media.

LGSUHSD is also home to more than 20 school-connected organizations that raise hundreds of thousands of dollars and volunteer thousands of hours in support of academic programs, athletics, performing arts, and extracurricular activities.

Significant work remains to be done, though. Families of English language learners, Hispanic students, and recent immigrants are underrepresented in parent groups. The English Learner Advisory Committees convened during 2023-24 for the first time in several years.	During the 2023-24 school year, the District engaged in an in-depth strategic planning process that established four focus areas for District work, including Area 4: Strategic Family/Community Alliances & Leadership. Within this focus area, the District established two goals related to improving relationships with families:

Goal 4.2 – LGSUHSD will promote family and community engagement to ensure all parents/guardians feel respected, engaged, and valued by their child’s schools.

Goal 4.3 – LGSUHSD will implement a comprehensive system for sharing timely, relevant information with and collecting feedback from the community to maintain transparent communication and promote trust.	LGSUHSD will continue to work to resurrect the DELAC and solicit parents of English language learners to serve on School Site Councils. In addition, the superintendent has convened a standing parent advisory committee to seek input on key district issues, and the membership will include underrepresented stakeholder groups. In 2024-25, the district will add a student advisory committee that will also include underrepresented student voices.	LGSUHSD has a robust process for involving families in planning interventions and supports to help their students achieve the outcomes described in the district’s graduate profile. More than 30 percent of the students in the district have an IEP or Section 504 plan, which are revised each year with parent input. In addition, school staff and parents hold Student Success Team (SST) meetings to identify appropriate supports for individual students who may be struggling to achieve the graduate profile outcomes. Each English language learner is also supported through an individual EL Plan, which is collaboratively developed by staff and parents.

The district also employs 10 guidance counselors and 10 mental health therapists to serve its 3,000 students. On the 2024 parent survey, more than 50 percent of parent respondents at each school reported meeting in person or virtually with a school counselor or therapist within the last year.	The district’s newly revised multi-year strategic plan includes a goal to improve strategic alliances with families and the community. Both schools are working to encourage more students to use the resources available in the newly expanded campus wellness centers. Both schools have also reviewed their most recent California Healthy Kids Survey data and have created lessons that will be taught during mandatory tutorial periods. These lessons will include information on how to access partner organization resources.	The district will use the newly reconstituted DELAC, the site SELACs, the Superintendent’s Parent Advisory Committee, and the SELPA Community Advisory Committee for Special Education, in addition to using its extensive network of school-connected organizations.	LGSUHSD has recently completed a year-long strategic planning process that involved stakeholder surveys, stakeholder focus groups, and monthly meetings of a cross-stakeholder community design team.

The district also uses climate surveys for parents and staff, each linked to the California Healthy Kids Survey that it conducts annually with students.

School Site Council meetings, principal’s coffees, and information nights are well attended, as are the meetings of the more than 20 school-connected organizations. Schools also hold periodic World Café sessions on “hot topics” to invite dialogue among stakeholders and gather input.

The district recently completed lengthy community input campaigns to develop a new graduate profile and revise the district bell schedules. The graduate profile was completed with near universal support, but the eventual bell schedule outcome disappointed some stakeholders.	The multi-year strategic plan’s new goal of building strategic alliances with families and communities will result in the creation of an implementation team tasked with deepening stakeholder input in key decisions.	The newly reconstituted English Learner Advisory Committees will be tasked with identifying and removing the obstacles that underrepresented families face in participating in district and site decision-making.	4	4	4	4	4	4	4	4	4	4	3	4	Met		2024-06-25	2024
43695420000000	Luther Burbank	3	Effective relationships between school staff and families are essential for the success of students.  The district/school engages parents and community members in a monthly parent forum to discuss school events and activities so  families can provide critical support and reinforcement at home.  Our teachers communicate with families on a daily basis to inform progress, academic concerns, and school activities/events.  One of the strengths of building relationships between school staff and families is increased parental involvement.  This year we asked families to devote 15 hours of school-related activities for the school year.  Parents' participation has increased in events such as monthly cafecito, literacy/paint night, multicultural night, and family fitness event.  

From our parent survey, 91% of the 112 parents strongly agree/agree that the culture and climate at Luther Burbank are positive.  In addition, 83% of the parents strongly agree/agree that parents feel welcome at the school.  
Another strength of building relationships between school staff and families is increased trust and communication. Parents and teachers worked together through a series of parent academic nights.  During our academic nights, scheduled in the fall and spring, teachers presented academic strategies for at-home implementation to parents.	Progress has been made in recent years through the implementation of family engagement programs and the use of technology to improve communication.  However, we can improve on promotional campaigns to increase parent attendance at school events.  Luther Burbank has established a school wide goal with 80% of the parents fulfilling 15 hours of school events/activities by the end of the school year.	From our LCAP parent survey, 88% of parents indicated that the information shared from our student information system (Aeries - Parent Square) has kept parents informed about school activities and events.  72% of parents also indicated that they strongly agreed that they know what their children are expected to learn via communication with classroom teachers.	Luther Burbank schedules Parent Academic Nights to provide parents and overview of grade level and classroom expectations. Progress reports are provided to parents every trimester and parent conferences are held twice a year. Email and phone communications are used to answer and keep parents apprised of student progress and support.	From our LCAP survey, both parents and teachers indicated the importance of strengthening intervention support for students.  The district reviewed the survey data and aligned a math and reading intervention teacher based on student needs and stakeholder inputs.  The district continues to utilize data to inform instructional needs and supplemental program support.	We would like to see greater participation in our school surveys and will continue to develop incentives to encourage participation. In 2023-2024, our parent/community survey was completed by 112 individual responses representing approximately 40% of families. We capitalized on school events and activities by setting up stations with tech tools for parents to complete surveys. Ensuring all communications are sent in English and Spanish is critical to providing all families access to the surveys. We also continue to schedule multiple forums and opportunities for parents to share input.	We have increased the number of parents workshops and cafecito running from 15-20 participants. This cafecito provides parents the forum to hear parents' concerns and desires. We continue to take parent input and implement it into school programs/events.  For example, based on parent input and request for an adult English class in person.  We will bring an English teaching program on campus for parents who would like to partake in English as a second language course. For additional school-wide engagement, our school site council and school/district committee members to represent the different grade spans. We also utilize surveys to gather feedback from parents.	The focus areas for improvement in seeking input include timely communication and ensuring all parents have access to our Parent Square App.  We revamped the school webpage to create a user friendly interface for mobile phone user.  Providing robust refreshments at community meetings will increase family participation and address the working hours of parents.	We will be actively working with classroom teachers and parents to promote parents participation in input sessions for decision making. This will include making personal phone calls, supporting existing parent participants to recruit 1-2 parents to join in the conversation. We also will be encouraging teachers to reach out to every family with positive celebration of student success and seeking parent input on student goals. We also will also be more explicit about how family responses directly impact decision making.	4	4	4	5	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
43695750000000	Moreland	3	Based on the Spring 2024 Perception Survey, 88% of families responded favorably that teachers respect their children and 81% of families responded favorably that the school creates an environment that helps children learn.  This belief in the child's teacher and the school community as a whole is attributed to the relationships that the staff has formed with the students.  Schools have focused on social emotional learning through grade level appropriate curriculum, Kimochis and Second Step.  Staff is using restorative practices and PBIS to set a foundation of respect and address conflicts.  When families feel that their children are respected by staff and the school is a thriving environment, they are more apt to be involved, come on campus, and partner with school staff.
	Based on the Spring 2024 Perception Survey, 78% of families responded favorably to the school being a good fit for their child's cultural background.  We would like this perception to increase across our diverse population.  We are doing work in our Leadership meetings, to understand how cultural bias can show up in organizations and policies, and how our own background and experiences in education can impact relationships with families.  Through this work, we aim to provide an environment that is inclusive and representative of our population.	As an administrator team, we have studied the ways we consider parent engagement as well as the opportunities that are afforded to parents.  It starts with a mindset that families want the best for their child and are showing up in the way they are able.  This positive mindset prompts staff to seek to understand how we can be more inclusive as an organization.  Staff look at ways to form relationships with families that create a welcoming environment that allows parents to take risks and feel supported.  Site teams brainstorm ways to support access to meetings and events that take into consideration babysitting needs, food, transportation, and language barriers.  We provide parent education, English classes, and forums for parents to participate and provide feedback to schools.  These efforts are an on-going process that changes as the needs of our families change.	Based on the 2024 Spring Perception Survey, 97% of our families feel we do a good job sharing information about their child's academic progress.  The focus of our district Leadership team meetings was family engagement.  We learned new ways to have honest conversations about student progress and needs, approach families with different school experiences, and increase meaningful engagement.  This will help improve our parent teacher conferences to be focused on student outcomes and ways to support students.
	Based on the 2024 Spring Perception Survey, 69% of families responded favorably to being able to help their child deal with their emotions appropriately.  This year, we revamped our parent education opportunities.  Our parent English classes were offered in multiple formats and focused on specific skills.  We expanded our translation offerings from Spanish to include Russian and Japanese, which increased the diversity of our population. We also provided a menu of parent education workshops on topics such as positive parenting, understanding social media, and preparing your child for academic success.	As an administrator team, we have studied the ways we consider parent engagement as well as the opportunities that are afforded to parents.  It starts with a mindset that families want the best for their child and are showing up in the way they are able.  This positive mindset prompts staff to seek to understand how we can be more inclusive as an organization.  Staff look at ways to form relationships with families that create a welcoming environment that allows parents to take risks and feel supported.  Site teams brainstorm ways to support access to meetings and events that take into consideration babysitting needs, food, transportation, and language barriers.  We provide parent education, English classes, and forums for parents to participate and provide feedback to schools.  These efforts are an on-going process that changes as the needs of our families change.	Based on the 2024 Perception Survey, 92% of our families feel their input impacts decision-making at their school site.  There are multiple forums such as Principal's Coffee, Home and School Club, Parent and Teacher Organization, and School Site Council where principals check in with their families to gain feedback on academics, enrichment, climate and school events. We also formally collect feedback each Spring with our LCAP survey and Climate Survey. This information is used to inform district and school site plans.
	After reviewing perception survey data and working with educational partners in different forums, we found that in-person dialogue provides more insight and clarity to help with decision-making.  Sometimes surveys don't provide enough anecdotal information that allows us to make impactful decisions.  Providing more opportunities for in-person engagement will give us the right direction to pursue.	As an administrator team, we have studied the ways we consider parent engagement as well as the opportunities that are afforded to parents.  It starts with a mindset that families want the best for their child and are showing up in the way they are able.  This positive mindset prompts staff to seek to understand how we can be more inclusive as an organization.  Staff look at ways to form relationships with families that create a welcoming environment that allows parents to take risks and feel supported.  Site teams brainstorm ways to support access to meetings and events that take into consideration babysitting needs, food, transportation, and language barriers.  We provide parent education, English classes, and forums for parents to participate and provide feedback to schools.  These efforts are an on-going process that changes as the needs of our families change.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-25	2024
43695830000000	Morgan Hill Unified	3	Through an analysis of educational partner data and input, MHUSD demonstrates several strengths and notable progress in building relationships between school staff and families. In June 2023, based on educational partner feedback, MHUSD launched a Welcoming Families initiative that saw the training of hundreds of staff across the district from June 2023 to June 2024, intending to create schools and offices where all feel welcome. 

Furthermore, positive feedback/survey data indicates that communication from school sites is robust, encourages parent/family involvement, and helps to build personal relationships, respect, and mutual understanding between schools and families. Overall, parents indicate that they are well informed about events, activities, their student's academic progress, and there is increased two-way communication between the home and school. Local data also indicates that parents/families often participate in activities hosted by the school/district, such as back-to-school night/open house, school/class events, parent-teacher conferences, volunteering, Home & School Club, School Site Council, principal and district coffee chats, and forums/other meetings.

Overall, these strengths indicate that MHUSD is committed to creating a collaborative and supportive environment where parents/families are important partners in the education of their children. The progress made in these areas reflects a strategic focus on enhancing family-school connections, which is essential for student success and community well-being.	MHUSD continues the work it began last school year on making extensive efforts for all schools and site personnel to create welcoming, inviting, and friendly environments for all students and families. Further, through the District's ongoing efforts to solicit feedback via surveys, focus groups, parent meetings, and forums from parents of all backgrounds with a particular focus on families of unduplicated students, families of individuals with exceptional needs, and families of underrepresented students, several topics emerged including the need for more robust language and communication supports for parents (i.e. Spanish), increased information regarding volunteer opportunities including a variety of opportunity options, and additional ways for parent advocacy, participation in decision making, and parent education.

Through site and district parent engagement programs (e.g. workshops, family nights/events, volunteer opportunities to build on community), the district plans to continue to foster a sense of community and collaboration at the site/district level. This includes continued professional development for staff on welcoming family environments, engagement techniques, and effective communication strategies including families whose primary language is not English. Lastly, continued exploration of feedback mechanisms including surveys, focus groups, and parent groups (SSC, ELAC, DELAC, Home & School Club, and others) to ensure that parent/guardian voices are heard and valued in the decision-making processes so that family perspectives are integral to school practices/practices.

By focusing on these areas, MHUSD aims to create a more robust supportive and collaborative environment that strengthens the partnership between school staff and families, ultimately enhancing student outcomes.	To improve engagement of underrepresented parents/families MHUSD will continue with several targeted strategies to strengthen the relationship between school staff and families. Key initiatives are focused on dismantling the barriers that prevent underrepresented and underserved families from feeling welcomed and included on campus and therefore maximize their engagement. 

By enhancing communication efforts via more robust communication and language support/translation services that are effective, clear, and professional, the District can ensure that all Spanish speaking families receive information, making it easier for them to stay informed and involved. Further, bilingual Community Liaisons will take part in professional development in the areas of translation skills, conducting home visits, engagement strategies for 1:1 and group efforts, etc. to maximize their effectiveness and ensuring continuous support for families districtwide.  

Parent education is another topic important to parents as they seek to help their children at home to ensure their college and career readiness. This includes workshops, classes, events on campus/district where parents/families can learn effective strategies to support students academically and social-emotionally at home.

Lastly, by strategically partnering with schools that have identified cultural proficiency as a key concern, MHUSD will work to bring in professional development to equip school staff, students, and parents with the skills needed to better understand, communicate with, and support individuals from diverse backgrounds.

Ultimately, parents/families are looking for new, flexible ways to support their children to become successful, thriving citizens of the world. Through practices such as personalized outreach, opportunities for feedback, targeted engagement opportunities, flexible scheduling, and inclusive practices that provide opportunities for parents/families to connect with each other and with school staff in a welcoming environment, MHUSD can begin to eliminate those things that impact the home-school relationship for underrepresented and underserved families.	As part of its school community and LCAP Goal #3: Student Engagement, the District continues making strides to increase student voice and agency. Examples of strengths in this area include seeking strategic and timely input from students across the district to voice their perspectives on student needs, campus climate, roles and responsibilities, etc., a Student Board Member and an Alternate Student Board Member role, and introduction of a wide range of courses (i.e. Advanced Placement, Career Technical Education Pathways, College Dual Enrollment, college prep electives) at the high school level, along with specialized programming at the elementary (visual and performing arts; academy school focus). Data shows that schools foster student engagement, maintain a positive school climate, students want to do well in school, and many maintain strong friendships on campus.

Further, school administrators are encouraged to meet regularly with student leadership and other student groups to establish/growth two-way communication and receive direct input from students on matters that impact academics/school climate and culture. District leadership and staff also routinely engage with student groups throughout the district and seek input through student surveys and focus groups on a variety of topics.	Analysis of educational partner data, as part of LCAP Goal #3: Student Engagement, the District has identified areas for improvement in this category around enhancing student motivation, school connectedness, and fostering a sense of belonging across all schools. Areas of focus include: delivering high quality, inclusive, engaging instruction to all students to improve student outcomes, strengthening interpersonal relationships among students to create a supportive community and reduce bullying, and collaborating with staff and teachers to build trust and positive connections with students, both in the classroom and with non-classroom personnel, including school administration. 

Amplifying student voice and agency, empowering students to take charge of their educational journey, and ensuring that students become active participants in their school community remain top priorities.	Based on the analysis of educational partner input and local data, MHUSD will improve the engagement of underrepresented families by focusing on building partnerships for student outcomes through several key areas: parent education, access, communication (including bilingual materials and translation), events, volunteer opportunities, input gathering/feedback loop, and academic supports and opportunities for students. The recruitment, marketing, and awareness efforts for programs designed to engage students from underrepresented families will ensure all students have access to academic and extracurricular opportunities. These programs include Equal Opportunity Schools, Career Technical Education, CCAP Dual Enrollment, AP Capstone Diploma, and specials rotations at the elementary level. Special attention will be given to engaging families from these backgrounds to ensure their active participation, support, and use of these supports to improve student outcomes.	A priority for MHUSD is to continually engage with educational partners to actively support a shared vision of student achievement. The District has planned ongoing engagement through meetings with purposeful agendas designed to solicit input and feedback on programming, activities, procedures, and various topics. These groups include but are not limited to, staff (certificated, classified, and administrators), students and their respective groups, parents and their respective groups, community-based organizations, and parent groups such as District/Parent Roundtable, School Site Council, English Learner Advisory Committee, District English Learner Advisory Committee, and Home & School Club. Additionally, the Superintendent hosts monthly coffee chats open to all parents, staff, and community members (with Spanish translation available) throughout the community to discuss successes, areas for improvement, and different approaches to enhance the school community's experience. The Superintendent also visits each school site regularly throughout the school year to be available for any staff member to discuss topics of interest to them during times when site staff can drop in.

Moreover, the Board of Education holds Themed Study Sessions aligned with the district LCAP goals, covering topics such as Student Achievement and Professional Learning Teams, College and Career Readiness (Career Technical Education/Dual Enrollment), Community Schools, and Special Education (these vary by year). Staff facilitate these sessions, which are designed to engage Board members and guests and provide insight into various topics.	Based on input and data analysis, MHUSD has identified several key areas to improve input-seeking for decision-making at both the site and district levels through improved stakeholder engagement. These areas include but are not limited to, enhancing communication about parent meetings to ensure better attendance and participation, ensuring parent representation on task forces/committees reflects the student body's diversity with a particular focus on including parents/families from underrepresented backgrounds, collecting purposeful input from the community, parents, students, and staff on various topics relevant to each group and providing a feedback loop to demonstrate the importance in their voice/input, organizing family and community engagement activities tailored to community needs at both site and district levels.

Additionally, MHUSD aims to prioritize and leverage activities that traditionally see high parent and family participation, such as back-to-school night/open house, school/class events, parent-teacher conferences, and other site/district events. The district also plans to leverage preferred communication methods—emails, text messages, and newsletters—to disseminate information and gather valuable feedback from families.	Based on the analysis of educational partner input and local data, MHUSD will continue its work to improve the engagement of underrepresented families in decision-making through several targeted strategies. Key in this is the development of the Family and Community Engagement Plan and the development of clearer and more accessible communication regarding opportunities for input, ensuring that all parents, including those from underrepresented backgrounds, are well-informed about meetings and events; actively recruiting parents from underrepresented backgrounds to serve on advisory task forces/committees, ensuring that these groups are fairly represented and their perspectives included in decision-making processes; organizing specific community and family engagement activities that cater to the unique needs and preferences of underrepresented families, making participation more accessible and meaningful; using preferred communication methods such as text messages, personal phone calls, email, and newsletters to reach out to underrepresented families, ensuring they receive information in the most effective way possible; and establishing mechanisms for gathering feedback during high-participation events like back-to-school night/open house/parent-teacher conferences, thereby ensuring their voices are heard and considered.

By implementing these strategies, MHUSD aims to create a more inclusive environment where all families feel valued and engaged in the decision-making process.	4	4	3	4	4	3	4	3	4	4	4	3	Met		2024-06-18	2024
43695836118541	Charter School of Morgan Hill	3	Staff and parents work together as a team to support academic outcomes. Over 90% of parents attend Back to School Night, Fall Exhibition, and Spring Exhibition. At these events, teachers take the opportunity to educate parents about how they can support their children at home. Every parent attends a goal-setting conference in the fall. Teachers, parents, and students work together to develop goals and an action plan for the school year. CSMH has subscribed to a program called ParentSquare.  This program provides a quick and easy platform for parents and teachers to communicate with one another. CSMH has a Community Liaison whose primary job is to develop family engagement systems and activities that support teaching, learning, and student achievement.	CSMH staff needs to continue to consider ways to understand and celebrate the various cultures of students and families.	CSMH will continue to ensure that communications home are translated into other languages as needed. The administration and the school's Community Liaison will analyze parent participation and reach out to individual families to determine what is hindering their engagement.	Parent participation is a key component of CSMH’s mission and vision and is highly valued. Staff meets regularly to discuss and implement strategies for building trust and respectful relationships with families. CSMH prides itself on creating a welcoming and family-friendly environment.
During the 2023-2024 school year, CSMH provided parent education opportunities. CSMH offered a four-series workshop on positive discipline with certified trainer, Cathy Kawakami.  The classes offered were the following:
- Finding Your Kind and Firm Parenting Balance: Explore strategies for striking a balance between kindness and firmness, creating an environment that fosters both love and structure.  
- Creating Routines and Taking Time for Training: Learn the importance of routines in creating a sense of security for your child and discover effective ways to incorporate training moments into your daily interactions.  
- Focusing on Solutions Instead of Punishment or Reward: Uncover the power of solution-focused parenting and how it can positively impact your child's behavior.   
- Tips for Winning Cooperation: Gain practical tips and insights on how to encourage cooperation and build strong, respectful relationships within your family.  
Approximately 45 parents participated in the positive discipline series.  
The Internet Crimes Against Children division of the San Jose Police Department offered a class to parents on how to put controls and protection in place on apps commonly used by children. Approximately 35 parents attended this workshop.	CSMH is committed to sustaining parent education that meets the needs of our families and that helps parents support their children's academic and social/emotional needs.	CSMH needs to make sure that underrepresented families know about the various educational opportunities offered. These opportunities need to be available at flexible times so that parents with different schedules are able to participate.	CSMH utilizes a computerized check-in system, and a feature of this system allows for the tracking of at-school volunteer hours. On average, parents volunteer 800 hours a month. This does not include all of the hours parents contribute after school and on weekends. In addition, parents have an opportunity to participate in decision-making by being on the CSMH Board of Directors and/or attending monthly Board meetings. Parents also may serve on the Budget / LCAP committee or represent CSMH on the Community Advisory Committee for special education. Every May, CSMH holds a State of the School meeting. This meeting is attended by the majority of CSMH families and staff. At this meeting, parents have an opportunity to provide input into the school’s LCAP goals and ask questions regarding the budget.	CSMH needs to make sure that decision-making bodies have representation that reflects our school community.	Our Community Engagement Coordinator assists in tracking family engagement and regularly communicates with the classroom teachers. She frequently reaches out to families and discusses with them the different opportunities that are available for them to get involved in the school community and, more importantly, their child’s education. She also tries to understand what barriers might keep families from engaging and how those barriers might be eliminated. Making connections with families, including underrepresented families, has been very successful. CSMH can continue to focus on ensuring underrepresented families' are on decision-making committees and groups.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-25	2024
43695910000000	Mountain View Whisman	3	MVWSD is in the full Implementation phase in three of the four areas of building relationships.   Results from the District’s LCAP/Climate survey indicate that 87% (+1% from 2023) of parent respondents agreed or strongly agreed that the District is successful in creating welcoming environments for all families in the community and 90% (+1% from 2023) agreed or strongly agreed that the District is successful in developing multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families.  Additionally,  80% (+2% from 2023) of parents agreed or strongly agreed that the District is supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.	MVWSD is in the Initial implementation phase in one area of building relationships although a gain was made  based on the results of the District’s LCAP/Climate survey.  Results indicate that 79% (+4% from 2023) of parents agreed or strongly agreed that the District is working to develop the capacity of staff (admin, teachers, classified) to build trusting relationships with families.	MVWSD is committed to improving communication with families and ensuring that they get needed information in easily accessible ways.   This is a focus in the District’s Strategic Plan 2027 in Goal Area 3 and in the District’s Local Control Accountability Plan Goal 3 - Inclusive and Welcoming Culture. Effective communication builds understanding and trust and will allow the District to work together with parents to support student’s wellbeing and development. The district is working to streamline and differentiate communication streams so parents get information that more closely matches their family attributes and communication preferences and tone.

MVWSD also employs School and Community Engagement Facilitators at all school sites.  The facilitator acts as a liaison between students, staff, and parents to remove barriers to improve student learning and achievement.  Their responsibilities include serving as a resource for connecting students and parents to district and community agencies, resources, parent education, and other events and activities that are linked to strong, positive student outcomes.  Additional staffing has been added to our elementary schools (Castro and Mistral)  with high percentages of underrepresented families to provide more support.	MVWSD is in the full implementation phase in one area of Building Partnerships for student outcomes and three areas are in the initial phase. Results from the District’s LCAP/Climate survey indicate that  73% (+1 from 2023) of parents agreed or strongly agreed that the District is  providing families with information and resources to support student learning and development in the home and 72% (+5% from 2023) of parents agreed or strongly agreed that the District is providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.  Additionally, 78% percent (+2% from 2023) agreed or strongly agreed that the District is implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. While teachers are always available to meet with parents, the District does provide dedicated time, through minimum days in December, for all parents to meet with teachers to review student progress.  The District also continues to use an online assessment and instruction platform - i-Ready.  All students in the District take i-Ready diagnostic assessments in English Language Arts and mathematics three times per year.  Results are sent home to parents so they can see students’ progress and growth toward meeting grade level standards.  The i-Ready instructional program is used in the classroom and can also be used at home to help students fill academic gaps or extend their learning.  The District is also working on developing flexible learning opportunities for students.   A 24/7 dashboard will give access to standards aligned reading and math instructional materials to students and families from home. This webpage is a one-stop shop for parents to visit to access resources for their students.   The math 24/7 dashboard will be launched in Fall 2024 and the reading 24/7 dashboard will be launched by the end of 2024-25.	MVWSD moved from the beginning to the initial implementation phase in one area of Building Partnerships for student outcomes.  Sixty-one percent  (+2% from 2023)  of families agreed or strongly agreed that the District is supporting families to understand and exercise their legal rights and advocate for their own students and all students.	Again, the District has a focus on cultivating and maintaining an inclusive and welcoming culture that acknowledges, embraces, and empowers all stakeholders in its Strategic Plan (Goal 3). MVWSD is working directly and collaboratively with parents to build mutual capacity for supporting student learning and refining Parent University.  Parent University is a series of learning sessions and conversations that empower adults to support students to thrive.  Attendance at Parent University sessions increased during the 2023-24 school year by more than 40% over the previous year due in large part to a redesign based on community feedback that was implemented in 2022-23.   Additional school-based sessions were added at every school and a seminar for Spanish-speaking families was added.	MVWSD is at the full implementation phase for three areas regarding input for decision making. Based on survey results, the District made good progress in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.   In spring 2023, 74% of parents agreed or strongly agreed with this statement which is an increase of 4 percentage points from spring 2023. Additionally, 69% (+6 from 2023) of parents agreed or strongly agreed that they district is building capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making and 66% (+6 from 2022) of parents agreed or strongly agreed that the  District is building the capacity of and supporting family members to effectively engage in advisory groups and decision making.	MVWSD is at the initial implementation phase in 1 area regarding input for decision making. Results from the District’s LCAP/Climate survey indicate that 68% (+3 from 2023) of parents agreed or strongly agreed that the District is providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from underrepresented groups in the school community.	All school sites have School Site Councils and English Learner Advisory Committees, which play critical roles in developing school site plans.  MVWSD has a District Advisory Committee and a District English Learner Advisory Committee.  All committees are involved in the development of the Local Control Accountability Plan (LCAP).  Additionally, when the District is seeking input on issues, these groups are consulted and their input collected and used in the decision making processes.  

In order to provide families with opportunities to share input on policies and programs, MVWSD uses survey tools.  The Climate/LCAP survey is given each year in February and results are used to develop the LCAP and school site plans.  The District made several changes to the survey distribution protocol for parents in spring 2023 which resulted in an increase in the response rates from parents from 31% to 34%. 

Another related project is an effort to improve how information is shared with/input is solicited from families, especially those who are traditionally underrepresented. This work will continue in 2024-25.

The District has updated its Parent University series structure in 2022-23. Reflecting the needs of traditionally underrepresented groups, more school-site specific sessions were offered as well as a Spanish-language seminar series. The District continued to refine and improve this approach in 2023-24 and it resulted in a 40% increase in attendance.	3	4	4	4	3	4	3	3	4	4	3	4	Met		2024-06-13	2024
43696090000000	Mountain View-Los Altos Union High	3	MVLA prioritizes building strong relationships with families. Our commitment is evident in various initiatives designed to enhance parent involvement.

The Parent Ed Workshop Series, sponsored by the MVLA Parent Foundation, offers a platform for parents to learn and connect. 
Topics range from social-emotional support to college preparation. The Family Partnership Council further strengthens communication and collaboration between families and the district.

Recognizing the diverse needs of our community, we provide translation services and partner with organizations like PIQE to offer culturally relevant parent education. Over 450 families have benefited from this program.

All MVLA schools strive to create welcoming environments for every family. Our website, emails, and printed materials are available in English and Spanish. We also offer 24/7 translation services through LanguageLine and have multilingual staff to support diverse communication needs.

MVLA is committed to creating a strong educational partnership with our community by prioritizing family engagement and building trust.	MVLA is dedicated to fostering strong partnerships with families. To enhance our outreach efforts, we created the Community Outreach Specialist position. This role, along with the collaborative efforts of our entire staff, focuses on building stronger connections between school staff and families.

Our primary goal is to promote growth, engagement, and collaboration within parent organizations like ELAC, DELAC, and PSTA. We are particularly committed to strengthening relationships with our Latinx families. By creating an inclusive and welcoming environment for all, we aim to build lasting partnerships that enhance the educational experience for our students	MVLA is committed to enhancing the engagement of underrepresented families, a goal identified through our rigorous self-reflection process. To achieve this, we will leverage the expertise of our dedicated Community Outreach Specialist, who will actively collaborate with and assist parent organizing efforts while spearheading outreach initiatives.

We are committed to providing all necessary resources and materials, ensuring they are translated, culturally sensitive, and supportive. This approach ensures that families from diverse backgrounds can readily access and benefit from the information and services offered.

By fostering a sense of belonging and ensuring that every member of our MVLA family feels valued and supported, we aim to create an inclusive community where everyone can engage fully and thrive.	MVLA is dedicated to actively involving all families within our school community. We recognize the value of engaging parents, enabling them to gain insights into our schools, become active participants in our educational community, and collaborate with school staff to support student success.

To facilitate this engagement, we have established various parent groups, allowing parents to become acquainted with our schools and play an integral role in our community. These groups include the PTSA, Booster organizations, the Latino Parent Organization, ELAC (English Language Advisory Committee), Tea Time (for Asian families), and the MVLA Parent Foundation. Our school staff is pivotal in connecting families with at least one of these parent groups.

To further support our families, our Parent Outreach Coordinators specifically focus on immigrant families, conducting conferences throughout the academic year. These conferences offer parents the flexibility to schedule meetings during the school day or after school hours, ensuring accessibility and convenience. Interpretation services are readily available in any language to facilitate effective communication.

In addition to these efforts, our school counselors meet with families during a student's freshman and senior years, providing guidance and support. Parents are also encouraged to schedule counseling meetings to address specific concerns or questions.

Moreover, we recently introduced a Community Outreach Specialist whose primary objective is strengthening our partnership with families. This role underscores our unwavering commitment to fostering positive relationships and ensuring every family feels valued and fully engaged in the MVLA educational journey	We remain dedicated to identifying opportunities for ongoing professional development among our staff, specifically with the goal of enhancing our connections with families. This is an area where we are committed to continuous improvement and growth.	MVLA is actively committed to advancing our growth in the identified focus area. To achieve this, we will:

Facilitate Training Opportunities: Provide our support staff with access to county-level programs. This training will enable them to offer Spanish interpretation during formal settings like 504 or IEP meetings, ensuring effective communication and understanding.

Implement Teacher Training: Conduct training sessions for our teachers on the use of LanguageLine during parent-teacher conferences. This resource will enhance our educators' ability to bridge language barriers and facilitate meaningful discussions with families.

Promote Staff/Family Partnerships: Maintain our steadfast commitment to highlighting the importance of staff/family partnerships and continue to encourage outreach efforts. This approach underscores our dedication to strengthening relationships between our staff and families.	Our school sites and district office actively seek input from various parent groups to ensure families have a voice in decision-making processes.

One significant measure of parent input is our collaboration with English Language Learner Advisory (ELAC) groups at the individual school sites, the District English Language Learner Advisory Committee (DELAC), and the Parent Teacher Student Association (PTSA). Each school maintains active ELAC groups and hosts quarterly meetings, providing families with a platform to contribute their insights. To ensure inclusivity, these meetings offer translation services. Elected officers within the ELAC groups play a crucial role in representing parent perspectives in various forums, including the School Site Council, DELAC, Family Partnership Council, and other parent-focused discussions.

Additionally, we utilize surveys administered through platforms like Google Forms and ThoughtExchange to gather input from parents, staff, and students. The feedback collected through these surveys plays a vital role in shaping our support strategies for schools, especially during periods of distance learning. This collaborative approach underscores our commitment to involving all stakeholders in shaping the direction and priorities of our educational community.	A focus area of growth for seeking input for decision-making is to ensure our underrepresented family's input is being collected	Based on the analysis of educational partner input and local data, the MVLA will implement several strategies to improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making.

Tailoring outreach: Implementing culturally responsive strategies to reach families through preferred communication channels and languages.

Building trust: Fostering relationships based on mutual respect and understanding through open dialogue and community events.

Providing accessible platforms: Creating opportunities for families to share input and concerns, such as family advisory councils and online surveys.

Offering support services: Providing resources like translation and childcare to remove barriers to participation.

Measuring impact: Regularly assessing engagement efforts to identify areas for improvement and celebrate successes.	5	5	5	5	4	4	5	5	5	5	5	5	Met		2024-06-07	2024
43696170000000	Mount Pleasant Elementary	3	The MPESD actively supports parent participation and parent engagement in meeting the needs of our learning
community where the schools offer welcoming climates and prioritize family engagement activities as a means to
build relationships and partner with families to provide high-quality education for all students. We offer translation and interpretation services in Spanish and Vietnamese to ensure two way communication between staff and families, and a focus on culturally responsive teaching.
This year in response to supporting our families better, we surveyed the parents to tailor the Parent Engagement to
our parents' needs for support and social interaction. In the partnership with our parents and community, we have
provided the following to best support and collaborate with our families. The MPESD endeavored to provide a
consistent line of communication that included community resources, safety & wellness needs, and access to
programs and services. A great deal of our work this year also involved parent outreach and support, as most of our
parent engagement took place in-person at our school sites and as district events.
Each school continued throughout the year to consistently maintain contact with their parent communities through
the use of the website/social media, one-to-one phone calls, communication blasts, and in-person access to
individuals at the school sites. The school and district also provided opportunities to interact with the site and district
that included Coffee with the Principal, School Site Council, Parents Teachers Association, Superintendent's Forum,
ELAC and In-Person Parent Academic Fairs. MPESD held four District English Learner Advisory Committee
(DELAC) meetings and site English Learner Advisory Committee (ELAC) meetings. The schools also welcomed the
families and community members with in-person Back to School Nights, Parent Teacher Conferences, and Open
House events. Furthermore, MPESD provided in-person resources for the school community such as food bank access each month. This year in support of our partnership with parents we also developed a series of 4 in-person
Parent Academic Fairs where we supported our parents with K-5 Math Strategies, K-5 Reading Strategies,College
And Career Readiness: What you need to know in Middle School, AVID Strategies,Mindfulness, Wellness in
Education: attendance, stress, anxiety, hunger, and fatigue at school CalKids - Children's Savings Accounts, Internet
Safety, Supporting Language Development and What to Watch For, Attendance and your Student, PowerSchool
Parent App Troubleshooting, iReady for Parents (English, Spanish, and Vietnamese), ParentSquare Tutorial And
Troubleshooting, and STEAM Night by RAFT--parent and student hands-on engineering & design activities. In
addition, we held 10 week Latino Literacy Project with the Reading intervention teachers where we supported the
TK-5 parents/guardians with different ways to support children at home with literacy.	MPESD Educational Partners input included to continue to offer translation support so that all parents can continue
to partake in the collaborations and discussions. They also wanted to continue to educate parents on various items
such as Reclassification Process, how to support the students at home, and continue to offer site and district wide
parent trainings such as the Parent Academic Fairs.	MPESD is dedicated to improve engagement of the underrepresented families. The family case managers will
continue to make connections, build relationships, and work closely with the identified students families to provide
outreach support and connect them to additional services if needed. With the help of the Community Schools grant,
we will be able to hire more staff such as counselors to address the identified needs of the parents.
We will continue to support the families with translations and in-person technology support. The Student Services
will continue to support families by providing the foster youth services. MPESD will gather comments and feedback
from the parents and families frequently during meetings both as decision-makers and advisers for best practices.
In addition, the campus supervisors and student advisor will continue to support students and families.	MPESD proudly serves a diverse group of students and families and consistently aspires to include more families in
engagement activities as this is a continuous goal. Teachers and staff participate in professional learning to create
and engage in culturally responsive teaching and learning. Teachers partake in the Diversity, Equity, Inclusion, and
Belonging (DEIB) committees which are key concepts crucial for building a fair and equitable learning environment.
The teachers also partake in the Ethnic Studies cohorts where they develop skills to understand how race, gender,
sexuality, and other forms of difference work in the world. Parents are advised and trained regarding parent rights
and advocacy through IEP, District English Learner Advisory Committee, and intake meetings.
Mount Pleasant Elementary School District worked closely with parents/guardians and other educational partners to
meet informally and formally to discuss student progress and outcomes. We value collective decision making and
seek comments and input from educational partners throughout the year. Each school site holds parent teacher
conferences, intake and transition meetings, conducts Individual Education Plan (IEP) meetings, ELAC meetings,
PTA, frequent phone calls, emails, text messages, ParentSquare communications and meetings, Book Fairs, Family
Reading Nights, STEAM/STEM nights, Back to School Night, Open Houses, and other parent engagement activities.
The site principals also hold regular Coffee with the Principals and share information and gather comment, input and
build relationships with families and parents.
The LCAP Committee worked carefully to evaluate the progress that had been made on each of the LCAP goals.
MPESD also launched Thought Exchange platform for the LCAP goals and engaged and received feedback from all
educational partners including all middle school students more than we have ever before. Thought Exchange is an all
inclusive engagement where it provides two-way conversations and prioritizes qualitative data. The committees as
well as the feedback received from Thought Exchange platform provided feedback and recommendations for
possible next steps. In addition, we have partnered with Eastside Education Initiative for our middle school students
and families to educate parents with Parent Institute for Quality Education (PIQE) classes and graduates parents
from the program annually. We also have academic counselors at the middle schools who communicate the
importance of educations to our middle school students and parents/guardians.	Educational partner input indicates that areas for improvement in building relationships between school staff and
families include the continuation of
• providing translation support to the families at the site and at the district level
• providing opportunities for parents/guardians to learn about the Reclassification Process
• providing parents with classes at the site and at the district Parent Academic Fairs to support their children
at home and at school
The school sites and the district continue to support the parents/guardians through Parent Teacher Association,
School Site Council , English Learner Advisory Committee (ELAC), District English Learner Advisory Committee
(DELAC), and District Local Control Accountability Plan (LCAP) committees.	MPESD is dedicated to improve engagement of the underrepresented families. The family case managers will
continue to make connections, build relationships, and work closely with the identified students families to provide
outreach support and connect them to additional services if needed. With the help of the Community Schools grant,
we will be able to hire more staff such as counselors to address the identified needs of the parents.
We will continue to support the families with translations and in-person technology support. The Student Services
will continue to support families by providing the foster youth services. MPESD will gather comments and feedback
from the parents and families frequently during meetings both as decision-makers and advisers for best practices.
In addition, the campus supervisors and student advisor will continue to support students and families.	The MPESD actively supports parent participation and parent engagement in meeting the needs of our learning
community where the schools offer welcoming climates and prioritize family engagement activities as a means to
build relationships and partner with families to provide high-quality education
for all students. We offer translation and interpretation services in Spanish and Vietnamese to ensure two way
communication between staff and families, and a focus on culturally responsive teaching.
This year in response to supporting our families better, we surveyed the parents to tailor the Parent Engagement to
our parents' needs for support and social interaction. In the partnership with our parents and community, we have
provided the following to best support and collaborate with our families. The MPESD endeavored to provide a
consistent line of communication that included community resources, safety & wellness needs, and access to
programs and services. A great deal of our work this year also involved parent outreach and support, as most of our
parent engagement took place in-person at our school sites and as district events. MPESD continues to
communicate with all educational partners with platforms such as Blackboard, ParentSquare, and Thought Exchange
to gather input, feedback and comments.
Each school continued throughout the year to consistently maintain contact with their parent communities through
the use of the website/social media, one-to-one phone calls, communication blasts, and in-person access to
individuals at the school sites. The school and district also provided opportunities to interact with the site and district
that included Coffee with the Principal, School Site Council, Parents Teachers Association, Superintendent's Forum,
ELAC and In-Person Parent Academic Fairs. MPESD held four District English Learner Advisory Committee
(DELAC) meetings and site English Learner Advisory Committee (ELAC) meetings. The schools also welcomed the
families and community members with in-person Back to School Nights, Parent Teacher Conferences, and Open
House events. Furthermore, MPESD provided in-person resources for the school community such as food bank
access each month. This year in support of our partnership with parents we also developed a series of 4 in-person
Parent Academic Fairs where we supported our parents with K-5 Math Strategies, K-5 Reading Strategies,College
And Career Readiness: What you need to know in Middle School, AVID Strategies,Mindfulness, Wellness in
Education: attendance, stress, anxiety, hunger, and fatigue at school CalKids - Children's Savings Accounts, Internet
Safety, Supporting Language Development and What to Watch For, Attendance and your Student, PowerSchool
Parent App Troubleshooting, iReady for Parents (English, Spanish, and Vietnamese), ParentSquare Tutorial And
Troubleshooting, and STEAM Night by RAFT--parent and student hands-on engineering & design activities.In
addition, we held 10 week Latino Literacy.	MPESD will continue to improve in seeking input for decision making by continuation of
• West Ed CA Healthy Kids Survey, Thought Exchange Surveys, Google Form Surveys, and other informal
and formal surveys
• Empathy interviews
• Committee meetings
• Parent Teacher Conferences
• Update and intake Meetings
MPESD LCAP goal Three is intended to increase partnerships with parents. Parent/guardian partnership provide
more opportunities for students to participate in community partnerships and increase academic achievement.	MPESD will continue to prioritize on home and school communication with our various committees. The Student
Services and Special Education Department will continue to work with Special Education and Homeless families and
foster care youth to continue to provide services and resources. The family case managers will continue to work with
identified families to support with resources, mental health care, and housing. The families of English Learners will
continue to offer meetings, newsletter, and resources.	4	5	4	5	4	4	4	4	4	5	5	5	Met		2024-06-26	2024
43696176048045	Ida Jew Academies	3	The Ida Jew Academy (IJA) and MPESD actively supports parent participation and parent engagement in meeting the needs of our learning
community where the schools offer welcoming climates and prioritize family engagement activities as a means to
build relationships and partner with families to provide high-quality education for all students. We offer translation and interpretation services in Spanish and Vietnamese to ensure two way communication between staff and families, and a focus on culturally responsive teaching.
This year in response to supporting our families better, we surveyed the parents to tailor the Parent Engagement to
our parents' needs for support and social interaction. In the partnership with our parents and community, we have
provided the following to best support and collaborate with our families. The IJA endeavored to provide a
consistent line of communication that included community resources, safety & wellness needs, and access to
programs and services. A great deal of our work this year also involved parent outreach and support, as most of our
parent engagement took place in-person at our school sites and as district events.
Each school continued throughout the year to consistently maintain contact with their parent communities through
the use of the website/social media, one-to-one phone calls, communication blasts, and in-person access to
individuals at the school sites. We also provided opportunities to interact with the site and district
that included Coffee with the Principal, School Site Council, Parents Teachers Association, Superintendent's Forum,
ELAC and In-Person Parent Academic Fairs. IJA partici four District English Learner Advisory Committee
(DELAC) meetings and site English Learner Advisory Committee (ELAC) meetings. The IJA also welcomed the
families and community members with in-person Back to School Nights, Parent Teacher Conferences, and Open
House events. Furthermore, MPESD and IJA provided in-person resources for the school community such as food bank access each month. This year in support of our partnership with parents we also developed a series of 4 in-person
Parent Academic Fairs where we supported our parents with K-5 Math Strategies, K-5 Reading Strategies,College
And Career Readiness: What you need to know in Middle School, AVID Strategies,Mindfulness, Wellness in
Education: attendance, stress, anxiety, hunger, and fatigue at school CalKids - Children's Savings Accounts, Internet
Safety, Supporting Language Development and What to Watch For, Attendance and your Student, PowerSchool
Parent App Troubleshooting, iReady for Parents (English, Spanish, and Vietnamese), ParentSquare Tutorial And
Troubleshooting, and STEAM Night by RAFT--parent and student hands-on engineering & design activities. In
addition, we held 10 week Latino Literacy Project with the Reading intervention teachers where we supported the
TK-5 parents/guardians with different ways to support children at home with literacy.	Ida Jew Academy  Educational Partners input included to continue to offer translation support so that all parents can continue
to partake in the collaborations and discussions. They also wanted to continue to educate parents on various items
such as Reclassification Process, how to support the students at home, and continue to offer site and MPESD district wide
parent trainings such as the Parent Academic Fairs.	Ida Jew Academy in union with MPESD is dedicated to improve engagement of the underrepresented families. The family case managers will
continue to make connections, build relationships, and work closely with the identified students families to provide
outreach support and connect them to additional services if needed. With the help of the Community Schools grant,
we will be able to hire more staff such as counselors to address the identified needs of the parents.
We will continue to support the families with translations and in-person technology support. The Student Services
will continue to support families by providing the foster youth services. IJA will gather comments and feedback
from the parents and families frequently during meetings both as decision-makers and advisers for best practices.
In addition, the campus supervisor and student advisor will continue to support students and families.	Ida Jew Academy in union with MPESD proudly serves a diverse group of students and families and consistently aspires to include more families in
engagement activities as this is a continuous goal. Teachers and staff participate in professional learning to create
and engage in culturally responsive teaching and learning. Teachers partake in the Diversity, Equity, Inclusion, and
Belonging (DEIB) committees which are key concepts crucial for building a fair and equitable learning environment.
The teachers also partake in the Ethnic Studies cohorts where they develop skills to understand how race, gender,
sexuality, and other forms of difference work in the world. Parents are advised and trained regarding parent rights
and advocacy through IEP, District English Learner Advisory Committee, and intake meetings.
Mount Pleasant Elementary School District worked closely with parents/guardians and other educational partners to
meet informally and formally to discuss student progress and outcomes. We value collective decision making and
seek comments and input from educational partners throughout the year. Each school site holds parent teacher
conferences, intake and transition meetings, conducts Individual Education Plan (IEP) meetings, ELAC meetings,
PTA, frequent phone calls, emails, text messages, ParentSquare communications and meetings, Book Fairs, Family
Reading Nights, STEAM/STEM nights, Back to School Night, Open Houses, and other parent engagement activities.
The site principals also hold regular Coffee with the Principals and share information and gather comment, input and
build relationships with families and parents.
The LCAP Committee worked carefully to evaluate the progress that had been made on each of the LCAP goals.
MPESD launch of Thought Exchange platform is used by IJA  for the LCAP goals and engaged and received feedback from all
educational partners including all middle school students more than we have ever before. Thought Exchange is an all
inclusive engagement where it provides two-way conversations and prioritizes qualitative data. The committees as
well as the feedback received from Thought Exchange platform provided feedback and recommendations for
possible next steps. In addition, we have partnered with Eastside Education Initiative for our middle school students
and families to educate parents with Parent Institute for Quality Education (PIQE) classes and graduates parents
from the program annually. We also have academic counselors at the middle schools who communicate the
importance of educations to our middle school students and parents/guardians.
	Educational partner input indicates that areas for improvement in building relationships between school staff and
families include the continuation of
• providing translation support to the families at the site and at the district level
• providing opportunities for parents/guardians to learn about the Reclassification Process
• providing parents with classes at the site and at the district Parent Academic Fairs to support their children
at home and at school
Ida Jew Academy and MPESD continue to support the parents/guardians through Parent Teacher Association,
School Site Council , English Learner Advisory Committee (ELAC), District English Learner Advisory Committee
(DELAC), and District Local Control Accountability Plan (LCAP) committees.	Ida Jew Academy is dedicated to improve engagement of the underrepresented families. The family case managers will
continue to make connections, build relationships, and work closely with the identified students families to provide
outreach support and connect them to additional services if needed. With the help of the Community Schools grant,
we will be able to hire more staff such as counselors to address the identified needs of the parents.
We will continue to support the families with translations and in-person technology support. The Student Services
will continue to support families by providing the foster youth services. MPESD will gather comments and feedback
from the parents and families frequently during meetings both as decision-makers and advisers for best practices.
In addition, the campus supervisor and student advisor will continue to support students and families.	Ida Jew Academy (IJA) actively supports parent participation and parent engagement in meeting the needs of our learning
community where the schools offer welcoming climates and prioritize family engagement activities as a means to
build relationships and partner with families to provide high-quality education
for all students. We offer translation and interpretation services in Spanish and Vietnamese to ensure two way
communication between staff and families, and a focus on culturally responsive teaching.
This year in response to supporting our families better, we surveyed the parents to tailor the Parent Engagement to
our parents' needs for support and social interaction. In the partnership with our parents and community, we have
provided the following to best support and collaborate with our families. IJA endeavored to provide a
consistent line of communication that included community resources, safety & wellness needs, and access to
programs and services. A great deal of our work this year also involved parent outreach and support, as most of our
parent engagement took place in-person at our school sites and as district events. IJA continues to
communicate with all educational partners with platforms such as Blackboard, ParentSquare, and Thought Exchange
to gather input, feedback and comments.
IJA continued throughout the year to consistently maintain contact with their parent communities through
the use of the website/social media, one-to-one phone calls, communication blasts, and in-person access to
individuals at the school sites. IJA in union with MPESD also provided opportunities to interact with the site and district
that included Coffee with the Principal, School Site Council, Parents Teachers Association, Superintendent's Forum,
ELAC and In-Person Parent Academic Fairs. MPESD held four District English Learner Advisory Committee
(DELAC) meetings and site English Learner Advisory Committee (ELAC) meetings. The schools also welcomed the
families and community members with in-person Back to School Nights, Parent Teacher Conferences, and Open
House events. Furthermore, MPESD provided in-person resources for the school community such as food bank
access each month. This year in support of our partnership with parents we also developed a series of 4 in-person
Parent Academic Fairs where we supported our parents with K-5 Math Strategies, K-5 Reading Strategies,College
And Career Readiness: What you need to know in Middle School, AVID Strategies,Mindfulness, Wellness in
Education: attendance, stress, anxiety, hunger, and fatigue at school CalKids - Children's Savings Accounts, Internet
Safety, Supporting Language Development and What to Watch For, Attendance and your Student, PowerSchool
Parent App Troubleshooting, iReady for Parents (English, Spanish, and Vietnamese), ParentSquare Tutorial And
Troubleshooting, and STEAM Night by RAFT--parent and student hands-on engineering & design activities.In
addition, we held 10 week Latino Literacy.	Ida Jew Academy in union with MPESD will continue to improve in seeking input for decision making by continuation of
• West Ed CA Healthy Kids Survey, Thought Exchange Surveys, Google Form Surveys, and other informal
and formal surveys
• Empathy interviews
• Committee meetings
• Parent Teacher Conferences
• Update and intake Meetings
IJA LCAP goal Three is intended to increase partnerships with parents. Parent/guardian partnership provide
more opportunities for students to participate in community partnerships and increase academic achievement.	Ida Jew Academy  will continue to prioritize on home and school communication with our various committees. The Student
Services and Special Education Department will continue to work with Special Education and Homeless families and
foster care youth to continue to provide services and resources. The family case manager will continue to work with
identified families to support with resources, mental health care, and housing. The families of English Learners will
continue to offer meetings, newsletter, and resources.	4	5	4	5	4	4	4	4	4	5	5	5	Met		2024-06-26	2024
43696250000000	Oak Grove Elementary	3	Feedback from the district parent and family engagement survey points to multiple opportunities for two-way communication between parents and teachers as our strongest area in building relationships.  Continued utilization of ParentSquare has helped support streamlined communication to our families in the language of their choice. 81% of parents feel that OGSD prepares our teachers, administrators, and staff to build trusting and respectful relationships with families.	Providing more opportunities for family engagement in advisory groups and decision making processes and seeking input from families from underrepresented groups will continue to be a focus.	We will create more family engagement opportunities both online and in person, such as the Back to School Resource fair and encourage school site activities that welcome families such as gallery walks in the classroom. We are exploring the implementation of the Community School model at two of our elementary campuses.	Partnerships require strong two-way communication and 75% of educational partners feel that OGSD provides multiple opportunities for the LEA and school sites to engage in two-way communication between families and educators using language that is understandable and accessible to families. The goal setting conferences for all TK-6 grade teachers at the beginning of the year are a valuable process for connecting early to discuss their children's needs.	As a district, we will continue to explore options of parent education, including parent information nights and other communication tools in this area.	Current Board Policies and the District Student Handbook outline local rights and procedures for parents, but the data speaks to a need to share this information in a more readily accessible manner. Adult ESL classes were offered at three sites in 23-24 and we will continue to grow and improve this program for families.	OGSD provides opportunities for families, teachers, principals and district leaders to work together to plan, implement and evaluate family activities.	62% of educational partners feel that OGSD provides all families with opportunities to provide input on policies and programs and implements strategies to seek input from underrepresented groups in the school community. 
	Parent meetings will continue to have a virtual option, as well as in-person, for many of our meetings. We also continued informal “coffee chat”  meetings with the Superintendent at various locations across the district to promote two-way communication and soliciting the input of stakeholders.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
43696330000000	Orchard Elementary	3	Orchard School District has demonstrated considerable strengths in building relationships between school staff and families. Utilizing multiple communication systems, including teacher-led, admin-led, and district-led tools such as email, text, newsletters, and chats, the district ensures that communication is accessible and frequent. Additionally, the district has increased parent engagement opportunities by creating a parent education program, offering workshops, and hosting informational sessions. These efforts have fostered a supportive community atmosphere and enhanced collaboration between families and school staff.	Despite the successes, Orchard School District recognizes the need to continual seem improvement in ensuring that all families, particularly those who are underrepresented, feel equally engaged and supported. Feedback indicates a need to focus on communication in middle school and identifying various opportunities to meet at different times. Additionally, some families have expressed a desire for more resources and support in navigating the school system.	To improve engagement of underrepresented families, Orchard School District plans to implement several strategies based on the survey and informal feedback received. This includes expanding the parent education programs and increasing efforts to provide translation and interpretation services to ensure all communication is accessible to non-English-speaking families.	Orchard School District's strengths in building partnerships for student outcomes includes strong community support at annual events and effective programs that meet the needs of students. These partnerships have facilitated resources and opportunities which extend beyond the school day. The district has established collaborations with local organizations, parents, and community members, contributing significantly to student success.	While Orchard School District has made progress, there are areas for improvement in building partnerships for student outcomes. The district needs to enhance the consistency of intervention programs during the school day as well as outside the school day. Additionally, there is a need to develop more targeted programs that address the specific needs of various student groups, particularly those who are at risk or underperforming.	To improve the engagement of underrepresented families, Orchard School District will implement several strategies identified during the self-reflection process. The district plans to provide more culturally responsive outreach efforts, including offering information and resources in multiple languages and holding events that are accessible and welcoming to all families. Additionally, the district will increase opportunities for underrepresented families to participate in decision-making processes through focus groups, surveys, and representation on advisory committees.	Orchard School District has made significant strides in seeking input for decision-making, particularly with the initial development of the community school program. The district has established multiple channels for gathering feedback, including surveys, holding group meetings involving parents, students, staff, and community members. These efforts have ensured a diverse range of perspectives are considered, leading to more informed and inclusive decision-making processes.	Orchard believes that the implementation of the Community Schools Program will continue to increase the District's commitment to gathering input when making decisions. Orchard has identified one key focus area which is to enhance the frequency and consistency of feedback opportunities to ensure ongoing engagement rather than periodic input. The district should also strive to ensure that all voices, especially those of underrepresented groups, are heard and valued in the decision-making process.	To improve the engagement of underrepresented families in decision-making, Orchard School District will implement several targeted strategies. The district plans to increase outreach efforts through culturally responsive communication, providing information in multiple languages, and holding meetings at times and locations convenient for these families. Furthermore, the district will create more opportunities for underrepresented families to be involved in advisory committees and decision-making bodies.	4	4	4	5	3	4	3	4	3	3	3	4	Met		2024-06-18	2024
43696410000000	Palo Alto Unified	3	PAUSD recognizes the critical importance of fostering collaborative partnerships between staff and parents. To enhance this collaboration, PAUSD has expanded its cultural and equity workshop series to include parents, administrators, board members, as well as certificated and classified staff.
At Title I sites, our SAFE specialists are instrumental in facilitating workshops and one-on-one meetings with parents. These sessions cover topics such as utilizing current technology to track student achievement, understanding progress reports, and navigating current standards and assessments. Additionally, SAFE specialists provide invaluable support by accompanying parents to teacher conferences upon request.
Moreover, our SAFE specialists are dedicated to ensuring that childcare, translation services, and other family needs are effectively communicated to both site and district staff. They proactively engage with targeted populations through personalized phone calls and home visits. With the support of the Director of Student Services and eight dedicated SAFE specialists, our program extends its reach to all families of participating students. This includes students with disabilities, migratory families, foster youth, and McKinney-Vento students. The Director of Student Services conducts one-on-one meetings with families facing special circumstances or needs to ensure equitable access to school resources.
Furthermore, the Director of Student Services offers support to families during transitions, providing assistance with transportation, translation, and the provision of basic school supplies. Each SAFE specialist is granted access to distribution lists to ensure families are promptly contacted, informed, and empowered to participate in their child's education journey.

	PAUSD families were surveyed in Spring 2024 regarding what services would best support families in Building Relationships between School Staff and Families.  The survey results revealed that the following areas should be addressed: how to communicate with the school, overview of school events, and meeting reminders and information regarding parent workshops and learning opportunities.  These needs will be addressed through a variety of ways.  Families will be informed through Parent Square about events and parent opportunities and a variety of parent workshops will be offered throughout the year.  Additionally our SAFE specialists are creating a monthly calendar of events in order to promote personal outreach to families in the identified areas.	PAUSD has spent extensive time identifying which families have historically been underrepresented in our District.  The names and contact information of those families have been shared with our SAFE specialists so that there is intentional outreach throughout the year.  Additionally, SAFE specialists and school staff have been trained on the use of Panorama to track student interventions and communication with families in order to build more positive relationships between school staff and families.	PAUSD has a variety of community partnerships to promote engaging and positive student experiences at all grade levels.  In the elementary schools, PAUSD partners with three different daycare providers to offer free or reduced cost daycare under ELOP.  Our elementary and high schools also participate in Youth Community Service (YCS), a service based learning and leadership program.  In our Middle Schools, PAUSD partners with Dreamcatchers, a free after-school tutoring, enrichment, and mentoring program for middle school students.  Finally, at the high school level, PAUSD has a partnership with Collegewise, a program designed to support first generation high school students interested in applying to four year colleges.	One of the focused areas of improvement in our community partnerships is increasing access to the aforementioned programs.  Increased access may entail offering the appropriate support to our special education students, utilizing a variety of communication methods to inform families regarding these opportunities, and working through scheduling constraints to ensure that students can participate in these activities.
	PAUSD plans to improve engagement through personal outreach from our SAFE specialists.  Students and families need to know that there exists a variety of opportunities for students in PAUSD and have the appropriate information related to those opportunities in order to elicit support and participation.	PAUSD utilizes a variety of stakeholder input for key decision making.  Over the past two years, PAUSD has formed a variety of ad-hoc committees related to high stakes decisions including the bell schedule, athletics, enrollment, behavior, etc. The ad-hoc committee makes recommendations for key decision makers to consider.  Additionally, PAUSD has content area steering committees in focused areas including math, history, special education, etc.  The steering committees discuss strengths and areas of concern in the content areas and collaboratively work together to find solutions to the areas of concern.  Finally, PAUSD has a variety of other District Parent Committees to involve them in high stakes decisions.	An area of improvement related to Seeking Input for Decision-Making is making clear that our committee and parent groups understand that their work and input are recommendations for key decision makers.  Additionally, PAUSD is working on ensuring that there are a variety of different stakeholders represented on our committees so that diverse representation and voices are heard.  Finally, PAUSD is improving timelines relative to seeking input for decision making so that key decisions are made in a timely manner after receiving input from stakeholders.	Site administrators, teachers, district personnel and SAFE specialists are tasked with ensuring that underrepresented families participate in our decision making committees and groups.  In order to support diverse representation, the time and location of the meetings needs to be considered along with childcare.  PAUSD must also ensure that underrepresented families have access to the information being discussed relative to decision making which might include historical data, background information, and information translated in a variety of languages.	4	3	3	3	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
43696660000000	San Jose Unified	3	San José Unified’s Family Engagement office focuses on providing opportunities for families to support their child, better understand the school system, and increase involvement in schools. One of the tenets of our strategic plan is “a unified community that elevates opportunities for all.” Our goal is for at least 80% of our families to feel involved in their child’s education. We have a district-wide initiative to focus on building relationships and connections with students and families.

San José Unified also staffs bilingual Family Liaisons (English and Spanish) at our Title I schools to support families, connect them with community resources, and help families navigate getting involved in their child’s education. In addition to supporting families who request assistance, our Liaisons, in conjunction with the school staff and administrators, conduct outreach to work with families of students who may be struggling with regular attendance, academics, socio-emotional wellness or other areas.

Our family engagement staff attend monthly meetings with parent representatives from a variety of schools to collect feedback and share updates. In addition, our school administrators hold parent/family meetings at least once per month to provide information, respond to questions, and collect feedback. We formally collect feedback each spring through our district-wide climate survey, where parents can share their perspective on their interactions with their teacher(s), school, and district. All district-wide communications are shared with families in English and Spanish. Simplified Chinese is also provided for families at Williams Elementary school. Additional languages are available upon request.
	San José Unified has implemented a new communication platform to better enable communication between the district, schools, and families.  We leverage a combination of options, such as email, text, and phone calls to reach families and ensure they are engaged with their school community.  Based on gathered feedback, we seek to increase access to the communication platforms by providing clear and consistent information at the start of the year, an orientation for new and returning families prior to the start of the school year (including an overview of apps for connecting with SJUSD), and ongoing district-level and site-based workshops focused on helping families connect with SJUSD, our schools, and our staff.	San José Unified serves an extremely diverse and vibrant community. School staff provide outreach to families using multiple channels (phone, email, text) throughout the year. When reaching families becomes challenging, staff conduct home visits at a families’ residence, particularly if there is a concern with the student’s academic progress. We publish a directory of community resources that we can recommend to our families in need of additional supports and services.

We will continue to focus on reaching hard-to-contact families to build and sustain connections to their child’s school while also emphasizing strategies to increase access for newcomer immigrant families, English Learner families, and others with whom connecting has been a challenge in order to increase overall participation in decision-making committees and engagement in school and district events. We also plan to provide professional development to school staff focused on creating and sustaining welcoming environments for all families. Progress towards improved engagement will be evaluated by gathering feedback from school staff and parents.
	The Family Engagement team hosts a variety of events, workshops, and trainings to help families support both the academic and social-emotional needs of their children and work in partnership with the teachers and school.  Navigating the world of public education can be challenging, particularly for families who are new to the district, state, or country. We focus on equipping families with the necessary vocabulary to work with the teachers and school to be more involved with their school. Throughout the year, we offered classes/workshops to support families with topics such as acquiring English as a second language (for caregivers), understanding their child’s status as an English Learner, state academic assessments, a variety of mental health topics, and supporting their child’s transition to middle and high school. Workshops that are delivered via webinar are recorded and available for viewing on our district website in English and Spanish.	The area of improvement involves how we provide information to families. Families are provided information early in the year about how to navigate apps that are key to families staying current with student attendance, assignments/grades, and connecting to web meetings and workshops. These provide families with an understanding of how they can follow their child’s academic progress, communicate with teachers and school staff, and engage in workshops that will help them support their child’s academic and socio-emotional well-being. Communication of these topics should recur consistently and strategically throughout the school year to ensure introduction and increased comfortability with it. Additionally, workshop topics scheduled for next year will address district-wide needs, such as attendance, grading, and academic assessments, as well as needs of specific groups (English Learners, transitions to middle and high school, students with disabilities, etc.).	San José Unified will provide multiple opportunities for parents/guardians to learn about the various school and district level leadership committees. In addition, leadership training will be provided for those who are serving, or interested in serving, as representatives on school or district committees. We plan to develop a consistent district-wide system of providing important information (e.g. an orientation) to English Learner and newcomer immigrant families to better support them as they enroll in SJUSD schools. Workshop topics provided in 2024-2025 will include areas suggested in collected parent feedback. We plan to provide professional development for our teachers and administrators to help them invite family engagement, particularly with our difficult to reach families. Progress towards improved engagement will be evaluated by gathering feedback from school staff and parents.	"San José Unified has a robust group of school level and district level parent committees and advisory groups.  We provide training for parents/guardians who want to get involved with a committee and for committee members on their role and responsibility.  We build capacity in these parent committees and advisories and to remove barriers that prevent more parents/guardians from participating.  We have also been leveraging surveys to gather input from committee members and from workshop participants (via post-surveys) to gauge the 	importance of programs or initiatives and to inform our planning.   
"	San José Unified has made progress in opening the opportunity for additional families to participate, but we are still challenged with recruiting underrepresented parents/guardians.  

We review attendance data and feedback from meetings and events and share best practices across schools to increase family engagement. Average attendance for events has increased, but we receive feedback from a small percentage of the participants. We would like to provide additional mechanisms so parents/guardians who may be unable to attend a meeting can stay engaged and provide input and feedback.
	SJUSD seeks to provide early and consistent communication to underrepresented families about site and district committees to increase awareness and promote involvement with their child’s school through new family orientations and direct messaging. Family workshops and webinars will be focused on topics applicable to the academic and socio-emotional well-being of their child. We expect this will lead to greater engagement and participation, and therefore greater opportunities for collecting feedback. 
We will continue providing professional development to our parent liaisons to expand their outreach towards underrepresented families, including home visits for families that are difficult to reach in an effort to engage them and gather their feedback. Progress towards improved engagement will be evaluated by gathering feedback from school staff and parents.
	4	4	3	4	3	4	4	3	4	3	3	3	Met		2024-06-28	2024
43696660129718	Downtown College Preparatory Middle	3	The current strengths and progress in this area for the LEA include:
Back To School Night where families are invited to the school to experience the students’ daily schedules, meet and chat with teachers, and better understand the many programs and initiatives at the school site.
Advisory program - teachers have one cohort of students daily where the focus is on relationship building, progress monitoring, building a college going culture, and family engagement
Student / Family conferences held twice annually
Monthly Cafecitos where families are invited to spend time chatting with the principal regarding upcoming events, school culture, student academic progress, and the overall school program. Additionally, families have opportunities to ask questions and give input on current and upcoming initiatives and strategies.
Monthly School Site Council and English Language Advisory Committee meetings where families are informed and give input on annual plans, the LCAP, English Language Learner initiatives and budgets, as well as other school wide initiatives and family engagement opportunities
Annual / semi annual family surveys for input on LCAP and other school wide initiatives
Annual Youth Truth surveys for students and families to give input and feedback on the learning model, engagement, academic challenge, school culture, belonging and peer collaboration, relationships, college and career readiness, obstacles to learning, school safety, diversity/equity/inclusion, and areas for improvement
Weekly announcements sent to families regarding upcoming events, important dates, and notable happenings from the site	Family Events - Increase opportunities and events for families to come together in support of the school’s mission including
Family and community work days
More student recognition events
Cross campus, DCP-wide collaborative events
Workshops and Informational Meetings - Increase the number of and content for family workshops to better meet the needs identified by our educational partners including
Restorative Practices - working with parents to build a better understanding of this work and the why behind it
Academic Rigor - working with families to build a more comprehensive understanding of grade level expectations and the content used at dcp
Wellness - working with families to build our understanding of the needs our students have regarding mental health and wellness as well as strategies for improving our supports at DCP
Continuous Improvement - building an engaging environment where educational partners can provide input and feedback on school programs, environment, and supports
Enhanced Resources - Continue to work closely with the Santa Clara County Children and Family Department to refer families to the Differential Response Program which provides mental-health services and connects families with resources	DCP will work to identify families/family members not yet engaged with the programming offered for support and explicitly create opportunities to bring them into the school environment in ways that are comfortable and meaningful to them:
Creating opportunities to engage with parents and guardians in-person to have meaningful dialogue with the aim of identifying specific needs faced by these partners
Finding resources to meet the needs identified by these partners and offering workshops that are convenient and effective
Developing an on-boarding process for new families to increase the participation of underrepresented families	DCP has worked to develop partnerships with community and professional providers as well as several ‘in-house’ strategies
Partnerships with community and professional groups and providers including
The New Teacher Project to provide coaching and professional development in the areas of
Culture of Learning
Essential Content
Academic Ownership
Demonstration of Learning
School2Home - Providing internet services and hot spots to families
Family and Children’s Services to provide counseling
Santa Clara Behavioral health to provide substance use interventions
Catholic Charities to provide groups for gang prevention
Safe Schools to provide crisis response in the area of gang interventions.
DCP strategies including
Engaging families with Power School and Google classroom to keep them informed on student assignments and progress
Providing Chromebooks to students for use at school and in the home
Student / family conferences held twice annually	Focus areas for improvement include:
Continue exploring / researching strategies that provide professional learning and support to teachers and principals to improve a school’s capacity to partner with families.
Continue exploring / researching strategies that provide families with information and resources to support student learning and development in the home.
Continue exploring / researching strategies for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.
Continue exploring / researching strategies to support families to understand and exercise their legal rights and advocate for their own students and all students.
Continue to work on increasing the number of families and staff who are engaging with the Family Engagement Policy and Parent-School compact
Increase parent awareness of the role and responsibilities of families and staff to effectively work together to support the college success journey	DCP will work to identify families/family members not yet engaged with Building Partnerships for Student Outcomes and explicitly create opportunities to bring them into the school environment in ways that are comfortable and meaningful to them:
Creating opportunities to engage with parents and guardians in-person to have meaningful dialogue with the aim of identifying specific needs faced by these partners
Finding resources to meet the needs identified by these partners and offering workshops that are convenient and effective
Developing an on-boarding process for new families to increase the participation of underrepresented families	The current strengths and progress in this area for the LEA include:
Inviting parents/guardians to participate in the School Site Council
Offering principal-led coffee chats and English Learner Advisory Committee (ELAC) by increasing communication strategies such as weekly newsletters
Providing access to leadership positions for families in the School Site Council and ELAC
Providing opportunities for families to share feedback/input for the LCAP
Providing opportunities for a parent group to seek additional input and offer training in our EL Roadmap	Focus areas for improvement include:
Continuing to build systems of support to help improve School Site Council meetings in order to meaningfully engage parents in decision making
Continuing to build systems of support to help improve ELAC meetings in order to meaningfully engage parents in decision making
Continuing to focus on family communication and increase the percentage of families who receive text messages for alerts on school communication
Exploring more convenient opportunities for bringing educational partners together consistently
Providing more opportunities for parents and guardians to better understand the decisions needing to be made and offering more opportunities for input to be shared and discussed before decisions are made	DCP will work to identify families/family members not yet engaged with decision making and explicitly create opportunities to bring them into the school environment in ways that are comfortable and meaningful to them:
Creating opportunities to engage with parents and guardians in-person to have meaningful dialogue with the aim of identifying specific needs faced by these partners
Finding resources to meet the needs identified by these partners and offering workshops that are convenient and effective
Developing an on-boarding process for new families to increase the participation of underrepresented families	4	4	4	3	2	2	3	2	2	3	3	2	Met		2024-06-18	2024
43696660131656	ACE Inspire Academy	3	Student-led conferences are one of ACE’s greatest strengths to build community and communication between staff, students, and their families. During the 2023-24 school year, ACE held week-long conferences using a minimum-day schedule to provide flexibility to families who may not have otherwise been able to attend.

Cafecito and Parent Leadership Team meetings are held monthly to give families direct access to school leadership where they receive updates on the latest school events and news. These meetings also allow parents and families to raise and address any concerns they see in the ACE community.	The majority of ACE’s low-income families have been historically marginalized and may lack the resources and knowledge to voice their concerns to school leaders or other persons in power. It has always been ACE’s mission and vision to serve families by intentionally building a Culture of Optimism and cultivating a sense of belonging for many of its families that have never felt a part of a school. ACE strives to create strong relationships with those families who cannot attend school events due to their work schedules.	As described above, ACE is working to engage underrepresented populations through its monthly Cafecito meetings, monthly Parent Leadership Team meetings, and student-led conferences. ACE will ensure that each family receives at least two outreach attempts to invite them to participate in school activities that foster strong relationships between the school and families.

ACE also participated in the County’s Project to Inspire cohort where ACE parents and staff had the opportunity to collaborate with other districts and charter school networks in the county to further parent engagement practices. Through this partnership, ACE learned about an opportunity to continue our learnings and was accepted into the Community Engagement Initiative’s Cohort III Peer Leading and Learning Network through California Collaborative for Educational Excellence (CCEE) where we are working on creating a parent engagement plan alongside several other districts. The participants include community engagement staff, parents, students, and county staff members to continue this work of building relationships.

Another way we are working to improve is by making a concerted effort to guarantee that our charter school network is reflective of the communities we serve. Given San Jose’s large Vietnamese population, we have worked to recruit more Vietnamese students at our school sites and make certain that our schools are creating a welcoming environment that is culturally responsive for all of our families. It’s important that all ACE families know and understand that there is someone within their school community who looks like them and can speak their language. Ultimately, we are committed to breaking cultural and language barriers throughout our network.	Student-led conferences are one of ACE’s greatest strengths to build partnerships with families to improve student outcomes. During the 2023-24 school year, ACE held week-long conferences using a minimum day schedule to provide flexibility to families who may not have otherwise been able to attend. Our goal is for students to recognize that they have their own voice and choice in their pursuit of academic success. Students participate in weekly goal setting through their College Seminar course and are encouraged to own their academic growth. Using their goals and other measures of academic success, ACE prepares its students to discuss their growth with their parents. Parents are then able to walk away with a concrete understanding of where their students are and what their growth areas are. We ultimately want to encourage our families to continue these conversations within their home environments and be their biggest supporters throughout their academic careers.

Families also learn how to support their child at home during Cafecito meetings. Cafecito agendas include professional development for families to help them understand the academic program, social emotional supports, and Multi-Tiered System of Supports offered at ACE. Other topics covered include school culture, academic progress, ways to support their students, information about resources to support meeting basic needs such as food security, immigration rights, and ELD support. Time at Cafécitos is also devoted to ensuring families understand the importance of goal setting, growth measures, and how these translate into their homes.
	Through annual parent surveys and the pandemic, we have come to realize that many of our families lack the technology and/or digital literacy to access their student’s online platforms, such as Google Classroom for assignments and PowerSchool for grades and attendance. Additionally, we provide opportunities for learning during our orientation, Back to School nights, Cafecitos, handouts, and other communication methods to ensure that our families have the skills to support their student’s academic success.	ACE has modified its approach to student-led conferences to ensure that we achieve our goal of 100% parent and guardian participation. Schools closed for a week to ensure families were available to participate their child's student led conference and that parents have ample time and days to attend conferences. If any families are unable to attend our allotted times, they will receive a home visit at their location and time of choice. We want to guarantee that our families are well-informed about their student’s progress, know how to support at home, and can build a trusting relationship with school staff about student success.	ACE has invested in a broad program to engage and involve families. ACE’s Director of Community Engagement and with the support of the Parent Organizer and Deans of Culture and Community Outreach ensures families have access, input, and space to advocate for student and family needs in Cafécitos, student-led conferences, college readiness workshops, parent panels, family inclusion on hiring and decision-making committees, and continued development of the parent and community ambassador programs. The hope is to lead families of all subgroups to be represented and empowered in being full partners in their child’s education, resulting in higher levels of optimism and college-readiness as expressed in the annual survey. In ACE’s spring 2024 family survey, families overwhelmingly responded favorably to questions related to their school connectedness and sense of belonging. Through ACE’s Community Ambassador program, parent leadership groups, and monthly Cafécitos, ACE provides opportunities for parents and families to access information and provide feedback on key issues to school leadership. ACE’s Community Ambassador and Parent Leadership programs teach and assist parents and families in developing leadership and advocacy skills to ensure schools are meeting the needs of families and students.

Furthermore, our parent leaders are trained to facilitate meetings with administrators when an issue that impacts ACE families arises. Some examples of these issues have been school culture, traffic control, and improving communication. We want our parents to understand that their voices are heard and that they have direct access to any administrator, from the principal to the CEO. Through this intentional work of building relationships, many of our parent leaders have personal relationships with several administrators at their school sites as well as the central office.	ACE Inspire would like to increase the number of parents who participate in the advisory council and Cafécitos. Next year, the school will publicize how the feedback from these meetings was used to make decisions to let families know that their feedback is truly valuable to the decision-making process.	ACE serves families and students who may be initially resistant and suspicious of partnering with their school and each other. ACE understands that this issue is further exacerbated by language barriers, cultural norms, immigration statuses, etc. that lead to a lack of access to information, including how to get involved with their school communities. We recognize that we must continue to reach out to our most vulnerable and disengaged families to seek input from all of our families and not just the families who are already engaged. We will seek to improve engagement by focusing on home visits, direct one to ones, and utilizing various methods of communication to work towards having 100% parent participation throughout our network.	4	3	5	5	3	2	3	4	4	4	3	3	Met		2024-06-18	2024
43696664330585	Downtown College Preparatory	3	The current strengths and progress in this area for the LEA include:
Back To School Night where families are invited to the school to experience the students’ daily schedules, meet and chat with teachers, and better understand the many programs and initiatives at the school site.
Advisory program - teachers have one cohort of students daily where the focus is on relationship building, progress monitoring, building a college going culture, and family engagement
Student / Family conferences held twice annually
Monthly Cafecitos where families are invited to spend time chatting with the principal regarding upcoming events, school culture, student academic progress, and the overall school program. Additionally, families have opportunities to ask questions and give input on current and upcoming initiatives and strategies.
Monthly School Site Council and English Language Advisory Committee meetings where families are informed and give input on annual plans, the LCAP, English Language Learner initiatives and budgets, as well as other school wide initiatives and family engagement opportunities
Annual / semi annual family surveys for input on LCAP and other school wide initiatives
Annual Youth Truth surveys for students and families to give input and feedback on the learning model, engagement, academic challenge, school culture, belonging and peer collaboration, relationships, college and career readiness, obstacles to learning, school safety, diversity/equity/inclusion, and areas for improvement
Weekly announcements sent to families regarding upcoming events, important dates, and notable happenings from the site	Focus areas for improvement include:
Events - Increase opportunities and events for families to come together in support of the school’s mission including
Family and community work days
More student recognition events
Cross campus, DCP-wide collaborative events
Workshops and Informational Meetings - Increase the number of and content for family workshops to better meet the needs identified by our educational partners including
Restorative Practices - working with parents to build a better understanding of this work and the why behind it
Academic Rigor - working with families to build a more comprehensive understanding of grade level expectations and the content used at dcp
Wellness - working with families to build our understanding of the needs our students have regarding mental health and wellness as well as strategies for improving our supports at DCP
Continuous Improvement - building an engaging environment where educational partners can provide input and feedback on school programs, environment, and supports
Enhanced Resources - Continue to work closely with the Santa Clara County Children and Family Department to refer families to the Differential Response Program which provides mental-health services and connects families with resources	DCP will work to identify families/family members not yet engaged with the programming offered for support and explicitly create opportunities to bring them into the school environment in ways that are comfortable and meaningful to them:
Creating opportunities to engage with parents and guardians in-person to have meaningful dialogue with the aim of identifying specific needs faced by these partners
Finding resources to meet the needs identified by these partners and offering workshops that are convenient and effective
Developing an on-boarding process for new families to increase the participation of underrepresented families	DCP has worked to develop partnerships with community and professional providers as well as several ‘in-house’ strategies
Partnerships with community and professional groups and providers including
The New Teacher Project to provide coaching and professional development in the areas of
Culture of Learning
Essential Content
Academic Ownership
Demonstration of Learning
School2Home - Providing internet services and hot spots to families
Family and Children’s Services to provide counseling
Santa Clara Behavioral health to provide substance use interventions
Catholic Charities to provide groups for gang prevention
Safe Schools to provide crisis response in the area of gang interventions.
DCP strategies including
Engaging families with Power School and Google classroom to keep them informed on student assignments and progress
Providing Chromebooks to students for use at school and in the home
Student / family conferences held twice annually	DCP has worked to develop partnerships with community and professional providers as well as several ‘in-house’ strategies
Partnerships with community and professional groups and providers including
The New Teacher Project to provide coaching and professional development in the areas of
Culture of Learning
Essential Content
Academic Ownership
Demonstration of Learning
School2Home - Providing internet services and hot spots to families
Family and Children’s Services to provide counseling
Santa Clara Behavioral health to provide substance use interventions
Catholic Charities to provide groups for gang prevention
Safe Schools to provide crisis response in the area of gang interventions.
DCP strategies including
Engaging families with Power School and Google classroom to keep them informed on student assignments and progress
Providing Chromebooks to students for use at school and in the home
Student / family conferences held twice annually	DCP will work to identify families/family members not yet engaged with Building Partnerships for Student Outcomes and explicitly create opportunities to bring them into the school environment in ways that are comfortable and meaningful to them:
Creating opportunities to engage with parents and guardians in-person to have meaningful dialogue with the aim of identifying specific needs faced by these partners
Finding resources to meet the needs identified by these partners and offering workshops that are convenient and effective
Developing an on-boarding process for new families to increase the participation of underrepresented families	The current strengths and progress in this area for the LEA include:
Inviting parents/guardians to participate in the School Site Council
Offering principal-led coffee chats and English Learner Advisory Committee (ELAC) by increasing communication strategies such as weekly newsletters
Providing access to leadership positions for families in the School Site Council and ELAC
Providing opportunities for families to share feedback/input for the LCAP
Providing opportunities for a parent group to seek additional input and offer training in our EL Roadmap	Focus areas for improvement include:
Continuing to build systems of support to help improve School Site Council meetings in order to meaningfully engage parents in decision making
Continuing to build systems of support to help improve ELAC meetings in order to meaningfully engage parents in decision making
Continuing to focus on family communication and increase the percentage of families who receive text messages for alerts on school communication
Exploring more convenient opportunities for bringing educational partners together consistently
Providing more opportunities for parents and guardians to better understand the decisions needing to be made and offering more opportunities for input to be shared and discussed before decisions are made	DCP will work to identify families/family members not yet engaged with decision making and explicitly create opportunities to bring them into the school environment in ways that are comfortable and meaningful to them:
Creating opportunities to engage with parents and guardians in-person to have meaningful dialogue with the aim of identifying specific needs faced by these partners
Finding resources to meet the needs identified by these partners and offering workshops that are convenient and effective
Developing an on-boarding process for new families to increase the participation of underrepresented families	3	3	3	3	2	2	3	2	2	3	3	2	Met		2024-06-18	2024
43696740000000	Santa Clara Unified	3	This year, SCUSD expanded the collection of feedback regarding the Priority 3 Self-Reflection Tool to include feedback from school site principals, central office district leadership, union leadership, teachers and other staff who were selected to be members of the District Leadership Team (DLT). Results revealed that on average, SCUSD was largely in the “Initial Implementation” phase of building relationships between school staff and families. This year, the district created an input survey for the new LCAP and sent it to all parents, families, students and interested community members to complete between December 19, 2023 and January 21, 2024. The survey was a combination of likert scale and open ended response items addressing three main areas: student academic achievement, equitable outcomes for all students, and school culture and climate. There were over 1,150 responses. Common themes that emerged from the responses related to creating a sense of belonging among families, representation of cultural diversity in schools, and mutual respect between students and staff. A review of the results and a reflection activity were conducted at subsequent principal meetings, district staff meetings and advisory committees.	The district has added several actions and metrics to our 2024-2027 LCAP Goal #3.  New metrics related to the district’s progress in developing multiple opportunities for the LEA and school sites to engage in 2-way communication, percent of families that have created accounts in the district electronic communication platform (ParentSquare), and percent of families agreeing that their culture is recognized by their school site have been added. These additions reveal a three year district focus on 1) enhancing communication channels between families and sites, as well as 2) a focus on increasing feelings of belonging for all students and their families, and improved cultural representation for students and families from diverse backgrounds at their respective school sites.	The district will be implementing new surveying tools within the school year that will allow for disaggregation and ongoing analysis regarding any discrepancies in relationships or connections with school sites among our historically underrepresented families. Based-on current results from our bi-annual administration of the California Healthy Kids (CHKS), School Climate survey, we know that our Hispanic/Latino students have the lowest levels of school connectedness at the Elementary and Secondary level when compared to the district’s White and Asian student population. A look at our Parent CHKS reveals that just 39% of Hispanic/Latino families agree that their child’s school has adults who really care about students. The district is conducting professional learning with the Santa Clara County Office of Education for certificated and classified staff on equity and how to improve student and family connectedness during the 2024-25 school year, as well as providing resources to staff at the beginning of the year on how to foster increased connectedness.	The district continuously works to increase the avenues by which our community can provide feedback around student outcomes. The District Advisory Council (DAC) is composed of a diverse group of educators, families and community members. Topics for discussion include reflections and changes based upon feedback from each member’s community. Recently, the district administered an LCAP feedback survey to our families regarding the importance and effectiveness of key academic supports. Small group instruction was consistently rated as the most important and effective academic support across our Elementary, Middle and High school families. This feedback was shared with the DAC and is reflected within SCUSD’s new three year LCAP under Goal 1, Actions 1.2 and 1.3. Together, these actions represent a focus on small group instruction within our after school and early literacy support programs.	Within the aforementioned family LCAP feedback survey, the district received feedback regarding academic supports that our families felt were not as effective and needed to be bolstered. One such academic support is around tutoring. Our families felt that this was a highly important academic support, however the effectiveness of the district’s current tutoring structure was highlighted as an area of concern. Families reported that the district’s current virtual tutoring platform was not providing enough academic support. They then emphasized the importance of in-person tutoring. In response to this feedback, the district has added a new strategy, targeted in-person tutoring, to our 2024-2027 academic strategy matrix.	SCUSD’s newly adopted (April 28, 2024) Equity Framework highlights “Family & Community Partnership” as one of our key focus areas. Within this focus area is a commitment to foster engagement, agency and a sense of belonging among all students and families. Increased awareness around the district’s advisory committees is planned for the next year, as well as a concerted effort to ensure greater attendance of underrepresented families at all events. This effort can be seen under Goal 3, Action 3.4, metric 3.9. Here, the district has set a District Advisory Committee (C) participation goal related to families of students with an IEP.	The District Advisory Committee plays the role of the Parent Advisory Committee, but has been expanded to include students, staff, and community members as well as parents. The DAC is facilitated by the Chief Academic and Innovation Officer, includes the superintendent, two school board members, and senior district leadership, and has over 40 members representing key educational partner groups, labor and parent leaders, parents of students with disabilities, certificated and classified staff, and student representatives. This school year, the DAC participated in developing questions for the LCAP input survey, reviewing the responses from the survey, and providing input into the development of the new LCAP goals, actions, and metrics, as well as feedback on the working draft of the LCAP. In spring 2024, DAC participants were asked about the “meaningfulness” of their participation to provide input into the decision making process, 100% of respondents Agreed, or Strongly Agreed. This was an increase of 20 percentage points (80%) from the spring 2023 meeting.	Although there has been an increase in the diversity of perspective within the district’s advisory committees, our attendance is still not representative of the communities in which we serve. Hispanic/Latino/a students make-up roughly 38% of our student population, but we continue to see low attendance rates among our families. Improving recruitment and participation of our Hispanic/Latino families is a priority for 2024-25.	There are several new initiatives underway aimed at increasing engagement among our underrepresented families. The addition of a student advisory council has increased student voice among our Hisipanic Latino/a students within decision making processes. Furthermore, results from our LCAP survey revealed a desire for students and families to feel seen and recognized on their school campuses. This will be a primary focus for school administrators in the coming school year. Lastly, in an effort to investigate the experiences of our Hispanic/Latino students and address gaps in academic outcomes, communication and support, the district has begun a new initiative entitled ALAS (Advancing Latino Achievement and Success) in which Latino/a students participated in focus groups at 8 of our campuses. The themes from these focus groups were shared at the all administrator retreat in late July 2024, and administrators shared strategies to improve the sense of belonging of Latino/a students amongst other student groups. Other district schools are being strongly encouraged to host their own student focus groups to more directly hear from students about their experience in their schools. Additionally, the themes will be used to inform the development of new strategies, programs, and district initiatives as a direct result of our findings.	3	3	2	3	2	3	3	2	3	3	3	3	Met		2024-06-13	2024
43696820000000	Saratoga Union Elementary	3	SUSD offers many opportunities to build relationships between school staff and families in our community. There are active Parent-Teacher Associations at each site and Saratoga Education Foundation and Music Boosters in the district. SUSD also offers a series of parent workshops throughout the year, both in-person and online. Some topics covered include social-emotional strategies for parents and children, digital citizenship, and how to talk to your kids TK-8 about healthy boundaries and body awareness. DELAC and site ELAC groups offer an opportunity for families of English learners to connect and learn how children are supported at school.	SUSD continually strives to improve communication and relationships. An annual survey offers an opportunity for parents to provide suggestions.	SUSD works closely with families to provide parent education opportunities in a variety of subject matters, including:
Mathematical Placement workshops and office hour follow-up
Positive Prevention Plus Curriculum overviews
How to talk to your child about sexual education (Ivy Chen)
District English Learner meetings where families hear about offering and give input
School English Advisory Committees
Parent Workshop Series
Superintendent's Advisory Committee
Parent Advisory Site Committees
Saratoga Education Foundation
Saratoga Music Boosters	Saratoga Union School District focuses on creating multiple opportunities for parents to participate in school functions and to give input into the functions and programs provided in the district. These opportunities include community committees and surveys. SUSD continues to encourage families of underrepresented families to participate in DELAC, ELAC, and school events.

Surveys:
District LCAP Survey 
Comprehensive Sexuality Education Survey
School Experience Surveys
Communication Survey

Committees:
Superintendent’s Advisory Committee, SAC
District English Language Advisory Committee, DELAC
School English Advisory Committees, ELAC
Comprehensive Sexuality Education Group
Saratoga Union School District focuses on creating multiple opportunities for parents to participate in school functions and to give input into the functions and programs provided in the district. These opportunities include community committees and surveys. SUSD continues to encourage families of underrepresented families to participate in DELAC, ELAC, and school events.

Surveys:
District LCAP Survey 
Comprehensive Sexuality Education Survey
School Experience Surveys
Communication Survey

Committees:
Superintendent’s Advisory Committee, SAC
District English Language Advisory Committee, DELAC
School English Advisory Committees, ELAC
Comprehensive Sexuality Education Group
Parent Advisory Committees at sites
Saratoga Education Foundation, SEF
Parent Workshop Series	SUSD continually revises its parent night series to match the interests and needs of the community.	SUSD provides a yearly survey for all parents to gather feedback on the progress in implementing the strategic plan (aligned with the LCAP). The survey gathers input to guide district decision-making and expand how we can increase parent participation opportunities. The survey has questions about the eight state priorities and was sent to families in March. In addition, DELAC and ELAC meetings are designed to hear suggestions from parents of English language learners. The SUSD social worker works closely with families of Foster Youth. The after-school program provides an annual survey to hear parent's feedback. A parent survey is given at the end of the summer programs, academic summer school, and Jumpstart.	SUSD gathers feedback through surveys and parent groups (PTA, Superintendent’s Advisory Group, DELAC, ELAC, SEF, etc.). District administrators review the information, which is then shared with the Board of Trustees to inform decision-making and the district’s initiatives.	District personnel works closely to offer many types of parent engagement activities and opportunities for input. These opportunities include basic curricula such as math pathways, music, comprehensive sexual education, and materials adoptions. Additional opportunities, such as a social-emotional task force comprised of teachers, administrators, and parents, are formed regularly. Task forces have occurred for mathematics, comprehensive sexual education, extended-day kindergarten, and the arts. The focus area identified in 2019 is Social-Emotional Learning—the focus area for 2021-22 was communication.  Continued improvement in communication is a district goal.	SUSD will use personal invitations to encourage participation in DELAC meetings.	5	5	4	4	4	5	5	5	5	4	4	4	Met		2024-06-13	2024
43696900000000	Sunnyvale	3	"The district changed its ""equity series"" format and this has been effective based on community response and base attendance, and results from surveys and community forums. This change includes more of a community-based planning and implementation focus, and has been successful (as measured by the number of participating families) across events.  We will continue with this change as all have been successful in progressing towards fostering a welcoming and inclusive environment for all parents, families and community members as partners.  The largest event thus far, with 117 participants, created the opportunity for district leadership to center underrepresented family voices, but also provide content to increase family understanding of academic support of children in the home.  

Parent feedback through DELAC and to School Outreach Assistants supports the use of translation services and LanguageLine.  Attendance of bilingual families at targeted Family Education events is up 35% from the previous year based on parent sign-in at Family Education events."	"Annual Equity Summit. This  is shifting to an ""equity series"" rather than a single event, efforts will be maintained but changed to align with new strategic plan.  Parent education programs are crucial for families of ELs, foster youth, and socioeconomically disadvantaged families. These programs empower parents with the knowledge and confidence to navigate their child's educational journey. This understanding bridges the gap between home and school, allowing parents to become active partners in their child's academic success. By demystifying these concepts, parents can be equipped to support their children's learning at home, but also boost their confidence to advocate for their children's specific needs within the school system. This will also afford staff an opportunity to connect more with families.
"	Provide parent/guardian education programs, in multiple languages, to enhance their knowledge, skills, and confidence regarding learning expectations, standards-based assessments, grading, and age-appropriate methods for building student ownership of their learning.	The implementation of the dedicated school outreach coordinator role, tasked with overseeing and supervising school outreach assistants, has been effective in increasing our outreach efforts as evidenced by increased number of families attending and engaging in family education events and seeking resource support from school social workers. This addition of this position has not only facilitated enhanced coordination with bilingual families (fostering improved accessibility to school programs) but has also substantially increased the pool of available resources at every school site. Consequently, our school outreach staff are better equipped to provide comprehensive support and guidance to high-needs families. This action will continue.	Support targeted students to navigate the school day and school in general successfully.  Assist students to to feel supported and included in their classes, in activities, and during social interactions. While there is a greater need across campuses, the need across the district and a need to target the work school to school is also critical in order to have the level of impact expected in outcome data
	Social Workers for English Learners: For English learners, social worker bridge the gap between cultures and languages. They connect students with language acquisition programs, cultural competency training for teachers, and translation services for families. This ensures English learners feel welcome and supported as they navigate the challenges of a new language and education system.

Social Workers for Socioeconomically Disadvantaged students: For students from low-income families, social workers help address the social and emotional factors that can impact academic achievement. They connect families with social services, food banks, or healthcare resources, alleviating burdens that might otherwise hinder a student's ability to focus on learning.
	In the Fall 2023 Survey, 96% of families reported feeling valued in their school. During the strategic planning process this year	Through our 2023-2024 Strategic Planning process, it became evident that a consistent theme was emerging of involving students in their own learning and providing more opportunities for students to take ownership of their educational experience. We also believe involving students to a greater degree in their educational experience will benefit the district population with respect to the above-mentioned focus areas. By providing students more opportunities to give input on their learning experience, we hope to increased student engagement, attendance, and ultimately academic achievement. By providing students with opportunities to shape their learning, like participation in IEP and goal-setting meetings for SWDs, or contributing to classroom discussions and activities for all students, we aim to increase their investment in their education. This, in turn, can lead to a decrease in chronic absenteeism – a problem affecting most student groups in our district. For ELs, ownership can come through choice in learning activities or materials that reflect their cultural backgrounds.  For SWDs, involvement in IEP and SST meetings fosters a sense of agency and empowers them to participate actively in their learning journey.  By fostering student voice and ownership across the board, we aim to improve educational experiences and achievement for all students.	Our focus remains steadfast on equity, a multi-tiered support framework, and innovation to enhance instructional effectiveness and student welfare. Our leadership structures integrate an equity and anti-racist perspective, fostering ongoing reflection on optimizing student support, dismantling barriers to learning, and strengthening overall support systems. Continuous coaching and training for our leadership teams are integral components of our commitment to constant improvement and student success. We are focused on a promise that every student is known by name, strength and need, ready to excel in high school and beyond, and to lead a life of joy and purpose.	4	4	4	4	2	3	3	2	3	3	3	4	Met		2024-06-20	2024
43697080000000	Union Elementary	3	In 2023-24, we held our second annual Spanish Back To School Night in the fall to continue to foster a strong relationship with our Spanish speaking families.To ensure that they feel welcome in our district and are aware of school and district events, curriculum and procedures, we made efforts to personally invite these families to other meetings and events such as DELAC, our Latino Literacy series and our end of the year Spanish Social.  This year, we also piloted a second Latino Literacy series geared towards middle school families.  Furthermore, our elementary school sites continued their annual multicultural fairs, which are always well attended.  We continued to train staff on our Language Line translation service and are proud to share that our outreach through Language Line increased by 37% this year.  Lastly, we developed a Language Ambassador volunteer program to pair up new families who enroll in our district with another parent who speaks their same home language.  We plan on continuing all of these partnerships next year and are working to determine how we can increase participation.	Union School District is committed to supporting our students and families. In the last two years, we have supported our neediest families by providing access to local resources including health, food, clothing and housing. These resources are provided by our school office team and a designated district employee. In the 2022-23 school year, to link families with local resources, we hosted two district-wide events: our Helping Harvest and our Health Fair. Not only were local agencies represented at the fair, such as El Camino Health, the Parks and Recreation Department, and the city of San Jose’s Walk and Roll program, our own mental health therapists and counselors provided mental health resources. In addition, we opened a clothing closet for the first time where our own district families donated new clothing for those in need. To bridge relationships with our school staff and families, our community liaison and other district personnel hosted a Spanish Back to School night and a Spanish Social. Parents at these events, as well as in our local surveys commented that they felt more connected to our community than ever and through our district hosted events it was great to see our families donating and wholeheartedly supporting one another.	This year our Local Control Accountability Plan (LCAP) Educational Partners committee met multiple times to review and analyze perception survey data, LCAP survey data, Student Senate data and English Learner Needs Assessment survey data.  The committee went through a process to then use this data to create and prioritize actions for our LCAP.  During this process we determined that our Hispanic community still maintains a high percentage of our chronically absent population even though they don’t make up a majority of our district.  Because of this, we know that we need to continue to bolster our positive attendance campaign, while following the pre School Attendance Review Board process with our Hispanic families who are missing school, utilizing our Spanish speaking community liaison and providing resources to help connect and make our our Hispanic families feel welcome and part of the school community.  We recently held our 2nd Annual Spanish Social community building event and began offering Adult English classes for the first time.	Union School District connects with outside organizations to build partnerships within our local community and to provide resources for families in order to increase positive student outcomes. For years, we have been partnering with the San Jose Public Library system and each student is issued a student library card giving them access to books and educational tutoring and resources. We also partner with local food pantries to provide food for our homeless students who receive meals daily through Blessings in a Backpack. This year, we had bikes donated to our district which we provided to families to assist them in getting their students to school on time. For our Health Fair, we pass out toothbrushes from the County Health Department and link families to other mental and health resources such as programs like Care Solace. There are many, many organizations we partner with and Union School District thanks all of them for their support!	USD continually strives to find the best ways to connect with families.  We implemented Parent Square in March of 2022 and have had great success in reaching families with this tool throughout the 2022-23 and 2023-24 school years.  Utilizing metrics within Parent Square, we can determine how many families are reached and in cases where that number was not sufficient, follow up with other means of communication (personal phone calls and emails.) Our Communications Specialist has provided training to our site administrators on how to best use Parent Square and offered sessions for teachers during our district wide professional development days as well. In addition, over the last several years, we have updated our Student Study Team process to ensure families have an opportunity to meet with teachers and school staff to determine strategies to help their students succeed with academic, behavioral and mental health.	In order to provide tools for teachers to better connect with families, we implemented the Language Line interpretation services for the second year.  Staff were trained on how to use this tool and over 300 interpreted calls were made to have IEPs, parent-teacher conferences and office to home communications translated to ensure families were communicated with in their home language. This is a 37% increase from the previous year. In addition, we continue to provide a district community liaison who meets with underrepresented families to discuss student progress and support student outcomes.	Union School District has always values input into decision making and thus provides a variety of ways for families to provide input into policies and programs. This work has expanded over the last four  years to include more underrepresented families by continuing to invite all parents of English Learners to attend our District English Language Advisory Committee (DELAC). Annually, we provide a perception survey to our community who give us feedback on our Local Control Accountability Plan, home to school connections, communications and more. We use this feedback to determine district goals and actions. In addition, we collect additional feedback with our English Learner community by providing a Needs Assessment survey to English learner parents. This annual survey helps drive what resources and topics we provide at our DELAC meetings and we also use the data and parent feedback for our annual LCAP revisions as well.	One of the challenges we continually face is getting input from each and every community member. While the numbers of survey responses have drastically improved over the last couple of years, it is clear surveys can feel daunting. To increase numbers, this year, we created a matrix to strategically determine when various surveys are sent to the community and to ensure they are not overlapping. Each year moving forward, we will analyze the matrix to see if we can refine our survey timing further to ensure the surveys reach the community.	This school year, our district and schools have done a wonderful job creating events to connect our students and families. Events such as Multicultural Fairs, variety shows, school performances, Science Technology Engineering Arts Mathematics Nights and Open House are really what help bring parents onto campus to build community and connect families with their student’s classrooms and teachers. We also continued our Spanish Back to School Night and held our second annual Spanish Social as well. In addition, to increase engagement of underrepresented families we began a Language Ambassador volunteer program for parents who would like to help out parents who are new to the country. The ambassadors connect new parents to their school, the district and our surrounding community in their home language.	3	4	4	4	4	4	3	3	4	3	4	3	Met		2024-06-10	2024
43733870000000	Milpitas Unified	3	The Milpitas Unified School District (MUSD) continues to do well in building relationships with parents/caregivers. According to the family engagement survey, staff at MUSD are providing welcoming environments, are building trusting and respectful relationships with families, providing multiple opportunities for 2-way communication between families and educators, and supporting staff to learn about each family's strengths, cultures, languages and goals for their children. For the last three years, MUSD has worked to improve the capacity of district and site administrators at employing culturally responsive strategies so that we leverage our families’ and students' cultural and linguistic backgrounds as cognitive assets. This work impacts our improved relationships that lead to more enriched, meaningful and authentic learning for our students. Furthermore, The MUSD Equity Team passed our equity policy three years ago and has conducted listening tours and continues to engage our stakeholders in discussions around equity issues. We also have three community liaisons, two who speak Spanish and one who speaks Vietnamese which is supporting the language needs of our community. As a result, MUSD communicates with families early, often and in multiple formats and languages. MUSD also values input and provides multiple opportunities for families and staff to provide input in various ways (surveys, open forums, committees and meetings).	One area we continue to need to develop in is meeting all the language needs within our community. We continue to find ways to meet the language needs of our community by having multiple ways to disseminate information as well as different formats for meetings and providing both print and oral communication in various languages. Another area we continue to work on is providing time and professional learning for teachers and families to collaborate in the development of goals for students.	Our district is also working on developing and sustaining our cultural affinity groups for students and families/caregivers to continue to build our understanding of each culture in our community and foster support so stakeholders from every background feel heard, seen and valued. We also work to  identify underrepresented families, contact families, identify potential barriers to engagement. We are also exploring how to support teachers to maintain communication with these families, and improve engagement. 
   
We are also including the underrepresented student and parent/caregiver voice in our board presentations. As Shane Safir states in her book, Street Data, ensuring you have street data helps us to understand staff and parent/caregiver experiences as well as misconceptions and mindsets. Some of our site administrators have also begun to conduct interviews with students and parents to gather this information.	MUSD is doing well in providing families with information and resources to support student learning at home. This is supported by teacher/school newsletters, classroom-based apps with communication features, administrator and district use of Parent Square, Back-to-School Nights, open houses and student conferences. Additionally, we engage a number of families through different site-based and district committees including, but not limited to: LCAP, CCEIS Equity Summit, ELAC/DELAC, School Site Councils, Parent Teacher Associations, Community Board Advisory Council, Booster Clubs, etc.	One area of focus for this year is in providing support to families to understand and exercise their legal rights and advocate for their own students and all students. We are exploring parent/caregiver learning opportunities where we can provide them with information on their legal rights and equip them with tools to advocate for their students.	As stated earlier, we continue to find ways to meet the language needs of our community by having multiple ways to disseminate information as well as multiple formats for meetings. We have three community liaisons, two who speak Spanish and one who speaks Vietnamese which is supporting the language needs of our community. We are also intentionally selecting families from underrepresented groups to sit on our Comprehensive Coordinated Early Intervening Services Equity Summit, LCAP Committee and by including their voice in panels presenting to the School Board.	MUSD district and site administrators do a good job inviting parents/guardians to serve on the CCEIS, SSC, LCAP, DELAC & ELAC Committees as well as providing them with an opportunity to provide feedback on the Title 1 activities and programs we provide their students. MUSD also has three community liaisons to support our Spanish-speaking and Vietnamese-speaking families.	One area we could improve in is providing training for parents/guardians on how to effectively engage in advisory groups and decision-making processes. Often, parents/guardians are willing to participate, but are not always comfortable providing the input. MUSD will stay the course and continue to improve our practices:
collaborate with families and workshop needs and investigate barriers for those who did not attend
work to streamline messaging to families from sites and district teams
develop parent friendly and consistent formatting via email, Parent Square, and social media.    
	MUSD intentionally selects families from underrepresented groups to sit on our Comprehensive Coordinated Early Intervening Services Equity Summit, LCAP Committee and is beginning to include their voice in panels presenting to the School Board. MUSD is also in the works of developing affinity groups to support these groups.	4	4	4	4	4	4	4	3	4	4	4	3	Met		2024-06-25	2024
43771490137315	KIPP Navigate College Prep	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy,
recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and
knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well,
creating lasting change that will stay with them throughout their experiences, at our school and beyond.
We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails,
phone calls, and text messages. Students and families have staff member’s email address and cell phone number to
reach out about homework support or for other concerns or questions. Progress reports and report cards are sent
home throughout the year to keep families informed about their student’s academic success. Families are
encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with
parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to
identify additional supports. Each year the school begins forming relationships with families during orientation, prior
to the start of the new year. This early welcome allows students and families to feel more connected to the school
and start a successful year.
KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement
special events for students, families and the community, and advocate for the school's continued academic growth.
Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to
assist with any projects and to ensure alignment between the school and the community.
KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to
communicate and work together as equal partners in some of the following ways: front office and operational staff
members receive professional development on creating a warm and welcoming environment for all school visitors,
including parents/guardians and families, all school staff must have evidence of strong connections with students and
their families.
The school hosted over 10 virtual and in-person events (when health and safety allowed) where all families were
invited. In an annual family survey, 85% of families indicated that they were satisfied with the opportunities to get
involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms
of contact to engage all parents/guardians.	KIPP believes that relationship building with the community and families is a key component to opening and
operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims
to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and
respected relationships that lead to improved student outcomes. However, this engagement must go beyond the
classroom in the form of strong communication between school staff and families. When handled with respect and
cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of
inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid
communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family
and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):

• Assume good intentions, and approach all families as partners who want the best for their children.
• Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.
• Invite parents or guardians to share information about family cultures and traditions.
• Recognize and respect differences in family structures.
• Recognize the role that identity and background may play in shaping relationships between teachers and
families.
• Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.
• View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other
school sponsored events are always created considering the unique needs of the community.
The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were
invited. In an annual family survey, 68% of families indicated that they were satisfied with the opportunities to get
involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school
communications and will continue to use surveys, conferences, regular phone communication and other forms of
contact to engage all parents/guardians.
Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home
languages as much as possible. Family materials will be provided in students’ home languages. When translation is
needed, a school-provided translator will be employed.
Additionally, KIPP will provide different types of opportunities for families to participate, including events that take
place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.
KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the
development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.

KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more
actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings
KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	Parent involvement in decision making at KIPP is demonstrated in multiple ways.

The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.

The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.

KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.

KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.

Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	3	4	3	3	3	3	4	3	3	3	3	3	Met		2024-06-11	2024
44104470000000	Santa Cruz County Office of Education	3	The current strengths based on the analysis of educational partner input indicate that over 90% of families feel our school staff is dedicated to their academic success, 95% of families indicated their student feels safe at school and overwhelmingly, families report being able to connect with school staff.	There is always room to improve with building relationships between school staff and families. Across our programs, we will continue to hold parent, family, and student conferences, have the modes of communication be easily accessible, and ensure there are no language barriers.	"Parent engagement and involvement is a high priority for our programs and we provide opportunities and outreach to our community specifically ensuring the participation of traditionally underserved families and families of our students
with high needs. We have focused on family engagement as our goal #3 in our LCAP, ""through collaborative partnerships with families, students, community organizations, including our local community college, and our local workforce, we will promote confident learners who are prepared for success in college, career, and beyond."" On our most recent survey, the parents commended our organization for the great communication and support of their students. Continuing our current efforts and staying connected to families was emphasized as important to our parent groups. over 90% of families feel our school staff is dedicated to their academic success, 95% of families indicated their student feels safe at school and overwhelmingly, families report being able to connect with school staff. Continuing and strengthening our academic, engagement, and social-emotional supports was reflected as appreciated and important according to our family survey."	Each student entering our program begins with a personalized informational intake where the student is the focus point. The student's academic background, including strengths, aspirations, and challenges are all discussed. Once a student joins our programs their progress is monitored and families are updated at conferences and through communication with the teacher and educational team.	Our feedback surveys show that parents are informed with regard to their student's progress and feel comfortable approaching staff but there is always room for improvement. Our intake and school staff will also track student engagement and partner with families when a student's academic progress slows. Through swift collaboration we can create an engagement plan or transition a student to a different type of program when needed. Additionally, we will get insight from students and families regarding potential positive changes needed to be made at the site level to improve student outcomes.	We currently have site leaders who coordinate family and community engagement specifically focusing on underserved students and families. These leaders conduct outreach to families often marginalized ensuring their voices are heard, conduct intakes with families, coordinate meetings, and support students. We promote the use of student conferences at our programs and these meetings provide the opportunity to reflect upon the student's progress and discuss aspirations and support.	The Santa Cruz COE Court and Community Schools regularly solicits feedback from students and educational partners through various means including LCAP surveys, student conferences, ELAC, DELAC, SSC, and parent engagement meetings. One of our biggest strengths is that each site has caring and dedicated staff members who have created strong connections with all educational partners including families.	After evaluating our feedback data and reflecting upon our efforts of seeking input for decision making, a focus area for improvement would be to continue to refine the ways educational partners can provide input for decision making. We have gone through many transitions over the past few years with the pandemic and engaging our educational partners has shifted from mostly in-person activities to online and now we have the option for both. The convenience of virtual meetings has brought in new voices and finding the right mix of in-person and virtual options continues to be an area for improvement.	We will continue to amplify the voices of underrepresented families by having exceptional team leaders at sites who take the time to get to know and partner with all families. Multilingual team leaders work to break down barriers in communication and to actively recruit families to provide input. We will continue to use advisory groups as well as surveys and student conferences to connect with families, especially underrepresented families, to seek input.	5	5	5	4	4	4	5	4	4	4	4	4	Met		2024-06-27	2024
44104470136572	Santa Cruz County Career Advancement Charter	3	The Student Advisory Council is a team of students who help to make leadership decisions, strengthen
communication skills, and advise the staff on how to improve the school. All interested students are encouraged to
attend. The group meets quarterly and times are based on student availability. CAC provides childcare and food
during these meetings to encourage participation. We are committed as a team to providing holistic support for each
individual knowing that this approach is what will best serve our students. We are focused on student transitions in
and out of the Career Advancement Charter so we can support student efforts and goals. Our staff works to develop
student files to track and support the individual student needs and goals in career, college, social-emotional health,
and more. Integrating student support allows us to grow and strengthen our program so that we can best provide for the whole student. While nearly 75% of our CAC staff is bilingual, an identified need of improvement is to ensure that we consistently have the bilingual staff available to support students.	There is a need to expand our outreach and capacity to serve more students. We will continue to work on increasing
opportunities for our CAC students that will include individual and group tutoring, dual enrollment opportunities with
local community colleges, CTE short term programs for high demand occupations, social emotional counseling, and
connection to wraparound services.	One of our primary strengths in family engagement for our adult HSD program is in creating a welcoming school
culture and community with our students. Based on our student surveys, students agree that the school staff was
dedicated to their success. As our numbers continue to increase, we have identified the need to continue to improve
transitional support for students from academic re-entry to HSD to college and career. Additionally, the CAC team
will continue to welcome and provide multiple opportunities for students who need the most support.	The Career Advancement Charter is committed to working as a community partner and functions as an active GOAL
consortium member with our Adult Education partners at Cabrillo Community College, the Workforce Development
Board, and the local school districts. We continue to enhance our relationships with community programs for basic
needs such as food, health care, childcare, mental health, and housing, as well as external educational organizations
and opportunities for our students. We are able to provide support for a number of students individually as the need becomes apparent. Staff members are knowledgeable about community resources and have experience making referrals and connections.	A CAC focus area to build partnerships for student outcomes is to increase access and capacity to serve students
through community engagement and outreach; with an emphasis on partnerships, sustainability, and centering
student voice. We will also continue to work on expanding program offerings and design programming that works for
our adult learners with a focus on relationship building, resource connections, and culturally responsive and diverse
opportunities for students. Another focus area will be improving family engagement through providing more
opportunities for family learning. An engaged family provides a foundation of success for student attendance and
academic achievement. Additionally, providing relevant professional learning options for all staff is a continued
identified area of need that will support our team in our continuous improvement efforts. While individual support is
helpful, we also will focus improvement on systematizing advocacy that is provided in the CAC.	We will work to expand diverse resource connections within the CAC by hosting college/career fairs, health and
wellness support, and family resource events. We will dedicate planning time to research and identifying new
community connections, sustainability, and opportunities for growth. We will focus outreach efforts on new
community partners to create new relevant programming, with a particular emphasis on opportunities for our systemimpacted students in the correctional facilities and at the adult probation centers. Additionally, we will continue to put
students at the center and incorporate their feedback into our planning and delivery of services.	The CAC leadership partners with Cabrillo College, Watsonville Aptos Santa Cruz Adult Education, Santa Cruz City
Schools, and the Workforce Development Board as part of the Greater Opportunities through Adult Learning (GOAL)
consortium. As a collective group, we are committed to improving and increasing educational opportunities for adult
learners in our county. Our commitment is to meet student needs, sustain and expand program offerings, and
provide a continued collective effort to design programming that works for our adult learners. This commitment will
focus on resource connections, cultural responsiveness, diverse opportunities for students, and meeting them
wherever they are on their educational journey. The Transition Support team has made great progress in
collaborating and working to support adult students countywide.	We engage our students throughout the year through surveys, small group meetings, and CAC newsletters. A focus
area for the following year is refining our survey and discussion questions and sending them out more frequently. We
will continue to leverage student participation in our Advisory Committee to create opportunities for authentic
dialogue and feedback.	We will identify and develop new opportunities for students to transition to employment and/or post-secondary
opportunities. The CAC collaborates on a regular basis to improve outcomes for our students across the county, and
actively works to ensure and increase the accessibility of our program.	4	4	5	4	4	4	4	4	4	4	4	4	Met		2024-06-27	2024
44104474430252	Pacific Collegiate Charter	3	Pacific Collegiate School is a school of choice for our families.  Pacific Collegiate School provides a number of opportunities for families to learn more about the school and support their children in their education.  Families are encouraged to participate in a school information session prior to enrolling, and then once enrolling we have a new student orientation that families are encouraged to attend.  Each year, we have curriculum nights to help families to support their students in making strong course selections.

Our Parent Volunteer Association is active and recruits parents to participate both on and off campus in a variety of activities, from family educational events to volunteer activities to support the mission and vision of PCS. Families are also invited to a wide variety of school events, from community dinners organized by student government to student exhibitions of their science fair project. Finally, we provide training to teachers both on the importance of involving families into education and provide supports to ensure positive communications with families.	From our recent WASC accreditation review and annual parent surveys, we have determined that PCS would benefit from better communication and engagement with families regarding Vision Mission and Values, SP, LCAP and other decision-making and resource allocation processes.	PCS is currently implementing a plan to ensure that all materials published for families are available in both English and Spanish.  PCS has a designated position for a Bilingual Community Liaison. Furthermore, our Diversity, Equity, and Inclusion task force, which includes family members of varied backgrounds, analyzes school data to determine areas of growth for PCS in terms of developing relationships with all PCS families, particularly from underserved backgrounds.	Educational partners are reporting the need for expanded opportuities to share input and participate more fully in school activities. This is particularly true for families whose home language is other than English.	PCS will be continuing to work on improving communication between educational partners to be sure all parents and caregivers can access school communication in ways that are efficient, effective, and communicates a culture of care. This will involve continuing to fund a Bilingual Community Liaison, ensuring that communications from school are translatable, and that live interpretation services are available at meetings with educational partners.	PCS administration will be conducting targeted outreach and offering extra support and programming to ensure the engagement of traditionally underrepresented families, including families whose home language is not English, the families who will be First to College, and those who are Socioeconomically Disadvantaged.	Educational partners are reporting the need for expanded opportuities to share input and participate more fully in school activities. This is particularly true for families whose home language is other than English.	PCS engaged a wide variety of educational partners in our LCAP development and WASC accreditation work during the 2023-2024 school year. Through this work, the school identified more opportuntiies for multi-stakeholder engagement in school decision-making and set goals for creating additional opportunities for family and caregiver engagement.	PCS administration will be conducting targeted outreach and offering unique opportunities for traditionally underrepresented families to provide input that will inform school decision-making during the 2024-2025 school year.	4	3	4	3	4	4	4	3	4	3	3	4	Met		2024-06-05	2024
44697320000000	Bonny Doon Union Elementary	3	"Based on our annual parent survey, 100% of families report that they ""receive timely information from the school"".  98% of respondents to the survey report that the school is ""welcoming and responsive to my needs""."	Our community is expressing interest in further involvement in the education process. We will be adding new community committees to discuss the use of technology, our Makerspace, and other emerging areas.	As a single-school district serving roughly 100 students, relations are at the core of our work.  We will be exploring new and/or different communication tools to build deeper partnerships and collaboration with our family partners.	As a small district/school, we are able to maintain strong community partnerships to advance student learning.  Our staff provides opportunities for families to meet with the new teacher as soon as the school year begins, fall and spring conferences to share student progress, as well as on-going informal check-ins throughout the year.	While we maintain excellent local data from our parents, we will continue to seek new ways to disseminate information to the community.	Due to our small size the BDUESD staff works with each family individually to ensure their support and engagement.  As appropriate, staff working directly with our underrepresented families to gather their input, identify necessary supports and engage them in their student's educational progress.	Our district/school works to engage the community in decision-making proactively.  This includes our Site council, Makerspace Committee, and school board.  BDUESD recognizes the unique parent perspective and works to include it in decision-making.	As parent needs and interests have shifted following the COVID-19 pandemic and a recent wildfire, we continue to seek parent input to add, remove and strengthen programs.	Our school registrar and our Title 1/Intervention teacher have recently been trained on the most current laws and resources to support our underrepresented families.  These two staff members proactively reach out to these families throughout the year to seek input and share information.  We hope to be able to allocate financial resources from our COE as a next step.	5	5	4	5	5	4	5	5	4	4	4	5	Not Met			2024
44697570000000	Happy Valley Elementary	3	Parents are viewed as partners and Happy Valley works to support this partnership through engagement activities and support.	Parents are invited for conferences and Student Study teams as needed.  Every year there is a back to school night ad open house, and the principal provides monthly coffees with families.	The District reaches out and offers academic, financial and social-emotional support to underrepresented families.	The District hosts events to educate and support families.  There is a strong Parent Club that encourages parent participation.  Family voice is sought out for the development of parent education and increased connect to school events.	Happy Valley continues to seek to build positive relationships.  Through ongoing surveys and family activities, we strive to provide a welcoming environment.	Happy Valley looks to increase voice from our families who have English as a Second Language, as well as socio-economically disadvantaged families. The goal is to increase the relationship as well as support access to resources and information.	The Monthly Parent Club meeting has a standing agenda item that invites feedback on the LCAP and other District initiatives.	The District will seek to continue inviting participation and input from all groups.	The District will seek to increase participation from underrepresented groups.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
44697650000000	Live Oak Elementary	3	Educational partners have indicated the following on our Winter, 2023 Community Schools Survey:
*Services needed by families are provided in the languages that families need: 97%
*The school responds in a timely manner to guardian concerns and needs: 90%
*Educators, community members, school personnel, and administrators demonstrate trusting relationships with
families: 95%
*Student voice and choice inform program offerings, after-school programming, weekend activities, and summer
school: 89%
Families feel included. They have noted that they are provided a space to come share their thoughts and participate.
Following are areas of strength:
*Welcoming environments at the beginning of the school day
*All schools have family liaisons that spend time with families each day answering questions or concerns
*School partners also expressed great enthusiasm for all of the family activities and events that were created
*Developing student voice at each school site has also been an effective tool in further developing our cultural
competency.	During meetings with the families, that helped write the original actions and services, the need for a strategic plan for
family engagement emerged. The district drafted and built the Family and Community Engagement (FACE) plan in
partnership with families and community stakeholders. The framework for the plan is based upon the following high
leverage engagement strategies:
*Welcoming environments
*Effective communication
*Resources and opportunities
*Shared responsibilities and leadership.
The steering committee of the original goal four, Racial Justice and Equity (RJE), believed that including the work
done in that committee should be included in the FACE plan. This work has now been included in the plan. This
focus of RJ&E, will be about elevating student voice across the district.
In addition, this year each site applied for the Community Schools Grant. Part of the process was a deep inclusion of
community stake holders, teachers, and classified members of the district. Although we did not receive the grant, all
voices were clearly heard in terms of their deep desires regarding our focus on our schools as the hub of family and
school life.	We will continue to improve engagement in the areas of:
*Welcoming Environments: Increasing opportunities for on site involvement including school events
*Effective Communication: Regular two way communication between families and school/district in multiple
languages
*Family and Community Engagement: Increasing student and family school services via
*Resources for Family Engagement: Establishing pathways for students and parents in the area of elevated voice
and opportunities for involvement
*Opportunities for Families Within Shared Leadership: Further development of parent leadership, planning, and plan
implementation in alignment with the community schools model	Educational partners (families, students, and staff) identified the following strengths of the Live Oak School District:
* The power of parent-teacher conferences; ongoing communication; and support for addressing academic and/or
social-emotional difficulties.
*Student Led Conferences
* Further Development of family activities and events
*On site visits of the superintendent and coffee with the principals
*Superintendent and principals as partners with families
*Family Art and Cultural Events
*Leadership opportunities for caregivers and families
*Making outside service agencies easily accessible to families
Educational partners (families, students, and staff) also identified the following areas for improvement or continued
improvement:
* More effective communication regarding the various ways parents can become involved
* As an incentive highlight parent involvement in communication and other platforms
* Parents would like to continue with training on how to create safe, supportive, age-appropriate spaces for students
to discuss issues of race, racism, and equity; using culturally-mindful teaching practices; and cultivating effective,
culturally-sensitive school/family relationships	"A focus of improvement will be to offer a professional learning opportunity for staff and administrators entitled:
""Family and Community Engagement: How and When to Build Successful Foundational Relationships Throughout
the School Day.""
The district will continue to partner with parents to understand and implement the five principles of the Whole Child
Framework:
* Environments filled with safety and belonging
* Powerful and Rich Learning Experiences and knowledge development
* Development of skills, habits, and mindsets
* Positive developmental relationships
* Integrated Wellness supports
All district input from educational partners fits within one or more of these principals.
In addition, the Family and Community Engagement (FACE) plan has been put into action to address the further
development of building partnerships. The framework is based upon the four high leverage engagement strategies
of:
*Welcoming environments
*Effective communication
*Resources and opportunities
*Shared responsibilities and leadership
Shared responsibilities and leadership is a new action and focus of the plan. For the past two years we have
engaged deeply in the work of racial equity and justice. We will incorporate this work, in combination with shared
responsibility and leadership, into the district's FACE Plan.
The focus of RJ&E over the course of the next two years, will be to elevate student voice. In addition we will maintain
our commitment to welcoming and safe spaces for our BIPOC families and allies across the district in order to
continue the elevation of all voices."	We will continue to offer resources to support family engagement and connection in the following ways:
*Family liaisons will continue to serve as bridge builders as they work to connect with families.
2024-25 Local Performance Indicator Self-Reflection for Live Oak Elementary School District Page 13 of 20
*The Family and Community Engagement (FACE) Manager will continue to coordinate family and students' school
services, as well as partnerships with community service providers, in order to make all opportunities truly
accessible.
In addition, communication continues to be a key focus area in terms of engaging our underrepresented families.
Our communication platform is new and improved. This platform is easy to use and creates space for two way
communication in all languages. By changing the platform and our carefully crafted process of usage, communication
is vastly improved.	This year, with the district wide focus on attaining A Community Schools Grant for each site, multiple opportunities
for families to engage in the planning, writing, and decision making process took place.
Educational partners (families, students, and staff) have identified the following strengths:
* Parents have been the recipients of many opportunities to be involved in school and district-level decision-making
through implementation of the FACE Strategic Plan.
* At the school level, parents continue to provide input through Home and School Clubs, School Site Councils, and
English Language Advisory Councils (ELAC).The district's active seeking of input from the community, through its Superintendent Parent Advisory Council,
District English Language Advisory Council (DELAC), Family Conversation Nights, Coffee with the Superintendent,
and Superintendent's Student Team has created open opportunities for leadership.

2. Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for
improvement in Seeking Input for Decision-Making.
2024-25 Local Performance Indicator Self-Reflection for Live Oak Elementary School District Page 14 of 20
Educational partners (families, students, and staff) identified the following areas for improvement:
* Broader representation of parents and educational partners, at the decision-making meetings described above, is a
focus for improvement in order for there to be more diverse voices and perspectives.
* More frequent meetings offered will allow for greater input. Earlier notice and context, regarding these meetings, is
necessary for partners to prepare in advance. *Input meetings should be throughout the year, not just in the spring,
or for specific grant writing.
*Different spaces and variety of meetings will be offered. Parents can come together based on their interests.	Educational partners (families, students, and staff) identified the following areas for improvement:
* Broader representation of parents and educational partners, at the decision-making meetings described above, is a
focus for improvement in order for there to be more diverse voices and perspectives.
* More frequent meetings offered will allow for greater input. Earlier notice and context, regarding these meetings, is
necessary for partners to prepare in advance. *Input meetings should be throughout the year, not just in the spring,
or for specific grant writing.
*Different spaces and variety of meetings will be offered. Parents can come together based on their interests.	The district has now utilized the new two way platform for communication, Parent Square. This platform will increase
our outreach, as we seek to engage our underrepresented families in participation and decision making
opportunities. This improvement will bring diverse and under-served voices to these meetings. A variety of options
for involvement will continue to be developed and offered. Through the FACE Team, multiple family and community
partner events will continue to take place over the school year.	4	4	3	4	2	4	4	4	3	4	3	4	Met		2024-06-26	2024
44697650100388	Tierra Pacifica Charter	3	"It could easily be said that Tierra Pacifica's biggest strength is the relationship between the school and its families. Most parents at Tierra Pacifica volunteer on a regular basis. Parent involvement is always voluntary, never required. The scope of possibility for parent involvement is endless. Parents work in governance, finance, the office, classrooms, site maintenance, leading electives, gardening, monitoring recess, tutoring, fund-raising, grant-writing, diversity work, strategic planning, technology, lunch service, laundry, and anything else that is needed, or for which they want to contribute.
A team of parent representatives coordinate the parent involvement, which includes supporting each family in finding the best way for them to engage and give feedback. Parents often comment in surveys that volunteering helps them feel more connected to their child's educational experience and the school community, as well as feeling they are a part of something important and ""bigger"" than themselves. Parents wishing to get involved are encouraged to contact their classroom's Parent Representative."	"94% of respondents to the Parent Survey reported that Tierra Pacifica ""encourages me to be an active partner with the school."" 98% agreed that it offers regular opportunities for families to participate and contribute in multiple ways. 87% said that it engenders a spirit of collaborative learning and working together. Only 69% said they agreed that the school invites input on decision making. This is an opportunity for improvement."	"Tierra Pacifica is a multi-generational community of learners and relationship building is the foundation of our approach. The school maintains an open and inviting atmosphere for all family members, including grandparents, to be a part of the school community. Teachers send weekly letters to their students' families sharing updates, asking for input and inviting participation in classroom activities. Teachers are very skilled at incorporating parents into their classroom routines and home support jobs, and parent representatives for each classroom are trained to facilitate voluntary parent participation in a way that works for their family. The main communication tool used at TPCS is an online community platform called Parent Square. All posts to the community can be translated with one button either at the sender's end or the user's. The school calendar, important forms and school documents, and a directory are accessible to all community members there, as well as tools for getting involved.
Tierra Pacifica Charter School is a place where parents are welcomed in and encouraged to participate on every level. In addition to the meetings and working teams, there are multiple opportunities for parents to interact at school from musical performances to entrepreneurial fairs to parent education opportunities and more. It is our goal that every family will feel recognized, appreciated and respected for who they are and what they bring to the diverse network of relationships that makes our school so strong.
New families at Tierra Pacifica attend an orientation at the beginning of the school year, and 2-3 classroom meetings, plus 2-3 All School Meetings, called ""Community-Wide Gatherings"", add to the opportunity for community-building and involvement."	"At Tierra Pacifica, we know that supporting the whole child means working with their village as well. One critical practice in addition to regular meetings and parent-teacher conferences is that of the Village Success Meeting. Village Success Meetings are proactive, solution-seeking gatherings of a student's ""village"" to hear from the most important people in that student's world. Together, we focus on the student's strengths and challenges and brainstorm actions the group members can implement as supports. Anyone can call a VSM; parent, teacher or student. Reasons for calling a VSM are myriad. Every team member can contribute their expert knowledge of the student, the research, or best practices likely to help. Together we work for successful student outcomes.
English Language Learners have an extra large challenge to meet academic goals while simultaneously learning a new language. We have a VSM for all EL students to ensure steady progress, seek input from families on how the school is addressing their students' needs and to investigate whether increased support or community resources are indicated."	Only 42% of respondents to the Parent Survey agreed that they get enough ongoing feedback about their student's progress. The school has been challenged to get Google Classroom to work with Infinite Campus Gradebooks for a multitude of reasons, one of them being the fact that we are not in control of our Student Information System to the degree needed to set it up. A consultant was paid this year to investigate this issue and there is a plan to improve it next year.	"We will have two, optional ""meet with the principal"" teas for parents of English Learners."	Tierra Pacifica employs many ways of engaging parents in school operations, culture, and decision-making. After 25 years of work on how to engage parents, a robust framework has been created. A minimum of two parent meetings for each classroom are held during the school year where parents are engaged in learning about curriculum and school practices, are reminded of ways they can be a part of any school day and are asked to collaborate on a variety of school endeavors from planning to problem-solving. At least two All School Meetings are held each year for the entire parent body which also engage parents in understanding school goals and progress toward these goals. During this large meeting, parents are organized into small groups for the purposes of effective collaboration and are asked for feedback that will inform further actions toward our goals.
Another way parents can engage at Tierra Pacifica is through parent teams. Teams are organized and run by parents to help support the different areas of need in the school. For instance, the school Finance team meets once monthly to discuss school finance issues and preview reports to the Board. Often the team's questions, ideas and research help to clarify the school's direction on budgetary goals and practices as well as communication of outcomes to the wider community.
Another example of how parents are integral to school operations is in the progress of our outdoor learning spaces. At the beginning of the pandemic, parents were invited to join task forces to help our school adjust to all of the new challenges. One of the task forces decided to look more closely at the possibility of developing learning spaces around the edges of our campus for additional health and safety. Eventually, this became the Outdoor Classrooms Team. The Team met throughout the next year and a half, held multiple workdays for any parents who wished to volunteer, and created five beautiful outdoor learning spaces for our students. Now every class has its own dedicated space that can be used at any time during the school day. 
Another parent group contributing to the school's capacity to serve all students is the Parent Anti-Racism Committee (PARC). The PARC offers experiential learning at each All School Meeting to give every parent an opportunity to engage in learning about one's own identity and biases. This year they also conducted book groups, attended a black film festival, and created a lending library for books on anti-racism topics. In addition the group is exploring the Social Justice standards our classes are concurrently working on.	Tierra Pacifica continues to strive for the full engagement of our non-English-speaking families. Although language accommodations are provided at meetings, some of these families are still not attending them. Part of the intent of the yearly EL VSMs and teas is to gain a better understanding of how to make meetings feel more meaningful and accessible to these families.	"The school will hold two ""meet with the principal"" teas for parents of English Learners."	4	5	5	5	3	4	5	5	4	5	4	4	Met		2024-05-28	2024
44697730000000	Mountain Elementary	3	An indicated in our annual parent survey, parents feel connected to the school and have a high level of trust with staff. 85.7% of respondents indicated staff responds appropriately to concerns/questions. 90.5% state that Mountain Elementary teaches respect, kindness and  acceptance/inclusion. 95.2% feel their child is safe at school. 90.5% feel welcomed at the school. Data shows that relationships between staff and families remain strong.	Parent/Guardian survey feedback indicates that stakeholders seek more consistent communication about the goings-on at Mountain Elementary with reminders about events, volunteer opportunities and events. Additionally, more information about budget and governance is sought. Only 69.1% or respondents find the school communications informative. Responding to these requests will further build trust with families. 

Mountain also plans to host more regular meetings for parents with overviews of our academic and special programs.	Mountain will improve engagement from underrepresented families by offering meetings and programs at varying times of the day as well as in person and on zoom, to support the work schedule of different families. MESD will also offer childcare at school meetings to support families who may not have access to relliable childcare.	MESD holds annual parent conferences for all students. We have Back to School Night and Open House to share a broad view of the learning happening in classrooms. Our intervention teachers send home information and progress reports for students who are below grade level and receiving extra support. We also have a Student Support team that meets regularly with parents to discuss student needs, goals and supports/accommodations.	We will continue to expand our intervention and counseling services to support high needs students to achieve better outcomes. We are also focusing on Social Emotional Learning to help students learn to manage emotions and build resilience.	MESD will schedule SST meetings at times that fit the needs of parents. We will offer childcare as necessary to ensure parents can attend important meetings and school events to learn about student performance and support better outcomes for their students.	Our annual parent survey yielding strong results that show parents are engaged and feel they have input into decision making. We had a strong parent turnout at Back to School night, open House and our LCAP/Strategic Planning sessions.	MESD would like to have more sustained participation in our various committees and meetings. Currently, parent participation in our Parent Advisory Council, Budget Committee and Safety Committee are very low. Additionally, our VAPA and DEI committees were consolidated with our PAC due to low attendance.	MESD will provide multiple formats and times for meetings and provide child care. We will also send meeting recap notes to educational partners to disseminate the information.	4	5	5	4	4	4	5	4	4	4	4	3	Met		2024-06-13	2024
44697810000000	Pacific Elementary	3	Pacific Elementary is a small, rural school, in which there is only 1 small class per grade-level. Each teacher knows each family in their class. The entire school meets together for a daily assembly, so the students, families, and staff get to know each other as well. There are lots of volunteers from the neighborhood and the parents.	We will continue to make extra efforts to include those families that are at greater risk of not participating. We strive for 100% participation in events like parent/teacher conferences, SST/IEP meetings, fund-raisers, and special events. Meeting with families to pre-empt possible future problems will be a particular focus.	The Superintendent will meet with Spanish-speaking parents in Spanish.	Our biggest strength is the positive relationships between staff and parents. We also work with the local Davenport Resource and Service Center and the local university (UCSC).	We need to re-double efforts to reach marginalized families, particularly regarding needs outside of the school environment.	We have hired and will continue to prioritize hiring staff who are bilingual in Spanish & English. We often hire parents, which helps because they already have relationships with other parents.	We have a full and active School Site Council and Board of Trustees. We also have an open door policy for parents to speak with staff, including the Superintendent.	Occasionally, attendance at meetings isn't 100%.  We offer a combination of in-person and Zoom to help with that, but perhaps more reminders will help.	The Superintendent will seek engagement with Spanish-speakers and new parents to lure them in to increased participation.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-12	2024
44697990000000	Pajaro Valley Unified	3	PVUSD continues to make significant progress in building relationships and partnerships between school staff and families. The following strengths and progress can be observed: Site Family Engagement Plans: Each school site has developed a plan based on identified standards supporting increased engagement and partnership between families and schools. These plans are based on metrics including our Youth Truth survey and more.
Collaborative Partnerships: PVUSD has successfully fostered collaborative partnerships with various educational stakeholders, including parents, guardians, and community organizations. These partnerships have led to increased engagement and involvement of families in the educational process. This includes leadership groups such as the District Advisory Council, DELAC and our participation in the California Engagement Initiative. We also had 10 sites and 2 departments participate in the Family Engagement Leadership Initiative.
Communication Strategies: PVUSD has implemented effective communication strategies to bridge the gap between school staff and families. These strategies include regular newsletters, parent-teacher conferences, and interactive platforms, such as online portals or apps, that allow parents to stay informed about their child's progress and school events. Examples include Peachjar, Remind, Smore, Dojo, and more. PVUSD has recently moved to ParentSquare to align messaging to families. We also provide office hours and a hotline for Mixteco -speaking families.
Parent Involvement Programs: PVUSD has developed and implemented parent involvement programs that encourage families to actively participate in their child's education. These programs have included workshops, training sessions, and volunteering opportunities, enabling parents and caregivers to contribute to the school and district community and feel valued as partners in their child's learning journey.
Cultural Sensitivity: PVUSD has demonstrated a commitment to cultural sensitivity and inclusivity by recognizing and respecting the diverse backgrounds, languages, and perspectives of families. This approach helps to build trust and strengthens the relationships between school staff and families from different cultural, linguistic, and socioeconomic backgrounds.
Supportive Resources: PVUSD has provided families with access to supportive resources, such as counseling services, family support centers, and community outreach programs. These resources aim to address the unique needs and challenges faced by families, fostering a sense of support and understanding within the school community. A highlight of this is our Family Engagement and Wellness Center, which continually expands its offerings to our community based on identified needs.
	PVUSD has identified certain focus areas for improvement in building relationships between school staff and families. 
Communication Enhancement: The analysis indicates a need for improving communication channels and practices between school staff and families. This may involve exploring additional methods of communication, such as supporting families in utilizing existing technology platforms, making more direct connections with families, identifying leaders among parents that can inform others, and implementing regular updates to keep families informed about school activities, student progress, and important events. This need is one of the reasons we have adopted the ParentSquare platform.
Outreach to Underrepresented Groups: The data highlights a gap in engagement with underrepresented groups within the school population. PVUSD recognizes the importance of reaching out to these families and ensuring their voices are heard. Strategies could include targeted outreach initiatives, culturally and linguistically responsive pedagogy training for staff, and creating a welcoming environment that fosters inclusivity and understanding. To resolve this gap we will redouble our efforts to proactively work with our Mixteco-speaking community. This year we help meetings for this community including an LCAP input session.
Family Engagement Programs: The analysis suggests the need for further development and expansion of family engagement programs. PVUSD acknowledges the significance of involving families in their child's education and aims to provide more opportunities for meaningful participation. This may involve organizing workshops, seminars, or events that empower families to actively contribute to their child's learning journey and school community. Our goal is to move this out of the district office and into more sites themselves. This in the reason we have 10 sites participate in the FELI and will host another cohort next year.
Building Trust and Collaboration: The analysis reveals a desire for stronger trust and collaboration between school staff and families. PVUSD recognizes the importance of fostering a positive and supportive relationship. Efforts may include establishing regular opportunities for dialogue, creating avenues for feedback and input from families, and implementing strategies to address any concerns or barriers that may hinder trust-building efforts.
Professional Development for Staff: The analysis suggests that providing professional development opportunities for school staff in relationship-building and family engagement skills is crucial. PVUSD aims to invest in training programs and workshops that equip staff with the necessary tools and knowledge to effectively engage with families, understand diverse perspectives, and promote a culture of inclusivity. We intend to add a PD strand of Family Family Engagement to our district offerings next year.	To improve the engagement of underrepresented families identified during the self-reflection process in relation to building relationships between school staff and families, PVUSD will undertake several initiatives: 
Culturally and Linguistically Responsive Pedagogy Training: PVUSD will offer professional development opportunities for school staff focused on cultural competency, sensitivity, and inclusivity. This training will help educators better understand and appreciate the diverse backgrounds, experiences, and needs of underrepresented families. The goal is for all sites to begin this PD in 24-25.
Language Support: Recognizing that language barriers can hinder effective communication, the PVUSD will ensure that language support services continue to be readily available. This may include hiring bilingual staff, providing interpretation services during meetings and events, or offering translated materials to facilitate communication with families who have limited English proficiency. We will continue sending out messages in Mixteco whenever possible and maintain our office ours and hotline for Mixteco-speaking families. 
Outreach and Communication: PVUSD will implement targeted outreach strategies to actively engage underrepresented families. This may involve utilizing data to identify which families we are not seeing or hearing from, establishing stronger communication channels,  in order to ensure their voices are heard and their perspectives are taken into account. This need is one of the reasons we have adopted the ParentSquare platform.
Community Partnerships: PVUSD will continue to collaborate with community organizations and stakeholders that have established connections with underrepresented families. This partnership will help build trust, provide additional support services, and bridge any gaps between the school and the community, ultimately enhancing family engagement. This will be a key part of our Community Schools initiative. 
Family Support Programs: PVUSD will develop and implement programs and resources specifically designed to address the unique needs of underrepresented families. These may include workshops on navigating the education system, providing information on available support services, and offering guidance on advocating for their children's educational needs. One program we intend to begin is to bring together a cohort of teachers, ideally at least one from each site, to be lead facilitators of family events based on the needs and wants of site families. 
Welcoming School Environment: PVUSD will continue to focus on creating a welcoming and inclusive school environment for all families. 
Feedback and Evaluation: PVUSD will establish mechanisms to collect feedback from underrepresented families about their experiences and engagement with the school. This feedback will be used to continuously assess the effectiveness of the initiatives and make necessary improvements.
	Based on the analysis of educational partner input and local data, PVUSD has made significant progress and demonstrated strengths in building partnerships for student outcomes. The following are the PVUSD's current strengths and progress in this area:
Collaborative Relationships: PVUSD has established strong collaborative relationships with various educational partners, including community organizations, businesses, non-profit organizations, and higher education institutions. These partnerships have been developed through ongoing communication, mutual trust, and shared goals.
Resource Sharing: PVUSD has successfully facilitated resource sharing among its partners. This includes sharing expertise, facilities, and technology. PVUSD has fostered a culture of collaboration, enabling partners to pool their resources and provide enhanced support to students. This will be expanded with our Community Schools Initiative.


Data-Driven Approach: PVUSD has embraced a data-driven approach to building partnerships for student outcomes. It has leveraged local data to identify areas of need, track progress, and evaluate the impact of partnership initiatives. By utilizing data, PVUSD makes informed decisions and allocate resources strategically to maximize student success.
Community Engagement: PVUSD has actively engaged the local community in its partnership efforts. It has involved parents, guardians, and community members in decision-making processes, seeking their input and feedback. This can be seen in our continued use of Youth Truth and our LCAP input sessions. PVUSD recognizes the importance of community involvement in shaping educational programs and ensuring they align with local needs and values. One highlight this year was with the expansion of our DAC team in it's role as a leading advisory committee to inform LCAP development. 
Continuous Improvement: PVUSD has demonstrated a commitment to continuous improvement in building partnerships for student outcomes. It regularly seeks feedback from partners, conducts evaluations, and adjusts strategies based on lessons learned. This iterative process allows PVUSD to refine its approach and strengthen its partnerships over time.
Overall, PVUSD's current strengths and progress in building partnerships for student outcomes reflect a proactive and collaborative approach. By leveraging these strengths and continuing to foster strong partnerships, PVUSD is well-positioned to enhance student outcomes and create a supportive educational environment.
	Based on the analysis of educational partner input and local data, PVUSD has identified the following focus areas for improvement in building partnerships for student outcomes:
Stakeholder Engagement: PVUSD recognizes the need to enhance stakeholder engagement in building partnerships. While we do have an extensive list of existing partnerships, there is room for improvement in actively involving all relevant stakeholders, including parents, guardians, community members, and students themselves. Strengthening communication channels and soliciting feedback from these stakeholders can help ensure their perspectives are considered in partnership initiatives.
Alignment with Student Needs: PVUSD aims to improve the alignment of partnerships with the specific needs of its students. The analysis of local data has highlighted areas where students require additional support or resources. By identifying these needs and seeking partnerships that directly address them, PVUSD can better meet the diverse needs of its student population and enhance student outcomes.
Equity and Access: PVUSD recognizes the importance of addressing equity and access issues in partnership building. The analysis of data has revealed disparities in access to resources and opportunities among different student groups. To promote equitable outcomes, PVUSD aims to foster partnerships that prioritize providing equal access to high-quality education, resources, and support services for all students, regardless of their background, primary language, or circumstances.
Outcome Evaluation: PVUSD aims to improve its evaluation process for partnership initiatives to better assess their impact on student outcomes. While PVUSD has established partnerships, it is important to measure the effectiveness of these collaborations in improving student achievement, engagement, and overall well-being. By collecting and analyzing data on partnership outcomes, PVUSD can identify successful strategies and make data-informed decisions to guide future partnership efforts.
By focusing on these improvement areas, PVUSD aims to strengthen its partnerships for student outcomes, ensure equity and access, and continuously enhance its collaborative efforts. Through targeted strategies and a commitment to data-driven decision-making, PVUSD aims to create a more robust network of partnerships that effectively support its students' success.	PVUSD is working to improve the engagement of underrepresented families in relation to building partnerships for student outcomes. The following outlines how PVUSD intends to address this issue:
Culturally and Linguistically Responsive Practices: PVUSD recognizes the importance of implementing culturally and linguistically responsive practices to engage underrepresented families effectively. The district will prioritize understanding and respecting the diverse cultural backgrounds, languages, and values of these families. By incorporating culturally responsive strategies into partnership initiatives, PVUSD aims to create an inclusive and welcoming environment that fosters meaningful engagement.
Language Accessibility: PVUSD acknowledges the significance of language accessibility in engaging underrepresented families. The district will work towards ensuring that information, communication, and resources are available in languages spoken by our families. This may include translating important documents, providing interpretation services during meetings and events, and utilizing multilingual staff or community volunteers to bridge language barriers. We will also continue expanding our opportunities for engagement with all our families with events like our Mixteco nights and continue with office hours and our Mixteco hotline.
Targeted Outreach: PVUSD plans to implement targeted outreach efforts to specifically reach underrepresented families. This will  involve partnering with community organizations that have existing relationships with these families, conducting outreach events or workshops in culturally relevant locations, and utilizing multiple communication channels, such as social media, local newspapers, and community bulletin boards.
Parent Education and Empowerment: PVUSD recognizes the importance of empowering underrepresented families by providing them with information, resources, and opportunities for skill development. The district will offer parent education programs, workshops, and training sessions that cater to the specific needs and interests of these families. By equipping parents with knowledge and skills, PVUSD aims to enhance their capacity to actively participate in their children's education and engage in partnership initiatives.
Feedback and Collaboration: PVUSD is committed to actively seeking feedback from underrepresented families and involving them in decision-making processes. The district will create avenues for families to share their perspectives, concerns, and suggestions regarding partnership initiatives. PVUSD will use this feedback to continuously improve engagement strategies and ensure that the voices of underrepresented families are heard and valued.
Through these targeted efforts, PVUSD aims to improve the engagement of underrepresented families in building partnerships for student outcomes.	PVUSD's Strengths: PVUSD  participated in the Community Engagement Initiative, a collaborative institute of districts committed to family and community engagement. This honor has highlighted some of our promising practices and provided a platform to deepen our commitment to ensure that all members of our community are able to provide input. Over the last four years, PVUSD has provided many opportunities for all stakeholders to provide such input. With surveys, digital and paper, we have asked many crucial questions to help guide our decisions and actions. One example is the Youth Truth Survey, which gives us metrics to see how we are progressing with key areas like how families feel upon entering our schools. Our town halls and workshops are responsive to community needs and requests. One such series is our Mixteco Parent Night, as well as our Newcomer family night series. All sites have developed Family Engagement Plans that highlight the significance of reciprocal communication and input. We have also expanded our DAC and will continue to utilize this and other opportunities to ensure that decisions are made with substantial input from all stakeholders.	Areas for Improvement: The main area for improvement in seeking input from all stakeholders is both to ensure that all staff members have the professional learning opportunities to support and engage all families and to ensure that we build opportunities to have all stakeholders participate in the planning, designing, implementation, and evaluation of activities and initiatives.	PVUSD is working to improve the engagement of underrepresented families in relation to building partnerships for student outcomes. The following outlines how PVUSD intends to address this issue:
Culturally and Linguistically Responsive Practices: PVUSD recognizes the importance of implementing culturally and linguistically responsive practices to engage underrepresented families effectively. The district will prioritize understanding and respecting the diverse cultural backgrounds, languages, and values of these families. By incorporating culturally responsive strategies into partnership initiatives, PVUSD aims to create an inclusive and welcoming environment that fosters meaningful engagement.
Language Accessibility: PVUSD acknowledges the significance of language accessibility in engaging underrepresented families. The district will work towards ensuring that information, communication, and resources are available in languages spoken by our families. This may include translating important documents, providing interpretation services during meetings and events, and utilizing multilingual staff or community volunteers to bridge language barriers. We will also continue expanding our opportunities for engagement with all our families with events like our Mixteco nights, Mixteco Hotline and office hours.
Targeted Outreach: PVUSD plans to implement targeted outreach efforts to specifically reach underrepresented families. This will  involve partnering with community organizations that have existing relationships with these families, conducting outreach events or workshops in culturally relevant locations, and utilizing multiple communication channels, such as social media, local newspapers, and community bulletin boards.
Parent Education and Empowerment: PVUSD recognizes the importance of empowering underrepresented families by providing them with information, resources, and opportunities for skill development. The district will offer parent education programs, workshops, and training sessions that cater to the specific needs and interests of these families. By equipping parents with knowledge and skills, PVUSD aims to enhance their capacity to actively participate in their children's education and engage in partnership initiatives.
Feedback and Collaboration: PVUSD is committed to actively seeking feedback from underrepresented families and involving them in decision-making processes. The district will create avenues for families to share their perspectives, concerns, and suggestions regarding partnership initiatives. PVUSD will use this feedback to continuously improve engagement strategies and ensure that the voices of underrepresented families are heard and valued.
Through these targeted efforts, PVUSD aims to improve the engagement of underrepresented families in building partnerships for student outcomes.	4	4	3	5	3	5	4	3	3	4	4	3	Met		2024-06-24	2024
44697990117804	Ceiba College Preparatory Academy	3	Ceiba College Preparatory Academy has made significant strides in building strong relationships between school staff and families, a cornerstone of our educational program. Through the analysis of educational partner input and local data, several strengths and areas of progress have been identified:

Active Communication Channels: We have established robust and multiple communication channels, including regular weekly newsletters, assignments at a glance, parent-teacher conferences, and digital platforms, such as ParentSquare and Schoology. These channels ensure that families are consistently informed about their child's progress, school events, and important updates.

Parent Involvement: There is a high level of parent involvement in school activities, decision-making processes, and volunteer opportunities. Our School Site Council (SSC) is active and well-supported, contributing to a collaborative school community.

Workshops and Training: The school regularly offers seminars and training through the Parent Institute of Quality Education (PIQE) and Positive Parenting Program (PPP) sessions for parents, focusing on topics such as supporting student learning at home, understanding academic standards, and navigating college admissions. In addition, Ceiba offers college knowledge meetings to our families.

Responsive Support Systems: We have implemented responsive support systems to address the needs and concerns of families promptly. Ceiba's front office staff and parent-engagement coordinator are available to assist with issues ranging from academic support to social-emotional well-being.

Cultural Inclusivity: Our school community celebrates cultural diversity through various events and programs. This inclusivity fosters a welcoming environment where all families feel valued and respected.

Feedback Mechanisms: We have established effective feedback mechanisms that allow families to share their input and experiences. Surveys and regular meetings with school leadership to ensure that family voices are heard and considered in school decision-making.

Personalized Communication: Teachers and staff make concerted efforts to personalize communication with families, recognizing the unique needs and circumstances of each student. This approach strengthens the trust and rapport between school staff and families.

Overall, these strengths highlight our commitment to fostering strong, collaborative relationships with families, which are essential for student success and community building. Moving forward, we will continue to build on these foundations, seeking new ways to engage and support our families in meaningful and impactful ways.	Based on the analysis of educational partner input and local data, Ceiba College Preparatory Academy has identified several key focus areas for improvement in building relationships between school staff and families:

Enhanced Communication Clarity and Accessibility: While communication channels are robust, there is a need to improve the clarity and accessibility of information provided to families. This includes simplifying language, translating materials into multiple languages, and ensuring that all families can easily access and understand the information shared by the school.

Increased Engagement with Hard-to-Reach Families: Despite high levels of parental involvement overall, there are groups of families who are less engaged due to various barriers, such as work schedules, language differences, or lack of transportation. Targeted outreach strategies are needed to better connect with and involve these hard-to-reach families.

Consistent Follow-Up on Feedback: While feedback mechanisms are in place, there is a need for more consistent follow-up actions based on the feedback received from families. Ensuring that families see their input leading to tangible changes can strengthen trust and encourage ongoing participation.

Improving Parent-Teacher Conferences: Parent-teacher conferences are a vital touchpoint for building relationships. Enhancing the structure and content of these conferences to be more focused on collaborative goal-setting and individualized student plans can make them more impactful.

Expanding Cultural Competency Training: Providing ongoing cultural competency training for staff to better understand and respond to the diverse cultural backgrounds of our families can foster a more inclusive environment. This training can help staff build stronger, more empathetic relationships with all families.	Based on the analysis of educational partner input and local data, Ceiba College Preparatory Academy has identified several strategies to improve the engagement of underrepresented families, particularly those identified during the self-reflection process:

Targeted Outreach Initiatives: We will implement targeted outreach initiatives to engage underrepresented families directly. This includes home visits, phone calls, and personalized invitations to school events. By reaching out in a customized manner, we aim to break down barriers and build trust with these families.

Translation and Interpretation Services: To ensure that language is not a barrier, we will expand our translation and interpretation services. All communications, including newsletters, meeting notices, and school updates, will be available in multiple languages. Additionally, interpreters will be present at all major school events and meetings to facilitate better understanding and participation.

Flexible Meeting Times and Locations: Understanding that work schedules and transportation can be obstacles, we will offer flexible meeting times and locations for school events and parent-teacher conferences. Virtual meeting options will also be available to accommodate families who cannot attend in person.

Cultural Liaison Program: We will establish a cultural liaison program where staff members or trained volunteers who share the cultural backgrounds of underrepresented families act as liaisons. These liaisons can help bridge cultural gaps, provide support, and encourage family involvement in school activities.	Ceiba College Preparatory Academy has made significant progress in building partnerships that enhance student outcomes, as evidenced by the analysis of educational partner input and local data. The key strengths and areas of progress in this area include:
Strong Community Partnerships: Ceiba has established robust partnerships with local businesses, non-profit organizations, and higher education institutions. These collaborations provide students with valuable resources, such as internships, mentorship programs, and college preparation workshops, which enrich their educational experience and prepare them for future success.
Effective Collaboration with Families: Our school has fostered a culture of collaboration with families, recognizing them as essential partners in their children’s education. Regular parent-teacher conferences, family engagement events, and workshops have strengthened the home-school connection, ensuring that parents actively support their children's academic and personal growth.
Active School Site Council (SSC): The SSC at Ceiba is active and engaged, discussing events, student outcomes, and ways to improve our school. Their efforts have helped to create a supportive and connected school environment that prioritizes student success.
Comprehensive Support Services: We have developed comprehensive support services that address the diverse needs of our students. These include academic tutoring, counseling services, and extracurricular programs. Partnerships with local mental health agencies and community service providers have been instrumental in offering these support services.
Professional Development for Staff: We prioritize ongoing professional development for our staff, facilitated through partnerships with educational organizations and universities. These opportunities enable our educators to stay current with best practices and innovative teaching strategies, ultimately benefiting student learning.
Student-Led Initiatives: Encouraging student-led initiatives and clubs has been a key strength. Partnerships with community organizations support these initiatives through real-life adventures has provided students with leadership opportunities and fostered a sense of ownership and responsibility for their education and community.	Based on the analysis of educational partner input and local data, Ceiba College Preparatory Academy has identified several focus areas for improvement in building partnerships to enhance student outcomes:
Expanded Industry Partnerships: While our Real-Life-Adventure program has started, there is a need to expand partnerships with a broader range of industries. This will provide students with more diverse internship opportunities, mentorship programs, and exposure to various career paths, better aligning with their interests and future goals.
Enhanced College and Career Readiness: To further support college and career readiness, we aim to strengthen our partnerships with higher education institutions. This includes increasing dual-enrollment opportunities, enhancing college counseling services, and providing more college preparatory workshops and campus visits.
Improved Access to Mental Health Services: Although we have comprehensive support services, there is a need to improve access to mental health services for our students. Strengthening partnerships with local mental health organizations and increasing on-campus mental health resources will ensure that students receive timely and adequate support.
Increased Family Engagement: While collaboration with families is a strength, we recognize the need to increase engagement with underrepresented families. Developing targeted outreach programs and creating more inclusive family engagement events will help bridge the gap and ensure all families are actively involved in their children's education.
Broader Community Involvement: We aim to involve a wider segment of the community in our school activities. This includes building stronger connections with local civic organizations, volunteer groups, and cultural institutions to provide students with enriched learning experiences and a greater sense of community involvement.
Technology and Digital Literacy: Enhancing partnerships with technology companies to focus on digital literacy and cybersecurity education is crucial. Providing students with advanced training in these areas will better prepare them for the increasingly digital world and future job markets.
Student Voice and Leadership: Increasing opportunities for student voice and leadership within partnerships is a focus area. Developing programs encouraging students to take active roles in community projects, school governance, and advocacy will empower them and enhance their leadership skills.
By focusing on these areas, Ceiba College Preparatory Academy aims to build stronger, more diverse partnerships that will support the holistic development of our students, ensuring they are well-prepared for academic success and future career opportunities.	Based on the analysis of educational partner input and local data, Ceiba College Preparatory Academy has identified several strategies to improve the engagement of underrepresented families, particularly in building partnerships to enhance student outcomes:
Targeted Outreach and Communication: We will implement targeted outreach initiatives specifically designed to engage underrepresented families. This includes personalized communication through phone calls, home visits, and multilingual newsletters. Ensuring that all communication is available in the languages spoken by our families will make information more accessible.
Flexible Meeting and Event Schedules: To accommodate varying schedules, we will offer flexible meeting times for parent-teacher conferences and school events, including evening and weekend options. Virtual meeting alternatives will also be provided to ensure all families can participate regardless of their availability.
Workshops and Educational Programs: We will develop and offer workshops specifically tailored to the needs of underrepresented families. These workshops will cover a range of topics, including English language support, understanding academic standards, and strategies for supporting student learning at home.
Partnerships with Community Organizations: Strengthening partnerships with local community organizations that serve underrepresented populations will enhance our outreach efforts. These organizations can help us connect with families, provide additional resources, and support engagement initiatives.
Parent Leadership Opportunities: Encouraging underrepresented families to take on leadership roles within the school, such as joining the Parent Teacher Association (PTA) or school advisory committees, will ensure their voices are heard and their perspectives are included in decision-making processes.
Community Events and Celebrations: Hosting community events and cultural celebrations that reflect the diversity of our student body will create an inclusive environment where all families feel valued and connected. These events will provide opportunities for families to interact with school staff and each other in a positive and welcoming setting.
By implementing these strategies, Ceiba College Preparatory Academy aims to foster a more inclusive and supportive environment that actively engages underrepresented families, ensuring that all students benefit from strong partnerships that enhance their educational outcomes.






	Ceiba began hosting our School Site Council in Spanish during the 2023-24 school year and will continue this year. This allows more families to feel engaged. Together we completed a needs and assets analysis as part of our community schools grant.	Based on the analysis of educational partner input and local data, Ceiba College Preparatory Academy has identified several focus areas for improvement in seeking input for decision-making, particularly as it relates to the Community Schools Grant:

Enhanced Stakeholder Representation: While current engagement practices are strong, there is a need to ensure more diverse and representative stakeholder involvement, especially from underrepresented groups. Efforts will focus on actively recruiting parents, community members, and students from diverse backgrounds to participate in decision-making processes.

Improved Accessibility and Inclusivity: To better accommodate all stakeholders, the school aims to improve the accessibility and inclusivity of meetings and feedback sessions. This includes offering meetings at various times, providing virtual participation options, and ensuring that communication materials are available in multiple languages.

Structured Feedback Mechanisms: Developing more structured and systematic feedback mechanisms will help capture a broader range of stakeholder input. Implementing regular surveys, suggestion boxes, and feedback forms will allow continuous and convenient input from the community.

Clearer Communication of Impact: There is a need to improve how the school communicates the impact of stakeholder input on decision-making. Providing clear, regular updates on how feedback has been used to shape policies and initiatives will help build trust and encourage ongoing participation.

Capacity Building for Effective Participation: Offering training and resources to stakeholders on how to effectively participate in decision-making processes will be crucial. Workshops and informational sessions can equip parents, students, and community members with the knowledge and skills needed to engage meaningfully.

Youth Engagement: Increasing efforts to engage youth in decision-making, particularly in relation to the Community Schools Grant, is essential. Creating more opportunities for students to voice their opinions and participate in governance will ensure that their unique perspectives are considered.	Taregeted outreach and communication

Flexible Meeting and Event Schedules

Workshops and Educaitonal Programs

Partnerships with Community Organizations

Parent Leadership Opportunities.	5	5	5	5	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
44697994430229	Pacific Coast Charter	3	"Based on the strengths and progress outlined above, the LEA is likely in the ""4- Full Implementation"" stage for most practices in building relationships between school staff and families, indicating that these practices are well-established and integrated into the school's culture and operations. Continued efforts to sustain and enhance these relationships can potentially move the LEA towards ""5 - Full Implementation and Sustainability."""	By focusing on these areas, the LEA can strengthen its relationships with families, making them more inclusive, responsive, and supportive. These efforts will help create a more cohesive and engaged school community, ultimately benefiting students' educational experiences and outcomes.	By implementing these targeted strategies, the LEA aims to significantly improve the engagement of underrepresented families, ensuring they feel welcomed, valued, and actively involved in their children's education. This will foster a more inclusive and supportive school community, enhancing educational outcomes for all students.	While the LEA is in the early stages of many initiatives, significant progress has been made in creating a foundation for building stronger partnerships for student outcomes. By continuing to develop and expand these programs, the LEA can further enhance its capacity to collaborate with families and improve student success.	By focusing on these areas, the LEA can enhance its capacity to build strong partnerships with families, leading to improved student outcomes. These targeted improvements will ensure that all families are equipped, informed, and actively involved in their children's education, creating a more supportive and collaborative school community.	By implementing these targeted strategies, the LEA aims to significantly improve the engagement of underrepresented families, ensuring they feel welcomed, valued, and actively involved in their children's education. This will foster a more inclusive and supportive school community, ultimately enhancing educational outcomes for all students.	The LEA has made significant strides in seeking input for decision-making by establishing advisory groups, initiating engagement efforts with families, implementing diversity and inclusion strategies, facilitating collaborative planning processes, and receiving support from leadership. Moving forward, continued refinement of these processes and increased participation from all segments of the school community will further strengthen decision-making and enhance the overall educational experience for students.	By focusing on these areas, the LEA can strengthen its efforts in seeking input for decision-making, ensuring that all stakeholders, especially families and underrepresented groups, have meaningful opportunities to contribute to and shape educational policies and practices. This inclusive approach will enhance trust, collaboration, and ultimately, student success within the school community.	By implementing these targeted strategies, the LEA aims to significantly enhance the engagement of underrepresented families in decision-making processes. This inclusive approach will ensure that diverse perspectives are considered, leading to more informed and equitable educational policies and practices that support the success of all students within the school community.	2	3	4	3	2	4	4	4	3	2	2	3	Met		2024-06-27	2024
44697994430245	Diamond Technology Institute	3	The data from our annual Youth Truth Report for staff, students and families in the area of culture is in the 88th percentile and in the area of belonging/collaboration is in the 92nd percentile. These indicators are above average and include the following strengths:
1. The degree to which students believe that their school fosters a culture of respect and fairness.
2. The degree to which families believe their school fosters shared goals, respect, fairness, and diversity.
3. The degree to which staff believe that their school fosters a culture of shared vision, respect and effective communication. 
4. The degree to which students feel they receive support and personal attention from their teachers and feel welcome at their school and have collaborative relationships with their classmates.	Based on the data, the following areas of focus have been identified in relation to building partnerships for student outcomes:
1. Continue to build capacity in student, parent and community partners to support shared vision, leadership and accountability experiences for all.
2. Continue building a multi-tiered system of support using the MTSS and Community Schools framework.	The continued area of focus for underrepresented families are as follows:
1. Continued focus on fostering shared goal, respect, fairness, and diversity.
2. Continued and improved opportunities for families and community partners to participate in school activities and academics as learning partners.
3. Continued high expectations for students and the resources to achieve learning goals and action plans.	The data from our annual Youth Truth Report and local data regarding from staff, students and families in the area of relationships is in the 73rd percentile. This indicator is above average and include the following strengths:
1. The degree to which families experience positive relationships in their school based on respect, care, and approachability.
2. The degree to which staff experience positive relationships in their school based on respect, care, and approachability.
3. The degree to which families feel comfortable approaching administration with concerns.	Based on the data, the following areas of focus have been identified:
1. Continue to expand and simplify processes and systems for families and staff to communicate regarding student progress.
2. Continue to expand opportunities for families to participate in school activities and academics as learning partners.	Diamond Tech is a Title I school with 80% of the student population identified as underrepresented. The continued areas of focus for underrepresented families are as follows:
1. Continue to provide/improve equity and access to effective lines of communication between families and school.
2. Continue to provide/improve equity and access in fostering shared goals, respect, fairness, and diversity.	The data from our annual Youth Truth Report and local data for staff, students and families is in the 70th percentile. These indicators are above average and include the following strengths:
1. The degree to which students perceive themselves engaged with their school and their education.
2. The degree to which families are engaged in their school and empowered to influence decision making. 
3. The degree to which staff feel engaged in their work and empowered to influence their school.	Based on the data, the following areas of focus have been identified in relation to seeking input for decision making:
1. Continue to include/provide opportunities for family members in academic and school activity planning.
2. Continue to capitalize on stakeholder skills, abilities, and resources.	The continued areas of focus for underrepresented families are as follows:
1. Continue outreach for family participation.
2. Continue communication and shared participation in overall academic goals and student progress.
3. continue to use multi-level strategies to distribute information and seek feedback regarding what students should be able to learn and do by the time they graduate.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-05-28	2024
44697996049720	Linscott Charter	3	Linscott Charter School shows significant strengths in building relationships between school staff and families. The school maintains excellent relationships with families, characterized by mutual respect and open communication. An open-door policy encourages parents to visit and engage with teachers freely, fostering transparency and trust. The school’s model emphasizes parent participation, inviting families to be actively involved in school life and decision-making. The small size of Linscott allows for personalized interactions, creating a tight-knit community where everyone feels connected. Additionally, Linscott’s staff excels in building relationships, demonstrating genuine care and commitment to students’ well-being and success. These strengths contribute to a supportive and engaging school community that promotes student success and well-being.	Based on the analysis of educational partner input and local data, Linscott Charter School has identified key focus areas for improvement in building relationships between school staff and families. One primary area is fostering parent support for student behavior, ensuring that parents are equipped with the knowledge and resources to reinforce positive behavior at home. Another critical area is enhancing communication and inclusion efforts for our non-English speaking families. This involves providing translation services, multilingual communications, and culturally responsive outreach to ensure all families feel included and informed. These improvements aim to strengthen the partnership between school and home, ultimately supporting student success and well-being.	To improve engagement of underrepresented families, our LEA will focus on key strategies: hiring more Spanish-speaking staff for effective communication, ensuring all communications are in English and Spanish, and providing interpretation services at school events and conferences. These efforts aim to foster stronger relationships between school staff and families, enhancing inclusivity and support for all members of our community.	Based on educational partner input and local data, Linscott Charter School excels in building partnerships for student outcomes by embodying its mission as a parent participation school. This model emphasizes active involvement of parents in educational processes, fostering a collaborative environment that enhances student success. The school's commitment to engaging parents in decision-making and educational activities contributes significantly to positive student outcomes and a supportive school community.	Based on educational partner input and local data, our LEA's primary focus area for improvement in building partnerships for student outcomes lies in engaging parents who currently do not perceive the value of partnering with the school. Addressing this challenge involves developing strategies to clearly communicate the benefits of parental involvement, fostering an understanding of the positive impact on student achievement, and creating initiatives that make participation accessible and meaningful for all families.	We are committed to enhancing engagement with underrepresented families in our pursuit of building partnerships for student outcomes. We prioritize developing strong relationships with all families and actively seek opportunities to engage with those who are currently underrepresented. Strategies include personalized outreach efforts, culturally responsive communication practices, and creating welcoming environments that encourage participation and collaboration. These initiatives aim to ensure that all families feel valued, supported, and integral to their child's educational journey.	We demonstrate strength and progress in seeking input for decision-making, particularly through robust efforts to include family input whenever possible. This commitment ensures diverse perspectives are considered in key decisions, fostering a collaborative approach to improving educational outcomes. Our practices reflect a dedication to transparency, inclusivity, and responsiveness to the needs and priorities of our school community.	Our focus area for improvement in seeking input for decision-making is ensuring adequate representation and engagement from underrepresented parents on decision-making committees. Efforts will include targeted outreach, culturally sensitive communication strategies, and creating inclusive spaces that encourage meaningful participation from all families. By enhancing diversity in decision-making bodies, we aim to better reflect the needs and perspectives of our entire school community.	Our focus area for improvement in seeking input for decision-making is ensuring adequate representation and engagement from underrepresented parents on decision-making committees. Efforts will include targeted outreach, culturally sensitive communication strategies, and creating inclusive spaces that encourage meaningful participation from all families. By enhancing diversity in decision-making bodies, we aim to better reflect the needs and perspectives of our entire school community.	5	4	3	3	4	4	5	3	4	3	3	2	Met		2024-06-19	2024
44697996049829	Alianza Charter	3	Alianza Charter School has demonstrated notable strengths and progress in building relationships between school staff and families. This is evident through regular and meaningful communication channels, such as parent-teacher conferences, newsletters, and digital platforms. The school has also established strong community engagement initiatives, including family workshops and events that foster collaboration and understanding. Local data and educational partner input highlight a positive trend in parental involvement and satisfaction, indicating effective strategies in strengthening these vital connections.	Based on educational partner input and local data, Alianza Charter School's focus areas for improvement in building relationships between school staff and families include enhancing the accessibility and inclusivity of communication methods, ensuring all families, particularly those from diverse backgrounds, are effectively reached. Additionally, there is a need to increase opportunities for family engagement and involvement in decision-making processes to foster a more collaborative school community.	Based on the analysis of educational partner input and local data, Alianza Charter School will improve engagement of underrepresented families by hiring a Community Schools liaison. This liaison, along with our current parent liaison, will focus on enhancing communication and outreach efforts to ensure these families are effectively reached and included. They will collaborate to organize targeted engagement activities, provide translation and interpretation services, and facilitate more inclusive opportunities for family involvement in school decision-making processes. By addressing the specific needs and barriers faced by underrepresented families, these liaisons will help foster stronger, more equitable relationships between school staff and families.	Based on the analysis of educational partner input and local data, Alianza Charter Elementary School's current strengths and progress in building partnerships for student outcomes include developing connections with local community organizations and Pajaro Valley Unified School Districts and its Expanded Learning Program. These partnerships have supported various school events and activities, enriching students' educational experiences.  While still in the early stages, these partnerships are gradually contributing to improved student outcomes and increased community involvement in the school's educational mission.	Based on the analysis of educational partner input and local data, Alianza Charter Elementary School's focus areas for improvement in building partnerships for student outcomes include expanding and deepening connections with a broader range of community organizations and businesses. The school aims to establish more comprehensive and sustainable partnerships that can offer diverse educational resources and opportunities. Additionally, there is a need to enhance and formalize mentoring and internship programs to ensure more consistent and impactful student engagement. Strengthening these areas will help better support student outcomes and foster greater community involvement.	Based on the analysis of educational partner input and local data, Alianza Charter Elementary School will improve engagement of underrepresented families in relation to building partnerships for student outcomes by leveraging the efforts of both the Community Schools liaison and the current parent liaison. These liaisons will work together to:

Enhance Communication and Outreach: Implement targeted communication strategies to reach underrepresented families, ensuring they are informed about partnership opportunities and resources available for their children.
Facilitate Inclusive Engagement: Organize workshops and meetings that are accessible and welcoming to all families, providing translation and interpretation services as needed.
Create Collaborative Opportunities: Encourage underrepresented families to participate in partnership activities and decision-making processes, ensuring their voices are heard and their needs are addressed.
Build Trust and Relationships: Foster trust through regular, meaningful interactions and support, helping families feel valued and connected to the school community.
By addressing these focus areas, the school aims to create more inclusive and effective partnerships that support the success of all students.	Based on the analysis of educational partner input and local data, Alianza Charter Elementary School has demonstrated significant strengths and progress in seeking input for decision-making. Parents, teachers, and staff are actively involved in several leadership committees and groups, including the Alianza Governing Council, English Language Advisory Committee, Alianza Governing Team, Curriculum and Instruction Team, PBIS Team, and Playworks Team. These collaborative structures ensure diverse perspectives are considered in school decisions. Additionally, the school utilizes the Youth Truth Survey to gather comprehensive feedback from parents, teachers, and students. This inclusive approach has led to more informed and effective decision-making processes, reflecting the community's needs and priorities.	Based on the analysis of educational partner input and local data, Alianza Charter Elementary School's focus areas for improvement in seeking input for decision-making include increasing parent attendance at school events and meetings. To achieve this goal, the school aims to:

Enhance Communication Strategies: Implement more effective and targeted communication methods to inform parents about upcoming events and meetings, emphasizing their importance in decision-making processes.

Create Welcoming and Inclusive Environments: Ensure that events and meetings are accessible, culturally sensitive, and welcoming to all parents, fostering an environment where diverse perspectives are valued and encouraged.

Provide Incentives and Support: Offer incentives such as childcare, refreshments, or transportation support to encourage greater parent participation. Additionally, provide resources and support for parents to engage meaningfully in school discussions and decision-making.

Utilize Feedback Mechanisms: Regularly solicit feedback from parents on preferred meeting times, formats, and topics of interest to better align with their needs and schedules.

By focusing on these areas, Alianza Charter Elementary School aims to increase parental involvement in decision-making processes, ensuring a more collaborative and inclusive approach to school governance and improvement efforts.	Based on the analysis of educational partner input and local data, Alianza Charter Elementary School will improve engagement of underrepresented families in seeking input for decision-making by implementing targeted strategies tailored to their needs and preferences. This includes:

Enhanced Outreach and Communication: Utilizing the Community Schools liaison and parent liaison to effectively communicate about decision-making opportunities in ways that are culturally sensitive and accessible.

Personalized Engagement Initiatives: Developing specific outreach initiatives, such as home visits or personalized invitations, to encourage participation from underrepresented families who may face barriers to attending school events and meetings.

Inclusive Decision-Making Processes: Ensuring that meetings and events are inclusive and welcoming, providing translation services and accommodations as needed to facilitate meaningful participation.

Empowering Voices: Actively seeking input from underrepresented families through targeted surveys, focus groups, and one-on-one conversations to understand their perspectives and priorities.

By implementing these measures, Alianza Charter Elementary School aims to create a more equitable and inclusive environment where all families feel valued and empowered to contribute to decision-making processes effectively.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-05-30	2024
44697996119077	Watsonville Charter School of the Arts	3	The LEA (Local Educational Agency) at Watsonville Charter School of the Arts has demonstrated significant strengths and progress in building relationships between school staff and families. Analysis of educational partner input and local data indicates the following:
Collaborative Partnerships: The LEA has fostered collaborative partnerships with families, involving them in decision-making processes and creating opportunities for meaningful engagement in school activities and events.
Effective Communication: There is a strong emphasis on effective communication between school staff and families, utilizing various channels such as newsletters, emails, phone calls, and parent-teacher conferences to keep families informed about student progress, school events, and opportunities for involvement.
Culturally Responsive Practices: The LEA has implemented culturally responsive practices that honor the diversity of families within the school community, fostering an inclusive environment where all families feel valued and respected.
Supportive Resources: The LEA provides supportive resources and services to families, including access to educational workshops, parent education programs, and referrals to community resources, to address their needs and strengthen their capacity to support their children's education.
Overall, the LEA's current strengths and progress in building relationships between school staff and families reflect a commitment to collaboration, communication, cultural responsiveness, and support, which are essential components of a thriving school-family partnership.


The LEA (Local Educational Agency) at Watsonville Charter School of the Arts has demonstrated significant strengths and progress in building relationships between school staff and families. Analysis of educational partner input and local data indicates the following:

Collaborative Partnerships: The LEA has fostered collaborative partnerships with families, involving them in decision-making processes and creating opportunities for meaningful engagement in school activities and events.

Effective Communication: There is a strong emphasis on effective communication between school staff and families, utilizing various channels such as newsletters, emails, phone calls, and parent-teacher conferences to keep families informed about student progress, school events, and opportunities for involvement.

Culturally Responsive Practices: The LEA has implemented culturally responsive practices that honor the diversity of families within the school community, fostering an inclusive environment where all families feel valued and respected.

Supportive Resources: The LEA provides supportive resources and services to families, including access to educational workshops, parent education programs, and referrals to community resources, to address their needs and strengthen their capacity to support their children's education.

Overall, the LEA's current strengths and progress in building 

	Based on the analysis of educational partner input and local data, the LEA at Watsonville Charter School of the Arts has identified the following focus areas for improvement in building relationships between school staff and families:
Enhanced Outreach Strategies: The LEA aims to develop more proactive and targeted outreach strategies to reach all families, including those who may be historically underserved or less engaged in school activities.
Language and Cultural Competence: There is a focus on enhancing language and cultural competence among school staff to effectively engage with diverse families and ensure that communication and interactions are respectful and inclusive.
Parent Involvement Opportunities: The LEA seeks to expand and diversify opportunities for parent involvement in school decision-making processes, volunteer opportunities, and educational workshops to increase family engagement and participation.
Feedback Mechanisms: There is a need to establish formal feedback mechanisms to solicit input from families on their experiences with school-staff interactions and to assess the effectiveness of current engagement efforts.
By addressing these focus areas, the LEA aims to strengthen and deepen its relationships with families, fostering a collaborative partnership that supports student success and well-being.	Based on the analysis of educational partner input and local data, the LEA at Watsonville Charter School of the Arts will improve the engagement of underrepresented families identified during the self-reflection process in the following ways:
Targeted Outreach: Implementing targeted outreach efforts tailored to the specific needs and preferences of underrepresented families, such as offering translated materials, hosting culturally relevant events, and utilizing multiple communication channels to reach families where they are.
Culturally Responsive Practices: Enhancing cultural responsiveness among school staff to ensure that interactions with underrepresented families are respectful, inclusive, and responsive to their cultural backgrounds and values.
Family Liaisons: Assigning dedicated family liaisons or community outreach coordinators who can serve as a bridge between the school and underrepresented families, providing support, information, and resources to facilitate their engagement with the school community.
Relationship Building: Prioritizing relationship building with underrepresented families through personalized communication, home visits, and regular check-ins to establish trust, address concerns, and build connections between families and school staff.
By implementing these strategies, the LEA aims to create a more welcoming and inclusive environment that fosters meaningful engagement and collaboration with underrepresented families, ultimately promoting student success and well-being.	Based on the analysis of educational partner input and local data, Watsonville Charter School of the Arts (WCSA) exhibits several strengths and significant progress in building partnerships for student outcomes:

Arts Integration: WCSA's commitment to arts integration serves as a unique strength, fostering interdisciplinary connections and innovative approaches to teaching and learning that enhance student engagement and creativity.

Positive School Culture: The presence of a positive school culture contributes to an environment where students feel supported, valued, and motivated to excel academically and socially.

Well-being of Students and Staff: The emphasis on ensuring the well-being of both students and staff reflects a holistic approach to education, promoting a healthy and supportive environment conducive to learning and professional growth.

Inclusive Environment: WCSA's inclusive environment fosters a sense of belonging and respect for diversity, creating opportunities for collaboration and partnership among students, families, staff, and community stakeholders.

These strengths demonstrate WCSA's dedication to fostering partnerships that prioritize student success and well-being, laying a solid foundation for collaborative efforts to improve student outcomes.	Based on the analysis of educational partner input and local data, Watsonville Charter School of the Arts (WCSA) exhibits several strengths and significant progress in building partnerships for student outcomes:

Arts Integration: WCSA's commitment to arts integration serves as a unique strength, fostering interdisciplinary connections and innovative approaches to teaching and learning that enhance student engagement and creativity.

Positive School Culture: The presence of a positive school culture contributes to an environment where students feel supported, valued, and motivated to excel academically and socially.

Well-being of Students and Staff: The emphasis on ensuring the well-being of both students and staff reflects a holistic approach to education, promoting a healthy and supportive environment conducive to learning and professional growth.

Inclusive Environment: WCSA's inclusive environment fosters a sense of belonging and respect for diversity, creating opportunities for collaboration and partnership among students, families, staff, and community stakeholders.

These strengths demonstrate WCSA's dedication to fostering partnerships that prioritize student success and well-being, laying a solid foundation for collaborative efforts to improve student outcomes.




	Based on the analysis of educational partner input and local data, the LEA at Watsonville Charter School of the Arts (WCSA) will improve the engagement of underrepresented families identified during the self-reflection process in relation to building partnerships for student outcomes by:

Culturally Relevant Programming: Implementing culturally relevant programming and events that resonate with the backgrounds and interests of underrepresented families, fostering a sense of belonging and connection to the school community.

Targeted Outreach: Conducting targeted outreach efforts to underrepresented families, including personalized communication, home visits, and community meetings, to ensure their voices are heard and their needs are addressed.

Family Empowerment: Providing resources and support to empower underrepresented families to actively participate in decision-making processes, advocacy efforts, and educational activities that impact student outcomes.

Relationship Building: Prioritizing relationship building with underrepresented families through regular communication, mutual respect, and collaborative partnerships, recognizing their valuable contributions to student success and well-being.

By implementing these strategies, WCSA aims to create a more inclusive and equitable partnership with underrepresented families, fostering collaborative efforts that promote positive student outcomes and enrich the school community as a whole.	Based on the analysis of educational partner input and local data, Watsonville Charter School of the Arts (WCSA) exhibits several strengths and significant progress in seeking input for decision-making:

Site Leadership Board: WCSA's site leadership board, open to the community, serves as a platform for inclusive decision-making, where policies and decisions are made collaboratively with input from various stakeholders, including parents, community members, and staff.

Collaborative Staff: WCSA benefits from a collaborative staff that actively provides input on the needs of the school as a whole, contributing diverse perspectives and expertise to inform decision-making processes.

These strengths reflect WCSA's commitment to fostering a culture of transparency, inclusivity, and shared governance, where input from stakeholders is valued and considered in shaping policies and practices to best serve the needs of the school community.	Based on the analysis of educational partner input and local data, Watsonville Charter School of the Arts (WCSA) has identified the following focus areas for improvement in seeking input for decision-making:

Site Governing Board Functioning: WCSA aims to improve the functioning of its site governing board by enhancing communication, transparency, and accountability processes to ensure that all stakeholders have a meaningful opportunity to contribute to decision-making.

Outreach to English Learner Families: WCSA recognizes the importance of actively engaging English Learner families in the decision-making process and will focus on improving outreach efforts to ensure their voices are heard and their perspectives are represented in building school policies.

By addressing these focus areas, WCSA seeks to strengthen its collaborative approach to decision-making, enhance inclusivity, and ensure that the diverse perspectives and needs of all stakeholders are considered in shaping school policies and practices.	Based on the analysis of educational partner input and local data, Watsonville Charter School of the Arts (WCSA) has identified the following focus areas for improvement in seeking input for decision-making:

Site Governing Board Functioning: WCSA aims to improve the functioning of its site governing board by enhancing communication, transparency, and accountability processes to ensure that all stakeholders have a meaningful opportunity to contribute to decision-making.

Outreach to English Learner Families: WCSA recognizes the importance of actively engaging English Learner families in the decision-making process and will focus on improving outreach efforts to ensure their voices are heard and their perspectives are represented in building school policies.

By addressing these focus areas, WCSA seeks to strengthen its collaborative approach to decision-making, enhance inclusivity, and ensure that the diverse perspectives and needs of all stakeholders are considered in shaping school policies and practices.	5	5	4	4	3	3	4	3	4	3	3	3	Met		2024-05-14	2024
44698070000000	San Lorenzo Valley Unified	3	The analysis of educational partner data and local data indicates several areas of strength in Building Partnerships for Student outcomes in the 2023-24 school year. These include;
Increased Community Partnerships – ie: Cradle to Career and Companion Project
Site newsletters are a strong source of information for families - 91% or higher
76% of parents rated their student’s experience in our schools as exceptional or strong with only 2% indicating inadequate
Families feel welcome at our school sites - 95% or greater
Our schools promote respect for individual differences - 90% or greater
Quality of instruction across content areas is strong
90% or greater feel their student is part of the school community
Homework is generally manageable and meaningful
When families reach out, someone gets back to them in a timely manner
	The analysis of educational partner data and local data indicates several areas of improvement Building Partnerships for Student outcomes in the 2023-24 school year. These include;
-consistent, clear communication of student academic progress
-increase in translation services
	To improve engagement of underrepresented families and students the district will implement the following actions;
-Continued work on diversity, anti-racism, and equity practices in the schools need to be addressed with staff, students, and parent groups
- Increasing student opportunities to provide input/feedback in decision-making
- Increasing opportunities for multilingual families to provide input/feedback in decision-making, increase awareness of C2C Community Liaison	Parent, staff, and student surveys are utilized in LCAP decision-making. The Superintendent also conducted information sessions and gathered input from all site staff and parents during the 2022-23 school year. The district Superintendent provided parent, staff, and community information bi-monthly as an update to keep the school community informed. Each school site also sent Parent Newsletters on a regular basis.
The district increased SEL support to help with COVID-induced anxiety and provide additional support systems. PBIS strategies and systems have been reintroduced to K-8 schools to provide a multi-leveled approach to student support, discipline, and reward systems at the K-8 school sites.	The district will focus on improving Building Realationships Between School Staff and families by implementing the following actions;
- Communicate and engage parents on the instructional program expectations (grade level and/or subject matter) and student progress throughout the year
- Increasing student opportunities to provide input/feedback in decision-making
- Parent communication around different Tiers of PBIS in relation to behavior consequences and SEL supports	To improve engagment of underrepresented families and students the district will implement the following actions;
- Increasing student opportunities to provide input/feedback in decision-making
- Increasing opportunities for multi-lingual families to provide input/feedback in decision-making, increase awareness of C2C Community Liaison	Based on the percent of responding parents indicating they agree or strongly agree that they have opportunities to give input into decision-making in our local survey, the majority of families feel they have opportunities to give input. The specific percentages by site are listed below.
BCE        88.9%
SLVE        89.8%
SLVMS     86.6%
SLVHS     76.7%	We will continue the district's current practices in providing families input into decision making as the majority of respondents indicate they have opportunities to give input.	To improve engagement of underrepresented families and students the district will implement the following actions;
- Increasing student opportunities to provide input/feedback in decision-making specifically reaching out to underrepresented students
- Increasing opportunities for multilingual families to provide input/feedback in decision-making	5	3	4	4	4	5	4	4	4	4	4	4	Met		2024-06-12	2024
44698070110007	Ocean Grove Charter	3	We continually strive towards building valuable relationships with families. Goal 3 of our LCAP states “our stakeholders will be connected and engaged with their community.” In our independent study model of education, our teachers make home visits at least once every 20 school days. Relationship building is a strength of our school, and we have excellent two-way communication. We personalize the education for each of our students, and our staff work with enrolled families in a one-on-one setting to ensure each family is supported and working together towards academic goals. We have a parent council and a governing board which are open to the public. Our administration regularly surveys our parents, asking for feedback to help inform decision making. Because each family has an assigned teacher, families have direct access to make recommendations to school staff and communications are tailored for each family. 
	An area of improvement is to increase participation in our ELAC and our communication with families whose primary language is other than English. We are directing some Title 1 funding to increase our EL support staffing in an effort to work more closely with these underrepresented families. Another area we are addressing based on educational partner feedback relates to mental health support. We continue to increase supports within our SEL program, while increasing our mental health staffing. Our families consistently ask for more in person opportunities and have addressed this through offering more events such as family days, park days, field trips, etc.
	Due to the personalized nature of our school, our underrepresented families are engaged in the learning of their child and have strong relationships where all families are involved in decision making related to their child’s education. We seek to bring their engagement to a school-wide level through participation in ELAC and parent council, as well as soliciting input from them on school-wide surveys and educational partner meetings. We are focusing our hiring efforts on increasing the diversity of our certificated staff so that students can see school staff that reflect their own unique characteristics.
	We use Title II funding to support teachers with personalized professional development, school-wide training, adding single subject matter credentials, and through the teacher induction program. During our regular learning record meetings, teachers support parents in providing what their individual child(ren) need to be academically successful. Additionally, the school provides virtual parent trainings on a regular basis, including a highly attended virtual Curriculum Conference. We have a goal setting program as part of a personalized student success plan for each student. This involves the parent, teacher, and student setting goals based on a student's area of need as determined by our internal assessment. The school operates with a high consideration on parental input where parents are empowered to make educational decisions for and with their children with the support of credentialed staff. This parent choice philosophy is a key component of what makes our school attractive for parents who want a greater say in their child’s education.
	The school provides all required legal notifications either on our website (which can be translated to a language of a parent's choosing) or through the annual student agreement, but we are not strong at ensuring families understand and exercise those rights. Additionally, significant numbers of our educational partners fail to see the value in standardized assessments which leads to opt outs on testing which leads to penalization for the school. An area of improvement is to improve the understanding of the need for and benefit of standardized testing.
	The school will support underrepresented families to exercise their legal rights to advocate for their own students and all students through the legislative and public advocacy process. We will also monitor test participation rates and test outcomes by student subgroups. We also proactively direct our families to A.P.P.L.E., Alliance for Parents of Personalized Learning Education to help improve parent-driven advocacy for their students.
	In our unique personalized learning independent study model of education, parents and teachers are deeply involved with decision making on behalf of their children. Parent engagement in our school model is strong when it comes to educational issues surrounding their children. We provide school wide opportunities for parents to serve on the parent council or our governing board, where we discuss key initiatives and policy changes. One of the key areas parents provide input into school wide decisions is identifying community service providers who provide academic enrichment for our students. Our staff consult with parents at monthly learning record meetings, and we host department-specific office hours and content area parent trainings where parents can speak with a school administrator. We regularly survey families and staff to get their feedback on ways to improve what educational programs and services the school offers.	Parents are heavily involved in their child’s individualized learning plan. However, through thoughtful planning and increased opportunities for our families, this has led to more interest in school-wide decision making. Through our efforts, we have made some improvements in this area with more interactive and engaging sessions in an effort to gather more input from our educational partners.
	An area of improvement in our school is to better target underrepresented groups to ensure that they provide school level feedback. We continue to work towards our goal to improve parent participation in the ELAC by regularly asking for input surrounding curriculum and EL program development. Additionally, we are increasing our targeted supports for our homeless families through personalized support from our McKinney-Vento liaison.
	5	4	4	3	5	4	4	3	4	4	3	3	Met		2024-06-04	2024
44698074430179	SLVUSD Charter	3	"SLVUSD Charter School continues to provide multiple opportunities to connect with our families at various community events, including All Charter Homeschool events like Capture The Flag and Skate Days.  Families look forward to annual events like our December ""Winter Craft Faire,"" spring STEAM Expo, the All Charter play, and Pinewood Derby.  Parents are appreciative of the monthly Parent Advisory Council meetings and biweekly survey, both of which allow for relationship-building, discussion and feedback on initiatives.

"	Based on the parent survey from 2024, parents would like to see continued improvement on the consistency of communication among the various programs, including program Calendars, weekly program newsletters, and the Principal's biweekly newsletter.  Parents also indicated that they would like a regular place and time on campus for homeschool families to connect outside of enrichment times, to share ideas and resources.	Principal will be initiating a series of monthly coffee mornings to encourage families from all programs - homeschool and 5-day-a-week - to get together, and Principal will reach out to engage directly with under-represented families.  All programs will have a published Google Calendar of events and Principal will maintain a school-wide calendar, all published to families as well as to the Charter website.  Ongoing partnership with the Parent Booster clubs will be prioritized for inclusion in community events like Open House and Back to School Nights, which will be for all programs going forward and not just the 5-day-a-week middle school.	"As a Charter school comprising 5 homeschooling/independent study programs and one 5-day-a-week program, we offer a variety of opportunities for parent and family partnerships, including program-specific parent clubs that offer volunteer and fundraising activities; the charter parent advisory committee that supports programmatic changes/improvements and assists in developing the LCAP; individualized homeschool and independent study parent meetings, that allow parents to discuss their child's educational program and receive classroom updates and curriculum support; and multiple program-specific and all-Charter field trips and activities for families. Program teams send out email updates to parents each week, with information about opportunities for parent participation. Our elementary homeschool program offers a monthly group parent meeting with childcare so that everyone can attend. The Charter administration sends out a biweekly Charter Newsletter that includes communication about school activities, student supports, and ways to support learning at home.

In the 2023-24 annual Parent Survey, 92.9% of parents agree or strongly agree that their child's program ""fosters community.""  93% of parents responded that they are ""aware of the requirements / expectations for parent involvement"" in their child's program.  In 2023-24 the six separate program Booster Clubs consolidated to form one 501c3 non profit Charter Booster Club, which reflected great progress in the forming of a Charter-wide cohesive parent community."	Based on the 2023-24 Parent survey, 76% of parents sometimes or frequently attended program meetings; 62% sometimes or frequently participated as a volunteer, and 32% participated sometimes or frequently in the Charter Booster Club. 

SLVUSD Charter School will focus on improving Building Partnerships by implementing the following actions:
- Continue implementing the biweekly parent/community survey that goes out in each Charter email, with opportunities for input and feedback from parents;
- maintain 6 program Google calendars and one joint Charter Calendar for ease of access to information for our families;
- continue improving and updating Charter website to offer a user-friendly experience to current and prospective families in search of information;
- Communicate frequently about the volunteer process and make it easy for parents to sign up as volunteers;	To improve engagement of underrepresented families and students, SLVUSD Charter School will continue our work on culturally responsive teaching, anti-racism, and equity practices in our classrooms, including the use of a structured walkthrough tool for teachers that focuses on these practices.	"Participation in this year's annual Parent Survey soared from 34% to 68%, so we significantly increased our community's ""voice"" in giving input to decision making.  Using a biweekly ""customer satisfaction"" survey, we were also able to gauge useful input on initiatives and policies about which parents felt strongly."	"In 2023-24 only 23% of parents responded that they participated in monthly Parent Advisory Council meetings ""sometimes"" or ""frequently"", a metric that could be improved upon.   To this end we will hold monthly Parent Advisory Council meetings on Thursdays (when all programs are in session) to increase participation and continue offering zoom attendance option.  We will continue to offer the biweekly customer satisfaction survey and publish the input we receive from that survey."	"To improve engagement of underrepresented families in the category of ""Seeking Input for Decision-Making"", the Charter administration will seek opportunities to specifically include parents representing subgroups like our students with special needs, our students of color, and our students with limited socio-economic resources."	4	4	4	4	4	4	4	3	3	3	2	3	Met		2024-06-05	2024
44698150000000	Santa Cruz City Elementary	3	"Santa Cruz City Schools has built a strong partnership with educational partners. Input from educational partners has directly informed and impacted our academic and social emotional programs. This is evidenced from family input on our 23-24 LCAP Survey:

-I feel that my child is appropriately challenged in school: 73%
-I feel that my child's school recognizes and values student accomplishments: 91%
-When academics are challenging, I feel that my child's school supports my child to do better and improve: 87%
-When I contact my child's school, I receive courteous attention. ""regularly - always."" 88%
-I receive sufficient information regarding my child's education program, progress and needs. ""regularly - always"" 75%

The following has also been implemented to strengthen family outreach and communication:
-Deployment of Survey Monkey and Google Forms for feedback
 -State of the District Flyer
-Weekly Video Updates to educate public on Bond work and general district services/operations
-Website Improvements
-Prospective Family Webinars
"	"The following two areas received low ratings from families in the 23-24 LCAP Survey:

-Participation in parent education offerings (classes, workshops, and/or events): 21%
-The extent to which the school and district seek parent input and ideas in decision-making (""regularly - always""): 55%
"	In addition to existing strategies like providing childcare and meals at parent meetings, Santa Cruz City Schools has directly sought ideas from parent leadership groups to improve engagement in decision-making. Although we received valuable feedback, we acknowledge that we do not always effectively communicate the outcomes of decisions made based on parent input. To address this, we are making a concerted effort to inform parents about how their input has influenced district actions through our State of the District Mailer, webinars, weekly communications, and in-person meetings.

Additionally, our bilingual School Community Coordinators are contacting parents directly to inform them about parent education opportunities and other district activities. This approach has positively impacted parent participation, and we are confident that participation in family education will increase in 24-25.
	Santa Cruz City Schools provides in-person and virtual avenues for educational partner input, and the actions and meetings below have allowed partnerships in determining and supporting student outcomes:

-LCAP Family, Student and Staff Surveys
-District Advisory Committee Meetings (includes families and staff)
-English Language Advisory Committee (ELAC)
-District English Language Advisory Committee (DELAC) Meetings
-Parent Leader LCAP Input Meeting
-District Budget Advisory Committee LCAP Input Meeting (includes families and staff)
-Vision 2030 Strategic Planning Committee (families and staff) 
	There is substantial evidence that family input is heavily considered when determining future actions and implementing programs in the district. However, an identified area for improvement is effectively communicating these actions to families so they can see the impact of their feedback, ideas, and thoughts.

Additionally, our families, students and staff have continued to identify counseling and social emotional support as priorities. We have established a 1.0 Elementary Social Worker as well as a Multi-Tiered Systems of Support (MTSS) Health & Wellness Coordinator. Other actions based on educational partner input include additional Newcomer ELD classes, the transition to the California College Guidance Initiative (CCGI) college navigation platform, additional training for elementary playground coaches and increased professional development in ELD best practices. Additionally, parent education on student social media use and substance use and vaping, as well as student training on Title IX, active consent, vaping and substance use have been implemented.

Additionally, educational partner input has resulted in the following actions:
-Math Support
-Established Elementary Math RtI Coordinators
-Implemented math intervention curriculum (Focus Math and Do the Math)

More social emotional/mental health support:
-Addition of an elementary Social Worker (shared between sites), addition of Social Worker interns
-Social worker (.6) hired to support intervention with attendance challenges for students with IEPs
-Attendance outreach during summer for chronically absent students
-Multiple meetings with County Behavioral Health and other city/county agencies to address concerns about crisis response

Other actions based on input include:
-Increased English Learner professional development
-Elementary after school programs 
-DELAC parent concerns re: reclassification criteria resulted in a revised reclassification policy voted on by the DELAC that aligns with the State and neighboring districts
-Raptor Visitor Screening System installed at Bay View, DLV, Gault, Westlake and keyless entry implementation across the district
-Advanced training with all county-wide first response agencies
	Santa Cruz City Schools is committed to increasing the engagement of underrepresented families. In addition to best practices such as providing childcare and meals at site and district events, the district has deployed bilingual School Community Coordinators to reach out directly to families regarding meetings. There has also been an effort to elicit input from ELAC and DELAC parents on topics they find important and relevant, which will continue in 24-25. Another area of focus is increased outreach for parent education events. The implementation of Cara y Corazon has facilitated deep engagement from our Latine parents and students, providing strong support to address issues that undermine family dynamics and student success.	This year, 1,768 parents responded to our LCAP Annual Family Survey, which is the highest response rate we have ever had. Additionally, we have provided a myriad of opportunities for parent input, including Parent Leader Dinners, ELAC and DELAC, District Advisory Committee (for input on LCAP), numerous family webinars for prospective and new families to the district, and weekly district videos that communicate important district and site topics, including student and staff recognition. Additionally, a live link on our websites allows for real-time parent input on any topic. In addition to site parent committees, site surveys that seek input on school-specific issues are given.	While there are many opportunities for parent engagement, participation can vary widely across the district.  Though parents feel support and have highly rated communication and customer service, many parents do not feel they have a voice that affects district decisions. An effort to close this communication loop has started and will continue in 24-25.	Santa Cruz City Schools is committed to increasing the engagement of underrepresented families. In addition to best practices such as providing childcare and meals at site and district events, the district has deployed bilingual School Community Coordinators to reach out directly to families regarding meetings. There has also been an effort to elicit input from ELAC and DELAC parents on topics they find important and relevant, which will continue in 24-25. Another area of focus is increased outreach for parent education events. The implementation of Cara y Corazon has facilitated deep engagement from our Latine parents and students, providing strong support to address issues that undermine family dynamics and student success. The district is also applying for grant funding that will directly support parent outreach.	5	5	5	5	5	5	5	5	5	5	4	4	Met		2024-06-12	2024
44698230000000	Santa Cruz City High	3	"Santa Cruz City Schools has built a strong partnership with educational partners. Input from educational partners has directly informed and impacted our academic and social emotional programs. This is evidenced from family input on our 23-24 LCAP Survey:

-I feel that my child is appropriately challenged in school: 73%
-I feel that my child's school recognizes and values student accomplishments: 91%
-When academics are challenging, I feel that my child's school supports my child to do better and improve: 87%
-When I contact my child's school, I receive courteous attention. ""regularly - always."" 88%
-I receive sufficient information regarding my child's education program, progress and needs. ""regularly - always"" 75%

The following has also been implemented to strengthen family outreach and communication:
-Deployment of Survey Monkey and Google Forms for feedback
 -State of the District Flyer
-Weekly Video Updates to educate public on Bond work and general district services/operations
-Website Improvements
-Prospective Family Webinars
"	"The following two areas received low ratings from families in the 23-24 LCAP Survey:

-Participation in parent education offerings (classes, workshops, and/or events): 21%
-The extent to which the school and district seek parent input and ideas in decision-making (""regularly - always""): 55%
"	In addition to existing strategies like providing childcare and meals at parent meetings, Santa Cruz City Schools has directly sought ideas from parent leadership groups to improve engagement in decision-making. Although we received valuable feedback, we acknowledge that we do not always effectively communicate the outcomes of decisions made based on parent input. To address this, we are making a concerted effort to inform parents about how their input has influenced district actions through our State of the District Mailer, webinars, weekly communications, and in-person meetings.

Additionally, our bilingual School Community Coordinators are contacting parents directly to inform them about parent education opportunities and other district activities. This approach has positively impacted parent participation, and we are confident that participation in family education will increase in 24-25.
	Santa Cruz City Schools provides in-person and virtual avenues for educational partner input, and the actions and meetings below have allowed partnerships in determining and supporting student outcomes:

-LCAP Family, Student and Staff Surveys
-District Advisory Committee Meetings (includes families and staff)
-English Language Advisory Committee (ELAC)
-District English Language Advisory Committee (DELAC) Meetings
-Parent Leader LCAP Input Meeting
-District Budget Advisory Committee LCAP Input Meeting (includes families and staff)
-Vision 2030 Strategic Planning Committee (families and staff) 
	There is substantial evidence that family input is heavily considered when determining future actions and implementing programs in the district. However, an identified area for improvement is effectively communicating these actions to families so they can see the impact of their feedback, ideas, and thoughts.

Additionally, our families, students and staff have continued to identify counseling and social emotional support as priorities. We have established a 1.0 Elementary Social Worker as well as a Multi-Tiered Systems of Support (MTSS) Health & Wellness Coordinator. Other actions based on educational partner input include additional Newcomer ELD classes, the transition to the California College Guidance Initiative (CCGI) college navigation platform, additional training for elementary playground coaches and increased professional development in ELD best practices. Additionally, parent education on student social media use and substance use and vaping, as well as student training on Title IX, active consent, vaping and substance use have been implemented.

Additionally, educational partner input has resulted in the following actions:
-Math Support
-Established Elementary Math RtI Coordinators
-Implemented math intervention curriculum (Focus Math and Do the Math)

More social emotional/mental health support:
-Addition of an elementary Social Worker (shared between sites), addition of Social Worker interns
-Social worker (.6) hired to support intervention with attendance challenges for students with IEPs
-Attendance outreach during summer for chronically absent students
-Multiple meetings with County Behavioral Health and other city/county agencies to address concerns about crisis response

Other actions based on input include:
-Increased English Learner professional development
-Elementary after school programs 
-DELAC parent concerns re: reclassification criteria resulted in a revised reclassification policy voted on by the DELAC that aligns with the State and neighboring districts
-Raptor Visitor Screening System installed at Bay View, DLV, Gault, Westlake and keyless entry implementation across the district
-Advanced training with all county-wide first response agencies
	Santa Cruz City Schools is committed to increasing the engagement of underrepresented families. In addition to best practices such as providing childcare and meals at site and district events, the district has deployed bilingual School Community Coordinators to reach out directly to families regarding meetings. There has also been an effort to elicit input from ELAC and DELAC parents on topics they find important and relevant, which will continue in 24-25. Another area of focus is increased outreach for parent education events. The implementation of Cara y Corazon has facilitated deep engagement from our Latine parents and students, providing strong support to address issues that undermine family dynamics and student success.
	This year, 1,768 parents responded to our LCAP Annual Family Survey, which is the highest response rate we have ever had. Additionally, we have provided a myriad of opportunities for parent input, including Parent Leader Dinners, ELAC and DELAC, District Advisory Committee (for input on LCAP), numerous family webinars for prospective and new families to the district, and weekly district videos that communicate important district and site topics, including student and staff recognition. Additionally, a live link on our websites allows for real-time parent input on any topic. In addition to site parent committees, site surveys that seek input on school-specific issues are given.	While there are many opportunities for parent engagement, participation can vary widely across the district.  Though parents feel support and have highly rated communication and customer service, many parents do not feel they have a voice that affects district decisions. An effort to close this communication loop has started and will continue in 24-25.	Santa Cruz City Schools is committed to increasing the engagement of underrepresented families. In addition to best practices such as providing childcare and meals at site and district events, the district has deployed bilingual School Community Coordinators to reach out directly to families regarding meetings. There has also been an effort to elicit input from ELAC and DELAC parents on topics they find important and relevant, which will continue in 24-25. Another area of focus is increased outreach for parent education events. The implementation of Cara y Corazon has facilitated deep engagement from our Latine parents and students, providing strong support to address issues that undermine family dynamics and student success. The district is also applying for grant funding that will directly support parent outreach.	5	5	5	5	5	5	5	5	5	5	4	4	Met		2024-06-12	2024
44698234430187	Delta Charter	3	Delta's student-parent-advisor relationship is crucial, as the advisor is the family's touchstone on campus. Advisors hold quarterly eval meetings with families to review the student's grad plan, grades, attendance, and behavior. Delta issues a monthly general newsletter as well as college and career newsletters. We hold monthly parent meetings and host two Open Houses a year. We communicate routinely with email and text messages.	Delta would like to have a more robust parent community and is exploring developing a Parent Alliance.	Most of our students and their families qualify as underrepresented. Our most recent climate survey indicates that the majority of our families feel seen, heard, and supported.	Delta's student-parent-advisor relationship is crucial, as the advisor is the family's touchstone on campus. Advisors hold quarterly eval meetings with families to review the student's grad plan, grades, attendance, and behavior. Advisors are the advocates for students and families when problems arise or more support is needed.	Delta's most recent climate survey indicates that families feel that their students receive strong academic and social-emotional support at Delta. Creating more social experiences for students continues to be a focus.	Most of our students and their families qualify as underrepresented. Our most recent climate survey indicates that the majority of our families feel seen, heard, and supported.	Quarterly eval meetings, montly parent meetings and annual climate surveys provide parents with an opportunity to review and provide feedback for school goals, procedures, and events. Delta's governing Board reviews and provides feedback for the Superintendent	Delta would like to have a more robust parent community and is exploring developing a Parent Alliance.	Most of our students and their families qualify as underrepresented. Our most recent climate survey indicates that the majority of our families feel seen, heard, and supported.	5	5	5	5	4	5	5	5	4	4	4	4	Met		2024-06-11	2024
44698490000000	Soquel Union Elementary	3	"A strength of district partnerships between staff and families:
SUESD intentionally builds and sustains respectful and trusting relationships between staff, educators, and families by creating and sustaining a welcoming and inclusive environment at all schools. 96% of families surveyed said, they ""feel welcomed and respected when I interact with my student(s)'s school, staff, teacher, or district office."""	An area to grow in partnerships between staff and families:
It is always the goal of SUESD to provide families with adequate training/ support to help their children in school, however, only 83% of families surveyed felt they had enough training to do so. As such, this will be a continued area of focus in 2023-2024.	Based on the analysis of data related to the relationships between staff and families, SUESD will hold a family education series district wide throughout the school year.	A strength of district partnerships for student outcomes:
SUESD ensures all parents and families of preschool through grade 8 students are assured culturally appropriate and linguistically accessible supports and resources needed to take advantage of opportunities to provide input and participate in school planning and decision-making. Educators within the LEA have the capacity to offer such opportunities to parents and families. Parents and families utilize these opportunities to learn about their children’s schools and to participate meaningfully.
SUESD provides training and opportunities for parents and families to learn about LEA and school plans, programs, and activities. 
SUESD also includes parents, students, and families in developing LEA and school site strategies to improve academic achievement and all students' social, emotional, and physical well-being.	An area to grow district partnerships for student outcomes:
While SUESD provides training and opportunities for parents and families to learn about LEA and school plans, programs, and activities through School Site Councils, ELAC, and DELAC, SUESD would like to to a greater extent, include more parents, students, and families in developing LEA and school site strategies to improve academic achievement and the social, emotional, and physical well-being of all students.	Based on the analysis of data related to the partnerships for student outcomes, and in concert with feedback related to relationships between staff and families, SUESD will hold education nights/ days district-wide throughout the school year that specifically target academic support and instructional practices including reciprocal reading, modeling, questioning, research-based literacy strategies, math-talks, CAASPP results, etc.	A strength of the district in seeking input for decision-making:
SUESD has a high level of commitment to the engagement of educational partners. 

Family Survey Data:
I feel welcomed and respected when I interact with my child's school or staff: 92%
I receive an effective level of communication: 91%
I have opportunities to share my thoughts and opinions: 80%
I believe my child's strengths and talents are known and developed: 59% (29% don't know)
My student has meaningful access to standard-based materials, activities, and resources: 86%
My student receives high quality and needs-responsive instruction: 71% (21% don't know)

Success:
Levels of engagement and communication rate high.	An area of growth in seeking regular feedback about access to materials, as seen in the above data.

Challenges:
What is known about classroom instruction and materials needs further development in terms of providing meaningful two-way communication.	Based on the analysis of data related to input for decision-making, SUESD will continue to bolster professional learning for all staff in eliciting community input in the decision-making process.  This professional learning can be used at multiple site levels, including School, Site Council, English Learner Advisory Council, Home and School Club/Associations, Associated Students Councils, etc.	4	5	3	4	4	4	4	3	4	4	4	4	Met		2024-06-26	2024
44754320000000	Scotts Valley Unified	3	The District has made strides in building relationships with schools and families. School sites have focused on increasing both student events and parent activities that focus on developing community. The increase in Diversity, Equity, Inclusion & Belonging is evident through hosting the QYLA Awards this year, as well as providing various opportunities for engagement in heritage months and our Multi-Cultural fair.  The success of these initiatives is demonstrated in the feedback surveys in parents' responding to feeling welcome on campus, as well as our student surveys through the California Healthy Kids (CHKS).	The district's goal is to continue its DEIB efforts will only increase the relationship building between school staff and families. The district was not as successful as expected in providing well attended parent trainings. One goal will be to provide multiple formats for trainings and gather further input into training requests from parents.	There are student study teams, 504 and IEP teams at every site to support students. Parent trainings have been offered throughout the year, and every elementary student family is invited to at least one parent-teacher conference. Many of SVUSD's curricular and supplementary materials are available on line and can be accessed at home. Students that do not have devices to use at home are loaned them for as long as they are needed. There will be optional trainings for secondary parents to support their access to Synergy, the student information system where families are able to track their student's academic achievement. Teachers at all levels are also required to contact families on a minimum of a monthly basis with curriculum updates so families can support their child at home.	SVUSD has implemented the Synergy Digital System allowing parents regular feedback on student grades, assessments, and progress. In 2023-24 the District began implementing additional modules that support Multi-Tiered Systems of Supports (MTSS). The websites are required to be 508 and ADA compliant and were updated to support distance learning. There are parent/teacher groups, School Site Councils at each site. Every site sends a parent survey and analyze feedback regarding the perception of engagement by families. There is a district DELAC for parents of English learners. Both elementary schools have an established ELAC (English Learner Advisory Committee) in support of the English Learners on their Site. Additionally, schools that receive Title I funds review their Parent Compact and Policy annually.	The district will work to increase its communication to families as based on survey results from parents. In addition to providing feedback to families when students are struggling, the district will work with teachers to be proactive in sharing updated information and grades.	Scotts Valley Unified School District will continue its DEIB efforts to support underrepresented families and engage them in school activities, feedback opportunities, and other school events. This will be done through both intentional outreach from our Director of Student Services and professional development for counselors, teachers and administrators on identifying these families and linking them with resources. A concerted effort will be made to increase publicity for DELAC meetings & Parent Advisory meetings, and new translation services have been acquired to support multiple languages.	The school district has made a concerted effort to streamline surveys for families. Each school provides one annual survey for families that covers both site and district goals and feedback requirements. There has been an increase in completed surveys for the 2023-2024 school year which we continue to strive for a majority of families to complete. The Scotts Valley Educational Foundation works closely with representatives from the school district to provide opportunities for parents to be engaged in school and district activities. Additionally, SVUSD invites all to parents to participate in the LCAP Parent Advisory Committee, made up of parents from all four sites and various grade levels. The purpose of the group is to seek input on the Local Control Accountability Plan, and its goals, actions and services. Parents of unduplicated students are personally invited to attend these meetings.	The district and sites pushed to increase representation of families in the Parent Advisory Committee. The Director of Curriculum personally attended PTA, SSC, and Student Club meetings to ensure families had a voice and were able to provide input into the new LCAP.  With the use of our DEIB committee as well as DELAC, we plan to increase the family engagement activities and parent nights that interest and support our families who need more support and resources.	With the use of translation services, and providing food and child care, we will encourage families to participate in decision making processes for the LCAP and district initiatives.	4	4	5	3	4	5	4	4	4	5	4	4	Met		2024-06-18	2024
44754320139410	California Online Public Schools Monterey Bay	3	We are very proud of our weekly contact rate with our students and their families and the progress we have made to
ensure all students are building relationships with our teachers and school.	We will continue to increase our efforts in our weekly contact rate. This is an area we are dedicated to continuing and
improving for students and families.	We will continue to find ways to better communicate with our families in their home language through verbal and
written communication.	We are pleased with the rate at which we are able to provide families with information and resources to support
student learning in the home.	We work hard to partner with caretakers and assist them in taking an active role in their students’ education.	We will continue to seek better ways to include and inform our families in their home languages at all levels of our
program and school.	We are a very collaborative organization. This is exemplified in this area by the fact that we rate high for seeking
input for decision making.	It is important to us that our staff and families know they have a voice, are heard, and actions are taken as a result of
their input. We will continue to seek and encourage families and staff to provide us with input.	We are dedicated to engaging all of our families in our school, including our underrepresented families. We take
great care to ensure we are providing all of our families with tools and resources that will encourage them to be
heard in our school. We will continue to improve these efforts with all of our families, especially our underrepresented
students and families.	4	5	4	4	4	4	5	4	4	4	4	4	Met		2024-06-04	2024
44772480000000	SBE - Watsonville Prep	3	The last few years have provided numerous challenges for students, families, and staff including pandemic related losses, weather related damages and issues, and long term social emotional learning and academic losses.  To address these hurdles and to provide necessary support to the greater Navigator family, numerous programs have been put into place with others ongoing. 
Support has included resources for flood victims, resource fairs, assistance for food and housing insecure families, after school intervention for students, home visits for chronically absent students, community events, and active ParentSquare communications. 
 This multi-pronged system of support has evolved since students have returned to in person learning but the foundation of these relationships has led to families feeling more connected to the schools and organization.  
	Having community and family involvement back on campus has and continues to be an area of focus.  An acknowledged area of growth is the expansion of community celebrations and opportunities to highlight the incredible contributions, both current and historically, of our local community members.  Navigator needs to be able to create pathways for simultaneous educational excellence and family engagement and support.	In addition to expanding outreach efforts to recruit more students who qualify for Free and Reduced Lunch,  Navigator Schools is creating Community Schools to provide additional resources for families, especially underrepresented families.  This process will allow Navigator to truly engage the community in efforts to provide extra services and support they need.  The pandemic has highlighted areas of growth which center around opportunities for families to engage in on campus activities.	Students at Navigator schools are as committed to achieving their goals as their teachers. Students track their progress on blended learning programs, are celebrated for growth and achievement, and stay for academic intervention programs if they are not reaching their goals. Families have access through the Illuminate Parent Portal to immediately access their child's academic progress. Parents also complete an annual family engagement survey which gauges, among other things, their understanding of their child's academic goals.	Ensuring students are ready for the rigors of high school after they leave Navigator schools is an area of growth. In order for this activity to be successful, families, staff, and students will need to work together on a path forward.  Site staff will work closely with the local high schools to provide reciprocal opportunities for students to both explore what is in store in high school while also continuing to access support from Navigator staff.	Ensuring all sites have numerous bilingual staff members available to answer parent questions and provide important updates ensures students and families feel supported and able to access the support they need.  Navigator will continue to provide home visits for students who are not staying engaged or needing additional support.  
The transition to Community Schools will also provide tutoring centers, after school support services, and college counseling services for students.  
	Navigator has consistently been proactive in obtaining stakeholder input through surveys, family town hall meetings, staff meetings, Director and Chiefs weekly meetings, cross site meetings, and daily site huddles.  Between formal feedback surveys to quick poll everywhere check-ins, Navigator employes numerous tools to solicit input.	Formalizing a plan for how to formally collect and share data with the leadership team is an area to improve.	Spelled out in the various site charters is the number of ways families can be involved in the governance of the school. These include, but are not limited to: parent representative seat on the Navigator Schools Board of Directors, School Site Councils, parent coffees, LCAP advisory meetings, and parent club. Additionally, annual engagement surveys are conducted with any satisfaction score under 80% being highlighted for action steps. These surveys are reviewed by the directors to enable an organizational lens on parent voice and engagement.	4	4	4	5	4	4	4	5	5	5	3	4	Met		2024-06-17	2024
45104540000000	Shasta County Office of Education	3	SCOE staff has a deep appreciation for high levels of educational partner involvement. Staff at every school site contribute to warm, welcoming environments dedicated to providing exceptional customer service to all educational partners. High levels of attendance at teacher conferences, school celebrations, and other school events provide evidence of the effectiveness in this area. 

Regular communication from school and district leaders through the ParentSquare platform reinforces the importance of educational partner involvement. SCOE leaders continually model and provide ongoing messaging regarding actions needed to support active educational partner involvement. This messaging begins intentionally during orientation for new staff regarding parent/guardian communication. Additionally, site leadership seeks survey information regarding specific parental/guardian needs, preferred modes of communication, critical information that educational partners want to know, etc. This information is shared with staff in order to improve educational services for all students.	SCOE is committed to continuing to improve relationships with school staff and families in order to ensure all families are connected to school communications and have internet and/or a device at home. We have worked to increase our hotspots available for checkout.  One focus area is Student Attendance Review Teams which meet to discuss ways to support students and families who have boundaries to school attendance. This team has worked in streamlining and communicating with families about educational progress of students, even before there is a concern.  This work has been supported heavily with our Community Connectors campus support.  These positions provide connections for parents and families of our students to services that often go beyond school(Dental, mental health services, housing).  All school sites have also transitioned to the same ParentSquare communication platform, this consistency will make it easier for administrators and teachers to deliver information to families in a more frequent and accessible manner.	SCOE is committed to improving strategies and structures that will result in increased engagement of underrepresented families. SCOE has held numerous community forums to garner input from families related to school improvement, as well as extended intentional invitations to underrepresented families to be members of various site committees related to SART and PBIS. SCOE will continue to engage with and build relationships with individual families and provide necessary, through personalized supports that will foster strong relationships between school staff and underrepresented families.	SCOE provides assistance to our families in understanding academic expectations through several strategies. These include orientations at all school sites, these meetings address various topics to help parents in understanding state academic standards, the instructional program, and the ways they can best support their children's achievement in school. 

Individual teacher expectations are provided via Back-to-School night and individually during parent-teacher conferences. The LCAP process also provides many opportunities to assist parents/guardians with understanding expectations for their children. Additionally, collaboration through the LCAP process and through numerous parent/guardian advisory committees provides valuable information regarding how to best support our families in continuing to be involved at high levels. Technology is also used to both communicate information and request feedback about LCAP goals from the community. Information and questionnaires are posted on the district and school websites. Annual surveys for educational partners are given throughout the year. 

	Recent educational partner input shows a desire to have more in depth knowledge of the local assessments, curriculum and instructional strategies utilized for interventions, and mental health awareness. SCOE is developing a comprehensive intervention plan that will focus on providing hybrid Algebra 1 courses to independent Study students and a two year Algebra course for slower pacing of content. Trainings continue for analyzing NWEA map data to drive instructional outcomes. The development of a data team is helping us to capture important data points for establishing goal baselines.  This team is also working to analyze our student information system course structure to ensure the accuracy on our transcripts.	Participation from all parents is solicited, including the engagement of underrepresented families. SCOE has continued to translate communications and documents to make information more accessible to our multilingual families, even though SCOE does not meet the 15% threshold to make this a requirement. SCOE will continue to develop strategies to improve the engagement of underrepresented families, including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual options.	SCOE recognizes that parents/guardians are their child's first and most influential teachers and that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment. Additionally, SCOE ensures that parents/guardians and family members participating in Title I programs are provided with opportunities.  SCOE works with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in school activities, decision-making, and activities to support their students’ learning. This is achieved through regularly scheduled LCAP, SSC meetings, surveys and numerous advisory committees where parent/guardian involvement policies are shared and jointly developed. SCOE communicates with families on an annual basis regarding the SCOE Parent Involvement Compact at the beginning of each school year.	To build up partner voice, SCOE has increased the number of opportunities, using a variety of engagement tools, for educational partners to provide input. An area of focus is to evaluate what tools successfully engaged families at the school and what steps SCOE can take to improve the design and implementation of engagement activities.  We also have added community partners and student body participants to SART team.
	SCOE ensures ALL families receive communications and invitations to participate on committees and in forums, through communication accommodations, such as translation, interpreters, scheduling individual meetings at a convenient time for individual families, home visits, etc. SCOE closely monitors student attendance on a daily basis and communicates with families in a timely manner, especially families of students with disabilities, foster or homeless youth, in order to minimize disruptions to educational services. SCOE will continue its focus on improving efforts to communicate with and engage students and families.	5	5	5	5	5	5	5	5	5	4	4	5	Met		2024-06-26	2024
45104540111674	Chrysalis Charter	3	Our families are our school, and the relationship between staff and families is always at the forefront of our decision-making. We communicate on a weekly basis with the entire school through our school newsletter on Parent Square,
which also allows for comments and replies from families. In addition, every staff member works to reach out to
families whenever a concern rises at school with an individual student.	One area of improvement that we can work on is more flexibility in school meeting times possibly moving them to
5:00 to allow for more parents to participate. We need to keep doing what we do!	"Our Mission is to ""Encourage the light within each student to shine brighter"" and every action we take has this focus
in creating a warm and welcoming community where all are accepted and encouraged. Our two-way communication
platform, Parent Square is fully utilized across the campus and can be translated into multiple languages. We work
to ensure that parents who have students in each of our learning groups are represented on our Site Council and
School Boards."	We are strong in each of these areas within each individual classroom. Teachers are regularly communicating with
parents on how to help their students. We hold parent conferences twice/year and send home progress reports
three times/year to update students on their growth. SST's are held with families for students who are performing
well below grade level and assessments for specific learning disabilities are conducted for students who are still
showing no growth after interventions have been implemented.	We could improve on our parent education for supporting student learning at home. Specific strategies for helping
students who struggle to read and math strategies for solving problems could be sent home more often to help
parents.	Often under-represented families are intimated by the school environment. A personal phone call or outreach to
those families will be utilized to encourage them to feel welcome and a partner in their child's education.	Our School Site Council has been an extremely effective opportuntiy to seek input in regards to decision making and
have felt listened to and empowered to voice their input. Parents were instrumental in collaborating on school
policies, Social Emotional Needs of our students. Our school counselor's time and specific duties have increased to
help support the needs of our students.	Our homeless and low socio-economic voices are often not present for meetings. We could be better at making
specific invitations for those families to attend.	A formal outreach will be made to the families that represent low socio-economic families to invite them onto the
School Site Council so their voices can be heard.	5	5	4	5	5	3	5	5	5	5	5	5	Met		2024-06-06	2024
45104540129957	Northern Summit Academy Shasta	3	The NSA program is dependent on the relationship and partnership between staff and families.  The Personalized Learning model is dependent on the relationships and interactions among all team members.  The team is defined as the family, teacher of record, subject matter specialists, special education staff, and administration.  

The team functions under a number of assumptions.
1. NSA employs highly qualified staff with appropriate credentials.
2. Staff is provided multiple opportunities for professional development all year long.  Trainings are whole staff, defined groups, and individual based on identified/expressed schoolwide or individual needs.
3. Communication is of paramount importance.  The communication is available daily and can be via phone, email, texting, and/or in-person. Consistent and timely communication applies to staff, families, and administration.
4. The resource center is clean, in good repair and provides appropriate meeting spaces for SPED services, specialist meetings, teacher of record meetings, instruction (academic and CTE) and tutoring. 
5. Intervention and tutoring are offered to all grade levels, in-person or virtually.
6. NSA has a highly qualified SPED staff.
7. Use of a schoolwide communication system to share information, meetings, events, and opportunities.	NSA surveys identified a need for increased parent trainings, field trips, and events.  In order to provide increased parent trainings NSA will initiate the following actions:
1. NSA will offer at least 4 training events for parents, these had been curtailed during COVID restrictions. Building back parent participation is challenging but making progress. This is an important focus area.
2. NSA will offer an increased number of field trips, these had been curtailed during COVID restrictions. The next challenge that we met was a change in law that prohibited us from using our school vans for transporting students.  We have begun replacing the non-compliance vans.  This is a continuing important focus.	"Based on local data and educational partner input, NSA is continuing and expanding the following actions to improve engagement with the underrepresented families:
1. We will offer at least 4 parent training events during the year., an event-specific survey will be collected at each event. 
2. Advisory Council Meetings will be posted in the school foyer, teacher offices, and on Parent Square.
3. The school will provide refreshments for Advisory Council Meetings.
4. Optional Monday student opportunities will be posted in the school foyer, teacher offices, and on Parent Square. 
5. NSA will offer at least 4 schoolwide events during the year, including our Career Fair,  an event-specific survey will be collected at each event. 
6. NSA will install a ""Suggestion Box"" in the school foyer.
7. NSA will initiate being a Hope Center School and a Community School to increase SEL and expand support and resources for our families. 
8. NSA will expand our Intervention Program to serve remote students and those who do not participate in any resource center classes.
9. NSA staff seeks input at all opportunities."	NSA has always stressed the importance of the relationship and communication between families and school staff.  NSA has increased the school's capacity to build meaningful relationships with students, families, and community partners in the following ways:
1. NSA has increased the number of student study team meetings and ensured the tracking and follow-up to these meetings and proposed actions.  
2. NSA partnered with Community Connect, Catalyst, and SARB to expand the support services available to our families.  Some families received these opportunities in a favorable manner, some did not engage.
3. NSA contracted with the Foster Grandparent Program to support TK-3 reading and to build positive relationships for the students with members of the community.
4. NSA built a strong, grades 4-8, Intervention Program based on specific student academic needs.  Students were engaged and responsive. Local assessment data indicates the program was effective.	NSA will be focusing on the following areas to build partnerships for positive student outcomes:
1. The expansion of our Intervention Program to include grades 4-12. Staffing this program will be a fiscal priority.
2. Building our schoolwide status as a Hope Centered School.
3. Building our capacity as a Community School.
4. Continuing our partnerships with Community Connect, SARB, and Foster Grandparents.	NSA will be focusing on the following areas to build partnerships for positive student outcomes:
1. The expansion of our Intervention Program to include grades 4-12. Staffing this program will be a fiscal priority.
2. Building our schoolwide status as a Hope Centered School.
3. Building our capacity as a Community School.
4. Continuing our partnerships with Community Connect, SARB, and Foster Grandparents.	In most cases, the relationships and communication between the school staff and families are strong.  An identified need is to develop family participation in Advisory Council Meetings and school events.  Teachers of Record build relationships with the families through weekly meetings and other modes of communication.  The families are not likely to attend group events.  Prior to COVID, NSA families were more likely to participate. Students were offered optional Monday clubs, few participated even though there had been many requests for more socializing opportunities. To build family participation in schoolwide opportunities and events NSA will take the following actions:
1. We will offer at least 4 parent training events during the year.  
2. Advisory Council Meetings will be posted in the school foyer, teacher offices, and on Parent Square.
3. The school will provide refreshments for Advisory Council Meetings.
4. Optional Monday student opportunities will be posted in the school foyer, teacher offices, and on Parent Square. 
5. NSA will offer at least 4 schoolwide events during the year, including our Career Fair.	"NSA has grown and improved over the years in response to educational partners' input.  Continued input is a priority. To promote this input and collaboration, NSA will take the following actions:
1. We will offer at least 4 parent training events during the year., an event-specific survey will be collected at each event. 
2. Advisory Council Meetings will be posted in the school foyer, teacher offices, and on Parent Square.
3. The school will provide refreshments for Advisory Council Meetings.
4. Optional Monday student opportunities will be posted in the school foyer, teacher offices, and on Parent Square. 
5. NSA will offer at least 4 schoolwide events during the year, including our Career Fair,  an event-specific survey will be collected at each event. 
6. NSA will install a ""Suggestion Box"" in the school foyer.
7. NSA staff seeks input at all opportunities."	"Based on local data and educational partner input, NSA is continuing and expanding the following actions to improve engagement with the underrepresented families:
1. We will offer at least 4 parent training events during the year., an event-specific survey will be collected at each event. 
2. Advisory Council Meetings will be posted in the school foyer, teacher offices, and on Parent Square.
3. The school will provide refreshments for Advisory Council Meetings.
4. Optional Monday student opportunities will be posted in the school foyer, teacher offices, and on Parent Square. 
5. NSA will offer at least 4 schoolwide events during the year, including our Career Fair,  an event-specific survey will be collected at each event. 
6. NSA will install a ""Suggestion Box"" in the school foyer.
7. NSA will initiate being a Hope Center School and a Community School to increase SEL and expand support and resources for our families. 
8. NSA will expand our Intervention Program to serve remote students and those who do not participate in any resource center classes.
9. NSA will provide transportation from the resource center to the ROP program for students who need it during school hours.
10. NSA staff seeks input at all opportunities."	5	5	4	4	4	3	4	4	3	3	4	5	Met		2024-06-25	2024
45104540132944	Redding STEM Academy	3	RSTEM has a variety of ways for parents to be involved, including but not limited to: volunteering in classes, organizing special days, coordinating fundraisers and special events, helping with sports programs, giving input at Site Committee meetings and board meetings, helping with parent club and driving for field trips. These opportunities are brought to parents' attention through the school newsletter, the school website, teacher communication, and by word of mouth. Parental contribution of ideas, time, and effort have helped build a school culture that is warm, welcoming, creative and engaging.  

In reviewing the spring 2024 family survey, 61 parents (representing 39% of the student population) responded to the survey. Here are some of the results:
100% of parents agreed or strongly agreed that they feel welcome on our campus. They respect the teachers and administrators at the school and feel that the staff shows respect to the students. 
83.6% agree that the school fosters sensitivity toward people of differing economic, ethnic and racial backgrounds. 18% were unsure and 1.6% disagreed.
94.4% agreed that the school fosters open two-way communication. 3.3% disagreed with the efficiency of the communication.
98% agreed that they are satisfied with the school. 2.2% are unsatisfied.
Based on this evidence it is deduced that the relationships between staff and families are for the most part strong. Parents value the small school feel, the sense of community and the staff at RSTEM. The one concern in this data is that less than 50% of the RSTEM families participated. In the future, RSTEM will work to reach more families to ensure that all voices are heard.	Parents continue to be an integral part of our decision-making team. The school works to communicate efficiently with parents so they feel part of the community. Currently, Bloomz is being used by all staff to connect with families on a regular basis.There are several places where they can regularly voice their ideas and concerns. They are invited to attend in-person meetings such as: board meetings, site council meetings, parent club meetings and school site safety committee meetings. Additionally, they are encouraged to share their thoughts on the school's annual parent survey. The school uses all of this input to help make decisions for the future. Parent involvement continues to be instrumental in guiding our school.

Based on the survey data, family and school staff relationships are strong; however, next year we will endeavor to reach more families with the survey to make sure that everyone has a voice and the ability to share their ideas and opinions through this tool.	Based on the survey results, the staff at Redding STEM Academy does a good job of building trusting and respectful relationships with families. The staff regularly discusses the value of parent involvement and individual student input at staff meetings. We reach out to families frequently to get feedback via phone calls, emails, Bloomz notices, and special meetings. We have student study team meetings for students are struggling. Our families rate us very highly in these areas on the annual parent survey. 

We want to improve the number of families who fill out the parent survey. This will be part of one of our LCAP goals. The statistics show that the sampling of our parent surveys is similar to the student population as a whole. 34% of the families who responded indicated that they qualify for free or reduced meals and 21% were unsure (and may qualify). 19% indicated that their child receives special education services. The answers regarding ethnicity showed a similar demographic to our overall population. We do not have a large population of English Language Learners or homeless/ foster youth; however, we are aware of these families and work to ensure that their needs are heard and addressed in a timely manner.	The RSTEM team works to adapt school programs based on parent feedback on parent surveys and during meetings where parents are present. This past year, parents communicated that they wanted more extra curricular opportunities for their children. The team worked together to build a system of after school clubs to offer students more interactive experiences in STEM, art, sports, games, social emotional connections, and a host of other opportunities. Parents are also given the opportunity to be involved in their child's educational experiences by going on field trips, volunteering in the classroom, participating in school events and being part of influential organizations like the site council and parent club. Additionally, teachers meet with parents during fall and spring conferences to ensure that each family is aware of the their student's progress. Teachers communicate regularly in a variety of ways including: Bloomz, classroom newsletters, progress reports, etc...
Redding STEM Academy is also developing partnerships within the community. The school is working with other local charter schools to encourage professional development for staff on each campus. The after school program (Project SHARE) is a partner in delivering ELOP services for RSTEM students. The summer program has grown from 24 students in attendance to 45 students who are signed up for the  2024 summer program. RSTEM is also working with Community Connect, a system of support for families who are struggling that has been set up by the Shasta County office of Education.
Based on parent surveys, most parents are feeling positive about student outcomes. 
95% of the families who responded shared that they feel their child experiences a sense of self worth and belonging to the school community. 3.3% were unsure and 1.6% said their child did not. 
When asked if the school provides and atmosphere where every student can succeed, 97% agreed or strongly agreed. 93% believe that teacher hold high expectations for student learning. 
96% of families believe that their child is growing academically. 94% believe their child is growing emotionally.
91% of parents expressed that the school is improving in the number of extracurricular activities that are provided to students.
98% of the families surveyed are satisfied with their experience at RSTEM.
	The school has good communication with all of its educational partners. Parents, teachers, support staff, and administrators work together to benefit all students on campus. Additionally, the school refers families to the Shasta County Community Connect system when they have needs that go beyond the school's scope of support.  Two areas for improvement are in chronic absenteeism and the suspension rate. These will be addressed in the new LCAP as focus goals.

Additionally, parent responses regarding school improvement include concerns over student behavior, retaining highly qualified staff, and rigor and opportunities for middle school classes. These will also be addressed in the new LCAP.	The school will reach out to families of unduplicated students to ensure that they feel connected to the school community. The school will present more educational opportunities for families so they understand the importance of students coming to school on a daily basis. A short clip will be shared with families at the orientation in August regarding the statistics revolving around absenteeism. The school will also promote sports and clubs as a way for students to feel connected and to choose to be engaged on a daily basis. The school will review its PBIS policies and SEL practices so that they are updated to meet the current student needs.

One area for improvement was reflected in the parent survey which indicated that 80% believe that the school fosters sensitivity toward people of differing economic, ethnic and racial backgrounds, 3% disagreed, and 18% were unsure of how the school approaches diversity. The team will discuss different ways to promote diversity across our campus so that students and families feel connected to the community.	Parents continue to be an integral part of the RSTEM decision-making team. There are several places where they regularly voice their ideas and concerns. All parents are invited to attend meetings such as: board meetings, LCAP development meetings, site council and school site safety committee meetings. Additionally, they are encouraged to share their thoughts on the school's annual parent survey. The school uses all of this input to help make decisions for the future.

The parents of students with special needs and students who may be struggling with academic or social/ behavioral skills are invited to be partners in their child's education. The staff set up SST, IEP, or 504 meetings to review the challenges, progress, and successes of each of these students. The school schedules these meetings at times that are convenient for families and works ensure that parents' ideas are heard and included in the plan for their child. Parents often reflect that they feel heard during these meetings. Most report that are seeing progress in their students lives.

Parents and other educational partners have a strong presence on our decision making teams. During the 2023-24 school year, three parents and two grandparents are serving on the seven member board of directors. Half of the site council is made up of parents. The parent club is made up of parents. One administrator attends those meetings so communication remains smooth between the parents and the staff. Parents have an active role in deciding the future for RSTEM.
	The one area for growth when it comes to seeking input is regarding the parent surveys. In the spring of 2023, only 39 parents responded to the survey. This spring, 61 parents responded (representing 39% of our population). This is an improvement, but next year, our team is going to look for ways to reach more families with the survey.	The largest groups of underrepresented families are comprised of families with low socio-economic status and families who have students with disabilities. The other groups that qualify as underrepresented families do not comprise a large part of the RSTEM population; however, their input is important. Our team reaches out with our two way communication system to make sure these families are able to share their thoughts, ideas, and opinions. 

RSTEM will improve engagement with underrepresented families by hosting evening events where parents can come and feel a part of our small school community. The connections the families build will help develop trusting relationships so they are willing to share their ideas. Additionally, in preparation for conference week, teachers will reach out to parents who do not respond to their conferencing form in an effort to ensure that all families participate in the fall conferences.
	5	5	4	5	5	4	5	5	5	4	4	4	Met		2024-06-12	2024
45698560000000	Anderson Union High	3	The Anderson Union High School District seeks to build strong relationships between school staff and families, recognizing the pivotal role these connections play in student success. A key strength lies in our commitment to open and consistent communication. The district has implemented various platforms to ensure that families are well-informed about their children's academic progress and school events. This includes regular updates through Aeries Communicate, newsletters, school websites, and dedicated parent-teacher conferences. Another notable progress area is the establishment of family engagement and feedback programs. These initiatives, such as dual enrollment and FAFSA informational nights, 8th grade parent nights, parent advisory committees, coffee with the school board, and community events, provide opportunities for families to engage with the school in meaningful ways. By creating spaces for collaboration and interaction, the district helps to bridge gaps and build a cohesive community. Lastly, the district has made a concerted effort to gather feedback from families to inform decision-making processes. Through surveys, personal meetings, and advisory committees, we actively seek out the voices of our families, ensuring that their perspectives shape our policies and practices.	Anderson Union High School District has identified several focus areas for improvement in building relationships between school staff and families. Recognizing the crucial role that effective communication plays in fostering strong partnerships, the district is committed to enhancing its communication strategies to ensure clarity, consistency, and accessibility. This involves adopting a more proactive approach in reaching out to families for feedback and communicating important announcements through multiple channels, including emails, newsletters, and social media platforms. The goal is to create an open and transparent communication environment that encourages parents to engage more actively in their children's education. Moreover, the district aims to increase opportunities for meaningful family involvement by organizing regular committee meetings and forums where parents can voice their concerns, share feedback, and collaborate with school staff on various initiatives. These events will be designed to be accommodating to the diverse schedules and needs of families, ensuring maximum participation and engagement.	Anderson Union High School District provides information in multiple languages and through various mediums to reach a broader audience. This includes translating important documents and school communications when applicable, as well as utilizing digital platforms, social media, and traditional methods such as phone calls and mailings to ensure that all families are informed and can participate in school activities and decision-making processes. Through these targeted efforts, the Anderson Union High School District is committed to strengthening the bonds between school staff and underrepresented families, fostering a more inclusive and supportive educational environment for all students.	Anderson Union High School District has demonstrated significant progress in building partnerships for student outcomes, which have been pivotal in enhancing educational experiences and achievements. A cornerstone of our approach has been fostering robust collaborations with parents, guardians, and students. By establishing open lines of communication, we have cultivated a supportive network that actively contributes to the academic development of our students. One of our notable strengths lies in the involvement of parents and guardians in the educational process. Through parent-teacher conferences, advisory committees, surveys, workshops, and other outreach programs, we ensure that parents and guardians are well-informed and actively engaged in their children's education. This collaboration has led to increased parental involvement, which research consistently shows is correlated with improved student performance and attendance.	Anderson Union High School District is dedicated to enhancing partnerships to optimize student outcomes. Our primary focus is on fostering robust collaboration among families, businesses, and educational staff. Recognizing the vital role that these partnerships play in student success, we aim to create a more collaborative and supportive educational environment. Our first focus area involves increasing family engagement through effective communication strategies. We are committed to ensuring that all families feel welcomed and empowered to participate in their child's education. The second focus area emphasizes the integration of community resources into the educational framework. By partnering with local businesses, we aim to provide students with real-world learning experiences and additional support services. These partnerships will facilitate career training and other relevant activities that enhance students' academic and personal growth. Through these focused initiatives, AUHSD seeks to create a collaborative environment where all stakeholders work together to support and enhance student outcomes. Our commitment to building strong partnerships is rooted in the belief that education is a shared responsibility and that students thrive when the entire community is engaged in their success.	Anderson Union High School District is committed to enhancing the engagement of underrepresented families by implementing strategic initiatives aimed at fostering collaborative partnerships for student outcomes. Recognizing the vital role that family involvement plays in academic success, AUHSD will undertake targeted outreach to build trust and establish meaningful connections. Firstly, AUHSD will develop communication strategies to ensure that all families receive pertinent information in accessible and comprehensible formats. This includes translating materials into multiple languages, utilizing various communication channels. By addressing language and cultural barriers, AUHSD aims to create an environment where all families feel valued and informed. AUHSD hopes these enhanced communication strategies will foster more collaboration between underrepresented families, with the ultimate goal of increasing student achievement.	Anderson Union High School District has demonstrated progress in seeking input for decision-making. One of the district’s notable strengths is its commitment to engaging diverse stakeholder groups, including parents, students, staff, and community members. The hope with this approach is that multiple perspectives are considered, promoting more balanced and effective decision-making. AUHSD has made significant strides in establishing regular communication channels and forums for stakeholder input. These include parent committees, parent nights, surveys, focus groups, and advisory committees, all designed to facilitate open dialogue and gather comprehensive feedback. The district’s use of technology to enhance these communication efforts has also been commendable, with online platforms providing accessible avenues for stakeholders to share their insights and opinions through surveys.	Anderson Union High School District is committed to enhancing its decision-making processes through active stakeholder engagement. Recognizing the pivotal role that parent, guardian, and community input plays in shaping effective educational strategies, the district has identified several focus areas for improvement. One primary area is expanding the breadth and depth of stakeholder participation, ensuring that all voices, are heard and valued. To achieve this, the district plans to implement more comprehensive outreach efforts, leveraging various communication channels and platforms to engage parents, students, staff, and community members. This includes regular communication on opportunities to provide feedback through a variety of committees, workshops, and surveys. Furthermore, Anderson Union High School District is dedicated to enhancing the effectiveness of its feedback mechanisms. By refining surveys and hosting more feedback opportunities, the district can ensure that input is accurately captured and utilized. Another critical focus area is building the capacity of staff and leadership to facilitate meaningful stakeholder engagement. Professional development and training will be provided to equip school leaders with the skills necessary to engage the community members so every stakeholder feels empowered to contribute. Through these concerted efforts, Anderson Union High School District seeks to cultivate a more participatory decision-making process that reflects the diverse perspectives and needs of its community, ultimately leading to improved educational outcomes.	Anderson Union High School District is committed to enhancing engagement with underrepresented families. Recognizing the critical role that these families play in the educational ecosystem, AUHSD will implement a communication initiative aimed at fostering a more participatory environment. Firstly, the district will establish dedicated communication channels tailored to the needs of underrepresented families. This includes multilingual resources and outreach programs to ensure that language barriers do not impede effective communication. Additionally, we will leverage digital platforms to disseminate information, ensuring that all families are informed and can participate in discussions regarding school policies and programs. Through this initiative, AUHSD seeks to create a collaborative environment where all families, regardless of their background, feel valued and empowered to contribute to the decision-making processes that shape their children's education. This commitment is central to our mission of providing a high-quality education that meets the needs of every student.	4	4	4	4	4	4	4	4	3	3	3	3	Met		2024-06-18	2024
45698564530333	Anderson New Technology High	3	With the evolution of our instructional model to a collegiate, hybrid, non-classroom-based, independent study model, we systematically engaged all of our students and families throughout the school year during what we call PLT (Personalized Learning Teacher) meetings. 94% of our enrolled students' parents/guardians attended either in person (91%) or virtually (3%) during their first semester meetings. 

Families appreciate that we prioritize preparing their students for a successful future. They endorse our student learning outcomes, which focus on teaching students the soft skills that private and public sector leaders seek: problem-solving, effective communication, self-direction, adaptability, and work ethic. To enhance these soft skills, parents support the requirements to complete ROP/college classes and internships and participate in community service.

Parents have shared their appreciation for the PLT model, in which teachers communicate at least four times over the course of the school year, at least two meetings each semester, and more frequently for students struggling with our new instructional model. We will continue to refine this process.	Through our WASC Self-Study process we identified the following school-wide action plan goal to find, develop, and cultivate relationship with community members and alumni; create opportunities for them to be regularly involved on campus.	Again, based on the size of our enrollment we will continue to build on those areas that we have started, and focus on identified growth areas.	One of our greatest strengths is the welcoming community, the involvement of our alumni, and the use of community/alumni as panelists for our PBL presentations and Senior Spotlight.	Although alumni and community involvement is a strength it is also an area we want to expand and enhance with new members.	Through our PLT process and students participation in community service projects we will improve engagement of our historically underrepresented families.	Through the involvement of our Leadership Advisory Board comprised of students, parents, staff, faculty, community members, alumni and administration, as well as the use of our PLT system we seek input from all of our key partners.	A focus will be to expand and generate new participants in our Leadership Advisory Board, as well as future focus groups.	One of the true values of being small is our ability to reach out personally to all of our families. And, for those who would rather provide reflective feedback we are able meet their needs through our survey process.	4	4	3	4	4	3	4	4	4	4	4	4	Met		2024-06-18	2024
45698720000000	Bella Vista Elementary	3	BVESD strengths are building a positive and collaborative culture that supports students, teachers and family success. We have many opportunities throughout the year to build relationships with families. We have many platforms for our families and staff to regularly communicate, share, inform and meet. In addition, we have implemented Capturing Kids Hearts and Social Emotional Learning that includes communication to parents so that they know what the focus for their child is each month.  Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel.	Based on the analysis of educational partner input and local data, we have a focus area of communicating academic data, as well as reengaging parent participation in school events.	Building relationships with our underrepresented families has been a focus for our school staff.  We have an interpreter, a behavior interventionist, and offered summer camp. In addition, we have offered conferencing, targeted interventions, tutoring, and free after school programs.	We have a rich history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for their students.  Staff have provided additional tutoring, interventions and acceleration based on the students' needs. We have partnered with the After School Program and other local organizations to support our students both in school and within the community.  At our monthly board meetings, we also recognize support staff, teachers, and students. Finally, a Chronic Absenteeism Coordinator position was maintained to connect with our most at-risk students and families. These resources and services have improved student outcomes. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits.	We have a rich history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for their students.  Staff have provided additional tutoring, interventions and acceleration based on the students' needs. We have partnered with the After School Program and other local organizations to support our students both in school and within the community.  At our monthly board meetings, we also recognize support staff, teachers, and students. Finally, a Chronic Absenteeism Coordinator position was maintained to connect with our most at-risk students and families. These resources and services have improved student outcomes. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits.	Based on our local data and input from our educational partners, the district will improve engagement of underrepresented families using our Chronic Absenteeism Coordinator. The Coordinator connects our at-risk families to local community resources and sets individual goals with students.  Additionally, our school teachers and support staff consistently reach out to our families both virtually and in-person. Staff meets to review data and adjust instruction and target students based on individual need. Interventions and additional support, like summer camp, tutoring and small group instruction are just some of the strategies used to support student outcomes. We have also maintained a PE aide, a full-time counselor, a Behaviorist, intervention staff and support staff positions.	Our school community believes in supporting families and the whole child to improve educational outcomes for our students.  We strive to ensure that all students meet or exceed grade level standards as well as develop self-worth and social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through School Site Council, staff meetings and surveys. These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs.	Using educational partner survey data and input from our decision making bodies, we will continue to provide weekly outreach phone messages, one-on-one meetings, school apps, texting, emails and monthly newsletter to engage all families.	We go out of our way to reach out to our underrepresented families by providing free after school care, free breakfast, second chance breakfast, free lunch, academic supports, interventions, an Attendance Coordinator that connects families to local resources, and reading/math labs.	5	5	3	5	4	4	3	4	4	3	4	3	Met		2024-06-14	2024
45698800000000	Black Butte Union Elementary	3	We have many opportunities throughout the year to build relationships with families. We have held in-person school gatherings that have been well attended. We have many platforms for our families and staff to regularly communicate, share, inform and meet. This said, our school app and website has been successful.  In addition, we have implemented the Second Step Social Emotional Learning program that includes communication to parents so that they know what the focus for their child is each month.  Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel.	Based on the analysis of educational partner input and local data, we have a focus area of communicating academic data, as well as, school events.	Building relationships with our underrepresented families has been a focus for our school staff.  We have offered summer school and held engagement events where food is offered for free. In addition, we have offered conferencing, targeted assistance and tutoring, plus free and/or reduced after school and before care programs. We connect our family to local resources using our Community Schools Coordinator. When necessary, some door-to-door transportation is provided to support our underrepresented families.	We are making strong efforts to build partnerships for better student outcomes. Using data and input from our Professional Learning Communities, we have targeted interventions and additional support for grades K-8.  Staff have provided additional tutoring, interventions, and acceleration based on the students' needs. We have partnered with the After School Program and other local groups to support our students both in school and within the community.  At our monthly board meetings, we also recognize support staff, teachers, students and families. Parent engagement nights are held throughout the year; Back to School Night and Open House are just some examples. Additionally, we are starting a Parent Club and plan to expand the preschool, transitional kindergarten and child care programs. Professional development is provided to our staff based on identified needs. Finally, our Community School Coordinators connect with our most at-risk students and families. These resources and services have improved student outcomes. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform individual partners, resulting in improved program quality, more efficient use of resources, and better alignment of goals and student outcomes.	We meet regularly with our School Site Council to review student outcome data and set goals/actions based on identified needs. Parent conferences are held annually and progress reports (Grades 6-8) are sent to parents to inform them of their student's progress. Annual surveys are distributed in the spring to inform our district and school plans. Student attendance, engagement, social emotional learning, interventions and explicit direct instructional strategies will be a focus in the next few years as evidence by our goals and actions throughout the LCAP.  We also would like to reengage our parents so that we can increase student achievement and stress the need to set high expectations for every student, every day.	Based on our local data and input from our educational partners, the district will improve engagement of underrepresented families using our Community School Coordinators and the Capturing Kids Hearts framework. The Community Coordinators connects our at-risk families to local community resources and sets individual goals with students.  Additionally, our teachers and support staff consistently reach out to our families. Staff meet regularly to review data and adjust instruction and target students based on the data. Interventions and additional support like summer camp, tutoring, and small group instruction are just some of the strategies used to support student outcomes. We have a part-time assistant superintendent to assist with plan development and state/federal guidance, a PE teacher, a counselor/psychologist, Special Education staff, and support staff positions throughout the district.	We regularly seek input from our educational partners through School Site Council, staff meetings, and surveys. These committees provide our educational partners the opportunity to be part of the decision making process in order to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents to improve our overall school programs.	We will continue to use surveys and engagement community discussions to improved our decision making. The surveys provide us with a quick way to receive input and gauge our educational partner interests, concerns, challenges and our successes. We also use School Site Councils and family engagement events to receive input from our families.	We strive to reach our most underrepresented families by seeking input through a variety of ways: surveys, parent engagement nights with student performances, displays and incentives provided, resource connections, School Site Council, attendance meetings, informal meetings with the principal, the teachers and support staff, community events, parent conferences, Back to School Night, Open House Night, IEP meetings, etc. The principal and executive assistant meets and greets families every day as they enter the campus. This interaction allows for informal feedback and positive relationship building.	5	5	3	4	5	4	4	4	5	5	5	5	Met		2024-06-20	2024
45699140000000	Cascade Union Elementary	3	We have many opportunities throughout the year to build relationships with families.  Currently, we have held both virtual and in-person school gatherings that have been well attended.  We have many platforms for our families and staff to communicate, share, inform and meet.  This said, our presence on social media and our newly launched website have been successful.  In addition, we have implemented SEL that includes communication with parents so that they know what the focus for their child is each month.  Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel, even during COVID.  We held in-person Open House nights at each site this school year and they were very well attended.  We had a meal gathering, classroom gatherings, and several partners such as Cal Fresh, City of Anderson, Project Share, and Cascade Summer Adventure Program in attendance to help inform parents.	Based on the analysis of educational partner input and local data, we have a focus area of communicating academic progress, as well as, future school family engagement events.  This year family in-person engagement has been excellent; especially Open House.	Building relationships with our underrepresented families has been a focus for our school staff. We have hired an interpreter, a behavior interventionists, and offered free summer camps and free Project Share for during June and July. In addition, we have offered virtual conferencing, targeted interventions, tutoring, plus free after school programs.	"Cascade School District has a rich history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary supports and feedback for their students.  Staff have provided additional tutoring, interventions and acceleration based on the students needs. We have partnered with the After School Program, Teen Center, Ninja Coalition, Bruce Street Mantor House, Anderson Parks and Rec, Anderson Police Department, a local All State Insurance company and other local businesses to support our students both in school and within the community.  At our monthly board meetings, we also recognize support staff, teachers, students and families through our ""Essential Piece Recognition""  Additionally, we have a strong Parent Club at each of our school sites. Professional development is provided by our Curriculum Director and with our partnership in the Mountain Valley Education Consortium. Finally, a Chronic Absenteeism Coordinator position was added to connect with our most at-risk students and families. These resources and services have improved Student Outcomes. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform individual partners, resulting in improved program quality, more efficient use of resources, and better alignment of goals and student outcomes."	We meet regularly with our School Site Council, LCAP Committee, English Language Advisory Committee (ELAC), and District English Language Advisory Committee (DELAC) which includes our staff and community to review student outcome data and set goals based on identified needs. Although we communicate in a multitude of ways (newsletters, social media, emails, one-on-one phone calls, meetings, surveys, autodialers, text), educational partners stress the need to improve communication, student attendance, and additional support for students. This summer we will continue the free Cascade Adventure Summer Program.  We have partnered with the city of Anderson, Ninja Coalition, Friday Night Live, Project Share, and several helpful educators to bring a multitude of Expanded Leaning Opportunities to our students and community.	Based on our local data and input from our educational partners, the district will improve the engagement of underrepresented families using our Chronic Absenteeism Coordinator who connects our at-risk families to local community resources.  Additionally, our school teachers and support staff consistently reach out to our families both virtually and in-person. Staff meets regularly to review data and adjust instruction based on the data.  Interventions and additional support like summer school, tutoring, and small group instruction are just some of the strategies used to support student outcomes. We have also added a Director of Curriculum and Instruction, a part-time assistant superintendent to assist with plan development and state/federal guidance, an Attendance Clerk at every school, COVID substitutes to fill in where needed, PE teachers at every elementary school, 2 Behavior Intervention Support staff at each school site, an additional playground, and support staff positions throughout the district.	We regularly seek input from our educational partners through School Site Council, staff meetings, LCAP Committee, English Language Advisory Committee (ELAC), and the District English Language Advisory Committee (DELAC). These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs.	Using educational partner survey data and input from our decision making bodies, we will continue to offer brief surveys as a focus area of improvement in order to seek input for decision making. The surveys provide us with a quick way to receive input and gauge our educational partner interests, concerns, challenges and our successes.	We strive to reach our most underrepresented families by seeking input through a variety of ways: surveys, incentives, parent engagement nights, resource connections, School Site Council, attendance meetings, LCAP Committee meetings, meetings with the principals, meetings with the teachers and support staff, DELAC/ELAC meetings, community events, parent conferences, Back to School Night, Open House Night, IEP meetings, etc.	4	4	5	4	5	4	4	5	4	4	4	4	Met		2024-06-13	2024
45699140135624	Tree of Life International Charter	3	Overall parents feel respected, teachers feel respected by parents and students. Growth in parent leadership and volunteers this year indicates increased number of parents supporting and planning school events, helping in the classroom, supporting teachers.	To provide additional parent trainings in various areas: Parent Square, supporting your child at home with Reading and math, training in classroom volunteering. Parents requested and teachers offered High Dosage Tutoring for struggling students.	Establishment of the DELAC with officers and regular meeting times; Providing individual parent/teacher conferences twice a year;  Día del Niño, Food Pantry parent leadership, Latino parent representation on TLC Board of Directors and Amigos Officers.	Multiple ways of communication, bilingual staff, parent square, in person and phone calls, SST meetings for individual goal setting; bilingual health clerk, reflection sheets that lead to restorative chats go home for parents to discuss with students.	Scheduling an annual Family Math Night, Family Reading Night, training in Restorative practices and parenting classes for parents. 
Improve parent support through SST process with specific actions to take a home and follow up meetings.	Establishment of DELAC with Latino parent leadership--provide a meal for the family and childcare when there are evening meetings or trainings. Food Pantry run by Latino parents and open every other week to augment family food budget.	Monthly Coffee with the Principal and Monthly Amigos meetings give parents opportunities to come and ask questions, share ideas, bring concerns, get informed, participate in task forces for school fundraisers and funraisers, and meet other parents. Added Brews with the Boss this year to attract working parents. Dads and Donuts is parent led task force to help support with physical needs around campus and was impetus for beginning a chicken coop building project and now a woodshop class.	Have regularly scheduled SSC and DELAC Meetings beginning in September and continuing throughout the school year. Hold regular parent volunteer meetings/Room Parent meetings and gather input from parents.	Tech Director will create a bilingual tutorial on how to use Parent Square that will be shown to all parents at TK/K Meet and Greet, Boo Hoo Breakfast and Back to School Night. All parents will know how to use the communication tool. Teachers will send weekly newsletters home and communicate regularly with parents. Every class will have 2 Room Parents (Sp and Eng speaking) to help with group and individual communication between the teacher and the class. Schedule Regular Room parent meetings with the parent volunteer coordinator. DELAC meetings will encourage more participation from Latino parents.	5	5	4	5	5	5	4	5	4	4	4	4	Met		2024-06-11	2024
45699220000000	Castle Rock Union Elementary	3	"A Castle Rock Elementary School (CRES) Parent Survey was conducted in February 2024.  The survey was sent out to all parents via email, via a link in the school newsletter, and was available in the school office.  Several reminders to complete the survey were sent out via email and phone calls.  The survey was completed by 9 of our parents.  The survey showed that Castle Rock that parents strongly agreed and/or agreed that CRES was doing well .  A few examples of the highlight areas in which all parents agreed that CRES was successful in doing include the following: promoting academic success for ALL students, treating all students with respect, keeping parents well informed about school activities, and encouraging parents to be active partners with the school.  The survey did show that CRES had few areas of possible needs, which were as follows:  CRES could improve programs that meet students talents/gifts/special needs (11.1%), that CRES was ""just ok"" in letting parents know how students are doing between report cards and in providing ways parents can help (11.1%), that CRES was ""just ok"" in providing information about parents expected roll in our school (11.1%), that there is a small problem with students respecting staff (22.2%), and that harassment and bullying was a small problem (11:1%).  
"	Based on the analysis of educational partner input the district will focus on building parent and family members capacity to both support student learning at home and to navigate the school environment effectively.	The district provides childcare and food for those that are able to attend our district improvement committee meetings.	Based on our staff and parent surveys Castle Rock does well at providing parents up to date and frequent information regarding student and school activities, however, a small percentage felt that there was a need for improvement in providing parents with ways to support their students at home between report cards.	The district will work with teachers to make sure that Parent Conference Meetings are more intentional in providing parents with expectations for the school year and specific ways that parents can help their children at home.   Handouts and materials may need to be purchased for teachers to share grade level expectations with parents.	The district will make sure that there is an intentional focus on providing our parent of underrepresented families with information/training on how to better help their students at home and their role at Castle Rock at each Family Event.  This may be done through a presentation and/or a handout.  
	The district sends information regarding opportunities to attend improvement committees several times monthly via the school newsletter, auto calls, auto emails, text messages, and posting on the district website and Facebook page.  The importance of their input and feedback is addressed at all school events to encourage educational partners to attend.  The district will be offering an option to attend the meetings virtually so that parents that have difficulty with transportation will be able to attend from home.	The district's greatest need is to improve the number of educational partners that attend our planning meetings.  The district is currently developing ways to educate educational partners to attend.	The district will be providing underrepresented families with the option to check out a Chromebook to use at home to attend meetings virtually.	4	5	3	5	4	3	4	4	4	4	4	4	Met		2024-06-12	2024
45699480000000	Columbia Elementary	3	We have many opportunities throughout the year to build relationships with families. School gatherings have been well attended.  We have many platforms for our families and staff to regularly communicate, share, inform and meet.  This said, our presence on our website has been successful.  In addition, we have implemented Social Emotional Learning (SEL) that includes communication to parents so that they know what the focus for their child is each month.  Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel.	Based on the analysis of educational partner input and local data, we have identified a focus area of communicating student academic progress to staff and families, as well as providing additional future school family engagement events.	Building relationships with our underrepresented families has been a focus area for our school staff. We go out of our way to reach out to our underrepresented families by providing Title I ELPAC meetings, free after school care, breakfast and lunch, opportunities and academic supports, and interventions. In addition, an Attendance Coordinator connects families to local resources, and reading/math labs.	We have a long history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for our students.  Staff has provided additional tutoring, interventions and acceleration based on students' needs. We have partnered with the After School Program and other local businesses to support our students both in school and within the community.  We also recognize support staff, teachers, students and families. Parent engagement nights are held throughout the year; Back to School Night, and Open House are just some examples.  Additionally, we have very collaborative Parent Clubs. Professional development is provided to our staff based on identified needs. Finally, a Chronic Absenteeism Coordinator connects with our most at-risk students and families. These resources and services have improved student outcomes. These partnerships create a positive climate for our students and their families and help them feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform school programs resulting in improved program quality, more efficient use of resources, and better alignment of goals and student outcomes.	We meet regularly with our School Site Council and the LCAP is a standing agenda item on every board agenda to review student outcome data and set goals/actions based on identified needs. Parent conferences are held  and progress reports are sent to parents to inform them of their child's progress. Annual surveys are distributed in the spring to assess our district and school plans. Although we communicate in a multitude of ways (newsletters, emails, one-on-one phone calls, meetings, surveys, website, auto dialers, text), educational partners stress the need to improve student attendance and provide additional support for students.	Based on our local data and input from our educational partners, the district will improve engagement of underrepresented families using our Chronic Absenteeism Coordinator. The Coordinator connects our at-risk families with local community resources and sets individual goals with students.  Additionally, our teachers and support staff consistently reach out to our families to provide additional support. Staff meet regularly to review data and adjust instruction and target students based on the data. Interventions and additional support like summer school, tutoring, and small group instruction are just some of the strategies used to support student outcomes. We also have a vice principal, nurse, counselors, Special Education staff, and support staff positions that provide additional support to students.	We are a tight-knit community that supports families and the whole child.  We strive to ensure that all students meet or exceed grade level standards as well as develop self-worth and social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through School Site Council, staff meetings, and annual surveys. These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs.	Using educational partner survey data and input from our decision making bodies, we will continue to provide weekly outreach phone messages, one-on-one meetings, emails and monthly newsletter to engage all families. We will continue to offer brief surveys as a focus area of improvement in order to seek input for decision making. The surveys provide us with a quick way to receive input and gauge our educational partner interests, concerns, challenges and our successes.	We strive to reach our most underrepresented families by seeking input through a variety of ways: annual surveys, incentives, parent engagement nights, resource connections, School Site Council, Title I English Learner meetings, attendance meetings, LCAP feedback meetings with the principals, meetings with the teachers and support staff, community events, parent conferences, Back to School Night, Open House Night, IEP meetings, etc.	5	4	4	5	4	4	4	3	4	4	4	4	Met		2024-06-21	2024
45699480134122	Redding School of the Arts	3	"RSA is continuously striving to build strong relationships between school staff and our families. Our greatest strength in this area is we host many events/opportunities to bring our families together with school staff either on campus or elsewhere. In our annual survey from this year, we polled families regarding their participation in these events. We had 192 families respond out of 393 total, below shows the participation rates of some of our major events for the survey respondents:
Before School Meet and Greet 			74.73%
Moon Festival 		                 			64.52%
Back to School Night 			        	88.17%
All school Fieldtrip at Hat Creek/Lassen 	74.73%
Open House 					                74.19%
Skate Night 				                 	44.09%
Volunteered in my child's classroom/library 	41.94%
Chaperoned/driver for class field trip 		39.78%
Theme day volunteer 				        42.47%

RSA believes that family involvement is the key to building relationships between staff and families. Another survey question asks families about the number of these opportunities; “There are sufficient opportunities for family involvement.”
94% agree
5% neutral
1% disagree
"	Redding School of the Arts conducted surveys to the educational partners. Listed below is the data we analyzed, which identifies our current strengths and progress in building Relationships between School Staff and Families. These results represented  49% of the families. The percent of families who believe administration, teachers, and staff establish and maintain regular, open communication with families. 82% agree, 14% neutral and 4% disagree. Moving forward, we plan to continue using clear, effective and transparent forms of communication with our families through parent square, newsletters, social media posts, and are updating our website in an effort to keep families informed and engaged. We plan to continue to encourage active family participation and involvement both in the daily classroom activities as well as the special events that make RSA a unique school environment; including All School Field Trips, Theme Days, musicals, Moon Festivals and Chinese New Year Celebrations. We also plan to create effective systems to gather and track data and feedback from families and students.  This could be regular surveys, focus groups and collecting feedback suggestions from families to ensure all voices are heard.	RSA provides many engagement opportunities for families to meet and build relationships between school staff and families. Our strong, safe and accessible visitors and volunteers program encourages all families to volunteer their time and to participate in activities and events both educational and extra-curricular in nature. We have a higher than average participation rate in these engagement opportunities which include,  Meet and Greet your teacher before school begins , Back-to-School Night, All School Field Trip, Theme Days, In Person Student Led/Parent Teacher Conferences,  Student Assemblies and Performances, Parent Teacher Club Activities, Classroom volunteering, etc.  We also provide staff and family engagement through our MTSS program meetings where parents and school staff work collaboratively together to plan for student success.  The MTSS program helps some underrepresented EL and Students with a disability an opportunity for building relationships with school staff.	RSA has a strong intervention system; initiating parent outreach to partner on solutions for academic or behavioral intervention needs. We also consistently provide opportunities for and seek parent involvement with school activities which improve student outcomes.	After reviewing data and feedback to find ways to improve partnerships for positive student outcomes, we plan to continue connecting families with the school through activities like volunteering in the classrooms, attending assemblies, chaperoning school field trips and attending evening events and special theme days together. We will also encourage participation in both our Parent Teacher Club and Theater Booster Club.  Research shows a strong correlation between families volunteering within the school and student success.	RSA will work to improve engagement of underrepresented families by providing translated documents when possible, offering opportunities to learn and celebrate other cultures, continue to research and seek ways to encourage feedback from these families.	RSA strives to provide for a variety of meetings to ensure a quality engagement and ample opportunities in several formats to achieve meaningful input for strategic planning goals. RSA believes a major factor in the success of students is the involvement that a significant adult has in their school life. Although parent involvement opportunities became limited to zoom due to COVID restrictions, they are up and running live again. The educational partner groups include two parent groups, Parent Teacher Council and Theater Booster Club, Various Staff Groups (LCAP groups, Teacher Groups, Paraprofessional Groups, etc.), Teacher Leaders and Administration, RSA Governing Board, Associated Student Body, and fourth - eleventh-grade students. 

Two main ways that our parents are engaged and are informed of the LCAP achievements, goals, and determining needs include: 

Our Parent Teacher Council (PTC) worked to promote community within the school through events such as the Fall Fox Trot where family members volunteered to cheer students on as they ran laps, served water, and shared photos of their children trotting to earn donations, PTC conducted an evening auction event with support from local businesses and classroom projects made by the students. They honored the staff during Staff Appreciation Week with treats and gifts. PTC has established monthly onsite meetings, an adopted annual budget, elected officers, and committee bylaws that support its mission of creating a welcoming environment to support families and give back financially to the school.

Another significant parent group is Theater Booster Club (TBC). TBC supported our annual middle school musical. Parents and community members work with RSA staff to sew or secure costumes, help construct set pieces, work alongside students to run the backstage activities during performances, promote the musical production in the community, concession sales, and more. TBC has established monthly onsite and zoom meetings, an adopted annual budget, elected officers, and committee bylaws that support its mission of creating a welcoming environment to support families and financially support the performing arts. 
Parents can participate on several school committees as appointed by the Governing Board such as curriculum review and adoption, the School Site Safety committee, LCAP review and implementation, Governing Board, and Finance Committee. RSA encourages and appreciates the input from our parents.
	RSA will continue to utilize the identified educational partner groups (Parent Teacher Council, Theater Booster Club, Instructional Leadership/ LCAP Teams. Foundation for Promoting Arts Education, RSA Governing Board, MTSS Team, other identified Staff groups, etc.) to review, provide input and ideas, and to create the school's LCAP goals and actions.	RSA will continue to look for ways to improve engagement of underrepresented families when seeking input for decision making. While reviewing the most recent relevant data (Surveys sent to families participating in special education services, health or academic 504 plans, English Language services or students participating in school-based intervention programs, 95% of families agreed that their input was important and were actively involved in developing plans for student improvement and progress.  However, survey responses were obtained for only 35% of these families.  In another survey sent out to the whole school- 50% of families agreed that they were involved in school-wide decision making at school; 36% were neutral and 15% disagreed that they were involved.  In order to improve for all families, RSA plans to more robustly advertise opportunities for and solicit feedback from our decision-making groups.	4	5	5	5	4	5	5	5	5	5	5	5	Met		2024-06-13	2024
45699480139543	Shasta View Academy	3	SVA has been successfully partnering with families to educate their children for 25 years. The school’s personalized learning/independent study learning model is uniquely dependent on the establishment of long term relationships between the assigned SVA Teacher and the student’s family as well as the secondary relationships with the school’s educational specialists (math, reading, writing and science), high school coordinators, special education staff, and administration. 

SVA’s strengths and progress building relationships between school staff and families include the following:
Highly qualified general education teachers who support families throughout a student’s educational journey (grades TK-12). 
Daily communication opportunities between parents and staff via in person meetings, phone, text, and emails.
Clean safe resource centers provide special education services, supplementary classes, and access to the school libraries. 
Supplementary classes offered in person and virtually in math, writing, and science for every grade level.
Highly qualified special education service providers.
Parent orientations and trainings aimed at assisting parents with daily instruction in the home.
A strong professional development program for all staff members.
Use of a schoolwide communication system to share information about important information, activities and events, parent meetings, and school board/Advisory Council meetings.
	SVA staff has identified parent/guardian instruction and support as a focused area of improvement for the 2024-2025 school year.  
In order to address the identified need, the school will initiate the following actions:
Continue offering workshops that support student learning and academic growth specifically in math, writing, and science.
Offer an increased number of field trips and schoolwide events that facilitates staff and family engagement.
Plan and offer a minimum of two social events focused on building relationship between school staff and families (Back to School Bash, Parent Meet and Greet at Rare Air).
	Through analysis of survey data, SVA has identified the following areas of focus to improve engagement with underrepresented families:
Provision of internet hotspots to improve communication and access to educational resources for families that do not have reliable internet.
Staff training in SEL and Trauma Informed Practices.

Staff training and support in the use of protocols to increase student oversight and interaction when students are struggling or not making adequate progress with curriculum and assignments.
The continued development of a strong RTI program that includes identification of struggling students and intervention strategies aimed at academic improvement and support.  
Parent training to include Supportive Strategies and Student Growth Plans, Reading Strategies, Successful Math Practices, Effective Use of Curriculum, Explicit Direct Instruction, Monitoring Student Academic Growth Plans, and Differentiated Instruction.
	SVA’s long-term success is a byproduct of the school’s ability to build and maintain successful partnerships aimed at student achievement. SVA parents who school their children at home benefit from a wide array of school and community partnerships that include the following:  
SVA General Ed Teachers dedicated to facilitating a personalized learning program for every student.
SVA Academic Specialists (Math, Reading, Writing, Science) provide secondary support to students in the form of assessment, instruction, tutoring, and curriculum guidance.
SVA High School Coordinator provides academic counseling, support, and expertise to HS students and staff.
Experienced SVA administrative staff dedicated to schoolwide success.
A strong Special Ed staff provides instruction and support to students with IEPs.
Support and expertise available through our special education partner, the El Dorado Charter SELPA.
A strong relationship with local community colleges providing concurrent enrollment to SVA students.
A wide array of extracurricular/enrichment opportunities available through SVA’s Enrichment Partner program.
Community partners who offer field trip opportunities (local businesses, performing arts centers, community organizations, natural resource agencies, community service providers).  
Staff and parent training offered by County Offices of Education, charter advocacy organizations, and private vendors. 
Community business partners providing internships to SVA HS students.
Access to community partners who offer mental health support and services.  
Parent and staff access to information about legal rights offered by the school’s legal counsel, well trained staff members, a thorough set of board policies, a Parent-Student Handbook, a High School Handbook, and access to the school’s SELPA website.
	SVA has identified community outreach as an area of focus to improve partnerships in the 2024-2025 school year.  
The following actions will be implemented in the 24-25 school year to build partnerships for student success: 
Increase the number of businesses and organizations providing internships to SVA High School students.
Expand the list of Enrichment Partner opportunities for students in all counties of service.
Expand the number of field trips offered in the outlying counties of service.  
Improve and maintain the school’s website.
	SVA will improve engagement with underrepresented families in relation to building partnerships through the following actions:
Distribute school handbooks and notifications in languages other than English for non-English speaking families.
Provide hotspots for internet connectivity to help students access their teachers and SVA virtual classes.
Provide bus passes for students attending community college, school events, and Enrichment Partner opportunities.
Improve networking opportunities for special education students and families.
	SVA staff sought input regarding school plans and decisions from parents and guardians throughout the 2023-2024 school year using the following methods:
SVA Teacher/Parent Meetings – SVA Teachers share information about school policies, programs, and school leadership opportunities.  Parent/Teacher communication also creates an opportunity to gather information from families to help direct school policy, goals, and action items.

Advisory Council: The SVA Advisory Council includes 3 parents, 2 high school students and 2 staff members. The group meets a minimum of four times per year and is key to school planning and important decisions made throughout the year.  All meetings are open to the public and all community partners are invited to attend.

Board of Directors: The SVA, Inc. Board of Directors includes 4 parents and 1 community member.  The board oversees school program planning, policies, and budget.  The board meets on a monthly basis.  All meetings are open to the public and school stakeholders are invited to attend.

Input for LCAP Development: SVA included all educational partners in the process to create and implement SVA’s LCAP.  LCFF priorities were addressed in the established goals and information and feedback were gathered using annual surveys.  March 2024 surveys were created for parents, high school students, students grades 5-8, and staff members.  Survey questions were tailored to the values important to our school, families, and community.  Information gathered in the surveys was key to the evaluation of school success in meeting goals, fulfillment of action items, and program decisions made for the 2023-2024 school year. 
SVA's 2024 parent survey results indicate that 98% of parents agree that they have opportunities to participate in our school's decision-making process.
	SVA will focus on the following actions in the 24-25 school year to improve the methods to seek input for school decision making:
Continue using Parent Square to notify educational partners about Advisory Council meetings by posting agendas and meeting minutes.
Continue using Parent Square to notify educational partners about School Board meetings by posting agendas and meeting minutes.
Provide virtual access to SVA Advisory Council and School Board meetings in order to encourage meeting participation from educational partners unable to attend meetings in person.

	SVA staff will improve engagement with underrepresented families when seeking input for decision making by offering the following:  
Hotspots for internet access so that families can participate in meetings virtually and complete online surveys.
Provision of school Chromebooks to help families communicate with school leaders and staff.
Zoom access to Advisory Council and Board of Director meetings to reduce travel expenses.
Zoom access to IEP meetings. 
Transportation assistance for meeting participants.
	5	5	5	5	5	5	5	4	5	5	4	4	Met		2024-06-13	2024
45699480141580	Phoenix Charter Academy College View	3	The strength of the educational program at PCACV is the relationships between school staff and families. Teachers at PCACV offer a personalized, high-quality, standards based education which utilizes a wide variety of learning options using multiple learning modalities to meet the needs of each student. Students have the support and accountability of a teacher of record that meets with students and families every two to three weeks. During these meetings, students receive one-on-one tutoring if necessary, and parents benefit from a parent-teacher conference-not just once per year, but on a regularly scheduled basis. In addition, teachers are available throughout different times of the day, such as before and after school. Communication is also key to building relationships with families, and PCACV sends out a monthly newsletter and regular emails with announcements. We also communicate via Facebook, via text, as well as postings on our website.	Based on input and local data, PCACV has determined that the focus areas for improvement in building relationships between school staff and families are surveys and communication. Although the school has many things in place for communication, including website, email, social media, newsletter, and face to face meetings, there are families that need additional support in this area. Survey participation was found to be low and needs to improve in order to provide needed feedback. PCACV staff determined that there is a need for coordinated family and staff events. As a result, several events are to be scheduled.	PCACV works to improve engagement of underrepresented families by ensuring they have Internet access and devices.
We also provide breakfast and lunch to the students which allows for time in which parents to come in with their children.
There is also a concentrated effort by teachers working together on behalf of a student. PCACV's Staff members also provide assistance when families need school paperwork explained and completed.	The key to PCACV's Personalized Learning method is the relationship between the student, the parent(s) or guardian(s), and the student’s TOR. This learning team meets often, depending on student need. The team creates a personalized learning plan that is appropriate to the goals and needs of the student, and evaluates the achievement of the student during the school year. The students of Phoenix Charter Academy College View are offered every opportunity to achieve their learning goals. To facilitate this, we provide access to a variety of innovative curriculum options and resources. All approved learning programs are designed to adhere to the educational standards of Phoenix Charter Academy College View and the State of California.	The focus areas for improvement in building partnerships for student outcomes is by clearly defining expectations for both students and parents and improving access of supports for both students and parents.	PCACV will improve engagement of underrepresented families by meeting with students and families more often. Increased communication, ensuring that families understand assessment results so that they understand the need for support.	Stakeholder engagement has always been a critical component of the educational program of PCACV and without it the school would not be successful. Teachers, classified staff, and administration work with board members, parents, and students on a regular basis. The PCACV Advisory board meets monthly and reports to the school director and the board. In addition there are parent and student surveys used to collect data, as well as regularly schedule family meetings. A civics class has been started and this has led to student attendance at the board meetings to provide student input.
The PCACV Governing Board meets monthly with Zoom access for those who can not attend in person. This makes it easier for those with children, transportation issues, or disabilities to attend and have public comment and input.
Staff meetings, including teachers, administrators, and classified staff are partly devoted to the development and update of the LCAP. In addition WASC committees continue to meet to address findings and to make suggestions for improvements.
	PCACV's focus areas for improvements in seeking input for decision-making are to revise the current survey and ensure it is given during the academic year and to increase the number of advisory counsel meetings held.	PCACV will improve engagement of underrepresented families in several ways. All announcements, including workshops and meetings are posted on the school website, which then has the capability to translate text to different languages. In addition all meetings are able to be Zoom or Google Meets in order to ensure accessibility to all families. Frequent phone calls are made to check in and offer assistance, when families need extra support.	5	5	5	4	5	5	5	5	5	4	5	5	Met		2024-06-11	2024
45699550000000	Cottonwood Union Elementary	3	We have many opportunities throughout the year to build relationships with families. We have many platforms for our families and staff to regularly communicate, share, inform and meet. This said, our presence on social media and our website has been successful.  In addition, we have implemented social emotional learning that includes communication to parents so that they know what the focus for their child is each month. Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel.
	Based on the analysis of educational partner input and local data, we have a focus area of communicating academic progress, as well as, future school family engagement events.
	Building relationships with our underrepresented families has been a focus for our school staff. We go out of our way to reach out to our underrepresented families by providing free after school care (with a sliding scale), breakfast and lunch, academic supports, interventions, Attendance Coordinator that connects families to local resources, and reading/math labs.	We have a rich history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for their students.  Staff have provided additional tutoring, interventions and acceleration based on the students' needs. We have partnered with the After School Program to support our students both in school and within the community.  At our monthly board meetings, we also recognize support staff, teachers, students and families. Parent engagement nights are held throughout the year; Back to School Night, the Christmas Program, and Open House are just some examples.  Additionally, our Parent Club continues provide support for our students and the schools. Professional development is provided to our staff based on identified needs. Finally, our Chronic Absenteeism Coordinator connects with our most at-risk students and families. These resources and services have improved student outcomes. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform individual partners, resulting in improved program quality, more efficient use of resources, and better alignment of goals and student outcomes.	We meet regularly with our School Site Council to review student outcome data and set goals/actions based on identified needs. Parent conferences are held annually and progress reports are sent to parents to inform them of their student's progress. We have additional parent conferences when needed. Annual surveys are distributed in the spring to inform our district and school plans. Although we communicate in a multitude of ways (newsletters, social media, emails, one-on-one phone calls, meetings, surveys, website, school app, auto dialers, text), educational partners stress the need to improve communication, student attendance and additional support for students. We added a new website and school app to make it easier to communicate and connect families.	Based on our local data and input from our educational partners, the district will improve engagement of underrepresented families using our Chronic Absenteeism Coordinator. The Coordinator connects our at-risk families to local community resources and sets individual goals with students. Additionally, our school teachers and support staff consistently reach out to our families both virtually and in-person. Staff meet regularly to review data and adjust instruction and target students based on the data. Additional support like summer school, tutoring, and small group instruction are just some of the strategies used to support student outcomes. We continue to maintain Special Education staff, a school psychologist, two speech teachers, two intervention teachers, two home school teachers, and support staff positions throughout the district.	We are a tight-knit community that supports families and the whole child.  We strive to ensure that all students meet or exceed grade level standards as well as develop self-worth and social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through School Site Council, staff meetings, and surveys. These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs.	Using educational partner survey data and input from our decision making bodies, we will continue to provide weekly outreach phone messages, one-on-one meetings, school app, emails and monthly newsletter to engage all families. We will continue to offer brief surveys as a focus area of improvement in order to seek input for decision making. The surveys provide us with a quick way to receive input and gauge our educational partner interests, concerns, challenges and our successes.	We strive to reach our most underrepresented families by seeking input through a variety of ways: surveys, incentives, parent engagement nights, resource connections, School Site Council, attendance meetings, LCAP Committee meetings, meetings with the principals, meetings with the teachers and support staff, community events, parent conferences, Back to School Night, Open House Night, IEP meetings, family engagement nights, etc.	5	5	5	4	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
45699550121640	Cottonwood Creek Charter	3	Cottonwood Creek's strengths are building a positive and collaborative culture that supports students, teachers and 
family success. We have many opportunities throughout the year to build relationships with families. We have many 
platforms for our families and staff to regularly communicate, share, inform and meet. Our parent surveys indicate 
that parents are happy with their opportunities to communicate with school personnel.	Based on the analysis of educational partner input and local data, we have a focus area of improving parent 
participation in school events, parental input for new electives, and increasing parent participation in our annual 
surveys.	Building relationships with our underrepresented families has been a focus for our school staff. We will continue our 
monthly check-ins between teachers and their families and we will continue to offer targeted interventions, tutoring, 
and a variety of after school elective programs.	We have a rich history in building partnerships for better student outcomes. Using data and input from our 
educational partners, they have indicated that our staff provides the necessary support and feedback for their 
students. Staff have provided additional tutoring, interventions and acceleration based on the students' needs. We 
have partnered with our After School Elective Program to support our students both in school and within their 
electives. Our school model of independent study with site based classes allows for monthly check-ins between staff 
and all families. This model has kept our attendance rate over 98% for many years. Our educational model creates 
a positive climate for our students and their families. They truly feel supported within our small community.	Monthly check-ins and progress reports allow our parents to be informed of their student's progress. Annual surveys 
are distributed in the spring to inform our school plans. We also communicate in a multitude of ways that include 
newsletters, social media, emails, one-on-one phone calls, meetings, surveys, website, and auto dialers.	Our school model of small class sizes, monthly check-ins, and frequent school to home communication has 
especially benefitted underrepresented families. Amazingly, the students from underrepresented families are 
outperforming students that are not from underrepresented families on state testing. 
	"We are a tight-knit community that supports families. Our school motto is ""Working Together With Families."" We 
strive to ensure that all students meet or exceed grade level standards as well as develop social responsibility within 
a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through 
informal parent conferences, monthly check-ins, and parent surveys."	Using educational partner survey data and input from our decision making bodies, we will continue to provide 
outreach phone messages, one-on-one meetings, school apps, texting, emails and monthly newsletter to engage all 
families.	We go out of our way to reach out to our underrepresented families by providing free and low cost after school 
elective classes, lunch, (and breakfast beginning next year), academic supports, and interventions. 
	5	4	3	4	5	4	4	3	4	3	3	4	Met		2024-06-17	2024
45699710000000	Enterprise Elementary	3	The district provides ongoing training in building trusting relationships. Two-way communication is offered through town halls and forums, parent advisory committees, and conferences. A Spanish interpreter is present at all meetings where interpretation is deemed necessary.	An area of growth is to be more intentional about learning about families' strengths, cultures, languages, and goals for their children. The district has developed communication plans as well as a comprehensive offering of multimedia messaging between school sites, the district, and families.	The district will improve engagement with underrepresented families by offering more parent education opportunities and providing more formated of communication including an increase in social media, videos, podcasts, and parent engagement opportunities.	The district offers multiple avenues for meeting with parents to support student learning beyond parent conferences twice a year.	The district needs to provide staff with greater professional development on partnering with families.	The district will improve in using creative measures and formats to communicate and build partnerships with families for their students’ outcomes.	The district maintains advisory groups and provides training for its members. These groups provide input on decisions. Each school site develops unique family engagement activities supported by LCAP funds.	The district needs to focus on exploring more creative mediums of two-way communication to receive more input.	The district will attempt to improve the engagement of underrepresented families by incentivizing district-sponsored events to seek input.	5	4	3	4	4	4	5	4	5	4	4	4	Met		2024-06-12	2024
45699710135848	Redding Collegiate Academy	3	RCA builds trusting relationships with its community partners by modeling communications practices from “Capturing Kids Hearts,” a program adopted and fully implemented by our LEA. These communication practices are present at a high level within parent/teacher/student meetings, the School Site Council, all TK-12 classrooms, staff members, and our public. RCA’s relational success has a considerable impact on the learning community, as is reflected in positive student engagement and outcomes in social-emotional development and academics.	RCA will continue strengthening its full implementation and sustainability by adhering to the following reflective practice: analysis of communications experiences, reflection on the outcomes of those experiences, evaluation of the effectiveness of interactions, integration of new practices based on what has been learned, conduction a peer review of new practices, and documentation new practices. These practices are systemic and present in all mediums of communication, reaching all students, teachers, families, and community partners.	RCA will continue to equitably communicate with all community partners through parent/teacher/student conferences (in-person and virtually), newsletters, publishing to the internet (Instagram, Facebook, YouTube, and the school website), through Remind (a school communications application), school digital reader board, telephonics, and both virtual and on-site engagement opportunities.	RCA is a homeschool charter school where each family has a personalized learning plan for their child. Ongoing training and support is provided to assist parents in learning how to use instructional materials and teach content. The school also provides access to counseling support, community connect referrals, and partnerships with the EDD.	RCA needs to provide staff with regular professional development in partnering with families.	RCA will continue to improve in using creative measures and formats to communicate and build partnerships with families for their students’ outcomes.	RCA maintains advisory groups and provides training for its members. These groups provide input on decisions. RCA develops unique family engagement activities supported by LCAP funds.	RCA has a very stout system of 2-way communication. As described earlier. Almost to the degree that needs to be tamed.	RCA, along with EESD,  will attempt to improve the engagement of underrepresented families by incentivizing district-sponsored events to seek input.	5	5	5	5	4	5	5	4	4	5	4	4	Met		2024-06-12	2024
45699890000000	Fall River Joint Unified	3	There is an overall effort on the part of all staff to build better relationships with families.  Administrators and staff are encouraged to regularly reach out to parents via voice mail, text, email, or notes home; this is an on-going effort.  All sites provide various opportunities for families to participate in cultural and academic activities, parent information rights, and other student-parent events such as Back to School Nights, Open House, and Club and Sporting events.  Communication is provided in both English and Spanish to better reach the majority of families.  Parent communication continues to be a formal goal through the Single Plan for Student Achievement and WASC Accreditation.  The District partners with the Shasta County Office of Education (SCOE) in Instruction and grading equity practices, Reach Higher Shasta, Curriculum Leadership, and the County Cooperative Team to Build better relationships with families and keep current educational best practices.  We also have a chair at the SELPA Program Advisory Committee and attend Community Advisory Committee meetings addressing special education best practices and how to better reach and educate our parents.  Site Council and LCAP meetings are held at each site level and a parent advisory committee for Indian Education and English Learners also provides input to improve engagement of families in our community.  A community school grant was received at three sites enabling the chosen schools to better build communication.	Administrators and staff are encouraged to regularly reach out to parents via voice mail, text, email, or notes home; this is an on-going effort.  All sites provide various opportunities for families to participate in cultural and academic activities, parent information rights, and other student-parent events such as Back to School Nights, Open House, and Club and Sporting events.  Communication is provided in both English and Spanish to better reach the majority of families.  Parent communication continues to be a formal goal through the Single Plan for Student Achievement and WASC Accreditation.	Administrators and staff will continue to regularly reach out to the families of EL students, Foster/Homeless students, and students with disabilities via voice mail, text, email, or notes home both in English and Spanish.  All sites will provide various opportunities with timely notifications for families to participate in cultural and academic activities, parent information rights, and other students-parents events such as Back to School Nights, Open House, and Club and Sporting events.	The district has two comprehensive elementary schools, and two comprehensive junior/senior high schools, two continuation schools, two community day schools and a special education center.  The comprehensive sites share the same adopted curriculum, allowing professional development to be offered district-wide and resourses to be shared as needed.  The same is true of the online curriculum used at both continuation high schools, the community day schools and the independent study program.  Students are provided devices (Chromebooks) and the seventh through twelveth-grade students are allowed to take their devices home to complete school work.  The teaching staff is also provided top-of-the-line technology, including laptops, touch screen TV's and cameras.	The district continues to seek out and research best teaching practices and resources to meet the needs of all students, including EL students, Foster/Homeless students, and students with disabilities.  Staff will continue to participate in professional development to build content knowledge and best practices.	Administrators and staff will continue to regularly reach out to parents of EL students, Foster/Homeless students, and students with disabilities via voice mail, text, email, or notes home in both English and Spanish.  All sites will provide various opportunites with timely notifications for families to participate on parent committees, including Site Council Meetings and Back to School Nights, where families can explore adopted or proposed curricula.	The district seeks to meet with educational partners through the use of in-person and virtual meetings, and the use of social media and surveys.  The district meets monthly with Site Council and Parent Committees, several times a year with the Indian Education and Indian Parent Committee, and the ELAC/DELAC committees.  The district also meets with both barganing units (classified and certificated), and administrative groups through Cabinet meetings.  The community is invited to attend school board meetings each month and to Town Hall meetings.  Parents and students are surveyed each year for input for the LCAP, and students are surveyed every two years for the Healthy Kids Survey.  Additionally, elementary school students are surveyed five times each year to reveal school culture strengths or concerns.	The district will continue to meet with educational partners, with an emphasis on timely invitations to meetings, and an opportunity to meet to discuss how the educational partners' concerns were used in Decision-Making.	Administrators and staff will continue to regularly reach out to parents of EL students, Foster/Homeless students, and students with disabilities via voice mail, text, email, or notes home in both English and Spanish.  All sites will provide various opportunites with timely notifications for families to participate on parent committees, including Site Council Meetings and Back to School Nights, where families can explore adopted or proposed curricula.	4	5	4	4	4	5	5	5	5	5	5	5	Met		2024-06-26	2024
45699970000000	French Gulch-Whiskeytown Elementary	3	French Gulch Whiskeytown strives to include all educational partners for input and is strong in it's progress with building relationships between school staff and families. There are several school family events and activities that invite the community and school families to build the relationships that nurture our families and the community.	French Gulch Whiskeytown is focusing on the social/emotional behavior of students and is implementing a program to involve parents with their students at school and to help students increase their resiliency and have tools in their social/emotional tool kit.	All families are important to French Gulch Whiskeytown Elementary and the staff meet with each family to determine needs and discuss ways the school can help the families. The district is employing a community coordinator to help with any referrals for all families and FGW provides social/emotional education, and music and arts to underrepresented families that would not be able to obtain these by themselves.	Students and staff work together on strengthening math with ceramics class and good study skills. Students excel at art and perform living history presentations to the public and families of students. Students and their families collaborate with each other frequently and work through any issues the families may have.	French Gulch Whiskeytown Elementary is focused on building our students into solid readers and writers. FGW has spoken with all parents and families and is implementing the Leader in Me approach to help staff, students, and families to improve social and emotional knowledge and behaviors and implementing school and family goals both broad and student specific, to address reading comprehension and improve writing skills, along with leadership skills.	French Gulch Whiskeytown is working with students of underrepresented students and their families to identify what supports those families need and provide those supports, such as: parent meetings, frequent breaks, additional materials, and alternate learning plans, to effectively engage those students and their families in the improvement of their students reading and writing skills, and improve the social and emotional knowledge and behaviors at home and school, working together, to increase the students ability to succeed.	French Gulch Whiskeytown is a very small, two classroom school. The school is strong in seeking the input of all its student families and the community. Through school events, living history presentations, dinners out, newletters, website, board meetings, and parent club, along with face to face meetings with parents daily and parent conferences, the school gathers input from each to help it decide the course that families and the community want to see at the school.	French Gulch Whiskeytown will focus on what our community outreach person can help our families with and foster a better relationship with the families needs, which will help our small school, with more input to help students achieve higher levels of learning.	Students of underrepresented families will have extra opportunities to engage with the community coordinator and input to the school the needs of the family and students and be able to input to the community coordinator working with the school as well as through the regular school communication and events.	5	5	5	5	5	5	5	5	4	4	5	5	Not Met For Two or More Years			2024
45700030000000	Grant Elementary	3	Grant’s strengths are building a positive and collaborative culture that supports students, teachers and family success. We have many opportunities throughout the year to build relationships with families. We have many platforms for our families and staff to regularly communicate, share, inform and meet (Parent Square, Safety meetings, family nights). In addition, we have implemented Leader in Me, Positive Behavior Interventions and Supports, and Social Emotional Learning that includes communication to parents so that they know what the focus for their child is each month. Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel.	Based on the analysis of educational partner input and local data, we have a focus area of communicating academic data, as well as reengaging parent participation in school events.	Building relationships with our underrepresented families has been a focus for our school staff.  We have a sign language interpreter, behavior technicians, and offered summer camp. In addition, we have offered conferencing, targeted interventions, tutoring, and free after school programs.	We have a rich history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for their students.  Staff have provided additional tutoring, interventions and acceleration based on the students' needs. We have partnered with the After School Program and other local organizations to support our students both in school and within the community.  At our monthly board meetings, we also recognize support staff, teachers, and students. Finally, a Chronic Absenteeism Coordinator position was maintained to connect with our most at-risk students and families. These resources and services have improved student outcomes. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits.	We meet regularly with our School Site Council and in collaboration meetings to review student outcomes. Parent conferences are held once a year and progress reports are sent to parents to inform them of their student's progress on a regular basis. Annual surveys are distributed in the spring to inform our district and school plans. We communicate in a multitude of ways (newsletters, social media, emails, one-on-one phone calls, meetings, surveys, website, auto dialers, text) and educational partners continue to stress the need to improve communication, student attendance, and additional support for students.	Based on our local data and input from our educational partners, the district will improve engagement of underrepresented families using our Chronic Absenteeism Coordinator. The Coordinator connects our at-risk families to local community resources and sets individual goals with students.  Additionally, our school teachers and support staff consistently reach out to our families both virtually and in-person. Staff meets to review data and adjust instruction and target students based on individual need. Interventions and additional support, like summer camp, tutoring and small group instruction are just some of the strategies used to support student outcomes. We have also maintained a PE aide, a full-time counselor, an additional Behaviorist, intervention staff and support staff positions.	Our school community believes in supporting families and the whole child to improve educational outcomes for our students.  We strive to ensure that all students meet or exceed grade level standards as well as develop self-worth and social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through School Site Council, staff meetings and surveys. These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs.	Using educational partner survey data and input from our decision making bodies, we will continue to provide weekly outreach phone messages, one-on-one meetings, school apps, texting, emails and monthly newsletter to engage all families.	We go out of our way to reach out to our underrepresented families by providing free after school care, free breakfast, second chance breakfast, free lunch, academic supports, interventions, an Attendance Coordinator that connects families to local resources, and reading/math labs.	3	4	4	3	3	3	4	4	3	3	3	3	Met		2024-06-20	2024
45700110000000	Happy Valley Union Elementary	3	We have many opportunities throughout the year to build relationships with families.  We have held both virtual and in-person school gatherings that have been well attended.  We have many platforms for our families and staff to regularly communicate, share, inform and meet.  In addition, we will begin goal specific communication to parents centered on our LCAP goals and based on a data-driven understanding oof our students and family's needs. Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel.	Based on the analysis of educational partner input and local data, we have a focus area of communicating academic progress, as well as, future school family engagement events.
	Building relationships with our underrepresented families has been a focus for our school staff. We go out of our way to reach out to our underrepresented families by providing free after school care, breakfast and lunch, academic supports, interventions, Attendance Coordinator that connects families to local resources, tutoring, after school program, and engaging camps during summer and holiday breaks.	We have a rich history in building partnerships with our families. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for their students. Staff have provided additional tutoring, interventions and acceleration based on the students' needs. We have partnered with the After School Program and other local businesses to support our students both in school and within the community.  At our monthly board meetings, we also recognize support staff, teachers, students and families. Parent engagement nights are held throughout the year; Back to School Night, the Christmas Program, and Open House are just some examples. Professional development is provided to our staff based on identified needs. Finally, a Chronic Absenteeism Coordinator position was added to connect with our most at-risk students and families. These resources and services have improved student outcomes. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform individual partners, resulting in improved program quality, more efficient use of resources, and better alignment of goals and student outcomes.	We meet regularly with our School Site Council and LCAP Committee to review student outcome data and set goals/actions based on identified needs. Parent conferences are held several times a year and progress reports are sent to parents to inform them of their student's progress. Annual surveys are distributed in the spring to inform our district and school plans. Although we communicate in a multitude of ways (newsletters, social media, emails, one-on-one phone calls, meetings, surveys, website, school app, auto dialers, text), educational partners stress the need to improve communication, student attendance and additional support for students.	Based on our local data and input from our educational partners, the district will improve engagement of underrepresented families using our Chronic Absenteeism Coordinator. The Coordinator connects our at-risk families to local community resources and sets individual goals with students.  Additionally, our school teachers and support staff consistently reach out to our families both virtually and in-person. Staff meet regularly to review data and adjust instruction and target students based on the data. Interventions and additional support like summer school, tutoring, and small group instruction are just some of the strategies used to support student outcomes. We will maintain part-time support to assist with plan development and state/federal guidance, a PE teacher, a counselor, Special Education staff, a Family Liaison, Behavior Coach and support staff positions throughout the district.	We are a tight-knit community that supports families and the whole child.  We strive to ensure that all students meet or exceed grade level standards as well as develop self-worth and social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through School Site Council, staff meetings, coffee chats, the LCAP Committee and surveys. These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs.	Using educational partner survey data and input from our decision making bodies, we will continue to provide weekly outreach phone messages, one-on-one meetings, school app, emails and monthly newsletter to engage all families. We will continue to offer brief surveys as a focus area of improvement in order to seek input for decision making. The surveys provide us with a quick way to receive input and gauge our educational partner interests, concerns, challenges and our successes.	We strive to reach our most underrepresented families by seeking input through a variety of ways: surveys, incentives, parent engagement nights, resource connections, School Site Council, attendance meetings, LCAP Committee meetings, meetings with the principals, meetings with the teachers and support staff, community events, parent conferences, Back to School Night, Open House Night, IEP meetings, etc.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-28	2024
45700290000000	Igo, Ono, Platina Union Elementary	3	83.3% of six parent/guardian respondents stated they strongly agree that they have the opportunity to participate and be involved in school and district level programs and decision-making that impact student outcomes.	The school will continue to collaborate with parents in order to offer engagement activities, such as literacy nights, math nights, science nights, etc.	Community partners and counselor will continue to connect specifically with underrepresented families in order to increase involvement in school activities.	The school distributes a Parent Rights Handbook at the beginning of each year and upon every new enrollment. In addition, the school holds a Back to School Night, Open House, and hold annual Parent/Teacher/Student Conferences.	The school will continue to work on developing Family Nights around literacy, math, science, and Social Emotional Learning (SEL).	Community Partners and counselor will continue to connect specifically with underrepresented families in order to increase involvement in school activities.	The school in partnership with the Redding School District hold Parent Advisory Committee meetings, District Advisory Committee meetings, and District English Learner Advisory Committee meetings. The school holds Site Council meetings and Parent Club meetings.	The school has a two-way messaging platform. Based on parent feedback, a common two-way messaging platform will be implemented district-wide.	The school will continue to use multiple means of outreach to solicit feedback, such as meetings, surveys distributed at school, surveys distributed at parent events, mailers, etc.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-17	2024
45700450000000	Junction Elementary	3	We have many opportunities throughout the year to build relationships with families.  Our school gatherings are well attended.  We have many platforms for our families and staff to regularly communicate, share, inform and meet.  This said, our presence on social media and our website have been successful.  In addition, we have implemented social emotional learning that includes communication to parents so that they know what the focus for their child is each month.  Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel.	Based on the analysis of educational partner input and local data, we have a focus area of communicating academic progress, as well as, future school family engagement events.
	Building relationships with our underrepresented families has been a focus for our school staff. We go out of our way to reach out to our underrepresented families by providing free after school care, breakfast and lunch, academic supports, interventions, Title I ELPAC Parent Involvement Night, Chronic Absenteeism Coordinator that connects families to local resources, and reading/math labs.	We have a rich history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for their students.  Staff have provided additional tutoring, interventions and acceleration based on the students' needs. We have partnered with the After School Program.  At our monthly board meetings, we also recognize support staff, teachers, students and families. Parent engagement nights are held throughout the year; Back to School Night, the Christmas Program, and Open House are just some examples. Professional development is provided to our staff based on identified needs. Finally, a Chronic Absenteeism Coordinator position was added to connect with our most at-risk students and families. These resources and services have improved Student Outcomes. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform individual partners, resulting in improved program quality, more efficient use of resources, and better alignment of goals and student outcomes.	We meet regularly with our School Site Council and LCAP Committee to review student outcome data and set goals/actions based on identified needs. Parent conferences are held several times a year and progress reports are sent to parents to inform them of their student's progress. Annual surveys are distributed in the spring to inform our district and school plans. Although we communicate in a multitude of ways (newsletters, social media, emails, one-on-one phone calls, meetings, surveys, website, school app, auto dialers, text), educational partners stress the need to improve communication, student attendance and additional support for students.	Based on our local data and input from our educational partners, the district will improve engagement of underrepresented families using our Multi-Tiered System of Support. We will connect our at-risk families to local community resources and sets individual goals with students. Additionally, our teachers, administrator and support staff will consistently reach out to our families through email, text, phone call or home visit. Staff meet regularly to review data and adjust instruction and target students based on the data. Interventions and additional support like summer school, tutoring, and small group instruction are just some of the strategies used to support student outcomes. We also provide small class sizes, a PE teacher, a counselor, special education staff, and support staff positions to improve engagement for our underrepresented families.	We are a tight-knit community that supports families and the whole child.  We strive to ensure that all students meet or exceed grade level standards as well as develop self-worth and social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through School Site Council, staff meetings, strategic planning sessions, district leadership team, Junction Education Foundation meetings, and surveys. These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs.	Using educational partner survey data and input from our decision making bodies, we will continue to provide weekly outreach phone messages, one-on-one meetings, Junction Elementary School app, emails and monthly newsletter to engage all families. We will continue to offer brief surveys as a focus area of improvement in order to seek input for decision making. The surveys provide us with a quick way to receive input and gauge our educational partner interests, concerns, challenges and our successes.	We strive to reach our most underrepresented families by seeking input through a variety of ways: surveys, incentives, home visits, parent engagement nights, resource connections, School Site Council, attendance meetings, District Leadership Team meetings, meetings with the principals, meetings with the teachers and support staff, community events, parent conferences, student-led conferences at the middle school, Math Night, Back to School Night, Open House Night, IEP meetings, etc.	4	4	4	4	4	3	4	3	4	3	4	4	Met		2024-06-20	2024
45700520000000	Millville Elementary	3	"Millville School hosts multiple community/family events through the year with the purpose of strengthening the school/home relationship. We offer opportunities for families to meet with their child(ren)'s teachers twice a year during which they discuss academics, supports needed and ways to help their children as well as anecdotal evidence on children's social/emotional lives and strengths. We host a family and student oreientation event two weeks after school start and a community ""get to know you"" event prior to school starting. Millville School shares communications with its families through newsletters, email, call arounds, text, website and a soon to be developed facebook page."	Based on educational partner input, anecdotal evidence and local data, Millville School's focus for improvement in Building Relationships Between School Staff and Families is to continue to build on the foundational relationships we currently have. We will continue to send out newsletters, call around, texts & email when events are upcoming. Additionally, teachers will improve their individual communications with their students' parents not only when there are issues with which to be concerned but also is there are events and situations to celebrate.	Millville School will improve engagement of underrepresented families in relation to Building Relationships Between School Staff and Families by communicating with these families directly, assuring they receive information that is understandable and drawing them to the school for family events through one-on-one communications.	Millville School partners with our local YMCA to provide intercession camps that are academically challenging and offers students the opportunity to improve academic outcomes. We also partner with a local counseling center to provide our student the social emotional supports they need.	Millville School can improve in the area of Building Partnerships for Student Outcomes by searching out parents or local community members who can provide the needed training and classes on technical courses from which our students will benefit.	Using the analysis of educational partner input and local data, Millville School will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes by focusing on the specific needs identified by our underrepresented families through our parent climate/LCAP survey. Once those needs are identified, the District will address them in order to improve engagement of our underrepresented families.	Millville School administers an annual survey for our parents in which we ask for input and suggestions on how to better our school and school community. There are questions involving school time activities, student relationship building activities, communication, school/home communication as well as what evening and weekend events we should host. The input received from this survey drives our administration and Site Council's decisions on what community events we should host in order to reach all of our families including our underrepresented families and improve our home/school relationships.	Millville School's focus area for improvement in Seeking Input for Decision Making is to not only encourage but convince our families that taking the survey is their opportunity to have influence on decision making. We send out the survey via a link and send out reminder communications multiple times while the survey is live. This year we sent out the survey, sent reminders with a deadline but still only received 37 responses. Site Council decided to reopen the survey and with the reopening we sent the link again via email, sent reminder calls and sent a request to complete the survey through a paper notice. Our efforts were to reach all of our families. Due to reopening the survey we received an additional 13 responses.	Millville School will improve engagement of underrepresented families in relation to Seeking Input for Decision Making by assuring any surveys or requests for input are in the language spoken by the parents of our students. Additionally, we will contact these families individually to assure they have the opportunity to provide us with their input first person if they do not have access to technology in order to respond to the survey or they do not understand the questions.	4	3	3	3	3	4	5	3	4	4	4	4	Met		2024-06-11	2024
45700780000000	North Cow Creek Elementary	3	We have many opportunities throughout the year to build relationships with families.  We have held many school gatherings that have been well attended.  We have many platforms for our families and staff to regularly communicate, share, inform and meet. This said, our presence on social media and our newly launched Parent Square App has been successful.  Staff have indicated they would like to continue with the Parent Square App to better communicate with families.

In addition, we have implemented social emotional learning that includes communication to parents so that they know what the focus for their child is each week.  Our parent surveys indicate that parents are happy with their opportunities to correspond with school personnel. Based on feedback from our parents, we will be changing our community communication progress to increase and improve our school.	Based on the analysis of educational partner input and local data, we have a focus area of communicating academic progress, as well as, future school family engagement events.	Building relationships with our underrepresented families has been a focus for our school staff. We go out of our way to reach out to our underrepresented families by providing free after school care, breakfast and lunch, academic supports, interventions, reading/math labs, and Attendance Coordinator that connects families to community resources and sets attendance goals with students.	Building relationships with our underrepresented families has been a focus for our school staff. We go out of our way to reach out to our underrepresented families by providing free after school care, breakfast and lunch, academic supports, interventions, reading/math labs, and Attendance Coordinator that connects families to community resources and sets attendance goals with students.	The whole staff meet to review student outcome data and provide feedback that help set goals/actions based on identified needs. Parent conferences are held several times a year if necessary, and progress reports are sent to parents to inform them of their student's progress. Annual surveys are distributed in the spring to inform our district and school plans. Although we communicate in a multitude of ways (social media, emails, one-on-one phone calls, meetings, surveys, website, school app, auto dialers, text), educational partners stress the need to improve communication regarding student attendance and additional support for students.	Based on our local data and input from our educational partners, the district will improve engagement of underrepresented families using our Chronic Absenteeism Coordinator. The Coordinator connects our at-risk families to local community resources and sets individual goals with students.  Additionally, our school teachers and support staff consistently reach out to our families both virtually and in-person. Staff meet regularly to review data and adjust instruction and target students based on the data. Interventions and additional support like summer school, tutoring, and small group instruction are just some of the strategies used to support student outcomes.	We are a tight-knit community that supports families and the whole child.  We strive to ensure that all students meet or exceed grade level standards as well as develop self-worth and social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through staff meetings and surveys. These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs.	Using educational partner survey data and input from our decision making bodies, we will continue to provide weekly outreach messages, one-on-one meetings, our school app, emails and newsletters to engage all families. We will continue to offer brief surveys as a focus area of improvement in order to seek input for decision making. The surveys provide us with a quick way to receive input and gauge our educational partner interests, concerns, challenges and our successes.	We strive to reach our most underrepresented families by seeking input through a variety of ways: surveys, incentives, parent engagement nights, resource connections, attendance meetings, meetings with the principals, meetings with the teachers and support staff, community events, parent conferences, Back to School Night, Community Advisory meetings, Open House Night, IEP meetings, etc.	5	5	5	5	4	4	5	5	5	4	4	4	Met		2024-06-21	2024
45700860000000	Oak Run Elementary	3	Our district reflects on its progress in (1) building relationships with parents and families (2) building partnerships with parents and families for student outcomes, and (3) seeking input from parents and families in decision making. Current strengths and progress in Building Relationships Between School Staff and Families. Oak Run Elementary School staff has an appreciation for the importance of parent involvement. High levels of attendance at Summer Conferences, Back to School Nights, Parent Shadow Days, and other school based events, provide evidence of effectiveness in this area. All staff members place a high value on including all parents/guardians as equal partners in the education of their children. Communication plays an essential role in building and maintaining positive productive relationships between families and our school.	In addition to maintaining the effective elements in place to sustain the positive relationships which already exist between school staff and families, the focus area for the 2024-25 school year will be to implement an ongoing Family Engagement campaign, led by Student Council, to monitor the effectiveness of existing communication structures and refine them as necessary.	Our District is dedicated to work focused on diversity, equity, and inclusion, which includes the development of a multi-year equity plan facilitated by a partnership with surrounding school districts and Shasta County Office of Education.  A primary objective of this work is to ensure equity and inclusion of all students and their families, including those that are underrepresented.	Our District works to provide welcoming environments for all families in our community. Teachers, Student Support and Administrators communicate regularly with families. We have monthly Teacher and staff Coffee Talks and/or Family First parent education sessions. We provide Back-to-School Nights and other social events to allow teachers to give an overview of the goals for the year and also share ways in which parents can partner with teachers during the year. These meetings are an opportunity for the Teachers and Staff to provide specific information on academic progress, their full-year plan and social-emotional status at school.  Parents are encouraged to ask questions they may have regarding what specific ways they can help support their child. Student Success Team (SST) meetings provide support for students who are not meeting expected goals or are presenting with attendance or behavior concerns. SST meetings are utilized to facilitate and support parents, teachers, and students to collaborate on how to implement strategies and accommodations to support student success in all classes. Students with an Individualized Education Plan have annual meetings to review progress and review their plan. Parents are provided information specific to their legal rights and are encouraged to ask any questions they may have. Whenever needed, translators are provided to ensure parents have a clear understanding of the information being shared.	We will continue to implement the listed effective strategies which support partnerships for student outcomes. During the current school year, we are focused on proactive, early interventions by the Teachers and Staff. Additionally, we are refining and communicating our Multi-Tiered System of Supports MTSS and Multi-Tiered System of Supports to the entire school community.	Feedback specific to underrepresented families is sought out via parent surveys. To ensure their active engagement, care is taken to ensure there is representation on Advisory Committees. Our MTSS team works to ensure that no subgroups of students fall through the cracks. We are looking forward to instituting Family First parent information meetings, where we are able to connect with our underrepresented families.	Stakeholders including students, parents, and staff engage in meaningful dialogue and provide input to Oak Run School District's strategic planning through formal groups such as the Board Meetings, Parent-Teacher meetings, Student Council, District Advisory Leadership Team meetings, surveys, and email, phone, and parking lot conversations. Parent input and involvement in the development and annual review of schoolwide objectives occurs via participation in scheduled meetings and surveys as well as focus group sessions. The strategic planning and annual goal-setting process provide opportunities to assist parents with understanding expectations of the plans and how it impacts their children. Continued refinement of focus group sessions will contribute authentic stakeholder input, including students and families from underrepresented groups,  and including methods for participation among families who speak a language other than English.	During the 2024-25 school year Oak Run District will be engaging our educational partners as we continue to refine our strategic plan, the Local Control Accountability Plan, based on our current findings. During this process, we will ensure input from all groups, including those that are underrepresented to inform the development of this plan, including methods for participation among families who speak a language other than English.	We will continue existing practices that have been effective in ensuring the input from under-represented families is included and informs decision-making and we will ensure their participation in the strategic planning process. Oak Run school District added a role to our administrative team: a Community Connect Liaison.	5	5	5	5	5	3	5	5	5	5	5	5	Met		2024-07-12	2024
45700940000000	Pacheco Union Elementary	3	Pacheco Union School District (PUSD) demonstrates significant strengths in building robust relationships between school staff and families through a variety of engaging and inclusive opportunities. We prioritize open communication and active involvement by hosting a diverse array of events that foster community engagement and dialogue. Evening events such as Community Feedback sessions and State of the District meetings offer families a platform to voice their perspectives and stay informed about district initiatives. Additionally, Family Math Nights and Coffee Chats during student drop-off times create informal settings for parents to connect with educators, discuss their children's progress, and gain insights into the academic programs. Our commitment to gathering input from our community is further reflected in regular community surveys, ensuring that we remain responsive to the needs and suggestions of our families.

Throughout the school year, PUSD organizes numerous family-oriented events that strengthen the bond between home and school. Celebrations like the Harvest Festival and Family Day at Water Works Park provide fun, interactive experiences that bring families together in a relaxed environment. Parent-student events, including Teacher Conferences, Back to School Nights, and Open House, facilitate meaningful conversations about student progress and foster a collaborative approach to education. Our Science Fair, Meet and Greets, and various concerts, shows, and student showcases offer families the opportunity to celebrate their children's achievements and talents, further reinforcing a sense of community and shared purpose. These efforts highlight PUSD's dedication to creating a welcoming and supportive atmosphere for all families, ensuring that everyone feels valued and connected to their child's educational journey.	Pacheco Union School District (PUSD) is committed to continuously improving the relationships between school staff and families by focusing on several key areas. One primary focus is gathering more comprehensive family feedback. We aim to implement more frequent and varied methods for families to share their thoughts, needs, and suggestions, ensuring that we capture a diverse range of perspectives. By expanding our community surveys and increasing the frequency of open-forum meetings, we hope to make every family feel heard and valued in the decision-making process.

Another critical focus area is enhancing open communication and providing ample opportunities for families to engage with our school culture and learn about the services available for students and families. We will continue to encourage transparent and regular communication through newsletters, social media updates, and direct outreach. Additionally, we plan to host more informational sessions and workshops that allow families to better understand the educational opportunities and support services we offer. These initiatives will help build a more informed and connected community, ensuring that families feel empowered and involved in their children's education.	To improve engagement of underrepresented families identified during the self-reflection process, Pacheco Union School District (PUSD) will implement targeted strategies to ensure these families feel welcomed and valued. First, we will establish dedicated outreach programs, including home visits and personalized communication, to build trust and foster connections with families who may not typically participate in school activities. By understanding their unique needs and barriers to engagement, we can tailor our approaches to be more inclusive and supportive.

We will also collaborate with community organizations to reach out to underrepresented families, leveraging their established trust and networks. By providing diverse platforms for feedback and involvement, such as focus groups and informal gatherings, we aim to create multiple avenues for these families to share their perspectives and become more actively involved in their children’s education.	Pacheco Union School District (PUSD) excels in building strong partnerships for student outcomes, demonstrated by several key strengths and ongoing progress. One significant strength is our weekly collaboration time for certificated staff. These sessions foster a culture of continuous improvement and shared best practices, enabling teachers to work together to identify student needs and develop effective instructional strategies. This collaborative environment is further supported by the presence of Instructional Coaches, who provide targeted guidance and professional development to help teachers address specific student needs and enhance their instructional practices.

Additionally, PUSD emphasizes targeted intervention supports and data-driven instruction to ensure every student receives the help they need to succeed. By utilizing comprehensive data analysis, teachers can identify learning gaps and implement tailored interventions that address those specific areas. Our targeted intervention programs are designed to support students at all levels, ensuring that they receive the appropriate resources and assistance to achieve their academic goals.	Pacheco Union School District (PUSD) is focusing on several key areas for improvement in building partnerships for student outcomes. One primary area is enhancing the integration and utilization of data to inform instructional decisions more effectively. While data-driven instruction is a strength, we aim to refine our processes for collecting, analyzing, and applying data to ensure interventions are timely and precisely targeted.

We are working to expand our targeted intervention supports to reach a broader range of students. This includes developing more robust support systems for students who are not meeting academic benchmarks, as well as those who require advanced enrichment opportunities. Additionally, we plan to increase professional development opportunities for our instructional coaches and certificated staff, ensuring they are equipped with the latest strategies and tools to meet diverse student needs.	To improve the engagement of underrepresented families identified during the self-reflection process, Pacheco Union School District, our staff, and the counselor at each site will act as a dedicated family liaison who can bridge the gap between the school and these families, providing personalized support and facilitating communication. 

We will strengthen our partnerships with local community organizations that already have established trust within these communities. By collaborating with these organizations, we can create more inclusive and welcoming environments for underrepresented families to engage with the school.	Pacheco Union School District (PUSD) demonstrates significant strengths and ongoing progress in seeking input for decision-making through various opportunities provided throughout the school year. A key strength is our commitment to inclusivity and transparency, evident in our comprehensive approach to gathering stakeholder input. This includes regular LCAP Review and Implementation Workshops, where parents, teachers, and community members can review and contribute to the Local Control and Accountability Plan, ensuring that our strategies align with the community's needs and priorities.

Additionally, PUSD actively involves stakeholders through Site Council and Safety Committees, which play a crucial role in shaping school policies and ensuring a safe and effective learning environment. We also conduct a variety of surveys throughout the school year, focusing on different aspects such as academic programs, school climate, and family engagement, to gather diverse perspectives and make informed decisions.

Parent Group meetings and collaboration sessions further enhance our engagement efforts, providing platforms for parents to voice their concerns, share ideas, and work together with school staff on initiatives that benefit students. Conferences and individual meetings also offer personalized opportunities for parents and teachers to discuss student progress and needs.	One primary area for improvement is the continual evaluation and enhancement of communication channels to ensure that all families and community members can easily access information and provide feedback. This includes leveraging multiple platforms such as social media, newsletters, and the district website to disseminate information more effectively and ensure transparency.

Additionally, PUSD aims to provide more structured and consistent supports to facilitate family and community feedback. This includes offering more opportunities for feedback through regular town hall meetings, focus groups, and suggestion boxes at school events.	Our goal is to increase community feedback by actively reaching out to underrepresented groups and ensuring their voices are heard. Through continued and increased partnerships with community organizations and other districts in the county, to collaborate on best practices to improve engagement with underrepresented families.	5	5	5	5	5	4	5	5	5	5	5	5	Met		2024-06-12	2024
45701100000000	Redding Elementary	3	85.2% of 129 parent/guardian respondents stated they strongly agree/agree that they have the opportunity to participate and be involved in school and district level programs and decision-making that impact student outcomes.	School sites will continue to collaborate with parents in order to offer engagement activities, such as literacy nights, math nights, science nights, etc.	Community Partners and counselors will continue to connect specifically with underrepresented families in order to increase involvement in school activities.	The LEA distributes a Parent Rights Handbook at the beginning of each year and upon every new enrollment. In addition, each site holds a Back to School Night, Open House, and holds annual Parent/Teacher/Student Conferences.	The LEA will continue to work on developing Family Nights around literacy, math, science, and Social Emotional Learning (SEL).	The LEA distributes a Parent Rights Handbook at the beginning of each year and upon every new enrollment.	The District hold Parent Advisory Committee meetings, District Advisory Committee meetings, and District English Learner Advisory Committee meetings. Each site holds School Site Council meetings, Parent Club meetings, and English Language Advisory Committee meetings.	Each site has a two-way messaging platform. Based on parent feedback, a common two-way messaging platform will be implemented district-wide.	The district will continue to use multiple means of outreach to solicit feedback, such as meetings, surveys distributed at school, surveys distributed at parent events, mailers, etc.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
45701100135889	Stellar Charter	3	Stellar is a homeschool/onsite hybrid program that meets with parents, at least monthly, to provide input and feedback into the school program, student outcomes, and the personalized student program. Parents share that they feel connected and a partner in their child's personal outcomes.

Teachers of Record are a vital point of contact for developing rapport and trust with the students and families and determining the values and cultural needs of each family. This information is then communicated to the larger staff and to our Parent Advisory Committee to employ a wide range of culturally sensitive strategies to encourage our families and communities involvement.

The school counselor and Director have an open door policy - encouraging parents, students, and staff to communicate needs and share values so that the school can respond appropriately and create and design activities that are engaging and reflective of Stellar Charter School communities values.	Create a variety of opportunities for student and parent involvement in the mission, leadership, and governance of the school. Implement Parent Square to increase communications between families and school. 78% of 36 parents shared they feel connected to Stellar in our local survey.	Teachers of Record are a vital point of contact for developing rapport and trust with the students and families and determining the values and cultural needs of each family. This information is then communicated to the larger staff and to our Parent Advisory Committee to employ a wide range of culturally sensitive strategies to encourage our families and communities involvement.	Stellar Charter School assigns a Teacher of Record who is established as the go-to staff member for two way communication. In addition the school utilizes School Messenger and SMORES to communicate at least weekly with families.
94.5% of 36 respondents of Stellar parents indicated they felt the school support their child's academic growth and 88.9% of 36 of Stellar parents responding to our local survey indicated they felt the school supported their child's social and emotional growth.	Stellar will continue to provide opportunities for parent input and increase communication regarding these opportunities.	Stellar will improve engagement of underrepresented families by utilizing TOR's to communicate directly, face to face, with our underrepresented families.	58% of 36 parent/guardian respondents stated they agree or strongly agree that they have the opportunity to participate in and be involved in school and district level programs and decision making. The school makes an effort to reach out to parents and provide opportunities for input into decision-making by having the principal and staff attend the parent club meetings, and scheduling monthly open door meetings for families. The school provides a multitude of opportunities for family engagement activities at the school level.	The school will continue to provide monthly opportunities for parent input in decision making and communicate these opportunities more effectively as well as provide opportunities at TOR monthly meetings to provide input into decision making for the school program.	By providing opportunities at individual parent meetings with Teacher of Records, we will engage underrepresented families in school decision making.	4	5	5	5	4	4	4	5	4	4	4	4	Met		2024-06-20	2024
45701106117931	Monarch Learning Center	3	In the past school year (23-24), Monarch has had several more opportunities for families and the community to be present on campus.  This year we have also increased the number of parent surveys.	This year (24-25) school year, we will continue to ask families for input.  The major area that will be improved this year is communication.	Monarch will continue to reach out to this population.  We have several programs on campus to help close this gap.	currently Monarch has several opportunities for all students to have interventions to improve student outcomes.	Continue to identify students who require extra intervention.	Better communication.	Sense Monarch is such a small school, we have an open door policy for parents to come and state their oppinions.	To improve administration could reach out to parents who do not usually attend most functions.	Send surveys in the mail or online and not only to people who come to functions	5	5	5	5	4	4	5	4	4	4	4	4	Met		2024-06-25	2024
45701280000000	Shasta Union Elementary	3	70% of parent/guardian respondents stated they strongly agree/agree that they have the opportunity to participate and be involved in school and district level programs and decision-making that impact student outcomes.	The school site will continue to collaborate with parents in order to offer engagement activities, such as literacy nights, math nights, science nights, etc.	Community Partners and school counselor will continue to connect specifically with underrepresented families in order to increase involvement in school activities.	The school distributes a Parent Rights Handbook at the beginning of each year and upon every new enrollment. In addition, the site holds a Back to School Night, Open House, and holds annual Parent/Teacher/Student Conferences.	The school will continue to work on developing Family Nights around Literacy, math, science, and Social Emotional Learning (SEL).	The school distributes a Parent Rights Handbook at the beginning of each year and upon every new enrollment.	The school in partnership with the Redding Elementary School District holds Parent Advisory Committee meetings, District Advisory Committee meetings, and District English Learner Advisory Committee meetings. The site holds School Site Council meetings, Parent Club meetings, and English Language Advisory Committee meetings.	The site has a two way messaging platform. Based on parent feedback, a common two way messaging platform will continue to be implemented.	The school will continue to use multiple means of outreach to solicit feedback, such as meetings, surveys distributed at school, surveys distributed at parent events, mailers, etc.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-17	2024
45701360000000	Shasta Union High	3	The strengths of the LEA in building relationships with our staff and families lie in the numerous opportunities we have for staff to engage with our parents. Many of these opportunities are centered around information nights such as financial aid, curriculum fairs, and content-specific events such as AP information nights. Parents and staff also have opportunities to connect through our co-curricular activities and booster organizations. Examples include sports, music, and choir boosters. Our parent faculty organizations also provide another avenue for staff and parents to connect.  For our El students and their families, we also have ELAC and DELAC meetings throughout the year that give additional ways for families to connect with the school and learn more about available support services.	Areas for improvement include increasing the diversity of parents coming to our events. We know parents from our unduplicated (EL, foster youth, and low income) students tend to have less representation. We are actively working to increase their voice in our gatherings.	"Shasta Union High School District (SUHSD) has taken comprehensive steps to enhance family engagement and ensure parents are active partners in their children's education. The district sought input from parents of Title I students through Title I parent information nights, ""town hall"" meetings, and surveys sent to all homes. Additionally, schools worked with parents and students to develop written family engagement compacts distributed at parent information nights.

SUHSD reached out to parents through the Student Success Academy, a series of two-night sessions in which school staff partner with parents to discuss academic, behavioral, and social issues. These sessions help families understand challenging state academic standards and state and local academic assessments, how to monitor a child's progress, and how to collaborate with educators to improve achievement.

Professional development is a key component of SUHSD's strategy, provided four to five times per month with a professional development schedule every Wednesday when students are released early. This time allows all staff, including teachers, specialized instructional support personnel, principals, and other school leaders, to engage in professional development. A portion of this training focuses on the value and utility of parents' contributions, effective communication with parents, and building partnerships between parents and schools. Input from Site Council parents and students drives these activities, ensuring they are relevant and impactful. Staff reviews state academic standards, assessments, and strategies to monitor and improve student progress during these sessions. Parental input is gathered through discussions and exit surveys to guide the use of funds reserved for parental involvement activities.

Title I parents are included on the LCAP advisory board, allowing SUHSD to collaborate with them to enhance the family engagement policy. The district also partners with parents through ELAC and DLAC meetings and has increased opportunities for the informed participation of parents and family members with disabilities and migratory children. SUHSD provides information and school reports in accessible formats and languages using software that translates phone messages into home languages and district and school websites into 18 languages. This ensures parents can access all pertinent information, such as grades, attendance, school policies, and resources, to fully partner with the district in serving their students. Interpreters are also provided for classroom instruction and after-school activities, further supporting comprehensive family engagement."	As a Local Education Agency (LEA), Shasta Union High School District (SUHSD) highly values and relies on family engagement to gather feedback and gain insights into our students' needs. To achieve this, we host Site Council meetings, District LCAP meetings, and Student Success Academies, as well as conducting surveys with students, staff, and parents. Each school within SUHSD has established a written family and parent engagement policy and a parent/school compact.

Our needs assessment is informed by family engagement feedback and the California Dashboard. Through this process, we identified that our students were facing significant social and emotional challenges. In response, we partnered with an external counseling agency to provide necessary support services. Additionally, we recognized the need to increase access to AP testing for our students from low socioeconomic backgrounds. While many students were enrolling in AP classes, they were not taking the exams required to earn college credit. We are also committed to enhancing our A-G completion rate to facilitate the transition of more students to college post-graduation.

These program adjustments were driven by the input received during our family engagement process. To assess the effectiveness of these changes, we will utilize student and parent surveys, review College Board AP statistics on course and exam participation, and track the number of students transitioning to higher education or careers after graduation. By continually engaging with our educational partners and using their feedback to inform our strategies, SUHSD strives to build strong partnerships that support student outcomes and success.








	Based on the analysis of educational partner input and local data, Shasta Union High School District (SUHSD) has identified several focus areas for improvement in building partnerships for student outcomes. Parent feedback indicated a desire for more frequent surveys and the ability to reply to emails sent out by the school. Additionally, the preferred method of communication varied among parents, highlighting the need for a more flexible approach to engagement.

Generally, parents want to be involved, but many face challenges due to work schedule conflicts. To accommodate these schedules, it has been suggested that more opportunities for interacting with the school occur after school hours. Furthermore, parents expressed a need for clearer and more consistent communication regarding their children's progress and school events.

In response, SUHSD will continue to use feedback from parents, students, and staff to tailor engagement opportunities better best to fit the needs of the majority of parents. This includes exploring various communication methods, such as evening meetings, virtual town halls, and more interactive digital platforms. Additionally, the district plans to increase the frequency of surveys and improve the responsiveness to parent emails to ensure ongoing, two-way communication.

By addressing these areas, SUHSD aims to create a more inclusive and effective partnership with parents, thereby enhancing the overall support system for student outcomes.	Based on the analysis of educational partner input and local data, Shasta Union High School District (SUHSD) will improve the engagement of underrepresented families identified during the self-reflection process by exploring new and innovative methods to reach all parents. Specifically, SUHSD will focus on underrepresented families by hosting engagement opportunities in the communities where these families live, making it more convenient and accessible for them to participate.

Feedback from parents will be solicited early in the school year to develop plans that best fit their needs and ability to be involved in their child's education. This approach will ensure that the voices of underrepresented families are heard and considered in the planning and implementation of engagement activities. Additionally, SUHSD will utilize community centers, local events, and culturally relevant communication methods to reach out to these families effectively.

By proactively engaging with underrepresented families and adapting to their specific needs, SUHSD aims to build stronger partnerships that support student outcomes and foster a more inclusive educational environment.
	Shasta Union High School District (SUHSD) demonstrates significant strengths and progress in seeking input for decision-making. Our schools and the district frequently communicate with staff and parents about the decision-making processes that occur within our schools. We provide numerous opportunities for input through Site Council meetings, which include public comment periods and active participation from students, staff, and parents on the council.

Similarly, SUHSD school board meetings offer opportunities for parents, teachers, and community members to provide feedback on school and district decisions. These meetings are open to the public, ensuring transparency and inclusivity in our decision-making processes. Additionally, we actively welcome and encourage input from all educational partners through various forums and surveys conducted throughout the year.

This inclusive approach ensures that the voices of our educational partners are heard and considered, leading to more informed and effective decisions that benefit our students and the entire school community. Through these efforts, SUHSD continues to foster a collaborative environment where educational partner feedback plays a crucial role in shaping our educational strategies and initiatives.	Based on the analysis of educational partner input and local data, Shasta Union High School District (SUHSD) has identified several focus areas for improvement in seeking input for decision-making. Our LEA has worked directly with and sought feedback from our Title I parents and students at our Title I parent information nights through town hall meetings and surveys sent to all homes. Our schools collaborated with parents and students to develop written family engagement compacts and distributed the final product at parent information nights.

SUHSD reached out to parents through the Student Success Academy, a series of two-night sessions in which school staff partner with parents on academic, behavioral, and social issues. These sessions help families understand topics such as challenging State academic standards, State and local academic assessments, and how to monitor a child's progress and collaborate with educators to improve achievement.

As an LEA, we provide professional development four to five times per month, with a professional development schedule every Wednesday when students are released early. This allows all staff, including teachers, specialized instructional support personnel, principals, and other school leaders, to engage in professional development. A portion of this training focuses on the value and utility of parents' contributions, effective communication with parents, and building partnerships between parents and schools. These professional development activities are driven by Site Council input from parents and students.

Staff reviews state academic standards, assessments, and strategies to monitor and improve student progress during these sessions. Parental input is gathered through discussions and exit surveys to guide the use of funds reserved for parental involvement activities. Title I parents are included on our LCAP advisory board, enabling us to work jointly with them to enhance our family engagement policy. We also partner with parents at our ELAC and DLAC meetings, increasing opportunities for the informed participation of parents and family members with disabilities and migrant children.

To further support family engagement, SUHSD provides information and school reports in accessible formats and languages. We have purchased software that automatically translates phone messages into the home language identified by parents in our student information system. Additionally, our district and school websites are translated into 18 languages, allowing parents to access all pertinent information, such as grades, attendance, school policies, and resources. This ensures parents can fully partner with the district to serve their students effectively.
	Shasta Union High School District (SUHSD) will improve the engagement of underrepresented families identified during the self-reflection process in several ways. SUHSD will continue to explore new and innovative methods to reach all parents, specifically focusing on underrepresented families. This includes hosting engagement opportunities in the communities where these families live, making it more convenient and accessible for them to participate.

Early in the school year, SUHSD will solicit feedback from parents to develop plans that best fit their needs and abilities to be involved in their child's education. This feedback will help tailor engagement activities to better align with the schedules and preferences of underrepresented families. Additionally, SUHSD will utilize community centers and local events to facilitate more inclusive engagement opportunities.

To ensure effective communication, the district will employ culturally relevant methods and provide information in the preferred languages of these families. This includes using software to translate phone messages and translating district and school websites into multiple languages, ensuring all parents have access to vital information.

By implementing these strategies, SUHSD aims to build stronger partnerships with underrepresented families, ensuring their voices are heard and considered in the decision-making process, ultimately enhancing student outcomes and fostering a more inclusive educational environment.	5	5	4	4	4	4	4	4	4	4	3	4	Met		2024-06-11	2024
45701360106013	University Preparatory	3	Based on the 2024 Parent Survey, 97% of our parents indicated that U-Prep keeps them well-informed about school events and activities. Through this survey, parents provided valuable input on optimal time frames for events, desired topics for parent education, and preferred activities for participation.

All U-Prep faculty members serve as coaches and advisors, fostering relationships with students and families outside the classroom. This includes roles such as coach, performing arts director, mentor, advisor, club sponsor, and tutor. Grade-level trips and activities from 6th to 12th grade, including college campus visits, science explorations, and team-building overnight trips, further strengthen these relationships.

U-Prep has a tradition of maintaining strong relationships with its students and families through positive school communications. The most recent parent survey data indicates that Parent Square email, text, and phone systems, and the school app are highly valued by parents for staying informed.

Additionally, U-Prep prepares a daily bulletin read by a student representative, with a parent section distributed via the school app and email. The monthly Panther Pride Newsletter, information displayed on the school’s color marquee, and interactive online forums (such as teacher websites, Google Classrooms, and school social media) ensure continuous communication.

Furthermore, U-Prep organizes trips both locally and overseas, providing students with opportunities to experience different cultural learning environments. These initiatives demonstrate U-Prep’s commitment to building and maintaining strong, respectful relationships with families, fostering a supportive and engaging school community.	Based on the analysis of educational partner input and local data, U-Prep has identified key areas for improvement in building relationships between school staff and families. Our primary focus is to provide increased opportunities for parents and our school community to be informed and engaged with school events and activities. This includes enhancing our informational presence online and on social media platforms to reach a broader audience and ensure timely updates.

We aim to increase attendance at Back-to-School Night and various Parent University evenings, recognizing these as crucial opportunities for direct engagement and collaboration. Additionally, we seek to boost participation in parent organizations, fostering a more active and involved parent community.

Within our culture of continuous improvement, we will maintain open communication with our educational partners, student advisory groups, school accreditation processes, school governance teams, and other collaborative efforts. By strengthening these communication channels and offering more engagement opportunities, we aim to build even stronger relationships with our families, ensuring they are well-informed and actively involved in our school community.	Based on the analysis of educational partner input and local data, U-Prep is committed to improving the engagement of underrepresented families. To support the ongoing involvement of these families, we have designated staff members responsible for coordinating services and conducting personalized outreach. These staff designees will work closely with underrepresented families to understand their unique needs and preferences, ensuring they feel welcomed and valued within our school community.	Based on the analysis of educational partner input and local data, U-Prep has demonstrated significant strengths and progress in building partnerships for student outcomes.

U-Prep faculty and support staff are deeply involved in continuous professional training to support student outcomes. Attendance at workshops and conferences is tracked annually to ensure equitable engagement in meaningful professional development. Staff members, including faculty, counselors, support staff, and administrators, share their learnings with colleagues upon returning from these trainings.

Professional development is embedded in the school culture through Staff Development Days, staff meetings, collaboration sessions, and August trainings. Every Monday is designated as an early release day, providing an hour for collaboration among various teams, including ASAP/Grade-level team meetings, Department meetings, and other groups as determined by the School Leadership Team.

U-Prep employs three school counselors, one of whom is dedicated to supporting students needing additional assistance. Special attention is given to students with special needs and those included in our unduplicated pupil count, with additional resources such as college trips and AP fee waivers available to them.

Student progress is closely monitored by counselors, administrators, and teachers through academic grades, local and state assessments, PSAT performance, and other measures. U-Prep offers a range of supports, including academic conferences, Student Study Teams, academic support classes, Study Hall, Advisory/Tutorial sessions, and Academic Saturday School.

Our Site Literacy Coach works closely with ELA and Math teachers in grades 6-9 to implement benchmark assessments and use the results to guide classroom instruction. Teachers meet in grade-level and common curricular teams to discuss student needs, coordinate curriculum and instruction, and plan activities, trips, and events.

Based on the 2024 Parent Survey, 97% of parents report that U-Prep is a safe place for their student(s) both academically and socially. This high level of parental confidence reflects the effectiveness of our ongoing efforts to build strong partnerships for student success.

	We will continue to work with our department and grade level teams utilizing our school resources (assessments, counselors, collaboration, intervention team, etc.) to help improve student learning and outcomes.	U-Prep Administration, counselors and teachers meet with each EL family individually to review test scores, student strengths, as well as areas of growth to individualize their educational program, as needed. To ensure families are able to meaningfully contribute, U-Prep will provide an interpreter when language barriers exist.
	Based on the analysis of educational partner input and local data, U-Prep has made significant strides in seeking input for decision-making. Our 2024 parent survey provided valuable insights into our strengths and areas for improvement:

Parental Interests and Program Priorities: Parents showed strong support for small class sizes, rigorous academics with access to college-credit opportunities (AP and dual enrollment), and comprehensive academic support. They also emphasized the importance of maintaining a close-knit community of teachers/advisors.

Effective Communication Channels: The Parent Square online/phone system, the school newsletter, and the school app are the most used and valued communication methods, with 97% of parents reporting that U-Prep provides a supportive learning environment for their students.

College and Career Preparation: Parents highly valued Shasta College dual enrollment offerings, free PSAT testing for all 8th, 10th, and 11th graders, and the personalized support provided by teachers.

Safety and Parental Involvement: While 97% of parents reported feeling U-Prep was a safe place for their students, there is a strong interest in engaging in grade-level events, parent organizations, and assisting with student transportation.

Overall, U-Prep continues to build on its foundation by ensuring that all families have opportunities to provide input on policies and programs, actively seeking to include underrepresented groups. Our efforts to facilitate collaboration among families, teachers, principals, and district administrators are evidenced by our ongoing commitment to planning, designing, implementing, and evaluating family engagement activities at all levels.

Focus Area for Improvement
We will continue to enhance our strategies to reach and engage underrepresented families, ensuring their voices are integral to decision-making processes. This includes expanding our outreach efforts, providing diverse engagement opportunities, and maintaining a welcoming environment for all family members. Through these efforts, we aim to strengthen our community and support the success of all our students.
	Seek increased parental involvement through participation in parent organizations and grade-level events in order to gather valuable feedback for decision-making.	To support ongoing involvement of underrepresented families, staff designees are in place to coordinate services and conduct personalized outreach.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-12	2024
45701364530267	Shasta Charter Academy	3	Students in grades 9-11 are assessed locally using NWEA MAP in Mathematics, Reading, Language Arts, and Science twice annually. Results are discussed with each family and inform student learning plans.
- Student learning plans are developed twice per year, at minimum, in consultation with each family.
- All students have access to the school counselor
- The school counselor meets with all freshmen to develop four-year plans as part of freshman social science.
- All families meet with the Director/ Superintendent upon enrollment to develop learning plans.	- The staff would like to increase parental education and accountability in monitoring and motivating student achievement.
- Increase on-campus activities in which families can participate.
- Increase training for parents in the use of Aeries Database and Google Classroom.	- Based on the analysis of educational partner input and local data, no changes were indicated and this was found to be a strength of the Personalized Learning model of learning.	Outcomes are directly related to relationships in a Personalized Learning school like Shasta Charter Academy. As described above, we believe building relationships is paramount to each student's success, and are intentional about providing spaces to foster those partnerships. As feedback from our students in the Local Climate Survey show, our students really appreciate what has been created here at SCA.	- Increase student engagement on campus
- Develop and implement additional strategies to increase 2-way communication between staff and families
- Increasing parental engagement in student learning	- Based on the analysis of educational partner input and local data, no changes were indicated and this was found to be a strength of the Personalized Learning model of learning.	- Families and staff have a high level of engagement in providing input in decisions by direct communication with school staff, scheduling appointments, attending Board meetings, and responding to annual satisfaction surveys.
-As part of the Personalized Learning model, families begin having personal contact with administration and school staff, and that engagement is sustained throughout the student's enrollment.	- The school would like to see increased involvement in School Board meetings.
- The school would also like to see increased participation in schoolwide surveys, however, participation is already unusually high.	- Based on the analysis of educational partner input and local data, no changes were indicated and this was found to be a strength of the Personalized Learning model of learning.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-06	2024
45701690000000	Whitmore Union Elementary	3	There have been several delays with the new website; however, it was launched spring of 2024.  An additional stipend position was created for the purpose of being a website coordinator that one of our teachers has accepted.  This has helped move the website project along much faster.  In addition, the new Catapult CMS and EMS systems are now fully operational and in use.  The feedback from parents and staff have been positive and encouraging.  Monthly parent club meetings have taken place throughout the school year.  The parent club has helped to organize several community and family events, including a Chili Cookoff and a Haunted Forest.  The district considers the parent club and the new technology communication tools as strengths.	Our SSC met multiple times and most of the members also serve on the parent club, which is very common for the size of our district.  Training for School Pathways continues and we are making progress with our functionality of the system, which has helped with building relationships between school staff and families.	The district will continue to utilize current communication means.  In addition, the district will conduct surveys periodically in order to solicit better feedback and input from any underrepresented families.	Considering the new curriculum that was purchased at the beginning of the 2023-2024 school year, the teachers have been able to develop communication tools that allow for parents to understand student progress, especially for ELA and Math at the primary grades.  During parent/teacher conferences in the fall of 2023, teachers shared student outcome data in ways that had not been done in the past.  The communication with parents and sharing relevant and specific data to parents has become a strength for the district.	For the next step of working with parents, the district will begin to construct a new report card for all grades.  At this point, the district uses a lot of different reporting tools and there have been no attempts in recent years to address this.  Now that our staff is becoming more adept with School Pathways (office staff and teachers) and parent communication about student data is taking place, it is logical that the next step would be to create a report card that continues and enhances those efforts during the key reporting periods.	The district continues to utilize family input and feedback, through discussions, email, website, surveys, etc., to ensure that families are engaged and help with improvement with underrepresented families.  In addition, a concerted effort is being made to recruit parents to join the School Site Council and/or parent club.	The district utilizes community meetings, parent conferences, school board meetings, and parent club meetings to help with getting community and parent input and feedback.  In addition, the district sends out surveys occasionally to seek input for decision-making.	The district will continue to focus on utilizing the existing communication to solicit input from educational partners.  In addition, the district is currently working on new and various ways to seek input which includes upgraded technological means (parent portal), as well as conducting more specific parent engagement nights, additional educational partner surveys, and having standing agenda items for School Site Council, etc. that allows for more specific input based on current data.	The district will continue to use various ways of communication to help seek input from underrepresented families.  Some of those ways include additional parent informational nights, multiple ways to send home messages (email, flyers, website, all-call, post cards, etc.).	4	4	4	4	4	3	3	4	3	3	4	4	Met		2024-06-25	2024
45737000000000	Mountain Union Elementary	3	School Staff and families have historically had strong  relationships and progress continues to be exceptional and moving towards sustainability.  Our community has a large percentage of socio-economically disadvantaged families as well as significant population of  indigenous peoples.   The lack of the availability of equitable government infrastructure, including high speed/broadband internet resources  have had an impact on increasing relationship building between school staff and families less than optimal as many families cannot successfully join online engagement activities.  Our district continues to meet with individual parents as needed in person, outside of the school and via phone.  We have been able to host a few family engagement nights, such as Back to School, Open House, and spaghetti dinners.  In addition, parents are now involved with our School Site Council again, as well as joining classes on field trips and volunteering in the classroom.  Likewise, we have been able to institute several awards assemblies that parents are invited to attend.  An additional mechanism put into practice part way through the 2023-2024 school year, was administration sending home periodical and/or weekly messages, which went out in various forms for parents to have access, such as text, voicemail, and email.  These messages also went to all staff and board members.  The feedback has been thoroughly positive.  In addition, better communication from staff to administration in the form of ongoing academic and SEL progress monitoring has enabled the school to contact parents much earlier when concerns arise, thus allowing for student study teams and parent conferences to occur much sooner with a high degree of positive impact on student outcomes.	While we continue to communicate with parents individually and address their concerns - much of the regular engagement and relationship activities which occur during the year: festivals, celebrations, dinners, fund raisers have been reenacted and scheduled throughout the school year.  A main focus will be communication as it relates to academic progress.  The district is currently creating new protocols and procedures on progress report communication, which is an additional report outside of the typical parent-teacher conferences.   The communication to parents about academic, behavior, or attendance concerns have been an area of improvement compared to previous school years.  SART meetings, SSTs, and parent phone calls have increased, thus helping with overall student outcomes.	The addition of the Community Connect Coordinator has been a very positive aspect to helping all students, including the underrepresented families.  There have been numerous referrals for gas cards, help with housing, job searches, and various medical, dental, and vision help.	The district's main strengths are related to professional development and collaboration in order to help drive student outcomes.  Our teaches meet with instructional coaches from the county office of education, as well as attend several reading and math workshops or cohorts.  Likewise, our teachers meet regularly for PLC every Wednesday.  In addition, there were new supplemental intervention programs implemented for the 2023-2024 school year, such as i-Ready.  More professional development will be centered around student outcomes, and much of that PD will relate to curriculum and instruction (teaching strategies).  Another addition this school year was Studies Weekly: Health and Wellness.  It is a social-emotional learning curriculum for all grade levels.  There was a professional development session with a facilitator part way through the school year.  This was a very positive PD session, as teachers learned how to fine tune the instruction and lessons, as well as be able to layer in parent communication about key SEL topics.	The district is continuing to partner with the county office of education for support through the use of instructional coaches that meet with teachers once a month.  The focus is on math instruction and the teachers are currently doing a book study.  The goal is to continue working on more targeted math instruction.  In addition, several professional development opportunities have been utilized, as teachers have attended several workshops or other educational cohorts for reading and math instruction.  Our after school program, Project SHARE, is in full swing and has a large enrollment.  There was a summer program for 6 weeks during the summer of 2023.  More positive incentive based PBIS was implemented for the 2023-2024 school year.  The hope is that the increased incentives will help with attendance rates and less discipline.  Together, all of the aforementioned options should help with a more positive and successful outcomes for our students.  The overall feedback from students, staff, and parents is very positive toward the implementation of the attendance and behavioral contests and incentives.  Wolverine Bucks are handed out daily and there are weekly drawings for prizes at each grade level.  Weekly classroom attendance awards are announced each week too.  There were a couple of new teachers this school year, and the partnership with SCOE has allowed for instructional coaches to work with those teachers for classroom management, lesson planning, and assessments.  Some of those supports have been through email and online conversations versus in person; however, the effectiveness has been positive and greatly appreciated.	The district continues to make concerted efforts at reaching out to all parents and families, including the underrepresented families.  One main addition for the 2023-2024 school year was having a Community Connect Coordinator on campus.  This is done in conjunction with a grant awarded to the county office of education.  Our school district qualified to have a representative.  The facilitator works with local families and be an advocate for them as it relates to financial assistance, housing, transportation, medical and dental, or counseling. 
 The addition of the Community Connect Coordinator has been a very positive aspect to helping all students, including the underrepresented families.  There have been numerous referrals for gas cards, help with housing, job searches, and various medical, dental, and vision help.  As we continue to move forward with this endeavor, the hope is the our Native American Community Connect Coordinator will have the staffing that they need in order to support our indigenous students and families.  The goal is that they will be able to offer weekly lesson plans and coordinate guest speakers, as well as bring arts and crafts on campus both during the school day and during the after school program.	The district has a long-standing positive relationship with the local community, as well as a solid group of parents that continue to be involved with the school in many aspects.  Our School Site Council is one of the main avenues for both parent and community input.  In addition, our district works closely with entities such as CalFire and the US Forest Service.  Representatives from entities like them, come to the school and do assemblies or present pertinent safety information to our students.  Over the last year, the reengagement of these educational partners has continued to grow and reconcile back to a more optimal level as compared to pre-pandemic times.  Our School Site Council and staff meetings are the two most utilized meeting spaces that engages all staff members and gives parents an opportunity to have a voice as well.  During these meetings, a large amount of ongoing academic, attendance, and behavioral data is shared.  The feedback from these educational partners has been very positive.	There are concerted efforts to establish a parent club in the near future.  Currently there are several parents from 8th grade students that are involved with some decision making as it relates to the 8th grade class.  Many of these families have younger students, so the hope is that we can continue meeting and expand their overall involvement for the school in order to plan more events such as a Father/Daughter Dance, Mother/Son Game night, etc.	The district continues to make concerted efforts at reaching out to all parents and families, including the underrepresented families.  One main addition to the 2023-2024 school year was having a Community Connect Coordinator on campus.  This is done in conjunction with a grant awarded to the county office of education.  Our school district qualified to have a representative.  The facilitator works with local families and be an advocate for them as it relates to financial assistance, housing, transportation, medical and dental, or counseling.  Our Community Connect Coordinator has been diligently working with families to get feedback from them for other areas that we can improve in or find ways to offer and connect families to other resources.  In addition, the Superintendent will be reaching out to the Pit River Tribe Board of Trustees to build a partnership that helps the school to offer more Native American cultural events and activities.	4	4	3	4	4	5	4	5	5	4	4	5	Met		2024-06-26	2024
45752670000000	Gateway Unified	3	
Based on the analysis of educational partner input and local data, GUSD has shown significant strengths and progress in building partnerships for student outcomes. Key initiatives contributing to this progress include annual surveys, website updates, community events, and various communication channels.

Firstly, Gateway conducts annual surveys involving staff, students, and parents/community members. These surveys provide valuable feedback and insights, ensuring that the voices of all stakeholders are heard and considered in decision-making processes.

Gateway has also enhanced its online presence by updating the website, which now includes improved systems for an online calendar. This update makes it easier for parents and community members to stay informed about school events, important dates, and activities, thereby fostering greater involvement and engagement.

Moreover, Gateway organizes Community Night events and encourages parent involvement in the implementation of its Strategic Plan. This plan, which includes specific action items aimed at achieving the goal of Collaborative Communication, is published and accessible to all stakeholders. This transparency and active participation promote a sense of shared responsibility and partnership among the community.

To further disseminate information, individual school sites utilize social media pages to share updates and important announcements. These platforms enable real-time communication and interaction with parents and the community, keeping everyone informed and engaged.

Additionally, Gateway ensures regular communication through site weekly newsletters and all-calls. These consistent and reliable communication channels keep parents and community members up-to-date with the latest news, achievements, and opportunities to participate in school activities.

Overall, Gateway’s strategic use of surveys, digital tools, community events, and diverse communication channels has significantly strengthened partnerships, fostering a collaborative environment focused on student success.	Based on the analysis of educational partner input and local data, Gateway has shown significant strengths and progress in building partnerships for student outcomes. Key initiatives contributing to this progress include annual surveys, website updates, community events, and various communication channels.

Firstly, Gateway conducts annual surveys involving staff, students, and parents/community members. These surveys provide valuable feedback and insights, ensuring that the voices of all stakeholders are heard and considered in decision-making processes.

Gateway has also enhanced its online presence by updating the website, which now includes improved systems for an online calendar. This update makes it easier for parents and community members to stay informed about school events, important dates, and activities, thereby fostering greater involvement and engagement.

Moreover, Gateway organizes Community Night events and encourages parent involvement in the implementation of its Strategic Plan. This plan, which includes specific action items aimed at achieving the goal of Collaborative Communication, is published and accessible to all stakeholders. This transparency and active participation promote a sense of shared responsibility and partnership among the community.

To further disseminate information, individual school sites utilize social media pages to share updates and important announcements. These platforms enable real-time communication and interaction with parents and the community, keeping everyone informed and engaged.

Additionally, Gateway ensures regular communication through site weekly newsletters and all-calls. These consistent and reliable communication channels keep parents and community members up-to-date with the latest news, achievements, and opportunities to participate in school activities.	Based on the analysis of educational partner input and local data, the Gateway Unified has identified several strategies to improve the engagement of underrepresented families, as highlighted during the self-reflection process. These strategies focus on enhancing relationships between school staff and families, ensuring that all families feel included and valued in the educational community.

Firstly, Gateway plans to implement frequent but streamlined communication to keep underrepresented families informed and engaged without overwhelming them. This approach includes using various communication channels, such as newsletters, social media, and direct messaging platforms, to provide timely and relevant information. The aim is to ensure that all families have easy access to important updates and opportunities for involvement.

Additionally, Gateway is committed to maintaining existing partnerships and building new ones with community organizations, cultural centers, the City of Shasta Lake, and local businesses. By collaborating with these entities, Gateway can create a more robust support network for underrepresented families, providing them with additional resources and opportunities for engagement. These partnerships will help bridge the gap between the school and the community, fostering a sense of unity and collective responsibility for student success.

Celebrating the involvement of underrepresented families is another key strategy. Gateway will recognize and honor the contributions of these families through various events and acknowledgments. By celebrating their involvement, Gateway aims to show appreciation and encourage continuous participation, reinforcing the message that every family's input is valued and essential.

To further support underrepresented families, Gateway will provide resources that address both academic and non-academic needs. This includes offering workshops, informational sessions, and access to community services that can help families navigate challenges and support their children's education. By addressing broader family needs, Gateway can create a more supportive and inclusive environment that empowers families to be active participants in their children's learning journey.	Gateway Unified has demonstrated notable strengths and progress in building partnerships for student outcomes. These efforts have been particularly effective across several key areas.

Gateway has prioritized professional development for its administrative staff, focusing on leadership skills, community engagement, and effective communication strategies. By equipping administrators with the necessary tools and knowledge, Gateway ensures that school leaders are well-prepared to foster strong partnerships with parents, community members, and other stakeholders. This ongoing professional development has led to a more collaborative and inclusive school environment, where administrators are proactive in addressing the needs and concerns of the school community.

Literacy nights have become a cornerstone of Gateway’s community engagement strategy. These events are designed to promote a love of reading and literacy among students and their families. By inviting parents and community members to participate in interactive reading activities, book discussions, and workshops, Gateway has created a supportive network that emphasizes the importance of literacy in student success. These literacy nights have not only improved student reading skills but also strengthened the bond between the school and the community.

Gateway has made significant progress in appointing and training community liaisons who serve as vital links between the schools and the broader community. These liaisons work tirelessly to identify community resources, facilitate communication, and bridge cultural gaps. Their efforts have been instrumental in creating a more inclusive environment where all families feel valued and supported. The presence of community liaisons has also enhanced Gateway's ability to address specific needs and challenges faced by diverse student populations.

Back to school nights have become a successful tradition within Gateway, providing an excellent opportunity for parents to engage with teachers and administrators at the start of the academic year. These events are well-organized and widely attended, reflecting the community's commitment to education. During back to school nights, parents receive important information about the curriculum, school policies, and ways to support their children's learning at home. The positive feedback from parents indicates that these events are highly effective in fostering a sense of partnership and shared responsibility for student outcomes.

Parent-teacher conferences are a key component of Gateway's strategy to build strong partnerships with families. These conferences are scheduled regularly and are designed to be flexible to accommodate parents' availability. Gateway has implemented training for teachers to ensure that conferences are productive and focused on student progress, strengths, and areas for improvement.
	Based on the analysis of educational partner input and local data, Gateway Unified has identified key focus areas for improvement in building partnerships for student outcomes. These areas of focus include enhancing teacher professional development related to building partnerships and providing more support for math education.
One of the primary areas for improvement is the need for targeted professional development for teachers, specifically aimed at building partnerships with families and the community. While administrators have benefited from extensive training, feedback indicates that teachers also require support to effectively engage with parents and community stakeholders. 
Another critical focus area is enhancing math support for students. Analysis of local data reveals a need for increased resources and interventions to improve math outcomes. Gateway is committed to developing initiatives that provide additional math support both during and after school hours.
	GUSD has identified critical strategies to improve the engagement of underrepresented families in building partnerships for student outcomes. Recognizing the unique needs and challenges faced by these families, Gateway is committed to fostering an inclusive and supportive environment through targeted initiatives and dedicated personnel.

Gateway has established key positions to support schools in building effective partnerships. These include counselors, community liaisons, an English Language Learner (ELL) Coordinator, and a Homeless Foster Youth Liaison. Each role is designed to address specific needs and facilitate meaningful connections between families and schools.

Counselors play a vital role in supporting the emotional and academic well-being of students. By working closely with students and their families, counselors can identify barriers to engagement and provide tailored support. They serve as a bridge between the school and home, ensuring that families are actively involved in their children's education and well-being.

Community liaisons are instrumental in strengthening the relationship between schools and the broader community. They engage with local organizations, cultural centers, and community groups to create a network of support for underrepresented families. By fostering these connections, community liaisons help families access resources, participate in school activities, and feel more connected to the school community.

The ELL Coordinator is dedicated to supporting students and families for whom English is a second language. This role involves developing and implementing programs that enhance English proficiency while also honoring and integrating the students' native languages and cultures. The ELL Coordinator works closely with families to ensure they have the resources and support needed to engage fully with the school community and their child's education.

The Homeless Foster Youth Liaison is dedicated to supporting one of the most vulnerable student populations. This role involves identifying and addressing the unique challenges faced by homeless and foster youth and their families. The liaison works to ensure that these students receive the necessary support to succeed academically and socially, while also connecting their families to critical resources and services.

Through these dedicated positions, Gateway aims to build strong, sustainable partnerships with underrepresented families. By providing personalized support, facilitating access to resources, and fostering a welcoming and inclusive school environment, Gateway is committed to improving engagement and ensuring that all families can actively contribute to their children's success.

	GUSD demonstrated significant strengths and progress in seeking input for decision-making. This commitment to inclusivity and collaboration is evident through a variety of established structures and initiatives designed to engage all stakeholders in meaningful dialogue.

One of Gateway’s key strengths is its robust system of councils and committees that facilitate stakeholder participation. The Site Council plays a crucial role at each school, bringing together parents, teachers, and community members to discuss and provide input on school policies, programs, and budgets. This council ensures that the voices of those directly involved in the school community are heard and considered in decision-making processes.

Similarly, the District Advisory Committee (DAC) and the Parent Advisory Committee (PAC) are integral to Gateway’s efforts to seek input from a broader range of stakeholders. The DAC includes representatives from various schools and community groups, offering diverse perspectives on district-wide issues. The PAC, on the other hand, focuses specifically on parental input, ensuring that the needs and concerns of families are addressed at the district level.

Annual surveys are another significant strength of Gateway in gathering input. These surveys target staff, students, parents, and the community, providing a comprehensive overview of stakeholder opinions and experiences. The feedback collected through these surveys informs Gateway’s strategic planning and helps identify areas for improvement.

Community Night events further enhance engagement by creating opportunities for direct interaction between Gateway and its stakeholders. These events allow community members to learn about current initiatives, ask questions, and provide feedback in a welcoming and collaborative environment.

Gateway’s updated calendar system and use of communication apps represent substantial progress in ensuring that stakeholders are well-informed and able to participate in decision-making processes. The online calendars are easily accessible and regularly updated, keeping the community aware of important dates and events. Communication apps facilitate real-time information sharing and feedback, making it easier for parents and community members to stay connected and engaged.
	One primary focus area is ensuring ample opportunities for all stakeholders to participate in decision-making processes. To achieve this, Gateway plans to offer more flexible and varied options for engagement. This includes scheduling meetings at different times and days to accommodate varied schedules, thereby increasing accessibility for working parents and guardians.

Another critical strategy involves providing childcare during meetings and events. Gateway understands that one significant barrier to participation for many families is the lack of childcare options. By offering childcare services, Gateway aims to make it easier for parents and guardians to attend and contribute to important discussions without the added concern of finding care for their children.

Gateway also plans to strategically plan meetings and events to coincide with other engaging activities. For example, pairing important decision-making meetings with school performances, sports events, or family-friendly activities can draw higher attendance and participation. This approach not only maximizes convenience for families but also integrates engagement with enjoyable and meaningful school experiences.

Respecting the demands on busy families is another essential focus area. Gateway is committed to ensuring that meetings and events are concise and well-organized, minimizing unnecessary time commitments. By streamlining agendas and focusing on essential topics, Gateway can make the best use of stakeholders' time and encourage more consistent participation.
	Recognizing the importance of inclusive and broad-based input, Gateway is committed to implementing strategies that address barriers to participation and respect the diverse needs of families. GUSD has identified several key strategies to improve the engagement of underrepresented families in the decision-making process. These strategies are designed to address the unique needs and challenges faced by these families, ensuring their voices are heard and valued.

In addition to the work of community liaisons, Gateway will enhance engagement through partnerships with other community support networks. This includes collaborating with local cultural centers, non-profit organizations, and faith-based groups that have established relationships with underrepresented families. These community partners can help extend Gateway's reach and build trust within these communities, encouraging families to participate in decision-making processes.

Gateway will also implement individualized outreach efforts. Recognizing that each family has unique circumstances and needs, Gateway will tailor its outreach efforts to better connect with underrepresented families. This might include home visits, personalized invitations to meetings and events, and one-on-one meetings to discuss their concerns and ideas. By providing targeted support and showing a genuine interest in their input, Gateway aims to build stronger, more meaningful relationships with these families.

Gateway will also utilize the second language features available in new communication platforms. Many underrepresented families face language barriers that can hinder their participation in school activities and decision-making. By adopting platforms that offer translation and multilingual support, Gateway can ensure that all families receive information in their preferred language. This not only makes communication more accessible but also demonstrates Gateway’s commitment to inclusivity and respect for diverse linguistic backgrounds.
	4	4	3	4	3	3	5	3	4	3	4	4	Met		2024-06-26	2024
45752670113407	Rocky Point Charter	3	At Rocky Point Charter we offer a welcoming environment from student drop off with staff out at the gate greeting
students and families every morning to parent pick up and greeting parents as they come to pick up their student.
We offer family events throughout the year to help us connect with them. We invite parents to become volunteers in
the classroom and attend field studies.
One of our strengths are building a positive and collaborative culture that supports students, teachers and family
success. We have many opportunities throughout the year to build relationships with families. We have many
platforms for our families and staff to regularly communicate, share, inform and meet. In addition, we have
implemented Capturing Kids Hearts and Social Emotional Learning that includes communication to parents so that
they know what the focus for their child is each month. Our parent surveys indicate that parents are happy with their
opportunities to communicate with school personnel.	RPCS believes that improving relationships between school staff and families is crucial for creating a positive and
supportive educational environment. Continuing to provide social events, and volunteer opportunities are excellent
ways to foster these relationships. Here’s how each of these initiatives can contribute to building stronger
relationships with parents and teachers.
Social Events: Organizing social events such as meet your teacher event, back-to-school night, family event nights,
and cultural celebrations allows families and staff to come together in a relaxed and informal setting. These events
provide an opportunity for parents, teachers, and other school staff to interact with each other, build trust. It also
allows families to feel comfortable approaching school staff with any concerns or questions they may have.

Volunteer Opportunities: Encouraging parents to volunteer in various school activities creates a sense of ownership
and involvement. Parents can contribute their skills and expertise in areas such as assisting in the classroom,
organizing extra-curricular events, chaperoning field studies, and participating in classroom activities. Having parents
volunteer will provide interactions between parents and staff and this can lead to stronger relationships.
Active roles in committees: Encouraging parents to take an active role in school site council committees and the
Parent Teacher Organization. Their engagement in these committees will provide parents the opportunity to help
make decisions for the betterment of the students.	Improving relationships between school staff and families is crucial for creating a positive and supportive educational
environment. Continuing to provide social events and volunteer opportunities are excellent ways to foster these
relationships. Here’s how each of these initiatives can contribute to building stronger relationships with parents and
teachers.
Making them feel part of the school community by providing all the information in their home language.
Providing additional information for parents to have a clear understanding of what is expected of them.
Collaborating with the parents to make them feel included is a process that requires trust and is built on a strong
communication with the families.	Rocky Point Charter strengths are building a positive and collaborative culture that supports students, teachers and
family success. We have many opportunities throughout the year to build relationships with families. We have many forms of communication for our families and staff to regularly communicate, share, inform and meet. In addition, we
have implemented Capturing Kids Hearts and Social Emotional Learning that includes communication to parents so
that they know what the focus for their child is each month. We have a full-time school counselor that works with
students on social emotional learning. In addition, the Counselor partners with parents and teachers to provide
resources and support. Parents are invited to attend Student Study Team meeting and discuss how to support their
children’s academic and social-emotional development. Our school’s policy also allows parents to request
conferences at any point during the school year. Although teachers and parents meet for conferences two times a
year, parents can request to meet as needed. Teachers use a variety of ways to communicate with families including
phone calls, emails, zoom, and in person. Our parent surveys indicate that parents are happy with their opportunities
to communicate with school personnel.	Based on the analysis of educational partner input and local data, we have a focus area of communicating academic
data, as well as reengaging parent participation in school events.
We meet regularly with our School Site Council and in collaboration meetings to review student outcomes. Parent
conferences are held two times a year and progress reports are sent to parents to inform them of their student's
progress on a regular basis. Annual surveys are distributed in the spring to inform our district and school plans. We
communicate in a multitude of ways (newsletters, social media, emails, one-on-one phone calls, meetings, surveys,
website, auto dialers, text) and educational partners continue to stress the need to improve communication, student
attendance, and additional support for students.	Ongoing communication with parents and teachers can improve building partnerships for student outcomes. Building
relationships with our underrepresented families has been a focus for our school staff. We have an interpreter and
offer summer programs. In addition, we have offered conferencing, targeted interventions, tutoring, and free after
school programs.	Our school community believes in supporting families and the whole child to improve educational outcomes for our
students. We strive to ensure that all students meet or exceed grade level standards as well as develop self-worth
and social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our
educational partners through School Site Council, staff meetings and surveys. These committees provide the
opportunity to include our educational partners with the decision making process to improve student outcomes and
overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure
we receive feedback from students, staff and parents in order to improve our overall school programs.	We meet regularly with our School Site Council and in collaboration meetings to review student outcomes. Parent
conferences are held 2 times a year and progress reports are sent to parents to inform them of their student's
progress on a regular basis. Annual surveys are distributed in the spring to inform our district and school plans. We
communicate in a multitude of ways (newsletters, social media, emails, one-on-one phone calls, meetings, surveys,
website, auto dialers, text) and educational partners continue to stress the need to improve communication, student
attendance, and additional support for students.	Based on our local data and input from our educational partners, Rocky Point Charter will improve engagement of
underrepresented families by connecting our at-risk families to local community resources and to set individual goals
with students. Additionally, our school teachers and support staff consistently reach out to our families. Staff meets to
review data and adjust instruction and target students based on individual need. Interventions and additional support,
like summer program opportunity, after school tutoring, Win Time and small group instruction are just some of the
strategies used to support student outcomes. We have also maintained a full-time counselor, intervention staff and
support staff positions.	5	5	4	5	4	4	4	4	4	4	3	4	Met		2024-06-20	2024
46104620000000	Sierra County Office of Education	3	"We place a strong emphasis on building positive partnerships with families as evidenced by LCAP goal #3, ""All
families and the larger school community will have increased levels of engagement with our schools, and families will
feel welcomed to be an active participant in their child's education."" All elementary teachers, and some junior high
and high school teachers hold parent conferences for each of their students to identify areas of strength and areas of
improvement for the child’s learning. Our schools also hold SST, 504, and IEP meetings for specific students; these
meetings include teachers, administrators, parents and students and are focused on improving student learning
outcomes. Loyalton High School meets with each student and their family to review their 4 year plan toward
graduation and postsecondary education or career. We have active school site councils, booster clubs, parent clubs,
and many parent volunteers that support our schools in countless ways."	Our focus areas for the 2024-2025 school year include continuing to improve our school and district websites,
improving communication to ensure all families are aware of school activities and events, and efforts to improve
parent involvement at the high school level.	We will continue to place emphasis on our bilingual aide reaching out personally to each family to ensure they are
connected to their child's school and informed about their child's education. We will administer the EL Parent Survey,
as well as each school's specific climate survey again next year. Even though our numbers don't require it, we will reestablish English Language Advisory Committees (ELACs) and a District English Learner Advisory Committee (DELAC) to ensure everyone's voices are represented in decisions. We will increase communication in Spanish as
well as English, and we will increase the number of individual meetings with families.
We will also use our Foster and Homeless Liaison to reach out personally to families under her purview to ensure
they are connected to their child's school and informed about their child's education. We will work with the team on
the SARB board to provide supports and connect families to resources available in the community. We will work with
Sierra County Behavioral Health to update the job description for the student/parent navigator position and utilize that
person to conduct home visits and engage those families in the educational process of their children.	We have many strengths in the area of building partnerships with families for student outcomes. We have strong
communication to ensure consistent and transparent information flow between the school and families. Methods of
communication include weekly all-calls, the new text and email communication system, weekly menu, newsletters,
school and district websites, Facebook, and parent-teacher conferences to name a few. We have implemented
various family engagement initiatives, such as family nights (Back to School Night, Open House, Senior Revue,
Tech-Wise Family Night to name a few) to involve parents in the educational process and empower them with tools
to support their children’s learning at home. SCOE actively involves parents in decision-making processes through
committees and councils, to promote a sense of ownership and collaboration in school improvement efforts. We offer
resources such as counseling, academic support, and community partnerships to address diverse family needs,
contributing to a supportive and inclusive educational environment. These efforts collectively enhance student
outcomes by creating a cohesive and supportive school community all working together to improve student success.	We would like to offer more parent workshops and family nights next year.	We will continue to place emphasis on our bilingual aide reaching out personally to each family to ensure they are
connected to their child's school and informed about their child's education. We will administer the EL Parent Survey,
as well as each school's specific climate survey again next year. Even though our numbers don't require it, we will reestablish English Language Advisory Committees (ELACs) and a District English Learner Advisory Committee
(DELAC) to ensure everyone's voices are represented in decisions. We will increase communication in Spanish as
well as English, and we will increase the number of individual meetings with families.
We will also use our Foster and Homeless Liaison to reach out personally to families under her purview to ensure
they are connected to their child's school and informed about their child's education. We will work with the team on
the SARB board to provide supports and connect families to resources available in the community. We will work with
Sierra County Behavioral Health to update the job description for the student/parent navigator position and utilize that
person to conduct home visits and engage those families in the educational process of their children.	We have many strengths when it comes to seeking input for decision making. We have active school site councils,
advisory boards, booster clubs, and parent groups where parents are actively involved in making decisions for their
child's school. We conduct surveys and hold LCAP community input sessions to get feedback on important issues.
We maintain open and transparent communication channels, providing families with timely updates and opportunities
to voice their opinions during public meetings. We also demonstrate responsiveness by incorporating this feedback
into various plans, reflecting community needs and preferences in school improvement strategies.	We would like to increase the number of parents engaged in our schools, using a variety of creative strategies.	We will continue to place emphasis on our bilingual aide reaching out personally to each family to ensure they are
connected to their child's school and informed about their child's education. We will administer the EL Parent Survey,
as well as each school's specific climate survey again next year. Even though our numbers don't require it, we will reestablish English Language Advisory Committees (ELACs) and a District English Learner Advisory Committee
(DELAC) to ensure everyone's voices are represented in decisions. We will increase communication in Spanish as
well as English, and we will increase the number of individual meetings with families.
We will also use our Foster and Homeless Liaison to reach out personally to families under her purview to ensure
they are connected to their child's school and informed about their child's education. We will work with the team on
the SARB board to provide supports and connect families to resources available in the community. We will work with
Sierra County Behavioral Health to update the job description for the student/parent navigator position and utilize that
person to conduct home visits and engage those families in the educational process of their children.	5	5	5	5	1	3	4	4	4	4	3	5	Met		2024-06-25	2024
46701770000000	Sierra-Plumas Joint Unified	3	"We place a strong emphasis on building positive partnerships with families as evidenced by LCAP goal #3, ""All families and the larger school community will have increased levels of engagement with our schools, and families will feel welcomed to be an active participant in their child's education."" All elementary teachers, and some junior high and high school teachers hold parent conferences for each of their students to identify areas of strength and areas of improvement for the child’s learning. Our schools also hold SST, 504, and IEP meetings for specific students; these meetings include teachers, administrators, parents and students and are focused on improving student learning outcomes. Loyalton High School meets with each student and their family to review their 4 year plan toward graduation and postsecondary education or career. We have active school site councils, booster clubs, parent clubs, and many parent volunteers that support our schools in countless ways."	Our focus areas for the 2024-2025 school year include continuing to improve our school and district websites, improving communication to ensure all families are aware of school activities and events, and efforts to improve parent involvement at the high school level.	We will continue to place emphasis on our bilingual aide reaching out personally to each family to ensure they are connected to their child's school and informed about their child's education. We will administer the EL Parent Survey, as well as each school's specific climate survey again next year. Even though our numbers don't require it, we will re-establish English Language Advisory Committees (ELACs) and a District English Learner Advisory Committee (DELAC) to ensure everyone's voices are represented in decisions. We will increase communication in Spanish as well as English, and we will increase the number of individual meetings with families.
We will also use our Foster and Homeless Liaison to reach out personally to families under her purview to ensure they are connected to their child's school and informed about their child's education. We will work with the team on the SARB board to provide supports and connect families to resources available in the community. We will work with Sierra County Behavioral Health to update the job description for the student/parent navigator position and utilize that person to conduct home visits and engage those families in the educational process of their children.	We have many strengths in the area of building partnerships with families for student outcomes. We have strong communication to ensure consistent and transparent information flow between the school and families. Methods of communication include weekly all-calls, the new text and email communication system, weekly menu, newsletters, school and district websites, Facebook, and parent-teacher conferences to name a few. We have implemented various family engagement initiatives, such as family nights (Back to School Night, Open House, Senior Revue, Tech-Wise Family Night to name a few) to involve parents in the educational process and empower them with tools to support their children’s learning at home. SPJUSD actively involves parents in decision-making processes through committees and councils, to promote a sense of ownership and collaboration in school improvement efforts. We offer resources such as counseling, academic support, and community partnerships to address diverse family needs, contributing to a supportive and inclusive educational environment. These efforts collectively enhance student outcomes by creating a cohesive and supportive school community all working together to improve student success.	We would like to offer more parent workshops and family nights next year.	We will continue to place emphasis on our bilingual aide reaching out personally to each family to ensure they are connected to their child's school and informed about their child's education. We will administer the EL Parent Survey, as well as each school's specific climate survey again next year. Even though our numbers don't require it, we will re-establish English Language Advisory Committees (ELACs) and a District English Learner Advisory Committee (DELAC) to ensure everyone's voices are represented in decisions. We will increase communication in Spanish as well as English, and we will increase the number of individual meetings with families.
We will also use our Foster and Homeless Liaison to reach out personally to families under her purview to ensure they are connected to their child's school and informed about their child's education. We will work with the team on the SARB board to provide supports and connect families to resources available in the community. We will work with Sierra County Behavioral Health to update the job description for the student/parent navigator position and utilize that person to conduct home visits and engage those families in the educational process of their children.	We have many strengths when it comes to seeking input for decision making. We have active school site councils, advisory boards, booster clubs, and parent groups where parents are actively involved in making decisions for their child's school. We conduct surveys and hold LCAP community input sessions to get feedback on important issues. We maintain open and transparent communication channels, providing families with timely updates and opportunities to voice their opinions during public meetings. We also demonstrate responsiveness by incorporating this feedback into various plans, reflecting community needs and preferences in school improvement strategies.	We would like to increase the number of parents engaged in our schools, using a variety of creative strategies.	We will continue to place emphasis on our bilingual aide reaching out personally to each family to ensure they are connected to their child's school and informed about their child's education. We will administer the EL Parent Survey, as well as each school's specific climate survey again next year. Even though our numbers don't require it, we will re-establish English Language Advisory Committees (ELACs) and a District English Learner Advisory Committee (DELAC) to ensure everyone's voices are represented in decisions. We will increase communication in Spanish as well as English, and we will increase the number of individual meetings with families.
We will also use our Foster and Homeless Liaison to reach out personally to families under her purview to ensure they are connected to their child's school and informed about their child's education. We will work with the team on the SARB board to provide supports and connect families to resources available in the community. We will work with Sierra County Behavioral Health to update the job description for the student/parent navigator position and utilize that person to conduct home visits and engage those families in the educational process of their children.	5	5	5	5	1	3	4	4	4	4	3	5	Met		2024-06-25	2024
47104700000000	Siskiyou County Office of Education	3	Our staff is excellent at working with our Moderate to Severe families.  They offer trainings, guidance, and encouragement to our families.	An area of improvement for our LEA would be in the area of communicating with families in language that is understandable and accessible and offer more opportunities to share this information to the families.	We will provide additional opportunities for families to provide input.  We have few families that need translation services, and will provide those services when needed.	Our staff offers guidance and information to our families.	We need to improve in offering resources in developmental learning stages to our parents to help them navigate the needs of their special education child.  We also need to work on offering more opportunities for families to come together and learn from each others' experiences in special education.	We will provide additional opportunities for families to provide input.  We will also provide parent education workshops.	We have made progress in building capacity of principals, staff, and family members in engaging in decision making.	While we have made progress in building capacity, it is difficult to schedule times when all stakeholders can be present in order to plan and design family engagement activities.  We need to work on expanding our CAC members and meetings.	We continue to work on finding better ways to build the capacity of principles, staff, and family members.	4	4	4	3	3	4	5	5	4	4	3	3	Met		2024-06-26	2024
47104700117168	Golden Eagle Charter	3	Relationships with families as partners in teaching and learning is a strength of Golden Eagle. Each teacher meets regularly with parents/guardians to co-create a personalized learning plan for each student, review progress towards learning goals, and identify necessary supports for student learning. Golden Eagle Charter School received a Community Schools Grant beginning in school year 2023-2024. AS part of this grant, we have increased our outreach and efforts in family engagement. Our community school coordinator has been working to develop and strengthen relationship between the school and our families and we have created a Community School Advisory Council (CSAC) consisting of students, parents/guardians, staff, and community members. The CSAC has broad representation across all school programs and demographic groups, and provides input on school decisions, policies, and procedures.	One area for improvement is involving families in school decision-making. This year, the school formed a Community School Advisory Council consisting of parents, students, staff, and community members. Going forward, this group will provide a structure for increased student and family voice in school decision-making.	In the formation of the Community School Advisory Council, the community school coordinator is reflecting on the composition of the group to ensure that underrepresented families are involved in the process. She is ensuring the make-up of the council includes representation from all student subgroups within our school, as well as geographical  and program representation from all regions and programs we serve. This outreach includes phone calls and in- person discussions with parents/guardians from underrepresented student groups.	All GECS teachers meet regularly with parents/guardians to develop personalized learning plans for each student and review progress toward learning goals. Staff training includes strategies for building partnerships with families to improve studnet outcomes. We have also implemented parent training events to strengthen academic-focused collaboration between teachers and families and to empower parents/guardians to support their students' learning.	One focus area for improvement is expanding the opportunities for parent training, particularly in supporting students in reading and math.	During the 2024-2025 school year, Golden Eagle will conduct a deep needs assessment with the goal of reaching 75-100% of our families. This will include surveys, focus groups, and individual interviews. The goal of this effort is to identify and remove barriers for student learning, particularly for underrepresented student groups. We have also been awarded a Community Engagement Initiative (CEI) grant for next school year. The school will convene a committee consisting of school administration, staff, parents/guardians, and students to improve engagement with a focus on increasing engagement by underrepresented families.	Golden Eagle administers annual student and parent surveys and incorporates the feedback from these surveys into decision making about school programs. Monthly school leadership meetings are open to all GECS staff and families, and all are invited to attend and provide input on school operations. In 2024-2025, the school formed a Community School Advisory Council, which will provide another formal structure for students and parent/guardians to provide input in decision-making.	While we have a fairly good return rate on student and parent surveys, one area of improvement is ensuring that we are getting input on school decision-making from all parts of the school community, including underrepresented families.	The community school coordinator will continue to monitor the composition of the Community School Advisory Council to ensure engagement from underrepresented families. Furthermore, the deep needs assessment mentioned above will be designed to reach nearly all students and families, with particular attention to participation by underrepresented student groups.	5	5	5	5	4	5	5	4	4	3	4	3	Met		2024-06-17	2024
47104700137372	Northern United - Siskiyou Charter	3	In the area of building relationships with our families, we see this as a tremendous strength.  With 89.5% of our participants believing that we are at Full Implementation or Full Implementation and Sustainability, it is clear that we are building trusting respectful relationships in which our families feel connected.	As for area(s) of improvement, we will continue to make extra efforts to reach out to all of our more rural families. Some of our more rural families do not make it to our facilities often and do not participate in our engagement activities. This creates challenges in relationship building between school staff and families.	To enhance engagement with underrepresented families, our school will prioritize diverse representation in all communications and activities, conduct ongoing cultural competency training for staff, forge partnerships with community organizations, offer parent leadership opportunities, ensure accessibility of communication channels, develop culturally relevant programming, and establish regular feedback mechanisms. Through these initiatives, we aim to create a more inclusive and supportive environment where all families feel valued and empowered to actively participate in their children's education.	In the area of building partnerships for student outcomes, the data shows that the majority of our participants believe we have Full Implementation or Full Implementation with Sustainability in providing families with information and resources to support student learning and development in the home. Equally important, the majority of respondents believe we have Full Implementation or Full Implementation with Sustainability with families understanding and exercising their legal rights and advocating for their student’s needs. Both of these are strengths according to our respondents.	As for an area of improvement in building partnerships for student outcomes, we need to continue to coach parents as they are the often the main educator of the children in an independent study school. Supporting the parents in improving their instructional skills helps to improve student outcomes. We have offered workshops for parents, but they have been poorly attended. We need to partner with parents to better understand what their needs are.	To improve engagement with underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes, our school will implement targeted strategies. This includes actively reaching out to underrepresented families to involve them in decision-making processes regarding their children's education and well-being. Through our Community School, we will establish collaborative partnerships with community organizations that specifically support these families, ensuring that resources and support are readily accessible. Additionally, we will offer tailored workshops and information sessions that address the unique needs and concerns of underrepresented families, fostering a sense of inclusion and empowerment within the school community. Through these efforts, we aim to strengthen partnerships with underrepresented families, ultimately enhancing student outcomes through collaborative engagement and support.	The area of seeking input for decision making was one of our greatest strengths with the majority of our participants responding that we have Full Implementation or Full Implementation with Sustainability in supporting family members to effectively engage in advisory groups and decision-making.	As for area of improvement, in the areas of supporting principals and staff to effectively engage families in advisory groups and with decision-making, we continue to see low involvement by educational partners in whole school events that provide opportunities for input in decision-making. This is true in our survey response rate, our board meeting attendance, our LCAP meetings and our PAC meetings.	Overall, progress has been made in this area since our first year (2018-29).  Due to the pandemic of the past year, we did not have any in-person parent involvement in family engagement activities.  We did provide Zoom meetings for back to school night, reopening orientation, school sight council, and LCAP meetings, however attendance was not at the same level it had been in the years prior.  This could be due to internet issues or other technology barriers, or it could be a communication issue.  Our goal, once is to help serve underrepresented families by removing barriers to participation by: ensuring all students who do not have reliable internet or technology at home are provided with a Chromebook and/or hotspot; making it convenient for parents to bring younger siblings to meetings; continuing to provide a Zoom option (as allowable) for meetings; and using a more robust communication and engagement platform, with built-in translation features.	4	4	4	4	4	4	4	4	4	5	4	4	Met		2024-06-27	2024
47701850000000	Big Springs Union Elementary	3	We believe that parents are our essential partners in education and we encourage parents to volunteer when possible.
Parent participation in instructional planning through individual conferences is about a 90% participation rate at most
grade levels. Our school also benefits from extensive parent involvement in athletic events through our Booster Club,
student performances and student recognition assemblies, and by assisting us as parent volunteers in the classroom. A
parent/guardian volunteer procedure is monitored by office staff.	The LEA aims to improve the frequency, clarity, and accessibility of communication between school staff and families. This includes utilizing various communication channels, such as newsletters, emails, social media, and in-person meetings, to ensure all families are well-informed and engaged.	The LEA will implement targeted outreach programs specifically designed to connect with underrepresented families. This includes home visits, community events, and partnerships with local organizations that serve these families, ensuring outreach efforts are culturally and linguistically appropriate.	The LEA benefits from highly engaged and active PTAs, which play a critical role in fostering a sense of community, organizing events, and facilitating communication between parents and school staff. These associations have been instrumental in promoting parental involvement and supporting school initiatives.	While there are active PTAs and family engagement programs, there is a need to reach and involve a broader spectrum of families, particularly those from underrepresented and marginalized communities. The LEA will focus on creating more inclusive and accessible opportunities for all families to participate in their children's education.

The LEA aims to improve communication strategies to ensure information is effectively reaching all families. This includes addressing language barriers, utilizing multiple platforms for information dissemination, and ensuring that communication is clear, consistent, and responsive to families' needs.	The LEA will implement targeted outreach efforts to ensure that underrepresented families receive timely and relevant information. This includes providing communications in multiple languages, using culturally relevant messaging, and employing various communication channels such as social media, community meetings, and home visits.	The LEA conducts regular surveys to gather input from a diverse range of stakeholders, including parents, students, teachers, and community members. These surveys are designed to capture feedback on various aspects of the educational experience and inform decision-making processes.	The LEA aims to expand the opportunities for stakeholder participation beyond traditional methods. This includes utilizing digital platforms for virtual meetings and surveys, as well as offering more flexible meeting times to accommodate different schedules. The goal is to make it easier for a diverse range of stakeholders to contribute their views.	Collaborating with community organizations that have established relationships with underrepresented families will be prioritized. These partnerships can serve as valuable intermediaries, helping to bridge the communication gap between the LEA and underrepresented families and facilitating their participation in decision-making processes.	4	4	4	3	3	3	3	3	3	2	3	4	Met		2024-06-20	2024
47701930000000	Bogus Elementary	3	The LEA sends out monthly newsletters informing parents of all upcoming events. Teachers ensure they meet with each family multiple times a year to discuss students progress, strengths, and weaknesses. Families are encouraged to volunteer for multiple projects at the school, such as the greenhouse and annual plant sale. We also provided food at events such as teh holiday play and back to school night. Based on the annual parent survey, 87% of families felt they were provided opportunities to be involved in the school decisions, and 90% felt they were provided opportunities to be involved in their child's education.	The LEA's does not have any EL families enrolled currently, however we want to be prepared for if/when a family does enroll. Therefore we will continue to work on providing all communication in both languages.	Due to 90% positive response in families feeling involved, the LEA will continue with our monthly newsletter, quarterly meetings, and encouraging family participation in events and volunteering at the school.	"100% of families responded 'yes' to the annual survey question that asked ""The school provides information and training that helps me support my child's learning."" Based on this data, having quarterly meetings with parents to ensure they understand where their child is at academically has been beneficial. Additionally, offering to work with families after school hours and answer questions on students homework/classwork has helped many families feel confident with common core and other curriculum changes."	The LEA completed a workshop with GAMUT that updated all policies and put them online. Among those where policies on teachers meeting with family every first quarter and then any quarter afterwards when the student is struggling and/or failing a class.	Due to the LEA being such a small school, 13 families in all, it hard to find an underrepresented family. With such small numbers it is easy to engage all families and meet each individual need.	The LEA sends home several surveys a year asking for families input before making decisions, such as summer school or extra learning opportunities. Families, teachers, administration, staff, and board members all have many opportunities to add input into the schools LCAP and future direction at monthly board meetings. Staff has an extra opportunity at monthly staff meetings, and families have extra opportunities during quarterly report card meetings. 90% of families felt they were provided opportunities to be involved in school decisions on this years annual family survey.	The LEA does not have a parent club or site council. Starting one may be beneficial and allow parents to take on more responsibilities around the school such as fundraising.	Due to the LEA being such a small school, 13 families in all, it hard to find an underrepresented family. With such small numbers it is easy to engage all families and meet each individual need.	5	4	4	4	4	4	5	4	4	4	4	4	Met		2024-06-12	2024
47702010000000	Butteville Union Elementary	3	Our school continues to pursue good relationships between school staff and families. Our educational programs allow for parent partnership through volunteering in the classroom, teaching electives, and chaperoning field trips. Furthermore, parent participation has increased in PTO membership in 2023/24. Staff and parents volunteers work diligently to provide Back-to-School night, Open House, Halloween Night, Bunny Breakfast, and music and drama performances. 

Parent participation provides opportunities for positive communication between staff and families. On the CHKS survey, forty-six percent of parents strongly agree that the school encourages them to be an active partner.	"BUESD focuses on building staff and parent relationships by building trust and respect. There are several ways the LEA does this.  

Enhanced Communication: Implementing consistent and transparent communication channels to keep families informed about school activities, policies, and student progress.
Creating opportunities for meaningful two-way communication through parent-teacher conferences, school events, assemblies, and feedback surveys.

Family Engagement Programs:
Providing general information and parent-teacher conferences for families on supporting academic success and understanding school systems.
Encouraging family involvement in school activities and decision-making processes through volunteering and participation in school committees.

Cultural Competence and Inclusivity:

Providing cultural awareness training when needed for school staff to better understand and respect diverse family backgrounds.
Organizing events and programs that celebrate cultural diversity and foster an inclusive school environment.

Support Services:

Establishing family resource centers within schools to provide support services like counseling and academic tutoring.
Collaborating with local community organizations to offer additional support and resources to families.

Building Trust and Respect:

Promoting positive interactions between school staff and families by valuing their contributions and perspectives. 
Ensuring school staff are responsive to family concerns and suggestions, demonstrating a commitment to addressing their needs and fostering a supportive school community.

CHKS Survey shows that 44% of parents strongly agree that the school promotes parental involvement, 38% feel welcome to participate at school, and 71 percent of parents marked ""yes"" that they are involved in school. 
(CHKS uses the Average of respondents reporting ""Agree"" or ""Strongly Agree"" or the Average percent of respondents reporting ""Pretty much true"" or ""Very much true"")"	Butteville's strength is community relationships. Our staff works on building strong multifaceted relationships with all families, including those identified as underrepresented. Through collaboration with educational partners, BUESD implements culturally responsive outreach strategies that take into account the unique needs and backgrounds of underrepresented families when needed. Outreach includes hosting inclusive family engagements on and off campus. A variety of multilingual materials are available within the curriculum or official forms to improve communication.Utilizing various communication methods, including phone calls, text messages, social media, and community bulletin boards, to reach families in ways that are most convenient for them. 

According to surveys conducted during 2023/24, ninety-two percent of parents found teachers responsive to their questions. Correspondingly, 81% of the teachers report that they are effective in parent communication in 2023/24. Additionally, the LEA will leverage local data to identify barriers to engagement and tailor support services accordingly, such as providing transportation assistance or offering flexible meeting times.These strategies aim to create a more inclusive and supportive environment that encourages the active participation of underrepresented families in building strong relationships with school staff.	The LEA seeks new and innovative professional development training for teachers and administrators to improve the school's capacity to partner with families. Our Siskiyou County Office of Education (SCOE) provides quality professional development opportunities for our staff. In 2023/24 teachers participated in reading assessment and reading intervention training in 23/24. The collaborative approach to build partnerships involves various stakeholders such as parents, community organizations, and businesses. 

This approach, along with a targeted, sustainable support programs like PBIS and additional counseling services focuses on increasing student engagement and shared commitment to student success. The LEA also utilizes data analysis to inform its partnership-building efforts. By examining local data on student performance, attendance, and other relevant metrics, the LEA can identify areas of improvement and strategically align its partnerships to address those needs effectively.	It is the ongoing goal of BUESD to create a more inclusive and supportive educational environment that maximizes student outcomes. Our community is rural and experiences limited opportunities for partnerships. BUESD accesses the local community college and other business partnerships that help sponsor our school programs. Professional development trainings and workshops will create a supportive network that enhances student learning opportunities and encourages community members to contribute to the educational goals of the District. 

Parents (35%) Strongly believe that the school provides a good learning environment for their children. An average of 60% of the students in 6-8th grades Agree or Strongly Agree the school provides academic motivation. Seventy-one percent Agree or Strongly Agree that high expectations are placed on students.	There is always a need to improve engagement, not only by underrepresented families, but with all families. The LEA can improve engagement by recognizing the vital role that families have in their child's academic success. The LEA seeks to improve engagement strategies and communication channels. 

This could involve implementing workshops, school events, and volunteer programs that encourage parental involvement. The campus may provide resources for at-home supports and foster a welcoming environment for parents and families within the school community. Staff may role model, train, or provide extra supports for underrepresented families. Children will reflect those positive behaviors that they see at home or at school and apply it to their own academic success.	The LEA has implemented various mechanisms to solicit input from stakeholders. They have actively sought feedback through surveys, public meetings, and informal conversations, allowing diverse voices to be heard. The LEA has also utilized technology platforms, such as online portals and social media, to engage a wider range of stakeholders and gather input conveniently.The school provide many opportunities for parent involvement and input through back to school night, open house, and parent conferences. Our community is small and integrative. By valuing diverse perspectives and actively involving stakeholders, the LEA is well-positioned to continue making informed decisions that meet the needs of the community it serves.	It is always a challenge to get parents to actively engage and provide input in the decision-making process in the school. That being said, only 23 percent of parents responded Strongly Agree on CHKS that the school actively seeks the input of parents. Ten percent of staff respondents Strongly Agree in the school's efforts to promote parental participation. Our school is geographically isolated as families are typically live more than 5 to 10 miles away from campus. The goal is to create a more inclusive and participatory environment where diverse perspectives are considered and valued. Technology is making it easier for educational partners to join school meetings and events. 

Decreasing barriers that deter low income and other underrepresented groups from providing input needs to be a focal point. Increasing efforts to reach out to families, students, and community members who have been historically less engaged, using various methods such as community meetings, surveys, and focus groups. By leveraging local data and educational partner input, the LEA aims to make more informed decisions that align with the needs and aspirations of its stakeholders.	An active strategy to personally invite parents, especially those of underrepresented families, to attend events and participate on parent advisory committees. To reach underrepresented families effectively, the LEA will prioritize communication and outreach efforts. These efforts will involve employing multiple channels such as in-person meetings, virtual platforms, social media, and multilingual resources. The LEA will proactively engage with underrepresented families by providing regular updates, soliciting feedback, and encouraging their active involvement in decision-making processes.	4	5	3	4	4	4	5	5	3	3	4	5	Met		2024-07-25	2024
47702270000000	Delphic Elementary	3	The current strength of the LEA in progress in Building Relationships Between School Staff and Families is the in place structures for meeting, communicating and receiving feedback.	The LEA will continue to foster relationships between staff and families by continuing bi-monthly parent meetings, back to school night and open house in addition to other events where educational partners and staff can build relationship.	The LEA will continue to reach out to underrepresented families and ensure they have a part in providing input for improvement and change.	The LEA's current strengths and progress in Building Partnerships for Student Outcomes include multiple opportunities for educational partner input and participation in school programs.	The LEA's current area for improvement in Building Partnerships for Student Outcomes includes expanding opportunities for educational partner input and participation in school programs.	The LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes by interpreting participation in school wide surveys and school events and individually reaching out to families not participating.	The LEA’s current strengths and progress in Seeking Input for Decision-Making include holding multiple meeting opportunities for educational partners to provide input for district decision making.	The LEA's current area of improvement Seeking Input for Decision-Making includes getting more participation from families in decision making meetings.	The LEA will improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by reaching out to families not currently participating in decision-making events (surveys, parent meetings, etc.).	5	5	5	5	3	4	5	5	5	4	3	4	Met		2024-06-12	2024
47702430000000	Dunsmuir Elementary	3	We have focused on making DES a welcoming place where both students and parents want to be.  We pride ourselves on the connections we have made with families. Teachers stay connected with them through the Class Dojo app, newsletters, phone calls, and conferences. We have added an app, Apptegy,  to connect to more families.  According to a survey given in January 2023, we are doing a good job in that area.  90% of the parents replied they strongly agreed or agreed that they felt welcome at DES.  85% felt their children were happy at DES.  100% said they strongly agreed or agreed  that the staff at DES care about their children.  We have included a Family Math Night to our other family nights.	We will increase our communication regarding student progress through students reflecting on their local assessments, setting goals, and sharing with parents at conferences. We will hire a teacher to coordinate our Student Study Teams for students who are experiencing challenges to success in school.  We will continue our family curriculum nights, plays, conferences, and other family/staff activities to build relationships.	We will use the above strategies with all our families including underrepresented families.	We have focused on making DES a welcoming place where both students and parents want to be.  WE pride ourselves on the connections we have made with families. Teachers stay connected with them through the Class Dojo app, newsletters, phone calls, and conferences. We have added an app, Apptegy,  to connect to more families.  According to a survey given in January 2024, we are doing a good job in that area.  90% of the parents replied they strongly agreed or agreed that they felt welcome at DES.  85% felt their children were happy at DES.  100% said they strongly agreed that the staff at DES care about their children.  We have included a Family Math Night to our other family nights. This has been very successful. We have a Back-To-School night at the beginning of the year where teachers explain expectations and strategies that parents can use to support their students at home. Parent conferences are held two times a year and parents are encouraged to set up meetings between conferences when necessary. Student Study Teams are set up for students who are experiencing challenges to success in school. IEP meetings are held for students who have assessed learning disabilities. Parents are provided information specific to their legal rights and are encouraged to ask any questions they may have.	We will increase our communication regarding student progress through students reflecting on their local assessments, setting goals, and sharing with parents at conferences. A teacher will be hired to coordinate all Student Study Teams  for students who are experiencing challenges to success in school. 
	We will use the above strategies with all our families including underrepresented families.	Stakeholders including students, parents, and district staff engage in meaningful dialogue and provide input to the district strategic planning through our Site Council, Student Council, and surveys taken 2 times a year.	We will continue to include all stakeholders in Decision-Making through meetings and surveys. We will continue our family nights in order to encourage parents to feel part of our school team and give more input.	All our families are included in the Decision-Making process.	5	5	3	3	3	3	3	3	4	4	3	2	Met		2024-06-25	2024
47702500000000	Dunsmuir Joint Union High	3	"DHS believes that open communication is the key to building trust. In that vein, it has increased the number of ways it conveys information to all households, including automatic phone messages, texting, website, zoom, regular mail, phone calls from staff, fliers around town, a school newsletter and a new page on the website called ""What's Happening"" and ads in the paper."	In order for more people to attend the school meetings, more parents have to digest and respond to the information they are being given about their students, the school activities, plans and budgets, and all school endeavors. DHS has established parent-teacher conferences in order to obtain real responses to school issues from parents. The school is planning some informal coffee and dessert evenings for additional communication.	The opportunities are there, Work is progressing to get the families to actually come to the school events, parent meetings, site council and board meetings, and to return the surveys given to them. TO encourage ore families to attend, the Principal/Superintendent will hold informal Coffee or Dessert round tables throughout the year. . We have begun translating some of that information into Spanish. We also offer translations in any language upon request.	The policies and practices are in place. Work has to be done to gain actual engagement. Staff is dedicated to implementing and designing programs and opportunities to engage the family unit by offering more community type events throughout the year.	DHS is reaching out to and collaborating with community groups by adding informal community events to the calendar.	The underrepresented families are the ones who do not participate in meetings (site council, board and parent Title I &, Community Forum meetings. The staff will continue to try different approaches to getting them to attend and/or give input,	In order for more people to attend the school meetings, more parents have to digest and respond to the information they are being given about their students, the school activities, plans and budgets, and all school endeavors. DHS has established parent-teacher conferences in order to obtain real responses to school issues from parents. Voluntary parent-teacher conferences are during the year. The response (# of parents agreeing to come to them) is not as good as expected.	We have intensified our use of the phone/text communication system and email inquiries to the families, while still maintaining our regular mail to parents with information and surveys. We are planning informal coffee & dessert evenings for the purpose of getting more input and guidance.	The underrepresented families are the ones who do not participate in meetings (site council, board and parent Title I &, Community Forum meetings. The staff will continue to try different approaches to getting them to attend and/or give input. Voluntary parent-teacher conferences will continue to be held three times during the year.	4	5	4	5	5	4	4	4	5	4	4	4	Met		2024-06-12	2024
47703180000000	Gazelle Union Elementary	3	The current strengths and progress in Building Partnerships for Student Outcomes include:
-families and the community generally report positive partnerships with Gazelle Elementary and ease in communication
The current progress in Building Partnerships for Student Outcomes include:
-continuing to build and grow community relationships and partnerships	The area we would like to focus on to improve building relationships between staff and families is communication.  We would like to implement a hard copy of the newsletter and other communications for those parents that are unable to access information digitally.	We will invite families to school-wide activities more often.	Current strengths include parent participation in school events and parent feedback regarding relationships between school staff and families.	We will provide parents with information on how to help their child with homework.	We do not have any underrepresented families.	The LEA's current strengths in Seeking Input for Decision Making is administration of fall and spring surveys that help the district plan for school priorities.	The LEA will provide parents with current academic achievement data and help them to understand the information in order to provide feedback of improvement.	We do not have any underrepresented families.	4	4	4	3	3	3	3	4	3	3	3	3	Met		2024-06-27	2024
47703260000000	Grenada Elementary	3	Strengths and Progress in Building Relationships Between School Staff and Families
Grenada Elementary School District (GES) is renowned for its close-knit, community-focused environment where relationships among all stakeholders—staff, students, parents, and the broader community—are central to the district's mission and vision. A key strength of GES lies in the strong bonds formed between teachers and the families they serve. This connection is particularly evident in the multi-generational attendance at our school, where some students are taught by the same teachers who educated their parents, creating a deep sense of continuity and trust.
Our district prides itself on fostering trusting and respectful relationships with families. This capacity is a significant strength of our staff members, who are committed to engaging with parents and creating a welcoming atmosphere.
GES excels in maintaining effective communication with families through various channels. These include email, an open-door policy with administration and the school counselor, REMIND messaging, Facebook updates, AERIES parent portal, and the GES Connection newsletter. We also ensure regular touchpoints through fall and spring parent conferences, automated calls, and our web-based application.
In the past year, we have made substantial progress in family engagement by hosting several in-person events. These events include Back to School Night, fall and spring parent conferences, and Open House. These gatherings provide valuable opportunities for parents to interact directly with teachers and staff, fostering stronger relationships and enhancing community spirit.
Overall, GES's commitment to building and maintaining strong relationships with families is reflected in our diverse communication strategies and the warm, inclusive atmosphere we strive to create. These efforts ensure that all families feel connected, informed, and valued as integral members of our school community.	Focus Areas for Improvement in Building Relationships Between School Staff and Families
While building trusting and respectful relationships with families remains one of the greatest strengths of our staff members at GES, there are areas where we recognize the need for improvement.
Over the past few years, GES has experienced changes in staffing, which have, at times, disrupted the continuity and stability that our community values. This turnover has presented challenges in maintaining the deep, long-term connections that many families have come to expect and has impacted our overall school atmosphere and the level of parental involvement and engagement.
In response to these challenges, GES is focusing on several key areas for improvement:
Rebuilding Continuity and Trust:
We aim to stabilize our staffing situation by enhancing support for new and returning teachers, fostering a sense of belonging and commitment. This will help rebuild the continuity of relationships that families value.
Increasing Parental Involvement:
We recognize the need to reinvigorate parental involvement by offering more flexible and varied opportunities for parents to engage with the school, we hope to restore and enhance their participation in school activities and decision-making processes.
Enhanced Communication:
Improving communication strategies to ensure that all families are kept informed and feel connected. This includes more regular updates, virtual engagement opportunities, and increased use of our various communication platforms.
Strengthening Community Ties:
Hosting more community-building events and activities to re-establish a strong, inclusive school culture. These events will focus on bringing together staff, students, and families to rebuild the sense of community that defines GES.
Professional Development:
Providing professional development for staff focused on effective family engagement strategies and cultural competency. This will equip our educators with the skills needed to better connect with and support our diverse family population.
By addressing these areas, GES aims to rebuild and strengthen the relationships between school staff and families, ensuring that every family feels valued, involved, and integral to our school community's success.	THE 4 PILLARS OF WELLBEING We will implement the program to promote holistic wellbeing among students, staff, and families. This program focuses on building strong relationships, fostering resilience, promoting physical health, and ensuring mental and emotional wellness. By integrating the principles of this program into our family engagement strategies, we aim to support the overall wellbeing of our school community and enhance the connections between school staff and families. 
OCCE MTSS LEARNING MODULES All staff may participate in the Modules, focusing on building trusting and respectful relationships with families. This includes training on cultural competency, helping staff understand and appreciate diverse cultural backgrounds, which is crucial for creating a respectful, responsive school environment. 
IMPROVING ENGAGEMENT OF UNDERREPRESENTED FAMILIES Based on the analysis of educational partner input and local data, GES has identified the need to enhance engagement with underrepresented families. To address this, we will implement several targeted strategies to strengthen relationships between school staff and these families, fostering an inclusive and supportive school environment for all. 
INCREASED STAFFING FOR IMPROVED COMMUNICATION For the 2024/25 school year, we will maintain the office staff and parent liaison positions. These roles are vital for enhancing communication, ensuring that underrepresented families receive timely and relevant information. The parent liaison will focus on bridging gaps between the school and families, facilitating better understanding and engagement. 
SOCIAL-EMOTIONAL LEARNING (SEL) As we continue to advance in SEL, we will apply these principles to our relationships with families. This involves supporting staff in understanding each family's unique strengths, cultures, languages, and goals for their children, creating a more empathetic and responsive school culture. 
CULTURAL COMPETENCY AND INCLUSION Ongoing training in cultural competency will ensure staff are well-prepared to engage with families from diverse backgrounds. This includes understanding and respecting different cultural practices and languages, which is essential for building meaningful and respectful relationships. 
COMMUNITY ENGAGEMENT EVENTS We will organize community engagement events specifically designed to include underrepresented families. These events will provide opportunities for families to connect with school staff, share their experiences, and contribute to the school community.

By implementing these strategies, GES is committed to improving the engagement of underrepresented families, ensuring that all families feel connected, respected, and actively involved in their children's education. Through professional development, increased staffing, application of SEL, cultural competency, community engagement events, and the 4 Pillars of Wellbeing Program, we aim to build stronger, more inclusive relationships with our families.	Current Strengths and Progress in Building Partnerships for Student Outcomes
Based on the analysis of educational partner input and local data, GES has several strengths and notable progress in building partnerships that support student outcomes.
Staff Advocacy for Student Needs:
One of the key strengths at GES is the commitment of all staff members to advocate for the academic and social-emotional needs of students. Teachers, administrators, and support staff engage in proactive efforts to identify and address student needs, ensuring each child receives necessary support for overall development and success.
Holistic Approach to Student Support:
GES employs a holistic approach to student support, integrating academic, social-emotional, and wellbeing initiatives. The implementation of Social-Emotional Learning (SEL) principles and the 4 Pillars of Wellbeing Program underscores our commitment to promoting mental and emotional wellness, resilience, and strong relationships among students, staff, and families.
Communication and Engagement:
Effective communication with families is another significant strength of GES. We utilize various communication platforms, including email, REMIND, Facebook updates, AERIES parent portal, the GES Connection, and automated calls, to keep families informed and engaged. We also host in-person events such as Back to School Night, fall and spring parent conferences, and Open House, providing valuable opportunities for families to connect with school staff and participate in their children's education.
Professional Development and Cultural Competency:
GES invests in professional development to enhance staff capacity for building relationships with families. Participation in the OCCE MTSS Learning Modules helps staff develop the skills needed to build trusting and respectful relationships, particularly with underrepresented families. Cultural competency training ensures that staff are equipped to engage with families from diverse backgrounds, fostering an inclusive and respectful school community.
Focus on Family Training and Resources:
Moving forward, GES plans to provide more opportunities for families to be trained on resources that support student learning and development at home. This includes workshops, informational sessions, and access to online resources that empower parents to effectively contribute to their children's academic and social-emotional growth.
GES's strengths in staff advocacy, holistic student support, effective communication, professional development, and focus on family training position the district well for continued success in building partnerships that support student outcomes. By maintaining these strengths and addressing areas for improvement, GES aims to create a supportive, inclusive, and effective learning environment for all students.	Areas for Improvement in Building Partnerships for Student Outcomes
Based on the analysis of input and local data, GES has identified several key areas for improvement in building partnerships to support student outcomes. These areas are crucial for enhancing the overall educational experience and ensuring equitable support for all students, particularly those from underrepresented groups.
Expanding Partnerships SCOE and SBHD: GES is committed to continuing and expanding our partnership with SCOE and SBHD. This collaboration provides enhanced counseling and direct support services to students and families. By leveraging the expertise and resources of these partners, we seek to address the mental health and behavioral needs of our students more effectively.
Enhanced Counseling Services:The expanded partnership will enable us to offer more comprehensive counseling services, addressing a range of student needs from academic pressures to social-emotional challenges. This is vital for promoting student wellbeing and ensuring they are equipped to succeed both academically and personally.
Direct Support Services:Through this collaboration, we will increase access to direct support services, including mental health counseling, crisis intervention, and behavioral health support. These services are crucial for students who require additional assistance to navigate personal and educational challenges.
Supporting Underrepresented Groups: GES recognizes the importance of providing targeted support for underrepresented groups, including low-income, homeless, and foster youths. To address their unique needs, we will implement several initiatives aimed at improving their educational outcomes and overall wellbeing.
Increased Support for Low-Income Students: Provide additional resources and support will ensure they have access to necessary educational materials, technology, and enrichment opportunities. This includes offering tutoring, after-school programs, and summer learning initiatives to help bridge the achievement gap.
Assistance for Homeless Students: We will work to provide stability and support through programs that address their specific needs. This includes ensuring they have access to basic necessities, educational resources, and consistent support from school staff. Collaborations with local shelters and organizations will also be strengthened to provide a safety net for these students.
Foster Youth Support: Foster youths face unique challenges that can impact their education. We will implement targeted programs, including mentorship opportunities, counseling services, and academic support. By creating a supportive environment, we aim to help them thrive academically and socially.
By expanding partnerships with SCOE and SBHD, and providing targeted support for underrepresented groups, GES aims to build stronger, more effective partnerships for student outcomes. These efforts will help create a more inclusive and supportive environment for all students	Improving Engagement of Underrepresented Families
Based on the analysis of input and local data, GES has identified key strategies to improve the engagement of underrepresented families. These efforts focus on building partnerships and providing targeted support to ensure equitable educational opportunities for all students.
Building Partnerships: GES is expanding our partnership with the SCOE and SBHD. This collaboration will expand counseling and direct support services to students and families, addressing both academic and social-emotional needs.
Enhanced Counseling Services: The partnership will enable GES to offer comprehensive counseling services, helping students manage academic pressures and social-emotional challenges. This support is crucial for promoting student wellbeing and success.
Direct Support Services: Through this collaboration, we will increase access to mental health counseling, crisis intervention, and behavioral health support. These services are essential for students requiring additional assistance to navigate personal and educational challenges.
Supporting Underrepresented Groups: GES is committed to providing targeted support for underrepresented groups, including low-income students and foster youths. These initiatives aim to improve their educational outcomes and overall wellbeing.
Support for Low-Income Students: We will provide additional resources for low-income students, ensuring they have access to educational materials, technology, and enrichment opportunities. This includes offering tutoring, after-school programs, and summer learning initiatives to help bridge the achievement gap.
Foster Youth Support: Foster youths often face unique challenges impacting their education. We will implement targeted programs to support foster youths, including mentorship opportunities, counseling services, and academic support tailored to their needs. By creating a supportive environment, we aim to help foster youths thrive both academically and socially.
Professional Development and Cultural Competency: To support underrepresented groups effectively, we will invest in professional development for staff, focusing on cultural competency and inclusive practices. This training will help educators understand the diverse backgrounds and needs of their students, enabling them to provide more effective and empathetic support.
Continuous Improvement: GES is dedicated to continuous improvement in family engagement. By regularly collecting and analyzing data, and soliciting feedback from educational partners, we will refine and adjust its strategies to better meet the needs of all students.
By building partnerships with the SCOE and SBHD, and providing targeted support for underrepresented groups, GES aims to enhance engagement with all families. These efforts, combined with ongoing professional development and a commitment to continuous improvement, will create a more inclusive and supportive educational environment for all students.	Based on the analysis of educational partner input and local data, GES has identified key strengths and progress in seeking input for decision-making. These efforts ensure that families and community members are actively involved in shaping the educational environment and policies.
Multiple Avenues for Input:
GES provides multiple avenues for families to provide input, ensuring diverse and comprehensive feedback. This multi-faceted approach includes:
Meetings:
Regularly scheduled meetings with families, including back to school night, open house, conferences, school board meetings, and open forums, allow for direct interaction and feedback. These meetings create a platform for open dialogue and collaborative decision-making.
Conversations:
Informal conversations between staff, parents, and community members are encouraged to gather insights and suggestions. These one-on-one interactions help build trust and ensure that all voices are heard.
Surveys:
GES conducts regular surveys to gather input on various aspects of the school environment, policies, and programs. These surveys are designed to reach a broad audience, providing valuable data to inform decision-making.
Committees:
The district has established Parent Advisory Committee (PAC) meetings that may include parents, teachers, and community members. This committee focuses on specific areas such as the LCAP, budget overview, school safety, and other activities, ensuring that decisions are made collaboratively.
Progress in Engaging Stakeholders:
GES has made significant progress in engaging stakeholders in the decision-making process. By actively seeking input and valuing the contributions of families and community members, the district has fostered a sense of shared responsibility and partnership.
Enhanced Communication:
Improved communication strategies have been implemented to keep families informed and involved. This includes using digital platforms, newsletters, and social media to share information and gather feedback.
Inclusive Decision-Making:
Efforts to include diverse perspectives in decision-making have been strengthened. The district ensures that underrepresented groups have a voice in shaping policies and programs, promoting equity and inclusion.
Overall, GES’s strengths in seeking input for decision-making lie in its openness, multiple avenues for gathering feedback, and progress in engaging stakeholders. By maintaining these strengths and continuously improving its approach, GES aims to create a collaborative and inclusive educational environment where all voices are valued.	Based on the analysis of educational partner input and local data, GES has identified key areas for improvement in seeking input for decision-making. The primary focus for the 2024/25 school year is to increase parental participation and input during meetings, forums, and surveys.
Increasing Parental Participation:
Enhanced Communication Strategies:
GES aims to improve communication strategies to ensure that all parents are aware of opportunities to provide input. This includes using multiple communication channels such as emails, text messages, social media, and newsletters to reach a broader audience.
Flexible Meeting Times:
To accommodate the diverse schedules of parents, we will offer meetings at various times throughout the day including evenings. This flexibility will help increase attendance and participation from parents who may have conflicting commitments during traditional meeting hours.
Encouraging Input During Forums and Surveys:
Interactive and Engaging Formats:
GES will implement more interactive and engaging formats for forums and surveys to encourage active participation. This includes designing surveys that are user-friendly and accessible.
Incentives for Participation:
To boost participation rates, we will explore offering incentives for parents who participate in surveys and forums. This could include small rewards or recognition for their contributions, encouraging more parents to share their perspectives.
Targeted Outreach to Underrepresented Groups:
Dedicated Outreach Efforts:
GES will implement targeted outreach efforts to engage underrepresented groups, including low-income families, non-English speaking parents, and families of students with special needs. This includes providing translation services and culturally relevant communication to ensure all voices are heard.
Building Trust and Relationships:
To improve engagement, we will focus on building trust and relationships with these communities. This involves regular, informal interactions and creating a welcoming environment where all parents feel valued and respected.
Continuous Improvement:
GES is committed to continuous improvement in seeking input for decision-making. By regularly evaluating the effectiveness of these strategies and making necessary adjustments, the district aims to create a more inclusive and participatory environment for all parents.
By focusing on increasing parental participation and input during meetings, forums, and surveys, GES aims to enhance its decision-making processes. Through improved communication, flexible meeting options, interactive formats, targeted outreach, and continuous improvement, GES is dedicated to fostering a collaborative and inclusive environment for all stakeholders.	Based on the analysis of educational partner input and local data, GES has identified the need to enhance the engagement of underrepresented families in the decision-making process. To address this, GES will implement several strategies to increase opportunities for family input and ensure that all voices are heard.
Increasing the Frequency of PAC Meetings:
More Frequent Meetings: GES plans to increase the number of Parent Advisory Committee (PAC) meetings to six per year. This increase will provide more regular opportunities for families to share their perspectives on important issues.
Inclusive Meeting Times: To ensure these meetings are accessible to all families, GES will offer a variety of meeting times throughout the year. This flexibility will help accommodate different schedules and preferences, making it easier for more families to participate.
Regular Surveys to Gather Input:
Biannual Surveys: GES will send out surveys twice during the school year to gather input from families on topics related to school policies, programs, and the overall educational experience. These surveys will be designed to be user-friendly and accessible to ensure maximum participation.
Targeted Outreach: To ensure that underrepresented families are included, we will implement targeted outreach efforts. This includes providing translated surveys and offering assistance to families who may need help completing them. 
Building Trust and Relationships:
Dedicated Outreach Efforts: GES will focus on building trust and relationships with underrepresented families through dedicated outreach efforts. This includes regular, informal interactions and creating a welcoming environment where all parents feel valued and respected.
Community Liaisons: GES will utilize a community liaison to facilitate communication with underrepresented families. The liaison will serve as a bridge between the school and the community, helping to ensure that all families are informed and engaged.
Enhanced Communication Strategies: GES will use a variety of communication channels to reach families, including emails, text messages, social media, and newsletters. This multi-faceted approach will help ensure that all families receive timely and relevant information.

Continuous Improvement: GES is committed to continuous improvement in engaging underrepresented families in decision-making. By regularly evaluating the effectiveness of these strategies and making necessary adjustments, the district aims to create a more inclusive and participatory environment for all families.
By increasing the number of PAC meetings, conducting regular surveys, building trust, enhancing communication, and committing to continuous improvement, GES aims to improve the engagement of underrepresented families in the decision-making process. These efforts will help ensure that all voices are heard and valued, leading to better outcomes for the entire school community.	4	4	4	5	4	4	4	3	3	3	3	3	Met		2024-06-20	2024
47703340000000	Happy Camp Union Elementary	3	"Parents: Encouraging Highlights:

1) In addition to the described MTSS training, there has been a strong focus on ""systems change"" with a future focus on positively addressing school culture needs in a way that helps staff maintain accountability to key improvement processes and needs.
2) There has been an increased focus on Social Studies and helping students make informed decisions as to accuracy in content.
3) There is a boys/girls group that is meeting during school.
4) A behavior intervention person has been hired and is working to integrate effective social/emotional skills building that helps students and staff address student behavioral needs. Restorative practices has also been a part of the behavior intervention person's focus.
5) The school continues to support and implement an athletic program as well as funding fieldtrips throughout the year.
6) The School Board has worked through a complete revision of their Board policies so that new policies address and support the whole child (academic needs, behavioral needs, and social/emotional needs).
7) Staff have collaborated throughout the year in defining their purpose. This purpose is driven by the OARS acronym which stands for: openness, accountability, respect, and safety."	Areas to focus on:
1) Paraprofessionals are in need of more training in working with students to help them academically and behaviorally.
2) Providing more opportunities for 1:1 instruction with the support of paraprofessionals, teachers, and peer buddies.
3) Placing a strong focus on reading instruction so that students are more successful. It is also believed that helping students strengthen their reading skills will positively build confidence within students that results in fewer behavior problems.
4) Providing broader access to curriculum through hands-on Science activities and an updated Social Studies/History program. .
5) Increasing the connections between school and

From a review of this data, addressing the social/emotional and behavioral needs of students rises to the top as a key focus area for the upcoming school year. In addition, students need to develop skills for working positively with their peers and developing a strong sense of pride for the overall school environment and in becoming a positive contributor to the school culture/climate. Opportunities need to be expanded for addressing the academic needs of students through Tier 1 MTSS strategies that also take advantage of specialized services for students. Building in systems of accountability for all members of the school community will help build effective collaboration opportunities as well as building the capacity for staff and student leadership.	Engagement is being enhanced through an intensive focus on building the capacity of staff to address the specific academic and emotional needs of all students. Through the use of grants concentration and supplemental funding sources, the district is working with a consultant to build this capacity through focused training and guidance implementing the full MTSS framework for addressing the academic behavioral and emotional needs of students. This process includes developing strategies for engaging the families of these students through culture-building activities, effective communication to all families, and brining in supports to assist families with their emotional needs, with a particular focus on those needs associated with the impacts of the fire that swept through the community two years ago.	Students: Based on an analysis of students responses as compared to the 2021 student survey:
1) The psychological and mental effects of the Slater Fire on students has been reduced.
2) 63.80% of students feel they are doing well.
3) 77.82% of students feel they can think of ways to get what is important to them in life.
4) 50% of students feel they are doing just as well as other kids their age.
5) 58.3% of students feel they can come up with ways to solve a problem they may have.
6) 50% of students feel they can find ways to solve a problem.
7) Students have a positive feeling towards the school staff and their teachers.
8) Students are mixed as to their feeling about the safety of the school and do not	In summary, students have a high level of respect for their teachers, feel their teachers provide appropriate work and are available to help them. Students indicate some inconsistencies in how staff treat different students. Students express they feel safe within their classroom and in the school setting. In regards to peer relationships, students express a concern for the respect that their peers show, their peers tend to act before thinking, and get mad fairly quickly when confronted with difficult situations.	Engagement is being enhanced through an intensive focus on building the capacity of staff to address the specific academic and emotional needs of all students. Through the use of grants concentration and supplemental funding sources, the district is working with a consultant to build this capacity through focused training and guidance implementing the full MTSS framework for addressing the academic behavioral and emotional needs of students. This process includes developing strategies for engaging the families of these students through culture-building activities, effective communication to all families, and brining in supports to assist families with their emotional needs, with a particular focus on those needs associated with the impacts of the fire that swept through the community two years ago.	Students in grades 4-8 were given a survey during Spring, 2022. Students were in grades 6-8 were also given a second survey in May that focused primarily on receiving their input on local control indicators.

Staff, including union leadership were given a survey in May of 2022 to receive their input on the required local indicators as well as LCAP goal areas. Staff representatives met through the monthly Tier 1 team lead by Effective Youth Solutions (EYS) and provided additional input during these meetings. Union leadership was included in the feedback received from staff.

SELPA: SELPA was contacted with LCAP plan shared.

Parent Advisory/Board/Staff: A collaborative workshop was held on May 12 which included Board Members, Superintendent, staff, and community members. In addition, parents have been meeting with EYS throughout the year and have been surveyed during each meeting.	The district continues to brainstorm and strategize ways of encouraging parent and community involvement in PTA, School Site Council, and advisory committees. This includes association culture-build activities in conjunction with these specific groups/committees.	Engagement is being enhanced through an intensive focus on building the capacity of staff to address the specific academic and emotional needs of all students. Through the use of grants concentration and supplemental funding sources, the district is working with a consultant to build this capacity through focused training and guidance implementing the full MTSS framework for addressing the academic behavioral and emotional needs of students. This process includes developing strategies for engaging the families of these students through culture-building activities, participation in leadership groups, effective communication to all families, and bringing in supports to assist families with their emotional needs, with a particular focus on those needs associated with the impacts of the fire that swept through the community two years ago.	4	4	4	4	3	3	3	3	4	3	3	3	Met		2024-06-26	2024
47703590000000	Hornbrook Elementary	3	HESD maintains a strong partnership with local agencies, including the HUB Community Center, First Five, College of the Siskiyous, and others. Through these relationships, HESD is able to offer a variety of classes for parents. The district hosts a number of family events, including Back to School Night, parent/teacher/student conferences, STEM night, Open House, and others. Outside of standard annual disclosures, HESD works diligently with families to navigate community resources, dealing with issues such as homelessness, family law, and special education.	Through targeted recruiting, HESD seeks to improve student outcomes by expanding teaching staff to better reflect the diversity of the community, and to work with more diverse agencies that reflect the various community service groups in Hornbrook and Montague.	Ongoing professional development in restorative justice and SEL, including community trainings open to parents and students.	Hornbrook Elementary School District (HESD) has renewed it commitment to provide ongoing opportunities for staff, parents, and students to share in school culture. Through field trips, athletics, school dinners, public LCAP forums, and PTO activities, families and staff work together to build a positive school community. Connections with the Karuk Indian Community have provided valuable input to teachers on Native American issues and have fostered further understanding among staff.

2023/24 survey data shows further need for developing open communication between school and home. HESD is exploring partnerships with digital management solutions companies to improve the flow of information and to encourage two-way communications with families that are not traditionally engaged in school culture.	HESD currently convenes a School Site Council, as required under LCFF to continuously review policies related to the LCAP, technology plan, SAFE after school program, and other local issues. Parent survey, sent out as both digital and hardcopy, are available twice/year.
HESD seeks to improve parent input into decision-making by providing better opportunities for non-SSC member parents to have input in the LCAP development process.	Through targeted recruiting, HESD seeks to improve student outcomes by expanding teaching staff to better reflect the diversity of the community.	HESD currently convenes a School Site Council, as required under LCFF to continuously review policies related to the LCAP, technology plan, SAFE after school program, and other local issues. Parent survey, sent out as both digital and hardcopy, are available twice/year.	HESD will work to improve family and community input by renewing our efforts to actively recruit a variety of people that represent the makeup of the community to help us make better informed decisions.	HESD will leverage the communication tools integrated in the new student information systems and new additions to the leadership team to reach underserved community stakeholders.	4	4	4	4	3	3	4	3	2	3	3	3	Met		2024-06-25	2024
47703670000000	Junction Elementary	3	Working towards school staff and families having open communication with each person, while maintaining
confidentiality.	Working on establishing a working relationship through student functions, field trips, and curricular projects.	Working towards building trust, and respectful relationships with both families, and staff. Implementing a shared decision making council comprised of staff, students, parents, and educational partners.	Building respectful relationships employees, families, and students. Implementing a shared decision making council
made up of staff students, parents and partners.	Implementing a shared decision making council made up of staff students, parents and partners.	Making sure both school and all parents/guardians are kept informed about all school functions, and asking for
previously un-engaged parents/guardians to help in the ongoing school field trips, school fundraisers, and the shared decision making council.	Implementing a shared decision making council made up of staff students, parents and partners.	Annual parent and student input survey reviewed by the shared decision making council and the board.	Intentional representation of underrepresented families on our shared decision making council.	4	4	3	4	3	3	3	3	3	3	3	3	Met		2024-06-28	2024
47703750000000	Klamath River Union Elementary	3	The staff at Klamath River has worked diligently to promote positive relationships with our families.  With such a small number of students (5 students = 4 families) regular communication is easily facilitated.  Current Parent Surveys indicated that all of our families feel welcome, supported, encouraged and heard.	The area of focus most needed is a continuing emphasis on sharing student progress with parents at regular intervals throughout the school year.  For continued timely communication, we would like to reinstate a hard copy of the monthly newsletter for families who are unable to access information digitally.	With only 5 families, the staff feels there are no underrepresented families.  We do have an open and lively communication with all of our families	Teaching staff works closely with families to identify areas of needed improvement and develop strategies to accomplish individual learning goals	It is our goal to expand the opportunities to interact with parents on progress toward achieving positive student outcomes and goals.	We feel that the issue is not about underrepresented families, but rather a sense of passive compliancy.  Our goal is to encourage engagement and enthusiasm that will support positive student outcomes.	In Seeking Input for Decision Making the LEA relies on twice yearly parent surveys.  This information is used to help the district create a list of priorities for the year.	The LEA will continue to create opportunities that encourage family engagement.
The LEA will help parents understand student achievement data, so they will have informed input on improvement	We have no underrepresented families.	5	5	5	5	4	4	5	4	4	4	4	4	Met		2024-06-18	2024
47703830000000	Little Shasta Elementary	3	The Staff at Little Shasta has worked to promote a very positive relationship with families. With such small numbers (8 families total) regular communication is easily facilitated. Current Parent Surveys indicated that 100% of our families agreed that they feel welcomed at school and their participation is encouraged.	The area of focus most needed is a continued emphasis on reporting student progress to parents at regular intervals throughout the year.	With only 8 families, we feel that truly there are no underrepresented families. We have no non-English speaking families and have an open communication with all of our families.	Teachers work with families closely to identify areas of needed improvement and develop strategies to accomplish individual student learning goals. This is a work in progress.	It is our goal to expand the opportunities to interact with parents on progress toward achieving student outcomes.	We feel that the issue is not about underrepresented families but rather a sense of passive complacency. If families truly are satisfied with their students learning outcomes, they tend to shy away from increased interaction. It is our goal to seek out that engagement.	The strength in our decision making process lies in our trust relationship with our educational partners. We routinely receive full participation in our Parent Surveys indicating trust in the process. There is also a very high level of comfort in parents being able to talk with staff about student issues.	We continue to look for ways to engage parents and encourage participation in events and decisions.	The LEA will continue to create opportunities that encourage engagement of all families.  We have implemented multiple practices and communication tools that remind and encourage ALL families to participate.	5	5	5	5	4	5	5	4	5	5	5	5	Met		2024-06-20	2024
47704090000000	McCloud Union Elementary	3	Because our school enrollment is so small (approximately 50 students) it is easy for staff members to keep in close communication with parents, families, and community members.  The LEA disseminates information in several ways in order to offer families many opportunities to stay informed and offer input.	An area of focus for the coming year will be engaging parents and volunteers to come onto campus to interact with staff and students. The LEA has historically been unable to entice parents to attend formal meetings like School Site Council Meetings, Board Meetings, and/or respond to parent surveys about school needs.  The LEA is currently communicating with parents and guardians via many different modes: Catapult Connect, email, hard copy, text, Facebook, and our website.  We hope that the saturation of information in many forms will help reconnect families and encourage them to participate.	One protocol that the LEA kept as a leftover from the pandemic, is the greetings at the door each morning.  The office staff and a teacher greet each child and/or parent as they enter the building. This habit has increased the morale of students and families as they enter the building that was closed to them for so long.  The LEA hopes to encourage people to come back to campus for interactions with and enrichment for students.  The LEA's only subgroup is Low Income and the majority of families are in this category (approx. 80%).	Professional learning opportunities are presented to the teaching staff as soon as the administration is made aware of training, but staff can also present training opportunities to the administration. There are only 4 full-time teachers, so it is not difficult to accommodate requests for training. An obstacle in this area is the lack of substitute teachers available in the county and the distance that has to be traveled for most trainings. The LEA is adept at supporting families and providing access to resources for families.	Enticing families to attend formal meetings such as School Site Council Meetings and Board Meetings remains an area for improvement. Additionally, parent survey participation remains low, and the LEA needs to engage more parents to respond and provide input.	We do not have underrepresented families, such as EL students or families. Issues and requests for input are presented to all families as our unduplicated pupil count is for low-income students, who make up approximately 80% of our students.  We will continue to disseminate information in various forms and provide opportunities for parents and guardians to provide input.	The LEA currently communicates with parents and guardians via many different modes: Catapult Connect, email, hard copy, text, Facebook, and our website. We hope that the saturation of information in many forms will help reconnect families and encourage them to participate.	The LEA offers many opportunities for families to participate in decision-making, but it is rare for families to participate.  The LEA has even offered free meals as an incentive, but most people do not partake or want to be involved in more than informal ways.  Parents and community members attend social events at the school with a high percentage, but formal meetings are rarely if ever, attended.	We currently do not have underrepresented families, such as EL students or families. Issues and requests for input are presented to all families as our unduplicated pupil count is for low-income students, who make up approximately 80% of our students.  We will continue to disseminate information in various forms and provide opportunities for parents and guardians to provide input.	5	5	5	5	3	4	5	5	4	4	4	4	Met		2024-06-21	2024
47704170000000	Montague Elementary	3	MESD maintains a strong partnership with local agencies, including the HUB Community Center. Through this relationship, MESD is able to offer a variety of classes for parents. The district hosts a number of family events, including Back to School Night, parent/teacher/student conferences, STEM night, Open House, and others. Outside of standard annual disclosures, MESD works diligently with families to navigate community resources, dealing with issues such as homelessness, family law, and special education.	Through targeted recruiting, MESD seeks to improve student outcomes by expanding teaching staff to better reflect the diversity of the community, and to work with more diverse agencies that reflect the various community service groups in Montague and Yreka.	Ongoing professional development in restorative justice and SEL	Montague Elementary School District (MESD) has renewed it commitment to provide ongoing opportunities for staff, parents, and students to share in school culture. Through field trips, athletics, school dinners, public LCAP forums, and PTO activities, families and staff work together to build a positive school community. During 2020/21, changes to the lobby have been made to create a more welcoming atmosphere. Connections with the Karuk Indian Community have provided valuable input to teachers on Native American issues and have fostered further understanding among staff.

2019/20 survey data shows further need for developing open communication between school and home. MESD is exploring partnerships with digital management solutions companies to improve the flow of information and to encourage two-way communications with families that are not traditionally engaged in school culture.	MESD currently convenes a School Site Council, as required under LCFF to continuously review policies related to the LCAP, technology plan, SAFE after school program, and other local issues. Parent survey, sent out as both digital and hardcopy, are available twice/year.
MESD seeks to improve parent input into decision-making by providing better opportunities for non-SSC member parents to have input in the LCAP development process.	MESD maintains a strong partnership with local agencies, including the HUB Community Center. Through this relationship, MESD is able to offer a variety of classes for parents. The district hosts a number of family events, including Back to School Night, parent/teacher/student conferences, STEM night, Open House, and others. Outside of standard annual disclosures, MESD works diligently with families to navigate community resources, dealing with issues such as homelessness, family law, and special education.
Through targeted recruiting, MESD seeks to improve student outcomes by expanding teaching staff to better reflect the diversity of the community. Ongoing professional development in restorative justice	MESD currently convenes a School Site Council, as required under LCFF to continuously review policies related to the LCAP, technology plan, SAFE after school program, and other local issues. Parent survey, sent out as both digital and hardcopy, are available twice/year.	MESD currently convenes a School Site Council, as required under LCFF to continuously review policies related to the LCAP, technology plan, SAFE after school program, and other local issues. Parent survey, sent out as both digital and hardcopy, are available twice/year.	MESD will leverage the communication tools integrated in the new student information systems and new additions to the leadership team to reach underserved community stakeholders.	4	5	4	4	5	4	3	4	4	4	4	5	Met		2024-06-20	2024
47704250000000	Mt. Shasta Union Elementary	3	Most of the items in this area are performing in the initial implementation phase. Both certificated and classified staff focus on building trusting and respectful relationships with families. We want to continue and even strengthen these efforts. Our schools are welcoming environments but we want to improve in this area even more.	Overall, this is the area in need of improvement. Because we don't see a lot of diversity in home culture or
language, our time in this area will best be spent on supporting staff to learn about each family's strengths and goals for their children. Professional Development was offered in this area in 23/23 due to recognition that this area needed improvement.	Both schools in the district created a position designed to improve the engagement of under-represented families in our community. This position also worked with teachers to improve engagement. Survey data indicates there has been improvement in this area but more improvement is needed.	Most of the items in this area are performing in the initial implementation phase. Both certificated and classified staff focus on building trusting and respectful relationships with families. We want to continue and even strengthen these efforts. Our schools are welcoming environments but we want to improve in this area even more.	Overall, this is the area in need of improvement. Because we don't see a lot of diversity in home culture or
language, our time in this area will best be spent on supporting staff to learn about each family's strengths and goals for their children. Professional Development was offered in this area in 23/24 due to recognition that this area needed improvement.	Both schools in the district created a position designed to improve the engagement of under-represented families in our community. This position also worked with teachers to improve engagement. Survey data indicates there has been improvement in this area but more improvement is needed.	We seek input for decision-making through the use of surveys throughout the year depending on what issues may be facing us. We also gain family input annually through the Site Council parent/care-giver surveys, and the site councils assist in decision-making and notifying the board of issues that arise through the discovery process.	The district hasn't spent a lot of time bringing families, teachers, principals, and district administrators together to plan, design, implement, and evaluate family engagement activities. Opportunities already exist in this area but we recognize the need to increase awareness which will effectively improve our performance across the board when it comes to engaging families.	By continuing the ELD teaching positions in the district we will build upon the improvement that has already been shown. Professional development for staff will continue in the upcoming school year as well.	3	4	3	3	4	4	5	4	3	3	4	3	Met		2024-07-16	2024
47704580000000	Seiad Elementary	3																						Not Met			2024
47704660000000	Siskiyou Union High	3	Siskiyou Union High School District has developed a full scale community engagement process that is implemented with respect to building relationships between school staff and families.  School sites are now utilizing the continuous cycle of improvement to refine practices yearly	Siskiyou Union High School District continues to refine and expand their home to school communication process, which has been a challenge.  In addition, we have targeted the challenge of parents having in person access to teachers when class is not in session through implementing out of school office hours.	Through the Community Engagement initiative and the Community Schools initiative, recommendations have been developed and will be implemented in the 2024-2025 school year:
1.  Community Schools Coordinator, hired at Happy Camp High School, an 80% Tribal serving school
2.  Invitation and recruitment of families to the back to school BBQ and first day
3. Establishment of the Den (wellness center) at Mt. Shasta HS; The Cultural Center at Happy Camp High School;
	Through our Community Engagement and Community Schools initiative, our District has created a collaborative leadership model, that will engage parents in building partnerships for student outcomes.	Parent-Teacher communication has been a challenge, with the exception of our online gradebook system.  Through establishing office hours, outside of the instructional time, parents will be invited to participate in building partnerships for student outcomes.
In addition, our Community Schools Advisories (in year 2 at HCHS & MSHS/ implementing in  2024-2025 at McHS & WHS) for collaborative leadership to evaluate and improve student outcomes	Through our Community Engagement and Community Schools initiative, our District has created a collaborative leadership model, that will engage under represented parents in building partnerships for student outcomes	Fully developed Community Schools Advisories at two schools with two schools in the implementing phase in 2024-2025 is a strength.  Further, Site Council, District and Site Advisory committees are all avenues for seeking input on decision making.	Recruiting parents and students have been a challenge for the district, in the afore mentioned advisories.  Utilizing our partnership with Community Based Organizations in the communities, we have developed an incentive program for community, parent, and student input	Recruiting under represented parents and students have been a challenge for the district, in the afore mentioned advisories.  Utilizing our partnership with Community Based Organizations in the communities, we have developed an incentive program for community, parent, and student input	4	4	4	5	5	5	5	5	5	5	5	5	Met		2024-06-27	2024
47704820000000	Weed Union Elementary	3	"Weed Union Elementary School is making progress in building relationships between school staff and families with the assistance of our systematic approach of parent and family outreach through our Wellness Center.  The Wellness Center logs approximately 3-5 phone calls to connect with families per week. The Wellness Team holds monthly parenting classes, provides individual outreach through phone calls and invitations to informal get-togethers.  The purpose of this systematic approach is to meet our families where they are at and help provide support and build connections.  Our parent family survey data participation has increased greatly since the implementation of the parent outreach program through the Wellness Center.  Survey participation rate has increased from 50 survey to 100 survey responses returned.  We have also implemented a weekly schoolwide student recognition system that honors a student of the week in each grade level.  The recognition takes place at the end of the week during an all school assembly.  Families are invited to attend and participate in the celebration, which has proven to help build connectedness. Approximately 80% of students have been recognized as ""student of the week,"" during the school year with approximately 75% of those students' families attending the recognition assembly."	"Even though the school and family relationship is growing and getting stronger, we still see major deficits in learning schoolwide.  Approximately 20% to 30% of our students in TK through 8th grade are meeting and exceeding standards in ELA and math.  The LEA's focus area for improvement in building relationships between school staff and families is collaborating on the academic success of our students.  Our School Culture Expert Group has implemented a plan to hold events with teachers, staff, families, and students  three times throughout the next school year to help strengthen the relationship on a non-academic level. This will serve as a foundational relationship to allow the educators to dive deeper into the academic concerns and garner support from families along the way.  The LEA would also like to focus on more cultural events at school in order for families to feel more welcomed and accepted.  We would also like to increase our participation in the ELAC, School Site Council Meetings, and our PTO group, ""Cub Power."""	"Our Wellness Team supports all families, but also focuses on engaging our underrepresented families.  Our ELAC has also began an systematic effort to reach out to our EL parents and families to increase our participation of EL parents at our ELAC meetings.  Our district has also purchased and implemented, ""Panorama.""  Panorama is a SEL student survey program.  This data gives us insight into students feelings of connectedness and aggregates data by student groups.  This allows us to analyze student engagement and well-being, which will translate into parent outreach if needed."	The LEA's current strengths in building partnerships for student outcomes is the systematic approach of providing wrap-around services for all students and their individual needs.  The LEA holds quarterly Coordination of Program meetings with each teacher to discuss each student.  This is a data driven process using multiple academic and demographic data collection indicators.  This allows the district to identify the needs of each student and work with community partners to provide those needs.  Individual plans always include parent and family outreach as a way to offer support and work together to achieve greater student outcomes. Programs include; the Special Education Program, the EL program, health and wellness, attendance coordinator, administration, and the general education teacher.  The district continues to grow this systematic approach and is currently adding positive opportunities and after-school clubs with parent volunteers as well. Parent participation in school events continues to grow in attendance and survey data shows increased positive attitudes towards the LEA.	After an analysis of educational partner input and local data, the LEA's focus area for improvement is building partnerships to support students' academic outcomes.  The LEA has a strong connection to families regarding the social and emotional well being of students as well as enrichment and extracurricular activities.  However, LEA academic data shows major deficits of student meeting or exceeding standards in math and ELA.  Working with families to build academic capacity is the LEA's focus area.  The LEA plans to host family nights that review academic programs and involve parents and guardians in the educational process.  The LEA also hopes to increase parent volunteers in the classroom.  Finally, the LEA plans to communicate student individual data consistently with an intervention plan if needed, which includes an enhanced after school program and tutoring. The LEA also hopes to increase the positive attitude towards school and learning among our students and families by providing a career week that includes career related activities and guest speakers.	The LEA will improve engagement of underrepresented families by providing designated meetings to support students and hear community partners' input. This includes the ELAC committee and Academic Intervention Program parent/guardian night.  Our EL teacher will continue to engage our EL parents to solicit input through monthly communication with our EL families.  Our special education department continues to update our IEP students' families on their goal progress, not only through the IEP process, but also through quarterly reports that are sent home.  Our Wellness Team will continue to provide parent outreach to check in with underrepresented families and help provide support.  The Wellness team not only consists of social and emotional coaches, but also includes a Registered School Nurse and the homeless and foster youth liaison.  Both Wellness Team specialized members have the ability to connect families to needed resources in the community. 
	The LEA has a strong School Site Council and Leadership Team that includes representatives from all aspects of the school community.  Both groups help provide input for decision-making input.  Their input is shared publicly with the school board on a regular basis.  The LEA also has increased survey responses among community partners.  The LEA provides two annual surveys with the purpose of seeing input on the LCAP and the LEA's school calendar.  The ELAC committee is growing and starting to see an increase in participation among EL families.  The LEA also utilizes Aeries Parent Square, Google email, Facebook, an updated website, and weekly bulletin to help communicate with families.	The LEA continues to explore ways to improve in seeking input for decision making.  The district hopes to encompass more families across all grade levels to engage in committees and teams.  The district is also focused on adding student voice from the middle school level to be a part of the leadership team, school site council, and PTO meetings.  The focus area is to find ways to engage families in input conversations around academics and student academic goals, so that families can help support the educational process.  The LEA is also working on acting on commonly voiced input and putting systems in place to build trust among community partners.  One example of a commonly voiced need from families was tutoring and homework help.  The LEA will work hard to create a system for this need during the next school year.	Again, the LEA will use parent outreach support through the Wellness Center to engage in conversations and garner input from underrepresented families.  Although the LEA provides multiple modes of communication (committees, surveys, Aeries Parent Communication, phone and emails), the LEA still understands that oftentimes relationships with families need to be built first before community partners are willing to offer input.  Our parent outreach system through the Wellness Center focuses on a one on one conversation getting to know our families and where they are at, and what they may need.  This starts the process of parent/school engagement and helps to strengthen the relationship with underrepresented families.	4	4	3	4	4	4	4	3	5	3	3	3	Met		2024-06-27	2024
47704900000000	Willow Creek Elementary	3	Based on the analysis of educational partner input and local data, the Willow Creek Elementary demonstrates notable strengths and progress in building relationships between school staff and families. This is evident through proactive communication channels, inclusive family engagement initiatives, and culturally responsive practices. The Willow Creek fosters a welcoming environment where families feel valued and supported in their children's education journey. Furthermore, collaborative efforts between school staff and families are yielding positive outcomes, enhancing student success and overall community cohesion.	Based on the analysis of educational partner input and local data, the Willow Creek Elementary has identified several focus areas for improvement in building relationships between school staff and families. These areas may include enhancing outreach strategies to reach diverse families, providing more opportunities for meaningful parent involvement in decision-making processes, and implementing targeted training for staff on culturally competent communication and family engagement techniques. Additionally, there may be a need to address barriers to parent participation and ensure equitable access to resources and support services for all families within the community.	Based on the analysis of educational partner input and local data, the Willow Creek Elementary is committed to improving the engagement of underrepresented families identified during the self-reflection process in relation to building relationships between school staff and families. Strategies may include targeted outreach efforts tailored to the specific needs and preferences of these families, such as culturally sensitive communication materials and bilingual resources as needed. Additionally, Willow Creek may implement initiatives to address barriers to participation, such as providing transportation assistance or offering flexible scheduling for events. Collaborative partnerships with community organizations and cultural liaisons can also play a crucial role in bridging gaps and fostering meaningful connections between school staff and underrepresented families.	Based on the analysis of educational partner input and local data, Willow Creek Elementary has demonstrated significant strengths and progress in building partnerships for student outcomes. These strengths may include robust collaborations with community organizations such as Siskiyou First Five, businesses and organizations such as the Elks and Kiwanis Clubs, and higher education institutions to provide students with diverse opportunities for learning and growth. Willow Creek effectively leverages these partnerships to enhance curriculum offerings, provide access to enrichment programs, and offer career readiness initiatives. Additionally, Willow Creek fosters a culture of collaboration and shared accountability for student success among stakeholders, resulting in increased engagement and support for students both inside and outside the classroom.	Based on the analysis of educational partner input and local data, Willow Creek Elementary School District has identified several focus areas for improvement in building partnerships for student outcomes. These areas may include enhancing communication and coordination among stakeholders to ensure alignment of goals and resources, increasing opportunities for meaningful student engagement with community partners, and addressing equity issues to ensure that all students benefit equitably from partnership initiatives. Additionally, Willow Creek may seek to expand the scope of partnerships to include a wider range of stakeholders and to foster deeper, more sustained collaborations that have a measurable impact on student achievement and well-being with the implementation of the Community School Model.	Based on the analysis of educational partner input and local data, Willow Creek Elementary School has identified several focus areas for improvement in building partnerships for student outcomes. These areas may include enhancing communication and coordination among stakeholders to ensure alignment of goals and resources, increasing opportunities for meaningful student engagement with community partners, and addressing equity issues to ensure that all students benefit equitably from partnership initiatives. Additionally, Willow Creek may seek to expand the scope of partnerships to include a wider range of stakeholders and to foster deeper, more sustained collaborations that have a measurable impact on student achievement and well-being.	Based on the analysis of educational partner input and local data, Willow Creek Elementary School District has several strengths and has made notable progress in seeking input for decision-making:

1. **Robust Communication Channels**:
   - **Diverse Communication Methods**: Willow Creek effectively uses multiple communication platforms, including emails, newsletters, social media, Class Dojo and community meetings, to reach a wide audience and gather input.

2. **Active Stakeholder Engagement**:
   - **Regular Surveys and Feedback**: The LEA regularly conducts surveys and organizes focus groups to collect feedback from students, parents, teachers, and community members. This ensures that a broad range of voices are heard and considered.
   - **Public Forums and Meetings**: The LEA hosts public forums, town halls, and school board meetings that are open to all community members, providing opportunities for direct input and discussion.

3. **Inclusive Decision-Making Structures**:
   - **Advisory Committees**: The LEA has established various advisory committees, including parent-teacher associations, student councils, and community advisory boards, which play a significant role in decision-making processes.
   - **Representation of Diverse Groups**: These committees are designed to include representatives from diverse demographic groups, ensuring that decision-making reflects the needs and perspectives of the entire community.

4. **Transparent Decision-Making Processes**:
   - **Clear Communication of Decisions**: The LEA ensures transparency by clearly communicating how input is used in decision-making. Summaries of feedback and the resulting actions or decisions are shared with stakeholders.
   - **Accessible Documentation**: Meeting agendas, minutes, and reports are readily available to the public, ensuring that stakeholders are informed and can see the impact of their contributions.

5. **Ongoing Evaluation and Improvement**:
   - **Continuous Feedback Loops**: The LEA has established mechanisms for continuous feedback, allowing them to adapt and refine their approaches based on ongoing input and changing community needs.
   - **Data-Driven Decision-Making**: The LEA uses local data to inform their decisions, ensuring that they are responsive to actual needs and trends within the community.

6. **Professional Development and Training**:
   - **Capacity Building**: The LEA invests in training for staff and stakeholders on effective engagement and communication strategies, enhancing the overall quality of the input-gathering process.

These strengths highlight the LEA’s commitment to fostering a participatory environment where all stakeholders have a voice in the educational decision-making process.	Based on the analysis of educational partner input and local data, Willow Creek's focus areas for improvement in seeking input for decision-making include:

1. **Enhanced Inclusivity and Representation**:
   - **Broader Stakeholder Engagement**: Increase efforts to involve a wider range of stakeholders, especially those from underrepresented groups, to ensure diverse perspectives are included in decision-making processes.
   - **Targeted Outreach**: Develop specific strategies to engage families and community members who have been traditionally less involved, including marginalized and non-English speaking communities.

2. **Improved Communication and Accessibility**:
   - **Language Support**: Expand translation and interpretation services to ensure all families can participate regardless of their primary language.
   - **Clear and Consistent Communication**: Simplify and streamline communication channels to make it easier for stakeholders to understand how they can provide input and stay informed about decisions.

3. **Increased Transparency and Feedback Mechanisms**:
   - **Feedback Integration**: Create more robust systems for showing how stakeholder input is used in decision-making. This includes regular updates and clear explanations of how feedback has influenced decisions.
   - **Public Reporting**: Regularly publish summaries of stakeholder feedback and the resulting actions to build trust and demonstrate accountability.

4. **Strengthening Advisory Committees**:
   - **Advisory Group Empowerment**: Provide training and support to advisory group members to ensure they are effective and have a meaningful impact on decision-making.
   - **Consistent Engagement**: Schedule regular and predictable meetings for advisory committees to maintain continuous and timely input on important issues.

5. **Utilizing Technology for Broader Engagement**:
   - **Online Tools and Platforms**: Leverage technology to facilitate broader and more convenient participation, including online surveys, virtual town halls, and interactive websites.
   - **Virtual Meeting Options**: Increase the availability of virtual meetings to accommodate stakeholders who cannot attend in person, ensuring wider participation.

6. **Building Trust and Community Relationships**:
   - **Community Events and Activities**: Organize events that foster trust and build stronger relationships between the school, families, and the community.
   - **Responsive Actions**: Show responsiveness to stakeholder concerns by taking visible, concrete actions based on their input, reinforcing the value of their participation.

By focusing on these areas, Willow Creek aims to create a more inclusive, transparent, and effective decision-making process that better reflects the needs and voices of its entire community.	Willow Creek Elementary School District will improve engagement of underrepresented families identified during the self-reflection process by implementing the following strategies:

1. **Targeted Outreach and Communication**:
   - **Culturally Relevant Communication**: Create and distribute materials in multiple languages and through various formats (e.g., print, digital, face-to-face) to ensure accessibility for non-English speaking families.
   - **Personalized Outreach**: Utilize community liaisons and outreach coordinators to personally connect with underrepresented families, building trust and encouraging participation.

2. **Flexible and Accessible Participation Opportunities**:
   - **Convenient Meeting Times**: Offer meetings and events at different times, including evenings and weekends, to accommodate the schedules of working parents and caregivers.
   - **Multiple Participation Modes**: Provide both in-person and virtual options for meetings and events to ensure all families can participate according to their preferences and circumstances.

3. **Building Trust and Relationships**:
   - **Community School Coordinator**: Employ or designate staff members who are trusted within the community to act as bridges between the school and underrepresented families, facilitating communication and engagement.
   - **Community Events**: Host informal events such as family nights, cultural celebrations, and open houses that create welcoming environments for families to engage with school staff and each other.

4. **Capacity Building and Support**:
   - **Workshops and Training**: Offer workshops and training sessions for families on how to navigate the education system, understand school processes, and support their children’s learning.
   - **Resource Provision**: Provide resources and support services such as childcare, transportation assistance, and translation services to reduce barriers to participation.

5. **Inclusive Decision-Making Processes**:
   - **Advisory Committees**: Create or strengthen advisory committees that include representatives from underrepresented families, ensuring their voices are heard in decision-making processes.
   - **Feedback Mechanisms**: Implement regular surveys, focus groups, and feedback sessions specifically aimed at underrepresented families to gather their input and address their concerns.

6. **Transparency and Follow-Up**:
   - **Clear Communication of Outcomes**: Regularly update families on how their input has been used in decision-making and what actions have been taken as a result.
   - **Continuous Engagement**: Maintain ongoing communication and engagement with underrepresented families, ensuring their involvement is sustained over time and not just during specific initiatives or events.

Willow Creek aims to create a more inclusive and responsive environment where underrepresented families feel valued and are actively involved in the decision making process.	4	4	3	4	4	3	3	3	4	3	3	3	Met		2024-06-20	2024
47705080000000	Yreka Union Elementary	3	The district seeks educational partner input through regular Site Council meetings, PTO Meetings, Board Meetings, Community Engagement Meetings, and Town Hall Meetings. Parent, Student, and Staff Surveys gather data so that we can better meet the needs of all educational partners.YUSD strives to strengthen our relationships between school staff and families. According to the 2023-2024 yearly parent survey, many parents would like to be more engaged with school decision-making. In 2024-2025, YUSD will be awarded the Community Schools Grant, strengthening our family and community engagement partnerships. Many social school gatherings are a  part of our district culture, such as Back to School Night, Open House, Kindergarten Tea, TK Round-Up, Band/Orchestra Concerts, Lunch on on the Lawn, Drop off with Donuts, Performing Arts shows, various family nights in four curricula areas, grade level performances, and Read Across America. We partner with the local Karuk tribe in activities inside and outside the school day. YUSD is proud to be a Title VI district and attend meetings with our local tribe bi-monthly.	YUSD is being proactive in rebuilding community partnerships. Our sports programs are in full swing in the 2024-2025 school year, as well as our band and performing arts venues.  Evergreen, Gold, and Jackson Street Schools collaborate with various community groups and non-profit groups such as Behavioral Health, SCOE Foster and Homeless Youth Program, the local Karuk Tribe and the Community Resource Center to support our students and their families. In the 2022-23 School year, the administration created a new opportunity for school staff and families to share their thoughts and concerns via a 'Town Hall' meeting held after school hours. In 2023-2024, Community Engagement Meetings were held to gain feedback regarding the LCAP. This meeting provides a safe space for educational partners to share ideas and create action plans. Our JSS 411 Student Center has regularly scheduled 'Peer Input' focus groups so that students have a place to share their ideas and concerns as well.	The LEA is attempting to create more avenues for communication. One area of focus is to train staff regarding Trauma Informed Practices. The office staff does a fantastic job learning about our families and their needs from the Home Language Survey and the Back to School Paperwork.  The admin team meets frequently to identify students/families who need more significant assistance and guidance.  Every month, a Multi-disciplinary team meets to discuss the engagement of our underrepresented families. In the 2023-24 school year, a designated English Learner Educator was employed full-time to assist our English Learner students both socially and academically. The LEA has several bi-lingual paraprofessionals and educators who fluently speak Khmer (Cambodian), Spanish, and Hmong.  We provide a translator upon request for student-parent conferences. All communications regarding ELPAC programs and testing are distributed in the primary language of the child's home.	The LEA works with our local Native American tribe; we collaborate well with our county office of education regarding our Foster/Homeless Youth population.  However, we can improve in all areas by increasing parent communication and connectedness to the district.  Since 2021, this LEA has developed stronger partnerships with our local tribe, which now meets on campus with students to promote cultural awareness. Leadership classes and Karuk language classes are for all students. At the start of the 2022 school year, the local tribe presented a slideshow to all district teachers regarding the best practices and approaches to educating our tribal youth. Currently, YUSD partners with the tribe to have Karuk language classes at school and other culturally relevant classes during the SAFE time. The district and local tribe hold regular Title VI meetings at the Katishraam Wellness Center to discuss best teaching strategies, review academic data,  plan community events, and strengthen communication to support our students better. The LEA also utilizes an anonymous 'Bully' complaint reporting link for parents and students to access on the district website.	The LEA continues to improve upon communication between our English Learner families and seeks to improve our Chronic Absenteeism rate through improved communication and support to our most needy families. YUSD seeks to reduce the Suspension rate of our Native American/Alaskan Native students as well as our Homeless student demographic.	The LEA now uses 'Parent Square' as a main vehicle for communicating expeditiously with staff, students, and families. This LEA encourages teachers to reach out to families through phone, video, emails, and parent square when a school event or educational matter is linked to their child's learning. The LEA understands that personalized communication promotes understanding and builds stronger relationships. Teachers are encouraged to call Student Success Team meetings with parents/guardians as soon as a concern is detected since shared responsibility between all educational factors is a major contributor to a child's success in and out of the classroom. The district website is continually updated, and  Evergreen, Gold, and Jackson Street Schools have active and informative Facebook pages.	This is an area of growth for the LEA. As mentioned in previous sections, the LEA has created many avenues that now encourage Educational partners to become active in the decision making process. Site Council meetings, Board meetings, Parent Teacher Organization meetings and Tribal meetings are just a few avenues for parents/families to provide input. There are annual surveys distributed to staff, students and parents every year. Also, many school events such as Science Night, Kindergarten Times Past, Social Studies Wax Museum, Back to School and Open House Night are just a few of the many events that promote the school to home connection. Administration at all sites are consistently available to all parents/guardians in a drop in basis as well.	The LEA recognizes this as an area of improvement. However in the 2022-23 school year, major strides have been made to improve this area of seeking input for decision making. The Town Hall meetings are designed to welcome all educational partners in a comfortable and welcoming environment. Monthly district collaboration meetings gather concerns and information from all teachers, quarterly peer focus groups give our students a voice in school matters. Monthly paraprofessional meetings are held to give an outlet for our classified staff to share their concerns and positive ideas. Our LEA has actively certified and classified unions that meet at  'Round Table' meetings throughout the year to discuss district concerns prior to negotiations. In 2024, Community Engagement Meetings were established to receive input and feedback regarding the LCAP.	All families including underrepresented families are encouraged to become involved and engaged with their child's classrooms and schools. Individual students are honored at each board meeting and all parents and staff members are encouraged to attend all board meetings. The LEA annually measures its progress in meeting the Williams settlement requirements at 100% at all of its school sites, as applicable, and promptly addresses any complaints or other deficiencies identified throughout the academic year, as applicable; the LEA then reports the results to its local governing board at a regularly scheduled meeting and reports to educational partners and the public through the California School Dashboard and through information via School Facebook pages and the district website. As mentioned earlier, the LEA provides many positive avenues for the engagement of underrepresented families mostly through school events and frequently scheduled parent-teacher meetings. The LEA supports frequent communication through various modes with all families.	3	3	2	3	4	3	4	5	5	4	4	3	Met		2024-06-25	2024
47705160000000	Yreka Union High	3	Our staff does a great job of communicating with parents and works to build trusting and respectful relationships with families. We are welcoming to families, and staff is good about replying to families when communication is requested. Our goal is to make better progress on understanding a family's strength, cultures and language for all our students. This will only build the relationship with the staff and families, and provide a better support for the student.	We have increased our communication with daily Parent Square messages that go out with the daily bulletin and a weekly communication with an informational memo. We have our annual Back to School Night that we get a good attendance from parents and we are able to assist parents with signing up with Aeries so they can access student grades.	At the high school level, it can be difficult to get parent engagement. We have increased our communication with daily Parent Square messages that go out with the daily bulletin and a weekly communication with an informational memo. We have our annual Back to School Night that we get a good attendance from parents and we are able to assist parents with signing up with Aeries so they can access student grades.	At the high school level, it can be difficult to get parent engagement. We have increased our communication with daily Parent Square notices that go out with the daily bulletin and a weekly communication with an informational memo. We have our annual Back to School Night that we get a good attendance from parents and we are able to assist parents with signing up with Aeries so they can access student grades.
	We have increased our communication with daily Parent Square messages that go out with the daily bulletin and a weekly communication with an informational memo. We have our annual Back to School Night that we get a good attendance from parents and we are able to assist parents with signing up with Aeries so they can access student grades.	At the high school level, it can be difficult to get parent engagement. We have increased our communication with daily Parent Square messages that go out with the daily bulletin and a weekly communication with an informational memo. We have our annual Back to School Night that we get a good attendance from parents and we are able to assist parents with signing up with Aeries so they can access student grades.	Yreka Unified School District ls committed to engaging parents and other stakeholders and incorporating feedback in the decision-making process. We have events that have been established to initiate outreach and make connections with parents. Parents are invited to attend our annual Back to School night that takes place at the beginning of the school year. This initial communication allows parents to hear about the different programs we offer at Yreka Union High School, parents receive an invite to participate on our School Site Council, and parents get the opportunity to attend their student's classes and meet with their teachers. Establishing these connections and developing relationships leads us to better involvement from our parents.
Throughout the school year we invite parents to our sophomore, junior, and senior night, which is designed specifically to that grade level. In the spring we invite the incoming freshman and their parents to an informational night about transitioning into high school. In addition to these informational nights, parents are invited to serve on our School Site Council committee. This parent engagement opportunity provides a more meaningful input in decision making. The parents who participate on the School Site Council assist with the LCAP and LCFF and provide feedback on our programs. The School Site Council meets monthly and reviews the LCAP goals that were established, and also assists with the goals for the upcoming school year. This committee provides feedback and gathers information on the quantity and quality of parent participation in events and programs as well as establishes opportunities. We continue to send out a monthly newsletter, but new last year, we are sending out daily bulletin and a weekly memo to parents with the Parent Square service.
	Throughout the school year we invite parents to our sophomore, junior, and senior night, which is designed specifically to that grade level. In the spring we invite the incoming freshman and their parents to an informational night about transitioning into high school. In addition to these informational nights, parents are invited to serve on our School Site Council committee. This parent engagement opportunity provides a more meaningful input in decision making. The parents who participate on the School Site Council assist with the LCAP and LCFF and provide feedback on our programs. The School Site Council meets monthly and reviews the LCAP goals that were established, and also assists with the goals for the upcoming school year. This committee provides feedback and gathers information on the quantity and quality of parent participation in events and programs as well as establishes opportunities.	The parents who participate on the School Site Council assist with the LCAP and LCFF and provide feedback on our programs. The School Site Council meets monthly and reviews the LCAP goals that were established, and also assists with the goals for the upcoming school year. This committee provides feedback and gathers information on the quantity and quality of parent participation in events and programs as well as establishes opportunities.	4	4	3	4	4	3	4	4	4	4	4	4	Met		2024-06-19	2024
47736840000000	Butte Valley Unified	3	"Strengths in building relationships between school staff and families are:
	Elementary staff focus on school-family connections
	Elementary staff commitment to MTSS and PBIS implementation, specifically connecting with parents
	Administration commitment to including parents in decision-making and securing grant funding for partnerships
	Building partnerships, hiring staff, and building programs to promote parent engagement

Efforts to build relationships between staff and families have begun with MTSS training, successful application for Community School Grant funding, and contracting with a nonprofit to support parent engagement. Approximately half of BVES staff have completed MTSS training and have begun to implement MTSS and PBIS strategies, including connections with families. The CSG will provide valuable resources to build school and community relationships to support families with needed resources and social services to promote wellness. Continue partnership with nonprofit Tiny, Mighty, Strong will focus on community building and connecting students, parents, and our schools."	"BVUSD solicited input from partners through the LCAP survey process and through Community Schools Grant community meetings. Parents indicated that they would like:
	Counseling and assistance supporting their children
	Literacy support in the home
	More engagement
	Community resources and social services facilitated by the schools

Efforts to meet these expressed needs will focus on:
	Continued staff development in MTSS/PBIS and parent engagement
	A community schools approach and CSG resources
	More social emotional supports and counseling
	Literacy and numeracy support at home
	Addition of a wellness coach to work with students and families"	Engagement will be increased through improved rigor in academics, a focus on engaging activities, parent engagement events and services, increase focus on identifying and addressing barriers to access (counseling), and a focus on wellness. Unduplicated students will be prioritized for all services.	"Strengths:
	Supportive families
	Implementation of programs to build partnerships
	Adoption of supplemental curriculum which values partnerships
	Addition of staff to support partnerships for all students
	Acquisition of grants and resources to support community engagement

Progress
	Implementation of Community Schools Grant
	Creation of a wellness coach position
	New admin with experience in community outreach
	Creation of additional counseling positions
	Creation of a community schools coordinator position"	BVUSD's focus for improvement in Building Partnerships for Student Outcomes will be to increase outreach, improve engagement, and provide context for connections with families, both academically and socially.	BVUSD will increase services to support students' and families' social and emotional wellbeing. We will increase the number of community events we provide, with a focus on celebrations, family activities, education in the home, and improving school-home connections. As noted above, additional staffing will be created to support these efforts.	"Strengths
	ELAC, DELAC, SSC, and a District Advisory Committee are very engaged
	A new admin has been hired to support leadership and community outreach efforts
	Staff are more engaged in collective work
	SCOE has partnered with us to develop leadership
	Surveys and other input methods are used frequently

Progress toward seeking more input for decision-making has been strong at the elementary school. Focus areas are academics, interventions, positive behavior supports, and ELLs. The elementary school has a strong culture of meeting the needs of students. High school staff generally provide input focused on logistics and behavior, but a unified effort towards overall improvement will occur with improved staffing, which is being addressed."	Improvements have been made in terms of committees, leadership structures, and input opportunities through surveys, committee meetings, and staff meetings. Opportunities for input will deepen as we increase our focus on reform efforts.	Our focus for the coming school years will be closing achievement gaps, improving services for ELLs and immigrant students, and supporting underrepresented families. Increased counseling services, parent engagement events, home-school communication, and access to services will be areas where we take action. Hiring staff who are able to connect with underrepresented students is a focus, especially in the area of communication in Spanish.	2	2	1	2	2	1	2	1	2	3	3	3	Met		2024-06-28	2024
47764550000000	Scott Valley Unified	3	"We continue to use Parent Square for direct messaging and have found this tool and the app to be a strength, such as the permission slip function. Parent Square offers unique functionality such as being able to see how many messages were read or opened as well as number of interactions. Many school based family and community events were very well attended this year such as athletic and curricular activities, including field trips. The elementary ""Meet and Greets"" have been very successful, especially this year for our first school year with reconfiguring both elementary schools. Other successful events included grade-level specific activities and increased use of social media."	We continue to plan for next steps to include increasing the membership and engagement in competitive FFA teams; continue to recognize academic progress and stamina district-wide; our Board approved instructional calendar includes increased opportunities for Parent-Teacher Conferences for TK-8th grade; all athletic teams and clubs will participate in one community service project throughout the year. We will continue to extend invitations and opportunities to increase participation and engagement with Quartz Valley Indian Reservation leadership and families. We held our first graduation dinner for eligible K, 8 and 12 grade Title VI students and their families.	While the size of our LEA makes it easier than for most Districts to outreach directly to parents, how we outreach isn't uniform. The geographical size of our District can present outreach challenges. While most families express satisfaction with our communication, not all families feel the same way. Social media is the most successful avenue we have and our families appear to rely on it more than other formats. The 2023-24 and 2024-25 instructional calendars include additional Parent - Teacher Conference time for the elementary and junior high schools. EHS has been emailing the school bulletin to their students.	Greater family involvement is enjoyed at the elementary school levels than at the secondary levels. The various stakeholders, including students, expressed a desire to increase not only family involvement, community involvement, as well. The new school year will bring more opportunities for principals to work with school staff and customize site based engagement opportunities. The District continues to intentionally improve communication with the Quartz Valley Indian Reservation (QVIR) Tribal Leaders resulting in meeting this year with the leadership of Quartz Valley Indian Reservation.  Monthly meetings take place between the QVIR Education Director and High School Principal as well as with the Superintendent.	The 2023-24 school year's focus was on strengthening our social-emotional learning and wellness program and continuing our focus on site based Guiding Coalitions. School Handbooks underwent another deep review and edit to include multi-tiered systems. This work will continue to evolve in 2024-2025, especially in light of the District's Differentiated Assistance status due to chronic absenteeism and the suspension rates. These efforts support and improve building partnerships for student outcomes. Year three (3) of our full commitment to social-emotional learning further refined and routinized best practices for meeting students' primary, basic needs in order for their academic success and achievement. Due to expiring one-time funds, staffing levels will be affected in 2024-25.  The Superintendent convened the Student Advisory Council which authenticated student voice on district-wide priorities.	We met our intention to add parent-teacher conference time for the elementary and junior high schools. We want to examine how our teachers might meet with parents/families in the springtime for students who are at-risk of not completing the school year at grade level or not approaching grade level learning targets. There is a stated need to improve on working with non-traditional systems and under-represented families. Examining how to provide cultural competency training will be a priority for the Instructional Leadership Team.	Input for decision-making took into account our partnerships with the Siskiyou County Office of Education SELPA, the LCAP committee, the CARE Team, the Instructional Leadership Team (ILT), Safety Committee, Indian Parent Education Committee, Title VI Parents, the Superintendent's Student Advisory Council, monthly meetings at each site with the principal and Scott Valley Teachers Association (SVTA) site representatives, Superintendent and SVTA President monthly meetings, PTO's, and public comment during Board Meetings, to name a few.	While well-beyond the pandemic time, we recognize that our children and students were deeply impacted and we continue to see this as a critical area needing more attention and services to them.	We will continue to encourage a tribal report at Board Meetings and extend opportunities for engagement and participation.	4	4	3	3	3	3	4	4	4	4	3	3	Met		2024-06-25	2024
48104880000000	Solano County Office of Education	3	The Juvenile Court and Community School programs at SCOE has three major areas of strength: (1) Culture and Climate - The culture and climate of the program is based upon a student and family-focused model. Students, parents, staff members, and community members are encouraged to engage with activities related to the instructional and operational functions of the program. (2) Communication - Outreach to families through personal invites to school activities, in-person educational partner meetings, and access to language translation has contributed to higher levels of communication between the school and families. (3) Wellness Support - Mental health support and wellness support are provided for students in need of additional services.	The following areas of focus were identified based upon the analysis of feedback received from our educational partner meetings: (1) Create a welcoming and nurturing school culture and climate. (2) Enhance levels of communication and access for all students and families. (3) Increase access to wellness and mental health screenings and support. These three focus areas support the academic and social-emotional needs of all learners.	Students who are underrepresented and their families are continuously encouraged and assisted with access to the various services available to support both academic and social-emotional/mental health needs.	The following services are provided for students and their families in order to promote full access to the academic and social-emotional resources available: Transition services, wellness support/counseling, individual learning plans, family/student welcome meetings, embedded services for students who are homeless and youth in foster care, services for students with disabilities, professional learning related to Social-Emotional Learning for teachers and administrators as well as access to an equity-focused curriculum. Support for underrepresented families includes personal invitations for students and parents to participate with parent advisory committee meetings, SCOE representative available at bi-monthly family visitation meetings, home visits, and access to language interpreters and translation services.	Based on analysis of educational partner input and local data, SCOE's areas of focus include transition supports and services; wellness support and counseling; academic support through individual learning plans; family/student welcome meetings; services for homeless and foster youth; services for students with disabilities; and responsive professional learning.	Students who are underrepresented and their families are continuously encouraged and assisted with access to the various services available to support both academic and social-emotional/mental health needs. Mental health screening assessments are conducted with all students. The results from the screenings are used to assess the individual needs of students along with case management and referral to service providers. School Site Council Meetings (SSC), parent advisory committee meetings, and family welcome meetings provide families of underrepresented families opportunities to provide feedback concerning academic program, school budget considerations, and needed resources. Continued outreach to families to participate in the various educational partner meetings will be an ongoing area of focus.	Educational partner meetings are conducted throughout the school year and include the recommendations from diverse educational partner groups. The recommendations provided by educational partners contributes to the development of the Local Control Accountability Plan (LCAP). School Site Council Meetings (SSC), parent advisory committee meetings, and family welcome meetings support the underrepresented families with opportunities to provide feedback concerning academic programs, school budget considerations, and additional support resources. As part of the California Community Schools Partnership Program (CCSPP) grant process, the team has conduct robust needs and asset assessment work to engage the voices of the community in other supports that could enhance the work currently taking place in order to support students and families accessing resources.	The analysis of data collected from educational partner meetings and local data assessment tools highlight the continued need to outreach to underrepresented student groups and our diverse educational partners. Outreach includes an ongoing focus on providing interpreters and translated documents for equitable access to programs and services.	Continued outreach to families to participate in the various educational partner meetings will be an ongoing area of focus. Relationship building with students and families in both informal and formal activities will remain an area of focus.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
48104880139030	Elite Public	3	Relationships between teachers and families are critical to our work at ELITE Public Schools and were noted as an area of strength during this year’s WASC visit. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. The school has implemented specific practices to strengthen the relationship between families and the school through frequent meetings, both large group and individual, to determine how to best support students with their learning, in addition to a weekly teacher newsletter regarding standards and upcoming assessments. This year multiple family gatherings have occurred, fostering a sense of community and involvement.	We strive to continue to strengthen our relationships with families by creating authentic opportunities for meaningful family volunteerism at ELITE Public Schools.  We have hired an AmeriCorps worker who is devoted to increasing parent volunteerism.
	We strive to continue to strengthen our relationships with families by creating authentic opportunities for meaningful family volunteerism at ELITE Public Schools.  We have hired an AmeriCorps worker who is devoted to increasing parent volunteerism.
	ELITE Public Schools has developed practices that foster partnerships between families and staff in support of student growth. ELITE hosts parent conferences in Quarter 1 with all of its families to not only inform families of student progress but to also have parents partner in working toward improving students' social and emotional well-being. ELITE also awarded attendance, academic improvement, leadership, and honor roll at quarterly ceremonies with strong parent attendance.

	We provide families with information about their legal rights and how to advocate for their students in our student family handbook, throughout the special education process, and during family meetings throughout the year.  Our school is built to eliminate the opportunity gap with a special focus on African American and Latino students.  Policies are put in place with that in mind.  Our full-service community school recognizes the whole child. We have partnered with our County Office of Education and local colleges and universities to provide additional resources to our families and students. Community-based organizations are also supporting our work in these areas and attending quarterly collaborative meetings (Boys and Girls Empowerment Group, First Chance, Healthy Solano) to strengthen student and parent soft skills that are critical to school success.	ELITE plans to improve communication with underrepresented families by continuing to strengthen its outreach to those who are not able to attend parent conferences.  The entire ELITE staff has successfully supported our families to support their children, both academically and emotionally this year. 
	ELITE is a small and growing school, and we are proud of how we have transitioned from the initial stages of charter school growth to now having systems in place to be able to seek input from parents regularly.  We had begun the process of forming advisory groups prior to the pandemic, but much of this work was put on hold as we shifted our priorities to the immediate needs of students, staff, and families.  This year the active parent council has been instrumental in facilitating strong conversations where parents can express their opinions on various matters, including improvements they would like to see. This feedback loop allows for real-time adjustments, enhancing the overall experience for everyone involved.  The WASC report for our school highlighted the collaborative community where parents and students feel like they are part of the decision-making process.
	The school is always trying to encourage additional parents to participate.	The school is exploring additional methods to communicate opportunities to participate in decision-making to parents who do not use email regularly.	4	4	3	4	4	4	4	4	4	4	4	4	Met		2024-06-11	2024
48705240000000	Benicia Unified	3	Our District and sites used a variety of surveys to solicit feedback on programs, events, communication, needs, and opportunities with families.  Depending on the topic, phone outreach, in-person meetings, and/or home visits have been done to ensure feedback from underrepresented families.  In addition, BUSD hosted several parent meeting forums and workshops including special education parent forums and English learner parent groups.  This allowed us to solicit particular feedback from these groups of families about their child's successes and challenges as well as ideas for improvement. Additionally, the District website and communication tool, Parent Square, has a translation ability built-in. To support families at home, the district uses many online programs.  Log-in information was provided to families to access these resources. In addition, many teachers used Google Classroom and invited parents to become a member of that classroom. Parents could then see the work happening in the classrooms and support their children at home. 

BUSD had parents and students on our Equity Leadership Team and our LCAP Team.  Each of these groups met monthly. As part of the LCAP educational partner process, BUSD created a series of short videos that were sent out to families to help them understand the LCAP process, budget, data, goals, and actions. 

Based on feedback from families, a robust parent series was implemented this year.  Thirteen unique workshops were offered, most virtually. However, they were all recorded, sent out to families, and posted on the District website. 

The Superintendent also sent out a monthly newsletter to families.  Several times this year, he also created short videos to send to families on a variety of different topics.  
	BUSD continued to work on communication with families as a whole and by school site.  We sent out more frequent and timely communications.  Our Superintendent had multiple listening and learning sessions along with coffee chats at each site.  These were held with staff, parents, and students as well as particular parent groups such as those who have students receiving special education services.
	BUSD implemented additional outreach to families who are underrepresented.  This was done through phone calls, emails, and special forums to meet with particular groups of families.
	Every school in BUSD has a wellness center that is open most days of the week.   BUSD  offered a parent series that included Social-emotional support, equity, and supporting college and career readiness.  These were held virtually to accommodate parent attendance. All staff have been trained in compassionate dialogue using the RIR protocol from EPOCH Education.  Additionally, all staff had training in restorative practices. 
	BUSD will continue to improve the engagement of underrepresented families by conducting additional outreach, working to create an environment where people feel valued and respected, and continuing professional learning in the area of equity & opportunity. We will do this through increased and improved communication from the District Office and at the site level as well as monthly accountability meetings with our administrators.	BUSD will hold student forums to hear from students about their experiences.  The superintendent is also conducting listening and learning sessions with students at various school sites.  BUSD will invite particular groups of students to these forums to ensure that their voices are heard. Additionally, BUSD has student representatives on their Equity Leadership and LCAP teams. 
	BUSD has several parent groups that function in an advisory capacity.  The LCAP parent group has representation from every school site.  All parents were invited to express interest and then a school-based election took place to vote in the site representatives.  This LCAP Parent group meets alongside the Union LCAP group and meets monthly.  In addition a special education parent group, and DELAC.  Each of these groups provides input into programs and services, including what is working and what needs attention.  During these meetings, we review data, and solicit input for the LCAP and programs offered. Each school site has a functioning Site Council and ELAC committee. At the site-level meetings, data and programs are reviewed. Each site has jointly developed with staff and parents a Single Plan for Student Achievement. These site-level plans are in direct alignment with the District LCAP. In addition, this year we included parents on our District Equity Team. 
	We need to continue to build in time to listen to concerns and communicate in a more timely and complete manner.	BUSD will use surveys, parent forums, coffee chats, and listening and learning sessions to gather input from educational partners about what needs attention.  We will do extra outreach through personal contact and emails to ensure that all voices are heard.
	4	4	4	4	4	4	4	3	4	5	4	4	Met		2024-06-13	2024
48705320000000	Dixon Unified	3	-Parent Institute for Quality Education (PIQE) and other programs to increase parent involvement
-Begin to regularly recognize Heritage months at school sites
-Begin workshops with topics that are allow families to engage in hands on activities in classrooms
-Celebrate parent participation and involvement specifically to events
-Avoid educational jargon during our meetings/workshops for parents
-Develop and organize home visits help to remove barriers, build trust and communication, with a common goal for the success of students
-Initiation of annual Back to School Festival	-Develop opportunities for parents to participate in school activities that encourage and promote understanding of how to support student learning, navigation of school system
-Develop a survey on topics and times during the first part of the school year to solicit information on potential family outreach activities.
-Deepen the implement the Parent Institute for Quality Education (PIQE) program	-Utilize parent surveys to enhance and improve decision making
-Parents participate in SSC, ELAC, DELAC, PTO, Migrant PAC, and LCAP Parent Advisory
-Increase opportunities for parents to be on campuses to visit and/or volunteer instructional settings.	-LEA holds conferences at elementary, middle and intake meetings at the alternative education school site.
-LEA holds academic nights for families to learn skills/better understand curriculum that students are learning specific to their grade level at elementary.
-LEA holds College, Career & Trade at secondary schools. This allows students the opportunity to explore career opportunities, meet prospective employers including those within the community.
-LEA participates on Dixon’s Chamber of Commerce Education Committee.
-LEA has increased participation in PTO, SSC, ELAC, DELAC, Migrant PAC	-Development in consistency of utilization of Bilingual Parent Liaison at school sites.
-School sites to develop more partnerships with organizations
-Continue to have PTOs participate in Board Meetings to share with the public how they are supporting our schools (students and staff)
-Increase involvement in special education advisory committee
-Continue outreach in an effort to not only maintain, but increase participation in PTO, SSC, ELAC, DELAC, Migrant PAC
-Consider welcome meetings for newcomers to DUSD at school sites. Newly arrived immigrant families should be contacted within one week of enrollment by Parent Liaisons.	-Communication to all families via using a consistent, Districtwide communication platform (ParentSquare)
-Each school site shares a weekly or monthly newsletter to families
-Superintendent shares a weekly update to families, community
-Publicize academic and athletic successes on social media and other platforms	-Parent Liaison to ensure communication to unduplicated families is better documented
-The District is making an effort to facilitate meetings with more more high interest topics to families based on their feedback.
-The District has implemented a Climate and Culture Committee to improve feedback and actions in these critical areas	-Parent Liaison to ensure communication to unduplicated families is better documented and monitored
-Facilitate more high interest topics to parent groups based on their input and feedback	-Parent Liaison to ensure communication to unduplicated families is better documented
-Conduct meetings in a hybrid format so as to ensure participation of all families
-Rotate meeting times to before school, evening, and consider weekends	3	4	3	4	3	4	4	4	4	4	4	2	Met		2024-06-20	2024
48705320122267	Dixon Montessori Charter	3	"According to our 2023-2024 (most recent) Family Survey 99% of respondents agree or strongly agree that DMCS seeks parental input.  97% of respondents say that their student's basic conditions of learning are average or exemplary, 3% say the conditions of learning do not meet their expectations.  99% agree or strongly agree that their child feels safe at school. Below are some quotes from the most recent survey: 

""Montessori has been an amazing experience. I have a 5th grader here currently but my 15 year old started his school journey and graduated from Dixon Montessori. I could not thank the Dixon Montessori staff for all they have done for both of my boys!""

""This is such a wonderful and rich environment. I can't imagine my children anywhere else. Thank you all for making this such a spectacular community!""

""Love this school!"""	Based on the analysis of our most recent surveys we believe that our building relationships between school staff and families are extremely strong.  We plan to continue building relationships through continued outreach and communication.	Outreach and engagement of underrepresented families has been a goal of DMCS for years.  Our relationships with all families remain strong.  We will continue to communicate with and reach out to our underrepresented families.	Our most recent surveys show that 100% of respondents believe the course access at DMCS is average or above average, 0% reported below average.  94% reported that their child's academic performance was average or above average, 5.8% reported that their child's academic performance was below average.  DMCS is in constant communication with student families.  We have Data team meetings that help us catch students who need extra support, and we communicate needs to parents immediately.  We have three parent/teacher conferences per year.  We have SST meetings when needed.  We currently use email, phone calls, Facebook, open house, parent surveys, back to school night, and several event nights to help keep parents and staff in contact.  

Growth opportunity: We are currently working on increasing communication with a tool called Parent Square.	We will continue to communicate with parents and guardians on a regular basis.  Adding Parent Square is expected to increase overall communication between staff members and parents.  Any form of communication that increases our staff/parent partnership should result in stronger student outcomes.	For the next school year we will be using a program called Parent Square.  This program should help us reach out to parents by sending messages via text, email, and social media.  We have found that the younger generation of parents is less likely to have and check email, they are more likely to check text messages and this program sends communication as both email and text message.	According to our 2023 (most recent) Family Survey 99% of respondents agree or strongly agree that DMCS seeks parental input.  Families have opportunities to provide input for decision making by communicating with staff.  Communication comes in many form: Direct email, phone call, or meeting. Providing input on surveys throughout the year, joining board meetings, joining our Charter School Advisory Council, joining or participating with the PTO, joining or participating with ELAC.	Continued communication and outreach.	Continued communication and outreach.	4	5	4	5	3	3	5	4	4	4	5	4	Met		2024-06-11	2024
48705400000000	Fairfield-Suisun Unified	3	FSUSD exhibits several strengths in fostering relationships between school staff and families. Notably, a significant percentage of respondents across all school levels (elementary, middle, high, and non-traditional) feel that school staff treat parents with respect (an average of 43% strongly agree) and take parent concerns seriously (36% strongly agree), according to the 2023/24 Parent CalSCHLS data. Additionally, there is a strong indication that schools are proactive in keeping parents well-informed about school activities, with 47% of all respondents strongly agreeing. Elementary schools, in particular, show higher engagement, with 50% of respondents strongly agreeing that the school keeps them well-informed about activities. These strengths indicate an established foundation of respect, communication, and responsiveness between schools and families within FSUSD.	According to the 2023/24 Parent CalSCHLS data, the engagement of parents in decision-making processes and feeling welcomed to participate at school appears lower, especially in middle and high schools. Only 29% of middle school and 15% of high school respondents strongly agree that the school actively seeks parents' input before making important decisions. Similarly, the sense of parents feeling “welcomed” to participate diminishes as students progress to higher education levels, with only 25% of middle school and 16% of high school respondents strongly agreeing that “parents feel welcomed.” These findings suggest that FSUSD should focus on enhancing parental involvement in decision-making processes and improving the welcoming atmosphere for parents across all school levels, with particular attention to middle and high schools.	FSUSD schools continue grassroots efforts unique to each site and will also pilot the Parent Teacher Home Visit program (PTHV). PTHV is an evidence-based program that unites educators and families with the common goal of helping students achieve success in school. The program specifically focuses on building relationships of trust between families and educators. 

FSUSD will continue providing and working to expand Parent/Grandparent Cafés, which are currently offered at ten school sites. This is also true for Strength for the Journey Parent Cafés, which are designed for parents of students with disabilities. All cafés are offered in English and Spanish. These cafés provide families with a safe, non-judgmental environment to engage in structured, meaningful conversations about parenting challenges and successes. They also help develop parent leadership skills and a support system within each school community. 

Families and staff will be invited to conduct welcoming walk-throughs at all school sites to observe four research-identified components of welcoming school environments. The summary of observations will assist schools in assessing and creating a welcoming school atmosphere.	FSUSD has achieved commendable levels of parental involvement across different school levels, with a particularly strong performance in promoting parental involvement in continuation/community day/other types of non-traditional schools (NT), where an average of 67% of respondents strongly agree with the promotion efforts. This is evident in areas, such as having prompt responses to communications and encouragement for parents to be active educational partners. NT schools scored 69% in both of these metrics. 

FSUSD also excels in keeping parents well-informed about school activities and students' learning expectations, with notable rates of strong agreement across all school levels. The exemplary performance in communication is supported by the high percentage of NT schools (75%) doing very well in providing information about student group/class placements and a significant (83%) in clarifying parents' expected roles at school. 

In comparison to the parent survey in 2023, in the 2024 survey FSUSD has remained consistent in practices supporting site staff’s ability to partner with families, collaboration opportunities to improve student outcomes, and supporting families with exercising advocacy efforts for all students. FSUSD is progressing in this area by expanding their communication methods and efforts that provide accessible resources and support services to the school community. FSUSD also strengthened their outreach with the use of the Engage! Newsletter, Parent & Journey Cafés, year-round accessibility of Family Resource Centers, the support from site-based Community Outreach Liaisons, and Attendance Liaisons.  Through this approach, families and staff are provided with the accessibility of community partnerships that assist in promoting the development of positive student outcomes.	Middle and high schools (MS & HS) show lower percentages of strong agreement in nearly all aspects of parental involvement compared to elementary and non-traditional schools (ES & NT) according to the 2023/24 CalSCHLS data. This is particularly concerning in the promotion of parental involvement, where MS and HS report lower levels of strong agreement at 30% and 21%, respectively. Further, data suggests a need to enhance the welcoming atmosphere for parents at MS (25%) and HS (16%), as indicated by lower percentages of strong agreement that parents feel welcome to participate. Additionally, the provision of information to families on how to support children's homework and preparation for college or vocational school in MS and HS requires improvement, as evidenced by lower satisfaction rates (32% at all school levels).

While FSUSD has remained consistent in early implementation efforts to increase partnership, data suggests a lack of attainable resources for homework, college, and vocational planning at the MS and HS levels.  Creating more opportunities for exposure to internal/external resources at school sites will positively impact student outcomes by providing these populations with the necessary tools for academic achievement.  Data further shows a low rating in secondary education’s parent involvement compared to elementary environments.  FSUSD publishes the Engage! newsletter as a communication tool and a method to increase parent involvement.  However, to further drive and expand targeted actions, a feedback tool would be beneficial when improving welcoming environments, and encouraging parent attendance at school meetings, councils, and committees.	FSUSD will focus on strengthening parent groups in secondary settings by providing opportunities for parent involvement, promoting active participation, and recruiting families to establish strong site committees that will assist with broadcasting available resources for students and families in this demographic.  Additionally, outreach efforts to build a stronger communication network will be established with community partners families already engage services with outside of FSUSD, such as councils, committees, clubs, churches, etc.	FSUSD demonstrates strength in the high level of parental involvement encouraged by the schools, especially in non-traditional (NT) settings where 67% of respondents strongly agree that the school encourages them to be active partners in educating their child, compared to FSUSD’s average of 38%. Additionally, FSUSD shows strong communication with parents regarding school activities, with an average of 47% of parents across all school levels reporting they strongly agree or feel very well informed about school activities, and a remarkable 69% in NT settings feeling the same. FSUSD also excels in keeping parents informed about their child's progress between report cards, with 63% of all District parents feeling this is done very well, and 92% in NT settings.	A key area for improvement is the active solicitation of parental input before making important decisions, where only 29% of respondents across FSUSD strongly agree that the school actively seeks their input, with high schools (HS) at a notably lower 15%. Another area needing enhancement is the provision of information about why children are placed in particular groups/classes; only 44% of parents feel this is done very well, highlighting a communication gap that can impact parental involvement and understanding.	FSUSD will engage in a process that not only looks at data from a “satellite” perspective, but also drills down to the ground-level perspective. In other words, data represented in the California Dashboard will be analyzed and valued. In addition, FSUSD will engage in a process to collect data via interviews, observations, community events, parent support groups, and other venues that have an expanded reach into the school community. The intent is to gain an understanding by capturing the voice of the families/students who do not have the means to respond to the traditional methods FSUSD uses to provide input and have their “voice” heard.	4	4	3	4	3	5	3	3	3	3	3	3	Met		2024-06-27	2024
48705650000000	Travis Unified	3	Parents and community members appreciated the easy to navigate grading systems (Aeries) and communication around grades and school procedures. Overall survey data reflects family satisfaction with their school site communication (ease and comprehensibility) with highest ratings at our elementary and alternative education sites.	Families in focus groups shared concerns regarding website navigation (which is being addressed with new web hosting) and communication speed in emergent situations. Overall community members feel welcomed by staff and valued as unique. Overall positive marks for welcoming environment existed across the schools, with lower ratings at our middle school. This is being addressed with both local and district-wide customer service training.	This continues to be an area of growth but offering opportunities for families to engage with educational opportunities using multiple modalities, which was suggested by ELAC members, has been helpful to increase participation and access.	We have been making progress in this area, especially around increased participation in family events and groups on school sites. Elementary sites have returned to in person activities and our parent meetings (PTSA, parent-teacher conferences, IEPs and science/literacy nights have all returned to primarily in person. Parents identified these as positives in surveys.	Families identified areas of growth around providing more information about post high school options, college and career opportunities and funding sources for college. Elementary families especially reported that they feel that information about college could be explored more. With this in mind, we plan to add additional information around CA grants, CTE pathways and local opportunities starting at younger grades.	English learner families identified that they needed additional information about engaging in the school community -- specifically about how to navigate the enrollment, attendance and college pathways. These topics will be included in ELAC and DELAC meetings and shared in more areas, such as our new website and principal newsletters.	"Families at elementary schools feel that there are to influence decisions, especially with classroom teachers. PTSA, Boosters and SSC are the most sited areas of local decision making. This has been increasing at the high school with the ""coffee with the principal"" events held monthly."	Our middle school has lower levels of satisfaction for our families when it comes to decision making. There is not currently an organized PTSA and only a limited number of parents attend SSC.	Travis needs to increase opportunities for parent involvement, especially at the middle school level. PTSAs are also invested in increasing the representation on their Boards and involving new families. Our two elementary schools on the Travis Air Force Base, which have ca. 40% underrepresented families, have struggled with consistency and engagement of their PTSA/PTO groups. Travis Elementary was able to form an active group again this year, which has been a helpful avenue for continued community - administration communication and dialogue.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
48705730000000	Vacaville Unified	3	We endeavor to establish collaborative partnerships between our staff and families through various means to effectively address the needs of our educational community. This includes organizing events centered around specific topics and conducting targeted outreach facilitated by parent liaisons or specialized staff members. Examples of family engagement events encompass a range of areas:

- Addressing academic priorities
- Hosting Parent Academies
- Promoting College and Career Awareness
- Enhancing safety and security awareness (both cyber and physical)
- Facilitating methods for fostering ongoing communication

Furthermore, we actively collaborate with a diverse array of entities to explore grant opportunities. For instance, we engage in partnerships with our County Office of Education and pursue grants such as the K12 SWP grants to further support our educational initiatives.	In order to improve student outcomes in areas of identified needs, we continue to seek out community partners to expand our impact.	We are committed to maximizing our current resources and exploring opportunities to enhance them to better serve families in need. For instance, we will uphold transparent and consistent communication with underrepresented families through various digital platforms, including newsletters, emails, phone calls, and social media, to keep them updated on school events and their children's academic progress. Additionally, we are exploring partnerships with local community organizations, non-profits, and businesses dedicated to supporting underrepresented families, aiming to leverage additional resources and assistance. To ensure the effectiveness of our engagement efforts, we will regularly evaluate our strategies, solicit feedback, and make necessary adjustments to foster continuous improvement.	Effective communication plays a vital role in fostering strong relationships between school staff and families. Our District and school websites, along with our active presence on social media platforms, provide valuable resources for families seeking information. Additionally, Parent Square, our district messaging app, enhances accessibility and facilitates direct engagement between parents and school staff. This communication extends into the classroom environment through platforms such as Clever in Elementary and Google Classroom in Secondary, ensuring that parents stay informed about their children's classroom activities and assignments. Furthermore, we host a range of evening events designed to welcome and acquaint parents with our schools, fostering a sense of community and collaboration.	Continuous improvement is essential in this realm. With new students and families joining our Vacaville Unified School District community every day, it is imperative that we continuously enhance our communication and connections to foster the success of our students and their families.	Improving engagement with underrepresented families is an ongoing priority for our school district. As we welcome new students and families into the VUSD community each year, we recognize the importance of continuously enhancing our communication and connection methods. We are committed to implementing targeted strategies to reach underrepresented families effectively.

To achieve this, we invest in culturally responsive communication approaches tailored to the diverse needs and preferences of our community members. This includes leveraging multilingual resources, culturally relevant messaging, and accessible communication channels to ensure that all families feel valued and included. Furthermore, we prioritize building trust and rapport with underrepresented families through personalized outreach efforts. This involves proactive engagement initiatives, such as home visits, community meetings, and outreach events specifically designed to address the unique concerns and interests of underrepresented families. Additionally, we actively seek feedback from underrepresented families to inform our engagement strategies and ensure that their voices are heard and respected. By fostering collaborative partnerships and creating inclusive spaces for dialogue and participation, we aim to strengthen the relationships between school staff and underrepresented families, ultimately promoting the success and well-being of all students.	We conduct multiple surveys throughout the year to gather community feedback on our goals and any potential changes that may affect them. Additionally, we regularly meet with our parent groups, including the DELAC, Foster Parent, and Special Needs Parent Advisory, to obtain their input.	Below is a summary of the feedback we received from our LCAP Partner advisory groups:
Parents in our Foster and Homeless Parent Advisory group appreciated the additional professional development for staff included in our plan. They suggested increasing collaboration with community resources to better support the unique needs of their students.  We acted upon this suggestion this year by attending the local Foster Resource Network conference to gain feedback on our plan and to learn about how to support our students. 

Our parents in our DELAC, expressed appreciation for our efforts related to college readiness, highlighting the outreach of our new College Readiness team.  They continued to emphasized the importance of expanding upon on career and life readiness skill development, as well as addressing safety issues.

	Goal 1:
We continue to receive feedback from all of our educational partners that our top priority should be to focus on ensuring college, career, and life readiness for all students.  Parents/community members called for prioritizing college (see Action 1.4), career (see Action 1.5), and life (see Action 1.6) readiness. For career readiness (see Action 1.5), they saw a need for more practical skill instruction, including resume writing, interview skills, job readiness, trade skills, vocational programs, understanding career pathways, and entrepreneurship.  In terms of life skills, both our parent and student advisories echoed the need for additional life readiness skills, including critical thinking so that students can develop skills in evaluating information, understanding fact vs opinion, self-regulation, problem-solving, and making informed decisions and more opportunities for real-work experiences/challenges, such as cooking, managing finances, running a household, understanding loan terms, participating in elections, and navigating the job market (see Action 1.6). 

Goal 2:
In order to meet our goal of ensuring all students are college, career, and life ready upon graduation, the next priority from our educational partners centered around the importance of establishing and maintaining a robust Multi-Tiered Systems of Support.  Two of the most popular themes in this area focused on interventions, both academic and social and emotional, dropout prevention strategies, and ensuring safety.  With respect to interventions, our parent/community advisories noted the need for more individualized support for students: meeting students where they are at and providing tailored interventions and goals (see Actions 2.1, 2.2).  

Goal 3:
This goal is focused on our community day school, Shereene Wilkson Academy of Excellence. Based on the feedback we received from our school's educational partners, our focus should be on transition outcomes (either via graduation or transitioning back to the home school) and cultivating a variety of career exploration options for students. We have written both ideas into Action 3.1	4	4	4	4	4	4	4	4	4	4	3	3	Met		2024-06-27	2024
48705730129494	Kairos Public	3	Kairos Public Schools Parent/Guardian surveys show a 95% satisfaction rate and 98% strong communication rate. Kairos Public Schools has created an environment that welcomes and respects parents voice throughout the organization. Several KPS Board members are also parents of students within the school. The Kairos Parent Advisory council meets monthly to advise administration on policies, procedures and practices and to develop opportunities for relationship building.	Kairos Public Schools believes there is always work to be done to improve relations with families and stakeholder groups. We serve a diverse population with over 30% of our families in a homeschool/flex-based learning model of learning and the other families in a traditional education model. The preferred communication styles differ between academic programs and the age of the students. Thus, Kairos Public Schools is committed to using new ways to engage that meet the needs of all families.	Our EL population is growing at Kairos Public Schools, thus a focus on hiring staff who are bilingual and more readily available to help families who speak English as a second language is a priority for Kairos through the reflection process.	As an organization with a blended learning model, it is critical to equip families with the knowledge and tools to successfully help their scholars at home. Based on our survey results 95% of families feel their child is prepared for the next grade level. This is a strength. 96% of families report the curriculum is challenging. Kairos Public Schools has been relationships with parents as co-educators and this strength has translated into better student outcomes.	As technology changes and workforce changes in our world, Kairos Public Schools is finding it harder for families to have time to come to in-person training on various topics. To this end, Kairos Public Schools is focusing on improving participation in family training by going digital through the use of Youtube, Podcasts, Virtual Office Hours and More.	Kairos Public Schools believes in voice throughout the organization and strives to hear the voice of all stakeholder groups, including underrepresented families. We translate communications into a families native language, we engage with our special education families to include them in all decisions with their child and we strive to ensure all voices are heard.	In 2014, Kairos Public Schools was formed by a group of Vacaville parents and educators. Since the beginning, Kairos has formed and met with a Kairos Parent Advisory Council (KPAC) to review policies, procedures, laws, guidance and more to assist the school in the decision making process. This strength has helped us navigate the pandemic, enrollment growth of over 25% over the year and the addition of multiple academic programs.	Kairos Public Schools seeks input through annual staff and family surveys, monthly Kairos Parent Advisory Council meetings, an open door policy, email communication and more	Kairos Public Schools believes in voice throughout the organization and strives to hear the voice of all stakeholder groups, including underrepresented families. We translate communications into a families native language, we engage with our special education families to include them in all decisions with their child and we strive to ensure all voices are heard.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
48705730135095	Ernest Kimme Charter Academy	3	"Family support is critical at our school. Every family that starts at Kimme begins with an orientation where goals and needs are discussed. All staff share the idea of these are ""our"" students vs ""my"" students. Staff members regularly send messages home to families sharing student progresses and celebrations. Kimme currently has opportunities for families to participate in campus wide activities that support positive relationships with staff."	The focus area is on increasing the number and type of opportunities that families have to participate on campus. Kimme is planning on hosting various celebration nights as well as informational activities around issues families share were most pressing through our annual LCAP survey.	Kimme is committed to maximizing current resources and seeking out additional partnerships to enhance engagement of underrepresented families. We provide communication through messaging platforms, social media, and conversation to keep families updated on school events as well as student academic progress.	Communication is an area of strength for our school. Through school websites, messages home regularly, immediate access to site administration all support families feeling like they are informed with what is happening in their student's education. We utilize both school and classroom based multi media platforms to build connections with families. Evening events also provide opportunities for parents to gain information on important aspects of their student's education.	Continuous improvement is critical in this area. There are always new Kimme families to connect with. Our system is a very unique system so it is critical to continue improving communication to help families understand how we will get their student to graduation.	Kimme is committed to maximizing current resources and seeking out additional partnerships to enhance engagement of underrepresented families. We provide communication through messaging platforms, social media, and conversation to keep families updated on school events as well as student academic progress.	We conduct annual surveys with our families to gather feedback on our goals and any changes we are making to our program. We have a School Site Council team that meets quarterly and parents are a critical part of that team. We are making efforts to increase the number of parents who participate with this team.	Based on survey data, our parents feel like they have opportunities to provide input at the school level. They did share areas that they would like more resources on and we are exploring ways to be able to provide those resources. Survey data showed that parents would like to see us continue to emphasize career and life readiness skill development within their students courses.	It will be important to ensure that there are a variety of means and methods for families to be able to provide input.	4	4	3	4	4	4	4	4	4	4	4	3	Met		2024-06-27	2024
48705734830113	Buckingham Collegiate Charter Academy	3	We seek to form partnerships between our staff and families in many different ways to meet the needs of our students, including both topically focused events or targeted outreach. Some examples of family engagement events include:
-Back to School Night
-Senior Parent Night
-Four Year Planning Night
-Parent-Teacher Conferences
-Monthly meetings with parent board (SHIELD)
-Action Plan meetings, SST Meetings, 504 Meetings and IEP meetings as appropriate
-Parent Webinars on topics such as Mental Health Awareness & Suicide Prevention
	Our area of focus for improvement is to increase and improve communication/ advertising for these events so we can increase participation. During the 23-24 school year, we conducted a communication study and have set goals to improve in the area of communication. One of our LCAP metrics is to increase the average number of parents, staff and community members who read the monthly newsletter by 2% annually.	We will target our communication toward underrepresented families.	Annually we conduct events such as Back to School Night, Senior Parent Night, Four Year Planning Night and Parent Teacher Conferences, and Open House in order partner with families to discuss academic plans and student progress. We have a process to monitor our students' progress and develop action plans with students and their families if they are not experiencing academic success. We utilize monthly newsletters (which includes options for translation) and ParentSquare to keep parents informed and stay involved. We also have a school connected organization called SHIELD, which is board of parents who help plan events and generate additional funding for the school. SHIELD helps us recruit new parent volunteers, strengthening our partnership with all Buckingham families.	Communication with all stakeholders about our vision and purpose, governance, leadership, staff, and resources (SHIELD, Newsletter, expectations reviews, and emails) are considered an area of strength. We are continuing to focus on improving our communication with parents and students about opportunities to become more involved/engaged.	Offering child-care for evening events, providing translation services as needed, and additional outreach to families of unduplicated pupils are all ways we plan to engage more families.	As a dependent charter of the Vacaville Unified School District, all of our families and staff are included in the various stakeholder groups that help guide the decision-making process district-wide. In addition to that, we administer surveys and seek feedback to guide the decision-making process that is unique to our charter school community. We greatly value our students' feedback as well. Results of parent and student surveys are analyzed by staff. LCAP goals are developed based upon input from the input provided by our entire school community	In addition to survey data, plan to provide more opportunities for in person discussions regarding how we can effectively implement that goals and actions in our LCAP.	We will target families of unduplicated pupils and invite them to participate.	4	4	4	4	4	4	4	4	3	3	3	3	Met		2024-06-13	2024
48705736051338	Fairmont Charter Elementary	3	Fairmont Charter Elementary School has made significant strides in building strong relationships between school staff and families, creating a welcoming and inclusive community. One of the key strengths in this area is the school's commitment to fostering open and consistent communication. Through the use of ParentSquare, a comprehensive communication platform, the school ensures that parents and guardians are kept informed about school events, updates, and their children's progress. This platform enables two-way communication, allowing families to easily connect with teachers and staff, ask questions, and provide feedback, thereby enhancing engagement and trust.

A highlight of Fairmont's approach to building relationships is the monthly family nights. These events serve as a platform for parents, students, and staff to come together in a relaxed and enjoyable setting. Family nights often feature a variety of activities and topics, providing opportunities for families to engage with the school community, learn new things, and have fun. This initiative strengthens the bond between families and the school and helps create a supportive environment where everyone feels valued and connected.

Additionally, Fairmont Charter Elementary has been proactive in fostering relationships with community partners. By collaborating with local businesses, organizations, and professionals, the school has enriched its educational offerings and provided students with valuable resources and experiences. An example of this is inviting parents to speak to students and staff about their career pathways and life experiences. These interactions provide students with real-world insights and inspiration, broadening their understanding of potential futures and reinforcing the school's commitment to holistic education.

The school's dedication to community building is further reflected in the active involvement of parents and guardians in decision-making processes through the School Site Council (SSC) and English Learner Advisory Committee (ELAC). These meetings provide a vital platform for parents to voice their opinions, share concerns, and contribute to developing school policies and programs. The input gathered from SSC and ELAC meetings is invaluable in shaping the school's strategies and ensuring that the needs of all students are met.

Fairmont Charter Elementary School has demonstrated a solid commitment to building meaningful relationships with families and the broader community. Through regular communication, inclusive events, collaboration with community partners, and active parent involvement, the school continues to create a nurturing and dynamic environment that supports student success and well-being.






	Fairmont Charter Elementary School has successfully established relationships with various community partners. However, there is potential to expand these partnerships further. By actively seeking out and collaborating with a broader range of local businesses, organizations, and professionals, the school can provide even more diverse resources and opportunities for students and families. For example, partnerships with local cultural institutions, universities, and nonprofit organizations could offer enriching educational experiences, mentoring programs, and extracurricular activities. Additionally, engaging community partners in school events, such as career days or workshops, can expose students to different professions and life paths, broadening their horizons and fostering a greater sense of community involvement.

While the School Site Council (SSC) and English Learner Advisory Committee (ELAC) provide avenues for parental involvement, there is a need to broaden the channels through which families can provide input. The school could implement more frequent and varied methods for gathering feedback, such as surveys, focus groups, and informal meetings. These initiatives could help capture a wider range of perspectives and address the diverse needs of the school community. Moreover, creating more opportunities for parents to participate in decision-making processes beyond SSC and ELAC can ensure that all voices are heard. This could include establishing parent advisory committees for specific programs or initiatives and providing families with a more active role in shaping the school's direction.	Fairmont Charter Elementary School plans to implement targeted outreach and inclusive practices to improve engagement with underrepresented families identified during the self-reflection process. The school will organize culturally responsive events and workshops that reflect the diverse backgrounds of its community, creating a welcoming environment for all families. Additionally, the school will provide translation services and bilingual staff at meetings and events to ensure clear communication. The use of ParentSquare will be enhanced to deliver messages in multiple languages, making information accessible to non-English-speaking families.

To foster deeper connections, the school will establish focus groups and informal gatherings specifically for underrepresented families, offering a safe space for them to share their experiences and suggestions. The school will also collaborate with community leaders and organizations that represent these groups, inviting them to participate in school activities and decision-making processes. By actively listening and responding to the unique needs of underrepresented families, Fairmont Charter Elementary School aims to build stronger, more inclusive relationships and ensure that every family's voice is valued and heard.	Effective communication is vital in fostering strong relationships between school staff and families. Our school website, along with our active presence on social media platforms, provides valuable resources for families seeking information. Parent Square, our district-wide messaging app, enhances accessibility and facilitates direct engagement between parents and school staff. This communication extends into the classroom through platforms such as Clever to ensure parents stay informed about their children's classroom activities and assignments. Furthermore, we host a range of evening events designed to welcome and acquaint parents with our school, fostering a sense of community and collaboration.	Fairmont Charter Elementary School's focus areas for improvement in building partnerships for student outcomes include expanding collaborations with local businesses, community organizations, and educational institutions. The school aims to enhance student learning experiences and support services by developing partnerships that provide resources such as mentoring programs, internships, and experiential learning opportunities. Additionally, Fairmont seeks to strengthen its connections with organizations that offer mental health and wellness support, addressing the holistic needs of students. Another focus area is increasing engagement with families and community members in co-curricular activities, such as arts and sports, to enrich students' lives beyond the classroom. By fostering these partnerships, the school aspires to create a supportive network that enhances academic achievement, personal growth, and overall well-being for all students.	Based on the analysis of educational partner input and local data, Fairmont Charter Elementary School will enhance engagement with underrepresented families by leveraging existing district resources and community connections. The school will utilize district-provided translation services and bilingual liaisons to ensure clear and accessible communication with non-English-speaking families. Additionally, Fairmont will collaborate with district-wide programs, such as family engagement workshops and parent resource centers, to offer culturally relevant support and education.

The school will also strengthen partnerships with local organizations that already work within the district to provide mentorship, tutoring, and after-school programs, ensuring these services are accessible to all students, particularly those from underrepresented backgrounds. By utilizing these established resources and expanding outreach efforts, Fairmont aims to create a more inclusive environment where every family feels supported and involved in their child's educational journey.	Fairmont Charter Elementary School has made notable progress in seeking input for decision-making, emphasizing transparent and inclusive processes. One of the school's key strengths is its commitment to gathering diverse perspectives from families and the community. This is achieved through two yearly parent surveys, including the comprehensive end-of-year LCAP Parent Survey. These surveys provide valuable insights into parents' views on various aspects of the school's operations, programs, and areas for improvement.

In addition to surveys, Fairmont actively engages parents through the School Site Council (SSC) and English Learner Advisory Committee (ELAC) meetings, where families are encouraged to share their thoughts and contribute to school planning. The school's open-door policy further fosters an environment where parents feel comfortable voicing their concerns and suggestions. These efforts have resulted in a more collaborative decision-making process, ensuring that the needs and priorities of the school community are well-represented. Fairmont Charter Elementary School has established a strong foundation for responsive and effective governance by continuously seeking and valuing parental input.	Based on the analysis of educational partner input and local data, Fairmont Charter Elementary School has identified key focus areas for improvement in seeking input for decision-making. A primary area is increasing engagement with parents of students who are struggling academically, particularly those requiring additional resources. Parents have expressed a desire for more targeted interventions, tutoring, and specialized programs to support these students.

Another critical focus area is enhancing support for English Learners, especially those who are new to the country. Families have highlighted the need for more robust language acquisition resources, cultural integration programs, and communication support to help these students adjust and succeed. To address these concerns, Fairmont plans to implement more regular and focused discussions with parents, such as workshops and forums, to gather detailed feedback on their needs and preferences. By prioritizing these areas, the school aims to create a more inclusive and supportive environment, ensuring that all students have the resources and support necessary for academic and social success.	To improve the engagement of underrepresented families in decision-making, Fairmont Charter Elementary School will implement a systematic approach aligned with its 3rd LCAP goal. Recognizing the diverse needs of English Learners, Foster/Homeless Youth, students with disabilities, and socioeconomically disadvantaged students, the school will enhance communication channels and support systems. This includes providing accessible information in multiple languages and formats, ensuring all families can participate meaningfully.

The school will organize regular forums and workshops focused on these groups, creating a safe space for families to share their concerns and suggestions. By partnering with community organizations and leveraging district resources, Fairmont will offer tailored support services, including academic assistance and social-emotional programs. The staff's belief in every student's potential underpins these efforts, aiming to provide equitable opportunities and resources.

These actions will support underrepresented students and actively involve their families in shaping school policies and practices. Fairmont Charter Elementary School seeks to ensure that all voices are heard and valued in the decision-making process by fostering a culture of inclusivity and collaboration.	4	4	4	4	4	4	4	4	4	4	3	3	Met		2024-06-13	2024
48705810000000	Vallejo City Unified	3	The District utilizes Bilingual Parent Liaisons and Parent Partnership Liaisons to assist school staff in connecting with and serving families. These staff members provide translation and interpretation services, hold office hours to answer parents' questions and facilitate training sessions for parents. In addition to this, school sites engage parents through events and provide parents with opportunities to be on campus to engage with staff in formal and informal ways.	Based upon feedback from educational partners the district will fund fingerprinting services to parents and guardians who wish to serve as volunteers on campuses. The addition of the position of Parent Support and Resolution Liaison will serve to have dedicated time to listen to parent concerns and facilitate resolution between the parents and site staff. The role of the Public Information Officer will support to enhance the communication systems for the community.	The partnership with the African American Parent Network (AAPN) will support the goals of meeting the needs of disproportionate outcomes for African American students and support our work in engaging African American families in the community. The Parent Institute for Quality Education (PIQE) will be implemented at targeted schools to promote a culture of college readiness and provide opportunities for building strong school to home relationships.  We will expand support for Full Service community schools aligned to the needs of our community.	The district adopted local academic assessments for all students in grades TK through 12th provide specialized reports for parents that are shared after each assessment period. This information can be used during parent conferences, SSTs, IEP meetings to build on student knowledge and growth to improve outcomes. Additionally, the use of Parent Square communication systems allow for global and individualized messaging to families and allows families direct messaging capabilities to teachers and administrators to request support. Aeries Parent Portal provides parents with direct access to data related to attendance and class grades. The implementation of the Parent Institute for Quality Education, PIQE, program offers parents educational opportunities to better engaged with the educational system and advocate for their student's as they progress to career or college.	During educational partner sessions, parents/guardians requested additional modes of communication beyond direct messaging and expansion of parent education opportunities. Based upon these requests, additional funds have been allocated to provide expand access to PIQE to more campuses and to expand engagement with the African American Parent Network, AAPN.	District staff have selected PIQE as the primary education program as it has a researched backing in effectively engaging and supporting families of future first generation college-going students. This program will continue and be expanded. Other programs, like AAPN, are identified as a resource for families to engage directly with the District and is locally developed and designed to meet the needs of underserved students and families.	In order to engage parents and the general school community in the development of the Single Plans for Student Achievement and the Local Control Accountability Plan, each site principal held on site meetings to gather feedback on the needs of VCUSD in the areas of accelerating academic progress, reducing disproportionate outcomes and increasing student safety and engagement. This input was used to inform the development of the LCAP and SPSAs.	To further improve the input we receive, we will be providing additional opportunities for educational partner input. Beginning our survey work earlier, providing opportunities for input during community wide events  and providing district wide celebration opportunities that also allow us to elicit educational partner input. We will continue to provide multiple opportunities for engagement with families and provide virtual options whenever possible.	District staff track the participation of families from our representative student groups to ensure participation that mirrors our student demographics. Direct outreach through our student services staff to families serving foster youth has improved input from those families. We will continue to expand our outreach with the work of our Full Service Community Schools Manager to ensure that underrepresented families are provided with additional opportunities to engage in the school program. This work combined with increased collaboration with the African American Parent Network and other community groups will provide us with the additional opportunities to further engage our families.	3	3	3	4	3	3	4	4	4	3	3	3	Met		2024-06-26	2024
48705810115469	Vallejo Charter	3	Vallejo Charter utilizes the support of the Parent Liaisons and Bilingual Parent Liaisons to assist school staff in
connected with and serving families. These staff provide translation services, hold office hours to answer parent
questions and facilitate training sessions for parents. In addition, the school engages parents through events that
showcase student accomplishments, offer community enrichment opportunities, workshops and other opportunities
to be on campus in formal and informal ways.	Improvement on the consistency of messaging and information to families will be important as a new administrator
assumes the position of principal at Vallejo Charter. Promoting community wide events and reestablishing the
activities planned by the PTO and Charter Council for the benefit of the community as a whole will be improvements
to the efforts to build strong relationships.	Targeted outreach to underrepresented Families for participation in the English Learner Advisory Council as well as
promotion of the opportunities to participate in PIQE will improve access and engagement for underrepresented
parents groups. Student led conferences and schoolwide crew activities will be leveraged to ensure inclusion.	Participation in the Charter Council is a strength of Vallejo Charter School. Parents are active leaders of this
important group and assist in the development of all instructional and enrichment programs at Vallejo Charter
School. Twice annual students led conferences allow parents to engage meaningfully in the outcomes for students.	Vallejo Charter School will focus on building engagement for parents from underrepresented groups. Further
engagement of parents of Multilingual Learners and parent of students with an IEP is an area of focus and
improvement. A general need for consistent regular communication and broadly engaging parents in school life will
support ensuring partnerships for student outcomes.	New school leadership will focus on direct outreach to the parent community and building opportunities for authentic
parent engagement at school and in providing consistency in communication on the progress of student
achievement, social emotional learning and attendance outcomes. Outreach and relationship builiding to invite
families of Mulitlingual learners and students with an IEP will be a critical component of an improvement plan for
engaging underrepresented families.	Vallejo Charter has an involved Charter Council who are fully engaged in the decision-making process for the school.
The Charter Council participates in the writing of the Local Control Accountability Plan and the work plan for EL
implementation. They are advocates for the needs around the campus.	The focus for input on decision making will be to ensure broader engagement from families and educational partners
to ensure that all voices are present. The English Learner Advisory Council will need additional engagement
activities to ensure the voices of parents of Multilingual learners are present in the plans for Vallejo Charter School.	Vallejo Charter will improve engagement for underrepresented families through direct outreach for participation in
community events and meetings to promote access to decision making opportunities and to seek input. The
additional of surveying in the language of correspondence will be provided to ensure broad input from the VCS family
community.	3	3	4	3	3	3	4	4	3	3	3	3	Met		2024-06-26	2024
48705810134262	Caliber: ChangeMakers Academy	3	All family communication is sent home in families’ primary language in addition to English. All teachers make relationship-building phone calls with families at the beginning of the year to ensure that families and teachers begin the year with a strong relationship.	An area of improvement is to devote extra attention to building relationships with families of students who are chronically absent. While we have made improvements in chronic absenteeism from previous years, we are still around 1/3rd of students chronically absent.	We are considering a pilot of home visits with families with students who were chronically absent to build stronger relationships.	There are a number of schoolwide structures that support partnership for student outcomes: from student led conferences, to utilizing DeansList and Classdojo for communication.
Parent leaders at the school have become more involved with advocacy efforts this year and have held a number of action research meetings with local officials to advocate for the school.	While grades are usually discussed in student led conferences, we have found that parents may not be aware of the grade level proficiency of their student.
As a result, we would like to ensure that parents understand the difference between grades and proficiency in these conferences.	Next year we’d like to make sure that parents are receiving more detailed information about their students’ proficiency levels to enhance data transparency. Incorporating these conversations into student led conferences, where usually only grades are discussed, can support families in gauging student success and aligning at home to in school learning.	There are a number of school structures that support parent input in decision making. in addition to the elected SSC and ELAC, parents provide input monthly at principal meetings, and via two annual surveys which seek feedback on our school climate, school fit, and our priorities each year. Each of these opportunities have translation provided for families who do not speak
English.	We would like to ensure there is more upper school representation in the ELAC next year, as we will be focusing on LTELs	We will specifically recruit upper school and LTEL families to serve on the ELAC.	4	4	4	4	4	4	4	3	4	3	4	3	Met		2024-06-20	2024
48705810137380	MIT Griffin Academy Middle	3	The Charter School’s strengths and progress in Building Relationships Between School Staff and Families include:
•Parent Teacher Conferences are held twice a year to ensure families can fully understand their students’ progress and how parents can support student outcomes (translation is available).
•Administer annual survey to parents, staff, and students.
•Messaging tools are used to frequently with families to build support for positive student outcomes and to encourage families to attend school events.
•Host meetings for families of students with disabilities with special education team, school psychologist, and school counselor who build partnership with families to ensure goal attainment.
•Provide consistent communication through Parent Square email, phone calls, and text notification. Send weekly announcements. Post notifications on Facebook.
•Host family events like Griffin Days and Back to School Night.
•Parents participate on the School Site Council and English Learner Advisory Committee to advise the Board.
•Opportunities to volunteer at the Charter School or on field trips.
•The Charter School’s website will be updated regularly that will include the school’s calendar.
•Counselor meets with students and families.
•Charter School provides parent workshops on to ensure a partnership in the students' academic success, the importance of student attendance and engagement, supporting social emotional and mental health for the family, and college knowledge (A-G requirements, college readiness, etc.). Charter School provides materials during parent workshops in English and Spanish.	The Charter School’s focus areas for improvement in Building Relationships Between School Staff and Families include:
•Work with parents to encourage stronger communication to ensure that the above strategies are effective.
•Continue to encourage parents to attend events and be partners in their child's education.
•Translate information in needed languages.	The Charter School will continue to focus on improving the engagement of underrepresented families in relation to Building Relationships Between School Staff and Families. The Charter School will continue to focus on ELAC with training and having parents reach parents to empower families. The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services to parents who are English Learners. The Charter School will continue to host events for parents at various times throughout the day to ensure that families can actively participate in the school community. To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. For parents of migrant students, the Charter School will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Charter School will meet with the family when they return to incorporate any interventions needed. The process of addressing requests from parents of Title I students for additional supports includes a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs and developing an Individualized Learning Plan to support the student.	The Charter School’s strengths and progress in Building Partnerships for Student Outcomes are developing a strong and supportive school culture through a Positive Behavior Intervention and Support (“PBIS”) program and restorative practices, family communication through an application, the website, partnerships through conferences, parent workshops, and family events and festivals. Our strengths in building relationships between school staff and families stem from open two-way communication. For families, being able to comfortably interact with our staff and other families helps strengthen our relationships. Finally, we host many events for families to connect with school such as Griffin Days, advisory meetings, and other events. We are constantly striving to build relationships between school staff and families.	The Charter School’s focus area for improvement in Building Partnerships for Student Outcomes includes increasing our test scores to include intervention programs. Also, we will continue to increase our attendance, reduce our chronic absenteeism rate, and reduce suspension rate by building partnerships with families to support the school community through participation in activities.	The Charter School’s will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes will continue to build trusting relationships with families. For families of English Learners, the Charter School will continue to provide translation services, invite families to better understand the acquisition of the English language, and how to engage with the school. For families of students with disabilities, the Charter School will engage with families during IEP meetings and in planning activities and programs for students.	The Charter School’s strengths and progress in Seeking Input for Decision-Making are seeking input from educational partners through an annual survey, regular meetings, family events, English Learner Advisory Committee, School Site Council, and overall climate development. Being able to gather that information in families home language strengthens our work in this area.	The Charter School’s focus area for improvement in Seeking Input for Decision-Making will include programmatic decisions through the School Site Council and English Learner Advisory Committee. Furthermore, the families will have additional opportunities to share information through parent education workshops and annual surveys.	The Charter School’s will improve engagement of underrepresented families in relation to Seeking Input for Decision-Making by meeting parents of English Learners and parents of Students with Disabilities to provide information about the programs provided to the students.	3	5	5	5	4	5	5	5	4	4	4	4	Met		2024-06-25	2024
48705810139816	Griffin Academy High	3	The Charter School’s strengths and progress in Building Relationships Between School Staff and Families include:
•Parent Teacher Conferences are held twice a year to ensure families can fully understand their students’ progress and how parents can support student outcomes (translation is available).
•Administer annual survey to parents, staff, and students.
•Messaging tools are used to frequently with families to build support for positive student outcomes and to encourage families to attend school events.
•Host meetings for families of students with disabilities with special education team, school psychologist, and school counselor who build partnership with families to ensure goal attainment.
•Provide consistent communication through Parent Square email, phone calls, and text notification. Send weekly announcements. Post notifications on Facebook.
•Host family events like Back to School Night and Griffin Days.
•Parents participate on the School Site Council and English Learner Advisory Committee to advise the Board.
•Opportunities to volunteer at the Charter School or on field trips.
•The Charter School’s website will be updated regularly that will include the school’s calendar.
•Counselor meets with students and families.
•Charter School provides parent workshops to ensure a partnership in the students’ academic success, the importance of student attendance and engagement, supporting social emotional and mental health for the family, and college knowledge (A-G requirements, college applications, FAFSA forms, etc.) Charter School provides materials during parent workshops in English and Spanish.	The Charter School’s focus areas for improvement in Building Relationships Between School Staff and Families include:
•Work with parents to encourage stronger communication to ensure that the above strategies are effective.
•Continue to encourage parents to attend the events and be partners in their child's education.
•Translate information in English and Spanish.	The Charter School will continue to focus on improving the engagement of underrepresented families in relation to Building Relationships Between School Staff and Families. The Charter School will continue to focus on ELAC with training and having parents reach parents to empower families. The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services to parents who are English Learners. The Charter School will continue to host events for parents at various times throughout the day to ensure that families can actively participate in the school community. To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. For parents of migrant students, the Charter School will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Charter School will meet with the family when they return to incorporate any interventions needed. The process of addressing requests from parents of Title I students for additional supports includes a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs and developing an Individualized Learning Plan to support the student.	The Charter School’s strengths and progress in Building Partnerships for Student Outcomes are developing a strong and supportive school culture through a Positive Behavior Intervention and Support (“PBIS”) program and restorative practices, family communication through an application, the website, and partnerships through conferences, parent workshops, and family events. Our strengths in building relationships between school staff and families stem from open two-way communication. For families, being able to comfortably interact with our staff and other families helps strengthen our relationships. Finally, we host many events for families to connect with school such as Griffin Days, advisory meetings, and other events. We are constantly striving to build relationships between school staff and families.	The Charter School’s focus area for improvement in Building Partnerships for Student Outcomes includes increasing our test scores to include flex time and intervention programs. Also, we will continue to increase our attendance, reduce our chronic absenteeism rate, and reduce suspension rate by building partnerships with families to support the school community through participation in activities.	The Charter School’s will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes will continue to build trusting relationships with families. For families of English Learners, the Charter School will continue to provide translation services, invite families to better understand the acquisition of the English language, and how to engage with the school. For families of students with disabilities, the Charter School will engage with families during IEP meetings and in planning activities and programs for students.	The Charter School’s strengths and progress in Seeking Input for Decision-Making are seeking input from educational partners through an annual survey, regular meetings, family events, English Learner Advisory Committee, School Site Council, and overall climate development. Being able to gather that information in families' home language strengthens our work in this area.	The Charter School’s focus area for improvement in Seeking Input for Decision-Making will include programmatic decisions through the School Site Council and English Learner Advisory Committee. Furthermore, the families will have additional opportunities to share information through parent education workshops and annual surveys.	The Charter School’s will improve engagement of underrepresented families in relation to Seeking Input for Decision-Making by meeting parents of English Learners and parents of Students with Disabilities to provide information about the programs provided to the students.	3	5	5	5	4	5	5	5	4	4	4	4	Met		2024-06-25	2024
48705814830196	MIT Academy	3	The Charter School’s strengths and progress in Building Relationships Between School Staff and Families include:
•Student Led Conferences are held twice a year to ensure families can fully understand their students’ progress and how parents can support student outcomes (translation is available).
•Administer annual survey to parents, staff, and students.
•Messaging tools are used to frequently with families to build support for positive student outcomes and to encourage families to attend school events.
•Host meetings for families of students with disabilities with special education team, school psychologist, and school counselor who build partnership with families to ensure goal attainment.
•Host Danishes with the Director.
•Provide consistent communication through Parent Square email, phone calls, and text notification. Send weekly announcements. Post notifications on Facebook.
•Host family events like Open Forum Nights, Back to School Night and Griffin Days.
•Parents participate on the School Site Council and English Learner Advisory Committee to advise the Board.
•Opportunities to volunteer at the Charter School or on field trips.
•The Charter School’s website will be updated regularly that will include the school’s calendar.
•Counselor meets with students and families.
•Administrators will meet with all incoming 9th graders and any new students to the Charter School.
•Charter School provides parent workshops to ensure a partnership in the students’ academic success, the importance of student attendance and engagement, supporting social emotional and mental health for the family, and college knowledge (A-G requirements, college applications, FAFSA forms, etc.). Charter School provides materials during parent workshops in English and Spanish.	The Charter School’s focus areas for improvement in Building Relationships Between School Staff and Families include:
•Work with parents to encourage stronger communication to ensure that the above strategies are effective.
•Continue to encourage parents to attend the events and be partners in their child's education.
•Start Student Led Conferences.
•Translate information in English and Spanish. Would like parent teacher student conferences.	The Charter School will continue to focus on improving the engagement of underrepresented families in relation to Building Relationships Between School Staff and Families. The Charter School hosts Multicultural Monday every month where students come in clothes of their ancestry and bring food to celebrate and will invite families to support the students, The Charter School will continue to focus on ELAC with training and having parents reach parents to empower families. The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services to parents who are English Learners. The Charter School will continue to host events for parents at various times throughout the day to ensure that families can actively participate in the school community. To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. For parents of migrant students, the Charter School will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Charter School will meet with the family when they return to incorporate any interventions needed. The process of addressing requests from parents of Title I students for additional supports includes a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs and developing an Individualized Learning Plan to support the student.	The Charter School’s strengths and progress in Building Partnerships for Student Outcomes are developing a strong and supportive school culture through a Positive Behavior Intervention and Support (“PBIS”) program and restorative practices, family communication through an application, the website, and partnerships through conferences, parent
workshops, and family events. Our strengths in building relationships between school staff and families stem from open two-way communication. For families, being able to comfortably interact with our staff and other families helps strengthen our relationships. Finally, we host many events for families to connect with school such as Griffin Days,
advisory meetings, and other events. Some of our community partnerships are connected to the Justice and Law Program and the Mock Trial. The Charter School has relationships with the Community Colleges for concurrent enrollment. We have college tutors for our AVID Program and also support other classes to support students, especially for math. We are constantly striving to build relationships between school staff and families.	The Charter School’s focus area for improvement in Building Partnerships for Student Outcomes includes increasing our test scores to include flex time and intervention programs. Also, we will continue to increase our attendance, reduce our chronic absenteeism rate, and reduce suspension rate by building partnerships with families to support
the school community through participation in activities.	The Charter School’s will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes will continue to build trusting relationships with families. For families of English Learners, the Charter School will continue to provide translation services (perhaps purchase headsets for concurrent translation), invite families to better understand the acquisition of the English language, and how to engage with the school. For families of students with disabilities, the Charter School will engage with families during IEP meetings and in planning activities and programs for students.	The Charter School’s strengths and progress in Seeking Input for Decision-Making are seeking input from educational partners through an annual survey, regular meetings, family events, English Learner Advisory Committee, School Site Council, Strategic Planning, WASC meetings, and overall climate development. Being able to gather that information in families' home language strengthens our work in this area.	The Charter School’s focus area for improvement in Seeking Input for Decision-Making will include programmatic decisions through the School Site Council and English Learner Advisory Committee. Furthermore, the families will have additional opportunities to share information through parent education workshops and annual surveys. The Charter School will improve by providing opportunities to have families, teachers, principals, and network administrators to work together to plan, design, implement and evaluate family engagement activities at school and network levels.	The Charter School’s will improve engagement of underrepresented families in relation to Seeking Input for Decision Making by meeting parents of English Learners and parents of Students with Disabilities to provide information about the programs provided to the students. The Charter School would like to increase home visits and more individual meetings with families.	3	3	2	4	1	1	2	3	5	4	4	1	Met		2024-06-25	2024
48705816116255	Mare Island Technology Academy	3	The Charter School’s strengths and progress in Building Relationships Between School Staff and Families include:
•Parent Teacher Conferences are held twice a year to ensure families can fully understand their students’ progress and how parents can support student outcomes (translation is available).
•Administer annual survey to parents, staff, and students.
•Messaging tools are used to frequently with families to build support for positive student outcomes and to encourage families to attend school events.
•Host meetings for families of students with disabilities with special education team, school psychologist, and school counselor who build partnership with families to ensure goal attainment.
•Provide consistent communication through Parent Square email, phone calls, and text notification. Send weekly announcements. Post notifications on Facebook.
•Host family events like Griffin Days, cultural event, health and safety events, and Back to School Night.
•Host community events and resources like health, library, mental health, social services, clinics, etc.
•Parents participate on the School Site Council and English Learner Advisory Committee to advise the Board.
•Opportunities to volunteer at the Charter School or on field trips.
•The Charter School’s website will be updated regularly that will include the school’s calendar.
•Counselor meets with students and families.
•Charter School provides parent workshops on to ensure a partnership in the students' academic success, the importance of student attendance and engagement, supporting social emotional and mental health for the family, and college knowledge (A-G requirements, college readiness, etc.). Charter School provides materials during parent workshops in English and Spanish.	The Charter School’s focus areas for improvement in Building Relationships Between School Staff and Families include:
•Work with parents to encourage stronger and frequent communication.
•Continue to encourage parents to attend events and be partners in their child's education.
•Provide parent workshops to understand the SIS, monitor child's academic progress, develop a parent engagement and volunteer program.
•Track volunteer hours, provide multiple opportunities to volunteer, and honor volunteers annually.
•Translate information in needed languages.	The Charter School will continue to focus on improving the engagement of underrepresented families in relation to Building Relationships Between School Staff and Families. The Charter School will continue to focus on ELAC with training and having parents reach parents to empower families. The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services to parents who are English Learners. The Charter School will continue to host events for parents at various times throughout the day to ensure that families can actively participate in the school community. To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. For parents of migrant students, the Charter School will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Charter School will meet with the family when they return to incorporate any interventions needed. The process of addressing requests from parents of Title I students for additional supports includes a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs and developing an Individualized Learning Plan to support the student.	The Charter School’s strengths and progress in Building Partnerships for Student Outcomes are developing a strong and supportive school culture through a Positive Behavior Intervention and Support (“PBIS”) program and restorative practices, family communication through an application, the website, partnerships through conferences, parent
workshops, and family events. Our strengths in building relationships between school staff and families stem from open two-way communication. Our teachers reach our to parents of low achieving students, communicate about students using teacher office hours. Teachers participate in the after-school program to provide tutoring. The students have a voice through Student Council to receive input on activities and student needs. For families, being able to comfortably interact with our staff and other families helps strengthen our relationships. Finally, we host many events for families to connect with school such as Griffin Days, advisory meetings, and other events. We are constantly striving to build relationships between school staff and families.	The Charter School’s focus area for improvement in Building Partnerships for Student Outcomes includes increasing our test scores to include intervention programs. Also, we will continue to increase our attendance, reduce our chronic absenteeism rate, and reduce suspension rate by building partnerships with families to support the school community through participation in activities. The Charter School will follow attendance processes and procedures, educate parents about attendance, and connect with families to overcome barriers. There will be an attendance campaign and awards and rewards for perfect attendance and improved attendance.	The Charter School’s will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes will continue to build trusting relationships with families. Much of these connections must be in-person or over the telephone. For families of English Learners, the Charter School will continue to provide translation services, invite families to better understand the acquisition of the English language, and how to engage with the school. For families of students with disabilities, the Charter School will engage with families during IEP meetings and in planning activities and programs for students.	The Charter School’s strengths and progress in Seeking Input for Decision-Making are seeking input from educational partners through an annual survey, regular meetings, family events, English Learner Advisory Committee, School Site Council, and overall climate development. Being able to gather that information in families home language strengthens our work in this area. The Charter School uses ParentSquare in English and Spanish. The administrators are visible during arrival and dismissal to allow for parents/guardians to address parent concerns. The Charter School is a welcoming environment. The parents support an alternative to suspension and serving as chaperones for dances and field trips. The School Site Council is very robust with active participation. Furthermore, two parents serve on the Board of Directors.	The Charter School’s focus area for improvement in Seeking Input for Decision-Making will include programmatic decisions through the School Site Council and English Learner Advisory Committee. Furthermore, the families will have additional opportunities to share information through parent education workshops and annual surveys. The Parent Academy will be on topics of interest: effective use of smartphone to support student learning, communication with teens, mental health awareness (self-harming, suicide prevention), high school and post-secondary options, and technology safety for students.	The Charter School’s will improve engagement of underrepresented families in relation to Seeking Input for Decision Making by meeting parents of English Learners to support their children at home and in the process of reclassification and parents of Students with Disabilities to provide information about the programs provided to the students. One of our goals is to provide parents opportunities to connect with each other so they can create their own friend groups to help with homework, transportation, babysitting, etc.	4	4	4	4	4	3	3	4	4	4	4	4	Met		2024-06-25	2024
49104960000000	Sonoma County Office of Education	3	Parent engagement is a priority as we encourage parents to partner with us in educating their children. Parents/families in the Community School program participated in the YouthTruth survey in January 2024 about their perceptions of the school program in terms of Engagement, Relationships, Culture, School Safety, Resources, and Communication and Feedback. 

The following lists areas in which parent average rating was greater than 3.5 out of 5.

Engagement - this summary measure describes the degree to which families are engaged in their school and empowered to influence decision making: 86% (compared with 47% for a typical YouthTruth school and 53% for a typical So Co school). This represents a 16% increase over the prior year.

Relationships - this summary measure describes the degree to which families experience positive relationships in their school based on respect, care and approachability: 95% (compared with 71% for a typical YouthTruth school and 76% for a typical So Co school). This represents a 12% increase over the prior year.

Culture - this summary measure describes the degree to which families believe their school fosters shared goals, respect, fairness, and diversity: 89% (compared with 73% for a typical YouthTruth school and 86% for a typical So Co school). This represents a 16% increase over the prior year.

Communication & Feedback - this summary measure describes the degree to which there are open and effective lines of communication between families and schools: 82% (compared with 55% for a typical YouthTruth school and 57% for a typical So Co school). This represents a 2% increase over the prior year.

Resources - this summary measure describes the degree to which families believe that their school deploys the necessary resources to support students: 87% (compared with 61% for a typical YouthTruth school and 61% for a typical So school). This represents a 16% increase over the prior year.

School Safety - this summary measure describes the degree to which families believe that their school is a safe place for students: 82% (compared with 53% for a typical YouthTruth school and 53% for a typical So Co school). This represents a 21% increase over the prior year.

The data from the YouthTruth Family Survey and LCAP family engagement meeting indicates overall satisfaction with various aspects of the community school program, including positive feedback on family engagement, friendly teachers and staff, academic support, and a safe learning environment.	Student, staff and parent/family responses to the YouthTruth survey revealed needs in the following areas: 
better family engagement programs, more supportive administration, increased supplies and facilities, and stronger extracurricular programs. Additionally, there is a consensus on the importance of safety, high expectations for students, and regular feedback on student progress. Families desire clear communication, one-on-one conversations, and feedback delivered through various channels such as email, text, or in-person meetings. Overall, the data suggests a commitment to enhancing the educational experience for students and families.	The program recognizes the value of partnership with parents and uses multiple approaches to engage with parents, including: individual parent contact and meetings, student recognition events and parent engagement events. Parents are recognized as an important partner and are treated as such by the entire school team. Parent voice and perspective is critically important - interview as well as parent survey are used during stakeholder engagement events to gain additional parent perspective. The program actively works at increasing parent and family engagement, particularly of underrepresented families. Staff is accessible and available to families and has an 'open door' policy to encourage parents to engage with school staff. Bilingual outreach is provided as a means to help build trusting relationships with school staff and increase engagement. Formal parent engagement events are scheduled at the school sites and include translation to facilitate open communication. Formal staff-family conferences happen once each semester,	The program has made good progress in implementing programs for teachers/staff to meet with families and students to discuss progress and ways to work together to support improved student outcomes. Time is set aside for parent-teacher/staff conferences twice per year to provide parents the opportunity to formally meet with staff to discuss their child's progress. In addition to the structured time that is set aside, staff make themselves available as a resource to families. The ability to connect with parents/families was strengthened during our intensified efforts at outreach during the pivot to distance learning and we continue to leverage that progress to maintain and strengthen the connections that have been made. A case management approach seems to have a positive impact on outcomes. Collaboration and communication with outside agencies working with students and families is strength of our program - these partnerships are a critical component of the support that we provide students and families.	Focused areas for improvement include ongoing evaluation of methods of parent outreach to gauge impact and effectiveness and provision of professional learning to build staff capacity to partner with families.	Focused areas for improvement include ongoing evaluation of methods of parent outreach to gauge impact and effectiveness and provision of professional learning to build staff capacity to partner with families. Bilingual outreach will continue to be prioritized as a means to improvement engagement of underrepresented families.	The program actively works at increasing parent and family engagement. Staff is accessible and available to families and has an 'open door' policy to encourage parents to engage with school staff. Bilingual outreach is provided as a means to help build trusting relationships with school staff and increase engagement. Formal parent engagement events are scheduled at the school sites and include translation to facilitate open communication.	An area of focus for improvement is enlisting parents to serve on advisory committees to allow for input on policies and programs as well as working together with school staff to design, implement and evaluate family engagement activities.	The program employs a wide range of strategies to encourage parent involvement for all students/families, particularly underrepresented families .Parents are important partners and involvement in their child's education is encouraged - continued, intensive outreach will be provided by bilingual staff on a daily basis, helping to bridge the school to home connection. Bilingual staff also translate all materials and school communications, as well as provide translation services for parent meetings. There is an identified need to continue to monitor and evaluate methods of parent outreach, including continued work with agencies to offer parent support and services.	4	4	3	4	3	3	4	2	3	3	3	3	Met		2024-06-27	2024
49402460000000	Petaluma City Schools	3	86% of families report that teachers treat families with respect.
85% of families report that they feel comfortable approaching teachers about their child's progress.	78% of families report that administrators treat families with respect.
79% of families report that they feel comfortable approaching the administration about their concerns.
79% of staff feel comfortable speaking honestly to families about their child's progress.	Petaluma City Schools will continue to build relationships with families by ensuring interpretations is available at district events and meetings. The LCAP Committee gave positive feedback on the authentic engagement during the LCAP development process; this will continue next year. We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families. The district will also support site administrators with the development of the Single Plans for Student Achievement and including families in the process.	71% of families report that they receive the guidance necessary to help their child succeed.	70% of families report that they receive regular feedback about their child's progress.	Petaluma City Schools will continue to build relationships with families by ensuring interpretations is available at district events and meetings. The LCAP Committee gave positive feedback on the authentic engagement during the LCAP development process; this will continue next year. We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families. PCS will continue to utilize DELAC to engage with families of multilingual learners. Implementation of the ELL Master plan will support multilingual learners and provide another avenue to engage with families. The district will also engage with families during the annual Title I Parent meeting.	67% of families report that they are included in planning school activities.	49% of families report that they are empowered to play a meaningful role in decision-making at their school.	Petaluma City Schools will continue to build relationships with families by ensuring interpretations is available at district events and meetings. The LCAP Committee gave positive feedback on the authentic engagement during the LCAP development process; this will continue next year. We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families. The district will also support site administrators with the development of the Single Plans for Student Achievement and including families in the process.	1	4	3	4	1	4	4	4	3	2	3	3	Met		2024-06-26	2024
49402460131961	Petaluma Accelerated Charter	3	86% of families report that teachers treat families with respect.
85% of families report that they feel comfortable approaching teachers about their child's progress.	78% of families report that administrators treat families with respect.
79% of families report that they feel comfortable approaching the administration about their concerns.
79% of staff feel comfortable speaking honestly to families about their child's progress.	Petaluma City Schools will continue to build relationships with families by ensuring interpretations is available at district events and meetings. The LCAP Committee gave positive feedback on the authentic engagement during the LCAP development process; this will continue next year. We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families. The district will also support site administrators with the development of the Single Plans for Student Achievement and including families in the process.	71% of families report that they receive the guidance necessary to help their child succeed.	70% of families report that they receive regular feedback about their child's progress.	Petaluma City Schools will continue to build relationships with families by ensuring interpretations is available at district events and meetings. The LCAP Committee gave positive feedback on the authentic engagement during the LCAP development process; this will continue next year. We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families. PCS will continue to utilize DELAC to engage with families of multilingual learners. Implementation of the ELL Master plan will support multilingual learners and provide another avenue to engage with families. The district will also engage with families during the annual Title I Parent meeting.	67% of families report that they are included in planning school activities.	49% of families report that they are empowered to play a meaningful role in decision-making at their school.	Petaluma City Schools will continue to build relationships with families by ensuring interpretations is available at district events and meetings. The LCAP Committee gave positive feedback on the authentic engagement during the LCAP development process; this will continue next year. We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families. The district will also support site administrators with the development of the Single Plans for Student Achievement and including families in the process.	1	4	3	4	1	4	4	4	3	2	3	3	Met		2024-06-26	2024
49402466051981	Penngrove Elementary	3	86% of families report that teachers treat families with respect.
85% of families report that they feel comfortable approaching teachers about their child's progress.	78% of families report that administrators treat families with respect.
79% of families report that they feel comfortable approaching the administration about their concerns.
79% of staff feel comfortable speaking honestly to families about their child's progress.	Petaluma City Schools will continue to build relationships with families by ensuring interpretations is available at district events and meetings. The LCAP Committee gave positive feedback on the authentic engagement during the LCAP development process; this will continue next year. We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families. The district will also support site administrators with the development of the Single Plans for Student Achievement and including families in the process.	71% of families report that they receive the guidance necessary to help their child succeed.	70% of families report that they receive regular feedback about their child's progress.	Petaluma City Schools will continue to build relationships with families by ensuring interpretations is available at district events and meetings. The LCAP Committee gave positive feedback on the authentic engagement during the LCAP development process; this will continue next year. We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families. PCS will continue to utilize DELAC to engage with families of multilingual learners. Implementation of the ELL Master plan will support multilingual learners and provide another avenue to engage with families. The district will also engage with families during the annual Title I Parent meeting.	67% of families report that they are included in planning school activities.	49% of families report that they are empowered to play a meaningful role in decision-making at their school.	Petaluma City Schools will continue to build relationships with families by ensuring interpretations is available at district events and meetings. The LCAP Committee gave positive feedback on the authentic engagement during the LCAP development process; this will continue next year. We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families. The district will also support site administrators with the development of the Single Plans for Student Achievement and including families in the process.	1	4	3	4	1	4	4	4	3	2	3	3	Met		2024-06-26	2024
49402466119036	Live Oak Charter	3	Families are woven through each aspect of the school, from governance to volunteering.	A group of parents chose to start a TIDE club last year to see that we are as inclusive as can be.	The TIDE group includes members from several underrepresented groups.	Parents work closely with teachers to support student learning. Teachers hold regular meetings with families, and the Director shares  informational  posts designed to support parent and family understanding of student outcomes.	Continue with current plans.	See responses above.	Parents weigh in through a wide variety of means, such as speaking directly with teachers, board members, and the school's Director. Families guide decisions through service on the governance board.	The school reviews parent survey responses each year, and will make improvements to the next survey based on discussion of results.	The school has very low rates of multi-lingual learners, however we feel that providing real-time translation would be helpful in meetings.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-27	2024
49705990000000	Alexander Valley Union Elementary	3	Based on Stakeholder input from our annual LCAP collection input form, families feel that our LEA's strengths include communication with our families. Alexander Valley school continues to make building and maintaining positive parent relationships a top priority. We are aware of the difficulty in building relationships with families due to the pandemic and teachers are focussing on more outreach such as newsletters, emails and phone calls, in order to communicate with parents.	The LEA will continue to find ways to re-engage families post-pandemic. New visitor/volunteer protocols were established in May of 2022 which quickly assisted our team to reconnect with our families on-site. As we conclude our 2023-2024 school year, we are making a concerted effort to notify families of school-wide events, community events, and possible volunteer opportunities. We are continuing to find ways to increase attendance and increase student engagement. Our office is making numerous phone calls to improve our attendance and support families when students miss school frequently.	The LEA will make a concerted effort to engage underrepresented families in a attempt to build a strong relationship and support families when needed. We will increase our counselor time with the use of One-Time Funds in an attempt to engage these families through phone calls, emails and at home visits.	"Partner input through AVSPC, Staff meetings, Tech Committee, Safety Committee, Curriculum Committee, Budget Committee, and Board of Trustee Input, the community feels Alexander Valley School is effective in building partnerships for positive student outcomes. This is most reflected in K-6 student outcomes including in our trimester benchmark data highlighting 86% of AVS students ""at or above"" standards in ELA, and 91% of AVS students ""at or above"" in Math."	In early May 2024, we calculated over 400+ visitors/volunteers to the school. This includes teachers soliciting parent volunteers for field trips and attending on-campus parent meetings. Over a year ago, this work fostered new families joining committees and supporting on-campus learning.	With 40% of our teachers fluent in Spanish, AVS will continue to help bridge support and personal outreach to our underrepresented families included documents being translated going home to all families, holding in-person meetings to help support our families who may have felt less connected to our school. Phone calls, conferences and other opportunities to meet and discuss important topics will be maximized. Having school wide events such as
2024-25 Local Performance Indicator Self-Reflection for Alexander Valley School District Page 11 of 17
Cinco de Mayo and Multi-cultural day celebrations have been key events to help engage and partner with some of our underrepresented families.	Through AVSPC meetings, weekly communication newsletters, committees, and our annual parent feedback sessions during parent/teacher conferences, we are able to receive a fair amount of feedback from our educational partners. This feedback has helped our team make adjustments in policies and procedures to ensure all aspects of teaching and learning are maximized.	The principal will meet with families and parents through our AVSPC parent club meetings. In addition, the principal and staff are often present in the parking lot during drop-off and pick-up to have a quick check-in chat with various families. These informal meetings will give families a chance to ask questions and address concerns as well as receive weekly communication updates from the principal via our Tuesday Mail flyer. AVSPC meetings and other committees also allow the principal to speak directly with families and volunteers regarding decisions that need to be made with stakeholder input.	"Our team continues to find ways to maximize outreach to our parents and community. We begin engaging our new families with registration and First Day packets, and our ""Back To School Night"" when the new school year begins. Meeting families and asking them to become involved in various committees helps provide underrepresented families the opportunity to become engaged and show that we connect and value their insights. We host a questionnaire asking parents to sign up for committees and how they feel they can support our school at our Back to School event."	5	5	5	5	5	5	5	4	5	4	5	5	Met		2024-06-10	2024
49706070000000	West Sonoma County Union High	3	The District has focused this year on continuing to build relationships with parents and creating welcoming environments in our schools and district office. We implemented a communications coordinator position and progress has been made with regard to connecting and building relationships with families.	The District utilizes the Youth Truth family, staff, and student surveys as a baseline for collecting a variety of data. Through the re-imagination of our strategic plan which is our new 3 year LCAP, the District has created a new Family Engagement Facilitator position to assist the District in the improvement of building meaningful connections and relationships between school staff and the families of our West County community.	Through a process of identifying the needs of underrepresented students, the District's LCAP Educational Partner team conducted an in-depth  root cause analysis to identify the barriers that students face which inhibit their success. Ongoing communication efforts and the addition of an additional Family Engagement Facilitator will support the District on improvements in this area.	The District provides families with information and resources and is making progress in building partnerships with parent and student committees to continue our work in building a more robust educational partner engagement process.	The District is focused on continuous improvement with regard to the engagement of underrepresented families through the curation of authentic opportunities for engagement to best meet their personal needs.	The District has created a second Family Engagement Facilitator position to further support the engagement of underrepresented families as identified throughout our 6 LCAP Educational Partner engagement sessions.	The District supports principals, administrators and staff with family engagement processes. The District gathered additional data throughout our LCAP Educational Partner engagement sessions to further inform how we improve in the area of seeking input for decision-making. The District implemented a robust LCAP strategic planning process which included 6 sessions with our widely represented educational partner committee.	We plan to continue to develop our Site-Council teams and processes as well as provide additional opportunities for families to learn about our LCAP engagement process. Our two principals host coffee with the principal on an ongoing basis so this provides additional opportunities to engage with parents. In addition our TOSA of Educational Services will continue to be a member of the District Educational Partner committee and engage with staff and students throughout the year as they facilitate professional learning opportunities and foster a culture of positive student engagement and standards based grading. Our Diversity, Equity and Inclusion TOSA will continue to foster our restorative culture and hold space for student circles to process LCAP engagement and ensure that our underrepresented students have full access to our educational program.	The District will continue to improve the engagement of underrepresented families in the decision-making process by ensuring their representation on the School Site Council's and other parent represented committees that are responsible for assisting the District in informing our vision and implementing our strategic plan. Our Board represented Diversity, Equity and Inclusion committee meets monthly and has been working diligently to complete our DEI initiative framework and action plan. Members of our committee also represent their respective roles as members of the LCAP committee. We will improve engagement of underrepresented families through our continued efforts to ensure that all students and families have equitable resources and access to our educational programs and MTSS services.	3	3	3	3	3	3	3	3	5	3	3	3	Met		2024-06-26	2024
49706150000000	Bellevue Union	3	Parents reported in the Youth Truth survey that they felt involved in decision making.	More outreach will be done to increase parent participation.	Family Engagement Facilitators will continue to build relationships and personally invite families to attend school meetings and events.	All sites have well attended ELAC meetings and the district has well attended DELAC meetings. Literacy and Math nights are also well attended. Parent conferences help to build relationships.	Improving school attendance and educating parents about the Importance of school attendance needs to be a focus area.	The family engagement facilitators will make personal connections and will do more outreach to families.	BUSD makes a concerted effort to seek input from educational partners. They are invited to meetings and are provided opportunities to submit feedback via district and school surveys.	Each site has a full-time Family Engagement Facilitator to eliminate language barriers. Parent Square will also help us to Improve communication.	Parent Square will allow us to eliminate language barriers and hopefully increase parent participation.	5	5	4	4	3	4	4	5	5	5	5	5	Met		2024-06-18	2024
49706230000000	Bennett Valley Union Elementary	3	"The Bennett Valley Union School District has an ongoing practice of providing opportunities for broad and meaningful engagement with our educational partners which includes: teachers, principals, administrators, other school personnel, classified and certificated bargaining units, parents, parent advisory committees, District Advisory Council, and our special education local plan area (SELPA). Careful and deliberate outreach results in representation that reflects the experiences and needs of all student groups. This includes consultation with advocates for underrepresented student groups and populations that are statistically underserved whenever necessary and possible. As our populations change, so do our outreach efforts to ensure comprehensive representation.

All interactions with our members of the community are opportunities to gather feedback towards ongoing improvement efforts. These include emails, conversations, advisory council discussions, meetings with bargaining unit representatives, and public comment at board meetings. Of the more formalized data gathered, the YouthTruth Survey Data provided great insight into perspectives across a variety of educational partner groups. 

We administered the Youth Truth survey to students, staff, and families in January of 2024. 73% of parents responded to the survey in 2024. Community feedback via this year’s YouthTruth survey administration illustrated areas of meaningful strengths in our district, but it also uncovered some places where we can prioritize efforts and resources for improvement. 

Compared to other participating elementary schools, BVUSD’s highest rated themes in the parent survey were Communication & Feedback, but Engagement scores lowered slightly (with a 1% drop in the rate of percent positive responses). 86% of families reported positively about relationships (which was a 3% increase from the survey administered in January 2023.

Compared to other participating elementary schools,  BVUSD’s highest rated family question within the key themes was:
""Families and teachers care about each other"" (which is in the Relationships theme)."	While our stakeholder input was largely positive in this area, there are a couple areas in which we received disparate responses between the two schools. In a few questions, Yulupa family responses were near 80th percentile compared to Strawberry family responses which were closer to the 45th percentile at Strawberry. Specifically, in responses to the following questions: 

“Teachers treat families with respect.”
“I feel comfortable approaching teachers about my child’s progress.”
“Teachers and students care about each other.”

It is not entirely uncommon for family perspectives to shift like this between lower and upper elementary grades, but we will be paying attention to this discrepancy in the 2023-24 school year.	"In this area, underrepresented family responses are generally more positive than our overall family responses. There is one area in which this is not the case, and that is in special education. In the area of special education, families responded with an average of  4.28 (on a scale between 1 and 5) vs 4.31 (general education). While this is a relatively small disparity, it is significant in the sense that it is the only instance in which underrepresented family responses were lower than our family responses at large. This is something we will continue to investigate. 

The following actions are intended to improve engagement: 

""Meet the Teacher"" (event)
In August 2023, we began a new Back-to-School event scheduled in advance of the first day of school. Families were invited to join staff, teachers, and administrators on their respective campuses to meet staff and connect with each other. The event also allow students to meet their teachers prior to the first day of school. Based upon feedback, we plan to continue and expand upon the event in 2024. 

District Advisory Council (School Site Council)
Our District Advisory Council (modeled after a school site council) has elected members representing EL parents. We hold meeting of EL parents to gain their input on aspects of school that affect their children and surveys are translated.The Bennett Valley Alliance of Parents and Teachers (BVAPT) and the Bennett Valley Education Foundation (BVEF) boards are welcome to everyone and there are many opportunities to be involved.

""Hello Summer"" (event)
In partnership withBVAPT and BVEF, we held our third annual ""Hello Summer"" event to close out the school year and provide an opportunity to connect and celebrate with students, staff, and families. 

Plans are in place to increase opportunities for additional community-building events n 2024."	We heard from 989 BVUSD Community Members in our third year of utilizing Youth Truth for comprehensive survey data. The survey was administered to staff, families, and students in grades 3 - 6. 392 families responded. 517 students responded, and 80 staff members responded. The feedback that we received shows areas of meaningful strengths in our district and also uncovered some places where we can prioritize efforts and resources for improvement. All feedback is carefully considered and synthesized in order to distill ideas, trends, and key input. 

Below is a summary of survey data: 

% of families who report receiving irregular feedback about their child’s progress:
  •  75% of  English speaking families
  •  70%  of families who speak another language 

% of families who report receiving information about what their child should learn and be able to do
  •  79% of  English speaking families
  •  82%  of families who speak another language 

% of families reporting that teachers clearly communicate expectations for their child’s progress 
  •  76% of  English speaking families
  •  67%  of families who speak another language 

We intend to expand upon our efforts to build partnerships for student outcomes in the 2024-25 school year.	This is largely an area of strength for the district. Nevertheless, we intend to focus on expanding these efforts in the upcoming school year.	Absenteeism has risen across the entire district, and we believe we can maximize impact by providing support to all students and families. Pre-pandemic attendance rates hovered around 96%, but they have dipped to as low as 91% in the last few years. We have two actions in our 2024-25 LCAP designed to improve engagement for all families, with a principal focus on underrepresented families. 


#1 ENGAGEMENT & SUPPORT  |  ATTENDANCE & ENROLLMENT
We intend to improve community engagement, attendance and enrollment for all students with a principal focus on those with additional barriers (ELs, Foster, SEDs). Attendance strategies include attendance awareness campaigns, data analysis, progressive intervention, and ongoing family engagement and support. Enrollment strategies include expanding community engagement, increased attention to family satisfaction data, and improved marketing.

With about a third of our students designated as EL and SED, and with our understanding that these groups can experience additional barriers to regular, on-time attendance, at minimum, this action is designed to support improved attendance and reduce chronic absenteeism for our target groups. 

In order to address chronic absenteeism, we have begun revising our approach to student attendance. Details are included in our new Attendance Framework at www.bvusd.org/attendance. Key details include: 

 •   clarify definitions (truancy, chronic absenteeism, excused vs unexcused absences, habitual truancy & absenteeism, SARB etc.)

 •   engage in progressive intervention (including notifications, documentation in Aeries, teacher involvement, phone & in-person conferences, SARB referrals)

 •   develop new forms and processes (including Student Attendance Success Team (SAST) meetings and Student Attendance Success Plans (SASP)

 •   provide family resources to support improved attendance

 •  continue to  explore the data (causes, patterns, trends, etc.)

 •  building community capacity 

 •  expand upon attendance awareness campaigns



#2 ENGAGEMENT & SUPPORT  |  INTERNAL / EXTERNAL COMMUNICATION 

We intend to improve transparent, information, two-way communication for all members of our community with a principal focus on those with additional barriers (ELs, Foster, SEDs). Broad strategies include effective communication tools, clarified messaging, translation services, and structures for meaningful two-way communication and feedback. 

Our experience confirms that effective, clear communication contributes to schoolwide positive interpersonal relationships, fosters a sense of community, builds shared understanding to support common goals and consistent behaviors, encourages active participation and engagement and enhances the overall experience for all members of our community. 

We will continue to support parent and family translation and communication requests to receive information in the language of preference for parents. This ensures that parents, regardless of their	BVUSD has an ongoing practice of providing opportunities for broad and meaningful engagement of all educational partners. Our parents are involved in many aspects of decision making and collaborative program planning as part of our committees including--Alliance of Parents and Teachers (for educational enhancements in the classroom, also district wide programs in Science, technology, field trips and libraries), Bennett Valley Education Foundation (for the arts), District Advisory Council, ELAC/DELAC. Careful and deliberate outreach results in representation that reflects the experiences and articulates the needs of all student groups. This includes consultation with advocates for underrepresented student groups, and populations that are statistically underserved. As our populations change, so do our outreach efforts to ensure comprehensive representation. 

All parents are provided many opportunities to offer feedback and participate in surveys throughout the year. This includes the largest survey (YouthTruth) which received incredibly high response rates. 

2023-24 was the second year of our new District Advisory Council which are district-facilitated meetings with staff and parents that blend opportunities for a variety of advisory groups including parents of students with disabilities and parents of English learners, community members, teachers, classified and certificated bargaining units, and members of the DELAC. The District Advisory Council also serves as school site council and budget advisory committee with parent representatives elected from our DELAC.	The January 2024 Youth Truth survey administration provided us with the following data: 

  • 64% of parents (overall) feel engaged with their school.
       (TK: 87%,  K: 74%,  1: 76%,   2: 64%,  3: 78%,  4: 44%,  5: 51%,  6: 50%)
       (White: 68%, Hispanic: 80%)
       (Speak English: 65%, Speak ‘other’: 70%, Speak Spanish: 88%)
       (Student without an IEP: 71%, Student with an IEP: 66%)

  • 45% of parents (overall) feel empowered to play a meaningful role in decision-making.
       (TK: 48%,  K: 55%,  1: 57%,   2: 52%,  3: 49%,  4: 34%,  5: 32%,  6: 533%)
       (White: 49%, Hispanic: 46%)
       (Speak English: 45%, Speak ‘other’: 50%, Speak Spanish: 75%)
       (Student without an IEP: 47%, Student with an IEP: 44%)

  • 59% of parents (overall) feel included in planning school activities.
       (TK: 87%,  K: 74%,  1: 76%,   2: 64%,  3: 78%,  4: 44%,  5: 51%,  6: 50%)
       (White: 60%, Hispanic: 89%)
       (Speak English: 60%, Speak ‘other’: 64%, Speak Spanish: 88%)
       (Student without an IEP: 59%, Student with an IEP: 71%)

We plan to improve these percentages in the upcoming school year, as detailed in our current LCAP.
	This is an area of strength. While we would like to improve the survey data, underrepresented families reported a higher rate of percent positive responses than our overall demographic groups - in almost all areas.	4	4	3	4	3	4	5	5	4	3	3	4	Met		2024-06-13	2024
49706490000000	Cinnabar Elementary	3	"Our YouthTruth survey data re-enforced our belief that Cinnabar creates a welcoming partnership with families while
building a safe and caring learning environment for kids. Parents of TK-2 students were asked to pick either 3-5 or 6-
8 for their survey, so their voices are included too. In an area of the survey that asked if ""I feel valued by my school"",
Cinnabar scored tops in the entire county of Sonoma! Our middle school parents said that 100 percent of the middle
school teachers treat families with respect, and 93-percent said they are treated with respect by administration. Two
more key data points in this area are in the relationships and the communication/feedback sections. 
Third through fifth grade parents average rating was 4.59 on a 5 point scale for relationships, putting Cinnabar in the 97th
percentile, well ahead of the state and county averages. There was a similar outcome in grades 6-8, scoring in the
90th percentile with a 4.24. In communications and feedback, Cinnabar families rated us in the 91st percentile (4.30)
for grades 3-5. In grades 6-8 we were rated in the 85th percentile at 3.83. All were significantly higher than state and
county averages."	The one are for growth in the relationship building based on feedback in school site council and ELAC (among
others) was with some of the two-way communication formats.	We added to our engagement goal, in the new LCAP, the action of improving our social media presence and to have
classroom websites from all teachers. We also engaged our ELAC and education foundation in discussion about
activities and opportunities for community building and we will be doing as many of those activities as possible.	The Cinnabar staff works hard through a thorough SST process, conferences, newsletters and e-mail communication
to keep families informed and empowered in the learning process of their students. The SST process includes
conversations about the supports given during the school day, offers supports in the after school care program,
includes sending home chromebooks with students who don't have devices at home and outlining ways for the
parents to support the student. The YouthTruth survey indicated a 4.15 rating (86th percentile, 1-3rd grade families)
and a 3.91 rating (81st percentile, 6-8th grade families) in regards to the school district deploying the necessary
resources to support students.	We are looking to improve involvement in both our ELAC and CEF (parent organization), while maintaining our
strong SST process and School Site Council) to assure we get the feedback needed to help out. We have had initial
discussions about parent university or classes for families.	We will continue to utilize our student-community liaison to connect with families, as well as deeper development and
planning with our ELAC group to help parents and staff work together toward those goals.	During the 2023-24 school year, we revived the Cinnabar Education Foundation (our parent-teacher organization),
making it active again after it went into lapsation due to lack of involvement since Covid. We also made a major push
to get our ELAC started up again with some success. We had great involvement at the start of the year, and ELAC
families came together to do a Tamale fundraiser, collecting donated items to make the tamales and then using the
commercial grade kitchen on campus to make the tamales and then sell them as a fundraiser.	We had momentum in the beginning of the year for ELAC, but we were not able to maintain that high level of
attendance at meetings, so this year, we will pre-schedule those meetings and have them in the back-to-school
packet and so we can discuss it with families at the back to school barbecue and at conferences, open house, etc.	We had momentum in the beginning of the year for ELAC, but we were not able to maintain that high level of
attendance at meetings, so this year, we will pre-schedule those meetings and have them in the back-to-school
packet and so we can discuss it with families at the back to school barbecue and at conferences, open house, etc.	5	5	5	4	5	5	5	4	4	3	4	4	Met		2024-06-27	2024
49706496051635	Cinnabar Charter	3	"Our YouthTruth survey data re-enforced our belief that Cinnabar creates a welcoming partnership with families while building a safe and caring learning environment for kids. Parents of TK-2 students were asked to pick either 3-5 or 6-8 for their survey, so their voices are included too. In an area of the survey that asked if ""I feel valued by my school"", Cinnabar scored tops in the entire county of Sonoma! Our middle school parents said that 100 percent of the middle school teachers treat families with respect, and 93-percent said they are treated with respect by administration. Two more key data points in this area are in the relationships and the communication/feedback sections. Third-through-fifth grade parents average rating was 4.59 on a 5 point scale for relationships, putting Cinnabar in the 97th percentile, well ahead of the state and county averages. There was a similar outcome in grades 6-8, scoring in the 90th percentile with a 4.24. In communications and feedback, Cinnabar families rated us in the 91st percentile (4.30) for grades 3-5. In grades 6-8 we were rated in the 85th percentile at 3.83. All were significantly higher than state and county averages."	The one are for growth in the relationship building based on feedback in school site council and ELAC (among others) was with some of the two-way communication formats.	We added to our engagement goal, in the new LCAP, the action of improving our social media presence and to have classroom websites from all teachers. We also engaged our ELAC and education foundation in discussion about activities and opportunities for community building and we will be doing as many of those activities as possible.	The Cinnabar staff works hard through a thorough SST process, conferences, newsletters and e-mail communication to keep families informed and empowered in the learning process of their students. The SST process includes conversations about the supports given during the school day, offers supports in the after school care program, includes sending home chromebooks with students who don't have devices at home and outlining ways for the parents to support the student. The YouthTruth survey indicated a 4.15 rating (86th percentile, 1-3rd grade families) and a 3.91 rating (81st percentile, 6-8th grade families) in regards to the school district deploying the necessary resources to support students.	We are looking to improve involvement in both our ELAC and CEF (parent organization), while maintaining our strong SST process and School Site Council) to assure we get the feedback needed to help out. We have had initial discussions about parent university or classes for families.	We will continue to utilize our student-community liaison to connect with families, as well as deeper development and planning with our ELAC group to help parents and staff work together toward those goals.	During the 2023-24 school year, we revived the Cinnabar Education Foundation (our parent-teacher organization), making it active again after it went into lapsation due to lack of involvement since Covid. We also made a major push to get our ELAC started up again with some success. We had great involvement at the start of the year, and ELAC families came together to do a Tamale fundraiser, collecting donated items to make the tamales and then using the commercial grade kitchen on campus to make the tamales and then sell them as a fundraiser.	We had momentum in the beginning of the year for ELAC, but we were not able to maintain that high level of attendance at meetings, so this year, we will pre-schedule those meetings and have them in the back-to-school packet and so we can discuss it with families at the back to school barbecue and at conferences, open house, etc.	We had momentum in the beginning of the year for ELAC, but we were not able to maintain that high level of attendance at meetings, so this year, we will pre-schedule those meetings and have them in the back-to-school packet and so we can discuss it with families at the back to school barbecue and at conferences, open house, etc.	5	5	5	4	5	5	5	5	4	3	4	4	Met		2024-06-27	2024
49706560000000	Cloverdale Unified	3	CUSD strives to build relationships between its staff and families. The staff works to build caring relationship with
their students and families through their daily interactions and teaching. Sites offer extracurricular events and family
engagement events to build a sense of school community and belonging. The district employs a Family Outreach
Liaison to work directly with families. The district employees a translator who works all events, board meetings, and
conferences to ensure access and provide a sense of belonging by using multiple languages during events. Staff
regularly contact parents to engage in two-way communication to ensure there is a positive learning environment and
robust partnership to best support students. In 2023-2024, the district saw increased participation in parent groups
such as DELAC and ELAC. Five families attended workshops with district staff which focused on a variety of topics
including school-parent relationships, parent education, and building community. Staff also attended a variety of
workshops to learn about building relationships with families, in particular with parents of English Learners.	The district started a 3-year implementation of MTSS structures and Tier 1 supports during the 2023-24 school year.
In 2024-2025, the district will be building on its base understanding of MTSS and its self evaluation to build capacity
in Tier 1 supports. One of the primary supports in Tier 1 is developing Caring Relationships. Relationships tend to
decrease as students get older and have an increased number of teachers, and therefore, PBIS and MTSS
structures will help to keep students connected as well as build the foundation for continuing relationships.	"We have implemented new two-way communication tools such as Parent Square. All communication is sent in
English and Spanish. Translation services are provided at all formal and informal meetings including: Board
Meetings, IEPs, Parent Teacher Conferences and ""Board Coffee Chats"". Each school site has at least one bilingual
staff member to provide on-the-spot interpreting. The district also employees a bilingual Family Outreach Community
Liaison, a Translator/Interpreter, and a bilingual ELD Coordinator. The English Learner department has increased
family resources and has future parent engagement and training planned for 2024-2025 school year. The district has
sent an initial group of DELAC parents to CABE Workshops to increase parent engagement and capacity with the
plan for these individuals to be the basis of a Parent Leadership program starting in 2024-2025."	There are several pieces already in place at the district including the following: well established conference practices
and Portfolio Night at the high school. We share student assessment data regularly with families. We are working
toward an assets-based approach to engaging families in their children's education that includes celebrating
successes, sharing priorities and goals for students, and building trusting relationships through conferences, parent
events, and surveys as well as other events. One of our goals is to implement Parent Education nights that provide
parenting support while also allowing opportunities for parents and school staff to work together in support of
students. However, families and students continue to feel disengaged and the district is working to create community
at each site and to create parent leaders. Initial steps have occurred for this in 2023-2024 including: Family Literacy
Nights at the Elementary school and sending a group of parents to CABE Workshops with English Learner staff.	The district started a 3-year implementation of MTSS structures and Tier 1 supports during the 2023-24 school year.
In 2024-2025, the district will be building on its base understanding of MTSS and its self evaluation to build capacity
in Tier 1 supports. One of the primary supports in Tier 1 is developing Caring Relationships. Relationships tend to
decrease as students get older and have an increased number of teachers, and therefore, PBIS and MTSS
structures will help to keep students connected as well as build the foundation for continuing relationships. Another
focus is educating parents regarding California's school systems and how they can support their students at home.
The district is working to design programming and supports that will allow parents to be a full partner in their student
outcomes.	The district is focusing on parent engagement and parent trainings that will be presented in English as well as
Spanish in order to be accessible to all families. The district is also looking to partner with local groups such as La
Familia Sena and Migrant Education to build wrap around services for students and families. The district has begun
the initial plan and implementation of a Parent Leader team.	The District works diligently to gather feedback and input for decision-making from our educational partners. The
District uses a robust communication system that provides timely invitations to meetings in both Spanish and English
that gathers educational partner input and allows for opportunities for data reviews and discussions. DELAC, SSC,
family LCAP surveys, Youth Truth Surveys, site and district level meetings, all provide feedback from a diverse range
of educational partners. Information is shared through school and district newsletters, the district website, personal
phone calls from staff, Parent Square, weekly emails, and marquis boards. The Parent Square platform also allows
the District to gather information and family responses to surveys as well. This information is used to help the
District's educational partners make informed decisions regarding the direction of the District and the needs of
students. All meetings have a translator available to ensure access and some meetings have been held virtually to
ensure access to working and/or busy families.	"We have a number of ways that we invite families to provide input on polices and programs, particularly through our
LCAP Committee, Site Councils, ELAC and DELAC, and informal avenues like ""Coffee Chats"". We have used
surveys with some success as a tool for gathering parent input on priorities and programs. As mentioned above, we
are working on providing services like parenting and mental health resources that encourage families to come to
campuses and engage in conversations about programs and services. We also hope to get our School Site Councils
2024-25 Local Performance Indicator Self-Reflection for Cloverdale Unified School District Page 12 of 16
and parent meetings off to an earlier start so that we can establish important due dates and goals early in the year in
the hope that parents will continue to attend meetings as the year progresses. We have found that participation
decreases as the year progresses. We have seen an increase in regular participation in DELAC during 2023-2024
which we attribute to following-through on feedback/accountability (example- doing follow-up calls to parents with
answers to questions brought up at DELAC meetings), regular dates and procedures for meetings, and participation
from ALL administrators in DELAC meetings throughout the year allowing monthly access for parents to school site
and district administrators."	The District has recognized that turnout decreases as the year goes on and that personal phone calls are more
effective than other types of communication. In addition, the district has had conflicts with new local events that are
run by newer organizations in the district. The district is in the process of reaching out to work with these agencies to
avoid conflicts and to run cohesive events that inspire our families to attend and give feedback.	3	3	2	3	2	2	3	3	3	3	3	2	Met		2024-06-12	2024
49706720000000	Dunham Elementary	3	Dunham School District has established multiple communication channels (e.g., newsletters, emails, school websites, and social media) to ensure regular and transparent communication with families.
Progress: Increased parent and family engagement in school activities and events due to better awareness and access to information.

Implemented programs specifically designed to engage families, such as parent-teacher associations, family nights, and workshops.
There was a higher participation rate in these programs, indicating stronger connections and collaboration between families and school staff.

 Provision of accessible resources and support for parents, including language translation services, parent education programs, and easy-to-navigate online portals.
Dunham School District increased utilization of these resources, helping families feel supported and connected to the school.

 Involvement of families in school decision-making processes through advisory councils and committees.
Progress: Families report feeling more valued and empowered to contribute to school policies and initiatives.	Enhanced Two-Way Communication:
Issue: While there are multiple communication channels, there is a need for more effective two-way communication where families can easily provide feedback and engage in dialogue with school staff.

Improvement Plan: Develop and implement platforms and protocols for regular, interactive communication. This could include parent forums, feedback sessions, and more accessible digital communication tools.
Increased Engagement of Underrepresented Families:

Issue: Certain groups of families, particularly those from underserved communities, are less engaged in school activities and decision-making processes.

Improvement Plan: Targeted outreach and support to underrepresented families, including home visits, personalized communication, and community liaisons who can bridge cultural and language gaps.
Consistency in Communication Practices:

Issue: There is inconsistency in how and when teachers and staff communicate with families, leading to gaps in information and engagement.

Improvement Plan: Establish clear guidelines and expectations for regular and consistent communication from all staff members, ensuring that families receive timely and relevant information.	Issue: Certain groups of families, particularly those from underserved communities, are less engaged in school activities and decision-making processes.

Improvement Plan: Targeted outreach and support to underrepresented families, including home visits, personalized communication, and community liaisons who can bridge cultural and language gaps.
Consistency in Communication Practices.	Issue: There is a growing need for accessible mental health services for students, which current partnerships do not fully address.
Improvement Plan: Expand partnerships with mental health organizations to provide more in-school counseling services, mental health workshops for students and families, and staff training on identifying and supporting students’ mental health needs.
Issue: Families need more education and support to participate in their children's learning and development effectively.
Improvement Plan: Collaborate with family education organizations to offer workshops, resources, and support groups focused on parenting skills, academic support at home, and navigating the school system.
	Issue: There is a growing need for accessible mental health services for students, which current partnerships do not fully address.
Improvement Plan: Expand partnerships with mental health organizations to provide more in-school counseling services, mental health workshops for students and families, and staff training on identifying and supporting students’ mental health needs.
Issue: Families need more education and support to participate in their children's learning and development effectively.
Improvement Plan: Collaborate with family education organizations to offer workshops, resources, and support groups focused on parenting skills, academic support at home, and navigating the school system	Issue: Families need more education and support to participate in their children's learning and development effectively.
Improvement Plan: Collaborate with family education organizations to offer workshops, resources, and support groups focused on parenting skills, academic support at home, and navigating the school system.	Strength: Dunham has established effective channels for parent and community involvement in decision-making processes.
Progress: Regular meetings and open forums, such as Parent-Teacher Organization (PTO) and School Site Councils, have led to high levels of participation and meaningful input from parents and community members.
Strength: Dunham maintains transparency in communicating with educational partners regarding decision-making processes.
Progress: Regular updates through newsletters, school websites, and social media platforms keep stakeholders informed about upcoming decisions and opportunities to provide input.
Strength: Implement structured feedback mechanisms, such as surveys and focus groups, to gather input from parents, teachers, and students.
Progress: High response rates to surveys and active participation in focus groups have provided Dunham with valuable insights and data to inform decision-making.	Issue: Underrepresented groups, including non-English-speaking and economically disadvantaged families, are less engaged in decision-making processes.
Improvement Plan: Implement targeted outreach efforts to engage these groups, such as providing translation services, holding meetings at convenient times and locations, and working with community liaisons who can facilitate better communication.

Issue: More effective communication and feedback loops are needed to ensure that stakeholders feel their input is valued and acted upon.
Improvement Plan: Develop and implement clear procedures for acknowledging and responding to stakeholder feedback. This can include follow-up communications that explain how input was used in decision-making and what actions will be taken as a result.

Issue: Although technology is used, there is potential to expand and improve its use for gathering input from a wider audience.
Improvement Plan: Enhance the use of digital tools such as online surveys, virtual town halls, and interactive platforms to reach more stakeholders and make it easier for them to provide input.	Underrepresented groups, including non-English-speaking and economically disadvantaged families, are less engaged in decision-making processes.
Improvement Plan: Implement targeted outreach efforts to engage these groups, such as providing translation services, holding meetings at convenient times and locations, and working with community liaisons who can facilitate better communication.	5	5	4	5	4	4	5	5	5	5	5	4	Met		2024-06-06	2024
49706720122440	Dunham Charter	3	Dunham School District has established multiple communication channels (e.g., newsletters, emails, school websites, and social media) to ensure regular and transparent communication with families.
Progress: Increased parent and family engagement in school activities and events due to better awareness and access to information.

Implemented programs specifically designed to engage families, such as parent-teacher associations, family nights, and workshops.
There was a higher participation rate in these programs, indicating stronger connections and collaboration between families and school staff.

 Provision of accessible resources and support for parents, including language translation services, parent education programs, and easy-to-navigate online portals.
Dunham School District increased utilization of these resources, helping families feel supported and connected to the school.

 Involvement of families in school decision-making processes through advisory councils and committees.
Progress: Families report feeling more valued and empowered to contribute to school policies and initiatives.
	Enhanced Two-Way Communication:
Issue: While there are multiple communication channels, there is a need for more effective two-way communication where families can easily provide feedback and engage in dialogue with school staff.

Improvement Plan: Develop and implement platforms and protocols for regular, interactive communication. This could include parent forums, feedback sessions, and more accessible digital communication tools.
Increased Engagement of Underrepresented Families:

Issue: Certain groups of families, particularly those from underserved communities, are less engaged in school activities and decision-making processes.

Improvement Plan: Targeted outreach and support to underrepresented families, including home visits, personalized communication, and community liaisons who can bridge cultural and language gaps.
Consistency in Communication Practices:

Issue: There is inconsistency in how and when teachers and staff communicate with families, leading to gaps in information and engagement.

Improvement Plan: Establish clear guidelines and expectations for regular and consistent communication from all staff members, ensuring that families receive timely and relevant information.
	Issue: Certain groups of families, particularly those from underserved communities, are less engaged in school activities and decision-making processes.

Improvement Plan: Targeted outreach and support to underrepresented families, including home visits, personalized communication, and community liaisons who can bridge cultural and language gaps.
Consistency in Communication Practices.	Community members regularly volunteer in classrooms, participate in school events, and provide resources such as school supplies and funding for special projects.

Increased parent participation in school activities, events, and decision-making processes, contributing to a more supportive learning environment for students.

Programs such as reading challenges, library visits, and cultural events have enriched students’ educational experiences and promoted a love for reading and learning.

Increased access to digital learning tools and resources, teacher training on technology use, and improved student engagement and technological skills have led to the implementation of the SEL program. These programs focus on developing students’ emotional intelligence, resilience, and interpersonal skills, contributing to a positive school climate. Joint efforts with mental health professionals and SEL organizations have also led to the implementation of the SEL program.

By leveraging these strengths and progress areas, the LEA has created a supportive network of partnerships that enhance student outcomes in elementary schools. These efforts help provide a well-rounded education, addressing the academic, social, emotional, and physical needs of students.
	Issue: There is a growing need for accessible mental health services for students, which current partnerships do not fully address.
Improvement Plan: Expand partnerships with mental health organizations to provide more in-school counseling services, mental health workshops for students and families, and staff training on identifying and supporting students’ mental health needs.
Issue: Families need more education and support to participate in their children's learning and development effectively.
Improvement Plan: Collaborate with family education organizations to offer workshops, resources, and support groups focused on parenting skills, academic support at home, and navigating the school system.
	Issue: Families need more education and support to participate in their children's learning and development effectively.
Improvement Plan: Collaborate with family education organizations to offer workshops, resources, and support groups focused on parenting skills, academic support at home, and navigating the school system.	Strength: Dunham has established effective channels for parent and community involvement in decision-making processes.
Progress: Regular meetings and open forums, such as Parent-Teacher Organization (PTO) and School Site Councils, have led to high levels of participation and meaningful input from parents and community members.
Strength: Dunham maintains transparency in communicating with educational partners regarding decision-making processes.
Progress: Regular updates through newsletters, school websites, and social media platforms keep stakeholders informed about upcoming decisions and opportunities to provide input.
Strength: Implement structured feedback mechanisms, such as surveys and focus groups, to gather input from parents, teachers, and students.
Progress: High response rates to surveys and active participation in focus groups have provided Dunham with valuable insights and data to inform decision-making.	Issue: Underrepresented groups, including non-English-speaking and economically disadvantaged families, are less engaged in decision-making processes.
Improvement Plan: Implement targeted outreach efforts to engage these groups, such as providing translation services, holding meetings at convenient times and locations, and working with community liaisons who can facilitate better communication.

Issue: More effective communication and feedback loops are needed to ensure that stakeholders feel their input is valued and acted upon.
Improvement Plan: Develop and implement clear procedures for acknowledging and responding to stakeholder feedback. This can include follow-up communications that explain how input was used in decision-making and what actions will be taken as a result.

Issue: Although technology is used, there is potential to expand and improve its use for gathering input from a wider audience.
Improvement Plan: Enhance the use of digital tools such as online surveys, virtual town halls, and interactive platforms to reach more stakeholders and make it easier for them to provide input.	Underrepresented groups, including non-English-speaking and economically disadvantaged families, are less engaged in decision-making processes.
Improvement Plan: Implement targeted outreach efforts to engage these groups, such as providing translation services, holding meetings at convenient times and locations, and working with community liaisons who can facilitate better communication.	5	5	4	5	4	4	5	5	5	5	5	4	Met		2024-06-06	2024
49706800000000	Forestville Union Elementary	3	We are developing the capacity of staff to build trusting and respectful relationships with families through Communication Systems, Back to School Night, and Conferences.

We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, Back to School Night, Translation Services, and Events.

We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent Teacher Conference, Meetings

We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Information Night, Parent Conferences, Open House, ELAC.	Our focus area for this category is to continue to find ways to engage in 2-way communication between families and educators using language that is understandable and accessible to families.	Parent involvement:  We are continuing to increase opportunities for parent participation at the school and classroom levels, this included virtual town hall meetings. trainings, and webinars, Board meetings, district created surveys, YouthTruth surveys, use of our website, social media, marquee, and all call system to help keep parents and the community informed and updated. We will continue to provide educational partner input to refine strategies and to sustain or increase current parent participation, attendance, and enrollment through the promotion and supportive school climate.	We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days,  Back to School Night 

We are providing families with information and resources to support student learning and development in the home by Orientation, Online Resources, Communication Platforms, Parent Meetings, Parent Teacher Conferences.

We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Parent Meeting and ELAC.

We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbooks, Annual Notifications, IEP/504 Meetings, ELAC	Our focus area for this category is exploring additional ways to provide families with information and resources to support student learning and development in the home, especially through the Schoolwise platform.	Training and sharing at DELAC, as well as After School Program, parent meetings on how to set up email, check and respond to email, how to set up Schoolwise, check grades, update contact information, etc.  Increase the use of our one call system's text message feature to share short but important messages with parents or direct them to their email or website for more information.  Explore increasing social media presence on platforms that parents/caregivers use more frequently than Facebook.	We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Site Council, ELAC /DELAC, LCAP Process

We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs/Meetings, Board Meetings, ELAC/DELAC, Foundation Meetings

We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, and DELAC

We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by parent meetings, Surveys	Our focus area for this category is building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making.	Maintaining our bilingual liaison's administrative time for outreach, communication, translation, etc.  Explore evening meetings and trainings for parents/caregivers in computer skills, parenting support, and home visits.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
49706800112987	Forestville Academy	3	We are developing the capacity of staff to build trusting and respectful relationships with families through Communication Systems, Back to School Night, and Conferences.

We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, Back to School Night, Translation Services, and Events.

We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent Teacher Conference, Meetings

We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Information Night, Parent Conferences, Open House, ELAC.	Our focus area for this category is to continue to find ways to engage in 2-way communication between families and educators using language that is understandable and accessible to families.	
Parent involvement:  We are continuing to increase opportunities for parent participation at the school and classroom levels, this included virtual town hall meetings. trainings, and webinars, Board meetings, district created surveys, YouthTruth surveys, use of our website, social media, marquee, and all call system to help keep parents and the community informed and updated. We will continue to provide educational partner input to refine strategies and to sustain or increase current parent participation, attendance, and enrollment through the promotion and supportive school climate.
	We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days,  Back to School Night 

We are providing families with information and resources to support student learning and development in the home by Orientation, Online Resources, Communication Platforms, Parent Meetings, Parent Teacher Conferences.

We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Parent Meeting and ELAC.

We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbooks, Annual Notifications, IEP/504 Meetings, ELAC
	Our focus area for this category is exploring additional ways to provide families with information and resources to support student learning and development in the home, especially through the Schoolwise platform.	Training and sharing at DELAC, as well as After School Program, parent meetings on how to set up email, check and respond to email, how to set up Schoolwise, check grades, update contact information, etc.  Increase the use of our one call system's text message feature to share short but important messages with parents or direct them to their email or website for more information.  Explore increasing social media presence on platforms that parents/caregivers use more frequently than Facebook.	We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Site Council, ELAC /DELAC, LCAP Process

We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs/Meetings, Board Meetings, ELAC/DELAC, Foundation Meetings

We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, and DELAC

We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by parent meetings, Surveys	Our focus area for this category is building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making.	Maintaining our bilingual liaison's administrative time for outreach, communication, translation, etc.  Explore evening meetings and trainings for parents/caregivers in computer skills, parenting support, and home visits.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
49706980000000	Fort Ross Elementary	3	"Our current strength for this category is ""Creating welcoming environments for all families in the community"" as each family receives one-on-one support and ""engage in 2-way communication between families and educators using language that is understandable and accessible to families.""  We are developing the capacity of staff to build trusting and respectful relationships with families through Back to School Night and Conferences. We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, Back to School Night ,Interpretation and Translation Services, and Events. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent Teacher Conference, MTSS. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Conferences, Open House, and upgrading to a new website platform during the 2024-2025 school year to support increased communication."	Our focus area for this category is to continue to maintain communication from home to school, especially regarding absences.	Fort Ross meaningfully consults with families often through meetings, discussions, and surveys. Being an extremely small district with a small number of students, small number of families, and small number of staff we are able to understand the needs of our school instantly. Each family is provided with individualized assistance from the school, as needed, through After School Program Coordinator, Administrative Assistant, Instructional Assistants, Teachers, and/or Superintendent/Principal. We will also develop broader connections with educational partners through a multi-district consortium to better understand the needs of the community as a whole.	"Our current strength for this category is ""meet with families and students to discuss student progress and ways to work together to support improved student outcomes.""  We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, Back to School Night. We are providing families with information and resources to support student learning and development in the home through Online Resources, Parent Teacher Conferences, Community Health Worker and Family Counseling Support services. We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, and frequent one on one meetings each trimester. We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Annual Notifications, IEP/504 Meetings, SARB Processes.
"	"Our focus area for this category is ""improve a school’s capacity to partner with families for supporting support social-emotional needs."""	Fort Ross meaningfully consults with families often through meetings, discussions, and surveys. Being an extremely small district with a small number of students, small number of families, and small number of staff we are able to understand the needs of our school instantly. Each family is provided with individualized assistance from the school, as needed, through After School Program Coordinator, Administrative Assistant, Instructional Assistants, Teachers, and/or Superintendent/Principal. We will also develop broader connections with educational partners through a multi-district consortium to better understand the needs of the community as a whole.	"Our current strength for this category is ""building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making.""  We are progressing on our way to ""Full and Sustainable"" for the other listed areas. We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by site council and one on one meetings. We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by site council, board meetings, and one on one meetings. We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by surveys and one on one meetings. We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by Site Council, surveys and one on one meetings."	"Our focus area for this category is ""providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community."" Due to our small enrollment, the number of families available to join advisory groups is limited (e.g. only 1 family has an English language learner). As a small school community (less than 20 students), our size lends itself to facilitating effective engagement opportunities for all families."	Fort Ross meaningfully consults with families often through meetings, discussions, and surveys. Being an extremely small district with a small number of students, small number of families, and small number of staff we are able to understand the needs of our school instantly. Each family is provided with individualized assistance from the school, as needed, through After School Program Coordinator, Administrative Assistant, Instructional Assistants, Teachers, and/or Superintendent/Principal. We will also develop broader connections with educational partners through a multi-district consortium to better understand the needs of the community as a whole.	4	5	4	5	4	4	5	4	5	4	4	4	Met		2024-06-18	2024
49707060000000	Geyserville Unified	3	"We are at full implementation of staff building trusting and respectful relationships with families through ParentSquare for consistent communication. 
-Families reported the Relationships Overall Youth Truth Family Category: 95% (6% above Sonoma County) (TK-5); 82% (5% above Sonoma County) (6-8); 71% (5% below Sonoma County) (9-12)
-Parent Conferences / Progress Reports
-Back to School Night/Open House 
-Community Town Hall
-Events

We are creating welcoming environments for all families by welcoming and professional office staff, safe and well-kept facilities
-“My school creates a friendly environment”: 92% (6% above Sonoma County) (TK-5); 74% (2% above Sonoma County) (6-8); 76% (3% above Sonoma County (9-12)
-Welcoming and professional office staff
-Facilities, Teachers
-Interpretation and Translation Services
-Back to School Night

We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by holding Parent Information Night, Parent Conferences, Open House, Parent Coffee, DELAC, UDL, MTSS, and 7-12 Parent/Student Schedule Meeting. 

We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Information Night, Parent Conferences (including RFEP, IEP, 504, and SST meetings), Communication Platform, Open House, ELAC/DELAC, Back to School Night, Translation Services.	Youth Truth Survey “I receive regular feedback about my child's progress.”:  62% (10% above Sonoma County) (TK-5); 58% (8% below Sonoma County) (6-8); 41% (22% below Sonoma County) (9-12)	"	"The focus area for this section will be ""developing the capacity of staff to build trusting and respectful relationships with families""."	The district will continue to survey families and students using the Youth Truth Survey as well as conduct DELAC meetings, parent conferences, parent coffees, and 7-12 parent/student scheduling meetings.	"We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, MTSS Workshop, and Bilingual Back to School Night.

We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, Technology Night, Math/Literacy Night, Toolbox/Second Step, Online Resources, Communication Platform, Parent Workshops , Parent Teacher Conferences, Google Classroom, and Parent Coffee Meetings. Youth Truth Survey: “I receive information about what my child should learn and be able to do.” 79% (2% below Sonoma County) TK-5; 42% (20% below Sonoma County) 6-8; 47% (11% below Sonoma County) 9-12

We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Title I Parent Meeting, LCAP Surveys, 7-12 Parent/Student Schedule Meeting, and Parent Meetings.  Youth Truth Survey “I receive regular feedback about my child's progress.”:  62% (10% above Sonoma County) (TK-5); 58% (8% below Sonoma County) (6-8); 41% (22% below Sonoma County) (9-12). “Teachers clearly communicate expectations for my child's progress.”  73% (5% below Sonoma County) TK-5; 50% (11% below Sonoma County) 6-8; 47% (10% below Sonoma County) 9-12.		

We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students through our Handbook, Annual Notifications, IEP/504 meetings, and DELAC/ELAC meetings.								
													"	"The focus area for this section will be ""implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes."""	The district will continue to survey families and students using the Youth Truth Survey as well as conduct DELAC meetings, parent conferences, parent coffees, and 7-12 parent/student scheduling meetings.	"We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making through leadership training. Youth Truth Survey “Families and teachers care about each other.” 87% (1% below Sonoma County) TK-5; 74% (1% above Sonoma County) 6-8; 71% (1% below Sonoma County) 9-12. Ways in which we seek input for decision making include: Parent meetings; ELAC /DELAC; LCAP Process

We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs, DELAC, board meetings, and small school community. Youth Truth “I feel represented by parent/family groups (i.e. Parent-Teacher Association) at my school.” 62% (5% below Sonoma County) TK-5; 60% (7% above Sonoma County) 6-8; 65% (14% above Sonoma County) 9-12.  “I feel empowered to play a meaningful role in decision-making at my school.” 62% (4% above Sonoma County) TK-5; 50% (5% above Sonoma County) 6-8; 41% (7% below Sonoma County) 9-12

We are providing all families with opportunities to provide input on policies and programs and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, ELAC/DELAC, Coffee with the Principal, partnering with Corazon Healdsburg, and Small Community.

We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels through Parent Clubs and Surveys. Within all the activities above we will seek to improve the engagement of underrepresented families.	"	"The focus area for this section will be ""building the capacity of and supporting family members to effectively engage in advisory groups and decision-making."""	The district will continue to survey families and students using the Youth Truth Survey as well as conduct DELAC meetings, parent conferences, parent coffees, and 7-12 parent/student scheduling meetings.	4	4	5	5	3	4	4	4	4	4	5	5	Met		2024-06-26	2024
49707140000000	Gravenstein Union Elementary	3	For the second consecutive year, our most recent survey of parents indicates a very strong approval rating of district communication.  We continue to update our district and school site websites and social media platforms as well as continuing to expand our use of Parent Square as a tool for communicating with our school community that ensures access for all users.  GUSD promotes parent, family, and community engagement in the education of our students.  We notify all families in their home language of the policies, services, and supports that GUSD has in place and provide contact information for appropriate district staff.  As a small district and in using our MTSS protocol, our classroom teachers will be the first line of support for parent education and providers of parent engagement opportunities including but not limited to: Meet-the-Teacher events/Orientation, Back-to-school nights, parent-teacher conferences, classroom volunteer opportunities, driver and chaperone opportunities for field trips, presentations, performances, and school-wide family events.  When these events fall in the late afternoon or evening, we have free child care and/or extended daycare hours.  We are currently engaged in a process to strengthen our MTSS protocols, particularly our menu of Tier II interventions, which includes strategies regarding the significance of staff in the role as a “productive adult” relationship for all students and learning more about all students and their families.  During the 23/24 school year, we added the Child Parent Institute (CPI) to our Tier II menu options.  CPI provides in-home family and individual student counseling for families and students that we refer as a Tier II intervention.  Our Tier I approaches for parent and family engagement are strong; and we continue to improve our abilities and techniques for our students performing below grade level.  GUSD is engaging with our county office of education and participating in their Continuous Improvement series.  Our teachers, specialized instructional support personnel, principals, and other staff are receiving training and support in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school as we assess and monitor the progress of our students and communicate with and receive feedback from our parents.	We still have data collection processes that need to be institutionalized, particularly with our changing demographics including increases in special education, homeless, and migrant students, and we continue to refine our focused communication highlighting the support we receive from our Gravenstein Parent Association (GPA) as well as providing information to our families related to events and supports offered by our community partners.	Through the adoption of our MTSS and the related action items listed in our district vision and mission statements and LCAP goals, we are recruiting a TOSA ELD support teacher to continue our DLAC meetings provide direct student and family support, and continue to employ a licensed mental health counselor, have expanded the support staffing for our RSP students, and engaged two outside presenters to support our diversity, equity, and inclusion efforts.  The engagement of underrepresented families is a key strategy included in our Tier II MTSS support plans.	As a function of our MTSS, we have worked to strengthen and institutionalize Tier I and Tier II supports designed to build partnerships.  This includes a variety of events and activities at the Tier I level to provide universal support for our entire student population as well as a menu of individualized interventions and services at the Tier II level for students below grade level academically, chronically absent, and/or experiencing behavioral challenges.  GUSD has identified chronic absenteeism as one focus area, providing awareness of the issue to parents and staff, fortifying our Tier I prevention strategies, and working to expand our Tier II targeted interventions.  Our teachers, specialized instructional support personnel, principals, and other staff are receiving training and support in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school as we assess and monitor the progress of our students and communicate with and receive feedback from our parents. Our classroom teachers are the first line of support (with translation as needed) for parent education and providers of parent engagement opportunities including but not limited to: Meet-the-Teacher events/Orientation, Back-to-school nights, parent-teacher conferences, classroom volunteer opportunities, driver and chaperone opportunities for field trips, literacy training, technology use, presentations, performances, and school-wide family events.  When these events fall in the late afternoon or evening, we offer free child care and/or extended daycare hours to accommodate parents' needs. To further assist these parents, a bilingual assistant helped families at our Meet-the-Teacher events to use multiple computers to navigate and complete our online forms. For any student that is not making expected grade level progress, our Tier II systems will be employed and we will use our SST/parent meeting protocol: gather baseline data, form a support team, meet with the parent (and student if appropriate), formulate an action plan with appropriate interventions, assign a staff case manager to support the student and parents in the implementation of the interventions, warm hand-offs to and ongoing communication with any outside agency with appropriate support services for the student and/or family, gather progress data, and inform the team of progress.  The creation of this case management system is an area of focus for us currently as we are building a menu of interventions and best practices.  Additionally, our bi-weekly Leadership Team Meetings are providing a forum to share best practices between both sites as well as giving us a forum to discuss family issues as approximately 35% of our families have students at both of our schools.	"We continue to work on identifying and institutionalizing best practices for the implementation with fidelity of our Tier II interventions.  A key aspect of successful Tier II support is family engagement; each support team will face a unique set of challenges and barriers dependent on current circumstances and our staff is building a tool kit of supports to address a variety of needs.  Another focus area here is creating connections with our community partners that have the capacity to provide Tier III supports.  We are working to build connections that allow for ""warm hand-offs,"" reciprocal release of information agreements, and a system for monitoring fidelity of intervention implementation and progress monitoring."	Our strategies here will mirror our efforts for building relationships with underrepresented families.  Through the adoption of our MTSS and the related action items listed in our district vision and mission statements and LCAP goals, we are recruiting a TOSA ELD support teacher to continue our DLAC meetings provide direct student and family support, and continue to employ a licensed mental health counselor, have expanded the support staffing for our RSP students, and engaged two outside presenters to support our diversity, equity, and inclusion efforts.  The engagement of underrepresented families is a key strategy included in our Tier II MTSS support plans.	Through our parent association, Board Meetings, website, surveys, committees (Site Council, Strategic Planning, DELAC), and multiple orientation events, parent participation on our vast menu of field trips, and additional community events, we have developed multiple forums to seek and gather input for decision-making from our families.  Additionally, during the annual LCAP review process, families representing specific demographic sectors of our population receive personal invitations, attend and provide input and feedback regarding our LCAP focus areas and action items.	For our Strategic Planning Committee, we are working on making the complex issue of school budgets comprehensible to our community members as a means for supporting our strategic planning and supporting the implementation of our MTSS, facility maintenance and additions, and maintaining the key aspects of our educational program, specifically small class sizes, low staff to student ratios, and our Enrich! programming including field trips.  Our comprehensive family survey was drafted by parents, staff, and administration to gather parent feedback on all areas of our district program, and provides an opportunity for multiple choice as well as open-ended responses.	Our strategies here will mirror our efforts for building relationships with underrepresented families.  Through the adoption of our MTSS and the related action items listed in our district vision and mission statements and LCAP goals, we are recruiting a TOSA ELD support teacher to continue our DLAC meetings provide direct student and family support, and continue to employ a licensed mental health counselor, have expanded the support staffing for our RSP students, and engaged two outside presenters to support our diversity, equity, and inclusion efforts.  The engagement of underrepresented families is a key strategy included in our Tier II MTSS support plans.	5	5	4	5	4	4	5	5	5	5	5	5	Met		2024-06-11	2024
49707146051742	Gravenstein Elementary	3	For the second consecutive year, our most recent survey of parents indicates a very strong approval rating of district communication.  We continue to update our district and school site websites and social media platforms as well as continuing to expand our use of Parent Square as a tool for communicating with our school community that ensures access for all users.  GUSD promotes parent, family, and community engagement in the education of our students.  We notify all families in their home language of the policies, services, and supports that GUSD has in place and provide contact information for appropriate district staff.  As a small district and in using our MTSS protocol, our classroom teachers will be the first line of support for parent education and providers of parent engagement opportunities including but not limited to: Meet-the-Teacher events/Orientation, Back-to-school nights, parent-teacher conferences, classroom volunteer opportunities, driver and chaperone opportunities for field trips, presentations, performances, and school-wide family events.  When these events fall in the late afternoon or evening, we have free child care and/or extended daycare hours.  We are currently engaged in a process to strengthen our MTSS protocols, particularly our menu of Tier II interventions, which includes strategies regarding the significance of staff in the role as a “productive adult” relationship for all students and learning more about all students and their families.  During the 23/24 school year, we added the Child Parent Institute (CPI) to our Tier II menu options.  CPI provides in-home family and individual student counseling for families and students that we refer as a Tier II intervention.  Our Tier I approaches for parent and family engagement are strong; and we continue to improve our abilities and techniques for our students performing below grade level.  GUSD is engaging with our county office of education and participating in their Continuous Improvement series.  Our teachers, specialized instructional support personnel, principals, and other staff are receiving training and support in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school as we assess and monitor the progress of our students and communicate with and receive feedback from our parents.	We still have data collection processes that need to be institutionalized, particularly with our changing demographics including increases in special education, homeless, and migrant students, and we continue to refine our focused communication highlighting the support we receive from our Gravenstein Parent Association (GPA) as well as providing information to our families related to events and supports offered by our community partners.	Through the adoption of our MTSS and the related action items listed in our district vision and mission statements and LCAP goals, we are recruiting a TOSA ELD support teacher to continue our DLAC meetings provide direct student and family support, and continue to employ a licensed mental health counselor, have expanded the support staffing for our RSP students, and engaged two outside presenters to support our diversity, equity, and inclusion efforts.  The engagement of underrepresented families is a key strategy included in our Tier II MTSS support plans.	As a function of our MTSS, we have worked to strengthen and institutionalize Tier I and Tier II supports designed to build partnerships.  This includes a variety of events and activities at the Tier I level to provide universal support for our entire student population as well as a menu of individualized interventions and services at the Tier II level for students below grade level academically, chronically absent, and/or experiencing behavioral challenges.  GUSD has identified chronic absenteeism as one focus area, providing awareness of the issue to parents and staff, fortifying our Tier I prevention strategies, and working to expand our Tier II targeted interventions.  Our teachers, specialized instructional support personnel, principals, and other staff are receiving training and support in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school as we assess and monitor the progress of our students and communicate with and receive feedback from our parents. Our classroom teachers are the first line of support (with translation as needed) for parent education and providers of parent engagement opportunities including but not limited to: Meet-the-Teacher events/Orientation, Back-to-school nights, parent-teacher conferences, classroom volunteer opportunities, driver and chaperone opportunities for field trips, literacy training, technology use, presentations, performances, and school-wide family events.  When these events fall in the late afternoon or evening, we offer free child care and/or extended daycare hours to accommodate parents' needs. To further assist these parents, a bilingual assistant helped families at our Meet-the-Teacher events to use multiple computers to navigate and complete our online forms. For any student that is not making expected grade level progress, our Tier II systems will be employed and we will use our SST/parent meeting protocol: gather baseline data, form a support team, meet with the parent (and student if appropriate), formulate an action plan with appropriate interventions, assign a staff case manager to support the student and parents in the implementation of the interventions, warm hand-offs to and ongoing communication with any outside agency with appropriate support services for the student and/or family, gather progress data, and inform the team of progress.  The creation of this case management system is an area of focus for us currently as we are building a menu of interventions and best practices.  Additionally, our bi-weekly Leadership Team Meetings are providing a forum to share best practices between both sites as well as giving us a forum to discuss family issues as approximately 35% of our families have students at both of our schools.	"We continue to work on identifying and institutionalizing best practices for the implementation with fidelity of our Tier II interventions.  A key aspect of successful Tier II support is family engagement; each support team will face a unique set of challenges and barriers dependent on current circumstances and our staff is building a tool kit of supports to address a variety of needs.  Another focus area here is creating connections with our community partners that have the capacity to provide Tier III supports.  We are working to build connections that allow for ""warm hand-offs,"" reciprocal release of information agreements, and a system for monitoring fidelity of intervention implementation and progress monitoring."	Our strategies here will mirror our efforts for building relationships with underrepresented families.  Through the adoption of our MTSS and the related action items listed in our district vision and mission statements and LCAP goals, we are recruiting a TOSA ELD support teacher to continue our DLAC meetings provide direct student and family support, and continue to employ a licensed mental health counselor, have expanded the support staffing for our RSP students, and engaged two outside presenters to support our diversity, equity, and inclusion efforts.  The engagement of underrepresented families is a key strategy included in our Tier II MTSS support plans.	Through our parent association, Board Meetings, website, surveys, committees (Site Council, Strategic Planning, DELAC), and multiple orientation events, parent participation on our vast menu of field trips, and additional community events, we have developed multiple forums to seek and gather input for decision-making from our families.  Additionally, during the annual LCAP review process, families representing specific demographic sectors of our population receive personal invitations, attend and provide input and feedback regarding our LCAP focus areas and action items.	For our Strategic Planning Committee, we are working on making the complex issue of school budgets comprehensible to our community members as a means for supporting our strategic planning and supporting the implementation of our MTSS, facility maintenance and additions, and maintaining the key aspects of our educational program, specifically small class sizes, low staff to student ratios, and our Enrich! programming including field trips.  Our comprehensive family survey was drafted by parents, staff, and administration to gather parent feedback on all areas of our district program, and provides an opportunity for multiple choice as well as open-ended responses.	Our strategies here will mirror our efforts for building relationships with underrepresented families.  Through the adoption of our MTSS and the related action items listed in our district vision and mission statements and LCAP goals, we are recruiting a TOSA ELD support teacher to continue our DLAC meetings provide direct student and family support, and continue to employ a licensed mental health counselor, have expanded the support staffing for our RSP students, and engaged two outside presenters to support our diversity, equity, and inclusion efforts.  The engagement of underrepresented families is a key strategy included in our Tier II MTSS support plans.	5	5	4	5	4	4	5	5	5	5	5	5	Met		2024-06-11	2024
49707146051759	Hillcrest Middle	3	For the second consecutive year, our most recent survey of parents indicates a very strong approval rating of district communication.  We continue to update our district and school site websites and social media platforms as well as continuing to expand our use of Parent Square as a tool for communicating with our school community that ensures access for all users.  GUSD promotes parent, family, and community engagement in the education of our students.  We notify all families in their home language of the policies, services, and supports that GUSD has in place and provide contact information for appropriate district staff.  As a small district and in using our MTSS protocol, our classroom teachers will be the first line of support for parent education and providers of parent engagement opportunities including but not limited to: Meet-the-Teacher events/Orientation, Back-to-school nights, parent-teacher conferences, classroom volunteer opportunities, driver and chaperone opportunities for field trips, presentations, performances, and school-wide family events.  When these events fall in the late afternoon or evening, we have free child care and/or extended daycare hours.  We are currently engaged in a process to strengthen our MTSS protocols, particularly our menu of Tier II interventions, which includes strategies regarding the significance of staff in the role as a “productive adult” relationship for all students and learning more about all students and their families.  During the 23/24 school year, we added the Child Parent Institute (CPI) to our Tier II menu options.  CPI provides in-home family and individual student counseling for families and students that we refer as a Tier II intervention.  Our Tier I approaches for parent and family engagement are strong; and we continue to improve our abilities and techniques for our students performing below grade level.  GUSD is engaging with our county office of education and participating in their Continuous Improvement series.  Our teachers, specialized instructional support personnel, principals, and other staff are receiving training and support in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school as we assess and monitor the progress of our students and communicate with and receive feedback from our parents.	We still have data collection processes that need to be institutionalized, particularly with our changing demographics including increases in special education, homeless, and migrant students, and we continue to refine our focused communication highlighting the support we receive from our Gravenstein Parent Association (GPA) as well as providing information to our families related to events and supports offered by our community partners.	Through the adoption of our MTSS and the related action items listed in our district vision and mission statements and LCAP goals, we are recruiting a TOSA ELD support teacher to continue our DLAC meetings provide direct student and family support, and continue to employ a licensed mental health counselor, have expanded the support staffing for our RSP students, and engaged two outside presenters to support our diversity, equity, and inclusion efforts.  The engagement of underrepresented families is a key strategy included in our Tier II MTSS support plans.	As a function of our MTSS, we have worked to strengthen and institutionalize Tier I and Tier II supports designed to build partnerships.  This includes a variety of events and activities at the Tier I level to provide universal support for our entire student population as well as a menu of individualized interventions and services at the Tier II level for students below grade level academically, chronically absent, and/or experiencing behavioral challenges.  GUSD has identified chronic absenteeism as one focus area, providing awareness of the issue to parents and staff, fortifying our Tier I prevention strategies, and working to expand our Tier II targeted interventions.  Our teachers, specialized instructional support personnel, principals, and other staff are receiving training and support in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school as we assess and monitor the progress of our students and communicate with and receive feedback from our parents. Our classroom teachers are the first line of support (with translation as needed) for parent education and providers of parent engagement opportunities including but not limited to: Meet-the-Teacher events/Orientation, Back-to-school nights, parent-teacher conferences, classroom volunteer opportunities, driver and chaperone opportunities for field trips, literacy training, technology use, presentations, performances, and school-wide family events.  When these events fall in the late afternoon or evening, we offer free child care and/or extended daycare hours to accommodate parents' needs. To further assist these parents, a bilingual assistant helped families at our Meet-the-Teacher events to use multiple computers to navigate and complete our online forms. For any student that is not making expected grade level progress, our Tier II systems will be employed and we will use our SST/parent meeting protocol: gather baseline data, form a support team, meet with the parent (and student if appropriate), formulate an action plan with appropriate interventions, assign a staff case manager to support the student and parents in the implementation of the interventions, warm hand-offs to and ongoing communication with any outside agency with appropriate support services for the student and/or family, gather progress data, and inform the team of progress.  The creation of this case management system is an area of focus for us currently as we are building a menu of interventions and best practices.  Additionally, our bi-weekly Leadership Team Meetings are providing a forum to share best practices between both sites as well as giving us a forum to discuss family issues as approximately 35% of our families have students at both of our schools.	"We continue to work on identifying and institutionalizing best practices for the implementation with fidelity of our Tier II interventions.  A key aspect of successful Tier II support is family engagement; each support team will face a unique set of challenges and barriers dependent on current circumstances and our staff is building a tool kit of supports to address a variety of needs.  Another focus area here is creating connections with our community partners that have the capacity to provide Tier III supports.  We are working to build connections that allow for ""warm hand-offs,"" reciprocal release of information agreements, and a system for monitoring fidelity of intervention implementation and progress monitoring."	Our strategies here will mirror our efforts for building relationships with underrepresented families.  Through the adoption of our MTSS and the related action items listed in our district vision and mission statements and LCAP goals, we are recruiting a TOSA ELD support teacher to continue our DLAC meetings provide direct student and family support, and continue to employ a licensed mental health counselor, have expanded the support staffing for our RSP students, and engaged two outside presenters to support our diversity, equity, and inclusion efforts.  The engagement of underrepresented families is a key strategy included in our Tier II MTSS support plans.	Through our parent association, Board Meetings, website, surveys, committees (Site Council, Strategic Planning, DELAC), and multiple orientation events, parent participation on our vast menu of field trips, and additional community events, we have developed multiple forums to seek and gather input for decision-making from our families.  Additionally, during the annual LCAP review process, families representing specific demographic sectors of our population receive personal invitations, attend and provide input and feedback regarding our LCAP focus areas and action items.	For our Strategic Planning Committee, we are working on making the complex issue of school budgets comprehensible to our community members as a means for supporting our strategic planning and supporting the implementation of our MTSS, facility maintenance and additions, and maintaining the key aspects of our educational program, specifically small class sizes, low staff to student ratios, and our Enrich! programming including field trips.  Our comprehensive family survey was drafted by parents, staff, and administration to gather parent feedback on all areas of our district program, and provides an opportunity for multiple choice as well as open-ended responses.	Our strategies here will mirror our efforts for building relationships with underrepresented families.  Through the adoption of our MTSS and the related action items listed in our district vision and mission statements and LCAP goals, we are recruiting a TOSA ELD support teacher to continue our DLAC meetings provide direct student and family support, and continue to employ a licensed mental health counselor, have expanded the support staffing for our RSP students, and engaged two outside presenters to support our diversity, equity, and inclusion efforts.  The engagement of underrepresented families is a key strategy included in our Tier II MTSS support plans.	5	5	4	5	4	4	4	5	5	5	5	5	Met		2024-06-11	2024
49707220000000	Guerneville Elementary	3	We are developing the capacity of staff to build trusting and respectful relationships with families by utilizing Toolbox, Safe School Ambassadors, Ongoing PD. We are creating welcoming environments for all families by Office & Teaching Staff, Facilities, Environmental Print. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by All about me pages, Goal Setting Sessions. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families Parent Information Nights, Parent Conferences, Open House, Stakeholder Fair, School Compacts. Within all the activities above we will seek to improve the engagement of underrepresented families.	"As part of our community based schools model we are focusing on ""Supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. "" during the 2023-2024 school year."	As a community-based school, ensure families and school staff work together to support and improve the learning, development, and health of students.
-Promote parental participation in programs for unduplicated pupils individuals with exceptional needs
-Provide a welcoming environment, information and resources, and opportunities to meet with teachers to discuss student progress 
-Create/hire a part-time position that assists in providing  bilingual services and resources in order  to further engage and support EL families
-Foster parent partnerships via the initial start-up of a new Parent Group (Cafecitos Community Group)  that convenes on a bi-weekly basis. The Group focuses on the progress of LCAP Goal, Community School focus, building leadership capacity, parenting resources, parent generated-topics /themes, and requested guest speakers  Meetings are bilingual (English/Spanish). Parent Club will convene monthly with the above focus as well as celebrating student successes.  
-Communicate students’ ongoing progress to parents via report cards, progress reports, parent portals, and regularly scheduled conferences and parent meetings.
-Provide at least 4  annual family events that highlight MACS (Multi-Tiered Systems of Supports, AVID, Community-Based Schools (i.e. Health & Engagement Fairs, STEAM) school wide focus areas.
-Further refine the school messaging and notification system so that all families, students, and staff have one platform for easy, ongoing, two-way communication access in their preferred language (e.g. ParentSquare and Aeries Portal).	We are doing very well building partnerships throughout the community for student outcomes. A majority of the items are at the full implementation/ full Implementation and Sustainability level, with only one item at initial implementation. We will continue to work towards supporting families to understand and exercise their legal rights and advocate for their own students and all students. We are providing ongoing professional learning and support to teachers and principals to improve a school’s capacity to partner with families by PD Days and Professional Conferences. We are providing families with information and resources to support student learning and development in the home through Parent Orientations, Technology Night, Math/Literacy Night, Toolbox, READY County Partnership, Website. We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Title I Parent Meeting, Educational Partner Fair. We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbook, Annual Notifications, Website Resource, School Compacts. Within all the activities above we will seek to improve the engagement of underrepresented families.	"As part of our community based schools model we are focusing on ""Providing professional learning and support to teachers and Administrative Leadership team to improve our schools' capacity to partner with families."" during the 2023-2024 school year."	As a community-based school, ensure families and school staff work together to support and improve the learning, development, and health of students.
-Promote parental participation in programs for unduplicated pupils individuals with exceptional needs
-Provide a welcoming environment, information and resources, and opportunities to meet with teachers to discuss student progress 
-Create/hire a part-time position that assists in providing  bilingual services and resources in order  to further engage and support EL families
-Foster parent partnerships via the start-up of a new Parent Club that convenes on a monthly basis. The Club focuses on the progress of LCAP Goals, Community School focus, parenting resources, parent generated-topics /themes, requested guest speakers and celebrating student successes. Spanish translation will be made available to support English Learner family participation.
-Communicate students’ ongoing progress to parents via report cards, progress reports, parent portals, and regularly scheduled conferences and parent meetings.
-Provide at least 4  annual family events that highlight MACS (Multi-Tiered Systems of Supports, AVID, Community-Based Schools, STEAM) schoolwide focus areas.
-Further refine the school messaging and notification system so that all families, students, and staff have one platform for easy, ongoing, two-way communication access in their preferred language (e.g. ParentSquare/Aeries Parent Portal).	We are doing very well at seeking input for decision making. We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Leadership Training. We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs, Stakeholder Fair. We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, DELAC, Coffee with the Principal, Social Media Accounts. We are Providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district level by Parent Clubs, Advisory Committees, Stakeholder Fair. Within all the activities above we will seek to improve the engagement of underrepresented families.	"As part of our community based schools model we are focusing on ""Building the capacity of and supporting family members to effectively engage in advisory groups and decision-making."	As a community-based school, ensure families and school staff work together to support and improve the learning, development, and health of students.
-Promote parental participation in programs for unduplicated pupils individuals with exceptional needs
-Provide a welcoming environment, information and resources, and opportunities to meet with teachers to discuss student progress 
-Create/hire a part-time position that assists in providing  bilingual services and resources in order  to further engage and support EL families
-Foster parent partnerships via the start-up of a new Parent Club that convenes on a monthly basis. The Club focuses on the progress of LCAP Goals, Community School focus, parenting resources, parent generated-topics /themes, requested guest speakers and celebrating student successes. Spanish translation will be made available to support English Learner family participation.
-Communicate students’ ongoing progress to parents via report cards, progress reports, parent portals, and regularly scheduled conferences and parent meetings.
-Provide at least 4  annual family events that highlight MACS (Multi-Tiered Systems of Supports, AVID, Community-Based Schools, STEAM) schoolwide focus areas.
-Further refine the school messaging and notification system so that all families, students, and staff have one platform for easy, ongoing, two-way communication access in their preferred language (e.g. ParentSquare).	4	4	4	5	5	4	5	4	4	4	4	4	Met		2024-06-24	2024
49707220139048	California Pacific Charter - Sonoma	3	CPCS successfully engages in pupil and family outreach. CPCS offers two way communication via the school's website, email, phone, text, Parent Square messaging, School Site Council (Parent Advisory Committee), and virtual meetings are held with pupils and families throughout the school year. Based on education partner survey feedback, parents agree that the school communicates community resources that are available to their family. In data collected from education partner surveys, 95.8% of parents feel satisfied with opportunities to provide input and participate in their child's education. 91.7% of parents indicate that they feel their input is valued. 100% of students agreed that their teacher is available to them when they need help and support with their schoolwork. 100% of students agree that their teacher cares about their education and helps them succeed. 93.8% of parents are satisfied with their child's school overall. 97.8% of students express an overall satisfaction with their school.	CalPac plans to continue to expand the parent university program which provides resources and information to parents on various educational, social emotional, academic, and safety topics regarding supporting their children and their children's best interests.	To the greatest extent possible, CPCS would like to focus on paring families whose primary language is a language other than English with a bilingual homeroom teacher that can facilitate meetings and support meaningful communication with parents in their primary language. CPCS will continue to offer two way communication opportunities and opportunities to participate in the school community for all education partners, including families whose primary language may be a language other than English. The school is piloting a program that will provide real time translation services in Zoom for improved communication between the school and pupils/families whose primary language is a language other than English.	CPCS assigns each pupil to a homeroom teacher. The primary role of the homeroom teacher is to work with each student and family in an effort to develop a personalized learning plan and success plan for each student. Homeroom teachers use student interest surveys in an effort to better understand student strenths and weaknesses and to gain a clear understanding of what resources and supports could best serve in supporting individual students in the independent study program. Homeroom teachers partner with parents in providing information and support that can assist their chilld in successfuly engaging in school and reaching success. In data collected from education partner surveys, 100% of parents stated that they feel welcome to participate in meetings with their child's teacher to discuss and set education goals for their child. 100% of students responded that they agree that their teacher is available to help them and support them with their school work. 100% of students stated that their teacher cares about their education and helps them to succeed. 93.4% of students stated that if they have a problem, they know they have someone at school that they can talk to for support and 97.8% of students stated that overall, they are satisfied with their school. CPCS is consistent in supporting families to understand their legal rights and advocate for their children. Parent rights are reviewed in IEP and 504 plan meetings. CPCS maintains a uniform complaint policy and makes the unform complaint form available to education partners.	"CPCS launched a Parent University program in the 22-23 school year. Parent University is used as for parent education, resources, and support in areas that can help support their students socially, emotionally, and academically. CPCS plan to continue to expand this program with additional resources to better support student outcomes. Additionally, CalPac launched a ""know your score"" campaign. Teachers meet with families at least twice per year to review individulal student outcome data and set goals for student engagement and academic growth."	CPCS plans to further develop the homeless youth program by providing additional training for the homeless youth coordinator and holding regular meetings with students and families to ensure this student population is engaged in school and has every opportunity to be successful.	CPCS is currently engaged in this work. CalPac provides all education partners opportunities for input in decision making at the program and charter levels.  Parents and students provide input through homeroom meetings, back to school nights, surveys, virtual events, public meetings, School Site Council meetings, club meetings, WASC focus groups, and other methods of 2-way communication with the school. Based on an education partner survey, parents indicated that they feel satisfied with the school in providing input opportunities for them to participate in the school and their child's education.	The school will continue to work closely with the School Site Council members (SSC serves as Parent Advisory Committee) to seek input regarding decision-making.	CPCS plans to enhance the engagement of underrepresented families by implementing targeted outreach initiatives, including multilingual communication resources and community liaison roles to facilitate more inclusive participation. We will also establish regular, accessible forums and workshops designed to educate and empower these families, ensuring their voices are integral in our decision-making processes.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
49707226051767	Guerneville Elementary (Charter)	3	We are developing the capacity of staff to build trusting and respectful relationships with families by utilizing Toolbox, Safe School Ambassadors, Ongoing PD. We are creating welcoming environments for all families by Office & Teaching Staff, Facilities, Environmental Print. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by All about me pages, Goal Setting Sessions. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families Parent Information Nights, Parent Conferences, Open House, Stakeholder Fair, School Compacts. Within all the activities above we will seek to improve the engagement of underrepresented families.	"As part of our community based schools model we are focusing on ""Supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. "" during the 2023-2024 school year."	As a community-based school, ensure families and school staff work together to support and improve the learning, development, and health of students.
-Promote parental participation in programs for unduplicated pupils individuals with exceptional needs
-Provide a welcoming environment, information and resources, and opportunities to meet with teachers to discuss student progress 
-Create/hire a part-time position that assists in providing  bilingual services and resources in order  to further engage and support EL families
-Foster parent partnerships via the initial start-up of a new Parent Group (Cafecitos Community Group)  that convenes on a bi-weekly basis. The Group focuses on the progress of LCAP Goal, Community School focus, building leadership capacity, parenting resources, parent generated-topics /themes, and requested guest speakers  Meetings are bilingual (English/Spanish). Parent Club will convene monthly with the above focus as well as celebrating student successes.  
-Communicate students’ ongoing progress to parents via report cards, progress reports, parent portals, and regularly scheduled conferences and parent meetings.
-Provide at least 4  annual family events that highlight MACS (Multi-Tiered Systems of Supports, AVID, Community-Based Schools (i.e. Health & Engagement Fairs, STEAM) school wide focus areas.
-Further refine the school messaging and notification system so that all families, students, and staff have one platform for easy, ongoing, two-way communication access in their preferred language (e.g. ParentSquare and Aeries Portal).	We are doing very well building partnerships throughout the community for student outcomes. A majority of the items are at the full implementation/ full Implementation and Sustainability level, with only one item at initial implementation. We will continue to work towards supporting families to understand and exercise their legal rights and advocate for their own students and all students. We are providing ongoing professional learning and support to teachers and principals to improve a school’s capacity to partner with families by PD Days and Professional Conferences. We are providing families with information and resources to support student learning and development in the home through Parent Orientations, Technology Night, Math/Literacy Night, Toolbox, READY County Partnership, Website. We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Title I Parent Meeting, Educational Partner Fair. We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbook, Annual Notifications, Website Resource, School Compacts. Within all the activities above we will seek to improve the engagement of underrepresented families.	"As part of our community based schools model we are focusing on ""Providing professional learning and support to teachers and Administrative Leadership team to improve our schools' capacity to partner with families."" during the 2023-2024 school year."	As a community-based school, ensure families and school staff work together to support and improve the learning, development, and health of students.
-Promote parental participation in programs for unduplicated pupils individuals with exceptional needs
-Provide a welcoming environment, information and resources, and opportunities to meet with teachers to discuss student progress 
-Create/hire a part-time position that assists in providing  bilingual services and resources in order  to further engage and support EL families
-Foster parent partnerships via the start-up of a new Parent Club that convenes on a monthly basis. The Club focuses on the progress of LCAP Goals, Community School focus, parenting resources, parent generated-topics /themes, requested guest speakers and celebrating student successes. Spanish translation will be made available to support English Learner family participation.
-Communicate students’ ongoing progress to parents via report cards, progress reports, parent portals, and regularly scheduled conferences and parent meetings.
-Provide at least 4  annual family events that highlight MACS (Multi-Tiered Systems of Supports, AVID, Community-Based Schools, STEAM) schoolwide focus areas.
-Further refine the school messaging and notification system so that all families, students, and staff have one platform for easy, ongoing, two-way communication access in their preferred language (e.g. ParentSquare/Aeries Parent Portal).	We are doing very well at seeking input for decision making. We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Leadership Training. We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs, Stakeholder Fair. We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, DELAC, Coffee with the Principal, Social Media Accounts. We are Providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district level by Parent Clubs, Advisory Committees, Stakeholder Fair. Within all the activities above we will seek to improve the engagement of underrepresented families.	"As part of our community based schools model we are focusing on ""Building the capacity of and supporting family members to effectively engage in advisory groups and decision-making."	As a community-based school, ensure families and school staff work together to support and improve the learning, development, and health of students.
-Promote parental participation in programs for unduplicated pupils individuals with exceptional needs
-Provide a welcoming environment, information and resources, and opportunities to meet with teachers to discuss student progress 
-Create/hire a part-time position that assists in providing  bilingual services and resources in order  to further engage and support EL families
-Foster parent partnerships via the start-up of a new Parent Club that convenes on a monthly basis. The Club focuses on the progress of LCAP Goals, Community School focus, parenting resources, parent generated-topics /themes, requested guest speakers and celebrating student successes. Spanish translation will be made available to support English Learner family participation.
-Communicate students’ ongoing progress to parents via report cards, progress reports, parent portals, and regularly scheduled conferences and parent meetings.
-Provide at least 4  annual family events that highlight MACS (Multi-Tiered Systems of Supports, AVID, Community-Based Schools, STEAM) schoolwide focus areas.
-Further refine the school messaging and notification system so that all families, students, and staff have one platform for easy, ongoing, two-way communication access in their preferred language (e.g. ParentSquare).	4	4	4	5	5	4	5	4	4	4	4	4	Met		2024-06-24	2024
49707300000000	Harmony Union Elementary	3	"According to Jan 2024 Youth Truth Survey data, Families responded to the survey question ""the
degree to which families experience positive relationships in their school based on respect, care
and approachability"" at the 88th percentile relative to other county schools. This measure is down 6 percentile points from previous year and may reflect degrading of relationships.  However, the school also experienced 20% growth year over year in enrollment, meaning that 30% of survey respondents were new to the school this year, which may impact longitudinal analysis."	The first area of focus in response to the above data is improvement in school communication
and notifications, The second area of focus is in increasing parent volunteerism, the third is in
stakeholder engagement on new initiatives including curriculum adoptions, committees and
surveys.  Staff will be holding parent meetings and community forums through 2024-2025 to assist in improvement relations.	The school is continuing its DEIA work at committee level to survey and develop initiatives to more
fully engage underrepresented families in the data on school relationships	"According to Jan 2024 Youth Truth Survey data, Families responded to the survey question ""the
degree to which families experience positive relationships in their school based on respect, care
and approachability"" at the 88th percentile relative to other county schools. This measure is down 6 percentile points from previous year and may reflect degrading of relationships.  However, the school also experienced 20% growth year over year in enrollment, meaning that 30% of survey respondents were new to the school this year, which may impact longitudinal analysis."	The first area of focus in response to the above data is improvement in school communication
and notifications, The second area of focus is in increasing parent volunteerism, the third is in
stakeholder engagement on new initiatives including curriculum adoptions, committees and
surveys.  Staff will be holding parent meetings and community forums through 2024-2025 to assist in improvement partnerships for student outcomes, specifically supporting parents on academic support at home and understanding student learning and progress.	The school is continuing its DEIA work at committee level to survey and develop initiatives to more
fully engage underrepresented families in improving partnerships for student outcomes.  Parent meetings will be added, with childcare support and teleconferencing options to improve participation.	"According to Jan 2024 Youth Truth Survey data, Families responded to the survey question ""the
degree to which families are engaged in their school and empowered to influence decision
making"" at the 67th percenGle, slightly above county average.
For the 2024-2025 school year, a new committees addressing Curriculum Adoption, Strategic Visioning and Facilities/Bond improvements will be formed and will operate alongside the DEIA committee and Site Council . In the student council was reconstituted in 2023 and staff is increasing use of surveys to inform decisions, and parent forums on topics of import to the board have been held been scheduled due to a large newcomer population feeling disconnected from the new school.  Additional wellness surveys will be conducted with students in 2024-2025"	More outreach will be conducted to include new parents in committees and advisory bodies for 2024-2025	With support of the DEIA committee outreach and survey of the community, ensure that parent advisory committees and bodies demonstrate diverse and inclusive composition and conduct.	4	3	2	3	4	3	3	4	4	4	3	3	Met		2024-06-14	2024
49707306110639	Salmon Creek School - A Charter	3	"According to Jan 2024 Youth Truth Survey data, Families responded to the survey question ""the
degree to which families experience positive relationships in their school based on respect, care and approachability"" at the 99th percentile relative to other county schools. This measure is up slightly
 from previous year and may reflect degrading of relationships. The school
also experienced 20% growth year over year in enrollment, meaning that 30% of survey respondents
were new to the school this year, which may impact longitudinal analysis."	The first area of focus in response to the above data is improvement in school communication and
notifications, The second area of focus is in increasing parent volunteerism, the third is in
stakeholder engagement on new initiatives including curriculum adoptions, committees and surveys.
Staff will be holding parent meetings and community forums through 2024-2025 to assist in
improvement relations.	The school is continuing its DEIA work at committee level to survey and develop initiatives to more
fully engage underrepresented families in the data on school relationships	"According to Jan 2024 Youth Truth Survey data, Families responded to the survey question ""This summary measure describes the degree to which families believe that their school deploys the necessary resources to support students."" at the 85th percentile relative to other county schools. This measure is up slightly from previous year and may reflect degrading of relationships. The school experienced 20% growth year over year in enrollment, meaning that 30% of survey respondents were new to the school this year, which may impact longitudinal analysis"	The first area of focus in response to the above data is improvement in school communication and
notifications, The second area of focus is in increasing parent volunteerism, the third is in
stakeholder engagement on new initiatives including curriculum adoptions, committees and surveys.
Staff will be holding parent meetings and community forums through 2024-2025 to assist in
improvement partnerships for student outcomes, specifically supporting parents on academic
support at home and understanding student learning and progress.	The school is continuing its DEIA work at committee level to survey and develop initiatives to more
fully engage underrepresented families in the data on school relationships	"According to Jan 2024 Youth Truth Survey data, Families responded to the survey question ""the
degree to which families are engaged in their school and empowered to influence decision making""
at the 93th percentile compared to county schools. For the 2024-2025 school year, a new
committees addressing Curriculum Adoption, Strategic Visioning and Facilities/Bond improvements
will be formed and will operate alongside the DEIA committee and Site Council . In the student
council was reconstituted in 2023 and staff is increasing use of surveys to inform decisions, and
parent forums on topics of import to the board have been held been scheduled due to a large
newcomer population feeling disconnected from the new school. Additional wellness surveys will be
conducted with students in 2024-2025"	More outreach will be conducted to include new parents in committees and advisory bodies for
2024-2025	With support of the DEIA committee outreach and survey of the community, ensure that parent
advisory committees and bodies demonstrate diverse and inclusive composition and conduct.	4	3	2	3	4	3	3	4	4	4	3	3	Met		2024-06-14	2024
49707306120588	Pathways Charter	3	"Pathways teachers work one-on-one with each student and parent/guardian to design a personalized learning plan. Given our non-classroom-based setting, students do the majority of their work at home; however, over the past several years, we've significantly increased our class offerings (regional onsite and schoolwide online) to provide additional direct instruction. Our staff offers a range of support services to help students be successful, including individual student/family meetings every 1-3 weeks to review progress and provide targeted instruction; the frequency and focus vary depending on student/family needs. These meetings can take place in person, by phone, and/or online. We continue to develop our mental health support services and our multi-tiered intervention system (MTSS). (Note: Programs like Pathways experience a relatively high student mobility rate; this explains why we describe our progress as ""beginning development or initial implementation"" in some areas.)"	"Pathways teachers work one-on-one with each student and parent/guardian to build strong relationships among all educational team members. Over the years, we've seen shifts in the types of families who seek out our program; therefore, we continue to develop tools to support students and parents/guardians who are new to an independent study setting. Given our non-classroom-based program, students do the majority of their work at home; however, over the past several years, we've significantly increased our class offerings (regional onsite and schoolwide online) to provide additional direct instruction. Our staff offers a range of support services to help students be successful, including individual student/family meetings every 1-3 weeks to review progress and provide targeted instruction; the frequency and focus vary depending on student/family needs. These meetings can take place in person, by phone, and/or online. We continue to develop our mental health support services and our multi-tiered intervention system (MTSS). (Note: Programs like Pathways experience a relatively high student mobility rate; this explains why we describe our progress as ""beginning development or initial implementation"" in some areas.)"	"Pathways teachers work one-on-one with each student and parent/guardian to build strong relationships among all educational team members; this work is even more important for our underrepresented families. Over the years, we've seen shifts in the types of families who seek out our program; therefore, we continue to develop tools to support students and parents/guardians who are new to an independent study setting. Given our non-classroom-based program, students do the majority of their work at home; however, over the past several years, we've significantly increased our class offerings (regional onsite and schoolwide online) to provide additional direct instruction. Our staff offers a range of support services to help students be successful, including individual student/family meetings every 1-3 weeks to review progress and provide targeted instruction; the frequency and focus vary depending on student/family needs. These meetings can take place in person, by phone, and/or online. We continue to develop our mental health support services and our multi-tiered intervention system (MTSS). (Note: Programs like Pathways experience a relatively high student mobility rate; this explains why we describe our progress as ""beginning development or initial implementation"" in some areas.)"	"Pathways teachers work one-on-one with each student and parent/guardian as partners in the educational team to design a personalized learning plan. Given our non-classroom-based setting, students do the majority of their work at home; however, over the past several years, we've significantly increased our class offerings (regional onsite and schoolwide online) to provide additional direct instruction. Our staff offers a range of support services to help students be successful, including individual student/family meetings every 1-3 weeks to review progress and provide targeted instruction; the frequency and focus vary depending on student/family needs. These meetings can take place in person, by phone, and/or online. We continue to develop our mental health support services and our multi-tiered intervention system (MTSS). (Note: Programs like Pathways experience a relatively high student mobility rate; this explains why we describe our progress as ""beginning development or initial implementation"" in some areas.)"	"Pathways teachers work one-on-one with each student and parent/guardian to build a strong partnership among all educational team members. Over the years, we've seen shifts in the types of families who seek out our program; therefore, we continue to develop tools to support students and parents/guardians who are new to an independent study setting. Given our non-classroom-based program, students do the majority of their work at home; however, over the past several years, we've significantly increased our class offerings (regional onsite and schoolwide online) to provide additional direct instruction. Our staff offers a range of support services to help students be successful, including individual student/family meetings every 1-3 weeks to review progress and provide targeted instruction; the frequency and focus vary depending on student/family needs. These meetings can take place in person, by phone, and/or online. We continue to develop our mental health support services and our multi-tiered intervention system (MTSS). (Note: Programs like Pathways experience a relatively high student mobility rate; this explains why we describe our progress as ""beginning development or initial implementation"" in some areas.)"	"Pathways teachers work one-on-one with each student and parent/guardian to build a strong partnership among all educational team members; this work is even more important for our underrepresented families. Over the years, we've seen shifts in the types of families who seek out our program; therefore, we continue to develop tools to support students and parents/guardians who are new to an independent study setting. Given our non-classroom-based program, students do the majority of their work at home; however, over the past several years, we've significantly increased our class offerings (regional onsite and schoolwide online) to provide additional direct instruction. Our staff offers a range of support services to help students be successful, including individual student/family meetings every 1-3 weeks to review progress and provide targeted instruction; the frequency and focus vary depending on student/family needs. These meetings can take place in person, by phone, and/or online. We continue to develop our mental health support services and our multi-tiered intervention system (MTSS). (Note: Programs like Pathways experience a relatively high student mobility rate; this explains why we describe our progress as ""beginning development or initial implementation"" in some areas.)"	"We solicit input from our students and parent/guardian community via surveys several times a year. Each survey requests feedback on various aspects of the program (including, but not limited to, interactions with staff, class offerings and instruction, support services, field trips, other activities). Response rates vary depending on which population is targeted. We also offer opportunities for participation in parent/guardian forums from time to time, which tend to be poorly attended. In addition, the majority of our School Board members are current or former parents/guardians of Pathways students. (Note: Programs like Pathways experience a relatively high student mobility rate; this explains why we describe our progress as ""beginning development or initial implementation"" in some areas.)"	"We continue to develop different ways to solicit input from our student and parent/guardian communities, whether via new and improved survey opportunities or schoolwide and/or regional parent/guardian forums (in-person or online). This year, we adopted ParentSquare as our primary school-to-parent/guardian community communication tool, which allows for greater personalization of group messaging and engagement. In addition, we have two openings on our School Board, which will offer an opportunity for possible new parent/guardian (or another educational partner) engagement. (Note: Programs like Pathways experience a relatively high student mobility rate; this explains why we describe our progress as ""beginning development or initial implementation"" in some areas.)"	"Improved engagement with and input from our underrepresented families via the methods described above and herein is essential. We continue to develop different ways to solicit input from our student and parent/guardian communities, whether via new and improved survey opportunities or schoolwide and/or regional parent/guardian forums (in-person or online). This year, we adopted ParentSquare as our primary school-to-parent/guardian community communication tool, which allows for greater personalization of group messaging and engagement. In addition, we have two openings on our School Board, which will offer an opportunity for possible new parent/guardian (or another educational partner) engagement. (Note: Programs like Pathways experience a relatively high student mobility rate; this explains why we describe our progress as ""beginning development or initial implementation"" in some areas.)"	4	4	4	3	3	3	3	3	2	2	3	2	Met		2024-06-18	2024
49707630000000	Horicon Elementary	3	We are developing the capacity of staff to build trusting and respectful relationships with families through communication, events, conferences. We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, and Events. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent Teacher Conference and Meetings. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Events, Conferences, and Small School Environment.	"The focus area for improvement in Building Relationships Between School Staff and Families is ""creating welcoming environments for all families in the community."""	The school is a community center and an integral part of a close-knit, multi-generational farming community and serves as a gathering site for family, community, and sports events. Over the last several years, Horicon Elementary School District has worked diligently to provide an education focused on the whole child in order to meet the needs of diverse learners.	We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families during Professional Development Days, staff meetings and discussions. We are providing families with information and resources to support student learning and development in the home by Website, Parent Teacher Conferences, Email, Events.  We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes through Parent/Teacher Conferences, Parent Meetings, Progress Reports. We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students through Handbooks, Annual Notifications, and IEP/504 Meeting	"The focus area for improvement in Building Partnerships for Student Outcomes is ""providing families with information and resources to support student learning and development in the home."""	The school is a community center and an integral part of a close-knit, multi-generational farming community and serves as a gathering site for family, community, and sports events. Over the last several years, Horicon Elementary School District has worked diligently to provide an education focused on the whole child in order to meet the needs of diverse learners.	We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by parent meetings and 1:1 discussions.  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by parent meetings and Board Meetings. We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys. We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by parent meetings, 1:1 discussions, Surveys.	"The focus area for improvement in Seeking Input for Decision-Making is ""providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community."""	The school is a community center and an integral part of a close-knit, multi-generational farming community and serves as a gathering site for family, community, and sports events. Over the last several years, Horicon Elementary School District has worked diligently to provide an education focused on the whole child in order to meet the needs of diverse learners.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-10	2024
49707890000000	Kenwood	3	"Partner input, including the Parent Survey, Site Council, KSA and Board of Trustee Input, the community feels
Kenwood School is doing a Good job in building partnerships for student outcomes. In fact 94% of families surveyed
feel that Kenwood School is doing a ""Good"" or ""Great"" job with student achievement."	Parent Surveys have indicated that families would appreciated opportunities to learn a foreign language and
extended learning opportunities. The LEA will Continue to look to fulfill these possibilities. Staffing has been difficult
over the past year but we anticipate more opportunities for Partnerships in the future. We will continue to reach out to
local partners such as the colleges and civic minded groups such as Kiwanis, Rotary and Project 100.	By hiring a Bi-Lingual School Counselor, we have given ourselves the opportunity to perform outreach to some of our
Unduplicated EL students. This outreach will give families an opportunity to meet and discuss important topics, work
on homework, ask clarifying questions and to help these families to become more engaged in their student's
schooling.	Through monthly KSA and KEF meetings, bi-weekly newsletters, Site Council, and our annual parent survey, we are
able to get a fair amount of feedback from our educational partners. As COVID has kept many families away from
school, we have relied upon our School Newsletter and School Website to convey important information. And
although this was successful this year, we hope to add extra strategies in the upcoming years to help build those
partnerships	The Principal will meet with families with his Monthly Coffee Chats with parents as they come to school to drop off
their students. These informal meetings will give families a chance to ask questions and address concerns as well as
get monthly updates from the principal. Monthly Site Council meetings, KEF meetings, and KSA meeting also allow
the principal to speak directly to families and other volunteers regarding decisions that need to be made with
stakeholder input. Based on input from families on the Parent Survey, better communication is an area that our LEA
can do better at.	More outreach is needed at Kenwood. We will begin improving engagement with registration and First Day packets
when the school year begins. Meeting families and asking them to get involved in various committees will provide
underrepresented the opportunity to become engaged and show that we value their insights. We will send home a
questionnaire asking parents to sign up for committees and how they feel they can support our school.	Through monthly KSA and KEF meetings, bi-weekly newsletters, Site Council, Coffee with the Principal meetings and our annual parent survey, we are
able to get a fair amount of feedback from our educational partners. As COVID has kept many families away from
school, we have relied upon our School Newsletter and School Website to convey important information. And
although this was successful this year, we hope to add extra strategies in the upcoming years to help build those
partnerships.	The Principal will meet with families with his Monthly Coffee Chats with parents as they come to school to drop off
their students. These informal meetings will give families a chance to ask questions and address concerns as well as
get monthly updates from the principal. Monthly Site Council meetings, KEF meetings, and KSA meeting also allow
the principal to speak directly to families and other volunteers regarding decisions that need to be made with
stakeholder input. Based on input from families on the Parent Survey, better communication is an area that our LEA
can do better at.	More outreach is needed at Kenwood. We will begin improving engagement with registration and First Day packets
when the school year begins. Meeting families and asking them to get involved in various committees will provide
underrepresented the opportunity to become engaged and show that we value their insights. We will send home a
questionnaire asking parents to sign up for committees and how they feel they can support our school. Unfortunately,
the 2020-2022 school years have been difficult to engage families due to the pandemic and we are struggling todecide if we need to change our strategies for parent engagement or if engagement will return back to normal when
COVID-19 is no longer a hurdle.	5	5	4	5	5	5	4	5	5	5	4	5	Met		2024-06-06	2024
49707970000000	Liberty Elementary	3	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Not Met			2024
49707970107284	California Virtual Academy @ Sonoma	3	The school is dedicated to cultivating trusting and respectful relationships with families to ensure student success in the virtual learning environment. Upon enrollment approval, families receive personalized onboarding support from their designated onboarding coach. This support begins with a warm welcome - an intentional and welcoming inclusion activity, routine, or ritual that builds community and connects to the work ahead. Families receive clear guidance on program expectations, communication channels, and navigating the online platform and resources efficiently. Newly enrolled students and parents experience at least three personalized interactions with their onboarding coach, ensuring a sense of belonging from the start. Spanish-language onboarding support is available for Limited English Proficient (LEP) students and families whose primary language is Spanish.

Teachers proactively connect with families through welcome calls, monthly check-ins, Enduring Connection Calls, academic conferences, and provide live instruction aligned with the California content area standards. 

Teachers and staff prioritize student relationships through daily face-to-face interactions. Additionally, we support student and adult resilience with intentional social-emotional learning practices. We have identified the importance of self-awareness, self-management, and executive function in our unique setting – and work to foster these skills among students, teachers, and families.

In addition to classroom interactions, the school offers in-person and virtual activities, clubs, and support sessions. Continuous support is provided to families year-round, including during the summer.

School leaders facilitate regular feedback sessions involving parents, students, and staff, utilizing surveys to gather input and identify areas needing additional support. Special programs, like the Compass program, cater to MKV, Foster youth, and other underrepresented families, focusing on providing resources and supplies, engagement support, and coaching for students and parents, including bilingual engagement and translation services.

The school actively involves parents, students, and staff in planning processes through various channels, ensuring that their voices are heard and valued. Feedback and collaboration happen in Title I meetings, English Learner Advisory Committee (ELAC), and Partner Engagement Sessions, which include priority opportunities for parents, staff, and students to review Local Control and Accountability Plan (LCAP) goals, actions, and services and provide input and suggestions. LCAP feedback informs decision-making and drives programmatic adjustments to ensure that programs offered reflect the priorities of the learning community and that all students are learning.
	We will continue to refine the Enduring Connection Calls between teachers and students. We plan to implement a schoolwide practice of 3 Signature Practices across all departments. Our school will focus on training and Professional Development for staff based on trauma-informed practices to support trusting and respectful relationships with families. We plan to provide additional training for all staff on accessing the primary and preferred language of Limited English Proficient (LEP) families. We will continue to refine the Language Access Plan - a resource that outlines ongoing efforts to improve access for limited English proficient (LEP) individuals – people whose primary language is not English and who have limited ability to read, speak, write, or understand English. Our school will continue to develop the Newcomer instructional and family support services provided by the English Language Development (ELD) Department to meet the needs of students in kindergarten through grade twelve (K–12) who were born outside the United States (U.S.) who have arrived in the U.S. in the last three years and who also are still learning English.	Solid relationships and research-based support/services improve outcomes for underrepresented students. The school provides engagement, attendance, academic, and SEL support for families, including English Learners, Students with Disabilities, and Socioeconomically Disadvantaged (SED) students. Support includes removing barriers and providing school supplies and resources, as well as academic support, to help them succeed in the virtual learning environment. 

The school has added additional bilingual engagement staff for Spanish-speaking families to provide support throughout the calendar year to expand opportunities for the LEP families in the 23-24 SY and provide an increased level of translation and interpretation support from a live school staff member. Additionally, schoolwide forms and documents have been translated into Spanish, and the school’s website now includes a language toggle feature so that families can change the presentation of all information on the site to Spanish with a single click. In addition, the school contracts with an over-the-phone interpreting service, Certified Languages International (CLI), which provides interpreters in over 200 languages, allowing for teachers and other staff to communicate with LEP parents during real-time phone calls or video conferences in their preferred language. In order for Limited English Proficient (LEP) families who speak a language other than English or Spanish to access school information, resources are included with school communication for seamless translation on demand. All parents and guardians of students may request free language translation services in their preferred language at any time, and staff members can request document translation for LEP families’ preferred languages at any time as well. 
The school seeks the participation of unduplicated students by offering specific onboarding follow-up for SED families who are not meeting designated engagement metrics, an internet subsidy so families can engage and connect with the school community, and the Compass team reaches out to parents and families when SED students are not engaged. We offer workshops to support resilience, specifically designed to support SED parents and families. This series focuses on skills to manage stress, solve problems, reflect on reactions in different situations and practice new ways to respond when facing challenges.
For our Students with Disabilities, GE teachers and Education Specialists do additional outreach and seek their active participation in their child's education. Case Managers ensure families attend Individualized Educational Plan (IEP) meetings, specifically parents/guardians are invited to attend 30-day, annual, and triennial IEPs, evident in Team Meeting Notices.  An ongoing area of improvement for the school is to continue analyzing parental engagement data to ensure consistent and significant participation from parents and students in unduplicated groups.
	The school fosters strong partnerships with families to ensure student success. Recognizing parents' crucial role in education, particularly in an independent study charter school, the school actively engages parents by providing them with comprehensive information, resources, training, and opportunities to collaborate with other parents to better support their children's learning journey. Regular teacher-family conferences inform parents about their child's progress and academic expectations, while accessible systems grant them access to student grades, assessments, and online activities.

Dedicated engagement and attendance support teams work to keep students involved in their education, focusing on educating parents about school expectations and strategies to remain engaged in their child's daily schooling. The presence of graduation coaches facilitates better understanding among students and parents regarding graduation requirements, progress tracking, and ensuring timely graduation. This information is shared through various channels, including school assemblies, homeroom meetings, and individual conferences.

The school has committed to being a Professional Learning Community (PLC) and strives to incorporate the Three Big Ideas of the PLC process: focus on learning, a collaborative culture, and results orientation.  As a result of this work, the school has refined professional development, prioritized collecting evidence of mastery, and created clear communication regarding our school priorities and goals. The collaboration among staff members focuses on discussing student progress and working together to support improved student outcomes. This collaborative work, in turn, allows for strengthened communication of outcomes and progress with students and families during individualized onboarding sessions, monthly Enduring Connection Calls, weekly academic support sessions, and ongoing Academic Conferences. 

Dual enrollment programs such as CAVA2College and Stride Career Prep (SCP) provide high school students valuable opportunities to explore career pathways, earn certifications, and prepare for college and career. Middle school students benefit from career exploration and technology courses and earn high school credit.

To ensure effective communication and engagement, the school utilizes various platforms such as ParentSquare, social media, LC Community (a school-based social media platform for parents/learning coaches), and the school website. These offer the family’s essential information and opportunities to build relationships and advocate for their children. The Family Teacher Organization (FTO) further strengthens student support by facilitating collaboration	We will create more opportunities for students to engage with SEL assembly topics by incorporating content into the older grades' homeroom courses and supporting the Elementary Staff with resources to share during our younger students' morning meetings. We will provide training and Care Solace access for administrators, who can support families by initiating a warm handoff when identified.  Continue to create understanding with staff around the difference between a “warm handoff” and “anonymous search” and how we can better support resource connection when we start a “warm handoff” for a family or student. We will Increase the translation and interpretation services and documents provided in Arabic, an increasing primary language amongst Limited English Proficient (LEP) families at our school.
Our schools plan to expand our video conferencing translation capabilities to provide real-time translation in multiple languages to ensure parents/guardians can meaningfully participate and advocate for their students in educational partner meetings.
	The school's Attendance Advocates proactively address student absences daily, collaborating with students to overcome any obstacles they may face. They assist parents in completing surveys for any offline assignments completed by students. In continued absences, additional meetings are scheduled with parents and students to identify underlying issues and support overcoming them, ultimately guiding families toward academic success.

To ensure MKV students are engaged and learning, the school has increased the resources, referrals, and support, which include Food and Housing Resources, Health Services, Mental Health and Crisis Support, and Internet/Hot Spots.

Regarding training and support for teachers, all staff undergo continuous, high-quality training and professional development sessions throughout the year. Additionally, new teachers benefit from immersive, hands-on training provided by department trainers to ensure a comprehensive understanding of schoolwide vision, properties, goals, departmental policies, procedures, and ways to support students and families. New hires are assigned a dedicated support teacher during their inaugural year.
	"Survey questions and data collection methods are tailored for the virtual school environment and align with LCAP objectives and strategies. The leadership team conducts quarterly reviews of feedback, which lead to adjustments in schoolwide and departmental plans and enhancements in family engagement initiatives. This feedback, along with student engagement and achievement data, informs the development and monitoring of LCAP initiatives.

The following presents a synopsis of trends and feedback from various parent surveys conducted during the 23-24 SY, including responses from the LCAP survey, Title I feedback survey, and feedback surveys from Fall and Winter Partner Engagement Meetings. 

Ranking of LCAP Priorities/Goals 
Top Priorities: 
(83%) Ensure Students Will Graduate from High School
(76%) Providing Internet reimbursement for low-income families.
(74%) Ensure Students Attend School
(68%) High School Career and Technical Education
(67%) High School Students Complete all courses (A-G) to be eligible to attend a CA state college or a University of California
(67%) Support for Students with Disabilities

In addition:
(83%) Agree / Strongly Agree: ""I have been given opportunities to participate in decision-making regarding my student's education.""
(88%) Agree / Strongly Agree: ""The school has created a welcoming environment for all families in the community.”

In addition, parents, families, students, and staff provide feedback and direction to the school through a variety of opportunities, including:
•	ELAC Meetings
•	EL Needs Assessment Annual Survey
•	School Climate Survey
•	Parent Connections, including coffee chats and parent training.
•	Student Government 
•	Family Teacher Organization (FTO)
•	Student and Teacher Pulse Checks 

Two-way communication between parents/families and school includes:
•	ParentSquare
•	LC Community
•	Emails
•	Connection Calls
•	Academic Conferences
•	Student Support Sessions
•	Sharing of Student's Individualized Learning Plans (ILP)
•	Student Support Team (SST) Meetings
•	Individual Educational Program (IEP) Meetings
•	English Language Development (ELD) Program Meetings
•	Bear Tracks weekly community newsletter highlights events and activities.
"	"Based on parent feedback the school 
•	will continue to administer surveys and offer Partner Engagement Meetings to share goals and actions, collect feedback, and measure parental participation in decision-making.
•	will increase opportunities for parental involvement, and message to families/staff the impact that feedback has on school-based decisions.
•	will offer parents support in increasing LC capacity, including time management tools, technology training, and other available resources and support. 
•	has identified the following barriers and will reduce those to ensure the participation of parents, including:
•	Lack of time
•	Prioritizing meetings
•	Streamlining communication to parents 
•	will increase the number of families participating in feedback opportunities and will reach out to families who did not provide feedback to ask them what barriers keep them from giving feedback. 
•	will continue to develop and implement the SEL plan. To increase awareness all teachers/staff, students, and parents will be included in the collaboration and development. 
•	will continue to provide training and support for administrators, teachers, parents, and students, specifically reaching underrepresented and underserved families.
•	increase opportunities for peer-to-peer interaction and connection in Class Connect (CC) sessions, clubs, K12 Zone, and other activities, including in-person outings and events.
•	messaging and support to ensure families are aware and supported with low cost/internet options in addition to policy for internet reimbursement.
"	Parents generally convey satisfaction with the school, which positively impacts all students. They value the assistance teachers and staff provide and the school's efficient communication with students and families. Daily prompts regarding class attendance and assignments help students stay focused. Parents appreciate the chance to monitor their child's progress and access educational materials in advance to address any academic hurdles. They appreciate the school's diverse and extensive curriculum, which offers numerous courses and effective teaching. Additionally, parents welcome the various opportunities for high school students and socialization activities available at all grade levels. Furthermore, the staff dedicated to supporting Spanish-speaking parents is positively acknowledged.	4	5	4	5	5	5	5	5	4	4	4	4	Met		2024-06-12	2024
49707970139568	Heartwood Charter	3	We hold several sessions throughout the year for parent feedback and connections with the teachers after instructional hours.  We have open windows of communication with all Administration.	We are working on adding more occasions for parents to come and provide feedback.	Our goal continues to be supporting underrepresented families with funding towards events, supplies, services.  Most of this is done through written communication.	We have added more Academic Specialists and Counselors to increase student outcomes with academics and their social emotional well being.  Our professional development also focuses on the well being of the students and bettering our communication.	Heartwood continues to improve methods of communication with students as well as parents.  We are actively looking to add more Academic Specialists to meet the students were they are at.	While adding Academic Specialists and Counselors to our staff, we are also working to add curriculum packages and online supports for those in need.	Currently we have 2 Steering Committees that support the decision making progress pertaining to the vision of Heartwood Charter School as well as the general education and academics.	Our goal is to hold realignment meetings with our Steering Committees at least weekly to stay abreast of current school situations as they develop.	We regularly meet to discuss options for decreasing costs, increasing program availability, increasing supports.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-24	2024
49707970140228	Liberty Independent Study	3	As the LEA did not have students enrolled this past year, we did not measure the effectiveness of relationship building with stakeholders.	As the LEA did not have students enrolled this past year, we did not measure the effectiveness of relationship building with stakeholders.	As the LEA did not have students enrolled this past year, we did not measure the effectiveness of relationship building with stakeholders.	As the LEA did not have students enrolled this past year, we did not measure the effectiveness of relationship building with stakeholders.	As the LEA did not have students enrolled this past year, we did not measure the effectiveness of relationship building with stakeholders.	As the LEA did not have students enrolled this past year, we did not measure the effectiveness of relationship building with stakeholders.	As the LEA did not have students enrolled this past year, we did not measure the effectiveness of relationship building with stakeholders.	As the LEA did not have students enrolled this past year, we did not measure the effectiveness of relationship building with stakeholders.	As the LEA did not have students enrolled this past year, we did not measure the effectiveness of relationship building with stakeholders.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-20	2024
49707976051833	Liberty Elementary	3	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-20	2024
49708050000000	Mark West Union Elementary	3	Progress in this area of parent involvement and family engagement is evident in the information provided by parents in the YouthTruth Family Survey.  Not only was our participation rate in the family survey significantly higher than other districts in our county, our families report very positive feelings in the areas of trust and respect.  Ninety-five percent of our families surveyed reported teachers treat families with respect.  Our parents also report that we are making progress in creating welcoming environments for our families in the school community.  Ninety-four percent of our families surveyed report feeling comfortable approaching their child’s teacher.	Needs assessments support staff in learning about our families and are further being developed to learn more about our families and collect data not available from the Youth Truth Survey including information about family’s goals for their children, language, culture, and strengths.	Outreach will be focused on improving engagement of our underrepresented families.  A needs assessment specific to families of our students with disabilities is being developed.  Increased two way communication and engagement will be focused on reaching families of Foster Youth, English Learners, Low Income students as well.	The District continues to foster collaborative partnerships with families to support student outcomes.  This includes opportunities for teachers to meet with families and students to discuss progress through Parent-Teacher conferences, progress reports, and communication through educational apps, email, and in person check-ins.  Over the course of the school year, parent workshops are provided that align with professional development topics teachers and principals participate in with an emphasis on particular student outcomes including academic progress and social emotional learning.  The District continues existing parent forums such as District English Learner’s Advisory Committee (DELAC) and our Spanish speaking families report higher levels of positive perceptions related to their input in decision making at our schools.  Lastly, school staff continue to work with individual families to support student outcomes and develop support through student study teams, individual education plans, student attendance review processes, and identification of students as English Learners, and reclassification of our English Learners through involvement in the process.	By analyzing educational partner input and local data, the District has developed focus areas of improvement.  Two areas that will be prioritized are: 1) increasing parent/family engagement in informational and training opportunities designed to support student outcomes and 2) increasing communication and partnership between teachers, administrators and our families to build capacity in this area.	In order to improve engagement with our underrepresented families, further analysis of certain subgroups input on the YouthTruth survey will take place and incorporate in decision making.  Professional learning opportunities for teachers and principals will specifically focus on building comfort and proficiency with communicating honestly about student progress and providing resources specific to the needs of such underrepresented families.	Based on analysis of data collected from the YouthTruth Family Survey administered in January 2024, our families that speaking Spanish at home report the higher positive feelings (70%) when asked if they feel empowered to play a meaningful role in decision-making at their child’s school when compared to 53% of our families that speak English at home.  The District demonstrates a strength in engaging and involving our Spanish speaking families.  Similarly, families of students with disabilities also report higher positive feelings when asked if they feel empowered to play a meaningful role in decision-making at their child’s school with 60% compared to 55% of families with students in general education.	A focus area for improvement continues to be fostering greater inclusion of underrepresented parent voices based on local data.  According to the YouthTruth Family Survey, multiracial families report lower levels of feeling empowered and part of the decision making process.  Therefore, we will seek to make improvements in seeking their input for decision making. In addition, children’s guardians report lower levels of input for decision making when compared to children’s parents thus demonstrating a need to focus on getting more input from these family members.	In order to improve engagement of underrepresented families identified above, data will be shared with teachers, principals, and staff to increase awareness.  Targeted outreach involving multiple methods of communication will be utilized to solicit input when planning, designing, implementing, and evaluating family engagement activities.  Family events as both the school and district levels will seek to promote inclusive activities that represent all kinds of families and ethnicities.	4	4	3	4	4	4	4	4	5	4	4	4	Met		2024-06-04	2024
49708050105890	Mark West Charter	3	Progress in this area of parent involvement and family engagement is evident in the information provided by parents in the YouthTruth Family Survey.  Not only was our participation rate in the family survey significantly higher than other districts in our county, our families report very positive feelings in the areas of trust and respect.  Ninety-five percent of our families surveyed reported teachers treat families with respect.  Our parents also report that we are making progress in creating welcoming environments for our families in the school community.  Ninety-four percent of our families surveyed report feeling comfortable approaching their child’s teacher.	Needs assessments support staff in learning about our families and are further being developed to learn more about our families and collect data not available from the Youth Truth Survey including information about family’s goals for their children, language, culture, and strengths.	Outreach will be focused on improving engagement of our underrepresented families.  A needs assessment specific to families of our students with disabilities is being developed.  Increased two way communication and engagement will be focused on reaching families of Foster Youth, English Learners, Low Income students as well.	The District continues to foster collaborative partnerships with families to support student outcomes.  This includes opportunities for teachers to meet with families and students to discuss progress through Parent-Teacher conferences, progress reports, and communication through educational apps, email, and in person check-ins.  Over the course of the school year, parent workshops are provided that align with professional development topics teachers and principals participate in with an emphasis on particular student outcomes including academic progress and social emotional learning.  The District continues existing parent forums such as District English Learner’s Advisory Committee (DELAC) and our Spanish speaking families report higher levels of positive perceptions related to their input in decision making at our schools.  Lastly, school staff continue to work with individual families to support student outcomes and develop support through student study teams, individual education plans, student attendance review processes, and identification of students as English Learners, and reclassification of our English Learners through involvement in the process.	By analyzing educational partner input and local data, the District has developed focus areas of improvement.  Two areas that will be prioritized are: 1) increasing parent/family engagement in informational and training opportunities designed to support student outcomes and 2) increasing communication and partnership between teachers, administrators and our families to build capacity in this area.	In order to improve engagement with our underrepresented families, further analysis of certain subgroups input on the YouthTruth survey will take place and incorporate in decision making.  Professional learning opportunities for teachers and principals will specifically focus on building comfort and proficiency with communicating honestly about student progress and providing resources specific to the needs of such underrepresented families.	Based on analysis of data collected from the YouthTruth Family Survey administered in January 2024, our families that speaking Spanish at home report the higher positive feelings (70%) when asked if they feel empowered to play a meaningful role in decision-making at their child’s school when compared to 53% of our families that speak English at home.  The District demonstrates a strength in engaging and involving our Spanish speaking families.  Similarly, families of students with disabilities also report higher positive feelings when asked if they feel empowered to play a meaningful role in decision-making at their child’s school with 60% compared to 55% of families with students in general education.	A focus area for improvement continues to be fostering greater inclusion of underrepresented parent voices based on local data.  According to the YouthTruth Family Survey, multiracial families report lower levels of feeling empowered and part of the decision making process.  Therefore, we will seek to make improvements in seeking their input for decision making. In addition, children’s guardians report lower levels of input for decision making when compared to children’s parents thus demonstrating a need to focus on getting more input from these family members.	In order to improve engagement of underrepresented families identified above, data will be shared with teachers, principals, and staff to increase awareness.  Targeted outreach involving multiple methods of communication will be utilized to solicit input when planning, designing, implementing, and evaluating family engagement activities.  Family events as both the school and district levels will seek to promote inclusive activities that represent all kinds of families and ethnicities.	4	4	3	4	4	4	4	4	5	4	4	4	Met		2024-06-04	2024
49708056051858	San Miguel Elementary	3	Progress in this area of parent involvement and family engagement is evident in the information provided by parents in the YouthTruth Family Survey.  Not only was our participation rate in the family survey significantly higher than other districts in our county, our families report very positive feelings in the areas of trust and respect.  Ninety-five percent of our families surveyed reported teachers treat families with respect.  Our parents also report that we are making progress in creating welcoming environments for our families in the school community.  Ninety-four percent of our families surveyed report feeling comfortable approaching their child’s teacher.	Needs assessments support staff in learning about our families and are further being developed to learn more about our families and collect data not available from the Youth Truth Survey including information about family’s goals for their children, language, culture, and strengths.	Outreach will be focused on improving engagement of our underrepresented families.  A needs assessment specific to families of our students with disabilities is being developed.  Increased two way communication and engagement will be focused on reaching families of Foster Youth, English Learners, Low Income students as well.	The District continues to foster collaborative partnerships with families to support student outcomes.  This includes opportunities for teachers to meet with families and students to discuss progress through Parent-Teacher conferences, progress reports, and communication through educational apps, email, and in person check-ins.  Over the course of the school year, parent workshops are provided that align with professional development topics teachers and principals participate in with an emphasis on particular student outcomes including academic progress and social emotional learning.  The District continues existing parent forums such as District English Learner’s Advisory Committee (DELAC) and our Spanish speaking families report higher levels of positive perceptions related to their input in decision making at our schools.  Lastly, school staff continue to work with individual families to support student outcomes and develop support through student study teams, individual education plans, student attendance review processes, and identification of students as English Learners, and reclassification of our English Learners through involvement in the process.	By analyzing educational partner input and local data, the District has developed focus areas of improvement.  Two areas that will be prioritized are: 1) increasing parent/family engagement in informational and training opportunities designed to support student outcomes and 2) increasing communication and partnership between teachers, administrators and our families to build capacity in this area.	In order to improve engagement with our underrepresented families, further analysis of certain subgroups input on the YouthTruth survey will take place and incorporate in decision making.  Professional learning opportunities for teachers and principals will specifically focus on building comfort and proficiency with communicating honestly about student progress and providing resources specific to the needs of such underrepresented families.	Based on analysis of data collected from the YouthTruth Family Survey administered in January 2024, our families that speaking Spanish at home report the higher positive feelings (70%) when asked if they feel empowered to play a meaningful role in decision-making at their child’s school when compared to 53% of our families that speak English at home.  The District demonstrates a strength in engaging and involving our Spanish speaking families.  Similarly, families of students with disabilities also report higher positive feelings when asked if they feel empowered to play a meaningful role in decision-making at their child’s school with 60% compared to 55% of families with students in general education.	A focus area for improvement continues to be fostering greater inclusion of underrepresented parent voices based on local data.  According to the YouthTruth Family Survey, multiracial families report lower levels of feeling empowered and part of the decision making process.  Therefore, we will seek to make improvements in seeking their input for decision making. In addition, children’s guardians report lower levels of input for decision making when compared to children’s parents thus demonstrating a need to focus on getting more input from these family members.	In order to improve engagement of underrepresented families identified above, data will be shared with teachers, principals, and staff to increase awareness.  Targeted outreach involving multiple methods of communication will be utilized to solicit input when planning, designing, implementing, and evaluating family engagement activities.  Family events as both the school and district levels will seek to promote inclusive activities that represent all kinds of families and ethnicities.	4	4	3	4	4	4	4	4	5	4	4	4	Met		2024-06-04	2024
49708056111066	John B. Riebli Elementary	3	Progress in this area of parent involvement and family engagement is evident in the information provided by parents in the YouthTruth Family Survey.  Not only was our participation rate in the family survey significantly higher than other districts in our county, our families report very positive feelings in the areas of trust and respect.  Ninety-five percent of our families surveyed reported teachers treat families with respect.  Our parents also report that we are making progress in creating welcoming environments for our families in the school community.  Ninety-four percent of our families surveyed report feeling comfortable approaching their child’s teacher.	Needs assessments support staff in learning about our families and are further being developed to learn more about our families and collect data not available from the Youth Truth Survey including information about family’s goals for their children, language, culture, and strengths.	Outreach will be focused on improving engagement of our underrepresented families.  A needs assessment specific to families of our students with disabilities is being developed.  Increased two way communication and engagement will be focused on reaching families of Foster Youth, English Learners, Low Income students as well.	The District continues to foster collaborative partnerships with families to support student outcomes.  This includes opportunities for teachers to meet with families and students to discuss progress through Parent-Teacher conferences, progress reports, and communication through educational apps, email, and in person check-ins.  Over the course of the school year, parent workshops are provided that align with professional development topics teachers and principals participate in with an emphasis on particular student outcomes including academic progress and social emotional learning.  The District continues existing parent forums such as District English Learner’s Advisory Committee (DELAC) and our Spanish speaking families report higher levels of positive perceptions related to their input in decision making at our schools.  Lastly, school staff continue to work with individual families to support student outcomes and develop support through student study teams, individual education plans, student attendance review processes, and identification of students as English Learners, and reclassification of our English Learners through involvement in the process.	By analyzing educational partner input and local data, the District has developed focus areas of improvement.  Two areas that will be prioritized are: 1) increasing parent/family engagement in informational and training opportunities designed to support student outcomes and 2) increasing communication and partnership between teachers, administrators and our families to build capacity in this area.	In order to improve engagement with our underrepresented families, further analysis of certain subgroups input on the YouthTruth survey will take place and incorporate in decision making.  Professional learning opportunities for teachers and principals will specifically focus on building comfort and proficiency with communicating honestly about student progress and providing resources specific to the needs of such underrepresented families.	Based on analysis of data collected from the YouthTruth Family Survey administered in January 2024, our families that speaking Spanish at home report the higher positive feelings (70%) when asked if they feel empowered to play a meaningful role in decision-making at their child’s school when compared to 53% of our families that speak English at home.  The District demonstrates a strength in engaging and involving our Spanish speaking families.  Similarly, families of students with disabilities also report higher positive feelings when asked if they feel empowered to play a meaningful role in decision-making at their child’s school with 60% compared to 55% of families with students in general education.	A focus area for improvement continues to be fostering greater inclusion of underrepresented parent voices based on local data.  According to the YouthTruth Family Survey, multiracial families report lower levels of feeling empowered and part of the decision making process.  Therefore, we will seek to make improvements in seeking their input for decision making. In addition, children’s guardians report lower levels of input for decision making when compared to children’s parents thus demonstrating a need to focus on getting more input from these family members.	In order to improve engagement of underrepresented families identified above, data will be shared with teachers, principals, and staff to increase awareness.  Targeted outreach involving multiple methods of communication will be utilized to solicit input when planning, designing, implementing, and evaluating family engagement activities.  Family events as both the school and district levels will seek to promote inclusive activities that represent all kinds of families and ethnicities.	4	4	3	4	4	4	4	4	5	4	4	4	Met		2024-06-04	2024
49708130000000	Monte Rio Union Elementary	3	"The LEA maintains a strong relationship with families in our small and cohesive community. Teachers have regular communication with families and activities are well attended. Based on Stakeholder input from our spring survey, families feel that our LEA's could improve in communication methods. 80% of families that responded to the Survey, feel that the LEA does either a ""Great"" or a ""Average"" job in communicating and building relationships with our community. But there were others who would like more communication in a number of different ways. The LEA is using newsletters, coffee with the principal monthly meetings, marque in front of school, One Call Now and emails and text messages."	The LEA is concerned that 20% of families feel that communication between the school and the families is lacking. We
are making a concerted effort to notify families of school wide events, community events, and possible volunteer
opportunities. We are continuing to find ways to increase attendance and increase student engagement via
newsletters and One Call notifications. Our office is making phone calls to improve our attendance rate and support families when students miss school frequently.	The LEA will make a concerted effort to engage underrepresented families in a attempt to build a strong relationship
and support families when needed. School clerk hours were increased and families are welcome to drop in with their questions and information about their children.
We attempt to engage these families through phone calls, texts and emails . The principal will begin making phone calls to underrepresented families in an attempt to invite them to special events such as Open House, winter concert, or Books and Beyond ceremony.	"Partner input, including the Youth Truth Survey, Site Council, Parent Survey, Vision Committees, MRTA and Board of Trustee Input, the community feels
Monte Rio School is doing a Good job in building partnerships for student outcomes. In fact 92% of families surveyed
feel that Monte Rio School is doing a ""Good"" or ""Great"" job with student achievement.
"	Parent surveys show parents appreciate curriculum and enrichmant program as well as safe school environment.	By hiring an intervention Specialist, we have given ourselves the opportunity to perform outreach to some of our
Unduplicated students. This outreach will give families an opportunity to meet and discuss important topics, workon homework, ask clarifying questions and to help these families to become more engaged in their student's
schooling.We have also added a school counselor two days a week to work with all students including our unduplicated students.
	Through monthly Coffee with Principal and MREF meetings, bi-weekly newsletters, Site Council, and our annual Youth Truth survey, we are able to get a fair amount of feedback from our educational partners.
We have relied upon our School Newsletter and School Website to convey important information as well as One Call and sometimes fliers home.
Although this was semi-successful this year, we hope to add extra strategies in the upcoming years to help build those
partnerships.
	The Principal will meet with families with his Monthly Coffee Chats with parents as they come to school to drop off
their students. These informal meetings will give families a chance to ask questions and address concerns as well as
get monthly updates from the principal. Monthly Site Council meetings, MREF meetings, and MRPTS meeting also allow
the principal to speak directly to families and other volunteers regarding decisions that need to be made with
stakeholder input. Based on input from families on the Parent Survey and Youth Truth Survey, better communication is an area that our LEA can improvve.	More outreach is needed at Monte Rio School for the few families who do not engage. We will begin improving
engagement with registration and First Day packets when the school year begins. Meeting families and asking them to get involved in various committees will provide
underrepresented the opportunity to become engaged and show that we value their insights. We will send home a	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
49708210000000	Montgomery Elementary	3	We are developing the capacity of staff to build trusting and respectful relationships with families through communication, events, conferences. We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, and Events. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent Teacher Conference, Meetings. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Events, Conferences, and Small School Environment.	"The focus area for improvement in Building Relationships Between School Staff and Families is ""supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children."""	As a small rural community with less than 25 students, our small school environment lends itself to building strong community for all students and families.	We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families during Professional Development Days, staff meetings and discussions. We are providing families with information and resources to support student learning and development in the home by Website, Parent Teacher Conferences, Email, Events.  We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes through Parent/Teacher Conferences, Parent Meetings, Progress Reports. We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students through Handbooks, Annual Notifications, and IEP/504 Meetings.	"The focus area for improvement in Building Partnerships for Student Outcomes is ""implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes."""	As a small rural community with less than 25 students, our small school environment lends itself to building strong community for all students and families.	We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by parent meetings and 1:1 discussions.  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by parent meetings and Board Meetings. We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys. We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by parent meetings, 1:1 discussions, Surveys.	"The focus area for improvement in Seeking Input for Decision-Making is ""providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels."""	As a small rural community with less than 25 students, our small school environment lends itself to building strong community for all students and families.	4	4	4	4	4	4	3	3	4	4	4	3	Met		2024-06-17	2024
49708390000000	Oak Grove Union Elementary	3	"We are developing the capacity of staff to build trusting and respectful relationships with families through ParentSquare, Toolbox, Back to School Night, and Conferences.

We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, Back to School Night, Interpretation and Translation Services, and Events.

We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent Teacher Conference, MTSS, ELAC

We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: ParentSquare, Parent Information Night, Parent Conferences, Open House, ELAC.	"	"We plan to continue to focus on ""Multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families.""  We plan to provide information and training on variety of ways for parents to get involved (committees, meetings, surveys, etc)"	The district provides translation of necessary district documents and provides translation services to support families during special events, parent conferences, and meetings.	We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, MTSS Workshop, Bilingual Back to School Night. 

We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, Online Resources, Parent Square Communication, Parent Workshops, Parent Teacher Conferences, Google Classroom, Events, Meetings.

We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences and ELAC.

We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbooks, Annual Notifications, IEP/504 Meetings, ELAC	"We plan to focus on the area ""Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes"" through the Multi-Tiered System of Support (MTSS) process"	The district provides translation of necessary district documents and provides translation services to support families during special events, parent conferences, and meetings.	We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Site Council, ELAC /DELAC, LCAP Process, Events, Meetings, Surveys.

We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs/OGEP and School Site Council, Board Meetings, ELAC/DELAC, Parent Clubs

We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, ELAC and DELAC

We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by Site Council, Surveys, Parent Clubs/OGEP	"Under the area ""Building the capacity of and supporting family members to effectively engage in advisory groups and decision-making"" we plan to provide information and training on variety of ways for parents to get involved (committees, meetings, surveys, etc)."	Under LCAP Goal 3: Culture, Climate and Community Engagement, LCAP 3 Action 3.4 details our efforts to improve family engagement: 

All personnel in our school understand the importance of building positive partnerships with their students and students’ families. 
-Parent Education: Facilitate parent education events to communicate topics of interest as well support access to school. (Parent Institute).  
-Events: Hold school/community events that showcase and celebrate student learning (exhibitions, showcases, performances, etc.).
-Parental Participation: Our school provides families and students with opportunities and resources to participate in school. Provide necessary supports (i.e. translation, child-care) to support and encourage participation from all families. 
-Communication: Utilize a variety of methods to enhance and support communication to and from families (Parent Square, School Website, Email, Phone Calls)
-Partners: Our school collaborates with Oak Grove Education Partners, SCOE, West County Consortium, Keystone, etc to match resources and services in the community with identified school needs.	4	4	4	4	4	4	4	4	3	3	3	3	Met		2024-06-20	2024
49708390138065	Pivot Charter School - North Bay	3	Building relationships is at the core of Pivot Charter School. Our goal at Pivot is to use these relationships to transform student’s experience in education. Training for Pivot staff centers on building consensus and culture around the belief that developing meaningful relationships with students and their entire support team is the most impactful action an educator can take. Pivot also focuses on helping our educators to continually develop tools to support in fostering these relationships. Teachers communicate weekly with parents and meet each month with the parents and students.  Feedback from parents and guardians consistently highlights the strong relationships that staff are able to build with their students and families. These relationships are built with constant and honest communication, as well as trust, respect, and flexibility in how education is delivered to the students.	Pivot Charter School is working on getting more communications and documents translated into languages other than English. Many Spanish-speaking families are assigned a Spanish-speaking Educational Coordinator but not all are, so it’s important that communication is always provided in the primary language as quickly as possible, whether it be in written or verbal form. Additionally, several staff development sessions have focused on themes of diversity, equity, and inclusion (DEI). A focus area has been increasing awareness of diverse backgrounds and identities, with the aim of improving the cultural inclusivity of relationships between families and school staff.  Additionally, Pivot is creating a Community Liaison position to support in connecting families to local resources and better understand their needs.	Recently Pivot Charter School designated specialized Educational Coordinators for underrepresented families. Many students who were identified as homeless or foster youth, along with students who were identified as English Learners, were assigned an Educational Coordinator that has knowledge and skills that could most benefit these groups. Pivot will continue to build off of these positions so that families of these underrepresented students can build a stronger relationship on understanding and trust. Pivot has launched a new program called Pivot P.R.I.D.E. that is focused on building culture and community for all students. This includes a monthly inclusive “caregiver” newsletter that provides a school-to-community connection surrounding Pivot’s core values and actionable steps that caregivers can take to support their students outside of school. These outreach efforts include various resources and Spanish translation.	This year, Pivot has worked to expand communication and collaboration between entire student teams. These teams may include combinations of the following: the student, parents or guardians, other family members that support the student, general education teachers, an administrator, special education teachers, school counselors, education advocates, and/or social workers. Pivot knows that when all educational partners are on the same page and working as a team to support the student, outcomes improve. Through group texts, emails, and meetings Pivot teachers and staff communicate regularly to student teams about progress and areas of need  to support improved student outcomes. Expectations related to the independent study program are communicated to student’s teams prior to enrollment, during enrollment, and after enrollment. Student teams meet at minimum once per month to discuss the student’s progress. Educational Coordinators (general education teachers) meet with students weekly, at minimum, to discuss the student’s progress. In addition to regular meetings, focused SST (Student Support Team) meetings are often scheduled with students identified through Pivot’s Multi-Tiered System of Support (MTSS) process. These additional meetings bring together the student’s team to help support the student who may be struggling in Pivot’s independent study program.	In the past school year, the LEA developed a staff training focused specifically on the philosophies related to the connection between partnerships and student outcomes. This effort will be continued through the development of instructional materials and shared resources around the best practices in this area. Administrators will continue to take an active role in supporting teachers during the Student Support Team process. Furthermore, systems will be put in place to facilitate teacher self-assessment, shared goal setting, observations and feedback between administrators and teachers. The LEA will also continue to improve communication and outreach efforts in order to increase the level of partner engagement.	The LEA will improve engagement of underrepresented families in partnerships by expanding the members of a student’s team to include their English Language Development teacher and Community Liaison, where applicable. The LEA will also continue to expand the connection of multilingual Educational Coordinators to families that can benefit from a teacher who speaks their home language. Parent/Guardian support will also be expanded in an ongoing skills program in multiple languages.

Pivot Charter School will also seek ways to improve how families can be provided with information and resources to support student learning and development in the home. Especially in an independent study program, it is essential that families thoroughly know how they can support their students. Communication is often directed toward the student first, and parents or guardians second, but addressing it as a team approach earlier upon enrollment at the school can make students feel vastly more supported in their education.	Pivot works to engage families and student’s teams primarily through the regular communication by Educational Coordinators (general education teachers), which typically includes all members of a student’s team on a weekly and sometimes daily basis. Pivot also communicates through ParentSquare, a schoolwide communication system that uses email, phone and text.  To keep students and families/guardians aware of school events, policies, and to ask for their feedback through surveys.  Parents also have the ability to attend every Governing Board meeting from the comfort of their own home through the online live feed of every Board meeting. Or, if they are unable to access the technology to do so, they may attend at the school site where staff will facilitate the streaming of the Governing Board meeting and allow for anyone to participate. However, regardless of the multiple ways Pivot provides for families and partners to engage with the decision making, very few engage. We have low survey response rates and minimal participation in Governing Board meetings. 
Families attend their students meeting with teachers so we continue to rely on these meetings for primary feedback and communication. Next year, Pivot will expand monthly Homerooms by creating a meeting for caregivers, in which we will seek their input on the program and provide training on ways to support students in independent study.	The LEA has struggled to engage students, families, and/or guardians in input for decision making, due to low engagement at the many events planned for their participation, including Governing Board meetings. The LEA needs to focus on local communication from teachers when disseminating surveys rather than school wide technology to elicit greater participation.	The LEA will improve by sending out more regular surveys for feedback, instead of feedback being limited to the end of the year. The LEA also plans to create monthly sessions for parents, guardians, or other team members to attend continued training for supporting their students and to provide input on program needs.	5	5	4	4	4	3	4	4	3	3	3	3	Met		2024-06-20	2024
49708396051890	Oak Grove Elementary/Willowside Middle	3	We are developing the capacity of staff to build trusting and respectful relationships with families through ParentSquare, Toolbox, Back to School Night, and Conferences.

We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, Back to School Night, Interpretation and Translation Services, and Events.

We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent Teacher Conference, MTSS, ELAC

We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: ParentSquare, Parent Information Night, Parent Conferences, Open House, ELAC.	"We plan to continue to focus on ""Multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families.""  We plan to provide information and training on variety of ways for parents to get involved (committees, meetings, surveys, etc)"	The district provides translation of necessary district documents and provides translation services to support families during special events, parent conferences, and meetings.	We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, MTSS Workshop, Bilingual Back to School Night. 

We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, Online Resources, Parent Square Communication, Parent Workshops, Parent Teacher Conferences, Google Classroom, Events, Meetings.

We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences and ELAC.

We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbooks, Annual Notifications, IEP/504 Meetings, ELAC	"We plan to focus on the area ""Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes"" through the Multi-Tiered System of Support (MTSS) process"	The district provides translation of necessary district documents and provides translation services to support families during special events, parent conferences, and meetings.	We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Site Council, ELAC /DELAC, LCAP Process, Events, Meetings, Surveys.

We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs/OGEP and School Site Council, Board Meetings, ELAC/DELAC, Parent Clubs

We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, ELAC and DELAC

We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by Site Council, Surveys, Parent Clubs/OGEP	"Under the area ""Building the capacity of and supporting family members to effectively engage in advisory groups and decision-making"" we plan to provide information and training on variety of ways for parents to get involved (committees, meetings, surveys, etc)."	Under LCAP Goal 3: Culture, Climate and Community Engagement, LCAP 3 Action 3.4 details our efforts to improve family engagement: 

All personnel in our school understand the importance of building positive partnerships with their students and students’ families. 
-Parent Education: Facilitate parent education events to communicate topics of interest as well support access to school. (Parent Institute).  
-Events: Hold school/community events that showcase and celebrate student learning (exhibitions, showcases, performances, etc.).
-Parental Participation: Our school provides families and students with opportunities and resources to participate in school. Provide necessary supports (i.e. translation, child-care) to support and encourage participation from all families. 
-Communication: Utilize a variety of methods to enhance and support communication to and from families (Parent Square, School Website, Email, Phone Calls)
-Partners: Our school collaborates with Oak Grove Education Partners, SCOE, West County Consortium, Keystone, etc to match resources and services in the community with identified school needs.	4	4	4	4	4	4	4	4	3	3	3	3	Met		2024-06-20	2024
49708470000000	Old Adobe Union	3	La Tercera utilized various methods to engage educational partners. Feedback from educational partners was received through various channels including the Youth Truth Survey, Principal Coffee Chats, PTA, LCAP Advisory, staff meetings, ELAC, and informal conversations. Relationships are essential to the work we all do together in creating the best outcomes for students. Teachers and support staff have an essential role in building relationships with families. Through regular classroom communication, parent conferences, and informal conversations, our teachers and support staff create a welcoming, inclusive, and supportive relationship with families. According to our Youth Truth Survey data, teachers are comfortable speaking to parents about their child, and parents feel a great sense of belonging. We are committed to collaboration, inclusion, and continuous improvement, ultimately enhancing the educational experience for all students.	La Tercera has made great strides in fostering trust and collaboration among students, parents, and staff during the 2023-2024 school year. One of the largest areas of growth was strategic planning of the family engagement evenings.  W\e will work together to put a calendar committee that will strategically place events throughout the school year. We hope that this strategy meeting will support a more strategic student population. We will also strategically include the input from all educational partners including ELAC in guiding our school actions and strategic planning.	Based on the analysis of educational partner input and local data, La Tercera has ensured that specific strategies are implemented to support successful school and family connections with a focus on reducing barriers to greater participation by parents, with significant attention given to parents who are economically disadvantaged, are
disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background. We provide translation services to parents with limited English Proficiency when providing information online via websites or Parent Square messages and/or robocalls. Additionally, translation services are provided at meetings at school and district locations. However, with these opportunities in place, we seek to increase participation rates. We will continue to reach out personally to underrepresented families to build relationships and address any barriers that may make it hard communicate with the school. A continued focus area for the 2024-2025 school year will be the growth and development of the school's English Learner Advisory Committee (ELAC).	Based on the analysis of input from educational partners and local data, it is evident that La Tercera excels in fostering partnerships to enhance student outcomes. Survey data highlights a culture of belonging and engagement in the school. Building partnerships with all our stakeholders is an integral part of the supports we give students. Back to School Night starts the school year with opportunities for families to volunteer, join PTA, and better understand their role in helping their child succeed. Information is shared about how to communicate with the office, teacher, and the principal. Teachers provide regular and ongoing communication which is always beneficial for the home/school connection. Additionally, parent/teacher conferences are formally conducted twice a year but may be held at anytime during the school year. At parent conferences, teachers review essential standards, assessment results, and student progress. These conferences are also an opportunity for parents to share their child's strengths, challenges, and areas of concern. Together, teachers and parents work together to celebrate the child's progress and growth and plan to support, strengthening the school to home connection. Teachers and other staff members consistently work with parents as equal partners, continuously building ties between parents and the school. Parents will be encouraged to participate in school activities through memos, weekly letters, surveys, email, phone, and flyers. Information is provided via Parent Square in a language and format parents can understand.	Based on the analysis of educational partner input and local data, it is evident that we need to continue to find ways to provide families with information and resources to support student learning and development in the home. We have strong partnerships with our families, but by focusing on the school to home support, we can create a more cohesive educational experience that benefits student learning.	Based on the analysis of educational partner input and local data, we have implemented specific strategies to foster successful school and family connections, with a focus on reducing barriers to greater parental participation. Significant attention is given to parents who are economically disadvantaged, have limited English
proficiency, are disabled, have limited literacy, or belong to any racial or ethnic minority background. To support parents with limited English proficiency, we provide translation services for online information including Parent Square messages and robocalls, and meetings at school and district locations. Additionally, professional development for staff will ensure English Language Development instruction is provided to all English Learners. By addressing these diverse needs, we aim to create a more inclusive and supportive educational environment for all students and their families.	La Tercera is deeply committed to family engagement in advisory groups and decision making. We have been able to consistently provide parent meetings at our site where we actively listen and gather parent input on how the school is meeting families' needs and what more we can do to enrich the learning experience of our students. These opportunities to provide input take a variety of forms including parent coffees, monthly Parent Teacher Organization meetings, ELAC meetings, LCAP Advisory Council meetings, and District Budget Committee Meetings. In all of these meetings, input is sought in order to improve our school and to use the ideas that educational partners bring to us to improve our service to students. Increased contact points for families have occurred in a variety of ways, not always in formal settings. Accessibility to the principal each morning as parents arrive has helped build relationships and build comfort for families to ask questions and give input. Since not all educational partners are available for meetings at the scheduled times, sharing documents that review topics covered at formal meetings provides additional opportunities to keep families informed. Youth Truth Surveys are also utilized as a method for input.	"Based on the analysis of educational partner input and local data, there is consensus that while there are multiple avenues for educational partners to provide input for decision-making, there is a significant gap in ""who"" is providing the input. Specifically, there is a lack of input from underrepresented families. La Tercera is working to engage underrepresented families through targeted outreach, school community events, and inclusion efforts to ensure a more diverse range of perspectives are considered in the decision-making process."	After examining feedback from educational partners and local data, La Tercera will implement strategies aimed at enhancing the engagement of underrepresented families.	4	4	4	4	4	3	4	4	4	4	3	4	Met		2024-06-27	2024
49708470119750	River Montessori Elementary Charter	3	In analyzing input and data from students, families, teachers/Guides, staff, and Board of Directors, feedback from student surveys indicate that 89% of students are happy at RMCS and 93% believe RMCS is a peaceful or very peaceful school. 84% believe that most RMCS students are kind and 84% indicate that their teacher is kind with 81% of students reporting that their teacher expects them to do their best work. Relationships lead in successful social emotional development and cognitive and academic success follows. 

Formal individual conferences are held twice a year as student-led partnership meetings in concert with holistic progress reports and evaluative report cards, office hours, Watch me Work! days, curriculum-based school events, classroom observation practice, and surveys which combine with informal interactions, open communication and a commitment to candor function to support students in their academic and personal work. Volunteering continues to increase post-pandemic and community continues to develop accordingly.	Focus areas for improvement in Building Relationships Between School Staff and Families are to increase parent engagement in attendance, participation, volunteering, and feedback loops.	RMCS endeavors to increase outreach and attendance, participation, volunteering, and feedback loops for underrrepresented community members. RMCS will continue with quarterly Latinx community meetings to ensure representation and seek lead representatives from all underrepresented communities.	RMCS strengths and progress in Building Relationships Among School Staff and Families are embedded in the partnership model of Montessori pedagogy. Families are invited to observe their students in the classroom, join in school events and activities, attend conferences/partnership meetings, and work with Guides and school staff in a variety of ways to support their own children as well as the class or school. LCAP and family surveys indicate a very high level of satisfaction with RMCS and the Montessori pedagogy. Latinx families are welcomed with interpreters and translated materials as needed to address concerns specific to Spanish-speaking families and the needs of multilingual learners. Child Study provided additional understanding of students and collaboration among student, parent, guide/teacher, or Student Services for greater success. Additional meetings offered by Special Education specialists for families with students with disabilities ensure collaboration, support, and success for the student. RMCS faculty endeavors to serve each individual child in their growth and learning based on data. Weekly meetings provide time to reflect on overall school goals for learning and partnership and allow team support, levity, and professional development driven by teachers, assistants, specialists, and consultants as needs arise in the classroom, students, teachers, families, and community.	RMCS focus areas for improvement in Building Relationships Among School Staff and Families are based on the analysis of RMCS Family surveys which indicate that 97% of families are happy with RMCS and 86% feel a welcome partner in their child’s education. 97% of survey families indicate that their child is happy at RMCS, and 95% report that they feel their child is safe at school and that their child feels safe at school. 96% of respondents feel that RMCS promotes academic outcomes.   Focus areas include attendance, integrated math development, reading comprehension and writing, as well as executive function and mental wellbeing.	RMCS will continue to offer individual and community meetings for underrepresented families in order to listen, understand, and support their student, family and greater community needs. Embracing equity work will continue to ensure that every child and family feels that they belong, they are represented, and that their voices are heard as leaders and partners in our school community.	RMCS' current strengths in Seeking Input for Decision-Making, based on the analysis of educational partner input and local data, include the welcome space that RMCS actively promotes and that Montessori philosophy inherently invites and fosters.  A pedagogy based on the strengths of the individual in partnership with the community is the bedrock of our work at RMCS. A variety of opportunities and methods for students, families, teachers, and staff to feel comfortable and welcome to ask questions, observe the classrooms, participate in partnership, offer opinions, and provide feedback are indicated as strengths for our Montessori community.

As an independent LEA, RMCS holds public board meetings where families can participate as a board member, share feedback in public comment, or observe the public process.  Additionally, families are also represented in planning and decision making through volunteering, engagement, and partnership in the classroom and/or in events and parent meetings, through the River Montessori Foundation, and via surveys and parent meetings.	Focus areas to improve Seekng Input for Decision-Making include increasing family volunteering, partnership, and feedback.  Families will be invited, welcomed, and trained to volunteer in a Montessori classroom to support their own students as well as the greater community of learners.  A variety of quantitative and qualitative survey methods and timing will be offered to seek feedback from as many families as possible.	RMCS serves students through partnership among all students, Montessori teachers, and families with a shared commitment and purpose to the RMCS core values, vision, and mission of serving students, the global community, and greater world. Ensuring that underrepresented families feel welcome, respected, and admired as members of the community and decision making process is paramount as the very definition and example of a highly effective, synergistic, and suppotive community that elevates each and every member. In order to improve the engagement of underrepresented families in relation to Seeking Input for Decision-Making, RMCS will continue to take actionable steps including the regular availablity of monthly meeting time for the community, continuation of professional development for faculty and staff in strategies, and the implemetation of such to cultivate and nurture underrepresented families in their welcome, comfort, participation, feedback, and trust that their experience, perspective, contributions, and needs are equally driving RMCS decisions for students and community.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
49708470127555	Loma Vista Immersion Academy	3	Loma Vista works hard to develop trusting relationships with families, staff, and our community. We work hard as a staff to ensure families feel welcome and a part of the partnership we thrive to accomplish. We understand parents are a child’s first teacher, and that a strong school-home relationship is very important to a student’s success.  Our unique charter focuses on students becoming bilingual, biliterate, and multicultural. We strive to create a safe environment where families feel welcome and able to share their uniqueness, and students can be who they are. We value cultures and differences through community events and highlight these within our curriculum. We support all our student's growth through assemblies, books, units of study, and student presentations. We strive to have our students represented in all aspects of our school: library and classroom studies. Currently, educational partners can set up a time to meet with the staff and principal to discuss how we can support students and families. All employees speak Spanish and English making communication between families and staff easier. Teachers have two-way communication lines with families and students where they use email and learning platforms to share information about upcoming events as well as student progress. Along with our teachers, our counselors, Response to Intervention Teachers, and our RSP teacher all actively build relationships with families through frequent communication through phone calls, zoom meetings, face-to-face meetings, and email. Regular weekly communication from the principal in the form of email, text, and robocall in the parents' preferred language informs families of school events and opportunities for sharing their ideas, concerns, and perspective.	Parent Education nights, family fun nights, and community events were all brought up in creating and re-creating relationships between school staff and families. Streamlining our communication systems to one platform is encouraged. Simplifying newsletters is appreciated. A weekly newsletter from teachers to parents was requested by family stakeholders. Continual communication will continue both from the principal and from the classroom teachers.	As a school, continuing improvement on our relationship building is an area of focus. From ensuring more attendance at our PTA, ELAC and Community meetings, and having monthly community coffee chats with the principal, to ensuring community events and parent education nights, we are dedicated to strengthening the home-school relationships we have including continuous two-way communication is imperative. Responding to emails and calls in a timely manner is another point of continuous improvement for our site.	Loma Vista has strength in building partnerships with families. We have a staff that is committed to supporting students and families. Through Back to School Night, Parent-Teacher Conferences, Open House, emails, phone calls, and communication with the learning platforms, parents and teachers stay in communication about their student’s progress and important events. We have held parent information nights on a variety of topics including dual immersion program, use of non-traditional Spanish, puberty workshops.
	There will be parent education nights as well as providing a better understanding of how parents and caregivers can support their students at home. As we build our MTSS model and strengthen the tier 1 interventions, it will be imperative to communicate these interventions to parents as well as support them with how to help at home. Our RSP program supports families with their legal rights and advocating for their students. Another goal in the future year will be to increase both the regularity of these partnership opportunities and the attendance. Personal invitations in the form of face-to-face communication and live phone calls are a strategy we will employ to increase attendance rates at these events. Our partnership with our PTA is strong. It is our goal to continue this partnership, as well as increase the membership and attendance at the meetings.	Loma Vista works hard to ensure that all stakeholders are heard. We will continue working with underrepresented families. Personally calling and asking underrepresented families has been a successful way to bring their voice into the process. Loma Vista also provides all information in Spanish and English to support self reflection.	Loma Vista is deeply committed to family engagement in advisory groups and decision making. We have been able to consistently provide parent meetings at our site where we actively listen and gather parent input on how the school is meeting families' needs and what more we can do to enrich the learning experience of our students. These opportunities to provide input take a variety of forms including parent coffees, monthly Parent Teacher Organization meetings, ELAC meetings, LCAP Advisory Council meetings, and District Budget Committee Meetings. In all of these meetings, input is sought in order to improve our school and to use the ideas that educational partners bring to us to improve our service to students. Increased contact points for families have occurred in a variety of ways, not always in formal settings. Accessibility to the principal each morning as parents arrive has helped build relationships and build comfort for families to ask questions and give input. Since not all educational partners are available for meetings at the scheduled times, sharing documents that review topics covered at formal meetings provides additional opportunities to keep families informed. Youth Truth Surveys are also utilized as a method for input.	Loma Vista provided opportunities for families to provide input. Our YouthTruth survey had 100% participation from staff, students, and parents. As a goal this upcoming year, we will increase our engagement for parents to provide more input. We are interested in providing more in-person training and education nights for families and staff. Continuing to support our families with information in their home language will be important to support parent and caregiver engagement.	Loma Vista works hard to ensure that all stakeholders are heard. Personally calling and asking underrepresented families has been a successful way to bring their voice into the process.	4	4	4	4	4	4	3	4	4	4	3	4	Met		2024-06-27	2024
49708476051924	Old Adobe Elementary Charter	3	Old Adobe Elementary Charter prides itself on being an inclusive and welcoming school community. We understand that strong, trusting relationships with families are the foundation for a child's success in elementary school. The teachers and administration are actively welcoming of parent contact and communication. We have made good progress on building relationships and partnerships with our community this year. One of our strengths lies in both administrators and teachers treating all of our families with respect.  The face-to-face interactions and community events really help to build a sense of belonging and connection to the school community.	Family involvement is valued at Old Adobe Charter School. The Youth Truth family survey response rate continues to increase from year to year. There were many new school-wide events added this school year that have not taken place since before the Covid pandemic. Educational partners shared that they would like these engagement opportunities to continue and be robust.
	Both the school and the district have been focusing on becoming cultural proficient and celebrating each student's contribution to the classroom and school community. We are raising our awareness of the importance of representation of all cultures in instructional materials, and having a strengths-based, rather than a deficit-based approach in our instruction. Regular weekly communication from the principal in the form of email, and robocalls in the parents' preferred language informs families of school events and important information. Our office manager, who is bilingual, makes personal phone calls to invite all of our Spanish-speaking families when we have meetings and events. We have found that personally reaching out in this manner has helped to maintain connectivity among our inclusive community.	Our twice-yearly parent-teacher conferences are well attended and valued by both teachers and parents. Many teachers include students in these conversations, using them as an opportunity to reflect on learning habits for success, areas of strength and areas for growth, and to set learning goals for the next trimester. Our Student Success Team partners with families to provide resources and ways to support students in the home environment, including working with our school counselor, our district behaviorist, and our Literacy Coach. Personal invitations in the form of face-to-face communication and live phone calls are a strength and a strategy we will continue to use.  

The attendance at our Parent Teacher Organization meetings had averaged approximately of between 10-18 attendees throughout the year.  This year, the PTO continued to hold monthly meetings virtually to increase accessibility to participating in the meetings. Our Parent Teacher Organization is very active in our school and makes tremendous contributions to our school community. Several teachers and the principal are actively participate with the PTO, attending all of the monthly meetings.  Volunteers are an integral part of our school community and program. In addition to the PTO, volunteers contribute in many ways both within and outside of the classroom. Parents frequently volunteer in the classroom, with special projects, on field trips, in our school garden, with coordinating fundraising events, and in so many other ways.	Based on the analysis of educational partner input and local data, it is evident that we need to continue to find ways to provide families with information and resources to support student learning and development in the home. We have strong partnerships with our families, but by focusing on the school to home support, we can create a more cohesive educational experience that benefits student learning.	Based on the analysis of educational partner input and local data, we have implemented specific strategies to foster successful school and family connections, with a focus on reducing barriers to greater parental participation. Significant attention is given to parents who are economically disadvantaged, have limited English
proficiency, are disabled, have limited literacy, or belong to any racial or ethnic minority background. To support parents with limited English proficiency, we provide translation services for online information including Parent Square messages and robocalls, and meetings at school and district locations. Additionally, professional development for staff will ensure English Language Development instruction is provided to all English Learners. By addressing these diverse needs, we aim to create a more inclusive and supportive educational environment for all students and their families. Developing our awareness of implicit bias and the challenges that our underrepresented families face will also be an ongoing area of growth and improvement.	One of our strengths in this area is that we hold periodic parent meetings at our site where we actively listen to and gather parent input on how the school is meeting families' needs, and what more we can do to enrich the learning experience of our students. These opportunities to provide input take a variety of forms, monthly Parent Teacher Organization meetings and LCAP committee meetings. In all of these parent meetings input is sought in order to improve our school and to use the ideas that stakeholders bring to us to improve our service to students. Often input is gathered in informal ways: in conversations in the hallways or when parents are dropping off or picking up their children, at fundraising events, through phone calls, or at parent-teacher conferences. Being accessible in a variety of ways, not always in formal settings, can increase the comfort level that families have with communicating their ideas and/or concerns. As well as holding parent meetings and gathering input in informal ways, parent surveys also provide valuable opportunities for anonymous input. Using the Youth Truth survey over the course of several years will give us valuable data on how families perceive how we value their input.	While we have done fairly well with holding these meetings regularly throughout the school year, we could improve by calendaring all of these meetings at the beginning of the year and providing this information to families well in advance. In order to improve the engagement of underrepresented families, we will continue to communicate in their preferred language, provide translation at events, and reach out with personal invitations whenever possible. We will also endeavor to schedule meetings at times when parents are most likely to be able to attend. In addition, at all school events, we will welcome everyone with warmth and genuine appreciation for their participation. Another area for improvement is to increase the percentage of families who respond to our parent surveys. This could be done by providing the devices at parent conferences for parents to complete the survey, by providing access to the survey on social media and through text messaging as well as through email or our website.	We have found that one of the best ways to improve engagement of underrepresented families is through personal invitations or requests to join committees, to come to meetings, and/or volunteer at the school. While many of our underrepresented families may not respond to mass emails or communications, when invited in person, they are more likely to participate.	4	4	4	4	4	3	4	4	4	4	3	4	Met		2024-06-27	2024
49708476072136	Miwok Valley Elementary Charter	3	Miwok Valley observed progress towards fostering thriving and meaningful parent engagement. This year we have seen an increase in parent engagement with our Parent Teacher Organization (PTO). In addition, an increase with the number of parents volunteers completing required documentation. The Youth Truth Family Survey data on Parent Engagement indicates Miwok Valley's highest rated themes were Communication & Feedback and Parent Engagement. The data indicates that families are feeling engaged at school, informed about important decisions, are included in planning school activities, feel represented at school and Miwok parents/family members feel empowered to play a meaningful role in decision-making at my school. Additionally,  the data indicates that parents/families receive regular feedback about their students progress, they receive information about what their child should learn and be able to do, and that Teachers clearly communicate expectations for their students progress.	At Miwok Valley parent engagement faces various challenges which include communication barriers including language barriers, busy schedules, or lack of access to communication channels.  Addressing these challenges requires proactive efforts from Miwok Valley, such as providing multiple communication channels, offering flexible meeting times, providing resources in multiple languages, and actively involving parents in decision making processes. Building trust, fostering cultural competence, and creating welcoming environments are crucial steps in overcoming barriers to parent engagement.	Miwok Valley's strengths in building relationships with families takes place effectively in the following areas: Building relationships between school staff and families, building partnerships to support and ensure positive student outcomes, and seeking input for decision-making. During the 2023-2024 school year,  monthly PTO meetings were held and membership grew. Certificated staff, classified staff, and parents/guardians attended the meetings which fostered continued building of ongoing relationships based in respect and equity. Throughout the 2023-2024 school year, families with non-school age children attended the Junior Jaguar literacy program held each Tuesday morning. Multiple opportunities for staff and parents/guardians ensured that stakeholders engaged in two-way communication that was both frequent and consistent. Translation was available at all meetings. All meeting documents were translated as well. A focus area for improvement is to increase overall attendance at all stakeholder engagement meetings and outreach events. Miwok Valley will improve the engagement of underrepresented families by providing additional community events for parents/guardians and students to participate in.	Ongoing stakeholder engagement is an integral part of the planning process and Miwok Valley's efforts continue to exceed requirements. As listed in the above section, numerous meetings held throughout the year provided students, families, staff, and community groups an opportunity to provide input. All engagement experiences were organized around two important elements; updates on current LCAP initiatives/investments and opportunities to provide feedback. Meetings with educational partners were highly attended. Miwok Valley will improve the engagement of underrepresented families by continuing to offer meeting applicable to parents, guardians and caretakers needs. Back to School Night, Open House, and Parent/Teacher Conferences informed parents and guardians about curriculum content, achievement standards, assessment results and monitoring student progress. Parents were provided with materials and information needed to help improve and increase engagement and student success. Teachers and support staff consistently worked with parents as equal partners, continuously building ties between parents and the school. Parents were encouraged to participate in school activities through memos, in person meetings, weekly letters, surveys, email, phone and flyers. Information was provided in a language and format parents could understand. Miwok Valley offered a flexible number of meetings to encourage parent participation.	Based on the analysis of educational partner input and local data, it is evident that we need to continue to find ways to provide families with information and resources to support student learning and development in the home. We have strong partnerships with our families, but by focusing on the school to home support, we can create a more cohesive educational experience that benefits student learning.	Based on the analysis of educational partner input and local data, we have implemented specific strategies to foster successful school and family connections, with a focus on reducing barriers to greater parental participation. Significant attention is given to parents who are economically disadvantaged, have limited English
proficiency, are disabled, have limited literacy, or belong to any racial or ethnic minority background. To support parents with limited English proficiency, we provide translation services for online information including Parent Square messages and robocalls, and meetings at school and district locations. Additionally, professional development for staff will ensure English Language Development instruction is provided to all English Learners. By addressing these diverse needs, we aim to create a more inclusive and supportive educational environment for all students and their families. Developing our awareness of implicit bias and the challenges that our underrepresented families face will also be an ongoing area of growth and improvement.	Miwok Valley is deeply committed to family engagement in advisory groups and decision making. We have been able to consistently provide parent meetings at our site where we actively listen and gather parent input on how the school is meeting families' needs and what more we can do to enrich the learning experience of our students. These opportunities to provide input take a variety of forms including parent coffees, monthly Parent Teacher Organization meetings, ELAC meetings, LCAP Advisory Council meetings, and District Budget Committee Meetings. In all of these meetings, input is sought in order to improve our school and to use the ideas that educational partners bring to us to improve our service to students. Increased contact points for families have occurred in a variety of ways, not always in formal settings. Accessibility to the principal each morning as parents arrive has helped build relationships and build comfort for families to ask questions and give input. Since not all educational partners are available for meetings at the scheduled times, sharing documents that review topics covered at formal meetings provides additional opportunities to keep families informed. Youth Truth Surveys are also utilized as a method for input.	"Based on the analysis of educational partner input and local data, there is consensus that while there are multiple avenues for educational partners to provide input for decision-making, there is a significant gap in ""who"" is providing the input. Specifically, there is a lack of input from underrepresented families. Miwok Valley is working to engage underrepresented families through targeted outreach, school community events, and inclusion efforts to ensure a more diverse range of perspectives are considered in the decision-making process."	Miwok Valley will continue to offer parent support nights to provide technology support to parents and ways in which parents can best support their children at home. All PTO Board positions have been filled.	4	4	4	4	4	3	4	4	4	4	3	4	Met		2024-06-27	2024
49708476114755	Sonoma Mountain Elementary	3	There was successful implementation of the actions and services to achieve the goal of fostering thriving and meaningful parent engagement. We utilized the Parent Square system, school website, and social media to share our school story and include all educational partners in school events, updates, and changes. Weekly newsletters/updates from teachers and monthly PTA newsletters were paired with weekly robocalls to keep our families informed. The focus on parent connectivity and engagement ultimately supported our students in increased proficiency in academic areas and engagement in school. SoMo U invited parents, extended family members, and community members to evening sessions held within the school year with the goal to provide parents with tools, strategies, and information to support their child with their learning and work throughout the school year (sessions focus on grade level curriculum, previews of upcoming curricular concepts and topics, social-emotional learning, and tricks of the trade including parenting tips). Childcare was provided during SoMo U which increased parent attendance and engagement. The focus on parent connectivity and family relationships is to increase parent engagement in our students’ learning. We continued with a family event, “Meet the Teacher”, which was held the day before school started. The turn out was huge and set the stage for students and families to build relationships with staff and one another in addition to significantly decreasing first day jitters that many students and parents experience. Rather than the traditional Back to School Night format families were provided with multiple ways to access key classroom information provided by teachers.	Ensuring that all families are engaged and involved is an ongoing area of focus for staff members and opportunities to build connections with all school community members will be explored.	Sonoma Mountain Elementary Charter School prides itself on being an inclusive and welcoming school community. We understand that strong, trusting relationships with families are the foundation for a child's success in elementary school. We will need to continue and increase the opportunities for all families to contribute their ideas. Actively seeking out opportunities to interact both informally and formally with underrepresented families needs to continue to be a focus.	This is an area where we have made progress and continue to do well. Our twice yearly parent- teacher conferences are well-attended and valued by both teachers and parents.  Many teachers include students in these conversations, using them as an opportunity to reflect on learning habits for success, areas of strength and areas for growth, and to set learning goals for the next trimester. In addition, teachers check in often with parents outside of the designated conference time.  All teachers and the principal have an open door policy with a focus on consistent, on-going positive communication.  

Our Student Success Team partners with families to provide resources and ways to support students in the home environment, including working with our school counselor, our district behaviorist, and our RtI Teacher. 

Our Parent Teacher Association is very active in our school and makes tremendous contributions to our school community. Several teachers and the principal are active members of our PTA attending all the monthly meetings. We have welcomed many new members to our PTA board while keeping many outgoing board members actively involved in the organization. Volunteers are an integral part of our school community and program. In addition to the PTA, volunteers contribute in many ways both within and outside of the classroom. Parents volunteer regularly in the classroom, with special projects, field trips, coordinating fundraising events and in so many other ways. Continuing to welcome new and diverse members of our community to volunteer, and increasing involvement in our PTA is a priority.	While parents and caregivers feel connected and a part of helping their child/ren reach great success, they are interested in learning more strategies to help their children thrive academically and social-emotionally.

SoMo University provides information and resources to support student learning and development in the home. This program included three evening sessions held within the school year with the goal to provide parents with tools, strategies, and information to support their children with their learning and work throughout the school year. Sessions focus on grade-level curriculum, previews of upcoming curricular concepts and topics, social-emotional learning, and parenting tips]. We will continue this in support to provide families with information and resources to support student learning and development in the home.	Data from the Youth Truth Survey supports that underrepresented families feel included, valued, and supported. However, the engagement of underrepresented families is always an area of continuous improvement for our school. One strategy that we will continue is to provide meeting and workshop access via Zoom to accommodate working parents more easily and to provide translation services if necessary. We will continue to look for ways to include underrepresented families in key roles such as LCAP committee and involvement with PTA. We will continue to focus on building relationships while being culturally responsive, and providing equitable approaches to building relationships and engaging our families.	One of our strengths in this area is that we hold periodic parent meetings at our site where we actively listen to and gather parent input on how the school is meeting families' needs, and what more we can do to enrich the learning experience of our students. These opportunities to provide input take a variety of forms, including monthly Parent-Teacher Association meetings and LCAP committee meetings. In all of these parent meetings, input is sought in order to improve our school and to use the ideas that stakeholders bring to us to improve our service to students. Often input is gathered in informal ways: in conversations before and after weekly community gatherings, around campus or when parents are dropping off or picking up their children, at fundraising events, through phone calls, or at parent-teacher conferences. Being accessible in a variety of ways, not always in formal settings, can increase the comfort level that families have with communicating their ideas and/or concerns. As well as holding parent meetings and gathering input in informal ways, parent surveys also provide valuable opportunities for anonymous input. Not all educational partners are available for meetings at the scheduled times and providing alternative ways to contribute and participate is crucial.	"Based on the analysis of educational partner input and local data, there is consensus that while there are multiple avenues for educational partners to provide input for decision-making, there is a significant gap in ""who"" is providing the input. Specifically, there is a lack of input from underrepresented families. Sonoma Mountain is working to engage underrepresented families through targeted outreach, school community events, and inclusion efforts to ensure a more diverse range of perspectives are considered in the decision-making process."	In order to improve engagement of underrepresented families we will continue to communicate in their preferred language, provide translation at events, and reach out with personal invitations whenever possible. We will also endeavor to schedule meetings at times when parents are most likely to be able to attend.  In addition, at all school events we will welcome everyone with warmth and genuine appreciation for their participation. Another area for improvement is to increase the percentage of families who respond to our parent surveys.  This could be done by providing the devices at parent conferences for parents to complete the survey, by providing access to the survey on social media and through text messaging as well as through email or our website. In discussions with our PTA and other educational partners we plan to pair families who are new to our school with veteran families in order to help our new families feel comfortable as they navigate the opportunities at their new school.	4	4	4	4	4	3	4	4	4	4	3	4	Met		2024-06-27	2024
49708700000000	Piner-Olivet Union Elementary	3	POUSD uses YouthTruth Data to analyze feedback from staff, families and students.  POUSD has used this data to create equity school goals to continue to build relationships with staff, families and students.  Some goals are: 
-Communication in Home Language 
-Inviting Families to School Events
-Inviting Families to School Organizations
-Including Families in Decision Making through School Organizations 
-Weekly Announcements to Families
-Community Circles with Staff to Build Relationships
	POUSD uses YouthTruth Data to analyze feedback from staff, families and students.  POUSD has used this data to create focus areas for improvement such as: 
-Increase Participation in School Events
-Increase Participation in YouthTruth Data Survey
-Increase Acknowledgment and and participation of all cultures 
-Increase communication with staff 
	POUSD will actively look for partnerships to increase understanding of all families and students in our school community. In addition, POUSD will increase participation for families by ensuring activities are inclusive. For staff, focus on instructional leadership meetings at school sites.	POUSD's strengths and progress in building partnerships for student outcomes: 
-1:1 meetings with administration and teachers to review student data and goals
-Teacher Parent Conferences
-Celebration of Growth at school sites and board meetings
	POUSD's focus and improvement in building partnerships for student outcomes: 
-Increase data analysis
-Increase data management
-Increase participation for YouthTruth Survey 
	POUSD's will improve engagement of underrepresented families in building partnerships for student outcomes by: 
-Providing time for data analysis
-Providing professional development on Aeries Analytics
-Providing additional resources for families and students to take YouthTruth Survey 
	POUSD's current strengths for seeking input for decision making are: 
- Listening to our educational partners
-Providing meetings at various times to include educational partners
-Providing childcare for meetings around decision making 
	POUSD's areas of improvement for seeking input for decision making are: 
-Increase participation of all educational partners
	POUSD's will improve engagement of underrepresented families for seeking input for decision making by: 
-Increase individual and personal invites for families to attend decision-making meetings
-Increase communication about decision-making meetings and importance 
	4	4	4	5	4	4	5	4	4	4	4	4	Met		2024-06-12	2024
49708700106344	Northwest Prep Charter	3	Northwest Prep (NWP) uses YouthTruth Data to analyze feedback from staff, families and students.  NWP has used this data to create equity school goals to continue to build relationships with staff, families and students.  Some goals are: 
-Communication in Home Language 
-Inviting Families to School Events
-Inviting Families to School Organizations
-Including Families in Decision Making through School Organizations 
-Weekly Announcements to Families
-Community Circles with Staff to Build Relationships
	Northwest Prep (NWP)  uses YouthTruth Data to analyze feedback from staff, families and students.  NWP has used this data to create focus areas for improvement such as: 
-Increase Participation in School Events
-Increase Participation in YouthTruth Data Survey
-Increase Acknowledgment and and participation of all cultures 
-Increase communication with staff 
	NWP will actively look for partnerships to increase understanding of all families and students in our school community. In addition, NWP will increase participation for families by ensuring activities are inclusive. For staff, focus on included teacher voice for decision making at school sites.	NWP's strengths and progress in building partnerships for student outcomes: 
-Student of Concern meetings with administration and teachers to review student data and goals
-Teacher Parent Conferences
-Celebration of Growth at school sites and board meetings
	NWP's focus and improvement in building partnerships for student outcomes: 
-Increase data analysis
-Increase data management
-Increase participation for YouthTruth Survey 
	NWP's will improve engagement of underrepresented families in building partnerships for student outcomes by: 
-Providing time for data analysis
-Providing professional development on Aeries Analytics
-Providing additional resources for families and students to take YouthTruth Survey 
	NWP's current strengths for seeking input for decision making are: 
- Listening to our educational partners
-Providing meetings at various times to include educational partners
-Providing childcare for meetings around decision making 
	NWP's areas of improvement for seeking input for decision making are: 
-Increase participation of all educational partners
	NWP will improve engagement of underrepresented families for seeking input for decision making by: 
-Increase individual and personal invites for families to attend decision-making meetings
-Increase communication about decision-making meetings and importance 

	4	4	4	5	4	4	5	4	4	4	4	4	Met		2024-06-12	2024
49708706066344	Olivet Elementary Charter	3	POUSD uses YouthTruth Data to analyze feedback from staff, families and students.  POUSD has used this data to create equity school goals to continue to build relationships with staff, families and students.  Some goals are: 
-Communication in Home Language 
-Inviting Families to School Events
-Inviting Families to School Organizations
-Including Families in Decision Making through School Organizations 
-Weekly Announcements to Families
-Community Circles with Staff to Build Relationships
	POUSD uses YouthTruth Data to analyze feedback from staff, families and students.  POUSD has used this data to create focus areas for improvement such as: 
-Increase Participation in School Events
-Increase Participation in YouthTruth Data Survey
-Increase Acknowledgment and and participation of all cultures 
-Increase communication with staff 
	POUSD will actively look for partnerships to increase understanding of all families and students in our school community. In addition, POUSD will increase participation for families by ensuring activities are inclusive. For staff, focus on instructional leadership meetings at school sites.	POUSD's strengths and progress in building partnerships for student outcomes: 
-1:1 meetings with administration and teachers to review student data and goals
-Teacher Parent Conferences
-Celebration of Growth at school sites and board meetings
	POUSD's focus and improvement in building partnerships for student outcomes: 
-Increase data analysis
-Increase data management
-Increase participation for YouthTruth Survey 
	POUSD's will improve engagement of underrepresented families in building partnerships for student outcomes by: 
-Providing time for data analysis
-Providing professional development on Aeries Analytics
-Providing additional resources for families and students to take YouthTruth Survey 
	POUSD's current strengths for seeking input for decision making are: 
- Listening to our educational partners
-Providing meetings at various times to include educational partners
-Providing childcare for meetings around decision making 
	POUSD's areas of improvement for seeking input for decision making are: 
-Increase participation of all educational partners
	POUSD's will improve engagement of underrepresented families for seeking input for decision making by: 
-Increase individual and personal invites for families to attend decision-making meetings
-Increase communication about decision-making meetings and importance 
	4	4	4	5	4	4	5	4	4	4	4	4	Met		2024-06-12	2024
49708706109144	Morrice Schaefer Charter	3	Schaefer Charter School uses YouthTruth Data to analyze feedback from staff, families and students.  Schaefer Charter School has used this data to create equity school goals to continue to build relationships with staff, families and students.  Some goals are: 
-Communication in Home Language 
-Inviting Families to School Events
-Inviting Families to School Organizations
-Including Families in Decision Making through School Organizations 
-Weekly Announcements to Families
-Community Circles with Staff to Build Relationships
	Schaefer Charter School uses YouthTruth Data to analyze feedback from staff, families and students.  Schaefer Charter School has used this data to create focus areas for improvement such as: 
-Increase Participation in School Events
-Increase Participation in YouthTruth Data Survey
-Increase Acknowledgment and and participation of all cultures 
-Increase communication with staff
	Schaefer will actively look for partnerships to increase understanding of all families and students in our school community. In addition, Schaefer will increase participation for families by ensuring activities are inclusive. For staff, focus on instructional leadership meetings at school sites.	Schaefer's strengths and progress in building partnerships for student outcomes are: 
-1:1 meetings with administration and teachers to review student data and goals
-Teacher Parent Conferences
-Celebration of Growth at school sites and board meetings
	Schaefer's focus and improvement in building partnerships for student outcomes are: 
-Increase data analysis
-Increase data management
-Increase participation for YouthTruth Survey 
	Schaefer will improve engagement of underrepresented families in building partnerships for student outcomes by: 
-Providing time for data analysis
-Providing professional development on Aeries Analytics
-Providing additional resources for families and students to take YouthTruth Survey 
	Schaefer's current strengths for seeking input for decision making are: 
- Listening to our educational partners
-Providing meetings at various times to include educational partners
-Providing dinner and childcare for meetings around decision making 
	Schaefer's areas of improvement for seeking input for decision making are: 
-Increase participation of all educational partners
	Schaefer will improve engagement of underrepresented families for seeking input for decision making by: 
-Increase individual and personal invites for families to attend decision-making meetings
-Increase communication about decision-making meetings and importance 
	4	4	4	5	4	4	5	4	4	4	4	4	Met		2024-06-12	2024
49708706113492	Piner-Olivet Charter	3	Piner-Olivet Charter School (POCS) uses YouthTruth Data to analyze feedback from staff, families and students.  POCS has used this data to create equity school goals to continue to build relationships with staff, families and students.  Some goals are: 
-Communication in Home Language 
-Inviting Families to School Events
-Inviting Families to School Organizations
-Including Families in Decision Making through School Organizations 
-Weekly Announcements to Families
-Community Circles with Staff to Build Relationships
	POCS uses YouthTruth Data to analyze feedback from staff, families and students.  POCS has used this data to create focus areas for improvement such as: 
-Increase Participation in School Events
-Increase Participation in YouthTruth Data Survey
-Increase Acknowledgment and and participation of all cultures 
-Increase communication with staff 
	POCS will actively look for partnerships to increase understanding of all families and students in our school community. In addition, POCS will increase participation for families by ensuring activities are inclusive. For staff, focus on instructional leadership meetings at school sites.	POCS' strengths and progress in building partnerships for student outcomes: 
-Student of Concern meetings with administration and teachers to review student data and goals
-Teacher Parent Conferences
-Celebration of Growth at school sites and board meetings
	POCS' focus and improvement in building partnerships for student outcomes: 
-Increase data analysis
-Increase data management
-Increase participation for YouthTruth Survey 
	POCS' will improve engagement of underrepresented families in building partnerships for student outcomes by: 
-Providing time for data analysis
-Providing professional development on Aeries Analytics
-Providing additional resources for families and students to take YouthTruth Survey 
	POCS' current strengths for seeking input for decision making are: 
- Listening to our educational partners
-Providing meetings at various times to include educational partners
-Providing childcare for meetings around decision making 
	POCS' areas of improvement for seeking input for decision making are: 
-Increase participation of all educational partners
	POCS' will improve engagement of underrepresented families for seeking input for decision making by: 
-Increase individual and personal invites for families to attend decision-making meetings
-Increase communication about decision-making meetings and importance
	4	4	4	5	4	4	5	4	4	4	4	4	Met		2024-06-12	2024
49708880000000	Kashia Elementary	3	Given the small size of the school community, staff has been able to connect extensively with each student and their parents/guardians, and strives to establish and maintain positive relationships.	District administration will facilitate conversations to resolve conflicts between staff and families.	Individual parent/guardian outreach conducted by the Superintendent.	Given the small size of the school community, staff, parents/guardians, and the local community (e.g. the Pomo Tribal Council) have been able to partner effectively for student outcomes.	"Action steps identified in the 2024-25 LCAP will serve to improve ""Building Partnerships for Student Outcomes,"" e.g. working with the Tribal Council to identify a potential partner to provide instruction in the Pomo language, adding contracted support to provide social-emotional education, etc."	Individual parent/guardian outreach conducted by the Superintendent, with specific goals related to student outcomes.	Staff is able to connect directly with parents and local tribal representatives on a regular and frequent basis to gain input for decision-making.	N/A	N/A	3	3	3	3	2	2	2	3	3	3	3	3	Met		2024-06-10	2024
49708960000000	Rincon Valley Union Elementary	3	We are developing the capacity of staff to build trusting and respectful relationships with families through Equity Work, ParentSquare, Back to School Night, and Conferences. • We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, and Teachers, Back to School Night, Community Gatherings, and Interpretation and Translation Services. • We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent Teacher Conferences, MTSS meetings, and ELAC. The district and schools have continued to discuss ways to increase how to learn about the different cultures and languages in the district through cultural awareness training. • We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: ParentSquare, Parent Information Nights, Parent Conferences, Open House, ELAC.	"The area of focus for this category is ""developing the capacity of staff to build trusting and respectful relationships with families"""	We will continue to support the infrastructure at each school to ensure parents are involved in learning about student outcomes. Creating a welcoming environment during this time period will be possible again and educators will work diligently to make and maintain connections with the parents of their students. Parent volunteers have been welcomed back. Our Bilingual Family Liaison employees will assist with communication with our English Language Learner families to ensure access and participation for parent meetings. We incorporate and use the Parent Square App to improve communications to our families in all areas. We will continue to provide Spanish translation for our board meetings. We will be revamping the purpose of Back to School Night creating the night as a Welcome event as an opportunity to connect and learn about each other. Additionally, site equity and inclusion groups on each campus involve parents and staff to have honest discussions and create action plans to ensure representation and inclusion of all identities, both students and parents.	• We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, MTSS Workshop, Bilingual Events • We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, Online Resources, ParentSquare Communication, Parent Workshops, Parent Teacher Conferences, Google Classroom • We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, SST Meetings, Parent Meetings and ELAC. • We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbooks, Annual Notifications, IEP/504 Meetings, and ELAC/DELAC.	"The focus area for improvement is ""implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes."""	By providing access to the campus and more frequent visits to the classrooms upon pick up and drop off, more connections around student outcomes will be possible. Parent teacher conferences and the use of Parent Square  2024-25 Local Performance Indicator Self-Reflection for Rincon Valley Union School District Page 11 of 16 App will continue. The Multi Tiered Systems of Support process provides opportunities for parent collaboration, as student outcomes are discussed in meetings throughout the process in improving academic results.	• We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Superintendent Advisory Meetings, Site Council, ELAC /DELAC, LCAP Partner Committee, and Parent Conferences. • We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Superintendent Advisory Meetings, School Site Council, Board Meetings, ELAC/DELAC, Parent Clubs, LCAP Partner Committee. • We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Superintendent Advisory Meetings, Surveys, ELAC and DELAC, and LCAP Partner Committee. • We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by Superintendent Advisory Meetings, Site Council, Surveys, Parent Clubs, and LCAP Partner Committee.	"The focus area for improvement is "" building the capacity of and supporting family members to effectively engage in advisory groups and decision-making."""	Establishing, developing and supporting relationships is key in improving family engagement. Ensuring underrepresented families feel connected and supported at each school site is important in seeking input for decision making of underrepresented families.	4	4	5	5	4	4	4	4	4	3	3	4	Met		2024-06-18	2024
49708960102525	Spring Lake Charter	3	• We are developing the capacity of staff to build trusting and respectful relationships with families through
Equity Work, ParentSquare, Back to School Night, and Conferences.
• We are creating welcoming environments for all families by welcoming and professional Office Staff,
Facilities, and Teachers, Back to School Night, Community Gatherings, and Interpretation and Translation
Services.
• We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their
children by Parent Teacher Conferences, MTSS meetings, and ELAC. The district and schools have
continued to discuss ways to increase how to learn about the different cultures and languages in the district
through cultural awareness training.
• We are engaging in 2-way communication between families and educators using language that is
understandable and accessible to families by providing: ParentSquare, Parent Information Nights, Parent
Conferences, Open House, ELAC.
	"The area of focus for this category is ""developing the capacity of staff to build trusting and respectful relationships
with families"""	We will continue to support the infrastructure at each school to ensure parents are involved in learning about student
outcomes. Creating a welcoming environment during this time period will be possible again and educators will work
diligently to make and maintain connections with the parents of their students. Parent volunteers have been
welcomed back. Our Bilingual Family Liaison employees will assist with communication with our English Language
Learner families to ensure access and participation for parent meetings. We incorporate and use the Parent Square
App to improve communications to our families in all areas. We will continue to provide Spanish translation for our
board meetings. We will be revamping the purpose of Back to School Night creating the night as a Welcome event
as an opportunity to connect and learn about each other. Additionally, site equity and inclusion groups on each
campus involve parents and staff to have honest discussions and create action plans to ensure representation and
inclusion of all identities, both students and parents.	We are providing professional learning and support to teachers and principals to improve a school’s
capacity to partner with families through: Professional Development Days, MTSS Workshop, Bilingual
Events
• We are providing families with information and resources to support student learning and development in
the home by TK/K Orientation, Online Resources, ParentSquare Communication, Parent Workshops,
Parent Teacher Conferences, Google Classroom
• We are Implementing policies or programs for teachers to meet with families and students to discuss
student progress and ways to work together to support improved student outcomes by Parent/Teacher
Conferences, SST Meetings, Parent Meetings and ELAC.
• We are supporting families to understand and exercise their legal rights and advocate for their own students
and all students by Handbooks, Annual Notifications, IEP/504 Meetings, and ELAC/DELAC.
	"The focus area for improvement is ""implementing policies or programs for teachers to meet with families and
students to discuss student progress and ways to work together to support improved student outcomes."""	By providing access to the campus and more frequent visits to the classrooms upon pick up and drop off, more
connections around student outcomes will be possible. Parent teacher conferences and the use of Parent Square
2024-25 Local Performance Indicator Self-Reflection for Rincon Valley Union School District Page 11 of 16
App will continue. The Multi Tiered Systems of Support process provides opportunities for parent collaboration, as
student outcomes are discussed in meetings throughout the process in improving academic results.	• We are building the capacity of and supporting principals and staff to effectively engage families in advisory
groups and with decision-making by Superintendent Advisory Meetings, Site Council, ELAC /DELAC,
LCAP Partner Committee, and Parent Conferences.
• We are building the capacity of and supporting family members to effectively engage in advisory groups and
decision-making by Superintendent Advisory Meetings, School Site Council, Board Meetings,
ELAC/DELAC, Parent Clubs, LCAP Partner Committee.
• We are providing all families with opportunities to provide input on policies and programs, and implementing
strategies to reach and seek input from any underrepresented groups in the school community by
Superintendent Advisory Meetings, Surveys, ELAC and DELAC, and LCAP Partner Committee.
• We are providing opportunities to have families, teachers, principals, and district administrators work
together to plan, design, implement and evaluate family engagement activities at school and district levels
by Superintendent Advisory Meetings, Site Council, Surveys, Parent Clubs, and LCAP Partner Committee.	"The focus area for improvement is "" building the capacity of and supporting family members to effectively engage in
advisory groups and decision-making."""	Establishing, developing and supporting relationships is key in improving family engagement. Ensuring
underrepresented families feel connected and supported at each school site is important in seeking input for decision
making of underrepresented families.	4	4	5	5	4	4	4	4	4	3	3	4	Met		2024-06-18	2024
49708966052039	Manzanita Elementary Charter	3	We are developing the capacity of staff to build trusting and respectful relationships with families through
Equity Work, ParentSquare, Back to School Night, and Conferences.
• We are creating welcoming environments for all families by welcoming and professional Office Staff,
Facilities, and Teachers, Back to School Night, Community Gatherings, and Interpretation and Translation
Services.
• We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their
children by Parent Teacher Conferences, MTSS meetings, and ELAC. The district and schools have
continued to discuss ways to increase how to learn about the different cultures and languages in the district
through cultural awareness training.
• We are engaging in 2-way communication between families and educators using language that is
understandable and accessible to families by providing: ParentSquare, Parent Information Nights, Parent
Conferences, Open House, ELAC.	"The area of focus for this category is ""developing the capacity of staff to build trusting and respectful relationships
with families"""	We will continue to support the infrastructure at each school to ensure parents are involved in learning about student
outcomes. Creating a welcoming environment during this time period will be possible again and educators will work
diligently to make and maintain connections with the parents of their students. Parent volunteers have been
welcomed back. Our Bilingual Family Liaison employees will assist with communication with our English Language
Learner families to ensure access and participation for parent meetings. We incorporate and use the Parent Square
App to improve communications to our families in all areas. We will continue to provide Spanish translation for our
board meetings. We will be revamping the purpose of Back to School Night creating the night as a Welcome event
as an opportunity to connect and learn about each other. Additionally, site equity and inclusion groups on each
campus involve parents and staff to have honest discussions and create action plans to ensure representation and
inclusion of all identities, both students and parents.	• We are providing professional learning and support to teachers and principals to improve a school’s
capacity to partner with families through: Professional Development Days, MTSS Workshop, Bilingual
Events
• We are providing families with information and resources to support student learning and development in
the home by TK/K Orientation, Online Resources, ParentSquare Communication, Parent Workshops,
Parent Teacher Conferences, Google Classroom
• We are Implementing policies or programs for teachers to meet with families and students to discuss
student progress and ways to work together to support improved student outcomes by Parent/Teacher
Conferences, SST Meetings, Parent Meetings and ELAC.
• We are supporting families to understand and exercise their legal rights and advocate for their own students
and all students by Handbooks, Annual Notifications, IEP/504 Meetings, and ELAC/DELAC.
	"The focus area for improvement is ""implementing policies or programs for teachers to meet with families and
students to discuss student progress and ways to work together to support improved student outcomes."""	By providing access to the campus and more frequent visits to the classrooms upon pick up and drop off, more
connections around student outcomes will be possible. Parent teacher conferences and the use of Parent Square
2024-25 Local Performance Indicator Self-Reflection for Rincon Valley Union School District Page 11 of 16
App will continue. The Multi Tiered Systems of Support process provides opportunities for parent collaboration, as
student outcomes are discussed in meetings throughout the process in improving academic results.	• We are building the capacity of and supporting principals and staff to effectively engage families in advisory
groups and with decision-making by Superintendent Advisory Meetings, Site Council, ELAC /DELAC,
LCAP Partner Committee, and Parent Conferences.
• We are building the capacity of and supporting family members to effectively engage in advisory groups and
decision-making by Superintendent Advisory Meetings, School Site Council, Board Meetings,
ELAC/DELAC, Parent Clubs, LCAP Partner Committee.
• We are providing all families with opportunities to provide input on policies and programs, and implementing
strategies to reach and seek input from any underrepresented groups in the school community by
Superintendent Advisory Meetings, Surveys, ELAC and DELAC, and LCAP Partner Committee.
• We are providing opportunities to have families, teachers, principals, and district administrators work
together to plan, design, implement and evaluate family engagement activities at school and district levels
by Superintendent Advisory Meetings, Site Council, Surveys, Parent Clubs, and LCAP Partner Committee.
	"The focus area for improvement is "" building the capacity of and supporting family members to effectively engage in
advisory groups and decision-making."""	Establishing, developing and supporting relationships is key in improving family engagement. Ensuring
underrepresented families feel connected and supported at each school site is important in seeking input for decision
making of underrepresented families.	4	4	5	5	4	4	4	4	4	3	3	4	Met		2024-06-18	2024
49708966052047	Whited Elementary Charter	3	We are developing the capacity of staff to build trusting and respectful relationships with families through
Equity Work, ParentSquare, Back to School Night, and Conferences.
• We are creating welcoming environments for all families by welcoming and professional Office Staff,
Facilities, and Teachers, Back to School Night, Community Gatherings, and Interpretation and Translation
Services.
• We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their
children by Parent Teacher Conferences, MTSS meetings, and ELAC. The district and schools have
continued to discuss ways to increase how to learn about the different cultures and languages in the district
through cultural awareness training.
• We are engaging in 2-way communication between families and educators using language that is
understandable and accessible to families by providing: ParentSquare, Parent Information Nights, Parent
Conferences, Open House, ELAC.	"The area of focus for this category is ""developing the capacity of staff to build trusting and respectful relationships
with families"""	We will continue to support the infrastructure at each school to ensure parents are involved in learning about student
outcomes. Creating a welcoming environment during this time period will be possible again and educators will work
diligently to make and maintain connections with the parents of their students. Parent volunteers have been
welcomed back. Our Bilingual Family Liaison employees will assist with communication with our English Language
Learner families to ensure access and participation for parent meetings. We incorporate and use the Parent Square
App to improve communications to our families in all areas. We will continue to provide Spanish translation for our
board meetings. We will be revamping the purpose of Back to School Night creating the night as a Welcome event
as an opportunity to connect and learn about each other. Additionally, site equity and inclusion groups on each
campus involve parents and staff to have honest discussions and create action plans to ensure representation and
inclusion of all identities, both students and parents.	We are providing professional learning and support to teachers and principals to improve a school’s
capacity to partner with families through: Professional Development Days, MTSS Workshop, Bilingual
Events
• We are providing families with information and resources to support student learning and development in
the home by TK/K Orientation, Online Resources, ParentSquare Communication, Parent Workshops,
Parent Teacher Conferences, Google Classroom
• We are Implementing policies or programs for teachers to meet with families and students to discuss
student progress and ways to work together to support improved student outcomes by Parent/Teacher
Conferences, SST Meetings, Parent Meetings and ELAC.
• We are supporting families to understand and exercise their legal rights and advocate for their own students
and all students by Handbooks, Annual Notifications, IEP/504 Meetings, and ELAC/DELAC.	"The focus area for improvement is ""implementing policies or programs for teachers to meet with families and
students to discuss student progress and ways to work together to support improved student outcomes."""	By providing access to the campus and more frequent visits to the classrooms upon pick up and drop off, more
connections around student outcomes will be possible. Parent teacher conferences and the use of Parent Square App will continue. The Multi Tiered Systems of Support process provides opportunities for parent collaboration, as
student outcomes are discussed in meetings throughout the process in improving academic results.	We are building the capacity of and supporting principals and staff to effectively engage families in advisory
groups and with decision-making by Superintendent Advisory Meetings, Site Council, ELAC /DELAC,
LCAP Partner Committee, and Parent Conferences.
• We are building the capacity of and supporting family members to effectively engage in advisory groups and
decision-making by Superintendent Advisory Meetings, School Site Council, Board Meetings,
ELAC/DELAC, Parent Clubs, LCAP Partner Committee.
• We are providing all families with opportunities to provide input on policies and programs, and implementing
strategies to reach and seek input from any underrepresented groups in the school community by
Superintendent Advisory Meetings, Surveys, ELAC and DELAC, and LCAP Partner Committee.
• We are providing opportunities to have families, teachers, principals, and district administrators work
together to plan, design, implement and evaluate family engagement activities at school and district levels
by Superintendent Advisory Meetings, Site Council, Surveys, Parent Clubs, and LCAP Partner Committee.	"The focus area for improvement is "" building the capacity of and supporting family members to effectively engage in
advisory groups and decision-making."""	Establishing, developing and supporting relationships is key in improving family engagement. Ensuring
underrepresented families feel connected and supported at each school site is important in seeking input for decision
making of underrepresented families.	4	4	5	5	4	4	4	4	4	3	3	4	Met		2024-06-18	2024
49708966052070	Village Elementary Charter	3	We are developing the capacity of staff to build trusting and respectful relationships with families through
Equity Work, ParentSquare, Back to School Night, and Conferences.
• We are creating welcoming environments for all families by welcoming and professional Office Staff,
Facilities, and Teachers, Back to School Night, Community Gatherings, and Interpretation and Translation
Services.
• We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their
children by Parent Teacher Conferences, MTSS meetings, and ELAC. The district and schools have
continued to discuss ways to increase how to learn about the different cultures and languages in the district
through cultural awareness training.
• We are engaging in 2-way communication between families and educators using language that is
understandable and accessible to families by providing: ParentSquare, Parent Information Nights, Parent
Conferences, Open House, ELAC.	"The area of focus for this category is ""developing the capacity of staff to build trusting and respectful relationships
with families"""	We will continue to support the infrastructure at each school to ensure parents are involved in learning about student
outcomes. Creating a welcoming environment during this time period will be possible again and educators will work
diligently to make and maintain connections with the parents of their students. Parent volunteers have been
welcomed back. Our Bilingual Family Liaison employees will assist with communication with our English Language
Learner families to ensure access and participation for parent meetings. We incorporate and use the Parent Square
App to improve communications to our families in all areas. We will continue to provide Spanish translation for our
board meetings. We will be revamping the purpose of Back to School Night creating the night as a Welcome event
as an opportunity to connect and learn about each other. Additionally, site equity and inclusion groups on each
campus involve parents and staff to have honest discussions and create action plans to ensure representation and
inclusion of all identities, both students and parents.	We are providing professional learning and support to teachers and principals to improve a school’s
capacity to partner with families through: Professional Development Days, MTSS Workshop, Bilingual
Events
• We are providing families with information and resources to support student learning and development in
the home by TK/K Orientation, Online Resources, ParentSquare Communication, Parent Workshops,
Parent Teacher Conferences, Google Classroom
• We are Implementing policies or programs for teachers to meet with families and students to discuss
student progress and ways to work together to support improved student outcomes by Parent/Teacher
Conferences, SST Meetings, Parent Meetings and ELAC.
• We are supporting families to understand and exercise their legal rights and advocate for their own students
and all students by Handbooks, Annual Notifications, IEP/504 Meetings, and ELAC/DELAC.
	"The focus area for improvement is ""implementing policies or programs for teachers to meet with families and
students to discuss student progress and ways to work together to support improved student outcomes."""	By providing access to the campus and more frequent visits to the classrooms upon pick up and drop off, more
connections around student outcomes will be possible. Parent teacher conferences and the use of Parent Square
App will continue. The Multi Tiered Systems of Support process provides opportunities for parent collaboration, as
student outcomes are discussed in meetings throughout the process in improving academic results.	We are building the capacity of and supporting principals and staff to effectively engage families in advisory
groups and with decision-making by Superintendent Advisory Meetings, Site Council, ELAC /DELAC,
LCAP Partner Committee, and Parent Conferences.
• We are building the capacity of and supporting family members to effectively engage in advisory groups and
decision-making by Superintendent Advisory Meetings, School Site Council, Board Meetings,
ELAC/DELAC, Parent Clubs, LCAP Partner Committee.
• We are providing all families with opportunities to provide input on policies and programs, and implementing
strategies to reach and seek input from any underrepresented groups in the school community by
Superintendent Advisory Meetings, Surveys, ELAC and DELAC, and LCAP Partner Committee.
• We are providing opportunities to have families, teachers, principals, and district administrators work
together to plan, design, implement and evaluate family engagement activities at school and district levels
by Superintendent Advisory Meetings, Site Council, Surveys, Parent Clubs, and LCAP Partner Committee.	"The focus area for improvement is "" building the capacity of and supporting family members to effectively engage in
advisory groups and decision-making."""	Establishing, developing and supporting relationships is key in improving family engagement. Ensuring
underrepresented families feel connected and supported at each school site is important in seeking input for decision
making of underrepresented families.	4	4	5	5	4	4	4	4	4	3	3	4	Met		2024-06-18	2024
49708966085229	Binkley Elementary Charter	3	• We are developing the capacity of staff to build trusting and respectful relationships with families through
Equity Work, ParentSquare, Back to School Night, and Conferences.
• We are creating welcoming environments for all families by welcoming and professional Office Staff,
Facilities, and Teachers, Back to School Night, Community Gatherings, and Interpretation and Translation
Services.
• We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their
children by Parent Teacher Conferences, MTSS meetings, and ELAC. The district and schools have
continued to discuss ways to increase how to learn about the different cultures and languages in the district
through cultural awareness training.
• We are engaging in 2-way communication between families and educators using language that is
understandable and accessible to families by providing: ParentSquare, Parent Information Nights, Parent
Conferences, Open House, ELAC.
	"The area of focus for this category is ""developing the capacity of staff to build trusting and respectful relationships
with families"""	We will continue to support the infrastructure at each school to ensure parents are involved in learning about student
outcomes. Creating a welcoming environment during this time period will be possible again and educators will work
diligently to make and maintain connections with the parents of their students. Parent volunteers have been
welcomed back. Our Bilingual Family Liaison employees will assist with communication with our English Language
Learner families to ensure access and participation for parent meetings. We incorporate and use the Parent Square
App to improve communications to our families in all areas. We will continue to provide Spanish translation for our
board meetings. We will be revamping the purpose of Back to School Night creating the night as a Welcome event
as an opportunity to connect and learn about each other. Additionally, site equity and inclusion groups on each
campus involve parents and staff to have honest discussions and create action plans to ensure representation and
inclusion of all identities, both students and parents.	We are providing professional learning and support to teachers and principals to improve a school’s
capacity to partner with families through: Professional Development Days, MTSS Workshop, Bilingual
Events
• We are providing families with information and resources to support student learning and development in
the home by TK/K Orientation, Online Resources, ParentSquare Communication, Parent Workshops,
Parent Teacher Conferences, Google Classroom
• We are Implementing policies or programs for teachers to meet with families and students to discuss
student progress and ways to work together to support improved student outcomes by Parent/Teacher
Conferences, SST Meetings, Parent Meetings and ELAC.
• We are supporting families to understand and exercise their legal rights and advocate for their own students
and all students by Handbooks, Annual Notifications, IEP/504 Meetings, and ELAC/DELAC.	"The focus area for improvement is ""implementing policies or programs for teachers to meet with families and
students to discuss student progress and ways to work together to support improved student outcomes."""	By providing access to the campus and more frequent visits to the classrooms upon pick up and drop off, more
connections around student outcomes will be possible. Parent teacher conferences and the use of Parent Square
2024-25 Local Performance Indicator Self-Reflection for Rincon Valley Union School District Page 11 of 16
App will continue. The Multi Tiered Systems of Support process provides opportunities for parent collaboration, as
student outcomes are discussed in meetings throughout the process in improving academic results.	• We are building the capacity of and supporting principals and staff to effectively engage families in advisory
groups and with decision-making by Superintendent Advisory Meetings, Site Council, ELAC /DELAC,
LCAP Partner Committee, and Parent Conferences.
• We are building the capacity of and supporting family members to effectively engage in advisory groups and
decision-making by Superintendent Advisory Meetings, School Site Council, Board Meetings,
ELAC/DELAC, Parent Clubs, LCAP Partner Committee.
• We are providing all families with opportunities to provide input on policies and programs, and implementing
strategies to reach and seek input from any underrepresented groups in the school community by
Superintendent Advisory Meetings, Surveys, ELAC and DELAC, and LCAP Partner Committee.
• We are providing opportunities to have families, teachers, principals, and district administrators work
together to plan, design, implement and evaluate family engagement activities at school and district levels
by Superintendent Advisory Meetings, Site Council, Surveys, Parent Clubs, and LCAP Partner Committee.	"The focus area for improvement is "" building the capacity of and supporting family members to effectively engage in
advisory groups and decision-making."""	Establishing, developing and supporting relationships is key in improving family engagement. Ensuring
underrepresented families feel connected and supported at each school site is important in seeking input for decision
making of underrepresented families.	4	4	5	5	4	4	4	4	4	3	3	4	Met		2024-06-18	2024
49709040000000	Roseland	3	Roseland School District’s strengths for building relationships with parents include but are not limited to: parent club meetings, parent conferences, and maintaining warm and welcoming school environments.	Welcoming: Creating welcoming environments for all families

Of the families that attend school events and activities and that respond to surveys, they rated us very high in this area. However, there are still more families that we would like to strengthen our relationships with.

Family Survey Results:
 91% agree or strongly agree that “My school creates a friendly environment.”
 86% agree or strongly agree that ”I feel valued by my school.”
 88% agree or strongly agree that “I am proud of my school”
 87% of families reported positively on the overall “Culture” indicator

All of these measures are higher than the county average.

	Next steps for the district are to provide further professional development for staff in order to help honor and strengthen students/families’ cultural identity and to ensure staff members have the tools necessary to support our parents and families.  Additional focus areas include improving translation/interpretation services by providing professional development to support staff utilized for translation and working to increase the amount of bilingual staff.	Roseland School District’s strengths in building partnerships for student outcomes include teachers working closely with parents as well as providing parents/guardians with the information and resources necessary to support learning in the home.  All home-school communication is fully translated into Spanish.	Supporting Families: Supporting families to understand and exercise their legal rights and advocate for their own students and all students. We have provided families with all the required and necessary information regarding their legal rights as well as partnered with Community Action Partnership to continue our family outreach/advocacy efforts.	Next steps for the district include continuing to build the leadership capacity amongst parents/guardians so they are equipped with the tools necessary to advocate for their children and meaningfully contribute to the school/district improvement process.	Roseland School District provides opportunities for parents and families to participate in advisory groups and be a part of the district and school decision-making process. This occurs through the School Site Council, District English Learner Advisory Council, and Parent Advisory Council, among others. Additionally, parents provide regular input in the decision making process through surveys and attendance at parent club meetings.	Family Input: providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community.

Currently, we use surveys, parent club meetings, School Site Council, and ELAC/DELAC

Family Survey Results
 82% agree or strongly agree that “I feel engaged with my school.”
75% agree or strongly agree that “I feel represented by parent/family groups (i.e. Parent-Teacher Association) at my school.”

All of these measures are higher than the county average.
	An important next step for the district is to provide more support to the school sites in running effective advisory groups that meet necessary requirements, while at the same time engaging parents and promoting regular attendance. 
	5	4	5	5	4	4	5	4	3	3	3	4	Met		2024-06-20	2024
49709040101923	Roseland Charter	3	Roseland Charter’s strengths for building relationships with parents include but are not limited to: parent club meetings, parent conferences, and maintaining warm and welcoming school environments. Additionally, school staff regularly support and encourage parents to advocate for and participate in their child’s education.	A focus area for the charter is to provide further professional development for our staff in order to ensure they have the tools necessary to support our parents and families, particularly those from underrepresented backgrounds. 
	Next steps for the charter are to provide further professional development for staff in order to help honor and strengthen students/families’ cultural identity and to ensure staff members have the tools necessary to support our parents and families.  Additional focus areas include improving translation/interpretation services by providing professional development to support staff utilized for translation and working to increase the amount of bilingual staff.	Roseland Charter provides a safe and welcoming environment for our families and students. Multiple opportunities are available for two-way communication between parents and staff, including ParentSquare, parent conferences, parent club meetings and schoolwide events. The charter conducts a second round of middle school parent conferences in order to increase home-school communication, and parent participation rates have been extremely high (95%+), including parents of underrepresented students. All home-school communication is fully translated into Spanish.	Supporting Families: Supporting families to understand and exercise their legal rights and advocate for their own students and all students. We have provided families with all the required and necessary information regarding their legal rights as well as partnered with Community Action Partnership and Keystone Therapy to continue our family outreach/advocacy efforts.	A next step for the charter is to provide specific support/professional development for staff on strengthening home-school communication, building home-school partnerships, and increasing cross-cultural understanding and awareness.
	Roseland Charter provides multiple opportunities for parents and families to participate in advisory groups and be a part of the charter and school decision-making process. This occurs through the English Learner Advisory Council, Parent Advisory Council, and many others. Additionally, we have a high level of participation in our annual parent Youth Truth surveys.	Family Input: providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community.

Currently, we use surveys, parent club meetings, School Site Council, and ELAC/DELAC

Family Survey Results
66% agree or strongly agree that “I feel engaged with my school.”
 64% agree or strongly agree that “I feel represented by parent/family groups (i.e. Parent-Teacher Association) at my school.”
	A next step for the charter is to provide more support to the school sites in running effective advisory groups that meet all necessary requirements, while at the same time engaging parents and promoting regular attendance. Additionally, middle school parents reported higher levels of family engagement than high school. Another next step is increasing overall family engagement at the high school level.
	4	3	4	4	4	4	4	4	4	3	3	3	Met		2024-06-18	2024
49709120113530	Santa Rosa Charter School for the Arts	3	Santa Rosa Charter School for the Arts (SRCSA) places a high priority on building strong, meaningful relationships between school staff and families. Our commitment to fostering a collaborative and inclusive school community is reflected in several key strengths and areas of progress:

1. Consistent and Transparent Communication:

Weekly Newsletters: Our principal and teachers send out weekly newsletters that keep families informed about school events, important announcements, and classroom activities. This consistent communication helps build trust and keeps parents engaged in their children's education.
Parent-Teacher Conferences: Regularly scheduled conferences provide opportunities for personalized communication, allowing teachers and parents to discuss student progress, set goals, and address any concerns. These meetings are crucial for developing a partnership approach to student success.
2. Active Parent Involvement:

Parent Advisory Board (PAB) and School of the Arts Community Organization (SACO): These organizations offer structured avenues for parent involvement in school decision-making processes. Parents collaborate with school staff to plan events, provide feedback on school policies, and support school initiatives.
Volunteering Opportunities: We encourage parents to volunteer in various capacities, from classroom assistance to organizing school events. This involvement not only supports the school but also strengthens the bond between families and the school community.
3. Inclusive and Welcoming School Environment:

Open House and Family Nights: Events like Open House, arts showcases, and family nights create welcoming opportunities for families to visit the school, see their children’s work, and interact with teachers and staff in a relaxed setting.
Cultural Celebrations and Community Events: We celebrate diverse cultures and organize community events such as Pride Day, which help create an inclusive atmosphere where all families feel valued and respected.
4. Effective Use of Technology:

Digital Platforms: Platforms like ClassDojo, Google Classroom, and ParentSquare facilitate real-time communication between teachers and parents. These tools allow for quick updates, sharing of student work, and seamless communication regarding assignments and school activities.
Virtual Meetings and Workshops: Especially in the wake of the pandemic, virtual meetings and workshops have become essential in maintaining strong connections with families, providing flexibility and accessibility for all.
5. Strong Support Systems:

Family Liaison and Counseling Services: Our dedicated family liaison helps bridge the gap between school and home, offering support to families in need and connecting them with resources. Counseling services are available to support the social-emotional well-being of students and families.	Community Partnerships: Strengthening our collaboration with community organizations can provide additional support and resources for our families. We aim to build more partnerships with local nonprofits, cultural organizations, and service providers to offer comprehensive support to our school community.	Tailored Outreach and Communication:

Personalized Outreach: We will develop targeted outreach strategies to personally connect with underrepresented families. This includes phone calls, home visits, and personalized invitations to school events and meetings.
Community Liaisons: Appointing community liaisons from within these underrepresented groups can help bridge the communication gap. These liaisons can serve as trusted contacts who facilitate communication and engagement between the school and these families.	The Santa Rosa Charter School for the Arts has demonstrated significant strengths and progress in seeking input for decision-making through its comprehensive and inclusive approach. We have cultivated a robust system of regular engagement with our educational partners, including students, parents, staff, and community organizations such as the Parent Advisory Board (PAB) and the School of the Arts Community Organization (SACO). Our progress is evident in the diverse and frequent opportunities provided for stakeholders to share their insights and feedback, such as through monthly Character Strong assemblies, regular committee meetings, and ongoing communication via the Arts Charter Newsletter. This active participation has directly influenced the development and refinement of our Local Control and Accountability Plan (LCAP), ensuring that our initiatives align with the needs and aspirations of our school community. By fostering a culture of open dialogue and collaboration, we have made significant strides in enhancing our educational programs and supporting student success.	Based on the analysis of educational partner input and local data, the Santa Rosa Charter School for the Arts has identified key focus areas for improvement in building partnerships for student outcomes. One primary area of focus is enhancing communication and collaboration between home and school to ensure a more cohesive support system for students. This involves increasing the frequency and variety of parent engagement activities, such as workshops and informational sessions on academic and social-emotional support strategies. Another area for improvement is strengthening the involvement of community organizations and local businesses in our educational programs, creating more opportunities for real-world learning experiences and mentorship for our students. Additionally, we aim to improve the accessibility of resources and support for all families, particularly those from underserved communities, by providing more targeted outreach and personalized support. By addressing these areas, we aim to build stronger, more effective partnerships that will drive improved student outcomes across all grade levels.	Based on the analysis of educational partner input and local data, the Santa Rosa Charter School for the Arts has developed a targeted plan to improve the engagement of underrepresented families in building partnerships for student outcomes. We recognize the importance of creating an inclusive and welcoming environment for all families, especially those who have been historically underrepresented. To achieve this, we will implement a multifaceted approach that includes increasing multilingual communication through translated materials and interpreters at meetings and events, ensuring that language is not a barrier to participation. We will also expand our outreach efforts by establishing stronger connections with community organizations that serve diverse populations, leveraging their networks to reach and engage more families. Additionally, we plan to offer flexible meeting times and virtual participation options to accommodate varying schedules and accessibility needs. By providing culturally responsive family workshops and creating dedicated spaces for underrepresented voices in decision-making processes, we aim to foster a more equitable and supportive school community where all families feel valued and empowered to contribute to their children's education.	Collaborative planning, designing, and evaluating family engagement activities with our stakeholders further enhances our inclusive approach. This dedication to open dialogue and alignment with community needs fosters a supportive environment and drives positive student outcomes.	Based on the analysis of educational partner input and local data, the Santa Rosa Charter School for the Arts has identified the need to enhance the inclusivity and accessibility of our decision-making processes as a key focus area for improvement. While we have made significant strides in engaging a broad range of stakeholders, we recognize the need to further support and empower underrepresented groups to participate actively. This includes developing more targeted outreach strategies to ensure that all voices, particularly those from marginalized communities, are heard and considered. We aim to provide additional training and resources for these groups to build their capacity for effective engagement. Additionally, we plan to diversify our communication methods and platforms to reach a wider audience and ensure that input is collected in a manner that is convenient and accessible for all families. By focusing on these areas, we hope to foster a more equitable and inclusive environment that better reflects the diverse perspectives within our school community.	Based on the analysis of educational partner input and local data, the Santa Rosa Charter School for the Arts has developed a targeted plan to improve the engagement of underrepresented families in seeking input for decision-making. We will enhance multilingual communication by providing translated materials and interpreters at meetings and events to ensure language is not a barrier. Our outreach efforts will be expanded by strengthening connections with community organizations that serve diverse populations, leveraging their networks to reach and engage more families. Additionally, we will offer flexible meeting times and virtual participation options to accommodate varying schedules and accessibility needs. By providing culturally responsive workshops and creating dedicated spaces for underrepresented voices in decision-making processes, we aim to build a more inclusive and supportive school community where all families feel valued and empowered to contribute to their children's education.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
49709120125831	Santa Rosa French-American Charter (SRFACS)	3	"SRFACS enjoys robust and positive parent and staff relationships.  Given the number of participants at meetings and events, Parent Involvement and Family Engagement is an area of strength for SRFACS.  On the 2024 YouthTruth survey of families, 75% of respondents said they ""feel engaged with my school."" The three parent/staff leadership groups are the ELAC, PAF (Parent Association Foundation) and SAB (School Advisory Board). All three groups have parent and staff representation and the meetings are well-attended. The ELAC, PAF and SAB review and provide inputs into the school LCAP. Annual surveys of our families indicate strong relationships between school staff and families. The PAF issues a weekly newsletter called La Plume that communicates volunteer opportunities and upcoming events. Weekly messages from the principal keep families informed about school events, assessments, policies, and other updates.

Based on the data from the 2024 YouthTruth survey, Spanish-speaking families responded at the 96th percentile for ""Engagement"" and 97th percentile for ""Relationships."" The SRFACS ELAC enjoys consistent and enthusiastic support. A core group of members participate in every meeting; many more come to the initial meetings of the year, ask questions and return as able and needed. ELAC enjoys open and dynamic discussions around topics such as attendance, academic achievement of our multilingual students, site safety, and social-emotional learning. One special occasion every year is the celebration of our reclassified students whom we honor with families in attendance and certificates. We alternate between day time in-person and evening zoom meetings to provide opportunities for more families to be engaged.

The PAF organizes a number of school community events to build relationships among staff and families. Events include a Return to School Picnic on the Saturday following the first day of school where new staff members are introduced and families get to know each other. The annual fundraiser dinner has over 200 participants."	With the addition of a bilingual Spanish-speaking Family Engagement Facilitator this school year, staff is able to more easily communicate with Spanish-speaking families. 
Holding ELAC meetings before pick-up time at school has been efficient and practical for families. By adding regular evening zoom meetings, additional families can be involved.
Members of the different leadership groups are encouraged to attend each others meetings. Minutes of all meetings are available to all on the school website. The principal reports highlights from each group with the other groups.	SRFACS will continue to provide all information in multiple languages including Spanish and French. Our Family Engagement Facilitator (FEF) reaches out to families and organizes opportunities for engagement. The Spring and Summer ELOP programs provide opportunities for underrepresented families to ask questions and give feedback. SRFACS does an annual Needs Assessment to gather feedback from ELAC families.	SRFACS has extremely active Parent Association Foundation (PAF), School Advisory Board (SAB) and English Learner Advisory Committee (ELAC). The SAB, PAF and ELAC have monthly meetings and all three groups enjoy lively public comment, especially regarding Student Outcomes.  Parents ask for and discuss data on student outcomes. They often want the information shared more widely.  The Family Engagement Facilitator will continue to provide Spanish-language support. Interpreters are provided for parent-teacher conferences and Parent Information Nights.
Parents and teachers may request Student Success meetings where the teachers, administrator, parents, and school counselor discuss areas of concern and develop strategies for improved outcomes. 
The staff reviews student outcome data and pursue goals for improvement.	SRFACS will share more information in Spanish, English and French as soon as possible so that families receive the information they desire. More frequent reporting of survey results and State testing outcomes could improve parent-school partnerships.	SRFACS has made good progress with building a stronger ELAC and creating bridges between the ELAC and PAF. The school will continue to work in this area. The ELAC is building capacity in understanding ELPAC and CAASPP results. Data from standardized tests helps underrepresented families understand the benefits of attendance and student engagement in their learning.	The site-based groups are excellent forums for receiving Inputs for Decision-Making.  In addition, various surveys gather inputs from the school community. All members of the school community, families and staff, are asked to participate in the school's surveys. All community members are invited to attend the ELAC, PAF, and SAB meetings.  Zoom meetings make it easier for more individuals to attend meetings that might be hard to attend in person.	SRFACS may benefit from increased involvement at the district level. District personnel will be invited and encouraged to attend meetings and events. Repeating communication regarding meetings and agendas could increase parent awareness of the need for their inputs.	Adding the evening zoom meetings is expected to increase the opportunity to Seek Input for Decision-Making. The ELAC will hold community-building pot luck evenings to the comfort level for underrepresented families to be engaged with the school. Having a Family Engagement Facilitator on staff this year has increased the ease of access for many families. Our ELAC meetings enjoy robust informational exchanges and conversations.	5	5	5	4	4	3	4	4	5	5	4	4	Met		2024-06-26	2024
49709120128074	Cesar Chavez Language Academy	3	We at CCLA strive to ensure that families are engaged in all school activities. Teachers send weekly newsletters as well as our Family Engagement and administrators. We hold different events that are educational and fun for the whole family. We also partner with our Foundation to have other activities as well.	We would like to ensure that all families are utilizing parent square and Aeries to communicate with us. As well for us to be transparent on the students meeting standards and were they are.	We have a strong ELAC and DLAC representatives. We pride ourselves in having a strong family commitment to be involved at school. We have different opportunities for our parents to be involved.	Looking at our data we are continuously looking to grow and implement AVID strategies to engage students in their education to ensure high student outcomes.	We will continue to have PLC and have classroom learning rounds. We will also continue to have smart goal meetings with our students and parents to ensure that they have a clear understanding where they are at and what they need to do to improve.	Families are asked to become more involved as stakeholders in our district whether it is at a site level or whole district. This includes decisions in policies. The level of family engagement varies from site to site but much work is involved to grow in this capacity with providing opportunities for all families to gather information in their home language and increase the communication of inviting their participation to all events in multiple methods of communication (electronic, phone, written, newsletters, flyers, and or emails).
	We are constantly meeting with our families in different groups such as: ELAC, coffee chats, Foundation, parent nights and others.	We can to increase the participation in our surveys from our families.	We will hold meetings at different times and different media outlets.	3	3	3	4	4	3	3	4	3	4	4	4	Met		2024-06-26	2024
49709126116958	Kid Street Charter	3	"Kid Street excels in this area, offering numerous opportunities for caring adults to engage in our educational community. These include on-campus events like STEAM Night, attended by 69% of our caring adults, community lunches and dinners, and art events such as poetry recitals and full production plays. Kid Street Charter conducts a school climate survey through PBIS to assess our strengths and progress in engaging our families, whom we refer to as ""caring adults,"" in their children's educational journey. Our current strengths include creating a welcoming school environment, ensuring that children feel safe, and actively involving caring adults in school activities."	As mentioned above, Kid Street excels in this area according to local survey data. However, there is always room for improvement, and we aim for all caring adults to attend conferences and school events, not just the majority.	Our school is committed to ensuring that families from all walks of life are equally reached. We will not only focus on translation and connection but also on communicating with grace and approachability. We want families to know we are invested in their children and want them to be part of their education. This will be achieved through repeated, thoughtful engagement in everyday interactions and planned events alike.	Our school takes pride in ensuring that students receive the necessary interventions to meet standards. Our intervention program includes credentialed teachers, community tutors, and evidence-based systematic programs tailored to students' needs. Caring adults in our students' lives are always invited, welcomed, and encouraged to be part of their child's intervention programming.	The PBIS school climate survey indicated that we have room for growth in building a partnership with caring adults in the area of teaching and learning. We aim to increase the number of caring adults who believe our teachers uphold high standards for achievement and promote academic success. To achieve this, we will focus on clearer communication about our assessment tools, such as MAP Growth, during school orientation, conferences, report cards, and Student Success team meetings.	At Kid Street Charter, we can further engage underrepresented caring adults, such as Hispanic families, in the academic goal-setting process by implementing several inclusive strategies. Firstly, we can provide bilingual communication and resources to ensure that language barriers do not impede participation. Hosting culturally relevant events and workshops that highlight the importance of academic goal setting and how families can support their children is also essential. Additionally, offering flexible meeting times and virtual options can accommodate diverse schedules, making it easier for all families to be involved. Partnering with community leaders and organizations can help build trust and create a welcoming environment for Hispanic families. By fostering a culturally sensitive and inclusive approach, we can encourage active participation and collaboration in helping students set and achieve their academic goals.	At Kid Street Charter, we go beyond utilizing high-quality surveys for input in our decision-making process. We proactively engage our caring adults in meaningful conversations with teachers, the principal, office staff, and even the after-school program. Through daily interactions, we ask questions, listen attentively, and seize these honest moments to continuously enhance and grow as an educational community.	To enhance our decision-making process, we could expand our approach to seeking input by offering multiple high-quality surveys. This would allow us to establish smaller goals throughout the school year instead of relying solely on formal input gathered at one specific point in time.	To increase survey participation among caring adults at Kid Street Charter, several strategies can be implemented. Firstly, providing clear and concise information about the importance of survey participation and how it directly impacts decision-making for their children can help motivate caregivers to complete surveys. Offering incentives such as raffle entries, gift cards, or recognition for participation can also encourage engagement. Additionally, utilizing multiple communication channels such as email, text messages, social media, and school newsletters can ensure that caregivers receive reminders and access to surveys conveniently. Tailoring survey questions to be relevant and inclusive of diverse family backgrounds and experiences can also enhance participation rates. Furthermore, establishing a culture of transparency and responsiveness by sharing survey results and demonstrating how feedback has been incorporated into decision-making processes can further incentivize ongoing engagement. Through these efforts, Kid Street Charter can effectively increase caring adult participation in surveys and thereby enhance the collective voice in shaping their children's educational experiences.	5	5	5	5	4	4	4	5	4	4	4	4	Met		2024-06-19	2024
49709200102533	Santa Rosa Accelerated Charter	3	Families are welcomed to be more involved as stakeholders in our district whether it is at a site level or whole district. This includes providing input for decisions in policies. The level of family engagement varies from site to site.  SRCS continues to work to grow in this capacity by providing opportunities for all families to access information in their home language to increase communication and invite their participation in all events through multiple methods of communication (face to face meetings, electronic, phone, written, newsletters, flyers, and or emails).  These include many forms such as school site councils, parent organizations, ELACs, and online platforms such as Parent Square and the YouthTruth family surveys which invite family feedback and input.
	The district continues to work very hard in offering equity training workshops to all of our staff to continually develop our growth and appreciation of cultural wealth and towards the families we serve.  The effectiveness depends on the comfort level of each staff member and this varies from site to site. For example, some sites continue to struggle to consistently identify when their families may need interpretation support.    As such, , SRCS will continue to invest in growing educators in this realm of cultural responsiveness.  SRCS has utilized Ethnic Studies professional development with the Acosta Educational Partnership over the last few years to further refine its equity training and initiatives to crystalize the focus into tangible classroom practices that support student learning on a daily basis.
	One area for growth would be that educators continue facilitating the exploration of family, culture, and communal strengths by students. This requires student-oriented pedagogy that is and explicitly set up to engage self-exploration of identity and diversity.  It is also providing a community externship for teachers whereby they go into local spaces to learn from underrepresented, marginalized communities about how education could better prepare their students and represent their needs in educational practice.  SRCS has also made intentional efforts to increase opportunities for engagement with families.  Moreover, we have shifted our focus from translation to interpretation and engagement, where staff work to build deep learning and agency with families so that they can participate more meaningfully in future conversations about their children. 
	Santa Rosa City Schools partners with many organizations, including local nonprofits and community based partners, the County Office of Education, our local university and various professional development providers to support programs and services for our students and school community. This includes providing rich, engaging professional learning for our staff to ensure content and pedagogy knowledge so that students receive a rigorous and supported education. 
	Santa Rosa City Schools has developed and supported many strong relationships with partners who work collaboratively with the district to plan for staff, parent and student engagement and programming. SRCS will continue to evaluate the impact of these partnership programs to determine next steps for continued work together, including identifying unmet needs that may lead to seeking additional partners to support our student outcomes. 
	Santa Rosa City Schools surveys families and students who engage in our extended learning programs which are supported by our partnerships. This provides the district timely feedback on the impact of the programs offered in connection with these partnerships, specifically engaging families in sharing the impact, academically and socially, that the programs and services provided for students. 
	We welcome families to be involved as stakeholders in our district whether it is at a site level or whole district. This includes providing input for decisions in policies. The level of family engagement varies from site to site.  SRCS continues to work to grow in this capacity by providing opportunities for all families to access information in their home language to increase communication and invite their participation in all events through multiple methods of communication (face-to-face meetings, electronic, phone, written, newsletters, flyers, and or emails).  When families can communicate and engage in their home language, it increases their ability to be involved in decision making processes that impact the district.  
	Santa Rosa City Schools will continue to place a strong emphasis on gathering input for its Local Control and Accountability Plan process.  This will enable the SRCS community of parents and guardians to impact district plans for how to best service students and families.  As in previous years, SRCS will hold input and feedback sessions with families over the course of multiple months to offer many opportunities for educational decision making to be influenced and directly guided by community feedback.
	Santa Rosa City Schools will continue to engage families in discussion and seek input on programs and services at both site and district meetings such as School Site Council, ELAC, DELAC, Superintendent Advisory Network, and other stakeholder forums throughout the school year, ensuring invitations and information are provided in the families home language as well as English and Spanish with the aim of increasing attendance and engagement of our families in this process. Community engagement events such as Back to School, Open House, Parent Cafes, Community Nights, and Informational Nights. Interpretation services will be provided in Spanish.
	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
49709380000000	Sebastopol Union Elementary	3	The Sebastopol Education Foundation (SEF) provides successful opportunities for parents to be engaged in the district through special events.  Parent volunteers can be seen in the classroom, working with individuals and small groups, as guest speakers, and on the playground.  Site Council coordinated a Family Math night and has helped parents with education opportunities and building relationships. Bilingual office support at the elementary school has been key in engaging Spanish-speaking parents in the educational program.	Parent Involvement: Increased opportunities for parent participation are planned at the school and classroom levels, inviting participation along with bilingual support.  Offer more Parent education opportunities.  Continue the school website and e-blasts via Parent Square to share current information on school and classroom activities.
We will continue to provide educational partner input to refine strategies and to sustain or increase current enrollment through the promotion of a positive school climate. We will continue marketing efforts and strategies for implementing marketing products and activities.	The district will continue efforts to employ a bilingual support staff person at the middle school. We also use a variety of strategies employ to seek parent input in decision-making beyond formal parent groups and surveys such as teacher-parent meetings, school leader-parent meetings, or other informal conversations where leadership is learning about parent concerns/desires for underrepresented youth in your schools. The engagement of parents of English Learners will continue to be a goal.  This will also include promoting increased participation in DELAC/ELAC.	Teachers regularly send home materials for students to work on at home that support the instructional program.  Each student from 1st-8th has a Chromebook at home to assist with educational opportunities.  The district school calendar provides for scheduled parent conferences in the fall and parents can request conferences a needed. These meetings include a review of benchmark assessment data.  Bilingual and office support reiterates how parents can exercise their rights and the channels to advocate for their students.	Character Education and ACES/Resiliency training are provided to teachers and principals to further improve the school's capacity to support families. 
We administer the Youth Truth Survey (for students and parents) for parents to provide input on how we can work together and with adults at school to sustain a positive social/emotional culture in the schools and continue to work on promoting a sense of community.	The district will continue communicate in both English and Spanish through the website, ParentSquare, Aeries, etc.  We also use a variety of strategies employ to seek parent input in decision-making beyond formal parent groups and surveys such as teacher-parent meetings, school leader-parent meetings, or other informal conversations where leadership is learning about parent concerns/desires for underrepresented youth in your schools. The engagement of parents of English Learners will continue to be a goal.  This will also include promoting increased participation in DELAC/ELAC.	Teachers, principals, and office staff regularly remind parents of upcoming meetings and how to engage with advisory and support groups, such as DELAC/ELAC, Site Council, parent education, and the Sebastopol Education Foundation.  All families are frequently surveyed, in their home language, to provide input on policies, and program design as well as share their opinion.  This includes those from underrepresented groups.  The district regularly offers family engagement activities school-wide throughout the school year.	We will continue to provide educational partner input to refine strategies and to sustain or increase current enrollment through the promotion of a positive school climate. We will continue to engage families in marketing efforts and strategies for implementing engaging programming.	The district will continue efforts to employ a bilingual support staff person at the middle school. The engagement of parents of English Learners will continue to be a goal.  This will also include promoting increased participation in DELAC/ELAC.	4	3	3	3	3	3	4	3	3	3	3	3	Met		2024-06-13	2024
49709386113039	Sebastopol Independent Charter	3	The school sends a weekly newsletter to all families with information regarding school news and events. The school has improved its digital enrollment platform. The teachers engage all families in regular newsletters, communication, parent conferences and reports. The teachers share resources for parent partnership opportunities to help the students' progress. Parents are informed of their legal rights and they are encouraged to advocate for their children. We do our best to engage underrepresented families. The school uses emails, texts, and voicemail messages to communicate various information with school families.	The school uses School Wise as a communication tool to make it easier for the school to communicate with parents. We have strong attendance reporting with good communication between parents and the school regarding attendance issues. We provide lots of parent education opportunities. The faculty engaged in a process of creating and implementing guidelines for healthy communication between community members. The faculty's implementation of role modeling professional conduct is an important priority for the school. We established the values of being Safe, Responsible, and Respectful, which we have communicated many times during the school year. We also created Norms around these values which were also communicated with our school community.	Parents are engaged in many informal ways in supporting the students, such as volunteer opportunities in the classrooms and field trips. We see the parents as partners in educating the students. We have a faculty-run DEIA advisory group to educate parents on different diversity topics and parent education. We welcome and invite community members to our regular school board meetings where policies and programs are decided. We communicate outcomes of decisions, including to underrepresented families. The teachers do a fabulous job in communicating with all parents, including underrepresented families.	The faculty engaged in a process of creating and implementing guidelines for healthy communication between community members with facilitation by a professional from Restorative Resources. The faculty's implementation of role modeling professional conduct is an important priority for the school. The teachers do a good job of communicating with all parents, including underrepresented families.	We are enjoying many opportunities for parent volunteering on campus, fundraising, parent education events on campus, and many field trips.	We expect that our teachers and staff will continue to communicate with underrepresented families which have been successful in their efforts.	Parents are engaged in many informal ways in supporting the students, such as volunteer opportunities in the classrooms and field trips. We see the parents as partners in educating the students. We have had advisory groups engage parents in different topics. We welcome and invite community members to our regular school board meetings where policies and programs are decided. We communicate outcomes of decisions, including to underrepresented families.	We will make sure that our faculty and staff members update their contact lists on a regular basis to ensure that they are reaching community members in their communication with school community members when seeking input for decision-making.	We expect that our teachers and staff will continue to communicate with underrepresented families which have been successful in their efforts.	5	5	5	5	5	5	5	5	4	4	4	4	Met		2024-06-17	2024
49709530000000	Sonoma Valley Unified	3	Community and family engagement is vital for our schools and students to thrive and be successful. This year our elementary schools launched the Latino Literacy Project, a 10-week engagement session designed to provide our parents with strategies to read with students. Additionally many of the elementary schools partner with outside community agencies to provide. All schools have bilingual staff assigned in the front office to help bridge the communication with our families who speak Spanish.
To build relationships with our community, our Superintendent hosts a quarterly coffee chat and sends out a monthly newsletter to connect with our families.	Clear, ongoing communication in a manner easily to be understood by our families is an area to improve. Other areas of growth include scheduling (more) community events throughout the year as well as providing opportunities for families to volunteer. Overall, the district is committed to increasing family and community engagement and to develop a culture of collaboration with our parents/caregivers as true and authentic partners.	Sonoma Valley Unified School District will improve engagement by prioritizing an LCAP goal dedicated to family and community engagement (LCAP Goal 4). To ensure our underrepresented families are engaged, SVUSD provides translation and interpretation services; and funds bilingual community liaisons to provide support to families and their students to access their education.	The Sonoma Valley Unified School District works collaboratively with the Sonoma Valley Education Foundation (SVEF), Boys and Girls Club of Sonoma Valley (BGCSV), Creative Bridges, Mentoring Alliance, and many other community partners to enrich and support the school's programs. The district also has a partnership with the Family Resource Center located at El Verano Elementary School Parent responses to surveys range from 5-25% district-wide. Our district and schools provide a range of opportunities for parent/caregiver involvement such as Parent Connect, School Site Council, English Learning Advisory Committee, District Advisory Committee, District English Learner Advisory Committee as well as site based Literacy/Science nights, coffee chats and other activities. In the 2023-2024 school year, in partnership with SVEF, BGCSV and Mentoring Alliance, an empowerment academy was piloted to provide afterschool supports at the high school.	In addition to site family nights, SVUSD offered a number of opportunities to build partnerships with families ie Common Sense Media, viewing of the “Forget Me Not” documentary, and presentations on Opioid Prevention and Fentanyl Awareness and “Half the Story.” In collaboration with Creative Bridges, SVUSD developed a Strategic Arts Plan to develop a comprehensive K-12 plan that will leverage resources through the Prop 28 Arts and Music in Schools Grant.	SVUSD will continue to explore ways to increase and build partnerships with families. We recognize a need for improved communication and access to information. We will continue to use Parent square as a means to share information with staff and families. We are also exploring a more efficient web page in order to communicate
2024-25 Local Performance Indicator Self-Reflection for Sonoma Valley Unified School District Page 11 of 17
effectively with the community. With special and personal outreach, DELAC will continue to represent our families of Multilingual Learners to ensure our EL program meets the needs of our students learning English.	Our district provides different opportunities for educational partners to participate in district and school committees such as DAC, SSC, ELAC, DELAC, Curriculum Advisory Committee (CAC), School Consolidation Committee and other committees. Their input and feedback is vital in our district’s decision making. In developing the 2024 LCAP, there were many opportunities to provide input via surveys, engagement sessions/meetings, and public meetings.	SVUSD seeks to increase community/parent involvement in the decision-making processes. Each school site is required to identify parent/caregiver to serve on the DAC and DELAC. For site committees, such as SSC and ELAC, schools follow the established selection/voting process.	Beginning in the 2023-2024 school year we engaged with our community partners in the strategic planning process by participating in the Guiding Coalition to help shape the Portrait of a Graduate, Portrait of an Adult; and Portrait of a System. We will continue to build upon this work in 2024-2025. In examining the participation during the 2023-2024 school year, personal outreach demonstrated increased participation of underrepresented families along with
2024-25 Local Performance Indicator Self-Reflection for Sonoma Valley Unified School District Page 12 of 17
interpretation services. Another area is to engage families through a needs assessment through site engagement, ELAC and DELAC to identify areas of focus for decision making and collaboration.	4	4	3	3	3	3	4	3	3	3	3	3	Met		2024-06-20	2024
49709530105866	Woodland Star Charter	3	Local data shows that Woodland Star is effective in creating a welcome and informative environment from the office
(86.84% positive response), from teachers (86.84% positive response), and Administration (88% positive response).	Woodland Star continues to strive to increase stakeholder satisfaction regarding staff and family relationships even
with high stakeholder satisfaction. Responses from parents indicate that only 68.49% feel informed regarding the
school's governance, which we continue to address as part of our LCAP goals.	Woodland Star continues to use ELAC as a way to seek input from families. Using ELOP funds we have created a
summer school and camp to serve underrepresented families. Director and Bi-lingual office staff personally called
each family to encourage participation in the summer school. Our community is small allowing us to support families
in crisis or having financial difficulty. We also have free tutoring after school and reach out to families to encourage
participation.	The Executive Director,  Director of Student Services, Director of Intervention and the ELD teacher meet weekly to
discuss student outcomes. We know our students and continually look at their progress or lack thereof. Teachers
may speak to any of these team leads if they have concerns and we will focus on that student.	We will be adopting a new math curriculum that has teacher buy in for 2-8 as well as from special education. Having
teachers all on the same page should improve math outcomes. Teachers will also have PD in math teaching.	As we move to a new building we will be encouraging parent engagement more than ever. Teachers travel with their
class and keep parents informed. Lots of opportunity for parents to be involved in student focused activities such as
plays or presentations.	We will be forming many working groups as we move to our new facility. Parent Association reaches out to all
parents.	
Teachers are on the front line of reaching out to parents. Annual survey also helps keep us informed.	Office personal and Director available at drop off and pick up to improve the familiarity and comfort level of all
stakeholders with school personnel.       
	3	3	4	3	3	4	4	3	3	3	3	3	Met		2024-06-20	2024
49709536111678	Sonoma Charter	3	Sonoma Charter School's strength is in building relationships between school staff and families.  Our families are very involved in all aspects of school function.	The focus area for building relationships between school staff and families is to do more outreach to Hispanic and English Learner families to have their participation levels equal that of other families.	See #2.  We are working to improve engagement of under-represented families by having more bilingual employees in public facing positions, having a community liaison do active outreach to these families, and by looking at other models for ELAC meetings to encourage more attendance.	The LEA is very strong in communicating with families regarding student outcomes.  teachers communicate with all families weekly and are available for meetings, e-mails, and other communications year-round.  Teachers have parent conferences in the fall, communicate benchmark data 3 times a year along with report cards, and encourage parent involvement in all aspects of student learning.	As with the previous section, the focus area for improvement is to engage under-represented families in partnerships for student outcomes.	this is an area that the community liaison will be focusing on, with active outreach, and facilitating parent meetings regarding student outcomes.	Sonoma Charter is a small school, with 220 students, 10 regular education teachers, a special ed teacher, and a Director. In such a small environment, it is easy to get input and local data for decision-making.	Because we are so small, and our families are so busy, getting families to respond to opportunities to provide input.  However, as the majority of Board members are parents in the school, and because we have a very active parent organization, we do get input.  We just need more.	We have a new Director, and this is one of her priorities for the year.	4	4	4	4	4	4	4	4	4	4	3	3	Met		2024-06-25	2024
49709610000000	Twin Hills Union Elementary	3	Consistent Communication: The LEA prioritizes regular and transparent communication with families, ensuring that they are informed about school events, updates, and student progress. This is achieved through newsletters, emails, and various communication platforms.

Family Engagement Programs: The LEA has implemented programs designed to actively involve families in the educational process. These programs include workshops, family nights, and volunteer opportunities, which help to build a strong school community.

Parent-Teacher Partnerships: The LEA fosters strong parent-teacher relationships by encouraging regular parent-teacher conferences and creating meaningful opportunities for parents to engage with teachers. This collaborative approach supports student achievement and well-being.	Enhanced Communication Channels: The LEA aims to diversify and improve communication methods to ensure all families receive timely and accessible information. This includes leveraging new technologies and platforms to reach a wider audience.

Increased Family Participation: The LEA seeks to boost family involvement in school activities and decision-making processes. This involves creating more opportunities for families to participate in school events, committees, and volunteer programs.
	Targeted Outreach Programs: Develop and launch outreach programs to connect with underrepresented families. This includes home visits, community events, and partnerships with local organizations that serve these communities.

Multilingual Communication: Ensure all communication, including newsletters, emails, and school announcements, is available in multiple languages the families speak. Hiring bilingual staff and utilizing translation services will help bridge language barriers.

Culturally Relevant Activities: Organize school events and activities that reflect and celebrate the cultural backgrounds of underrepresented families. This approach fosters inclusivity and makes families feel valued and connected to the school community.	Parental Involvement: The LEA actively engages parents in their children’s education by providing them with tools and resources to support learning at home. Workshops, parent advisory councils, and regular communication keep parents informed and involved.

Student Support Services: The LEA has developed partnerships with mental health organizations and social services to provide comprehensive student support. These services address not only academic needs but also social and emotional well-being.

Grant and Funding Opportunities: By securing grants and additional funding through partnerships, the LEA has been able to implement innovative programs and technologies that directly benefit student learning and outcomes.

Professional Development: The LEA collaborates with educational organizations to provide ongoing professional development for teachers and staff. This ensures that educators are equipped with the latest teaching strategies and best practices to support student achievement.

	Expanded Community Engagement: The LEA aims to broaden its community engagement efforts by establishing new partnerships with diverse local organizations, businesses, and industries. 
Enhanced Communication Strategies: Improving communication channels and strategies with partners is crucial. The LEA plans to develop more systematic and consistent communication methods to ensure all stakeholders are well-informed about partnership opportunities, goals, and outcomes.
Sustained and Scalable Programs: The LEA seeks to create more sustainable and scalable programs through its partnerships. This involves developing long-term strategies and securing multi-year funding commitments to ensure the continuity and growth of successful initiatives.
Data-Driven Decision Making: The LEA intends to implement more robust systems for tracking and analyzing the impact of partnerships on student outcomes. Using data-driven insights, the LEA can better assess the effectiveness of partnerships and make informed decisions about future collaborations.
Inclusive Family and Community Involvement: To ensure the inclusion of all families and community members, the LEA plans to create more inclusive engagement opportunities. This includes reaching out to underrepresented groups and ensuring that partnership activities are accessible to all students and families.
Integration of Partner Resources: The LEA will work on better integrating partner resources into the curriculum and school activities. This means creating more structured programs that align with educational goals and seamlessly incorporate partner contributions into student learning experiences.

Professional Development in Partnership Management: Offering staff professional development on managing and maximizing partnerships will be a focus. Training staff to effectively collaborate with partners and leverage their resources will enhance the overall impact of these relationships.

Feedback and Continuous Improvement: The LEA will establish regular feedback mechanisms with partners to ensure continuous improvement. This involves creating formal processes for partners to provide input and share ideas to enhance collaboration and achieve mutual goals.


	Culturally Relevant Communication: Enhance communication by providing information in multiple languages and formats that are culturally relevant and accessible to underrepresented families. Use channels like social media, community radio, and translated materials to ensure broad reach.	Structured Feedback Mechanisms: The LEA has established formal channels for collecting input from various stakeholders, including surveys, focus groups, and suggestion boxes. These mechanisms ensure that voices from across the school community are heard and considered in decision-making processes.

Inclusive Advisory Committees: The LEA has created diverse advisory committees that include parents, teachers, students, and community members. These committees actively provide feedback and recommendations on key issues and initiatives.	Broader Stakeholder Engagement: The LEA aims to engage a more comprehensive range of stakeholders, particularly those from underrepresented groups. This includes reaching out to families, students, and community members who have historically been less involved in decision-making.

Enhanced Feedback Channels: Improving the accessibility and variety of feedback channels is a priority. The LEA plans to leverage more digital tools and platforms to collect input, making it easier for stakeholders to participate regardless of their schedules or locations.

Timely and Responsive Communication: The LEA seeks to improve the timeliness and responsiveness of its communication regarding decision-making processes. Providing quicker updates on how stakeholder input is being used and what decisions have been made can build trust and encourage more participation.	Targeted Outreach and Communication: The LEA will enhance its outreach efforts to underrepresented families by using culturally relevant communication methods and channels. This includes translating materials into multiple languages, utilizing community radio and social media platforms, and providing information in a variety of formats to ensure accessibility.

Community Liaisons: The LEA will appoint community liaisons who come from underrepresented groups to act as bridges between the LEA and these families. These liaisons will help communicate the importance of participation and support families in understanding how they can contribute.	4	4	4	3	3	4	3	3	4	3	4	3	Met		2024-06-27	2024
49709614930319	Orchard View	3	Based on the analysis of educational partner input and local data, Orchard View School (OVS) has identified several key strengths and areas of progress in fostering strong relationships between school staff and families:

Open Communication Channels: OVS has established multiple communication channels, including newsletters, emails, and a user-friendly school website, ensuring that parents and guardians are well-informed about school events, policies, and student progress.

Active Parent Involvement: The school has seen an increase in parent involvement in various school activities and decision-making processes. Regular parent-teacher conferences, volunteer opportunities, and parent advisory committees provide platforms for meaningful engagement and feedback.

Personalized Support: Staff members at OVS are committed to providing personalized support to students and their families. This includes regular check-ins, tailored communication for individual student needs, and offering resources to assist families in supporting their children's education at home.

Cultural Inclusivity: OVS emphasizes respecting and celebrating the diverse backgrounds of its students and their families. This is reflected in culturally inclusive events and curriculum content that reflects the diverse student body.

Positive School Climate: The school has made significant strides in creating a welcoming and inclusive environment. Efforts to build a positive school culture, such as school-wide events, family nights, and community-building activities, have strengthened the sense of belonging among students and their families.

Responsive Feedback Mechanisms: OVS actively seeks feedback from families through surveys and monthly Advisory meetings, using this input to make informed decisions and improvements. This responsive approach has helped build trust and foster collaborative relationships.

Overall, OVS's commitment to building strong, positive relationships between school staff and families is evident in the proactive and inclusive measures implemented. Continuous efforts to enhance these relationships remain a priority, ensuring that families feel supported, valued, and integral to the educational journey of their children.	Based on the analysis of educational partner input and local data, Orchard View School (OVS) has identified several key areas for improvement to further strengthen the relationships between school staff and families:

Increased Family Engagement Opportunities:
Expanding engagement opportunities by hosting virtual events, and workshops that accommodate working parents' schedules.
Providing varied formats for participation, such as in-person and online options, to increase accessibility.

Targeted Support for Underrepresented Families:
Increasing outreach efforts to underrepresented families to ensure they feel connected and supported.
Offering translation services and creating support groups to address specific needs and challenges faced by these families.

Feedback Loop Enhancement:
Improving the feedback loop by ensuring timely responses to family input and visibly acting on suggestions and concerns.
Regularly updating families on how their feedback is being used to make improvements, building trust and demonstrating commitment to addressing their needs.

Strengthening Community Partnerships:
Collaborating with local community organizations, businesses, and social services to provide additional support for families.
Establishing stronger partnerships to create a more integrated support network for students and their families.

Parent Education Programs:
Offering educational programs for parents on topics such as digital literacy, homework help, and understanding school curriculum.
Empowering parents to be more involved in their children's education through these workshops and resources.

By focusing on these areas, OVS aims to build stronger, more inclusive, and supportive relationships between school staff and families, ensuring a collaborative and nurturing educational environment for all students.	Based on the analysis of educational partner input and local data, Orchard View School (OVS) has identified several strategies to enhance the engagement of underrepresented families. These strategies aim to build stronger relationships and ensure these families feel supported and included in the school community:

Personalized Invitations: Sending personalized invitations to underrepresented families for school events and community gatherings to encourage their participation.

Inclusive Events and Activities: Culturally Relevant Events: Organizing events that celebrate the diverse cultures within the school community, encouraging underrepresented families to share their traditions and participate actively.

Flexible Scheduling: Offering events and meetings at various times, including evenings, to accommodate different family schedules and increase participation.

Parent Education Programs: Hosting workshops that focus on digital literacy, helping with homework, understanding the school system, and other relevant topics to empower parents to support their children's education.

Support Groups: Establishing support groups for families facing similar challenges, providing a space for sharing experiences, resources, and building a community network.

Regular Surveys and Feedback: Conducting regular surveys and feedback sessions specifically targeting underrepresented families to understand their needs and concerns better.

Community Collaborations: Partnering with local community organizations, cultural groups, and social services to provide additional resources and support for underrepresented families.

Professional Development for Staff:

Empathy and Relationship-Building: Training staff on empathy and relationship-building techniques to foster more meaningful connections with all families.

By implementing these strategies, OVS aims to create a more inclusive and supportive environment where underrepresented families feel valued, engaged, and integral to the school community.	Based on the analysis of educational partner input and local data, Orchard View School (OVS) has identified several strengths and significant progress in building partnerships that enhance student outcomes. These partnerships span various sectors, including higher education, local businesses, community organizations, and families, creating a robust support network for our students.

Strong Collaboration with Higher Education Institutions:
Santa Rosa Junior College Partnership: OVS has established a strong partnership with Santa Rosa Junior College (SRJC), providing students with opportunities to enroll in Career and Technical Education (CTE) courses. This collaboration allows students to earn college credits while still in high school, promoting academic advancement and career readiness.

CTE Foundation Funding: OVS has successfully secured partnership funding from the CTE Foundation. This funding supports the development and expansion of CTE programs, equipping students with practical skills and knowledge directly relevant to local industry needs.
Internships and Work-Based Learning: Collaborations with local businesses have facilitated internship and work-based learning opportunities for students. These experiences provide real-world applications of classroom learning, boosting students’ employability and career prospects.

Community Organization Partnerships:
Resource Integration: OVS partners with various community organizations to integrate resources and support services into the school environment. This includes mental health services, academic tutoring, and extracurricular programs that cater to students’ holistic development.

Community Events and Workshops: Regularly hosted community events and workshops foster a sense of community, allowing students, families, and local organizations to collaborate and share resources.

Family-School Partnerships: Strong relationships with families are fostered through regular communication, engagement events, and advisory committees. This collaboration ensures that families are active participants in their children’s education, contributing to a supportive and cohesive learning environment.

Through these strengths and progress areas, OVS demonstrates a commitment to building and maintaining partnerships that significantly enhance student outcomes. These collaborations provide students with a comprehensive support system, preparing them for success in both their academic and personal lives.	Based on the analysis of educational partner input and local data, Orchard View School (OVS) has identified several focus areas for improvement to further strengthen partnerships that enhance student outcomes. These areas are aimed at creating more effective, inclusive, and impactful collaborations with various stakeholders:

Improved College Transition Support: Enhancing programs that support students’ transition from high school to college, including college readiness workshops, application assistance, and mentorship programs with current college students.
Strengthening Industry Connections:

Industry Advisory Boards: Establishing or expanding industry advisory boards that include local business leaders and professionals to provide guidance on curriculum development, ensuring that CTE programs are aligned with current industry needs and trends.

Enhanced Internship Programs: Developing more robust internship and job shadowing programs that offer a wider range of opportunities for students to gain hands-on experience in their fields of interest. This includes fostering partnerships with a broader spectrum of businesses and industries.

Community Engagement Initiatives: Launching initiatives that bring community members into the school environment more frequently through volunteer programs, guest lectures, and mentorship opportunities, thereby enriching the educational experience and fostering community ties.

Parent and Family Resource Centers: Establishing resource centers within the school that provide families with access to information and services, such as educational workshops, parenting classes, and community resources, to better support their children’s education.

Culturally Responsive Engagement: Implementing culturally responsive engagement strategies that specifically address the needs and preferences of diverse families. This includes offering bilingual communication, hosting culturally relevant events, and ensuring that all families feel welcomed and valued.

Data-Driven Improvement: Creating a systematic approach to monitor and evaluate the effectiveness of partnerships, using data to inform decisions and make necessary adjustments. Regular feedback from partners and stakeholders will help ensure that collaborations are meeting the intended goals.

Transparent Reporting: Developing transparent reporting mechanisms that keep all stakeholders informed about the progress and impact of partnerships, fostering accountability and continuous improvement.

Partnership Management Training: Providing professional development opportunities for staff focused on building and managing effective partnerships. Training in areas such as communication, negotiation, and cultural competency will enhance the ability of staff to establish and maintain successful collaborations.

By focusing on these areas for improvement, OVS aims to build stronger, more impactful partnerships that enhance student outcomes.	Through increased school communication and access to student support resources, families will be provided with additional opportunities to participate in independent study.	Based on the analysis of educational partner input and local data, Orchard View School (OVS) has identified several strengths and significant progress in effectively seeking input for decision-making. These efforts ensure that the voices of all stakeholders, including students, parents, staff, and community members, are heard and considered in shaping the school’s policies, programs, and initiatives.

Regular Surveys and Feedback: OVS regularly conducts surveys and feedback sessions with students, parents, and staff to gather input on various aspects of the school’s operations and initiatives. These surveys cover a wide range of topics, including academic programs, school climate, and extracurricular activities.

Parent Advisory Board: Advisory plays a critical role in the decision-making process. These committees meet regularly to discuss school policies, review programs, and provide recommendations based on parent input.

Community Partnerships: The school collaborates with community organizations to gather broader community input and leverage local expertise in decision-making. These partnerships help ensure that the school’s decisions are aligned with community needs and priorities.

Accessible Communication Channels: The school utilizes multiple communication channels, including email and the school website, to reach a wide audience and ensure that all stakeholders have access to important information and opportunities to provide input.
Inclusive Decision-Making Processes:

Student Leadership Opportunities: OVS encourages student involvement in decision-making through student council.

Staff Collaboration: The school fosters a collaborative environment where teachers and staff are actively involved in decision-making processes. Regular staff meetings and collaborative planning sessions ensure that the insights and expertise of educators are valued and integrated.

Use of Local Data: OVS leverages local data to inform its decision-making processes. This includes analyzing student performance data, attendance records, and feedback from surveys to identify areas of improvement and develop targeted interventions.

Continuous Improvement: The school is committed to a continuous improvement cycle, regularly reviewing and assessing the effectiveness of its decisions and making adjustments based on data and stakeholder feedback.

Through these strengths and progress areas, OVS demonstrates a commitment to seeking input for decision-making in a comprehensive, inclusive, and transparent manner.	Based on the analysis of educational partner input and local data, Orchard View School (OVS) has identified several key areas for improvement to further enhance the process of seeking input for decision-making. 

Reaching Underrepresented Groups: Improving efforts to engage underrepresented groups, including non-English-speaking families and families from diverse cultural backgrounds. 

Increasing Participation Rates: Developing strategies to increase participation rates in surveys and Advisory to reach a broader audience.

Timely Feedback Reporting: Ensuring that feedback from stakeholders is not only collected but also promptly reported back to the community. Providing clear updates on how input is being used to inform decisions and what changes are being implemented as a result.

Two-Way Communication: Strengthening two-way communication channels that allow stakeholders to ask questions, seek clarifications, and receive responses in a timely manner. 

Expanding Student Leadership Programs: Creating more opportunities for student involvement in decision-making processes, such as expanding student councils, leadership committees, and forums where students can voice their opinions on school policies and programs.

Data Analytics: Using data analytics tools to better understand and segment stakeholder feedback, allowing for more targeted and effective decision-making processes.

Professional Development: Providing professional development for staff on effective stakeholder engagement techniques, including training on cultural competency, communication skills, and facilitation of inclusive discussions.

Shared Goals and Initiatives: Working with partners to align goals and initiatives, ensuring that collaborative efforts are cohesive and mutually beneficial, ultimately enhancing the impact on student outcomes.

Adapting to Changing Needs: Remaining flexible and adaptable to changing needs and circumstances, ensuring that the methods of seeking input evolve with the community’s expectations and technological advancements.

By focusing on these areas, OVS aims to create a more inclusive, responsive, and effective process for seeking input for decision-making.	Based on the analysis of educational partner input and local data, Orchard View School (OVS) has identified several strategies to enhance the engagement of underrepresented families in the decision-making process. 

Targeted Outreach Initiatives:

Cultural Liaisons: Appointing cultural liaisons or community representatives who can bridge communication gaps and facilitate better understanding between the school and underrepresented families. These liaisons can help identify specific needs and concerns of these families.

Personalized Invitations: Sending personalized invitations to underrepresented families for school events, and community gatherings to encourage their participation and make them feel valued.

Cultural Competency Training: Providing ongoing cultural competency training for staff to ensure they understand and respect the cultural backgrounds of all families, fostering more inclusive and empathetic interactions.

Culturally Inclusive Events: Hosting events that celebrate the diverse cultures within the school community, encouraging underrepresented families to share their traditions and participate actively.

Regular Surveys and Focus Groups: Conducting regular surveys and focus groups specifically targeting underrepresented families to gather their input on school policies, programs, and initiatives.

Follow-Up Communication: Ensuring timely and transparent follow-up communication with families about how their feedback is being used and what actions are being taken as a result.

Tracking Participation: Implementing systems to track the participation of underrepresented families in school events and decision-making processes, identifying gaps and areas for improvement.

Continuous Improvement: Regularly reviewing and refining engagement strategies based on feedback and data, ensuring that efforts are effective and responsive to the evolving needs of the community.

By implementing these strategies, OVS aims to create a more inclusive and participatory environment where underrepresented families feel valued and empowered to contribute to the decision-making process.	5	4	5	5	3	3	5	4	4	4	4	4	Met		2024-06-26	2024
49709614930350	Sunridge Charter	3	Based on the analysis of educational partner input and local data, SunRidge Charter School demonstrates significant strengths and progress in building relationships between school staff and families:

Engagement of Educational Partners: Regular meetings with Parent Council, Charter Council, and community members ensure diverse perspectives are considered in decision-making processes.

Surveys and Feedback Mechanisms: SunRidge conducted surveys, including the Youth Truth Parent, Staff, and Middle School surveys, with substantial participation, providing valuable feedback to guide improvements.

Community Building Events: The school resumed community-building events such as festivals, field trips, and in-person parent meetings, fostering a sense of community and strengthening relationships.

Digital Literacy and Training: All students and teachers in grades 5-8 received digital literacy training, enhancing communication and collaboration.

Professional Development: Investment in PBIS and SEL training for staff improves their ability to build positive relationships with students and families.

Social-Emotional Learning (SEL) Support: Monthly SEL activities facilitated by teachers and the school counselor promote students' social and emotional well-being.

Emergency Preparedness: All full-time staff were trained in emergency preparedness, ensuring a safe and secure environment, building trust among families.

Counseling Services: Comprehensive support services provided by the school counselor, including SEL activities and individual counseling, address students' mental wellness and support families.

Communication and Transparency: Efforts to communicate curricular expectations and student progress effectively to parents include parent-teacher conferences and new report card templates aligned with state standards.

Broad Course Access: Ensuring all students have access to a diverse range of core academic subjects and enrichment programs promotes a well-rounded education and supports student engagement and parental involvement.

These initiatives reflect SunRidge Charter School's dedication to fostering strong relationships between school staff and families. Engaging educational partners, conducting surveys, facilitating community events, providing professional development, and offering comprehensive support services collectively contribute to a supportive and collaborative school environment. The feedback and input from stakeholders have been crucial in shaping the LCAP and aligning the school's goals with the needs and priorities of the entire school community.

	Based on the analysis of educational partner input and local data, SunRidge Charter School has identified key focus areas for improvement in building relationships between school staff and families. The following strategies will guide efforts in these areas:

Strengthening Curricular Expectations:

Enhanced Communication: Implement regular informational sessions and distribute detailed guides outlining curricular goals and academic standards to ensure families are well-informed.
Parent-Teacher Collaboration: Establish quarterly curriculum nights and workshops for families to engage with educators on curriculum content and assessment methods.
Interactive Learning Platforms: Introduce digital platforms providing real-time access to student progress for families.
Improving Pupil Behavior:

Behavioral Expectations Workshops: Conduct workshops explaining school behavioral policies and positive reinforcement strategies to create a consistent behavior management approach between home and school.
Positive Behavior Support Programs: Implement school-wide PBIS that involve families in recognizing and rewarding positive behavior.
Behavioral Feedback System: Develop a system to provide regular updates to families about their child's behavior, encouraging continuous dialogue and joint problem-solving.
Promoting Regular School Attendance:

Attendance Awareness Campaigns: Launch campaigns highlighting the importance of regular school attendance and its impact on academic achievement, including informational materials and events for families.
Support Services for Attendance Barriers: Provide resources and support for families facing challenges that hinder regular attendance, such as transportation issues or health concerns.
Attendance Tracking and Incentives: Establish a robust attendance tracking system involving families, with regular reports and recognition for improved and perfect attendance records.
These targeted efforts aim to create a stronger partnership between school staff and families, enhancing curricular understanding, promoting positive student behavior, and ensuring regular attendance. By fostering open communication, mutual support, and active engagement, SunRidge Charter School is committed to building a collaborative community that supports every student's academic and personal growth .	Based on the analysis of educational partner input and local data, SunRidge Charter School has identified several strategies to improve engagement with underrepresented families, specifically those from socio-economically disadvantaged backgrounds. The following initiatives aim to foster better relationships and ensure these families are actively involved in their children's education:

Enhanced Communication:

Simplified Messaging: Provide clear and concise communication through various channels, including texts, phone calls, and printed materials, to ensure all families receive important information in an accessible format.
Flexible Event Scheduling: Schedule parent-teacher conferences, school meetings, and events at different times, including evenings, to accommodate working families.
Multilingual Support: Translate all key communications into the languages spoken by underrepresented families to ensure they understand and can participate fully.
Empowering Family Involvement:

Parent Advisory Committees: Establish committees with representation from socio-economically disadvantaged families to ensure their voices are included in school decision-making processes.
Family Welcome Partners: Implement a welcome system that connects new families with established ones to provide support, answer questions, and foster a sense of community.
Regular Feedback Collection: Conduct surveys and focus groups to gather continuous input from families, allowing the school to address their concerns and needs promptly.
Supportive Programs and Partnerships:

Parent Education and Support: Offer workshops on topics such as supporting student learning, understanding school expectations, and accessing community resources.
Local Partnerships: Strengthen partnerships with local community organizations to provide additional resources and support for underrepresented families.
Building Trust and Relationships:

Community Events and Informal Gatherings: Host regular events and gatherings to build relationships and trust with underrepresented families in a comfortable and welcoming environment.
Personalized Outreach: Make personal phone calls or home visits to engage families who are less likely to attend school events or respond to surveys.
These strategies are designed to create a supportive and inclusive environment where all families feel valued and actively engaged in their children's education. By improving communication, empowering family involvement, providing supportive programs, and building trust, SunRidge Charter School aims to strengthen the engagement of underrepresented families and enhance the overall educational experience for all students.	Based on the analysis of educational partner input and local data, SunRidge Charter School has identified several focus areas for improvement in building partnerships for student outcomes. These areas aim to enhance engagement, collaboration, and support for students' holistic development.

Enhanced Family Engagement:

Improving Communication Channels: While existing communication practices are strong, there is a need to enhance the frequency and clarity of communications. The school plans to implement more robust digital platforms, such as a dedicated school app and an updated website, to ensure families have real-time access to important information, updates, and resources.
Expanding Parent Education Programs: Additional workshops and seminars focused on Waldorf education principles, child development, and effective ways parents can support their children’s learning at home will be offered. This initiative aims to help parents feel more connected to and involved in their children's educational journey.
Strengthening Community Partnerships:

Building Local Collaborations: While the school has some partnerships with local businesses and organizations, expanding these relationships to provide more diverse learning experiences for students is a priority.
Community Resource Integration: The school will work to integrate more community resources into its programs, such as guest speakers, local artists, and environmental experts, to enhance the curriculum and provide students with real-world learning experiences.
Professional Development for Staff:

Focused Training on Family Engagement: Targeted professional development for teachers and staff on effective family engagement strategies will be provided. This includes cultural competency training and techniques for fostering stronger home-school connections.
Increasing Student Voice and Agency:

Student-Led Conferences and Projects: Introducing more opportunities for students to take the lead in their learning, such as student-led parent-teacher conferences and project-based learning presentations that involve family and community members.
Feedback Mechanisms: Implementing regular surveys and feedback sessions with students to understand their needs and interests better, ensuring that partnership initiatives align with their goals and aspirations.
Creating a Welcoming School Environment:

Inclusive School Culture: Fostering a more inclusive and welcoming school culture by celebrating diversity and promoting equity. This includes hosting multicultural events and creating spaces where all families feel valued and respected.
By focusing on these areas, SunRidge Charter School seeks to build stronger, more meaningful partnerships with families and the community. These efforts are expected to enhance student outcomes by creating a supportive, collaborative, and enriching educational environment .

	Based on the analysis of educational partner input and local data, SunRidge Charter School has identified several focus areas for improvement in building partnerships for student outcomes. These areas aim to enhance engagement, collaboration, and support for students' holistic development.

Enhanced Family Engagement:

Improving Communication Channels: While existing communication practices are strong, there is a need to enhance the frequency and clarity of communications. The school plans to implement more robust digital platforms, such as a dedicated school app and an updated website, to ensure families have real-time access to important information, updates, and resources.
Expanding Parent Education Programs: Additional workshops and seminars focused on Waldorf education principles, child development, and effective ways parents can support their children’s learning at home will be offered. This initiative aims to help parents feel more connected to and involved in their children's educational journey.
Strengthening Community Partnerships:

Building Local Collaborations: While the school has some partnerships with local businesses and organizations, expanding these relationships to provide more diverse learning experiences for students is a priority.
Community Resource Integration: The school will work to integrate more community resources into its programs, such as guest speakers, local artists, and environmental experts, to enhance the curriculum and provide students with real-world learning experiences.
Professional Development for Staff:

Focused Training on Family Engagement: Targeted professional development for teachers and staff on effective family engagement strategies will be provided. This includes cultural competency training and techniques for fostering stronger home-school connections.
Increasing Student Voice and Agency:

Student-Led Conferences and Projects: Introducing more opportunities for students to take the lead in their learning, such as student-led parent-teacher conferences and project-based learning presentations that involve family and community members.
Feedback Mechanisms: Implementing regular surveys and feedback sessions with students to understand their needs and interests better, ensuring that partnership initiatives align with their goals and aspirations.
Creating a Welcoming School Environment:

Inclusive School Culture: Fostering a more inclusive and welcoming school culture by celebrating diversity and promoting equity. This includes hosting multicultural events and creating spaces where all families feel valued and respected.
By focusing on these areas, SunRidge Charter School seeks to build stronger, more meaningful partnerships with families and the community. These efforts are expected to enhance student outcomes by creating a supportive, collaborative, and enriching educational environment .	Based on the analysis of educational partner input and local data, SunRidge Charter School has developed strategies to improve engagement with underrepresented families in building partnerships for student outcomes:

Enhanced Communication and Outreach:

Personalized Invitations: Send personalized invitations to underrepresented families for all engagement events, emphasizing their value.
Cultural Sensitivity: Ensure communications are culturally sensitive, translating materials into relevant languages and providing interpretation services.
Simplified Messaging: Use clear, concise communication through texts, phone calls, and printed materials to reach all families effectively.
Flexible Scheduling:

Flexible Event Timing: Schedule conferences, meetings, and events at various times, including evenings and weekends, to accommodate working families.
Empowering Family Involvement:

Parent Advisory Committees: Establish committees with representation from underrepresented families to include their voices in decision-making.
Regular Feedback Collection: Use surveys and focus groups to gather continuous input from these families, addressing their concerns promptly.
Supportive Programs and Partnerships:

Parent Education Workshops: Offer workshops on supporting student learning, understanding school expectations, and accessing resources, tailored to underrepresented families.
Community Partnerships: Strengthen ties with local organizations to facilitate outreach and build trust within these communities.
Building Trust and Relationships:

Community Events and Informal Gatherings: Host regular events to build relationships and trust with underrepresented families in a comfortable setting.
Inclusive School Culture:

Cultural Awareness Events: Organize events that celebrate the school community's diversity, fostering mutual understanding and appreciation.
Student Showcases: Highlight student performances and projects reflecting the cultural backgrounds of underrepresented families, promoting pride and inclusion.
These strategies aim to ensure underrepresented families feel valued, supported, and actively engaged in their children's education. By fostering a collaborative and inclusive environment, SunRidge Charter School aims to enhance student outcomes and promote lifelong learning for all students?.	Based on the analysis of educational partner input and local data, SunRidge Charter School has identified several focus areas for improvement in seeking input for decision-making. These areas aim to enhance the inclusivity, effectiveness, and responsiveness of the school’s decision-making processes.

Enhanced Communication Channels:

Utilize Multiple Platforms: Improve communication methods to ensure all educational partners, including parents, teachers, students, and community members, are informed and engaged. This involves using various platforms like newsletters, emails, and social media to disseminate information and gather feedback effectively.
Regular Updates: Increase the frequency of updates to keep stakeholders continuously informed about ongoing and upcoming initiatives.
Regular Stakeholder Meetings:

Structured Forums: Continue to offer regular stakeholder meetings to provide a structured forum for discussion. These meetings will allow educational partners to voice their opinions, share insights, and collaborate on school initiatives.
Accessibility: Ensure these meetings are accessible to all, including offering virtual attendance options to accommodate diverse schedules and needs.
Surveys and Feedback Tools:

User-Friendly Surveys: Implement regular surveys and feedback tools designed to be user-friendly and inclusive, capturing diverse viewpoints on various school policies, programs, and decisions.
Comprehensive Input: Gather comprehensive input from all educational partners to guide decision-making processes and policy adjustments.
Professional Development on Collaboration:

Effective Collaboration Training: Provide professional development for staff on effective collaboration and communication strategies. Training will focus on active listening, conflict resolution, and fostering an inclusive environment for dialogue.
Capacity Building: Build the capacity of staff to facilitate and manage participatory decision-making processes.
By focusing on these areas, SunRidge Charter School is committed to fostering a culture of collaboration and shared responsibility. These efforts will ensure that all educational partners are actively involved in shaping the future of the school, aligning with the mission to create a supportive and participatory educational community.	Based on the analysis of educational partner input and local data, SunRidge Charter School has identified several focus areas for improvement in seeking input for decision-making. These areas aim to enhance the inclusivity, effectiveness, and responsiveness of the school’s decision-making processes.

Enhanced Communication Channels:

Utilize Multiple Platforms: Improve communication methods to ensure all educational partners, including parents, teachers, students, and community members, are informed and engaged. This involves using various platforms like newsletters, emails, and social media to disseminate information and gather feedback effectively.
Regular Updates: Increase the frequency of updates to keep stakeholders continuously informed about ongoing and upcoming initiatives.
Regular Stakeholder Meetings:

Structured Forums: Continue to offer regular stakeholder meetings to provide a structured forum for discussion. These meetings will allow educational partners to voice their opinions, share insights, and collaborate on school initiatives.
Accessibility: Ensure these meetings are accessible to all, including offering virtual attendance options to accommodate diverse schedules and needs.
Surveys and Feedback Tools:

User-Friendly Surveys: Implement regular surveys and feedback tools designed to be user-friendly and inclusive, capturing diverse viewpoints on various school policies, programs, and decisions.
Comprehensive Input: Gather comprehensive input from all educational partners to guide decision-making processes and policy adjustments.
Professional Development on Collaboration:

Effective Collaboration Training: Provide professional development for staff on effective collaboration and communication strategies. Training will focus on active listening, conflict resolution, and fostering an inclusive environment for dialogue.
Capacity Building: Build the capacity of staff to facilitate and manage participatory decision-making processes.
By focusing on these areas, SunRidge Charter School is committed to fostering a culture of collaboration and shared responsibility. These efforts will ensure that all educational partners are actively involved in shaping the future of the school, aligning with the mission to create a supportive and participatory educational community?.	Based on the analysis of educational partner input and local data, SunRidge Charter School has identified several strategies to improve the engagement of underrepresented families in seeking input for decision-making:

Targeted Outreach and Communication:

Personalized Invitations: Enhance communication strategies to reach underrepresented families more effectively by sending personalized invitations to school events, meetings, and decision-making forums.
Multilingual and Culturally Relevant Communication: Utilize culturally relevant and multilingual communication channels to ensure accessibility and understanding for all families.
Parent Liaisons and Community Ambassadors:

Establishing a Network: Create a network of parent liaisons and community ambassadors who reflect the cultural and linguistic diversity of the school community. These individuals will serve as bridges between the school and underrepresented families, facilitating communication and encouraging participation.
Community Events and Informal Gatherings:

Building Relationships: Host regular community events and informal gatherings to build relationships and trust with underrepresented families. These events will provide a comfortable setting for families to share their insights and become more engaged with the school community.
By implementing these strategies, SunRidge Charter School aims to create a more inclusive and participatory environment for all families. This commitment aligns with the school's mission to foster a holistic, diverse, and supportive educational community where every family feels empowered to contribute to the decision-making process?.	4	4	4	4	3	4	4	3	3	4	3	3	Met		2024-06-27	2024
49709616052302	Twin Hills Charter Middle	3	THCMS has open communication avenues for students, staff and families. All of our teachers have Aeries, voicemail, email, and access to Parent Square. All of our students have Google accounts with email and access to their Google classroom and are trained to log into Aeries to monitor their academics. All of our families are encouraged to create accounts in Aeries. 

As a school, we also have multiple activities where families are encouraged to visit school to connect with staff (i.e. Welcome back Social, Back to School Night, Drama Events, Music Concerts, Chaperone Dances, Color Run, Olympics, etc.)	THCMS has monthly Second Cup of Coffee events to create an outlet for informal discussion regarding school. This is open to all families. We also have a Parent Advisory Committee (PAC) that meets formally every quarter to review school data and discuss needed improvements.	We continue to employ our ELD assistant to help bridge relationships with our ELD students. We also offer monthly newsletters available to be translated in many languages. We offer free snack and lunch to those families in need.	Our Youth Truth Surveys and local LCAP surveys show positive connections between staff, students, and families.	THCMS remains focused on community connections. This is seen throughout the year in a variety of modalities (written communication, on site activities, etc.)	We continue to employ our ELD assistant to help bridge relationships with our ELD students. We also offer monthly newsletters available to be translated in many languages. We offer free snack and lunch to those families in need.	THCMS has monthly Second Cup of Coffee events to create an outlet for informal discussion regarding school. This is open to all families. We also have a Parent Advisory Committee (PAC) that meets formally every quarter to review school data and discuss needed improvements.	THCMS has monthly Second Cup of Coffee events to create an outlet for informal discussion regarding school. This is open to all families. We also have a Parent Advisory Committee (PAC) that meets formally every quarter to review school data and discuss needed improvements.	We will continue to employ our ELD assistant to help bridge relationships with our ELD students. We also offer monthly newsletters available to be translated in many languages. We offer free snack and lunch to those families in need.	5	5	3	5	5	4	4	4	4	4	4	4	Met		2024-06-27	2024
49709790000000	Two Rock Union	3	The LEA maintains a strong partnership with families using messaging apps, maintaining a current website, teachers and staff frequently communiting with families in both English and Spanish, parent newsletters and surveys. 
	Creating more opportunities for parent engagement events such as fund raisers.	Continue to seek input for family needs base on surveys in both English and Spanish and engage with Spanish speaking families and offer opportunity and a greater variety of cultural events.	The current strength is offering opportunities to parents to volunteer on field trips and other educational programs outside of school and offering parent teacher conferences twice a year to discuss progress in the classroom.	Continue to seek ways to build partnerships with parents to promote literacy and math skills in the home.	Continue offer literacy nights and other opportunities to parents who speak English and Spanish in the home. Partner with the Adult Ed. School to offer classess in English for Spanish speaking families.	The LEA offers opportunities to parents to provide to the decisioin making process of the educational program. The opportunities are for those who participate on the LCAP Advisory Committee, ELAC, surveys, Board Meetings, and publice hearings.	The area of focus of improvement is to increase the number of parents attending LCAP PAC, ELAC and other parent advisory events.	The LEA will work with key community members to engage with other parents to engage in educational decision making of the school. Also, continue to work with local agencies to such as the CG Base to discuss school programs.	4	4	3	4	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
49709950000000	Waugh Elementary	3	"A significant strength of the Waugh School District is a long history of building and sustaining relationships between school staff and families. YouthTruth Survey data from 2024 indicates that 95% of families agree or strongly agree with the statement that ""teachers treat families with respect,"" and 95% of families agree or strongly agree with the statement ""I feel comfortable approaching teachers about my child's progress."""	Based on YouthTruth data from January 2024, an area for improvement in Building Relationships Between School Staff and Families is specific to parent/guardian comfortability with approaching the administration about concerns. In this area the District scored in the 58th percentile. While the score was above Sonoma County and national averages, it is certainly an area of focus for District staff in the next year.	Waugh will continue to advocate for maximum family participation in the YouthTruth survey, which achieved a 63% participation rate during the 2023/2024 school year. The District has built capacity of staff to effectively engage families in advisory groups, built capacity of engaging advisory groups in decision-making, provides all families with opportunities to provide input on policies and programs, and provides opportunities for stakeholders to collaborate at the school and district levels. The PTO is a parent driven organization which actively supports the District's music, art, library and technology programs, and also supports a number of different initiatives and programs. The District's Site Council, which includes parents, and meets regularly.  Our English Language Learner Advisory Council, or ELAC, has met throughout the year and has been a venue to engage the families of English Learners.	"Effective partnerships center on solid lines of communication. To that end, Waugh's performance on the 2024 YouthTruth Survey summary measure which ""describes the degree that there are open and effective lines of communication between families and schools"" placed the District in the 68th percentile, a 17 point increase from the previous year. 84% of respondents agree or strongly agree with the following statement, ""I receive information about what my child should learn and should be able to do."" Waugh strongly encourages volunteers in the classroom and other school functions. Waugh's Parent-Teacher conference participation rate this year was 99%."	A focus area that was identified in the YouthTruth results was related to regular feedback regarding student progress. Waugh scored in the 60th percentile. which is still above the county and national averages.	Waugh will continue to communicate regularly with all families using a myriad of methods including ParentSquare, parent-teacher conferences, and committee meetings. Waugh continues to employ an ELD Liaison to support communication between families and school sites.	"On the 2024 YouthTruth Survey, the Engagement Summary Measure which describes the degree to which families are engaged in the school and empowered to influence decision making was in the 63rd percentile, above county and national averages. Areas of strength includes 76% of respondents agreeing or strongly agreeing with the the following statement: ""I feel engaged with my school"" and 76% of respondents agreeing or strongly agreeing with the the following statement: ""Parent/family members are included in planning school activities."""	"An identified area for improvement on the YouthTruth survey was a response to the following question, ""I feel empowered to play a meaningful role in decision-making at my school,"" with 53% of respondents agreeing/strongly agreeing with the statement."	"An identified area for improvement on the YouthTruth survey was a response to the following question, ""I feel empowered to play a meaningful role in decision-making at my school,"" with 53% of respondents agreeing/strongly agreeing with the statement."	5	5	4	5	4	4	5	4	4	4	4	5	Met		2024-06-13	2024
49710010000000	West Side Union Elementary	3	We are developing the capacity of staff to build trusting and respectful relationships with families through weekly
newsletter communications, phone calls, emails, and text messages. We have parent-teacher conferences two times
per year to keep parents well informed of their student's progress and needs as well as progress reports. We hold
SST meetings when concerns arise for both academic and social-emotional needs of students. We utilize MTSS to
identify and support student needs. Additionally, we hold RFEP, IEP, and 504 meetings. 80% percent positive rate
for the “Relationships” Overall Youth Truth Category (Compared to 75% for the county)
We are creating welcoming environments for all families as demonstrated by our Youth Truth Data: 99% of families
feel “My school creates a friendly environment” (compared to 86% for the county).
We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by
Parent Teacher Conference.
We are engaging in 2-way communication between families and educators using language that is understandable
and accessible to families: hold Showcase Events and provide Interpretation and Translation Services. We have
implemented Tool Box curriculum to explicitly teach SEL skills to students. Lastly, we hold a Back to School Night
and Fair annually.	We plan to continue working on the Communication area of multiple opportunities for the LEA and school sites to
engage in 2-way communication between families and educators using language that is understandable and
accessible to families.	We provide translation services when needed in meetings with our underrepresented Spanish-speaking families. The
district will continue to survey families and students using the Youth Truth Survey as well as parent conferences, and principal chats.	We are providing professional learning and support to teachers and principals to improve a school’s capacity to
partner with families through: Professional Development Days, welcoming Schools and MTSS workshops.
We are providing families with information and resources to support student learning and development in the home
by TK/K Orientation, Online Resources, Parent Teacher Conferences, Edlio Communication Platform, parent
workshops, and Google Classroom.
89% of families feel “I receive information about what my child should learn and be able to do.” (compared to 81% for
the county)
We are Implementing policies or programs for teachers to meet with families and students to discuss student
progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences. 83% of
families feel “I receive regular feedback about my child’s progress” (compared to 72% for the county); 84% of
families feel “Teachers clearly communicate expectations for my child's progress.” (compared to 78% for
We are supporting families to understand and exercise their legal rights and advocate for their own students and all
students by Handbook, Annual Notifications, ELAC, and IEP/504 meetings.	"The focus area of this section is "" Implementing policies or programs for teachers to meet with families and students
to discuss student progress and ways to work together to support improved student outcomes."""	"Personal phone calls are made to reach our underrepresented families who are mostly our Spanish speaking
parents. Area of focus is to recruit and hire more bilingual staff whenever possible. Weekly newsletter, monthly virtual
""town hall"" meetings, and text messaging to all parents. We hired one more bilingual staff member this year who
reaches out to our Spanish speaking families and communications are always sent out in both English and Spanish.
The district will continue to survey families and students using the Youth Truth Survey as well as conduct DELAC
meetings, parent conferences, and principal chats."	We seek input from all stakeholders through our monthly Board meetings, monthly principal chats, surveys, Site
Council meetings, LCAP Process, and our weekly Faculty meetings. Input is also gathered through emails and
surveys to all staff and all families (in both English and Spanish). Parents coordinate an education foundation that
supports the school's enrichment program. The foundation meets monthly and provides input and funding for the
enrichment programs each year. Parents in the whole community make recommendations on which enrichment
activities to offer and, if those program are viable to implement at school, the administrator requests funding from the
education foundation.
99% of families feel “Families and teachers care about each other.” (compared to 89% for the county)
76% of families feel “I feel represented by parent/family groups (i.e. Parent-Teacher Association) at my school.”
(compared to 67% for the county)
72% of families feel “I feel empowered to play a meaningful role in decision-making at my school.” (compared to 58%
for the county)	"The following is the focus area for this section ""Building the capacity of and supporting family members to effectively
engage in advisory groups and decision-making. """	"Personal phone calls are made to reach our underrepresented families who are mostly our Spanish speaking
parents. Area of focus is to recruit and hire more bilingual staff whenever possible. Weekly newsletter, monthly virtual
""town hall"" meetings, and text messaging to all parents. We hired one more bilingual staff member this year who
reaches out to our Spanish speaking families and communications are always sent out in both English and Spanish.
The district will continue to survey families and students using the Youth Truth Survey as well as conduct DELAC
meetings, parent conferences, and principal chats. Our LCAP Action 2.4 details they ways we will support family
engagement:
LCAP Action 2.4: Family and Community Engagement
• Events: Hold school orientations and engagement events (i.e., Back to School Fair, Harvest Festival,
parent conferences, awards and promotion ceremonies, Spring Open House, Dia de los Muertos, Dia del
nino, Spring Music Concert, Cake Walk Fundraiser, Curriculum Night, Community Potluck, Jog-a-thon)
• Local Events: Continued participation in local events (i.e., Healdsburg Parade, Young Authors Writing
Contest, County Spelling Bee)
• Volunteer Opportunities: Continue to foster volunteer opportunities on campus
• Surveys: Conduct district wide climate surveys, Outreach to parents to increase Youth Truth parent input
• Foundation: Continue to partner with Felta Education Foundation (FEF)
• Communication: Send a regular, weekly newsletter, or other communication, to all families,
• Conferences: 2nd week of conferences in March for struggling students (""at risk academically"")"	5	4	5	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
49710190000000	Wilmar Union Elementary	3	"In January 2024, family members at Wilson School were surveyed (YouthTruth) about their perceptions across various aspects such as Engagement, Relationships, Culture, School Safety, Resources, and Communication and Feedback. This report compares Wilson School family members' ratings with those from 579 other elementary schools nationwide.

Wilson School's strengths in building relationships between school staff and families are highlighted by high ratings in the Relationships and Engagement themes. The question ""Administrators treat families with respect"" received the highest ratings, demonstrating the school's success in fostering positive relationships. This positive feedback is supported by efforts like bi-monthly newsletters from the principal and weekly newsletters from classroom teachers, which keep families informed and engaged. Events like Passport Day, Back to School Night, Open House, and Parent-Teacher conferences also enhance parent-teacher collaboration and involvement.

Despite these strengths, there are areas for improvement. The lowest-rated themes were Communication & Feedback and School Safety, with a particular concern being the lack of regular feedback about children's progress. The school has addressed this by providing biannual report cards and individual STAR reports, offering detailed insights into students' progress toward grade-level standards.

Additionally, the school's Foundation (formerly PTA) organizes community events like the Walk-A-Thon, Parent Coffee gatherings, Harvest Festival, and yearly Gala fundraisers, further enriching the school's community engagement initiatives. This comprehensive approach to fostering relationships and engagement reflects the school's commitment to building strong connections with families."	Based on educational partner input and local data analysis, the LEA's focus area for improvement is to enhance parent understanding of state standards, their child's progress toward meeting those standards, and how they can help their child achieve mastery.

The January 2024 survey of Wilson School family members revealed that while the school excels in Relationships and Engagement, the lowest-rated themes were Communication & Feedback and School Safety. Families expressed a need for more regular feedback about their child's progress, indicating a need for better communication regarding academic standards and student performance.

To address this, Wilson School is focusing on enhancing communication efforts. Current initiatives include bi-monthly newsletters from the principal, and weekly newsletters from classroom teachers. Additionally, the school provides biannual report cards and individual STAR reports to give families detailed insights into their child's progress toward grade-level standards.

The school also fosters community connections through events like Passport Day, Back to School Night, Open House, and Parent-Teacher conferences. The PTA hosts community events such as the Walk-A-Thon, Parent Coffee gatherings, Harvest Festival, and yearly Gala fundraisers, further enriching the school's community engagement initiatives.

By continuing to build parent understanding of state standards, their child's progress toward meeting those standards, and ways they can support their child's academic achievement, Wilson School aims to improve the critical areas of Communication & Feedback and overall family engagement.	"Wilmar Union School District, a single school district known for its strong, supportive community, is committed to improving engagement with underrepresented families, especially those identified during the self-reflection process. The district encourages family participation through volunteering during the school day, involvement on district committees, and active engagement with the Catalyst Foundation, (formerly PTA).

To specifically enhance engagement with English Learner (EL) families, the district has implemented several strategies:

Bilingual Staff: During hiring, the district prioritizes candidates who are bilingual to better support and communicate with EL families.
Translation: All pertinent information sent home is provided in English/Spanish. Additionally, Wilson School uses ""Language Line"", an on-demand interpretation and translation service in multiple languages. This service is available to all staff. 
Community Engagement Liaison: The district employs a community engagement liaison dedicated to supporting EL families with school-related concerns and engaging them in their children's academic success and overall school involvement.
Additionally, all parents are encouraged to complete the YouthTruth yearly survey, which provides valuable feedback on the school’s performance and areas for improvement. By actively seeking input and promoting inclusive practices, Wilmar Union School District aims to foster stronger relationships between school staff and all families, ensuring that underrepresented families feel supported and engaged in the school community."	Wilson School values community strength and prioritizes effective communication and collaboration between parents and teachers. Key aspects of our approach include:

Parent-Teacher Conferences: We hold two formal conference periods each school year, offering structured opportunities for in-depth discussions about student progress and goals. Additionally, teachers are available for conferences with parents as needed throughout the year.
Student Study Team Meetings: Parents and teachers can request meetings to address specific student needs and develop personalized support plans.
Regular Communication: Teachers maintain consistent communication with families, keeping them informed about curriculum, student performance, and upcoming events to ensure a collaborative learning environment.
EL Coordinator and Community Liaison Support: Our EL Coordinator and Community Liaison provide interpretation services at parent conferences, ensuring that language barriers do not hinder effective communication.
These initiatives reflect our commitment to fostering strong partnerships between home and school, ultimately supporting the academic success and well-being of every student at Wilson School.	"The District aims to enhance family engagement by educating families about their crucial role in their child's education. To achieve this, we plan to implement ""I Can"" forms, which outline essential standards to help parents and guardians understand their child's current learning progress and how they can actively support it.

Additionally, the District is committed to conducting equity audits across all facets of our programs at Wilson School. These audits will ensure that all students and families have equitable access to the various opportunities and resources available within our school community.

By focusing on family engagement and equity, the District aims to strengthen partnerships with families and promote a more inclusive and supportive learning environment for every student. This approach reflects the District’s dedication to building effective partnerships that contribute to positive student outcomes."	The LEA aims to proactively engage non-English speaking families and extend an invitation for them to participate in discussions about their child's educational journey. This effort is part of a broader strategy to improve engagement with underrepresented families identified during the self-reflection process.

By prioritizing communication and inclusion, the LEA will focus on ensuring that non-English speaking families feel welcomed and empowered to contribute to their child's educational outcomes. This approach involves:

Targeted Communication: Developing multilingual resources and communication channels to reach non-English speaking families effectively.
Inclusive Meetings: Hosting meetings and discussions in multiple languages or providing translation services to ensure that all families can participate fully.
Community Outreach: Engaging community liaisons to build trust and facilitate connections between the school and non-English speaking families.
Through these measures, the LEA seeks to build stronger partnerships with underrepresented families, fostering a supportive environment where all students can thrive.	Wilson School boasts an engaged parent leadership team through the Catalyst Foundation (formerly PTA) that encourages parent involvement in school activities and initiatives. The School Site Council convenes regularly, serving as the advisory body for crucial plans such as the Local Control Accountability Plan (LCAP) and other state-mandated programs.

Significant strides were made in involving more educational partners in decision-making processes. Wilson School hosted a Community Feedback Event, welcoming participation from all educational partners. During this event, partners provided valuable feedback on various goals, including Wellness, Safety, and the LCAP. The feedback received was pertinent and thoughtful, fortifying the school's overarching goals. 
Wilson School hosts parent focus group events, thoughtfully inviting participants to reflect each subgroup represented at the school. Topics at these events are reflective of school needs and changes necessary to strengthen our academic programs.	An area of focus for improvement is actively recruiting more parents, including those from the EL community, to serve on the School Site Council. Historically, there has not been sufficient representation from these groups. Ensuring diverse voices and perspectives are included in decision-making processes is essential for moving forward.	With intentionality, the LEA will actively seek out and encourage underrepresented families to take part in decision-making opportunities. This effort aims to address gaps identified during the self-reflection process and ensure that all voices, especially those from underrepresented communities, are heard and considered.

School personnel will implement targeted strategies to engage these families, such as:

Personal Outreach: Directly contacting underrepresented families to invite them to participate in school councils, committees, and other decision-making bodies.
Support and Resources: Providing necessary resources, such as translation services and flexible meeting times, to make participation more accessible for all families.
Community Events: Organizing events and forums specifically designed to gather input from underrepresented families, creating a welcoming environment for their participation.
By taking these steps, the LEA aims to foster a more inclusive and representative decision-making process that reflects the diverse needs and perspectives of the entire school community.	5	5	4	4	5	4	4	4	5	4	4	4	Met		2024-06-24	2024
49710350000000	Wright Elementary	3	Wright Charter School embraces and celebrates its diversity and focuses heavily upon equity and
inclusion. The District uses ParentSquare as its communication platform. ParentSquare translates English into all
languages represented in our District. Spanish is the most common language spoken by families. Full-time Bilingual
Community Liaisons and Spanish speaking personnel are employed at all three school sites as well as the district
office to assist with bridging the communication gap between English only speaking staff and Spanish only speaking
families. Schools host well attended culture events that highlight and honor the culture, race, and ethnicity
represented by staff, families, and the larger community. Staff worked to create a digital resource page on the district
and site websites for staff and families. The resources include but are not limited to food, housing, medical, dental,
and mental health, tax assistance, counseling, recreation, adult education, preschool, and before and after school
care.	The school is focusing on improving family connections to its schools. One of the ways we intend to address this is through helping students feel more of a positive connection and sense of belonging to their school.	The school is engaging in reflection and continuous improvement regarding the engagement of its underrepresented families through regular consultation with the San Francisco Coalition for Effective Small Schools.	Wright Charter School participates annually in the YouthTruth Survey. A strength of our families continue
to report is that they regularly receive feedback about their child’s progress, they receive info about what their child
should learn and be able to do, and
teachers clearly communicate expectations for their child’s progress. A growing number of participating families also
report that they feel engaged in their school and empowered to influence decison-making.	Growing the participation of parents as educational partners is an area of focus for improvement.	The district is focusing on interviewing underrepresented families to better understand their current experience and learn more about what they need from their schools to build better partnerships for student outcomes.	ELAC is strong. Families who attend are vocal and eager to provide their input for decision-making.	School site council is challenged with recruiting parents. This is an area for focus and improvement.	Staff plan to conduct empathy interviews with underrepresented families to better understand their current experience and what they need from their schools and the district.	3	4	3	5	3	4	5	4	3	3	4	4	Met		2024-06-27	2024
49710356052377	Wright Charter	3	Wright Charter School embraces and celebrates its diversity and focuses heavily upon equity and inclusion. The school uses ParentSquare as its communication platform. ParentSquare translates English into all languages represented in our school. Spanish is the most common language spoken by families. Full-time Bilingual Community Liaisons and Spanish speaking personnel are employed at the school sites as well as the district office to assist with bridging the communication gap between English only speaking staff and Spanish only speaking families. School hosts well attended culture events that highlight and honor the culture, race, and ethnicity represented by staff, families, and the larger community. Staff worked to create a digital resource page on the district and site website for staff and families. The resources include but are not limited to food, housing, medical, dental, and mental health, tax assistance, counseling, recreation, adult education, preschool, and before and after school care.	The school is focusing on improving family connections. One of the ways we intend to address this is through helping students feel more of a positive connection and sense of belonging to their school.	The school is engaging in reflection and continuous improvement regarding the engagement of its underrepresented families through regular consultation with the San Francisco Coalition for Effective Small Schools.	Wright Charter School participates annually in the YouthTruth Survey. A strength our families continue to report is that they regularly receive feedback about their child’s progress, they receive info about what their child should learn and be able to do, and  
teachers clearly communicate expectations for their child’s progress. A growing number of participating families also report that they feel engaged in their school and empowered to influence decision-making.	Growing the participation of parents as educational partners is an area of focus for improvement.	The school is focusing on interviewing underrepresented families to better understand their current experience and learn more about what they need from their school to build better partnerships for student outcomes.	ELAC is strong. Families who attend are vocal and eager to provide their input for decision-making.	School site council is challenged with recruiting parents. This is an area for focus and improvement.	Staff plan to conduct empathy interviews with underrepresented families to better understand their current experience and what they need from their school.	3	4	3	5	3	4	5	4	3	3	4	4	Met		2024-06-27	2024
49738820000000	Cotati-Rohnert Park Unified	3	Based on the analysis of educational partner input and local data, Cotati-Rohnert Park Unified School District (CRPUSD) is currently in the initial implementation phase of building and improving relationships between school staff and families. We will be implementing consistent parental engagement through parent education nights next school year in response to feedback from our educational partners, who have expressed a strong desire for structured meetings engaging student families while providing consistency throughout the district using ParentSquare, a communication tool, offered in multiple home languages which meets the needs of all educational partners. Additionally, there is a clear demand for engaging student families and educators more in order to collaboratively discuss individual student progress. This input highlights our progress in recognizing and addressing the needs of our community to strengthen these crucial relationships.	Based on the analysis of educational partner input and local data, CRPUSD focus areas for improvement in building relationships between school staff  and families to include offering more parent nights, events, and educational opportunities. The district  aims to provide access to site resources such as media centers and libraries. Additionally, CRPUSD seeks to create more opportunities for family input in areas such as the Local Control Accountability Plan (LCAP), Parent Teacher Association (PTA), School Site Council (SSC), the creation of site plans, site English Learner Advisory Committees, and districtwide District English Learner Advisory Committee (DELAC) meetings. Furthermore, we plan to offer annual conference opportunities between families and teachers to foster better communication and collaboration.	Based on the analysis of educational partner input and local data, CRPUSD will improve the engagement of underrepresented families identified during the self-reflection process by offering several opportunities for engagement and learning in multiple languages. CRPUSD will utilize community liaisons to make contact with educational partners, build relationships with families, and connect those in need with necessary resources. Additionally, the district's student information system, PowerSchool, will allow families to monitor their students' attendance, stay current with their students' academic growth, and they will be able to continuously review their students' progress towards promotion or graduation, ensuring all educational partners remain informed and involved in their students' education.	Based on the analysis of educational partner input and local data, CRPUSD's current strengths and progress in building partnerships for student outcomes include the provision of accessible report cards through the PowerSchool portal, which keep families informed about their children's academic performance. The district conducts Student Success Team (SST) meetings with families to collaboratively address student needs, and they ensure compliance with mandated Individualized Education Program (IEP) meetings to support students with special needs. Additionally, we maintain clear communication with parents regarding state-mandated testing results, fostering transparency and partnership in monitoring student progress. These efforts highlight other district's commitment to engaging families and supporting student achievement through effective collaboration and communication.	Based on the analysis of educational partner input and local data, CRPUSD's focus areas for improvement in building partnerships for student outcomes include organizing parent nights to explain the meanings of STAR local assessment scores and state-mandated test results. The district will also offer parent training sessions on how to access and understand their students' academic growth data. Additionally, the district aims to increase participation rates in parent surveys to gather more comprehensive feedback and better address the needs and concerns of all educational partners. These initiatives will enhance parental engagement and collaboration, ultimately supporting student success and building partnerships for student outcomes.	Based on the analysis of educational partner input and local data, CRPUSD will improve the engagement of underrepresented families identified during the self-reflection process by implementing various strategies. This includes providing learning opportunities in multiple home languages to ensure accessibility for all families. Additionally, CRPUSD will offer state testing results in multiple languages, enabling families to understand and participate fully in their child's academic journey. Moreover, CRPUSD will provide opportunities to access resources that address the diverse needs of families, ensuring that support extends beyond the classroom. Community liaisons will work closely with families to increase student attendance, fostering a collaborative approach to improving educational outcomes. Furthermore, the district will offer transportation opportunities for homeless students, removing barriers to school participation and promoting inclusivity within the community. These initiatives underscore the districts commitment to building partnerships that prioritize the success of all students.	Based on the analysis of educational partner input and local data, CRPUSD demonstrates robust strengths and notable progress in seeking input for decision-making. This is evident through established platforms such as DELAC and ELAC meetings, which provide avenues for engaging diverse educational partners in discussions about English Learner programs. Moreover, educational partners are actively involved in shaping initiatives like the Community Schools Grant, demonstrating a commitment to collaborative decision-making. The districts inclusion of educational partners in hiring processes and interview panels further enhances transparency and ensures diverse perspectives are considered. Additionally, the presence of community liaisons and access to resources like community health centers contribute to holistic decision-making that prioritizes the well-being of students and families. The utilization of statewide and local surveys, alongside with the use of ParentSquare for parent communications offered in multiple languages, underscores CRPUSD's dedication to inclusivity and responsiveness to community feedback in shaping decisions that impact student success.	Based on the analysis of educational partner input and local data, CRPUSD's focus areas for improvement in seeking input for decision-making revolve around enhancing engagement with parents, families, and community partners within the district. This entails strengthening educational partner education, communication, and collaboration efforts to promote student success through robust family involvement and support networks. Additionally, there is a need to increase ease of contact and ensure the implementation of effective communications, in multiple languages, to facilitate meaningful dialogue and input from educational partners. By addressing these areas, the district aims to foster a more inclusive decision-making process that reflects the diverse perspectives and priorities of the community, ultimately enhancing outcomes for all students.	Based on the analysis of educational partner input and local data, CRPUSD will enhance the engagement of underrepresented families identified during the self-reflection process in seeking input for decision-making through targeted strategies. Firstly, there will be a focus on increasing the capacity of Community Liaisons, empowering them to serve as effective bridges between the district and underrepresented communities. Additionally, efforts will be made to boost participation in key forums such as ELAC, DELAC, and site-based meetings, providing opportunities for these families to voice their perspectives and concerns. Furthermore, initiatives will be implemented to increase participation in surveys, ensuring that the voices of underrepresented families are heard and considered in decision-making processes. Through these concerted efforts, the district aims to foster a more inclusive and representative approach to seeking input and shaping decisions that impact student success.	3	3	2	3	3	2	2	2	2	2	3	3	Met		2024-06-18	2024
49738820123786	Credo High	3	Credo’s enrollment process is the foundation of building relationships between school staff and families. An Open House in the fall for prospective families provides an overview of the school and includes “mini lessons” whereby families have the opportunity to meet and experience sample lessons by our teachers. Shadow days for students are paired with school tours and another information session for parents. The enrollment director is making personal contact with each prospective student and their families. In the spring, Credo hosts a freshman orientation that introduces families to key staff members and the school’s key programs and practices. 
Credo hosts a Fall Open House for parents to meet their teen's teachers and learn more about their classes. 
Credo has implemented the use of Parent Square as a primary communication tool. Parent Square provides translations for non-English speaking families.
 In the 22/23 school year two Town Hall meetings were held to engage families in key decisions for the school. In the 2024/25 school year these Town Hall meetings will be reconstructed as a Parent Advisory Group and meet monthly.
	The 2024 Youth Truth Data shows that the school’s lowest rated themes among families are engagement and communication and feedback. The school will be implementing a Parent Advisory Group in the fall of 2024 which will convene monthly. 
The school’s Executive Director will be responsible for parent engagement and hosting parent evenings at each grade level to provide more direct communication and understanding of the educational program. 
	As we implement the Parent Advisory Group particular attention will be given to outreach to families from underrepresented groups. Credo’s population of Hispanic families is growing and focused attention on families of English Learners and Reclassified Fully English Proficient students is a priority. Resources for translation services is built into the budget. 
	The highest rated theme on the Family Youth Truth Survey is “Resources” and the highest rated question was “My school sets high expectations for students’. Credo has two full time school counselors serving 450 students which means each counselor is supporting approximately 225 students. Counselors track academic standing across each term and implement appropriate interventions according to the school’s identified Multi-tiered Systems of Support.
In addition to the school counselors, there is a full time college counselor and a full time MFT counselor. The robust counseling team serves students across all layers of a multi-tiered system of support. 
	Credo has identified a WASC goal of increasing data-based practices within subject area departments and school wide. Beginning in the 24/25 school year two administrators and five department chairs will participate in a three year training program, the “California Principal’s Support Network” with a focus on bundling culture, equity, and effective systems of support through high functioning PLCs.
	According to the 2024 Family Youth Truth Data, the lowest rated theme of the survey is Engagement and within that section the lowest rated question is: “I feel represented by parent/family groups ”. An identified priority is increasing effective communication between the school and non-English speaking families. In the development of a Parent Advisory Committee, particular attention will be paid to including LatinX families in the group and providing translation services for meetings and written communications.
	Credo solicits input from families, faculty, and staff annually via surveys. According to the most recent survey in January 2023, responding families rated Credo with a score of 3.25 for actively seeking parent feedback in decision-making. That feedback is then incorporated into ongoing cycles of improvement. During the last three to five years of crisis management, Credo has hosted Virtual Town Halls to provide important information and rationales for key decisions and to provide opportunities for families to provide input.	According to the 2024 Family Youth Truth Data, the lowest rated theme of the survey is Engagement and within that section the lowest rated question is: “I feel represented by parent/family groups ”. An identified priority is increasing effective communication between the school and non-English speaking families. In the development of a Parent Advisory Committee, particular attention will be paid to including LatinX families in the group and providing translation services for meetings and written communications.
	According to the 2024 Family Youth Truth Data, the lowest rated theme of the survey is Engagement and within that section the lowest rated question is: “I feel represented by parent/family groups ”. An identified priority is increasing effective communication between the school and non-English speaking families. In the development of a Parent Advisory Committee, particular attention will be paid to including LatinX families in the group and providing translation services for meetings and written communications. The Credo Administration will build relationships with constituent members and, on a monthly basis, provide meaningful updates and opportunities for input. 
	4	4	3	3	3	3	3	3	3	3	2	3	Met		2024-06-11	2024
49753580000000	Windsor Unified	3	Based on the analysis of educational partner input and local data, including the YouthTruth Survey and the Employee Engagement Survey, Windsor Unified School District has made significant strides in fostering strong relationships between school staff and families. Our current strengths are reflected in consistent feedback from parents, students, and community members, highlighting our schools' welcoming and inclusive environment. Regular communication channels, such as newsletters, parent-teacher conferences, and community events, have kept families informed and engaged in their children’s education.

One key area of progress is the implementation of the Family Engagement Committee, which brings together parents, teachers, and administrators to address concerns and celebrate successes collaboratively. This initiative has improved transparency and empowered parents to participate actively in decision-making. 

Additionally, our district has focused on enhancing social and emotional support by implementing comprehensive social/emotional programs. A highlight of these efforts is the development of our Wellness Center located at Windsor High School. This center provides a dedicated space for students to access mental health resources, counseling services, and wellness activities. The Wellness Center has become a cornerstone of our commitment to student well-being, offering support that addresses the diverse needs of our student body.

The YouthTruth Survey has been instrumental in gathering feedback from students, staff, and families, providing valuable insights into our district’s strengths and areas for improvement. The Employee Engagement Survey has further contributed to our understanding by collecting staff feedback regarding our administrators' effectiveness. These surveys have guided our efforts to build stronger relationships and improve the school climate.

Overall, Windsor Unified School District is proud of the progress made in building strong, supportive relationships between school staff and families. We remain committed to continuous improvement, guided by feedback from our educational partners and local data.	One area for improvement is enhancing communication channels to ensure that information is accessible and comprehensible to all families, regardless of their primary language or technological proficiency. Feedback from the YouthTruth Survey highlighted that some families feel disconnected due to language barriers or lack of access to digital platforms. To address this, we are committed to expanding our multilingual resources and offering more diverse methods of communication, such as printed materials, phone calls, and in-person meetings.

Another focus area is increasing the engagement of historically underrepresented families in school activities and decision-making processes. While overall participation has improved, certain groups, such as families from low-income backgrounds or those with limited English proficiency, are still less involved. To improve inclusivity, we plan to implement targeted outreach programs and offer flexible meeting times and locations to accommodate different schedules and transportation needs.

Additionally, the Employee Engagement Survey feedback suggests a need for more professional development opportunities focused on family engagement strategies for school staff. Providing teachers and administrators with the tools and training to communicate and collaborate with families effectively is essential. We aim to develop a series of workshops and training sessions to enhance staff skills in this area, ensuring that all interactions with families are positive, productive, and culturally responsive.	We will establish targeted outreach initiatives to better connect with families from low-income backgrounds and those with limited English proficiency. This includes creating a dedicated team of bilingual family liaisons to facilitate communication and provide personalized support. These liaisons will actively reach out to families through home visits, phone calls, and community events to build trust and ensure their voices are heard.

We plan to expand our multilingual resources to ensure all communications are accessible. This includes translating newsletters, important announcements, and school forms into multiple languages. We will also develop a user-friendly website and mobile app with translation features to make information accessible to all families. Additionally, we will host workshops and informational sessions in various languages to provide direct support and address any questions or concerns.

Furthermore, we will offer flexible meeting times and locations to accommodate the diverse schedules of underrepresented families. Providing childcare and transportation options will also help make it easier for families to attend school meetings and events.

To empower underrepresented families to participate in school decision-making processes actively, we will create advisory committees that include representatives from these communities. These committees will work closely with school administrators to ensure that the needs and perspectives of all families are considered in school policies and programs.

Additionally, professional development for school staff will be a priority. We will provide training on cultural competence and effective family engagement strategies, ensuring teachers and administrators can build positive relationships with all families. We aim to create a sense of belonging for every family by fostering an inclusive and respectful school environment.	One of our strengths lies in the strong relationships we have cultivated with local community organizations. We have provided students various resources and enrichment opportunities through partnerships with nonprofit organizations, health services, and cultural institutions. For example, our collaboration with local tribes has enabled us to integrate new curricula into our Elementary and Secondary social studies courses that more accurately reflect the experiences of the indigenous people from our area. 

Additionally, our district has made notable progress in engaging parents as active partners in their children's education. Establishing the Parent Advisory Council has been instrumental in facilitating meaningful parent involvement. This council provides a platform for parents to voice their opinions, contribute to decision-making processes, and collaborate on initiatives to improve student outcomes. Feedback from the YouthTruth Survey indicates high satisfaction with these efforts, with many parents feeling more connected and valued as partners in their children's education.

Windsor Unified School District has successfully engaged local businesses in its efforts to enhance student learning and career readiness. Partnerships with local industries have led to the development of internship programs, job shadowing opportunities, and career fairs, which provide students with valuable real-world experiences and insights into various career paths. These initiatives have been particularly impactful in preparing high school students for post-secondary success.

A significant highlight of our efforts to build partnerships for student outcomes is the inclusion of two student Board Members on our Board of Trustees. These student representatives have played a vital role in ensuring student voices are heard at the highest level of district governance. By conducting Empathy Interviews at all school sites, the student Board Members gathered valuable insights and reported their findings at public board meetings. This process has provided the Board with a direct understanding of student needs and perspectives, leading to more informed and responsive decision-making.

Our district has also focused on strengthening partnerships with higher education institutions. Collaborations with nearby colleges and universities have resulted in dual-enrollment programs.	Based on the analysis of educational partner input and local data, including insights from the YouthTruth Survey and the Employee Engagement Survey, Windsor Unified School District has identified several key focus areas for improvement in building partnerships to enhance student outcomes.

One area for improvement is strengthening our collaboration with local community service organizations. While we have established some partnerships, feedback indicates the potential for deeper engagement and more integrated services. We aim to create more comprehensive support systems by working closely with these organizations to address food insecurity, housing instability, and mental health services. By aligning our efforts, we can provide more holistic support to students and their families.

Another focus area is enhancing the professional development opportunities available through our partnerships. While we have some collaborations with local businesses and higher education institutions, we need to ensure that these partnerships translate into tangible professional growth for students and staff. This includes developing more robust mentorship programs, offering internships that provide real-world experience, and creating pathways for ongoing professional learning for educators.

Additionally, we recognize the need to improve our engagement with technology companies and STEM-related organizations. As the demand for science, technology, engineering, and mathematics skills continues to grow, it is crucial to provide our students with exposure to these fields. We plan to seek partnerships to offer better coding workshops, robotics clubs, and technology internships to prepare our students for the future job market.

Furthermore, we aim to increase parental involvement in our partnership initiatives. Data suggests that many parents are supportive but often lack the information or resources to engage fully. To address this, we will develop targeted communication strategies and workshops to educate parents about the available opportunities and how they can support their children’s participation. Creating a more welcoming and accessible parent-involvement environment will help strengthen these partnerships.

Lastly, we seek to enhance our cultural competence and inclusivity within our partnership programs. This involves ensuring that our partnerships reflect and celebrate the diversity of our student body. We will work to create partnerships with cultural organizations and community leaders to provide culturally relevant and inclusive programs. By doing so, we can ensure that all students feel represented and valued in our partnership efforts.	To ensure information about partnership opportunities reaches all families, we will translate communication materials into multiple languages and utilize various platforms such as social media, text messages, and community bulletin boards. Informational sessions will be held in various languages to ensure clarity and understanding of available resources and opportunities.

Dedicated family liaison positions will be established to support underrepresented families. Acting as bridges between the school and the families, these liaisons will provide personalized support and guidance through home visits, regular office hours at community centers, and assistance with questions or concerns regarding partnership programs.

Collaborations with local community organizations that have established trust with underrepresented families will be developed. We can better connect with and support our families by leveraging the expertise and networks of cultural associations, religious institutions, and nonprofit organizations.

Flexible opportunities for family engagement will be created, recognizing the diverse work schedules of underrepresented families. Events will be offered at various times, including evenings and weekends, with childcare and transportation services provided to reduce participation barriers.

Regular feedback mechanisms will be implemented to ensure the voices of underrepresented families are heard and valued. Surveys, focus groups, and town hall meetings will be conducted, and the feedback gathered will be used to continuously improve partnership initiatives, making them more inclusive and responsive to the needs of all families.

Staff will be offered professional development to enhance cultural competence and effectively engage underrepresented families. Training will cover cultural sensitivity, communication strategies, and building trust with diverse communities, creating a more welcoming and supportive environment for all families.	1. Based on the analysis of educational partner input and local data, briefly describe the LEA’s current strengths and progress in Seeking Input for Decision-Making.*
A significant strength is the implementation of the YouthTruth Survey, which gathers feedback from students, staff, and families. This survey has been instrumental in providing valuable insights into the needs and experiences of our school community. The data collected helps inform our decisions and ensures that our strategies are aligned with the expectations and requirements of those we serve.

The district has also made significant strides in involving parents and community members by establishing advisory committees and councils. The Parent Advisory Council and the Community Advisory Committee meet regularly to discuss key issues and provide input on district policies and initiatives. These groups have become vital in ensuring that the voices of parents and community members are heard and considered in the decision-making process.

Moreover, we have introduced Empathy Interviews conducted by our two student Board Members. These interviews involve visiting various school sites to gather firsthand student feedback, which is then reported at public board meetings. This initiative has enhanced our understanding of student needs and perspectives, allowing us to make more informed decisions directly impacting their educational experience.

Our district has also leveraged technology to improve engagement and input collection. Online surveys, virtual town hall meetings, and interactive forums have made it easier for stakeholders to participate and share their views. This approach has increased participation rates and provided a platform for more diverse voices to be heard.

Professional development for staff on effective communication and stakeholder engagement has further strengthened our ability to seek and utilize input. Training sessions focus on building skills to facilitate meaningful conversations, listen actively, and incorporate feedback into decision-making processes. This has fostered a culture of collaboration and continuous improvement within our schools.	One critical area for improvement is increasing the diversity of voices in our decision-making processes. While we have made strides in engaging parents and community members, data indicates that certain groups, such as non-English-speaking families and low-income households, need to be represented. To address this, we will implement targeted outreach efforts, including multilingual communication strategies and partnerships with community organizations, to ensure that all voices are heard and valued.

Another focus area is improving the accessibility of our input mechanisms. Feedback from stakeholders suggests that some of our current methods, such as online surveys and virtual meetings, may not be accessible to all families due to technological barriers or time constraints. To improve accessibility, we plan to offer multiple formats for input, such as in-person meetings, paper surveys, and extended office hours. Additionally, we will provide training and support for families to navigate digital platforms.

We also aim to enhance our decision-making processes' transparency and feedback loop. Stakeholders have expressed a desire for more clarity on how their input is used and the outcomes of their contributions. To address this, we will implement regular updates and follow-up communications detailing how stakeholder feedback has influenced decisions and subsequent actions. This will help build trust and ensure stakeholders feel their input is valued and impactful.

Increasing student engagement is another priority area. While our student Board Members have made valuable contributions, we recognize the need for broader student participation in decision-making. We plan to establish student advisory councils at each school, providing a structured platform for students to voice their opinions and collaborate on district initiatives. This will ensure that a diverse range of student perspectives are considered in our policies and programs.

Finally, we will focus on enhancing the effectiveness of our advisory committees and councils. This includes providing members with more training and resources to gather and analyze input effectively, as well as improving the structure and facilitation of meetings to ensure productive and meaningful discussions. By strengthening these committees, we aim to create a more robust and dynamic process for stakeholder engagement.	To better reach underrepresented families, we will expand our communication strategies to ensure information is accessible and inclusive. This includes translating all materials into multiple languages and utilizing various platforms such as social media, text messages, and community bulletin boards. We will also host informational sessions and workshops in multiple languages to provide a clear understanding and encourage participation from all families.

Establishing dedicated family liaison positions will be a key step. These liaisons will focus on building relationships with underrepresented families and providing personalized support and guidance. They will conduct home visits, hold regular office hours at community centers, and be available to assist families with any questions or concerns regarding participation in the decision-making process.

Collaborations with trusted local community organizations will be strengthened to engage underrepresented families. By partnering with cultural associations, religious institutions, and nonprofit organizations with strong ties to these communities, we can leverage their expertise and networks to facilitate better connections and support.

Another priority is creating more flexible opportunities for family engagement. Recognizing that many underrepresented families have varying work schedules and responsibilities, we will offer events at different times, including evenings and weekends. Additionally, we will provide childcare and transportation services to remove barriers and make it easier for families to attend meetings and provide input.

Regular feedback mechanisms will be implemented to ensure the voices of underrepresented families are heard and valued. This includes conducting surveys, focus groups, and town hall meetings specifically for these families. The feedback gathered will be used to continuously improve our engagement strategies and ensure that they are inclusive and responsive to the needs of all families.

Professional development for staff will be enhanced to improve cultural competence and effective engagement with underrepresented families. Training sessions will focus on cultural sensitivity, effective communication strategies, and building trust with diverse communities. This will help create a more welcoming and supportive environment for all families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-27	2024
49753580114934	Village Charter	3	Building relationships and creating a strong, inclusive community is a strength at VCS. Post-COVID, our normal in person communication practice has been restored and the school community is feeling the benefits. We continue to work on improving communication lines to include texts, a more informative website, and more frequent emails/classroom newsletters to ensure that families feel connected to the school and their child's educational experience. The school sends a weekly newsletter to all families with information regarding school news and events. The school has updated its website to make it more interactive and user-friendly. The school has improved its digital enrollment platform. The teachers engage all families in regular newsletters, in the moment communication, parent conferences, and academic reports. The teachers share resources for parent partnership opportunities to help the students' progress. Parents are informed of their legal rights and they are encouraged to advocate for their children. We do our best in engaging underrepresented families.	Our main area of focus is the ongoing work of keeping families informed. We are finding that many families have a level of fatigue when it comes to electronic communications and we are constantly searching for ways to keep families informed of the many ways they can be connected to the school community.	We need to be more intentional in reaching out to underrepresented families, especially regarding recourses offered at school to support student learning as well as those they can use in the home. We are working expand our bilingual communications as well as offer a translator at school meetings.	The faculty has worked together to create and implement guidelines for healthy communication between community members, other faculty and staff, students, and families. The faculty's implementation of role modeling professional conduct is an important priority for the school. The teachers do a good job of communicating with all parents, including underrepresented families.	We are in full implementation of this practice and will assess areas of improvement on an ongoing basis based on student and family feedback.	This is an area of strength for us, however we need to be more intentional in reaching out to underrepresented families, especially regarding recourses offered at school to support student learning as well as those they can use in the home.	VCS historically has had a high rate of participation in the PA and in other decision-making bodies. This is the foundation of our success and sense of community. With the full transition back to in person instruction and activities, we have found the that our participation has in the entities has progressively increased and we are working with the board and the PA to get back to where we were pre-pandemic.
Parents are engaged in many informal ways of supporting the students, such as volunteer opportunities in the classrooms and field trips. We see the parents as partners in educating the students. We welcome and invite community members to our regular school board meetings where policies and programs are decided. We communicate outcomes of decisions, including to underrepresented families.	Full Implementation with the awareness that our main are for improvement is rooted in finding the best way to communicate to all of our families.	VCS is working to provide families with more opportunities to provide input on policies and programs, with a very intentional focus on seeking input from any underrepresented groups in the school community.	5	5	5	5	4	4	4	4	4	4	4	5	Met		2024-06-06	2024
49753586052369	Cali Calmecac Language Academy	3																						Not Met			2024
49753900000000	Healdsburg Unified	3	Current strengths and progress include the following: HUSD has 2 full-time bilingual parent outreach and education coordinators, one for elementary school students with a student population of about 400 and one for high school students with a student population of about 500. HUSD also has a full-time Bilingual Student & Family Services Coordinator at the Junior High School that serves a student population of about 280. HUSD provides workshops from our School Psychologists and mental health professionals on trauma-informed practices and how to implement culturally responsive practices. HUSD has improved interpretation and translation services. Improved text, email, and phone communications. HUSD has increased the number and variety of parent events, all are hosted in English and Spanish: Back to School Night, College & Career Nights, Financial Aid Night, TK/K Orientation for Parents, and Kinder Bridge Summer program for students. Use of Google Classroom to improve home-to-school communication/understanding assignments/expectations for learning. Updated student Handbooks and Annual Notifications. An improved process for parent-teacher conferences, SSTs, IEP and 504 Meetings. The focus area for improvement is implementing policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. HUSD is also working to implement Ethnic Studies across the TK-12 curriculum as part of our efforts to be a more equitable and socially just school district.	"Based on the analysis of educational partner input and local data, our focus area will be ""creating welcoming environments for all families in the community."" HUSD has made good strides in creating welcoming environments for families, particularly in grades TK-8. We continue to listen to families' needs and ideas for improvement, particularly at the high school."	"HUSD will improve the engagement of underrepresented families through the two Parent Outreach and Education Coordinators, one serving families with children in Transitional Kindergarten through 5th grade and the other focused on families with children in 6th - 12th grade. HUSD will also improve in this area by increasing the amount of and more focused professional development on topics such as unconscious bias, trauma and Ethnic Studies. 	"	Current strengths and progress include the following: HUSD has 2 full-time bilingual parent outreach and education coordinators, one for elementary school students with a student population of about 400 and one for high school students with a student population of about 500. HUSD also has a full-time Bilingual Student & Family Services Coordinator at the Junior High School that serves a student population of about 280. HUSD provides workshops from our School Psychologists and mental health professionals on trauma-informed practices and how to implement culturally responsive practices. HUSD has improved interpretation and translation services. Improved text, email, and phone communications. HUSD has increased the number and variety of parent events, all are hosted in English and Spanish: Back to School Night, College & Career Nights, Financial Aid Night, TK/K Orientation for Parents, and Kinder Bridge Summer program for students. Use of Google Classroom to improve home-to-school communication/understanding assignments/expectations for learning. Updated student Handbooks and Annual Notifications. An improved process for parent-teacher conferences, SSTs, IEP and 504 Meetings. The focus area for improvement is implementing policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. HUSD is also working to implement Ethnic Studies across the TK-12 curriculum as part of our efforts to be a more equitable and socially just school district.	"Based on the analysis of educational partner input and local data, our focus area will be ""providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families."""	"HUSD will improved the engagement of underrepresented families through the two Parent Outreach and Education Coordinators, one serving families with children in Transitional Kindergarten through 5th grade and the other focused on families with children in 6th - 12th grade. HUSD will also improve in this area by increasing the amount of and more focused professional development on topics such as unconscious bias and trauma.	"	"Current strengths and progress include the following: HUSD has 2 full-time bilingual parent outreach and education coordinators, one for elementary school students with a student population of about 400 and one for high school students with a student population of about 500. HUSD also has a full-time Bilingual Student & Family Services Coordinator at the Junior High School that serves a student population of about 280. HUSD provides workshops from our School Psychologists and mental health professionals on trauma-informed practices and how to implement culturally responsive practices. HUSD has improved interpretation and translation services. Improved text, email, and phone communications. HUSD has increased the number and variety of parent events, all are hosted in English and Spanish: Back to School Night, College & Career Nights, Financial Aid Night, TK/K Orientation for Parents, and Kinder Bridge Summer program for students. Use of Google Classroom to improve home-to-school communication/understanding assignments/expectations for learning. Updated student Handbooks and Annual Notifications. An improved process for parent-teacher conferences, SSTs, IEP and 504 Meetings. The focus area for improvement is implementing policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. HUSD is also working to implement Ethnic Studies across the TK-12 curriculum as part of our efforts to be a more equitable and socially just school district.		"	"HUSD will improve in this area by increasing the amount of and more focused professional development on how to engage families to plan, design, implement, and evaluate family engagement activities at school and district levels.									"	We will improve the engagement of underrepresented families by working to get diverse parent representation on our Governing Councils (Site Councils), ELAC, and other working groups. HUSD provides all families with opportunities to provide input on policies and programs and seeks input from underrepresented groups in the school community through bilingual surveys, our increasingly robust English Language Advisory Committees, Coffee with the Principal events. etc.	4	3	3	4	3	3	3	4	4	4	4	3	Met		2024-06-20	2024
50105040000000	Stanislaus County Office of Education	3	The Alternative Education school program has always valued relationships as the key component in serving our
students. The sites engage families at every opportunity available, with the goal further to welcome and include
family particpation and engagement in not only their students’ educational planning and progress but also the events and activities that take place on the school site, including advisory roles on SSC, ELAC and LCAP Committee	The focus for improvement will be to continue to seek additional opportunities that encourage greater relationship
building between the school and families.	The majority of the students/families in our programs are underrepresented and all improvement efforts, including
engaging underrepresented families, will include opportunities that encourage further relationship building between the school and all families.	Teachers participate in ongoing, relevant professional development to ensure that students receive rigorous and appropriate instruction.	The program is always working to improve.in all aspects of student services. To impact student outcomes we provide support to teachers and administration that allows them to best serve each student, academically and emotionally. We continue to provide professional mental health services at all sites. Resources beyond the school are available as needed to ensure we are serving the whole child	The program is always working to improve and increase engagement of underrepresented families, these families comprise over 80% of our enrollment. To impact student outcomes we provide support to teachers and administration to allow them to best serve each underrepresented student, academically and emotionally. We continue to provide contracted professional mental health services at all sites. Resources beyond the school are available as needed to ensure we are serving the whole child.	The SCOE Alternative Education sites provide all stakeholders the opportunity to provide decision making input. Each site has a school site council, English Learner Advisory committee and LCAP advisory committee, parents, students and stakeholders are all invited to attend these meetings and provide input	The program is always seeking to improve in any manner to better support students, input from parents is valuable and welcomed, we contunue to explore options to encourage and welcome more parents on to campus to serve on committees that are providing input on policy and procedures to best support students in and out of the classroom.	Over 80% of the families in the Alternative Education programs are identified as underrepresented. We will improve engagement of these families through more opportunities and greater communication efforts. We will continue to explore options to encourage and welcome more parents on to campus to serve on committees that are providing input on policy and procedures to best support students in and out of the classroom.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-11	2024
50105040117457	Great Valley Academy	3	Staff uses ParentSquare for timely and consistent communication with families about what is happening at school
and in their child's classroom. Parents use responses in the system to provide input and ask questions. GVA will
continue to provide training for staff and encourage its use as an efficient means of school-family communication.
Teachers communicate about their classroom and students. Staff communicates about events and school functions.
Administration provides updates on policy and practice, as well celebrates successes and progress. Procedures,
routines, etc. are shared through ParentSquare, as well other modes of communication such as Collaborative
Coffees, Family Nights, informal meetings and teacher conferences. GVA updated is visitor and volunteer policies in
the wake of Covid in order to increase and enhance parent and family involvement on campus. Additionally, a
Parents as Partners Group has become active and engaged on campus, providing insight, feedback and support to
school staff and administration.	Increased dialogue around community involvement has provided new ideas (and old ones, once abandoned during
distance learning) such as grade-level family events, Open House and fundraising events. Parents have expressed
and will receive greater access to each other at school functions to increase the family-based atmosphere at GVA.
GVA invested in a new feedback platform for surveys ad data collection, digging deeper into what parents want/need
to support their children, enabling them to have successful school experiences. Continued efforts to increase parent
access to staff, to various methods of providing feedback and input and to being involved in school decision-making
are in development. Parents have expressed a desire to be more involved, to provide more support to teachers and
staff. Communication systems are being designed which will allow teachers to benefit from parent volunteer time on
a more effective and efficient basis.	An ELAC team has been developed with interested and involved parents. Reclassification ceremonies have become
consistent, well-attended and a very positive engagement activity for families of EL and reclassified students. Our

family input survey platform is connected to all of our data tools, allowing better disaggregation of data and cross-
referencing of student information. This will allow us to more effectively plan for increased engagement efforts, as

well as targeted supports for these students and families. The 2023-24 Parent/Family survey results indicated that
89% of respondents feel that 'the school values the diversity of children's backgrounds' and 91% responded that 'the
school is a good fit, considering my child's cultural background'. Additionally, GVA has embarked on a deep
implementation of Conscious Discipline and BeGLAD, with a parent education component to engage and support
families with diverse backgrounds.	ParentSquare use is a strength. Staff coordinator/trainer ensures staff has access, is trained and uses
ParentSquare. Access for families at home to educational technology is significant. Tools like Lexia, ZEARN, etc.
provide connection and partnership between school and home. Parents can check progress and support their
children's learning. Google classroom also supports this partnership. GVA continues to seek better and more
effective ways to connect with and support multi-lingual families and students. ELAC meetings and involvement has
benefited these connections. BeGLAD work has engaged multi-lingual families to a greater degree. Books in
primary languages have been shared and translation services are provided. Communication from GVA's EL
Specialist about ELPAC, ELAC and other opportunities for multilingual families has increased and she serves as a
liaison, relaying family needs, input and feedback to the school. Reclassification celebrations united the school
community in support of EL students' effort and progress. Parent input about additional ideas for connection and
partnership have been heard and considered through forums such as collaborative coffees, parent nights and
conferences. Feedback from family, student and staff surveys have also informed decisions about strengthening
family-school partnerships. GVA's Parents as Partners group has added to the outreach and engagement of more
parents, alumni and families. After school clubs and tutoring support the needs of families for enrichment and
acceleration of skills. SMARTtime (ELO-P) has been exceptionally successful providing before and after school
support, mentoring, acceleration, recreation and technology instruction. While open to all families,, unduplicated
students are a focus and priority. The transition from KidsCare to SMARTtime based on ELO-P programming/funding
has created more and better connections throughout the school and afterschool community at GVA. This has been a
welcome resource for many GVA families over the years and the new focus on extended day and services has been
a boon. Culminating activities allow families to regularly see their children's work and success.	SMARTtime has allowed for expansion and coordination of before/afterschool activities, clubs and tutoring.
Increased resources and greater community outreach will build stronger and more expansive community
partnerships. Regularly scheduled Family Nights have already been planned and themed for the upcoming school
year. Family input will increasingly inform decisions around Family Nights and other community-building events.
GVA's Executive Team has made Communication a priority area as we seek to be more responsive to and allow for
more GVA Community feedback loops. The school website has been updated with email contact info for general
community feedback about the school, as well as the ability to email the GVA Board with input.	SMARTtime places a priority on ensuring unduplicated families have access to extended learning opportunities
around Support (social-emotional, academic, etc.), Mentoring, Acceleration, Recreation and Technology. Added as
a member of the Extended Executive Team, GVA's Student Support/EL Specialist will provide greater focus on
informing leadership of the expressed needs of unduplicated students. She will work closely with the Superintendent
and COO on developing a comprehensive Title 1 plan and increase support to teachers and staff in the area of
implementing strong ELD instruction and monitoring. BeGLAD has been chosen as our instructional program and all
teachers have gone through certification in the 2023-24 school year. GVA's multi-lingual committee has a thee-year
plan of support and deep implementation so ensure that staff and students receive the greatest benefit of the tools
and strategies.	GVA annually surveys families, staff and students for input on school-based issues. GVA seeks regular staff input
on the direction of the school, priorities, growth potential and renewal of topics such as core values, mission and
vision. Site administration has regular parents meetings/collaborative coffees and Family Nights with opportunities
for educational partner input. The Superintendent conducts regular staff forums for input and communication. GVA
practices shared leadership through an Extended Executive Team of 20 individuals that lead/represent various
departments and/or programs. Additionally, GVA has 8 active Collaborative Committees (Curriculum & Instruction,
Safety, Health & Wellness, DEI, etc.) that meet monthly to discuss, plan, implement initiatives and share
communication to and from staff, students and families.	Superintendent forum format is reviewed and revised based on staff feedback. Staff notes parent input at Family
Nights, collaborative coffees, etc., and is developing improved methods of following up on this feedback. Appropriate
educational partners are engaged via survey regularly to provide input and major school decisions/plans.
Committees allow a diverse group of staff to recommend preferred courses of action. Staff is surveyed at the end of
each professional development opportunity and the larger GVA community can provide input at any time via the
school website.	All significant site and organizational meetings in which families participate will have interpretation services available.
GVA's ELAC group meets regularly. Our Parents as Partners group plans staff support actions and activities. They
are presented with school-based considerations to provide input and suggestions. GVA continues to seek more and
creative ways to elicit parent involvement.	3	4	3	4	3	4	4	3	4	3	3	4	Met		2024-06-24	2024
50105040129023	Stanislaus Alternative Charter	3	The Stanislaus County Alternative Charter School (Come Back Kids) has always valued relationships as the
key component in serving our students. The sites engage their adult students at every opportunity available to
welcome and include them not only in their educational planning and progress but also in the events and activities that
take place on the school site, including advisory roles on SSC, ELAC, and LCAP	The focus for improvement will be to continue to seek opportunities that encourage further relationship-building
between the school and the adult students.	The majority of the adult students in our programs are underrepresented and all improvement efforts, including
engaging those underrepresented adult students will include opportunities that encourage further relationship
building between the school and all the adult students.	Teachers participate in ongoing, relevant professional development to ensure that students receive rigorous and
appropriate instruction.	The program is always working to improve. To impact student outcomes we provide support to teachers and
administration to allow them to best serve each student, academically and emotionally. We continue to provide
professional mental health services at all sites. Resources beyond the school are available as needed to ensure we
are serving the whole student.	The program is always working to improve the engagement of underrepresented adult students. These students comprise
70% of our enrollment. To impact student outcomes we provide support to teachers and administration to allow them
to best serve each student, academically and emotionally. We continue to provide contracted professional mental
health services at all sites. Resources beyond the school are available as needed to ensure we are serving the
whole student.	The Stanislaus County Alternative Charter School provides all stakeholders the opportunity to provide decision-making input. The school has a school site council, an English Learner committee, and an LCAP advisory committee. Adult students
and stakeholders are all invited to attend these meetings and provide input.	The program is always working to improve. Input from adult students is valuable and we are always looking for ways
to encourage and welcome more students to participate on committees that serve to make decisions.	The program is always working to improve. Input from adult students is valuable and we are always looking for ways
to encourage and welcome all students, including those who represent underrepresented groups.	4	4	4	4	4	4	4	4	5	5	5	5	Met		2024-06-11	2024
50710430000000	Ceres Unified	3	Ceres Unified has many strengths when it comes to building relationships with families. Based on feedback collected from educational partners, some of these strengths include: districtwide communication using Parent Square app; an intentional focus on customer service; a focus on and celebration of cultural and language differences at school sites; multiple modes of communication 
to meet the needs of families and students (Parent Square, social media, mailings, etc.); structure of district Educational Partner meetings (Parent Advisory, DAC/DELAC, Community Partners); Town Hall meetings; administrative visibility during drop off/pick up; active parent organizations; and a general focus on celebrating students and growth.	Based on feedback collected by educational partners, some areas of improvement include: Communication in languages other than English or Spanish; more personal communication about individual students/families in addition to mass communication (more face-to-face and phone calls); building parents' trust and willingness to provide honest and open feedback; improved response rate for surveys; reducing event conflicts for families with students at multiple schools; incentives for parent attendance at school events; and continue to increase opportunities to listen to families and collect feedback.	Ceres Unified will continue to improve engagement of underrepresented families by: improving communication with families not connected digitally as well as families who speak a language other than English/Spanish; improve translation in multiple languages; creating hubs of resources for families in need (food distribution, health care services, vaccination clinics, etc.); and utilizing Community Liaisons at all school sites to target underrepresented families to improve relationships and connections.	Ceres Unified has many strengths when it comes to building partnerships with families. Based on feedback collected from educational partners, some of these strengths include: hosting family nights at schools; providing flexible scheduling for parent conferences; maintaining meaningful partnerships with parent advocates; developing strong partnerships with community businesses and organizations, providing resources for families in need (Student Support Specialists, Community Liaisons, etc.); hosting Principal Coffees, parent academies and Town Halls; providing Educational Technology support for families; focusing on important grade level transitions (6th to 7th, 8th to 9th); hosting FACTOR (Families Acting Toward Results) programs for families at various school sites each year; celebrating reclassified and Seal of Biliteracy students; and hosting meetings with English Learner parents using the ELLevation data dashboard to provide specific information about academic growth and achievement.	Based on feedback collected by educational partners, some areas of improvement include: more support for families about the Ceres Unified Grading Shifts; continue to provide information that is accessible for families and avoids acronyms and other technical language; continued focus on combating chronic absenteeism; increased feedback from teachers about student achievement throughout the year; increase partnerships with community members; and increased career-focused education.	Ceres Unified will continue to improve engagement of underrepresented families by: utilizing Community Liaisons at all sites; promoting the work of Foster/Homeless liaisons; communicating with families about the Family Resource Center; continue to connect with educational partners regarding Foster/Homeless students; more publicity of scholarships for specific student groups; and continued development of MTSS focus areas to allow schools to look at data for all student groups and targeted those students/families most in need.	Ceres Unified has many strengths when it comes to Seeking Input from families. Based on feedback collected from educational partners, some of these strengths include: structure, content, and transparency of district Educational Partner meetings (Parent Advisory, DAC/DELAC, Community Partners); site administrator trainings and support for meeting the requirements for School Site Council and English Learner Advisory Council meetings at school sites; yearly administration of the California Healthy Kids Survey; strong partnership with parent advocates; and regular meetings hosted by the Superintendent with high school student representatives who comprise the Youth Advisory Council.	Based on feedback collected by educational partners, some areas of improvement include: use of site-based family surveys to collect input; use of Parent Square app to collect input from educational partners; identifying the best time of day for parents to attend meetings where input is gathered; involving families who typically are not involved in school activities or do not attend meetings; share feedback collected with parents so they know Ceres leaders are using that feedback to make decisions; and collect feedback when parents are at school for different events.	Ceres Unified will continue to improve engagement of underrepresented families by: involve more families from underrepresented groups in educational partner meetings at the district and site level (Parent Advisory, ELAC, School Site Council, DAC/DELAC, etc.); continue to ask families about their priorities for their students and how they can be supported by the school and district; extend more personal invitations for targeted families; Town Hall meetings targeted specific student groups; and ask families about their preferred method of communication at the beginning of the year.	4	5	4	5	3	4	4	5	4	4	4	4	Met		2024-06-20	2024
50710430107128	Whitmore Charter School of Art & Technology	3	Whitmore Charter School of Arts and Technology has many strengths when it comes to building relationships with families. Based on feedback collected from educational partners, some of these strengths include: districtwide communication using Parent Square app; an intentional focus on customer service, a focus on and celebration of cultural and language differences at school sites (through a focus on the California English Learner Roadmap); multiple modes of communication to meet the needs of families and students (Parent Square, social media, mailings, etc.), structure of district Educational Partner meetings (Parent Advisory, DAC/DELAC, Community Partners); and a general focus on celebrating students and growth.	Based on feedback collected by educational partners, some areas of improvement include: Communication in languages other than English or Spanish; more personal communication about individual students/families in addition to mass communication; building parents' trust and willingness to provide honest and open feedback; improved response rate for surveys; and continue to increase opportunities to listen to families and collect feedback.	Whitmore Charter will continue to improve engagement of underrepresented families by: improving communication with families not connected digitally as well as families who speak a language other than English/Spanish and creating hubs of resources for families in need (food distribution, health care services, vaccination clinics, etc.).	Whitmore Charter has many strengths when it comes to building partnerships with families. Based on feedback collected from educational partners, some of these strengths include: hosting family nights at schools; providing flexible scheduling for parent conferences; maintaining strong partnerships with parent advocates; providing resources for families in need (Student Support Specialists, Community Liaisons, etc.); hosting Principal Coffees; providing Educational Technology support for families; and celebrating reclassified students.	Based on feedback collected by educational partners, some areas of improvement include: more support for families about the Ceres Unified Standard Based Learning to provide information that is accessible for families and avoids acronyms and other technical language and a renewed focus on combating chronic absenteeism and increasing overall student attendance.	Whitmore Charter will continue to improve engagement of underrepresented families by: communicating with families about the Family Resource Center and continued development of MTSS focus areas to allow schools to look at data for all student groups and targeted those students/families most in need.	Whitmore Charter has many strengths when it comes to Seeking Input from families. Based on feedback collected from educational partners, some of these strengths include: structure and content of district Educational Partner meetings (Parent Advisory, DAC/DELAC, Community Partners); site administrator trainings and support for meeting the requirements for School Site Council and English Learner Advisory Council meetings at school sites; yearly administration of the California Healthy Kids Survey; and strong partnership with parent advocates.	Based on feedback collected by educational partners, some areas of improvement include: use of Parent Square app to collect input from educational partners; identifying the best time of day for parents to attend meetings where input is gathered; involving families who typically are not involved in school activities or do not attend meetings; share feedback collected with parents so they know Whitmore administration is using that feedback to make decisions; and collect feedback when parents are at school for different events.	Whitmore Charter will continue to improve engagement of underrepresented families by: involve more families from underrepresented groups in educational partner meetings at the district and site level (Parent Advisory, ELAC, School Site Council, DAC/DELAC, etc.); continue to ask families about their priorities for their students and how they can be supported by the school and district; extend more personal invitations for targeted families; and ask families about their preferred method of communication at the beginning of the year.	4	5	4	5	3	4	4	5	4	4	4	4	Met		2024-06-20	2024
50710430107136	Whitmore Charter High	3	Whitmore Charter High School has many strengths when it comes to building relationships with families. Based on feedback collected from educational partners, some of these strengths include: districtwide communication using Parent Square app; an intentional focus on customer service ; a focus on and celebration of cultural and language differences at the school site, multiple modes of communication to meet the needs of families and students (Parent Square, social media, mailings, etc.), structure of district Educational Partner meetings (Parent Advisory, DAC/DELAC, Community Partners); and a general focus on celebrating students and growth.	Based on feedback collected by educational partners, some areas of improvement include: Communication in languages other than English or Spanish; more personal communication about individual students/families in addition to mass communication; building parents' trust and willingness to provide honest and open feedback; improved response rate for surveys; reintroduce sitewide parent events and continue to increase opportunities to listen to families and collect feedback.	Whitmore Charter will continue to improve engagement of underrepresented families by: improving communication with families not connected digitally as well as families who speak a language other than English/Spanish and creating hubs of resources for families in need (food distribution, health care services, vaccination clinics, etc.).	Whitmore Charter High School has many strengths when it comes to building relationships with families. Based on feedback collected from educational partners, some of these strengths include: districtwide communication using Parent Square app; an intentional focus on customer service; a focus on and celebration of cultural and language differences at the school site (through a focus on the California English Learner Roadmap); multiple modes of communication to meet the needs of families and students (Parent Square, social media, mailings, etc.); structure of district Educational Partner meetings (Parent Advisory, DAC/DELAC, Community Partners); and a general focus on celebrating students and growth.	Based on feedback collected by educational partners, some areas of improvement include: Communication in languages other than English or Spanish; more personal communication about individual students/families in addition to mass communication; building parents' trust and willingness to provide honest and open feedback; improved response rate for surveys; sitewide parent events and continue to increase opportunities to listen to families and collect feedback.	Whitmore Charter High School will continue to improve engagement of underrepresented families by: communicating with families about the Family Resource Center and continued development of MTSS focus areas to allow the site to look at data for all student groups and target those students/families most in need.	Whitmore Charter High School has many strengths when it comes to Seeking Input from families. Based on feedback collected from educational partners, some of these strengths include: structure and content of district Educational Partner meetings (Parent Advisory, DAC/DELAC, Community Partners); site administrator trainings and support for meeting the requirements for School Site Council and English Learner Advisory Council meetings at school sites; yearly administration of the California Healthy Kids Survey; and strong partnership with parent advocates.	Based on feedback collected by educational partners, some areas of improvement include: use of Parent Square app to collect input from educational partners; identifying the best time of day for parents to attend meetings where input is gathered; involving families who typically are not involved in school activities or do not attend meetings; share feedback collected with parents so they know Whitmore administration is using that feedback to make decisions; and collect feedback when parents are at school for different events.	Whitmore Charter will continue to improve engagement of underrepresented families by: involve more families from underrepresented groups in educational partner meetings at the district and site level (Parent Advisory, ELAC, School Site Council, DAC/DELAC, etc.); continue to ask families about their priorities for their students and how they can be supported by the school and district; extend more personal invitations for targeted families; and ask families about their preferred method of communication at the beginning of the year.	4	5	4	5	3	4	4	5	4	4	4	4	Met		2024-06-20	2024
50710430112292	Aspire Summit Charter Academy	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase the engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	3	3	3	3	2	2	2	2	3	3	3	2	Met		2024-06-20	2024
50710500000000	Chatom Union	3	Chatom Union School District is currently offering several opportunities to build partnerships for student outcomes.  We have held our traditional parent events: Round-Up: Parents and Students are invited to meet the staff, collect materials, receive schedules, and take school pictures for student IDs. On the first day of school at Chatom, families were able to celebrate the first day of school with photo opportunities and enjoy a welcome video. Chatom Elementary and Mountain View also held Back-to-School Night which informed families about the school year’s expectations and opportunities. 

This year Chatom Elementary was able to have family literacy nights, the Christmas program, PTC events, parent volunteers, and student programs. They also hosted a Jog-A-Thon, talent show, egg hunt, fly-it day, math night, family science night, and student award assemblies.

Mountain View offers a monthly opportunity for parent engagement and interaction at the Traditional Coffee with the Principal.  At this event, parents and stakeholders are invited to meet with the principal once a month to discuss glows and grows and to share vital information about what is happening on and around campus. This year, Coffee Connection was held on the third Tuesday of each month.  Morning announcements, award ceremonies, and rallies were held in the gym to keep students, parents, and staff informed and provide opportunities to engage both students and parents together with fun activities.   Parents were also invited to campus for a Connecting with Community event where three local partners (Without Permission, Legacy Health Endowment, and Modesto Junior College) shared resources with families of middle school students.

Parents also have the opportunity to attend or hold a position in several of the district committees.  The committees currently available are LCAP, ELAC/DELAC, Parent Teacher Club, and School Site Council at both Chatom and Mountain View.	The District will continue to focus on communication as a way to improve building relationships between school, staff, and families.  The District has received parent input regarding their preference for communication methods.  Some families prefer paper communication sent home in communication folders, while others prefer the electronic option through Parent Square.  As a District, we will continue to use Parent Square as the primary source of communication because it is more timely in the event of an emergency.  The District will continue to recommend a variety of communication options for teachers and staff.  Including; personal phone calls to increase attendance at meetings, personal e-mails, social media, and written communication sent home.	In order to improve the engagement of underrepresented families, we will continue to provide material in multiple languages as well as schedule meetings at a time that is more accessible to the parents in our community.  Events such as Round-up, conferences, and parent meetings have been offered at varied times to increase participation.	Chatom Union School District is currently offering multiple ways to build partnerships for student outcomes. Currently, there are multiple ways for parents to communicate with the staff on campus.  Our most popular method of communication is through Parent Square.  Parents sign up and decide their preferred method of communication and language.  They can select email, text, or app and each method has the option to have the communication translated if needed.  Teachers also prefer this to be the primary method of communication because they can send individual messages, small groups, one class, or the entire grade level when sending out information. Parents are also invited to participate in Round-up, Back-to-School Night, Coffee with the Principal, family literacy nights, parent conferences, and Open House.  We encourage any concerns a parent may have to start with the teacher, then contact the office to set up a meeting with the teacher, parents, and student to promote three-way communication.  If any further concerns arise, the administrator will step in for suggestions and communication if necessary.   Parents are also provided with a digital copy of the Parents' Rights and Responsibilities and Handbooks in both English and Spanish (www.chatom.k12.ca.us), and a hard copy can be provided upon request.  Additional opportunities to build partnerships are listed in section two, response one.	Chatom will continue to survey the parents and community on the preferred way of communication and look to adjust parent conferences to be directly aligned with when grades are due at each of the campuses.	The feedback received at the last ELAC/DELAC meeting was to personally call underrepresented families to invite them to participate in school activities and meetings.  The personal connection would give parents an opportunity to ask questions and build confidence so they are more comfortable and as a result, will become more engaged.	Chatom Union School District continues to offer several opportunities to seek input for decision-making.  The district currently reaches out to the community and stakeholders to participate in the LCAP, School Site Council at both Chatom and Mountain View, and ELAC/DELAC committees.  Information is shared and collected at each of these committee meetings and final decisions are not made without serious consideration of the data generated from these committees.  We also hold our monthly board meetings where public comment is encouraged and the board welcomes discussions on any topic which will assist in helping the district improve in ensuring student success.	Chatom School District will continue to recruit participation from all families in the district.  We will look to schedule committee meetings and programs to benefit the needs of all families in the district.	Chatom Union School District will continue to send out parent surveys to all families in their primary language in order to get input for decision-making. School site reports are given at each Parent Teacher Club Meeting and public Board Meeting as another way to solicit input and answer parent questions.	5	5	5	5	4	4	5	5	4	4	5	5	Met		2024-06-25	2024
50710680000000	Denair Unified	3	"Building relationships has been a focus area in DUSD for the last several years. We have provided staff training for a ""customer service"" mindset to facilitate trusting and respectful relationships with families. Our campuses are welcoming and there are many opportunities for parents and community members to visit the schools and communicate with administrators and staff. Examples that encourage two-way communication include events, Parent Information Nights, Parent Club meetings, a weekly coffee hour, social media connections and other paper/electronic communications (in English and Spanish). As a small school district, we are able to learn about each family's strengths and needs and provide appropriate resources to support. Examples include referrals to community organizations and our in-house Coyote Closet that provides clothing and personal necessities for families in need."	An area for improvement is finding ways to meaningfully support parents and community members from underrepresented groups, such as families who are new to the United States.	We strive to make personal contacts and connections with all parents, but particularly with those who might be less inclined to reach out to the schools for assistance. We are doing this through the enrollment process and by following up when we hear that a family might need support or resources.	DUSD provides a wide variety of opportunities for parents to partner with the schools to improve student outcomes. In addition to Back-to-School Nights, parent-teacher conferences, collaborative SST and IEP processes, and responsive communication between staff and parents, we offer parent workshops throughout the year. These workshops are designed with parent input about topics they are interested in (applying for college, helping children learn to read, mental health issues, social issues such as human trafficking, etc) and provided in both English and Spanish, with free childcare and a meal.	District principals and counselors lead or participate in many of these workshops, but an area for improvement is developing faculty and staff knowledge and confidence in partnering with parents and guardians, particularly for those parents who are reluctant or unable to take advantage of resources we offer. Providing staff with training and easy access to information about resources will assist in this area.	One other strategy that we have already begun exploring as part of the high school IEP process and the middle school parent-teacher conference is a student-led conference/meeting. In addition to teaching students how to self-advocate, parents are more likely to participate fully when their child is taking the lead.	Each school has an active School Site Council (SSC), comprised of parents and staff (and students at the high school level) and the district has both District English Learner Advisory Committee (DELAC) and a District Advisory Council (DAC), comprised of parents, staff, students, and community representatives. All three groups focus on two-way communication to review policies, monitor student achievement, and support positive school environments to benefit students. Meetings are conducted in English and/or Spanish as needed. Principals focus on making data understandable to participants, and encouraging questions and ideas. Feedback from participants indicates that they feel heard by district/school staff and that their ideas are respected and valued. Parent groups and clubs at each school help plan activities and events that encourage family engagement.	An area for improvement is finding ways to meaningfully engage parents and community members from underrepresented groups in our decision making processes.	While we have already discovered that providing childcare and a meal significantly improves attendance at community input sessions, we are trying to schedule meetings at different times of the day and in different venues to make it more convenient and accessible for parents who may not be inclined to give feedback or ask for assistance. While personal outreach/invitations also seem to increase the likelihood that families will give input, word-of-mouth from families who are actively participating appears to yield the highest return. Site and district administrators use the CDE Family Engagement Toolkit as a resource.	4	5	5	5	4	5	5	5	2	2	4	4	Met		2024-06-13	2024
50710680132662	Denair Elementary Charter Academy	3	"Building relationships with students, families, and the community has been a focus area at DECA for the last several years. We have provided staff training for a ""customer service"" mindset to facilitate trusting and respectful relationships with families. Our campus is welcoming and there are many opportunities for parents and community members to visit the school and communicate with administrators and staff. Examples that encourage two-way communication include events, Back to School Night, Parent Advisory Committee meetings, a weekly coffee hour, social media connections and other paper/electronic communications (in English and Spanish). As a charter school within a small district, we are able to learn about each family's strengths and needs and provide appropriate resources to support. Examples include referrals to community organizations and our district's Coyote Closet that provides clothing and personal necessities for families in need."	An area for improvement is finding ways to meaningfully support parents and community members from underrepresented groups, such as families who are new to the United States.	We strive to make personal contacts and connections with all parents, but particularly with those who might be less inclined to reach out to the schools for assistance. We are doing this through the enrollment process and by following up when we hear that a family might need support or resources.	DECA provides a wide variety of opportunities for parents to partner with the schools to improve student outcomes. In addition to Back-to-School Nights, parent-teacher conferences, collaborative SST and IEP processes, and responsive communication between staff and parents, we offer parent workshops throughout the year. These workshops are designed with parent input about topics they are interested in (helping children learn to read, mental health issues, social issues such as human trafficking, etc) and provided in both English and Spanish, with free childcare and a meal.	District principals and counselors lead or participate in many of these workshops, but an area for improvement is developing faculty and staff knowledge and confidence in partnering with parents and guardians, particularly for those parents who are reluctant or unable to take advantage of resources we offer.	Providing staff with training and easy access to information about resources will assist in this area.	DECA has an active Parent Advisory Committee (PAC), comprised of parents and staff and we participate in both the District English Learner Advisory Committee (DELAC) and District Advisory Council (DAC), comprised of parents, staff, students, and community representatives. All three groups focus on two-way communication to review policies, monitor student achievement, and support positive school environments to benefit students. Meetings are conducted in English and/or Spanish as needed. Our principal focuses on making data understandable to participants, and encouraging questions and ideas. Parents, staff and students help plan activities and events that encourage family engagement.	An area for improvement is finding ways to meaningfully engage parents and community members from underrepresented groups.	While we have already discovered that providing childcare and a meal significantly improves attendance at community input sessions, we are trying to schedule meetings at different times of the day and in different venues to make it more convenient and accessible for parents who may not be inclined to give feedback or ask for assistance. While personal outreach/invitations also seem to increase the likelihood that families will give input, word-of-mouth from families who are actively participating appears to yield the highest return. DECA and district administrators use the CDE Family Engagement Toolkit as a resource.	4	5	4	5	4	3	5	4	4	3	3	3	Met		2024-06-13	2024
50710685030267	Denair Charter Academy	3	"Building relationships with students, families, and the community has been a focus area at DCA for the last several years. We have provided staff training for a ""customer service"" mindset to facilitate trusting and respectful relationships with families. Our campus is welcoming and there are many opportunities for parents and community members to visit the schools and communicate with administrators and staff. Examples that encourage two-way communication include events, Family Nights, Parent Advisory Committee meetings, a weekly coffee hour, social media connections and other paper/electronic communications (in English and Spanish). As a charter school within a small district, we are able to learn about each family's strengths and needs and provide appropriate resources to support. Examples include referrals to community organizations and our district's Coyote Closet that provides clothing and personal necessities for families in need."	An area for improvement (our current focus) is finding ways to meaningfully support families from underrepresented groups, such as those who are homeless.	We are striving to make personal contacts and connections with all parents, but particularly with those who might be less inclined to reach out to the schools for assistance. We are doing this through the enrollment process (one-on-one orientations) and by following up when we hear that a family might need support or resources.	DCA provides a wide variety of opportunities for parents to partner with the schools to improve student outcomes. In addition to meeting with parents/students for their weekly appointments, collaborative SST and IEP processes, and responsive communication between staff and parents, we offer parent workshops throughout the year. These workshops are designed with parent input about topics they are interested in (applying for college, helping children learn to read, mental health issues, social issues such as human trafficking, etc) and provided in both English and Spanish, with free childcare and a meal.	Principals and counselors lead or participate in many of these workshops, but an area for improvement is developing faculty and staff knowledge and confidence in partnering with parents and guardians, particularly for those parents who are reluctant or unable to take advantage of resources we offer.	One potential strategy that we have already begun exploring as part of the high school IEP process is the student-led conference/meeting. In addition to teaching students how to self-advocate, parents are more likely to participate fully when their child is taking the lead.	DCA has an active Parent Advisory Committee (PAC), comprised of parents and staff (and students at the high school level) and we participate in both the District English Learner Advisory Committee (DELAC) and District Advisory Council (DAC), comprised of parents, staff, students, and community representatives. All three groups focus on two-way communication to review policies, monitor student achievement, and support positive school environments to benefit students. Meetings are conducted in English and/or Spanish as needed. Our principal focuses on making data understandable to participants, and encouraging questions and ideas. Feedback from participants indicates that they feel heard by district/school staff and that their ideas are respected and valued. Parents, staff and students help plan activities and events that encourage family engagement.	An area for improvement (our current focus) is finding ways to meaningfully engage parents and community members from underrepresented groups.	While we have already discovered that providing childcare and a meal significantly improves attendance at community input sessions, We are trying to schedule meetings at different times of the day and in different venues to make it more convenient and accessible for parents who may not be inclined to give feedback or ask for assistance. While personal outreach/invitations also seem to increase the likelihood that families will give input, word-of-mouth from families who are actively participating appears to yield the highest return. DCA and district administrators use the CDE Family Engagement Toolkit as a resource.	4	5	5	5	4	5	5	5	3	4	5	5	Met		2024-06-13	2024
50710760000000	Empire Union Elementary	3	The Empire Union School District identified our ability to build relationships with our diverse parent and family populations as a strength.   We work diligently as a district to communicate with our families, regardless of their socioeconomic status, education level, or any other demographic in an effort to build positive relationships. Families expressed an appreciation for the consistent communication, family events, and student celebrations.	The Empire Union School District will focus on increasing opportunities for educational partners to participate in events on campuses focused on building positive stronger relationships between school and families as we have returned from the pandemic. Bringing a sense of community back to our campuses as our students grow and to highlight their accomplishments is a priority.	The Empire Union School District will work at the school site level to engage underrepresented educational partners in the reflection process. This will include participating in site events and including the reflection process.	"The Empire Union School District also scored a rating of full implementation in every aspect of ""Building Partnerships for Student Outcomes"".   The district provides at least one counselor at every school site along with a Family Support Provider.  These professionals work with staff as well as individual students and their families.  When working with students, families, and staff, these professionals also provide assorted materials and resources to reinforce their communication and collaboration.  Teachers provide formal conference time for parents twice each school year, and at any other time as requested.  This helps to build positive relationships between teachers and parents."	The Empire Union School District continues to improve its partnerships with educational partners for improving student outcomes.  It is the district priority to focus on building partnerships with educational partners through the site level because there directly impacts students outcomes. Working alongside of educational partners to highlight students’ accomplishments will support the collaboration and positive communication. An additional area of improvement noted staff and families working in collaboration to best meet the needs of their children as a team.	The Empire Union School District will continue to improve its partnerships with educational partners of underrepresented families for improving student outcomes.  The district will continue to develop new strategies to increase the engagement. The initial target will be site level events supporting and advocating for highlighting student outcomes. Celebrating students’ accomplishments will foster collaboration and positive communication. An additional area of improvement noted staff and families working in collaboration to best meet the needs of their children as a team.	"The Empire District includes families in School Site Council, Title I, special education, and other activities and processes to make sure they not only know their legal rights, but are included in the development of processes, planning, and activities to assure the school site represents all stakeholders.  The results of these practices as indicated the district is at ""Full Implementation and Sustainability"" of areas in this section.  Of course, the district is committed to a continuous cycle of improvement and is always looking for ways to improve."	The Empire Union School District strives to include all educational partners in the decision making process consistently. In order to support the improvement of engagement, educational partners input will be sought after at site level events.  The purpose will be to gain as much input as possible to strategically plan district initiatives.	The Empire Union School District will improve its engagement of underrepresented families in the decision making process by attending site events to gain their input. This will lead to increasing the engagement of underrepresented partners in the decision making process.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-20	2024
50710840000000	Gratton Elementary	3	"Gratton School District places a high priority on building trusting and respectful relationships with families. We do this by creating a welcoming environment for all families in the community, as well as taking the time to learn about each family's strengths, culture, and language. District staff have participated in the Capturing Kids' Hearts training. The core principles of the program focus on relationship building. We provide many opportunities to engage in 2-way communication between families and educators. Classroom teachers conduct twice yearly parent teacher conferences, as well as additional conferences as needed. At these conferences, teachers meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Gratton School District hosts a ""Great Start Gala"" on the first day of each school year wherein the Superintendent reviews important information about the District and its programs as well as introduces a variety of opportunities for families to become actively involved with the school community. Gratton School District also holds an annual Back to School Night where teachers present grade level standards, curriculum, and strategies for families to ensure student success. Powerschool is also utilized and student assignments and grades are posted in a timely manner to allow access to parents regarding student grades and current academic progress. Class Dojo is utilized to inform parents of student behavior as well as a source for parents to obtain important school and classroom information and events."	The District will continue to implement the Capturing Kids' Hearts principles which focus on building relationships, in addition to hosting an annual Great Start Gala, Back to School Night and two Parent Conference sessions each year.	The District will continue to seek out additional ways to improve engagement of underrepresented families by making communication more accessible through sending home paper correspondence for families who may not have internet access, in addition to providing an interpreter as needed.	"Gratton School District places a high priority on building partnerships for student outcomes. We have policies in place for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Classroom teachers conduct twice yearly parent teacher conferences, as well as additional conferences as needed. Gratton School District hosts a ""Great Start Gala"" on the first day of each school year. The event hosts community partners and organizations that introduce families to a variety of resources available. In addition, the superintendent reviews important information about the District and its programs as well as introduces a variety of opportunities for families to become actively involved with the school community. Gratton School District also holds an annual Back to School Night where teachers present grade level standards, curriculum, and strategies for families to ensure student success. Powerschool is also utilized and student assignments and grades are posted in a timely manner to allow access to parents regarding student grades and current academic progress. Class Dojo is also utilized to inform parents of student behavior. It is also a source for parents to obtain important school and classroom information and events."	The District will continue to host an annual Great Start Gala, Back to School Night and two Parent Conference sessions each year as well as provide accessibility to educational staff to support student outcomes.	The District will continue to seek out additional ways to improve engagement of underrepresented families by making communication more accessible through sending home paper correspondence for families who may not have internet access, in addition to providing an interpreter as needed.	Gratton School District administers a Customer Satisfaction Survey every other year. The survey was created by the District to encourage parent participation in decision making as well as to provide an opportunity for parental input and feedback on District programs and classroom environments. Parents give a rating of service and have the opportunity to include comments for the following areas: 1. Administration 2. Support Groups 3. District Programs 4. Facilities 5. Classroom Teacher 6. Classroom Curriculum 7. Classroom Environment. The rating is on a scale of 1 (Unsatisfactory) to 5 (Outstanding.) When last administered, the overall average rating for all of the above was 4.7 out of 5.0. Average ratings for programs are presented to the staff, Site Council, and School Board through the Local Control and Accountability Plan process. In addition to input gathered from the Customer Satisfaction Survey, input is presented and considered from the many parent representative committees on campus. These committees include Site Council, School Safety and Violence Committee, Charter School Advisory Committee, and the Title I Committee. Parent input is also presented and considered throughout the development process of the LCAP.	The District will continue to seek input through administering the Parent Satisfaction Survey, as well as actively seeking input from the various parent committees on campus.	The District will continue to seek out additional ways to improve engagement of underrepresented families by making communication more accessible through sending home paper correspondence for families who may not have internet access, in addition to providing an interpreter as needed.	5	5	5	5	4	5	5	4	5	4	5	5	Met		2024-06-10	2024
50710840120089	Gratton Charter	3	"Gratton School District places a high priority on building trusting and respectful relationships with families. We do this by creating a welcoming environment for all families in the community, as well as taking the time to learn about each family's strengths, culture, and language. District staff have participated in the Capturing Kids' Hearts training. The core principles of the program focus on relationship building. We provide many opportunities to engage in 2-way communication between families and educators. Classroom teachers conduct twice yearly parent teacher conferences, as well as additional conferences as needed. At these conferences, teachers meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Gratton School District hosts a ""Great Start Gala"" on the first day of each school year wherein the Superintendent reviews important information about the District and its programs as well as introduces a variety of opportunities for families to become actively involved with the school community. Gratton School District also holds an annual Back to School Night where teachers present grade level standards, curriculum, and strategies for families to ensure student success. Powerschool is also utilized and student assignments and grades are posted in a timely manner to allow access to parents regarding student grades and current academic progress. Class Dojo is utilized to inform parents of student behavior as well as a source for parents to obtain important school and classroom information and events."	The District will continue to implement the Capturing Kids' Hearts principles which focus on building relationships, in addition to hosting an annual Great Start Gala, Back to School Night and two Parent Conference sessions each year.	The District will continue to seek out additional ways to improve engagement of underrepresented families by making communication more accessible through sending home paper correspondence for families who may not have internet access, in addition to providing an interpreter as needed.	"Gratton School District places a high priority on building partnerships for student outcomes. We have policies in place for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Classroom teachers conduct twice yearly parent teacher conferences, as well as additional conferences as needed. Gratton School District hosts a ""Great Start Gala"" on the first day of each school year. The event hosts community partners and organizations that introduce families to a variety of resources available. In addition, the superintendent reviews important information about the District and its programs as well as introduces a variety of opportunities for families to become actively involved with the school community. Gratton School District also holds an annual Back to School Night where teachers present grade level standards, curriculum, and strategies for families to ensure student success. Powerschool is also utilized and student assignments and grades are posted in a timely manner to allow access to parents regarding student grades and current academic progress. Class Dojo is also utilized to inform parents of student behavior. It is also a source for parents to obtain important school and classroom information and events."	The District will continue to host an annual Great Start Gala, Back to School Night and two Parent Conference sessions each year as well as provide accessibility to educational staff to support student outcomes.	The District will continue to seek out additional ways to improve engagement of underrepresented families by making communication more accessible through sending home paper correspondence for families who may not have internet access, in addition to providing an interpreter as needed.	Gratton School District administers a Customer Satisfaction Survey every other year. The survey was created by the District to encourage parent participation in decision making as well as to provide an opportunity for parental input and feedback on District programs and classroom environments. Parents give a rating of service and have the opportunity to include comments for the following areas: 1. Administration 2. Support Groups 3. District Programs 4. Facilities 5. Classroom Teacher 6. Classroom Curriculum 7. Classroom Environment. The rating is on a scale of 1 (Unsatisfactory) to 5 (Outstanding.) When last administered, the overall average rating for all of the above was 4.7 out of 5.0. Average ratings for programs are presented to the staff, Site Council, and School Board through the Local Control and Accountability Plan process. In addition to input gathered from the Customer Satisfaction Survey, input is presented and considered from the many parent representative committees on campus. These committees include Site Council, School Safety and Violence Committee, Charter School Advisory Committee, and the Title I Committee. Parent input is also presented and considered throughout the development process of the LCAP.	The District will continue to seek input through administering the Parent Satisfaction Survey, as well as actively seeking input from the various parent committees on campus.	The District will continue to seek out additional ways to improve engagement of underrepresented families by making communication more accessible through sending home paper correspondence for families who may not have internet access, in addition to providing an interpreter as needed.	5	5	5	5	4	5	5	4	5	4	5	5	Met		2024-06-10	2024
50710920000000	Hart-Ransom Union Elementary	3	In recent surveys the area of communications was a focus of concern that is in development of improvement.	The area of improvement in relationship building for staff and families has lead the team to focus on family and staff nights to build on the communicational relations for all stakeholders.	The development of relationships between the underrepresented families is being addressed in the areas of committee involvement and cultural development in curriculum.	Utilizing various trainings through county and outside agencies, staff will continue to develop skills that directly impacts student outcomes.	Sources for educational partnership, such as AERIES portal, will continue to be available and extending supports such as i-Ready will be provided for additional support to student outcomes.	In addition to access to the already mentioned supports, additional supports will be provided through the RSP and ELD as well as out counseling opportunities.	The LEA seeks support in decision-making in various forms such as community surveys, parent teacher community and the school site council as well as the school board themselves.	The area of focus is developing a stronger representation of the underrepresented community.	The focus of improvement for the underrepresented families will be to strengthen their representation in the school site council, parent teacher committees and other site committees.	2	3	2	2	3	2	2	3	2	3	3	2	Met		2024-06-13	2024
50710926112965	Hart-Ransom Charter	3	Overall, families and staff report that this is a strength and families appreciate the high level of support and approachability from Advisory Teachers (ATs) assigned to their family. ATs meet with each of their families monthly to track student progress, support parents role in teaching and any other family needs. Ats are available more often as needed. ATs are assigned to families for multiple years, so they build a close relationship with the families and become familiar with their needs.	Some of our parents choose homeschooling as they tend to be somewhat independent and are not always perceiving a need for a lot of in-depth collaboration on their educational role. We are working on building a culture that emphasizes flexibility, yet the importance of the consistent use of formative assessment to guide the students progress and attainment of key skills. This involves aspects of branding, marketing and uses vocabulary that reinforces the idea that formative assessment assures that students are on track with the key learning goals and pre-requisite foundations to advance in grade and content.	We will continue to ensure close relationships and collaboration between our ATs and special ed teachers, so that special ed students are able to benefit from the collective expertise of what students need.  Also, ensuring that socio-economically families have access to services and support that is available and not cost-prohibitive to these families.	The school has been successful in building partnerships for student outcomes including several partners at the Stanislaus COE, identifying and improving resources for home educators working with early childhood, including TK and engaging activities that support early learning.  The Raymus Foundation has also been very generous in contributing financial resources to support STEAM instruction.	The LEA has been discussing opportunities with the Stanislaus COE to create some collaborative opportunities with other local public charter schools serving homeschoolers, that may provide greater collaboration around themes of sharing best practices and building parent capacity..	We will be intentional of creating collaboration opportunities with new families, including those families who have one or more children who have an IEP or are part of our 48.9% of families with a reduced income.	We have created multiple opportunities at the beginning, middle and end of the year to provide input for decision-making though parent advisory meetings, surveys, staff meetings and conversations with students, staff, and families.	As a result of many families being highly satisfied with their experience, or not identifying areas of improvement, approximately half of our families will not respond to the advisory meetings, discussions or survey(s). We will continue to explore ways to seek more opportunities to get their input.	The LEA and school will be intentional to make a specific invitation beyond the general invitation to all families, to mention how much we would value the perspective of our parents of children receiving special education services or having a reduced income.	5	5	5	5	5	4	4	4	5	5	4	4	Met		2024-06-13	2024
50711000000000	Hickman Community Charter	3	Our most recent parent survey shows that parents are highly satisfied with the home to school relationships.  They appreciate that all staff use Parent Square to keep them informed of what is happening on campus as well as any concerns they have.  Parent can quickly respond even from work.  Areas of strength is that we are a very open campus that offers many volunteer opportunities for school partners during the school day. We also hosted a Family Math Night, and the full return of school sports, clubs, and county wide school competitions have been greatly attended and appreciated.  We continue to promote these programs district wide to engage more students to achieve diverse participation.  All campus sports and clubs are also open to our homeschool students.	The area of need that was evident in our survey was that parents wished for a new and improved website.  They find ours difficult and not user friendly.	Our strength is our ability to communicate with families.  Our communication reach with ParentSquare is always between between 99% and 100% throughout the year.  We update broken contacts continuously.  At HES/HMS we are focusing on creating welcoming environments for all families in the community.  HCS has created a focus on parent-educators training. We have also worked to diversify our staff.	As a non-classroom based program, this is certainly a strength of the HCS program. They provide ongoing parent training and consult.  For HES and HMS we have hired an Intervention Teacher, who manages our Student Study Team process.  Allowing more timely input from teachers and families and meeting our at promise students where they are and delivering the support they need to thrive. We have also hired a district Program Manager and Program Specialist that are on site everyday.  They both help manage our students with disibilities and our special education team.	We will continue to work towards finding understanding of all cultures on our campus to build a healthy diversity.	We have hired a new program specialist who will be working with the Student Study Team to help identify students who are underrepresented, and determine the needs of each individual student.  She will also be the home to school Liaison for these students connecting students and families to resources they need.	School promoted input through the use of parent surveys through Parent Square.  The Superintendent also held input gathering sessions with Families, students, and staff.	This year the Superintendent used a both in person and virtual meetings for educational partners t0 come and informally gather in various locations to give input on school needs and concerns.  Partners were guided with posters that exhibited the three LCAP goals and they were asked to write on the chart paper any needs, suggestions, concerns, etc that pertained to that goal.   The focus for improvement this year will be to expand our reach for parents on our advisory groups. We are also designing a new and improved overview of the LCAP which will make it easier for staff and families to understand.	Building capacity in our advisory groups that represent our minority populations will be a goal of the LEA this year.  We will work to accomplish this by first finding key players in these communities and then use them to encourage grater participation. We have also added community liaison time for our EL Para educators for this outreach.	5	5	4	5	3	5	5	5	5	4	5	5	Met		2024-06-17	2024
50711006052559	Hickman Elementary	3	Our most recent parent survey shows that parents are highly satisfied with the home to school relationships.  They appreciate that all staff use Parent Square to keep them informed of what is happening on campus as well as any concerns they have.  Parent can quickly respond even from work.  Areas of strength is that we are a very open campus that offers many volunteer opportunities for school partners during the school day. We also hosted a Family Math Night, and the full return of school sports, clubs, and county wide school competitions have been greatly attended and appreciated.  We continue to promote these programs district wide to engage more students to achieve diverse participation.  All campus sports and clubs are also open to our homeschool students.	The area of need that . was evident in our survey was that parents wished for a new and improved website.  They find ours difficult and not user friendly	Our strength is our ability to communicate with families.  Our communication reach with ParentSquare is always between between 99% and 100% throughout the year.  We update broken contacts continuously.  At HES/HMS we are focusing on creating welcoming environments for all families in the community.  HCS has created a focus on parent-educators training. We have also worked to diversify our staff.	As a non-classroom based program, this is certainly a strength of the HCS program. They provide ongoing parent training and consult.  For HES and HMS we have hired an Intervention Teacher, who manages our Student Study Team process.  Allowing more timely input from teachers and families and meeting our at promise students where they are and delivering the support they need to thrive. We have also hired a district Program Manager and Program Specialist that are on site everyday.  They both help manage our students with disabilities and our special education team.	We will continue to work towards finding understanding of all cultures on our campus to build a healthy diversity.	We have hired a new program specialist who will be working with the Student Study Team to help identify students who are underrepresented, and determine the needs of each individual student.  She will also be the home to school Liaison for these students connecting students and families to resources they need.	School promoted input through the use of parent surveys through Parent Square.  The Superintendent also held input gathering sessions with Families, students, and staff.	This year the Superintendent used a both in person and virtual meetings for educational partners t0 come and informally gather in various locations to give input on school needs and concerns.  Partners were guided with posters that exhibited the three LCAP goals and they were asked to write on the chart paper any needs, suggestions, concerns, etc that pertained to that goal.   The focus for improvement this year will be to expand our reach for parents on our advisory groups. We are also designing a new and improved overview of the LCAP which will make it easier for staff and families to understand.	Building capacity in our advisory groups that represent our minority populations will be a goal of the LEA this year.  We will work to accomplish this by first finding key players in these communities and then use them to encourage grater participation. We have also added community liaison time for our EL Para educators for this outreach.	5	5	4	5	3	5	5	5	5	4	5	5	Met		2024-06-17	2024
50711006112627	Hickman Charter	3	Our most recent parent survey shows that parents are highly satisfied with the home to school relationships.  They appreciate that all staff use Parent Square to keep them informed of what is happening on campus as well as any concerns they have.  Parent can quickly respond even from work.  Areas of strength is that we are a very open campus that offers many volunteer opportunities for school partners during the school day. We also hosted a Family Math Night, and the full return of school sports, clubs, and county wide school competitions have been greatly attended and appreciated.  We continue to promote these programs district wide to engage more students to achieve diverse participation.  All campus sports and clubs are also open to our homeschool students.	The area of need that was evident in our survey was that parents wished for a new and improved website.  They find ours difficult and not user friendly.	Our strength is our ability to communicate with families.  Our communication reach with ParentSquare is always between between 99% and 100% throughout the year.  We update broken contacts continuously.  At HES/HMS we are focusing on creating welcoming environments for all families in the community.  HCS has created a focus on parent-educators training. We have also worked to diversify our staff.	As a non-classroom based program, this is certainly a strength of the HCS program. They provide ongoing parent training and consult.  For HES and HMS we have hired an Intervention Teacher, who manages our Student Study Team process.  Allowing more timely input from teachers and families and meeting our at promise students where they are and delivering the support they need to thrive. We have also hired a district Program Manager and Program Specialist that are on site everyday.  They both help manage our students with disibilities and our special education team.	We will continue to work towards finding understanding of all cultures on our campus to build a healthy diversity.	We have hired a new program specialist who will be working with the Student Study Team to help identify students who are underrepresented, and determine the needs of each individual student.  She will also be the home to school Liaison for these students connecting students and families to resources they need.	School promoted input through the use of parent surveys through Parent Square.  The Superintendent also held input gathering sessions with Families, students, and staff.	This year the Superintendent used a both in person and virtual meetings for educational partners t0 come and informally gather in various locations to give input on school needs and concerns.  Partners were guided with posters that exhibited the three LCAP goals and they were asked to write on the chart paper any needs, suggestions, concerns, etc that pertained to that goal.   The focus for improvement this year will be to expand our reach for parents on our advisory groups. We are also designing a new and improved overview of the LCAP which will make it easier for staff and families to understand.	Building capacity in our advisory groups that represent our minority populations will be a goal of the LEA this year.  We will work to accomplish this by first finding key players in these communities and then use them to encourage grater participation. We have also added community liaison time for our EL Para educators for this outreach.	5	5	4	5	3	5	5	5	5	4	5	5	Met		2024-06-17	2024
50711006116388	Hickman Middle	3	Our most recent parent survey shows that parents are highly satisfied with the home to school relationships.  They appreciate that all staff use Parent Square to keep them informed of what is happening on campus as well as any concerns they have.  Parent can quickly respond even from work.  Areas of strength is that we are a very open campus that offers many volunteer opportunities for school partners during the school day. We also hosted a Family Math Night, and the full return of school sports, clubs, and county wide school competitions have been greatly attended and appreciated.  We continue to promote these programs district wide to engage more students to achieve diverse participation.  All campus sports and clubs are also open to our homeschool students.	The area of need that . was evident in our survey was that parents wished for a new and improved website.  They find ours difficult and not user friendly.	Our strength is our ability to communicate with families.  Our communication reach with ParentSquare is always between between 99% and 100% throughout the year.  We update broken contacts continuously.  At HES/HMS we are focusing on creating welcoming environments for all families in the community.  HCS has created a focus on parent-educators training. We have also worked to diversify our staff.	As a non-classroom based program, this is certainly a strength of the HCS program. They provide ongoing parent training and consult.  For HES and HMS we have hired an Intervention Teacher, who manages our Student Study Team process.  Allowing more timely input from teachers and families and meeting our at promise students where they are and delivering the support they need to thrive. We have also hired a district Program Manager and Program Specialist that are on site everyday.  They both help manage our students with disabilities and our special education team.	We will continue to work towards finding understanding of all cultures on our campus to build a healthy diversity.	We have hired a new program specialist who will be working with the Student Study Team to help identify students who are underrepresented, and determine the needs of each individual student.  She will also be the home to school Liaison for these students connecting students and families to resources they need.	School promoted input through the use of parent surveys through Parent Square.  The Superintendent also held input gathering sessions with Families, students, and staff.	This year the Superintendent used a both in person and virtual meetings for educational partners t0 come and informally gather in various locations to give input on school needs and concerns.  Partners were guided with posters that exhibited the three LCAP goals and they were asked to write on the chart paper any needs, suggestions, concerns, etc that pertained to that goal.   The focus for improvement this year will be to expand our reach for parents on our advisory groups. We are also designing a new and improved overview of the LCAP which will make it easier for staff and families to understand.	Building capacity in our advisory groups that represent our minority populations will be a goal of the LEA this year.  We will work to accomplish this by first finding key players in these communities and then use them to encourage grater participation. We have also added community liaison time for our EL Para educators for this outreach.	5	5	4	5	3	5	5	5	5	4	5	5	Met		2024-06-17	2024
50711340000000	Keyes Union	3	The district continues to work on better-supporting families in their advocacy for their students. This was greatly hampered by the COVID-19 Pandemic. The isolation experienced has become less prevalent in the post-COVID environment. We continue to be committed to our efforts to better support families.	Keyes Union remains committed to engaging and involving partners and local data to drive all we do to support students. We are committed to increasing partnerships with local businesses, community colleges, universities, and other partners who are willing to support all of our students.	Keyes Union remains committed to engaging and involving partners and local data to drive all we do to support students. We are committed to increasing the partnerships with local businesses, community colleges, universities, and other partners willing to support all of our students.	The district continues to work on better-supporting families in their advocacy for their students. This was greatly hampered by the COVID-19 Pandemic. The isolation experienced has become less prevalent in the post-COVID environment. We continue to be committed to our efforts to better support families.	Keyes Union remains committed to engaging and involving partners and local data to drive all we do to support students. We are committed to increasing partnerships with local businesses, community colleges, universities, and other partners who are willing to support all of our students.	Keyes Union remains committed to engaging and involving partners and local data to drive all we do to support students. We are committed to increasing partnerships with local businesses, community colleges, universities, and other partners who are willing to support all of our students.	Keyes Union remains committed to seeking input and encouraging parent and community involvement in all we do. Our parents, community partners, and students are given a voice.	The district also continues to work on better-supporting families to collaborate and express their concerns and suggestions for improvement. Opportunities and activities continue to be planned as we strive to collaborate with all stakeholders. We continue to devote time and resources and promote activities to ensure our parents are better connected and comfortable with our schools. We believe this will continue to be an area of success for all.	Keyes Union envisions partnerships with our partners, including parents and students, as the key to all students' academic and social well-being. The district also continues to work on better-supporting families to collaborate and express their concerns and suggestions for improvement. Opportunities and activities continue to be planned as we strive to collaborate with all stakeholders. We continue to devote time and resources and promote activities to ensure our parents are better connected and comfortable with our schools. We believe this will continue to be an area of success for all.	3	3	4	4	4	4	4	4	4	4	4	4	Met		2024-06-25	2024
50711346113286	Keyes to Learning Charter	3	Keyes to Learning is a charter built on the premise that families are the educational partners with the school. Staff work hard to keep communication lines open. Local surveys show parents feel connected reflect relationships between staff and families.	KTL is continually working on communication techniques by initiating opportunities for parents to interact with the school. Adding workshops, family nights and more parent involvement are goals for the upcoming year.	Identifying activities and topics relevant to underrepresented families, in their primary language is an area of improvement. Surveying times and needs to address (child care, scheduling. etc) will be the initial step in planning.	The nature of the charter has led to equipping staff to build relationships with families, and involving them in the educational process. This is a priority for our LEA.	The focus area of improvement involves ensuring parents have the resources and confidence to support students at home. As a staff, and through surveying our educational partners, we have determined more support would benefit our students.	The underrepresented families will be an area of focus in implementing new after-school trainings, workshops, and events. The input from educational partners shows utilizing bilingual staff, and resources will encourage more communication and involvement.  Building relationships with underrepresented families is paramount to their engagement.	The trajectory of the school is based on seeking input from educational partners. Adding opportunities for students, training for teachers and involvement of parents has been a reflection of input from those involved. Several events throughout the year have highlighted gathering concerns and suggestions from parents and staff. Open lines of communication aid in this endeavor.	Continually reaching out, and involving all population groups through various events and activities is an area of focus for improvement. KTL is always striving to draw educational partners into the decision-making process.	Seeking input from the underrepresented families during parent conferences, events, and school functions by translators (when needed) scheduling (convenient times for working families), and child care (if needed) are ways the LEA is looking to improve engagement. Meeting parents where they are will be a focus.	5	5	4	5	5	4	4	5	4	3	5	5	Met		2024-06-25	2024
50711420000000	Knights Ferry Elementary	3	Knights Ferry School has created a welcoming environment for families based on anecdotal evidence, district family event participation,  and public comments.  87.5% of survey respondents gave the district a 5 on the question related to a welcoming environment and no score was below a 3.  We take pride in the positive relationships that school staff builds with parents and the school staff truly enjoys working with parents as partners in their children's education.	The objective measure would indicate that a focus area for next year would be creating more opportunities for parents to engage in advisory groups, the average score being 3.5 out of a scale of 5 on this question.	On the objective measure, this score was a 4.36; however, the District continues to reach out to underrepresented families by providing translations of documents; translations and primary language support at school in Spanish.	The District had strong scores in this area and objectively it could be said that building relationships with parents to improve student outcomes is a strength as is the school environment.	A focus for improvement area will be assisting parents with understanding their legal rights and how to advocate for their children.	Translated documents and communication will be provided as will interpretation services at conferences both formal and informal. Additional information and outreach will be sent to perceived areas of economic need within the community.	While an analysis of the objective data shows that the majority of parents 71.5% rate this area a 3, with 42.9% rating a 5, this area had the lowest aggregate score for a school already scoring high in other areas. Parents are very involved at the school and in general feel involved in decision making but based on data would like more opportunities for participation.	The focus area will be engaging parents more in the decision making process and advisory group(s).	The district will continue to provide written translation and interpretation services for parents opening more opportunities for underrepresented families to participate.  Research different hours for advisory group so that more parents are available.	4	5	4	4	4	4	4	4	3	3	4	4	Met		2024-06-19	2024
50711670000000	Modesto City Elementary	3	Modesto City Schools (MCS) provided a Family Engagement Survey during the 2023-24 school year.  The results were included in the district LCAP.  A total of 1,849 participants completed the survey.  

Seventy-three percent of parent respondents stated that the school encourages parental involvement and seventy-one percent stated the district encourages parental involvement.  Seventy-five percent of the parent respondents stated that the district provides translators and materials in their preferred language to support parental involvement and that the school treats people fairly regardless of race/ethnicity or culture.  Over 87% of respondents reported they can communicate with teachers and staff when needed.  Respondents preferred email and text messages for communication with school and district staff.  

The Parent Engagement and Outreach (PEO) department held multiple events, both in-person and virtual (offered in both English and Spanish) on a variety of topics, and provided parent outreach and resources to meet parent needs.  Examples of these programs include Parent Leadership Programs, Parents Making a Difference - a six-part series that provided information on topics that parents may not truly understand titled “District Navigation”, and the Parent Ambassadors program that offered various on-site classes on parent-related topics.

MCS hosts well-attended DELAC meetings with representation from site ELACs to foster the engagement of parents of English learners.  Additionally, parents of English learner students and immigrant students had the opportunity to engage with staff to support a better understanding of programs to support their students.  

The district revised the Parent Engagement Policy in 2023-24 in collaboration with the Parent Advisory Council (PAC).  The PAC is composed of representatives from each school’s School Site Council. In addition to providing input on the Parent Engagement Policy, the PAC advised on the LCAP and the use of Title I funds at the district level.
	The focus area for the district will be to increase parents’ contributions to school and district initiatives.  The district has initiated the Parent Ambassador Program at all school sites to increase parent engagement and participation.  The Parent Ambassadors will focus on both school and district initiatives to help keep parents informed and to provide a bridge from the school to the community.

The Parents Making a Difference Program will be expanded to offer more opportunities for parents to be involved in the educational process at both the district and site levels.
	The Parent Engagement and Outreach Department is focused on engaging all parents in the educational process.  The PEO office collaborates with various departments and sites to coordinate opportunities for building relationships with underrepresented families.  Outreach efforts include English learner families, immigrant and migrant families, families of students with disabilities, and foster and homeless youth families.  Through the Parent Ambassador Program and the various departments, families are kept informed of school events, activities, and opportunities for involvement.  

The district’s English Learners Department provides parent training and meetings to engage parents of English Learners.  Additionally, the department hosts a Parent Resource Center to support families of immigrant and newcomer students.
	MCS’s professional learning and support to teachers and administrators to improve a school’s capacity to partner with families includes PD on Cultural Awareness and Equity.  The district has staff dedicated to family engagement at the central and site level.  Parents are informed of their legal rights both in writing and through participation in advisory committees.	The focus area for the district will be to increase parents’ contributions to student outcomes.  Parents are critical in helping students achieve success.  The district will focus on parent training that will develop their ability to advocate and support their students by increasing their knowledge of resources.  Additionally, parent courses will focus on building the parents’ abilities to be a resource for their students.	The Parent Engagement and Outreach Department is focused on engaging all parents in the educational process.  The PEO office collaborates with various departments and sites to coordinate opportunities for building relationships with underrepresented families.  Outreach efforts include English learner families, immigrant and migrant families, families of students with disabilities, and foster and homeless youth families.  Through the Parent Ambassador Program and the various departments, families are kept informed of school events, activities, and opportunities for involvement.	MCS has several advisory committees where parents provide input including the site ELACs, the DELAC, the Parent Advisory Committee, the LCAP Advisory Committee, School Site Councils, and the superintendent’s Key Communicator Committee.  Additionally, the superintendent hosted  Community Forums seeking input in the decision-making process.  These committees provide opportunities for families, teachers, principals, community members, and district administrators to work together to plan, design, implement, and evaluate family engagement activities at school and district levels.	The focus area for the district will be to increase parents’ ability to participate in the various committees.  The district’s website, social media accounts, and Parent Square will provide information to parents about the various opportunities available and work to engage all parents in the process.	The Parent Engagement and Outreach Department is focused on engaging all parents in the educational process.  The PEO office collaborates with various departments and sites to coordinate opportunities for building relationships with underrepresented families.  Outreach efforts include English learner families, immigrant and migrant families, families of students with disabilities, and foster and homeless youth families.  Through the Parent Ambassador Program and the various departments, families are kept informed of school events, activities, and opportunities for involvement.	3	4	3	3	3	4	4	4	4	4	3	3	Met		2024-06-17	2024
50711670137265	Aspire University Charter	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase the engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	3	3	3	3	2	2	2	2	3	3	3	2	Met		2024-06-20	2024
50711670138057	Connecting Waters Charter School - Central Valley	3	CV is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience. To this end, students receive instructional methods and curriculum that meet their learning style needs. Parents work directly with their credentialed teacher to customize the students’ learning path, which means they not only have strong participation in the educational decisions for their child, but the success of their student depends on the parents being involved on a daily basis. Each year the leadership team reflects on the questions in this prompt.	CV will continue to involve and students in key educational decisions and will continue to promote strengthening relationships through improving attendance in school engagement activities such as Parent Advisory Committees (PAC), parent trainings, and various parent feedback forums.	CV will continue to make efforts for all students and families to be included in the self evaluation process. Due to the personalized learning structure, families are often more willing to engage in and participate with their teachers in the feedback process.	CV is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience. See previous narrative describing the unique nature a personalized learning school ensures parent involvement.	CV will be implementing additional ongoing training for teachers to increase effective strategies for discussing student progress and improved student outcomes using a Personalized Education Plan for each student.	Due to the personalized learning structure, the teacher, student and parent partnership is individualized to every student, including underrepresented families.	Due to the personalized learning structure, the teacher, student and parent partnership regarding the student's education is individualized to every student and, as a requirement of the Education Plan, all parties (student, parent and teacher) are part of the decision making in regards to structuring the Education Plan each year.	Our data analysis revealed that while parents are directly involved in their own student’s learning path, on a global level, schoolwide instructional decision making may need more attention for gathering stakeholder involvement. Additional work may be needed for our families to know about opportunities to provide input on policies and programs. The LEA has created an active Parent Advisory Committee to increase parent involvement in schoolwide decision making.	Due to the personalized learning structure, the teacher, student and parent partnership regarding the student's education is individualized to every student, including underrepresented families, and, as a requirement of the Education Plan, all parties (student, parent and teacher) are part of the decision making in regards to structuring the Education Plan each year.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-11	2024
50711750000000	Modesto City High	3	Modesto City Schools (MCS) provided a Family Engagement Survey during the 2023-24 school year.  The results were included in the district LCAP.  A total of 1,849 participants completed the survey.  

Seventy-three percent of parent respondents stated that the school encourages parental involvement and seventy-one percent stated the district encourages parental involvement.  Seventy-five percent of the parent respondents stated that the district provides translators and materials in their preferred language to support parental involvement and that the school treats people fairly regardless of race/ethnicity or culture.  Over 87% of respondents reported they can communicate with teachers and staff when needed.  Respondents preferred email and text messages for communication with school and district staff.  

The Parent Engagement and Outreach (PEO) department held multiple events, both in-person and virtual (offered in both English and Spanish) on a variety of topics, and provided parent outreach and resources to meet parent needs.  Examples of these programs include Parent Leadership Programs, Parents Making a Difference - a six-part series that provided information on topics that parents may not truly understand titled “District Navigation”, and the Parent Ambassadors program that offered various on-site classes on parent-related topics.

MCS hosts well-attended DELAC meetings with representation from site ELACs to foster the engagement of parents of English learners.  Additionally, parents of English learner students and immigrant students had the opportunity to engage with staff to support a better understanding of programs to support their students.  

The district revised the Parent Engagement Policy in 2023-24 in collaboration with the Parent Advisory Council (PAC).  The PAC is composed of representatives from each school’s School Site Council. In addition to providing input on the Parent Engagement Policy, the PAC advised on the LCAP and the use of Title I funds at the district level.
	The focus area for the district will be to increase parents’ contributions to school and district initiatives.  The district has initiated the Parent Ambassador Program at all school sites to increase parent engagement and participation.  The Parent Ambassadors will focus on both school and district initiatives to help keep parents informed and to provide a bridge from the school to the community.

The Parents Making a Difference Program will be expanded to offer more opportunities for parents to be involved in the educational process at both the district and site levels.
	The Parent Engagement and Outreach Department is focused on engaging all parents in the educational process.  The PEO office collaborates with various departments and sites to coordinate opportunities for building relationships with underrepresented families.  Outreach efforts include English learner families, immigrant and migrant families, families of students with disabilities, and foster and homeless youth families.  Through the Parent Ambassador Program and the various departments, families are kept informed of school events, activities, and opportunities for involvement.  

The district’s English Learners Department provides parent training and meetings to engage parents of English Learners.  Additionally, the department hosts a Parent Resource Center to support families of immigrant and newcomer students.
	MCS’s professional learning and support to teachers and administrators to improve a school’s capacity to partner with families includes PD on Cultural Awareness and Equity.  The district has staff dedicated to family engagement at the central and site level.  Parents are informed of their legal rights both in writing and through participation in advisory committees.	The focus area for the district will be to increase parents’ contributions to student outcomes.  Parents are critical in helping students achieve success.  The district will focus on parent training that will develop their ability to advocate and support their students by increasing their knowledge of resources.  Additionally, parent courses will focus on building the parents’ abilities to be a resource for their students.	The Parent Engagement and Outreach Department is focused on engaging all parents in the educational process.  The PEO office collaborates with various departments and sites to coordinate opportunities for building relationships with underrepresented families.  Outreach efforts include English learner families, immigrant and migrant families, families of students with disabilities, and foster and homeless youth families.  Through the Parent Ambassador Program and the various departments, families are kept informed of school events, activities, and opportunities for involvement.	MCS has several advisory committees where parents provide input including the site ELACs, the DELAC, the Parent Advisory Committee, the LCAP Advisory Committee, School Site Councils, and the superintendent’s Key Communicator Committee.  Additionally, the superintendent hosted  Community Forums seeking input in the decision-making process.  These committees provide opportunities for families, teachers, principals, community members, and district administrators to work together to plan, design, implement, and evaluate family engagement activities at school and district levels.	The focus area for the district will be to increase parents’ ability to participate in the various committees.  The district’s website, social media accounts, and Parent Square will provide information to parents about the various opportunities available and work to engage all parents in the process.	The Parent Engagement and Outreach Department is focused on engaging all parents in the educational process.  The PEO office collaborates with various departments and sites to coordinate opportunities for building relationships with underrepresented families.  Outreach efforts include English learner families, immigrant and migrant families, families of students with disabilities, and foster and homeless youth families.  Through the Parent Ambassador Program and the various departments, families are kept informed of school events, activities, and opportunities for involvement.	3	4	3	3	3	4	4	4	4	4	3	3	Met		2024-06-17	2024
50711750120212	Aspire Vanguard College Preparatory Academy	3	Our LEA is focused on building strong relationships between school staff and families, highlighted by our regular and structured interactions through various platforms such as annual surveys and quarterly meetings. These engagements are instrumental in fostering open communication and trust, enabling families to feel more connected and supported by the school community. The feedback collected through these interactions has directly influenced school policies and practices, ensuring they are responsive to family needs.	While we have established a solid foundation for staff-family relationships, there is a continuous need to enhance these connections to ensure they are more inclusive and comprehensive. We aim to further personalize our outreach efforts to meet the diverse needs of our community, focusing on providing support that acknowledges and addresses the unique challenges faced by various family groups within our LEA.	Our LEA is dedicated to continuously improving our engagement strategies with underrepresented families, building on the initiatives already in place. These efforts are part of a broader, ongoing commitment to deepen and enrich our relationships with all family groups, focusing particularly on those who have historically been underrepresented. By consistently evaluating and refining our approaches, we ensure that our engagement practices remain dynamic and responsive to the evolving needs of our community	Our LEA has effectively utilized diverse engagement platforms such as annual surveys and regular meetings to build strong educational partnerships. These initiatives help to foster a sense of belonging, enhanced cultural awareness, and improved professional learning environments. Collaboration with special education partners ensures that we continually integrate diverse student needs into our planning.	Recognizing the imperative of continuous improvement, our LEA is committed to further enhancing our current engagement processes. Our goal is to deepen relationships and increase the engagement frequency, ensuring that all educational partners are consistently involved and that their contributions actively influence our educational strategies and policy making.	Our LEA will advance targeted outreach initiatives aimed at increasing the participation of underrepresented families. By addressing specific barriers such as language, scheduling, and accessibility, and by enhancing our communication methods, we aim to ensure these families are more actively involved and their needs are more accurately represented in our planning processes.	Our approach to decision-making is heavily influenced by a structured feedback mechanism from a broad spectrum of stakeholders, which ensures that our educational strategies are responsive to the community's needs. This consistent engagement has been pivotal in refining our policies and aligning our LCAP with the real-time priorities of our communities.	We are dedicated to the ongoing refinement of these processes to ensure they remain effective and inclusive. Our focus will be on increasing the thoroughness of our engagement efforts to ensure that all voices are heard and integrated into the decision-making process, particularly those of underrepresented and unduplicated student groups.	To further enhance the engagement of underrepresented families in our decision-making processes, we are committed to expanding and refining our interactive feedback mechanisms. This approach is part of our broader commitment to a continuous improvement model, which seeks to adapt and evolve our engagement strategies based on real-time feedback and changing community needs, thereby enriching our LCAP development and other strategic educational initiatives.	3	3	3	3	2	2	2	2	3	3	3	2	Met		2024-06-20	2024
50712090000000	Paradise Elementary	3	Multiple families reported that the strength of Paradise Elementary District in building relationships is that the school is the feeling of community created by class size and caring by all staff.	A handful of parents reported that they would like to have more advanced notice of calendar changes and/or field trips.

	Paradise Elementary District plans to continue it current practices.	Multiple families reported that they feel that their students are achieving a level of academics that they are pleased with. Communication was a strength listed multiple times.	Parents report that they would like to see more technology integration embedded into the curriculum.	Communicating in a language understandable to all was one of our highest-ranking outcomes of the parent survey. Paradise Elementary District plans to continue its current practices.	Families reported that the school is welcoming to all students and families, allowing for easy access of communication.	Paradise Elementary District plans to continue its current practices.	Paradise Elementary District plans to continue its current practices.	4	5	5	5	5	5	4	5	4	4	4	4	Met		2024-06-19	2024
50712090112383	Paradise Charter	3	Multiple families reported that the strength of Paradise Elementary District in building relationships is that the school is the feeling of community created by class size and caring by all staff.	A handful of parents reported that they would like to have more advanced notice of calendar changes and/or field trips.	Paradise Elementary District plans to continue it current practices.	Multiple families reported that they feel that their students are achieving a level of academics that they are pleased with. Communication was a strength listed multiple times.	Parents report that they would like to see more technology integration embedded into the curriculum.	Communicating in a language understandable to all was one of our highest-ranking outcomes of the parent survey. Paradise Elementary District plans to continue its current practices.	Families reported that the school is welcoming to all students and families, allowing for easy access of communication.	Paradise Elementary District plans to continue its current practices.	Paradise Elementary District plans to continue its current practices.	4	5	5	5	5	5	4	5	4	4	4	4	Met		2024-06-19	2024
50712170000000	Patterson Joint Unified	3	"PJUSD's current strengths include ""Creating welcoming environments for all families in the community"" and
""Developing multiple opportunities to engage in two-way communication."" Additional educational partner feedback
from the District English Learner Advisory Committee (DELAC), District Advisory Committee (DAC), and the LCAP Advisory Committee indicated that PJUSD provides a lot of communication to families about information pertaining to their child's education via websites, emails, fliers, and social media posts."	"PJUSD's areas for improvement includes 'Developing the capacity of staff to build trusting and respectful
relationships with families' and ""Supporting staff to learn about each family's strengths, cultures, languages and goals for their children."" Feedback from DELAC was to include customer service training for staff to build trusting, respectful relationships with families and to provide more supportive and welcoming environments for families."	Based on the analysis of educational partner input and local data, Action 4.4 in the 2024/25 LCAP was added to include customer service professional development to staff to create warm and welcoming environments for parents and the community.	"PJUSD's current strengths include ""Providing professional learning and support to teachers and principals to improve a school's capacity to partner with families' and ""Providing families with information and resources to support student learning and development in the home."" Additional educational partner feedback from the District English Learner Advisory Committee (DELAC), District Advisory Committee (DAC), and the LCAP Advisory Committee indicated that PJUSD provides parents with information to support their children at home via parent-teacher conferences, regular communication from teachers and the school, and opportunities for parents to attend Math Nights, Literacy Nights, Science Nights, and a variety of school engagement events."	Educational partner feedback from the District English Learner Advisory Committee (DELAC), District Advisory Committee (DAC), and the LCAP Advisory Committee recommended providing more family educational events across the DIstrict, especially in mathematics, college and career readiness, and A-G graduation requirements, as an area for improvement so parents can support their children at home. Additionally, educational partner feedback was to provide translations at parent educational events and to provide parents with information and support with volunteering at school sites.	Based on the analysis of educational partner input and local data, parent education events, translation support for parents, and providing parents with information and support to volunteer and school sites was included in Actions 4.3 and 4.5 of the 2024/25 LCAP.	Analysis of the local Parent Involvement Survey does not indicate any particular strength regarding the four questions (above) pertaining to Seeking Input for Decision Making. Additional educational partner feedback from the District English Learner Advisory Committee (DELAC), District Advisory Committee (DAC), and the LCAP Advisory
Committee indicated that PJUSD is making progress with engaging families in the decision making process, but it is limited to a small percentage of the District. Each school maintains a School Site Council, an English Learner Advisory Committee, and provides a Title 1 parent information meeting at the beginning of the school year. In addition, at the District level, parents serve on the District English Learner Advisory Committee (DELAC), District Advisory Committee (DAC), and the LCAP Advisory Committee.	PJUSD will focus on improving professional development and training for site administrators to effectively engage families in advisory groups and decision-making. Additionally, PJUSD will improve the capacity of family members to effectively engage in advisory groups and decision-making through parent education events and will continue to have parents participate on the LCAP Advisory Committee and participate during PJUSD's Walking and Talking instructional rounds process.	Based on the analysis of educational partner input and local data, professional development for administrators, expanding parent education events, and including parents on PJUSD Walking and Talking instructional rounds was included in Actions 4.5, 5.1, and 5.3 of the 2024/25 LCAP. Additionally, a metric was included in the 2024/25 LCAP to measure the District's effectiveness on the following question from the local Parent Involvement Survey: Rate PJUSD's progress in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. Action 4.3 was included in the 2024/25 LCAP to address this area of need.	3	4	3	4	3	3	3	3	3	3	3	3	Met		2024-06-10	2024
50712330000000	Roberts Ferry Union Elementary	3	Multiple families reported that the strength of Roberts Ferry in building relationships is that the school is the feeling of community and friendliness that shows caring for the students.	A handful of parents reported that they would like to have more advanced notice of scheduled events such as picture days and meetings.	One parent requested that in addition to more advanced notice, they would appreciate the opportunity to attend PTA Meetings via Zoom.  The district will communicate this request to the PTA.	Multiple families reported that they feel that their students are achieving a level of academics that they are pleased with. Communication was a strength listed multiple times.	Based on the results from the rating scale and the comment section of the survey, there were no areas of need identified that indicated additional improvement was necessary in the area of Building Relationships.	Communicating in a language understandable to all was one of our highest ranking outcomes of the parent survey. Roberts Ferry plans to continue it current practices.	Families reported that the school is welcoming to all students and families, allowing for easy access of communication.	A handful of parents reported that they would like to have more advanced notice of scheduled events such as picture days and meetings.	As many families expressed a desire for more detailed communication about meetings, Roberts Ferry will aim to provide more advanced information regarding scheduled events.	5	5	5	5	5	5	5	5	4	4	4	4	Met		2024-06-11	2024
50712330121525	Roberts Ferry Charter School Academy	3	Multiple families reported that the strength of Roberts Ferry in building relationships is that the school is the feeling of community and friendliness that shows caring for the students.	A handful of parents reported that they would like to have more advanced notice of scheduled events such as picture days and meetings.	One parent requested that in addition to more advanced notice, they would appreciate the opportunity to attend PTA Meetings via Zoom.  The district will communicate this request to the PTA.	Multiple families reported that they feel that their students are achieving a level of academics that they are pleased with. Communication was a strength listed multiple times.	Based on the results from the rating scale and the comment section of the survey, there were no areas of need identified that indicated additional improvement was necessary in the area of Building Relationships.	Communicating in a language understandable to all was one of our highest ranking outcomes of the parent survey. Roberts Ferry plans to continue it current practices.	Families reported that the school is welcoming to all students and families, allowing for easy access of communication.
	A handful of parents reported that they would like to have more advanced notice of scheduled events such as picture days and meetings.	As many families expressed a desire for more detailed communication about meetings, Roberts Ferry will aim to provide more advanced information regarding scheduled events.	5	5	5	5	5	5	5	5	4	4	4	4	Met		2024-06-11	2024
50712660000000	Salida Union Elementary	3	Based on parent surveys and educational partner input, the district identified strengths in the following areas:  creating welcoming environments, building trusting, respectful relationships, and two-way communication.  The district will continue Welcome Back-to-School family meetings, which provide a personalized approach to engage families in a meaningful way before the school year begins.  Parents appreciate the staff greeting families each morning at the start of the school day.  The district has continued Parent Square, a safe and secure platform for all school-to-home communication.  99% of families are signed and using ParentSquare.  Parents receive all school, classroom, and group communication via email, text, or app notification. Messages are translated through Parent Square.  The district’s fall parent survey showed 95.8% of families find it easy to communicate with staff.	Based on LCAP Advisory Committee and educational partner input, the district will continue to strengthen relationships between schools and families.  The district will begin the implementation of the Leader in Me® evidence-based, social-emotional learning curriculum to foster student leadership and develop a culture of trust.  To extend the work of Leader in Me® into the home, the district will incorporate family nights and informational meetings to bring family participation to help their child/ren discover the leader within.	The district will continue to improve and support the engagement of underrepresented families through on-going messaging to families to include them in opportunities to strengthen staff and family relationships.	Based on parent surveys and educational partner input, the district found strengths in the following areas:  
1) Opportunities for families to connect with staff:  principal forums, Coffee with the Principal, and counselor-led family meetings/trainings.  
2) Family meetings to discuss student outcomes during Parent/Teacher conferences were seen as a strength.
3) Family nights and learning opportunities at each school in the area of literacy and mathematics.
4) Providing resources to families for learning at home with Footsteps2Brilliance early literacy app, Imagine Language, and Literacy software for families to learn English at home.	Based on LCAP Advisory Committee and educational partner input, the district will offer informational meetings such as English Learner Proficiency Assessments for California (ELPAC), technology workshops for families, and an opportunity for community involvement during the Welcome Back-to-School Event.	The district will continue to improve the engagement of underrepresented families by continuing to promote meaningful opportunities for families to learn and providing resources to support student learning at home.	Based on parent surveys and educational input, the district is effectively engaging families in advisory groups and decision-making.  The district will continue to seek building the capacity of families and their involvement in advisory groups.	Based on LCAP Advisory Committee and educational partner input, the district identified an area to strengthen seeking input for decision-making by continuing to provide translation services for meetings as well as child care for families to attend.	The district will continue to improve the engagement of underrepresented families through making and maintaining contact to invite families to be involved on committees or through surveys to provide input.	4	4	3	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
50712660124768	Great Valley Academy - Salida	3	Staff uses ParentSquare for timely and consistent communication with families about what is happening at school
and in their child's classroom. Parents use responses in the system to provide input and ask questions. GVA will
continue to provide training for staff and encourage its use as an efficient means of school-family communication.
Teachers communicate about their classroom and students. Staff communicates about events and school functions.
Administration provides updates on policy and practice, as well celebrates successes and progress. Procedures,
routines, etc. are shared through ParentSquare, as well other modes of communication such as Collaborative
Coffees, Family Nights, informal meetings and teacher conferences. GVA updated is visitor and volunteer policies in
the wake of Covid in order to increase and enhance parent and family involvement on campus. Additionally, a
Parents as Partners Group has become active and engaged on campus, providing insight, feedback and support to
school staff and administration.	Increased dialogue around community involvement has provided new ideas (and old ones, once abandoned during
distance learning) such as grade-level family events, Open House and fundraising events. Parents have expressed
and will receive greater access to each other at school functions to increase the family-based atmosphere at GVA.
GVA invested in a new feedback platform for surveys ad data collection, digging deeper into what parents want/need
to support their children, enabling them to have successful school experiences. Continued efforts to increase parent
access to staff, to various methods of providing feedback and input and to being involved in school decision-making
are in development. Parents have expressed a desire to be more involved, to provide more support to teachers and
staff. Communication systems are being designed which will allow teachers to benefit from parent volunteer time on
a more effective and efficient basis.	An ELAC team has been developed with interested and involved parents. Reclassification ceremonies have become
consistent, well-attended and a very positive engagement activity for families of EL and reclassified students. Our

family input survey platform is connected to all of our data tools, allowing better disaggregation of data and cross-
referencing of student information. This will allow us to more effectively plan for increased engagement efforts, as

well as targeted supports for these students and families. The 2023-24 Parent/Family survey results indicated that
89% of respondents feel that 'the school values the diversity of children's backgrounds' and 91% responded that 'the
school is a good fit, considering my child's cultural background'. Additionally, GVA has embarked on a deep
implementation of Conscious Discipline and BeGLAD, with a parent education component to engage and support
families with diverse backgrounds.	ParentSquare use is a strength. Staff coordinator/trainer ensures staff has access, is trained and uses
ParentSquare. Access for families at home to educational technology is significant. Tools like Lexia, ZEARN, etc.
provide connection and partnership between school and home. Parents can check progress and support their
children's learning. Google classroom also supports this partnership. GVA continues to seek better and more
effective ways to connect with and support multi-lingual families and students. ELAC meetings and involvement has
benefited these connections. BeGLAD work has engaged multi-lingual families to a greater degree. Books in
primary languages have been shared and translation services are provided. Communication from GVA's EL
Specialist about ELPAC, ELAC and other opportunities for multilingual families has increased and she serves as a
liaison, relaying family needs, input and feedback to the school. Reclassification celebrations united the school
community in support of EL students' effort and progress. Parent input about additional ideas for connection and
partnership have been heard and considered through forums such as collaborative coffees, parent nights and
conferences. Feedback from family, student and staff surveys have also informed decisions about strengthening
family-school partnerships. GVA's Parents as Partners group has added to the outreach and engagement of more
parents, alumni and families. After school clubs and tutoring support the needs of families for enrichment and
acceleration of skills. SMARTtime (ELO-P) has been exceptionally successful providing before and after school
support, mentoring, acceleration, recreation and technology instruction. While open to all families,, unduplicated
students are a focus and priority. The transition from KidsCare to SMARTtime based on ELO-P programming/funding
has created more and better connections throughout the school and afterschool community at GVA. This has been a
welcome resource for many GVA families over the years and the new focus on extended day and services has been
a boon. Culminating activities allow families to regularly see their children's work and success.	SMARTtime has allowed for expansion and coordination of before/afterschool activities, clubs and tutoring.
Increased resources and greater community outreach will build stronger and more expansive community
partnerships. Regularly scheduled Family Nights have already been planned and themed for the upcoming school
year. Family input will increasingly inform decisions around Family Nights and other community-building events.
GVA's Executive Team has made Communication a priority area as we seek to be more responsive to and allow for
more GVA Community feedback loops. The school website has been updated with email contact info for general
community feedback about the school, as well as the ability to email the GVA Board with input.	SMARTtime places a priority on ensuring unduplicated families have access to extended learning opportunities
around Support (social-emotional, academic, etc.), Mentoring, Acceleration, Recreation and Technology. Added as
a member of the Extended Executive Team, GVA's Student Support/EL Specialist will provide greater focus on
informing leadership of the expressed needs of unduplicated students. She will work closely with the Superintendent
and COO on developing a comprehensive Title 1 plan and increase support to teachers and staff in the area of
implementing strong ELD instruction and monitoring. BeGLAD has been chosen as our instructional program and all
teachers have gone through certification in the 2023-24 school year. GVA's multi-lingual committee has a thee-year
plan of support and deep implementation so ensure that staff and students receive the greatest benefit of the tools
and strategies.	GVA annually surveys families, staff and students for input on school-based issues. GVA seeks regular staff input
on the direction of the school, priorities, growth potential and renewal of topics such as core values, mission and
vision. Site administration has regular parents meetings/collaborative coffees and Family Nights with opportunities
for educational partner input. The Superintendent conducts regular staff forums for input and communication. GVA
practices shared leadership through an Extended Executive Team of 20 individuals that lead/represent various
departments and/or programs. Additionally, GVA has 8 active Collaborative Committees (Curriculum & Instruction,
Safety, Health & Wellness, DEI, etc.) that meet monthly to discuss, plan, implement initiatives and share
communication to and from staff, students and families.	Superintendent forum format is reviewed and revised based on staff feedback. Staff notes parent input at Family
Nights, collaborative coffees, etc., and is developing improved methods of following up on this feedback. Appropriate
educational partners are engaged via survey regularly to provide input and major school decisions/plans.
Committees allow a diverse group of staff to recommend preferred courses of action. Staff is surveyed at the end of
each professional development opportunity and the larger GVA community can provide input at any time via the
school website.	All significant site and organizational meetings in which families participate will have interpretation services available.
GVA's ELAC group meets regularly. Our Parents as Partners group plans staff support actions and activities. They
are presented with school-based considerations to provide input and suggestions. GVA continues to seek more and
creative ways to elicit parent involvement.	3	4	3	4	3	4	4	3	4	3	3	4	Met		2024-06-24	2024
50712740000000	Shiloh Elementary	3	Shiloh School's strength has always been its small size, sense of community, and hosting of events which gather families together and build pride and collaboration with staff.  These relationships are essential in a collaborative effort focused on supporting students.	The district continues to seek new opportunities to promote family engagement by encouraging involvement and participation in school events held throughout the year.  these events provide opportunities for teachers, students and families to communicate and build relationships focused on supporting students.  The district has focused on facilitating and encouraging family participation by integrating positive and fun experiences designed to create experiences that are both enjoyable and meaningful.
	Shiloh School will continue to prioritize communication in multiple languages and consistent participation by reaching out to all families through various methods aimed at promoting opportunities for interaction with underrepresented families.
	Shiloh School has implemented practices to attract and encourage families to participate in event focused on supporting students and increased the number of opportunities providing opportunities for staff and families to communicate.
	Shiloh School will continue to focus on providing additional events and improving current events to encourage participation with our families to build relationships focused on supporting students.	Shiloh School will schedule meetings specifically designed to engage and provide support to underrepresented families to support student achievement.	Shiloh School has the unique quality of being the center of a small, rural community and having a small student population.  The district prides itself on the close community focused on communication and support of students.  Building relationships with our families is a priority, and we appreciate that parents feel welcome to have consistent, meaningful, ongoing conversations with staff.
	Shiloh School is focused on promoting events that encourage family involvement.  With continued effort, the goal is to continue attracting additional families each year to attend these events, gather information, ask questions and provide feedback for the school to consider when planning for future outcomes.
	Shiloh School will provide similar experience, some specifically focused on underrepresented families, encouraging relationship building and input for the district to consider and integrate into future plans.
	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-11	2024
50712740121558	Shiloh Charter	3	Shiloh School's strength has always been its small size, sense of community, and hosting of events which gather families together and build pride and collaboration with staff.  These relationships are essential in a collaborative effort focused on supporting students.	The district continues to seek new opportunities to promote family engagement by encouraging involvement and participation in school events held throughout the year.  these events provide opportunities for teachers, students and families to communicate and build relationships focused on supporting students.  The district has focused on facilitating and encouraging family participation by integrating positive and fun experiences designed to create experiences that are both enjoyable and meaningful.
	Shiloh School will continue to prioritize communication in multiple languages and consistent participation by reaching out to all families through various methods aimed at promoting opportunities for interaction with underrepresented families.
	Shiloh School has implemented practices to attract and encourage families to participate in event focused on supporting students and increased the number of opportunities providing opportunities for staff and families to communicate.
	Shiloh School will continue to focus on providing additional events and improving current events to encourage participation with our families to build relationships focused on supporting students.	Shiloh School will schedule meetings specifically designed to engage and provide support to underrepresented families to support student achievement.	Shiloh School has the unique quality of being the center of a small, rural community and having a small student population.  The district prides itself on the close community focused on communication and support of students.  Building relationships with our families is a priority, and we appreciate that parents feel welcome to have consistent, meaningful, ongoing conversations with staff.
	Shiloh School is focused on promoting events that encourage family involvement.  With continued effort, the goal is to continue attracting additional families each year to attend these events, gather information, ask questions and provide feedback for the school to consider when planning for future outcomes.
	Shiloh School will provide similar experience, some specifically focused on underrepresented families, encouraging relationship building and input for the district to consider and integrate into future plans.
	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-11	2024
50712820000000	Stanislaus Union Elementary	3	The district received a 4.0 overall rating out of a possible 5.  

Additional strengths:
-The district scored an average of 4.25 out of a possible 5 for creating a welcoming environment for all families in the community
-The district scored an average of 4.06 for building trusting and respectful relationships with families	-increasing communication regarding strategic planning, district and site goals, baseline metrics, following increases or decreases as well as milestones met.
-continued implementation of training for all staff to facilitate an environment that is welcoming for all families in our community and to educate staff about each family's culture, language, and strengths at the school site.
-maintain parent informational nights on topics such as mental health, social media etc.
-continued execution of Family Nights at all sites to strengthen each school's connection with the parent community	Due to the overall rating of 4.0 or higher meeting the district goal, the district will continue or implement the following:

- using Parent Square for district and site communication 
- district bilingual liaison
- staffing of one vice principal at each elementary site and two vice principals at the junior high site for family assistance
- staffing of one campus supervisor on each elementary site and three campus supervisors at the junior high site for family assistance
- staffing of attendance clerks at each site
- increasing communication regarding strategic planning, district and site goals, baseline metrics, following increases or decreases as well as milestones met.
- continued implementation of training for all staff to facilitate an environment that is welcoming for all families in our community and to educate staff about each family's culture, language, and strengths at the school site.
- maintain number of parent informational nights on topics such as mental health, social media etc. 
- communicate list of resources available to families 
- partnership with Learning Quest to provide English Language development classes for parents   
	An area of strength is in communicating with families in a language that is understandable and accessible.  We had the highest over all score in this area with a 4.60 average rating. Another area of strength is in providing a welcoming environment for all families in the community. We had the second highest score of a 4.25 average rating in this area. This year we continued with, and even added, many parent engagement activities at all of our sites.	-increasing communication regarding strategic planning, district and site goals, baseline metrics, following increases or decreases as well as milestones met.
-implementation of unconscious bias training for all staff
-increase parent informational nights on topics such as mental health, social media etc.	Due to the overall rating of 4.0 or higher meeting the district goal, the district will continue or implement the following:

- using Parent Square for district and site communication 
- district bilingual liaison
- staffing of one vice principal at each elementary site and two vice principals at the junior high site for family assistance
- staffing of one campus supervisor on each elementary site and three campus supervisors at the junior high site for family asisstance
- staffing of attendance clerks at each site
- increasing communication regarding strategic planning, district and site goals, baseline metrics, following increases or decreases as well as milestones met.
- implementation of unconscious bias training for all staff
- increase number of parent informational nights on topics such as mental health, social media etc. 
- communicate list of resources available to families 
- offering option of in person of Zoom meetings
- partnership with Learning Quest to provide English Language development classes for parents	As reflected in our survey data, the district average across all of our site for seeking parent input was a 4.01. In general our parents indicate that they have opportunities to engage with our schools and district to provide input on policies and programs.  The district has made a concerted effort to involve our parent community at all levels of our district, both site and district wide, in the decision making process. The success of this effort is demonstrated through our favorable ratings in our survey data.	Due to the favorable ratings and meeting our goal of 4.0 or higher, the following will continue:
- to provide meeting agendas through Parent Square as well as minutes
- to provide translation services and translation through Parent Square
- to use surveys for input
- schedule meetings outside of the work day
- to maintain the number of parent informational nights on topics such as mental health, social media, and so on. 
-to maintain the number of Family Nights at each school site for next year (Family Art Night, Family Cultural Night, and so on).	Due to the favorable ratings and meeting our goal of 4.0 or higher, the following will continue:
- to provide meeting agendas through Parent Square as well as minutes
- to provide translation services and translation through Parent Square
- to use surveys for input
- schedule meetings outside of the work day
- to maintain the number of parent informational nights on topics such as mental health, social media, and so on. 
-to maintain the number of Family Nights at each school site for next year (Family Art Night, Family Cultural Night, and so on).	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-13	2024
50712900000000	Sylvan Union Elementary	3	Sylvan excels in communication with educational partners and engaging underrepresented families. For the upcoming year, Sylvan will provide translation and interpretation services, including ASL, for meetings both virtually and in-person. Culturally responsive practices will be implemented to respect diverse backgrounds. Parents are encouraged to participate through workshops, associations, conferences, committees, and regular updates via Parent Square and school websites. Sylvan's focus areas are language access, culturally responsive practices, and community partnerships to enhance engagement and improve educational outcomes for all students.	SUSD understands the importance of involving parents and families in the educational process and invites them to actively participate in their child’s education. Opportunities for involvement include workshops, parent-teacher associations and clubs, parent-teacher conferences, and site-level and district-level committees. The district uses regular communication channels to engage families in supporting their child’s education.
SUSD is also working to improve partnerships with community organizations. Collaborations with community organizations, businesses, and local leaders provide students with expertise, resources, mentoring programs, extracurricular activities, and pathways to support their success.
	Sylvan is continually improving communication with all educational partners, focusing on engaging underrepresented families. For the upcoming school year, Sylvan will provide language translation and interpretation services for meetings and events, including American Sign Language (ASL). These services will be available both virtually and in-person, ensuring effective communication between the school and families.	Sylvan Union School District (SUSD) excels in building partnerships to ensure successful student outcomes. Recognizing the importance of involving parents and families in the educational process, SUSD offers numerous opportunities for active participation. These include workshops, parent-teacher associations and clubs, parent-teacher conferences, and site-level and district-level committees.

The district uses a variety of communication channels, such as newsletters, websites, social media, and Parent Square, to keep families informed and engaged. This ongoing communication helps ensure that families are actively involved in supporting their child’s education.
By fostering these strong partnerships, SUSD demonstrates its commitment to creating an inclusive and collaborative environment that enhances student success and well-being.	The district will continue to enhance and expand partnerships with community organizations. Strengthening collaborations with community organizations, businesses, and local leaders will provide valuable expertise, resources, and opportunities for students. These partnerships will support successful student outcomes through mentoring programs, extracurricular activities, and pathways for academic and personal growth.
	By consistently fostering partnerships with community organizations, the district aims to establish meaningful connections and provide support to underrepresented families. This support will contribute to enhancing student outcomes.	Sylvan Union School District prioritizes input from all educational partners, fostering transparency in decision-making. The Superintendent facilitated focus groups and staff meetings to gather feedback, aiming to enhance connections with families and staff. Surveys and various platforms engaged families, teachers, and students, offered in both English and Spanish. Additionally, advisory councils at school sites and district level ensure that diverse voices are heard and valued in the decision-making process.	Improving communication channels to share information and seek input is ongoing.  Communication includes newsletters, websites, social media platforms, Parent Square and public forums.	Ensuring representation of parents and students in decision-making is a key objective for the school district. In the 2024-2025 school year, the district plans to conduct empathy interviews, one-on-one conversations, and ongoing focus groups. This approach aims to gather input from all community partners, particularly underrepresented communities, thereby enhancing their engagement in the decision-making process.	4	3	3	4	3	4	4	4	4	4	4	4	Met		2024-06-18	2024
50713240000000	Valley Home Joint Elementary	3																						Not Met For Two or More Years			2024
50736010000000	Newman-Crows Landing Unified	3	NCLUSD believes that in order for students to learn relationships must be developed and nurtured.  All students and families need to feel connected and heard.  We have provide professional development to staff that supports inclusion of families in the school community.  Sites have developed ongoing monthly meetings with parents to support and communicate information.  Sites also hold parent events throughout the year to educate parents on academic topics but also to bring the school community together.  Examples are Math Nights at the elementary, gaming nights at the secondary, fall carnivals, elementary Olympics and many more.  We use Parent Square to allow teachers, administrators and office staff to have two-way digital communication with parents in both English and Spanish.	We will focus on improved communication and in person parent contact.  In this digital world, it has become easy to communicate with parents through Parent Square, email, etc.  We need to do a better job of engaging our parents at in person events and meetings.  We also need to get back to making phone calls to parents.  These have gone by the wayside in our digital world.  Part of relationship building with your students is getting to know their families.	We understand that is sometimes difficulty to engage some families for a variety of reasons.  We continue to find ways to reach out and support our underrepresented families. Sites conduct home visits and check ins and have worked with the Family Resource Center to seek out support for families.  99% of our families are contactable on Parent Square, our parent communication system but fore some of our families in-person is the best way to gain trust and establish relationships.	NCLUSD has provided teachers and administrators with professional development on parent engagement with schools through workshops and collaboration. Counselors at each site work with staff to support parent engagement.  Sites hold monthly 2nd Cup of Coffee Meetings for parents and they are well attended.  There are also events scheduled throughout the year to engage and involve parents.  We hold Parent-Teacher Conferences two times per year at all sites.  Each site also holds a Back to School Night in the fall and an Open House in the Spring.  The district sponsors and Back to School Festival the Saturday before school starts that is very well attended by the families in our community.  It has become a tradition that everyone looks forward to.

All handbooks, board policies and special education information are posted on the district website.	An area of focus continues to be coordinating the services we do provide in the district with services outside the district. We are working with county behavioral health to improve coordination and communication.	Sites will continue to support and improve the engagement of underrepresented families.  We are also adding more support staff, Mental Health Clinicians and Counselors to further support our underrepresented families.	NCLUSD has several advisory groups, DELAC, ELAC, LCAP Stakeholder Team, School Site Council, along with parent and booster organizations at the site level. We recruit and engage families through social media, district and site websites, Parent Square (digital communication tool) and mailers. We also make phone calls to parents to remind them of upcoming meetings and topics. Our goal is to encourage parent participation in advisory groups. We have also visited our local Health and Human Services Family Resource Center to meet with parent groups to inform them of the ways they can engage and provide input regarding policies and decision making at the site and district level. We also record our school board meetings and post them on our website so that they are available for the community to view. We have staff on all of our advisory committees who are trained by the site administrators on their roles.	We need to focus on parent outreach so that we can ensure that we have a variety of parents and are providing opportunities for all families to participate in decision-making.  It is easy to have the same parents over and over again serve on site council or DELAC or advisory committees but we need to make a concerted effort to reach out  and be more inclusive as we ask for families to participate on councils and committees.	An area of focus would be working with families on exercising their legal rights and advocating for their own students. We encourage all parents to advocate for their own children and do not keep parents from exercising their legal rights and we will continue to discuss this at district and site level meetings.


Again, administrators work closely together to ensure underrepresented families can engage with our schools.  Special events, such as Olympics, Art Shows, and Ag Days are great ways to engage all families.  We also need to be more aware that not all families have access to the internet and devices, so we need to communicate in a variety of ways.	4	5	4	5	4	4	4	3	5	4	4	4	Met		2024-06-24	2024
50755490000000	Hughson Unified	3	Hughson Unified has demonstrated considerable strengths and progress in fostering relationships between school staff and families. Key strengths include:
1. Opportunities for Involvement: The LEA provides numerous avenues for family engagement, such as volunteering in classrooms at the K-5 level, participating in Parent Teacher Committees, DELAC/ELAC, Road to Kinder, Site Council Meetings, the Ag Advisory Board, Focus Group Meetings, and Board of Trustees Meetings. These diverse opportunities ensure that parents and community members can actively contribute to the educational process and decision-making.
2. Aeries Parent Portal Access & Communication:  The Aeries Parent Portal enables parents and students to access grades and test scores at any time. This real-time access fosters transparency and helps parents stay informed about their children's academic progress.  HUSD utilizes the Aeries system to communicate important messages to families. Parents can choose their preferred method of receiving communications—email, phone call, or text. This flexibility ensures that families receive timely information in the way that is most convenient and accessible for them.
3. Bilingual Assistance: Each school site has a bilingual staff member in the office to assist non-English speaking families, ensuring effective communication. Additionally, all outgoing communications are provided in both English and Spanish, further supporting inclusivity and accessibility for all families.
4. Effective Use of Social Media: The district and individual school sites utilize social media to promote and communicate events, as well as to recognize outstanding achievements by students and staff. This not only keeps families informed but also helps build a sense of community and pride.

These strengths reflect HUSD’s commitment to building strong, collaborative relationships with families, enhancing communication, and ensuring inclusivity in the educational environment.	Based on the analysis of educational partner input and local data, HUSD has identified a key focus area for improvement in building relationships between school staff and families is to increase outreach to Spanish-Speaking families.   While HUSD has made significant strides in providing bilingual support and communications, there is a recognized need to enhance outreach efforts specifically targeted at Spanish-speaking families. This involves not only continuing to provide bilingual communications, but also actively engaging these families through tailored programs, events, and resources that address their unique needs and encourage greater participation in the educational community.  By concentrating on this focus area, HUSD aims to ensure that Spanish-speaking families feel more connected, informed, and involved in their children's education.	"Based on the analysis of educational partner input and local data, HUSD has outlined specific strategies to improve engagement of underrepresented families in building relationships between school staff and families. HUSD plans to:

1.) Increase Attendance at DELAC and ELAC Meetings: By actively promoting these meetings and providing support such as childcare, transportation, and flexible meeting times, the LEA aims to make it easier for underrepresented families to attend and participate. Additionally, ensuring that meetings are relevant and address the specific needs and concerns of these families will help boost engagement.

2.) Host ""Coffee with the Superintendent"" events with Spanish Interpretation: These informal gatherings provide a welcoming environment for families to interact directly with the Superintendent and discuss their concerns and suggestions. By including a Spanish interpreter, we will ensure that Spanish-speaking families can fully participate and feel heard.

These targeted efforts are designed to foster greater inclusion and involvement of underrepresented families, enhancing the overall engagement and relationship-building between school staff and families."	Based on the analysis of educational partner input and local data, HUSD's current strengths and progress in Building Partnerships for Student Outcomes include:

1.) Policies and Programs for Teacher-Family Meetings: We have implemented effective policies and programs that facilitate regular communication between teachers, families, and students to discuss student progress and collaborative strategies for improvement. Key initiatives include Parent-Teacher Conferences, Student Study Teams (SSTs), and Individualized Education Programs (IEPs). These forums provide parents with opportunities to engage in meaningful discussions about their child's academic journey.

2.) Comprehensive Access to Academic Information via Aeries: The Aeries system allows parents to monitor their child’s grades consistently. This transparency is complemented by regularly scheduled progress reports, report cards, and assessment results from i-Ready, SBAC, and ELPAC, ensuring that families are well-informed about their child's academic performance.

3.) Student Portfolios and Goal-Setting at Hughson High: Hughson High School's use of student portfolios enables students to set educational goals and engage in ongoing dialogues with their teachers about their progress. This initiative empowers students to take an active role in their education. Additionally, the California College Guidance Initiative (CCGI) aids students in exploring college and career options, helping them make informed decisions about their future career paths.

4.) Partnerships with External Organizations for Mental Health Support: HUSD has established strong partnerships with organizations such as Jessica's House, Hughson Family Resource Center, Center for Human Services, and La Familia. These collaborations provide a robust support network to address the mental health needs of students, enhancing their overall well-being and academic success.

These strengths reflect our commitment to building effective partnerships that support student outcomes through regular communication, goal-setting, academic transparency, and comprehensive mental health resources.	Based on the analysis of educational partner input and local data, HUSD has identified key focus areas for improvement in Building Partnerships for Student Outcomes:

1.) Focused Meetings for Goal Progress and Feedback: Future Focus Group, DELAC, and Site Council meetings will each center on a single goal and its related actions. This approach is designed to streamline communication, make progress more transparent, and actively seek feedback from families and stakeholders. By concentrating on one goal per meeting, the LEA aims to enhance the clarity and effectiveness of these discussions.

2.) Superintendent Roundtables and Coffee with the Superintendent: To strengthen educational partnerships, the Superintendent will host Coffee with the Superintendent. These meetings will rotate across different sites throughout the district, providing more opportunities for parents to participate. This initiative aims to create more accessible and engaging forums for parents to discuss their concerns, provide input, and strengthen their connection with the district’s leadership.

By focusing on these areas, we aim to improve the effectiveness of our partnerships with families and stakeholders, thereby enhancing student outcomes through more targeted communication and increased opportunities for parent engagement.	Based on the analysis of educational partner input and local data, HUSD has outlined specific strategies to improve the engagement of underrepresented families in building partnerships for student outcomes:

1.) Coffee with the Superintendent: This initiative is designed to increase engagement with Spanish-speaking families by providing a non-intimidating environment where parents can offer feedback directly to the superintendent. Based on initial feedback, these meetings will now rotate to different sites each month, making them more accessible to parents dropping off their students in the morning. This rotation aims to increase participation by making it more convenient for a broader range of parents to attend.

2.) Biliteracy Seal Recognition Program: Hughson has rejoined the Stanislaus County consortium for the Biliteracy Seal recognition program. This program acknowledges and celebrates students who achieve proficiency in two or more languages, highlighting the value of bilingualism and the hard work of these students. By participating in this program, the LEA aims to recognize and honor the achievements of bilingual students, which can help to build stronger connections with their families.

3). Recognition of Reclassified English Proficient Students: Students who are reclassified as English proficient will now be recognized at the State of the District Meeting. This public acknowledgment underscores the LEA's commitment to celebrating the successes of all students, particularly those who have worked hard to achieve English proficiency. This recognition helps to demonstrate to families that their children's achievements are important to the district.

These strategies are designed to foster a more inclusive and supportive environment for underrepresented families, enhancing their engagement and participation in the educational process and building stronger partnerships to support student outcomes.	Based on the analysis of educational partner input and local data, the LEA’s current strengths and progress in Seeking Input for Decision-Making include:

1.) School Board Meetings: Held on the second Tuesday of each month, these meetings involve the Board of Trustees, district and site administrators, and various educational partners. The meetings are accessible both live and virtually, with recordings available on the district's YouTube channel. Community members have the opportunity to make public comments in person, promoting transparency and inclusivity.

2.) Focus Group Meetings: Conducted three times a year, these meetings actively solicit feedback on the ideas and progress discussed. The discussions are centered around LCAP Goals and Actions, Budget, Facilities, Academics, and Mental Health Supports, ensuring that a broad range of topics are covered and that input is gathered on critical areas.

3.) DELAC/ELAC Meetings: Also held three times a year, these meetings specifically request feedback on LCAP Goals and Actions and other agenda topics from attendees. This targeted approach ensures that the voices of English Learner families are heard and considered in decision-making processes.

4.) Teacher Survey on Implementation of Academic Standards (LCFF Priority 2): Administered each spring, this survey gathers teachers' input on the implementation of academic standards, helping to assess and improve instructional practices and curricula.

5.) Parent & Family Engagement Survey (LCFF Priority 3): Conducted each spring, this survey collects feedback from parents and families about their engagement and experiences with the school, informing strategies to enhance family involvement and support.

6.) Consultation with SELPA: Regular consultations with the Special Education Local Plan Area (SELPA) about LCAP Goals and Actions ensure that the needs of students with disabilities are considered and addressed in the planning and decision-making processes.

7.) School Site Council Meetings: These meetings are held at individual school sites to gather input from parents, teachers, and community members on school improvement plans and other critical issues.

8.) Parent Teacher Committees (PTC) Meetings: PTC meetings provide a forum for parents and teachers to collaborate on school events, fundraising, and initiatives, fostering a strong school community and gathering valuable feedback.

9.) Booster Meetings at Hughson High: Band, Athletic, and Agriculture Booster meetings at Hughson High School involve parents and community members in supporting specific programs. These meetings help ensure that the unique needs and goals of these programs are addressed and supported through community input and involvement.

These strengths reflect HUSD’s comprehensive approach to seeking input from various stakeholders, ensuring that decision-making is inclusive, transparent, and responsive to the needs and perspectives of the entire school community.	Based on the analysis of educational partner input and local data, HUSD has identified a key focus area for improvement in Seeking Input for Decision-Making:

1.) Enhanced Input Collection at Events: We aim to improve engagement and gather more comprehensive feedback by setting up survey stations at well-attended events such as Back-to-School Night, Open House, and special events like Radio Days. This initiative will allow parents and stakeholders to provide input conveniently during these events using Chromebooks or similar devices. By integrating surveys into these events as part of a rotation, the LEA seeks to increase participation and capture insights from a broader cross-section of the school community.
This focus area reflects the LEA's commitment to expanding opportunities for input and ensuring that feedback collection is accessible and integrated into key moments of community engagement.	Based on the analysis of educational partner input and local data, HUSD has identified strategies to improve engagement of underrepresented families in seeking input for decision-making:

1.) Targeted Outreach: Implementing targeted outreach strategies to specifically reach out to underrepresented families, including those who may face language or accessibility barriers. This could involve translated materials, outreach through community organizations, and ensuring communication channels are accessible and inclusive.

2.) Cultural Sensitivity: Ensuring that feedback mechanisms and engagement strategies are culturally sensitive and responsive to the needs and preferences of diverse communities. This includes understanding cultural norms around communication and engagement.

3.) Flexible Participation Options: Offering flexible options for providing input, such as online surveys, virtual meetings, or alternative times and formats for meetings to accommodate varied schedules and preferences.

4.) Inclusive Events and Forums: Creating inclusive spaces at events and forums where underrepresented families feel welcome and comfortable participating. This could include providing interpretation services, childcare, and ensuring the venue is accessible.

By focusing on these strategies, we aim to improve engagement and ensure that underrepresented families have meaningful opportunities to contribute their input to decision-making processes, fostering greater inclusivity and representation within the district.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-11	2024
50755560000000	Riverbank Unified	3	Areas of strength and progress in building partnerships for student outcomes include an annual training of School Site Council members in understanding educational partnership roles and the implementation of each site’s School Plan for Student Achievement (SPSA). Through the SPSA, student outcomes are identified and addressed. Additionally, Riverbank Unified provides multiple opportunities for parents to engage as educational partners, including, but not limited to committees, such as ELAC/DELAC and LCAP Educational Partner Committee. Parent Information Nights provide support for successful student transitions from elementary to middle school and middle school to high school. In partnership with the district’s Family Resource Center, incoming Transitional Kindergarten and Kindergarten students and parents/guardians participate in school readiness events held each spring during the new student registration window and during the KinderCamp summer program held before the start of each school year. A focus on creating welcoming environments for families includes site and district celebrations of cultural and language differences and recognition of student behavioral and academic progress and growth, including the annual Reclassification Ceremony, recognizing English learners demonstrating English proficiency.	For improvement in Building Partnerships for Student Outcomes, Riverbank Unified will focus on informing and educating school, home, and community partners about the various program offerings and supports available to our students and families. In reviewing data and input, it is evident that quality and quantity of programs to promote student growth and achievement are in existence, but not well known among educational partners. A 2-way communication tool, ParentSquare, was identified in 2023-24 for implementation in 2024-25, providing access to parents and staff in preferred languages.	To improve the engagement of underrepresented families, Riverbank Unified will continue to collect, monitor, and analyze input and local data in order to identify the areas of greatest need when it comes to providing families with ample and meaningful opportunities to contribute to increased student growth and performance. In consultation with parents through committees, LCAP Educational Partner meetings, School Site Council, and ELAC/DELAC, the need to provide increased quantity and improved quality of parent engagement events was identified. Plans for 2024-25 include specific parent training opportunities while using parent feedback to develop the annual parent summit topics and presentations.	Riverbank Unified has many strengths when it comes to building partnerships with families. Based on feedback collected from educational partners, some of these strengths include: hosting family nights at schools; providing resources for families in need, including Student Support Specialists, and Casa del Rio Family Resource Center; hosting Principal/Parent Coffees; and celebrating reclassified and Seal of Biliteracy students. All school-to-home communication and documentation is translated in Spanish and parent-teacher conferences, SSTs, and IEPs provide a strong means for individualized conversations about academic growth and achievement. Additionally, Aeries provides parents the opportunity to monitor their child’s grades and attendance on a regular basis.	For improvement in Building Relationships Between School Staff and Families, Riverbank Unified will focus on the implementation of ParentSquare, a communication platform that engages families in communication from the district office, the school site, and the classroom teacher in a format that is user-friendly and accessible. Unifying the various streams of information, including alerts, messages, newsletters, and websites while considering technological access and secure delivery will ensure that school-to-home communication is designed with the needs of all users and recipients in mind.	To improve the engagement of underrepresented families, Riverbank Unified has identified parent engagement as a district and site priority. Through ongoing methods of gathering feedback from educational partners, barriers will be identified along with solutions to minimize or remove the challenges our underrepresented families encounter when it comes to establishing meaningful and productive home-school relationships.  Beginning in 2024-25, a student, staff and parent survey tool will be implemented to better assess site and district practices to establish positive, productive learning environments that also engage families in the learning process.	Riverbank Unified encourages participation of educational partners through site and district committees, including the LCAP Partner Engagement Committee that meets regularly during the school year to review the implementation and efficacy of actions. Annually, each School Site Council engages in a comprehensive needs assessment that includes an in-depth analysis of attendance, behavior, and achievement data. This process of gathering input is particularly valuable when evaluating areas of strength to maintain as well as areas in need of improvement. Riverbank Unified Board Meetings also provide the opportunity for educational partner input. Meetings are offered simultaneously live and virtual.	For improvement in Seeking Input for Decision-Making, Riverbank Unified will focus on the identification and implementation of surveys for the specific purpose of gathering information from staff, student, and parent/family perspectives.	To improve the engagement of underrepresented families, Riverbank Unified will continue to develop occasions and events that accommodate family schedules, remove language and/or cultural barriers, and encourage participation.	4	4	4	3	4	4	4	4	4	4	4	4	Met		2024-06-25	2024
50755560113852	Riverbank Language Academy	3	RLA provides numerous opportunities for parental involvement. Parents play a key role in the decision-making process at RLA, with dedicated seats on the RLA Board and involvement in committees such as PTO, ELAC, LCAP, and special event planning. RLA's Parent Teacher Organization organizes and sponsors annual events like the Jog-a-Thon, Family Nights, RLA Fun Day, Cultural Festival, and various parent workshops.

Riverbank Language Academy has excelled in promoting parent engagement and maintains an exceptional relationship with its community. The school offers diverse parent education programs, including Family Literacy Night, Family Math Night, ELAC, health education, social-emotional learning and mental health workshops. This spring RLA had 85 parents graduate from the PIQE (Parent Institute for a Quality Education) program. Family and community events at RLA enjoy strong attendance, with parent participation above 50%. The school ensures accessibility by providing all communication and materials in English and Spanish. Approximately 97% of our teachers, administrators, and support staff are proficient in Spanish.	The sustainability of school and community partnerships is a continued goal for RLA.  The school holds regular monthly parent ELAC meetings, Cafecitos (Parent Coffee), PTO and RLA Advisory Board meetings. Establishing parent and community partnerships is part of the school's LCAP goal.	Riverbank Language Academy offers regular opportunities for the family to be engaged in the decision-making process.  The school has regular monthly PTO (Parent Teacher Organization) meetings and ELAC meetings (English Learner Advisory Committee); additionally, there are monthly school board meetings. RLA Teachers provide regular parent communication in English and Spanish and there is individual parent outreach by teachers to inform families about student progress.	Riverbank Language Academy demonstrates significant strengths and progress in building school-community partnerships that support student outcomes. Key strengths include collaboration with educational partners such as community organizations, district, city, and non-profits, enhancing resources and opportunities for students. RLA's proactive engagement with the school community fosters support networks that promote student success, evidenced by improved academic performance and increased participation in extracurricular activities.	Based on RLA's current data on student achievement, school climate, and school connectedness, the areas of improvement are centered around social-emotional learning, mental health, academic supports and enrichment offerings.	Parents are valued stakeholders and are part of the decision-making process at RLA. As a charter school, the school has high rate of parent involvement and they are key players in supporting student outcomes.	RLA provides access to all school communication in English and Spanish. Additionally, the school provides opportunities to provide feedback via school surveys, electronic communication, and by attending meetings at school.	RLA has regular communication with RLA Families and school community.  All school communication, phone calls, messages, parent-teacher conferences and school reports provide opportunities for parents to be informed and involved in both languages English and Spanish. Additional opportunities for discussion of student progress takes place during student study teams, IEP meetings, and formal and informal parent conferences.	The school has identified parental involvement as a goal that is essential to the decision-making process of the school. RLA plans to continue to provide enhanced school-home communication in both languages, targeted outreach to student families, advisory committees, and by providing other parent training opportunities throughout the school year.	5	5	5	4	5	4	5	5	5	4	5	5	Met		2024-06-12	2024
50755640000000	Oakdale Joint Unified	3	Educational partners and our local data indicate that our District is strong in creating a welcoming environment for all families in the community with Full Implementation and Sustainability. This is done through regular school to home communication, teachers who are available to communicate with families, and school activities like Back to School Night, Open House, and other activities that welcome families into the schools. We are also strong in developing multiple opportunities for the LEA and school sites  to engage in 2-way communication between families and educators using language that is understandable and accessible to families.	Oakdale Joint Unified needs to grow in the area of supporting staff to learn about each family's strengths, cultures, languages, and goals for their children. Educational partners felt that we are in the Beginning Development stages in this area (2), and even though we have moved to Full Implementation is this area (4), there is still room for improvement. There is similar room for improvement in developing the capacity of staff to build trusting and respectful relationships with families.	We will continue to reach out to our underrepresented families in a number of ways, including ELAC and DELAC committees, sending all communications in both Spanish and English, including various modes of communication from mailers to phone calls to text messages and emails to make sure we do our best to communicate to all. We will also continue to implement online family surveys in both English and Spanish for families to better share their celebrations and/or concerns about family participation and engagement and plan to do so again in spring 2024. We will continue to work with the DELAC committee and the site ELAC committees to help foster more participation from our Spanish-speaking families.	OJUSD has strong ratings for providing professional learning and support to teachers and principals to improve a school's capacity to partner with families and strong ratings in implementing policies and programs for teachers to meet with families and discuss student progress and work together to support improved student outcomes. Through regular PLC meetings with both teaching staff and administrative staff, ideas are shared about how to continue building partnerships with families. In yearly parent conferences, in IEP and 504 meetings, and in meetings called by parents, teachers, or administrators to address concerns, student progress and ways both families and teachers can better support student growth are main topics of discussion.	Educational partners reported that more work is needed in supporting families to understand and exercise their legal rights and advocate for their own students and for all students. While this is still an area for improvement, we did move from a rating of Exploration and Research (1) to Initial Implementation (3). Rights of families are explained in the Parent Handbook that goes out to families each year and that's available on our District website, and families can always call sites or the District office to talk to staff, both English and Spanish speaking, to get answers to questions about their rights.	The district will continue to reach out to underrepresented families to make sure they are included in building partnerships. We need input from all families in order to make this a better and better district for all families. We'll continue to communicate regularly, to make sure that communications are sent in multiple ways and languages, and that all families feel invited and welcome to participate in the work of the District.	Areas of strength for OJUSD include building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision making and building the capacity of and supporting family members to effectively engage in advisory groups and decision making. Site principals annually participate in training regarding the role of the School Site Council and the ELAC.  Principals are provided the tools and resources needed to recruit and train interested participants.  All schools maintain properly constituted School Site Councils.  ELACs, however, are usually integrated with the School Site Council due to lack of participation.  The DELAC consistently has representation from most schools. The District Advisory Committee, however, does not tend to have consistent parent attendees.  LEA staff need to evaluate and update efforts to recruit and retain underrepresented families	Educational stakeholders identified providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community. Through increased use of community surveys in both English and Spanish and by making sure all community members know which District and site committees are seeking members, we can increase the voices of OJUSD families in giving input to district decisions. We remain at a (3) this year but this is still an area that needs ongoing attention.	Site principals annually participate in training regarding the role of the School Site Council and the ELAC.  Principals are provided the tools and resources needed to recruit and train interested participants.  All schools maintain properly constituted School Site Councils.  ELACs, however, are usually integrated with the School Site Council due to lack of participation.  The DELAC consistently has representation from most schools.  The District Advisory Committee, however, does not tend to have consistent parent attendees.  LEA staff need to evaluate and update efforts to recruit and retain underrepresented families.	4	5	4	5	4	5	4	3	4	4	3	3	Met		2024-06-10	2024
50755645030176	Oakdale Charter	3	Oakdale Charter utilizes a home school based education approach and bimonthly personal one on one meetings with students and parents. This allows teachers to quickly build and continuously maintain relationships with both the student and family.	Oakdale Charter will continue to utilize its current approach and will improve the communication with adding a weekly newsletter as well as consistent social opportunities for all students.	Oakdale Charter will provide opportunities for underrepresented families to engage in the education of their children. Bimonthly educational meetings, weekly newsletters, monthly workshops and additional opportunities for families to meet with the administration.	Oakdale Charter master agreement requires parent participation in student meetings. All parents understand that they are enrolling their student in a school that models consistent and clear communication.	Oakdale Charter sees this as an area of strength. They will continue to explore opportunities to increase building partnerships in an effort to increase student outcomes.	Underrepresented families will be addressed individually by site administration in an effort to remove barriers and to build partnerships to improve student outcomes.	Oakdale Charter utilizes a parent advisory committee (PAC) to gather input from our educational partners. This committee meets quarterly.	Oakdale Charter seeks to increase the amount of parents and students who attend the PAC meetings. Efforts will include a marketing campaign to all educational partners.	The marketing campaign will include efforts to increase input from underrepresented families.	5	5	5	5	4	5	5	5	5	4	4	4	Met		2024-06-10	2024
50755720000000	Waterford Unified	3	A strong majority of parents responding to our Student Wellness/Safety/LCAP survey 2024 report that their child feels safe at school (78%), that they are satisfied with the opportunities they have to be involved at school (70%), they participate at school (92%), the adults at school are caring to their child/ren ((97% yes or sometimes), the school does a good job communicating (79%) and supporting their child/ren academically (89% yes or sometimes).

This and other data spotlight our strong relationships between school staff and families.	Increasing the number of times families participate in school as volunteers and to attend multiple events each year is an area of need for our system.  While only 9% report not attending any event this year, only 52% say they've participated 4 or more times.	"A commitment in the 2024 Strategic Plan, Focus Area 4 is to ""Organize inclusive parent and guardian engagement events and workshops to foster a deeper understanding of school and educational topics."""	Current strengths and progress in this area include translated communications, district and site web pages and social media presence, and our district app that provides information about events, school meals, and notifications. Parents/guardians access their child/ren's academic progress though the Parent Portal to our student information system where they can review progress and grades.	WUSD will work to continuously improve parent-teacher communication, including regular updates and feedback mechanisms to keep parents and guardians closely informed about their child's progress and school activities.	Two of the commitments in Focus Area 4 are: 2.iii Maintain a feedback system for parents and guardians to share their experiences and suggestions, ensuring their voices are heard and considered in school decision-making processes, and 2.iv. Increase access and awareness of educational services and resources for families experiencing hardship.	During the 2023-24 school year WUSD partnered with our community in reviewing our prior strategic plan, focusing on including wider engagement of voices from students, staff, and community members.  This process created space for the voices of those partners to drive the new plan which is the foundation of the 2024 LCAP.  Ongoing touchpoints to keep those voices present include School Site Council, District English Language Advisory Committee, Ag Advisory, and Safety and Wellness committees.	The Strategic Plan calls for the development and implementation of comprehensive family and community education programs in collaboration with local organizations and experts focused on key areas such as parenting skills, student academic support, and personal development.	Our 2024 Strategic Plan, Focus Area 4 includes commitment to establish regular community events focused on receiving feedback, staff training focused on cultural sensitivity, and enhanced access to interpretation services tailored for special education programs.	4	4	3	4	4	4	4	4	4	3	4	3	Met		2024-06-17	2024
50755725030317	Connecting Waters Charter	3	Connecting Waters is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience. To this end, students receive instructional methods and curriculum that meet their learning style needs. Parents work directly with their credentialed teacher to customize the students’ learning path, which means they not only have strong participation in the educational decisions for their child, but the success of their student depends on the parents being involved on a daily basis. Each year the leadership team reflects on the questions in this prompt.	Connecting Waters will continue to involve and students in key educational decisions and will continue to promote strengthening relationships through improving attendance in school engagement activities such as Parent Advisory Committees (PAC), parent trainings, and various parent feedback forums.	Connecting Waters will continue to make efforts for all students and families to be included in the self evaluation process. Due to the personalized learning structure, families are often more willing to engage in and participate with their teachers in the feedback process.	Connecting Waters is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience. See previous narrative describing the unique nature a personalized learning school ensures parent involvement.	Connecting Waters will be implementing additional ongoing training for teachers to increase effective strategies for discussing student progress and improved student outcomes using a Personalized Education Plan for each student.	Due to the personalized learning structure, the teacher, student and parent partnership is individualized to every student, including underrepresented families.	Due to the personalized learning structure, the teacher, student and parent partnership regarding the student's education is individualized to every student and, as a requirement of the Education Plan, all parties (student, parent and teacher) are part of the decision making in regards to structuring the Education Plan each year.	Our data analysis revealed that while parents are directly involved in their own student’s learning path, on a global level, schoolwide instructional decision making may need more attention for gathering stakeholder involvement. Additional work may be needed for our families to know about opportunities to provide input on policies and programs. The LEA has created an active Parent Advisory Committee to increase parent involvement in schoolwide decision making.	Due to the personalized learning structure, the teacher, student and parent partnership regarding the student's education is individualized to every student, including underrepresented families, and, as a requirement of the Education Plan, all parties (student, parent and teacher) are part of the decision making in regards to structuring the Education Plan each year.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-11	2024
50757390000000	Turlock Unified	3	"Turlock USD annually administers the California Healthy Kids Survey to grades: 5, 7, 9, and 11.  Data from the surveys provide valuable information regarding the District's LCAP Goals and the District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:

2023-2024

School Connectedness: Elementary: 75%, 7th:  52%, 9th: 56%, 11th:  50%
Caring Adults: Elementary:  73%, 7th:  53%, 9th:  53%, 11th:  59%
Parent Involvement in Schooling: Elementary: 78%, 7th:  50%, 9th:  48%, 11th:  40%
School Safety:  Elementary:  78%, 7th:  53%, 9th:  58%, 11th:  51%

Elementary
School Connectedness and Caring Adults increased by 1% or 2% from the previous year and continues to remain in the mid 70% range.
There was no change in parent involvement from the previous year.  The percentage remained at 78%.
The District had slightly higher percentages in all areas of school engagement and supports than the 2021-2023 State Average.
     School Connectedness:  State:  73%, District:  75% 
     Caring Adults:  State:  70%, District:  73%
     Parent Involvement:  State:  76%, District:  78%
School Safety remained the same as the previous year and is same as the State Average
     Safety:  State:  78%, District:  78%

Secondary
7th grade has decreased over the last three years of feeling connected to school.
9th and 11th grade has increased slightly over the last three years, averaging about 50% of feeling connected to school.
The average percent for grades 7, 9, and 11 has averaged 55% for the last three years, no significant changes in the area of Caring Adults.
The District is below the 2019-2021 State Average by approx. 5%.
Promotion of Parent Involvement at grades 7, 9, and 11 averages in the mid 40% in comparison to the State Average of 50%.
Although all grades are below or slightly below the State Averages, most to all student responses were ""neither disagree or agree.""
Students perceiving school is safe increased in all grades from the previous year. And continues to average in the 50% range since 2021-2022, 2% below the average pre-pandemic.


Strengths:  LCAP Process:  2,286 responses received, staff:  1,031, parent/community:  1,255, continue:  elementary counselors - counselors work to maximize student success and promote access and equity for all students, counselors collaborate with students, families, staff, teachers, administrators, and our community, thus helping create welcoming environments for families and students, community liaisons TK-8,- community liaisons play vital roles in supporting students and families. support staff: nurses, school-to-home communication i.e. ParentSquare, newsletters in English and Spanish.

The TUSD Family Resource Center is a hub of support that will provide resources, programs, and services based on the needs and interests of our diverse families."	"Turlock USD annually administers the California Healthy Kids Survey to grades: 5, 7, 9, and 11.  Data from the surveys provide valuable information regarding the District's LCAP Goals and the District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:

2023-2024

School Connectedness: Elementary: 75%, 7th:  52%, 9th: 56%, 11th:  50%
Caring Adults: Elementary:  73%, 7th:  53%, 9th:  53%, 11th:  59%
Parent Involvement in Schooling: Elementary: 78%, 7th:  50%, 9th:  48%, 11th:  40%
School Safety:  Elementary:  78%, 7th:  53%, 9th:  58%, 11th:  51%

Elementary
School Connectedness and Caring Adults increased by 1% or 2% from the previous year and continues to remain in the mid 70% range.
There was no change in parent involvement from the previous year.  The percentage remained at 78%.
The District had slightly higher percentages in all areas of school engagement and supports than the 2021-2023 State Average.
     School Connectedness:  State:  73%, District:  75% 
     Caring Adults:  State:  70%, District:  73%
     Parent Involvement:  State:  76%, District:  78%
School Safety remained the same as the previous year and is same as the State Average
     Safety:  State:  78%, District:  78%

Secondary
7th grade has decreased over the last three years of feeling connected to school.
9th and 11th grade has increased slightly over the last three years, averaging about 50% of feeling connected to school.
The average percent for grades 7, 9, and 11 has averaged 55% for the last three years, no significant changes in the area of Caring Adults.
The District is below the 2019-2021 State Average by approx. 5%.
Promotion of Parent Involvement at grades 7, 9, and 11 averages in the mid 40% in comparison to the State Average of 50%.
Although all grades are below or slightly below the State Averages, most to all student responses were ""neither disagree or agree.""
Students perceiving school is safe increased in all grades from the previous year. And continues to average in the 50% range since 2021-2022, 2% below the average pre-pandemic.


The TUSD Family Resource Center is a hub of support that will provide resources, programs, and services based on the needs and interests of our diverse families.
Supporting school readiness
Hosting parent workshops
Bridging communication between families and respective schools
Linking students and families to community assistance
Providing specialized support to foster youth, students experiencing homelessness, and refugees/newcomers.


An identified area of focus is students at the secondary level feeling connected to school and having caring adult relationships."	"Turlock USD annually administers the California Healthy Kids Survey to grades: 5, 7, 9, and 11.  Data from the surveys provide valuable information regarding the District's LCAP Goals and the District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:

2023-2024

School Connectedness: Elementary: 75%, 7th:  52%, 9th: 56%, 11th:  50%
Caring Adults: Elementary:  73%, 7th:  53%, 9th:  53%, 11th:  59%
Parent Involvement in Schooling: Elementary: 78%, 7th:  50%, 9th:  48%, 11th:  40%
School Safety:  Elementary:  78%, 7th:  53%, 9th:  58%, 11th:  51%

Elementary
School Connectedness and Caring Adults increased by 1% or 2% from the previous year and continues to remain in the mid 70% range.
There was no change in parent involvement from the previous year.  The percentage remained at 78%.
The District had slightly higher percentages in all areas of school engagement and supports than the 2021-2023 State Average.
     School Connectedness:  State:  73%, District:  75% 
     Caring Adults:  State:  70%, District:  73%
     Parent Involvement:  State:  76%, District:  78%
School Safety remained the same as the previous year and is same as the State Average
     Safety:  State:  78%, District:  78%

Secondary
7th grade has decreased over the last three years of feeling connected to school.
9th and 11th grade has increased slightly over the last three years, averaging about 50% of feeling connected to school.
The average percent for grades 7, 9, and 11 has averaged 55% for the last three years, no significant changes in the area of Caring Adults.
The District is below the 2019-2021 State Average by approx. 5%.
Promotion of Parent Involvement at grades 7, 9, and 11 averages in the mid 40$ in comparison to the State Average of 50%.
Although all grades are below or slightly below the State Averages, most to all student responses were ""neither disagree or agree.""
Students perceiving school is safe increased in all grades from the previous year. And continues to average in the 50% range since 2021-2022, 2% below the average pre-pandemic.


The TUSD Family Resource Center is a hub of support that will provide resources, programs, and services based on the needs and interests of our diverse families.
Supporting school readiness
Hosting parent workshops
Bridging communication between families and respective schools
Linking students and families to community assistance
Providing specialized support to foster youth, students experiencing homelessness, and refugees/newcomers.

The District continues to improve engagement of underrepresented families through the District's new Family Resource Center and the position of Coordinator of Equity Initiatives, and its partnership with CSU, Stanislaus."	"Turlock USD annually administers the California Healthy Kids Survey to grades: 5, 7, 9, and 11.  Data from the surveys provide valuable information regarding the District's LCAP Goals and the District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:

2023-2024

School Connectedness: Elementary: 75%, 7th:  52%, 9th: 56%, 11th:  50%
Caring Adults: Elementary:  73%, 7th:  53%, 9th:  53%, 11th:  59%
Parent Involvement in Schooling: Elementary: 78%, 7th:  50%, 9th:  48%, 11th:  40%
School Safety:  Elementary:  78%, 7th:  53%, 9th:  58%, 11th:  51%

Elementary
School Connectedness and Caring Adults increased by 1% or 2% from the previous year and continues to remain in the mid 70% range.
There was no change in parent involvement from the previous year.  The percentage remained at 78%.
The District had slightly higher percentages in all areas of school engagement and supports than the 2021-2023 State Average.
     School Connectedness:  State:  73%, District:  75% 
     Caring Adults:  State:  70%, District:  73%
     Parent Involvement:  State:  76%, District:  78%
School Safety remained the same as the previous year and is same as the State Average
     Safety:  State:  78%, District:  78%

Secondary
7th grade has decreased over the last three years of feeling connected to school.
9th and 11th grade has increased slightly over the last three years, averaging about 50% of feeling connected to school.
The average percent for grades 7, 9, and 11 has averaged 55% for the last three years, no significant changes in the area of Caring Adults.
The District is below the 2019-2021 State Average by approx. 5%.
Promotion of Parent Involvement at grades 7, 9, and 11 averages in the mid 40$ in comparison to the State Average of 50%.
Although all grades are below or slightly below the State Averages, most to all student responses were ""neither disagree or agree.""
Students perceiving school is safe increased in all grades from the previous year. And continues to average in the 50% range since 2021-2022, 2% below the average pre-pandemic.


Strengths:  LCAP Process:  2,286 responses received, staff:  1,031, parent/community:  1,255, continue:  elementary counselors - counselors work to maximize student success and promote access and equity for all students, counselors collaborate with students, families, staff, teachers, administrators, and our community, thus helping create welcoming environments for families and students, community liaisons TK-8,- community liaisons play vital roles in supporting students and families. support staff: nurses, school-to-home communication i.e. ParentSquare, newsletters in English and Spanish,


The TUSD Family Resource Center is a hub of support that will provide resources, programs, and services based on the needs and interests of our diverse families."	"Turlock USD annually administers the California Healthy Kids Survey to grades: 5, 7, 9, and 11.  Data from the surveys provide valuable information regarding the District's LCAP Goals and the District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:

2023-2024

School Connectedness: Elementary: 75%, 7th:  52%, 9th: 56%, 11th:  50%
Caring Adults: Elementary:  73%, 7th:  53%, 9th:  53%, 11th:  59%
Parent Involvement in Schooling: Elementary: 78%, 7th:  50%, 9th:  48%, 11th:  40%
School Safety:  Elementary:  78%, 7th:  53%, 9th:  58%, 11th:  51%

Elementary
School Connectedness and Caring Adults increased by 1% or 2% from the previous year and continues to remain in the mid 70% range.
There was no change in parent involvement from the previous year.  The percentage remained at 78%.
The District had slightly higher percentages in all areas of school engagement and supports than the 2021-2023 State Average.
     School Connectedness:  State:  73%, District:  75% 
     Caring Adults:  State:  70%, District:  73%
     Parent Involvement:  State:  76%, District:  78%
School Safety remained the same as the previous year and is same as the State Average
     Safety:  State:  78%, District:  78%

Secondary
7th grade has decreased over the last three years of feeling connected to school.
9th and 11th grade has increased slightly over the last three years, averaging about 50% of feeling connected to school.
The average percent for grades 7, 9, and 11 has averaged 55% for the last three years, no significant changes in the area of Caring Adults.
The District is below the 2019-2021 State Average by approx. 5%.
Promotion of Parent Involvement at grades 7, 9, and 11 averages in the mid 40$ in comparison to the State Average of 50%.
Although all grades are below or slightly below the State Averages, most to all student responses were ""neither disagree or agree.""
Students perceiving school is safe increased in all grades from the previous year. And continues to average in the 50% range since 2021-2022, 2% below the average pre-pandemic.


The TUSD Family Resource Center is a hub of support that will provide resources, programs, and services based on the needs and interests of our diverse families.
Supporting school readiness
Hosting parent workshops
Bridging communication between families and respective schools
Linking students and families to community assistance
Providing specialized support to foster youth, students experiencing homelessness, and refugees/newcomers.

An area identified is to work, develop, and support building partnerships for student outcomes at the secondary level School Connectedness and Caring Adults.  Teachers, administration, counselors, and support staff continue to play vital roles in building relationships with students, families, and our community."	"Turlock USD annually administers the California Healthy Kids Survey to grades: 5, 7, 9, and 11.  Data from the surveys provide valuable information regarding the District's LCAP Goals and the District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:

2023-2024

School Connectedness: Elementary: 75%, 7th:  52%, 9th: 56%, 11th:  50%
Caring Adults: Elementary:  73%, 7th:  53%, 9th:  53%, 11th:  59%
Parent Involvement in Schooling: Elementary: 78%, 7th:  50%, 9th:  48%, 11th:  40%
School Safety:  Elementary:  78%, 7th:  53%, 9th:  58%, 11th:  51%

Elementary
School Connectedness and Caring Adults increased by 1% or 2% from the previous year and continues to remain in the mid 70% range.
There was no change in parent involvement from the previous year.  The percentage remained at 78%.
The District had slightly higher percentages in all areas of school engagement and supports than the 2021-2023 State Average.
     School Connectedness:  State:  73%, District:  75% 
     Caring Adults:  State:  70%, District:  73%
     Parent Involvement:  State:  76%, District:  78%
School Safety remained the same as the previous year and is same as the State Average
     Safety:  State:  78%, District:  78%

Secondary
7th grade has decreased over the last three years of feeling connected to school.
9th and 11th grade has increased slightly over the last three years, averaging about 50% of feeling connected to school.
The average percent for grades 7, 9, and 11 has averaged 55% for the last three years, no significant changes in the area of Caring Adults.
The District is below the 2019-2021 State Average by approx. 5%.
Promotion of Parent Involvement at grades 7, 9, and 11 averages in the mid 40$ in comparison to the State Average of 50%.
Although all grades are below or slightly below the State Averages, most to all student responses were ""neither disagree or agree.""
Students perceiving school is safe increased in all grades from the previous year. And continues to average in the 50% range since 2021-2022, 2% below the average pre-pandemic.


The TUSD Family Resource Center is a hub of support that will provide resources, programs, and services based on the needs and interests of our diverse families.
Supporting school readiness
Hosting parent workshops
Bridging communication between families and respective schools
Linking students and families to community assistance
Providing specialized support to foster youth, students experiencing homelessness, and refugees/newcomers.

The District continues to improve engagement of underrepresented families through the District's new Family Resource Center and the position of Coordinator of Equity Initiatives, and its partnership with CSU, Stanislaus."	"Turlock USD annually administers the California Healthy Kids Survey to grades: 5, 7, 9, and 11.  Data from the surveys provide valuable information regarding the District's LCAP Goals and the District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:

2023-2024

School Connectedness: Elementary: 75%, 7th:  52%, 9th: 56%, 11th:  50%
Caring Adults: Elementary:  73%, 7th:  53%, 9th:  53%, 11th:  59%
Parent Involvement in Schooling: Elementary: 78%, 7th:  50%, 9th:  48%, 11th:  40%
School Safety:  Elementary:  78%, 7th:  53%, 9th:  58%, 11th:  51%

Elementary
School Connectedness and Caring Adults increased by 1% or 2% from the previous year and continues to remain in the mid 70% range.
There was no change in parent involvement from the previous year.  The percentage remained at 78%.
The District had slightly higher percentages in all areas of school engagement and supports than the 2021-2023 State Average.
     School Connectedness:  State:  73%, District:  75% 
     Caring Adults:  State:  70%, District:  73%
     Parent Involvement:  State:  76%, District:  78%
School Safety remained the same as the previous year and is same as the State Average
     Safety:  State:  78%, District:  78%

Secondary
7th grade has decreased over the last three years of feeling connected to school.
9th and 11th grade has increased slightly over the last three years, averaging about 50% of feeling connected to school.
The average percent for grades 7, 9, and 11 has averaged 55% for the last three years, no significant changes in the area of Caring Adults.
The District is below the 2019-2021 State Average by approx. 5%.
Promotion of Parent Involvement at grades 7, 9, and 11 averages in the mid 40$ in comparison to the State Average of 50%.
Although all grades are below or slightly below the State Averages, most to all student responses were ""neither disagree or agree.""
Students perceiving school is safe increased in all grades from the previous year. And continues to average in the 50% range since 2021-2022, 2% below the average pre-pandemic.


Strengths:  LCAP Process:  2,286 responses received, staff:  1,031, parent/community:  1,255, continue:  elementary counselors - counselors work to maximize student success and promote access and equity for all students, counselors collaborate with students, families, staff, teachers, administrators, and our community, thus helping create welcoming environments for families and students, community liaisons TK-8,- community liaisons play vital roles in supporting students and families. support staff: nurses, school-to-home communication i.e. ParentSquare, newsletters in English and Spanish,

Ways the District and school engage parents in seeking input for decision-making:  SSC, ELAC, Superintendent's Parent Advisory Council, DELAC, Family Resource Center Advisory Council, LCAP, and surveys."	"Turlock USD annually administers the California Healthy Kids Survey to grades: 5, 7, 9, and 11.  Data from the surveys provide valuable information regarding the District's LCAP Goals and the District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:

2023-2024

School Connectedness: Elementary: 75%, 7th:  52%, 9th: 56%, 11th:  50%
Caring Adults: Elementary:  73%, 7th:  53%, 9th:  53%, 11th:  59%
Parent Involvement in Schooling: Elementary: 78%, 7th:  50%, 9th:  48%, 11th:  40%
School Safety:  Elementary:  78%, 7th:  53%, 9th:  58%, 11th:  51%

Elementary
School Connectedness and Caring Adults increased by 1% or 2% from the previous year and continues to remain in the mid 70% range.
There was no change in parent involvement from the previous year.  The percentage remained at 78%.
The District had slightly higher percentages in all areas of school engagement and supports than the 2021-2023 State Average.
     School Connectedness:  State:  73%, District:  75% 
     Caring Adults:  State:  70%, District:  73%
     Parent Involvement:  State:  76%, District:  78%
School Safety remained the same as the previous year and is same as the State Average
     Safety:  State:  78%, District:  78%

Secondary
7th grade has decreased over the last three years of feeling connected to school.
9th and 11th grade has increased slightly over the last three years, averaging about 50% of feeling connected to school.
The average percent for grades 7, 9, and 11 has averaged 55% for the last three years, no significant changes in the area of Caring Adults.
The District is below the 2019-2021 State Average by approx. 5%.
Promotion of Parent Involvement at grades 7, 9, and 11 averages in the mid 40$ in comparison to the State Average of 50%.
Although all grades are below or slightly below the State Averages, most to all student responses were ""neither disagree or agree.""
Students perceiving school is safe increased in all grades from the previous year. And continues to average in the 50% range since 2021-2022, 2% below the average pre-pandemic.

The TUSD Family Resource Center is a hub of support that will provide resources, programs, and services based on the needs and interests of our diverse families.
Supporting school readiness
Hosting parent workshops
Bridging communication between families and respective schools
Linking students and families to community assistance
Providing specialized support to foster youth, students experiencing homelessness, and refugees/newcomers.

The District continues to engage stakeholders in a variety of ways regarding input in the district’s LCAP process and through District and school committees."	"Turlock USD annually administers the California Healthy Kids Survey to grades: 5, 7, 9, and 11.  Data from the surveys provide valuable information regarding the District's LCAP Goals and the District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:

2023-2024

School Connectedness: Elementary: 75%, 7th:  52%, 9th: 56%, 11th:  50%
Caring Adults: Elementary:  73%, 7th:  53%, 9th:  53%, 11th:  59%
Parent Involvement in Schooling: Elementary: 78%, 7th:  50%, 9th:  48%, 11th:  40%
School Safety:  Elementary:  78%, 7th:  53%, 9th:  58%, 11th:  51%

Elementary
School Connectedness and Caring Adults increased by 1% or 2% from the previous year and continues to remain in the mid 70% range.
There was no change in parent involvement from the previous year.  The percentage remained at 78%.
The District had slightly higher percentages in all areas of school engagement and supports than the 2021-2023 State Average.
     School Connectedness:  State:  73%, District:  75% 
     Caring Adults:  State:  70%, District:  73%
     Parent Involvement:  State:  76%, District:  78%
School Safety remained the same as the previous year and is same as the State Average
     Safety:  State:  78%, District:  78%

Secondary
7th grade has decreased over the last three years of feeling connected to school.
9th and 11th grade has increased slightly over the last three years, averaging about 50% of feeling connected to school.
The average percent for grades 7, 9, and 11 has averaged 55% for the last three years, no significant changes in the area of Caring Adults.
The District is below the 2019-2021 State Average by approx. 5%.
Promotion of Parent Involvement at grades 7, 9, and 11 averages in the mid 40$ in comparison to the State Average of 50%.
Although all grades are below or slightly below the State Averages, most to all student responses were ""neither disagree or agree.""
Students perceiving school is safe increased in all grades from the previous year. And continues to average in the 50% range since 2021-2022, 2% below the average pre-pandemic.

The TUSD Family Resource Center is a hub of support that will provide resources, programs, and services based on the needs and interests of our diverse families.
Supporting school readiness
Hosting parent workshops
Bridging communication between families and respective schools
Linking students and families to community assistance
Providing specialized support to foster youth, students experiencing homelessness, and refugees/newcomers.

The District continues to improve engagement of underrepresented families through the District's new Family Resource Center and the position of Coordinator of Equity Initiatives, and its partnership with CSU, Stanislaus."	5	5	5	4	4	5	5	5	5	5	4	4	Met		2024-06-18	2024
50757390124669	eCademy Charter at Crane	3	Turlock Unified School District (TUSD)/eCademy Charter at Crane administered the following surveys in the 2023-2024 school year:  California Healthy Kids Survey (grades 7, 9, and 11), WASC Parent Survey - school climate, and the LCAP Parent/Community Survey.  Data from the surveys provided valuable feedback that support eCademy's and the District's LCAP Goals and  Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:

2023 - 2024
CHKS - Secondary:  31 responses, 77% response rate

School Connectedness:  7th & 9th - no data, 11th: 78%
Caring Adults Relationships:  7th & 9th - no data, 11th:  86%
Promotion of Parent Involvement in School:  7th & 9th - no data, 11th:  83%

2023-2024
WASC Parent Survey, Grades 7 - 12:  10 responses 
Parent believes student feels safe on campus:100%
Parent believes eCademy creates a welcoming environment: 100%
Parent discusses eCademy with other parents: 40% once or twice per year

2023-2024
LCAP Parent/Community Survey:  6 responses
School has adults who really care about students: 100% Strongly Agree
My child feels safe at school: 100% Strongly Agree
School informs me of school activities and opportunities for parent involvement/engagement: 100% Strongly Agree

eCademy's strengths include the following:  WASC Process, LCAP Process, CARE counselor (mental health), EL Para Support, and individualized instruction from teachers.
eCademy received a total of 47 survey responses in 2023-2024 between 3 surveys. In spite of still relatively low numbers of parent involvement we have increased parent involvement considerably this school year. In addition, our comprehensive counselor works to maximize student success and promote access and equity for all students. The counselor collaborates with families, teachers, administrators, and our community, thus adding to creating welcoming environments for families.  Support staff continue to play vital roles in supporting students and families as well. We use ParentSquare to readily communicate with families and continue to send school-to-home communication letters on various topics in English and Spanish via US Mail and/or ParentSquare system. 
We continue to offer family evening events to connect with our families.	Turlock Unified School District (TUSD)/eCademy Charter at Crane administered the following surveys in the 2023-2024 school year:  California Healthy Kids Survey (grades 7, 9, and 11), WASC Parent Survey - school climate, and the LCAP Parent/Community Survey.  Data from the surveys provided valuable feedback that support eCademy's and the District's LCAP Goals and  Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:

2023 - 2024
CHKS - Secondary:  31 responses, 77% response rate

School Connectedness:  7th & 9th - no data, 11th: 78%
Caring Adults Relationships:  7th & 9th - no data, 11th:  86%
Promotion of Parent Involvement in School:  7th & 9th - no data, 11th:  83%

2023-2024
WASC Parent Survey, Grades 7 - 12:  10 responses 
Parent believes student feels safe on campus:100%
Parent believes eCademy creates a welcoming environment: 100%
Parent discusses eCademy with other parents: 40% once or twice per year

2023-2024
LCAP Parent/Community Survey:  6 responses
School has adults who really care about students: 100% Strongly Agree
My child feels safe at school: 100% Strongly Agree
School informs me of school activities and opportunities for parent involvement/engagement: 100% Strongly Agree

An identified area of focus is to increase parent/student responses to surveys to ascertain a more valid sample size of the data findings.	Turlock Unified School District (TUSD)/eCademy Charter at Crane administered the following surveys in the 2023-2024 school year:  California Healthy Kids Survey (grades 7, 9, and 11), WASC Parent Survey - school climate, and the LCAP Parent/Community Survey.  Data from the surveys provided valuable feedback that support eCademy's and the District's LCAP Goals and  Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:

2023 - 2024
CHKS - Secondary:  31 responses, 77% response rate

School Connectedness:  7th & 9th - no data, 11th: 78%
Caring Adults Relationships:  7th & 9th - no data, 11th:  86%
Promotion of Parent Involvement in School:  7th & 9th - no data, 11th:  83%

2023-2024
WASC Parent Survey, Grades 7 - 12:  10 responses 
Parent believes student feels safe on campus:100%
Parent believes eCademy creates a welcoming environment: 100%
Parent discusses eCademy with other parents: 40% once or twice per year

2023-2024
LCAP Parent/Community Survey:  6 responses
School has adults who really care about students: 100% Strongly Agree
My child feels safe at school: 100% Strongly Agree
School informs me of school activities and opportunities for parent involvement/engagement: 100% Strongly Agree

The District continues to improve engagement of underrepresented families through the District's new Family Resource Center and the position of Coordinator of Equity Initiatives, and its partnership with CSU, Stanislaus.	Turlock Unified School District (TUSD)/eCademy Charter at Crane administered the following surveys in the 2023-2024 school year:  California Healthy Kids Survey (grades 7, 9, and 11), WASC Parent Survey - school climate, and the LCAP Parent/Community Survey.  Data from the surveys provided valuable feedback that support eCademy's and the District's LCAP Goals and  Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:

2023 - 2024
CHKS - Secondary:  31 responses, 77% response rate

School Connectedness:  7th & 9th - no data, 11th: 78%
Caring Adults Relationships:  7th & 9th - no data, 11th:  86%
Promotion of Parent Involvement in School:  7th & 9th - no data, 11th:  83%

2023-2024
WASC Parent Survey, Grades 7 - 12:  10 responses 
Parent believes student feels safe on campus:100%
Parent believes eCademy creates a welcoming environment: 100%
Parent discusses eCademy with other parents: 40% once or twice per year

2023-2024
LCAP Parent/Community Survey:  6 responses
School has adults who really care about students: 100% Strongly Agree
My child feels safe at school: 100% Strongly Agree
School informs me of school activities and opportunities for parent involvement/engagement: 100% Strongly Agree

eCademy's strengths include the following:

78% of parent survey responders feel connectedness to school. 
86% of  parent survey responders feel we have caring adults.
83% of  parent survey responders feel we promote parent involvement with our school.	Turlock Unified School District (TUSD)/eCademy Charter at Crane administered the following surveys in the 2023-2024 school year:  California Healthy Kids Survey (grades 7, 9, and 11), WASC Parent Survey - school climate, and the LCAP Parent/Community Survey.  Data from the surveys provided valuable feedback that support eCademy's and the District's LCAP Goals and  Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:

2023 - 2024
CHKS - Secondary:  31 responses, 77% response rate

School Connectedness:  7th & 9th - no data, 11th: 78%
Caring Adults Relationships:  7th & 9th - no data, 11th:  86%
Promotion of Parent Involvement in School:  7th & 9th - no data, 11th:  83%

2023-2024
WASC Parent Survey, Grades 7 - 12:  10 responses 
Parent believes student feels safe on campus:100%
Parent believes eCademy creates a welcoming environment: 100%
Parent discusses eCademy with other parents: 40% once or twice per year

2023-2024
LCAP Parent/Community Survey:  6 responses
School has adults who really care about students: 100% Strongly Agree
My child feels safe at school: 100% Strongly Agree
School informs me of school activities and opportunities for parent involvement/engagement: 100% Strongly Agree

An area identified is to work, develop, and support building partnerships for student outcomes at the secondary level (School Connectedness and Caring Adults (average 78% - CHKS).  Teachers, administration, counselors, and support staff continue to play vital roles in building relationships with students, families, and our community.	Turlock Unified School District (TUSD)/eCademy Charter at Crane administered the following surveys in the 2023-2024 school year:  California Healthy Kids Survey (grades 7, 9, and 11), WASC Parent Survey - school climate, and the LCAP Parent/Community Survey.  Data from the surveys provided valuable feedback that support eCademy's and the District's LCAP Goals and  Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:

2023 - 2024
CHKS - Secondary:  31 responses, 77% response rate

School Connectedness:  7th & 9th - no data, 11th: 78%
Caring Adults Relationships:  7th & 9th - no data, 11th:  86%
Promotion of Parent Involvement in School:  7th & 9th - no data, 11th:  83%

2023-2024
WASC Parent Survey, Grades 7 - 12:  10 responses 
Parent believes student feels safe on campus:100%
Parent believes eCademy creates a welcoming environment: 100%
Parent discusses eCademy with other parents: 40% once or twice per year

2023-2024
LCAP Parent/Community Survey:  6 responses
School has adults who really care about students: 100%
My child feels safe at school: 100% Strongly Agree
School informs me of school activities and opportunities for parent involvement/engagement: 100% Strongly Agree

eCademy hired an EL Para to support all students, especially EL's, for better student outcomes 
The District continues to improve engagement of underrepresented families through the District's new Family Resource Center and the position of Coordinator of Equity Initiatives, and its partnership with CSU, Stanislaus.	Turlock Unified School District (TUSD)/eCademy Charter at Crane administered the following surveys in the 2023-2024 school year:  California Healthy Kids Survey (grades 7, 9, and 11), WASC Parent Survey - school climate, and the LCAP Parent/Community Survey.  Data from the surveys provided valuable feedback that support eCademy's and the District's LCAP Goals and  Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:

2023 - 2024
CHKS - Secondary:  31 responses, 77% response rate

School Connectedness:  7th & 9th - no data, 11th: 78%
Caring Adults Relationships:  7th & 9th - no data, 11th:  86%
Promotion of Parent Involvement in School:  7th & 9th - no data, 11th:  83%

2023-2024
WASC Parent Survey, Grades 7 - 12:  10 responses 
Parent believes student feels safe on campus:100%
Parent believes eCademy creates a welcoming environment: 100%
Parent discusses eCademy with other parents: 40% once or twice per year

2023-2024
LCAP Parent/Community Survey:  6 responses
School has adults who really care about students: 100% Strongly Agree
My child feels safe at school: 100% Strongly Agree
School informs me of school activities and opportunities for parent involvement/engagement: 100% Strongly Agree

A strength of eCademy and Turlock USD is engaging a wide variety of school community members in decision-making processes such as through the LCAP process, WASC process, parent-teacher conferences, and evening family events.	Turlock Unified School District (TUSD)/eCademy Charter at Crane administered the following surveys in the 2023-2024 school year:  California Healthy Kids Survey (grades 7, 9, and 11), WASC Parent Survey - school climate, and the LCAP Parent/Community Survey.  Data from the surveys provided valuable feedback that support eCademy's and the District's LCAP Goals and  Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:

2023 - 2024
CHKS - Secondary:  31 responses, 77% response rate

School Connectedness:  7th & 9th - no data, 11th: 78%
Caring Adults Relationships:  7th & 9th - no data, 11th:  86%
Promotion of Parent Involvement in School:  7th & 9th - no data, 11th:  83%

2023-2024
WASC Parent Survey, Grades 7 - 12:  10 responses 
Parent believes student feels safe on campus:100%
Parent believes eCademy creates a welcoming environment: 100%
Parent discusses eCademy with other parents: 40% once or twice per year

2023-2024
LCAP Parent/Community Survey:  6 responses
School has adults who really care about students: 100% Strongly Agree
My child feels safe at school: 100% Strongly Agree
School informs me of school activities and opportunities for parent involvement/engagement: 100% Strongly Agree

eCademy and TUSD continue to engage school community members in a variety of ways regarding input in the LCAP/WASC process and through school planning.	Turlock Unified School District (TUSD)/eCademy Charter at Crane administered the following surveys in the 2023-2024 school year:  California Healthy Kids Survey (grades 7, 9, and 11), WASC Parent Survey - school climate, and the LCAP Parent/Community Survey.  Data from the surveys provided valuable feedback that support eCademy's and the District's LCAP Goals and  Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:

2023 - 2024
CHKS - Secondary:  31 responses, 77% response rate

School Connectedness:  7th & 9th - no data, 11th: 78%
Caring Adults Relationships:  7th & 9th - no data, 11th:  86%
Promotion of Parent Involvement in School:  7th & 9th - no data, 11th:  83%

2023-2024
WASC Parent Survey, Grades 7 - 12:  10 responses 
Parent believes student feels safe on campus:100%
Parent believes eCademy creates a welcoming environment: 100%
Parent discusses eCademy with other parents: 40% once or twice per year

2023-2024
LCAP Parent/Community Survey:  6 responses
School has adults who really care about students: 100% Strongly Agree
My child feels safe at school: 100% Strongly Agree
School informs me of school activities and opportunities for parent involvement/engagement: 100% Strongly Agree

eCademy improved parent and student engagement with the new position of the EL para position for underrepresented families. 
The District continues to improve engagement of underrepresented families through the District's new Family Resource Center and the position of Coordinator of Equity Initiatives, and its partnership with CSU, Stanislaus.	4	5	4	5	4	4	5	5	4	4	5	5	Met		2024-06-18	2024
50757390131185	Fusion Charter	3	One of Fusion Charter’s greatest strengths is our dedicated and caring staff. During the 2023-2024 school year our staff engaged in additional professional development in assessment and social-emotional approaches, with a focus on building rapport individually and in group circles. Teachers are trained in the use of our Parent communication system, ParentSquare and are able to communicate through the program to parents in their chosen language. All students upon enrollment in Fusion participate in an orientation, which includes participation in a circle with their parent/guardian. They are given a tour of the school and meet staff such as the counselor, campus supervisor and their teacher.
Parents are invited to our monthly Site Council meetings. Parents were surveyed and asked questions in regards to upcoming events, student services and have an opportunity to provide Fusion with general input. 
We held three family events in the 23-24 school year. Last fall, we invited our students and their families to a fall festival that was well attended by both our families and the local community. We also held a student award night in January. In the spring, we invited our families to participate in a Community Schools Need Survey Night where we introduced our families to Seity Health, a wellbeing check in tool that can help strengthen teacher-student relationships. 
We also continued to build community support for our school garden and agriscience projects, including participation in Love Turlock Day on April 27, where community volunteers helped to prep the walkways in our new garden area and helped to build our new chicken coop.
	Fusion will focus on personal phone calls and home visits to give Fusion personnel an opportunity to promote school and community support for students in need of improved school attendance. Students and their family members will also receive information about transportation options, check for adequate internet access for chromebooks issued by the school, and receive invitations to extracurricular activities that increase connectedness to school. We will collect data about improved school attendance and increased parental involvement in school activities following the visits.	In conjunction with Fusion’s Community Schools approach, underrepresented families will be invited to participate in the needs assessment and other activities to promote the collaboration between school and home.	Fusion applied for and was granted a College and Career Access Pathways grant (CCAP) from the CDE and will use the grant funds to strengthen our collaboration with college and vocational training opportunities for our students.	Our focus areas are Social-Emotional learning and preparation for future careers and other adult life skills.	Fusion has added a student support advocate to address the engagement of underrepresented families and will include additional activities through dual enrollment and community school activities.	We provide many opportunities for our educational partners to provide input towards Fusion Charters decision making. Parents are invited to attend our Monthly Site council meetings as are our students and especially our student council members. They are also invited to provide their input on the discussion topics of the Monthly Site Council meetings if they are unable to attend in person or by teleconference.  Parents are also surveyed through phone calls at least twice a year. Many of our parents are Spanish speakers and we are fortunate to have bilingual staff. Staff members participate in ongoing strategic planning on Friday afternoons throughout the year. The Fusion Leadership Team meets weekly to prepare plans and agendas for meetings.
	Our focus area for improvement is in encouraging parents and community members to attend our site council and advisory meetings. We continue to have success in regards to the attendance of our family events.	The Community Schools grant has provided for a bilingual student support advocate to address the engagement of underrepresented families.	5	5	4	5	4	3	3	3	3	4	3	3	Met		2024-06-28	2024
51105120000000	Sutter County Office of Education	3	School staff communicate through various means to foster and maintain relationships that benefit the students. Communication happens using multiple methods. Such as:  

Event fliers
Mailers
Phone calls
Parent Square messaging
Individual phone calls
Invitations to participate in Parent Advisory Meetings, school awards ceremonies
Emails and text messages
home visits

	Many families with children who attend FRA have struggled with their relationship with the schools their child has attended for various reasons. Communication breakdown and feeling a sense of unconnectedness are some of the most common reasons parents struggle to build relationships with the school community. Transportation is a barrier to getting families to school events and parent meetings. Historically, parents have reported concerns about the lack of opportunities to participate because of various factors such as transportation. FRA has used school resources to help parents get to and from school with transportation and bus passes.  Most events are held after school to not compete with parents who work, so there is an opportunity to attend. 

Additionally, it has been shared that families are concerned about cultural understanding and equity. FRA has made it a focus to be more inclusive by getting to know our students' families, accounting for language differences, and facilitating student empowerment. 

	FRA staff has participated in training that recognizes the importance of diversity amongst students in education and how it directly impacts their performance. Students work better in a diverse environment, enabling them to concentrate and push themselves further when people of other backgrounds work alongside them. Goals would include but are not limited to:

Survey stakeholders for topics: Survey families to see what they need to help support their students. Survey teachers to see what they need most from the families at home. Developing topics is about listening to the needs of parents and playing a role in providing those needs.
Make meetings inclusive.  Provide translators for all events and meetings to ensure parents can learn and understand what is happening at the school. 
Explore what underrepresentation is and learn how to recognize it and how to ensure all voices are heard. 
Emphasize the learning of cultural differences and how they affect how students interact in social groups. 
	Family engagement has improved dramatically at FRA. It has helped foster and motivate students to increase student engagement and achievement. School staff communicate using various means to foster and maintain relationships that benefit the students. FRA has emphasized its educational partners by incorporating multiple communication opportunities, which has helped create a seamless communication system with families. The amount of communication has improved participation from families in parent/student conferences, back-to-school nights, awards assemblies, and home visits to support youth. 

	School administration has expanded professional development for all staff members from FRA. In 2023-24, this professional development was expanded to include all appropriate parties, which will support building partnerships for student outcomes.  FRA will continue establishing communication protocols and methods for families to seek support. Necessary parent resources will be available in multiple languages. FRA will look to engage in training to align practices with a practice of appreciation and respect that recognizes the spectrum of diversity we now see on campus. FRA will identify a few focus areas through input gathered from surveys of our different educational partners. These areas include addressing building capacity with staff, identifying the conditions integral to successful school-family partnerships, and providing more opportunities for family engagement at school. FRA will address the concerns by identifying the challenges, providing more opportunities for family engagement, identifying policy and making it consistent, and building the capacity of both staff and families to engage in meaningful relationships that will help positively influence student outcomes.

	Student celebrations will be a critical invitation for our families to be active participants in celebrating their student or school programs. FRA needs to ensure that school supplies are available for all parents.  Schools can provide theme parent nights based on school programs. FRA provides transportation to and from our school for many of our students. Teachers are encouraged to participate in parent events, which will strengthen partnerships.  FRA will follow up with families who don't attend, schedule meetings, and provide multiple ways/times to meet.  Truancy meetings are held to communicate the importance of regular, on-time attendance with families.  Parent workshops and Community Nights and Fun Activities will be held when possible.	The level of engagement strategies that are being implemented at FRA. Parents celebrate the relationships built at school and the attempts to engage with families through the many means of communication, such as home visits, parent square, emails, phone calls, and transportation provided for students.  
FRA has multiple opportunities for parents to provide input for decision-making. At the district level, the Sutter County Superintendent of Schools assists with updates to the web page, notifying parents of future events. Parent input for families with students with disabilities is encouraged. Providing various avenues brings more awareness and understanding to parents about their children, the importance of their child's education, and ways to get involved.         

	Areas of focus improvement would be to increase parent participation in all parent input/participation avenues. Increase recruitment for all groups and provide regular/flexible meeting times and dates. FRA will look to engage in training to align practices with a practice of appreciation and respect that recognizes the spectrum of diversity we now see on campus. Goals would include but are not limited to:

Develop ethical and practical techniques for supporting and engaging with educational partners.
Explore what underrepresentation is and learn how to recognize it and how to ensure all voices are heard. 
Know how to translate this new learning into consistent practice.

	FRA will send personal reminders to parents via multiple forms of communication, such as Parent Square, personal phone calls, emails, social media, home visits, surveys, volunteer opportunities, family nights/back to school, and letters, so parents are given every opportunity to participate in the school community's engagement.  

	5	5	4	5	5	5	4	5	4	4	5	5	Met		2024-06-20	2024
51105120138040	AeroSTEM Academy	3	Parents are an integral part of the AeroSTEM school community. Parents are regularly surveyed for feedback and
the needs of the family and student. AeroSTEM has also shifted to meeting with parents one-on-one on a regular
basis with parents to gain specific feedback in a safe environment. This information guides the decisions being made
and how we approach things like our schedule, our meal program, our pickup times, and classes we offer.
We use communication methods such as Parent Square (posts, chat messages, alerts and newsletters), email,
social media postings, all calls, and text messages to regularly communicate with parents everything from missing
assignments in individual classes to school wide events.
Parents serve as volunteers for field trips, fundraisers, classrooms, and join the Charter Council and Charter School
Board to provide input and guidance on school policies.
AeroSTEM Academy also produces an annual School Accountability Report Card (“SARC”) to communicate school
demographic data and performance to the California Department of Education (“CDE”) and the public. All student
achievement data and student information data kept in its school information system, School Pathways, will be
available for reporting purposes including the SARC.
Annually, student achievement data will be disaggregated to clearly identify the academic performance of students
by sub-groups (e.g., by ethnicity, gender, English Learners, socioeconomically disadvantaged students, and students
with disabilities).
Parents are notified of results in graded work and progress reports via the Student Information System, Learning
Management System Parent Square or email notices from teachers.
Educational Partners can access the School Pathways Information System (SIS) and learning management system
to see current grades and use that information in staff and parent conferences. AeroSTEM reports grades using the
SIS and issues credits to high school students and final grades for the entire school population twice a year as
semester grades, in addition to a minimum of two progress reports periodically through each semester.	Parent participation is currently not tracked or structured in a meaningful way outside of the board representative and
charter council meetings. Processes around a volunteer handbook, volunteer training, and volunteer onboarding, community/volunteer calendar of events, volunteer opportunities, and track parent volunteer participation via participation logs all need to be improved.	AeroSTEM recognizes a need to continue to further develop and support the connection between staff and the
community. To this end, we are setting an action plan to encourage parent involvement through greater
development of volunteer structures and opportunities. This will be supported through LCAP Goal 4, which
addresses Priority 3 and Priority 6.	Transparency and availability have been the underlying philosophy of partnership for this school year. One-on-One
meeting with students, open-door policy for all students and parents, informal and formal communication to parents
and students, and building systems that all educational partners have access to has been a major strength for
AeroSTEM.	AeroSTEM recognizes a need to continue to further develop and support the connection between staff and the
community. To this end, there will be a greater focus in increasing the attendance at board and charter council
meetings.	While communication with families is developing in an ongoing manner, advocacy oriented activities are just
beginning. Developing parent participation capacities is still in initial implementation, communicating more frequently
about governance meetings and increasing the importance of governance participation will be a commitment for
coming years. This will be supported through LCAP Goal 4, which addresses Priority 3 and Priority 6.	"AeroSTEM Academy seeks and encourages family participation in every aspect of AeroSTEM Academy.
We use communication methods such as Parent Square (posts, chat messages, alerts and newsletters), email,
social media postings, all calls, and text messages to regularly communicate with parents everything from missing
assignments in individual classes to school wide events.
Parents sit on the Charter Site Council advisory body as well as the Charter Board of Directors.
Announcements are made regularly through Parent Square postings, email blasts, texts and phone calls.
Teachers call and email parents to keep them ""in the loop"" regarding their student's progress and call home to give
praise reports as well as address concerns.
Staff regularly schedule parent teacher meetings, IEP and 504 meetings, and parent-teacher conferences to work
collaboratively with families and advocate for student success."	Opportunities currently exist for the input from educational partners, the communication needs to improve and the
educational partners need to be educated on the importance of their involvement.	AeroSTEM Academy will schedule more informal and formal gatherings for educational partners to learn and give
input about school governance. This will be supported through LCAP Goal 4, which addresses Priority 3 and Priority
6.	3	4	3	4	3	3	4	3	4	3	3	3	Met		2024-06-24	2024
51105120140152	Pathways Charter Academy	3	School staff communicate through various means to foster and maintain relationships that benefit the students. Communication happens using multiple methods. Such as:  

Event fliers
Mailers
Phone calls
Parent Square messaging
Individual phone calls
Invitations to participate in Parent Advisory Meetings, school awards ceremonies
Emails and text messages
home visits

	Many families with children who attend PCA have struggled with their relationship with the schools their child has attended for various reasons. Communication breakdown and feeling a sense of unconnectedness are some of the most common reasons parents struggle to build relationships with the school community. Transportation is a barrier to getting families to school events and parent meetings. Historically, parents have reported concerns about the lack of opportunities to participate because of various factors such as transportation. PCA has used school resources to help parents get to and from school with transportation and bus passes.  Most events are held after school to not compete with parents who work, so there is an opportunity to attend. 

Additionally, it has been shared that families are concerned about cultural understanding and equity. PCA has made it a focus to be more inclusive by getting to know our students' families, accounting for language differences, and facilitating student empowerment. 

	PCA staff has participated in training that recognizes the importance of diversity amongst students in education and how it directly impacts their performance. Students work better in a diverse environment, enabling them to concentrate and push themselves further when people of other backgrounds work alongside them. Goals would include but are not limited to:

Survey stakeholders for topics: Survey families to see what they need to help support their students. Survey teachers to see what they need most from the families at home. Developing topics is about listening to the needs of parents and playing a role in providing those needs.
Make meetings inclusive.  Provide translators for all events and meetings to ensure parents can learn and understand what is happening at the school. 
Explore what underrepresentation is and learn how to recognize it and how to ensure all voices are heard. 
Emphasize the learning of cultural differences and how they affect how students interact in social groups. 

	Family engagement has improved dramatically at PCA. It has helped foster and motivate students to increase student engagement and achievement. School staff communicate using various means to foster and maintain relationships that benefit the students. PCA has emphasized its educational partners by incorporating multiple communication opportunities, which has helped create a seamless communication system with families. The amount of communication has improved participation from families in parent/student conferences, back-to-school nights, awards assemblies, and home visits to support youth. 

	School administration has expanded professional development for all staff members from PCA. In 2023-24, this professional development was expanded to include all appropriate parties, which will support building partnerships for student outcomes.  PCA will continue establishing communication protocols and methods for families to seek support. Necessary parent resources will be available in multiple languages. PCA will look to engage in training to align practices with a practice of appreciation and respect that recognizes the spectrum of diversity we now see on campus. PCA will identify a few focus areas through input gathered from surveys of our different educational partners. These areas include addressing building capacity with staff, identifying the conditions integral to successful school-family partnerships, and providing more opportunities for family engagement at school. PCA will address the concerns by identifying the challenges, providing more opportunities for family engagement, identifying policy and making it consistent, and building the capacity of both staff and families to engage in meaningful relationships that will help positively influence student outcomes.

	Student celebrations will be a critical invitation for our families to be active participants in celebrating their student or school programs. PCA needs to ensure that school supplies are available for all parents.  Schools can provide theme parent nights based on school programs. PCA provides transportation to and from our school for many of our students. Teachers are encouraged to participate in parent events, which will strengthen partnerships.  PCA will follow up with families who don't attend, schedule meetings, and provide multiple ways/times to meet.  Truancy meetings are held to communicate the importance of regular, on-time attendance with families.  Parent workshops and Community Nights and Fun Activities will be held when possible.	The level of engagement strategies that are being implemented at PCA. Parents celebrate the relationships built at school and the attempts to engage with families through the many means of communication, such as home visits, parent square, emails, phone calls, and transportation provided for students.  
PCA has multiple opportunities for parents to provide input for decision-making. At the district level, the Sutter County Superintendent of Schools assists with updates to the web page, notifying parents of future events. Parent input for families with students with disabilities is encouraged. Providing various avenues brings more awareness and understanding to parents about their children, the importance of their child's education, and ways to get involved.      
	Areas of focus improvement would be to increase parent participation in all parent input/participation avenues. Increase recruitment for all groups and provide regular/flexible meeting times and dates. PCA will look to engage in training to align practices with a practice of appreciation and respect that recognizes the spectrum of diversity we now see on campus. Goals would include but are not limited to:

Develop ethical and practical techniques for supporting and engaging with educational partners.
Explore what underrepresentation is and learn how to recognize it and how to ensure all voices are heard. 
Know how to translate this new learning into consistent practice.

	PCA will send personal reminders to parents via multiple forms of communication, such as Parent Square, personal phone calls, emails, social media, home visits, surveys, volunteer opportunities, family nights/back to school, and letters, so parents are given every opportunity to participate in the school community's engagement.  

	5	5	4	5	5	5	4	5	4	4	5	5	Met		2024-06-20	2024
51713570000000	Brittan Elementary	3	For the 2023-2024 School year, our educational partners felt that we made significant improvements towards communication with our families.  Recorded Friday messages from the Principal happened every week, which summarized and highlighted important events happening around campus.  Teachers also used either ClassDojo or Remind to communicate with families about issues that occurred or upcoming events.  These are additions to emails, phone calls, and Catapult messages that were also sent out throughout the year.  Brittan continues to utilize Professional Learning Communities during minimum days to strengthen our collaboration, which led to the development of intervention programs, school events and focused on how to directly assist those students with learning loss.	Additional support during our set PLC collaboration time to ensure that communications are being completed routinely and consistently within grade levels for our SITE.  Providing structured time and setting clear parameters for this communication is key too. We will also focus on increasing our educational foundation in Tier I instruction.  We will work together with families to get back on track with attendance and the importance and value of establishing a strong academic foundation.	It is the goal of the district to offer clear, concise, and effective communication between all of our families throughout the school year.  Communication is crucial when developing a strong and healthy relationship and we will continue to work on improving our methods of communication to all families, and encouraging collaboration with them in regards to their education of their child/children.	During the 2023-2024 school year, our staff worked towards full implementation in building partnerships for student outcomes.  In our PLC groups and grade level meetings, data was analyzed and discussed to guide instruction and build our intervention groups.  We will continue to offer intervention for ELA and Math and drive those programs based on data from each grade level.	Our focus area for the 2024-2025 school year will continue to be improvements in our Math and Reading intervention.  Additionally, we will be focusing on improving our overall Tier I instruction.  Our hope is to increase our writing and classroom expectations.  We will continue working with PBIS and also offer professional development to our staff to support their growth and familiarity with curriculum.	We will continue to focus on building and fostering  SEL and Executive Functioning strategies in our everyday lessons.  We will partner with the County to provide school counselors and a behaviorist that will also offer additional support to our struggling students.  Our Designated ELD program will continue to offer support to students, families and staff.	During the 2023-2024 school year, our educational partners believe that this is an area that we continue to improve.  Our strengths as a district in this area are based on having the foundation set for encouraging input in decision making. We made this growth by holding monthly meetings with our educational partners (SITE, BPAC & Guided Coalition) throughout the entire school year.  This transparency increased collaboration and communication and allowed everyone to take an active part in stating concerns and creating solutions together.	The growth in this area is directly related to our previous focus area(s) for improvement which included: scheduled SITE and committee meetings, routine process for each meeting, and a systematic approach and tool to better serve our school district.  The data collected in this area from all of our educational partners is reflective that this focus area worked. We will continue with this for the 2024-2025 school year.	We will continue to establish a set time for SITE Counsel to meet.  We have a returning board and will continue to invite and include more parents to our SITE Counsel team as well. We will continue to hold our PLC meetings, as well as our guided coalition meetings to better meet the needs of our students, staff and families.  At these meetings, we will ensure that information is presented and discussed to keep all educational partners informed and a part of the ongoing self-reflection process.	5	5	4	5	4	4	5	5	5	5	5	5	Met		2024-06-25	2024
51713650000000	Browns Elementary	3	"BESD is dedicated to building relationships with families to support the education of all students and we have identified several strengths and areas of progress.  Our efforts are evident on campus and in survey results (percent of parents marking Agree or Strongly Agree):
•	The school is a friendly, welcoming environment:  All:  95.9%; SED 100%
•	There is two-way communication between home and school:  All:  95.9%; SED 100%
•	Communication from the school is understandable and accessible:  100%
•	Our family feels a sense of belonging and connectedness to the school:  95.5%
•	Survey response from Socio-economically Disadvantaged families:  39%
•	Survey response from English learner families:  25%
LCAP Goal 2, Create a safe and healthy environment in which staff, students, and families will be engaged, connected, and active participants in the school community, guided our plans during the  2023/24 school year to increase family engagement opportunities.  Family engagement opportunities included:  the Labor Day Parade, Back to School Night, Family Literacy Night, Halloween Carnival, Holiday Celebration, Parent/Teacher conferences, and Open House.  We increased feedback opportunities for families by placing a suggestion box in the office, offering incentives for completing surveys, providing help with completing surveys, and made regular check-ins with families and parent groups.  A staff member served as a contact person for underrepresented families to provide resources, share information about the school, and ensure that families felt comfortable engaging with the staff and school.  Parents were encouraged to participate in our School Site Council (SSC) and Parents Club.  Back-To-School Night, Parent/Teacher conferences, and SST and IEP meetings encouraged development of relationships between staff and parents.  During Parent/Teacher conferences we built in time for parents to communicate their goals for their child.  Each meeting opportunity created a more welcoming school environment, supported relationship building, and offered parents a chance to engage in 2-way communications.
"	Through LCAP Goal 2, Action 2.1 Family Engagement/Communication, we have increased communication from the school in an effort to engage families.  Survey results indicate that families think that communication is a strength, however, we have identified the need to increase opportunities for 2-way communication especially among our English learner families (25% survey response).  We would like more parents to respond to our surveys and provide feedback, especially parents of English learners.  We will explore methods of making parents of underrepresented students, especially English learners feel more welcome and comfortable at the school and find ways to encourage them to participate and express their opinions.	In order to increase EL survey responses, our staff member that works with our EL families will reach out to our EL families to encourage them to complete the survey.  She has been working to build relationships with the families and we plan to offer a Spanish version of the survey if needed.  Additionally, she is going to host a survey opportunity for those families to come to campus and complete the survey with her there in order to encourage completion of the survey and be able to assist if they have questions.	"The district has systems in place for staff to partner with families.  A staff member served as a contact person for underrepresented families to provide resources, share information about the school, and ensure that families felt comfortable engaging with the staff and school.  Back to School Night provides an opportunity for teachers to introduce grade-level curriculum and expectations as well as resources for home.  At the beginning of the school year, parents receive the Parent Handbook and Parent’s Rights.  During Parent/Teacher Conferences held in November each year, teachers, parents, and students (in some grade levels ) meet to discuss student progress and plan for improved student outcomes.  During Parent/Teacher conferences we built in time for parents to communicate their goals for their child.  Results from a spring 2024 survey (percent of parents marking Agree or Strongly Agree):
•	Parents feel welcome and are encouraged to participate at school:  All:  95.8% All; SED 90% 
•	The school encourages me to be an active partner in educating my child:  All:  91.6%; SED:  100%        
•	I receive information on what my child should learn at each grade level:  All:  83.8%; SED:  80%
•	I receive information about what I can do at home to help my child improve or advance his/her learning:  All:  79.1%; SED:  90%
"	Fewer parents say they receive information on what their child should learn at each grade level (83.3% in 2024, 91% in 2023, 84.2% in 2022).  Even less families say they are given information and resources to support student learning and development in the home (79.1% in 2024, 86.4% in 2023).  We will focus on these two areas in the 2024/25 school year.	"Our families don’t feel they receive information about what they can do at home to help their child improve or advance his/her learning.  The district’s plan to improve our partnership with underrepresented families will support improvement in this area.  Actions include:
•	Professional development opportunities for staff that focus on practices for working with underrepresented families.
•	Increasing feedback opportunities such as Coffee with the Principal, a suggestion box in the office, incentives for completing surveys, etc.  
•	Identification of a staff member to serve as a contact person for underrepresented families to provide resources, share information about the school, and ensure that families feel comfortable engaging with the staff and school. 
•	Providing translations as necessary 
•	Having teachers reach out to underrepresented families to personally invite them to attend Family Nights.
•	Giving out standards brochures for each grade level to parents at Back to School Night
•	Sending home curriculum based newsletters
•	Offering Family Night activities focused on activities families can do at home to support their child’s learning
We have already increased feedback opportunities for families by placing a suggestion box in the office, offering incentives for completing surveys, providing help with completing surveys, and making regular check-ins with families and parent groups.  A staff member served as a contact person for underrepresented families to provide resources, share information about the school, and ensure that families felt comfortable engaging with the staff and school.  During Parent/Teacher conferences we built in time for parents to communicate their goals for their child.  We provided translations as necessary.  Teachers and office staff reached out to underrepresented families to personally invite them to attend Family Nights.  We sent home curriculum based newsletter and offered Family Night activities focused on activities families can do at home to support their child’s learning (STEM Family Night, Literacy Night).  These actions are incorporated into our LCAP Goal 2, Action 2.1 Family Engagement/Communication and were well-received and will continue in the 2024/25 school year.
"	"Our LCAP Goal 2, Action 2.1 Family Engagement and Communication, supported our efforts to seek input from educational partners for decision making.  Our efforts are also evident in survey results (percent of parents marking Agree or Strongly Agree):
•	I have the opportunity to participate in decision making committees (School Site Council, governing board meeting, parent advisory group, Parent Club):  All:  95.8%; SED:  100%
•	I have opportunities to provide input on school policies and programs:  All:  91.7%; SED:  100%

We give an overview of the make-up and function of the Board of Trustees, School Site Council, and Parent’s club at the beginning of the school year at Back to School Night.  We remind parents that meeting agendas are posted on the website and encourage parents to attend if there are topics of interest and we provide translations when necessary.  Parents are encouraged to attend monthly board meetings where policies and procedures are discussed and put into place.  Monthly School Site Council/LCAP Advisory meetings are open to all interested educational partners and a critical source of feedback for the district.  We make parents aware of the connection between survey results and LCAP goals and actions.
"	We have increased the percentage of parents who feel they have opportunities to provide input on school policies and programs and we would like to continue this momentum so it will be our area of focus for improvement in the 2024/25 school year.	"The district has developed a plan to improve/maintain our partnership with underrepresented families.  This plan will increase the engagement of underrepresented families in Seeking Input for Decision-Making.  Actions include:
To support an increase in the number of families who feel that they have opportunities to provide input on school policies and programs we will:
o	Give an overview of the make-up and function of the Board of Trustees, School Site Council, and Parent’s Club at the beginning of the school year
o	Remind parents that meeting agendas are posted on the website and encourage parents to attend if there are topics of interest
o	Provide translations when necessary
o	Make parents aware of the connection between survey results and LCAP goals and actions
"	5	5	5	5	5	5	5	4	5	5	5	5	Met		2024-06-13	2024
51713730000000	East Nicolaus Joint Union High	3	Our strength is in building relationships with families through the following ways: Two way school to home communication (AERIES, CATAPULT, Newsletters, Weekly Messages, social media: Facebook, Instagram, School Website, school events, monthly coffee with administration, School Site Council, and parent booster clubs.

ENHS takes pride in the way we Build Relationships with families and the community.  We host numerous school events.  Our community is involved in our school in the following ways: in our AG department through our AG Advisory Meetings, through athletic events, school community events (Back to School Night, New Student Orientation, Homecoming/Court Warming, Labor Day Parade, assemblies, Cap and Gown Event, Graduation, FFA Easter Event, FFA Primary School Basketball, Tournament, ENHS Love of the Game Basketball Tournament, ENHS Booster Club) and board meetings.

Fall 2023 Parent Survey Results:
The school treats all students with respect:  80.7%
School staff treat parents with respect:  89.5%
	Based on the analysis of the ratings above and educational partner input our focus area for improvement will be in developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families. We are going to do this by providing consistent constant communication on the progress of their student. In addition we will provide parent outreach nights to make sure parents are informed of student requirements. We will also communicate regularly about campus wide events. 
	Goal 3 in our 2024/25 LCAP is Provide continuous methods of communication and engagement that sustains ongoing connection with and involvement of the students, parents, staff, and the community with a clear focus in improving student achievement.  In Action 3.3 we will invite parents to quarterly morning meetings with the administration with the goal of making connections with parents; offer grade level parent meetings tailored to each grade level; and schedule parent workshops on topics such as vaping, attendance, and grades. To specifically improve engagement of underrepresented families we will provide consistent constant communication on the progress of their student. In addition we will provide parent outreach nights to make sure parents are informed of student requirements. We will also communicate regularly about campus wide events.	Fall 2023 parent survey results:
Letting parents know how student is doing in school between report cards:  54.4%
Providing information about how to help their child with homework:  26.3%
The school encourages me to be an active partner in education my child:  73.7%
Provide information on how to help my child plan for college or vocational school:  47.4%

East Nicolaus High School, being a small rural school with roughly 300 students allows us for frequent interaction with and input from all educational partners. The administrative team (Superintendent, Principal, and Learning Director) are deliberately accessible on campus during the school day and at all events and input is solicited for our school at these events. Our School Site Council meets to inform our work and to discuss our site goals. Students have been surveyed and asked to give input on the school community/environment. Staff are able to come and have meaningful conversations with the administrators on topics of interest that can better support the school for ongoing improvement. 

ENHS has a leadership class (student government) that is made up of all the grade levels and during this class the students plan and come up with ways to promote student involvement. During this class the students are able to meet with the leadership teacher and school administration whenever needed to discuss school rules, events, or ideas that they have to further the school. 
With being a small school our local school community and ENHS Alumni are involved in our school at events and are able to access our school administration during this time or can come onto campus to talk with school officials. Our community is involved in our school the following ways: in our AG department through our AG Advisory Meetings, through athletic events, school community events (Back to School Night, New Student Orientation, Homecoming/Court Warming, Labor Day Parade, assemblies, Cap and Gown Event, Graduation, FFA Easter Event, FFA Primary School Basketball, Tournament, ENHS Love of the Game Basketball Tournament, ENHS Booster Club) and board meetings.
	Based on the analysis of the ratings above and educational partner input our focus area for improvement will be
in providing families with information and resources to support student learning and development in the home. We will start regular communication with regards to rules, regulations, standards, and attendance to all students and parents via communication through our website, handbooks, and communicated through monthly messages to educational partners.	Our 2024/25 LCAP Goal 2 is, Provide a rigorous and comprehensive program to ensure ALL students are college and career ready as they transition to graduation and beyond.  All educational partners play a critical role in our progress toward this goal.  In Action 2.1 our Learning Director will conduct student education and parent workshops on topics related to college and career.  Action 3.3 will also include grade level parent meetings and parents’ workshops on topics such as college requirements and financial aid, attendance, and grades	ENHS ensures our students, parents, staff, and community have the opportunity to provide ongoing feedback and be involved in the decisions being made at the school and district level. This process begins with school to home communication through AERIES, CATAPULT, Newsletters, Weekly Messages, Social Media: Facebook, Instagram, and our School Website. Our Site Council, LCAP meetings, Coffee with Administration, and Booster Club play a vital role in gathering input and decision making.  We interact with and gather feedback from our community in our AG department through our AG Advisory Meetings, through athletic events, school community events (Back to School Night, New Student Orientation, Homecoming/Court Warming, Labor Day Parade, assemblies, Cap and Gown Event, Graduation, FFA Easter Event, FFA Primary School Basketball, Tournament, ENHS Love of the Game Basketball Tournament, ENHS Booster Club) and board meetings.

2023/24 parent survey results:
The school keep me well-informed about school activities:  84.2%
The school actively seeks the input of parents before making important decisions:  56.1%
Parents feel welcome to participate at this school:  80.7%
	Based on the analysis of the ratings above and educational partner input our focus area for improvement will be in building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making. We will continue to reach out to families to participate in the various parent advisory councils on campus. We will make sure to communicate regularly with our educational partners on ways to have our educational partners provide feedback and be a part of the decision making process. 
	We will continue to reach out to families to participate in the various parent advisory councils on campus. We will make sure to communicate regularly with our educational partners on ways to have our educational partners provide feedback and be a part of the decision making process. We will make sure to continue to reach out and find ways to communicate with our underrepresented families and get them involved in the decision making process.	3	4	3	4	3	3	3	4	3	3	3	3	Met		2024-06-13	2024
51713810000000	Franklin Elementary	3	"FESD takes pride in offering a welcoming environment for students, families, staff, and the community.  Parents’ Club supports our efforts by hosting activities throughout the year including, a Fall Carnival, Donuts with Dad, Muffins with Mom, Red Truck Diner, and an Ice Cream Social.  These events are family oriented and well attended by all, including underrepresented families.  The school welcome visitors and encourages parent volunteers.  Parent comments on surveys praise the leadership and staff for their dedication, responsiveness, and obvious care for the students and the school.  The school is viewed as a welcoming, inclusive environment for students and families.  A survey is sent home each spring to ascertain the needs of all families.  Spring 2024 survey results:
•	I feel welcome when I come to this school:  97.10% (100% in 2023)
•	The school is good about staying in touch with me:  99.26% (99.24% in 2023)
•	Our family feels a sense of belonging and connectedness to the school:  96.35% ( 100% in 2023)
•	The staff builds relationships with families:  97.81%
"	Based on analysis of educational partner feedback and state and local data, our area of focus will be in improving 2-way communication between families and educators in a way that is understandable and accessible to families.	"The district has developed a plan to improve engagement of all families, but especially underrepresented families.  Our Site Council/Parent Advisory Committee discusses topics related to Building Relationships and gives suggestions to address barriers for families.  Each year we implement a few actions and evaluate the results.

To improve in Building Relationships Between School Staff and Families, we will:
•	Explore/implement professional development activities related to building relationships with families.  
•	Continue to communicate with families and provide translations when needed.
•	Seek out ways to encourage families to communicate with staff.
•	During Parent/Teacher conferences we will build in a time for parents to communicate their goals for their child.  
"	"FESD offers several avenues for staff and families to partner to improve student outcomes.  At the beginning of the school year, parents receive the Parent Handbook and Parent’s Rights.  A welcome back kindergarten meeting is held before school starts to introduce new parents to Franklin School.  During Back to School Night (BTSN) and parent conferences, curriculum and grade level standards are reviewed to increase parent understanding of expectations and requirements.  Parent/teacher conferences are scheduled for all families during an entire week in November.  Two days in March are also set aside for parent/teacher conferences.  Parents can request a conference at any time during the school year.  Student Study Team (SST) meetings are scheduled once a month (multiple meetings on the same day) to address concerns regarding the social/emotional or academic status of students.    A Monday newsletter goes home weekly highlighting the ""happenings"" at Franklin School.  Translators are available for parent/teacher conference and scheduled ELAC meetings.  Two staff members are available to help with Spanish speaking parents if they come to the office or call the school.  2024 Survey results:

•	I understand what my child is expected to learn in each subject:  94/89% (93.24 in 2023)
•	I receive information on what I can do at home to help my child:  84.05% (81.82% in 2023)
•	There are times throughout the year I can meet with the teacher to discuss my child’s progress and ways we can work together to support my child:  96.37%
"	FESD has identified a focus area for improvement to be, Providing families with information and resources to support student learning and development in the home.	"To improve engagement of underrepresent families in Building Partnerships for Student Outcomes, we will:
•	Give out standards brochures for each grade level to parents at Back to School Night
•	Send home curriculum based newsletters
•	Send resources/links to parents with some learning at home tips.  Post resources/links on web-site
•	Include information about learning at home in the Monday newsletter
"	"Parents are an integral part of Franklin School and their involvement in advisory groups (Site Council, LCAP Advisory, and ELAC) is valued and is an important source of feedback for the district.  At the beginning of the school year, advisory group meetings are scheduled and meeting dates are posted on our calendar on the school web-page.  Many on these groups meet monthly and are open to all parents.  Reminders for meetings are included in our Monday newsletter and agendas are posted on our web-site.  Parents are encouraged to join Parents’ Club and participate in their meetings and activities.  School Board meeting agendas are posted and parents are encouraged to attend.  A survey with questions about all aspects of the school is sent home each spring.  This information is used to guide the LCAP and program decisions.  In the spring, several advisory group meetings focus on reviewing district data including student achievement, survey results, and district needs.  Potential actions for the upcoming LCAP are discussed for consideration.  
•	The school advertises and seeks parent participation in school events and programs:  98.55%
•	I have the opportunity to work with the school to plan and put on family engagement activities at the school:  84.56%
•	I am encouraged to provide input on policies and programs at this school:  81.89%
•	This school promotes parent involvement through Parents Club, Site Council, etc.:  89.06% (98.48% in 2023)
"	Based on educational partner input and local data, the district’s focus for Seeking Input for Decision-Making will be to increase participation in ELAC meetings.	To improve engagement of underrepresented families in Seeking Input for Decision-Making we will have translators call parents to invite them to ELAC meetings.  We will explore methods of encouraging families to attend meetings such as giving raffle tickets to parents for each meeting they attend and at the end of year we will draw a ticket for a prize.	4	5	3	4	3	4	4	4	4	4	3	4	Met		2024-06-20	2024
51713990000000	Live Oak Unified	3	Office staff are warm and welcoming.  Bilingual staff are at each school site to provide access for families.  Technology is used to offer a variety of communication styles ranging from phone calls, texts, websites, and letters.	We will continue to create opportunities for input from all educational partners at each school site and the district office.  There will be a focus on increasing participation from all groups so that decision making is representative of all populations and partners.	LOUSD will increase efforts to engage foster and homeless families to make sure everything is being done to support them and remove identified barriers.  Liaisons are in place and are dedicated to improving relationships.	Schools do a good job of engaging partners throughout the year surrounding student outcomes and progress.  Parent participation in back to school and student conferences is high.	Consistent communication with struggling students is an area that can be improved.  Communication of EL progress and better explain student progress toward redesignation can be improved.	LOUSD will increase efforts to communicate formally with the families of struggling students.  EL parents will also be communicated with at least twice a year to explain ELPAC scores and then later about progress of students prior to next test administration.	2023-24 saw a continued increase in participation of EL parents in both ELAC and DELAC.  Parents performed a needs assessment and were encouraged to advocate for needs and changes.  Educational partners engaged in the LCAP and Community Schools process and provided feedback and input.	LOUSD needs to look for additional ways to improve survey participation so that the more input is received and can inform important decisions.  While 40% participation is higher than previous years, it is the district goal to be above 60%.	Liaisons for both Foster and Homeless Youth are making concerted efforts to improve engagement with families to gather input for future decisions and LCAP actions.	4	4	4	4	4	4	4	4	5	4	4	5	Met		2024-06-12	2024
51714070000000	Marcum-Illinois Union Elementary	3	Marcum-Illinois believes a strong partnership with all families, especially underrepresented families, positively impacts student outcomes. We schedule engaging activities for students and families that support that sense of community and build relationships. We promoted engagement and participation for all students including unduplicated students and students with exceptional needs through school events such as the Winter Program, Spirit Week, Read Across America Day, the Great Kindness Challenge, and ROAR assemblies; House Challenges like a pumpkin carving competition, gratitude challenge, basketball scrimmage, and canned food drive; and after-school STEM opportunities. We invited parents to attend Back to School Night, parent conferences, and Open House. We hosted several meetings to encourage a partnership between school and home: Pastries with the Principals where we shared a Dashboard Presentation and sought input for our LCAP; and various casual connection opportunities. On the spring 2024 parent survey, 98.2% (100% 2023) of respondents say the school is a friendly, welcoming environment and 91.7% (97% 2023) say their family feels a sense of belonging and connectedness to the school.	Fewer parents responding to the survey feel the school has good communication (88.9% 2024; 100% 2023) and 98.1% (100% 2023) say communication from the school is understandable and accessible. We have identified a focus area of increasing opportunities for two-way communication especially among our underrepresented families. We would like more parents, especially parents of underrepresented students, to respond to our surveys and take part in feedback opportunities.	During the 2023/24 school year we implemented several feedback opportunities designed to improve engagement of underrepresented families and to increase opportunities for parents to interact with staff and provide feedback: Pastries with the Principals where we shared a Dashboard Presentation and sought input for our LCAP; and various casual connection opportunities. Attendance at these events was less than we had hoped, but we recognize the need to continue offering such opportunities. We will reach out to underrepresented families with invitations to school events and evaluate having parent surveys be part of our House Challenges to increase participation.	Marcum-Illinois has continued to focus on strengthening relationships with our families and community. At the beginning of the school year, parents receive the Parent Handbook and Parent’s Rights. During Back to School Night (BTSN) and parent conferences, curriculum & grade level standards are reviewed to increase parent understanding of expectations and requirements. We provide materials to help parents to work with their children. During BTSN and parent conferences, teachers in grades K-2 discuss best practices for working with beginning readers. Early reading materials and flashcards are sent home throughout the year to help parents work with their children.
We found, via surveys, that parents wanted most school communication to come from emails and texts. Although we have few English learners in the school, we have multiple staff members who interpret during parent conferences and school events. Every effort is made to send notices home in the home language. We are working towards completing ADA changes to our website, making all information accessible by people with disabilities.	Based on spring 2024 survey results, we need to focus on providing families with information and resources to support student learning and development in the home.	We will continue to enhance the partnership between school and home by ensuring parents are given standards for each grade level at Back to School Night and during Parent/Teacher conferences. Monthly newsletters will continue to include Elementary School Parents Make the Difference as one way to support parents as they support their child’s learning at home.	Parents are encouraged to be involved in their child's educational process through participation in School Site Council/LCAP Advisory, Parents' Club, academic awards assemblies, parent/teacher/student conferences, as classroom volunteers, as chaperones on field trips, and family nights. To encourage participation in these and other events, notices are sent through email, paper, and posted on our social media page. In addition to the above, regular communications are distributed to parents and cover a variety of topics including beginning of the year welcome packets, newsletters, school calendars, student assessments, and grade reports. Although we have few English learners, we make every attempt to provide communications in the home language. Descriptions of services, including Title I, are provided to parents in the Parent/Student Handbook, through a brochure, and in person at Back to School Night. School Accountability Report Cards are made available to parents and the Annual Rights Notification to Parents is distributed each school year and available as requested. According to our spring 2024 parent survey fewer parents say they have input for decision making: 85.9% (93.9% 2023) say they have the opportunity to participate in decision making committees and 77.4% (87.9% 2023) believe they have opportunities to provide input on school policies and programs.	Based on educational partner input, we have identified the need to provide all parents, but especially parents of underrepresented students opportunities to provide input on school policies and programs.	The work we are doing in Building Relationships and Building Partnerships for Student Outcomes will support improved engagement of underrepresented families in relation to Seeking Input for Decision-Making. To support an increase in the number of families who feel that they have opportunities to provide input on school policies and programs we will educate parents on the function of our school decision making groups, use more of our communication methods to post agendas and minutes of meetings, provide translations as needed, and most importantly, we will do a better job of articulating the connection between partner input and school policies/programs and LCAP goals/actions.	5	5	4	4	4	4	5	4	4	4	4	4	Met		2024-06-17	2024
51714070109793	South Sutter Charter	3	We continually strive towards building valuable relationships with families. Goal 3 of our LCAP states “our stakeholders will be connected and engaged with their community.” In our independent study model of education, our teachers make home visits at least once every 20 school days. Relationship building is a strength of our school, and we have excellent two-way communication. We personalize the education for each of our students, and our staff work with enrolled families in a one-on-one setting to ensure each family is supported and working together towards academic goals. We have a parent council and a governing board which are open to the public. Our administration regularly surveys our parents, asking for feedback to help inform decision making. Because each family has an assigned teacher, families have direct access to make recommendations to school staff and communications are tailored for each family. 
	An area of improvement is to increase participation in our ELAC and our communication with families whose primary language is other than English. We are directing some Title 1 funding to increase our EL support staffing in an effort to work more closely with these underrepresented families. Another area we are addressing based on educational partner feedback relates to mental health support. We continue to increase supports within our SEL program, while increasing our mental health staffing. Our families consistently ask for more in person opportunities and have addressed this through offering more events such as family days, park days, field trips, etc.
	Due to the personalized nature of our school, our underrepresented families are engaged in the learning of their child and have strong relationships where all families are involved in decision making related to their child’s education. We seek to bring their engagement to a school-wide level through participation in ELAC and parent council, as well as soliciting input from them on school-wide surveys and educational partner meetings. We are focusing our hiring efforts on increasing the diversity of our certificated staff so that students can see school staff that reflect their own unique characteristics.	We use Title II funding to support teachers with personalized professional development, school-wide training, adding single subject matter credentials, and through the teacher induction program. During our regular learning record meetings, teachers support parents in providing what their individual child(ren) need to be academically successful. Additionally, the school provides virtual parent trainings on a regular basis, including a highly attended virtual Curriculum Conference. We have a goal setting program as part of a personalized student success plan for each student. This involves the parent, teacher, and student setting goals based on a student's area of need as determined by our internal assessment. The school operates with a high consideration on parental input where parents are empowered to make educational decisions for and with their children with the support of credentialed staff. This parent choice philosophy is a key component of what makes our school attractive for parents who want a greater say in their child’s education.
	The school provides all required legal notifications either on our website (which can be translated to a language of a parent's choosing) or through the annual student agreement, but we are not strong at ensuring families understand and exercise those rights. Additionally, significant numbers of our educational partners fail to see the value in standardized assessments which leads to opt outs on testing which leads to penalization for the school. An area of improvement is to improve the understanding of the need for and benefit of standardized testing.
	The school will support underrepresented families to exercise their legal rights to advocate for their own students and all students through the legislative and public advocacy process. We will also monitor test participation rates and test outcomes by student subgroups. We also proactively direct our families to A.P.P.L.E., Alliance for Parents of Personalized Learning Education to help improve parent-driven advocacy for their students.
	In our unique personalized learning independent study model of education, parents and teachers are deeply involved with decision making on behalf of their children. Parent engagement in our school model is strong when it comes to educational issues surrounding their children. We provide school wide opportunities for parents to serve on the parent council or our governing board, where we discuss key initiatives and policy changes. One of the key areas parents provide input into school wide decisions is identifying community service providers who provide academic enrichment for our students. Our staff consult with parents at monthly learning record meetings, and we host department-specific office hours and content area parent trainings where parents can speak with a school administrator. We regularly survey families and staff to get their feedback on ways to improve what educational programs and services the school offers.
	Parents are heavily involved in their child’s individualized learning plan. However, through thoughtful planning and increased opportunities for our families, this has led to more interest in school-wide decision making. Through our efforts, we have made some improvements in this area with more interactive and engaging sessions in an effort to gather more input from our educational partners.
	An area of improvement in our school is to better target underrepresented groups to ensure that they provide school level feedback. We continue to work towards our goal to improve parent participation in the ELAC by regularly asking for input surrounding curriculum and EL program development. Additionally, we are increasing our targeted supports for our homeless families through personalized support from our McKinney-Vento liaison.
	5	4	4	3	5	4	4	3	4	4	3	3	Met		2024-06-04	2024
51714150000000	Meridian Elementary	3	During the 2023/24 school year, we made great efforts to build relationships between school staff and families. We worked with the site council and the parent club to get input on programs and services and plan activities. We had many school events such as a chili cook off, a Christmas program, a spaghetti feed, and an open house to promote relationships between staff and families. We also reached out to families through surveys. We send home a weekly newsletter and bulletin and had it translated into Spanish for many of our families. In addition, we have four members of our staff who are fluent in Spanish and able to help bridge the communication gap. Teachers also used Class Dojo to keep in touch with families. 69.23% of parents surveyed felt the communication was good, 92.31% of parents surveyed felt the communication was in language that was understandable, 84.62% of parents surveyed felt the school was welcoming.	Meridian is hoping to have a new website that will be much more comprehensive and user-friendly for teachers and all staff to communicate with families. We will be looking for many creative ways to have better correspondence that can be done in a professional manner so that parents can make sure their children are up-to-date with what is going on in their child’s classroom.	Meridian Elementary school will be doing a much more thorough job to make sure that each group that is represented here at Meridian and has full access that is equal and equitable with regards to families and school staff. Our goal is to make sure that each group feels valued and that their voice is heard. 

	Our strengths are that we mail home information about parents' legal rights and that we provide multiple opportunities for teachers to meet with families and students to discuss progress. We send home three progress reports, have parent/teacher conferences, and have an open house. In addition, teachers and administration have an open door policy for meeting with families to discuss student progress and outcomes. Parents survey data indicates that while we have made improvement in Building Partnerships for Student Outcomes, there is more work needed. Parents say if they have a questions concern, or comment about their child, the teacher gets back to them right away (84.62%; there are times throughout the year they can meet with their child’s teacher to discuss their child’s progress and way to work together to support their child (84.62%); the school provides them with a Parent’s Right document at the beginning of the school year (100%); the school encourages them to be an active partner in educating their child (69.23%); parents receive information on what they child should learn and be able to do at each grade in school (69.23%); and they receive information on what they can do at home to help their child improve or advance his/her learning (64.29%).	Based on the analysis of educational partner input and local data we will focus on providing families with information and resources to support student learning and development in the home.  As intervention Director, teachers will be giving assessments, not only weekly but monthly, and that data will be communicated to parents in a much more timely fashion.  We will also have intervention during the week where students who are struggling the most can get the help. Our goal is to have them up to speed with their grade level proficiency.	This year we have continued to work with the site council, parent club, student council, and have solicited input from them. In addition, we have given teacher surveys and had meetings with teachers soliciting input.	Meridian Elementary School District is a single-school district with approximately 70 students, but we still provide a variety of ways to actively engage parents to gain their insights and opinions to help with decision making.  We have an active School Site Council and Parent’s Club.  In addition we advertise board meetings in the hope of engaging parents and we send surveys each year to elicit input during our LCAP development process..  Parents survey data indicates that while improvements in engaging our educational partners in decision making have been made, there is room to grow.  Parents say they have the opportunity to participate in decision making committees (83.33%) and there are many ways they can provide input on school policies and programs (53.85%).	Meridian Elementary school will be conducting more surveys that help us make a better decisions and assist parents with their ability to have more of a voice with decisions that are being made most directly affecting their children.	We are hoping that the implementation of electives will allow every facet of our school community, whether currently represented or underrepresented, to find a way to fit in and feel comfortable giving input.	3	5	3	5	2	1	2	3	1	1	3	2	Met		2024-06-20	2024
51714150129007	California Virtual Academy at Sutter	3	The school is dedicated to cultivating trusting and respectful relationships with families to ensure student success in the virtual learning environment. Upon enrollment approval, families receive personalized onboarding support from their designated onboarding coach. This support begins with a warm welcome - an intentional and welcoming inclusion activity, routine, or ritual that builds community and connects to the work ahead. Families receive clear guidance on program expectations, communication channels, and navigating the online platform and resources efficiently. Newly enrolled students and parents experience at least three personalized interactions with their onboarding coach, ensuring a sense of belonging from the start. Spanish-language onboarding support is available for Limited English Proficient (LEP) students and families whose primary language is Spanish.

Teachers proactively connect with families through welcome calls, monthly check-ins, Enduring Connection Calls, academic conferences, and provide live instruction aligned with the California content area standards. 

Teachers and staff prioritize student relationships through daily face-to-face interactions. Additionally, we support student and adult resilience with intentional social-emotional learning practices. We have identified the importance of self-awareness, self-management, and executive function in our unique setting – and work to foster these skills among students, teachers, and families.

In addition to classroom interactions, the school offers in-person and virtual activities, clubs, and support sessions. Continuous support is provided to families year-round, including during the summer.

School leaders facilitate regular feedback sessions involving parents, students, and staff, utilizing surveys to gather input and identify areas needing additional support. Special programs, like the Compass program, cater to MKV, Foster youth, and other underrepresented families, focusing on providing resources and supplies, engagement support, and coaching for students and parents, including bilingual engagement and translation services.

The school actively involves parents, students, and staff in planning processes through various channels, ensuring that their voices are heard and valued. Feedback and collaboration happen in Title I meetings, English Learner Advisory Committee (ELAC), and Partner Engagement Sessions, which include priority opportunities for parents, staff, and students to review Local Control and Accountability Plan (LCAP) goals, actions, and services and provide input and suggestions. LCAP feedback informs decision-making and drives programmatic adjustments to ensure that programs offered reflect the priorities of the learning community and that all students are learning.
	We will continue to refine the Enduring Connection Calls between teachers and students. We plan to implement a schoolwide practice of 3 Signature Practices across all departments. Our school will focus on training and Professional Development for staff based on trauma-informed practices to support trusting and respectful relationships with families. We plan to provide additional training for all staff on accessing the primary and preferred language of Limited English Proficient (LEP) families. We will continue to refine the Language Access Plan - a resource that outlines ongoing efforts to improve access for limited English proficient (LEP) individuals – people whose primary language is not English and who have limited ability to read, speak, write, or understand English. Our school will continue to develop the Newcomer instructional and family support services provided by the English Language Development (ELD) Department to meet the needs of students in kindergarten through grade twelve (K–12) who were born outside the United States (U.S.) who have arrived in the U.S. in the last three years and who also are still learning English.	Solid relationships and research-based support/services improve outcomes for underrepresented students. The school provides engagement, attendance, academic, and SEL support for families, including English Learners, Students with Disabilities, and Socioeconomically Disadvantaged (SED) students. Support includes removing barriers and providing school supplies and resources, as well as academic support, to help them succeed in the virtual learning environment. 

The school has added additional bilingual engagement staff for Spanish-speaking families to provide support throughout the calendar year to expand opportunities for the LEP families in the 23-24 SY and provide an increased level of translation and interpretation support from a live school staff member. Additionally, schoolwide forms and documents have been translated into Spanish, and the school’s website now includes a language toggle feature so that families can change the presentation of all information on the site to Spanish with a single click. In addition, the school contracts with an over-the-phone interpreting service, Certified Languages International (CLI), which provides interpreters in over 200 languages, allowing for teachers and other staff to communicate with LEP parents during real-time phone calls or video conferences in their preferred language. In order for Limited English Proficient (LEP) families who speak a language other than English or Spanish to access school information, resources are included with school communication for seamless translation on demand. All parents and guardians of students may request free language translation services in their preferred language at any time, and staff members can request document translation for LEP families’ preferred languages at any time as well. 
The school seeks the participation of unduplicated students by offering specific onboarding follow-up for SED families who are not meeting designated engagement metrics, an internet subsidy so families can engage and connect with the school community, and the Compass team reaches out to parents and families when SED students are not engaged. We offer workshops to support resilience, specifically designed to support SED parents and families. This series focuses on skills to manage stress, solve problems, reflect on reactions in different situations and practice new ways to respond when facing challenges.
For our Students with Disabilities, GE teachers and Education Specialists do additional outreach and seek their active participation in their child's education. Case Managers ensure families attend Individualized Educational Plan (IEP) meetings, specifically parents/guardians are invited to attend 30-day, annual, and triennial IEPs, evident in Team Meeting Notices.  An ongoing area of improvement for the school is to continue analyzing parental engagement data to ensure consistent and significant participation from parents and students in unduplicated groups.
	The school fosters strong partnerships with families to ensure student success. Recognizing parents' crucial role in education, particularly in an independent study charter school, the school actively engages parents by providing them with comprehensive information, resources, training, and opportunities to collaborate with other parents to better support their children's learning journey. Regular teacher-family conferences inform parents about their child's progress and academic expectations, while accessible systems grant them access to student grades, assessments, and online activities.

Dedicated engagement and attendance support teams work to keep students involved in their education, focusing on educating parents about school expectations and strategies to remain engaged in their child's daily schooling. The presence of graduation coaches facilitates better understanding among students and parents regarding graduation requirements, progress tracking, and ensuring timely graduation. This information is shared through various channels, including school assemblies, homeroom meetings, and individual conferences.

The school has committed to being a Professional Learning Community (PLC) and strives to incorporate the Three Big Ideas of the PLC process: focus on learning, a collaborative culture, and results orientation.  As a result of this work, the school has refined professional development, prioritized collecting evidence of mastery, and created clear communication regarding our school priorities and goals. The collaboration among staff members focuses on discussing student progress and working together to support improved student outcomes. This collaborative work, in turn, allows for strengthened communication of outcomes and progress with students and families during individualized onboarding sessions, monthly Enduring Connection Calls, weekly academic support sessions, and ongoing Academic Conferences. 

Dual enrollment programs such as CAVA2College and Stride Career Prep (SCP) provide high school students valuable opportunities to explore career pathways, earn certifications, and prepare for college and career. Middle school students benefit from career exploration and technology courses and earn high school credit.

To ensure effective communication and engagement, the school utilizes various platforms such as ParentSquare, social media, LC Community (a school-based social media platform for parents/learning coaches), and the school website. These offer the family’s essential information and opportunities to build relationships and advocate for their children. The Family Teacher Organization (FTO) further strengthens student support by facilitating collaboration between home and school through regular meetings and shared goals.
	We will create more opportunities for students to engage with SEL assembly topics by incorporating content into the older grades' homeroom courses and supporting the Elementary Staff with resources to share during our younger students' morning meetings. We will provide training and Care Solace access for administrators, who can support families by initiating a warm handoff when identified.  Continue to create understanding with staff around the difference between a “warm handoff” and “anonymous search” and how we can better support resource connection when we start a “warm handoff” for a family or student. We will Increase the translation and interpretation services and documents provided in Arabic, an increasing primary language amongst Limited English Proficient (LEP) families at our school.
Our schools plan to expand our video conferencing translation capabilities to provide real-time translation in multiple languages to ensure parents/guardians can meaningfully participate and advocate for their students in educational partner meetings.
	The school's Attendance Advocates proactively address student absences daily, collaborating with students to overcome any obstacles they may face. They assist parents in completing surveys for any offline assignments completed by students. In continued absences, additional meetings are scheduled with parents and students to identify underlying issues and support overcoming them, ultimately guiding families toward academic success.

To ensure MKV students are engaged and learning, the school has increased the resources, referrals, and support, which include Food and Housing Resources, Health Services, Mental Health and Crisis Support, and Internet/Hot Spots.

Regarding training and support for teachers, all staff undergo continuous, high-quality training and professional development sessions throughout the year. Additionally, new teachers benefit from immersive, hands-on training provided by department trainers to ensure a comprehensive understanding of schoolwide vision, properties, goals, departmental policies, procedures, and ways to support students and families. New hires are assigned a dedicated support teacher during their inaugural year.
	"Survey questions and data collection methods are tailored for the virtual school environment and align with LCAP objectives and strategies. The leadership team conducts quarterly reviews of feedback, which lead to adjustments in schoolwide and departmental plans and enhancements in family engagement initiatives. This feedback, along with student engagement and achievement data, informs the development and monitoring of LCAP initiatives.

The following presents a synopsis of trends and feedback from various parent surveys conducted during the 23-24 SY, including responses from the LCAP survey, Title I feedback survey, and feedback surveys from Fall and Winter Partner Engagement Meetings. 

Ranking of LCAP Priorities/Goals 
Top Priorities: 
(83%) Ensure Students Will Graduate from High School
(76%) Providing Internet reimbursement for low-income families.
(74%) Ensure Students Attend School
(68%) High School Career and Technical Education
(67%) High School Students Complete all courses (A-G) to be eligible to attend a CA state college or a University of California
(67%) Support for Students with Disabilities

In addition:
(83%) Agree / Strongly Agree: ""I have been given opportunities to participate in decision-making regarding my student's education.""
(88%) Agree / Strongly Agree: ""The school has created a welcoming environment for all families in the community.”

In addition, parents, families, students, and staff provide feedback and direction to the school through a variety of opportunities, including:
•	ELAC Meetings
•	EL Needs Assessment Annual Survey
•	School Climate Survey
•	Parent Connections, including coffee chats and parent training.
•	Student Government 
•	Family Teacher Organization (FTO)
•	Student and Teacher Pulse Checks 

Two-way communication between parents/families and school includes:
•	ParentSquare
•	LC Community
•	Emails
•	Connection Calls
•	Academic Conferences
•	Student Support Sessions
•	Sharing of Student's Individualized Learning Plans (ILP)
•	Student Support Team (SST) Meetings
•	Individual Educational Program (IEP) Meetings
•	English Language Development (ELD) Program Meetings
•	Bear Tracks weekly community newsletter highlights events and activities.
"	"Based on parent feedback the school 
•	will continue to administer surveys and offer Partner Engagement Meetings to share goals and actions, collect feedback, and measure parental participation in decision-making.
•	will increase opportunities for parental involvement, and message to families/staff the impact that feedback has on school-based decisions.
•	will offer parents support in increasing LC capacity, including time management tools, technology training, and other available resources and support. 
•	has identified the following barriers and will reduce those to ensure the participation of parents, including:
•	Lack of time
•	Prioritizing meetings
•	Streamlining communication to parents 
•	will increase the number of families participating in feedback opportunities and will reach out to families who did not provide feedback to ask them what barriers keep them from giving feedback. 
•	will continue to develop and implement the SEL plan. To increase awareness all teachers/staff, students, and parents will be included in the collaboration and development. 
•	will continue to provide training and support for administrators, teachers, parents, and students, specifically reaching underrepresented and underserved families.
•	increase opportunities for peer-to-peer interaction and connection in Class Connect (CC) sessions, clubs, K12 Zone, and other activities, including in-person outings and events.
•	messaging and support to ensure families are aware and supported with low cost/internet options in addition to policy for internet reimbursement.
"	Parents generally convey satisfaction with the school, which positively impacts all students. They value the assistance teachers and staff provide and the school's efficient communication with students and families. Daily prompts regarding class attendance and assignments help students stay focused. Parents appreciate the chance to monitor their child's progress and access educational materials in advance to address any academic hurdles. They appreciate the school's diverse and extensive curriculum, which offers numerous courses and effective teaching. Additionally, parents welcome the various opportunities for high school students and socialization activities available at all grade levels. Furthermore, the staff dedicated to supporting Spanish-speaking parents is positively acknowledged.	4	5	4	5	5	5	5	5	4	4	4	4	Met		2024-06-12	2024
51714230000000	Nuestro Elementary	3	Nuestro Elementary School District is dedicated to building relationships with families. Nuestro Elementary is a small school where generations of families have attended this school. Parents know all the teachers and they are comfortable coming in with their concerns. Teachers are comfortable calling home when necessary. The front office is very welcoming environment to the students and families. The district has worked to improve 2-way communication between families and the school. Parents can get information through the school’s website and social media. Newsletters are published each month and contain upcoming activities and reminders. We invite parents to attend Back to School Night, parent conferences, and Open House. An annual survey is administered to our parents/guardians and students in all grade levels we serve. Those results are shared with all educational partners as we develop and review our LCAP. Information from the surveys is utilized in meetings where we identify and prioritize goals and actions for the coming year.
At Nuestro, it is the Superintendent/Principal’s responsibility to ensure teachers, instructional support personnel, and other staff understand the value and utility of contributions of parents as well as how to reach out to parents, communicate with them, and work with them as equal partners. The Superintendent/Principal teaches and leads by example, creating relationships with parents, inviting parents to participate, and encouraging teachers to team with parents to overcome issues. Parents and students are an integral part of planning and decision making. County special education staff and school administration also receive training on how to work with parents through the IEP process.
We used a spring 2024 survey to determine progress in these areas: The staff at the school takes the time to get to know my child and family: All: 89.74%, Socio-economically Disadvantaged (SED): 83.33%; The school is a friendly, welcoming environment for students, parents, and families: All: 92.31%, SED: 83.33%; The staff treats my family with respect and works to build relationships with families: All: 89.74%, SED: 83.33%; When my child’s school communicates with me it is easy for me to read or understand: All: 92.31%, SED: 91.67%	Fewer families of our Socio-economically Disadvantaged (SED) student group think the school is a friendly, welcoming environment for students, parents, and families: All: 92.31%, SED: 83.33% so that will be our focus	The district plan to improve engagement of underrepresented families in relation to Building Relationships Between School Staff and Families begins with personally inviting parents/guardians of students in the Socio-economically Disadvantaged student group, English learners, Students with Disabilities, Homeless, and Foster Youth to a one-on-one meeting the administrator to build connections and find out what would make them feel welcome and the barriers to their involvement with the school. (2024/25 LCAP Goal 2, Action 2.1 Communication and Engagement)	Nuestro Elementary School is working to strengthen relationships with our families and community to build partnerships for student outcomes. At Back to School Night, Parent Conferences, and/or Family Nights during the year, curriculum and grade level standards are reviewed to increase parent understanding of expectations and requirements. Students’ progress on District assessments is also provided to parents. The District purchased assessment programs that generate student and parent letters to better help teachers, students, and parents understand state academic standards, our assessments, and how well each student is progressing in relation to the standards. We have hired a part-time intervention aide to support teachers with information to help them communicate with parents and improve student achievement. Parent conferences are held in the fall to allow an opportunity for families of all students to meet with teachers, and meetings such as parent conferences, Student Success Team Meetings, and IEP meetings are held as needed throughout the year, giving parents an opportunity to meet and discuss their children’s progress on grade level standards, classwork, and local assessments. Our website also contains resources and links for parents regarding curriculum-based support as well as State assessments and standards.
In addition to information provided at Back-to-School night, parent conferences, and newsletters or flyers; we mix family fun nights with informative presentations on our curriculum components, how to utilize curriculum supports (including technology), and how to support children at home. We offer opportunities for parents to come to the school to watch curriculum components and technology being used in the school setting. We lend technology equipment, and our intervention coordinator meets with parents to help them better understand our online learning support technology and teach them how to utilize this at home.
We used a spring 2024 survey to determine progress in these areas: I receive information on what I can do at home to help my child improve learning: All: 82.05% (2024), 59.76% (2023), SED: 75%; The school encourages me to be an active partner in educating my child: All: 92.31%, SED 75%; There are plenty of times during the year I can meet with my child’s teacher to discuss my child’s progress and ways we can work together to support my child: All: 94.87%, SED: 91.67%.	Based on input, we saw improvement in providing families with information and resources to support student learning and development in the home but this will continue to be our focus area so we can expand on our progress.	We will continue to offer professional development to support staff in partnering with families. We will also survey parents to find out the types of information or training they would like so they can support their child’s learning at home. Based on the responses, we will customize the information we provide and the training we offer to their needs. We will provide translators or translations as needed. We will also continue to post resources that will help families support student learning on our website.	Nuestro Elementary School District values and seeks out input from our families to inform our decision-making. We actively seek out parent/guardian participation in advisory groups including our School Site Council/LCAP Advisory Group and our Board of Trustees. Agendas and minutes for meetings are posted on our website. Although we have fewer than 8 English learners, we make a concerted effort to provide communications in the home language and utilize translators to communicate with parents. We survey parents, staff, and students as part of our LCAP development process and that input as well as input during advisory meetings drives the goals and actions for the next year’s LCAP.
According to a spring 2024 survey, 76.92% (66.67% SED) of parents feel the school promotes parent involvement through Parents Club, Site Council compared to 76.83% in 2023. Only 58.97% of all parents (66.67% SED) say they are encouraged to provide input on policies and programs and 84.62% (75% SED) say they have the opportunity to work with the school to plan and put on family engagement activities at school.	Based on a review of data and educational partner input, we have identified the need to provide all parents, but especially parents of underrepresented students, opportunities to provide input on school policies and programs.	We believe increasing Input for Decision-Making begins with communication. Our 2024/24LCAP Goal 2, Action 2.1 Communication and Engagement will support our work as we improve engagement of underrepresented families. We will post reminders for meetings in the monthly newsletter, on our web site, and through parent communication tools. We will also work to increase the number of survey responses by offering incentives to students and classes. In the fall we will personally invite parents/guardians of students in the Socio-economically Disadvantaged student group, English learners, Students with Disabilities, Homeless, and Foster Youth to a one-on-one meeting the administrator to build connections and find out what would make them feel welcome and the barriers to their involvement with the school. Through this process we will encourage and invite parents to take part in decision making groups.	4	3	5	4	4	4	4	4	4	4	5	5	Met		2024-06-13	2024
51714230132977	Sutter Peak Charter Academy	3	Sutter Peak Charter Academy understands the importance of feedback from shareholders and utilizes this feedback in planning and decision making. Teachers meet weekly, bimonthly, or monthly with families establishing trusting, respectful relationships beginning on the first day of school. Families are invited and encouraged to attend Back to School events, as well as science, math and ELA showcase nights. During individual family meetings, teachers engage with parents and students and learn about the family's unique culture, as well as the family's academic and social emotional goals for every child. Notes are kept by each teacher in a family communication log for reference. Sutter Peak has an active website and Facebook Page that are used to communicate with families. All families have access to their teacher and school administration via email, text and phone.	Based on feedback the analysis of educational input and local data guided the LEA in the decision to add a K-2 math assessment during the 22-23 school year to increase parent knowledge of math standards and increase the use of math interventions.  SPCA is expanding its use of social media and improving the school website.  Both of these actions will allow parents greater access to information regarding school events and meetings and clarify the decision making process.  During the 2023-2024 school year SPCA implemented the Kelvin survey took, which will allow frequent surveys of students, parents, and teachers to better understand concerns and improve relationships.	With the model of education set forth by SPCA, all families are met with face to face in an equal and fair manner. Student computers and internet access are provided to help ensure that all families, even those in underrepresented subgroups are properly engaged.	Sutter Peak Charter Academy teachers and administration work to provide support and partnership for all families in part by using professional development to train teachers to work with parents on all academic programs including, but not limited to: Exact Path, IXL, Edmentum, CTE, Reading Eggs, Math Seeds, PLATO and Rosetta Stone. Parents are provided with access to curriculum to use in their homes to support continual improvement of academic growth. All students 3-11 are assessed twice per year through NWEA/MAP, while those in grades K-2 are assessed three times per year through DIBELS. These scores are reviewed and discussed with parents. These conversations are used to align learning goals and progress on previous goals. In this model of independent study, where teachers meet with every family/ student regularly, all stakeholders are actively engaged.	The analysis of educational input and local data guided the LEA in the decision to add a K-2 math assessment during the 22-23 school year to increase parent knowledge of math standards and increase the use of math interventions.  

	With the model of education set forth by SPCA, all families are met with face to face in an equal and fair manner. Student computers and internet access are provided to help ensure that all families, even those in underrepresented sub groups are properly engaged.

	Parents are asked to provide feedback on coursework, field trips, and community opportunities. Families are encouraged to attend parent education nights and an annual student showcase. Meetings are held prior to these events for parents to provide input on policies and procedures. Annually, parents are asked to participate in an annual satisfaction survey. The results from the survey are used to make local school wide impact decisions.	Based on feedback from educational partner input SPCA is expanding its use of social media and improving the school website.  Both of these actions will allow parents greater access to information regarding school events and meetings and clarify the decision making process.
	SPCA will improve engagement of underrepresented families by increasing staff training for the impacted subgroups.	5	5	5	5	5	5	5	5	4	4	4	4	Met		2024-06-13	2024
51714310000000	Pleasant Grove Joint Union	3	Pleasant Grove School is committed to creating a welcoming, positive learning environment for all educational partners, including underrepresented families.  Our efforts are ongoing and measured in survey results (percent of parents marking Agree or Strongly Agree):  100% of parents  feel the school is a friendly, welcoming environment; 96% All parents, (100% parents of Underrepresented Students) report there is good two-way communication between home and school; 100% All parents say the communication from the school is understandable and accessible; and 98% All parents, (89% parents of Underrepresented Students) feel a sense of belonging and connectedness to the school.  Every year since 2019 our ratings have increased on all questions related to School Climate, Parent Involvement, and Communication.
Family engagement opportunities in the 2023/24 school year included:  Parent/Teacher conferences, Fridays at the Flag, awards assemblies, Trunk or Treat, an evening dance performance, chaperoning on field trips, Site Council, Board meetings, and Student Study Team (SST) meetings.  The district is dedicated to providing two-way communication with parents to ensure student success.  Communication via email and social media is on-going and parents are encouraged to contact the school with questions.  Parents have access to the Parent Portal where they view attendance, grades/class assessments, report cards, & State assessment results.  Our website contains resources & links for parents regarding curriculum-based support as well as State assessments & standards.  We provide materials & support to help parents to work with their children. During BTSN & Parent Conferences, teachers in grades K-2 discuss best practices for working with beginning readers.  Early reading materials and flashcards are sent home throughout the year so parents can work with their children.  Online access to math, science, and social studies support is available to 6-8 grade students.  
	Based on educational partner input, 98% All parents and 89% parents of Underrepresented Students feel a sense of belonging and connectedness to the school), we have identified the need to focus on creating a welcoming environment where ALL parents feel a sense of belonging and connectedness to the school.	Building relationships between school staff and families and improving engagement of underrepresented families has improved over time so we will continue our actions to build relationships with all families.  We will continue to discuss with our staff the best way of working with underrepresented families.	Pleasant Grove School is committed to building partnership between families and school staff.  At the beginning of the school year, parents receive the Parent Handbook and Parent’s Rights.  During Back to School Night (BTSN) and Parent Conferences, curriculum and grade-level standards are reviewed to increase parent understanding of expectations and requirements.  Conferences are held for every student in the fall and as needed throughout the year giving parents an opportunity to meet with teachers to discuss student progress on grade-level standards and local assessments.  When a student is identified as struggling to meet academic, behavioral, or attendance expectations a meeting is scheduled with the parents.  A parent and family engagement policy was developed jointly with the School Site Council and Parent's Club in 2018 and is reviewed by the Site Council annually.  The policy is also reviewed by the Governing Board as part of their Title I Plan review process.  This policy is distributed annually to all parents as part of our Annual Notice to Parents.  Additionally, educational partners can engage and provide feedback through Site Council and attendance at monthly board meetings.  Parents have the opportunity to participate in surveys to give us meaningful feedback on the school.  This allows us to evaluate and modify practices to encourage positive interaction and participation between the district and all educational partners.  Results from a winter 2024 survey (percent of parents marking Agree or Strongly Agree) indicate:  96% of parents (89% of Underrepresented Students) feel welcome to participate at the school; 95% All parents, (89% parents of Underrepresented Students) feel the school encourages them to be an active partner in educating their child; 95% All parents, (100% parents of Underrepresented Students) say they receive information on what their child should learn at each grade level; and 93% All parents, (100% parents of Underrepresented Students) report they receive information about what they can do at home to help their child improve or advance his/her learning.  These ratings have steadily improved each year since 2019.	Based on input, we have identified a focus area.  Ninety-three percent of all parents and 100% of parents of underrepresented students say they receive information about what they can do at home to help their child improve or advance his/her learning.  We will focus on providing families with information and resources to support student learning and development in the home.	Our parent survey results indicate we have been successful in Building Partnerships for Student Outcomes.  We will continue our efforts by giving standards brochures for each grade level to parents at Back to School Night, sending home curriculum based newsletters, and improving our web site to include resources for activities families can do at home to support their child’s learning.  We will provide translations as necessary for our standards brochures and curriculum based newsletters.  We will reach out to our underrepresented families to encourage them to attend Back to School Night and teachers will share resources for families.  We will discuss ways families can help their child improve or advance his/her learning during parent conferences.	Parents are encouraged to be involved in their child's educational process through participation in our Parent Advisory Committee (PAC), School Board meetings, Parents’ Club, academic awards assemblies, parent/teacher/student conferences, as classroom volunteers, as chaperones on field trips, and family nights.  To encourage participation in these and other events, notices are sent through email and posted on social media.  In addition to the above, regular communications are distributed to parents and cover a variety of topics including beginning of the year welcome packets, newsletters, school calendars, student assessments, and grade reports.  Although we only have about 15 English learners, we make every attempt to provide communications in the home language.  Descriptions of services, including Title I, are provided to parents in the Parent/Student Handbook, through a brochure, and in person at Back to School Night.  School Accountability Report Cards are made available to parents and the Annual Rights Notification to Parents is distributed each school year and available as requested.  According to our winter 2024 Parent survey, 96% All parents (100% parent of Underrepresented Students) say they have the opportunity to participate in decision making committees (PAC, governing board meeting, parent advisory group, Parent Club).	Many parents don’t feel that they have opportunities to provide input on school policies and programs (83%).  Based on this input, the district has identified the need to improve in providing opportunities for parents to provide input on school policies and programs.	To increase the engagement in Seeking Input for Decision-Making we will reach out to underrepresented families to invite them to attend school committees and events.  Communication for school events will be increased through email and social media.  At the beginning of the school year, we will heavily advertise our website and social media platforms as a way parents can stay current on school events.	4	5	4	4	4	4	3	3	4	4	3	4	Met		2024-06-13	2024
51714490000000	Sutter Union High	3	Educational partners report that they feel SUHSD creates a welcoming environment for all families in the community.  The majority of parents (86.2%) report that SUHSD has a culture that is supportive of education for all students. About 94% of parents state they are greeted warmly and courteously when they visit, and 86.3% of parents believe their students feel as though they belong at SUHS. Parents say SUHS effectively communicates with them (80.1%).	Improving relationships between school staff and families remains a priority. Adding bilingual staff in the counseling office and school office has helped parents feel valued and has lowered apprehension of Spanish speaking only parents to initiate contact and ask questions about their students. Going forward we want to support staff in learning about the cultures and gather more input from parents about the goals they have for their children.	We will improve the engagement of our underrepresented families by improving our parent survey process so that we can collect data not only as an all parent group but also by unduplicated subgroups to help inform decision making in relation to building strong relationships between all families and school staff.  The 2024/25 LCAP Goal 2, Action 2.2 will focus our work in improving communication among all educational partners by maintaining a Bilingual Office Support person to increase communication between the school and families whose first language is not English; regularly communicating with families and staff via School Website, Aeries, Parent Square, and Catapult and evaluating our communication system to determine if changes need to be made to make it easier for educational partners to find important information regarding events and deadlines	Parents (64.9%) say SUHS teachers and counselors communicate with them regarding their student’s success or needs for assistance and 81.3% say SUHS has given them an opportunity to be involved in their student’s education. Students (83.3%) report that SUHSD provides them with support in developing a four year plan to explore and reach their college and/or career goals. Students also report feeling safe and supported, and over 83.3% report that they had at least one caring adult on campus to go to if they had a problem.	Adding bilingual staff in the counseling office and school office has helped parents feel valued and has lowered apprehension of Spanish speaking only parents to initiate contact and build stronger partnerships. We will continue to seek parent input and partnership to make informed decisions to improve student outcomes.	Improve our parent survey process so that we can collect data not only as an All parent group but also by unduplicated student groups to help inform decision making in relation to building stronger partnerships for improved student outcomes.	SUHSD will continue to rely on input from all of its educational partners. Feedback, both formal and informal, provides valuable information for the district to direct decision making. This process has and will continue to be one of the strengths of the district. The district will continue to adopt more timely and frequent formal processes in the future. The district's culture has always been supported by an open-door policy that leads to a high level of parental and community involvement.	The district will implement a more formal and frequent process to improve input from its educational partners as well as continue its effective open-door policy.	Every year, parents are surveyed to gather their input on programs and services. The School Site Council and ELAC provide valuable feedback on needs and areas of growth.  SUHSD will improve the parent survey process so that we can collect data and identify responses from the  unduplicated subgroups to ensure we are receiving their input in the decision making process.	5	5	4	4	4	5	4	4	3	3	4	3	Met		2024-06-18	2024
51714560000000	Winship-Robbins	3	Based on the analysis of data collected, we believe that W-RESD does a good job developing capacity of staff to build trusting and respectful relationships with families. Regular communications are distributed to parents and cover a variety of topics including beginning of the year welcome packets, monthly newsletters, school calendars, student assessments, and grade reports. We make every attempt to provide communications in the home language. Descriptions of services, including EL and Title I, are provided to parents in the Parent/Student Handbook, through a brochure, and in person at Back to School Night. School Accountability Report Cards are made available to parents and the Annual Rights Notification to Parents is distributed each school year and available as requested. Communication is sent through the Parent Square phone messenger service, email and paper.
The results of our spring 2024 survey show that we create a welcoming environment for families and community members (80%). Our Harvest Festival and Cinco de Mayo celebrations are well attended. As we have a high Hispanic population they really enjoyed celebrating their culture during those events. The feedback also indicated that 100% of parents think we do a good job having 2-way communication between families and educators using language that is understandable and accessible to families. The district supports staff during staff meetings, Professional Development opportunities and one-on-one meetings to help staff learn about each family’s strengths, cultures, languages, and goals for children. Our LCAP Goal 2, Through community outreach, develop and cultivate positive relationships between staff, students, parents, and the community to create a safe and welcoming environment that will ensure a successful learning environment for all students, has supported this work and will continue in the 2024/25 school year.	Based on an analysis of educational partner input and local data, we have determined that more work is needed in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.	The addition of a Student Support Services Coordinator to LCAP Goal 2, Action 2.2 Community Outreach has been a good start toward improving engagement of underrepresented families with a goal increasing parent engagement in school events, encouraging parents to volunteer in classrooms and as coaches, offering parent education sessions (ways to support their child in school, English classes, etc), encouraging parents to provide input to the school and be involved in decision making groups at school, and connecting families to services. During the 2023/24 school year we offered a Parent Institute for Quality Education (PIQE) on Family Engagement. Twenty parents completed the program and came away with many tools for strengthening their involvement in their child’s academic career. We plan to offer more of this type of engagement opportunity for parents.	The WRESD believes that the school, parents, and students share the responsibility for improved student academic achievement. The School Site Council has developed and regularly reviews the parent and family engagement policy in the form of a School-Family Compact outlining our shared responsibilities. This policy is based on Board Policy and Administrative Regulations and is distributed annually to all parents and guardians at the beginning of each new school year or upon
enrollment. At Back to School Night and Parent Conferences, curriculum and grade level standards are reviewed to increase parent understanding of expectations and requirements. Parent conferences are held for every student in the fall and as needed throughout the year giving parents an opportunity to meet individually with teachers to discuss student’s progress on grade level standards and local assessments. Our website contains resources and links for parents regarding State assessments and standards. We provide various materials and support to help parents to work with their children. During Back to School Night and at Parent Conferences, teachers in grades K-2 discuss best practices for working with beginning readers. We held one Family Activity each month: Back to School Night, Harvest Carnival, Patriots Day Celebration, Red Ribbon Week, Pancake Breakfast, Winter Program, Science Night, Open House, Read Across America, Hispanic Day, Picnic Day.
Based on our analysis of educational partner input and local data we rate ourselves as fully implementing policies and programs for teachers to meet with families and students to discuss student progress and ways that we can work together to support students. Our families understand and exercise their legal rights and do a very good job advocating for all students.	Our focus area for improvement in Building Partnerships for Student Outcomes for next school year will be to provide more information and resources to families to support student learning and development at home.	Our LCAP Goal 2, Action 2.2 Community Outreach has focused our work on Building Partnerships for Student Outcomes and we plan to enhance that action in the 2024/25 school year by maintaining the position of Student Support Services Coordinator to encourage underrepresented families to attend Family Nights and access the educational resources that are available. In addition, we will survey parents at the beginning of the school year to determine the programs and resources that are needed as they support their child’s learning at home. We will continue to offer information nights for families throughout the year and will have a designated area on campus that contains a variety of health and safety services provided by community partners.	Based on our analysis of data collected we believe that W-RESD does a good job building capacity of staff in effectively engaging families in advisory groups and with decision-making. Parents are encouraged to be involved in their child's educational process through participation in School Site Council/LCAP Advisory, ELAC/DELAC, Parents’ Club, and the Board of Trustees. According to our spring 2024 educational partner survey, 80% of all parents feel that they have the opportunity to participate in decision making committees compared to 75.76% in 2023 and 80% of all parents say their input is valued. One hundred percent of parents feel their involvement in their child’s education is valued. To encourage participation in these and other decision making opportunities, notices are sent through the Parent Square phone messenger service, email and paper. We make every attempt to provide communications in the home language. Our LCAP engagement process is explained in our LCAP. We reach out to a broad range of educational partners about our Goals and Actions. On our spring 2024 survey, we had responses from 10% of parents. To increase our survey responses we will have our Student Support Services Coordinator reach out directly to parents to invite them to come to the school to complete the survey online on one of the school’s computers. If that is not possible, the Student Support Services Coordinator will work with the parent to complete the survey verbally on the phone. LCAP Goals and Actions are discussed regularly at Board meetings and School Site Council/LCAP Advisory meetings where input is noted and considered for the next LCAP. We send surveys and meet with other educational partners throughout the year.	Our data analysis indicates a need to provide more opportunities for families to provide input on policies and programs and seeking input from underrepresented groups in the school community.	We will continue to improve the ways for families and community members to give input, varying times of meetings, offering input through email, text and phone calls in addition to in person opportunities. With the help of a Student Support Services Coordinator, we will improve engagement of underrepresented families by working with them to understand their importance in the school community and to feel empowered to provide input to programs and services.	4	4	4	4	4	4	4	4	4	4	3	3	Met		2024-06-18	2024
51714560133934	Feather River Charter	3	Based on the comprehensive feedback gathered from educational partners, including staff, parents, community members, and students, it's evident that our school has made significant strides in building strong relationships between school staff and families. Several key strengths and areas of progress emerge from the analysis:

Effective Communication Channels: Our school has established effective communication channels that facilitate regular and transparent dialogue between school staff and families. Parents appreciate the accessibility and responsiveness of staff members, noting that they feel heard and supported in addressing their concerns.

Supportive and Engaged Staff: Feedback consistently highlights the dedication and commitment of school staff towards fostering positive relationships with families. Staff members are described as helpful, understanding, and responsive to the needs of both students and parents, contributing to a sense of trust and collaboration within the school community.

Tailored Support for Diverse Needs: Our school demonstrates an understanding of the diverse needs of families, particularly those with students requiring specialized support, such as students with IEPs. While there are areas for improvement in this regard, such as enhancing support from the IEP department, our efforts to provide tailored assistance and accommodate individual needs are recognized and appreciated.

Engagement in School Activities: Parents express satisfaction with the opportunities for engagement in school activities, such as field trips, lending library resources, and social events. These activities serve as avenues for building connections between families and school staff, fostering a sense of belonging and community involvement.

Continuous Improvement Efforts: Our school demonstrates a commitment to continuous improvement in building relationships between school staff and families. Feedback from stakeholders is actively solicited and used to inform decision-making processes, demonstrating a willingness to adapt and address areas of concern.

Additionally, feedback data further reinforces the positive impact of our school's initiatives. For instance, 85% of parents reported feeling valued and respected by the school administration, reflecting a culture of inclusivity and partnership. Moreover, 90% of parents expressed satisfaction with the opportunities for community involvement, indicating a strong sense of belonging and engagement within the school community.

Overall, our school's strengths in communication, staff engagement, tailored support, and community involvement reflect significant progress in building positive relationships between school staff and families. However, there is recognition of areas for further improvement, particularly in enhancing support for students with specialized needs and expanding opportunities for social-emotional learning and community engagement.	Our school has made significant progress in building strong relationships between school staff and families, demonstrating our commitment to creating a supportive and inclusive environment. While we celebrate our achievements, we also acknowledge exciting opportunities for further growth and enhancement:

1. Empowering Specialized Support: We are proud of our dedication to understanding and meeting the unique needs of every student, including those requiring specialized support such as students with IEPs. Looking ahead, we are excited about the opportunity to further empower our support systems to ensure that every student receives the tailored assistance they need to thrive academically and socially.

2. Expanding Social-Emotional Learning: Our school community values the holistic development of our students, which extends beyond academics to encompass social-emotional growth. We are eager to explore new avenues for expanding social-emotional learning opportunities, fostering empathy, respect, and emotional well-being among students and families, thereby deepening our sense of connectedness and belonging.

3. Enhancing Communication Excellence: Building on our strong foundation of effective communication channels, we are committed to further enhancing our communication processes to ensure seamless and transparent dialogue between school staff and families. By streamlining communication channels and protocols, we aim to create an even more responsive and supportive environment for all members of our school community.

4. Investing in Staff Development: Our staff members are the heart of our school community, and we are dedicated to investing in their continuous growth and development. Through ongoing professional development opportunities, we aim to empower our staff with the skills and resources needed to cultivate positive relationships with families, embracing diversity, empathy, and cultural sensitivity every step of the way.

By embracing these exciting opportunities for growth, our school is poised to further strengthen the bonds between school staff and families, nurturing a vibrant and inclusive community where every member feels valued, supported, and inspired to excel.	Our school is fully committed to supporting underrepresented families in our community. We believe it's an opportunity to enrich our school community and strengthen connections between staff and families. By using feedback from educational partners and local data, we're ready to empower and collaborate with families. Our personalized outreach initiatives aim to create welcoming spaces where every family feels heard, valued, and an integral part of our school community. We tailor our communication strategies to meet diverse needs, bridging gaps and ensuring all voices are heard. In addition, we provide targeted support services to address specific challenges faced by underrepresented families. We will continue to promote cultural competence among our staff, fostering respect, understanding, and appreciation for diverse backgrounds in our school community. With these measures in place, we're not just breaking down barriers; we're building bridges that empower underrepresented families to actively engage in their child's education journey.	Based on a thorough analysis of the feedback from educational partners and local data, our school has made commendable progress in various domains crucial for student well-being and success. 
In Domain 1, which pertains to safety, our school has achieved outstanding ratings across the board. Parent, student, and staff responses consistently indicate high levels of agreement and satisfaction with safety measures, clear policies, and the availability of supportive adults within the school community. With an impressive 97% strongly agreeing and agreeing collectively, our school's commitment to safety is resoundingly affirmed. 
Moving on to Domain 2, focusing on decision-making processes, our school continues to excel. Parents feel well-informed about school activities, and there is strong agreement that the school actively seeks parental input before making important decisions. This demonstrates a collaborative approach to governance that empowers families and fosters a sense of ownership in the educational process, with 91% collectively expressing agreement. 
In Domain 3, centered around connectedness, our school has created a nurturing environment where students, parents, and staff feel deeply connected. There is overwhelming agreement that our school promotes a positive learning environment, responds promptly to communication, and supports social and emotional needs effectively. With an impressive 88% collectively strongly agreeing and agreeing, our school's efforts in fostering connectedness are widely acknowledged. 
Lastly, in Domain 4, which addresses social-emotional aspects, our school excels in promoting a culture of respect, support, and motivation. Parents, students, and staff alike express high levels of satisfaction with the school's efforts to create an inclusive and supportive atmosphere conducive to holistic development. With a remarkable 90% collectively strongly agreeing and agreeing, our school's dedication to social-emotional well-being is evident. 
Overall, our school's dedication to safety, inclusive decision-making, fostering connections, and nurturing social-emotional well-being is evident across all domains. These positive outcomes, reinforced by specific data highlighting high levels of agreement, are a testament to our collective commitment to providing an enriching and supportive learning environment for all members of our school community.	Building upon valuable insights gathered from educational partners and local data analysis, our school is actively charting a path towards further enriching partnerships aimed at elevating student outcomes. Embracing a spirit of inclusivity and collaboration, we are committed to amplifying engagement with underrepresented families, ensuring that every voice is not only heard but also cherished within our school community. Through personalized outreach endeavors and communication strategies, we aim to cultivate an environment where all families feel genuinely valued and empowered to play an active role in their child's educational journey. Additionally, we recognize the immense potential inherent in harnessing the collective wisdom of our diverse community, thereby fostering a culture of shared decision-making that amplifies the impact of our initiatives. Moreover, our dedication to providing tailored support services for students with diverse needs exemplifies our unwavering commitment to inclusivity and equity. By leveraging targeted interventions and resource allocation, we are poised to address the unique challenges faced by these students, ensuring that every learner receives the support they need to thrive. Through these concerted efforts, we are not merely addressing areas for improvement but rather laying the foundation for a future where every student flourishes, every family feels empowered, and every partnership is a catalyst for transformative change.	Based on feedback from our educational partners and local data analysis, our school is ready to improve engagement with underrepresented families. We plan to create inclusive spaces where all families feel welcomed and valued. We will use various communication channels and personalized approaches to bridge any existing gaps and build meaningful connections with underrepresented families. Additionally, we are committed to providing tailored support services to address specific challenges faced by these families, empowering them to actively participate in their child's education journey. Our goal is to create a more inclusive and supportive school community where every family feels seen, heard, and valued.	At FRCS, we are dedicated to prioritizing the important role of home support in a child's academic journey. This commitment is reflected in our comprehensive approach to building trusting and respectful relationships with families. Through targeted professional development, our staff is equipped with the skills to foster meaningful engagement with parents and guardians. This includes celebrating successes, reviewing student learning plans, and determining next steps for academic growth on a monthly basis. We place a strong emphasis on parent engagement strategies, especially for underrepresented populations. This is exemplified by initiatives such as ELAC meetings and opportunities for collaboration on student and parent engagement policies. Additionally, our school provides numerous avenues for family involvement, including governance committees, special events, and learning field trips, ensuring that every family feels valued and empowered. The Parent Advisory Committee (PAC) serves as a vital link between the school administration and families, facilitating collaborative decision-making and enriching the educational experience for all students through transparent communication and shared responsibility.

We are dedicated to improving family communication through various platforms, including podcasts, social media, and our website. Our podcasts provide informative and engaging content tailored to deliver updates and important information directly to families. We maintain an active presence on social media platforms to share news, events, and promote community engagement. Additionally, our website serves as a centralized hub for accessing resources, announcements, and personalized communication channels.

In addition to our focus on family engagement, our school cultivates a culture of collaborative innovation among staff members through initiatives such as the Staff Think Tank and Thought Lab. These platforms provide opportunities for educators to share insights, exchange ideas, and collectively brainstorm innovative approaches to enhance teaching and learning experiences.The Staff Think Tank is a platform for educators to discuss current educational trends, research, and best practices. Teachers collaborate through structured discussions and workshops to identify challenges, explore potential solutions, and implement effective strategies in their classrooms. Similarly, our Thought Lab provides a creative space for educators to experiment with new teaching methodologies, technology integration, and interdisciplinary approaches. Here, teachers are encouraged to think outside the box, take risks, and explore innovative ways to engage students and foster deeper learning experiences.

In alignment with our commitment to continuous improvement, our school conducts an annual Climate Survey to gather feedback from our educational partners, including parents, students, and staff.	FRCS has implemented various initiatives and practices to support student success, including in-depth data analysis, effective family engagement strategies, and regular feedback mechanisms. However, there is always room for improvement. By better integrating climate survey data into decision-making processes, expanding family engagement strategies, improving data analysis techniques, streamlining feedback mechanisms, and continually evaluating and refining existing practices, FRCS can enhance its ability to support student success. It's important to note that while there are areas for improvement, FRCS's commitment to continuous improvement and innovation highlights its dedication to providing an exceptional educational experience for every student. This proactive approach ensures that the school community can build upon its successes and address any challenges to further enhance student outcomes.	Our school has developed strategies to increase the involvement of underrepresented families in decision-making processes based on input from educational partners and local data analysis. To ensure direct input from these families, we will enhance our outreach efforts through targeted communication channels such as community meetings, culturally sensitive materials, and multilingual resources.

We also recognize the importance of building trusting relationships with underrepresented families. To achieve this, we will prioritize initiatives that promote two-way communication and collaboration, including family liaison programs, parent advisory committees, and culturally relevant workshops. Our goal is to create an inclusive environment where every voice is valued, empowering underrepresented families to actively participate in decisions affecting their children's education.

Furthermore, we are committed to using local data to inform our strategies and measure our progress. Through continuous assessment and evaluation, we will monitor the effectiveness of our engagement efforts and make adjustments as needed to meet the needs of underrepresented families.

In summary, our school is dedicated to enhancing the engagement of underrepresented families by seeking their input, fostering trusting relationships, and utilizing local data to inform our approach. By prioritizing inclusivity and collaboration, we aim to create a more equitable and supportive educational environment for all students and families.

Additionally, we are pleased to report that our recent Climate Survey received positive feedback, with 94% of our parents strongly agreeing or agreeing that they were satisfied with their input in decision-making processes. This high level of satisfaction underscores our commitment to fostering collaborative partnerships with families and ensuring that their voices are heard and valued in shaping our school's policies and practices.	4	5	4	4	4	5	5	4	4	4	4	5	Met		2024-06-14	2024
51714640000000	Yuba City Unified	3	Currently we continue to work to strengthen our relationships between our local community and our school staff. We have hired a parent liaison at each of our schools in order to bridge the gap between families and school sites. These parent liaisons will work with our parents on better communication, encouraging more parent volunteerism in school activities and in Site Council and ELAC and DELAC. Our LCAP also includes strategies for increased parent meetings that are informative in nature and help promote more inclusiveness. The topics included were parent driven based on feedback from our LCAP advisory and LCAP parent meetings. We then will provide those content specific breakout sessions to parent throughout the school year. In addition, we took a host of parent to a conference this year that were a part of our DELAC, in order to strengthen those relationships with those families. For our AVID site visits, we have included parents to do classroom walkthroughs in order to see instruction happening in the classroom.	Continue to provide opportunities for parents to learn about college and career opportunities and post high school options; use parent liaisons strategically to engage our students, especially unduplicated student families; create parent breakout information nights around topics that are of high interest to parents such as special education and IEPs, FAFSA and college/career options, CTE awareness, English Learner programs and seal of biliteracy, etc. ; engage parents more to decrease our rates of Chronic Absenteeism. Our district will continue to use Parent Square as a main communication platform to make sure we are communicating necessary information to families on a timely basis, to include Spanish and Punjabi.	Using our parent liaisons, we will have them be more strategic in reaching out to families of unduplicated students, specifically targeting students who are Chronically Absent, behind academically based on teacher feedback progress and grade reports; we will host parent workshops for school and district information more consistently; continue to promote ELAC and DELAC in support of our English Learners; work with our foster and SED student families on increasing participation in volunteerism, site council and other local parent opportunities; continue the use of Parent Square as a communication tool for parents in multiple languages;	Feedback from educational partners and data analysis has identified the following strengths:
- We continue to use data to inform our instructional decisions and funding to help acheive high level of achievement for our student outcomes. 
- We provide local climate and survey data in the form of PASS and CHKS data to school and district to help inform how we can best support our student outcomes. This data is included in our LCAP baseline data for the 24-25 LCAP. 
- The district has a robust CTE program with consistent community partnerships and Work Based learning opportunities. We have a full time CTE coordinator and each high school site has a released one period Work Based learning teacher lead who works with outside organizations to connect our students to the greater community. 
- We have a strong partnership with the local community college (Yuba College) where we provide a very comprehensive Early College program for our 9-12 grade students as well as two college classes on our high school sites. 
- Students have access to rigorous coursework in CTE, AP and Dual Enrollment. 
- Our district engages staff in a Math, A-G, ELA and other committees to collectively discuss how we can increase our student outcomes in Math and ELA across grade spans K-12. We continue to work with local certificated staff on addressing our essential learning outcomes to make sure we are clear and consistent with our district vision and student outcomes. 
- Our work with outside partners to include Probation, Sherriff's dept, Care Solace and other community help has helped build student outcomes.	Feedback from educational partners and data analysis has identified the following focus areas for improvement:
1. 

	Feedback from educational partners and data analysis has identified the following strengths:
Our district will continue to work closely with our ELAC and DELAC communities to build increased awareness of the reclassification process and how families can help support those efforts; we will partner with EL families in attending professional development opportunities, so have a shared educational experience with unduplicated families; for our SED families, we will continue to work on funding initiatives that create growth in student learning outcomes in Math and ELA by providing after school opportunities for increased tutoring services for EL, Foster and SED students; our school sites will write specific strategies into their single school plans on addressing disparities in learning outcome data for these three unduplicated student groups.	Feedback from educational partners and data analysis has identified the following strengths in seeking input in decision making: 
- For Professional Development, we work with district and site level leadership on planning for professional development. We then work closely with both certificated and classified staff on eliciting their feedback on what they see as a need in their grade span or content area. 
- Leadership meets twice a month that includes all of the site principals. This meeting is informative, collaborative and helps shape the implementation of district and site policies. School sites implement a shared decision making protocol at their schools to involve all educational partners (staff meetings, leadership and management meetings, site council, boosters meetings, and other staff and parent meetings that are inclusive). 
- The district month meets with labor partners to discuss curriculum and instruction policies, initiatives, and procedures. 
- The LCAP process is inclusive of all educational partners as there are multiple touch points and opportunities through surveys and focus groups to elicit feedback to help sustain and grow our instructional programs in YCUSD.	Feedback from educational partners and data analysis has identified the following areas of improvement in seeking input: 
- Continue to increase the survey response rate from parent groups and use the school back to school nights and parent events to help elicit feedback and close the loop. More parent involvement is always an area of improvement and we want to grow that %. 
- Continue to involve student voice decision making where appropriate. Make sure they have a high completion rate for surveys and feedback to both site and district. 
- Provide opportunities for staff to be involved in committees and other groups during the school year in order to get a feedback loop on important learning and climate issues. 
-	Feedback from educational partners and data analysis has identified the following areas to improve engagement of underrepresented families: 
- Provide more survey opportunities for families of underrepresented students. Our survey rates are consistently lower than expected and we want to increase our response rates. We will work with our parent liaisons on addressing this with our families who are underrepresented. 
- Provide both in person and virtual opportunities for the LCAP advisory committee during the school year in order to provide more input in decision making for our underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-25	2024
51714640107318	Twin Rivers Charter	3	Parent/family survey results show that Twin Rivers Charter School’s (TRCS) strengths in building relationships are founded in campus meetings, school activities, and school-connected organizations. 87.1% of families indicate that they participate in parent/teacher conferences, 78.7% in Open House, and 80.6% in Family Fun Night sponsored by the TRCS Parent Teacher Organization (PTO). 24.5% report being active participants in the PTO and 58.7% report volunteering in the classroom. English Learner Advisory Committee (ELAC) and School Site Council Meetings are consistently well-attended.	Survey results show that TRCS needs improvement in including parents/families in school decisions. 36.8% strongly agree and 40.6% agree that their input is sought, totaling 77.40%. While TRCS publishes a weekly newsletter and communicates regularly through school communication platforms, 22.6% of parents/families indicated that they would like to have their voices included in the decision-making process. In the 2024-2025 school year, TRCS will seek the input of parents/families regularly through surveys and in-person parent meetings to be held 3 times annually during each progress reporting period.	The ELAC committee continues to support and engage underrepresented families successfully. 96.70% of respondents agree or strongly agree that English Language Development is helping their child become more proficient in English. For the 2024-2025 school year, TRCS will provide child care and language translation at PTO meetings, ensure school-to-home communication is provided in each family’s preferred correspondence language, continue utilizing ParentSquare language translation for school-to-home communication, and continue to invite volunteers from our school and local community to participate in our annual Celebrating our Cultures Day. Engagement with parents of students with disabilities will also be increased during the process.	Survey responses show that 91.60% of families agree that timely communication, as well as updates about goals and progress are communicated with families. To foster partnerships with families, TRCS schedules 4 early release days in the school calendar each fall, providing 1:1 parent/teacher conferences with language services provided. TRCS provides a Student Study Team (SST) process where families meet in person with teachers, administration, and support staff to ensure that students identified as needing additional support have been identified early and interventions have been in place in the general education classroom setting.	TRCS partners with the Sutter County Superintendent of Schools  (SCSOS) for professional development (PD). In August 2024, SCSOS is scheduled to provide 2 days of Restorative Practices PD to our implementation team. In addition, SCSOS will provide writing PD in four half-day sessions during the 2024-2025 school year. The Yuba Sutter Blue Zones Project will continue to support our efforts in implementing healthy practices school-wide for students and staff.	TRCS will continue its established practice of sending personal invitations to underrepresented families to participate in school-connected events and activities. TRCS will also utilize translators for phone and in-person conversations and automatic language translation in our school messaging system.	TRCS seeks input through existing ELAC, PTO, and Site Council meetings. In addition, TRCS surveys Parents and families as part of the Local Control and Accountability Plan (LCAP) process.	Local data has provided TRCS with feedback that decision-making input is still needed. While 96.70% of parents and families feel they get regular updates about student goals and progress, only 77.40% feel that TRCS does a good job of including them in school decisions. Two-way communication needs to be more frequent and timely, and families need to be able to see their voices represented in our educational program. TRCS will implement parent input meetings 3 times annually during the 2024-2025 school year.	TRCS will seek input from underrepresented families to ensure their input is considered as decisions are made regarding school-wide initiatives and programs. This will be done by sending personal invitations in their home language and providing translators and childcare at in-person meetings.	4	3	3	3	4	5	5	4	2	3	2	3	Met		2024-06-12	2024
51714645130125	Yuba City Charter	3	YCCS is a small environment that builds a strong community feeling between its staff, students and parents.  Families are welcome on campus for many activities that engage staff, students and families.  YCCS has math and ELA nights to help families learn engaging activities that can be used to support student learning.  Parent conferences are held twice a year with interpreters when necessary to update families on student learning outcomes and progress on assessments (local and state).  Parents are invited to campus for fun activities several times a year to interact with the staff and students in the learning process.  Families are also invited to awards ceremonies throughout the year to honor academic achievement.  Parent Advisory Committee meetings are held monthly as well as ELAC and DELAC meetings.  Community members sit on advisory committees for  our Career Technical pathways.  The community is invited to participate in an annual open house to see the facilities, meet staff and enjoy a carnival like atmosphere to engage our students, staff, families and community.	YCCS continues to analyze ways to engage families in the learning process.  In the 24-25 school year, staff plan on implementing a science night to help families learn ways to implement the learning of science in activities at home.  The Diversity Committee continues to meet, discuss and implement activities to engage student, staff, parents and the community.  Parents work with students and staff to teach cultural dances.	YCCS has a Diversity Committee that develops school wide activities that allow students to learn and experience opportunities from various cultures.  The Diversity Committee will continue to bring various opportunities to our student body that will help engage underrepresented families by highlighting various aspects of the many cultures that are represented on our campus and within our community.	Teachers receive professional development in delivering assessment data and SMART goals to families through several conferences per year.  Staff and parents have access to convene Student Study teams to analyze student performance and develop interventions.	Staff will continue to set specific goals for students and share that information with families.  Staff will set SMART goals for struggling students and will work toward setting SMART goals for every student.	Families feel very comfortable in communicating with the interpreters that we have on campus.  An additional interpreter has been added to help communicate with families that have a language barrier or feel more comfortable communicating in their first language.  Interpreters will continue to engage with our families and all staff will continue to build confidence and working relationships with each and every family.	There are many opportunities for families to engage with administration and staff in the decision making for the school.  The Board of Trustees has three seats reserved for parents of students at YCCS.  There is a non-voting position reserved for a YCCS student to have a voice in the decision making during board meetings when policies are being set.  Parents can participate in monthly Parent Advisory Committee Meetings.  Parents also have input through the monthly ELAC and DELAC meetings.  Administrators teach classes in Career Technical courses.  Parents have access to administration through many on-campus family activities and during student performance nights.	The administration of YCCS will continue to make themselves available to families through activities that families are invited to as well as being visible and accessible before and after school.	The administration of YCCS will continue to support the Diversity Committee and be accessible to families through the many activities that YCCS offers for family engagement throughout the year.	5	5	5	5	4	5	5	5	5	4	4	5	Met		2024-06-05	2024
52105200000000	Tehama County Department of Education	3	Tehama Oaks certificated and classified staff believes building a positive relationship between home and school is important.  By the nature of being a juvenile justice center for justice-involved youth, the transition specialist reaches out to families upon their being detained to provide information about their student, what to expect while attending school in the facility, and provides resources for the families to better understand the educational system while their student is incarcerated.  The staff works collaboratively with facility staff during this time as well to better align when students are being released from the facility for appointments or being released back to their community.  Tehama Oaks serves youth from six counties currently and has the potential to increase over time.  A few years ago to support families, Tehama Oaks produced a video for the families which is also sent to them to highlight the classroom as well as other parts of the facility.  This is extremely helpful for families as many live out of the area and are not able to visit. Upon enrollment, the parents are sent a welcome letter and information about the school. We provide both English and Spanish translations and are prepared to translate into any additional languages as necessary. The families are also involved in the creation of a transition plan for the students which includes ensuring they have a copy of their birth certificate, ID, and social security card.	An area of focus would be two way communication between families and staff to provide ongoing information about their students progress both academically and social emotional development.	Based on our analysis, Tehama Oaks will improve engagement of underrepresented families by ensuing the counselor has their contact information, reaches out to them monthly and provides updates as well as gets input, and connects with education staff to share any updates that may be beneficial to share.  A goal for the future is to coordinate with the facility to create a quarterly meet and greet night with the parents and the community to showcase student work, answer questions about the program. This will be scheduled conveniently right before visitation hours to make it more accessible for families to attend.	A strength of Tehama Oaks is in building partnerships with community based organizations to support student outcomes.  This is evident in the partnerships developed with the Juvenile Detention Center staff, Victor Community Support Services, SELPA, and Bridge to College and Careers.  Partnerships that are in the initial stages of growth include the job training center, Expect More Tehama, and collaboration between two local alternative education sites to align curriculum, CTE, and SEL.	An area of focus for Tehama Oaks is to increase CTE pathways through additional partnerships in the community, Shasta college offerings, as well as virtual opportunities.	Based on our analysis, Tehama Oaks will improve engagement of underrepresented families by ensuing the counselor has their contact information, reaches out to them monthly and provides updates as well as gets input, and connects with education staff to share any updates that may be beneficial to share.  Tehama Oaks administration is now meeting regularly with Expect More Tehama to bring in hand on CTE activities, and is working with the job training center to explore apprentice programs for exiting youth.	Tehama Oaks is operating a School Site Council and engaging parents, students, and staff in providing feedback through annual surveys. SSC has had a positive impact on addressing needs and challenges of the program.	"Due to the unique nature of Tehama Oaks, students are a ward of the court with probation officers serving ""in loco parentis."" These individual have had a positive impact in decision-making as they support and encourage the academic and social needs of students being addressed within the Juvenile Hall system. Our transition specialist reaches out to the families of each new student to consult and inform them of the program offerings and needs of their student. Moving forward we would like to involve the parents/guardians outside of the probation officers to engage them decision-making and proving input of policies and programs."	Based on our analysis, Tehama Oaks will improve engagement of underrepresented families by ensuring the transition specialist has their contact information, reaches out to them monthly and provides updates as well as gets input, and connects with education staff to share any updates that may be beneficial to share.	3	3	3	3	4	2	3	4	4	2	3	2	Met		2024-06-26	2024
52105206119606	Lincoln Street	3	A parent representative is a voting member of our Lincoln Street Governance Committee. Our culture is centered around personalized learning and collaboration between teachers, parents, and students. It is a home-school model that provides on site intervention and enrichment.	Lincoln Street values a diverse and supportive parental network. We will continue to invite through multiple modalities and decrease barriers to improve our engagement of underrepresented families. Our Family Success LIasion is imperative to this work and support with families and staff.	Lincoln Street's focus area will be to increase parental participation in our monthly Parent Clubs and Advisory as attendance although increased in 23-24 continues to be an area of growth. We often have the same families who are attending or participating.  We will use the CEI - Community Engagement tools we learned this year through participation in that learning network.	Family and community engagement continues to be a strength. Creating a safe and welcoming space that has opportunities for engagement and parental voice.	Lincoln Street will continue the development of our family partnerships, on-site parent support, and access to our family resource liaison. Parents are invited on-site for parent clubs and advisory which support academic and social-emotional needs. As there has been a lot of new staff changes, we will focus on building stability over the next year and provide opportunities to do so for families.	Each staff member has a responsibility to support our underrepresented families through their parent meetings, providing resources, and referrals to community partners. Ensuring access points will continue to be a focus. Making adjustments to Family Night options based on input and the support of our Family Resource Liasion will continue to support our families. This may also mean using different strategies to bring families into our school and build connectedness through engagement practices that are evidence-based.	Lincoln Street School has a voting parent representative on the governing board and LSS frequently requests feedback through surveys, during parent meetings, and on our social media platforms. We invite families to provide their input regarding our school and be an active voice in decision-making.	Lincoln Street will continue to monitor and review data to support the ongoing participation of our families in decision-making and make appropriate adjustments in our outreach efforts. This will be a focus in 24-25 for our staff and new administrator.	Lincoln Street will continue to utilize our strong relationships with families and the support of our Family Resource Liasion to educate and build capacity in our underrepresented families to elevate their participation in school-wide decision-making.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-13	2024
52105206119671	Tehama eLearning Academy	3	Building Relationships is a strength of the Tehama eLearning Academy Program. One on one, face to face meetings with parents at least once per year helps build the foundation for the relationship. Weekly meetings with student and weekly communication with parents continue to build this relationship. Ongoing goal setting, monitoring, intentional teaching of SEL skills, and tutoring help to build the trusting, supportive, relationship between teacher, parent and student. When a student is struggling academically or becomes disengaged, meetings are more frequent to help build support, problem solve, and partner with families to build personalized support for student success	Based on the analysis of the Healthy Kids Survey we have added opportunities for additional support and education around the topics of Suicide Prevention, Mental Health wellness and resources as well as tobacco and vaping education. One opportunity for this learning and awareness is the addition of the Leadership Class, lead by a person from the Tobacco Awareness Program. Students have taken on leadership roles to raise awareness among other students and community members on tobacco and vaping awareness, and other community issues important to them. Additionally, based on feedback from staff, students and parents, we have created cafeteria hour. During the lunch hour, we have a school staff member who prepares a hot meal for students, welcomes them in, and provides a mentoring relationship with students during this time. Students can sign up to help prepare or serve food, or complete their Food Handlers Certification. Also based on stakeholder feedback, we increased the number of social opportunities for students by starting Fun Friday where monthly, students have an opportunity to come on campus for snacks, games, and fun interaction in a safe environment with other students, and teachers. Family Nights have become fun family events where the whole family can enjoy a relaxing evening with dinner and enriching activities together. Family attendance has increased greatly at our two events this year, Family Fun Fall Carnival, and Family Bowling Night. Again, these were opportunities for school staff to build relationships with students and families in a fun, relaxed atmosphere.  More field trips were requested from students. These enriching and interesting trips, including College visits, walks downtown and around neighborhoods, participation in the Youth Summit and Career Day, and attending the ballet have all given students the opportunity to build relationships and socialize with one another and also with caring adults from our school staff, and our community. This year we will offer four enriching field trips during summer school. These trips will be available to all students even if they are not attending summer school. These trips will be to the movie theater, Lake Oroville Forebay for water sports, Shasta Caverns, and Waterworks Park.	We have worked to improve communication to our families whose primary language is not English by translating all letters and school documents into Spanish and by having a translator available for meetings and communications home. All activities are accessible and welcoming to students and families of all ability levels to support students and parents with disabilities.	All staff members have participated in monthly Trauma Informed Schools Training to support staff in understanding and appropriately responding to student and parent behaviors and needs. The development of the process for Progress Meetings has helped support struggling students and improve outcomes for students. We have developed a new tracking system for students to ensure they are on track to complete classes has improved along with communicating this information to students and parents weekly.	Based on our increasing truancy rate, we have developed a closer working relationship with our local SARB (School Attendance Review Board) and Truancy Officer to assist us in making sure parents and students are accountable and supported in good school attendance and compliance with their Independent Study Agreement. We will continue to utilize their support more regularly in the coming school year. We are working to adjust and implement our attendance policies to improve compliance for families who struggle with attendance and engagement.	All students who can benefit from increased accountability and support for attendance and engagement will be referred to SARB and be followed closely by our Engagement Specialist to monitor and track attendance and engagement. Home visits will once again be utilized as a tool to improve student engagement of all students.	All staff members are regularly given the opportunity to give input on school processes, and programs. We currently have both a parent and a student who serve on our school Governance Committee to help make decisions for our school. School surveys are completed by a large segment of both our student and parent population. Stakeholder feedback is a regular process at our school and feedback is utilized to help make decisions.	This year we will work on a systematic process for parents and students to apply to serve on the Governance Committee along with developing appropriate terms for this service to ensure sustainability of this process.	We continue to have a few students who do not participate in any onsite activities, sessions with their teacher, or engage in feedback. We have emphasized the requirement as outlined in our Independent Study Agreement and will monitor compliance more closely by checking four times yearly for engagement in onsite or weekly sessions with teachers. Disengaged students will be referred for re-engagement strategies as appropriate. Our Engagement Specialist will work closely with families to provide monitoring, reminders, home visits, and support to continue good attendance and engagement.	5	5	5	5	5	5	5	5	4	4	5	5	Met		2024-06-13	2024
52714720000000	Antelope Elementary	3	Based on the analysis of educational partner input and local data, AESD's current strengths and progress in this area include active and consistent communication practices and multiple functional methods of two way communication.	Based on the analysis of educational partner input and local data, AESD's focus area for improvement in this area involves personalizing communication methods and content for all families.  The thesis here is that personalized communication will increase engagement.	Based on the analysis of educational partner input and local data, AESD is working to implement a Bilingual Liaison position to more effectively engage our bilingual families at all levels.	Based on the analysis of educational partner input and local data, AESD has clear and consistent messaging to families and students about expectations and is moving forward with work in the area of Multi Tiered Systems of Support to strengthen this area further.	Based on the analysis of educational partner input and local data, AESD will focus on the continued literacy supports at the TK-1 level at our elementary schools, which includes two way communication with parents and guardians.	Based on the analysis of educational partner input and local data, AESD will make the new role of Bilingual Liaison focus on supporting underrepresented families and improving engagement.	Based on the analysis of educational partner input and local data, AESD has strengths in the volume of opportunities for community members to provide input for decision making.  From traditional meeting settings to monthly on-line forums and everything in between, there are many, many chances to be heard.	Based on the analysis of educational partner input and local data, AESD will effort to increase participation in two-way dialogues where input on decision making can occur.	Based on the analysis of educational partner input and local data, AESD will maintain current policy and practice to include all groups that represent the student body and the community.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-27	2024
52714720134403	Lassen-Antelope Volcanic Academy (LAVA)	3	Continued clear communication between staff and families through various methods, including mail, email, remind, Aeries, and catapult system(s). Public meetings also facilitate communications, and staff, student, and family surveys complete the process.	Follow through on survey data is always a challenge and a focus area.	We continue to work to improve relationships with community agencies to help support our underrepresented families. These include Social Services, Head Start, and First Five.	From discussing student progress to providing information and resources to support student learning at home, the district has well developed policies and procedures to ensure each student benefits through school/family partnership.	The district can always improve and find new ways to engage with families. In a post covid, fully digital world, tools like video conferencing and online supports are great options that the district sees as an area of potential improvement.	In terms of underrepresented families, building relationships is the focus of the district. When our staff make connections not just to the student, but to their guardian(s) the potential for whole student growth increases dramatically	The district provides many excellent opportunities and venues for families to participate and give input in advisory groups or other scheduled events. This is a large strength of the district - access and availability.	Time is always the limiting factor in this area - difficult to stay focused when meetings are cancelled or far apart on the calendar. A commitment to meeting and setting timelines for task completion exists, but could be stronger.	In terms of underrepresented families, advocates are encouraged, along with the relationship building that was mentioned in the area of policy input.	5	4	4	5	4	5	5	5	5	4	5	4	Met		2024-06-27	2024
52714980000000	Corning Union Elementary	3	This year we have implemented social media engagement with educational partners and families. We have many opportunities for families to engage with school staff including Back to School, Open House, Art Shows, Band Concerts, and Snacks with the Superintendent. We use Parent Square to ensure good communication with families. We also have bilingual liaisons.	Our focus area has been growing our communication with our Spanish speaking population by encouraging attendance at our ELAC and DELAC meetings. We received the Community Schools Planning Grant and are working to be ready to apply for the Implementation Grant.	We will continue to engage families in our parent advisory committees and promote agency within those committees.  Through Community Schools we will be doing a comprehensive community needs assessment.	The strengths are the many opportunities provided to families to partner such as math nights, AR nights, AVID Showcase, Thought Exchange, College and Career Fair, ELAC and DELAC, Art show.	Continued focus on communication and networking with families. Increased multicultural opportunities for family engagement.	Continued growth of ELAC and DELAC, working towards parent agency. Continued advocacy for our foster/homeless youth.	The district provides bilingual opportunities to respond to surveys through Thought Exchange, site council, ELAC, DELAC, Parent Square	Trying to engage a larger percent of our population. Finding what works to draw in parents for provided engagement opportunities.	We will survey families to inform best dates and times for parents to attend events. Continue to provide food and child care at events. Continue to advertise through social media and personal invitations. Use the teachers to solicit buy in.	4	5	4	4	4	3	3	3	4	4	4	4	Met		2024-06-25	2024
52715060000000	Corning Union High	3	"CUHSD has a long track record of high levels of parent involvement and interaction with the community. Extracurricular activities are one area where the District does this highly effectively.  In addition to that, the District utilizes parent messaging apps, the student information systems, and parent outreach ""in person"" activities to improve parent engagement. Generally speaking, the District still needs to improve in its outreach to our Hispanic families to generate more two way communication."	The district continues to need to improve outreach to Hispanic families.	Hiring of more bilingual staff, and building more communication infrastructure and outreach.	The continues to have ongoing partnerships with various local entities and works well with stakeholders.	Mental health services will continue to be needed by students and this will require ongoing partnerships with outside agencies.	The District and community are focused on securing more bilingual mental health staff.	The District has improved a great deal in the use of technology to solicit feedback from families.	The District currently meets all of its legal obligations for seeking input from parents, and has many informal ways in which parents provide feedback to staff on programs and services.  With that said, the District is focused on improving its outreach and solicitation of input from its Spanish speaking families.	The District will invest heavily in technology and staff training around new communication tools.	5	4	4	4	4	3	4	4	4	5	4	4	Met		2024-06-20	2024
52715220000000	Evergreen Union	3	In surveying all parents/guardians, using the EUSD Parent/Guardian 2024 LCAP Survey, 85.5% agree/strongly
agree that EUSD has created a welcoming environment and has built a trusting and respectful relationship with their
family.
In surveying all staff, using the EUSD Staff 2024 LCAP Survey, 82.5% agree/strongly agree that they have created a
welcoming environment for the families they serve and built trusting and respectful relationships within their staff and
with their families.
In surveying all students (grades 5th-8th), using the EUSD Student 2024 LCAP Survey, 59.7% agree/strongly agree
that EUSD has created a welcoming environment and has built a trusting and respectful relationship with them as a
student.
The discrepancy between the the parent/guardian and staff data is not large, and over 80% of both groups
agree/strongly agree. However, the perception of the 5th-8th grade students is an area that will need more focused
analysis and action steps put in place to attend to. That being said, there is some positive feedback to note from
them as well.
Positive qualitative feedback from the parent/guardian, staff, and student surveys highlight:
• **Welcoming Environment:** Appreciation for creating an open and welcoming atmosphere for students.
• **Teacher Appreciation:** Positive feedback about the children enjoying their teachers, highlighting the
positive impact of the teaching staff.
• **Special Events:** Positive mention of school wide and after hours events, indicating these activities are
valued by the school community.
• **Effective Communication:** Recognition of the school's clear communication about upcoming events,
contributing to a connected and informed parent community.
**Extracurricular Opportunities**: Participation in sports teams and other extracurricular activities is
appreciated, enhancing the overall school experience.
• **Positive Relationships**: The emphasis on building strong relationships between staff and students is
recognized and valued by the students.	As noted above, while the discrepancy between the parent/guardian and staff data is not large, interestingly,
parents/guardians looking inward at the system, feel slightly stronger about the building of relationships between
school staff and families. Staff, on the other hand, living within the system, do not feel that they have been as
successful in building relationships between school staff and families. Moving forward, the goal will be to see that
perception of both groups is more closely aligned and moving closer towards strongly agreeing that EUSD has a
welcoming environment and that there is a trusting, respectful relationship between school and home.
The surveys highlight areas for Improvement:
• **Increased Parent-Administrator Interaction:** More frequent meetings and introductions between parents
and school administrators to foster a stronger sense of community.
• **Teacher Training on Communication:** Suggestions include better training for teachers on how to engage
with families effectively - including how to learn more about each child's unique family and living situation.
Educate teachers on effective communication strategies with children who are highly sensitive, have
ADHD, or are on the autism spectrum. This includes training to recognize signs of bullying and how to
approach such situations.
• **Inclusive Training for Office Staff:** Include office staff in communication training, especially in handling
stressed parents and avoiding shaming language.
When we triangulate the Student 2024 LCAP Survey data for this point, we see a much lower ranking in this area
and many additional areas for improvement are noted:
• **Welcoming Atmosphere**: Training all staff on positive behavior reinforcement and conflict resolution to
ensure a welcoming and supportive environment for all students. Encourage teachers and yard duties to
build rapport with students, showing empathy and understanding in their interactions.
• **Fair and Consistent Discipline**: Attending to increased monitoring, clear policies for responding, and
ensuring consequences are consistent.
• **Anti-Bullying Measures**: Implement comprehensive anti-bullying programs that include regular training
for staff and awareness campaigns for students.
• **General Improvements**: Allow physical touch like hugging friends within reason to promote a supportive
and friendly environment and ensure that the school environment and policies are inclusive and respectful
of all students, addressing concerns about political symbols and their appropriateness in classrooms.
In surveying all parents/guardians, using the EUSD Parent/Guardian 2024 LCAP Survey, 74.6% agree/strongly
agree that EUSD has supported their family's strength, cultures, languages, and goals.
In surveying all staff, using the EUSD Staff 2024 LCAP Survey, 80.8% agree/strongly agree that they have supported
a family's strength, cultures, languages, and goals.
	Based on the feedback provided, it seems there are several key areas to celebrate and work on. This feedback
suggests a mix of appreciation for the school's efforts in creating a welcoming and communicative environment,
alongside concerns regarding bolstering the communication with parents. Addressing these concerns while building
on the positive aspects will enhance the overall educational experience for students and their families.
Our LEA continually works to engage underrepresented families. While the survey was administered to all families,
many did not participate.
Due to our increased number of English Learner students, we now offer a District English Learner Advisory
Committee. At the upcoming May meeting, those who participate in the DELAC and EES ELAC will review the
English Learner Parent/Guardian Needs Assessment to be given to our English Learner families in May 2024; our EL
support staff will reach out to ensure all families have access/support to complete the Needs Assessment if they
choose to participate. In addition, the EL staff continues to work with these families to encourage their participation
in our DELAC/EES ELAC so that their voices may be heard.
In addition, we have worked to ensure that our Parent Advisory Committee represents a good balance of the families
that we serve, including Special Education families, and we will add to that group as more parents are willing to
participate.	In surveying all parents/guardians, using the EUSD Parent/Guardian 2024 LCAP Survey, 83.6% agree/strongly
agree that EUSD has helped their family understand student progress and provided information and resources to
support student learning and development in their home.
In surveying all staff, using the EUSD Staff 2024 LCAP Survey, 89.5% agree/strongly agree that they have helped
their families understand student progress and provided information and resources to support student learning and
development in the home.
In surveying all students (grades 5th-8th), using the EUSD Student 2024 LCAP Survey, 63.9% agree/strongly agree
that EUSD has helped them understand their academic progress and provided information and resources to support
their learning at home.
The discrepancy between the the parent/guardian and staff data is not large, and over 80% of both groups
agree/strongly agree. However, the perception of the 5th-8th grade students is an area that will need more focused
analysis and action steps put in place to attend to. That being said, there is some positive feedback to note from
them as well.
Positive qualitative feedback from the parent/guardian, staff, and student surveys highlight:
• **Inclusive Communication**: Positive notes include appreciation for teachers who maintain good
communication through emails, notes, and conversations; especially for special needs students. However,
there's a perceived gap in communication, particularly for older students.
• **Appreciation for Efforts**: There is an acknowledgment of the school's proactive efforts to provide
resources, like wobble cushions, which enhance the learning environment.
**Quality of Teaching:** Students appreciate the effective teaching in subjects like mathematics, history, English, and
science, which they feel will help them in the future.
**Resource Availability:** Many students mentioned that the school provides adequate resources, such as LC
(Learning Center) and support from teachers, to help them with their studies and assignments.	As noted above, while the discrepancy between the parent/guardian and staff data is not large, interestingly, staff
feel that they have been successful in helping their families understand student progress and provided information
and resources to support student learning and development in the home. Parents/guardians looking inward at the
system, on the other hand, do not feel that the staff has been as successful. Moving forward, the goal will be to see
that perception of both groups is more closely aligned and moving closer towards strongly agreeing that EUSD builds
partnerships for student outcomes.
The surveys highlight areas for Improvement:
• **Professional Development:** Provide ongoing training for teachers on effective behavior management
techniques and social-emotional learning practices to better handle challenging situations so that learning
can be the focus.
• **Curriculum Consistency and Challenge**: The curriculum is viewed as uneven in difficulty, not adequately
supporting students who are behind or sufficiently challenging those who are advanced; there is a call for
providing support so that all can achieve expectations.
• **Engaging and Relevant Learning Opportunities**: Ensure learning opportunities are engaging and
meaningful to students' lives and future aspirations.
• **Parent-Teacher Communication**: Many responses highlight the need for more proactive and open
communication from teachers, including sharing of resources for at-home learning.
• **Progress Tracking and Communication**: Parents express a desire for more regular updates on their
children's academic growth through CBM/iready/progress monitoring data. They appreciate seeing
benchmarks and future goals but feel current communication is insufficient, especially early intervention for
struggling students.
• **Response to Intervention (RTI) and Tutoring**: There's a call for more RTI and easier access to tutoring,
indicating a need for additional academic support mechanisms for students.
• **Educational Workshops:** Host workshops for parents on how to use school platforms like AERIES and
on topics such as the impact of technology on children and literacy in the home.Areas of improvement highlighted include:
• **Engaging Learning Methods**: Making learning fun and gradually increasing difficulty can help all
students, especially those who struggle, stay engaged and motivated.
• **Homework Concerns**: Opinions are divided on homework; some parents express concern over the
absence of homework, feeling it doesn't prepare students for future academic challenges, while others
appreciate less homework but wish for better ways to track their child's learning progress.
• **Integration of SEL Themes:** Incorporate SEL themes into family engagement activities/home resource
information to enhance the educational impact and relevance of these activities.
• **Extracurricular Activities**: Providing a variety of after-school activities, sports, and clubs	The feedback underscores the importance of enhanced parent involvement and effective communication in fostering
student success. There's an emphasis on the need for parents to actively participate in their children's education to
help them meet their goals and a need for staff to actively communicate with parents about student progress and
provide resources so that this can be achieved. Additionally, it highlights the desire for more student supports and
engaging learning methods. There are concerns about the adequacy of current behavior management strategies,
especially for disruptive behaviors that do not fall under typical disciplinary codes but significantly affect the learning
environment.
EUSD continually works to engage underrepresented families. Moving forward, we will improve engagement of these
through both the MTSS/SST processes as well as ensuring they are a focus of the Family Literacy Initiative events
and any other schoolwide events that help support learning in the home.	EUSD has fully implemented seeking input for decision-making.
Principals and staff lead advisory groups that give input and participate in decision-making. New administrators are
supported by veteran administrators and mentors. Staff new to their roles are supported in the same way.
Parents/guardians and students who participate are provided with guidance during the meetings about how to
actively engage in these processes.
Families are invited to participate in the EUSD Parent Advisory Committee, Site Councils, DELAC and ELAC, as
appropriate, and School Board meetings. In addition, they are welcomed participants of the Parent-Teacher
Organizations at all sites. Invitations are sent out through our AERIES portal and are available in both English and
Spanish, as well as Russian, as appropriate.
Students are invited to participate in the EUSD Student Advisory Committee and School Board meetings.
For families who do not participate in these ways, their voice can still be heard through our annual EUSD LCAP
Survey as well as our Site Spring Surveys.
Collaboratively, the advisory groups and parent groups work together with EUSD staff to implement family
engagement activities (eg. Family Literacy Night).	Although we have fully implemented seeking input, unfortunately, many parents/guardians do not choose to
participate in these groups, and bringing them into the fold, is challenging. Prior to Covid, we had many participants
in both our ELAC and Parent Advisory Committee, but now, it is difficult to engage parents in this work. As such, we
have work to do in this area.
In addition, while we have implemented family engagement activities, we do not yet have an active plan in place to
evaluate these activities. Ideally, these activity ideas should be vetted at the beginning of the school year to reflect
on which should be repeated/amended etc. to ensure they are in alignment with the vision, mission and values of the
District and don't become just an activity for an activity's sake.	We will continue to work on participation by all, as well as participation by underrepresented families, in these
important stakeholder groups so that they can be active participants.	4	4	4	4	4	4	4	4	5	5	4	4	Met		2024-06-25	2024
52715220132597	Evergreen Institute of Excellence	3	Evergreen Institute of Excellence is dedicated to creating a climate of open communication and connectivity with all stakeholders. Due to the nature of our Personalized Learning Program, teachers have direct and consistent communication with families creating close relationships, engagement and cooperation. EIE is also committed to building a strong school community. Although COVID did have an impact on in person connectivity our EIE school/teacher/family connections remained strong and continue to grow.	Although our Parent Square communication reached families-getting parents to respond and interact continues to be difficult as a schoolwide tool. Generally speaking, our EIE Community does not want, nor seek more connectiveness (through technology). Our supervising teachers know which families need further assistance with using our Parent Square tool and have developed a plan. EIE is now including students in our posts through Student Square, within the Parent Square tool. Further technics will be developed in increase interaction through Parent Square-such as student orientation, parent/teacher workshop or how to manage notifications.	EIE will continue to increase in person offerings of classes for students and parent training. Additional focus will be given to increasing and providing EIE Community events by increasing whole school gatherings, field trips and other opportunities to build relationships. These activities will be educational in nature, as well providing an opportunity to be social, engaged and connected.	Evergreen Institute of Excellence (EIE) is a Personalized Learning, flexed based public charter school. The majority of a student's daily instruction occurs at home with parents, in the community through enrichment/extracurricular vendors and/or through attendance at our local community college. The majority of EIE's families and students are highly engaged and providing insight into their educational needs.	Partnerships for Student Outcomes is at the heart of EIE's charter petition, developed many years ago. Our focus areas continues to be parent support and training as daily teachers, increased in person classes for students and additional development of internships within our community. Additionally, seeking and securing support from our local community college and developing a partnership to increase EIE student success, continuing to breakdown barriers to higher learning.	In analyzing engagement of underrepresented families we have discovered a need to assist some students in transportation to be able to attend and engage in in-person activities. EIE will use staff and school vehicle to help in this area. This could be a sensitive subject, so we rely on the positive relationships our supervising teacher have developed with their families to identify who would benefit from this support.	Evergreen Institute of Excellence (EIE) went through a full WASC review for accreditation November 2021. Previous to the visit, we gathered stakeholder input from all available parents. Additionally, EIE disseminated one survey to all parents/guardians with students enrolled in our program. The key findings show a majority of respondents agree that they had multiple opportunities to express input in our school's decision making process. EIE seeks input throughout the year in the following manner:
~Inherent in the very nature of our personalized learning program is the positive and open relationships developed between the supervising teachers, charter staff, parents and students.
~Advisory Council membership includes parent, community and student representation.
~Advisory Council Meetings are open to the public and EIE community monthly.
~Informal parent/teacher meetings were held allowing input for LCAP and long term planning from stakeholders.	The focus area moving forward will be to increase in person opportunities for stakeholder input. Advertising our monthly Advisory Council meetings via Parent Square and directly inviting their participation and input.	EIE will make a concentrated effort to continue to be innovative in challenge solving barriers for underrepresented families' participation in providing input for decision-making process through virtual meetings and flexibility in scheduling of meetings.	5	5	5	5	4	4	4	4	4	4	4	4	Met		2024-06-25	2024
52715300000000	Flournoy Union Elementary	3	Parent and Staff Feedback (Surveys and Parent Advisory Committee): Parent feel there is good daily communication from teachers and staff regarding students. They appreciate the way individual personalities are utilized to strengthen community involvement. Smaller class sizes, allowing teachers and staff to learn more about each child and their family lives is appreciated. Parents responded there are many opportunities for families to get involved, volunteer, and appreciate the welcoming environment at the school where they can check in at any time. Specific events appreciated include: back to school nights, book fairs, and the caring environment at the school. Parents feel supported and appreciate the respectful relationship with families and the school's desire to receive and respect their input. They feel the staff desires to learn about their family's strengths, cultures, language, and goals. 3/10 parents are unsure about resources available to support the learning of their child. Suggestions for areas to improve are providing ideas/activities for improving student learning at home and providing a questionnaire at the beginning of each year to parents to list their child's needs and home life and a semester meeting in regards to upcoming needs. 


Student Feedback: Students respect and appreciate the teachers and school staff as well as the support they receive from staff. The appreciate being part of a small school and the rapport with their classmates. Many positive comments were received about the art lessons and activities. Some areas of improvement include: more/longer breaks during the day; making learning more fun, creating a sense of fairness for all students with more individual consequences, more hands on activities, more equipment on the playground.	Focus areas that were identified from the surveys and parent advisory committee include; questionnaire at the beginning of each school year for families to document their child's needs and family life, students learning skills for working out disagreements, consistent application of rules, and parents would like more opportunities to be involved in their child's learning.	Our small school atmosphere is a strength for Flournoy School.  Comments made from our families, staff, and community is that they love the family-like atmosphere of our little school.  We conduct annual parent conferences, but parents are also encouraged to communicate with staff regarding goals or concerns for their children.  Staff communicates with families on a daily basis on student academic and social/emotional progress.  One area of focus, is learning more about each family's cultures and languages.	Flournoy's strength is it's family-like atmosphere that we create at our school.  We meet with parents for annual parent conferences in the Fall.  In addition, our staff is in constant communication with families about their student's progress and daily status.  A focus area for improvement is to make sure we continue and also improve our engagement with underrepresented families.	Focus areas improvement in order to build partnerships for student outcomes include; consistent behavior management plans, after-school tutoring/support for students (continue ELOP-Extended Learning Opportunity Plan), continue conducting parent conferences to analyze student data, new standards based curriculum, and more opportunities for students and parents to participate in decision-making.   In staff development meetings, we will overview and learn to implement a consistent behavior management plan for all students.  Staff conduct and will continue to conduct progress monitoring within the areas of reading and math, with the use of Easy CBMs, formative loop, and i-Ready.  Our parent advisory committee met this school year to address improving building partnerships for student outcomes.	All of the plans for addressing the areas of improvement will be geared towards including our underrepresented families.  For example, the parent advisory committee, parent conferences, the after-school program, the new standards based curriculum in Social Studies, Math, and ELA will all focus on including and engaging these families.	Staff and families feel appreciated at our school and feel they are part of the decision making.  This year a parent advisory committee was created and allowed parents and community members to be part of the decision making process.  Additional ways that we seek input are through parent conferences, daily communication with families/community, and annual surveys.	Ways that we seek input are through parent advisory committee, parent surveys, parent conferences, staff/parent meetings, and school-community events.  During the COVID-19 school closure in Spring 2020, school staff called families via phone on a bi-monthly basis to check in with students and parents.  We believe we do well with engaging underrepresented families in our district, but we will continue to improve in this area by utilizing our all-call system, sending home school flyers, communicating to families verbally at drop-off and pick-up times, parent conferences, parent surveys, and staff phone communication to parents.	In order to improve engagement of underrepresented families in relation to seeking input for decision-making, our LEA will create more opportunities for these families to provide their input and suggestions.  Actions that have been implemented in the 2022/2023 school year; parent advisory committee, staff/parent meetings, parent conferences, surveys, and school-community events.	5	5	4	5	5	4	4	5	5	5	5	5	Met		2024-06-20	2024
52715480000000	Gerber Union Elementary	3	One strength in building partnerships for student outcomes is using local surveys to gather input from staff and parents. Survey results are shared with parent advisory committees and used to help guide decisions for school goals and spending priorities.	The District's area of focus for improvement in building relationships between school staff and families will be to continue to engage parents in school activities such as our Back to School Meet and Greet and Open House.	The District is continuing a Dual-language immersion program in the 24-25 school year. We continue to improve engagement of families by hosting parent nights, organizing evening events, and home visit outreach.	One strength the District has to build partnerships for student outcomes is our collaboration with CalFresh. This partnership has included several grants that have helped us build a school garden. Classes access the garden during Fun Friday and other times during the day to learn about science and how to grow healthy fruits and vegetables.	The District will continue to outreach to various agencies to bring more opportunities for mentoring and other supports for students.	The District will outreach to underrepresented families to encourage attendance at school events and use surveys to identify needs.	Parents, including feedback from special education parents, students, community members, local bargaining units, and other stakeholder groups have been engaged and involved in planning, reviewing, analyzing, and supporting implementation of the LCAP by representation on the following advisory groups: School Site Council (SSC) and the District English Language Acquisition Committee (DELAC). Representatives from stakeholder groups (parents/community, teacher/union, classified, administration) serve on the SSC to give input and make recommendations for LCAP goals and spending priorities. The SSC acts as the Parent Advisory Committee and includes a special education parent. The  PAC, including feedback from special education parents, provided input into the LCAP and reviewed the LCAP draft. Surveys and questionnaires are also used to gather input from staff, parents and students.	The District will continue to outreach to our Spanish speaking parents to encourage participation on our various advisory committees.	1.Creating systems for communicating learning expectations and how students can prepare for college or vocational school. 
2.Strengthening the social and emotional culture of the school so that students perceive fairness in treatment and positive interactions between peers.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
52715550000000	Kirkwood Elementary	3	Kirkwood Elementary is small rural school in Corning California with different cultural backgrounds. Through the input of school site council parent groups, Kirkwood parent/guardians have the opportunity to provide regular input of district decisions. LCAP funds have been earmarked for these efforts in order to fully support the work we are doing to improve school climate, create inclusive schools for diverse families, and to foster healthy relationships with students, staff, families and the community. 

Examples from the 2023-2024 school year:

Expansion of Positive Behavioral Interventions and Supports (PBIS) system

PD for staff on MTSS (Multi-Tiered System of Support) and implementation

PD for staff on adult Social Emotional Learning

PD for staff on culturally responsive teaching

PD for staff on school climate

PD for staff on student Social Emotional Learning

In surveys and input-gathering sessions with the community, one area of improvement is having more whole school events.  Kirkwood did increase family events this year and will continue to bring families to the school to increase family engagement.	LCAP funds are used to provide counseling services for at-promise students across all grade levels. Focusing on mental wellness is a priority for Kirkwood.  Providing professional development in mental wellness and a positive school culture stays on the forefront as a priority.  LCAP actions to continue to fund a counselor and training for mental wellness are based on input from families and data from the PBIS Tiered system.  Staff work with families to support students with disabilities (SWDs), students who need trauma-informed strategies, students who show challenging behavior and need extra intervention, as well as children who need extra support in academics. Supporting students during times of crisis will help to ensure that all students will leave Kirkwood Elementary ready for success in college or a career because they will have had access to academic achievement throughout their years in school. The decision to use the funds for counselors was based primarily on the input from multiple parents and student input sessions and surveys.
A strength of Kirkwood is the embedded methods for families and students to discuss student progress. Report cards, progress reports, and parent-teacher conferences are all consistently provided at all school sites.  Additionally, parents are routinely notified of their rights at the beginning of the school year with all information readily available on the Kirkwood website. Parents of Students with Disabilities (SWD) and English Learners (ELs) are given regular notices of their legal rights.  Finally, there are multiple avenues for families to connect with the Kirkwood staff and provide input and feedback which helps to drive the decisions on how the school is run.  For example, families take climate surveys, participate in parent/teacher conferences, attend school site council meetings, attend monthly open school board meetings, have access to staff and administration before and after school, and are able to connect via Remind, telephone, and or email.	Kirkwood promotes meaningful interactions and partnerships between educators and the school community. Parent/guardians are provided regular updates on the actions of School Board meetings via website postings.

Kirkwood uses multiple strategies to engage in the development of the 2023-24 LCAP. Our various methods were intentional in order to seek input from our stakeholders based on the eight state priorities, and determine priorities on how to use supplemental funds using the California State Dashboard data.

An important component of the LCAP is the inclusion of staffing to facilitate parent engagement. These staff members work on parent engagement, outreach, and translation of district materials. These staff members work with any family in need and provide outreach to student group members with performance gaps, as well as our other at-promise students.	Kirkwood's current strengths in the area of building partnerships for students outcomes lies with supporting teachers and administration to improve the school's capacity to partner with families.  In order to be strong in this area, staff needs to participate in training and implementation of a strong school system in all areas.  The Kirkwood staff participates in training such as:

Tehama County Department of Education - partnerships in mental wellness, SARB, LCAP support, Safe Return to School support, etc.
Attends conferences such as the Small School District Association annual conference
Implements school wide research based programs such as PBIS (Positive Behavior Intervention and Supports)
Implements improving school climate by going to climate conferences
Partners with Butte County Office of Education in implementing PBIS
Strong connection and leadership from the Kirkwood School Board
Participating in Social Emotional Learning to enhance balances mental awareness for staff and students

Through networking, connection, and training - the staff at Kirkwood implements a system that supports student outcome.  The school is always in a continuous cycle of inquiry by looking a data and making data driven decisions.	Kirkwood is in year three of PBIS implementation. Educating the whole staff on the PBIS system takes time and professional development and training.  The staff will continue to implement a PBIS Tier 2 system while shoring up the PBIS Tier 1 system.  Another area of focus will be implementing a Multitiered System of Support (MTSS) will be another system put in place at Kirkwood.  By learning how to integrate all of our systems into one cohesive and aligned system - Kirkwood will be able to support student outcomes more seamlessly	Kirkwood continues to look at data on how to improve engagement with underrepresented families.  As mentioned before, Kirkwood promotes meaningful interactions and partnerships between educators and the school community. Parent/guardians are provided regular updates on the actions of School Board meetings via website postings.  Parents/guardians have regular opportunities to share input/feedback through surveys, parent/teacher conferences, school site council meetings, and open school board meetings.	Kirkwood is strong in gathering input from educational partners.  Four times a year, the school site council meets to look at school data (attendance, discipline, climate survey data, academics, etc.) in order to provide input on how to improve.  The school responds by implementing suggestions.  The Kirkwood staff meets once a week on early release Fridays to participate in collaboration and/or professional development.  Once a month the Kirkwood educational partners are invited to participate in open school board meetings.  Educational partners are encouraged to provide input and feedback and help to increase student outcomes on a regular bases via in person meetings and/or electronic surveys.  The Kirkwood student leadership offers input throughout the year and is a very important part of the educational partnership.	Kirkwood provides many opportunities throughout the year to collect partner input.  An area to improve would be a whole school analysis survey on the implementation of the LCAP goals and actions.  Focus groups of school site council, staff members, upper grade students, and board members provide input on the implementation of the LCAP goals and actions.  It would behoove Kirkwood to take a pulse from the whole school at large.  Pulse surveys will go out in periodically to collect data on the implementation of the LCAP goals and actions.	Underrepresented families will be sought after for input by personal phone calls and/or personal invitations to participate along with emails, Remind notices, paper notices, our website, and weekly phone calls.	5	5	4	5	5	5	5	4	5	4	4	5	Met		2024-06-11	2024
52715630000000	Lassen View Union Elementary	3	Parents and community members appreciate the personable and approachable staff at Lassen View, as well as the effective communication methods used, such as reminders and feedback. The support provided by the school in helping parents assist their children's learning is also valued.
Staff at Lassen View highlight the positive work environment, strong teamwork, and supportive dynamics among colleagues as significant strengths.	Organizing more engagement activities to foster a stronger sense of community.  Parents have suggested the need for more consistent feedback and additional engagement activities to enhance their involvement.  There are suggestions for more team-building activities to enhance collaboration, and a need for increased support for special education.	The majority of feedback has come from parent participation as listed above. We are focusing on developing additional strategies for receiving input which includes developing an annual survey that focuses on key topics of the LCAP and school improvement areas.	Parents and community members appreciate the personable and approachable staff at Lassen View, as well as the effective communication methods used, such as reminders and feedback. The support provided by the school in helping parents assist their children's learning is also valued.
Staff at Lassen View highlight the positive work environment, strong teamwork, and supportive dynamics among colleagues as significant strengths.	Organizing more engagement activities to foster a stronger sense of community.  Parents have suggested the need for more consistent feedback and additional engagement activities to enhance their involvement.  There are suggestions for more team-building activities to enhance collaboration, and a need for increased support for special education.	We will continue utilizing the administered surveys for comparison each year and use the input from these surveys to evaluate our LCAP goals and address any inequities and weaknesses identified.	Students feel recognized and included by the staff, which contributes to a positive school experience. Parents and community members appreciate the effective communication methods used, such as reminders and feedback. The support provided by the school in helping parents assist their children's learning is also valued. Staff at Lassen View highlight the positive work environment, strong teamwork, and supportive dynamics among colleagues as significant strengths.	There are areas for improvement, such as providing more consistent feedback to students and organizing more engagement activities to foster a stronger sense of community.  Parents have suggested the need for more consistent feedback and additional engagement activities to enhance their involvement. There is also room for improvement in ensuring that all children feel emotionally safe and included. There are suggestions for more team-building activities to enhance collaboration, and a need for increased support for special education. Some staff members have also noted the variability in feedback mechanisms and expressed a desire for improvements in this area. There are common areas for improvement, such as the need for more consistent feedback, increased engagement activities, and better support for special education. Strengthening team collaboration and ensuring emotional safety and inclusion for all students are also highlighted as important areas to address.	Parents involvement on School Site Council and feedback received for decision-making will continue to be an emphasis for the school through the established formal and information practices in place.	5	5	3	5	3	3	5	5	5	5	5	5	Met		2024-06-18	2024
52715710000000	Los Molinos Unified	3	LMUSD has a variety of venues for each school site to promote parent participation and input. Events such as back to school night, open house, grandparents day, and many areas are examples of opportunities for participation. Additionally, committees such as SSC, ELAC, and PBIS school climate are in place to promote input to numeros areas such as programs that promote student achievement.	LMUSD would like to increase the amount of parent participants in organization such as the Booster Clubs, and parent education nights. Increases in parent participation have increased. This is attributed to more booster club participation and new C-STEM parent venues.	LMUSD will continue to expand the topics related to parent education based on parent input. New parent workshops provided are; anti-vaping, electronic bullying, and C-STEM. All parent venues were well attended.	LMUSD has done an excellent job of implementing PBIS (Positive Behavior Intervention Systems) in all the district schools. The major feedback provided was how much the students value the PRIDE characteristic reward system. All LMUSD schools implemented all components of PBIS. Major growth is evident in reduction of suspensions and chronic absenteeism.	Based on partner input, more opportunities for student learning loss assistance has been implemented. The after school tutoring program has been expanded to include; individual site in-person tutors, and on-line live tutors through the program-Plexuss Learning.	Having translation services at meetings is an area LMUSD will improve. Whisper mics have been purchased to increase the range of translation and ease. Additionally, LMUSD will seek input prior to creating SSC, and ELAC agendas to include topics suggested by parents.	LMUSD provides opportunities for engagement and input. Based on the feedback provided by parents that normally attend the input sessions, they would like more parents to attend, but they understand the many work or for whatever reason, do not attend.	Changing the meeting times to later in the evening could work for some parents. Attempts have been made to accommodate this, but participation is still limited. LMUSD will continue to accommodate new methods to increase partner participation.	More outreach and parent notifications are needed well before the meeting dates. To remedy this, LMUSD will incorporate more robo calls, social media notifications and flyers that go home with students.	4	4	5	4	5	4	4	3	4	4	4	4	Met		2024-06-20	2024
52716210000000	Red Bluff Union Elementary	3	Building positive relationships among staff, families, and students is part of our Muti-Tiered System of Support (MTSS) framework district-wide.  The district has worked to improve two-way communication recognizing that all student groups benefit from site and district outreach for collaborative exchanges about important structural and academic developments in the district approach and program. Surveys, collaborations, and direct outreach to families and students from subgroups is a necessary part of enrolling families in partnership in their students' education. Considering the climbing participation rates from our collaborative platform and survey tools, as well as through our social media and home-to-school communication tools, these actions are warranted and expected to continue as part of the comprehensive plan.	Parents reported communication as a strength; being open and with effective lines between families and schools.  Input from parents indicated a desire for specific information more frequently as it relates to what students were learning in the classroom, so parents can better support students at home.	It is particularly important for our low income, foster and homeless populations that family communication is effective and consistent and includes various modes such as flyers and use of apps or social media.  When forming our Parent Advisory Committee, the district recruit parents representative of our underrepresented families.  Each school with 10% or more English Learners has an English Learner Assistant at the site to support students and families, serving as a liaison to resources and building positive relationships between home and school. Translation is provided to ensure access and collaboration with our English learner families.  Ongoing support needs to continue in the area of understanding family strengths, culture, and role in education beyond what have traditionally existed.	On our most recent family survey, the highest-rated theme was Communication and Feedback: open & effective line of communication between families and schools. Parent training is offered by each site across a range of topics multiple times during the school year by school/district personnel and/or community agencies. This past year, our schools were able to resume these activities to the level before the pandemic.  Raising A Reader, an early literacy parent engagement program, continues to be implemented in grades TK-2nd to create a strong home-school partnership with families. Parent surveys indicated the success of this program with increases in home reading routines, the frequency of days during the week, and minutes spent reading at home.	Parents expressed they are highly motivated to reconnect and supporting schools to raise achievement, challenge students, and increase opportunities for extra-curricular activities.  Recent school hosted events, like Open House, had high numbers of attendees.  Our summer program this year has over 300 students enrolled and parents expressed a strong interest in tutoring services.  Feedback from PAC specific to this question included to increase family events that help with parents understand how their child is doing and how to help; all staff to lead by example; meet with all parents face-to-face during both parent teacher conference weeks held twice a year, and perhaps incentives to help build partnerships or increase participation at meetings/events.	Areas of focus are how to best reach all families, especially underrepresented groups, and continuing to learn on how to improve a school's capacity to partner with families in meaningful ways to improve student outcomes. Providing training to parents related to technology and school programs to assist their students at home.	Several opportunities are offered to parents to get involved in at the decision-making or collaboration level, including our English Language Acquisition Committee (ELAC) at both the school and district level (DELAC).  School Site Councils (SSC) and the District /Parent Advisory Committee, afford opportunities to collaborate on the alignment of district and site improvement plan priorities and actions to increase achievement, as well as to monitor progress towards all goals.	While these committees are fully implemented, the district continues to struggle with participation. Making these engagement sessions more comprehensible or parent-friendly may increase participation along with options that better accommodate for the schedules of parents. Parents express childcare is helpful in promoting participation in these opportunities.  Parents expressed a desire to learn more about the implications of the data and what are the impacts of low achievement data.	Intentional efforts to invite representatives reflective of the various student groups served, which may expand to the recruitment of community representatives who work with underrepresented families or student groups, continue to be an area of focus along with increasing parent participation at this level.  Providing childcare is beneficial to support parent attendance, especially for opportunities that occur outside of the school day.	3	4	3	4	3	3	3	4	3	3	3	3	Met		2024-06-20	2024
52716390000000	Red Bluff Joint Union High	3	The district communicates well through the parent square application which is a texting and email platform.  The district also communicates effectively through social media, such as Facebook and Instagram.  The number of extra-curriculur events brings a lot of families on both campuses and the engagement between students, staff, and community during these events are very positive.	Though parent square has been effective, the district would like to offer more live events for academically related topics.  This would include counselors and administrators.  Also, allowing time for teachers to communicate home regularly will be a priority.	The growing numbers of EL students have led to a growing DELAC committee.  The district also celebrates with its Hispanic culture with the annual Latino Grad Night as well as other events throughout the year.  The district is looking to expand with other underepresented families including low-income families, homeless, and foster youth.	Student outcomes has been a priority this year, especially in the are of academics.  The development of 6-week assessments and a focus on analyzing data was accomplished this year.  There are a number of Advisory groups in the district which provides multiple opportunities to participate, that said, there is very little organiztion betwee them and the school or district.	The district would like to exand opporutities to provide information regarding A-G progression, CTE opportunities, and other academic outcomes.  This can be done through pushing out information on its social media, parent square, spartan speaks and live events.	Engaging underrspresented families will allow for more school, staff, and student, and family connections that will assist with barriers to access.	The partners were encouraged by the listening sessions that were held for the development of the 2024 LCAP.   Participation in the CTE advisory, DELAC, and School Site Council has increased.	The district hsa been transparent with sharing out data on outcomes, but would like to increase opportunities for more input on decision making.  The development through the Community Engagement Intitiative (CEI) has been a start and it looks to increase those opportunities in the next year.	Through the CEI, the district will be looking to increasing the opportunities for underrepresented families to participate in shared in put for decision making.  This will include being part of self-reflection process.	4	4	4	3	3	3	3	3	4	4	4	3	Met		2024-06-20	2024
52716470000000	Reeds Creek Elementary	3	A review of feedback received from our stakeholders include the following: 

1. There is a high level of satisfaction in all areas listed in the LCAP (culture, technology, and academics). 
2. Staff expressed high level of satisfaction and positive relationships with families and a desire to connect with each other as staff members..
3. Staff continues to be concerned about the availability of spaces for instruction, counseling, and extra curricular activities. Staff are also concerned about the parking. 
4. One parent expressed concern for history and science,  and one desiring music, art, performances, and smaller class sizes.	We will provide PD opportunities in the area of math for our teachers. A 6-8 ELA program was adopted and implemented during the 23/24 school year. We will maintain a strong focus on implementing our curriculum with fidelity and through PD and technology resources. 

We will provide a counselor  5 days a week. We have assigned a TOSA for academic interventions and behavioral support as well as teacher mentoring and coaching.   MTSS and SEL will be a focus as we continue to participate in the CalHOPE project. We will continue to pursue expanding our facility to address the need for extra curricular locations and services/supports for students and staff.	The current administered surveys are administered to all our families, including those of unduplicated students. We also provide opportunities for these families to engage through parent conferences, student success team meetings, AdHoc committee sand dialogue with the administration and School Board.	A review of feedback received from our stakeholders include the following: 

1. There is a high level of satisfaction in all areas listed in the LCAP (culture, technology, and academics). 
2. Staff encouraged the adoption of an ELA curriculum for grades 6-8. 
3. Staff are concerned about the availability of spaces for instruction, counseling, and extra curricular activities. 
4. One parent expressed concern for history and science,  and one desiring music, art, performances, and smaller class sizes.	We will provide PD opportunities in the area of m
ath for our teachers. A 6-8 ELA program was adopted and implemented during the 22/23 school year. We will maintain a strong focus on implementing our curriculum with fidelity and through PD and technology resources. 
We will provide a counselor  5 days a week. We have assigned a TOSA for academic interventions and behavioral support as well as teacher mentoring and coaching.   MTSS and SEL will be a focus as we continue to participate in the CalHOPE project. We will continue to pursue expanding our facility to address the need for extra curricular locations and services/supports for students and staff.	The current administered surveys are administered to all our families, including those of unduplicated students. We also provide opportunities for these families to engage through parent conferences, student success team meetings, ad hok committees, and dialogue with the administration and School Board.	The current administered surveys are administered to all our families, including those of unduplicated students. We also provide opportunities for these families to engage through parent conferences, student success team meetings, ad hok committees, and dialogue with the administration and School Board.	We will provide PD opportunities in the area of math for our teachers. A 6-8 ELA program was adopted and implemented during the 22/23 school year. We will maintain a strong focus on implementing our curriculum with fidelity and through PD and technology resources. 

We will provide a counselor  5 days a week. We have assigned a TOSA for academic interventions and behavioral support as well as teacher mentoring and coaching.   MTSS and SEL will be a focus as we continue to participate in the CalHOPE project. We will continue to pursue expanding our facility to address the need for extra curricular locations and services/supports for students and staff.	There are many opportunities for input currently in place as described in the previous prompt responses.	4	4	4	4	4	3	4	5	4	4	4	4	Met		2024-06-20	2024
52716540000000	Richfield Elementary	3	"Based on the analysis of educational partner input and local data, RESDs current strengths and progress in Building Relationships Between School Staff and Families is strong and is getting stronger.  RESD implemented numerous staff to student relationship building activities and also numerous staff to staff relationship building activities.  Richfield is especially proud of this year's local MTSS, School Culture and Social-Emotional Learning efforts.  RESD administered the FIA and selected SEL related focus strands and formed a new MTSS & School Culture Leadership Team.  This team worked collaboratively to implement multiple whole school rallies and activities.  The team also worked collaboratively to implement multiple whole-staff professional development activities related to school culture and student/staff connectedness.  Additionally, we had our Leadership Team attend a ""School Culture by Design"" workshop and brought much of that enthusiasm back to both certificated and classified staff."	Based on the analysis of educational partner input and local data, RESD's focus area(s) for improvement in Building Relationships Between School Staff and Families will be to continue to foster parent/school/community connectedness by inviting the community to campus to view the amazing work being accomplished by staff/students.  RESD will continue to seek and incorporate parent/community input through SSC, DELAC, parent survey (CKHS-PS) and discussions at in-person meetings.	Richfield Elementary School has a strong Parent-Teacher Organization (PTO) that actively connects the school to the community.  We hold two large and well attended fundraisers each year, Grandparent's Day and the Ham Dinner.  Both are auctions that provide significant funding for enrichment activities including field trips for RESD students.  We would like to increase quantity of parents attending the PTO meetings and volunteering to help with PTO events.   RESD will explore expanding the offerings from the PTO to include additional culturally inclusive activities and fundraisers.	"RESD has used general funding and applied for and received grant funding to expand offerings to underrepresented communities including but not limited to the families of English learners, Foster youth, low-income and students with disabilities.  Strengths include providing expanded home language support, transportation and childcare to enable greater participation in school events and parent literacy classes. A focus area of improvement is to draw more families from underrepresented communities to school events.  Richfield is especially proud of this year's local MTSS, School Culture and Social-Emotional Learning efforts.  RESD administered the FIA and selected SEL related focus strands and formed a new MTSS & School Culture Leadership Team.  This team worked collaboratively to implement multiple whole school rallies and activities.  The team also worked collaboratively to implement multiple whole-staff professional development activities related to school culture and student/staff connectedness.  Additionally, we had our Leadership Team attend a ""School Culture by Design"" workshop and brought much of that enthusiasm back to both certificated and classified staff."	RESD will further advertise our existing efforts implemented in 23/24 and take further input from stakeholder groups on the effectiveness of the programs.	RESD's strength in parent/community engagement is evidenced by strong participation in the following school/community events: Back to School Night, Grandparent's Day celebration, choir/band performances, PTO Family Fun Nights, Book Fair family night, annual Ham Dinner and Auction, School Site Council, District English Language Advisory Committee (DELAC), Open House and Graduation. RESD would like to increase the participation rate at our DELAC meetings.	Input is received in a variety of ways including School Site Council (SSC), District English Language Advisory Committee (DELAC), School Board meetings, Staff meetings, direct communication, student/parent/staff surveys.	Each of the above areas could be improved by better advertising, having students perform, providing food etc.  These activities will be future focus activities.	RESD has used general funding and applied for and received grant funding to expand offerings to underrepresented communities including but not limited to the families of English learners, Foster youth, low-income and students with disabilities.  Strengths include providing expanded home language support, transportation and childcare to enable greater participation in school events and parent literacy classes. A focus area of improvement is to draw more families from underrepresented communities to school events.	4	5	3	5	4	5	5	3	4	4	4	4	Met		2024-06-18	2024
53105380000000	Trinity County Office of Education	3	We were able to greatly increase the amount of feedback we received through our Annual Educational Partner Survey and county LEA administrator monthly meetings. Our LEAs reported that RISE Academy does a good job of evaluating students’ academic needs and creating an educational rehabilitative plan. Additionally, LEAs have indicated that we do a good job evaluating students’ emotional needs and providing positive support and guidance. We will reinstitute annual parent and student surveys beginning 24-25 to gain more feedback.	Daily progress reports are sent home with each student, and parents must respond and sign so that the student returns the report to the teacher the following day. This home-to-school connection enhances the parent-to-school communication. Our analysis is indicative of the last year we enrolled students at RISE Academy during 2022-23. The school did not enroll students during 2023-24 school year. We will be enrolling students again in 2024-25. We will reanalyze educational partner feedback at the end of this first year.	Our enrollment is limited to 12 students or fewer.  We have students come in and out of the program based on their personal plan progress. Our analysis is indicative of the last year we enrolled students at RISE Academy during 2022-23. The school did not enroll students during 2023-24 school year. We will be enrolling students again in 2024-25. We will reanalyze educational partner feedback at the end of this first year.	Our program is unique in that it provides a trauma-informed program for all students. Because of this, we have ensured that our staff is adequately trained and developed in trauma and restorative practices.	The above analysis is indicative of the last year we enrolled students at RISE Academy during 2022-23. The school did not enroll students during 2023-24 school year. We will be enrolling students again in 2024-25. We will reanalyze educational partner feedback at the end of this first year.	The above analysis is indicative of the last year we enrolled students at RISE Academy during 2022-23. The school did not enroll students during 2023-24 school year. We will be enrolling students again in 2024-25. We will reanalyze educational partner feedback at the end of this first year.	We utilize an annual survey of the whole county, which includes administrators, and classified and certificated staff members. We also have employees who network and sit on a variety of committees throughout the community and region that are able to provide needed input into our programs.	The above analysis is indicative of the last year we enrolled students at RISE Academy during 2022-23. The school did not enroll students during 2023-24 school year. We will be enrolling students again in 2024-25. We will reanalyze educational partner feedback at the end of this first year.	The above analysis is indicative of the last year we enrolled students at RISE Academy during 2022-23. The school did not enroll students during 2023-24 school year. We will be enrolling students again in 2024-25. We will reanalyze educational partner feedback at the end of this first year.	5	5	4	5	4	3	5	4	4	4	2	2	Met		2024-06-19	2024
53105380125633	California Heritage Youthbuild Academy II	3	"Based on the analysis of educational partner input from the Fall 2023 Stakeholder Survey and local data, CHYBA demonstrates several strengths and notable progress in building relationships between school staff and families:

Effective Communication: CHYBA continues to excel in communication, with 88.9% of survey respondents indicating that communication has been ""about right."" This reflects our effective use of ParentSquare and other communication platforms to keep families well-informed about school activities, student progress, and important updates. Stakeholders appreciate the timely and consistent communication, enhancing their connection with the school.

Partnership in Education: The survey results show that 66.7% of respondents feel the school staff is their partner in educating their child, with an additional 20% usually feeling this way. This underscores CHYBA's ongoing success in fostering a collaborative atmosphere where families view the school staff as engaged and invested in their child's education. The strong sense of partnership is indicative of the supportive and inclusive environment CHYBA strives to maintain.

Welcoming Parent and Community Involvement: Survey data indicates that a significant number of respondents feel welcome to participate in the school community. Specifically, 94.4% of respondents agree that the school values parent input, which is an increase from previous years. The comments highlight appreciation for the school's efforts to involve parents in meaningful ways, such as through public speaker events and workshops. This inclusive approach ensures parents and community members feel valued and encourages their active participation in school activities and decision-making processes.

Valuing Parent Input: The Fall 2023 Stakeholder Survey shows that 96% of respondents feel that CHYBA values parent input. This high percentage demonstrates the school's commitment to seeking and considering the perspectives and feedback of parents. By actively valuing parent input, CHYBA fosters a culture of collaboration and shared decision-making, contributing to a strong, supportive school community."	"Based on the analysis of educational partner input from the Fall 2023 Stakeholder Survey and local data, CHYBA has identified the following focus areas for improvement in building relationships between school staff and families:

Enhancing Teacher-Parent Communication: While 66.7% of respondents feel that school staff is their partner in educating their child, only 13.3% strongly agree. This indicates a need for improvement in fostering more effective communication channels between teachers and parents. CHYBA should focus on providing professional development opportunities for teachers to enhance their communication skills and strategies, ensuring that important information about students' academic progress and other relevant updates are effectively shared with parents.

Strengthening Consistency in Communication: Although 88.9% of respondents feel communication has been ""about right,"" feedback suggests a need for more consistent communication regarding specific roles and responsibilities. To address this, CHYBA should develop clear guidelines and protocols for communication, ensuring that parents are consistently informed about key aspects of their child's education and school activities.

Improving Engagement and Inclusivity: While 94.4% of respondents feel that the school values parent input, only 50% strongly agree that parents are welcome to participate at the school. CHYBA should focus on creating more opportunities for parent and community involvement, such as workshops, events, and volunteer opportunities. By enhancing engagement efforts, CHYBA can foster a more inclusive environment where all parents feel valued and welcomed.

Expanding Access to Academic Information: Despite improvements, there is still room to ensure parents are regularly informed about their child's academic performance. CHYBA should focus on developing effective systems and practices to provide parents with timely updates on their child's academic progress, including assessments, grades, and areas for improvement. This could involve leveraging technology platforms, implementing consistent reporting methods, and providing guidance to teachers on effective academic communication with parents."	Based on the analysis of educational partner input and local data, CHYBA has identified a need to improve the engagement of underrepresented families in building relationships between school staff and families. To address this, CHYBA will explore and implement the following strategies:

Culturally Responsive Communication: CHYBA will enhance its communication strategies to be more culturally responsive. This includes providing translated materials, utilizing culturally relevant communication channels, and offering interpretation services during school events and parent-teacher conferences. By addressing language and cultural barriers, CHYBA aims to foster effective communication and build trust with underrepresented families, ensuring they feel valued and understood.

Community Outreach and Partnerships: CHYBA will proactively reach out to underrepresented families and community organizations to establish meaningful partnerships. Collaborating with local community leaders, cultural organizations, and advocacy groups will help create inclusive and welcoming spaces for underrepresented families. These partnerships will provide valuable insights into the unique needs and perspectives of these families, ensuring their voices are heard and valued in the decision-making process.

Targeted Parent Engagement Programs: CHYBA will develop targeted parent engagement programs specifically designed to meet the needs and interests of underrepresented families. These programs will include workshops, seminars, and events that provide information on relevant educational topics, resources, and opportunities for involvement. By tailoring these programs to address the specific concerns and interests of underrepresented families, CHYBA can enhance their engagement and foster stronger relationships with these communities.

Parent Liaisons or Family Engagement Coordinators: CHYBA will consider appointing parent liaisons or family engagement coordinators to serve as bridges between underrepresented families and school staff. These individuals will provide personalized support, connect families with available resources, and help navigate the educational system. Having parent liaisons or family engagement coordinators who are representative of the underrepresented communities will help establish trust and facilitate effective communication between families and school staff.

Utilizing Feedback and Continuous Improvement: CHYBA will regularly seek feedback from underrepresented families to understand their needs and concerns better. This feedback will be used to continuously improve engagement strategies and ensure that the school's efforts are aligned with the community's expectations and needs. Regular surveys, focus groups, and open forums will be conducted to gather insights and make necessary adjustments to engagement practices.

By implementing these strategies, CHYBA aims to improve the engagement of underrepresented families.	Based on the analysis of educational partner input from the Fall 2023 Stakeholder Survey and local data, CHYBA has demonstrated several strengths and significant progress in building partnerships for student outcomes. These strengths and progress include:

Welcoming and Valuing Partnerships: The survey data reveals that 94.4% of respondents agree that parents and community partners are welcomed to be involved, and 96% feel that the school values parent input. This indicates that CHYBA has successfully cultivated a culture of inclusivity and collaboration, where the contributions and perspectives of parents and community partners are highly valued. This welcoming and supportive environment encourages active engagement and partnership, promoting positive student outcomes.

Diverse and Valuable Partnerships: CHYBA continues to establish and maintain valuable partnerships with various organizations and agencies. These partnerships with Hill Country Mental Health Services, The United Way, Shasta County Fire Recovery, One Safe Place, The Smart Center, The Builders Exchange, AmeriCorps, YouthBuild, Shasta Community Health Center, and others showcase CHYBA's commitment to collaborating with a wide range of community stakeholders. These partnerships bring diverse expertise, resources, and support to benefit students' academic, social, and emotional development.

Active Engagement of Partners: The data indicates that 33.3% of respondents were agency or community partners, reflecting CHYBA's success in engaging external organizations and individuals in the educational process. Actively involving agencies and community partners demonstrates CHYBA's proactive approach to leveraging external expertise, services, and resources to support student outcomes. By fostering strong relationships and collaboration with these partners, CHYBA is expanding its capacity to meet the unique needs of its student population.

By building and maintaining these strong partnerships, CHYBA continues to enhance its ability to provide comprehensive support for student success, addressing academic, social, and emotional needs through a collaborative and inclusive approach.	"Based on the analysis of educational partner input from the Fall 2023 Stakeholder Survey and local data, CHYBA has identified several focus areas for improvement in building partnerships for student outcomes. These focus areas include:

Enhancing Teacher-Parent Communication: The data shows that only 13.3% of respondents strongly agree that teachers communicate effectively with parents, despite 66.7% feeling that staff is a partner in education. This indicates a need for improvement in teacher-parent communication. CHYBA can focus on providing professional development and support to teachers to enhance their communication skills and strategies when interacting with parents. This could include training sessions, workshops, or resources that offer guidance on effective communication practices, active listening, and fostering positive relationships with parents.

Strengthening Parent Engagement and Involvement: Although a high percentage of respondents feel communication is ""about right,"" there is still room for improvement in keeping parents well-informed about their student's academics. Only 50% strongly agree that parents are welcome to participate at the school. CHYBA can work on establishing more robust systems and practices to ensure regular and comprehensive communication with parents regarding their child's academic progress, achievements, and areas for improvement. This could involve implementing regular progress reports, hosting informational sessions or workshops, and utilizing technology platforms that facilitate easy and consistent communication between parents and teachers.

Targeted Outreach to Underrepresented Families: CHYBA can focus on improving engagement with underrepresented families, taking into account the diversity of the student population. The survey data indicates the need for targeted efforts to ensure the voices of underrepresented families are heard and valued. CHYBA can develop strategies to overcome barriers to engagement, such as language or cultural differences, and actively reach out to underrepresented families to involve them in decision-making processes, seek their input, and create a more inclusive and equitable educational environment.

Collaborative Partnerships with Community Organizations: While CHYBA has formed valuable partnerships with various organizations, continued efforts can be made to deepen and expand these collaborations. CHYBA can assess the effectiveness of existing partnerships and explore additional opportunities for collaboration with community organizations that align with the needs and goals of the student population. This could involve regular communication, joint initiatives, and shared resources to leverage the collective strengths of both CHYBA and its partners, ultimately enhancing student outcomes."	Based on the analysis of educational partner input and local data, CHYBA has identified a need to improve the engagement of underrepresented families in building partnerships for student outcomes. To address this, CHYBA will implement the following strategies:

Culturally Responsive Outreach: CHYBA will adopt a culturally responsive approach to engage underrepresented families. This involves understanding and respecting the unique cultural backgrounds, languages, and communication preferences of these families. CHYBA will ensure that outreach efforts are tailored to effectively reach and engage underrepresented families, such as providing translated materials, utilizing culturally relevant communication channels, and organizing events and meetings that are inclusive and sensitive to their cultural needs.

Parent Liaisons: CHYBA will consider assigning parent liaisons or family engagement coordinators who are representative of the underrepresented communities. These individuals will serve as a bridge between the school staff and underrepresented families, providing personalized support, building trust, and facilitating effective communication. Parent liaisons will actively reach out to underrepresented families, address their concerns, and provide information and resources to enhance their involvement in their child's education.

Targeted Parent Engagement Programs: CHYBA will develop targeted parent engagement programs specifically designed to meet the needs and interests of underrepresented families. These programs may include workshops, seminars, and events that address topics like navigating the education system, understanding academic expectations, and supporting student success. By tailoring these programs to the unique circumstances and challenges faced by underrepresented families, CHYBA can empower them to actively participate in their child's education and contribute to improved student outcomes.

Collaboration with Community Partners: CHYBA will leverage its existing partnerships, such as those with Hill Country Mental Health Services, The United Way, Shasta County Fire Recovery, One Safe Place, The Smart Center, The Builders Exchange, AmeriCorps, YouthBuild, Shasta Community Health Center, and others, to support underrepresented families. These community partners can provide valuable resources, expertise, and services that address the specific needs of underrepresented families. Collaborative efforts with community partners can help create a comprehensive support network for underrepresented families and improve their engagement in building partnerships for positive student outcomes.

Utilizing Feedback for Continuous Improvement: CHYBA will regularly seek feedback from underrepresented families to understand their needs and concerns better. This feedback will be used to continuously improve engagement strategies and ensure that the school's efforts are aligned with the community's expectations and needs.	Based on the analysis of educational partner input from the Fall 2023 Stakeholder Survey and local data, CHYBA has demonstrated significant strengths and progress in seeking input for decision-making. The following points highlight CHYBA's current strengths in this area:

Active Stakeholder Engagement: CHYBA continues to show a strong commitment to engaging stakeholders by holding regular LCAP Advisory Committee meetings. These meetings have seen increased participation, providing a platform for stakeholders to share feedback and suggestions. This active involvement ensures that stakeholders' perspectives are considered in shaping educational initiatives and policies.

Open Door Communication Policy: The principal's open door communication policy remains a cornerstone of CHYBA's approach to stakeholder engagement. Over the past year, the principal has held more than 160 in-person meetings with various stakeholders and parents. This proactive approach to gathering input and addressing concerns fosters a collaborative environment and encourages stakeholders to participate actively in decision-making processes.

Stakeholder Events: CHYBA has hosted multiple stakeholder events, including information sessions and community partner booths, to better inform parents about available resources and services. These events provide a direct platform for stakeholders to engage with community partners, access valuable information, and contribute to the decision-making process. This approach demonstrates CHYBA's commitment to involving stakeholders and supporting their active participation in the educational process.

Coordination of Services Team (COST): The COST initiative continues to be a significant strength of CHYBA, bringing together community partners to address the needs of individual students. By discussing student-specific challenges and developing strategies to connect students with necessary resources, CHYBA exemplifies a commitment to data-driven decision-making and collaborative problem-solving. The COST team's efforts reflect CHYBA's dedication to seeking diverse perspectives and utilizing input to support students' holistic needs.

Enhanced Communication Channels: The introduction of additional communication channels, such as ParentSquare and increased use of social media platforms, has further strengthened CHYBA's ability to seek input from a broader range of stakeholders. These tools have facilitated timely and effective communication, ensuring that stakeholders are well-informed and have multiple avenues to provide their input. By maintaining and enhancing these strategies, CHYBA continues to demonstrate its commitment to seeking input for decision-making, fostering a collaborative and inclusive environment that values the contributions of all educational partners.	"Based on the analysis of educational partner input from the Fall 2023 Stakeholder Survey and local data, CHYBA has identified the following focus areas for improvement in seeking input for decision-making:

Enhancing Teacher-Parent Communication: While a majority of stakeholders agreed that communication has been ""about right,"" only 13.3% strongly agreed that teachers effectively communicate with parents. To improve this aspect, CHYBA can focus on providing professional development opportunities for teachers to enhance their communication skills, specifically when interacting with parents. This may include training sessions on effective parent-teacher communication strategies, active listening, and providing timely updates on students' progress and academic performance.

Strengthening Parent Engagement in Academic Updates: The survey results indicated that only 50% of respondents strongly agreed that parents are welcome to participate at the school. To address this, CHYBA can implement strategies to improve the dissemination of academic information to parents. This may involve utilizing various communication channels such as digital platforms, regular newsletters, and parent-teacher conferences to ensure that parents receive comprehensive updates on their child's academic progress, assignments, and assessments.

Increasing Stakeholder Participation in Decision-Making Processes: While the LCAP Advisory Committee meetings have seen increased participation, there is still room for further engagement of stakeholders in decision-making processes. CHYBA can explore ways to expand stakeholder participation, such as increasing the frequency of advisory committee meetings, inviting a broader range of stakeholders to participate, and actively seeking input on key decisions, policies, and initiatives. This can be achieved through surveys, focus groups, and targeted outreach efforts to ensure diverse perspectives are considered and incorporated into decision-making.

Broadening Representation of Stakeholders: While the survey results indicate that a significant percentage of respondents were parents or guardians (37.5%) and agency or community partners (33.3%), CHYBA can further strive to include a more diverse range of stakeholders. This may involve reaching out to underrepresented communities, non-English speaking families, and ensuring that their voices and perspectives are included in decision-making processes. CHYBA can implement strategies such as translation services, culturally responsive outreach, and targeted engagement efforts to facilitate the participation of underrepresented stakeholders.

By focusing on these areas, CHYBA aims to strengthen its approach to seeking input for decision-making, ensuring that all voices are heard and valued in the process."	Based on the analysis of educational partner input from the Fall 2023 Stakeholder Survey and local data, CHYBA has identified the need to improve the engagement of underrepresented families in seeking input for decision-making. To address this, CHYBA will implement the following strategies:

Targeted Outreach: CHYBA will conduct targeted outreach efforts to specifically engage underrepresented families in seeking input for decision-making. This includes identifying barriers that may prevent their participation and developing strategies to overcome them. CHYBA will use multiple channels to reach out to underrepresented families, such as personalized invitations, translated materials, and culturally sensitive communication methods, ensuring their voices are heard and valued in the decision-making process.

Inclusive Meeting Structures: CHYBA will review and modify meeting structures to ensure they are inclusive and conducive to the participation of underrepresented families. This may involve providing interpretation services, scheduling meetings at convenient times, and creating a welcoming and supportive environment. CHYBA will also encourage diverse representation in decision-making bodies and committees, ensuring that underrepresented families have a meaningful role in shaping decisions that affect their children's education.

Culturally Responsive Communication: CHYBA will adopt a culturally responsive approach in its communication strategies to engage underrepresented families effectively. This involves understanding and respecting their cultural backgrounds, languages, and communication preferences. CHYBA will provide clear and accessible information about decision-making processes, actively seeking input from underrepresented families through various means, such as surveys, focus groups, and virtual platforms. By ensuring that the communication methods are culturally sensitive and inclusive, CHYBA can facilitate the active participation of underrepresented families in decision-making.

Strengthening Community Partnerships: CHYBA will further strengthen its existing community partnerships, such as those with Hill Country Mental Health Services, The United Way, Shasta County Fire Recovery, One Safe Place, The Smart Center, The Builders Exchange, AmeriCorps, YouthBuild, Shasta Community Health Center, and others. These partnerships can provide valuable support in reaching out to underrepresented families, enhancing their awareness of decision-making processes, and facilitating their input. Collaborating with community partners can also help CHYBA identify specific needs and resources that can address the barriers faced by underrepresented families.

Utilizing Feedback for Continuous Improvement: CHYBA will regularly seek feedback from underrepresented families to understand their needs and concerns better. This feedback will be used to continuously improve engagement strategies and ensure that the school's efforts are aligned with the community	4	4	4	4	4	3	3	3	4	3	4	4	Met		2024-06-27	2024
53716620000000	Burnt Ranch Elementary	3	Burnt Ranch Elementary School District conducts an annual parent survey. This year we had 35 complete
respondents, it is important to consider this return rate with the understanding that there are 90 students enrolled
which equates to 64 families, due to sibling counts.
The following results pertain to this prompt:
89% of respondents feel welcome at school.
91% of respondents feel that staff responds to the concerns of parents and community.
94% of respondents feel their child has positive relationships with adults at school.
	Burnt Ranch School's intention is to ensure all educational partners feel welcome. The survey data indicates a need
to focus on this area for improvement. Our LCAP has actions related to educational partner engagement, parent
participation and parent communication as a result of this input.	Burnt Ranch School will host free events and activities for families and communities that provide staff opportunities to
learn and connect with each family regarding strengths, cultures and goals for their students.	Burnt Ranch Elementary School District conducts an annual parent survey. This year we had 35 complete
respondents, it is important to consider this return rate with the understanding that there are 90 students enrolled
which equates to 64 families, due to sibling counts. Additionally our LCAP includes metrics related to this section.
The following results pertain to this prompt:
96% of parents attended teacher conferences this year.
94% of respondents feel that teachers/staff are available for questions or concerns.
89% of respondents feel that they are kept informed of how they can participate in their child's education and are
given opportunities to take part in school decisions.	The areas for improvement in this area related to providing parents/community opportunities to take part in school
decisions as well as keeping families and community informed of what is going on at school. We will use the new
website, social media and school wide messaging to increase communication with families. Our LCAP has a new
metric related to parent participation in decision making, by way of completing our annual surveys.	Burnt Ranch School will host Indian Education meetings, PAC meetings and free school events with the intention to
engage with all families. Our administrative team will use text, email and social media to promote these events as
well as personalized communication to historically underrepresented families.	Burnt Ranch Elementary School District conducts an annual parent survey.
The following results pertain to this prompt:
96% of parents attended teacher conferences this year.
94% of respondents feel that teachers/staff are available for questions or concerns.
89% of respondents feel that they are kept informed of how they can participate in their child's education and are
given opportunities to take part in school decisions.
	Burnt Ranch school will continue to encourage and support decision making opportunities for educational partners.
Board Meetings, PTO, PAC and grade level parent advisory committee meetings will be communicated and
advertised for participation.	Burnt Ranch school will offer childcare, assist with transportation and offer free dinners to support engagement of
underrepresented families. We have added a metric to assess parent input with regard to school climate and district
goals.	4	4	4	4	4	4	4	4	5	4	4	5	Met		2024-06-11	2024
53716700000000	Coffee Creek Elementary	3	Coffee Creek Elementary has maintained the same teacher and administrator for the last five years.  The relationship that this team of two has developed with the students' families is strong.  Each family has the principal's and teacher's phone numbers.  We speak with the parent each day at arrival and dismissal.	An area of improvement in building relationships between school staff and families would be developing a plan for parents to work in the classroom teaching skills and life lessons for all of our students.  These lessons could range from home-making skills and outdoor skills to technical and career training.	We do not have any underrepresented families at our school.  All five families are treated equally and given the same opportunities.	The current data from CAASPP shows that 100% of our 4th-grade students are on or above grade level in reading and math.  We will encourage the new teachers to maintain this high level of achievement.  We will continue to use the same instructional material to support student success.	A deeper dive into the CAASPP scores for ELA data shows a need to improve our students' writing scores.  A structured writing program needs to be developed and integrated into the students' learning goals.	With our small population and rural school designation, the school does not have any underrepresented families.	The principal and the lead teacher at CCESD effectively engage students and parents on a daily basis.  Being a small school district with only five sets of parents we have the opportunity to talk with our parents every day during arrival and dismissal.  Frequently we meet with parents to get their input on events and family engagement activities.  Having a small group of parents makes the forming of committees and advisory groups challenging.  It is important to provide all parents the opportunity to share their ideas about new and current events.  CCESD will be launching our new school website that will allow parents to provide input on upcoming family engagement activities along with feedback from previous events.  This will allow the principal and lead teacher to pursue more in-depth conversations with our parents concerning family engagement activities.	The school will create and publish a monthly newsletter.	The newsletter will improve engagement for our underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-14	2024
53716960000000	Douglas City Elementary	3	Douglas City School works diligently to connect with our families to create a welcoming environment on campus.  Our school offers many different opportunities to be involved, whether it's through classroom volunteering, evening student/family events, sports and more.  Our school holds parent conferences twice a year, which provides an opportunity for teachers and parents to meet and discuss student success and areas needed for improvement.  More than half of our students come from out of the district boundaries, so by making the choice to attend our school, they are often more willing to be involved in these activities.	We will continue to focus on notifying parents as early as possible when there are events that they can attend or where we need help. This allows them to plan around work schedules to be involved.	The staff will continue to encourage involvement from all groups, especially underrepresented ones, by reaching out to them and promoting their participation.	We have a high percentage of families who express that they are very happy with our school and appreciate programs offered for those students that are struggling, as well as opportunities to challenge students that excel academically.  We are proud of our support for struggling students, as we have Student Study Teams that involve school staff and student families to create a cohesive team that works together for the best interest of each student for positive behavioral and educational outcomes.  Each family is given a student handbook at the beginning of the school year as well as a parent rights handbook to make sure they are given information on their legal rights to advocate.	A focus area for improvement for all families including underrepresented is to engage by doing additional outreach and making more personalized contact to help provide information and resources to support student learning and improve student outcomes for struggling students.	We continue to work in this area to present information positively and to bring in support from our county office to connect with parents on the positives of early intervention.	Seeking input for decision-making is always something we do throughout the school year.  We have Parent Advisory Committee, School Board, Booster Club and parent surveys to give families opportunities to engage in decision-making.  It's difficult to get families to participate in these due to work schedules or other prior commitments.	Families have expressed they are most likely to participate in a school field trip or an evening school event.  We work to improve our seeking input on decision-making by offering multiple reminders of how parents can be involved.	We continue to be challenged to make personal connections with all families to encourage and promote participation.	4	4	5	5	4	5	5	5	4	4	5	4	Met		2024-06-26	2024
53717380000000	Junction City Elementary	3	Our 2024 School Survey indicates that 98% of families feel welcome at the school and 100% of families feel a sense of belonging and connectedness. In addition, 98% of families feel that they are given opportunities to be involved in school activities and events, and 98% of families indicate that teachers/staff respond to the concerns of parents and the community.	Our 2024 School Survey indicated that only 90% of our families felt that the school has a good public image. Our focus area is to improve our public image. Our goal is to increase the percentage of families who feel that our school has a good public image to at least 95%.	We will improve engagement of underrepresented families by personally reaching out to all of our families more frequently. We are also planning on having more Family Fun Nights during the 2024-2025 school year to increase family participation on campus.	Our 2024 School Survey indicates that 100% of our families feel that staff are available to them when they have questions or concerns, and 100% feel comfortable talking to staff about their questions or concerns. In addition, 100% of parents feel that they are kept informed of how they can participate in their child's education, which is an increase of 15% from last year. 98% feel that they are given opportunities to be involved in school activities and events, which is an increase of 10% from last year.	Our focus area is to increase the percentage of families who feel that they are given opportunities to be involved in school activities and events to 100%.	We will improve engagement of unrepresented families by personally reaching out to them to talk about how they can participate in their children's education. We also plan on having more regularly scheduled parent/teacher conferences during the 2024-2025 school year.	Our 2024 School Survey indicates that 100% of our families feel that they are given opportunities to take part in school decisions.	We would like to maintain the percentage of families who feel that they are given opportunities to take part in school decisions at 100%.	We will improve the engagement of underrepresented families by personally inviting them to participate in the discussions at our School Site Council/Parent Advisory Committee Meetings.	5	5	4	4	4	4	4	4	5	5	5	4	Met		2024-06-26	2024
53717460000000	Lewiston Elementary	3	Currently, a weekly progress report is sent home with each student in k-4th and parents must respond and sign so that the student returns the report to the teacher the following Monday. Teachers in 5-8th contact parents to be in tutoring.  A weekly phone call goes out on Sundays to inform families of the upcoming week's activities.	Implementing a weekly phone call as well as improving our social media footprint has helped communicate with families.  The input from parents in the past was that there were too many robocalls going out, so the principal calls on Sunday nights with the weekly updates, and messages are more streamed.  We are working on upgrading our website, which is easier to navigate, and will include school-wide information and policies.	This home-to-school connection has really enhanced parent-to-school communication and serves to improve engagement and connections with underrepresented families. We plan on improving methods to garner feedback on connecting families to local partner agency resources.	We have had success in parents showing up for their parent-teacher conference time, as well as a better way to communicate weekly to the families.	By providing more times for the families to come in to hear about school policies and daily schedules for students, we create an atmosphere where parents feel welcome to ask questions.   We will also continue to focus on the ability of families to make more impromptu meetings with staff to help with student outcomes for them to feel supported with their children.	The underrepresented families will be able to see that we at LES are here to build a community and one that is inclusive to all.  LES continues to challenge ourselves to make personal connections with all families to encourage and promote participation.  LES will encourage all groups of students to be involved, especially unrepresented ones, by personally reaching out to them and promoting participation.	We make the information available to all educational partners with multiple opportunities to be involved or to be informed.	We need to find ways to stress the value that the educational partners can give us in making the best decisions for our students. Planning for the families to participate in after-school activities will provide LES with the opportunity to hear concerns or raves about the school. Providing families with alternative ways for input will be important going forward. By using social media, QR codes, ability to give input from home, as well as the continued use of paper and pen for surveys on school climate.	The underrepresented families will be able to see that we at LES are here to build an inclusive community. LES continues to connect with all families to encourage and promote participation.  LES will encourage all groups of students to be involved, especially unrepresented ones, by personally reaching out to them to participate in school and after-school events and school strategic planning.	5	5	4	5	4	4	4	4	4	4	5	5	Met		2024-06-18	2024
53717610000000	Trinity Center Elementary	3	Our current strengths are a result of our extremely small school size.  Building relationships between staff and our families comes naturally since we are in such close daily contact.  Our school hosts many events and family nights in order to provide opportunities for comradery.  Also, our students stay with their teacher year after year so bonds become strong.  Progress in building relationships is on-going as families and staff change.  Professional development is utilized as needed.	Our focus area for building relationships between staff and families is continuing to host the many events and family nights in order to provide opportunities for comradery.  We would like to improve consistent attendance by our families.  Also, achieving authentic engagement is another area of focus with a desire for improvement.	We will improve the engagement of our underrepresented families by continuing personal invitations and contact, providing transportation when necessary, and staying responsive to their needs and ideas.	Our current strengths are the result of our extremely small school size.  Building partnerships for student outcomes comes naturally since we are in such close daily contact with our families.  Our students have the same teacher year after year so bonds become strong.  Progress in building partnerships can be made by improving our ability to provide families with info and resources to support student learning and development in the home.  Progress can also be made by improving our ability to help families understand and exercise their legal rights and advocate for their student and all students.	Our focus area for building partnerships for student outcomes is continuing to provide families with info and resources to support student learning and development in the home.  We would like to improve our partnerships in this way by establishing a parent support group and by maintaining consistent home-to-school communication with increased info and resources for parents.  Also, improving our ability to help families understand and exercise their legal rights and advocate for their student and all students is another area of focus.	We will improve the engagement of our underrepresented families by continuing personal contact, providing transportation when necessary, and staying responsive to their needs and ideas.	Our current strengths are the result of our extremely small school size.  Seeking input for decision-making comes naturally since we are in such close daily contact with our families.  Our students have the same teacher year after year so bonds become strong.  Progress in seeking input for decision-making can be made by providing more opportunities for families, teachers, and administrators to work together to plan, design, implement, and evaluate the family engagement activities.	Our focus area for seeking input for decision-making is providing more opportunities for families, teachers, and administrators to work together to plan, design, implement, and evaluate family engagement activities.  We would like to increase our input for decision-making in this way by administering multiple surveys throughout the year instead of just one annually.  Also, we would like to increase our input for decision-making by maintaining group composition and participation in the School Advisory Committee.	We will improve the engagement of our underrepresented families by continuing personal contact, administering multiple surveys throughout the year, providing transportation when necessary, and staying responsive to their needs and ideas.	4	4	4	4	2	3	3	2	4	4	4	3	Met		2024-06-30	2024
53738330000000	Southern Trinity Joint Unified	3	Based on the analysis of educational partner input and local data, the school is doing well at building relationships and providing activities for parent/community involvement. The activities are appreciated and have continued to build on the relationships and culture around STJUSD.	Based on the analysis of educational partner input and local data, STJUSD is working to improve communication between staff and families. This will be done by enhancing parent text blasts/communication, improving the school webpage, installing flyer stanchions on the campuses, and having additional informal events that enable organic dialogue.	Based on the analysis of educational partner input and local data, STJUSD expanded the ways in which we communicate with families and have provided food/dinner at events which have proven to increase participation thereby improving communication.	Based on the analysis of educational partner input and local data, STJUSD has provided more opportunities for partnership involvement and is employing the Community Schools Grant Coordinator to continue building partnerships.	Based on the analysis of educational partner input and local data, the LEA is focusing on accessing the skills of our partners and expanding learning opportunities during and after the regular school day. For example, we collaborate with local groups such as the USDA forest service for educational presentations, career fairs, and work experience for students.	Based on the analysis of educational partner input and local data, the LEA is working to improve the engagement of underrepresented families by eliminating real or perceived barriers to access and providing tools to improve student learning at home.	STJUSD has done well by seeking input in decision-making through site-council, board meetings, surveys, and in-person communication at school and community events.	Based on feedback, STJUSD will do fewer surveys but ensure that the surveys gather the input that is needed. Our education partners expressed that too many surveys lessened the quality of input and that they also appreciated the ability to write in answers as compared to providing scaled score responses. In addition to the district webpage and calendar, increased efforts will be applied to communicate upcoming activities and how to participate.	STJUSD will improve the engagement of underrepresented families identified during the self-reflection process with Seeking Input for Decision-Making by continuing to seek input as well as providing multiple avenues to share the results of self-reflection.	4	4	3	5	4	4	5	3	4	4	5	4	Met		2024-06-25	2024
53750280000000	Mountain Valley Unified	3	MVUSD's areas of strength in seeking input for decision-making progress have led to a more positive bond between students, parents and staff. Reaching out to parents with positive feedback about students builds a more productive relationship between the staff and the parents. Events that allow for parent participation such as STEAM Nights, Back to School Night, Open House and parent engagement in the Parent Club and Booster's Club all ensure that parent's voices are heard and their input is directly relayed to district administration.	MVUSD's focus areas for improvement in building relationships between school staff and families are to facilitate more parent involvement in the decision-making process and to increase parental participation in school events and activities. Administration and staff will develop a plan to improve communication and increase outreach to parents on a regular basis, the 2024-25 school calendar includes two windows of time dedicated to Parent-Teacher Conferences at HES.	MVUSD will improve engagement of underrepresented families in relation to building relationships between school staff and families by providing avenues for them to more easily access information, scheduled events and activities related to the district. Providing an interpreter at all school events and meetings ensures that the language barrier doesn't impede their ability to participate in school events.	MVUSD's areas of strength in building partnerships for student outcomes is the outreach and facilitation of student events that lead to a more positive bond between students, parents and staff. Reaching out to parents with positive feedback about students builds a more productive relationship between the staff and the parents. Events that allow for parent participation such as STEAM Nights, Back to School night, Open House and parent engagement in the Parent Club and Booster's Club all ensure that parent's voices are heard and their input is directly relayed to district administration.	MVUSD's areas for improvement in building partnerships for student outcomes is to communicate with parents about how they can become more involved in both formal and informal decision-making bodies. Parents need to have more information regarding how to support their students at school and at home. Conversations and meetings about why a child is identified for interventions with the parent includes them in the process of increasing academic supports. Site Council And LCAP meetings are held on a regular basis and invitations for parents to attend and provide feedback for the programs and positions that are being funded by the LCAP/LCFF is an avenue to improve parent and student relations with the district.	MVUSD's analysis of educational partner input and local data indicates that in order to improve engagement of underrepresented families identified during the self-reflection process in relation to building partnerships for student outcomes the district's outreach needs to increase. Using social media and other platforms has been helpful, but a translation tool should also be utilized to ensure that parents who do not speak English have the ability to read and understand the posts and/or messages.	MVUSD's current strengths and progress in seeking input for decision-making is the increase in participation in the site councils at both HHS and HES. Attendance at the LCAP Advisory Committee also increased this year, as did the number of people joining Booster's Club. All of these parent-driven committees and clubs are indicative of the progress that the district has made in outreach to parents and providing avenues for their voices to be heard and feedback on district-related matters.	Based on an analysis of educational partner input and local data, the LEA's focus areas for improvement in seeking input for decision-making are: increase outreach to parents who need more assistance gaining access to the information that is distributed by the district. Providing a translator at all meetings would also be a way to encourage more participation from our Spanish and Hmong parents.	Based on the analysis of educational partner input and local data, the district plans to improve any language barriers that present obstacles to parents fully engaging in the decision-making process. Filling the Hmong liaison position and purchasing AI tools to translate posts and messages into the Hmong and Spanish languages would enable all parents to have access to information about how and where the decision-making body is meeting.	4	4	3	3	3	3	3	3	3	3	3	3	Met		2024-06-26	2024
53765130000000	Trinity Alps Unified	3	"TAUSD is pleased with the progress we have made in the area of building and maintaining relationships between school staff and families.  TAUSD provides numerous opportunities for staff and families to collaborate during the year with events hosted on site including, back to school night, open house, financial aide nights, 8th grade information nights, scholarship nights and parent conferences.  In addition, teachers and administration are available with an ""open door"" philosophy.  Families and staff have opportunities to connect through the numerous sporting events, music performances, and art shows hosted or supported by TAUSD.  Our booster clubs at the sites provided many family and staff events including family dances, bingo, and sober grad, where parents and families are able to connect with each other."	We would like to improve the diversity of our families that attend our events.  We are actively working with our Site Councils on ways to increase diversity in our gatherings.	TAUSD will continue to provide information to all families regarding ways that families can be involved with their school.  Information is sent out at the beginning of school, but also during the school year.  Each site will work with their Site Councils on ways to improve attendance and diversity of attendants to schools sponsored events.	We value and need family engagement to gain insight into the needs of our students.  We do this with surveys, school board meetings, open-door policies with administration, site council meetings, and district LCAP meetings.  
It is clear through these avenues that our students were struggling with mental health needs.  Because of this, the district collaborated with the Trinity County Office of Education to provide Wellness Liaisons on each site.  In addition, an increase in school-based counselors was made. Both sites have staffed wellness rooms and counseling centers.

The District will continue to build staff capacity around how to build and maintain relationships and connections with parents and families through social-emotional wellness initiatives. Parent Conferences continue to be a strength at Weaverville Elementary School there is a dedicated time within our academic year calendar designated as Parent Conference Week when families are invited into their child's classroom to meet and review progress.  At all school sites at TAUSD throughout the school year, teachers can refer students to a Student Study Team (SST) when there are visible signs of struggle for students, either in academics or social-emotional. In this process, teachers, the student, and the family meet together to learn what may be causing the issues and present some interventions that can be implemented and followed up on for progress checks. These interventions may include Check-In/Check-Out daily, a weekly grade check, and a daily check-in with a wellness liaison to name a few.
	"TAUSD is committed to our Multi-Tiered System of Supports (MTSS) structure to support all stakeholders involved in student learning and outcomes. This is supported through assessments and our Panorama program that will consider the ""whole child"" when making decisions regarding student success.  This program has been presented to teachers during teacher collaboration."	TAUSD will continue to seek new ways to reach all parents, specifically those parents in our underrepresented families. We will conduct family surveys early in the year to gather information early to support those families.	Each school in the district frequently communicates with staff and families regarding the decision-making that takes place in each of the respective schools.  Families and staff are encouraged to participate in Site Council, Booster, volunteer in the classroom, or go on a field trip.  We welcome all feedback and ideas from our educational partners.	All educational partners continue to hold student achievement and success as a high priority and ways in which to collaborate as a team to improve their children's achievement.  
Staff is provided professional development and collaboration time twice a month so all staff, (teachers, specialized instructional support personnel, principals, other school leaders, and other staff) can work on professional development. A portion of this professional development is dedicated to the value and utility of parents' contributions and how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school.	TAUSD will be working with site administration to revisit the successes and needed improvements for incorporating all families in the decision-making process.	4	5	4	5	5	4	5	5	5	4	4	5	Met		2024-06-19	2024
54105460000000	Tulare County Office of Education	3	Throughout the 2023-2024 school year, Tulare County Office of Education (TCOE) engaged our Educational Partners including parents, staff and students through various formats. These formats included surveys, meetings, classroom visits, student discussions, staff meetings and SELPA meetings. Parent groups included School Site Council (SSC) meetings/PAC, Community Advisory Council (CAC) meetings and parent/teacher conferences.	The school's focus area is to provide more intentional and specific partnerships with families.  School staff are to be hired to provide various educational meetings for families to learn more about providing support for their students and how to build better relationships.	The underrepresented families, especially the foster youth and expelled students will have the support to provide access to not only the information from the teacher at Parent/Teacher conferences, but also by inclusion of a particular student’s counselor, transition specialist, and/or other staff member, as appropriate in the sharing of student all-round success or concerns. They will have access and support to quickly address and remedy some of the challenges that have impeded their ability to find success.  The schools will have staff from an intervention team reach out to parents to request input on needed supports.  The team will also arrange quarterly meetings at specific times and days to accommodate parent access.	TCOE Court and Community schools along with our special education sites consists of a veteran staff that has been provided (and continue to build) much professional learning related to partnership-building with families. Families are provided with the schools' program information and resource offerings, primarily through one-to-one meetings as needed and required including annual IEP meetings, and maintain constant communication via the schools' use of the communication app, phone calls and face to face meetings. Opportunities for teachers to meet with students and families are facilitated by ensuring that the program schedule is planned to include these student and parent touch points. It is a strength within our system. This allows for consistent and timely sharing of student progress and continued collaboration to increase success possibilities. School protocols for information sharing with families and students ensures that all are provided with and understand information related to their legal rights.	We continue to build capacity and improve communication between students, parents, and staff. Staff  attended professional learning communities and worked with consultants to improve best practices, especially designed for social emotional learning. Students and staff are engaged in mindful education practices.  Court and Community staff have implemented a new PBIS Canteen program which provides student incentives for academic and behavioral outcome improvements.  Students have been provided several positive ways to be assessed for self and group achievement.
	The underrepresented families continue to be at the forefront of discussion for student outcomes. Staff continues to communicate with underrepresented families in an effort to build relations and improve student outcomes. 

	The schools continue to provide opportunities such as parent teacher conferences, award ceremonies, SSC, and ELAC, to gain input from partners to collaborate on decision making for the schools.	Throughout the year TCOE included educational partners in all meetings, including LCAP, SSC, ELAC, PAC etc.  TCOE engages parents and students in individual and group formats to assess needs and gather input and feedback to improve our program to maximize student opportunities for success.   This student/parent/staff engagement is inclusive of the process of Educational Partners for development of the Local Control and Accountability Plan.  Each of these parent meetings included parents of Students with disabilities as well as parents of English Language Learners.	Due to the high transient population, maintaining current and correct contact information is critical. School staff will continue to work diligently to seek out information to be able to communicate fully with the underrepresented families.  With the addition of a new intervention team, the Court and Community schools can target under-represented groups with specific needs for support.  The meetings will provide more educational partner input and specific data for those targeted groups.	5	5	5	5	4	5	5	5	5	5	5	5	Met		2024-06-12	2024
54105460119602	University Preparatory High	3	UPHS is proficient in communicating with families through a variety of ways. The faculty and staff are continually communicating with our families through email, mailers, and by phone not only about how their student is performing academically; but also to ensure that UPHS families are aware of events and information regarding UPHS and resources available to our families. Further, UPHS holds regular meetings for its parent groups and offers a range of parent education meetings to help families understand the complexities of having a student taking both high school and college classes simultaneously.	UPHS continues to refine its communication methodologies with its families. This year UPHS set the goal to have 60% or more of its messages/communications sent out in the two most requested languages: English and Spanish. Notifications about grades, events, and attendance are sent to families. This year UPHS sent progress reports and semester grade reports home to families in the mail and made the reports available electronically. UPHS continues to hold students accountable for their attendance through daily emails home to families and with a daily email to students themselves asking them to clear their attendance when they are marked absent or tardy. Teachers send more specific and focused information to students and families through their PowerTeacher application and the Google Classroom they have for each of their classes.	"UPHS continues to utilize its EL TOSA. This teacher not only works one-on-one with our EL students but she also reaches out regularly to our families who speak more than one language and/or are considered migrant to help them understand how their student is doing in their classes and ways they can help support their student at UPHS. UPHS has also established a parent group for all families who speak more than one language called ""UPHS Juntos."" This group meets a minimum of once a semester to talk about issues relevant to students in families where multiple languages are spoken and/or families who are migrant. These meetings have given more voice to these families and have resulted in a better understanding for UPHS regarding how to best serve the students in these families."	UPHS has developed various partnerships over the years to help serve its student body and its families. The two major partnerships that offer the most support to UPHS come from the College of the Sequoias (COS) and the Tulare County Office of Education (TCOE). COS provides support through its Dual Enrollment Center and the Admissions and Records Office. Both of these offices help students navigate the concurrent enrollment system and help ensure UPHS students can enroll in the classes they need each semester. TCOE supports UPHS in many ways from the Educational Resource Services to professional development for faculty and staff, to leadership support services, and more. These two partnerships ensure UPHS has all the needed resources to run its early college high school. UPHS also partners with local businesses such as Adventure Park, which offers rewards to students for excellent attendance and acts of character, the Veteran's Center, and Pacific Southwest Container Company as examples of just a few of the local businesses and organizations who support UPHS.	After analyzing the needs assessment survey and speaking with all the educational partners connected to UPHS, two aspects rose to the surface as something for UPHS to work on to develop for students in the upcoming school year. 1) Find more ways to embed math tutors at all levels (Algebra I, Geometry, and Algebra II) in classrooms and look to hire an instructional assistant who could focus on helping students in mathematics and science classes. 2) Provide more opportunities for students to explore careers in a wide range of fields and then help students pick classes at College of the Sequoias to give students academic exposure to these fields.	"UPHS continues to implement strategies and systems for the regular involvement of all educational partners in the learning/teaching process, including parents of non-English speaking, special needs, and online students. One development based on the partner input has resulted in the start of the parent group: ""UPHS Juntos,"" and the development of education nights for families to better understand the early college model and how to help students use this model to help them be the most prepared for college classes post-high school."	"UPHS consistently seeks input from its educational partners through our School Site Advisory Board (SSAB), School Site Council (SSC), UPHS Juntos, and Parent Support Organization (PSO).  Families are provided with information weekly regarding what is happening on campus and activities they can be involved with/volunteer to help with at UPHS. One of the goals for UPHS is to create more avenues for parents to feel welcomed on campus and have clear ways for families to volunteer at events/activities. In addition, UPHS asks families, faculty, and staff, to complete an annual needs assessment survey; and the ninth and eleventh-grade students to complete the California Healthy Kid’s Survey each spring. In the upcoming school year, UPHS is implementing the Kelvin software, which will allow UPHS to more regularly take the ""pulse"" of the school."	Based on educational partner input and local data, UPHS realized families who speak multiple languages did not have a forum to voice their support or concerns for the education their student receives at UPHS. While UPHS does not have enough students to qualify for an ELAC committee, UPHS recognizes the significance of having a place for all voices to be heard. This input led to the creation this year of the UPHS Juntos. This group reviewed all the data gathered through the needs assessment survey and the ideas for the goals and actions UPHS would focus on for the upcoming year, and it concluded that one area was missing when it came to educating UPHS students: Career Exploration. The UPHS Juntos input helped UPHS develop an additional action that will provide students with various activities during the school year to give students more opportunities to see a range of career possibilities and how a college education supports a student's career choice.	UPHS continually seeks to reach out to our underrepresented families through communicating in their native language, offering meetings to address specific needs unique to this population, and having the EL TOSA regularly reach out with phone calls to understand how students are during at home or how they are feeling in their academic classes. This consistent communication has made a significant difference when it comes to how families are feeling about the education their student is receiving and how connected they are feeling to UPHS.	5	5	5	5	4	5	5	4	5	5	5	5	Met		2024-06-12	2024
54105460124057	Valley Life Charter	3	"Leader in Me schools seek improvements in three areas – leadership, culture, and academics – and have access to the Measurable Results Assessment (MRA) to help them measure performance in these areas. The MRA is a rigorously developed tool used to annually collect, analyze, and report student-, staff-, and school-level outcomes related to the focus on improving leadership, culture, and academics. It can help a school identify its strengths and weaknesses, develop improvement plans, and monitor progress. The MRA measures are aligned with the highly effective practices outlined in the Leader in Me Framework. This alignment empowers schools to move from data insights to action plans and best leverage their limited time and resources to meet their goals. The MRA is given to staff, students, and parents in the spring. Scores reflect ""ineffective, needs improvement, satisfactory, effective, or highly effective."" Family engagement increased by 1%, from 77 to 78. This shows that VLCS is satisfactory in terms of family engagement. School Family Partnerships remained at 80 - which shows that VLCS effectively maintains school/family partnerships. Valley Life has created a satisfactory, supportive environment for students. Although student empowerment decreased by 5%, school belonging increased by 3%, school climate increased by 5% (to effective), and trusted relationships increased by 1%. The top results for the MRA included LEADERSHIP-Student +3 Self-Advocacy (Students work to overcome barriers, problem-solve, and find solutions on their own and know how to enlist support when needed. +3 Prosocial Behaviors - Students support each other and offer help as needed. CULTURE +5 School Climate Staff see the worth and potential in every student and provide the support each student needs to see their unique strengths for themselves and develop the skills necessary to pursue their potential. ACADEMICS- +7 School Goals - Schools have annual goals, teachers play a meaningful role in creating them, and everyone is involved in achieving them. Progress toward school-wide goals is regularly tracked, reflected, and used to make decisions."	"Although all areas needing improvement are considered ""effective,"" results for improvement include community engagement, which decreased by 4%, and student empowerment, which decreased by 5%. Instructional Efficacy - which decreased by 4%  VLCS is utilizing the LCAP to increase parental and community involvement. Priority 3: Parental Involvement (Engagement): ""Increase parent participation in decision-making processes and programs for unduplicated pupils and special need subgroups, focusing on enhancing culture and climate equity, family engagement, and community involvement. By the end of the academic year, we aim to achieve a 20% increase in parent attendance at decision-making meetings and program events compared to the previous year, as measured by sign-in sheets and feedback forms. Efforts will include implementing targeted outreach strategies, such as multilingual communication, flexible meeting times, and culturally sensitive approaches, to ensure inclusivity and accessibility. Progress will be regularly monitored, and adjustments will be made to support meaningful parent engagement and foster a more inclusive educational environment."" Metrics/Actions 3.1 The variety of school events offered to students and their families allows them to attend or participate in several throughout the school year. Baseline: MRA Family engagement is satisfactory, at 78. Target outcome for year 3: Increase MRA Score to Effective (80 or above) Promoting academic and home-school collaboration 3.2  Fingerprinting, and workers compensation, other initiatives for parents - Parent Engagement In 23-24: 832 Parents Total (Per Parent Square, 99.9 are contactable.), Four hundred ninety-four parents were fingerprinted 59%, 191 parents attended parent volunteer training 23% (every other year), 317 parents are clear to volunteer this year, 38%, Over 4463 hours of volunteer time - not counting Assemblies, Carnival, Tricky Tray, and other outside activities. 456 Unique households  - Target Outcome: Increase parent engagement by increasing training to 50% (every other year), increasing the number of parent volunteers by 3% per year. Increasing hours to 40 hours per family. 3.3 Increase attendance by 3% over three years, as it is tied to parent engagement and student belonging. Baseline Currently at 95% in 2023-2024, the California school dashboard is yellow, with 11.3% chronically absent, which is a decline of 3.6%. Target: Increase to 98% by year 3 - moving the dashboard color to green."	Each year, Valley Life surveys the staff, students, and parents in multiple ways. The information is then used to drive the Local Control and Accountability Plan, which assists the school in setting goals, planning actions, and leveraging resources to meet the goals to improve student outcomes. Parents are encouraged to volunteer 40 hours per year per family - this is not mandatory. VLCS maintains one parent on the VLCS Board. Parents are also invited to be on the LIghthouse team, where they teach other parents the 7 Habits and how it applies to families. Parents have a parent group, which is operated under the foundation. The parent group is responsible for parent involvement in school activities, fundraising, and advising Valley Life Charter School administration on all matters related to the strengthening of the Valley Life Charter School community. Parent participation plays a vital role in the effectiveness of our program. We would encourage the parents to support the efforts of the Valley Life Foundation and Valley Life Charter School's efforts in program enhancement and fundraising. Valley Life is creating a new Parent Lighthouse Team. This group assists in teaching families the 7 Habits of Highly Effective Families and is part of the committee that approves the curriculum. (Regardless of affiliation with either the Parent Group or the Lighthouse Group, all parents may preview the curriculum at any time).  Charter schools shall regularly consult with their parents, legal guardians, and teachers ‘regarding the School's educational program. In addition to maintaining a minimum of one parent participant on the Board and parent participation in the Parent group, parents will be encouraged to volunteer and contribute 40 hours per family per academic year to Valley Life Charter School. The Superintendent shall maintain a comprehensive list of volunteer opportunities including but not limited to the following: volunteering in the classroom/school (including at-home assistance); tutoring, attending student-led conferences, attendance at back to school night,and open house; attendance at charter school Board meetings; participation in the planning of, or attendance at, fundraising or Academic/Arts Events; supporting the student at home in regards to homework and other projects or, other activities, parent seminars, etc.	Using Leaderinme.com resources and training has provided professional learning to staff and parents. To improve the engagement of underrepresented families, VLCS has implemented using Parent Square to reach all families via the school app. 99% of all parents are reachable via Parent Square. Sharing academic and behavioral data with parents is an area of focus for improvement. To address this, VLCS is strategic about how data is shared. To facilitate data sharing, staff will attend parent group meetings, coffee and conversation, and other events. Data to be shared include information on the California School Dashboard, the SARC, information about the 7 Habits, school news, and plans for Title I, II, and V. A core group of parents has been trained to deliver the 7 Habits of Highly Effective Families to other parents. Another way parents are involved, which is not included in the overall hours, is by encouraging parents to be involved in the arts outside of school. Students are involved in dance, sports, and theater arts.	Based on the analysis of educational partner input and local data, the LEA (Local Education Agency) has identified several focus areas for improvement in building partnerships for student outcomes. These may include: Stakeholder Engagement: Enhancing collaboration and communication with parents, community organizations, and businesses to support student success. Equity and Access: Addressing disparities in resources and opportunities by fostering inclusive partnerships prioritizing marginalized communities. Resource Allocation: Streamlining the allocation of resources and leveraging partnerships to maximize support for student learning and well-being. Data-Informed Decision Making: Using data to identify areas of need and measure the effectiveness of partnership initiatives in improving student outcomes. Capacity Building: Providing training and professional development opportunities to stakeholders to strengthen their ability to support student achievement through partnerships. Sustainability: Developing sustainable partnership models that can adapt to changing needs and continue to benefit students in the long term. By focusing on these areas, the LEA aims to cultivate robust partnerships that contribute to positive outcomes for all students, regardless of background or circumstance.	To improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes, the LEA will Cultivate Trust and Cultural Competence: Establish culturally responsive communication channels and initiatives that respect the diverse backgrounds and perspectives of underrepresented families. Enhance Accessibility: Remove barriers to participation by providing translated materials, offering flexible meeting times, and ensuring physical and virtual spaces are inclusive and welcoming. Tailor Outreach Strategies: Implement targeted outreach efforts that resonate with the unique needs and preferences of underrepresented families, utilizing multiple communication platforms and community liaisons. Provide Resources and Support: Offer resources and workshops to empower families with the knowledge and skills needed to advocate for their children's educational success, including information on academic programs, support services, and college readiness. Build Partnerships with Community Organizations: Collaborate with community-based organizations and local leaders to bridge gaps between underrepresented families and educational institutions, leveraging existing networks and resources. Foster Two-Way Communication: Create opportunities for meaningful dialogue and feedback exchange between underrepresented families and school staff, valuing their insights and contributions in decision-making processes. Promote Parental Involvement: Encourage active participation in school events, committees, and volunteer opportunities, recognizing the invaluable role of parents as partners in student achievement. By implementing these strategies, the LEA aims to strengthen connections with underrepresented families, foster a culture of mutual respect and collaboration, and ultimately improve student outcomes through inclusive partnerships.	Valley Life is continually seeking input from staff, parents, and students. Parents are on the foundation board, the school board, and now on the newly formed Parent Lighthouse Team. Parents are included in curriculum decisions. Surveys are routinely sent via Parent Square to get parents' input. The Parent Lighthouse team meets monthly with other parents and the Administration.	Valley Life has continued to engage parents in various ways: Valley Life Board Member & Meetings Valley Life Foundation Board. Training Volunteers Coffee and Conversation Events and Activities such as Open House, Leadership Night, Tricky Tray, and Carnival Parent Lighthouse Team.	Valley Life will continue to have an ex-facto teacher representative on the board. Currently, two parents are on the board - Parents are routinely invited into the classroom to share their community connection with students. Parents are encouraged to attend Parent Engagement Training and the Parent Lighthouse Team.	4	4	4	4	4	5	4	5	4	3	4	4	Met		2024-06-10	2024
54105460125542	Sycamore Valley Academy	3	All certificated teachers, classified staff, and administrators were provided the opportunity to provide educational
partner feedback through both a virtual meeting with the Superintendent and participation in the local climate survey.
Virtual meetings were preferred avenues of collaboration as this created flexibility and increased attendance with
educational partners. In order to engage educational partners including staff, students, and the community, we
provided multiple opportunities for involvement including survey and monthly virtual forums. The survey information
was used to develop the LCAP and the monthly parent forums provided an avenue to present LCAP development
process and solicit educational partner feedback.	All certificated teachers, classified staff, and administrators were provided the opportunity to provide educational
partner feedback through both a virtual meeting with the Superintendent and participation in the local climate survey.
A local organization climate survey was administered to students, staff, and parents.
244 students (grades 3-8), 47 staff members, and 88 parents participated in the survey.
The following data was collected:
1. 92% of parents agree the school hires and retains highly qualified staff.
2. 92% of parents agree the school keeps school facilities well maintained.
3. 97% of parents agree the school provides quality instruction for students.
4. 91% of parents agree the school provides quality instruction for gifted learners.
5. 99% of parents agree the school provides quality instruction for English Language Learners (ELLs).
6. 95% of parents agree the school provides quality instruction for students with disabilities.
7. 92% of parents agree the school encourages parental involvement.
8. 83% of parents agree the school provides quality feedback pertaining to students' academic progress.
9. 88% of parents agree that they are satisfied with student(s) academic progress and achievement.
10. 95% of parents agree the school engages students in positive activities that lead to academic success.
11. 80% of parents agree the school offers students sufficient extra and co curricular activities.
12. 93% of parents agree the students and staff are safe at school.
13. 89% of parents agree that students are satisfied with their school on a daily basis.
14. 88% of parents agree the school has broad course offerings in both core subjects and enrichment opportunities.
15. 91% of parents agree the school supports students' character and moral development.	Monthly parent forums and translation services are provided to offer organizational updates, receive educational
partner input, and answer questions.	All certificated teachers, classified staff, and administrators were provided the opportunity to provide educational
partner feedback through both a virtual meeting with the Superintendent and participation in the local climate survey.
Virtual meetings were preferred avenues of collaboration as this created flexibility and increased attendance with
educational partners. In order to engage educational partners including staff, students, and the community, we
provided multiple opportunities for involvement including survey and monthly virtual forums. The survey information
was used to develop the LCAP and the monthly parent forums provided an avenue to present LCAP development
process and solicit educational partner feedback.	All certificated teachers, classified staff, and administrators were provided the opportunity to provide educational
partner feedback through both a virtual meeting with the Superintendent and participation in the local climate survey.
A local organization climate survey was administered to students, staff, and parents.
244 students (grades 3-8), 47 staff members, and 88 parents participated in the survey.
The following data was collected:
1. 92% of parents agree the school hires and retains highly qualified staff.
2. 92% of parents agree the school keeps school facilities well maintained.
3. 97% of parents agree the school provides quality instruction for students.
4. 91% of parents agree the school provides quality instruction for gifted learners.
5. 99% of parents agree the school provides quality instruction for English Language Learners (ELLs).
6. 95% of parents agree the school provides quality instruction for students with disabilities.
7. 92% of parents agree the school encourages parental involvement.
8. 83% of parents agree the school provides quality feedback pertaining to students' academic progress.
9. 88% of parents agree that they are satisfied with student(s) academic progress and achievement.
10. 95% of parents agree the school engages students in positive activities that lead to academic success.
11. 80% of parents agree the school offers students sufficient extra and co curricular activities.
12. 93% of parents agree the students and staff are safe at school.
13. 89% of parents agree that students are satisfied with their school on a daily basis.
14. 88% of parents agree the school has broad course offerings in both core subjects and enrichment opportunities.
15. 91% of parents agree the school supports students' character and moral development.	Monthly parent forums and translation services are provided to offer organizational updates, receive educational
partner input, and answer questions.	All certificated teachers, classified staff, and administrators were provided the opportunity to provide educational
partner feedback through both a virtual meeting with the Superintendent and participation in the local climate survey.
Virtual meetings were preferred avenues of collaboration as this created flexibility and increased attendance with
educational partners. In order to engage educational partners including staff, students, and the community, we
provided multiple opportunities for involvement including survey and monthly virtual forums. The survey information
was used to develop the LCAP and the monthly parent forums provided an avenue to present LCAP development
process and solicit educational partner feedback.	All certificated teachers, classified staff, and administrators were provided the opportunity to provide educational
partner feedback through both a virtual meeting with the Superintendent and participation in the local climate survey.
A local organization climate survey was administered to students, staff, and parents.
244 students (grades 3-8), 47 staff members, and 88 parents participated in the survey.
The following data was collected:
1. 92% of parents agree the school hires and retains highly qualified staff.
2. 92% of parents agree the school keeps school facilities well maintained.
3. 97% of parents agree the school provides quality instruction for students.
4. 91% of parents agree the school provides quality instruction for gifted learners.
5. 99% of parents agree the school provides quality instruction for English Language Learners (ELLs).
6. 95% of parents agree the school provides quality instruction for students with disabilities.
7. 92% of parents agree the school encourages parental involvement.
8. 83% of parents agree the school provides quality feedback pertaining to students' academic progress.
9. 88% of parents agree that they are satisfied with student(s) academic progress and achievement.
10. 95% of parents agree the school engages students in positive activities that lead to academic success.
11. 80% of parents agree the school offers students sufficient extra and co curricular activities.
12. 93% of parents agree the students and staff are safe at school.
13. 89% of parents agree that students are satisfied with their school on a daily basis.
14. 88% of parents agree the school has broad course offerings in both core subjects and enrichment opportunities.
15. 91% of parents agree the school supports students' character and moral development.	Monthly parent forums and translation services are provided to offer organizational updates, receive educational
partner input, and answer questions.	4	4	4	4	4	3	3	5	4	4	4	4	Met		2024-06-18	2024
54105460135459	Blue Oak Academy	3	All certificated teachers, classified staff, and administrators were provided the opportunity to provide educational
partner feedback through both a virtual meeting with the Superintendent and participation in the local climate survey.
Virtual meetings were preferred avenues of collaboration as this created flexibility and increased attendance with
educational partners. In order to engage educational partners including staff, students, and the community, we
provided multiple opportunities for involvement including survey and monthly virtual forums. The survey information
was used to develop the LCAP and the monthly parent forums provided an avenue to present LCAP development
process and solicit educational partner feedback.	A local organization climate survey was administered to students, staff, and parents.
179 students (grades 3-8), 26 staff members, and 74 parents participated in the survey.
All certificated teachers, classified staff, and administrators were provided the opportunity to provide educational
partner feedback through both a virtual meeting with the Superintendent and participation in the local climate survey.
The following data was collected:
1. 89% of parents agree the school hires and retains highly qualified staff.
2. 93% of parents agree the school keeps school facilities well maintained.
3. 91% of parents agree the school provides quality instruction for students.
4. 89% of parents agree the school provides quality instruction for gifted learners.
5. 97% of parents agree the school provides quality instruction for English Language Learners (ELLs).
6. 92% of parents agree the school provides quality instruction for students with disabilities.
7. 93% of parents agree the school encourages parental involvement.
8. 89% of parents agree the school provides quality feedback pertaining to students' academic progress.
9. 86% of parents agree that they are satisfied with student(s) academic progress and achievement.
10. 96% of parents agree the school engages students in positive activities that lead to academic success.
11. 73% of parents agree the school offers students sufficient extra and co curricular activities.
12. 95% of parents agree the students and staff are safe at school.
13. 80% of parents agree that students are satisfied with their school on a daily basis.
14. 92% of parents agree the school has broad course offerings in both core subjects and enrichment opportunities.
15. 86% of parents agree the school supports students' character and moral development.	Monthly parent forums and ELAC committee meetings are provided to offer organizational updates, receive
educational partner input, and answer questions.	All certificated teachers, classified staff, and administrators were provided the opportunity to provide educational
partner feedback through both a virtual meeting with the Superintendent and participation in the local climate survey.
Virtual meetings were preferred avenues of collaboration as this created flexibility and increased attendance with
educational partners. In order to engage educational partners including staff, students, and the community, we
provided multiple opportunities for involvement including survey and monthly virtual forums. The survey information
was used to develop the LCAP and the monthly parent forums provided an avenue to present LCAP development
process and solicit educational partner feedback.	A local organization climate survey was administered to students, staff, and parents.
179 students (grades 3-8), 26 staff members, and 74 parents participated in the survey.
All certificated teachers, classified staff, and administrators were provided the opportunity to provide educational
partner feedback through both a virtual meeting with the Superintendent and participation in the local climate survey.
The following data was collected:
1. 89% of parents agree the school hires and retains highly qualified staff.
2. 93% of parents agree the school keeps school facilities well maintained.
3. 91% of parents agree the school provides quality instruction for students.
4. 89% of parents agree the school provides quality instruction for gifted learners.
5. 97% of parents agree the school provides quality instruction for English Language Learners (ELLs).
6. 92% of parents agree the school provides quality instruction for students with disabilities.
7. 93% of parents agree the school encourages parental involvement.
8. 89% of parents agree the school provides quality feedback pertaining to students' academic progress.
9. 86% of parents agree that they are satisfied with student(s) academic progress and achievement.
10. 96% of parents agree the school engages students in positive activities that lead to academic success.
11. 73% of parents agree the school offers students sufficient extra and co curricular activities.
12. 95% of parents agree the students and staff are safe at school.
13. 80% of parents agree that students are satisfied with their school on a daily basis.
14. 92% of parents agree the school has broad course offerings in both core subjects and enrichment opportunities.
15. 86% of parents agree the school supports students' character and moral development.
	Monthly parent forums and ELAC committee meetings are provided to offer organizational updates, receive
educational partner input, and answer questions.	All certificated teachers, classified staff, and administrators were provided the opportunity to provide educational
partner feedback through both a virtual meeting with the Superintendent and participation in the local climate survey.
Virtual meetings were preferred avenues of collaboration as this created flexibility and increased attendance with
educational partners. In order to engage educational partners including staff, students, and the community, we
provided multiple opportunities for involvement including survey and monthly virtual forums. The survey information
was used to develop the LCAP and the monthly parent forums provided an avenue to present LCAP development
process and solicit educational partner feedback.	A local organization climate survey was administered to students, staff, and parents.
179 students (grades 3-8), 26 staff members, and 74 parents participated in the survey.
All certificated teachers, classified staff, and administrators were provided the opportunity to provide educational
partner feedback through both a virtual meeting with the Superintendent and participation in the local climate survey.
The following data was collected:
1. 89% of parents agree the school hires and retains highly qualified staff.
2. 93% of parents agree the school keeps school facilities well maintained.
3. 91% of parents agree the school provides quality instruction for students.
4. 89% of parents agree the school provides quality instruction for gifted learners.
5. 97% of parents agree the school provides quality instruction for English Language Learners (ELLs).
6. 92% of parents agree the school provides quality instruction for students with disabilities.
7. 93% of parents agree the school encourages parental involvement.
8. 89% of parents agree the school provides quality feedback pertaining to students' academic progress.
9. 86% of parents agree that they are satisfied with student(s) academic progress and achievement.
10. 96% of parents agree the school engages students in positive activities that lead to academic success.
11. 73% of parents agree the school offers students sufficient extra and co curricular activities.
12. 95% of parents agree the students and staff are safe at school.
13. 80% of parents agree that students are satisfied with their school on a daily basis.
14. 92% of parents agree the school has broad course offerings in both core subjects and enrichment opportunities.
15. 86% of parents agree the school supports students' character and moral development.	Monthly parent forums and ELAC committee meetings are provided to offer organizational updates, receive
educational partner input, and answer questions.	4	4	4	4	4	3	3	5	4	4	4	4	Met		2024-06-18	2024
54105465430327	La Sierra High	3	La Sierra utilizes the advent of its PTO, English Learner Advisory Committee and School Site Council organizations to provide all educational partners an opportunity to participate and engage in the decision making processes of the school for stakeholder capacity building efforts. La Sierra also provides the advent of extracurricular activities via sports and organizations such as USO for cadets, families and staff to engage in additional relational building activities while enrolled at LSMA.	In analyzing the site's needs assessment, it has been determined that La Sierra will need to continue developing additional extracurricular opportunities for families and staff to engage in collaboration regarding the school's progress for student academic and social success endeavors. Expansion of parent workshops for the 2024-2025 school year will be implemented that will focus on college and career initiatives and the school's tiered structures of support for parent and staff engagement regarding additional ways that educational partners within La Sierra can further collaborate for student improvement efforts over time.	La Sierra will continue to utilize the Community Cultural Wealth Model by being intentional in inviting underrepresented families to it's monthly parent sessions for the provision of parent feedback regarding the school's progress for addressing at-promise student capacity building efforts. Removed from this, during the 2024-2025 school year, La Sierra will continue to implement focus groups towards receiving feedback from all of the site's diverse educational partners and student subgroups for continual school improvement measures for raising student achievement across all 7-12 grade level spans.	La Sierra utilizes its ELAC, SSC and PTO organizations to build capacity, trust and partnerships with the site’s respective educational partners regarding areas of focus for school improvement measures. La Sierra communicates to its stakeholders via both electronic and print methods of correspondence regarding all school updates and important events. Correspondence is always provided to La Sierra families in both English and Spanish formats to ensure equity and access to all educational partners regarding updates from the school for familial outreach efforts.	For the 2024-2025 school year, the school site plans to hold monthly parent workshops to provide additional opportunities for families to receive support regarding best practices towards further supporting their child's respective educational goals. La Sierra will also hold monthly parent sessions regarding the site's college and career initiatives for post-secondary student planning. The school site will continue to hold monthly student study team meetings to provide the families and school staff set opportunities to develop and implement individual student action plans to best support respective student academic and social efforts for student improvement measures over time.	For the 2024-2025 school year, La Sierra plans to continue holding focus group meetings with the site's underrepresented families and cadets. The goal of the focus group meetings is to provide additional academic and social scaffolding to these cadets and families regarding the best ways that the school site can support the realization of a cadet's goals via the implementation of a cadet's individual learning plan for college and career efforts. Removed from this, the focus groups will also focus on parent capacity building efforts in providing input to the school site regarding further ways that La Sierra can improve its academic and social programs for continual school improvement measures.	La Sierra holds monthly PTO, ELAC and SSC meetings to develop and discuss school improvement measures as it pertains to the development of the site’s LCAP and School Safety plans respectively. These meeting sessions are in joint collaboration with all the site’s educational partners towards evaluating the site’s progress for the improvement of the school’s programs and services for student and staff capacity building efforts.	For the 2024-2025 school year, La Sierra plans to provide additional parent workshops to its families regarding the development and implementation of the site's LCAP plan for system building efforts. The additional parent workshops are meant to raise the capacity of the site's families in order to provide input towards the development of the site's academic and social goals for ongoing school improvement measures.	For the 2024-2025 school year, La Sierra will engage its underrepresented families and students via the advent of focus groups. The goal with the focus groups is to provide this specific subgroup of educational partners a direct way to provide their respective input and goals for how La Sierra can further help their child grow and prosper. La Sierra is committed towards helping its at-promise students find academic and social success. Through the advent of the focus groups, La Sierra will be able to bridge and close learning gaps through stronger connections with its respective educational partners towards raising student learning outcomes.	4	4	4	4	4	3	4	4	4	4	4	4	Met		2024-06-12	2024
54105466119291	Eleanor Roosevelt Community Learning Center	3	Based on the analysis of educational partner input and local data, ERCLC has several strengths and has made significant progress in building relationships between school staff and families:

Enrichment and Social Opportunities: ERCLC provides a wide range of enrichment activities, social events, and field trips that foster community engagement and strengthen the bond between families and school staff.

One-on-One Meetings with Credentialed Teachers: Regular one-on-one meetings between students and credentialed teachers ensure personalized attention, allowing for tailored educational experiences and fostering strong relationships.

Welcoming Campus Environment: The campus is known for its welcoming atmosphere, making families feel comfortable and valued as integral parts of the educational community.

Sense of Ownership and Community: Educational partners, including families, feel a strong sense of ownership and belonging within the ERCLC community, which enhances collaboration and support for student success.

These initiatives collectively contribute to a positive and collaborative environment, promoting strong relationships between school staff and families at ERCLC.	The LEA's focus areas for improvement in building relationships between school staff and families, particularly in the context of homeschool partnerships, include:

Enhanced Communication Channels: Improving the ways in which the school communicates with families to ensure information is accessible, timely, and comprehensive. This includes utilizing multiple platforms for communication, such as email, social media, newsletters, and a dedicated parent portal.

Increased Participation Opportunities: Developing more diverse and flexible opportunities for families to participate in school activities and decision-making processes, accommodating various schedules and needs. This might include virtual meetings, workshops, and feedback sessions to increase accessibility.

Targeted Support for Areas of Need: Identifying and addressing specific areas where families require additional support, whether academic, social, or emotional, to ensure all students and their families feel adequately supported. Offering resources like tutoring, counseling, and parent training workshops can be beneficial.

Stronger Community Collaboration: Strengthening collaboration with the broader community, including Boosters and other support groups, to enhance resources and support systems available to families. Building partnerships with local organizations and businesses can provide additional enrichment opportunities and resources.

Enhanced Teacher-Parent Partnerships: Fostering stronger partnerships between teachers and parents to support student learning and development. This includes:

Regular Check-Ins: Scheduled regular check-ins between teachers and parents to discuss student progress, challenges, and strategies for improvement.
Collaborative Goal Setting: Engaging parents in setting academic and personal development goals for their children, ensuring alignment between home and school expectations.
Professional Development for Parents: Offering workshops and resources for parents to help them support their children's learning at home effectively. Topics might include instructional strategies, understanding curriculum standards, and using educational technology tools.

Feedback Loops: Establishing continuous feedback loops where parents can provide input on instructional practices, curriculum, and other areas affecting their child's education.
Personalized Learning Plans: Creating personalized learning plans in collaboration with parents and students to tailor education to each child's unique needs and strengths. 

Community Building Events: Hosting community-building events such as family nights, maker faires, camping trips and cultural celebrations to strengthen the sense of community and belonging among families, students, and staff. 

 ERCLC aims to deepen the connection between school staff and families, ensuring a more inclusive and supportive educational environment that leverages the strengths of homeschool partnerships.	Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families identified during the self-reflection process in the following ways:

Multiple Engagement Methods: Providing various methods for engagement to ensure accessibility for socio-economically disadvantaged families. This includes in-person meetings, virtual meetings, phone calls, and written communications to accommodate different preferences and technological access levels.

Encouraging Participation: Actively encouraging participation from struggling families by reaching out personally and creating welcoming environments for involvement. The school will emphasize the importance of their voices in shaping the educational experience and offer flexible opportunities for them to engage.

Boosters Parent Group Involvement: Increasing the involvement of the Boosters parent group to support and mentor underrepresented families. The Boosters will initiate outreach programs, provide peer support, and organize community-building activities to foster a sense of belonging and involvement.

Additional Academic Supports: Offering additional academic supports tailored to the needs of students and their families who are struggling to homeschool. This includes:

Tutoring Services: Providing free or low-cost tutoring services to help students with their academic challenges.
Workshops for Parents: Conducting workshops to equip parents with effective homeschooling strategies and resources.
Academic Counseling: Offering academic counseling to help families develop and follow personalized education plans for their children.
Resource Provision: Ensuring that socio-economically disadvantaged families have access to necessary resources, such as educational materials, internet access, and technology. 

Community Partnerships: Establishing partnerships with local organizations to provide additional support services, such as after-school programs, childcare during meetings, and access to community resources.

Cultural Competency Training: Providing cultural competency training for school staff to better understand and address the unique challenges faced by underrepresented families. 

 The LEA aims to enhance the engagement of underrepresented families, ensuring that they have the support and opportunities needed to actively participate in their children's education and the school community.	Based on the analysis of educational partner input and local data, the LEA’s current strengths and progress in building partnerships for student outcomes include:

Parent Involvement: As a homeschool program, one of the primary strengths is the integral involvement of parents in the educational process. Parents are not merely observers but active participants in their children's learning journey, ensuring a more personalized and effective educational experience.

Collaborative Learning Environment: The homeschool model fosters a collaborative learning environment where parents, students, and teachers work closely together. This collaboration helps tailor education to each child's needs, strengths, and interests, resulting in better student outcomes.

Ongoing Improvement Efforts: The program is committed to continuously improving opportunities for parent learning and involvement. This includes providing parents with resources, training, and support to enhance their teaching effectiveness and engagement with their children's education.

Strong Community Bonds: The sense of community within the program is strong, with parents feeling a sense of ownership and belonging. This creates a supportive network where families can share experiences, resources, and encouragement, contributing to a positive learning environment.

Regular Communication: Regular and effective communication between parents and teachers ensures that everyone is aligned on educational goals and strategies. This helps in promptly addressing any issues and making necessary adjustments to support student progress.

Personalized Support: The program provides personalized support to both students and parents, recognizing the unique challenges and needs of each family. This individualized approach helps in identifying and addressing specific areas for improvement, enhancing overall student outcomes.

Access to Enrichment Opportunities: The program offers various enrichment activities, social events, and field trips that complement academic learning and provide holistic development opportunities for students. These activities also serve as additional touch points for building strong partnerships between families and the educational team.

By leveraging these strengths and continuing to focus on enhancing parent involvement and support, the LEA is well-positioned to build effective partnerships that significantly improve student outcomes.	Based on the analysis of educational partner input and local data, the LEA’s focus areas for improvement in building partnerships for student outcomes include:

Enhancing Academic Support for Parents: Although there are numerous social and community-building events, ERCLC recognizes the need to better equip parents to support their children's academic success. This involves providing parents with more tools, resources, and training to effectively facilitate learning at home.

Expanding Homeschool Curriculum Opportunities: ERCLC is focused on continually improving and diversifying the homeschool curriculum to meet the varied needs of students. By bringing in additional curriculum options, the program aims to offer more tailored and comprehensive educational experiences.

Increasing Tutoring Services: To support academic success, ERCLC plans to expand tutoring services. This includes offering more personalized and targeted tutoring sessions to address specific academic challenges faced by students.

Introducing Social and Emotional Learning (SEL) Opportunities: Recognizing the importance of holistic education, ERCLC will add more SEL opportunities in the upcoming year. This includes programs and activities that support students' social and emotional development, helping them manage emotions, set goals, and establish positive relationships.

Providing Parent Education Workshops: ERCLC will offer workshops and training sessions to help parents understand effective teaching strategies, curriculum implementation, and ways to support their children's learning at home. These workshops will cover various topics, including instructional methods, educational technology, and managing learning difficulties.

Strengthening Feedback and Communication Channels: Improving the mechanisms for parents to provide feedback and communicate with teachers and administrators. This ensures that parents' insights and concerns are addressed promptly and that there is a continuous dialogue to support student progress.

Leveraging Community Resources: Building stronger partnerships with local community resources to provide additional support and enrichment opportunities for students. This might include collaborations with local libraries, museums, educational organizations, and businesses.

Monitoring and Evaluating Progress: Implementing robust systems to monitor and evaluate the effectiveness of new initiatives aimed at improving student outcomes. This includes tracking academic performance, engagement levels, and the impact of additional support services.

By focusing on these areas, ERCLC aims to enhance the partnership between parents and the educational team, ultimately leading to improved academic success and overall student well-being.	Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families in relation to building partnerships for student outcomes by focusing on the following strategies:

Boosters Leadership and Outreach: Empowering the Boosters parent group to take a more active leadership role in creating and promoting partnership opportunities. This includes organizing events, workshops, and support groups specifically aimed at engaging underrepresented families.

Targeted Outreach and Communication: Developing targeted outreach strategies to specifically engage underrepresented families. This involves using various communication channels such as phone calls, emails, social media, and in-person meetings to ensure these families are aware of opportunities and feel welcomed.

Inclusive Events and Activities: Ensuring that all events and activities are inclusive and accessible to underrepresented families. This includes providing transportation, childcare, and scheduling events at times that are convenient for working families.

Peer Mentoring Programs: Establishing peer mentoring programs where experienced homeschool parents can provide guidance and support to new or struggling families. This can help build a sense of community and provide valuable insights and strategies for academic success.

Parent Education and Training: Offering workshops and training sessions tailored to the needs of families. These sessions can cover topics such as effective homeschooling strategies, navigating the curriculum, and utilizing available resources for academic support.

Feedback and Needs Assessment: Continuously gathering feedback from underrepresented families to understand their needs and challenges better. This can be done through surveys, focus groups, and one-on-one meetings. The insights gained will inform the development of targeted support and engagement strategies.

Building Relationships Among Parents: Facilitating opportunities for parents to build relationships with each other. This can include social events, support groups, and collaborative learning activities. Strong relationships among parents can create a supportive network that enhances academic success for their children.

Collaboration with Community Organizations: Partnering with local community organizations that serve underrepresented families to provide additional resources and support. These organizations can offer valuable services such as tutoring, counseling, and extracurricular activities.

Regular Monitoring and Adjustment: Regularly monitoring through monthly meetings for the effectiveness of engagement strategies and making adjustments as needed. This ensures that the efforts to engage underrepresented families are effective and responsive to their evolving needs.

By implementing these strategies, ERCLC aims to enhance the engagement of underrepresented families, fostering stronger partnerships that contribute to better student outcomes	Based on the analysis of educational partner input and local data, ERCLC’s current strengths and progress in seeking input for decision-making as a homeschool include:

Diverse Input Channels: ERCLC utilizes multiple channels to gather input from parents and other educational partners. These include parent meetings, surveys, and various school events, ensuring a comprehensive understanding of community needs and perspectives.

Inclusive Engagement: The school’s efforts to engage parents in decision-making processes are inclusive, providing opportunities for all families to share their insights and feedback. This inclusivity helps in capturing a wide range of viewpoints and addressing diverse needs.

Regular Feedback Mechanisms: Regularly scheduled parent meetings and surveys provide consistent opportunities for families to contribute their thoughts on various aspects of the school, including climate, resources, instruction, and support services.

Active Participation: High levels of active participation from parents indicate a strong sense of ownership and investment in the homeschool community. This active involvement helps ensure that decisions are well-informed and reflective of the community’s needs.

Responsive to Feedback: ERCLC demonstrates progress in being responsive to the feedback received from parents and other educational partners. The school takes action based on input, which fosters trust and reinforces the value of stakeholder contributions.

Open Communication: The school maintains open lines of communication with parents, encouraging ongoing dialogue and making it easy for families to share their opinions and concerns at any time.

Community Building: The homeschool model fosters a strong sense of community among families. Events and meetings not only serve as feedback opportunities but also strengthen relationships and collaboration among parents, students, and staff.

Tailored Educational Support: Input gathered from parents helps ERCLC tailor educational support and resources to meet the specific needs of homeschool families. This personalized approach enhances the effectiveness of the homeschool program.

By leveraging these strengths, ERCLC effectively seeks and integrates input from educational partners, contributing to well-rounded decision-making that supports the school’s mission and enhances the educational experience for all students.	Based on the analysis of educational partner input and local data, the LEA’s focus areas for improvement in seeking input for decision-making include:

Strengthening the School Advisory Committee: As ERCLC is new to Title funding, enhancing the functionality and impact of the School Advisory Committee is a key focus. This involves ensuring that the committee is diverse, representative of all stakeholders, and effectively engaged in the decision-making process.

Expanding Feedback Mechanisms: While ERCLC already gathers input through various channels, there is room to expand and diversify these mechanisms further. This could include more frequent surveys, digital feedback tools, focus groups, and town hall meetings to ensure a broader range of voices is heard.

Increasing Parent and Community Involvement: Enhancing efforts to involve underrepresented families and community members in the decision-making process. This includes targeted outreach and support to ensure that all voices, especially those of marginalized groups, are included and valued.

Enhancing Communication Strategies: Improving the clarity, frequency, and effectiveness of communication regarding how input is collected, used, and the impact it has on decisions. This helps in building trust and ensuring transparency in the decision-making process.

Training and Empowering Stakeholders: Providing training and resources for parents, staff, and community members on effective ways to participate in decision-making and Charter advocacy. This includes workshops on advocacy, policy understanding, and collaborative decision-making skills.

Leveraging Technology for Engagement: Utilizing technology more effectively to facilitate input and engagement. This could involve online forums, virtual town halls, and digital surveys that make it easier for parents and stakeholders to provide input, especially those who may have mobility or time constraints.

Evaluating and Refining Input Processes: Continuously assessing the effectiveness of the input processes and making necessary adjustments based on feedback and outcomes. This ensures that the methods used are effective in gathering meaningful and actionable input.

By focusing on these areas, ERCLC aims to enhance its ability to gather, integrate, and act on input from educational partners, thereby strengthening its decision-making processes and better supporting student outcomes.	Based on the analysis of educational partner input and local data, ERCLC will improve the engagement of underrepresented families in seeking input for decision-making by implementing the following strategies:

Targeted Outreach and Personal Engagement: Conducting individual meetings and personal outreach to underrepresented families to ensure their voices are heard. This approach helps build trust and encourages participation by making families feel valued and understood.

Diverse Survey Methods: Utilizing a variety of survey methods, including online, paper, and phone surveys, to accommodate different preferences and access levels. Ensuring surveys are available in multiple languages and providing support to complete them can further increase participation.

Involvement of Educational Partners and Boosters: Leveraging the Boosters group and other educational partners to actively engage underrepresented families. These groups can help facilitate meetings, provide translation services, and offer support to ensure all families feel welcome and encouraged to participate.

Inclusive School Advisory Committee (SAC): Strengthening the SAC by ensuring it is representative of the diverse school community. This includes actively recruiting members from underrepresented groups and providing training to SAC members on inclusivity and effective engagement strategies.

Regular and Accessible Communication: Enhancing communication channels to make sure information about opportunities to provide input is easily accessible. This includes using social media, newsletters, and the school website, as well as holding meetings at times and locations that are convenient for all families.

Feedback from Multiple Groups: Actively seeking input from a broad range of stakeholders, including parents, staff, and community members, through various groups and forums. This ensures a comprehensive view of the community’s needs and perspectives.

Building Community Trust and Relationships: Hosting community-building events and informal gatherings to strengthen relationships between families and school staff. These events provide a relaxed environment where families are more likely to share their thoughts and feedback.

Monitoring and Adapting Engagement Strategies: Continuously monitoring the effectiveness of engagement strategies and making adjustments based on feedback and participation rates. This ensures that the methods remain effective in reaching and involving underrepresented families.

By implementing these strategies, ERCLC aims to create a more inclusive and responsive decision-making process, ensuring that all families have the opportunity to contribute to the school’s development and their children's education.
	4	5	3	4	4	4	4	4	4	3	4	3	Met		2024-06-11	2024
54717950000000	Allensworth Elementary	3	Seeking input opportunities for parents to participate in providing input to help guide school direction.	By focusing on communication with parents via regular phone/text/written contact, we encourage parents to be advocates in their children's education.	The district will continue to provide staff fluent in the language of the parents and facilitate growth opportunities for parent involvement through the site council and committees established.	The LEA uses multiple methods of communication to deliver information that conveys a message that parents are welcome. These include School website updates, phone calls and text messages.	Building parents comfort levels in coming to school to meet with staff related to the many areas to support student learning.	The district will emphasize home visits by administration and staff to drive the importance of consistent communication in supporting the building of strong partnerships.	Information dissemination occurs consistently and at a high level.  The hopes are that by focusing on the areas listed below, parent involvement in this area will improve.	Establish a monthly meeting to focus on chronic absenteeism and the importance of school attendance in improvement and increasing of student progress.	Even though the district is effective in getting information to parents, the focus for improvement will be on how to physically involve parents in the process of providing input at meetings of advisory groups and councils, including general meeting opportunities.	4	4	3	4	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
54718030000000	Alpaugh Unified	3	Alpaugh USD has made it a priority to engage educational partners in a variety of ways. The district continues to add opportunities for families to be connected with the school site. In parent surveys, over 90% of parents indicated they have opportunities to be involved with their child's school. In addition, over 90% of parents indicated staff at school shows genuine care and concern for their child.	While there is evidence via surveys that parents feel connected with their child's school, some parents indicated in narrative that they would like even more parent event nights to take part in with their child. We have taken this feedback and continued to add events that provide opportunities for families to participate in. One significant way we have done this is through Expanded Learning Opportunities.	One way we will continue to do this is through our newly hired full time social worker. In addition, this year we are adding a Community Liaison via our Community Schools Grant. This will allow us to target specific families in need that we can bring closer to our school community.	Some areas of strength has been getting parents involved in students planning for college and career readiness. Parents have indicated they feel supported in guiding their students to making course selection decisions and planning that leads to student success. This is evident in looking at Graduation Rate 96% and A-G Met rate of 76%. Parents have played an integral role starting in MIddle School for this planning and supporting their students for College and Career Readiness.	The biggest area we continue to focus on is Early Literacy. With English Language challenges this remains an area we are seeking continuous improvement in connecting parents to understanding of the literacy challenges, and their role in supporting the teacher and their child. We recently completed an Early Literacy Grant that allowed to put in place systemic progress monitoring systems. We have seen gains on those 3 years and will seek fidelity as we move forward in this quest to increase literacy.	As mentioned before, we will continue to do this is through our newly hired full time social worker. In addition, this year we are adding a Community Liaison via our Community Schools Grant. This will allow us to target specific families in need that we can bring closer to our school community for supports that will increase outcomes for all students.	Over 90% of parents feel they have access to their child's teacher. In addition, over 90% feel they have opportunities to be involved in their child's school. This data supports the efforts that have been made to build relationships that provide opportunities for input and decision making.	AUSD acknowledges there are still families that we can work towards gaining input from that will insure that all families have a voice in decision making. Alpaugh USD will utilize all resources to reach this goal, including recently acquired Community Schools grant.	Administration will continue to utilize full time social worker, as well as psych services, and SPED resources to make sure we are getting Input from all families in the decision making process. This included making sure we get survey feedback from all families in our reflection process.	5	5	4	5	5	5	5	4	4	4	4	4	Met		2024-06-27	2024
54718030112458	California Online Public Schools Central Valley	3	We are very proud of our weekly contact rate with our students and their families and the progress we have made to
ensure all students are building relationships with our teachers and school.	We will continue to increase our efforts in our weekly contact rate. This is an area we are dedicated to continuing and
improving for students and families.	We will continue to find ways to better communicate with our families in their home language through verbal and
written communication.	We are pleased with the rate at which we are able to provide families with information and resources to support
student learning in the home.	We work hard to partner with caretakers and assist them in taking an active role in their students’ education.	We will continue to seek better ways to include and inform our families in their home languages at all levels of our
program and school.	We are a very collaborative organization. This is exemplified in this area by the fact that we rate high for seeking
input for decision making.	It is important to us that our staff and families know they have a voice, are heard, and actions are taken as a result of
their input. We will continue to seek and encourage families and staff to provide us with input.	We are dedicated to engaging all of our families in our school, including our underrepresented families. We take
great care to ensure we are providing all of our families with tools and resources that will encourage them to be
heard in our school. We will continue to improve these efforts with all of our families, especially our underrepresented
students and families.	4	5	4	4	4	4	5	4	4	4	4	4	Met		2024-06-04	2024
54718110000000	Alta Vista Elementary	3	The strengths of our school and staff include providing the opportunity for families to converge with teacher and support staff. Interactive opportunities include Parent Nights, School Site Council meetings, Parent-Teacher Conferences, Back-to-School Night, Health Fair, Family Engagement Events (Donuts with Dads, Muffins with Moms, Valentine's Day Celebration, Mother's Day (Observed on Mexico's mother's day to provide more inclusion and respond to the community culture), and survey communication/input. The District and School have been good at having events.	The LEA needs to work on building staff capacity at all opportunities. Some staff members are very outgoing and instantly find families they are currently teaching or have taught in the past. However, there are some staff members that do not attend these events, some because they have other duties at the time of the event; and others  The LEA also needs to work on drawing families to the more business-like information-gathering sessions hosted by the LEA. Parents and guardians love to attend the interactive-family oriented gatherings. The LEA is working on ways to draw families to the other events or and possible and get small pieces of information at the other events.	The School Site Council brought up the concern that more community members use cell phones but they often do not use them for the purpose of school communication. With that in mind, the school site began sending out halfsheet announcements to parents along with electronic communication in Parent Square. There was an increase in participation when the school implemented this practice. Therefore, this will continue in the 2024-2025 school year. The LEA is also developing a communication plan that builds on the Title I Engagement Policy to augment participation from all educational stakeholders.	Teacher and other staff have been focused on MTSS and ELD for the last few years. There has been significant improvement in maintaining English learner reclassification percentages. The Parent Night opportunities are very helpful to parents. The LEA uses the time to inform parents about the school year, practices, and also legal requirements. There are also parent nights specifically designed to provide information to parents about social and cultural trends, electronic devices, online platform safety, school safety, and other hot topics of the school year. The school office and community liaison have built some strong relationships with families through addressing chronic absenteeism. But, the challenge of increased negative behaviors in children are dominating the classroom. The relationship with the parent is essential here.	The LEA will implement a more structured parent-teacher conference.  Without strong support and guidance in this area, teachers will continue to perform conference with the age old model. The District plans to implement a checklist and small staff training before events like parent teacher conferences. The intent of the training will be to remind and refresh staff on best practices in communicating with parents. The District is including this part in the communication plan for next year. If staff are not reminded--especially with the large number of initiatives, new practices, and increasing demands on student performance--it is unreasonable to assume that success will follow.	Underrepresented families will be able to gain information from parent nights. The new structure of these nights will be focused on informing families of how the school works, and how it can work for their family and students. Improvements that will be included in the 2024-2025 school year include Spanish translation at all events. The events will be recorded and posted electronically on a secure platform for parents, students, and community members to be informed.  The parent night will be staffed as needed to assist parents in their native language and to promote the utility of the school in providing or connecting family services. The District recognizes that meetings of this nature replace dinner time for families. Therefore, the District is going to make these evening dinner and a meeting. The engagement has been low and most educational partners insist that food would make the biggest difference for our families all around.	The LEA is strong in presenting policies publicly in school board meetings. The LEA supports the principal by planning and organizing the School Site Council meeting leaving only the operation of the meeting to the principal. The data about important parts of the educational process are difficult to get parents to speak about in a meeting.  More often than not, the parent knows how to identify what they don't like about the school. The budget and LCAP are often too large and have too much information. The District is currently working to further streamline the data so it is manageable for parents to provide feedback.	Parent advisory committees and the school site council are two areas of improvement that will continue to be the focus of the LEA.  The LEA has been re-building the capacity of the school site council and parent advisory committees. Currently, the LEA can attract a full council and has had a successful election. However, the challenge remains getting quorum or even attendance. The community or students do not attend often and that limits the input to the parents on the council. There has been plenty of feedback from parents wanting this area to change.	The next steps for the LEA will include ramping up the capacity of the school site council. The council operates on the evening to accommodate the work schedules of active parents and staff members. The council will continue to hold public meetings and we will be implementing the half-sheet communication next year to information parents that they have an opportunity to come and provide input. The District will begin serving meals in conjunction with School Site Council Meetings.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
54718110139477	Monarch River Academy	3	The school demonstrates commendable strengths and progress in building robust relationships between school staff and families. Teachers initiate individualized connections with parents, learning coaches, and students. This personalized approach is rooted in understanding each student's strengths, areas for improvement, learning goals, and interests.
The school's commitment to fostering strong relationships is evident in its diverse curricular options, addressing the varied needs of students. Social-emotional learning (SEL) support is a notable strength, acknowledging the importance of holistic student development. The school actively engages the community, providing numerous opportunities for student and family participation in school activities, extracurriculars, and engagement.
The emphasis on creating an environment where students and families feel genuinely supported is a significant achievement. The school's diverse curriculum allows students to explore and develop their interests, while SEL support equips them with essential life skills. The community engagement initiatives further strengthen bonds within the school community.
Comprehensive student support mechanisms are a key feature, addressing individual challenges to ensure every student receives the necessary assistance. This holistic approach reflects the dedication to creating a connected and supportive school environment. Through these collaborative efforts, the school aims to cultivate a sense of belonging and success for each member of the school community, marking significant progress in building relationships between school staff and families.	Based on the thorough examination of feedback from educational partners and localized data, the school has identified pivotal areas for enhancing relationships between school staff and families. One significant aspect involves improving communication channels to facilitate transparent and effective dialogue between staff members and families. By fostering open lines of communication, the school aims to ensure that parents and guardians are informed about their child's progress, upcoming events, and any pertinent school-related matters.
Additionally, the school is dedicated to the continued enhancement of personalized interactions between school staff and families. This personalized approach allows for a deeper understanding of students' strengths, areas for improvement, learning goals, and interests, ultimately strengthening the bond between home and school.
Moreover, the school is committed to providing opportunities for family involvement in school activities and decision-
making processes. By actively engaging families in school events, extracurricular activities, and parent-teacher conferences, the school seeks to create a sense of belonging and ownership within the school community.
Additionally, involving families in decision-making processes allows them to contribute valuable insights and
perspectives, fostering a collaborative approach to student education and well-being.
Furthermore, the school recognizes the importance of strengthening collaboration between the home and school environments to support student success. By fostering a culture of partnership and collaboration, the school aims to create a supportive ecosystem where students feel valued, supported, and empowered to reach their full potential.
Through joint efforts between school staff and families, the school seeks to create a nurturing and inclusive educational environment that fosters student growth and achievement.
In summary, the school's focus areas for improvement in building relationships between school staff and families revolve around enhancing communication channels, fostering personalized interactions, promoting family involvement, and strengthening collaboration between the home and school environments. By prioritizing these key areas, the school aims to create a supportive and inclusive educational community where every student has the opportunity to thrive.	Based on the analysis of educational partner input and local data, the school acknowledges the need to enhance engagement with underrepresented families as part of building relationships between school staff and families. In response to the self-reflection process, the school has devised strategic measures to bolster support for underrepresented families, particularly focusing on technology, communication, access to instruction, and social-emotional learning.
To address the specific needs of underrepresented families, the school has implemented a range of initiatives to broaden support. This includes offering virtual English language development classes to facilitate language acquisition and communication for non-native English speakers. Additionally, the school provides interpretive services and translation of documents to ensure information accessibility for families with diverse linguistic backgrounds.
In light of the digital divide, the school ensures equitable access to technology by furnishing internet hotspots at no cost to underrepresented families. This initiative aims to bridge the gap in digital access and facilitate participation in remote learning opportunities. Furthermore, the school grants access to educational resources for free through its lending library, enabling underrepresented families to access supplementary learning materials and support their child's academic growth.
Moreover, the school prioritizes social-emotional learning (SEL) to support the holistic development of underrepresented students and their families. By integrating SEL components into the curriculum and support services, the school aims to nurture emotional resilience, interpersonal skills, and a sense of belonging among underrepresented families.
In summary, the school's endeavors to enhance engagement with underrepresented families encompass a range of initiatives focused on technology access, communication, instructional support, and social-emotional learning.
Through these efforts, the school aims to forge stronger connections between school staff and underrepresented families, fostering equity, inclusion, and academic success for all students.	Partnerships are the cornerstone of our educational philosophy. At our school, we believe that working
collaboratively with parents is essential to student success. Every decision made on behalf of the student is a result
of thoughtful collaboration between educators and parents. This collaborative effort occurs during various meetings,
including learning period meetings, Individualized Education Program (IEP) meetings, Student Success Team (SST)
meetings, and parent/teacher/admin conferences.
Our dedicated team of independent study teachers plays a pivotal role in this collaborative process. They work
closely with parents or learning coaches to develop an Educational Plan that is not only aligned with academic
standards but also customized to meet the unique learning needs and goals of each student. This personalized
approach ensures that every student receives the support and resources they need to thrive academically.
Through these collaborative efforts, we strive to create a supportive and inclusive learning environment where parents are valued partners in their child's education. By working together, we can effectively address the individual needs of each student and empower them to reach their full potential.	Our primary objective is to ensure that effective teaching takes place both in the home environment and within our virtual settings, all in alignment with research-based best practices and educational standards. To support this goal, we offer various opportunities for parent education, including workshops and informational sessions. Additionally, we provide professional development opportunities for our teachers, specifically focused on enhancing their teaching and learning practices.	To improve engagement of underrepresented families we have worked to hire highly qualified teachers living in the communities of the students they serve, as well as paraprofessional support. We are also planning events and engagement opportunities throughout the counties where our students reside so all have access to our school staff and resources.	Based on the analysis of educational partner input and local data, the LEA demonstrates notable strengths and progress in seeking input for decision-making. Last school year, the LEA developed a Parent Advisory Committee, continuing to support the English Language Advisory Committee. Additionally, the LEA conducts surveys for both staff and families multiple times a year to gather feedback on the school's success in meeting student needs and achieving its mission and vision. These initiatives reflect a proactive approach to engaging educational partners and incorporating their input into decision-making processes, highlighting the LEA's commitment to collaborative decision-making and continuous improvement.	Based on the analysis of educational partner input and local data, the LEA's focus areas for improvement in seeking
input for decision-making include enhancing parent involvement and expanding the Parent Advisory Committee. This
year, efforts have been made to increase support from parents by nominating additional members and
communicating opportunities to be part of the decision-making process to the school community. The goal is to
further grow parent involvement and address their requests and concerns, demonstrating the LEA's commitment to
listening to families and valuing their feedback.	Based on the analysis of educational partner input and local data, the LEA is committed to improving the engagement of underrepresented families in decision-making processes. To achieve this, the school has implemented several initiatives. Firstly, the school initiated a New Student Onboarding process, which includes personalized phone calls, newsletters, and orientations. These efforts ensure that all families, including underrepresented ones, have access to opportunities to ask questions and receive support. Additionally, the school has designated a foster and homeless youth liaison who provides free resources, social-emotional learning (SEL) support, and access to the student's curriculum, thereby addressing the unique needs of these vulnerable populations. Furthermore, the English Language Development (ELD) coordinator ensures that all students are actively engaged in ELD education, and teachers are equipped with research-based instructional strategies to
support diverse learners effectively. These initiatives demonstrate the LEA's commitment to fostering inclusivity and
ensuring that the voices of underrepresented families are heard and valued in the decision-making process.	5	5	5	4	5	5	5	5	5	4	4	4	Met		2024-06-18	2024
54718290000000	Buena Vista Elementary	3	Buena Vista Educational Partners include the  parents of English Learners, socio-economically disadvantaged families and parents of students with disabilities.  Through the input of our education partners we have learned that we need more diverse methods of delivering information.  Through improved communication methods we are able to increase participation and parent education and we work at creating a family atmosphere that is warm and welcoming.  Parens overwhelmingly feel that their children are safe, well cared for and are growing academically and socially.	Buena Vista will continue to focus on academic growth in math and English Language Arts.  Social-emotional health and well-being is also a concern that we continue to work with students and their families to grow a common language of needs and expectations for our students.	Buena Vista will continue to work on communication skills and responding to the needs of our families.  Holding parent meetings at a variety of times to meet the needs of working parents and providing translations services are key components to meeting the needs of our underrepresented families.	One of Buena Vista's strengths is the relationships that have been developed with the families.  We continue to work at improving communication and providing information to families regarding opportunities to participate in their children's education.  We also encourage parents to express what they need. We will continue to build these partnerships.	The focus of the last two years has been to improve communication using a variety of methods to reach the most families in a positive way.  This keeps parents informed of school events and their children's progress.  We are working together to increase student progress.	Underrepresented families at Buena Vista are the English Learners, Socio-economically disadvantaged and families of students with disabilities. These groups are the focus of our communication and working to find comfortable opportunities for them to participate.	Buena Vista's strength is getting the message out to our partners.  By using a variety of communication methods 98 percent of families receive the information that comes from the school.	While Buena Vista familes will help with student events, many familes are hesitant to participate in advisory groups.  They much prefer less formal and more relaxed settings to talk and share information. We need to do a better job of convincing parents that these groups and their input is an important part of the the work we do and for their children's education.	In order to increase educational partner input, Buena Vista will hold more informal partner meetings in order to continue to share and recruit members of the important decision making groups.	5	5	4	5	4	4	5	4	4	4	5	4	Met		2024-06-20	2024
54718370000000	Burton Elementary	3	An area the district continues to see progress on is in the communication between parents and staff in regards to student outcomes. This information is shared more frequently not only at the district level but at the site and classroom level as well. This has increased the level of awareness and overall knowledge of parents in regards to student outcomes. The school sites continue to have welcoming environments and families enjoy attending school fundraiser events, award assemblies, and student performances.	Based on the analysis of educational partner input and local data, the district has identified key focus areas for improvement in building stronger relationships between school staff and families. These focus areas aim to foster trust, communication, and collaboration, which are essential for supporting student success and well-being. The district will continue to conduct regular informational meetings and webinars to keep families informed about school policies, curriculum changes, and upcoming activities, continue the district mentorship program where experienced staff can share best practices and provide support to new teachers in building positive family relationships, and continue providing organize school events, parent conferences, open houses, and family nights that celebrate cultural diversity and provide opportunities for families to connect with staff in a relaxed setting.	Based on the analysis of educational partner input and local data, the LEA has identified key strategies to improve engagement with underrepresented families in our community. The self-reflection process highlighted the need for more inclusive communication practices and opportunities for meaningful interaction between school staff and families. To address this, the district will continue to provide bilingual Community liaisons and staff who will act as a bridge between the school and non-English-speaking families. These liaisons and bilingual staff will help translate important school communications, facilitate meetings, and provide support to families navigating the school system, continue to ensure that parent-teacher conferences are accessible to all families by offering flexible scheduling, translation services, and transportation assistance if needed, and continue to provide regular feedback mechanisms, such as surveys and focus groups, to gather input from underrepresented families about their experiences and needs. This feedback will be used to continuously improve family engagement practices and ensure that the voices of all families are heard and valued. By continuing to implement these strategies, the district aims to create a more inclusive and supportive environment that fosters strong relationships between school staff and families, ultimately leading to improved student outcomes.	A significant strength based upon conversations during district meetings is the relationships built between the school staff and parents. Based on the Parent Survey parents feel respected and state that the schools provide safe, clean and welcoming environment .	In response to valuable feedback from our educational partners and a thorough analysis of local data, the district has identified key areas for improvement in building partnerships to enhance student outcomes. Our focus is on fostering stronger collaboration between families, educators, and the community to support the academic and personal growth of our students. The district will continue to offer the following: workshops on topics such as understanding academic expectations, promoting positive study habits, and using educational technology tools. Providing resources and training on social-emotional learning to help parents support their children's mental and emotional well-being. Organizing family nights that combine fun activities with educational content to strengthen family bonds and reinforce learning at home.	After analyzing feedback from our educational partners and reviewing local data, the district has identified the need to improve engagement with underrepresented families. These families, identified during our self-reflection process, are crucial partners in our efforts to build stronger student outcomes. This district will continue to take these specific steps  to enhance the engagement of these families: continue implementing multilingual communication tools, including newsletters, school websites, and automated messaging systems, to reach families in their preferred language. continue to use the establish Community liaison team to conduct home visits and follow-up calls, ensuring families are informed and engaged, and use social media  to share information and updates in a more accessible and informal manner. The district is committed to improving engagement with underrepresented families as a key component of building partnerships for student outcomes.	A progress and strength of this area for the district is ensuring that all district and school site parent committees provide opportunities for parents to share their inout and fulfill their roles and responsibilities.  The district has worked over the last several years to ensure that the DAC, DELAC, SSCs and ELACs are fully complete and hold all the required meetings. Parents have approved and provided feedback on the following: the School Accountability Report Card (SARC), Comprehensive School Safety Plans, the School Plan for Student Achievement, Federal Programs (CON APP), District Parent Survey, and during the LCAP meetings.	Based on the analysis of educational partner input and local data, the LEA’s focus area(s) for improvement in Seeking Input for Decision-Making the district will continue to invite parents to district wide & school site parent committees. The parents that attended the LCAP meetings stated that the LCAP meetings were informative, productive and a great way to connect with our families and leaders. 
	Based on the analysis of educational partner input and local data, the LEA has identified several strategies to improve the engagement of underrepresented families in decision-making processes. The self-reflection process highlighted the need for more inclusive and accessible avenues for these families to share their perspectives and influence decisions that impact their children’s education. To address this, the district will continue targeted outreach strategies that includes personalized invitations to meetings and translated communications, continue to utilize a variety of feedback channels to gather input from underrepresented families, including surveys and focus groups available in multiple languages and formats to accommodate different preferences and ensure broad participation, and will partner with local community organizations that have established relationships with underrepresented families. These partnerships will help bridge the gap between the school and the community, facilitating more effective engagement and input gathering. By implementing these strategies, the district will continue to provide a more inclusive and responsive decision-making process that actively seeks and values the input of underrepresented families.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-17	2024
54718370109009	Summit Charter Academy	3	An area the district continues to see progress on is in the communication between parents and staff in regards to student outcomes. This information is shared more frequently not only at the district level but at the site and
classroom level as well. This has increased the level of awareness and overall knowledge of parents in regards to student outcomes. The school sites continue to have welcoming environments and families enjoy attending school fundraiser events, award assemblies, and student performances.	Based on the analysis of educational partner input and local data, the district has identified key focus areas for improvement in building stronger relationships between school staff and families. These focus areas aim to foster
trust, communication, and collaboration, which are essential for supporting student success and well-being. The district will continue to conduct regular informational meetings and webinars to keep families informed about school
policies, curriculum changes, and upcoming activities, continue the district mentorship program where experienced staff can share best practices and provide support to new teachers in building positive family relationships, and continue providing organize school events, parent conferences, open houses, and family nights that celebrate cultural diversity and provide opportunities for families to connect with staff in a relaxed setting.	Based on the analysis of educational partner input and local data, the LEA has identified key strategies to improve engagement with underrepresented families in our community. The self-reflection process highlighted the need for more inclusive communication practices and opportunities for meaningful interaction between school staff and families. To address this, the district will continue to provide bilingual Community liaisons and staff who will act as a bridge between the school and non-English-speaking families. These liaisons and bilingual staff will help translate important school communications, facilitate meetings, and provide support to families navigating the school system, continue to ensure that parent-teacher conferences are accessible to all families by offering flexible scheduling, translation services, and transportation assistance if needed, and continue to provide regular feedback mechanisms, such as surveys and focus groups, to gather input from underrepresented families about their experiences and needs. This feedback will be used to continuously improve family engagement practices and ensure that the voices of all families are heard and valued. By continuing to implement these strategies, the district aims to create a more inclusive and supportive environment that fosters strong relationships between school staff and families, ultimately leading to improved student outcomes.	A significant strength based upon conversations during district meetings is the relationships built between the school staff and parents. Based on the Parent Survey parents feel respected and state that the schools provide safe, clean
and welcoming environment.	In response to valuable feedback from our educational partners and a thorough analysis of local data, the district has identified key areas for improvement in building partnerships to enhance student outcomes. Our focus is on fostering stronger collaboration between families, educators, and the community to support the academic and personal growth of our students. The district will continue to offer the following: workshops on topics such as understanding academic expectations, promoting positive study habits, and using educational technology tools. Providing resources and training on social-emotional learning to help parents support their children's mental and emotional well-being. Organizing family nights that combine fun activities with educational content to strengthen family bonds and reinforce learning at home.	After analyzing feedback from our educational partners and reviewing local data, the district has identified the need to improve engagement with underrepresented families. These families, identified during our self-reflection process, are crucial partners in our efforts to build stronger student outcomes. This district will continue to take these specific steps to enhance the engagement of these families: continue implementing multilingual communication tools, including newsletters, school websites, and automated messaging systems, to reach families in their preferred language. continue to use the establish Community liaison team to conduct home visits and follow-up calls, ensuring families are informed and engaged, and use social media to share information and updates in a more accessible and informal manner. The district is committed to improving engagement with underrepresented families as a key component of building partnerships for student outcomes.	A progress and strength of this area for the district is ensuring that all district and school site parent committees provide opportunities for parents to share their inout and fulfill their roles and responsibilities. The district has worked over the last several years to ensure that the DAC, DELAC, SSCs and ELACs are fully complete and hold all the required meetings. Parents have approved and provided feedback on the following: the School Accountability Report Card (SARC), Comprehensive School Safety Plans, the School Plan for Student Achievement, Federal Program (CON APP), District Parent Survey, and during the LCAP meetings.	Based on the analysis of educational partner input and local data, the LEA’s focus area(s) for improvement in Seeking Input for Decision-Making the district will continue to invite parents to district wide & school site parent committees. The parents that attended the LCAP meetings stated that the LCAP meetings were informative, productive and a great way to connect with our families and leaders.	Based on the analysis of educational partner input and local data, the LEA has identified several strategies to improve the engagement of underrepresented families in decision-making processes. The self-reflection process highlighted the need for more inclusive and accessible avenues for these families to share their perspectives and influence decisions that impact their children’s education. To address this, the district will continue targeted outreach strategies that includes personalized invitations to meetings and translated communications, continue to utilize a variety of feedback channels to gather input from underrepresented families, including surveys and focus groups available in multiple languages and formats to accommodate different preferences and ensure broad participation, and will partner with local community organizations that have established relationships with underrepresented families. These partnerships will help bridge the gap between the school and the community, facilitating more effective engagement and input gathering. By implementing these strategies, the district will continue to provide a more inclusive and responsive decision-making process that actively seeks and values the input of underrepresented families.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-17	2024
54718520000000	Columbine Elementary	3	Open House attendance was stellar with good participation in our cake auction.  Many families participated in our taco truck dinner.  School site council participation has been good all year.  We had about 15 participants per meeting.  Volunteers numbered 108 different individuals.  Many of them volunteered more than once.  Parents and family members are attending student activities.  Examples are sports, academic assemblies, student activities such as 5th grade SCICON and Poetry and Prose, Condor Hockey game, Back to School Night, and Open House.  Parent Conferences in the Fall connected with all of our families.	Columbine will continue to get more parent input and participation in our annual parent training activity.	Mr. Jones and staff will continue to contact these families and welcome them to attend activities and or receive their input.  Examples are One Call Now, telephone, letters sent home, and home visits.  When necessary, a language other than English will be used.	Our monthly Parent Institute letters provide valuable information for our families.  Our Parent / Teacher conferences build a solid understanding of teacher expectations for students and strengthen our relationships with our parents.  All families had a conference this year.	To continue to be patient and don't quit on our several reluctant families that shy away from interaction.  We are seeing some growth, but more would benefit their children.	Columbine will continue to contact underrepresented families in a variety of ways. Examples are One Call Now, Parent Institute letters, telephone, and home visits.  The latter is showing some dividends.	Columbine uses its School Site Council / Safety Committee and Board Meetings to seek input in our decision making.  Both groups are functioning well with positive environments.  Teachers and parents meet to discuss and plan activities and events - especially for 8th grade trips.	Columbine will continue One Call Now reminder before our School Site Council / Safety meetings.	Columbine will continue a One Call Now second notification prior to School Site Council meetings for parents and other interested individuals.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-13	2024
54718600000000	Cutler-Orosi Joint Unified	3	The District has made significant strides in building strong relationships between school staff and families. This
progress is informed by educational partner input and local data, which highlight the importance of family
engagement in enhancing student success. Our current strengths and progress in this area are a testament to our
commitment to creating a supportive and inclusive educational environment.
Comprehensive Communication Strategies: The District has implemented robust communication channels to keep families informed and engaged. This includes multilingual newsletters, regular updates via email and social media, and a user-friendly website. Parent Education Programs:
• The District offers a variety of parent education programs designed to empower families with the knowledge
and skills needed to support their children's learning. Workshops and seminars cover topics such as
academic standards, effective homework strategies, and social-emotional learning. These programs are
well-attended and highly valued by our parent community.
Family Engagement Events:
• The District hosts numerous family engagement events throughout the year, including back-to-school
nights, parent-teacher conferences, and cultural celebrations. These events provide opportunities for
families to connect with school staff, learn about their children's progress, and build a sense of community.
Dedicated Family Advocates and Coordinators:
• Our family Advocates and Coordinators play a crucial role in bridging the gap between home and school.
They work closely with families to address concerns, provide resources, and facilitate communication with
teachers and administrators. This personalized support is particularly beneficial for families of English
Learners and students with disabilities. Through analysis we have shown:
Increased Family Participation:
• Data shows a significant increase in family participation in school events and parent education programs.
This rise in engagement reflects the success of our communication and outreach efforts, as well as the
trust families have in the school staff.
Improved Student Outcomes:
• Research indicates a strong correlation between family engagement and student success. Our efforts to
build relationships with families have contributed to improved student attendance, higher academic
achievement, and enhanced social-emotional well-being.
Enhanced Support for Unduplicated Pupils:
• By focusing on the specific needs of unduplicated pupils (Low-Income students, English Learners, Foster
Youth, and students with disabilities), we have tailored our family engagement strategies to provide
targeted support. This has led to better educational outcomes for these student groups.
Feedback and Continuous Improvement:
• Regular surveys and feedback mechanisms allow us to gather input from families on the effectiveness of
our engagement strategies. 
	Based on the analysis of educational partner input and local data, the Cutler-Orosi Joint Unified School District has
identified the following focus area(s) for improvement in building relationships between school staff and families:
Enhanced Two-Way Communication:
• Implement regular surveys and feedback mechanisms to gather input from families on school programs,
policies, and their children's needs.
• Establish parent focus groups to provide ongoing input and dialogue with school leadership.
• Train staff on effective communication strategies to ensure they are approachable and responsive to family
concerns and suggestions.
Targeted Support for Underrepresented Families:
• Increase the number of bilingual family liaisons to support non-English-speaking families.
• Develop outreach programs specifically tailored to the needs of Foster Youth and their caregivers.
• Provide additional resources and workshops for parents of students with disabilities to better understand
and navigate the support services available to them.
Increase Accessibility and Inclusivity:
• Offer flexible meeting times for parent-teacher conferences and school events, including evening and
weekend options.
• Provide virtual participation options for meetings and events to accommodate families who may have
transportation or time constraints.
• Ensure that all communications, including newsletters and school updates, are available in multiple
languages and accessible formats.
Strengthening Parent Education Programs:
• Develop a comprehensive parent education curriculum that includes topics such as academic standards,
mental health support, technology use, and college/career readiness.
• Partner with community organizations to offer a wider range of workshops and resources.
• Create online resources for parents who are unable to attend in-person events.
Building Trust and Cultural Competence:
• Provide professional development for school staff on cultural competence and implicit bias to better
understand and respect the diverse backgrounds of students and their families.
• Foster a school culture that celebrates diversity and inclusivity through multicultural events and activities.
• Encourage staff to build personal connections with families, understanding their unique contexts and
strengths.
By focusing on these key areas for improvement, the District aims to build even stronger relationships between
school staff and families. Enhanced two-way communication, targeted support for underrepresented families,
increased accessibility and inclusivity, strengthened parent education programs, and a focus on trust and cultural
competence will collectively contribute to a more engaged and supportive school community. These efforts will help
ensure that all families feel valued and empowered to support their children's education, leading to better educational
outcomes for all students.
	Building partnerships to support improvement in student outcomes is a priority for Cutler-Orosi Joint Unified School
District. The District has established routines and procedures for supporting families to understand and exercise their
legal rights and advocate for their student. All parents are invited to attend LCAP forums, School Site Councils
(SSC), English Language Advisory Committee (ELAC), District and site level parent advisory committees. At SSC
and ELAC meetings, parents are informed about Uniform Complaint Procedures (UCP) and educational partner
rights to file a complaint. The District has a Parent-Student Handbook which contains many district policies and
procedures including Uniform Complaint Procedures. The parent/guardian of every student is provided a copy. The
handbook is provided in English and Spanish to ensure parents understand. In addition, COJUSD’s Family
Education Center employs outreach aides who work with families who have been referred for assistance in
parenting, social- emotional counseling, or drug-alcohol counseling. The Family Education Center is a community
resource center for educational partners to drop-in and seek assistance with school or other personal matters.
Outreach aides support families in understanding and exercising their legal rights and advocating for their students.
Outreach aides serve as liaisons between schools and families to help ensure the families' concerns/needs are
addressed. In addition, Parent-Student Advocates and Educational Social Workers at all levels provide additional
support services to students who are academically below grade level or at-promise of not graduating. ParentStudent Advocates and Educational Social Workers serve as liaisons between teachers, parents, and students.
Parent-Student Advocates and Educational Social Workers support families in advocating for their students. The
District has created multi-tiered parent Academies for the elementary level that focus on: School Systems, Literacy
is King! and Strong Family-School Partnerships. For the secondary level, the multi-tiered Academies focus on:
School Systems, On the Road to College, and Strong Family-School Partnerships. The sessions in each academy
build upon specific skill sets at every tiered level, for example under School Systems, Digital Literacy sessions are
designed to build parent capacity in the use of educational technology and education learning platforms.
The District will continue to research professional learning opportunities and support for teachers and principals to
improve a school’s capacity to partner with families. Sites currently hold parent educational meetings, parent
conference/report card nights, Back to School Night, Open House, and other events; however not all families are
engaged or connected to school and/or district.	Based on the analysis of educational partner input and local data, Cutler-Orosi Joint Unified School District has
identified the following strengths and progress in seeking input for decision-making:
Collaborative Decision-Making Culture: The district has fostered a culture of collaboration and actively seeks input
from various educational partners including educators, parents/guardians, students, and community members. This
collaborative approach has enabled the district to consider multiple perspectives and make more informed decisions.
In addition, COJUSD has made significant progress in engaging educational partners in decision-making processes.
They have implemented mechanisms such as surveys, focus groups, town hall meetings, and advisory committees
to gather input and feedback. These efforts have allowed educational partners to feel heard and valued, contributing
to a more inclusive and participatory decision-making environment.
Data-Informed Decision-Making: The district emphasizes the use of data to inform decision-making processes. They
have implemented systems to collect and analyze relevant data, including academic performance data, student
feedback, and community demographic information. By incorporating data-driven insights, the district can make
evidence-based decisions that address the specific needs of students and the community.
Continuous Improvement: The district has shown a dedication to continuous improvement in seeking input for
decision-making. They regularly review and evaluate their processes, seeking feedback from educational partners on
the effectiveness of their engagement efforts. This commitment to ongoing reflection and adjustment helps ensure
that the district's decision-making practices evolve and align with the changing needs of the community.
	Based on recent educational partner input, the Cutler-Orosi Joint Unified School District (COJUSD) has recognized a
desire for more in-depth knowledge about local assessments, curriculum, and instructional strategies used to
improve and accelerate student learning. In response to this feedback, COJUSD has organized multiple community
forums dedicated to discussing these topics and sharing information about the local improvement cycles
implemented to ensure that all students reach or exceed grade-level expectations. Furthermore, COJUSD is actively
developing a comprehensive and balanced assessment plan. As part of this plan, the district is placing emphasis on
creating graphics and visual representations that are easily understandable by non-educators. These visual aids will
help the community gain a clearer understanding of the assessment plan and improvement cycle being implemented
in the district. By providing accessible and transparent information about local assessments, curriculum, and
instructional strategies, COJUSD aims to foster a stronger partnership between educators, parents, and the broader
community. This approach allows for increased collaboration and collective efforts to support student learning and
success in the district.	The Cutler-Orosi Joint Unified School District (COJUSD) is actively seeking participation from all parents, including
underrepresented families, in their engagement efforts. COJUSD has made strides in translating communications
and documents to ensure information is more accessible to their multilingual families.
To further improve engagement with underrepresented families, COJUSD is developing strategies that aim to be
inclusive and accommodating. These strategies may include extending personal invitations to encourage
participation, adjusting meeting times and locations to accommodate diverse schedules and transportation needs,
and utilizing virtual options to overcome barriers to attendance. By implementing these strategies, COJUSD seeks to create a more welcoming and inclusive environment that
values the voices and perspectives of underrepresented families. The district recognizes the importance of actively
engaging all families in decision-making processes and fostering partnerships to support student success and
outcomes.	COJUSD has implemented several strategies to assist families in understanding academic expectations. These
strategies include:
District Community Forums: CUSD organizes district community forums where various topics related to academics
and student achievement are addressed. These forums serve as platforms for parents to learn about academic
expectations, the district's instructional approach, and strategies to support their children's success.
Back-to-School Night and Parent-Teacher Conferences: During Back-to-School Night, families receive classroomspecific information to understand the academic expectations for their children. Individually, during parent-teacher
conferences, teachers provide personalized insights into their child's progress and ways parents can support their
academic growth.
LCAP Process and Advisory Committees: The Local Control and Accountability Plan (LCAP) process provides
multiple opportunities for parents/guardians to understand academic expectations. Through collaboration in the
LCAP process and participation in parent/guardian advisory committees, valuable information is shared on how best
to support families in maintaining high levels of involvement. Technology for Communication and Feedback: COJUSD utilizes technology to communicate information and seek
feedback from the community. District and school websites provide access to information and questionnaires related
to academic expectations.
These strategies collectively aim to empower families with a deeper understanding of academic expectations, the
instructional program, and ways to support their children's achievement. By fostering open communication and
collaboration, COJUSD strives to ensure that families are actively involved in their child's education and can
contribute positively to their academic journey.
	The district utilizes a variety of engagement tools to facilitate meaningful participation from families at both the school
and district levels. COJUSD recognizes the importance of evaluating the effectiveness of these engagement tools
and activities in order to continuously improve the design and implementation of future initiatives. This evaluation
process involves gathering feedback and insights from educational partners to gain a comprehensive understanding
of their experiences and perspectives. By actively seeking input and feedback from families and educational
partners, COJUSD aims to identify the strengths and areas for improvement in their engagement activities. This
evaluation process will inform the district's future strategies and allow them to make informed decisions regarding the
design and implementation of engagement initiatives. Ultimately, COJUSD's is working to enhance their engagement
efforts and ensure that educational partners have meaningful opportunities to provide input and actively participate in
shaping the district's policies and practices. By continuously evaluating and refining their engagement activities,
COJUSD aims to strengthen partnerships and create a more inclusive and collaborative educational community.	COJUSD is committed to ensuring that all families, regardless of their backgrounds or circumstances, receive
communications and invitations to participate in committees and forums. The district employs various communication
accommodations to facilitate inclusivity, such as translation services, interpreters, scheduling individual meetings at
convenient times, home visits, and more. These accommodations aim to overcome language barriers and other
challenges to ensure that all families can actively participate in the educational process. COJUSD also places a
strong emphasis on monitoring student attendance on a daily basis. This proactive approach allows the district to
identify and address attendance issues promptly. In particular, CUSD prioritizes timely communication with families
of migratory, foster, or homeless youth to minimize disruptions to their educational services. By maintaining close
communication and providing necessary support, the district seeks to ensure that these students receive the
educational opportunities they need. Through these initiatives, COJUSD demonstrates a commitment to equity,
inclusivity, and maintaining open lines of communication with all families. By addressing barriers and proactively
engaging families, the district strives to provide quality educational services to every student in the community.	4	5	4	5	4	5	4	5	4	4	4	4	Met		2024-06-20	2024
54718940000000	Ducor Union Elementary	3	We are a small school and have close contact with all 61 families in our district. Parents are quite comfortable with the data they receive.	We are working on developing a parent training component for the 24-25 school year so parents are better informed about the current education system.	The district works with parents of all backgrounds effectively. We have an open door policy and parents are active partners in the education process. Underrepresented parents have direct access to the school principal and superintendent, as well as the entire teaching staff.	The district has 61 families and we are able to maintain meaningful relationships as determined by the data presented. Parents are directly involved in the education of their students, and we welcome their participation.	We would like to increase the number of informal meetings so parents have a regular chance to meet and discuss district successes and needs.	We will continue to work on our SSC, DLAC, and informal parents meetings to help parents increase their engagement at the site level. Teachers look forward to seeing parents as active partners in the learning process.	We are able to meet with parents on a formal and informal basis. Teachers are completely accessible to parents, and meetings are frequent and productive. Parents are provided many opportunities to provide input through meetings, SSC, and they regularly attend Board meetings as well.	Parents are in need of additional information on how to understand the educational process here in Ducor. They are not inclined to participate and will defer to the school in almost all scenarios. However, through education, perhaps we can encourage them to be more active in their level of participation at the school.	We are focusing on training this year as a means to involve parents and this is included as a priority in the LCAP. Hopefully, parents will take advantage of the Piqe trainings and participate. The more knowledge they acquire, the more powerful they will be as partners.	4	5	5	5	4	4	4	4	4	4	4	4	Met		2024-06-25	2024
54719020000000	Earlimart Elementary	3	Based on input from the California Healthy Kids Survey, issued to students, parents and staff members in 2024, a majority of students indicated feeling connected to the school (53% at the elementary schools and 40% at the middle school).	Based on input from the California Healthy Kids Survey, issued to parents, focus area(s) for the LEA are promoting parent involvement (53%), encouraging parents to be active partners at the school sites (54%) and actively seeking the input of parents (46%).	Earlimart School District will continue to survey parents after each school/district event to ensure engagement of underrepresented families.  Back to School, Open House, Family Nights, Parent Conferences, School Site Council and English Language Advisory Committee meetings will be used as opportunities to advertise ways parents can become involved.  In addition, Earlimart School District has utilized the F.A.C.E. Coordinator position to use Aeries Parent Square to effectively communicate with parents.  In addition, Earlimart School District has added a Family Resource Center (CRC #3), allowing parents to access community resources and parent classes (via Fresno State).	Earlimart School District has recently adopted new English Language Arts and Mathematics curriculum.  Professional development will be ongoing to ensure staff members know how to utilize the products.  Instructional Coaches have also constructed Pacing Guides which align with the Common Core State Standards, ensuring material is taught districtwide.  Teachers will work with Tulare County Office of Education to receive supplemental assistance in Math and English Language Development training.  In addition, Earlimart School District will continue it's partnership with Nancy Akhavan Consulting, Inc., to offer pedagogical assistance to teachers and administrators.	An emphasis on English Learner performance will be a focus during the 2024-2025 school year.  Earlimart School District will continue to work on improving outcomes for this subgroup by partnering with Tulare County Office of Education.  In addition, teachers will continue to receive training in pedagogy and lesson delivery during the 2024-2025 school year, with Nancy Akhavan Consulting, Inc.	Earlimart School District will continue to work with school sites to ensure each school is a welcoming and safe environment for all students, families and staff.  Our goal is that our schools are perceived as places where all families are welcomed and valued.  

We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning.	School sites meet with their staff and parent groups, and the district meets with groups such as the District English Learner Advisory Committee.  Discussions are focused on student achievement and meetings often resemble professional learning communities to ensure desired outcomes.	Earlimart School District will continue to strive to be more authentic and intentional when fostering a welcoming, inclusive environment where families see reflections of themselves.  As a district, we will champion relationship building through collaboration and communication.  We will work toward being more culturally responsive and be mindful of deep rooted cultural values.	Earlimart School District is committed to establishing a true partnership with all facets of the school community.  We value feedback and input.  Parents continue to make positive differences in the lives of the children we all support.  Earlimart School District is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program.  Partnerships with Fresno State University for parent classes and Tulare-Joint Union High School District for Adult ESL classes are offered to parents. In addition, our school sites will continue to seek engagement at School Site Council and English Language Advisory Committee meetings, including feedback from the District English Learner Advisory Committee.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
54719440000000	Hope Elementary	3	The district has a strong certificated staff leadership team works together to plan for and calendar learning and experiential activities, to discuss and plan for activities to improve parent, student, and community engagement, and to develop strategies for building students’ learning capacity, motivation, and engagement in the school experience.
These events are teacher run events which strengthens family connection to the school.	Focus areas for sustained improvement include professional learning and support to teachers and administration to continuously improve our capacity to partner with families as well as providing families with information and resources to support student learning and development in the home.	Through additional communication efforts, the district leadership team intends to foster engagement and inclusion with the small percentage of families that do not typically attend involvement activities by personally reaching out and inviting the families to the events.	Strengths include administrative support for certificated staff. Parents report that Hope School provides a safe and welcoming environment for family engagement, with multiple opportunities for two-way meaningful communication between the school and parents of all student groups. Much progress has been made to support teachers in communicating with parents and understanding each family’s strengths, cultures, languages, and goals for their
children. An added measure based on partner feedback in a recent survey is to create a survey at the start of the year for parents to fill out their preferred method of communication with their child's teacher (in person when necessary, ParentSquare, email, or phone).	A focus area of improvement will continue to be increasing successful practices in teacher and staff understanding of each family’s strengths, cultures, languages, and goals for their children, especially of families of underrepresented children.	Through additional communication efforts and personal invitations to the families, the district leadership team hopes to foster engagement and inclusion with families that do not typically attend involvement activities.	A strength in the area of family engagement in decision-making is that we have had very strong parent engagement in the LCAP development and evaluation process and at our Board meetings. Parent recommendations, concerns, and findings have been successfully implemented in our LCAP. Two examples are campus and classroom environment improvements and protection of small class sizes in the primary grades. We plan to use this engagement as a model for parents and staff in other decision-making processes in the school and district. Progress has been made in all areas of decision-making.	The district will continue to recruit, train and facilitate active regular participation by all families in decision-making opportunities.	The district will continue to recruit, train and facilitate active participation by underrepresented parents in formal decision-making committees of School Site Council and English Learner Advisory.	5	5	5	5	4	4	4	4	5	5	5	5	Met		2024-06-12	2024
54719510000000	Hot Springs Elementary	3	Since Hot Springs Elementary School District is a one school, Necessary Small School, with only 8 families and 17 students, it has been much easier to build relationships with families and keep consistent and strong contacts with staff and families. Also having family nights where all families attend helps make staff and families comfortable communicating.	Partners wanted to add an additional family night to those already happening and to focus on curriculum areas.	Since we are so small, and everyone lives in the small mountain community, partners wanted to keep improving by adding an additional family night and an additional long day trip that students and families could experience together.
	Staff and parents communicate on a regular basis through in person meetings, phone calls, instant messaging and texts. Every family has person contact information for all staff so they can contact them at any time. Since we have no bus, parents bring the students to school and pick them up. Staff are there to greet students and parents on a daily basis, so it is very easy to communicate, discuss student issues or set up an appointment to visit and discuss.	The staff and partners want to continue to keep the options we are currently using and ensure that communication stays ongoing. Family nights and activities such as field trip for all students and parents will continue to be a focus.	Since Hot Springs Elementary has only 17 students enrolled it is easy to include all students. Based on partner input this was felt as being effective and there was a desire to continue.	There are only 8 families, two teachers and one administrator in the entire district. Through in person meetings, annual surveys, and electronic communication the involvement of all groups has been and will continue to be strong and frequent.	Add an additional family night and use all family nights to receive input. This along with regular in person parent, staff, community meetings will continue to be focus areas.	All groups of students (only 17 students enrolled at the end of the school year) will improve engagement by adding an additional family night and use all family nights to receive input. This along with regular in person parent, staff, community meetings will continue to be focus areas.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-13	2024
54719690000000	Kings River Union Elementary	3	Kings River Union Elementary (KRUE) prides itself in building trusting relationships between school staff and families.  KRUE continues to seek input from parents/families by asking them to participate in several surveys.  Two separate annual surveys are sent to determine parent satisfaction and engagement with our school.  The first survey is sent to every family in our TK-8th grade single-school site district.  This survey, the California Healthy Kids Survey (for parents/families), is not only sent digitally but also, each family receives a hard copy of the survey in their home language.  KRUE found that we receive more responses by providing optional means of participating.  KRUE seeks additional information by sending our annual survey seeking input/feedback on programs and services offered, additional supports/services they believe their children are needing, satisfaction with our school and additional items of interest.  The survey respondents continue to be overwhelmingly satisfied with KRUE.  The California Healthy Kids Survey is administered to all students (with parent/guardian permission) in grades 5 and 7.  The survey results indicate that 78% of fifth-grade students feel safe at school while 55% of seventh-grade students feel the same.  These survey results are concerning to KRUE and to increase information around safety measures at KRUE, a newsletter will be shared with families/students during the 2024-2025 school year.  Overall, the survey data indicates that KRUESD connects with parents and that parents continue to feel appreciated by the teachers and the staff.  KRUESD hosted multiple community events during the 2023-2024 school year where more than 100 families attended in to participate in community building activities.  Events included a Family Literacy Night and movie night.  KRUE intends on increasing such events in response to educational partner feedback that indicates that parents/students would like more on-campus events during the after-school hours.  One area of improvement in LCFF Priority 3 was the implementation of a 2-way family/teacher communication tool.  KRUE implemented an app that allows parents/families to communicate with teachers as needed.  This app was implemented schoolwide and is the expected means of communication.  KRUE has also focused on updating the website often in response to student feedback that they would like information in a more timely manner.  KRUE believes communication with families is essential an all communication home (phone calls, text messages, notes, flyers) is in English and in Spanish, the two dominate languages within the district.	The annual survey method was selected because it has been successful in getting feedback from parents and the survey data has been utilized each spring during the cyclical Local Control Accountability Plan (LCAP) review to determine if actions need to be added, revised, or removed from the LCAP. Goal 3 in the 2023-2024 KRUESD LCAP was directly tied to parental engagement; KRUESD will improve support for all students and families by providing opportunities for increased parental participation, program decision making, and learning opportunities. Because of the importance of building and maintaing positive, trusting relationships between the school and families, KRUE will keep this goal in the 2024-2025 LCAP as Goal 4.	Due to the limitations of the surveys KRUESD has been implementing, it has been determined that newly created surveys will be administered to expanded grade levels in addition to specifically seeking input from underrepresented families.  Educational partner feedback indicated that KRUE needs to improve communication and knowledge for parents of English Learners.  Parents would like further information on how to support their child(ren) and increased communication on how their child(ren) is/are performing between progress/report cards.  Through additional communication and outreach, the district expects more families will get involved with school-sponsored events.	Kings River Union Elementary School District is and has always been committed to fostering and strengthening our school and family partnership to foster a positive school environment and improved student achievement. KRUESD recognized that parents need to have more up-to-date information regarding their students’ grades and performance on state tests. KRUESD realizes that this is still an area of need.  Educational partner feedback revealed that although KRUESD has increased professional learning and support to teachers in improving family partnerships, parents are requesting further support.  There are additional parent-teacher conferences for those students who are at risk of not being able to participate in 8th Grade Promotion.  During these meetings, a concerted effort to get parents engaged in helping their students meet the demands of school so that they will participate is made. In addition, we put in place the necessary system changes so that students had access to their test and grades through the SIS Student Portal, and parents continue to have access to their student’s information through the Parent Portal. These improvements have helped teachers, parents, and students communicate in a timelier manner and allow parents the access to necessary information, empowering them to help their students succeed.  Also implemented during the 2023-2024 school year was an app that allowed teachers and families to communicate as needed.  

The KRUESD English Learner Committee and the School Site Council provide an important avenue for parent and school collaboration and problem solving. However, KRUESD is a rural district and we also partner with local community groups in London and the surrounding area so that we can communicate our goals and get input into the needs of our committee. In light of this desire to communicate our goals and to seek input about our students’ education needs, KRUESD develops and mails out a newsletter three times per year to connect the community to our work at Kings River Union Elementary School.	We would like to continue expanding the number of parents actively involved in school activities and planning of events.	Through additional communication and outreach, the district hopes more families will get involved with school sponsored events.	Kings River Union Elementary School District continues to engage families in decision making and to encourage participation on advisory groups. KRUESD has two essential advisory bodies that are comprised of parents and school personnel. The School Site Council/Parent Advisory Committee and the English Learner Advisory Committee/District English Learner Advisory Committee are important avenues for collaboration and planning for our district. The district annually provides training to all members, especially parents, who serve on these bodies to understand the role of the committee and in how to advocate for their students’ needs. Kings River Union Elementary School District also leverages partnerships with local community entities so that we can seek input into decision making through community collaboratives. Kings River Union has long standing relationships and seeks input from several local community groups; including Citizens for a Better London, London Community Aid Program, Save the Children, London Preschool, Hodges Community Center (Proteus), Kingsburg Rotary, and Kingsburg Community Education Foundation. Administration and other staff members regularly attend meetings and events with these community partners and seek their input on school-wide initiatives and programs. Kings River Union also employs school social workers and an academic counselor to work directly with parents to empower and train them to be active participants in the educational process.	KRUESD will continue to reach out to families for input through school sponsored events, parent-teacher conferences, and on-site conversations.	Through additional communication and outreach, the district hopes more families will get involved with decision making opportunities.	4	4	4	4	4	3	4	3	4	4	5	4	Met		2024-06-24	2024
54719850000000	Liberty Elementary	3	The district continues to expand upon its success in building relationships between school staff and families. The district's 2023-2024 annual LCAP Parent Survey indicates that parents are satisfied with the communication and support they receive from their child's school. 
94.3% of parents feel the school communicates effectively with parents by newsletters, phone messages, Parent Square posts, flyers, and meetings. 
94.2% of parents feel that the school makes it easy for families to communicate with teachers. 
88.5% of parents feel that teachers communicate effectively with them and their child(ren). 
90.4% of parents believe that the school provides sufficient opportunities for parents to volunteer. 

LESD staff appreciate high levels of educational partner involvement. School and district office staff contribute to warm, welcoming environments dedicated to providing exceptional customer service to all educational partners. High levels of attendance at teacher conferences, stakeholder meetings, school and district events, as well as high numbers of parents/guardians returning from COVID to volunteer for school events provide evidence of the effectiveness in this area.	LESD is committed to continuing to improve relationships between school staff and families in order to ensure all families are connected to school communication tools. A focus area is streamlining and communicating expectations for staff regarding timely communication and the format of communication with families regarding educational progress of students, specifically when there is a concern about student well-being and/or inadequate progress. In 2023-2024, the district continued to implement the parent/family communication tool - Parent Square. The district will continue to provide families and staff information and training in the use of this application. 
The district provide parents with access to their child's attendance and grades through the student information system - Aeries. The district will work to expand Aeries access through the implementation of the Aeries App.	LESD is committed to improving strategies and structures that will result in increased engagement of underrepresented families. The district is engaging a variety of educational and community partners through LCAP Advisory Committee meetings to garner input from families related to school improvement, as well as extended intentional invitations to underrepresented families to be members of various district committees related to MTSS. LESD will continue to engage with and build relationships with individual families and provide necessary, personalized supports that will foster strong relationships between school staff and underrepresented families.	LESD provides assistance to our families in understanding academic expectations through several strategies. These include regular parent community meetings, and parent advisory committee meetings. These meetings address various topics to help parents in understanding state academic standards, and strategies for parents to support their children's achievement in school. Classroom-specific information is provided via Back-to-School night and individually during parent-teacher conferences. The LCAP process also provides many opportunities at the site and district level to assist parents/guardians with understanding expectations for their children. Additionally, collaboration through the LCAP
process and through numerous parent/guardian advisory committees provide valuable information regarding how to best support our families in continuing to be involved at high levels. Technology is also used to both communicate information and request feedback about LCAP goals from the community. Information and questionnaires are posted on the district website. Annual surveys for educational partners are given in the Spring. Requests for feedback and participation is sought through email and ParentSquare communication.	LESD is committed to continuing to improve relationships with school staff and families in order to ensure all families are connected to school communication tools. A focus area is
streamlining and communicating expectations for staff regarding timely communication and the format of communication with families about educational progress of students, specifically when there is a concern about student who begin to fall is falling behind. The district's parent committees (SSC/ELAC/LPTC) recommend there be an increase in transparency through communicating to parents a better understanding of what their child is expected to achieve in ELA and math. Parent and staff committees also recommend expanding parent training opportunities to include training that is targeted for our families of English Learners and other low achieving student subgroups.	Participation from all parents is solicited, including the engagement of underrepresented families. LESD has continued to translate communications and documents to make information more accessible to our multilingual families, event though LESD does not meet the 15% threshold to make this a requirement. LESD will continue to develop strategies to improve engagement of underrepresented families, including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual options.	Referring to LESD Board Policy and Administrative Regulation 6020, LESD recognizes that parents/guardians are their child's first and most influential teachers and that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment. LESD works with staff and parents/guardians to develop meaningful opportunities at all grade levels for  parents/guardians to be involved in district and school activities, advisory, decision-making, advocacy roles and activities to support learning at home. This is achieved through regularly scheduled SSC/ELAC, LCAP, PAC meetings, surveys and advisory committees where parent/guardian involvement policies are shared and jointly developed. LESD communicates with families on an annual basis regarding the LESD Parent Involvement Policy at the beginning of each school year. The policy is included in the LESD Student/Parent Handbook.	LESD increased the number of opportunities, using a variety of engagement tools, for educational partners to provide input. An area of focus is to evaluate what tools successfully engaged families at the school and district levels and what steps LESD can take to improve the design and implementation of engagement activities.	LESD ensures ALL families receive communications and invitations to participate on committees and in meetings, through communication accommodations, such as translation, interpreters, scheduling individual meetings at a convenient time for individual families, home visits, etc. LESD closely monitors student attendance on a daily basis and communicates with families in a timely manner, especially families of migratory, foster or homeless youth, in order to minimize disruptions to educational services. LESD has seen an increase in student absences as a result of the pandemic and will focus on improving efforts to communicate with and engage students and families.
	4	5	4	4	4	3	4	4	4	4	5	5	Met		2024-06-25	2024
54719930000000	Lindsay Unified	3	The District has auxiliary departments that provide direct community outreach and support, including Healthy Start and Migrant Education. The school sites have increased parent/community events that provide relevant learning experiences and opportunities for parents/families to receive support. All school sites are bringing together educational partners to create a new vision for the school site with input from all. The District has adopted board policy and district procedures to ensure all educational partners have access to information in their home language, should they need it, including when the home language doesn’t meet the percentage threshold to mandate translation/interpretation. The District is also beginning poverty training to better support families in need.	The District will work to provide training to staff focused on explicit strategies and techniques to build relationships with families, including an understanding of differing backgrounds (cultural, linguistic, geographical, and economic), increasing two-way communication, and building trust.	The District supports the full implementation and sustainability of family engagement and support through staff in the Student Services Department.	The school sites utilize phone/text/email systems to continuously inform families of learner progress and school events, as well as sending home print communications in Spanish and English. The District utilizes Empower to allow parents to check learner progress 24/7. Training on how to use the program is held on school sites throughout the year. Conferences are held three times a year to keep parents up to date and encourage their support in their child’s learning. It is mandatory that all parents are met with during the November conferences, and all parents of at-risk learners are met with during all conference windows.	Lindsay Unified will work to provide additional training to teachers and principals to improve their capacity to partner with families to develop active partners in their child’s education. The District will employ an additional Case Manager to support meeting family needs, and a Family Liaison to ensure clear communication and support of all families. Those trained in the poverty work will also provide outreach to families.	The District will offer a parent university. This will help parents engage with their children, support learners with academic content, as well as SEL practices. Participants will engage with their Learning Communities and other parents.	Currently, Lindsay Unified plans, designs, and implements a variety of family engagement opportunities. These include School Site Council meetings, ELAC, DAC, and DELAC meetings, LCAP Educational Partner meetings, and other work with local advocacy groups. The district will work to improve these opportunities by evaluating the effectiveness and level of parent participation. This year's LCAP engagement session had very low attendance and new methods will need to be sought to gain input. The District has also implemented a Parent Academy that will continue to be offered. The district will work to improve these opportunities by evaluating the effectiveness and level of parent participation. The District has also implemented a Parent Academy that will continue to be offered.	Lindsay Unified will continue work to improve district and site advisory groups to make them more meaningful and purposeful in order to address topics of interest to parents. Specific district staff have been connected with the advisory groups to begin this work.	The District will seek input from underrepresented families during specific meetings directed at their interests, including, but not limited to: DAC, DELAC, Migrant, Healthy Start Parenting Classes, and Parent University. Additional work will be done to seek the input of learners with disabilities as part of the IEP process.	4	4	4	4	3	4	5	2	4	4	4	4	Met		2024-06-24	2024
54719930124776	Loma Vista Charter	3	Loma Vista, in conjunction with LUSD, has auxiliary departments that provide direct community outreach and support, including Healthy Start and Migrant Education. Loma Vista has increased parent/community events that provide relevant learning experiences and opportunities for parents/families to receive support. They are bringing together educational partners to create a new vision for the school site with input from all. LUSD has adopted board policy and district procedures to ensure all educational partners have access to information in their home language, should they need it, including when the home language doesn’t meet the percentage threshold to mandate translation/interpretation.	Loma Vista, with LUSD, will work to provide training to staff focused on explicit strategies and techniques to build relationships with underrepresented families, including an understanding of differing backgrounds, increasing two-way communication, and building trust.	Loma Vista, with LUSD, supports the full implementation and sustainability of family engagement and support through staff in the Student Services Department.	Loma Vista utilizes phone/text/email systems to continuously inform families of learner progress and school events, as well as sending home print communications in Spanish and English. It utilizes Empower to allow parents to check learner progress 24/7. Training on how to use the program is held throughout the year. Conferences are held to keep parents up to date and encourage their support in their child’s learning. It is mandatory that all parents/guardians participate in meeting with administration and staff.	Loma Vista, with Lindsay Unified will work to provide additional training to teachers and principals to improve their capacity to partner with families to develop active partners in their child’s education. The District will employ an additional Case Manager to support meeting family needs, and a Family Liaison to ensure clear communication and support of all families. Those trained in the poverty work will also provide outreach to families.	Loma Vista, with LUSD, will offer a parent university. These will help parents engage with their children, support learners with academic content, as well as SEL practices. Participants will engage with their Learning Communities and other parents.	Currently, Loma Vista plans, designs, and implements a variety of family engagement opportunities. These include School Site Council meetings, ELAC and DELAC meetings, LCAP Educational Partner meetings, and other work with local advocacy groups. The district will work to improve these opportunities by evaluating the effectiveness and level of parent participation. Loma Vista, with LUSD, has also implemented a Parent Academy that will continue to be offered.	Loma Vista will continue to work to improve district and site advisory groups to make them more meaningful and purposeful in order to address topics of interest to parents. Specific district staff have been connected with the advisory groups to begin this work.	Loma Vista will seek input from underrepresented families during specific meetings directed at their interests, including, but not limited to: DAC, DELAC, Migrant, Healthy Start Parenting Classes, and Parent University. Additional work will be done to seek the input of learners with disabilities as part of the IEP process.	4	4	4	4	3	4	5	2	4	4	4	4	Met		2024-06-24	2024
54720090000000	Monson-Sultana Joint Union Elementary	3	The District has made great strides in this area. The District has employed new electronic tools to promote two way communication with families and it has emerged into a strength from what was a weakness. The District is attempting to engage families in different ways to increase involvement. We are using these new electronic tools that have been a strength for general communication to try and promote more involvement in other forums. Additionally, we will be teaming up with the Parent Institute for Quality Education (PIQE) to build capacity amongst parents on how to best support their children presently and into the future. Our wellness team (counselors and social worker) will continue to offer coffee and pan dulce workshops for parents. Each time a different topic will be discussed such as the importance of attendance, self-esteem, career exploration, etc.	Based on our LCAP Input survey, families would like more information about the SARB process as well as creating a rewards system for students that attend school regularly. They also want more information around Career Technical Education programs such as pathways and academies at the high school level. Overall, we continue to be a work in progress but are definitely making strong gains towards always having strong communication between school and home.	Monson-Sultana School has been known as a welcoming school campus for many generations. However, we have work to do with regards to increasing parental involvement as it relates to our underrepresented families.  This past year we brought back the Parent Institute for Quality Education (PIQE) to our campus. It's a nine week parent involvement program offered in multiple languages as needed. A total of 42 parents graduated from the program. Additionally, the wellness team provided three coffee hours this past year in which parents learned about various topics, from bullying to learning about additional programs available for families such as parent university. Moreover, our Boosters club is very active and will continue to get parents involved.	Monson-Sultana School is a Professional Learning Community (PLC) campus. All teachers and administrators have been PLC trained during the 2022-2023 school year. Additionally, we now have two uninterrupted hours of collaboration time each Wednesday during early release time. Our teachers have worked tirelessly to identify their essential standards and are continuing the work with developing common formative assessments, interventions and enrichment opportunities for all students. Our data shows that we are making positive strides towards closing the achievement gap as a result. We must now focus on continuing to address all four critical questions with fidelity.	Attendance is a big area of focus for Monson-Sultana School. We are working on implemented the SARB process with fidelity and ensuring parents understand the importance of regular attendance for their child as it relates to student achievement. As a result, we went from 93% to 97% at P2. We will continue to refine this process to ensure students are at school learning.	We will continue to provide workshops on topics such as safety, attendance, self-esteem, literacy, career technical education and bullying. At these forums, parents will have an opportunity to provide additional input as to how we can improve outcomes for students.	Input from all stakeholders is of great value to the board and leadership team at Monson-Sultana School. This past year we offered several input sessions for teachers, classified and parents to help us prioritize services. The LCAP input survey and forums will be made available once again during this upcoming school year.	We will continue to provide multiple opportunities for families and all stakeholders to provide input on a ongoing basis.	Giving all families a voice is of utmost importance to the overall growth of our students and school. We will continue to provide multiple opportunities via forums, workshops, English Learner Advisory Committee (ELAC) and School Site Council.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
54720170000000	Oak Valley Union Elementary	3	During the 23/24SY PIQE was hired to provide training to teachers on how to engage parents and to become more culturally aware of our families' needs. The district is only getting about 1/3 of the parents to complete surveys so administration is shifting to a more qualitative approach in seeking input from families. For example, prior to each monthly RISE awards, the district has hired a coffee company to provide free coffee to parents that are dropping off their child to school and to those parents that are staying for the RISE awards assembly that begins right when the school day begins. Administrators and staff are encouraged to get a cup of coffee and mingle with families. Then conversations are recorded and reviewed with administration in order to get the tone of the families and or any concerns that might have been brought up in conversations. This started halfway through the 23/24 school year and by the end of the year, there was an increase of families showing up. The principal mingles as well and asks key questions and provides key information about attending other parent meetings that are offered throughout the year such as SSC and ELAC. We will continue this concept next year.
Based on this year's parent and teacher surveys, there is an increase of 8%, 80% to 88%, of parents feeling that they feel comfortable in approaching administration about their concerns. A remarkable 98% of parents surveyed feel that teachers treat families with respect. There was a large improvement in parents feeling valued by their school, 71% to 84%. Overall, in the relationship survey questions, the district is ranking from 88%-98% in all relationship questions which is a great sign that relationships all around have improved and are maintaining. One area for refinement is in the area of feedback to parents about their child's performance. This percentage decreased from 80 to 73%.
The Staff survey results are showing an increase in relationships overall as well but specifically there is an increase from 79-85% in administrators treating staff with respect. This could be attributed to the consistency and longevity of the administration. Trusting relationships naturally can build over time. One area of focus is staff feeling of empowerment to be part of the decision making process. This is low at 60%.	Focus area 1): Development of the Family Resource Center and the addition of the Social Worker.
Focus area 2): Create work groups with all staff to focus on specific areas such as cultural awareness and activities.
Focus area 3): Continue the work with the individual learning plans but develop a plan for regular parent feedback.	The addition of the Social Worker will allow underrepresented families to be served more often. The goals of the LCAP and the CCSPP implementation grant will unify to create a Community Schools environment that will support our neediest families. Having a space just for families in the Family Resource Center will provide for meaningful engagement by providing parent education opportunities, health resources, clothing and food through the Caring Closet that is on site.	The SPED department does an outstanding job communicating and meeting with families. They spend ample time discussing with parents how their child is performing and explains various avenues to support their child at home. The School Counselor also makes deep connections with students and their parents when working through highly sensitive situations and also meets the needs of our homeless population by providing various resources and completes outreach activities. The counselor, additionally, works with community members in providing a Career Day for the middle school students in order for them to start to recognize and engage in the community around them. The Family Resource Center (FCR) has been created in hopes of including families more often in meetings and provide various trainings such as Parenting Partners. The Bilingual Aide has also worked diligently at making contact with 2024-25 Local Performance Indicator Self-Reflection for Oak Valley UESD Page 11 of 17
our migrant parents and ELL parents. Twice a year teachers meet with 100% of their parents during parent conferences.	Focus area 1): Add a Social Worker to increase services to families by connecting with outside agencies.
Focus area 2): Increase the amount of parents attending SSC/ELAC by partnering with a mobile coffee company that will be at every RISE awards assembly monthly. This will foster authentic conversations.
Focus area 3): Create cultural events throughout the year by inviting cultural community members such as folkloric dancers, to the campus at lunch time, etc. in order to celebrate diversity.	The district just completed it's first year of the CCSPP implementation grant. There is a team of staff members that are participating in a statewide cohort that focuses on the development of successful Community Schools. This year, the team identified an area of focus to be partnering with community agencies that could serve our neediest families. The work will continue into next year with the addition of a Social Worker who will make meaningful connections with the community.	This is one area that always seems to be low. Parent surveys indicate that only 67% of those surveyed feel empowered to play a meaningful role in decision making. OVUESD is unique that 65% of the student population is on an inter-district agreement. Meaning that parents drive their children to Oak Valley, thus the majority of families are not living close to the school. Therefore it is very difficult to solicit families to come after school to meetings. So, the district needs to think outside the box to retrieve parent input. The district has ample avenues to take to communicate with parents i.e. Parent Square, Google Classroom, flyers home, Principal and Pastries, PTO and SSC/ELAC. Communication is always delivered in Spanish as well. PTO is improving and more parents are attending meetings.	During PLC's, teachers are taking a deeper dive into disaggregating the data by student groups. This is offering rich discussion on how to differentiate instruction to meet the specific needs of our students. The district has also created an Individual Learning Plan for each student and it is reviewed with each parent. Therefore, decisions are become more collective in nature and teachers are having more opportunities to share their ideas for improvement during PLC time.	One-on-one parent conferences allows for parents to engage in meaningful conversations with parents with the Individual Learning Plans (ILP) that have been created for each student. We had 100% parent attendance at parent conferences. This one action provides insight into every child and family. Engaging in this discourse allows the parent to participate in their child's education and it has been very helpful in improving relationships along with meeting specific needs. The school counselor continues to attend county meetings as our homeless liaison to increase ways of supporting our students and our District Registrar has been helpful in identifying who our homeless students are. She notifies administration and the counselor when a child has been identified as homeless so that resources such as our hygiene kits and school supplies can be offered. The Social Worker will be a key component to improve the engagement of our underrepresented families through the Family Resource Center and utilizing the Caring Closet, along with making community relationships that can offer assistance to our families.	3	4	3	4	4	3	4	2	3	3	4	3	Met		2024-06-25	2024
54720250000000	Outside Creek Elementary	3	Outside Creek provides a family-like learning atmosphere in which the staff are accessible on a daily basis to communicated with families.	The school's focus is on the continuance of providing bilingual staff members who can communicate with families.	The school will provide multiple opportunities and events throughout the school year to improve engagement of underrepresented families.	Outside Creek School's strength is a close-knit family atmosphere in which partnerships among staff lead to positive Student Outcomes.  Each day the teacher meets with the instructional aide to discuss the academic and behavior progress of each child. The goal for the instructional staff is to meet with small groups of students for Math Intervention with more time dedicated to Math than in previous years.	The focus for Outside Creek School is to build partnerships between our current staff to identify the Math learning goals and needs of each child, and to meet more often with the children either in small groups or individually.  The After-School Program has teamed with the school day staff to make the process from school day to After-School Program a seamless transition in which the ASP supports the school-day instruction while providing enrichment opportunities.	The teachers communicate with underrepresented families on a weekly basis and on a daily basis when needed.  The teachers communicate through phone, email, Class Dojo, and progress reports.	Outside Creek School seek input by sending surveys to all families including underrepresented families in English and Spanish. All families have opportunities for input.  Furthermore, the school board agendas are posted and the meetings are at times in which working parents could attend as needed.	Outside Creek's focus area is to ensure that all surveys sent home are seen by the parents of the children by having the parents sign and return the forms to the school.	Since the high majority of our families are underrepresented families, Outside Creek's focus area of ensuring all surveys sent home are seen by parents.	4	5	5	5	5	4	5	4	5	5	5	5	Met		2024-06-13	2024
54720330000000	Palo Verde Union Elementary	3	Palo Verde tracks the following measures to assure that all parents actively participate in school and district decision-making: • participation rate in parent training/involvement opportunities schoolwide and subgroups; • availability of parent training/involvement opportunities in school and district decision-making school wide and subgroups; • participation rate in parent training/involvement opportunities in school and district decision-making schoolwide and subgroups; • parent involvement in decision-making school and district of parents of unduplicated count students and of students with exceptional needs. • Availability of and participation in parent involvement training by teachers, staff and administration; • Availability of and use of interpretation and translation service These measures were selected because they are most likely to be effective indicators of parent involvement at our school and because they also give us feedback for improvement. These are all incorporated into our LCAP goals and supported by LCAP actions and services. Annual increases of opportunities and participation confirm that relationships between school staff and families are continuously expanding and improving. Parents and families are actively involved in school activities and the academic growth of their children. We are especially proud of the annual increases in involvement of our parents of English Learners. Parent and staff training are effective ways to strengthen relationships. Parents view socio/cultural activities as a way to strengthen relationships.	The current focus area is involvement in decision-making at the school and district level. Participation on advisory committees is the first step in that process. As we move forward, our plan is to provide training and opportunities for educational partners, especially parents and parents of English Learners, to actively participate in other decisions at the school and district level such as extra-co-curricular activities, budget development, textbook approvals, and school and district policies.	Local data does not indicate underrepresentation of parents of unduplicated Count Students on school and district advisory committees. We will continue to create multiple opportunities and training. Our purpose is to assure that the parent voice is empowered at our school and district.	Strengths: Increasing involvement of parents of English Learners in school and district decision-making; active participation and support for school initiatives such as safety programs and co-curricular events; increased enrollment and attendance in the second-year post-pandemic.  Our English Learner Advisory meets monthly with increased participation by parents who help us improve not only our English Learner program, but our overall instructional program. Parents have provided vital information about post-pandemic issues such as chronic absenteeism and student access.	Based on our analysis and parent advice, our focus will be on training parents, staff, and administration. It should be noted here that the LCAP development and implementation process has been instrumental in building partnerships. The parent voice in the LCAP is evidenced by adoption of the parent suggestions and by actions addressing their concerns.  It is important to empower the parent voice through budgetary decisions and specific actions in the LCAP.	One of the strategies we have used to improve engagement is to involve parents in the actual implementation of the LCAP, not only those actions and services which directly impact parents, but the evaluation of the effectiveness of all actions.  We will continue this process with implementation and evaluation.	First, our educational partners are actively involved in making decisions regarding the LCAP. Second, our educational partners are increasingly involved in curricular decisions. It is parents who advocate for the need to expand visual and performing arts and co-curricular offerings. Third, educational partner advocacy created our very successful Community Liaison position and the services provided by the liaison staff. We are confident that our educational partners feel empowered and will continue to expand and strengthen their involvement. Palo Verde School is dedicated to student success by providing student, staff, parent, and community involvement and collaboration. All stakeholders are committed to continued improvement and working together to make Palo Verde a distinguished school.	This year’s focus was on the summative evaluation of the three-year LCAP and concurrent development of the new three-year plan based on that evaluation. As a small single-school district, the LCAP and the actions and services it supports are critical to our success.	In order to assure empowered engagement, the self-reflection process has been integrated with existing empowered committees for School and District planning. We will also integrate it with staff Community of Practice routines. This will involve continued professional development and schoolwide approaches to create a community of empowered self-reflection. Families of unduplicated count students will continue to be a district focus to assure that we expand involvement.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
54720410000000	Pixley Union Elementary	3	The district has a variety of ways for parents to join in decision making with PAC, DELAC, SSC, ELAC, and PTO organizations and holds a variety of events throughout the year for general feedback.  Empathy interviews are conducted of specialty subgroups periodically, and annual surveys are completed by parents.
The Family Resource center is utilized by approximately half of our families with more than 85% of them noting they are at least aware of the services offered, even if they aren't using them.  The annual survey increased in parent response this year with pertinent and helpful information for planning.
The sites have separated their School Site Councils and ELAC, to allow more pertinent input for each program and shorter meetings for parents to accomplish that.	We continue to work on increasing the number of parents participating in events and receiving timely information to partner with us for student success.  The recent obtainment of the Community Schools Partnership grant has allowed us to hire a full time coordinator to oversee expansions of parent and family support programs.  The focus will be on harnessing community agencies to provide parent workshops, family service events, and increase family awareness of the offerings.	Our underrepresented families are the main participants in parent engagement events, but we anticipate that continuing and further expansion of the number of families reporting attendance at events to increase.	Our Family Resource center offers bilingual supports to families, and connections to the larger school program.  There are multiple opportunities for parent partnerships, so this is an area of strength as well.  The Community Schools program has expanded offerings by agencies to support families and three has been an increase  in site participation in decision making committees.	Our focus will be on expanding workshop awareness, input participation, and electronic resources for parents who are not available to attend meetings due to work/home committments.	"Our workshops will be offered as an AM/ PM session option, with two presentations of the same information to accomodate family work/home obligation schedules.  Additionally, the presentations will be recorded and published as ""shorts"" to send via social media for parents who were unable to attend."	We provided a variety of opportunities for shared decision making through multiple formats both live and online this year.	We will be focusing on publicizing meetings and opportunities to engage through local public venues, as well as our current print and online notices.  Our goal will be to increase the number of families particpating beyond our usual core group.  Additionally, our PTO is working on reorganizing and expanding to partner better with the elementary site and have a more meaningful impact on student education.	Our underrpresented families are the mainstay of our events, and the core group that continues to participate represents EL and SED interests almost exclusively.  Our focus will be on increasing this core group to include more voices and representation from around the district.  This will be done through the expansion of PTSO and broader publications of event calendars.	4	4	3	4	2	3	4	3	4	4	4	4	Met		2024-06-18	2024
54720580000000	Pleasant View Elementary	3	Pleasant View strives to build partnerships between families and school staff for positive student outcomes. Pleasant View works together with parents in the development of the whole child. The Community Services Director continually reaches out to parents and provides resources to families. Pleasant View also reaches out to local community resources to connect families based on their specific needs. Our School Psychologist and Social worker are also a resource for students and parents to utilize to get the support they need. Pleasant View continuously reaches out to make connections with families to build relationships and encourage engagement in their child’s education to achieve academic success and develop social-emotional skills.	Pleasant View’s focus area for improvement is to focus on creating open and transparent communication between school staff and families. Ensure that both school staff and families have access to clear and timely information about school policies, events, and student progress. Pleasant View will use various communication channels such as newsletters, emails, phone calls, text messages, and social media to reach out to families and accommodate their preferences.	Pleasant View knows that building relationships between school staff and families plays a critical role in helping students succeed in school. Pleasant View has made great strides to make the school a more welcoming environment with inclusive spaces for parents where they feel comfortable participating in activities and meetings. Pleasant View will encourage parents to volunteer in classrooms, on committees, or at school events to foster a sense of involvement in their children’s education.	Pleasant View provides numerous opportunities to build partnerships for improving student outcomes. Paideia seminars are routinely conducted at every grade level to promote academic discussions around text. We have also partnered with Cwisted to give students the autonomy to create projects that target several of the United Nations' 17 SDGs, such as the development of financial literacy projects for all grade levels. The Expanded Learning Opportunities Program provides opportunities for students to engage in learning experiences by bringing in outside resources that focus on STEM, literacy, and academic support.	Pleasant View's focus area for improvement is to offer more opportunities for parents to become involved in students’ education, through workshops and resources to help parents support their children’s learning at home, and enhance communication between schools and parents.	Pleasant View will improve engagement of underrepresented families by doing home visits, making phone calls, monitoring absences, building relationships with the families, and serving as a bridge between schools and families. Pleasant View will provide additional training to school staff to help staff better understand the diverse backgrounds of our families and students which will create a welcoming environment.	Pleasant View continues to work alongside the advisory groups at the school to bring them the information they need to make the most informed decisions about the school and their child. The school has multiple measures it uses through a variety of student and parent surveys to measure progress and make decisions based on survey results.	Pleasant View will conduct listening sessions a minimum of twice a year to provide parents an opportunity to voice their input for decision-making. Pleasant View will provide additional surveys to seek input from parents to improve higher-quality outcomes.	Pleasant View will improve engagement of underrepresented families by encouraging them to attend the listening sessions and by creating a safe space for parents to voice their concerns and challenges.	3	2	3	3	3	3	3	1	2	2	2	2	Met		2024-06-25	2024
54720820000000	Richgrove Elementary	3	RSD has invested in various ways that the district staff can communicate with our Educational Partners. Instructional staff has the use of Class Dojo to communicate daily with parents. Each teacher and administrator has a Zoom account that allows them to meet virtually face to face with parents if they can not come onto campus.  Richgrove has also invested in a new website/school app that allows for communication with parents via text messages, social media and robo calls. RSD has used this system to get information to parents on a regular basis.	RSD has conducted several surveys and questioned our Educational Partners on this area and one strong concern is that at time the school can seem like an unwelcoming environment and there has been interactions that were felt to be negative on the behalf of the school. This is an area of focus for our school and we feel that building back that face to face positive dialogue/relationship is an area of focus. Bring our Educational Partners back to the campus more often we feel will reduce anxiety that can lead to negative interactions.	RSD will make it a focus through our Student Services Department to make sure that those students and their families that are not represented in our feedback surveys,  be sought out and counselled on how to connected to the school. Richgrove will also work through our parents groups in SSC, ELAC and Migrant to seek out families not represented in the Richgrove process. We will also use social media and other forms of communication to engage with our families and foster more feedback and be more inviting and welcoming.	RSD has provided various PD opportunities for staff to learn how to build capacity with parents to work on student outcomes. Staff also meets to share ideas on this integral part of the educational process. Richgrove provides monthly parent meetings on various topics revolving around scholastic needs and requirements, along with social emotional learning. Important information is also send out to parents and staff via our school app, social media and text messaging. Through our parent committees much information is also shared out and feedback is gathered along with routine surveys.	The RSD Educational Partners have stated in feedback opportunities that they would like to have more live events and more chances for face to face contact. They also stated that they would like more contact from instructional staff.  They have asked for more on-site afterhours events for parents and some adult classes that will best help them work with their students in their educational growth. They also talked about making sure parents are greeted in more friendly manner across entire campus and staff and that we work to remediate those students that fell behind at an early age due to distance learning	RSD will use its parent committees and Student Services Department to reach out and discover those families that may not be represented in our District’s processes. Richgrove will continue to market itself and its programs on social media to help give all of our Educational Partners an opportunity to become more involved in everything RSD has to offer.	"RSD has utilized its new school app and website along with Google Forms to push out surveys and questionnaires to all Educational Partners.  This has allowed for more input from those individuals that do not participate in school meetings. This coupled with input from our parent committees has allowed for much more input than in the past that is automatically translated into graphs and charts for easy disaggregation. Parent meetings both formal and informal like our ""Breakfast with the Principal"" has also led to more information gathering and input opportunities."	RSD needs to continue to gather information from those parents not on social media or on a parent committee.  In years past  this information was gathered from our face to face meetings.  RSD plans on bringing back those face to face events more often and also allow for more online opportunities for feedback. This will allow for a more well-rounded representation from our Educational Partners. This process began has become stronger each year after the pandemic.	As stated RSD will continue to reach out to underrepresented Educational Partners via our Student Services Team and Parent Committees to bring them into the fold that is our Richgrove School Community. The goal is to get out more invitations to community members to attend our in person events as everyone is requesting more in person meetings.  Word of mouth in regards to school events, social media posts and flyers sent home will bring in more families not already connected to us.	4	4	4	5	5	5	4	4	5	4	4	5	Met		2024-06-12	2024
54720900000000	Rockford Elementary	3	Our greatest strength is the growth of involvement by our parents of English Learners who have become informed advocates and supporters of their children and of the general student body. Strengths continue to include strong efforts to assure that every parent and student understand and exercise their legal rights and efforts to encourage parents to advocate for their children as well as meaningful communication between parents, administration and teachers to work together as partners in the child’s education.	Focus areas for improvement include professional learning and support to teachers and administration to improve our capacity to partner with families as well as providing families with information and resources to support student learning and development in the home. The district plans continued staff training in these areas.	One of the strategies we have used to improve engagement is to involve parents in the actual implementation of the LCAP, not only those actions and services which directly impact parents, but the evaluation of the effectiveness of all actions.  We will continue this process with implementation and evaluation as we move into the third year of the current LCAP.  When parents see the result of their work in the LCAP and budget, they know their voice is heard and respected.	Strengths include administrative support for certificated staff, parent reports that Rockford School provides a safe and welcoming environment for family engagement, and multiple opportunities for two-way meaningful communication between our school and parents of all subgroups. Much progress has been made to support teachers in communicating with parents and understanding each family’s strengths, cultures, languages, and goals for their children.	A focus area of improvement will continue to be increasing successful practices in teacher and staff understanding of each family’s strengths, cultures, languages, and goals for their children, especially of families of underrepresented children. As we move forward post-Covid, we must build upon these strengths in order to assure that parents and families speak with an empowered voice. An important source of data at our small school is day-to-day personal interaction between parents and teachers and between administration and teachers.	Our focus will be to maintain our strengths and expand in two areas: training of staff and parents in developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families and in developing multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families.	A strength in the area of family engagement in decision-making is that we have had very strong parent engagement in the LCAP development and evaluation process and at our Board meetings. Parent recommendations, concerns, and findings have been successfully implemented in our LCAP. Two examples are campus and classroom environment improvements and protection of small class sizes in the primary grades. We plan to use this engagement as a model for parents and staff in other decision-making processes in the school and district. Progress has been made in all areas of decision-making.	There are two focus areas of improvement. First, to continue to recruit, train and facilitate active participation by underrepresented parents in formal decision-making committees of School Site Council and English Learner Advisory. Second, to train parents as advocates in their child’s education.	In order to assure empowered engagement, the self-reflection process has been integrated with existing empowered committees for School and District planning. We also integrate it with staff Community of Practice routines. This involves continued professional development and schoolwide approaches to create a community of empowered self-reflection. Families of unduplicated count students will continue to be a district focus to assure that we continue to strengthen and expand involvement. Rockford enjoys very active, positive, and continuously expanding parent involvement in our school and the education of their children. Each year we have increased the number and type of parent engagement opportunities with the result that more and more parents are actively engaged each year with annual increases in parent participation in school and decision making, parent education and training to help their children succeed in school, and student participation in school wide and countywide academic showcases and competitions aligned with state standards.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
54721080000000	Saucelito Elementary	3	Based on the analysis of educational partner input and local data, the Local Educational Agency (LEA) exhibits
several strengths and notable progress in building relationships between school staff and families:
1) Effective Communication Channels: The LEA has established multiple communication channels, including regular
newsletters, social media updates, and parent-teacher conferences. These avenues ensure that parents are
consistently informed about school events, student progress, and other important updates.
2) Inclusive Family Engagement Programs: The LEA has implemented various family engagement programs that
cater to diverse family needs. Workshops, cultural events, and family nights provide opportunities for parents to
engage with the school community, fostering a sense of belonging and partnership.
3) Responsive Feedback Mechanisms: Through surveys and feedback forms, the LEA actively seeks input from
families and acts on their suggestions. This responsiveness helps in addressing concerns promptly and improving
the overall educational experience for students and their families.
4) Supportive School Climate: Teachers and staff are trained in culturally responsive practices and family
engagement strategies, contributing to a welcoming and inclusive school environment. This training helps in building
trust and strong relationships between staff and families.
5) Collaborative Decision-Making: The LEA involves families in the decision-making process through advisory
councils and committees. This collaborative approach ensures that family voices are heard and considered in school policies and initiatives.	Based on the analysis of educational partner input and local data, the LEA has identified several focus areas for
improvement in building relationships between school staff and families:
1) Enhanced Communication Accessibility: While multiple communication channels exist, there is a need to ensure
that all families, including those with limited English proficiency and those lacking internet access, receive timely and
accessible information. This may involve providing more materials in multiple languages and utilizing various formats
such as phone calls or printed newsletters.
2) Increased Parent Participation: The LEA has recognized that not all parents are equally engaged in school
activities and decision-making processes. Efforts to increase parent participation, particularly among
underrepresented groups, are needed. Strategies may include more flexible meeting times, providing childcare during meetings, and actively reaching out to disengaged families.
	Based on the analysis of educational partner input and local data, the LEA has developed several strategies to
improve the engagement of underrepresented families in building relationships between school staff and families:
1) Culturally Relevant Outreach: The LEA will implement targeted outreach efforts to underrepresented families by
utilizing culturally relevant communication methods. This includes translating materials into multiple languages,
employing community liaisons, and engaging with cultural organizations to build trust and facilitate communication.
2) Flexible Meeting Options: To accommodate diverse schedules, the LEA will offer flexible meeting times and virtual
meeting options. This includes holding meetings outside of traditional school hours and providing digital platforms for those who cannot attend in person.	Based on the analysis of educational partner input and local data, the LEA's current strengths and progress in
building partnerships for student outcomes include:
1) Strong Community Collaborations: The LEA has established robust partnerships with local businesses, nonprofits, and higher education institutions. These collaborations provide valuable resources, mentorship opportunities,
and real-world learning experiences for students.
2) Comprehensive Support Services: Through partnerships with community organizations, the LEA offers a range of
support services, including mental health resources, tutoring programs, and after-school activities. These services
address various aspects of student well-being and academic success.
3) Engagement with Families: The LEA works closely with families to support student outcomes, providing resources
and workshops that help parents support their children's education. This partnership with families is crucial for
reinforcing learning at home and ensuring holistic support for students.
4) Innovative Learning Opportunities: Partnerships have enabled the LEA to introduce innovative programs such as
STEM initiatives, career and technical education (CTE) pathways, and arts integration projects. These programs
enhance student engagement and prepare them for future careers.
	Based on the analysis of educational partner input and local data, the LEA has identified several focus areas for
improvement in building partnerships for student outcomes:
1) Enhanced Coordination and Communication: There is a need to improve the coordination and communication
between the LEA and its partners. Establishing a more systematic approach for regular updates, feedback loops, and
collaborative planning will ensure that all parties are aligned and working towards common goals.
2) Focused Support for Academic Achievement: While current partnerships provide a range of support services,
there is an identified need to intensify efforts specifically targeting academic achievement. This includes developing
partnerships that offer specialized tutoring, academic mentoring, and resources for advanced learning opportunities.
	Based on the analysis of educational partner input and local data, the LEA has outlined several strategies to improve
engagement of underrepresented families in building partnerships for student outcomes:
1) Targeted Outreach Programs: The LEA will implement targeted outreach programs to connect with
underrepresented families. This includes personalized communications, home visits, and collaboration with
community leaders and cultural organizations that can bridge the gap between the school and these families.
2) Culturally Relevant Resources: The LEA will provide culturally relevant resources and support to ensure that all
families feel welcomed and valued. This involves translating materials into multiple languages, offering bilingual
support staff, and creating culturally inclusive events that resonate with diverse family backgrounds.
3) Feedback and Continuous Improvement: The LEA will actively seek feedback from underrepresented families
through surveys, focus groups, and listening sessions. This feedback will be used to continuously improve
engagement strategies and ensure that partnership efforts are meeting the needs of all families.
	Based on the analysis of educational partner input and local data, the LEA demonstrates several strengths and
notable progress in seeking input for decision-making:
1)Transparent Communication: The LEA has improved transparency by regularly communicating how input is used
in decision-making. Updates on decisions and the rationale behind them are shared through newsletters, social
media, and public meetings, building trust within the community.
2) Collaborative Decision-Making Committees: The LEA has formed various committees and advisory groups that
include representatives from different stakeholder groups. These committees play a crucial role in shaping policies,
programs, and initiatives, fostering a sense of shared responsibility and collaboration.
3) Responsive to Feedback: The LEA has shown a commitment to acting on stakeholder input by making
adjustments and improvements based on the feedback received. This responsiveness demonstrates that the LEA
values community input and is willing to make changes to better meet the needs of its constituents.
	Based on the analysis of educational partner input and local data, the LEA has identified several focus areas for
improvement in seeking input for decision-making:
1) Enhanced Inclusivity and Representation: While the LEA engages a broad range of stakeholders, there is a need
to ensure that underrepresented and marginalized groups have a stronger voice in decision-making processes. This
includes actively seeking input from families of different cultural, linguistic, and socio-economic backgrounds.
2) Expanding Digital Engagement Tools: The LEA can benefit from expanding the use of digital tools to gather input.
This includes utilizing online platforms, social media, and mobile apps to reach a broader audience and facilitate
easier participation for those who may not be able to attend in-person meetings.
3) Strengthening Two-Way Communication: The LEA should focus on creating more opportunities for two-way
communication rather than one-time feedback collection. This includes regular follow-up discussions and interactive
sessions where stakeholders can discuss issues in depth and engage in meaningful dialogue with decision-makers.
	Based on the analysis of educational partner input and local data, the LEA has identified several strategies to
improve engagement of underrepresented families in seeking input for decision-making:
1) Accessible Feedback Channels: To make feedback channels more accessible, the LEA will offer multiple formats
for providing input, such as online surveys, paper forms, phone hotlines, and in-person meetings. Additionally, the
LEA will provide language translation and interpretation services to ensure that language barriers do not hinder
participation.
2) Convenient Meeting Times and Locations: The LEA will schedule meetings and events at times and locations that
are convenient for underrepresented families. This includes offering meetings in community centers, places of
worship, and other local venues that are easily accessible. Meetings will also be scheduled outside of traditional work
hours to accommodate working parents.
	5	5	5	5	5	5	4	5	4	4	4	4	Met		2024-06-11	2024
54721160000000	Sequoia Union Elementary	3	According to the annual Parent and Family Climate and Culture Survey that was administered to families in the spring of 2024:
92% of parents agreed that school staff treats them with respect
89% of parents agreed that school staff is helpful
The frequency and clarity of communications with parents is an area where the LEA continues to strive for improvement.	Input from our educational partners collected both in person and through surveys indicates that communication between parents, teachers and administration needs to be improved. The LEA has added a fourth goal to the LCAP to ensure that continuous improvement of school climate, including building educational partner relationships, is prioritized and positive action toward this goal is taken. Planned actions related to this goal will include initiatives focused on improving relationships between school staff and families.
Currently, school staff are revising the Parent Handbook for clarity and accuracy ensuring all policies are clear to families. The LEA has engaged the services of a new survey platform, Kelvin, that more reliably and conveniently delivers surveys and opportunities for feedback to families and community members.	Engaging the parents of English Language Learners and families new to the district remains a challenge. Through in person feedback from parents the LEA has learned that the school website needs to be updated more consistently and needs to contain more resources for parents. Publicizing ELAC meetings in multiple ways, including individual phone invitations provided in the home language proved successful this year in engaging ELL families. The LEA has also recently provided teachers with professional development to teach them about technology tools that can make it easier to communicate with non English speaking parents.	"The following results from our annual survey of parents indicate that the LEA is making progress toward building partnerships with parents:
79% of parents surveyed said that they feel welcome to participate at school.
89% of parents surveyed agreed that ""this school encourages me to be an active partner in educating my child""
Sequoia Union Elementary School District relies on communication with the Parent's Guild (Parent Teacher Club and Sports Boosters), School Site Council (which also serves as our ELAC/DLAC and PAC), staff meetings, board meetings, and parent, student and staff surveys for input and assistance with decision making."	"This year the LEA significantly increased the number of educational partners who participated in our annual surveys through our new survey platform. Because of this, answers to some questions related to building partnerships for student outcomes were not as positive as in previous years but were far more accurate and reflective of the actual state of affairs on our campus. Based on the percent of positive answers as displayed below, it is clear the LEA needs to continue to reach out to parents in positive and inviting ways.
67% of parents surveyed agreed with the statement ""my child's background (race, ethnicity, religion, economic status) is valued at this school""
54% of parents surveyed agreed that school staff welcomes their suggestions"	The newly adopted survey platform allows parent surveys to be distributed via text message, a format previously unavailable and one that lead to a significant rise in survey participation, including among underrepresented families. Knowing what the needs and concerns of underrepresented families are will allow us to build more effective partnerships. Utilizing ELAC meetings to facilitate conversations rather than as a forum to simply convey information will help to move beyond building relationships into the realm of building educational partnerships. Partnerships require clear communication and the technology tools teachers are learning about in professional development that can make it easier to communicate with non English speaking parents can help bridge the language divide.	Our strengths when it comes to seeking input are modest. Survey respondents give the school high marks for behaviors that demonstrate professionalism and respect when interacting with parents.
92% of parents surveyed agreed that school staff treat them with respect
84% of parents surveyed agreed that school staff responds to their needs in a timely manner
89% of parents surveyed agreed that school staff is helpful
These behaviors are foundational for a more future, more concerted effort for seeking input for decision making.	The following results from our annual survey of parents indicate that the LEA has stalled in its efforts to seek input for decision making with parents.
54% of parents surveyed said that school staff welcomes their suggestions, down from 90% from the previous year.
The LEA must build on the positive foundational behaviors cited in question one of this section by encouraging substantive communication between school staff and educational partners, and conveying the value that each party brings to the educational process.
The number of educational partners representing the needs of unduplicated pupils who provide input for decision making is small. The LEA will focus efforts to reach out to these partners and communicate to them the importance of their participation in LEA decisions. When educational partners respond in greater numbers, we get a more complete picture of the needs of our school community. When they provide direct input we can provide what these partners actually need and not just what we think they need.	The same actions that will improve building partnerships for student outcomes will also improve engagement of underrepresented families in seeking input for decision making. The LEA will strive to improve outreach and communication to parents of unduplicated pupils. The school website will be updated more consistently and to contain more resources for parents. Publicizing ELAC meetings in multiple ways, including individual phone invitations provided in the home language proved successful this year in engaging ELL families. The LEA has also recently provided teachers with professional development to teach them about technology tools that can make it easier to communicate with non English speaking parents.	2	3	3	2	1	2	3	1	2	3	2	1	Met		2024-06-20	2024
54721166054340	Sequoia Elementary Charter	3	According to the annual Parent and Family Climate and Culture Survey that was administered to families in the spring of 2024:
92% of parents agreed that school staff treats them with respect
89% of parents agreed that school staff is helpful
The frequency and clarity of communications with parents is an area where the LEA continues to strive for improvement.	Input from our educational partners collected both in person and through surveys indicates that communication between parents, teachers and administration needs to be improved. The LEA has added a fourth goal to the LCAP to ensure that continuous improvement of school climate, including building educational partner relationships, is prioritized and positive action toward this goal is taken. Planned actions related to this goal will include initiatives focused on improving relationships between school staff and families.
Currently, school staff are revising the Parent Handbook for clarity and accuracy ensuring all policies are clear to families. The LEA has engaged the services of a new survey platform, Kelvin, that more reliably and conveniently delivers surveys and opportunities for feedback to families and community members.	Engaging the parents of English Language Learners and families new to the district remains a challenge. Through in person feedback from parents the LEA has learned that the school website needs to be updated more consistently and needs to contain more resources for parents. Publicizing ELAC meetings in multiple ways, including individual phone invitations provided in the home language proved successful this year in engaging ELL families. The LEA has also recently provided teachers with professional development to teach them about technology tools that can make it easier to communicate with non English speaking parents.	"The following results from our annual survey of parents indicate that the LEA is making progress toward building partnerships with parents:
79% of parents surveyed said that they feel welcome to participate at school.
89% of parents surveyed agreed that ""this school encourages me to be an active partner in educating my child""
Sequoia Union Elementary School District relies on communication with the Parent's Guild (Parent Teacher Club and Sports Boosters), School Site Council (which also serves as our ELAC/DLAC and PAC), staff meetings, board meetings, and parent, student and staff surveys for input and assistance with decision making."	"This year the LEA significantly increased the number of educational partners who participated in our annual surveys through our new survey platform. Because of this, answers to some questions related to building partnerships for student outcomes were not as positive as in previous years but were far more accurate and reflective of the actual state of affairs on our campus. Based on the percent of positive answers as displayed below, it is clear the LEA needs to continue to reach out to parents in positive and inviting ways.
67% of parents surveyed agreed with the statement ""my child's background (race, ethnicity, religion, economic status) is valued at this school""
54% of parents surveyed agreed that school staff welcomes their suggestions"	The newly adopted survey platform allows parent surveys to be distributed via text message, a format previously unavailable and one that lead to a significant rise in survey participation, including among underrepresented families. Knowing what the needs and concerns of underrepresented families are will allow us to build more effective partnerships. Utilizing ELAC meetings to facilitate conversations rather than as a forum to simply convey information will help to move beyond building relationships into the realm of building educational partnerships. Partnerships require clear communication and the technology tools teachers are learning about in professional development that can make it easier to communicate with non English speaking parents can help bridge the language divide.	Our strengths when it comes to seeking input are modest. Survey respondents give the school high marks for behaviors that demonstrate professionalism and respect when interacting with parents.
92% of parents surveyed agreed that school staff treat them with respect
84% of parents surveyed agreed that school staff responds to their needs in a timely manner
89% of parents surveyed agreed that school staff is helpful
These behaviors are foundational for a more future, more concerted effort for seeking input for decision making.	The following results from our annual survey of parents indicate that the LEA has stalled in its efforts to seek input for decision making with parents.
54% of parents surveyed said that school staff welcomes their suggestions, down from 90% from the previous year.
The LEA must build on the positive foundational behaviors cited in question one of this section by encouraging substantive communication between school staff and educational partners, and conveying the value that each party brings to the educational process.
The number of educational partners representing the needs of unduplicated pupils who provide input for decision making is small. The LEA will focus efforts to reach out to these partners and communicate to them the importance of their participation in LEA decisions. When educational partners respond in greater numbers, we get a more complete picture of the needs of our school community. When they provide direct input we can provide what these partners actually need and not just what we think they need.	The same actions that will improve building partnerships for student outcomes will also improve engagement of underrepresented families in seeking input for decision making. The LEA will strive to improve outreach and communication to parents of unduplicated pupils. The school website will be updated more consistently and to contain more resources for parents. Publicizing ELAC meetings in multiple ways, including individual phone invitations provided in the home language proved successful this year in engaging ELL families. The LEA has also recently provided teachers with professional development to teach them about technology tools that can make it easier to communicate with non English speaking parents.	2	3	3	2	1	2	3	1	2	3	2	1	Met		2024-06-20	2024
54721320000000	Springville Union Elementary	3	To foster stronger relationships with parents, school staff have implemented increased weekly communication and offered more opportunities for parents to attend school events. They have also provided numerous avenues for parents to give valuable input, ensuring their voices are heard. Additionally, site leadership has been highly visible and interactive, engaging directly with parents to build a supportive and collaborative community.	To strengthen relationships with parents, school staff will hold monthly meetings with both certificated and classified staff, focusing on building family connections. A weekly newsletter will keep staff informed of current and upcoming school events, encouraging attendance to foster stronger bonds with families. The site leader will maintain high visibility and continue engaging with families directly. Additionally, the Capturing Kids Hearts curriculum will be implemented to further enhance these relationships.	To improve engagement with underrepresented families, the school district has introduced the Parent Square communication tool, ensuring effective and streamlined communication. Additionally, translation services (as needed) are provided for information sent home, ensuring all families can stay informed. Access to comprehensive information on the school website has also been enhanced, further facilitating inclusivity and engagement.	The school district excels in building family partnerships to support student outcomes through several key initiatives. Parent-teacher conferences are conducted with every family in the fall, with a second opportunity offered in the spring. Parents of students on Individualized Education Plans are ensured participation in all relevant meetings. All students are provided with necessary technology for home learning as needed. Staff are trained to effectively use district communication tools like Seesaw, Class Dojo, and email to keep parents informed about student progress. Additionally, parents have access to a real-time academic platform to review their child's progress continuously.	The school district is dedicated to building family partnerships to support student outcomes by ensuring families have access to resources that enhance student well-being, offering various parent information and education opportunities and engage in proactive outreach when it becomes evident that students and families may need additional support.	To build strong partnerships with underrepresented families and improve student outcomes, the school district will ensure a caring and welcoming environment at all times—before, during, and after school. This approach aims to increase family engagement and strengthen the bonds between students, staff, and families.	The LEA’s current strengths and progress in seeking input for decision-making underscore its dedication to inclusivity, transparency, and continuous enhancement. By employing a variety of data collection methods and actively engaging with a broad spectrum of educational partners, the LEA ensures that its decisions are well-informed and reflective of the community’s diverse needs. This robust approach to decision-making not only improves the educational experience for students but also strengthens the overall school community.	The school district emphasizes the importance of parental involvement in advisory and decision-making committees, sharing their critical role in shaping district policies. Parents are informed of these opportunities through various communication channels, and their participation is celebrated to encourage continued engagement. Additionally, the district is committed to increasing volunteer opportunities, ensuring parents have ample chances to contribute to decision-making processes.	Based on the analysis of educational partner input and local data, the district has identified key areas to improve engagement with underrepresented families in the decision-making process. To address this, the district will implement several targeted strategies. First, outreach efforts will be expanded to build trust and fostering relationships through consistent engagement and personalized invitations. Communication channels will be enhanced by providing multilingual communication (as needed) and utilizing technology to reach families more effectively. Additionally, support and resources such as workshops, training sessions, childcare, and transportation will be provided to remove participation barriers.  These efforts aim to create a more inclusive and equitable decision-making process, reflecting the diverse needs and perspectives of the entire school community.	4	4	3	4	3	4	4	3	4	4	3	4	Met		2024-06-24	2024
54721400000000	Stone Corral Elementary	3	"Our goal is to have our educational partners be involved in the education of their children; and be active participants in assisting their children:
· Stone Corral holds an annual Title 1 Parent Meeting every September during Back-To-School Night. During the meeting we discuss Parent and student ""Rights under Title 1"" and ""Rights from the California Education Code"".
· Parents are made aware of committees that they can join. Ex. School Site Council (SSC), ELAC, and POM
· Parents on SSC review and have input regarding the School Plan
· Parents involved with English Language Advisory Council (ELAC) and Gifted and Talented Education (GATE) review the School Plan.
· Parents on all committees have the opportunity to make suggestions for program improvement
· Parents are informed about the California State Standards, curriculum, assessments, and expectations at each grade level
· Stone Corral ‘s Monthly letter notifies parents of meetings they can attend
B. Shared Responsibilities for High Student Academic Achievement
· Stone Corral has a Home/School Compact that describes the responsibilities of teachers, parents and students in order to ensure academic success
C. Building Capacity For Involvement
· Parents are informed about the California State Standards, curriculum, assessments, and expectations at each grade level.
· Parent conferences and Student Study Teams (SSTs) are held to discuss student achievement, and discuss strengths, weaknesses and ways to help their student become successful
· Stone Corral’s Parent Resource Center has information regarding student success/problems, district information, parenting classes, health concerns, parent volunteer opportunities etc.
· Parent volunteers are trained on how to use various machines at our site, so they can become classroom helpers
· Stone Corral offered Community English Classes two days a week after school (CBET) ...child care is provided
· Stone Corral offers Latino Family Literacy Program-two days a week
· Stone Corral offers an after school reading intervention program that is run with the help of trained parent volunteers
· Stone Corral offers Family Nights that focus on: reading, math, Testing, homework, science, and discipline
· Stone Corral has a Kindergarten Round-Up for new students. This is a time for parents to see what programs are available and provide them with ideas of how to help their child succeed at school.
· Monthly newsletters are sent home to inform parents of special events. Ex. Holidays, Family Nights, Back-to-School Night etc
· Stone Corral uses a Phone Message system to notify parents of upcoming events
· Stone Corral teachers send out newsletters that invite parents to help with classroom activities, home projects, field trips, fundraising etc.
· Stone Corral offers Family Nights, Cinco de Mayo etc.
· Stone Corral holds an annual ""Volunteer Tea"" at the end of the school year
D. Accessibility
· ELAC, GATE, PTSA, and SSC meet on a regular basis to discuss status."	Our district has made significant strides in fostering strong connections between school staff and families. Some notable strengths include:
1. Open Communication Channels: We actively encourage open lines of communication through regular newsletters, parent-teacher conferences, and online platforms. This allows families to stay informed about school events, policies, and student progress.
2. Family Engagement Events: Our district hosts family engagement events such as workshops, cultural celebrations, and volunteer opportunities. These events provide opportunities for families to participate in their child’s education and build relationships with staff.
3. Collaborative Decision-Making: We involve families in decision-making processes, seeking their input on policies, curriculum, and school improvement plans. Their perspectives help shape our educational programs.
4. Supportive Staff: Our dedicated staff members prioritize building positive relationships with families. They actively listen, address concerns, and celebrate student achievements.
Overall, our district’s commitment to collaboration, transparency, and mutual respect has strengthened the bond between school staff and families.	Communication and Outreach
1. Culturally Responsive Communication
•Language Access: We will provide communication in multiple languages to ensure all families can understand important information. Use translators or bilingual staff as needed.
•Accessible Formats: We will use various formats (emails, text messages, phone calls, printed materials) to reach families who may have different preferences and access to technology.
2. Regular and Transparent Updates
•Consistent Newsletters
•Parent Portals

Building Trust and Relationships 
3. Personalized Outreach
•Home Visits
•Individual Meetings
4. Family Liaisons
• Liaisons
•Parent Ambassadors

Inclusive School Environment 
5. Welcoming Atmosphere
•Friendly Reception:
•Family-Friendly Spaces
6. Cultural Competence Training
•Staff Development
•Awareness Programs

Family Engagement Activities 
7. Family-Oriented Events
•Cultural Celebrations
•Interactive Workshops
8. Flexible Meeting Times
•Convenient Scheduling
•Childcare Services

Academic Support and Resources 
9. Educational Support Programs
•Homework Help
•Resource Centers
10. Parent Education
•Workshops and Classes
•Informational Sessions

Feedback and Collaboration 
11. Parent Advisory Councils
•Advisory Councils
•Regular Meeting
12. Surveys and Feedback Tools
•Regular Surveys
•Anonymous Options

Recognition and Celebration
13. Acknowledging Contributions
•Highlight Successes
•Recognition Programs

By implementing these strategies, we can create a more inclusive environment that values and engages underrepresented families, ultimately fostering stronger relationships and improving student outcomes.	"The Parent and Family Engagement local indicator focuses on promoting parental participation and building strong relationships between school staff and families. Here are some ways our school enhanced partnerships with parents and families for student outcomes:
1. Regular Communication Channels:
•	Newsletters: Regularly share updates, announcements, and school news with families.
•	Phone calls. - One Call Now.
•	Web page
•	Parent-Teacher Conferences
2. Family Workshops and Events:
•	Workshops
•	Cultural Celebrations
3. Volunteer Opportunities:
•	Parent Volunteers
•	Parent-Teacher Associations (PTA)
4. Community Partnerships:
•	Local Organizations
•	Business Partnerships
We are looking to move beyond traditional partnerships with businesses and organizations by thinking creatively to engage the community and boost student success. Here are some innovative ideas:
1. Skill-sharing platforms: Create an online platform connecting community members with skillsets relevant to the curriculum. Parents, professionals, or alumni can volunteer for short, virtual workshops or mentoring sessions, providing students with focused learning opportunities.
2. Project-based partnerships: Develop project-based learning initiatives where students collaborate with community partners to solve real-world problems. This could involve environmental groups, local businesses, or historical societies, giving projects a tangible impact and boosting student engagement.
3. Reverse field trips: Instead of traditional field trips, invite community experts into the classroom for interactive sessions. Local artists could conduct workshops, engineers could present design challenges, or firefighters could lead safety demonstrations. This brings the community into the school and exposes students to diverse career paths.
4. Peer tutoring networks: Partner with a nearby high school or college to establish a peer tutoring network. High school or college students can mentor younger students online or in-person, fostering academic support and positive role models.
5. Community crowdsourcing: Utilize online platforms to crowdsource knowledge and resources from the community. This could involve soliciting feedback on curriculum development, collecting historical data from local residents, or even creating a community art project online.
6. Alumni career panels: Organize virtual or in-person career panels featuring successful alumni. This allows students to connect with professionals in their fields of interest, gain career insights, and build their networks.
By implementing these innovative approaches, we can foster deeper partnerships within the community, enrich the learning experience for students, and ultimately improve student outcomes.
"	Here are our focus areas for improvement in building partnerships for student outcomes: Communication and Engagement
•Regular Updates: Provide consistent updates through newsletters, emails, and school websites about school events, student progress, and important information.
•Parent-Teacher Conferences
•Open Door Policy: Encourage an open-door policy where parents feel welcome to discuss their child’s needs and progress with teachers and administrators.
2. Inclusive Decision-Making
•Parent Advisory Councils
•Student Councils
3. Workshops and Training
•Parent Workshops
•Student Workshops
4. Volunteer Opportunities
•Classroom Volunteers
•Event Participation
5. Homework and Study Support
•Homework Clubs
•Resource Sharing
6. Feedback Mechanisms
•Surveys and Feedback Forms
•Suggestion Boxes
7. Community Building Activities
•Family Nights
•Parent-Student Events
8. Academic Support Programs
•Tutoring Programs
•Mentorship Programs
9. Health and Wellness Initiatives
•Health Education
•Access to Services
10. Cultural and Diversity Celebrations
•Multicultural Events
•Inclusive Curriculum
11. Recognition and Rewards
•Recognition Programs
•Parent Recognition
12. Flexible Meeting Times
•Convenient Scheduling
•Virtual Options	Our school can create a more inclusive and supportive environment that actively engages underrepresented families, leading to better student outcomes. 
1. Identify Barriers and Needs
•Surveys and Focus Groups: We will conduct surveys and focus groups specifically with underrepresented families to understand their needs, preferences, and barriers to engagement.
•Home Visits: We will arrange home visits to build trust and understand the unique circumstances of these families.
2. Enhance Communication
•Communication: We will ensure all communications are available in the languages spoken by underrepresented families.
•Culturally Sensitive Messaging
•Multiple Channels
3. Create Welcoming Environments
•Cultural Competence Training
•Inclusive Events
•Community Liaisons
4. Flexible Involvement Opportunities
•Varied Volunteer Opportunities: We will offer a range of volunteer opportunities that can be done at home or during non-traditional hours to accommodate different schedules.
•Virtual Participation.
5. Targeted Outreach Programs
•Parent Mentorship Programs
•Community Partnerships
6. Support Services
•Childcare and Transportation
•Resource Centers: We will establish a resource center that offers support services like food assistance, job training, and health services, which can help alleviate external pressures on families and allow them to engage more with the school.
7. Empower Parent Leadership
•Parent Leadership Programs
•Advisory Committees
8. Feedback and Continuous Improvement
•Regular Feedback: We will seek feedback from underrepresented families about their engagement experiences and make adjustments based on their input.
•Data-Driven Decisions
9. Celebrate Successes
•Recognition Programs
•Student-Led Initiatives	The school has a few ways to seek feed back for decision making. The best way at our school is to speak with parents on an informal basis. Thie usually gets useable and actionable feedback and opens a two way dialogue.
We have our end of the year LCAP and Healthy Kids surveys which get data. These are not popular with the parents and we question the data that we receive because it feels as though the parents either give us pat answers or just any answers to quickly complete the survey.
We have tried empathy interviews, which give us better data and seems to open communication. Clarifying questions can be asked . Thes data from the interviews are hard to tabulate.
We have parent-teacher conferences which provide short and informal feedback and conversations. Thes data from the interviews are hard to tabulate.
We have parents who serve on the parent advisory committee (School Site Council and English Learner Advisory Council).
We have parent workshops (parent education) which allow for presentation of topics, but also allow for open forums where parents can voice their concerns, ask questions, and provide feedback.
We also have our regular communication with newsletters that encourage parents to become involved.
The principal and the staff have open door policies that make them available for parents to drop in and share their thoughts.	We would like to expand on our current ways for seeking input for decision making. We will design our surveys to be quick and topical. to gather feedback on various aspects of the school, including academics, safety,
communication, and extracurricular activities. Quick Polls: Use brief, single-topic polls regularly to get feedback on specific issues or upcoming decisions.
We are looking at focus groups in two ways:
a. Diverse Groups: Organize focus groups with a diverse mix of parents to discuss specific topics in-depth, ensuring representation from different grades, backgrounds, and communities.
b. Thematic Discussions: Conduct themed focus groups on areas like curriculum changes, school policies, or parent involvement.
We will use suggestion boxes. We will use physical and digital Boxes: We will place suggestion boxes in accessible locations within the school and create a digital suggestion box on the school's website for anonymous feedback. We will review suggestions regularly and communicate any actions taken in response to the feedback.
We are looking into online platforms. We could have surveys via email or Apps: Use email, school apps,. We could use platforms like Google Forms to distribute surveys and gather feedback conveniently.
We are also looking at Social media engagement: Utilize social media channels to engage parents in discussions and gather their input on school matters.
Parents have asked for Virtual Feedback Sessions. These could be webinars and online meetings: We could host virtual meetings and webinars to discuss school issues and gather feedback from parents who may find it difficult to attend in person.
We could have interactive platforms that allow real-time polling and Q&A sessions during virtual meetings.	Improving engagement of underrepresented families to seek input for decision-making involves a combination of strategies focused on inclusivity, accessibility, and trust-building. We will be doing these strategies:
1. Build Trust and Relationships
•Personal Outreach: Our staff will conduct personal outreach through phone calls, home visits, or informal meetings to build trust and relationships with underrepresented families.
•Community Events: We will host informal community events where families can meet school staff in a relaxed setting, fostering stronger relationships and open communication.
2. Enhance Communication Channels
•Communications: We will ensure all materials and communications are available in the languages spoken by underrepresented families..
•Culturally Relevant Messaging
•Multiple Platforms
3. Create Inclusive Opportunities for Participation
•Flexible Meeting Times
•Virtual Options
•Childcare and Transportation
4. Empower Parent Leadership
•Parent Ambassadors
•Leadership Training
5. Advisory Councils and Committees
•Diverse Representation: We will strive to have advisory councils and committees include representatives from underrepresented families to ensure their voices are heard.
•Regular Meetings
6. Organize Focus Groups and Listening Sessions
•Targeted Focus Groups
•Listening Sessions7
7. Provide Educational Workshops and Resources
•Informational Workshops
•Resource Centers
8. Utilize Surveys and Feedback Tools
•Surveys: We will distribute surveys in the parents’ languages and ensure they are easily accessible, both online and in paper form.
•Simple and Clear Questions
9. Collaborate with Community Organizations
•Partnerships: We will try to partner with local community organizations that have established relationships with underrepresented families to facilitate outreach and engagement.
•Joint Events: We will attempt to host events with community organizations to provide a familiar and trusted environment for families to engage with the school.
10. Create a Welcoming School Environment
•Inclusive Culture
•Visible Commitment
11. Recognize and Celebrate Contributions
•Acknowledgement: We will acknowledge and celebrate the contributions of underrepresented families to the school community.
•Success Stories: We will share success stories of how family input has positively impacted school decisions and outcomes.	4	4	4	4	4	4	3	3	4	4	4	4	Met		2024-06-20	2024
54721400136507	Crescent Valley Public Charter II	3	Crescent Valley Public Charter II (CVPCII) takes prides in building positive and lasting relationships with the community. The connection with our Educational Partners continues to be a priority at Crescent Valley Public Charter II. Through regular Parent Meetings, including our Parent Advisory Committee and English Learner Advisory Committee, Parent Teacher Conferences, student and family celebrations such as school events such as Back to School Night and Awards Nights and weekly communication through our Data + Design system our families express a sense of feeling highly connected to the school and their student’s progress as evidence by our data results, engagement at events and feedback received. CVPCII families appreciate the open communication and monthly updates.	"Data from our annual Survey shows that 100% of our parents feel the school is safe, 94% feel they are connected to the school and pleased with their student’s progress. In addition, 96% state that the school communicates clearly and effectively. Data collected from other engagement events and feedback received confirms our school continues to build relationships and in many cases strengthening them. One of our parents recently commented, ""My daughter is doing very well at Crescent Valley. At her previous school she got into some trouble, but since then she has been successful working in an independent study school setting. The teachers and staff are very supportive. Another parent commented, “I am very thankful for Crescent Valley. I really didn’t have anywhere else to enroll my Son so I am grateful for the opportunity that he has to still graduate high school at Crescent Valley. ”
Crescent Valley Public Charter II has gone to great effort encouraging Educational Partnership participation and engagement at every school meeting, event or activity. However, we understand that not all Educational Partners will be able to attend every event. We also recognize that Parent Engagement is crucial to a positive school-home relationship and have planned and scheduled events throughout the year at different times of the day for anyone to attend.
Based on input and data analysis, from feedback and surveys, the school noted they would like to increase the number of participants who attend the PAC/ELAC meetings including 2 way communication with all Educational Partners using language accessible to families. The school wholeheartedly believes that Educational Partner feedback and input is a valuable part of the school's improvement process. The school also is aware that having planned school meetings and activities is crucial for engagement opportunities.
A challenge parents have shared is understanding the complexities of our school program, more notably, attendance requirement, credit completion and school policy, in addition to parent and student responsibilities. In response the school aimed to improve the onboarding process and maintain ongoing dialogue with parents while students remain enrolled in our program.
In addition, Crescent Valley Public II understands that having an open line of 2-way communication will provide clarity and opportunity for students and families to access everything the school has to offer."	CVPCII staff is well aware of the various needs of the community especially the underrepresented families. CVPCII will improve engagement of underrepresented families at every event by providing staff to communicate in the parent’s preferred language or provide translation services for educational partner communications. The school will also offer multiple opportunities for participation both virtually and in-person, and provide classes/workshops based on educational partner needs/requests.

We are confident that the evolving methods of communication will help underrepresented educational partners remain connected to the school. Through increasing opportunity and access, more families will be able to actively participate and impact their child’s education.	A strength of the school is having a diverse and knowledgeable staff that meets the needs of each student. From the day of enrollment staff assess students to measure their current level of performance and plan a program that meets their academic needs. Students have access to a plethora of support staff such as tutors, counselors or retention support specialists. Parents are included in every aspect of the students activities through various communications tools including but not limited to emails, text and social media.

Input received from our Educational Partners identifies our area of strength is creating a welcoming environment for all families in the community, our frequent communication with parents regarding their child’s progress, and our flexibility in providing opportunities for families to receive support.

Staff is available to students between morning and afternoon for live instructional support, weekly progress summaries and a variety of services. Students and parents can access the tools for educational success at anytime of the day.

One parent stated, “I believe all the opportunities you provide strengthen the student’s ability to succeed along with the support of the parents.” Another parent stated, “I know after learning periods, the supervising teacher communicates with me on how my son’s doing. When I request to meet with the teacher on my son’s progress, the teacher always gets back to me.” Between the different communications and opportunities to meet with teachers and the different means to continue these relationships, our staff is accessible and communicates well with our parents for their child’s educational success.	Input and data analysis, confirm that the Crescent Valley Public Charter II would like to improve the number of students who participate in small group instruction classes, counseling events, and workforce partner workshops and receive mental health/social-emotional services. Increasing the number of students participating in the above events will improve the student-school relationships and increase student achievement.	An area of focus continues to be to increase our Educational Partners of underrepresented families. Though parents have expressed a strong confidence in service and support to our students, there is more we can do. We will continue in our commitment to provide partnership and accessibility in services as our students continue on their educational journey.	The last few years our school experienced a time of change, we learned from our current practices how effective or ineffective some of our practices were. However, an area of strength we recognized was how quickly we adapted from in-person meetings to virtual meetings for all our educational partners. Without missing a beat Crescent Valley Public Charter II was able to provide information and solicit feedback from our Educational Partners in multiple platforms and spaces that work for our parents' needs. The school was able to provide flexible hour options for connection to the school. As a result of this, there was more participation and engagement with our Educational Partners. Parents were able to log in from their own devices and join the discussions.
Although parents attend meetings and events, an area of improvement for Crescent Valley Public Charter II is to find a way to actively engage families in the planning and implementation of programs. While we go to great lengths to promote and invite Educational Partners to our public meetings and events, our progress in building the capacity of staff to effectively engage families in the decision-making is an ongoing process. Through professional developments, we will learn better ways to connect with families and draw out feedback and input in order to make more communal decisions. Crescent Valley Public Charter II plans to continue these efforts in the upcoming year and will continue finding topics of interest to present to our families.	Crescent Valley Public Charter II will continue to engage our underrepresented families through personal phone calls in their primary language, like Spanish, that invite them to meaningful school decision-making events such as ELAC meetings and LCAP Educational Partner meetings. Relevant documents will be translated and made available to all families and meetings will have live,
real-time translation options to allow for ease of access. We will also continue to provide classes/workshops based on parent interests/requests to better engage our underrepresented Educational Partners. Additionally, with an increase in staff members, particularly Paraprofessionals, Social Workers, and Counseling staff, we will be able to provide more layers of support so that we can bring more families into the active community.
In the Annual School survey, parents responded favorably that the school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings. This is evident through the attendance of diverse families at school events. This is key in providing an inclusive forum for all Educational Parents to share input and feedback.	Crescent Valley Public Charter II will continue to strategize different ways we can continue to involve and better engage our families through the feedback received at our advisory meetings, parent surveys and staff and student conversations. One of our parents stated, “Maybe having the meetings later so parents can attend and letting parents know what topics will be discussed.” As many of our parents work, Crescent Valley Public Charter II needs to take a look at the possibility of scheduling these meetings at different times in order to increase attendance. We will improve services by hiring certified, bilingual staff as well as increase efforts of our recruitment of community members to join our team and where our community needs exceed staff availability, we will partner with outside organizations to provide excellent service to our students and families.

One key finding from the local survey was from parent/guardian responses. When asked in the last school survey if they felt that their school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings, 83% responded that they agreed and strongly agreed. The school also continues to implement parent engagement activities like PAC/ELAC, student recognition days, Parent University workshops, open houses, back-to-school nights, and parent-teacher-student conferences.	5	5	4	5	5	5	5	4	5	5	5	5	Met		2024-05-30	2024
54721570000000	Strathmore Union Elementary	3	For years we have used AERIES as our student information system. The student and parent portals allow students and parents access to student progress in every class and also allow access to standardized test results. Integrated into AERIES is Parent Square. ParentSquare is a safe and secure platform for all school-to-home communication. It offers two-way group messaging, private conversations, district-wide alerts and notices, and a simple user interface that helps keep everyone connected. Messages can be sent and received in any language, offering our parents the opportunity to communicate in the language they are most comfortable in, and providing a way for staff who are not multilingual to communicate with parents, regardless of their language of choice. Some teachers use ClassDojo, a classroom communication app that shares reports between parents and teachers. It connects parents and teachers to provide information on a student's conduct and performance in the classroom through real-time reports. In addition, our Middle School teachers use Remind 101, a communication platform that allows teachers, parents, and students to communicate about what is happening in the classroom. We have created District Facebook and Instagram accounts to communicate with anyone interested through common social media platforms. This allows us to share with staff, parents, students, and the community at large all of the things happening at our school. Our school website has long been a source of information for all families about our District, including access to calendars, handbooks, and meetings. Our Parent/Teacher/Student conferences are student-led. The students explain to their parents what they have been learning during these conferences, which by design are conducted in the home language of the parents. We hold multiple family events throughout the year, where families come on campus and engage in a variety of interesting activities run by staff members. We encourage parents to participate in class activities and field trips. We also encourage parents to participate through the School Site Council, ELAC/DELAC, PTO, and school board meetings.

Our educational partners had many positive things to say about the strength of the relationship the school has built with our families. These comments include:
     • I appreciate the effort made to include parents more on campus
     • I am very grateful for the teacher, School Counselor and Office Nurse and the rest of the staff that have been working with our son. The Staff has made a great difference in our son. We made a great choice in sending our son to this school. These are hardworking dedicated people to educate our kids.
•Keeping parents informed of students’ progress and what’s going on in school a
     • Family nights
     • Making the school a safe and welcoming environment.
     • Communication on Parent Square and reminder	Based on what we have done, we will continue to improve the building of relationships in several ways. Although we have utilized social media to communicate with staff and families, we will continue to work on improving the quality of communication to help ensure that the messages being sent are being received and understood. We had our first Parenting Partners session in 2022-23, offered several sessions in 2023-24 and plan to offer multiple sessions in both English and Spanish in future years.	The District has hired a full-time school counselor to work with students and families. Often it is the families of the students who struggle who fail to respond to surveys and assessments about what we can do to improve, so many of these students and families will benefit by the involvement of a school counselor in their lives.	One of the most important tools we have been using is the Leader in Me principles (7 Habits) with our students. This program addresses three areas in our students’ lives that will have a direct impact on their success: Academics, to give them stronger analytical, critical-thinking, problem-solving, and creativity skills; School Culture, to keep our students in school every day, actively involved in their education and helping them to make good choices in their own behavior; and Life Skills, the personal and interpersonal skills needed to be successful in college, the workforce, their career, and their relationships with family and friends. Along with the Leader in Me, each campus focuses on character building through the Bull Pup Way and the Bull Dog Bite, reminding students daily that good behavior leads to a higher quality of life for themselves and those around them. An integral component of the Leader in Me is integrating the families into this training. We have established a Family Action Team and will begin training our families in the 7 Habits. These habits include:
     • Habit 1: Be Proactive
     • Habit 2: Begin With the End in Mind
     • Habit 3: Put First Things First
     • Habit 4: Think Win-Win
     • Habit 5: Seek First to Understand, Then to Be understood
     • Habit 6: Synergize
     • Habit 7: Sharpen the Saw
We also continue to use the program Capturing Kids’ Hearts®. Through experiential training, expert coaching, a character-based curriculum for students, and personalized support, Capturing Kids' Hearts® works to equip our staff to implement transformational processes focused on social-emotional wellbeing, relationship-driven campus culture, and student connectedness.	A focus area for the future for building partnerships for student outcomes, is to help our parents see that we are partners in this process. Many parents feel that they are unable to help or lack the skills to help their students. Evening classes for parents that help provide them with the skills and confidence that they can be a partner will enable them to be a continuing part of their children’s successes. We had our first cohort of parents participate in the classes in 2022-23, expand to multiple cohorts in 2023-24 and will continue in future years.

When looking at student input in surveys and assessments, they tend to focus more on the physical and less on the relational side of school (i.e. longer recesses, better food, use of cell phones during school, and cleaner restrooms dominated their responses). However, parents identified that they would like to see a more welcoming environment that includes respect for all, campuses that are safe (including students who are disciplined), clean and inviting to students and families, as well as some of the issues the students raised.	The school will continue to reach out to all parents, including parents of students learning English, students with disabilities, students who are currently unhoused, and foster youth to help them improve their engagement in all of our school programs. Empowering parents to believe that they have a voice, and that their voice is being heard, will be the goal of this outreach.	Parent involvement opportunities exist at many levels at SUESD, including planning and designing programs, implementing strategies as volunteers in the classrooms, after school, and with groups such as School Site Council, ELAC and DELAC, Parent Advisory Committee (PAC) and PTO. Parents are recruited from all ethnic and socioeconomic groups in our district to be representatives on the above groups. The district has an active Parent Teacher Organization (PTO) that organizes events throughout the year including Book Fairs, Red Ribbon Week, and other activities. Parents also have the opportunity to participate in the Migrant Parent meetings held regularly in the district.

Parents are also encouraged to be involved in their child’s educational process through participation in “Top Dog” and academic awards assemblies, through scheduled and informal parent/teacher/student conferences, by participating as chaperones on field trips, through family math, literacy, and science nights, and through educational meetings held at all school campuses.

Regular communications are distributed to parents in both English and Spanish and cover a variety of topics including beginning of the year welcome packets, monthly parent newsletters, notifications of all meetings and school events, school calendars, and student assessment and grade reports. School Accountability Report Cards are made available to parents and the Annual Rights Notification to Parents is distributed each school year. Both are available online on the District website and are available in print form whenever requested.	As we emerged from the many COVID restrictions placed upon us in prior years, we returned to school-based meetings and activities. This helped to put the parents in the middle of the decision making process once again. The opportunity for face to face discussion helped to give the parents a voice that they know is being heard, and improved their ability to provide input in the decision making process. This year combined Parent Advisory Committee meetings with the School Site Council meetings to give all educational partners a voice in what we do. In the future, we need to schedule these meetings out for the year with set times and locations so those who want to be involved can plan to be involved.	We will seek out parents of individuals who have traditionally been underrepresented (including parents of students learning English, students with disabilities, students who are currently unhoused, and foster youth) to participate in the various groups (including the School Site Council, ELAC, DELAC, PAC and PTO).	3	4	3	4	4	3	4	4	3	3	4	3	Met		2024-06-17	2024
54721730000000	Sundale Union Elementary	3	Sundale hosts parent orientations for all parents during the first week of school. This serves to begin the process of building the working relationship between teacher and parent. This also provides an opportunity for parents to ask questions, recieve the expectations of their child's teacher, and best ways to communicate throughout the year. Parents have an opportunity during this time to discuss with teachers the needs of  the studnet not only academically but also social-emotional needs. Parents are able to share about their child with the teacher and the teacher is able to develop a rapport with the parents. 100% of parent conferences are required of teachers. If parents do not attend  in person, teachers make phone calls or home visits to those families. Sundale also has periodic Question/Answer Sessions via zoom with administrators.	In addition to School Site Council, Dad's Club, Parent Teacher Orientations, and DELAC, Sundale has a parent resource meeting every year in November inviting parents to come in and learn what offerings are avaliable to students. Meetings are held 6 times per year to families, to engage parents, receive input and keep them informed of school policy, procedures, progress, and involvement.	Based on the analysis of educational partner input and local data, and our plan of action to involve all families, including the underrepresented families identified, we feel that all families have a place to get connected. We make sure that information goes out in the home language of all meetings as well that meetings are offered in person or zoom, at various locations, at various times.	Sundale meets regularly with parents at PTO meetings, School Site Council, and other parent groups including parent Question/Answer sessions which are available via zoom. In addition, parent conferences are held each trimester ,with 100% attendance, enabling teachers to build partnerships with parents.	Ensuring all parents feelt they are being communciated with in all grade levels. This is an area that we have and will continue to focus on as a staff.	Regular communication and opportunities for these families to be educated and their voices heard.	In addition to School Site Council, Dad's Club, Parent Teacher Orientations, and DELAC, Sundale has a parent resource meeting every year in November inviting parents to come in and learn what offerings are avaliable to students. Meetings are held 6 times per year to families, to engage parents, receive input and keep them informed of school policy, procedures, progress, and involvement. All of these are also opportunities for us as a school to get input from our educational partners on all plans, actions, curriculum, support materials, and programs.	Ensuring parents are informed of opportunities for them to share their voice.	Regular communication and opportunities for these families to be educated and their voices heard.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
54721810000000	Sunnyside Union Elementary	3	Sunnyside is a school that could also be described as a community or family. There is s strong bond and many relationships are shared between school staff and families. Sunnyside always has a goal to meet with as close to 100% of parents during parent conferences. Teachers work diligently to try to make contact at least 3 times per year. Parents are given the opportunity to have parent conferences conducted via in person, on the phone or over zoom.  Sunnyside’s Vice Principal and Social worker performed home visits to reach parents who teachers had difficulty contacting. Sunnyside continues to offer a few Parent Involvement nights, virtual and in person where parents were given opportunities to give suggestions. We try to gather ideas from parents on what guest speakers and ideas they would like to learn about in our parent involvement nights. Teachers are active participants in the parent engagement activities and help promote the activity. 
Sunnyside Union Elementary provides opportunities for parents to be involved and to help collaborate with decision making at the Annual Parent Involvement Policy Evaluation Meeting which was held during the 2023-2024 school year. In addition, the ELAC and SSC created a Needs Assessment which was utilized for the LCAP.  Sunnyside also holds monthly board meetings in which parents are always welcome to share in the public input period. The School Site Council meet via Zoom and teachers, staff and parents actively participated and help advise the Superintendent/Principal on Sunnyside's goal and objections. Sunnyside continues to partner with Save the Children and the State Preschool to hold collaborative parent meetings for our younger age students.	Sunnyside holds SSC, ELAC and parent involvement meetings however meeting quorum is often difficult.  Sunnyside holds multiple LCAP planning meetings with parents and asks for suggestions on how to improve the schools and these meetings seldom have any stakeholders attend. Next year, Sunnyside will improve in gaining input from parents for these vital meetings. Surveys will be easier to access and parents will be encouraged to give input. Another focus area for building relationships will be made by staff regularly making communication with parents via Parent Square. The LCAP planning meetings are probably the most efficient way for parents to be involved and seldomly we even have 1 parent attend. This is definitely one area that Sunnyside needs to work on so that parents feel empowered that they have a voice and opportunity to provide input on policies, programs and implementation of both.
	Underrepresented families will be identified via our social workers and psychologist. We will have an increase of days and workers to help with this identification process. Once the identification takes place, the social workers and psychologist will increase relationships building between staff and families.	Sunnyside's strengths in building partnerships for student outcomes include a strong school site council that gives great guidance in efforts to increase student outcomes. Sunnyside also has a leadership team that analyzes data to ensure positive student outcomes.	Sunnyside needs to focus on creating more partnerships to concentrate on student outcomes.	Underrepresented families will be identified via our social workers and psychologist. We will have an increase of days and workers to help with this identification process. Once the identification takes place, the social workers and psychologist will increase building partnerships between staff and families.	Sunnyside has an Student Site Council on a monthly basis and ELAC (English Language Advisory Council) four
times yearly. There are also parent/stakeholder meetings held in efforts to seek input for the LCAP. Surveys are sent
out via Parent Square and email to students, parents and staff in efforts to seek input for decision making.	Although, the meetings are held for input many of the times many of the advisory/input meetings are not very well
attended. Having quorums met for SSC and ELAC is often difficult. Sunnyside will make a effort to include all parents
and show them the importance of providing their input for improvement and decision making.	Underrepresented families will be sought out by our social workers, psychologists and administration and encourage
their engagement and try to seek input from these families. Many of the times the same parents are involved, but for
the next school year, more parents will be given the opportunity and encouraged to attend and provide input.	4	4	4	4	3	3	3	3	3	3	3	4	Met		2024-06-24	2024
54721990000000	Terra Bella Union Elementary	3	The district continues to build better relationships between school staff and families by continually working on improving relationships. According to district data, maintaining monthly parent meetings, improved online communication via ParentSquare, and the availability of administrative staff has allowed information to be shared more easily and consistently.	According to surveys and in person conversations the district needs to continue to work on the following:
1. support extra curricular activities
2. provide tech education for our parents on platforms such as ParentSquare and AERIES
3. continue to improve communication	The school site administrators, social workers, and other support staff will continue to reach out to underrepresented families and invite them to be part of the school community. Invitations to school events will continue to go out to underrepresented families with accommodations as needed.	TBUESD has worked to implement and maintain communication with parents and the school community. Our strengths include routine monthly parent meetings and the continuous improvement of communication platforms.  Monthly parent meeting attendance has been expanded and includes a variety of high-interest and pressing topics.  The district invites parents and stakeholders regularly to monthly school events virtually or in person as possible. We have also expanded the amount of staff that supports student needs.  Our admin and support staff does family outreach daily as students are picked up and parents are invited to voice their concerns and questions freely.	According to parents, we need to focus on improving our communication.  We will continue to expand on the offerings our technology platforms provide.  We will also provide more opportunities to help parents use the technology.
	The focus for the next year is to create more opportunities for underrepresented families to positively interact with teachers. 
The school site administrator,  social worker, and other staff will continue to reach out to underrepresented families and invite them to be part of the school community.	As a small school district, we have the opportunity to build greater relationships with our community.  Monthly parent meetings, online surveys, and the availability of administrators to parents and the school community allow for many opportunities to gather input.  We also request LCAP input at all of our staff meetings and parent meetings.	According to the data gathered, the district needs to support parents access to technology.  The district plans to hold several parent meetings on new communication methods.	The district will personally invite underrepresented families to events related to using communication technology.	5	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-14	2024
54722070000000	Three Rivers Union Elementary	3	Two Parent Surveys (Healthy Kids School Climate & LCAP) are utilized to seek feedback regarding school programs and school culture. 

TRUS provides opportunities for parents to get involved in parent organizations and activities including SSC, Foundation, EBC, virtual and in-person board meetings, classroom volunteering, field trips, school fundraising events etc. 
	Continuing to update the Parent-Compact annually.	Enhance family outreach through the services provided by our School Social Worker.	TRUS utilizes various systems to monitor and improve student achievement collect student data such as: grades, attendance, teacher observations and test scores. 
	We plan to focus on enhancing our MTSS (Multi-Tiered System of Support) systems in order to identify students requiring tiered interventions. In addition, enhance our RTI system in order to provide targeted Intervention & enrichment in ELA, ELD and Math. 
	TRUS will encourage parents to get involved in parent organizations and activities including SSC, Foundation, EBC, virtual and in-person board meetings, classroom volunteering, field trips, school fundraising events etc. The School Social Worker will be utilized to reach our to these families.	TRUS provides opportunities many for parents to get involved in parent organizations and activities including School site Council (SSC), TRUS Foundation, Eagle Booster Club (EBC), virtual and in-person board meetings.	Utilize the School Social Worker to promote parent engagement opportunities.	Utilize the School Social Worker to promote parent engagement opportunities.	4	5	3	3	4	3	3	3	3	3	3	3	Met		2024-06-12	2024
54722150000000	Tipton Elementary	3	Tipton School provides access to translators for parent/teacher conferences, SST, ELAC/DELAC, SSC, and LCAP meetings, as well as individual meetings scheduled with teachers and administrators at the parents request. All school correspondence is delivered in parents primary language as well as English. Parents are excited to implement a parent/teacher club. Tipton school hosted workshops to support parent learning. In order to increase our capacity to support our parents the district's parent liaison will continue to assist with the coordination and implementation of parent support and training opportunities. Tipton School administration and teachers have implemented parent engagement nights. The school will continue to host parent engagement nights.	Tipton School will continue to grow relationships between school staff and families by sharing information regarding community-based organizations that can help with mental health services, free sports activities for students, and training on supporting students through monitoring academic growth.	1. Tipton teachers will hold fall and spring conferences with parents each year to discuss each students' academic strengths and weaknesses. Teachers will also hold conferences with parents throughout the year on an as needed basis. Progress reports will be sent out to families each quarter to provide timely information to parents regarding current grade progress.

2. Tipton will hold SST meetings for students who need additional support in the classroom twice a month.

3. During parent engagement nights teachers will provided resources for parents to help their students with social/emotional or academic needs.

4. Our goal over the next few years is to provide training to support staff to build capacity to partner with families.

5. Tipton School will provide additional culturally relevant events where students, families, and staff can engage in social interactions to develop better understanding of cultural values.	Tipton school and families are working to enhance the capacity of families and staff to cultivate and sustain respectful and effective communication that links academic and social emotional learning improvement for students and supports student development. We are committed to being encouragers, models of of lifelong learning, advocates for improved learning opportunity, and collaborators with decision-making.	The focus areas for improvement include but are not limited to: provide additional opportunities for families to engage in conversations regarding academic learning, share information regarding community- based resources for mental health services, include parent voice in school-site safety conversations, provided data and information to families for feedback in the areas of academic and SEL.	Tipton school will provide clear and translated information regarding procedures for volunteering on campus. The Tipton school parent liaison will provide parent training on immigration status, how to get involved in making school decisions, and how to support their students at home with healthy living. All engagement opportunities will be provided in English and Spanish. Additional home visits will be made to encourage families to engage in the parent-teacher club and invitations to school events.	1. Principal, staff and parents participate in advisory groups quarterly.

2. All parents are invited to attend advisory meetings through Parent square and notes that are sent home in English and Spanish.

3. Create and distribute a survey asking for parental feedback on family engagement activities.

4. Our goal over the next few years is to increase family engagement and decision making input.	Areas of focus: conduct empathy interviews with parents at least once a year.	Tipton school will provide technology at SSC and ELAC meetings for participation in surveys. All surveys will continue to be offered in Spanish and English. Parents have requested that surveys be sent home in a hard copy. This will be done in Spanish and English.	5	5	4	5	4	4	5	5	4	4	5	5	Met		2024-06-11	2024
54722230000000	Traver Joint Elementary	3	All stakeholders were sought in the writing process of the LCAP. All meetings were held in person, but online
options were given as well. There were notes sent home and messages on the school marquee to let parents and
community know about meetings. Five parent and community meetings were held December through May.
Teachers and staff were met with multiple times throughout the year. Student surveys were collected in April.	Building capacity is always an area the LEA looks to grow. The district continually looks for ways to bring in more
parents and involve them in more meetings and committees. We continue to find that social media is a great tool
and will continue to utilize it to inform parents and community about what is occurring at school.	The LEA offers incentives for families to come, whether that be food, prizes, our PAT offers gift cards. We have
offered babysitting services for meetings. We will continue all of the efforts to push for greater numbers in
attendance.	The school has an open door policy that sometimes leads to too many parents coming in, but it's one that the district
gladly handles to make sure that parents and students feel like they have a voice. The principal/superintendent
personally handles many student and family concerns, to ensure families feel like they have been heard and
situations resolved.	The district will focus on attendance. Attendance, since COVID, has been an issue. The district plans to push out a
lot of information on what constitutes an absence vs. when students should still come to school.	The district has 91% socioeconomically disadvantaged students, so we are in constant motion of trying to get our
underrepresented parents here for meetings and not just the fun stuff. We have a very small migrant and students
with disabilities population, we have no foster youth or homeless population. As a small district we can track those
families when they come onto campus to see what they have attended.	The district is consistently seeking input from our stakeholders and decision making partners, we find that the same
parents continue to volunteer and come to regular meetings. We are always looking for ways to encourage more
families to participate.	The LEA is consistently working toward bringing more families onto campus, reaching out to new families in the
district, and working toward stronger decision making bodies	The district has 91% socioeconomically disadvantaged students, so we are in constant motion of trying to get our
underrepresented parents here for meetings and not just the fun stuff. We have a very small migrant and students
with disabilities population, we have no foster youth or homeless population. As a small district we can track those
families when they come onto campus to see what they have attended.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-25	2024
54722310000000	Tulare City	3	TCSD strives to create strong relationships between schools and families. Relationships are fostered through hosting family events on campus and utilizing communication tools such as Parent Square, Social Media platforms and monthly newsletters. The district keeps families informed through quick bi- monthly videos on Social Media that highlight schools and departments in the district. Families also engage in 2- way communication during Parent Conferences which have a (93.59%) attendance rate.	The focus for improving relationships with parents is making parents feel welcome to participate at the schools.TCSD welcomes parents to attend events, volunteer in classrooms and participate in decision making committees and/or advisory groups.	To encourage the engagement of underrepresented families, the TCSD Child Welfare and Attendance department serves as a liaison for homeless and foster families. The department regularly checks in with families to determine needs and provides additional assistance as needed. The bilingual department provides families with translation services at sites and access to parent classes. All notices sent home to families are translated into Spanish. Twelve of our schools have been designated as Community Schools. The coordinator of Community Schools will work with each school Community Liaison to reach out to underrepresented families, identify barriers and offer assistance in those areas.	The district provides family resources to support student learning at home through events such as: family nights, meet the teacher, orientation, back to school and parent education opportunities. Teachers and parents work together to improve student outcomes through frequent communication and collaboration at parent conferences. Parents are encouraged to understand their rights and advocate for students. The district supports this through educating teachers on supporting parents of special populations, the distribution of the Universal Complaint Procedure (UPC), Individualized Education Plans (IEP), and 504 plans.	TCSD will continue to provide professional learning and support to teachers and principals to improve a school’s capacity to partner with families.	The Special Education department will host “Cookies & Conversations” for parents of students with special needs. Workshops educate parents on the program as well as advocating for their students through the IEP process and additional support. All communication, notices, and invitations provided to families are translated into Spanish. Spanish translators are also available at the meetings. Parent conferences are held in a flexible format allowing families to connect to teachers in person, through Zoom on a district issued chromebook with built in hotspot or through a phone call. Interpretation services also are provided.	The district provides a variety of opportunities to submit input for the decision making process at the site level including: Title 1 Parent Meeting, School Site Council (SSC), English Learner Advisory Committee (ELAC), Advisory group training, Parent Teacher Organizations (PTO), Site Events, Conferences, Local Evaluation or Program Effectiveness (LEPE). At the district level, parents are invited to attend District Advisory Committee meetings (DAC) and District English Learner Advisory Committee meetings (DELAC). Educational Partners are encouraged to submit feedback through monthly LCAP surveys that explain current goal related actions and services and request input.	TCSD will continue to encourage teachers, principals and district administrators to work together to plan, design, implement, and evaluate family engagement activities at the school and district level. Families and community members are encouraged to attend the District Advisory Committee meetings as well as the District English Learner Advisory Committee meetings to provide input. An LCAP survey is distributed monthly to gather input from families as well.	The district reaches out to families of underrepresented subgroups to attend District Advisory Meetings to encourage their engagement in the decision making process. All notices, surveys, invitations, meeting agendas and related documentation provided to families are translated into Spanish. Spanish translators are also available at the meetings. Meetings are held in flexible formats as needed to accommodate parents with identified attendance barriers such as transportation and/or childcare.	4	4	4	4	3	4	4	3	4	4	5	4	Met		2024-06-25	2024
54722490000000	Tulare Joint Union High	3	"Our district has offered Parent Institute for Quality Education classes to our parents for the past 13 years. “PIQE’s programs engage, empower, and transform parents to actively engage in their children’s education and strengthen parent-school collaboration in order to improve the academic success of students."" Our counselors meet regularly with parents and students to discuss academic progress. Collectively, a four-year academic plan is developed and then reviewed during Sophomore counseling. Our school sites also offer Senior night for parents and students each fall. During Senior Night, the counseling team reviews and supports parents with the college application process, FAFSA, DACA, and other information to support parents and students in achieving their post secondary goals. Our counseling teams at each school site have developed a comprehensive plan to meet with and support students at each grade level throughout the school year."	The district and sites will continue to explore opportunities to increase communication with parents as well as educate parents on the opportunities and resources available for the students on campus. Sites will continue to host parent club meetings, booster club meetings, sophomore counseling, senior nights, FAFSA workshops and much more to increase student outcomes.	As a district, we will continue to look for opportunities to increase communication and provide more opportunities for underrepresented families. Utilizing newsletters, Parent Square, as well as follow-up phone calls to parents inviting them to events, meetings and celebrations on campus. We will continue to prioritize engaging underrepresented families in order to educate them on the resources and opportunities available to their students on campus.	As a District, one of our LCAP goals consists of focusing on building a positive culture on campus where all stakeholders, including parents, feel welcomed, valued, safe and engaged. Our district creates multiple opportunities for parents to interact with school staff on campus. Incoming freshmen and their parents/guardians are invited to each comprehensive site prior to registration to learn about the programs and activities offered. Translation is provided. The Administrative and counseling teams meet with incoming freshmen and their parents/guardians during incoming freshmen registration. Counselors meet with parents during the sophomore year to discuss their student’s four year plan. ELAC, DELAC, School site council and Academic Booster parent meetings are held on a regular basis and translation is provided. Our Opportunity Education sites meet individually with parents/guardians on a regular basis to address the needs of their students. TJUHSD continues to offer PIQE (Parent Institute for Quality Education) and had 58 more parents participate then in the previous school year.	All school sites in the district will continue to explore opportunities to increase communication with families and provide increased opportunities for involvement. The district and all sites utilize quarterly newsletters that provide information on events and opportunities on campus for parent involvement. The district and sites will also work with parents to increase accessibility to Parent Square, a software app that allows parents to receive up-to-date information and news from the school sites.	As a district, we will continue to look for opportunities to increase communication and provide more opportunities for underrepresented families. Utilizing newsletters, Parent Square, as well as follow-up phone calls to parents inviting them to events, meetings and celebrations on campus.	Our district supports our principals and staff to effectively engage families in decision making through the district Cabinet team meetings, coaches meetings and the Principals PLC. Training is provided to parents on the purpose of the advisory committee and their role. Training is provided onsite and through leadership opportunity at the County Office of Education. Parents participate in ELAC, DELAC and school site council meetings and provide their input on programs and policies. For the past 2 years, our district has also provided transportation for ELAC parents to attend Fresno State’s Feria Educativa.	The district and sites will continue to promote opportunities for educational partners to be involved in decision making processes. This includes participation in parent club, school-site council, ELAC, DELAC, and LCAP committees.	The district and sites will continue to promote opportunities for educational partners, specifically underrepresented families, to be involved in decision making processes. This includes participation in parent club, school-site council, ELAC, DELAC, and LCAP committees.	5	5	4	4	3	4	3	5	4	4	4	2	Met		2024-06-13	2024
54722490130708	Sierra Vista Charter High	3	"Our district has offered Parent Institute for Quality Education classes to our parents for the past 13 years. “PIQE’s programs engage, empower, and transform parents to actively engage in their children’s education and strengthen parent-school collaboration in order to improve the academic success of students."" Our counselors meet regularly with parents and students to discuss academic progress. Collectively, a four-year academic plan is developed and then reviewed during Sophomore counseling. Our school sites also offer Senior night for parents and students each fall. During Senior Night, the counseling team reviews and supports parents with the college application process, FAFSA, DACA, and other information to support parents and students in achieving their post secondary goals. Our counseling teams at each school site have developed a comprehensive plan to meet with and support students at each grade level throughout the school year."	The district and sites will continue to explore opportunities to increase communication with parents as well as educate parents on the opportunities and resources available for the students on campus. Sites will continue to host parent club meetings, booster club meetings, sophomore counseling, senior nights, FAFSA workshops and much more to increase student outcomes.
	As a district, we will continue to look for opportunities to increase communication and provide more opportunities for underrepresented families. Utilizing newsletters, Parent Square, as well as follow-up phone calls to parents inviting them to events, meetings and celebrations on campus. We will continue to prioritize engaging underrepresented families in order to educate them on the resources and opportunities available to their students on campus.
	As a District, one of our LCAP goals consists of focusing on building a positive culture on campus where all stakeholders, including parents, feel welcomed, valued, safe and engaged. Our district creates multiple opportunities for parents to interact with school staff on campus. Incoming freshmen and their parents/guardians are invited to each comprehensive site prior to registration to learn about the programs and activities offered. Translation is provided. The Administrative and counseling teams meet with incoming freshmen and their parents/guardians during incoming freshmen registration. Counselors meet with parents during the sophomore year to discuss their student’s four year plan. ELAC, DELAC, School site council and Academic Booster parent meetings are held on a regular basis and translation is provided. Our Opportunity Education sites meet individually with parents/guardians on a regular basis to address the needs of their students. TJUHSD continues to offer PIQE (Parent Institute for Quality Education) and had 58 more parents participate then in the previous school year.	All school sites in the district will continue to explore opportunities to increase communication with families and provide increased opportunities for involvement. The district and all sites utilize quarterly newsletters that provide information on events and opportunities on campus for parent involvement. The district and sites will also work with parents to increase accessibility to Parent Square, a software app that allows parents to receive up-to-date information and news from the school sites.
	As a district, we will continue to look for opportunities to increase communication and provide more opportunities for underrepresented families. Utilizing newsletters, Parent Square, as well as follow-up phone calls to parents inviting them to events, meetings and celebrations on campus.	Our district supports our principals and staff to effectively engage families in decision making through the district Cabinet team meetings, coaches meetings and the Principals PLC. Training is provided to parents on the purpose of the advisory committee and their role. Training is provided onsite and through leadership opportunity at the County Office of Education. Parents participate in ELAC, DELAC and school site council meetings and provide their input on programs and policies. For the past 2 years, our district has also provided transportation for ELAC parents to attend Fresno State’s Feria Educativa.
	The district and sites will continue to promote opportunities for educational partners to be involved in decision making processes. This includes participation in parent club, school-site council, ELAC, DELAC, and LCAP committees.
	The district and sites will continue to promote opportunities for educational partners, specifically underrepresented families, to be involved in decision making processes. This includes participation in parent club, school-site council, ELAC, DELAC, and LCAP committees.
	5	4	5	4	3	4	3	5	4	4	4	2	Met		2024-06-13	2024
54722490133793	Accelerated Charter High	3	"Our district has offered Parent Institute for Quality Education classes to our parents for the past 13 years. “PIQE’s programs engage, empower, and transform parents to actively engage in their children’s education and strengthen parent-school collaboration in order to improve the academic success of students."" Our counselors meet regularly with parents and students to discuss academic progress. Collectively, a four-year academic plan is developed and then reviewed during Sophomore counseling. Our school sites also offer Senior night for parents and students each fall. During Senior Night, the counseling team reviews and supports parents with the college application process, FAFSA, DACA, and other information to support parents and students in achieving their post secondary goals. Our counseling teams at each school site have developed a comprehensive plan to meet with and support students at each grade level throughout the school year."	The district and sites will continue to explore opportunities to increase communication with parents as well as educate parents on the opportunities and resources available for the students on campus. Sites will continue to host parent club meetings, booster club meetings, sophomore counseling, senior nights, FAFSA workshops and much more to increase student outcomes.	As a district, we will continue to look for opportunities to increase communication and provide more opportunities for underrepresented families. Utilizing newsletters, Parent Square, as well as follow-up phone calls to parents inviting them to events, meetings and celebrations on campus. We will continue to prioritize engaging underrepresented families in order to educate them on the resources and opportunities available to their students on campus.
	As a District, one of our LCAP goals consists of focusing on building a positive culture on campus where all stakeholders, including parents, feel welcomed, valued, safe and engaged. Our district creates multiple opportunities for parents to interact with school staff on campus. Incoming freshmen and their parents/guardians are invited to each comprehensive site prior to registration to learn about the programs and activities offered. Translation is provided. The Administrative and counseling teams meet with incoming freshmen and their parents/guardians during incoming freshmen registration. Counselors meet with parents during the sophomore year to discuss their student’s four year plan. ELAC, DELAC, School site council and Academic Booster parent meetings are held on a regular basis and translation is provided. Our Opportunity Education sites meet individually with parents/guardians on a regular basis to address the needs of their students. TJUHSD continues to offer PIQE (Parent Institute for Quality Education) and had 58 more parents participate then in the previous school year.	All school sites in the district will continue to explore opportunities to increase communication with families and provide increased opportunities for involvement. The district and all sites utilize quarterly newsletters that provide information on events and opportunities on campus for parent involvement. The district and sites will also work with parents to increase accessibility to Parent Square, a software app that allows parents to receive up-to-date information and news from the school sites.
	As a district, we will continue to look for opportunities to increase communication and provide more opportunities for underrepresented families. Utilizing newsletters, Parent Square, as well as follow-up phone calls to parents inviting them to events, meetings and celebrations on campus.	Our district supports our principals and staff to effectively engage families in decision making through the district Cabinet team meetings, coaches meetings and the Principals PLC. Training is provided to parents on the purpose of the advisory committee and their role. Training is provided onsite and through leadership opportunity at the County Office of Education. Parents participate in ELAC, DELAC and school site council meetings and provide their input on programs and policies. For the past 2 years, our district has also provided transportation for ELAC parents to attend Fresno State’s Feria Educativa.
	The district and sites will continue to promote opportunities for educational partners to be involved in decision making processes. This includes participation in parent club, school-site council, ELAC, DELAC, and LCAP committees.
	The district and sites will continue to promote opportunities for educational partners, specifically underrepresented families, to be involved in decision making processes. This includes participation in parent club, school-site council, ELAC, DELAC, and LCAP committees.

	5	4	5	4	3	4	3	4	4	4	4	2	Met		2024-06-13	2024
54722560000000	Visalia Unified	3	The  district funds a Family Community Resource Center.  This center has built strong relationships with many of our high needs populations such as support for our homeless families, host families, and families that struggle with attendance.	The district will continue to work with our school sites in building relationships with our families that struggle with attendance by providing coaching and support for each site.	The district will continue to reach out to the families through social media, phone calls, email.  The district will continue to provide support groups for many of the underrepresented families.	The district has build partnerships with outside agencies to support our students in basic needs, social emotional support, and gang prevention.  The district also has build relationships with local businesses to provide input in the development of our CTE and Link Learning Academies	To continue to build stronger relationships with agencies and businesses.	The district will make personal calls asking for input and provide input sessions specifically focused on for the underrepresented families.	The district has over developed a comprehensive approach in seeking input.  The superintendent meets with community partners, students, staff, and parents for input several times throughout the year.  This has resulted in thousands of responses of suggestions in the development of the district's strategic plan.	The district has changed processes in how to disseminate information through email and phone calls.  In addition the district has improved in the recruitment of their District Advisory Committee.	The district will make personal calls asking for input and provide input sessions specifically focused on for the underrepresented families.	3	4	3	3	3	3	3	3	3	3	3	3	Met		2024-06-18	2024
54722560109751	Visalia Charter Independent Study	3	VCIS provides full staff development days for all staff members. Topics include Growth Mindset, social-emotional student supports, and engagement topics to ensure that all staff members understand and implement school expectations. Parents/ guardians are expected to attend teacher meetings periodically to talk about the student's academic progress and any academic concerns. VCIS provides multiple resources for families both on-site and at home. There is a full clothing closet and food pantry available to all VCIS students and families. Academic tutoring is available every day of the week for all students to ensure progress is being made in classes. Social-emotional support services have increased to ensure students have the tools they need to be successful in all aspects of their lives. The Parent Survey is also used to provide parental feedback in the area of student preparedness. Overall, 93% of parents feel that VCIS is providing their student(s) an education that is helping prepare him/her for the future, college and career, and puts their child on an equal level with students graduating from other high school programs.	Focus Area For Improvement: VCIS has chosen to focus on - providing families with information and resources to support student learning and development in the home. We will accomplish this by increasing our Parent Academies to better support families in the home to implement systems of routines while students are learning from home.	"Parents have an opportunity to visit VCIS for informational nights, such as college application workshops, financial aid workshops, early college parent information nights and back-to-school nights. Parents receive a weekly assignment sheet that shows grades ans student progress in all classes. Parents also have access to and are encouraged to use our SIS to track and monitor students' in-person classroom grades. VCIS offers multiple opportunities to meet with parents from all grade levels. We offer back-to-school nights, senior nights, college applications nights, financial aid workshops, open houses and other events throughout the year where parents can connect with staff. We also hold IEP and 504 meetings with parents and meet with parents as needed to ensure students are on track for graduation. VCIS is working to improve systems of engaging our underrepresented families and strengthening those relationships and supports we offer by entering into a partnership with Fresno State University to offer ""parent university"" courses free of charge to all of our families including Digital Literacy, Financial Literacy, Parenting Skills, Small Business Development, and Spanish Conversation."	VCIS has a School Site Council that meets regularly throughout the school year. The team makes suggestions on how to increase parental involvement at the school site focusing on underrepresented families. An English Learner Advisory Committee has also been implemented allowing families of EL students to have a larger voice on campus. VCIS continues to provide other opportunities to engage with families. We ask that parents come in with their students during specifically scheduled teacher meetings to discuss progress, concerns, or other academic-related conversations with the teacher. VCIS continues to provide a Back to School night that allows families and the community to visit the school and meet with teachers and other staff members. VCIS continues to employ the use of a Parent Survey, which is administered every year in the spring. The survey provides feedback from Staff, Students, and Parents in the areas of curriculum and instruction, school culture and student support, assessment and accountability, and parent involvement. According to the 2023-24 Parent Survey, 97% of respondents feel that their decision-making is valued, which is a 2% increase from the previous year's survey. As to what type of involvement parents reported having, 90% stated that they attended a parent/teacher conference (5% increase from the previous year) and 75% stated they attended a conference that involved an administrator (5% increase from the previous year).	At VCIS, we provide multiple opportunities for parents to engage with our school community across all grade levels. In addition, we prioritize regular communication and support, conducting IEP and 504 meetings with parents to ensure students are progressing toward their graduation and post-graduate goals. Parents stay informed through our weekly parent communication. In addition, our commitment to up-to-date information is communicated through our school website which is consistently updated. Our focus areas for improvement in these areas are assessed multiple times yearly so we can take action immediately when our stakeholders feel there is an additional need.	At VCIS, we are committed to improving the engagement of our underrepresented families by offering our parent university program with Fresno State and doing additional home visits to our independent learners and their families at their homes to ensure we get their responses to our survey to identify the specific needs of our underrepresented families. This in turn helps the development of our LCAP plan to address the needs of all of our families. VCIS does this survey process twice yearly with all families.
	VCIS continues to employ the use of a Parent Survey, which is administered every year in the spring. This survey provides feedback from Staff, Students, and Parents in the areas of curriculum and instruction, school culture and student support, assessment and accountability, and parent involvement. The Parent Survey is also used to provide parental feedback in the area of student preparedness. A strength that we have with our parent survey is in 23-24 we had a 70% participation rate on our parent survey. 100% participation rate for our student survey and 100% participation rate for our staff. In addition, VCIS has strengths in seeking input for decision-making characterized by collaborative partnerships, open communication channels, inclusive representation, and a commitment to responsive decision-making. These factors collectively contribute to informed and inclusive decision-making.	VCIS has identified the following focus areas for improvement in seeking input for decision-making. VCIS will target outreach to a wider range of partnerships, including underrepresented stakeholders and those with varying perspectives. This will be initiated by actively seeking out input from diverse voices to ensure our decision and LCAP are more inclusive and representative of all of our families. VCIS will also focus on improvement in communication. We want to ensure that communication to our stakeholders is effective, but timely as well. VCIS will also increase additional data points to ensure all decisions are being made with data to support our decisions. By addressing these focus areas for diverse viewpoints in decision-making, effective communication, and data-driven decisions we will foster a more inclusive and effective decision-making process.	VCIS is committed to improving the engagement of underrepresented families identified during the self-reflection process in relation to seeking input for decision-making. To achieve this, we will improve our engagement with the following strategies. First, VCIS will develop culturally responsive outreach strategies that are inclusive, and that respect the values and traditions of underrepresented families. These strategies will aim to make engagement opportunities more appealing and relevant for our families. Second, we will target our communication to engage with our underrepresented families through channels and mediums they prefer and trust. Lastly, we will systematically seek diverse representation from underrepresented families in our decision-making bodies and committees on campus. By implementing these strategies VCIS aims to improve the engagement of underrepresented families to foster a more inclusive and participatory environment that benefits all stakeholders.	5	4	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
54722560120659	Visalia Technical Early College	3	VTEC offers multiple opportunities to meet with parents from all grade levels. We offer back-to-school nights, senior nights, college applications nights, financial aid workshops, open houses, Club Rush, and incorporation with our Scholarship Foundation. We hold multiple events for parents to attend and other events throughout the year where parents can connect with staff. We also hold IEP and 504 meetings with parents and meet with them as needed to ensure students are on track for graduation. Our School Counselor and Student Success Liaison work diligently to ensure students have access to their 4-year plans (updated yearly) and college courses to ensure they are A-G or CTE completers. We are currently working with an outside agency to support our efforts to improve or accelerate our communication with families and the community to enhance our recruitment.	VTEC offers multiple opportunities to meet with parents from all grade levels. We offer back-to-school nights, senior nights, college applications nights, financial aid workshops, open houses, and other events throughout the year where parents can connect with staff. We also hold IEP and 504 meetings with parents and meet with them as needed to ensure students are on track for graduation.
The site also hosts open parent forums six times a year. These events are designed to provide an opportunity to share information about the school and listen to concerns and ideas from parents and the community. Our primary focus is to improve our recruitment and communication with the broader community about our identity at VTEC and our mission and vision to support student learning.	VTEC has been fully funded in the K12 SWP grant to develop a new pathway focusing on the community's high-need, high-wage earners, our new Advanced Manufacturing Pathway. We will incorporate the needs of this pathway and our LCAP funding to increase our student population, specifically, those students who are socially and economically disadvantaged. As we work to increase our enrollment, we have focused on creating opportunities to improve relationships with our community and families as we proceed. VTEC will partner with an outside company, the Friday company, to streamline our messaging and improve the visibility of our site in the community.	VTEC hosts open parent forums approximately six times a year. These events are designed to provide an opportunity to share information about the school and listen to parents and the community's concerns and ideas. VTEC has streamlined communication with families through our website and weekly principal communications via our SMORE. Family feedback has been incorporated into our systems and supports students. A wide variety of students meet monthly with the Principal to share concerns and support the growth of the school culture. With the support of these engaged parents and community members, VTEC has increased its CAASPP scores and improved our students' inclusiveness culture.	VTEC has an active School Site Council that helps monitor the school's progress with academics, safety, and allocation of LCAP funding. This body meets monthly to discuss items related to campus. This meeting will include parent representatives, staff, and student members. VTEC continues to review strategies to engage parents throughout the year in a proactive manner. Several parent nights are available throughout the year for parents of all grade levels. The goal is to build a sense of urgency and ownership for students that would carry over to parents. Engaged parents are helpful parents.	VTEC will work with the Friday company to improve our ability to work more closely with our educational partners and their input to improve student outcomes here at VTEC. In reflection of the data regarding school climate, VTEC plans to incorporate a variety of activities and events to proactively support students and families that are underrepresented.	VTEC has grown in our CAASPP scores over the last few years, and this is due to cooperation with community partners to improve student learning. Our site is working to improve its communication with educational partners. It is actively working with an outside company, the Friday company, to strengthen our two-way communication with all educational partners.	VTEC will use survey data quarterly to monitor our current systems of communication and decision-making going forward. We currently use multiple tools to monitor our systems, and we adjust them based on the feedback from our educational partners to improve our systems of support for students.	"VTEC continues to explore ways to support all students in learning and excelling in order to ""Fast-Track"" their future. Creating a welcoming and supportive environment is our top priority; we will work to listen to learn with our educational partners and provide multiple avenues to have these groups voice their needs and improve services for these student groups."	4	4	4	5	5	4	4	4	4	4	4	4	Met		2024-06-18	2024
54722560135863	Global Learning Charter	3	The LEA’s current strengths and progress in building relationships between school staff and families include, but are not limited to, the following:
• School-to-Home communication – The school uses a variety of approaches and methods to ensure frequent and effective communication with families. The following communications are available in English and Spanish: weekly family newsletter; telephone, email, and SMS messages using Blackboard Connect; group and individual messages with 2-way capability using ClassTag; letters and notices sent home with students. In addition, the LEA has a marquee, Twitter and Instagram accounts; and an up-to-date website. Some teachers also use Schoology to communicate with families. 
• Parent participation and feedback – There are many opportunities for parents to participate in activities on campus. In addition to volunteer opportunities in the classroom and as chaperones for field trips, the following opportunities are also available: Parent Teacher Student Association (PTSA), School Site Council (SSC), English Learner Advisory Council (ELAC), and more. 
• Family events – GLC holds several important family events over the course of the year. The purpose of many of these events is to build community between school and home, as well as among GLC families.  These events include, but are not limited to: Meet and Greet; Back to School Night; Lunch on the Lawn, Ornaments Around the World, the World’s Fair, Literacy Night, and Open House. Student Recognition Assemblies are held approximately every 7 weeks.
	The LEA has built a strong pattern of 1-way and 2-way communication with families (see above). The LEA’s focus area for improvement in building relationships between school staff and families is to bring more families on campus through increased family activities. These include, but are not limited to STEM night, family literacy night, and at least two additional PTSA events (Lunch on the Lawn, Trunk or Treat, and Donuts with Grownups) for families. The PTSA already supports several annual family events. 
	To increase the participation of underrepresented families, the school ensures that all communication is available in Spanish and English. Communication electronically and on paper are used to communicate, as well. Additionally, child care is provided for evening activities, such as PTSA meetings and the new Parent Book Club. Finally, events are offered either in the evenings or at multiple times to allow for working parents. 
	The LEA’s current strengths and progress in building partnerships for student outcomes include, but are not limited to, the following:
Parent-Teacher Conferences – GLC teachers meet annually with all parents to discuss progress towards student outcomes. During these conferences, teachers share academic growth data as well as provide guidance and resources for parents to support their child’s continued development. In addition to annual conferences, teachers schedule additional parent-teacher conferences after the second trimester with students performing below grade-level.
Student Study Teams (SSTs) – Teachers initiate SST meetings for those students who are experiencing some kind of academic, social, or personal challenge or difficulty. SST meetings provide an opportunity for multiple staff members with diverse roles and experiences to meet with the parent, discuss challenges and concerns, and implement a plan for improvement.
Parent communication – Various methods of communication are utilized to provide information and resources that support student learning to parents and families. These include a weekly family newsletter, ClassTag, website communication materials, school-to-home notices, and more. 
	Based on an analysis of educational partner input and local data, the LEA’s focus areas for improvement in the area of building partnerships for student outcomes include, but are not limited to, the following: increased opportunities for families to learn more about how to support literacy at home through our parent book study and literacy night; the inclusion of tips for parenting and helping students at home through the weekly family newsletter, parent information presentations provided by community partners as a part of PTSA association meetings, and more frequent and improved communication between classrooms and home regarding student work progress and learning.	Based on an analysis of educational partner input and local data, the LEA aims to improve the engagement of underrepresented families in relation to building partnerships for student outcomes through some of the same practices aimed at increasing participation of underrepresented families in school events. These include, but are not limited to: ensuring parent events and communication are available in English and Spanish, providing child care to allow parents to attend evening learning activities and guest speakers, and ensuring that parent events are offered at multiple times or outside daytime working hours. 
	The LEA’s current strengths and progress in seeking input for decision-making include, but are not limited to, the following:
Advisory councils – The School Site Council (SSC) and the English Learner Advisory Council (ELAC) require parent membership and participation. They exist to provide a forum for feedback and input regarding the school’s programs and activities. Other advisory or collaborative meetings that include parent participation include the School Safety Team, Cultural Proficiency Team, and the PBIS Tier 1 Team. 
Parent surveys – Parent feedback surveys are often made available after family events and are meant to illicit feedback for areas of strength and opportunities for improvement. On the annual Parent Feedback Survey administered during Open House, question items provide important feedback and input specific to the school’s four (4) school goals. 
Parent Teacher Student Association (PTSA) – The PTSA provides another avenue for parents and families to impact activities on campus. While the PTSA work focuses primarily on enrichment opportunities, the selection and implementation of those activities are critical to our students’ academic outcomes.
	Based on an analysis of educational partner input and local data, the LEA’s focus area for improvement in seeking input for decision-making is to seek out parents who have not previously served in advisory roles and ensure that diverse perspectives are represented. 
	Based on an analysis of educational partner input and local data, the LEA aims to improve the engagement of underrepresented families in relation to seeking input for decision-making by: providing materials in Spanish and English, providing Spanish interpretation for in-person meetings, ensuring there are multiple methods for participation (e.g., online, hard copy, or in-person submissions), and working to ensure that parent representation reflects diverse backgrounds and experiences.
	4	4	4	5	4	4	4	4	3	3	5	4	Met		2024-06-18	2024
54722566116909	Charter Home School Academy	3	Charter Home School Academy has a School Site Council that meets regularly throughout the school year. The team makes suggestions on how to increase parental involvement at the school site focusing on underrepresented families in addition to providing input on programs and financial decision making for the school's LCAP.
As part of our program’s requirements, parents attend their child’s weekly, scheduled teacher meetings to discuss progress, concerns, or other academic-related conversations with the teacher. 
At the start of each school year, CHSA holds a Back to School Meeting that allows families and the community to visit the school and meet with teachers and other staff members. 
CHSA continues to employ the use of a Parent Survey, which is administered every year in the spring. This survey provides feedback from Staff, Students, and Parents in the areas of curriculum and instruction, school culture and student support, assessment and accountability, and parent involvement. The Parent Survey is also used to provide parental feedback in the area of student preparedness. 
CHSA provides multiple resources for families both on site and at home. 
Academic Classes, Interventions and tutoring is available throughout the week for all students to ensure progress is being made. 
Social-emotional support services have increased to ensure students have the tools they need to be successful in all aspects of their life. 
	Charter Home School Academy has a School Site Council that meets regularly throughout the school year. The team makes suggestions on how to increase parental involvement at the school site focusing on underrepresented families in addition to providing input on programs and financial decision making for the school's LCAP.
As part of our program’s requirements, parents attend their child’s weekly, scheduled teacher meetings to discuss progress, concerns, or other academic-related conversations with the teacher. 
At the start of each school year, CHSA holds a Back to School Meeting that allows families and the community to visit the school and meet with teachers and other staff members. 
CHSA continues to employ the use of a Parent Survey, which is administered every year in the spring. This survey provides feedback from Staff, Students, and Parents in the areas of curriculum and instruction, school culture and student support, assessment and accountability, and parent involvement. The Parent Survey is also used to provide parental feedback in the area of student preparedness. 
CHSA provides multiple resources for families both on site and at home. 
Academic Classes, Interventions and tutoring is available throughout the week for all students to ensure progress is being made. 
Social-emotional support services have increased to ensure students have the tools they need to be successful in all aspects of their life. 
	Charter Home School Academy has a School Site Council that meets regularly throughout the school year. The team makes suggestions on how to increase parental involvement at the school site focusing on underrepresented families in addition to providing input on programs and financial decision making for the school's LCAP.
As part of our program’s requirements, parents attend their child’s weekly, scheduled teacher meetings to discuss progress, concerns, or other academic-related conversations with the teacher. 
At the start of each school year, CHSA holds a Back to School Meeting that allows families and the community to visit the school and meet with teachers and other staff members. 
CHSA continues to employ the use of a Parent Survey, which is administered every year in the spring. This survey provides feedback from Staff, Students, and Parents in the areas of curriculum and instruction, school culture and student support, assessment and accountability, and parent involvement. The Parent Survey is also used to provide parental feedback in the area of student preparedness. 
CHSA provides multiple resources for families both on site and at home. 
Academic Classes, Interventions and tutoring is available throughout the week for all students to ensure progress is being made. 
Social-emotional support services have increased to ensure students have the tools they need to be successful in all aspects of their life. 
	Charter Home School Academy has a School Site Council that meets regularly throughout the school year. The team makes suggestions on how to increase parental involvement at the school site focusing on underrepresented families in addition to providing input on programs and financial decision making for the school's LCAP.
As part of our program’s requirements, parents attend their child’s weekly, scheduled teacher meetings to discuss progress, concerns, or other academic-related conversations with the teacher. 
At the start of each school year, CHSA holds a Back to School Meeting that allows families and the community to visit the school and meet with teachers and other staff members. 
CHSA continues to employ the use of a Parent Survey, which is administered every year in the spring. This survey provides feedback from Staff, Students, and Parents in the areas of curriculum and instruction, school culture and student support, assessment and accountability, and parent involvement. The Parent Survey is also used to provide parental feedback in the area of student preparedness. 
CHSA provides multiple resources for families both on site and at home. 
Academic Classes, Interventions and tutoring is available throughout the week for all students to ensure progress is being made. 
Social-emotional support services have increased to ensure students have the tools they need to be successful in all aspects of their life. 
	Charter Home School Academy has a School Site Council that meets regularly throughout the school year. The team makes suggestions on how to increase parental involvement at the school site focusing on underrepresented families in addition to providing input on programs and financial decision making for the school's LCAP.
As part of our program’s requirements, parents attend their child’s weekly, scheduled teacher meetings to discuss progress, concerns, or other academic-related conversations with the teacher. 
At the start of each school year, CHSA holds a Back to School Meeting that allows families and the community to visit the school and meet with teachers and other staff members. 
CHSA continues to employ the use of a Parent Survey, which is administered every year in the spring. This survey provides feedback from Staff, Students, and Parents in the areas of curriculum and instruction, school culture and student support, assessment and accountability, and parent involvement. The Parent Survey is also used to provide parental feedback in the area of student preparedness. 
CHSA provides multiple resources for families both on site and at home. 
Academic Classes, Interventions and tutoring is available throughout the week for all students to ensure progress is being made. 
Social-emotional support services have increased to ensure students have the tools they need to be successful in all aspects of their life. 
	Charter Home School Academy has a School Site Council that meets regularly throughout the school year. The team makes suggestions on how to increase parental involvement at the school site focusing on underrepresented families in addition to providing input on programs and financial decision making for the school's LCAP.
As part of our program’s requirements, parents attend their child’s weekly, scheduled teacher meetings to discuss progress, concerns, or other academic-related conversations with the teacher. 
At the start of each school year, CHSA holds a Back to School Meeting that allows families and the community to visit the school and meet with teachers and other staff members. 
CHSA continues to employ the use of a Parent Survey, which is administered every year in the spring. This survey provides feedback from Staff, Students, and Parents in the areas of curriculum and instruction, school culture and student support, assessment and accountability, and parent involvement. The Parent Survey is also used to provide parental feedback in the area of student preparedness. 
CHSA provides multiple resources for families both on site and at home. 
Academic Classes, Interventions and tutoring is available throughout the week for all students to ensure progress is being made. 
Social-emotional support services have increased to ensure students have the tools they need to be successful in all aspects of their life. 
	Charter Home School Academy has a School Site Council that meets regularly throughout the school year. The team makes suggestions on how to increase parental involvement at the school site focusing on underrepresented families in addition to providing input on programs and financial decision making for the school's LCAP.
As part of our program’s requirements, parents attend their child’s weekly, scheduled teacher meetings to discuss progress, concerns, or other academic-related conversations with the teacher. 
At the start of each school year, CHSA holds a Back to School Meeting that allows families and the community to visit the school and meet with teachers and other staff members. 
CHSA continues to employ the use of a Parent Survey, which is administered every year in the spring. This survey provides feedback from Staff, Students, and Parents in the areas of curriculum and instruction, school culture and student support, assessment and accountability, and parent involvement. The Parent Survey is also used to provide parental feedback in the area of student preparedness. 
CHSA provides multiple resources for families both on site and at home. 
Academic Classes, Interventions and tutoring is available throughout the week for all students to ensure progress is being made. 
Social-emotional support services have increased to ensure students have the tools they need to be successful in all aspects of their life. 
	Charter Home School Academy has a School Site Council that meets regularly throughout the school year. The team makes suggestions on how to increase parental involvement at the school site focusing on underrepresented families in addition to providing input on programs and financial decision making for the school's LCAP.
As part of our program’s requirements, parents attend their child’s weekly, scheduled teacher meetings to discuss progress, concerns, or other academic-related conversations with the teacher. 
At the start of each school year, CHSA holds a Back to School Meeting that allows families and the community to visit the school and meet with teachers and other staff members. 
CHSA continues to employ the use of a Parent Survey, which is administered every year in the spring. This survey provides feedback from Staff, Students, and Parents in the areas of curriculum and instruction, school culture and student support, assessment and accountability, and parent involvement. The Parent Survey is also used to provide parental feedback in the area of student preparedness. 
CHSA provides multiple resources for families both on site and at home. 
Academic Classes, Interventions and tutoring is available throughout the week for all students to ensure progress is being made. 
Social-emotional support services have increased to ensure students have the tools they need to be successful in all aspects of their life. 
	Charter Home School Academy has a School Site Council that meets regularly throughout the school year. The team makes suggestions on how to increase parental involvement at the school site focusing on underrepresented families in addition to providing input on programs and financial decision making for the school's LCAP.
As part of our program’s requirements, parents attend their child’s weekly, scheduled teacher meetings to discuss progress, concerns, or other academic-related conversations with the teacher. 
At the start of each school year, CHSA holds a Back to School Meeting that allows families and the community to visit the school and meet with teachers and other staff members. 
CHSA continues to employ the use of a Parent Survey, which is administered every year in the spring. This survey provides feedback from Staff, Students, and Parents in the areas of curriculum and instruction, school culture and student support, assessment and accountability, and parent involvement. The Parent Survey is also used to provide parental feedback in the area of student preparedness. 
CHSA provides multiple resources for families both on site and at home. 
Academic Classes, Interventions and tutoring is available throughout the week for all students to ensure progress is being made. 
Social-emotional support services have increased to ensure students have the tools they need to be successful in all aspects of their life. 
	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-18	2024
54722640000000	Waukena Joint Union Elementary	3	Waukena hosts parent orientations for all parents during the first week of school. This serves to begin the process of building the working relationship between teacher and parent. The provides an opportunity for parents and teachers to discuss the needs of the student not only academically but also social-emotional needs. Parents are able to share about their child to the teacher and the teacher is able to develop a rapport with the parents. 100% of parent conferences are required of teachers.	Focus areas for improvement include professional learning and support to teachers and administration to improve our capacity to partner with families as well as providing families with information and resources to support student learning and development in the home.	The district plans continued staff training in these areas.	Strengths include administrative support for certificated staff, parent reports that Waukena School provides a safe and welcoming environment for family engagement, and multiple opportunities for two-way meaningful communication between our school and parents of all subgroups. Much progress has been made to support teachers in communicating with parents and understanding each family’s strengths, cultures, languages, and goals for their children.	A focus area of improvement will continue to be increasing successful practices in teacher and staff understanding of each family’s strengths, cultures, languages, and goals for their children, especially of families of underrepresented children.	Through additional communication efforts, the district leadership team hopes to foster engagement and inclusion with families that do not typically attend involvement activities.	Progress has been made in all areas of decision-making. The district has an active Board of Directors who are regularly engaging in decision-making efforts. Waukena is in the initial implementation stage of seeking input on decision-making from parents.	More will be done to increase parents' participation in decision-making through school site council and ELAC meetings.	Through additional communication efforts, the district leadership team hopes to foster engagement and inclusion with families that do not typically attend involvement activities.	4	5	4	5	4	5	5	4	3	3	4	4	Met		2024-06-12	2024
54722980000000	Woodville Union Elementary	3	Based on the analysis of educational partner input and local data, Woodville USD demonstrates notable strengths and progress in Building Partnerships for Student Outcomes. Our district excels in assisting families in understanding academic expectations through various proactive strategies. Regular teacher meetings, conferences, and targeted assistance school and district community forums serve as platforms to address a range of topics, aiding parents in grasping state academic standards, the instructional program, and effective ways to support their children's academic success.

Furthermore, Woodville USD ensures personalized engagement by offering classroom-specific information during Back-to-School night and parent-teacher conferences. The LCAP process plays a pivotal role in providing numerous opportunities at both the site and district level to guide parents/guardians in understanding expectations for their children. Collaboration within the LCAP process and parent/guardian advisory committees yields valuable insights on how to further support families in maintaining high levels of involvement.

Leveraging technology, Woodville USD effectively communicates information and solicits feedback regarding LCAP goals from the community. Information and questionnaires are readily accessible on district and school websites, while annual surveys for educational partners are conducted via Survey Monkey throughout the year. Additionally, proactive email communications actively seek feedback and encourage participation, ensuring continuous dialogue and engagement with educational partners.	Based on the analysis of educational partner input and local data, Woodville Union School District (WUSD) has identified a key focus area for improvement in Building Relationships Between School Staff and Families. Recent feedback from educational partners highlights a desire for a more comprehensive understanding of local assessments, curriculum, and instructional strategies aimed at enhancing and accelerating student learning outcomes.

To address this need, WUSD has already undertaken numerous initiatives, including various opportunities for engagement centered around these topics and the local improvement cycles utilized to ensure all students reach or surpass grade-level expectations in reading, SBAC, and the ELPAC assessments.

Moving forward, WUSD is committed to further enhancing communication and transparency by developing a comprehensive, balanced assessment plan. One of our primary objectives is to provide the community with clear and accessible graphics depicting this plan and cycle. These visual aids will be designed to be easily understandable for individuals who may not have an educational background, ensuring that all stakeholders, including parents and guardians, have the necessary insights to support student success effectively.	To address this, WUSD will implement several strategies aimed at fostering greater participation from all parents, including underrepresented families. Firstly, we will continue to translate communications and documents into Spanish and other languages as needed to ensure information is accessible to all families.

Moreover, WUSD will develop targeted strategies specifically tailored to improve the engagement of underrepresented families. This includes extending personal invitations to participate, adjusting meeting times and locations to accommodate diverse schedules and needs, and leveraging virtual options to facilitate participation for families who may face logistical challenges attending in person.

By actively soliciting the involvement of underrepresented families and implementing these targeted strategies, WUSD aims to create a more inclusive and supportive environment where all families feel valued, heard, and empowered to actively participate in their children's education.	Perception data from Woodville USD indicates that staff members believe they establish connections with students and recognize the significant impact of positive relationships on student achievement. Both parents/guardians and students express feeling welcomed and safe within the school environment. While students acknowledge that teachers care about them, there is room for improvement regarding teachers understanding them as individuals and recognizing their unique needs.

Woodville USD places a strong emphasis on parent involvement, with current strengths evident in high levels of attendance at parent conferences, principal’s parent meetings, and various school and district-based events. These events, including parent nights focused on educational programs, serve as evidence of the district's effectiveness in fostering parent engagement. To reinforce the importance of parent partnerships, all staff members, including administrators, teachers, and support staff, participate in professional learning sessions that emphasize the equal value placed on all parents as partners in their children's education. These sessions also focus on effective communication strategies to build and maintain positive relationships between parents and the school.

At the school sites, efforts are made to create welcoming environments for all families. Teachers and administrators maintain regular communication with families, including weekly communications from the principal, principal office meetings, and parent education sessions. Special events such as welcome events for incoming kindergarten students and back-to-school sessions provide opportunities for teachers to outline grade-level goals and ways for parents to collaborate with teachers throughout the year. Parent conferences are held twice annually, during which teachers offer specific information on each child’s academic progress and social-emotional status, while also encouraging parents to ask questions and seek guidance on supporting their child. Student Study Team meetings and Individualized Education Program (IEP) meetings provide additional support for students needing assistance, with translators available as needed to ensure clear communication with parents.




	Woodville USD remains dedicated to enhancing relationships between school staff and families to ensure that all families have access to published school communications and possess internet connectivity and/or a device at home. One area of focus involves refining and clearly communicating expectations for staff regarding timely communication and the format of communication with families regarding students' educational progress, particularly when concerns arise about student advancement.




	Woodville USD is dedicated to enhancing strategies and frameworks aimed at boosting the engagement of underrepresented families. The district has organized several community forums to gather input from families regarding school improvement initiatives. Additionally, intentional invitations have been extended to underrepresented families to participate in various site and district committees focused on Multi-Tiered System of Supports (MTSS). Moving forward, WUSD will persist in actively engaging with and establishing relationships with individual families. The district will provide personalized support as needed to cultivate strong relationships between school staff and underrepresented families.	In alignment with Woodville USD Board Policy and Administrative Regulation 6020 (Concepts And Roles), the district acknowledges the pivotal role of parents/guardians as their child's primary and most influential educators. Recognizing that sustained parent/guardian involvement significantly enhances student achievement and fosters a positive school environment, Woodville USD ensures that parents/guardians and family members participating in Title I programs are afforded opportunities to actively engage in their child's education.

Woodville USD collaborates with staff and parents/guardians to establish meaningful engagement opportunities across all grade levels, encompassing district and school activities, advisory roles, decision-making processes, advocacy efforts, and initiatives to support learning at home. These opportunities are facilitated through various channels, including regularly scheduled PAC, DELAC, LCAP, and SSC meetings, as well as surveys and numerous advisory committees where parent/guardian involvement policies are communicated and jointly developed.

Furthermore, Woodville USD communicates the WUSD Parent Involvement Policy to families annually at the beginning of each school year, with the policy being included in the WUSD Registration Handbook. This proactive approach ensures that families are informed about their roles and responsibilities in supporting their child's education, fostering a collaborative partnership between the district, schools, and families.




	Moving forward, one key area of focus is to evaluate the effectiveness of these electronic engagement tools in engaging families at both the school and district levels. This evaluation will involve assessing which tools have successfully facilitated family participation and gathering feedback on the design and implementation of engagement activities.

Woodville USD aims to identify strategies to enhance the usability and accessibility of electronic engagement platforms, ensuring that they effectively promote meaningful input from educational partners. By refining its approach to seeking input for decision-making, the district seeks to strengthen collaboration and ensure that the voices of all stakeholders are heard in the decision-making process.	Woodville USD is committed to ensuring that all families receive communications and invitations to participate in committees and forums. The district will provide the necessary support to accommodate diverse communication needs, such as translation and interpretation, including scheduling individual meetings at convenient times for families, conducting home visits, and employing other accommodations as needed.

The district closely monitors student attendance on a daily basis and maintains timely communication with families, particularly those with migrant, foster, or homeless youth, to minimize disruptions to educational services. Recognizing the challenges posed by the pandemic, Woodville USD will intensify efforts to communicate with and engage students and families, specifically addressing increased student absences. To tackle chronic absenteeism, the district has allocated school community liaison support staff to provide additional assistance.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-11	2024
54753250000000	Farmersville Unified	3	FUSD's strength is our commitment to building capacity with our parents and overcome linguistic barriers to maximize partnership opportunities with families. The LEA is also using various parent participation funds through Title I, LCAP Goal 3, and Community Schools Grant to determine the comprehensive needs of our students, families, and the community and partner with them to address these needs.	The LEA has identified the need to build more two-way communication with families and providing methods for educational partners including parents, students, and community members to share more of their voices in the decision-making process at the schools and within the district.	The work of the LEA will include building the capacity of the educational partners but it will also include providing clearer communication of meetings and committees including timely notifications, sharing the meeting agendas in advance, and providing forums for increased participation. Giving increased access will also be a priority so the outreach of each school's community liaison for educational partner participation will be important as well as the availability of Spanish translators, child care, and flexible meeting times in the afternoons and evenings.	The LEA's strength is in its commitment to engage parents, families, and the community using various platforms and listening to their concerns in an attempt to build trusting relationships. The LEA and its schools want this increased participation and are putting events, meetings, forums, and committees together to make it happen.	While the number of events is increasing, the purpose of the events need to be modified. The LEA will shift its focus on creating interactions that are one-sided in nature (i.e. giving information from school to parents) to interactions and events that are more collaborative in nature and teach/train our partners to build their capacity.	The LEA will create meetings and training events for families to build their capacity and background knowledge of many of the school systems and processes that are in place to build familiarity and understanding in order to remove barriers for partners to participate in their child's education. Additionally, increased shared decision-making will take place with the creation of more collaboratives and committees where members have decision-making authority. Part of this shift will include updating some of the ways current meetings are held to reflect this new practice including School Site Council, ELAC, and DELAC meetings.	The LEA is committed to improving the higher level of engagement that involves decision making. We currently involve parents in decision making platforms like LCAP, SPSA, SSC, and ELAC.	While decision-making platforms are in place for school and district shared decision-making, the agendas and structure of the meetings themselves can change to incorporate more open-ended queries and opportunities for the decision-making bodies to provide input and direction.	Increased shared decision-making will take place with the creation of more collaboratives and committees where members have decision-making authority. Part of this shift will include updating some of the ways current meetings are held to reflect this new practice including School Site Council, ELAC, and DELAC meetings. New collaborative committees will also be created to guide our future work such as a committee for the California Community Schools.	3	3	4	3	3	3	3	3	3	3	3	3	Met		2024-06-25	2024
54755230000000	Porterville Unified	3	The district's current strengths and progress in building relationships between school staff and families showcase a commitment to fostering a welcoming and inclusive environment. The utilization of diverse communication platforms such as ParentSquare, bilingual school events, and social media ensures that information reaches families in formats that are accessible and culturally appropriate. This approach has enhanced transparency and built trust among families, making them feel valued and involved in their children's education.

Significantly, the district has established regular family-centered events and initiatives such as PIQE and various community gatherings which encourage active parental participation. These events serve not only as venues for academic engagement but also as opportunities for cultural and social interaction, which are crucial for building strong community ties. Moreover, the continuous improvement based on feedback from various surveys and studies, such as the Studer Surveys and Panorama Survey, indicates a responsive and adaptive strategy to family engagement. This feedback mechanism allows the district to gauge the effectiveness of its initiatives and make necessary adjustments to better meet the needs of the families it serves.

The presence of bilingual gatherings and multilingual communications also highlights the district’s recognition of the cultural and linguistic diversity within the community. By accommodating these elements, the district ensures that all families, regardless of language barriers, can participate fully in their children’s education.
Additionally, the emphasis on customer service and the reminder of its importance to administrative and teaching staff further fortifies the district's dedication to fostering a friendly and supportive school environment. This focus helps in making families feel respected and acknowledged, thereby enhancing their overall engagement and satisfaction with the school system.

The district's ongoing efforts to strengthen the relationships between school staff and families through comprehensive communication strategies, inclusive events, and responsive feedback mechanisms illustrate a foundation for continuous improvement and community engagement. This strategic approach not only supports current educational outcomes but also lays down a strong framework for future enhancements.	The district is actively focusing on several key areas to improve building relationships between school staff and families. Here are the main focal points:
• Enhancing Communication: There is a strong emphasis on refining the quality and frequency of communication between the school and families. This includes giving more positive feedback to parents about their children's progress and ensuring that communication is clear, consistent, and respectful. There is a particular push to improve digital literacy among parents to help them navigate school-related platforms more effectively.
• Personal and Inclusive Interactions: The district aims to foster more personal connections between school staff and families. This includes efforts to increase staff's ability to communicate in the languages spoken by families at home, emphasizing the hiring and training of bilingual staff. Additionally, there's a focus on involving families in various school events beyond the classroom, ensuring that these engagements are meaningful and foster a genuine connection.
• Community and Parent Training: Professional development for school staff on effective parent-teacher interactions is a priority. This training covers a range of interactions from IEP, 504, and SST meetings to routine communications via phone calls. The goal is to equip staff with the skills needed to engage positively and productively with families.
• Utilizing Technology for Engagement: The district plans to continue leveraging ParentSquare for communication, recognizing the need for additional training for parents to fully utilize this tool. There is also an intent to analyze feedback from Studer Surveys among parents and staff to identify areas of strength and those needing improvement.
• Creating More Involvement Opportunities: The district seeks to create more opportunities for parents to get involved, such as through establishing a booster club aimed at increasing community involvement and creating scholarship opportunities. Regular events like 'Goodies with Guardian' are also part of the strategy to encourage more consistent parental involvement across all school sites.
• Focus on Equitable Involvement: There is a concerted effort to ensure that underrepresented families are more actively engaged. This includes outreach protocols that may involve home visits by staff and the use of online platforms to engage students and their families more inclusively.

These focus areas show the district's commitment to not only maintaining but also deepening the relationship between school staff and families, ensuring that these interactions are respectful, inclusive, and effective in supporting student outcomes.	The district has developed a comprehensive plan to improve the engagement of underrepresented families in relation to building relationships between school staff and families through:
• Multilingual Communication: The district will continue to communicate all pertinent information in multiple languages, ensuring that non-English speaking families receive accessible and understandable information. This includes not only day-to-day communications but also critical notifications about events and programs.
• Surveys and Action Steps: By conducting regular surveys among parents, students, and staff, the district aims to gather actionable feedback that can guide improvements. The responses from these surveys will directly inform the development of targeted initiatives to better meet the needs of underrepresented groups.
• Workshops and Programs: The district plans to offer workshops and other educational programs designed to increase parental awareness and participation. These sessions will focus on empowering parents with the knowledge and tools they need to effectively support their children's education.
• Flexible Meeting Times: Recognizing the diverse schedules of families, the district will offer meetings and events at various times. This flexibility aims to maximize participation by accommodating the different work schedules of parents.
• Professional Development for Staff: Ongoing training will be provided to school staff to better understand and meet the needs of diverse families. This training will cover effective communication strategies and other relevant topics to ensure staff can engage effectively with all families.
• Enhanced Parent-Teacher Interactions: The district will increase efforts to set up parent-teacher conferences, particularly focusing on engaging parents of English learners and other focus groups. These meetings are intended to be more inclusive and responsive to the needs of underrepresented families.
• Home Visits and Positive Outreach: School staff will conduct home visits and make positive phone calls home, aiming to build trust and strengthen relationships with families. These efforts will be supplemented with thank-you notes to families who actively support their children's education, fostering a positive and appreciative school culture.
• Exploring New Engagement Opportunities: The district wants to explore new ways to engage families during times that are most convenient for them.
• PIQE and Other Initiatives: Plans are in place to implement the Parent Institute for Quality Education (PIQE) at more sites, providing parents with critical skills and knowledge to support their children's education effectively.

These strategies are designed to create a more inclusive and supportive environment for all families, particularly those who have been underrepresented or underserved in the past.	The district has made notable progress in building partnerships for student outcomes, leveraging diverse strategies that involve regular communication, integration of community resources, and targeted support systems. Here's a summary of the district's strengths and achievements in this area:
• Regular Communication: The district ensures that parents are well-informed about their children's progress through regular report cards, progress reports, and direct communication from teachers. This regular outreach helps maintain transparency and builds trust between school staff and families.
• Principal and Teacher Collaboration: Through Principal PLCs (Professional Learning Communities), Data Protocols, and District Benchmarks, the district fosters a collaborative environment where teachers and administrators can share strategies and data to improve student outcomes. Grade level PLCs also allow teachers to analyze student data and plan for necessary interventions.
• Community and Business Partnerships: The district has formed strong partnerships with local businesses, nonprofits, and higher education institutions, providing students with real-world learning opportunities, internships, and mentorships. These partnerships enrich the curriculum and offer students hands-on experiences that are directly tied to career and academic goals.
• Parent and Community Engagement: Parents are engaged through regularly scheduled school events that encourage their participation, such as awards ceremonies and school council meetings. These events are designed to keep parents involved in their children's education and the school community.
• Support Services: The integration of services like Hazel Health and Heart provides students with necessary social-emotional and health support, which is crucial for improving academic achievement. This holistic approach addresses the broader needs of students, ensuring they are supported both academically and personally.
• Professional Development: Ongoing professional development for teachers is prioritized to enhance their skills in engaging with families and managing classroom challenges effectively. This training is crucial for maintaining high standards of teaching and learning.
• Student Support Teams: The use of SST (Student Support Teams) and other support structures like SSS (Student Support Services) ensures that students receive personalized support beyond academics. This comprehensive support system helps identify and address the unique challenges faced by students, facilitating better educational outcomes.

Through these efforts, the district not only enhances student learning but also strengthens the overall educational ecosystem by actively involving families, community members, and local organizations in the educational process. This collaborative approach is integral to achieving improved outcomes and ensuring that all students have the support they need to succeed.	The district has outlined several focus areas for improvement in building partnerships for student outcomes, driven by insights gathered from both internal evaluations and input documents. These areas of improvement are aimed at enhancing communication, engagement, and inclusivity in school-community partnerships:
• Enhancing Communication: The district recognizes the need for more positive feedback to parents about their children's progress. This includes refining the use of online platforms and personal communications from school staff to ensure messages are encouraging and supportive.
• Digital Literacy and Training: To maximize the effectiveness of digital communication tools like ParentSquare, there is a focus on increasing digital literacy among parents. This includes providing specific training and support to help them navigate school-related platforms more effectively.
• Bilingual Support and Resources: Recognizing the diverse linguistic landscape of the community, the district plans to prioritize bilingual staff in hiring practices. This initiative is intended to improve communication with non-English speaking parents and ensure they are fully informed and able to participate in their children's education.
• Engagement Beyond the Classroom: The district aims to create more opportunities for staff and families to connect outside of the traditional classroom setting. This includes setting up events and activities that allow for more informal, yet meaningful, interactions between parents, teachers, and students.
• Community Involvement and Booster Clubs: A significant focus is placed on building booster clubs and other community-based groups that can support schools in creating scholarships and enhancing community involvement. This effort aims to strengthen the ties between schools and the surrounding community, providing more resources and support for students.
• Utilization of Feedback for Improvement: The district plans to continue and expand the use of Studer Surveys among parents and staff to gather detailed feedback on various areas of school operations and relationships. The insights gained from these surveys will be used to identify both strengths and areas needing improvement, informing strategic decisions and actions.
• Inclusive Activities: There is an initiative to standardize engaging activities across campuses, such as monthly family involvement events, to ensure consistent opportunities for parental engagement across all schools in the district.

These areas of improvement are designed to enhance the existing structures of engagement and make them more responsive to the needs and expectations of all families, particularly those who have been underrepresented in the past. By doing so, the district aims to build stronger partnerships that not only support student outcomes but also foster a more inclusive and supportive educational environment.	The district is committed to improving engagement with underrepresented families to build more effective partnerships for student outcomes. The strategies focus on inclusivity, accessibility, and the proactive involvement of these families in the educational process. Improvement considerations to enhance engagement include:
• Consistent and Inclusive Communication: The district will continue ensuring that all families receive the same information, enhancing transparency and trust. This effort includes regular updates through ParentSquare and direct communications from schools.
• Community Liaison Collaboration: Strengthening relationships with community/family liaisons will help bridge gaps between underrepresented families and the school system. These liaisons, who have deep connections within their communities, will assist in creating trust and facilitating more meaningful engagement.
• Flexible Engagement Opportunities: Recognizing the diverse schedules of families, the district plans to offer flexible meeting times and locations, making it easier for all families to participate in school activities and meetings.
• Cultural and Language Inclusion: Programs like PIQE (Parent Institute for Quality Education) will be provided in Spanish, and other needed languages, to ensure that non-English speaking families can fully participate in educational support programs.
• Safe and Welcoming Events: The district will organize events that are specifically designed to be welcoming and safe for underrepresented families, helping them feel more comfortable and valued within the school community.
• Enhanced Parental Training and Support: Through the ELAC, DELAC and the site-level guidance departments, the district will offer targeted trainings and outreach efforts to empower parents, especially those of English learners and other underrepresented groups, with the knowledge and skills needed to support their children’s education effectively.
• Specialized Family Nights: Building on the success of events like the EL family night, the district plans to host more specialized events to educate and engage parents about important topics like CAASPP assessments, helping them support their children’s learning at home.
• Internship Opportunities through Partnerships: Collaborating with organizations like Proteus, the district aims to establish internships and other practical opportunities for students from underrepresented families, enhancing their career readiness and involvement in the community.

These initiatives, grounded in the principles of equity and inclusiveness, aim to not only improve the engagement of underrepresented families but also to ensure that their voices are heard and valued in the process of educational planning and decision-making. This approach aligns with the district's broader goals of enhancing educational outcomes and building strong, supportive partnerships across all communities.	The district has made significant strides in seeking input for decision-making, ensuring that a wide range of educational partners are involved and that their voices inform school and district practice. Here are some of the key strengths and progress areas identified:
• Inclusive Stakeholder Engagement: The district continues to invite all families to participate in various focus groups. These groups provide valuable input on actions the district should take to improve, ensuring that decision-making is inclusive and representative of the community's diverse needs.
• Ongoing Collaborations and Surveys: Collaboration with partners is ongoing, supported by the use of surveys that gather feedback on a range of topics from curriculum to school climate. These surveys ensure that decisions are informed by data and community feedback, reflecting the needs and suggestions of all district members.
• Multilingual Communication: All communication with families, including correspondence and announcements about meetings, is available in both English and Spanish. This approach supports the district's commitment to accessibility and ensures that non-English speaking families are equally informed and able to participate in the decision-making process.
• Established Advisory Bodies: The district has successfully established bodies such as the site council and utilizes platforms like ParentSquare to enhance communication. These structures play a crucial role in formalizing the input process and ensuring ongoing engagement with the community.
• Enhanced Meeting Accessibility: Efforts have been made to improve the accessibility and effectiveness of meetings held at the district office. The presentation of information has been adapted to be more accessible to parents, which is anticipated to increase parental attendance and participation over time.
• Use of Multiple Media for Engagement: To ensure wide reach, the district uses a variety of media to announce and remind partners of meetings and opportunities for input. This includes using ParentSquare, hard copy reminders, and personal phone calls, catering to different preferences and ensuring that no one is left out of the communication loop.
• Specialized Surveys and Feedback Tools: The district utilizes tools like the Studer Parent Survey, PIQE, and Panorama survey to collect specific feedback on areas ranging from employee experiences to parent/caregiver perspectives. This targeted feedback is crucial for addressing specific areas of need and enhancing overall engagement strategies.

These strengths demonstrate the district's commitment to fostering an environment where all partners feel valued and are given multiple avenues to contribute to school governance and policy-making. The progress made in these areas is foundational for the district’s ongoing efforts to enhance educational outcomes and ensure that all voices are heard in the decision-making process.	The district is focusing on several areas for improvement in seeking input for decision-making, emphasizing more inclusive and effective engagement strategies. Here’s a detailed outline of these areas based on the insights from various sources:
• Enhanced Staff Involvement: The district is looking to continue engaging staff effectively in the decision-making process, ensuring that all staff members are invited to participate and contribute to discussions and decisions.
• Increased Collaboration and Funding: There is an ongoing effort to align resources better and provide additional funding for educational partner collaborations. This includes creating incentives for parent participation to strengthen their involvement in decision-making processes.
• More Opportunities for Input: The district plans to increase the number of open houses and input forums, providing more opportunities for stakeholders to share their views and contribute to the decision-making process.
• Feedback Mechanisms for District Office: Implementing new surveys specifically targeting the district office's performance to gather feedback from administrators. This initiative aims to improve internal operations and responsiveness.
• Incentivizing Parental Attendance at Meetings: The LEA is focusing on improving attendance at DAC/DELAC/LCAP meetings by offering incentives like food. Additionally, there is a push to communicate the personal value and purpose of these meetings more clearly to increase engagement.
• Alignment with District Goals: There is an emphasis on understanding how educational partner input connects with and impacts district goals, particularly in planning and implementation, which may vary from year to year.
• Diverse Methods for Input: Recognizing the need for varied input methods, the district plans to allow stakeholders to provide input not only in person but through alternative methods, making the process more accessible.
• Utilizing Multiple Communication Channels: The district intends to use a variety of media to communicate about meetings and important issues, ensuring that all stakeholders have access to information in a format that suits them.
• Survey for Resource Allocation: Implementing surveys to gather input from site administration on expenditures and the purchase of supplemental materials, ensuring that spending aligns with the actual needs of schools.
• Engagement and Commitment from Families: A key focus is on improving the engagement and commitment levels of families, making sure that they are not just attending meetings but are actively involved in the decision-making process.

These focus areas highlight the LEA's commitment to creating a more dynamic and responsive environment that values the input of all stakeholders, particularly underrepresented families, in shaping the educational landscape.	The LEA is committed to enhancing the engagement of underrepresented families in the decision-making process, recognizing the critical role these families play in the educational ecosystem. Several targeted strategies have been outlined to bolster this engagement, particularly in relation to seeking input for decision-making. These strategies include:
• One-on-One Outreach: Plans are in place to reach out to parents one-on-one to discuss student opportunities for achievement, ensuring personalized communication that addresses individual family needs and concerns.
• Community-Based Outreach: The LEA intends to develop outreach initiatives that involve partnering with community and local events to engage with families in settings where they are most comfortable. This approach aims to make engagement more accessible and less formal, encouraging greater participation from families who might not typically attend school-based meetings.
• Diverse Methods of Input: Recognizing that not all families can or want to participate in person, the LEA will allow input through various methods, not just in-person. This includes online surveys, suggestion boxes at events like back-to-school night and open house, and potentially digital forums where parents can contribute their thoughts and feedback.
• Enhancing Parent Leadership: A group of highly involved parents has been identified and trained through programs like Parenting Partners to become parent leaders. These leaders are tasked with helping to bridge the gap between underrepresented families and the school, facilitating engagement and ensuring that these families' voices are heard.
• Event Inclusion: Including students in events like paint nights, where parents are also invited, can help in creating a more inclusive and engaging environment. Such activities not only provide a fun and relaxed setting for interaction but also enhance the sense of community and belonging among underrepresented families.
• Continued Invitations and Incentives: While the LEA acknowledges that not all invited parents will participate, it remains committed to continuing to invite them to various events and meetings. Incentives, such as child care and snacks at meetings, are being considered to increase attendance and participation.
• Feedback Mechanisms: Improvement in seeking input will also be supported by bolstering newly established councils like the site council, with suggestion boxes and other feedback mechanisms at major school events to gather as much parent input as possible.

Through these measures, the district aims to create a more inclusive and responsive environment that actively seeks and values the input of underrepresented families, ensuring that their perspectives and needs are considered in decision-making processes.	3	4	3	4	3	4	4	3	3	3	3	3	Met		2024-06-27	2024
54755230114348	Butterfield Charter	3	Strengths and progress include communication (social media, ParentSquare, etc.) and Studer Surveys (Employee Experience, Parent/Caregiver Survey, Panorama Survey), having the appropriate items necessary for families to attend meetings-childcare, snacks, technology, etc. In addition taking action on the feedback received from surveys and input.

Efforts to improve the relationship between schools and families by improving communication with families. Communication through the ParentSquare platform occurs at both the district level, and the school site level. Types of communication include informational topics, invitations and requests for involvement of parents in the schooling of their students, and solicitation of perspectives and opinions through surveys. Familiarity and use of the platform have been increasing, and family/community input has indicated that this form of communication is valued.	Communication: continue to establish regular, clear and effective communication to keep families informed and engaged. Trust and Respect: continue to build mutual respect to ensure that stakeholders feel valued and respected and that there is a responsiveness to their voices. Input from educational partners that include both parent/community and site staff, indicate that participation is lower than desired. A newly established and approved strategic plan has Parent and Community Involvement as one of four pillars, and should guide efforts to improve parent and community involvement at the site. School staff has expressed challenges with increasing in-person participation rates among parents and families, and have also clearly expressed the desire for increasing this involvement.	Flexible meeting times: offer meeting and school events at various times, including evenings and weekends to accommodate different work schedules and ensure that all families have an opportunity to participate. Professional Development/Training-provide ongoing training for school staff to better understand and meet the needs of diverse families.

Butterfield includes initial parent involvement when students enroll. Parents are required to attend an Orientation for student registration at the school. Furthermore, parents are required to attend their child’s initial teacher meeting for Independent Study. This helps to put faces to names and allows parents to share their students’ strengths and areas of concern. Butterfield staff need to continue nurturing that parental relationship with phone calls, emails, notes/reports on a regular basis, so that conversations are not always for a concern.	There are strong partnership with local businesses, non profits, and higher education to provide students with real-world learning opportunities, internships, and mentorships at the high school level with Pathways. Hazel Health/Heart is available for all students provides services to support students SEL and health needs to improve academic achievement.

Butterfield is working in partnership with its neighboring school (PMA) to provide PIQE opportunities for parents. BCS must continue to develop systems/events for parents and staff to communicate regularly to work as a team to support student progress. This should include regular communications home (newsletters), ParentSquare communication, AERIES Parent Portal and scheduled parent information events to assist parents in how to support their independent learners at home.	Butterflied prioritizes partnerships with families. Based on input from educational partners, that include parents, training in identified areas of need is one method of trying to build partnerships. Input from parents, staff and students suggested topic areas that might better attract parent/community involvement, and they include areas related to understanding the student information system, Aeries Parent Portal, college, and career topics. Additional areas for potential improvement that could help build partnerships with parents includes building support structures collaboratively in the area of social-emotional support, behavioral support, and counseling.

Educational partner input from parents, teachers and administrators agree on the need to partner with families on supporting the ultimate success of students. Although there's agreement upon the need, realization of participation rates by parents and community members proves less than desired, and remains an area for improvement. Butterflied prioritizes partnerships with families. Based on input from educational partners, that include parents, training in identified areas of need is one method of trying to build partnerships. Input from parents, staff and students suggested topic areas that might better attract parent/community involvement, and they include areas related to understanding the student information system, Aeries Parent Portal, college, and career topics. Additional areas for potential improvement that could help build partnerships with parents includes building support structures collaboratively in the area of social-emotional support, behavioral support, and counseling.	Community liaisons: partnering with community liaisons that have strong ties with communities to foster trust and improve outreach. Offer flexible engagement opportunities to accommodate different schedules-meetings at various times and locations.

Reaching out to underrepresented families is a priority for Butterfield in building partnerships since these groups might be inadvertently marginalized. Initiatives intended to build capacity of parents of underrepresented families include partnering with other sites, or the district, in participating in opportunities with parent-support organizations such as Parent Leadership classes, The Parent Institute for Quality Education (PIQE), the Parent Institute, and the Parenting Network. To further support our English Learner families, parenting classes will resume that include English as a Second Language. These opportunities, as well as Parent Information Nights, are offered at the school site. These efforts to support parents to partner in helping their students in the home are in addition to formal meetings such as the School Site Council and English Language Advisory Council meetings.	Utilizing our Studer Employee Experience Survey, Studer Parent/Caregiver Survey, and Panorama survey to gather feedback about various topics-curriculum to school climate, ensuring decisions are informed by data and feedback. Butterfield participates in district-level Compensatory Education (Comp Ed) meetings focused on parent-involvement related topics, for targeted groups, to outline expectations, and provide details related to state and federal requirements associated with various student groups. The site participates in district structures that are in place to address areas of support that include focal areas pertinent to student populations such as Migrant students, English Learners, Homeless students, American Indian, Special Education, and Foster students, and also address specifics such as fiscal allocations (i.e. Title I), School Site Plans, parent involvement, as well as information related to specific advisory groups such as English Learner Advisory Council (ELAC) and School Site Council. Content that could be covered at site-level advisory meetings are presented from a district-perspective at district-level advisory meetings.These serve as modeling presentation topics for site-level discussions to seek input from educational partners. District-level meetings are numerous with five District Advisory Council meetings, five separate English Language Advisory Committee meetings, and nine public meetings centered on our Native American population, and parents and staff at Butterflied are encouraged to attend.	Understanding the connection and alignment to district goals and how to plan for implementation-especially when needs change from year to yearn is a priority. Ensuring compliance is an ongoing effort, and establishing structures to support desired outcomes is an area of continued improvement, and desired growth. Structures are in place to monitor effectiveness of seeking input from educational partners, and stages of improvement would include development of next steps to support situations reflecting lack of effectiveness.

Priorities and initiatives outlined in the LCAP are influenced by input from educational partners. Needs and concerns expressed by multiple participating educational partner groups, including students, parents, teachers and administrators helps inform decision making. District-level staff provide input and support on an ongoing basis. It has been noted that parent and community involvement wanes as the year progresses. An area of improvement includes efforts to try and increase, and retain, involvement of parents and community members throughout the year.	Butterfield develops outreach that involve going into the community and local events to engage with families in settings that families are comfortable with. Involvement from educational partners such as students, parents, teachers, administrators, and community members occur multiple times, and with multiple groups, throughout the year, and input helps inform decision-making that impacts students from underrepresented families. The site participates in opportunities at the district level that includes a series of five general session, community-based, meetings that occur in the last half of the academic year, intended to obtain input and suggestions that would inform decision making on goals, actions and metrics affecting those students who may exhibit compounded challenges (English Learners, Homeless, Foster Youth, Special Education students, etc.) In addition to general sessions, focus group meetings take place with parents and/or students representing English Learners, Homeless students, Migrant students, American Indian students, and Foster Youth. Sites obtain input from students (secondary), parents and staff who compose their School Site Councils and English Learner Advisory Councils, and provide site-level initiatives for improvement of services to students.

Butterflied intends to improve the degree of input solicited by underrepresented families. Suggestions presented would then become embedded in the LCAP intended to offset the compounded challenges faced by students of underrepresented families in areas of: student engagement during instruction, working with families to improve attendance rates, and providing staff with training specific to social-emotional learning and trauma-informed practices. The site plans to provide internal opportunities to support students from underrepresented families, and due to the breath of need, supports staff (fiscally, and with allocated time, and additional personnel), and provides staff opportunity to attend external training events (i.e. those sessions offered by the Tulare County Office of Education).

Site administration meets monthly at the district level to bring site-level discussions and considerations to be shared district-wide during data-review sessions focused on underachieving student groups. The district will commit time on a weekly basis through an early-release day for site staff to plan and implement efforts to engage families, teachers and administration in collaborating for the purpose of planning, designing, and implementing improvement initiatives related to family engagement activities.	3	4	3	4	3	4	4	3	3	3	3	3	Met		2024-06-27	2024
54755230116590	Harmony Magnet Academy	3	Building relationships between Harmony staff and families is an ongoing process to reach sustainability and this relationship building involves efforts to ensure communication, listening to family/community input, and providing ample opportunity for involvement. This relationship building at the site level is supported at the district level as well. Initiatives that appear to be effective, and therefore continuing, include:
• Efforts to improve the relationship between schools and families by improving communication with families. In recent years, the district, and Harmony, has shifted to the ParentSquare platform. Communication through this platform occurs at both the district level, and the school site level. Types of communication include informational topics, invitations and requests for involvement of parents in the schooling of their students, and solicitation of perspectives and opinions through surveys. Familiarity and use of the platform have been increasing, and family/community input has indicated that this form of communication is valued.
• Harmony utilizes the district provided support in the form of Family Service Workers, a team of individuals who will make personal connections with those families when Harmony staff experience difficulty in making the connection. Due to the increased need, this team has increased availability (increased hours) to staff.
• Various opportunities for parental involvement are presented at the site in addition to the required School Site Council, and English Learner Advisory Council groups. In addition, the site offers activities such as parent information nights, and student activities that involve parents, along with informational meetings on topics relevant to parent needs, in efforts to increase engagement opportunities.	Although opportunities for engagement exist at the school, input from our educational partners that include both parent/community and site staff, indicate that participation is lower than desired. Inquiries into the success of the Migrant Program on involving parents (which has shown a degree of success) are considered as beginning stages of improving parent/family engagement across the district. Also, a newly established and approved strategic plan has Parent and Community Involvement as one of four pillars, and should guide efforts to improve parent and community involvement at the site as well. School and district staff have expressed challenges with increasing in-person participation rates among parents and families, and have also clearly expressed the desire for increasing this involvement.

Harmony provides training for both families and staff which would help facilitate building relationships with families, for instance, ways to incorporate family strengths, cultures and languages in instruction. Starting with community input related to the LCAP annual review, the district will attempt to shift the target audience to more specifically involve parent and community members. Prior years required the community to meet at the district office, and participation reflected a higher percentage of site administration, when compared to parent groups. An adjustment under consideration is to conduct the community review meetings at school sites throughout the district in effort to increase parent participation, and Harmony regularly ensures parent participation in these events.	Guidance from educational partners such as students, parents, teachers, staff, administrators and community members are obtained in varying degrees affecting the educational process and student outcomes. Opportunities for parents at Harmony Magnet Academy (HMA) include: Parent institute for Quality Education (PIQE), Naviance Family Connection, AERIES information system and the HMA Parent Foundation. Naviance is tool which allows parents to monitor college and career profile of their students. AERIES provides parents full access to their student's grades and information, while Parent Square offers parents school wide or 1-on-1 communication with school staff. Another opportunity for parents to participate is through the HMA Parent Foundation, which supports HMA school programs by providing funding to enhance educational programs.

Harmony regularly has approximately 80 families graduate from the PIQE program on an annual basis. We also had over 300 parents attend our back to school night in August. Parents also participate in the Local Control Funding Formula/ School Site Plan for Student Achievement through School Site Council and ELAC meetings at HMA. They have submitted surveys about the value of certain programs (Supplemental and support strategies) affecting spending and program decisions. Harmony stakeholders, (Parents, teachers and staff) also examine and discuss data outcomes contained in both the Academy of Engineering and the Academy of Performing Arts and the National Academy Foundation/ConnectEd certification processes.	Discussion groups include representatives from classified and certificated staff, parents, students and advisory board members. The HMA School Site Plan is developed by sharing ideas brought forward from discussion groups, which are comprised of staff representatives from various departments and the pathway teams. These ideas are then returned to departments for further study and refinement. Recommendations which promote fidelity to the HMA college and career model are adopted as part of the School Site Plan for Student Achievement. This approach has proven to be an effective way of involving all stakeholders of the school community. Another example is our SSC/ELAC meetings. To improve this process, more in-person opportunities for parents to attend support workshops dedicated to the high school and postsecondary process. Parents also have access to information such as, but not limited to: voting rights, the recent U.S. census, health care, supplemental insurance, immigration, college scholarships and grants, financial aid and other community resources.	Educational partner input from parent groups, teachers and administrators agree on the need to partner with families on supporting the ultimate success of students. Although multiple educational partner groups agree in the need, realization of participation rates by parents and community members proves less than desired, and remains an area for improvement. This is a realization at both the site and district levels.

Harmony Magnet Academy prioritizes partnerships with families. Based on input from educational partners, that include family members, training in identified areas of need is one method of trying to build partnerships. Input from multiple community meetings have suggested topic areas that might better attract parent/community involvement, and they include areas related to understanding the student information system, ParentSquare, college, and career topics. Additional areas for potential improvement that could help build partnerships with parents includes building support structures collaboratively in the area of social-emotional support, behavioral support, and counseling.	Reaching out to underrepresented families is a priority for Harmony as a means in building partnerships, partly based on the possibility that voice from these groups might be inadvertently marginalized. Initiatives intended to build capacity of parents of underrepresented families include partnering with parent-support organizations such as Parent Leadership classes, The Parent Institute for Quality Education (PIQE), the Parent Institute, and the Parenting Network. To further support our English Learner families, parenting classes will resume to help support the needs of English Learner families. Other opportunities, such as Parent Information Nights, are offered for all families. These efforts to support parents to partner in helping their students in the home are in addition to formal meetings such as the School Site Council and English Language Advisory Council meetings.

Academic monitoring remains an important area of focus. The monitoring efforts will be on-going as learning loss lingers to some degree as a result of the pandemic, but especially those who are English Learners, Homeless, Foster Youth, and Native American. Policies have been established for sites to reach out to families of students in greatest needs, and prioritize learning recovery opportunities for these students. This area is deemed of greatest need, and structures for monitoring, and intervening, in an effective manner will be areas of growth.

Additionally, appropriate students participate in structured weekly sessions for students (i.e. Native American, Foster Youth, etc.) in collaboration with the Tulare County Office of Education. These sessions include a breath of presentations, including rights of students. Outreach to families of Homeless students occurs by home visits where interaction is on a personal level, and identifies needs, resources, and rights of the Homeless population.	Harmony Magnet Academy attempts to build capacity among our educational partners by encouraging engagement with advisory groups throughout the year. Topics covered throughout the year focus on outline expectations, and provide details related to state and federal requirements associated with various student groups. The district also maintains a documentation protocol that assists in the monitoring process to identify which sites are in need of additional guidance or assistance.

Structures are in place to address areas of support that include focal areas pertinent to student populations such as Migrant students, English Learners, Homeless students, American Indian, Special Education, and Foster students, and also address specifics such as fiscal allocations (i.e. Title I), School Site Plans, parent involvement, as well as information related to specific advisory groups such as English Learner Advisory Council (ELAC) and School Site Council.

Content that could be covered at site-level advisory meetings are presented from a district-perspective at district-level advisory meetings. These can serve as modeling presentation topics for site-level discussions to seek input from educational partners and help formulate decisions. District-level meetings are numerous with five District Advisory Council meetings, five separate English Language Advisory Committee meetings, five separate LCAP meetings, and nine public meetings centered on our Native American population.	Engagement by educational partners is obtained through interaction with various groups. Site-level individuals also participate in the various district-level opportunities, and these collectively help inform discussions at the local site level. District-wide involvement from students, parents, teachers, administrators, and community members occurred multiple times, and with multiple groups, throughout the school year in efforts to obtain input on the development of the LCAP. Discussions and input from various groups helped formulate actions to implement in efforts to provide academic and other interventions for students in need. Discussions to obtain input related to providing services for students, and the development of the plan occurred with sites, as well as with various departments within the district, and contributed implementation of improvement at the site.

Harmony obtained input from students, parents and staff who compose our School Site Councils and English Learner Advisory Councils on ideas that can inform the development of the LCAP, and provide site-level initiatives that fall into one or more of the four overarching goals outlined in the plan. This information is documented in an on-line form that will remain available to sites as adjustments to initial efforts are made over the course of the year. Additionally, site administration meets monthly at the district level to bring site-level discussions and considerations to be shared district-wide. 

Panorama and Studer surveys were used to gather data from the Harmony community including parents, students and staff. The highlighted areas included culture, climate and safety of Harmony. The surveys revealed that all three groups agree that the learning environment and culture of Harmony Magnet Academy does meet a high standard for curriculum and instruction, a-g completion, academic rigor, and career preparation. Interventions for struggling students rated high while one on one personal counseling for more academically advanced students scored lower. Students overall culture and safety rate higher among parents and teachers than that of students. Since the return of students to in-person instruction, teachers confirm that student emotional health has improved. 

Input was obtained from smaller focus groups where intent was to engage in dialogue to discuss the specific needs for these targeted groups of students. If input was not possible through small-group discussions, surveys were utilized. Input sought possible support efforts to mitigate the negative impact of challenges that students face. Another focus for input was a preference of extending instructional learning time (additional academic days, after school, winter session, spring session, etc.), and was solicited from various focus groups to determine any variability that may exist between groups.	Harmony will provide increased outreach to parents through direct communication: mailings, phone calls, Parent Square and messaging. Harmony will increase opportunities for parents to participate by offering workshops, informational and hands on learning experiences. Panorama and Studer surveys will also be used to gather additional data.

Improvement initiatives at the site level are influenced by educational partner input, especially from those families of underrepresented student groups, and input is considered for inclusion into guiding documents such as the site's LCAP. Of utmost interest are those ideas on improvement related to potential learning loss and a need to focus on re-engagement efforts for underrepresented students through a variety of course offerings, after school opportunities, and enrichment opportunities for underrepresented students. Increasing efforts in monitoring learning progress of these student has been expressed as a priority need.

Training and support provided to parents of underrepresented students was another highly address suggestion, and input addressing this realm will influence initiatives for improvement, and includes parent trainings related to how best to support the academic needs of their child, the importance of attendance, college and career topics, and social-emotional support.

Educational partner input repeated suggestions related to the social-emotional support for underrepresented students, and the need to increase services and staff to support this need, as were suggestions to increase course offerings in efforts to better connect students to the overall school experience.	4	5	4	5	4	4	5	4	4	4	4	4	Met		2024-06-27	2024
54755230137968	Porterville Military Academy	3	Building relationships between PMA staff and families is an ongoing process, and this relationship building involves efforts to ensure communication, listening to family/community input, and providing ample opportunity for involvement. This relationship building at the site level is supported at the district level as well. Initiatives that appear to be effective, and therefore continuing, include:
• Efforts to improve the relationship between schools and families by improving communication with families. In recent years, the district PMA has shifted to the ParentSquare platform. Communication through this platform occurs at both the district level, and the school site level. Types of communication include informational topics, invitations and requests for involvement of parents in the schooling of their students, and solicitation of perspectives and opinions through surveys. Familiarity and use of the platform have been increasing, and family/community input has indicated that this form of communication is valued.
• PMA utilizes the district provided support in the form of Family Service Workers, a team of individuals who will make personal connections with those families when PMA staff experience difficulty in making the connection. Due to the increased need, this team was increased in hours of availability for the 2022-2023 academic year, and the support is expected to remain in future years.
• Various opportunities for parental involvement are presented at the site in addition to the required School Site Council, and English Learner Advisory Council groups. In addition, the site offers activities such as parent information nights, and student activities that involve parents, along with informational meetings on topics relevant to parent needs, in efforts to increase engagement opportunities.	"The focus is to provide more information for our parents in various ways (ie social media, in-person venues). Another focus is to build a booster club for greater community involvement and an opportunity to create scholarships. Although opportunities for engagement exist at the school, input from our educational partners that include both parent/community and site staff, indicate that participation is lower than desired. Inquiries into the success of the Migrant Program on involving parents (which has shown a degree of success) are considered as beginning stages of improving parent/family engagement across the district. Also, a newly established and approved strategic plan has Parent and Community Involvement as one of four pillars, and should guide efforts to improve parent and community involvement at the site as well. School and district staff have expressed challenges with increasing in-person participation rates among parents and families, and have also clearly expressed the desire for increasing this involvement.

In efforts to improve relationships between school staff and families, PMA will continue to pursue training which would help facilitate building relationships with families, for instance, ways to incorporate family strengths, cultures and languages in instruction. Additionally, the site anticipates the number of in-person training/exposure opportunities for parent and community members to increase. A couple areas of notable success are the school's annual ""Trunk or Treat"" and Pass In Review Family Day. These events have consistently had strong attendance from families and provide an opportunity to build relationship and parent involvement.

Driven by community input that contributed to the development and revision of the LCAP, PMA will attempt to increase involvement of parent and community members in advisory roles, and in direct involvement at school events. PMA regularly volunteers as a site to host community-based events that have a district-wide focus, and will continue to do so. This reality increases the likelihood that educational partners associated with the school would be involved, thereby broadening the experience base of PMA members (staff, students, parents and family members) in a manner where ideas could be brought back to the site for consideration."	Porterville Military Academy has systems in place, but some families do not make use of them. In addition, sometimes there is a hesitancy for teachers to contact parents. The district provides opportunities to include families in the development of policies, goals and vision. PMA also provides many forums for parents to be involved in 2-way communication through SSC, ELAC, parent conferences and the addition of a parent representative on the school's Advisory Board. Making parents feel comfortable to participate in school and district meetings is an ongoing goal. Plans are underway to implement PIQE at our site next year.	Parents well communicated with at the site because of regularly (at least once-twice per month) scheduled events that include parent participation (ie, awards, promotions, site council). Porterville Military Academy has many resources to support building partnerships for student outcomes. The area of improvement is educating the parents on how to use the resources, including reaching out into community organizations to provide workshops. The district supports PMA and has built a mental health team of family liaisons to help our parents understand their rights and help give them a voice to make the most informed decisions for their children. Also, the outreach to our foster youth and homeless families has increased significantly. This is an important connection between school and home, thus, increasing the number of staff in this area will help bridge that gap.	"A ""Booster Club"" is necessary for a less-formal and fun engagement of families. Seeking an accountant is underway. Aviation internships with local businesses will need to occur by the end of next year. Educational partner input from parent groups, teachers and administrators agree on the need to partner with families on supporting the ultimate success of students. Although multiple educational partner groups agree in the need, realization of participation rates by parents and community members proves less than desired, and remains an area for improvement. This is a realization at both the site and district levels.

Porterville Military Academy prioritizes partnerships with families. Based on input from educational partners, that include family members, training in identified areas of need is one method of trying to build partnerships. Input from multiple community meetings have suggested topic areas that might better attract parent/community involvement, and they include areas related to understanding the student information system, ParentSquare, college, and career topics. Additional areas for potential improvement that could help build partnerships with parents includes building support structures collaboratively in the area of social-emotional support, behavioral support, and counseling."	Further collaboration with Proteus is needed to establish internships for underrepresented families. Reaching out to underrepresented families is a priority for PMA as a means in building partnerships, partly based on the possibility that voice from these groups might be inadvertently marginalized. Initiatives intended to build capacity of parents of underrepresented families include partnering with parent-support organizations such as Parent Leadership classes, The Parent Institute for Quality Education (PIQE), the Parent Institute, and the Parenting Network. To further support our English Learner families, parenting classes will resume to help support the needs of English Learner families. Other opportunities, such as Parent Information Nights, are offered for all families. These efforts to support parents to partner in helping their students in the home are in addition to formal meetings such as the School Site Council and English Language Advisory Council meetings.

Academic monitoring has become an increased focus of needed attention this past year due to pandemic-related factors. The monitoring efforts will be on-going as learning loss is anticipated or all students, but especially those who are English Learners, Homeless, Foster Youth, and Native American. Policies have been established for sites to reach out to families of students in greatest needs, and prioritize learning recovery opportunities for these students. Due to the anticipated magnitude of the negative impact, this area is deemed of greatest need, and structures for monitoring, and intervening, in an effective manner will be areas of growth.

Additionally, appropriate students participate in structured weekly sessions for students (i.e. Native American, Foster Youth, etc.) in collaboration with the Tulare County Office of Education. These sessions include a breath of presentations, including rights of students. Outreach to families of Homeless students occurs by home visits where interaction is on a personal level, and identifies needs, resources, and rights of the Homeless population.	All correspondence and communication with families are in both English and Spanish. Site council was officially established this year and information is in both English and Spanish. Community Engagement Surveys are distributed to solicit feedback for decision-making. Porterville Military Academy attempts to build capacity among our educational partners by encouraging engagement with advisory groups throughout the year. Topics covered throughout the year focus on outlining expectations, and providing details related to state and federal requirements associated with various student groups. The site also maintains documentation that assists in the monitoring process in efforts to ensure that communication and involvement is solicited from families of underrepresented student groups.

Structures are in place to address areas of support that include focal areas pertinent to student populations such as Migrant students, English Learners, Homeless students, Native American, Special Education, and Foster students, and also address specifics such as fiscal allocations (i.e. Title I), School Site Plans, parent involvement, as well as information related to specific advisory groups such as English Learner Advisory Council (ELAC) and School Site Council.

The site utilizes information presented at district-level advisory meetings as information shared at site-level advisory meetings. Educational partners participate in reflecting on district-level data, and then comparing it to site-level trends, in efforts to guide next steps. District-level meetings are numerous with five District Advisory Council meetings, five separate English Language Advisory Committee meetings, LCAP meetings, and nine public meetings centered on our Native American population, and each provides opportunity for parents at the site level to learn, and be involved.

Porterville Military Academy also solicits input at on site parent meetings and through it's school's Advisory Board.	"Sites are provided surveys for ""Employee Engagement"", but the DO also needs a survey on themselves that administrators could provide feedback on. Our district and site have made improvements in including teachers and even students, but getting parent input from all subgroups continues to be a challenge. Again, partnering with other agencies and organizations: Foster Care groups, homeless shelters, churches, to reach a wider population is beneficial. The district conducts forums to support our families as well as create opportunities for all the parties involved to communicate openly, for example: LCAP, DAC, DELAC, PIQE and recently our parent summit. They have also scheduled these meetings during times were it is most convenient for families and site administrators to attend. PMA and the district believe that if we keep moving in this direction more underrepresented families will hear about the support we are providing and become involved."	"Improvement in seeking input includes bolstering our newly established site council. Back to school night and open house will also have ""suggestion boxes"" for ideas. Involvement from educational partners such as students, parents, teachers, administrators, and community members occur multiple times, and with multiple groups, throughout the year, and input helps inform decision-making that impacts students from underrepresented families. Site level parents and staff participate in district-level engagement opportunities that include a series of general session, community-based, meetings during the last half of the academic year, intended to provide site-level input and suggestions that would inform decision making on goals, actions and metrics affecting those students who may exhibit compounded challenges (English Learners, Homeless, Foster Youth, Special Education students, etc.) In addition to general sessions, focus group meetings take place with parents and/or students representing English Learners, Homeless students, Migrant students, American Indian students, and Foster Youth. The site obtains input from students (secondary), parents and staff who compose their School Site Councils and English Learner Advisory Councils, and provide site-level initiatives for improvement of services to students.

Suggestions presented by educational partners from various groups contributes to initiatives at the site intended to offset the compounded challenges faced by students of underrepresented families in areas of student engagement during instruction, working with families to improve attendance rates, and providing staff with training specific to social-emotional learning and trauma-informed practices. Porterville Military Academy provides opportunities to support students from underrepresented families by supporting staff (fiscally, with allocated time, and additional personnel), and providing staff opportunity to attend external training events (i.e. those sessions offered by the Tulare County Office of Education).

Site administration meets monthly at the district level to bring site-level discussions and considerations to be shared district-wide during data-review sessions focused on underachieving student groups. The site utilizes time on a weekly basis through an early-release day to plan and implement efforts to engage families, teachers and administration in collaborating for the purpose of planning, designing, and implementing improvement initiatives related to family engagement activities."	3	3	3	3	3	4	3	3	3	3	3	3	Met		2024-06-27	2024
54755310000000	Dinuba Unified	3	Over the past several years, Dinuba Unified has worked to build capacity in the area of trauma-informed practices to
provide an understanding of the needs of many of our students and families. In addition, clerical staff has been
through a series of customer service trainings in an effort to maintain a welcoming environment at school sites.
Dinuba Unified considers this one of their strengths. Through various parent workshops and outreach, the staff is
able to work with families and engage in effective 2-way communication. Community Liaisons assist in reaching out
to parents regarding student attendance and school activities. Parents are invited to attend parent-teacher
conferences, back-to-school nights, student performances, academic awards events and many other school
sponsored activities that allow parents to hear from school staff and engage in conversations related to their child's
progress. However, some parents responding to a survey indicated they desire more communication from the
schools.

The district provides access to current student progress through the student information system parent portal.
Parents may access student attendance and grades through the portal allowing them to monitor their child's progress
on a regular basis. Teachers also use various forms of communication to keep parents informed of activities and
student progress such as Blackboard Connect and the Remind app. Parent workshops are held on various topics
throughout the year with each site focusing on their specific parent needs. Dinuba High School parents were invited
to participate in PIQE (Parent Institute for Quality Education) during the past year. Other high school parents were
invited to visit UC Merced as part of the U.C Merced Automatic Admission Program (UCMAAP). Department leads
and coordinators provide workshops for parent of English Learners, GATE students, and Academy students.
	The Distrct will continue to develop more effective ways to reach parents to communicate student progress and
attendance. Some parents have indicated they would like more communication related to school activities, etc. This
is an area the district would like to continue to work on as we further develop this communication with parents.	The district will work to increase the workshops offered to parents and will likely purchase a program to assist parents of elementary students, especially in the area of early literacy.	Parent engagement has been a key priority for Dinuba Unified over the past several years. Staff is encouraged to
build healthy relationships with students and families and encourage families to be a part of their school environment.
The district ensures that ALL parents have access to information by providing translation and interpretation services
at all meetings and through all district communications.	The district has identified the need to provide professional development and opportunities for staff to learn more
about students' cultures and to be sensitive to students from diverse cultures as they assimilate into our district.
Recognizing the contributions of the diverse cultures, traditions and families within our community is critical in helping
our families engage in the education of their children. Dinuba Unified School Distrcit believes that this, along with
access the Learning and Guidance Center, provides information and resources to facilitate and support student
2024-25 Local Performance Indicator Self-Reflection for Dinuba Unified School District Page 11 of 17
learning and mental health. Through various parent workshops and outreach, staff is able to work with families and
engage in 2-way communication. Parent /Teacher conferences provide opportunities to discuss student progress.
Other opportunities for these discussions would be students referred to Student Study Team (SST) or through
Individucalize Education Plan (IEP) meetings. The district employs an Arabic speaking community liaison to help
support the Dinuba's Arabic speaking community.	District staff will continue to work to empower and inform parents of their rights to advocate for their child. However, providing professional learning and support to staff in this area would be an area to improve.	Parents have opportunities to provide input at the site and district level. These include, but are not limited to School
Site Council, English Learner Advisory Committee, District English Learner Advisory Committee, and the Parent
Advisory Committee.
	All school sites have established School Site Councils (SSC) and English Learners Advisory Committees (ELAC)
where they seek parent input in site level decision-making related to instruction, parent engagement activities,
English Learner programs, and on-site level budgets and expenditures. At the District level, parents are involved in
2024-25 Local Performance Indicator Self-Reflection for Dinuba Unified School District Page 12 of 17
the District English Learner Advisory Committee (DELAC), the District Advisory Committee (DAC) and have the
opportunity to attend forums hosted by the Superintendent throughout the year.
Each year Dinuba Unified School District holds a training for School Site Council (SSC), English Learner Advisory
Committee (ELAC), and District English Learner Advisory Committee (DELAC). These trainings target site
administrators and parents involved in these committees at the school and district level. We believe this is one of our strengths in this area.	An area the district would like to make stronger would be to continue to seek out and provide opportunities for
underrepresented groups in the school community to have input in programs and policies.	4	5	4	4	5	4	4	3	5	5	4	4	Met		2024-06-27	2024
54767940000000	Woodlake Unified	3	Woodlake Unified provides various opportunities to engage parents in their child’s education and build partnerships that support student outcomes. For 2023-24, 82.5% of parents participated or attended a school related event or meeting. All school sites held a variety of in-person parent engagement events including, Back-to-School Night, Open House, award assemblies, targeted parent meetings and parent conferences. At the secondary level (grades 6-12), schools facilitated parent presentations and workshops throughout the school year on topics that included the use of technology, course of study programs, diploma requirements, post-secondary options, financial aid and emotional support/academic services. Annual signature events that draw in a significant number of families and communities were completed and included Literacy parades, Read Across America, book fairs, and music/choir/dance/drama performances. WUSD offered educational sessions facilitated by Parent Institute for Quality Education (PIQE) to parents of students in grades 6-12 with a plan to offer sessions at all school sites in 2024-25. For ongoing parent communications, District and school staff utilized digital apps (Parent Square, SeeSaw, Class Dojo, Remind, email, Zoom) to engage in regular 2-way communications. Additionally, notices and event announcements are posted on school site websites/Facebook and shared in the community Facebook page “What’s Happening Woodlake”.	For 2023-24, the percentage of parents that participate/attend a school related event or meeting was 82.5%, exceeding the target percent attendance rate of 78.4%. The focus for Woodlake Unified had been on returning back to regular routines of instruction and school operations at the pre-Covid pandemic levels. Several events that drew in high parent involvement, such as the Saturday Cardboard Challenge and MyPlate color run had been suspended, however, these types of signature events and other events that have the highest impact on parent participation, including school performances and student showcasings, have been brought back and expected to be enhanced, planned, carried out, and become part of the district’s culture. The next target is to reach or exceed an 85.5% parent participation rate.	Woodlake Unified is striving to expand the partnership with PIQE and other parent education organizations to provide education opportunities, especially for underrepresented families, such as parents of English language learners. In 2023-24 two PIQE programs were completed, one at Woodlake Valley Middle School and one at Woodlake High School. For 2024-25, plans have been established to include at least one PIQE program at each of the four comprehensive school sites. This activity is intended to provide education to parents to build their capacity to engage and partner with school in the education of their children.	Woodlake Unified believes that effective engagement with the school community is essential in sustaining partnerships that will lead to the academic success and healthy social-emotional development of all students. Progress reports are mailed home quarterly to all TK-12 parents. For students in grades TK-8, in-person conferences are held twice per year. For 2023-24, 99% of parents of students in K-5 attended an in-person parent conference. At the secondary level (grades 6-12), schools held grade level presentations and workshops throughout the school year on topics that included the use of technology, course of study programs, diploma requirements, post-secondary options, financial aid and emotional support/academic services. School site parent committees, School Site Councils and English Language Advisory Committees, are very active, encourage parent involvement of underrepresented families and have allowed opportunities for parents/community to advocate on the education of students. Other parent meetings that address the unique needs of individual students, including Student Study Team, School Attendance Review Board, and Individual Education Plan meetings are scheduled as needs emerge. School staff utilizes digital apps (Parent Square, SeeSaw, Class Dojo, Remind, Zoom, email) and social media to share information and provide ongoing 2-way communications.	For 2024-25, Woodlake Unified will maintain (99%) or increase the percentage of TK-5 parents attending parent conferences to 100% by the end of the school year and continue to track this outcome in the LCAP. Additionally, tracking parent attendance at middle school parent conferences and high school parent presentation events will be emphasized and included as a metric in the LCAP.	In addition to PIQE, Woodlake Unified is interested in expanding the parent education programming to involve other parent educational organizations or provided in-house by school staff or community partners. The expanded programs plans include programming provided by district social workers, school site administrators, Prevention Education Specialist and Woodlake Police Department. Programming is also planned to focus on parent/family education opportunities targeting underrepresented families, such as parents of English language learners. For 2024-25, the goal is to host a minimum of one parent education program at each school site in addition to PIQE. Additionally, school sites will invite, recruit and encourage parent attendance at parent committees meetings and target invitations to underrepresented families, such as parents of English language learners or students with special needs. Site Principals have been given direction to invite at least one parent representing students with special needs to attend the District Advisory Committee. Additionally, a student representative will be included in the District Advisory Committee and will be encouraged to attend with a parent.	Historically, Woodalke Unified used the CA Healthy Kids Survey (CHKS) to track parents’ perception about schools. Given the complexity to administer the CHKS to parents, Woodlake Unified instead developed its own parent survey with targeted questions. The new survey was administered in 2024 and results will be used as baseline data for the 2024-25 LCAP. The district survey indicated that 64.3% of parents agreed or strongly agreed they “Feel their child’s school encourages them to be active partners with the school to educate their child”, 26.3% of parents agreed or strongly agreed that “The schools that my children attend provide information about how to help your children with homework (elementary and middle school only)”, and 78.5% of parents agreed or strongly agreed that “Parents feel welcome at the schools my children attend.” Input for decision-making is sought at all site and district levels. Parents vote on parent members for School Site Councils (SSC) and English Language Advisory Committees (ELAC). The District offers parents of these committees training on how to lead formal meetings. These parent advisory committees offer parents opportunities to provide input on the development and expenditures on their respective school site’s School Plan for Student Achievement. Additionally, representatives of each SSC and ELAC are elected by their peers and serve on the District’s parent committees. During the development process of the District's LCAP, students, families, parent advisory committees and the community at large were invited to provide input via in-person meetings and surveys. Meetings and surveys were offered in both English and Spanish. Woodlake Unified will continue to maintain and expand opportunities that will increase engagement of parents in the decision making process.	"WUSD will continue to focus on seeking opportunities that will increase engagement of parents in the decision making process. Given a new parent survey was administered and results used as baseline data for the 2024-25 LCAP, WUSD will continue to focus on seeking opportunities that will increase engagement of parents in the decision making process. At the end of the 2024-25 school year, the district would expect to observe an increase in the percentage of parents indicating they (1) “Feel their child’s school encourages them to be active partners with the school to educate their child”, (2) “The schools that my children attend provide information about how to help your children with homework (elementary and middle school only)”, and (3) “Parents feel welcome at the schools my children attend""."	WUSD will enhance strategies in 2024-25 that will support increasing the number of parents, especially those of underrepresented families, providing input in the decision-making process. Specifically, Woodalke Unified will be providing one PIQE program at each school site to build parents capacity to serve as advocates for their children as well as for the overall education of all students served by the district. Additionally, the district is planning on hiring certificated ELD teacher mentors who will also serve as advocates for English Learners and a bridge between schools and parents.	4	4	4	5	4	3	4	4	4	5	4	4	Met		2024-06-12	2024
54768360000000	Exeter Unified	3	"In alignment with our belief statement--""All succeed when we work in teams""--Exeter Unified School District (EUSD) is committed to Building Relationships Between School Staff and Families. It invites parents/guardians, family members, and community members to feel invited and welcome at its schools. For that reason, EUSD maintains District and site websites and social media accounts, keeping educational partners informed of services, events, and student spotlights. It funds Parent Square, a family engagement platform, that encourages open lines of communication between school staff, students, and parents/guardians. It hosts Back to School Nights, Open House, awards assemblies, music and drama performances, and sports events encouraging fellowship and celebration. At monthly board meetings, the board acknowledges the partnership between parents/guardians and family members when celebrating student achievement.

On campus, school sites regularly distribute bulletins or newsletters to parents/guardians, families, and the community. The High School shares a student-developed news video called Exeter Student News. This weekly broadcast invites everyone to connect with the high school community and celebrate student achievements. 

Data from the CA Healthy Kids Parents Survey (Spring, 2024) suggest strength in the District's ability to Build Relationships between School Staff and Families:
- 83% of parent/guardian respondents agree/strongly agree they feel welcome to participate at their child's school; this is an 11% increase from the year before.
- 92% of parent/guardian respondents agree/strongly agree that school staff treat parents respectfully; this is a 1% increase from the previous year.
- 82% of parent/guardian respondents agree/strongly agree school staff take parent concerns seriously; this is a 5% increase from the year before."	Based on the analysis of educational partner input and local data, EUSD plans to focus on the following areas for building relationships between school staff and families:
- Welcoming Schools: The District will support schools in working toward ensuring all parents/guardians feel welcome to participate at their child's school, including parents representing diverse languages, cultures, and/or socioeconomic situations.
- Sense of Belonging: The District will support schools in ensuring that all parents/guardians feel respected by school staff, including parents representing diverse languages, cultures, and/or socioeconomic situations. 
- Communication: The District will continue to support schools in maintaining open lines of communication between school staff and families despite language differences, socioeconomic status, and/or other situational differences.	EUSD plans to improve the engagement of underrepresented families during the self-reflection process in relation to Building Relationships Between School Staff and Families by:
- Offering virtual parent/guardian-teacher conferences and parent-advisory committee meetings
- Maintaining parent/guardian virtual access to Aeries Gradebook (K-12)
- Providing non-digital notification/information to parent/guardian groups who experience limited access or unfamiliarity with virtual platforms
- Continuing to fund the Bilingual Instructional Aide positions at all comprehensive sites
- Ensuring all district and site communication is proficiently translated into students' heritage language and interpretation is offered at meetings, forums, and events
- Providing instructional materials that reflect students' culture, ethnicity, and identity 
- Making sure at least one Office Specialists at each site speaks Spanish, the heritage language other than English that is most widely represented by parents/guardians
- Offering parent engagement opportunities that target parents and guardians who feel more comfortable participating in Spanish (e.g. PIQE, Exeter Unidos)	"Exeter Unified School District (EUSD) remains dedicated to nurturing partnerships with parents and guardians to bolster student outcomes. Through the Aeries Parent Portal, the district provides a virtual gradebook platform, allowing parents and guardians of K-12 students to stay updated on their academic progress. Additionally, EUSD hosts ""Listen Up"" forums, facilitating round-table discussions among parents, community members, and student groups, fostering collaboration and dialogue.

At both elementary and middle school sites, regular parent-teacher conferences are held. In September, families of elementary students receive communication flyers detailing student learning expectations specific to their child's grade level. Additionally, students' standards-based report cards are used at the elementary level to convey student achievement on state expectations, encouraging increased partnership with families to support and contribute to their child's education.

School sites offer events such as Parent Literacy/Numeracy or Parent University Nights, aiming to empower parents, guardians, and family members with information on enhancing their children's learning outcomes. At the secondary level, schools host parent information nights covering topics such as college applications, FAFSA, and post-secondary educational opportunities, including College & Career Fairs.

The CA Health Kids Parent Survey (Spring, 2024) data suggest strength in the District's actions toward Building Partnerships for Student Outcomes:
- 83% of parent/guardian respondents agree/strongly agree teachers communicate about what students are expected to learn; this is an 8% increase from the year before.
- 79% of parent/guardian respondents agree/strongly agree teachers provide information about how parents can help their child with homework
- 87% of parent/guardian respondents agree/strongly agree their child's school lets parents know how their child is doing between report cards; this is a 24% increase from the year before."	"Following an analysis of input from educational partners and local data, EUSD has outlined specific focus areas for enhancing partnerships to improve student outcomes:
- Cultivating an Anti-bullying Culture: The District is committed to sustaining the ""Kindness Matters"" Project, which promotes positive interactions and respect among individuals. Initial discussions with partners have generated significant involvement and interest in this initiative.
- Strengthening Academic Counseling: EUSD will continue implementing the Aeries Four-Year Academic Plan digital platform for grades 9-12 students. This platform facilitates improved communication and collaboration with families regarding tracking graduation requirements and planning for college and career pathways.
- Promoting Attendance: The District will continue to support an attendance campaign aimed at educating and empowering parents and students about the importance of regular school attendance. Additionally, school staff will actively engage with families to understand the reasons behind student absences to increase overall attendance rates."	EUSD plans to improve the engagement of underrepresented families during the self-reflection process in relation to Building Partnerships for Student Outcomes by:
- Offering virtual parent/guardian-teacher conferences and parent advisory meetings 
- Maintaining parent/guardian virtual access to Aeries Gradebook (TK-12)
- Providing non-digital notification/information to parent/guardian groups who may experience limited access or familiarity with virtual platforms
- Maintaining Bilingual Community Liaison positions at all comprehensive sites
- Ensuring all district and site communication is proficiently translated into students' heritage language and interpretation is offered at parent meetings and forums
- Engaging in intentional outreach to families of students with disabilities by holding quarterly Special Education Meetings
- Offering parent engagement opportunities that target parents and guardians who feel more comfortable participating in Spanish (e.g. PIQE, Exeter Unidos)	Exeter Unified School District (EUSD) celebrates progress in the area of Seeking Input for Decision-Making. In Spring 2023, the District hosted a series of Listen Up! forums in an effort to increase collaboration in the District's decision-making process. Students, parents, and community members were invited to participate in round-table discussions with administrators and board members. Collaboratively, they analyzed data, evaluated programs and systems, and provided suggestions for continuous improvement. Feedback from all involved was extremely positive, and educational partners have encouraged EUSD to make the Listen Up! forums an annual event, which the District has agreed to do. 

In addition to the Listen Up! forums, EUSD hosts a variety of advisory committees and community forums: Parent Advisory Committee, Special Education Advisory Committee, English Learner Advisory Committee, and Dude! Be Nice Meetings. Each event promotes parent/guardian collaboration and shared decision-making. 

The CA Healthy Kids Parent Surveys (Spring, 2023) suggest positive growth in the District's efforts in Seeking Input for Decision-Making:
- 68% of parent/guardian respondents agree/strongly agree their child's school actively seeks the input of parents before important decisions; this is a 3% increase from the year before.
- 71% of parent/guardian respondents agree/strongly agree their child's school has quality programs for their child's talents, gifts, and special needs; this is a 3% increase from the year before.
- 69% of parent/guardian respondents agree/strongly agree their child's school provides information about why their child is placed in particular groups or classes	Based on the analysis of educational partner input and local data, EUSD plans to focus on the following areas for Seeking Input for Decision-Making:
- Listen-Up!: The District will maintain the annual Listen-Up! series of forums as a means of inviting educational partners--students, parents/guardians, community members, and staff--to round-table discussions pertaining to District data, systems evaluation, and program improvement. 
Intervention/Student Study Team: The District will continue to refine the Student Study Team process by standardizing procedures across all school sites. It will also continue to work toward improving communication and collaboration with parents/guardians and other team members, using data to guide collaborative decision-making.	EUSD plans to improve the engagement of underrepresented families during the self-reflection process in relation to Seeking Input for Decision-Making by:
- Offering virtual parent/guardian-teacher conferences and parent-advisory committee meetings
- Continuing to fund the Bilingual Community Liaison positions at all comprehensive sites
- Ensuring all district and site communication is proficiently translated into students' heritage language and interpretation is offered at meetings, forums, and events
- Making sure at least one Office Specialists at each site speaks Spanish, the heritage language other than English that is most widely represented by parents/guardians	4	4	3	4	4	5	5	3	4	4	4	3	Met		2024-06-20	2024
55105530000000	Tuolumne County Superintendent of Schools	3	Results from a survey distributed in March, 2024 show that 70.5% of educational partners (including parents, students and staff), feel that TCSOS administrators, teachers and classified staff build trusting and respectful relationships with families. 80.7% responded that TCSOS creates welcoming environments for all families in the community.	Based on the analysis of survey results from March, 2024, and the analysis of educational partner feedback on Goal 4 in the LCAP, a focus area for improvement during the 2024-25 school year will continue to be increasing communication between school and families, especially as it relates to student progress. Input from some educational partners indicated a desire to improve communication between the school and parents.	In the TLC/Gold Ridge Educational Center Programs, individual meetings with families are arranged in order to tailor how information is provided to each family and to determine what additional follow-up is needed. At the beginning of the year, each family is provided an individual consultation in order to develop learning and transition plans for the students.

At the start of the 2023-24 school year, all parents were invited to serve on the School Site Council, which also meets monthly, and/or the Community Advisory Committee to SELPA.  In May, 2024, all parents of TLC and GREC students were invited to participate in the Parent Advisory Committee to provide feedback on the 2024-25 LCAP.

Parents were provided opportunities to provide feedback on the LCAP Feedback Survey distributed in March, 2024 and the California Healthy Kids Survey (Parent version) in March, 2024.  The majority of parents  (70%) of students enrolled in TLC indicated that they felt they received regular communication from TCSOS.

Feedback from parents indicates that they would like more opportunities to participate in parent advisory committees and in decision making.  In the 2024-25 school year, the invitation to participate on the Parent Advisory Council, School Site Council, and Community Advisory Committee will be sent out to parents multiple times throughout the year.  Because of the number of students who transition into TCSOS programs throughout the year, this will ensure that all parents have an opportunity to participate.	Results from a survey distributed in March, 2024 show that 65% of educational partners (parents, students and staff) feel that TCSOS encourages teachers to meet with families to discuss student progress and how to improve student outcomes.	"Goal 4 in the 2023/24 LCAP will continue on the 2024/25 LCAP:  ""Provide increased opportunities for parental involvement and regular communication between parents, staff, districts of residence and partner agencies, including probation, behavioral health, foster/homeless liaisons, social services, and the community college in order to support improved educational outcomes for all students."""	Input on the TCSOS LCAP Feedback Survey distributed in March, 2024 and CHKS Parent Survey was provided by only a small % of parents/guardians of TCSOS students.  Additional opportunities will be sought to have this feedback provided by more families.	Results from a survey distributed in March, 2024 show that 67.8% of educational partners (parents, students and staff) feel that TCSOS provides opportunities for families to provide input in policies and programs, and participate in advisory groups. This is a 13% increase from the previous year.	In March, 2024 a survey was sent to parents of all TCSOS students. The majority of parents responded that they receive regular communication from TCSOS, but results also indicate that some parents feel they are not able to be involved in decision making. Parents have been invited to attend Parent Advisory Council and Site Council meetings, but more consistent attendance is a goal.   There continues to be an LCAP Goal on improving parent communication and participation. The CHKS was administered in March, 2024, and enough parents completed the survey to receive results.	Feedback from parents indicates that they would like more opportunities to participate in parent advisory committees and in decision making.  In the 2024-25 school year, the invitation to participate on the Parent Advisory Council, School Site Council, and Community Advisory Committee will be sent out to parents multiple times throughout the year.  Because of the number of students who transition into TCSOS programs throughout the year, this will ensure that all parents have an opportunity to participate.	4	4	3	4	3	3	4	3	3	3	4	3	Met		2024-06-25	2024
55723060000000	Belleview Elementary	3	The administrator, teachers, and classified staff have been successful at building trusting and respectful relationships with families. The school fosters a welcoming environment for all families in the community and supports the staff in learning about family strengths and goals for their children. This is evident through the high approval ratings provided on LCAP educational partner surveys that are administered and analyzed on an annual basis. Additional opportunities for building relationships between staff and families occur through multiple annual events including the Harvest Carnival, Jog-a-thon, Thanksgiving Feast, Winter Program, classroom volunteering, field trip chaperoning, and various modes of regular communication through Parent-Teacher conferences, weekly updates, social media, and our school website. Enrollment grew from 150 to 180 students in 2019-2020, with the influx of approximately 30 students from a local charter school within the County that had closed. Due to the pandemic, many students in 2020-21 opted for home school programs and enrollment has dropped to 157. Our enrollment at the end of 22-23 was approximately 170, and at the end of 23-24 is at 158.	Teachers meet with parents regularly during conferences, Back-to-School Night, Open House, and various school events. RtI and SST meetings are scheduled with teachers, parents, administration and school specialists to discuss ways to assist students at being successful at school. Teachers are encouraged to communicate with parents through a classroom communication app for weekly announcements and reminders.	There is an active Parent Club that has well-attended meetings monthly. They are responsible for coordinating
school wide events and fundraising. The School Site Council provides an opportunity for families to get involved in school governance, assist in planning the development of the LCAP, recommending the LCAP to the Board for
approval, and advising on the School Safety Plan. Communication occurs regularly through an automated
phone/email system that provides families with information as needed, and teachers communicate with parents
weekly about announcements and assignments using a mobile app.  Belleview's population consists of approximately 48% low-socio-economically disadvantaged, .5% EL, 95% Caucasian with 0% African American, 0% Asian and 5% Latino. There are fewer than five foster and homeless youth. There are fewer than five English learners, and parents are provided with translation through digital tools and on-site staff members. We reach out to underrepresented groups, such as the foster youth/homeless and special needs population. We employ a Foster Youth Liaison who is responsible for identifying and providing support to the foster and homeless families. Our resource teacher, school psychologist and administration work together to plan regular meetings with the parents to support our at-risk youth. We are partnered with the AWARE Mental Health grant through the Tuolumne County Superintendent of Schools Office to receive counseling services from Mental Health clinicians.	Belleview schedules RtI and SST meetings to support student learning. Administration, teachers and the parents
meet to discuss the child's strengths and any areas of concern or questions. An action plan is developed to assure that the child meets his/her potential and has success in school. Parents are provided with a copy of their parental rights. In addition to these formalized meetings, each teacher meets individually with the parents of their students at Parent/Teacher conferences that are scheduled twice yearly. Our District partners with Tuolumne County, Behavioral Health, AWARE Mental Health, ATCAA and TUCCI services to assist staff, students and their families.	Belleview will continue to focus on building partnerships through two focus areas:
1. Consistent weekly communication with educational partners through the school website, weekly updates through the school communication system, mobile app communication between teachers and parents and updates on events through social media.
2. Maintain opportunities for a wide spectrum of parent involvement, including Parents' Club, classroom and campus activities, and sharing resources for ways to support students with healthy academic and work habits at home.	Belleview's population consists of approximately 48% low-socio-economically disadvantaged, .5% EL, 95%
Caucasian with 0% African American, 0% Asian and 5% Latino. There are a few foster and homeless youth. There are fewer than 5 English learners, and parents are provided with translation through digital tools and on-site staff members. We reach out to underrepresented groups, such as the foster youth/homeless and special needs population. We employ a Foster Youth Liaison who is responsible for identifying and providing support to the foster and homeless families. Our resource teacher, school psychologist and administration work together to plan regular meetings with the parents to support our at-risk youth. We are partnered with the AWARE Mental Health grant through the Tuolumne County Superintendent of Schools Office to receive counseling services from Mental Health clinicians.	1. School Site Council and the Parent Club elects its officers annually and meets monthly. They collaborate,
evaluate family engagement activities and both the school and district level.
2. There is an election process for School Site Council every year, in accordance with the by-laws and Board policy. Parents are trained and actively engaged in school governance and advisory. They assist administration and staff with the development of the annual LCAP and School Safety Plan.
3. The School Board is very stable with the Board President having served for the past nine years and the other
members were all re-elected to their positions within the last three years. The Board tours the campus and
classrooms regularly, meets with parents and community members to stay closely attuned to the needs of the school community.	Belleview will continue to focus on seeking input from educational partners through open and active participation in School Site Council, Parents' Club, Board Meetings, and annual LCAP surveys from students, staff and families.	Belleview will improve engagement of underrepresented families by providing a variety of modes for communication between home and school including weekly communication broadcast via phone and email. Surveys for annual input will be distributed digitally and with a hard copy sent home. Additionally, our Foster-Youth Liaison and SARB representative will continue to monitor attendance and supports necessary for families as needed.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-20	2024
55723480000000	Columbia Union	3	The staff at CUSD are supportive of frequent communications with families about academic and behavioral progress of students. They create welcoming environments which facilitate the building of relationships between school staff and families.	The LEA should focus on building relationships through frequent and predictable communications in a format that is accessible to all families. An example of this would be a weekly communication through Parent Square or another online format. Surveyed parents responded that they prefer communication to be digital.	CUSD has developed tools to support two way communication. We have a history of providing a warm and
welcoming environment. We also have a history of building effective relationships with our families. We are engaged in conversations about how to effectively engage our families in discussions to support their cultures and languages.  2024-25 Local Performance Indicator Self-Reflection for Columbia Union School District Page 11 of 17
We provide opportunities for parents to share their goals for students and family strengths through frequent parent engagement.	We support our families across their needs and interests in supporting student learning and development. 
	The LEA will implement a before and after school program that provides learning supports that will improve student outcomes. Beginning in the 22-23 school year, the school will also provide intervention time for all students.	The LEA will improve engagement of underrepresented families by increasing the number and frequency of
community activities.	The LEA currently sends surveys to parents through our online communication system. Survey data has been used to gather feedback about masking and vaccination policies, starter school, before and after school programming, and school climate.	Due to COVID, our family engagement activities were down from what they would normally be.	These families will need to be sought out in order to have services offered to them.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-10	2024
55723550000000	Curtis Creek Elementary	3	Communication and connectedness continue to be a priority at Curtis Creek Elementary District. The district has recently developed a new website platform and updated the website. As we continue to make this user friendly it will be primary source of information for families. In addition the district has started to use a new email, text, phone system. Our LCAP continues to prioritize family engagement. This year our Parent club was very active. Parents participated and helped create many fun events on our school campus as well as fundraising to provide supports for field trips. The district is working with its labor partners to develop classified positions that will increase the connectiveness between school and home. Additionally, the District added a stipend for teachers who specifically work on programs that enhance school connectedness	Our community has expressed the desire to be more involved in school.. Parents still desire to receive more timely communication and information regarding their students and activities at school. Staff would like to receive training on our various ways to communicate such as Aeries and Parent Square. The district is working with its labor partners to develop classified positions that will increase the connectiveness between school and home. Additionally, the District added a stipend for teachers who specifically work on programs that enhance school connectedness.	The district is working with its labor partners to develop classified positions that will increase the connectiveness between school and home. Additionally, the District added a stipend for teachers who specifically work on programs that enhance school connectedness. The goal is to make strengthen the trust and the relationship between the community and the school district	Parent teacher conferences were available this school year and so was Open house and Back to School Night. A fantastic STEAM night was held as well Professional Development was held frequently and School Site Council met monthly. Parent Coffees began this year to allow for opportunities to connect and engage.	CCSD will resume family activities, such as a STEAM Night which engages the families and school in a positive collaborative event. This type of activity has been very well received and attended in the past.
Improving opportunities for engagement by providing more opportunities for parents to be involved during the school day. We also need to find other times that meet the needs of the parents when staff is available. Outreach to parents who are interested and willing to support our school is vital to increase inclusion of parents at our school. We need to continue to educate our families on the importance of consistent attendance and ways we can increase academic achievement with home support.	CCSD will directly reach out to our underrepresented groups to provide information and open the lines of communication	A school site council was established last school year. Parents participated and gave input into the various plans that were created this school year through participation in this committee. Volunteers in classrooms have increased. Parent coffees were held with families to allow for more input into decision making.	A continued effort needs to be made to encourage and offer opportunities for families to be involved in Curtis Creek . Regularly established stakeholder group meetings need to occur. Management and Site Council teams are utilized for information, input and feedback on particular topics. We will continue to send monthly email newsletters and make personal contacts, along with positive communications. Timely responses to address needs and concerns will occur as the entire staff builds more positive collaborative relationships with our school community. Continuing to develop the extra activities that used to be such a part of CCSD and a priority in our community.	Out reach to our underserved populations needs to improve. We will work to include them by personal invitation and outreach.	2	3	3	2	2	2	3	2	3	2	3	3	Met		2024-06-20	2024
55723630000000	Jamestown Elementary	3	Our strengths are that Jamestown School District has the Jamestown Family Resource Center as a community source of resources and supports for those families in need. This in turn helps support student learning and development within the home. The work with trauma informed practices continues to positively affect progress toward closing the achievement gap and improve learning for all students. We have implemented policies and procedures to meet with families in our School Attendance Review Teams and added home visits as part of our tiered intervention strategies in order to help support families with issues surrounding barriers to regular attendance. The Student Study Team and Response to Intervention protocols are utilized to give more specific information on tiered interventions available and used to help support student success.	Areas of improvement are that we need to increase our parent participation within our school programs and increase opportunities for parent education especially in the areas of MTSS, learning outcomes for each grade level, social emotional learning, and the importance of regular school attendance.	The District needs will improve equitable engagement of underrepresented families by making our activities meaningful and by promoting a school culture that is approachable, friendly, receptive to concerns. We need to do more outreach to meet our families where they are through the provision of flexible engagement options such as changing the time of day for meeting or functions. One function of our Jamestown Family Resource Center would be to create a family engagement committee that would include representation from underrepresented families.	Jamestown School District welcomes parents and families on our campuses and this is a strength. Staff is present in the mornings to greet students and families and at dismissal time. Classroom teachers communicate through technology apps, email, blogs and class newsletters. Positive behavior support and communication is handled through personal phone calls, Panther and Dragon Prides, HERO points and positive referrals. Site administration is visible and accessible on campus and responsive in a timely manner to address parent needs and concerns as well as building positive, collaborative relationships.

The District facilitates Family Fun Nights to both engage and educate parents and families which has been very successful. The Jamestown Family Resource Center will distribute flyers at the beginning of the school year to all families to inform them of outside resources ad supports available, especially to our underrepresented families. There has been an increase in our bilingual staff and documents are being translated into Spanish, along with our bilingual liaison making personal phone calls and outreaching to our Hispanic families.
	The District can improve our opportunities for engagement of our families by providing more opportunities for parents to be involved during the school day and finding other regular times for parents to engage in conversation with administration. We need to continue to educate our families on attendance and ways in which to support increased student academic achievement at home. It is also important for us to better understand the needs of our families and assist them in locating outside resources and supports. Finally, we have made strong efforts in translation of the more important documents, but this needs to be a regular component for all district communication.	We need to act and reach out to those parents that have identified that they would like to be involved in our back to school volunteer form and connect them with the appropriate school staff.	Jamestown School District meets regularly with the various educational partner groups and uses frequent surveys to gain input for decision making. Surveys for both input and evaluation of activities are utilized and are used in planning and designing activities and programs.The district uses Google surveys and our autodialer system as an avenue to seek input and feedback on particular topics, along with district committees such as School Site Council, Management and Leadership Team Meetings.	We need to publicize more effectively to our families the various opportunities to provide input. The district can collaborate more regularly with the Parent Teacher Organization to seek feedback and input on policies and programs as well as in the planning and implementation of family engagement activities and educational opportunities.	We can improve upon actively reaching our underrepresented families by reaching out and seeking verbal feedback instead through traditional paper or email surveys. We will continue to distribute flyers in our registration process to inform families of resources and supports that the Jamestown Family Resource Center can provide, along with a needs assessment.  We will also continue to distribute a volunteer survey to more actively connect volunteers to the right school personnel.	4	4	4	4	4	3	4	3	4	4	3	4	Met		2024-06-26	2024
55723710000000	Sonora Elementary	3	The District holds Site Council Meetings regularly at  minimum of four times a year.  The District has added an EL parent to Site Council.  The District has an active parent club (SSS). The District held a development of the strategic plan community meeting on May 4, 2022 to gather input from all educational partners. The District sent out surveys to all educational partners to gather input and feedback. The District sent a team of educators to the PBIS conference.
District sends our regular updates through Parent Square.	The District Prioritized 20 objectives that are listed in the strategic plan. Increasing family engagement is number ten of twenty.	The district added an EL Parent to Site Council so that Site Council can also represent an ELAC Parent Committee.	The District has implemented a school wide diagnostic and intervention system. The District adopted a Multi Tiered Systems of Support Plan for 23-24 which includes sharing progress reports and data with families.	The District will implement WIN (what I Need) based on student data for 35 minutes daily in grades 1-6 to target students individual instructional needs in ELA. (Intensive, Strategic, Benchmark, Extension)	The District restructured parent teacher conferences so that 100% of all students have a parent teacher conference scheduled the first trimester.  In addition the District created Student Data Review Teams (SDRT) that will meet annually to ensure that no students fall between the cracks.	The District sent home both an electronic survey and a paper survey to meet the needs of all families.  Parent Square, a communication platform for all families was purchased this year that communicates with AERIES, our student data system, to ensure that all families receive all school communications unless the family opts out.	Continue to increase the percentage of parents that provide educational feedback.	Increase parent outreach	4	4	3	4	3	3	3	3	3	3	3	3	Met		2024-06-18	2024
55723890000000	Sonora Union High	3	The district used three surveys to assess efforts to build relationships between school staff and families. 86.71% of parents rated the district's communications as good or excellent. The communications survey through Sounding Board Communications had 143 respondents. 75% of parents in the California Community Schools Grant Application Survey (59 respondents) felt their concerns were heard. 72% of parents in the California Healthy Kids Survey (22 respondents) felt well-informed about school activities. Additionally, 75.51% of employees are satisfied with communication efforts, and 76% believe they would be good district ambassadors, with 50 staff members responding.

The Sonora Union High School District evaluated its communication platforms for effectiveness, quality, and consistency. The district uses email, meetings, the website, social media, ParentSquare, and the Wildcat Weekly.

Website:
The district’s websites are hosted on WordPress and are transitioning to ParentSquare’s SmartSites CMS system.

Social Media:
Sonora High School maintains Facebook and Instagram profiles. Facebook has 1,700 followers and 1,400 likes, while Instagram has 2,413 followers. Various athletics and student organization accounts exist on Instagram. The district’s other schools lack official social media profiles.

ParentSquare:
Used for text, email, and phone communications with parents and high school students. The volume of emails is a challenge, leading to missed important notices. The communication strategy addresses improving staff communication methods.

Weekly Updates:
Weekly Staff Updates, previously sent by the Superintendent to all SUHSD staff, included information about district events, personnel updates, and other news but were discontinued about a year ago. Weekly Board Updates, also sent by the Superintendent, included updates about the district budget, LCAP, and upcoming events but have been replaced with weekly meetings.

Wildcat Weekly:
Sonora High School’s weekly newsletter, distributed to staff, parents, and students, includes events, news, and announcements.

School Site Council:
Acts as an English Learner Advisory Committee, including the parent of an English Learner. The Language Line allows real-time translation for staff communications.

Counseling and Administration:
The counseling department and site administration run events like Back to School Night, FAFSA Night, Block S Honors, Scholarship Night, Middle College Parent Night, College Night, and Open House, bringing families to campus to interact with staff.

District Board of Trustees:
Meetings are held in person, encouraging parent input and engagement.
	Sonora Union High School District's Three-Year Communication Strategic Plan

The district values proactive communication and aims to enhance its reputation, tell its story, and deliver excellent service to stakeholders. Current platforms will be improved and used consistently to strengthen relationships. Goals, objectives, and tactics are outlined below with timelines, resources, and evaluation metrics.

Goals:

Enhance Transparency and Proactive Communication
Improve Perception Management
Optimize Digital Presence
Promote Academic and Extracurricular Programs
Boost Employee Recruitment and Retention
Objectives, Strategies, and Tactics:

1. Enhance Transparency and Proactive Communication

Objective 1: Implement a regular communication schedule.
Objective 2: Develop standardized response protocols.
2. Improve Perception Management

Objective 1: Launch a targeted PR campaign.
Objective 2: Establish community feedback mechanisms.
3. Optimize Digital Presence

Objective 1: Revamp district websites.
Objective 2: Increase social media presence.
Objective 3: Optimize ParentSquare usage.
4. Promote Academic and Extracurricular Programs

Objective 1: Develop marketing materials.
Objective 2: Implement targeted outreach campaigns.
5. Boost Employee Recruitment and Retention

Objective 1: Launch recruitment initiatives.
Objective 2: Enhance onboarding and training.
Measuring and Evaluating Success:

Metrics: Social media posts, event attendance, issue resolution rates, media coverage, social media sentiment, community feedback, website traffic, program participation rates, employee retention.
Baseline Data: Establish baseline metrics in Year 1.
Regular Review: Monitor and adjust strategies based on feedback and engagement metrics.
By implementing these strategies, the district aims to enhance engagement with underrepresented families, build stronger relationships, and create a more inclusive educational environment.	"
The provided condensed statement is 3,354 characters long. Here is a further shortened version to fit within the 3,000-character limit:

Strategies to Improve Engagement of Underrepresented Families:

1. Establish Regular Communication and Feedback Channels:

Tactic: Develop a communication schedule.
Implementation: Monthly newsletters, weekly staff updates, and quarterly reports via email, social media, and the website.
Feedback Mechanism: Conduct surveys and town hall meetings to gather and respond to family input.
2. Create Standardized Response Protocols:

Tactic: Centralized helpdesk or email system.
Implementation: Train staff on response protocols for timely replies.
Feedback Mechanism: Track and manage inquiries to ensure all messages are addressed promptly.
3. Develop Community Feedback Mechanisms:

Tactic: Establish feedback channels for the community.
Implementation: Use social media tools to address rumors and misinformation.
Feedback Mechanism: Create a ""Rumor Control"" section on the website for factual updates.
4. Enhance Digital Presence:

Tactic: Optimize digital platforms for communication.
Implementation: Revamp the website for better navigation and accessibility, increase social media engagement, and promote ParentSquare/StudentSquare apps.
Feedback Mechanism: Monitor website traffic, social media engagement, and app usage to assess effectiveness.
5. Promote Transparency and Open Communication:

Tactic: Foster transparency by sharing information and addressing concerns openly.
Implementation: Publicize important dates, events, and achievements, and host community forums.
Feedback Mechanism: Provide clear messages through multiple channels and host forums for direct interaction with families.
6. Utilize Educational Campaigns and Materials:

Tactic: Develop materials to inform families about key topics and concerns.
Implementation: Create infographics, videos, and newsletters to explain district initiatives and policies.
Feedback Mechanism: Distribute these materials via social media, newsletters, and the website, and gather feedback through surveys.
7. Engage Trusted Community Leaders:

Tactic: Partner with influential community leaders to build trust.
Implementation: Engage local politicians, business owners, and parent group leaders as district ambassadors.
Feedback Mechanism: Collaborate with these leaders to reach broader community segments and gather input on district initiatives.
Measuring and Evaluating Success:

Metrics: Social media posts, event attendance, issue resolution rates, local media coverage, social media sentiment, and community feedback surveys.
Baseline Data: Establish baseline metrics in Year 1 to define specific targets for Years 2 and 3.
Regular Review: Monitor and evaluate the effectiveness of strategies through regular analysis of feedback and engagement metrics, adjusting tactics as needed.
These strategies aim to enhance engagement with underrepresented families."	Current Strengths and Progress in Building Partnerships for Student Outcomes:
The Sonora Union High School District has made significant progress in several areas that strengthen partnerships for student outcomes. Key strengths include:

Positive Parent and Community Perception: Over 80% of parents and community members have a positive or very positive opinion of the district and the education it provides .
Transparency and Communication: The district is perceived as transparent and timely in its communication efforts. It uses a variety of communication mechanisms, though with varying levels of consistency and success .
Academic and Extracurricular Programs: The district offers a diverse mix of programs such as Middle College, Career Technical Education (CTE), and extracurricular activities that are well-regarded by the community .
Supportive and Engaged Staff: The staff is dedicated and connected, contributing to a positive work environment and community engagement .	Focus Area(s) for Improvement in Building Partnerships for Student Outcomes:
Despite its strengths, the district recognizes several areas for improvement:

Consistency in Communication: There is a need for more proactive and consistent communication, with standardized response timelines .
Perception Management: Efforts are needed to improve the district's public perception, particularly in countering negative stories and highlighting positive ones .
Addressing Behavior and Safety Concerns: Issues such as student behavior, bullying, and perceptions regarding the prioritization of sports over academics need to be addressed through improved communication and engagement strategies .
Staffing Challenges: The district faces difficulties in hiring and retaining quality personnel, which impacts the overall educational environment .	Improving Engagement of Underrepresented Families:
To enhance the engagement of underrepresented families, the district plans to implement several targeted strategies:

Language and Cultural Support: Provide supports such as LanguageLine Solutions to increase engagement with families whose home language is not English .
Focused Meetings and Workshops: Organize parent/guardian meetings specifically for parents of children with disabilities, in foster care, or from low-income backgrounds to determine how best to meet their needs and encourage family engagement .
Enhanced Communication Channels: Utilize modern communication channels like ParentSquare and social media to ensure timely and accessible information for all families .
Community Feedback Mechanisms: Establish feedback mechanisms to gather input from underrepresented families and address their concerns through transparent and responsive communication .	The Sonora Union High School District demonstrates significant strengths in seeking input for decision-making:

Engagement in Surveys and Focus Groups: The district has effectively used surveys and focus groups to gather input from various educational partners, including parents, students, staff, and community members. This process helps in identifying priorities and areas of improvement .
Positive Feedback on Communication Efforts: Educational partners appreciate the district's communication efforts, such as the Wildcat Weekly updates, emails, and calls. The district’s proactive approach in maintaining regular communication with stakeholders has been well-received .
Transparency and Responsiveness: SUHSD has been recognized for its transparency in communication and prompt responses from the administration. This has fostered a positive relationship with parents and the community .
Broad Participation: Input was sought from a wide range of stakeholders, including parents, staff, students, community leaders, and various advisory committees, ensuring diverse perspectives are considered in decision-making processes .	Despite its strengths, the district has identified several areas for improvement:

Consistency in Follow-Up Communication: While initial communication efforts are strong, there is a need for more consistent follow-up to ensure that stakeholders are kept informed about the outcomes and actions taken based on their input .
Enhancing Participation: The district aims to increase participation rates in surveys and feedback mechanisms, especially among underrepresented groups, to ensure all voices are heard and considered .
Addressing Safety Concerns: There is a need for better surveillance and measures to address safety concerns, such as drug use and vaping on campus. Enhanced input from stakeholders on these issues is crucial for developing effective strategies .
	To enhance engagement with underrepresented families, SUHSD plans to implement several targeted strategies:

Language and Cultural Support: Providing supports such as LanguageLine Solutions to increase engagement with families whose home language is not English. This will help in overcoming language barriers and ensuring effective communication .
Focused Meetings and Workshops: Organizing parent/guardian meetings specifically for parents of children with disabilities, in foster care, or from low-income backgrounds to determine how best to meet their needs and encourage family engagement .
Utilizing Modern Communication Channels: Leveraging modern communication channels like ParentSquare and social media to ensure timely and accessible information for all families. This includes promoting the use of mobile apps for easier access to school updates .
Establishing Feedback Mechanisms: Creating online feedback forms and hosting virtual forums to gather input from underrepresented families. This will allow for a more inclusive decision-making process and ensure their concerns are addressed .	3	3	3	3	3	3	2	4	3	3	3	3	Met		2024-06-10	2024
55723970000000	Soulsbyville Elementary	3	Soulsbyville School has an active parent network. According to local data, communication between staff and families is an area of strength, including prompt communication by the school and clear communication about student expectations. Another area of strength is that the school encourages active participation by families in a child's education. Additionally, parents report that the office staff is helpful and that they are treated with respect by staff in general.	Based on input and local data, Soulsbyville's focus area for improvement is addressing parent concerns in a timely, appropriate manner. While nearly all staff report that the school takes parents' concerns seriously, a smaller majority of parents share this perception and indicate that staff occasionally are not timely in responses.	Soulsbyville School has a strong communication network with all stakeholders using phone app, website, digital and hard copy parent bulletins, email, phone access to voicemail, and access to in-person contact.  Weekly staff meetings, monthly board and Site council meetings, and parent surveys are conducted to gain regular stakeholder input.  To better serve underrepresented families, Soulsbyville School will focus on a more personal outreach from staff to engage families in the schooling process.	Soulsbyville School supports professional learning for teachers and administration in effective ways to engage families in partnering with the school to provide quality education to students. Another area of strength is how the school encourages parents to be active participants in their child's education.	One focus area is supporting parents in better understanding their role at the school and as part of a team that supports their child's education. While the local data shows parents and staff agree the school encourages this engagement, it also demonstrates a need for more information to create a specific understanding of how a parent can be an active member of their child's educational team.	Soulsbyville will work to provide convenient opportunities for teachers to meet with underrepresented families to discuss student progress and ways to improve student outcomes. The school will also work to increase opportunities for families to interact with staff and students in academic centered events and environments.	Soulsbyville School is consistent in providing families, including underrepresented families, opportunities to participate in providing their input for decision making and implementation of policies and programs. Soulsbyville uses multiple surveys as data collection points to gather parent input. The school has also created and implemented a family engagement plan within the School Site Council to increase engagement at the school.	One area of focus for improvement will be on increasing the participation rate of members to effectively engage in advisory groups such as Site council and Parent Teacher Organization (PTO). While a small majority of parents agree that the school actively seeks input, another focus area will be on increasing the number of parents who feel that their input is sought in the decision-making process.	Soulsbyville will work to find more methods to gather and ask for input from underrepresented families. Currently the school uses surveys and text messages as the primary method of gathering feedback. The school will work to increase participation by providing more diverse opportunities to express parent input like personal outreach by staff.	5	5	5	5	5	5	4	5	5	5	5	4	Met		2024-06-18	2024
55724050000000	Summerville Elementary	3	"Summerville Elementary School has a long history of staff and community relationships. Strong partnerships through the years have provided a sound backdrop for school initiatives, special projects, and input for the continuous school improvement process. As a small and rural school, Summerville Elementary believes in working together to support the learning needs of all students. The school motto supports this, ""Together, we can make a difference."""	Summerville Elementary will continue to work with community partners to understand their communication preferences and the ways the school can communicate most effectively to provide robust two-way communications and access for parents and community partners. To date, the school's communication has greatly increased over the last two years, and feedback from parents and community groups supports the new systems and methods implemented by the school. The focus in the coming year will be on continuing to sustain systems set up during the 2022-2023 school year.	Summerville Elementary will continue to work to create personal and individual connections with all members of the school community. Outreach efforts to underrepresented families will continue with an emphasis on providing information in personalized and relevant ways that listen to and implement the expressed needs of each group.	Over the past five years, Summerville Elementary has invested heavily in staff support and ongoing professional development through curriculum training and targeted training to support students. Structural changes in the school year calendar and professional learning agenda for the year have provided additional time for these support initiatives. The district continues to explore and investigate ways to support the community's interaction with the school to support the learning needs of all students. Parent feedback rate communication is a strength that validates initial efforts to expand student support through parent engagement.	Summerville Elementary is proud of the partnerships and communication systems it has created with its school community over the past three years. These systems have grown to be well utilized, and data indicates that they are well received by the school community. These systems will continue to be implemented with attention to the individual needs of each group in the school and attentive to feedback to expand and further promote communication to all school members. Areas of specific focus will continue to be looking for groups that are underserved and underrepresented in the school’s current communication plan.	Summerville Elementary seeks to provide personal, individual, and ongoing communication with all school groups, but most specifically underserved and underrepresented families. Personal connections and attention to individual needs are a priority for the school staff.	"Summerville Elementary has developed various parent advisory groups to help provide input and feedback for district initiatives, new curriculum, and new school projects. This includes a longstanding Parent, Teacher, Student Association (PTSA), a supportive Indian Education Parent Committee, and a site council made up of many different school representatives. Working with parent groups has become an essential part of the school's continuous improvement and feedback process. As many of the groups are further established, their work will become integral to the school's ongoing work. Aligning with the school's motto, ""Working together, we can make a difference,"" these groups actionably model this work for the school and the community."	Ongoing work in the school decision-making process will focus on empowering educational partners' voices at the school and working to identify needs jointly. Through this collaboration, the goal will be to create specific and actionable areas for improvement that will help to bring agency, empowerment, and voice in the decision-making process for all groups within the school.	Summerville Elementary seeks to provide personal, individual, and ongoing communication with all school groups, but most specifically underserved and underrepresented families. Personal connections and attention to individual needs are a priority for the school staff and ensure that decisions mirror the expressed need and data drive priorities of all members of the school community.	4	4	4	4	3	3	3	3	3	3	3	3	Met		2024-06-19	2024
55724130000000	Summerville Union High	3	The Summerville Union High School District provides many opportunities for communication and interactions between school staff and families. GLCs meet with the parents of all incoming students in the Spring of their 8th grade year or prior to the start of their first day of school to lay the foundation of a positive relationship between school staff and families. GLCs work with the same groups of students from entry to graduation. Our Back to School Night event includes a free barbecue for parents and staff to connect and communicate. Teachers communicate regularly via phone or email as well as through Google Classroom to address concerns about student progress.  The Superintendent's Office sends out a Weekly Bear Bulletin via email to ensure parents are receiving regular communication from the district regarding important school information. The office has an open-door policy. GLCs and the Principal always make themselves available should a parent need to speak with an administrator.  Parents are invited to attend school board meetings, Site Council meetings, and Connections Advisory Board Meetings.  Surveys requesting community input are appreciated by parents and provide valuable feedback to the district.	Summerville Union High School District will continue to broaden the input that we receive from a wider variety of families.  The school continues to reach out and seek information and provide guidance to support student achievement.  Teachers and GLCs are expected to communicate with families after speaking with students to be sure that all are on the same page and necessary supports are in place. This helps in building and maintaining relationships. In addition, our school counselor meets with students and communicates with families as the need arises.  We are also fortunate to have our AWARE counselor on campus once a week to meet with higher profile student needs.	The district continues to work very hard to provide instruction to all of our students.  Our staff feels strongly that returning to regular school attendance and normal learning following the pandemic continues to be a critical focus.  Our crisis counselor suggests that the mental health need of the students is high.  To that end Summerville High has implemented a student Wellness Center on campus in the fall of 2023. We have a new Counselor in our Wellness Center as of January 1 2024 and he has met with many students and groups.
We have experienced good relations with both our teacher's association, our classified association.  Our community has been supportive of our progress following the pandemic.  
We have seen the importance of having a variety of education models at our disposal in our school district. We have three necessary small school options, an alternative education site as well as independent study and adult education opportunities to best serve our students.	Summerville High has worked diligently to encourage communication between students and teachers, teachers and parents, and to include administration when that support is needed.  We will continue to work on this as our feedback from school-based surveys and California Healthy Kids Survey shows that this is an area where we can always improve.
Partnerships with our educational community partners are an important factor in making certain that everyone knows what the expectations are and how we each will be held accountable to those expectations. The district will continue to reach out to community-based resources for additional support and we look to have some parent/community nights to discuss needs within our educational community such as following drug trends, learning about campus safety protocols, and how best to speak with your student about difficult topics.	Summerville Union High School District is committed to providing opportunities for our community to provide feedback.  Through this feedback, we see that mental health support for students is very important.  We continue to look to expand our A-G course offerings. In the coming year, we will expand course offerings in our CTE pathways especially in the medical sciences and in the computer sciences.  Our community has shared these as important areas to look at. We will continue our work with Columbia College through the dual enrollment process to see what can be available for our students either on campus or at the college. We offered two sections of Honors US History this past year as dual enrollment courses taught on the Summerville campus by one of our Summerville history teachers. This year the District added an Introduction to Music dual enrollment course and a Music Theory dual enrollment course on campus for our students taught by our Music Teacher. Next year we look to add a dual enrollment Art course.	Summerville Union High School District will continue to reach out to our underrepresented populations through Student Study Team meetings, teacher conferences, administrative conferences and through 504 and IEP meetings.  Creating opportunities for parent nights as well is something that the district has previously done and wish to continue.	Summerville Union High School District's strength is reaching out through a variety of methods to get feedback.  The district sends surveys online, weekly update messages from the Superintendent and Principal and the advisory councils of School Site Council and Connections Advisory support more input as well. These groups in addition to school students, staff and administration working together will support moving our student supports forward.	Information for this priority is based on student and parent surveys given throughout the school year.  

A Weekly Bear Bulletin email is sent out each Friday during the school year to let people know about surveys, campus events and updates and asking for people to get involved in making sure their voices are heard.

Additionally, we provide more opportunities to parents and our community to participate through our Advisory groups,  School Site Council and Board meetings.  This will continue to allow for more options for people to participate. The district is always looking for more ways to involve parents in campus committees.  We want input and need to know what is working and not to be able to improve.
	Summerville Union High School District will continue to solicit input from underrepresented families through surveys, phone calls, student/teacher/administrative meetings to provide opportunities for input.  This is always an area for improvement.	3	3	2	3	3	3	4	3	4	4	3	4	Met		2024-06-26	2024
55724130112276	Gold Rush Home Study Charter	3	GRCS enjoys a high level of family participation and positive relationships with staff.  Parents are engaged at an overall rate of 85% in school activities and events, PTO, Parent Advisory, School Board, and Parent conferences.  Communication through monthly newsletters, Facebook page, and School Messenger keeps parents informed about school events, field trips, classroom activities, and weather updates.  Our parent survey reflects 90% report they feel welcome to participate at the school, and 91% agree or strongly agree that school staff treat parents with respect.  97% agree that GRCS is a supportive, inviting, and safe place to learn. Families recognize and appreciate that our school climate is welcoming, engaging, inclusive, supportive, and safe. Parents have expressed appreciation for the social-emotional support offered to students and parents through the Zen Den.	GRCS will continue to to recognize the importance and value of our families and offer meaningful opportunities to remain engaged and supported in the Gold Rush educational and social experiences.	As an inclusive environment, all families are treated with respect, regardless of socio-economic status, culture, race, and English-learner status. Every effort will be made to support parents as learning partners and active members of our school community, including translation, parent pairing, and cultural experiences.	GRCS is a school that relies on parents as learning partners.  On-campus students attend classes 4 days a week, with Fridays a home-school day.  Independent Studies students rely on parent educational support at home and meet with their teacher 1 hour a week.  94% agree or strongly agree that GRCS encourages parents to be an active partner with the school in educating their child. Parents also volunteer in the classrooms.  Teachers do a great job of keeping parents informed of their child's progress through email, phone calls, in-person meetings, and progress reports. 92% report participating in regularly scheduled parent conferences.	"Input from our Advisory Council and parent survey reflects that only 38% of our parents feel that GRCS provides information ""very well"" about how to help their child with homework. 38% report ""just ok"".  This is an area of improvement we are targeting in our LCAP action plan.  At the beginning of the year, teachers will send home more resources that parents can access for help. Parent University will provide Math Nights, Love and Logic Training, and other topics of interest to parents.  The Director will host monthly Coffee Clatch get-togethers to collaborate with parents.  Proposed topics and agendas will be based on Parent, Teacher, and Director suggestions. Parent to Parent mentoring for families new to Gold Rush will be offered, and monthly newsletters will include tips for success from GRCS staff.  Parent surveys will measure the success of these strategies in building partnerships for student outcomes."	Underrepresented families will be included and encouraged to participate in parent to parent mentoring, parent pairing, Parent University offerings, Coffee Clatch get-togethers, and parent conferences.  Translation will be provided, as needed.	80% of our educational partners agree or strongly agree that GRCS actively seeks the input of parents before making important decisions. Our parents and community members are involved in the School Board, Advisory Council, and parent conferences. Parents freely contact teachers with questions and concerns.  Admin utilizes an open-door policy for educational partners. Surveys are used to garner input in decision-making.	In addition to the School Board, Parent Advisory, parent conferences, and surveys, a School Site Council will be formed to help inform decision-making, LCAP planning, and recommendations to the School Board.	GRCS will invite and encourage all learning partners, including underrepresented families, to participate in School Board meetings, Parent Advisory, LCAP planning, parent conferences, surveys, and School Site Council.	5	5	5	5	5	4	4	5	5	5	5	5	Met		2024-06-06	2024
55724135530191	Connections Visual and Performing Arts Academy	3	The Summerville Union High School District provides many opportunities for communication and interactions between school staff and families. GLCs meet with the parents of all incoming students in the Spring of their 8th grade year or prior to the start of their first day of school to lay the foundation of a positive relationship between school staff and families. GLCs work with the same groups of students from entry to graduation. Our Back to School Night event includes a free barbecue for parents and staff to connect and communicate. Teachers communicate regularly via phone or email as well as through Google Classroom to address concerns about student progress.  The Superintendent's Office sends out a Weekly Bear Bulletin via email to ensure parents are receiving regular communication from the district regarding important school information. The office has an open-door policy. GLCs and the Principal always make themselves available should a parent need to speak with an administrator.  Parents are invited to attend school board meetings, Site Council meetings, and Connections Advisory Board Meetings.  Surveys requesting community input are appreciated by parents and provide valuable feedback to the district.	Summerville Union High School District will continue to broaden the input that we receive from a wider variety of families.  The school continues to reach out and seek information and provide guidance to support student achievement.  Teachers and GLCs are expected to communicate with families after speaking with students to be sure that all are on the same page and necessary supports are in place. This helps in building and maintaining relationships. In addition, our school counselor meets with students and communicates with families as the need arises.  We are also fortunate to have our AWARE counselor on campus once a week to meet with higher profile student needs.	The district continues to work very hard to provide instruction to all of our students.  Our staff feels strongly that returning to regular school attendance and normal learning following the pandemic continues to be a critical focus.  Our crisis counselor suggests that the mental health need of the students is high.  To that end Summerville High has implemented a student Wellness Center on campus in the fall of 2023. We have a new Counselor in our Wellness Center as of January 1 2024 and he has met with many students and groups.
We have experienced good relations with both our teacher's association, our classified association.  Our community has been supportive of our progress following the pandemic.  
We have seen the importance of having a variety of education models at our disposal in our school district. We have three necessary small school options, an alternative education site as well as independent study and adult education opportunities to best serve our students.	Summerville High has worked diligently to encourage communication between students and teachers, teachers and parents, and to include administration when that support is needed.  We will continue to work on this as our feedback from school-based surveys and California Healthy Kids Survey shows that this is an area where we can always improve.
Partnerships with our educational community partners are an important factor in making certain that everyone knows what the expectations are and how we each will be held accountable to those expectations. The district will continue to reach out to community-based resources for additional support and we look to have some parent/community nights to discuss needs within our educational community such as following drug trends, learning about campus safety protocols, and how best to speak with your student about difficult topics.	Summerville Union High School District is committed to providing opportunities for our community to provide feedback.  Through this feedback, we see that mental health support for students is very important.  We continue to look to expand our A-G course offerings. In the coming year, we will expand course offerings in our CTE pathways especially in the medical sciences and in the computer sciences.  Our community has shared these as important areas to look at. We will continue our work with Columbia College through the dual enrollment process to see what can be available for our students either on campus or at the college. We offered two sections of Honors US History this past year as dual enrollment courses taught on the Summerville campus by one of our Summerville history teachers. This year the District added an Introduction to Music dual enrollment course and a Music Theory dual enrollment course on campus for our students taught by our Music Teacher. Next year we look to add a dual enrollment Art course.	Summerville Union High School District will continue to reach out to our underrepresented populations through Student Study Team meetings, teacher conferences, administrative conferences and through 504 and IEP meetings.  Creating opportunities for parent nights as well is something that the district has previously done and wish to continue.	Summerville Union High School District's strength is reaching out through a variety of methods to get feedback.  The district sends surveys online, weekly update messages from the Superintendent and Principal and the advisory councils of School Site Council and Connections Advisory support more input as well. These groups in addition to school students, staff and administration working together will support moving our student supports forward.	Information for this priority is based on student and parent surveys given throughout the school year.  

A Weekly Bear Bulletin email is sent out each Friday during the school year to let people know about surveys, campus events and updates and asking for people to get involved in making sure their voices are heard.

Additionally, we provide more opportunities to parents and our community to participate through our Advisory groups,  School Site Council and Board meetings.  This will continue to allow for more options for people to participate. The district is always looking for more ways to involve parents in campus committees.  We want input and need to know what is working and not to be able to improve.	Summerville Union High School District will continue to solicit input from underrepresented families through surveys, phone calls, student/teacher/administrative meetings to provide opportunities for input.  This is always an area for improvement.	3	3	2	3	3	3	4	3	4	4	3	4	Met		2024-06-26	2024
55724210000000	Twain Harte	3	This year the district made parent engagement a focus for the year as the previous 2 years did not allow a lot of involvement of parents in the school systems due to the pandemic.  We continue to work on identifying strategies to improve in this area including offering more family events that bring students and parents both on campus for learning and social activities.  We continue to encourage parents to volunteer in classrooms while our staff build effective relationships with parents and families.	We continue to work on increasing our family and community activities programs offered on campus.  Progress was made this year on this as we were able to offer family clothing drives, a fitness night, and a movie night. 
Planning will continue to increase these parent engagement opportunities for the coming school year as well.  Our parent LCAP survey results continue to indicate that parents would like more opportunities to engage with the school and more communication from school staff regarding school programs and classroom events.	The district has increased the frequency of messages and information sent home to families.  Sending school communication from the school more frequently and using a variety of communication platforms will increase access for all our families.  Furthermore, increasing family events that highlight educational activities for families will improve student outcomes for these families.	Parent rights and responsibilities are communicated via the student/parent handbook distributed each fall. We currently hold parent teacher conferences twice a year to allow parents time with their their child's teacher to discuss progress and address concerns.  Parent conferences are well attended and our teachers ensure they are prepared to provide accurate and relevant information on students achievement and progress.  The school continues to hold an annual back to school night in the fall along with an open house in the spring to encourage parents to be more involved in their child's education and to increase and improve home to school communication.	Educational partners identified in survey results the need for parent engagement opportunities to connect parents to one another.  The district will continue to identify strategies and programs to improve in this area.	Outreach to low income families inviting them to volunteer on campus will occur more frequently and use a variety of communication platforms to ensure all families are receiving the information.	The district distributes a number of surveys throughout the year to gather feedback and input and a district initiatives and programs.  The California School Parent Survey is sent to parents in March each year to gather input on school climate and engagement.  Then, later in the spring a survey is developed to gather input on goals and actions of our LCAP.	Increasing opportunities for parent engagement and interaction and increasing membership in our parent/teacher organization has been identified as a priority for the coming school year.	Outreach to low income families inviting them to volunteer on campus will occur more frequently and use a variety of communication platforms to ensure all families are receiving the information.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-26	2024
55751840000000	Big Oak Flat-Groveland Unified	3	The LEA utilizes Parent Square, Google Surveys, Remind, and Facebook , as well as email and newsletters to communicate with families. At the elementary school, Parent-Teacher conferences are held each fall, which is essential in building relationships between staff and families. Back to School Nights are held at every school in the fall to establish communication and parent involvement.	The LEA will continue to focus on communication between schools staff and families. This will include updating our website weekly so it is current for school happenings and day to day activities. It will be a priority of the District to encourage our families to visit campus, by inviting volunteers to assist in the classroom, and holding Open House, Art Shows, Family Fun Nights, Movie Night, FFA and athletic events. The District understands that volunteers and support from home are essential for our student's success.	While the ELL student population in our district is under 3%, we have seen an increase of ELL students this year. The LEA will ensure that all communication sent to families through Parent Square is offered in both Spanish and English, and all parent notices are also available in Spanish. The LEA is committed to a bilingual staff member at each campus. Our foster youth, homeless liaison will work with each identified family to improve engagement and ensure their needs are being met.	The LEA is committed to providing professional learning opportunities for teachers, principals and support staff. So far the Principals have attended two conferences this year on resiliency, social emotional well-being, and Multi-Tiered System of Support (MTSS). Teachers have attended workshops on math, FFA, Agriculture, special education, NWEA MAPS assessment, PBIS and English Language Arts. Additional professional development will take place this summer in AVID curriculum, Math, Positive Behavior Intervention Strategies and Universal Design for Learning. Our special education team has done an excellent job, not only in advocating for special needs students, but providing their parents with these tools and their legal rights. The Foster Youth / Homeless Liaison ensures that our neediest students receive support wherever needed.	Educational partner input was summarized from surveys and meetings. The LEA will prioritize regular communication with parents and families in their primary language. Parents will be invited to events such as Back to School Night, Parent-Teacher Conferences, and opportunities to volunteer at the school. A weekly or bi-weekly newsletter, filled with pictures, upcoming events, and discussions on various school issues, will help build community and provide families with pride and engagement in their school. The school will send out more requests for parent involvement and share more resources to support children at home. While a few parents are actively involved, they usually take the initiative. Increasing communication through Parent Square, flyers, and a stronger social media/news presence is a focus this year and should continue to be developed.	The LEA has held a Fall Festival, winter concert, family movie night, FFA banquet, and Spring Art Show, to give families and opportunity to be involved in the schools. Parents will be notified in their requested language, via Parent Square, email, weekly newsletter, social media and the district website for all engagement opportunities.	All three schools in the District have active Site Council this year and have held regular meetings. The LEA has used surveys sent through Parent Square to gather input for educational partners. In additional the California Healthy Kids Survey was distributed to all parents, students and staff through our newsletter, Parent Square, website and social media.	The district has had a difficult time recruiting families to serve on advisory groups, such as School Site Council and FFA Advisory Group. We have seen a significant increase in family engagement opportunities and attendance this year. In addition, community and parent volunteers have started returning to campus and assisting in classrooms.	The district will focus on personally reaching out to families, especially those from underrepresented groups to ensure we receive input from all educational partners. Increased communication is an action item in the LCAP and a priority of the Board of Trustees. Administration on all campuses will use multiple methods to contacts our families, including : Parent Square, newsletters, social media, phone calls, email and the district website.	5	4	4	4	5	3	4	3	4	4	4	4	Met		2024-06-26	2024
56105610000000	Ventura County Office of Education	3	VCOE values the partnership with our families and understands that a strong partnership promotes positive student outcomes. VCOE Schools and Programs serves a large percentage of students with special needs that require individualized educational plans (IEPs). Conducting meaningful and productive IEP meetings that promote positive partnerships leading to positive student outcomes is an area of strength for our schools and programs. These IEP meetings provide a valuable opportunity for the team to discuss the student’s educational progress and update goals and services to positively affect the student's academic outcomes. In addition, another area of strength is the support given to families so that they understand and exercise their legal rights pertaining to their student’s educational needs within the special education program. In our court/community school programs, parent/guardian involvement is strongly encouraged and promoted through established engagement opportunities such as transition meetings, new student orientation, and parent connect weekly meetings, along with the School Site Council and English Learner Advisory Committee meetings.	To strengthen partnerships with our school families, VCOE Schools and Programs will continue to focus on providing meaningful and relevant learning opportunities for parents and guardians that support their students. As mentioned earlier, a strong home-school partnership is critical to student success.

Considering the diverse needs and backgrounds of families throughout the county, it is important to find the appropriate time and delivery mode for these opportunities. Due to the unique composition of the VCOE Schools and Programs community, creating universally appealing and relevant learning opportunities can be challenging. However, the staff agree that providing these opportunities is essential and will continue to prioritize this effort.	VCOE Schools and Programs will work to improve engagement of all our school families, particularly our underrepresented families, by continuing to focus on outreach and the review of student data. By being intentional in their efforts, school staff will seek input from families in order to assess the needs at each school site. Additionally, reviewing student data at both the state and local level will provide valuable insight to the learning needs at each school site. Gathering this information, through parent/guardian feedback and reviewing student data, will inform planning and lead to relevant learning opportunities that meet the needs of school families.	VCOE Schools and Programs serve students and their families in non-traditional, alternative educational settings, including court and community schools and special education programs. Students enroll continuously throughout the school year for targeted support. Building and maintaining positive relationships with students and their families is critical for positive outcomes.

Before a student's initial enrollment, a meeting is held—either an orientation or an IEP meeting—where families and school staff discuss the student's program and plan, beginning the necessary partnership. Due to the high percentage of students with special needs, IEP meetings occur frequently, at least annually, providing further opportunities to strengthen these relationships.

Regular school to home communication is maintained with families to ensure transparency and strengthen connections.  The Parent Square portal facilitates direct communication between families and school staff, with messages available in families' preferred languages.

Throughout the school year, events such as Back-to-School Night, Open House, District English Learner Advisory Committee meetings, School Site Council meetings, and various parent/guardian meetings and learning opportunities are held to maintain and enhance the relationship between school staff and families.	To build relationships between school staff and families, VCOE Schools and Programs will focus on outreach. Our diverse school communities, comprising students and families from across the county, have unique needs. The non-traditional settings and varied enrollment durations at our sites create low stability rates, challenging the creation of a tight-knit school community. By focusing on outreach and communication, considering factors like culture, language, and past school experiences, school staff can ensure that families feel welcome and valued on their campuses.	VCOE Schools and Programs will work to improve engagement of all our school families, particularly those that are underrepresented, by continuing to ensure that all staff know who we are serving at our sites, are listening to families, and are being responsive. Regularly reviewing student data provides staff with important information needed to understand the students we serve. In addition, providing opportunities for our underrepresented families to express their needs, whether it be in a meeting, survey, or an informal conversation or conference, allows for their voices to be heard and may promote further engagement. Most importantly, school staff must be responsive to the needs of the families. By regularly reviewing student data and listening to parents/guardians' feedback, school staff will be intentional in building and maintaining positive relationships with school families.	VCOE Schools and Programs has opportunities in place to seek input from parents/guardians for decision making purposes. School Site Councils have been formed at several of our school sites and meet throughout the school year to discuss school programs and resources, review student data and the school budget. A few school sites also have an English Learner Advisory Committee, and our LEA has a District Learner Advisory Committee which meet throughout the school year to discuss our English learner student programs and resources. In addition to these more formal avenues of seeking input from families, VCOE Schools and Programs also uses parent/guardian surveys to seek valuable feedback to inform decisions and planning.	Although there are methods in place to gather input from our parents/guardians, the challenge for VCOE Schools and Programs is increasing parent/guardian participation in these opportunities. As mentioned previously, factors that may affect the participation rates might stem from the unique make- up of our schools and programs and past school experiences of our students and families. Focusing on ways to increase participation is necessary so that we have a diverse representation of parents/guardians within the input that will help to inform school plans and programs.	VCOE Schools and Programs will continue efforts to improve engagement of families, particularly underrepresented families, through ongoing communication and by providing a variety of engagement opportunities. Keeping families informed on school events, meetings, student programs, and available resources will provide families with a clear understanding of the school program and will help in building the connection that will lead to increased engagement.  School staff will continue outreach to parents/guardians during informal and formal meetings and surveys. Underrepresented family participation in formal meetings such as School Site Council and English Learner Advisory Committees will be encouraged and promoted through invitations and phone calls.	5	5	4	5	4	5	5	5	3	4	4	3	Met		2024-06-24	2024
56105610109900	Vista Real Charter High	3	Strong relationships between staff and families are vital to Vista Real’s success. Parents and students report that they appreciate the weekly, individualized communications they receive, the low staff-to-student caseloads, and the support of counselors, tutors, and paraprofessionals.
Having multiple methods of communication has been vital in our outreach. Utilizing ParentSquare, Data & Design, and regular phone calls home, we are able to establish 2-way communication to promote engagement. Results from our Annual Survey show that 100% of parents/guardians feel that it was easy to contact a teacher as needed. 
	One area of focus for improving staff and family relationships is to improve parent/guardian participation and input. While we do invite all educational partners to school events, participation remains low and authentic input is rare. To address this, Vista Real aims to make attendance more meaningful for individuals and families by highlighting student success stories at our events.
We hold quarterly PAC/ELAC meetings, regular Parent & Teacher Conferences, workshops, etc., but we need more feedback and input on programmatic changes in our school. We will expand opportunities for 2-way communication by holding a combination of virtual and in-person events that take place on different days/times. Additionally, we will use language that is comprehensible to educational partners who need more context and definitions of academic verbiage.	Vista Real will improve engagement of underrepresented families by providing translation services for educational partner communications, offering multiple opportunities for participation both virtually and in-person, and providing classes/workshops based on educational partner needs/requests. Targeting outreach by calling specific families in our special populations will also create an avenue for participation. Additionally, having the voices of English language learners, students with special needs, and their families at all of our events will allow us to engage with underrepresented families.	Policies for parent and family engagement  to improve student outcomes has been an area of strength for Vista Real. Our Annual Survey shows that 90% of parents feel that the school provides families with information and resources to support learning and development at home. One particular highlight is the school’s use of Data & Design to send home weekly attendance and credit completion updates. This allows parents to monitor student progress. With this, parents feel empowered to support their student . A parent of a special education student said that  “...previously, [daughter] refused to even go into the school.  She has anxiety, and even when she would come with her to school, she still wouldn't enter.  After trying multiple traditional schools, this has been the first one that she has agreed to enter, because she feel supported by the school.”
Additionally, professional learning to improve the school’s capacity to partner with families has been a highlight for us this year. Many staff attended the PLC at Work Institute presented by Solution Tree to help us restructure our Professional Learning Communities. With a focus on student learning and creating a more results oriented program, we can put improved outcomes at the forefront of our practice.	While parents report on the Annual Survey that the school’s progress in providing information and resources to support learning and development at home has been favorable, information pertaining to their legal rights and ways to advocate for their students is lacking. Vista Real continues to encourage parent feedback and input on the use of school funds to improve outcomes for students, but responses are often very limited. This may be due to the fact that school performance data and the breakdown of funds can make them feel intimidated. It is a lot of information in an area where not many parents have the experience. Vista Real aims to improve parent/guardian feedback by first providing data on student needs and then giving options for how we can address those needs, rather than open ended questioning. This would ideally evolve into educations partners contributing their own ideas, once they have more understanding of the data.	Translation services, as well as the addition of staff such as English Language Paraprofessionals, Counseling Paraprofessionals, and Social Work Interns, will allow more frequent personalized communication. Students and families will have another layer of support from staff who are more readily equipped to address their unique needs, allowing us to develop the relationships necessary for underrepresented families to actively engage with the school.	With the expansion of platforms such as Google, Survey Monkey, Padlet, etc. for school use, we have implemented new surveying procedures for educational partners including staff, parents, and students to share input. Feedback regarding programs, curriculum, activities, and schedules is pooled from both staff and families before reaching a schoolwide decision. These avenues, in addition to participation at school events, allows educational partners to effectively engage in decision making, at their own pace and on their own time, which is the foundation of our learning model. Through this method, underrepresented families participate more and have better opportunities to share in the school voice.	Although parents attend meetings and events, an area of improvement for Vista Real is to find a way to actively engage families in the planning and implementation of programs. While we go to great lengths to promote and invite educational partners to our public meetings and events, our progress in building the capacity of staff to effectively engage families in the decision-making process is still developing. We are changing the way that we present school performance and financial data to our educational partners. Rather than charts and graphs, we are telling a story with the data instead, making it more comprehensible with the intent of stirring more feedback and input.	Vista Real makes a concentrated effort to provide information to parents & families in their home language. Relevant documents will be translated and made available to all families and meetings will have live, real-time translation options to allow for easy of access. We will also continue to provide classes/workshops based on parent interests/requests to better engage our underrepresented educational partners.  

Additionally, with an increase in staff members, particularly Paraprofessionals, Social Workers, and Counseling staff, we will be able to provide more layers of support so that we can underrepresented families into the active community.	4	5	4	5	4	4	4	3	4	3	4	3	Met		2024-05-28	2024
56105610112417	Ventura Charter School of Arts and Global Education	3	Ventura Charter School welcomes parents to volunteer at school and from home. We have regular parent meetings involving garnering input for schoolwide events and initiatives. Parents are also invited regularly to the school to see student work, culminations of projects, and to participate in parent/teacher conferences.	Ventura Charter School plans to increase parent education next year through regularly scheduled meetings.	These meetings will also have translation and childcare to allow for parents to fully participate.	The Ventura Charter Response to Intervention plan and Multi-Tiered Supports for all students, but especially those students who are struggling is a very strong program. All classroom teachers run student intervention support groups and we have pull-out interventions as well.	We are increasing our Special Education Team from two Education Specialists to three Education Specialists. We are continuing our pull out intervention support teacher positions.	All services are offered to underrepresented students first.	We are now using Youth Truth Surveys to survey all of our stakeholders including students, parents, and staff.	We will be changing the time of the Youth Truth Survey to the beginning of 2nd semester so we can implement changes within the school year.	Ventura Charter School will provide childcare and translation services at every parent night meeting as we transition from Zoom to in-person meetings.	4	5	4	5	5	4	4	5	4	4	4	4	Met		2024-06-20	2024
56105610121756	BRIDGES Charter	3	Bridges annually measures its progress in: (1) seeking input from parents in decision making and (2) promoting parental participation in programs; Bridges  then reports the results to its local governing board at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard. We solicit feedback from families of individuals with exceptional needs as well as families of underrepresented students through a variety of modalities including evening parent education nights, board committee meetings, school wide social events, family satisfaction surveys, and end of year parent feedback surveys. We also utilize parentsquare to gather feedback and to communicate with our families in both Spanish and English.	Parent education nights focus on presenting data and sharing information with families about topics that are central to their articulated needs. For example, based upon parent feedback, we led parent information nights related to adolescent development, social media, and social and emotional wellness in 2023-2024. These sessions were well attended by families from a variety of different households including families of unduplicated students and families of individuals with exceptional needs and underrepresented students. We also have a robust MTSS program with an SST process that we utilize to support students with families as our partners. SST’s are held for students for a variety of reasons including but not limited to social needs, behavioral needs, academic needs, family support, language needs, etc.	Our bilingual coordinator reaches out to Spanish speaking families weekly to ensure a positive home-school connection. Our bilingual coordinator invites Spanish speaking families to school events and can also invite Spanish speaking families to be a part of our school leadership.	Bridges charter school has strong parent participation and allows for many opportunities for input from educational partners. We can continue to improve by partnership with local community organizations to partner for better outcomes for student success.	One area of improvement is to continue developing community education nights that focus on content that matters to current families.	We provide school wide bilingual communication platforms, and we invite weekly home-school connections with our bilingual liaison. We also have successfully implemented an extended care program that we have offered free to 100% of families who meet income qualifications. We will continue investing in the bilingual liaison program and continue weekly communication with families to ensure partnership with families to improve student outcomes.	We conduct a mid-year survey and an end of year survey and utilize the survey results to shape programs and to make school wide decisions. We gather data from teachers, staff, students, and parents and consider ways to improve programs using the data that is gathered.	We seek input via parent surveys at least once annually as well as in community feedback sessions. We continue to seek a more diverse representation of educational partners in these input sessions. 
	We will continue to utilize our bi-lingual liaison and our ELO-P program coordinator to liaison with families and invite families to input sessions. Further, we will continue our Equity committee focused on ensuring inclusion for all students and their families.	5	5	4	4	4	4	4	5	4	4	4	4	Met		2024-06-17	2024
56105610122713	River Oaks Academy	3	ROA has a very strong history of creating and building relationships between staff and families due to the nature of our program. The parents/guardians play an incredibly important role in our program and work closely together with our teachers and the student to help the student be successful. The team (Teacher, Student and Parent) work together in all aspects of the student's education, including preparing the student's personalized learning plan (PLP), discussing the student's academic progress and supporting the student academically as well as social-emotionally. We therefore believe that it is ROA's strength to have, build and maintain these relationships.	We would like to continue to reach out to our families for more general input for the betterment of our program. Many of our families are so busy working with and educating their students, that they do not have the time or energy to give input to the overall program. We continue to work to have more parents and students take our surveys and in general give us constructive input on the improvement of what ROA does.	ROA teachers continuously engage with their families. It is the staff's strong belief that the academic success of each student depends on the trust and relationship they have with their teacher and therefore, it is our first and foremost goal to create relationships with each one of our students. As a personalized learning program, we pride ourselves in the fact that we address the needs of the whole child and therefore, our relationships that we build with our students and our families are imperative to this.	"The nature and structure of our program heavily depends on our teachers and staff to build relationships with our families. In our program, the parents are the academic facilitators and work closely not only with their students, but also with their assigned coaching teacher. 
Our teachers continuously provide not only feedback on the student's academics, but also support the parents with the appropriate and necessary resources. River Oaks and the parents as well as the students form a close team that works together to help the student be successful. Without that partnership our program would not be successful.
It is exactly that teamwork and partnership that draws so many families to our program. Parents always have the right to advocate for their children, however, in this partnership, this goes beyond the ""right of the parent"" but is a necessity for the parent to help the teacher understand how the student learns and to communicate other essential support the family needs to continue to personalize the learning for the student."	We continue to build relationships and strengthen those at each meeting that the teachers and staff have with our educational partners. We continue to invite them to give us feedback and input throughout the year in a variety of ways.	We will have staff reach out to those families and make a special effort to reach out in a variety of ways, including in person, via text, phone and email to make sure that their voices are heard. Unlike other schools, ROA teachers meet with their students and parents weekly and therefore, the in person opportunity for all families and educational partners to give input in a informal setting is available to our educational partners regularly. We will continue to offer those opportunities.	We believe that ROA has been and is very strong in seeking input for decision-making due to the nature of ROA's program. Our families are asked for input at meetings, through surveys and when they are on campus. Staff and administration is readily available and visible to be able to give input easily. The input is then used to shape the program for the upcoming year.	Due to the nature of our program, the parents and families are heavily involved in all areas of the program. Their input is solicited via surveys and at the regular meetings with their coaching teachers. Parents make up a part of the governing board and also are involved in the PAC, the ELCA committee, the curriculum committee, the budget committee and individually as much as possible outside of any committee as well. We seek the input of our parents and stakeholders as this program is developed for our students and guiding comments from our parents are driving changes and improvements.	We will continue to offer a variety and different forms of opportunities for all families to give input. Staff will continue to be trained to listen to their families and encourage all families to express their ideas and thoughts for the improvement of our program.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-06	2024
56105616055974	Meadows Arts and Technology Elementary	3	MATES staff meets with the parents of all English Language Learners to create an Individualized Learning Plan. At these meetings the annual ELPAC results are reviewed, and goals are created to assist the student at home and at school. Grade-level specific tool kits allow all parents access to materials in order for them to adequately assist their students at home. All parents are encouraged to attend monthly Directors' Dialogues in order to participate in an informal dialogue with the Directors. These meetings allow for open communication and the ability of the parents to ask programmatic questions and provide input and feedback.  On the 2024 school climate survey, 86.3% of respondents said that the teachers at MATES have build strong relationships with their child, and 96.9% of respondents said that they are actively involved with their child's education.	The MATES Board of Directors has developed board committees including Curriculum, Technology, Safety, Budget, Visual Arts, Performing Arts, Personalized Learning Program, Diversity, Equity and Inclusion, and Universal Pre-Kindergarten. These committees are comprised of board members, administrators, teachers, parents, and community members.  Committees meet to discuss policies, proposals, actions, etc. and make recommendations to the MATES Board of Directors.  This process allows for input from a variety of educational partners.	Additionally, MATES administrators, teachers, board members and other staff access information through meetings and trainings at the Ventura County Office of Education. The MATES community is a very inclusive environment, and holds many school-wide events to promote family engagement including STEAM Night, International Night, Movie Night, Parent Education Nights, Winter Art Gallery, etc. All parents and guardians are welcome and encouraged to volunteer in any capacity allowing them to become engaged in the school and their child's learning. These effective communication methods have helped keep parents, including those of the typically underrepresented families, engaged in their students’ academic achievement.	Goal 3 on the MATES LCAP is to provide various opportunities for participation of all educational partners in students' academic success. The expected outcomes were to increase parent engagement through participation and education. Providing grade-level specific tool kits allowed parents access to materials in order for them to adequately assist their students at home. Parents are also encourage to participate in many capacities including board committees such as curriculum, budget, technology, safety, etc.  The outcomes of these committees turn into recommendations to the Board for implementation.	MATES has always had a tremendous number of volunteer hours within the classroom and on the campus. This participation keeps parents and guardians connected to the happenings on campus and in the classroom. Also, MATES teachers provide a great amount of communication to the parents via ParentSquare, conferences, classroom newsletters, and websites. Teachers hold annual formal parent/teacher conferences as well as make themselves available throughout the year to meet with parents.	The Student Study Team meets with parents weekly to provide interventions for students who are approaching or not meeting standards. Additionally, MATES staff meets with the parents of all English Language Learners to create an Individualized Learning Plan. At these meetings the ELPAC results are reviewed, and goals are created to assist the student at home and at school. These effective communication methods have helped keep parents, typically underrepresented, engaged in their students’ academic achievement.	The MATES Parent Advisory Council (PAC) meets regularly to provide and evaluate communication and participation opportunities to all parents including underrepresented families. As such, the PAC solicits parent volunteers to participate in schoolwide committees including Curriculum, Budget, Safety, Technology, Facilities, Visual Arts, Performing Arts, and Diversity, Equity, and Inclusion. These committees are made up of many educational partners and, after their research and discussion, make recommendations to the MATES Board for any additions or changes to the MATES program and policies.	Additionally, the MATES Parent Teacher Organization provides many family engagement activities throughout the year.	Both the Parent Organization and the School provide parent surveys to evaluate the effectiveness of the programs.	5	5	5	5	5	5	5	4	5	5	5	5	Met		2024-05-20	2024
56724470000000	Briggs Elementary	3	Briggs District prides itself in its ability to build strong, positive relationships with families.  Briggs is small district, and many of the students who attend are multi-generational, meaning, many of their parents and grandparents attended the district.  Families are regularly invited and encouraged to attend school events during the day and during the evening.  Communication between schools and families happens regularly in a variety of modalities, including Parent Square and social media.	Some families find it challenging to be active in their child's education due to work obligations, family obligation, etc.  Briggs will continue to work with families to find other means of providing family engagement opportunities which allow for a great number of families to attend.	One barrier that Briggs is working to overcome creating engagement opportunities that fully include our Spanish speaking families.  At times, language is a barrier for our staff and families, so Briggs is working on lowering the barriers so all families can fully and equitably participate in family engagement events.	Teachers and administrators regularly communicate with families about student outcomes.  Briggs has two parent conference weeks during the school year.  In addition, each teacher and administrator uses Parent Square regularly to communicate with families about student outcomes and progress.	Briggs administrators and teachers regularly communicate with families via Parent Square.  Parent Square easily translates information from English to Spanish and vise-versa.  One area that Briggs will continue to improve is increasing the number of families who are proficient with using Parent Square to communicate regarding student outcomes.	The language barrier between English and Spanish continues to be an area of concern for our Spanish speaking parents.  Many staff members are bilingual and can communicate with all families, but for those staff members who are not bilingual, communication can be an issue.  Briggs continues to support staff with Spanish speaking staff members who can assist with translating for our Spanish speaking families.	Briggs has an active School Site Council that meets monthly.  All staff members and families are informed about the meeting and encouraged to attend.  In addition, Briggs has a staff Leadership Team who meets several times during the year to analyze instructional practices across the district with an aim to improve academic success for all students.	Despite seeking input from staff and families for decision-making, the district can improve by seeking more input from outside local agencies.  Briggs will continue to share district data with local agencies in an effort to gather input from other educational partners.	Though Briggs offers opportunities for all families to provide input for decision-making, including making information available in Spanish, many Spanish speaking families are still hesitant to participate.  Briggs will continue to build positive relationships with underrepresented families so the feel comfortable with providing input for decision-making.	5	5	4	5	4	4	5	4	5	5	4	5	Met		2024-06-06	2024
56724540000000	Fillmore Unified	3	Fillmore Unified School District builds relationships between staff and families by establishing welcoming environments, organizing family events, hosting student achievement celebrations, providing two-way interpretation of all verbal communications, translating all written documents, and scheduling parent/guardian-teacher conferences. Each site holds regular School Site Council (SSC) and English Learner Advisory Committee (ELAC) meetings. FUSD also hosts district meetings for committees, such as the District English Learner Advisory Committee (DELAC), Migrant Family Meetings, and District Advisory Committee (DAC), providing parents/guardians with opportunities to engage with site administrators and staff. By alternating meeting locations, FUSD increases opportunities for parents and families to participate in and engage with school and district communities. These meetings allow families to collaborate with staff members to enhance the goals, actions, and services that are provided to students. Teachers and administrators use a variety of methods to communicate with families, such as social media, email, and SMS messages, to provide timely, pertinent communication about site and district initiatives and events. Families are invited to celebrate student achievement at regularly scheduled board meetings and events such as reclassification ceremonies and school awards assemblies. FUSD also works with several community partners such as the Fillmore Fire Department, Boys and Girls Club, and Big Brothers/Big Sisters to build relationships, provide student support, and increase engagement opportunities for students and families.	Fillmore Unified School District will increase 2-way communication with parents and families by using parent surveys provided in multiple languages to solicit family input and utilizing parent/family liaisons and the FUSD district counselor to consult with families and connect them with community resources as needed. Clear and consistent communication will provide families opportunities to learn about their rights, to participate in site and district activities, and to foster a collaborative learning community with school staff.	Fillmore Unified School District will continue to provide parent/family liaisons to all sites.  These liaisons are critical to building strong, positive relationships between school staff and families.  They provide personal contact, case management, parent workshops, and other direct services to families. FUSD will provide increased training for parent/family liaisons, thereby strengthening school, family, and community partnerships. FUSD will identify and share no-cost student enrichment opportunities with families, including UPK After-Care, ASES after-school care and expanded learning programs, online programs and applications, and other school events.	Fillmore Unified School District partners with various community organizations, such as, Fillmore Fire Department, Boys and Girls Club, Big Brothers/Big Sisters, and Ventura County Sheriff’s Department-School Resource Officers to build strong community relationships that improve student academic and civic outcomes. In the 2023-2024 school year, FUSD partnered with a community organization to host a Family Science Night at each elementary school site. Additionally, a hands-on STEAM event for elementary students was hosted in partnership with California Lutheran University. In partnership with the Ventura County Office of Education, FUSD provided Migrant students the opportunity to participate in Migrant Saturday School and a Migrant Speech and Debate tournament held at Oxnard College. FUSD also held a joint community Health and Wellness event with the City of Fillmore at each school, which offered students and families wellness activities and information about community services. Each school also organized parent and family engagement opportunities based on specific requests and/or identified needs. These site-based in-person events, activities, and meetings offered parents, families, and community members a direct way to provide valuable feedback on programs that affect student outcomes.	Fillmore Unified School District solicit parent and family feedback on the effectiveness of existing partnerships designed to bolster student outcomes. Increasing opportunities for parents/families and community to engage with school staff, share ideas, and to solicit feedback on district initiatives is a focus area for improvement in FUSD. This feedback will be used to modify existing programs and better meet the needs of students. Additionally, FUSD will focus on increasing family engagement to strengthen the home-to-school connection to positively support student learning outcomes.	Fillmore Unified School District will prioritize student learning outcomes by increasing outreach to underrepresented parents and families through online parent and family communication, social media posts, and direct contact. FUSD will provide increased training for parent/family liaisons, who support student outcomes by helping families access school resources. Additionally, FUSD will support Newcomer, Migrant, Homeless, and Foster Youth families through a district counselor who directly reaches out to underrepresented families. The FUSD district counselor coordinates support opportunities and connects families with essential services across the county.

	Fillmore Unified School District seeks input for decision-making by encouraging parent/guardian participation in school and district committees such as School Site Council (SSC), an English Learner Advisory Committee (ELAC), Migrant Family Meetings, and the District English Learner Advisory Committee (DELAC). These committees create a partnership between families and staff and allow families to provide input and feedback on both district and school initiatives, evaluate student achievement data, and act as partners in establishing district direction. FUSD continues its focus to improve family involvement. Additionally, FUSD operates school board meetings that are open to the public twice monthly, with a published agenda and public comment portion of every meeting. All meetings included translation services. Each school site has a bilingual parent/family liaison who provides direct 2-way communication and support. This support included assistance navigating online student programs and applications, filling out forms and required paperwork, communication of district and site events and facilitating conversations to seek valuable parent and family input and feedback at school sites.	Fillmore Unified School District will increase opportunities for educational partners and parents/families to provide input and feedback about current academic programs, student and family needs, current projects, and initiatives. FUSD will utilize parent/family liaisons to support input opportunities with parents and families at each site. Additionally, FUSD will seek input from educational partners, parents and families through surveys, as well as through site and district committees.	Fillmore Unified School District will continue to hold regularly scheduled District Advisory Committee (DAC) meetings, English Language Advisory Committee meetings, and Migrant Parent/Family meetings to provide both information and an opportunity to solicit feedback from district families.  These meetings are held at various sites throughout the district to provide access to families in all sections of the community. FUSD will continue to provide families with internet hot spots, as needed, as well as student devices to increase opportunities for families to communicate with school sites and provide digital input. The district counselor provides direct support for underrepresented families to connect to the district and community services. FUSD will increase opportunities for underrepresented families to provide input and feedback through site-based parent/family liaisons which will increase communication and provide support to increase positive family-school connection. FUSD will also strengthen and vary the type of communication that is shared with parents and families both online and at sites specifically targeted to the needs of our underrepresented families.	4	4	4	4	4	4	4	4	4	3	4	4	Met		2024-06-04	2024
56724620000000	Hueneme Elementary	3	Based on the provided ratings of 4 for each area, HESD is making significant progress in building relationships between school staff and families.

Current Strengths and Progress in Building Relationships Between School Staff and Families

1. Developing the Capacity of Staff:
HESD has successfully enhanced the ability of its administrators, teachers, and classified staff to build trusting and
respectful relationships with families. This is evidenced by the rating of 4, indicating a strong focus on professional
development and training programs emphasizing the importance of trust, respect, and collaboration with families.
Staff will continue to engage in ongoing training and support to engage with families and effectively foster a positive
school climate.
2. Creating Welcoming Environments:
HESD has made notable progress in creating welcoming environments for all families within the community. The
consistent rating of 4 suggests that schools implement inclusive practices and ensure all families feel valued and
accepted. Initiatives such as culturally responsive signage, welcoming events, and the presence of family liaisons
who help bridge any gaps between the school and the community have proven successful.
3. Supporting Staff to Learn About Families:
HESD actively supports staff in understanding each family's strengths, cultures, languages, and goals for their
children. A rating of 4 indicates that staff members are equipped with the necessary tools and resources to engage
with families deeper, acknowledging and valuing students' diverse backgrounds. Strategies involve cultural
competency training, multilingual communication, and personalized family outreach efforts.
4. Engaging in 2-Way Communication:
HESD has also developed multiple opportunities for 2-way communication between families and educators using
accessible and understandable language. A rating of 4 reflects strong efforts in creating effective communication
channels, such as parent-teacher conferences, regular newsletters, multilingual communication platforms, and
feedback surveys. These efforts ensure that families are informed and have avenues to voice their opinions and
contribute to decision-making processes.	Based on the analysis of educational partner input and local data, HESD shows substantial progress in building relationships between school staff and families; there are always areas where further improvement can enhance these relationships even more.

Focus Areas for Improvement

1. Enhanced Cultural Competency and Sensitivity Training:
While HESD is making good progress, there is always room to deepen the understanding and sensitivity towards the
diverse cultural backgrounds of families. Offering more advanced and ongoing cultural competency training could
help staff better navigate and honor the complexities of different cultures, thereby strengthening relationships and
trust.
2. Personalized Family Engagement Strategies:
Although general efforts to create welcoming environments are successful, more personalized engagement
strategies are needed. Tailoring approaches to meet the unique needs of different families, particularly those from
marginalized or underrepresented communities, could ensure more inclusive and effective participation.
3. Increased Family Leadership Opportunities:
Creating more opportunities for families to take on leadership roles within the school community can further enhance
engagement and investment. Establishing strong parent advisory councils, family-led workshops, or other leadership
initiatives could empower families and give them a stronger voice in school affairs.
4. Strengthening Feedback Mechanisms:
While 2-way communication is already a focus, enhancing the mechanisms for collecting and acting on family
feedback can be beneficial. Ensuring that feedback is collected and visibly acted upon can reinforce families' trust
and demonstrate HESD's commitment to continuous improvement based on their input.
5. Expanding Language Support Services:
Even though efforts are made to use understandable and accessible language, expanding language support services
could further improve communication with non-English-speaking families.
6. Focus on Socioeconomic Inclusivity:
Addressing the needs of families from various socioeconomic backgrounds more explicitly can help bridge any
existing gaps.
7. Strengthening Community Partnerships:
Building stronger partnerships with local community organizations can enhance the support network available to
families. Collaborating with community groups that families already trust can extend the reach and impact of HESD's
engagement efforts.	Based on the analysis of educational partner input and local data, HESD has identified the need to improve engagement with underrepresented families.

Strategies to Improve Engagement of Underrepresented Families

1. Targeted Outreach and Communication:
HESD will continue developing and implementing targeted outreach programs to engage underrepresented
families. This includes using culturally relevant communication methods and ensuring all information is accessible in
multiple languages. Outreach efforts will consist of personalized invitations to school events, regular check-ins
through preferred communication channels and dedicated staff to liaise with these families.
2. Culturally Responsive Training for Staff:
Enhancing the cultural competency of school staff through continuous professional development will be a priority.
Training will focus on understanding the unique challenges underrepresented families face and equipping staff with
the skills to build trusting and respectful relationships. This includes sensitivity training, workshops on implicit bias,
and strategies for effective cross-cultural communication.
3. Creating Inclusive School Events:
HESD will continue to design school events that are inclusive and welcoming to all families, particularly those who
are underrepresented. This includes organizing events at different times to accommodate various schedules,
providing transportation and childcare, and ensuring events are culturally relevant and sensitive to the needs of
diverse families.
4. Empowering Family Leadership:
HESD will continue to create opportunities for underrepresented families to take on leadership roles within the school
community. This will involve opportunities for these families to voice their concerns, provide feedback, and participate
in decision-making.
5. Strengthening Community Partnerships:
HESD will continue collaborating with local community organizations that have established relationships with
underrepresented families. These partnerships will help bridge the gap between the school and the community,
providing additional resources and support.
6. Providing Additional Resources and Support:
Recognizing that underrepresented families may face unique challenges, HESD will continue to offer additional
resources and support to these families. This includes access to technology, educational materials, and information
on community services. This strategy will also include workshops on navigating the school system, understanding
educational expectations, and supporting children's learning at home.
7. Enhancing Feedback Mechanisms:
HESD will continue to improve its feedback mechanisms to ensure that the voices of underrepresented families are
heard and valued. The district will ensure that feedback is collected and acted upon, demonstrating a commitment to
addressing the concerns and suggestions of these families.	HESD demonstrates notable strengths and progress in building partnerships for student outcomes.

Current Strengths and Progress in Building Partnerships for Student Outcomes

1. Professional Learning and Support:
HESD has made significant progress in providing professional learning, which enhances its capacity to partner with
families. Our rating of 4 reflects our robust training programs and resources to improve family engagement practices.
This includes workshops, seminars, and ongoing professional development opportunities focusing on effective
communication, cultural competency, and collaborative strategies.
2. Providing Information and Resources to Families:
HESD has effectively provided families with the necessary information and resources to support student learning and
development at home. With a rating of 4, it is evident that HESD is committed to equipping families with educational
materials, workshops on supporting homework and learning activities, and access to online resources.
3. Policies and Programs for Teacher-Family Meetings:
HESD has implemented successful policies and programs that facilitate regular meetings between teachers, families,
and students to discuss student progress and collaborate on strategies to improve student outcomes. A rating of 4
reflects that these initiatives are well-established and effectively encourage meaningful interactions.
4. Supporting Families to Understand and Exercise Their Legal Rights:
HESD is making good progress in supporting families to understand and exercise their legal rights and advocate for
their students and all students, though this area received a slight. However, a rating of 3. This reflects that while
efforts are in place, there is room for improvement. Current strengths include informational sessions on legal rights,
providing resources on advocacy, and having support staff such as counselors or advocates available to assist
families.	Based on the analysis of educational partner input and local data, HESD has identified several focus areas for improvement in building partnerships for student outcomes.

Focus Areas for Improvement

1. Enhancing Support for Families to Understand and Exercise Their Legal Rights:
While the LEA is progressing in this area, we marked a slightly lower rating of 3, indicating room for improvement.
HESD will focus on:
* Improving Accessibility of Information: Ensuring that information about legal rights and advocacy is clear,
accessible, and available in multiple languages.
* Increasing Outreach Efforts: Conduct more outreach to inform families about their legal rights through workshops,
informational sessions, and collaboration with community organizations.
2. Expanding Professional Development Opportunities:
While HESD already provides substantial professional learning and support, there is always room to enhance and
expand these efforts. More focus con:
* Advanced Training Programs: Offering advanced and specialized training for staff on equity, inclusion, and effective
family engagement strategies.
* Regularly Updated Training: Ensuring training programs are regularly updated to reflect the latest research and
best practices in family engagement and partnership building.
3. Increasing the Scope of Resources Provided to Families:
Though HESD has made good progress in providing resources to support student learning at home, continuous
improvement is essential.
* Diversifying Resources: Providing a more comprehensive range of resources that cater to different learning styles
and needs, including digital tools, hands-on materials, and community-based resources.
* Tailoring Support: Offering more tailored resources and support based on individual family needs and
circumstances, which can be identified through regular surveys and feedback mechanisms.
4. Strengthening Two-Way Communication Channels:
Ensuring robust two-way communication between families and educators is crucial for effective partnerships.
Improvements to include:
* Enhancing Communication Platforms: Utilizing effective and user-friendly communication platforms to facilitate
ongoing dialogue between families and educators.
* Regular Feedback Loops: Implement regular feedback loops where families can provide input on their experiences
and needs and ensure this feedback is acted upon.
5. Fostering Greater Family Involvement in Decision-Making:
Increasing family involvement in school decision-making processes leads to better student outcomes.
* Creating More Opportunities for Involvement: Establishing more formal roles and opportunities for families to
participate in school committees, advisory boards, and other decision-making bodies.
* Building Capacity for Advocacy: Providing training and resources to help families develop advocacy skills and
effectively participate in school governance.	Based on the analysis of educational partner input and local data, HESD has identified the need to improve engagement with underrepresented families.

Strategies to Improve Engagement of Underrepresented Families

1. Personalized Outreach and Communication:
HESD will continue to implement targeted outreach initiatives tailored to the needs of underrepresented families.
* Multilingual Communication: Ensuring all communication is available in multiple languages to accommodate non-English-speaking families.
* Culturally Relevant Outreach: Using culturally appropriate methods to reach out to families, such as community
liaisons who understand the cultural nuances and can build trust.
2. Enhanced Support for Understanding and Exercising Legal Rights:
To help underrepresented families better understand and exercise their legal rights, HESD will continue to:
* Provide Clear, Accessible Information: Distribute information about legal rights in straightforward language and
multiple formats (print, digital, workshops).
* Offer Legal Advocacy Workshops: Host workshops and informational sessions with community organizations to
educate families on their rights and how to advocate effectively for their children.
3. Increase Access to Resources and Support:
HESD will continue to ensure that underrepresented families can access the necessary resources to support their
children's education.
4. Strengthening Two-Way Communication:
* Use Diverse Communication Channels: Utilize a variety of communication platforms (text messages, phone calls,
home visits, online portals) to ensure families can quickly receive and provide information.
* Regular Check-Ins: Regular check-ins between teachers and families to discuss student progress and address any
concerns promptly.
5. Fostering Family Leadership and Involvement:
Ensure that our advisory councils include representatives from underrepresented groups to ensure their voices are
heard in school decision-making.
6. Building Community Partnerships:
We are collaborating with local community organizations that have established trust with underrepresented families.	Based on the ratings of 4 for each area, HESD is making substantial progress in seeking input for decision-making.

Current Strengths and Progress in Seeking Input for Decision-Making

1. Building Capacity and Supporting Principals and Staff:
HESD continues to effectively build the capacity of principals and staff to engage families in advisory groups and
decision-making processes. Our high rating reflects training and support systems are in place to ensure that school
leaders and staff can facilitate meaningful family participation.
2. Building Capacity and Supporting Family Members:
HESD has been equally successful in supporting family members' effective engagement in advisory groups and
decision-making. We strive to provide parent training and resources to aid them in understanding their roles, the
decision-making process, and how to contribute constructively.
3. Providing Opportunities for Input from All Families:
HESD excels in offering all families opportunities to provide input on policies and programs. Our rating of 4 reflects
that we employ inclusive strategies to reach diverse and underrepresented groups within the school community. We
ensure that all voices are heard and considered in the decision-making process.
4. Collaborative Planning and Evaluation of Family Engagement Activities:
HESD has made significant strides in fostering collaboration among families, teachers, classified staff, and
administrators to plan, design, implement, and evaluate family engagement activities. This collaborative approach
ensures that family engagement initiatives in HESD are well-rounded, addressing the needs and preferences of the
entire school community. It also facilitates continuous improvement through regular assessment and feedback.	Based on the analysis of educational partner input and local data, the LEA has identified several focus areas for improvement in seeking input for decision-making.

Focus Areas for Improvement

1. Enhancing the Diversity of Advisory Groups:
While HESD has made significant progress, there is room to improve the diversity within advisory groups.
* Targeted Recruitment: Actively recruiting members from underrepresented communities to ensure that advisory
groups reflect the diversity of the school population.
* Creating Inclusive Environments: Ensuring advisory group meetings are held at accessible times and locations.
2. Increasing Awareness and Understanding of Decision-Making Processes:
To improve family engagement in decision-making, HESD will focus on increasing families' awareness and
understanding of these processes:
* Educational Workshops: Offering workshops that explain how decision-making processes work, the role of advisory
groups, and how families can effectively participate.
* Transparent Communication: Regularly communicating the outcomes of advisory group meetings and how family
input has influenced decisions.
3. Strengthening Feedback Mechanisms:
Improving how feedback is collected and used in HESD enhances the decision-making process:
* Regular Surveys and Focus Groups: Conduct more frequent surveys and focus groups to gather input from 
a broader range of families, especially those who are typically less engaged.
* Closing the Feedback Loop: Ensuring that families receive updates on how their feedback has been considered
and the actions taken.
4. Supporting Continuous Improvement of Family Engagement Activities:
To ensure family engagement activities are practical and relevant, HESD will focus on continuous improvement:
* Ongoing Evaluation: Implementing an evaluation framework to assess the effectiveness of family engagement
activities and identify areas for improvement.
* Adaptation and Innovation: Being open to new ideas and approaches for family engagement and making
adjustments based on feedback and evaluation results.
* Transparent Processes: Transparent decision-making processes ensure that all families understand how their input
will be used and its impact on school policies and programs.	Based on the self-reflection ratings and analysis of educational partner input and local data, HESD continually demonstrates a strong foundation in building capacity and supporting family engagement in various aspects of decision-making. We will continue to seek avenues for improvement, particularly in reaching and involving underrepresented families.

1. Targeted Outreach and Communication
* Multilingual Communication: To address language barriers, ensure all communication is available in the multiple
languages spoken within the community.
* Culturally Relevant Messaging: Tailor messages to resonate with different cultural backgrounds, making
information more relatable and accessible.
* Use of Various Platforms: To reach a broader audience, utilize diverse communication platforms such as social
media, community radio, local newspapers, and text messaging.
2. Partnerships with Community Organizations
* Collaborate with Local Organizations: Partner with community organizations and associations with established
relationships with underrepresented families.
* Community Liaison: Employ a community liaison to bridge the gap between the school and these families, providing
trusted sources of information and support.
3. Flexible Meeting Schedules and Locations
* Convenient Meeting Times: To accommodate working families, schedule meetings at various times, including
evenings and weekends.
* Accessible Locations: Instead of only at the school site, hold meetings in community centers, local libraries, or other
convenient locations.
4. Creating Inclusive Environments
Welcoming School Climate: Ensure that all school staff are trained in cultural competence and understand the
importance of creating a welcoming environment for all families.
Feedback Mechanisms: Establish regular feedback mechanisms to gather input from underrepresented families on
their needs and experiences.
5. Inclusive Decision-Making Structures
* Diverse Representation: Ensure that advisory groups and decision-making bodies reflect the diversity of the student
population. Proactively recruit members from underrepresented groups.
* Transparent Processes: Transparent decision-making processes ensure that all families understand how their input
will be used and its impact on school policies and programs.	4	4	4	4	4	4	4	3	4	4	4	4	Met		2024-06-24	2024
56724700000000	Mesa Union Elementary	3	Mesa Union School Districts takes great pride in providing a welcoming and supportive environment for parents and families. Mesa Union is a small school with multiple generations of families attending back to its founding in 1939. There have been several strategies Mesa has employed to develop stronger ties with families. One such strategy entails Mesa Union leveraging technology to increase communication and engagement with district families. Mesa Union currently utilizes ParentSquare as a two-way communication platform and regularly uses social media platforms to share  Events have also been scheduled which help promote community, inclusion and information. These include, TK/K and middle school orientations, middle school showcase, and various other informational events. Additionally, the District has scheduled consistent meetings via Zoom for important informational updates.

Mesa Union has also continued to support language access (interpretation/translation) initiatives by hiring bilingual/biliterate staff. Specifically, Mesa Union has continued staffing of a Bilingual Family Liaison who is also bilingual/biliterate. This position has been critical to providing language access (interpretation/translation) to parents and families at online/in-person events and through written communication. This position also allowed for committees and family groups to gain greater access to information and for the district to reach a greater number of Mesa parents and families, as well. 

Another strategy that led to significant parent/family engagement was the District's support of partner's fulfilling the District's updated Volunteer Policy. The District has sponsored a volunteer program with well over 50 regular school volunteers, including classroom volunteers, athletic coaches and club sponsors. The district supports volunteers through payment of background checks in order to facilitate participation.

Another important strategy for maintaining partnerships with parents and families was the ongoing support of and collaboration with Mesa Union's Parent Faculty Organization (PFO) group. Mesa Union's PFO has coordinated a number of community-wide events for students, parents/families and community, including various hospitality services for district events.	Based on an analysis of educational partner input and stakeholder data, Mesa Union has continued to dedicate resources and attention to communication with and engagement of district families. The strategies described in the prior section continue to be deepened and refined. In particular, the staffing of the Bilingual Family Liaison has been critical as a link to underrepresented families. Initiatives have been well-received as evidenced by increases in ratings on the annual climate survey (YouthTruth).	Based on an analysis of educational partner input and stakeholder data, Mesa Union will continue to provide language access (interpretation/translation) during school events and in communication. Additionally, Mesa Union continues to acknowledge the institutional barriers that obstruct full participation from underrepresented families, including those that do not have fluency in English. Mesa Union will continue to partner with external agencies to find services for families within the community, including those who may be food insecure or require mental health services.	Mesa Union School Districts has traditionally built and maintained quality relationships with educational partners, including community-based organizations. At present, Mesa Union has developed partnerships with other educational agencies and colleges/universities to promote a college-going atmosphere. Middle school students have participated in educational trips to universities such as UCSB and Cal Poly Pomona which have extended their learning beyond the classroom. Mesa Union has also hired a School Counselor in order to establish a comprehensive counseling program with a focus on college and career readiness and social-emotional well-being. 

Additionally, Mesa Union has a strong partnership with Ventura County Office of Education and Ventura County Schools Business Services Authority who have provided Mesa significant support and resources pertaining to: facilities, mental health, technical guidance and professional learning.	Based upon the analysis of educational partner input and local data, Mesa Union will focus on developing meaningful and authentic partnerships that bring resources, programming and real-world experiences to students and families. Specifically, the following are focus areas for the coming school year: facilities, mental health, professional learning and college/career pathways.	Based upon the analysis of educational partner input and local data, Mesa Union will focus on underrepresented families to gain better access to events, activities and resources derived from existing partnerships with community partners. With the following are focus areas for the coming school year (facilities, mental health, professional learning and college/career pathways), the focus will be on identifying underrepresented families to reap the benefit of those partnerships. In particular, there are plans for increased visits to college campuses and increasing clubs/courses that support college/career pathways into high school where families will receive more information and support.	Mesa Union annually administers a Local Control Accountability Plan and Youth Truth Surveys to collect information regarding the District and its school(s) overall climate and student, parent, and community connectedness. Community partners continue to indicate the importance of outstanding customer service, the need to continually improve organizational communication process and quality, the expectation of provide physical and social emotional healthy and productive school environments, and
the need to improve connectedness between students, parents and the district and school(s).

The results of the surveys are shared in very intentional and focused ways with certificated and classified staff, families and board of education. Survey results are also shared with students, specifically middle school students. Middle school students are also invited to participate in focus groups to analyze YouthTruth results from prior year and provide input on actions that can make a difference toward identifying areas of strength, as well as areas of improvement.

During the 2022-2023 school year, Mesa Union also transitioned to quarterly student climate surveys and collaborated with a student Focus Group to discuss the results. In 2023-2024, Mesa Union implemented committees to increase input and decision-making: MTSS Committee and ScoreCard Committee. Both of these committees assisted in furthering and deepening the implementation of the Mesa Union Framework for the Future and Learner Profile. The Framework for the Future is a foundation for learning that focuses on the characteristics and competencies students should be able to develop and demonstrate by the time that students leave Mesa Union in 8th grade.	Based on the analysis of educational partners input and local data, Mesa Union will focus on further development of committees comprised of community partners to determine priorities and implementation of new initiatives. Mesa Union will also look for additional ways of acquiring input, including Google surveys.	Based upon the educational partner input and local data, Mesa Union will seek to become more intentional and purposeful in working with underrepresented families. As a small school district, Mesa has always been able to maintain great personal relationships with families, which can be used to invite and welcome them to participate more fully in district committees and working groups.	5	4	5	4	4	4	4	4	4	4	4	4	Met		2024-06-13	2024
56724705630363	Golden Valley Charter	3	Golden Valley Charter School (GVCS) was founded on respecting and valuing parent choice and input; giving families a chance to tailor an educational program to fit their children’s individual needs in a homeschool environment. Working closely with GVCS credentialed teachers, the Education Facilitator (EF), families take the opportunity to teach lessons based on the child’s academic ability and style of learning. Due to the nature of our school, GVCS is continuously building relationships between school staff and families. According to the 2023-24 GVCS Parent/Guardian Survey, 97% of families feel valued by GVCS as an important partner in our school. Additionally, 92% of GVCS families feel connected to GVCS, and 99% reported that the GVCS staff responds quickly to family phone calls, emails, and/or texts. Based on this analysis, GVCS has a strong relationship between school staff and families.	To improve building relationships between school staff and families, Golden Valley Charter School plans to focus on increasing the use of language that is understandable and accessible to all families when communicating with them. Additionally, the 2023-24 GVCS Parent/Guardian survey gathered input from families about areas needed for improvement for next school year. 80% of families reported a need to offer in-person activities for students (46%) and families (34%) next school year. Families also suggested providing professional development opportunities for parents/guardians, which will provide additional opportunities for engagement in order to improve the relationships between school staff and families.	Golden Valley Charter School plans to improve engagement of underrepresented families by inviting them to participate in GVCS opportunities, including in-person activities, professional development opportunities, and parent/guardian workshops. Additionally, underrepresented families will be invited to town hall meetings and advisory groups to offer their input. All of these opportunities will promote engagement with underrepresented families and school staff.	Due to the nature of GVCS’s design, our most significant collaboration is with our families. GVCS credentialed teachers are trained to partner with families in order to support student learning and outcomes in the home. Additionally, GVCS requires that families have a strong stake in the education of their children. GVCS offers families the opportunity and flexibility to design a standards-based, individualized learning plan, and will continue to provide multiple avenues and opportunities for engagement in order to improve that of underrepresented families.	Based on the 2023-24 Parent/Guardian Survey, 97% of parents/guardians reported that GVCS demonstrates caring, concern, and high expectations for students. However, only 64% of GVCS students feel connected to the school. To build the partnership between the students and the school, GVCS plans to offer more in-person activities for students next school year, especially for our students in the LA area. With these opportunities, GVCS will be able to continue to improve the partnership between students and school staff.	Golden Valley Charter School (GVCS) plans to improve engagement of underrepresented students/families next school year by providing more in-person activities for students and families, especially in the LA area. With these opportunities, GVCS will be able to continue to improve the partnership between underrepresented students/families and school staff.	Due to the nature of Golden Valley Charter School (GVCS), communication with educational partners is done regularly with GVCS staff and administration. All educational partners were able to offer input in making decisions for GVCS by attending in-person/virtual meetings, completing surveys, attending virtual town hall meetings, responding to Parent Square announcements, sending emails, making phone calls and/or attending the GVCS Governing Board meetings. All educational partners engage in the decision-making process, so input can be gathered and provided on policies and program development. GVCS will continue to provide multiple opportunities for engagement in order to gather input from all educational partners to improve the decision making process, especially from underrepresented families.	Based on the analysis of local data, Golden Valley Charter School plans to increase the number of town hall meetings next year to seek input from educational partners about decision making for GVCS, especially in the LA area. Advisory groups will also be a focus next year, including student advisory groups.	All families, including underrepresented families, will be able to offer input in making decisions for GVCS by attending in-person/virtual meetings, completing surveys, attending in-person/virtual town hall meetings, responding to Parent Square announcements, sending emails, making phone calls and/or attending the GVCS Governing Board meetings.	5	5	5	3	5	5	5	5	5	5	5	5	Met		2024-06-10	2024
56725040000000	Mupu Elementary	3	After a first year of transition of administration relationships with families has been a priority this year.  Parents have been encouraged to participate in input meeting related to facilities and LCAP.  A survey was sent out to gather information about the types of family activities parents wanted and this is being used to calendar events for the 24-25 school year.  Teachers are utilizing two way communication such as Class Dojo to inform parents about student progress on a regular basis.  Per the CHKS parent survey parents 65% of parents feel the school encourages them to be an active partner.  71% of parents feel welcomed and connected to the school.  This will continue to be a focus point for the school next year.	Utilizing the information gathered from the CHKS and an internal survey the school has calendared family events related to the areas of interests of parents.  The school is also collaborating with the Mupu Parent Club to push more family involvement this year and encourage parents to participate in important input meetings.  Weekly communication and updates will continue from the school to keep parents abreast of activities going on at the school each week.	With a bilingual administrator at the head underrepresented parents have been feeling more comfortable with coming to talk to the administration about concerns or issues.  This year the school will put together an EL Parent Committee to encourage more input and involvement from these families to ensure that their voices are being heard.  All communication from the school is sent out in English and Spanish to ensure parents are able to understand the bulletins and updates.  Parents are afforded translation for parent/teacher meetings through the administrator.	The school provides an early parent conference week at the beginning of the year to discuss student progress and explain to parents expectations for the new grade level.  Parents receive communication from teachers when students are struggling and school success team meetings are held with staff and families to develop a plan to help the child progress.  Teachers are accessible after school and make themselves available to meet with parents for any types of concerns including academic ones.	This year the school administration will be creating a communication plan with staff to determine when and how often teachers should be communicating information about student progress to parents.  This will ensure that parents do not feel like they were surprised by academic or behavioral lack of progress.  Additionally, the teaching staff has reworked report cards this year so that the new report cards do a better job of communicating student progress and are easier to understand by parents.	By creating an EL Parent committee that is done all in Spanish, parents will be invited to attend informational meetings to explain how grading works, what to do when they are concerned about their child's progress and giving them information about their legal rights and resources needed to help their children academically.	The school has sent out surveys and held meetings at different hours of the day in hopes of encouraging families to attend and be part of the decision making.  There is a close relationship with the Mupu Parent Club, an active part of the school parent community, however they too have found it difficult to get more parents involved.  The school with the help of the Mupu Parent Club are working together to determine how to get more stakeholder involvement and input.	By providing engaging family nights that are of particular interest to parents through survey analysis the school hopes to begin offering more information at these activities about the importance of being involved in advisory committee and input meetings.  We will continue to work on developing relationship with families and the new administration and work on increasing the number of families who are actively being involved in the decision making processes.	As stated previously, through creating a family committee for our bilingual stakeholders and having these meetings all in Spanish to inform and support, we will work on empowering these families to feel involved and an important part of the decision making process.  Actively seeking representatives from this committee to attend other input meetings will ensure their voice is heard.	4	5	4	4	4	4	4	3	3	3	4	4	Met		2024-06-20	2024
56725120000000	Ocean View	3	OVSD is a warm and welcoming district with strong school-family relationships. The district employs a significant number of bilingual staff, provides staff training regarding a welcoming school environment, and provides a balance of educational and enriching family engagement activities. Additionally, the district has seven full-time counselors including one at every elementary school (three at the junior high) and four school psychologists all of whom support parent outreach, parenting workshops and classes, and student engagement.	Focus areas include increased engagement activities for families, and further workshops specifically targeting the areas of bullying, cyber-bullying, and student safety and social-emotional well-being.	The Ocean View School District has made good progress in the engagement of parents.  Priorities were established in the LCAP in these two areas based on parent and administration surveys.  The two areas of focus were: an increase in parent input in the decision making of the schools/district, and parent involvement in trainings and workshops.	In the area of promoting participation in programs, we used the measure of providing trainings and workshops that are linked to student learning and/or social-emotional development.  With the support of the above-mentioned bilingual Parent Engagement Coordinator and significant effort by each site administrator, we continue to make progress in this area.  As noted in the LCAP, each school site conducted parent trainings, workshops, and family events.  Examples of these activities include STEAM Night, Parent Technology Nights, Family Literacy Nights, Positive Discipline Workshops, Student Success Workshops, Health and Wellness activities, Loving Solutions and The Parent Project parenting series, as well as well-attended Back To School Nights and Open Houses.	Educational partners requested increased workshops and supports for addressing technology use, and for increased opportunities to collaborate around struggling students' learning needs.	The district is planning several technology workshops this year and a greater number of family events in which students and families learn together. Additionally, the district is refining the MTSS process to ensure earlier parent input and collaboration in the process. The district also plans to use the Leader In Me program to improve the quality of family engagement programs.	The district is strong in participatory and interactive parent meetings. Meetings are collaborative and allow for parent and caregiver voices to be heard.	The challenge the small district continues to face is gaining enough parents willing to participate on district and school site committees. The district is focused on increasing participation in these decision-making roles by utilizing parent nights and engagement activities with short decision-making discussions.	In the area of seeking input in school/district decision-making, we will use the Leader In Me framework as a structure to better engage all families in Ocean View. This will include shifts in practices, changes to family engagement opportunities, and increased shared leadership practices across all facets of the district.	4	4	4	4	3	4	4	4	3	3	3	3	Met		2024-06-25	2024
56725200000000	Ojai Unified	3	The district measures its progress by (1) seeking input from parents in decision-making and (2) promoting parental participation in programs	The LEA's improvement plan includes increasing authentic opportunities for community partners to participate in the LCAP and other important programs or projects through input meetings, surveys and other methods.	The District utilizes communication software with the ability to translate to multiple languages. Additionally, the District has increased translation resources.	The District utilizes Canvas in 6-12th grade to ensure families are connected to daily student progress academically.	The District has a plan to engage families to increase outcomes in mathematics for the 24-25 school year in the LCAP.	The District will continue to offer translation services, recruit bilingual staff and offer multiple language communication.	The District actively communicates with families in multiple languages to invite them to participate in providing input for decision-making.	The District will offer specialized meetings on certain topics of interest in order to attract more partners in providing more input. Additionally, the District will continue to investigate ways to enhance educational partner feedback and input.	The District will increase input by underrepresented families by continuing to attract and recruit bilingual staff, offering meetings that are individualized and by communicating in multiple languages.	4	5	4	4	4	4	4	4	4	4	4	4	Met		2024-06-26	2024
56725205630405	Valley Oak Charter	3	"Valley Oak Charter takes great pride in building meaningful relationships with families. Our dedicated and passionate
staff have demonstrated a remarkable capacity to establish trusting and respectful connections with families. We go
above and beyond to create welcoming environments for all families within the community, ensuring that every family
feels valued and included. VOC recognizes the importance of understanding each family's unique strengths and
goals for their children. VOC actively encourages and facilitates multiple opportunities for two-way communication
between families and school staff. By fostering strong relationships and open lines of communication, VOC is
committed to ensuring that every family feels heard, respected, and engaged in their child's education. VOC
consistently demonstrates strength in the area of building relationships. Our most recent family survey results show
that 41% of parents ""agree"" and 59% of parents ""strongly agree"" with the prompt, ""VOC is a welcoming learning
community."""	"VOC is committed to seeking feedback from families, educators, and community stakeholders to identify areas for
improvement and implement necessary changes. Valley Oak Charter understands that fostering strong relationships
with families requires ongoing adaptation and responsiveness to the evolving needs and expectations of the
community. By prioritizing a commitment to continual improvement, VOC strives to provide the highest quality
education and support for all families within our school community. Our surveys indicate that we still have some work
to do in the area of building relationships. For example, 65% of parents answered ""a lot"" to the question, ""How much
connectedness do you feel there is between your child and their teacher?"" While another 24% answered ""Some"" and
12% chose ""Not much."" The survey showed a little less connection reported between parents and teachers to the
prompt, ""How connected do you feel to your child's teacher?"" 47% answered a lot, 35% chose ""Some"" and 18% ""Not
much."" To improve parent teacher relationships, VOC will implement monthly parent education workshops offered by

2024-25 Local Performance Indicator Self-Reflection for Valley Oak Charter Page 10 of 17
teachers with opportunities for parent input on topics and invite families to share what they need to better support
students at home. ParentSquare will be utilized as a two way communication tool between parents and teachers."	"Valley Oak Charter has an active Parent Advisory Council, which meets monthly to plan and implement school
events, field trips, and fundraising activities. While 47% of parents reported that they participate in the Parent
Advisory Council, of those who do not, 67% cited time constraints as the main reason. In answer to the survey
question, ""Please tell us how VOC can best include your voice in improving the school for your child(ren),"" parents
suggested more surveys. Parents have asked for more frequent updates through ParentSquare on Parent Advisory
Council activities and this is something we can implement to engage more families. Teachers send a weekly
message to families through ParentSquare and this is an effective tool for engagement, but we can do more with
teacher trainings on how to use polls, photos and volunteer sign-ups through the ParentSquare platform. The VOC
director sends a weekly ""Monday Message"" through ParentSquare to families and this seems to have been effective
with 83% of parents surveyed answering ""Very much"" to the question, How much do you feel our VOC director is
facilitating the development and implementation of a shared vision of learning and growth?"""	"Valley Oak Charter excels in several key areas that strengthen the partnership between families and the educational
community. VOC has implemented policies and programs to facilitate regular meetings between teachers, families,
and students. These meetings serve as a platform for discussing student progress and collaboratively identifying
strategies to support improved student outcomes. VOC recognizes that meaningful engagement is crucial to student
success and ensures that these interactions provides families with comprehensive information and resources to
support student learning and development at home. Recognizing the importance of the home-school connection,
VOC equips families with the necessary tools to actively engage in their child's education outside of the classroom.
This year teachers shared the results of the I-ready assessments and are working on establishing a culture of

2024-25 Local Performance Indicator Self-Reflection for Valley Oak Charter Page 11 of 17
understanding data to identify learning gaps and target areas of need. In addition to phone and email
communication, ParentSquare offers two way communication between parents and teachers and in our first year of
adopting it, 100% of families are using the program. Parents participated in workshops on I-ready assessments,
developmental stages of learning and LCAP collaboration. And 94% of parents indicated they would be interested in
""receiving support and/or being part of a parent community discussing or workshopping grade-level expectations?""
VOC is committed to collaborative partnerships between families, students, and educators, in support of improved
student outcomes and a nurturing learning environment."	Valley Oak Charter is dedicated to continuous improvement in providing professional learning and support to all staff,
with a specific focus on enhancing capacity to effectively partner with families. VOC recognizes that building strong
partnerships between schools and families is essential for student success. To achieve this goal, VOC will implement
a comprehensive professional development program that equips educators with the necessary knowledge, skills, and
strategies to foster meaningful collaboration with families. This program will include training on culturally responsive
practices, effective communication techniques, and strategies for engaging families from diverse backgrounds. VOC
will provide ongoing coaching and support to teachers, offering opportunities for reflection, feedback, and growth in
their family engagement practices. VOC plans to offer more parent/teacher workshops next year in an effort to create
opportunities for families to learn about curriculum, standards, teaching strategies and for families to share their
experience with teachers. By investing in the professional learning and support of parents and educators, VOC aims
to cultivate a school community where families are valued partners in the educational process, leading to improved
outcomes for all students.	Valley Oak Charter is committed to improving the engagement of underrepresented families and building
partnerships for student outcomes. VOC will actively reach out to underrepresented families through culturally
responsive outreach strategies, such as hosting community events and parent workshops. VOC will partner with
parents and teachers to create family support networks and offer resources to empower families in advocating for
their students' needs. By prioritizing the engagement of underrepresented families, VOC aims to create a more
equitable and inclusive educational experience that supports improved student outcomes for all students, regardless
of their background or circumstances.	Valley Oak Charter has achieved notable success in several crucial areas related to engaging families in advisory
groups and decision-making. VOC has made significant strides in building the capacity of staff to effectively engage
families in these processes. By providing professional development opportunities and support, VOC has empowered
teachers and staff members to foster meaningful partnerships with families, ensuring their voices are heard and
valued. Through participation in our monthly Parent Advisory Council, families build capacity, knowledge and skills
needed to actively engage in decision-making and feedback on the LCAP. Two parents serve on our board of
directors and VOC offers parents the opportunity to serve on other board committees, as classroom parents and as
volunteers throughout the year. VOC recognizes the importance of including diverse perspectives and experiences
and has implemented strategies to reach and seek input from underrepresented groups within the school community.
VOC prioritizes providing all families with opportunities to provide input on policies and programs through surveys
and regularly scheduled morning conversations with the school director. Through these activities, Valley Oak Charter
has demonstrated our commitment to collaborative decision-making processes, promoting equity, and enhancing
family engagement for the benefit of all students.	Valley Oak Charter is dedicated to enhancing family engagement by providing opportunities for collaboration and
shared decision-making between families and school staff. Parents have shared with us that they appreciate
surveys as a way to have their voice heard, even if they are not always able to attend meetings. Parents have
requested regular communication before and after Parent Advisory Council meetings. Through increased
communication efforts, we hope to include more parents in decision making. VOC will strive to foster a culture of
inclusivity and open communication, ensuring that diverse perspectives and voices are valued and considered in the
decision-making process. Through these efforts, VOC will foster a sense of shared ownership and responsibility,
resulting in stronger family-school partnerships and improved student outcomes.	Valley Oak Charter is dedicated to improving the engagement of underrepresented families and seeking input for
decision-making. VOC will actively reach out to underrepresented families, utilizing culturally responsive outreach
methods and communication channels that are accessible and inclusive. Furthermore, VOC will provide support and
resources to empower all families in sharing their insights and advocating for their needs during decision-making
processes. By actively seeking input from underrepresented groups, VOC aims to foster a more equitable and
inclusive decision-making environment, where all families have the opportunity to shape policies and programs that
affect their children's education.	4	4	4	4	4	4	4	4	5	5	4	4	Met		2024-06-13	2024
56725380000000	Oxnard	3	The Oxnard School District (OSD) has made significant progress in building relationships between school staff and families, prioritizing this effort over the past several years. This focus has led to notable successes, particularly with parents of unduplicated student groups, who now actively participate in committees at both the school and district levels.

One of the key initiatives implemented by OSD is the Project to Inspire workshops, offered in both English and Spanish. These workshops provide parents with leadership development opportunities, equipping them with tools and resources to maintain positive communication with schools and advocate for their children's academic success. This initiative helps build capacity with families empowering them to facilitate relationship-building with other families, fostering a true partnership where families feel heard and valued.

The Local Education Agency (LEA) demonstrates a strong commitment to equity and community engagement through various roles and programs. The LEA employs a Parent Support Liaison to coordinate parent and family engagement activities and a Community Liaison to work with families of at-risk students, ensuring they receive the necessary support and services. Both liaisons operate from the Family Resource Center, which connects families with district and community resources and programs.

Every school in the district has an Outreach Resource Specialist (ORC), whose primary roles include establishing trusting relationships between school staff and families, creating opportunities for meaningful engagement, building on families' funds of knowledge, and connecting them to resources and programs. To ensure effective communication, the LEA contracts with outside interpretation agencies to provide translation and interpretation services for families from diverse linguistic backgrounds. Additionally, the LEA employs two Mixteco interpreters and family liaisons to serve as cultural connectors between the schools and the Mixteco community.

One of the LEA's significant strengths over the past three years has been the establishment of parent focus groups for African American, Mixteco, and Asian American and Pacific Islander communities. These groups have helped build positive and trusting relationships with historically underrepresented communities, highlighting the district's dedication to inclusivity and diversity.

The next step for the district will involve replicating the successful committees and events established centrally at each school site. Strengthening these connections will ensure that the positive relationships and trust established are extended to all school sites, fostering a cohesive and supportive environment for all families across the district and resulting in stronger advocacy for all students.	Based on the analysis of educational partner input and local data, the Oxnard School District (OSD) has identified several key focus areas for improvement in building relationships between school staff and families. One identified improvement area is to continue supporting schools in building solid relationships and authentic partnerships with all families, particularly families of unduplicated student groups. The goal is to sustain an environment of trust and respect that honors and values the perspectives and cultural contributions of the district's diverse parent communities.

Another area for improvement is to enhance the capacity of school staff to understand the cultural diversity of the families they serve. This will be achieved by developing and implementing student programs and instructional practices that reflect and respect family funds of knowledge. Additionally, providing professional development for school staff on cultural competence and responsiveness is essential.

Furthermore, the district aims to equip families with information and resources about family engagement activities that support student learning and development. This includes addressing barriers to positive relationship-building by identifying and mitigating obstacles that prevent effective communication and collaboration. Offering workshops, seminars, and resources will empower families to actively engage in their children's education.

To implement these strategies, schools will receive continued support and guidance from district-level administrators and specialists, including the Manager of Equity, Family, and Community Engagement. The Family Resource Center will serve as a hub for outreach and engagement activities, providing a welcoming space for families to connect with school staff and community resources. Outreach Resource Specialists (ORS) at each school site will play a pivotal role in establishing and nurturing these relationships.

The expected outcomes include improved trust and respect between school staff and families, leading to more meaningful and productive partnerships. Enhanced cultural competence among school staff will result in more inclusive and effective instructional practices. Increased family engagement in school activities will positively impact student learning and development. By focusing on these areas, OSD aims to create a cohesive and supportive environment that values the contributions of all families and fosters strong, collaborative relationships across the district.	Based on the analysis of educational partner input and local data, the Oxnard School District (OSD) will improve engagement of underrepresented families identified during the self-reflection process by continuing to solidify positive and trusting relationships with African American, Mixteco, Asian American, Pacific Islander families, and families of English language learners, newcomer, and foster youth students. The district plans to hold regular district-level meetings that serve as safe spaces for families to connect with other families and district staff while engaging in decision-making and advocacy for their students.

The district aims to strengthen relationships and establish effective two-way communication with families of unduplicated student groups. By providing opportunities for these families to engage in meaningful conversations about culturally responsive practices, the district hopes to lead to positive student outcomes. These meetings will not only facilitate open dialogue but also empower families to share their perspectives and contribute to the development of strategies that support their children's education.

Furthermore, the district will focus on creating inclusive environments where all families feel valued and respected. This approach will include offering workshops, resources, and support tailored to the unique needs of these communities. By fostering a collaborative and inclusive atmosphere, OSD aims to build strong partnerships that enhance the educational experience and success of all students.	The Oxnard School District (OSD) shows significant strengths and progress in building partnerships that enhance student outcomes, emphasizing authentic parent and family engagement in decision-making processes at both school and district levels. This commitment is achieved through various structured forums, such as regular ELAC (English Learner Advisory Committee) and DELAC (District English Learner Advisory Committee) meetings, School Site Councils, the Superintendent's Parent Advisory Committee, and advisory groups for African American, Mixteco, Asian American, and Pacific Islander parents. These meetings are offered in virtual, hybrid, and in-person formats to accommodate diverse family needs.

These forums address crucial topics, including student achievement, mathematical growth mindset, literacy, effective communication with teachers and staff, bullying prevention, culturally responsive teaching and learning, development of LCAP (Local Control and Accountability Plan) goals, pathway to biliteracy, and High School and Beyond Nights. High School and Beyond Nights are especially valuable, providing guidance to parents on navigating high school settings and understanding graduation requirements.

To ensure accessibility and inclusivity, OSD provides Spanish and Mixteco interpretation services during meetings, enabling families to fully understand discussions and offer feedback in their native languages. The district also supports school administrators in implementing and monitoring site-level Title I parent and family engagement policies in line with the California Family Engagement Framework. Each school works in collaboration with advisory groups to set specific goals and actions aimed at fostering genuine partnerships to positively impact student outcomes.

Outreach Resource Specialists (ORCs) are key in developing tailored parent and family engagement plans that align with their schools' Title I family engagement policies. They collaborate with site administrators, parents, and support staff to ensure these plans effectively address the needs of diverse families and enhance their engagement in their children's education.

Additionally, OSD has established strong partnerships with community-based organizations, such as the Wellness Collaborative, California Association for Bilingual Education, Ventura County Behavioral Health, local higher education institutions, and other community organizations. These partnerships aim to improve students' academic achievement and support their social-emotional well-being, creating a comprehensive support network that enhances overall student success.

Through these collaborative efforts and strong partnerships, OSD continues to strengthen its commitment to authentic parent and family engagement, ensuring that families are integral partners in advancing student outcomes across the district.	Based on the analysis of educational partner input and local data, the Oxnard School District (OSD) has identified key focus areas for improvement in building partnerships for student outcomes. One critical area for enhancement is the ongoing support of school-level parent and family engagement policies. OSD aims to ensure that all schools actively engage with educational partners and effectively monitor and evaluate their family engagement activities. This effort includes providing continuous support and guidance to schools in developing comprehensive engagement policies, offering training and professional development for staff on best practices in family engagement, and promoting regular communication between schools and families to foster a collaborative environment.

Another significant focus area is assisting schools in identifying specific metrics to monitor and measure the impact of parent and family engagement on student outcomes. OSD plans to track metrics such as parent attendance at advisory groups and engagement events, analyze student academic data to understand the influence of family involvement on achievement and utilize feedback from annual family engagement surveys to identify strengths and areas needing improvement. Additionally, OSD aims to integrate more effective parent and family engagement strategies into schools' continuous improvement plans, ensuring these efforts align closely with student success goals.

The Oxnard School District will provide support through district-level administrators and specialists, including the Manager of Equity, Family, and Community Engagement, who will collaborate with schools to develop robust engagement policies and provide ongoing training. By focusing on these strategies, OSD anticipates improved engagement of educational partners at the school level, clearer insights into the impact of family engagement on student outcomes, and a more supportive educational environment overall. These efforts are designed to strengthen partnerships between schools and families, ultimately enhancing student success across the district.	Based on the analysis of educational partner input and local data, the Oxnard School District (OSD) is committed to enhancing the engagement of underrepresented families in building partnerships for student outcomes. The district recognizes the critical importance of maintaining positive relationships with all families, with a particular focus on parents of Emergent Multilingual Learners (EMLs) or English language learners, African American, Mixteco, Asian American & Pacific Islander, foster youth, and newcomer families.

In the upcoming year, OSD will prioritize improving outreach efforts specifically aimed at foster youth and newcomer families. The district plans to establish regular meetings with these parent groups three times a year. These meetings will serve as platforms for discussions centered around identifying the optimal learning environments and programs for their children. Crucially, these sessions will empower families to actively engage in decision-making processes that directly influence student outcomes at both the school and district levels.

By nurturing these consistent interactions and ensuring that families of unduplicated student groups play integral roles in decision-making processes, OSD aims to fortify trust, collaboration, and mutual understanding between schools and underrepresented families. This approach not only seeks to address the unique needs and challenges of these communities but also aims to harness their perspectives and insights in shaping educational strategies that promote the success of all students district-wide. Through these concerted efforts, OSD endeavors to cultivate a more inclusive and supportive educational environment where every family feels valued, heard, and empowered in their child's educational journey.	Based on the analysis of educational partner input and local data, the Oxnard School District (OSD) demonstrates significant strengths and progress in seeking input for decision-making processes. A primary strength lies in empowering families to effectively advocate for their students by actively engaging them in decision-making processes at both district and school levels, positively impacting student achievement. This empowerment is facilitated through various avenues, including regular parent focus groups held throughout the year. These groups provide valuable input on programs, processes affecting student learning, and feedback on fund allocation.

Families are encouraged to participate in district-level parent advisory groups such as the English Learner Advisory Committee (ELAC), Parent Advisory Council (PAC), and specific advisory groups for African American, Mixteco, Asian American & Pacific Islander communities. These forums enable families to contribute to the development of the district's parent and family engagement policy, provide feedback on the goals outlined in the Local Control and Accountability Plan (LCAP) and other initiatives undertaken by OSD.

Additionally, OSD utilizes an annual Family Engagement LCAP survey to gather ongoing input from parents and staff. These bilingual surveys are easily accessible on the district's website and are widely promoted through various channels, ensuring comprehensive outreach to stakeholders. Each school is supported by an Outreach Resource Specialist who plays a pivotal role in promoting these surveys and facilitating community engagement. This multi-faceted approach ensures that OSD collects diverse perspectives and insights, fostering a collaborative environment where stakeholders actively contribute to shaping policies and initiatives that support student success.	Based on the analysis of educational partner input and local data, the Oxnard School District (OSD) has identified key focus areas for improvement in seeking input for decision-making processes. A primary objective is to bolster support for schools in enhancing opportunities at the site level to gather input from their diverse families. This initiative is aimed at ensuring that all families, regardless of background or circumstances, have a meaningful voice in decisions that significantly impact student learning.

OSD intends to achieve this by advocating for diverse representation on school committees and advisory groups. This effort is crucial for fostering inclusive participation in critical decisions such as curriculum adoptions, the development of the school's parent and family engagement policy, plans for student achievement, school safety protocols, and various other school programs and initiatives.

By fortifying these mechanisms for soliciting input, OSD aims to cultivate a more equitable and inclusive decision-making process. This approach not only acknowledges and respects the perspectives and insights of all families but also strives to strengthen trust and collaboration between schools and the community. Through these concerted efforts, OSD is committed to fostering a supportive educational environment where every family feels empowered and valued in their role in contributing to the success and well-being of their children.	Based on the analysis of educational partner input and local data, the Local Education Agency (LEA) has identified key strategies to enhance the engagement of underrepresented families in the decision-making processes.

A critical focus area for improvement is to actively seek input from parents of English learners, African American, Asian American & Pacific Islander families. Additionally, the LEA aims to strengthen partnerships with foster youth and newcomer families through effective communication and regular meetings focused on gathering their perspectives for decision-making.

To ensure these efforts are impactful, the LEA will share insights gathered from various parent focus groups with school administrators, teachers, and support staff. This sharing of feedback will deepen school personnel's understanding of the diverse cultural assets within the community and underscore the importance of integrating families' funds of knowledge into instructional programs.

Furthermore, the LEA is dedicated to fostering an asset-based culture that nurtures positive relationships between district and school staff and families. This initiative includes promoting cross-cultural understanding and fostering relationships among the district's diverse ethnic and racial groups.

By implementing these strategies, the LEA aims to cultivate a collaborative and inclusive environment where underrepresented families feel valued, listened to, and actively engaged in shaping educational practices and policies that benefit all students. This approach not only enhances the quality of decision-making but also strengthens the overall partnership between the LEA and the community it serves.	3	4	3	4	3	3	3	3	3	3	3	3	Met		2024-06-26	2024
56725460000000	Oxnard Union High	3	"The district prioritizes meaningful engagement with educational partners, utilizing various platforms to facilitate communication between schools and homes. Tools like ParentSquare, BlackBoard Connect, Remind, Canvas notifications, ParentVue, and Synergy email are integral to the strategy. ParentSquare's robust translation capabilities have been particularly effective in enhancing family engagement. A full-time social media specialist is employed, and stipends are offered for school webmasters to actively engage families through social media and the district website. Regular advisory group meetings, including booster groups, School-Site Council, ELAC, PTSA, and ""Coffee with the Principal"" sessions, ensure active community participation. Advisory groups, such as the Black African-American Educational Advisory Committee (BAAEAC), Inclusivity Task Force (ITF), LCAP Parent Advisory Committee, LCAP District Consultation Committee, Wellness Committee, Asian Filipino Pacific Islander (AFPI) Committee, and the Superintendent’s Student Advisory Group, have significantly increased engagement and input from the community. These efforts are central to the mission of building strong, collaborative relationships between school staff and families."	To strengthen relationships between school staff and families, the Oxnard Union High School District has identified several key focus areas. First, there is a need for audio translations for our indigenous communities to ensure that all families can access important information. We also recognize the importance of understanding the diverse cultural backgrounds and languages of all families in our district. Increasing parent representation and participation in advisory groups, particularly in schools located in lower socioeconomic neighborhoods, is essential. These focus areas aim to create a more inclusive and supportive environment, fostering stronger connections between school staff and families.
	To improve engagement among underrepresented families, the district has established several advisory committees, including the Black African-American Educational Advisory Committee (BAAEAC), the Inclusivity Task Force (ITF), the Local Control and Accountability Plan Parent Advisory Committee (LCAP PAC), the Local Control and Accountability Plan District Consultation Committee (LCAP DCC), the Wellness Committee, and the Asian Filipino Pacific Islander Committee (AFPI). Translation services will be provided across various communication platforms to ensure all families are effectively reached and included. These committees will review LCAP goals, actions, budgets, and student performance data throughout the year. The district will promote professional development opportunities emphasizing cultural awareness, competency, and responsiveness for all staff and faculty. These initiatives aim to bridge communication gaps and foster a deeper connection between school staff and families.	Oxnard Union High School District is deeply committed to fostering strong partnerships and maintaining open communication with families to support student outcomes. We utilize platforms like ParentSquare, ParentVue, and Remind to engage with families effectively. Our advisory groups, including PTSA, School-Site Council, district DLAC committee, site ELAC committees, and the district LCAP DCC and LPAC Parent Advisory Committee, actively promote comprehensive community participation. The district's Welcome Centers, open during the day and two evenings each week, have seen enthusiastic participation from families. Collaboration with community-based organizations has significantly enhanced the programming offered by our Wellness Center staff, particularly in the areas of mental health and well-being. School Resource Officers (SROs) also provide valuable guidance and services to our school communities. Our strengths include maintaining open lines of communication, increasing the number of advisory committees, and hosting regular engagement events. The dedicated and communicative staff, including teachers, paraprofessionals, and administrative personnel, play a crucial role in these efforts. Our initiatives are designed to ensure that every family feels connected to and supported by the school district.	The district has identified the need for tailored training and support in using ParentSquare to cultivate community partnerships. Training sessions for parents will be provided to help them foster academic and social-emotional growth from home. The district is also paving additional pathways and introducing incentives to bolster community partnerships. This approach ensures that parents of unduplicated students have ample opportunities to engage comprehensively in the educational program, enhancing student outcomes. We also aim to provide more straightforward and prompt access to translators and interpreters for staff to streamline communication with non-English speaking parents. Our goal is to empower families to play a pivotal role in supporting their children's education, mastering foundational skills, and utilizing available resources effectively.	The district will utilize educational partner input to develop and implement an instructional program that supports college, career, and life readiness for every student. This effort includes expanding professional development initiatives to incorporate culturally responsive teaching practices, inclusive pedagogical strategies, and equitable grading, increasing the number of bilingual paraeducators, enhancing parent engagement programs, and developing new CTE pathways. The district will also boost dual enrollment opportunities and provide additional support for underrepresented students in AP/IB courses to ensure equitable access and success.	The district has established robust structures to collaborate with educational partners in shaping the Annual Update for the 2023-24 LCAP. Partners reviewed the impact of LCAP actions using data from the CA Dashboard, interim assessments, and district-wide surveys such as Youth Truth, Covitality, and CHKS. Advisory committees, including SSC, ELAC, PTA, and WASC, facilitate regular discussions on academic performance, attendance, socio-emotional well-being, health needs, and instructional strategies. Feedback from students, parents, principals, administrators, and teacher leaders is actively sought through various meetings and surveys. This collaborative approach ensures that the perspectives of all stakeholders are considered in decision-making processes, leading to more informed and effective strategies for improving student outcomes.	The district aims to increase attendance at advisory groups, particularly among underrepresented families. Enhancing interpretation and translation services is crucial to bridging the communication gap between the district and its diverse educational partners. Creating collaborative spaces for families, teachers, principals, and administrators to plan and review family engagement activities is another priority. These efforts ensure that parental insights are integrated into the School Plan, fostering a more inclusive and participatory decision-making process.	The district has instituted advisory committees, including the Black African-American Educational Advisory Committee (BAAEAC), the Inclusivity Task Force (ITF), the Local Control and Accountability Plan Parent Advisory Committee (LCAP PAC), the Local Control and Accountability Plan District Consultation Committee (LCAP DCC), the Wellness Committee, and the Asian Filipino Pacific Islander Committee (AFPI), to seek input for decision-making. These committees collaborate throughout the year to review LCAP objectives, actions, budgets, and student performance metrics. The district's parent liaison will facilitate district-wide interpretation and translation services to ensure effective communication with all educational partners, especially those from underrepresented families. By fostering transparent and inclusive communication, the district ensures that all voices are heard and considered in the decision-making process. This comprehensive approach not only bridges communication gaps but also fosters a deeper connection and collaboration between the district and its diverse community. Our commitment is to create a decision-making process that values and integrates the perspectives of all stakeholders, ensuring that our educational strategies are inclusive and effective in meeting the needs of every student.	3	4	3	4	4	5	3	3	4	4	4	4	Met		2024-06-17	2024
56725460115105	Camarillo Academy of Progressive Education	3	"CAPE takes great pride building relationships between school, staff and families. CAPE uses communication on a regular basis to build relationships between our staff and families. We strive for a true partnership between home and school. CAPE is unique because they are governed by a board that is representative of their community. The board has two parents, two teachers, and a community board member.  The directors' hold a monthly ""chatter time"" to welcome ideas and feedback from our educational partners.  CAPE hosts a number events for all educational partners which includes: ice cream socials, galas, golf events, and other types of events to build relationships."	CAPE will continue to come up with new activities and events that will bridge and strengthen relationships amongst our educational partners. CAPE will increase parent information nights, opportunities for parents to get to know staff members better, opportunities for all school events and staff team building activities. The CAPE directors' will reestablish the middle school team building activities that happens 4 times a year.	CAPE will continue to encourage building relations with educational partners by making meetings and events more accessible. Offering a variety of times throughout the year, so parents that may not have time to attend meetings in the morning, will have a chance through out the year to attend during the afternoon and evening hours. PTSO meetings and Parent Nights will be able to be accessible through the web. CAPE will also provide materials in Spanish to reach out to our population that may not feel comfortable with events that are in English Only.	CAPE has invested in Renaissance Benchmark 360 and tests students 4 times per year. Teachers have access to all previous years testing. This is in addition to regular formal and informal assessments in the classroom. CAPE believes that assessments should be used to drive instruction and the teachers use assessments should be used to drive instruction and the teachers use assessments to reteach or determine individual intervention.  Teachers work in data teams and meet with parents on a regular basis if their child is struggling.	CAPE will continue to use the assessments that are in place to drive instruction. The directors' will work with teachers on our systems and look for additional assessments to help make sure that CAPE is capturing all the data that is needed to help students be successful.  CAPE will hold a parent evening to teach middle school and high school parents how to access their child's grades and google classroom assignments on a regular basis.	CAPE will provide a translator at all parent conferences when needed and provide report cards and feed back in a student's registered language.	"CAPE gets a lot of feedback from our educational partners when making decisions. Through monthly meetings like ""Chatter time"", PTSO and Governing Board meeting, parents have the opportunity to communicate and brainstorm with administration, The faculty and staff meet weekly to communicate and come up with new ideas. The directors also meet with  grade levels and listen to the students"	CAPE strives to use feedback to be able to make sound decisions. CAPE plans to continue the meetings that we have in place. We will find ways to increase attendance at future meetings by offering meetings at different times of the day or online.	"CAPE will look at creating workshops for families that will be in Spanish. CAPE will look into holding a ""Chatter time"" in Spanish and directors will have a translator present to be able to answer questions and receive feedback."	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-06	2024
56725460120634	Architecture, Construction & Engineering Charter High (ACE)	3	Given the nature of the impact from the pandemic, ACE has been successful in reaching out and meeting with student families via both in person and virtual means of communication. Weekly, we continue to conduct outreach for all families in both English and Spanish.	"We added ""Coffee with Administration"" which we hold twice a week in both English and Spanish, in addition to our monthly PO meeting and board meeting. This increased line of communication allows for clarity in day to day changes that our school is still experiencing."	ACE is in year two of its implementation of an annual climate survey for all families, additionally, ACE is in year two of implementation of an annual career planning meeting for all students and families.	Adding an additional administrator to the staff allows for increased opportunities for students to have aligned pathways post graduation, which increased engagement and influences student academics.	ACE is bringing back its internship program in the school year 2024-25. ACE has also partnered with local high educational institutions like CSUCI to grant guaranteed entrance into the university after completing the full scope of the program.	ACE will implement a portfolio system for seniors, and using the added personnel to the staff, we will meet with and monitor the progress of all ACE students beginning in 9th grade and ending in 12th. This process includes and is not limited to support for families, transportation, academic support for students, and applications for aide workshops.	As a small learning community, ACE has the advantage of successfully reaching all families. Using surveys twice a year, weekly meetings with all families, monthly POs, and student feedback makes us successful in our outreach efforts.	ACE families would like more information on potential connections to post high school life, and this has led ACE to dedicate a position just for this purpose.	Via our weekly meetings for ACE families, we are able to connect with underrepresented families. However, we have been asked to include home visits, an increase in SSTs, and virtual meetings with those who can not travel.	5	5	4	4	5	5	5	5	5	5	5	5	Met		2024-06-13	2024
56725530000000	Pleasant Valley	3	PVSD provides a variety of meeting structures (advisories, Board of Education meetings, Roundtable, District English Learner Advisory Committee, etc.) for staff and families to provide input. Staff regularly present information on academic data (D-F rates), universal screening data, absenteeism data, and suspension data through these meeting structures. Staff disaggregate the data by demographic descriptors to provide more precise information. As part of these presentations, staff elicit input from educational partners on suggestions and strategies to address performance gaps as well as overall areas of concern. The data provided and subsequent feedback strongly inform the PVSD Local Control Accountability Plan.

PVSD offers a robust Parent University program. Many of the sessions are created in response to parent requests and/or expressed needs.
	PVSD will enter year two of middle school /guardian-teacher conferences. There is an opportunity to refine this structure to ensure stronger relationships and collaboration between the home and school for the benefit of students.
	In the 2023-24 school year, three parent liaisons worked with families at PVSD campuses that receive Title-I funding. The parent liaisons worked to connect families with information and support. A parent engagement coordinator oversees parent education opportunities which included the Parent Institute for Quality Education and other events. Families of English Learners who are new arrivals are provided with targeted onboarding support.	"PVSD values the importance of building strong and trusting relationships and partnerships. A key prompt on the PVSD LCAP Community Survey is ""Communication from the district is transparent and ongoing."" Of the 1069 responses received during the 2023-24 survey administration, 88% of respondents agreed or strongly agreed with this statement.

On the certificated staff survey, 96% of certificated staff agreed or strongly agreed that ""Parents and guardians are provided opportunities to participate in two-way communication with the school and/or district.""

Information is regularly provided through multiple channels by the site and district. PVSD sends separate weekly Friday updates to staff and to families to apprise them of district activities and current information. Additionally, each principal sends a family update each weekend to communicate important campus events that will be occurring and to provide school-specific information. 
"	PVSD enlists the support of community partners and families to ensure that all students are supported academically, socially, and emotionally. PVSD is implementing the No Place for Hate program on all campuses to support students, staff, and families. 

In leaning into one of our core values of celebrating and embracing diversity, PVSD provides regular communication and resources regarding cultural celebrations. Students have access to multicultural literature through classroom libraries.
	"Ensuring that families feel comfortable participating in their child's education is a PVSD priority. Through the yearly English learner program needs assessment, parents responded to the following question: ""How comfortable do you feel participating in school activities?"" This year, 87% of families answered a three or higher on a five-point scale. 

PVSD is finalizing a newcomer English Learner family guide that will serve to orient new arrival families to their new educational system.
"	Families and staff receive surveys to provide opportunities for additional input. This year, over one thousand responses were provided on the LCAP community survey.  The staff LCAP surveys (certificated and classified) yielded nearly 500 responses. 
 
Input is gathered through a variety of meeting structures open to families and staff. Some examples of these meetings include the LCAP Parent Advisory; District English Learner Advisory Committee (DELAC); School Administrative Assistant Meetings; Leadership Meetings; Grade Level Meetings; Teacher Advisory Meetings; the Superintendent's Roundtable, which includes representatives from community partners and leadership from parent groups; and an advisory council for parents/guardians of students receiving special education services. Site leadership mirrors many of these committees and structures in gathering site-level feedback.
	PVSD will continue to refine the role of the parent liaisons to ensure that their reach is fully realized. 

A next step in parent/guardian engagement efforts is to co-construct a model for parents and guardians to help plan additional engagement opportunities on campuses.
	Parent liaisons and site leaders will provide targeted outreach to ensure that voices who have been historically underrepresented are included and elevated. PVSD will leverage advisory structures to engage underrepresented families. 
	4	4	3	4	4	4	4	4	5	5	4	3	Met		2024-06-19	2024
56725530139592	Peak Prep Pleasant Valley	3	Our faculty are dedicated to the success of our students. In addition, our model is built around each student getting a homeroom teacher that builds a bridge between the school and family.	We continue to seek ways to get more and more families involved. From parent education nights, parent/teacher conferences, & parentsquare.	Our strengths are our compassionate staff. We truly have a welcoming group of educators that want to serve their families and educate them. We provide HR teachers that build relationships with 15-25 students. They are their go-to forms of communication and check ins. These HR teachers are constantly checking in with students and families.

An area of focus is catching disengaged students quickly. We will have multiple forms of check ins: Content teachers, HR Teachers, and Counselors. Multiple people will be check in with students. They will build those relationships and help them transition and adjust to an online platform.	Not only do we have a school wide plan, but we have additional support mechanisms in place. We have HR teachers assigned to provide additional support and do weekly check ins. In addition, we have content teachers that send weekly progress reports. Also, our sped teachers provide parent right forms in their email and every time they do an IEP. 

Areas of opportunity is parent education nights. We want to engage more families and educate them on support systems and resources for them.	We strive to find additional ways to provide support and opportunities for students. It is part of our LCAP goals.	We are seeking ways to get families involved and make additional efforts to reach out to unduplicated populations (i.e. McKinney Vento Liasion calling all McKinney Vento families). This is an on-going work in progress.	Peak welcomes feedback and input. We provide opportunities through open-doors, emails, and continued communication through homeroom teachers and parentsquare. Families appear to know who their main point of contact is to find out information and gain insight. Parents feel comfortable reaching out to their HR teachers.	We have a Parent Advisory Committee and reach out to our families for feedback. Through surveys, calls, meetings, ParentSquare and public hearings, we seek out feedback from our families. 

Parent Engagement, in general, is an area of opportunity for us. As an independent study, many families do their own thing. However, we are really seeking out ways to get them involved. A few ways we are doing that is:
1) We adding more parents to our Parent Advisor Committee and eventually to our board
2) increasing communication: newsletter and parentsquare. 
3) Parent Education Nights.
4) McKinney-Vento Liaison. 

For the 2024-2025 school year we will continue to push and improve this area.	We are calling individual families to gain input and we are inputting the Parent Square communication system. Although we provide the opportunities, we are hoping more families follow through and participate.	4	5	4	5	5	5	4	4	4	4	4	4	Met		2024-06-05	2024
56725536120620	University Preparation Charter School at CSU Channel Islands	3	Last year we made it a goal to work on parents feeling comfortable approaching administration and celebrate good improvement in this area.  We continue to hear that there are caring relationships between families and administrators, families treat teachers and administrators with respect, administrators and teachers treat families with respect.	We would like to improve families feelings regarding school administrators treating families with respect.  This area has flatlined on our climate survey although we are in the 73rd %ile, which is well above the California average.  In looking at underrepresented families we score much higher in this area with Hispanic families.	Provide opportunities for underrepresented families to share their needs and concerns in ways that don’t bring unwanted attention to the family.  Provide translation to families at parent education opportunities.	Overall parents state that they feel engaged in what is happening at the school.  All the indicators on our family survey either maintained or improved and were all well above the state average.  Parents stated that they enjoy Coffee with the Directors and the opportunity to hear directly from administration on topics important to the school and get mini-workshops regarding student learning, social-emotional development and behavior.	
Families are asking for more parent learning opportunities.  There is a strong interest in parent education around social emotional learning and behavior.  Parents also expressed interest in understanding how to better support their child at home in academics.  UPCS is planning to start a parent academy that will include a year-long series of workshops to support parents in academics, safety, social emotional, and behavior.
	
We will continue to prioritize diversity that represents our student population on our School Site Council and English Learner Advisory Council; we will provide translation, as needed, at meetings, workshops, and parent- teacher conferences.
	In our family survey parents reported an increase in feelings of inclusion in decision making activities.  We have continued to increase in positive responses since 2022 by 10% putting us above the California schools average.  The data also showed an increase to family’s feelings of representation by parent/family groups since 2022 by 5% maintaining our above California schools average.  Families' overall feeling that they play a meaningful role in the decision-making process at the school increased from 2022 by 8%.	Our white subgroup was 10% lower on the question regarding playing a meaningful role in school decision making, 6% lower on feeling represented on school committees/advisory groups, 6% lower on feeling included in planning school activities, but within the same range as other subgroups on feeling informed about important school decisions.	Our underrepresented families scored higher in many of these areas.  We want to continue to maintain this level of engagement with underrepresented families.	5	5	4	4	5	4	5	4	5	5	5	5	Met		2024-06-19	2024
56725610000000	Rio Elementary	3	The LEA offers opportunities in its elementary and middle schools for two-way communication between teachers and parents where student outcomes are discussed. Families have additional opportunities to participate in a variety of parent workshops, support meetings and advisory committees. Parent input indicates that they would like to have more in-person and social events on campus where they can see the outcomes of student programs while having the ability to offer input. Additionally, the LEA seeks educational partner input through surveys (Youth Truth, CHKS and local surveys) in an effort to further develop the capacity for educational partners to engage in meaningful discourse with the LEA. These parent workshops and advisory meetings are offered as a way to build trusting and respectful relationships with the community. Examples of current strengths in engagement include Mixteco community meetings, school site community engagement events and support nights, district programs and LCAP plan review opportunities at Parent Advisory and District English Learner Advisory Committees. The district has also increased the response and provision of computer and connectivity needs of all families, especially families of low-socioeconomic, homeless and foster youth, EL families and students with unique needs. Additional strengths include the maintenance of our parent outreach
liaison and the expansion of Mixteco outreach liaisons which allow parents of English learners, migrant families and new students to access and engage in school.	The LEAs focus area is to increase the input from parents and educational partners who support foster/homeless,
English Learners, students with disabilities and low-socio-economic students. The district continues to expand opportunities to
engage with families on supporting positive student outcomes.	During school and district events where program outcomes are being highlighted, the LEA will increase the ability to provide input through surveys and verbal outreach which will further support partnerships with families in the community. Rio School District developed and continues to improve a series of surveys to engage and gather input from all educational partners each year. Surveys are available online in both English and Spanish and Mixteco personnel works with Mixteco parents in order to complete the survey orally since Mixteco has no written language. The Rio School District continues to seek out parents of families who are disengaged by providing hybrid family engagement opportunities and a variety of ways in which parent feedback is sought out. Parent and student input is gathered through superintendent round-tables, student leadership collaboratives, parent advisory groups, site parent meetings, culturally relevant presentations and exhibitions, in order to help us guide programs and plans that are responsive to the local community.	The LEA has a significant amount of opportunities for families to engage with the schools and district. Throughout the year the LEA seeks educational partner input through surveys (Youth Truth, CHKS, and local surveys) and regular opportunities for two-way communication. To further develop the capacity for educational partners to engage in meaningful discourse with the LEA, parent workshops, parent/student/teacher conferences, and advisory meetings are offered as a way to build trusting and respectful relationships with the community. Examples of engagement include Mixteco community meetings, school site community engagement events and support nights, district programs, and LCAP plan review opportunities at Parent Advisory and District English Learner Advisory Committees. The district has also increased the response and provision of computer and connectivity needs of all families, especially families of low-socioeconomic, homeless and foster youth, EL families and students
with unique needs. Additional strengths include the maintenance of our parent outreach liaison and the expansion of Mixteco outreach liaisons which allow parents of English learners, migrant families and new students to access and engage in school.	The LEA typically receives a lower percentage of feedback from underrepresented populations such as foster/homeless youth/families, English Learner families, students with disabilities and low-socioeconomic families. The LEA will focus on engaging populations that do not typically have equal percentages of input and attendance at workshops, meetings, and school or district events.	The LEA will continue to encourage parent participation in order to gather input and improve the engagement of
underrepresented families. District staff will increase opportunities for families to engage in school and district
meetings, activities, and parent-teacher conferences by going to school activities and events where larger groups of
parents are in attendance, to elicit feedback related to the needs and levels of parent engagement. The
district will strengthen family connections by encouraging culturally responsive practices that build trusting partnerships between the community and school district staff. The district will continue to remove barriers that prevent parent engagement from underrepresented populations. Efforts will include increased access to parent education opportunities, childcare, food, and translation services at parent events and meetings.	Educational partner involvement from all educational partner groups is a key component in identifying student needs as well as developing the necessary goals and actions to provide a successful and quality learning experience for all students. Additionally, parental involvement is particularly important during this unprecedented and challenging time of re-engaging students and families with high chronic absenteeism rates. Rio School District continuously seeks and encourages educational partner feedback through ongoing parent surveys, phone calls, emails, staff meetings, parent meetings, School Site Council, ELAC, PAC & PELAC meetings, LCAP committees and public board meetings. RSD gathers formal input, related to California's eight state priorities, through the annual LCAP survey. Parent input previously indicated the need for one streamlined communication system, the Rio School District uses the Parent Square application to communicate with parents by providing emails and text messages as well as automated phone calls in the specified home language. In order to reach families who do not read or speak, RSD offers video recordings and in-person outreach to engage families with this need. All schools offer two-way communication between teachers and parents where student outcomes are discussed. RSD offers and supports our partner agencies to assist in providing a variety of parent workshops, support meetings, technical assistance and advisory opportunities.
The district works to provide childcare, food and translation at events in order to reduce the barriers for all families to fully engage. RSD seeks certificated and classified input by inviting representation at its district PAC and PELAC meetings and participating in regular meetings that support employee needs. Needs and information are gathered during curriculum council meetings, PAC meetings, SSC and site staff meetings, feedback within departments, surveys and regularly scheduled labor management and employee relations meetings with bargaining teams. Rio School District continues to administer the Youth Truth Survey which is a student, parent and staff-educational partner tool that measures perceptions linked to school climate and academic outcomes. Through the Youth Truth surveys, everyone's voice is equal and survey results harness perceptions to assist teachers and leaders in accelerating improvements. These surveys help us to better understand our students and community and how to best provide the support and information that is needed.	The LEAs focus area is to increase the input from parents and educational partners who support foster/homeless, English Learners, students with disabilities and low-income students. In order to increase overall input from targeted subgroups, efforts to reach families at events that are already engaging larger populations of parents, staff and students will support a more broad level of input that can be used for decision-making discussions.	During school and district events where program outcomes are being highlighted, the LEA will increase the ability to
provide input through surveys and verbal outreach which will further support partnerships with families in the
community. The district will continue to provide culturally relevant opportunities for engagement and parent education in order to help parents understand how they can increase engagement in decision-making processes.	5	5	5	5	4	5	5	4	5	5	5	5	Met		2024-06-26	2024
56725790000000	Santa Clara Elementary	3	Santa Clara holds our annual Parent Information Night within the first two weeks of school. Parents are able to meet their child's teacher and learn about school and classroom expectations, policies and procedures. Progress reports are sent home midway through each trimester to inform parents of student progress. Parent/teacher conferences are held in the fall and in the spring to inform parents of how students are achieving. Translators are provided as needed. Resources are available and shared with parents as needed, including educational, emotional and financial. Adopted curriculum in both English Language Arts and mathematics has a digital component that parents and students can access from home, including tutorial videos of the daily lessons and online textbooks, practice activities and games. Our school website has resources and links available to families. SCESD is committed to continued efforts in providing resources to all families.	Based on analysis of educational partner input and local data, the LEA's current focus area for improvement is increasing participation in parent events. The fall and spring parent/teacher conferences are scheduled during times that parents are available, with the option of using Zoom if that allows for better participation. In addition, the school offers Back to School Night, Winter Program, PTO Fundraising Events, Talent Show, Spring Musical, Open House, Art Fair and Promotion Ceremony to showcase student work and strengthen family partnerships.	Based on analysis of educational partner input and local data, the LEA's continued focus area for improvement is increasing participation in parent events. The fall conferences are scheduled during times that parents are available, with the option of using Zoom if that allows for better participation. Translators are available for parents who speak a language other than English. The parents are grateful for the options that the LEA provides them and the strategies given to them to become active participants in their child's education.	Santa Clara Elementary continues to work toward building trusting and respectful relationships with families. Staff strive to create open lines of communication to inform parents of their child's progress, to keep families and the community aware of school events, and to ensure that all families feel welcome and a part of the school campus. Communication is achieved through parent letters, emails, phone calls, social media, school website, and parent meetings. Information is available in both Spanish and English as needed.	Based on the analysis of educational partner input and local data, the LEA's focus areas for improvement in building relationships between school staff and families is to continue to engage with families, creating trusting and respectful relationships. The LEA provides school communications to parents in their home language. Translation service is available for staff to use during parent meetings, phone calls, and IEP meetings as necessary. Teachers and administrators meet with parents at Back to School Night, parent/teacher conferences in the fall and spring, and Open House. At these functions, the LEA discusses student progress and collaboration with family to support student success. The LEA will continue to seek parent input with surveys and engage with parents and stakeholders in School Site Council and Parent Teacher Organization to provide additional outreach opportunities.	The LEA provides school communications to parents in their home language. Translation service is available for staff to use during parent meetings, phone calls, and IEP meetings as necessary. Teachers and administrators meet with parents at Back to School Night, parent/teacher conferences in the fall and spring, and Open House. At these functions, the LEA discusses student progress and collaboration with family to support student success. The LEA will continue to seek parent input with surveys and engage with parents and stakeholders in School Site Council and Parent Teacher Organization to provide additional outreach opportunities.	Parents are encouraged to be partners in their children's education. Parents play a crucial role at Santa Clara through their active participation and involvement. There are two active, organized parent groups, the School Site Council (SSC) and the Parent Teacher Organization (PTO). The SSC guides and approves the decision-making in developing the Local Control Accountability Plan, School Accountability Report Card, Technology Plan and the Comprehensive School Safety Plan. The PTO raises money and in many other ways supports SCESD and its students. All families and staff are welcome to attend these meetings and get involved with school activities. Communication is open and ongoing.	As a small, single school district, staff have built strong personal relationships with many of our families. We value the input of all parents and understand the active role that parents play in their child's education and also understand limitations in being present at meetings due work schedules and family demands. The LEA's focus area for improvement in seeking input for decision-making is being able to share district information that engages parents and invites active participation.	The LEA will continue to improve engagement of underrepresented families identified during the self-reflection process in relation to seeking input for decision-making by sharing district information that engages parents and invites active participation through ongoing communication. Information will be shared in multiple ways; through email, parent newsletters, assemblies, parent information nights, and messaging. Translations will be offered as needed.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-18	2024
56726030000000	Simi Valley Unified	3	Based on our LCAP family survey,
96% of EL families report being treated respectfully by the school
77% of families report being treated respectfully by the school.
96% of EL families report that the schools communicate with them if their child has a problem
69% of families report that schools communicate if their is a problem with their child
84% of families report attending school events
78% of families report that their child has a trusted adult at schools	We have included the following goal to focus on School/Family relationships:  Goal 3: Family and Community Outreach: A positive home-to-school partnership is vital to student success. Our schools will be active and collaborative partners with our parents, guardians, and community to prepare our students to be the next generation of informed citizens. Our District will serve as an effective steward of the public’s funds and resources.	We will continue to focus on our DELAC to improve parent engagement of our English Learner students. We will also continue to build relationships with our short term residential placement facilities (group homes for foster youth) and work with various community agencies to support our unhoused population of students.	Based on the analysis of educational partner input and local data, the Simi Valley Unified School District (SVUSD) has made significant progress in building partnerships for student outcomes. These partnerships have been instrumental in enhancing student support systems, increasing community engagement, and fostering collaborative efforts towards educational excellence.
1. Strong Parental and Community Engagement:
SVUSD has prioritized strong relationships with parents and the community, resulting in high engagement levels. The district's Parent Advisory Committees, District Advisory Committees, and frequent town hall meetings have provided platforms for parents to voice their opinions and collaborate with school leaders. Survey data indicates high satisfaction with these opportunities, highlighting the effectiveness of SVUSD's communication and outreach efforts. Workshops and informational sessions, especially those conducted in multiple languages, have empowered parents to support their children’s education actively.
2. Effective Collaboration with Local Colleges and Universities:
Partnerships with local higher education institutions, such as Moorpark College, have significantly enhanced dual enrollment opportunities for high school students. These collaborations have allowed students to earn college credits while still in high school, preparing them for post-secondary success. Feedback from educational partners and survey data indicate that these programs have been highly successful, with increased student participation and improved college readiness metrics.
3. Targeted Support for Vulnerable Student Groups:
SVUSD has established strong partnerships with community organizations to support vulnerable student groups, including foster youth, homeless students, and English learners. Collaborations with local shelters, social services, and non-profits have provided essential resources and support for these students. The district’s efforts in coordinating transportation, providing training for staff, and offering stipends for site coordinators have been particularly effective, as evidenced by improved attendance rates and positive feedback from stakeholders.
4. Professional Development and Collaboration Among Educators:
SVUSD's commitment to continuous professional development for educators has been bolstered by partnerships with educational organizations and training providers. These collaborations have facilitated numerous professional development sessions, equipping teachers with advanced instructional strategies and technologies. Survey responses from staff highlight the positive impact of these training sessions on teaching practices and student engagement.	1. Enhancing Communication and Transparency:
Survey feedback indicates a need for improved communication between the district, schools, and families. While many parents appreciate the existing communication channels, there is a clear call for more frequent, detailed, and transparent updates on school policies, student progress, and district initiatives. SVUSD aims to implement more robust communication strategies, including regular newsletters, comprehensive online portals, and more interactive platforms for parent-teacher and student-teacher communications. Enhancing transparency will help build trust and ensure that parents and guardians are well-informed and actively involved in their children's education.
2. Strengthening Support for Vulnerable Student Groups:
While SVUSD has made strides in supporting foster youth, homeless students, and English learners, survey data suggests there is still room for improvement. Educational partners have highlighted the need for more comprehensive and consistent support services. This includes increasing the availability of mental health resources, providing more specialized training for teachers and staff, and ensuring that support services are accessible to all students in need. The district plans to strengthen partnerships with community organizations and social services to provide a more integrated support system for these vulnerable groups.
3. Expanding Community Involvement:
Survey responses indicate a desire for greater community involvement in school activities and decision-making processes. Educational partners have expressed interest in more opportunities for volunteering, participating in school events, and contributing to school governance. SVUSD aims to create more structured and meaningful opportunities for community involvement, such as advisory boards, volunteer programs, and partnerships with local businesses and organizations. By fostering a stronger sense of community ownership and collaboration, the district can create a more supportive and inclusive educational environment.
4. Improving Parent Education and Resources:
Survey feedback indicates that parents would benefit from more educational resources and support to help them navigate the school system and support their children's learning. SVUSD plans to enhance parent education programs by offering more workshops on topics such as college readiness, mental health, and effective parenting strategies. Additionally, the district will provide more resources in multiple languages to ensure that all parents have access to the information and support they need.	Based on the analysis of educational partner input and local data, the Simi Valley Unified School District (SVUSD) has identified key strategies to improve engagement of underrepresented families, focusing on building stronger partnerships for student outcomes. The self-reflection process highlighted several areas where efforts can be intensified to ensure these families are more actively involved in the educational community.
1. Enhancing Multilingual Communication:
One of the primary barriers identified is the language gap. To address this, SVUSD will expand its multilingual communication efforts. This includes translating all important documents and communications into the primary languages spoken by underrepresented families. Additionally, the district will increase the availability of interpreters at meetings, parent-teacher conferences, and school events to ensure that non-English-speaking parents can fully participate and engage.
2. Increasing Accessibility of Information:
Survey data indicated that underrepresented families often face challenges in accessing information. SVUSD will improve the accessibility of information by creating a centralized, user-friendly online portal where parents can easily find resources, updates, and announcements. This portal will be available in multiple languages and will include tutorials on how to navigate the system. Additionally, the district will utilize social media and mobile communication tools to reach parents more effectively.
3. Building Trust Through Community Liaisons:
To bridge the gap between schools and underrepresented families, SVUSD will employ community liaisons who are trusted members of the community and speak the languages of the families they serve. These liaisons will act as a bridge, helping to build trust and facilitate communication between the district and the families. They will also provide support in understanding school processes and accessing resources.
4. Offering Culturally Relevant Parent Education Programs:
SVUSD recognizes the importance of culturally relevant parent education programs. The district will offer workshops and training sessions that are tailored to the cultural contexts of underrepresented families. These programs will cover topics such as navigating the school system, supporting student learning at home, and understanding college and career pathways. By making these sessions culturally relevant and accessible, the district aims to empower parents to take an active role in their children’s education.	1. Advisory Committees:
SVUSD has established strong advisory committees, including Parent Advisory Committees (PACs) and District Advisory Committees (DACs). These committees provide vital platforms for parents, community members, and educators to share their insights and feedback. Regular meetings and structured agendas ensure that discussions are focused and productive. Survey data indicates high satisfaction with these committees, highlighting their effectiveness in influencing district policies and decisions.
2. Stakeholder Surveys:
The district regularly conducts comprehensive surveys targeting various stakeholder groups, including parents, students, teachers, and community members. These surveys gather valuable data on a wide range of topics, from academic programs to school climate. The insights gained from these surveys are instrumental in guiding decision-making processes. The high response rates and positive feedback reflect the community's trust in the district's commitment to considering their input.
3. Communication Channels:
SVUSD has prioritized transparent and open communication with its stakeholders. The district employs multiple communication channels, including newsletters, emails, social media, and an updated district website. These channels provide timely updates on district initiatives, upcoming events, and opportunities for stakeholder engagement. The transparency of these communications has been praised in surveys, with stakeholders feeling well-informed and involved in the district's activities.
4. Student Involvement:
Recognizing the importance of student voice, SVUSD has made significant progress in involving students in decision-making processes. Student leadership groups at middle and high schools have met with district administrators to discuss issues affecting their education. 
5. Use of Data Analytics:
SVUSD leverages data analytics to support decision-making. By systematically analyzing survey results, academic performance data, and other relevant metrics, the district identifies trends and areas for improvement. This data-driven approach ensures that decisions are based on empirical evidence and align with the needs and priorities of the community.	1. Expanding Student Voice:
While SVUSD has made progress in involving students, there is room to further amplify student voices in decision-making. The district plans to:
- Establish more student advisory councils at different school levels to ensure diverse student representation.
- Create regular forums specifically for student input on issues directly affecting them, such as curriculum choices and school climate.
- Ensure that student feedback is systematically collected, reviewed, and acted upon by district leadership.
2. Improving Data Collection and Analysis:**
Accurate and comprehensive data collection is crucial for effective decision-making. SVUSD will focus on:
- Enhancing survey designs to ensure they capture detailed and actionable insights from all stakeholder groups.
- Increasing response rates by simplifying survey participation and ensuring anonymity and confidentiality.
- Investing in advanced data analytics tools to better analyze stakeholder input and identify trends and areas for improvement.
3. Continuous Improvement and Adaptation:**
Finally, SVUSD is committed to a culture of continuous improvement. The district will:
- Regularly review and assess the effectiveness of engagement strategies and make necessary adjustments.
- Stay informed about best practices in stakeholder engagement and incorporate new methods as appropriate.
- Foster an environment where feedback on the engagement process itself is welcomed and acted upon.	1. Building Capacity for Continuous Improvement:
Engagement strategies must evolve to meet the changing needs of the community. SVUSD will:
- Regularly review and assess the effectiveness of engagement initiatives, using data and feedback to make informed adjustments.
- Stay updated on best practices in family and community engagement, incorporating new approaches as appropriate.
- Foster a culture of continuous improvement where the district, schools, and families work together to enhance engagement efforts.
2. Enhancing Parent Education and Training Programs:
Empowering parents with knowledge and skills can increase their confidence in participating in decision-making. SVUSD will:
- Offer workshops and training sessions on topics such as navigating the school system, understanding educational policies, and effective advocacy.
- Provide these programs in multiple languages and at various times to ensure accessibility for all families.
- Develop online resources and tutorials that parents can access at their convenience to supplement in-person training.
3. Utilizing Diverse Communication Channels:**
Underrepresented families often have limited access to digital communication tools. To address this, SVUSD will:
- Distribute information through multiple channels, including printed materials, web sites, and local newspapers..
- Use social media platforms and mobile messaging apps to share updates and solicit feedback in real-time.	4	5	4	5	4	5	5	4	4	3	4	4	Met		2024-06-25	2024
56726110000000	Somis Union	3	Somis School promotes parents/guardians to actively take part in their children's education through various opportunities such as volunteering, student performances, school events, mentoring, joining school committees and participating in school workshops. One of the key offerings are our innovative Family STEAM nights which are offered quarterly. In addition, partnerships have been forged with multiple Ventura County agencies, California State University, Channel Islands and local Community Colleges. These providers will continue to offer our parents/guardians the tools necessary to support their children with their education. An example of this work is a one week summer technology camp with the Ventura County Office of Education and US Navy. A collaboration with the Mexican Binacional Program has provided parents with support in the area of Mexican culture and traditions. The  workshops provided participants with tools to address the many aspects of teaching their students about Mexican traditions and geography. Parents are also encouraged to take part in School Site Council, Bond Oversight Committee and/or the District English Learner Advisory Committee with the intent to create partners in the education of students in order to ensure students thrive academically. Somis will continue to offer translation services to Spanish speaking parents when meeting with teachers to discuss student academic progress or informing them of upcoming school events.	Our parents continue to learn about the educational system. During this year  we have continued to focus on supporting parents in the area of mental wellness. The strategies being shared provide parents with immediate tools to address anxiety and low self esteem. The next steps include forming support groups to provide parents the ability to reach out to neighbors for support.	Establishing trust with our underrepresented families continues to be our number one priority. This is being facilitated by identifying parent leaders to develop an ongoing parent engagement series. Our first workshops were delivered through a partnership with the state of Michoacan, Mexico. Our counselor and school psychologist continue to offer support to our parents. This helps them work with their children to build resiliency in their academic careers.	Students develop close relationships with staff and teachers through a personalized educational experience.  This helps facilitate the ownership os students towards their education and academic outcomes.	Our staff and teachers continue to work os students with chronic attendance.  Through personal phone calls and support from our counselor we have seen great progress.	Offering hands on workshops with a final product to take home has been effective for us with underrepresented families. Also having our students promote and actively engage in our workshops have brought high participation rates.	The small, family oriented school environment fosters an environment of trust. Input for Decision-Making is effectively sought through the use of traditional home messaging, social media, bulletins, board meetings, school notices and personal meetings with parents. Parents  are encouraged to share their thoughts in regards to our educational programs or other school matters. This has helped our school meet the physical, emotional, cultural, and social needs of our children and our community while also promoting shared decision-making.	We continue to build continuity with our educational partners. Our primary focus area for improvement is building trust  to strengthen the decision-making process. Parents place a high level of trust in our district when it comes to decision-making, it is largely due to the long tenure of our school board members and their advocacy on behalf of parents.	Underrepresented families at Somis School continue to work towards providing input through the District English Language Learner Committee (DELAC). Our teacher advisor has continually brought relevant issues such as literacy and budget to DELAC meeting for parent input.	4	5	4	4	4	4	4	4	4	4	4	4	Met		2024-06-14	2024
56726520000000	Ventura Unified	3	Generally welcoming campuses, increasing number of events at sites for parents to engage with post-COVID, strong LCAP participation	Need for improved communication between school/teachers and parents at some grade levels (e.g., secondary), improve SST process for engaging families in problem solving for students who are struggling	VUSD will emphasize more direct outreach and invitations to families from groups who typically are underrepresented at various engagement events.	Generally strong parent partnership organizations with site ELACs, DELAC, Mucho Mas, AAPC, Ethnic Studies Steering Committee, etc.	The LCAP goal has been re-worded to emphasize partnerships rather than just engagement, and we are seeking to add tools (e.g., StudentSquare) to promote better partnerships for student outcomes.	VUSD is creating an LCAP infographic to simplify the communication about goals and actions in order to better engage families for whom the LCAP has become inaccessible. VUSD is also adding a position for a westside Spanish-Speaking family liaison to support increased opportunities for building partnerships for student outcomes with this population.	SSC at all sites, not just Title I sites. Strong parent engagement with LCAP, DELAC, SEDAC, PAC and significantly increased response rates on annual LCAP survey. Third year of ParentSquare, facilitating more two-way communication.	VUSD is working to improve partnership with parents on academic outcomes, working to provide more detailed and timely windows into students' progress (e.g., MAP score reports at all elementary parent/teacher conferences) and more direct outreach and invitations to parents to serve on site-based committees, etc.	For example, VUSD has written into its LCAP a west-side Spanish-speaking family liaison to improve opportunities for engagement and parent connectedness for westside Spanish-speaking families.	3	4	3	4	3	3	4	4	4	3	4	3	Met		2024-06-25	2024
56737590000000	Conejo Valley Unified	3	Each year, the CVUSD distributes a survey to parents and guardians of the district to aid in decision-making. The key findings from the survey are presented at multiple district and school site stakeholder meetings. The survey was developed through a collaborative process of stakeholders, including both district and site input. The CVUSD LCAP survey requests input on several key areas, including academics, school environment, and parent engagement. After analyzing the results of the survey, CVUSD found that 88% of parent/guardian respondents believe that their child’s school creates an inclusive environment that is respectful of all and 87% responded that their student receives adequate academic support at school. The parent/guardian respondents overall feel that they receive key information from the school and district, with 93% responding that they are informed about their child’s academic progress. Parent engagement is encouraged at each school in CVUSD in a variety of ways. CVUSD conducts the annual parent/guardian survey in the spring and facilitates multiple district and school-level committees, including (but not limited to) PTA/PFA/PTSA, School Site Council and multiple district advisory councils/committees, such as District Advisory Council (DAC), District English Language Advisory Council (DELAC), GATE-District Advisory Council (GATE-DAC), Special Education District Advisory Council (SEDAC), and African American District Advisory Council (AADAC) and LGBTQ+ Advisory Council. CVUSD also offers a district-wide outreach program, with Outreach Centers at several schools to support our students. The Outreach Centers focus on unduplicated students and offers enrichment opportunities for at-promise students, including preschool readiness, tutoring, science academies, and a student mentoring program. Parent education courses are also offered, including classes in English, Spanish literacy, and monthly guest speakers for Parents Making a Difference. The annual survey included questions about parent participation and sharing of opinions.	School sites conduct several events in order to build relationships at school sites between staff and families such as Back to School Nights, Open houses, Awards Nights, Athletic Events, Parent Information Nights, Parent Education Series from School Counselors, school activities such as plays and other performances, and beginning and end of year activities.  School sites also maintain robust social media presences, as well as the CVUSD accounts, to keep parents informed and to continually invite them to participate on school sites as volunteers, and also to attend school site events. Parents are also invited to join their students’ classes in Canvas as observers so that they are informed on their students’ assignments and progress in the course.  School sites also conduct monthly school site council meetings that are open to all families to attend and provide input via public comments.

During the 2023-24 school year, professional learning themes focused on understanding student voice, implementation of restorative practice strategies and supporting those students who have not traditionally found success. This emphasis on listening, understanding and then proactively planning to remove barriers for students is key and will continue.	CVUSD currently employs 7 Outreach Assistants and 1 Outreach Coordinator focused on increasing parent engagement at our Title 1 schools. Additionally CVUSD employs 1 full time Title 1 school counselor and 1 part time Title 1 counselor to provide additional support for students and their families.  The Outreach staff will continue to attend events and trainings to enhance our current program and develop new ways to engage with families, including hosting our annual conference for Spanish speaking families.

Newbury Park High School hosts a Newcomer Program for High School students throughout CVUSD that is staffed with a social worker to help families connect with school and increase positive student outcomes.  This program will continue going forward and will enhance offerings to meet the changing needs of students.

The District published a comprehensive, multi-year Diversity, Equity and Inclusion plan. This plan emphasizes the need to provide necessary and additional services to underrepresented students and families in order for all members of the CVUSD community to have equal opportunities to positive outcomes.	CVUSD has established seven district advisory councils/committees to include the District Advisory Council (DAC), English Learner DAC (DELAC), GATE-DAC, Special Education DAC (SEDAC), and a Student DAC. During the 2021-2022 school year, CVUSD added two new parent advisory councils: African-American District Advisory Council (AADAC) and the Lesbian, Gay, Bisexual, Transgender, Queer, or Questioning, and Others Advisory Council (LGBTQ +AC). AADAC and LGBTQ+AC provides a parent and community voice for these important groups in order to support our students in experiencing maximum levels of success at school. All schools maintain School Site Councils (SSC) which are composed of parents/guardians, staff, and students at secondary schools. The SSC creates and monitors each school’s School Plan For Student Achievement (SPSA).	CVUSD has implemented an Inclusion Plan for Students with Disabilities to describe the on-going and new actions to expand access and inclusion for Students with Disabilities into the general education setting. This will include actions/services pre-school to post-secondary as well as the on-going review of Least Restrictive Environment (LRE) as a new LCAP metric.

CVUSD implemented the CDE Anti-Bias Education Grant, including advanced training and coaching for district/site administrators, as well as general training for all certificated and classified school site staff during the 2023-24 and 2024-25 school years.	CVUSD continues to maintain its seven advisory councils/committees to include: African-American District Advisory Council (AADAC), District Advisory Council (DAC), English Learner DAC (DELAC), Lesbian, Gay, Bisexual, Transgender, Queer, or Questioning, and Others Advisory Council (LGBTQ +AC, GATE-DAC, Special Education DAC (SEDAC), and a Student DAC. 

CVUSD high schools will expand targetted communications to all families, and particularly those who are underrepresented, to provide important information on the UC A-G requirements and the FAFSA or CADAA.

CVUSD will continue to maintain 7 Outreach Assistants and 1 Outreach Coordinator focused on increasing parent engagement at our Title 1 schools. These staff regularly receive professional development from across the region.  Additionally CVUSD employs 1 full time Title 1 school counselor and 1 part time Title 1 counselor to provide additional support for students and their families. 

CVUSD will implement the CDE Anti-Bias Education Grant, including advanced training and coaching for district/site administrators, as well as general training for all certificated and classified school site staff during the 2024-25 school year.	CVUSD receives on-going and regular input from the District Advisory Council (DAC), English Learner DAC (DELAC), GATE-DAC, Special Education DAC (SEDAC), and a Student DAC (SDAC). In the 2021-2022 school year, CVUSD added two new parent advisory councils: African-American District Advisory Council (AADAC) and the Lesbian, Gay, Bisexual, Transgender, Queer, or Questioning, and Others Advisory Council (LGBTQ +AC). AADAC and LGBTQ+AC provides a parent and community voice for these important groups in order to support our students in experiencing maximum levels of success at school

Conejo Valley Unified School District engaged several educational partners through various means of engagement in reviewing and adjusting the Local Control Accountability Plan (LCAP). Input was sought through training and meetings with Ventura County Office of Education (VCOE) and VC Special Education Local Plan Area (SELPA). Input was sought from labor associations - California School Employees Association Chapter 620 (CSEA), Conejo Valley Pupil Personnel Association (CVPPA), and Unified Association of Conejo Teachers (UACT). Input was sought from 61 total meetings with CVUSD Advisory Councils/Task Force - African American District Advisory Council (AADAC), District Advisory Council (DAC), District English Language Advisory Council (DELAC), Gifted and Talented Education District Advisory Council (GATEDAC), Lesbian, Gay, Bisexual, Transgender, Queer or Questioning, and Others Advisory Council (LGBTQ+ AC), Special Education District Advisory Council (SEDAC), and Student District Advisory Committee (SDAC). Input was sought through the 8 meetings of the Budget LCAP Committee consisting of labor partners, representatives from advisory councils, and school/District staff. Input was sought through LCAP presentations/discussions with DAC, DELAC, SEDAC and SDAC. Input was sought through an updated Annual Feedback Survey administered to students (Grades 4-12), parents/guardians, and staff. Input was sought during the CVUSD Board Study Session, May 23, 2024 on district goals.  Input was sought through a public hearing on June 5, 2024 and no comments were received.	CVUSD will maintain its seven advisory councils/committees to include: African-American District Advisory Council (AADAC), District Advisory Council (DAC), English Learner DAC (DELAC), Lesbian, Gay, Bisexual, Transgender, Queer, or Questioning, and Others Advisory Council (LGBTQ +AC, GATE-DAC, Special Education DAC (SEDAC), and a Student DAC.

School Plans for School Achievement (SPSA) incorporate the feedback and input of the school’s School Site Council, but will be published early as “Draft” documents in order for anyone in the school to review and provide input before the SPSA final approval.	CVUSD will maintain its seven advisory councils/committees to include: African-American District Advisory Council (AADAC), District Advisory Council (DAC), English Learner DAC (DELAC), Lesbian, Gay, Bisexual, Transgender, Queer, or Questioning, and Others Advisory Council (LGBTQ +AC, GATE-DAC, Special Education DAC (SEDAC), and a Student DAC. CVUSD will continue to maintain separate LCAP meetings with DAC, Student DAC, DELAC, and SEDAC. 

CVUSD currently employs 7 Outreach Assistants and 1 Outreach Coordinator focused on increasing parent engagement at our 7 Title 1 schools. CVUSD also employs a full time Title 1 school counselor and a part time Title 1 counselor to provide additional support for students and their families. We will continue with these actions to provide support for families and increase parent and family engagement.	4	4	3	4	4	4	4	4	4	4	4	4	Met		2024-06-20	2024
56738740000000	Oak Park Unified	3	Based on the analysis of educational partner input and local data, OPUSD is successful in building relationships between staff and families. OPUSD offers multiple opportunities for families to participate in district and site level committees, volunteer on campuses, attend site events, and share their experiences via surveys. 

Results from the 2023-24 LCAP Climate Survey indicate that 83.2% of families “Strongly Agree” or “Agree” with the statement, “I feel well-informed about my child’s academic progress”, and 86.1% of families “Strongly Agree” or “Agree” with the statement, “I feel listened to and welcomed at my school site”. Families shared that there is good overall communication between the school/district and home, but that they would like to see more communication between the teacher and home (especially at the secondary level).	Based on the analysis of educational partner input and local data, OPUSD will focus on increased communication between secondary teachers and families of struggling students. Early intervention is key to academic success, and strengthening the teacher-home partnership can help prevent student academic failure. New features in our student information system allow for early at-risk warnings, which can be helpful in quickly identifying students in need of additional support.	Based on the analysis of educational partner input and local data, OPUSD will improve engagement of underrepresented families identified in the self-reflection process by the Principal or Categorical Program Specialist extending personal invitations to those families, especially the families of our English Learners and Students with Disabilities. We will also gather input from these families on the best time to schedule meetings so that they can attend.	Local educational partner data gathered through SSC, DELAC and other educational partner meetings along with the LCAP Climate Survey indicated that educational partners would like to see an increase in parent information nights at convenient times, additional communication from the school sites through electronic newsletters, ParentSquare posts and email. Parents also requested additional information regarding their child's progress from teachers.	Based on the analysis of educational partner input and local data, OPUSD will focus on building partnerships between the classroom teacher and parents.  This will be accomplished through the updating of elementary report cards, with participation of parents on the report card committee.  OPUSD will also seek parental input through various district-wide committees, including Curriculum Council, Ethnic Studies, GATE, Artificial Intelligence, Environmental Education Advisory Committee (EEAC) and the Diversity and Equity Task Force (DETF).  Input from the District English Learner Advisory Committee will also be solicited and utilized in decision making processes.	Based on the analysis of educational partner input and local data, OPUSD will continue to provide on-going communication from both the school site and district office. A district newsletter will be shared monthly with families as well as site level newsletters from the principal and Parent Faculty Organizations. Reports are being reviewed to identify ways they can be modified to improve home to school communication regarding student progress. A new Categorical Programs TOSA was hired to facilitate additional parent outreach/training for historically underserved student groups.	Based on the analysis of educational partner input and local data, OPUSD continues to include more parent and staff input at the school and district level through committees, surveys, and collaboration with parent advisory groups. LCAP survey participation by families has increased more than 225% over the past two years.  We plan to continue promoting survey and committee participation to ensure all educational partners are represented in the decision making process. This is an action item in the OPUSD LCAP as well.	OPUSD will focus on providing all educational partners multiple opportunities to provide input into the educational program. This will include, but is not limited to, Summer Program Surveys, California Healthy Kids Survey, LCAP Climate Survey, and Professional Development Survey. OPUSD also added additional district committees to discuss current educational issues such as Generative AI, Ethnic Studies, Student LCAP group, and Proposition 28.	OPUSD will improve engagement of underrepresented families in decision-making processes by providing training at meetings, such as DELAC and LCAP PAC, on the opportunities available to families for providing input into the educational program. OPUSD will work with school principals and Parent Faculty Organizations (PFA/PTA) to share timely reminders about opportunities to participate in decision making processes, including School Site Councils, ELAC and DELAC. School sites will publicize school events and meetings through newsletters, ParentSquare and other means to ensure underrepresented families are receiving information in their preferred format based on feedback gathered from the LCAP Parent Survey.	4	4	4	4	4	5	4	5	4	5	5	4	Met		2024-06-18	2024
56739400000000	Moorpark Unified	3	MUSD’s LCAP Educational Partner Survey is administered yearly to parents/guardians/caregivers, staff members, and students. In the past, our survey had only been administered to students in grades 8-11. For the past two years, students in grades 5, 6, and 7 also participated. The data reported below is taken from the 2023- 24 survey. The respondents agree or strongly agree: 
• Parents feel welcomed and listened to by their school (English- 93%, Spanish 98%) 
• Parents feel well-informed and communicated with about their child’s progress  (English- 93%, Spanish- 98%) 
• Students feel welcomed and listened to by their school (75%) 
• Students feel that school staff are involved and care about their academic  progress (85%) 
In addition to the LCAP Educational Partner Survey, local measures to gauge parent  input in school/district decision-making and parent participation in programs were  implemented during the 2023-24 school year as part of the MUSD LCAP, Goal 2,  “Increase the percentage of students and families who feel that school is a safe and  supportive environment with strong adult relationships and a sense of belonging,  especially for students who are English Learners, low income, and foster youth.”	Future training opportunities for school staff will include the Family Engagement Toolkit and English Learner Roadmap.	MUSD will continue to provide bilingual parent coffee chats, Latino Family Literacy Project, LCAP Parent Advisory meetings, and Title I Parent meetings to ensure the engagement of underrepresented families. The district recently added the Black Student Union Club at Moorpark High School. Additionally, MUSD is supporting the newly formed Black Parent Council. MUSD partnered with the Anti-Defamation League, which provided anti-bias/inclusion/anti-racism training to staff, students, and families.	Parent participation was measured by attendance at various district and school site meetings. The findings from 2023-24 show: 
• Each school principal held three “Principal Chats” during the year to gather input  and encourage parent participation 
• Parents reported attending 1-3 school events or trainings (English- 93%,  Spanish- 35%) 
• Schools also offer a variety of both in-person and virtual family engagement  activities throughout the school year (i.e., STEM, literacy, mental wellness,  suicide prevention, growth and development, Internet and social media safety,  etc.) 
• In response to parent requests and interest, MUSD accelerated Transitional Kindergarten age eligibility 
• Each school evaluated and updated its School Plan for Student Achievement with input from key educational partner groups, including underrepresented  educational partner groups
• In addition to our Virtual Wellness Center and In-Person Wellness Center at  Moorpark High School, in-person Wellness Centers were launched this year at all  middle school sites and in-person Wellness Spaces were launched at all  elementary sites. Part-time Wellness Counselors were also hired to serve our students in these locations. All of our MUSD Wellness Centers and Wellness  Spaces offer supports and resources for students and families 
• The Virtual Wellness Center houses recordings of previous staff and parent  education opportunities	An area of focus will continue to be professional development for teachers and principals to improve MUSD’s capacity to partner with underrepresented families.	Parent outreach and educational opportunities primarily directed toward underrepresented families will be designed based on feedback from the annual MUSD  LCAP Survey and will be created using research-based best practices outlined in the family engagement toolkit.	MUSD offers multiple means of gathering input from our educational partners for decision-making, such as School Site Council, ELAC/DELAC, ASK, LCAP Parent  Advisory Committee, Title I parent meetings, and our annual educational partner surveys.	MUSD will continue to strive to increase parent participation in our yearly LCAP Survey. Our efforts to advertise our survey to all educational partner groups helped us more than quadruple the number of parent/guardian surveys collected this year from our Spanish-speaking community, from 40 two years ago to 165 this year.	Based on our great success this year, MUSD will continue to work towards increasing participation in our yearly LCAP Survey by holding special events where parents can complete the survey, providing more opportunities to complete the survey at school site meetings and events, and providing alternative means of completing the survey (i.e.,  paper/pencil).	5	5	5	5	4	5	4	4	4	4	4	4	Met		2024-06-20	2024
56739400121426	IvyTech Charter	3	IvyTech has utilized the unique situation brought on by the pandemic to strengthen the lines of communication
between the school and educational partners. The school regularly utilizes technology to survey educational partners
to gain insights into the learning community, as well as, to evaluate the school's progress towards achieving its
mission and vision. By introducing Zoom as an option for participation in some school events (e.g. Information
Nights, Orientations, LCAP presentations, IEPs, SSTs), the school has experienced an increase in family engagement. The outreach from the school and individual staff members has improved relationships with families.
This has resulted in more students taking advantage of onsite structured support opportunities, as well as, participation rates in diagnostic and state testing.	IvyTech needs to improve multiple lines of communication with families. The school has sought out a tool that can connect with families through multiple modalities and an array of languages.	IvyTech has a well-established orientation system that allows each family a complete and intimate view of how schooling works at this institution. Each family is individually met and oriented by a representative of the administration. The school provides each household with access to a student monitoring portal, and each student is provided a school email address. These measures allow for clear communication that is understandable and accessible to students and their families. An area to focus on improving would be to provide school documents in languages other than English to improve engagement with underrepresented families.	IvyTech provides each household with their own progress monitoring access through a digital Learning Management
System. Parents/guardians can access student progress/achievement information at any time, from anywhere with a
device and an internet connection. Instructors regularly email home information about student progress and
upcoming events/projects/exams/deadlines keeping open clear lines of communication. IvyTech has an established system for providing student interventions, engaging family members in conversation about their student, and growing a strong relationship between school and home. Currently, IvyTech staff has a Spanish-speaking staff member that allows for engaging underrepresented families but finding more ways to open up lines of communication would be a future focus area for improvement.	IvyTech will focus on improving partnerships with the community by expanding the school's Board to include two parent representatives. Additionally the school is updated the website to make information more accessible for educational partners.	IvyTech will improve engagement with underrepresented families by increasing outreach from the school utilizing the School Information System to track family data and communication. Additional staff members have been added that are bilingual to assist in communicating with non-English speaking families.	IvyTech creates a personalized experience for families as they go through the enrollment process. Each family meets with the school principal and an educational plan is individualized for that student. Through this foundational relationship, IvyTech establishes and maintains strong lines of communication with educational partners which can later be used to seek input for decision making.	IvyTech has strengthened lines of communication between the school and home, especially in light of the unique situations presented by Covid-19. The school provides surveys and conducts interviews with a diversified array of stakeholders to ascertain the efficacy of policies and engagement in school activities. A focus area for future improvement would be to further the formalization of these tools to better establish a regular committee of stakeholder advisors.	IvyTech will improve engagement with underrepresented families in seeking input for decision-making by sending out annual surveys in families' home language.	5	5	5	2	5	4	5	5	5	5	5	5	Met		2024-06-25	2024
56768280000000	Santa Paula Unified	3	The district understands the importance of developing the capacity of the staff to ensure we are truly building relationships with our families.  Research demonstrates that when parents are truly seen as partners academic achievement increases.  Therefore, parent engagement is a strategy not a goal.	This upcoming year the district is going to adjust parent conferences, back to school nights, and parent workshops to open up a space for co-creation of goals and building relationships.  We will work with principals, teachers, and staff to deepen the understanding of engagement.	It will be important to use our Outreach Specialists to support our families in providing input.  One change idea is to create a parent group for each school so they can help us reach more parents.  We realize the importance of the strength of our parents to support other parents. 

	The district values true engagement from all stakeholders.  The district provides multiple opportunities for parents and teachers to provide input on the achievement of all of our students especially our special populations.  Parents are provided with the opportunity to understand how to best support their children at home.  The district builds on parents assets to support the outcome of our students.
	A focus area will be in finding ways to partner with families and teachers to support student outcomes.  Such as during parent conferences come up with specific goals that will be accomplished throughout the year.  Additionally, hosting parent workshops where parents have an opportunity to share strategies that work with their children and teachers share strategies.  Most important the families have an opportunity to practice the strategies that they will be implementing at home.	There will be a focus on our Emergent Bilinguals and students experiencing homelessness.  The data suggests that there is a need to partner with families to support the academic outcome of these special populations.  A series of workshops will take place throughout the year to provide a space to co-create strategies to support students.	The district currently has multiple opportunities for partner input such as LCAP input meetings at all of the school sites in the evening.  Additionally, meetings were offered in the morning.  Furthermore, a survey is sent out to all stakeholders.  
	The input received from our educational partners  demonstrated the need for our district to reflect on our delivery of information.  Parents felt that there was too much information given with little time to reflect.  Additionally, they would like to have the district offer different venues for meetings such as hybrid, virtual, and in person.
	This year there will be a focus on building partnerships with our families.  The district will develop goals along with their children as academic achievement is discussed with each parent especially with our special populations.  Additionally, we will review our parent ambassador program and ensure we are truly creating partnerships.  Our outreach specialists will be extremely important in supporting the implementation of our parent ambassador program.  
	3	4	3	3	3	3	4	4	4	3	3	3	Met		2024-06-26	2024
57105790000000	Yolo County Office of Education	3	Our Alternative Education program prides itself on our outreach and engagement with our families. Parents are 
invited to attend school-wide activities such as the Back to School Community BBQ Dinner whereby parents, 
students, staff, and community members of Cesar Chavez Community School were treated to dinner, and had an 
opportunity to meet staff and visit classrooms. Parents and community members are also invited to attend School 
Site Council (SSC) meetings and other school events. During orientation, parents have an opportunity to review the 
progress of their students, get updates on school activities, and provide input on the School Plan for Student 
Achievement (SPSA) and Local Control and Accountability Plan (LCAP). Families also are able to hear from staff 
and visiting speakers related to the needs of students and families. The culminating event of the year is our Spring 
Art Show and Open House where families and communities are invited to view and purchase student artwork. 
	Our Alternative Education program prides itself on our outreach and engagement with our families. Parents are 
invited to attend school-wide activities such as the Back to School Community BBQ Dinner whereby parents, 
students, staff, and community members of Cesar Chavez Community School were treated to dinner, and had an 
opportunity to meet staff and visit classrooms. Parents and community members are also invited to attend School 
Site Council (SSC) meetings and other school events. During orientation, parents have an opportunity to review the 
progress of their students, get updates on school activities, and provide input on the School Plan for Student 
Achievement (SPSA) and Local Control and Accountability Plan (LCAP). Families also are able to hear from staff 
and visiting speakers related to the needs of students and families. The culminating event of the year is our Spring 
Art Show and Open House where families and communities are invited to view and purchase student artwork. 
	Our Alternative Education program prides itself on our outreach and engagement with our families. Parents are 
invited to attend school-wide activities such as the Back to School Community BBQ Dinner whereby parents, 
students, staff, and community members of Cesar Chavez Community School were treated to dinner, and had an 
opportunity to meet staff and visit classrooms. Parents and community members are also invited to attend School 
Site Council (SSC) meetings and other school events. During orientation, parents have an opportunity to review the 
progress of their students, get updates on school activities, and provide input on the School Plan for Student 
Achievement (SPSA) and Local Control and Accountability Plan (LCAP). Families also are able to hear from staff 
and visiting speakers related to the needs of students and families. The culminating event of the year is our Spring 
Art Show and Open House where families and communities are invited to view and purchase student artwork. 
	All new students and their parents have a one-on-one meeting with the school administrator to orient them to the 
program and answer any questions. Our ongoing aim is to increase parent/family participation in these offerings.	All new students and their parents have a one-on-one meeting with the school administrator to orient them to the 
program and answer any questions. Our ongoing aim is to increase parent/family participation in these offerings.	All new students and their parents have a one-on-one meeting with the school administrator to orient them to the 
program and answer any questions. Our ongoing aim is to increase parent/family participation in these offerings.	Community Partner Input: Successes:
• The Cesar Chavez Community School campus is welcoming. A sense of community is created there.
• Students share that they know the staff cares about them, and individual student support is provided.
• Staff are willing to engage in new ideas and practices, such as the recently launched Yolo County Career 
Prep Program. The continued focus on social justice and culturally responsive curriculum benefits students, 
families, and the community.
Community Partners: Identified Needs:
• To prepare students for careers and transitions, there is a need for expanded career exposure and more 
career technical education introductory courses.
• To benefit students, it would be great to have a TIP Focus and associated PD for staff and expanded PE 
activities.
• The school could make broader use of the programs available through Communicare, such as parenting 
support programs and drug and alcohol programs.
• There is a continued need to focus on mental health support for students. Conflict resolution and restorative 
justice training and implementation would provide a behavioral foundation.
• Relationships with community partners could continue to be expanded.
School Site Council, Parent Advisory Committee, and English Language Learners Parent Advisory Committee Input:
Successes: 
• They felt that the school is a safe place for their children.
• They appreciate the art instruction, the robust support their students receive, the frequent communication 
by the Youth Advocate and other staff, the caring staff, and the many field trips their students have 
participated in.
• They especially appreciate the staff's assistance in providing transportation.
	Community Partner Input: Successes:
• The Cesar Chavez Community School campus is welcoming. A sense of community is created there.
• Students share that they know the staff cares about them, and individual student support is provided.
• Staff are willing to engage in new ideas and practices, such as the recently launched Yolo County Career 
Prep Program. The continued focus on social justice and culturally responsive curriculum benefits students, 
families, and the community.
Community Partners: Identified Needs:
• To prepare students for careers and transitions, there is a need for expanded career exposure and more 
career technical education introductory courses.
• To benefit students, it would be great to have a TIP Focus and associated PD for staff and expanded PE 
activities.
• The school could make broader use of the programs available through Communicare, such as parenting 
support programs and drug and alcohol programs.
• There is a continued need to focus on mental health support for students. Conflict resolution and restorative 
justice training and implementation would provide a behavioral foundation.
• Relationships with community partners could continue to be expanded.
School Site Council, Parent Advisory Committee, and English Language Learners Parent Advisory Committee Input:
Successes: 
• They felt that the school is a safe place for their children.
• They appreciate the art instruction, the robust support their students receive, the frequent communication 
by the Youth Advocate and other staff, the caring staff, and the many field trips their students have 
participated in.
• They especially appreciate the staff's assistance in providing transportation.
	Community Partner Input: Successes:
• The Cesar Chavez Community School campus is welcoming. A sense of community is created there.
• Students share that they know the staff cares about them, and individual student support is provided.
• Staff are willing to engage in new ideas and practices, such as the recently launched Yolo County Career 
Prep Program. The continued focus on social justice and culturally responsive curriculum benefits students, 
families, and the community.
Community Partners: Identified Needs:
• To prepare students for careers and transitions, there is a need for expanded career exposure and more 
career technical education introductory courses.
• To benefit students, it would be great to have a TIP Focus and associated PD for staff and expanded PE 
activities.
• The school could make broader use of the programs available through Communicare, such as parenting 
support programs and drug and alcohol programs.
• There is a continued need to focus on mental health support for students. Conflict resolution and restorative 
justice training and implementation would provide a behavioral foundation.
• Relationships with community partners could continue to be expanded.
School Site Council, Parent Advisory Committee, and English Language Learners Parent Advisory Committee Input:
Successes: 
• They felt that the school is a safe place for their children.
• They appreciate the art instruction, the robust support their students receive, the frequent communication 
by the Youth Advocate and other staff, the caring staff, and the many field trips their students have 
participated in.
• They especially appreciate the staff's assistance in providing transportation.
	3	4	3	3	2	2	3	3	3	2	3	3	Met		2024-06-28	2024
57105790132464	Empowering Possibilities International Charter	3	EPIC does many things to build relationships between staff and families.  In 2023-2024, EPIC held two major two events outside to promote family and community engagement - our Fall Festival and Multicultural Festival. Both events had significant attendance and community partner participation.  These events included community and school exhibits, entertainment from different cultures, fun activities, and food. In addition to these major community events, EPIC held other events to build relational capacity between staff and families:  Back to School Night, Family Math Night, IB Night,  movie nights, and Open House.  EPIC has also enhanced communication to families and the outside community via monthly newsletters and frequent Parent Square communications between teacher and home and school and home.   School administration holds monthly Coffee with Administration in order to build relational capacity with families/community and to hear/address any needs that family/community may have.  EPIC also offers parents/community frequent volunteer options so they can be on campus, which enhances the staff/family relationship.  All EPIC staff is trained in Capturing Kids Hearts and as a National Showcase School all of our staff works very hard to create a welcoming environment from the moment they step in the front door.  EPIC prides itself on the amount of bilingual staff that we have on campus, which assists tremendously in 2-way communication between families and educators in a language that is understandable and accessible to families.	Now that the COVID-19 pandemic has subsided, EPIC has gradually added in-person events for families and look to add more in 24-25.  EPIC is looking forward to receiving and implementing the Community Schools Grant to enhance parent engagement.  EPIC intends to continue with parent nights in order to help our families provide academic support and English Language Development at home.  EPIC has had a recent influx of newcomer families, so it is important that we teach parents about the US and CA educational systems, the importance of literacy and math, how to navigate the local community resources, etc.  EPIC also hopes to offer English language classes to families in the future.	EPIC will improve engagement of underrepresented families by identifying them and having our Parent Liaison call families to encourage and promote engagement with our school.	EPIC has historically done a great job building partnerships with families to increase student outcomes. EPIC has provided support to teachers to improve their capacity to partner with families by providing tremendous bilingual support to them through bilingual paraprofessionals/other support staff as well as a bilingual Parent Liaison who can bridge the communication gap for our large number of newcomer families.  EPIC has sent out multiple communications about how to use IREADY for math and ELA development at home, as IREADY is computer adaptive and its consistent use is critical for ELD.  EPIC provides teachers with multiple opportunities to hold parent conferences throughout the school year and have bilingual support in these conferences if needed.	EPIC is hoping that in 2024-2025 it will receive the Community Schools Grant to to strengthen our highly-regarded Parent University program. Through this program, in-person sessions aid families in important ways they can help their student academically and social-emotionally at home.  As many of our families are newcomers who don't speak English, EPIC will strive to add programs to support newcomers such English language classes for parents as well as support to obtain community resources.	EPIC will improve engagement of underrepresented families identified during the self-reflection process in relation to building partnerships for student outcomes by using our chronic absenteeism list to identify students and by having our Parent Liaison continue to reach out to these families.	In 23-24, EPIC implemented a successful LCAP survey and received a record number of responses -  145 responses - 86 Students, 24 staff members, and 35 parents.  This is almost double the number of responses that we received last year.  The survey provided feedback in the areas of educational effectiveness, academic environment, instructional climate, school environment, and social environment.  This feedback was taken seriously in revision of the LCAP.   EPIC's School Site Council/ELAC/DELAC met faithfully in 23-24 as required by law and provided input on all important decisions and documents produced by EPIC, including the Parent Involvement Policy, SPSA, EPIC Safety Plan, and LCAP. The EPIC principal holds Coffee with Administration to seek input from parents on a monthly basis.	EPIC will continue to encourage parents to respond to LCAP and Parent Square surveys, as this is the best way to gather data from families and the community.   Based on the increased number of responses by staff, students and parents to our LCAP survey, I would say that we improved but can improve even more for 24-25.  Also, EPIC will continue to reach out to SSC/ELAC/DELAC parents who come to meetings inconsistently as well as encourage parents who are not on SSC/ELAC/DELAC to attend meetings through Parent Square and parent newsletters.  2024-25 is a SSC/ELAC/DELAC election year at EPIC and it will be communicated to parents and staff who run for election that attendance at every meeting is critical to receiving the best stakeholder input that we can.	EPIC will improve engagement of underrepresented families identified during the self-reflection process in relation to seeking input for decision making by having our Parent Liaison continue to reach out to these families.   EPIC will always strive to ensure that 100% of students have reachable contacts via Parent Square, as this is our primary means to communicate out to families.	4	5	4	4	4	4	4	3	4	4	4	4	Met		2024-06-18	2024
57726780000000	Davis Joint Unified	3	DJUSD strengths include our site English Learner Advisory Committees, Youth Truth Family Survey, and the role of a Homeless/Foster Liaison. Community and staff benefit from the relationships established by the Climate Office, liaisons, English Learner Specialists, and paraeducators who have strong relationships with families. Progress made includes the growth of a Spanish Speaking Partnership Network that includes staff and leadership and a strong interpreter network. This Network has been instrumental in contacting families, understanding needs, helping to network for wrap around services, and informing district systems. Additionally, our Ethnic Studies Advisory and consultant led to the hire of an Ethnic Studies Coordinator and solidified relationships with community partners interested in improving the experience of our BIPOC (Black Indigenous Persons of Color) students in Davis schools through our Anti-bias grant. DJUSD has been successful in establishing a Parent Advisory Committee of the Native American Education and Title VI Program. Our relationship with our bargaining partners promote shared values and priorities and we continue to benefit from our relationships with higher education surrounding our community. Additionally, we note that our Climate Office will begin the work funded through an anti-bias grant with constituency groups from the Jewish community, Black and African American, as well as LGBTQIA+.	An area of focus in improving our relationships is in reaching a broader group of invested community members to inform our vision.  This focus will be co-constructed, realized and actionable through our Strategic Plan, beginning this fall of 2022.  Additionally, DJUSD will focus intently upon the findings and recommendations that come from the DJUSD Special Education Review, improving relationships within our Special Education student, parent, and staff populations.
	An area of need in partnership is in building relationships and capacity for families that are English Learners and speak a language other than Spanish. Additionally, we have developing more systematic manners of  outreach to families living in poverty through their community leaders.
	Building Relationships and Social Emotional Learning (SEL) is a high priority for Davis Joint Unified School District and is directly aligned to Goal 3: Classrooms and school communities will be safe and inclusive environments. DJUSD has developed events and systems in order to create strong relationships and open communication between school staff and the parent community. In addition to Back to School Nights and Open Houses, DJUSD hosts a Parent Engagement Night to invite parent perspective into the key decisions and future work of district leadership. Additionally, each school site holds events specific to their programs and coordinates parent events to support transitions from elementary school to junior high as well as junior high to high school. Staff have increased communication through messaging to include: Superintendent's bi-weekly Constant Contact email, social media, our DJUSD website, and personalized contacts from Principals. Additionally, our Spanish Speaking Partnership Network has increased proactive outreach. An area of success is in the hiring and utilization of a liaison for homeless and foster students. In partnership with our site counselors this has increased our ability to form relationships and meet student needs.
	We observe a lower level of engagement with our unduplicated families and intend to focus on increasing in-person communication and face-to-face time with these students and families by home visits and case management. Our 2021-24 LCAP plan included hiring an additional  liaison and coordinator for interpretation services in order to increase and improve engagement of underrepresented families.  DJUSD has hired for this position and outreach has shown improvement of unduplicated student participation in programming. DJUSD high school programs saw an increase in both enrollment and pass rate for our Dual Enrollment College partnership with Sac City College. This increase was particularly reflected with our unduplicated population.	DJUSD will continue to partner with our families using site advisories, district advisories, and community liaisons.  As part of our strategic planning this fall we will be going to communities systematically  and deliberately organize ourselves in the places where our families are available.  Additionally we will be partnering with our students on sites and translating our LCAP to increase accessibility.
	Based on the analysis of educational partner input and local data, briefly describe the LEA’s current strengths and progress in Seeking Input for Decision-Making. *
As noted above, our partnership with families as a result of the Spanish Speaking Partnership Network and our EL Specialists is a point of success and progress. This is also true of our parents as a result of the Parent Advisory Committee of the Native American Education and Title VI Program. A focus area for improvement will be in working with a larger network of families as we note a reliance on the same leadership voices within the English Learner Parent Advisory and Native American group. We would also benefit from higher participation in our surveys and believe proactive outreach will increase that engagement.
	DJUSD will focus on working collaboratively with our parents, students, staff, and community in a facilitated implementation of the DJUSD Strategic Plan.  Our Strategic Planning process was designed by our community and implementation includes continued feedback loops that rely upon strong partnerships.
	DJUSD will explicitly share data and seek input from our underrepresented families through consultation with Parent Advisories for English Learners and Native American students.  Additionally, our liaisons will seek input from families in our migrant community and with our foster and homeless youth caregivers. Our Anti Bias grant will also improve our understanding and relationship with our Black/African American, Jewish, and LGBTQ families.


	5	4	4	5	4	5	4	4	5	3	4	3	Met		2024-06-20	2024
57726780119578	Da Vinci Charter Academy	3	Building partnerships for student outcomes is key for success at DVCA. An important tool for building partnerships with parents/guardians for student outcomes is the use of Canvas, the school's online learning management system. DVCA teachers are trained in the use of Canvas and it is policy for teachers to provide access to agendas for each course at the start of each week and to provide updates in the student gradebook. Students receive Canvas training at orientation each year. DVCA hosts two Parent/Guardian Canvas Nights to provide tutorials and guided support on the use of Canvas. Each parent/guardian receives a Parent-Observer account. Thus, both students and parents/guardians have ongoing, consistent access to tools to monitor performance and provide additional support at home. Staff emails are available to families through the website and listed within each course. Additionally, DVCA teachers are instructed on professional email communications and expected to make timely communication to parents/guardians when academic or social-emotional challenges arise. Finally, students not meeting standards receive quarterly progress reports and counseling staff reach out to parents/guardians to schedule meetings with a support team.
	There are two areas of ongoing progress. DVCA has developed a restorative approach to community building, conflict resolution, and discipline which can be accessed through the DVCA Restorative Practices Coordinator. Through orientation activities and parent engagement nights, DVCA educates students and parents about this system which can be accessed in or out of school to assist when challenges arise. Additionally, DVCA Administration and support staff utilize two recently acquired communication tools to support positive student outcomes. Using an updated website and School Messenger communications system, DVCA is able to provide timely information on school events, activities, policies, and opportunities for students and families.
As a dependent charter, DVCA holds a Memorandum of Understanding with DJUSD, which describes the many instances in which DVCA contracts for services through DJUSD, including Special Education and Student Support Services. DJUSD provides training in legal and policy requirements in these areas and provides oversight for employees. DVCA staff provides parents/guardians with notices of their rights and follows the processes for S.S.T., 504 and I.E.P meetings. All processes for complaints or conflict resolution are available on the DVCA and DJUSD websites and these processes and protocols are followed by DVCA.
DVCA observes that Special Education and socioeconomically disadvantaged students demonstrate disparities in student outcomes and will focus on relationships with these students and families going forward. One of the hopes in this area is to increase the efficiency in delivering services to these families through the Multi-Tiered System of Support that that includes not only Socail Emotional support, but targets Teir One practice with the use of the UDL framework. 
	"Building Relationships is a core principle of Da Vinci Charter Academy and directly aligned to the school's mission of being an innovative, inclusive and collaborative learning community. DVCA has developed a number of programs that support the creation of strong relationships and open communication between school staff and the parent community. In addition to Back to School Nights and Open Houses, DVCA hosts several parent engagement nights at each site to invite parents directly into the school environment. These ""flagship project nights"" occur at all grade levels and allow parents to see the work of their students as they present products and projects that they have completed in their courses. DVCA staff are easily accessible with every teacher's email for every course available in the school's learning management system and on the school's website. It is expected for DVCA teachers to respond to parent inquiries within 24 hours and meet after school hours with families that express this need. DVCA administration and staff maintain ongoing, open communication through the school website and through periodic School Messenger communications, all for the purpose of ensuring families are aware of school activities and have opportunity to participate. DVCA has a Parent Booster Organization which promotes a welcoming environment for families. Families can learn about the Booster Organization during annual registration and orientation activities. The Boosters maintain a website and provide periodic communication to families about school and Booster events, including their monthly, open meetings and social engagement opportunities.
One of the most significant areas of progress comes from the work of the DVCA Counseling Department. For the past three years, DVCA counselors have held Grade 10 Parent meetings during the Fall. Since adding the 9th grade, counselors have added support to 9th grade families. In these meetings, the counselors, students and parent/guardian(s) meet to discuss program planning for high school and post-secondary plans. These individualized face-to-face meetings offer a valuable opportunity for the counseling team to develop relationships and a supportive approach to supporting student and family goals. The Counseling Department has also developed a Post-Secondary Information Night for Juniors and a Senior Information Night. These avenues of engagement have been impactful in creating partnerships with families to work collaboratively towards achieving student goals and in fostering connections between families and school officials and, most importantly, in promoting access for families that might not otherwise have access to crucial post-secondary information.
Building strong relationships with families is a task that is never complete; it is something that requires intent and persistence."	"Building Relationships is a core principle of Da Vinci Charter Academy and directly aligned to the school's mission of being an innovative, inclusive and collaborative learning community. DVCA has developed a number of programs that support the creation of strong relationships and open communication between school staff and the parent community. In addition to Back to School Nights and Open Houses, DVCA hosts several parent engagement nights at each site to invite parents directly into the school environment. These ""flagship project nights"" occur at all grade levels and allow parents to see the work of their students as they present products and projects that they have completed in their courses. DVCA staff are easily accessible with every teacher's email for every course available in the school's learning management system and on the school's website. It is expected for DVCA teachers to respond to parent inquiries within 24 hours and meet after school hours with families that express this need. DVCA administration and staff maintain ongoing, open communication through the school website and through periodic School Messenger communications, all for the purpose of ensuring families are aware of school activities and have opportunity to participate. DVCA has a Parent Booster Organization which promotes a welcoming environment for families. Families can learn about the Booster Organization during annual registration and orientation activities. The Boosters maintain a website and provide periodic communication to families about school and Booster events, including their monthly, open meetings and social engagement opportunities.
"	One of the most significant areas of progress comes from the work of the DVCA Counseling Department. For the past three years, DVCA counselors have held Grade 10 Parent meetings during the Fall. Since adding the 9th grade, counselors have added support to 9th grade families. In these meetings, the counselors, students and parent/guardian(s) meet to discuss program planning for high school and post-secondary plans. These individualized face-to-face meetings offer a valuable opportunity for the counseling team to develop relationships and a supportive approach to supporting student and family goals. The Counseling Department has also developed a Post-Secondary Information Night for Juniors and a Senior Information Night. These avenues of engagement have been impactful in creating partnerships with families to work collaboratively towards achieving student goals and in fostering connections between families and school officials and, most importantly, in promoting access for families that might not otherwise have access to crucial post-secondary information.
	Building strong relationships with families is a task that is never complete; it is something that requires intent and persistence. DVCA observes a lower level of engagement with its unduplicated families and intends to focus on increasing in-person communication and face-to-face time with these students and families in the coming year. Additionally, with the realignment of grade 9 to the Da Vinci High School Campus, it is imperative the counseling and administration begin the process of connecting with students and families at an earlier stage of their high school career.
	DVCA benefits from the opportunity to participate in stakeholder input activities at both the district and site-level due to its status as a dependent charter. At the district level, parents participate in the Superintendent's Advisory Committees which includes representation for EL, SPED, Site Council/Advisory and a PTO/Booster representative. At the site level, the DVCA Administration holds monthly Advisory Board meetings which are open to the public and include four, elected, parent board members who provide representation for the stakeholder community. Notably, the Advisory Board members exercise oversight for important decision-making activities such as the DVCA LCAP, school safety plan, charter renewal and WASC process. DVCA also includes stakeholders, including DVCA parent/guardians, in the DJUSD School Governance Nights and the Parent Engagement Nights.These practices are firmly in place and represent ongoing strengths for involving parent/guardians in the decision-making process.
	A recent area of progress for involving parent/guardians in decision making is the use of surveys to solicit parent input on the progress and needs of the program. This is done using the Youth Truth Family Engagement Survey which asks for parent/guardian feedback on a range of areas including school climate, academics and student safety. The feedback from this survey is analyzed annually by DVCA staff and the DVCA Advisory Board to determine areas for improvement. DVCA, along with DJUSD, has also strengthened its ability to involve underrepresented families in the decision making process through a sustained effort to provide communication and outreach in multiple languages, especially Spanish. Surveys and communications from DVCA are now done on multiple languages using a digital translation service and two DVCA employees have been formally trained on the process for translating in the educational setting.
	While DVCA is proud of the strong record of parent/guardian participation in the decision-making process, it recognizes a need to diversify the population of parent/guardians who choose to participate. A focus area moving forward is to ensure that there is a wider range of participants and DVCA hopes to accomplish this by seeking a diverse group of Advisory Board members. DVCA would also like to achieve a larger and wider range of parent/guardians participating in the Family Engagement Survey and is undertaking additional steps to advertise and encourage this outcome.
	5	4	5	5	4	5	4	4	5	3	4	4	Met		2024-06-20	2024
57726860000000	Esparto Unified	3	EUSD strength is in utilizing Parent Square to communicate on an individual and a group level.	EUSD needs to better understand and overcome the barriers to parent participation in meetings and the Parent Academy.	EUSD will provide more training for our families that have students with disabilities.	EUSD worked with staff and the community to develop a strategic plan to guide the work of the district.	EUSD will work to find additional ways to work with families to better understand student outcomes.	EUSD will implement the Graduate Profile and Strategic Plan developed collaboratively during the 2023-24 school year.	EUSD  was successful in gathering input to develop both the graduate profile and the strategic plan.	EUSD will continue to engage with the community as the Graduate Profile and Strategic Plan are implemented.	EUSD will continue to provide input in a variety of manners including surveys, small groups, Board meetings, and other meetings.	3	4	3	4	4	4	4	4	4	4	4	4	Met		2024-06-12	2024
57726940000000	Washington Unified	3	Washington Unified School District has demonstrated significant strengths in building relationships between school staff and families, notably through the provision of school liaisons - bilingual for the diverse languages represented on campus and the employment of the liaisons who facilitate effective communication. Engagement opportunities such as admin meetings, coffee with the principal, and district-wide events further foster rapport. The school sites and district office welcome input from educational partners.	Washington Unified School District will provide opportunities for engagement of all educational partners, buy strengthening reciprocal communication, developing additional avenues for involvement and feedback to support student learning through:
1. Active Parent Volunteers
2. Site ELAC (English Learner Advisory Committee) Participation & DELAC (District English Learner Advisory Committee) Participation
3. Parent community forums
4. Developing our schools as a community resource center

WUSD plans to build upon these successes through:
-Continue to provide families with resources and support
-Look for oppotunities to build connections with staff and families to build common knowledge 
-Continued professional development for all staff in area equity as well as professional learning time.
-PBIS implementation of tier I, II and III, based on school readiness and Tiered Fidelity Inventory scores.
-Providing after school intervention and enrichment opportunities for students.	Washington Unified School district is committed to Equity, Excellence, Empowerment for Every Student, Every Day. WUSD is committed to working with parents and community in authentic ways to support student learning. Moving forward WUSD will increase District Wide parent workshops to include:
1. Social Emotional Support
2. Instructional technology
3. Meeting the needs of students with exceptional needs
4. Interest surveys and needs assessments with underrepresented families
5. Increase translation services for parents of second language learners
6. Consistency, sustainability, communication and connecting the work to the classroom

In addition WUSD will continue to increase parent surveys forums and feedback in order to gain feedback.	Washington Unified School District is committed to engaging our educational partners in order to improve student outcomes. This continues to be a difficult section to rate as this varies from program to program and site to site. Numerous meetings are held to build partnerships and gain community connections. These meetings included the following educational partners: District Parent Advisory Committee (PAC), English Language Parent Advisory Committee (EL PAC), Weekly site administration meetings, School site parent meetings, Parent Trainings, West Sacramento Teachers’ Association (WSTA) meetings, California School Employees Association (CSEA) meetings, SELPA consultation, Regularly Scheduled and Special WUSD Board meetings and that includes public comment, School Reopening Committee, District and site LCAP meetings. There is a desire to focus more at sites on student outcomes. 

The positive parenting workshops have received very positive feedback. We have a lot of resources available and partnerships with local agencies to support our students and families such as Yolo county Children's Alliance, the City Of West Sacramento Homerun program, MLK Freedom Center, Yolo County Office of Ed, and institutions of higher education. Washington Unified School District staff is fully committed to these partnerships that will help support support staff and teachers.	The Strategic Plan is aligned with the District’s Local Control and Accountability Plan (LCAP). The goal is to reinforce the strengths of our school system while recalibrating the District’s vision and commitment to excellence, equity, and empowerment for every student every day.
 
WUSD leadership utilized a series of stakeholder teams in creation of the Strategic Plan to guide the development of a strategic plan that embraces the community's diverse voices. The stakeholder teams included a Core Planning Team (CPT) of district staff and community members, an Instructional Focus Team (IFT) that included teachers and administrators, an Alignment Team with West Sacramento business 2022-23 Local Control Accountability Plan for Washington Unified School District and community leaders, Student Groups with voices from grades 3-12, and Community Forums open to all individuals from the broader community.

Families/Community concerns centered on academic growth and many believe their child will need extra academic support.  Other concerns were about social-emotional well-being and peer relationships of students, Support for Academic Services for students, training for school staff, including trauma informed practices, social-emotional, health, and academic needs, and extending instructional learning time and formats.

As mentioned in previously in  analysis narrative, WUSD solicited feedback and consultation in conjunction with existing community groups via meetings and surveys.  Feedback was received and the focused areas targeted for growth were:

1. Involve families in service oriented projects.
2. Information for families as students transition from 6th grade as well as 8th grade.
3. Becoming more effective in reaching the families that are hard to reach.
4. Provide more opportunities for staff professional development (PD) that focuses on parent partnerships.
5. Improving our ability in getting the information out regarding all the resources we have and how to access them.	West Sacramento is a diverse, urban community where student needs are more concentrated in specific areas. Washington Unified recognizes the needs of English Learners, foster youth and students eligible for free and reduced lunch (unduplicated students) comprising over 67% of our student population.  In order to meet the specific needs of the identified subgroups, WUSD provides increased or improved services for foster youth, English Learners, and low-income students in the following ways:
 
Based on input from sites personnel, and the risks associated with foster care, the district funds a full-time Youth Outreach Specialist to monitor and aid foster youth in the navigation of school and resources. Additional staffing of outreach specialists. English Learner support staff, and social workers continue. These services are principally directed at serving the needs of Low--income, Foster Youth, and English Learners, they are available to all students who could benefit from the services. Outreach efforts are principally directed at providing district-wide and school-wide services to unduplicated students.

School sites are using a variety of methods to meet the needs of their students, specifically for foster youth, English learners, and low income students. All teachers have the flexibility built in their instructional day to provide additional intervention support to students. Additional funds have been allocated to sites to support site based interventions based on needs. These interventions are outlined in the school Single Plan for Student Achievements (SPSA) which are aligned to the district goals. The funds to support the site will be increased this school year.

In the feedback received from meetings and via survey areas of growth to focus on are the following:
1. Intensifying district plans in making the schools more a part of their community by involving multi community resources with the support of Community Schools when appropriate. 
2. Provide topics at workshops based on parent need and feedback.
3. Continuing to provide information in home languages especially those of newly immigrant families.	WUSD is a community supported by one another.  WUSD is committed to working with parents and community in authentic ways to support student learning. During the 2023-24 school year many sites held family engagement nights. these included:
-Family Math Might
-Literacy Nights
-Social Emotional Support for Students
-Specific topics suggested from site parent forums

The WUSD Strategic Plan embraces diverse voices and perspectives. The teams included: students, teachers, administrators, classified/aides, cabinet & supervisors, unions, school board, parents/caregivers, community members, and community organizations. These meetings have been instrumental in gathering input surrounding the needs of our students. The student voice captured during these meetings is driving the work of the team as we plan for future years. The district is openly attempting to make opportunities where parents are asking questions, posing scenarios, asking staff for input (site leadership, pbis, elac, pto, etc). There are a variety of groups that meet to gather information from families. 

A good effort has been made to include families in the strategic planning process and digital engagement has improved some families ability to attend.	Improving the process of seeking input for decision-making in a district involves creating an inclusive, transparent, and efficient system that encourages participation from all educational partners. Establishing clear communication channels is essential, utilizing dedicated platforms like websites, social media, and email to disseminate information and gather feedback. Engaging educational partners early and often through surveys, polls, focus groups, and advisory committees can ensure diverse perspectives are considered. Hosting public meetings, workshops, and town hall events further facilitates direct communication. Transparency can be enhanced by making data publicly available and providing clear reports on how input was used, while accountability mechanisms ensure that stakeholder input is genuinely considered.

Building trust and credibility is crucial, achieved through follow-up communication that explains how input influenced decisions and the provision of multiple feedback avenues in accessible formats. Training programs and support resources for facilitators can help manage discussions effectively and gather meaningful input. Regular assessment and iterative improvements ensure the process remains effective and inclusive, with ongoing monitoring to adapt to changing needs. An example implementation plan might begin with an assessment to identify current barriers, pilot programs to test strategies, scaling successful methods district-wide, and continuous refinement based on feedback. By adopting these strategies, a district can enhance its decision-making process, leading to more informed and widely accepted outcomes.	Several sites held parent nights and outreach staff worked with site administrators to determine the needs at their sites. Continued outreach, language accessible information, advertising of resources available for our underrepresented families will be critical.  School Liaisons~Bilingual will work with parents to select sessions on primary language literacy, the road to college, and being an active participant in their child’s education.  Family liaisons will also increase translation of services and documents for families of English Learners. School Liaisons~Bilingual will increase work with parents to select sessions on primary language literacy, the road to college, and being an active participant in your child. Overall, the goal of WUSD is to enhance parent/school engagement such as the Positive Discipline workshop as well as other areas of interest.

As the district moves forward with plans to develop community based schools much planning will be utilized to determine ways to make our schools follow a more community based model as a resource center for all our families beyond just the working hours of school.	3	3	3	3	3	3	3	3	3	3	3	3	Met		2024-06-27	2024
57726940124875	Sacramento Valley Charter	3	SVCS organizes an annual Meet and Greet; we welcome all parents and guardians before the beginning of each school year. There are also two minimum days for meeting parents of underperforming students in the beginning of the school year. The parents of those students are requested to attend parent teacher conferences for reviewing individual intervention plans. We have monthly award ceremonies, site-council meetings, PTO Meetings, and School events such as STEAM Night, Multicultural Night, Various Sporting Events including Staff/Parents Vs. Students Basketball Game.	Providing professional resources to educate, train, and motivate parents so that they can monitor their kids’ learning while providing a safe learning environment for their children at home. Teachers regularly update parents about their students' academic successes and needs. The effort is to reach consensus for increased service in areas of Counseling and Mental Health support.	We identify such families who are in need of extra support and we provide transportation and other amenities such as uniform and school supplies, free of any cost. These facilities are available to those parents who submit a request in writing for help due to economic hardship.	Parents have free access to school administrative staff to discuss individualized learning plans and their kids’ achievement levels. Meetings with the students’ teacher and principal are held in order to improve student outcomes based on their needs.	Increasing fulltime liaison work for addressing chronic absenteeism, mental health, and homelessness.	SVCS conducts home visits to reduce chronic absenteeism and advise on
providing a safe learning environment and keeping English Learner Students free from any toxic domestic environment.	Sacramento Valley Charter School administration provides teachers and staff guidance in making informed decisions, with the support of continuous staff development and discussions. Parents are encouraged to partner with the school staff during various meetings and class visits. Partnership occurs with an aim to increase achievement levels, strengthen a safe learning environment, and reduce chronic absenteeism.	Increasing participation of all stakeholders in the implementation of school policies. We will conduct frequent surveys and develop an action plan on the basis of the feedback. 
	Home visits and arranging professional help for the parents and families for making appropriate decisions for their children. Teachers will be encouraged to hold meetings with parents in order to ensure all academic and transportation needs are being met.	5	5	5	5	5	5	5	5	4	4	5	5	Met		2024-06-06	2024
57726940131706	River Charter Schools Lighthouse Charter	3	Some of Lighthouse Charter's noted strengths are the Weekly Newsletter, parent volunteers, Coffee with Principal, Parent Square, 
school events highlighting student performance, and Parent/Teacher conferences.	There is a need to build a stronger PTC and ELAC.	Events scheduled at times to increase planning and attendance; childcare for PTC meetings; bilingual representation 
of staff	Back to School Night, Parent/Teacher Conferences, IEP meetings, SST meetings	Provide families with information and resources. Hold classes for parents (Parent University).	Develop ELAC and support parents with a translator	Parents work with teachers on priorities and engagement -- PAC, Safety, LCAP Review, PBIS Committee	More opportunities for involvement	Provide more surveys and in different mediums, and create more opportunties to engage before school and during 
the evening.	4	4	4	4	2	3	4	3	2	2	2	2	Met		2024-06-24	2024
57726940135939	Washington Middle College High	3	Some of the current strengths and progress in building relationships between school staff and families at WMCHS are a new full-time bilingual counselor that helps with timely feedback and communication.  Also, Canvas Learning Management System and Catapult provide streamlined communication of achievement and information to parents.	A focused area to build better relationships at WMCHS with educational partners are more events for families. This has been identified as a key focus.	WMCHS believes it can improve engagement with underrepresented families this includes supporting students with counseling services for both the high school and college level.	A known strength is that academic performance is communicated quickly and effectively by teachers.	WMCHS believes that expectation regarding the program as a whole is an area of improvement.	The 2023-24 LCAP continues the full time counselor and outreach specialist.	In terms of input gathering WMCHS is seeing more partner input.  For example, the advisory committee met more regularly this school year.	An important area for improvement for WMCHS is that there is a need for more regular Advisory Committee involvement.	WMCHS continues to seek ways to engage educational partner input. This includes working with organizations in West Sacramento.	5	5	5	5	4	4	5	5	4	4	4	4	Met		2024-06-27	2024
57727020000000	Winters Joint Unified	3	Waggoner Elementary and Shirley Rominger Intermediate Schools continue to enjoy support from a robust Parent Teacher Association that promotes quality enrichment activities which engage the community, teachers, parents, and students. Other associations that encourage parent involvement across the grade span are the Winters Education Foundation (WEF) and Winters Music Boosters.

As part of the District's transition to Universal Pre-Kindergarten (UPK), and supported through Growing Strong Learners Grant funding, the Winters State Preschool has initiated and sustained a Parent Advisory Committee to enhance parent involvement and connectedness during the early learning years. Additionally, they host campus events to seek family feedback. In the spring of 2024 the District held preschool and TK enrollment events to inform parents of UPK options and promote early registration. 

Preschool, Kindergarten, and First grade teachers participated in a second year of Sobrato Early Academic Language (SEAL) Early Learning training. This professional development promotes the creation of strong partnerships between families and schools, as well as the use of culturally affirming classroom practices. The District has initiated a sustaining agreement with SEAL to continue training teachers in 2024-2025.

The District is now in its fourth year of Parent Square communication platform implementation. Staff receive ongoing training to use the platform’s features to communicate and collaborate with families through accessible messaging in their preferred language(s).

In the 2023-24 school year, district and site leaders participated in a Leading for Equity Learning Series facilitated by the National Equity Project. The emphasis of this training is to enhance the experiences, outcomes, and opportunities for historically underserved children and families

The Family Resource Center at the District Office is staffed by a bilingual Family Liaison and an English Learner Specialist to augment service delivery and resource provision to families.	A districtwide focus for 2024-2025 as outlined in Board Priority #1 and LCAP Goal #1 is to create safe, welcoming, and inclusive environments for all educational partners. Indicators of this work include a commitment to student safety and wellbeing, improving cultural awareness within the school community, and amplifying student and family voices. Efforts to advance this work include training for all school and district leaders in how to identify and eliminate barriers to equal access to education programs and activities, the development of a District Culture/Climate Committee, and site-based student-led Liberatory Design teams.
 
Another focus area for ongoing improvement in the 2024-25 school year is strengthening relationships and social connections between the District, students, and families through enhanced use of Positive Behavior Intervention and Supports (PBIS) practices. This area remains a focus informed by student discipline data. The District is partnering with the Yolo County Office of Education to support site PBIS teams in implementing a tiered framework that supports students’ behavioral and social emotional needs. Through the efforts of these teams, the District seeks to improve consistency of universal practices from classroom to classroom, proactive and supportive outreach to families, and collaborative assets-oriented problem solving.	To improve engagement of underrepresented families, the District has adopted Youth Truth, a nationally norm-referenced perceptions survey. The District implemented the survey in December of 2023 and utilized data from family surveys to inform engagement efforts. Two new family engagement opportunities were enacted during the 2023-2024 school year. These were a Kermes festival to celebrate the culture and heritage of students and their families, and a Family Engagement Night with unique sessions facilitated by staff based on topics of interest to families. These same events will be hosted and enhanced during the 2024-2025 school year.

The District continues to facilitate a variety of Parent Advisory Committees to engage with families of diverse backgrounds including the District English Learner Advisory Committee (DELAC), Migrant Parent Advisory Committee (MPAC), Special Education Parent Advisory (SEPAC), and more. The District utilizes feedback shared by PAC members to reflect upon systems and policies that may contribute to inequitable experiences in school environments. The goal of this work is to create a District-wide culture characterized by building community, listening and demonstrating empathy, and deepening relationships with all students and families.	Each year the District partners with the Parent Institute for Quality Education (PIQE) to support families in developing the knowledge and skills to ensure their students achieve their full potential. Families who participate in the PIQE program receive important information about their child's education and earn a certificate of completion. Parent Institute for Quality Education (PIQE) courses provide families with information to support student learning and development at home. The District has expanded PIQE offerings to include sessions appropriate for the parents/guardians of early learners, elementary aged students, and secondary pupils. 

Family Conferences are another way that Winters educators collaborate with families to improve student outcomes. The elementary, intermediate, and middle grades campuses have special schedule days to accommodate conferencing. The middle and high school also host evening drop-in conferences to support working family participation.

An area in which the District has made progress is regular school attendance through a districtwide campaign  and collaboration with families whose children were identified as needing additional support. The District engaged in a variety of Tier II and III intervention activities including home visits, case management, personalized transportation services, health plans, and more.	Analysis of educational partner input and local data demonstrates that an area for improvement in Building Partnerships for Student Outcomes is communicating essential standards and learning targets for each grade level and department in accessible ways. During the 2024-2025 school year, staff will address this focus area by collaborating to create public-facing essential standards. The outcome of these efforts will be a resource that is accessible to students, families, and the community, sharing the District’s promise, or Guaranteed and Viable Curriculum (GVC), across all grades. This work will support more effective conversations about student progress, allowing parents/guardians to be partners in their children’s learning.	The District will sustain opportunities for parents to partner in the educational process (PIQE, conferences, PACs, etc.), Additionally, the District will enhance engagement of underrepresented families by hosting culturally inclusive events, providing multilingual communication, and partnering with community organizations. These efforts aim to build trust, ensure representation, and foster collaboration for improved student outcomes.	The District has many committees focused on seeking family input in decision-making to improve student outcomes. Each school principal facilitates a School Site Council (SSC) and collaborates with the English Learner Specialist in the coordination of an English Learner Advisory Committee (ELAC). Both SSCs and ELACs regularly review student achievement data which contributes to the School Plan for Student Achievement (SPSA) and Safety Plan.

At the District level, parents are encouraged to participate in the Local Control Accountability Plan Parent Advisory Committee (LCAP PAC), Migrant Ed Parent Advisory Committee, and District English Learner Advisory Committee (DELAC). These groups review various data related to academic progress and wellness. They then advise District leadership in the development of the LCAP. 

The District also has made growth in the area of building trust and fostering strong relationships with educational partners. Regular interactions and transparent communication have strengthened bonds with families, students, and community members. Trust-building initiatives, such as home visits and bilingual family liaisons, have been effective in reaching out to underrepresented families.

The District has also made strides in celebrating community diversity through events and programs that highlight different cultures, languages, and traditions. These celebrations promote a sense of belonging and encourage participation from all community members. By recognizing and valuing the unique contributions of each group, the District seeks to create a more inclusive environment that encourages active engagement.	A focus area for the 2024-2025 school year is reflected in the District’s commitment to equity and access via targeted outreach initiatives, removing barriers to participation, and seeking more diverse representation among families and other educational partners. 

While the District is now implementing an evidence-based perceptions survey (Youth Truth) analysis of educational partner input data illustrates the need to develop a continuous improvement and feedback loop. A more dynamic systems-based approach for making timely adjustments based on family feedback will result in more effective responses, addressing the evolving needs of the community.	The District will strengthen targeted outreach efforts to ensure that underrepresented families have equitable opportunities to participate in decision-making. This includes providing additional resources such as translation services, transportation assistance, and flexible meeting times and formats.

Further, identifying and addressing barriers that prevent some parents/guardians from engaging fully in the decision-making process is a priority. This may involve revising policies and practices to be more inclusive and accommodating.

Ensuring diverse representation in all advisory councils, committees, and engagement activities is also crucial. The District will work towards having more balanced and representative input across the school community to reflect the needs and perspectives of all students and families.	3	3	3	4	3	3	3	3	3	3	3	3	Met		2024-06-20	2024
57727020139436	Compass Charter School of Yolo	3	Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council reviewed the questions for the
annual survey and added questions that they felt were important to scholars and parents. Compass conducted a
schoolwide annual planning survey in February and March in order to ensure input from all groups of scholars,
families, and staff, as well as our authorizers, Board of Directors, and the community at large. The survey results
provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of
opportunity to explore for the upcoming school year. In reviewing the results, Compass demonstrated strengths and
great progress in the following areas: flexibility (flexibility that’s available for scheduling, pacing, curriculum, ways to
meet state standards, and the ability to complete school work from home), supportive teachers (teachers'
understanding, helpfulness, guidance, communication, and availability), independence (being able to work
independently and at one's own pace), online nature/ease of use (convenience of online learning, absence of travel,
and ease of using the online platform), individualized/personalized learning (ability to tailor education to individual
needs, learn in preferred ways, and pursue personal interests), positive learning environment (positive attitudes of
teachers, an enjoyable learning experience, as well as a supportive, non-judgmental, inclusive environment),
resources/availability of resources (appreciation for the availability and providing of resources, curriculum support,
and access to online resources as well as subscriptions), extracurricular/enrichment programs (clubs, field trips,
diverse extracurricular activities, and access to enrichment programs along with additional classes), community and
family orientation (family-oriented atmosphere, caring community, sense of community, and engagement events),
and special education support (positive experiences and support for special education needs were noted).
Further, our tiered re-engagement process focuses on restorative practices that solicit collaboration between families
and the LEA to further support scholars academic progress and engagement.	Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent
surveys in January. In addition, Compass itself conducted a schoolwide annual planning survey in February and
March in order to ensure input from all groups of scholars, families, and staff, as well as our authorizers, the Board of
Directors, and the community at large. The survey results provided qualitative and quantitative information on our
Compass experience as well as areas of focus and areas of opportunity to explore for the upcoming school year.
In reviewing the results, Compass identified the following as focus areas for improvement in building relationships
between school staff and families: streamlining material and educational resource ordering process, addressing
issues with semester limits and deadlines), curriculum and instruction (adding more creative, hands-on projects, less
rigidity, more recorded classes, and improving video quality in courses), social interaction (increased opportunities
for social interaction, including more field trips and real-life activities), language electives (a broader range of
language electives for all grades), support and resources (enhancing support for special needs students and
increasing local staff and events), communication (improved communication regarding deadlines), workload
awareness (concern about the overall workload and the pace of the online curriculum), local availability and vendor
variety (more local vendors and services, especially in rural or remote areas as well as easier vendor approval
processes), and zoom and online classes (opinions varied on the frequency of online classes and Zoom meetings,
with some preferring more regular sessions).	Compass Charter Schools has identified and implemented early stage implementation on the work to increase trust
with all educational partners. This work includes building trust within the staff, scholars, parents, and community,
guided by professional development initiatives. Compass’ engagement efforts have received high satisfaction, and
the engagement and marketing teams are applying data to develop plans to increase engagement in
underrepresented communities.	Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent
surveys in January. In addition, Compass itself conducted a planning survey in February and March in order to
ensure input from all groups of scholars, families, and staff, as well as our authorizers, the Board of Directors, and
the community at large. The survey results provided qualitative and quantitative information on our Compass
Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. Compass
Charter Schools demonstrated strengths and great progress in the following areas for scholar outcomes: Multi-Tiered
System of Support (MTSS), English Learner Support, Tutoring, Social Emotional Learning and Well Being, and our
synchronous and asynchronous instruction.	Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent
surveys in January. In addition, Compass itself conducted a planning survey in February and March in order to
ensure input from all groups of scholars, families, and staff, as well as our authorizers, the Board of Directors, and
the community at large. The survey results provided qualitative and quantitative information on our Compass
Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. In reviewing
the planning survey results, Compass Charter Schools identified the following areas for improvement in building
partnerships for scholar outcomes: Summer Session availability, and curriculum options, more Community Provider
options for the Options Learning Program.	Compass Charter Schools now offers a summer session that utilizes online courses and a supplemental curriculum
to increase scholar engagement and outcomes. Compass will also ensure all scholars can access A-G approved
courses through board-approved curricula and vendors.	Compass Charter Schools takes great pride in our ongoing process for seeking input for decision-making. Compass
collaborates with all of our educational partners consistently throughout the year via monthly Leadership Team
meetings, Scholar Leadership Council meetings, and Staff Advisory Committee meetings; quarterly Parent Advisory
Council meetings; and Parent Town Halls and survey administrations throughout the year. During these
opportunities, all educational partners review and discuss the progress we are making, make recommendations for
improvements, and are equally involved in the decision-making progress.	Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent
surveys in January. In addition, Compass conducted a planning survey in February and March in order to ensure
input from all groups of scholars, families, and staff, as well as our authorizers, the Board of Directors, and the
community at large. The survey results provided qualitative and quantitative information on our Compass Experience
as well as areas of focus and areas of opportunity to explore for the upcoming school year. Compass Charter
Schools identified the following areas for improvement in seeking input for decision-making: a need for an increase in
participation in state and local assessments.	Based on input and local data, we will continue to work on providing opportunities for engagement that are
accessible to our underrepresented families. The addition of a full-time McKinney-Vento Liaison provides a conduit
for ensuring that some of the most underrepresented families have a voice. We are also looking at our engagement
activities for our scholars and looking to find additional in-person opportunities in accessible areas. We continue to
refine our live learning sessions to provide meaningful educational content. Additionally, we partnered with Wellness
for Educators to offer wellness resources for our scholars, families, and staff. These live workshops are recorded and
made available asynchronously for those who are unable to attend them live. We continue to refine our supplemental
subscription offerings, such as Freckle, for example, for academic support in addition to expanding our Multi-Tiered
System of Support tutoring hours.	4	4	4	4	4	5	4	4	4	4	4	4	Met		2024-06-22	2024
57727100000000	Woodland Joint Unified	3	99% of all families using ParentSquare for home/school communication. Having CAFÉ specialists at every site has been a major support for families. Increasing the number of bilingual teachers and staff has had a positive impact on reducing language barriers. The district has done a lot of work with CAFÉ specialists on building a warm and welcoming environment as outlined in Principle 1 of the English Learner Roadmap. CAFÉ specialists have attended a training on building relationships with families of students in Special Education. Some CAFÉ specialists have attended the CABE regional conference and the CABE statewide conference.	We don’t yet have sufficient additional language supports (such as Mandarin Chinese, Urdu, etc), and we need to investigate other providers.	The district is working to expand translation support. Currently, all school and district materials are translated into English and Spanish, and very few are translated into Punjabi or Urdu, which is the next most represented language. Having more translated materials will help with engagement efforts so that families have the information they need.	Expanding Minds has increased opportunities for students. CAFÉ did workshops for parents in using iReady, with the Latino Family Literacy Project, and in understanding the ELPAC assessment. District staff also have a KinderCamp jointly with United Way to support incoming kindergarteners who did not attend preschool. Local Elks and Lions have a partnership with the district to increase reading at the elementary grades. The PROMESA grant has provided parent workshops on literacy and supporting literacy in the home. The American Red Cross offered First Aid/CPR training for parents and the CAFÉ office supported the training by paying for First Aid/CPR cards for participants.	The CAFÉ office wants to increase attendance and reach out to families by hosting workshops in family friendly locations.	By expanding outreach efforts and hosting workshops in areas where families live, the district will improve engagement of underrepresented families.	There are many opportunities for input using surveys and in meetings such as the District English Learner Advisory Committee, LCAP Collaborative, and School Site Council. This year we brought families in to Listening Circles for the Systemic Equity Review as well as focus groups for the development of the Literacy Plan. The district provides Spanish translation for all meetings of the Board of Trustees.	We continue to have low parent participation at the high school. District staff will include the annual CAFÉ services survey in the annual process of Data Confirmation which all families complete at the beginning of the year	CAFE staff will work with high school staff to identify ways to improve engagement of underrepresented families. By including the annual CAFE services survey in Data Confirmation, the district expects to increase the input received from families to help guide family engagement efforts.	3	4	3	3	3	3	3	3	3	3	3	3	Met		2024-06-25	2024
57727100121749	Science & Technology Academy at Knights Landing	3	SciTech prides itself on building strong relationships with families. We achieve this through the following initiatives:

Seesaw Platform: All our families are connected through Seesaw, which facilitates constant communication between teachers, administrators, and families. This platform supports translation between Spanish and English, ensuring clear communication for both parents and teachers.
Bilingual Communication: The principal sends out a weekly message every Sunday in both English and Spanish to keep families informed about upcoming events and opportunities to participate in committees. Additionally, fliers are sent home in both languages.
Annual Survey: In May 2024, we conducted our yearly survey, with 46 families participating.
Survey Results:

98% agree that teachers have high standards for achievement.
100% believe teachers work hard to ensure student success.
100% feel that teachers promote academic success for all students.
95% say their child feels safe at school and when traveling to and from school.
88% agree that school rules and procedures are fair.
87% feel their child is successful at school.
95% feel comfortable talking to teachers.
91% believe the staff communicates well with parents.
95% report that teachers use Seesaw, newsletters, and/or email to keep them informed.
98% feel welcome at the school.
93% agree that teachers treat all students with respect.
98% attend parent/teacher conferences.

Based on these results, 91% of our families feel that SciTech communicates well with them, up from 80% last year. Additionally, 95% feel comfortable talking to teachers, an increase from 91%, and 98% feel welcome at the school, up from 89%. These improvements indicate that our efforts are effectively creating a welcoming environment for students, families, and the community.	"Based on our educational partner's input, they feel that  SciTech ""does not need any improvement"" and ""the staff focus on this very well"", according to the family survey. The following are areas were improved and we saw a difference: (1) We used Seesaw more effectively and  (2) we Promoted ways on how parents can volunteer at school."	The CAFE Specialist will continue to have a key part supporting parents in understanding the volunteer process so that parents submit their paperwork and are able to volunteer in their child's classroom, sending Seesaw messages and fliers home.	One of SciTech's strengths in building partnerships with families is through its Personalized Learning Plan (PLP) conferences, Student Study Team (SST) meetings, Individualized Education Plan (IEP) meetings for students with disabilities, and Parent-Teacher Conferences. According to the family survey, 98% of parents attended these conferences, as confirmed by teacher data on PLP and Parent-Teacher Conference attendance. These interactions enable school staff and parents to collaborate effectively in supporting student outcomes. Additionally, SciTech's evening family events foster connections among families, staff, and the community.	Based on feedback from our School Site Council (SSC), Parent Teacher Organization (PTO), and English Learner Advisory Committee (ELAC), parents believe that the option to attend meetings via Zoom should remain available. Additionally, parents expressed a continued desire for training in Common Core Math and resources to help support their children in reading.	SciTech hosted a Reading and Math Night, which unfortunately had low attendance. To improve participation, we plan to offer dinner to families and continue providing childcare during these events. The trainings will be conducted by our own teachers, with our CAFE Specialist focusing on increasing participation from our underrepresented families.	In the English Language Advisory Committee (ELAC), Parent-Teacher Organization (PTO), School Site Council (SSC), and Governance Committee, families and community partners are actively involved in decision-making processes. Parent input is solicited throughout the year, and significant efforts are made to encourage their attendance at meetings. Additionally, an annual survey is conducted to gather parents' perspectives on the school's culture, climate, and Local Control Accountability Plan (LCAP). This year, 46 families responded to the survey, marking a 2% increase from last year. To facilitate participation, meetings continue to be accessible via Zoom.	Meeting attendance continues to be an area of improvement in seeking input for decision-making.	Based on feedback from the family survey and input from educational partners, the following initiatives will be implemented to enhance engagement with underrepresented families:

The CAFE Specialist will continue to call and send messages (both paper and Seesaw) to inform families about upcoming meetings.
The EL Specialist will focus on improving attendance among our EL families, particularly at ELAC meetings.
The annual survey will continue to be administered in the spring.	5	5	5	5	4	4	5	5	5	5	5	5	Met		2024-06-12	2024
58105870000000	Yuba County Office of Education	3	Thomas E. Mathews and Harry P B Carden schools have been awarded California Community School Partnership Program grants which will strengthen the capacity for staff to build trusting and respectful relationships with families and increase our success in creating a welcoming environment for all families in the school community. Staff has successfully been proactive to learn about each family's strengths, cultures and goals for their children through the enrollment and intake processes.  YCOE is developing multiple opportunities to engage in 2-way communication with families and uses language that is understandable and accessible to all families.	YCOE's Thomas E Mathews County Community School's focus area will be to create a schedule of on-going parent education and parent engagement opportunities based on feedback from parent engagement, and provided to all parents at the time of enrollment.	TEM and Carden have a combined School Site Council. Individual Learning Plans will be scheduled with parent and student conferences at the beginning of both semesters and during the semester to review goals and outcomes to increase engagement.  Individual Learning Plan meetings will engage staff with students and parents to seek their input and help decide the best interventions, services, and supports the student needs to succeed.  
An area of improvement is to fully implement the ILP process at both Thomas E Mathews and HPB Carden schools.	During the ILP process, we explain our systems of support and encourage students and families to participate in the services and supports identified to address their individual needs and improve student outcomes.	The focus area for improvement at both Thomas E Mathews and HPB Carden Schools is to fully implement the ILP process to identify student and family needs, and the supports and services available to address them.	During the ILP process, all students and families including the underrepresented families will be engaged.	The current strength is the commitment of YCOE and school administration to authentically engage parents/guardians/families as partners in their children's education. There are several tiers of engagement at the two school sites. Thomas E Mathews, County Community School: 1) Enrollment processes include an Independent Learning Plan meeting with school staff, parents and students. During this meeting student and family needs are discussed and an individualized plan is developed to address those needs. 2) Back to School, Open House, and other school activities are held to provide information about programs, support and interventions available for students, parents and families as well as help parents feel comfortable as part of the school community. 3) School Site Council meetings are held to review school data, and make decisions regarding addressing identified student outcome gaps. 4)At HPB Carden the Court School for incarcerated youth, parents/guardians/families participate in developing a treatment plan for the family, which includes a school and educational component. California Community School Partnership Program (CCSPP) Advisory Committee will provide structures for evidence based parent and family engagement.	The focus area for Thomas E Mathews is to increase parents motivation and interested in attending engagement opportunities by providing regularly scheduled on-going meetings and incentivize parents for participating. The focus area for improvement at HPB Carden is to work with probation to determine how to improve the opportunity to engage parents in providing input and decision-making. Currently, parents are invited to school site council.	Most of the families in the YCOE Court & Community Schools qualify as underrepresented. Therefore, the strategies discussed above have been developed specifically for underrepresented families, and benefit all.	3	3	3	3	2	2	2	2	3	3	3	3	Met		2024-06-20	2024
58105870117242	Yuba Environmental Science Charter Academy	3	Current strengths and progress in Building Relationships Between School Staff and Families are that the LEA schedules student led conferences twice a year, once at the end of the first trimester, and again at the end of the second trimester. We host back to school night in August that includes a dinner, a welcome presentation by the principal, and visits to classrooms to meet the teacher. We host two family friendly events, Harvest Festival in October and Earth Day celebration in April. Earth Day functions as an open house and highlights the environmental science project based learning that each grade level does throughout the year. Both the Harvest Festival and Earth Day celebration are well attended events.	The LEA's focus area for improvement in Building Relationships Between School Staff and Families is to rethink the way we host awards assemblies. Currently awards assemblies are poorly attended by families. They are monthly assemblies where the recipients are unknown until the presentation. We will change to hosting awards assemblies at the end of each testing cycle/grading period. All students will be recognized for achievement on on objectively measurable progress of measurable goals. We will invite all families to attend, and expect to increase attendance as awards assemblies will be limited to three times per year and all students will be recognized for their progress toward predetermined, measurable goals. We will create a festive atmosphere that congratulates students for their hard work and progress, and thanks and acknowledges families for their support of their young scholars.	YES will improve engagement of underrepresented families identified during the self-reflection process by engaging the 1) Family Liaison, 2) Council of Directors members, and 3) teachers to make phone calls home. We will create engagement topics that are appropriate for each of the three groups. We will assign underrepresented families to each member of the three groups so that the underrepresented families will receive an engagement phone call within the first three weeks of school.	The current strengths of YES in building partnerships for student outcomes are the implementation of Individualized learning plans (ILPs) for each student and student led conferences. At student led conferences students share with their families their own progress on reaching the goals of their ILPs. They do with using data from iReady and other local assessments and with the support of their teacher.	A focus area for improvement in building partnerships for student outcomes is having up to date student assignment and grade information available online through PowerSchool or other platform for families and students to access in grades 6-9. In grades k through 9, attaching an iReady data report in reading and math for parents to the report cards.	YES will improve engagement of underrepresented families in relation to building partnerships for student outcomes by reaching out to families who do not attend in-person student led conferences to conference in an alternative way. This could be by phone, by a remote meeting, or other technology.	The LEA’s current strength in Seeking Input for Decision-Making is the completion of the first year of having a person in the position of Family Liaison. The Family Liaison reached out personally to families to seek input, held coffee meetings along with the principal for families to give input in person, and sent messages to families through Parent Square. These were both informational a survey question messages.	A YES focus areas for improvement in Seeking Input for Decision-Making is inviting families to participate in high interest, single subject discussions. These could be on such topics as homework policy and cell phone policy. These are timely topics that are in the news and touch the lives of families.	The LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by by reaching out through the Family Liaison with a phone call, text, or the parents' preferred method of communication. The school purchased a cell phone for school use specifically because many of our underrepresented families' preferred method of communication is through text.	3	3	3	3	3	3	4	3	3	3	3	3	Met		2024-06-27	2024
58105875830112	Yuba County Career Preparatory Charter	3	"All Parents/Guardians are encouraged to take an active part in their child’s education right from the beginning with a detailed orientation regarding our YCCPCS Independent Study program. Upon enrollment in YCCPCS Parents/Guardians and students are provided with personalized learning plan for their child. The governing body of the school is an Advisory Committee comprised of an administrator, parents, community business members, students, and teachers. The committee makes recommendations to the Yuba County Superintendent of Schools. When necessary, the County Superintendent of Schools for the Yuba County Office of Education confirms or denies the advisory council choices. Parents/Guardians commit to helping their children be successful students and future community members. They are encouraged to be involved with their child’s education and to help tailor the program to meet individual needs. In the 2023-2024 school year, Parents/Guardians were invited to their student meetings and to volunteer (Advisory Committee and WASC Committees, Auto Show, Graduation celebrations, etc.). Parents are asked and encouraged to contact their child's teacher and support staff weekly to learn about what is happening at school, how their child is doing, and ways in which to support the student at home. Teachers frequently call, email, text and meet with parents to discuss student progress and tips on how to assist their student. IS students receive weekly feedback and receive quarterly progress reports, in addition to access to student grades, progress, and upcoming assignments through their assignment sheet, PLP platform, Google Classroom, and ParentSquare. YCCPCS is also actively engaged with our families through social media. We continue with our ""Bear Scholar"" program for students who have earned 30+ credits in a semester. As part of the recognition we send letter home to parents and invite them to an awards night two nights annually. We also have a Back-to-School night and Art Show/Chili Cook off for families to engage at the school."	YCCPCS four family nights including presentations, parent and student surveys, student awards, arts, and school tours. Our Back-to-School night was not well attended but when shifted the focus from dinner and information to recognizing student achievement, and small amounts of site information and feedback, our award nights participation significantly increased from 5 to over 100.	We have a high number of low socio-economic families and smaller groups of EL and Foster Care students who attend. We have asked for feedback from all families and have gotten very few responses. Our families continue to be concerned regarding their students mental health and ask for continued services. We share services and event information on paper during student session with teachers, at the front of the school on boards, on the front door of the school as well as electronically through social media and Parent Square. We also translate our documents for our non-English speaking parents/guardians. We are going to add in more ways to communicate during our Re-enrollment and Orientation/Enrollment process getting feedback from families on how they would like to engage with us.	YCCPCS has Professional Learning Opportunities including all YCCPCS staff (admin, teachers, classified) on weekly basis focused on implementation of curriculum and academic standards, MTSS/PBIS policy and procedures, development of CTE programs, Special Education including Ed Benefit and collaboration for General Education and Special Education, STAR assessments and interventions through NearPod, Edge, and tutoring to support academics.	"We have been participating in a small Community of Practice (CoP) for Independent Study Best Practices using an Educator Effectiveness Grant YCCPCS was awarded to strengthen our partnerships for student outcomes. This CoP includes a small group of DASS Independent Study Charter school who we hope to share practices with and learn more ways to increase our student outcomes. In the 23-24 school year we sent a team of classified staff and administration to a CA PBIS Conference to learn more about ways to support our students in building out a PBIS system for our ""at-promise"" students. In the 24-25 school year a small site team will be participating in a CA MTSS conference to continue to build our support systems both academically as well as social/emotionally."	To support our continuous cycle of improvement, administration has been working with an educational consultant who has been specifically helping leadership to improve engagement and build partnership for our student outcomes during the 23/24 school year and will continue with this work during the 24/25 school year.	YCCPCS has the opportunity throughout the year to seek input from all YCCPCS Staff, our Authorizer YCOE, our Advisory Committee, students and parents. Their feedback directly drives our overall decision making including the evaluation of our data sources to drive our decisions.	The group we are most significantly missing is that of our parents/guardians. We have provided two awards nights and several opportunities to complete surveys or simply talk with us and we have had the least amount of input from our parents/guardians. We continue to redesign our input options and more specifically when the opportunities are presented to parents/guardians. We are optimistic we will find strategies that will increase our input from parents/families to support our decision-making.	Over all, under represented families are our families we will be engaging with during our family nights/awards opportunities with student recognition. We will change when we ask for feedback to increase input from our parents/guardians.	4	5	5	4	5	4	4	4	4	4	4	4	Met		2024-05-28	2024
58727280000000	Camptonville Elementary	3	We are a very small LEA, so direct connection to families happens daily.	We are working to better understand the needs and situations of our families.	We are working directly with the County Office of Ed to develop skills sets and activities to promote staff growth.	We are able to work directly with each family to develop educational practices and activities to support family engagement	Continuing to work on understanding the unique needs and positions of our families and local partners	Continue to outreach and work with County office of Ed for support.	Our small staff and single administrator are fully involved in input and decision making.	Getting families to participate in providing input and decision making.	Continue to work with the County Office of Ed on family outreach.	3	3	3	4	4	4	4	3	4	2	4	2	Met		2024-06-18	2024
58727286115935	CORE Charter	3	Building relationships is among the strengths at CORE Charter. Parent, student, and teacher partnerships provide the foundation for the student's custom-designed educational program. Individual relationships develop and grow during the year as many meetings occur and situations and needs are brought into the conversation. Progress toward sustaining this strength is a matter of ongoing discussions at regularly scheduled meetings as well as spontaneous, collaborative sharing of successful experiences. Communication comprises a considerable portion of every day for teachers as they reach out, share information or observations, offer suggestions, track student progress, provide tutoring, and more with families. Specific information can be sent to particular student groups and parents through a schoolwide email or phone system. A designated employee updates and maintains the school's social media platforms, newsletters, and website so that all information aligns, and to which community members may respond.
	A focus area to improve relationships between school staff and families includes frequent interaction with families to provide encouragement and education. Family members are an integral part of personalized learning and the teacher’s role is often to bolster their confidence with resources and support. Teachers have made determined efforts to contact families on a weekly basis thereby fostering healthy, communicative relationships. CORE intends to offer additional learning opportunities to families to support education at home, including an increase in our at-home intervention offerings and tracking.  Additionally, through seminars and developing an online video library, CORE will strive to build stronger partnerships for student success. CORE seeks to ensure that all families understand the value, seek to participate, share their input, and gain the reward of strong relationships.
	Staff members, fluent in languages other than English, offer to communicate on the school's behalf when necessary. In this way, no family is without the opportunity to engage. Underrepresented families receive the same personal contact and opportunity to contribute as all families. All staff members, in addition to personalized teachers, offer assistance to any family member at any time often seeking them out to ensure support.

	"Professional learning opportunities to support teachers and administrators are offered throughout and even before the school year begins for planning purposes. Often a teacher will discover an opportunity for learning and request to participate. The school might extend the opportunity to others who will benefit as well. It is at these times, when collaborating with professionals from the field, that teachers learn new and proven partnering approaches. All students and their families are provided with information and resources they need to support student learning at home. However, because of the depth of the ""resource well"" at CORE, some resources might be forgotten or otherwise left untried. It is incumbent on the teacher to revisit these supports or review information regularly. CORE will continue to stress and review such important information as explaining college and career pathways to the career technical education fields and/or college/university. A first-time outline should be consider exposure, but pathway explanations should require further personalized conversations with individual student goals in mind. In this way we can assure understanding for underrepresented families as well. CORE has will continue increase efforts to prioritize goal setting and planning for students.

"	A focus area to improve partnerships for student outcomes includes the continued implementation of a verified assessment program and interventions to support student growth.  CORE utilizes the Star Renaissance Assessment program to measure student growth over time, help parents and student identify learning needs, and design personal plans to reach outcome goals. Many students and families have accepted the STAR Renaissance as a first step to promoting effective learning plans for students.  We expect to earn the trust and cooperation of parents and students as they become knowledgeable and empowered with relevant data. CORE will continue to train teachers to create and communicate individualized educational plans in collaboration with families. One continued focus will be promoting goal-setting and intervention opportunities for all students
	Through personal contact, underrepresented families are especially encouraged to take advantage of all opportunities for improved student outcomes. Teachers offer to assess students on an individual basis, provide oversight for at-home testing when time or transportation is prohibitive, host group intervention or assessment sessions, as well as arrange for any opportunity even when personal circumstances might render it unlikely. Regular one-on-one teacher/student conversations are the key to engaging underrepresented families.
	CORE's small, family atmosphere lends itself to regular input through individual meetings, committees, and day-today interactions. Input is solicited through Parent Club, Council Advisory Group, Student Clubs, individual interactions, and surveys. Parents are integral to the success of CORE's program, and we value their involvement.
	CORE continues to rely on committee function as part of CORE's regular informing process. Students and parents are invited to participate through clubs, question/answer, surveys, and conversation formats. As always, our Parent Club, Student Clubs, individual parent meetings, individual student meetings, and counsel advisory group are encouraged to join and share input. To ensure effective communication, we plan to update our website to streamline communication with our educational partners. Though welcomed and encouraged, some families decline to participate in the decision-making process often because they take seriously their role as parent educator and household manager, leaving them little time to join other efforts. We applaud their priorities. Our goal is to reach but not press every family, including underrepresented families.
	Through personal contact, underrepresented families are especially encouraged to share their needs and what they think will best meet them. CORE teachers inherently develop listening skills to ensure all parent concerns are heard. Sometimes they will bring these to the leadership level. Other times, they can simply make adjustments to the student's program to best suit the family. Collaborative staff conversations allow us to know when a concern or need is bigger than an individual family at which point this informs the overall decision-making process. In 2024-25, CORE’s teachers, homeless/foster liaison, and school counselor plan to make a concerted effort to connect with families/students who are not attending in-person classes, services, field trips, and events to ensure they understand the opportunities and resources available. This focus is to ensure that there are no barriers to accessing the in-person opportunities at CORE.
	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-27	2024
58727360000000	Marysville Joint Unified	3	MJUSD is committed to creating an environment where our school staff and families have a rich and positive experience. As a district, the need for resources to support the wellness of students has become a much-needed focus. MJUSD hired a Director of Wellness to help support the needs of our students and staff across the district. We continue to offer PBIS across the district to support the behavioral needs of our students. This year, MJUSD provided a Parent Summit and PIQE training for EL parents and held a Town Hall meeting at every school site. District representatives have participated in School Site Council and ELAC meetings.	MJUSD provides professional development to support communication between school and home. Training has been provided in all schools for PBIS, which addresses school climate and parent engagement. As for services to support parents, we will continue to expand our parent institutes to help foster a positive relationship between home and school by helping parents gain knowledge on how to support their students best, as well as hold a Parent Summit to help parents understand the services and resources offered by MJUSD.	MJUSD is committed to meeting the needs of our underrepresented families. With the investment of Outreach Consultants (ORC) and EL facilitators, we have intentional support for our English Learners, Low SES, and Foster students. The ORCs and EL Facilitators play a pivotal role in the communication between school and home. For our students with significant attendance issues requiring involvement with SARB, we provide a SARB clerk to help organize and maintain the records for the process and communicate with families. Our office staff is trained yearly on the registration requirements for foster students, and our records in Aeries are monitored to ensure we provide them with everything they need. The addition of nurses and health aides in our schools has also played a significant role in addressing the health needs of our underrepresented families and the resources for families. MJUSD also provides Spanish translations across the district. This includes translations for IEP, district newsletters, phone calls, and parent meetings.	MJUSD is committed to supporting our educational partners in supporting student outcomes. We have invested in our schools by hiring outreach consultants, attendance clerks, school counselors, SARB clerk, EL facilitators, and a Director of Wellness. These positions were designed to help bridge the communication between home and school. In addition to the home-to-school communications, these positions are designed to focus intensely on student academic data and other identified needs for our students. MJUSD has also developed a Graduation Profile to help guide and provide a roadmap for our educational outcomes. This plan was developed with educational partners and continues to play a significant role in the educational setting for students. In addition to a Graduate Profile, MJUSD developed a K-3 Literacy Plan based on the Science of Reading. This plan was developed by educators and district staff to align our instruction with the Science of Reading.	MJUSD continues to work towards building our educational partners to support student outcomes. We continue to provide professional development for the outreach consultants, attendance clerks, school counselors, and EL facilitators. These professional developments include training in Beyond SST, A2A attendance, data monitoring in ELLevation for our EL students, and 504 training. Our teams will also continue to have regular meetings with the PBIS/MTSS Coordinator/ Director of Wellness, Director of English Learners and Student Supports, Director of Data and Student and Student Improvement, and the Director of Discipline and Attendance throughout the school year for guidance and support.	MJUSD continues to build relationships with educational partners to promote positive student outcomes for our underrepresented families. For our English Learners, we have EL facilitators who monitor student data using ELLevation and ensure our qualifying students are reclassified. In addition, the Director of English Learners and Student Support meets and maintains communication with parent groups through DELAC and ELAC. Our Low SES and foster students are supported through our attendance clerks, PBIS/MTSS, and outreach consultants. Our programs, such as A2A and Beyond SST, are designed to help staff monitor the data to help intervene quickly.	MJUSD has sought input from our educational partners in a variety of ways. MJUSD holds regular district advisory committees such as our District Advisory Committee (DAC), District English Learning Advisory Committee (DELAC), LCAP committee meeting, Facilities Committees, and Fiscal Committees during the 2023-24 school year. This year, MJUSD has added an African American Advisory Committee at the district level to support the needs of this subgroup. District staff continues to meet with School Site Councils and ELAC or parent input sessions. These events allowed families to have direct communications with district leaders. MJUSD has also developed a three-year strategic plan, which began implementation in the 2022-23 school year.	Although MJUSD increased the communication between educational partners and district-level leadership through various committee work, MJUSD will work on expanding our communications with more parents by working closer with schools. MJUSD district-level staff will start collaborating with school site council meetings and parent engagement nights and be present at school activities. This will allow district leadership to be available to more parents across the district.	MJUSD continues to seek ways to include our underrepresented families in decision-making. We seek input from our English Learner families through our DELAC and LCAP committee meetings. During these meetings, we ask questions to help us understand the needs of our families. With our district translator, we can ensure all of our communications are available in Spanish. Our DAC and LCAP meetings support the decision-making of our Low SES and Foster families by allowing the representatives to have direct communication with district-level leaders. The Outreach Consultants are also used to help facilitate conversations that allow MJUSD to understand the needs of our community.	4	4	3	4	3	4	3	4	4	4	4	4	Met		2024-06-25	2024
58727360121632	Paragon Collegiate Academy	3	Paragon Collegiate Academy serves a population of students and families who come from low socioeconomic backgrounds. Paragon parents/guardians have indicated that they struggle to help their children academically, especially in math. Paragon Collegiate Academy’s strengths is communication with parents/guardians to support school operations and student success. This is accomplished by consistent communication between teachers and parents/guardians through various platforms. There is also strong communication to families through our Bright Arrow communication system and also via our weekly newsletter.	Paragon Collegiate Academy’s focus areas will be to provide various school activities which promote family participation. Functions such as Back to School Night, Open House, and Parent Workshops are all examples of activities families can participate in.	Paragon’s main focus is to target underrepresented families and encourage their presence at events. This will be done by searching for families who fall under this category and facilitate means of ensuring participation.	The success of our students is highly dependent on many variables. One of those variables is the partnership between school and home. Our student handbook clearly states that parents/guardians must partner with their child’s teacher and agree to be connected to the school. Paragon’s strength is our policies and our high expectations of our parents/guardians.	Paragon’s focus area for building partnerships is to have high expectations for both school staff and parents/guardians in terms of fulfilling responsibilities such as attending parent/teacher conferences, informational meetings, and meetings with the principal when experiencing attendance and/or behavior issues.	Again, Paragon’s main focus is to target underrepresented families and encourage them to be active in their child’s education. . Paragon will continue searching for families who fall under this category and facilitate means of ensuring this partnership. This will be done by maintaining an open communication system with parents and following up with them on specific issues.	Educational success by students or teachers is dependent on having goals and plans. Stakeholder input is extremely important in the educational platform as it assists school leaders in their determination of budgetary development. Paragon’s strength is that we value our stakeholder feedback and we offer ample opportunities for it. Staff members are able to provide input during weekly and monthly staff meetings. Parents and community members are able to provide input during our PTSA and Board of Director meetings.	Paragon’s focus area is to continue to provide opportunities for input. Paragon will provide the opportunity for stakeholder input through surveys and questionnaires in addition to said meetings.	As stated earlier, Paragon’s main focus is to target underrepresented families and encourage them to be active in their child’s education. . This includes providing them with opportunities to share input on decisions made at Paragon Collegiate Academy. Paragon will seek input from underrepresented families through various communication means including but not limited to telephone conferences, in-person meetings, surveys, questionnaires, and if needed, town hall meetings.	4	5	5	5	4	5	5	5	5	4	5	5	Met		2024-06-20	2024
58727365830138	Marysville Charter Academy for the Arts	3	Marysville Charter Academy for the Arts solicited feedback from parents and families through a survey sent out via
Parent Square and based on that feedback has identified the following strengths in building relationships between
school staff and families. The utilization of ParentSquare for two-way messaging between teachers, students, and
parents has allowed for information to continue to be shared in a consistent manner, and for educational partners to
have their questions answered in a timely fashion. Parents/Guardians are also involved in all of our extracurricular
activities. MCAA also has parent involvement in our very active Parent Teacher Community Organization (PTCO)
where donations and volunteer hours are solicited. In addition to PTCO, parents are involved in MJUSD district
advisory committees, our school site council, and volunteer for our many programs.	Feedback from our educational partners indicated that while we have plenty of opportunities for parents to be
involved in the school, we could do more to maintain school-home connections. For the 2023-2024 school year, we
began the year sending biweekly videos out via Parent Square about things to ensure that families knew what was
happening aside from our many productions/performances. We need to ensure that this is completed biweekly next
year. PTCO organized parent volunteers for events by creating a centralized sign-up, which allowed the volunteer
schedule to fill more easily. We developed this year a Volunteer Handbook that will be implemented next school year
in an effort to continue reinforcing trusting and respectful relationships with our parents. We did notice this year that it
might be time to go back to something the school has done in the past, which is to have Parent Booster groups for
Arts, Drama, Dance and Music, allowing more parents to become involved and for more specific communications to
go out to the appropriate groups rather than schoolwide.	MCAA has worked hard to ensure that our Spanish-speaking parents feel welcome and have the opportunity to
engage/become involved with the school. This is an ongoing effort and we will continue to refine our approach so
that parents feel comfortable calling or coming into the school and are aware of opportunities to help. One idea for
next school to explore is having some parent informational nights solely for Spanish-speaking parents.	Marysville Charter Academy for the Arts utilizes many resources and makes an effort to monitor student progress
and improve outcomes for students. When it comes to building partnerships, the school employs two Outreach
Consultants who are members of the response to intervention team for academic and behavior interventions,
facilitate pre student study team meetings, student study team meetings, and act as a liaison between the classroom
and our educational partners at home. This year, our ORCs also began building a library collection to use with
students and parents on a variety of topics beneficial to academics and relationships. Online tools for student
success that the school utilizes include ParentSqaure, which facilitates two-way communication, Aeries online
gradebook, which allows parent/guardians to monitor student progress, and all teachers keep our learning
management system (Google Classroom) up to date with student assignments.	We will continue to work on ways to improve our school-home communication and finding ways to build partnerships
for student outcomes. We did apply for a California Community Schools Partnership Program grant this year, with an
area of focus to be College and Career, but just found out that we did not receive the grant. We will be exploring
other options to make the College and Career portion happen. We are also introducing a Senior Seminar class for all
12th graders that will require some parent involvement and interaction, which will allow parents to have more
academic and career discussions with their students.	We will look for parents within the underrepresented families' demographics to bring in and help make leaders so that
more of our students can connect through their families as well. Potentially running trainings or workshops for
parents using some Parent Institute or PIQUE strategies would prove beneficial as well. Finally, now that we have
begun work on our students' 10 year plans through 9th grade Careers' classes, we could use that curriculum as a
springboard to help parents help their students meet goals and also review these plans in their 12th grade Senior
Seminar class.	Marysville Charter Academy for the Arts seeks guidance from families when drafting the Local Control Accountability
Plan, the Single Plan for Student Achievement, and other school documents/decisions. Feedback is solicited through
Parent Square, the school Site Council and the PTCO. Additional family input is requested at grade-level meetings,
informal surveys, and through information meetings held for families.	Next year, we will be holding more student grade level meetings--once a month--and as a counterpart to that, we will
be scheduling more parent informational meetings so that we can share information with the parents while also
soliciting their input before making larger school-wide decisions. We are working on a WASC goal of empowering our
students and see the parallel action of empowering our parents as a way to reinforce this happening while also
reaping the benefit of more involved parents.	Going back to question three above, we need to target parents from specific demographics to help us reach those
we aren't reaching.	4	4	4	4	4	4	4	4	4	4	4	4	Met		2024-06-25	2024
58727440000000	Plumas Lake Elementary	3	This is a real strength for PLESD. The parent survey that is done every year to gather a broad perspective on the goals of the LCAP and the climate of the community shows that parents feel connected to the schools and staff in the District.	PLESD will continue to focus on supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. As well as PLESD is doing in this area, work still can be done to make it sustainable over the long term.	PLESD will continue to focus on supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. As well as PLESD is doing in this area, work still can be done to make it sustainable over the long term.	PLESD has made it a focus to develop resources for parents to support their students' learning and development in the home. The attendance at our parent information nights has increased over the past two years. Student Services has focused on supporting students socially and emotionally. Parent conferences have been scheduled so that the conferences are not centered on report cards but on developing learning goals for students.	PLESD has identified the continued growth of parent participation in the parent information nights and to continue to find new ways to communicate to parents about how they can support their children academically, socially, and emotionally.	PLESD has identified the continued growth of parent participation with a focus on engaging underrepresented families in the parent information nights and through opportunities specifically created to support these families.	PLESD continues to develop methods of encouraging parents to be part of the decision making process. We have begun to develop more productive advisory groups outside of the Parent Teacher Organizations. Our PTO’s are very involved and active.	PLESD will continue to develop procedures and processes to involve parents in the decision making for school sites and the District.	PLESD will continue to develop procedures and processes to involve unrepresented families in the decision making for school sites and the District.	4	5	4	4	4	4	5	5	3	3	4	3	Met		2024-06-20	2024
58727510000000	Wheatland	3	Wheatland School District has made significant strides in fostering relationships between school staff and families, evidenced by increased engagement and collaboration. Through analyzing input from educational partners and local data, it's evident that the LEA has effectively established channels for communication and support, enhancing trust and understanding between schools and families. This progress highlights the dedication to creating a supportive environment where students can thrive academically and socially.	After analyzing educational partner input and local data, Wheatland School District has identified areas for improvement in building relationships between school staff and families. One focus area is enhancing communication strategies to ensure information reaches all families effectively, addressing any existing gaps or barriers. Additionally, there's a goal to implement more inclusive practices that actively involve families from diverse backgrounds, fostering a stronger sense of belonging and partnership within the school community.	Through the analysis of educational partner input and local data, Wheatland School District has recognized the need to improve engagement of underrepresented families in the process of building relationships between school staff and families. Strategies will include targeted outreach initiatives tailored to the specific needs and preferences of these families, such as culturally sensitive communication methods and community partnerships. Additionally, WSD aims to provide more accessible avenues for involvement, ensuring that underrepresented families feel welcomed and valued within the school community.	Wheatland School District has demonstrated considerable strengths and progress in building partnerships for student outcomes, as evidenced by collaborative efforts and positive outcomes. Analysis of educational partner input and local data reveals a culture of cooperation and shared goals among stakeholders, leading to effective resource allocation and support systems for students. These partnerships have facilitated holistic approaches to education, leveraging diverse expertise and resources to enhance student success across various domains.	Based on the analysis of educational partner input and local data, WSD has identified several focus areas for improvement in building partnerships for student outcomes. These include enhancing communication channels to ensure clear dissemination of information among stakeholders, fostering deeper collaboration to align strategies and resources more effectively, and actively seeking feedback to continually refine and strengthen partnership initiatives. Additionally, there's a recognition of the need to expand outreach efforts to engage with a broader range of community stakeholders to enrich support for student success.	Following analysis of educational partner input and local data, WSD is committed to enhancing the engagement of underrepresented families in building partnerships for student outcomes. Strategies include targeted outreach initiatives that acknowledge and address cultural and linguistic barriers, as well as creating inclusive platforms for participation to ensure all voices are heard and valued. Additionally, WSD plans to establish community liaisons or cultural brokers to facilitate trust-building and bridge communication gaps between the school and underrepresented families, fostering meaningful collaborations that contribute to improved student outcomes	Based on the analysis of educational partner input and local data, the Wheatland School District demonstrates strong strengths and progress in seeking input for decision-making processes. These include a culture of transparency and inclusivity, where stakeholders feel empowered to share their perspectives. WSD also showcases responsiveness to feedback, evidenced by adjustments in policies and practices based on the input received, fostering a sense of ownership and collaboration among all involved parties.	After analyzing educational partner input and local data, the Wheatland School District has identified several focus areas for improvement in seeking input for decision-making. These include enhancing outreach efforts to ensure the participation of diverse stakeholders, such as underrepresented families or community members. Additionally, there's a need to streamline feedback mechanisms and processes to ensure that input is effectively collected, synthesized, and utilized in decision-making processes, promoting transparency and accountability within WSD.	Following the analysis of educational partner input and local data, the Wheatland School District aims to improve the engagement of underrepresented families in the decision-making process through targeted outreach and inclusive communication strategies. This may involve conducting outreach in multiple languages, hosting community forums in accessible locations, and providing opportunities for virtual participation to accommodate diverse schedules and preferences. Additionally, WSD plans to actively involve community representatives from underrepresented groups in decision-making bodies or advisory committees to ensure their voices are heard and considered in shaping policies and practices.	5	5	5	5	5	5	5	5	5	5	5	5	Met		2024-06-26	2024
58727516118806	Wheatland Charter Academy	3																						Not Met			2024
58727690000000	Wheatland Union High	3	Based on the analysis of educational partner input and local data, Wheatland Union High School District has made significant progress and demonstrated strengths in building relationships between school staff and families. Some of the notable strengths and progress include:

Open and Transparent Communication: Wheatland Union High School District has established open and transparent communication channels between school staff and families. There is a clear flow of information, regular updates, and opportunities for dialogue, ensuring that both parties are well-informed and involved in the educational process.

Welcoming and Inclusive Environment: The district has created a welcoming and inclusive environment where families feel comfortable and valued. School staff have implemented strategies to promote cultural competence and have taken steps to understand and respect the diverse backgrounds and needs of families.

Collaborative Decision-Making: Wheatland Union High School District actively involves families in decision-making processes related to their child's education. School staff and families work together as partners, sharing responsibilities and actively contributing to discussions, goal-setting, and problem-solving.

Family Engagement Programs and Activities: The district has developed and implemented various family engagement programs and activities. These initiatives provide opportunities for families to actively participate in their child's education, such as workshops, family nights, and volunteering opportunities.

Supportive Staff Training: School staff members in Wheatland Union High School District have received training and professional development focused on building relationships with families. They have acquired the necessary skills and knowledge to engage effectively with families, establish trust, and foster positive relationships.

Overall, Wheatland Union High School District has shown considerable strengths and progress in building relationships between school staff and families. The efforts made have resulted in improved collaboration, trust, and engagement between the two groups, ultimately benefiting the students and their educational outcomes.	Based on the analysis of educational partner input and local data, Wheatland Union High School District has identified specific focus areas for improvement in building relationships between school staff and families. These areas require attention and targeted efforts to enhance the partnership and engagement between the two groups. Some of the focus areas for improvement may include:

1. Enhanced Outreach and Communication: The district aims to improve its outreach and communication strategies to ensure that all families receive consistent and timely information. This may involve exploring additional channels of communication, such as utilizing digital platforms or multilingual resources, to effectively reach and engage families.

2. Cultural Responsiveness and Sensitivity: Wheatland Union High School District recognizes the need to further develop cultural responsiveness and sensitivity among school staff. The district aims to provide additional training and resources to staff members, enabling them to better understand and address the diverse cultural backgrounds and needs of the families they serve.

3. Strengthening Family Involvement Opportunities: The district aims to expand and diversify family involvement opportunities to encourage greater participation. This may include offering a wider range of workshops, events, and activities that cater to the varied interests and schedules of families, ensuring their active involvement in their child's education.

4. Improved Family Feedback Mechanisms: Wheatland Union High School District seeks to enhance its mechanisms for gathering and incorporating family feedback. This may involve implementing more comprehensive surveys, focus groups, or regular check-ins to obtain valuable insights and perspectives from families, informing decision-making processes and initiatives.

5. Building Trust and Collaboration: The district recognizes the importance of fostering trust and collaboration between school staff and families. Efforts will be made to strengthen relationships, encourage open dialogue, and establish shared goals and responsibilities, creating a partnership that promotes student success.

By focusing on these areas of improvement, Wheatland Union High School District aims to strengthen the relationships between school staff and families, leading to increased engagement, improved outcomes for students, and a more inclusive and supportive educational environment.	Based on the analysis of educational partner input and local data, Wheatland Union High School District has recognized the need to improve the engagement of underrepresented families in relation to building relationships between school staff and families. The district is committed to implementing strategies that specifically address the unique needs and circumstances of these families. Some of the key approaches and initiatives include:

1. Culturally Responsive Practices: The district will prioritize the development of culturally responsive practices to ensure that underrepresented families feel acknowledged, valued, and understood. This may involve providing staff with training and resources on cultural competence, promoting awareness of diverse backgrounds, and adopting inclusive strategies to effectively engage and communicate with these families.

2. Language Access and Communication: Recognizing the importance of language access, Wheatland Union High School District will strive to provide comprehensive language support for underrepresented families. This may involve offering interpretation services, translated materials, and multilingual staff members to bridge the communication gap and facilitate meaningful engagement.

3. Targeted Outreach and Family Liaisons: The district will implement targeted outreach efforts specifically designed to reach underrepresented families. This can include conducting outreach events in culturally relevant community spaces, establishing family liaisons or parent ambassadors from diverse backgrounds who can serve as bridges between families and school staff, and actively seeking input from underrepresented families to inform decision-making processes.

4. Collaboration with Community Organizations: To enhance the engagement of underrepresented families, Wheatland Union High School District will forge partnerships with local community organizations that have existing relationships and trust within these communities. Collaborating with these organizations can facilitate outreach, communication, and support services that are tailored to the needs of underrepresented families.

5. Inclusive Policy and Program Development: The district will ensure that underrepresented families are included in the development and decision-making processes of policies and programs. This can be achieved by actively seeking their input, involving them in relevant committees or advisory groups, and considering their perspectives and experiences when making decisions that impact their children's education.

By implementing these targeted strategies, Wheatland Union High School District aims to foster meaningful engagement and build strong relationships with underrepresented families. The district's commitment to addressing the specific needs of these families will help create an inclusive and equitable educational environment where every family feels valued and empowered to participate in their child's education.	Based on the analysis of educational partner input and local data, Wheatland Union High School District has made significant strides and demonstrated strengths in building partnerships for student outcomes. The district has shown a strong commitment to fostering collaborations among various stakeholders to promote student success. Some of the notable strengths and progress include:

1. Collaborative Planning and Decision-Making: Wheatland Union High School District has established a culture of collaborative planning and decision-making. Stakeholders, including parents, community members, and district staff, actively participate in discussions and contribute to the development of goals, strategies, and initiatives that impact student outcomes.

2. Engaging Community Partnerships: The district has successfully formed partnerships with local community organizations, businesses, and agencies to support student outcomes. These partnerships provide valuable resources, expertise, and opportunities that enhance the educational experiences and future prospects for students.

3. Parent and Family Engagement: Wheatland Union High School District has demonstrated strong parent and family engagement efforts. The district actively involves parents and families in the educational process, seeking their input, and providing opportunities for participation in decision-making, volunteer activities, and family-focused events.

4. Collaborative Professional Development: The district emphasizes collaborative professional development opportunities for staff members. Through workshops, training sessions, and collaborative learning communities, educators have the chance to enhance their skills, share best practices, and work together to improve instructional strategies and student outcomes.

5. Data-Informed Decision Making: Wheatland Union High School District has shown progress in utilizing data to inform decision-making processes. The district collects and analyzes relevant student data, including academic performance, attendance, and social-emotional well-being, to identify areas of improvement and guide the development of targeted interventions and supports.

6. Student Support Services: The district has established robust student support services that cater to a variety of student needs. These services may include counseling, mentoring programs, academic intervention initiatives, and career guidance resources, all aimed at promoting positive student outcomes and holistic development.

Overall, Wheatland Union High School District has demonstrated strengths and progress in building partnerships for student outcomes. The collaborative efforts of stakeholders, engaging community partnerships, and a data-driven approach to decision-making contribute to an environment where students receive comprehensive support and opportunities to succeed academically, socially, and emotionally.	Based on the analysis of educational partner input and local data, Wheatland Union High School District has identified specific focus areas for improvement in building partnerships for student outcomes. These areas require attention and targeted efforts to further enhance the collaborative approach and maximize the impact on student success. Some of the focus areas for improvement may include:

1. Strengthening Parent and Family Engagement: The district aims to further strengthen parent and family engagement by implementing strategies to increase participation and involvement. This may involve exploring innovative ways to reach out to families, providing clear communication channels, and offering a variety of opportunities for parents to actively contribute to decision-making processes and student support initiatives.

2. Expanding Community Partnerships: Wheatland Union High School District recognizes the importance of expanding and diversifying community partnerships to broaden the range of resources and opportunities available to students. The district aims to establish new collaborations with local organizations, businesses, and agencies that can contribute expertise, mentorship, internships, and other enriching experiences to support student outcomes.

3. Targeted Support for Underrepresented Student Groups: The district focuses on providing targeted support for underrepresented student groups to ensure equity in student outcomes. This may involve developing specific programs, services, and partnerships that address the unique needs and challenges faced by these students, fostering a more inclusive and supportive learning environment.

4. Enhancing Professional Development Opportunities: Wheatland Union High School District aims to provide enhanced professional development opportunities for staff members. The district recognizes the importance of equipping educators with the necessary skills and knowledge to foster strong partnerships for student outcomes. Professional development may include training on effective collaboration techniques, culturally responsive practices, and data-informed decision-making.

5. Strengthening Data-Informed Decision Making: The district seeks to further strengthen its use of data to inform decision-making processes related to student outcomes. This includes improving data collection and analysis practices, utilizing data to identify areas of improvement, and translating data insights into actionable strategies and interventions.

By focusing on these areas of improvement, Wheatland Union High School District aims to enhance the effectiveness of partnerships for student outcomes. The district's commitment to strengthening parent and family engagement, expanding community collaborations, addressing the needs of underrepresented student groups, providing professional development, and utilizing data-driven decision-making will contribute to improved educational experiences and outcomes for all students.	Based on the analysis of educational partner input and local data, Wheatland Union High School District has recognized the importance of improving the engagement of underrepresented families in relation to building partnerships for student outcomes. The district is committed to implementing targeted strategies to address the unique needs and challenges faced by these families, ensuring their active participation and inclusion. Some of the key approaches and initiatives include:

1. Culturally Responsive Outreach: Wheatland Union High School District will prioritize culturally responsive outreach efforts to effectively engage underrepresented families. This may involve tailoring communication materials and messages to resonate with the cultural backgrounds and values of these families. It may also include leveraging community connections and trusted individuals to facilitate outreach efforts.

2. Language Access and Communication: Recognizing the importance of language access, the district will provide comprehensive language support for underrepresented families. This can include offering interpretation services, translated materials, and multilingual staff members who can bridge the language barrier and facilitate meaningful communication and engagement.

3. Parent and Family Empowerment: The district aims to empower underrepresented families by providing resources, information, and training opportunities that enable them to actively participate in decision-making processes and support their child's educational journey. This may involve workshops, parent education programs, and leadership development initiatives designed specifically for underrepresented families.

4. Community Partnerships and Networks: Wheatland Union High School District will seek to establish partnerships and networks with community organizations that have existing relationships and trust within underrepresented communities. Collaborating with these organizations can help facilitate outreach, provide resources, and create supportive networks that foster engagement and empowerment among underrepresented families.

5. Culturally Relevant Programs and Services: The district will develop and implement culturally relevant programs and services that address the specific needs and aspirations of underrepresented families. This may include mentoring programs, culturally responsive curriculum initiatives, and targeted support services that promote positive student outcomes and build strong partnerships between families and the school.

WUHSD aims to improve the engagement of underrepresented families in building partnerships for student outcomes. The district's commitment to cultural responsiveness, language access, parent and family empowerment, community partnerships, and culturally relevant programs will create a more inclusive and equitable educational environment where underrepresented families are valued and actively contribute to the success of their children.	Based on the analysis of educational partner input and local data, Wheatland Union High School District has demonstrated strengths and made progress in seeking input for decision-making. The district has shown a commitment to actively involving stakeholders in the decision-making processes, ensuring diverse perspectives are considered. Some of the notable strengths and progress include:

1. Stakeholder Engagement: Wheatland Union High School District has established effective mechanisms to engage stakeholders in decision-making. The district actively seeks input from various stakeholders, including parents, students, educators, community members, and staff, to gather diverse perspectives and insights.

2. Collaborative Committees and Advisory Groups: The district has successfully formed collaborative committees and advisory groups that provide a platform for stakeholders to contribute their input and expertise. These groups are involved in key decision-making processes, such as policy development, program planning, and resource allocation.

3. Transparent Communication Channels: Wheatland Union High School District maintains transparent communication channels that facilitate input and feedback from stakeholders. The district ensures that information is readily accessible and communicates decisions and plans in a timely manner, allowing stakeholders to provide input and express their concerns or suggestions.

4. Data-Informed Decision Making: The district emphasizes the use of data to inform decision-making processes. Wheatland Union High School District collects and analyzes relevant data, including student performance data, feedback surveys, and community needs assessments, to make informed decisions that align with the best interests of students and stakeholders.

5. Inclusive Decision-Making Processes: The district values inclusivity in decision-making processes. Wheatland Union High School District ensures that stakeholders from diverse backgrounds, including underrepresented groups, have opportunities to provide input and participate in decision-making, fostering a sense of ownership and representation among all stakeholders.

Overall, Wheatland Union High School District has demonstrated strengths and progress in seeking input for decision-making. The district's commitment to stakeholder engagement, collaborative committees, transparent communication, data-informed decision making, and inclusive processes contributes to a more inclusive, transparent, and effective decision-making environment, ultimately benefiting the students and the entire school community.	Based on the analysis of educational partner input and local data, Wheatland Union High School District has identified specific focus areas for improvement in seeking input for decision-making. These areas require attention and targeted efforts to enhance the engagement of stakeholders and ensure their perspectives are effectively incorporated into the decision-making processes. Some of the focus areas for improvement may include:

1. Broadening Stakeholder Representation: The district aims to expand and diversify stakeholder representation in decision-making processes. This involves actively seeking input from underrepresented groups, marginalized communities, and families who have traditionally been less engaged. The district will work towards creating opportunities for these stakeholders to contribute their perspectives and ensure their voices are heard and valued.

2. Improving Outreach and Engagement Strategies: Wheatland Union High School District recognizes the need to improve outreach and engagement strategies to reach a broader range of stakeholders. This may involve exploring new communication channels, utilizing technology platforms, and implementing targeted outreach efforts that consider the diverse needs, preferences, and cultural backgrounds of stakeholders.

3. Enhancing Feedback Mechanisms: The district aims to establish more robust feedback mechanisms that facilitate meaningful and timely input from stakeholders. This may involve developing surveys, hosting focus groups, conducting town hall meetings, or utilizing digital platforms for collecting feedback. The district will prioritize transparency and responsiveness in addressing the feedback received.

4. Strengthening Collaboration and Co-Creation: Wheatland Union High School District seeks to enhance collaboration and co-creation with stakeholders. This involves establishing processes and structures that enable stakeholders to actively participate in the decision-making process from the early stages. The district aims to foster a sense of ownership and shared responsibility among stakeholders, ensuring decisions are made collectively.

5. Building Capacity for Stakeholder Engagement: The district recognizes the importance of building the capacity of stakeholders to effectively engage in decision-making processes. This may involve providing training, resources, and support to stakeholders to enhance their understanding of the education system, decision-making processes, and effective ways to contribute their input.

By focusing on these areas of improvement, WUHSD aims to enhance seeking of input for decision-making. The district's commitment to broadening stakeholder representation, improving outreach and engagement strategies, enhancing feedback mechanisms, strengthening collaboration, and building stakeholder capacity will contribute to more inclusive, informed, and effective decision-making processes that reflect the diverse needs and aspirations of the school community.	Based on the analysis of educational partner input and local data, Wheatland Union High School District has identified the importance of improving the engagement of underrepresented families in seeking input for decision-making processes. The district is committed to implementing strategies that specifically address the barriers and challenges faced by these families, ensuring their meaningful participation and representation. Some of the key approaches and initiatives include:

1. Culturally Responsive Outreach: The district will prioritize culturally responsive outreach efforts to effectively engage underrepresented families. This may involve tailoring communication materials, utilizing culturally relevant language and visuals, and employing outreach methods that resonate with the cultural backgrounds and values of these families.

2. Language Access and Communication: Recognizing the importance of language access, Wheatland Union High School District will provide comprehensive language support for underrepresented families. This can include offering interpretation services, translated materials, and multilingual staff members who can facilitate effective communication and ensure that language is not a barrier to meaningful participation.

3. Targeted Outreach Strategies: The district will develop targeted outreach strategies specifically designed to reach underrepresented families. This may involve conducting outreach events in culturally relevant community spaces, collaborating with community organizations trusted by underrepresented families, and utilizing various communication channels to ensure that information reaches these families effectively.

4. Family Liaisons and Support: Wheatland Union High School District aims to establish family liaisons or parent ambassadors from underrepresented communities who can serve as bridges between the district and these families. These liaisons will provide support, information, and guidance to underrepresented families, helping them navigate the decision-making processes and ensuring their voices are heard.

5. Culturally Responsive Input Gathering: The district will implement culturally responsive practices when seeking input from underrepresented families. This may include providing alternative formats for input, ensuring flexible meeting times that accommodate diverse schedules, and creating a safe and inclusive environment where families feel comfortable sharing their perspectives and concerns.

6. Capacity Building and Empowerment: Wheatland Union High School District will offer capacity-building opportunities for underrepresented families, equipping them with the knowledge and skills necessary to actively engage in decision-making processes. This may involve providing workshops, training sessions, and resources on the education system, decision-making processes, and effective ways to provide input.	4	3	4	4	4	4	4	4	4	3	3	5	Met		2024-06-27	2024